Title Unit 5 Wash with water Style New lesson
Teaching Aims Language focus:Using imperatives to give simple instructionse.g. Turn on the tap, May.Language skills:Listening: Locate specific information in response to simple instructionsSpeaking: Use modelled phrases to communicate with other learnersMaintain an interaction by providing information
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparationMine the action of turning on a tap. Say’ Turn on the tap.’ Check that students understand the verb phrase ‘turn on’ and the noun ‘tap’. Ask Where can I find a tap When do I turn on the tap Elicit different uses for water.Show the class a towel. Elicit the word ‘towel.’ Pretend to wash the towel to a students and say ’Wash you towel. ’Students repeat . Repeat this procedure with a few other students or let them pass the towel to each other saying ‘Wash your towel.’ as they pass it on . They can also do the action for turning on the tap by saying ‘Turn on the tap.’ And then ‘Wash your towel.’After the students have practiced step 2 a few times, mine the actions for ‘ Turn off the tap’ Say the words white you mime the action and have students repeat.While-task procedure Get students to open their Student’s Books to page 22. Ask the students to point to the correct picture when you call out the instructions randomly.Play the cassette again with students saying the instructions.Play the cassette again with students saying the instructions as they mine the actions.Divide the class into pairs and let one student give the instruction while the other does the action. Remind them to say their friend’s name when giving the instruction, e.g. ‘Tum on the tap,(name).’Let a few of the pairs of students come up and act the instructions in front of the class.Post-task activitiesDo you actions for the intrusions taught and have the students call out the correct instructions. This can be competitive if you divide the class into two groups and give them points for the first team to shout out any correct instruction.Play the game ‘Simon says…’. Give commands like ‘Turn on the tap’, ’Wash your hands. ’,’Turn off the tap.’(Check they can distinguish ‘on’ and ‘off’ as being different direction)as well as the more common commands.ConsolidationWorkbook page 11:Look, listen and repeat the correct.HomeworkTeaching notesPart2Pre-task preparationBring a toothbrush, toothpaste, a towel and soap to show the class. Hold up the items and ask What are these for Do you use them at home Put up the picture cards for the above four words and invite individual students to say the words.Put the three picture cards, i.e. ‘dirty’, ’wash’, in a line on the board and ask if any of the students can put them in order (dirty, wash, water).Show picture or real objects of a toothbrush, toothpaste, soap, a towel and a basin of water. Elicit the vocabulary and drill as required.Show a dirty towel and say the word ’dirty.’ Students repeat. Pass the dirty towel to a student and say ‘The towel is dirty. Wash the towel.’ Ask the student to mine the action and the rest of the class to repeat your words.While-task procedurePut up all the picture cards on the board and write the words below the pictures. Read words slowly. Let the students copy you.Open the Student’s Book to page24. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.Put up the picture and word cards on the board in a random order. Ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Book.Put up the wallchart for page23. Tell a story something like this:Everyday when Sam and May wake up, they go to the bathroom to wash their hands and faces, and brush their teeth . They like to keep clean! Sam says ‘ I wash my hands with water.’ And May says’ I brush my teeth with toothpaste and water.’ Sam has a yellow towel and May has an orange one. They use the towels to dry their hands after washing Sam washer Spotty with soap and water, too. Spotty likes to be clean. Children , have you washed your hands and brushed your teeth today You should also do so before you go to bed at night!Mine washing your hands and using Sam’s voice say ‘ I wash my hands with water.’ Let the students do it together and say ‘ I wash my hands with water.’Get the students to open their Student’s Book to page 23. Play the cassette tape for students to listen to native speakers saying the line while they look at their own books. Students listen and repeat.Post-task activitiesDraw a big towel on the board. Next to it write the seven words, taught in this unit. Tell students that if they can read the words, you will write their names on the towel. After a few rounds, wipe off the names and the words and repeat with the matching picture cards.Put the picture cards on the blackboard. Get students to stand in a circle while you stand in the middle. Explain that you will say the words randomly. They then have to either do the actions or point to the correct cards on the board. Quicken the pace progressively to in crease excitement.ConsolidationWordbook page15:a Circle the correct word under each pictureb Colour the small letters that match the capital letters. Homework:Teacher’s note.Part3.Pre-task preparationRevise the instruction language students have learnt in this unit, e.g. ‘Wash your face.’ Ask students to listen and act.Hold up the six picture cards for page 25. Tell students that there is a command for each picture and give them an example. Let them repeat after you. Ask students to guess the commands for the other you. Ask students to guess the commands for the other pictures.Say Today we will play miming game.Say ‘ I brush my teeth.’ and ‘I wash my face’ and do the actions. Let students copy you.Say Today Sam and May will sing a song about what they do in the morning. Let’s learn to sing with them. While-task procedurePut all the picture cards on the board. Hold up the phrase cards and read them out. Students repeat. Put the phrase card under the corresponding picture.Point to each picture and mime the action for the picture. Students repeat the action. Randomly point at various cards for the students to mime. Check they all know the actions by saying a few commands and get students to do the actions.Open Student’s Book to page 25. Play the cassette. Ask students to listen, look and point to the correct picture in their book.Put the picture cards on the board face down. Select a student to play the game with you as a demonstration . Ask him/her to choose a card, look at it, put it back and then mime the action. Let the class guess the command and call out the words. Prompt them if necessary.Divide the class into pairs and play the game. Have one student pick up a card and mime the action illustrated on it and the other guess the command. Then change their roles to continue playing the game.Show the students the pictures on Student’s Book page 26. Ask what Sam and May are doing. Ask students to say and do the correct actions.Write the sentences ‘This is the way I wash my face.’ and ‘This is the way I brush my teeth. ’on the board. Ask students to match the pictures and sentences.Play the cassette tape for students to listen and follow. Repeat until the students are familiar with words and the tune. Get the class to sing along .Encourage them to do the actions while singing.Post-task activitiesPut the picture cards on the board so the class can see them. Write a number next to each picture. Ask the students to remember what the number of each picture is . Then turn the pictures so they face down.Ask students to think of a third verse to the song. Sing the song again and include the additional verse after practicing it a few times. Sing together, and then divide the class into three groups and let them sing a verse each.Homework:Teacher’s note.Title Unit 2 In the circus Style New lesson
