3 Elementary English Curriculum Teacher Manual - Page 3

Peace Corps Uzbekistan
Elementary
English
Curriculum
Teachers
Manual
Tbilisi 2006
Contents
Introduction ......................................................................... 11 Sample Page ......................................................................... 13
IRST YEAR ............................................ 15

Suggested Vocabulary ....................................................... 16 .
Semester 1 ........................................................... 17
Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Introductions, the Alphabet, and Class Rules ................... 17 Introductions, the Alphabet (ABC) and Class Rules Review ... 17 Variations on Greetings, the Alphabet (DEF), and to be .... 17 Variations on Greetings, the Alphabet (GHI), and to be .... 18 Greetings, Colors and Alphabet (JKL) ............................ 18 Dialogues, Colors and Alphabet (MNO) .......................... 19 Dialogues, Colors, Numbers and Alphabet (PQR) ............... 20 Dialogues, Colors, Numbers and Alphabet (STU) ............... 20 . Informal Assessment Day. This is a day for the teacher to check and see how well the children are learning. .......................................... 21
Class #10: Classroom Commands and Alphabet (VWX) ...................... 21 Class #11: Classroom Commands and Alphabet (YZ) ........................ 22 Class #12: Classroom Objects It is a ..................................... 22 . Class #13: Classroom Objects and What is it? ............................ 23 Class #14: Classroom Objects, Plural Nouns ................................. 23 Class #15: Wrap-up/ Review .................................................... 24 Class #16: Informal Assessment Day ........................................... 24 Class #17: End of Semester Fun Day ........................................... 25
Semester 2 ........................................................... 26
Class #1: Class #2: Review all material and teach, Whose is it? .................. 26 Classroom Objects and Possessive adjective My and Your .. 26
Elementary English Curriculum Teachers Manual
Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9:
Classroom Objects This is That is ....................... 27 . Classroom Objects and Prepositions Under, On, and In ..... 28 Classroom Objects and Prepositions Under, On, and In ..... 29 Informal Assessment ................................................ 29 . Family Words ......................................................... 30 Family Words and I have a .................................... 31 Family Words and the verb to have ............................. 31
Class #10: Family Words: Do you have a? (Yes/No) ........................ 32 Class #11: Family Words: Do you have a? (Yes, I have a) ............... 33 Class #12: Review ................................................................ 33 . Class #13: Review ................................................................ 34 . Class #14: Informal Assessment ................................................ 35 . Class #15,16: Holiday Activities ................................................... 35
Semester 3 ........................................................... 36
Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Review semesters 1&2 .............................................. 36 Introduce Parts of the Body ........................................ 36 Parts of the Body using plurals .................................... 37 Parts of the Body and the Possessive Adjectives my and your ............................ 37 Parts of the Body, I have a/an (Article use) ................ 38 Parts of the Body, This is That is ....................... 39 . Parts of the Body and Prepositions (On and Under) ............ 39 Parts of the Body and Question Words (What, Whose, Where and Who?) ................................. 40 Review ................................................................ 41 .
Class #10: Informal Assessment ................................................ 41 . Class #11: Domestic Animal Vocabulary ....................................... 42 Class #12: Domestic Animals .................................................... 43 Class #13: Animals with Numbers and Prepositions ......................... 43 Class #14: Talk about Pets ....................................................... 44 Class #15: Review ................................................................ 45 . Class #16: Review ................................................................ 45 Class #17: Assessment ........................................................... 46 . Class #18: Fun Day ............................................................... 46 . Class #19, 20: Catch-up Day or Navruz Activities .............................. 46
Semester 4 ........................................................... 47
Class #1: Wild Animal Vocabulary ............................................. 47
Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9:
Wild Animals .......................................................... 47 Wild Animals .......................................................... 48 Review ................................................................ 49 Informal Assessment ................................................ 49 . Toys Vocabulary ...................................................... 50 Toys with Possessive Adjectives It is my It is your .... 50 Toys and I have a ............................................... 51 . End of the Year Assessment ........................................ 51
Class #10: Fun Day ............................................................... 52 .
econdYear ........................................... 53
Suggested Vocabulary ....................................................... 54
Semester 1 ........................................................... 55
Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Introduction, Go over Class Rules, Review Greetings .......... 55 Review Greetings, Alphabet & Numbers, Classroom Words ... 55 Review Toys, Alphabet & Numbers ................................ 56 Review Parts of the Body, Alphabet & Numbers ................ 57 . Review Animals, Alphabet & Numbers ............................ 58 Review Family, Alphabet & Numbers ............................. 59 General Review- Alphabet, Numbers, Colors, Greetings, Classroom Words , Family Words, Body Parts, Animals and Toys ..................................... 60 Extended Family .................................................... 60 Extended Family, Numbers and to have ....................... 61
Class #8: Class #9:
Class #10: Extended Family and Asking Questions .......................... 62 Class #11: Extended Family, the verb to live, and the preposition in ........................................... 63 . Class #12: Professions/Pronouns, the verb to be ............................ 64 Class #13: Pronouns and Professions using Family Vocabulary & Articles a and an. ..................... 65 . Class #14: Professions, the verb to work, prepositions and place names ..................................... 66 Class #15: Review ................................................................ 67 . Class #16: Assessment .......................................................... 68 . Class #17: Halloween ............................................................ 69 .
Semester 2 ........................................................... 70
Class #1: Review Extended Family, verb to be ............................. 70 .
Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9:
Review Professions, Prepositions, Nouns and the verb to work ..................................... 71 . Physical Appearance, Review Body Parts, the verbs to be and to have ..................... 72 Physical Appearance Adjectives and the verb to be and to have ................................... 73 Physical Appearance, Describe Self ............................... 74 Describe Family Members or Pets with possessive adjective my ................................... 74 Describe each other, use possessive adjectives ................ 75 . Describe Pictures .................................................... 76 Review ................................................................ 77 .
Class #10: Assessment .......................................................... 78 . Class #11-13: Builtin Catch up days ............................................. 79 Class #14,15,16: Holiday Activities (Christmas and New Year) ............... 79
Semester 3 ........................................................... 80
Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Review Physical Appearance ....................................... 80 Review Possessive Adjectives ...................................... 80 Groundhogs Day .................................................... 80 St. Valentines Day ................................................. 80 . Valentines Day ...................................................... 81 Hobbies Vocabulary Overview ..................................... 81 Hobbies with I like to, I enjoy ..................................... 82 Hobbies Vocabulary in Gerund ..................................... 83 Sports Vocabulary Overview ....................................... 84 .
Class #10: Sports I like to I enjoy ......................................... 85 . Class #11: Sports and gerund I likeing and I enjoy.ing .................. 86 Class #12: Interests vocabulary and verbs .................................... 87 Class #13: Interests, I like or I enjoy ...................................... 88 Class #14: Interests with gerund I enjoy/ likeing review pronouns ..... 89 Class #15: Review ................................................................ 90 . Class #16: Assessment ........................................................... 91 . Class #17: Womans Day Activity ............................................... 92 Class #18: St Patricks Day Activities ......................................... 92 . Class #19,20: Holiday Activities (Navruz) ....................................... 92 .
Semester 4 ........................................................... 93
Class #1: Class #2: April Fools Day and Review ....................................... 93 . Review ................................................................ 93 .
Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9:
Food Vocabulary Overview ......................................... 93 Food & I like .......................................................... 94 Food Adjectives and Prepositions ................................. 95 Food Question Words- What is it? ................................ 96 Year Review .......................................................... 97 . Year Review .......................................................... 97 . End of the Year Assessment ........................................ 97
Class #10: Fun Day ............................................................... 98 .
hirdYear ............................................. 99
Suggested Vocabulary ......................................................100
Semester 1 ......................................................... 101

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Introduction .........................................................101 Review Class Rules, review Professions and Hobbies .........101 . Review Body Parts, Alphabet & Numbers .......................102 Review Animals, Alphabet & Numbers ...........................103 Review Foods ........................................................104 General Review- Professions, Animals, Food, Body Parts ....105 Shopping Vocabulary Overview ...................................106 Shopping Vocabulary with verbs and How much? / How many? ..........................................107 Shopping and Adjectives ..........................................108 .
Class #10: Shopping and Degrees of Comparison ...........................109 Class #11: Shopping dialogues and Which? ................................110 Class #12: Shopping Dialogues .................................................111 Class #13: Catch-up Day ........................................................112 Class #14: Review ...............................................................112 . Class #15: Assessment ..........................................................113 . Class #16,17: Halloween .........................................................113
Semester 2 ......................................................... 114

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Review Shopping, Buying and Selling ............................114 Clothing Vocabulary Overview ....................................114 Clothing and the verb To wear in present continuous .....115 . Clothing and Descriptions .........................................116 Thanksgiving Activities and Clothing Review ...................117 Assessment and Thanksgiving ....................................117
Class #7: Class #8: Class #9:
Seasons and Months of the Year ..................................118 Season Descriptions ................................................119 Weather Past Tense ................................................120 .
Class #10: Weather with Future Tense .......................................121 . Class #11: Weather with present continuous tense ........................122 Class #12: Verb Tenses and temperatures ...................................123 . Class #13: Review ...............................................................124 Class #14: Assessment ..........................................................124 . Class #15, 16: Holiday Activities (Christmas, New Year) .....................125
Semester 3 ......................................................... 126

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Review Clothing and Seasons .....................................126 Hourly time and clock basics .....................................127 Hourly time in the Past and Future tense ......................128 . Hourly Time Past & Future Tenseusing the verbs to be and to go ....................................................................129 . Valentines Day .....................................................130 My Day and Verbs ...................................................130 My Day- Hygiene Lesson ...........................................131 My Day, Time and Present Continuous ...........................131 Review ...............................................................132 .
Class #10: Assessment ..........................................................133 . Class #11: My House /Apartment Vocabulary Overview ...................134 Class #12: My room ..............................................................134 Class #13: My House/Apartment Adjectives .................................135 Class #15: Review ...............................................................137 . Class #16: Assessment ..........................................................137 . Class #17: Womens Day ........................................................138 Class #18: St Patricks Day (or Navruz) ......................................138 Class #19,20: Navruz Activities ..................................................138 .
Semester 4 ......................................................... 139

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: April Fools Day and Review ......................................139 . Nature and Animal Habitats Vocabulary Overview ............139 Desert Vocabulary ..................................................140 Ocean Vocabulary ..................................................141 . Forest Vocabulary ..................................................142 . City/Farm Vocabulary ..............................................143 Year Review .........................................................144 .
Class #8: Class #9:
Year Review .........................................................144 . End of the Year Assessment ......................................144
Class #10: Fun Day ..............................................................145 .
ourthYear .......................................... 147

Suggested Vocabulary ......................................................148 .
Semester 1 ......................................................... 149

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Introduction & Review Weather, Seasons, Months & Days ....149 Review Foods ........................................................149 Review Classroom ..................................................150 . Review Body Parts and Clothing ..................................151 Review My Day, Time and Professions ...........................152 Review Animals .....................................................152 . Our World (Large Geographic Features) Vocabulary Overview ...............................................154 Our World (Small Scale Environment) ...........................155 Pollution ............................................................156 .
Class #10: Our World and Amounts (many, a lot, few, much) .............157 Class #11: Environment and Adverbs .........................................158 Class #12: Environment and past/ present and future verbs .............159 Class #13: Our World and past/present and future verbs .................160 Class #14: Review ...............................................................161 . Class #15: Assessment ..........................................................162 . Class #16,17: Halloween .........................................................163
Semester 2 ......................................................... 164

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Review Environment and future tense ..........................164 My Town Vocabulary Overview ....................................164 Town with Amounts .................................................165 My Town with directions and prepositions ......................166 Directions ............................................................167 Town with directions ...............................................167 Thanksgiving ........................................................168 . Review ...............................................................168 . Assessment ..........................................................168 .
Class #10: My Country Vocabulary ............................................169 . Class #11: My Country and Adjectives and Prepositions ...................170
Class #12: Uzbekistan Past/Pres./Future Verbs .............................171 Class #13: Review ...............................................................172 . Class #14: Assessment ..........................................................173 . Class #15, 16: Holiday Activities (Christmas and New Year) .................173
Semester 3 ......................................................... 174

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Review Town and Country vocabulary ...........................174 Transportation Overview ..........................................174 Transportation with directions ...................................175 . Transportation and Time ..........................................175 . Transportation and Question Words .............................176 . St. Valentines Day ................................................177 . Review ...............................................................177 . Assessment ..........................................................178 . Specific Time vocabulary overview with review of Hourly Time .......................................178
Class #10: Specific Time & Tenses .............................................179 Class #11: Class #12: Specific Time and Past Continuous ...............................181 Specific Time ........................................................182
Class #13: Catch-up Day ........................................................183 Class #14: Specific Time Review ..............................................183
Class #15: Review ...............................................................183 . Class #16: Assessment ..........................................................184 . Class #17: Womens Day Activities ...........................................185 Class #18: St. Patricks Day Activities- or Navruz ...........................185 Class #19,20: Navruz Activities ..................................................185 .
Semester 4 ......................................................... 186

Class #1: Class #2: Class #3: Class #4: Class #5: Class #6: Class #7: Class #8: Class #9: Review ...............................................................186 . Health Vocabulary Overview ......................................186 Health: How? What to do if you hurt yourself .................187 . Health and Verbs ...................................................188 . Feelings Vocabulary Overview ....................................189 Feelings and the verb to feel ...................................189 Feelings and Because ..............................................190 Review ...............................................................192 . End of the Year Assessment .......................................192
Class #10: Fun Day ..............................................................193 .
Appendix A: Visual Aids ......................................... 194

Menu ........................................................................199 Tashkent Central Bus Station .....................................................200
Appendix B: Review Day Activities ........................... 201
Appendix C: Holiday Activities ................................. 206

Halloween ........................................................................206 Thanksgiving ........................................................................208 Christmas ........................................................................209 New Years Eve, New Years Day .................................................209 Groundhogs Day ...................................................................211 St. Valentines Day .................................................................212 Womens Day .......................................................................213 . St. Patricks Day ....................................................................214 Navruz ........................................................................215
April Fools Day ....................................................................216
Appendix D: Fun Day Activities ................................ 217
Appendix E: Songs and Music................................... 218
0
ear teachers! We are very proud to introduce our Elementary English Curriculum Teachers Manual. We created this manual after seeing what a challenging and interesting job it is to teach English in Uzbekistan. We want to make your job easier by providing this book. Peace Corps volunteers have been working in primary English classrooms since 1998, and in 2001 The Ministry of Education approved the Peace Corps Curriculum as the national curriculum for teaching English in grades 1-4. We began working to make the curriculum better in 2003, and decided that the best way to do this would be save our lesson plans, and compile them into a teachers manual. After a year of working in local schools with local teachers, we put all of our efforts together to produce this manual. This is the first teachers manual of its kind for English primary teachers in Uzbekistan. By using this book, you will: ave lessons for every day of the school year. H e using the Ministry of Educations approved English curriculum for primary B forms. Have lessons on 3 levels of difficulty, so you can choose which is best for your students ot have to worry whether your students have a textbook. They do not need a N textbook if you use this teachers manual. e using up-date, tested methods for teaching in Uzbekistan, with creative activiB ties that are fun for your students. Please read the following points so that you will use the teachers manual correctly. It was designed to be flexible, and once you understand how to use it, we hope that you will see an improvement in the English skills of your students. otice that the lessons are divided into 1st year, 2nd year, 3rd year and 4th year. N This refers to first year of English lessons, 2nd year of lessons, etc. This means that if your school starts teaching English in 2nd form, you may use the 1st year lesson plans. You may find that your students need to work with a different years lesson plans. This is okay, because you have 4 years of English lessons to work with. ach page of the book has a choice of three lessons; one easy, one medium and E one advanced. You may choose which lesson to give, based on how advanced your children are. You may use a medium lesson one day, and an easy lesson the next, depending on how well your children understand a topic. n the First Year lessons, there are only 2 lessons for each day. One is for children I who are in first form, and the other is for children in their first year of English lessons. We understand that children in the first form are learning to read and write in their native language, so we have made the lessons for them with that in mind. ach lesson is in the 4Mat lesson plan format. This is a very easy format to follow. E The Motivation section gets the children involved or acquainted with the topic of the day. The Information section is just that- the words or grammar you would like to teach them. The Practice section is usually done when the teacher and students practice the new words together, and the Application section involves letting the children use the new words to do a task or assignment. Recommended homework is listed, as well as a list of materials that the teacher will need during the class. f you do not understand one of the games that is mentioned in a lesson, please I check Appendix B for complete instructions. ou may notice that at the end of each lesson there is a section called Materials. Y This is to help you prepare for your classes. If you make these materials once, chances are you will be able to use them for years to come. Read through the entire lesson before you prepare the materials. If you are not sure how to make the

item listed in the materials section, you can look in Appendix A, in the back of the book, where all materials are listed and explained. These materials and visual aids will help your students become interested in English, and if they are excited and interested in your class, they will be well behaved and work hard to learn for you. Please dont think you need to be an artist to make these visual aids. Your visual aids DO NOT HAVE TO BE PERFECT! here are many Review Days throughout the school year. On these days, you can T work on words or grammatical structures that your children find difficult. We have given you written exercises that you can do with the children, and suggested some review activities for you to do with them. In the book you will see the sentence See review activity #34,23in Appendix B for suggested activity ideas. Look in Appendix B for complete explanations of these activities. Do not try to do all of the activities listed. They are just suggestions. Please choose one or two activities from the list to do in class. he Assessment sections of the manual are divided into 3 levels as well. Use the T level that your children have been learning at through the semester. If time remains after the test, you may either review the test questions or play a review game from Appendix B. here are many English songs throughout the lesson plans. The music to the songs T is located in Appendix E, so you can learn the tune. We understand that some topics are difficult for students to understand, because English is very different from Uzbek and Russian. If the students need to spend more time on a topic, you may use the built-in catch up days to review with them, or you may use a review day. It is more important for the children know the information than it is to teach every lesson. f your students have English more or less than 2 times a week, you can still use I this manual. If you have more lessons, you may teach 2 lessons from the same days topic, or you may use one of the games from a different lesson, and change the vocabulary. Dont forget that you may make your own interesting lessons too! If you teach less than 2 times a week, you may finish half of the lessons in the year, or you may omit some of the units and teach them next year. here is a list of vocabulary words in the beginning of each section. These are T suggested words. If your students can handle more or less words, you may omit or add. If you use word or picture cards in class, this list can be useful for preparing them. he holiday lesson plan suggestions will teach your children a little about our T American culture. Its fine if they dont remember the words; we just want them to be exposed to some of our traditions. All of the holiday activity ideas are in Appendix C. Please look at suggested activities for each grade level. un Days are days for playing games and speaking English at the same time. They F are a reward for your children for working so hard. There are some American games and activities for Fun Days listed in Appendix D. You may use any of the Review Activities in Appendix B on these days, or use a fun game that the children already know and enjoy. This way, your pupils can learn and have fun at the same time! You may, of course omit these fun days and do review activities instead. e have used the pronoun her when writing about the teacher in the lessons. We W recognize that many men are also great English teachers and we ask forgiveness for using only this pronoun! This manual would not have been possible without the help of Peace Corps volunteers Joe Tinnel, Jenni Scheifer, Amanda Tuffli, Kayte Stefiuk, Laurie Rich, and Tony Salerno, their colleagues and the schools in which they have worked throughout Uzbekistan. Chirchik Schools # 5, 15, and 24, Bukhara School #--, Zarbdor School#-- and Jizzakh School #--. Some activities have been borrowed from the Elementary Songbook, by Uzbek 14 volunteers, and the PC Kazakhstan Summer Camp Manual. Good luck, and have a great school year! Sincerely, Emily Houk, editor
Sample Page
Class #8: Extended Family
(This is class number 8 in the semester, and todays topic is Extended family words.) Daily Sentence: I have a large family. I have many aunts, uncles and cousins. (The daily sentence should be written on the board before class. When children come in to class, they should sit down, take out their copybooks, and copy the sentence. You do not have to use this sentence during the class.)
Easy Lesson
(This lesson is for classes who learn slowly, or pupils beginning English) Motivation: Show picture- real or drawn- of a large family; aunts, uncles, grandparents, and cousins. Ask children to point out in native language which people they see. Information: Teach the English words for these family members. Children should copy them down- first with translation, then write1 line of each word. Practice: Practice translation the words with the children. Application: Ask them to make sentences, I have a or I have 2,3aunts. Make sure they pay attention to plurals. Homework: Ask children to find a picture of their extended family to bring in for next class. Materials: Picture of extended family (If you are not sure what this means, check Appendix A for a list of all visual aids and explanations of each.)
Medium Lesson
(This lesson is for classes who learn at the regular pace.) Motivation: Show children a picture of a family. Talk about which family members are in the picture. Information: Teach family words: Grandfather, Grandmother, Granddaughter, Grandson, Cousin, Aunt, Uncle. Practice: Write small paragraph on the board. There is a father and a mother in my family. There are 2 grandmothers, and there is 1 grandfather. There are 4 cousins. There are 3 uncles and 3 aunts. Ask children if they understand. Have children translate if necessary. Ask How many cousins? How many mothers? etc Application: Ask children to speak in more detail about their family. Teach the form There is a in my family. and There are .s in my family. Children should tell each other about their families. Use form In my family, there is/are Homework: Children should find pictures of their extended family to bring in to class. Remind children to practice spelling for the next class as well. Materials: Picture of a large family
Advanced Lesson
(This lesson is for children who learn very quickly and could be considered advanced.) Motivation: Sing the Good Morning song (see Appendix D) (Appendix D has a list of all the songs in this manual) Information: Introduce vocabulary: grandson, granddaughter, niece, nephew, cousin, aunt, uncle, son and daughter. Introduce There is/There are

Practice: Draw a family tree on the board. Start off with 2 grandparents who had 3 children (including father or mother) who had various amounts of children (one being me). Make sure there are uncles, aunts, cousins, nieces and nephews. Describe the family to the children. Ask the students How many are in the family Appropriate responses are There is one in the family. And, There are s in the family. Application: Children should write down how many cousins, aunts and uncles they have. Homework: Practice spelling the family words at home. Materials: None

FIRST
YEAR

Suggested Vocabulary
Greetings:
Hello Hi my name is what your Good Morning Good Evening Good Night Goodbye nice to meet how are fine okay
lip(s) shoulder(s) knee(s) elbow(s) back
Wild Animals:
monkey bear crocodile lion tiger giraffe turtle (tortoise) fish kangaroo snake fox elephant
one had by word but not what all were we when your can said there use an each which she do how their if
Classroom:
stand sit please quiet come here this that open close take give raise your hand door window pen teacher pupil(s) paper copybook chair desk chalk board
Colors:
red orange yellow green blue purple(violet) brown black white pink
Family:
father mother brother sister dad mom baby older younger little big
Sight words (These are the 50 most frequently used words in the English language: the
of and a to in is you that it he was for on are as with his they I at be this have from or
Toys:
ball doll bicycle car bear toy teddy bear blocks play Animals: cat dog pig cow horse hen chick rooster (cock) horse sheep goat duck goose
Body:
face head hair eye(s) nose mouth tooth teeth ear(s) arm(s) hand(s) stomach body leg(s) foot feet finger(s) toe(s)

Semester 1
Class #1: Introductions, the Alphabet, and Class Rules
1st Form and 1st Year Lesson Motivation: Greet Children Hello! Good Morning. My name is. Ask children to repeat both Hello and Good Morning. Information: Explain that children will need a notebook, pen and colored pencils for every English class. Explain the class rules and consequences. Tell them that in the next few weeks they will learn English letters. Sing the Alphabet Song, and point to the letters. Practice: Ask children to try to sing along with you. Repeat the song several times. Application: Ask the children to tell you what the class rules are. Then hand out pieces of paper, and tell them to bring them home, and with someone at home, write their names in big letters on the paper. Practice greetings again Materials: Paper for nametags. Optional-Alphabet poster
Class #2: Introductions, the Alphabet (ABC) and Class Rules Review
1st Form and 1st Year Lesson Motivation: Greet children again with Hello! They should practice saying this word. Review class rules with the children. Check to see if they have their name cards. Then sing the Alphabet Song 2-3 times. Children should try to sing along. Information: Teacher introduces the greeting Good Morning. Children should repeat several times as a group and individually. Introduce the first 3 letters of the alphabet. Remind them of the song A, B, C Write each upper- and lower-case letter on the board, and say them. Children should repeat. Ask children to come to the board and point to the letter you say. Let several children do this. Practice: Ask children to open their copybooks. On the board, show children how to write each letter 2-3 times. Then tell children to write 2 lines of each letter. Tell children that the sound the letter a makes is /ah/, or /aee/. Children can practice making the sound each time they write the letter. Tell them the sound for the letter B, /buh/ and again, let them make this sound each time they make the letter. Repeat with C. This letter can say /k/ or /ss/. Children should practice saying both as they write this letter Application: Using letter cards, mix up the order of the letters and ask several children to come and put them in order. At the end of class, review the words Hello, Good Morning and teach Goodbye. Encourage them to say it when they leave class. Materials: Alphabet letter cards
Class #3: Variations on Greetings, the Alphabet (DEF), and to be

1st Form and 1st Year Lesson Motivation: Ask children if they remember how to greet people in English. Practice Hello! and Good Morning! They should practice saying these words. Then sing the Alphabet Song 2-3 times. Children should try to sing along.

Information: Teacher introduces My name is Children should repeat several times as a group and individually. Ask every child to say, My name is (childs name). Then review the letters of the alphabet they learned last class. Write them on the board, say them and have children point them out. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F Write each upper- and lower-case letter on the board, and say them. Children should repeat. Ask children to come to the board and point to the letter you say. Let several children do this. Practice: Ask children to open their copybooks. On the board, show children how to write the letter 2-3 times, then tell children to write 2 lines of each letter. Tell children that the sound the letter D makes is /duh/. Children can practice making the sound each time they write the letter. Tell them the sounds for the letter E are /eh/ and /ee/ and again, let them alternate saying the name of the letter and making its sound each time they write the letter. Repeat with F, /ff/. Application: Using letter cards (A,B,C,D,E,F), mix up the order of the letters and ask several children to come and put them in order. At the end of class, review the words, Hello, Good Morning. My name is and Goodbye. Materials: Alphabet letter cards
Class #4: Variations on Greetings, the Alphabet (GHI), and to be

1st Form and 1st Year Lesson Motivation: Say Hello and Good Morning to children. They should practice saying these words. Then sing the Alphabet Song 2-3 times. Children should try to sing along. Information: Teacher reviews, What is your name? and My name is... Then introduces Time of Day pictures. These are pictures that show morning, afternoon and evening scenes. Review Good Morning and then teach the greeting for different times of day. Children should repeat several times as a group and individually. Then review the letters of the alphabet they learned in thelast class. Write them on the board, say them and have children point them out. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F, G, H, I Write each new upper- and lower-case letter on the board, and say, It is the letter A. It is the letter B. Children should repeat. Ask children to come to the board, point to the letter you say and use this new sentence. Let several children do this. Practice: Ask children to open their copybooks. On the board, show children how to write the letter 2-3 times, then tell children to write 2 lines of each letter. Tell children that the sound the letter G makes is /g/, and sometimes /j/. Children can practice making the sound and saying the letter name each time they write the letter. Tell them the sound for the letter H, which can make the sound /h/ or no sound at all. Let them make this sound each time they make the letter. Repeat with I. This letter can say /ih/ or /eee/. Children should practice saying both as they write this letter Application: Using letter cards (A,B,C,D,E,F,G,H,I ), mix up the order of the letters and ask several children to come and put them in order. At the end of class, review the words, Hello, Good morning/Afternoon /Evening. What is your name? My name is and Goodbye. Materials: Alphabet letter cards, Time of Day pictures
Class #5: Greetings, Colors and Alphabet (JKL)

1st Form and 1st Year Lesson Motivation: Say Hello and Good Morning to children. They should practice saying these words. Then sing the Alphabet Song 2-3 times. Children should try to sing along.
Information: Teacher reviews, What is your name? and My name is Practice with several children. Introduce How are you? Children should repeat several times as a group and individually. Ask every child How are you? They should answer: I am fine. Repeat together and individually. Then review the letters of the alphabet they learned last class. Write them on the board, say them and have children point them out. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F, G, H, I, J,K,L Write each new upper- and lower-case letter on the board, and say: It is the letter J. Children should repeat. Ask children to come to the board and point to the letter you say. Let several children do this. Practice: Ask children to open their notebooks. On the board, show children how to write the letter 2-3 times, then tell children to write 2 lines of each letter. Tell children that the sound the letter J makes is /j/. Tell them the sound for the letter K, which makes the sound /k/. Let them make this sound each time they make the letter. Repeat with L. This letter says /l/. Children can practice making the sound and saying the letter name each time they write the letter. Children should practice saying both as they write these letters. Application: Using letter cards (A,B,C,D,E,F,G,H,I,J,K,L), mix up the order of the letters and ask several children to come and put them in order. Children should then say the letters in order. Introduce colors. Teach the colors: red, blue, yellow and black. Ask children to find different objects in the classroom that are these colors and say, It is red. It is blue. At the end of class, review the words, Hello, Good morning. What is your name? My name is and Goodbye. Materials: Alphabet letter cards, color cards
Class #6: Dialogues, Colors and Alphabet (MNO)

1st Form and 1st Year Lesson Motivation: Say Hello and Good Morning to children. They should practice saying these greeting words. Then sing the Alphabet Song 2-3 times. Children should try to sing along. Information: Teacher reviews greeting phrases. Children should repeat several times as a group and individually. Ask every child How are you? They should answer: I am fine. I am okay. or I am well. Repeat together and individually. Then review the letters of the alphabet they learned last class. Write them on the board, say them and have children point them out. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F, G, H, I, J,K,L,M,N,O Write each new upper- and lower-case letter on the board, and say them. It is the letter M. Children should repeat. Ask children to come to the board and point to the letter you say. Let several children do this. Practice: Ask children to open their copybooks. On the board, show children how to write the letter 2-3 times, then tell children to write 2 lines of each letter. Tell children that the sound the letter M makes is /mm/. Tell them the sound for the letter N, /nuh/. Let them make this sound each time they make the letter. Repeat with O. This letter says /oh/. Children can practice making the sound and saying the letter name each time they write the letter. Children should practice saying both as they write these letters. Application: Using letter cards (A,B,C,D,E,F,G,H,I,J,K,L,M,N,O), mix up the order of the letters and ask several children to come and put them in order. Children should then say the letters in order. Review colors. Teach the colors: orange, green and white. Ask children to find different objects in the classroom that are these colors and say: It is green. It is white. At the end of class, ask several children to come to the front and have a short dialogue with teacher, using the phrases they know. Materials: Alphabet letter cards, color cards

Class #7: Dialogues, Colors, Numbers and Alphabet (PQR)

1st Form and 1st Year Lesson Motivation: Say Hello and Good Morning to children. They should practice saying greeting words. Then sing the Alphabet Song, review colors and have a few short dialogues with the teacher. Information: Review the letters of the alphabet they learned last class. Write them on the board, say them and have children point them out. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F, G, H, I, J,K,L,M,N,O,P,Q,R Write each new upper- and lower-case letter on the board, and say them. It is the letter P. Children should repeat. Ask children to come to the board and point to the letter you say. Let several children do this. Practice: Ask children to open their copybooks. On the board, show children how to write the letter 2-3 times, then tell children to write 2 lines of each letter. Tell children that the sound the letter P makes is /puh/. Tell them the sound for the letter Q, which only makes a sound with the letter U and together they make the sound /kwuh/. Let them make this sound each time they make the letter. Repeat with R. This letter says /r/. Children can practice making the sound and saying the letter name each time they write the letter. Children should practice saying both as they write these letters. Application: Teach numbers 1-5. Children should practice on their fingers and with number cards (cards with the number on one side and objects on the other- for example, if teaching the number 5, have a 5 on one side and five circles on the other). Use the letter cards and mix up the order of the letters. Ask several children to come and put them in order. Children should then say the letters in order. Teach the colors, black and white. Play a color game: Place large pieces of colored paper (red, orange, yellow, green, blue, black and white) on the floor in the front of the class. Children take turns throwing a beanbag at the pieces of paper. They should say the name of the color on which they throw the bag. Materials: Alphabet letter cards, large pieces of colored paper, beanbag (small cloth bag with small beans or rice sewn inside), number cards
Class #8: Dialogues, Colors, Numbers and Alphabet (STU)

1st Form and 1st Year Lesson Motivation: Say Hello and Good Morning to children. They should practice saying these words. Then sing the Alphabet Song, colors and have a few short dialogues with the teacher. Information: Review the letters of the alphabet they learned last class. Write them on the board, say them and have children point them out. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F, G, H, I, J,K,L,M,N,O,P,Q,R,S ,T,U. Write each new upper- and lower-case letter on the board, and say them. It is the letter S. Children should repeat. Ask children to come to the board and point to the letter you say. Let several children do this. Practice: Children should write 2 lines of each letter in their copybooks. Tell children that the sound the letter S makes is /s/. Tell them the sound for the letter T, which makes the sound /t/. The letter U makes the sound /uh/ or /yoo/. Children practice making the sound and saying the letter name each time they write the letter. Children should practice saying both as they write these letters. Application: Review numbers 1-5, and teach 6-10. Children should practice on their fingers and with number cards. Using a simple picture- such as a star, and make rows with different amounts of that picture. Children and teacher should count them together (For Example: * * * Children should say, 1,2,3 stars). Count different things in the classroom (windows, doors, flowers, etc.) 0
Use the letter cards and mix up the order of the letters. Ask several children to come and put them in order. Children should then say the letters in order. Point to different things in the classroom and ask, What color is it? At first teacher should answer herself: It is green. Then ask children What color is it? They should answer in the correct form. Materials: Alphabet letter cards, color cards, number cards
Class #9: Informal Assessment Day. This is a day for the teacher to check and see how well the children are learning.
1st Form and 1st Year Lesson Motivation: Review Greetings and let children have short dialogues with the teacher and with each other. Review the Alphabet Song. Information: Teach the song: 10 Little Kittens. Sing (to the tune of 10 Little Fingers, See Appendix E): 1 little, 2 little, 3 little kittens 4 little, 5 little, 6 little kittens 7 little, 8 little, 9 little kittens 10 little kittens in a row! Practice: Teach the word little, and make a gesture so they can guess what it means. Then point to a kitten from the picture. Finally point to the row of kittens and say in a row. Children should guess what these words mean. Then say, 1 little, and have children repeat, say 2 little and children repeat. Continue until they have said all the words to the song. Then say whole lines of the song, and ask them to repeat. Finally, sing the song again, and invite children to sing along. Children may try to sing without the teacher as well. Application: Use color cards to review colors, and then play alphabet game: Choose 3 children. Give each a letter from a group (example F,G,H) and the children must make a line, so that the alphabet cards are in order. Repeat. Materials: picture of 10 kittens sitting in a row
Class #10: Classroom Commands and Alphabet (VWX)

1st Form and 1st Year Lesson Motivation: Say Hello and Good Morning to children. They should practice saying these words. Then sing the Alphabet Song, review colors and have a few short dialogues with the teacher. Sing the 10 Little Kittens song. Information: Review the letters of the alphabet they learned last class. Write them in different places on the board, and let children find them and say their names. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X Write each new upper- and lower-case letter on the board, and say them. It is the letter V. Children should repeat with other 2 letters. Practice: Children should write 2 lines of each letter in their copybooks. Tell children that the sound the letter V makes is /vuh/. Tell them the sound for the letter W, which makes the sound /wuh/. The letter X makes the sound /kss/. Children practice making the sound and saying the letter name each time they write the letter. Children should practice saying both as they write these letters. Application: Teach classroom commands: Stand up. Sit down. Come here. Open your copybook. Close your copybook. Repeat. Give a command to the group and to individual children. When children are comfortable with words, ask one of them to give commands to the class or other children. Take turns doing this.

Give the children 3 consecutive letters and ask them to put them in order. Do this several times. Point to different things in the classroom and ask, What color is it? At first teacher should answer herself: It is green. Then, begin to ask children what color is it? They should answer in the correct form. Materials: Alphabet letter cards, color cards, number cards
Class #11: Classroom Commands and Alphabet (YZ)

1st Form and 1st Year Lesson Motivation: Say Hello and Good Morning to children. Then sing the Alphabet Song and ask them if they know which letters are left to learn. Review colors and numbers and have a few short dialogues with the teacher. Sing the 10 Little Kittens song. Information: Review the letters of the alphabet they learned last class. Write them in different places on the board, and have children find them and say their name. Then introduce the next 3 letters of the alphabet. Remind them of the song A, B, C, D, E, F, G, H, I, J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y, and Z Write each new upper- and lower-case letter on the board, and say them. It is the letter Y. Children should repeat with Z. Practice: Children should write 2 lines of each letter in their copybooks. Tell children that the sounds the letter Y makes are /yuh/ or /eee/. The letter Z makes the sound /zz/. Children practice making the sound and saying the letter name each time they write the letter. Children should practice saying both as they write these letters. Congratulate the children on learning all of the letters! Application: Practice classroom commands: Stand up. Sit down. Come here. Open your copybook. Close your copybook. Teach new commands: Give it to me. Take it. Ask children as a group to do a command and individually. When children are comfortable with words, Teach the words Please and Thank you. Teach them that these words are very important to say and they shouldnt forget to say them when we want something and when we get something. Practice Please give it to me. Please take it. And the answer: Thank you. Review all commands. Using some or all of the letter cards, mix up the order of the letters and ask several children to come and put them in order. Children should then say the letters in order. Play a matching game on the board, in which upper-case letters are on one side, and lower-case letters are on the other. Children should draw a line connecting the upper- and lower- case letters. Have short dialogues with the children, using all greetings vocabulary, commands and What color is it? What letter is it? Materials: Alphabet letter cards, color cards, number cards
Class #12: Classroom Objects It is a

1st Form and 1st Year Lesson Motivation: Greet children. Ask, How are you? and What is your name? Sing the Alphabet Song and using cards, ask children which sounds different letters make. Play a matching game with upper- and lower-case alphabet letters. Make sure children tell you which letter they are matching. Information: Using pictures of classroom objects or pointing to real objects, teach the English words for desk, board, pencil, pen, copybook. Point out objects and have children practice: It is a desk. It is a Practice: Ask children which beginning sounds are in each word. Ask them if they can guess which letter is in the beginning of each word. Review colors with cards. Ask children what color different objects are. Point to different objects and say phrases: A blue desk. A red pen Let children say their own phrases.
Application: Sing 10 Little Kittens, and ask them to count different classroom objects. Ask the children to copy the alphabet (it should be written somewhere they can see) into their copybooks at least one time. Materials: Alphabet letter cards, color cards
Class #13: Classroom Objects and What is it?

1st Form and 1st Year Lesson Motivation: Write the whole alphabet on the board. Say each letter name and make its sound or sounds. Then ask one child at a time to come to the front and point out a letter and try to make its sound. Choose 3-4 children, give them letter cards from a part of the alphabet (for example: G,H,I) and see if they can put them order. Use the beginning half of the alphabet letters for this game- they will be able to do the task more easily, and be more confident) Information: Review classroom objects: desk, board, pencil, pen, copybook. Point out different items and ask children to name them. When children seem comfortable with these words, teach new ones: chair, door, book, ruler. Practice these words with the children several times. Practice: Place an example of all 8 items near each other, and point out objects. Class should respond in chorus. See if they can recall the items quickly, and if so, point out different items quickly and see if they can still say the words. Application: Practice counting. Children may stand in a circle, and go around the circle, each one saying a number, going from 1-10. Then you may try this with the alphabet. You may pass a beanbag or ball as you go around the circle. Children should copy the alphabet (it should be written somewhere they can see) into their copybooks. Materials: Alphabet letter cards, optional classroom object cards, beanbag or ball
Class #14: Classroom Objects, Plural Nouns

1st Form and 1st Year Lesson Motivation: Starting with A, go around the room, and ask each child to say the next letter of the alphabet until Z. Information: Review all classroom objects, and then hold up 1 pencil. Say One pencil. Then hold up 2 pencils. Clearly say 2 pencils. Do the same with each classroom object. Then show 2 pencils again, and ask children to tell you how many. Make sure they say the /s/ sound. Explain in native language that when there are 2 or more things, in English we add the sound /s/ to the end. Ask which letter makes that sound. Practice with different objects. Show several in the plural, then alternate between plural and singular forms of the words. Practice: Write lines of letters on the board, for example: AAA, BBBBB, FFFFFF, etc. Teacher should point to the first and say the answer: Three As. Children should practice this, and then may say the answers on their own. Application: Write several letters on the board. Point to an object and say its name. For example: It is a Pen. Child should come to the board and point to the beginning letter of the word. Do not use the word chair for this exercise. Play telephone. Children stand in a row. Teacher tells the first child a vocabulary word or phrase, each child must whisper that word or phrase to the next, until the end of the line. Then the last person must say the word or phrase out loud. Sometimes the word or phrase at the end is very different from the one at the beginning. Materials: Alphabet letter cards, optional classroom object cards

Class #15: Wrap-up/ Review

1st Form and 1st Year Lesson Motivation: Greet children. Children may stand in a circle, and go around the circle, each one saying a number, going from 1-10. Then do this with the alphabet. Children may pass a beanbag or ball, or they may toss the ball across the circle to one another. Information: Play game Tic-Tac-Toe (Noughts and Crosses), using letter, color, number and object cards. Draw a large Tic-Tac-Toe board on the chalkboard. Divide the class into 2 teams; take turns having one child from each team come up to the front. Teacher holds up a card, and whoever says the letter, number or object first gets to put an x or o on the board for his or her team. Practice: Teach color poem: I I I I I I see see see see see see green (point to something green) yellow (point to something yellow) this funny fellow (point to a boy in the class) red (point to something red) blue (point to something blue) you, and you and you (point to different children)
Application: Review greetings, using Time of Day pictures. Do short dialogues with the children. Show them different times of day before the dialogues, so they can use different greetings. Materials: Time of Day Pictures, cards for numbers, colors, classroom objects, and alphabet
Class #16: Informal Assessment Day

On this day, the teacher can see how well the class is learning the material. Take notes to see what is difficult and easy. If certain children are having extra trouble, make a note of this so you can give them extra help in future classes. 1st Form and 1st Year Lesson Motivation: Greet children. Review the class rules. Information: One by one, ask children to come up and write a letter of the alphabet. Go in order from A-Z. Play matching game on the board with upper and lower case letters. Then draw letters (and perhaps numbers also) in different places on the board and ask children to come up and find a certain letter or number. Practice: Children may stand in a circle and practice saying the numbers to 10. Try to do it quickly around the circle, and then use a ball to toss back and forth across the circle. Application: Make dialogues with the children. Review colors by asking, What is it? Children should try to answer, It is a red pen. It is a blue book. Etc. Review this form with them before asking them to say it on their own. Materials: all object and word cards, ball or beanbag

Class #17: End of Semester Fun Day

See Appendix for Fun Activities. With the first 4-5 letters of the alphabet, for example: A- apple, B- ball, C- cat D- dog E-egg. Let children draw a large Capital and small letter for each A-E, and then draw the item that begins with the letter

Semester 2
Class #1: Review all material and teach, Whose is it?
1st Form lesson Motivation: Review greetings, colors and numbers. Information: Review classroom objects. Take a pencil off a childs desk and say Whose pencil is it? answer the question, It is Timurs pencil. Do this 2-3 more times, and then ask children to answer. Ask children what the translation of this question is. Then Play Translation game. Teacher should say, Whose copybook is it? And child should translate. Use It is (childs name)s copybook. sentences as well. Practice: Sing 10 little Kittens. Write letters of the alphabet in different places on the board. Ask children to come to the board and circle the letter that the teacher says. Application: Review commands, and teach several new classroom commands. Practice by playing Simon Says. Materials: None 1st Year Lesson Motivation: Greet class, quickly review colors and numbers: What color is it? What number is it? Review What is it? a few times, and then ask children Whose book is it? Teacher uses pupils book and says, It is Timurs book. Practice several times, children should repeat and try on their own. Information: Ask children to copy down the alphabet one time. When they are done, spend time asking children what sounds that the letters make. On the board, write pen. Ask children to read the letters, and then tell you the sounds. Then ask children to try to put the sounds in the word together. Do this with desk and book. Practice: Write the following words on the board: I, the, a, an, and, you, is. Teacher says words, and children repeat several times. Children should write these words in their copybooks, then close their copybooks, and practice reading the words. (These words are among the 25 most frequently used words in the English language. Children should learn to recognize these words by sight, making them sight words- that is, words that they dont read, but rather recognize. You may want to make word cards with these words to drill students.) Children should practice saying the letters in these words, and then read the words. Take turns letting children read the words. Application: Children should write down all of the words. Materials: None- optional classroom object cards.
Class #2: Classroom Objects and Possessive adjective My and Your

1st Form lesson Motivation: Teach Good Morning Song (To the tune of Brother John. See Appendix E): Good Morning, Good Morning, How are you, How are you? Very Well, I thank you Very Well, I thank you How are you, How are you?

Information: Review question, Whose is it? and answer It is.s. Teacher should give her pen to a child, and child should ask, Whose is it? Teacher answers, Its my pen! Practice with another object, and then ask children what they think teacher has said. Then teacher and students should practice together. Practice: Child should choose an object from another childs desk and say, Whose--- is it? Teacher should answer, Its MY (object)! Another child should say, No, its (childs name)s (object)! After practicing for a while, teacher can introduce your. Teacher should pick up an object and ask a child, Is it your pen? Child should answer yes or no. Do this several times until children can tell you what Is it your pen? means in native language. Application: Practice making plurals: Teacher says a word in singular, and children should say the plural form. Play Simon Says (You may teach 2-3 more verbs with which to play). Sing Good Morning Song again. Materials: None 1st Year Lesson Motivation: Greet children, and play a game: Toss a beanbag or ball to a child, and ask him to say the first letter of the alphabet. He says it, tosses it back, and then the teacher tosses the ball to the next child, who says the next letter. Continue. Repeat using numbers 1-10. Information: Review question, Whose is it? and answer It is.s. Teacher should give her pen to a child, and child should ask, Whose is it? Teacher answers, Its my pen! Do the same, and use Its your pen. Practice with another object, and then ask children what they think teacher has said. Then teacher and children should practice together. Practice: Write the following words on the board: of, to, in, that, it. Children should practice saying the letters and sounds of the words, and then let children practice reading the words. Write all of the classroom object words on the board. Children should practice saying all of the letters in the words. They should then try to sound out the words. Teacher should point to each word and pronounce. Children should repeat. Then practice pointing to the word, and the children should say it without prompting. Application: Children should write down all classroom object words. The new sight words are: of, to, in, this, that. Practice saying the letters and the sounds of these words. Children may practice reading the words, and then write them I their copybooks. Materials: Ball or beanbag
Class #3: Classroom Objects This is That is

1st Form lesson Motivation: Greet children. Sing alphabet song and 10 Little Kittens. Information: Teach this and that. Place one pen on a desk, and hold one pen. Say, This pen.(Point to the pen in your hand). Then say That pen. Point to the pen on the desk. Do this several times, and have children repeat words. Practice: Make false statements- hold up a pen and say, This is a pencil. Children should say, No, that is a Say some true statements as well. Children should answer these by saying, Yes that is a Ask children to say sentences with This is and have other children answer with Yes/No that is Application: Practice dialogues with children, using all vocabulary including, Whose (object) is it? sentences such as: This is a pencil. What is that? That is a pencil. Materials: None 1st Year Lesson Motivation: Teach Good Morning Song (To the tune of Brother John. See Appendix E):

Good Morning, Good Morning, How are you, How are you? Very Well, I thank you Very Well, I thank you How are you, How are you? Information: Teach this and that. Place one pen on a desk, and hold one pen. Say, This pen.(Point to the pen in your hand). Then say That pen. Point to the pen on the desk. Do this several times, and have children repeat words. Practice: Write down the following words: he, was, for, on, are. Teacher should say each word, and children should repeat. Practice spelling and saying these words. Drill with children until they can say all of the words easily. Children should write the words. Application: Play Simon Says with classroom commands. Materials: None. Optional sight word cards
Class #4: Classroom Objects and Prepositions Under, On, and In

1st Form Lesson Motivation: Review numbers 1-10. Write numbers on the board, and children should point out the number the teacher says. Practice counting 1-10 and then try counting down from 10 to 1. Information: Review classroom objects. Teach several more: eraser, window, girl and boy. Review all objects together. Then practice naming the color and number of objects. Use the question, What is it? Do this until every child gets to speak. Then place a pen on a book. Say On. Hold the pen under the books and say Under. Then open the book and place the pen inside. Close the book and say In. Repeat, and have children say the new words with you. Practice: Blindfold a child and give them a classroom object. See if they can say It is a Do this several times, and repeat with several children. Application: Practice dialogues. Teacher should say the first two with children, and then ask the children to do the next ones together. If time allows, Sing Good Morning Song, and replace Good Morning with Good Evening. Materials: blindfold 1st Year Lesson Motivation: Greet children, and have short dialogues. Then drill them with the sight words form last class. Information: Review classroom objects. Teach several more: eraser, window, girl and boy. Review all objects together. Then practice naming the color and number of objects. Use the question, What is it? Do this until every child gets to speak. Then place a pen on a book. Say on. Hold the pen under the books and say under. Then open the book and place the pen inside. Close the book and say in. Repeat, and have children say the new words with you. Practice: Blindfold a child and give them a classroom object. See if they can say It is a Do this several times, and repeat with several children. Application: New sight words: as, with, his, they, at. Practice saying the letters and the sounds of these words. Children may practice reading the words, and then write them in their copybooks. Then write all sight words on the board, and children may practice spelling and pointing out the words. Materials: None- optional sight words cards

Class #5: Classroom Objects and Prepositions Under, On, and In

1st Form Lesson Motivation: Place alphabet cards around the room, and let children find them as you review the alphabet. Information: Review the questions Whose is it? What is it? and then teach, Where is it? It is on, under, in the Practice: Play I spy. Teacher says, for example: I spy with my little eye, something UNDER the desk. Children should look in that place, and try to find the object that the teacher is speaking about. Then practice numbers. Write a number on the board, and children should write the number before and after it. Application: Play Around the World with classroom objects. Start on the front right hand side of the room. Ask the first 2 children to stand, and show a classroom object, color, or number picture. Children should try to be the first to answer. The first child to say It is a for classroom objects or simply It is for colors and numbers, moves to the next child, and they are shown another card. The child who answers quickly moves on to the next child. The other child, who doesnt answer first, must sit down in the place his turn ends. (This way, you can see who moved the farthest) Play until every child has a turn, or until one child goes all the way around the room, depending on time and if the children are interested. Materials: All word and object cards 1st Year Lesson Motivation: Sing 10 Little Kittens, and the Alphabet Song. Drill sight words. Information: Review classroom objects. Teach several more: eraser, window, girl and boy. Review all objects together. Then practice naming the color and number of objects. Use the question, What is it? Do this until every child gets to speak. Then place a pen on a book. Say On. Hold the pen under the books and say Under. Then open the book and place the pen inside. Close the book and say In. Repeat, and have children say the new words with you. Practice: Write all of the sight words and classroom object words 1 time each on both sides of the board. Divide the class into teams, and have 1 child from each team come to the board. Say a word, and whoever puts their hand on the correct word gets a point for their team. Application: Sing the Good Morning song, and review colors and numbers. Materials: None- optional sight words cards
Class #6: Informal Assessment

On this day, the teacher can see how well the children are learning the material. Take notes to see what is difficult and easy. If certain children are having extra trouble, make a note of this so you can give them extra help in future classes. 1st Form Lesson Motivation: Have dialogues with several of the children. Use all question words and vocabulary they have learned so far. Information: Play Simon Says with classroom commands. Practice: Play I spy with colors, numbers and prepositions on, in and under. Children should listen to the teacher, look around to find the object or objects, and then raise hand to point them out.

