Fam1 Lesson Plan

UNIT STARTER: HELLO!
FAMILY AND FRIENDS 1

LESSON 1+2
LESSON OBJECTIVES: Students can say their name/ age in full sentences.
- My name’s ________.
- I’m _______ years old.
T play the song “Hello, how are you?” and get S to sing along. (LINK IN PP)
Warm up
T divide the class into 2 groups, 1 group sings the question part “ How are you?”,
(10 mins)
the other sings and acts the answer part “ I’m good/ great……”.
Then they change the role.
T point to yourself and say “My name’s ……” / “ I’m …….. years old.”
 Then ask S “What’s your name?”/ ” How old are you?”
 He/ She answers in full sentence “My name’s…….” / ”I’m …… years old.”
Lead in
(10 mins) S may confuse “ How are you” and “How old are you?” so T need to explain that
clearly.
T put S practice those structures in pair, go around and check their pronunciation
especially with the “s” sound.
Listen, point
T introduce the character’s name by saying “ This is Rosy.”  Then ask “ Who’s
and repeat
this?”, S answer “ She/ He is …..”.
(5mins)
Listen and
Play the recording for S to listen and repeat to the chant.
chant
T translate “Come and have some fun” if necessary.
(5 mins)
Before listen to the dialogue, T ask S questions related to the pictures:
- Who can you see from the dialogue?
- Where are they?
T elicit new vocabs to S (USING PP)

Dialogue
(45 mins) Play the recording, S read along. Then put S into groups and practice the dialogue.
Ask 1 or 2 teams come up to act out the dialogue. T gives feed back on the
pronunciation and intonation.
T ask S to write down new vocabs in their notebook.
Listen and
Play the recording and S sing along.
sing (5 mins)
Workbook
PAGE 4- 5 S take out and do their WB. T check and mark.
(10mins)
UNIT STARTER: HELLO!
LESSON 3+4.
LESSON OBJECTIVES: Students can learn about numbers, days of the week, colours.
- What day is it today?
- What colour is it? Or What colour do you like?
T play the song “Hello, What’s your name?” and get S to sing along. (LINK IN PP)
Warm up T divide the class into 2 groups, 1 group sings the question part “What’s your
(10 mins) name?”, the other sings the answer part “My name’s ……”. Then they change the
role.
T ask a S to come up and pick a number 1-10. The others
Lead in guess the number. S on the “Hot seat” gives out clues by
GAME: “HOT SEAT”
(10 mins) saying “Up” or “Down”. S get 3 chances to guess. (Can play 2
or 3 rounds).
Tell S look at the picture. Point to a random boy or girl ask “ How old is he/ she?”, S
answer in full sentence “ He’s/ she’s….. years old.”
Listen and Tell the class they are going to hear some of the children talking about their age-
tick but not all. They must tick the children they hear.
(15 mins) Play the recording for S to tick the children whose ages they hear.
Play the recording again. Pause after each sentence and S repeat. T gives the right
answer for the exercise.
Ask S to look at the calendar and teach them to say 7 days in the week. Check S
pronunciation.
Listen and Play the recording and S chant.
chant
(20mins) Give S sometime to finish the worksheet. Show
Activity: HANDOUT Days of the
PP SLIDE, get 1 student read out and answer
week definitions to S.
the definition. And so on.
Listen, point
and repeat USE PP SLIDES (colours and objects ‘colours). Instructions in PP slides.
(15mins)
Let’s chant! Play the recording for S to listen and repeat to the chant. Do exercise 4 with the
(5mins) class.
Ask S “ What day is it today?” then write it on the board. Get S write down new
vocabs (PP SLIDE) in their notebook. Once S finish, T check S 1 by 1. Whoever
Workbook
finishes with their notebook can do exercises in their WB.
(15mins)
PAGE 6 – 7 T check and mark.
FAMILY AND FRIENDS 1 UNIT 1: WHAT’S THIS?

LESSON 1
LESSON OBJECTIVES:
- Students learn about school things.
- What’s this? – “ It’s a……”
- Understand a short story.
T ask some students using previous structures.

- How are you?
Warm up - What colour do you like?
(15 mins)
LINK IN PP.
GAME: WORDWALL https://wordwall.net/resource/58393908/fam1-days-of-
the-week
T hold flashcards and ask “What’s this?”, S response in full sentence “It’s a…..”. T
give each flashcard to each S. S with flashcard ask “What’s this?”, other S answer.
(Make sure everyone has a turn to ask and answer.).
Vocabulary
(20 mins) T elicit new vocabs to S (USING PP). T check S pronunciation
GAME: FORWARD BACKWARD Discription in GAME BANK.
Before listen to the dialogue, T ask S questions related to the pictures. Point to
Billy/ Rosy and ask.
- Who is this?
- What’s this?
T elicit new vocabs to S (USING PP).

Dialogue
(45 mins) T ask S to write down new vocabs in their notebook.
Play the recording, S read along. Ask S to read out. T encourage S read with
intonation.
Give S time to practice the dialogue with their friends then they come up and act
out the dialogue. T gives feedback on their pronunciation and intonation.
T check S notebook.
Workbook
(10 mins)
PAGE 8 S do WORKBOOK. T check and mark.

LESSON 2: GRAMMAR FOCUS.
LESSON OBJECTIVES:
- Students learn how to use A/ An before singular nouns.
- What’s this? – “ It’s a……”
- T ask some students using previous structures.

- How are you?
- What colour do you like?
Warm up
(15 mins) Review the vocabs.
GAME: PLAY THE CARDS RIGHT Description in GAME BANK.
T write the sentence on the board and explain the short form of “What is..” and “It
is…”. Get S to say the sentences and T check their “s” pronunciation.
Hand out WORKSHEEET – PAGE 8  11. T explain how to use A/ An before a noun.
Finish exercises in the GRAMMAR WORKSHEET.
Put S into 2 groups. Give each S a secret
Grammar flash card. S look at their card. T count to 3
(50 mins) and S run to the right station. T point to
GAME: MATCH UP
each S ask “What are you?”-“I’m A/ An …..”.
S with right answer go back to their seat. S
with wrong answer get a punishment.
Do EXERCISE 3.
Ask and Ask S to look at the picture in exercise 4. Ask S “What can you see?”. Then get S work
answer (15 in pair to ask and answer. When they finish, ask them to write the sentences in their
mins) notebook.
T check S notebook.
Workbook
(10 mins)

LESSON 3+4.
LESSON OBJECTIVES:
- Students learn more about school things.
- They can pronounce the sound /ae/,/b/,/k/,/d/.
Articles review.
LINK IN PP.
GAME: WORDWALL https://wordwall.net/resource/58394559/fam1-
Warm up a-an
(20 mins)
Review vocabs by spelling.
GAME: PASS THE BALL WITH MUSIC Description in GAME BANK.
Use flashcards to introduce new words. Get S to listen and repeat.

Vocabulary Ask S to write down the vovabs in their notebook (USING PP). T go around and
check.
(10 mins)
GAME: SHUFFLE THE CARDS Description in GAME BANK.
Ask S to look at the picture. Point to different objects and ask “What’s this?”. Teach
Listen and the verb Open and Close. Then point to the girl/ boy and ask S “What’s she/ he
sing doing?” – “She’s reading a book.” / “He’s opening the bag.”
(15 mins) Play the recording, S sing along. Divide the class into boy group and girl group to
listen and sing.
T introduce to Alphabet sound.

T write 4 letters on the board then put the class into teams to
ACTIVITY find the words start with the sound /ae/,/b/,/k/,/d/ in 2 mins.
The winner is the team got the most words.
EXERCISE 2 Listen to the recording and chant.

Phonics
(30 mins) Write the question “What has the dog got?”, explain the
meaning if necessary.
EXERCISE 3 Play the recording, S listen and join the letters. Then get the S to
answer that question in full sentence: “The dog has got a cat/
bird.”
Ask S to look at the pictures. Ask “What does the cat/ dog like?”,
EXERCISE 4
S answer in full sentence.
Workbook
PAGE 10 – 11 S do WORKBOOK. T check and mark.
(15 mins)
UNIT 1: WHAT’S THIS?

LESSON 5.
LESSON OBJECTIVES: Students read and comprehend the text.
Ask random questions:

- How are you?
Warm up
- What’s the weather like today?
(15 mins)
GAME: WORDWALL LINK IN PP.
Ask S to look at the picture and ask questions about the picture.
- What can you see?
Lead in (5 mins)
- What colour is …….?
- How many……..can you see?
Ask S to listen and read.
Ask some S to read out loud, T fix their pronunciation.
Give S time to read on their own then ask them to close their books and ask
questions related to the text.
- What’s the girl’s name?
Reading (60 - What colour is her bag/ pencil case?
mins) - How many pens are there on the table?
- Is there a ruler in her pencil case?
Ask S to write down the questions (in PP) and answers in their notebook. Check
and give the right answer on the board.
Ask S to practice ask and answer .
Do EXERCISE 3.
Workbook
(10 mins)
UNIT 1: WHAT’S THIS?

LESSON 6.
LESSON OBJECTIVES:
- Students listen for specific information.
- Can ask and answer in full sentences.
- Can make simple sentences.
Ask S what they can remember from the reading in previous lesson. Encourage
them to name as many objects from Emma’s bag as they can. T can ask
questions from previous lesson.
Warm up
(15 mins)
- What colour is her bag/ pencil case?
- How many pens are there on the table?
- Is there a (ruler) in her pencil case?
T point to each picture and ask “What’s this?”. S answer and spell out the
Lead in (5 mins)
word. They can write the vocabs under the picture.
Listening Play the recording 2 times. S listen and tick in the 1st time. In the 2nd time, T
(10 mins) pause after each sentence and S repeat.
Watch the dialogue and explain how to use intonation in real conversations.
Ask S to open their bag, pick up 1 thing from their bag and
ACTIVITY practice the conversation using “What’s this?” / “What
colour is this?
T go around the class and check S intonation.
Speaking
(30 mins) Hand out paper for S to draw what school things in their bag. When they finish,
they will point to their picture and talk about it.
 “This is my bag. There is a (pen/ ruler….) and there are (2
notebooks….) in my bag”.
T ask some questions about their speaking (colour/ quantity).