Teaching Aims Language focus:Using imperatives to give simple instructions e.g. Come here, Spotty. Using nouns to identify animals e.g. bear, elephant, monkey Using connectives to link two adjectives e.g. She is little and while. Asking ‘Wh-’questions to find out specific information About a person e.g. Who is she Language skills:Listening: Locate specific information in response to simple Instructions. Identify key words in an utterance by recognizing stressSpeaking: Use modeled phrases to communicate with other learnersPronounce words properlyLearn the names and sounds of the letter’ P p, Q q’Pronounce correctly words in connected speech by linkingWords together and using appropriate stressMaintain an interaction by providing information inResponse to factual questions
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparationRevise the classroom instruction language students have learnt, e.g. Stand up, please. Ask the students to listen and act.And do a motioning hand action. StudentsSay ‘Come here, ... (student’s name).’Invite some students to stand with you. You can give them a hint to make sure they understand the meaning and do the correct action.Say ‘That’s the door. Go there.’ Make sure students understand by pointing to the door. Say ‘Go there... (student’s name).’ Then say ‘Come back, ... (student’s name).’Invite some students to do the actions to the various.Show a picture of a circus. Ask students if they have ever been to one or have seen one on television. Discuss what you can see at a circus.Show the students picture cards. Point to the pictures and tell students the names for the animals in English. Repeat for students to follow.While-task procedure Have the class listen and move their hands according to your instructions, ‘Come here. Go e back.’ Repeat several times.Open the Student’s Book to page 7. Play the cassette. Ask students to listen and repeat.Divide the class into pairs to practice acting out the instructions. In each group, one student gives instructions and the other does the actions. Then let them change roles.Put up the wallchart for page8. Tell a story something like this:Guess where father took May to celebrate her birthday To the cricus1May had never been to one before, but she had seen one on television. She was surprised to see so many animals. Do you know what animals she saw Divide the class into pairs. In pairs the students take turns to ask each other about the animals in the picture, Then they change roles. Let a few pairs practice in front of the class. The class can decide which pair is best at pretending they are at the circus.Post-task activitiesPlay a game: Who is the quickest to respond Divide the class into eight groups. Ask all the students to act according to your instructions. The group with the most students to act the quickest, wins a point.Play ‘Simon says…’using the instructions taught in this lesson in addition to the more familiar ones.Teach the students the following fun rhyme. Get five students to stand at me front. Ask the rest of the class to repeat after me:Five little elephants stand in a row,Five little elephants say ‘hello.’‘oh,’ says one elephant,Four little elephants stand in a row Four little elephants say ‘hello.’4．Keep changing the animal to give the next five students a turn if time permits.HomeworkTeaching notesPart2Pre-task preparationPut on the blackboard some picture of animals found on a farm and at a circus. Ask students to come up and circle the animals they would find at a circus.While-task procedureSay ‘Guess the animal. It is fat. It is black and white. It like to eat bamboo. What is it ’Hold up a toy panda or show the picture card and slowly say the word ‘panda.’ Students listen and repeat.Point to the panda and ask ‘What is it What colour is it Is it big Is it fat ’Repeat the steps with the other five words, i.e. ‘elephant’, ‘bear’, ‘tiger’, ‘monkey,’ ‘horse’.Open the Student’s Book to page 9. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.Put up the picture and word cards on the board in random order. Ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Books.Post-task activitiesBefore the class, draw an outline of a horse, elephant and bear face onto pager. Photocopy and enlarge to make a mask for each student. The students cut out the nose, mouth and eye holes. Then they colour the mask. Punch holes on the sides and put a piece of string through each hole and knot it. Tie the string at the back to fit the student’s head. Tell students to get into groups and pretend they are at the circus. Members of the group take turns being the animals (wearing the masks) and the audience.Write the six animal names on the board in pairs(elephant/house, monkey/panda/tiger/bear). Clap your hands while reading the three pairs of words. Then invite students to clap and read together. Quicken the pace as the students get more familiar with rhyme.ConsolidationWordbook page 6:a Underline the correct word for each animal.b What is it Join the dots and say the word.Homework:Teacher’s note.Part3.Pre-task preparationPut up the word cards for this unit on the left hand side of the board and their corresponding picture cards on the right hand side but in a random order. Put a word card next to the corresponding picture card and ask ‘Is this right ’Encourage students to come up and put the rest of the word cards next to the correct picture cards. Repeat until all the words have been reviewed. You may need to remind students of the word ‘rabbit’.Say ‘Guess the animal. It is big and brown. What is it ’Say Today we’ll guess an animal riddle. While-task procedureGet students to open their Student’s Books to page 10. Play the cassette tape for students to listen and follow. Encourage students to repeat after the tape.Ask ‘Who is she ’ to elicit ‘She is a rabbit.’Practice reading the riddle once or twice with the students. They should point to each line as you say it. Walk around to see if they are able to follow the sequence correctly.Get the students to open their Student’s Books to Page 11. Point to the pictures and ask the students to name the animals.Read the words of the song slowly as you point at the pictures. Repeat two lines at a time, stopping for the students to repeat after you.Play the cassette tape for students to listen and follow. Repeat until the students are familiar with the words and the tune.Post-task activitiesa. Divide students into groups of three. Ask each group to choose one animal from the four pictures. i.e. horse, elephant, panda, tiger, and compose another riddle.b. Invite the groups to read their riddles to the class. The rest of the class guess what the animal is.ConsolidationWordbook page7:Cross out(x)the animal that is different in each row. Trace the letters in the correct word.Homework:Teacher’s note.Title Unit1 Farm animals Style New lesson
