Title of the lesson: Trumpet is stronger.

Lesson 26

Skills to be emphasized:

- listening

- Speaking

Objectives: to compare two or more people, animals or things

Vocabulary: team heavy, throw, dirty, draw

Grammar: comparatives

Materials: Class CD, Lesson 17 flashcards

Procedure of the lesson

Warm-up page 56

 

T. plays a spelling game. T. calls out words the children know (or uses flashcards) and chooses children to spell the words.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 56, Vocabulary

T. says Open your book at page 56.

T. presents the new vocabulary with the Lesson’s flashcards.

T. uses extra repetition to practice the ow /əʊ/ in throw and the aw /ɔ:/ in draw.

 

Trumpet is stronger.

Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) What’s happening? What are the animals doing? Who can jump high?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engages the children. T. asks (avoiding L1 if possible) Who is strong? Who is dirty? Who wins? Are you good at jumping?

PB: page 56, 1. Circle.

T. does the example with the class; T. asks the children to read the text for picture1, then read out the example sentence.

T. asks the children to circle. T. reminds the children to look at the story to check their answer. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 57, Learn with Tag

T. draws on the board two big balls-one bigger than the other. T. points to the smaller ball and says big; T. points to the bigger ball and say bigger.

T. asks the children to look at the example picture and reads Tag’s speech bubble.

T. writes on the board the grammar box from the book. T. draws the children’s attention to the regular ending (er), and to the other endings. As well as the irregular forms.

T. asks the children to find examples of the new language in the story.

T. puts the children in pairs and asks them to take turns talking about things that are bigger or smaller than other things in the classroom, in their bag, on their desk, etc. t. monitors and helps where necessary.

 

PB page 57, 2. Write.

T. does the example with the class: T. asks Are zebras strong? Are elephants strong? Are zebras stronger than elephants? Are elephants stronger than zebras? T. elicits answers each time. T. asks the children to read the example sentence out loud..

T. asks the children to complete the other sentences. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary.

T. checks the answers.

Optional activity.

T. puts the children in small groups. They take turns choosing one of the adjectives from Exercise 2 and thinking of a new sentence using the comparative form. T. demonstrates with an example or two if necessary.

PB page 57, 4. Listen and stick. Then write.

T. asks the children to find the stickers for Lesson 17.

T. plays the CD. T. says Listen and stick. T. stops after each sentence.

T. does the example with the class: T. asks the children to look at Susan and Lucy. T. asks question 1 and asks the children to read the example answer out loud.

T. asks the children to answer the other questions. T. monitors and helps where necessary.

T. checks the answer.

PB page 57, 4. Sing along with the Fly High band!

T. plays the CD.

 

Homework

T. asks the children to complete pp.54-55 in their Activity Book.

 

Title of the lesson: The best zoo in the world.

 

LESSON 27

Skills to be emphasized:

- listening

- Speaking

Objectives: to compare one thing with a number of others.

Vocabulary: world, rhino, young, giraffe, fat, thin

Grammar: superlatives

Materials: Class CD, Lesson 18 flashcards

Procedure of the lesson

Warm-up page 58

 

T. writes on the board some adjectives the children know (e.g. tall, small, big, cold, hungry, etc.) t. points to them at random and chooses children to make comparative sentences with the adjective. T. prompts and helps if necessary.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 46, Vocabulary

T. says Open your book at page 58.

T. presents the new vocabulary with the lesson’s flashcards.

T. uses extra repetition to practice the g /ŋ/ in young and the g /ʤ/ in giraffe.

 

Optional activity

T. reviews animals: T. puts the children in pairs and asks them to take turns miming an animal they know. Their friend guesses.

The best zoo in the world.

Pre-reading: T. asks the children to tell him/her which animals they saw in Lesson 17. T. asks the children to look at the story. T. asks (in L1 where necessary) What animals can you see? Where are they from?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engages the children. T. asks (avoiding L1 if possible) Which animal is small? Which animal is long? What’s the best zoo in the world? What’s your favourite animal from the story?

PB: page 58, 1. Match.

T. asks Which animal is strong? Is giraffe tall or small?

T. does the example with the class; T. asks the children to read the example answer and point to the picture of the giraffe in their book.

T. asks the children to match and make sentences. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 59, Learn with Tag

T. draws on the board two big balls-one bigger (B) than the other (A). T. points to the bigger ball and asks Is this ball bigger than A? Yes or No? T. elicits Yes. Then T. draws another ball (c), bigger then the previous ones. T. points to it and asks Is this the biggest ball? Yes or No? T. elicits Yes. T. points to the biggest ball again and says This is the biggest ball.

T. asks the children to look at the picture and read the sentence.

T. asks the children to read the different forms of one adjective out loud. T. draws their attention to the endings (est, iest, test), as well as the irregular forms.

T. asks the children to find examples of the new language in the story.

T. says an adjective and its comparative and invite children to shout its superlative (witout looking at their book if possible). T. repeats several times and faster to make it fun.

 

PB page 59, 2. Write.

T. does the example with the class: T writes on the board: clever –cleverer- …………. T. asks the children to call out the missing words (the cleverest). T. asks the children to read the example sentence.

T. asks the children to complete the other sentences. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary.

T. invites children to read a sentence each out loud.