T explain the differences between word and sentence. A word contains 1 or
some letters. A sentence contains 2 or some words.
T write the sentence from the book onto the board “This is a book.”. “This” is a
4 letter word….
T divide the class into 3-4 teams and ask them to
Writing
write as many 3 or 4 letter words as possible in 2 or 3
(20 mins) ACTIVITY
mins. T can make it harder for a better class by asking
them to give 5 or 6 letter words.
Do exercise 3.
Ask S to make sentences using structures they have learnt.
Workbook
(10 mins)
UNIT 2: PLAYTIME!
LESSON 1.
LESSON OBJECTIVES:
- Students learn about common toys.
Review unit 1 vocabs.

Warm up
(15 mins) GAME: PICTIONARY Description in GAME BANK.
T hold flashcards and ask “What’s this?”, S response in full sentence “It’s a…..”. T
give each flashcard to each S. S with flashcard ask “What’s this?”, other S answer.
(Make sure everyone has a turn to ask and answer.)
Vocabulary
(20 mins) T elicit new vocabs to S (USING PP). Check S pronunciation.
Ask S to make sentences with new vocabs in their

ACTIVITY
NOTEBOOK. T mark the NOTEBOOK.
Before listen to the dialogue, T ask S questions related to the pictures.
- What can you see?
- Who can you see?
Play the recording, S read along.
Ask comprehension questions:
Dialogue - What is lost?
(45 mins) - Where is the teddy?
- Who finds the teddy?
Ask S to read out loud. T encourage S read with intonation.
T check their NOTEBOOK.

Workbook
(10 mins)
FAMILY AND FRIENDS 1 UNIT 2: PLAYTIME!

LESSON 2. GRAMMAR FOCUS.
LESSON OBJECTIVES:
- Ask and answer questions with “my” and “your”.
- Be able to answer question “ Is this your…..?”
Review UNIT 1 vocabs.

Warm up
(15 mins) T show a flash card and point to 1 S, he/she say “This is
ACTIVITY
my…..” then they spell the word. Do the same with others.
T hold 1 object and say “This is my …..” then pick up 1 object from a S and say
“This is your….”.
Hand out WORKSHEER – PAGE 12 + 13 – EXERCISE 1  4. T explain how to use
possessive adjectives with “my” and “your”.
Write questions with “Is this….” on the board and teach S how to form a question
Grammar with verb “be” and the answer.
(65 mins)
Hand out WORKSHEER – PAGE 14 + 15 – EXERCISE 5  7
Get S work in pair to ask and answer exercise 7. Call some S

ACTIVITY
come up to practice the sentences.
Ask S to do EXERCISE 3 and 4. When they finish, ask them to write the sentences in
their notebook.
T check their NOTEBOOK.

Workbook
(10 mins)
UNIT 2: PLAYTIME!
LESSON 3+4.
LESSON OBJECTIVES:
- Students learn more about toys.
- They can pronounce the sound /e/, /f/, /g/, /h/.
Review LESSON 1+2.

Warm up
(15 mins)
(15 mins) check
GAME: FORWARD AND BACKWARD Description in GAME BANK.
Ask S to look at the picture and ask “What can you see?”. Teach the verb Ride.
Listen and sing Then point to the boy and ask “What’s he doing?” – “He’s riding a bike.”
(15 mins) Play the recording, S sing along. Divide the class into boy group and girl group
to listen and sing.

T write 4 letters on the board then put the class into
teams to find the words start with the sound /e/, /f/,
ACTIVITY
/g/, /h/ in 2 mins. The winner is the team got the most
words.

Phonics
(30 mins) Write the question “What has the goat got?”, explain the
EXERCISE 3 Play the recording, S listen and join the letters. Then get
the S to answer that question in full sentence: “The goat
has got a fig.”
Ask S read and circle the sound. Get 1 or 2 S to read the
EXERCISE 4
sentences again.
Workbook
(15 mins)
UNIT 2: PLAYTIME!
LESSON 5.
LESSON OBJECTIVES: Students read and comprehend the text.
Review LESSON 3+4.

Warm up
(15 mins) GAME: CHINESE WHISPER Description in GAME BANK.
- What can you see?
Lead in
(5 mins)
Explain the word “ favourite”
Give S sometime to read on their own then ask them to close their books and ask
questions related to the text.
- What is her favourite toy?
- Is it her doll?
Reading - What’s her favourite colour?
(60 mins) - Is it pink?
- What’s her favourite animal?
- Is it a cat?
Ask S to write down the questions (IN PP) and answers in their notebook. Check
and give the right answer on the board.
Do EXERCISE 3. T check and mark.

Ask S to practice ask and answer: “What’s your favourite ….?”
Workbook
(10 mins)
FAMILY AND FRIENDS 1 UNIT 2: PLAYTIME!

LESSON 6.
LESSON OBJECTIVES:
- Can ask and answer in full sentences.
Review LESSON 5.
Warm up Put sentences in correct order of the text in lesson 5. (Print out
(15 mins) the text worksheet). Get S work in groups. Give S 5 mins to put
ACTIVITY
the sentences together. When the time is up, T reveal the
sentences 1 by 1 by USING THE PP.
Lead in T point to each picture and ask “What’s this?”. S answer and spell out the word.
(5 mins) They can write the vocabs under the picture.
Listening Play the recording 2 times. S listen and match in the 1st time. In the 2nd time, T
USING PP (make a table with 3 columns: names, toy, colour). S need to go

Speaking around and ask their friends.
(30 mins)
Ask some S to perform their conversation.
S write down sentences about themselves and their friends in their notebook. T
go around and check.
S do EXERCISE 3. T check and mark.

Writing
Description in GAME BANK. (The last S run to
(20 mins)
GAME: CHINESE WHISPER the board has to make a sentence with “my”
or “your”)
Workbook
(10 mins)
UNIT 3: THIS IS MY NOSE!

LESSON 1.
LESSON OBJECTIVES:
- Students learn about different parts of the body.
T stick a flash card behind S on the Hot seat. He/ She will
Warm up guess the word by asking “Is it a…?” 5 times, other S answer
(15 mins) with “Yes, it is.” or “No, it isn’t.”  T can give 1pt if S can
GAME: HOT SEAT
guess the right word in 5 times, give 1,2,3,4 extra pt if they
can guess in 4,3,2,1 time. And extra 2pts if they can spell the
word. (If play in team).
T hold flashcards and ask “What’s this?”, “What are these?”  S response in full
sentence “It’s a…..” / “They are….”.  T give each flashcard to each S  S with
flashcard ask, other S answer. (make sure everyone has a turn to ask and answer)
Vocabulary
GAME: SIMON SAID Description in GAME BANK.
(15 mins)
T elicit new vocabs to S (USING PP)
T ask S to write down new vocabs in their notebook.

Before listen to the dialogue, T ask S questions related to the pictures: (PP)
- Who can you see?
- What’s the weather like? (sunny)
- What is Rosy doing? (put on sun cream)
T explain any new words if necessary.
Dialogue Play the recording, S read along.

(55 mins)
Ask comprehension questions: (PP)
- Does Rory put suncream on her arms?
- Where does Billy put sun cream on?
Workbook
(10 mins)
UNIT 3: THIS IS MY NOSE!
LESSON 2
LESSON OBJECTIVES:
- Recognize the different between singular and plural nouns.
- Say sentences with “This” and “These”.
T start with the first S with “I have 1 nose on my

Warm up face”. The last S come up to the board and draw
(15 mins) what they heard from their friends and say the
GAME: CHINESE WHISPER sentence. If they get it right, they score 1pt, if not T
score 1pt.
(T can make it harder by saying 2 sentences)
 The loser get punished.
Demonstrate the difference between singular and plural nouns. Give some
examples with vocabs in previous units.
Hand out Grammar Worksheet – PAGE 16 – 18. Give S time to finish. Encourage S
to read out loud the answer, T correct if necessary.
Grammar
T point to your body parts and say “This is my …..” – “These are my ….”.
(65 mins)
Hand out Grammar Worksheet – PAGE 19. T can ask “What is this?” and “What
are these?” so S can answer in full sentences “This is…” and “These are…”.
Ask S to do EXERICSE 3 and 4 in their CLASS BOOK. T check and mark.
Workbook
(10 mins)
FAMILY AND FRIENDS 1 UNIT 3: THIS IS MY NOSE!

LESSON 3+4.
LESSON OBJECTIVES:
- Students learn more about body parts.
- They can pronounce the sound /i/, /ʤ/, /k/, /l/.
Review LESSON 1+2.

Warm up
(15 mins) S slap the word and say “This is my….” or “
GAME: RUN AND SLAP
These are my….” to get pt for their team.
(25 mins) check.
GAME: FIND MY PARTNER Description in GAME BANK.
Play the recording, S sing along. Divide the class into boy group and girl group
Listen and sing to listen and sing.
(10 mins)
Ask “How many… do you have?” – “I have…”
T write 4 letters on the board then put the class into teams
ACTIVITY to find the words start with the sound /i/, /ʤ/, /k/, /l/ in 2
mins. The winner is the team got the most words.

Phonics
Write the question “What has the lion got?”, explain the
(30 mins)
EXERCISE 3 Play the recording, S listen and join the letters. Then get the
S to answer that question in full sentence: “The goat has
got the jam.”

