Fly high 3 lesson plans

asks the children to read the example question and answer?. puts the children in pairs and asks them to take turns asking and answering questions about children in the class.. asks the c

Trang 1

Lesson Plans

Master Fly High 3

Trang 2

 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 thedialogue 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

Trang 3

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

Trang 4

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

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

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

Trang 5

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

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 themissing word (white)

T asks the children to circle and write T monitors and helps where necessary

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

Trang 6

- 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

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?

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

Practice

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

Trang 7

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

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 Grammarbox for help T monitors and helps where necessary

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

Trang 8

- 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)

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

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?

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 theplace in the story which gives that information

T asks the children to choose words and complete the sentences T monitors and helps where necessary

Practice

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

Trang 9

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 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 asks the children to colour their pictures T monitors and helps where necessary

T plays the CD T can see Introduction, p vi for guidance on teaching songs

Homework

Trang 10

- 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)

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

Presentation

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 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?

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

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

Trang 11

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

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

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

Trang 12

- 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

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

possible) Has Joanna got English on Wednesday? Have you got English on Wednesday? What has

Joanna got on Tuesday?

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

Trang 13

T asks the children to look at the picture and tell what they can see.

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

Trang 14

- 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

Warm-up page 16

T puts the children in pairs to play “Hangman” with some of the vocabulary from Lessons 1-4

Review

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.

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.

Trang 15

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

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

Progress Review

T uses photocopiable Progress Review 1 as a test in class T can see the Active Teach Resources

section

Trang 16

- 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

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

Presentation

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

Practice

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

Trang 17

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

PB: page 19, 3 Listen and stick Then write

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 plays the CD

Homework

T asks the children to complete pp 16-17 in their Activity Book

Trang 18

- 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)

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

Presentation

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?

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?

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

Practice

Trang 19

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)

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

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 write their postcard T monitors and helps where necessary

T checks the answers by asking children to read out their postcard

Homework

Trang 20

Title of the lesson: She doesn’t like meat

LESSON 9

- listening

- Speaking

Objectives: to ask and answer about other people’s routines

Vocabulary: meat, excited, panda, Chine, leaf

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

Presentation

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?

possible) How old is Pandora? Where is she from? Is she waking up? Do you like pandas?

T does the example with the class; T asks What animal is Pandora? T asks the children to read the

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

Trang 21

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

T asks all the children to draw a picture of a boy/girl hey know T puts the children in pairs They

take turns asking their friend Does he/she questions about the person in their picture T monitors and

encourages the friend to give short answers

PB page 23, 2 Choose and write Use doesn’t.

T asks the children to look at the verb options and match them with the sentence endings, e.g wear matches sunglasses

T does the example with the class: T asks a child to read out the example

T asks the children to complete the sentences with the correct verb and doesn’t T monitors and helps where necessary

T says She comes from China And prompts the children to answer She doesn’t come from Africa T continues with more sentences from the lesson encouraging the children to answer with a doesn’t sentence each time For example, She eats leaves.-She doesn’t eat meat., She sleeps a lot.-She doesn’t

play a lot Or She doesn’t sleep all winter,etc.

PB page 23, 3 Read and answer

T asks the children to read the text out loud

T does the example with the class: t repeats the first sentence of the text, then T asks the children questions 1 The children read the example answer

T asks the children to read the questions and answer them T monitors and helps where necessary

Trang 22

Title of the lesson: They always wake up early

LESSON 10

- listening

- Speaking

Objectives: to talk about how often people di things.

Vocabulary: wake up, early, show, bird, late, want

Review: morning

Grammar: always, sometimes, never, in the morning, on Saturday, every day.

Materials: Class CD, Lesson 8 flashcards

Warm-up page 24

T divides the class into two groups They sing the song from Lesson 7 –one group asks the questions

in the song and the other sings the answers They all sing the last line of the verses

Review

Presentation

T uses extra repetition to practice the ea/ɜ:/ in early and the a /ei/ in late

They always wake up early.

Pre-reading: T asks the children to look at the picture T asks (in L1 where necessary) What day is

it? Is there a new animal in the zoo? Who is showing Pandora the zoo?

T asks some questions to check understanding and engages the children T asks (avoiding L1 if

possible) Who gets up early? Who has a shower every day? Is Pandora having fun? Why?

T does the example with the class; T chooses a child to read the text for picture 1 Then T asks the children to tell him/her what day it is

T asks the children to circle the correct words T monitors and helps where necessary

Practice

T holds up his/her book and points to the picture of Tag T asks the children to read Tag’s speech bubble out loud

T asks Does Tag clean his teeth on Monday? T elicits Yes, he does T repeats with other days of the week Then T says Tag cleans his teeth every day.

