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.
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.
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.
