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(1)Week 10: Monday, October 31. st. , 2016. Unit 3: Dinnertime ! Lesson One – Period 37 I/ Aims: - Identifying foods and asking about likes and dislikes II/ Language contents: 1.Structure: Yes, I do. No, I don’t. 2.Vocabulary: Foods and drinks: rice, meat, carrots, yogurt, fish, bread III/ Teaching Aids: CD tracks 23- 25, My friends flashcards 20 - 25; Story Poster 3; IV/ Steps of teaching: 1.Warm up and reviews: - Sing Open my lunch box! to revise the food vocabulary they already know. Ask What other food words do you know? Make a list on the board. 2. Presentation: - Use flashcards 20-25 to elicit the vocabulary for this lesson. Hold them up one at a time and ask What's this? Model any words children don't know. Hold the flashcards up in a different order and repeat. 3. Practice: Listen , point and repeat. -Ask children to look at the pictures of the different food items. Play the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the recording for children to.

(2) repeat. Play the recording all the way through again for children to listen and point and then repeat the words in chorus. Listen and chant. - Play the recording for children to listen to the chant. They can clap the rhythm as they listen. Play the chant a second time for children to say the words. This time they can point to the correct flashcard as they hear the word. Repeat (more than once if necessary). ----------------------------------------------------------------------------------------------------. Lesson One – Period 38 I/ Aims: - Identifying foods and asking about likes and dislikes II/ Language contents: 1.Structure: Yes, I do. No, I don’t. 2.Vocabulary: Foods and drinks: rice, meat, carrots, yogurt, fish, bread III/ Teaching Aids: CD tracks 23- 25, My friends flashcards 20 - 25; Story Poster 3; IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to say the chant again. When they hear the name of a food they like, they rub their tummies. When they hear the name of a food they don't like, they shake their heads. 2. Presentation: Listen and read - Use Story poster 3 to present the story. Ask Where are the.

(3) family? What's happening? Encourage predictions from different members of the class. Ask children to look at the poster while you play the recording for them to listen. Point to each speech bubble in turn as you hear the text. Ask comprehension questions, e.g. Does Billy like carrots? Does Billy like yogurt? Does Billy eat his carrots? Where does the yogurt go? 3. Practice: -Ask children to work in pair the dialogue. - Ask children to work in groups of 4 – 6. In turns, they talk about the food they like or dislike. A secretary takes notes of the likes/ dislikes. Ask one child from each group to report before the class. 4. Production: Play What have I got? with the class (see page 20). If they name the food within three guesses, they get one point. If they don't, you get one point. Hold up each flashcard in turn so that children can only see the back. Ask different children What's this? Children answer Is it a ... ? until the object has been guessed correctly. Keep a record of the score on the board. V/ Extension: ........................................................................................................ ----------------------------------------------------------------------------------------------------.

(4) Thursday, November 3 rd , 2016 Unit 3: ( cont ) Lesson Two – Period 39 I/ Aims: - Identifying foods and asking about likes and dislikes II/ Language contents: 1.Structure: Yes, I do. No, I don’t. 2.Vocabulary: Foods and drinks: rice, meat, carrots, yogurt, fish, bread III/ Teaching Aids: CD tracks 23- 25, My friends flashcards 20 - 25; Story Poster 3; IV/ Steps of teaching: 1.Warm up and reviews: - Draw foods from the previous lesson on the board. Have children guess what it is. Ask individual children to tell the class I like / don't like carrots, etc 2. Presentation: Listen to the story again and repeat.Act - Point to Story poster 3 and ask children what happened in the story. Cover the poster and ask children which types of food appeared in the story. - Ask children to open their books and check how many items of food they remember. Play the recording, pausing for children to repeat. Ask children to work in groups of 4 to play the parts of Rosy, Billy, Mum and Dad. Children act out the story. Ask some of the groups to act before the class. Look and say -Use different flashcards to elicit sentences and questions with the same pattern, e.g. Do you like meat? Yes, I do, or No, I don't..

(5) Ask children to look at the short answers to the questions do + not = don't. 3. Practice: - Ask children to work in their pairs. They take turns to ask the questions E.g. Do you like (ice-cream)? Their partner will answer about themselves. E.g. Yes, I do./ No, I don’t.. ----------------------------------------------------------------------------------------------------. Lesson Two – Period 40 I/ Aims: - Identifying foods and asking about likes and dislikes II/ Language contents: 1.Structure: Yes, I do. No, I don’t. 2.Vocabulary: Foods and drinks: rice, meat, carrots, yogurt, fish, bread III/ Teaching Aids: CD tracks 23- 25, My friends flashcards 20 - 25; Story Poster 3; IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to work in their pairs. They take turns to ask the questions E.g. Do you like (ice-cream)? Their partner will answer about themselves. E.g. Yes, I do./ No, I don’t. 2. Presentation: Write: - Write some gapped sentences on the board, e.g. Do you like bread / rice? Elicit the answers. E.g. nod your head for Yes, I do and shake your head for No, I don't. Children look at the pictures and write the answers..

(6) 1 Yes, I do. 2 No, I don't. 3 No, I don't. 4 Yes, I do. 3. Practice: Look at the picture again. - Ask children to look at the pictures. Point to the different types of food for children to name them. Model the dialogue. Children work in pairs, take turns to ask Do you like ... ? and replies Yes, I do or No, I don't. 1 Do you like meat? Yes, I do.. 2 Do you like rice? Yes, I do.. 3 Do you like ice cream? Yes, I do.. 4 Do you like yogurt? No, I don't.. S Do you like bread? Yes, I do.. 6 Do you like tomatoes? No, I don't.. - Ask children to read the cues and order the words to have complete sentences. Children then work in pairs and compare the answers with their partner. Ask some of the children to write them on the board. 2. Yes, I do. 3. Do you like carrots? 4. No, I don’t. 5. Do you like bread? 6. Yes, I do. 4. Production: Game: Play Find someone who…. Ask children to work in groups of 4- 6, asking about likes and dislikes and take notes of them.. E.g. (Tom) Do you like carrots? (Mary) Yes, I do. Tom then writes Mary in the Find s/o who… column and carrot in the likes column. Ask children to do the activity at the same time. Encourage them to ask about different foods. Find s/o who… Mary. likes…. dislikes…. carrots. Ask some of the groups to report their friends’ likes or dislikes before the class..

(7) Week 11: Monday, November 7 th , 2016 Unit 3: ( cont ) Lesson Three – Period 41 I/ Aims: - Identifying foods and asking about likes and dislikes II/ Language contents: 1.Structure: 2.Vocabulary: Foods and drinks: milk, juice, water III/ Teaching Aids: CD tracks 26-27, My friends flashcards 26- 28. IV/ Steps of teaching: 1.Warm up and reviews: - Play Bingo (see page 21) with the food words children have learnt so far in the course. If necessary, show them flashcards 20-25 without saying the words. 2. Presentation: - Use flashcards 26-28 to introduce the three new words. Hold up the cards one at a time and say the words for children to repeat. Play Slow reveal (see page 20). Children shout out the name of the drink they see. 3. Practice: Listen, point and repeat. - Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words. Point to the flashcards on the board in turn. ------------------------------------------------------------------------------------------------.