Teaching Aims Language focus:Asking ‘Wh-’questions to find out specific informationAbout a farm e.g. What do you see Using the simple present tense e.g. I see a duck.Using imperatives to give simple instructions e.g. Draw the cow on the paper.Language skills:Listening: Locate specific information in response to questionsLocate specific information in response to simpleInstructionsSpeaking: Use modeled phrases to communicate with other learnersOpen an interaction by eliciting a responseUse modeled phrases to communicate with other learners
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparation Show some toy farm animals or pictures of farm animals. Ask students if they can name them in Chinese.Show the class the wallchart for page3. Point at the animals and say their English names for students to listen to. Then repeat for them to follow.Ask what comes from a hen What can we make from sheep’s wool Show a picture of a cow. Ask ‘ What animal is this’Draw an outline of a cow on the blackboard. Ask the students what you are doing Then ask them what you are drawing on the blackboard.Ask Can you draw a cow Give the students a few pieces of paper each. Say Today we’ll learn to draw some animals.While-task procedure While pointing to your eyes say. ‘What do you see ’ Then pointing to your ears say, ‘What do you hear ’ Get the students to point to their own eyes and ears while repeating the questions after you.Put up the wallchart for page3. Tell a story.Open the Student’s Book to page3. Play the cassette tape to let students hear the correct pronunciation of the sentences.Let the students look at the pictures in their Student’s Book and in pairs practice the language. Monitor their pronunciation.Teach the students to draw a cow on the paper. Make sure they understand the meaning of drawing a cow on the paper.Show toy animals and say ‘Draw the ... on the paper’. e.g. bird. You may need to teach them to draw it.Play the cassette tape. Let the students listen to the instructions ‘Draw the cow on the paper.’ and ‘Draw the duck on the ground.’ Ask the students to repeat and mine the actions.Invite individual students to act out the scene.Post-task activitiesAsk the students some more questions about the picture: What colour ... Do you like… 2.Ask students to make the correct noise for each animal in the picture.3.Make fuzzy paper sheep. Draw the outline of a sheep on the board or on paper for each student. Students draw or cut out the outline of the sheep. Then help them glue cotton wool balls onto the sheep’s body.4.Divide students into pairs. Have one student give the instruction and the other mime the action. Then let them change roles.5.Invite pairs of students to act out the dialogue to the class. Students vote for the best pairs.Ask some students to draw a pig on the blackboard. The rest of the students choose which drawing they like best.HomeworkTeaching notesPart2Pre-task preparationHold up the picture card for each of the farm animals and ask the students to make the appropriate noise.Show the class the wallchart for page3. Point to the animals and have students call out the names to check if they can identify the animals correctly.While-task procedureHold up the picture card for each farm animal and ask the students to say the animal’s name.Repeat the above procedure with other students, but this time show the word cards as well. Read the words for students to follow.Put the wallchart on the board and the word cards face down on the desk. Ask individual students to come up and choose a word card to put next to the appropriate animal on the wallchart.Get the students to open the Student’s Book to page4. Play the cassette tape for students to listen to native speakers saying the vocabulary while they look at the pictures in their own books.Put the picture cards for the farm animals in different positions of the classroom. Give each group slip of paper with one of the farm animals written on it. Each group tries to find the appropriate picture in the classroom. Once every group has found their position, ask the groups, ‘Which animal are you ’ Ask each group to imitate the sound their animal makes and say, ‘ What can you hear ’Post-task activitiesDraw a large outline of a barn and explain what it is. Tell students that if they can read the names of the farm animals that you write next to the barn, you will write their names on the barn.ConsolidationWorkbook page3: Match and write the correct number in the box.Workbook page4:Draw lines to help the little animals find their mothers.Homework:Teacher’s note.Part3.Pre-task preparationImitate some animals sounds and ask students to guess what animals they are.Randomly put the picture and word cards on the board. Get students to put the correct words and pictures together.Revise the names of the animals by reading the word cards together. See who can read all of the words by themselves.Flash the picture cards and word cards for ‘cow’, ‘duck’, ‘pig’, ’hen’ to check that students remember the words.Ask various students to point to each picture and say ‘I see a ... ’Ask students to imitate the sounds and actions the animals make.Hold up a toy animals and say, ‘I’ve got a ... It goes ... ’While-task procedureOpen the Student’s Book to page5.Ask them to read out the names of them animals on the right.Point to the first picture and play the recording(the noise made by a sheep.)Put one hand to your ear and ask ‘What do you hear ’ to elicit ‘I hear a sheep.’Tell the students to tick the correct answer in the box.Repeat steps 2 and3 for the rest of the choices.Go around the class to check students’ answers.Get the students to open their Student’s Books to page 6. Ask the students to call out the names and sounds of the animals in the four pictures.Read the story slowly to the class. Ask ‘Who has got a … What goes… Who has got four eggs ’ Then read the story.Play the cassette for the story. Students listen and follow in their books.Divide the students into groups of four and ask them to act out the story. Once they have had time to practice, invite some to act in front of the class.Post-task activitiesLet the students play a guessing game in pairs. They can take turns to make an animal sound and to guess what the animal is by saying, ’I hear a ... ’Play a game called ‘Duck, Duck, Hen.’ This is best played outdoors. Get students to sit in a circle. Choose a student to walk around outside the circle tapping each classmate on the head while saying, ‘Duck, duck, duck…hen!’ When the student who is tapped hears ‘hen,’ he/she must quickly get up and chase the ‘tapper,’ who has to try to sit down where the ‘hen’ was sitting.Divide the class into pairs and encourage them to compose another verse by substituting the farm animals in the story with any other animals that they know the sounds of , e.g. dog, cat, sheep. Help the less able students while you walk around the classroom.Invite some students to act out their new story.ConsolidationWorkbook page3: a Colour the word in the puzzle. b Trace the letters.Homework:Teacher’s note.Title Unit 7 Hot summer Style New lesson
