· Let’s Go Level 6 Unit 3 Lesson 1 Page 1 of 15 © DynEd International, Inc. LG6 U3 L1 . Time: 50 min . Materials: LG6 U3 Courseware; Microphone

Let’s Go Level 6 Unit 3 Lesson 1

Page 1 of 15

© DynEd International, Inc. www.en.dyned.com.cn

LG6 U3 L1

Time: 50 min

Materials: LG6 U3 Courseware; Microphone; Speaker

LG6 U3 Unit Objectives: 1. Ss will be able to name and identify different kinds of clothing.

2. Ss will be able to state and describe possessions.

3. Ss will be able to ask and answer WH and Y/N questions about possessions.

4. Ss will be able to distinguish between, pronounce and read words with letters rk and lk.

LG6 U3 Lesson 1 Objectives (ALL Lesson Ones):

1. Ss will become familiar with the core language patterns of the Unit even if they haven’t had a chance to study it.

2. Ss will begin to master a regular coaching opportunity to help all Ss master how to study each of the lesson types in the unit, including oral repetition, recording and comparing.

3. To provide a quick linguistic review of the unit content to prepare Ss for the 7 task-based communicative classes that will follow.


Page 2 of 15


LG6 U3 L1 Activity Overview:

Time 3’ 4’ 7’ 7’ 7’ 7’ 7’ 5’ 3’

Act. # & Name Greetings 1-Song 2-Conversation 3-Listening Practice 4-Reading Practice 5-Vocabulary 6-Grammar 7-Phonics 8-Game

Act Type Social Routines Teacher-Guided Courseware Review *Optional

Target Language

Good morning. Good afternoon. How are you? I’m fine, thank you. What do you have in your bag? I have a comb, a key and a pencil.

Whose boots are these? They’re mine. They’re my boots. Whose gloves are those?

Whose hat is this? I found it next to my bag. Sue can’t find her hat. I think it’s hers. Tom has a hat like that. Maybe it’s his. Is this yours? Yes, it is. It’s mine. Thank you.

Sam found a hat next to his sleeping bag. He doesn't know whose hat it is. Sue can't find her hat, so maybe it's hers. Eddy says it isn't his. He says Tom has a hat like that. When they ask Tom, he says it's his. So now we know whose hat it is. It's Tom's hat and nobody else's.

Sam found a hat next to his sleeping bag. He doesn’t know whose hat it is. Sue can’t find her hat, so maybe it’s hers. Eddy says it isn’t his. He says Tom has a hat like that. When they ask Tom, he says it’s his. So now we know whose hat it is. It’s Tom’s hat and nobody else’s.

a blouse jeans socks slippers pajamas sandals a vest a belt

Whose hat is this? It is Tom’s. Whose hat is that? It is Sue’s. Whose pants are these? They’re yours. Whose boots are those? They’re Sue’s. Are these Sue’s pants? No, they aren’t. Are these my pants? Yes, they are. Is this Tom’s hat? Yes, it is. Is this my shirt? Yes, it is.

rk and lk bark lark park dark fork marker stork elk silk milk The dark dog barked at the lark in the park. The elk in purple silk is drinking chocolate milk.

a blouse jeans socks slippers sandals a vest


Page 3 of 15


LG6 U3 L1 – Greetings 3 min

Objectives: Ss will be able to greet each other and state what they have in their bag.

Target Lang: Good morning. / Good afternoon. / How are you? / I’m fine, thank you. / What do you have in your bag? / I have a comb, a key and a pencil.

Materials: None

Interaction: T-Ss; T-S; S-S

ACTIVITY STEPS Teacher Talk Student Output

1. Model Greetings Greet Ss.

Hello, everyone! Good morning. / Good afternoon. How are you?

Hi, Mr. / Ms. X. Good morning. / Good afternoon. I’m fine, thank you. And you?

2. Extend Greetings Have Ss walk around and greet the other students.

Walk around and greet everyone.

Same as above.

3. Model Questions Ask several Ss about what they have in their bag.

I have a brush, a pen and a tissue in my bag. S1, what do you have in your bag? S2? S2, ask another S. S3, answer?

S1: I have a comb, a key and a pencil. S2: I have a book, an eraser and a notebook. S3, what do you have in your bag? S3: I have some paper, glue and scissors in my bag.

4. Personalize — in pairs Have Ss work in pairs to ask and answer what they have in their bag.

Work in pairs. Ask each other what you have in your bag.

SA: What do you have in your bag? SB: I have a chocolate bar, some sandwiches and juice in my bag. What do you have in your bag? SA: I have a hamburger, an apple and some soda pop in my bag.


Page 4 of 15


LG6 U3 L1 – Activity 1: Song 4 min

Objectives: Ss will be able to sing the song “Whose Boots Are These?” chorally.

Target Lang: Whose boots are these? / They’re mine. / They’re my boots. / Whose gloves are those?

Materials: LG6 U3 Courseware – Song

Interaction: C-Ss; T-Ss; Ss-S; S-S


1. Sing the song “Whose Boots Are These?” with the Courseware

Play LG6 U3 Courseware – Song.

Have Ss sing along with the Courseware.

(Twice)

Let’s sing together.

Whose boots are these?

Whose boots are these?

Whose boots are these? They’re mine. They’re my boots.

Whose gloves are those?



They’re mine. They’re mine.

2. Sing the song along with the Courseware — in 2 groups

Divide Ss into two groups. Have the first group sing along with Sam and the second group with Eddy.

Group 1, sing along with Sam.

Group 2, sing along with Eddy.

Same as above.

3. Sing the song without the Courseware — in pairs

Pair Ss up.

Invite a few pairs to sing the song to the whole class.

Sing with your partner.

Same as above.

Tricks for controlling the Courseware:

• Click the green arrow located at the lower left corner of the screen to replay the Song once the program continues to the Conversation Part.

• Use the Pause button whenever needed.

It’s good if T and Ss do appropriate actions along with the song.


Page 5 of 15


LG6 U3 L1 – Activity 2: Conversation 7 min

Objectives: Ss will be able to role play the Conversation from the Courseware.

Target Lang: Whose hat is this? / I found it next to my bag. / Sue can’t find her hat. / I think it’s hers. / Tom has a hat like that. / Maybe it’s his. / Is this yours? / Yes, it is. / It’s mine. / Thank you.

Materials: LG6 U3 Courseware – Conversation

Interaction: C-Ss; T-Ss; Ss-Ss; S-Ss


1. Listen to the Conversation in the Courseware Play LG6 U3 Courseware — Conversation. Have the class listen to the Conversation from beginning to the end.

Listen to the cats.

2. Repeat Conversation using the Courseware — whole class Pause after each sentence to have Ss repeat them.

Let’s repeat each sentence together.

Sam: Whose hat is this? I found it next to my bag. Eddy: Sue can’t find her hat. I think it’s hers. Sam: Tom has a hat like that. Maybe it’s his. Is this yours? Tom: Yes, it is. It’s mine. Thank you.

3. Repeat Conversation after the Courseware — in 3 groups Divide Ss into 3 groups: first group repeats Sam’s lines, the second group repeats Eddy’s lines and the third group repeats Tom’s lines.

Group 1, you are Sam Group 2, you are Eddy. Group 3, you are Tom. Repeat after them.

Same as above.


Page 6 of 15


4. Role play Conversation without the Courseware — in 3 groups Have each group role play Sam, Eddy, and Tom but without the courseware. Then, switch their roles to do it again.

Group 1, you are Sam. Group 2, you are Eddy Group 3, you are Tom. Now, switch roles.

Same as above.

5. Practice role playing the Conversation — in groups of three

Work with your group. Choose who will be Sam, Eddy and Tom.

Same as above.

6. Present the Conversation to the class Present your conversation. Same as above.


Page 7 of 15


LG6 U3 L1 – Activity 3: Listening Practice 7 min

Objectives: Ss will be able to listen and repeat after the Courseware, and answer the comprehension questions.

Target Lang: Sam found a hat next to his sleeping bag. / He doesn't know whose hat it is. / Sue can't find her hat, so maybe it's hers. / Eddy says it isn't his. / He says Tom has a hat like that. / When they ask Tom, he says it's his. / So now we know whose hat it is. / It's Tom's hat and nobody else's.

Materials: LG6 U3 Courseware — Listening Practice

Interaction: C-Ss; T-Ss; Ss-Ss


1. Listen to the Courseware and answer the comprehension questions Play LG6 U3 Courseware — Listening Practice. Have the class listen to the Listening part from beginning to end and then answer the comprehension questions.

Let’s listen to the Courseware. Answer the questions.

Where did Sam find the hat?

He found it next to his sleeping bag. What did Sam find next to his sleeping bag?

Sam found a hat next to his sleeping bag. Who says it’s his hat? Tom says it’s his hat.

2. Repeat after the Courseware — in 2 groups Divide Ss into two groups. Have the first group repeat after the Courseware. Then the second group.

Group 1, repeat after the courseware. Group 2, repeat after the courseware.


Tricks for controlling the courseware:

• Click the green arrow in the lower left corner of the screen to go back to the Listening Part once the program jumps to the Reading Part.

• Use the Pause button whenever needed.

The Comprehension Check will appear after several sentences in the Listening Part. Questions might be in different order each time.


Page 8 of 15


LG6 U3 L1 – Activity 4: Reading Practice 7 min

Objectives: Ss will be able to read and repeat after the Courseware.

Target Lang: Sam found a hat next to his sleeping bag. / He doesn’t know whose hat it is. / Sue can’t find her hat, so maybe it’s hers. / Eddy says it isn’t his. / He says Tom has a hat like that. / When they ask Tom, he says it’s his. / So now we know whose hat it is. / It’s Tom’s hat and nobody else’s.

Materials: LG6 U3 Courseware – Reading Practice

Interaction: C-Ss; T-Ss; Ss-Ss; S-S; S-Ss


1. Listen to the Courseware Play LG6 U3 Courseware — Reading Practice. Have the class listen to the Reading part from beginning to the end.

Let’s listen.

2. Repeat after the Courseware — whole class Have the class listen, read, and record each sentence. Pause after each sentence to have Ss read and record it.

Let’s listen, read and record each sentence. Sam found a hat next to his sleeping bag. He doesn’t know whose hat it is. Sue can’t find her hat, so maybe it’s hers. Eddy says it isn’t his. He says Tom has a hat like that. When they ask Tom, he says it’s his. So now we know whose hat it is. It’s Tom’s hat and nobody else’s.

3. Repeat the sentences in different order — in 2 groups Divide Ss into two groups. Have both groups take turns repeating the sentences in different order.

Group 1, repeat the sentences. Group 2, your turn.

Eddy says it isn’t his. He doesn’t know whose hat it is. He says Tom has a hat like that. It’s Tom’s hat and nobody else’s. Sam found a hat next to his sleeping bag. So now we know whose hat it is. Sue can’t find her hat, so maybe it’s hers.

The Speaker button may be used several times to listen to the sentences.


Page 9 of 15


When they ask Tom, he says it’s his.

4. Read the sentences — in pairs Pair Ss up to practice reading.

Work with your partner to practice reading the sentences.

Same as above.

5. Invite few pairs to read

S1 and S2, please read it to the whole class. S3 and S4.

Same as above.


Page 10 of 15


LG6 U3 L1 – Activity 5: Vocabulary 7 min

Objectives: Ss will be able to name different kinds of clothing.

Target Lang: a blouse, jeans, socks, slippers, pajamas, sandals, a vest, a belt

Materials: LG6 U3 Courseware — Vocabulary

Interaction: C-Ss; T-Ss; S-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Practice saying 8 words in the Vocabulary Lesson

Play LG6 U3 Courseware — Vocabulary, Screen 1.

Ask 8 Ss in front to click on the 8 pictures and have the whole class repeat the words twice.

Let’s repeat the words/phrases.

a blouse, jeans, socks, slippers, pajamas, sandals, a vest, a belt

2. Record the words in the Vocabulary Lesson

Play LG6 U3 Courseware — Vocabulary, Screen 2.

Have Ss record the words in chorus, one after the other.

Your turn.

Same as above.

3. Match the pictures and the words — in 2 groups Play LG6 U3 Courseware — Vocabulary, Screen 3. Divide class into 2 groups: Group 1 represents the left box on the screen and Group 2 represents the right box. If the correct answer is in the left box, Group 1 should stand up, say the word, and clap three times. If the correct answer is in the right box, Group 2 should stand up, say the word, and clap three times. If a group makes a mistake, have them sing, “Whose Boots Are These?”

Make 2 groups. Group 1 and 2, if the correct answer shows up in your box, stand up, say the word and clap three times. If you make a mistake, you have to sing “Whose Boots Are These?”

Same as above.

To record, click on the Microphone icon. To play back, click on Headphone icon.


Page 11 of 15


LG6 U3 L1 – Activity 6: Grammar 7 min

Objectives: Ss will be able to ask and answer WH and Y/N questions to state possession.

Target Lang: Whose hat is this? / It is Tom’s. / Whose hat is that? / It is Sue’s. / Whose pants are these? / They’re yours. / Whose boots are those? / They’re Sue’s. / Are these Sue’s pants? / No, they aren’t. / Are these my pants? / Yes, they are. / Is this Tom’s hat? / Yes, it is. / Is this my shirt? / Yes, it is.

Materials: LG6 U3 Courseware — Grammar

Interaction: C-Ss; T-Ss


1. Repeat the questions and answers in Grammar Play LG6 U3 Courseware — Grammar, Screen 1. Invite Ss one after the other to the front to click on the words to form answers and then have the whole class repeat the questions and answers.

Listen and repeat the question. Click on the words to answer the question. S1, what’s the answer. Let’s repeat the answer. Next question. Everyone.

Whose hat is this? It’s Tom’s. Whose boots are those? They’re yours.

2. Answer Y/N Questions from the Grammar lesson Play LG6 U3 Courseware — Grammar, Screen 2. Have Ss listen to and repeat the questions in chorus, then answer in complete sentences.

Yes, or no?

Are these my pants? Yes, they are. Are these my boots? No, they aren’t. Is this Tom’s hat? Yes, it is. Is this my shirt? Yes, it is.

Trick for controlling the Courseware: To repeat each question or answer, click the Pause button right before the next sentence is given.


Page 12 of 15


3. Practice the sentences Play LG6 U3 Courseware — Grammar, Screen 3. Have the class repeat the first question. Move the words to the correct places to form the first sentence and have the whole class read it. Invite 4 Ss one by one to come to the front to complete the rest of the sentences. Have the whole class read.

Repeat the question. (Press the Pause button) Can you tell me the correct answer? As I move the words, please read the sentence. S1, can you try? Everyone. S2. ...

What color are Sue’s boots? Her boots are purple. Is this Sue’s hat? No, it’s not hers. Is this Tom’s hat? This hat is Tom’s hat. Are these my pants? Yes, those are your pants. No, they’re not mine. Is this Sue’s shirt? This is Sam’s shirt.


Page 13 of 15


LG6 U3 L1 – Activity 7: Phonics 5 min

Objectives: Ss will be able to demonstrate proper pronunciation and recognize the differences between words with rk and lk.

Target Lang: bark, lark, park, dark, fork, marker, stork, elk, silk, milk / The dark dog barked at the lark in the park. / The elk in purple silk is drinking chocolate milk.

Materials: LG6 U3 Courseware — Phonics

Interaction: C-Ss; T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Review Phonics Lesson in the Courseware

Play LG6 U3 Courseware — Phonics, Screen 1. Click on each picture to listen to the associated words and sentences.

Let’s listen carefully.

2. Identify words with rk and lk — in 2 groups Play LG6 U3 Courseware—Phonics, Screen 2. Divide Ss into 2 groups. If the picture is with rk, Group A should stand, say the word, and clap their hands three times If the picture is with lk, Group B should stand, say the word, and stomp their feet three times. If a group makes a mistake they have to sing “Whose Boots Are These?”

Make two groups Group A – if the picture is with rk, stand up, say the word, and clap your hands three times. Group B – if the picture is with lk, stand up, say the word, and stomp your feet three times. If your answer is wrong, you have to sing “Whose Boots Are These?”

bark, lark, park, dark, fork, marker, stork, elk, silk, milk

3. Spell the words Play LG6 U3 Courseware — Phonics, Screen 3.

Move the letters to the correct place and have the whole class say the first word. Invite 4 Ss one by one to the front to move the letters to the correct place and have the whole class read the words.

Let’s repeat. (Move the letters to the correct place.) S1, try. S2…

elk park dark fork marker bark

The Spelling Practice will only appear after completing the activity on Screen 2.


Page 14 of 15


4. Repeat Phonics words and sentences after the Courseware — whole class Return to LG6 U3 Courseware – Phonics, Screen 1. Click the pictures one by one and have Ss repeat the words and the sentences.

Let’s repeat the words and sentences.

bark, lark, park The dark dog barked at the lark in the park. elk, silk, milk The elk in purple silk is drinking chocolate milk.

5. Record words and sentences with rk and lk — in groups

Have Ss in groups of 5-6 record in chorus.

Let’s see which of you can say the words and sentences properly.

