LG1 U2 L1 - dyned.com · Greetings 1-Song 2-Conversation 3-Vocabulary 1 4-Vocabulary 2 5-Grammar 6-Phonics 7-Game Act. Type Social Routines Teacher-Guided Courseware Review *Optional

Let’s Go Level 1 Unit 2 Lesson 1

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LG1 U2 L1

Time: 50 min

Materials: LG1 U2 Courseware; Projector; Microphone; Speaker

LG1 U2 Unit Objectives:

1. Ss will be able to greet each other by asking and describing how they are.

2. Ss will be able to name different colors.

3. Ss will be able to ask and answer WH and Y/N questions to describe colors of objects.

4. Ss will be able to give and perform classroom commands.

5. Ss will be able to say and identify the letters A, B and C and the words beginning with each letter.

LG1 U2 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.


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LG1 U2 L1 Activity Overview:

Time 3’ 4’ 8’ 8’ 8’ 8’ 8’ 3’

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

Act. Type Social Routines Teacher-Guided Courseware Review *Optional

Target Language

Hi, Hello! My name is Sam. What’s your name?

Hi, how are you? I’m fine.

Hi, Ginger. How are you? I’m fine. Thank you.

yellow blue white pink gray red brown black green purple orange

Raise your hand. Take out your book. Put your hand down. Put your book away. Pick up your pencil. Put your pencil down. Look at the board. Write your name.

What color is this? It’s purple. It’s a purple ruler. Is this red? Yes, it is. Is this a blue bag? No, it isn’t. It’s an orange pen.

Aa, Bb and Cc ant apple book bag bat ball bird cat cake car

green grass blue skies white clouds yellow eyes red birds black cat


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LG1 U2 L1 – Greetings 3 min

Objectives: Ss will be able to ask and tell their names.

Target Lang: Hi, Hello! / My name is Kate. / What’s your name?

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Do initial greetings Greet Ss and have Ss respond.

Hi, students. Hello, boys. Hello, girls.

Hello, teacher. Hi, teacher. Hi, teacher.

2. Model saying and asking one’s name Call 2 Ss in front. Introduce yourself then ask S1 his/her name. S1 answers and then asks S2. S2 answers then ask T the same question.

Hello. What’s your name? (Ask S1) S1, ask S2. S2, ask me. My name is Jovie.

S1: My name is Kate. What’s your name? (Asks S2) S2: My name is Trina. What’s your name? (Asks the teacher.)

3. Start Q & A Train Have Ss continue asking and answering the same question in a train. Do this successively until it reaches the last S.

Now, ask your classmate. Let’s start with Hannah.

Hannah: What’s your name? Dennis: My name is Dennis. What’s your name? …


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LG1 U2 L1 – Activity 1: Song 4 min

Objectives: Ss will be able to sing “Hi, How Are You?” chorally.

Target Lang: Hi, how are you? / I’m fine.

Materials: LG1 U2 Courseware—Song

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


1. Sing “Hi, How Are You?” song with the Courseware

Play LG1 U2 Courseware—Song.

Have Ss sing the song (Twice)

Let’s sing together. Hi, how are you? I’m fine. Hi, how are you? I’m fine. Hi, how are you? I’m fine. How are you? I’m fine. I’m fine. I’m fine.

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

Divide the class into two groups.

Have group 1 sing with Ginger, group 2 with Sam.

Switch roles.

G1, sing with Ginger.

G2, sing with Sam.

Same as above.

3. Sing the song without the Courseware—in pairs

Pair Ss up. Invite a few pairs to sing 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 would be good if T and Ss do appropriate actions along with the song.


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LG1 U2 L1 – Activity 2: Conversation 8 min

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

Target Lang: Hi, Ginger. / How are you? / I’m fine. / Thank you.

Materials: LG1 U2 Courseware—Conversation

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


1. Listen to the Conversation in the Courseware Play LG1 U2 Courseware—Conversation. Have the class listen to the whole Conversation without stopping.

Let’s listen to the cats.

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

Let’s repeat each sentence together.

Sam: Hi, Ginger. How are you? Ginger: I’m fine. How are you? Sam: I’m fine. Thank you.

3. Repeat Conversation after the Courseware—in 2 groups Divide the class into 2 groups; Group 1 repeats after Ginger, group 2 repeats after Sam.

You are Ginger. You are Sam. Repeat after them.

Same as above.

4. Role play Conversation without the Courseware—in 2 groups Have the 2 groups role play Ginger and Sam without the Courseware. Switch their roles to do it again.

Role-play the conversation of Ginger and Sam. Same as above.

5. Practice role playing the Conversation—in pairs

Work in pairs. Choose who will be Ginger and Sam. Same as above.

6. Present the Conversation to the class

Show us your conversation. Same as above.


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LG1 U2 L1 – Activity 3: Vocabulary Lesson 1 8 min

Objectives: Ss will be able to name different colors.

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

Materials: LG1 U2 Courseware—Vocabulary Lesson 1



1. Practice saying the words in the Vocabulary Lesson

Play LG1 U2 Courseware —Vocabulary Lesson 1, Screen 1.

Ask 11 Ss in front to click on the 11 words and have the whole class repeat the words twice.

Let’s repeat the words twice. yellow, blue, white, pink, gray, red, brown, black, green, purple, orange

2. Record words in the Vocabulary Lesson—in groups

Play LG1 U2 Courseware—Vocabulary Lesson 1, Screen 2.

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

Repeat the words. Same as above.

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


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3. Match the pictures and words/phrases—in 2 groups

Play LG1 U2 Courseware—Vocabulary Lesson 1, Screen 3.

Divide class into 2 groups: Group A – left box on the screen; and Group B – right box.

If the correct answer is in the left box, Group A should stand up and say the word/phrase.

If the correct answer is in the right box, Group B will stand up and say the word/phrase.

If a group makes a mistake, have them jump 5 times.

Make 2 groups.

Group A – if the answer is in the left box, stand up and say the word/phrase.

Group B – if the answer is in right box, stand up and say the word./phrase.

If your answer(s) is wrong, you have to jump 5 times.

GA: gray

GB: white

GB: yellow

GA: pink

GA: black

GB: a yellow pencil

GB: blue

GB: brown

GB: a gray eraser

GA: a purple pen


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LG1 U2 L1 – Activity 4: Vocabulary Lesson 2 8 min

Objectives: Ss will be able to say classroom commands.

Target Lang: Raise your hand. / Take out your book. / Put your hand down. / Put your book away. / Pick up your pencil / Put your pencil down. / Look at the board / Write your name.

Materials: LG1 U2 Courseware—Vocabulary Lesson 2



1. Practice saying the sentences in the Vocabulary Lesson Play LG1 U2 Courseware—Vocabulary Lesson 2, Screen 1. Ask 8 Ss in front to click on the 8 sentences and have the whole class repeat each sentence twice.

Let’s repeat. Raise your hand. Take out your book. Put your hand down. Put your book away. Pick up your pencil. Put your pencil down. Look at the board. Write your name.

2. Record the sentences in the Vocabulary Lesson— in groups Play LG1 U2 Courseware—Vocabulary Lesson 2, Screen 2. Have Ss record the sentences in chorus, one after the other.

Your turn! Same as above.



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3. Match the pictures and the sentences—in 2 groups Play LG1 U2 Courseware—Vocabulary Lesson 2, Screen 3. Divide class into two groups: Group A – left box on the screen; and Group B – right box. If the correct answer is in the left box, Group A should stand up and say the sentence. If the correct answer is in the right box, Group B will stand up and say the sentence. If a group makes a mistake, have them jump 5 times.

Make 2 groups. Group A – if the answer is in the left box, stand up and say the sentence. Group B – if the answer is in right box, stand up and say the sentence. If your answer(s) is wrong, you have to jump 5 times.

GA: Take out your book GA: Raise your hand. GB: Look at the board. GA: Take out your pencil. GA: Pick up your pencil. GB: Put your pen away. GB: Write your name. GA: Point to the desk. GB: Open your book. GB: Put your pencil down


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LG1 U2 L1 – Activity 5: Grammar 8 min

Objectives: Ss will be able to repeat WH and Y/N questions and answers to describe colors of objects.

Target Lang: What color is this? / It’s purple. / It’s a purple ruler. / Is this red? / Yes, it is. / No, it isn’t. / It’s an orange pen.

Materials: LG1 U2 Courseware—Grammar

Interaction: C-Ss, T-Ss


1. Repeat the WH questions and answers in Grammar Play LG1 U2 Courseware—Grammar, Screen 1. Have the whole class repeat each question. Invite Ss one after the other to the front to click on the words and then have the whole class answer.

Let’s repeat the question. / What’s the question? S1, click on the answers. Let’s repeat. / What’s the answer? Next question. S2, click on the answers. Everyone.

What color is this? It’s orange. It’s an orange pen. What color is this? It’s gray. It’s a gray eraser.

