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ТОП 10:
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 |
## PB: page 82, 1. Choose and write.
T. does the example with the class; T. asks the children to look at the picture 1 and read the text out loud. T. chooses a child to read out the example sentence. T. asks the children to choose words and complete the sentences. T. reminds them to look at the story and asks them to underline the parts of the story where they find the answers. T. monitors and helps where necessary. T. checks the answers.
T. asks the children to look at the picture. T. divides the class into two groups (Sally and Tag) and asks them to read the example dialogue. T. asks the children to read the questions and answers from the grammar box-they read them in their groups, so one half of the class reads the questions and the other half reads the answers. T. swaps roles and repeats. T. asks children some more questions for extra practice. For example,
T. asks the children to find the stickers for lesson 25. T. plays the CD. T. says Listen and stick. T. stops after each sentence. T. allows the children enough time to stick their stickers. T. checks the answers.
T. asks the children question 1 and asks them to call out the answer. T. asks the children to read the question and circle. T. reminds them to refer to the Learn with tag box for help. T. monitors and helps where necessary. T, checks the answers.
T. asks the children to write down three
T. plays the CD.
T. asks the children to complete pp.80-81 in their Activity Book.
- listening - Speaking
T. puts the children in pairs to mime different activities (e.g. play football, climb a tree, make a cake, read a book, etc.). Each time, one child mimes, their friend guesses and then asks a
T. checks the homework from the previous lesson.
T. says Open your book at page 84. T. presents the new vocabulary with the lesson’s flashcards. T. uses extra repetition to practice the pronunciation of the a /a:/ in far and the ea /iə/ in near.
Pre-reading: T. asks the children look at the story. T. asks (in L1 where necessary) T. follows the steps for presenting stories. T. asks some questions to check understanding and engages the children. T. asks (avoiding L1 if possible)
T. does the example with the class; T. asks the children to look at picture 1. T. asks T. asks the children to read and circle yes or no. T. reminds the children to look at the story to find the answers. T. monitors and helps where necessary. T. checks the answers.
T. does the example with the class: T. asks the children to read out Tag’s speech bubble. T. asks the children to stand up and act out being Tag trying to cross the road. T. reads out the sentence again while the children are acting out. T. asks the children to read the sentences in the grammar box out loud. T. asks the children to find more examples of the language in the story.
T. writes on the board must and mustn’t as headings. T. asks the children to call out things they must and mustn’t do in class. T. writes their suggestions on the board in the correct column. For example, they must be quiet, bring their book, bring their homework-they mustn’t be noisy, stand up, talk to each other. |
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