Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

LESSON PLAN
Unit 1
(Week 1-MC5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: Review Adjectives: short, long, tall, old, young, new, big, small
MATERIALS: board, markers
FLASHCARDS: long pen-short pen; young elephant-old elephant; small ball-big ball;
new book-old book; short dog-tall dog.
Worksheets Big or small?
Stage
Materials
Content
Duration
Greetings
Hello. How are you?
3-5
Im (Teachers name).Whats your name?
Can you spell your name?
How old are you?
What color/food/animal do you like?
Revision &
Board,
Hangman
10
warm up
markers
Use review words from previous lessons (for
example body, school things, toys, animals
or clothes). The teacher writes a topic on the
board, for example toys, and then 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.
Presentation
Board,
7-15
Hold up the first pair of flashcards: a
markers,
short pen - a long pen; ask: Are they
flashcards:
the same? then elicit the answer: No,
long penthey are different.
short pen;
Write on the board: short-long. Then
young
point to the short/long pen, asking
elephant-old
short or long? Elicit the answer.
elephant;
Then, have them say: a short/long
small ballpen and Its a short/long pen
big ball; new
Do the same with other pairs of
book-old
flashcards: a young elephant - an old
book; short
elephant; a small ball- a big ball; a
dog-tall dog.
new book an old book; a short dog
1

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

a tall dog.
Practice

Worksheets
Big or
small?

1. Hand out the worksheets, let

students choose the words in the
box and fill in the blanks.

5-10

Check answers: an old elephant

- a young elephant; a new
book an old book; a tall dog
a short dog; a short pencil a
long pencil; a small ball a big
ball.
2. Read the first sentence aloud. Ask
students yes or no?. Elicit the
answer yes from the students.
Ask them write yes on the line
next to the sentence. Ask them to
do the rest.
Check answers: 1. Yes 2.no 3.
Yes 4. no

Consolidation

Point to some real objects in the classroom

and ask students to describe it, using
adjectives which have been taught.

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

Big or small?
A. Write the words under the picture
short
old
an elephant

tall / new old / small big

young / short long

a.elephant

B. Write yes or no

a.book

1. This is a small doll. _____

an..book

2. This is a short tree. _____

a dog

adog

3. This is an old car. _____

apencil

a..ball

a.pencil

4. This is a long ruler. _____

aball

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

LESSON PLAN
Unit 2
(Week 2-MC5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: Review actions
MATERIALS: board, markers
Worksheets Action mimes
Stage
Materials
Content
Greetings
Hello. How are you?
Im (Teachers name).Whats your
name?
Can you spell your name?
How old are you?
What color/food/animal do you like?
Revision &
Board,
Action mimes.
warm up
markers
Mime one of the actions to the
learners and ask them: what am I
doing?
Learners put their hands up if they
know the answer: (youre) eating.
Writing the word eating on the
board. Ask students to say the
word.
Continue with other actions.
Suggested actions: running, walking,
reading, listening, jumping,
drawing, painting, sleeping, eating,
swimming, playing the piano, riding
a bike, writing, drinking, flying,
pointing, waving, smiling, driving a
car, taking a photo, watching TV,
opening the door, playing the
guitar, having a bath, riding a
house.
Practice

Make one copy of the Action

Mimes sheet. Cut up the words
into pieces. Bring a student in
front and give him/her a piece of
paper with an action written on it.

Duration
5

10-15

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

The student mimes the activity on

it. Then the teacher asks whats
he/she doing?. Other students
watch the action and answer
Hes /Shes ---------

Consolidation

Simon Says
Teacher uses the action vocabulary to play
this game. Students stand in a circle.
Example: when the teacher says "Simon
says ride a bike", students mime the action
of riding a bike. When the teacher says"
Ride a bike " , students don't move. When
a student makes a mistake, he/she must sit
out until the next round. The winners are
the students who can be still in the round
after about 10 commands.

5-10

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

Action Mimes sheet

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

LESSON PLAN
Unit 3
(Week 3-MC5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE
MATERIALS: balls, board, markers
FLASHCARDS: Sports Games: football/soccer; baseball; basketball; hockey; tennis;
table tennis
Worksheets Play with a ball
Stage
Materials
Content
Duration
Greetings
Hello. How are you?
5
Im (Teachers name).Whats your name?
Can you spell your name?
How old are you?
What color/food/animal do you like?
Take in a ball and do the following 10-15
Presentation
Board,
markers,
things with it: bounce, catch,
flashcards:
throw, kick, hit. As you do an
football;
action, say the verb, write the
baseball;
verb on the board (ex: bounce).
basketball;
hockey;
Point to the verb, say the verb,
tennis; table
ask students to listen and repeat
tennis
the verb. Then say the phrase
(ex: bounce a ball), students
listen and repeat.