2. Repeat the Y/N questions and answers in Grammar Play LG1 U2 Courseware—Grammar, Screen 2. Play the questions and have Ss repeat in chorus, and then answer in complete sentences.

Yes or No?

Is this red? Yes, it is. It’s a red book. Is this a blue bag? Yes, it is. It’s a blue bag. Is this a blue book? No, it isn’t. It’s a red book.

3. Check comprehension Pause on LG1 U2 Courseware—Grammar, Screen 2. Ask several questions about the colors of the objects on the screen.

What’s this? (Point at the green chair) What’s this? (Point at a book) Is this a desk? (Point at the desk.) What color is this? (Point at the brown desk.) Is this yellow? (Point at the orange book.) Is this a blue chair? (Point at the blue chair.) Is this a white chair? (Point at the green chair.)

It’s a chair It’s a book. Yes it is. It’s brown /it’s a brown desk. No, it isn’t. It’s an orange book. Yes, it is. It’ a blue chair No, it isn’t. It’s a green chair.

Trick for controlling the Courseware:

To repeat each question or answer, click the Pause button right before the next sentence is given.


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LG1 U2 L1 – Activity 6: Phonics 8 min

Objectives: Ss will be able to say the letters A, B and C and name objects that begin with each letter.

Target Lang: A, B, C, ant, apple, book, bag, bird, ball, bat, cat, cake, car

Materials: LG1 U2 Courseware—Phonics

Interaction: C-Ss, T-Ss


1. Review the Phonics Lesson in the Courseware Play LG1 U2 Courseware—Phonics, Screen 1. Click on each picture or letter to listen to the associated words or letters.

Let’s listen carefully.

2. Identify words with A, B or C—in 3 groups Play LG1 U2 Courseware—Phonics, Screen 2. Divide the class into 3 groups. If the word or picture begins with A, group 1 stands up, says the letter and the word. If the word or picture begins with B, group 2 stands up, says the letter and the word. If the word or picture begins with C, group 3 stands up, says the letter and the word. If a group makes a mistake, they have to jump 5 times.

You are group 1, 2 and 3. Group 1 – if the picture or word begins with A, stand up, say the letter and the word. Group 2– begins with B. Group 3– C. If your answer is wrong, you have to jump 5 times.

G3: C, cake G1: A, apple G2:B, bird G2: B, bag G1:A, ant G2: B, book G2: B, bat G3: C, car G3: C, cat

3. Repeat words and sounds after the Courseware—whole class Return to LG1 U2 Courseware—Phonics, Screen 1. CLICK on the letters or the pictures one at a time and have Ss repeat the words and the sounds.

Let’s repeat the words and sounds. Same as above.


Click the green arrow left to return to Screen 1.


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4. Record words with A, B and C—in groups

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

Let’s see which group can say the words properly. apple, ant, book, bag, cat, cake



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LG1 U2 L1 – Activity 7: Game (*Optional) 3 min

Objectives: Ss will be able to sing “The Black Cat Song” and identify colors.

Target Lang: green grass, blue skies, white clouds, yellow eyes, red birds, black cat

Materials: LG1 U2 Courseware—Game

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


1. Sing “The Black Cat Song” with the Courseware

Play LG1 U2 Courseware—Game.

Have Ss sing the song with the courseware. (Twice)

Let’s sing together. Green grass, green grass.

Blue skies, blue skies.

Black cat, black cat.

Yellow eyes.

Red birds, red birds

Blue skies, blue skies

Yellow, yellow eyes.

2. Color the picture

Call several Ss one after the other to come to the front to click on the color, and then on the picture.

Have the whole class repeat each phrase they hear.

Repeat if time allows.

CJ - come to the front.

Click on a color and then click on the picture..

Everyone, repeat.

yellow cats

white clouds

blue birds

…


Click the two arrows on the lower left side of the screen to sing the song again


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LG1 U2 L2

Time: 50 min

Materials: LG1 U2 L2 PPT; Projector; Courseware; Ss’ prepared stationery







LG1 U2 Lesson 2 Objectives:

1. Ss will be able to name and identify words beginning with letters A, B, and C.

2. Ss will be able to recall and act out the conversation in the courseware.

3. Ss will be able to name and identify colors.

4. Ss will be able to describe colors of objects.

5. Ss will be able to name classroom commands.


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Time 4’ 7’ 7’ 8’ 12’ 7’ 5’

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

Name & Description

of Activity

Song “Hi, How Are You?”

Conversation *Repeating and Acting

Out Conversation in the Courseware

Letters A,B,C *Naming and

Identifying Words Beginning with A,B,

and C

Let’s Learn Colors *Naming and

Identifying Colors

It’s a Purple Desk *Identifying and

Describing Colors of Objects

Name the Commands *Naming Classroom

Commands

Let’s Look Back

Target Language

Hi, how are you? I’m fine.

Hi, Ginger. How are you? I’m fine. Thank you.

A, B, C

apple, ant

book, bag, ball, bat, bird

cat, cake, car


It’s purple.

It’s a purple desk.


It’s red.

Write your name.

Bb- bag


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LG1 U2 L2 – Warm Up: Song “Hi, How Are You?” 4 min

Objectives: Ss will be able to sing the song “Hi, How Are You?” chorally.

Target Lang: Hi, how are you? / I’m fine.

Materials: LG1 U2 Courseware —Song



1. Sing the Unit Song with the Courseware Play LG1 U2 Courseware —Song. Have Ss sing along with the Courseware.

Sing along with the Courseware.

Hi, how are you? I’m fine. Hi, how are you? I’m fine. Hi, how are you? I’m fine. How are you? I’m fine. I’m fine. I’m fine.

2. Sing the song with the Courseware—in 2 groups Divide the class into two groups. Have Group 1 sing with Sam and Group 2 with Ginger.

G1, sing with Sam. G2, sing with Ginger.

G1: Hi, how are you? G2: I’m fine. G1: Hi, how are you? G2: I’m fine. G1: Hi, how are you? G2: I’m fine. How are you? G1: I’m fine. I’m fine. I’m fine.

3. Sing the song without the Courseware—in 2 groups Instruct the boys to sing Sam’s line, and the girls to sing Ginger’s line.

Boys, sing Sam’s lines. Girls, sing Ginger’s lines.

B: Hi, how are you? G: I’m fine. B: Hi, how are you? G: I’m fine. B: Hi, how are you? G: I’m fine. How are you? B: I’m fine. I’m fine. I’m fine.


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LG1 U2 L2 – Activity 1: Conversation (Repeating and Acting Out the Conversation in the Courseware) 7 min

Objectives: Ss will be able to repeat and act out the conversation in the courseware.

Target Lang: Hi, how are you? / I’m fine. / Thank you.

Materials: LG1 U2 Courseware–Conversation

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


1. Repeat after the Courseware—whole class Play LG1 U2 Courseware—Conversation. Pause after each sentence to have Ss repeat it.

Let’s repeat after the conversation.

Sam: Hi, Ginger. How are you? Ginger: I’m fine. How are you? Sam: I’m fine. Thank you.

2. Repeat the Conversation after the Courseware—in 2 groups Divide the class in two groups. Each group will be assigned as Sam and Ginger.

You are Sam. You are Ginger. Let’s repeat after them.

Same as above.

3. Repeat the Conversation without the Courseware— in 2 groups Have the two groups role play Ginger, and Sam but without the Courseware. Then switch their roles to do it again.

Role-play the conversation. Switch roles.

G1: Hi, Ginger. How are you? G2: I’m fine. How are you? G1: I’m fine. Thank you.

4. Model acting out the Conversation using Ss’ real names Invite a S to come to the front. Do the conversation of the cats using the S’s real name.

Joe, please come here. Hi, Joe, how are you? I’m fine. Thank you. Now, it’s your turn. Ask me. I’m fine. How are you?

Joe: I’m fine. How are you? Joe: Hi, Teacher, how are you? I’m fine. Thank you.


• Click the green arrow at the lower right corner of the screen to go to the Conversation.


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5. Practice acting out the Conversation using Ss’ real names—in pairs Pair up Ss and have them practice a personalized Conversation.

Work in pairs Do the conversation using your names.

S1: Hi, Lisa, how are you? S2: I’m fine. How are you? S1: I’m fine. Thank you.

6. Present the Conversation to the class Call several pairs to present their Conversation to the class.

Show us your conversation. Same as above.


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LG1 U2 L2 – Activity 2: Letters A, B, C (R: Naming and Identifying Words Beginning with A, B, and C) 7 min

Objectives: Ss will be able to name words that begin with A, B, and C.

Target Lang: A, B, C, apple, ant, book, bag, ball, bat, bird cat, cake, car

Materials: LG1 U2 Courseware Phonics; LG1 U2 L2 PPT—Slide 2~3



1. Repeat words and sounds after the Courseware—whole class Play LG1 U2 Courseware—Phonics, Screen 1. Have Ss repeat the names of the letters being mentioned. CLICK on the letters or the pictures one at a time and have Ss repeat the words and the sounds “a”, “b” and “c”

Let’s repeat the words and sounds.