Teaching Aims Language focus:Using formulaic expression to make a suggestione.g. Let’s go to the beach.Language skills:Listening: Locate specific information in response to simple instructions Speaking: Use modeled phrases to communicate with other learners
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparationRevise all the commands taught in the previous units. Say the commands and ask the students to at them out.Say ‘Let’s go to the door. ’and walk towards the door of the classroom. Have students repeat after you. Say ‘Let’s go to…‘and ask students for suggestions, e.g. the park, school, home, etc. Then show a picture or a beach and say ‘Let’s go to the beach .’Students repeat.Put paper cut-outs of beach, sand and shells on the board Point to the board and say ‘It’s the beach. Do you like the beach Let’s play in the beach.’While-task procedure Get students to open their Student’s Book to page 32. Ask the students to point to the correct picture when you call out the suggestions randomly.Play the cassette. Have the students listen to the suggestions.Play the cassette again. Students repeat the suggestions.Divide the class into pairs and let one student give the suggestion while the other does the action.Let a few of the pairs of students come up and act out the suggestions in front of the class.Post-task activitiesIn pairs, students practice giving and doing suggestions ‘Let’s…’, substituting with other action verbs.Select pairs to say and act the modified suggestions to the class.HomeworkTeaching notesPart2Pre-task preparationShow pictures of summer scenes and revise the expressions ‘Summer is hot.’ and ‘The sun is hot.’ With students.Pretend to pick up something from a student’s desk and drop it by accident. Apologize to the student by saying ‘ I’m sorry.’ Then prompt the student to respond ‘It’s OK.’ Repeat with more students to revise the formulaic expressions.Show a picture of summer scene and elicit the word ‘summer’. Ask ‘Is summer cold ’to elicit ‘No. Summer is hot.’Show a picture of the sun and elicit the vocabulary. Ask ‘Is the sum hot ’ to elicit ‘Yes, the sum is hot.’Say Today let’s go to the swimming pool with Sam and May.While-task procedureShow the picture cards of each of the vocabulary items. Say the words and have the students repeat.Stick the picture cards on the board with the word cards under them. Read the words with the students.Open the Student’s Books to page 34. Play the tape and have students listen and repeat.Put all the word cards in a bag. Have students pull out a word card and match it with the picture card on the board.Put up the wallchart for page 33.Tell a story something like this:In summer Sam and May love to go to the swimming pool with their parents. Look! There were a lot of children in the swimming poll. They were having fun playing with a ball. Sam did not know how to swim yet. Sam was wearing arm-bands in order to keep himself afloat. When he learns how to swim, he won’t need them anymore. It is very hot in the summer. Look! There was only one cloud in the sky. It was so sunny. May and her mother has finished playing in the pool. They were sitting in the shade, under an umbrella. May was eating an ice-cream. Sam was eager to get into the pool to play with the children. Oops! The boy passed the ball and it bounced on Sam’s head. The boy apologized, ‘I’m sorry.’ It didn’t hurt, so Sam replied, ‘It’s OK.’Ask students to come up to the wallchart, point to the cloud and the sun and say the words.Get the students to open their Student’s Book to page 33. Play the cassette tape for students to listen to native speakers saying the lines while they look at their own books. Students listen and repeat. Play the cassette tape again and ask the students to point to the correct speech bubble as it is spoken.Post-task activitiesMake sets of matching cards that fit together like puzzle pieces. Put a picture on one part and the matching word on the other. Ask students to match the cards.Say Can you swim It’s fun. Watch me . Demonstrate the strokes by pretending to swim on the spot. Say ‘Hot. Hot, hot. Swim, swim, swim.’ as you do the actions. Get the students to join you.Give each student a sheet of paper. Ask them what they like doing most in summer. Tell them to draw a picture of themselves doing that activity. Remind them to put the hot sun and a cloud in the sky.Homework:Teacher’s note.Part3.Pre-task preparationDraw a big cloud on the board. Write the words ‘cloud’, ’sun’, ’hot’, ’summer,’ beach,’ ’sand’ and shell next to it. If a student can read the words correctly, write his/her name on the cloud.Show students an enlarged photocopy of the cards from Student’s Book page 35. Put them on the board and ask students to guess which pictures match. Point to the ice-cream and ask ‘Is it hot ’ Then ask them ‘What is not ’ cream and ask ‘Is it hot ’ Then ask them ‘what is hot ’.Discuss with students what is happening in each of the eight pictures.Show picture cards and word cards of this unit. Let students read the words. Gradually increase the tempo so that students have to say or read faster. Make it into a race.Draw a cloud and ask ‘What is this ’ to elicit ‘It is a cloud.’ Tell the students ‘The cloud is big and white. It is high in the sky.’While-task procedureOpen the Student’s Book to page 35. Point to the first picture and say ‘The sun is hot.’ Students repeat. Then point to the matching card below and say ‘Let’s sit under the umbrella.’ Students repeat.Say It is a matching game. You will first listen to the tape. Repeat the sentence for each card. Play the tape and tell the students to follow in their books and repeat.Let the students practice the language structure a few times in pairs before playing the game.Put the class into pairs. Give students photocopies of the cards to play with.Walk around and monitor the class checking for pronunciation.Open the Student’s Book to page .36.Discuss the three pictures. Ask questions such as What can you see What is /are the child/children doing Read the rhyme to them, two lines at a time. Repeat.Divide the class into three groups and have them say a verse each.Post-task activitiesHave the students think of another possible set of cards using the target language. Give them some paper to draw the new cards on. Let a few students play the game in front of the class using the new cards.Divide the class into four groups. Give each group pictures of ‘cloud’, ’hot’, ’swim’ or ‘summer.’ Say Let’s say the rhyme again. When it gets to the verse about your picture, hold it up for the class to see.Homework:Teacher’s note.Title Unit 4 In the park Style New lesson