EXERCISE 4
sentences again.
Workbook
(10 mins)

LESSON 5.
LESSON OBJECTIVES:
- Students read and comprehend the text.
Review LESSON 3+4.
Listen and do actions. (LINK IN PP)

Warm up
(15 mins) Each team takes turn to spin to get the letter then
must write as many words that start with picked letter
GAME: SKITTLE PIN
as possible in 30 secs then have 30 secs to write on
the board. The team with the most words wins.
Ask S to look at the picture and ask questions about the picture:
Lead in
- What can you see?
(5 mins)
Introduce all lion’s body parts and verbs in the text. (PP)
Reading Give S sometime to read on their own. Ask S to close their books.
(60 mins)
Hand out paper for S to make their own lion.
Workbook
(10 mins)

LESSON 6.
LESSON OBJECTIVES:
- Students listen and order pictures.
- Describe an animal’s features.
Review LESSON 5.
Warm up
(15 mins) Description in GAME BANK. S use “I have…” to
GAME: LONG SENTENCES
talk about body parts.
T point to each picture and ask “What animal is this?”  T ask about animal’s
features:
Lead in
- What colour is it?
(5 mins)
- What’s it got? – It’s got (colour) (long/ short/ small/ big) nose / eyes /
face / legs.
Listening Play the recording 2 times. S listen and match in the 1st time. In the 2nd time, T
Speaking Watch the dialogue and explain how to use intonation in real conversations.
(20 mins) S pick some animals FROM PP, describe and let others guess.
S do EXERCISE 3. T check and mark.
Ask S to draw their favourite animal then write about it in their notebook:
“My favourite animal is … It’s (colour). It’s got…
Writing (write 3 sentences with “It’s got…..”)
(30 mins)
T go around and check.
S come up to the front and talk about their favourite animal.
Workbook
(10 mins)
FAMILY AND FRIENDS 1 FLUENCY TIME 1!
LESSON OBJECTIVES:
- Students learn how to make introductions.
Review UNIT 1 + 2 +3 vocabs.

Warm up
(20 mins)
GAME: CATEGORIES Description in GAME BANK.
Lead in T tell S they are going to learn how to make introductions. Invite individual S to
(10 mins) introduce themselves.
Ask S:
- Where are the people? (in school playground)
- Who is the girl talking to?
Play the recording for children to listen and follow the dialogue in their Class
Books. Play the recording again, pausing if necessary, for children to say the
dialogue along with the recording.
Listening
(30 mins) Children practise the dialogue in pairs and act out for the class.
Play the recording for children to listen and tick the correct pictures.
Ask children to work in pairs to act out dialogues of their own.
Divide class into 2 groups, S take turn to introduce

ACTIVITY: PRACTICE
and the other group has to greet back.
Make a clothes cube. S follow T instructions to make on their own.

Project
(15 mins) Move around the class as children work, asking questions, e.g. What’s this? What
colour is this? Is your puppet a (boy)?
Workbook
(15 mins)
FAMILY AND FRIENDS 1 REVIEW 1.
LESSON OBJECTIVES: Students learn more about toys.

They can pronounce the sound /e/, /f/, /g/, /h/.
Review UNIT 1 + 2 + 3
Warm up GAME: WORDWALL LINK IN PP.
(20 mins)
Circle the odd- Ask S to do EXERCISE 1 on their own. T may ask S questions about things from
one-out the exercise:
(10 mins) - Why is it different? (S explain why they pick that odd one out)
Give S time to finish.

Match
(10 mins)
One S ask, the other answer. T correct if necessary.
Look and write

Give S time to finish. T check the answers as a class.
(10 mins)

Read and circle
(10 mins)
Encourage S to ask and answer in pairs.
Phonics
(5 mins)
Extra Exercises
Hand out GRAMMAR WORKSHEET – PAGE 20 + 21. T check and mark.
(15 mins)
Workbook
(10 mins)
UNIT 4: HE’S A HERO!

LESSON 1.
LESSON OBJECTIVES:
- Students learn about different jobs.
Warm up One S says a body part, the next S has to repeat that word
(15 mins) and says a new one, the third S has to repeat the first two
GAME: WORD CHAIN
words and continue.  Who can memorize as much as
possible win!
T hold flashcards and ask “Who is she / he?”, “Where does she / he work?”
 S response in full sentence “She / He is…” / “He / She works in…”  T give each
flashcard to each S. S with flashcard ask, other S answer. (Make sure everyone has
Vocabulary a turn to ask and answer.)
(15 mins)
ACTIVITY: Match the definition (USING PP)
T ask S to write down new vocabs in their notebook. (USING PP)
- Who can you see?
- Are there any toys? What are they?
- What are Tim and Billy doing?
- What does Grandma do?
- What happens in the kitchen?
T elicit new vocabs in the story to S (USING PP)

Dialogue
(55mins) Play the recording, S read along.
- Is Tim a pilot?
- Is Grandma a housewife?
- Who’s a hero?
T check S notebook.
Workbook
(10mins)
PAGE 30 S do exercises in their WB. T check and mark.
FAMILY AND FRIENDS 1 UNIT 4: HE’S A HERO!

LESSON 2.
LESSON OBJECTIVES:
- Make sentences with She’s… and He’s… and add the jobs.
- Be able to make yes / no questions and answer.
Review LESSON 1 vocabs.

Warm up
(15 mins) GAME: LONG SENTENCES Description in GAME BANK.
T explain the usage of “He / She is…” and the questions: “Is she / he…?” + how to
answer it.
Do this activity in pair, one student holds a flashcard,

the other S has to ask question with “Is she / Is
ACTIVITY: ASK & ANSWER he…?” to find out the job (students have 3 chances
to ask). After that, they have to tell the T with full
sentence: “She / He is…”
Grammar Ask S to do EXERCISE 3 in their Class Books. T check and mark.

(65 mins) Hand out Grammar Worksheet – PAGE 22 + 23. Give students time to finish.
T ask questions: “What does she / he do?” for S to answer.
Hand out Grammar Worksheet – PAGE 24 + 25. Give students time to finish.
T ask questions: “Is she / he…?” for S to answer.
GAME: WORDWALL LINK IN THE PP.
Ask S to write down five sentences including questions in their notebooks. T check
and mark.
Workbook
PAGE 31 S do exercises in their WORKBOOK. T check and mark.
(10 mins)

LESSON 3+4.
LESSON OBJECTIVES:
- Students learn more about jobs.
- They can pronounce the sound /m/, /n/, /o/, /p/.
Review LESSON 1 + 2
Warm up
(15 mins) GAME: CHARADE Description in GAME BANK.
T use flashcards to introduce new words. Get S to listen and repeat.

Vocabulary
Ask S to describe the words by their own words (correct if necessary).
(15 mins)
Ask S to write down new words in their notebooks. (USING PP)
to listen and sing.
Listen and sing
Ask “What’s your name?” – “How are you?”
(20mins)
Hand out Worksheet for S and give them time
ACTIVITY: JOBS DEFINITION
to finish
ACTIVITY to find the words start with the sound /m/, /n/, /o/, /p/ in 2
mins. The winner is the team got the most words.
Phonics EXERCISE 2 Listen to the recording and chant.

(30mins)
Write the question “What has the nurse got?”, explain the
meaning if necessary. Play the recording, S listen and join
EXERCISE 3
the letters. Then get the S to answer that question in full
sentence: “The nurse has got an orange.”
EXERCISE 4
sentences again.
Workbook
(10mins)

LESSON 5.
LESSON OBJECTIVES:
- Be able to finish the exercises.
Review LESSON 3+4.

Warm up
(15 mins) GAME: ARTICULATE Description in GAME BANK.
- How many people are there?
- What are they?
Lead in (5mins)
- How to describe them in one word?
Explain some words if necessary.
Give S sometime to read on their own then ask them to close their books and
ask questions related to the text.
- What is the girl’s name?
- What does her dad do?
Reading - What does her mum do?
(60mins) - What does her grandpa do?
- What does her brother do?
Ask S to write down the questions (IN PP) and answers in their notebook.
Check and give the right answer on the board.
Ask S to practice ask and answer “What does your dad / mum / brother / sister
do?”
Workbook
(10mins)

LESSON 6.
LESSON OBJECTIVES:
- Can ask and answer in full sentences
Review LESSON 5.
Warm up Put sentences in correct order of the text in lesson 5. (PRINT

(15 mins) OUT THE TEXT WORKSHEET).
ACTIVITY Get S work in groups. Give S 5 mins to put the sentences
together. When the time is up, T reveal the sentences 1 by 1 by
(USING PP)
T point to each picture and ask:
- Who are they?
Lead in (5mins)
- What do they do?
S answer and spell out the word. They can write the vocabs under the picture.
Listening Play the recording 2 times. S listen and number in the 1st time. In the 2nd time, T
(10mins) pause after each sentence and S repeat.
USE PP – Work in pair, one S ask and the other S answer.

Speaking
(30mins) Ask some S to perform their conversation.
S write down sentences about themselves and their families in their notebook.
T go around and check.
Ask S finish EXERCISE 3 in their Class Book. T check and mark.

Writing
(20mins)
GAME: FIND YOUR PARTNER Description in GAME BANK.
Workbook
(10mins)
UNIT 5: WHERE’S THE BALL?
LESSON 1.
LESSON OBJECTIVES:
- Students learn about preposition of places.
- Be able to make questions and answer.
Warm up GAME: SKITTLE PIN Description in GAME BANK.

(15 mins)
ACTIVITY: LISTEN TO THE SONG S to listen and watch the video. Ask them to list
(LINK IN PP) what they can see in the park.
T hold flashcards and ask “What is this?”