“a”, “b”, “c” apple, ant book, bag cat, cake

2. Produce the letter sound and name the picture. PAUSE the Courseware and have Ss orally produce the sound or name the objects being pointed at.

What’s the word? (Point at the “apple” and then “ant”.) What’s the sound? (Point at “a”) (Point at the pictures one by one.)

apple, ant “a” book, bag cat, cake

3. Produce the letter sound and name the picture. Show LG1 U2 L2 PPT — Slide 2. Have Ss say the letter sound and name the pictures as they appear one by one on the screen.

What is the beginning sound? What is in the picture?

“b” bag, “c” car, “a” ant, “c” cake, “b” ball, “b” book. “b” bat, “a” apple, “b” bird, “c”, cat


• Click the blue box (with the apple and letter A ) to go to Phonics part. Then click the green arrow on the right to go to screen 2.


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4. Produce the letter sound and name the object—in 3 groups Show LG1 U2 L2 PPT- Slide 3. Divide the class into three groups. Name the objects and produce the sounds one at a time. Have group 1 stand up and produce the sound “a” and the word if the word starts with A. Have group 2 stand up and produce the sound “b” and the word if the word starts with B. Have group 3 stand up and produce the sound “c” and the word if the word starts with C.

You are Group 1. If the word begins with A, stand up and say it.(Point to a group of Ss.) G2, words begin with B. (Point to another group.) G3. C. (Point to the remaining group.)

G2: “B” ball G3: “C” cat G1: “A” apple G3: “C” car G2: “B” bag G2: “B” bird G1”“A” ant G2: “B” book G3: “C” cake G2: “B” bat


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LG1 U2 L2 – Activity 3: Let’s Learn Colors (R: Naming and Identifying Colors) 8 min

Objectives: Ss will be able to name and identify different colors.


Materials: LG1 U2 Courseware—Vocabulary; LG1 U2 L2 PPT—Slide 4~ 5

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


1. Listen to the words in the Vocabulary Lesson Play LG1 U2 Courseware —Vocabulary Lesson 1, Screen 1. CLICK on each color jar then have Ss say the word.

Listen and repeat the words. yellow, blue, white, pink, gray, red, brown, black, green, purple, orange

2. Identify and name the colors – whole class PAUSE the Courseware and have Ss identify and name each color respectively. Have the whole class identify and name the colors as you point at them randomly.

Name the colors.(Point at each color.) What color is this? (Point at yellow.) What color is this? (Point at brown.) …

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


• Click the arrow on the left side of the microphone to go the main screen. Then, click the green box (with Sam) to go to Vocabulary. Click the box with color jars to show colors.


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3. Identify and name colors—in 2 groups Divide the class into two groups. Have each group identify and name the colors that you point at.

You are Group 1. (Point at one group.) Stand up. Name the colors.(Point at each color.) You are Group 2. (Point at one group.) Stand up. Name the colors. (Point at each color.)

G1: yellow, blue, white, pink, gray, brown, black, green, purple, orange, red G2: green, purple, brown, blue, yellow, gray, orange, red, black, white, pink

4. Practice identifying colors—in 2 groups Show LG1 U2 L2 PPT—Slide 4. Divide the class into two groups to represent the two boxes. Group 1= box on the left. Group 2= box on the right. Instruct Ss to stand up and name the color if it appears in their box. CLICK to show the colors one by one.

You are Group 1 This is your box.(Point at the box on the left.) You are Group 2.This is your box. (Point at the box on the right.) If a color appears in your box, stand up and name it..

G1 G2 red blue yellow orange purple green pink black brown blue blue white brown brown gray green green

5. Practice identifying colors —in pairs Show LG1 U2 L2 PPT -- Slide 5. Pair up Ss. Choose few pairs of Ss. Have 2 pairs name the colors that you point at randomly.

Micah and Zoe, you will be Partner #1 Jessica and Carla, you will be Partner #2. P1 name the colors. P2! P1! P2! P2!

M&Z: J&C blue orange white black purple green


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… (Call another 2 pairs)

pink red gray white yellow.


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LG1 U2 L2 – Activity 4: It’s a Purple Desk (R: Identifying and Describing Colors of Objects) 12 min

Objectives: Ss will be able to ask and answer WH question to describe colors of objects.

Target Lang: It’s purple./ It’s a purple desk.

Materials: LG1 U2 L2 PPT—Slide 6~8; Ss’ prepared stationery

Interaction: C-Ss, T-Ss, S-Ss, S-S


1. Identify the colors – whole class Show LG1 U2 L4 PPT - Slide 6. Instruct Ss to identify the colors in complete sentence as they appear on the screen. CLICK 10x to show pictures one by one.

What color is this? What about this? And this? …

It’s blue. It’s red. It’s gray. It’s green. It’s orange. It’s pink. It’s black. It’s yellow. It’s brown. It’s white It’s purple.

2. Identify classroom objects- whole class Show LG1 U1 L2 PPT - Slide 7. Have Ss identify classroom objects that you point at.

What’s this? (Point at the desk.) What’s this? (Point at the pen.) ...

It’s a desk. It’s a pen. It’s an eraser. It’s a bag. It’s a pencil. It’s chair. It’s a ruler It’s a book.


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Point at classroom objects randomly and have Ss identify them What’s this? Point at the chair.) What’s this? (Point at the pen.) ...

It’s a chair. It’s a pen. It’s a desk. It’s a bag. It’s a book. It’s a pencil. It’s a ruler. It’s an eraser.

3. Describe colors of objects — whole class Show LG1 U2 L2 PPT - Slide 8. Have Ss identify the color of the object being pointed at. Describe the object and have Ss produce the complete sentence. Instruct Ss to describe the objects you point at in complete sentence.

What color is this?. (Point at the purple desk.) What is this? What color is this? (Point at the black book.) What is this? What’s this? (Point at the objects one at a time.) (Point at the blue chair.) (Point at the brown ruler.) (Point at the green pen.) (Point at the orange bag.) (Point at the gray pencil.) (Point at the purple desk.)

It’s purple. It’s a purple desk. It’s black. It’s a black book. It’s a blue chair. It’s a brown ruler. It’s a green pen. It’s an orange bag. It’s a gray pencil. It’s a purple desk.

4. Model describing objects in complete sentence using things from their bags Have Ss take out from their bags the following: pencil, pen, ruler, eraser, and place them on their desk/table with their bag too. Approach one student, take a pencil from his/her table Have Ss describe the object in complete sentence as you show it. Move to another table and take a ruler. Move again to another table and take a bag This time you take a pen from a table and call one student to stand

Everybody, please take out your things and put them on your desk. (Pick a pen and show it to the class.) What’s this? (Pick a ruler and show it to the class.) (Pick a bag and show it to the class.)

It’s a red pen. It’s a green ruler. It’s a yellow bag.


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up and describe the object as you show it. Take an eraser from a table and follow the same procedure.

Mark, please stand up. (Pick a pen and show it to the S.) Jenny, please stand up. (Pick an eraser and show it to the S.)

M: It’s an orange pen. J: It’s a gray eraser.

5. Practice describing objects in complete sentence using things from their bags — in pairs Using the same objects they took out from their bags, have Ss work in pairs to ask and answer WH questions to describe colors of objects. Switch roles.

Try to control the noise as you move around to monitor each pair.

Work in pairs. S1, ask a question. S2, answer the question. Switch roles.

S1: What’s this?(Picks up a ruler.) S2: It’s a blue ruler. S2: What’s this?(Picks up a book.) S1: It’s a red book.


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LG1 U2 L2 – Activity 5: Name the Commands (R: Naming Classroom Commands) 7 min

Objectives: Ss will be able to name classroom commands.

Target Lang: Raise your hands. / Take out your book. / Put your hand down. / Put your book away. / Pick up your pencil. / Put your pencil down. / Look at the board. / Write your name.

Materials: LG1 U2 L2 PPT—Slides 9~10

Interaction: T-Ss. Ss-Ss


1. Name the commands — whole class Show LG1 U2 L2 PPT - Slide 9. Have Ss name classroom commands as you point at the pictures. Have the whole class say the classroom command as you point at them randomly.

What is this? (Point at “Raise your hand”.) What about this? (Point at “Take out your book.”.) What about this? (Point at “Put your hand down.”.) (Point at “Put your book away.”) (Point at “Pick up your pencil.”.) (Point at “Put your pencil down.”.) (Point at “ Look at the board.”.) What is this? … (Point at each command randomly)

Raise your hand. Take out your book. Put your hand down. Put your book away. Pick up your pencil. Put your pencil down. Look at the board. Write your name. Pick up your pencil. Raise your hand. Write your name. Take out your book. Look at the board. Put your pencil down. Put your book away. Put your hand down.