Teaching Aims Language focus:Using the mode verb ‘can’ to express abilities e.g. I can climb.Using verbs to indicate momentary actionse.g. I can skip.Asking ‘Wh-’questions to find out particular informationAbout a person e.g. What can you do Using imperatives to express prohibition e.g. Don’t walk on the grass.Language skills:Listening: Locate specific in formation in response to questionsLocate specific in formation in response to simpleInstructionsSpeaking: Use modeled phrases to open and maintain an interactionBy providing information in response to factual questionsOpen an interaction by eliciting a responseUse modeled phrases to communicate with other learners
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparationHold up the pictures showing various activities. Say the verbs for students to become familiar with.Act out an action and say ‘I can…(action). ‘Students repeat.Select a student and ask ‘What can you do ’ Prompt the student to respond by doing an action ‘I can…(action).’The rest of the class repeat what the students says.Show pictures of someone walking on the grass, someone riding a bicycle in the playground and someone climbing a tree. Ask what in happening in each picture.Stick the pictures on the blackboard. Draw a big cross through or next to each picture. Say ‘Don’t walk on the grass. Don’t ride a bicycle here.’ And ‘Don’t climb the tree.’ Ask the students if they have ever seen these signs and if so, where.Point at the various pictures to elicit the verbs. Then point at the cross to elicit the prohibition.While-task procedure Put up the wallchart for page 17. Ask Do you like going to the playground What do you like to de at the playground How often do you go to the playground Tell a story something like this: Sam, May, Tom and Ann all like in a housing area that an adventure playground. It is really fun! They were playing in the playground one day. Sam said ‘I can walk,’ He was walking across a high walkway. May said ‘I can skip.’ as she skipped very quickly . Ann said ‘ I can climb.’ as she climbed up the spiral ladder. Tom was swinging on a swing. He was watching Spotty ‘Spotty can run.’ he said. What can you do when you are at the playground Get students to open their Student’s Book to page 18. Play the cassette and let them listen to the correct pronunciation. Point to the relevant person or Spotty on the wallchart as the students listen. Let the students follow in their books. Play the tape again and let students repeat each sentence.In pairs, let the students to come to the front. Let some students give the commands and others do the actions.Invite some students to come to the front. Let some students give the commands and others do the actions. Repeat with several groups of students.Post-task activitiesGive each student a sheet of white drawing paper. Ask them to draw a picture of themselves doing their favourite activity.If possible take the students to a nearby playground. Give them a chance to have fun playing on the equipment and say the sentences they have learned in the lesson.Have some students take turns to act out one of the action they have just learnt. Let them choose which one to act . The rest of the class call out the correct prohibition.ConsolidationWorkbook page 11:Look, listen and repeat the correct.HomeworkTeaching notesPart2Pre-task preparationPut up the wallchart for page 18. Revise ‘walk, ‘run’, ’skip’ and ‘climb’ with students. Say ‘walk’ and invite a student to come to the front and point to the corresponding picture. Repeat with the other vocabulary items in this unit.Introduce ‘swing’, ’fly’ and ‘ride’ to students. Hold up the picture card for ‘swing’ and say ‘swing’ slowly. Ask students to repeat. Do the same with ‘fly’ and ‘ride’. While-task procedureStick the picture cards for the actions on the board and ask What activity do you like to do best Do a survey and see which activity is the most popular.Place the word cards under the correct pictures. Then remove the pictures and read the words with the whole class.Open the Student’s Book to page19. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.Put up the picture and word cards on the board in random order. Ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards .as shown in their Student’s Books.Show students the picture card for ‘tree’ and say Tree begins with the sound ‘t’. Show the word card for ’tree’ and say ’t…tree.’ Repeat. Show alphabet cards ‘T’ and ‘t’. Have students compare the capital letter ‘T’ with the small letter ‘t’. Do the same with ‘U u…umbrella.’ Play the tape for students to follow in their books.Post-task activitiesAsk a student to come up the front. Show him/her one of the word cards for this unit without letting the rest of the class see it. He/she does the action and the class guesses what it is. Then write the word on the board but leave out one letter. See if anyone can fill in the correct letter. Do the same for the other actions.ConsolidationWorkbook page12:a Circle the correct picture for each word.b Underline the small letters that match the capital letters ’T’ and ‘U’. Homework:Teacher’s note.Part3.Pre-task preparationAsk a few students ‘What can you do ’ Let them show you and say the words in English.Point to the floor as you say slowly’floor’ , Students repeat. Say ‘Floor sounds like…’Hold onto your ear to help the students understand ‘sounds like’ and use hand gestures to indicate that it sounds like something in the room. See if any of the students can say ‘door’.Repeat step 2, but this time draw the sea on the blackboard. Elicit it and prompt the students to guess the rhyming word ‘tree’.Show pictures of the animals, i.e.a cat, a dog, a fish and a monkey. Elicit the vocabulary. Stick the pictures on the blackboard. Ask ‘Can fish walk Can cats swim ’ Write on the board a list of the following verbs:walk, run , swing, climb, swim, jump. Point to each animal and have the class call out of the actions form the list that the animal can possibly do.Say ‘Walk like a cat ‘Students listen and repeat. Ask How does a fish move in the water Can you show me Then say ‘Swim like a fish.’ Students repeat.While-task procedureOpen the Student’s Book to page21. Let the students identify the animals in the pictures. Ask what each of the animals can do .Say We are going to learn a rhyme about the animals. Slowly read the rhyme line by line. Students repeat.Play the tape. Students listen and repeat. Play the tape again. Ask the students to follow along with their books.Once the students are familiar with the words, get them to say the rhyme and do the actions.Post-task activitiesWrite ‘walk’, ’run’, ’swim’ and ‘swing’ on the board. Ask the students to match each animal in the rhyme with the correct word.Divide the class into a ‘cat’, a ‘dog’, a ‘fish’ and a ‘monkey’ group. Let each group practice their lines form the rhyme. They then lake turns to say their lines to the class. Encourage them to say the rhyme faster and faster. They can to actions on they spot as well.Homework:Teacher’s note.Title Unit 8 Time Style New lesson