Application: Play blindfold guessing game. Use several items and child must feel them and name them all. If you give 3 pens, child must say, It is 3 pens. With remaining time, sing songs: Alphabet Song and 10 Little Kittens Materials: blindfold 1st Year Lesson Motivation: Have dialogues with several of the children. Use all question words and vocabulary they have learned so far. Information: Play Simon Says with classroom commands. Write sight words and classroom object words on the board, and ask each child to point out a word. Practice: Play I spy with colors, numbers and prepositions on, in and under. Children should listen to the teacher, look around to find the object or objects, and then raise hand to point them out. Application: Play blindfold guessing game. Use several items and child must feel them and name them all. If you give 3 pens, child must say, it is 3 pens. With remaining time, sing songs: Alphabet Song and 10 Little Kittens Materials: blindfold
Class #7: Family Words

1st Form Lesson Motivation: Greet Children. Sing the Good Morning Song. Information: Use pictures of family members to teach family words, using It is a Practice: Teacher should show a picture of her family, and say, This is my This is my Children should draw a picture of their family in their copybooks and take turns showing their family, saying This is my This is my Show pictures of family members. Application: Review the alphabet. Teach vowels, A,E,I,O,U. Tell children that these are special letters and they should remember that they are different from the rest of the letters. Practice saying them, and then write 3 of them on the board, and have children name the missing vowels. Repeat several times. Play a game of I Spy. Materials: Family member pictures, picture of teachers family (mother, father, sisters and brothers only) 1st Year Lesson Motivation: Greet Children. Sing the Good Morning Song. Information: Use pictures of family members to teach family words, using It is a Practice: Teacher should show a picture of her family, and say, This is my This is my Children should draw a picture of their family in their copybooks and take turns showing their family, saying This is my This is my Show pictures of family members. Application: Write the words: Mother, father, sister, brother on the board. Practice saying these words, and point out the th- sound. Practice saying this sound. Children should copy all words, and then review sight words and classroom object words. Materials: Family member pictures, picture of teachers family (mother, father, sisters and brothers only)
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Class #8: Family Words and I have a

1st form lesson Motivation: Write every other letter of the alphabet on the board, and let children fill in the rest Information: Draw a picture of a family on the board. Teacher says a family word, and child circles the picture of that family member. Teacher shows a picture of her mother, father, brothers and sisters, and says, I have a For each, remind children of the native language form of this. Children should point to the pictures they drew of their family, and say I have a Practice: Children may use the form I have with other things as well as family. Teacher should model the sentences, This is a copybook. It is my copybook. I have a copybook. Do this several times. Ask children to do the same. Teacher should say a word, and children should try to say the same 3 sentences. Application: Play Tic-Tac-Toe with family words. You may prepare cards with 1,2 and 3 brothers and sister on them (a total of 6 cards) so that children must use the plural forms. Materials: family cards 1st Year Lesson Motivation: Write every other letter of the alphabet on the board, and let children fill in the rest Information: Draw a picture of a family on the board. Teacher says a family word, and child circles the picture of that family member. Teacher shows a picture of her mother, father, brothers and sisters, and says, I have a For each, remind children of the native language form of this. Children should point to the pictures they drew of their family, and say I have a Practice: Children may use the form I have with other things as well as family. Teacher should model the sentences, This is a copybook. It is my copybook. I have a copybook. Do this several times. Ask children to do the same. Teacher should say a word, and children should try to say the same 3 sentences. Application: New sight words: yes, no, be, this, have from. Practice saying each, and then write all of the sight words on the board. Ask children to come to the front, point one out, and read it. Then do the same with classroom object words. Materials: Family picture cards, optional sight word cards
Class #9: Family Words and the verb to have

1st Form Lesson Motivation: Write the alphabet on the board with many letters missing. Children should fill it in. Write the numbers with several missing as well and have children orally tell you which are missing. Information: Teach children that using the word a is like saying one. Examples: a mother, a father. Teach You have a Children should say, Yes, I have a... You have 3 brothers. No, I have 2 brothers. After repeating this many times together, practice as a chain drill. Go around the room and have first child say to second, You have The second child must answer, Yes/No, I have and turn to the next child to make a sentence. Remember to use a for 1 thing, and put an s on the end of words for plurals. Practice: Teach, How old are you? I am (5,6). Children should practice saying this and then teacher should ask several children how old they are. Then do a chain drill. The first

child asks the second, How old are you? Second answers and asks the same question to the third child. Repeat with every child. Application: More dialogues with new words. Materials: None 1st Year Lesson Motivation: Write the alphabet on the board with many letters missing. Children should fill it in. Write the numbers with several missing as well and have children orally tell you which are missing. Information: Teach children that using the word a is like saying one. Examples: a mother, a father. Teach You have a Children must say, Yes, I have a... You have 3 brothers. No, I have 2 brothers. After repeating this many times together, practice as a chain drill. Go around the room and have first child say to second, You have The second child must answer, Yes/No, I have and turn to the next child to make a sentence. Remember to use a for 1 thing, and put an s on the end of words for plurals. Practice: Teach, How old are you? I am (5,6). Children should practice saying this and then teacher should ask several children how old they are. Then do a chain drill. The first child asks the second, How old are you? Second answers and asks the same question to the third child. Repeat with every child. Application: Practice writing the family words: mother, father, sister and brother. Children may come to the board and write the words. Then, using cards or writing on the board, ask children to read sight words. Ask them if they know what any of the words mean. (They should know yes, no, in, you, have, I, it, on, this and that) Materials: None, optional sight word cards
Class #10: Family Words: Do you have a? (Yes/No)

1st Form Lesson Motivation: Greet children. Review family words with pictures. Review the plural form of each of the family words. Information: Ask the question: Do you have a mother? Answer: Yes, I have a mother. Practice: Children should make dialogues together, and ask each other about families. Teacher should ask the first few questions, but tell children to pay attention, so they can also ask these questions. Use all questions from previous lessons. Application: Use the Do you have a? form with classroom objects. Children should practice many times, and each child should speak at least once. Then play Telephone (Line children up. Whisper a word or phrase to one child, who whispers it to the next, down the line of children. The last child must say what he or she heard. with any of the new questions or statements from the past few classes. With extra time sing songs. Materials: Family cards and pictures 1st Year Lesson Motivation: Greet children. Review family words with pictures. Review the plural form of each of the family words. Information: Ask the question: Do you have a mother? Teacher answer herself: Yes, I have a mother. Practice: Children should make dialogues together, and ask each other about families. Teacher should ask the first few questions, but tell children to pay attention, so they can also ask these questions. Use all questions from previous lessons. Ask Do you have questions about classroom objects as well.

Application: Vowel sound practice: /e/ as in me: meet, feet, seen, sleep, read, bean, seat. Teach children that the letter e makes the sound /ee/ as in me when it is written ee, and ea. Children should practice saying these words, and writing them. Materials: Family cards and pictures, optional vowel sound word cards and sight word cards
Class #11: Family Words: Do you have a? (Yes, I have a)

1st Form Lesson Motivation: Sing the Alphabet song, Ten Little Kittens, and The Good Morning Song. Information: Teach the form I have no sisters/ no brothers. Practice: Play a game: Say a word 2 ways, once pronouncing it correctly, once incorrectly. If the first word was correct, children should hold up one finger, if the second word was correct, hold up two finger. Example: Teacher says, Mahver, Mother Children should hold up 2 fingers because the second word was correct. Teacher should prepare the words that she will say before hand so activity moves quickly. Application: Invite the children to ask each other for things. Tell them the form Dou you have a? If the answer is Yes I have a Then the child should say, Give me a please. Go around the room, as in a chain drill, and use all classroom object words. Materials: None 1st Year Lesson Motivation: Sing the Alphabet song, Ten Little Kittens, and The Good Morning Song. Information: Teach the form I have no sisters/ no brothers. Practice: Invite the children to ask each other for things. Tell them to use the form Dou you have a? If the answer is Yes I have a Then the child should say, Give me a please. Each child should practice saying these phrases. Application: Quickly play a game: Say a word 2 ways, once pronouncing it correctly, once incorrectly. If the first word was correct, children should hold up one finger, if the second word was correct, hold up two finger. Example: Teacher says, Mahver, Mother. Children should hold up 2 fingers because the second word was correct. Teacher should prepare these words pairs before class so the activity moves quickly. Then practice sight words and /e/ vowel sound words. Introduce several words with the sound /i/ as in hit: hit, mitt, sit, pin, bin, did. Children should practice spelling and reading these words, and write them. Materials: None-optional vowel sound word cards and sight word cards
Class #12: Review

1st Form Lesson Motivation: Review colors using cards, and then show only some of the cards. Children must figure out which colors are missing. Repeat several times. Information: Wheres My Desk? Song (see first year lesson, below) Practice: Learn this song well, then add gestures. Write all upper- and lower-case letters in different placed on the board. Ask children to find the upper and lower case for each letter. Introduce the Alphabet Folder. This is a folder with small window flaps cut in 5 places on the front. Number each window 1-5. Inside are pieces of paper with a large letter drawn on each. Make one for each letter of the alphabet. Place one page with a letter

in the folder. Open one window, and children may guess which letter is inside. If they need to, teacher may open another window. See how quickly they can guess the letter. Application: Ball Toss Translation. Toss a ball or beanbag to a child, and say a vocabulary word. Children should translate the word, and throw the ball back. Repeat many times. Materials: Ball, Alphabet Folder 1st Year Lesson Motivation: Review colors using cards, and then show only some of the cards. Children must figure out which colors are missing. Repeat several times. Information: Wheres My Desk? Song (to the tune of Brother John, see Appendix E): Wheres my desk? Wheres my desk? Here it is! Here it is! I can touch the desk, I can touch the desk, With my hand, With my hand. This can be done with other classroom objects as well: Wheres my chair(2), Near my desk!(2) I will sit in my chair(2) Quietly(2) Wheres my pencil(2), On my desk(2)I can hold my pencil(2) In my hand(2) Wheres the window(2) Over there(2), I can see the outside (2) Of my school(2) Practice: Learn this song well, then add gestures. Write all upper- and lower-case letters in different placed on the board. Ask children to find the upper and lower case for each letter. Introduce the Alphabet Folder. This is a folder with small window flaps cut in 5 places on the front. Number each window 1-5. Inside are pieces of paper with a large letter drawn on each. Make one for each letter of the alphabet. Place one page with a letter in the folder. Open one window, and children may guess which letter is inside. If they need to, teacher may open another window. See how quickly they can guess the letter. Application: Write all sight words on the board. Children should practice reading them. Then write the vowel sound words on the board. Ask children to point out and say words with the /e/ sound. Then ask them to point out and say words with the /i/ sound. Materials: Alphabet folder
Class #13: Review

1st Form Lesson Motivation: Review Wheres My Desk? song, then the Alphabet song, and then 10 Little Kittens. Information: Children should practice questions What is it? Whose.is it? Where is it? How are you? Do you have? and answers to all of these. Teacher says a question, children repeat, and 1 answers. Practice/ Application: Play Around the World and Tic-Tac-Toe, with nouns, and if this is easy for them, perhaps try asking questions, to see who answers first. Also play game where child is blindfolded and must touch the object, and say what it is. Materials: Blindfold 1st Year Lesson Motivation: Review Wheres My Desk? song, then the Alphabet song, and then 10 Little Kittens. Information: Children should practice questions What is it? Whose.is it? Where is it? How are you? Do you have? and answers to all of these. Teacher says a question, children repeat question, and 1 child answers.

Practice: Play Around the World and Tic-Tac-Toe, with nouns, and if this is easy for them, perhaps try asking questions, to see who answers first. Also play game where child is blindfolded and must touch the object, and say what it is. Application: Have short dialogues with the children. If time remains, practice sight words. Materials: Blindfold
Class #14 Informal Assessment

Use this time to see what your pupils know. If you know that they need to practice a certain topic, you may do different revision exercises than the ones written here. Make notes of children who are having trouble and work to make them more comfortable saying English words. 1st Form Lesson Motivation: Play Simon Says with classroom commands. Information: Practice using the Alphabet Folder. Review childrens names and ask them which letter comes in the beginning of their name. Children should stand, then sing Alphabet Song, and when they sing the first letter of a childs name, that child should sit down. Practice: Teacher writes a letter on the board. Child must write the letter that comes before and after it. Call out 2 colors and have children who are wearing those colors stand up. Application: Sing all songs. Materials: Alphabet Folder 1st Year Lesson Motivation: Play Simon Says with classroom commands. Information: Practice using the Alphabet Folder. Review childrens names and ask them which letter comes in the beginning of their name. Children should stand, then sing Alphabet Song, and when they sing the first letter of a childs name, that child should sit down. Practice: Teacher writes a letter on the board. Child must write the letter that comes before and after it. Write all sight words, and vowel sound words on the board. Ask children to come to the board and point them out as you say them. Call out 2 colors and have children who are wearing those colors stand up. Application: Sing songs with remaining time. Materials: Alphabet Folder
Class #15, 16: Holiday Activities

Please see Appendix C for holiday Activity ideas.

Semester 3
Class #1: Review semesters 1&2
1st Year Lesson and 1st Form Lesson Motivation: Begin to write the Greetings: Good Morning/Afternoon/Evening/Hello/Goodbye Information: Children may point out the different letters they see. Take the first word, good, and sound it out with the children. Point out each place where teacher wrote good on the board. Move on with the next words. Practice: Children should write down these phrases. Application: Teach Days of the Week Song: First say the words, and then have children repeat the words, then try to sing together. (to the tune of Alouette, See Appendix E) Sunday, Monday, Tuesday Wednesday, Thursday, Friday, Saturday, Then we start again (Start the song again, but on the day of the week you are currently on, dont say that day, and instead clap. Explain that in America, they start their week on Sunday, not Monday as we do in Uzbekistan.) Materials: None
Class #2: Introduce Parts of the Body

1st Year Lesson and 1st Form Lesson Motivation: Sing Days of the Week Song, and clap on the current day of the week Information: Teacher points to nose, and asks, What is this? Children answer in native language. Then teacher writes the word nose on the board- and draws a picture of a nose next to it. Children should do the same in their copybooks. Repeat this with other parts of the face: Eyes, mouth, ears, hair, head. After, sound out the words together. Ask children, one at a time, to practice saying the letters that are in the words. Teach them that many times, if it is at the end of the word, -e makes no sound. Also practice the /th/ sound. Children should put their tongues in between their teeth and blow out gently. This is the /th/ sound. Make sure everyone in the class can make this sound, as in mouth. Practice: Children should close their copybooks. Erase all words from the board. Children should close their eyes and listen as the teacher says a word. Teacher asks the children what the beginning sound/letter is, and what the end sound is. Repeat this for each new word. Application: Children should write each word 5 times in their copybooks. Sing songs with extra time. Materials: None

Class #3: Parts of the Body using plurals

1st Form Lesson Motivation: Sing the Days of the Week Song, review the alphabet, colors and numbers. Use the form, What is it? It is and It is a Information: Teach the rest of the parts of the body, writing the words down, with a picture. Arm, hand, finger, body, leg, foot, toe. Children should copy the word and picture from the board. After, sound out the words together. Ask children, one at a time, to practice saying the letters that are in the words. Practice: Make a list of all the body part words on the board, and let children point them out as you say them. Then, discuss which body parts of which we have 2. Children should pick out all of these words, and practice drawing the s on the end of the words on the board. Application: Children should write each plural word in their copybooks, and then write each word 5 times in their notebooks. Materials: None 1st Year Lesson Motivation: Sing the Days of the Week Song, review the alphabet, colors and numbers. Use the form, What is it? It is and It is a Information: Teach the rest of the parts of the body, writing the words down, with a picture. Arm, hand, finger, body, leg, foot, toe. Children should copy the word and picture from the board. After, sound out the words together. Ask children, one at a time, to practice saying the letters that are in the words. Practice: Make a list of all the body part words on the board, and let children point them out as you say them. Then, discuss which body parts of which we have 2. Children should pick out all of these words, and practice drawing the s on the end of the words on the board. Application: Quickly review sight words, and then write the sentence It is a head. on the board. Draw a head next to the picture. Ask children to read the sentence. Show another body part on the board, and ask children to say It is a Then ask a child to come to the board and write the sentence. Remind them that the first letter is a capital, and a period goes at the end of the sentence. Repeat this as time allows, and let the children copy the sentences into their copybooks. Materials: None
Class #4: Parts of the Body and the Possessive Adjectives my and your
1st Form Lesson Motivation: Sing Days of the Week song, and then do some short dialogues. Ask How are you? How old are you? Do you have (family members)? Then review It is my and Is it your? Children should remember the answer, Yes, it is my No, it is your Teacher should point to different objects and ask these questions. Try with classroom objects and then with body parts. (Children may think this is funny.) Information: Review This is my This is your Children should stand in line, and do a chain drill. First child says points to himself and says, This is my Then he should point to a body part of the next child and say, This is your This child says, This is my and turn to the next. Repeat through the line. Practice: Teach the Chant: 1,2,3,4

Point your right hand to the door 1,2,3,4 Point your left hand to the door Application: Children should draw several different body parts, then write the word next to each. Materials: None 1st Year Lesson Motivation: Sing Days of the Week song, and then do some short dialogues. Ask How are you? How old are you? Do you have (family members)? Then review It is my and Is it your? Children should remember the answer, Yes, it is my No, it is your Teacher should point to different objects and ask these questions. Try with classroom objects and then with body parts. (Children may think this is funny.) Information: Review This is my This is your Write these 2 phrases on the board. Children should stand in line, and do a chain drill. First child says points to himself and says, This is my Then he should point to a body part of the next child and say, This is your This child says, This is my and turn to the next. Repeat through the line. Practice: Children should copy the sentences, This is my leg. That is your nose. Teacher may write several sentences like this on the board and children can practice reading them. Teach the Chant: 1,2,3,4 Point your right hand to the door 1,2,3,4 Point your left hand to the door Application: Introduce new sight words: or, one, had, by, word. Practice spelling and saying these words. Children should write them. Materials: None
Class #5: Parts of the Body, I have a/an (Article use)

1st Form Lesson Motivation: Review alphabet and vowels. Ask different children to come to the board and circle the vowels as you say them. Information: Then write a few body parts on the board: leg, eye, ear, arm, head. Tell children that when a word starts with a vowel, you cannot say, It is a ear. You must say It is an ear. Write several nouns on the board (it doesnt matter whether children know the words or not) and ask children to come to the board to write a or an. Practice: Ask children to copy the sentences: I have a head. I have a nose. Teach them what sound each word makes. Application: Teach the different pronouns (I, you, he, she, we and they). Children should practice saying and pointing to different people and saying the pronouns. They should write all pronouns, and translate in their copybooks. Materials: None 1st Year Lesson Motivation: Review alphabet and vowels. Ask different children to come to the board and circle the vowels as you say them. Information: Then write a few body parts on the board: leg, eye, ear, arm, head. Tell children that when a word starts with a vowel, you cannot say, It is a ear. You must say
It is an ear. Write several nouns on the board (it doesnt matter whether children know the words or not) and ask children to come to the board to write a or an. Practice: Ask children to copy the sentences: I have a head. I have a nose. Teach them what sound each word makes. Application: Teach the different pronouns (I, you, he, she, we and they). Children should practice saying and pointing to different people and saying the pronouns. They should write all pronouns, and translate in their copybooks. Teach new sight words: but, not, what, all, were. Children should practice saying these words with the teacher, and then on their own. Then they should review all site words together. Materials: None, optional sight word cards
Class #6: Parts of the Body, This is That is

1st Form Lesson Motivation: Review Pronouns. Sing Alphabet song, and fill in alphabet, which has been written on the board with letters missing. Information: Teacher points to own body parts or a childs body parts. Children must say what they are, in the form It is a/an Practice: Make small pieces of paper with body part words on them. One child should come to the front, and other children should take turns taping the body part words to the correct body parts of the child. Application: Review dialogue words. Write, How are you? And the answer I am fine. Children should practice reading this together, and then write it in their copybooks. Materials: Small pieces of paper with body part words written on them, tape 1st Year Lesson Motivation: Teacher points to own body parts or a childs body parts. Children must say what they are, in the form It is a/an Information: Make small pieces of paper with body part words on them. One child should come to the front, and other children should take turns taping the body part words to the correct body parts of the child. Practice: Review dialogue words. Write, How are you? And the answer I am fine. Children should practice reading this together, and then write it in their copybooks. Application: Teach new sight words: we, when, your, can, said. Ask the children which words they recognize (we, your). Children should practice spelling and saying these words. They should write them in their books, and then practice recognizing and saying all sight words. Materials: Small pieces of paper with body part words written on them, tape, optional sight word cards
Class #7: Parts of the Body and Prepositions (On and Under)
1st Form Lesson Motivation: Teach song: Head, Shoulders Knees and Toes (See Appendix E) Head, Shoulders Knees and Toes, Knees and Toes Head, Shoulders Knees and Toes, Knees and Toes Eyes and ears and mouth and nose, Head, Shoulders Knees and Toes, Knees and Toes

Information: Play Simon Says with commands and the new command Touch your Practice: Review prepositions in, on and under. Say My nose is ON my head. What else is on my head? Repeat with eyes. Then ask children to repeat with you, and then give more examples. After all head parts have been used, point to leg. My leg is under my head. My arm is under my head. Ask children what else is under their heads. Use as many body parts as you can. Application: Review colors and numbers. Write them in list form on the board and have children copy them. Ask them to read these words back to you as you point to them. Sing songs with extra time. Materials: None 1st Year Lesson Motivation: Teach song: Head, Shoulders Knees and Toes (See Appendix E) Head, Shoulders Knees and Toes, Knees and Toes Head, Shoulders Knees and Toes, Knees and Toes Eyes and ears and mouth and nose, Head, Shoulders Knees and Toes, Knees and Toes Information: Play Simon Says with commands and the new command Touch your Practice: Review prepositions in, on and under. Say My nose is ON my head. What else is on my head? Repeat with eyes. Then ask children to repeat with you, and then give more examples. After all head parts have been used, point to leg. My leg is under my head. My arm is under my head. Ask children what else is under their heads. Use as many body parts as you can. Application: Review colors and numbers. Write them in list form on the board and have children copy them. Ask them to read these words back to you as you point to them. Teach new sight words: there, use, an, each, which. Children should spell, say and write the words. Practice reading all site words, and vowel sound words. Materials: None optional sight word and vowel sound word cards
Class #8: Parts of the Body and Question Words (What, Whose, Where and Who?)
1st Form Lesson Motivation: Children sing, Wheres My Desk? and practice writing the alphabet. Each child comes to the front and writes the next letter of the alphabet. Information: Review all question sentences while pointing to body parts. What is it? Whose is it? Where is it? Introduce Who is it? Give an answer to each of these questions and play a game. Divide the class into two teams. Children take turn answering questions you give them. Ask one team a question, and then ask the other team. If the child answers the question correctly, give their team 1 point. If they do not answer correctly, ask the same question to the other team. Practice: Play Simon Says with classroom commands. Teach the command Touch your Application: Writing: Teacher writes all of the question words on the board. Teach children that the combination of letter wh- says /wuh/ Children practice saying these words, and write them down 5 times each. Materials: None 1st Year Lesson Motivation: Children sing, Wheres My Desk? and practice writing the alphabet. Each child comes to the front and writes the next letter of the alphabet. 0
Information: Review all question sentences while pointing to body parts. What is it? Whose is it? Where is it? Introduce Who is it? Give an answer to each of these questions and play a game. Divide the class into two teams. Children take turn answering questions you give them. Ask one team a question, and then ask the other team. If the child answers the question correctly, give their team 1 point. If they do not answer correctly, ask the same question to the other team. Practice: Play Simon Says with classroom commands. Teach the command Touch your Application: Writing: Teacher writes all of the question words on the board. Teach children that the combination of letter wh- says /wuh/ Children practice saying these words, and write them down. Then teach new sight words: she, do, how, there, if. Children should practice saying each of these words, and write them in their copybooks. Materials: None optional sight word and vowel sound word cards
Class #9: Review

1st Form Lesson Motivation: Sing Days of the Week Song. Information: Play Days of the Week Snake. Go around the room, starting with the first day of the week, each child must say the next day. Keep going even after you have finished all the days, until all of the children have said a day. Practice: Write the names of family members on the board. Children should copy them and practice saying them. Application: Play Tic-Tac-Toe with body parts, classroom objects and family members. Point to an object or a picture. The first child to say what it is gets to draw an x or o for his or her team. Materials: All word and object cards 1st Year Lesson Motivation: Sing Days of the Week Song. Information: Play Days of the Week Snake. Go around the room, starting with the first day of the week, each child must say the next day. Keep going even after you have finished all the days, until all of the children have said a day. Practice: Teacher should write the days of the week on the board, practice reading the words with the children, and then the children should copy the words. Application: Play Around the World with sight word cards. (see Appendix D for Around the World rules) Materials: Sight words cards

1st Year Lesson and 1st Form Lesson Motivation: Sing the Days of the Week song and the Good Morning Song. Information: Write words that children have learned on the board. ( Teacher should incluse all sight words for 1st year students.) Ask them to try to read the word you point. Keep track of which children can and cannot read the words. If none of the children can read the words, they can practice saying the names and sounds of the letters in the words you point to.

Practice: Pretty Colors Song (to the tune of Clementine, See Appendix E): Red and Orange, Yellow, Green, Blue, Purple, Brown, Pink and Gray, Pretty colors all around me, And I know each one by name. Introduce the new colors with cards (brown, pink, purple, and gray) and point to them each time you sing the song. Have different children point to them as well when you sing the song. Application: Practice the song, then stand in a circle and toss a beanbag or ball, each child saying a number as they toss it. Materials: Beanbag or ball
Class #11: Domestic Animal Vocabulary

1st Form Lesson Motivation: Look at a poster with domestic animals. Ask children to name animals that they see. Information: Teach the words for the following: Cat, dog, pig, sheep, chick, and hen. Information: Write each animal name on the board and practice spelling and reading together. Practice: Children should write down these new words. Children should practice making the animals in the plural. Teach them that sheep is used for the singular and plural. Application: Children should make a picture in their notebooks for each animal word they wrote. Materials: Poster or pictures of domestic animals 1st Year Lesson Motivation: Look at a poster with domestic animals. Ask children to name animals that they see. Information: Teach the words for the following: Cat, dog, pig, sheep, chick, and hen. Information: Write each animal name on the board and practice spelling and reading together. Practice: Children should write down these new words. Children should practice making the animals in the plural. Teach them that sheep is used for the singular and plural. Application: Children should make a picture in their notebooks for each animal word they wrote. Then teacher should write the following words with the /a/ sound: bait, raid, wait, wade, fate, gate. Tell children that often the letter e at the end of the word makes no sound. Children should practice spelling the words, and sounding them out. Concentrate on the ai sound. Children should write these words, Materials: Poster or pictures of domestic animals

Class #12: Domestic Animals

1st Form Lesson Motivation: Review Days of the Week without the song. Write the words and say them. Then say a day of the week in native language, and ask the children to point to the English word for it. This will probably be difficult at first. If so, sing the song again. Information: Teach the rest of the domestic animals: Horse, cow, goat, rooster (cock), duck, goose. Practice reading and saying these words, and write them down in copybooks. Practice/ Application: Sing Old MacDonald had a Farm (See Appendix E) Old MacDonald had a farm, E-I-E-I-O And on this Farm he had a (animal) E-I-E-I-O With a (animal sound) here and a (animal sound) there, Here a (animal sound), there a(animal sound), everywhere a (animal sound), Old MacDonald had a farm, E-I-E-I-O Here is a list of animals and their sounds: Cat- meow meow, dog- bark bark, cow- moo moo, sheep- baa baa, horse- neigh /nay nay/ hen- cluck cluck, pig- oink oink. Materials: Poster or pictures of domestic animals 1st Year Lesson Motivation: Sing the Days of the Week song. Information: Teach the rest of the domestic animals: Horse, cow, goat, rooster (cock), duck, goose. Practice reading and saying these words, and write them down in copybooks. Practice Sing Old MacDonald had a Farm (See Appendix E) Old MacDonald had a farm, E-I-E-I-O And on this Farm he had a (animal) E-I-E-I-O With a (animal sound) here and a (animal sound) there, Here a (animal sound), there a(animal sound), everywhere a (animal sound), Old MacDonald had a farm, E-I-E-I-O Here is a list of animals and their sounds: Cat- meow meow, dog- bark bark, cow- moo moo, sheep- baa baa, horse- neigh /nay nay/ hen- cluck cluck, pig- oink oink. Application: Teach the new vowel sound words: /eh/ sound: set, met, pen, sell, get, less. Children should practice spelling and reading these words, then write them. Write all vowel sound words on the board, and ask children to come to the board and read the word the teacher points to. Materials: None, optional vowel sound cards
Class #13: Animals with Numbers and Prepositions

1st Form Lesson Motivation: Review animal names, write a list of animal names on the board, and children can practice reading them.

Information: Review the plural, and play plurals game: Teacher writes a number on the board, and tapes, or places, a picture of an animal next to it. Child must say the number and the animal in the plural form. For example: 7 cows. Practice: Children play a game. One child acts out an animal (they may use sounds), and other children must say the name of the animal in English. Application: Write the names of the animals on the board, and draw a picture of the animal, or use picture cards with tape. Let the children draw a line from the animals name to the picture. Materials: Animal picture cards with tape 1st Year Lesson Motivation: Review animal names, write a list of animal names on the board, and children can practice reading them. Information: Review the plural, and play plurals game: Teacher writes a number on the board, and tapes, or places, a picture of an animal next to it. Child must say the number and the animal in the plural form. For example: 7 cows. Practice: Children play a game. One child acts out an animal (they may use sounds), and other children must say the name of the animal in English. Application: Write the following words with the /ah/ sound: cat, clam, dad, fat, man, pan. Children should practice spelling and reading these words. They should write them, and then play Tic-Tac-Toe with vowel sound words. Divide the class into 2 teams. A child from each team comes to the front, and the teacher shows them a vowel sound word card. Whichever child says the word correctly first may put an x or o on the game board. Materials: Animal picture cards with tape, vowel sound word cards.
Class #14: Talk about Pets

1st Form Lesson Motivation: Ask children if they have any pets that live in their house. Ask they say which animals they have, teach the English versions. Information: Review cat, dog, and teach mouse, bird, and fish. Teach the plurals of these, and let children write all words. Review with cards. Practice: Teach Song I like Mice(to tune of Brother John, see Appendix E): I like mice, I like mice Squeak, squeak, squeak Squeak, squeak, squeak Nose and eyes and whiskers, nose and eyes and whiskers I like mice, I like mice Application: Children may point to nose, eyes and make whiskers as they sing the song. Practice song, and teach the term I have a pet. I have a (name of animal). Teach, I have no pets. as well. Then review colors, numbers and dialogues if time allows. Materials: Animal picture cards of pets 1st Year Lesson Motivation: Ask children if they have any pets that live in their house. Ask they say which animals they have, teach the English versions. Information: Review cat, dog, and teach mouse, bird, and fish. Teach the plurals of these, and let children write all words. Review with cards. Practice: Teach Song I like Mice(to tune of Brother John, see Appendix E):
I like mice, I like mice Squeak, squeak, squeak Squeak, squeak, squeak Nose and eyes and whiskers, nose and eyes and whiskers I like mice, I like mice. Children may point to nose, eyes and make whiskers as they sing the song. Application: Teach words with the /oh/ sound: hot, cot, ox, cod, bog, hog. Children should practice spelling and reading these words. They should write them, and practice saying vowel sound words that they have learned. Materials: Animal picture cards of pets, vowel sound word cards
Class #15: Review

1st Year Lesson and 1st Form lesson Motivation: Have dialogues with several children. Ask about their families. Sing I like Mice and Days of the Week songs. Information: Review all body parts. Children should use the form It is a Practice: Learn The Good Morning Song (to the tune Do Your Ears Hang low? see Appendix E) Oh, the duck says quack And the cow says moo, The old red rooster says Cock-a-doodle-do. The sheep says baa, And the cat says meow But I say good morning When I see you! Application: play Around the World with all vocabulary. Remind children that they have already learned A LOT of words! Congratulate them on their good work. Materials: all word cards, including pictures of animals
Class #16: Review

1st Year Lesson and 1st Form Lesson Motivation: Teacher may have dialogues with the children. Information: Sing all songs that children have learned.(1st year only: review sight words) Practice: Write words from a topic (such as body parts) in different places on the board and ask children to point out different words. This can be done with animals and body parts. Then play a game in which one child is blindfolded and has to say the name of a classroom object that he touches. You may also blindfold a child and ask them to write a letter on the board. Application: Ask children to speak about their family. Review the form, I have a. Play ball Toss Translation game with colors and numbers. Materials: Blindfold, ball or beanbag, sight word cards

Class #17: Assessment

Teacher should collect copybooks after class today, and see how the children are writing, and if they are doing their work. 1st Form Lesson Motivation: Sing Old MacDonald, I Like Mice and the Good Morning Song. Information: Ask children to open their copybooks, and copy the following words in them. Tell them to write just as they see the words on the board: Cat, Dog, Monkey, Leg, Head. After the children have written the words, ask them to draw a picture next to each word, showing what the word means. Tell them not to look at their friends papers. After they are done, collect the notebooks. Practice/Application: Review pronouns, plurals, dialogues, colors, numbers, and the alphabet as time allows. Materials: None 1st Year Lesson Motivation: Sing Old MacDonald, I Like Mice and the Good Morning Song. Information: Ask children to open their copybooks, and copy the following words in them. Tell them to write just as they see the words on the board. Cat, dog, monkey, leg, head After the children have written the words, ask them to draw a picture next to each word, showing what the word means. Tell them not to look at their friends papers. After they are done, collect the notebooks. Practice/Application: Review pronouns, plurals, dialogues, colors, numbers, and the alphabet as time allows. Write sight words on the board, and ask children to come to the board and point out the word you say. Materials: None
Class #18: Fun Day

Please See Appendix D for Fun Day activities
Class #19, 20: Catch-up Day or Navruz Activities

Pease see Appendix C for holiday activity suggestions

Semester 4
Class #1: Wild Animal Vocabulary
1st Form Lesson Motivation: Look at a poster or pictures of wild animals. Ask children what they see. Information: Teach wild animals: elephant, tiger, lion, bear, snake and monkey. The teacher should practice saying the words with the children Practice: Children should read and write words. After children have copied words into their copybooks, ask several children to come to the board and practice writing one of the animal names on the board. Application: Children should draw a picture of the animal next to each vocabulary word. Materials: Poster or pictures of wild animals 1st Year Lesson Motivation: Look at a poster or pictures of wild animals. Ask children what they see. Information: Teach wild animals: elephant, tiger, lion, bear, snake and monkey. The teacher should practice saying the words with the children Practice: Children should read and write words. After children have copied words into their copybooks, ask several children to come to the board and practice writing one of the animal names on the board. Application: Children should draw a picture of the animal next to each vocabulary word. Then introduce the following words with the /oh/ sound: road, goat, soak, robe, hope, tote. Practice spelling and reading these words. Remind the children that often e doesnt make a sound when its at the end of the word. Materials: Poster or pictures of wild animals
Class #2: Wild Animals

1st Form Lesson Motivation: Look at poster or pictures of wild animals. Ask children which words they know, and then discuss which ones they havent learned yet. Information: Teach more wild animals: giraffe, kangaroo, fish, crocodile and fox. Practice: Read and write words. After children have copied words into their copybooks. Review words again. Application: Children should draw a picture of the animal next to each vocabulary word. Then ask one child at a time to come to the front and pretend to be one of the animals. Dont say the name of the animal- let the other children try to guess which one the child is acting out. Materials: Poster or pictures of wild animals 1st Year Lesson Motivation: Greet Children, have short dialogues, and review questions, How old are you? How are you? What is your name? What is it? Whose is it? Do you have a?

Information: Look at pictures of animals, review those learned in the last class, and teach more wild animals: giraffe, kangaroo, fish, crocodile and fox. Practice saying these words. Practice: Children should write each word and draw a picture in their notebooks. Application: Write the following words with the /uh/ sound on the board: sun, bud, bun, fun, mutt, bud. Children should practice spelling and reading these words. They should copy them in their copybooks. If time remains, sing Old MacDonald had a Farm. (See Appendix E) Materials: Poster or pictures of wild animals, vowel sound word cards
Class #3: Wild Animals

1st Form Lesson Motivation: Sing Days of the Week song. Ask children What day is it? They may answer, It is Information: Review all wild animals. Write the words on the board, and children may practice reading them. Then review domestic and wild animals. Write all the animal names, domestic and wild, on the board in different places. Children should circle all of the domestic animal words they see. Practice: 5 Little Elephants Poem: Five Little Elephants, (five children stand in a row, using their arms as trunks) Standing in a row. Five little trunks, Waving Hello! (Children wave hello with their trunks) Oh! said an elephant, Time to go (first child looks at his/her watch, makes a surprised face, and sits down) Four little Elephants standing in a row Repeat this until there are no little elephants. (Do not write instructions in parentheses) Application: Practice this poem. If time allows, sing Old MacDonald. Materials: Pictures of wild animals 1st Year Lesson Motivation: Sing Days of the Week song. Ask children What day is it? They may answer, It is Information: Review all wild animals. Write the words on the board, and children may practice reading them. Then review domestic and wild animals. Write all the animal names, domestic and wild, on the board in different places. Children should circle all of the domestic animal words they see. Practice: 5 Little Elephants Poem: Five Little Elephants, (five children stand in a row, using their arms as trunks) Standing in a row. Five little trunks, Waving Hello! (Children wave hello with their trunks) Oh! said an elephant, Time to go (first child looks at his/her watch, makes a surprised face, and sits down) Four little Elephants standing in a row
Repeat this until there are no little elephants. (Do not write instructions in parentheses.) Application: Write the following words with the /aw/ sound on the board: dawn, claw, paw, call, fall. Children should spell and read the words, then write them in their copybooks. Practice reading all vowel sound words. Materials: Pictures of wild animals, vowel sound word cards
Class #4: Review

1st Year Lesson and 1st Form Lesson Motivation: Say the poem, Five Little Elephants. Information: Review wild animal names, then domestic animal names. Ask children: Do you have a pet? Yes/No, I have a/no. Practice: Sing the Good Morning Song, and Old MacDonald Application/Practice: Days of the Week Snake, then play Ball Toss Translation game with all vocabulary. If time remains, practice dialogues. Materials: Ball or beanbag

You will test the childrens listening and reading skills as they perform different tasks 1st Form Lesson Motivation: Sing Good Morning Song with the children. Information: Write words from classroom objects vocabulary on the board. Read them together with children. Then erase, and write vocabulary from classroom object, body parts, family, and animal topics in different places on the board. Give children one of the topics- for example, body part, and ask them to find and circle all of the words they can that are body parts. Repeat with different topics until all words are circled. Practice/Application: Play Simon says with classroom commands. Have dialogues with some of the children who need to practice dialogues, and then sing several songs. Suggested songs: Good Morning Song, Pretty Colors, and 10 Little Kittens. Materials: None 1st Year Lesson Motivation: Sing Good Morning Song with the children. Information: Write words from classroom objects vocabulary on the board. Read them together with children. Then erase, and write vocabulary from classroom object, body parts, family, and animal topics in different places on the board. Give children one of the topics- for example, body part, and ask them to find and circle all of the words they can that are body parts. Repeat with different topics until all words are circled. Practice: Play Simon Says with classroom commands. Have dialogues with some of the children who need to practice dialogues, and then ask children to read sight and vowel sound words. Application: Sing several songs. Suggested songs: Good Morning Song, Pretty Colors, and 10 Little Kittens. Materials: None, optional vowel sound and sight word cards

Class #6: Toys Vocabulary

1st Form Lesson Motivation: Ask children what they like to play with. Answers will vary. Information: Teach the toy words: toy, ball, doll, games, airplane, boat, and teddy bear. Practice: Children should practice saying these words with you, and translating them after saying them. The teacher writes words on the board, and the children should write the words in their copybooks and draw a picture to go with each. Application: Point to different words, and let children practice reading them. Sing the Days of the Week song, Old MacDonald and the Pretty Colors song if time remains. Materials: Pictures of toys or actual toys 1st Year Lesson Motivation: Ask children what they like to play with. Answers will vary. Information: Teach the toy words: toy, ball, doll, games, airplane, boat, and teddy bear. Practice: Children should practice saying these words with you, and translating them after saying them. The teacher writes words on the board, and the children should write the words in their copybooks and draw a picture to go with each. Application: Write the following words with the /I/ sound: kite, dime, like, fine, bike, dine. . Children should spell and read the words, then write them in their copybooks. Practice reading all vowel sound words. Materials: Vowel sound word cards. Pictures of toys or actual toys
Class #7: Toys with Possessive Adjectives It is my It is your

1st Form Lesson Motivation: Sing Old MacDonald had a Farm and I Like Mice. Information: Review classroom objects with the form It is my Practice: Ask every child to draw a picture of their favorite toy. Then go around the room and let children show pictures. First child says It is my (name toy) Then second child says It is my (toy name) and it is your (toy name) Repeat as a chain drill, each child saying a sentence with It is my and It is your Application: Play Ball Toss Translation and use the Alphabet Folder with windows. Materials: Toy picture cards or toys, ball or beanbag, alphabet folder with windows. 1st Year Lesson Motivation: Sing Old MacDonald had a Farm and I like Mice. Information: Review classroom objects with the form It is my Practice: Ask every child to draw a picture of their favorite toy. Then go around the room and let children show pictures. First child says It is my (name toy) Then second child says It is my (toy name) and it is your (toy name) Repeat as a chain drill, each child saying a sentence with It is my and It is your Application: Write the following words with the sound /th/ on the board: than, their, lather, thin, both, three. Practice saying both sounds of /th/ and remind children to make the sound by putting their tongues between their teeth and blowing gently. The 0
other /th/ sound is made by putting the tongue in the same place, but instead of blowing, say uh. Children should practice saying and reading all words, and then copy them into their notebooks. Materials: vowel sound word cards
Class #8: Toys and I have a

1st Form Lesson Motivation: Review the form I have a with family words and again with classroom objects. Ask children Do you have a? Go around the room, and ask each child if they have something. They should answer Yes /No, I have a. Information: Review toy vocabulary and teach the form I have a Each child should say a sentence about a toy that they have. Practice: Teddy Bear, Teddy Bear Song (see appendix E): Teddy Teddy Teddy Teddy Bear, Bear, Bear, Bear, Teddy Teddy Teddy Teddy Bear Bear Bear Bear turn around touch the ground show your shoe that will do!
Application: Play Tic-Tac-Toe with all vocabulary using flashcards. Materials: All picture word cards 1st Year Lesson Motivation: Review the form I have a with family words and again with classroom objects. Ask children Do you have a? Go around the room, and ask each child if they have something. They should answer Yes /No, I have a. Information: Review toy vocabulary and teach the form I have a Each child should say a sentence about a toy that they have. Practice: Teddy Bear, Teddy Bear Song (see appendix E): Teddy Teddy Teddy Teddy Bear, Bear, Bear, Bear, Teddy Teddy Teddy Teddy Bear Bear Bear Bear turn around touch the ground show your shoe that will do!
Application: Write the following words with the sound /sh/ on the board: shake, shame, sheet, shift. Practice spelling the letters and saying the words, and write the words in copybooks. Review all vowel sound words and sight words. Materials: All picture and word cards
Class #9: End of the Year Assessment

Collect copybooks at the end of class. 1st Form Lesson Motivation: Ask children to write the alphabet in their copybooks on a blank page. Information: Write animal names: tiger, elephant, monkey, and chick on board. Ask children to copy down the words and write a picture of the animal next to it. Teacher uses the form: It is a) using objects in the room. Say some correct and some incorrect sentences (write down which are correct and which arent). As the teacher says the senElementary English Curriculum Teachers Manual

tences, the children should write a Y for a true sentences, or an N for a false sentence. Then tell them they should draw what you tell them. Say A father and a sister. When they are finished, collect copybooks. Practice/Application: Practice singing favorite songs Materials: None 1st Year Lesson Motivation: Ask children to write the alphabet in their copybooks on a blank page. Information: Write animal names: tiger, elephant, monkey, and chick on board. Ask children to copy down the words and write a picture of the animal next to it. Teacher uses the form: It is a) using objects in the room. Say some correct and some incorrect sentences (write down which are correct and which arent). As the teacher says the sentences, the children should write a Y for a true sentences, or an N for a false sentence. Then tell them they should draw what you tell them. Say A father and a sister. When they are finished, collect copybooks. Practice: Show children sight word cards and vowel sound cards. They should be able to say or read all words. Application: Practice singing favorite songs. Materials: Sight word cards and vowel sound cards
Class #10: Fun Day

Please see Appendix D for fun activities.

Second
Year

Sports/ Interests/Hobbies:
soccer American football baseball hockey boxing golf basketball to read to play to travel to run to watching television
bread soup tea sugar salt cabbage cheese apple orange grape pomegranate garlic tomato cucumber pizza spaghetti hamburger hot dog
April May June July August September October November December Sunday Monday Tuesday Wednesday Thursday Friday Saturday today
Extended Family:
grandfather grandmother granddaughter grandson cousin niece nephew aunt uncle village city town house apartment (flat) to live
Physical Appearance:
tall short fat thin old young long short ugly beautiful big small strong good bad smart friendly soft furry curly straight man woman child person
Professions:
doctor driver cook engineer economist teacher manager retired seller military police farmer builder
Food:
rice meat carrot onion pumpkin potato
Months/Days:
January February March

Semester 1
Class #1: Introduction, Go over Class Rules, Review Greetings
Daily Sentence: Welcome back to school!
Easy Lesson
Motivation: Greet Children and welcome them back to school. Information: Describe classroom rules, rewards, and penalties to children. Describe daily routine of coming to class, getting their nametag out, sitting down and writing the sentence that is on the board. Practice: Ask students about different situations and what the proper behavior is. Practice daily routine once or twice. Hand each student a piece of paper for a nametag. Instruct children how to write their names in English. Application: Children should write their names in pencil on the nametag paper. Homework: Children should decorate their nametags. Materials: Paper for nametags
Medium Lesson /Advanced Lesson

Motivation: Teacher introduces herself, and children should do the same. Encourage them to use different greetings, such as Good Morning, Hello, My name is etc. Information: Talk about class rules and consequences, and homework policy. Practice: Use this time to review greetings, colors, numbers, and alphabet using cards. Application: Children should start to make nametags. Tell them that they will use these every day, so they should make them carefully, in English. Homework: Children should decorate nametags. Materials: Paper for nametags, color, number and alphabet letter cards
Class #2: Review Greetings, Alphabet & Numbers, Classroom Words

Daily Sentence: (Write alphabet on the board for children to copy.)
Easy Lesson
Motivation: Sing alphabet song together. Information: Review greeting: Hello, my name is How are you? Review alphabet and numbers. Practice: Practice greetings with students. Orally practice It is a with classroom objects. Application: Children should copy the alphabet again in their copybooks. Sing the Days of the Week song together. Materials: None
Medium Lesson
Motivation: Review greetings and answers to How are you? Information: Review alphabet, colors, numbers and days of the week. Write all of these words on the board for the students to copy, then Sing the Days of the Week song.

Practice: Children stand in a circle, and toss a ball back and forth, asking, How are you? and answering. Each child should get a turn. Application: Children should stand in a circle, with right hand palm-down (over neighbors palm-up hand) and left hand palm up(under neighbors palm-down hand), so that as you move around a circle, saying the alphabet, numbers, etc. the children can slap their neighbor to the lefts right hand(facing down) with their left hand. The slap moves around the circle. Do this with days of the week, alphabet, and numbers. This is a variation on a chain drill. Homework: practice these words at home for the next class. Materials: ball
Advanced Lesson
Motivation: Sing the Alphabet song; go over greetings, colors, numbers and class rules. Children should show their nametags. Information: Review classroom objects, and teach a few new ones. Include girl, boy, pencil, paper, pen, notebook, desk, chair, board, chalk, children should match words to pictures on board. Practice: After this, they should write the words in their notebooks. Then place a game in which the shapes of the letters in the words are represented by boxes. Tall boxes for the tall letters such as d,f,h,k square boxes for short letters such as a,s,r,e and low boxes for low letters such as j,g,qChildren should figure out the words, thinking about the shapes of the letters. Show the children an example first. Use all of the words. Application: Children should practice using the form, It is a They should write 6 sentences in their notebooks using this form. Homework: Children should draw a picture next to the sentences they wrote, showing what It is. Materials: classroom object cards.
Class #3: Review Toys, Alphabet & Numbers

Daily Sentence: We like to play with the ball.
Easy Lesson
Motivation: Sing Alphabet Song. (See Appendix E) Information: Review alphabet and numbers. Review toy vocabulary: ball, doll, and teddy bear. Introduce verbs: to like and to play. Practice: Write numbers and letters in different places on the board. Let students circle a number or letter that the teacher calls out from a list of them on the board. Review the verb to like and practice saying sentences with toys. Each child should say 1 sentence. Application: Write 3 sentences using the vocabulary that was learned during the lesson. Materials: toy pictures or actual toys
Medium Lesson
Motivation: Sing and then write the alphabet. Write both upper- and lower-case letters. Information: Teach or review several toy words. Teach toys, ball, doll, game, airplane, etc. Use actual toys or picture cards, and drill children until they are comfortable with the words. Review the verb to like and to play. Practice: Ask children to make sentences using I like with a noun (remind them that a noun is a person, place or a thing). Children should practice writing words today, focusing on spelling. Practice writing these verbs and toy words. Children should write 2 lines of each word, repeating the word softly as they write.
Application: Children may come to the board and write sentences using the vocabulary. Homework: Write 3 sentences for homework using to like and to play. Materials: Toy cards or toys,
Advanced Lesson
Motivation: Greet children. Check homework. Sing the Alphabet Song, review numbers. Information: Go over the verbs to be and to like. Children should point to objects they know and say, It is a Introduce toy, ball, doll, game, airplane. Practice making sentences with It is a Practice: Children should play a game: Guess What is in the Box. Put an object or object card in a box or bag, and children must ask, Is it a? Teacher answers, Yes, it is a or No, it is not a Application: Teach children You like Practice this form. Remind children that they can say they like anything. Ex: I like Natalya Sergeevna. I like English. I like Uzbekistan. Children should copy down all new words with translations. Homework: Write 2 sentences, 1 with I like and 1 with It is Materials: Number cards, Toys or toy cards, box or bag for game
Class #4: Review Parts of the Body, Alphabet & Numbers

Daily Sentence: I can touch my toes, can you?
Easy Lesson
Motivation: Sing Head, Shoulders, Knees and Toes (see Appendix E). Information: Sing Alphabet Song together. Review alphabet and numbers. Introduce vocabulary: face, eye, nose, mouth, ear, hair, arm, leg, hand, finger, foot, toe and all of their plurals. Teach This is my Write all words. Practice: Draw a picture of a person on the board and label the parts. Let students practice showing their body parts and saying, This is my I have 2s. Application: Write down 3 body parts that they have 1 of and 3 body parts that they have 2 of. Make sure they use the plural correctly. Homework: Make 4 sentences using the sentence forms they reviewed today. Materials: None
Medium Lesson
Motivation: Check homework, sing Alphabet Song, review numbers: Children should be given numbers, and they must go to the front of the class and put themselves in order. Information: Start to review body parts on a volunteer. When they are somewhat comfortable, bring out baby Joey, piece by piece. Practice: Children take turns putting Baby Joey together. Application: Remind children about plurals. Children should write down all parts that they have 2 of, making sure to put an -s on the end of the appropriate words. Homework: Write 5 body parts on the board. Children copy these, and write a sentence for each word. Materials: Baby Joey Doll
Advanced Lesson
Motivation: Check Homework, sing Alphabet Song, review numbers.