 S response in full sentence “It’s a…”  T give each flashcard to each S. S with
flashcard ask, other S answer. (Make sure everyone has a turn to ask and answer.)
Vocabulary
(15 mins)
GAME: CHARADE Description in GAME BANK.

- Who can you see?
- Where are they?
- What are they doing?

(55mins)
- Is Tim good at playing football?
- What are they finding?
T check S notebook.
Workbook
(10mins)
LESSON 2.
LESSON OBJECTIVES:
- Understand preposition of places (in; on; under).

Warm up
(15 mins) GAME: RUN AND FIND Description in GAME BANK.
T explain the usage of in; on; under. (including demonstration)

Explain the meaning of question: “Where’s…?” and how to use it.
Start from outside the class and play individually. T

place the flashcards inside the class. T ask one
GAME: WHERE IS IT?
students to find a flashcard then ask “Where’s…?”
then S have to answer in full sentence.
Grammar Ask S to do EXERCISE 3 in their Class Books. T check and mark.

(65 mins)
One S ask and the other answer.
One S ask and the other answer.
GAME: WORDWALL LINK IN THE PP. (One S ask, one S answer)
Ask S to write down questions and answer in their notebooks. T check and mark.
Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- Students learn more about things to play.
- They can pronounce the sound /q/, /r/, /s/, /t/, /u/
Review LESSON 1 + 2
Warm up
(15 mins) GAME: WORDWALL LINK IN PP.

Vocabulary
(15 mins)
to listen and sing.
Ask “What do you do at the park?”
Shuffle flashcards together. Take one of the cards

Listen and sing
out and put it face-down on the table. Put the
(20mins)
rest of the cards on the board. Explain to the
GAME: WHAT’S MISSING? class that one card is missing. The children have
to guess the missing item.
Take the cards down from the board, shuffle
and repeat.
ACTIVITY to find the words start with the sound /q/, /r/, /s/, /t/, /u/ in
2 mins. The winner is the team got the most words.

Phonics
(30mins)
Write the question “What has the queen got?”, explain the
EXERCISE 3
the letters. Then get the S to answer that question in full
sentence: “The queen has got a teddy.”

EXERCISE 4
sentences again.
Workbook
(10mins)
LESSON 5.
LESSON OBJECTIVES:
- Be able to finish the exercises.
Review LESSON 3+4.

Warm up
- Where are they?
Lead in (5mins)
- What toys can you see?
Give S sometime to read on their own then ask them to close their books and
ask questions related to the text.
- What is Toby’s toy?
Reading - What is Sara’s toy?
(60mins) - What is Pete’s toy?
- What is Anna’s toy?
Ask S to practice ask and answer “What is your favorite toy?”
Workbook
(10mins)
LESSON 6.
LESSON OBJECTIVES:
- Can ask and answer in full sentences
Review LESSON 5.
Warm up
(15 mins)

- How many boys and girls in the picture?
Lead in (5 mins) - Where are they?
- What are their toys?
LOOK AT THE PICTURE – Work in pair, one S ask and the other S answer.
Speaking
(30 mins) Ask some S to perform their conversation.
S write down sentences including questions and and answers they just
practiced in their notebook. T go around and check.

Writing
(20 mins)
GAME: CHARADE Description in GAME BANK.
Workbook
(10 mins)
UNIT 6: Billy’s teddy!
LESSON 1.
LESSON OBJECTIVES:
- Students learn about family members.
Warm up GAME: WORD CHAIN Description in GAME BANK.

(15 mins)
ACTIVITY: LISTEN TO THE SONG S to listen and watch the video. Ask them to list
(LINK IN PP) family members that they can see.
T hold flashcards and ask “Who is this?”

 S response in full sentence “This is my…”  T give each flashcard to each S. S
with flashcard ask, other S answer. (Make sure everyone has a turn to ask and
answer.)
Ask six children to come to the front to be different
Vocabulary family members. Give each of them a flashcard.
(15 mins) Do the chant again. When a child's family member
ACTIVITY: ROLE – PLAY
is mentioned, they put the card over their face with
one hand and wave the other hand in the air, as if to
introduce themselves to the class.

- Where are they?
- How many toys can you see? What are they?

(55mins)
- What are Rosy and Tim doing?
- Where do Grandma, Mom, and Bill go?
T check S notebook.
Workbook
(10mins)
UNIT 6: Billy’s teddy!
LESSON 2.
LESSON OBJECTIVES:
- To write sentences with 's to show possession

Warm up
(15 mins) GAME: FIND YOUR PARTNER Description in GAME BANK.
T explain the usage of possessive ‘s (including demonstration)

Put more gapped sentences on the board, this time replacing the names with
blanks.
Put flashcards in the gaps to elicit sentences with 's.
T use flashcards from UNIT 6 and UNIT 1.
Team UNIT 6: 6 students – Team UNIT 1: 10 students

Ask one child from each team to stand together and
ACTIVITY: MAKE show their flashcards to the class, e.g. one shows
SENTENCES WITH ‘S Mum
and the other shows a bag. The rest of the class have
to
make the sentence It's Mum's bag.
Grammar Repeat with the rest of the children in the teams.
(65 mins)
Ask S to do EXERCISE 3 in their Class Books. T check and mark.
Hand out Grammar Worksheet – PAGE 33 – EXERCISE 5. Give students time to

finish. Encourage S to read out the passage (correct pronunciation and intonation
if necessary)
Ask S to finish Grammar Worksheet – PAGE 33 – EXERCISE 6. Give students time
to finish.
T show the results of each exercise respectively. (USING PP)
Ask each S to take one of their things in their bags.

ACTIVITY: IN – CLASS Each S will make sentences with possessive ‘s by
PRACTICE looking at their classmates. (E.g: This is _____ ‘s bag /
pencil…)
Workbook
(10 mins)
UNIT 6: BILLY’S TEDDY!
LESSON 3+4.
LESSON OBJECTIVES:
- To identify more family words.
- To pronounce the sound /v/, /w/, /x/, /y/, /z/
Review LESSON 1 + 2
Warm up
(15 mins) GAME: CHINESE WHISPER Description in GAME BANK.
Use flashcards of mum, dad, grandma, and grandpa to help describe what
aunt, uncle, and cousin mean. (USING FAMILY TREE)
Vocabulary
(15 mins) Ask S to write down new words in their notebooks. (USING PP)
Give different children a flashcard of a family member and
ACTIVITY encourage them to say that person's name in their own
family, e.g. My sister's Helena.
to listen and sing.
Ask “How many members in your family?”
Listen and sing
Assign family'words to different children, i.e. some boys
(20mins)
are dads, grandpas, uncles, and brothers; some girls are
ACTIVITY mums, grandmas, aunts, and sisters.
Play the song again. Children stand up when they hear
their word.
ACTIVITY to find the words start with the sound /q/, /r/, /s/, /t/, /u/ in
2 mins. The winner is the team got the most words.
Phonics EXERCISE 2 Listen to the recording and chant.

(30mins)
Write the question “What is in the van?” explain the
EXERCISE 3
the letters. Then get the S to answer that question: “A
zebra.”

EXERCISE 4
sentences again.
Workbook
(10mins)
LESSON 5.
LESSON OBJECTIVES:
- Be able to read a text that describes pictures; find specific information
Review LESSON 3+4. (PP)

Warm up
(15 mins)
Lead in - What’s the weather like today?
(15 mins) - What is the girl name?
Give S sometime to read on their own then ask comprehension questions:

- Where's the family?
Reading - What's in the tree?
(50 mins) - Who throws a ball/hat?
- What does her brother do?
Workbook
(10mins)
LESSON 6.
LESSON OBJECTIVES:
- Identify pictures from their descriptions
- Identify question marks and sentences; write about your family's things
Review LESSON 5.
Warm up
(15 mins)

Lead in - What are there in the picture?
(5mins) - How many people are there in the picture?
Speaking
(30mins) Ask some S to perform their conversation.
S write down sentences including questions and and answers they just practiced
in their notebook. T go around and check.

Writing
(20mins)
GAME: SHUFFLE THE CARDS Description in GAME BANK.
Workbook
(10mins)
LESSON OBJECTIVES:
- To learn useful language for playing ouside.
Review UNIT 4+5+6 vocabs.
Play lively music, ideally the target unit’s song.

(LINK IN PP)
Hand the unit flashcards out to different children

around the class.
Warm up
(20 mins) They pass the cards to children next to them
GAME: MUSICAL CARDS around the class while the music is playing.
Stop the music suddenly. Ask the children who are

holding cards, What’s this? (or another appropriate
question) to elicit the words.
Play the music and continue in this way.
Tell the class they are going to learn some useful language for playing in the park.
Lead in
Ask children what words they know for talking about the park (seesaw, slide, net,
(10 mins)
swing, tree, pool, frisbee, ball, climbing frame).
Ask S:
- Where the people are?
- What can you see in the picture?
Listening dialogue along with the recording.
(35mins)
Children practise the dialogue in pairs and act out for the class.
Play the recording for children to listen and number the pictures.
Make a puppet. S follow T instructions to make their own puppet.

