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.

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.