Teaching Aims Language focus:Using imperatives to give simple instructionse.g. May, get up! Using nouns to identify things related to time e.g. watch, clock, day, night, breakfast, lunch, dinnerAsking ‘Wh-‘ questions to find out the timee.g. What time is it Using formulaic expressions to express timee.g. It’s three o’clock.Language skills:Listening: Locate specific information in response to simple instructionsIdentify key words in utterance by recognizing stressSpeaking: Use modeled phrases to communicate with other learners
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparationPlay a quick game of ‘Simon says…’ to review some of the commands taught.Show the class a clock. Put the clock to 8 o’clock. Pretend to yawn and stretch your arms to illustrate waking up . Point at the clock to indicate that waking up is an action that happens in the morning.Repeat step 2 but this time put the clock to 12 o’clock and mime eating to elicit ‘lunch.’ Then set the clock to 10 o’clock and pretend to go to bed.Repeat each of the actions and say the commands ‘Get up!’, ‘Have lunch.’ and ‘Go to bed.’ Students copy the actions and repeat the commands.While-task procedure Say ‘Get up.’ And ask a students to come up and put the clock to the time when he/she usually gets up. Repeat with the other two commands.Get students to open their Student’s Books to page 37. Ask the students to point to the correct picture when you call out the instructions randomly.Play the cassette. Have the students repeat the instructions. Play the cassette again with students saying the instructions as they mime the actions.Divide the class into pairs and let one student give the instruction while the other does the action. Remind them to say their friend’s name when giving the instruction. e.g. (name), get up!Let a few of the pairs of students come up and act out the instructions in front of the class.Post-task activitiesAsk a volunteer students to give the class an instruction and have the rest of the class do the action.HomeworkTeaching notesPart2Pre-task preparationShow the class a watch and a clock. Ask Which one would you wear on your arm Point to the watch and then to your wrist and say ’watch’. Then point to the clock and say ‘clock.’ Students repeat the two words.Point out of the window and say ‘Is it night ’ Do an action to show sleeping. Say ‘No, It is day.’ Then say Do we need lights on in the day Ask when we need lights on and elicit ‘night’.Show the class the big clock. Set it to 7o’clock and do an action for eating. Elicit ‘breakfast’. Repeat this procedure but change the time for ’lunch.’ Point to the picture of ‘night’ while doing the eating action to elicit ‘dinner.’Revise numerals by writing the numerals 1 to 10 on the board in a random order. Students come up to the board and rub them off in the correct order. Have the class say ‘Bye, bye, number…’as the students erases it.Show the class a big clock. Show the students various times on the clock. Put the clock to time and have the students call out the time. Then say a and let students come up and put the clock to the correct time.For more able students , you may want to introduce ’eleven o’clock’ and ‘tewlve o’clock,While-task procedureHold up a picture of a watch and say ‘watch.’ Students repeat. Stick the picture card on the board. Repeat with the other vocabulary items. Show the students the word cards. Read the words and have students repeat. Ask students to come up to the board and put the words with the corresponding pictures.Open the Student’s Book to page 39. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.Put up the picture and word cards on the board in a random order. Ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Books.Put up the wallchart for page 38. Tell a story something like this:May and her mother like to go shopping. They have been shopping for a couple of hours. They have bought lots of lovely things. May’s mother is carry the bags. They’re heavy. She asks May, ’What time is it ’ May notices that they are passing a shop that sells watches and clocks. She points to a clock and says ‘Look! It’s three o’clock.’ They go into the shop and May’s mother buys her an electronic watch. Still plenty of time for shopping! They walk around looking at more shops. May’s mother buys a pair of shoes. They are feeling tired now so May’s mother asks May ‘What time is it ’ May gets out her new watch. It makes sounds’ ‘Listen! It’s five o’clock.’ Time to go home for dinner.Show the class the big again and teach the students the structure ‘It’s …o’clock.’ Change the time and ask ‘What time is it ’ Have the students call out ‘It’s …o’clock.’Get the students to open their Student’s Book to page 38. Play the cassette tape for students to listen to native speakers saying the lines while they look at their own books. Students listen and repeat.Post-task activitiesGive each student a sheet of paper. Tell them to fold it in half. On one side they should write ’day’ and on the other half ‘night’. Have them draw a picture of themselves doing something at night and something in the day.Show the students how to make a clock. Show them on the board that they need to draw a big circle with the numbers 1 to 12 and them the long hand and the short hand. Give them a sheet of paper each . Then tell them to cut out the clock face and the clock face and in the two hands.Homework:Teacher’s note.Part3.Pre-task preparationMake sets of matching cards for small group revision. On them put the words and pictures for this unit. Punch holes at the top of the picture cards and at the bottom of the word cards. Provide string fasteners. Students must find the matching pairs and fasten the two cards together.Say We often do things at the same time everyday. Let’s help Sam with his schedule.Show the While-task procedureOpen the Student’s Book to page 40.Ask the students to say what Sam is doing in each picture.Then ask the students to suggest a time for each activity.Ask ‘What time is it ’ Point to each picture and have the class respond by saying ‘It’s…o’clock.Have students fill in the answers in their books.Select a few students to come to the front to tell the class when they do each of the activities. Encourage them to tell the time using the word ‘o’ clock’.Show the students the picture on Student’s Book page 41.Ask them to guess what is happening in each picture.Read the story to them line by line .At the end of the story, point to the last picture and ask Why doesn’t Ben have to go to school Play the cassette tape for students to listen and follow. Play the tape again and let them read the story.Put some actions to the story. Play the tape or read the story again. Let the students do the actions.Post-task activitiesGive the students a sheet of white paper. Tell them to draw themselves doing their favorites activity. Tell them to draw a clock in the corner showing the time usually do their activity.2Go to a playground or a hall and play the game ‘What’s the time, Mr. Wolf ’ Explain that students should stand quite far behind you. They need to ask you ‘What’s the time, Mr. Wolf ’Homework:Teacher’s note.Title Unit 6 Eating and drinking Style New lesson
