Lesson Plan Unit 1 (Week 1) : Lesson Plan For Foreign teachers-MC1&MC2 (Main Text Book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)
LESSON PLAN
Unit 1
(Week 1)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 1
LEVEL: MC1
DURATION: 30-45 MINUTES
LANGUAGE: The Alphabet-Spelling names
MATERIALS: Cassette, CD activity 1, board, markers,
Flashcard: a set of the cards with alphabet letters on them.
Worksheet: Song sheet: alphabet song
Aim: Introduce the letters in the alphabet and the order of the letters in the alphabet.
Stage
Greetings
Materials
Revision
Get Set Go 1
Warm up
Cassette-CD
Activity 1
Cassette-CD
Activity 1,
board, marker,
song sheets:
the alphabet.
Presentation
Practice
Board, marker.
Content
Hello. How are you?
Im (Teachers name).Whats your name?
Ask students point and say the characters names in
Get Set Go 1, page 1-2(Adam, Helen, Tabby, Bix)
Play or sing the alphabet song. Students listen.
Write the first group of the letters of the

alphabet on the board, do choral and individual
repetition of the letters in sequence. Chant the
letters. Students chant along.
Repeat with the rest groups of the letters.
Hand out the song sheets. Play the song.

Students read, listen and sing the whole song. For
very young students, teacher can sing more slowly
and let students sing along with the teacher.
1. Alphabet touch: Write the alphabet letters on
the board. Divide and line up students into
two teams. Call out a letter and have the one
student from each line find and touch it, the
faster one who has the correct answer wins a
point for his/her team. Then they run to the
back of the lines. Continue with the next pair
of students.
2. Write characters names on the board. Ask
students to spell them. Correct their mistakes.
3. Ask students to spell their names. Correct
Duration
3-5
5
5
7-15
5-10
Consolidation A set of cards

with alphabet
letters on them
Cassette-CD
Activity 1.
their mistakes.
Game: Line up. Give each card to each student. Play
the song. Students walk around the classroom. Stop
the music, students have to move and arrange
themselves in the correct order. ( They can look at the
board to see the order) Check, correct their mistakes.
Give prizes to students who have no mistakes.
Song sheet:
Alphabet Song
A, B, C, D, E, G
H, I, J, K, L, M, N, O, P
Q, R, S and
T, U, V
W, X and Y and Z
I just said my A, B, C
Now it your turn, follow me
A, B, C, D, E, G
H, I, J, K, L, M, N, O, P
Q, R, S and
T, U, V
W, X and Y and Z
Happy, happy
all are we
Now we learn are A, B, C
Now we learn are A, B, C
LESSON PLAN
Unit 2
(week 2)
LEVEL: MC1
LANGUAGE: Classroom words (CD player, teacher, student, whiteboard)
Whats this? Its a whiteboard.
MATERIALS: Cassette, CD activity 1, board, markers, a set of the cards with alphabet
letters on them, a set of picture
Flashcards (CD player, teacher, student, whiteboard, teacher and students)
Worksheet: Trace &Match worksheets
Stage
Greetings
Materials
Revision
Cassette-CD
Activity 1,
board,
marker.
Warm up
Three cards
with X, S, H
on each card.
Presentation
Board,
marker,
flashcards.
Content
Hello. How are you?
Can you spell your name?
Ask students to sing the alphabet song.
Alphabet writing Relay: Divide and
line up students into two teams. Divide
the boards into two halves and have
one student from each team run to the
board, write A, then run to the back
of the line. The next student writes
B, etc. The first team to finish wins.
If a student doesnt remember what is
next, teacher should remind them by
saying out the next letter.
Stick each of the 3 cards with each letter X, S,
or H on each wall of the classroom. Ask S to
stand up. Say one letter out. S listen and run to
the appropriate card.
Point to 4 real classroom objects, name
them. S listen.
Point to the flashcards with pictures on
them and say the words clearly once or
twice. Let S look and listen.
Say the words again, pausing after
each word for S to repeat chorally, then
4
Duration
3-5
5
7-15
repeat individually.
Point to each flashcard, ask S to say
the appropriate word chorally and then
individually.
Point to the flashcards or real objects.
Ask Whats this?, and then suggest
the answer Its a/an.
Stick or draw the pictures on the board,
write the appropriate words next to
them. Ask student to say and spell the
words.
Practice
Board,
marker,
Match
worksheets.
Consolidation Board,
marker
Take off the pictures from the board.

Write the words on the board in
incidental order. Ask S to stick the
appropriate pictures next to them.
Worksheet: Hand out the Trace
&Match worksheets. Let S do the task
in 5 minutes.
5-10
Hangman
5
Use the words have been taught. The teacher
chooses a word and writes the appropriate
number of spaces on the board. Students guess
a letter one by one. If the student guesses
correctly, write that letter in the space and give
the student another turn. If they guess
wrongly, start drawing a hanging man and
have the next student guess a letter. You may
prefer to draw a hanging spider (Spiderman?)
instead.
\
Worksheet
TRACE &MATCH
whiteboard
2
student
3
teacher
teacher and student
cd player
LESSON PLAN
Unit 3
(week 3)
LEVEL: MC1
LANGUAGE: Classroom words (book, notebook, pencil, pen, ruler,)
Whats this? Its a book. Is it a book? Yes, it is. No, it isnt.
MATERIALS: board, markers.
Flashcards: flashcards of unit 2 (teacher, student, whiteboard, teacher and students)
new flashcards (book, notebook, pencil, pen, ruler),
Worksheets: Trace & Match sheets for all students; Cut It Up Sheet for each pair of
students.
Stage
Greetings
Materials
Revision
a set of
picture
flashcards
( teacher,
student,
whiteboard)
Warm up
Ball
Presentation
Board,
marker, a set
of picture
flashcards
Content
Hello. How are you?
Hold up each flashcard of the old language
flashcards, cover it with a sheet of paper.
Gradually reveal it and ask: Whats this?
and elicit their answer Its a/an.
Option: You can draw a little on the board,
then gradually reveal your pictures instead
of using flashcards.
Catch the Ball : Have students stand in a
circle. Throw a ball to a student and say
A, elicit this student to catch the ball and
throw it to another student, saying B, etc.
Continue to have the students say the
alphabet in order.
Point to 5 real classroom objects,
name them. S listen.
Point to the flashcards with pictures
on them and say the words clearly
7
Duration
3-5
5
7-15
(book,
notebook,
pencil, pen,
ruler)
Practice
Board,
marker, Match
worksheets.
Consolidation
Cards in
CUT IT UP
once or twice. Let S look and listen.

