LG1 Units 1-4 Lesson Plan

English
Program

Mrs. Itzel Infante Magaa
2014-15
ENGLISH LEARNING CENTER
English Learning Center- Lets Go 1 Third Edition 2014-15
- 1 -

Table of Contents
Unit Week Class Pages
1. Classroom Objects Week 1-3 Class 1-9 3-14
2. Colors and Shapes Week 3-6 Class 10-18 15-34
3. At the Store Week 7-9 Class 19-27 35-54
4. People at home Week 10-12 Class 28-36 55-73
5. Birthday and Toys

6. Outdoors

7. Food and Drink

8. Animals

- 2 -
Unit 1: Classroom Objects

Theme / Topics Key words Language Items Social Language Language Functions
Classroom objects
- Introducing
yourself
- Classroom
objects

Pencil, pen, chair, desk,
ruler, book, bag, crayon,
eraser, board (map,
marker, table,
wastebasket)
What is this? It is
This is my/your book.
Hello, I am .
Hi, my name is .
What is your name?

- Asking someones
name
- Asking about
classroom objects
(singular)
- Identifying classroom
objects (singular)
- Clarifying possession

- 3 -
WEEK 1 Class 1 Unit 1 Classroom Objects
Objectives: - Introducing yourself and asking someones name
- Emphasizing on speaking skills
Topic Language target
Resources and Teaching
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading

KEY VOCABULARY
Hi, hello, my, your, name

ADDITIONAL
VOCABULARY
Whats, what is, I am, Im,
Scott, Kate, Andy

SENTENCE PATTERN
Hello, I am _______
Whats your name?
My name is _______
Resources: STUDENT
BOOK p.2

Teaching Aids:
- Puppets
- CD1 track 02, 03
- Beanbags

TIP:
Cultural tip: Mrs., Miss and
Ms.
Make sure Ss understand
that Im and My name is
are interchangeable.
Introduction
Weather report
Ask students (Ss) to listen to a song and to pick up some words or sentences
that they knew.
- Play the recording of The Hello song.
- Introduce some English names in the song.
- Give each student (St) a nametag to wear such as Kate, Andy, Jenny, Scott.
- Play the song again.
- Ask Ss to stand up if they hear the name in the song the same their nametags.
Development
Role-play: Have Ss practice the full dialogue in groups of three. Then, ask 3
Ss to model the dialogue for the class.
Interviewer: Have Ss walk around the classroom and ask as many names as
possible in one minute.
S1 : Whats your name?
S2

: My name is Lan
Show the page 3 to the class and introduce the song.
- Ask Ss read the words of the song line by line without music.
- Ask Ss to underline the words that teacher (T) asks.
Sing the song in 3 groups
Consolidation
Ask some volunteers to sing the song again with his/her nametag.
Im a musician: Have Ss work in groups to create an original verse by
inserting their names. Then sing the song again with the new verse.
Beanbag Circle: Toss a beanbag to S1, introduce yourself, and ask S1s
name. S1

responds, then tosses the beanbag to S2, greets, introduces and asks.
Continue that until more Ss have a chance to participate.
DO EXERCISE
STORY TIME

- 4 -
WEEK 1 CLASS 2- Unit 1
Objectives: - Learning things for school and identifying singular objects
- Emphasizing on building up vocabularies
Aids
Key Activities
INTEGRATED
SKILLS: pronunciation
Listening Speaking
Reading Writing

KEY VOCABULARY
Pencil, pen, bag, book,
desk, chair, ruler, eraser,

ADDITIONAL
VOCABULARY
It is, its, a, an

SENTENCE PATTERN
Its __________

Resources: STUDENT
BOOK p.4

Teaching Aids:
- Teacher Cards 5 12
- CD1 track 08 10
- Real classroom objects
- Bags for development
activity
- Set of Student Cards for
activity
TIP:
- Not necessary to give Ss
the rules of how an/a
- Its is used to identify an
object regardless of where it
may be.

Introduction
Weather report
Dialogue Musical Game: The Ss pass 10 balls (5 yellow balls and 5 red
balls) around the class while the music is playing. When the music stops, the
students who have the red balls will greet and ask the names of the students who
hold the yellow balls, the student who has the yellow balls will answer the
question. (Free practice speaking activity)
Set up a context to introduce the new lesson. (Ex: Today we will name
some objects in our class) Hold up each Teacher Cards to introduce the new
vocabulary (a book, a desk, a chair, a ruler) while playing the audio. Have Ss
listen and repeat each word several times at normal speed.
Slap Game: Divide Ss into small groups. Give each group a set of the
student cards and face them up on the desk. Call out the word. The first St in
each group who slaps the correct card and produces the word takes it. The St in
each group holding the most cards is the winner.
Development
Write the pattern on the board and play track 09. Show the pictures or words
while Ss listen to the audio. Then have Ss repeat after the audio.
Substitution Drill: Have Ss practice the sentence.
Structure Chain: Pass the teacher cards in random order around the class.
As each student receives the card, he/she identifies and says the sentence and
passes it to the next student.
Consolidation
Have Ss open the book. Have Ss clap to keep the rhythm as they listen and
repeat the sentence (CD1 track 10).

DO EXERCISE
STORY TIME

- 5 -
WEEK 1 CLASS 3 Unit 1
Objectives: - Learning new pattern to ask about objects
- Emphasizing speaking skills
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

KEY VOCABULARY
desk, chair, ruler, eraser

ADDITIONAL
VOCABULARY
It is

SENTENCE PATTERN
Whats this?
Its __________

Resources:
STUDENT BOOK p.4 5

Teaching Aids:
- Puppets
- CD track 11 13

TIP:
- This is used only when the
speaker is close enough to
the object to touch it.
- [th] will pronounce with
tongues protruding a bit
between their upper and
lower front teeth.
- When asking questions
starting with what the
intonation goes down at the
end of the question.
Introduction
Weather report
Concentration Game: Divide into pairs or groups of four. Give 2 sets of
cards to each group and place them face down in random order on the desk.
Once at a time, Ss turn over 2 cards and Ss try to find 2 identical cards. As each
St looks at the cards, he or she says the sentence shown. If the cards match, the
St keeps them and gets a point.
Development
Set up a meaningful context to introduce the new lesson. Use puppets and CD
track 11 to present. (Ex: This is Sam and this is Ginger. They are very happy to
see you. Give a big clap hands for new comers, please Now, they are talking
something in our class. Listen carefully and tell me about what they are talking).
Sam : Whats this?
Ginger: Its a pencil.
Model the question, the answer again, and help Ss with pronunciation.
Have Ss continue the question and answer. Ss practice in pairs, using real
classroom objects.
Vocabulary Lists: Prepare small pieces of paper with vocabulary items.
Each paper has one word. Divide the class into 3 groups. One St from each
group takes a card, reads and mimes the word to the rest of their group. Then,
he/she asks Whats this? Groups score one point for each word they guess and
say the answer correctly Its
Explain the contraction on the board while playing track 12.
What is = Whats - It is = Its
Have Ss practice saying both What is this? - It is a pencil. and Whats
this? Its a pencil.
Consolidation
Have Ss look at p.5 and describe things they see. Then, have Ss practice
asking and answering using STUDENT BOOK p.5.
STORY TIME

- 6 -
WEEK 2 CLASS 4 Station study
Objectives: - Revision of classroom objects
- Emphasizing speaking and reading skills
- Requiring of all of students to pass station 3 of Walk and Talk activity
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY

SENTENCE PATTERN
What is this?
It is (a pencil).

Materials for activity:
Classroom objects (real
objects or pictures)

Materials for activity: Sets
of cards for concentration
game

Station 1: Walk and Talk: Put real classroom objects around the class. Ss
walk around the room. When T says STOP!
St1 finds a partner and asks, What is this? as he/she points to an item in the
classroom (a pencil). The partner answers It is a pencil then they switch roles.
Each student has at least three turns to talk. When Ss finish this station, they will
move up to station 2.
Station 2: Concentration Game:
Give 2 sets of cards to each group and place them face down in random order on
the desk. Once at a time, Ss turn over 2 cards and Ss try to find 2 identical cards.
As each St looks at the cards, he or she says the sentence shown. If the cards
match, the St keeps them and gets a point.

What is this?

It is a bag.