Information: Review body parts with the children, pointing to yourself or a child volunteer. Drill for a few minutes until they are comfortable. Practice: Write body part words on the board, and let students copy them, saying the word softly as they write. Quickly review plurals. Application: Blindfolded Drawing: Blindfold one child, and dictate a picture of a person for him to draw on the board. (Draw a head. Draw 2 eyes. Etc.) Other children should be quiet, so the child doesnt have help drawing. The pictures will be funny. Homework: Make a list of all body parts of which there are two.(eyes, ears, arms, legs) Materials: blindfold
Class #5: Review Animals, Alphabet & Numbers

Daily Sentence: When I go to the zoo I see a lot of animals.
Easy Lesson
Motivation: Greet Children, check homework. Sing Alphabet Song. Information: Show domestic animals poster. Children can speak about which animals they remember. Write the names of the animals on the board. Then explain the use of articles. A is used with words beginning with consonants, an with words beginning with vowels. Write the vowels on the board. Then children should decide which article goes with each barnyard animal. Practice: Play Game: Guess what I am. Children must act out barnyard animal, and other must guess by saying You are a/n. Child must answer Yes, I am a Application: Children should write down all barnyard animals, and write the vowels, with the appropriate article. Explain that places, things and sometimes people get articles. Homework. Give the following words: egg, boat, doll, ocean, ice cube, apple. Children must copy and put the appropriate article in front. Materials: Domestic animals poster
Medium Lesson
Motivation: Sing The Itsy, Bitsy Spider (See Appendix E) The Itsy Bitsy Spider crawled up the water spout. Down came the rain and washed the spider out. Out came the sun that dried up all the rain, And the itsy bitsy spider crawled up the spout again. Information: Review alphabet and numbers. Review wild and domestic animal vocabulary using pictures. Practice: Children take turns making animal noises and have the others decide which animal they are. Next, say the name of an animal and have the students make the noises. Application: Have the students write 4 sentences. I like the ___ and I dont like the ___ using animal vocabulary. If time remains, sing Old MacDonald had a Farm (See Appendix E) Materials: Pictures of animals.
Advanced Lesson
Motivation: Show domestic and wild animal posters. Ask children to point out animals in English. Information: Write the poem:
Hop, hop, hop like a bunny Run, run, run like a dog Swim, swim, swim like a turtle Jump, jump, jump like a frog Tromp, tromp, tromp like and elephant Fly, fly, fly like a bird Now sit right down and fold your hand Dont say a single word. Practice: Translate poem with children. They should write it in their notebooks. Application: Practice reading the poem. When children are comfortable, add actions- hop, swim, tromp (to walk loudly) Homework: Children should try to learn the poem. Materials: domestic and wild animal posters or pictures
Class #6: Review Family, Alphabet & Numbers

Daily Sentence: Did you all remember to bring your nametags to class?
Easy Lesson
Motivation: Sing alphabet song together. Play number game. Teacher says a number (110) and children make the number with their fingers behind their backs. Then, when teacher tells them, they should hold up their hands. See who has the correct number of fingers up. Information: Review alphabet and colors. Review family vocabulary: father, mother, brother, sister, grandmother, grandfather and baby. Teach This is my Children should write down all words. Practice: Draw a family on the board. Label the family members. Say to the students: This is my Practice reading the words and describing the family. Application: Children should draw and label a picture of their family. Homework: Write 3 sentences: This is my Materials: None
Medium Lesson
Motivation: Show a picture of your family, or draw one on the board. Tell the students who is in the picture. Information: Write down the two forms, This is my and I have a. Discuss the difference between the two. Then review the family names on the board. Practice: Children should practice spelling these family words. They should write 2 lines of each family word. Application: Children may draw a picture of their family, and label each part- This is my mother. This is my sister. Homework: Finish this for homework and add underneath as a small text (in addition to the labels) I have a mother, I have 2 sisters Materials: picture of family
Advanced Lesson
Motivation: Teacher should bring a picture of my family to class. Say to children, This is my family. I have a mother, a father, and a brother. I am a sister. Show picture. Information: Review words- mother, father, sister, brother, son, daughter, younger, and older. Write all of these words on the board. Teach form I have a You have a Remind

children about using a and an. Ask which word this will apply to from our vocabulary words.(older) Model I have an older brother. Review pronouns and the verb to have. Practice: Children should orally practice telling the teacher who is in their family. Application: Children should draw a picture of their family and label the people. Children may show the picture. Use pronouns in the labels. He is my brother. She is my sister. Homework: Children should write 4 sentences, telling who they have in their family. 1 of them should be I am a(n) older/younger/sister/brother/son/daughter. Materials: Pictures of teachers family
Class #7: General Review- Alphabet, Numbers, Colors, Greetings, Classroom Words , Family Words, Body Parts, Animals and Toys
Daily Sentence: We already know many words. See Review Activities # 4,9,22, 47,52, 56,64 in Appendix B for activity ideas.
Class #8: Extended Family

Daily Sentence: I have a large family. I have many aunts, uncles and cousins.
Easy Lesson
Motivation: Show picture- real or drawn- of a large family; aunts, uncles, grandparents, and cousins. Ask children to point out in native language which people they see. Information: Teach the English words for these family members. Children should copy them down- first with translation, then write1 line of each word. Practice: Practice translation the words with the children. Application: Ask them to make sentences, I have a or I have 2,3aunts. Make sure they pay attention to plurals. Homework: Ask children to find a picture of their extended family to bring in for next class. Materials: Picture of extended family
Medium Lesson
Motivation: Show children a picture of a family. Talk about which family members are in the picture. Information: Teach family words: Grandfather, Grandmother, Granddaughter, Grandson, Cousin, Aunt, Uncle. Practice: Write small paragraph on the board. There is a father and a mother in my family. There are 2 grandmothers, and there is 1 grandfather. There are 4 cousins. There are 3 uncles and 3 aunts. Ask children if they understand. Have children translate if necessary. Ask How many cousins? How many mothers? etc Application: Ask children to speak in more detail about their family. Teach the form There is a in my family. and There are .s in my family. Children should tell each other about their families. Use form In my family, there is/are 0
Homework: Children should find pictures of their extended family to bring in to class. Remind children to practice spelling for the next class as well. Materials: Picture of a large family
Advanced Lesson
Motivation: Sing the Good Morning song (see Appendix E) Information: Introduce vocabulary: grandson, granddaughter, niece, nephew, cousin, aunt, uncle, son and daughter. Introduce There is/There are Practice: Draw a family tree on the board. Start off with 2 grandparents who had 3 children (including father or mother) who had various amounts of children (one being me). Make sure there are uncles, aunts, cousins, nieces and nephews. Describe the family to the children. Ask the students How many are in the family Appropriate responses are There is one in the family. And, There are s in the family. Application: Children should write down how many cousins, aunts and uncles they have. Homework: Practice spelling the family words at home. Materials: None
Class #9: Extended Family, Numbers and to have

Daily Sentence: I have three aunts and they have two children each.
Easy Lesson
Motivation: Children should show their pictures to the class, and say at least three sentences- This is my Information: Practice words again together. Then discuss the words older, middle and younger. Ask children to point to their pictures and use these words. Children should write these new words. 3 children may come to the front and say when their birthdays are. Let the class label them older, middle and youngest. Practice: Play game on board where teacher draws a box for each letter in a word( a tall box for tall letters(l, k, t, h), a square box for letters like r,e,s,c etc. and a low box for letters like j, g, p, y. Children should guess from the shape of the boxes which word it is, then fill in the boxes. Application: Practice speaking in dialogues. Children should talk about their families in response to question- Do you have a family? Yes, I have Homework: Children may write about their extended family- I have aTell students that the next class there will be a spelling test, so they should prepare. Materials: None
Medium Lesson
Motivation: Greet children, have several short dialogues. Information: Tell students that there will be a spelling test today, but we will review all the words first. Practice: Play hangman for 15 minutes with spelling words Application: Give quick spelling test. Remind students that they should not copy from another childs paper, and should be careful that no one is looking at their paper. Give the words orally. Spell all the words together when the test is over. Use immediate and extended family words. Homework: None Materials: None

Advanced Lesson
Motivation: Show a family tree. Talk about who each person is. Information: Review numbers with the children. This might take a few minutes. Review the verb to have. Review pronouns with this verb. (1 column singular, 1 plural) Tell students that the verb comes after a name or pronoun. Practice making sentences. Practice: Go over numbers. Write numbers 1-10 on the board and ask children to point out the number you ask for. Then talk about the family tree. Ask children to say who each person has. For example, point to a cousin. Ask students How many brothers does he have? Answer: He has cousins. Do this with several people in the family tree. Application: Children can make their own family tree. Tell them to start with their grandparents, and move down to themselves. Tell them to divide the paper into 3 parts, top, middle and bottom, and draw in each generation. Grandparents are on top, parents, aunts and uncles in the middle, and children and cousins on the bottom. Homework: Label all the parts of the family tree with their names- cousin, grandmother, etc. Materials: Family Tree poster
Class #10: Extended Family and Asking Questions

Daily Sentence: Do you have a sister? I have two sisters.
Easy Lesson
Motivation: Give quick spelling test with immediate and extended family words. Information: Review the question: Do you have? On the board, write sentence: You have a mother and then write the question Do you have a mother?. Ask children to point out the differences. Children should practice saying these words as they write them in their copybooks. They should write the statement form as well as the question to compare them. Practice: Teacher asks questions to children. They should answer and then try to ask a question back. Use family words. Application: Stand in a circle, and go around, asking each other questions: Do you have. Children can use different words too. Try classroom objects, animals, etc. Homework: Write 3 questions to ask the teacher for the next class. Materials: None
Medium Lesson
Motivation: Greet children and do some short How are you? dialogues. Information: Teach the Do you have? and Is this your? questions. Show them in relation to the statements You have a and This is your Ask what the differences are. Children should write these question forms in their copybooks Practice: Stand in a circle, and go around, asking each other questions. Children can use any words that they know. Try classroom objects, animals, etc. Application: Look at a picture of a large family. Ask children questions about it. Tell them to pretend it is their family, and say, for example, This is my sister. Homework: Write 3 questions to ask each other in the next class. Materials: Picture of large family
Advanced Lesson
Motivation: Check Homework. Children should show the class their family tree.

Information: Ask which questions children know. Write down and teach: Do you have a family? Yes, I have a family. Tell them that this form, Do you have? is good for asking if a person has anything. Then teach Is this your? in the same way. Point out that questions usually have a little change in the beginning of the sentence. Practice: Ask children to practice this form, and use object cards to prompt them in what to ask. Then speak about family. Have a short dialogue with a child. Greet, ask name, and ask, Do you have a family? Then point to a child and ask: Is this your sister? Children practice these dialogues. Application: Children should work with partners to prepare a dialogue or with puppets if they wish, and then present the dialogue to the class. Homework: Children should make a list of who is in their family. Begin the list with I have a Materials: Puppets and backgrounds, object cards.
Class #11: Extended Family, the verb to live, and the preposition in
Daily Sentence: My family lives in the village. I live in the city.
Easy Lesson
Motivation: Review Homework Information: Write on the board, Where do you live? Answer I live in (name town). Ask children what they think this means. Tell them and then go through the words and translate each. Talk about the verb to live. Show the conjugations with each pronoun, and explain that when you say a persons name in place of a pronoun, you need to use the he/she form. Children should write this. Practice: Practice conjugating to live. Ask children the question Where does your mother live? Teach children the answer My mother lives in (town). Children should write questions and answers down. Application: The children should practice speaking about where they live, and where their immediate and extended family lives. Homework: Children should write about where they and 2 people in their family live. Materials: None
Medium Lesson
Motivation: Take a few minutes to review homework. Show pictures of places: A city, a small town, a house, an apartment. Ask children if they know what these pictures are. Information: Teach questions with various pronouns and the verb to live. For example: Do you live in Navoi? Repeat with several pronouns and cities. Then ask: Where do you live? Have children repeat several times. Write all information in their notebooks. Practice: Children should write this in their notebooks as they see it on the board. After they have finished, check for understanding. Ask children questions about their family, and let them ask each other. Application: Play Tic-Tac-Toe. Write vocabulary in the squares. One child from each team comes to the blackboard and makes a sentence with one of the words. If they are correct, their team gets the square for that word. The other team gets the next choice. Materials: pictures of places
Advanced Lesson
Motivation: Write the question Where do you live? and the answer I live in (name town). on the board. Information: Ask children what they think this means. Translate if necessary and go through the words and translate each. Talk about the verb to live. Show the conjugaElementary English Curriculum Teachers Manual

tions with each pronoun, and explain that when you say a persons name in place of a pronoun, you need to use the he/she form. Children should write this. Add that you can answer not with a town name, but with: a city, a town, a house, or an apartment (flat). Children should write new words and sentence structures. Practice: Ask students where they live and Where does your aunt live? She (or My aunt) lives in Go around the room and ask each child at least one question. Use a ball to toss to students as you ask questions. Application: Play game: Where is it? Teacher asks where an item is, and students must point and say, There it is! You can also do this with people and children must remember to say, There he/she is. Homework: Write about where the people in the childrens families live. Materials: Ball
Class #12: Professions/Pronouns, the verb to be

Daily Sentence: I am a teacher. My brother is a cook.
Easy Lesson
Motivation: Go over the homework Information: Introduce vocabulary: doctor, driver, cook, engineer, economist, teacher, manager, retired, seller, soldier, policeman, farmer & builder. Review pronouns. Practice: Practice saying words as teacher shows pictures. She is a He is a Application: Teacher writes on the board My father is a soldier. Review the sentence with the children. Do a chain drill with the children using the same structure as the sentence on the board. Materials: Write five sentences: My ___ is a ___
Medium Lesson
Motivation. Show profession pictures (people doing their jobs), and talk about which jobs the children know: student, teacher, banker, seller, farmer, driver, businessman, builder, etc. Information: Teach names of different professions. Then review the forms of to be. After this, you can tell children that the form for saying what profession someone is to say, I am a/an or She is a/an children should copy and translate this. Practice: Children should practice talking about their family members and the jobs that they have. I have a father, he is a driver. I have a brother, he is a student. Application: Play game. Children should act out professions and the others should guess what the profession is. Homework: Children should write 3 sentences about their family members and their jobs. Materials: Pictures of professions
Advanced Lesson
Motivation: Ask several children what profession their parents are. Write answers in native language on the board. Information: Introduce profession words. Children should write them in their copybooks with translation. With prepared pictures, drill children with new words. Then review pronouns, and the forms of the verb to be. Tell children when you ask about a persons profession, you ask, What do you do? (What does he/she do?) and the answer is I am a (you are a..). Children should copy this down.

Practice: Practice asking each other What does he do? using pictures. They answer: He is a/an Application: Ask children to tell you what their parents are in English. Ask children what they are. Teach, I am a pupil. Homework: Write about three family members: I have a mother, she is a seller. I have a brother, he is a student. Materials: Pictures of professions
Class #13: Pronouns and Professions using Family Vocabulary & Articles a and an.
Daily Sentence: My father is a manager and my mother is an engineer.
Easy Lesson
Motivation: Review Pronouns, professions and article usage Information: Tell children that when you ask about a persons profession, you ask, What do you do? (What does he/she do?) and the answer is I am a (He/She is a) Children should copy this down. Practice: Practice speaking together. Ask children what they are. Invite them to answer with different professions. Make sure they use the correct article. Then review using family members: My mother is a cook. My father is an engineer. Application: Write several questions on the board. How are you? What do you do? Do you have a mother? What does she do? What does your father do? Children should copy down these questions. After they have copied them, they should start to write the answers. If they finish, children should read their answers. Homework: Finish answering questions. Materials: Pictures of professions
Medium Lesson
Motivation: Play matching pronouns game on board. Write all the pronouns in native language and English and have the children come to the board and match them. Information: Review pronouns with class. Translate. Go over the profession vocabulary. Review vowels and articles a and an. Review the verb to be. Practice: Write the following words on the board: Doctor, Engineer, Cook, Economist, Driver, Teacher, Arm, Face, Eye, Nose, Ear, Leg, Ball, Cat & Dog. Have the children come to the board and write if an a or an should come before the word. Application: Practice using pronouns, professions and the verb to be. Make pronoun and verb cards that are attached to strings and fit them around the childrens necks. If the child has I around his neck, he must use the correct form of the verb to be. Next, the teacher will show a picture of a profession. The child must first say what the profession is, then say if a or an goes before the word. He or she will then put the sentence together. I am a teacher Homework: Children should write down six sentences using different pronouns but the same profession. Materials: Pictures of professions. Cards with pronouns, different forms of the verb to be and cards with a and an. String to make necklaces.
Advanced Lesson
Motivation: Check homework. Go over greetings, alphabet, numbers, colors.

Information: Review professions, and review questions for asking about professions Do you have a brother? What does he do? He is a. Or the children can say, My brother is a Children copy both forms in their copybooks. Practice: Children should write what each of their family members does, using My is a Application: Discuss other professions. Ask children to think about what they want to be when they grow up. Translate and practice saying these words. Children should write them in their notebooks. Homework: Children draw a picture of the profession they want to be when they grow up. Tell them they can be whatever they want, dont worry if its not one of the ones weve learned. Tell them if they dont know what they want to do, to think of one they do not want to do. Materials: None
Class #14: Professions, the verb to work, prepositions and place names
Daily Sentence: My mother is a seller. She works in a bazaar.
Easy Lesson
Motivation: Review Professions. Ask children to tell you where these people work. Write a list on the board. Information: Translate the place names and practice with the children. Teach the verb to work with all pronouns. Introduce Where do you work? Where does he/she work? Translate, and practice. Teach responses: I work in a He/She works in a Children should write all of this down. Practice: Practice saying sentences using work places. Application: Teacher should give sentences in native language and children should practice translating them. Split the class into teams and give each team a chance to say the correct translation. Give one point for each correct translation. Homework: Write 3 sentence pairs. For example: My mother is a seller. She works in a bazaar. Materials: Profession pictures
Medium Lesson
Motivation: Review professions. Information: Teach the verb to work with all pronouns. Children should copy this down. Then write the sentences: A driver works in a car. A banker works in a bank. Etc. Children must guess what the places are. Practice: Show children different pictures and prompt them to say, She works in a bazaar, He works in a school. Copy place names. Application: Go around the class in a chain drill. One child says a profession; the next child says, A cook works in a kitchen. Then that child says another profession and the next child answers. Homework: Choose four professions and write where they work. Materials: Profession pictures
Advanced Lesson
Motivation: Look at homework pictures. Teacher can write different professions on the board. Information: Translate and speak about each of the professions. Ask children to talk about where these people work. Write and translate these words as well. If they didnt
do their homework, have a set of professions and places to talk about. Introduce the verb to work. Write the sentences: A farmer works on a farm. A banker works in a bank. Etc. Write a place for each profession. Practice: Children should write this information in their books, then write a sentence for the job they wanted. Some children may read sentences. I am a cook. I work in a kitchen. Application: If some of the children wrote what they didnt want to be, talk about the negative. A banker works in a bank. I do not like banks. A businessman works in an office. I do like offices. Write both of these on the board one under the other, then compare. Talk about the placement of the word not and what it means. Homework: Write 3 things you do not like. Remember to make them plural. Materials: Profession pictures
Class #15: Review

Daily Sentence: Lets review our new words. See Review Activities # 24, 28, 29, 55, and 65 in Appendix B for suggested activities. Label each member of an extended family in a picture with a,b,c, etc. Write the following questions on the board. Children should copy the sentences and fill in the correct family member. This is my _a_. (aunt) He is my _b_.(uncle) They are my _c_. (cousins) This is my ____d__ and my _e_. (grandmother, grandfather) They are my _f_.(grandparents) That man and woman are my _g . (parents) She is my _h_. (sister) She is my other __i_. (sister) I have one _j_. (brother) That is _k_! (me)
Match the following professions with native language translation: Doctor, banker, seller, farmer, cook, driver, worker, builder, teacher, pupil, engineer. Copy the sentences onto the board. Children should circle the correct answer. Correct answers are underlined. A doctor works in a (hospital/ bank). A seller works in a (kitchen/ bazaar). A driver works in a (car/ boat). A cook works in a (kitchen/school). A farmer works on a (farm/ school). Teachers work in (schools/ school). Doctors work in (hospitals/ kitchen). Pupils work in (banks/schools). Cooks work in (libraries/ kitchens). Bankers work in (bazaars/ banks).
Businessmen work in (offices/ hospitals).

Easy Lesson
1. 2. 3. 4. What number is this? (Call out a number and the children will write it) What letter is this? (Call out a letter and have the children write it) What is this? A ball or a doll? (Show either a ball or doll and write both words on the board. The children must write down what it is.) What part of the body is this? (Draw a body on the board; write down all of the words and then point to a body part. The children choose from the list to say which part of the body you are pointing at.) Draw this part of the body. (Call out a body part and the children will draw it.) What part of the body is this? (Draw a body on the board; write down all of the words and then point to a body part. The children choose from the list to say which part of the body you are pointing at.) Draw this part of the body. (Call out a body part and the children will draw it.) Which animal is this? (Draw several animals on the board and write their names on the board as well. Point to one of the animals on the board and the children will write its name.) Draw this animal. (Call out an animal and the children will draw it.) Which family member is this? (Draw a family on the board with all of the family names also written (not in the same order) and point to a member of the family. The children will write down the family members name.)
5. 6.
7. 8.
9. 10.
Medium Lesson
1-7. Teacher should draw pictures on the board and give a/b/c multiple-choice answers for the answer: (Picture of a cat) a. horse b. dog c. cat Draw the following and make multiple-choice answers for: 1. cat 2. dog 3. eyes 4. leg 5. hand 6. hen 7. cow 8-10. Dictate the following letters to children. They should write down the letter you say. M, A, L 11-13. hoose 3 professions (teacher, engineer, driver). Show the teacher to the children C and say This is a banker Children should write no or yes on their paper. (Show engineer) This is an engineer. (Show driver) this is a pupil.
Advanced Lesson
1-5. Translate the following: seller, my mother, horse, eye, leg, uncle 6. Write out the forms of the to be verb Your sister is a teacher. She works in a (bazaar/school). His mother is a (cook/banker). She works in a kitchen. My father (is/are) a businessman. 7-10. My brother is a (pupil/engineer). He works in an office.

Class #17: Halloween

Please see Appendix C for suggested holiday activities

Semester 2
Class #1: Review Extended Family, verb to be
Daily Sentence: Your family lives in Uzbekistan. My family lives in Europe.
Easy Lesson
Motivation: Greet children, talk about test. Information: Quickly review all vocabulary and verbs with children. Practice: Play Around the World with all vocabulary. Application: Practice complete dialogues using all previous vocabulary words, with the teacher and each other Homework: none Materials: Word cards and pictures
Medium Lesson
Motivation: Hand back childrens tests; ask if they had a good break. Information: Review extended family names, looking at family tree to discuss relationships. Make sure to remind children to make complete sentences. Write the sentence forms: There is, There are, He has, I have. Discuss plurals briefly and article use. Practice: Children will play family Tic-Tac-Toe. Write vocabulary words in the squares of the Tic-Tac-Toe board. Children must divide into teams and make sentences with the word to put their mark in the square. Application: Spelling Bee. Children stand in line, and one by one, must spell the word the teacher says. If they spell correctly, they go to the end of the line. If they spell incorrectly, they must sit down. Continue until one child is left. Homework: Answer the questions: Who is in your family? How many mothers do you have? How many sisters do you have? Give children enough time to write the questions in their books. Materials: Family Tree picture
Advanced Lesson
Motivation: Review days of the week. Use large pieces of paper with the days written on them. Give one each to 7 students and they must put themselves in order. Try with different groups of students. Review alphabet, colors and numbers. Information: Review all verbs and conjugate. Practice: Give students a long list of words and tell them to put words in categories noun or verb or adjective. Application: Play hangman using family words, and all words that the children have learned so far. Give categories. Homework: None Materials: Pieces of paper with days of the week written on them
0
Class #2: Review Professions, Prepositions, Nouns and the verb to work
Daily Sentence: Today we will speak about where people work every day.
Easy Lesson
Motivation: Do timed alphabet test: Give the children 2 minutes too write the alphabet. See who can finish. If this is too easy, have children do a timed test with family words. Information: Review verb to work, to be and the preposition in. Practice: Write sentences on the board- using extended family words and professions. Children should change the family words to pronouns. Application: Play game. One team calls out a word, and the other team has to make a sentence with it. See who can get the most points for correct sentences. Homework: Children should review body parts at home Materials: None
Medium Lesson
Motivation: Do timed alphabet test: Give the children 2 minutes too write the alphabet. See who can finish. If this is too easy, have children do a timed test with family words. Information/ Practice: Ask children to tell you what their mother/father does. Remind children of the two forms: My mother is a My mother works at a Several children should answer this question. Review the question words Where? and What? Remind children that in English we say What is your mother? or What does your mother do? Application: Write the following questions on the board. What does your father do? What is your mother? Do you have an uncle? What does he do? Children should answer the questions in their notebooks. They may work together to find the answers, but remind them that their answers should not be the same because they are only talking about their own families. Check work. Some children should read their answers out loud. Homework: Children should look back in their notebooks and review body parts. Materials: Profession pictures
Advanced Lesson
Motivation: Greet children. Have several How are you? dialogues. Information: Teach children some additional vocabulary for workplaces and professions. Ask children to list more professions and work places. Write them on the board and translate. Practice: Children should copy these and practice making sentences. Application: Give children 10-12 sentences with missing words. Children should copy down sentences and fill in the missing word. Use sentences such as A hairdresser works in a(salon) Sentences vary depending on which new professions are taught. Homework: Children should review body parts for the next class. Materials: None

Class #3: Physical Appearance, Review Body Parts, the verbs to be and to have
Daily Sentence: I once saw a tall, beautiful, yellow giraffe at the zoo.
Easy Lesson
Motivation: Sing Head, Shoulders, Knees and Toes. Have a student lead the song. Review colors. Information: Draw a person on the board and label body parts. Children should know these well. Use This is Remind children that if there is one of something we say the word a/an, and if there is more than one we do not, but we add s. Talk about the question Where is the? and What is this? Remind them that the answers are formed from the questions. Write this clearly on the board and children should copy in copybooks. Quickly review colors again, and encourage children to say sentences like This is brown hair. This is a red mouth. Tell children that when we use adjectives, they go in front of the noun. Practice: Erase the labels, and children should take turns writing the label with a color adjective if possible on the board next to the appropriate picture. Application: Do the Hokey Pokey song Homework: Children should pick 4 body parts, and write sentences, using colors. Materials: Hokey pokey Song poster
Medium Lesson
Motivation: Sing Head, Shoulders, Knees and Toes Information: Quickly review body parts. Show some pictures that represent adjectives such as beautiful, ugly, fat, thin, tall, short, big, small, and review colors. Children should write all of these new words in their books. Review I am I am not Practice: Practice recognizing these words in written form and in pictures. Write the words on the board with no translation, and either point to a word or show the picture. Either way, they should say the adjective. Try writing the words in native language on the board and ask them to translate as well. Application: Tell the children to draw an animal in their notebooks. After they have finished, the children should write what the animal is, and what the animal isnt. Example: The cat is fat. The cat is not thin. The cat is not ugly etc. Homework: Practice the new words at home, and learn the spelling. Materials: pictures of adjectives
Advanced Lesson
Motivation: Quickly review body parts. Information: Show some pictures that represent adjectives such as beautiful, ugly, fat, thin, tall, short, big, small, and review colors. Children should write all of these new words in their books. Review I am I am not and review the to be verb in negative and positive with all pronouns. Practice: Teacher should drill students with new words. Give a sentence in native language; see if the children can translate. Application: Children should write 4 sentences about themselves- 3 true and one false. 1 child should read them and other students decide which is the false sentence. Homework: learn the spelling of the new words for the next class. Materials: pictures of adjectives

Class #4: Physical Appearance Adjectives and the verb to be and to have
Daily Sentence: I am tall, big and happy, how are you today?
Easy Lesson
Motivation: Review greetings, colors, numbers and days of the week Information: Go over vocabulary: big, small, short, tall, happy, sad, good, bad. Practice: Teach poem: I am big, I am small, I am short, I am tall. I am happy, I am sad, I am good, I am bad. Application: Draw pictures of all the descriptive words. Homework: Write 3 descriptive sentences about self. Materials: None
Medium Lesson
Motivation: Orally review the verbs to be and to have. Information: Write two sentences- I have brown hair. and I am short. on the board. Ask students to translate and ask what the difference is. Explain that we use the same kind of describing sentences that they do in their language. When they are describing one part of their body, they say, I have (adjective) (noun) But when they are describing themselves, they should use I am (adjective) Practice: Go around the room, and each child should say a sentence, 1 child using I am and the next using I have Application: Students should trace their hands onto a piece of paper. In each finger they should write a sentence about themselves. Some children may read their sentences. Homework: Students should draw pictures of themselves. They should also prepare for quick spelling test next class on adjectives. Materials: None
Advanced Lesson
Motivation: Sing The Hokey Pokey Song (see Appendix E) You put your (left foot) in, You put your (left foot) out, You put your (left foot) in, And you shake it all about You do the Hokey Pokey And you turn yourself around, Thats what its all about. Information: Show Picture of teacher- drawn. Teacher tells children about herself. Stress the form I have brown hair. I am tall. I have 2 legs. I have brown eyes. Practice: Students should practice this format. Give them several choices and they must choose whether to write I am or I have Write different adjectives on the board and translate them. Application: Children write 5 sentences describing themselves. Homework: Write 3 sentences with I have and 3 sentences with I am Materials: Hokey Pokey Poster, Picture of teacher

Class #5: Physical Appearance, Describe Self

Daily Sentence: My nose is small and my feet are big. What is my hair like?
Easy Lesson
Motivation: Go over poem Im big, Im small and Head, Shoulders, Knees and Toes Information: Go over words from descriptive poem, and then describe parts of the body. Practice: Describe teachers body parts. Have the children describe themselves. Use pronouns and the verb to be to describe self and others. Application: Children should write 5 sentences about themselves. Homework: Children should draw a picture of themselves to go with their sentences. Materials: None
Medium Lesson
Motivation: Let students share their pictures. If they have not done them at this point, they should do them now. Information: Review when to use I have or I am Tell children you are going to collect their pictures and make a poster to put up in class. Practice: Have a spelling test: Divide the children into 2 teams. 1 child from each team comes to the board and spells an adjective. See which team spells the most words correctly. Application: If time remains, review family words. Homework: Materials: None Note: Teacher should make a poster with all of the childrens drawings to put in the class.
Advanced Lesson
Motivation: Greet children, ask them what day of the week it is, and how they are today. Sing Days of the Week Song. (See Appendix --) Information: Add to descriptive words. Add words such as straight, curly, long, short (for hair), round, oval (for face), strong, good, bad, and smart. Practice: Drill with words- play a quick game of Around the World with adjectives. Application: Children should write a description of themselves, and practice reading it. Homework: Think of descriptive words. Write 3 down in native language that the class hasnt learned yet. Materials: None
Class #6: Describe Family Members or Pets with possessive adjective my

Daily Sentence: I have a great pet dog. It is big, happy and good. My friend has a cat. It is small, happy and bad.
Easy Lesson
Motivation: Go over poem Im big, Im small
Information: Go over words from descriptive poem, review animals. Practice: Show the class pictures of different animals. Make sure the children know what the names of the animals are first, and then ask the students to describe them. Use animal names and use the pronoun it. Use pronouns and the verbs to be and to have to describe self and others. Application: Write 4 sentences. 2 each describing two different animals. Materials: None
Medium Lesson
Motivation: Review adjectives, family members, animals, pronouns and the verbs to be and to have. Information: Teach a few new adjectives, including those appropriate for animals: furry, soft and friendly. Review colors and numbers. Practice: Practice saying and spelling these new adjectives. Play spelling game on board. Write words with letters missing. Children must fill in blank spaces. Application: Describe a family member or pet. Remind children that they can describe things like ears and how many legs for animals and people. Homework: Pick an animal, and describe it. Materials: None
Advanced Lesson
Motivation: Review adjectives, family members, animals, pronouns and the verbs to be and to have. Information: Teach a few new adjectives, including those appropriate for animals: furry, soft, friendly, (colors, number of legs) Practice: Show several pictures of people and animals. Ask the children for yes/no answers. Is he tall? Is it furry? Application: Children describe a family member or animal. First draw a picture, then write 5-6 sentences describing the person or animal. Children should only use pronouns in the form It is She has Children will then practice reading descriptions. Other children must guess if description is of an animal or person. Homework: Pick one person or animal from home and describe him or her. Materials: Pictures of animals and people
Class #7: Describe each other, use possessive adjectives

Daily Sentence: I have black hair and brown eyes. I am not tall.
Easy Lesson
Motivation: Teacher describes herself orally. Information: Tell students that today they will describe each other. One child will come to the front of the room, and the teacher will describe him or her. Do this several times and then let children come up and describe each other. Practice: Go around the room, each child should say one sentence describing the next child. Encourage them to use different kinds of descriptions. Application: Write 5-8 mixed up sentences on the board. They may work in pairs to write the sentences in proper word order. Example: He /tall /and /is /has /hair /brown. = He is tall and has brown hair. Homework: Bring in a picture (from a book or magazine) of a person or animal for the next class.

Materials: None
Medium Lesson
Motivation: Teacher describes herself orally. Information: Review pronouns, and then use an object to demonstrate possessive adjectives. It is your ball. It is my ball. It is his ball, our ball, etc. Talk about 2 ways to describe something. Your eyes are green. You have green eyes. Translate, and make sure children understand the difference. Write all possessive adjectives on the board next to the correct pronouns. For example I, my you, your Practice: Children should write this info in their notebooks. Application: Write several different sentences like this on the board. Write the form with to have in one column and the form with to be in the other. Let children match them with each other. Homework: Have children copy the possessive adjectives and the pronouns 2 times. Bring in a picture from a book or magazine of a person or animal for the next class. Materials: None
Advanced Lesson
Motivation: Teacher gives a riddle. I am not tall, I am a girl. I have long black hair. I have brown eyes. I am a pupil. Who am I? Children must guess which pupil teacher is speaking about. They must answer: Are you (name)? Information: Tell children that they will describe each other today, but first they are going to practice listening. Give 1-2 more riddles, and then ask several children to come up and give a description riddle as well. Teach possessive adjectives. Talk about 2 ways to describe something. Your eyes are green. You have green eyes. Translate, and make sure children understand the difference. Write all possessive adjectives on the board next to the correct pronouns. For example I, my, you, your Children should write these adjectives and examples in their copybooks. They should try to use these possessive adjectives in their riddles. For example: His hair is black. Practice: Pair up children and let them write descriptions of each other. Encourage them to write some sentences that are not true, and tell the class that they must pay close attention so that they can point out a false description. Application: Children will come to the front of the room in pairs to describe each other. Other children pay attention to catch false sentences. Homework: Bring in a picture from a book or magazine of a person or animal for the next class. Materials: None
Class #8: Describe Pictures

Daily Sentence: I see a picture of a cat and a girl. They are happy.
Easy Lesson
Motivation: Collect pictures from students. If they have forgotten, take out pictures that you have collected. Information: Review descriptive words, and remind the children that they can use colors, numbers and profession words to describe their pictures. Give an example of a complete (4-5 sentence) description of one of the pictures. Write it on the board so students can read as well as hear. Add the adjectives straight, curly, round, short, long, round, oval (to describe face shape), strong, good, bad, smart. Practice: Hand out 2-3 pictures to each child (use teachers collected pictures as well, or work in groups if there are not enough pictures) and let them write a description of each.
Application: Children should show their pictures and read their descriptions. Homework: Review words; pay careful attention to spelling, because there will be a test soon. Materials: Pictures from books or magazines, enough so that each child look at 2-3.
Medium Lesson
Motivation: Collect pictures from students. If they have forgotten, take out pictures that you have collected. Information: Together, write a list of adjectives on the board. Let children lead a short discussion of what an adjective is. Let children write the words on the board, and check for spelling. Practice: Hand out pictures, 2-3 to each student or pair of students, and let them write descriptive sentences (5-6) for each picture. Tell them to be as creative as they want, perhaps name their person or animal picture, decide what job they do, etc. Application: Children should share these descriptions in class. Homework: Review words; pay careful attention to spelling, because there will be a test soon. Materials: Pictures from books or magazines, enough so that each child look at 2-3.
Advanced Lesson
Motivation: Collect pictures from students. If they have forgotten, take out pictures that you have collected. Information: Quickly review adjectives, colors, pronouns, and verbs. Teach adjectives: old, young. Practice: Children are given 2-3 pictures. They should describe the people and write about their family, job, etc. Children should write these and then present them. Encourage them to make up a whole story about their pictures, using the to work and to live verbs. Application: collect descriptions and pictures. Choose 3-4 of the best, and tape the pictures to he board. Then read the descriptions and the children must guess which picture you are describing. Homework: Review words; pay careful attention to spelling, because there will be a test soon. Materials: Pictures from books or magazines, enough so that each child look at 2-3.
Class #9: Review

Daily Sentence: You are learning a lot of English. I am proud of you! See review Activities # 21, 29, 33, 46, 56, in Appendix B for activity ideas. Give spelling test for adjectives. Copy sentences onto the board. Children should translate the words in parentheses into English. She has _____hair (long) They are ______. (tall) The boy has_______ hair. (black) We have _______eyes. (blue) I am _______. (fat)
To Be
You are ________. (thin) The dog is ______. (white) There is a _______ cat. (small) He is a _______ man. (short) She is a ______ girl. (big)
Pronouns- match to local language equivalent. (It/ She) is a girl. (We/ I) are happy. (He/She) is a boy. (They/ You) are doctors. (I/ It) am fine. I (am/ are) your friend. You (are/ am) my sister. He (is/are) okay today. She (is/am) 9 years old. It (is/are) a book. We (are/am) brothers. They (is/are) tall boys.
Possessive Adjectives- translate into English (our) book (your) pencil (My) mother (His) notebook (Her) chair Please give him (he) pen. She has (she) doll. We have (we) ball. Take (your) seats, children. (Their) mother is here for them

Easy Lesson
1. 2. 3. 4. 5. 6. 7. I (am/have)black hair. She(has/is) beautiful. He(has/is)a boy. This (is/an) a tall girl. You(has/are) smart. We (are/have) tall. They (are/have) a mother.
8. 9.
That is (a/an) orange ball. He/tall/is.
Unscramble the sentences. 10. We/black/have/eyes.
Medium Lesson
1. 2. 3. 4. 5. 6. 7. 8. 9. I (am/have) black hair. She (has/is) beautiful. He (has/is)a boy. She (is/is not) a boy. The dog is (furry/tall). You (has/are) smart. We (are/have) tall. They (are/have) a mother. Alyona (is/are not) a pupil.
10. The cat is (blue/soft).
Advanced Lesson
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. I (am/have)black hair. You(has/are) smart. She(has/is) beautiful. We (are/have)tall. He(has/is)a boy. They (are/have) a mother. The father is (strong/ arm). We have(brown/orange)eyes. This is (an/a) friendly cat. I (have/am) a smart pupil.
Class #11-13: Builtin Catch up days

These days may have been used already, but if not, please use them to review a topic that the children are having trouble with. You can also try a lesson from a different difficulty level to reinforce the topic on these days.
Class #14, 15, 16: Holiday Activities (Christmas and New Year)
Please see Appendix C for suggested Christmas and New Years Activities

Semester 3
Class #1: Review Physical Appearance
Daily Sentence: We will talk about how people look today. See Review Activities #1,2,3,6,20, 31, 35, 41, 48, 52, 53, 58, 60 in Appendix B for activity suggestions.
Class #2: Review Possessive Adjectives

Daily Sentence: I want to give you my book. It is a good book. See Review Activities #1,2,3,6,20, 31, 35, 41, 48, 52, 53, 58, 60 in Appendix B for activity suggestions. Change the underlined noun or pronoun to a possessive adjective 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. That is Dilafruzs book. (her) You have a book. It is______book. (your) Timurs hair is brown. (his) I have 3 pencils. They are_______ pencils.(my) Those cats are Anns, James and Bills cats.(their) You and I have a house. It is ______house.(our) The dog has a ball. It is ________ball. (it) What is the boys name?(his) I have a mother. Where is ____mother? (my) We will go to the circus. We will go in ______car.(our)
Class #3 Groundhogs Day

Daily Sentence: Happy Groundhogs Day! Did the groundhog see his shadow? See Appendix C for suggested activities for todays holiday
Class #4: St. Valentines Day

Daily Sentence: Happy Valentines Day. Will you be my valentine? See Appendix C for suggested activities for todays holiday
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Class #5: Valentines Day

Daily Sentence: Lets learn some more about St. Valentines Day today. See Appendix C for suggested activities for todays holiday
Optional lesson for advanced pupils only:

Motivation: Children should review with teacher traditions and customs for Valentines Day. Information: Write 2 sentences on the board. Be mine. and Be my valentine. Have children read them out loud. Ask what the similarities and differences are. Discuss the use of my and mine. Tell them that mine is used alone to talk about something that belongs to you, and my is used with a noun after it. Teach the other forms of this using other pronouns. My-Mine, Your-Yours, His-His, Her-Hers, Our-Ours, Their-Theirs. Children should copy these. Practice: Write sentences. The candy is mine. It is my candy. This is my mother. She is mine. That is my book. The book is mine. Sit in my chair. Sit in mine. Children should read these and copy them in their notebooks. Application: Write several sentences on the board. Children should copy them in their notebooks and decide which word- mine or my that they should use. Here is ____ mother. The dog is _______. That is ____ pen. That pencil is _____. Then ask children to write their own sentences, using the possessive adjective form. Then they will write them on the board, and change them together. Homework: Write 2 sentences with my or mine, and practice saying them, so you can read them in class. Materials: None
Class #6: Hobbies Vocabulary Overview

Daily Sentence: At home I like to read, write and play games.
Easy Lesson
Motivation: Ask children if they have hobbies. Write a list of hobbies on the board. Information: Translate the list, and include: to read, to write, to play, to sing, and to watch television, to swim, to dance, to sleep and to run. Practice: After students have written the words and an accompanying picture in the books, act out the hobbies to see if the students can guess what sport you are doing. Draw the different kinds of things on the board that the hobbies include. Have the students try to remember which thing goes with each hobby. Application: Study the vocabulary for H.W. Materials: None
Medium Lesson
Motivation: Ask children what they like to do for fun. Answers vary. Information: Explain that we are starting a new theme and children will learn about different hobbies. Today we will talk about vocabulary words- because we are going to start speaking more in class. Introduce the words: hobby- hobbies, to read, to write, to play, to collect, to watch, and to listen.

Practice: Tell children that these words are actions, and ask them if they can tell us what you read, what you write, etc. Write a list and translate. Children should write this vocabulary down. Application: Play a game: match nouns to new hobby verbs on the board. If time remains, use Alphabet folder. Materials: Alphabet folder
Advanced Lesson
Motivation: make a list (in native language) of hobbies that the children have. Information: translate these words on the board. Children should copy down the words. Practice: have children read the list of words, once with you, then on their own. Children should close their eyes as you erase one of the words. Children should try to saw the list of words, and remember the word you erased. Repeat, until they can say the list of words from memory. Application: Play hangman with these new words. If you include other words, tell children what topic the word is from. Homework: Using the verb to like, write 5 hobbies that you like. Use more than 1 pronoun. Materials: None
Class #7: Hobbies with I like to, I enjoy

Daily Sentence: I like to play golf and I enjoy books. I do not like boxing or dancing.
Easy Lesson
Motivation: Review Hobbies vocabulary from previous day. Information: Write down the sentence I like to play. Teach the verb to like, and conjugate with pronouns together. Children should write this in their copybooks. Write the sentences I enjoy books. I like books. Translate and conjugate with different pronouns. Teach that if you write about an action you like, you must put the word to in the sentence. If you like a thing, you may use I like or I enjoy. Show several more examples with verbs. Show several sentences with I enjoy (sports, books, flowers, animals, music). Practice: Remove the words like to and enjoy from the sentences on the board. Ask children which word they think goes in the spaces. Children should practice reading the sentences. Application: Toss a ball around the room, and ask the child who catches it to say a sentence with I like to, I enjoy or I like. Homework: Write 2 sentences for each beginning: I like to I enjoy and I like Materials: Ball
Medium Lesson
Motivation: Short dialogue written on the board 1.What do you like to do? 2. I like to play and I enjoy sports 1. Oh, me too! I also like to watch television. Children should read the dialogue together. Information: Ask children how much they understood. Tell them that we often ask: What do you like to do? The answer usually starts with I like to or I enjoy. Explain that if you are talking about the name of a sport or a thing a sport or for example, books, we say the word after I like or I enjoy. If you are talking about an action- for example, to watch, we say, I like to Practice: Children should write this info down. Write on the board (you may write more verbs during the exercise):
I You He She We They Children should practice reading sentences from these words. enjoy enjoys like likes
to play to read books dogs cats to sing
Application: Make a word web in their notebooks. A word web is made by writing one general word in the center of a page or board. Then write more words around the main word, which describe or explain it. Draw a line to connect the main word with each other word. For example, words connected to the central words I like may include books, cats, dogs, friends, etc. Explain on the board, and have children do their own word webs in their books. Have at least 4 lines connecting words to the central I like or I enjoy. Homework: From word web, make sentences. Materials: None
Advanced Lesson
Motivation: With pictures of the different sports and hobbies, play a game with the children. See which children can identify the hobby the quickest. Information: We often ask: What do you like to do? The answer usually starts with I like to or I enjoy Explain that if you are talking about the name of a thing for example, books, we say the word after I like or I enjoy. I like books. If you are talking about an action- for example, to watch, we say I like to watch Practice: Go over the new verbs and have the students conjugate them in their copybooks. Practice saying pronouns and having the students saying the correct form of the verb. Start putting together sentences using these verbs and the new vocabulary. Application: Have the children write four sentences. 2 using the verb to like and 2 using the verb to enjoy. All four should use new vocabulary. Materials: Pictures of hobbies
Class #8: Hobbies Vocabulary in Gerund

Daily Sentence: Reading, swimming, writing and playing baseball are some of my favorite activities.
Easy Lesson
Motivation: With pictures of the different hobbies, play a game with the students. See who can identify the hobby the quickest. Information: Review hobbies vocabulary, the verbs to like and to enjoy and introduce the gerund form of the verbs. Use the verbs to like and to enjoy using the new form. Show the students the spelling change when you switch to the gerund form. I like playing. I enjoy watching TV. Practice: Show the children how to put verbs into the gerund and have them try to write the rest of the verbs in this form. Application: Children should write 4 sentences. Two using the verb to like and two using the verb to enjoy, and all four should use the gerund form of the verbs. Homework: Give the children 4 more verbs, jump sing, walk, and eat. They should write sentences in this form for each verb. Materials: Pictures of hobbies

Medium Lesson
Motivation: Check homework. Information: Explain that there are different ways of saying the same thing in English just like there are in their native language. For example, in English, we can say I like to play, and also I like playing. We do this for action words only. Look at the two sentences and see what the similarities and differences are. Show another. I like to read. I like reading. Practice: Tell children that when we talk about hobbies we also use this form, and they should orally practice saying what they like. At first teacher will say the sentence in one form, and the student will say it the other form. A third child may translate. Example: I like to play, I like playing, translation. Children should copy all information in their notebooks. Make sure that symbols such as equals sign are used so children know the sentences mean the same thing. Children may write a native language explanation in their books. Application: Children should draw themselves doing a hobby, and then write the sentences both ways underneath. Homework: Finish this drawing. Materials: None
Advanced Lesson
Motivation: Ask children to come to the board and write several sentences about what they like. Information: Tell children that there is a different way of saying this in English. Teach, I like to read. and I like reading have the same meaning. We simply take out the word to and put an -ing on the end of the verb. Write several examples of this on the board. Children copy the new information. I enjoy reading. is also correct. The word enjoy can be used the same was as like in the gerund form. Practice: Ask children to change the sentences on the board to the gerund form. The class should do this together. Application: Write 20-30 vocabulary words on the board, including some pronouns, verbs and nouns. Quickly check to make sure they understand all of the words. Ask children to make as many sentences as they can with these words. You may use the following words or write your own. Play, walk, run, I, he, they, to, books, she, collect, eat, hamburgers, like, enjoy, watch, films, stamps, likes, sing, dance, write, (-ing ending). See who can write the most sentences. Homework: Use last nights homework, and change sentences to the gerund form. Materials: None
Class #9: Sports Vocabulary Overview

Daily Sentence: In America I like to play soccer, American football and hockey.
Easy Lesson
Motivation: Check homework. Look at pictures of different sports. Information: Introduce vocabulary: baseball, American football, soccer, hockey, basketball, bowling, tennis, boxing, and golf, swimming. Practice: After children have written the words and an accompanying picture in the books, act out the sports to see if the children can guess what sport you are playing. Let them act out sports as well. Draw the different kinds of equipment on the board that the sports use. Children should try to remember which game goes with each sport. Application: Learn words for next class.
Materials: Pictures of Sports
Medium Lesson
Motivation: Talk about sports. Ask children what sports they know and write them in native language on the board. Information: Make a list of sports, and translate for children. Stress pronunciation. Go around room and ask children to pronounce words. Then ask them what they must do when they play the sports. Generate run, jump, throw, hit, kick. Ball is an important word for this lesson. Practice: Children should write all words in their notebooks. Application: Play miming game with verbs. Children should guess the verb and the sport. Homework: Learn words for next class. Materials: None
Advanced Lesson
Motivation: Ask children which sports they enjoy. Information: Teach the English words for the sports, paying careful attention to pronunciation: baseball, American football, soccer, hockey, basketball, bowling, tennis, boxing, and golf, and swimming. Teach several verbs that are involved with these sports: to run, to jump, to throw, to hit, to kick. Orally conjugate them. Practice: Play word shape game- using boxes to indicate the shape of the letters in a word.Tall boxes for tall letters(l,k,t), low boxes for low letters (j,q,g) and square boxes for short letters (s,a,o,u).Children must guess the word. Application: Play miming game with the new words. Run, jump, throw, hit, and kick may be included. Homework: Learn words for next class. Materials: None
Class #10: Sports I like to I enjoy