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2. Name the commands — in 2 groups Show LG1 U2 L2 PPT - Slide 10. Divide the class into 2 groups. Have Group 1 stand up and name all the pictures first while Group 2 listens.

Let Group 1 sit down. Have Group 2 stand up and name all the pictures that appear in the box. Switch boxes.

Group 1 stand up. Name the picture in your box. Group 2, name the picture in your box.

Look at the board. Put your book away. Put your hand down. Put your pencil down. Point to the desk. Raise your hand. Take out your book. Take out your pencil. Touch the desk. Pick up your pencil. Write your name. Look at the teacher.

3. Name the commands — in pairs Return to LG1 U2 L2 PPT - Slide 9. Call several pairs and have them go to the front one pair at a time. Have S1 point at a command and then S2 will name it. Switch roles. Call more pairs if time allows.

S1, point at a picture. S2, name it. Now, S2, point at a picture. S1, name it.

S1: (Points at “Raise your hand.”) S2: Raise your hand. S2: (Points at “Put your book away.”) S1: Put your book away.


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LG1 U2 L2 – Wrap Up: Let’s Look Back 5 min

Objectives: Ss will be able to identify colors, name commands, and say objects that begin with A, B, and C.

Target Lang: It’s red. / Write your name. / Bb-bag

Materials: LG1 U2 L2 PPT—Slide 11

Interaction: T-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Elicit names of the pictures – whole class

Show LG1 U2L2 PPT — Slide 11.

Have Ss Identify the color, name the command or say the sound and objects that begin with A, B, and C.

What color is this?

(Point at red.)

What is this?

(Point at the picture of the command “Write your name.”)

What’s the beginning sound?

(Point at the bag.)

It’s red

Write your name.

It’s “b”

2. Name and Identify the pictures — individuals

Call individual Ss and do the same procedure as you point at the objects..

S1 , what’s in the picture?. (Point at “apple”.)

S2, what color is this? (Point at pink.)

...

It’s an apple.

It’s pink.


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LG1 U2 L3

Time: 50 min

Materials: LG1 U2 L3 PPT; Projector; Courseware; Ss’ prepared stationery








1. Ss will be able to ask each other and describe how they are.

2. Ss will be able to name words that begin with letters A, B and C.

3. Ss will be able to ask and answer WH questions about colors.

4. Ss will be able to describe colors of objects.

5. Ss will be able to name and act out classroom commands.


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5’ 7’ 8’ 7’ 10’ 8’ 5’

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

Name & Descriptio

n of Activity

What’s this?

I’m fine. I’m happy. * Asking and

Describing How They Are

Ant, Bat, Cat *Naming Pictures

and Identifying Words that Begin

with Letters A, B and C

What color is this? It’s pink.

* Asking and Answering WH

Questions about Colors

What’s this? It’s a green chair.

*Describing Colors of Objects

Raise your hand! Write your name!

*Naming and Acting Out Classroom

Commands

Let’s Make Sentences

Target Language

a book What’s this? It’s an eraser

Hi, how are you? I’m fine. I’m good. I’m happy.

Aa, Bb, Cc apple ant bat book bag ball bird cat cake car

What color is this? It’s red. It’s pink.

What color is this? What’s this? It’s a purple ruler.

Raise your hand. Take out your book. Put your hand down. Put your book away. Pick up your pencil. Put your pencil down. Look at the board. Write your name. Look at the teacher. Point to the desk. Touch the chair. Take out your pencil.

It’s blue. It’s a blue pencil.


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LG1 U2 L3 – Warm Up: What’s this? 5 min

Objectives: Ss will be able to name and identify classroom objects.

Target Lang: a book / What’s this? / It’s an eraser.

Materials: LG1 U2 L3 PPT — Slide 2; Ss’ prepared stationery

Interaction: T-Ss S-S


1. Identify the classroom objects – whole class Show LG1 U2 L3 PPT—Slide 2. Point at the objects randomly and ask WH questions. Have Ss identify the object and answer in complete sentence.

What’s this? ( Point at the pencil.) (Point at the ruler.) (Point at the eraser.) (Point at the desk.) (Point at the bag.) (Point at the chair.) (Point at the book.) (Point at the pen.)

It’s a pencil. It’s a ruler. It’s an eraser. It’s a desk. It’s a bag. It’s a chair. It’s a book. It’s a pen.

2. Identify and show classroom objects – whole class Have Ss take out any classroom object from their bags and place them on their desk. Write the question word “What…?” on the board. Elicit questions and answers. Instruct Ss to answer and raise the object as you point at the picture.

Take out your things and put them on your desk. (Point at “What…?” and the book.) Answer? Raise your book. (Point at “What…?” and the pencil.) Answer?

What’s this? It’s a book. (Ss raise their book.) What’s this? It’s a pencil


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Raise your pencil. (Point at “What…?” and the pen.) Answer? (Point at “What…?” and the ruler.) Answer? (Point at “What…?” and the bag.) Answer? (Point at “What…?” and the bag.) Answer? (Point at “What…?” and the bag.) Answer? (Point at “What…?” and the bag.)

(Ss raise their pencil.) What’s this? Its a pen. (Ss raise their pen.) What’s this? It’s a ruler. (Ss raise their ruler.) What’s this? It’s a bag. (Ss raise their bag.) What’s this? It’s a pen (Ss raise their pen.) What’s this? It’s a pencil (Ss raise their pencil.) What’s this? It’s an eraser. (Ss raise their eraser.).

3. Identify and show classroom objects – in pairs Pair up Ss. Instruct Ss to take turns in doing the activity. Have them look for another partner when they hear the teacher clap three times.

Work in pairs, ask and answer questions. When I clap three times, look for another partner. Ask another S. (Clap three times.)

S1: What’s this? (Raises a book) S2: It’s a book. (Raises a book) S2: What’s this? (Raises a pencil.) S1: It’s a pencil. (Raises a pencil) S1: What’s this? (Raises an eraser)


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Next. (Clap three times.) ….

S3: It’s an eraser. (Raises an eraser) S3: What’s this? (Touches a chair) S1: It’s a chair. (Touches a chair.) S1: What’s this? (Raises a pen) S4: It’s a pen. (Raises a pen) S1: What’s this? (Raises a bag.) S4: It’s a bag. (Raises a bag) …


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LG1 U2 L3 – Activity 1: I’m fine. I’m happy. (R&E: Asking and Describing How They Are ) 7 min

Objectives: Ss will be able to ask and describe how they are.

Target Lang: Hi, how are you? / I’m fine./ I’m good./ I’m happy.

Materials: LG1 U2 Courseware —Song; LG1 U2 L3 – Slide 3

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


1. Sing the unit song with the Courseware Play LG1 U2 Courseware — Song. Have Ss sing along and do the appropriate actions of the song “Hi, How Are You?”

Let’s sing and dance “Hi, How Are You?”

Hi, how are you? I’m fine. Hi, how are you? I’m fine. Hi, how are you? I’m fine. How are you? I’m fine. I’m fine. I’m fine.

2. Sing the song without the Courseware — in 2 groups Divide the class into 2 groups. Have group 1 sing Sam’s lines, and group 2 sing Ginger’s lines. Switch roles.

G1, you are Sam. G2, you are Ginger. Let’s sing again. Now, G1 is Ginger, G2 is Sam.

G1: Hi, how are you? G2: I’m fine. G1: Hi, how are you? G2: I’m fine. G1: Hi, how are you? G2: I’m fine. How are you? G1: I’m fine. I’m fine. I’m fine.

3. Introduce other emotions Show LG1 U2 L3 PPT — Slide 3. Ask Ss how they are. Then, let them ask you the same question. Answer the questions as you point at a picture on the screen.

Hi. How are you? Now, ask me the same question. “I’m good.” (Point at “I’m good” picture.) Ask a question. I’m happy. (Point at “I’m happy” picture.) Ask again.

I’m fine. Hi, how are you? How, are you? How are you?


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Have Ss repeat the answer. I’m excited. (Point at “I’m excited” picture.) Ask again. I’ m sad (Point at “I’m sad.” picture.)

How are you?

4. Describe emotions Have Ss describe the emotions. Point at each picture.

How are you? (Point at “I’m fine.”) (Point at “I’m good.”) (Point at” I’m happy.”) (Point at “I’m excited.”) (Point at “I’m sad.”)

I’m fine. I’m good. I’m happy. I’m excited I’m sad.

5. Elicit Q&As to describe emotions – in 2 groups Divide the class into 2 groups. Write the question word “How…?”, and a full stop sign on the board. Instruct G1 to ask questions first, and then G2 answers.

Switch roles.

G1, ask a question.(Point at “How…?”) G2, answer. (Point at “I’m excited” and the full stop sign.) G1? (Point at “How…?”) G2:Answer. (Point at “I’m sad” and the full stop sign.) G1? (Point at “How…?”) G2.(Point at “I’m good” and the full stop sign.) G1? (Point at “How…?”) G2.(Point at “I’m happy” and the full stop sign.) G1? (Point at “How…?”) G2.(Point at “I’m fine” and the full stop sign.) G2? (Point at “How…?”) G1, answer. (Point at “I’m sad” and the full stop sign.)