Station 3:The cassette player:
Ask Ss what buttons on a cassette player

PLAY

Each group has a student to act out as a cassette player which responds to spoken
commands. Each group has a set of word cards and a note with a short text :

PLAY BACKWARD FORWARD STOP
- 7 -
1. Whats this? Its a book.
2. Whats this? Its a chair.
3. Whats this? Its a pencil.
4. Whats this? Its a pen.
5. Whats this? Its an eraser.
6

Tell Ss that S1 in each group is going to read a note and they have to hear and
arrange the cards in order of what S1 says. And S1 is a cassette player and that
when the other students say the commands, S1 do what the others say. Check
that Ss understand by asking What do you say to make the cassette player start?
PLAY or What do you say to make the cassette player stop? STOP or
What do you say to make the cassette player say again? BACKWARD
DO EXERCISE
STORY TIME

- 8 -
Objectives: - Introducing new vocabulary and asking about things for school
- Emphasizing on building up vocabularies for students
Aids
Key Activities
INTEGRATED
SKILLS: Pronunciation
Listening Speaking
Reading Writing

KEY VOCABULARY
board, map, crayon,
marker, table,
wastebasket

REVIEW
VOCABULARY
Pencil, pen, book, desk,
chair, ruler, eraser

SENTENCE PATTERN
This is a/ an
What is this?
Its __________

Resources:
STUDENT BOOK p.6
WORKBOOK p.6

Teaching Aids:
- Teacher Card 13, 14, 16,
17, 18, 20
- CD track 14, 15

Introduction
Weather report
Musical Flashcards: Have Ss sit in a circle on the floor. Give Ss Teacher
Cards 5-12. Play the music. As the music plays, the Ss pass the cards around the
circle. When the music stops, they read aloud the words
Set up a meaningful context to introduce the new lesson. (Ex: Today we take
a tour around our class and continue to name new things) Play the audio (CD
track 14) and T labels the cards (a board, a map, a crayon, a marker) under
the objects.
Whisper Repetition Drill: Put the teacher cards on the chalk rail. Ask Ss
listen and tell about what they hear from CD track 15. Show the card and say the
sentence This is (a map) again. Have Ss repeat the sentence pattern and practice.
Development
Substitution Drill: Show the teacher cards in random order and have Ss
make sentences. Increase the speed of drill until Ss speak at normal speed.
Memory Game: Put Teacher Cards on the chalk rail. S1 asks, Whats
this? The other Ss answer. Then S1 turns the card over. S1 repeats the question
and turns over all the cards as they are answered. When all the cards are turned
over, S1 asks Whats this? and points to each card in order. The other Ss must
remember what the cards were.
Consolidation
Living Sentence: Divide the class into groups and assign one sentence
pattern to each group. Each St in the group is assigned one word in the question
or the answer. Ss are not allowed to speak except to repeat their words. They
arrange themselves in the correct order.

Ask Ss to look at WORKBOOK page 6 and trace the words.

STORY TIME

- 9 -
Objectives: - Review the alphabet
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Singing

KEY VOCABULARY
The alphabet (a, b, c )

ADDITIONAL
VOCABULARY
I like English, Wow

Resources:
STUDENT BOOK p.8

Teaching Aids:
- The alphabet
- The alphabet song
- CD 1 track 20
- Nine-square grids

Culture tip:
Wow is used to express a
nice surprise.
Introduction
Weather report
Bingo: Give each St a nine square grid, with three rows of three squares
each. On the board, write a list of the words you want the Ss to choose. The Ss
select 9 words they like and arrange them randomly on the grid. The caller picks
a card from a duplicate set of cards and calls out the word. If the Ss have that
word on their girds, they cross it out. The first St covers three squares across,
down or diagonally and calls out Bingo.
Play track 20. Have Ss listen to the audio. Have Ss listen to the pronunciation
of the alphabet line by line again and write the song on the board.
Have Ss repeat after each line and sing the song
Use the alphabet cards to introduce. Model the alphabet again and Ss repeat.
Do this several times, each time picking up speed.
Development
Find The Letter: Put the alphabet cards around the classroom. Have Ss get
into groups of teams. Show an alphabet card and ask, Whats this? Ss run to
the cards and try to find the same letter then must say the sentence Its (M).
Patty Cake: Divide the class into pairs. Have Ss sit facing each other. Each
St slaps his or her knees twice, claps their hands twice, then slaps his or her
partners left hand once as they both say A. Ss repeat the action, this time
slapping their right hands as they say B. Continue to say the whole alphabet as
fast as possible.
Consolidation
Spelling Race: Divide Ss into 3 groups. Line them up in front of the board.
Spell a word (B O O K). The first St from each group races to the board
and writes the word. The first to finish writing and speaking it correctly gets 1
point for their group.
Ask Ss to look at WORKBOOK page 8.

STORY TIME

- 10 -
WEEK 3- CLASS 7 Unit 1
Objectives: - Clarifying possession
- Emphasizing on building up vocabularies for students
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

KEY VOCABULARY
My, your

SENTENCE PATTERN
This is my/your pencil.
Whats this?
Its my/your pencil.

Resources:
STUDENT BOOK p.8
WORKBOOK p. 8 9

Teaching Aids:
- Teacher Cards
- Sets of Student Cards
- Real classroom objects
- CD1 track 21, 22

TIP:
- Ask Ss to point to their
chests when they say my.
- Ask Ss to extend their
hands to their partners when
they say your.
Introduction
Weather report
Point to yourself and say My name is Ms. Thao, emphasizing My. Then point
to another St and say Your name is Nhi, emphasizing Your. Do this with several
Ss, using appropriate gestures. Have Ss point to themselves at my and another St
at your as you quickly drill the two words.
Set up a meaningful context to introduce the new lesson. (Ex: Pick up a book
and say, This is my book. Pick up Sts book and say, This is your book.)
Then, ask Ss to listen to CD track 21, and tell about what they are talking.
Divide the class into pairs. Have Ss ask and answer using Student book. Ask
Ss point to the items in their own book for my and their partners book for your.
Development
Dice Game: Divide the class into small groups. Invite a member of each
group to roll the dice. Number 1 or 2 means the group members answer the
question whats this? 3 or 4 = do an action (stand up), 5 or 6 = say a sentence
(This is my book).
My/Your Game: Use several sets of Student Cards 5 20. Put them in a pile
face down. Ss take turns turning over each card, say This is my (book) to show
they own that card. The others say It is your (book). When all the cards have
been turned over, Ss must remember which cards they have. Then put all the
cards together and mix them up. Each St takes turns turning over a card. The
first to identify the owner correctly gets the card.
Consolidation
Attach Teacher Cards 5 6 on the board with magnets. Draw a circled letter
A under the first card and a circled letter B under the second. Have one student
stand by the card and listen an example and identify one of the cards. The
student points to the correct card and circles the appropriate letter.
Play the audio track 22. Ss do exercises p.9. Correct them.
Ask Ss to look at WORKBOOK page 8 9 and trace the words.

STORY TIME

- 11 -
Objectives: - Revision of identifying objects and clarifying possession
- Developing speaking and reading skills
- All of students have to pass station 2
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY
board, map, crayon,
marker, table,
wastebasket, pencil, pen,
book, desk, chair, ruler,
eraser
My, your

SENTENCE PATTERN
Its a/ an
Whats this?
Its __________

Whats this?
Its my/your pencil.

A big bag, classroom objects
(real objects)

sentences cut up into words

papers (A5), teacher cards,
crayons

Station 1: Put students classroom objects in three large bags. Let students take
turns to feel one object in the bags, and guess This is my book. If it is right,
he/she will hold it. If it is not right, he/she put it again in the bag and his/her
friends will take their turns. After finishing this station, student will move up to
the station 2.

Station 2: Unscramble sentences activity: Cut the sentences up into words.
Students put the sentences in the correct order and write this sentence into their
notebooks. For example:
is my table This
Answer key is:
This is my table

After finishing this station, student will move up to the station 3.

Station 3: Pictionary activity: Give each student a piece/sheet of paper (A5).
Student will draw a part of thing that he/she likes on the paper as quickly as
possible. Then, he/she will pass his/her paper to his/her partners. Their partners
will guess, This is your book. He/she will say Yes if it is right. (Say No
if it is wrong). The partner will write a correct word a book under the picture
and decorate the paper. After finishing the paper, student will move next station.
- 12 -

This is a bonus station for
the excellent students

Station 4: This is the same game as Do As I Say, except that it adds the word
Lets. Give the Ss the commands at random. Ask a volunteer to be a caller. If the
caller says Lets before the command, the others should act out the command. If
he/she doesnt say Lets, they should remain still. The next caller is the student
that makes something wrong.

DO EXERCISE
STORY TIME

- 13 -
WEEK 3 CLASS 9- Extra Activities
Objectives: - Revision of unit 1
- Developing Ss craft and art skills
- All of students must do the object tree (a mini project)
Aids
Key Activities
Review Classroom
Objects
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY
globe, map, crayon,
marker, wastebasket,
table, board, poster, hello,
hi, stand up, sit down

SENTENCE PATTERN
Whats your name?
Im ______
Whats this?
Its a pencil.
Its my/your pencil.
STATION The object tree
is a mini project

Sets of alphabet letter cards

of Student Cards

of Student Cards

RPS: Rock Paper Scissors

of cards of Dominoes

Station: Bingo
Ask students to make cards 9 x 9 inches square. Then students use a pencil and
ruler; mark the squares into 9-3 inch squares. Moreover, students choose nine
letters and write them in the nine squares on cards. Give each group a bag of
alphabet letters. Have a volunteer pick up the letter and read aloud and the others
check on their cards.

Station: What is missing?
Choose a volunteer. Place the classroom objects pictures on the desk. Students
close their eyes and put their heads down. The volunteer removes a picture on
the desk. Students pick their head up. The volunteer asks, Whats missing?
The student who guesses correctly now becomes a caller and removes another
picture from the desk. Play continues until all students have had a chance.

Station: RPS Three Cards
Each student starts with three cards. Students pair up and do RPS. The loser has
to select one of their cards. Then they show it to the winner and ask, "What's
this?" If the winner can give the correct answer, they take the card from the
loser. Then they change to work with other partners. When several students have
lost all their cards, stop the game. Then, the Ss who get the most cards identify
their cards and their friends cards again. For example: This is my pencil. Ss
keep their own items, This is your pen. They give it back.

Station: Dominoes Game
Divide the class into groups of five or six. Give each group a set of cards that
have been well mixed up. Tell them to place one card face up in the middle of
the desk and place the other cards face-up on one side, so that all Ss in-group
can see them. One St has to pick up a card that matches either side of the one in
the middle and place it in the right position. Then, he/she makes a sentence It is
a (book) or stand up, please. The next St tries to select the correct card and
place it in the same way on either side. When the group has used up all the
- 14 -

Noughts and Crosses grid
x o o
o x o
x o x

- A big tree shape for station
4
- Papers and crayons
cards, the cards will form a complete circle.