Daily Sentence: I don t like to play sports, but I do like to watch them.
Easy Lesson
Motivation: Review new sports vocabulary. Information: Review the verb to like. Write the sentences I like to play volleyball. He likes to play basketball. on the board. Ask children to point out the verbs. Tell them that when they are using 2 verbs next to each other, only the first one gets an s if the pronoun is he, she or it, and the word to goes in between the words. Children should write this down 2-3 examples of this, and underline the word to when they do. Again, enjoy is only to be used for nouns in this case. Practice: Practice this form orally. Go around the room, and each child should say one sentence with I like to play and one with I enjoy Application: Play Tic-Tac-Toe, using pronouns in each square. Split the class into 2 teams. Each team may choose a word from the Tic-Tac-Toe board, and they must say a correct sentence with that word. Homework: Children should write 5 sentences with I like to play. and the new sports words. Materials: None

Medium Lesson
Motivation: Tell children I like football. What do you like? Children should use the form I like to play talk about the sports they like. Information: Remind children of the sports words they learned in the last class. Then remind them of the sentence structure for I like, and I like to play. Discuss the difference. Introduce the negative structure. I do not like I do not like to play. Practice: Children should orally practice this structure and then write all the sentences and structures in their notebooks. Application: Play charades: One child must act out a word or phrase so that the other children can guess it. Usually, in the beginning of the childs turn, he will use his fingers to tell the others how many words are in the sentence or phrase, and also indicate which word he is acting out. Remind students of the other pronouns, and then tell them that you will act out a sentence. Each team will get a chance to guess the sentence. Sentences should include like and play. Then have children try it. Homework: Write 5 sentences with I like to play or I enjoy Materials: None
Advanced Lesson
Motivation: Review sports vocabulary by miming the sports. Information: Review the verb to like. Write the sentence I like to play volleyball. on the board. Ask children to point out the verbs. Teach the rule that when 2 verbs are in the same sentence next to each other, the first verb will be conjugated and the second verb will be in the infinitive form. Teach the negative form of this: I do not like to play/ She does not like to play. Students should write all the conjugations of the negative form in their notebooks. Review the form I enjoy, and teach the negative I dont enjoy Practice: Practice a chain drill. One student says, I like to play baseball. The next says, I dont like to play baseball. I enjoy basketball. Etc. Application: Students should write 3 sentences with to like to play, and 3 sentences with do not/ doesnt like to play Practice reading the sentences in class. Homework: Write 3 sentences with I like to play or I enjoyAnd 3 sentences 1 dont like to play I dont enjoy Materials: None
Class #11: Sports and gerund I likeing and I enjoy.ing

Daily Sentence: I like walking and dancing and singing songs. Do you?
Easy Lesson
Motivation: Review colors, numbers, days of the week, and greetings. Information: Students guess the sport that the teacher mimes. Review the gerund form, and teach the forms I like playing and I enjoy playing Practice: Practice writing sentences on the board, using this format. Application: Play translation game. Throw a ball to a student and say a sentence in one language. The student must translate the word and toss the ball back. Homework: Students should draw 3 sports they like and write I like (or enjoy) playing for each. Materials: ball
Medium Lesson
Motivation: Review sports words, paying special attention to pronunciation.
Information: Remind children of a form of I like to, and I like ing. Explain that the word enjoy is used in the same way as like, but it is usually used with the gerund form I enjoying. You can say I enjoy playing basketball or I like to play basketball. Show several examples of this and practice the word. Practice: Children should write this new information in their notebooks, and practice writing sentences themselves. After 5 minutes, ask them to share. You can also provide a sentence in one form and ask the children to change it to the other form. Application: Children should make word webs again, using I enjoy as the middle word. Children write different things they enjoy around the middle word, and connect them to it with lines. Homework: Prepare for a small spelling test at the beginning of next class. Materials: None
Advanced Lesson
Motivation: Write 2 sentences on the board: I like playing football. He enjoys watching television. Ask children to read together and translate. Information: Review sports words and the gerund form of to play. Introduce the negative form of this structure. I dont like playing/ He doesnt like playing, I dont enjoy playing, She doesnt enjoy playing. Children should copy down this form. Practice: Teacher says a sentence, I enjoy playing hockey. A student replies, I dont enjoy playing hockey. A third student translates both of the sentences. Repeat. Application: Dialogues. Children work in pairs to make short dialogues. Include greetings, profession questions and ask about hobbies. Write one example on the board. Several children may do their dialogue in front of the class. Teacher should make sure that the dialogue uses correct speech. Homework: Memorize dialogue. Materials: None
Class #12: Interests vocabulary and verbs

Daily Sentence: I am interested in many things. I am very interested in English.
Easy Lesson
Motivation: Check homework. Information: Teach the form I am interested in Teach vocabulary: sports, America, animals, toys, playing games, learning English, films (movies) Ask children what they are interested in Practice: Go around the room, ask children to say one sentence about what they are interested in. Application: Children should draw a picture of their favorite thing. The teacher can collect them and make a large poster entitled Our Favorite Things. Children may label their drawings. Homework: Finish picture at home. Color and make it look nice. Materials: None
Medium Lesson
Motivation: Spelling test. Review days of the week. Information: Tell children that we are finishing up our unit on what we like, and today we are going to talk about other things we like. When we like to do something we say the name of the action after I like or I enjoy. If we like a thing, we say I like ____s. If it is,

for example, a dog, we say I like dogs. I like tomatoes. This is because we dont just like 1 of them, we like them in general. Practice: Do this with several examples. dog, cat, tree, car, play, run, television, my friends, my mother, my brother. After several examples, children should write this down in their books. Application/Homework: For homework, write about 5 things you like. Remember that if it is a thing in general, use s at the end. Materials: None
Advanced Lesson
Motivation: Ask children to make a list of things that they are interested in. Information: Teach the form I am interested in Translate the list, and teach vocabulary: sports, America, animals, toys, playing games, learning English, films (movies) Ask children what they are interested in. Practice: Play charades using interests vocabulary: One child must act out a word or phrase so that the other children can guess it. Usually, in the beginning of the childs turn, he will use his fingers to tell the others how many words are in the sentence or phrase, and also indicates which word he is acting out. Application: Toss ball back and forth with students, and play translation game. Teacher says a word or phrase in 1 language and child translates. Homework: For homework, write about 5 things you like. Remember that if it is a thing in general, use -s at the end. Materials: None
Class #13: Interests, I like or I enjoy

Daily Sentence: When I go to the movies, I always enjoy the film.
Easy Lesson
Motivation: Review greeting, pronouns, days of the week, numbers to 30 and colors. Information: Teach negative form of to like and to enjoy. Children should write all pronouns in their copybooks. Review hobbies, interests and sports vocabulary. Write all vocabulary on the board. Teach the question form. Do you like? Do you enjoy? Write all forms of the question on the board and let children copy. Practice: Practice asking each other questions. Chain drill: the first child says, Do you likes animals? Second child says, I dont like animals, I like America Repeat with all children. Application: Write vocabulary words on the board, but leave out several letters. Children should figure out what the missing letters are. Complete words on the board together. Homework: Write 2 sentences with I like.. and 2 with I dont like. Materials: None
Medium Lesson
Motivation: Several children should share their homework. Review numbers to 30 Information: Review pronouns and the verb to like in with each. Ask children to find list of pronouns in their copybooks. Then ask children to say sentences with to like. Make a long list. Write example sentences I like I do not like I enjoy and I do not enjoy on the board. Do you like? Do you enjoy?Write all forms of the question on the board and let children copy. Practice: Children should copy list of words in their copybooks. Then on the board, practice asking questions.
Application: Remove some letters from the list of English words on the board and ask children to: 1. Put in the missing letters, and 2. Write a sentence with I enjoy + the gerund or I like. If they do not like this thing, children should say, I do not like or I do not enjoy Homework: Write 3 sentences about things you dont like, and draw pictures of yourself doing them anyway. Materials: None
Advanced Lesson
Motivation: Review days of the week, colors and numbers to 30. Review the form I am interested in, as well as I like and I enjoy. Review topics that children are interested in: sports, America, animals, toys, playing games, learning English, films (movies) Information: Teach verbs that accompany interests vocabulary: playing sports, learning about America, playing with animals, collecting toys, playing games, learning English, watching movies/films, going to the moviesTeach the question form: Do you like? Do you enjoy? Write all forms of the question on the board and let children copy. Practice: Children should make 3 questions for these interests. They should use different pronouns, and practice asking each other questions. Application: Spelling: Teacher and children should spell words together, then play a game of spelling baseball. (See Appendix B for explanation of this game.) Homework: Write 3 sentences about things you dont like, and draw pictures of yourself doing them anyway. Write 1 dont like. I dont enjoy Materials: None
Class #14: Interests with gerund I enjoy/ likeing review pronouns

Daily Sentence: I enjoy going to the park. I like to sit and watch the birds.
Easy Lesson
Motivation: Children should read their homework sentences. Information: Review the gerund forms of to like and to enjoy. Make several sentences for the children to copy. Then review the negative: I do not like/enjoy ing. He does not like/enjoying. Children should copy these too. Practice: Children should practice saying sentences in the negative form. Teacher says a sentence: We like playing games. and child should reply: We do not like playing games. Practice with all pronouns and vocabulary. Application: Students should draw a picture of 1 thing that they like, and 1 thing that they dont like. Label pictures with sentences. Homework: Write 4 sentences about things that you do not enjoy. Materials: None
Medium Lesson
Motivation: Review the list of words from the last class. See who remembers translations Information: Review pronouns. Then review different kinds of sentences that can be made with the verb to like and the verb to enjoy. Review negative and positive structure for writing about things you like and dislike. Practice/ Application: Game: With words on small pieces of paper, children must make sentences. Divide the children into small groups. Prepare 1 bag for each group with 6 sentences in it. These sentences will be cut up into individual words. The children must work together to put the sentences in proper word order. Make 3 positive, 3 negative, using all pronouns and 3 enjoy, 3 like.

Homework: Start to prepare for the test. Materials: Bags with 6 scrambled sentences in each
Advanced Lesson
Motivation: Play Around the World with interests, sports and hobbies vocabulary Information: Review the gerund form of to likeing and to enjoying. I enjoy going to the movies. I enjoy playing with animals. I like playing sports. Practice: Read text: Hello, my name is Jenny. I live in America. I am 8. I am a pupil. I like to play with dolls and I like to go swimming. I have a brother. He is 12 years old. His name is Adam. Adam likes playing sports. Adam enjoys football, badminton, and volleyball. I also like going to the movies, and learning about Uzbekistan. Application: Children should copy text. Practice reading text in chorus and individually. Translate text in copybooks. If time allows, children may write a letter back to Jenny. Homework: Finish translation of text or writing letter. Materials: None
Class #15: Review

Daily Sentence: Wow, you children are very clever. You are speaking very well. See Review Activities #13, 32, 33 40, 53, 55, 60 for suggested activity ideas. Children should copy all questions and answer. All answers should be in the affirmative, unless a choice is given in parentheses. Is he thin or fat? (thin) Is it a tall tree? Are they small? Are we big or small?(big) Does she have brown eyes? Do they have blue eyes? Do I have short hair? Is she a very beautiful girl? Do we have black eyes?
Does he have blond hair?
Answer the questions or translate words in parentheses to English. Do you like volleyball? Does he play tennis? Do you like basketball? We like to play (hockey. I like to play (badminton). Joseph likes to (box). We like to (swim) in the water. You (throw) the ball to me. Does he like to play football?
Mary likes to (kick) the ball. She likes to play (table tennis).
Copy all questions and write answers. Do you like to watch TV? Does he like to play outside? Do I like to watch sports? Is she interested in reading? Do we like writing poems? Are you interested in animals? Do you like to do your homework? Are you interested in mathematics? Does he like to sew? Are we interested in history?
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Copy all questions and write in the answers. Sveta likes to ___ television. (watch) He likes ___stamps. (collect) We enjoy ___sports on TV. (watching) You like to___ sports. (play) She enjoys ____ volleyball. (playing) We like ____the movies.(going) They enjoy___ food. (eating) Do you like to ___songs? (sing)
I like to ___ with my friends. (talk/play) I enjoy ____ to music.(listening)
Write the appropriate form to the verb to like. We___ dolls. (like) They_______ to watch TV. (like) I _____dogs. (like) You _______to write. (like) Jenya ________ cats. (like) Does Madina _____ to swim? (like) He _______ books. (likes) She ______ to read.(likes)
She _______ television. (likes) Does he _______to play outside? (like)
Write the sentences on the board. Children write the verb in parentheses in the gerund. We enjoy (read). Do you enjoy (write). Do they enjoy (swim)? She enjoys (run). Timur enjoys (listen) to music. They enjoy (play) computer games. Does he enjoy (play) volleyball? I enjoy (jump). Katya enjoys (cook). Does Vika enjoy (play) piano?

Easy Lesson
1-5. Translate: to read, to watch television, to play, to play football, to play games 6. 7. 8. 9. I (like/enjoys) playing volleyball. We (likes/like) to play hockey. She (enjoy/enjoys) reading. You (to play/enjoy) watching television.
10. He enjoys (eating/listening) to music.
Medium Lesson
1-5. Translate: to read, to watch television, to play, to play football, to play games 6. 7. 8. 9. I like to (dog/run). I enjoy (books/watch). I enjoy (playing/sit) games. (I/She) enjoys playing tennis.
10. I enjoy (learning/eating) English.
Advanced Lesson
1-5. translate the sports words: ball, tennis, football, volleyball, basketball 6-10. Fill in the blanks: I ___to play tennis. (like) We ____ watching television. (like) She does ____ like homework.(not like) He ________ running. (likes)They like to ________ basketball. (play)

11-15. pelling w/ translation: enjoy, friend, reading, they, like S 16-20. nscramble the sentences. U He/to play/ likes/ baseball. He likes to play baseball. enjoy/television/I/ watching. I enjoy watching television. like/You/games/playing. You like playing games. To/likes/read/She. She likes to read.
Class #17: Womans Day Activity

Daily Sentence: Happy Womens Day. Wish your moms and grandmoms a wonderful day!
Class #18: St Patricks Day Activities

Daily Sentence: Are you feeling Irish today?
Class #19, 20: Holiday Activities (Navruz)

Daily Sentence: Daily Sentence: Happy New Year- Central Asian New Year, that is. Do you like sumalak? I do- yummy!
Please see Appendix C for suggested activities for these 3 holidays

Semester 4
Class #1: April Fools Day and Review
Daily Sentence: Happy April Fools Day! See Appendix C for suggested holiday activities and Review Activities #4,9,22,13, 33 40, 47,52, 53, 55, 56,60, 64 for suggested activity ideas.
Class #2: Review

Daily Sentence: Lets review so we can get back to work. See Review Activities #4,9,22,13, 33 40, 47,52, 53, 55, 56,60, 64 for suggested activity ideas. Children should copy the sentences and translate the word in parentheses into English. I like (play) tennis. Do you like (swim) in the pool? He likes (study) English. Does she like (eat) apples? We like (drink) cola. They like (learn) Uzbek. The girls like (watch) television. Cats like (sleep) all day. My brothers like ( run) to the store. My father likes (read) the newspaper
Class #3: Food Vocabulary Overview

Daily Sentence: I like to eat apples, potatoes, meat and lemons.
Easy Lesson
Motivation: Welcome children back to class. Have short dialogues with several children. Information: Introduce vocabulary: apple, pear, banana, orange, lemon, watermelon, melon, bread, meat, beet, eggplant, tomato, potato, cucumber, cabbage, carrot, onion, pumpkin, grapes and garlic. Practice: Children should draw a picture of all of the food and label them. Application: Teacher writes new vocabulary on the board with letters missing from each word. Children should try to guess the word. Homework: Children should study the words at home. Materials: None
Medium Lesson
Motivation: Bring a bag of food to school- dry goods and raw vegetables. Unpack bag and ask children to identify foods in native language.

Information: Introduce the English words for each of the objects, and use pictures to show other foods you wish to teach. Practice: Children should copy words into copybooks. Children should practice saying the words and associating them with an object. Do this orally by asking them to identify foods. Application: Write words with some letters missing on the board. Children should figure out what the words are and fill in the letters. Homework: Students should write about their favorite fruit or vegetable. Students should tell the color and size of food. My favorite vegetable is Materials: Food items from home and food picture cards to supplement.
Advanced Lesson
Motivation: Bring a bag of food to school- dry goods and raw vegetables. Unpack bag and ask children to identify foods in native language. Use pictures of fresh foods also Information: Write a list of new food words and translate. Practice: Play hangman with the students, to begin to learn spelling. Children may also practice reading the words out loud from the board. Application: Using the lists of words on the board, children should read the words. Then they should close their eyes as the teacher erases one word. They should read the list of words again, and try to remember the missing word. Continue until all words are erased. Homework: Children should make a list of their favorite foods. Materials: food items from home and food picture cards to supplement.
Class #4: Food & I like

Daily Sentence: I like onions. She likes pears. He likes oranges. We like to eat beets.
Easy Lesson
Motivation: Teacher writes on the board: I like food. I like to eat apples, grapes, bread, plov and sweets. I like to drink soda, milk and tea. Read this text together and translate. Information: Review vocabulary and include the words food, drinks, fruits and vegetables. Review pronouns, and the verbs to like to eat to drink Practice: Play Around the World with food picture cards. Application: Ask the students which kinds of food they like. They must answer with I like and I like to eat/drink Homework: Children should write a list of their favorite foods. Materials: Food picture cards
Medium Lesson
Motivation: Review food words; write them as the children say them. Information: Teach the words food, drinks, fruits and vegetables. Review the verbs to like to eat to drink. Go around the room and ask children to say a sentence about which food they like. Encourage the students to make sentences with I like to eat I like to drink Copy down new verbs. Practice: Ball Toss Translation game: Toss a ball to a student and say a word in native language. Student should say, I like (translate the word), and toss ball back. Application: Game: Whats in the Elephants refrigerator? Draw the shape of a refrigerator on the board. Choose different animals- cat, dog, elephant, horse, sheep, tiger, bear,
etc. Children should come to the board and draw a food item that the animal eats and label it. They may say An elephant likes to eat bananas. Homework: Children should write 4 sentences with I like or I dont like using food words. Materials: Ball
Advanced Lesson
Motivation: Review homework. Ask children to read what they wrote about their favorite foods. Information: Children should know the I like/ I dont like forms. They should be able to give you some oral sentences about foods they like and dont like. Remind them that I like to eat... the second verb to eat is in the infinitive. Practice: Write some incorrect sentences on the board, which make some common grammatical (number agreement, verb form) mistakes. Try to make some spelling mistakes too, and see if they can find them. At first underline the mistake and see if the children can fix it. For example: He likes eat apple. This should be written: He likes to eat apples. Application: Ask children to name some common dishes. Tell them that most are the same in English- pilaf, shashlik, monte, somsa, soup, salad, etc. They should then orally tell you which of the foods is their favorite, and what is in them. Homework: Finish this activity in written form. Students should write something along the lines of I like plov. Plov has rice, carrots, meat. in it. Materials: Prepared sentences with errors
Class #5: Food Adjectives and Prepositions

Daily Sentence: I love spring. Soon there will be lots of good things to eat.
Easy Lesson
Motivation: Review food vocabulary, using pictures of foods Information: Teach some new adjectives: sweet, sour, tasty, not tasty, fresh, hot, cold, salty, Practice: Teacher names a food, and students should think of an adjective to describe it. Example: Teacher says apple, student says Sour apple, or Sweet apple. Children may use colors to describe the words as well. Application: Play Tic-Tac-Toe or Around the World (See Appendix for explanation for these games) with the new adjectives; include some old adjectives, and food words to increase difficulty. Homework: Children should write 3 words that describe their favorite food. Materials: Food picture cards
Medium Lesson
Motivation: Review food vocabulary. Information: Teach prepositions in, over and under. Then teach adjectives for foods sweet, sour, tasty, not tasty, fresh, hot, cold, salty. Remind them that they can use colors to describe things as well. Practice: Students may play a few quick games of hangman with the new adjectives. If they can remember other adjectives, they may use them as well. Application: Draw a picture of a refrigerator on the board, and tape different food cards on the shelves. Ask the children to make sentences. If they are unsure, point to the item you want them to speak about. Example: The milk is in the refrigerator. The meat is over

the eggs. If children do this well, ask them to include an adjective. The red meat is under the sweet apple. Homework: Write 4 sentences about food I like... using 2 adjectives for each sentence. Materials: Food cards
Advanced Lesson
Motivation: Ask children which dishes they can remember (hamburger, plov, monte etc) Information: Show students cut out ingredients for different foods. For instance, a hamburger or pizza. Using tape on the board, students should tell you how to put the foods together. Teach the words on, under and in. Then ask students about the food they like and why they like it. Introduce the adjectives: delicious, tasty, sweet, sour, salty, disgusting, not tasty, crispy, hot, cold, colors. Children should write these words in their copybooks. Ask them to name others if they can. Practice: Practice using these adjectives. Then teacher should make a general statement. I ate some fruit. The children must change it to make it more specific. I ate some grapes. then I ate some green grapes. then I ate some sour green grapes. Try this with I drank some I like I dont like Application: Ask children to list the ingredients in pizza or hamburgers or hotdogs. Suggest that they name the colors of things also. Do one of these on the board together. Homework: Children may have to finish this activity at home. Materials: Cut out ingredients of pizza and hamburger
Class #6: Food Question Words- What is it?

Daily Sentence: My favorite food is pizza. Yummy!
Easy Lesson
Motivation: Show food pictures, children should use an adjective when saying what the food is. Information: Teach the question What is it? Is it? Practice: Teacher should think of a food, and children should ask, Is it sweet? Is it red? etc. Children must guess the food. They should then draw their favorite food, and make a sentence describing it. Children may show these to the class and read their sentences. Application: Play the word shape game. Use one box for each letter of a word, making the shape of the word. Children should guess which word you draw. Homework: None Materials: None
Medium Lesson
Motivation: Review adjectives and food names. Information: Review the question: What is it? Practice: Describe a food, only using adjectives and the form it is Students should try to guess the food. Example: It is cold, it is white, it is fresh, and I drink it. What is it? Answer: Is it milk? Yes, it is milk. Give children several riddles like this. Application: Ask the children to write their own riddles. Give them a few minutes, and then they should read them to the class. Play hangman with the food words or adjectives, or have dialogues. Children should greet each other, ask friendly questions, and then ask each other What is it? Homework: None
Materials: None
Advanced Lesson
Motivation: Tell the children you have some food. Describe it to them and see if they can guess what it is. Information: Students should get into groups. Hand out menus to each group. Write some basic phrases on board. What is? How much for everything? Please bring me the check. I want the I dont want it. Practice/ Application: Divide the class into small groups. Give each group a menu. Let them study the menus for a few minutes. Then tell them that they are going to pretend they are in a restaurant in America. They must ask the waitress what the food is (ex-What is cake?) and order lunch. Remind them to watch the prices and the bill, because the waitress (the teacher) doesnt know math well. She also only speaks English. Have the children play the game one group at a time. Homework: None Materials: Prepared menus- maybe a notepad to write food orders on, or an apron. Paper money
Class #7: Year Review

Daily Sentence: You finished a whole year of English class. I am very proud of you today! Use appropriate Review Activities that your children enjoy, and which help them review the vocabulary.

Daily Sentence: Good luck on your test. I know you will do well. Use appropriate Review Activities, and spend the class explaining what will be on the test.

Easy Lesson
1-10. Translate: Good Evening, aunt, cousin, banker, seller, beautiful, tall, short, bread, milk 11. How old are you? 12. 13. 14. 15. Do you have a sister? Do you enjoy basketball? Are you a pupil? Do you like oranges? 16. I (to like) to play games. (like) 17. You (to have) a brother). 18. We enjoy (to play) volleyball. (playing) 19. She tall. (is) 20. He brown hair. (has)

Medium Lesson
1-10. Translate: Good afternoon, uncle, grandfather, driver, seller, strong, smart tall, meat, cheese 11. Does he have a brother? 12. Are you a businessman? 13. Do you like playing baseball? 14. Are you interested in films? 15. Do you like to drink tea? 16. My mother a teacher. (is) 17. We pupils. (are) 18. They (to like) to play football. (like) 19. I do not (to enjoy) swimming. (enjoy) 20. The boy (to have) 2 uncles. (has)
Advanced Lesson
1-10. Translate: cousin, aunt, businessman, cook, short, fat, ugly, garlic, onion, house 11. Does she have a dog? 12. Are you smart? 13. Do you like to eat plov? 14. Is your father tall? 15. Do you like English? 16. The boys (to have) 2 dogs. (have) 17. You a pupil. (are) 18. I like (to watch) television. (to watch/watching) 19. Your grandmother (to live) in a village. (lives) 20. We like (to listen) to music. (to listen/ listening)
Class #10: Fun Day

Please see Appendix D for fun activities that you can do with your students at the end of the year.

Third
Year

Weather/Seasons:
sun sunny rain rainy snow snowy cloud(s) cloudy wind windy fog foggy warm cool cold hot Winter Spring Summer Fall Autumn
Shopping/ Buying/Selling:
cost, price money change Do you have How much does it cost? expensive cheap store bazaar
to wash ones hands to go to sleep
Time:
oclock clock hands face until minutes hour early later before after What time is it? It is
My House/ Apartment:
house home door window table chair television telephone sofa dresser bed desk lamp mirror sink toilet shower oven refrigerator
Animal Habitat/ Nature:

desert forest ocean sky tropical farm city animal habitat trees sand plants garbage pollution air clean dirty buildings
Clothing:
pants shirt dress socks shoes t-shirt boots hat sweater coat jacket sneakers bathing suit sandals gloves scarf to wear to put on
My Day:
to wake up to get dressed to wash to eat breakfast/ lunch/dinner to go to school to learn to study to speak to brush ones teeth
00
Semester 1
Class #1: Introduction
Daily Sentence: Welcome back to school. I hope you all have a great year in English class.
Easy Lesson/ Medium Lesson

Motivation: Greet children. Information: Describe classroom rules, rewards, and penalties. Describe daily routine of coming to class, getting their nametag out sitting down and then writing the sentence that is on the board. Practice: Ask students about different situations and what the proper behavior is. Practice daily routine once or twice. Hand each student a piece of nametag paper. If necessary, help children write their names in English. Review greetings: Hello. My name is How are you? Review alphabet and numbers. Application: Go over family words. Draw a picture of a family on the board to help Instruct the students to describe their family. I have a I have 3 s Homework: Children should make their nametags look nice at home. Materials: Paper for nametags.
Advanced Lesson
Motivation: Teacher and children introduce themselves. Take this time to set up a tentative seating chart. Information: Review rules, consequences and homework policy. Practice: Tell children they are going to review today. Sing the Alphabet Song, and one other song that they remember (they may choose). Go over numbers, colors and greetings. Application: Talk about families. Use the form I have a Perhaps draw a family on the board and describe it first. Children should describe own families. Remind them that they can use I have 2,3,4 sisters as well. Homework: Children should make a nametag to put on their desks. They should do a good job on it, as it will be on their desk for at least the first semester. Materials: Picture of family, color cards
Class #2: Review Class Rules, review Professions and Hobbies

Daily Sentence: Dont forget the class rules. Everyone needs to follow them.
Easy Lesson
Motivation: Welcome children, Review class rules again. Quickly practice greetings Information: Show children profession pictures. Review together. Tell children that while we work (review the verb to work, and names of work places), we also have hobbies. Ask children to name some hobbies. Let children write the list on the board, and check spelling together. Review the verbs to like and to enjoy. Practice: Copy down all words from the board.
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Application: Quickly review Alphabet. Spelling game: Point to the letters in a word, and one, by one, children spell the word together. For example: cook. First child says c, second says o, next says o, and next says k. Repeat with different vocabulary words. Homework: Children should use the verb to like and write 3 sentences about their hobbies. Tell the children to bring in a picture of their family for next class. Materials: profession pictures
Medium Lesson
Motivation: Welcome children, Review class rules again. Quickly practice greetings. Information: Show children profession pictures. Review together. Tell children that while we work(review the verb to work, and names of work places), we also have hobbies. Ask children to name some hobbies. Let children write the list on the board, and check spelling together. Review the verbs to like and to enjoy. Practice: Play translation game. Teacher says a sentence in one language and children translate into the other. Application: Children should draw a man or a woman in their notebooks, and write about this person. This person is. He is a banker. He works in a bank. He likes to play football, and he enjoys swimming Homework: Children should use the form I like to and write 3 sentences about their hobbies. Materials: Profession pictures
Advanced Lesson
Motivation: Children should show their nametags. Review class rules and homework policy. Information: Children should review professions using family members. Write several professions on the board- driver, farmer, banker, builder, seller, businessman/ woman. Teach them the form: My father is a My mother is a Children should write down words. If child suggests a new profession, write it for the child. Practice: Review the verb to like. Remind them that they learned about hobbies last year, and ask them if they can remember any. Write football, baseball, running, reading, watching television on board. Children should make sentences. If time allows, they should play a game where they pantomime the hobby, and the other children guess. Use this time to remind children that they should raise their hands to speak, and not interrupt each other. Application/ Homework: Children should draw a picture of what they want to do for a job when they grow up. Finish this for homework. Materials: Pictures of professions
Class #3: Review Body Parts, Alphabet & Numbers

Daily Sentence: Do you remember how to spell parts of the body? Lets find out!
Easy Lesson
Motivation: Sing, Head, Shoulders, Knees and Toes(see Appendix E) Information: Review alphabet and numbers. Review vocabulary: face, eye, nose, mouth, ear, hair, arm, leg, hand, finger, foot, toe and all of their plurals. Use This is my and These are my
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Practice: Sing Alphabet Song together. Review numbers 1-30. Draw a picture of a person on the board and label the parts. Have students practice showing their body parts and saying, This is my __. This is my __. Application: Write down 3 body parts that they have one of and 3 body parts that they have two of. Make sure they use the correct plural. Homework: Write four sentences in the form I have (number)(body part/s). Materials: None Medium Lesson Motivation: Review body parts. List them on the board as children say them. Information: Review basic adjectives: all colors, beautiful, ugly, tall, short, fat, thin, big, little. Children should copy all words into their notebooks. Practice: Review plurals. Go around the room and ask children to say an adjective and a body part in the plural. Ex. blue eyes Application: Sing song Looking in the mirror(to the tune of Im a little Teapot. See Appendix E): Looking in the mirror, what do I see? / I see (name body parts, ex brown eyes, a small nose) looking at me. / Looking in the mirror, what do I see? I see someone who looks like me! Homework: Children should write a list of all body parts of which there is only 1. Materials: None (optional adjective pictures, body part poster/ pictures, color cards) Advanced Lesson Motivation: Check homework. Ask children if they know a song about the body (Head, Shoulders, Knees and Toes). Sing together. Information: Ask children if they remember body parts. They should show each part to you on themselves while naming them. Practice: Bring out Baby Joey Doll. Children should put him back together. Use the form: It is a/an Review articles as they occur. Application: Show adjective pictures. Write words on the board, placing antonyms in different columns. Children should draw a line matching the antonyms. Then have students categorize pictures according to adjectives: beautiful, ugly, tall short, fat thin, big small. Use the to be verb when doing so. Write the different forms on the board for them to refer to. Homework: Children should write 3 sentences about anything, using the to be verb and an adjective. Example The cat is fat. He is short. You are beautiful. Etc. Materials: Baby Joey doll, adjective pictures
Class #4: Review Animals, Alphabet & Numbers

Daily Sentence: One time, I saw a crocodile. I was scared.
Easy Lesson
Motivation: Sing The Itsy, Bitsy Spider(See Appendix E)

Information: Review alphabet and numbers. Ask children to name and write on the board as many animals as they can. Review the rest. Practice: Make animal noises and have the students decide which animal you are. Next, say the name of an animal and have the students make the noises. Play Around the World with animal vocabulary. Application: Have the students write 4 sentences. I like the ___ and I dont like the ___ using animal vocabulary.
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Homework: Children should draw a picture of their favorite animal and describe in 3 sentences. Materials: Pictures of animals
Medium Lesson
Motivation: Review greetings, days of the week, colors and numbers. Information: Teach the poem: First write on the board, read once and translate together. Hop, hop, hop like a bunny Run, run, run like a dog Swim, swim, swim like a turtle Jump, jump, jump like a frog Tromp, tromp, tromp like and elephant Fly, fly, fly like a bird Now sit right down and fold your hands Dont say a single word. Practice: Practice saying the poem together, then have children say it by themselves. Then have children individually say poem. Add actions (hop, run, swim, etc.) when they are comfortable with the words. Application: Children may write about their favorite animal in the form. I like bears. Bears are big and brown. Bears are ugly 3-4 sentences Homework: Children should draw a picture to go with their sentences. Materials: none
Advanced Lesson
Motivation: Bring out posters or pictures of wild and domestic animals. Ask children to point out the animals they know. Information: Review animal words and spelling. Explain that some of the animals are wild and some are domestic. Children can write the animal names in their copybooks w/ definitions. Practice: Generate words from children- colors, numbers, and adjectives. Put these on the right side of the board. Then review the forms of to be. Write them in the middle of the board. Keep pictures of the animals on the left. Application: Ask children to make sentences. They should think of how they would say the sentence in native language, and then remember that we use the to be verb to help describe things or people or places. Ask them to follow the words on the board from left to right, and make a sentence. Homework: Children should write the following words: elephant, tiger, pig cat, snake, chicken, and write whether they are Wild or domestic next to them. Materials: Posters or pictures of wild and domestic animals.
Class #5: Review Foods

Daily Sentence: What is your favorite food? Mine is shashlik.
Easy Lesson
Motivation: Ask which foods the children remember. Write down a list on the board. Information: take out actual food or food cards and review the names of foods with children. They should copy down these words in their notebooks
0
Practice: Review the verbs to eat and to drink. Children should conjugate with all pronouns Application: Make simple sentences with verbs and food words. Play Around the World. Homework: Write 2-3 sentences for each: I like to eat, I like to drink. Materials: Actual food or food cards
Medium Lesson
Motivation: Have students try to name their favorite food in English. Information: Review different kinds of food. Choose from this list and draw: rice, meat, carrot, onion, pumpkin, potato, bread, soup, tea, sugar, salt, cabbage, cheese, apple, orange, grape, pomegranate, tomato, cucumber, pizza, spaghetti, hamburger & hot dog. Introduce: May I please have and Thank You. Practice: Have the students pretend that they are at dinner with you and want different kinds of food. Application: Have the students write 2 simple sentences like I like to eat and I dont like to eat Materials: Pictures of different types of food
Advanced Lesson
Motivation: Bring in some real foods- apple, grapes, beans, rice, bread, onion, carrot, nuts, pear, melon, garlic, sugar. Ask children to identify them. If the teacher wants, give children the fruit. Cut up melon for the rest of the class. Information: Review all food names. Use picture cards if necessary, and children should write these words in their copybooks. Remind them to use complete sentences. This is a or These are Practice: Tell students they are going to make dinner for the president. Each student has to decide what to bring, and list the ingredients. They can use the form In plov, there is. Explain the sentence construction. Translate any words that they dont know yet. Application: Children read their ingredients lists. Teacher should ask How many? after each item until students are comfortable naming the amount of each ingredient. Homework: Children will be reviewing topics as necessary the next day, so they should think of 2 sentences that they would like to say in English, and try to translate them. They will translate together during the next class. Materials: Various fresh foods, and food picture cards
Class #6: General Review- Professions, Animals, Food, Body Parts

Daily Sentence: Lets review one more time before we start something new.
See Review Activities # 4, 6,7,19, 30, 39, 41, 51, 53, 55, 59, 60 in Appendix B for suggested Review Ideas. Write the following on the board. Children should match the word to the number. 5 2 1 10 4 ten one five four two
0
Write the translation for the animals Fill in A doctor works in a (hospital/ bazaar). Teachers work in (schools/banks). My mother is a banker. She works in a ________. (bank) Do sellers work in bazaars? (Yes, sellers work in bazaars.) Do drivers work in schools? (No, drivers work in cars.) (Show picture with a,b,c labels) This is my _a_.(mother) He is my _b__.(father) They are my __c_. (brothers) My __d__ lives in a village.(grandmother) My _e__ is a doctor.(uncle) I (like/likes) to play football. Tiger, elephant, monkey, cow sheep
Chose the correct verb and conjugate it. Does she (enjoy/ swim)? (Does she enjoy swimming?) Fill in the correct verb. We _____ playing the piano. (like or enjoy) They like to _____television. (watch)
Class #7: Shopping Vocabulary Overview

Daily Sentence: I went to the store yesterday to buy some potatoes, but they were too expensive.
Easy Lesson
Motivation: Ask children what they like to buy. Write a list. Information: Introduce vocabulary: cost, price, money, change, How much does it cost? expensive, cheap, store & bazaar, to want. Practice: After the vocabulary has been translated into their notebooks and on the board, play Around the World with shopping vocabulary. Application: Using list of things that children like to buy, make sentences. The candy costs 50 soum. The toy costs 300 soum. I have some money. Etc. Homework: Write 4 sentences about how much something costs. The costs Materials: None
Medium Lesson
Motivation: Draw pictures of money on the board. Ask students what kind of money it is. (25, 50,100,500,1000 soum, 1,5,10,20,50 dollars) Tell them that they are going to learn shopping words. Information: Introduce vocabulary: cost, price, money, change, How much does it cost? expensive, cheap, store & bazaar, to want, coin and note(paper money). Students should copy words and translations. 0
Practice: Write a column of vocabulary in native language on the board and a column of words in English. Children should match up the words. Application: Draw an item on the board (example: apple) write a price under it. Write sentences together. 1.The apple costs 1 dollar. 2.The price is 1 dollar. 3.How much money? 1 dollar. 4.From 5 dollars, I get 4 dollars in change. 5.How much does it cost? It costs 1 dollar. 6.It is expensive. 7.It is not cheap. 8.I do not buy apples in a store. 9.I buy apples in the bazaar.10. I want an apple. Children should copy down these sentences. Homework: For homework, try to translate sentences (except number 4) Materials: None
Advanced Lesson
Motivation: Give each child papers money, and ask them to count how much they have. Explain that American money is made up of dollars and cents. Draw each denomination on the board and explain how much it is worth. (1,5,10,20, 50 and 100) Information: Tell students they are going to learn about shopping. Teach students the verb to shop. Tell them that we say in English To go shopping. The conjugation of this happens with the verb to go. (He goes shopping.) Make sure children write the conjugations of to go shopping in their notebooks. Introduce vocabulary: cost, price, money, change, How much does it cost? expensive, cheap, store & bazaar, to want, coin, notes(paper money) Practice: Practice saying the words. Write several sentences on the board, and children can practice reading them. (see Application section of Medium lesson above for sentences) Application: Draw a shelf with various items for sale, and price tags. Children must decide what they want to buy with their money. Children must use the form I want Homework: Students should write 4 sentences, using, I want to buy Materials: Poster of shelves with items for sale. Paper money for each student.
Class #8: Shopping Vocabulary with verbs and How much? / How many?
Daily Sentence: I like to go to the bazaar and buy things I need.
Easy Lesson
Motivation: Show children several items: some rice, some fruit, a little money, water, (other countable and non countable items.) Information: Explain that there are some things we can count and some things we cannot. Point out the difference between water and apples. We can count how many apples, but we cant count how many waters. Explain that it is the same in English. For things we can count, we ask, How many? and for things we cant count, we ask, How much? One exception is when we ask, How much does it cost? the answer to this would be a number and the word. For example: How many apples? 2 apples. How much rice? 2 Kilos of rice. Practice: Make a list of countable and non-countable items. Children should copy this down. On the top of the countable items list children should write How many? And on top of the non countable items children should write How much? Application: Children can take turns asking, How much? or How many? for different items. One child should say in English, and another student should translate into native language. Homework: Write 3 sentences using How much? and How many? Materials: several countable and non-countable items.
0
Medium Lesson
Motivation: Check homework. Information: Review the verb to want. Teach the question What do you want? and answer I want Then teach the difference between How much? and How many? (Countable and non-countable items) Practice: Give students a list of food words, and ask them to decide if they are countable or non-countable. Include sugar, oil, tea, water, rice, flour, (non-countable) Application: Tell students they are going to play a shopping game. One student will be the shopper and one will be the salesperson, or seller. They will pretend they are in the bazaar, and the shopper wants to buy some food. Set out food cards. Teach dialogue (Write on board) Hello! I want ----. Yes/No. I have(no)---How much is it? It costs------. Homework: Students should practice dialogues at home. Materials: Food cards
Advanced Lesson
Motivation: Put objects on a table and see if students can have a short shopping dialogue with the teacher. Information: Write a dialogue on the board, and go over each word so that children understand what they mean. Introduce the question words how much? and how many? Talk about items that you can count, and items you cannot count. Practice: Make a list of countable and non-countable items. Children should copy this down. On the top of the countable items list children should write How many? And on top of the non-countable items students should write How much? Application: Practice dialogue with students, and students with each other. Homework: Practice dialogues at home. Materials: objects to practice shopping or food cards
Class #9: Shopping and Adjectives

Daily Sentence: I bought a big, blue copybook at the bazaar.
Easy Lesson
Motivation: Greet children; review days of the week, colors, and numbers. Information: Tell students that they need to learn words to tell the salesperson or seller what they want. Ask what words they might need to know. Fresh, sweet, sour, new, old, big, small, thick, thin heavy, light, hot, cold, good and bad. Practice: Write words on the board. Practice saying them several times. Erase translation. Ask children to try to find the antonym for the word that you say. Application: Group the children into teams. Give each team a noun, and they should describe it with as many adjectives as they can. Homework: Children should pick a food and describe it with as many adjectives as they can. For the next class, they should draw 3 items on album paper. But as in the poster, they should be different so they can be described with different adjectives. (Teacher will use these later in lessons 10, 11 and 12.) If children have trouble understanding the assignment, teacher may assign specific pictures to be drawn. 0
Materials: None (optional cards which represent adjectives)
Medium Lesson
Motivation: Look at picture of different objects and describe. Information: Tell students that they need to learn words to tell the salesperson or seller what they want. Ask what words they might need to know. Include: fresh, sweet, sour, new, old, big, small, thick, thin, heavy, light, hot, cold, good, bad Practice: Look at different objects and describe them. It is a big, sweet, fresh, watermelon. It is an old, sour, small apple. It is a new, small, potato, etc. Each child should be given a food word to describe. Application: Children should match adjective antonyms from columns on the board. Homework: Students should study these words to use next class. For the next class, they should draw 3 items on album paper. But as in the poster, they should be different so they can be described with different adjectives. (Teacher will use these later in lessons 10, 11 and 12.) If children have trouble understanding the assignment, teacher may assign specific pictures to be drawn. Materials: Pictures of objects- 1 for each adjective
Advanced Lesson
Motivation: Greet children. Try short shopping dialogues. I want the/ How much is it? /It is. /Okay. /Thank you. /Youre Welcome. Information: Tell students that they need to learn words to tell the salesperson or seller what they want. Ask what words they might need to know. Include: fresh, sweet, sour, new, old, big, small, thick, thin, heavy, light, hot, cold, good and bad. Practice: Use a poster with 3 variations of the same item. Students must tell you which one they want. Application: Give children 10 nouns. See who comes up with the best descriptions for the words. Homework: Draw 3 items on album paper. But as in the poster, they should be different so they can be described with different adjectives. (Teacher can use these later in lessons 10, 11 and 12.) Materials: Poster with 3 items on each shelf (for example) 3 apples, 1 red, big and fresh, 1 small, brown and old, and 1 yellow all on 1 shelf. On the next shelf, have meat, milk, cabbage
Class #10: Shopping and Degrees of Comparison

Daily Sentence: I love apples. The bigger the apple, the better.
Easy Lesson
Motivation: Look at homework pictures. Tape them on the board. If children have not done the homework, use pictures that teacher has prepared. Information: Compare some of the pictures using the adjectives. In native language ask children to point out the differences between 2 items. This apple is BIGGER than that one. This one is redder than that one. Tell children that in English we put the ending er on the end of the adjective to compare them. Practice: Choose 10 adjectives and teach the comparative form. Let children guess what the word will be. Application: Teach the form, This is bigger than that Look at the pictures again and compare in English.
0
Homework: Write 3 sentences comparing an apple, a potato, and a watermelon Materials: Pictures of comparable items
Medium Lesson
Motivation: Collect pictures and tape them on the board. Information: Compare some of the pictures using the adjectives. In native language ask children to point out the differences between 2 items. This apple is BIGGER than that one. This one is more beautiful than that one. Tell children that in English we put the ending er on the end of the adjective to compare them. If the adjective has more than 3 syllables, we dont add er, we put the word more in front of it. Practice: Make a chart with degrees of comparison. Use basic adjectives and ask children which additional adjectives they want to know. Children should copy the chart. Application: Ask children to come to the board and draw an item the teacher says.. After they draw it, Say, No!, draw a ----er one! Child must redraw the item several times as teacher describes. Homework: Child should draw 2 items, and label them: This is a ___ (item), and this is a ___er (item). Materials: Pictures of comparable items.
Advanced Lesson
Motivation: Show pictures with different sizes of items. Ask them what they see. Information: Discuss how we distinguish between different items. One is big, on is small. But if you have 2 of the same items, what to you say? Ask in own language. Teach degrees of comparison. . This apple is BIGGER than that one. This one is more beautiful than that one. Tell children that in English we put the ending er on the end of the adjective to compare them. If the adjective has more than 3 syllables, we dont add er, we put the word more in front of it. Then take out pictures of apples, and show descriptions with three. Tell them that any word that is used to describe can be used to compare two items. Students must write this in their books with pictures to accompany. Or write it clearly on the board and tell students to copy it. Practice: Look at pictures and discuss items in them. Then look at apple poster and compare them. Use the articles a/an, and the verb to see. I see a big apple and a bigger apple. Application: Dialogue with teacher. Children ask for an item that teacher points out. They must have a conversation with the teacher (the seller), who must ask questions such as, Do you want the big one, or the bigger one? our which item they want. Use the posters. Homework: Children should write 3 sentences comparing things. I see a and a-er Materials: Pictures of apples, other pictures of food
Class #11: Shopping dialogues and Which?

Daily Sentence: Which do you like more, oranges or bananas?
Easy Lesson
Motivation: Quickly play Around the World with shopping vocabulary words. Information: Introduce the questions, Which? Which one? and Which ones? Practice: Show the children 2 items. Ask Which one is the? Children should answer, This one is theone. Then children should ask each other the question, and give answers. 0
Application: Show the children many different items and ask, Which one/ones is/are red? Which ones are big? Etc. Homework: Practice dialogues with Which? at home. Materials: Food word cards, various comparable items or pictures of item
Medium Lesson
Motivation: Children should show their homework. Information: Review food and classroom object words. Introduce the word Which?, Which one? and Which ones? Children should copy words and translations. Practice: Draw 2 large circles on the board. Label each circle with a category (for example, red and blue). As the children which foods and classroom objects belong in each group. Try red/ blue, sweet/ big, etc. They should write each word in the appropriate circle. Application: Do this together several times, and then let children name the categories. Ask questions. For example: Which circle has meat? Answer: The red circle. Homework: Practice dialogues with Which at home. Materials: None
Advanced Lesson
Motivation: Play quick game: Set up several bags on a table, with letter (first letter in the word) of several food words. Children must put food card in the bag with the same initial sound as the one of their food. Information: Write on the board, Which words went in the /m/ bag? Students will answer milk, meat, etc. Ask children which question word the teacher used to make that question. Answer: Which? Ask them what they think which means, and if they dont understand, give another example. Hold up 2 cards and ask, Which one is the bread? Talk about the word one in place of the food word name, and tell them that it stands in place when both people know what items you are talking about. Which one do you want? Ask if they can translate this sentence. Remind them of a previous sentence What do you want? Write both on the board, look for similarities. Children should write all of this in their notebooks. Practice/ Application: Students will play another game with beginning sounds: They will go into a shop with several initial letter cards and some money. They must buy items. There should be different sizes of the items. Seller must ask, Which one do you want? and students must ask for the bigger or the smaller of the two. Ask for prices. How much is it? Homework: Students should write 2 questions with Which? and 2 answers. Materials: Food word cards, posters with items, big and small versions of the same items. Bags with initial letters, Alphabet letter cards.
Class #12: Shopping Dialogues

Same Lesson for all 3 levels Daily Sentence: I hope you enjoy todays class. I will. All classes will play the shopping game with dialogues. Hand out paper money with different amounts. Each child should have a different amount of money. Write useful sentences on the board. One at a time, or in pairs, students should visit your shop. Use either a poster with different items with price tags, or place items on a desk and write prices on small pieces of paper next to them. Try to trick the children to check for understanding. Give them the wrong amount of change, or ask for more money than the price tag.

Materials: Paper money, poster with shelves of objects for sale, or real objects with price tags
Class #13: Catch-up Day

Please use this day to review a topic that your students are having trouble with, or use this class to teach a different difficulty level from a past lesson.
Class #14: Review

Daily Sentence: Youve already done a lot of work this year. See Review Activities # 61,62,64,65, 21, 30 in Appendix B for suggested activity ideas. Children should copy down the sentences and write in the correct answers. _______do you want, the book or the pencil? (Which) Which one is sweet, sugar or salt? (sugar) I have a big hamburger and a small hamburger. Which one do you want? (I want the bigger hamburger.) ________car do you want, the red one or the blue one? (Which) Which is better, a kilo of chocolate, or kilo of chocolate? How many (grapes/ sugar) do you want? How many (balls/ cow) do you see? How many (oranges/ pen) do you buy? How many (dolls/ window) does she have? How many (candy/ candies) can you eat? How much (money/ dollars) is it? How much (time/ minutes) do we have? How much (butter/ apples) do we have? How much (tea/ peaches) do you want? How much (cabbages/ water) can you drink?
Children should write down the questions and write the answers. Which is bigger, an elephant or a cat? Which is sweeter, chocolate or cherries? Which is better, a 5 or a 4? Which is stronger, a father or a baby? Which is faster, a car or a bicycle? A pen is (better/ worse) than a pencil. A piano is (heavier/ lighter) than a table. The sun is (brighter/ greener) than a lamp. A tiger is (more dangerous/ smaller) than a bird. An elephant is (bigger/ smaller) than a goat. A mother is (older/ younger) than a baby.
A cat is (smaller/ bigger) than a dog). A horse is (faster/ slower) than a car. Which is worse, a 2 or a 1? Which is better, Tashkent or Samarkand?