Ask different students to listen

and throw, bounce, catch, kick,
hit the ball.

Raise a flashcard of sport games.

Ask students which sport is it?.
Elicit the answer from the
students, e.g. football. Write the
sport on the board. Say the sport,
ask students to listen and repeat
the sport. Continue with the other

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

sports.

Practice

Worksheets
Play with
the ball

Mime the action of a player

playing a sport (bouncing,
catching, throwing, kicking,
hitting). Ask what sport am I
doing? Elicit the answer You
are playing.)

Hand out the sheets to every student.

1. Students look at the words in the

box and the pictures. Do the first
one together.

10-15

Check answers: 1.hit 2. bounce

3. catch 4. play with 5. Throw
6. Kick
2. Students look at the four
sentences. Do the first one
together as an example.
Check answers: 1. Football
(soccer) 2. Tennis, table tennis,
hockey 3.basketball 4.
Baseball.

Consolidation

Read the sentences one by one, students listen

and repeat.
Simon Says
Teacher uses the vocabulary of the actions
with a ball to play this game.
Example: when the teacher says "Simon
says kick a ball", students mime the action
of kicking a ball. When the teacher says"
kick a ball " , students don't move. When a
student makes a mistake, he/she must sit
out until the next round. The winners are
the students who can be still in the round
after about 10 commands.

5-10

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

Play with a ball

1. Read and write the words.

Kick
Throw
Catch
Hit
Bounce
Play with
1._________ a
ball

3._________ a
ball

2._________ a
ball

4._________ a ball

5._________ a
ball

6._________ a
ball

2. Read and write the sports.

Football/soccer
baseball

hockey
basketball

tennis
table tennis

1. In ____________, you kick a ball.

2. In ____________, ______________, and
_______________, you hit a ball.
3. In _____________, you bounce, throw, and catch
a ball.

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

4. In _____________, you throw, hit, and catch a

ball.

LESSON PLAN
Unit 4
(Week 4-MC5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: rooms in the house
MATERIALS: board, markers
FLASHCARDS: bedroom, kitchen, garden, bathroom, living room
Worksheets My house
Stage
Materials
Content
Greetings
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
How old are you?
What color/food/animal do you like?
Raise a flashcard of rooms. Ask
Presentation
Flashcards
of rooms:
students what room is it?. Elicit
bedroom,
the answer from the students.
kitchen,
Write the word on the board. Say
garden,
the word, ask students to listen
bathroom,
and repeat the word. Then ask
living room
them to spell the word. Correct
their spelling.

Ask students individually : what

room do you like? Elicit the
answer: I like..

10

Duration
5

10-15

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

Practice

Worksheets
my house

Depending on students level, you

can teach them some items in
each room, especially the bed,
the fridge, the mirror, and other
things (showed on the flashcards)

Hand out the worksheets My house.

A. Students look at the picture. Ask

students write the number next
to the room on the chart.

10-15

Check answers: kitchen 4

bedroom 1
Bathroom 3
room 2
B.

garden 5

living

Students read the questions and

write the answers.
Check answers: bedroom
kitchen
garden
bathroom
living room

C. Students write about their house.

The teacher should read or write
the example on the board.
Instruct students to fill in the
blanks with suitable words.
Example:
My house.
Hello. My name is Tom. My house has
got six rooms: one living room, one
kitchen, two bathrooms, two
bedrooms. My favourite room is the
living room. I study in the living
room. I eat in the kitchen. I sleep in the
bedroom.

Consolidation

Ask some students to read aloud about their 5-10

house in front of the class. Correct their
pronunciation.

11

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

12

Worksheet:

A. Look at the picture. Write the number next to the room.

Kitchen

Bedroom

Bathroom
Garden
Living room

1
3
2

B. Look at the picture. Read the questions. Write the

answers.
1. Where is the bed?
2. Where is the fridge?
3. Where is the dog?

In the _______________
In the _______________
In the _______________

4. Where is the mirror? In the _______________

5. Where is the sofa?

In the _______________

C. Write:

My house
Hello. My name is ____________. My house has got
________rooms:

_________________________________________________________
_______________________________________________________
My favourite room is _______________. I study in the
____________. I eat in the ______________. I sleep in the
_________________.

