Lớp 2 từ tuần 1 - 9

Exercise 2: Students order the words to  Play Snap with the jobs flashcards correct sentence for each flashcard do the exercise Check as a class and ask four students to come up and wr

BREAKING THE ICE

Week : 1

Period: 1,2

I/ Objectives: After the lesson, Ss are able to:

+ Greet someone, introduce themselves by name and tell what the weather is today

+ remember and use the classroom commands learned in the last year

+ Chant “ classroom commands”

Wave your hand and say Hello, everybody

*Weather report: weather songs or chants

the: “ what’s the weather like today?

Teacher asks 3 questions:

- What’s the day today?

- What’s the month?

- What’s the weather like today?

Teacher answer the first 2 questions and asks

students to repeat, then write s the date and

draws / puts the picture of the weather

symbol on the board

+ “Classroom commands” chant

- Teacher and students chant together,

doing the action and clapping hands

Teacher calls out a command, asks students

Ss stand up and greet

Sing a song

Answer

to listen to the teacher but not to look at

him/her so students will not do as same as

the teacher does

+ T says: Stand up please?

+ Ss do the action of “ standing up” not “

sitting down”

*Lesson presentation:

- Activity 1: As fast as possible

- Use a tambourine to signal an a ction

like:

+ T says Please be quiet then shakes the

tambourine

- T continues giving lots of command

and shaking the tambourine

• Activity 2:

-Teacher and group from the previous

activity in the front of class chant altogether,

doing the action and clapping hands

-Chants again then asks Ss to chant along

with the action and claps their hands

- The students doing actions wrong will come to the front of and give the commands

Ss listen to the teacher and the sound

of the tambourine and then do the action

- Ss not able to follow the teacherwill come to the front to make agroup for the next activity

Ss to chant along

BREAKING THE ICE

Week : 1

Period: 3,4

I/ Objectives: After the lesson, Ss are able to:

+ Ss can identify number 1-10

Have Ss sing the song What’s the weather?

Teacher asks 3 questions:

- What’s the day today?

- What’s the month?

- What’s the weather like today?

Teacher answers each question and asks Ss to

repeat, then writes the date on the board

• Warm and review:

Remind Ss of the Class Rules and “ praise and

Punishment” contract, then ask them to repeat

• Presentation:

-Use word card 1-10 to elicit the vocabulary

Ss show the number of their fingers

appropriate to the word card.( one – finger,…)

+ Listen, point and repeat:

Asks Ss to listen, point to the number card and

Sing a song

Listen and repeat

Repeat

+ Change your seat: give each Ss a

number(1-10) printed on a piece of paper

Speak out a number in random Ss who have

this number have to run and find a new seat

Say a number asks Ss to clap their hands

Ex: Two, Ss clap your hands two times.

Then change the action “ clap your hands” to “

jump” and or “ stamp their feet”

Development Avctivity 1: Practice through the song

- One, two, buckle my shoe

Three, four, knock at the door

Five, six, pick up sticks

Seven, eight lay them straight

Nine, ten a pig fat hen

Song: ten little Indian boy

Activity 2: Magic circle

- Ss work in groups of four and take turn

to spin the circle to pick up the word

When the Ss to pick up the word after

spinning, he/she reads louder the word

- The first Ss to get 10 points is winner

Activity 3: Beanbag circle

- Put ten number cards in bag

- Play the recording of a song

- Have Ss pass the bag when the music

plays Pause the music Ss stop passing

The Ss who has the bag takes out one

card and say aloud the number

- Continue playing until there isn’t any

card in the bag

Ss show the number

Ss to listen, point to the number card and repeat

Play game

Practice song in pair

Play game in group of four

• Find your partner:

- Prepare one set of number cards 1-10

and one set of word cards ( one- ten)

- Deal out one card to each Ss Do not

allow students to show their cards to one

- Have Ss walk around and look for

another student holding the same

number(1-one, 2-two)

• Count your school things:

- Assign each Ss a worksheet

- Ask student to count their school things

and their friend ‘s school things, then

write the number in their worksheet

Play game

Play game

REVISION

Week: 1 Period: 5,6

I.Objectives: - Identifying what people’s jobs are, Writing and speaking skills

II.Teaching aids:

- Jobs flashcards

 Play Snap with the jobs flashcards

Say one of the jobs; show the flashcards

one by one If the word is different to the

picture, the children say the word

matching the picture If it is the same they

shout “Snap” and the first child to say it

can hold the flashcard for the rest of the

game.

