A) Listen and point. Then repeat.
T. plays the CD. T. demonstrates by holding up his/her book, repeating the letter sounds after Sally and pointing at the letter.
T. plays the CD again. The children repeat the letter sounds and points to the letters.
B) Listen and write. Then repeat.
T. plays the CD. T. pauses after ks ks fox. T. writes x on the board and repeat the letter sounds and the word.
T. plays the CD again. T. asks the children to listen and write.
T. calls out the numbers for children to repeat.
C) Chant.
T. plays the CD. T. asks the children to follow in their book. Then T. says the chant as a class.
T. plays the CD again. T. asks the children to chant with the CD.
T. divides the class into four groups (one group for jumping jellies!, etc.). T. asks each group to chant its part in turn.
SB: Page 30, 2. Colour the family members to get to the plane. Then write.
T. elicits all the family words the children can remember.
T. asks the children to find the family words and colour them. T. monitors and helps where necessary.
T. asks the children to complete the lists with words from the table.
T. does the example with the class: T. asks what the food word is on the first line (spagetti). T. asks what the food word is on the third line (meat).
T. asks Where are the family going? T. encourages the children to shout the answer.
SB: Page 31, 3. Look and answer.
T. asks the children to look at the picture and tells him/her what they can see.
T. does the example with the class: T. asks the children to count the planes. T. asks How many planes can you see? (two).
T. asks the children to look at the picture and answer the questions. T. monitors and helps where necessary.
Homework
T. asks the children to complete pp.28-29 in their Activity Book.
End-of-Term Test 1
T. can now use photocopiable End-of-Term Test 1.T. sees the Active Teach Resources section.
Title of the lesson: I’m cooking.
LESSON 14
Skills to be emphasized:
- listening
- Speaking
Objectives:to talk about what people are doing
Vocabulary: cook, learn, talk, bored, home, doorbell, ring
Review:English
Grammar: I am/I’m cooking., You/We/They are/ You/We/They’re cooking., He/She/It is cooking./ He/She/It’s cooking./He/She /it’s cooking.
Materials: Class CD, Lesson 9 flashcards
Procedure of the lesson
Warm-up page 32
T. asks the children to stand up. T. says I’m reading a book. And mime reading. T. asks the children to repeat the sentence and copy him/her. T. says I’m 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 lesson’s flashcards.
T. uses extra repetition to practice the oo sound in cook /kuk/ and doorbell /´dɔ:bel/.
I’m cooking
Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Who’s in the picture? Who is bored? Who’s 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) What’s 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. I’m writing. T. asks a child to read the two sentences. Then T. says He/She is reading. He/She’s reading. T. points to the children and says You are learning English. You’re learning English.
T.writes on the board I am reading. T. rubs out the a and puts an apostrophe in its place. T. says I’m 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 …. … (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 aren’t 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/I’m not sleeping. You/We/They are not/You/We/They aren’t sleeping., He/She/It is not/He/she/It isn’t sleeping.
Review:I am cleaning
Materials: Class CD, Lesson 10 flashcards
Procedure of the lesson
Warm-up page 34
T. reviews the present continuous tense; T. asks the children to sing and act out to the Fly High Band song from lesson 9.
Review
T. checks the homework from the previous lesson.
Presentation
PB page 34, Vocabulary
T. says Open your book at page 34.
T. presents the new vocabulary with the lesson’s flashcards.
T. uses extra repetition to practice the pronunciation of sh /∫/ in dish and wash.
You aren’t helping.
Pre-reading: T. asks the children to tell him/her what happened in the story in Lesson 9. T. asks the children to look at the story. T asks (in L1 where necessary) Who is at the house? What are they doing?
T. follows the steps for presenting stories.
T. asks some questions to check understanding and engages the children. T. asks (avoiding L1 if possible) Who is cleaning the floor? Who is tasting a strawberry? Is Tag sad or happy? Why? Do you have a cake on your birthday?
PB: page 34, 1. Circle.
T. does the example with the class; T. asks the children to look at picture 1 and says The phone’s ringing. Yes or No? T. elicits No.
T. asks the children to read and circle their answers. T. monitors and helps where necessary.
T. checks the answers.
Practice
PB: page 35, Learn with Tag
T. asks a child to stand up and mime reading a book. T. says He/She’s reading. He/She is not talking. He/She isn’t talking.
T. asks the children to read the grammar box out loud.
T. writes on the board: I am not sleeping. She is not sleeping. They are not sleeping. T. rubs out the a in the first sentence and puts in an apostrophe. T. invites children to write the short form for the other sentences.
Optional activity
T. asks the children to look at the sentences in exercise 1 again and turn them into negative. T. demonstrates by reading sentence 1, then saying No, the phone isn’t ringing. T. calls out other postive sentences and asks the children to make them negative.
PB page 35, 2. Write isn’t/aren’t+…ing.
T. asks the children to look at the picture and tell him/her what the boy and girl are doing.
T. does the example with the class: T asks them to read out all the verb options. T. says George is painting a fox. He isn’t painting a rabbit. T. asks the children to read out the example sentence.
T. asks the children to complete the other sentences. T. monitors and helps where necessary.
T. checks the answers.