Station: Noughts and Crosses: Divide the group into 2 teams. Draw a noughts
and crosses grid. Put a Teacher Card into each square. Have Ss choose which
team will be noughts and which one will be crosses. Have 1 St from one team
choose a square, turn the card in the square over and make a sentence with this
is__. If the St gets it correct, his/her team wins the square.

Station: The Object Tree
Let Ss draw outlines of their hands and write their names. Ask Ss to draw their
favorite classroom objects on these outlines, and then stick them on the tree
shape.

DO EXERCISE
STORY TIME

e table of student assessment.

- 15 -
Unit 2: Colors and Shapes

Colors and Shapes
- Colors
- Shapes

Red, blue, yellow, pink,
orange, purple, green,
(black, white, brown,
gray), circle, triangle,
square, (rectangle, star,
heart, diamond)
What color is this? It is

This is a/an (color)
(object)
How are you?
I am fine. Thank you.
Im great. Thanks.
Im OK.

- Greetings
- Asking about colors
and identifying colors
- Asking about shapes
and identifying shapes
- Describing objects
with colors and shapes

- 16 -
Objectives: - Asking someone how they are
- Emphasizing on speaking skills
Aids
Key Activities
INTEGRATED
SKILLS:
Listening Speaking
Reading

KEY VOCABULARY
Fine, thank you, OK,
great

ADDITIONAL
VOCABULARY
How, thanks

SENTENCE PATTERN
How are you?
I am fine. Thank you
Im OK.
Im great.
Resources: STUDENT
BOOK p.10

Teaching Aids:
- CD track 24 26
- Bags for guessing game
- T-made word cards

TIP: You can teach the less
formal greeting responses
Im great, thanks and Im
okay, thanks.

Introduction
Weather report
Feely bags (bags with classroom objects) review unit 1.
Give the meaningful context to introduce the dialogue: (Jenny meets Andy
at the playground and they have a conversation). Use puppets to introduce the
question and answer while playing the audio track 24:
Hi, Andy. How are you?
Im fine. How are you?
Im fine. Thank you.
-Have Ss listen to the audio and repeat, How are you? several times. Gradually
pick up speed until they are able to say it normal speed.
Development
Find your partner practice the dialogue. Make cards like two- piece puzzles
that Ss must match. Give each student a card. Have Ss walk around the
classroom, look for the matching card and then practice the dialogue.
Introduce less formal greeting responses: Im great / Im OK
-Have Ss listen the song track 26 to find out two ways more to response the
question Hi! How are you?
- Replay the song and show the word cards Great and OK
- Have Ss practice the full dialogue in pairs using the less formal greeting
responses.
Unscramble dialogues: Ss work in groups. Give each group a set of word
cards from the dialogue. The groups arrange the cards in order to make a
complete dialogue and then act out the dialogue for the class.
Consolidation
Sing the song Hi! How are you?
-Play track 26. Give each student a word card with the answer: Im fine / Im
great / Im OK Ask Ss to listen for the song and stand up when they hear the
same answer that they have.
DO EXERCISE
STORY TIME

- 17 -
Objectives: - Building up vocabularies on color.
Aids
Key Activities
INTEGRATED
Listening Speaking
Reading

KEY VOCABULARY
orange, purple, green.

ADDITIONAL
VOCABULARY
black, white, brown, gray

SENTENCE PATTERN

Resources: STUDENT
BOOK p.12,13

Teaching Aids:
- CD1 track 30 32
- Cards of classroom objects
- pieces of different color
paper
- Set of Student Cards for
activity
- Copies of worksheet in
Teacher Book p.170

Introduction
Weather report
Memory: Put out a number of cards of classroom objects. Ask Ss to look at
the pictures and remember them. Ask Ss to close their eyes. Remove 1 2 or 3
pictures. Ask Ss to open their eyes and try to call out which pictures are missing.
The first student to have correct answers will get points.
Give the meaningful context to introduce the lesson: (For example, have
Ss imagine they are in the drawing class and play with colors)
- Play the audio (track 30) and show Teacher Cards of colors at a time. Students
repeat each word several times.
-Play the audio again - track 30 and ask Ss identify the color by pointing to
clothes or object around the classroom and repeat the color.
-Conduct a quick drill of the colors after introducing each color. Use Teacher
Cards 28 38. Do not speak as showing the cards. Have Ss identify the new
color plus all the previous learned colors.
Development
Color Scramble: Give a piece of different color paper to each of the student
(At least 3 students per color) When a color is called, the students with that color
stand up and race to exchange seats.
Introduce the sentence pattern: Show Teacher Card 30 (red) and play the
audio track 31 Its red. Repeat with the other colors. Ask Ss to say the
sentences after the tape.
Practice the rhythm: Play track 32 and have Ss listen to the rhythm and clap
to keep the rhythm as they listen and repeat the sentences.
Relay Race: Give a set of student cards (28 - 38) to the first student in each
row. Have the student say, Its (yellow), and then pass the card the student
behind. That student says the sentence and passes the card to the next student.
Consolidation
Do worksheet 1 on p.170 color
STORY TIME

- 18 -

WEEK 4- CLASS 12 Unit 2
Objectives: - Asking about colors
- Developing speaking skills
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

KEY VOCABULARY
orange, purple, green

ADDITIONAL
VOCABULARY

SENTENCE PATTERN

Resources:
STUDENT BOOK p.4 5

Teaching Aids:
- CD track 30 36.
- Teacher Cards 28 38.
- Contraction cards
(Its, Whats).
- Copies of worksheet in
Teacher Book p.171

Introduction
Weather report
Ladder: Draw 2 ladders on the board, with about 8 steps on each. Divide the
students into 2 teams. Give each team a different category (classroom objects
and colors). Ask Ss stick one word of classroom objects or colors on each step
of their ladders connected to their category. The first team to complete their
ladder wins a point.
Give the meaningful context to introduce new lesson: (T pretends to take
out a color tube without a label (red) and shows it in front of the class. Ask Ss to
help. Then T plays the audio to introduce the question What color is this? and
the answer Its (red) )
- Continue to play the audio and have Ss listen to the questions and answers and
point to the appropriate pictures in their books.
- Divide the class into 2 groups. Groups take turns asking and answering
questions.
Development
Practice the pattern in groups
- Divide the class into groups and give each group a set of color cards.
- Each member has a card and the leader in each group shows his/her card and
makes a question: What color is it? One of the members looks at the card and
answers immediately. Then this member becomes the leader and gives question.
Color and talk ( worksheet in Teacher Book p.171)

Consolidation
Listen - circle sing:
- Have Ss look at the picture and identify the words they know.
- Play track 36. Have Ss listen to the song and circle the correct pictures. Play
the song again and ask Ss to check their answers. Then have Ss sing the song.
DO EXERCISE
STORY TIME
- 19 -
Objectives: - Revision of colors
- Emphasizing reading and writing skills

Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY


SENTENCE PATTERN


-Some color papers and
worksheets

Running dictation:
Stick some words and sentences that are written on the same color papers around
the classroom. Have Ss to find out and write down on their sheets.
Stations 1: Students who are runners find out the words of colors in this station.
Then they come back to their group to report for the writers. Ss in this group take
turns to run and write. After finishing the task, student will move the station 1 of
Throw and Read.

Students report Hints

red, blue, yellow, pink, orange,
purple, green, black, white,
brown, gray

Station 2: Students who are runners find out the sentences of colors in this
station. Then they come back to their group to report for the writers. Ss in this
group take turns to run and write. After finishing the task, student will move the
station 2 of Throw and Read.


It is __ (red, blue, yellow, pink,
orange, purple, green, black,
white, brown, gray.)

Station 3: Students who are runners find out the colors in this station. They
come back to their group to report for the writers. They have to write down the
question and answers. Ss in this group take turns to run and write. After finishing
the task, student will move the station 3 of Throw and Read.

- 20 -


-Dices for groups

-Worksheets for groups
Station 1 Note:
1. Its blue.
2. Its red.
3. Its pink.
4. Its orange.
5.

Station 2 Note:
1. This is a book. Its
blue.
2. This is a chair. Its
red.
3.
Station 3 Note:
1. This is a red and
yellow book.
2. This is a blue and
pink chair.
3.

Color, it , what, is, ?/ is, It
red, blue, yellow, pink, orange,
purple, green, black, white,
brown, gray

Throw and Read :
Station 1: Each group has one dice and each student has a note. They take turns
to throw a dice. Ss have the number, check the note, and then read aloud the
color that is appropriate with the number. Then Ss check on their notes. If Ss get
a twelve, which is a bonus color, they get a flower. When they go over eleven
colors and get one flower. They pass this station.

to throw a dice. Ss get number, check the note, and then read aloud the sentence
that is appropriated with the number. Then Ss check on their notes. If Ss get a
twelve, which is a bonus color, they get a flower. When they go over eleven

to throw a dice. Ss have the number, check the note, and then read aloud the
sentence that is appropriate with the number. Then Ss check on their notes. If Ss
get a twelve, which is a bonus color, they get a flower. When they go over eleven

We are painters
-Divide the class into small groups. Give each group a sheet of paper. Have Ss
draw and color some objects they like best. Then ask groups to tell about their
pictures. This is my picture. This is Listen and praise their works.