Elicit the target structures again by

pointing to the different flashcards and

saying He’s a (fireman) Then show all of

the pictures and elicit the correct sentence

for each flashcard.

Development

Exercise 1: Children do the exercise,

matching the sentence starters to the

pictures and then writing the sentence

Check as a class and ask four students to

come up and write the sentences on the

board.

Exercise 2: Students order the words to

 Play Snap with the jobs flashcards

correct sentence for each flashcard

do the exercise Check as a class and ask four students to come up and write the sentences on the IV.Sentence pattern:

make sentences Ask them to check in

pairs before correcting together with the

class.

Consolidation

Game: Call one child to the front and

give him/her the fireman and housewife

flashcards to hold up Hold the teacher,

pupil and pilot flashcards yourself Say Is

he a pilot? The class shouts Yes! Then

indicate the child standing next to you and

say Is she a teacher? The class calls out

No! Repeat with Is she a pilot? The class

calls out No! Then say Is she a housewife?

indicating the child next to you, for the

class to call out Yes! Repeat the activity

with other children

board.

order the words to make sentences

play game Repeat the activity with other children

VI.Ended experienced:

REVISION

Week: 1 Period: 7,8

I.Objectives: - Identifying jobs, Listening and speaking skills

- Extra Practical Classroom Activities: Song worksheet

Use flashcards to introduce the three

new words Hold up each one and say the

words for children to repeat

Stick the three flashcards on the board

and elicit the spelling from the class Write

the words on the board under each card.

Development

Recording : Ask children to look at the

pictures and play the first and second

parts of the recording as children point to

the words Play again for children to

repeat the words after the audio.

Recording : Either use the song

worksheet (without opening the Class

Book) where children listen and fill in the

correct words, or do Exercise 2 in the

Class Book After either activity, ask

children to sing along with the CD and

then sing together without the CD audio.

Sing and act: Tell children they are

Listen and repeat

Look and spell

look at the pictures point to the words repeat the words after the audio.

listen and fill in the correct words

II.Teaching aids:

- Jobs flashcards

- CD tracks

IV.Sentence pattern:

going to sing the song again, but this time

they are going to do the actions Elicit the

actions from the pictures in the Class

Book, (waving hello, shaking hands etc )

and then practice them as a class before

doing the activity.

Consolidation

 Game: Choose 5 children to come to the

front Put all the flashcards on the floor,

face up, in a row Each child stands

opposite another child with the flashcard

in the middle One row points to the

flashcard in front of them and says What’s

this? The other child replies, It’s a

policeman, farmer, housewife etc and then

each row moves one step to the left (the

children at the end of the rows move

around to the other side) and they repeat

Keep the children moving round the cards

so they all take turns saying What’s this?

And then, It’s a ….

Sing and act

Play game

VI.Ended experienced:

REVISION

Week: 2 Period: 1,2

I.Objectives:- Asking questions with Where’s…, Writing and speaking skills

 Play Snap with the toys flashcards Say

one of the things found in a park; show the

flashcards one by one If the word is

different to the picture, the children say the

word matching the picture If it is the same

they shout “Snap” and the first child to say it

can hold the flashcard for the rest of the

game

Point to the Story Poster 5 again and ask

children to tell you what happened in the

story Elicit the important words from the

story and write them on the board

Development

Listen and read: Tell children to open

their books to p.36 and play the recording

again as children follow in their books

Play Snap with the toys flashcards

tell you what happened in the story

Role play: Put students in pairs and ask

them to act out the story Elicit what actions

they will need Get a couple of strong pairs

to act it out in front of the class

Exercise 2: Model the language and ask

children to repeat the words and sentences

Focus on the pronunciation Drill the

language

Exercise 3: Ask children to write the

correct prepositions of place to complete the

sentences

Exercise 4: Model the activity and then

put children in pairs to do it together

Change pairs and repeat Ask two stronger

children to come to the front and do the

activity in front of the class

Consolidation

Grammar Reference: Ask children to open

their Class Books to p.74 and do the Unit 5

Grammar activity to practice the target

structure further

Listen and read

in pairs to act out the story

repeat the words and sentences

repeat the words and sentences

in pairs to repeatpractice the target structure further

VI.Ended experienced: ………

REVISION

Week: 2 Period: 3,4

I.Objectives: - Asking questions with Where’s…?, Writing and speaking skills

- The Park flashcards

III.Vocabulary

II.Teaching aids:

IV.Sentence pattern:

 Play Word Chain Place the flashcards on

the board in a row Point to a child and s/he

says the first word in the sequence (i.e

swing) Point to another child and s/he says

the next word Continue with each child

saying the next word in the sequence

Remove one flashcard after another while the

children repeat the sequence from memory

Elicit the target structures again by

keeping the flashcards on the board and

drawing the ball under, on or in different

pictures and asking Where’s the ball?

Development

Exercise 1: Children do the exercise,

joining the dots and then reading and

matching Check with the class

Exercise 2: Students do the exercise Ask

the class to chorally reply to the questions

after they have completed the exercise and

elicit the spelling to write on the board

Consolidation

Game: What’s the Picture? Invite a child

to come to the front of the class and whisper

the name of the picture s/he has to draw The

child draws the picture on the board for the

rest of the class to guess what it is The first

child to correctly guess the word comes to

Play Word Chain

Look and act

do the exercise, joining the dots and then reading and matching

reply to the questions after they have completed the exercise and elicit the spelling to write on the board

come to the front of the class and whisper the name of the picture s/he has to draw

the front of the class to draw the next picture.

Continue until all the target vocabulary has

been used

VI.Ended experienced:

REVISION

Week: 2 Period: 5,6

I.Objectives: - Identifying things in the park, Listening and speaking skills

- Extra Practical Classroom Activities: Song worksheet

Introduction

Use flashcards to introduce the three new

words Hold up each one and say the words

for children to repeat

Stick the three flashcards on the board and

elicit the spelling from the class Write the

words on the board under each card

Development

Recording : Ask children to look at the

pictures and play the first and second parts of

the recording as children point to the words

Play again for children to repeat the words

after the audio

Recording : Either use the song worksheet

(without opening the Class Book) where

children listen and fill in the correct words, or

do Exercise 2 in the Class Book After either

activity, ask children to sing along with the

CD and then sing together without the CD

audio

Sing and act: Tell children they are going

to sing the song again, but this time they are

going to do the actions Elicit the actions

from the pictures in the Class Book, (eating

an ice-cream, throwing a frisbee etc ) and

then practice them as a class before doing the

activity

Consolidation

 Game: Shuffle flashcards together Take

new wordsrepeatelicit the spelling

look at the picturespoint to the wordsrepeat the words after the audio

listen and fill in the correct words

Sing and act

one of the cards out and put it face-down on

the table Put the rest of the cards on the

board Explain to the class that one card is

missing The children have to guess the

missing item Take the cards down from the

board, shuffle and repeat

Play game

VI.Ended experienced:

REVISION

Week: 2 Period: 7,8

I.Objectives: - Identifying things in the park, Listening and speaking skills

- The Park flashcards

- Extra Writing worksheet

- Extra Practical Classroom Activities: The Park Memory Cards

Introduction

 Play What have I got? Hold up one card

so that the class can only see the back of it

Ask What is it? When the card has been

guessed correctly, put it on the board Hold

up a second card and repeat the procedure

Continue until all the cards are on the board

Development

Exercise 1: Children write the words to

complete the sentences

Exercise 2: Children complete the

crossword and check answers in pairs

Writing Exercise 1: Children do the

exercise, (on the PMB worksheet) circling

the odd one out and writing the words Elicit

the spelling and ask different children to

write the words on the board

Writing Exercise 2: Students do the

exercise and use the picture as a prompt to

help them complete the sentences using

prepositions of place

Picture Dictionary: Ask children to open

their Work Book and colour in the pictures in

Number 5 (The park) They then point and

ask and answer with a partner

Consolidation

 Group activity: Give a set of memory

cards to each group of 4-6 children Ask

them to shuffle and place the cards face down

Play What have I got

write the words to complete the sentences

complete the crossword and check answers

colour in the pictures in Number 5 (The park)

on the desk They then take turns turning

two cards over If the cards match (picture

and word) they keep the cards, if they don’t

match they turn them back over and the next

child takes a turn The winner is the child

with most matching cards at the end of the

I.Objectives: - First letter sounds q/r/s/t, Speaking and listening skills

Show children phonics cards to elicit

the words from this lesson.

Listen and elicit the words from this

II.Teaching aids:

- Phonics cards

IV.Sentence pattern:

Write Qq, Rr, Ss, and Tt on the board

and point to each letter and say the letter

name and the sound for both upper- and

lower-case letters for children to repeat

Say the sounds again and children can

draw the letters in the air.

Development

Vocabulary: Write the words, queen,

rabbit, sofa, teddy and umbrella on the

board Circle the first letters and say the

first sounds for children to repeat Hold

up the phonics cards and say the words for

children to repeat

Recording : Children do the exercise

and point to the letters.

Recording : Do the exercise, and

children join in with the chant Put the

four cards around the room and children

point as they say the chant

Recording : Ask children what the queen

has got Tell children they can find out by

listening Model the activity and then

children listen and draw the lines.

Exercise 4: Read the text for children to

follow and model the activity first on the

board Then children read and circle the

sounds at the start of the words.

Consolidation

Extension activity: Divide the class into

five groups: queens, rabbits, sofas, teddies

and umbrellas Do the chant again

together Each group says their own lines

Then put students in groups of five, and

lesson

Listen and repeat draw the letters in the air.

Repeat the words

do the exercise and point to the letters.

Do the exercise, and join in with the chant

find out by listening

read and circle the sounds at the start of the words.

five groups

give each child one of the words, and they

do the chant in the group, taking turns to

say their line.

Do the chant again together

VI.Ended experienced:

REVISION

Week: 3 Period: 3,4

I.Objectives: - First letter sounds q/r/s/t, Speaking and writing skills

- Extra Practical Classroom Activities: Sounds Fun Pair Activity

Show the phonics cards and elicit the

words again Ask individual children to

elicit the words

II.Teaching aids:

- Phonics cards

IV.Sentence pattern:

come to the front and write the first letters

on the board, in both upper- and

lower-case.

Ask the children to trace the letters in

the air and say the sounds as they do so.

Development

Exercise 1: Children do exercise 1

They match the capital and lower case

letters.

Exercise 2: Children do the exercise and

write the first letters Put the children in

pairs and ask them to point and answer

about the pictures, What’s this? It’s a

(rabbit).

Exercise 3: Do the exercise Children

write the first letters of the words.

Sounds Fun pair activity: Put children in

pairs and give each either an A or B part

of the worksheet They do not show their

worksheet to their partner and sit back to

back They read out their words in turn,

and listen and tick the correct first letter

sounds they hear Check as a class.

Consolidation

Phonics matching: Display the phonics

sound cards on the board Place the

phonics picture cards on your table Call

children to come to the front of the class to

match the cards to the correct sounds on

the board.