(8) Lesson Three – Period 42 I/ Aims: - Identifying foods and asking about likes and dislikes II/ Language contents: 1.Structure: 2.Vocabulary: Foods and drinks: milk, juice, water III/ Teaching Aids: CD tracks 26-27, My friends flashcards 26- 28. IV/ Steps of teaching: 1.Warm up and reviews: -Use flashcards 20-28 to review food and drinks words. Hold up the cards one at a time and ask children to say the words. Put the flashcards on the board and point to them in a different order for children to say the words again 2. Presentation: Listen and sing. - Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words. After that ask children to sing along with the CD and then sing together without the CD audio. 3. Practice: Sing and do. - Ask children to look at the pictures and decide together on what the actions should be (see suggestions below). Practise the actions with the class. Play the recording for children to listen and do their actions. 4. Production:.

(9) Game: Children work in groups of 4 -6. Each child writes a list of food and drinks they know. Encourage them to write down different kinds of food and drinks. In turn, each child asks Do you like (water)? to his/ her friends. The friends then say Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like). The child takes notes of his/ her friends’ names and their likes/ dislikes. Ask some of the children to report before the class. V/ Extension: ........................................................................................................ ----------------------------------------------------------------------------------------------------. Thursday, November 10 nd , 2016 Unit 3: ( cont ) Lesson Four – Period 43 I/ Aims: - Phonics - CVC words /e/, Speaking and writing skills. II/ Language contents: 1.Structure: 2.Vocabulary: Foods and drinks: milk, juice, water III/ Teaching Aids: CD tracks 28- 29, Phonic cards 7 -9. IV/ Steps of teaching: 1.Warm up and reviews: - Ask children if they can remember the words from the lesson that contained the sound (cat, man, and fan). Play the CD and say the chant from page 17 to revise the sound /æ/. 2. Presentation: Listen, point and repeat.

(10) -Hold up the bed, pen, and red phonics cards, one at a time, saying the words for the class to repeat. Ask children what they think today's letter is (e) and what sound it makes (/e/). Ask children What's the vowel? to elicit e. - Play the first part of the recording for children to listen and point to the pictures. Play the second part of the recording for children to repeat the sounds and words in chorus. Play the recording all the way through for children to point to the words and then repeat them. 3. Practice: Listen and chant - Children join in with the chant. Put the three cards around the room and children point as they say the chant. ----------------------------------------------------------------------------------------------------. Lesson Four – Period 44 I/ Aims: - Phonics - CVC words /e/, Speaking and writing skills. II/ Language contents: 1.Structure: 2.Vocabulary: Foods and drinks: milk, juice, water III/ Teaching Aids: CD tracks 28-29, Phonic cards 7 -9. IV/ Steps of teaching: 1.Warm up and reviews: - Read out these sentences in turn: This is my pen. The apple is red. It's my pen. Is Ken in bed? You've got ten pens. Ask children to tap the table when they hear a word with the /e/ sound. They then say the sound and repeat the word..

(11) 2. Presentation: Read the chant again.Circle the a in the middle of the words. -Children look at the pictures. Point to each one for children to say the word. Pay attention to the e and the /e/ sounds. Model a pair of rhyming words Ken and pen to show how they rhyme. Ask children to draw lines to match the other rhyming words. Go through the answers with the class. 3. Practice: Match the words that rhyme: - Children say and write the words. Put children in pairs. Ask them to point and say the words. 1. Bed, red. 2. Pen, Ken - Children do the exercise and write in the missing words to complete the chant. Children can compare their work in pairs and join in the chant with the class as a whole. 1. red. 2. Ken 3. bed - Remind children of the letter a and /æ/ from unit 2. Contradict them with the letter e and /e/. Ask children to do exercise 3. Children look at the pictures and write the word that rhymes. 4. Production: Phonics game: Ask children to work in groups of 4- 6. Ask each group to find more rhymed words (a and /æ/ or e and /e/). Ask one group to say the words for the class to tap the table when they hear e and /e/ and clap their hands when they hear a and /æ. V/ Extension: .........................................................................................................

(12) Week 12: Monday, November 14 th , 2016 Unit 3: ( cont ) Lesson Five – Period 45 I/ Aims: - Identifying foods and talking about likes and dislikes, Reading skills II/ Language contents: 1.Structure: 2.Vocabulary: Menu, hungry, dessert, cafe III/ Teaching Aids: CD tracks 30. IV/ Steps of teaching: 1.Warm up and reviews: -Play A long sentence (see page 21) with food and drinks words to energize the class and revise vocabulary from the unit. E.g. (Teacher) In my lunch box I've got a sandwich. (A child continues), In my lunch box I've got a sandwich and a banana. Continue until children can't think of any more words. 2. Presentation: What food do you like? Point and say. - Ask Do you go to cafes? What kind of food can you eat in a café? Tell children to imagine they are in a café. What kind of food would they order? Ask them to look at the text on the black background and teach the word menu. Listen and read - Ask children to look at the menu. Check understanding of the different categories: food, desserts, and drinks. Ask children to work in pairs. They take.

(13) turns to point to the types of food they like on the menu and say the words. Ask some of the children to tell the class which food they like. 3. Practice: - Ask children to look at the photos of Sally and Emma. Ask what they are looking at (menus). Elicit that they are talking about the food they like on the menu. Play the recording for children to listen and follow the text in their books. Play the recording a second time, then check comprehension, e.g. Does Emma like ice cream I fish? Does Sally like apple juice? Who likes bananas - Emma or Sally? - Ask children to look at the different types of food in the table. Ask children to read the text and tick () the food that the children like and cross () the food they don't like. Go through the answers with the class. -------------------------------------------------------------------------------------------------Lesson Five – Period 46 I/ Aims: - Identifying foods and talking about likes and dislikes, Reading skills II/ Language contents: 1.Structure: 2.Vocabulary: Menu, hungry, dessert, cafe III/ Teaching Aids: CD tracks 30. IV/ Steps of teaching: 1.Warm up and reviews: - Tell children to close their books. Tell them that you are going to play the recording 30 again. Ask them to say the words Yum! and Yuck! to show that they like or don't like foods. Play the recording again; they say Yum! or Yuck! when they hear the foods Emma and Sally like or don't like. 2. Presentation:.

(14) - Children read the poem and pick up the food and drinks words in the poem. They then work in pairs and compare the answers. Eggs, bread, tomatoes, grapes, ice cream, orange juice, fish, rice, carrots, yogurt, apple, water. Ask children to put the words into different categories: food, drinks, desserts… 3. Practice: - Children read the poem again and say what Steve or Alice has got. They then write the names under each kind of food or drinks and match. They then work in pairs and compare the answers. -Talking about likes and dislikes: Give students the PMB activity 2 worksheet (p. 13). Children draw a smiley (for the food and drinks they like) or a sad face (for the food and drinks they dislike). Children then work in pairs, ask and answer about likes or dislikes. 4. Production: Game: Children sit in groups of 4-6. Give a blank piece of paper to each child and ask them to draw a table similar to the one in their Class Books, write the names of their friends. Children take turns to ask their friends which foods they like / don't like. The others should listen. Everyone completes the information in their charts. Children continue until all the members of the group have described the foods they like and don't like, and the table is complete. V/ Extension: .......................................................................................................

(15) Thursday, October 24 th , 2016 Unit 3: ( cont ) Lesson Six – Period 47 I/ Aims: - Identifying food, talking about likes and dislikes, Listening and speaking skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 31. IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to name as many types of food from the menu in the last lesson as they can. Put the relevant flashcards on the board. Use the words on the board to play Order the letters (see page 20) 2. Presentation: Listen and draw  or  - Ask children to look at the photograph of the father and daughter in Exercise 1. Ask children what they think they are doing (they are looking at a menu) - Tell children that the girl is going to tell her dad what food she likes and doesn't like and children must listen and draw a smiley if the girl likes the food and a sad face if she doesn't. Play the recording for children to point to the foods, then pause after the first item to show the example answer. Play the recording again for children to complete their answers. Give feedback. 1. 2.  3.  4.  5.  6. .