LESSON PLAN
Unit 5
(Week 5-MC 5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: things around house (mirror, mat, radio, lamp, photo, computer, clock)
MATERIALS: board, markers.
Flashcards: (mirror, mat, radio, lamp, photo, computer, clock)
Worksheets: A colourful house
Stage
Greetings
Presentation

Materials

Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
Board,
Point to the flashcards with pictures
marker, a set of
on them and say the words clearly
picture
once or twice. Let S look and listen.
flashcards
Say the words again, pausing after
(mirror, mat,
each word for S to repeat chorally,
radio, lamp,
then repeat individually.
photo,
Point to each flashcard, ask S to say
computer,
the appropriate word chorally and
clock)
then individually.
Point to the flashcards. Ask Whats
this?, then suggest the answer Its
a .. Ask "Is it a .? "Elicit the
answer Yes, it is, or No, it isnt.

Duration
5
10-15

 Stick or draw the pictures on the

board, write the appropriate words
next to them. Ask student to say and
spell the words.
Practice

Worksheet: A
colourful
house

Hand out the worksheet A colourful house 15-20

to each student.
Part A: students look at the words for
rooms, the letters in each room in the
picture and write the correct letters under
the words. Point out that there in an
example (bedroom_G)
Check answer: bedroom_G, bathroom_A,
hall_B, dining room_E, living room_C,
kitchen_D, garden_F.
Part B:

Ask students to look at the

words in the box, choose a
correct word to write it under
each picture. Point out that
there in an example (1. clock)

Check answers: 1. clock 2. Computer

3. Photo 4. Lamp 5. Radio
6. Mat
7. Mirror

Ask student to look at the lamp.

Read aloud the short dialogue
below:
(You should mime the voice of an old man and a
little girl in a funny way)

Man: Put the lamp in the dining room,

please.
Girl: Sorry, where?
Man: put the lamp in the dining room.
Girl: OK.

Ask students to look at the line.

Ask Where is the lamp? Elicit
the answer Its in the dining
room. Tell them this is an
example. Now students have to

listen and draw lines.

Now ask students to pick up
their pencil, listen to the
dialogues you are going to read
and draw lines.
Read aloud the dialogues
below:

Man: Can you put the radio in the tree

for me?
Girl: Put the tree where?
Man: Put it in the tree, please.
Girl: Right.

Man: Now the mirror. Put it on the

sofa, please.
Girl: On the sofa? In the living room?
Man: Yes. Put the mirror there, please.
Girl: OK. Im doing that now.

Girl: What can I do now?

Man: Can you see the photo?
Girl: Yes. Can I put the photo in the
hall?
Man: In the hall. Yes!

Man: Now the clock. Can you see it?

Girl: Sorry? What?
Man: The clock. Put the photo in the
hall?
Man: In the hall. Yes!

Man: Now put the mat in the

bathroom.

Girl: The mat in the bathroom?

Man: Thats right.
Girl: Ok.

Ask students where is the radio/ mirror/

photo/ clock/ mat?
Check answers: radio_tree mirror_sofa
photo_hall clock_bed
mat_bathroom
Consolidation

worksheet

Worksheet

Spell a word (using target vocabulary :

mirror, mat, radio, lamp, photo,
computer, or clock), ask students to say the
word. For example, teacher: m-i-r-r-o-r ,
students : mirror. Praise the student who
is the first one to say it out. Continue with
other words. You can have students play in
teams if you have time.

LESSON PLAN
Unit 6
(Week 6-MC 5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: things around house (piano, bookcase, cupboard, armchair, television)
MATERIALS: board, markers.
Flashcards: (piano, bookcase, cupboard, armchair, television)

Worksheets: Whats in your bedroom?

Stage
Greetings

Presentation

Practice

Materials

Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
Are you happy today?
Board,
Point to the flashcards with pictures
marker, a set of
on them and say the words clearly
picture
once or twice. Let S look and listen.
flashcards
Say the words again, pausing after
(piano,
each word for S to repeat chorally,
bookcase,
then repeat individually.
cupboard,
Point to each flashcard, ask S to say
armchair,
the appropriate word chorally and
television)
then individually.
Point to the flashcards. Ask Whats
this?, then suggest the answer Its
a .. Ask "Is it a .? "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. Correct their
mistakes.
Worksheet
Hand out the worksheet Whats in your
Whats in your bedroom? to each student.
bedroom?
Part A: Have students look at picture 1. Ask
students What is picture 1? Elicit the
answer Its an armchair. . Ask students to
find the word armchair in the box and
write down on line 1. Continue with other
pictures.
Check answers: 1. Armchair 2. Bookcase
3. Chair 4. Cupboard 5. Desk 6. Door
7. Phone 8. Piano 9. Picture 10.
Television 11. Wall 12. window
Part B:

Ask students to take out their

crayons. Tell them they are
going to listen and color. This
stage may be challenging to
some students, so teachers
should give clear instruction
and read slowly and clearly.

