Lesson Plan Mc3

LESSON PLAN
Unit 1
(Week 1_MC3)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC3
DURATION: 30-45 MINUTES
LANGUAGE: phonics with alphabet letters (w, x, y, z)
w-window, water, x- xmas tree, x-ray, y-yo-yo, yacht, z-zebra, zipper
bMATERIALS: Board, marker
Flashcard: picture flashcards of target language: window, water, Xmas tree, x-ray, yoyo,
yacht, zebra, zipper; previous flashcards (from unit 11 to unit 20_MC2)
Stage
Greetings
Materials
Revision
Flashcards
of previous
lessons
Warm up
Presentation
Board,
marker,
Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
How old 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 - apple". The
students assigned that number must run into
the center and touch the flashcard and shout
"rabbit". The member who touched and called
first can take the flashcard to their side.
On My Back
Line up the students in two teams and have
they face the front. Show an alphabet
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. The first student
who writes the correct letter get a point for
their team.
Write letter w and the words window,
water on the board, and then draw (or
Duration
3-5
7-15
picture
flashcards of
target
language
Practice
picture
flashcards of
target
language and
flashcards of
previous
lessons.
Consolidation Board,
marker,
paper, pen.
stick flashcards) a window and water

next to them.
Say out the name of the letter and its
sound, then say the words window,
water .Have students repeat.
Continue with other letters.
Cover a flashcard with a picture of a
5-10
known word on it. Ask Whats my
word and start voicing the beginning
sound of the word, e.g. /z/, /z//z/. Elicit
students ask: Is it a zebra?, Is it a
zipper? until the word is guessed. The
teacher can gradually reveal the picture
if students cant guess, especially
pictures from previous lessons.
Spelling Bee
5
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. For more challenge, a picture is given
instead of a word. The teacher writes the
letters on the board as they are spelled out
loud. If the word is correct, they get a point for
their teams.
Unit 2
(Week 2_MC3)
LEVEL: MC3
LANGUAGE: Food and drink (sandwich, hamburger, cake, milk, candy, egg)
MATERIALS: board, markers
Flashcards: sandwich, hamburger, cake, milk, candy, egg; flashcards from MC2 for
review
Worksheets: Trace&Match
.
Stage
Greetings
Materials
Revision
flashcards
from MC2
Warm up
Board,
marker
Presentation
Board,
marker, a set
of picture
flashcards
(sandwich,
hamburger,
cake, milk,
candy, egg)
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.
Option: You can draw a little on the board,
and then gradually reveal your pictures instead
of using flashcards.
Pantomime:
Mimic the action of eating and
drinking. Ask S What am I doing?
Elicit the answer eating or drinking.
Write the words eating and
drinking on the board, say the words,
ask student to listen, repeat, and act out
the actions.
Mimic the action of eating a sandwich,
then say Im eating a sandwich
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.
Point to each flashcard, ask S to say
Duration
3-5
5
7-15
the appropriate word chorally and then

individually.
Point to the flashcards or real objects.
Ask Whats this?, then suggest the
answer Its .
Stick or draw the pictures on the board,
write the appropriate words next to
them. Ask student to say and spell the
words.
Practice
Consolidation
Board,
marker,
Trace&Match
worksheets.
Take off the pictures from the board.

5-10
Write the words on the board in
incidental order. Ask S to stick the
appropriate words next to them.
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 or drinking the
appropriate food / drink. The rest guess
what food/drink is being eaten/drunk.
Praise the first one who has correct
guess.
Worksheet: Hand out the Trace&
Match worksheets. Let S do the task in
5 minutes.
Hangman
5
Use Hangman game to review words
of the lesson. Choose a word, for
example egg ; write 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
LESSON PLAN
Unit 3
(Week 3_MC3)
LEVEL: MC3
LANGUAGE: Classroom words (book, notebook, pencil, pen, ruler, and pencil
sharpener)
Whats this? Its a book. Is it a book? Yes, it is. No, it isnt.
MATERIALS: board, markers,
Flashcards: previous flashcards of unit 1&2 and new flashcards (book, notebook,
pencil, pen, ruler, pencil sharpener),
Worksheets: 1. Trace&Match for all students
2. One set of word cards + picture cards for each pair of students (cut it up)
Stage
Greetings
Materials
Revision
Flashcard of
unit 2
Warm up
Ball
Presentation
Board,
marker, a set
of picture
flashcards
(book,
notebook,
pencil, pen,
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.
and 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 6 real classroom objects or
flashcards and 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,
Duration
3-5
5
7-15
ruler, pencil
sharpener)
then repeat individually.