(16) 3 .Practice: - Model the dialogue. Ask a pair of children to read the dialogue. Children work in pairs, take turns to ask and answer the question What do you like? using the food and drinks on the menu. Encourage children to say which kinds of food they don't like as well. Ask some pairs to talk before the class. ----------------------------------------------------------------------------------------------------. Lesson Six – Period 48 I/ Aims: - Identifying food, talking about likes and dislikes, Listening and speaking skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 31. IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to work in groups of 4- 6. Tell them that they are going to make menus for their own cafe. Give each child a piece of plain paper and each group a set of coloured pencils. Children think of a name for their cafe and write it at the top of their menus. Children write their menus and illustrate them. Collect the menus and display them on the wall. 2. Presentation: - Elicit to show three of the contractions are short for (not). Children circle n’t and match the sentences with contractions to the ones with full forms. Allow time for children to finish the exercise. Check together. Ask What letter is missing? (o) to focus on the contraction n’t. 3. Practice:.

(17) - Remind children of the contraction n’t. Ask them to read the sentences and circle the contraction n’t. Check the answers with a partner. - Children now read the sentences, rewrite them in short form with the contraction n’t. Check the answers with a partner. - Ask children to draw the smiley or sad face next to the food they like or dislike. Children work in pairs, ask and answer the questions What do you like? What don’t you like? To talk about the food they like or dislike. - Ask children to draw the food and drinks they like or dislike. They then write about themselves, using I like…. I don’t like… 4. Production: Likes or dislikes: Ask children to work in groups of 4 -6, take turns to ask and answer about the food and drinks they like or dislike. Children take notes of their friends’ likes or dislikes. They then report before the class. V/ Extension: .........................................................................................................

(18) Week 13: Monday, November 21 st , 2016 Review 1 Period 49 - 50 I/ Aims: - Review the knowledge in Units 1, 2, 3. II/ Language contents: 1.Structure: He’s/She’s got short hair. He/She hasn’t got long hair. I like monkeys. I don’t like tigers because they’re big. Do you like carrots ? Yes, I do. No, I don’t. 6. What do you like ? - I like yogurt. 2.Vocabulary: Descriptive adjectives: long, short, blond, brown, curly, straight, big, little, tall. - Shapes of the things: square, circle, triangle, rectangle. - Animals: elephant, giraffe, monkey, tiger, snake, parrot. - Body parts: face, nose, ears, arms, legs, eyes, hands, fingers. - Food and drink: rice, meat, carrots, yogurt, fish, bread, milk, juice, water. III/ Teaching Aids: teacher’s book, sts’ books IV/ Steps of teaching: 1.Warm up and reviews: - Singing the song “It’s square!” -Guess “What animals has teacher got ?” 2. Presentation:.

(19) Circle the odd one out. Write 1. 2. 3. 4. 5.. triangle giraffe milk snake hair. circle rectangle water yogurt meat. rice square lion tiger juice parrot monkey elephant eyes ears. Write: It’s got / It’s hasn’t got 1. 2. 3. 4.. It’s got / It’s hasn’t got It’s got / It’s hasn’t got It’s hasn’t got / It’s got It’s hasn’t got / It’s got. Look at the pictures. Read and circle. 1. Like – like – don’t like 2. don’t like- like - like Look at the pictures and write. a. e. man. red. cat. pen. fan. bed. 3. Practice: Write and letters. 1. Ben. 2. Daniel. 5. Sophie. 6. Emily. Listen and write the names. 1. Daniel 2. Emily. 3. Grace. 4. Alfie.

(20) 3. 4. 5. 6.. Ben Grace Alfie Sophie and Ben. Listen and write. 1. 2. 3. 4. 5. 6.. There is 1 carrot. There are 6 triangles. There are 8 tomatoes. There are 2 circles. There are 3 ice creams. There are 4 squares.. 4. Production: Listening: 1. 2. 3. 4. 5.. How old is Jade? 8 What is Jack’s friend called? Danny How many parrot has the zoo got? 3 What’s the tiger’s name? Khan How old is it? 10. V/ Extension: .........................................................................................................

(21) Thursday, November 24 th , 2016 Unit 4: Tidy up ! Lesson One – Period 51 I/ Aims: - Identifying things in a bedroom II/ Language contents: 1.Structure: 2.Vocabulary: My bedroom: rug, bed, cupboard, shelf, pillow, blanket III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks 3638; PMB p. 16_ Extra Activity 1 Worksheet IV/ Steps of teaching: 1.Warm up and reviews: - Sing Come into my house from page 56 to warm the class up and revise houses vocabulary. Tell children that today's story is about keeping your bedroom tidy. Talk about bedrooms with children. Ask What's in your bedroom? Is it tidy or messy? 2. Presentation: - Use flashcards 29-34 to elicit the vocabulary for this lesson. Hold them up one at a time and ask What's this? Model any words children don't know. Hold the flashcards up in a different order and repeat. 3. Practice: Listen , point and repeat. - Ask children to look at the pictures of the different bedroom objects. Play the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the recording for children to repeat. Play the recording all the.

(22) way through again for children to listen and point and then repeat the words in chorus. Listen and chant. - Play the recording for children to listen to the chant. They can clap the rhythm as they listen. Play the chant a second time for children to say the words. This time they can point to the correct flashcard as they hear the word. Repeat (more than once if necessary).. ----------------------------------------------------------------------------------------------------. Lesson One – Period 52 I/ Aims: - Identifying things in a bedroom II/ Language contents: 1.Structure: 2.Vocabulary: My bedroom: rug, bed, cupboard, shelf, pillow, blanket III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks 3638; PMB p. 16_ Extra Activity 1 Worksheet IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to say the chant again to review my bedroom words. 2. Presentation: Listen and read - Use Story poster 4 to present the story. Ask Where are Rosy and Grandma? Where’s Billy? What rooms can you see? Encourage predictions from different members of the class. Ask children to look at the poster while you play the.

(23) recording for them to listen. Point to each speech bubble in turn as you hear the text. Ask comprehension questions, e.g. Is Rosy’s room tidy? What does Rosy do? Is the flat tidy? Why is the kitchen messy?. 3. Practice: -Ask children to work in pair the dialogue. - Ask children to look at the pictures carefully, read and draw things (pillow, blanket, book, pen, T-shirt, teddy) in the bedroom. Children then work in pairs to compare their works. 4. Production: My bedroom: Draw a large rectangle on the board. Tell the class that it is a bedroom. Invite individual children to come to the front of the class and draw the different things in the rectangle, e.g. Max, please draw a cupboard. Rebecca, please draw a bed. Continue until the bedroom is complete. V/ Extension: ........................................................................................................ ----------------------------------------------------------------------------------------------------.

(24) Week 14: Monday, November 28. th. , 2016. Unit 4: ( cont ) Lesson Two – Period 53 I/ Aims: - Identifying things in a bedroom. II/ Language contents: 1.Structure: There’s …, There are… 2.Vocabulary: : My bedroom: rug, bed, cupboard, shelf, pillow, blanket III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks 3638; IV/ Steps of teaching: 1.Warm up and reviews: - Play a game of Snap! (see page 19) using flashcards 29- 34 to energize the class and revise the vocabulary from the previous lesson. 2. Presentation: Listen to the story again and repeat.Act - Point to Story poster 4 and ask children what happened in the story. Cover the poster and ask children which bedroom objects appeared in the story. - Ask children to turn to the story on page 30 of their Class Books. Play the recording, pausing for children to repeat. Divide the class into groups of three to play the parts of Rosy, Grandma, and Billy. Children practise acting out the story in groups, then before the class. Look and say.

