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Fly High 3 - Lesson Plans

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  Class : _______________________ Date :_____________________  Lesson PlansMaster Fly High 3 Teacher: _________________Signature:__________________   Class : _______________________ Date :_____________________  Title of the lesson: Hello, boys and girls ! Skills to be emphasized: ã Listening ã Speaking Objectives: to introduce the setting and the main characters of the book Vocabulary: zoo, elephant, monkey, kangaroo, penguin, tiger, keeper  rammar: Welcome to .. , Hello, I’m … , Hi, I’m … , What’s your name?, Hello, My name’s …, How are you?, I’m fine, thank you., Goo!ye. !aterials:  class CD   rocedure of the lesson Warm up: T. says  Hello, girls and boys. Welcome to Fly High 3! My name is (his/her name). T. goes round the class asking children Hello, what’s your nae how are youT. re iews the naes o# the Fly High characters $y calling out kangaroo, %enguin, tiger, ele%hant, onkey and kee%er. &ach tie T. asks the children to say the nae o# the character '(arla, Patty, Tag, Tru%et, )hatter, *ally+ Hello, girls and boys! T. says %en your $ooks at %age -. T. o%ens hisher $ook and holds it u% to deonstrate.T. asks the children to look at the %ictures on %ages - and /. T. chooses children to tell hiher one thing they can see in the %ictures in &nglish. 0s they say the words, T. writes the on the $oard.1# there are words the children can’t ree$er 'e.g. the #ood words, like $read, eggs, a%%le, etc+. T.  %ro%ts the $y writing ga%%ed words on the $oard.T. %oints to the words on the $oard one at a tie and asks the children to call out the word and s%ell it. T. %raises the #or knowing so any &nglish words!T. %lays the )2. T. asks the children to #ollow the words with their #inger as they listen.T. %lays the )2 again. T. %auses a#ter e ery %erson and asks the children to re%eat.T. di ided the class into eight grou%s. T. allocates a %art to each grou% and asks the children to read thedialogue. T. encourages the to use character oices.T. asks the children to look at the %icture and count the $alloons 'ten+.. holds u% hisher $ook and %oints to the $alloons one at a tie. &ach tie, the children call out the colour.T. %lays the )2. T. sees 1ntroduction, %. i #or guidance on teaching songs. PB: page  , # Write the names# T. holds u% hisher $ook and %oints to the %icture o# *ally. T. asks What’s her name?  and elicits Sally . T. asks the children to s%ell *ally. T. writes on the $oard as they call out the letters.T. asks the children to write the other naes. T. onitors and hel%s where necessary.T. checks the answers. $ptional acti%ity T. %uts the children in %airs. They take turns. ne child acts out a character #ro the story, doing what they are doing in the %icture on %age -. Their #riend guesses the character. T. deonstrates $y acting out (arla writing in her note$ook. $ptional acti%ityTeacher: _________________Signature:__________________   Class : _______________________ Date :_____________________ T. writes on the $oard %arts o# the dialogue as ga%%ed te4t 'e.g. 5. o the oo!  r hose are .  .+. T. in ites children to coe u% and co%lete the dialogues. Teacher: _________________Signature:__________________   Class : _______________________ Date :_____________________  Title o& the lesson: He's &rom (&rica! #$SSO% & S)ills to be emphasi*ed: 6listening 6*%eaking Objectives: to talk about where people are from Vocabulary:     frica, airport, aunt, uncle, cousin, holiay, flag, #nglan, $kraine, rgentina, %rance, Greece rammar:  I am&’m, 'ou&We&(hey are&’re, He&she&It is&’s 'evie(:  hello, I’m …, What’s your name? !aterials:  )lass )27 Lesson 8 #lashcards rocedure of the lesson )arm*up page + T. di ides the class into two grou%s to sing the song #ro the %re ious lesson. They sing one erse each and together they sing the last three lines. 9hile one grou% sings, the other grou% acts out or dances to the song. +ocabulary T. says %en your $ooks at %age .T. %resents the new oca$ulary with the lesson’s #lashcards. T. sees 1ntroduction, %. #or guidance on  %resenting new oca$ulary.T. %ractices se eral ties the di##erent sounds in 0#rica '0+ ; æ <, air%ort 'ai+ ea and aunt 'au+ a:. He's &rom (&rica! Pre6reading: T. asks the children to look at the story. T. asks ' in L8where necessary+ Where are Sally,r#m$et and %arla?Where is &iggy? T. #ollows the ste%s #or %resenting stories = T. can use 1ntroduction, %. .T. asks soe >uestions in L8 to check understanding and engage the children. T. asks 'a oiding L8 i#  %ossi$le+ Who is &iggy 'ith? s &iggy on holiday? re the animals ha$$y?  PB: page , # Circle# T. does the e4a%le with the class7 T. allocates the %arts o# %icture 8 o# the story to three olunteers. T. asks the to read the dialogue aloud.T. asks  s it a nice day?  T. elicits *es, it is . T. asks What’s that noise?  T. elicits  t’s a mobile $hone . T. asks the children to read the e4a%le >uestion and answer.T. asks the children to circle the correct answers. T. onitors and hel%s where necessary.T. checks the answers. PracticePB: page -, .earn /ith Tag T.  says  am a teacher. ’m a teacher  . T. %oints to a $oy, looks at hi and says *o# are a boy . *o#’re aboy . T. %oints to the $oy again, looks at the class and says  He is a boy. He’s a boy . T. asks the childrento re%eat. T. does the sae with girl and ta$le to deonstrate She is/She’s and  t is/it’s .T. asks a child to coe to the #ront, stands ne4t to hiher and says We are ha$$y. We’re ha$$y . T.  %oints to the class and says *o# are ha$$y. *o#’re ha$$y.  T. looks at the child ne4t to hiher, %oints to the class and says hey are ha$$y. hey’re ha$$y . T. asks the children to re%eat each tie.T. writes on the $oard:   am . Then ru$s out the a and re%lace it with an a%ostro%he. T. re%eats with other short #ors.T. asks the children to read tag’s s%eech $u$$le and the graar $o4 out loud. $ptional acti%ity T. chooses children, gi es the a word 'a, is or are+ and asks the to ake a sentence. &ach tie, T. asks #or the co%lete and the short #or. Teacher: _________________Signature:__________________ 
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