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. 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.
Practice
Board,
marker,
Trace&Match
worksheets.

Match worksheets. Let S do the task
in 5 minutes.
Consolidation
One set of
word cards +
picture cards
for each pair
of students
(cut it up)
Game: Concentration / Memory

5
Have the students sit in a circle. Spread out
the cards face down. Students take turns
flipping over two cards (word and picture)
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 set of
word and picture flashcards. The teacher has
to repair enough cards for students.
5-10
worksheet
Worksheet: word and picture cards

Cut up the word cards for each pair of students
LESSON PLAN
Unit 4
(Week 4_MC3)
LEVEL: MC3
LANGUAGE: Classroom words (CD player, teacher, student, whiteboard, marker,
and eraser)
Whats this? Its a whiteboard.
MATERIALS: Cassette, CD activity 1, board, markers
Flashcards (CD player, teacher, student, whiteboard, marker, eraser)
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:
CD player,
teacher,
student,
whiteboard,
marker,
eraser,
teacher and
Content
Hello. How are you?
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.
Duration
3-5
5
Stick each of the 3 cards with each letter X, S, 5

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 6 real classroom objects or
7-15
flashcards and 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.
each word for S to repeat chorally, then
repeat individually.
Practice
Consolidation
students)

individually.
Ask Whats this?, and then suggest
the answer Its a/an.
words.
Board,
marker,
Trace&Match
worksheets.

appropriate pictures next to them.
5 minutes.
5-10
Basic Flashcard Fun

5
The teacher simply holds up a flash card of the
lesson and elicits the answer from the
students. This can be done in teams with
points awarded for correct answers. For me
ore fun, teacher can cover the flashcard and
gradually uncover it until it can be named.
LESSON PLAN
Unit 5
(Week 5_MC3)
LEVEL: MC3
LANGUAGE: presents (book, marbles, jump rope, blocks, puzzle, and doll)
Whats this? Its a/ What are these? Theyre./Is it?/ Are they?/ Ive got
.(a book).
MATERIALS: board, markers
Flashcards (book, marbles, jump rope, blocks, puzzle, and doll); previous flashcards
from unit 1-4 for review.
Worksheet: Trace&Match, Word search.
Stage
Greetings
Materials
Revision
Tape or
marker,
previous
flashcards
from unit 1-4
for review.
Warm up
Paper and
pencil
Content
Hello. How are you?
How old are you?
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.
(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.
Duration
3-5
Reward the student who has the most

words.
Point to the flashcards with pictures
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.
the appropriate word chorally and
then individually.
Point to the flashcards or real
objects. 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.
Presentation
Board,
marker, a set
of picture
flashcard
flashcards
(book,
marbles,
jump rope,
blocks,
puzzle, and
doll)
7-15
Practice
Board,
marker,
Trace&Match
worksheets.

Match worksheets. Let S do the task
in 5 minutes.
5-10
Consolidation
Word search
worksheets.
Worksheet: Hand out the word

search worksheets. Let S do the task
in 5 minutes.
worksheet
worksheet
LESSON PLAN
Unit 6
(Week 6_MC3)
LEVEL: MC3
LANGUAGE: Animals (dog, cat, chicken, duck, bird, mouse)
Flashcards (dog, cat, chicken, duck, bird, mouse); previous flashcards from unit 1-5
Worksheets: Trace&Match, Drawing.
Stage
Greetings
Materials
Revision
previous
flashcards
from unit 1-5
Warm up
flashcards
(dog, cat,
chicken,
duck, bird,
mouse)
Presentation
Board,
marker, a set
of picture
flashcards
Content
Duration
Hello. How are you?
3-5
Basic Flashcard Fun
5
language flashcards, cover it with a sheet of
This can be done in teams with points awarded
for correct answers.
then gradually reveal your pictures instead of
using flashcards.
Pantomime:
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
to the flashcard with the animal on it
and say the word clearly once or twice.
Let S look and listen.
7-15
Practice
(dog, cat,
chicken,
duck, bird,
mouse)
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,
Trace&Match
worksheets.