Phonics game: Put the phonics picture

trace the letters in the air and say the sounds as they do so.

do exercise 1match the capital and lower case letters

do the exercise and write the first letters

write the first letters of the words.

in pairs read out their words in turn, and listen and tick the correct first letter sounds they hear Check as a class.

come to the front of the class to match the cards to the correct sounds on the board.

cards on the walls of the room, in five

different places Say the sounds of the

words, without the first letter (e.g _een,

_abbit, _ofa, _eddy and _mbrella) The

children say the first missing letter and

point to the correct card.

say the first missing letter and point to the correct card

VI.Ended experienced:

REVISION

Week: 3 Period: 5,6

I.Objectives: -Asking and answering about where things are, Reading skills

- Natasha’s Extra Activity Handouts: Find someone who has a … mingle activity

Energize the class by singing Toys, toys,

toys, toys! from page 16 to revise toys

Ask children to look at the picture on

p.40 of the Class Book and predict what

they will read.

Development

Exercise 1: Ask children to point to the

different toys in the pictures Elicit the

toys and write them on the board.

Recording 60: Children listen to the

recording and follow the words in their

book Check comprehension by asking

simple questions: Where is Toby’s toy?

(It’s under the tree) Where is the doll?

(It’s under the swing).

Exercise 3: Do the exercise Children

match the children to the toys Check as a

whole class.

Consolidation

Find someone who has…: Give each

child a worksheet Elicit or provide the

names of all the toys Write the words on

the board to help the children Model the

sentence structure, Do you have a…?

Yes/No Then give children 5 minutes to

stand up and walk around the room asking

other students if they have the different

toys If a child says yes, then they write

their name next to that toy on the

worksheet If they say no then they don’t

write their name The idea is to finish the

worksheet with as many different names as

possible Ask children to tell you who has

look at the picture and predict what they will read

point to the different toys in the pictures

Children listen to the recording and follow the words in their book

match the children to the toys Check as a whole class.

provide the names of all the toys

the different toys.

VI.Ended experienced:

REVISION

Week: 3 Period: 7,8

I.Objectives: - Asking and answering about where things are, Reading skills

- PMB Activity 5B Circle the differences

Play Preposition Relay Use ten

flashcards from the past few units Create

II.Teaching aids:

- The park flashcards 54-61

IV.Sentence pattern:

What is it…?

two teams of five players in each team

They should form two lines The first two

students, one from each team come to the

front and take a flashcard Give

instructions about where to place the

flashcard such as Put the picture under a

chair or Put the picture in a book and the

first student to complete the instruction

successfully wins a point for their team

Repeat until all the students have taken

their turn.

Development

Exercise 1: Ask children to open their

Workbook and read and write to complete

the sentences.

Exercise 2: Children write T or F to

check comprehension Check as a class.

Listen and point: Give each child a copy

of PMB Activity 5B worksheet Ask

children to circle the six differences

between the pictures and then check in

pairs Then they choose a picture and ask

and answer about where the toys are with

a partner Change partners and repeat.

Consolidation

Play a memory game: Ask students to

study the picture from their workbook

again for a few moments Then tell them

to close their books Ask questions about

the picture, e.g What’s on the slide?

Where’s the ball? Ask children to open

their books again to see how many

answers they got right.

Play Preposition Relay

read and write to complete the sentences.

write T or F to check comprehension

Check as a class.

Listen and point

Play a memory game

VI.Ended experienced:

Week: 4 Period: 1,2

I.Objectives:

- Asking and answering about where things are, Listening and speaking skills

- Extra Practical Classroom Activities: In the park board game

Play Whispers, using park vocabulary

Organize children into large groups Show

a flashcard to the first child in each group.

This child whispers the word to the child

next to him/her, and this continues around

the group until the word reaches the final

child The final child says the word aloud,

and the first child holds up the flashcard

to see whether the word and the picture

are the same.