. G1: How are you? G2: I’m excited. G1: How are you? G2: I’m sad. G1: How are you? G2: I’m good. G1: How are you? G2: I’m happy. G1: How are you?I G2: I’m fine. G2: How are you? G1: I’m sad.


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G2? (Point at “How…?”) G1 (Point at “I’m fine” and the full stop sign.) G2? (Point at “How…?”) G1.(Point at “I’m excited” and the full stop sign.) G2? (Point at “How…?”) G1. (Point at “I’m good” and the full stop sign.) G2? (Point at “How…?”) G1. (Point at “I’m good” and the full stop sign.)

G2: How are you? G1: I’m fine. G2: How are you? G1: I’m excited. G2: How are you? G1: I’m good. G2: How are you? G1: I’m happy.

6. Model Q&A train to ask and describe emotions Call 3 Ss to the front. Greet one S to start the Q&A train.

Hi, Jim, how are you? (Extends a hand to S1)(Extends a hand to S1) S1, ask S2.

Jim: I’m fine. How are you? (Extends hands to S2) S2: I’m good. How are you? (Extends hands to S3) S3: I’m sad.

7. Start Q&As train to ask and describe emotions – in small groups Divide the class into small groups. Have the first S ask the one next to him/her how he/she is. Then have that S ask the next S until all the Ss have participated. Continue the activity until everyone has the chance.

Work in groups. Ask your partners how they are.

S1: Hi, Joshua, how are you? (Extends hands to S2) S2: I’m happy. How are you? ( Extends hands to S3.) S3: I’m good. How are you? ( Extends hands to S4.) S4: I’m excited. How are you? ( Extends hands to S5.) S5: I’m sad. How are you? ( Extends hands to S6.) …


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LG1 U2 L3 – Activity 2: Ant, Bat, Cat (R: Naming Pictures and Identifying Words that Begin with Letters A, B and C) 8 min

Objectives: Ss will be able to name pictures and identify words that begin with letter A, B and C.

Target Lang: Aa, Bb, Cc, apple, ant, bat, book, bag, ball, bird, cat, cake, car

Materials: LG1 U2 L3 PPT — Slides 4~7

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


1. Name the letters and produce the letter sounds — whole class Show LG1 U2 L3 PPT — Slide 4. Instruct Ss to name the letters and then produce the letter sounds.

What letter is it? (Point at letter Aa.) What’s the sound? (Point at “a”.) (Point at the letters and sounds respectively.)

Aa, “a” Bb , “b” Cc, “c”

2. Name the pictures — whole class Instruct Ss to name the pictures. CLICK once to show the pictures. Point at the pictures one at a time.

What’s this?

apple, ant bag, bat, bird, ball, book cat, cake, car

3. Identify letter names, produce the letter sounds and name words beginning with A, B, C — in 2 groups Divide the class into 2 groups. Instruct each group to identify the letters, produce the letter sounds and name the pictures as you point at them.

Group 1, stand up. What letter is this? (Point at Aa.) What’s the sound? (Point at Aa.) What’s this? (Point at the apple.) (Point at the ant.) (Point at the rest of the letters/pictures one at a time.) Group 2,your turn.

G1: Aa “a” Apple ant Bb , “b” , bag, bat, bird, ball, book Cc, “c” , cat, cake, car G2: Aa, “a”, apple, ant Cc, “c”, cat, cake, car


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Bb, “b”, bag, bat, bird, ball, book

4. Produce the letter sounds and name words beginning with A, B and C — in 3 groups Show LG1 U2 L3 PPT — Slide 5. Divide the class into three groups. Assign a color to each group (G1- Red, G2- Blue, G3-Yellow). Instruct Ss to stand up, say the letter sounds and name the pictures that appear in their circle. CLICK 8x to show each picture one at a time.

Group 1, red circle. Group 2, blue circle, and Group 3, yellow circle. G3, stand up. What’s the sound? What’s this?

G3: “a” apple G1: “c” cat G2: “b” book ALL: “c” cake G1: “a” ant G3: “c” cake G2: “b” bag G1&G2: “c” cat G1& G3:“a” apple ALL: “b” bird ALL: “b” car G2: “b” bat ALL: “b” ball

5. Model naming words beginning with Aa, Bb and Cc – whole class Show LG1 U2 L3 PPT — Slide 6. Have Ss name pictures of words that begin with the given letters. CLICK to show the sets of pictures one at a time. CLICK again to reveal the answers.

Look at the pictures. What letter is it? (Point at Bb) B is for ? (Point at Cc)

ALL: Bb bag! ALL: Cc car


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6. Name words beginning with Aa, Bb and Cc -- in pairs Show LG1 U2 L3 PPT — Slide 7. Call two pairs to name the correct picture for the given letter. Both pairs have to answer as fast as they could as pictures appear on the screen. CLICK to reveal the answer. The pair who answers first gets a point. Do the same for the next 6 pictures.

Pair 1 and 2. Say the right word. Let’s start.

apple ball bird cat ant bat cake


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LG1 U2 L3 – Activity 3: What color is this? It’s pink. (R&E: Asking and Answering WH Questions about Colors) 7 min

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

Target Lang: What color is this?/ It’s red./ It’s pink Materials: LG1 U2 L3 PPT— Slide 8 Interaction: T-Ss; Ss-Ss; S-S


1. Describe the colors—whole class Show LG1 U2 L3 PPT—Slide 8. Point at the jars and ask a WH question.

Point at more colors and have Ss continue describing them.

What color is this? ( Point at the blue jar.) What color is this? (Point at the orange jar.) What color is this? (Point at the gray jar.) Next? …

It’s blue. It’s orange. It’s gray.

2. Describe colors -- in 2 groups Write the question word “What…?” and a full stop sign on the board. Divide the class into two groups. Have all the girls ask questions first, and then the boys answer.

Girls, ask a question. (Point at “What…?” and the yellow jar.) Boys, answer.(Point at the yellow jar and the full stop.) Girls?(Point at “What…?” and the yellow jar.) Boys. (Point at the green jar and the full stop.) ...

Gs: What color is this? Bs: It’s yellow. Gs: What color is this? Bs: It’s green. Gs: What color is this? Bs: It’s brown. Gs: What color is this?


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Switch roles.

Now, boys ask a question. (Point at “What…?” and the blue jar.) Girls, answer. (Point at the blue jar and the full stop.) ...

Bs: It’s brown. Gs: What color is this? Bs: It’s white. Gs: What color is this? Bs: It’s orange. Bs: What color is this? Gs: It’s blue. Bs: What color is this? Gs: It’s purple. Bs: What color is this? Gs: It’s black. Bs: What color is this? Gs: It’s gray. Bs: What color is this? Gs: It’s pink. Bs: What color is this? Gs: It’s red.


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3. Model Q & A about colors of objects in the classroom Move around the classroom. Point at an object and ask the class. Point at an object. Call a S to ask a question. Point at an object. Call another S to ask a question.

What color is this? S1, ask a question. S2, ask a question.

Ss: It’s blue. S1: What color is this? Ss: It’s green. S2: What color is this? Ss: It’s brown

4. Q & A about colors of objects in the classroom- in pairs. Pair up Ss. Instruct Ss to take turns in doing the activity. Have them look for another partner when they hear the teacher clap three times.

Work in pairs. Do the same activity. When I clap three times, look for another partner. Ask another S. (Clap three times) Next. (Clap three times) …

S1: What color is this? S2: It’s purple. S2: What color is this? S1: It’s red. S1: What color is this? S3: It’s pink. S3: What color is this? S1: It’s black. S1: What color is this? S4: It’s yellow. S4: What color is this? S1: It’s green. …


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LG1 U2 L3 – Activity 4: What’s this? It’s a green chair. (R&E: Describing Colors of Objects) 10 min

Objectives: Ss will be able to orally describe colors of objects.

Target Lang: What color is this?/ What’s this? / It’s a purple ruler.


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

ACTIVITY STEPS Student Output

1. Identify the color, name the picture and describe the color of the objects – whole class Show LG1 U2 L3 PPT—Slide 9. Have Ss say the color, name the picture, and then describe the color of the objects.

(Point at the orange jar.) (Point at the pen.) (Point at the orange jar and the pen.) (Point at the pink jar.) (Point at the eraser. (Point at the pink jar and the eraser.) (Point at the green jar.) (Point at the book. (Point at the green jar and the book.) (Point at the gray jar.) (Point at the chair.. (Point at thegray jar and the chair.)

It’s orange. It’s a pen. It’s an orange pen. It’s pink. It’s an eraser. It’s a pink eraser. It’s green. It’s a book. It’s a green book. It’s gray. It’s a chair. It’s a gray chair.

