PB page 7, 2. Listen and stick.
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.
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.
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
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.