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Procedure of the lesson

Warm-up page 32

 

T. asks the children to stand up. T. says Iím reading a book. And mime reading. T. asks the children to repeat the sentence and copy him/her. T. says Iím writing English. T. asks the children to repeat the sentence and mime the action. T. repeats with other simple sentences in the present continuous.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 32, Vocabulary

T. says Open your book at page 32.

T. presents the new vocabulary with the lessonís flashcards.

T. uses extra repetition to practice the oo sound in cook /kuk/ and doorbell /´dɔ:bel/.

Iím cooking

Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Whoís in the picture? Who is bored? Whoís got an idea? Is Chatter happy?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 possible) Whatís Sally doing? Is there a mess in the kitchen?

PB: page 32, 1. Match.

T. does the example with the class: T. holds up his/her book and points to the words Tag is and follows the line with his/her finger to b. T. reads out the example sentence. T. asks the children to point to the picture of Tag playing his guitar.

T. says Match. T. reminds the children to refer to the story to find the answers. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 33, Learn with Tag

T. writes on the board and says I am writing. Iím writing. T. asks a child to read the two sentences. Then T. says He/She is reading. He/Sheís reading. T. points to the children and says You are learning English. Youíre learning English.

T.writes on the board I am reading. T. rubs out the a and puts an apostrophe in its place. T. says Iím reading. T. writes on the board He is cooking. T. invites children to rub out letters and writes apostrophes to make the short form.

 

PB: page 33, 2. Write.

T. does the example with the class: T. writes on the board You Ö. Ö (learn) English. T. asks the children to call out the example answer. T. writes on the board.

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.

PB: page 33, 3. Listen and stick. Then write.

T. asks the children to find the stickers for Lesson 9.

T. plays the CD. T. says Listen and stick. T. stops after each sentence. T. allows enough time for children to stick their stickers.

T. writes on the board the gapped example sentence. T. asks the children to call out the missing words. T. invites a child to complete the sentence on the board.

T. asks the children to complete the other sentences. T. monitors and helps where necessary.

T. checks the answers.

 

 

Optional activity

T. asks the children to write two new sentences about the people in their family. For example, My mum is cleaning her shoes. T. asks different children to read out their sentences.



PB page 33, 4. Sing along with The Fly High band!

T. plays the CD

 

Homework

T. asks the children to complete pp. 30-31 in their Activity Book.

 

 

Title of the lesson: You arenít helping.

 

LESSON 15

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about what people are not doing.

Vocabulary: make, wash, dish, floor, strawberry, taste

Grammar: I am not/Iím not sleeping. You/We/They are not/You/We/They arenít sleeping., He/She/It is not/He/she/It isnít sleeping.

Review:I am cleaning

Materials: Class CD, Lesson 10 flashcards


Date: 2016-03-03; view: 695


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