each word for S to repeat chorally,
then repeat individually.
the appropriate word chorally and
then individually.
Point to the flashcards or real
objects. Ask Whats this? , then
suggest the answer Its a/an..
Ask "Is it a/an.? "Elicit the answer
Yes, it is, or No, it isnt.
Stick or draw the pictures on the
board, write the appropriate words
next to them. Ask student to say and
spell the words.
Take off the pictures from the board. 5-10

appropriate words next to them.
Worksheet: Hand out the Match
worksheets. Let S do the task in 5
minutes.
Game: Concentration / Memory
5
Have the students sit in a circle. Spread out
the cards in Cut It Up sheet face down.
Students take turns flipping over two cards
and saying the vocabulary. Correct their
pronunciation. If the flashcards are a match,
the student keeps the cards. If they are
different, they remain face down. The
student with the most pairs is the winner.
Option: Teacher can have them play in
pairs. In this case, give each pair a Cut It Up
sheet, ask them to cut it into separate
cards.The teacher has to repair enough sheet
for students.
Worksheet
TRACE &MATCH
1
pen
pencil
2
ruler
book
4
notebook
5
CUT IT UP
Book
Pen
Pencil
Notebook
Ruler
10
LESSON PLAN
Unit 4
(week 4)
LEVEL: MC1
LANGUAGE: Gestures
Use western gestures in your class.
Expressions
Hello
Goodbye
Yes.
No!
Come here
Me!
OK
I don't know
Shhhh
Stop
Stand up
Sit down
Gestures
wave
wave
Nod your head yes
shake your head "no"
move your index finger
Touch your chest
make the OK sign
pull shoulders and hands up
index finger in front of mouth
hand up, palm out
raise hand slightly, palm up
lower hand slightly, palm down
Responses
Come to the speaker
Stop making noise, keep silent

Stop moving
Stand up
Sit down
MATERIALS: board, markers

Flashcards: classroom (unit 2 and unit 3); alphabet (unit 1)
Stage
Greetings
Materials
Revision
Board,
makers
Content
Hello. How are you?
Hangman
Use review words from past lessons
(classroom words). The teacher chooses a
word and writes the appropriate number of
spaces on the board. Students guess a letter
one by one. If the student guesses correctly,
write that letter in the space and give the
student another turn. If they guess wrongly,
start drawing a hanging man and have the next
student guess a letter. Let the first student to
guess the word take the teacher's place. You
may prefer to draw a hanging spider
(Spiderman?) instead
11
Duration
3-5
5
Warm up
Classroom
flashcards,
alphabet
flashcards.
Presentation
Board,
marker
Practice
Consolidation
Musical Chairs
Line up the chairs and place a flashcard from
the past lessons on each one. Play some music
and have the students walk, skip, jump around
the chairs. When the music stops, the students
should sit down on a chair and shout out their
flashcards. For more excitement, remove a
chair while the music is playing and make the
chair-less student sit out until the next round.
Say expressions and demonstrate
gestures. Then do choral and
individual repeat
Say expressions and tell S to do
gestures.
Give gestures and have S say
expressions.
Write expressions on board. Point and
say them, have students repeat in
choral and individual.
Practise commands (come here, stop,
stand up, and sit down): point to each
command on the board, ask S to say
out the command, the teacher responds
with a suitable action. Then say out
each command, have students respond
in choral and then in individual.
Bring a student in front of the class.
Whisper an expression. This student
gives an appropriate gesture, the rest
guess and say out the expression.
Do the same with the others.
Practise commands with Simon
Says:
Play Simon Says with commands. E.g.
"Simon says stand up" = Students
stand up. "Sit down" = Students don't
move. When a student makes a
mistake, he/she must sit out until the
next round.
Follow The Leader
Act like a robots action. Students line up
behind the teacher, follow the teacher's actions
and say out the appropriate expressions. Give
the students a chance to lead.
12
7-15
5-10
LESSON PLAN
Unit 5
(week 5)
LEVEL: MC1
LANGUAGE: Song:
Bingo
There was a farmer had a dog,
And Bingo was his name-O.
B-I-N-G-O!
B-I-N-G-O!
B-I-N-G-O!
And Bingo was his name-O!

(Clap, Clap)-N-G-O!
(Clap, Clap)-N-G-O!
(Clap, Clap)-N-G-O!

(Clap, Clap, Clap, clap)-O!

(Clap)-I-N-G-O!
(Clap)-I-N-G-O!
(Clap)-I-N-G-O!

(Clap, Clap, Clap)-G-O!

(Clap, Clap, Clap, Clap, Clap)
Information about BINGO

This song is an English nursery song and children's game of unknown origin. Various versions of the song have been
around since at least 1780; when a version attributed to actor William Swords was published. Variants of the song and
title have been noted throughout the 19th century when the song was associated with childrens games.
Starting from the 2nd to the 6th repetition, when singing the song a successive number of hand-claps are substituted for
each letter in the word "Bingo" as spelled out in the first.
This song is generally used in primary education to show rhythm theory, but even military cadets too use this song in
their training program.
Bingo was of course the name of the dog in the song. It's also the name of a popular game.

