Влияние общества на человека
Приготовление дезинфицирующих растворов различной концентрации
Практические работы по географии для 6 класса
Организация работы процедурного кабинета
Обработка изделий медицинского назначения многократного применения
Изменения в неживой природе осенью
Уборка процедурного кабинета
Сольфеджио. Все правила по сольфеджио
Балочные системы. Определение реакций опор и моментов защемления
Sally’s story: Amazing world.
Pre-reading: T. asks the children to look at the pictures and sees what they can tell him/her about them. T. chooses children to say one thing about any of the picture.
T. holds up his/her book, T. points to the animals of the story and asks What’s it? The children can answer in L1 if they don’t know the English word.
T. follows the steps for presenting stories.
T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 if possible) Where was Robert Wadlow from? What colour is the flower? What can hummingbirds do? What was Marjorie Gestring? How tall is a cheetah? What do we know about blue whales?
PB: page 64, 1. Read and answer.
T. does the example with the class: T. reads out the question 1 and asks the children to read out the answer .
T. asks the children to answer the other questions. T. reminds them to refer back to the story to check their answer. T. monitors and offers help where necessary.
T. checks the answers.
PB page 65, 2. Write with Karla.
T. asks the children to look at the picture and read Karla’s description.
T. asks the children Have you got a tall friend? Have you got a favourite football team?
T. asks the children to write sentences for their Book of Records, like Karla. T. monitors and helps where necessary..
T. checks the answers. T. invites some children to come to the front to tell the class about their Book of Records.
Early finishers can draw pictures for their sentences.
T. asks the children to complete pp.62-63 in their Activity Book.
T. can now use photocopiable Quiz 5. T. can see Active Teach resources section
Title of the lesson: The Fly High Review 5
Skills to be emphasized:
Objectives:to review Lessons 17-20 and prepare for Progress Review 5
Vocabulary Review:vocabulary from Lessons 17-20
Grammar Review: grammar from Lessons 17-20
Materials: Class CD, scissors, drawing paper, glue for the project
Procedure of the lesson
Warm-up page 66
T. puts the children in pairs. They take turns telling their friend sentences from the Book of Records they wrote in the last lesson.
T. checks the homework from the previous lesson.
Before doing an exercise with the class, briefly review the relevant vocabulary and grammar. T. uses flashcards, questions and answers, etc.
PB: page 66, 1. Colour.
T. asks the children to look at the splodges and colour the leaves according to which category each word belongs. T. does the example with the class and asks the children to do the exercise. T. monitors and helps where necessary.
PB page 66, 2. Circle.
T. says faster and encourages the children to say the opposite comparative adjective.
T. does the example with the class and asks the children to circle. T. monitors and helps where necessary.
PB page 66, 3. Write was/wasn’t or were/weren’t.
T. does the example with the class: T. asks the children to look at the picture and complete the other sentences. T. monitors and helps where necessary.
PB page 57, 4. Listen and match.
T. plays the CD. T. does the example with the class.
T. plays the CD again. T. stops after each phrase to give the class time to match the words and the pictures.
Now ask and answer.
T. puts the children in pairs. T. asks them to look at the pictures and read the example dialogue.
T. asks the children to take turns; one child chooses a girl from Exercise 4 and the other asks questions to find who it is. T. monitors and helps where necessary.
PB page 67, 5. What about you? Write.
T. asks different children questions about where they were last night, e.g. Were you at the cinema last night?
T. asks the children to read the questions and answer about themselves. T. monitors and helps where necessary.
T. asks the children to read out their answers.
My project: Make a weather chart.
T. asks different children what the weather was like on different days on the chart.
T. distributes the card/paper and asks the children to prepare a chart like the one in the picture, using their own ideas for drawings, and to write about the weather for the last week.
T. invites different children to show their chart to the class.
Review of Cycle 5
T. can now review the language the children have learned in Cycle 5, in the following ways.
My Picture Dictionary
T. can use Picture Dictionary for Cycle 5 to help the children review the words they have learned. T. can see Introduction p.vii for guidance on using the picture dictionary.
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