Procedure of the lessonWarm-up page 6
 T. divides the class into two groups to sing the song from the previous lesson. They sing one verse each and together they sing the last three lines. While one group sings, the other group acts out or dances to the song.
Vocabulary
T. says Open your books at page 6.
T. presents the new vocabulary with the lesson’s flashcards. T. sees Introduction, p.v for guidance on presenting new vocabulary.
T. practices several times the different sounds in Africa (A) [æ], airport (ai) /ea/ and aunt (au) /a:/.
He’s from Africa!
Pre-reading: T. asks the children to look at the story. T. asks ( in L1where necessary) Where are Sally,Trumpet and Karla?Where is Ziggy?
T. follows the steps for presenting stories – T. can use Introduction, p. v.
T. asks some questions in L1 to check understanding and engage the children. T. asks (avoiding L1 if possible) Who is Ziggy with? Is Ziggy on holiday? Are the animals happy?
PB: page 6, 1. Circle.
T. does the example with the class; T. allocates the parts of picture 1 of the story to three volunteers. T. asks them to read the dialogue aloud.
T. asks Is it a nice day? T. elicits Yes, it is. T. asks What’s that noise? T. elicits It’s a mobile phone. T. asks the children to read the example question and answer.
T. asks the children to circle the correct answers. T. monitors and helps where necessary.
T. checks the answers.
Practice
PB: page 7, Learn with Tag
T. says I am a teacher. I’m a teacher. T. points to a boy, looks at him and says You are a boy. You’re a boy. T. points to the boy again, looks at the class and says He is a boy. He’s a boy. T. asks the children to repeat. T. does the same with girl and table to demonstrate She is/She’s and It is/it’s.
T. asks a child to come to the front, stands next to him/her and says We are happy. We’re happy. T. points to the class and says You are happy. You’re happy. T. looks at the child next to him/her, points to the class and says They are happy. They’re happy. T. asks the children to repeat each time.
T. writes on the board: I am. Then rubs out the a and replace it with an apostrophe. T. repeats with other short forms.
T. asks the children to read tag’s speech bubble and the grammar box out loud.
Optional activity
T. chooses children, gives them a word (am, is or are) and asks them to make a sentence. Each time, T. asks for the complete and the short form.
Date: 2016-03-03; view: 800
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