Duration
3-5

7-10

20-25

Note that omit some parts in

this stage if you dont have
enough time.

Read the first part of the

tapescript. Ask students what
they have to do (color the
computer green). If some
students dont have crayons,
ask them to write green on
the computer in the picture.

Continue with the rest. The

teacher should pause about 1
minute after each description of
a thing to let students have
time to color the thing.

Read the tapescript again.

Students listen and check.

Write the answers on the board.

Check answers: a green computer, a

pink phone, a purple TV, a blue
bookcase, a yellow armchair.
Tapescript:
(Its a best idea for the teacher to mime the voice
of an old woman and a little boy in a funny way)

Consolidation

worksheet

Quickly ask the whole class What color is

the computer/phone/
TV/bookcase/armchair?. Elicit quick
answers from them
green/pink/purple/blue/yellow

LESSON PLAN
Unit 7
(Week 7-MC 5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: things in the bathroom: toilet, bathtub, sink, towel rail, tap
MATERIALS: board, markers.
Flashcards: (toilet, bathtub, sink, towel rail, tap)
Worksheets: Is there a bathtub?
Stage
Greetings

Materials

Presentation

board,
markers.

Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
Are you happy today?
Point to the flashcards with pictures
on them and say the words clearly

Duration
5

10-15

Practice

Flashcards:
(toilet, bathtub,
sink, towel rail,
tap)

once or twice. Let S look and listen.

Say the words again, pausing after
each word for S to repeat chorally,
then repeat individually.
Point to each flashcard, ask S to say
the appropriate word chorally and
then individually.
Point to the flashcards. Ask Whats
this?, then suggest the answer Its
a .. Ask "Is it a .? "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. Correct their
mistakes.

Is there a
bathtub?

A. Hand out the worksheets Is there a

bathtub? to each student. Ask students
look at the box and choose a correct
word to write under each picture. Do
number 1 with them as an example.

15

Check answers: 1. toilet 2. tap 3.

sink 4. towel rail 5. bathtub
B. Ask students to look at the picture in B.
Students read the questions and answer
Yes or No. Do number 1 with them as an
example.
Check answers: 1. yes
4. yes 5. yes

Consolidation

2. no

3. no

Game: What am I using?

Mime the action of opening a

tap. Ask students What am I
using? Elicit the answer you
are using the tap.

Continue with the actions of

sitting on a toilet, hanging a
towel on a towel rail, having a
bath in a bathtub, washing
hands using a sink.

Note: You can divide them into two teams. Students

5-10

challenge with each other to be the first one to give

the correct answer. Give one point for the team who
has faster correct answer for each mime. And then
praise the team who has higher score after 5 mimes.

What is in the bathroom?

Worksheet:

A. Choose a word in the box and write it under each picture:

toilet, bathtub, sink, towel rail, tap
1
1

______________

5
1

_________ ________

______________

______________

7
1

______________

B. Look at the picture. Answer yes or no

1. Is there a bathtub? ______
2. Is there a picture? ______
3. Is there a chair?
______

LESSON PLAN
Unit 8
(Week 8-MC 5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: things in the bathroom 2: bucket, water ladle, shampoo, soap.
MATERIALS: board, markers.
Flashcards: (bucket, water ladle, shampoo, soap)
Worksheets: Whats in your bathroom?
Stage
Greetings

Materials

Presentation

board,
markers.

Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
Are you happy today?
Point to the flashcards with pictures
on them and say the words clearly

Duration
5

10-15

Practice

Flashcards:
(bucket, water
ladle,
shampoo,
soap)

once or twice. Let S look and listen.

Say the words again, pausing after
each word for S to repeat chorally,
then repeat individually.
Point to each flashcard, ask S to say
the appropriate word chorally and
then individually.
Point to the flashcards. Ask Whats
this?, then suggest the answer Its
.. Ask "Is it .? "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. Correct their
mistakes.
*For the words soap and shampoo,
point out that we say a bar of
soap and a bottle of shampoo.
Write the phrases on the board and
practice students to say it.

Whats in the
bathroom?

A. Hand out the worksheets

Whats in the bathroom.
Choose a word in the box and
write it under each picture.
Check answers: 1. Shampoo, 2.
Bucket, 3. Soap, 4. Water ladle.
B. Students match the words with
the phrases.
Check answers: 1. a bar of
soap, 2. a bottle of shampoo.
C. Write on the board 2 things you
have in the bathroom, for
example: a big bathtub, a
yellow bucket. Underline the
words big and yellow. Point out
that we can talk about the color
of things and if they are big or
small.