Easy Lesson
1-5. Translate: price, money, expensive, store & cost.
Medium Lesson
1-5. Translate: price, money, expensive, store & cost. 6. 7. 8. 9. 10. He (want/wants) to buy a copybook. It (cost/costs) 2 dollars. Translate: How much does it cost? Which is smaller, a cat or a dog? Which is red, a tomato or a potato?
Advanced Lesson
1. 2. Which is bigger, an apple or a watermelon? Which is faster, a horse or a car? -Hello! -____(Hello!) -How are you? -I am ____. (fine/okay) -What do ____ want? (you) -I ____ to buy tomatoes. (want) -Tomatoes ____ 300 soum. (cost) -Oh, it is ____. (give choice between expensive & cheap) Give me 2 kilos. -Thank You. -____ are welcome. (you) -Goodbye. -____ (Goodbye)
3-10. Fill in the blanks in the dialogue.
Class #16, 17: Halloween

Daily Sentence: Happy Halloween. Do you have a costume? Please see Appendix C for suggested holiday activities

Semester 2
Class #1: Review Shopping, Buying and Selling
Daily Sentence: Lets start the second semester by reviewing. See Review Activities# 26, 27, 30, 39, 42, 57, 59 in Appendix B for suggested activity ideas.
Class #2: Clothing Vocabulary Overview

Daily Sentence: Who can tell me what color my shirt is? Does anyone else have this color shirt on?
Easy Lesson
Motivation: Greet children. Have short dialogues. Information: Introduce vocabulary: pants(trousers), shirt, dress, socks, shoes, t-shirt, boots, hat, sweater, coat, jacket, and sneakers. Practice: Play a Simon Says. Use the command Touch your to review clothing words. Play a game of Guess Who: Teacher describes a child in the class using adjectives and pronouns. Children must guess who it is. Application: Draw a person and label different articles of clothing. Homework: Children should write a list of the clothes they wear to school. Materials: None
Medium Lesson
Motivation: Show large picture of a closet. Talk about what is in the closet. Information: Introduce clothing words. Children should copy them down. pants(trousers), shirt, dress, socks, shoes, t-shirt, boots, hat, sweater, coat, jacket, and sneakers, gloves, bathing suit, and sandals. Practice: Write all English words and their translations on the board in different places. Children must draw lines to connect the words. Application/Homework: Children should write at least 4 sentences about what clothing they own. I have a I have 3 Etc. Materials: Picture of closet with clothes
Advanced Lesson
Motivation: Bring in various items of clothes, and one by one, pull them out of a bag. Have children list what the items are in native language on the board. Information: Go over the words and translate together. Add other words that you did not have an piece of clothing for. Vocabulary should include: pants(trousers), shirt, dress, socks, shoes, t-shirt, boots, hat, sweater, coat, jacket, sneakers, sandals, bathing suit, and scarf. Practice: Practice pronunciation by reading the list of words together. Concentrate on S sounds Ask children how many S sounds they can find. Sc-, Su-, Sa-, Sw-, So-, Sh-, Ts-, Sn-. Application: Ask the children to describe what they are wearing, with colors and any other descriptive words they can think of. Example: Long, blue pants.
Homework: study new words Materials: bag of clothing, one piece of each type
Class #3: Clothing and the verb To wear in present continuous

Daily Sentence: Today I am wearing a blue shirt, brown pants, brown shoes and a red hat.
Easy Lesson
Motivation: Play a game of matching pronouns to the correct form of the verb to be Information: Review clothing vocabulary. Introduce the verb to wear in the presentcontinuous form. Practice: Have the students describe each of their classmates. He is wearing Malika is wearing Application: Write two sentences: My father is wearing ____. My brothers are wearing ______. Materials: None
Medium Lesson
Motivation: Teacher tells the children what he or she is wearing. Example: I am wearing a shirt. I am wearing a skirt. I am wearing socks. I am wearing shoes. Information: Review the to be verb. Remind the children that in English there is a special way to speak about what a person is doing right now. We use a pronoun, the to be verb and the verb + ing. For example: I wear shoes. But, I am wearing shoes NOW. Children should copy down this form with each pronoun. Practice: Give other verbs- to wear, to see, to listen, to sit, to stand, and children should practice conjugating them in present continuous form. Application: Children should go around the room, each saying I am wearing, and then naming a piece of clothing. If there is time remaining, children should go around the room, and use the present continuous, but with you, he, she, they, and we instead of I. Homework: Write 6 sentences, one with each pronoun, and write what someone is wearing. Materials: None
Advanced Lesson
Motivation: Review clothing words. Information: Review the to be verb. Remind the children that in English there is a special way to speak about what a person is doing right now. We use a pronoun, the to be verb and the verb + ing. For example: I wear shoes(maybe now, maybe 2 days ago). But, I am wearing shoes NOW. Children should copy down this form with each pronoun. Practice: All students stand up. Teacher calls out Who is wearing an item of clothing(with an adjective) and those students who are wearing that item must sit down. Continue until 1 child is left standing. Application: Go around the room and have children describe what the next child is wearing. He is wearing black pants, a white shirt, black shoes She is wearing Homework: Write down what your mother or father is wearing when you go home. Materials: None

Class #4: Clothing and Descriptions

Daily Sentence: I have a beautiful dress. It is blue and pink. I love it.
Easy Lesson
Motivation: Review adjectives. Ask which adjectives would work well with clothing ( warm, cool, big, small, colors, long, short, beautiful, ugly). Information: Remind students that adjectives should come before the noun. Practice several on the board, and students should write them in their notebooks with translation. Practice: Play Ball Toss Translation game. Teacher tosses a ball to a student, and says a phrase (adjective and piece of clothing) student must translate into either English or native language. Application: Practice spelling words together and then play word shape game. Make the shape of the word using boxes for each letter. Low boxes for low letters (j,g,q) square boxes for short letters (u,o,r, x) and tall boxes for tall letters (l,k,t) Children should try to guess the word. Homework: Children should write 5 phrases, a beautiful dress, a blue shirt. Remind them that for words like pants (trousers), jeans and gloves, we do not use the article a (jeans is plural). Also remind them that the article an goes before a word starting with a,e,i,o, or u Materials: Ball (optional pictures of adjectives, pictures of clothing)
Medium Lesson
Motivation: Review clothing words. Information: Review adjectives. As you review them, ask the children to use the adjective to describe a piece of clothing, include warm and cool. If possible, make a sentence with a pronoun and the present continuous form of to wear. Practice: Review Present continuous tense. Practice using other verbs in the present continuous. Application: Have a spelling bee with clothing words. If this is too difficult, start reviewing spelling by doing a spelling activity: Go around the room, each child saying one letter from the word you want them to spell. Homework: Write 5 sentences with present continuous form of to wear and adjectives. Materials: None
Advanced Lesson
Motivation: Ask children what we do to clothes. Make a list in native language on the board. Information: translate and practice the verbs to put on, to take off, to sew, to wash, to clean, to fold, to hang up. Practice: Practice conjugating these verbs: Make sentences together using new verbs. Teacher should write several sentences as examples and encourage children to make their own. Application: Students should play a miming game. One acts out a verb, the others guess. Homework: Students should make 3-4 sentences with these verbs. Materials: None

Class #5: Thanksgiving Activities and Clothing Review

Daily Sentence: Lets make sure you know clothing words very well. See Appendix C for holiday activities and Review Activities# 8,9, 51,53, 60,61,63,65, in Appendix B for suggested activity ideas. Children should copy sentences, choose the correct form of the verb and translate the item of clothing. She (to be/to wear) the (skirt). He (to be/to wear) a (coat). We (to be/to wear) our (shoes). I (to be/ to wear) a (scarf). Are we (to wear) (jeans)? Are you (to wear) your (gloves)? Is she (to wear) your (shirt)? Is he (to wear) his (socks) Am I (to wear) my (hat)? (is wearing) (is wearing) (is wearing) (am wearing) (are wearing) (wearing) (wearing) (wearing) (wearing) (wearing)
You (to be/ to wear) a (bathing suit).
Class #6: Assessment and Thanksgiving

Please see Appendix C for suggested holiday activities
Easy Lesson
1-5. Translate: hat, shirt, skirt, scarf, shoes. 6. 7. 8. 9. He (am/is) wearing socks. We (are/am) wearing hats. I (am/are) wearing a shirt. They are wearing (blue/tall) shirts.
10. (He/I) is wearing a (short, warm) hat.
Medium Lesson
1-5. Translate: shirt, pants, coat, shoes, scarf. 6. 7. 8. 9. He (am/is) wearing socks. We (are/am) wearing hats. I (am/are) wearing a shirt. Please use the list to write down what you are wearing List: pants, bathing suit, skirt, socks, sandals, shirt, sweater, hat, coat, gloves.
10. Unscramble: scarf/This/blue/is (This scarf is blue.)
Advanced Lesson
1-5. Translate: sandals, T-shirt, pants, sweater, boots 6. 7. 8. They (are/is) wearing skirts. She (is/am) wearing sandals. That is a (big/tall) sweater.
9.
Unscramble: jacket/You/wearing/a green/are (You are wearing a green jacket.)
10. Unscramble: is/a beautiful/She/wearing/dress. (She is wearing a beautiful dress.)
Class #7: Seasons and Months of the Year

Daily Sentence: It is the month of December. It is winter.
Easy Lesson
Motivation: Review Days of the Week. Ask the children what their favorite seasons and months are. Information: Write down months of the year, and seasons. Read together. Pay careful attention to pronunciation. Practice: Children should translate the seasons into their native language. Pass out cards or pieces of paper, each with a month of the year. Children should put themselves in order, January-December. Application: Write two sentences: My favorite season is ___. My least favorite season is ___. Materials: Cards with seasons and months on them.
Medium Lesson
Motivation: Look at calendar. Review days of the week. Make a lists of the months. Information: Write a list of the months in English on the board and see if they can match them up with the months they know. Make sure to stress the differences, and make sure the children see the differences. Make sure children number the months 1-12. Introduce Seasons of the year. Practice: Children should copy down all of these new words. Application: Play Month/season Tic-Tac-Toe. You say a month, and children have to say the season, or vice-versa quickly in order to put a mark for their team on the Tic-Tac-Toe board. Homework: Divide paper in 4 parts and on top of each, write season name, and then write the months in the bottom of the box. Materials: calendar
Advanced Lesson
Motivation: Show children a calendar. Point out different things on the calendar and ask the children what they are. Review days of the week. Information: Teach months of the year and seasons. Write all words on the board and have children translate and write them down Practice: Teach a chant and sound to go with each month. For example January has 4 syllables. Teach Children to clap hands on Jan-, slap their legs on u- , clap in ar- and slap legs again on -y make these up before hand and write them down so they are not confused or forgotten. Application: Practice these chants. If children catch on quickly, try a game in which teacher only makes the movement and sound, and children must guess the word. Homework: Practice months and seasons at home. Materials: calendar

Class #8: Season Descriptions

Daily Sentence: It is a cold February day in winter.
Easy Lesson
Motivation: Ask the students what their favorite seasons and months are. Ask them to write their birthdays on the board. (Review numbers 1-30). Information: Review the seasons and months, and then teach the descriptive words: rainy, sunny, snowy, cloudy, foggy, hot, warm, cold. Practice: Review months/seasons by asking which months go to each season. Explain weather adjectives and have the students say which type of weather goes with each season/month. Ask children to say a sentence describing the season that their birthday is in. Application: Have the students write 4 sentences, 1 describing the weather in each season. Materials: None
Medium Lesson
Motivation: Look at poster with pictures of seasons. Discuss each picture. Information: Teach the weather nouns rain, sun, snow, cloud, fog, wind and explain how to make them into adjectives- by adding y. Tell children that when speaking about the weather, they begin the sentence with It is or Winter is or Today is. Today the weather is Practice: Point to different seasons, and children should practice saying It is windy in autumn. It is cloudy in winter Application: Children should write down their birthdays and the season their birthday is in, and write 3-4 sentences about the weather during the season. Homework: Children should write 5 sentences about their favorite season. Materials: Poster with pictures of seasons
Advanced Lesson
Motivation: Show 4 pictures of the seasons. Children should say descriptions in their own language. Write down what they say. Information: Divide the board into 4 parts and write down translations for what the children said, Include the following: Spring: many flowers, green, warm air, Navruz, rain. Summer: hot, sunny, dry, green, fun. Fall: cool, school, colored leaves. Winter: Cold, snowy, white, and gray skies. Children should copy all words down. Practice: Remind children that they can now say many sentences about the seasons. Have them practice from the words you have on the board. They can say, It is (Summer is) and then a descriptive word. They should write all of the descriptive words and their translations from the board. Application: Children should write down their birthdays and the season their birthday is in, and write 3-4 sentences about the weather during the season. Homework: Children should write 5 sentences about their favorite season. Materials: None

Class #9: Weather Past Tense

Daily Sentence: Yesterday was cold and windy. The weatherman said tomorrow will be cool and rainy.
Easy Lesson
Motivation: Go over homework Information: Introduce the past tense of to be. Use all pronouns. Teach that when speaking about the weather, we say, It was We also use time indicators such as yesterday, before, 2 days (weeks, months) ago Practice: Ask children how the weather was yesterday, and write the sentence down. Practice substituting different weather words into the sentence. Each child should say a sentence about the weather in past tense, try to use different time indicators. Application: Write two sentences. Yesterday the weather Today the weather Materials: None.
Medium Lesson
Motivation: Introduce weather wheel and go over words on it. Ask what todays weather is. Information: Discuss weather terms- snow/y, rain/y, cloudy, sunny, and windy. Review It is today. Write the forms of the to be verb in the present tense, and the past tense. Children should write all down, but pay special attention to It istoday. and It wasyesterday. Explain time indicators yesterday, ago, before. Practice: Chain drill. First child says it is, second says, It was with the same adjective. Application: Children should write all words and terms. Homework: Children should play Ball Toss Translation game with weather sentences in the past and present. Materials: Weather wheel, ball
Advanced Lesson
Motivation: Show children the weather wheel Ask what the weather is today. Ask what the weather was yesterday. Information: Teach past tense of to be. Teach the weather form It was. Tell children about time indicators such as yesterday, 2 days(months, years) ago Write all information in notebooks. Practice: Teacher should write several sentences on the board, using time indicators for present and past tense. Children should write down the sentences and fill in the correct form of to be. Example: It cloudy yesterday. Itsunny today. It rainy now. Children should copy all information and practice making sentences with past tense and tie indicators. Application: Tell children they are going to keep track of he weather for the next 2 weeks. They should make a chart: Sunny 11/15 11/16 11/21 Windy Rainy Snowy Foggy Cloudy 11/18 11/19 11/20
And keep track of the weather ever day. Each day they should decide which weather we have, and write the date in the square above the weather type. Homework: Record weather in chart 0
Materials: Weather Wheel
Class #10: Weather with Future Tense

Daily Sentence: I hope it will be sunny tomorrow.
Easy Lesson
Motivation: Review days of the week, seasons, and ask children the date. Using the weather wheel, ask about the weather today and yesterday. Let students guess what the weather will be tomorrow. Information: Teach future tense. It is an easy tense, all pronouns and nouns are followed by will+ the verb without s. Practice with several verbs to be, to go, to have. Tell the students that when they talk about the weather in the future tense, they should say It will be and a time indicator such as tomorrow or days(months/years) from now. Practice: Go around the room, 1 child at a time should say a sentence: Today it is Tomorrow it will be Yesterday it was Each child should say a sentence with one of the verb tenses. Application: Children should write about the weather in their town, and in one other town, giving the forecast. They should tell what the weather was yesterday, today and tomorrow. Some children may read their sentences. Homework: Write 6 sentences. 2 in past tense, 2 in present and 2 in future tense. Materials: Weather wheel
Medium Lesson
Motivation: Check homework. Look at weather wheel again, and introduce the word tomorrow. Information: Talk about forming future tense, and the term It will be Put all 3 tenses on the board to make differentiations. Then teach the time indicators tomorrow, after, later, days from now. Practice: Write words in copybooks, and practice making sentences in the future tense. Application: Put up a large TV screen. With map of Uzbekistan or another country, children should practice being weather forecasters. Homework: Write what the weather was yesterday, is today, and will be tomorrow. Materials: TV screen (cut a square out of a shower curtain and hang it from the ceiling of your room, or make from different material, maps of countries.
Advanced Lesson
Motivation: Review days of the week. Using day names, as about today, yesterday and tomorrow. Information: Teach the future tense. It is an easy tense; all pronouns and nouns are followed by will+ the verb without s. Practice with several verbs: to be, to go, to have. Tell the children that when they talk about the weather in the future tense, they should say It will be and a time indicator such as tomorrow or days (months/years) from now. Practice: Children should write a weather forecast for each day in the next week in the form: On Monday it will be sunny. On Tuesday it will be Application: Children should come up to the front of the room, and pretend they are at a party. Tell them at parties, people often meet each other, and one thing they talk about is the weather. Children should mingle (walk around, saying hello and having short conversations). Use weather and previously learned dialogue. Homework: Children should still be working on their weather charts Materials: None (optional weather wheel)

Class #11: Weather with present continuous tense

Daily Sentence: Your English has improved. Great job!
Easy Lesson
Motivation: Review past, present and future tenses for weather, and then ask what the weather is NOW. Information: Review the present continuous tense. Tell children that they can use present continuous for a few of the weather forms. They will keep the It isand add ing to the weather noun. It is raining now. It is snowing now. In other cases we say, The sun is shining now. and The wind is blowing. Practice: Children should write this new information down, and practice saying the new words together. Application: Teacher says a weather word, and children must give a sentence telling what the weather is using the new sentences. Homework: Write 3 sentences about the weather using the present continuous. Materials: None
Medium Lesson
Motivation: With weather wheel, children should tell day, date and weather. Information: Teach different ways of talking about the weather in the present continuous tense. It is getting windy, foggy, rainy, etc. or It is raining. It is snowing. or The sun is shining now. The wind is blowing now. Write 3 columns on the board. On top of the first, write It is getting on the second It ising now and the third The sun The wind. Put each weather sentence in its place together. Children copy this. Practice: Give the children one form of present tense, and they should change it to the other forms. Application: Introduce question form. Is it? Answer, Yes, it is... No, it is not Children should do dialogues using this question. Homework: Write a short dialogue with 2 questions and answers in their notebooks. I question should be about the weather. Materials: Weather Wheel
Advanced Lesson
Motivation: Ask children what the date is, and then ask what the weather is NOW. Information: Teach different ways of talking about the weather in the present continuous tense. It is getting windy, foggy, rainy, etc. or It is raining. It is snowing. or The sun is shining now. The wind is blowing now. Write 3 columns on the board. On top of the first, write, It is getting on the second It ising now. and the third The sun The wind. Put each weather sentence in its place together. Children copy this. Practice: Point to children, and give them a weather type. They must use it in a sentence of any kind, in any tense. Application: Children may play weather forecaster. Use Large TV screen and maps of Uzbekistan. Homework: Children should choose 1 weather type, and write about it in all tenses.Remind them to bring their weather charts to the next class. Materials: TV screen, maps of countries

Class #12: Verb Tenses and temperatures

Daily Sentence: Yesterday was windy, Today is cloudy. What will tomorrow be?
Easy Lesson
Motivation: Review different ways of talking about the weather in the present continuous tense. It is getting windy, foggy, rainy, etc. or It is raining, It is snowing. or The sun is shining now. The wind is blowing now. Write 3 columns on the board. On top of the first, write It is getting on the second It ising now and the third The sun The wind Fill in different sentence types. Information: Using a picture of a thermometer, teach children hot, cold, cool and warm. Children should copy down the picture of the thermometer and write the words with translation. Practice: We usually say It is with temperature words. Review months and seasons and ask children to talk about the temperature in those months. It is hot in July. It is cool in October. Winter is cold. Application: Play Around the world with weather words. Homework: Study for the test. Materials: None (optional- picture of thermometer)
Medium Lesson
Motivation: Show children large thermometer. Ask them what weather is hot, and what is cold. Information: Teach temperature words very, hot, warm, cool, cold. Review different forms of present continuous, past, present and future with weather. Children should write that they may only use present continuous with temperatures if they say, It is getting hot/cold/etc. Practice: Children should make dialogues with a partner first, and then prepare to give them in front of the class. Application: Use large TV screen, and let children give weather reports. Homework: Start to prepare for the test. Materials: TV screen, maps, and large thermometer
Advanced Lesson
Motivation: Students should hand in their weather charts. Information: Tape the charts on the board, and make comparisons. Then students should take turns speaking about weather on different days. Teacher may prompt children for sentences in different tenses. Children should write that they may only use present continuous with temperatures if they say, It is getting hot/cold/etc. Practice: Teach temperature words very, hot, warm, cool, cold. Review different forms of present continuous, past, present and future using these words. Practice using all weather words in sentences. Divide the class into two groups. Each group gets a chance to say a weather sentence. If they say a sentence correctly, they get a point. If they can not think of a sentence, or say one incorrectly, they do not get a point. No repeating sentences. Application: Ask children to write a short composition about their favorite season. I should include temperature, present simple, and perhaps future or past tense with time indicators. They may also write about what clothes they wear in this season. Homework: Start to prepare for the test. Materials: None

Class #13: Review

Daily Sentence: Study hard so you get a good grade on the test! See Review Activities # 18, 25, 26,27, 31,35, 39, and 44 in Appendix B for suggested activity ideas. Children should copy the sentences and write the correct time indicators, adjectives and verb tenses. (Tomorrow/ Yesterday) it was (cloud). Did it rain (tomorrow/ yesterday)? (Tomorrow/ Today) it is (sun). 2 days ago it (to be/ snow). (sunny) (was snowy) (cloudy) (was) (will be) (is) (windy) (will be) (cloudy)
(Tomorrow/ Yesterday) will be (cloud). 3 weeks ago it (to be) very windy. In 2 weeks, it (to be) summer. Today it (to be) cool and cloudy. Yesterday it (to be) rainy.
This morning it was cold and (wind).
Children should copy the sentences and write the appropriate clothing word. Do not write the words in parentheses on the board. When it is very cold, I wear a _______ outside. (coat) When it is hot, I wear a ______, not a sweater. (t-shirt) When it is sunny, I wear a ______ on my head. (hat) When my fingers are cold, I wear _______. (gloves) When my neck is cold, I wear a _______. (scarf) When my legs are hot, I wear ________. (shorts) When it is raining, I wear a ________. (raincoat) When it is snowing, I wear______ on my feet. (boots) When it is warm, I wear a ______ and pants. (a shirt) When it is cool, I wear a _______. (sweater)

Easy Lesson
1-6. Translate: Summer, Fall, January, May, Spring, Winter 7. 8. 9. It ___ rainy in Tashkent. (is) Yesterday, it ___ snowy. (was) Next week it ___ sunny. (will be)
10. Today is December 3rd, and it (to be/snow) now. (is snowing)
Medium Lesson
1-5. Translate: cold, sunny, windy, snowy, hot 6. Name the first month of the year. (January)
7. 8. 9.
It is ___ today. (Fill in the current weather type.) It is (snow) now. (snowy) Yesterday, the weather (to be) good. (was)
10. Tomorrow, it (to be) rainy. (will be)
Advanced Lesson
1-4. Name the seasons. 5. 6. 7. 8. 9. When is your birthday? The wind is ___. (blowing) The sun is ___. (shining) Today it ___ rainy. (is) Yesterday it ___ sunny. (was)
10. Tomorrow it ___ (translate cloudy).(will be)
Class #15, 16: Holiday Activities (Christmas, New Year)

Please see Appendix C for suggested holiday activities.

Semester 3
Class #1: Review Clothing and Seasons
Daily Sentence: Welcome Back. Did you have a nice holiday?
Easy Lesson
Motivation: Review months of the year, and seasons. Ask what the season and date are today. Information: If children are having trouble with month names, teach in chant form. For example January has 4 syllables. Teach children to clap hands on Jan-, slap their legs on u- , clap in ar- and slap legs again on y. This way the children can associate a movement and sound with the word. Teacher should make these up before hand and write them down so they are not confused or forgotten. Practice: Practice chants. Application: Review clothing words, and the present continuous form of to wear. Ask children to tell you what they are wearing in a chain drill. Homework: None Materials: Optional clothing poster, calendar
Medium Lesson
Motivation: Welcome children back. Review class rules and remind them that homework is an important part of the grade. Ask them to review he months of the year and then the seasons. Review days of the week. Information: Ask students to describe the seasons. Ask them to describe what clothes they wear in these seasons. Make a chart on the board. Review clothes with poster if they are not sure. Practice: Review the weather using the weather wheel. Ask children to make sentences. In (month) the weather is (adjective) and I wear (clothing). Application: Play days of the week, weather words, and clothing match up. Write all of the words on the board in mixed up order, and whoever writes them down in the correct categorizes first wins. Homework: None Materials: Weather wheel, clothing poster
Advanced Lesson
Motivation: Review weather and clothing words with teacher. Information: Learn Poem: Sunday was a lovely day, The sun was shining bright. The sun on Monday his its face, behind some clouds of white. On Tuesday we saw only fog, and Wednesday brought us more. Thursdays skies were dim and dull, and rain began to pour. On Friday morning the wind crept up, and it began to blow. By Saturday the sun peeked out, and once more said hello!
Practice/Application: Children should translate and practice poem. Homework: Practice poem at home Materials: None (optional: weather wheel, picture of thermometer)
Class #2: Hourly time and clock basics

Daily Sentence: A clock is on the wall and a watch is on my wrist.
Easy Lesson
Motivation: Show a large clock made out of paper. Ask them what it is, and what time it is Information: Introduce time vocabulary: time, watch, clock, oclock, It is hour, minute, second. Children should copy all words. Practice: Review numbers, and teach the question What time is it? and the answer It is oclock. Children should write all information in copybooks. They should also copy the written form of numbers one through twelve. Application: Practice asking the time, What time is it? and answering, It is. oclock. Play quick game of Tic-Tac-Toe or Around the World if they seem to understand the vocabulary well. Homework: Write several times on the board: 4:00, 2:00, 6:00 8:00, 12:00 Children should write sentences It is four oclock. It is Materials: Large clock
Medium Lesson
Motivation: Ask children when they do different things during the day. When do you eat? Information: Time vocabulary: Face, hand, hour, minute, second, clock, oclock, watch. Practice: Children should draw a picture of a clock and label all of its parts. Have them write out the times 1:00, 2:00, 3:00, 4:00, 5:00, ..12:00 and write the words for the time (eg. 1:00 one oclock) Application: One child comes to the board as writes a time. Then the child asks another classmate what time it is. The classmate must answer, and then go to the front to write another time. Continue. Homework: Write several times on the board: 4:00, 2:00, 6:00 8:00, 12:00 and children should write sentences It is four oclock. It is Materials: None.
Advanced Lesson
Motivation: Review numbers. Review greetings. Introduce the large clock. Ask What is it? Information: Teach form What time is it? It isoclock, face, hand, hour, minute, second, clock, oclock, watch. Morning, afternoon, evening, midnight and noon. Discuss the parts of the clock, and remind students that we usually dont use military time, and that you can tell from context whether it is morning or night, am, pm. Practice: Children should write new words in their notebooks, under the heading Time. Application: Practice telling time. When are comfortable, give puzzles. It is 12 oclock. I am eating. Is it midnight or noon? What time do you go to school? What time do you eat breakfast/lunch/dinner? I am playing at 1 oclock. Is it am or pm

Homework: Children should write what you do at 8 oclock am, and at 8 oclock pm Materials: Big Clock, time of day pictures
Class #3: Hourly time in the Past and Future tense

Daily Sentence: I wake up at 6:00 a.m. and go to bed at 9:00 p.m.
Easy Lesson
Motivation: Ask children how they know what time of day it is when they hear a time. Explain that in English, sometimes we use a.m. and p.m. Information: Review all time vocabulary, and teach placement of a.m. and p.m. Review the tenses of to be in past and future. Practice: Write a time on the board, use a.m. or p.m. Ask What time is it? Children should practice saying the time. Application: Write the current hour on the board, and then write sentences: At --:00 He. To the store. At --:00 she watch television. Children should copy these sentences and use the correct form of to be. They should look at the times in the sentences and know if they are in the past or future. Materials: None.
Medium Lesson
Motivation: Look at clock; write a dialogue that the students and teacher can read together. 1: Hello! 2: Hi! How are you? 1: Well, Now, I am fine, but at 8 oclock I was bad. 2: Oh, thats too bad 1: But NOW I am fine! 2: Good! 1: And how are you? 2: Well, at 9:00 I was great, but now I am okay. 1: Well, goodbye! 2: Goodbye!
Information: Discuss dialogue. Make a chart on board of past present and future forms of the to be verb with pronouns. Review with time indicators: Today, now, yesterday, ago. Practice making sentences orally using the past and future tense. Practice/ Application: Give children scrambles sentences. Write out sentences using different tenses, and cut them up so each word is on a separate piece of paper. Children must put these sentences in order. They may word in groups. When they have unscrambled the sentence, they may pass the pieces of paper to the next group. Homework: Write 2 sentences in the present tense, 2 in the past tense. Materials: Clock
Advanced Lesson
Motivation: Greet children. Ask them the date, day and time. Ask what day yesterday was, and what day tomorrow will be. Information: Review the past, present and future forms of the verb to be, to go, to want. Conjugate all forms of these verbs. Review other verbs, to read, to write, to walk and
conjugate them. Remind children that to be is not a regular verb, and most verbs follow a pattern for past tense. Practice: Divide the board into 3 section, past present and future. Write what time it is in the present tense section of the board. Children should come to the board and write sentences, beginning with At (hour) oclock If they are unsure, give each student a verb, and pronoun. Make no comments about the sentences. If they are incorrect, leave them alone. Application: Children and teacher should go through the sentences together, and decide if they are correct or not. If they are not correct, make changes. Homework: Write 3 sentences in each- past, present and future. Materials: None
Class #4: Hourly Time Past & Future Tense using the verbs to be and to go
Daily Sentence: I will go to Tashkent at 9:00 a.m. tomorrow. He went to the store yesterday.
Easy Lesson
Motivation: Greet children; ask them the date, day and time. Ask what day yesterday was, and what day tomorrow will be. Information: Review time vocabulary, a.m. and p.m., and the past and present forms of the verb to go Practice: Practice saying sentences using the future tense of the verb to go. Tomorrow I will go to the bank. Practice saying sentences using the past tense of the verb to go Yesterday I went to the store. Application: Children should write 4 sentences using to go, 2 in the past tense, and 2 in the future tense. Tell students that the next class they must bring colored pencils and album paper Materials: None.
Medium Lesson
Motivation: Review past, present and future tenses of to be on the board. Information: Introduce the word to go.Tell children that this verb is even easier. In the past it is always went and in the future it is always will go. Children should copy this into their notebooks. Practice: Ask children to translate sentences from native language into English. Draw clock on the board so they know the time frame they are working in. I will go to the store. He will go to school. She will go to Tashkent. I went to Africa. You went to the bazaar. We went to Samarkand. I was at school. You were at home. She was at the bazaar. You were in the class. We will be at work. They will be at the doctor. Application: Draw a clock with the time on it. Write several sentences on the board with the verb missing. Ask children to look at the time on the clock and copy the sentences, writing the correct form of to go or to be. Homework: Write 6 sentences with each pronoun and a form of to go. Students must bring colored pencils and album paper to the next class. Materials: None
Advanced Lesson
Motivation: Greet children; ask them what time it is.

Information: Ask children what classes they take in school now. Make a list on the board and translate. Teach or review the verb to go, in past present and future tenses. Teach the words before and after Practice: Ask children to write their schedule for yesterday, tomorrow and today, with times (tell them they can just write which hour the class begins). Example: 8:00- Physical Education 9:00 English 10:00 Uzbek Language
Application: Ask students, What class they go to AFTER English? We will go to Uzbek language class(after English). What class did you go to at 8:00? We went to Physical Education at 8:00. Homework: Write 4 sentences about your (choose a day) schedule. Tell students that the next class they must bring colored pencils and album paper Materials: None
Class #5: Valentines Day

Daily Sentence: In America, children give Valentines Day cards to their friends. See Appendix C for holiday activity ideas
Class #6: My Day and Verbs

Daily Sentence: I have a busy day today. What do you have to do?
Easy Lesson
Motivation: Teacher should tell children in English 3 things she did this morning. Information: Teach basic verbs: late, early, to get up, to brush ones teeth, to get dressed, to wash ones hands/face, to eat breakfast/lunch/dinner. To go to work/ school/the store/any place. Review possessive adjectives my, your, his, her, our, their. Conjugate the verbs that contain possessive adjectives. Practice: Children should practice saying the verbs in the appropriate conjugation. I wash my face. She washes her face. He goes to work. Application: Pantomime actions, children should take turns miming and guessing the action. Homework: Write a sentence with each of the new verbs (6 sentences). Materials: None
Medium Lesson
Motivation: Look at a sample day schedule with times, perhaps draw pictures next to the verbs. Information: Make a chart with all the verbs and put them into past and future tense. Teach late and early. Practice: Children should copy the chart. Application: Teacher will write question- What did you do at? What will you do at? Students must answer in correct form. At 4:00 I will. Homework: Write 4 sentences about childs day. Materials: Schedule of a Day 0
Advanced Lesson
Motivation: Play a quick game of Simon Says, using verbs that children know. Information: Teach new verbs to get up, to brush ones teeth, to get dressed, to wash ones hands/face, to eat breakfast/lunch/dinner, to go to work/ school/the store/any place, late, early. Review possessive adjectives my, your, his, her, our, their and use them with some of the verbs. Practice: Together, make a daily schedule on the board, and fill in the new verbs, plus any others- play outside, do my homework, watch televisionChildren should copy the schedule into their copybooks. Application: Children should speak about the schedule. At 8:00, I get up. AtI go to school. Homework: Write 5 sentences about daily schedule. Materials: None
Class #7: My Day- Hygiene Lesson

1 lesson for all levels. The objective of this lesson is to talk about healthy habits, so it is more important that the children understand the topic than memorize the words. Daily Sentence: Lets learn about staying healthy. Motivation: Tell children that today they will talk about how to stay clean and healthy. Information: Teach the verbs to clean, to take a bath, to wash, to brush, to comb, to sweep, dirt, dirty. Practice: Discuss with children when and what things they need to wash and clean to stay healthy: Wash your face, wash your hands- after you go to the toilet, before you eat and after, when you sneeze or blow your nose. Take a bath every week, Brush your hair, brush your teeth, wear clean clothes, and keep your house clean and swept. Write all of these words in a list on the board, and translate. Application: Children should copy all of these phrases down in their notebooks. Then play a miming game. One child acts out a verb, and the others must guess what he is doing. Homework: Write down 4 sentences for things that you do to stay clean. Materials: None
Class #8: My Day, Time and Present Continuous

Daily Sentence: I am writing this now, and I am thinking of you.
Easy Lesson
Motivation: Review time words, and introduce a daily schedule. Information: Go over daily hygiene words. Get dressed. Wash my hands, Wash my face, brush my teeth, brush my hair. Look at schedule and children should try to make sentences with the words. Review pronouns and encourage them to make many sentences. Practice: Introduce the song: This is the way (See Appendix --) This is the way we wash our hands, Wash our hands, wash our hands. This is the way we wash our hands, Early in the morning. This is the way we brush our teeth, wash our face, brush our hair, etc)

Application: Children should write song, and practice saying words, then singing. Homework: Children should make own daily schedule with times. Materials: Daily schedule, This is the way song poster.
Medium Lesson
Motivation: Review daily schedule Information: Ask children if they remember how to talk about something that is happening right NOW. Review the to be verb and how to form the present continuous. Practice: Pantomime daily activities and let children guess what you, or another child, are doing right now. Remind them to use a pronoun or the name of the person. Application: Play Tic-Tac-Toe with verbs. Write a verb in each square of the Tic-Tac-Toe board. Children must say them in the present continuous in order to put an x or o on the board.. Example- brushing your teeth! Homework: Children should make their own daily schedule with times. Materials: None
Advanced Lesson
Motivation: Check Homework. Information: Ask children if they remember how to talk about something that is happening right NOW. Review the to be verb and how to form the present continuous. Practice: Practice saying verbs in the present continuous tense. Application: Use pictures from magazines, books, or ones teacher has drawn, which show actions. Children should work in pairs or groups and decide what the person or animal is doing. Include information about the persons name, profession, family, what the weather is like on that day, and what he did before the picture and what he will do after. If children need help with words, provide a dictionary, or translate for them. Homework: At home children should write 4 sentences about what the are doing, and what a family member is doing Materials: Pictures of people or animals doing actions, either from magazines or drawn
Class #9: Review

Daily Sentence: My goodness, time flies, doesnt it? See Review Activities # 11,15,16,19, 21, 36, and 39 in Appendix B for suggested activity ideas. Children should copy sentences, and write the appropriate season (in parentheses) in the space. In the _______, she (to wear) a coat. (winter) In the _______, we (to wear) gloves. (winter) In the _______, we (to wear) skirts. (spring) In the _______, she (to wear) a scarf (winter) In the _______, you (to wear) sandals. (summer) In the _______, you (to wear) t-shirts. (summer) In the _______, he often (to wear) a hat. (fall) In the _______, they (to wear) shorts. (summer) In the _______, my mother (to wear) a sweater outside. (fall or spring) In the _______, I can (to wear) a dress. (spring)
She (to wake up) at (6:00/ 1:00). You (to go to school) at (8:00/ 4:00). We (to go to work) at (4:00/ 9:00) They (to get dressed) at (7:00/ 12:00).
(Wakes up) (Go to school) (go to work) (Get dressed) (Brush my teeth) (Comes home) (Eats lunch) (Watches TV) (Reads a book) (Goes to bed)
I (to brush my teeth) in the (morning/ afternoon). He (to come home) at (1:00/ 6:00) in the evening). Dima (to eat lunch) at (12:00/ 7:00). Olga (to watch TV) after (school/ she goes to bed). My father (to read a book) at (night/ work). My sister(to go to bed) at (9:00/3:00).

Easy Lesson
1-5. Teacher will draw clocks on the board showing the following times. The students answer It is ___ oclock. 4:00 3:00 12:00 10:00 1:00 6. 7. 8. 9. He (to eat) breakfast this morning. Past Tense You (to go) to school yesterday. Past Tense They (to work) tomorrow. Future Tense (ate) (went) (wash my hands) (will work) (will go to sleep)
I (to wash ones hands) every day. Present Indefinite
10. She (to go to sleep) tomorrow night. Future Tense
Medium Lesson
1-5. Teacher will draw clocks on the board showing the following times. The students answer It is ___ oclock. 4:00 3:00 12:00 10:00 1:00 6. 7. 8. 9. 10. You (to go) to the store yesterday. Past Tense He went to work I (to brush ones hair) every day. Present Indefinite They (to get up) early tomorrow. Future Tense We (to wash) our faces tomorrow morning. Future Tense (went) (brush my hair) (will get up) (will wash) (yesterday, today, tomorrow)
Advanced Lesson
1-5. Teacher will draw clocks on the board showing the following times. The students answer It is ___ oclock. 4:00 3:00 12:00 10:00 1:00 6. 7. 8. 9. They (to get up) at 6:00. Past Tense (got up) (got dressed) (wears) (will go) (will brush my teeth) She (to get dressed) for school. Past Tense I (to go) to the bazaar tomorrow. Future Tense
He (to wear) clean clothes every day. Present Indefinite
10. You (to brush your teeth) tonight. Future Tense

Class #11: My House /Apartment Vocabulary Overview

Daily Sentence: I live in an apartment. He lives in a house.
Easy Lesson
Motivation: Show poster of a house and/or an apartment (flat). Point out the different rooms: living room, bedroom, room, basement, attic, bathroom, kitchen, dining room and hallway, wall, floor. Information: Write the different rooms of the house in English. Show sentence structure: There is ain my house. Practice: Children write down words. Application: Children should practice spelling the words. Use word shapes game or another spelling game that the children like. Homework: Study words. Write 3 sentences There is a. in my house. Materials: House poster and/ or apartment poster which show the rooms of the house
Medium Lesson
Motivation: Ask children what rooms are in their house. Write a list on the board. Information: Introduce my house/apartment vocabulary: house, apartment, room, living room, bedroom, basement, attic, bathroom, kitchen, dining room, and hallway, wall, floor. Practice: Have the students draw a picture a house and label the rooms in English. Application: Divide the class into two teams. One child from each team comes to the board tries to be the first to say the name of the room that the teacher points to, using the house poster. Homework: Study words. Write 3 sentences There is a. in my house. Materials: House or apartment poster
Advanced Lesson
Motivation: Show children a poster of a house or apartment. Ask which rooms they see. Information: My house/apartment vocabulary: house, apartment, room, living room, bedroom, basement, attic, bathroom, kitchen, dining room, and hallway, wall, floor. Practice: Practice pronouncing the words, and copy all words into copybooks. Application: Play hangman with the new vocabulary words. If you use different words, write the topic so the children will know. Homework: Write 5-6 sentences. I have a house (or apartment). There arerooms in my house. There is a Materials: Poster of a house/ apartment, which shows the rooms of the house
Class #12: My room

Daily Sentence: I have a bed, a desk and a chair in my room.
Easy Lesson
Motivation: Look at a picture of a room. Information: Discuss furniture words: bed, chair, table, mirror, and desk. Ask children what other furniture and household objects they can think of. Accept sofa (couch), carpet, stove, refrigerator, shower, toilet, sink cupboard, bookshelf, painting, picture.
Practice: Play repetition game. Stand in a circle. The first child says, In my house, there is a chair. Next child say, In his house there is a chair. In my house there is a. Continue until the last child must say what is in everyones house. Offer help. Children may add a motion to go along with the word, so they will be remembered more easily Application: Play game using household object cards. Teacher chooses a household object card, and hides it from children. They must ask, Is this a? Answer: No/ Yes, It is a Homework: Children should make a list of all the furniture in their house. Materials: Picture of a room, household object cards
Medium Lesson
Motivation: Look at a picture of a room, discuss what they see. Information: Write a list with the children of the furniture in the house. Some will be review, some will be new. Translate together. Practice: Teach the forms: In my room, there is and I havein my room. Orally practice. Copy down these forms. Application: Children should write what they have in their rooms at home. Several children may read their lists. Homework: Children should pick one other room in their house, draw it, and write 5 sentences about what they have in it. They should use album paper. Materials: Picture of room
Advanced Lesson
Motivation: Draw a large house shape on he board, and separate it into squares, which will be rooms. Information: Tell students they must decorate the house with furniture. Identify the different rooms, and write their names on the board with space underneath. Practice: As children come up and draw furniture, the name of the furniture should be written under the appropriate room name. Application: Read the furniture lists for each room, and let 1 child at a time come up and point out the piece of furniture as the teacher reads it. Homework: Students should draw their room on album paper and write 6 sentences about what is in their room. 3 of what is in the room, 3 with what is not in the room. There is ain my room. There is not a in my room. Materials: None
Class #13: My House/Apartment Adjectives

Daily Sentence: My house is warm and comfortable. I like to rest there.
Easy Lesson
Motivation: Look at the picture of a room. Point out furniture and ask the students to describe it in native language. Information: Introduce the words, comfortable, uncomfortable, dark, light, narrow, wide, soft, hard. Review other descriptive words- beautiful, ugly, tall, short, fat, thin, big, small, and colors. Practice: Write 2 columns of words: 1 column in English and 1 column in native language. Students must draw a line connecting the correct words. Application: Play Around the World with all adjectives. Homework: Give students 2-3 adjectives, and let them list what furniture can be called by those descriptions.

Materials: Picture of a room
Medium Lesson
Motivation: Look at the picture of a room. Point out one of the objects and ask the students to describe it in native language. Information: . Introduce the words, comfortable, uncomfortable, dark, light, narrow, wide, soft, hard. Review other descriptive words- beautiful, ugly, tall, short, fat, thin, big, small, and colors. Children should copy all words and translations. Practice: Teacher gives nouns and children should offer appropriate descriptive words: Chair response: an uncomfortable chair A red chair, a soft chair Try this with several different nouns. Application: Look at 2 similar pictures of rooms. Children should point out differences. This is a red couch and that is a green couch Homework: Write about 3 things in your house, using adjectives. I have a or There is a in my house. Materials: Picture of a room. 2 more pictures of rooms that are similar, but have many small differences.
Advanced Lesson
Motivation: Check homework. Look at a picture of a room, ask children to describe it. Information: Tell children they will learn more adjectives today. Introduce: comfortable, uncomfortable, dark, light, narrow, wide, soft, hard. Review other descriptive words- beautiful, ugly, tall, short, fat, thin, big, small, and colors. Children should copy all new words. Practice: Ask children to describe the room using, The room is Ask them to describe furniture as well. Application/ Homework: Children should 8 sentences that describe the room they drew using adjectives. Tell them that they may start in class, and finish for homework. Materials: Picture of room
Class #14: My Room and Prepositions

Daily Sentence: The lamp is in the living room. The refrigerator is in the kitchen.
Easy Lesson
Motivation: Introduce preposition cards or poster. Each shows a preposition. Ask children to identify them in native language. Information: Review house vocabulary and adjectives. Translate prepositions. Look at the house poster. Practice: Practice sentences such as: The table is in the living room. or The mirror is in the bathroom. Write these sentences on the board and let children practice describing the house in the poster. Application: Have each of the students write out 5 sentences describing where different things are in their house/apartment. Materials: House poster, prepositions poster or cards
Medium Lesson
Motivation: Introduce prepositions poster. Information: Children should copy all prepositions and write a picture to represent each. Practice: Children should look around the classroom and each should say 1 sentence using a prepositions. Teacher should give a few examples and write them on the board.

Application: Look at picture or poster of a room. Play game: Ask children questions using prepositions in, on, near, under, over, using picture of a room. Is the chair in the bedroom? Answers should be, Yes it is. No it isnt. Homework: Write 4 sentences about the childs house, using prepositions. Materials: Prepositions poster, picture or poster of a room
Advanced Lesson
Motivation: Look at prepositions poster. Read together. Information: Translate all prepositions. Make several sentences using the picture of the room and the house and apartment pictures. Theis near the. Remind them we use the word the because we are talking about a certain object that we both know about. Practice: Practice several sentences and have children write words and translations in their notebooks. Then they should write example sentences and translations. Teacher may point to an object, and children must use prepositions to make a sentence about that object. Application: Children should write about the room they drew on album paper, and write 4 more sentences using the prepositions. Homework: Start to study for the test. Materials: Preposition poster, room poster.
Class #15: Review

Daily Sentence: Its time to study for another test! See Review Activities # 18,23,26, 28, 30, 31, 39, 51,62 in Appendix B for suggested Activity ideas. Children should copy the sentences and choose the correct preposition. The clock is (in/on) the wall. The chair is (near/ on) the table. The television is in the (living room/ bathroom). The computer is (near/ on ) the desk. The bed is in the (kitchen/ bedroom). The oven is in the (kitchen/ bathroom). We eat dinner in the (kitchen/ bedroom). The carpet is (on/ under) the floor. The carpet is (in/ under) the table. The chair is (on/ near) the floor.

Easy Lesson
1-5. Translate: sofa, chair, bed, kitchen, dining room 6. 7. 8. The carpet is (in, on, under) the table. The book is (under, on, near) the bookshelf. The oven is (in, under, around) the kitchen.
9. 10.
The chair is (soft/smart) and comfortable. The living room is (small/five) and uncomfortable.
Medium Lesson
1-5. Translate: sofa, carpet, apartment, dining room, mirror 6. 7. 8. 9. The bed is in the (living room/bedroom). There are two chairs (in/under) the kitchen. We have a (sofa/toilet) in the living room. There is no lamp. It is (dark/light).
10. The painting is very (comfortable/beautiful).
Advanced Lesson
1-5. Translate: mirror, table, sofa, hallway, bedroom 6. 7. 8. 9. The bed is (in/under) the bedroom. The (toilet/bed) is in the bathroom. The book is (on/in) the table. We have a very (big/blue) living room.
10. Your bedroom is very (warm/pencil).
Class #17: Womens Day

Daily Sentence: Happy Womens Day. Be nice to all women today!
Class #18: St Patricks Day (or Navruz)

Daily Sentence: Today is St. Patricks Day. Have you seen a leprechaun?
Class #19,20: Navruz Activities

Daily Sentence: Have a great Navruz. Visit your family, and eat lots of plov! Please see Appendix C for suggested holiday activities

Semester 4
Class #1: April Fools Day and Review
Daily Sentence: Your shoe is untied. April Fools! See Appendix C for holiday activities and Review Activities # 18,23,26, 28, 30, 31, 39, 51, and 62 in Appendix B for suggested Activity ideas. Children should copy the sentences and write in the correct form of the verb. Many years ago, the New Year (to start) on Navruz. Navruz (to be) on March 21st every year. Womens Day (to be) on March 8th. (was) (lived) (play) Next year, we (to make) sumalak on Navruz. On this day, we congratulate (men/ women). On St. Patricks Day, everyone wears (blue/ green). Many years ago, St. Patrick (to live) in Ireland. Next Year, we (to celebrate) April Fools Day on April first. (will celebrate) On April Fools Day, we (to play) tricks on our friends. (started) (is) (will make) (is)
Last year, my mother (to be) very happy on Womens Day.
Class #2: Nature and Animal Habitats Vocabulary Overview

Daily Sentence: Do you remember all those animal words? I hope so.
Easy Lesson
Motivation: Show children pictures of domestic and wild animals. Ask them if they remember any of the English words for these animals. Information: Review all animal names. Write a list on the board and translate. Children should write these down. Practice: Erase translation. Divide the class into two teams. One child from each team comes up to the board. Teacher points to a word, and the first person to say it correctly gets a point for their team. Try this game with translation if reading is too easy. Application: Review the verb to like, and ask children to tell you some adjectives that would be good to describe animals. Introduce the words dangerous and favorite. Go around the room. Children should orally tell you what their favorite animal is. Homework: If children have a pet, write a description of the pet. What it is, what its name is, and descriptions. Materials: Posters of wild and domestic animals
Medium Lesson
Motivation: Show children pictures of domestic and wild animals. Ask them if they remember any of the English words for these animals. Information: Review animals quickly and teach some animal body parts. Tail, beak, claw, shell, wing, paw, fur. Practice: Teacher should give a riddle: It is a wild animal. It has 4 legs. It has paws with claws. It is yellow. What is it? Answer: a lion. Give several more riddles in this way.