Project
(10mins) S go around and ask their classmates: What’s this?
ACTIVITY: ASK & ANSWER
What colour is this? Are you on the (slide)?
Workbook
(10 mins)
LESSON OBJECTIVES:
- To get used to different types of exercises.
- To review the previous lessons.
(20 mins)
Number the Give S time to finish.

picture
(10 mins) Ask S to describe each person using has got / hasn’t got.
Look and write

(5 mins)

Write (5 mins)
Ask S to practice in pairs using questions: “Is he / she a…?”
Look at the Give S time to finish. T check the answers as a class.

picture and write
(5 mins) Encourage S to ask and answer in pairs.
Phonics
(5 mins)
Extra Exercises
(15 mins)
Workbook
(15 mins)
UNIT 7: ARE THESE HIS TROUSERS?
LESSON 1.
LESSON OBJECTIVES:
- To identify different clothes.
- To understand a short story.
Warm up One S says a family member, the next S has to repeat that
(15 mins) word and says a new one, the third S has to repeat the
GAME: WORD CHAIN
first two words and continue.  Who can memorize as
much as possible win!
T hold flashcards and ask “What’s this? / What are these?” – Point to the…
 S response in full sentence “It’s a… / They’re…”  T give each flashcard to each
Vocabulary S. S with flashcard ask, other S answer. (Make sure everyone has a turn to ask and
(15 mins) answer.)

- Point to Mum and then Dad and ask Who’s this?
Ask children to name as many things in the picture as they can.

(55 mins)
- Which clothes are Rosy’s / Billy’s / Dad’s?
- Where does Mum put Rosy’s / Billy’s clothes?

T check S notebook.
Workbook
(10 mins)
LESSON 2.
LESSON OBJECTIVES:
- To make sentences with his and her.
- To ask and answer questions with his and her.

Warm up
(15 mins) GAME: LONG SENTENCES Description in GAME BANK.
T explain the usage of His and Her.
Hand out Grammar Worksheet – PAGE 38 + 39. Give

ACTIVITY: WORKSHEET students time to finish. Encourage S to answer out
loud.
T explain the questions: “Are these his / her…?” + how to answer it.

ACTIVITY: WORKSHEET students time to finish. Encourage S to answer out
Grammar
loud.
(65 mins)
GAME: WORDWALL LINK IN THE PP.
Write some gapped sentences on the board, e.g. This is ______ T-shirt. This is
________ dress. These are ______ socks.
Give the T-shirt flashcard to a boy. Elicit the sentence This is his T-shirt. Write the
missing word in the gap. Give the dress flashcard to a girl to elicit This is her dress.
Write in the missing word. Repeat with the other sentences.
Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- To identify more words for clothes.
- To recognize all the letters of the alphabet in their lower-case forms.
Review LESSON 1 + 2
Warm up

Vocabulary
(15 mins)
to listen and sing.
Listen and sing
Ask “What do you put on?”
(20 mins)
ACTIVITY: PICTIONARY Description in GAME BANK.
Write the alphabet on the board. T point to each letter and

ACTIVITY ask S to say the name of the animal, person, or object. S
call out the name of the letter it begins with, e.g. Nurse.
EXERCISE 1 Listen to the recording and sing.

Phonics Allow time for S to write the rest of the missing letters.
(30 mins) Check the activity by asking individuals to come to the front
EXERCISE 2
one at a time to draw a sock and write the missing letter in
it.
Point to some of the different people and things and ask
What’s this?
EXERCISE 3
Allow time for S to look at the pictures and write
the letters. Check answers with the class.
Workbook
(10 mins)
LESSON 5.
LESSON OBJECTIVES:
- Be able to read a text that describes pictures; find specific information
Review LESSON 3+4. (IN PP)

Warm up
(15 mins)
Ask S to look at the picture and ask questions about the picture. (PP)
Lead in - What is the boy’s name?
(15 mins) - Who is the woman? (Max’s mum)

- Where are Max and Mum?
Reading - Which clothes does Mum / Max like?
(50 mins) - What is Max’s favourite colour?
- Why does Max like orange?
Workbook
(10 mins)
LESSON 6.
LESSON OBJECTIVES:
- Ask and answer questions about colours
- Identify and write ’s in a sentence; match full and abbreviated forms with the contraction
’s; write about favourite clothes
Point to clothes t or the S are wearing. Ask What’s this? What colour is it? /
Warm up What are these? What colour are they?
(15 mins)

Lead in - What is this? / What are these?
(5 mins) - What color is this… / are these…?
Speaking (Encourage S to practice with their and their friends’ clothes)
(30 mins)

Writing
(20 mins)
GAME: LONG SENTENCES Description in GAME BANK.
Workbook
(10 mins)
UNIT 8: WHERE’S GRANDMA?
LESSON 1.
LESSON OBJECTIVES:
- To identify different places in a home.

Warm up
T hold flashcards and ask “What’s this? / What’s this room?”  S response in full
sentence “It’s a…”  T give each flashcard to each S. S with flashcard ask, other S
Vocabulary
answer. (Make sure everyone has a turn to ask and answer.)
(15 mins)

- Who’s this?
- What’s happening?
- What room are they in?

Dialogue
(55 mins) Play the recording, S read along.
- What has Rosy got?
- Is Grandma in the kitchen?
- Where’s Rosy’s family?
T check S notebook.
Workbook
(10 mins)
LESSON 2.
LESSON OBJECTIVES:
- To ask and answer questions about where people are.
- To write Is and Are at the beginning of questions.

Warm up
T explain the usage of Where’s…?
Hand out Grammar Worksheet – PAGE 40. Give

ACTIVITY: WORKSHEET students time to finish. One S ask and one S answer.
T correct if necessary.
T explain the questions: “Is she…?” “Are they…? + how to answer it.
Grammar
(65 mins) Hand out Grammar Worksheet – PAGE 41 + 42. Give
Prapre UNIT 6 flashcards. Stick on the board one flashcard in UNIT 6 and one
flashcard in UNIT 8. Ask S to take turn to ask and answer.
Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- To identify more words for homes
- To differentiate between the sounds /ʃ/, /s/, /h/
Review LESSON 1 + 2
Warm up One S go to the board and draw a picture

(15 mins) to describe the word that T whisper.
GAME: WHAT’S THE PICTURE?
Others have to guess. Who guess correctly
will be the one to draw next.

Vocabulary
(25 mins) Hand out Grammar Worksheet – PAGE 43. Give
ACTIVITY: WORKSHEET students time to finish. One S ask and one S
answer. T correct if necessary.
(10 mins) Play the song for children to point to the pictures when they hear the five new
words.
Ask S to find words that has the sound /ʃ/, /s/, /h/. 
ACTIVITY
Explain new words if necessary.
Ask children to look at the picture. Tell them that this girl
EXERCISE 2 is called Shirley. Ask what she’s got (a fish and a sheep). Ask
Phonics what clothes are red (her shoes).
(30 mins) Allow time for S to finish the exercise. Check answers by
EXERCISE 3
reading the text together.
Point to the first picture. Ask What’s this? to elicit a sheep.
Ask What’s the sound? to elicit /ʃ/. Show children how the
EXERCISE 4 /ʃ/ sound is circled.
Check answers by writing the words on the board. Ask
individual S to come to the front to circle the letters.
Workbook
(10 mins)
LESSON 5.
LESSON OBJECTIVES:
- Read and understand a description of a flat; find specific information in a text
Review LESSON 3+4.  Ask individual children to name the rooms in their
house / flat. Encourage them to tell you something about them, e.g. My
Warm up bedroom is pink.
(15 mins)
Ask S to look at the picture and ask questions about the picture. (PP)
- Where does Andy live – in a house or in a flat?
Lead in - How many rooms are there?
(15 mins) - How many members in Andy’s family?
Explain some words if necessary. (balcony)

- Is the dining room big?
Reading - Is the big bedroom for Andy?
(50 mins) - Has the flat got a balcony?
- What can you see from the balcony?
Workbook
(10mins)
LESSON 6.
LESSON OBJECTIVES:
- Number items in the correct order
- Ask and answer questions beginning with Where’s ...
- Identify vowels within words

Warm up
(15 mins) Handout WORSHEET for S. T ask S to listen to the audio from LESSON 5 twice. T
reveal the answer with the class. (USING PP)

Lead in - What is this?
(5 mins) - Where is this room? (upstairs or downstairs)
- What color is this room?
Speaking (Encourage S to practice with their and their friends’ clothes)
(20 mins)

Writing
(25 mins) Ask each S to write down 5 sentences using vocabs from UNIT 8 and underline
the vowels in each sentence. T check and mark.
Workbook
(10 mins)
UNIT 9: LUNCHTIME!
LESSON 1.
LESSON OBJECTIVES:
- To identify different foods in a lunch box.

Warm up
(15 mins) GAME: ARTICULATE Description in GAME BANK.
T hold flashcards and ask “What’s this?”  S response in full sentence “It’s a…” 
T give each flashcard to each S. S with flashcard ask, other S answer. (Make sure
Vocabulary
everyone has a turn to ask and answer.)
(15 mins)
- Where are they?
- Who are they?
- What’s happening in the story?

(55 mins)
- What time is it?
- Has Rosy got her lunch box?
- Who helps Rosy?
- Is there enough for Rosy?
T check S notebook.
Workbook
(10 mins)
UNIT 9: LUNCHTIME!
LESSON 2.
LESSON OBJECTIVES:
- To make sentences with ’ve got / haven’t got

Warm up
(15 mins) GAME: WORDWALL LINK IN PP.
T explain the usage of have got and haven’t got.

Grammar T use the Grammar Worksheet to instruct S how to make question with “Have you
(65 mins) got…?” and how to answer it.

Workbook
(10 mins)
UNIT 9: LUNCHTIME!
LESSON 3+4.
LESSON OBJECTIVES:
- To identify more types of food
- To differentiate between the sounds /ʧ/, /k/, /h/
Review LESSON 1 + 2
Warm up Assign each S a word. Give instructions, e.g. Lunch box,
(15 mins) GAME: DO IT! jumps! Sandwich, stamp your feet!
S who have that word assigned to them do the action.