Flashcard: alphabet letters (unit 1 flashcards); a farmer and a dog
Song sheets: Bingo
Stage
Materials
Content
Greetings
Hello. How are you?
Revision
Act Out
Choose one or more students to come to the
front. Whisper a word of expressions from the
13
Duration
3-5
5
Warm up
Alphabet
flashcards,
board,
markers.
Presentation
Board,
marker, song
sheets.
Practice
marker
previous lesson ( hello, goodbye, no, yes,

come here, me, ok, I dont know, Shhhh, stop,
stand up, sit down) and have the students give
appropriate gesture. Reward the first student
to guess the correct answer.
Alphabet Touch
Write letters of the alphabet on the board or
place flashcards of the letters a round the
classroom. Call out one letter and have 2,3, or
4 students run to find and touch them. Praise
the winner who is the first one to touch the
correct letter.
Challenge: You can call out 2 or 3 letters at the
same time, students have to touch them in
correct order.
Write Bingo song on the board.
Then hand out the song sheet to each
student.
Play or sing the song, clap when
having it in the song, students read
along and listen.
Sing line by line, point to the letters
B_I_N_G_O when singing them in the
song, clap when having them in the
song, have students repeat.
Ask students to sing along with you.
For very young students, teacher can
sing more slowly and let students sing
along with the teacher.
Change the name BINGO to another
name which has 5 letters, e.g. PUPPY,
write it on the board, ask student to
sing with the new name.
Hangman
Use the words of FARMER, DOG, and
BINGO to play. The teacher writes the
appropriate number of spaces of a word on the
board. Students guess a letter one by one. If
the student guesses correctly, write that letter
in the space and give the student another turn.
If they guess wrongly, start drawing a hanging
man and have the next student guess a letter.
You may prefer to draw a hanging spider
(Spiderman?) instead. Finally, show the
picture of a farmer and a dog. Point out the
meaning of these words.
14
7-15
5-10
song sheet

B-I-N-G-O!
B-I-N-G-O!
B-I-N-G-O!


(Clap)-I-N-G-O!
(Clap)-I-N-G-O!
(Clap)-I-N-G-O!


(Clap, Clap)-N-G-O!
(Clap, Clap)-N-G-O!
(Clap, Clap)-N-G-O!

15
LESSON PLAN
Unit 6
(week 6)
LEVEL: MC1
LANGUAGE: phonics with alphabet letters (a, b, c, d)
a-apple, ant, b-boy, balloon, c-cat, cup, d-door, dog
Flashcards of target language: apple, ant, boy, balloon, cat, cup, door, dog
Worksheet: letters and words
Stage
Greetings
Materials
Revision
Warm up
alphabet
flashcards,
board,
markers.
Presentation
Board,
marker,
flashcards:
apple, ant,
boy, balloon,
cat, cup,
door, dog
picture
flashcards of
Practice
Content
Hello. How are you?
Sing-along
Have students sing the song BINGO
Duration
3-5
5
Alphabet Touch
5
classroom. Call out one letter and have 2,3, or
correct letter.
same time, students have to touch them in
correct order.
Write letter "A" and the words apple,
7-15
ant on the board, and then draw or
stick an apple and an ant next to them.
Say out the name of the letter and its
sound, then say the words apple, ant.
Have students repeat.
Continue with other letters.
Hold a flashcard with a picture of a
5-10
known word on it. Ask Whats my
16
target
language
marker
word and start voicing the beginning

sound of the word, e.g. /k/,/k//k/ . Elicit
students ask: Is it a cat?, Is it a
cup? until the word is guessed.
Divide and line up the students in two 2 teams. 5
Divide the board into two halves and have one
student from each team run to the board, write
all the words which begin with letters a, b, c, d
then run to the back of the line. The next
student continue with other suitable words. Set
the time limit. The team to have more suitable
words wins.
Option: Students work in group of 3 or 4 on a
sheet of paper in the limited time.
LETTER WORDS
A
Apple, ..
B
C
D
17
LETTERS
A
WORDS
18
LESSON PLAN
Unit 7
(week 7)
LEVEL: MC1
LANGUAGE: Food (sandwich, hamburger, cake, egg)
Flashcards: sandwich, hamburger, cake, egg; classroom flashcards (unit 2 &3) for
review
Worksheets: Match & Trace worksheets
.
Stage
Greetings
Materials
Revision
a set of
classroom
flashcards
Warm up
Board,
marker
Presentation
Board,
marker, a set
of picture
Content
Hello. How are you?
Hold up each flashcard of the previous
language flashcards, cover it with a sheet of
paper. Gradually reveal it and ask: Whats
this? and elicit their answer Its a/an.
then gradually reveal your pictures instead of
using flashcards.
Pantomime:
Mimic the action of eating. Ask S
What am I doing? Elicit the answer
eating.
Write the words eating on the board,
say the words, ask student to listen,
repeat, and act out the action.
Mimic the action of eating a sandwich,
then say Im eating a sandwich
19
Duration
3-5
5
7-15
Practice
flashcards
(sandwich,
hamburger,
cake, egg)
Point to the flashcard with a sandwich

on it and say the word clearly once or
twice. Let S look and listen.
Say the word again, Students repeat
chorally, then repeat individually.
Do the same with other words.
individually.
Ask Whats this? , then suggest the
answer Its .
words.
Board,
marker,
Match
worksheets.