DO EXERCISE
STORY TIME

- 21 -
Objectives: - Identifying and ask about shapes
Aids
Key Activities
INTEGRATED
SKILLS:
Listening Speaking
Reading

KEY VOCABULARY
circle, triangle, square

ADDITIONAL
VOCABULARY
rectangle, star, heart,
diamond

SENTENCE PATTERN
This is a/an

Resources: STUDENT
BOOK p.14,15

Teaching Aids:
- CD track 37.
- Teacher cards 39 46
- Sets of concentration cards
Introduction
Weather report
Ask and remember: Students are in pairs. The 1
st
student turns round and
holds 5 colored pencils in his/her hand behind. The 2
nd
student asks about each
pencil in turn: "What color is this?" The 1
st
student replies. When the 2
nd
student
asks about all five pencils, then the 2
nd
student retells five colors and gets points
for each one he/she can correctly identify without looking.
Introduce shapes: (T pretends that T will build a house today and puts a
triangle and a square on the blackboard to make a house. Then asks Ss to
figure out which objects in the classroom are similar with the shape of the
houses top triangle)
- Play the audio track 37 and show Teacher Cards of shape at a time. Students
repeat each word several times.
- Play the audio again track 37 and ask Ss identify the shapes by pointing to
objects around the classroom and repeat the shapes.
Development
Musical Flashcard:
-Have Ss form some circles. Each student has a word card about shapes and
colors. Then play some music. When the music plays, Ss pass their cards to the
next. When the music stops, they read aloud the cards in their hands.
Introduce the sentence pattern: Play track 38 and have Ss repeat several
times after the audio. Play track 39 and have Ss listen to the rhythm and clap to
keep the rhythm as they listen and repeat the sentences.
Consolidation
Concentration Activity: Divide into pairs or groups of four. Give a set of the
picture cards and a set of word cards to each group and place them face down in
random order on the desk. Once at a time, Ss turn over 2 cards and they try to
find 2 identical cards. As each St looks at the cards, he or she says the sentence
shown. If the cards match, the St keeps them and gets a point.
DO EXERCISE
STORY TIME

- 22 -
Objectives: -Describe the colors of shapes and classroom objects.
Topic Language target Resources and Teaching
Aids
Key Activities
SKILLS:
Listening Speaking
Reading

KEY VOCABULARY

ADDITIONAL
VOCABULARY
diamond

SENTENCE PATTERN
This is a/ an +(color)+
object

Resources: STUDENT
BOOK p.16

Teaching Aids:
- CD1 track 44
- Classroom objects
- Envelope for passing
envelope game

Introduction
Weather report
Pictionary
-Divide the class into groups. Give each group a piece of paper. Ask one person
from each group to come to the board. Show them a word (picture form).These
students then draw quickly these pictures in their section of the board and put
the color cards on the pictures as quickly as possible. Their group members try
to guess and write down the sentences to describe the objects. The first group
that has guessed correctly earns a point.
Development
Ask and answer:
-Play track 44 and show the objects. Point to the object and Ss listen the
question. Then use a gesture for Ss to respond.
- Play track 44 again and have Ss listen and repeat after the tape.
- Have Ss get into pairs to ask and answer questions about the four pictures on
p16.
Whats in your bag? Let Ss practice the sentence patterns learned throughout
U1+2. Have pairs of Ss ask and answer questions about the items in their bags.
S1: Whats this? S2: Its a book.
S1: What color is this? S2: Its red. Its a red book.
Consolidation
True False game: At the end of the room places a happy face, at the other
end places a sad face. Show a flashcard and ask Is this a square? Ss run to the
happy face and shout Yes, it is. If it isnt, they run to the sad face and shout
No, it isnt.
Choose a card: Divide Ss into small groups and distribute the Student cards
39 46. Have each group of Ss spread the cards on their desks with cards
overlapping other cards. S1 reaches for a card and asks Is this a circle? and
S2 answers Yes, it is. or No, it isnt. If S2 is correct, S2 draws the next card
and asks a question.
STORY TIME

- 23 -
Objectives: -Combining colors and objects
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading

REVIEW
VOCABULARY
diamond

SENTENCE PATTERN
object

Resources:
STUDENT BOOK p.17

Teaching Aids:
- CD track 46
- Student cards of classroom
objects and shapes
- Worksheet for Listen
Draw Color
Introduction
Weather report
More word: Hold up one of the alphabet cards and elicit other words the
students know that begin with the sound that letter makes: (e.g.: What starts with
c?)
Introduce the pattern:
(Give the meaningful context: ex. T describes the house that T built in the first
stage). Play track 45 and use a blue crayon the model the pattern This is a blue
crayon. Have Ss point to the pictures and make sentences with the number
according to the pattern.
Development
Choose a card: Divide students into small groups. Place Student cards of
classroom objects and shapes in one pile faced down. Place colored student
cards in a second pile and face down. Students turn over the top card in each
pile and make a sentence: This is a pink heart
Listen Draw Color: Give each St a worksheet. Work in pairs. Ask S1 to
draw colored objects in square 1, 3, 5 and S2 to draw colored shapes in square 2,
4, 6. Then, they take turns telling their partners to do the same things.
Afterwards, have Ss compare the original to their partners work.
Play the song
- Play track 46. Have Ss identify words they recognize.
- Model the song and have Ss repeat after teacher.
- Play the song again and ask half of the class to sing one part and the other to
sing the second part.
Consolidation
We are painters: Divide the class into small groups of 5 or 6 Ss. Give each
group a sheet of paper. Have Ss draw and color some objects they like best.
Then ask groups to tell about their pictures. This is my picture. This is .
Listen and praise their works.
DO EXERCISE
STORY TIME

- 24 -
Objectives: -Colors and shapes revision
- Emphasize reading skills
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY
Black, white, brown, gray
diamond
globe, map, crayon,
table, board, poster
SENTENCE PATTERN

object


- Worksheets 1
- Crayons


- Worksheets 2
- Crayons

- Worksheets 3
- Crayons

Station 1: Read and color:
Give each student a picture and ask them read the hint and color. The students,
who finish this station, will move up to next station.
(Hints: Color monkeys number 1 orange. Color monkeys number 2 brown.
Color monkey number 3 black)

Station 2: Read and color:
Give each student a picture and ask them to read the hint and color. Ask Ss to
figure out the secret animal. The students, who finish this station, will move up
to next station.
(Hints: Color the number 1 spaces red. Color the number 2 spaces yellow.
Color the number 3 spaces blue. Color the number 4 spaces green. Color the
number 5 spaces brown. Color spaces without a number any color.)

Station 3: Find, draw and color:
Give each student two sheets of paper and ask them to look for the words of
classroom objects in the word square. Then Ss draw and color the objects into the
square at the bottom. The students, who finish this station, will move up to next
station.

- 25 -
- Worksheets 4
- Crayons
- Glue and scissors
A3 papers
Station 4: Color and make:
T ask Ss to color all the rectangles brown, circles yellow, triangles red, and
squares blue. Then cut out the shapes. Make a cat or a dog, etc using the
shapes.
DO EXERCISE
STORY TIME

- 26 -
Worksheet 1

- 27 -
Worksheet 2

- 28 -
Worksheet 3

- 29 -
Worksheet 4

- 30 -
WEEK 6 CLASS 18 - Revision of unit 1 and 2 Project Based Activities
Objectives: - Revision of unit 1+2
- All of students must do the project based by themselves
Topic Key language Resources and Materials Key Activities for Lesson
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY
globe, map, crayon,
table, board, poster, hello,
hi, red, blue, yellow, pink,
orange, purple, black,
white, brown, gray, green,
circle, triangle, square,
rectangle,

SENTENCE PATTERN
This is .
Its
How many ?
What are these?
What is this?

MATERIALS for activity:
Student Book p. 18

Outside activity

worksheet

board games, dices, counters

worksheet

Unit 1 2: Listen and Review
Lets Learn About Numbers 0 20

Station: What is the time, Mr. Wolf? review numbers orally
First T is the wolf. The wolf is hungry and is waiting for dinner. The wolf
stands with his hands on the wall and Ss stand in a line with their backs
against the opposite wall. Ss must call out Whats the time, Mr. Wolf? The
wolf turns round and tells the time Its 2 oclock, and then turns to face the
wall again. The children move forward two steps and ask the time again. The
wolf turns round and gives another time. Continue until the children are fairly
close to the wolf. Then, instead of telling the time, the wolf says, Its time
for dinner and catches one of the children before they get home to the
opposite wall.

Station: Im a mathematician review numbers by writing
Give Ss worksheet. Ss have to find the numbers. They write these words.
Then, they do some Maths. When they do Maths, they can write in numbers
or words. In this station, Ss should work by themselves.

Station: Zoo activity review colors and learn some animals through
game
Give each pair a board game and a dice. Ss find some counters to play the
game. Ss throw the dice. If they come to boxes 2, 3, 4, 6, they have to read
and color an animal then move to another box. If someones partner colors the
animal, he/she only go to another box. The winner is someone that goes to
box 10.

Station: Dots game review the objects
Give each student a worksheet. Have students find dots. Ask Ss color the
dots. Then, They have to draw a picture to demonstrate this word.

- 31 -
papers, a staple, rulers,
colored pencils, magazines,
glues

fishing rods, fish with colors,
shapes or objects written on
each fish

old magazines, glue, scissors,
papers, crayons, hole punch,
some string or wool

HOMEWORK: Do
exercises in Workbook and
Skills Book p.18+19
Station: Alphabet book collect the objects
Help students make his/her own alphabet book. Fold seven sheets of paper
and staple them together in the middle. Starting on the second page, draw a
line across the middle of each page and write an alphabet letter at the top of
each box. Give the book to student and help him/her find pictures of objects
that begin with each letter. Next, have him tear or cut the pictures from
magazines and glue them onto the appropriate pages. This project will
probably take a week or more to finish. Encourage students to "read" his/her
alphabet book to friends and family.