Same as above.

To record, click on the Microphone icon. To play back, click on Headphone icon.


Page 15 of 15


LG6 U3 L1 – Activity 8: Game (*Optional) 3 min

Objectives: Ss will be able to identify different kinds of clothing.

Target Lang: a blouse, jeans, socks, slippers, sandals, a vest

Materials: LG6 U3 Courseware — Game

Interaction: C-Ss; T-Ss


1. Click the correct picture Play LG6 U3 Courseware — Clothing Game. Have Ss take turns clicking on the correct picture to dress up the monster. Have the whole class repeat the word(s).

Listen carefully. S1, click on the correct picture.

Let’s repeat the word. S2…

a blouse jeans socks slippers sandals a vest


Page 1 of 17


LG6 U3 L2

Time: 50 min

Materials: LG6 U3 L2 PPT; Courseware; Projector

LG6 U3 Unit Objectives:

1. Ss will be able to name and identify different kinds of clothing.




LG6 U3 Lesson 2 Objectives:

1. Ss will be able to sing “Whose Boots Are These?” and answer comprehension questions about it.

2. Ss will be able to name and identify pictures of words with letters rk and lk.

3. Ss will be able to name and describe different kinds of clothing.

4. Ss will be able to identify true or false statements about what someone is wearing.

5. Ss will be able to ask and answer WH questions about clothing possessions.


Page 2 of 17



Time 5’ 8’ 8’ 8’ 5’ 11’ 5’

Act. # Type Warm Up R-Activity 1 R-Activity 2 R-Activity 3 ML-Activity 4 R -Activity 5 Wrap Up

Name & Description

of Activity

Song “Whose

Boots Are These?”

rk and lk *Naming and

Identifying Pictures of Words with

Letters rk and lk

Brown Boots * Naming and Describing

Clothing of Different Kinds

They are wearing large yellow coats. * Describing What

Someone is Wearing and Identifying and

Making True or False Statements

Artist, Baker, Carpenter

* Naming Jobs that Begin with Each

Letter of the Alphabet

Whose is that? * Asking and Answering

WH Questions about Clothing Possessions

30-second Challenge

Target Language


rk “rk” bark lark park dark fork marker stork lk “lk” elk silk milk

shoes boots a coat a blouse jeans socks slippers pajamas sandals a vest a belt It’s a short skirt. They are big brown boots.

True False Sam is wearing a red hat and a striped red and white shirt. Mimi is wearing a pink and purple polka dot dress. Tom and Eddy are wearing large yellow coats and red shoes.

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z artist baker carpenter

Whose polka dot pajamas are those? They are Ginger’s pajamas. Whose purple blouse is that? It is Sue’s purple blouse.

It is a purple coat. They are brown boots. It is a blue cap. They are blue jeans.


Page 3 of 17


LG6 U3 L2 – Warm Up: Song “Whose Boots Are These?” 5 min

Objectives: Ss will be able to sing the song, “Whose Boots Are These?” and answer comprehension questions about it.


Materials: LG6 U3 Courseware – Song; LG6 U3 L2 PPT – Slide 2 Interaction: C-Ss; T-Ss; S-Ss


1. Elicit information based on the picture Pause LG6 U3 Courseware — Song. Have Ss answer questions about the picture.

What’s this? (Point at the tent.) What is Eddy wearing? Who is holding a gray hat? Are those red gloves? (Point at the gloves.) Is Tom wearing a green and red cap?

It’s a tent. Eddy is wearing a blue vest and green shoes. Sam is holding a gray hat. No, they aren’t. They are green gloves. Yes, he is.

2. Sing “Whose Boots Are These?” with the Courseware Play LG6 U3 Courseware — Song. Have Ss sing along with the courseware.

Let’s sing together.

Whose boots are these? Whose boots are these? Whose boots are these? They’re mine. They’re my boots. Whose gloves are those? Whose gloves are those? Whose gloves are those? They’re mine. They’re mine.

3. Sing the song without the Courseware – in 2 groups Show LG6 U3 L2 PPT – Slide 2. Divide the class into two groups. Have group one sing Sam’s lines and group two sing Eddy’s.

Group 1, you are Sam. Group 2, you are Eddy.

G1: Whose boots are these? Whose boots are these?


Page 4 of 17


Then, switch roles. Point at the pictures to guide the Ss.

Sing the song. Whose boots are these? G2: They ’re mine. They’re my boots. G1: Whose gloves are those? Whose gloves are those? Whose gloves are those? G2: They’re mine. They’re mine.

4. Check Comprehension Have Ss answer comprehension questions about the song.

Whose green gloves are those? Whose brown boots are those? Is it Sam’s gray hat?

They’re Eddy’s green gloves. They’re Eddy’s brown boots. No, it isn’t.

5. Personalize Ask several Ss questions and have them talk about their classmates’ possessions. Point at the objects to guide the Ss.

Whose pink eraser is that? Whose blue notebooks are those? Is that green pencil AB’s? Are these yellow notebooks AC’s?

It’s AD’s pink eraser. They’re AE’s blue notebooks. Yes, it is. No, they aren’t.


Page 5 of 17


LG6 U3 L2 – Activity 1: rk and lk (R: Naming and Identifying Pictures of Words with Letters rk and lk) 8 min

Objectives: Ss will be able to name and identify pictures of words with letters rk and lk.

Target Lang: rk “rk” / bark, lark, park, dark, fork, marker, stork / lk “lk” / elk, silk, milk

Materials: LG6 U3 L2 PPT – Slides 3~4 Interaction: T-Ss; S-S


1. Elicit the letters and the sounds of letter combinations – whole class Show LG6 U3 L2 PPT – Slide 3. Elicit the letters and the sounds of the letter combinations.

What letter is this? (Point at letter R.) What’s the sound? How about this one? (Point at letter K.) Sound? What about this? (Point at letter L.) … What’s the sound? (Point at letters rk.) How about this? (Point at letters lk.)

R “r” K “k” L “l” “rk” “lk”

2. Identify words with letters rk and lk – whole class Read the words as indicated under Teacher Talk. Instruct Ss to stand up if they hear words with rk, and remain seated if they hear words with lk. Then, have them repeat the words.

Stand up if you hear words with “rk”. (Show the action.) Remain seated if you hear words with “lk”. (Show the action.) Repeat the word. silk bark elk park milk marker stork

(Sit down.) silk (Stand up.) bark (Sit down.) elk (Stand up.) park (Sit down.) milk (Stand up.) marker (Stand up.) stork


Page 6 of 17


lark fork dark

(Stand up.) lark (Stand up.) fork (Stand up.) dark

3. Identify pictures of words with letters rk and lk – whole class Show LG6 U3 L2 PPT – Slide 4. Read the words as indicated under Teacher Talk. Have Ss say the letter and name the picture mentioned.

Which letter is “milk”? fork park dark silk marker lark elk bark stork

H. milk A. fork D. park G. dark B. silk F. marker I. lark E. elk C. bark J. stork

4. Name the pictures — whole class Read the letters as indicated under Teacher Talk. Have Ss name the pictures assigned for the letters.

Which picture is letter B? H F C I D J E G A

silk milk marker bark lark park stork elk dark fork

5. Identify pictures of words with letters rk and lk CLICK to show the next set of pictures. Read the words as indicated under Teacher Talk. Have Ss write numbers 1 to 10 on their

Write 1 to 10.

1. Stork, write down the correct letter. 2. silk

(Ss write their answers.)


Page 7 of 17


notebooks. Instruct Ss to write the letter of the picture described beside each number.

3. bark 4. park 5. lark 6. elk 7. marker 8. milk 9. fork 10. dark

6. Check Ss’ answers Pair up Ss. Then, instruct Ss to check their partner’s answers. Have Ss say the letter of the answer and the word.

Check your classmate’s answers. What’s the answer in number 1? Next?

1. B. stork 2. I. silk 3. D. bark 4. F. park 5. A. lark 6. J. elk 7. H. marker 8. G. milk 9. C. fork 10. E. dark


Page 8 of 17


LG6 U3 L2 – Activity 2: Brown Boots (R: Naming and Describing Clothing of Different Kinds) 8 min

Objectives: Ss will be able to name and describe clothing of different kinds.

Target Lang: shoes, boots, a coat, a blouse, jeans, socks, slippers, pajamas, sandals, a vest, a belt / It’s a short pink skirt. / They are big brown boots.

Materials: LG6 U3 L2 PPT – Slides 5~7 Interaction: T-Ss; Ss-Ss; S-S


1. Elicit names of clothing Instruct Ss to name some clothes.

What clothes do you know?

shoes, boots, a coat, a jacket, a skirt…

2. Identify clothing Show LG6 U3 L2 PPT – Slide 5. Read the words as indicated under Teacher Talk. Have Ss say the numbers assigned to the words mentioned.

Which number is “jeans”? a vest sandals a blouse slippers a belt socks pajamas

2 7 6 1 4 8 3 5

3. Name pictures of clothing Say the numbers as indicated under Teacher Talk. Have Ss name the pictures of clothing assigned to those numbers.

Number 7. Name the picture. 1 8 3 6 5 2

a vest a blouse a belt socks sandals pajamas jeans


Page 9 of 17


4 slippers

4. Name other pictures of clothing CLICK to show other pictures of clothing and have Ss name them. Point at the pictures randomly.

What’s this?

a sweater, a skirt, a dress, shoes, boots, a T-shirt, pants, a coat, a cap

5. Elicit describing words Show LG6 U3 L2 PPT – Slide 6. Ask WH and Y/N questions to elicit words that describe colors and sizes. Point at the pictures to guide the Ss.

What color are they? (Point at the shoes.) How about these? (Point at the boots.) (Point at the jeans, pants, a skirt and a coat respectively.) Are these big or small? (Point at the shoes.) What are they? How about this one? (Point at the boots.) (Point at the jeans, pants, a skirt and a coat respectively.)

They are red. They are brown They are blue. They are red, too. It’s pink. It’s yellow. They are small. They are small red shoes. They are big. They are big brown boots. They are long blue jeans. They are small red pants. It’s a short pink skirt. It’s a long yellow coat.

6. Model describing kinds of clothing in a chain CLICK to show the numbers. Call 5 Ss to come to the front. Instruct S1 to describe the color and the size of a clothing. Have the next S repeat S1’s answer and describe another clothing. Have the next S repeat the previous Ss’ answer and describe another one. Do this successively until it reaches S5.

S1, S2, S3, S4 and S5, come here. Describe colors and sizes of these pictures. S1, begin with number 1. S2, repeat S1’s answer. Your sentence? S3? S4?

S1: They are small red shoes. S2: They are small red shoes. They’re big brown boots. S3: They are small red shoes. They’re big brown boots. They are long blue pants. S4: They are small red shoes. They’re big brown boots. They are long blue pants. It’s a short pink skirt.


Page 10 of 17


… S5: They are small red shoes. They’re big brown boots. They are long blue pants. It’s a short pink skirt. It’s a long yellow coat.

7. Describe clothing – in 2 groups Divide the class into two groups. Have Ss describe the colors and the sizes of a clothing in a chain. Show LG6 U3 L2 PPT – Slide 7. Instruct Ss in group 1 to describe a picture one at a time within one minute. Count the number of correct sentences. The group with the most number of points win. CLICK to show the pictures for group two.

Work in groups. Describe the clothes. You have one minute. G1S1, begin with number one. S2? … G2, your turn. G2S1, start.

It’s a big purple blouse. They are big blue sandals. It’s a small red shirt. They are small gray slippers. ….


Page 11 of 17


LG6 U3 L2 – Activity 3: They are wearing large yellow coats. (R: Describing What Someone is Wearing and Identifying and Making True

or False Statements) 8 min

Objectives: Ss will be able to describe what someone is wearing, and orally identify and make true or false statements.

Target Lang: True/ False / Sam is wearing a red hat and a striped red and white shirt. / Mimi is wearing a pink and purple polka dot dress. / Tom and Eddy are wearing large yellow coats and red shoes.

Materials: LG6 U3 L2 PPT – Slides 8~9 Interaction: T-Ss; Ss-Ss; S-S; S-Ss


1. Describe what the cats are wearing – whole class Show LG6 U3 L2 PPT – Slide 8. Say the numbers as indicated under Teacher Talk. Have Ss describe what these cats are wearing.

Number 1. What is Mr. Cat wearing? 5 2 7 3 6 4

Mr. Cat is wearing a large blue coat and brown boots. Mimi is wearing a pink shirt, a purple skirt and blue boots. Lou is wearing a brown sweater, a pink skirt and gray shoes. Tom is wearing a green and red cap, an orange sweater, blue pants and orange shoes. Sam is wearing a green shirt, gray pants and black socks. Sue is wearing a white shirt, a pink and purple polka dot dress and red shoes. Fred is wearing a large white coat and black boots.

2. Model identifying True or False statements Have Ss say “True” if the sentence is correct. If not, have them say “False” and correct the statement.

Say “True” if the sentence is correct. If not, say “False” and say the correct sentence. Mr. Cat is wearing a large blue coat and brown boots. Mimi is wearing a brown sweater, a pink skirt and gray shoes. Fred is wearing a large white coat and black boots.

True. False. Mimi is wearing a pink shirt, a purple skirt and blue boots. True.


Page 12 of 17


3. Practice True or False with Ss’ statements Call individual Ss to give a true or false statement. Then, have the whole class answer.

CA, give a true or false statement. Ss? Answer? Next, CB. CC.

CA: Sam is wearing a green and red cap, an orange sweater, blue pants and orange shoes. Ss: False. Tom is wearing a green and red cap, an orange sweater, blue pants and orange shoes. / Sam is wearing a green shirt, gray pants and black socks. CB: Fred is wearing a large white coat Ss: True. CC: Mr. Cat is wearing gray shoes. Ss: False. Lou is wearing gray shoes. / Mr. Cat is wearing brown boots.

4. Prepare True or False statements – in pairs Show LG6 U3 L2 PPT – Slide 9. Pair up Ss. Have Ss prepare to orally present three True or False statements about the pictures.

Work with your partner. Prepare 3 True or False statements about what they are wearing..

5. Practice True or False activity Call several pairs to present their True or False statements. Then, have the other Ss answer.

TR and TS, present your sentences. Everybody, answer. Next? …

TR&TS: Sam is wearing a red hat and a striped red and white shirt. Ss: True. TR&TS: Ginger is wearing a yellow hat and a yellow jacket. Ss: False. Sue is wearing a yellow hat and a yellow jacket. …


Page 13 of 17


LG6 U3 L2 – Activity 4: Artist, Baker, Carpenter (ML: Naming Jobs that Begin with Each Letter of the Alphabet) 5 min

Objectives: Ss will be able to name jobs that begin with each letter of the alphabet.

Target Lang: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z, artist, baker, carpenter

Materials: None

Interaction: T-Ss; S-Ss


1. Name the letters of the alphabet Have Ss name the letters of the alphabet.

What are the letters of the alphabet?

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

2. Elicit names of jobs Instruct Ss to name jobs.

What jobs do you know? a doctor, a photographer, a mail carrier, a veterinarian...

3. Model giving jobs that begin with each letter of the alphabet Say a job that begins with letter A. Have S1 repeat the job and say a job which begins with letter B. Do the same with S2 and S3 but use the next letters of the alphabet.

artist S1, repeat the word. Name a job that starts with B. S2, repeat. Letter C? S3? Letter D?

S1: artist baker S2: artist, baker carpenter S3: artist, baker, carpenter doctor

4. Continue to name jobs that begin with each letter of the alphabet Call Ss in random to name jobs. Continue the activity as time allows.

S4, letter E. S5? S6? …

S4: artist, baker, carpenter, doctor, engineer S5: artist, baker, carpenter, doctor, engineer, fisherman S6: artist, baker, carpenter, doctor, engineer, fisherman, gardener …


Page 14 of 17


LG6 U3 L2 – Activity 5: Whose is that? (R: Asking and Answering WH Questions about Clothing Possessions) 11 min

Objectives: Ss will be able to ask and answer WH questions about clothing possessions.

Target Lang: Whose polka dot pajamas are those? / They are Ginger’s pajamas. / Whose purple blouse is that? / It is Sue’s purple blouse.

Materials: LG6 U3 L2 PPT – Slides 10~14 Interaction: T-Ss; Ss-Ss; S-Ss


1. Elicit answers to WH questions about clothing possessions Show LG6 U3 L2 PPT – Slide 10. Have Ss answer “Whose” questions about clothing.

Whose yellow shirt is that? Whose red shoes are those? Whose blue hat is that? Whose blue pants are those? Whose pink boots are those? Whose striped shirt is that?

It is Sue’s yellow shirt. They are Sam’s red shoes. It is Sue’s blue hat. They are Tom’s blue pants. They are Sue’s pink boots. It is Sam’s striped shirt.

2. Elicit WH questions about clothing possessions Have Ss ask “Whose” questions about the cats’ possessions. CLICK to show the next set of pictures. Point at the pictures to guide the Ss.

Ask me a question. It is Sue’s striped green dress. It is Eddy’s blue cap. They are Ginger’s pink socks. They are Tom’s brown boots.