5-10
Bring a student in front of the class,
point to a word of food or drink which
is written on a small sheet of paper, ask
this student to read the word and then
to mimic eating the appropriate food /
drink. The rest guess what food/drink
is being eaten. Praise the first one who
has correct guess.
Worksheet: Hand out Match
worksheets. Let S do the task in 5
minutes.
marker
GUESSING GAME: WHAT ARE WE

5
EATING?
Bring a student come sit on the chair in
front of the class, their back must be
opposite to the board.
The teacher writes the word of a food
on the board to let the other students
see that word. They have to mimic the
action of eating that food while asking
what are we eating
The student in front of class has to
guess the correct food.
20
Worksheet
MATCH & TRACE
sandwich
hamburger
cake
cake
sandwich sandwich sandwich
hamburger hamburger hamburger
cake
cake
egg egg egg egg
21
LESSON PLAN
Unit 8
(Week 8)
LEVEL: MC1
LANGUAGE: phonics with alphabet letters (e, f, g)
e-egg, elephant, f-four, fish, g-girl, game
Flashcards of target language: egg, elephant, four, fish, girl, game; Alphabet flashcards
(from unit 1)
Stage
Greetings
Materials
Revision
Warm up
Alphabet
flashcards,
board,
markers.
Presentation
Board,
marker,
flashcards:
Content
Hello. How are you?
Sing-along
Have students sing the song BINGO
Duration
3-5
5
Alphabet Touch
5
classroom. Call out one letter and have 2, 3, or
correct letter.
same time; students have to touch them in
correct order.
Write letter "E" and the words egg,
7-15
elephant on the board, and then draw
or stick an egg and an elephant next to
22
egg, elephant,
four, fish,
girl, game
Practice
them.
sound, then say the words apple, ant.
Hold a flashcard with a picture of a
sound of the word, e.g. /e/, /e//e/. Elicit
students ask: Is it an egg?, Is it an
elephant? until the word is guessed.
picture
flashcards of
target
language
marker
LETTER WORDS
E
Apple, ..
F
G
Divide and line up the students in two 2 teams.
all the words which begin with letters e, f, g
student continues with other suitable words.
Set the time limit. The team to have more
suitable words wins.
sheet of paper in the limited time.
23
5-10
LETTERS
E
WORDS
24
LESSON PLAN
Unit 9
(week 9)
LEVEL: MC1
LANGUAGE: Animals (dog, cat, chicken, mouse)
MATERIALS: board, markers,
Flashcards (dog, cat, chicken, mouse); Classroom flashcards (unit 2&3), Food
flashcards (unit 7)
Worksheets: Trace & Match
Stage
Greetings
Materials
Revision
Classroom
flashcards,
Food
flashcards
Content
Hello. How are you?
Basic Flashcard Fun
25
Duration
3-5
5

This can be done in teams with points awarded
for correct answers.
Warm up
flashcards
(dog, cat,
chicken,
mouse)
Presentation
Board,
marker, a set
of picture
flashcards
(dog, cat,
chicken,
mouse)
Practice
Board,
marker,
Trace&Match
worksheets.

using flashcards.
Pantomime:
5
Mimic the sounds of the animals in
turn and show suitable flashcards.
Students look and listen.
Show a picture flashcard, ask students
to make its sound. Continue with the
rest flashcards.
Option: You can draw a part of an animal on
the board, then gradually reveal the whole
animal instead of using flashcard.
Mimic the sound of each animal. Point 7-15
to the flashcard with the animal on it
and say the word clearly once or twice.
Let S look and listen.
Say the word again, Students repeat
chorally, then repeat individually.
Do the same with other words.
individually.
Ask Whats this? , then suggest the
answer Its .
words.
Bring a student in front of the class,
point to a word of animals which is
written on a small sheet of paper, ask
this student to read the word and then
to mimic the sound of the appropriate
animal. The rest guess what animal it
26
5-10
is. Praise the first one who has correct

guess. Continue with all the words
presented.
Worksheet: Hand out the Trace&
Match worksheets. Let S do the task in
5 minutes.
Consolidation BOARD,
MARKER
Bring a student come sit on the chair in 5

front of the class, their back must be
opposite to the board.
The teacher writes the word of an
ANIMAL on the board to let the other
students see that word. They have to
mimic the SOUND of that animal
while asking what animal is it?
The student in front of class has to guess
the correct animal.
Worksheet
TRACE & MATCH
dog
dog
dog
dog
cat
cat
chicken
cat
cat
chicken
chicken chicken
4
27
mouse
mouse
mouse
mouse
LESSON PLAN
Unit 10
(week 10)
LEVEL: MC1
LANGUAGE: Review with Games -the Alphabet-number-color-classroom objectsFood&drink-animals
Flashcards of previous lessons (unit 1, unit2, unit 3, unit7, unit 9)
Stage
Greetings
Materials
Revision
Flashcards of
previous
lessons.
Content
Hello. How are you?
How old are you?
I've Got It
Have students sit in a circle. Give each
student a flashcard or item. Ask "What is it?"
and elicit the vocabulary. Call out the
vocabulary and have the students stand up
and say the flash card. Repeat until all the
28
Duration
3-5
5
students are standing, then continue until all

the students are sitting. Go at a fast pace so
the students are sitting and standing rapidly.
Warm up
Tape or marker Jumping The Line
Put a piece of tape across the middle of the
floor or draw an imaginary line dividing the
room. Designate ones side as 'true' and the
other side as 'false'. Line up the students on
the line, hold up a flashcard and say a word.
If the students think you said the word that
matches the flashcard, they should jump to
the 'true' side, otherwise they should jump to
the 'false' side. Students who make a mistake
should sit out until the next round.
Practice
Board, marker.
1. Hangman
Use review words from past
lessons. Write a topic,e.g
animals on the board, then
choose a word and writes the
appropriate number of spaces on
the board. Students guess a letter
one by one. If the student guesses
correctly, write that letter in the
space and give the student
another turn. If they guess
wrongly, start drawing a hanging
man and have the next student
guess a letter. You may prefer to
draw a hanging spider
(Spiderman?) instead.
2. I Spy
The teacher says "I spy with my
little eye something beginning
with C". Students try to guess the
object (E.g. chair). Use classroom
objects and with younger students
use colors rather than letters e.g.
"I spy with my little eye
something (red)."
3. Alphabet Shout Out
Randomly choose an alphabet
flashcard and award a point to the
first student who shouts out a
word beginning with that letter.
Consolidation flashcards
What's Missing?
Scatter 8-10 flashcards face up on the table.
29
12-25
Give the students a minute to look at them,