(25) - Use different flashcards to elicit the pattern There's and There are. Say different sentences using plural and singular objects, e.g. There's a book on the desk. There are some pens on the book. Pay attention to the contraction: There’s = There is 3. Practice: - Ask children to work in pairs. They turn back to the story on page 30 of their Class Books. Children take turns to tell each other about the things they can see, e.g. There's a shelf. There are six books.. ----------------------------------------------------------------------------------------------------. Lesson Two – Period 54 I/ Aims: - Identifying things in a bedroom. II/ Language contents: 1.Structure: There’s …, There are… 2.Vocabulary: : My bedroom: rug, bed, cupboard, shelf, pillow, blanket III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks 3638; IV/ Steps of teaching: 1.Warm up and reviews: - Remind children of the pattern There’s (There is) or There are. 2. Presentation: Write: - Write three or four gapped sentences on the board using bedroom objects, e.g. _____a cupboard. _____ two pillows. _____a bed. _____two rugs. Point to each.

(26) sentence in turn and ask There's or There are? Complete the sentences on the board and say them with the class. Ask children to do Exercise 3 individually. Go through the answers with the class. 3. Practice: Look at the picture again.Point, ask and answer. - Ask children to sit in pairs, look at the pictures from Ex 3. They then practice asking and answering. E.g. How many blankets? There’s one blanket. Ask some pairs to speak before the class. 4. Production: Game: Our bedroom: Ask children to work in groups of 4 – 6. Give each group a blank sheet of paper. Ask one child to draw a large rectangle on the sheet. Tell the group that it is a bedroom. Invite individual group member to identify different things in the rectangle, e.g. (Mary), There is a cupboard. (David), There is a bed. Continue until the bedroom is complete. Encourage children to state the position of each item. Ask one child from each group to come before the class and talk about their bedroom. V/ Extension: ........................................................................................................ ------------------------------------------------------------------------------------------------.

(27) Thursday, December 1 st , 2016 Unit 4: ( cont ) Lesson Three – Period 55 I/ Aims: - Using numbers 11 - 20 II/ Language contents: 1.Structure: 2.Vocabulary: Numbers 1 – 20 III/ Teaching Aids: Number flashcards 35- 44, CD tracks 39- 40 IV/ Steps of teaching: 1.Warm up and reviews: - Revise numbers 1- 10. Ask ten children to come to the front of the class. Give each one a number flashcard and ask them to arrange themselves so they are standing in the correct order from one to ten. Chorus the numbers with the class. 2. Presentation: - Use flashcards 35- 44 to introduce the numbers 11- 20. Hold up the cards one at a time and model the words for children to repeat. Ask ten different children to come to the front of the class. As before, give each one a flashcard and ask them to stand in the correct order. Say the numbers with the class. 3. Practice: Listen, point and repeat. - Ask children to look at the numbers in their Class Books. Play the first part of the recording for children to point to the words. Play the second part of the recording for children to repeat the words. Play the recording all the way through again for children to listen and point and then repeat..

(28) Lesson Three – Period 56 I/ Aims: - Using numbers 11 - 20 II/ Language contents: 1.Structure: 2.Vocabulary: Numbers 1 – 20 III/ Teaching Aids: Number flashcards 35- 44, CD tracks 39- 40 IV/ Steps of teaching: 1.Warm up and reviews: - Play Forwards and backwards (see page 21) if the class feel confident using numbers one to ten. - Use flashcards 35- 44 to review numbers 11- 20. Hold up the cards one at a time and model the words for children to repeat. Ask ten different children to come to the front of the class. As before, give each one a flashcard and ask them to stand in the correct order. Say the numbers with the class. 2. Presentation: Listen and sing. - Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words. After that ask children to sing along with the CD and then sing together without the CD audio. 3. Practice: Sing and do. - Ask children to look at the pictures and decide together on what the actions should be (see suggestions below). Practise the actions with the class. Play the recording for children to listen and do their actions..

(29) 4. Production: Count and sing: Count around the class. Start the game yourself. Say one and then point to the child nearest you to say two. The child nearest him / her says three, and so on. Continue to count around to twenty and then continue with one again till the last child of the class. Play the recording 40. Ask children to listen to the song and jump up in the air if they hear their number. V/ Extension: ........................................................................................................ ----------------------------------------------------------------------------------------------------. Week 15: Monday, December 5 th , 2016 Unit 4: ( cont ) Lesson Four – Period 57 I/ Aims: - Phonics - CVC words /i/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: CD Tracks 41- 43, Phonics cards 10- 12 III/ Teaching Aids: IV/ Steps of teaching: 1.Warm up and reviews: - Review the vowel and sound in the previous lesson (e) and /e/. Play the CD and say the chant from page 23 to energize the class and revise the sound /e/. 2. Presentation: Listen, point and repeat.

(30) - Hold up the bin, fig, and tin phonics cards, one at a time, saying the words for the class to repeat. Ask children what they think today's letter is (i) and what sound it makes. Ask children What's the vowel? to elicit /i/. - Play the first part of the recording for children to listen and point to the pictures. Play the second part of the recording for children to repeat the sounds and words in the chorus. Play the recording all the way through for children to point to the words and then repeat them. 3. Practice: Listen and chant - Children join in with the chant. Put the three cards around the room and children point as they say the chant.. ----------------------------------------------------------------------------------------------------. Lesson Four – Period 58 I/ Aims: - Phonics - CVC words /i/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: CD Tracks 41- 43, Phonics cards 10- 12 III/ Teaching Aids: IV/ Steps of teaching: 1.Warm up and reviews: - Read out the chant A big, big fig. In a big, big tin .Eat the big fig. Put the tin in the bin .Ask children to tap the table when they hear a word with the /i/ sound. They then say the sound and repeat the word..

(31) 2. Presentation: Read the chant again.Circle the a in the middle of the words. - Ask children to look at the chant again. Focus attention on the circled i in the middle of big. Ask children to find and circle other examples of a in the middle of words. Go through the exercise with the class. 3. Practice: Listen to the sound and join the letters. - Children look at the pictures. Play the recording for children to listen and link the letters to find out what is in the bin. Play the recording again for children to check their answers. Ask What is in the bin? (the tin) Then elicit the sounds children heard one by one. Make sure they are correctly producing and differentiating the /e/ and the /i/ sounds each time. 4. Production: Phonics game: Put the bin and pen phonics cards at different ends of the board. Read out the following list of words fig, bed, tin, red, ten, big, Tim, six, leg, net, fish When children hear an /i/ sound they point to the bin. When children hear an /e/ sound, they point to the pen. V/ Extension: .........................................................................................................

(32) Thursday, December 8 th , 2016 Unit 4: ( cont ) Lesson Five – Period 59 I/ Aims: - Identifying things in a bedroom, Reading skills II/ Language contents: 1.Structure: Has got 2.Vocabulary: Star (adj.), letter, magazine III/ Teaching Aids: CD tracks 44. IV/ Steps of teaching: 1.Warm up and reviews: - Play What's missing? (see page 20) to revise house and bedroom words. Talk about football with the class. Ask individual children Do you like football? 2. Presentation: What’s in the bedroom? Point and say. - Ask children to look at the picture of the bedroom and the photo of the boy. Explain that the boy's name is Jamie. Ask them to try to predict what the text is about (Jamie is describing his bedroom). Ask What does Jamie like? Football. - Ask children to look at the pictures again. Point to the different bedroom objects for children to say the words. Ask children to work in pairs, taking turns to point to different bedroom objects and say the words. Ask How many footballs are there on the rug / blanket / pillow / in the box? Listen and read.