Vocabulary
(15 mins) Ask S to write down new words in their notebooks. (USING PP)
Point to the different types of food in the pictures one at a time and ask S
What’s this? / What are these?
Listen and sing Play the recording, S sing along. Divide the class into boy group and girl group
(20 mins) to listen and sing.
Play the song for children to sing and do the actions. (PP)
Ask S to find words that has the sound /ʧ/, /k/, /h/ 
ACTIVITY
Ask Who’s this? to elicit a teacher, and What’s she got? to
EXERCISE 2 elicit a chick. Ask Where is she? (mime sitting) to elicit on a
chair.
Phonics
EXERCISE 3
Ask What’s this? to elicit a chair. Ask What’s the sound? to

elicit /ʧ/. Show children how the /ʧ/ sound is circled.
EXERCISE 4 Ask children to look at the rest of pictures and circle the
sounds that the words begin with. Check answer with the
class.
Workbook
(10 mins)
UNIT 9: LUNCHTIME!
LESSON 5.
LESSON OBJECTIVES:
- Read and understand descriptions of lunch boxes; match lunch boxes with their
descriptions.
Review LESSON 3+4.

Warm up
(15 mins) T hold a flashcard and say a word. If the word and the
GAME: JUMP
flashcard are the same, S jump. If not, S stay still.
Talk about lunch boxes. Ask:

- Have you got a lunch box?
Lead in Count how many children say yes. Ask:
(15 mins) - What colour is your lunch box? What have you got in it today?

- Has he got an orange?
- Has she got a banana?
Reading - Has he got two sandwiches?
(50 mins)
Draw 3 lunch boxes on the board and label A, B, and C in order. T describe each
lunch box and ask S to guess. Give S time to practice in pairs.
Workbook
(10mins)
UNIT 9: LUNCHTIME!
LESSON 6.
LESSON OBJECTIVES:
- Identify items as they are heard
- Ask and answer questions about lunch boxes
- Complete sentences with a or an; write about lunch boxes
Warm up Stick the flashcards on the board. Give the class

(15 mins) a few seconds to look at them. Ask S to turn
GAME: WHAT’S MISSING?
around. Remove a card. Ask What’s missing?
and let S guess.

Lead in
- What is this?
(5 mins)
- Do you like…?
(Encourage S to practice with their and their friends’ clothes)
Speaking Ask some S to perform their conversation.

(20 mins)
OPTIONAL ACTIVITY – S work in groups. Give each S a piece of paper. On the left
they write the names of the others in the group. They draw columns (depend on
how many members in one group) next to the names. At the top of each, they
draw (or write) a different food. S then take turns to say what they have got in
their lunch boxes. The other S put a tick in the right place.

Writing
(25 mins)
Extra exercise IN PP.
Workbook
(10 mins)
LESSON OBJECTIVES:
- To learn useful language for playing ouside.

Warm up
(20 mins)
GAME: BINGO Description in GAME BANK.
Tell children they are going to learn some useful language for getting dressed. Ask
Lead in
what words they know for clothes (dress, socks, T-shirt, trousers, shorts, shoes,
(10 mins)
coat, hat, cardigan, tracksuit).
Ask S:
- where are the people? (at home / in a bedroom)
- who is the girl talking to in each picture (her mum in picture 1
- and her teacher in picture 2).
Listening Books. Play the recording again, pausing if necessary, for children to say the
(35mins) dialogue along with the recording.

Project One S a sentence, e.g. I’m hot / I’m cold / It’s very
(10mins) sunny / It’s raining.
ACTIVITY: ASK & ANSWER
One S will tell what to do, e.g. Put on your (shorts) /
Put on your (coat) / Put on your (hat).
Workbook
(10 mins)
LESSON OBJECTIVES:
(20 mins)
Give S time to finish. One S ask, one S answer.

Write
(10 mins)
Ask S “Are they in…?” / “Is he/she in…?”
Look and write

(5 mins)

Write (5 mins)
Ask S to practice in pairs using questions: “Is this his / her…?”
Write the letters

(5 mins)
Phonics
(5 mins)
Extra Exercises
(15 mins)
Workbook
(15 mins)
UNIT 10: A NEW FRIEND!
LESSON 1.
LESSON OBJECTIVES:
- To identify adjectives for describing hair.

Warm up
(15 mins)
GAME: LONG SENTENCES Description in GAME BANK.
T hold flashcards and ask “Long or short hair? Blond or brown hair? Curly or
straight hair?”  S response in full sentence  T give each flashcard to each S. S
Vocabulary with flashcard ask, other S answer. (Make sure everyone has a turn to ask and
(15 mins) answer.)
- Where are they?
- Who are they?
- What’s happening in the story?
T elicit new vocabs in the story to S if there are any.

(55 mins)
- Who’s Rosy’s new friend?
- What’s Alice got?
- Are the new friends cousins?
T check S notebook.
Workbook
(10 mins)
LESSON 2.
LESSON OBJECTIVES:
- To make sentences with has / hasn’t got to describe appearance

Warm up
T explain the usage of has got / hasn’t got. (differentiate from have / haven’t got)

Grammar Call one S to describe about their friends and let others guess using has got and
(65 mins) hasn’t got.

Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- To identify shapes.
- To differentiate between the sounds /θ/, /t/, /h/
Review LESSON 1 + 2
Warm up
(15 mins) GAME: WORD CHAIN Description in GAME BANK.

Vocabulary
(15 mins)
Point to the shapes in the pictures one at a time and ask children What’s this?
Ask S to find words that has the sound /θ/, /t/, /h/ 
ACTIVITY
Ask where Theo is (in the bath).
EXERCISE 2
Play the recording for S to listen to the chant.
Phonics
Allow time for S to finish the exercise. Check answers by
(30 mins) EXERCISE 3
Ask What’s this? to elicit Theo. Ask What’s the sound? to

elicit /θ/. Show S how the th sound is circled.
EXERCISE 4
Ask S to look at the rest of pictures and circle the sounds that
the words begin with. Check answer with the class.
Workbook
(10 mins)
LESSON 5.
LESSON OBJECTIVES:
- Read and understand a descriptive letter; match children to their descriptions
Review LESSON 3+4.

Warm up
(15 mins)
GAME: ARTICULATE Description in GAME BANK.
Talk about lunch boxes. Ask:

- Do you write letters?
- Who do you write to?
Lead in
- What do you write about?
(15 mins)
- Do you prefer letters or emails?
Explain some words if necessary. (roundabout; quite)

- Who is the letter to / from?
Reading - Who is Katie's best friend?
(50 mins) - Is Charlie short?
- Where is Katie in the photo?
Workbook
(10 mins)
LESSON 6.
LESSON OBJECTIVES:
- Ask and answer questions about appearance
- Match full and abbreviated forms with the contractions ’ve and ’s; write sentences with
’ve and ’s; write about friends (Workbook)

Warm up
(15 mins)
Lead in
Ask S to look at the picture and describe each of them.
(5 mins)
LOOK AT THE PICTURE – Work in pair, one S describe and the other S answer.
Speaking
OPTIONAL ACTIVITY – S work in groups. Give each S a piece of paper. S draw a

girl or a boy based on their imagination. Encourage them to describe their
character in front of the class.

Writing
(25 mins)
Handout Extra Exercise for S to do. T check the answer with the class.
Workbook
(10 mins)
UNIT 11: I LIKE MONKEY!
LESSON 1.
LESSON OBJECTIVES:
- To identify zoo animals
- To understand a short story

Warm up
Talk about zoos. Ask:
(10 mins)
- Do you like zoos?
- What animals can you see at the zoo?
T hold flashcards and ask “What’s this?”  S response in full sentence “It’s
a/an…”  T give each flashcard to each S. S with flashcard ask, other S answer.
Vocabulary
(20 mins)
- Who can you see?
- What animals can you see?

(55 mins)
- Where is Rosy and her family?
- Does Billy like elephants? Why? / Why not?
- What does Billy like? Why?
T check S notebook.
Workbook
(10 mins)
LESSON 2.
LESSON OBJECTIVES:
- To make sentences with like and don’t like

Warm up
(15 mins) GAME: RUN AND SLAP Description in GAME BANK.
T explain the usage of like / don’t like. Ask S to make sentences.

Grammar T explain the word adjectives and how to use it.

(65 mins)

Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- To identify more zoo animals
- To To identify the letter a in the middle of words and associate it with the sound /æ/
Review LESSON 1 + 2
Warm up T point to one animal in the book and ask one S to
(15 mins) GAME: GUESS! describe it, other S guess.  Take turn to describe
until run out of animals.

Vocabulary
(15 mins)
Point to the animals one at a time and ask What are these?
T introduce to CVC words.
Ask S to write any words that contain the vowel a.  Explain

ACTIVITY
new words if necessary.
Ask questions about the picture to establish what children
EXERCISE 2
can see. Play the recording for children to listen to the chant.
Phonics
EXERCISE 3
Write t h a on the board. Ask a child to come to the front

to write the correct word (hat).
EXERCISE 4
S complete the questions individually. Check answers with
the class.
Workbook
(10 mins)
LESSON 5.
LESSON OBJECTIVES:
- read and understand a poem; read for specific information
Review LESSON 3+4.

