ТОП 10:

Read with Trumpet: Amazing holidays



T. does the Read with Trumpet lesson on p.100 of the Pupil’s Book in the next class. T. follows the accompanying teaching notes on p. 100 of this Teacher’s Guide.

Activity Book

 

T. tells the children to complete the Review exercises on pp.64-65 in their Activity Book for homework.

T. does the last section, My English together in class in the next lesson. T. uses the sentences as prompts for oral practice. Then T. tells the children to colour the face they think best represents their efforts. T. can see the Introduction p. vii for guidance.

 

Progress Review 5

T. uses photocopiable Progress Review 5 as a test in class. T. can see the Active Teach Resources section.

 

 

Title of the lesson: Fun Time 2

 

LESSON 32

Skills to be emphasized:

- listening

- Speaking

Objectives:to review vocabulary, pronunciation and grammar

Vocabulary Review:vocabulary from Cycles 3-5

Materials: Class CD

Review

T. checks the homework from the previous lesson.

 

SB: Page 68, 1. Say it with Sally.

 

a) Listen and point. Then repeat.

T. plays the CD. T. demonstrates by holding up his/her book, repeating the letter sounds after Sally and pointing at the letter.

T. plays the CD again. The children repeat the letter sounds and points to the letters.

 

b) Listen and write. Then repeat.

T. plays the CD. T. pauses after th th three. T. holds up his/her book, traces th with his/her finger and repeats the letter sounds and the word..

T. plays the CD again. T. asks the children to listen and write.

T. calls out the numbers for children to repeat.

 

c) Chant.

T. plays the CD. T. asks the children to follow in their book. Then T. says the chant as a class.

T. plays the CD again. T. asks the children to chant with the CD.

T. divides the class into four groups (one group for A photo of a dolphin, etc.). T. asks each group to say its part in turn and to think of a mime for their chant.

 

SB: Page 68, 2. Play the word race.

T. asks the children to tell him/her three family words.

T. does the example with the class: T. says Name three seasons and asks the children to call out the answers.

T. puts the children in small groups. T. asks them to read the instructions, but not to start writing until he/she says. T. explains that the group who writes ALL the answers first (correctly) will be the winner. T. says three … two… one …write.

T. checks the answers and announces the winner.

 

SB: Page 69, 3. Write.

T. writes the heading and the first line of each column on the board. T. asks children to suggest the best drink and the worst food. T. writes their ideas on the board.

T. puts the children in pairs. T. asks them to complete the table with their own ideas.

 

SB: Page 69, 4. Find. Then ask and answer.

T. does the example with the class: t. asks the children to find the tambourine and trace the line to Lydia with their finger.

T. asks the children to find who all the things belong to.

T. puts the children in pairs. T. asks them to read out the example question and answer in their pairs.

T. asks the children to take turns asking and answering about the objects in their pairs.

 

Homework

T. asks the children to complete pp.66-67 in their Activity Book.

 

End-of-Term Test 2

T. can now use photocopiable End-of-Term Test 2.T. sees the Active Teach Resources section.

 

Title of the lesson: We danced in the olimpics.

 

LESSON 33

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about past actions.

Vocabulary: reporter, photographer, work, newspaper

Review: aunt, uncle

Grammar: past simple (regular)

Materials: Class CD, Lesson 21 flashcards

Procedure of the lesson

Warm-up page 70

 

T. reviews action verbs: T. asks children to tell him/her action verbs (i.e. clean, clinb, Dnce, play, paint, walk, etc). T. writes them on the board. T. puts the children in pairs. They take turns miming one of the verbs for their friend to guess.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 70, Vocabulary

T. says Open your book at page 70.

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

T. uses extra repetition to practice the or /ɔ:/ in reporter and the or /ɜ:/ in work.

 

We danced in the Olympics.

Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) Who is Julie? Who Brad? Where do they work?

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 Brad taking a photo of? Why? What is Cahtter doing in the photos? How do the animals feel?

PB: page 70, 1. Match.

T. does the example with the class; T. asks the children to look at the picture 1 and asks Is Julie a photographer? T. elicits No, she isn’t. T. asks the children to read the example sentence.

T. asks the children to read and match the sentences. T. reminds them to look at the story to find the

answers. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 71, Learn with Tag

T. asks the children to look at the picture and read Tag’s speech bubble. T. asks Why has the verb ‘play’ got ‘ed’ at the end? And see if any children can tell him/her; if not, T. explains (because it is talking about yesterday.

T. writes on the board: clean, climb, dance, help, listen, paint, play, talk, visit, watch in a list. T. invites children to come up and add the ending for the verb so it can be used to talk about yesterday.

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

T. asks children to make up sentences about yesterday, using a verb from the board.

 

Optional activity

T. plays a game: Yesterday I listened to music. T. chooses a child to repeat his/her sentence and adds another action (e.g. Yesterday I listened to music and I visited my grandma.). T. continues playing for as long as possible.

 

 







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