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Tài liệu Fly high 3 lesson plans

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Class: _______________________ Date:_____________________ Lesson Plans Master Fly High 3 Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: Hello, boys and girls! Skills to be emphasized:  Listening  Speaking Objectives: to introduce the setting and the main characters of the book Vocabulary: zoo, elephant, monkey, kangaroo, penguin, tiger, keeper Grammar: Welcome to .. , Hello, I’m … , Hi, I’m … , What’s your name?, Hello, My name’s …, How are you?, I’m fine, thank you., Goodbye. Materials: class CD Procedure of the lesson Warm up: T. says Hello, girls and boys. Welcome to Fly High 3! My name is (his/her name). T. goes round the class asking children Hello, what’s your name? how are you? T. reviews the names of the Fly High characters by calling out kangaroo, penguin, tiger, elephant, monkey and keeper. Each time T. asks the children to say the name of the character (Karla, Patty, Tag, Trumpet, Chatter, Sally) Hello, girls and boys! T. says Open your books at page 4. T. opens his/her book and holds it up to demonstrate. T. asks the children to look at the pictures on pages 4 and 5. T. chooses children to tell him/her one thing they can see in the pictures in English. As they say the words, T. writes them on the board. If there are words the children can’t remember (e.g. the food words, like bread, eggs, apple, etc). T. prompts them by writing gapped words on the board. T. points to the words on the board one at a time and asks the children to call out the word and spell it. T. praises them for knowing so many English words! T. plays the CD. T. asks the children to follow the words with their finger as they listen. T. plays the CD again. T. pauses after every person and asks the children to repeat. T. divided the class into eight groups. T. allocates a part to each group and asks the children to read the dialogue. T. encourages them to use character voices. T. asks the children to look at the picture and count the balloons (ten). Y. holds up his/her book and points to the balloons one at a time. Each time, the children call out the colour. T. plays the CD. T. sees Introduction, p.vi for guidance on teaching songs. PB: page – 5, 1. Write the names. T. holds up his/her book and points to the picture of Sally. T. asks What’s her name? and elicits Sally. T. asks the children to spell Sally. T. writes on the board as they call out the letters. T. asks the children to write the other names. T. monitors and helps where necessary. T. checks the answers. Optional activity T. puts the children in pairs. They take turns. One child acts out a character from the story, doing what they are doing in the picture on page 4. Their friend guesses the character. T. demonstrates by acting out Karla writing in her notebook. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Optional activity T. writes on the board parts of the dialogue as gapped text (e.g. …. To the zoo! Or Those are …. .). T. invites children to come up and complete the dialogues. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: He’s from Africa! LESSON 1 Skills to be emphasized: - listening - Speaking Objectives: to talk about where people are from Vocabulary: Africa, airport, aunt, uncle, cousin, holiday, flag, England, Ukraine, Argentina, France, Greece Grammar: I am/’m, You/We/They are/’re, He/she/It is/’s Review: hello, I’m …, What’s your name? Materials: Class CD; Lesson 1 flashcards Procedure of the lesson Warm-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 Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ 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. PB page 7, 2. Listen and stick. T. asks the children to find the stickers for Lesson 1. 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. checks the answers. PB page 7, 3. Circle and write. T. does the example with the class: T. asks the children to read the example sentence and calls out the missing word (white). T. asks the children to circle and write. T. monitors and helps where necessary. T. checks the answers. PB page 7, 4. What about you? Write. T. asks the children to write about themselves. T. monitors and helps where necessary. T. asks as many children as possible to read out what they have written. PB page 7, 5. Sing along with The Fly High band! T. plays the CD. T. can see the introduction, p.vi for guidance on teaching songs. Homework T. asks the children to complete pp.4-5 in their Activity Book. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: Are you on holiday?. LESSON 2 Skills to be emphasized: - listening - Speaking Objectives: to ask and answer about people Vocabulary: shy, England, spagetti, cheese, ice-cream,dinner, Turkey, Australia Review: aunt, uncle, cousin Grammar: Am I …? Are you/we/they …?, Is he/she/it …?, Yes, I am./No, I’m not., Yes, we/you/they are./No, we/you/they aren’t., Yes, he/she/it is.,/No, he/she/it isn’t. Review: My name is …, I’m … Materials: Class CD, Lesson 2 flashcards, drawing paper Procedure of the lesson Warm-up page 8 Children play “Hangman” on the board with the vocabulary from Lesson 1. T. asks volunteers to choose a word each time. (T. sees Introduction, p, xi.) Review T. checks the homework from the previous lesson. T. can see Introduction, p. v and p. ix for guidance on checking homework effectively and practicing vocabulary and spelling. Presentation PB page 8, Vocabulary T. says Open your book at page 8. T. presents the new vocabulary with the lesson’s flashcards. T. sees Introduction, p. v for guidance on presenting new vocabulary. T. calls out the words at random. T. asks the children to spell them and points to the correct pictures. Are you on holiday? Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Where is Ziggy? Who is with Ziggy? Is Ziggy’s cousin happy? 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) Is Ziggy on holiday? Is Ziggy’s cousin shy? Are the animals hungry? PB: page 8, 1. Match . T. does the example with the class; T. asks the children to look at picture 2 and tell him/her who they can see (Ziggy, aunt, uncle, cousin and Patty). T. asks Is Ziggy’s cousin shy? T.elicits No, she isn’t. t. holds up his/her book, reads sentence1, then traces the line with his/her finger to the cousin. T. asks the children to match. T. reminds them to look in the story to check their answer. T. checks the answers. Practice PB: page 9, Learn with Tag T. asks for two volunteers to read out the speech bubbles for Karla and Tag. T. asks the children to read the grammar box out loud. T. writes only the persons from the grammar box on the board (you? I?, etc.) T. invites children ti fill in the missing verb forms (with their book if necessary). Optional Activity Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ T. puts the children in small groups. T. asks them to take turns asking and answering Are you …?, Is he/she …?, Am I …?, and Are we …? Questions about people in the group. T. demonstrates with one group by asking a child Are you hungry? T. elicits Yes, I am./No, I’m not. T. monitors and helps where necessary. PB page 9, 2. What about you? Write. T. asks different children questions e.g. Is your friend a ballerina? Are your mum and dad teachers? Are you funny?, etc. T. asks the class to write their answers to the questions in the exercise. T. refers them to the Grammar box for help. T. monitors and helps where necessary. T. checks the answers. PB page 9, 3. Play the game. T. asks the children to look at the picture and guess what the children are pretending to be.. T. asks three children to come to the front – two of them are “kangaroo children and the other one asks the questions. T. asks them to read and act out the example dialogue. T. puts the children in small groups (3 or 4). T. asks them to play the game. T. tells them sometimes one child acts out and other times two or more children act out together (to ensure practice of short answers with I and we). PB page 9, 4. Write with Karla. T. asks the children to look at the first picture. T. asks Where is Karla from? What colour is her flag? T. asks the children to read Karla’s sentences out loud. T. distributes the paper. T. asks the children to draw and colour a flag for their country, decorates their picture and writes sentences like Karla. T. asks children to read their sentences to the class. Homework T. asks the children to complete pp.6-7 in their Activity Book. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: I’ve got a camera LESSON 3 Skills to be emphasized: - listening - Speaking Objectives: to talk about possessions Vocabulary: map, shorts, sunglasses, shirt, swimsuit, smile Grammar: I/You/We/They have got/ ’ve got, He/She/It has got/’s got Materials: Class CD, paper (optional) Procedure of the lesson Warm-up page 10 T. writes on the board: happy, hungry, a kangaroo, a tiger, from Australia, from Greece. T. points to tiger and says Is Tag a tiger? T. chooses a child. T. elicits a short answer. T. chooses children, points to a word on the board and asks them to think of a question using Am, Is or Are. T. chooses another child to answer the question each time. Review T. checks the homework from the previous lesson. Presentation PB page 10, Vocabulary T. says Open your book at page 10. T. can see the Introduction, p. v for guidance on presenting new vocabulary using the Pupil’s Book pictures. T. uses extra repetition to practice the sh /∫/ sound on shorts and shirt. I’ve got a camera Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Is it a sunny day? What clothes has Ziggy got? Where is Ziggy going on holiday? What has tag got? 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) Do Chatter and Karla like Ziggy’s clothes? Does Ziggy like his clothes? Do you like Ziggy’s clothes? PB: page 10, 1. Choose and write. T. does the example with the class; T. asks the children to read the example sentence, then to find the place in the story which gives that information. T. asks the children to choose words and complete the sentences. T. monitors and helps where necessary. T. checks the answers. Practice PB: page 11, Learn with Tag T. asks the children to read out Tag’s speech bubble and the grammar box. T. writes on the board: I … got blue shorts. Ziggy …. got black and white shorts. T. points to the gaps one at a time and elicits the missing words. T. writes on the board: I have got. T. rubs out ha and replaces it with an apostrophe. T says I’ve got. T. writes on the board You have got. And She has got. T. invites children ti rub out letters and adds apostrophes to make the short forms. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ T. puts the children in pairs. They take turns telling their friend about things they’ve got in their bag or on their desk. Then put them in small groups. They take turns talking about what their friend has got. PB page 11, 2. Write. T. asks the children to read the example aloud. T. asks the children to read the rest of the prompts and writes sentences. T. refers them to the Learn with Tag box for help. T. monitors and helps where necessary. T. checks the answers. Optional activity T. distributes the paper and asks the children to draw one or more objects from the lesson’s story. T. puts the children in small groups. They show their friends their drawings and take turns talking about them, using have/has got. PB page 11, 3. Read and write. Then colour. T. asks the children to read the sentences aloud. T. does the example with the class: T. asks What colour is a banana? Then T. asks What colour is her T-shirt? T. asks the children to read the example answer. T. asks the children to read the text and write. T. monitors and helps where necessary. T. checks the answers. T. asks the children to colour their pictures. T. monitors and helps where necessary. PB page 11, 4. Sing along with The Fly High band! T. plays the CD. T. can see Introduction, p. vi for guidance on teaching songs. Homework T. asks the children to complete pp.8-9 in their Activity Book. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: Have you got your passports? LESSON 4 Skills to be emphasized: - listening - Speaking Objectives: to ask and answer about possessions Vocabulary: passport, ticket, plane, money, suitcase, taxi Grammar: Have I/you/we/they got?, Has he/she/it got?, Yes, I/you/we/they have./No, I/you/we/they haven’t., Yes, he/she/it has./ No, he/she/it hasn’t. Materials: Class CD, Lesson 4 flashcards, alphabet flashcards from Fly High 2 or cards (prepared by him/her) with pictures of animals or classroom objects that the children have learnt (1 or 2 per child), sets of cards prepared by him/her with colour words on them (one set per group), bags (2 per group) Procedure of the lesson Warm-up page 12 T. holds up different classroom objects and asks Have you got a (object)? Children call out their answers each time. Review T. checks the homework from the previous lesson. Presentation PB page 12, Vocabulary T. says Open your book at page 12. T. presents the new vocabulary with the lesson’s flashcards. T. practices several times the a sounds in plane /ei/ and taxi /æ/ Have you got your passports? Pre-reading: T. asks the children to look at the story. T asks (in L1where necessary) Where are Ziggy and his family going? Who has got the suitcases? Who has got the tickets? T. follows the steps for presenting stories – T. can use Introduction, p. v. T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 if possible) Are Sally and the animals sad in picture 3? Why? What has Sally got for the animals? PB: page 12, 1. Circle. T. asks the children to read sentence 1 and say Yes aloud. T. asks the children to read and circle yes or no. t. refers them back to the story to check their answers. T. monitors and helps when necessary. Practice PB: page 13, Learn with Tag T. chooses a girl, points to her and says She has got (colour) hair. Then T. asks Has she got (colour) hair? Yes, she has. T. asks Has she got (different colour) hair? T. elicits No, she hasn’t. T. writes on the board: She has got … and Has she got …? T. draws arrows from the words she and has in each sentence to show that they change position in questions. T. puts the children in pairs and asks them to take turns asking and answering questions about children in the class. PB page 13, 2. What about you? Circle and write. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ T. does the example with the class; T. asks the children to read sentence 1 aloud. T. asks some children to give him/her an answer, then T. asks the children to write an answer. T. asks the children to answer themselves. T. refers them to the Learn with Tag box for help. T monitors and helps where necessary. T. checks the answers. PB page 13, 3. Listen and match. T. plays the CD, pauses after first sentence. T. holds up his/her book, reads out the question, traces the line with his/her finger and read the example answer. T. says Listen and match. T. plays the CD. If children need extra time to match the questions and answers, pauses after each sentence. T. checks the answers. PB page 13, 4. Play the game. T. asks the children to look at the picture and elicits how the game is played. T. chooses two children to read and act out the example. T. puts the children in small groups. T. distributes the alphabet (or his/her) crads in two bags for each group (a few object cards in one bag; a few colour cards in another bag). T. lets the children play the game in their groups. Homework T. asks the children to complete pp.10-11 in their Activity Book. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: Sally’s Story ‘Snowy’ LESSON 5 Skills to be emphasized: - listening - Speaking Objectives: to read a story Vocabulary: Maths, English, History,Art, dinosour, PE Review: vocabulary from Lessons 1-4, days of the week Grammar Review: grammar from lessons 1-4 Materials: Class CD Procedure of the lesson Warm-up page 14 Children play the game to review I’ve got . T. says I’ve got a bag. T. chooses a child to repeat what he/she said and adds an object of their own (prompts if necessary –e.g. I’ve got a bag and a pencil.). Children choose the next child to repeat and add an object of their own. T. plays for as long as possible. Review T. checks the homework from the previous lesson. Presentation PB page 14, Vocabulary T. says Open their books at page 14. T. holds up his/her book and points to the pictures one at a time, saying the words each time. T. practices several times the th /θ/ on Maths and sh /∫/ in English. Sally’s story: Snowy Pre-reading: T. asks (in L1 where necessary) the children to look at each picture in the story and tells him/her what they can see. T. follows the steps for presenting stories – T. can use Introduction, p. v. T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 if possible) Has Joanna got English on Wednesday? Have you got English on Wednesday? What has Joanna got on Tuesday? Optional activity T. puts the children in pairs. They take turns reading out sentences from the story – their friend says the number of the picture for that sentence. Practice PB: page 14, 1. Read and answer. Before doing the exercise, T. reviews the days of the week. T. writes on the board the first letter or two letters of each day. T. invites children to complete the words on the board. T. does the example with the class; T. divides the class into two groups. T. asks one group to read question 1 and the other to read the answer. T. asks the children to read and answer. T. monitors and helps where necessary. T. checks the answers. PB page 15, 2. Write with Karla. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ T. asks the children to look at the picture and tell what they can see. T. asks the children to read Karla’s sentences out loud. T. asks the children to write their sentences. They can use Karla’s examples as a model, but T. must remind them to write about their own family. T. monitors and helps where necessary. Early finishers can draw a picture to go with their sentences. Homework T. asks the children to complete pp.12-13 in their Activity Book. Quiz 1 T. can now use photocopiable Quiz 1. T. can see Active Teach esources section Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: The Fly High Review 1 LESSON 6 Skills to be emphasized: - listening - Speaking Objectives: to review Lessons 1-4 and prepeare for Progress Review 1 Vocabulary Review: vocabulary from Lessons 1-4 Grammar Review: grammar from Lessons 1-4 Materials: Class CD, four large sheets of paper for the project Procedure of the lesson Warm-up page 16 T. puts the children in pairs to play “Hangman” with some of the vocabulary from Lessons 1-4 Review 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. Presentation PB: page 16, 1. Match. T. asks the children to read the example. T. asks the children to match the rest of the sentences. T. monitors and helps where necessary. Practice PB page 16, 2. Read and answer. T. asks the children to read the example and answer the rest of the questions. T. monitors and helps where necessary. PB page 16, 3. Write. T. holds up his/her book and points to the first picture. T. asks Has he got a suitcase? For the second picture asks Have you got tickets? T. elicits the correct answer. PB page 17, 4. What about you? Write. T. asks children Have you got ….? Questions and elicits correct short answers. T. asks the children to read the questions and answer about themselves. T. monitors and helps where necessary. PB page 17, 5. Listen and circle. T. asks the children to read the timetable one day at a time. T. plays the CD and asks the children to listen and circle the correct subjects. Now write She’s got or She hasn’t got. T. says She hasn’t got Maths on Monday. T. asks the children to give him/her another She hasn’t got … sentence about Monday. T. asks the children to read the example and complete the other sentences referring to the timetable. My project: Draw and make a holiday chart. Then write. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ T. asks the children to look at the picture and count how many items are in the bag. T. reads the lists for Me and My friend as a class. T. distributes the paper and asks the children to draw their holiday bag containing things for themselves and their friend. T. reads the example text out loud. T. asks the children to repeat. T. asks the children to write the texts for their holiday chart. T. invites some children to the front to present their work to the class and to read what they’ve written. Review of Cycle 1 T. can now review the language the children have learned in Cycle 1, in the following ways. My Picture Dictionary T. can use Picture Dictionary for Cycle 1 to help the children review the words they have learned. T. can see Introduction p.vii for guidance on using the picture dictionary. Read with Trumpet: A day at school T. does the Read with Trumpet lesson on p.96 of the Pupil’s Book in the next class. T. follows the accompanying teaching notes on p. 96 of this Teacher’s Guide. Activity Book T. tells the children to complete the Review exercises on pp.14-15 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 T. uses photocopiable Progress Review 1 as a test in class. T. can see the Active Teach Resources section. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: The postman comes at seven. LESSON 7 Skills to be emphasized: - listening - Speaking Objectives: to talk about routines. Vocabulary: postman, morning, letter, postcard, parcel, afternoon, evening, watch TV Grammar: I/You/We/They play, He/She/It plays Materials: Class CD Procedure of the lesson Warm-up page 18 T. draws on the board four clocks showing different o’clock times. T. chooses children, points to one of the clocks at random and asks the child to mime what they usually do at that time of day. T. demonstrates once if necessary. Review T. checks the homework from the previous lesson. Presentation PB page 18, Vocabulary T. says Open your book at page 18. T. presents the new vocabulary using the pupil’s Book pictures. T. uses extra repetition to practice the a /a:/ in postcard, parcel and afternoon. The postman comes at seven Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Where are they? Who’s the man? What’s he carrying? T. follows the steps for presenting stories. T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 possible) Why are Chatter and Karla arguing? Who is the parcel for? PB: page 18, 1. Circle. T. asks the children to look at picture 1. T. says It’s morning. Yes or no? T. elicits Yes. T. does the example with the class: T. asks the children to read the example sentence, then to read the text at the top of picture 1.T. says The postman comes at six. Yes or no? T. elicits No. T. asks the children to circle. T. monitors and helps where necessary. T. checks the answers. Practice PB: page 19, Learn with Tag T. holds up his/her book and points to the picture. T. asks the children to read the example sentence and the grammar box out loud. T. writes on the board: I …. Books. She … books. And (read). T. points to the gaps and asks the children to tell you the verb form each time. If necessary, T. repeats with other gapped sentences and regular verbs. T. underlines the third person singular s to draw attention ti it. T. asks the children to find examples of the grammar in the story. Optional activity Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ T. writes on the board: play, read, swim, eat, open and walk. T. goes round the class asking children to give him/her a sentence about themselves using one of the verbs. Each time, T. asks the child next to them to say what their friend does (using he/she and the third person singular verb form). PB: page 19, 2. Circle and write. T. does the example with the class: T. holds up his/her book, points to the clock and say six. T. points to the verb options and say Sally get up-no. Sally gets up-yes! T. asks the children to choose the correct verb form and then write the time. 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 19, 3. Listen and stick. Then write. T. asks the children to find the stickers for Lesson 5. 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. does the first question with the children-reads the first two lines of the audio script, T. asks the children to read the first sentence and add the missing word. T. asks the children to complete the other sentences. T. checks the answers. PB page 19, 4. Sing along with The Fly High band! T. plays the CD Homework T. asks the children to complete pp. 16-17 in their Activity Book. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: Do they play basketball? LESSON 8 Skills to be emphasized: - listening - Speaking Objectives: to ask and answer about routines Vocabulary: photo album, weekend, ski, year, mountain, winter, summer Grammar: I/You/We/They don’t play, Do you play? Yes, I do./No, I don’t., Do they play?Yes, they do./No, they don’t. Review: I/We/They play Materials: Class CD, Lesson 6 flashcards, flashcards from previous lessons (optional) Procedure of the lesson Warm-up page 20 T. asks for three volunteers to read out the verses of the song in Lesson 5. The other children act out as those children read. Review T. checks the homework from the previous lesson. Presentation PB page 20, Vocabulary T. says Open your book at page 20. T. presents the new vocabulary with the lesson’s flashcards. T. uses extra repetition to practice the ee /i:/ in weekend and the ea /iə/ in year. Optional Activity T. plays a word game: T. uses different flashcards from previous lessons. T. collects them together and