Warm up
(15 mins)
GAME: CHINESE WHISPER Description in GAME BANK.
Ask children to look at the picture and tell you what they can see. Ask:
- What colour is the (zebra)?
Lead in
- What’s the (giraffe) doing?
(15 mins)
Explain some words if necessary. (PP)

- What animal is it?
- Where is the giraffe?
Reading - What does the giraffe look like?
(50 mins) - What can it see?
- What does it eat?
- How does it get its food?
Workbook
(10 mins)
LESSON 6.
LESSON OBJECTIVES:
- Listen for specific details
- Describe animals
- Identify and write adjectives in sentences; write about animals you like (Workbook)

Warm up
Handout Worksheet for S to listen and fill in the
(15 mins)
ACTIVITY: WORKSHEET blanks; using the audio from LESSON 5. T check
answer as a class.
Ask different children:

Lead in - What’s this?
(5 mins) - Do you like lions / tigers / snakes?
Encourage children to give reasons why they do or don’t like the animal.
Speaking
OPTIONAL ACTIVITY – S work in pairs. Give each S a piece of paper. S draw an

animal. Each S take turn to describe their animal and the other S try to guess.
T explain what adjective is and how to use it in a sentence.
Writing
(25 mins)
EXTRA EXERCISE IN PP. T check the answer with the class.
Workbook
(10 mins)
UNIT 12: DINNERTIME!
LESSON 1.
LESSON OBJECTIVES:
- To identify more types of food

Warm up
Ask:
(10 mins)
- What other food words do you know?
 Make a list on the board.
T hold flashcards and ask “What’s this?”  S response in full sentence “It’s…”  T
give each flashcard to each S. S with flashcard ask, other S answer. (Make sure
Vocabulary
(20 mins)
- Where are the family?

(55 mins)
- Does Billy like carrots?
- Does Billy like yogurt?
- Does Billy eat his carrots?
- Where does the yogurt go?
T check S notebook.
Workbook
(10 mins)
LESSON 2.
LESSON OBJECTIVES:
- To ask and answer the question Do you like ... ?

Warm up Description in GAME BANK. (One S say a food word,
(15 mins) GAME: WORD CHAIN other S repeat and say a new one. Continue until
there is one S left  winner)
T remind S of the usage of like / don’t like, now instruct them to make questions
with Do you like…? (T say that this is a yes/no question)

Grammar
(65 mins) T explain the wh – question What do you like? and how to answer it.

Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- To identify drinks
- To identify the letter e in the middle of words and associate it with the sound /e/
Review LESSON 1 + 2
Warm up
(15 mins) GAME: BINGO Description in GAME BANK.

Vocabulary
(15 mins)
Point to the different types of food and drink in the pictures one at a time and
ask children What’s this? / What are these?
Ask S to write any words that contain vowel e.  Explain

ACTIVITY
some words if necessary.
Ask questions about the picture to establish what S can see.
EXERCISE 2
Phonics
EXERCISE 3
Make sure S are correctly producing and differentiating the

/e/ and the /æ/ sounds.
EXERCISE 4
S draw lines to match the other rhyming words.
Check answers with the class.
Workbook
(10 mins)
LESSON 5.
LESSON OBJECTIVES:
- Read and understand a menu; find specific details in a text
Review LESSON 3+4.

Warm up
(15 mins)
GAME: CATEGORIES Description in GAME BANK.
Talk about cafés. Ask:

- Do you go to cafés?
Lead in
- What kind of food can you eat in a café?
(15 mins)
Explain some words if necessary. (PP)

- Does Emma like ice cream / fish?
Reading - Does Sally like apple juice?
(50 mins) - Who likes bananas – Emma or Sally?
Workbook
(10 mins)
LESSON 6.
LESSON OBJECTIVES:
- Listen for specific details
- Ask and answer questions about food likes and dislikes
- Match full and abbreviated forms of the negative contraction n’t

Warm up
(15 mins)
ACTIVITY: PLAY THE CARD RIGHT Description in GAME BANK.
S to look at the picture and T ask:

Lead in
- Who are they?
(5 mins)
- What are they doing?
Speaking
OPTIONAL ACTIVITY – S work in groups of three or four. Give each S a piece of

paper. S draw a table. They write some food words that they know and ask their
friends if they like it or not.
T explain abbreviated forms of the negative contraction.
Writing Ask S finish EXERCISE 3 in their Class Book. T check and mark.
(25 mins)
OPTIONAL ACTIVITY – S do this exercise individually. T ask S to write about
food that they like and don’t like including reasons. Encourage some of them to
read out loud in front of class.
Workbook
(10 mins)
LESSON OBJECTIVES:
- To learn some useful language for at the dinner table

Warm up
(20 mins)
GAME: YES / NO STATION Description in GAME BANK.
Tell the class they are going to learn some useful language for at the dinner table.
Lead in
Ask children what they usually have for dinner. Ask them what other food words
(10 mins)
they know.
Ask S:
- Where are they? (at home / at the dinner table)
- What food items can you see in the pictures?
Listening Books. Play the recording again, pausing if necessary, for children to say the
(25 mins) dialogue along with the recording.

Project
Assume that the whole class is a restaurant, some S are
(20 mins)
ACTIVITY: ROLE – PLAY customers, some S are staff. Ask them to perform a
conversation using sentences they just learnt.
Workbook
(10 mins)
LESSON OBJECTIVES:
(20 mins)
Give S time to finish. One S ask, one S answer.

Write
(10 mins)
Ask S “What has it got?”
Look and write

(5 mins)

Read and circle (5
mins)
Ask S to practice in pairs using questions: “What do you like?”
Phonics
(5 mins)
Extra Exercises
(20 mins)
Workbook
(15 mins)
UNIT 13: TIDY UP!
LESSON 1.
LESSON OBJECTIVES:
- To identify bedroom objects

Warm up
Talk about your bedroom:
(10 mins)
- What’s in your bedroom?
- Is it tidy or messy?
T hold flashcards and ask “What’s this?”  S response in full sentence “It’s
a/an…”  T give each flashcard to each S. S with flashcard ask, other S answer.
Vocabulary
(20 mins)
- Where are Rosy and Grandma?
- Where’s Billy?
- What rooms can you see?
T elicit new vocabs in the story to S if there are any. (PP)

(55 mins)
- Does Billy like carrots?
- Does Billy like yogurt?
- Does Billy eat his carrots?
- Where does the yogurt go?
T check S notebook.
Workbook
(10 mins)
UNIT 13: TIDY UP!
LESSON 2.
LESSON OBJECTIVES:
- To make sentences with There’s and There are

Warm up
(15 mins) GAME: WHERE IT IS Description in GAME BANK.
T explain the usage of There is and There are (explain to them the words
“Singular” and “Plural”)

Grammar
(65 mins) T explain the yes / no question Is there…? and how to answer it.

Workbook
(10 mins)
UNIT 13: TIDY UP!
LESSON 3+4.
LESSON OBJECTIVES:
- To identify numbers eleven to twenty
- To identify the letter i in the middle of words and associate it with the sound /ɪ/
Review LESSON 1 + 2
Warm up
Revise numbers one to ten. Ask ten children to come to the front of the class.
Vocabulary
(15 mins)
Ask S to look at the pictures. Ask How many bears? (twelve).
GAME: FORWARD BACKWARD Description in GAME BANK.
Ask S to write any words that contain vowel i.  Explain

ACTIVITY
EXERCISE 2
Phonics Allow time for S to finish the exercise. Check answers by
EXERCISE 3
(30 mins) reading the text together.
Ask What is in the bin?
Play the recording for S to listen and join the letters to find
EXERCISE 4 out what is in the bin.
Ask again: What is in the bin? (the tin)
Workbook
(10 mins)
UNIT 13: TIDY UP!
LESSON 5.
LESSON OBJECTIVES:
- Read and understand a letter to a magazine; read for specific details
Review LESSON 3+4.

Warm up
(15 mins)
GAME: WHAT’S MISSING? Description in GAME BANK.
S look at the pictures. Ask:

- What is the boy’s name?
- What does he like?
Lead in
- How many footballs are there on the rug / blanket / pillow / in the
(15 mins)
box?

- What’s the room in the picture?
- How many books are on Jamie’s shelf?
Reading - What are Jamie’s favourite clothes?
(50 mins) - What’s in the toy box?
- How old is Jamie?
Workbook
(10 mins)
UNIT 13: TIDY UP!
LESSON 6.
LESSON OBJECTIVES:
- Identify different rooms from their descriptions
- Ask and answer questions about where things are
- Differentiate between sentences and questions; write full stops and question marks; write
about your bedroom (Workbook)

Warm up
(15 mins)
ACTIVITY: SHUFFLE THE CARDS Description in GAME BANK.
Lead in
Ask S to describe each picture.
(5 mins)
Ask S:
- Where’s the teddy? (It’s on the bed.)
- Where are the toys? (They’re in the toy box.)
Speaking
(20 mins) LOOK AT THE PICTURE – Work in pair, one S ask and the other S answer.
OPTIONAL ACTIVITY – S work individually. Each S draw their own bedroom in a

piece of paper. Encourage S to perform in front of class.
T explain the usage of full stop and question mark.
Writing Ask S finish EXERCISE 3 in their Class Book. T check and mark.
(25 mins)
OPTIONAL ACTIVITY – S do this exercise individually. T ask S to make 5
questions and sentences in their notebook. Encourage S to read with intonation.
Workbook
(10 mins)
UNIT 14: ACTION BOY CAN RUN!
LESSON 1.
LESSON OBJECTIVES:
- To identify action verbs

Warm up
Tell s that this lesson’s story is about things people can or can’t do. Talk about
(10 mins)
abilities. Ask
- Can you swim / climb / run quickly?
Vocabulary
(20 mins)
- What has Billy got?
- What things can you see in the story?
- Who’s in the living room?
- Where’s Tim / Rosy?
- What’s he / she doing?
T elicit new vocabs in the story to S if there are any. (clever)

Dialogue
(55 mins) Play the recording, S read along.

- Can Action Boy run / fly / walk / talk?
T check S notebook.
Workbook
(10 mins)
LESSON 2.
LESSON OBJECTIVES:
- To make sentences with can and can’t
- To ask and answer questions about what people can do

Warm up
T explain the usage of can and can’t.
Hand out Grammar Worksheet – PAGE 68 + 69 + 70.