(33) - Explain that Jamie is writing a letter Junior Magazine describing his bedroom. Play the recording for children to listen and follow silently in their books. Play the recording a second time. Check comprehension, e.g. What's the room in the picture? How many books are on Jamie's shelf? What are Jamie's favourite clothes? What's in the toy box? How old is Jamie? 3. Practice: - Write the first sentence on the board. Say There are photos on his blanket – Yes or No? (No) Ask Is the sentence true or false? to establish that it is false. Write F next to the sentence on the board. Point out the example answer in the Class Book. Ask children to read the other sentences and then read the letter again to see whether they are true or false They mark them accordingly. Go through the answers with the class. 1F2F3F4T5T6T. -------------------------------------------------------------------------------------------------Lesson Five – Period 60 I/ Aims: - Identifying foods and talking about likes and dislikes, Reading skills II/ Language contents: 1.Structure: Has got 2.Vocabulary: Star (adj.), letter, magazine III/ Teaching Aids: CD tracks 44. IV/ Steps of teaching: 1.Warm up and reviews: - Memory game: Tell children that they are going to play a memory game. Ask children to close their books. Make statements about Jamie's room. Children listen.

(34) to each statement and stand up if the statement is true and sit down if it’s false. Try to find the children who can’t follow and start a joke on them.. 2. Presentation: - Children read the letter from Lola and identify the things she’s got in her I’ve got a bedroom. They then work in pairs and compare the answers. purple pillow and a purple blanket. I’ve got lots of books on my shelf and lots of clothes in my cupboard. 3. Practice: - Children read the letter again and match the answer to each question. They then work in pairs and compare the answers. 1d, 2g, 3a, 4b, 5f, 6h, 7c, 8e -Talking about likes and dislikes: Give students the PMB activity 2 worksheet (p. 17). Children read the statements carefully and identify the position for each item, then draw the item in suitable place in a bedroom. Children then work in pairs, compare the answers. 4. Production: Game: Do a picture dictation with the class using your own picture of a bedroom. Give each child a piece of paper. Describe your picture, e.g. There's a big bed. There's a teddy bear under the bed. There's a rug. There are three books on the rug. Children draw the things as you describe them. When you have finished, show your picture to the class for children to compare it with their drawings. V/ Extension: .......................................................................................................

(35) Week 16: Monday, December 12 th , 2016 Unit 4: ( cont ) Lesson Six – Period 61 I/ Aims: - explaining where things are in a bedroom, Listening and speaking skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 45. IV/ Steps of teaching: 1.Warm up and reviews: - Play Musical cards with the class to revise house and bedroom words (see page 19). 2. Presentation: Listen and write A or B. - Ask children what they can remember about Jamie's letter. Encourage them to describe Jamie's room in as much detail as they can. Ask What's Jamie's favourite sport? What's in his room? Ask them to open their books and check. - Point out the two pictures, A and B, in Exercise 1. Ask children to name as many things in each one as they can..

(36) - Tell children that they are going to hear a recording of someone describing the things in the two pictures. Play the recording the whole way through. Continue playing, pausing after each description for children to write A or B. Play the recording again for children to complete their answers. 1B2B3A4B5A6B 3 .Practice: - Model the dialogue. Ask a pair of children to read the dialogue. Children work in pairs, take turns to ask and answer questions to explain where things are in a bedroom. Where are/ is……? They’re/ It’s …….Ask some pairs to talk before the class.. ----------------------------------------------------------------------------------------------------. Lesson Six – Period 62 I/ Aims: - Identifying things in a bedroom, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 45. IV/ Steps of teaching: 1.Warm up and reviews: - Board game: Give each pair of children a copy of board game There is/ are…. Ask them to talk about classroom objects, using the target language. When one of the children moves to the Finish. The game is over. 2. Presentation:.

(37) - Elicit to show the questions mark and the full stop. Children look at the exercise in their books. Allow time for them to write the question marks and full stops in the boxes. As they are working, write the remaining questions on the board. Go through the answers with the class. 3. Practice: - Remind children of the question mark and the full stop. Ask them to read the sentences and underline the question mark and circle the full stop. Go through the answers with the whole class. - Children now read the sentences, write the capital letters and the question mark or the full stop. Check the answers with a partner. - Ask children to circle the things in their bedroom and write how many. Children work in pairs, talk about the things they have in their bedroom. E.g. There are two books in my bedroom. There is a blanket on my bed. - Ask children to draw their bedroom, identify things there. They then write sentences about their bedroom. E.g. There are three teddies on the rug. There is a book on the shelf. 4. Production: Things in my bedroom: Ask each child to draw a bedroom. They then work in groups of 4 -6, take turns to explain where things are in their bedroom. Ask some children to explain before the class. V/ Extension: .........................................................................................................

(38) Thursday, December 15 th , 2016 Review Period 63 - 64 I/ Aims: - Review speaking, writing,listening, Reading skills. II/ Language contents: 1.Structure: review unit 4 2.Vocabulary: review unit 4 III/ Teaching Aids: Flashcards IV/ Steps of teaching: 1. Warm up and reviews: - Sing the There are ten in the bed(p. 32) and do the actions to energize the class. 2. Presentation: - Use flashcards 29-34 to elicit the vocabulary for this lesson. Hold them up one at a time and ask What's this? Model any words children don't know. Hold the flashcards up in a different order and repeat. - Ask children to work in pairs. They imagine they are at the bedroom. They take turns to talk about the bedroom. Encourage children to state a reason. 3. Practice: Order the words: a.deb: _________. f. gif: ____________.

(39) b. llowpi: _____________. g. teenseven: ______________. c. teensix:_______________. h. gur:_____________. d. elfsh:__________________. i. ketblan:___________. e. tytenw:_________________. j. venele:______________. Order the sentences: a. doll/ a / There’s/ the/ rug/ on/ b. There/ books/ the/ under/ are/ bed/ three. c. you/ like/ Do/ hat/ my/ /?. d. many/ How/ blankets/ ?. e. the/ Where/ shoes/ are/ ? f. teddy/ is/ Where/ the/ ?/ Fill in the blank: a. b. c. d.. This …… picture of my bedroom. There is a ………. Shelf. I ………. got twelve books on my shelf. Four books ……… about football.. 4. Production: Game: Do a picture dictation with the class using your own picture of a bedroom. Give each child a piece of paper. Describe your picture, e.g. There's a big bed. There's a teddy bear under the bed. There's a rug. There are three books on the rug. Children draw the things as you describe them. When you have finished, show your picture to the class for children to compare it with their drawings. V/ Extension: .........................................................................................................

(40) Week 17: Monday, December 19 th , 2016 Unit 5: Action Boy can run! Lesson One – Period 65 I/ Aims: - Describing what someone can do II/ Language contents: 1.Structure: He can… 2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb III/ Teaching Aids: Verb flashcards 45-50; Story Poster 5; CD tracks 46-48; IV/ Steps of teaching: 1.Warm up and reviews: - Sing Let's go to the zoo! to warm the class up and revise animals vocabulary 2. Presentation: - Tell the children that today's story is about things people can or can't do. Talk about abilities with children. Ask Can you swim / climb / run quickly? - Use flashcards 45- 50 to elicit the vocabulary for this lesson. Hold them up one at a time and say the words for children to repeat. Model an action (climbing, talking, swimming ,etc.) for children to imitate at their desks. 3. Practice:.