2. Describe colors of objects – whole class Show LG1 U2 L3 PPT- Slide 10. Have Ss make sentences as you point at a picture.

It’s a red book. (Point at the purple ruler.) (Point at the blue bag.)

It’s a purple ruler. It’s a blue bag.


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(Point at the brown desk.) (Point at the orange pen.) (Point at the gray eraser.)

It’s a brown desk. It’s an orange pen. It’s a gray eraser.

3. Describe colors of objects – in 3 groups Show LG1 U2 L3 PPT – Slide 11. Divide the class into three groups. Give Ss 1 minute to work with their groups and make as many sentences as they can using the pictures in the slide. Call each group and have them say the sentences they prepared. The group with the most number of correct sentences will be given extra points.

Let’s work in groups. You are G1. You are G2. You are G3. In 1 minute, make sentences about the pictures. Ready? G1? Next, G2. G3?

G1: It’s a yellow pencil. It’s a purple book. It’s an orange pen. It’s a white bag. It’s a green bag. It’s a yellow pencil. It’s a blue ruler. It’s a gray desk. (Number of sentences made may vary)

4. Model describing colors of objects – in pairs Pair up Ss. Show LG1 U2 L3 PPT – Slide 12. Describe an object shown on the screen. Ask the class to say the number that corresponds to your sentence. Call a S to describe an object. Call another S to describe an object.

Look at the pictures. It’s an orange book. What number? S1, make a sentence. Answer?

Ss: 3 S1: It’s a black pencil. Ss: 1


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S2, make a sentence. Answer?

S2: It’s a green eraser. Ss: 5

5. Describe colors of objects – in pairs Pair up Ss. Call one pair at a time. Have S1 describe an object, and S2 say the number that corresponds to the sentence.

Pair 1. S1, make a sentence. S2, answer. Pair 2. Pair 3. …

S1: It’s a white pen. S2: 4 S3: It’s a purple chair. S4: 2 S5: It’s a gray desk. S6: 8 ….


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LG1 U2 L3 – Activity 5: Raise Your Hand! Write Your Name! (R&E: Naming and Acting Out Classroom Commands) 8 min

Objectives: Ss will be able to name and act out classroom commands.

Target Lang: Raise your hand./ Take out your book./ Put your hand down./ Put your book away./ Pick up your pencil./ Put your pencil down./ Look at the board./ Write your name./ Look at the teacher./ Point to the desk./ Touch the chair./ Take out your pencil.

Materials: LG1 U2 L3 PPT—Slides 13~14

Interaction: T-Ss; Ss-Ss


1. Name pictures of classroom commands — whole class Show LG1 U2 L3 PPT – Slide 13. Have Ss name the pictures. CLICK (7x) to show the pictures one at a time. Have Ss name the pictures again as you point at them randomly.

What’s this?

Raise your hand. Put your hand down. Take out your book. Put your book away. Pick up your pencil. Put your pencil down. Look at the board. Write your name.

2. Act out the commands — whole class With the same slide, have Ss follow you as you act out the commands. Do the command twice.

Follow me. (Lift one hand in the air) Raise your hand. (Bring raised hand down.) Put your hand down. (Act as if taking out a book from a bag.) Take out your book. (Act as if putting a book in a bag.) Put your book away. (Hold one hand palm facing up. Act as if picking up an object.) Pick up your pencil. (Act as if putting down a pencil.) Put your pencil down. (Look at the board.) Look at the board. (Hold one hand palm facing up. Act as if writing on it.) Write your name.

(Lift one hand in the air.) Raise your hand. (Bring raised hand down.) Put your hand down. (Act as if taking out a book from a bag.) Take out your book. (Act as if putting a book in a bag.) Put your book away. (Hold one hand palm facing up. Act as if picking up an object.) Pick up your pencil. (Act as if putting down a pencil.) Put your pencil down. (Look at the board.) Look at the board. (Hold one hand palm facing up. Act as if writing on it.) Write your name.


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3. Act out and say the commands Have Ss say and do the commands. Point at each picture.

Name the picture and act out.

Same as above.

4. Act out and name the pictures — in 2 groups Show LG1 U2 L3 PPT — Slide 14. Divide the class into two groups. Have G1 act out the first five commands shown in the pictures and have G2 name them. Then, have the G2 act out the other five commands shown in the pictures and have G1 name them. CLICK 9x to show the pictures one at a time.

G1, act, G2 name it. G2, act, G1 name it.

G1: (Puts down raised hand.) G2: Put your hand down. G1: ((Hold one hand palm facing up. Act as if picking up an object.) G2: Pick up your pencil. G1: (Act as if putting a book in a bag.) G2: Put your book away. G1:(Points at the desk.) G2: Point to the desk. G1: (Looks at the board) G2: Look at the board. G2: (Lifts a hand in the air.) G1: Raise your hand. G2: (Touches the chair.) G1: Touch the chair. G2: (Act as if taking out a book from a bag) G1: Take out your book. G2: (Looks at the teacher.) G1: Look at the teacher. G2: (Act as if putting down a pencil.) G1: Put your pencil down.

5. Act out and name the command – in pairs Pair up Ss. Instruct Ss to take turns in acting out and naming the command. Have them look for another partner when they hear the teacher clap three times.

Work in pairs. S1 act out, S2 name it. Take turns. When I do this (clap three times), look for

S1: G1: (Puts down raised hand.) S2: Put your hand down S2: G1: (Touches the chair.) S1: Touch the chair.


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another partner. Ask another S. (Clap three times) Next. (Clap three times)

S1: (Act as if putting a book in a bag.) S3: Put your book away. S3: (Lifts a hand in the air.) S1: Raise your hand. S1 (Act as if putting down a pencil.) S4: Put your pencil down.


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LG1 U2 L3 – Wrap Up: Let’s Make Sentences 5 min

Objectives: Ss will be able to make sentences about the objects they have in their bag. Target Lang: It’s blue. / It’s a blue pencil.

Materials: None



1. Make sentences Instruct Ss to stand in one line. Stand by the door and have each S to take out one object from their bag. Each S will make a sentence about the object they hold as they leave the classroom.

Everybody stand up. Take out something and make a sentence .

It’s blue. It’s a blue pencil. It’s a green book. It’s a red pen.


Page 1 of 19

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LG1 U2 L4 Time: 50 min

Materials: LG1 U2 L4 PPT; Projector; LG1 U2 L4 Handout 1; Ss’ prepared stationery






5. Ss will be able to say and identify the letters a, b and c and the words beginning with each letter.


1. Ss will be able to read words that begin with letter sounds “a”, “b”, and “c”.

2. Ss will be able to read and match colors with words.

3. Ss will be able to ask and answer WH (What) and Y/N questions to describe colors of objects.

4. Ss will be able to identify pictures and read sentences about classroom commands.


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Time 5’ 8’ 9’ 8’ 7’ 9’ 4’

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

Name & Description

of Activity

Pass the Ball

Ant, Bird, Cat *Reading Words That Begin With

Letter Sounds Aa, Bb, Cc

Red, White and Blue

*Reading and Matching Colors

with Words

It’s a black pen. *Asking and

Answering WH Questions to

Describe Colors of Objects

Yes it is. / No, it isn’t.

*Asking and Answering Y/N Questions to

Describe Colors of Objects

Take out your book. Put your book away! *Identifying Pictures

and Reading Sentences about

Classroom Commands

Pick One

Target Language

Hello, my name is Jovie.

“a’”, “b”, “c” apple

ant

bat

book

bag

ball

bird

cat

cake

car


What color is this? It’s black. It’s a black pen.

Is this blue? Is this a green book? Yes, it is. No, it isn’t.


yellow , blue, white, pink, gray, red, brown, black, green, purple, orange apple, ant, bat, book, bag, ball, bird, cat, cake, car



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LG1 U2 L4 – Warm Up: Pass the Ball 5 min

Objectives: Ss will be able to greet others and say their names.

Target Lang: Hello, my name is Jovie.

Materials: None

Interaction: T-Ss, S-S


1. Practice saying the chant – whole class Have Ss listen as you recite the chant. Say the chant for the second time and have Ss chant with you. Repeat the chant until everybody is fairly able to follow.

Listen to me. “1, 2… 1, 2… 1, 2, 3… Pass the ball, pass the ball. Sing with me. “1, 2… 1, 2… 1, 2, 3… Pass the ball, pass the ball.

“1, 2… 1, 2… 1, 2, 3… Pass the ball, pass the ball, Pass it to me!”

2. Pass the ball activity – in 3 groups Divide the class into 3 groups. Give each group a ball to pass among the members. Have Ss chant as they pass the ball to the S on their right. Ss who get the ball when the chant ends will say their names. Continue if time allows.

You are G1, G2, G3 Pass the ball to your right. “1, 2… 1, 2… 1, 2, 3… Pass the ball, pass the ball, Pass it to me!” Who got the ball? Say your name.