Teaching Aims Language focus:Using imperatives to give simple instructionse.g. Sam, bring me a bowl.Language skills:Listening: Locate specific information in response to simple instructions Speaking: Use modeled phrases to communicate with other learners
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparationPut the word and picture cards of food items previously taught into two separate bags. Ask a student to select a card from each bag. If they match, the student can stick them on the board and read the word card aloud. If not, another student will try again. Continue and until all the pairs are matched.Once all the word and picture cards are on the board, ask the class to read the words after you.While-task procedure Put a bowl and an empty carton of milk on the desk. Ask a student to come up to the front. Say ‘Bring me a bowl.’ Use hand gestures to explain your meaning if necessary. Ask the students to repeat the command.Repeat step I with a different student and instead of a bowl, say ‘Bring me some milk.’Ask S1 to give the milk to S2 saying, ‘Give it to(name),(name).’Open Student’s Book to page 27. Play the cassette tape. Let the students listen to the tape and repeat. Ask students to repeat.Put the students into groups of three to practice the dialogue.Post-task activitiesPut different toy food or pictures of food items on the desk or on the blackboard. Revise whether they are countable or uncountable nouns. Then let the same groups practice the dialoguers again but this time they can choose what they want to be brought to them.Select groups to say and act the modified commands to the class.HomeworkTeaching notesPart2Pre-task preparationPut up the wallchart for page 28. Revise ‘knife’ and ‘spoon’ with students. Say ‘knife’ and invite a student to come to the front and point to the corresponding picture. Repeat with ‘spoon.’Introduce ‘bowl’, ’plate’, ’glass’, ’fork’ and ‘chopsticks’ to students. Hold up the picture card for ‘bowl’ and say ‘ bowl’ slowly. Ask students to repeat. Do the same with ‘plate,’ ‘glass’, ’fork’ and ‘chopsticks.’Put the picture cards for food and drinks on the board. Use the cards to revise the food vocabulary.Point to the pictures of food and say ‘I’m…’to elicit ‘I’m hungry.’ Repeat by pointing to the pictures of drinks to elicit ‘I’m thirsty.’Say ‘I’m thirsty. I want some…’and point at the picture of milk. Students say’ I want some milk.’ Repeat this procedure pointing to different pictures. Students practice the sentence.Say to a student ‘Some milk ” to demonstrate the intonation of a question in a shortened sentence. Elicit ‘Yes, please.’ And ‘No, thanks.’While-task procedureStick the picture cards for this unit on the board and ask What do we use these for Which do you use most often.Place the word cards under the correct pictures. Then remove the pictures and read the words with the whole class.Open the Student’s Book to page 29. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.Put up the picture and word cards on the board in random order. Ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Book.Put up the wallchart for page 28. Ask students to look at the first picture. Discuss with students what food and drink items and tableware can be seen in the picture. Introduce the vocabulary.Tell al story something like this:Every morning Sam and May’s family enjoyed eating breakfast together. Mother and father eat eggs and sausages. They put them with a spoon. Sam has a bowl of cornflakes. He is eating them with a spoon. May likes bread and butter. She puts the bread on a plate and uses a knife to spread the butter on the bread. What do the children like to drink Sam likes milk. May likes juice. She it thirsty, so the says, ‘I’m thirsty. I want some juice. ’Her father passes her a glass of juice. The whole family enjoys breakfast!7.Play this part of the tape and ask the students to repeat. Then let them listen to both parts together and follow in their books.Post-task activitiesHave seven students come up to the front of the class. Give each a picture of one of the vocabulary items.Divide the students into two teams. Show a picture of a food item to Team A. Prompt them to say ‘ I’m hungry. I want an ... Homework:Teacher’s note.Part3.Pre-task preparationStick the picture cards for this unit on the board. Show the word card for each picture to the class. Have them read the word aloud. Then put the word cards face down on the desk. Invite students to comm. Up and match the correct the words and pictures match, say them aloud again.Show the students a photo or picture of a restaurant or if possible a menu. Ask have you ever eaten in a Pizza Hut When Then ask ‘Do you like pizza Do you like ice-cream ’Place the real objects or pictures o the items on your desk. Get students to come up and give you what you want as you say ‘ I want…’Hold up a toy or a puppet and say to it ‘What do you want ’ Using a puppet voice, say ‘I want a spoon. ’Give the toy or puppet a spoon. Practise with individual studentsWhile-task procedureTell the students they are going to hear a story about Sam and May eating at a Pizza Hut.Open the Student’s Book to page31. Discuss the pictures.Play the cassette tape for students to listen and follow. Play it again so the students can repeat. Check their pronunciation.Read the story in English line by line for students to repeat. Get students to point to the pictures as you play the cassette tape again. Encourage students to repeat again after the tape.Open the Student’s Book to page 30.Discuss with students what is happening in the picture. Ask Where are they What are they doing Do you enjoy having a picnic In pairs, students take turns to ask ‘What do you want ’ and to respond ‘I want…’(item from the picture)Monitor this less controlled practice to see if students are using the correct language structure with good pronunciation.Post-task activitiesStudents get into pairs. Give each pair a piece of paper. Ask the students to make a menu with some food and drinks on it. Ask them to draw pictures of the food and drinks.Once they have made their menus, collect them all and redistribute them for the pairs of practice the restaurant dialogue by role-playing a waiter/waitress and a customer at a restaurant. Have some pairs conduct their role-play for the class. Display the best menus for the other students to see.Choose pairs of students to come up and practice the target language in front of the class. If possible, have real or plastic food items for them to use.Homework:Teacher’s note.Title Unit 3 My room Style New lesson