(41) Listen, point and repeat. - Ask children to look at the pictures of the different actions. Play the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the recording for children to repeat. Play the recording all the way through again for children to listen and point and then repeat the words in the chorus. Listen and chant. - Play the recording for children to listen to the chant. Play the chant a second time for children to say the words. Repeat if necessary Listen and read. - Use Story poster 5 to present the story. Ask What has Billy got? Encourage predictions from different members of the class. Ask children to look at the poster while you play the recording for them to listen. Point to each speech bubble in turn as you hear the text. Ask comprehension questions, e.g. Can Action Boy run / fly / walk / talk?. ------------------------------------------------------------------------------------------------Lesson One – Period 66 I/ Aims: Identifying actions II/ Language contents: 1.Structure: He can… 2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb III/ Teaching Aids: Verb flashcards 45-50; Story Poster 5; CD tracks 46-48; IV/ Steps of teaching: 1.Warm up and reviews: - As a class, decide on an action for each word from the chant. Either child can mime the actions at their desks as if they were walking, running, etc. or they could.

(42) use fingers to walk / run along the table, link thumbs and wave hands fly, and so on. Play the chant again. Children do the actions as they say the words. - Ask children to say the chant again to review my bedroom words. 2. Presentation and Practice: -Ask children to work in pair the dialogue. - Ask children to look at the pictures carefully, find and circle the words walk, run, climb, talk, swim, fly. Children then work in pairs to compare their works. - Ask children to look at the pictures, identify the actions and write the words for each action. Children then sit in pairs and practice saying the words. 1. 2. 3. 4. 5.. Fly Climb Walk Run Talk. 3. Production: Team game- Simon says…: Put children in a group of five. Tell them that their group is now a ‘hand’ and five of them have to do the same action. Play Simon says... (see page 20) to practice the action words. Give the instructions (Simon says) run/ fly /walk/ talk / swim / climb for children to mime the actions. If any of the group does a different action, the group must stop the game. V/ Extension: ......................................................................................................... -------------------------------------------------------------------------------------------------. Thursday, December 22 nd , 2016 Review Period 67 - 68.

(43) Week 18: Monday, December 26 th , 2016 EXAM 1 Period 69 -------------------------------------------------------------------------------------------------. Unit 5: ( cont ) Lesson Two – Period 70 I/ Aims: - Describing what someone can or can’t do. II/ Language contents: 1.Structure: S/he can (fly). S/he can’t (fly). Can she play football? Yes, she can. / No, she can't. 2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb III/ Teaching Aids: Verbs flashcards 45- 50; Story Poster 5; CD track 48 IV/ Steps of teaching: 1.Warm up and reviews: - Play Mime the word (see page 20) with the Verbs flashcards to energize the class and revise the vocabulary from the previous lesson..

(44) 2. Presentation: Listen to the story again and repeat.Act - Hold up Story poster 5 and ask children what happened in the story. Put down the poster and ask children, which actions Billy talked about in the story. - Ask children to turn to the story on page 37 of their Class Books. Play the recording, pausing for children to repeat. Divide the class into groups of four to play the parts of Billy, Uncle, Tim, and Rosy. Decide on the actions for the story. Children practice acting out the story. Check children’s work. Look and say - Elicit the pattern, e.g. He can swim. He can't fly. Can he climb? Have children repeat the sentences. Ask children to look at the pictures in their Class Books and say each sentence. Note of the contraction “can't”= can+ not. 3. Practice: - Ask children to look at the pictures and identify if a person or an animal can or can’t do something. They then write can or can’t in the gaps. Children then work in pairs and compare the answers with their partner. 2. can’t, 3. can, 4. can’t, 5. can, 6. can’t -------------------------------------------------------------------------------------------------. Thursday, December 29 th , 2016 Unit 5: ( cont ) Lesson Two – Period 71 I/ Aims: - Talking about what someone can or can’t do II/ Language contents: 1.Structure: S/he can (fly). S/he can’t (fly). Can she play football? Yes, she can. / No, she can't..

(45) 2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb III/ Teaching Aids: Verbs flashcards 45- 50; Story Poster 5; CD track 48 IV/ Steps of teaching: 1.Warm up and reviews: - Ask children if they remember Action Boy and what he can or can’t do. Put flashcards 45- 50 on the board. Children work in pairs and take turns to use the actions on the board to say what Action Boy can or can't do. E. g. Action Boy can run. Action Boy can’t fly. 2. Presentation: Write: - Show children a doll and tell them that it is 'Action Girl'. Write three or four gapped sentences on the board, using actions, e.g. She walk / talk / swim. Elicit the sentences to show what Action Girl can or can’t do. Write the words in the gaps. Ask children to do Exercise 3. Go through the answers. 1 She can't talk.. 2 She can run.. 3 She can't climb.. 4 She can walk.. 5 She can swim. 6 She can't fly.. 3. Practice: Look at the picture again.Point ask and answer. - Ask children to look at the pictures from Exercise 3. Model the question and answer with a child in the class. Ask children to work in pairs. They take turns to point to the pictures and ask and answer questions about what Action Girl can do. Ask some pairs to talk before the class. - Ask children to look at the pictures, identify the things someone can or can’t do and answer the questions with Yes, … can or No, … can’t. They then work in pairs and practice asking and answering. Ask some children to go to the board and write the answers. 2. Yes, he can.. 3. Yes, she can.. 4. No, she can’t.

(46) 5. Yes, it can.. 6. No, it can’t.. 4. Production: Game : Give each child a piece of plain paper. They quickly draw an action figure or doll. Children work in pairs, ask and answer about what their toy/ character can or can’t do. Children then take turns to use the actions they’ve learnt to say what their toy / character can or can't do. Ask some of the child to talk before the class.. ------------------------------------------------------------------------------------------------Lesson Three – Period 72 I/ Aims: Describing what I can do II/ Language contents: 1.Structure: I can… 2.Vocabulary: Verbs (recycled) write, draw, sing III/ Teaching Aids: CD tracks 49 - 50, Number flashcards 45- 53 IV/ Steps of teaching: 1.Warm up and reviews: - Play Freeze with the class (see page 20) using the verbs they have learnt 2. Presentation: - Use flashcards 45-53 to introduce the three new words. Hold up the cards one at a time and say the words for children to repeat. Put the flashcards on the board and point to them in a different order for children to repeat again. They can mime the actions as they say the words. 3. Practice: Listen, point and repeat. - Ask children to look at the actions in their Class Books. Play the first part of the recording for children to point to the words. Play the second part of the recording.

(47) for children to repeat the words. Play the recording all the way through again for children to listen and point and then repeat. Listen and sing. - Recording 50: Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words. After that ask children to sing along with the CD and then sing together without the CD audio. Sing and do: Ask children to look at the pictures and decide together on what the actions should be (see suggestions below). Practise the actions with the class. Play the recording for children to listen and do their actions. 4. Production: Compose a song: Ask children to work in groups of 4 – 6. Children think of different actions they can do and write down the actions as the following lines from the song: I can write … I can draw … I can sing … Play the song again. Children sing their new version of the song. V/ Extension: ......................................................................................................... Week 19: Monday, January 9 th , 2017 Unit 5: ( cont ) Lesson Three – Period 73 I/ Aims: Describing what someone can do II/ Language contents:.