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
is. Praise the first one who has correct
guess. Continue with all the words
presented.
5 minutes.
5-10
Worksheet: Hand out the Drawing

worksheet. Let S choose their favorite
animals to draw in 5 minutes.
Consolidation Drawing
worksheets.
Worksheet
worksheet
This is my favourite animal.
LESSON PLAN
Unit 7
(Week 7_MC3)
LEVEL: MC3
LANGUAGE: Language practiced:
Review numbers 1-20, colors, adjectives big, small, long, and short.
Noun: number, picture, word
Verbs: answer, ask, can, fly, have got, jump, run, swim, walk.
Preposition: in front of, next to.
Question: Whats this? What color is this? Have you got a?
Flashcards of previous lessons (from unit 1 to unit 6_MC3)
Worksheets : Animal quiz
Stage
Greetings
Materials
Content
Hello. How are you?
How old are you?
What color/food/animal do you like?
Duration
3-5
Revision &
warm up
Board,
markers, ,
flashcards of
previous
lessons
Basic Flashcard Fun

language flashcards, cover it with a sheet of
For more challenge, cover each flashcard and
describe the item in it, e.g. Its an animal and
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.
10
This can be done in teams with points awarded

for correct answers.
Presentation
Board,
markers,
Worksheets
of Animal
quiz?
Practice
Board,
marker,
Worksheets
of Animal
quiz?

then gradually reveal your pictures instead of
using flashcards.
Hand out the worksheet. Have students do
7-15
part A.
Pre-teach/revise the animals words by

saying the numbers one by one. Student tell
you the animal word. For example: Teacher:
Number 1; Students: (a) crocodile.
Check pronunciation.
Check answers: 1 crocodile, giraffe, 3

spider, 4 chicken, 5 mouse, 6 fish, 7 tiger, 8
sheep, 9 goat, 10 frog, 11 cow, 12 elephant,
13 lizard, 14 hippo, 15 snake.
Have students do part B in the worksheet. 5-10
Students look at the first animal on the

list (chicken) and at the words in the two
boxes (adjectives, colors).
Ask students:
Is a chicken big? (no)
What color is a chicken?(red/brown/yellow)
Note: It doesnt matter if the words used to
describe the animals are not 100% accurate.
Students writes the words next to
chicken. For example: small, brown, walk.
Students write three words to five
different animals.
Choose students to read out their
animals and words.
marker,
Worksheets
of Animal
quiz?
Have students do part C in the worksheet.
Students look at the two sentences.
Write an example on the board. For

example:
Im an elephant. Im big and grey. Ive got
four legs.
Ask them to choose a different animal and
complete the sentences..
LESSON PLAN
Unit 8
(Week 8_MC3)
LEVEL: MC3
LANGUAGE:
Noun: line, circle.
Verb: write, draw, sit, stand up, sit down, read, look, listen, say.
MATERIALS: Board, markers
Flashcards of school things: desk, chair, rubber (eraser), crayon, bag, glasses; previous
flashcards of unit 3 & 4, MC3.
Worksheets: In my classroom
Stage
Greetings
Revision &
warm up
Presentation
Materials
Content
Hello. How are you?
How old are you?
What colors do you like?
Board,
Basic Flashcard Fun
markers,
The teacher gradually reveal a flash card of
Flashcards of school things or real objects and elicits the
school things; answer from the students. This can be done in
Flashcards of teams with points awarded for correct
unit 3&4
answers. If the students dont know some of
these flashcards, write the words on board, ask
them to listen and repeat.
Board,
Draw a line on the board and say I

markers
am drawing a line. Point to the line, say
line students look, listen and repeat. Write
the word line next to the line. Ask students
to spell the word.
Do the same with circle.
Mimic the action of drawing