then have them close their eyes and take
away one flashcard. Tell the students to open
their eyes and ask, "What's missing?".
Reward the student that guesses correctly.
LESSON PLAN
Unit 11
(Week 1-mc2)
LEVEL: MC2
LANGUAGE: Color
Review taught language: color: red, blue, green, yellow, white, black, pink, and purple,
orange, brown
New language: color: Grey (gray), beige.
Flashcards: colors (previous taught color: red, blue, green, yellow, white, black, pink,
and purple, orange, brown; new color: Grey (gray), beige flashcards of previous lessons
(unit 1-10)
Stage
Greetings
Materials
Revision
Flashcards of
previous
Content
Hello. How are you?
Basic Flashcard Fun
30
Duration
3-5
5
lessons
(animals,
classroom
items, food&
drinks

For more challenge, cover each flashcard and
describe the item in it, e.g. Its an animal and
its yellow. Let students guess Is it a
cat?..Then if Students cant guess teacher
will gradually reveal the flashcard until having
the correct answer.
Warm up
Taught color
flashcards
Presentation
Flash cards
of grey and
beige color,
board,
marker.

using flashcards.
Jumping The Line
5
the line, hold up a flashcard and say a color. If
the students think you said the color that
matches the flashcard, they should jump to the
'true' side, otherwise they should jump to the
'false' side. Students who make a mistake
Point to the flashcards with colors grey 5-10
or beige on them and say the words
clearly once or twice. Let S look and
listen.
each word for S to repeat chorally, then
repeat individually.
individually.
Point to the flashcards or real objects
with grey or beige color. Ask What
color is this?, and then suggest the
answer Its .
Stick the flashcards on the board; write
the appropriate words next to them.
Ask student to say and spell the words.
31
Practice
Flashcards of
previous
lessons and
color
flashcards.
marker.
Point to a flashcard ask what color is 7-15

it?, Is It grey?, Is it a blue pen?,
correct their mistake. This activity can
do chorally and then individually.
Teachers should focus on the new
language (grey and beige).
Green, green, grey
Students sit in a circle and the teacher
starts by walking round the outside of
the circle tapping the students on the
head saying "green". When the teacher
says "grey" the student whose head
was touched must jump up and chase
the teacher round the circle. The
teacher must sit down in the student's
spot before being tagged. If tagged, the
teacher must continue tapping heads. If
not, the student walks around the circle
touching heads. This game can be done
with green, green, grey or blue,
blue, beige to practice beginning
sounds.
Hangman
5
Use review words which have been taught
(grey and beige).The teacher chooses a word
and writes the appropriate number of spaces
on the board. Students guess a letter one by
one. If the student guesses correctly, write that
letter in the space and give the student another
turn. If they guess wrongly, start drawing a
hanging man and have the next student guess a
letter. You may prefer to draw a hanging
spider (Spiderman?) instead.
32
LESSON PLAN
Unit 12
(Week 2-mc2)
LEVEL: MC1
LANGUAGE: phonics with alphabet letters (h, i, j, k)
h-hen, horse, i-ice cream, iron, j-jumper, jeans, k-key, kangaroo
Flashcards: old flashcards of units 6-11 for review; new picture flashcards of target
language (hen, horse, ice cream, iron, jumper, jeans, key, kangaroo
Stage
Greetings
Materials
Content
Hello. How are you?
33
Duration
3-5
Revision
Flashcards of
previous
lessons
Warm up
Alphabet
flashcards,
board,
markers.
Presentation
Board,
marker,
picture
flashcards of
target
language
Practice
picture
flashcards of
target
language
marker
Run And Get It

Divide the class into two teams and have them
stand in two lines facing each other. Assign
each team member a number from one to ten.
Place a few flashcards of known words in the
middle of the two teams. Call a number and a
flashcard, e.g. "Student three - applet". The
students assigned that number must run into
the center and touch the flashcard and shout
"apple". The member who touched and called
first can take the flashcard to their side.
Alphabet Touch
correct letter.
correct order.
Write letter h and the words hen, horse
on the board, and then draw (or stick
flashcards) a hen and a horse next to
them.
sound, and then say the words hen,
horse. Have students repeat.
Cover a flashcard with a picture of a
sound of the word, e.g. /h/,/h//h/ . Elicit
students ask: Is it a horse?, Is it a
hen? until the word is guessed.
Divide and line up the students in two 2 teams.
all the words which begin with letters h, i, j, k,
student continues with other suitable words.
Set the time limit. The team to have more
suitable words wins.
sheet of paper to do the task in the limited
time.
34
7-15
5-10
LETTER WORDS
H
Horse,.
I
J
K
LETTERS WORDS
H
35
36
LESSON PLAN
Unit 13
(Week 3-mc2)
LEVEL: MC2
LANGUAGE: presents (book, marbles, jump rope, doll)
Whats this? Its a/ What are these? Theyre./Is it?/ Are they?/ Ive got
.(a book).
Flashcards: new flashcards (book, marbles, jump rope, doll), old flashcards of unit 812.
Worksheet: Trace&Match
Stage
Greetings
Materials
Revision
Tape or
marker
Old
flashcards
of units 812
Warm up
Paper and
pencil
Presentation
Board,
marker
Content
Hello. How are you?
How old are you?
Jumping The Line
the line, hold up a flashcard and say a word.
(For more challenge, the teacher can review
only a part of the flashcard). If the students
think you said the word that matches the
flashcard, they should jump to the 'true' side,
otherwise they should jump to the 'false' side.
Students who make a mistake should sit out
until the next round.
Stop the bus: all students need pencil and
paper to play this game. The teacher writes a
letter on the board, and shouts start the bus.
The students then write down as many words
beginning with this letter as they can think of.
When the teacher shouts out stop the bus!
everyone has to stop writing. The students all
get one point for each word. Reward the
student who has the most words.
Point to the flashcards with pictures
on them and say the words clearly
Duration
3-5
7-15
flashcards
(book,
marbles,
jump rope,
doll)
once or twice. Let S look and listen.

each word for S to repeat chorally,
then repeat individually.
individually.
Ask Whats this?, what are these?,
then suggest the answer Its a/an.,
Theyre... Ask "Is it a/an.? ,
Are they.?.Elicit the answer Yes,
it is, or No, it isnt., Yes, they
are. or No, they arent.
Write Ive got______ on the board,
Place a flashcard next to it, have
students say the whole sentence, e.g.
Ive got marbles chorally and
individually. Do the same with other
flashcards.
Stick or draw the pictures on the
board, write the appropriate words
next to them. Ask student to say and
spell the words.
Practice
Board,
marker,
Trace&
Match
worksheets.