(48) 1.Structure: I can… 2.Vocabulary: Verbs (recycled) write, draw, sing III/ Teaching Aids: CD tracks 49 - 50, Number flashcards 45- 53 IV/ Steps of teaching: 1.Warm up and reviews: - Recite the song: Write the following lines from the song on the board: I can write … I can draw … I can sing … Ask children to think of different endings for these lines. Play the song again. Children sing their new version of the song. 2. Presentation: - Use flashcards 45-53 to introduce the three new words. Hold up the cards one at a time and say the words for children to repeat. Put the flashcards on the board and point to them in a different order for children to repeat again. They can mime the actions as they say the words. 3. Practice: Exercise 1: Ask children to open their workbook at the page 38. Ask them to look at the pictures and say what each person can do. They then choose the suitable verb to describe each picture. Ask them to work in pairs, say the verbs and check them with a friend. Chorus the verbs with the class. 1. sing 2. draw 3. write Exercise 2: Ask children to look at the pictures carefully, identify the actions and finish the cross word puzzle. They then work in pairs, check the answers and practise asking and answering about what someone can do. E.g. What can you do? I can swim. Can you fly? No, I can’t. Can a bird fly? Yes, it can..

(49) 4. Production: - Find someone who can…: Ask children to prepare a list of actions that they want to know about their friends. They then ask around to find out what their friends can do. E.g. Can you swim, Ann? (Ann says) Yes, I can. Write Ann in the list. Ask them to report in front of the class.. ------------------------------------------------------------------------------------------------Lesson Four – Period 74 I/ Aims: - Phonics - CVC words /o/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: Dog, fox, log III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15 IV/ Steps of teaching: 1.Warm up and reviews: - Revise the vowel /i/. Ask children to say the chant from page 41 to energize the class and revise the sound /i/. 2. Presentation: - Hold up the dog, fox, and log phonics cards, one at a time, saying the words for the class to repeat. Elicit to present o. 3. Practice: Listen, point and repeat - Play the first part of the recording for children to listen and point to the pictures. Play the second part of the recording for children to repeat the sounds and words in.

(50) the chorus. Play the recording all the way through for children to point to the words and then repeat them Listen and chant - Children join in with the chant. Put the three cards around the room and child’s point as they say the chant. Ask questions about the pictures to establish what children can see. Then play the recording for them to listen to the chant. Play the recording again for children to say the chant. Read the chant again.Circle the o in the middle of the words. - Ask children to look at the chant again. Focus attention on the circled o in the middle of dog. Ask children to find and circle other examples of o in the middle of words. Go through the exercise with the class. Match the words that rhyme: - Ask children to look at the pictures. Point to each one for children to say the word. Make sure they are correctly producing and differentiating the /o/and the /i/ sounds each time. Ask children to draw lines to match four pair of the rhyming words. Go through the answers with the class. 1 log 2 tin 3 fox 4 big - Remind children of pairs of the rhythms. Children then write the words that rhyme. Ask children to work in pairs and compare the answers. 1. Fox/ box 2. Bin/ tin 3. Log/ dog 4. Big. Fig 4. Production: - Phonics activity: Write the words dog, fox, log on the board. Ask children to work in groups and find more words with o (/o/). The group who can find more words win the game. -------------------------------------------------------------------------------------------------. Thursday, January 12th , 2017 Unit 5: ( cont ).

(51) Lesson Four – Period 75 I/ Aims: Phonics – CVC words – /o/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: Dog, fox, log III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15 IV/ Steps of teaching: 1.Warm up and reviews: - Ask the children to join in the chant again. Children then think of some actions for the count. Play the chant again. Children do their actions as they say the words. 2. Presentation and Practice: Exercise 1: Children say and write the words. Put children in pairs. Ask them to point and say the words. (Dog, log, box, fox) Exercise 2: Children do the exercise and write in the missing words to complete the chant. Children can compare their work in pairs and join in the chant with the class as a whole.(log, fox, box) Exercise 3: Remind children of pairs of the rhythms. Children then write the words that rhyme. Ask children to work in pairs and compare the answers. 2. Fox/ box 2. Bin/ tin 3. Log/ dog 4. Big. Fig Sounds Fun: This is a dictation activity. Children listen as you read out the words on the second page, and write them in the correct box with the corresponding sound. Check as a whole class once the dictation activity has finished. You could write the sounds on the board and ask individual children to come up and write the words. 3. Production:.

(52) Phonics game: Play a rhyming game with the class. Read out the pairs of words below, pausing between them. When children hear two words that match, they clap their hands: box/fig, log/dog, bin/box, big/fig, fox/box, log/big, bin/tin. Lesson Five – Period 76 I/ Aims: - Describing what animals can or can’t do, Reading skills II/ Language contents: 1.Structure: 2. Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful III/ Teaching Aids: CD tracks 53. IV/ Steps of teaching: 1.Warm up and reviews: - Play a game of Jump to revise the words for zoo animals (see page 19) 2. Presentation: What animals can you see? What colour are they? - Ask children to look at the pictures of the animals and try to predict what the text is about (there are two descriptions of animals). Ask Do you like tigers / parrots? Encourage children to give reasons for their answers. Children ask each other questions about animals they like and don't like in pairs..

(53) Listen and read - Play the recording for children to listen and follow silently in their books. Play the recording a second time. Answer any questions children have. Ask simple questions to check comprehension, e.g. Has the tiger got stripes? Can it climb trees? Can the parrot sing / write? Does it like meat / fruit and nuts? 3. Practice: - Ask children to look at the pictures again. Ask What colour is the tiger / parrot? Teach the word stripes. Ask Which animal has got stripes? (the tiger). Ask children to name any other animals they can think of that have (or can have) stripes, e.g. zebras, cats, birds, and snakes 4. Production: - Crossword pair activity: Ask children to work in pairs. Try to work out all the verbs and write them down. They then talk about what Action Boy can or can’t do. V/ Extension: ......................................................................................................... Week 20: Monday, January 16 th , 2017 Unit 5: ( cont ) Lesson Five – Period 77 I/ Aims: - Describing what animals can or can’t do, Reading skills II/ Language contents: 1.Structure:.

(54) 2. Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful III/ Teaching Aids: CD tracks 53. IV/ Steps of teaching: 1.Warm up and reviews: - Memory game: Write the sentences It's a tiger and It's a parrot on the board and make statements about these two animals. Children listen to the teacher and chorus It's a tiger if they think the teacher is describing a tiger or It's a parrot if it’s a parrot. E.g. (Teacher says) It's got stripes.  (Children say) It’s a tiger. Here are more statements: It can talk. (parrot). It's blue, green, red, and yellow. (parrot). It can run. (tiger). It eats meat. (tiger). It can be a pet. (parrot). 2. Presentation: - Explain that you are going to do an exercise to see what the animals can do. Elicit for children to know that they will put ticks when an animal can or can’t do something in the right columns. Ask children to read the other statements and then read the text again. They tick the box if the statement is true for that animal. Give feedback. Ask a different child to read each sentence. The rest of the class say Yes or No.. 3. Practice: - Children read the description of flamingos and then color the picture. Ask some comprehension questions, e.g. Can flamingos swim/ fly/stand on one leg? - Children read the description again and complete the statements. They then work in pairs and compare the answers. 1bird, 2 pink, 3 eyes, 4 long, 5leg, 6white 4. Production: Game: Divide the class into groups of four to six. Tell children that they are going to draw a picture of their favourite zoo animal. Give each child a piece of plain paper and each group a set of coloured pencils. Children draw their pictures,.