something on the board, say I am drawing,
write the word draw, point to it, say
draw. Students look, listen and repeat. Ask
students to spell the word.
Duration
3-5
10
7-15
Practice
Board,
marker,
Worksheets
of Todays
menu?
CD, cassette
player
marker,
Do the same with the words: write,

read, open, close, stand, sit.
Worksheet: Hand out the Worksheets

In my classroom
Part A, students match the pictures

with the correct words.
Part B, students look at the sentences

and fill in the blanks. Answer: 1.pen, 2.ruler,
3.book, 4.chair, 5.glasses.
Say sentences in part B, students look

at the sentences, listen and repeat chorally
and individually.
Part C, students circle each word.

There are 17 words.
5-10
Hangman
5
Use to review words of the lesson.
(classroom things or verbs such as :
write, draw, sit, stand up, sit down,
read, look, listen, say ). Choose a
word, write 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: In my classroom
A. MATCH
pen
chair
book
ruler
glasses
B. WRITE
1. I write with my _________________

2. I draw lines with my _____________
3. I open my ____________to read
4. I sit on my ___________________
5. I wear my ________________ to look at the board.
C. How many school words can you find?
Boardbookclassroomdeskpictureteacherrulerboypencilgirlchildren
eraserbagpenrubberwindowdoor
LESSON PLAN
Unit 9
(Week 9)
LEVEL: MC3
LANGUAGE: Review language: plane, lorry, bus, picture, page, kite, sun, phone, desk,
armchair, beach, tree, flower, spider, bed, mouse, school, pea, snake, chair, table, baby,
house, park, legs.
Sentences: You can find me in a house.
You can see me in a park.
Im big.
Ive got legs.
MATERIALS: Board, markers.
Flashcards: plane, lorry, bus, picture, page, kite, sun, phone, desk, armchair, beach, tree,
flower, spider, bed, mouse, school, pea, snake, chair, table, baby, house, park, legs.
Worksheets : crossword What am I?
Stage
Greetings
Materials
Revision &
warm up
Board, markers,
Flashcards of
target language:
plane, lorry, bus,
picture, page,
kite, sun, phone,
desk, armchair,
beach, tree,
flower, spider,
bed, mouse,
school, pea,
snake, chair,
table, baby,
Content
Duration
Hello. How are you?
3-5
How old are you?
What colors do you like?
How many pens do you have?
5-10
Basic Flashcard Fun
The teacher simply holds up a
flashcard of review language and
elicits the answer from the students.
This can be done in teams with points
awarded for correct answers. Correct
their pronunciation.
Most of words in review language
are in previous lessons. But if you
notice that some words can be new to
many students, ask students to spell
them, if they cant spell them you
should spell and write the words on the
house, park, legs.

Presentation
Board, markers
Practice
Worksheets:
crossword What
am I?
Consolidation
board.
Say this sentence: You can find me in a 7-15

house. Write on the board: in a house...
Students say what this could be. Write

their suggestion on the board under in a
room. For example: bed, chair, table, TV
Say and write this sentence: Ive got

legs. What am I?

their suggestion on the board under the
sentence. For example: chair, dog, boy
Say and write this sentence: Im small.

