PB: page 14, 1. Read and answer.

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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.

T. checks the answers.

PB page 15, 2. Write with Karla.

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

T. asks the children to read Karla’s sentences out loud.

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.

Homework

T. asks the children to complete pp.12-13 in their Activity Book.

Quiz 1

T. can now use photocopiable Quiz 1. T. can see Active Teach esources section

Title of the lesson: The Fly High Review 1

LESSON 6

Skills to be emphasized:

- 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

Procedure of the lesson

Warm-up page 16

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

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 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.

PB page 17, 4. What about you? Write.

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.

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.

Review of Cycle 1

T. can now review the language the children have learned in Cycle 1, in the following ways.

My Picture Dictionary

T. can use Picture Dictionary for Cycle 1 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 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.

Activity Book

T. tells the children to complete the Review exercises on pp.14-15 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

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

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