Application: Ask children to describe an animal. They should not say the name, but rather describe it. They should write these first and then give their descriptions. Homework: If children have a pet, write a description of the pet. What it is, what its name is, and descriptions. Materials: Posters of wild and domestic animals
Advanced Lesson
Motivation: Show children some pictures of animals. Ask them where the animals live. Information: Explain to children they will learn about the different places on earth that animals live. Introduce the words nature, forest, ocean, dirt, sand, rocks, leaves, stream, river, tree and sky. Then talk about the different kinds of animals- insects, birds, mammals, reptiles. Students should copy down all of these words. Practice: Write the words on the board, but mix up the letters. Students must arrange the letters to form the new vocabulary words. Application: Play hangman with the new words. Homework: Think of your favorite animal and draw a picture of it and where it lives. Materials: A few pictures of animals- wild or domestic
Class #3: Desert Vocabulary

Daily Sentence: The desert in Uzbekistan is hot and dry. Have you been there?
Easy Lesson
Motivation: Ask the children if there are deserts in Uzbekistan. They should name the Kizil Kum and the Kara Kum. Ask them what animals live in the desert. Lizards, camels, insects, scorpions, snakes, spiders, birds. Information: As children list animals, write them on the board in native language. Translate. Then discuss other things that describe the desert- sand, hot, cactus, no water, etc. Practice: Together, write a text about the desert on the board. It should be 6-10 sentences long. Application: Children should copy down this text and begin to translate it. Homework: Finish translating text. Materials: None
Medium Lesson
Motivation: Show the children a picture of the desert. Ask them if anyone has ever been to the desert. If not, what do they think it is like. Write a list of things that are in the desert. Lizards, camels, insects, scorpions, snakes, spiders, birds, sand, hot, cactus, no water. Information: As children name things about the desert, write them on the board. Make sure to write animals as well. Translate the words. Practice: Ask children what desert animals eat. Introduce new words: insects, plants, grass, meat. Ask them to make sentences in English: Camels eat grass and plants. They drink water. Lizards eat Write several sentences to describe the desert. Scorpions live in the desert. In the desert, there is no water. It is hot in the desert. Application: Play hangman with these new desert words. Homework: Write 5 sentences about the desert. Materials: Picture of a desert scene 0
Advanced Lesson
Motivation: Show a picture of a desert scene. Ask students which animals live there. Write a list. Information: With children, make a list of specific desert vocabulary. For example- no water, dry, hot, cold at night, few animals and plants, lizards, camels, insects, scorpions, snakes, spiders, birds, sand, cactus. They should copy these and the definitions into their notebooks. Practice: Play quick game of Around the World for the new words. Application: Students should break into groups and write a small description of the desert, using new words. Homework: Practice reading the description for the next class. Materials: Picture of a desert scene
Class #4: Ocean Vocabulary

Daily Sentence: The ocean is big and blue. You can look and look, and still see no land.
Easy Lesson
Motivation: Look at a map. Find Uzbekistan, and then find the 4 oceans of the world. Name them together. Notice how large the oceans are compared to Uzbekistan. Which is the Largest Ocean? (Pacific) Information: Introduce words: fish, shark, whale, crab, octopus, wave, water, salty, deep, boat, island, and dolphin Practice: Review verbs: to swim, to sail, and make sentences together about the ocean. Application: Write new words on the board with several letters missing from each. Children should try to figure out what the words are. Play hangman if time allows. Homework: None Materials: Map of the world
Medium Lesson
Motivation: Look at a map. Find Uzbekistan, and then find the 4 oceans of the world. Name them together. Notice how large the oceans are compared to Uzbekistan. Which is the Largest Ocean? (Pacific) Information: Introduce words: fish, shark, whale, crab, octopus, wave, water, salty, deep, boat, dolphin, Atlantic Ocean, Pacific Ocean, Indian Ocean, Arctic Ocean, Practice: Write some sentences on the board and let children read and translate them. Application: Erase the sentences, and hand out pieces of paper with the words from those sentences from the board. In groups, children must unscramble the words to form a sentence that was written on the board. See who finishes first, then give the scrambled sentences to a different group of children to unscramble. Homework: None Materials: Ocean sentences, written on strips of paper, and cut up.
Advanced Lesson
Motivation: Tape a large, blank piece of paper to the board. Ask if any of the students have seen an ocean. Tell them they are going to create one today. Information: Introduce the words: fish, crabs, sharks, seaweed, waves, boat, island, beach, and sand. Ask students for some of these words.

Practice: Assign students to draw on paper different objects from vocabulary. Sketch on the board if they have trouble. Students should color in their objects, and cut them out. Let the students tape up the different objects, to make an ocean scene. Application: Students should quickly write 3 sentences about the scene in their native language. Homework: Translate the sentences to English. Materials: Large piece of paper, tape
Class #5: Forest Vocabulary

Daily Sentence: The forest can be scary if you are alone there at night.
Easy Lesson
Motivation: Tell students that today they will be speaking about the forest. Ask them if they know about any famous forests. Information: Teach new words: trees, bear, wolf, plants, grass, mushrooms, path, insects, birds, stream, pond, deer Practice: Write a column of English words and a column of native language words. Children should match them. Then write several words with mixed up letters on the board, and see if children can figure out which vocabulary words they are. Application: Play Tic-Tac-Toe with new words. One child from each team comes to the front of the class. Teacher gives a word in one language, and the first child to translate correctly gets to mark an X or an O in a square. Homework: None Materials: None
Medium Lesson
Motivation: Tell students that today they will be speaking about the forest. Ask them if they know about any famous forests. Information: Teach new words: trees, bear, wolf, plants, grass, mushrooms, path, insects, birds, stream, pond, deer. Practice: Teacher should give 6-10 scrambled sentences for the children to arrange. Then children and teacher write a text together about the forest. (6-10 sentences) Application: Children should translate text. Homework: Finish translation for homework. Materials: None
Advanced Lesson
Motivation: Show students a picture of a forest. Ask them if they know what is in a forest. Information: Generate words- animals, insects, trees rocks, dirt, rivers, streams etc. Ask them if they know about any famous forests. Introduce short text about a famous forest: The Amazon Rainforest is in Brazil. It is a very big forest. There are so many trees and plants there. Many animals live in this forest. Insects, mammals, lizards, birds and fish live there. It is difficult to walk in this forest, because there are many trees and plants. There are many rivers too. It rains almost every day. It is very green there. It is also very hot there. It is a very famous forest. Practice: Students should take turns reading the text.
Application: Students pick out words that they dont know. Define them and let the children use them in sentences. Materials: Picture of a forest
Class #6: City/Farm Vocabulary

Daily Sentence: There are many animal farms in America.
Easy Lesson
Motivation: Look at poster of domestic animals Information: Look at animals, and introduce animal body parts. Write down: fur, hoof, paw, claw, wing, and shell. Write down these new words. Make sentences. For example:Cats have claws. Practice: Review domestic animals. Write out the words for Old MacDonald had a Farm(See Appendix--) Application: Children should say the words with you, and write them down. Begin to sing, and use different animals and sounds Homework: None Materials: Domestic animals poster
Medium Lesson
Motivation: Look at domestic animals poster Information: Review domestic animal names, and discuss what the animals eat. Include milk, fish, grass, grain, and meat. Practice: Review spelling together on the board. Practice spelling in chorus. Go through all the words. Application: Play Spelling Baseball (See Appendix --) with animal words and animal food words Homework: None Materials: domestic animals poster
Advanced Lesson
Motivation: Ask students to name famous cities that they can think of. Write them on the board- use the English names. Information: Talk about animals that are in cities- today the animals in the habitat are mostly people! Ask, What other animals live in the city? Practice: Students should break into groups and try to unscramble sentences about animals that live in the city or on farms. Each group receives a stack of words from 3 sentences that have been cut apart. See which group can finish first. Application: Play hangman with new vocabulary words. Homework: None Materials: Scrambled sentences. Keep 3 sentences of words in one group. If children will have trouble, use different colors to write each sentence.


Daily Sentence: Can you believe the year is already over? Use appropriate review activities from Appendix B that are fun for your children and that will help them review the years material.

Daily Sentence: Good luck on your test. The classes after that will be fun. Use appropriate review activities, and spend of the class preparing the children for the test.

Easy
1-15. Translate: coin, cost, price, shirt, hat, ocean, trees, rainy, windy, summer, store, school, clock 16. We (to go) to the park yesterday. (went) 17. They (to go) to the bank tomorrow. (will go) 18. I (to want) to buy a hat. (want) 19. 20. 21. 23. 24. 25. 26. 27. 28. 29. 30. I (to be/to wear) a scarf. (am wearing) How (much/many) does it cost? (much) He (to wash) his face every morning. (washes) The girl (to eat) dinner at 6:00. (eats) She (to go) to school every day. (goes) My brother enjoys (to go) to Tashkent. (going) Do you like spring? Will you go to school tomorrow? What time is it? How are you today? Do you like fish?
22. You (to get up) at 7:00. (get up)
Medium
1-15. Translate: cost, price, skirt, jacket, socks, forest, city, trees, snowy, spring, store, camel, clock, sofa, carpet 16. 17. 18. 19. 21. The cat sits (on/under) the carpet. (on) The sofa is (under/in) the living room. We stand (in/on/near) the door. (near) She (to go) to the store yesterday. (went) They (to be/to wear) hats. (are wearing)
20. You (to eat) lunch yesterday. (ate)
22. I (to see) the teacher tomorrow. (will see) 23. 24. 25. 26. 27. 28. 29. 30. It windy yesterday. (was) Do you (to want) an apple? (want) Which month is it now? Which is bigger, a cat or a tiger? Do you want to buy some candy? How many fingers do you have? What time is it? I is (to snow) now. (snowing)
Advanced
1-15. Translate: cost, price, oven, sink, sofa, boots, dress, winter, autumn (fall), windy, rainy, snow, cool, dolphin, sand 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Bears live (in/on) the forest. (in) The carpet is (under/on) the chair. (under) We lie (in/near) an apartment. (in) I (to want) to buy a car yesterday. (wanted) She (to go) to the store before lunch. (went) They (to be/to wear) dresses. (are wearing) He (to go to the hospital tomorrow. (will go) He (to eat) dinner later tonight. (will eat) It (to be) sunny tomorrow. (will be) It (to be) raining 2 days ago. (was) Which is smaller, a cat or a bird? Which is more, 3 kilos or 2 kilos? (3 kilos is more.) What time is it? Where is the bed? (it is in the bedroom.) Where do we eat dinner? (We eat dinner in the dining room.)
Class #10: Fun Day

Please see Appendix D for fun games and activities to do with your students on the last days of school.

Fourth
Year

Our World:
continent land island water lake river ocean mountain desert sea hill Earth plain forest jungle nature tree plant rocks soil sand grass sky animal stream to throw to help to save to use to grow garbage to litter to kill smoke dirt clean to throw away pollution to make one ill to shine to blow to flow to grow
My Town:
post office theater drug store school store park
building bank mayors office market doctors office dentists office hospital restaurant caf hairdresser apartment buildings house pool garden lake forest hills port street road playing field library factory cinema many much a few a little not much not many no, some turn turn around left right through straight pass north south east west in on under by next to around far from near
border neighbor capital cotton scientist writer famous Great Silk Road Independence Day
Health:
medicine pill shot thermometer bone blood cough ache sneeze tired temperature flu cold to be ill to hurt to bleed to cut to fall to hit to break to clean to rest to go to the hospital to go to the doctor to sleep to drink a lot to wash ones hands
Transportation:
to go by to take to drive to fly to sail to walk car truck bus airplane train street road on foot metro boat ride pay ticket wheel helicopter motorcycle horse camel wagon helicopter skateboard roller-skates
Feelings:
to feel happy sad bad fine mad angry bored glad silly sleepy surprised embarrassed shy
Specific Time:
face hand hour minute second clock oclock watch Numbers 1 60, half past quarter after quarter til/to/of midnight noon
Question Words:
Who What When Where Why How Do you What time How much How many
My Country:
president country flag anthem

Semester 1
Class #1: Introduction & Review Weather, Seasons, Months & Days
Daily Sentence: Welcome back to school. I hope you all have a great year in English class.
Easy Lesson
Motivation: Greet students. Review several greetings, to see what they remember. Information: Describe to children classroom rules, rewards, and penalties. Describe daily routine of coming to class, getting their nametag out, sitting down and then writing the sentence that is on the board. Practice: Sing Days of the Week song (See Appendix E). Review days of the week and months. Put months into seasons. Review weather words like hot, cold, warm, cool, rainy, snowy, windy, and cloudy. Draw pictures of each. Go through the months and seasons and ask the children which type of weather that would be in each. Application: Have children make their nametags look nice at home. Materials: Paper for nametags, calendar
Medium Lesson/Advanced Lesson

Motivation: Greet Children, Introduce self. Make a tentative seating chart now. Information: Introduce class rules, consequences, and homework policy. Take time to make sure children understand all policies and consequences. Practice: Show the children a large, empty calendar. Children should talk about days of the week sing Days of the Week song (see Appendix E). Children should also review months of the year, and separate them into seasons. Application: Children should talk about weather in each of the seasons. Write words: hot, cold, warm, cool, windy, rainy, sunny, snowy, cloudy on the board. Teacher writes a numerical date on the board, ex- 5/15/2004, and children tell the month, season, and describe possible weather. Use form It is In (month), it is Homework: Children should make nametags at home. Materials: None
Class #2: Review Foods

Daily Sentence: Which foods do you remember? Do you remember hamburgers?
Easy Lesson / Medium Lesson

Motivation: Children should try to name their favorite food in English. Information: Review different kinds of food. Choose from this list and draw: rice, meat, carrot, onion, pumpkin, potato, bread, soup, tea, sugar, salt, cabbage, cheese, apple, orange, grape, pomegranate, tomato, cucumber, pizza, spaghetti, hamburger & hot dog. Go over: May I please have and Thank You Practice: Children should pretend that they are at dinner with you and want different kinds of food. Application: Children should write 2 simple sentences: I like to eat and I dont like to eat Materials: Pictures of different types of food

Advanced Lesson
Motivation: Greet Children. They should show nametags. Review class rules and homework policy. Information: Review food words with children. Then play a market game. Review pronouns and the verb to be. Write phrases on the board: I want to buy How much does it (do they) cost? How many? Okay. Its expensive! Its cheap! No thanks. Thank you. Youre welcome. Review, then children should write these words in notebooks. Application: Children should take turns being sellers. They must buy and sell items. If this is too difficult, then play a game where children must guess a word from the shape of it letters. Use boxes to show each letter shape and children must fill in. Homework: Children must write a short dialogue, including greeting and 6-8 sentences, using the shopping phrases that they wrote down during class. Materials: Food cards
Class #3: Review Classroom

Daily Sentence: Please sit in your chair, take out your pen and write this in your copybook.
Easy Lesson
Motivation: Go over homework. Information: Go over classroom objects: chair, desk, chalkboard, clock, teacher, student, pen, pencil, copybook and book. Go over classroom commands: Stand up, Go to the, Sit down, etc. Practice: Draw all of the classroom objects and have the students draw them in their copybooks. Application: Play Simon Says. Use commands like Touch the desk. Show me a pen! Materials: None
Medium Lesson
Motivation: Ask children to name classroom objects. If they can remember the English words, they may give them. Write a list. Information: Translate the words on the list and review with children. Practice: Review colors, Numbers through 30 and days of the week. Application: Play I Spy. Teacher, and then child should say, I spy with my little eye, somethingyellow! Children should look around the room to find what yellow object the speaker means. Ask Is it a? Homework: Review body parts Materials: None
Advanced Lesson
Motivation: Check homework. Information: Review classroom objects: window, floor, door, wall, plant, pencil, pen, desk, chair, girl, boy, ruler, book, copybook, eraser, chalk, board. Practice: Children should write these words in their notebooks. Then, write the to be verb on board and explain its use in English. Practice it is They are Application: Review alphabet together by spelling all the words, until most children remember the letters. Play Ball Toss Translation with classroom object words. Teacher tosses a ball to a child, says a word in native language, and the child must translate it and toss the ball back. 0
Homework: Children should study the new words if they dont know them. Materials: Classroom objects
Class #4: Review Body Parts and Clothing

Daily Sentence: Do you remember which clothes go on the different body parts?
Easy Lesson
Motivation: Sing, Head, Shoulders, Knees and Toes(see Appendix E) Information: Go over body vocabulary: face, eye, nose, mouth, ear, hair, arm, leg, hand, finger, foot, toe and all of their plurals. Go over clothing vocabulary: shirt, dress, pants, socks, shoes, jacket and hat, t-shirt, bathing suit, gloves, scarf. Practice: Draw a picture of a person on the board and label the parts. Draw clothing. Application: Write 4 sentences: My shoes go on my feet. My pants go on my legs. Materials: None
Medium Lesson
Motivation: Teacher points to body parts on self or a child, and children must say what the parts are. Information: Write the body parts on the board with translation. In another list, write clothing vocabulary: shirt, dress, pants, socks, shoes, jacket and hat, scarf, gloves, bathing suit, t-shirt. Children should copy both sets of words. Practice: Children should match body part to pieces of clothing. For example: Head hat Application: Children should begin to make sentences: I am wearing a skirt. Go around the room, and have each child say what he/she is wearing. Homework: Copy each word from the vocabulary lists and translate again. Materials: None (optional- clothing cards, a body parts visual aid)
Advanced Lesson
Motivation: Ask children if they remember body parts. Invite children to point to parts they remember. Information: Put together Baby Joey doll. Then ask children if they can name pieces of clothing. Show cards and repeat clothing words. Children should write down these words. Practice: Write several pieces of clothing on the board: shirt, dress, pants, socks, shoes, jacket and hat, scarf, gloves, bathing suit, t-shirt in a column on the board, and then write another column with the body parts they go on. Children must match up body parts to clothing. Application: Show several pieces of clothing (cards). Children must sort it according to which season it is worn in. Homework: Children should write 4 sentences, using the form, A (clothing) goes on a(body part). Explain what this means in native language. Materials: Clothing cards. Baby Joey.

Class #5: Review My Day, Time and Professions

Daily Sentence: I wake up at 6:30 and work for 8 hours. I am a banker.
Easy Lesson
Motivation: Ask children what time it is. They should answer in form It is oclock. Information: Write daily activity verbs on the board: to get up, to eat breakfast, lunch, dinner, snack, to play outside, to go to school, to go home, to watch TV, to do ones homework, to go to sleep. Review, and ask children if any are missing. If so write them down. Children should also copy verbs. Practice: 7:00- I get up. 8:00- I go to school. 9:00 I learn English. 10:00 I eat a snack. 12:00 I go home. 1:00 I eat lunch. 2:00 I play outside. 6:00 I do my homework. 7:00 I watch TV. 9:00 I go to sleep. Review schedule with children, and let them copy it. Application: Play quick game with children. Throw them a ball, and say a verb (in English or native language). They should translate the verb into the other language and toss the ball back. Homework: Children write their daily schedule, using at least 5 verbs. Materials: Ball
Medium Lesson
Motivation: Using clock, children should tell the time until they are comfortable. Remind them of the words oclock, noon, midnight, morning, afternoon, evening. Information: Pantomime each word as you write it on the board. Children should write translations: To get up, to get dressed, to eat breakfast, to go to work, to work, to eat lunch, to go home, to make dinner, to watch TV, to sleep. Practice: Present several daily schedules- a teacher, a business manager, a driver. Make a list of other professions. Application: Children will pick a profession, and make a daily schedule for what that person does. Some children may read their schedules. Homework: Students should use their new verbs to write 5 sentences. Materials: 3 schedules
Advanced Lesson
Motivation: Go over the homework Information: Go over vocabulary: oclock, wake up, wash my face, brush my teeth, eat breakfast/lunch/dinner, go to bed, go to school, play and get dressed. Review professions: Driver, doctor, engineer, teacher, cook etc. Practice: Children should talk about their day. Put in order the things to do each day. Children should say what jobs their parents do. Application: Write two sentences. My father/mother is a. I want to be a ... Materials: None
Class #6: Review Animals

Daily Sentence: My friend has many pets. He has 4 dogs, 8 cats, and 21 fish.
Easy Lesson
Motivation: Sing The Itsy, Bitsy Spider(see Appendix E) and wild animals. Write their names on the board.
Practice: Let children make animal noises and others may decide which animal they are. Next, say the name of an animal and have the students make the noises. Application: Have the students write 4 sentences. I like the ___ and I dont like the ___ using animal vocabulary. Materials: Pictures of animals.
Medium Lesson
Motivation: Show pictures of animals. Children should name as many as they can. Ask where several of the animals live. Children should respond in the form, Elephants live in the forest. Information: Make a list of animals in English. Then make a list of verbs that are associated with animals: run, jump, climb, eat, drink, hunt, and growl. Children should copy down new verbs. Practice: Practice making short sentences: Use the verb to like to or the word often: Lions often growl. Monkeys like to climb. If children arent volunteering sentences, point to a child and give them an animal name. Remind children that they should use the plural of the animal name, because they are making general statements. Application: Play a game: Guess the animal. Children should pantomime an animal- no noises, and others should guess what it is. Homework: Write 5 sentences using new verbs (as in the practice section). Materials: None
Advanced Lesson
Motivation: Show domestic and wild animals poster. Ask children to name as many animals as they can. Information: Teach body parts of Animals. Then teach the interrogative form: Does a monkey have a tail? Do birds have fur? Practice: Set up columns of words on the board and make silly sentences. Example (please write more words in actual activity): you giraffes go Do Does elephants chickens a rooster fish a monkey Application: Play game: Im thinking of an animal It has ( a tail, 4 legs, etc.) It is brown, it has wings. Children must guess the animal that the teacher is describing. Homework: Write 3 questions and answer them. Materials: Zoo Poster, Farm Poster have live/s eat to school? tails? in the water? fur? eat meat? 4 legs?

Class #7: Our World (Large Geographic Features) Vocabulary Overview

Daily Sentence: Lets learn about our world. It sure is big.
Easy Lesson
Motivation: Look at a map of the world. Ask children What is it? Teach the words map, Earth, and world. Information: Introduce World vocabulary: continent, land, island, water, lake, river, ocean, mountain and desert. Ask children which other words they need to know- forest, jungle etc. Practice: Look at different maps or draw a map on the board- not of the world, but one that represents the vocabulary words. Ask the students to pick out lakes, rivers, oceans and mountains. Play a game where one child per team comes to the front of the room and tries to be the quickest to say what teacher is pointing to. Application: Children write the new words in their copybooks, translate them, and draw a little picture after them so they can go back and easily see the words. Materials: Maps or globe
Medium Lesson
Motivation: Show pictures of geographical features: a desert, a lake, an ocean etc. Ask children to help you make a list of other geographical features: continent, land, island, water, river, ocean, mountain, forest, and jungle. Information: Translate these words, and let children copy them into their notebooks. Review the to be verb and teach to be located. Practice: Speak about Uzbekistan. For Example: 2 deserts are located in Uzbekistan. There are rivers in Uzbekistan. There is one island in Uzbekistan. Teacher should provide the first few sentences, and after that children should give them. Write all sentences down. If children give incorrect sentences, write them as the child says them. Application: With children, review sentences, and make changes if they are incorrect. Students should copy them down and translate them. Homework: Give children 5 words with mixed up letters, and ask them to unscramble them for the next class: sreedt-desert, teconnitn-continent, dlasin-island, noeac-ocean, tunomian-mountain Materials: Pictures of geographical features
Advanced Lesson
Motivation: Look at map. children may call out features of the map such as country, state, border, mountain, lake, river, ocean etc. Information: Tell children they are going to learn about the world and different environments. Give students vocabulary: land, ocean, sea, river, lake, mountains, desert, hill, Earth, continent, island, plain. Ask children to list any more words they can think of (for large features only- not flowers, stones, etc.) Practice: Draw a basic map on the board with geological features from vocabulary. Then draw a box which will be the map key. Children should decide what symbols stand for which features on the map. Application: Look at the map again. Teacher calls out a country, and child must find it and decide what geological features it has. Make sure children use the form (Country) has ___, ___, and ___. It does not have ___. Homework: Write a list of geographical features in Uzbekistan. Materials: Large world map

Class #8: Our World (Small Scale Environment)

Daily Sentence: To help save the Earth, we need to throw away our trash and grow new trees.
Easy Lesson
Motivation: Show a nature scene- speak about the different things in the picture. Write down words that children say. Information: Introduce nature words: nature, trees, plants, rocks, soil, sand, grass, sky, animals, stream. Remind students of the verb to live. Review weather words. Practice: Make a list of all the vocabulary from small-scale environment and large-scale geographical features. Review words together and translate. Children should practice pronouncing the words. Application: Draw a large circle, then a larger circle around that, and one even larger circle around that. Tell children that the circle in the middle is the earth. The next circle is for things that are on the earth, and the biggest circle is for things in the sky. Children should categorize words, one at a time: for example mountain, ocean, and continent go in the earth circle, tree, rock, flower, go in the next circle, and bird, sky and weather words go in the last circle. Homework: Children should look out of their window at home and make a list of things that they see. Materials: Picture of a nature scene
Medium Lesson
Motivation: Check homework and review vocabulary. Ask them to think about what things are located in those geographical features. Trees, rocks, flowers etc. Information: Introduce nature words: nature, trees, plants, rocks, soil, sand, grass, sky, animals, stream. Remind children of the verb to live. Practice: Write City, Mountains, Desert, Forest on the board. Children should separate new vocabulary words according the where they are found. Encourage them to use animal words, and words from other lessons. Application: Children should pick one of the 4 environments and write a paragraph about it. Use the verb to have, There is/are and the preposition in. Homework: Finish this paragraph. Materials: None
Advanced Lesson
Motivation: Play Around the World with new vocabulary. Information: Review or teach environment vocabulary: nature, trees, plants, rocks, soil, sand, grass, sky, animals, and stream. Introduce verbs: to throw, to help, to save, to use & to grow. Practice: Go through the new verbs and conjugate them. Make sentences on the board. Write down what children say, and then correct sentences together. Children copy down sentences. Application: Write three sentences using the new verbs and three different pronouns. Materials: None

Class #9: Pollution

Daily Sentence: Please dont pollute. It makes our beautiful earth look ugly.
Easy Lesson
Motivation: In native language, tell children they will discuss pollution today. Ask children what pollution is. Information: Make a word web with pollution in the middle, and write the words that children say about pollution around the main word. Connect the words with lines. Children should copy it. Translate the words. Lead children to speak about trash/ garbage (synonyms), air pollution (smoke from factories, burning garbage, smoke from cars), water pollution (dumping garbage and chemicals in the water) Practice: Ask children why pollution is bad (this can be done in native language). Breathing bad air, eating bad fish or meat and drinking bad water can make us ill, and it is ugly to see. Application: Take words from the word web: factory, garbage, to litter, to die, smoke, dirty, clean, to throw away, pollution, and play word shape game. If time, play Tic-TacToe with new words. Homework: Children should write 3 sentences about pollution. Materials: None
Medium Lesson
Motivation: Talk about pollution in native language. Talk about what happens to us when we breathe polluted air, and eat food from polluted places, or drink dirty water. Information: Teach the words: garbage, to litter, to kill, smoke, dirty, clean, to throw away, pollution, to make one ill. Practice: Together, make sentences on the board. These can be about litter, the environment or our world. I do not like garbage. Pollution is ugly. Dirty air makes me ill. Pollution kills trees and animals. Dirty water makes me ill. There are 4 Oceans, the Pacific, Atlantic, Indian and Artic. Etc. Application: In pairs, students should write sentences from the board on pieces of paper, and then cut them out. They should pass these scrambled sentences to another group of children to put in order. When they are in order, children should write the sentence in their notebooks. They may pass them to another pair, to unscramble. Pass 1-2 more times. Homework: Translate sentences from notebooks. Materials: scissors
Advanced Lesson
Motivation: Look at 2 pictures. One of a beautiful forest/lake scene, the other with garbage, smoke and dead/dying nature. Ask what could cause this change. Teach to change. Information: Introduce vocabulary: factory, garbage, to litter, to die, smoke, dirty, clean, throw, pollution Practice: Read Paragraph: Pollution In nature there are many beautiful things. People like to go to the mountains or the sea for a rest and look at the beautiful nature. But, if people throw garbage in the water, and if factories make smoke and throw chemicals into the water or forests, nature will be dirty. Many animals and plants will die. It is difficult to breathe dirty air. Many people will be ill. It is important to throw garbage in one place, and keep our beautiful world clean.
Teacher should go through paragraph word by word and if students dont understand them, underline. Then students may look up words. Application: Test for understanding: It is not difficult to breathe dirty air. People like beautiful nature. You can go to the desert or the city for a rest. Plants and animals can die from garbage and pollution. Factories make pollution. True/False Homework: Write 3 sentences with the new vocabulary. Materials: 2 pictures, one polluted, one clean
Class #10: Our World and Amounts (many, a lot, few, much)
Daily Sentence: In America there are many trees, lakes and rivers. In Uzbekistan there are many rivers, mountains and deserts.
Easy Lesson
Motivation: Play Around the World or Ball Toss Translation game with environment vocabulary. Information: Review environment vocabulary on the board. Introduce amount vocabulary: many, few, some, no, a little, and a lot. Remind children of the phrase There are Practice: Children should make sentences like: There are many trees in (town). There are no lakes in (town). Application: Write three sentences using amount and environment vocabulary. Homework: Translate the sentences from class into native language. Materials: None
Medium Lesson
Motivation: Show several pictures of nature scenes. Point to pictures and describe in native language the pictures with amount words. There are many trees, there is a lot of water, There are no people. Information: Review forms There is, there are then introduce amount words. Write: much, a lot of, many, not much, few, a little, no. Translate. Explain that many is used for countable items and much is used for non-countable items (water, grass, happiness, etc.) Many and few are used with plural words and the form of to be are. A little, a lot, none, much and not much are used with singular words and the form of to be is. Children should write new words in their notebooks. Practice: Make a list with the children of vocabulary words, and when list is done, ask children to write an appropriate amount word next to each. Application: Children should pick 5-6 of the words from the list and write sentences with them using the amount word written next to it. Some children may read their sentences. Homework: Children should make lists of words that can be used with each of the amount words. Materials: Pictures of nature scenes
Advanced Lesson
Motivation: Show children a map of the world. Talk about what things you find in Nature. Then talk about other things you see on the map. Information: Introduce the amount words: many, a lot of, few, much, none, a little, not much. Explain the difference between many and much. Many is used for countable items and much is used for non-countable items (water, grass, happiness, etc.) Many and few are used with plural words and the form of to be are. A little, a lot, no, much and not much are used with singular words and the form of to be is.

Practice: Children should use the amount words in sentences. Give an example. There are many trees in the forest. (Show picture if available) Ask them to give examples of sentences. Application: Ask children to complete the sentences, inserting the correct amount word. Make more sentences for lesson. There are _______ trees in the world. There is ________rain in the desert. Are there______ rocks in the dirt? Does he have________ money or ______ of money. _____ people are interested in Geography. ________ people have been to Antarctica.
Homework: Make 4 sentences using the amount words. Materials: map of the world
Class #11: Environment and Adverbs

Daily Sentence: The sun is shining beautifully and the wind is blowing strongly today.
Easy Lesson
Motivation: Review vocabulary words. Children stand up. Go around the room, and have each child say one word from the vocabulary. When a child cant think of a word within 5 seconds, he or she sits down. Dont repeat words. When all vocabulary words are used and more than 5 children are still standing, you may use vocabulary from another topic. Information: Introduce verbs for natural features: to shine(sun), to blow(wind), to flow(water), to grow(plants, flowers, grass). Children should copy these words and orally conjugate them. Write them on the board in past, present and future tense for children to copy. Then remind children about adjectives. Review adjectives, and make sure the following are in the list- beautiful, bright, hot, cold, quick(fast), slow, clean etc. Teach children that if you want to describe an action, you simply put a ly on the end of the adjective and say the word before or after the verb. Write an example. The child reads slowly. Children should copy down adjectives and then write the adverb next to it: quick- quickly Practice: Teacher and students should make sentences together, using adverbs, verbs and vocabulary words. Children should copy down sentences. Application: Children should try to write sentences using adverbs. See who can write the most sentences. Homework: Children should translate sentences from practice section. Materials: None
Medium Lesson
Motivation: Show verbs in actions (walk and talk) Walk slowly, then quickly, then talk slowly then quickly. Ask children what the difference was between the two. Information: When they describe one as slow, and one as quick, use this time to talk about how we can describe verbs. We use adverbs. Adverbs are easy to make, all you do is take an adjective and add ly. Practice: Take several adjectives: quick, slow, nice, bad, new, strong, weak beautiful, neat, clear, dark, careful. Children should make the adjective into an adverb. Application: Play adverb Simon says or Adverb Tic-Tac Toe(children must make the adjectives that are written in the Tic-Tac-Toe board into an adverb in order to put their teams mark in a square.
Homework: Write 3 sentences with adverbs. Remind them that the adverb goes in front of the verb. Materials: None
Advanced Lesson
Motivation: Show verbs in actions (walk and talk) Walk slowly, then quickly, then talk slowly then quickly. Ask children what the difference was between the two. Explain that we have adjective that describe actions. Information: Teach children how to make adverbs. They should take an adjective and add ly to the end. Explain that only some adjectives can be used, because they have to be able to describe an action: quick, slow, nice, bad, new, strong, weak, beautiful, neat, clear, dark, careful. Children should make each into an adverb on the board. Practice: Children should come up with a list of verbs that can be used with the adverbs that you wrote. Application: Children should pick 5 verbs and adverbs and write sentences with them. Homework: Review spelling for vocabulary Materials: None
Class #12: Environment and past/ present and future verbs

Daily Sentence: The earth had dinosaurs, and now there are lots of people. What will the future be?
Easy Lesson
Motivation: Quick spelling test. Look at two pictures. One of a caterpillar and one of a butterfly. Tell students that one is before, and one is after. Label them, and see if students can remember the meanings of before and after. Information: Review the past and future tenses. Write several verbs on the board: To Throw, To Help, To Save, To Use & To Grow. Practice: Turn sentences into the future and past tense. Write about 5 sentences on the board. Children should write them in past, present and future tenses. I walk to the store. I go to school. I have a cat. The Earth has many people. The rock is in the soil. Application: Ask students to draw a before and after picture and write 3 sentences about it. Some children may read their sentences. Homework: Conjugate the following: to talk, to like, to clean, to listen Material: Pictures of Caterpillar and Butterfly.
Medium Lesson
Motivation: Play Ball Toss. Children should say a vocabulary word and throw the ball back. Do not allow repeating words. Information: Review verbs with children. Make a long list. On the left of the verb write the past tense form and on the right, write the future form. Children should copy this. Practice: Write a short text on the board. Teacher should read it, then read in chorus with children. Let several students read the text by themselves. Our world is very big. There are 7 continents and 4 oceans. We live on the continent of Asia. We live in Uzbekistan. We are learning English now. We are learning about many animals- domestic animals like chickens, horses and sheep, and wild animal that live in the forest or the desert- tigers, lions, elephants, snakes and insects. There

is a lot of pollution in the world. Pollution is bad for us. It makes us ill. We think that garbage is ugly. Our world is beautiful. The sun shines beautifully, the trees are green, and the water is cold, fresh and blue. We love our world. Application: Ask children which words they dont know and underline them. Make a list and translate them. Translate text together. Children should copy text from the board. Homework: Translate the text at home. Materials: Ball
Advanced Lesson
Motivation: Play Ball Toss. Children should say a vocabulary word and throw the ball back. Do not allow repeating words Information: Review verbs with children. Make a long list. On the left of the verb write the past tense form and on the right, write the future form. Children should copy this list. Practice: Write a short text on the board. Teacher should read it, then read in chorus with children. Let several students read the text by themselves. Our world is very big. There are 7 continents and 4 oceans. We live on the continent of Asia. We live in Uzbekistan. We are learning English now. We learned about many animals- domestic animals like chickens, horses and sheep, and wild animal that live in the forest or the desert- tigers, lions, elephants, snakes and insects. These wild animals often live in the trees or the mountains. In Uzbekistan we have mountains, rivers, deserts and forests. We have many green plants. We grow delicious fruits and vegetables. The nature of Uzbekistan is very beautiful. We know there is a lot of pollution in the world. Pollution is bad for us. It makes us ill. We think that garbage is ugly. We will not throw garbage in the street. Our world is beautiful. The sun shines beautifully, the trees are green, and the water is cold, fresh, and blue. We love our world. Application: Ask children which words they dont know and underline them. Make a list and translate them. Translate text together. Children should copy text from the board. Homework: Translate the text at home. Materials: Ball
Class #13: Our World and past/present and future verbs

Daily Sentence: A long time ago, no one lived in America. Now, there are many cities full of people.
Easy Lesson
Motivation: Review Seasons. Information: Ask children to make a list of verbs on the board. Children should practice spelling these verbs Practice: Review past, present and future verb tenses with verbs from the list. Include: to grow, to shine, to flow, to rest, to go etc. Application: Students should think about the last year. They should write 6 sentences, 2 about the seasons in the past, 2 in the present, and 2 about things that will happen in the next season. They sentences should be about nature. Example: In spring, there were flowers and the grass was green. In the summer, it was very hot, and we went to the mountains. Now, in fall, the leaves are yellow. In the winter it will be snowy. It will be cold outside. Homework: Translate the sentences that children wrote in English into native language. 0
Materials: None
Medium Lesson
Motivation: Review vocabulary words. Children stand up. Go around the room, and have each child say one word from the vocabulary. When a child cant think of a word within 5 seconds, he or she sits down. Dont repeat words. When all vocabulary words are used and more than 5 children are still standing, you may use vocabulary from another topic. Information: Review past, present and future verb tenses with several verbs. Include: to grow, to shine, to flow, to rest, to go etc. Practice: Children should write text together with teacher on a topic. For instance, if there is a park in town, the text may be a description of the park in each season of this year. First describe what is in the park and how it looks, then write about how it looks in different seasons. In the fall, the park was cool, and there were no flowers. The trees were very tall, and the leaves were yellow. There are You may also describe the school, or playground. Application: Children should copy text and translate. Homework: Finish translation for homework. Materials: None
Advanced Lesson
Motivation: Review Homework. Information: Review past/ future verbs, and then introduce a few irregular verbs (see, sleep, speak). Tell children they are going to work on future tense questions today, and then past tense questions a little later. Future tense questions Do you becomes Will you? Explain that when they listen to questions, they need to listen for clues as to whether it was past tense, present tense or future tense. The biggest future tense clue is the word will. Also listen and look for words like later, tomorrow, or after. Practice: Children should copy all of this information, and then answer questions. Will you go to the store? Will he walk to school? Will we go to the zoo? Will you sleep later? After lunch, what will you do? Write answers to each question. Children should copy sample questions and answers into copybooks as well as future word indicators. Give children a few minutes to write a future tense question, and then go around the class, each child asking a question, and the next answering it. Application: Play Around the World with verbs. Teacher says future past or present, then a verb. The first child to answer, moves on to challenge the next child. Homework: Write 3 future tense questions and answer them. Materials: None
Class #14: Review

Daily Sentence: I want to review some of our vocabulary words today. See Review Activities # 10,20,27,29, 30,34,39, 46,58 in Appendix B for suggested activity ideas. Children should copy sentences, and make the adjective into an adverb. The water moves (quick) in the stream. The wind blows (soft). The light shines on the ocean (beautiful). The river runs (calm) through the town. The fog rises (slow). The sun shines (brightly/ dimly).
The airplane flies (slowly/ quickly) over the desert. The rocks fall (dangerous) off the mountain. The bird flies (safe) through the air. Children should copy the sentences and fill in the amount word. There are ____ trees in the forest. (many) There are ______ lakes in the desert. (few or no) There are _______ oceans in the world. ( few) In Uzbekistan, there are (few/ many) mountains. There are (some/ many) birds in the air. There are (no/ some) pigs in the ocean. The are (some/ many) rivers in Uzbekistan. ________ people live in Russia. (Many) _______ people live in Antarctica. (No) There are (no/ some) houses in the ocean.
Environment and the World. Children should write the sentences, and write true or false, or pick the right word. T/F There are many trees in the desert. T/F Birds fly in the rivers. T/F Fish swim in the ocean. T/F Trees are in the forest. I like to drink (water/grass). I have a beautiful (flower/ continent). Look at the green (grass/desert). The (ocean/ lake) is very big. The (flower/ rock) is hard. The (tree/ river) is long.

Easy Lesson
1-5. Translate: country, lake, river, continent, island 6. 7. 8. 9. Trees (to grow) in the soil. (grow) Pollution is (good/bad). There are (many/few) trees in the desert. There is (many/a lot) of water in the ocean.
10. The sun is shining (bright) today. (brightly)
Medium Lesson
1-5. Translate: country, lake, river, continent, island 6. 7. There are (16/7) continents. Flowers (to grow) in the forest. (grow)
8. 9. 10.
There are (much/many) birds in the sky. There is a (few/little) wind today. The car is going (quick). (quickly)
Advanced Lesson
1-5. Translate: mountain, sea, hill, river, continent 6. 7. 8. 9. A sea is (bigger/smaller) than an ocean. Please do not (to throw) garbage in the forest. (throw) (Many/Much) people love nature. There are (a few/a lot) of people in Uzbekistan.
10. The wind blows (strong) in the mountains. (strongly)
Class #16,17: Halloween

Please see Appendix C for suggested holiday activities.

Semester 2
Class #1: Review Environment and future tense
Daily Sentence: How was Halloween? Did you go Trick-or-Treating? See Review Activities #10,20,27,29, 30,34,39, 46,58 in Appendix B for suggested activity ideas.
Class #2: My Town Vocabulary Overview

Daily Sentence: In my town I live near the pharmacy and the school.
Easy Lesson
Motivation: Play environment vocabulary Around the World. Information: Introduce vocabulary: post office, theater, drug store, school, store, park, building, bank, and mayors office. Ask children to list the places in their town. (stop after 15-20 words) Practice: Children should write down new words and translations. Practice saying the new words together and some children by themselves. Application: Write 5 sentences: In my town there is There are many... Using my town vocabulary. Some children read their sentences. Homework: Choose 4 places, and write what profession works in those places. For example, Doctors work in the hospital. Materials: None
Medium Lesson
Motivation: Review days of the week, todays date, colors and practice numbers to 30. Information: Review the to go verb in past, present and future tense. Show large town map. Ask children what they see. Make a list of new vocabulary. Practice: Children should practice saying these new words and translating them. Application: Divide the class into 2 teams. One person from each team comes to the front. Teacher points to a place, and children should say its name. Whoever is quicker gets a point for their team. Or, teacher can give a word in English and children each try to translate it first. Homework: Children should write 5 sentences in the future tense that describe going to a place in town. Materials: Map of town with 20-30 different buildings- labeled
Advanced Lesson
Motivation: Show children map of town. Read the labels for the buildings together. Information: Write the words and translations on the board. Children write down all words. Practice: Erase all words, and write vocabulary words on the board with letters missing. Children should fill in the letters. Application: Play Simon Says with commands and verbs. Teacher leads the first few games, and then let children also lead the game.

Homework: Choose 4 places, and write what profession works in those places. For example, Doctors work in the hospital. Materials: Map of town with 20-30 different buildings- labeled
Class #3: Town with Amounts

Daily Sentence: There are many trees and lakes in my town. It is beautiful.
Easy Lesson
Motivation: Ask children if there is only one school in town, only one river, only one post office. They should answer in the form: There are post offices in town. There are no rivers in town. Information: Write the different places in town on the board. Children should read them together. Then write the amount words- many, much, a few, a little, not much, not many, no, some. Translate together. Children should remember these. Practice: Ask children to write sentences on the board using amount words. Write 5-10 sentences. If the children write them incorrectly, leave them until all the sentences are written. Application: Together, correct the sentences if they have errors, and write them down. Then children begin to translate. Homework: Finish translations. Materials: None
Medium Lesson
Motivation: Review Our World vocabulary, especially words such as flowers, trees, hills, rivers, etc. Information: Write the different places in town on the board. Children should read them together. Then write the amount words- many, much, a few, a little, not much, not many, none, some. Translate together. Children should remember these. Practice: Ask children to write sentences on the board using amount words and the town vocabulary. Application: Children should re-write sentences from the board with the opposite amount word. If student wrote: There are few plants in the desert, the rewritten sentence should be: There are many plants in the desert. If children finish early, the teacher should erase the sentences and play a game. Teacher says a sentence, and children must decide if it is true or false. Homework: Children should write 4 sentences, 3 true and 1 false. Materials: None
Advanced Lesson
Motivation: Review colors, days of the week, ask children the date today, and review numbers to 30. Information: Review amount words with children and add a few new ones: many, much, a few, a little, not much, not many, no, some. Practice: Go around the room and ask each child to make a sentence using the amount words. Application: Children should write a composition about their town. It should be at least 10 sentences long. Homework: For homework, children should switch papers, and try to correct mistakes that were made. Students must be careful with the papers, and use pencil to write the corrections.

Materials: None
Class #4: My Town with directions and prepositions

Daily Sentence: To get to my house, to go straight past the bank, turn left at the store and turn right at the park.
Easy Lesson
Motivation: Quickly review the verb to go in the command form. Show cards with direction words: turn, turn around, left, right, through, straight, pass by. Children should stand and practice moving with the direction. Information: Write words down. Look at preposition poster. Discuss. Practice: Lead children around the town poster. They should use their finger to trace go in the direction you say. Application: Together, draw a map of the school, and the surrounding area. Children copy this map, and draw a line, showing their ways to school from their houses. Homework: Children should write a list of all the places they pass to get to school. Materials: Prepositions poster and direction cards
Medium Lesson
Motivation: Children should read their homework, and other children must decide which sentence is false. If children did not do homework, or you finish quickly, play Around the World with My Town vocabulary. Information: Review vocabulary: post office, theater, drug store, school, store, park, building, bank, mayors office etc. Review direction vocabulary: straight, left, right, turn, street, up, down, stop and pass by. Practice: Direct the students to follow directions using a map on the board. Have the other children in the class shout out directions. Application: Write beginning places and ending places from the map on the board, on pieces of paper. Fold papers. Invite a pair of children to the board. One picks a piece of paper, and must say: Begin at the Then the child must give directions to reach the ending place. Homework: Children should choose a spot outside, and write what they see when they look: straight, to the left, to the right, and when they turn around. Materials: Map of town, or other map, and pieces of paper with beginning and ending places.
Advanced Lesson
Motivation: Look at corrected compositions. Students may make corrections or ask teacher if they are unsure, or teacher may collect compositions and correct. Information: Look at preposition pictures or poster. Write the translations for the prepositions and decide which ones are useful for directions. Teach the words straight, left, right, turn, turn around, pass by, up, down and stop. Practice: Give the students several vocabulary words with scrambled letters. They must unscramble the word to tell you which it is. Application: Students should write what they see when they look: straight, to the left, to the right, and when they turn around. To the left, I see. To the right, I see Encourage them to use adjectives and write more than 1 thing that they see for each direction. Homework: Children should write directions for how go to school. Materials: Pictures of prepositions, either in a poster, or labeled cards.
Class #5: Directions

Daily Sentence: Lets learn to follow directions today.
Easy Lesson
Motivation: Check homework. Information: Review vocabulary- direction words, prepositions, and teach North, South, East and West. Tell children that they are going to dictate a map to the teacher today. Practice: Draw a large square on the board, and draw the school in the middle of it. Each child should add one element of the map. Make sure all childrens houses are on the map and labeled. Application: Students should write sentences about the map: 1 describing where their house is, 1 describing where a friends house and 1 set of direction on how to go to another place on the map from the school. Homework: None Materials: None
Medium Lesson / Advanced Lesson

Motivation: Check Homework. Information: Review vocabulary- direction words, prepositions, and teach North, South, East and West. Teach the word step- a step. Practice: Give children a short spelling test with the words from Town and Directions vocabulary. Application: Give students pieces of paper with written directions on them, which tell them to start in one place in the classroom, and go somewhere else. Hide objects in different places around the room for the children to find. Example: Stand at the door. Go straight for 5 steps. Turn left, and pass by 3 desks. Then turn right. Go straight for 2 steps. Sit down. Look to the left. There is your prize! Homework: None Materials: 5-8 pieces of paper with directions- place items in the room for children to find.
Class #6: Town with directions

Same lesson for all levels Daily Sentence: This class should be extra fun for everyone. Instructions: Children should review all town vocabulary and direction vocabulary. One child will be blindfolded, and teacher directs him or her around the class. After several tries, students should start to direct each other. Teach the word step- take one step. Take one big step. Take 2 small steps. Then set items (from the classroom) on the floor and students must direct each other through the items without stepping on them. Homework: None Materials: blindfold, items to place on the floor

Class #7: Thanksgiving

Daily Sentence: I love Thanksgiving because I love to eat turkey! Please see Appendix C for suggested holiday activities.
Class #8: Review

Daily Sentence: Thanksgiving is this week. What are you thankful for? See Review Activities # 11,17,23, 25,26,27,30,31,34 in Appendix B for suggested activity ideas. Children should copy the sentences and put in the correct place names. I get money at the ______. (bank) She does not live in a house, she lives in an _______. (apartment) He sends a letter from the _____. (post office) We like to eat at the (caf/ restaurant) When you are ill, you go to the ________. (hospital) The car drives on the _______. (street/ road) Timor buys eggs at the _______. (store) Everyday I learn at the _____. (school) I get my teeth cleaned at the _______. (dentist) Everyday we play at the ______. (park)

Easy Lesson
1-5. Translate: hairdresser, school, factory, pool, bank 6. 7. 8. 9. There are (many/much) streets in our town. There are (no/many) restaurants in my school. There is (a lot of/many) water in the lake. There are trees (in/under) the park.
10. I like to walk (on/to) the store. 11-15. ranslate: right, left, straight, turn, stop. T
Medium Lesson
1-5. Translate: restaurant, factory, cinema, apartment building, dentist 6. 7. 8. 9. There are (many/much) streets in our town. There are (no/many) restaurants in my school. There is (a lot of/many) water in the lake. You go (by, through) the house.
10. I will go (under, to) the store. 11-15. ranslate: right, left, straight, turn, stop. T
Advanced Lesson
1-5. Translate: dentist, hospital, factory, cinema, pool 6. 7. 8. 9. There are (no/many) cows in my house. We have (many/much) money. You have (much/a lot) of friends. You went (in/through) the lake.
10. The teacher works (on/in) the school. 11-15. ranslate: right, left, straight, turn, pass by T
Class #10: My Country Vocabulary

Daily Sentence: Uzbekistan is our homeland. We love our country.
Easy Lesson
Motivation: Look at a map of Uzbekistan Information: Review nature vocabulary- mountains, deserts, rivers, forests, city/ies, to be located, to live, to grow. Introduce the vocabulary. Our/ the President, country, flag, anthem, border, neighbor, cotton, capital. Practice: Make 2 lists of words, 1 in English, 1 in native language. Children should match words with translation. Application: Review possessive adjectives, especially our. Students should try to make simple sentences with vocabulary words. Our President is Islom Karimov. We grow cotton in Uzbekistan. The capital of Uzbekistan is Tashkent. Our flag is blue, white and green. Our anthem is Sirka Yosh. Kyrgystan is our neighbor. Homework: Give children scrambled words- desitenrep- president, glaf- flag, pltiacacapital, drreob-border Materials: Map of Uzbekistan
Medium Lesson
Motivation: Look at a map of Uzbekistan Information: Review nature vocabulary- mountains, deserts, rivers, forests, city/ies, to be located, to live, to grow. Introduce the vocabulary. President, country, flag, anthem, border, neighbor, cotton, capital Practice: List the words on board and read together with students. Students should read them again, by themselves, and then close their eyes as teacher removes one word. The students should read the list again, and remember the erased word when they are reading the list of words. Repeat until all words are gone. Play quick Ball Toss Translation game. Application: Ask the questions: Who is the President of Uzbekistan? Which rivers are in Uzbekistan? Which deserts are in Uzbekistan? Which valley is in Uzbekistan? What do we grow in Uzbekistan? Answer questions together on the board, and children should write the questions and answers in their copybooks. Homework: Give children scrambled words- desitenrep- president, glaf- flag, pltiacacapital, drreob-border Materials: Map of Uzbekistan
Advanced Lesson
Motivation: Look at a map of Uzbekistan

Information: Review nature vocabulary- mountains, deserts, rivers, forests, city/ies, to be located, to live. Introduce the vocabulary. President, country, flag, anthem, border, neighbor, capital, cotton, scientist, writer, famous, Great Silk Road, and Independence Day. Practice: Children should say sentences about Uzbekistan in native language. Teacher writes them on the board, and teacher and students translate together. Application: Ask the questions: Who is the President of Uzbekistan? Which rivers are in Uzbekistan? Which deserts are in Uzbekistan? Which valley is in Uzbekistan? What do we grow in Uzbekistan? Answer questions together on the board, and children should write the questions and answers in their copybooks. Homework: Give children scrambled words- desitenrep- president, glaf- flag, pltiacacapital, drreob-border Materials: Map of Uzbekistan
Class #11: My Country and Adjectives and Prepositions

Daily Sentence: My country has yellow deserts, green valleys, and tall mountains.
Easy Lesson /Medium Lesson

Motivation: Review Prepositions. Information: Make a list of cities in Uzbekistan. Review the direction words: north, south east, and west. Review adjectives: beautiful, modern, old, big, small, busy, traditional. Practice: Match each major city with the appropriate direction. For example, Nukus is in the north, Tashkent is in the east, Karshi is in the south, Buhkara is in the west. Use a map if necessary. Students should then make sentences using the to be located verb, an adjective, and a city name. Example: Karshi is located in the south. It is a small, traditional city. Make a sentence for each city. Children should copy these sentences. Application: Draw the shape of Uzbekistan on the board. Children should write in the names of the cities where they belong- dont look at a map! Write one or two adjectives with the city name. Children should copy this map into their notebooks. Homework: Write 5 sentences about cities in Uzbekistan. Use an adjective or preposition in each sentence. Materials: Map
Advanced Lesson
Motivation: Review prepositions and direction words. Information: Go around the room, reviewing vocabulary words. Each child must say a word without repeating what anyone has said before. Practice: Write a composition about Uzbekistan in English. Children should write about their town, about Uzbekistans cities, and geography, and whatever else they can think of. Composition should be 12 sentences long. Application: Translate composition. Students may read their work to the class. Homework: Finish compositions if necessary. Materials: None
0
Class #12: Uzbekistan Past/Pres./Future Verbs

Daily Sentence: Today you will read about Uzbekistan. I bet you will know all the words.
Easy Lesson
Motivation: Greet children, and ask the day and date. Information: Read text: We live in Uzbekistan. Uzbekistan is located in central Asia. Our neighbors are Kazakhstan, Kyrgystan, Turkmenistan and Tajikistan. There are 2 rivers in Uzbekistan, the Amu Daryo and the Sir Daryo. There are two deserts, the Kizil Kum and the Kara Kum. The Tien Shan and Pamir Mountains are also in Uzbekistan. The Aral Sea was a big sea, but now it is small. In the Ferghana Valley, it is very green. We grow lots of fruits and vegetables. Our President is Islom Karimov, and our capital is Tashkent. Our flag is green, blue and white, with a little red in it. Many years ago, Uzbekistan was on the Silk Road, and there were many famous Uzbek scientists and writers. Uzbekistan will have a very great future. Practice: /Application: Teacher should read text, and then students should read text together. Students should underline the words they dont know, and teacher will translate. Students should copy the text into their notebooks. Homework: Students should translate text. Materials: None
Medium Lesson
Motivation: Greet children, and ask the day and date. Information: Read text: We live in Uzbekistan. Uzbekistan is located in central Asia. Our neighbors are Kazakhstan, Kyrgystan, Turkmenistan and Tajikistan. There are 2 rivers in Uzbekistan, the Amu Daryo and the Sir Daryo. There are two deserts, the Kizil Kum and the Kara Kum. The Tien Shan and Pamir Mountains are also in Uzbekistan. The Aral Sea was a big sea, but now it is small. In the Ferghana Valley, it is very green. We grow lots of fruits and vegetables. The weather in Uzbekistan is very hot in summer, and cold in the winter. Our President is Islom Karimov, and our capital is Tashkent. Our flag is green, blue and white, with a little red in it. Uzbekistan is a very beautiful country with very friendly people. Many years ago, Uzbekistan was on the Silk Road, and there were many famous Uzbek scientists and writers. Uzbekistan will have a very great future. Practice: /Application: Teacher should read text, and then students should read text together. Students should underline the words they dont know, and teacher will translate. Students should copy text into their notebooks. Homework: Students should translate text. Materials: None
Advanced Lesson
Motivation: Greet children, and ask the day and date. Information: Read text: We live in Uzbekistan. Uzbekistan is located in central Asia. Our neighbors are Kazakhstan, Kyrgystan, Turkmenistan and Tajikistan. There are 2 rivers in Uzbekistan, the Amu Daryo and the Sir Daryo. There are two deserts, the Kizil Kum and the Kara Kum. The Tien Shan and Pamir Mountains are also in Uzbekistan. The Aral Sea was a big sea, but now it is small. In the Ferghana Valley, it is very green. We grow lots of fruits and vegetables. Our President is Islom Karimov, and our capital is Tashkent. The Independence Day of Uzbekistan is September 1st. Our flag is green, blue and white, with a little red in it. Many years ago, Uzbekistan was on the Silk Road, and there were many famous Uzbek scientists

and writers. Uzbekistan will have a very great future. Our famous cities are Samarkand, Bukhara, and Khiva. In Uzbekistan, there are many people. Most of them are Uzbek, but some of them are Russian, Korean, Tajik, Kazakh, and Kyrgyz. We speak Russian and Uzbek. The weather in Uzbekistan is very hot in summer, and cold in the winter. Uzbekistan is a very beautiful country, with very friendly people. Practice: /Application: Teacher should read text, and then students should read text together. Students should underline the words they dont know, and teacher will translate. Students should copy text into their notebooks. Homework: Students should translate text Materials: None
Class #13: Review

Daily Sentence: Its time to get ready for a test before the holidays begin. See Review Activities # 13,14,17,31,38, 48 in Appendix B for suggested activity ideas. Children should copy the sentences, and fill in the blanks, or write true or false. The President of Uzbekistan is ________. The capital of Uzbekistan is _________. I learn at school number ______. The best restaurants in Uzbekistan are in _______. The 2 rivers in Uzbekistan are the ________ and the _______. 2 famous cities in Uzbekistan are _____ and __________.
T/F Bukhara is a very small town. T/F There are no parks in Uzbekistan. T/F Amir Timur is a famous Uzbek. T/F Chirchik is the largest city in Uzbekistan. Children should copy the sentences, and write in the correct word, or write true or false. The Uzbek flag has the colors ___, _____, and ______. (blue, white and green) T/F (Baytqorgon/ Bukhara) is a famous city. George Washington was the first president of Uzbekistan.
T/F Uzbekistan is a very large country. T/F There are two big rivers in Uzbekistan. T/F Tashkent is the capital of Uzbekistan. T/F All people in Uzbekistan speak Russian. Uzbekistan has ____ seasons. (4) Most of the cars in Uzbekistan are (Fords/ Daewoos). Uzbekistan has delicious fruit in the (winter/ summer).