ACTIVITY: WORKSHEET Give students time to finish. One S ask and one S
answer. T correct if necessary.
Grammar
(65 mins) T explain the yes / no question Can you/he/she/it…? and how to answer it.

Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- To identify more verbs
- To identify the letter o in the middle of words and associate it with the sound /ɒ/
Review LESSON 1 + 2
Warm up
(15 mins) GAME: YES / NO STATION Description in GAME BANK.
Ask S to do the action with new words.

Vocabulary
(15 mins)
(20 mins)
Repeat with different S using new words. S say f-o-x and l-o-g. Ask S What’s the
vowel? to elicit o.
Ask S to write any words that contain vowel o.  Explain
ACTIVITY
EXERCISE 2
Phonics
EXERCISE 3
Point to each one for S to say the word. Make sure they are
correctly producing and differentiating the /ɒ/ and the /ɪ/
sounds.
EXERCISE 4
Ask S to draw lines to match the rhyming words.
Check answers with the class.
Workbook
(10 mins)
LESSON 5.
LESSON OBJECTIVES:
- Read and understand a text about animals; read for specific details
Review LESSON 3+4.

Warm up
(15 mins)
Ask:
- Do you like tigers / parrots?
Lead in
Encourage S to give reasons for their answers.
(15 mins)
Explain some words if necessary. (stripes)
Ask S:
- What colour is the tiger / parrot?
- Which animal has got stripes? (the tiger).
Reading Give S sometime to read on their own then ask comprehension questions:
(50 mins) - Can the tiger climb trees?
- Can the parrot sing / write?
- Does it like meat / fruit and nuts?
Workbook
(10 mins)
LESSON 6.
LESSON OBJECTIVES:
- Ask and answer questions about different animals
- Writing: match and write full and abbreviated forms of can’t; write about what you can do

Warm up
(15 mins)
ACTIVITY: BINGO Description in GAME BANK.
Lead in Ask S to name as many animals as they can. If necessary, help them by saying
(5 mins) I’m thinking of an animal. It lives in a zoo. It’s brown / white / little / big, etc.
Speaking
T explain the usage of contractions.
Writing Ask S what letter is missing in n’t (o) and fill in the answer at the bottom of the
(25 mins) page.
Ask S finish EXERCISE 3 in their Class Book. T check answer with the class.
Workbook
(10 mins)
UNIT 15: LET’S PLAY BALL!
LESSON 1.
LESSON OBJECTIVES:
- To identify things from the beach
Ask:
Warm up
- Do you ever go to the beach with your family?
(10 mins)
- What do you do there?
- What can you see?
- Do you like the beach?
Vocabulary
(20 mins)
- Where are the family?
- Who can you see?
- What is Billy playing with?
- What do the family make together?
T elicit new vocabs in the story to S if there are any. (clever)

(55 mins)
- What does Tim want to do?
- What does Billy want to do?
- What happens to the sandcastle?
- What do the family do next?
T check S notebook.
Workbook
(10 mins)
LESSON 2.
LESSON OBJECTIVES:
- To make suggestions with Let’s ...
- To respond positively to suggestions

Warm up
T show one S a word from the flashcards, S have
(15 mins)
GAME: WHAT’S THE PICTURE? to draw it on the board for the others to guess.
Continue until run out of flashcards.
T explain the usage of Let’s…

Grammar
(65 mins) T explain the Imperatives.

Workbook
(10 mins)
LESSON 3+4.
LESSON OBJECTIVES:
- To recognize more beach words
- To identify the letter u in the middle of words and associate it with the sound /ʌ/
Review LESSON 1 + 2
Warm up
(15 mins) GAME: WHERE IS IT Description in GAME BANK.
T explain new words.

Vocabulary
(15 mins)
(20 mins)
Repeat with different S using new words. S say j-u-g and s-u-m. Ask S What’s
the vowel? to elicit u.
Ask S to write any words that contain vowel u.  Explain

ACTIVITY

EXERCISE 2
Phonics Play the recording for S to listen to the chant.
(30 mins)
Allow time for S to finish the exercise. Check answers by
EXERCISE 3
Elicit the four images in the activity (dog, bin, box, rug). Ask
Where is the dog?
EXERCISE 4 Play the recording for S to listen and join the letters to find
out where the dog is.
Ask again: Where is the dog? (on the rug).
Workbook
(10 mins)
LESSON 5.
LESSON OBJECTIVES:
- Read and understand a poster; read for specific details
Review LESSON 3+4.

Warm up
(15 mins) Ask S to imagine that they are going to the beach. Ask:
- What will you play with / eat / drink / do / wear?
Ask S to look at the page:

- What is the text? (a postcard)
Lead in - Who wrote it? (Robbie)
(15 mins) - What is the postcard about? (a holiday at the beach)
Ask S:
- What can you do at the beach?

Reading
- What has Robbie got?
(50 mins)
- What can he do at the beach?
- Is the sea clean?
- Has his hotel room got a balcony?
Workbook
(10 mins)
LESSON 6.
LESSON OBJECTIVES:
- Make and respond to suggestions
- Identify and write verbs in sentences; write about the beach

Warm up
(15 mins) Description in GAME BANK. (When T say the
ACTIVITY: SIMON SAYS
verb, S do the action.)
Lead in Encourage S to describe the beach in as much detail as they can. Ask What can
(5 mins) you do at the beach?
Speaking
T explain the meaning and the usage of verbs.
Writing EXTRA EXERCISE IN PP.

(25 mins)
Ask S finish EXERCISE 3 in their Class Book. T check answer with the class.
Workbook
(10 mins)
LESSON OBJECTIVES:
- Learn some useful language for finding things
Review UNIT 13 + 14 + 15 vocabs.

Warm up
(20 mins)
GAME: CLAP IF RIGHT! Description in GAME BANK.
Tell the class they are going to learn some useful language for finding things. Ask if
Lead in they have tidy bedrooms or messy bedrooms. Ask what words they can remember
(10 mins) for talking about their bedrooms (rug, shelf, bed, cupboard, pillow, blanket, desk,
chair).
Ask S:
- Where are the people? (in the girl’s bedroom)
- What is the girl looking for? (her pencil case)
dialogue along with the recording.
Listening
(25 mins) Children practise the dialogue in pairs and act out for the class.
Play the recording for children to listen and tick the correct pictures.
GAME: WHERE IT IS Description in GAME BANK.

Project
(20 mins) Move around the class as S work, asking questions, e.g. What’s this? What colour
is this? Is there a (shelf ) in your bedroom? What’s on the (bed)?
Workbook
(10 mins)
LESSON OBJECTIVES:

(20 mins)
Give S time to finish.

Write T or F
(10 mins)
Ask S to correct the false sentences.
Look and write

(5 mins)
Look and write

(5 mins)
Match (5 mins) Give S time to finish. T check the answers as a class.
Phonics
(10 mins)
Extra Exercises
(15 mins)
Workbook
(10 mins)

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UNIT STARTER: HELLO!

FAMILY AND FRIENDS 1

T elicit new vocabs to S (USING PP)

T ask S to write down new vocabs in their notebook.

FAMILY AND FRIENDS 1 UNIT 1: WHAT’S THIS?

T ask some students using previous structures.

GAME: FORWARD BACKWARD Discription in GAME BANK.

T elicit new vocabs to S (USING PP).

FAMILY AND FRIENDS 1 UNIT 1: WHAT’S THIS?

- T ask some students using previous structures.

GAME: PLAY THE CARDS RIGHT Description in GAME BANK.

FAMILY AND FRIENDS 1 UNIT 1: WHAT’S THIS?

GAME: PASS THE BALL WITH MUSIC Description in GAME BANK.

Use flashcards to introduce new words. Get S to listen and repeat.

T introduce to Alphabet sound.

EXERCISE 2 Listen to the recording and chant.

UNIT 1: WHAT’S THIS?

Ask random questions:

Ask some S to read out loud, T fix their pronunciation.

UNIT 1: WHAT’S THIS?

T ask some questions about their speaking (colour/ quantity).

Ask S to make sentences using structures they have learnt.

Review unit 1 vocabs.

Ask S to make sentences with new vocabs in their

T check their NOTEBOOK.

FAMILY AND FRIENDS 1 UNIT 2: PLAYTIME!

Review UNIT 1 vocabs.

Get S work in pair to ask and answer exercise 7. Call some S

T check their NOTEBOOK.

Review LESSON 1+2.

Use flashcards to introduce new words. Get S to listen and repeat.

GAME: FORWARD AND BACKWARD Description in GAME BANK.

T introduce to Alphabet sound.

EXERCISE 2 Listen to the recording and chant.

Review LESSON 3+4.

Ask S to listen and read.

Ask some S to read out loud, T fix their pronunciation.

Do EXERCISE 3. T check and mark.

FAMILY AND FRIENDS 1 UNIT 2: PLAYTIME!

USING PP (make a table with 3 columns: names, toy, colour). S need to go

S do EXERCISE 3. T check and mark.

UNIT 3: THIS IS MY NOSE!

Review UNIT 2 vocabs.

T elicit new vocabs to S (USING PP)

T ask S to write down new vocabs in their notebook.

T explain any new words if necessary.

Dialogue Play the recording, S read along.

Review UNIT 2 vocabs.

T start with the first S with “I have 1 nose on my

Ask S to do EXERICSE 3 and 4 in their CLASS BOOK. T check and mark.

FAMILY AND FRIENDS 1 UNIT 3: THIS IS MY NOSE!

Review LESSON 1+2.

Use flashcards to introduce new words. Get S to listen and repeat.

GAME: FIND MY PARTNER Description in GAME BANK.

T introduce to Alphabet sound.

EXERCISE 2 Listen to the recording and chant.

Ask S read and circle the sound. Get 1 or 2 S to read the