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. checks the answers.
PB page 39, 4. Play the game.
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
T. asks the children to complete pp. 36-37 in their Activity Book.
Title of the lesson: Sally’s Story ‘The bear fight’
LESSON 18
Skills to be emphasized:
- listening
- Speaking
Objectives: to read a story
Vocabulary: fight, go for a walk, swing, saucepan
Review: vocabulary from Lesson 9-12
Grammar Review: grammar from lessons 9-12
Materials: Class CD, Lesson Flashcards
Procedure of the lesson
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
T. checks the homework from the previous lesson.
Presentation
PB page 40, Vocabulary
T. says Open their books at page 40.
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. follows the steps for presenting stories.
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. checks the answers.