Easy Lesson
1-5. Translate: modern, old, new, traditional, west 6. 7. 8. 9. 10. Uzbekistan is located (in/under) Central Asia. The mountains in Uzbekistan are (orange/tall). The President of Uzbekistan is ___. (Islom Karimov) (Many/Much) people grow cotton in Uzbekistan. The flag of Uzbekistan is ____, ____, and ____. (blue, white and green)
Medium Lesson
1-5. Translate: north, south, west, modern, cotton 6. 7. 8. 9. 10 Uzbekistan (to be located) in Central Asia. (is located) The President of Uzbekistan is ___. (Islom Karimov) The Fergana Valley is very (pink/green). We ___ many fruits and vegetables here. (grow) The capital of Uzbekistan is ___. (Tashkent)
Advanced Lesson
1-5. 6. 7. 8. 9. Translate: beautiful, modern, traditional, flag, cotton Name 2 of Uzbekistans neighbors. (Kyrgyzstan, Kazakhstan, Turkmenistan, Tajikistan. The President of Uzbekistan is ___. (Islom Karimov) Uzbekistan (will be/was) on the Great Silk Road. The flag of Uzbekistan is ____, ____, and ____. (blue, white and green)
10. There were many great writers and scientists from Uzbekistan. (Translate this senetence into native language.
Class #15 and #16: Holiday Activities (Christmas and New Year)
Daily Sentence: Its beginning to look a lot like Christmas! Daily Sentence: Happy New Year! I wish you many happy returns! Please see Appendix C for suggested holiday activities.

Semester 3
Class #1: Review Town and Country vocabulary
Daily Sentence: Welcome back to the New Year. What is the date today? See Review Activities # 11,19,25,27, 31,38, 39, and 43 in Appendix B for suggested activity ideas.
Class #2: Transportation Overview

Daily Sentence: Many people in America have cars and trucks to get around. To get to Uzbekistan you must take an airplane.
Easy Lesson
Motivation: Review town and Country vocabulary. Information: Introduce vocabulary: car, truck, bus, airplane, train, street, road, on foot, metro, boat, ride, pay, ticket, and wheel. Practice: Play game where students try to say the type of transportation the teacher points to first. Application: Draw the different forms of transportation next to vocabulary words in copybooks. Materials: None
Medium Lesson
Motivation: Children should make a list on the board of different types of transportation. Information: Teacher translates these. Include: car, truck, bus, airplane, train, street, road, on foot, metro, boat, ride, pay, ticket, and wheel, helicopter motorcycle, horse, camel, wagon, helicopter, skateboards, roller-skates. Introduce the terms to go by to take a Practice: Children should write all terms in their notebooks with translation. Application: Children should practice making sentences. Teacher may give a location, and children must offer sentences describing how to get there. Children should write down the English versions of the locations as well. Homework: Children should pick a place, and give transport directions on how to get there. Materials: Optional- map of the world
Advanced Lesson
Motivation: Ask children to brainstorm different types of transportation. Information: Write the English words for the types of transportation, then introduce the phrases: How do I go to (place)? To go to (place) you take a (transport). I will go by (transport) to (place). Give several examples. Ask them what the future and past tenses of these sentences would be. Practice: Children should write the vocabulary and sentence structures in their notebooks

Application: Ask children to think of places they want to go. Ask them what transportation they would use to go there. Help by suggesting places. Us e a map of the world if possible Homework: Children should pick a place, and give transport directions for how to get there. Materials: Optional map of the world
Class #3: Transportation with directions

Daily Sentence: I like to drive in cars, fly in airplanes and sail in boats.
Easy Lesson
Motivation: check homework Information: Review transportation vocabulary. Introduce verbs: to drive, to fly, to sail and to walk, Ask children if they can think of any more types of transportation. Translate. Practice: Conjugate the verb to drive and then ask children to copy and conjugate the remaining verbs. Add the word to and a place name to sentences to make them more complete. Application: Play around the world with the transportation vocabulary. Homework: Write 5 sentences using the new verbs. Materials: None

Motivation: Review direction words and town vocabulary. Use map of town. Information: Tell children that one important skill to have in English is telling people where you want to go. So, today they will practice riding in a taxi, and giving directions to the driver. Together, come up with a list of phrases that you would need to say in this situation. How much for 1 kilometer? I am going to Do you know where it is? It is near. Stop here. Go a little further. How much is it? Thank you. Practice: Tell children they are going to pick a starting point in a town, and a destination, and write directions down about how to get there. Make sure they use phrases such as pass the turn at the Application: Teacher should set up chairs as in a car. Teacher may make other props such as a sign that says taxi or a steering wheel. After teacher checks all written directions, children can practice riding in the taxi, and giving directions to the driver (teacher). Homework: Write directions for a trip to your local bazaar. Materials: Map of town, taxi sign
Class #4: Transportation and Time

Daily Sentence: When does the plane leave? Now? Uh-oh!
Easy Lesson
Motivation: Show schedule for train, bus or airplane. Information: Teach the different words on the schedule: departure, arrival, to depart, to arrive, gate, late, on time, to, cost, from, early. Review hourly time, and the terms a.m. and p.m. Teacher may also take this time to review military time (14:00= 2:00 pm).

Practice: Ask children questions and show the answer form: When does the train to Leningrad arrive? It arrives at 9:00. When does the airplane to America depart? It departs at 2:00. Do you know when the bus to Samarkand departs? Yes, it departs at... Write these on the board so the children can see the sentence structure. Children may copy the questions and answers. Point out that when the sentence starts with When does the verb at the end doesnt have an s (because of the verb does). But in the answer the verb has an s. Application: Children should write 5 questions following the sentence structures on the board. Homework: Children should answer 3 of the question they made. (They do not have to worry if the times are correct) Materials: Bus, train or airplane schedule or schedules
Medium Lesson
Motivation: Show Airplane or bus schedule Information: Teach words, depart, arrive, gate, price, ticket. Look at another poster that advertises ways to get to a well-known place, such as Samarkand. It should give travel information such as how to go by car, by bus, by plane, and by boat. Discuss various parts of the posters. Children should write down new words. Practice: Ask children which information in not true on the posters. (You cant take a boat to Samarkand) Ask questions about the specific destinations and departure times. When can I go to? How many hours to? How much is it to? Application: Write 2 of each type of question on the board for the children to answer in their notebooks. Children should write both question and answers. Homework: Children should study new words. Materials: Bus or Airplane Schedule, Travel Advertisement to Samarkand with information
Advanced Lesson
Motivation: Look at a train, plane or bus schedule; ask children if they can understand any part of it. Information: Teach the different words on the schedule: departure, arrival, to depart, to arrive, gate, late, on time, from, to cost, early. Review hourly time, and the terms a.m and p.m. You may take this time to review military time (14:00= 2:00 pm). Practice: Teacher asks children questions about the schedule. What time does the bus to Bukhara leave? Children should practice making sentences about the schedule. The train from Moscow arrives at 9:00. A ticket to Almaty costs 40,000 soum. The airplane to America departs at They should write these sentences down. Application: Children should read one of their sentences, and ask other children to make a question that this sentence answers. For example: The plane to Berlin leaves at 4:00. The question should be Do you know what time the plane to Berlin leaves? This is difficult, so the teacher may want to write questions on the board. Homework: Children should study new words. Materials: Bus, train or airplane schedule or schedules
Class #5: Transportation and Question Words

Daily Sentence: How do I get to Samarkand? Can I go by bus?
Easy Lesson
Motivation: Look at a map of America with children. Ask them how they think people travel in America.
Information: Review transportation schedule words, and phrases. Include I want to go to I want a ticket to How much is it? Teach the sentence Do you want a return ticket? They must write this down. Practice/Application: Tell the children that must pretend they are at the bus station in America. Each group of students (2 per group) will get a piece of paper with a place on it. They will have to go up to the ticket counter and buy a ticket for their destination. Homework: Begin to study for the test. Materials: Map of America. Bus schedule

Motivation: Tell children that when they go to another country, they must be able to ask important questions in English. Ask them to pretend they are in America, and they need to buy a ticket to Uzbekistan. What do they need to be able to ask? Write down native language questions. Translate and add some. Information: Teach terms How do I get to? Can I go by(transport) to (place)? How much is a ticket to (place)? Where is the gate/ ticket counter/ cashier? I want to buy a ticket to (place). When does the bus/ train leave? Children should practice saying these words, and copy them down with translation. Practice: Give pairs of children pieces of paper with the words to a sentence. This sentence may be a question that is written on the board, or an answer in a form the children know. Children must arrange the words to form a sentence. They may work in groups. Application: Try to have short dialogues with the children. Teacher tells a child or children a place where they must go, and then they must practice buying a ticket from the cashier (teacher). Homework: Begin to study for the test. Materials: pieces of paper with words from transportation questions and answers
Class #6: St. Valentines Day

Daily Sentence: Valentines Day is this week. Dont forget to say I love you to your Valentine! Please see Appendix C for suggested holiday activities
Class #7: Review

Daily Sentence: Do you have a secret Valentine this year? See Review Activities # 44,48,49,50,51, 53,57and 58 in Appendix B for suggested activity ideas. Children should copy the sentences and choose the correct word or write true or false. The (car/ boat) sails on the ocean. I ride a (bicycle/ motorcycle) to school. She likes to fly in a (helicopter/ trolleybus). The (car/motorscooter) is fast. Many people can ride on one (bicycle/ bus). The (truck/train) is long.

T/F
You fly on a boat.
T/F Six people can ride on a motorcycle. T/F There is only one road in Uzbekistan. T/F Many people can fit into an airplane.
Town and Transport We got to the bazaar (by foot/ by helicopter). We can take a (train/ boat) to Moscow. I can (walk/ride a horse) to the hairdresser. I can go (by foot/by car) to Tashkent. She goes to the (caf/ polyclinic) to eat lunch. They go (by helicopter/by bicycle) up the mountain. My teacher goes to school (by train/ by foot). My father works at the (factory/ lake). We can mail a letter at the (post office/ office).

Easy and Medium Lessons
1-5. Translate: by foot, helicopter, airplane, boat, train, gate. 6. 7. 8. 9. 10. She will (to take) a bus to Samarkand. (take) I go to school. (by foot) (What/When) does the train depart? (Where/When) is the bus station? (How/Where) much is the ticket to Bukhara?
Advanced Lesson
1-10. Translate: by foot, ticket, motorcycle, to ride, by boat, by skateboard, by camel, gate, to depart, to arrive. 11. 12. 13. 14. 15. How do you get to school? (I go to school by ___) (What/Where) is gate 20? (When/How) does the airplane arrive? (What/When) time is it? (How/Where) many hours will we wait?
Class #9: Specific Time vocabulary overview with review of Hourly Time
Daily Sentence: I wake up at five fifty-five in the morning and go to bed at nine thirtyseven at night.
Easy Lesson
Motivation: Greet children, ask the day and date, review colors, days of the week.
Information: Introduce vocabulary: face, hand, hour, minute, second, clock, oclock, watch. Numbers 1 60. Practice: Children should draw a clock and label its parts. Then they should write out the numbers 1 20 in English then the numbers 30, 40, 50 & 60. Explain how they can say all the numbers on a clock with this information. Application: Write various times on the board and have the students write them out in English. Homework: Study new number words. Materials: None
Medium Lesson
Motivation: Teach numbers 1-60. Information: Review vocabulary using a large clock: Face, hand, hour, minute, second, clock, oclock, watch. Introduce words half past, quarter after, quarter til/to/of midnight, noon. Explain that the second hand counts the minutes, and to tell the time, we say the number of the hour, and the number of minutes. Example: 5:23, 10:12, etc. We can also say half past 5 for 5:30, Quarter after 4 for 4:15 and quarter til/to/of 4 for 3:45. Children should write all of these vocabulary words and examples in their copybooks. Practice: Move the hands of the clock, and ask students to practice telling the time. Application: Give the word form of several times, and children should practice reading numbers. Homework: Give the students some times, and ask them to write the times- 5:00, 2:30, 1:45, 7:15 Materials: Large clock
Advanced Lesson
Motivation: Review numbers and greetings. Introduce clock. Ask What is it? Information: Teach form What time is it? It isoclock. Review times of day(morning, afternoon, evening), and teach children midnight, noon, hour, half past, quarter past, and quarter to. Remind students that we usually dont use military time, and that you can tell from context whether it is morning or night, a.m. or p.m. Practice: Children should write new words in their notebooks, and then write out the word forms of numbers 1-20, and the numbers 30, 40, 50, and 60. Application: Practice with the clock. When children are comfortable, give puzzles. Try time math. Example: 4:30- 2:30= 2 hours. 5:00-1:00 = 4 hours. Show them how to do 2-3 examples, and then give 5 for them to do on their own. Homework: Finish time math. Materials: Large clock, time of day pictures
Class #10: Specific Time & Tenses

Daily Sentence: I went to work at 7:12 a.m. and will play soccer at 4:27 p.m.
Easy Lesson
Motivation: Write dialogue on board and read with a student. 1: Hello! 1: Well, Now, I am fine, but at 8 oclock I was bad. 1: But NOW I am fine!
2: Hi! How are you? 2: Oh, thats too bad 2: Oh good!
1: And how are you? 1: Well, goodbye!
2: Well, at 9:30 I was great, but now I am just okay. 2: Goodbye!
Information: Review the past and future tense of to be and time indicators such as yesterday, tomorrow, today, ago, from now, etc. Children should write all time indicators. Practice: Children should practice making sentences, At (time) I (verb). Try this with other verbs such as go, want, sit, play, read, write. Each child should make several sentences in their copybooks, and practice reading them. Application: Play Ball Toss game: Toss a ball to a child, and give a verb and a verb tense. Child must tell you the verb in the appropriate tense. Toss ball back Homework: Copy the sentences: We are home now. He wants a dog. At home write them in past and future tense. Materials: Ball
Medium Lesson
Motivation: Review past, present, present continuous and future tense of to be, to go, to want, to have on the board. Review time indicators: Yesterday, today, tomorrow, --days ago, -- days from now. Information: Review the words before and after. Teacher writes several examples sentences on the board. I will be home after 2:30. She went home before 8:00. 3 days ago, they went to the store. I am writing a letter now. Children should copy down examples. Practice: Children should take an example sentence and take turns changing it. Write changed sentences on the board. Example sentence: Change to: She went home before 8:00. He went home before 8:00. He went to school before 8:00. They went to school after 8:00 They will go to school after 8:00.
Do this with each of the example sentences. Application: Practice conjugating verbs. Write 10 pronoun/infinitive verb/tense sets on the board. Children should copy down what is written on the board, and write a sentence for each. Example: They/to go/past tense Children should write: They went to the store. Homework: Finish this work for homework. Materials: None
Advanced Lesson
Motivation: Ask students how they know what time of day it is when they hear a time. Information: Review time vocabulary, a.m. and p.m. Teach time indicators, review some verbs in past and future. Review present continuous tense. Practice: Review a.m. and p.m. and give the students a time (leaving out a.m. or p.m.) and have them try to figure out if it is happening during an a.m. or p.m. time (Example: At 6:12 I ate breakfast6:12 a.m.) Vary the verb tense to give children hints. Application: Write down the current time in the middle of the board. On the left, write several times from earlier in the day, and on the right, write some times for later in the day. Leave room for children to write sentences next to the times. Children should write sentences for each of the times. Correct any mistakes together. Homework: Write 6 sentences, 2 in each, past, present and future. They should begin the sentences: At 5:15 Materials: None 0
Class #11: Specific Time and Past Continuous

Daily Sentence: Who knows what time it is right now?
Easy Lesson
Motivation: Write 2 sentences on the board: At 8:00 I was eating breakfast. Yesterday, at 2:30 we were watching television. Ask children if they can figure out what they mean. Information: Review the past tense of the verb to be, and then introduce past continuous. Write several examples on the board. Practice: Set up columns of words and let children make sentences. I You He She It We They was were walking driving thinking writing at Etc children should finish the sentence.
Application: Write some situations on the board, using the past continuous tense. The children must decide if it was in the morning, afternoon or evening. For example: I was washing my clothes at 1:30. She was getting dressed for school at 6:00. Homework: Write 4 sentences about the day using past continuous and specific time: At 11:00, I was at school. Materials: None
Medium Lesson
Motivation: Write 2 sentences on the board. At 8:00 I was eating breakfast. Yesterday, at 2:30 we were watching television. Ask children if they can figure out what they mean. Information: Review the past tense of the verb to be, and then introduce past continuous. Write several examples on the board. It is simply the past tense form of to be(were or was), and the verb+ing. Write 2 or 3 more examples on the board. Children should write this information in their copybooks. Practice: Give a pair of children scrambled sentence words on pieces of paper. They should unscramble the sentence and write it down. Then pass the strips to a different pair of children. Application: Ball Toss Translation: Teacher says a sentence in the present continuous tense, and child should repeat the sentence, changing it to past continuous. Homework: Write 4 sentences about the day using past continuous and specific time: At 11:00, I was at school. Materials: Sentences in the past continuous, with each word written on a separate piece of paper.
Advanced Lesson
Motivation: Write on the board and ask a child What were you doing yesterday at 5:00? Information: Review the past tense of the verb to be, and then introduce past continuous. Write several examples on the board. It is simply the past tense form of to be were or was, and the verb+ing. Write 2 or 3 more examples on the board. Children should write this information in their copybooks.

Practice: Teacher draws a line on board, with arrows at each end. Introduce it as a timeline. Teacher should write the days of the week, times and verbs in the infinitive at different points along the line. Example: _____I____________________I______________________I______ Tuesday Wednesday Thursday 8:45/ to work 5:30 / to watch TV 7:45 /to eat dinner
Children should make sentences about the teachers week. For example: On Tuesday at 5:30, she was watching TV. Application: Children should make their own timelines for the last week. Homework: Write sentences for timeline, 1 for each day. Materials: None
Class #12: Specific Time

Daily Sentence: I got to school this morning at seven- twenty nine.
Easy Lesson
Motivation: With large clock, review how to tell the time in English. Information: Review verb tenses, and practice saying numbers. Play a Ball Toss game: Toss a ball to a child, and point to a number written on the board. Child must say the number in English and toss the ball back. Practice: Write the following numbers in word form: 1-30, then 40,50100. Children practice saying, copy words. Application: Play scrambled numbers game. Give children pieces of paper with letters that spell a number. children must arrange the letters to spell the number. Children may pass scrambled letter sets to different groups when they are done. Homework: Write out the following times in word form: 4:12, 5:30, 8:50, and 12:23 Materials: Large clock, pieces of paper with letters which spell number words.
Medium Lesson
Motivation: With large clock, review how to tell the time in English. Information: Quickly review all verb tenses, as well as 10-15 verbs. Practice: Children should work in pairs to make dialogues about their day. They should include 2 sentences in each tense, past, present, future, past and present continuous. Practice dialogue together. Perhaps write some useful sentences on the board if they are having trouble. Application: Children go to the front of the room and give their dialogue. Homework: Memorize the dialogue. Materials: Large clock
Advanced Lesson
Motivation: With large clock, review how to tell the time in English. Information: Introduce future continuous tense. Explain that it is similar to the past continuous, but instead of the past tense, the verb to be is in the future tense: will be and the verb+ing. Children should write the future continuous, and several examples that the teacher writes on the board. I will be in Tashkent tomorrow. Practice: Read text: Tomorrow will be a busy day for me. At 6:00 I will get up. I will eat breakfast, brush my teeth, and get dressed before 6:45. Then at
7:00, I will be on a bus, riding to Tashkent. I will be riding the bus for 3 hours. When I arrive in Tashkent, I will go to the Amir Timur Museum. There I will buy a ticket, and I will be walking around the museum and looking around for 2 hours. After that, I will go to the park. In the park, I will be waiting for my friend from America. He will meet me at 3:00. At 3:30 we will be going in a taxi to the Theater. We are going to see a ballet at the theater. By 6:00 we will be eating dinner in a restaurant. Then, I will go home. I will go home by car, and I will be riding in the car for 2 hours. Then I will arrive home. At 9:00 I will be sleeping in my bed. It will be a busy day! Application: Copy text and translate. Homework: Finish translating text for homework Materials: Large clock
Class #13: Catch-up Day Class #14: Specific Time Review

Daily Sentence: Have the students write out the following times in English: 3:33, 4:28, 11:59, 1:11, 9:31. See Review Activities # 55, 14,15,16, 29, 30 and 33 in Appendix B for suggested activity ideas.
Class #15: Review

Daily Sentence: Its almost time to celebrate Navruz. Are you excited? See Review Activities # 39,41,42, 49, 51, and 53 in Appendix B for suggested activity ideas. Children should copy the sentences and fill in the correct times. I wake up at 6:20 (am/pm) I eat dinner at 5:40 (am/pm) 15 minutes after 7:00 is _____.(7:15) 15 minutes before 7:00 is _____. (6:45) I go to sleep at _______(3:17/9:45). I eat breakfast at (4:37/ 7:13) 40 minutes after 7:30 is _______. (8:10) 40 minutes before 7:30 is______. (6:50) 17 minutes after 8:45 is________. (9:02) 17 minutes before 8:45 is_______. (8:28)


Easy and Medium Lesson
1-6 Write the time using numerals. 1. 2. 3. 4. 5. 6. 7. 8. 9. eight thirty (8:30) nine forty-five (9:45) twelve oclock (12:00) four fifteen (4:15) six eleven (6:11) five thirty (5:30) This morning I (to be) at school. Past Tense (was) At lunch I (to read) a book. Past Tense (read) We (to go) to the store at 1:00. Past Tense(went)
10. At 5:00 I (to walk) to the bazaar. Past Continuous (was walking) 11. At 11:00 she (to eat) an apple. Past Continuous (was eating) 12. At 7:30 this morning they (to drink) milk. Past Continuous (were drinking) 13. In an hour, I (to go) home. Future Tense (will go) 14. In 30 minutes they (to play) basketball. Future Tense (will play) 15. At 7:00 tonight we (to have) dinner. Future Tense (will have)
Advanced Lesson
1-6 Write the time using numerals. 1. 2. 3. 4. 5. 6. 7. 8. 9. half past eight (8:30) a quarter till ten (9:45) noon (12:00) a quarter after four (4:15) six eleven (6:11) half past five (5:30) This morning I (to be) at school. Past Tense (was) At lunch I (to read) a book. Past Tense (read) We (to go) to the store at 1:00. Past Tense (went)
10. At 5:00 I (to walk) to the bazaar. Past Continuous (was walking) 11. At 11:00 she (to eat) an apple. Past Continuous (was eating) 12. At 7:30 this morning I (to drink) milk. Past Continuous (was drinking) 13. Tonight at 10, I (to go) to sleep. Future Tense (will go) 14. Later, I (to be) at home. Future Tense (will be) 15. Tomorrow at 9:30 I (to ride) a bus. (will ride)

Class #17: Womens Day Activities

Daily Sentence: This month is full of great holidays!
Class #18: St. Patricks Day Activities- or Navruz

Daily Sentence: We can celebrate an American holiday, and an Uzbek holiday.
Class #19,20: Navruz Activities

Daily Sentence: Navruz is a wonderful holiday. Lets celebrate Spring. Please see Appendix C for suggested activities for these holidays.

Semester 4
Class #1: Review
Daily Sentence: Welcome back. Did you have a good rest over the school break? See Review Activities # 43,46, 58,59,60,61, and 63 in Appendix B for suggested activity ideas.
Class #2: Health Vocabulary Overview

Daily Sentence: How is your health? Do you feel healthy today?
Easy Lesson
Motivation: Ask children what happens when they become ill. Write down some of the words they say, and translate. Information: On the board, the teacher should write and translate the following words: to be ill, temperature, to hurt, medicine, bone, blood, cough, ache, sneeze, tired, flu, cold. Teach that the word ache can be used with body parts to say that something hurts: headache, stomachache, and earache are common. Practice: Play matching game. In one column, write English words, and in another column, write translation. Children should match them. Then go around the room, each child pronouncing and spelling a word from the list. Application: Students should take turns coming to the front of the room, and acting out one of the vocabulary words. Other students must guess the word. Homework: Students should conjugate the verbs: to hurt, to cough, and to sneeze with all pronouns. Materials: None
Medium Lesson
Motivation: Teacher should write on the board: How is your health? and translate. Tell children we will be learning words to use when we become ill. Information: On the board, the teacher should write and translate the following words: to be ill, temperature, to hurt, medicine, bone, blood, cough, ache, sneeze, to be tired, flu, cold. Teach that the word ache can be used with body parts to say that something hurts: headache, stomachache, and earache are common. Practice: Practice spelling words. Ask children to read the letters in words that are written on the board. Every child should read a word. Application: Erase the list of words. Write the vocabulary words (in a different order) with several letters missing. Children should copy this into their notebooks, and then fill in the letters to make the words. Homework: Write a list of things that have happened to you- broken bone, flu, stomachache, etc. for the next class. Materials: None
Advanced Lesson
Motivation: Teacher should write on the board: How is your health? and translate. Tell children we will be learning words to use when we become ill. Information: On the board, the teacher should write the following words and translate: to be ill, temperature, to hurt, to bleed, medicine, pill, shot, thermometer, bone, blood,
cough, ache, sneeze, tired, flu, cold. Teach that the word ache can be used with body parts to say that something hurts: headache, stomachache, and earache are common. Practice: Children should practice saying the list of words, and then close their eyes. Teacher will remove a word, and the children must read the list again, and remember the word. Repeat this until all the words are erased. Application: Assign an action to go along with each word. Read the list of words several times, and show the action. Then only use the action, and let the children guess the word. Homework: Write a list of things that have happened to you- broken bone, flu, stomachache, etc. for the next class. Materials: None
Class #3: Health: How? What to do if you hurt yourself

Daily Sentence: Do you know what to do when you are hurt or ill? You should learn.
Easy Lesson
Motivation: Review health words from last class Information: Review the verb to have and make a list of body parts. Practice: Next to list of body parts, ask what can happen to each. Write verbs such as ache, break, cut, sneeze, cough, to cut, to hit. Application: Ask children to make sentences from the words: I cut my hand. I broke my leg. II hit my head. I coughed. I sneezed. Write these on the board, and ask children what they should do if any of these things happen. Teach: to go to the hospital, to go to the doctor, to wash my hands, to rest, to sleep. Write these on the board with translations, and ask children should match them with the sentences. Children should copy all words. Homework: Write 4 sentences with illness words. Examples: I have a cold. I cut my leg. Materials: None

Motivation: Review body parts. Ask one child to come to the front before class starts. Wrap bandages around various parts of the child. Then tell the class: Oh, look at poor (childs name). He broke his arm, cut his finger, has a stomachache and hit his head. Ask children to repeat, and point to the places where the child is hurt. Information: Look at the lists children made for homework. Write words from the homework lists on the board- translate. For cuts and breaks and stomachaches, ask, How did you hurt yourself? As they answer, write the verbs on the board. Include: To fall (past tense-fell). To cut, to hit, to hurt. These words are the same in the past tense as in the present tense. Teach the words: to clean, to rest, to go to the hospital, to go to the doctor, to sleep, to drink a lot, to wash ones hands. Practice: Teach children the word If and teach the sentence: If you (injury), you should (verb). Write examples: If you fall and break your arm, you should go to the hospital. Application: Children should write 4 sentences: If you you should Homework: Translate sentences from application section. Materials: Material or white bandages

Class #4: Health and Verbs

Daily Sentence: When I was young I broke my arm. I had to wear a cast for 6 weeks!
Easy Lesson
Motivation: With puppets, have a dialogue: Hello!/Hello!/ How is your health?/ Oh, I am ill./ Why?/ I have a cold, and a temperature. / Oh, too bad./ Its okay, I will be better tomorrow./ Goodbye! /Goodbye! Information: Copy the dialogue onto the board and translate together. Let several children repeat the dialogue. Review the verbs from last class. Teach the following: to take medicine. To get a shot, to go to the doctor, to go to the hospital, to have a cold, to have the flu, I hurt my, I have a I broke my Next to each phrase, write the past tense of the verb. Children should copy the words and translate. Practice: Children should make sentences using these new verbs. Tell each child which verb tense to use in the sentences. They can be very simple: I went to the hospital. I got a shot. Application: Write 5 simple sentences on the board. Children should copy a sentence, then make one change in the sentence and rewrite it. Do this 4 times, with each sentence. Do the first sentence together. Example: She cut her finger./He cut his finger./He broke his finger./He broke his leg. Homework: Finish the application section. Materials: Puppets made from paper or toys
Medium Lesson
Motivation: Write on the board: I am ill today. I am very tired. I went to the hospital yesterday and talked to the doctor. He said I had the flu. Now I take medicine. I take 1 pill every day for 10 days. Students and teacher should read together. Students should copy sentences, underline the pronouns, circle the verbs and make a square around the new words. On the board, make the correct marks together. Information: Review the verbs to take, to go and to have and write a list of phrases that have these words: To take a pill, to take medicine, to get a shot, to go to the doctor, to go to the hospital, to have a cold, to have the flu, I have a Practice: Students should practice making sentences. Application: Together, write a short story on the board in native language with illness words. Then translate. Children should copy the story and translation. Homework: Write 5 sentences using the new verb phrases in the past tense. Materials: None
Advanced Lesson
Motivation: Review health words and verbs. Information: Teach the following: to take a pill, to take medicine, to get a shot, to go to the doctor, to go to the hospital, to have a cold, to have the flu, I hurt my, I have aache, I broke my Next to each phrase, write it in past tense. Children should copy the words and translate. Practice: Children will pretend they are calling the emergency number 03. They must tell the operator (teacher) what happened and that they need help. Ask children which phrases they need to know to make the call. Teach: Please help me/ I need help/ What happened? / Where are you? /I am/ Come quickly! Application: Children should take turns calling for help from the teacher and each other. Homework: Memorize the new phrases. Materials: None- optional telephone to call for help
Class #5: Feelings Vocabulary Overview

Daily Sentence: Are you feeling happy? I feel happy to see you every day.
Easy Lesson
Motivation: Look at a poster with different faces. Discuss the different feelings that the faces represent. Information: Translate feeling words. Include happy, sad, bad, fine, mad, angry, bored, silly, sleepy, surprised, embarrassed, and shy. Teach the form I am happy, You are. Practice: Leave the words on the board, and have different children come up and act out a feeling. Other students must guess the feeling. Application: Play Fruit Basket (see Appendix--) with new vocabulary. Homework: Write 6 sentences, using each pronoun and a different feeling. Materials: Pictures of faces showing different feelings
Medium Lesson
Motivation: In native language, ask the children how they feel. Make a list of different feelings on the board. Information: Translate feeling words. Include happy, sad, bad, fine, mad, angry, bored, silly, sleepy, surprised, embarrassed, and shy. Practice: Students should make faces with each feeling in their notebooks next to the feeling word. Application: Play Around the World with feeling words Homework: Write 6 sentences, using each pronoun and a different feeling. Materials: None
Advanced Lesson
Motivation: In native language, ask the children how they feel. Make a list of different feelings on the board. Information: Translate feeling words. Include happy, sad, bad, fine, mad, angry, bored, silly, sleepy, surprised, embarrassed, and shy. Practice: Play matching game with 1 column of English words and 1 column of native language words. Application: Play Ball Toss Translation game. Teacher makes a face, and tosses the ball to a student, and the student must describe the feeling and toss back. Class may also play word shape game with the new words, using boxes to make the shapes of the letters in a word. Homework: Write 6 sentences, using each pronoun and a different feeling. Materials: None
Class #6: Feelings and the verb to feel

Daily Sentence: Sometimes I feel sad when the weather is bad.
Easy Lesson
Motivation: Review feeling words. Information: Teach the phrases, How do you feel? How are you feeling? I feel Im feeling Oh, Im glad. Oh, thats too bad. Im so sorry that youre (sad).

I hope you feel better soon. Repeat words together, translate, and have children copy new phrases into copybooks. Practice: In pairs, make dialogues, using the words and phrases for feelings. Application: Children should read prepared dialogues, and then have unprepared dialogues with the teacher. Speak about many different topics, and include feelings. Homework: Children should memorize the dialogues from class. Materials: None (optional feelings poster)
Medium Lesson
Motivation: Look at pictures (cut out of magazines or from books) and describe the feelings of the people in them. Information: Teach the phrases, How do you feel? How are you feeling? I feel Im feeling Oh, Im glad. Oh, thats too bad. Im so sorry that youre (sad). I hope you feel better soon. Repeat words together, translate, and have children copy new phrases into copybooks. Practice: Students should have short dialogues with the teacher to practice new phrases. Application: On the board, write the lines of a dialogue in the wrong order. Children should write the dialogue in the correct order in their notebooks. Homework: Write a new dialogue with the vocabulary words and new phrases. Materials: Pictures (from magazines or books) of people who are showing different feelings.
Advanced Lesson
Motivation: Review feeling words- use poster Information: Write the poem on the board: I was mad and I was sad And I was all upset I couldnt go outside and play The weather was too wet But then my best friend called my up With lots of things to say We made each other giggle I felt better right away Teacher reads the poem first, and then children read together. Translate together, and write new words on the board. Children should copy poem Practice: Children should copy poem and practice saying it. Application: Play hangman with feeling vocabulary Homework: Learn poem Materials: Poster with feeling words
Class #7: Feelings and Because

Daily Sentence: I felt so excited because I was going to the circus.
Easy Lesson
Motivation: Ask some children to read their dialogues from homework. If no one is ready, teacher can have dialogues with children about feelings. 0
Information: Write the questions: How do you feel? and Why are you? Teach the word because And the form, I feel because and I ambecause Ask each child to think of 2 reasons they may feel happy, sad, mad, surprised, sleepy, etc. Write them in English and translate. Practice: Make sentences from the information on the board. Go around the room, and each child should give one sentence. There may be repetition. Application: Scrambled sentences. Write sentences with words in the wrong order on the board. Children should try to put the words in order. The class should do this together with the teacher. Homework: None Materials: None
Medium Lesson
Motivation: Ask children how they are feeling today. Information: Ask children to list different things that can happen that can make a person feel differently: to have a new brother or sister, to go to the zoo, to have a birthday, to drop an ice cream cone, to play outside, etc. Write these in local language, and translate together. Children should copy these phrases down. Write the questions: How do you feel? and Why are you? Teach the word because And the form, I feel because and I ambecause Practice: Ask Why are you happy? children should answer: I am happy because Orally give examples of sentences: I feel happy because I am eating ice cream. I feel mad when I get a 2. I feel surprised when I get a present. Children should practice several of these sentences with the teacher. Application: Children should write down 5 sentences that describe their feelings and why. Homework: None Materials: None
Advanced Lesson
Motivation: Review different feelings Information: Write the questions: How do you feel? and Why are you? Teach the word because And the form, I feel because and I ambecause Ask children to each think of 2 reasons they feel happy, sad, mad, surprised, sleepy, etc. Write them in English and translate. Practice: Students should pick one of their sentences, and make a new sentence by changing one word. Make another sentence by changing one word from the new sentence. Example: I feel happy because I saw my friend./ I feel happy because I saw my mother./ I feel silly because I saw my mother Children should write 5 versions of the original sentence. Application: Say a sentence in different ways. Write a simple sentence on the board. I go to the store on Sunday. A child comes to the front. The child must read the sentence in different voices- once in a mad voice, once in a sad voice Write several different sentences, and let many children try. Homework: None Materials: None

Class #8: Review

Daily Sentence: Everyone has done very well this year in English class. Congratulations and good luck on the test!
Use appropriate Review Activities that are fun for your children and help them review the material. Spend the class preparing for the test.

Easy Lesson
1-20. Translate: nature, grass, mountain, president, happy, sad, hairdresser, pool, lake, continent, train, car, airplane, cough, sneeze, ache, tired, motorcycle, capital, cotton, street 21. I do not (to throw) garbage in the street. (throw) 22. We (to live) near the mountains. (live) 23. The sun is shining (bright). (brightly) 24. The girls (to go) by car tomorrow. (will go) 25. The boys (to like) to ride bicycles. (like) 26. My father (to drive) a car to work. (drives) 27. Your friend (to live) in Uzbekistan. (lives) 28. We often go to the (restaurant). (translate) 29. He has (many/ much) friends. (many) 30. She (to work) at school. (works) 31. How many legs do you have? 32. Do you feel happy today? 33. What is the capital of Uzbekistan? 34. Where do you live? 35. Do you take a boat to Tashkent?
Medium Lesson
1-20. Translate: post office, theater, hairdresser, caf, capital, anthem, cotton, neighbor, hills, trees, motorcycle, horse, camel, boat, continent, island, forest, cough, sneeze, cut, flu. 21. 23. Many trees (to grow) in the forest. (grow) The river flows (quick). (quickly) 22. The mountains (to be) very high. (are) 24. She takes (a helicopter/ a bus) to work. (a bus) 25. We (to go) to Tashkent tomorrow at 6:00. (will go) 26. You take (a train/ a boat) to Bukhara. (a train) 27. Independence Day (to be) September 1st. (is) 28. 29. 30. My town (to have) 2 hospitals. (has) Uzbekistan (to be located) in Central Asia. (is located) There are (few/a little) ducks in the lake. (few)
31. What time is it? (draw a clock 2:30) 32. 33. 34. 35. What time is it? (draw a clock 12:00) What is the capital of Uzbekistan? What do we grow in Uzbekistan? Do you feel ill today?
Advanced
1-20. ill, healthy, surprised, embarrassed, happy, mad, cotton, anthem, neighbor, capital, bus, motorcycle, train, continent, country, hill, cold, flu, sneeze, post office. 21. (Are/Is) you feeling ill? (Are) 22. She (to go) to the store now. (is going) 23. He (to cut) his hand yesterday. 24. We (to be/to sleep) yesterday at 11:00. (were sleeping) 25. The man is walking (quick) on the road. (quickly) 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. Do you (to feel) happy? (feel) Write in number form: four sixteen (4:16) Write in number form: eight forty-three (8:43) Uzbekistan (to be) on the Great Silk Road. (was) What is the capital of Uzbekistan? What time is it? (draw clock- 4:15) What time is it? (draw clock- 5:55) What time is it? (draw clock- 11:30) Which 2 rivers are in Uzbekistan? Are there many trees in the desert?
Class #10: Fun Day

Please see Appendix D for fun games and activities to do with your students at the end of the year.

Appendix A: Visual Aids

Alphabet Folder with Windows: This is a folder with five small square windows cut in it. These windows should only be cut on three sides, so they may be opened and closed. There should be 2 near the top, one in the middle, and 2 on the bottom of the folder. Label the windows 1-5. Inside, you should have 26 pieces of paper (the same size as the folder). On each piece of paper one letter of the alphabet should be written. Children may ask for a window to be opened. Then they must try to guess which letter is inside. They may ask to open any and all of the windows. They should try to guess the letter with as few windows open as possible. Alphabet Letter Cards: Pieces of paper, large enough for all the children to see, with each letter of the alphabet written in upper- and lower- case. Variation: You may make a separate set of alphabet cards for each upper case and lower case. Alphabet Poster: A large poster or set of cards that has each letter of the alphabet written in its upper- and lower- case. This should be visible at all times in your classroom. Animal Picture Cards: Pieces of paper, large enough for all children to see, with pictures of all animals which will be taught: wild, domestic and pets. Apartment Poster: Picture of an apartment, which shows each room, and items that are found in each room. Baby Joey Doll: This is a large doll, made from cloth and filled with cotton. Each of the dolls parts is sewn separately, and attach together with Velcro. This doll may take a lot of time to make, but the children enjoy it and it can be used for many years. Bag of Different Types of Clothing: A bag with different items of clothing. Use a piece of clothing for each vocabulary word you are teaching. Bags with Beginning Letters: Small bags with letters on the front. These letters should be the beginning letters from the food items you are teaching. Children should practice putting pictures of foods in the bag with the correct beginning letter. For example: In a bag labeled with m, children should put meat, milk, melon, etc. Bean Bag: A small cloth bag filled with small beans or rice. It may be a 10 cm by 10 cm square, or another shape. This is used for several games, and can be tossed from teacher to child, and from child to child. These beanbags do not bounce or roll, and they do not hurt if they accidentally hit a child. Blindfold: A scarf or piece of cloth, which you can use to cover a childs eyes. A blindfold is useful for many different activities in which the child should listen, perform an action or identify an object or person. Body Parts Cards: Pieces of paper, large enough for all children to see, with different body parts drawn on them. They may have the name of the body part written on the other side. Suggested body parts include: head, hair, eyes, ears, nose, mouth, shoulders, arms, hands, fingers, body, stomach, leg, knee, foot, toes. Bus, Train, or Airplane Schedule: see following pages for example. Calendar: A calendar that shows the days of the weeks and months of the year, best if in English. Classroom Object Cards: Pieces of paper, large enough for all the children to see, which have pictures (drawn or taken from a book or magazine) of classroom objects. Suggested classroom objects include: chair, desk, board, window, door, pen, pencil, eraser (rubber), copybook, book, girl, boy, chalk, and ruler. One side may have the picture, and the other side may have the written word. Cloth or bandage material: Pieces of cloth to wrap around child- so he looks like he has been hurt. Color Cards: Pieces of paper, large enough for all the children to see, which are colored. We suggest one for each of the following colors: red, orange, yellow, green, blue, violet, black, white, pink, brown and gray. Countable and Non-Countable Items: Items, such as water, pencils, sand, flour, sugar, light, dirt, milk, pens, copybooks, etc.
Cut-out Pictures of Hamburger and Pizza Parts: Pieces of paper, in the shapes of bread roll, lettuce, tomato and meat (items that are found in a hamburger), and a triangle shape with dough, another with sauce, cheese, etc. that can be put together to form a prepared pizza. Desert Scene: A picture from a magazine or book, which shows a desert. Direction Cards: Pieces of paper, large enough for the children to see, with arrows pointing in different directions. Suggested directions: left, right, straight, turn, turn around, through. Family Picture Cards: Pieces of paper, large enough for all the children to see, which each show a family member or members. Suggested cards include: a mother, a father, a grandmother, a grandfather, an uncle, an aunt, a brother, a sister, 2 brothers, 2 sisters, 3 brothers, 3 sisters. Family Tree Poster: Large piece of paper, divided in three parts (top, middle and bottom). These represent generations. The grandparents should be shown on top, parents, aunts and uncles in the middle, and children on the bottom. Draw lines to connect the children to the parents. Food Items: Bags or containers of some foods, including: sugar, salt, tea, and any other foods you wish to teach. Food Picture Cards: Pieces of paper, large enough for all children to see, with pictures of different fruits, vegetables and food products. On one side you may have a picture, and the other side the written word. Forest Scene: A picture from a magazine or book, which shows a forest. Hokey Pokey Song Poster: A large piece of paper with the words to the song, The Hokey Pokey. The words are as follows: You put your (left foot) in/ you put your (left foot) out/ you put your (left foot) in/ and you shake it all about./ You do the Hokey Pokey /and you turn yourself around,/ thats what its all about. This song can be sung using different body parts: right foot, arm, ears, head, whole self, etc. House Poster: Picture of a house, which shows each room and items that are found in each room. Household Object Cards: Pieces of paper that are large enough for all children to see, which show different household items. Suggested items: chair, table, bed, oven, sofa, television, bookshelf, mirror, carpet, sink, picture, vase, desk, and refrigerator. Map of Town: This map should show a town, with streets and many buildings. The buildings and places in the town should all be labeled. There should be at least 30 places pictured. Maps: Maps of Uzbekistan, America, the world or any other place. Nature Scene: A picture from a book or magazine, which shows a scene from nature. Number Cards: Pieces of paper, large enough for all the children to see, with a number written on each one. On the other side of the card, you may draw small pictures, as many as the number indicates. For example: For the card numbered 2, draw 2 stars on the other side. For 3, 3 stars, etc. Paper for Nametags: Pieces of white paper approximately 30 cm long and 10 cm wide, on which children may write their names. Paper money: Small pieces of paper in the shape of paper money, with numbers written on them to represent the amount of money. There should be enough for each child to have 8-10 pieces of paper. Papers with Directions Around the Class: Teacher should write directions for children to follow. These should direct the child around the classroom to a certain spot, where he will find something (a piece of candy, a message). Picture of a Caterpillar and a Butterfly: A piece of paper with a caterpillar, and another with a butterfly. Picture of a Thermometer: A large piece of paper with a thermometer drawn on it. It should show different degrees.