Station: Fishing game review colors, shapes, numbers and
classroom objects
Give Ss the fishing robs. Cut some fish and put them in a tub or on the floor.
Let Ss try catching fish with his fishing rod. Have student practice counting as
he/she catches each fish. Have student name each color as she catches it.
Have student read the shapes or objects written on each fish he/she catches.

Station: The shape picture
Hold 6 pieces of paper together and punch two holes along one edge. Ask Ss
to tie the book together with a string or wool. Have them write their names on
the cover. Then, They write a color on each page of the book. Ask them to
find pictures of different colors in the magazines. Then have Ss cut out the
pictures and glue each picture on the page with that color and label the
picture.

STORY TIME

- 32 -
Worksheet 1 (Station: Im a mathematician)

- 33 -
Worksheet 2 (Station: Zoo activity)

- 34 -
Worksheet 3 (Station: Dots game)

- 35 -
Unit 3: Things around me

Them / Topics Key words Language Items Social Language Language Functions
Things around me
- Introducing
others
- Things around
me

Markers, notebooks,
pencil cases, video
games, cell phones,
computers, CDs,
(classroom objects in
plural)
What are these?
They are + plural noun
How many?
Scott, this is my friend,
Sarah.
Hello, Sarah.
Hi, Scott.

- Introducing others
- Asking about quantity
- Identifying classroom
objects by numbers
- Distinguishing between
singular and plural
objects

- 36 -
Objectives: - Introducing others
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading

KEY VOCABULARY
Friend

ADDITIONAL
VOCABULARY
Play, Sarah

KEY VOCABULARY
Hi, hello, my, your, name

SENTENCE PATTERN
This is my friend, _____.
Hello, _____
Lets play.
Resources: STUDENT
BOOK p.20 21

Teaching Aids:
- Puppets
- CD1 track 50 52

Introduction
Weather report
Unscrambled Sentence
- Copy the lyrics from the song onto a sheet of paper and cut into individual
sentences.
- Work in groups. Have Ss put the sentences in the correct order.
- Play the song for Ss to check their arrangement and then ask groups to sing
the song.
Use puppets to introduce Sarah while playing the audio track 52.
Development
Introduce the song rhythmically. Have Ss clap to keep the beats as you model
the song line by line. Have Ss sing and respond in parts. Then repeat the song
using gestures. Play the song again. Encourage Ss to sing along
I am a musician: Have Ss work in groups to create an original verse by
inserting their names. Perform their song with the new verse.
Consolidation
Have Ss look at the scene on p.20 and review the characters. Play track 50
and Ss identify the words they hear.
Role-play: Have Ss practice the full dialogue in groups of three. Then, ask 3
Ss to model the dialogue.
S1 to S2: Hello, Im Thanh. Whats your name?
S2 : Hello, Thanh. My name is Lan. How are you?
S1 : Im fine. Thank you. And you?
S2 : Im OK. Thanks. This is my friend, Chau.
S1 : Hello, Chau.
S3 : Hi. Lets play.

DO EXERCISE
STORY TIME

- 37 -
Objectives: - Identifying objects by number
- Recognizing words and meaning of words
Aids
Key Activities
INTEGRATED
Listening Speaking
Reading

KEY VOCABULARY
Notebook, pencil case,

REVIEW
VOCABULARY
globe, map, crayon,

REVIEW NUMBER
one, two, three, ten
(orally)

Resources: STUDENT
BOOK p.22

Teaching Aids:

- CD track 56 57.
- Multiple sets of Student
Cards 1 4, 24 27, 76
79.
- Teacher Cards 80 87.
- Various classroom objects

TIP: The plural s sounds
like /iz/ after sounds like /,
t, s, z/ (pencil cases); /s/
after voiceless consonants
(desks, notebooks), /z/ after
voiced consonants and
vowels (crayons, markers)
Introduction
Weather report
Clap the number: Hold up card with numbers from 1 10. Have Ss say the
numbers out aloud and then give the correct number of claps. Let some Ss take
turns to hold up a number.
Give the meaningful context to introduce new lesson (Ex: Today we are
going to label our classroom objects in English) Hold up each flashcards and
leave some real objects in the classroom to introduce the new vocabulary while
playing the audio. Have Ss listen and repeat each word several times at normal
speed.
Activity 2: Numbered list
- Use the pictures on page 22 of the Student Book.
- Ask Ss to look at the p. 22 for 1 minute. They all close their books.
- Ask questions such as "What is number three?" Students respond.
Development
Introduce the sentence pattern Use real crayons and count together with
Ss. 1 crayon, 2 crayons, 3 crayons 10 crayons. Say, ten crayons. Play track
57. Point to the words as Ss listen to the audio. Then have Ss listen and repeat
after the audio. Have Ss repeat the sentence pattern. Repeat with the other items.
Ask Ss to count and say the sentences at the same time as the teacher.
Practice the rhythm: Play track 58 and have Ss clap to keep the rhythm as
they listen and repeat the sentences.
Consolidation
Pass the Card: Give a set of Student Cards (80 87) to the first student in
each row. Have the student say ten crayons, and then pass the card to the
student behind. That student says the sentence and passes the card to the next
student.
Concentration Activity (match the singular with the plural)
DO EXERCISE
STORY TIME

- 38 -
Objectives: - Asking and answering questions about quantity
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

KEY VOCABULARY
Classroom objects in
plural.

REVIEW
VOCABULARY
Notebook, pencil case,
pencil, pen, bag, book,
globe, map, crayon,

REVIEW NUMBER
one, two, three,twenty
(orally)

SENTENCE PATTERN
How many (crayons)?
Ten (crayons).

Resources:
STUDENT BOOK p.23
WORKBOOK p. 23

Teaching Aids:
- CD track 59 61.
- Teacher Cards to review
vocabulary.
- Contraction cards

TIP:
The voice comes down at
the end questions how
many?
Introduction
Weather report
Make a group: T says Make a group with the number 3. T plays a drum or
tambourine. Ss move to make a group of that number. When T stops music, Ss
must be in groups. Ss must sit down if they cannot form a group.
Ask students (Ss) to listen to a song (CD1 track 62) and to retell some words
or sentences that they knew. Have Ss look at the picture p.23 and play track 62.
Have Ss listen to the song and write the number. Play the song again and ask Ss
to check their answers.
Sing a song.
Development
Listen to the question and answer pattern
- Have Ss look at p.23 and describe things they see.
- Have Ss ask and answer using their book.
- Play track 59 and have Ss repeat the questions and answers and point to the
appropriate pictures.
Paired talking practice: Ss practice asking and answering for the lesson in
pairs, using real objects.
Consolidation
Brief view then quiz: Show a picture with lots of items on it for just one
minute. Students look at it. Then hide the picture and ask the students "How
many?"
Concentration activity
Match the questions with the answers about quantity.

Have Ss look at p.23 and describe things they see. Then, have Ss practice
asking and answering, using STUDENT BOOK p.23.

STORY TIME

- 39 -
Objectives: - Revision of counting and asking and answering about quantity
- Emphasizing speaking and reading skills
- Requiring of all of students to pass station 2
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

KEY VOCABULARY
Classroom objects in
plural.

REVIEW
VOCABULARY
notebook, pencil case,
pencil, pen, bag, book,
globe, map, crayon,

REVIEW NUMBERS
one, two, three,twenty
(orally)

SENTENCE PATTERN
How many (crayons)?
Ten (crayons).

sheets of paper

Worksheet

Station 1: Give students a piece of paper divided into four sections. Draw the
following objects on the board. Fox example:
- Draw a crayon and write number 7 next to it;
- Draw a happy cat and write number 8 next to it;
- Draw a pencil case and write number 5 next to it;
- Draw a notebook and write number 10 next to it;
Students must look at the number and the picture on the board, draw the correct
number of objects, and write the correct number in one section of the paper.
Then, they will talk with your partner (seven crayons, eight happy cats)
After finishing this station, student will move up to the station 2.

Station 2: Give each student a worksheet. Student will count and fill correct
numbers in the box. Then, they will tell to their partner. After finishing this
station, student will move up to the station 3.

Station 3: Give each student a worksheet. Student will count and circle correct
numbers in the box. Then, they will color the picture and practice asking and
answering the questions to their partner. After finishing this station, student will
move up to the next station.