Ask students to writes four things they have

in their bathroom in the blanks, writing the

colour or big or small.

Consolidation

Worksheet:

Ask some students read their lists of things

in their bathroom in front of class. Correct
their pronunciation.

What is in the bathroom?

A. Choose a word in the box and write it under each picture:

bucket, water ladle, shampoo, soap
1
1

______________

3
_________ ________

2
1

______________

______________

5-10

B. Match:
1. A bar of __________

shampo
o

2. A bottle of ________

soa
p

C. Whats in your bathroom?

In my bathroom, theres ___________________, _______________,

__________________and ___________________________________.

LESSON PLAN
Unit 9
(Week 9-MC 5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: fishing, coloring, taking pictures, playing computer games
MATERIALS: board, markers.
Flashcards: (fishing, coloring, taking pictures, playing computer games)
Worksheets: My hobbies
Stage
Greetings

Materials

Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?

Duration
5

Presentation

board,
markers.
Flashcards:
(fishing,
coloring,
taking pictures,
playing
computer
games)

Are you happy today?

Write the words My hobby on the

10-15

board, say the words.

Say My hobby is watching TV.
Then mime the action of watching
TV, showing your happy face.
Write on board: My hobby is
watching TV. = I like watching TV.
Read it aloud while writing.
Ask some students Whats your
hobby? And/or what do you like
doing? Elicit their answers ( For
example: My hobby is playing football/
listen to music/ eating snacks/ sleeping).
Correct their mistakes ( about
grammar/words/pronunciation)

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 repeat individually.
Point to each flashcard, ask S to say
the appropriate word chorally and
then individually.
Stick or draw the pictures on the
board, write the appropriate words
next to/under them. Ask student to
say and spell the words. Correct
their mistakes.
Practice

1. Write on board :
My hobby is..
I like ..
Stick a flashcard on the blank, ask
students to say the whole sentence.
Repeat the action with different
flashcards.
2. Ask some students what is your
hobby? Students can answer use
either target languages or their
ideas. Correct their mistakes. You

10-15

can mime actions as hints.

3. Work on worksheet: hand out the
worksheets to the students.
A. Ask students what they need for
the hobby in picture 1. Do the
first 1 with students as an
example. Students find these
words in the table below (All
the words go across. They circle
fish and water and write them
on the lines under the picture
Students find the words for
pictures 2-4 in the box. They
circle the words and write them
on the lines under the pictures.
Check answers: 1. fish and
water 2.Colours/crayons,
picture 3. Camera 4.
Computer, games.
B. Complete the sentences with
the words.
Look at sentence 1: You watch
Ask students to choose from the
words on the right to make a
sentence. Answer: television
Students write the other words
on the lines.
Check students understand the
meaning of the sentences by
asking them to mime actions.
Check answers: 2.You listen to
the radio. 3. You sing a song.
4. You read a story 5. You play
with toys.

Consolidation

Game: Bring a student in front of the class, give him

a note written fishing, the student has to mime the
action of fishing. Ask Whats his/her hobby?, elicit

5-10

the answer fishing, or He likes fishing, or His

hobby is fishing
Do the same with computer games, taking
photos/pictures, coloring, reading, watching
television.

LESSON PLAN
Unit 10

(Week 10-MC 5)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC5
DURATION: 30-45 MINUTES
LANGUAGE: colors, drinks, food(s), rooms, sports.
MATERIALS: board, markers.
Worksheets: Whats your favourite?
Stage
Greetings

Materials

Presentation

board,
markers.

Practice

Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
Are you happy today?

Write on the board: animals.

Point and say the word.
Students repeat.

Ask learners to call out different

animals and write them on the
board.

Do the same with Colors,

drinks, food(s), rooms, sports.
Give them some words in each
group as hints.

Hand out the worksheets to the students.

A. Write one word. There is an
example.
Check answers: 1. Colors/colours
2.
Drinks 3. Food(s) 4. Rooms
5. Sports
B. Write on the board:

.?
My favorite animal is a horse.

Duration
5

10-15

10-15

Ask learners what the question

is. (Whats your favorite
animal?)
Repeat this with color.
Ask a student (for example
John) what his/her favorite
animal?
Write on board: Johns favorite
animal is ..(a dog).
Students look at the different
categories (animal, color, etc.)
and write their favorite for each
in the column My favorite.
Students ask another person in
the class about their favorite
things. They write this persons
name at the top of the next
column.
If there is time, students move
around and interview a different
person and write their answers
in the last column.

Consolidation

Quickly check the names of the groups by

calling out different words from each group.
Students call out the group.

5-10