Picture of Closet with Clothes: A large picture or poster, showing a closet with different items of clothing inside. Suggested items: coat, jacket, shirt, t-shirt, pants (trousers), skirt, dress, socks, shoes, boots, sandals, scarf, gloves, hat, bathing suit. Picture of Immediate Family: These pictures may be photographs or pictures drawn by the teacher, which show either the teachers family, or another picture of a family. These pictures should only include a mother, father, sisters and brothers. Picture of Large Family: See pictures of extended family Picture of Teacher: A large piece of paper with a picture of a person. This may look like the teacher or another person. Pictures of Adjectives: Pieces of paper, large enough for all the children to see, which show a certain adjective. These can be done with any pictures, and the children can learn to associate the picture with the adjectives. You may write the adjective that is pictured on the other side of the paper. Pictures of Animals and People: These are pictures that are cut out of magazines or books, or made by the teacher. They should be pictures of animals and people with different characteristics, so that they can be described using adjectives. Pictures of Comparable Items: These are pictures that describe adjectives: A small ball and a smaller ball, a fat dog, and a fatter dog, etc. There should be 2 pictures of each type of item. Pictures of Different Geographical Features: Pieces of paper, which show different geographical features. Suggested pictures: lake, river, mountains, continent, island, hill, etc. Pictures of Extended Family: These pictures, which should be big enough for all the children to see, may be photographs or drawn pictures of the immediate and extended family. The picture should include the mother, father, sisters, brothers, cousins, aunts and uncles. Pictures of Hobbies: Pieces of paper, large enough for the children to see, which show different hobbies. Suggested pictures: watching television, collecting stamps, traveling, going to the cinema, playing computer games, writing, reading, running, walking. Pictures of Items of Different Sizes: see Pictures of Comparable Items. Pictures of Living Places: Large pieces of papers, with different living places drawn on them. Suggested pictures include: house, apartment building, city, and town. Pictures of People and Animals Doing Actions: Pictures cut from magazines or books, or drawn, of people and animals performing different actions. Pictures of People Showing Different Feelings: These pictures, cut from magazines or books, should show different people who are happy, sad, angry, surprised, etc. Pictures of Sports: Pieces of paper, large enough fro the children to see, which show several different sports. Suggested pictures: football, basketball, volleyball, baseball, tennis, hockey, and swimming. Pictures of Toys: Pieces of paper, large enough for all the children to see, with pictures of toys drawn on them. On the other side, the word may be written. Suggested toys: ball, doll, game, boat, and airplane. Variation: Use actual toys. Poster of Domestic Animals: A poster or large piece of paper, which all the children can see. This poster should have pictures of domestic animals on it. Suggested domestic animals include: cow, cat, dog, pig, chick, hen, rooster (cock), goose, duck, sheep, goat, and horse. Variation: You may use pieces of paper to make domestic animal cards with pictures of the domestic animals. Poster of Feeling Faces: A large piece of paper, which shows many faces, each showing a different feeling. Label the feelings. Poster of Items on Shelves to Buy: A poster or large piece of paper with items on shelves. These items should have small price tags on them, and students can practice buying them from the teacher. Items may include toys, animals, classroom objects, and foods. Poster of Wild Animals: A poster or large piece of paper, which all the children can see. This poster should have pictures of wild animals on it. Suggested wild animals include: el
ephant, lion, tiger, giraffe, bear, fox, crocodile, kangaroo, turtle (tortoise), fish. Include others as you wish. Poster with Sets of 3 Items: A large piece of paper or poster with 3 of the same item, but these items should be different from each other. For example: 3 apples, one red, one small, and one brown and old. Students compare the items. You may do this with any item. The poster should show at least 4 sets of items. Prepared Menus: Large pieces of paper with English menus (See pgfor example) Prepared Sentences with Errors: Sentences written with small errors. These can be made to practice verb tenses, pronoun, or spelling. Example: The cat are not in the house. Children should replace are with is. Prepositions Poster: A large piece of paper with pictures of different prepositions. These should be labeled and may use a box and a ball. The ball can be in different places in relation to the box to show the different prepositions. Suggested prepositions: in, on, under, near, over, around, near, far from, and through. Profession Pictures: Pieces of paper with pictures of professions. Suggested professions include: a teacher, a pupil, a builder, a banker, a businessman, a driver, a cook, a seller, a doctor, a scientist, and a waiter/waitress. Puppets and Backgrounds: Small paper puppets or other puppets as the teacher wishes. The backgrounds are large pieces of paper with different scenes. Suggested backgrounds: desert, city, forest, or park. Room Poster: Picture of a room, with items that are found in a typical bedroom. Schedule of a Day: On a large piece of paper, write a list of times and actions done at those times. These can be made for different professions. Scrambled Sentences or Words: Write sentences on pieces of paper. Then cut apart sentences, so that each word is separate. Keep the words of each sentence together, but mix up the word order. This can be done with the letters of words as well. Season and Month Cards: Pieces of paper that are large enough for all children to see. They should be labeled with the months of the year and seasons. The seasons cards may show a picture on one side. Sight Word Cards: Pieces of paper that are big enough for the children to see. On each should be written a sight word. These are words that the children should learn to recognize immediately. Taxi Sign: A small sign that says TAXI. This is a prop that the teacher uses when playing a direction game. Ten Little Kittens Picture: To accompany the song 10 Little Kittens. This is a picture with 10 kittens, sitting side by side in a row. It should be large enough for all the children to see. Time of Day Pictures: Large pieces of paper with pictures of a scene during different times of day: morning, afternoon, evening and night. These may be of a house and sky, or another scene that you choose. These are useful when speaking about greetings and time of day. Travel Advertisement to Moscow: see pg for example for example. TV screen: A large screen made to look like a television screen. It should be large enough that children can stand behind it and pretend they are weathermen. Perhaps use a shower curtain, and cut out a large square from the middle for the screen. You can hang it from the ceiling in your classroom. Two Pictures, one polluted and one clean: These pictures should be of the same place. One should show a bright sunny day, with flowers and animals. The other can show a brown, dirty, place, with ugly garbage and no animals. Two Similar Pictures of a Room: These pictures should be very similar, but have 10-12 differences. See following pages for example. Vowel sound word cards: Pieces of paper, large enough for the children to see, with word written on them. These words are examples of different vowel sounds, and vowel sound blends.

Weather Wheel: A large piece of round paper, with all weather types shown around the sides. Use a paper clip to put an arrow (cut out of paper) in the middle of the paper circle. Children can practice moving the arrow to the different weather types according to the days weather.

Menu
Breakfast
Eggs ............................................................................... $2.00 Toast .............................................................................. $1.00 Cereal ............................................................................ $3.00 . Muffins ............................................................................ $2.50 Pancakes ......................................................................... $5.00
Lunch
Hamburger ....................................................................... $5.00 Cheeseburger .................................................................... $6.00 Hot dog ........................................................................... $3.00 Chicken sandwich ............................................................... $7.00 Soup .............................................................................. $4.00 . French fries ...................................................................... $3.50
Dinner
Spaghetti ......................................................................... $6.00 Steak .............................................................................$12.00 Shish Kebabs ....................................................................$10.00 Stew .............................................................................. $6.50 . Fried Chicken .................................................................... $8.50 Fish ............................................................................... $7.50 .
Dessert
Cake .............................................................................. $4.00 . Cookies ........................................................................... $2.50 Ice Cream ........................................................................ $3.00 Chocolate ........................................................................ $2.00

00
Tashkent Central Bus Station
Departures Time :00 :00 :00 :00 :00 :00 :00 :00 Bukhara Moscow Novosibirsk Dushanbe Almaty Karshi Samarkand Istanbul :00 :00 :00 :00 :00 :00 :00 0:00 Gate # Bus # To Time
Arrivals Gate # Arrives :00 :00 :00 :00 :00 :00 :00 :00
Bus #
From

Ankara

Osh

Frankfurt

Bukhara

Karshi
0
Bishkek
Samarkand

Moscow
Appendix B: Review Day Activities

1. (Adjectives) Cut pictures of people or other things from books or magazines. Give each child a picture and have him or her write a description of it. Before the next class, glue or tape the pictures to a large piece of paper and number them. Each child must then read their descriptions and others must decide which picture it describes. (Adjectives) Have children each write a description of one person in class. When they are done, children read their descriptions, and others must guess who is being described. (Adjectives) Choose 3 children to come to the front. They should be alike in some way. The other children must guess how the children are alike. For example: 3 students with long hair or 3 students with blue jeans. (Alphabet) Divide class into teams. They should stand in 2 lines in the aisles between the desks. One person comes up at a time, and writes the first letter of the alphabet, then walks back and taps the next person, who comes up and writes the next letter. See which team can write the whole alphabet first. (Animals) Speed Rabbit: Small groups of children must make the animal sound that the teacher calls out. (Body Parts) Draw a crazy monster or person from shapes or body parts. For example: Draw 4 eyes. Draw 1 arm. Etc. (Body Parts) Each child has a piece of paper. Teacher tells the first child to draw a head and then fold the paper so the head is covered. He passes it to the next child who is told to draw a body. Continue until all the parts are drawn. Then children may look at the drawings. (Clothing) Sort bags of clothing by color, size, season, etc. (Colors) Call out 2 colors. The children wearing them should stand up.
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5. 6. 7.
8. 9.
10. (Colors, Vocabulary) Color Me: Have children draw pictures such as animals or people. Then tell them to color each part of the picture a different color. Example: Color the hair blue. 11. (Dialogues) Group children in 3 lines, and have them meet, one from each line, in the street and have a dialogue. 12. (Feelings) Song: You are my Sunshine (see Appendix E) You are my Sunshine, My only sunshine You make me happy, When skies are gray. Youll never know dear, How much I love you, So please dont take, my sunshine away. 13. (Interests) Stand up if: Teacher says, Stand up if you(like cats, have a mother, etc.) Children must stand if they like cats, or have a mother, etc. 14. (My Day, Sentence Work) Make a paper circle with Morning, Afternoon and Evening in different places. Make an arrow, and attach it to the paper so that it will spin around when it is pushed. If it lands in one time of day, students must describe activities they do during this time. 15. (My Day) Draw 4-5 pictures on the board that show daily activities. Children must describe each picture and put them in order of what happens first, second, third 16. (My Day) Pantomime Morning Activities. Children must guess which activity is being done.
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17. (My Town, Directions) Make a map. Students may make up a magic place, and draw a map of it. Use all vocabulary words, and students may tell the teacher or each other where things are. Give directions to go to different places on the map. 18. (My House/Apartment) Children should write the names of 4 different rooms on a piece of paper. The teacher then lists or writes different pieces of furniture on the board. As the teacher says the words, the students have to write the pieces of furniture next to each room where they may be found. The first student to list 5 different pieces of furniture in one room wins. Variation: This game may be played with months of the year and weather/seasons. 19. (Numbers) Buzz- Go around the room counting, but say buzz for every 3rd, 5th, 7th, etc. number. For example: 1, buzz, 3, buzz, 5, buzzetc. If a child says the incorrect word or waits too long, he should stop playing. 20. (Numbers) High Low- Pick a number and write it on a piece of paper. Dont let anyone see it. Children must take turns guessing the number, and teacher says high if their guess is too high, and low if their guess is less than the number. Children must try to figure out from these hints which number you chose. 21. (Numbers) Clapping Game- Children should rhythmically clap their hands together, then clap their knees, then say a number. Going around the circle, each person says one number (1,2,3). If the student says the number incorrectly, too slowly, or looses the rhythm, he is out. Variation: Try this with days of the week. 22. (Numbers) Have children put their hands behind their backs. Call out a number and give them some time to put up that number of fingers. Then have the children show you their fingers. See who is holding up the correct number of fingers. 23. (Prepositions, Vocabulary) Draw a picture and ask the class questions about. Where is the? Use prepositions. 24. (Professions) Find objects that go with professions, and let students guess the profession. 25. (Sentence Work) Answer Precedes the Question: Give an answer, for example, Today is Tuesday. and children must decide what the question is, for example, What day is today? 26. (Sentence Work) Hide and Seek. One student leaves the classroom. Hide an object in the room. Child enters and must ask yes/no questions to find the object. Variation: Hide an object while a child is out of the room. Child enters and walks around the room. Other children may say hot, warm, cool, or cold. When he is close, he will be warm, when he is very close he will be hot. If he is far, he is cool, If he is very far, he is cold.
27. (Sentence Work) Write a sentence on the board. Children should underline the different parts(noun, verb, adjective). Then they should with the same structure to make other sentences. 28. (Sentence Work) Write a variety of words on the board. Children should underline the different types of words in different ways For example nouns with 1 line, verbs with 2 lines, adjectives with a wavy line. 29. (Sentence Work) Write sentences on the board. Children must underline the nouns and change them to pronouns. Variation: Children may underline the verbs and change the verb tense.
30. (Sentence Work, Vocabulary) A Very Long Sentence: Begin a sentence, for example, I went to the market Each child should say the beginning of the sentence, and add a word to it. I went to the market, and I bought grapes. The next says, I went to the market and I bought grapes and apples. The third adds another word and so on. 31. (Sentence Work, Vocabulary) Two Truths and a Lie- Children write 3 sentences about themselves or another topic, 2 correct and 1 lie. Children should guess the lie. 32. (Sentence Work, Vocabulary) Class Survey: Choose a question, for example: Whats your favorite sport? Children should question classmates, and write their answers. Then make a chart, showing how many children like each sport. 0
33. (Spelling) 6 Steps to Spelling: 1. Close your eyes and repeat the letters. 2. Look at the word, say it and listen to the sounds 3. Say the letters in order. 4. Cover the word and write it. Check to see if you spelled it correctly. If not, start over. 5. Write the word correctly 2 more times. 6. Write the word while looking at it.
34. (Spelling) Spelling Baseball Arrange 3 chairs and a home chair around the classroom. Divide the class into 2 teams. The first team is lined up at home chair. The teacher asks the first child to spell a word. If he spells it correctly, he goes to the 1st chair. The next child gets a word. If she gets it correct, she moves to 1st chair and the other child goes to the 2nd. A point is scored when a child goes to each chair and returns home. If 3 children incorrectly spell words, the team is out, and the next team must line up. Repeat procedure. 35. (Spelling) Spelling Bee- Children line up and teacher gives the first child a word. The child must spell the word correctly. If he does, he goes to the end of the line. If he does not, he sits down. Continue until only one child remains.
36. (Time) Children should use arms to be the hands of the clock. Other children should try to tell the time. 37. (Transportation) Song: The Wheels on the Bus- transportation The Wheels on the bus go round and round, Round and round, Round and round, The wheels on the bus go round and round, All around the town! The wipers on the bus go swish swish, swish (wipers= windshield wipers) The baby on the bus goes waa, waa, waa! The kids on the bus go Ha! Ha! Ha! (Make your own words as well) 38. (Uzbekistan) Song: to the tune This Land was Made for You and Me (See Appendix E) This land is your land, this land is my land, From Nukus City, to Andijon! From the white sand desert, to the big green valley, This land was made for you and me! This land is your land, this land is my land, From the high, high mountains, to the grassy taiga, From the Sir Daryo River to Samarkand, This land was made for you and me. 39. (Vocabulary) Categories: Put students in a circle. Children name items in a given category such as animals, food, clothing, etc. Go around the circle, and each child must say a word from the category. Children who repeat answers or who are unable to answer quickly must sit down. The final 3 children should begin their letters with a letter given by the teacher. (Vocabulary) Duck, Duck, Gray Duck: Children sit or squat in a circle. One child is it. He goes around the circle, tapping each child on the head and saying a color, number, or other vocabulary word. When the child says the special word- decided before (for example if you are using animal vocabulary the special word could be elephant) the child who is tapped must get up and run after the child who is it. If he catches the it child before he can sit down in the tagged childs place, the child who was it must sit in the middle. Then the new child is it and repeats the process.
40.
41. (Vocabulary) Blackboard Bingo: Write 10-15 words on the board. Each child should
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choose and write down 5 of the words. Read off the words in a random order. Children may make a check as they hear a word on their list. When a student checks off all of his words, he must yell BINGO! Teacher check to make sure he has all of the words that were called. 42. (Vocabulary) Dialogue in a bag: In a bag, put several items, and the 2 students must make a dialogue using these items. 43. (Vocabulary) Drawing Dictation: For Example: Tell children, Draw a house. Draw a table in the house. Draw a cake on the table Check to see if children followed directions. 44. (Vocabulary) Fruit Basket: Give each child a vocabulary word so that at least 2 children have the same word. Children squat or sit in a circle. One child is in the middle, and calls out a vocabulary word. The children who have that word must switch places in the circle. They must do it quickly because the child in the middle also must try to get to one of the empty places. Whoever has no place in the circle is the next one to call out a word. If the child calls Fruit Basket, all the children must try to find a new place in the circle 45. (Vocabulary) Give a list of words. Say another word that rhymes with one on the list. Children must find the word that rhymes. 46. (Vocabulary) Give each student a letter from the alphabet cards. Write a word on the board and have the children spell it. Ask students with those letters to come to the front and line themselves up in the proper order to spell the word. 47. (Vocabulary) Guess whats in the box. Put an object in a box and describe it to the students. Have children guess the object. Then choose a child to describe a new object to the class. 48. (Vocabulary) Hangman: Child or teacher chooses a word and draws a line for each letter on the board (for example, if the word is cat, draw three lines: _ _ _). Children must take turns guessing letters. If the letter is there, the teacher writes it in. If the letter is not in the word, draw one part of a body. When the whole body is drawn, the game is over. Children must try to guess the word before the body is drawn. 49. (Vocabulary) Make a crossword puzzle for children to solve. Draw it on the board, and give clues orally or in written form. 50. (Vocabulary) Memory Game Put 15-30 items on a table, and let the students look at them for 30 seconds. Then they shut their eyes, and teacher secretly removes an object. Children must decide what was removed. 51. (Vocabulary) Odd Word Out: Write 4 words on the board. Three of the words should have something in common, 1 should be different. Children have to figure out which one doesnt fit, and why. For example: apple, raspberry, potato, peach. Potato doesnt fit. It is a vegetable. (Vocabulary) Pass race: Teacher hands a word or picture card to the first student and says what it is. Child must turn to the next child and say what it is. Repeat around the classroom.
52.
53. (Vocabulary) Pictionary: Call one student to the board. Whisper to him or her one vocabulary word. The child must draw the words, and the class must try to guess the word within a time limit. Can also be played with teams. 54. (Vocabulary) Post pictures of vocabulary around the room. Call out a word. See who can find the picture first. 55. (Vocabulary) Prepare vocabulary word cards- 2 for each vocabulary word. Hand out the cards, and children must find the other child who has the same card. They should ask, Do you have a.? Variation: Prepare cards with specific times on them instead of vocabularyChildren must say, for example: What time do you have? I have four fifteen. 56. (Vocabulary) Put 8-10 pictures on the board and divide the class into 2 groups. Say a word and the child must put his hand on that picture. One child from each team competes at a time. The child who finds the picture (and puts his hand on it) first wins. 0
57. (Vocabulary) Teacher prepared text mostly in native language but with some English words mixed in. Children try to guess what the English words mean. 58. (Vocabulary) Wheel of Fortune: Write a series of dashes on the board, one for each letter of a word or sentence. In teams, children must call out a letter. If the letter is in the word or sentence, write it in, and give the team 10 points for each time it appears. If the letter is not there, the other team gets a turn. If the children know the word or sentence, they must wait for their teams turn, and if they are correct, they receive 100 points. 59. (Vocabulary) Animal- FoodColor: Everyone stands in a circle. One player is chosen and is given a ball. He tosses the ball to someone else in the circle and says animal, food or color. 60. (Vocabulary) Ball Toss. Toss the ball to a child. He must say an English word and toss it back. Toss it to someone else. Repeat until no one can think of a new word, or if all students know the words well. 61. (Vocabulary) Bingo- Children make cards with 5 rows of 5 squares (or 4 rows of 4), Children write a vocabulary word or picture in each square. The teacher reads off vocabulary words, and the child puts a small piece of paper over the word as the teacher says it. When the child makes a line of paper pieces, either going across, down or diagonally, he must yell BINGO! Teacher checks his words, and the game can start again. 62. (Vocabulary) Choose a vocabulary word that can be drawn. Draw one part of it. Ask children what they think it is. Draw another part. Children may guess at each part that the teacher draws, until the picture is complete or a child guesses correctly. 63. (Vocabulary) Divide children into 3 teams and write 3 letters on the board. One child from each team may come to the board at a time. They must write a word that starts with that letter. The next child must write a word that starts with the last letter of the word the first child wrote For Example: Apple, elephant, tree, egg, goat 64. (Vocabulary, Advanced Alphabet) the child who catches the ball must say a word from the category. If he cant he is out. Repeat. 65. (Vocabulary, Alphabet) Divide class into teams. Put all alphabet cards or word cards in a bag. Child from each team must pick a card and name it. Go from one team to the other. The team that names the most letters correctly wins. 66. (Vocabulary) Word shape boxes/square game: Teacher makes the shape of the word using boxes. Tall boxes for tall letters: l,k.h square boxes for square letters: a,s,e,r and low boxes for low letters: j,q,p. Children must guess the word from its shape.
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Appendix C: Holiday Activities

Halloween
October 31st
History of Halloween
Halloween, or All Hallows Eve began as a religious holiday. All Hallows Day, a day to remember people who died, is November 1. So, on October 31st, the eve (day or evening before) of this day, some people thought that spirits, or ghosts, would come to earth and cause trouble. People dressed up in scary costumes in order to scare the spirits away before they could cause mischief. Our American holiday has become non-religious. Children and adults both enjoy Halloween. They dress up in silly or scary costumes, and go to parties or out to Trick-or- Treat. Children, dressed in costumes, walk around their neighborhoods in the evening with a bag or pillowcase, knocking on doors and calling out Trick-or Treat! The response from the neighbors is to put candy, or treats, in the bags. The tradition is that if the neighbor doesnt give a treat, the child will play a trick on them. Halloween traditions include carving a face in a pumpkin- and putting a candle inside so the face shines (called a Jack o Lantern), and playing party games such as Bob for Apples, Pin the Tail on the Donkey, and Musical Chairs. Traditional costumes include witches, wizards, ghosts, monsters, princesses, pirates, skeletons be creative! Traditional foods include popcorn balls, toasted pumpkin seeds, candy-covered apples on a stick, apple cider, and CANDY! Traditional animals of Halloween are bats, spiders, black cats- anything thats black or scary. Traditional symbols of Halloween are skeletons, pumpkins, witches (stirring a big qazon or flying on brooms), spiders, bats, and ghosts. Traditional colors are orange and black- so even if you dont have a costume, you can still celebrate the holiday by wearing these colors.
Suggested Activities
Bob For Apples-A large basin of water is placed on the floor. Apples are placed in the water, and children must trey to pick up an apple using their teeth. They must not use their hands. Pin the Tail on The Donkey-A large poster of a donkey with no tail is put on the wall. Children- on at a time- are blindfolded and given a paper tail which they should try to pin on the wall- as close to the right place as they can. Musical Chairs-Chairs(one less than the number of players) are placed in a circle. Music is played, and the players walk around the chairs. When the music stops, the players must quickly sit down. Whoever is left without a chair is out. One chair is taken away, and the game continues until only one person is left. Popcorn Balls -Pop corn. Make a sugar syrup with 1 part water to 2 parts sugar. Boil until golden. Add a spoonful of butter to the syrup. Pour syrup carefully over the popcorn, and mix with a spoon. Be careful- it is HOT! After a few minutes, put some butter or oil on your hands and make balls with the popcorn. Cool and eat. Carved Pumpkin and Toasted Pumpkin Seeds-Choose a pumpkin with thin walls. Cut a hole in the top, around the stem, and take out all of the seeds. Set aside. Draw a face on the pumpkin. Be creative, but remember you have to cut out the eyes, nose and mouth. If you do this please be very careful. The pumpkins in Uzbekistan are harder and thicker than those in America. Take care to cut yourself. Put a candle in the pumpkin, and light in the evening. Take the seeds, and wash them, removing all of the pumpkin. Pour some
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salt and oil on them and mix well. Place them on a pan, and bake until they are toasted, about 15 minutes. Cool and eat.
A Halloween Song
Halloween is Coming Soon (to the tune of London Bridge, see Appendix B) Halloween is coming soon, coming soon, Coming soon. Halloween is coming soon, Oh, what fun! Black cats sitting on a fence, on a fence On a fence. Black cats sitting on a fence, Meow, meow, meow! Witches flying on their brooms, on their brooms, On their brooms, Witches flying on their brooms, Eee! Eee! Eee!
2nd Year Activities:

Explain the history of the holiday in native language. Teach 4-6 new words, such as trick, treat, ghost, witch, pumpkin, to scare. Make a scary mask Teach children The Itsy Bitsy(or Eentsy Weentsy) Spider Rhyme. (Itsy Bitsy and Eentsy Weentsy are baby language and mean small.) (See Appendix E) Make folded paper objects-see next pages.
3rd Year- 2 Days of Activities

Explain history of holiday. Encourage children to fill in parts that they remember form the previous year. Learn some new words- animals or symbols associated with Halloween (see above) Brainstorm costumes- learn the English words for them. Draw a picture of a costume. Play Is it a Trick? Guessing Game: Make cards with 8-10 Halloween symbols that you teach the children. 2 Children should come up to the front of the room. One picks a card and holds it behind the others back. The other child must ask questions- Is it a trick? (yes), Is it a spider? (no) Is it a witch? (YES!). Take turns doing this.
4th Year-2 Days of Activities

Read text and test for understanding. Underlined words may be new vocabulary. Halloween is on October 31st. It is an interesting holiday. On this day, children dress up in costumes. They walk around their neighborhood and ask their neighbors for treats. Treats are candies or other sweets. It is fun to scare our friends with masks. It is also fun to dress up as a different person or thing. I like to go to Halloween parties. Do you like Halloween? Make folded paper objects (see following pages) Do Halloween Word Search (in pairs or together on the board) Design a pumpkin face Assign children to make toasted pumpkin seeds for the next class. (Warn children not to try to carve a pumpkin face- they could cut themselves)
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Thanksgiving
The 4th Thursday in November Thanksgiving is an American holiday when we think about all the things we are lucky to have- family, friends, and all of the things that make our lives good. When the Pilgrims- the first European settlers in America- first arrived in America, it was a very difficult and dangerous place to live. Many people died. The Pilgrims didnt know how to live and grow food in America yet. They were very worried that there would be no food in the winter. But the Native Americans who already lived in America helped the Pilgrims and showed them how to grow food and live there. Because of the kindness of the Native Americans, the Pilgrims lived through the winter, and in November, they all had a feast- a big meal together, to celebrate their friendship and their good fortune. We remember this time on the fourth Thursday of each November. On this day we gather together with our friends and family and eat a large meal, a symbol of our good luck and richness. We often tell each other why we are thankful- and on this day, we think about how lucky we are. Symbols of Thanksgiving: A turkey- the traditional thanksgiving food A cornucopia- a horn shaped basket full of fruits and vegetables- this word also means a lot of Pilgrims- Pilgrims traditionally dressed in black and white with black hats for the men, white hats for the women. Corn- especially Indian Corn which has different colored kernels, is a symbol of having enough to eat. Traditions of Thanksgiving: a parade, a big football game, giving thanks, visiting family members, and eating a lot of food! Fat Turkeys Song (to the tune of Did you ever see a Lassie?) Oh, gobble, gobble, gobble, Fat Turkeys, Fat Turkeys Oh, gobble, gobble, gobble, Fat Turkeys we are. We walk very proudly and gobble so loudly, gobble, gobble, gobble, gobble, gobble Oh gobble, gobble, gobble, Fat turkeys we are. 5 Little Turkeys Poem 5 little turkeys standing by a door, One waddled off and then there were 4 4 little turkeys standing by a door, One waddled off and then there were 3 3 little turkeys standing by a door, One waddled off and then there were 2 2 little turkeys standing by a door, One waddled off and then there was 1 One little turkey, better run away, For soon will come Thanksgiving Day.
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Suggested Activities for Thanksgiving 3rd Form-2 days

Teacher should explain the origin of the holiday in local language. Teach several vocabulary words such as turkey, to give thanks, dinner, tradition. Use a game that the children like to practice the words. Make a turkey: Children trace their hands on a piece of paper(the thumb is the head and neck, the fingers are feathers). They can color and decorate the turkey, and then write one thing about themselves in each of the feathers. Review days of the week, paying special attention to the pronunciation of the th in Thursday. Speak about Fall Children can also write or speak about what they are thankful for. Teach them the vocabulary as it comes up- although they should know most of the words.
4th Form- 1 day

Ask the children what they remember about the holiday, and then read the text: On the 4th Thursday of every November, Americans celebrate Thanksgiving. Giving thanks means we like to think about and tell each other about the things we like or love. This tradition started when the first people came to America. The Native Americans helped them to live through the winter. They were so glad they all had a big feast. So now, Americans have a big feast every year to remember all the things that we have, especially our family and our friends. We remember how lucky we are. Students may also speak about what they are thankful for. They should use words like I am thankful for I am glad that Students may discuss what they would eat if they had Thanksgiving in Uzbekistan.
Christmas
December 25th
New Years Eve, New Years Day

December 31st, January 1st In America, Christmas is one of our favorite holidays. Christmas is traditionally known as the birthday of Jesus Christ, the main figure in the Christian religion. Christians celebrate this holiday by going to church, but many other people think of Christmas not only as a religious holiday, but as a family holiday, and a time to tell our friends and loved ones how much we love them. It is also a time to give gifts to each other. Many people start preparing for Christmas in the beginning of December. We have parties and get Christmas trees. A Christmas tree is usually an evergreen tree, which is decorated with small lights and ornaments. People in Uzbekistan also decorate trees for the New Years holiday. We place our wrapped gifts underneath the Christmas tree, waiting to open them on Christmas morning. For children, there is the tradition of Santa Claus- or Saint Nicholas. Santa Claus is a big fat man who wears a red and white suit. We say that Santa Claus lives at the North Pole, and has a toy workshop. Elves- magical little people with pointed ears- are Santas helpers. They work all year making toys for good girl and boys. We say that Santa Claus keeps our names on a list and always writes whether we have been good or bad. Along with the tree, we also keep stockings or big socks hanging on a wall so that Santa can fill them up with presents. If we have been bad, Santa will fill our stockings with coal instead of presents. On Christmas Eve, we say that Santa flies around the world in a sleigh pulled by flying reindeer, and climbs down our chimneys to place presents from his big bag or sack under the Christmas tree. On Christmas morning, children like to wake up early to see what gifts Santa has
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left them. After opening gifts, we often visit relatives and have a large meal. Often this meal includes a roasted goose as the main dish. Some Christmas traditions are as follows: Caroling- Singing Christmas carols- or songs, is a popular tradition. Sometimes groups of friends go around their neighborhoods and sing for their neighbors. This is called caroling. Mistletoe- mistletoe is a small plant with white berries that grows in trees. We often hang a piece of mistletoe from the ceilings in our homes, and if two people stand under the mistletoe, they should kiss. Roasting Chestnuts- It is traditional to buy or make roasted chestnuts in Christmas. They are simply chestnuts that have been baked. Gingerbread house- A gingerbread house is a small house made from cookies and decorated with brightly colored candies. It is held together with a sugar frosting which looks like snow. They are fun for children to make and eat. Christmas cookies for Santa- Children often leave a plate of Christmas cookies (any type of decorated cookie) and a glass of milk near the Christmas tree for Santa to eat when he comes with presents. Going to visit Santa Claus- A more recent tradition is to visit Santa Claus at a store or public place. Children go and sit on his lap and whisper to him what they want for Christmas. Traditional symbols: Christmas tree, Holly( a plant with pointed, green leaves and red berries- it stays green in the winter), mistletoe, a Santas cap, candy canes(a red and white striped peppermint candy) a Christmas tree A sleigh, and reindeer Traditional Colors: green, red and white New Years Eve and New Years Day are also traditional holidays in America. On New Years Eve, people often go to parties to celebrate the end of the old year, and the beginning of the new one. We often make New Years resolutions on this day. This is when we decide that we will do something differently or accomplish a goal for the next year. New Years Day is a day to spend with family and friends, visiting and eating together to celebrate the New Year. At New Years parties, we often wear silly hats, make noise with noise makers, and throw small pieces of colored paper, or confetti, as we count down to the New Year. People usually stop everything and count down from ten seconds until the first second of midnight, when the New Year begins. People often drink champagne and eat expensive foods to celebrate this holiday. Traditional symbols of New Years: An old man-Father Time, and a baby- a symbol of the New Year. In New York, a big celebration takes place in Times Square- and people watch a ball drop. This ball is a large ball with light on it at the top of a building. At ten second until midnight, it begins to drop, and everyone watches it until it reaches the roof of the building. Singing Auld Lang Syne- a German song which translates to the good old days a song to remember time that has past, and telling us to look forward to the New Year.
Suggested Activities for Christmas and New Year 1st Form- 2 days
Explain American Christmas and New Years traditions Make an ornament for a Christmas tree Learn a short Christmas Carols- see Appendix for examples Cut a Christmas tree shape out of paper, and decorate it
2nd Year- 3 Days

Explain holiday to Children in native language Teach new vocabulary words such as holiday, Santa Claus, present, gift, reindeer, Christmas tree, New Year, old, new 0
Learn Christmas Carols Play game Whats in Santas Sack? Children should feel the outside of a bag and guess which object is inside. Make a Christmas Wish List- a list of presents they would like Make Christmas or New Years Tree ornaments Make a New Years resolution
3rd Year- 2 Days

Remind Children about the holiday, teach some new vocabulary Learn and sing Christmas Carols Make Christmas tree ornaments Make New Years Resolutions Make a silly paper hat
4th Year-2 Days

Children should read the text and learn new words Christmas and New Years are 2 holidays at the end of December. On Christmas, children wait for Santa Claus to come and give them presents- but only if they have been good! Christmas is a time for families to be together, and think about all the good things in their lives. On New Years Eve we celebrate the end of the old year and the beginning of the New Year. We often go to parties and stay up late to welcome the New Year. We also make resolutions, or goals for the New Year. Sing Christmas Carols Make Christmas tree ornaments Make New Years Resolutions
Groundhogs Day
February 2nd February 2nd is Groundhogs Day. A groundhog is a small furry animal, about the size of a cat, which lives in the ground. They hibernate, or sleep all winter. We say that on February second, the groundhog wakes up and comes out of his hole. If he sees his shadow, he will be scared and go back into his hole. This is a sign that there will be 6 more weeks of winter. If he does not see his shadow, we say that there will be an early spring.
Suggested Activities 2nd Form

Teacher may explain holiday in native language. Introduce vocabulary: groundhog, shadow, scared. Poem (or sung to the tune of Im a Little Teapot, see Appendix B) Heres a little groundhog, furry and brown Hes coming up to look around, If he sees his shadow, down hell go, Then 6 more weeks of winter, oh no! Tape paper to the wall, and shine a light on the students so they cast a shadow. Trace the shadow of the students heads. They can cut them out and play a guessing game Whose head is it? Teacher may hold an item in front of a light, and students much guess what it is from the shadow.

4th Form
Teacher may give students the text, and they can practice reading. Go over new vocabulary. Then the teacher may remove some words and see if the students can put the words back in. Students can review months of the year and seasons. Pay special attention to the season February is in. Poem Sunday was a lovely day The sun was shining bright The sun on Monday his its face Behind some clouds of white On Tuesday we saw only fog And Wednesday brought us more Thursdays skies were dim and dull And rain began to pour On Friday morning the wind crept up And it began to blow By Saturday the sun peeked out And once more said hello!
St. Valentines Day

February 14th St. Valentines Day is February 14th. Valentines day is a very nice holiday. In America it is our tradition to give gifts to people we like on this day. The gift may be a card, a box of chocolate or sweets, flowers, or something else that the person will like. We give Valentines Day gifts to our family, friends and maybe our boyfriends or girlfriends. It is a day to tell someone how much we like him or her. If you like a person, on this day you may call him or her My Valentine. Traditional symbols of Valentines Day: Pink or red hearts, Cupid (a little baby with wings who flies around and shoots people with arrows. The arrows will make the person fall in love) and cupids arrows, a heart with an arrow through it. Traditional sayings for Valentines Day: Be mine, Be my Valentine, You are my Valentine, You are sweet, You are nice, I love you, I like you, Youre a sweetheart. Traditional colors of Valentines Day: Pink, red and white Valentines Day Songs: Yes I Do (to the tune of 3 Blind Mice, see Appendix E) I love you, I love you Yes I do, yes I do I love you every night and day I love you when I work and play, I love you in so many ways, I love you! Be My Valentine (to the tune of Mary Had a Little Lamb, see Appendix E) Youre a special friend of mine,
friend of mine, friend of mine. Youre a special friend of mine, Be my Valentine!
Suggested Activities 2nd 2 days

Tell children about this holiday. Teach new vocabulary words: to like, to love, gift, and Valentines Day sayings. Teach the difference between to like and to love (love is a much stronger word than like). Make a card for your valentine. Make valentines cards for everyone in your class, and make mailboxes that they can be delivered to. Discuss polite words and when and how to use them.
3rd 1 day
Review holiday and its traditions. Make a Valentines Day card. Learn the poem: Roses are red Violets are blue Sugar is sweet And so are you!
4th 1 day
Review holiday and read text. Remove some of the vocabulary words and ask them if they can fill them in. Valentines Day Word Search- make photocopies or do together on the board. Discuss adjectives that compliment: beautiful, handsome, pretty, nice, sweet, friendly, cute, smart, clever, etc. Children may use them to compliment someone. Play Im thinking of a person who is Students describe each other with adjectives. They must guess who it is.
Womens Day
March 8th In America, we dont celebrate Womens Day but we do celebrate Mothers Day. On this day, we show our mothers how much we love them by making their day extra special. Since mothers usually do things for us, on this day we do everything for our mothers. We often make our mothers and grandmothers breakfast, or take them to a restaurant to eat. We do the housework, and give gifts such as flowers, candy, jewelry or perfume. We give our mothers the day off! How is mothers Day similar to Womens Day, and how is it different?

Discuss Mothers Day. Ask how it is different from Womens Day. Teach some vocabulary: celebrate, to show, extra special, housework, to give Children can try to use these vocabulary words in sentences about Womens Day Make a picture for your mother, sister or grandmother

3rd Form
Review text (above), and speak about Mothers Day. Review Poem: Roses are Red Violets are blue Sugar is sweet And so are you (or And I love you!) Play a vocabulary game- name items and ask if they are good gifts for Womens Day. Play game: Shopping for Womens Day. Provide pictures of items with price tags. Have dialogs in which children must as the shopkeeper (teacher) for an item, and then buy it. Give students paper money to shop with.
4th Form
Children should read the text, and look for new words. Then teacher can erase some of the words, and ask children to fill them in. This can be done with prepositions, nouns, or any part of speech that the children need to practice. Children can make sentences with new words Make a Womens Day card or picture Play a vocabulary game: Name items and ask if they are good gift for Womens Day. Play game: Shopping for Womens Day. Provide pictures of items with price tags. Have dialogs in which children must as the shopkeeper (teacher) for an item, and then buy it. Give students paper money to shop with.
St. Patricks Day

March 17th March 17th is St. Patricks Day. This is a day for Christians to remember an Irish saint, St. Patrick. Although it is traditionally an Irish holiday, the Irish people in America have made it so much fun that we say, On St. Patricks Day, everyone is Irish! We try to wear green on this day and often go to parties or parades. This is a day to show pride in being Irish. St. Patrick was a man who went to Ireland a long time ago. Hes the most famous saint in Ireland and people say he got rid of all the snakes there. Traditional symbols: A Shamrock or 4 leafed clover. This is a small plant with 3 or 4 round leaves at the top. A Leprechaun [leh-pri-kahn]- this is a small, magical Irish man who has a pot full of gold. He is very tricky, but if you can catch him, you can have his gold. It is hidden at the end of the rainbow. We know that there is no such place, and this means that a person can never find it. Pots of gold, rainbows and the leprechauns green top hat are also symbols of this holiday. Traditional color: Green of course! St. Patricks Day Song (to the tune, Im a Little Teapot, see Appendix B) Im a little leprechaun, Dressed in Green The smallest man, Youve ever seen. If you ever catch me, so its told Ill give you my pot of gold!

Tell children about the holiday, and teach some new words: Ireland, Irish, shamrock, and leprechaun. Children can make shamrocks and in each of the leaves write something about themselves Review colors, and perhaps Rainbow Bingo to review. Children should make bingo cards with color words. Words can be repeated, but when each color is called, only one of the color squares can be covered. Show map of Ireland. Facts about Ireland: very green, people speak English, one symbol is a shamrock. In fairytales there is a leprechaun. Little man who takes gold and if you can catch him, he has to give you his gold, which is at the end of a rainbow. Review vocabulary words: rainbow, gold, leprechaun, green, shamrock English, Ireland. Include other vocabulary words for Womens day. Game: Big rainbow, revise colors. At the end of each color have a stack of word cards. Each team gets to pick a color and try to translate the word. Play as tictac-toe.
3rd Form
Recall text. Speak about the leprechaun at the end of the rainbow. Children may draw the leprechaun as they imagine him. Practice spelling words from the text. Ask children where they would hide something if they wanted no one to find it.
4th Form
Children should read the text and learn new words. Teacher may write the text on the board, and after children learn words, remove some, and see if they can recall them. Make a matching game: Write vocabulary words on gold coins (yellow pieces of paper). Each word should be written on 2 of the pieces of paper. Han one out to each child, and they must find the match. This may be with antonyms, or English/ local language translations.
Navruz
March 21st Navruz is the Central Asian New Year. It is March 21st. It is a very nice holiday. People are happy, and it is spring. We go to parties, sing, dance and make sumalak. We can make wished on small stones that we throw in the sumalak pot. We visit our family and friends. We eat a lot of tasty foods on Navruz. There is no school on this day, so we can rest. Navruz is a special holiday in Uzbekistan.
Suggested Navruz Activities

(Please remember that you can make your own Navruz lessons and activities!) 2 days of activities for each year Draw a picture that describes Navruz. Teacher dictates a picture about Navruz. Teacher also dictates colors of the picture. Read text. Copy and translate. Write own text with the class or individually.

Answer the questions: What do you do on Navruz? What is Navruz? When is Navruz? What do you eat on Navruz? Write a set of sentences, describing how to prepare sumalak. Write the sentences on the board out of order. Children must arrange the sentences in order of first, second, third step Teach words such as to stir, to boil, to squeeze, to collect, to add, etc. Which foods do you like to eat on Navruz? Each child can draw and label a dish to tape on a Navruz able a large piece of paper. This picture can be displayed in class. Review family words, and the verb to visit. Review months of the year, days and dates. Write the letters N.A.V.R.U.Z. on the board. Children must think of a word that starts with each of these letters. Then try to use it in a sentence about Navruz. They may be very silly sentences. See who can think of and write the most words starting with the letters N.A.V.R.U.Z.
April Fools Day

April 1st April first is April Fools Day. On this day it is common to play jokes on your friends. This means that you tell your friends something that is funny, but not true. Or you can do something to make them feel silly. People can be very creative on this day and make up very interesting and funny stories to fool their friends- that is, to make their friends feel silly or foolish. This holiday started long ago, when New Years Day was changed from April to January 1st. There were no televisions, radios or telephones, so many people didnt hear about this change right away. People who still celebrated the New Year on April 1st were fools and people played jokes on them and called them April Fools! Traditional jokes to play on people: Tell someone his or her shoe is untied. Tell someone there is something on his or her face. Teachers often tell children there will be a surprise test on this day. Students may play a joke to surprise their teacher. Tell someone there is a fly or bug in his or her food or drink.
2nd Form- class

Tell children about this holiday and ask them whom they would play a joke on and what would that joke be?
3rd Form- class

Remind children about this holiday. Teach the words to trick, to joke, to fool, to play a joke on. Let children make up sentences using these new verbs. Imagine your friend told you that Navruz had been changed to May 15th. Would you believe him? What would you do? Would you think that he was playing a joke on you?

Appendix D: Fun Day Activities

You may use any songs, games or review activities on Fun Days. Here are a few other game suggestions. 7 Up: 7 children are chosen to come to the front of the room. All other children must put their heads on their desks and close their eyes. They should hold out their hand, and hold their thumb up. The 7 children each move very quietly to one student, and touch his or her thumb. Then they go back to the front. Teacher say, Heads up, 7 up! The 7 children whose thumbs were touched stand up, and must guess who touched their thumb. If they guess correctly, they take the place of that child. Repeat. Alphabet Bingo: Use the alphabet to fill in Bingo Cards (5 rows of 5 squares) teacher or child calls letters, and the children cover the letters with small pieces of paper as they are called. The first child to cover a row of letters (across, down or diagonally) wins the game. Around the World: This game may be played with any vocabulary, or simple math. The first two children in the front desk stand up. Teacher gives a word, and the child must translate it (or, in the case of math, solve the equation). The child who answers more quickly moves to the next child, and the teacher gives another word or equation. When one child doesnt answer more quickly than the other, he must sit where he is (dont move back to own seat). This way, you can see who has moved the farthest around the room. Blanket Name Game: Divide the class into 2 teams. 2 children must hold the blanket up so the teams cant see the other teams. Each team quickly chooses a child to stand in front of the blanket. The children quickly pull down the blanket and each child must try to say the others name first. The child who says the name first brings the other child to his team. Detective: Label the corners of the room 1,2,3 and 4. One child is blindfolded- the detective. The other children must move VERY QUIETLY from one corner to another. When they are all in their chosen corner, the detective calls out a number where he or she thinks children are standing. All children in that corner must sit down. Children move again, and the detective calls out a number. Repeat until there is one child left. That child becomes the new detective. Human Knot: Children stand in a close circle. They each put one hand in the middle of the circle, and hold someone elses hand. Then they each put their other hand in the circle and hold a different hand. Without breaking hands, children must undo the knot they have made, and make themselves into a circle, all holding hands. Sherpa Walk: Blindfolded directions with a line of blindfolded children, each holding the shoulder of the child before him or her. Tic-Tac-Toe (Noughts and Crosses): Make a large Tic-Tac-Toe board on the board. Divide the class into 2 teams. One child from each team comes to the front and must answer a question or translate a word. Whoever answers more quickly may put a mark on the board for his or her team. Titanic: Children walk around in a large space, as if they were taking a walk on the Titanic. The teacher calls out a number- usually 1-6, depending on number of children. This means that the ship is sinking and the children must get in the lifeboats in sets of that number. They must hold hands with no more or less children that the number called. Those children not holding hand with enough children or none must sit down. Repeat until a few children remain. Zip zap Zop: Children must stand in a circle: Going in order around the circle, children must say, zip, then zap, and then zop. Children have 2 seconds to say the appropriate word. If they say the wrong word or hesitate too long, they are out. Continue until there is one student left.

Appendix E: Songs and Music

10 Little Fingers
10 Little Kittens 1 little, 2 little, 3 little kittens 4 little, 5 little, 6 little kittens 7 little, 8 little, 9 little kittens 10 little kittens in a row! The sheep says baa, And the cat says meow But I say good morning When I see you!
Halloween Song
Halloween is coming soon, coming soon, coming soon. Halloween is coming soon, Oh, what fun! Black cats sitting on a fence, on a fence On a fence. Black cats sitting on a fence, Meow, meow, meow!
Good Morning Song

Good Morning, Good Morning, How are you, How are you? Very Well, I thank you Very Well, I thank you How are you, How are you?
Wheres my Desk?
Wheres my desk? Wheres my desk? Here it is! Here it is! I can touch the desk, I can touch the desk, With my hand, With my hand.
Witches flying on their brooms, on their brooms, On their brooms, Witches flying on their brooms, Eee! Eee! Eee!
This can be done with other classroom Fat Turkeys Song objects as well:
Wheres my chair(2), Near my desk!(2) I will sit in my chair(2) Quietly(2) Wheres my pencil(2), On my desk(2)I can hold my pencil(2) In my hand(2) Wheres the window(2) Over there(2), I can see the outside (2) Of my school(2)
Oh, gobble, gobble, gobble, Fat Turkeys, Fat Turkeys Oh, gobble, gobble, gobble, Fat Turkeys we are. We walk very proudly and gobble so loudly, Gobble, gobble, gobble, gobble, gobble Oh gobble, gobble, gobble, Fat turkeys we are.
I Like Mice
I like mice, I like mice Squeak, squeak, squeak Squeak, squeak, squeak Nose and eyes and whiskers, Nose and eyes and whiskers I like mice, I like mice.
Groundhogs Day Song

Heres a little groundhog, furry and brown Hes coming up to look around, If he sees his shadow, down hell go, Then 6 more weeks of winter, oh no!
Days of the Week Song

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Then we start again
Adjective Song
Looking in the mirror, what do I see? I see a (body part) smiling at me. Looking in the mirror, what do I see? I see someone who looks like me!
Head, Shoulders, Knees and Toes

Head, Shoulders Knees and Toes, Knees and Toes Head, Shoulders Knees and Toes, Knees and Toes Eyes and ears and mouth and nose, Head, Shoulders Knees and Toes, Knees and Toes
St. Patricks Day Song

Im a little leprechaun, Dressed in Green The smallest man, Youve ever seen. If you ever catch me, so its told Ill give you my pot of gold!
The Good Morning Song

Oh, the duck says quack And the cow says moo, The old red rooster says Cock-a-doodle-do.

3 Blind Mice
Yes I Do I love you, I love you Yes I do, yes I do I love you every night and day I love you when I work and play, I love you in so many ways, I love you!
Mary Had a Little Lamb

Be My Valentine Youre a special friend of mine, friend of mine, friend of mine. Youre a special friend of mine, Be my Valentine!

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Peace Corps Uzbekistan

IRST YEAR ............................................ 15

Elementary English Curriculum Teachers Manual

Class #10: Fun Day ............................................................... 52 .

Class #8: Class #9:

Elementary English Curriculum Teachers Manual

Class #10: Fun Day ............................................................... 98 .

Semester 1 ......................................................... 101

Semester 2 ......................................................... 114

Elementary English Curriculum Teachers Manual

Class #7: Class #8: Class #9:

Semester 3 ......................................................... 126

Semester 4 ......................................................... 139

Class #8: Class #9:

Year Review .........................................................144 . End of the Year Assessment ......................................144

Class #10: Fun Day ..............................................................145 .

ourthYear .......................................... 147

Semester 1 ......................................................... 149

Semester 2 ......................................................... 164

Semester 3 ......................................................... 174

Semester 4 ......................................................... 186

Class #10: Fun Day ..............................................................193 .

Appendix A: Visual Aids ......................................... 194

Appendix B: Review Day Activities ........................... 201

Appendix C: Holiday Activities ................................. 206

April Fools Day ....................................................................216

Appendix D: Fun Day Activities ................................ 217

Appendix E: Songs and Music................................... 218

Elementary English Curriculum Teachers Manual

Elementary English Curriculum Teachers Manual

Elementary English Curriculum Teachers Manual

lip(s) shoulder(s) knee(s) elbow(s) back

Class #3: Variations on Greetings, the Alphabet (DEF), and to be

Class #4: Variations on Greetings, the Alphabet (GHI), and to be

Class #5: Greetings, Colors and Alphabet (JKL)

Class #6: Dialogues, Colors and Alphabet (MNO)

Elementary English Curriculum Teachers Manual

Class #7: Dialogues, Colors, Numbers and Alphabet (PQR)

Class #8: Dialogues, Colors, Numbers and Alphabet (STU)

Class #10: Classroom Commands and Alphabet (VWX)

Class #11: Classroom Commands and Alphabet (YZ)

Class #12: Classroom Objects It is a

Class #13: Classroom Objects and What is it?

Class #14: Classroom Objects, Plural Nouns

Elementary English Curriculum Teachers Manual

Class #15: Wrap-up/ Review

Class #16: Informal Assessment Day

Class #17: End of Semester Fun Day

Elementary English Curriculum Teachers Manual

Class #2: Classroom Objects and Possessive adjective My and Your

Class #3: Classroom Objects This is That is

Class #4: Classroom Objects and Prepositions Under, On, and In

Class #5: Classroom Objects and Prepositions Under, On, and In

Class #6: Informal Assessment

Class #7: Family Words

Class #8: Family Words and I have a

Class #9: Family Words and the verb to have

Class #10: Family Words: Do you have a? (Yes/No)

Class #11: Family Words: Do you have a? (Yes, I have a)

Class #12: Review

Elementary English Curriculum Teachers Manual

Class #13: Review