R eading. "Camping out"
Aims and objectives: to revise students' speaking skills; to develop students reading skills; to practise scanning of the text for specific information.
SEQUENCE
Warm up
The teacher's greeting. Good morning, students! I’m glad to see you. How are you?
Phonetic exercise
Students revise sounds [і], [o] and [kw]. The rhyme is on the blackboard (or in the handouts):
Miss Polly has a dolly Who is sick, sick, sick.
So she phoned for the doctor To be quick, quick, quick.
Checking on homework
Ex. 6, p. 94; dialogue, ex. 5, p. 94.
Introducing the topic
Teacher gives students to listen to the Vocabulary File (ex. 1, p. 94). After this part, students make sentences and tell them to class.
Teacher presents the text “Camping out” (ex. 2, p. 94-95). Students read the text.
Relaxation
The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:
The people on the bus go forward and back,
Forward and back, forward and back.
The people on the bus bend right and left,
Right and left, right and left
The people on the bus stretch wide, and curl up small,
Stretch wide, and curl up small, stretch wide, and curl up small. The people on the bus sit on their fours Sit on their fours, sit on their fours.
And stand still
!
Reading
Focus on gist. Students look trough the text one more time and make ex. 3, p. 95 answering the questions.
Focus on details. Students complete the sentences (ex. 4, p. 95). Then they read them in turn and check.
Answers: 1 let them camp out; 2 take things to the tent; 3 some toys, some food and a box of chocolates; 4 Ann thought she heard a noise; 5 they were scared; 6 in ... out.
Focus on grammar. Students fill in the gaps with the correct verb forms (ex. 5, p. 95-96). Checking in class.
Answers: 1 took; 2 go; 3 listened; 4 helped; 5 shines; 6 explains
Focus on pronunciation. Students write the sentences down and underline the words with definite sounds as it is in the example (ex. 6, p. 96).
Answers: 1 took, two, food; 2 robot, box, chocolate; 3 ate, drank; 4 thought; 5 scared, bear; 6 tonight, time
Writing
The teacher proposes students to write a short story about the day they camped out. Students read the task and the example and do the ex. 7, p. 96. After finishing this work students (selectively) read their stories to the class.
Homework
Take some photos (pictures) and write short story(-ies) about them (p. 97, B); to bring some paper, clue, scissors and some coloured felt pens.
Summary and feedback
The teacher summarizes the work by asking for students’ feedback.
Lesson 43 Project "Our School Trip"
Aims and objectives: to write a leaflet about a school trip; to develop students' ability to work on their own; to develop students' creativity.Warm up
The teacher's greeting. Good morning, students! I’m glad to see you. How are you?
Phonetic exercise
Students revise sounds [s] and [[]. The rhyme is on the blackboard (or in the handouts):
The wipers on the bus go swish, swish, swish
Swish, swish, swish and swish, swish, swish.
The wipers on the bus go swish, swish, swish
All day long.