Development

Recording : Children do exercise 1,

listening and numbering the pictures.

Exercise 2: Model the activity first with

a strong student Ask the child Where’s the

girl? The child answers, for example,

She’s under the tree Children then ask and

answer using the target structures with

their partner Swap and do the activity

again with a different partner.

Punctuation: Ask children to do the

Writing box at the bottom of p.35 They

circle the capital letters at the beginning of

the names Copy the sentences onto the

board and ask individual students to come

to the front and circle the capital letters.

Consolidation

Punctuation extension: Ask children to

choose three of the sentences from the

reading text on p.34 and circle the capital

letters at the beginning of the names Then

ask their partner to check their answer.

Board game: Give each group of 4-6

children a copy of the board game

(Either in colour or in black and white)

They move around the board, saying the

park objects as they land on the squares

do the Writing box

choose three of the sentences from the reading text on p.34 and circle the capital letters at the beginning of the names

Board game

with park pictures The winner is the first

child to reach the finish square.

VI.Ended experienced:

REVISION

Week: 4 Period: 3,4

I.Objectives: - Identifying where things are, Speaking and writing skills

- The Park flashcards

- Scissors, plain paper, large pieces of coloured paper

III.Vocabulary

V.Procedures:

Introduction

 Play Order the letters Show the class a

flashcard and elicit the word Hide the card

Write the jumbled-up letters of that word on

the board, followed by the correct number of

lines for the number of letters Call children

to come to the board to write one letter at a

time to complete the word Repeat with

different vocabulary from the flashcards

Development

Exercise 1: Children do exercise 1,

rewriting the sentences with capital letters

Ask four children to come to the front of the

Play Order the letters

II.Teaching aids:

IV.Sentence pattern:

class and write a sentence each on the board

Exercise 2: Students circle the things in a

park Check together Ask some children to

come out and pick out the correct flashcard to

show the class

Exercise 3: Children draw and write about

themselves and their friends at the park In

pairs children can show each other their

pictures and read their sentences

Consolidation

Language extension: divide the class into

groups of six Tell children that they each

have to draw two pictures; a toy, and

something from the park Point out that the

toy should be much smaller than the item

from the park Give each child two pieces of

plain paper and give each group one large

piece of coloured paper, a pair of scissors, a

glue stick and a set of coloured pencils

Children draw, colour and cut out their

pictures Ask them to stick the pictures onto

the large piece of paper, putting the toys in

different locations in the park Children

write sentences below the pictures, e.g The

ball is in the tree Put the completed posters

up on the wall of the classroom

do exercise 1, rewriting the sentences with capital letters

circle the things in a park Check together

draw and write about themselves and their friends at the park

groups of six to Point out that the toy should

be much smaller than the item from the park

VI.Ended experienced:

Week: 4 Period: 5,6

I.Objectives: - Identifying appropriate behavior in the park, Speaking and writing skills

Spelling quiz: Put students into groups

of four and give each group a spelling quiz

worksheet Tell children they cannot open

their Class Books or Workbooks, and to

think of a team name Make one child the

person responsible for writing the words,

but make sure they understand they all

must help to spell Read the words on the

second page (only for the teacher) one by

one and students write the words Tell

each group to swap their worksheets with

another group Check the spelling as a

into groups of four

Check the spelling as a class by asking volunteers to write the words on the board

II.Teaching aids:

IV.Sentence pattern:

class by asking volunteers to write the

words on the board

Development

Values Exercise 1: Children do exercise

1, putting a tick or cross next to the

correct behavior in the park Check with

the class.

Exercise 2: Children colour the

different items following the instructions

 Communication: Ask children to work

in pairs and point to the different items in

the pictures, saying where things are For

example; The ball is under the seat.