- 40 -
Station 4: Find the difference in the picture: Students work in pairs. St1 gets
picture A, St2 gets picture B. Student will count the number of objects. He/she
will ask to find the difference between picture A and B.
DO EXERCISE
STORY TIME

- 41 -
Station 2

- 42 -
Station 3

- 43 -
Station 4

- 44 -
Objectives: - Introducing new vocabulary and distinguishing between singular and plural items
Aids
Key Activities
INTEGRATED
SKILLS: Pronunciation
Listening Speaking
Reading Writing

KEY VOCABULARY
a CD, CDs, a computer,
computers, a cell phone,
cell phones, a video game,
video games

SENTENCE PATTERN
Its .
They are

Resources:
STUDENT BOOK p.24
WORKBOOK p.24

Teaching Aids:
- CD track 63 65.
- Worksheets for bingo game

TIP: The plural s sounds
like /iz/ after sounds like /,
t, s, z/ (pencil cases); /s/
after voiceless consonants
(desks, notebooks), /z/ after
voiced consonants and
vowels (CDs, computers,
video games)
Introduction
Weather report
Bingo game: Give each student a piece of paper for bingo game. Write
words of classroom objects (singular or plural nouns) that Ss have learned. Ask
Ss to write nine words they like best (singular or plural) down.
Set up a meaningful context to introduce the new lesson. (Ex: show and
describe the picture. Ask Ss to count then to answer How many crayons can
you see?) Hold up each Teacher Card to introduce the new vocabulary while
playing the audio (CD track 63). Have Ss listen and repeat each word.
Two chairs: Put 2 chairs in the front of the board; label the chairs with
singular chair and plural chair. Divide the class into two teams, get them in two
lines a bit further from, but facing the chairs. Call out a word and the first
members from each team race to sit in the correct chair. The first to get there
wins a point for their team.
Development
Listen to the sentence: Write the pattern on the board. Play track 64. Point
to the words as Ss listen to the audio. Use the contraction cards to illustrate how
the contractions are formed. Practice saying both of them It is = its, they are =
theyre
Substitution Drill: Show Teacher Cards in random order and have Ss make
sentences. Increase the speed of drill until Ss speak at natural speed.
Consolidation
Slap game: call out the singular or plural of words review all classroom
objects and electronics store items.
Back to back: Work in pairs with identical sets of Ss cards. Ss sit in back to
back. S1 arranges his or her cards in random order. S1 tells S2 how to arrange
the cards. Example: 1. Theyre crayons. 2. Its a crayon
STORY TIME

- 45 -
Objectives: - Asking and answering questions about plural objects or items
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Singing

KEY VOCABULARY
a CD, CDs, a computer,
computers, a cell phone,
cell phones, a video game,
video games

REVIEW
VOCABULARY
classroom objects in
singular and plural.

SENTENCE PATTERN
Whats this?
Its .
What are these?
They are .

Resources:
STUDENT BOOK p.25
WORKBOOK p.25

Teaching Aids:
- CD track 66 - 68.
- Sets of concentration cards
- Sets of Ss cards

TIP:
The voice comes down at
the end of wh- questions like
What are these?
Introduction
Weather report
Concentration game: match singular and plural nouns Match singular
sentences with plural sentences.
Read my lips: Choose or write singular and plural items on the board. Say a
word without sound. Ask Ss to guess What I am saying. Have Ss take turns
standing in the front of the class and mouthing words for the rest of the class to
guess.
Set up a meaningful context to introduce the new lesson. (Ex: show and
describe the picture. Ask Ss to count and ) Hold up each Teacher Cards to
introduce the new structure while playing the audio (CD track 64). Have Ss
listen and repeat pattern.
Development
Ask and answer activity: Have Ss look at the picture at the bottom of p.25.
Elicit the questions for the 2 pictures.
Whats this?
What are these?
- In pairs, Ss ask and answer. Have Ss use their real objects in pairs to practice
asking and answering.
Show me: Each St has 2 cards. If the caller says, Its a crayon. Ss hold up
whats this? If the caller says, theyre crayons. Ss hold up what are
these?
Consolidation
Blind questions: Student A closes their eyes and holds onto the edge of page
24 with one hand for reference. Student B takes the other hand and puts Student
A's finger onto one of the pictures in the book. Then Student B asks "What's
this?" or What are these? Student A guesses. Students can take turns and
count the number of correct guesses.
Ask Ss to look at WORKBOOK page 25.
STORY TIME

- 46 -
Objectives: - Describing items in term of color and number
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY
classroom objects and
electronics store items in

REVIEW SENTENCE
PATTERN:
Whats this? Its
What are these?
Theyre
What color is this?
What color are these?
How many ?
Resources:
STUDENT BOOK p.26, 27
WORKBOOK P.27
Skills Book p.26

Teaching Aids:
- CD track 71.
- Worksheets for TPR
activity; find your partner
activity and Change
sentences.

Introduction
Weather report
Find your partner: Give each St a number card. Ss go around and ask,
Whats your number? to find the partners that have the same number.
TPR and Vocabulary: Students are in teams. Each team member is given a
color or shape. Either tell each person their color or shape, or give them a card
with that color or shape. The teacher says, "If you are red, please stand up." Or
"square, please make a circle."
Play the song
- Have Ss look at the pictures and describe what they see.
- Play track 72. Have Ss identify words they recognize.
- Model the song and have Ss repeat after teacher.
- Play the song again and ask half of the class to sing one part and the other to
sing the second part.
Development
Introduce the sentence pattern
- Hold up a picture (pink circles) and make an obvious gesture of pointing to
it and play track 71
- Have Ss repeat the answer and the question several times. Repeat with a
few other pictures.
Practice in pairs, Ss asks and answer questions about the shapes in Student
Book page 27.
Consolidation
Changing sentences Work groups
Write a sentence on the board for example Its a marker. Write a new word
blue. Have Ss decide where to put the new word, Its a blue marker. Add
another word and again have Ss change the sentence.
Ask Ss to look at SKILL BOOK page 27.
STORY TIME

- 47 -
Objectives: - Distinguishing between singular and plural items and describing items in term of color and number
- Developing speaking and reading skills
- All of students have to pass station 2
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY
Classroom objects and

REVIEW SENTENCE
PATTERN:
Whats this? Its
What are these?
Theyre
What color is this?
How many ?
worksheets

worksheets

Materials for activity: dice,
counters, worksheets
(Teacher book page 173)

Station 1: Give each student a worksheet. Student will count and write the
answer in the blank. Review pattern: how many? Then, they will check with
their partner by asking and answering. After finishing this station, student will
move up to the station 2.
Station 2: Find the difference in the picture: Students work in pairs. St1 gets
picture A, St2 gets picture B. Student will count the number of objects. He/she
will ask to find the differences between picture A and B. After finishing this
station, student will move up to the station 3.
Station 3: Color and play the game: Set a limit time for coloring the game
squares and then begin the game. Have S1 roll a dice. Move a counter to the
corresponding number of spaces on the board game, and ask S1 a question about
the object in the space he/she lands on. What color is this? What color are
these? Or How many? What are these? What is this? If S1 answers the
question correctly, S1s counter remains in that square, or, in the case of arrow
squares, he/she moves the counter the indicated numbers of spaces. If S1
answers incorrectly, the counter returns to the space at which S1 started his or
her turn. Have S2 rolls the dice next, S1 asks a question. When S2s turn is
finished, he/she asks the question to the next student. After finishing, student
will move next station.

- 48 -
chalk, board, pencils,
notebooks

Station 4: Words from words: Write a long word or a short sentence on the
board. Ss see how many words they can make, using only the letters in the word
or sentence. Ask them to take notes in their notebook. For example:
it is a pencil pen, case, as, pan, can
grandmother and, red, hot, hen, mother, ten, more
DO EXERCISE
STORY TIME

- 49 -
Station 1

- 50 -
Station 2

- 51 -
WEEK 9 CLASS 27 - Extra Activities
Objectives: - Revision of unit 3
Aids
Key Activities
Review Things around
me
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

ADDITIONAL
VOCABULARY
apple , ant, bug, box, cat,
computer, Dog, diamond,
elephant, egg, five, fish

REVIEW
VOCABULARY
classroom objects and

REVIEW SENTENCE
PATTERN:
Whats this? Its
What are these?
Theyre
What color is this?
How many ?
- Lets Chant Lets Sing
page 16

MATERIALS for activity
Worksheet 1

Some word cards

- Sets of Ss cards

Station: Lets chant Books. Books This chant provides additional
counting practice while drilling plural nouns. Divide Ss into some groups to
perform a part of the chant or groups version.
Station: Find and draw
Give each student two sheets of paper and ask them to look for the words of
classroom objects in the word square. Then Ss draw and color the objects into
the square at the bottom. The students, who finish this station, will move up to
next station.
Station: Sorting Vocabulary
Prepare words on cards that could be put into groups (singular and plural).
Students then work in groups and sort the vocabulary into the appropriate
groups. Then they check with the teacher and think of the name for each group
(singular and plural). Then they try to add some more items to each group. They
score 1 point for each correctly added word.
Station: Ask and remember
Students in pairs have five or six cards each. One student shuffles the cards and
does not look at them. This student holds up one card at a time to their partner
asking, "What are these?" The other student gives the answers. When the first
students have asked about all the cards, they then tell their partner what each
card is, again without looking at them. ("These are pencils.") For each correctly
remembered card, they get one point.
- 52 -
Sets of worksheet for
Unscramble Sentence

- Worksheet 2
- Crayons
Station: Unscramble Sentence
This activity encourages Ss to think about sentence structure and word order.
Have Ss arrange words in the correct order, paste them on A3, and draw objects.
Then Ss display their picture on the class wall. Example: These are two blue and
pink erasers.
Station: Spinner game
Give Ss the spinner T has made. Ask Ss color the spinner then, play the game.
Each St has a spinner with pictures only. Then each St take notes a list of six
items on the spinner. Ss take turns to spin their spinners and if the picture is the
same as a word on their list, they cross it out. The first St to cross of all his or
her words is the winner.
DO EXERCISE
STORY TIME

- 53 -
Worksheet 1

- 54 -
Worksheet 2

- 55 -

Unit 4: My beloved

My beloved ( the
family members)
mother, father, brother,
sister, (grandmother,
grandfather, baby
sister, baby brother),
thin, fat, tall, short
(young, old)
Who is he? He is
Who is she? She is

Hi, Mom/Dad, I am
home.
This is my mother.
Nice to meet you.
Nice to meet you, too
- Greetings
- Identifying the members
of the family
- Describing family
members
- Talking about family
members

- 56 -
Objectives: - Learning more greetings
Aids
Key Activities
SKILLS
Listening Speaking
Reading

KEY VOCABULARY

mother, friend,

ADDITIONAL
VOCABULARY
grandmother,
grandfather, baby sister,
baby brother

SENTENCE PATTERN
Hi, Mom/Dad, I am home.
This is my mother.
Nice to meet you.
Nice to meet you, too
Resources: STUDENT
BOOK p.28

Teaching Aids:
CD1 track 73, 74,75.