Whose striped green dress is that? Whose blue cap is that? Whose pink socks are those? Whose brown boots are they?

3. Practice Q&As about clothing possessions – whole class CLICK to show another set of pictures. Draw a question mark on the board. Cover the name of Ginger, point at the pajamas, and the question mark to elicit a sample “Whose” question.

Ask questions. Answer.

Whose polka dot pajamas are those? They are Ginger’s polka dot pajamas. Whose purple blouse is that? It is Sue’s purple blouse. Whose blue jeans are those?


Page 15 of 17


Keep doing elicitation in the same way.

They are Tom’s blue jeans. Whose orange sweater is that? It is Sam’s orange sweater. Whose green vest is that? It is Eddy’s green vest. Whose white shirt is that? It is Eddy’s white shirt. Whose brown sandals are those? They are Mimi’s brown sandals. Whose pink slippers are those? They are Ginger’s pink slippers.

4. Practice Q&As about clothing possessions – in 2 groups Divide the class into two groups. Show LG6 U3 L2 PPT – Slide 11. Have the first group ask “Whose” questions about clothing possessions and the second group answer.

CLICK to show the next pictures for group two. Switch roles.

Group 1, ask questions. Group 2, answer. Switch roles.

Whose gray boots are those? They are Tom’s gray boots. Whose green vest is that? It is Eddy’s green vest. Whose orange sweater is that? It is Mr. Cat’s orange sweater. … Whose gray belt is that? It is Mr. Cat’s gray belt. Whose blue shirt is that? It is Sam’s blue shirt. Whose green shoes are those? They are Lou’s green shoes. …

5. Model WH question about clothing possessions in a train

Show LG6 U3 L2 PPT – Slide 12. Call a S to answer your question. Then, have the S call

HB, stand up.


Page 16 of 17


a classmate to answer. Do the same with the next Ss.

HB, whose pink slippers are those? Ask a classmate. Answer? Question? …

HB: They are Ginger’s pink slippers. HD, whose brown belt is that? HD: It is Fred’s brown belt. HF, whose purple vest is that? HF: It is Ginger’s purple vest. …

6. Practice Q&As about clothing possessions in a train – in 2 groups Divide the class into two groups. Show LG6 U3 L2 PPT – Slide 13. Have Ss ask and answer WH questions about clothing possessions using the pictures in a train. Count the number of questions answered correctly within one minute.

Show LG6 U3 L2 PPT – Slide 14.

Work in groups. Ask and answer WH questions about the pictures. You have one minute. G1SA, question? SB, answer. Question? Next. … Group 2, your turn.

SA: Whose brown boots are those? SB: Those are Sam’s brown boots. Whose red pajamas are those? SC: Those are Lou’s red pajamas. Whose black and white dress is that? SD: It is Mrs. Cat’s black and white dress. …


Page 17 of 17


LG6 U3 L2 – Wrap Up: 30-second Challenge 5 min

Objectives: Ss will be able to describe the clothing.

Target Lang: It is a purple coat. / They are brown boots. / It is a blue cap. / They are blue jeans. Materials: LG6 U3 L2 PPT – Slide 15 Interaction: T-Ss; Ss-Ss


1. Describe the clothes – in pairs Show LG6 U3 L2 PPT – Slide 15. Pair up Ss. Instruct Ss to take turns in describing the clothing within 30 seconds. The pair with the most number of sentences given wins. Have the other Ss count the answers of their classmates.

Work with a partner. Take turns in describing the pictures within 30 seconds. FB and TW, let’s start.

FB: It is a purple coat. TW: They are brown boots. FB: It is a blue cap. TW: They are blue jeans. …


Page 1 of 21


LG6 U3 L3

Time: 50 min








1. Ss will be able to orally identify and distinguish between words with letters rk and lk.

2. Ss will be able to ask and answer WH questions about clothing possessions.

3. Ss will be able to describe locations of objects.

4. Ss will be able to role play the Courseware Conversation and talk about their clothing possessions.


Page 2 of 21



Time 5’ 7’ 10’ 5’ 9’ 10’ 4’

Act. # Type Warm Up R -Activity 1 R-Activity 2 ML -Activity 3 R&E-Activity 4 R&E-Activity 5 Wrap Up

Name & Description

of Activity

I can…but I can’t...

Bark, silk and park

* Identifying and

Distinguishing between

Words with Letters rk and lk

It’s his shirt. * Asking and Answering

WH Questions about Clothing Possessions

Does it smell terrible? * Asking and

Answering Y/N Questions to Identify

Objects

Back to Back Screen * Describing

Locations of Objects

Whose hat is that? * Role Playing and

Personalizing the Dialog about Clothing

Possessions

It’s mine.

Target Language

swim dance I can ride a bike, but I can’t ride a pony. JK can do a somersault, but he can’t do a handstand.


a vest sandals a cap It’s a purple blouse. It’s a pink skirt. Whose blue shirt is that? It’s Sam’s blue shirt. It’s his. They’re Ginger’s green and white pajamas. They’re hers. It’s my green vest. It’s mine. They’re your brown boots. They’re yours.

Can you see it? Yes, I can. No, I can’t. Does it smell terrible? Yes, it does. No, it doesn’t. Is it sweet? Yes, it is. No, it isn’t

It’s a ball. It’s a pencil. They are cars. Where is the robot? They are flowers. The flowers are in the tree. Her crayons are in the bag. His bat is next to the yo-yo.

Whose hat is this? I found it next to my bag. Sue can’t find her hat. I think it’s hers. Tom has a hat like that. Maybe it’s his. Is this yours? Yes, it is. It’s mine. Thank you.

It is my pencil. It is mine. It is her book. It is hers. They are his notebooks. They are his.


Page 3 of 21


LG6 U3 L3 – Warm Up: I can… but I can’t… 5 min

Objectives: Ss will be able to ask about and state what they can and can’t do.

Target Lang: swim, dance / I can ride a bike, but I can’t ride a pony. / JK can do a somersault, but he can’t do a handstand.

Materials: None Interaction: T-Ss; S-Ss


1. Elicit names of abilities Have Ss names of abilities.

What can you do?

I can jump rope. / swim, dance, do a somersault, speak English…

2. Model stating abilities and inabilities in a chain Call 5 Ss to come to the front and make a line. State your abilities and inabilities. Ask S1 about what he/she can and can’t do. Have S2 repeat S1’s answers, and then have S3 repeat the previous Ss’ answers. Do this until it reaches the last S.

JJ, JK, JL, JM and JN, come to the front. I can speak English, but I can’t speak French. JJ, what can you do? But.. JK, repeat JJ’s answers. How about you? JL? (Point at JJ, JK, and then JL.) Next? …

JJ: I can ride a bike, but I can’t ride a pony. JK: JJ can ride a bike, but he can’t ride a pony. I can do a somersault, but I can’t do a handstand. JL: JJ can ride a bike, but he can’t ride a pony. JK can do a somersault, but he can’t do a handstand. I can dance, but I can’t sing a song. JM: JJ can ride a bike, but he can’t ride a pony. JK can do a somersault, but he can’t do a handstand. JL can dance, but she can’t sing a song. I can speak Chinese, but I can’t use chopsticks. JN: JJ can ride a bike, but he can’t ride a pony. JK can do a somersault, but he can’t do a handstand. JL can dance, but she can’t sing a song. JM can speak Chinese, but she can’t use chopsticks. I can sail a boat, but I can’t fly an airplane.


Page 4 of 21


3. State abilities and inabilities in a chain – in 3 groups Divide the class into three groups. Instruct Ss to state their abilities and inabilities in a chain. The group with more Ss to speak within a minute wins.

Work in groups. State what you can and can’t do within a minute. G1S1, what can and can’t you do?

G1S1: I can climb a tree, but I can’t fly a kite. G1S2: S1 can climb a tree, but he can’t fly a kite. I can swim, but I can’t dive. G1S3: S1 can climb a tree, but he can’t fly a kite. S2 can swim, but he can’t dive. I can climb a tree, but I can’t jump rope. …


Page 5 of 21


LG6 U3 L3 – Activity 1: Bark, silk and park (R: Identifying and Distinguishing between Words with Letters rk and lk) 7 min

Objectives: Ss will be able to orally identify and distinguish between words with letters rk and lk.




1. Elicit the letters and sounds of the letter combinations – whole class Show LG6 U3 L3 PPT – Slide 2. Elicit the letter names and the sounds of the letter combinations.


R “r” K “k” L “l” “rk” “lk”

2. Name the pictures — whole class Read the letters as indicated under Teacher Talk. Have Ss name the pictures assigned for the letters. CLICK to show the set of pictures.

What picture is letter B? H F C I D J E G

silk milk marker bark lark park stork elk dark


Page 6 of 21


A fork

3. Name the pictures – in 2 groups Divide the class into two groups. Show LG6 U3 L3 PPT – Slide 3 to show two boxes. Have Ss stand up and name the pictures that will appear in their assigned boxes: G1, yellow box and G2, green box. CLICK to make the pictures appear one at a time. (12 pictures)

Stand up and name the pictures in your box. G1, yellow box. G2, green box.

G1: silk G2: bark G1&G2: park G2: milk G1: milk G1&G2: marker

G1: dark G2: forks G1&G2: elk G2: lark G1: stork G1&G2: fork

4. Identify the name of the picture with a different sound – whole class Show LG6 U3 L3 PPT – Slide 4. For each set of pictures, instruct Ss to identify the names of pictures with a different sound. Call several Ss one at a time to replace it with another word to make them all the same. CLICK to make the picture with a different sound disappear and to show the new sets of pictures one at a time. (5x)

Name the pictures. Which picture does not belong? S1, what word has “lk”?

ALL: milk, fork, elk ALL: fork S1: silk ALL: marker, stork, milk ALL: milk S3: bark S4: park ALL: bark, elk, dark ALL: elk S5: lark S6: park

5. Model orally naming and distinguishing words with rk and lk sounds Orally name words with rk and lk sounds. Do the same procedure as Step 4.

Name which word does not belong. park, dark, milk S1, what’s the answer? S2, give a word with letters rk.

S1: milk S2: lark


Page 7 of 21


Call several Ss one at a time to name rk or lk words. Have the S call a classmate to distinguish the word which has a different sound, and other Ss to name words that belong to the group.

S3? S4, name three words with letters rk or lk . Call a classmate to name the word that does not belong to the group. Call other classmates to add a word to make your group of words the same.

S3: fork S4: milk, silk, marker S5: marker S6: elk

6. Name and distinguish words with rk and lk sounds – in pairs Pair up Ss. Instruct the pairs to alternately name and distinguish words with rk and lk sounds. Repeat if time allows.

Do the activity with your partner. Take turns.

Xx: park, marker, silk Yy: silk / dark silk, milk, fork Xx: fork / stork, lark, elk ….


Page 8 of 21


LG6 U3 L3 – Activity 2: It’s his shirt. (R: Asking and Answering WH Questions about Clothing Possessions) 10 min

Objectives: Ss will be able to ask and answer WH questions about clothing possessions.

Target Lang: a vest, sandals, a cap / It’s a purple blouse. / It’s a pink skirt. / Whose blue shirt is that? / It’s Sam’s blue shirt. / It’s his. / They’re Ginger’s green and white pajamas. / They’re hers. / It’s my green vest. /It’s mine. /They’re your brown boots. / They’re yours.



1. Elicit names of clothing Instruct Ss to name some clothes.

What clothes do you know?

a vest, sandals, a cap, boots…

2. Identify and describe clothing Show LG6 U3 L3 PPT – Slide 5. Say the numbers as indicated under Teacher Talk. Have Ss name and describe the pictures of clothing assigned to the numbers mentioned.

8, It’s a green vest. Describe the clothing. 14? 2 6 10 15 11 1 3 16 4 9 5 12 17 7 13

It’s a purple blouse. It’s a pink skirt. It’s a yellow coat. It’s an orange sweater. They’re brown sandals. It’s a blue cap. It’s a white shirt. They’re green and white pajamas. They’re red shoes. They’re pink socks. They’re brown boots. It’s a brown belt. They’re pink pants. They’re pink slippers. It’s a green dress. They’re blue jeans.


Page 9 of 21


3. Elicit answers to WH questions about clothing possessions Show LG6 U3 L3 PPT – Slide 6. Pretend to be Sam. Have Ss answer “Whose” questions about clothing.

I am Sam. Whose yellow shirt is that? Whose red shoes are those? Whose blue hat is that? Whose blue pants are those? Whose pink boots are those? Whose striped shirt is that?

It’s Sue’s yellow shirt. They’re your red shoes. It’s Sue’s blue hat. They’re Tom’s blue pants. They’re Sue’s pink boots. It’s your striped shirt.

4. Elicit WH questions about clothing possessions Instruct Ss to pretend to be Sam, and you’ll be Sue. Have Ss ask “Whose” questions about the cats’ possessions. CLICK to show the next set of pictures. Point at the pictures to guide the Ss.

You are Sam. I am Sue. Ask questions. They’re Ginger’s green and white pajamas. They’re hers. (Point at Ginger.) It’s my purple blouse. It’s mine. (Point at yourself.) They’re Tom’s blue pants. They’re his. (Point at Tom.) It’s your orange sweater. It’s yours. (Point at the Ss.) It’s Tom’s green vest. It’s his. (Point at Tom.) It’s your white shirt. It’s yours. (Point at the Ss.) They’re my brown sandals. They’re mine. (Point at yourself.) They’re Ginger’s pink slippers. They’re hers. (Point at Ginger.)

Whose green and white pajamas are those? Whose purple blouse is that? Whose blue pants are those? Whose orange sweater is that? Whose green vest is that? Whose white shirt is that? Whose brown sandals are those? Whose pink slippers are those?


Page 10 of 21


5. Practice Q&A about clothing possessions – whole class Show LG6 U3 L3 PPT – Slide 7. Draw a question mark on the board. Have Ss pretend to be Mimi. Cover Sue, point at the pajamas, and the question mark to elicit a sample “Whose” question. Keep doing elicitation in the same way.

You are Mimi. I am Tom. Ask questions. Answer?

Whose pajamas are those? They’re Sue’ pajamas. They’re hers. Whose vest is that? It’s Tom’s vest. It’s yours. Whose blue cap is that? It’s Eddy’s blue cap. It’s his. Whose brown sandals are those? They’re my brown sandals. They’re mine. …

6. Practice Q&A about clothing possessions – in 2 groups Divide the class into two groups. Pretend to be Mr. Cat, and have G2 pretend to be Eddy. Have the first group ask “Whose” questions about clothing possessions and the second group answer. Show LG6 U3 L3 PPT – Slide 8.

I’m Mr. Cat. G2, you are Eddy. G1, ask questions. G2, answer.

G1: Whose gray boots are those? G2: They’re Tom’s gray boots. They’re his. G1: Whose green vest is that? G2: It’s my green vest. It’s mine. G1: Whose orange sweater is that? G2: It’s your orange sweater. It’s yours. …


Page 11 of 21


7. Switch roles Pretend to be Sue, and have G1 pretend to be Sam. CLICK to show the next pictures for group two. Switch roles.

I’m Sue. G1, you are Sam. G2, ask questions. G1, answer.

G2: Whose gray belt is that? G1: It’s Lou’s gray belt. It’s hers. G2: Whose blue shirt is that? G1: It’s my blue shirt. It’s mine. G2: Whose green shoes are those? G1: They’re Lou’s green shoes. They’re hers. …

8. Model WH Q&A about clothing possession in a train Show LG6 U3 L3 PPT – Slide 9. Call 4 Ss to come to the front. Assign a cat’s name for each S. Have S1 pretend as Lou, S2 as Sam, S3 as Fred and S4 as Sue. Instruct S1 to ask a question. Have S2 answer, and then ask S3 a question. Do this successively until it reaches the last S.

HB, HC, HD and HF, come to the front. HB, you are Lou. HC, you are Sam. HD, you are Fred. HF, you are Sue. HB, whose blue pants are those? Ask HC a question. HC, answer? Ask HD. Next?

HB: They’re Sam’s blue pants. They’re his. Whose brown belt is that? HC: It’s my brown belt. It’s mine. Whose green shoes are those? HD: They’re Sue’s green shoes. They’re hers. Whose gray socks are those? HF: They’re Fred’s gray socks. They’re his. …


Page 12 of 21


9. Practice WH Q&A about clothing possession in a train – in groups of 4 CLICK to show the next set of pictures. Divide the class into groups of 4. Instruct Ss to assign a cat for each member and then ask and answer WH questions about the pictures.

Work in groups of 4. Choose who will be Mr. Cat, Mrs. Cat, Lou and Sam. Ask and answer questions.

S1 (Mr. Cat): Whose brown belt is that? S2 (Mrs. Cat): It’s your brown belt. It’s yours. Whose green vest is that? S3 (Lou): It’s Sam’s green vest. It’s his. Whose brown boots are those? S4 (Sam): They’re my brown boots. They’re mine. …


Page 13 of 21


LG6 U3 L3 – Activity 3: Does it smell terrible? (ML: Asking and Answering Y/N Questions to Identify Objects) 5 min

Objectives: Ss will be able to ask and answer Y/N question to identify objects.