T writes on the board: I go swimming on Tuesday, Thursday and Saturday T reads the sentences out loud, then T says I sometimes go swimming T asks children to tell him/her things they sometimes

do

Trang 23

T says I have a shower in the morning T repeats the process with I go shopping on Saturday.

T writes on the board: Pandora never eats meat T asks the children to tell him/her things they never do

PB page 25, 2 What about you? Write always, sometimes or never

T reminds the children of some of the things they said they always/ sometimes/never do

T asks the children to complete the sentences about themselves T monitors and helps where

necessary

T checks the answers by asking children to read out some of their sentences

PB page 25, 3 Listen and match Then write

T plays the CD T pauses after every sentence to give the children time to match the correct picture

T says Write T does the example with the class: T asks What day does Vicky play the keyboard T

elicits Thursday T asks the children to read the example answer, then do the exercise T monitors and helps where necessary

T asks the children to look at the picture and reads the words on the whiteboard in the picture

T writes always, sometimes, never as three headings across the board.

T asks Who always eats fish? Who sometimes eats fish? Who never eats fish? T chooses one child

from each answer group to come to the board, stand in front of the correct word and say their

sentence (I always eat fish., etc.)

T repeats with other sentences, or let children come to the board, stands n front of one of the words and make up their own sentences

Homework

Trang 24

Title of the lesson: Sally’s Story ‘The months of the year’

LESSON 11

- listening

- Speaking

Vocabulary: January, February, March, April, May, June, July, August, September, October, November,

December, spring, autumn

Review: summer, winter

Warm-up page 26

T writes on the board: spring, summer, autumn, winter T chooses children to come to the front, T

says one of the seasons, then mimes something they do at the time of the year The other children guess

Review

Presentation

T introduces the months of the year: T invites the children to find the months and highlight them in the story

T uses extra repetition to practice the pronunciation of all the months of the year

Sally’s story: The months of the year.

Pre-reading: T asks the children to look at the story T asks (in L1 where necessary) What’s your

favourite month of the year? Why? What’s your favourite season of the year? Why?

possible) What happens in May? What happens in November? When are we on holiday?

Practice

PB: page 26, 1 Read and write.

T divides the class into twelve groups T allocates the months and asks each group to read about their month

T does the example with the class: T asks the group who reads about January to read their rhyme again T asks the children to read the example sentence out loud

T asks the children to read and write T asks them o underline the places in the story where they found the answers T monitors and offers help where necessary

T asks the children to look at the picture and read what Karla has written about her favourite season

T asks the children to write about their favourite seasons, like Karla T encourages them to use their imagination! T monitors and helps where necessary

Trang 25

T invites different children to read out loud what they have written about their favourite season.

Trang 26

Title of the lesson: The Fly High Review 2

LESSON 12

- listening

- Speaking

Objectives: to review Lessons 5-8 and prepare for Progress Review 2

Materials: Class CD, card/paper for the project

Warm-up page 16

T calls out the months at random and asks children to spell the month and say what they do in that month

Review

Presentation

PB: page 28, 1 Listen and match.

T asks the children to look at the pictures and tell him/her what they can see in each one

T plays the CD to do the example with the class

T plays the CD again T asks the children to listen and match T stops after each question to give the class time to match the words and pictures

Now choose and write.

T does the example with the class Then T asks the children to choose and complete the other sentences T monitors and helps where necessary

Practice

T writes on the board: Pandora eats fish T asks the children to read the sentence out loud T asks

Does Pandora eat fish? T elicits No, she doesn’t T puts a line through the first sentence he/she

writes on the board: Pandora doesn’t eat fish.

T asks the children to convert the other sentences into negative sentences T monitors and helps where necessary

PB page 28, 3 What about you? Write Do or does and answer.

T asks a child to read the example question and answer T asks the children to complete the other questions and answer about themselves T monitors and helps where necessary

PB page 29, 4 Write and colour the boxes Then play the game.

T asks the children to complete the names of the months in the table

Trang 27

T explains that the key is to show the children what colour to use for the months in each season T asks them to colour the cells in the table according to the season T monitors and helps where

T puts the children in pairs to play the game

T puts the children in different pairs T asks them to take turns asking each other the questions

T asks the children to write their answers T monitors and helps where necessary

T asks the questions and invites different children to read out their answers

My project: Make a poster.