“1, 2… 1, 2… 1, 2, 3… Pass the ball, pass the ball, Pass it to me!” S1: Hello, my name is Melissa S2: Hello, my name is Dave. S3: Hello, my name is Dolly.


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LG1 U2 L4 – Activity 1: Ant, Bird, Cat (R: Reading Words that Begin with Letter Sounds “Aa”, “Bb” and “Cc”) 8 min

Objectives: Ss will be able to read words that begin with letter sounds “a”, “b” and “c”.

Target Lang: “a”, ”b”, “c” apple, ant, bat, book, bag, ball, bird, cat, cake, car

Materials: LG1 U2 L4 PPT – Slides 2~6, LG1 U2 L4 Handout 1



1. Produce the letter names and letter sounds Show LG1 U2 L4 PPT – Slide 2. Point at the letters and have Ss answer your questions.

What letter is this? (Point at Aa.) What’s the sound? How about this? (Point at Bb.) And this? (Point at Cc.)

Aa “a” Bb “b” Cc “c”

2. Name the pictures -- whole class Show LG1 U2 L4 PPT – Slide 3. CLICK (9x) to show pictures one at a time. Have Ss name them.

What’s in the picture?

cat, apple, ball, car, bag, book, ant, bat, cake, bird

3. Elicit sounds of beginning letters of the words CLICK to show picture of bell with question mark in it. Elicit the beginning sounds of the words by pointing at the bell and the pictures. Do the same for the rest of the pictures.

(Point at the book.) “b” (Point at the question mark.) (Point at the car.) What about this? (Point at the question mark.) (Point at the apple.) (Point at the question mark.) (Point at the ball.)

“b” “c” “a”


Page 5 of 19


(Point at the question mark.) …

“b” …

4. Read words that begin with letter sounds “a”, “b” and “c” Show LG1 U2 L4 PPT – Slide 4. Have Ss read the word, and then name the picture. CLICK after the word is read and reveal the picture. Have Ss read the words that you point at. CLICK again to make the pictures disappear. Point at the words randomly and have Ss read them.

(Point at “apple”) (Click to show the picture of apple.) (Point at “ant”) (Click to show the picture of apple.) (Point at “bag”) (Click to show the picture of bag.) (Point at “bat”) (Click to show the picture of bat.) (Point at “ball”) (Click to show the picture of ball.) (Point at “book”) (Click to show the picture of book.) (Point at “bird”) (Click to show the picture of bird.) (Point at “cat”) (Click to show the picture of cat.) (Point at “car”) (Click to show the picture of car (Point at “cake”) (Click to show the picture of cake.) Read the words.

apple ant bag bat ball book bird cat car cake apple. ant, bag, bat, ball, book, bird, cat, car, cake book, car, bag, ant, ball, bird, cake, apple, cat, bat

5. Read the words – in 4 groups Show LG1 U2 L4 PPT – Slide 5. Divide the class into 4 groups.

You are G1. You are G2. You are G3. You are G4. Read the word in your box.

G1: bat G2: apple G3: car


Page 6 of 19


If the word appears in their box (i.e. group 1-left box; group 2-right box, group 3- top box, group 4- bottom box), have Ss read it.

G4: ant G4: bird G3: cake G2: bat G1: ball G1 and G2: bag G3 and G4: cat G1 and G4: apple G2 and G3: ball ALL GROUPS: book

6. Practice matching the words with pictures – in pairs Distribute LG1 U2 L4 Handout 1 – Match the word and have Ss work in pairs.

Work with your partner. Match the word with the picture.

7. Check answers Show LG1 U2 L4 PPT – Slide 6. Exchange papers with another pair. Have each pair compare and check the answer from the PPT.

Read. First word?. (Click to show the answer) Next? (Click to show the answer) Next? (Click to show the answer) Next? (Click to show the answer) Next? (Click to show the answer) Last? (Click to show the answer)

ball cake ant apple book car


Page 7 of 19


LG1 U2 L4 – Activity 2: Red, White and Blue (R: Reading and Matching Colors with Words) 9 min

Objectives: Ss will be able to read and match colors with words.


Materials: LG1 U2 L4 PPT – Slides 7~9

Interaction: T-Ss; T-S


1. Identify the colors — whole class Show LG1 U2 L4 PPT — Slide 7. Have Ss name the colors. CLICK (10x) to make the colors appear one by one.

What color is this?

It’s yellow. It’s green. It’s black. It’s pink. It’s blue. It’s purple. It’s red. It’s brown. It’s white. It’s orange. It’s gray.

2. Identify the colors -- in 2 groups Divide the class into two. Have Ss identify the colors that you are going to point at.

G1, name the colors. (Point at the colors one by one.) G2, it’s your turn.

Same as above.


Page 8 of 19


3. Identify colors with words — whole class Show LG1 U2 L4 PPT – Slide 8. Point at a color and have Ss name it, and then CLICK on it to show the word.

What color is this? (Point at the “blue” rectangle.) (Click on the color to show the word “blue”.) (Point at the “pink” rectangle.) (Click to show the word “pink”.) …

It’s blue. It’s pink. It’ s green. It’s red. It’s orange. It’s purple. It’s yellow. It’s black. It’s brown. It’s white. It’s gray.

4. Read the words – whole class Have the whole class read the words that you are going to point at respectively, and then randomly.

Read the words.

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

5. Read the words – in 2 groups Divide the class into 2 groups. Have each group read the words that you are going to point at randomly.

Group 1, read the words. (Point at “blue”.) (Point at “green”) (Continue pointing at words randomly.) Group 2. (Point at the words randomly.)

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


Page 9 of 19


6. Model “Read and Match” Activity Show LG U2 L4 PPT – Slide 9 Point at word number 1. Have students read it and say the letter that matches the word. Write the letter on the blank.

Read the word. (Point at the word “black.) What is the letter? (Point at the colors with letters ) (Write C on the blank after the word.) What’s the word? (Point at the word “blue”.) What is the letter? (Point at the colors with letters ) (Write H on the blank after the word.)

black C! Blue H!

7. Start “Read and Match” Have Ss write the letters that match the words in numbers 3-9.

Read the words 3-9. Write the letters.

8. Check and read answers – in pairs Pair up Ss. Have each pair exchange their notebooks. Check each other’s work and take turns to read the words after.

Exchange notebooks. What’s the answer for number 3? (Click to show “I” ) Number 4? (Click to show “B” ) 5? (Click to show “F”) 6? (Click to show “D” ) 7? (Click to show ”A” ) 8? (Click to show “E” ) And 9? (Click to show “G”) Read the words.

I B F D A E G gray, purple, pink, white, yellow, orange, red


Page 10 of 19



Page 11 of 19


LG1 U2 L4 – Activity 3: It’s a black pen. (R: Asking and Answering W/H Questions to Describe Colors of Objects) 8 min

Objectives:: Ss will be able to ask and answer WH questions to describe colors of objects.

Target Lang: What color is this? / It’s black. / It’s a black pen.

Materials: LG1 U2 L4 PPT – Slides 10~11; Ss’ prepared stationery



1. Identify the objects—whole class Show LG1 U2 L4 PPT –- Slide 10. Have Ss name the pictures of classroom objects.

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

It’s a book. It’s desk. It’s a bag. It’s a pen. It’s a pencil. It’s a chair. It’s a ruler. It’s an eraser.

2. Elicit WH questions and answers Show LG1 U2 L4 PPT– Slide 11. Point at an object and at the question mark to elicit WH question. Have all Ss repeat the question. Call few more Ss to ask questions about the rest of the objects.

Ask a question. (Point at the question mark, the color jars and the book.) What’s the answer? What’s this? (Point at the red book.) Question? (Point at the question mark, the color jars and the pen.) Answer? What’s this? (Point at the blue pen.)

What color is this? It’s red. It’s a red book. What color is this? It’s blue. It’s a blue pen.


Page 12 of 19


(Point at the question mark the color jars and the pencil.) (Point at the question mark the color jars and the eraser.) ….

What color is this?

It’s green.

It’s a green pencil.

What color is this?

It’s gray.

It’s a gray eraser.

….

3. Model asking and answering WH questions to describe color of objects Show a bag with classroom objects in it. Take out one object and ask a question. Call a S to answer. The S then takes out an object from the bag afterwards and asks you a question.

(Shows a pencil.) What color is this? What’s this? S1, take out something from your bag. Ask me a question. It’s black. It’s a black pen.

It’s yellow. It’s a yellow pencil. What color is this? What’s this?


Page 13 of 19


4. Start Q & A activity – in pairs Pair up Ss. Instruct Ss to ask questions as many as they can about the things they have in their bags.

Work in pairs. You have 1 minute to ask questions. Ready, go!