places them face down on his/her desk. T. asks children to come and choose a flashcard and either act out the word or tell the class the first (and second, etc.) letter, for the children to guess the word. Do they play basketball? Pre-reading: T. asks the children to look at the story and asks (in L1 where necessary) What’s happening in picture 1? What’s in Sally’s parcel? Have you got a photo album? T. follows the steps for presenting stories. T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 possible) Who are the people in the photos on pictures 2 and 3? Who is in the photo in picture 4? What’s she wearing? PB: page 20, 1. Choose and write. T. does the example with the class; T. asks the children to look at picture 2. T. asks What’s Sally got? T. asks the children to read out the example sentence. T. asks the children to choose words and complete the sentences. T. monitors and helps where necessary. T. checks the answers. Practice PB: page 21, Learn with Tag T. writes on the board: you play football. () You don’t play basketball. () do you play football? T. points out the extra words we use to make the negative and question (don’t, Do) Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ T. points out the different order of the words in questions. T. asks two children to come to the front and read out the example dialogue for Karla and Tag. T. asks the children to read out the grammar box, then to find examples of the grammar in the story. T. writes on the board more gapped questions and answers (e.g. They … watch TV () … they read English?, etc). T. invites children to fill in the missing words. PB page 21, 2. What about you? Circle. T. asks the children to read and circle about themselves. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary. T. checks the answers by asking children to read out their sentences. T. puts the children in pairs to practice asking and answering the questions with their friend. PB page 21, 3. Play the game. T. asks the children to look at the picture and say what the children are doing. T. puts the children in pairs. T. makes sure they understand that they take turns thinking of an activity. Their friend asks questions to guess the activity. PB page 21, 4. Write with Karla. T. asks the children to look at the first picture and say what it is. T. asks if they ever write postcards when they are on holiday. T. asks the children to read Karla’s sentences out loud. T. asks the children to write their postcard. T. monitors and helps where necessary. T. checks the answers by asking children to read out their postcard. Homework T. asks the children to complete pp. 18-19 in their Activity Book. Teacher: _________________ Signature:__________________ Class: _______________________ Date:_____________________ Title of the lesson: She doesn’t like meat LESSON 9 Skills to be emphasized: - listening - Speaking Objectives: to ask and answer about other people’s routines Vocabulary: meat, excited, panda, Chine, leaf Review: winter Grammar: He/She/It doesn’t eat, Does he/she/it eat, Does he/she/it eat? Yes, he/she/it does./No, he/she/it doesn’t. Materials: Class CD Procedure of the lesson Warm-up page 22 T. asks different children to stand up and mime something they do on Saturday. The other children guess by saying, for example, He/She plays football. T. allows as many children to mime as possible. Review T. checks the homework from the previous lesson. Presentation PB page 22, Vocabulary T. says Open your book at page 22. T. presents the new vocabulary using the Pupil’s Book. T. uses repetition to practice of ed /əd/. She doesn’t like meat. Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) Is everyone excited? Why? What’s the new animal called? T. follows the steps for presenting stories. T. asks some questions in L1 to check understanding and engage the children. T. asks (avoiding L1 if possible) How old is Pandora? Where is she from? Is she waking up? Do you like pandas? PB: page 22, 1. Choose and write. T. does the example with the class; T. asks What animal is Pandora? T. asks the children to read the example. T. asks the children to choose the words and complete the sentences. T. reminds them to look at the story to check their answers. T. monitors and helps where necessary. T. checks the answers. Practice PB: page 23, Learn with Tag T. draws a panda on the board. T. asks Does she eat meat? Yes or no? T. elicits No. T. writes on the board: She doesn’t eat meat. T. goes round the class asking children to tell him/her other things the panda doesn’t do (e.g. read books, speak English, etc). T. asks the children to look at the picture and read the example dialogue. T. practices questions and answers by asking children Does questions, e.g. Does Chatter play the drums? Does Ziggy come from Greece? T. elicits short answers. T. asks the children to read the grammar box out loud and finds examples of the language in the story. T. puts the children in pairs. They take turns asking and answering the questions in the grammar box. Teacher: _________________ Signature:__________________
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