TIP:.
Hi, (Mom)! Im home is an
expression that English-
speaking children use when
they return home from
school or play.

Momand mother has the
same meaning. Mother is a
more formal way of
referring to ones mother,
and it is also used to
describe the relationship to
the speaker.
Introduction
Weather report
Show me: Each student has two cards. If T says, Its a cell phone. Ss hold up
Whats this? If T says, Theyre cell phones. Ss hold up What are these?
Model the dialogue: Ask Ss to listen the song track 75 and figure out which is
repeated many times Nice to meet you. (Give the meaningful context for the
dialogue- ex: Kate invites Scott to visit Kates house, She introduces Scott to her
mother, and they have a conversation). Play track 73 to present the dialogue.
Divide the class into two groups and practice. Have one group say, Its nice to
meet you. And the other group says Its nice to meet you, too.
Development
Practice the dialogue: Combine the dialogue. In groups of three, have Ss play
the roles of Mom, Scott and Kate. Have Ss practice the full dialogue in group of
three. Then have them substitute their own names. Have Ss look at p.28 and
describe what they see. Play track 73 again. Have Ss listen to the dialogue and
identify the words they hear.
Play and listen: Play track 75. Have Ss listen and identify words they recognize
from Lets talk. Then play track 75 again and have Ss listen and clap to keep the
beats. Then have Ss sing along.
Do the song activity: Divide the class into three groups. Play the song again and
each group sings their part. Add the gestures to go with the song lyrics.
Consolidation
.Conversation Lines: Have Ss make two lines and face each other. They can use
their own names:
S1: Hi, Im (Nhi). Whats your name?
S2: Im (Bao). Its nice to meet you.
S1: Its nice to meet you, too.
DO EXERCISE
STORY TIME

- 57 -
Objectives: - Identifying the members of their families
Aids
Key Activities
SKILLS
Listening Speaking
Reading

KEY VOCABULARY

Mother, father, brother,
sister

ADDITIONAL
VOCABULARY
grandmother, grandfather,
baby sister, baby brother

SENTENCE PATTERN
Who is he? He is
Who is she? She is

Resources: STUDENT
BOOK p.30,31

Teaching Aids:
- CD track 79 80

- Teacher Cards 107 - 112.

- Contraction cards

TIP:.
Make sure students
pronounce shes correctly
with the [sh] at the
beginning and the [s] at the
end of both shes and hes
Introduction
Weather report
Walk and talk: In pairs, Ss move around the room. At the teachers signal, two
pairs join and they introduce each others. After introduction, pairs move apart and
walk until the next signal. Then S2 introduces S1.
I Introduce family members: (Give the meaningful context: e.x T pretends
that T invites his/her to visit her house and now they are in the living room.
There are many pictures of her family members). Play the audio track 79 and
show the Teacher Cards of family members at a time. Students repeat each word
several times. Tell them that females are represented with the word she. Repeat
these steps to introduce he.
Development
My family: Use multiple sets of cards. Mix and divide them into equal piles. Put
them face down on several desks. Have Ss form small groups and take turns
picking up and identifying cards. Ss group these cards in families of four. When
time is up, the group with the most cards wins. Set a limit time.
Introduce the sentence pattern: Show Teacher Card 106 (grandmother) and
play the audio track 80 Shes my grandmother. Have Ss repeat the sentence
pattern. Repeat with the other family members. Ask Ss to say the sentences after
the tape. Practice the sentence Hes my grandfather, hes my father
Rock Paper Scissors: Divide the class into pairs and have them share one
textbook. Ss decide who will start at the first word and who will start the last word
on the list. When T says Go! Both Ss work their way towards each other (Shes my
mother) When they meet somewhere in the middle, they play RPS and the
winner continues towards the opposite end. The loser must return the start point.
Consolidation
Practice the rhythm: Play track 81 and have Ss listen to the rhythm and clap to
keep the rhythm as they listen and repeat the sentences.
DO EXERCISE
STORY TIME

- 58 -
Objectives: - Identifying the members of the families
Aids
Key Activities
INTEGRATED
SKILLS: Listening
Speaking Reading

KEY VOCABULARY

sister

ADDITIONAL
VOCABULARY
grandmother,
baby brother

SENTENCE PATTERN
Who is he? He is
Who is she? She is

Resources: STUDENT
BOOK p.30,31

Teaching Aids:
- CD track 82,83,84

- Teacher Cards 106 - 112

- Contraction cards

TIP:.
Make sure students
pronounce shes correctly
with the [sh] at the
beginning and the [s] at the
end of both shes and hes
Introduction
Weather report
TPR and vocabulary: Divide the class into 6 groups and each member
becomes a family member. And T calls out Mothers, stand up. If the member
in the group is wrong, that group is out. And the last group is the winner. T can
increase the pace quickly for fun.
Introduce the question and answer: (Give the meaningful context to
introduce the question and answer. ex: T pretends that classroom is her living
room, and put photograph of his/her family members on the blackboard and
uses puppets to make the question and answer. ) Play the audio- track 82 and
show Teacher Cards of family members at a time. Continue to play the audio
and have Ss listen to the questions and answers and point to the appropriate
pictures in their books. Groups take turns asking and answering questions.
Development
Replay game: Group the class in lines. Give the first player of each line a
card. When they hear Go! The first player asks Whos (she/he)? and the second
player answers. Then the second takes the card and asks the next. The last must
run to the first and ask. When the first finishes answering, the team sits down.
Consolidation
Practice the rhythm:
Play track 84. Have Ss listen to the rhythm and clap to keep the rhythm as they
repeat the questions and answers.
Photograph time:
Students are in teams, and each has one of the family cards. The teacher calls
out the order in which the family must stand for the next photo and the students
put him or herself in a line in the correct order. The first team ready gets a point.

DO EXERCISE
STORY TIME

- 59 -
Objectives: - Revision of greetings
- Identifying the family members
- Emphasizing the speaking and listening skills
Aids
Key Activities
SKILLS
Listening Speaking
Reading Writing

REVIEW
VOCABULARY

sister, grandmother,
baby brother

SENTENCE PATTERN
Who is he? He is
Who is she? She is

.

Materials for activity

- Student cards of family
members.


members.


- Worksheet p 175
- Tokens
- Dices
members


- Some sheets of paper
Station 1: Listen for the correct question:
-T models first and let the group leader takes a turn of teacher.
-Hold up the family member cards without looking at them and ask, Whos
(she/he)? at random. If the student replies to the wrong questions, he/she is out.
Station 2: RPS Three cards
-Each student starts with three cards. Ss pair up and do RPS. The loser has to
select one of their cards.
-Then he/she shows it to the winner and asks, Whos (he/she)? If the winner
can supply the correct answer, he/she takes the card from the loser.
-Then they change to work with other partners. The aim is to get the most cards
and not lose any. When several students have lost all their cards, stop the game.
Station 3 : Worksheet p.175
-Each group has a copy, a dice, and some tokens. Ss in the group take turns to
roll a dice and move the tokens that number of spaces on the game board.
-One student in the group makes questions and the student who rolls a dice
answers about the person in the space. .(See instruction on p.164 Teacher
book)
Station 4 : Family Books
Students can draw pictures of their family members on separate sheets of paper
or bring in photographs and paste them on separate sheets of paper. Ss write
- 60 -
some sentences to introduce and describe the family member. The small family
books they make can share with the class and left in a place where they can be
looked at during free time.
DO EXERCISE
STORY TIME

- 61 -
Objectives: - Learning to describe the family members
Aids
Key Activities
SKILLS:
Listening Speaking
Reading

KEY VOCABULARY
thin, fat, tall, short,
(pretty, ugly, old, young)

SENTENCE PATTERN
Who is he? He is
Who is she? She is

Resources: STUDENT
BOOK p 32 -33

Teaching Aids:
- CD track 85 - 86.

TIP: You can use the
negative pattern to
introduce: Shes ( short) =
She isnt (tall)

Introduction
Weather report
Whats missing? Ss in pairs have all family member cards. S1 puts the cards
face up on the desk. S2 tries to remember. Then S1 shuffles the cards, takes one
of the cards, and gives the other seven to S2. Then S1 asks, Whos (he/she)?
S2 answers and takes turns.
Introduce the words: (Give the meaningful context to introduce the words.
Ex: T pretends that T invites his/her to visit his/ her house and now they are in
the living room. There are many pictures of her family members). Play track
85. Show T cards 113 -120 at a time. Moreover, gesture to introduce the new
words. Make clear gesture to contrast the meanings: tall/short, young/old,
pretty/ugly, fat/thin. Play track 85 again and have Ss repeat each word several
times.
Concentration game: Use student cards 113 120. Ss take turns turning over
cards and looking for the opposites.
Development
Introduce the sentence pattern (Give the meaningful context to introduce
the words). Play track 86 and hold up the male teacher card and model the
pattern: Hes (tall). Have Ss repeat the pattern for each word.
- Play track 86 and hold up the female teacher card and model the pattern: Shes
(short). Have Ss repeat the pattern for each word.
Practice the words and sentences: Have Ss look at their books and listen
track 85 again and repeat the words. Have Ss listen track 86 and repeat the
pattern. Divide the class into 2 groups and each group alternates repeating after
the audio.
Consolidation
Do the activity in Worksheet p.175. The game reinforces he/she, adjectives,
family vocabulary, and the grammar structures This is my (father). (Hes tall).

