|
1. Poor pure Pierre.
|
|
|
|
|
|
|
2. Popcorn popped with a loud pop.
|
|
|
|
|
|
|
3. Peter Piper picked a peck of pickled peppers.
|
|
|
|
|
|
|
|
|
|
|
|
|
Main part of
|
Exercise 1.Listen and learn the new words.
|
|
|
|
|
|
the lesson
|
To introduce the new words, use toys. Then play the
|
|
|
|
|
|
|
audio and make a pause after each new word. Show the
|
|
|
|
|
|
|
toy and ask the students to repeat. To check
|
|
|
|
|
|
|
understanding ask general questions: Teacher: “Is it a
|
|
|
|
|
|
|
cat? Is it a dog?” etc. SS: “No, it isn’t. It’s a parrot. /No,
|
|
|
|
|
|
|
it’s a parrot”, etc.
|
|
|
|
|
|
|
Track 26.
|
|
|
|
|
|
25 minutes
|
A cat, a dog, a parrot, a hamster.
|
|
|
|
|
|
|
Exercise 2. Count, learn and say.
|
|
|
|
|
|
|
To introduce nouns in plural, show the children the
|
|
|
|
|
|
|
classroom objects they know and comment: a pen –
|
|
|
|
|
|
|
pens. To revise numbers, you can say the number of the
|
|
|
|
|
|
|
objects, e.g.: two pens, three books, etc. Draw their
|
|
|
|
|
|
|
attention that in singular form we use an indefinite
|
|
|
|
|
|
|
article which means “one”, and in plural we can use
|
|
|
|
|
|
|
numbers.
|
|
You can use the
|
|
|
Then ask them to look at the pictures of the exercise
|
|
following resources for
|
|
|
and name pets they see in singular and plural forms,
|
|
rhymes and songs which
|
|
|
following the given model. You can suggest them
|
|
can be used for dynamic
|
|
|
saying the number of the pets.
|
|
pauses:
|
|
|
Students’ answers.
|
|
www.esl4kids.net/fingerp
|
|
|
Dynamic pause
|
|
lays.html
|
|
|
|
|
|
bogglesworldesl.com/kid
|
|
|
Here are Grandma’s glasses (Make little circles with
|
|
s.../rhymes.htm
|
|
|
fingers over eyes to resemble glasses).
|
|
www.songsforteaching.c
|
|
|
Here is Grandma’s hat (Circle your head and pretend to
|
|
om/nurseryrhymes.htm
|
|
|
be tying ribbons underneath your chin).
|
|
|
|
|
|
|
This is the way she folds
|
|
|
|
|
|
|
Her hands and puts them on her lap (Fold your hands
|
|
|
|
|
|
|
sweetly on your lap).
|
|
|
|
|
|
|
Here are Grandpa’s glasses (Make circles bigger than
|
|
|
|
|
|
|
grandma’ s).
|
|
|
|
|
|
|
Here is Grandpa’s hat (Make a big hat overhead the
|
|
|
|
|
|
|
grandma’s one).
|
|
|
|
|
|
|
This is the way he folds
|
|
|
|
|
|
|
His arms and sits like that (Fold your arms across the
|
|
|
|
|
|
|
chest, lean back to the chair and cross one knee over the
|
|
|
|
|
|
|
other).
|
|
|
|
|
|
|
Exercise 3. Listen, learn and repeat.
|
|
|
|
|
|
|
Introduce the verb to have. If it seems difficult for the
|
|
|
|
|
|
|
children to understand its meaning, then it is possible to
|
|
|
|
|
|
|
translate into the first language.
|
|
|
|
|
|
|
Ask the students to listen to the audio and repeat after
|
|
|
|
|
|
|
the speaker, following the words in the pictures. For the
|
|
|
|
|
|
|
further practice ask the children to work in pairs and
|
|
|
|
|
|