Consolidation

Mime the word: Show children the toys

and park flashcards again to revise the

vocabulary sets Ask children to stand at

their desks Say a word or sentence, e.g

It’s a kite The children repeat and

perform a simple action (flying the kite for

a few seconds) Follow this up by asking

individual children to come to the front

and choose a flashcards which they do not

show the class They then mime the action

and the class has to guess what they are

miming The person to guess first can

come to the front and choose the next

flashcard to mime.

do exercise 1, putting a tick or cross next

to the correct behavior in the park Check with the class.

colour the different items following the instructions

work in pairs and point to the different items in the pictures, saying where things are

stand at their desks Say a word or sentence

VI.Ended experienced:

Week: 4 Period:7,8

Sing At the Park! to warm up the class.

 Use flashcards 62-65 to elicit and

introduce the vocabulary Hold up each

card in turn and say the word Say them

again, and children repeat after you Hold

up again and say Who’s this? for children

to say the word.

Development

Recording : Ask children to listen to the

words They point to the pictures as they

-sing the song

-repeat and say the word.

II.Teaching aids:

IV.Sentence pattern:

listen Put the flashcards around the room

and as they listen one further time, they

point to the correct flashcards.

Recording : Students listen and point,

and then listen and chant.

Listen and read: Use Story Poster 6 to

present the story Ask children to name as

many things in the picture as they can

Look at the story and ask children what is

happening in each box Listen to the story

as children follow with the poster, then

listen again as children follow in their

books and point to the body parts Ask

simple comprehension questions (Who’s

umbrella is it? It’s Grandma’s to check

understanding.

Consolidation

 Vocabulary extension: Write the words

mum, dad, grandma and grandpa on

separate pieces of paper and stick them to

the board Give flashcards to four

children Ask them to come to the front of

the class and put the flashcards next to the

correct word on the board When the

flashcards are all in the correct place, take

off the words and give them to four

different children They come to the front

of the class and put them next to the

correct flashcard Repeat with different

children.

-listen to the words.

-point to the pictures

- listen and point, and then listen and

chant.

- name as many things in the picture -guess what is happening in each -Listen to the story box.

- point to the body parts.

-come to the front of the class and put the flashcards next to the correct word on the board

VI.Ended experienced:

REVISION

Week: 5 Period: 1,2

I.Objectives:

- Identifying family members, Writing and speaking skills

- PMB Activity 6A – Ask and answer

Pronunciation: Use the flashcards to

elicit the vocabulary again for revision,

and then focus carefully on different

sounds which may be difficult for the

children (e.g /gr/ in grandma, and, /br/ in

brother)

Ask six children to come to the front to

be six different family members Give

each one a flashcard and ask them to

introduce themselves to the class (as the

family members) E.g Hello I’m

grandma

Development

Exercise 1: Ask children to number the

pictures and check their answers in small

groups.

Exercise 2: Students write the words to

- listen to the teacher.

-come to the front to be six different family members.

-Introduce to the class

-number the pictures and check answers

complete the sentences using the target

structure, This is my… Ask individual

children to come to the front of the class

and write the target structures on the

board.

PMB Activity: Give a PMB worksheet to

each child and ask them to draw their

family in the frame on the page Then they

work with a partner and point to the

family members and say who they are

Swap the children and repeat with a new

partner.

Consolidation

 Game: Play Order the Letters Show the

class a flashcard and elicit the word Hide

the card Write the jumbled-up letters of

that word on the board, followed by the

correct number of lines for the number of

letters Call children to come to the board

to write one letter at a time to complete the

word Do this with each flashcard.

- write the words to complete the sentences.

-work with a partner and point to the family members and say who they are.

- Play Order the Letters.

VI.Ended experienced:

REVISION

Week: 5 Period: 3,4

I.Objectives:

- Identifying family members, Writing and speaking skills

- Story Poster 6

III.Vocabulary

Family members

This is (mum’s) (pen).

It’s my (brother’s) (book).

V.Procedures:

Introduction

 Play Board slap with the children Put

the family flashcards on the whiteboard

and bring up two teams of 4 children to

the front Two children from each team

compete against each other to slap the

correct flashcard as the teacher spells the

word The first child to touch for their

team wins a point.