T asks the children to look at the pictures T chooses children to tell him/her what they can see in each of the pictures

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

Read with Trumpet: Special days in Britain

T does the Read with Trumpet lesson on p.97 of the Pupil’s Book in the next class T follows the accompanying teaching notes on p 97 of this Teacher’s Guide

Progress Review

T uses photocopiable Progress Review 2 as a test in class T can see the Active Teach Resources

section

Trang 28

Title of the lesson: Fun Time 1

LESSON 13

- listening

- Speaking

Objectives: to review vocabulary and pronunciation

Vocabulary Review: vocabulary from Cycles 1 and 2

Review

SB: Page 30, 1 Say it with Sally

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

Trang 29

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

Trang 30

Title of the lesson: I’m cooking

LESSON 14

- 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.

T says Open your book at page 32.

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?

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

Trang 31

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

PB: page 33, 3 Listen and stick Then write

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

Trang 32

Title of the lesson: You aren’t helping

LESSON 15

- 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

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 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?

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

Practice

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.

Trang 33

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 asks the children to look at the picture and tell him/her what they can see

T draws on the board the house plan from the picture T writes on the board the gapped names of therooms (for example, k ….ch….etc.) t invites children to complete the words

T asks two children to come to the front to read the example

T puts the children in pairs to play the game T makes sure they understand that they say an action they do in a specific room in the house

T can extend the game by inviting some children to say their sentences for the class to guess where they are

T asks the children to look at the picture and read what Karla has written out loud

T asks the children to write about themselves and their friends like Karla T monitors and helps where necessary

Early finishers can draw and colour a picture to go with their sentences

T asks some children to read their sentences to the class

Homework

Trang 34

Title of the lesson: are you going to town?

LESSON 16

- listening

- Speaking

Objectives: to ask and answer about what people are doing

Vocabulary: go shopping, library, cinema, supermarket, buy, rope

Grammar: am I eating? Yes, you are./No, you aren’t., is he/she/it eating? Yes, he/she/it is./No, he/she/it

isn’t., Are we/you/they eating? Yes, we/you/they are./No, we/you/they aren’t.

Warm-up page 36

T puts the children in pairs They take turns acting out activities using verbs and words they have

learnt T writes some verbs on the board as prompts if necessary (write, read, wash, make, sing, walk,

etc.) Their friend guesses what they are doing.

Review

Presentation

T reinforces the vocabulary by asking children to spell the words at random

Are you going to town?

Pre-reading: T asks the children to look at the story T asks (in L1 where necessary) Is Sally on a

train? Is Tag with her? Is there a toy shop in the town? Are they in the toy shop?

possible) What does Sally buy? Do Trumpet and Chatter have fun? Do they like shopping? What

shops do you like?

T writes on the board: He …….washing the floor They … Making a cake T points to the first gap and asks Is or are? T elicits is and writes it in the gap T repeats the process with the second gap.

T does the example with the class; T asks to look at the answer options and read the example

Trang 35

T chooses a confident child to act out being Tag T asks Is he eating? T asks the children to read out

the answer

T asks the children to read the grammar box out loud

T goes round the class asking Are you (drinking)?/ Is he/she (drinking)? Questions and eliciting the

correct answers

T puts the children in small groups They take turns miming simple actions like eating an ice-cream, carrying shopping, etc (if necessary, T writes phrases on the board for the children to mime) Their friends ask questions like the ones in the grammar box to guess what they are doing T monitors and helps where necessary

PB page 37, 2.Write.

T does the example with the class: T writes the gapped example sentence on the board T points to the gaps one at a time and asks the children to call out the word(s) each time, T writes them in the gaps

T asks the children to look at the picture and write T reminds them to refer to the Learn with Tag box for help T monitors and helps where necessary

PB page 37, 3 Look and answer

T asks some questions about the picture in Exercise 2 For example, What is the man wearing? Who

is wearing a shirt?

T does the example with the class: T asks Where is the man shopping? And asks the children to read

out the example answer

T asks the children to answer the questions T monitors and helps where necessary

T plays the CD

Homework

Trang 36

Title of the lesson: Wait here Don’t move.

LESSON 17

- listening

- Speaking

Objectives: to make suggestions, say what you do and don’t want people to do

Vocabulary: wait, move, chase, stop, thief, brave

Review: library, police, clever, ice cream

Grammar: Let’s …, Don’t …

Warm-up page 38

T writes on the board anagrams of the verbs the children have learnt in this Cycle (learn, talk, cook,

ring, make, wash, taste, buy) T asks the children to write the verbs correctly in their notebook T

checks by asking children to call out the spelling

Review

Presentation

T presents the new vocabulary using the Pupil’s Book pictures and mime

T uses extra repetition to practice the pronunciation of ie /i:/ in thief and ai /ei/ in wait

Wait here Don’t move.

