-Lesson Two l¥:~l~
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Picture 6: Rosy and Al ice wa lk w ith Mum, smiling, and mime swimm ing.
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Dig ita l classroom· Unit 6· Grammar
2 Look and say.
Grammar "Lesson objectives
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• Ask ch ildren to look at th e pictures in the Lets learn! box. Ask What can you see' Chi ldren identify the differen t afterschool activi ties.
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To make positive and negative sentences about afterschool activities
• Read the sentences, pausing afte r each one for ch ildren to point to the picture and repeat.
To choose verbs for different after,school activities
• Write the sen tences and questions on the board. Read them again, m iming th e actions in the pictures to rei nforce meaning. Children repeat again.
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To say what you do on d ifferent days of the week
lan uage Co re: I visit my grandma every Tuesday I go swimming every Th, ""~~" I don't have a music lesson
Materials 7
CD
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IS! 58; Story poster 6; After-school activities fiash cards
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• Rub out the acti vity phrases in each sentence and put fiashcards in the spaces to elici t sentences with the same pattern, e.g. I help my mum every Tuesday. I don't go swimming. I do my homework every Thursday. I don't visit my grandma. Children repeat the new sentences. • Invite diffe rent chi ldre n to change t he activities to make new sentences and questions.
3 Write.
Warmer • Play Freeze (see page 20) to revise vocabulary from th e p revio us lesson, Ch ildren mime the actions for the aft erschool activities th ey practi sed in th e previous lesson ,
lead-in
• Ask chi ldren to look at the pictures and identify the d ifferen t after-school activities. • Ask a ch ild to read out the words in the word pool. Explain that they are going to choose a verb from the word pool to complete t he sentences. • Ask child ren to loo k at the first picture. Establish t hat the missing verb is have.
• As k ch ildren if they can rem ember what happened in th e story in the previous lesson, Show Story poster 6 to encourage ideas.
• All ow t ime for ch ildren to look at the rest of the pictu res and write the m issing verbs.
• Cover th e poster and ask ch ildren which after-school activi t ies we re mentioned in t he story.
• Go through the answers with the class. Ask ch ildren to read the complete sentences in chorus.
1 listen to the story aga in and repeat. Act.
IS! 58
• Ask children to turn to the story on page 40 of t heir Class Books, They check how many of the after-school activities they remembered in the lead -in activity • Play the record ing, pausing after each line of text for children to repeat • Ask children to look at th e different actions the people do in the story As a class, decide on actions for the story (see suggestions below), • Divide t he class into groups of t hree to play the parts of Rosy, Alice, and Mum
t!U"i!J9*;' 1 I have a music lesson.
2 I do my homework. 3 I go swimming.
4 I watch TV. 5 I help my dad. 6 I vis it my grandma.
Optional activity • Ask children to look at the sentences from Exercise 2 again. Wr ite the first sentence on the boa rd . Rub out the verb and put a cross next to the sentence. • Invite a child to come to the fro nt of the class to make the sentence negative (I don't visit my grandma). • Repea t with the rest of the sentences.
• Play the record ing a second time for chi ldren to m ime the actions as they listen,
4 Point and say.
• If yo u wish, ask children to pract ise acting out the story in their groups, Monitor the activity, checking for correct
• Ask the class to look at the pictures and iden tify the different after-school activities.
pronu nciation. • Ask some of t he groups t o corne to the front of the class to act out the st ory,
Story actions Pict ure 1: Rosy and Al ice sit dow n on the bus and fasten their seat belts, Picture 2: Alice shakes her head and mimes playing the piano. Picture 3: Rosy shakes her head and mimes g reeti ng her grandma. Picture 4: Alice shakes her head and mimes laying the table. Picture 5: Rosy and Alice get off the bus. Mum waves.
• Draw attention to the speech bubbles. Ask a ch ild to stand up. Read the dialogue together for the class t o listen and repeat. • Ask children to work in pairs. They take turns to say the days and tell each other what they do and don't do on those days, using the pict ures. • Monitor the activity. Help with pronunciation and model
words and phrases whe re necessary.
Further practice
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Workbook page 41 Grammar reterence, ( lass Book page 109 IS! Student MultiROM · Unit 6· Grammar Unit 6
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