Worksheet: Hand out the Trace&
Match worksheets. Let S do the task
in 5 minutes.
5-10
Consolidation
flashcards
(book,
marbles,
jump rope,
doll)
Run And Get It

Divide the class into two teams and have
them stand in two lines facing each other.
Assign each team member a number from
one to four. Place a few flashcards in the
middle of the two teams. Call a number
and a flashcard, e.g. "Student three book". The students assigned that number
must run into the center and touch the
flashcard and shout "book". The member
who touched and called first can take the
flashcard to their side.
Match & Trace
marbles marbles
doll
doll
jumprope
marbles
doll
jumprope
jumprope
book
book
book
LESSON PLAN
Unit 14
(Week 4-mc2)
LEVEL: MC2
LANGUAGE: Review numbers (from one to ten with Games) / Song: Ten little
Indians
Ten little Indians
One little, two little, three little Indians
Four little, five little, six little Indians
Seven little, eight little, nine little Indians
Ten little Indian boys.
Ten little, nine little, eight little Indians
Seven little, six little, five little Indians
Four little, three little, two little Indians
One little Indian boy.
MATERIALS: Cassette, CD activity 1, board, markers, a ball,

Worksheet: song sheets: Ten little Indians
Stage
Materials
Content
Greetings
Hello. How are you?
How old are you?
Revision
A ball
The Ball
Throw the ball to a student and say one.
The student catches the ball, throws it to
another student and says two. Continue to
number ten. For more challenge, teacher can
start from number ten and have student count
down to number 1.
Warm up
Board and
Do math:
marker
Write on board: 2+1=3, saying Two

add one equals three; Write on board: 5 - 1=
4, saying 2 Five subtract one equals four.
Point to the symbols +, -, = and say

the words, students repeat.
Say: Three add four equals .
Duration
3-5
Presentation
Cassette, CD
activity 1,
board, marker,
song sheets.
Practice
Board, marker.
Consolidation
elicit the answer from the students (seven).

Do the same with different math problems
within add, subtract and numbers from one to
ten.
7-15
Write Ten little Indians on the

board. Then hand out the song sheets to
each student.
Play or sing the song, students read

along and listen.
Sing line by line, have students

repeat.
Ask students to sing along with you.

For very young students, teacher can sing
more slowly and let students sing along
with the teacher.
Change the words little to small, 5-10
big and Indian to elephant,
kangaroo. And have students
sing the new versions.
Spelling: Teacher spells out the words
5
(numbers 1-10) in disorder. Students say the
words chorally and then individually. For
example teacher say f-i-v-e students say
five.
Song sheet
Ten little Indians

_
Ten little Indians


LESSON PLAN
Unit 15
(Week 5-mc2)
LEVEL: MC1
LANGUAGE: phonics with alphabet letters (l,m,n,o,p )
l-lemon, lip, m-mouse, map, n-nine, net, o-orange, octopus, p-pen, pig.
Flashcards: old flashcards of units 1 and 9=>14 for review, new picture flashcards of
target language lemon, lip, mouse, map, nine, net, orange, octopus, pen, pig.
Stage
Greetings
Materials
Revision
Flashcards of
previous
lessons
Warm up
Alphabet
flashcards,
board,
markers.
Content
Hello. How are you?
Run And Get It
Divide the class into two teams and have them
stand in two lines facing each other. Assign
each team member a number from one to ten.
Place a few flashcards of known words in the
middle of the two teams. Call a number and a
flashcard, e.g. "Student three - doll". The
students assigned that number must run into
the center and touch the flashcard and shout
"doll". The member who touched and called
first can take the flashcard to their side.
Alphabet Touch
correct letter.
Duration
3-5
5
Presentation
Board,
marker,
picture
flashcards of
target
language
Practice
picture
flashcards of
target
language
marker
correct order.
Write letter l and the words lemon, lip 7-15
on the board, and then draw (or stick
flashcards) a hen and a lip-lips next to
them.
sound, then say the words lemon, lip.
5-10
sound of the word, e.g. /m/, /m//m/ .
Elicit students ask: Is it a mouse?,
Is it a map? until the word is
guessed.
Divide and line up the students in two 2 teams. 5
all the words which begin with letters
l,m,n,o,p then run to the back of the line. The
next student continues with other suitable
words. Set the time limit. The team to have
more suitable words wins.
sheet of paper to do the task in the limited
time.
LETTER WORDS
L
M
N
O
p
LETTERS WORDS
L
M
N
O
P
LESSON PLAN
Unit 16
(Week 6-mc2)
LEVEL: MC2
LANGUAGE: Revision of adjectives: big, small, long, short, fat, thin
MATERIALS: board, markers, pens, paper.
Flashcards of previous lessons: animals, classroom items, food, presents, phonics
(chosen from unit 1 to unit 15)
Stage
Greetings
Materials
Revision
Flashcards of
previous
lessons
(animals,
classroom
items, food,
phonics
Content
Hello. How are you?
How old are you?
Basic Flashcard Fun
its yellow. It begins with letter c Let
students guess Is it a cat?..Then if
Students cant guess teacher will gradually
reveal the flashcard until having the correct
answer.
Duration
3-5

