T. plays the CD. T. does the example with the class.
T. plays the CD again. T. stops after each sentences to give the children time to circle the correct answer.
PB page 81, 5. Ask and answer. Say Yes I did or No, I didn’t.
T. does the first question with the class: T. asks different children to tell the T. their answer.
T. asks the children to write their answers. T. monitors and helps where necessary.
T. puts the children in pairs. They take turns asking and answering the questions.
My project: Make a picture diary.
T. asks the children to look at the picture diary and read the sentences.
T. distributes the card/paper. T. asks the children to divide the day of the week. T. asks them to draw and colour a picture for each day. They can cut out and glue on magazine pictures if they have brought any.
T. asks te children to write sentences for each day of the week.
T. asks the children to come to the front, holds up their picture diary and read out one of their sentences.
Review of Cycle 6
T. can now review the language the children have learned in Cycle 5, in the following ways.
My Picture Dictionary
T. can use Picture Dictionary for Cycle 6 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: A week in New York
T. does the Read with Trumpet lesson on p.101 of the Pupil’s Book in the next class. T. follows the accompanying teaching notes on p. 101 of this Teacher’s Guide.
Activity Book
T. tells the children to complete the Review exercises on pp.78-79 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 6
T. uses photocopiable Progress Review 6 as a test in class. T. can see the Active Teach Resources section.
Title of the lesson: Can we make a sandcastle?
Lesson 39
Skills to be emphasized:
- listening
- Speaking
Objectives: to ask for permission
Vocabulary: sandcastle, armbands, bucket, spade, sun
Grammar: Can I/you/he/she/it/we they …? Yes, I/you/he/she/it/we/they can./No, I/you/he/she/it/we/they can’t.
Materials: Class CD, Lesson 25 flashcards
Procedure of the lesson
Warm-up page 82
T. puts the children in small groups. They take turns miming something they do at the beach, e.g. making a sanfcastle. Putting sun cream/armbands on, swimming, diving, snorekelling, etc. their friends guess.
Review
T. checks the homework from the previous lesson.
Presentation
PB page 82, Vocabulary
T. says Open your book at page 82.
T. presents the new vocabulary with the Lesson’s flashcards.
T. uses extra repetition to practice the pronunciation of the sandcastle, bucket, spade
Can we make a sandcastle.
Pre-reading: T. asks the children to look at the pictures. T. asks (in L1 where necessary) Where are Sally and the animals? Who wants an ice cream? Who has got armbands?
T. the follows the steps for presenting stories.
T. asks some questions to check understanding and engages the children. T. asks (avoiding L1 if possible) Who has got a bucket and spade? Who is pink and black? Why? Do you like to go to the beach? How often do you go to the beach?
PB: page 82, 1. Choose and write.
T. does the example with the class; T. asks the children to look at the picture 1 and read the text out loud. T. chooses a child to read out the example sentence.
T. asks the children to choose words and complete the sentences. T. reminds them to look at the story and asks them to underline the parts of the story where they find the answers. T. monitors and helps where necessary.
T. checks the answers.
Practice
PB: page 83, Learn with Tag
T. asks the children to look at the picture. T. divides the class into two groups (Sally and Tag) and asks them to read the example dialogue.
T. asks the children to read the questions and answers from the grammar box-they read them in their groups, so one half of the class reads the questions and the other half reads the answers. T. swaps roles and repeats.
T. asks children some more questions for extra practice. For example, Can I go to sleep now? Can I ride your bike today? Can I eat a cake in class?