Target Lang: Can you see it? / Yes, I can. / No, I can’t. / Does it smell terrible? / Yes, it does. / No, it doesn’t. / Is it sweet? / Yes, it is. / No, it isn’t

Materials: LG6 U3 L3 PPT – Slide 10

Interaction: T-Ss; S-S; S-Ss


1. Name pictures Show LG6 U3 L3 PPT – Slide 10. Elicit names of pictures from the Ss.

What’s this?

eyes, ears, a nose, a hand, a mouth flowers, cotton candy, a bat, cake, piano, garbage, pickles, jelly

2. Model the guessing game Have Ss guess the object you are thinking about by asking Y/N questions. Point at the pictures to elicit Y/N questions.

I’m thinking of something. (garbage) Guess what it is. (Point at the thumbs up, the eyes and the question mark.) Yes, I can. Question? (Point at the thumbs up, the nose and the question mark.) Yes, I can. (Point at the nose, the happy face and the question mark.) No, it doesn’t. (Point at the nose, the sad face and the question mark.) Yes, it does. (Point at the flowers and the question mark.) No, they aren’t. (Point at the garbage and the question mark.) Yes, it is.

Can you see it? Can you smell it? Does it smell good? Does it smell terrible? Are they flowers? Is it garbage?


Page 14 of 21


3. Play the guessing game – whole class Invite a S to come to the front. Call individual Ss to guess what object he/she is thinking about by asking Y/N questions. Have the S whisper the object to the T. The S to guess it correctly gets a chance to come to the front next. Repeat as time allows.

AF, whisper the object to me. (cake) AE, question? AF? AJ, your turn.

AE: Can you see it? AF: Yes, I can. AG: Can you also taste it? AF: Yes, I can. AH: Does it taste delicious? AF: Yes, it does. AI: Does it taste sweet? AF: Yes, it does. AJ: Is it cake? AF: Yes, it is. (Various, depends on Ss’ answers.)


Page 15 of 21


LG6 U3 L3 – Activity 4: Back to Back Screen (R&E: Describing Locations of Objects) 9 min

Objectives: Ss will be able to describe the locations of objects.

Target Lang: It’s a ball. / It’s a pencil. / They are cars. / They are flowers. / Where is the robot? / The flowers are in the tree. / Her crayons are in the bag. / His bat is next to the yo-yo.

Materials: LG6 U3 L3 PPT – Slides 11~12

Interaction: T-Ss; S-S; S-Ss


1. Elicit names of objects in the pictures Show LG6 U3 L3 PPT – Slide 11. Have Ss name the objects. Point at the pictures to guide the Ss.

What’s this? (Point at the pencil, yo-yo, bag, doll, a puddle and jump rope respectively.) What are these? (Point at the books, crayons, balls, cars, flowers and bats respectively.)

It’s a pencil. It’s a yo-yo. It’s a bag. It’s a doll. It’s a puddle. It’s a jump rope. They are books. They are crayons. They are balls. They are cars. They are flowers. They are bats.

2. Describe the location of objects Have Ss describe the locations of objects. Point at the pictures to guide the Ss.

Where are the flowers? (Point at the flowers.) Where is the pencil? (Point at the pencil and the table.) Where are the crayons? (Point at the crayons.) Where is the yo-yo? (Point at the yo-yo, the bag, and the white ball.)

The flowers are in the tree. The pencil is on the table. The crayons are in the bag. The yo-yo is between the bag and the white ball.

3. Model Question Train Call a S to answer your question. Then, have

the S ask a question to another S. Do this successively.

S1, where is the doll? Call a classmate. Ask a question. S2, answer? Question? Next?

S1: It’s by the tree. S2, where are the books? S2: They’re on the table. S3, where is the yellow ball? S3: It’s by the white ball. S4, where are the bats?


Page 16 of 21


S4: They’re next to the doll.

4. Do Question Train -- in 2 groups Show LG6 U3 L3 PPT – Slide 12. Divide the class into two. Have Ss ask and answer “Where” questions

to describe locations of objects within one minute.

Have Ss count the number of correct questions and answers given.

CLICK to show the next set of pictures.

Work in groups. Ask where the objects are. Group 1, let’s start. You have one minute. Go! G1-S1, question to S2. S2 to S3. Answer? Next? Group 2, your turn.

G1S1: Where is the robot? G1S2: It’s in the bag. Where is the pencil case? G1S3: It’s under the table. Where is the crayon? G1S4: It’s on the calculator. …

5. Model Back-to-Back Screen CLICK to show a blank table. Have Ss draw a similar table on the notebook. Instruct Ss to draw a picture of a girl on the left side and a boy on the right. Describe locations of objects and have Ss draw them on table accordingly. Check the Ss’ answer.

Draw a similar table on your notebook. Draw a girl on the left side, and a boy on the right. I’ll describe where an object is, draw them on your table. Her pen is next to the notebook. Her yo-yos are under the chair. His car is in the puddle. His rulers are on the table. Describe your drawings.

(Ss draw their answers.) Her pen is next to the notebook. Her yo-yos are under the chair. His car is in the puddle. His rulers are on the table.


Page 17 of 21


6. Switch roles Draw a similar table on the board and call several Ss to describe locations of objects as you draw them accordingly. Invite Ss to describe your drawing. Point at the pictures to guide the Ss.

KL, describe where an object is. I’ll draw. KM, your turn. Next? … Describe my drawing.

KL: Her crayons are in the bag. KM: His bat is next to the yo-yo. KN: Her doll is on the chair. KO: His cars are in front of the robots. Ss: Her crayons are in the bag. His bat is next to the yo-yo. Her doll is on the chair. His cars are in front of the robots.

7. Practice Back-to-Back Screen – in pairs Give Ss a minute to think about the objects they will describe. Pair up Ss. Instruct Ss to draw a similar table on their notebook, and a girl and a boy in each side. Have them sit back to back. Within a minute, have S1 describe locations of objects and have S2 draw. Then, switch roles.

You have a minute to think of the objects you want to describe. Work with a partner. Choose who will be S1 and S2. Sit back to back. S1, within a minute, describe the location of objects of the girl and the boy. S2, draw. Let’s begin! S1, your turn to draw. Go!

S1: Her doll is next to the robot. S2: (Draw) His jump rope is in the bag. Her pens are next to the puddle. His erasers are on the yo-yo. … …

8. Describe locations of objects Invite several pairs to present their drawing in class.

S1 and S2, come here. S2, describe your drawing. S1, tell whether he/she has drawn your instructions correctly. S1, your turn.

S2: Her doll is next to the robot. His jump rope is in the bag. Her pens are next to the puddle. His erasers are on the yo-yo.


Page 18 of 21


LG6 U3 L3 – Activity 5: Whose hat is that? (R&E: Role Playing and Personalizing the Dialog about Clothing Possessions) 10 min

Objectives: Ss will be able to role play the Courseware Conversation and personalize the dialog about clothing possessions.

Target Lang: Whose hat is this? / I found it next to my bag. / Sue can’t find her hat. / I think it’s hers. / Tom has a hat like that. / Maybe it’s his. / Is this yours? / Yes, it is. / It’s mine. / Thank you.

Materials: LG6 U3 Courseware – Conversation; LG6 U3 L3 PPT – Slides 13~15 Interaction: T-Ss; Ss-Ss; S-Ss


1. Review Courseware Conversation Play LG6 U3 Courseware — Conversation. Have the whole listen to the conversation, sentence by sentence.

Listen to the conversation.

2. Role-play the conversation — whole class Show LG6 U3 L3 PPT – Slide 13. Point at each picture to guide Ss to recall the dialog.

What did Sam ask? (Point at the hat and the question mark.) (Point at the eyes, the bag and the hat and then the full stop sign.) (Point at Sue, the eyes and the sad face, and then the full sop sign.) (Point at the call out box with Sue’s face in it.) (Point at Tom, the hat, the thumbs up, and then the full stop sign.) (Point at the call out box with Tom’s face in it.) (Point at the hat, Tom’s face, and the question mark.) (Point at the happy face, and then the full stop sign.) (Point at the thumbs up.) (Point at Tom’s face.)

Sam: Whose hat is this? I found it next to my bag. Eddy: Sue can’t find her hat. I think it’s hers. Sam: Tom has a hat like that. Maybe it’s his. Eddy: Is this yours? Tom: Yes, it is. It’s mine. Thank you.

3. Elicit Q&As about the Courseware Conversation – whole class Cover the picture of Tom; point at hat and the question mark to elicit a sample “Whose” question.

Ask a question. Answer!

Whose hat is it? It’s Tom’s hat. Where did Sam find the hat?


Page 19 of 21


Cover the bag; point at Sam, the hat, and the question mark to elicit a sample “Where” question. Point at the Sue, the eyes, the hat, and the question mark to elicit a sample Y/N question. Give help when needed. Keep doing elicitation in the same way.

He found it next to his bag. Did Sue find the hat? No, she didn’t. Sam found the hat. Can Sue find her hat? No, she can’t. Is it Tom’s hat? Yes, it is.

4. Role play the conversation based on the pictures – in 3 groups Divide the class into three groups. Assign a character for each group. Instruct Ss to role play the cats’ conversation based on the pictures. Show LG6 U3 L3 PPT – Slide 14.

G1, you are Mrs. Cat. G2, you are Lou. G3, you are Mimi. (Point at the dress and the question mark.) (Point at the eyes, the table and the dress and then the full stop sign.) (Point at Aunt Marie, the eyes and the sad face, and then the full stop sign.) (Point at the call out box with Aunt Marie’s face in it.) (Point at Mimi, the dress, the thumbs up, and then the full stop sign.) (Point at the call out box with Mimi’s face in it.) (Point at the dress, Mimi’s face, and the question mark.) (Point at the happy face, and then the full stop sign.) (Point at the thumbs up.) (Point at Mimi’s face.)

Mrs. Cat: Whose dress is this? I found it on the table. Lou: Aunt Marie can’t find her dress. I think it’s hers. Mrs. Cat: Mimi has a dress like that. Maybe it’s hers. Lou: Is this yours? Mimi: Yes, it is. It’s mine. Thank you.

5. Role play the conversation based on the pictures – in threes Show LG6 U3 L3 PPT – Slide 15. Have Ss work in groups of three.

Have them do the conversation of Ginger, Fred and Mr. Cat.

Have Ss switch roles.

Work in threes to do the conversations on the slide.

Switch roles.

Ginger: Whose boots are those? I found them under the chair. Fred: Grandfather Cat can’t find his boots. I think they are his. Ginger: Mr. Cat has boots like those.


Page 20 of 21


Maybe they are his. Fred: Are these yours? Mr. Cat: Yes, they are. They are mine. Thank you.

6. Practice personalizing the dialog – in groups of three Have Ss practice their dialog.

Instruct them to talk about clothing possessions similar to Sam, Eddy and Tom’s conversation.

Talk about clothing like the cats. Prepare to show your dialog to the class.

PB: Whose pajamas are those? I found them in the box. PC: PF can’t find his pajamas. I think they are his. PB: PD has pajamas like those. Maybe they are his. PC: Are these yours? PD: Yes, they are. They are mine. Thank you.

7. Present the personalized dialog

Ask several groups to present their

role play to the whole class.

Show us your dialog.

Same as above.


Page 21 of 21


LG6 U3 L3 – Wrap Up: It’s mine. 4 min

Objectives: Ss will be able to describe possessions.

Target Lang: It is my pencil. / It is mine. / It is her book. / It is hers. / They are his notebooks. / They are his. Materials: None Interaction: T-Ss; Ss-Ss


1. Model describing possessions Call 3 Ss to stand up. Instruct Ss to take out an object and state what they have in a chain.

FB, FC and FD, stand up. Take out an object and state what you have in a chain. It is my book. It is mine. FB, repeat my sentences. Show your object. FC? …

FB: It is her book. It is hers. It is my pencil. It is mine. FC: It is her book. It is hers. It is his pencil. It is his. They are my notebooks. They are mine. FD: It is her book. It is hers. It is his pencil. It is his. They are his notebooks. They are his. They are my pens. They are mine.

2. Describe possession in a chain – in small groups Have form small groups. Instruct Ss to take out an object and state what they have in a chain. The first group to finish wins.

Work in groups. Take out an object and state what you have in a chain.

G1S1: It is my ruler. It is mine. G1S2: It is her ruler. It is hers. It is my bag. It is mine. G1S3: It is her ruler. It is hers. It is his bag. It is his. They are my scissors. They are mine. …


Page 1 of 19


LG6 U3 L4 Time: 50 min








1. Ss will be able to orally read words with letters rk and lk and match them with their pictures.

2. Ss will be able to name and describe objects using demonstrative pronouns: this, that, these and those through writing.

3. Ss will be able to sing and orally make new lyrics of the song, “Whose Boots Are Those?”.

4. Ss will be able to ask and answer Y/N questions about clothing possessions.

5. Ss will be able to form questions about clothing possessions and locations of objects.


Page 2 of 19



Time 5’ 7’ 8’ 6’ 10’ 10’ 4’

Act. # Type Warm Up R&E-Activity 1 PR-Activity 2 R&E -Activity 3 R&E-Activity 4 R&E -Activity 5 Wrap Up

Name & Description

of Activity

One Minute Challenge

Stork and Elk * Reading and

Matching Pictures of Words with

Letters rk and lk

This is an orange eraser. * Naming and Describing Objects Using This, That,

These and Those

Song “Whose Boots Are Those?” * Singing and

Making New Lyrics of the Song

Yes, it is. * Asking and

Answering Y/N Questions about

Clothing Possessions

What’s the question? * Forming Questions

about Clothing Possessions and


Two Questions

Target Language

a restaurant a movie theatre a cheetah a kangaroo go swimming watch TV cookies grapes a computer programmer a lawyer


yellow green an eraser a book This is a green book. These are crayons. That is a brown chair. Those are blue notebooks.


Is that Sue’s purple blouse? Is this Ginger’s white shirt? Yes, it is. No, it isn’t. Are those Sam’s blue jeans? Are these Ginger’s slippers? Yes, they are. No, they aren’t.


Is that Sam’s green belt? Yes, it is. Are those green notebooks? No, they aren’t. They are blue notebooks.


Page 3 of 19


LG6 U3 L4 – Warm Up: One Minute Challenge 5 min

Objectives: Ss will be able to say names of places in a community, animals, activities, food and professions.

Target Lang: a restaurant, a movie theatre, a cheetah, a kangaroo, go swimming, watch TV, cookies, grapes, a computer programmer, a lawyer



1. Model the One Minute Challenge Have Ss name as many places in a community as they can in one minute.

What places in a community do you know? I’ll give you one minute to answer. Go!

a restaurant, a movie theater, a park, a post office, a bus stop, a school, a supermarket …

2. Start the One Minute Challenge – in 4 groups Divide the class into four groups. Say the categories assigned to them (i.e. G1- animals, G2 – activities, G3 – food and G4 –professions). Give them one minute to give as many words as they can. The group with the most number of correct words given wins. Instruct Ss to speak one at a time.

You have one minute to say as many animals as you can. Speak one at a time. G1, stand up. G1S1, begin. Next? G2, activities. Go! G3, food. Go! G4, professions. Go!

G1Xx: a cheetah, a kangaroo, a fox, a gazelle, a dog, a frog… G2Xx: go swimming , watch TV, study English, play baseball, go hiking, look at the stars… G3Xx: cookies,grapes, apples, plums, fish, chicken, pizza, bread, rice… G4Xx: a computer programmer, a lawyer, a doctor, a nurse, a salesclerk, a firefighter…


Page 4 of 19


LG6 U3 L4 – Activity 1: Stork and Elk (R&E: Reading and Matching Pictures of Words with Letters rk and lk) 7 min

Objectives: Ss will be able to orally read words with letters rk and lk and match them with their pictures.




1. Elicit the letters and the sounds of the letter combinations – whole class Show LG6 U3 L4 PPT – Slide 2. Elicit the letter names and the sounds of the letter combinations.


R “r” K “k” L “l” “rk” “lk”

2. Name the pictures — whole class Elicit the names of the pictures. CLICK to show the set of pictures.

What’s this? (Point at the pictures randomly.)

silk, milk, marker, bark, lark, park, stork, elk, dark, fork

3. Identify the letter of the word CLICK to the words. Read the words as indicated under Teacher Talk. Instruct Ss to say the letter of the word

Marker, which letter? fork

D I


Page 5 of 19


mentioned. park silk lark elk bark dark milk stork

B E H F C G A J

4. Read the words – whole class CLICK to show the words. Instruct Ss to read the words assigned to the letter mentioned.

G, what’s the word? I C B D J E A H F

stork marker silk dark park elk milk bark fork lark

5. Read and match pictures Show LG6 U3 L4 PPT – Slide 3. Have Ss write numbers 1 to 10 on their notebooks. Instruct Ss to write the letter of the picture described beside each number.

Write 1 to 10 on your notebook. Write the correct letters beside each number.


