T. asks the children to look at the picture and read Karla’s sentences aloud.
T. asks the children to write sentences about what’s in their fridge. T. encourages them to use as many food/drink words as possible.
Early finishers can draw and colour a picture to go with their sentences.
T. checks the answers by choosing children to come to the front to read out their sentences.
Homework
T. asks the children to complete pp.50-51 in their Activity Book.
Quiz 4
T. can now use photocopiable Quiz 4. T. can see Active Teach resources section
Title of the lesson: The Fly High Review 4
LESSON 25
Skills to be emphasized:
- listening
- Speaking
Objectives: to review Lessons 13-16 and prepare for Progress Review 4
Vocabulary Review: vocabulary from Lessons 13-16
Grammar Review: grammar from Lessons 13-16
Materials: Class CD, scissors, drawing paper, glue for the project
Procedure of the lesson
Warm-up page 54
T. plays “Word Bingo” with words from Lessons 13-16.
Review
T. checks the homework from the previous lesson.
Before doing an exercise with the class, briefly review the relevant vocabulary and grammar. T. uses flashcards, questions and answers, etc.
Presentation
PB: page 54, 1. Choose and write.
Children sing the Fly High song from Lesson 13 to review the possessive adjectives. T. asks the children to point to a person or people to demonstrate my, your, etc. as they sing.
T. does the example with the class and asks the children to choose and write. T. monitors and helps where necessary.
Practice
PB page 54, 2. Read and answer.
T. asks the children to look at the pictures. T. does the example with the class.
T. asks the children to answer the other questions. T. monitors and helps where necessary.
PB page 54, 3. Listen and circle.
T. plays the CD and does the example with the class.
T. plays the CD again. T. says Listen and circle. T. stops after each sentence for the children to match the correct pictures.
PB page 55, 4. Match.
T. draws on the board two clocks – one showing half past two and one showing half past nine. T. writes on the board half past two and asks which clock matches the time.
T. does the example with the class and asks the children to match the other items. T. monitors and helps where necessary.
PB page 55, 5. Circle and write.
T. does the example with the class and asks the children to circle and write. T. monitors and helps where necessary.
PB page 55, 6. Write.
T. goes round the class giving children different nouns that have irregular plurals and asking them to say the plurals.
T. does the example with the class and asks the children to write the other plurals. T. monitors and helps where necessary.
My project: Make a food 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. says breakfast. T. asks the children to read the example text out loud for breakfast. T. repeats with lunch and dinner.
T. distributes the paper and asks the children to draw the pictures for their food posters and colour them in.
T. invites some children to the front to present their work to the class and to read what they’ve written.
Review of Cycle 3
T. can now review the language the children have learned in Cycle 4, in the following ways.
My Picture Dictionary
T. can use Picture Dictionary for Cycle 4 to help the children review the words they have learned. T. can see Introduction p.vii for guidance on using the picture dictionary.
Read with Trumpet: Food in Britain
T. does the Read with Trumpet lesson on p.99 of the Pupil’s Book in the next class. T. follows the accompanying teaching notes on p. 99 of this Teacher’s Guide.
Activity Book
T. tells the children to complete the Review exercises on pp.52-53 in their Activity Book for homework.
T. does the last section, My English together in class in the next lesson. T. uses the sentences as prompts for oral practice. Then T. tells the children to colour the face they think best represents their efforts. T. can see the Introduction p. vii for guidance.
Progress Review 4
T. uses photocopiable Progress Review 4 as a test in class. T. can see the Active Teach Resources section.
Title of the lesson: Trumpet is stronger.
Lesson 26
Skills to be emphasized:
- listening
- Speaking
Objectives: to compare two or more people, animals or things
Vocabulary: team heavy, throw, dirty, draw
Grammar: comparatives
Materials: Class CD, Lesson 17 flashcards
Procedure of the lesson
Warm-up page 56
T. plays a spelling game. T. calls out words the children know (or uses flashcards) and chooses children to spell the words.
Review
T. checks the homework from the previous lesson.
Presentation
PB page 56, Vocabulary
T. says Open your book at page 56.
T. presents the new vocabulary with the Lesson’s flashcards.
T. uses extra repetition to practice the ow /əʊ/ in throw and the aw /ɔ:/ in draw.
Trumpet is stronger.
Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) What’s happening? What are the animals doing? Who can jump high?
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 strong? Who is dirty? Who wins? Are you good at jumping?
PB: page 56, 1. Circle.
T. does the example with the class; T. asks the children to read the text for picture1, then read out the example sentence.
T. asks the children to circle. T. reminds the children to look at the story to check their answer. T. monitors and helps where necessary.
T. checks the answers.
Practice
PB: page 57, Learn with Tag
T. draws on the board two big balls-one bigger than the other. T. points to the smaller ball and says big; T. points to the bigger ball and say bigger.
T. asks the children to look at the example picture and reads Tag’s speech bubble.
T. writes on the board the grammar box from the book. T. draws the children’s attention to the regular ending (er), and to the other endings. As well as the irregular forms.
T. asks the children to find examples of the new language in the story.
T. puts the children in pairs and asks them to take turns talking about things that are bigger or smaller than other things in the classroom, in their bag, on their desk, etc. t. monitors and helps where necessary.
PB page 57, 2. Write.
T. does the example with the class: T. asks Are zebras strong? Are elephants strong? Are zebras stronger than elephants? Are elephants stronger than zebras? T. elicits answers each time. T. asks the children to read the example sentence out loud..
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.
Optional activity.
T. puts the children in small groups. They take turns choosing one of the adjectives from Exercise 2 and thinking of a new sentence using the comparative form. T. demonstrates with an example or two if necessary.