DO EXERCISE
STORY TIME
- 62 -
WEEK 11 CLASS 33 - Unit 4
Objectives: -Talking about family members
Aids
Key Activities
SKILLS:
Listening Speaking
Reading

REVIEW
VOCABULARY
mother, father,
grandmother,
grandfather, sister,
brother, baby sister, thin,
fat, old, young, tall, short,
pretty, ugly.

SENTENCE PATTERN
Who is he? He is
Who is she? She is
Hes (tall)
Shes (pretty)

Resources: STUDENT
BOOK p.34,35

Teaching Aids:
- CD track 93.

Introduction
Weather report
Say all you can from the picture: Ss are in teams and take turns giving
words or sentences for picture on p 30. The team gets one point for a word and
two points if they put the word in a sentence.
Development
We are the family:
Use several sets of student cards. Give a card to each student. Play The Family
Song and have Ss walk around the room. Stop the music at any time during the
song. When the music stops, Ss must group themselves into a family with the
other students.
Listen and number:
- Have Ss look at the pictures of the family members. Play track 93. Have Ss
listen and point to the pictures.
- Play the audio again and have Ss number the family members as they hear
them.
Family Adjectives: Ss work in small groups and pairs. Place student cards
(106 112) in one pile, face down. Place adjective Student cards (113 120) in
a second pile, face down. Ss turn over the top card in each pile and make
sentences: This is my (grandmother). Shes (tall).
Consolidation
Three card shuffle:
Students in pairs have three cards. S1 puts the cards face up on the desk. S2 tries
to remember the order. Then the cards are turned face down, and S1 can make
three changes to their positions by changing two cards at a time, slowly. S1 then
says, he/she is my pointing to one card. S2 tries to remember and answers :
He/She is

DO EXERCISE
STORY TIME
- 63 -
Objectives: - Talking about family members
Aids
Key Activities
SKILLS:
Listening Speaking
Reading

REVIEW
VOCABULARY
mother, father,
grandmother,
grandfather, sister,
brother, baby sister, thin,
fat, old, young, tall, short,
pretty, ugly.

SENTENCE PATTERN
Who is he? He is
Who is she? She is
Hes (tall)
Shes (pretty)

Resources: STUDENT
BOOK p.34,35

Teaching Aids:
- CD track 94.

TIP: Remind Ss that g has a
tail and is written below
the line and h is tall and is
written from the top line.
Introduction
Weather report
Two chairs: Put 2 chairs at the front of the class, label the chairs with
pronoun HE and SHE. Divide the class in two teams, get them in two lines a bit
further from, but facing, the chairs. Call out a word and the first members from
each team race to sit in the correct chair. The first there wins a point for their
team.
Practice: Use teacher cards to introduce and describe each family member.
(This is my sister, Shes tall and thin...). Have Ss describe family member.
Whos He? Whos She?: Divide the class into groups and give a dice and
two sets of cards which are faced up in a circle in random to each group. Have
ready a dice and markers for each player. S1 throws the dice and moves the
appropriate number of spaces. If it lands on a family card, S1 says This is my
(mother) and if it lands on an adjective card, S1 can say any family member and
the adjective: My (sister) is (pretty).
Development
Talk about your family: Play track 94. Have Ss listen and point to the
pictures and repeat. Have Ss get into pairs and describe their own families by
using their family pictures.
Charades: Have one student pantomime a family member. The others must
guess whether it is male or female first, then how they look (Shes old and
short). After they have described him or her, they can guess who it is. The
student answers: (Yes, my grandmother is old and short.)
Consolidation
Connection: Draw a grid of 16 squares. In this grid, draw simple pictures
about family members. Then cover all the squares with post it notes and let Ss
choose which 2 squares they want to uncover. Then they have to use their
imagination and say a sentence explaining the connection between the two
pictures.
DO EXERCISE
STORY TIME

- 64 -
Objectives: - Revision of greetings
- Identifying the family members
Aids
Key Activities
SKILLS
Listening Speaking
Reading Writing

REVIEW
VOCABULARY

mother, father, brother,
sister, grandmother,
baby brother

SENTENCE PATTERN
Who is he? He is
Who is she? She is

.


members.
- Student word cards


- Some sheets of paper
- Some magazines
- Glue
Match and keep
Station 1: Give 2 sets of picture cards and word cards to each group and place
them face down in random order on the desk. Once at a time, Ss turn over a
picture card and a word card
Ss try to find 2 identical cards. (father This is my father)
As each St looks at the cards, he /she says the word. If the cards match, the St
keeps them and gets a point.
Station 2: Give 2 sets of the picture cards and word cards to each group and
place them face down in random order on the desk. Once at a time, Ss turn over a
picture card and a word card
Ss try to find 2 identical cards. (Father Whos he? He is my father.) As each
St looks at the cards, he or she says the word. If the cards match, the St keeps
them and gets a point.
Station 3: Give 2 sets of word cards to each group and place them face down in
random order on the desk. Once at a time, Ss turn over two word cards. Ss try to
find 2 matched cards. (My grandfather is NOT fat - My grandfather is
thin.) As each St looks at the cards, he or she says the word. If the cards match,
the St keeps them and gets a point.
Describing posters
Station 1: Give each group some magazines and several sheets of paper. Write
- 65 -
some adjectives on the board: thin, fat, tall, short. Ss cut out pictures of various
items for each word. Then Ss collect all their pictures for one of the words and
glue them on the paper.
some adjectives on the board: thin, fat, tall, short Ss cut out pictures of various
glue them on the half of the paper.
In the bottom, they write down some words about their pictures. Ss follow the
same steps for each word. Then each group puts all the papers together to make a
book.
some adjectives on the board: thin, fat, tall, short Ss cut out pictures of various
glue them on the half of the paper.
In the bottom, they write down several sentences about their pictures. Ss follow
the same steps for each word. Then each group puts all the papers together to
make a book.
RPS Progressive conversation: Each student starts with three pass cards.
Students pair up and do RPS. On the first win, the winner asks, Whats your
name? and the loser responds and gives one pass for the winner. Then they
change to work with other partners. On the second win, they ask, How are
you? and on the third win, they say, Nice to meet you.
DO EXERCISE
STORY TIME

- 66 -
WEEK 12 CLASS 36 - Revision of unit 3 and 4 Project Based Activities
Objectives: - Revision of units 3+4
- All of students must do the project based by themselves
Topic Key language Resources and Materials Key Activities for Lesson
INTEGRATED
SKILLS: Listening
Speaking Reading
Writing

REVIEW
VOCABULARY
notebook, pencil case, CD,
video game, cell phone,
computer,
Mother, father,
grandmother, grandfather,
sister, brother, baby sister,
thin, fat, old, young, tall,
short, pretty, ugly.
REVIEW SENTENCE
PATTERN
Who is he? He is
Who is she? She is
Whats this? Its
What are these? Theyre
What color is this?
How many ?
Student Book p. 36

Sheets of aper ( size A4)

Dices, notes

Worksheet 3

Worksheet 1

Unit 3 4: Listen and Review
Lets Learn About Parts of the body
Station: Draw a monster review parts of the body and counting
Give each student a sheet of paper and dictate for Ss to draw a monster. Then
ask Ss about their monster How many legs? Let Ss image and draw the
family members of the monster. When Ss finish, they call out students to
describe their pictures in front of the class.
Station: Throw Six to say review structure
Ss in groups have one dice. They take turns to throw a dice. As soon as one
student gets a six, the student starts reading the words in order: This is a book.
It is blue. This is a chair. It is red. The student gets one flower for each
sentence. The other students continue to throw the dice in order, trying to get a
six before the first student has read 6 sentences and they have to think out and
read two more sentences to read. The next student to get a six starts reading,
interrupting the first student. It may be an idea to have the student who is
currently speaking put on a hat. That is an interesting point for the activity.
Station: Crossword game review vocabulary
Each student has a worksheet. Have student do the crossword.
Station: Matching activity review the alphabet
Give each student a piece of paper. Ask Ss to match capital letters with
lowercase letters.
- 67 -

Worksheet 2, pencils,
crayons

Worksheets 4

- Copies of a bus, crayons,
scissors, butterfly clips, glue,
and cardboard, worksheet 5

HOMEWORK: Do the
exercises in Workbook and
Skills Book p.36 + 37

Station: Describing the best beloved activity (project based activity)
Give each student one worksheet 2. Ask Ss to draw and decorate a picture of
the best beloved. Then they say to their partners. For example, Hello, my name
is The. This is my mother. She is tall. She is pretty. She is thin. I love my mother
so much.
Station: Draw the face review parts of face and colors
In the first face, Ss have to draw and color Bills face. In the second face, Ss
have to draw and color the face. Then ask their friends to describe it by telling
or writing.
Station: Make a family bus (project based activity)
Give each student a copy of the bus and a piece of cardboard. Tell them to glue
their copy on to the cardboard. Ss draw pictures of their family in the bus
windows. They color the bus, as they like. Make small holes in the centre of the
wheels and in the places marked on the bus. Help Ss to fix the wheels on to
their buses by using the butterfly clips.

STORY TIME

- 68 -
Worksheet 1

- 69 -
Worksheet 2

- 70 -
Worksheet 3: (Station: Crossword)

- 71 -

- 72 -
Worksheet 4 (Station: Drawing)

- 73 -
Worksheet 5 (Station: a family bus)

LG1 Units 1-4 Lesson Plan

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LG1 Units 1-4 Lesson Plan

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