6. Name the pictures and check Ss’ answers Have Ss work in pairs for checking. Instruct Ss to read the word and say the

Check your partner’s answers. What’s the answer in number 1? Read the word, and say the

1. silk, A 2. park, C


Page 6 of 19


letter of the answer for each number. CLICK (10x) to confirm Ss’ answers.

letter. Next? 3?

3. lark, I 4. marker, E 5. milk, G 6. stork, F 7. fork, B 8. bark, D 9. dark, H 10. elk, J


Page 7 of 19


LG6 U3 L4 – Activity 2: This is an orange eraser. (PR: Naming and Describing Objects Using This, That, These and Those) 8 min

Objectives: Ss will be able to name and describe objects using demonstrative pronouns: this, that, these and those through writing.

Target Lang: yellow, green / an eraser, a book / This is a green book. / These are crayons. / That is a brown chair. / Those are blue notebooks.

Materials: LG6 U3 L4 PPT – Slides 4~6 Interaction: T-Ss; Ss-Ss


1. Elicit names of colors and classroom objects Instruct Ss to name some colors and classroom objects.

What colors do you know? How about classroom objects?

yellow, green, white, pink, orange… an eraser, a book, a pencil, a sharpener…

2. Demonstrate describing objects in the classroom using demonstrative pronouns Point at the objects as you name them.

This is a brown table. (Touch the table.) That is a green desk. (Point at the desk.) These are red markers. (Show red markers.) Those are white chairs. (Point at the white chairs.)

3. Elicit answers to WH questions to name and describe objects Pretend to be Sam. Have Ss answer the questions. Show LG6 U3 L4 PPT – Slide 4. CLICK to have Sam point at the objects.

I am Sam. What is this? What are these? What is that? What are those?

This is a green book. These are crayons. That is a brown chair. Those are blue notebooks.


Page 8 of 19


4. Describe objects using demonstrative pronouns – in groups Divide the class into small groups. Have Ss pretend to be Sam. Instruct Ss to name and describe as many pictures as they can using this, that, these and those within a minute. Ask Ss to speak one at a time. Show LG6 U3 L4 PPT – Slide 5. CLICK to have show the next set of pictures.

Work in groups. Describe the pictures using this, that, these and those within a minute. G1S1, begin. Next? G2, your turn. G2S1, begin!

This is a red and white pencil case. These are green markers. That is a brown chair. Those are orange pens. …

5. Describe objects using demonstrative pronouns – in pairs Pair up Ss. Instruct Ss to name and describe as many pictures as they can using desmonstrative adjectives. Give Ss two minutes. Show LG6 U3 L4 PPT – Slide 6.

Work with a partner. In your notebook, describe as many pictures as you can in two minutes.


6. Check Ss’ answers Instruct Ss to exchange notebook with another pair. Call several pairs to read their classmates’ answers. Have the other Ss check the answers on the paper they have.

SM and SN, read the sentences to your classmates. Ss, check their answers. Next? …

This is a black calculator. These are black and white pencils. That is a blue and brown desk. Those are brown chairs.


Page 9 of 19


LG6 U3 L4 – Activity 3: Song “Whose Boots Are Those?” (R&E: Singing and Making New Lyrics of the Song) 6 min

Objectives: Ss will be able to sing and orally make a new lyrics of the song, “Whose Boots Are Those?”.


Materials: LG6 U3 Courseware – Song; LG6 U3 L4 PPT – Slide 7

Interaction: T-Ss; Ss-Ss; S-S


1. Sing the Unit Song with the Courseware Play LG6 U3 Courseware – Song. Instruct Ss to sing along with the courseware.

Let’s sing.

Whose boots are these? Whose boots are these? Whose boots are these? They’re mine. They’re my boots. Whose gloves are those? Whose gloves are those? Whose gloves are those? They’re mine. They’re mine.

2. Sing the Unit song without the Courseware Show LG6 U3 L4 PPT – Slide 7. Instruct Ss to sing the song again without the courseware. Point at the pictures to guide the Ss.

Let’s sing the song again. (Point at the question mark, and the boots.) (Point at the full stop sign, and Eddy.) (Point at the question mark, the gloves, and Sam’s hand.) (Point at the full stop sign, and Eddy.)

Same as above.

3. Model changing of lyrics – in 2 groups CLICK to show the next set of pictures. Divide the class into two groups to sing Ginger’s and Sue’s part. Have G1 sing Ginger’s lines, and G2 sing Sue’s

G1, you are Ginger. G2, you are Sue. Now let’s sing the song using the pictures.


Page 10 of 19


lines. Point at the pictures to guide the Ss. Switch roles. Have Ss sing the song again. This time, G1 sing Sue’s lines, and G2 sing Ginger’s lines. CLICK to show another next set of pictures.

(Point at the question mark, and the sandals.) (Point at the full stop sign, and Sue.) (Point at the question mark, the vest, and Ginger’s hand.) (Point at the full stop sign, and Sue.) Switch roles. G1, sing Sue’s lines. G2, sing Ginger’s. (Point at the question mark, and the dress.) (Point at the full stop sign, and Sue.) (Point at the question mark, the pajamas, and Ginger’s hand.) (Point at the full stop sign, and Sue.)

G1: Whose sandals are these? Whose sandals are these? Whose sandals are these? G2: They’re mine. They’re my sandals. G1: Whose vest is that? Whose vest is that? Whose vest is that? G2: It’s mine. It’s mine. G2: Whose dress is this? Whose dress is this? Whose dress is this? G1: It’s mine. It’s my dresss. G2: Whose pajamas are those? Whose pajamas are those? Whose pajamas are those? G2: They’re mine. They’re mine.

4. Elicit names of clothing Have Ss name some clothes. Write their answers on the board.

What clothing do you know?

a vest, a skirt, pants, jeans, slippers, a coat…

5. Make a new lyrics of the song “Whose Boots Are Those?” – in pairs Pair up Ss. Instruct them to choose who will be Sam and

Work with a partner. Choose who is Sam and Eddy.

Whose shirt is that? Whose shirt is that? Whose shirt is that?


Page 11 of 19


who will be Eddy. Have Ss sing their lines based on their chosen

clothing. Give the pairs some time to prepare and practice.

Make new lyrics using other clothing.

It’s mine. It’s my shirt. Whose slippers are those? Whose slippers are those? Whose slippers are those? They’re mine. They’re mine.

6. Present the song Call several pairs to present their song in class.

KL and KM, let’s hear your song.

Same as above.


Page 12 of 19


LG6 U3 L4 – Activity 4: Yes, it is. (R&E: Asking and Answering Y/N Questions about Clothing Possessions) 10 min

Objectives: Ss will be able to ask and answer Y/N questions about clothing possessions.

Target Lang: Is that Sue’s purple blouse? / Is this Ginger’s white shirt?/ Yes, it is. / No, it isn’t. / Are those Sam’s blue jeans? / Are these Ginger’s slippers?/ Yes, they are. / No, they aren’t.




1. Elicit answers to WH questions about clothing possessions Show LG6 U3 L4 PPT – Slide 8. Pretend to be Sam. Have Ss answer “Whose” questions about clothing.

Whose yellow shirt is that? Whose red shoes are these? Whose blue hat is that? Whose blue pants are those? Whose pink boots are these? Whose striped shirt is that?

It’s Sue’s yellow shirt. They’re your red shoes. It’s Sue’s blue hat. They’re Tom’s blue pants. They’re Sue’s pink boots. It’s your striped shirt.

2. Elicit WH questions about clothing possessions Instruct Ss to pretend to be Sue, and you’ are Sam. Have Ss ask “Whose” questions about the cats’ possessions. CLICK to show the next set of pictures. Point at the pictures to guide the Ss.

You are Sue. I am Sam. Ask questions. It’s your purple blouse. It’s yours. (Point at the Ss.) They’re Tom’s blue pants. They’re his. (Point at Tom.) It’s my orange sweater. It’s mine. (Point at yourself.) It’s Tom’s green vest. It’s his. (Point at Tom.) They’re Ginger’s green and white pajamas. They’re hers. (Point at Ginger.) It’s my white shirt. It’s mine. (Point at yourself.) They’re your brown sandals. They’re yours. (Point at the Ss.) They’re Ginger’s pink slippers. They’re hers. (Point at Ginger.)

Whose purple blouse is that? Whose blue pants are those? Whose orange sweater is that? Whose green vest is that? Whose green and white pajamas are those? Whose white shirt is this? Whose brown sandals are these? Whose pink slippers are those?


Page 13 of 19


3. Elicit answers to Y/N questions about clothing possessions – whole class CLICK to make Sam, Tom and Ginger disappear. Continue to pretend to be Sue. Have Ss answer Y/N questions about clothing possessions.

I am Sue. Are those Ginger’s green and white pajamas? Is this my white shirt? Are these my brown sandals? Is that Tom’s orange sweater?

Yes, they are. No, it isn’t. It is Sam’s white shirt. Yes, they are. No, it isn’t. It is Sam’s orange sweater.

4. Elicit Y/N Q&As about clothing possessions – whole class Draw a question mark on the board. Point at the purple blouse, Sue’s name and the question mark to elicit a Y/N questions. Give Ss help when needed. Keep eliciting this way.

Ask me questions. Yes, it is. It’s mine. No, they aren’t. They’re Tom’s blue jeans. Yes, they are. They’re Ginger’s pink slippers. No, it isn’t. It’s Sam’s white shirt.

Is that Sue’s purple blouse? Are those Sam’s blue jeans? Are these Ginger’s pink slippers? Is this Ginger’s white shirt? …

5. Practice Y/N Q&A about clothing possessions – whole class Show LG6 U3 L4 PPT – Slide 9. Point at the green dress, Lou’s name and the question mark to elicit a sample Y/N question. Point at the full stop sign to elicit an answer. Keep doing elicitation in the same way.

Ask questions. Answer?

Is that Lou’s green dress? Yes, it is. Is this Tom’s blue cap? No, it isn’t. It’s Sam’s blue cap. Are these Ginger’s blue pants? Yes, they are. Are those Mimi’s green and white pajamas? No, they aren’t. They’re Ginger’s green and white pajamas. …


Page 14 of 19


6. Model Y/N Q&A about clothing possession in a train Call 4 Ss to come to the front. Ask S1 a Y/N question. Instruct S1 to ask a question. Have S2 asnwer, and then as S3 a question. Do this successively until it reaches the last S.

HB, HC, HD and HF, come to the front. HB, are these Ginger’s blue jeans? Ask HC a question. HC, answer? Ask HD. Next?

HB: Yes, they are. Are those Ginger’s brown sandals? HC: No, they aren’t. They’re Mimi’s brown sandals. Is this Sam’s blue cap? HD: Yes, it is. Are these Mimi’s pink slippers? HF: Yes, they are. …

7. Practice Y/N Q&A about clothing possession in a train – in 2 groups Show LG6 U3 L4 PPT – Slide 10. Divide the class into two groups. Instruct Ss to ask and answer about the pictures in a minute. The group with the most number of correct Q&As wins. CLICK to show the next set of pictures.

Work in groups. G1, ask and answer about the pictures in a train. You have one minute. G1S1, begin! G2, your turn! G2S1, begin.

G1S1: Are those Fred’s red pants? G1S2: No, they aren’t. They’re Eddy’s red pants. Is this Mrs. Cat’s brown belt? G1S3: Yes, it is. Is this Fred’s purple blouse? G1S4: No, it isn’t. It’s Mrs. Cat’s purple blouse. …


Page 15 of 19


8. Write the answers Show LG6 U3 L4 PPT – Slide 11. Read the Qs as indicated under the Teacher Talk. Instruct Ss to write the answers beside each number.

Write the answers to my questions. 1. Is that Sam’s black and white belt? 2. Are those Mrs. Cat’s slippers? 3. Are those Lou’s orange pajamas? 4. Is that Eddy’s brown vest? 5. Is that Mr. Cat’s blue jeans?


9. Check Ss’ answers Pair up Ss. Instruct Ss to exchange notebook with a classmate. Call Ss one at a time to say the question and the answer in class. CLICK (5x) to confirm Ss’ answers.

Exchange notebook with a classmate. Number 1, what’s the question? Answer? Next? …

1. Is that Sam’s black and white belt? No, it isn’t. It’s Mrs. Cat’s black and white belt. 2. Are those Mrs. Cat’s slippers? Yes, they are. 3. Are those Lou’s orange pajamas? No, they aren’t. They’re Mimi’s orange pajamas. 4. Is that Eddy’s brown vest? Yes, it is. 5. Is that Mr. Cat’s blue jeans? No, they aren’t. They’re Sam’s blue jeans.


Page 16 of 19


LG6 U3 L4 – Activity 5: What’s the question? (R&E: Forming Questions about Clothing Possessions and Locations of Objects) 10 min

Objectives: Ss will be able to form questions about the clothing possessions and locations of objects through writing.

Target Lang: Sam found a hat next to his sleeping bag. / He doesn't know whose hat it is. / Sue can't find her hat, so maybe it's hers. / Eddy says it isn't his. / He says Tom has a hat like that. / When they ask Tom, he says it's his. / So now we know whose hat it is./ It's Tom's hat and nobody else's.

Materials: LG6 U3 Courseware – Listening Practice; LG6 U2 L4 PPT – Slides 12~13

Interaction: C-Ss; T-Ss; Ss-Ss; S-Ss


1. Elicit information about the picture

Play LG6 U3 Courseware — Listening Practice.

Pause the Courseware.

Ask Ss some questions about the picture.

Look at the picture.

Who are they?

Where is Tom?

What is in Sam’s hand?

Is Eddy next to the tent?

They are Sam, Tom and Eddy.

Tom is in a tent.

Sam has a hat in his hand.

Yes, he is.

2. Listen to the Courseware

Play LG6 U3 Courseware — Listening Practice.

Have the class listen to the Listening Part from beginning to end, and then answer the comprehension check.

Let’s answer the questions.

Where did Sam find the hat? He found it next to his sleeping bag.

What did Sam find next to his sleeping bag? Sam found a hat next to his sleeping bag.

Who says it’s his hat? Tom says it’s his hat.

• The Comprehension Check will appear after several sentences in Listening Part.


Page 17 of 19


3. Recall the Listening Part using picture prompts – whole class


Point at the pictures to guide the Ss.

Where did Sam find the hat?

(Point at Sam, the eyes, the hat and the sleeping bag.)

(Point at Sam, the sad face and the question mark.)

(Point at Sue, the sad face, the eyes and the hat.)

(Point at the question mark, and Sue’s face in the call out box.)

(Point at Eddy, the hat, and the thumbs down.)

(Point at Sam and Eddy, the question mark, Tom and the thumbs up.)

(Point at Tom, the hat, the happy face and Sue.)

Sam found a hat next to his sleeping bag.

He doesn't know whose hat it is.

Sue can't find her hat,

so maybe it's hers.

Eddy says it isn't his. He says Tom has a hat like that.

When they ask Tom, he says it's his.

So now we know whose hat it is.

It's Tom's hat and nobody else's.

4. Model forming questions

Read the sentences indicated under the Teacher Talk.

Have Ss make a question based on the sentence and then read it.

CLICK (2x) to confirm Ss’s answers.

Listen carefully.

Yes, Sam found a hat next to his sleeping bag.

What’s the question?

Everybody, read the question.

How about this?

Sam doesn’t know whose hat it is.

Read the questions.

Did Sam find a bag next to his sleeping bag?

Who doesn’t know whose hat it is?


Page 18 of 19


5. Form questions – in small groups

Divide the class into small groups.

Read the sentences as indicated under Teacher Talk.

Have each group race to give the correct question for each sentence. Instruct them to write the questions in their notebook.

The first group who gives the correct question earns a point.

Have Ss raise their hands if they know the answer.


CLICK (7x) to confirm Ss’ answers.

Work in groups.

Listen to the sentence.

Write the questions in your notebook.

Raise your hands when you are done writing the questions.

1. Yes, Sue can’t find her hat.

2. It is Tom’s hat and nobody else’s.

3. No, it isn’t Eddy’s hat.

4. Yes, Tom has a hat like that.

5. Sam found a hat next to his sleeping bag.

6. No, Sam doesn’t know whose hat it is.

7. No, Eddy didn’t find the hat next to his sleeping bag.

8. Eddy said Tom has a hat like that.

1. Can Sue find her hat?

2. Whose hat is it?

3. Is it Eddy’s hat?

4. Does Tom have a hat like that?

5. Where did Sam find the hat?

6. Does Sam know whose hat it is?

7. Did Eddy find the hat next to his sleeping bag?

8. Did Eddy say that Tom has a hat like that?


Page 19 of 19


LG6 U3 L4 – Wrap Up: Two Questions 4 min

Objectives: Ss will be able to ask and answer Y/N questions to name objects and describe possessions.

Target Lang: Is that Sam’s green belt? / Yes, it is. / Are those green notebooks? / No, they aren’t. They are blue notebooks. Materials: LG6 U3 L4 PPT – Slide 14 Interaction: T-Ss; S-Ss


1. Model asking Y/N question Show LG6 U3 L4 PPT – Slide 14. Elicit Y/N questions based on T’s statements.

Look at the pictures. Yes, that is a brown chair. What’s the question? No, they aren’t Eddy’s brown boots. Question?