Pre-reading: T asks the children to look at the story T asks (in L1 where necessary) Who can you

see in the story? Where is Sally going? Who is wearing a mask?

possible) Is Chatter brave? Why? Why are Chatter and Trumpet happy at the end of the story?

T does the example with the class; T asks the children to look at picture 1 in the story T asks

Where is Sally going? T asks the children to read out the example sentence.

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

Practice

T asks three volunteers to stand up and act out the dialogue

T says Let’s clap our hands T claps his/her hands to demonstrate T propmts the children to copy him/her T repeats with let’s stand up T says Don’t sit down and stay standing up him/herself T

says sit down and prompts the children to do the same

Trang 37

PB page 39, 2.listan and tick ().

T plays the CD T pauses after the first sentence and asks the children to repeat the sentence (Let’s

go to the library.) T holds up his/her book and points to picture 1a.

T plays the CD T says Listen and tick T pauses after each sentence for the children to tick the correct pictures

PB page 39, 3 Circle

T does the example with the class: T reads out sentence 1 T elicits the correct option from the children

T asks the children to read and circle T monitors and helps where necessary

T asks the children to look at the picture and say What the children are doing.

T demonstrates the game: T reads out the sentences for the children to mime as in the picture

T can either play the game as a class, or =, for a change, divide the class into small groups (It is the same game as “Simon says”, but using Sally)

T monitors and helps where necessary

Homework

Trang 38

Title of the lesson: Sally’s Story ‘The bear fight’

LESSON 18

- listening

- Speaking

Vocabulary: fight, go for a walk, swing, saucepan

Review: vocabulary from Lesson 9-12

Materials: Class CD, Lesson Flashcards

Warm-up page 40

T plays a game: T says Let’s eat a cake T asks the children to mime T says Let’s eat a cake and

carry the shopping The children mime T continues, adding another action each time (e.g jump,close

our eyes, etc.) until the children can’t carry on!

Review

Presentation

T presents the new vocabulary with the Lesson’s flashcards

Sally’s story: The bear fight.

Pre-reading: T asks the children to look at the story T points to each picture and asks (in L1 where

necessary) Who are the people in the story? What room are the boys in? is there a bear in the story?

T asks some questions to check understanding and engage the children T holds up his/her book and

points to different pictures, asking What are Adam and Harry doing? Each time T asks (avoiding L1

if possible) What Adam and Harry saying?

Practice

PB: page 40, 1 Read and write.

T does the example with the class: t divides the class into two groups T asks one group to read the example question out loud and the other to read the example answer

T asks the children to read the questions and write the answers T reminds them to look at the story

to check their answers T monitors and offers help where necessary

T asks the children to look at the picture and read Karla’s description out loud

T asks the children to draw a picture of their family and write sentences like Karla

If there is time T invites children to bring their pictures to the front and tell the class about their family and what they are doing

Trang 39

T asks the children to label their pictures T sticks the pictures on the wall T invites children to

come up and talk about their friend’s pictures (e.g This is Sam’s family His mum is making a cake.,

Trang 40

Title of the lesson: The Fly High Review 3

LESSON 19

- listening

- Speaking

Objectives: to review Lessons 9-12 and prepare for Progress Review 3

Materials: Class CD, a large sheet of paper/card, scissors, drawing paper, glue for the project

Warm-up page 42

T plays “Word Bingo”: T asks the children to write down four words from Lessons 9-12 T calls out letters at random The children cross out the letters in their words The winner is the first person to cross out all the letters in their words

Review

Presentation

PB: page 42, 1 Listen and match.

T plays the CD and does the example with the class

T plays the CD again T stops after each question to give the class time to match the words and pictures

Practice

T does the example with the class and asks the children to complete the other sentences T monitors and helps where necessary

PB page 42, 3 What about you? Choose and write.

T asks a child to read the introductions and explains what they have to do (T uses a word/phrase from the blue cloud and a word/phrase from the pink cloud to make sentence)

T monitors and helps where necessary T asks some children to read out their answers

PB page 43, 4 Look and say.

T asks the children to look at the pictures

T asks the children to tell him/her in which picture the girl is wearing a dress (2) and in which pictureshe is making a dress (1) T chooses a girl and a boy to make sentences

T asks the children to talk about more differences in the pictures T makes sure as many children as possible have the chance to give an answer

My project: Make a class map.

T gives the children time to look at the picture and reads the sentences in their book

Định dạng
Số trang	91
Dung lượng	509,5 KB