their suggestion on the board under Im
small. For example: mouse, pen, pea.
Hand out the crossword What am 10
I? ask student look at A and write
the words.
Check answers: 1. a plane 2. a
lorry 3. a bus
Ask students look at B. Read the
example aloud for students to listen
and read along.
Ask students to look at the other
sentences and write yes or no.
Check answers:
1. yes: a phone, a desk, an armchair
no: the sun
2. yes: a plane, a school, a tree
no: a mouse, a pea
3. yes: a tree, a flower, a spider
no: a beach, a bed
4. yes: a chair, a table, a baby
no: a snake, a lorry
Ask students to turn over their worksheets. 5
Say (1) You can find me in a house. Ask
The sun? Elicit the answer (no) from the
students. Continue ask a phone? A desk?
An armchair? And elicit the answers from
the answers.
Do the same with (2), (3) and (4).
Worksheet
LESSON PLAN
Unit 10
(Week 10)
LEVEL: MC3
LANGUAGE: Review language:
Noun: milk, shoe, piano, meat, bike.
Verb: listen, drink, wear, play, eat, ride
Sentences: You drink me. Im milk.
MATERIALS: Board, markers.
Flashcards of target language: milk, shoe, piano, meat, bike, music
Worksheets: You drink me
Stage
Greetings
Materials
Revision &
warm up
Board, markers,
Flashcards of
milk, shoe, piano,
meat, bike.
Content
Duration
Hello. How are you?
3-5
How old are you?
What color is your pencil?
How many pens have you got?
Have you got a book on your desk?
Can you count to ten?
5-10
Basic Flashcard Fun
The teacher simply holds up a
flashcard of target language and
elicits the answer from the students.
This can be done in teams with points
awarded for correct answers. Correct
their pronunciation.
Most of words in review language
are in previous lessons. But if you
notice that some words can be new to
many students, ask students to spell
them, if they cant spell them, you
should spell and write the words on the
board.
Presentation
Board, markers
Practice
Board, marker
Worksheet of
crossword You
drink me
Consolidation
7-15
Write Action words on the board.
Mimic the action of listen to music.

Ask them what am I doing? Elicit the answer
(listening to music). Write listen under
Action words on the board. Say listen.
Student repeat the word. Write a book, music,
football on the board. Ask students to match
listen with a suitable word. (listen to music).
Do the same with other verbs (drink,

wear, play, eat, ride
Hand out the crossword You drink 10
me.
Part 1: Students look at the
example: You listen to a radio. Ask
them to cross listen off the list in
the box.
Check answers: 1. drink 2. a wear
3. play 4 eat 5 ride
Part 2: They match the pictures
with correct words...
Check answers: 1. bench 2. kite
3. slide 4. dog
Ask students to look at the
sentences and question, and then
write a suitable word in the blank.
Check answer: bench
Think of a thing or an animal to ask students
verbally
You can find me in the _____.
I am ______(big, small, tall, short..)
Ive got ______________
I am __________(color)
You ___________ me (action verb)
What am I? I am a________________
Elicit the answer from students. Reward the

student who has the correct answer.
Worksheet
Part 1
listen ride
YOU DRINK ME
wear
drink
play
eat
Part 2 : match the pictures with the words

1
kite
2
slide
dog
bench
Look at the pictures and look at the sentences. Write a suitable

word.
You can find me in the park.
I am big.
Ive got four legs.
I am brown.
You sit on me.

What am I? I am a________________

Lesson Plan Mc3

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Lesson Plan Mc3

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LESSON PLAN

stick flashcards) a window and water

the appropriate word chorally and then

Take off the pictures from the board.

then repeat individually.

Take off the pictures from the board.

Game: Concentration / Memory

Worksheet: word and picture cards

Stick each of the 3 cards with each letter X, S, 5

the appropriate word chorally and then

Take off the pictures from the board.

Basic Flashcard Fun

Reward the student who has the most

Take off the pictures from the board.

Worksheet: Hand out the word

Say the word again, Students repeat

Take off the pictures from the board.

Worksheet: Hand out the Drawing

This is my favourite animal.

Basic Flashcard Fun

This can be done in teams with points awarded

Option: You can draw a little on the board,

Pre-teach/revise the animals words by

Check answers: 1 crocodile, giraffe, 3

Students look at the first animal on the

Have students do part C in the worksheet.

Students look at the two sentences.

Write an example on the board. For

Draw a line on the board and say I

Do the same with circle.

Mimic the action of drawing

Do the same with the words: write,

Worksheet: Hand out the Worksheets

Part A, students match the pictures

Part B, students look at the sentences

Say sentences in part B, students look

Part C, students circle each word.

1. I write with my _________________

C. How many school words can you find?

house, park, legs.

Say this sentence: You can find me in a 7-15

Students say what this could be. Write

Say and write this sentence: Ive got

Students say what this could be. Write

Say and write this sentence: Im small.

Students say what this could be. Write

Write Action words on the board.

Mimic the action of listen to music.

Do the same with other verbs (drink,

Elicit the answer from students. Reward the

Part 2 : match the pictures with the words

Look at the pictures and look at the sentences. Write a suitable

You sit on me.

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