Is that a brown chair? Are those Eddy’s brown boots?

2. Ask Two Questions Instruct Ss to ask two Y/N questions about the pictures. Call Ss one at a time to ask, have the class answer the questions.

JK, ask two Y/N questions about the pictures. Class, answer.

JK: Is that Sam’s green belt? Ss: Yes, it is. JK: Are those green notebooks? Ss: No, they aren’t. They are blue notebooks. …


Page 1 of 19


LG6 U3 L5

Time: 50 min

Materials: LG6 U3 L5 PPT; Projector







1. Ss will be able to orally read and spell words with letters rk and lk.

2. Ss will be able to talk about outdoor activities and equipment, and orally identify and make True or False statements about them.

3. Ss will be able to make a story to describe activities and possessions.


Page 2 of 19



Time 5’ 7’ 8’ 10’ 5’ 10’ 5’

Act. # Type Warm Up R&E-Activity 1 R&E-Activity 2 R&E-Activity 3 ML-Activity 4 R&E -Activity 5 Wrap Up

Name & Description

of Activity

Say the Color, Not the Word

Read and Spell * Reading and

Spelling Words with Letters rk and lk

Outdoor Activities * Talking about

Outdoor Activities and Equipment

Are those…? * Asking about

Possessions and Stating Reasons

Picture Talk * Describing Past

Activities

Activities * Making a Story to

Describe Activities and Possessions

Make Sentences

Target Language

yellow pink white It’s blue.

rk “rk” bark, B-A-R-K lark, L-A-R-K park, P-A-R-K dark, D-A-R-K fork, F-O-R-K marker, M-A-R-K-E-R stork, S-T-O-R-K lk “lk” elk, E-L-K silk, S-I-L-K milk, M-I-L-K

go swimming go canoeing Eddy will go fishing. He’ll need a fishing pole and bait. It’s Sam’s tennis racquet. It’s his. Angel will go canoeing. That’s her paddle.

He is Cathy’s grandfather. Is that key Cathy’s father’s? No, it isn’t. Because her father’s not going to drive a car. He’s going to do a puzzle. Are those bags Cathy’s grandfather’s? Yes, they are. He’s going to go travelling.

Summer ate apples. Elaine and Abe went to the park. Melissa ate some French fires and drank soda pop. Cyrus talked on the telephone. Troy climbed a tree.

It’s 7 o’clock. Ginger, Mimi and Sue are talking about their summer plans. They are in Ginger’s bedroom. Ginger is going to go swimming with her mother. Her bathing suit and towel are new. Mimi is going to go camping with Lou and Fred. Their flashlight and tent are now ready. Sue is going to go hiking with Eddy. Sue’s hiking boots and backpack are old. Eddy has two new backpacks. He said he can just lend Sue one.

Eddy’s going to go fishing. That fishing pole and those bait are his. Ginger is going to play baseball. That baseball bat and that mitt are hers.


Page 3 of 19


LG6 U3 L5 – Warm Up: Say the Color, Not the Word 5 min

Objectives: Ss will be able to identify colors correctly.

Target Lang: yellow, pink, white / It’s blue.

Materials: LG6 U3 L5 PPT – Slide 2 Interaction: T-Ss; S-Ss


1. Elicit names of colors Have Ss name colors.

What colors do you know?

yellow, pink, white, red, brown…

2. Identify colors Show LG6 U3 L5 PPT – Slide 2. Have Ss name the colors as it appears on the screen. CLICK (10x) to make the colors appears.

What color is it?

It’s blue. It’s purple. It’s black. It’s white. It’s red. It’s green.

. It’s gray. It’s orange. It’s pink. It’s yellow. It’s brown.

3. Model saying the colors of words – whole class CLICK to show the words. Have Ss say the color of the word, and not the word. Point at each word.

Say the color, not the word. What color is it? (Point at the brown word.) How about this? (Point at the yellow word.)

brown yellow orange, blue, purple, white, green, pink, black, gray, red, yellow, blue, pink, gray, brown, orange, purple, green, red, gray, white


Page 4 of 19


4. Say the colors – in 2 groups Divide the clas into two groups. Have each group say the color of the words correctly and fast. If a group makes a mistake, have them sing, “Whose Boots Are These?” CLICK to show the words for Group 1. Point to each word one at a time. CLICK to show the words for Group 2. Point to each word one at a time.

Work in groups. Say the color, not the word. If your group makes a mistake, you have to sing “Whose Boots Are These?” G1, go! G2, your turn.

yellow, white, gray, black, purple, brown, blue, pink, red, green, orange, white, black, brown, pink, green, yellow, gray, purple, blue, red, green brown, red, gray, orange, pink, purple, white, green, blue, black, yellow, green, blue, gray, pink, black, white, brown, green, purple, yellow, red


Page 5 of 19


LG6 U3 L5 – Activity 1: Read and Spell (R&E: Reading and Spelling Words with Letters rk and lk) 7 min

Objectives: Ss will be able to read and spell words with letters rk and lk.

Target Lang: rk “rk” / bark, B-A-R-K / lark, L-A-R-K / park, P-A-R-K / dark, D-A-R-K / fork, F-O-R-K / marker, M-A-R-K-E-R / stork, S-T-O-R-K / lk “lk” / elk, E-L-K / silk, S-I-L-K / milk, M-I-L-K



1. Elicit the sounds of the letter combinations – whole class Show LG6 U3 L5 PPT – Slide 3. Elicit the sounds of the letter combinations.

What’s the sound? (Point at letters rk.) How about this? (Point at letters lk.)

“rk” “lk”

2. Read the words – whole class CLICK to show the words. Instruct Ss to read the words assigned to the letter mentioned.

G, what’s the word? I C B D J E A H F

stork marker silk dark park elk milk bark fork lark


Page 6 of 19


3. Read the words – in 2 groups Divide the class into two groups. Have group one read the words, and then group two. Point at the words to guide the Ss.

Work in groups. G1, read the words. G2, your turn!

Same as above.

4. Identify the spelled out words CLICK to make the words disappear. Read the spelled out words as indicated under Teacher Talk. Instruct Ss to identify the word.

E-L-K What’s the word? Next, M-A-R-K-E-R. Answer? B-A-R-K F-O-R-K S-I-L-K …

elk marker bark fork silk …

5. Spell the words Show LG6 U3 L5 PPT – Slide 4. Read the words indicated under Teacher Talk. Have Ss write number 1 to 10 on their notebooks. Instruct Ss to write the words mentioned beside each number.

Write number 1 to 10. Write the spelling of words. 1. park 2. fork 3. bark 4. dark 5. lark 6. silk 7. milk 8. stork 9. elk 10. marker


Page 7 of 19


6. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers. CLICK (10x) to show the answers one by one. Instruct Ss to read and spell the words.

Check your partner’s answers. Read the word in number 1. Spell! Number 2? 3? Next? …

1. park, P-A-R-K 2. fork, F-O-R-K 3. bark, B-A-R-K 4. dark, D-A-R-K 5. lark, L-A-R-K 6. silk, S-I-L-K 7. milk, M-I-L-K 8. stork, S-T-O-R-K 9. elk, E-L-K 10. marker, M-A-R-K-E-R


Page 8 of 19


LG6 U3 L5 – Activity 2: Outdoor Activities (R&E: Talking about Outdoor Activities and Equipment) 8 min

Objectives: Ss will be able to talk about outdoor activites and equipment, and orally identify and make True or False statements about them.

Target Lang: go swimming, go canoeing / Eddy will go fishing. He’ll need a fishing pole and bait. / It’s Sam’s tennis racquet. It’s his. / Angel will go canoeing. That’s her paddle.



1. Elicit names of outdoor activites Instruct Ss to name some outdoor activities.

What outdoor activities do you know?

go swimming, go canoeing, go hiking, go camping…

2. Describe future activities and express needs Show LG6 U3 L5 PPT – Slide 5. Ask WH questions to elicit the cats’ future activites and needs.

What will Sue do? What will she need? What about Sam? How about Fred and Tom?

Sue will go swimming. She’ll need a bathing suit and a towel. Sam will go bird watching. He’ll need binoculars and a bird book. Fred and Tom will go canoeing. They’ll need a paddle and a canoe.

3. Describe the cats’ future activities and state their needs – whole class CLICK to show a picture. Have Ss describe the cats’ future activities and state their needs. Point at the pictures to guide the Ss.

Describe the cats’ activities and needs.

Eddy will go fishing. He’ll need a fishing pole and bait. Lou will play outside. She’ll need some chalk and a ball. Ginger will play baseball. She’ll need a baseball bat and a mitt. Mr.and Mrs. Cat will go camping.They’ll need a tent and a flashlight. Sam will play tennis. He’ll need a tennis racquet and a tennis ball. Mimi will go chasing butterflies. She’ll need a net and some flowers. Tom will go horseback riding. He’ll need a cap and boots.


Page 9 of 19


4. Elicit answers to WH Qs about the cat’s possessions Have Ss answer “Whose” questions.

Whose tennis racquet is that? Whose boots are those? Whose fishing pole is that? …

It’s Sam’s tennis racquet. It’s his. They’re Tom’s boots. They’re his. It’s Eddy’s fishing pole. It’s his. …

5. Elicit WH Qs about the cats’ possessions Draw a question mark on the board. Have Ss ask “Whose” questions about the cats’ possessions. Point at the pictures to guide the Ss.

Ask me questions. It’s Mimi’s net. It’s hers. It’s Mr. and Mrs. Cat’s tent. It’s theirs. It’s Tom’s cap. It’s his.

Whose net is that? Whose tent is that? Whose cap is that?

6. Elicit WH Q&As about the possessions Show LG6 U3 L5 PPT – Slide 6. Have Ss ask and answer “Whose” questions about the pictures. Cover Andrea, point at the binoculars and the question mark to elicit a sample “Whose” question. Keep eliciting this way. Give help when needed.

Ask a question. Answer?

Whose binoculars are those? They’re Andrea’s binoculars. They’re hers. Whose bathing suit is that? It’s Tiffany’s bathing suit. It’s hers. Whose mitt is that? It’s Jaden’s mitt. It’s his. …

7. Make True or False Statements – whole class Have Ss say “True” if the sentence is correct. If not, have them say “False: and correct the statement.

Say “True” if the sentence is correct. If not, say “False” and say the correct sentence. Andrea will go bird watching. Those are her binoculars. Jaden will go swimming. That’s his bathing suit. Jaden will play baseball. That’s his mitt.

True. False. Tiffany will go swimming. That’s her bathing suit. / Jaden will play baseball. That’s his mitt. True.


Page 10 of 19


8. Make True or False Statements – in pairs Pair up Ss. Have Ss orally make two true or false statementns using the pictures.

Work with your partner. Make two true or false statements using the pictures.

SA & SB: Ken will play play tennis. Those are his hiking boots. Angel will go canoeing. That’s her paddle.

9. Present True or False Statements Call several pairs to orally present the two true or false statements that they prepared. Have the whole class answer and correct the false statements. Repeat as time allows.

SA and SB, present your sentences orally. Everybody, answer. …

SA & SB: Ken will play play tennis. Those are his hiking boots. Ss: False. Ken will play tennis. That’s his tennis ball. / False. Ryan will go hiking. Those are his hiking boots. SA & SB: Angel will go canoeing. That’s her paddle. Ss: True. …


Page 11 of 19


LG6 U3 L5 – Activity 3: Are those…? (R&E: Asking about Possessions and Stating Reasons) 10 min

Objectives: Ss will be able to ask about possessions and state reasons.

Target Lang: He is Cathy’s grandfather. / Is that key Cathy’s father’s? / No, it isn’t. Because her father’s not going to drive a car. He’s going to do a puzzle. / Are those bags Cathy’s grandfather’s? / Yes, they are. He’s going to go travelling.




1. Elicit names of family members Show LG6 U3 L5 PPT – Slide 7. Have Ss name the pictures of members of a family.

This is Cathy’s family. Who is he/she? (Point at the pictures one by one.)

He is Cathy’s grandfather. She is Cathy’s grandmother. He is Cathy’s father. She is Cathy’s mother. He is Cathy’s brother. She is Cathy’s sister.

2. Describe family members’ activities Instruct Ss to describe the activities of Cathy’s family members. Point at the pictures to guide the Ss.

What is Cathy’s grandfather going to do? How about her grandmother? And her father? (Point at driving a car.) (Point at doing homework.) (Point at buying an apples.)

Cathy’s grandfather’s going to go travelling. Cathy’s grandmother’s going to go to sleep. Cathy’s father’s going to do a puzzle. Cathy’s mother’s going to drive a car. Cathy’s brother’s going to do homework. Cathy’s sister’s going to buy apples.

3. Elicit answers to WH and Y/N questions about possessions and activities Have Ss answer WH and Y/N based on the pictures. Point at the pictures to guide the Ss.

Are those crayons Cathy’s sister’s? Why? (Point at the sister and buying apples.) (Point at the sister, sad face and doing homework.) Is that hat Cathy’s grandfather’s?

No, they aren’t. Because her sister’s going to buy apples. She’s not going to do her homework. Yes, it is.


Page 12 of 19


What is he going to do? (Point at the grandfather and go travelling.) Is that key Cathy’s grandmother’s? Why? (Point at the grandmother, the sad face and driving a car.) (Point at the happy face and going to sleep.)

He’s going to go travelling. No, it isn’t. Because she’s not going to drive a car. She’s going to go to sleep.

4. Elicit Y/N Q&As about possessions and activities – whole class Have Ss ask and answer Y/N questions about the pictures. Point at the key, the father and the question mark to elicit a sample Y/N question. Point at the father, the sad face and driving a car to elicit a sample Y/N answer. Keep eliciting this way. Give help when needed.

Ask questions. Answer?

Is that key Cathy’s father’s? No, it isn’t because her father’s not going to drive a car. He’s going to do a puzzle. Are those bags Cathy’s grandfather’s? Yes, they are. He’s going to go travelling. Are those coins Cathy’s brother’s? No, they aren’t because her brother’s not going to buy apples. He’s going to do his homework. …

5. Practice Y/N Q&As about possessions and activities – in pairs CLICK to show the next pictures. Pair up Ss. Have Ss take turn in asking and answer Y/N questions based on the pictures.

This is Sam’s family. Work with your partner. Take turns to ask and answer Y/N questions about the pictures.

S1: Are those pajamas Sam’s brother’s? S2: No, they aren’t because he’s not going to go to sleep. He’s going to eat breakfast. Is that belt Sam’s father’s? S1: Yes, it is. Is that flashlight Sam’s mother’s? S2: No, it isn’t because she not going to go camping. She’s going to the beach. …


Page 13 of 19


6. Model Q&As in a train Show LG6 U3 L5 PPT – Slide 8. Call S1 to answer your question. Have S1 ask a question and call a classmate to answer. Do the same with the next Ss.

FB, are those jeans Bryan’s mother’s? Ask a question. Call a classmate to answer. Question?

FB: No, they aren’t because Bryan’s mother’s going to go hiking. She’s not going to dance in school. FC, are those boots Bryan’s mother’s? FC: Yes, they are. FD, is that bicycle Bryan’s brother’s? FD: Yes, it is. …

7. Do Y/N Q&As train – in 2 groups Divide the class into two groups. Have Ss ask and answer Y/N questions based on the pictures within one minute. CLICK to show the pictures for the first group. CLICK again to show the pictures for the second group. The group with more number of questions asked and answered correctly wins.

Ask and answer Y/N questions in a train. You have one minute. Group 1, you’re first! G1S1, go! Group 2, you’re next. G2S1, go!

G1S1: Is that mitt Gale’s mother’s? G1S2: Yes, it is. Are those binoculars Gales’ brother’s? G1S3: No, they aren’t because he’s not going to go bird watching. He’s going to go fishing. Is that bird book Gale’s father’s? G1S4: Yes, it is. …


Page 14 of 19


LG6 U3 L5 – Activity 4: Picture Talk (ML: Describing Past Activities) 5 min

Objectives: Ss will be able to describe activities in the past.

Target Lang: Summer ate apples. / Elaine and Abe went to the park. / Melissa ate some French fires and drank soda pop. / Cyrus talked on the telephone. / Troy climbed a tree.




1. Elicit past activities Have Ss answer questions about their past activities.

What did you do last Monday? Where did you go yesterday? What did you eat last night? What did you drink this morning?

I played soccer. I went to the library. I ate some chicken and rice. I drank water.

2. Model making sentences about past activities Show LG6 U3 L5 PPT – Slide 9. Call 5 Ss to come the front. Have Ss make as many sentences as they can about the pictures for a minute.

What did they do yesterday? AY, BY, CY, DY and EY, come here. Bella went swimming. AY? BY? …

AY: Summer ate apples. BY: Elaine and Abe went to the park. CY: Melissa ate some French fires and drank soda pop. DY: Cyrus talked on the telephone. EY: Troy climbed a tree.

3. Make sentences about past activities – in 4 groups Divide the class into four groups. Have Ss give as many sentences as they can together about past activities based on the pictures. The group with the most sentences to give in a minute wins.