Teaching Aims Language focus:Using imperatives to give simple instructionse.g. Close the window, please.Using the simple present tense to indicate factsUsing possessive adjectives to express possessionUsing introductory ‘There’to express factsLanguage skills:Listening: Locate specific information in response to simpleinstructions Speaking: Use modeled phrases to communicate with other learners
Main& Difficult Points
Methods Direct way Communication
Times One week Aids Computer, tape, pictures…
Teaching Process Blackboard design:
Part OnePre-task preparationPoint to or use hand gestures to illustrate ‘door’, ‘window’ and ‘room’, Say the words.Point to an open window and say the command ‘Close the window, please.’ Ask a student to close the window. following your instruction.Point to a closed door and say ‘Open the door, please.’ Again, get a student to follow your instruction.Show a picture of an untidy room. Point to the picture and say ‘Clean the room, please.’ Ask individual students if they still remember the meaning of ‘clean’.Draw an outline of a room on the blackboard, with a door, a window and a bed.Point to the room and say ‘This is my room. There is a door in my room. There is a window in my room. There is a bed in my room.’ Repeat for students to get familiar with the expression ‘There is…’While-task procedure Open Student’s Book to page 12. Look at the picture with the students and explain the scene for each picture. Make sure students understand the possessive adjective ‘your’.Play the cassette tape. Let the students listen to the instructions ‘Close the window, please.’ ‘Open the door, please.’ and ‘Clean your room, please.’ Ask students to repeat and mine the actions.Invite pairs of students to act out the scenes.Put up the wallchart for page13.Tell a story something like this:May is in her room with Ann. Hello, May. What are you doing (Use May’s voice to answer.)Hello. I am playing with Ann. Ann is my good friend and we like to play and study together. We are in my room. We are reading one of our favourite stories. It is very funny and is has good pictures. Look, there is a bed, a window and a door. My cat Kitty is in my room, too. She is waving at a picture of a cat in one of my books. She thinks it is rea! Hmm… What else can you see in my room Open the Student’s Book to page 13. Play the cassette tape to let students hear the correct pronunciation of the expressions. Then ask individual students to say ’This is my room. There is/are…in my room.Post-task activitiesDivide students into pairs. Have one students give the commands and the other mine the actions. Then let them change roles.Invite pairs of students to act out the dialogue to the class. Students vote for the best pairs.Let the students draw a picture of their bedroom at home. Display the best drawings.Ask students what they have in their room.Give each students a sheet of white paper. Ask the students to draw and colour the things they can find in their room.Ask students to say something about their pictures by using the expressions ‘This is/ are…in my room.ConsolidationWordbook page8:a Listen and drawb Listen and tick the correct answer HomeworkTeaching notesPart2Pre-task preparationPut up the wallchart for page 13.Revise ‘window’, ‘door,’ ‘bed’. ’room’ with students. Say ’window’ and invite a student to come to the front and point to the corresponding picture. Repeat with the other vocabulary items.Introduce’ sofa, ’’table’, and ‘lamp’ to students. Hole up the picture card for ’sofa’ and say ‘sofa’ slowly. Ask students to repeat. Do the same with ‘table’ and lamp.While-task procedureStick the picture cards for ’window’, ’door’, ’bed’, ’room’, ’sofa’, ’table’ and ‘lamp’ on the board and ask What do you have in your room Do a survey and see which items are the most common.Place the word cards under the correct pictures. Then remove the pictures and read the words the whole class.Open the Student’s Book to page14. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.Put up the picture and word cards on the board in random order. Ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Student’s Books.Show students the picture card for ‘rubber’ and say Rubber begins with the sound ‘r’. Show alphabet cards ’R’ and ‘r’. Have students compare the capital letter ‘R’ with the small letter ‘r’. Do the same with ‘S s…sweet’. Play the tape for students to follow in their books.Post-task activitiesA give half the class a picture of one of the vocabulary items. Give the other half a card with the vocabulary item on it. Students walk around saying their vocabulary items until all the students with the pictures have met those with the corresponding words.b Ask each pair to call out their word and hold up their picture.ConsolidationWordbook page9: Say the word for each picture. Trace the letter each word begins with. Homework:Teacher’s note.Part3.Pre-task preparationReview the names of the vocabulary items taught in the previous lesson. Stick the word cards on the board. Hold up a picture card and ask ‘What is this ’ Encourage individual students to say ‘It is…’and put the picture card next to its corresponding word card on the board.Read the words on the board together.Revise prepositions ‘in’, ‘on’ and ‘under’ with the students. Place a pencil on the desk and ask ‘Where is the pencil ’Repeat with the pencil under the desk and in a bag to elicit ‘in’ and ‘under.’ Say ‘In my room there is …’ and point at a student to say something that is in their own room. Write on the board what each student says until there is a list of things found in a bedroom on the board.Point to some of the words on the board and ask students to tell the class some things about the item .e.g. colour, size, etc.Tell the students they are going to learn a rhyme.While-task procedurePut up the wallchart for page 15. Say We are going to tell a story.Show pictures 1 to 3 but cover 4 to 6. Say the sentence for the first three pictures. Ask students to guess what is going to happen.Uncover pictures 4to 6 one by one and tell the students what is happening in each picture.Play the cassette tape for students to listen to native speakers saying the lines while they look at the picture in their own books.Play the cassette tape again and ask students to repeat the story after each line. See if they can follow the lines as the read.Get the students to read the story aloud together.Play the cassette for the rhyme. Students follow and read the rhyme.Post-task activitiesDivide students into groups of six. Ask them to tell the story together, each member of the group reading one line. Have groups tell the story to the rest of the class.Say the rhyme again, with boys saying one verse and girls the next.Homework:Teacher’s note.