Warm up
All phonic
flashcards, a
piece of tape
or a marker.

using flashcards.
Jumping The Line
Presentation
Practice
Board,
marker, pens,
paper.
marker.
the line, hold up a flashcard and say its

beginning sound. For example, hold up a
flashcard of a zebra and say zz..z. If
the students think you said the sound that
matches the flashcard, they should jump to the
'true' side, otherwise they should jump to the
'false' side. Students who make a mistake
7-15
Revise adjectives : big, small, long,

short, fat, thin by drawing objects on the board
and doing choral and individual repetition of
phrases, a long/short pencil, a small/big
umbrella, a thin/fat cat.
Ask some students to come and write

the appropriate phrases next to the pictures.
Call out a similar phrase and ask a pair

of students to come and draw the item on the
board. The first student to finish wins. Give
another phrase for the next pair and so on.
Dictation.
5-10
Ask student take out their pens and
paper. Read loudly and clearly the
following phrases and have them write
down. (For weaker class, teacher can spell
out the words)
1. a small book
2. three big desks
3. five long snakes
4. seven short pens
5. eight fat dolls
6. ten thin monkeys
Write the phrases on the board and

have students check their work.
Rhyme.
Write this rhyme on the board and teach it to
students.
Im a cat. My names Carol. Im very small.
Im a cat. My names David. Im very big.
Im a cat. My names Lyn. Im very thin.
Im a cat. My names Pat. Im very fat.
Im a cat. My names John. Im very long.
Im a cat. My names Edward. Im very short.
LESSON PLAN
Unit 17
(Week 7-mc2)
LEVEL: MC2
LANGUAGE: Revision of the face and the body.
Worksheet: Song sheet: Hokey-Pokey
Stage
Greetings
Materials
Revision and
warm up
Presentation
Board,
marker, song
sheets.
Content
Hello. How are you?
How old are you?
Simon Says
Play Simon Says as a review using "touch"
body parts, E.g. the teacher says "Simon says
touch your toes" = Students touch their toes.
The teacher says "Touch your eyes" =
Students don't move. When a student makes a
mistake, he/she must sit out until the next
round.
Write on board the words left, right,
hand, foot, shoulder, hip, head, and
your whole self. Point to each word,
show them your correct part of body
and say the word. Students look, listen,
repeat, and show their appropriate
parts of body.
Write Hokey-Pokey on the board.
Then hand out the song sheets to each
student.
Play or sing the song, put your part of
body in or out when having it in the
song, students look, read along and
listen.
Sing line by line, demonstrate the
actions in the song, have students
repeat.
Duration
3-5
10
7-15
Practice
marker.
Ask students to sing along and act with

you the whole song. For very young
students, teacher can sing more slowly
and let students sing along with the
teacher.
Have students stand up and make a circle. 5-10
Ask students to follow you to put the other
parts of body in and out in a funny way
while singing along with the new lyrics
having just been created.
Topic Tag
5
Give a topic, e.g. head or body. Have students
sit in a circle. Ask a student to stand up. The
student must run around the circle trying to sit
down at his/her previous place while avoiding
the teacher's tag. If the student is tagged,
he/she has five seconds to name a topics
word. If no word can be named or the word
has already been said, that student should sit
out of the circle. Next, assign a student to take
your role and another student to run around.
song sheet
Hokey Pokey
That's what it's all about.
You put your right hand in,

You put your right hand out,
You put your right hand in,
And you shake it all about.
You do the Hokey Pokey
And you turn yourself around,
You put your left shoulder in,

You put your left shoulder out,
You put your left shoulder in,
You put your left hand in,

You put your left hand out,
You put your left hand in,
You put your right hip in,

You put your right hip out,
You put your right hip in,
You put your right foot in,

You put your right foot out,
You put your right foot in,
You put your left hip in,

You put your left hip out,
You put your left hip in,
You put your left foot in,

You put your left foot out,
You put your left foot in,
You put your head in,

You put your head out,
You put your head in,
You put your right shoulder in,

You put your right shoulder out,
You put your right shoulder in,
You put your whole self in,

You put your whole self out,
You put your whole self in,
LESSON PLAN
Unit 18
(Week 8)
LEVEL: MC2
LANGUAGE: Language practiced: Body and face; food; animals.
Nouns: box, cross, tick
Verbs: look, put, read
Grammar: review a/an
Flashcard: giraffe and elephant.
Worksheets Our face and body
Stage
Greetings
Materials
Revision &
warm up
Board,
markers
Presentation
Board,
markers
Content
Hello. How are you?
How old are you?
Name and point to the parts of your

body: arm, body, ear, eye, face, foot, hand,
head, leg, mouth, nose. Students repeat the
words after you.
Show students how to write a tick and

a cross. Do this on the board first. Next,
draw a big tick and a big cross in the air.
Point to parts of your body. Each time,

say a sentence. For example: This is a hand.
Make some sentences true (yes) and some
false (no). If the sentence is yes, students
draw a tick in the air. If it is no, they draw a
cross.
Write the vowels on the board: a, e, i,

o, u. Students say them after you.
Students look at the pictures of the

elephant and the giraffe. Try and elicit the
Duration
3-5
10
7-15
following to the relevant picture: This is an

elephant; This is a giraffe.
Write the sentences on the board. Ask

learners: Why an elephant but a giraffe?
Highlight the first letter of each word.