Work in groups. Describe the pictures together. The group with the most sentences to give in a minute wins.


Page 15 of 19


CLICK to show the next set of pictures. G1S1, begin. …

G1Xx: Lucas watched TV. Ann bought apples. Jeremy brushed his teeth. Mike drank milk. Belle and Eli ate some popcorn. Todd took a nap. Sam broke a window. Ralph played video games. Charm read a book. Hannah went to school. Olivia and Dan ate some cake and ice cream. Faye saw monkeys and bears. Isabel and Gayle went hiking. Kim fed the dog. Paulo wrote a book. Vicky and Willy met a rockstar. Joy listened to music. Billy made a model. John and Abyy cleared the table. Kyle travelled.


Page 16 of 19


LG6 U3 L5 – Activity 5: Activities (R&E: Making a Story to Describe Activities and Possessions) 10 min

Objectives: Ss will be able to make a story to describe activities and possessions.

Target Lang: It’s 7 o’clock. / Ginger, Mimi and Sue are talking about their summer plans. / They are in Ginger’s bedroom. / Ginger is going to go swimming with her mother. / Her bathing suit and towel are new. / Mimi is going to go camping with Lou and Fred. / Their flashlight and tent are now ready. / Sue is going to go hiking with Eddy. / Sue’s hiking boots and backpack are old. / Eddy has two new backpacks. / He said he can just lend Sue one.


Interaction: T-Ss; Ss-Ss


1. Elicit information about the picture Show LG6 U3 L5 PPT – Slide 10. Have Ss answer questions about the picture.

What time is it? (Point at the clock.) Who are they? (Point at the cats.) What are they talking about? (Point at “summer plans”.) Where are they? (Point at Ginger, and the bedroom.) What is Ginger going to do? (Point at go swimming and Ginger’s mother.) Are her bathing suit and towel new? (Point at the girl buying a bathing suit and a towel) What is Mimi going to do? (Point at go camping, Lou and Fred.) Are their flashlight and tent ready? (Point at thumbs up, the flashlight and the tent.) What is Sue going to do? (Point at go hiking and Eddy.) Are Sue’s hiking boots and backpack old? (Point at the hiking boots and backpack.) How many new backpacks does Eddy have? (Point at the two new backpacks.) Can he lend Sue one? (Point at Eddy, the thumbs up and the purple backpack.)

It’s 7 o’clock. They are Ginger, Mimi and Sue. They are talking about their summer plans. They are in Ginger’s bedroom. Ginger’s going to go swimming with her mother. Yes, her bathing suit and towel are new. Mimi is going to go camping with Lou and Fred. Yes, their flashlight and tent are now ready. Sue is going to go hiking with Eddy. Yes, Sue’s hiking boots and backpack are old. Eddy has two new backpacks. Yes, he can lend Sue the purple backpack.


Page 17 of 19


2. Model making a story

Have Ss orally make a story about Ginger, Mimi and Sue.

Point at the pictures to guide Ss.

Let’s make a story.

It’s 7 o’clock.

Ginger, Mimi and Sue are talking about their summer plans.

They are in Ginger’s bedroom.

Ginger is going to go swimming with her mother.

Her bathing suit and towel are new.

Mimi is going to go camping with Lou and Fred.

Their flashlight and tent are now ready.

Sue is going to go hiking with Eddy.

Sue’s hiking boots and backpack are old.

Eddy has two new backpacks.

He said he can just lend Sue one.

3. Make a story – whole class Show LG6 U3 L5 PPT – Slide 11. Have Ss orally make a story about Tom, Lou and Fred. Point at the pictures to guide Ss. Give help to Ss whenever needed.

Make a story about Tom, Lou and Fred. (Point at the clock.) (Point at Tom, Lou, Fred, and then “afterschool activities”.) (Point at the classroom.) (Point at doing homework and the house.) (Point at sad boy, the robot and the jump rope. ) (Point at Lou, go to the bookstore and Mrs. Cat.) (Point at the old book, and buying a new book.) (Point at go fishing and Sam.) (Point at the thumbs up, the net, the fishing pole and bait.)

It’s 5 o’clock. Tom, Lou and Fred are talking about their after school activities. They are in the classroom. Tom is going to do his homework at home. He is sad because his robot and jump rope are broken. Lou is is going to the bookstore with Mrs. Cat. Her book is old and she wants to buy a new one. Fred is going to go fishing with Sam. Their net, fishing pole and bait are now ready.


Page 18 of 19


4. Prepare to present a story – in groups

Divide the class into small groups.


Have Ss prepare to orally present a stry using the pictures.

Make a story using the pictures.

Prepare to present your story in class.

5. Present to the class

Invite the groups to come to the front one by one.

Have them orally present their story in class.

G1, present your story. Group 2, your turn. …

It’s 9 o’clock.

Carl, Anne and Faye are talking about seasonal activities.

They are in Carl’s living room.

Carl is going to go swimming next summer with his family.

His sister’s goggles and bathing suit are ready.

Anne and Faye are going to go flying kites next spring.

Their kites are new so they are very excited.

Hans is going to play football and soccer with his friends next fall.

His old socks are still fine, but he wants to buy new ones.

…


Page 19 of 19


LG6 U3 L5 – Wrap Up: Make Sentences 5 min

Objectives: Ss will be able describe activities and possessions.

Target Lang: Eddy’s going to go fishing. / That fishing pole and those bait are his. / Ginger is going to play baseball. / That baseball bat and that mitt are hers.

Materials: LG6 U3 L5 PPT – Slide 13 Interaction: T-Ss; Ss-Ss


1. Describe activities and possessions – whole class Show LG6 U3 L5 PPT – Slide 13. Elicit answers to WH questions based on the pictures.

What is Eddy going to do? Whose fishing pole and bait are those? What is Ginger going to do? Whose baseball bat and mitt are those?

Eddy’s going to go fishing. That fishing pole and those bait are his. Ginger is going to play baseball. That baseball bat and that mitt are hers.

2. Describe activities and possessions – in small groups Divide the class into four groups. Have Ss describe activities and possessions one after the other within 30 seconds. The groups which has the most number of sentences to give wins. CLICK to show the set of pictures.

Within a minute, G1, describe their activities and possessions one after the other. G1S1, begin! … G2S1, your turn. …

Emily is going to go horseback riding. That hat and those boots are hers. Ted and Neo are going to go camping. That flashlight and that tent are theirs. …


Page 1 of 16


LG6 U3 L6

Time: 50 min

Materials: LG6 U3 L6 PPT; Projector; LG6 U3 L6 Handout 1







1. Ss will be able to orally read and make sentences using words with letters rk and lk.

2. Ss will be able to read and answer WH questions to compare possessions through writing.

3. Ss will be able to identify important details of a text by listing down facts answerable by WH questions: Who, What, Where, When, Why, How and Whose.


Page 2 of 16



Time 5’ 8’ 5’ 10’ 5’ 12’ 5’

Act. # Type Warm Up R&E-Activity 1 R&E-Activity 2 R&E-Activity 3 ML-Activity 4 R&E -Activity 5 Wrap Up

Name & Description

of Activity

Birthday Chain

The dark dog barked at the lark in the

park. * Reading and

Making Sentences Using Words with Letters rk and lk

Which One…? * Comparing Objects’ Sizes

Joe’s calculator is the biggest.

* Answering WH Questions to

Compare Possessions

Pen, In, Bag * Describing


Birthday Presents * Identifying Important

Details of a Text

Form Questions

Target Language

My birthday is on July 30th. His birthday is on September 18th. JK’s birthday is on February 10th.

rk “rk” bark lark park dark fork marker stork lk “lk’ elk silk milk The dark dog barked at the lark in the park. The elk in purple silk is drinking chocolate milk.

It’s a notebook. It’s a book. The notebook is smaller than the book. The comb is bigger than the wallet.

Frank’s coat is the longest. Elsie’s vest is smaller than Frank’s. Frank’s socks are as short as Elsie’s. Jane’s slippers are as small as Elsie’s. Frank slippers are the largest.

pen, in, bag The pen is in the bag. eraser, in front of, pencil case The eraser is in front of the pencil case.

Joan’s birthday is on March 24th. It’s her 7th birthday. Joan’s mother gave her a coat and boots. She also gave Joan’s little sister a vest. Joan’s father gave her a tent and a flashlight. He wants Joan to go camping with him next summer. After dinner, Joan’s best friend invited her to watch a movie. They both wore a striped dress, but Joan’s was purple, and her best friend’s was red. While in her bedroom, Joan can’t help but smile. She had a really good time on her birthday.

Whose birthday is it? Which notebook is bigger, Aiza’s or Angel’s? Where is the eraser?


Page 3 of 16


LG6 U3 L6 – Warm Up: Birthday Chain 5 min

Objectives: Ss will be able to talk about their birthdays.

Target Lang: My birthday is on July 30th. / His birthday is on September 18th. / JK’s birthday is on February 10th.



1. Elicit months of the year Have Ss recall the months of the year.

What are the months of the year?

January, February, March, April, May, June, July, August, September, October, November, December

2. Model the sentence chain about birthdays Call 5 Ss to come the front. Ask S1 about his/her birthday. Then, have him/her ask S2 the same question. Do this successively until it reaches S5.

AY, BY, CY, DY and EY, come here. My birthday is on February 17th. AY, what about you? BY, when is AY’s birthday? What about you? CY?

AY: My birthday is on July 30th. BY: AY’s birthday is on July 30th. My birthday is on September 18th. CY: AY’s birthday is on July 30th. BY’s birthday is on September 18th. My birthday is on February 10th. DY:AY’s birthday is on July 30th. BY’s birthday is on September 18th. CY’s birthday is on February 10th. My birthday is on August 12th. EY: AY’s birthday is on July 30th. BY’s birthday is on September 18th. CY’s birthday is on February 10th. DY’s birthday is on August 12th. My birthday is on January 1st.

3. Start the sentence chain about birthdays – in 3 groups Divide the class into three groups. Have Ss talk about their birthdays in a chain. The last group to finish will jump 10x.

Work in groups. Tell us your birthday. The last group to finish will jump 10x. Let’s start with group 1.

JK: My birthday is on November 2nd. JB: JK’sbirthday is on November 2nd. My birthday is on May 5th. ...


Page 4 of 16


LG6 U3 L6 – Activity 1: The dark dog barked at the lark in the park. (R&E: Reading and Making Sentences Using Words with Letters rk

and lk) 8 min

Objectives: Ss will be able to read and orally make sentences using words with letters rk and lk.

Target Lang: rk “rk” / bark, lark, park, dark, fork, marker, stork / lk “lk” / elk, silk, milk / The dark dog barked at the lark in the park. / The elk in purple silk is drinking chocolate milk.



1. Name words with letters rk and lk Show LG6 U3 L6 PPT – Slide 2. Instruct Ss to name words with letters rk and lk. Point at the pictures randomly.

What’s this?

elk, park, bark, fork, milk, marker, stork, silk, dark, lark

2. Read sentences and identify rk and lk words – whole class Show LG6 U3 L6 PPT – Slide 3. Have Ss read the sentence. Have Ss name rk words from the sentence. CLICK to show the next sentence, and then have Ss name lk words from the sentence.

Read the sentence. Which words have “rk” sound? Everybody, read the sentence. Which words have “lk” sound?

The dark dog barked at the lark in the park. dark, barked, lark, park The elk in purple silk is drinking chocolate milk. elk, silk, milk


Page 5 of 16


3. Read sentences – whole class Show LG6 U3 L6 PPT – Slide 4. Instruct Ss to read the sentences one at a time.

Read the sentence. (Point at sentence 1.) Next sentence. …

1. The stork in the park is dark. 2. Dogs bark at the lark by the cork and fork. 3. Hulk has a dark ark and a silky black belt. 4. The elk works at the park where the pork holds a fork. 5. The lark drank milk using the dark silk glass with a marker.

4. Identify words with rk and lk Write letters rk and lk on the board. Elicit words with letters rk and lk in each sentence. Write Ss’ answers under each letter combination. Have Ss read the words on the board. Immediately correct Ss’ pronunciation.

Which words has “rk” sound in sentence 1? How about in sentence 2? Which words has “rk” and “lk” sounds in sentence 3? …

stork, park, dark bark, lark, cork, fork dark, ark hulk, silky work, park, pork, fork elk lark, dark, marker lark, dark, marker

5. Read sentences – in groups Divide the class into small groups. Instruct Ss to practice reading all the sentences. Call groups one at a time to read the sentences.

Work with your group. Practice reading the sentences. G1, read the sentences. G2, your turn.

1. The stork in the park is dark. 2. Dogs bark at the lark by the cork and fork. 3. Hulk has a dark ark and a silky black belt. 4. The elk works at the park where the pork holds a fork. 5. The lark drank milk using the dark silk glass with a marker.


Page 6 of 16


6. Make sentences – in pairs Pair up Ss. Have them prepare to orally present two sentences with 2 or more rk and lk words each.

Work with your partner. Make two sentences. Use 2 or more words with letters rk and lk for each sentence.

7. Present sentences to the class Call several pairs to say their sentences to the class.

KT and KV, tell us your sentences. Next? …

KT&KV: I ate pork and drank milk for dinner. The stork at the park can bark. (Various, depends on Ss’ sentences.)


Page 7 of 16


LG6 U3 L6 – Activity 2: Which One…? (R&E: Comparing Objects’ Sizes) 5 min

Objectives: Ss will be able to ask and answer WH questions to compare objects’ sizes.

Target Lang: It’s a notebook. / It’s a book. / The notebook is smaller than the book. / The comb is bigger than the wallet.

Materials: None Interaction: T-Ss; Ss-Ss; S-S


1. Model comparing objects’ sizes Show a notebook and a book. Call a S to get 2 things from his/her bag.

What’s this? (Shows a notebook.) What about this? (Shows a book.) S1, stand up. Which one is smaller? Which one is bigger? Now, get two things from your bag. Ask me questions. The pencil sharpener is smaller than the eraser. The eraser is bigger than the pencil sharpener.

It’s a notebook. It’s a book. The notebook is smaller than the book. The book is bigger than the notebook. Which one is smaller? (Shows a pencil sharpener and an eraser.) Which one is bigger?

2. Compare objects’ sizes – whole class Call individual Ss to come to the front. Instruct them to show two objects from their bags and ask WH questions about them. Then, have the whole class answer.

AB, come to the front and show us two objects from your bag. Ask questions about their sizes. Everybody, answer. Next? AC, your turn.

AB: Which one is smaller? (Shows a key and a paper clip.) Ss: The paper clip is smaller than the key. AB: Which one is bigger? Ss: The key is bigger than the paper clip. AC: Which one is bigger? (Shows a ruler and a comb.) Ss: The comb is bigger than the ruler. AC: Which one is smaller?


Page 8 of 16


Ss: The ruler is smaller than the comb.

3. Compare objects’ sizes – in pairs Pair up Ss. Have Ss get two things from their bags. Instruct them to ask and answer WH questions about the sizes of the objects.

Work with your partner. Get two things from your bag. Ask and answer WH questions about their sizes.

S1: Which one is bigger? (Shows a candy bar and an eraser.) S2: The candy bar is bigger than the eraser. S1: Which one is smaller? S2: The eraser is smaller than the candy bar. S2: Which one is bigger? (Shows a watch and a comb.) S1: The comb is bigger than the watch. S2: Which one is smaller? S1: The watch is smaller than the comb. (Various, depends on Ss’ answers.)


Page 9 of 16


LG6 U3 L6 – Activity 3: Joe’s calculator is the biggest. (R&E: Answering WH Questions to Compare Possessions) 10 min

Objectives: Ss will be able to read and answer WH questions to compare possessions through writing.

Target Lang: Frank’s coat is the longest. / Elsie’s vest is smaller than Frank’s. / Frank’s socks are as short as Elsie’s. / Jane’s slippers are as small as Elsie’s. / Frank slippers are the largest.




1. Elicit information about the pictures

Show LG6 U3 L6 PPT – Slide 5. Have Ss name the pictures.

What’s this?

What are these?

a notebook, a calculator, a pencil

pencil cases, erasers

2. Compare the objects Elicit answers to WH questions to compare possessions.

Whose notebook is bigger, Joe’s or Phil’s? Whose notebook is the biggest? …

Joe’s notebook is bigger than Phil’s. Kaye’s notebook is the biggest of all.

3. Model identifying the object described Instruct Ss to read the sentences. Have Ss identify the object described in the sentence. CLICK to show the sentences. CLICK (5x) to confirm Ss’ answers.

Read sentence 1. Answer? Number 2? …

Whose calculator is the biggest? Joe’s calculator is the biggest. Whose pencils are as big as Joe’s pencil? Kaye’s pencils are as big as Joe’s pencil. Whose notebook is the smallest? Phil’s notebook is the smallest.


Page 10 of 16


Whose erasers are bigger than Phil’s? Joe’s erasers are bigger than Phil’s. Whose pencil case is thicker than Joe’s pencil cases? Phil’s pencil case is thicker than Joe’s pencil cases.