(55) sharing coloured pencils with the rest of the group. Children take turns to describe their animals to the rest of the group. Ask some of the children to show and describe their animals to the class. ------------------------------------------------------------------------------------------------Lesson Six – Period 78 I/ Aims: - Describing what animals can or can’t do, Listening and speaking skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 54. IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to name as many animals as they can. If necessary, help them by saying I'm thinking of an animal. It lives in a zoo. It's brown / white / little / big, etc. Write the names of the animals on the board. 2. Presentation: Listen and number. - Ask children to talk about the tiger and the parrot from the last lesson. - Ask children to name the animals on the page 41. Encourage them to describe the animals and say what they can or can’t do. - Tell children that they are going to hear a recording of people talking about the animals in the pictures. They will number the animals in the order they hear them mentioned. Play the recording through for children to number the pictures. Play the recording again for them to check their answers. 1 giraffe 2 lion 3 snake 4 chick 5 monkey.

(56) 3 .Practice: - Elicit the speech bubbles. Model correct intonation for the class. Ask children to work in pairs. They take turns to ask and answer similar questions about the animals in Exercise 1. Give feedback. -------------------------------------------------------------------------------------------------. Thursday, January 19 th , 2017 Unit 5: ( cont ) Lesson Six – Period 79 I/ Aims: - Describing what animals can or can’t do, Listening and speaking skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 54. IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to sit in groups of 4 -6. One child describes an animal for the others to guess what it is. E.g. - It’s got four legs. It can run. It’s brown and big. - Is it a lion? - Yes, it is. Children take turn to describe animals. Ask some of the groups to talk before the class. 2. Presentation: - Copy the example onto the board. Elicit the contraction can't = can not. Ask children to match the sentences with contractions to the ones with full forms. Allow time for them to finish the exercise. Give feedback. 1b2d3a4c.

(57) 3. Practice: - Remind children of the contraction can’t. Ask children to circle the n’t in these sentences. Go through the answers with the whole class. - Ask children to read the sentences in exercise 1 carefully and rewrite them in full form. Check the answers with a partner. 1 A giraffe cannot swim. 2 A monkey cannot fly. 3 A snake cannot run.. 4 A dog cannot talk.. - Ask children to read the verbs and circle what they can do and underline what they can’t do. - Ask children to draw what they can or can’t do. They then write sentences about themselves. E.g. I can swim. I can ride a bike. I can’t fly. Ask children in work in pairs. Talk about themselves. 4. Production: What’s the animal? Ask four children to come to the front of the class. Give each child a different zoo flashcard but tell them to keep it hidden. Ask the first child to describe their animal to the class. Invite questions or guesses from individual children, until the animal has been identified. Repeat with the other children. V/ Extension: ......................................................................................................... -------------------------------------------------------------------------------------------------. Review Period 80.

(58) Week 21: Monday, February 6 th , 2017 Review Period 81. ---------------------------------------------------------------------Unit 6: Our new things Lesson One – Period 82 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: Those are…; That is…; This is... 2.Vocabulary: classroom, table, computer, peg, pencil case, board III/ Teaching Aids: Verb flashcards 54 -59; Story Poster 6; CD tracks 55- 57; IV/ Steps of teaching: 1.Warm up and reviews:.

(59) - Energize the class by singing the song from Unit 5. Ask children if they remember Billy, Rosy or Tim. 2. Presentation: - Use flashcards 54- 59 to elicit the vocabulary for this lesson. Hold them up one at a time and ask What’s this? Model any words that children don't know Ask children to point to real objects in the classroom if possible. Hold the flashcards up in a different order and repeat. 3. Practice: Listen, point and repeat. -Ask children to look at the pictures of the different school things. Play the first part of the recording for children to listen and point to the picture. Play the second part of the recording for children to repeat. Play the recording all the way through again for children to listen and point and then repeat the words in chorus. Hold up the flashcards in a random order and ask the class to say the words. Listen and chant. - Play the recording for children to listen to the chant. Play the chant a second time for children to say the words. Repeat if necessary Listen and read. - Use Story poster 5 to present the story. Ask What has Billy got? Encourage predictions from different members of the class. Ask children to look at the poster while you play the recording for them to listen. Point to each speech bubble in turn as you hear the text. Ask comprehension questions, e.g. Can Action Boy run / fly / walk / talk? 4. Production:.

(60) Put children in pairs. Give each pair a copy of Pupil A and one of Pupil B from PMB. Ask them to read, draw and colour. Then Pupil A talk to Pupil B and Pupil B has to listen to A, draw and colour. Check the class as a whole. V/ Extension: ......................................................................................................... -------------------------------------------------------------------------------------------------. Thursday, February 9 th , 2017 Lesson One – Period 83 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: Those are…; That is…; This is... 2.Vocabulary: classroom, table, computer, peg, pencil case, board III/ Teaching Aids: Verb flashcards 54 -59; Story Poster 6; CD tracks 55- 57; IV/ Steps of teaching: 1.Warm up and reviews: -Play a memory game with the class. Ask children to close their Class Books and then ask them to recall the things in Rosy and Tim's new classroom. Write the words on the board as children name them. Allow children to look at the story in their Class Books again to see if they remembered everything. 2. Presentation:.

(61) - Put the flashcards in different places around the room. Play the recording. Children point to the flashcards as they hear the words, then repeat the words. - Ask children to look at the pictures carefully, identify the things in the pictures, find and circle the words. Children then work in pairs to compare their works. 1 classroom, 2 table, 3 peg, 4 computer, 5 pencil case, 6 board -Ask children to look at the pictures from exercise 1 again, identify new school 1 things and write the words to complete each sentence. Children then sit in pairs, compare the answers and practice saying the words. classroom, 2 table, 3 peg, 4 computer, 5 pencil case, 6 board 3. Practice: -Teach Look at this…. Write sentences 2 and 3 from Exercise 2 on the board. Elicit to teach There is…/ There are…. Ask children to sit in pairs, talk about the school things they have. E.g. There is a new pencil case. There are two new pens. 4. Production: -What are there in our classroom? Put children in group of 4- 6. Ask them to identify and talk about (new) school things in their classroom. E.g. There is a new white board. There are twenty- four chairs. In 3 minutes, the group which can identify more school things wins the game. This group will talk before the class. Other groups listen and can identify any other school things if they V/ Extension: .........................................................................................................

(62) Lesson Two – Period 83 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: Those are…; That is…; This is... 2.Vocabulary: classroom, table, computer, peg, pencil case, board III/ Teaching Aids: Verb flashcards 54 -59; Story Poster 6; CD tracks 55- 57; IV/ Steps of teaching: 1.Warm up and reviews: - Play a game of Word chain (see Teacher's Book page 19) using flashcards 54-59, to energize the class and revise the vocabulary from the previous lesson 2. Presentation: Listen to the story again and repeat.Act - Ask children if they can remember what happened in the story in the previous lesson. Show Story poster 6 to encourage ideas. Cover the poster and ask children which school things appeared in the story. - Ask children to turn to the story on page 43 of their Class Books. Play the recording, pausing for children to repeat. Divide the class into groups of three to.

(63) play the parts of Rosy, Tim, and Miss Jones. Decide on the actions for the story. Children practice acting out the story. Check children’s work. Look and say - Ask children to look at the pictures in the Let's learn! Box. Read the sentences; elicit to teach the meaning of these/ those/ this and that. Give more examples, e.g. This is the new classroom. That is a new pencil case. These are new pegs. Those are new computers. Children repeat the new sentences. Ask them to change the school words to make new sentences. 3. Practice: - Ask the class to look at the pictures, identify the school things in each one and write the missing words. Go through the answers with the class. 1 Those are bags. 2 This is a ruler. 3 These are pencils. 4 That is a computer 4. Production: Ask children to open their Class Books to p.75 and do the Unit 6 Grammar activity to practice the target structure further. V/ Extension: .........................................................................................................

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