Point to the vowels on the board.
An + a, e, I, o, u
Tell students to try and say a elephant => Its
very difficult!
Practice
Board,
marker, .
Worksheets
of Our face
and body
marker.
5-10
Hand out the sheets to each student.
Part A: have them look at the monster,

read the sentences and put a tick (yes) or a
cross (no) in the box.
Part B: have them look at the example

( an arm) and then look at other words and
draw a line from a or an by looking at the
first letters of the words.
Check the answers for part A and B by

writing on board and saying out loud for the
whole class.
Spell it for me.
5
Divide class into 2 teams.
Write FOOD on the board. Explain that you
are going to say letters, one by one, to spell
the word. For example a-p-pIf they think
they know what the word is before you say all
the letters, they put their hand up.
Teacher: a-p-p.
Student: Stop! Apple. A-P-P-L-E
The student win 2 points for their team(for the
two letters you had not said yet.) They can win
one more point by putting a or an correctly in
front of each word.
Teacher writes the word on the board and asks
the whole students to spell it again.
Words to spell: banana, orange, sandwich,
egg, hamburger, ice cream.
worksheet
33
LESSON PLAN
Unit 19
(Week 9-mc2)
LEVEL: MC2
LANGUAGE: phonics with alphabet letters (q, r, s)
q-queen, question-mark, r-ruler, rabbit, s-sandwich, sun.
Flashcards of target language: queen, question-mark, ruler, rabbit, sandwich, sun;
flashcards of previous lessons (chosen from unit 11 to unit 18)
Stage
Greetings
Materials
Revision
Flashcards of
previous
lessons
Content
Duration
Hello. How are you?
3-5
Basic Flashcard Fun
5
flashcards, cover it with a sheet of paper.
Gradually reveal it and ask: Whats this?
and elicit their answer Its a/an.
the correct answer.
Warm up
alphabet
flashcards,
board,

using flashcards.
On My Back
Line up the students in two teams and have
them face the front. Show an alphabet
markers.
Presentation
Board,
marker,
picture
flashcards of
target
language
Practice
picture
flashcards of
target
language and
flashcards of
previous
lessons
marker,
paper, pen.
flashcard to the student at the back of each

line and have them use their finger to draw the
letter on the back of the student in front. The
next student draws on the next student and so
on. The student at the front of each line then
writes the letter on the board.
Write letter q and the words queen,
question-mark on the board, and then
draw (or stick flashcards) a hen and a
horse next to them.
sound, then say the words hen, horse.
sound of the word, e.g. /r/,/r//r/ . Elicit
students ask: Is it a ruler?, Is it a
rabbit? until the word is guessed. .
The teacher can gradually reveal the
picture if students cant guess,
especially pictures from previous
lessons.
Spelling Bee
This can be done with the whole class or in
two teams. Students in each team are named
from 1 to 5. The first player (student number
1) on each team is given a word of target
language written on a piece of paper to spell
orally. The teacher writes the letters on the
board as they are spelled out loud. If correct,
they get a point for their teams.
7-15
5-10
LESSON PLAN
Unit 20
(Week 10-mc2)
LEVEL: MC2
LANGUAGE: phonics with alphabet letters (t, u, v)
t- tiger, teacher, u- umbrella, umpire, v-violin, vet.
Flashcards of target language: tiger, teacher, umbrella, umpire, violin, vet; flashcards of
previous lessons (from unit 11 to unit 19)
Stage
Greetings
Materials
Revision
Flashcards of
previous
lessons
Content
Duration
Hello. How are you?
3-5
Basic Flashcard Fun
5
the correct answer.
Warm up
alphabet
flashcards,
board,

using flashcards.
On My Back
Line up the students in two teams and have
them face the front. Show an alphabet
markers.
Presentation
Board,
marker,
picture
flashcards of
target
language
Practice
picture
flashcards of
target
language and
flashcards of
previous
lessons
marker,
paper, pen.
flashcard to the student at the back of each

line and have them use their finger to draw the
letter on the back of the student in front. The
next student draws on the next student and so
on. The student at the front of each line then
writes the letter on the board.
Write letter t and the words tiger,
teacher on the board, and then draw
(or stick flashcards) a teacher and a
tiger next to them.
sound, then say the words hen, horse.
sound of the word, e.g. /t/,t//t/ . Elicit
students ask: Is it a tiger?, Is it a
teacher? until the word is guessed. .
The teacher can gradually reveal the
picture if students cant guess,
especially pictures from previous
lessons.
Spelling Bee
This can be done with the whole class or in
two teams. Students in each team are named
from 1 to 5. The first player (student number
1) on each team is given a word of target
language written on a piece of paper to spell
orally. The teacher writes the letters on the
board as they are spelled out loud. If correct,
they get a point for their teams.
7-15
5-10
Im ____
____________________. Ive got ________________ legs.

Lesson Plan Unit 1 (Week 1) : Lesson Plan For Foreign teachers-MC1&MC2 (Main Text Book: GET SET GO 1)

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Lesson Plan Unit 1 (Week 1) : Lesson Plan For Foreign teachers-MC1&MC2 (Main Text Book: GET SET GO 1)

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Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Write the first group of the letters of the

Repeat with the rest groups of the letters.

Hand out the song sheets. Play the song.

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Consolidation A set of cards

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Take off the pictures from the board.

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

teacher and student

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

once or twice. Let S look and listen.

Take off the pictures from the board. 5-10

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Come to the speaker

Stop making noise, keep silent

MATERIALS: board, markers

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

There was a farmer had a dog,

There was a farmer had a dog,

There was a farmer had a dog,

There was a farmer had a dog,

There was a farmer had a dog,

Information about BINGO

MATERIALS: board, markers

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

previous lesson ( hello, goodbye, no, yes,

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

There was a farmer had a dog,

There was a farmer had a dog,

There was a farmer had a dog,

There was a farmer had a dog,

There was a farmer had a dog,

There was a farmer had a dog,

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

And Bingo was his name-O!

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

word and start voicing the beginning

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Worksheet: letters and words

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Point to the flashcard with a sandwich

Take off the pictures from the board.

GUESSING GAME: WHAT ARE WE

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

sandwich sandwich sandwich

hamburger hamburger hamburger

egg egg egg egg

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)

Lesson plan for foreign teachers-MC1&MC2(Main text book: GET SET GO 1)