4. Identify the objects described Have Ss write number 1 to 5 on their notebooks. Show LG6 U3 L6 PPT – Slide 6. Have them write their answers beside each number.

Write 1 to 5. Write the answers.


5. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers. Instruct Ss to orally read the questions and give the answers for each number. CLICK (5x) to confirm Ss’ answers.

Check your partner’s answers. Read question 1. Answer? Number 2? 3? Next? …

1. Whose coat is the longest? Frank’s coat is the longest. 2. Whose vest is smaller than Frank’s? Elsie’s vest is smaller than Frank’s. 3. Whose socks are as short as Elsie’s? Frank’s socks are as short as Elsie’s. 4. Whose slippers are as small as Elsie’s? Jane’s slippers are as small as Elsie’s. 5. Whose slippers are the largest ? Frank’s slippers are the largest.


Page 11 of 16


LG6 U3 L6 – Activity 4: Pen, In, Bag (ML: Describing Locations of Objects) 5 min

Objectives: Ss will be able to describe locations of objects.

Target Lang: pen, in, bag / The pen is in the bag. / eraser, in front of, pencil case / The eraser is in front of the pencil case.




1. Describe the location of objects Show LG6 U3 L6 PPT – Slide 7. Have Ss answer WH questions to describe locations of objects.

Where is the eraser? Where is the pencil case? Where are the markers? Where is the calculator? Where are the crayons?

The eraser is under the desk. The pencil case is next to the notebook. The markers are on the table. The calculator is behind the chair. The crayons are in the bag.

2. Model making sentences about locations of objects in a train Say two objects and a preposition. Call a S to describe the location of objects based on your clues. Then, have the S do the same, and call another S to form the next sentence. Do this until it reaches the last S.

marker, behind, pencil case S1, what’s the sentence? Say 2 objects and a preposition. S2? …

S1: The marker is behind the pencil case. pen, in, bag S2: The pen is in the bag. eraser, in front of, pencil case. S3: The eraser is in front of the pencil case. sharpener, on, desk S4: The sharpener is on the desk.


Page 12 of 16


3. Make sentences about locations in a train – in 2 groups Divide the class into two groups. Instruct Ss to say 2 objects and a preposition, then have the next S (Ss) form a sentence about these clues. Have Ss count the number of sentences given. The group with more sentences formed in a minute wins.

Work in groups. Say 2 objects and a preposition, next S forms a sentence. Group 1, let’s start. You have one minute. G1S1, begin. G1S2? Group 2, your turn. G2S1, go! …

G1S1: book, under, bag G1S2: The book is under the bag. notebook, on, marker G1S3: The notebook is on the marker. crayons, in, bag G1S4: The crayons are in the bag. …


Page 13 of 16


LG6 U3 L6 – Activity 5: Birthday Presents (R&E: Identifying Important Details of a Text) 12 min

Objectives: Ss will be able to identify important details of a text by listing down facts answerable by WH questions: Who, What, Where, When, Why, How and Whose.

Target Lang: Joan’s birthday is on March 24th. / It’s her 7th birthday. / Joan’s mother gave her a coat and boots. / She also gave Joan’s little sister a vest. / Joan’s father gave her a tent and a flashlight. / He wants Joan to go camping with him next summer. / After dinner, Joan’s best friend invited her to watch a movie. / They both wore a striped dress, but Joan’s was purple, and her best friend’s was red. / While in her bedroom, Joan can’t help but smile. / She had a really good time on her birthday.

Materials: LG6 U3 L6 PPT – Slides 8~9; LG6 U3 L6 Handout 1

Interaction: T-Ss; Ss-Ss


1. Read the text – whole class Show LG6 U3 L6 PPT – Slide 8. Instruct Ss to chorally read the text.

Let’s read.

Joan’s birthday is on March 24th. It’s her 7th birthday. Joan’s mother gave her a coat and boots. She also gave Joan’s little sister a vest. Joan’s father gave her a tent and a flashlight. He wants Joan to go camping with him next summer. After dinner, Joan’s best friend invited her to watch a movie. They both wore a striped dress, but Joan’s was purple, and her best friend’s was red. While in her bedroom, Joan can’t help but smile. She had a really good time on her birthday.

2. Read the text – in 2 groups Divide the class into two groups. Have the groups alternately read the sentences. Then, switch roles.

You are G1, and you are G2. Take turns in reading the sentences. G1, read the first sentence. G2, second sentence.

G1: Joan’s birthday is on March 24th. G2: It’s her 7th birthday. G1: Joan’s mother gave her a coat and boots.


Page 14 of 16


Switch roles.

G2 She also gave Joan’s little sister a vest. G1: Joan’s father gave her a tent and a flashlight. G2: He wants Joan to go camping with him next summer. G1: After dinner, Joan’s best friend invited her to watch a movie. G2: They both wore a striped dress, but Joan’s was purple, and her best friend’s was red. G1: While in her bedroom, Joan can’t help but smile. G2: She had a really good time on her birthday. ….

3. Elicit WH Q&As about the text—whole class Write the following question words on the board: Who, What, Where, When, Why, How and Whose. Invite Ss to ask and answer questions about the text, and then write their answers on the board next to the question words. NOTE: Elicit one question per question word only.

Can anyone ask a who/what/where/when/why/how and whose question? Answer? (Point at the question words.)

S1: Who gave Joan a coat and boots? Ss: Joan’s mother gave her a coat and boots. S2: What did Joan do on her birthday? Ss: She watched a movie with her best friend. S3: Where did Joan celebrate her birthday with her best friend? Ss: Joan celebrated her birthday with her best friend in a movie theatre. S4: When is Joan’s birthday? Ss: Joan’s birthday is on March 24th. S5: Why did Joan’s father give her a flashlight and a tent? Ss: Because he wants Joan to go camping with him next summer. S6: How is old Joan? Ss: Joan is 7 years old. S7: Whose striped purple dress is Joan wearing? Ss: It’s her striped purple dress. It’s hers.

4. Answer the handout – in groups Have Ss form small groups. Distribute LG6 U3 L6 Handout 1 –Birthday Present Worksheet. Instruct Ss to write down the details answerable by the question words.

List down answers to these questions. Write them on your paper.

(Ss answer the worksheet.)


Page 15 of 16


5. Check Ss’ answers Show LG6 U3 L6 PPT – Slide 9. Call some representatives of each group to share their answers in class, and then invite others to give the question for the statement.

What’s your sentence here? (Point at the blanks in the worksheet.) What’s the question?

I. Who? G1-S1: Joan’s father wants her to go camping with him next summer. G1-S2: Who wants Joan to go camping with hime next summer? G2-S1: Joan’s best friend invited her to watch a movie. G2-S2: Who invited Joan to watch a movie? ….

II. What? G1-S3: Joan mother’s gave her little sister a vest. G1-S4: What did Joan’s mother give her little sister? G2-S3: Joan wore her purple striped dress when they watched a movie. G2-S4: What did Joan wear when they watched a movie? ….

III. Where? G3-S1: Joan watched a movie with her best friend at the movie theatre. G3-S2: Where did Joan watch a movie with her best friend? …

IV. When? G4-S1: After dinner, Joan’s best friend invited her to watch a movie. G2-S2: When did Joan’s best friend invite her for dinner? …

V. Why? G1-S5: Because it’s Joan’s birthday. G2-S5: Why did her mother give her a coat and boots? ….

VI. How? G6-S1: Joan went to see a movie with her best friend. G6-S2: How did Joan celebrate her birthday after dinner? …

VII. Whose? G5-S3: It’s Joan birthday on March 24th. G5S4: Whose birthday is on March 24th?

(Various, depends on Ss answers.)


Page 16 of 16


LG6 U3 L6 – Wrap Up: Form Questions 5 min

Objectives: Ss will be able read sentences and form questions about them.

Target Lang: Whose birthday is it? / Which notebook is bigger, Aiza’s or Angel’s? / Where is the eraser? Materials: LG6 U3 L6 PPT – Slide 10 Interaction: T-Ss; Ss-Ss


1. Form questions – whole class Show LG6 U3 L6 PPT – Slide 10. Instruct Ss to read the sentences and give the questions for each.

Read sentence A. What’s the question?

It’s Joan’s birthday. Whose birthday is it? Aiza’s notebook is bigger than Angel’s. Which notebook is bigger, Aiza’s or Angel’s? The eraser is in the bag. Where is the eraser? …

2. Give statements and form questions Give a statement, ask Ss to form the question. CLICK to show pictures. Call several Ss to orally give statements about the pictures, and then, have Ss form the questions.

Jane’s coat is the shortest. What’s the question? S1, make a sentence about the pictures. Class, what’s the question? …

Whose coat is the shortest? S1:

©DynEd International, Inc. www.en.dyned.com.cn

LG6 U3 L6 Handout 1—Birthday Present


Page 1 of 7


LG6 U3 L8

Time: 50 min

Materials: Projector; LG6 U3 L8 PPT; LG6 U3 L8 Handout 1

General Guidelines for Lesson Plan 8s This session is meant to serve as a final unit summarization and assessment.

General Objectives for all Lesson Plan 8s: 1. Ss will be able to give presentations fluently and confidently, using the same or similar topics from the previous lessons, without much preparation.

2. Ss will be able to finish a short unit test independently, and correct any mistakes after the answers are checked.

About the Presentations:

1. Three topics are provided in this lesson plan. It’s at the teachers’ discretion to decide how many topics to use and which ones to use depending on the class size and time availability.

2. Not all Ss may have the chance to do a presentation in every class. Teachers should ensure Ss have equal opportunities to participate in later lessons.

About the Unit Test:

1. The test provided in each unit is usually, but not always, reading and writing based. It’s best if the Tests can be printed out, but the test can be done just using the PPT as a guide and having Ss write out their answers on a piece of paper.

2. It is recommended that test answers be checked and mistakes corrected before the end of class. Please refer to the guidance in L7 for ways of checking Ss’ answers in class.

Formatted: Top: 1.06"


Page 2 of 7



Time 10’ 13’ 12’ 10-15’

Act. # Type Presentation 1 Presentation 2 Presentation 3 Unit Test

Name Description

of Activity

It’s Sue’s purple blouse.

Describing Possessions

from LG6 U3 L2

Whose boots are those? Making a Dialog about Possessions

from LG6 U3 L3

Joe’s calculator is the biggest. Comparing Possessions

LG6 U3 L6

Unit Test

Target Language

It’s Sue purple blouse.

They’re Tom’s brown boots.

It’s Eddy’s green vest.

They’re Ginger’s pink socks.

Whose boots are those?

I found them under the chair.

Grandfather Cat can’t find his boots.

I think they are his.

Mr. Cat has boots like those.

Maybe they are his.

Are these yours?

Yes, they are.

They are mine.

Thank you.

Whose calculator is the biggest?

Joe’s calculator is the biggest.

Whose pencils are as big as Joe’s pencil?

Kaye’s pencils are as big as Joe’s pencil.

my, mine

his

her, hers

your, yours

Those are Karen’s boots.

Are those jeans Carl’s?

Jane’s coat is longer than Elsie’s.

Are Alan’s sandals bigger than Elan’s?


Page 3 of 7


LG6 U3 L8 – Presentation 1: It’s Sue’s purple blouse. (Describing Possessions – from LG6 U3 L2) 10 min

Objectives: Ss will be able to give presentations to describe possessions.

Target Lang: It’s Sue purple blouse. / They’re Tom’s brown boots. / It’s Eddy’s green vest. / They’re Ginger’s pink socks.


Interaction: S-Ss


1. Prepare a presentation on describing possessions Show LG6 U3 L8 PPT – Slide 2. Give Ss one minute to prepare to describe pictures.

Look at the pictures. Make as many sentences as you can to describe the cats’ possessions. You have one minute to prepare.

2. Present to the class Call individual Ss to come to the front and give as many sentences as they can within one minute. Have the other Ss count the number of sentences each S gives. Repeat as time allows.

Xx, come here and share your sentences to the class. Let’s count the sentences.

It’s Sue purple blouse. They’re Tom’s brown boots. It’s Eddy’s green vest. They’re Ginger’s pink socks. … (Various, depends on Ss’ answers.)

Formatted: Font color: Custom Color(RGB(68,114,196))


Page 4 of 7


LG6 U3 L8 – Presentation 2: Whose boots are those? (Making a Dialog about Possessions – from LG6 U3 L3) 13 min

Objectives: Ss will be able to orally make a new dialog about possessions.

Target Lang: Whose boots are those? / I found them under the chair. / Grandfather Cat can’t find his boots. / I think they are his. / Mr. Cat has boots like those. / Maybe they are his. / Are these yours? / Yes, they are. / They are mine. /Thank you.


Interaction: Ss-Ss; S-Ss


1. Role play a Conversation about possessions – in 3 groups Show LG6 U3 L8 PPT – Slide 3. Divide the class into three groups. Have them do role play the conversation of Ginger, Fred and Mr. Cat.

Point at the pictures one at a time.

Let’s role play the dialog. G1, you are Ginger. G2, you’re Fred. G3, Mr. Cat.

Ginger: Whose boots are those? I found them under the chair. Fred: Grandfather Cat can’t find his boots. I think they are his. Ginger: Mr. Cat has boots like those. Maybe they are his. Fred: Are these yours? Mr. Cat: Yes, they are. They are mine. Thank you.

2. Make a dialog about possessions – in threes Have Ss work in groups of three. Have Ss prepare to orally present a dialog about possessions like Ginger, Fred and Mr. Cat.

Work in threes. Make a dialog about possessions. Prepare to present in class.

Formatted Table


Page 5 of 7


3. Present to the class Call several groups to present their dialog in front.

Present your dialog to the class.

PB: Whose pajamas are those? I found them in the box. PC: PF can’t find his pajamas. I think they are his. PB: PD has pajamas like those. Maybe they are his. PC: Are these yours? PD: Yes, they are. They are mine. Thank you.


Page 6 of 7


LG6 U3 L8 – Presentation 3: Joe’s calculator is the biggest. (Comparing Possessions – from LG6 U3 L6) 12 min

Objectives: Ss will be able to give presentations to ask and answer WH questions to compare possessions fluently and confidently.

Target Lang: Whose calculator is the biggest? / Joe’s calculator is the biggest. / Whose pencils are as big as Joe’s pencil?/ Kaye’s pencils are as big as Joe’s pencil.


Interaction: S-Ss


1. Prepare to ask and answer WH (Whose) questions based on the pictures – in pairs Show LG6 U3 L8 PPT – Slide 4. Pair up Ss. Give Ss one minute to prepare to alternately ask and answer WH (Whose) questions to compare possessions using the pictures.

Prepare to ask and answer “Whose” questions to compare possessions. You have one minute.

2. Do Practice Q&As to compare possessions – in pairs Call several pairs one at a time to come to the front and alternately ask and answer WH (Whose) questions to compare possessions using the pictures within one minute. Have the other Ss count the correct questions and answers given. Repeat as time allows.

DA and DB, take turns to ask and answer “Whose” questions to compare possessions. Let’s count the questions and answers.

DA: Whose calculator is the biggest? DB: Joe’s calculator is the biggest. Whose pencils are as big as Joe’s pencil? DA: Kaye’s pencils are as big as Joe’s pencil. Whose coat is the longest? DB: Frank’s coat is the longest. …

Formatted: Font color: Custom Color(RGB(68,114,196))


Page 7 of 7


LG6 U3 L8 – Unit Test 10-15 min

Objectives: Ss will be able to finish a short reading and writing based unit test independently, correct any mistakes after the answers are checked.

Materials: LG6 U3 L8 Handout 1—Unit Test; LG6 U3 L8 PPT – Slides 5~7

Interaction: T-Ss

©DynEd International, Inc. www.en.dyned.com.cn

LG6 U3 L8 Handout 1—Unit Test

Let’s Go Level 6 Unit 3 Test

I. Fill in the blanks.

1. I have a vest. It’s ________ vest. It’s ________.

2. The boy has a belt. It’s ________ belt. It’s ________.

3. The girl has new slippers. They’re ________ new slippers. They’re ________.

4. You have a blue cap, too. It’s ________ blue cap. It’s ________.

II. Write the questions or answers.

1. Whose boots are those? (Karen)

_________________________________________________________

2. _________________________________________________________

No, they aren’t Carl’s jeans. They aren’t his.

3. Which coat is longer, Jane’s or Elsie’s? (Jane)

_________________________________________________________

4. _________________________________________________________

Yes, Alan’s sandals are bigger than Elan’s.

III. Draw the pictures based on the descriptions.

1. Patty’s eraser is bigger than

Harry’s eraser, but Shane’s eraser is the biggest of all.

2. Harry’s pencils are longer than Shane’s and Patty’s pencils.

3. Shane’s book is as thin as Harry’s book, but it is thicker than Patty’s book.

PATTY HARRY SHANE

mine yours his hers my theirs their her ours your

Documents

· Let’s Go Level 6 Unit 3 Lesson 1 Page 1 of 15 © DynEd International, Inc. LG6 U3 L1 . Time: 50 min . Materials: LG6 U3 Courseware; Microphone