Point to the Story Poster 6 again and

ask children to tell you what happened in

the story Elicit the important words from

the story and write them on the board.

Development

Listen and read: Tell children to open

their books and play the recording again

as children follow in their books.

Role play: Put students in pairs and ask

them to act out the story Elicit what

-follow in the books

-in pairs and act out the story

actions they will need Get a couple of

strong pairs to act it out in front of the

class.

Exercise 2: Model the language and ask

children to repeat the words and

sentences Focus on the pronunciation

Drill the language.

Exercise 3: Ask children to follow the

lines and complete the sentences with the

correct words.

Pronunciation: Ask children to circle the

‘s’ in the sentences, highlighting the way it

is connected to a person’s name Then drill

the sentences making sure children are

pronouncing the ‘s’ before the noun.

Consolidation

Grammar Reference: Ask children to

open their Class Books and do the Unit 6

Grammar activity to practice the target

structure further.

sentences with the correct words

-circle the ‘s’ in the sentences, highlightingthe way it is connected to a person’s name

-practice the target structure further

VI.Ended experienced:

REVISION

Week: 5 Period: 5,6

I.Objectives:

- Identifying family members, Writing and speaking skills

- Family members flashcards

- Hello flashcards

II.Teaching aids:

- School things flashcards

- Colour pencils for each child

III.Vocabulary

Family members,Colours

This is (mum’s) (pen)

It’s my (brother’s) (book)

V.Procedures:

Introduction

 Play Smiley face Think of a word from

any of the flashcards (family or school

things) and draw a short line for each letter

on the board Ask the children to guess the

letters that are in the secret word, one by one

If a child guesses correctly, write the letter on

the correct line If a child guesses

incorrectly, write the letter on the board with

a cross through it, and draw a large circle to

represent a face With each letter that is

guessed incorrectly, add another feature to

the face (two eyes, a nose, a smile etc ) The

game continues until either the word or the

face is complete If the word is completed,

the class has won; if the face is completed,

the teacher has won

Development

Exercise 1: Children do the exercise,

reading the four sentences and numbering the

pictures they match Check as a class

Exercise 2: Students do the exercise

They read the sentences and colour the

pictures following the instructions Ask

-Play Smiley face

- guess the letters that are in the secret word

- continues until either the word or the face iscomplete

- do the exercise, reading the four sentences and numbering the pictures that matched

do the exercise,read the sentences and colourthe pictures following the instructions

IV.Sentence pattern:

children to check in groups to make sure they

have followed the instructions correctly

Exercise 3: Children look at the pictures

and write, using the target structure Ask

three children to come up and write the

sentences on the board

Consolidation

Game: Give flashcards to four children,

and flashcards to six different children Ask

all ten children to come to the front and stand

in two separate teams Ask one child from

each team to stand together and show their

flashcards to the class, e.g one shows Mum

and the other shows a bag The rest of the

class have to make the sentence, It’s Mum’s

bag Repeat with the rest of the children in

- Extra Practical Classroom Activities: Song worksheet

Use flashcards to introduce the two new

words, aunt and uncle Hold up each one and

say the words for children to repeat

Stick the flashcards on the board and elicit

the spelling from the class Write the words

on the board under each card

Development

Recording : Ask children to look at the

pictures and play the first and second parts of

the recording as children point to the words

Play again for children to repeat the words

after the audio

Recording : Either use the song worksheet

(without opening the Class Book) where

children listen and fill in the correct words, or

do Exercise 2 in the Class Book After either

activity, ask children to sing along with the

CD and then sing together without the CD

audio

Sing and do: Tell children they are going

to sing the song again, but this time they are

going to do some actions as they listen and

sing Decide with the class what actions they

will do (e.g mum and dad, raise thumbs,

- repeat

Look and say

-look at the pictures and point to the words

-do actions as listen and sing