(Takes out an orange pencil.) S1: What color is this? S2: It’s orange. S1: What’s this? S2: It’s an orange pencil. (Takes out a green ruler.) S2: What color is this? S1: It’s green. S2: What’s this? S1: It’s a green ruler. …


Page 14 of 19


LG1 U2 L4 – Activity 4: Yes, it is. / No, it isn’t. (R: Asking and Answering Y/N Questions to Describe Colors of Objects) 7 min

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

Target Lang: Is this blue? / Is this a green book? / Yes, it is. / No, it isn’t. Materials: LG1 U2 L4 PPT — Slides 12~14

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


1. Describe colors of objects Show LG1 U2 L4 PPT — Slide 12. Have Ss describe the colors of the objects. CLICK (7x) to make the pictures appear one by one.

What color is this? (Point at the red book.) What’s this? …

It’s red. It’s a red book. It’s a pink bag It’s a brown chair. It’s an orange ruler. It’s a blue pen. It’s a purple desk. It’s a green pencil. It’s a gray eraser.

2. Model Q & As to describe colors of objects Show LG1 U2 L4 PPT — Slide 13. Have Ss answer your questions.

(Point at the question mark, brown jar and the chair.) Is this a brown chair? (Point at the question mark, yellow jar and the eraser.) Is this a yellow eraser? What’s this? (Point at the question mark red jar and the ruler.) Is this a red ruler? What’s this? S1, come to the front.

Yes, it is. No, it isn’t. It’s a gray eraser. No, it isn’t. It’s a purple desk. It’s a brown ruler. (Points at the blue pen.)


Page 15 of 19


Point at an object and ask a question. Next? S2, point at an object and ask a question.

S1: Is this a blue pen? ALL: Yes it is. (Points at at the question mark, green jar and purple desk.) S2: Is this a green desk? ALL: No, it isn’t. It’s a purple desk.

3. Practice Q&A – in 2 groups Show LG1 U2 L4 PPT — Slide 14. Divide the class into 2 groups. Have G1 ask questions for the first 4 pictures. G2 answer. Switch roles for the next 4 pictures.

You are G1. You are G2. G1, ask questions. G2 answer. (Point at the question mark, orange jar, and the pencil.) (Point at the question mark, blue jar, and the bag.) (Point at the question mark, black jar, and the book.) (Point at the question mark, purple jar, and the ruler.) Now, G2 ask questions. G1, answer. (Point at the question mark, gray jar, and the eraser.) (Point at the question mark, brown jar, and the desk.) (Point at the question mark, yellow jar, and the pen.) (Point at the question mark, pink jar, and the book.)

G1: Is this an orange pencil? G2: No, it isn’t. It’s a yellow pencil. G1: Is this a blue bag? G2: Yes, it is. G1: Is this a black book? G2: No, it isn’t. It’s a white book. G1: Is this a purple ruler? G2: Yes, it is G2: Is this a gray eraser? G1: Yes, it is. G2: Is this a brown desk? G1: Yes, it is. G2: Is this a yellow pen? G1: No, it isn’t. It’s a black pen. G2: Is it a pink book? G1: No, it isn’t. It’s a red book.


Page 16 of 19


LG1 U2 L4 – Activity 5: Take out your book. Put your book away! (R: Identifying Pictures and Reading Sentences about Classroom Commands)9 min

Objectives: Ss will be able to identify pictures and read sentences about classroom commands.

Target Lang: Raise your hand./ Take out your book./ Put your hand down./ Put your book away./ Pick up your pencil./ Put your pencil down./ Look at the board./ Write your name.




1. Identify classroom commands Show LG1 U2 L4 PPT– Slide 15. Have Ss identify the classroom commands. CLICK (7x) to make the pictures appear one by one.

What is this?

Raise your hand. Take out your book. Put your hand down. Put your book away. Put your pencil down. Pick up your pencil. Look at the board. Write your name.

2. Identify the classroom commands – in 4 groups Show LG1 U2 L4 PPT — Slide 16. Divide the class into 4 groups. Have each group name the command in which their assigned color of star appears.

You are PINK group. (Point at a group of Ss.) You are BLUE group. (Point at another group of Ss.) You are ORANGE group. (Point at another group of Ss.) You are GREEN group. (Point at the last group of Ss.)

G1: Pick up your pencil. G4: Put your hand down. G2: Raise your hand. G3: Write your name. G4: Put your pencil down. G3: Look at the board. G1: Put your book away. G2: Take out your book. G1 & G2: Put your pencil down. G3 & G4: Take out your book. ALL GROUPS: Write your name.


Page 17 of 19


3. Read sentences – whole class Show LG1 U2 L4 PPT – Slide 17. CLICK (8x) to make the pictures disappear and make the sentences appear one by one. Have Ss read the sentences as you point at them.

What is this? What about this? (Point at the next picture then click to show the sentence.) Read the sentences again.

Pick up your pencil. Look at the board. Take out your book. Put your hand down. Write your name. Put your pencil down. Raise your hand. Put your book away.

4. Read sentences — in 2 groups Show LG1 U2 L4 PPT — Slide 18. Divide the class into 2 groups. Have Ss read the sentences that appear in their box. CLICK (8x) to make the pictures disappear and the sentences appear.

You are group 1. You are group 2. If the sentence is in your box, stand up and read it.

G1: Take out your book. G2: Put your book away. G2: Look at the board. G1: Raise your hand. G1&G2: Write your name. G1: Pick up your pencil. G2: Write your name. G1: Put your pencil down. G2: Put your hand down. G1&G2: Raise your hand.


Page 18 of 19


5. Model reading and matching sentences and pictures Show LG1 U2 L4 PPT — Slide 19. Have Ss look at the picture closely, read the sentence. Show () if the sentence matches the picture and show (X) if it does not.

Look at the picture. Read the sentence. Is it right? (Click to show “”) Next. Read. Correct? (Click to show “X”)

Put your pencil down. Yes. Write your name. No.

6. Read and match the sentences and pictures Show LG1 U2 L4 PPT — Slide 20. Have Ss write on their notebook () if the sentence tells about the picture and (X) if it does not.

Write () if the sentence is right. Write (X) if not.

7. Check answers Have Ss exchange notebooks with their partners.

Read and say the answer. 1? 2? 3? 4? 5? 6? 7? 8?

Put your book away. () Look at the board. (X) Raise your hand. (X) Look at the board. () Write your name. (X) Put your hand down. () Take out your book. () Put your book away. (X)


Page 19 of 19


LG1 U2 L4 – Wrap Up: “Pick One” 4 min

Objectives: Ss will be able to orally name colors, identify classroom commands, and say objects that begin with letters Aa, Bb, and Cc. Target Lang: yellow , blue, white, pink, gray, red, brown, black, green, purple, orange, apple, ant, bat, book, bag, ball, bird, cat, cake, car/ Raise your hand./ Take out

your book./ Put your hand down./ Put your book away./ Pick up your pencil./ Put your pencil down./ Look at the board./ Write your name.

Materials: LG1 U2 L4 PPT – Slide 21

Interaction: T-Ss


1. Prepare Ss for the activity Instruct Ss to form one line by the door. Have them prepare their things in their bags.

Make one line. Get ready with your things in your bag.

2. Continue with the activity Show LG1 U2 L4 PPT – Slide 21. As they go out, each S choose a number from 1-3 and gives different answers that corresponds to the category he/she chooses. Number 1 is to describe 2 objects Ss have in their bags. Number 2 is to name 2 classroom commands. Number 3 is to name one word that begins with a, b, and c.

Choose a number. Show me 2 things in your bag. Next. What number? Tell me more. (Point at each picture) Next. What number? Say a word. (Point at each letter) …

Number 1. It’s a blue eraser. It’s a pink ruler. Number 2. Write your name. Raise your hand. Number 3 apple, bat, cake …

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

LG1 U2 L4 Handout —Match the word

Match the word with its picture.

Match the word with its picture.

ball ant

cake apple book car

ball ant

cake apple book car


Page 1 of 15



Materials: LG1 U2 L5 PPT; Projector








1. Ss will be able to describe how they are.

2. Ss will be able to read words beginning with letters Aa, Bb and Cc.

3. Ss will be able to identify and read names of colors.


5. Ss will be able to identify and read classroom commands.


Page 2 of 15



Time 6’ 7’ 8’ 8’ 8’ 8’ 5’

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

Name & Description of

Activity

Show me letter A! How are you? *Asking and

Answering Questions about How They Are

Apple and Ball *Reading Words

Beginning with Aa, Bb and Cc

Touch the Color *Identifying and Reading

Names of Colors

Yes, it is./ No, it isn’t. * Asking and

Answering Y/N Questions to Describe

Colors of Objects

Raise your hand. *Reading Sentences

about Classroom Commands

Unscramble the Letters

Target Language

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

How are you? I’m fine. I’m good. I’m happy. I’m excited. I’m sad.

apple ant bat book bag ball bird cat cake car


What color is this? It’s an orange pen. Is this a blue book? Yes, it is. No, it isn’t.


ant, ball, bag, bird, cat, red, green, black, gray, white


Page 3 of 15


LG1 U2 L5 – Warm Up: Show me letter A! 6 min

Objectives: Ss will be able to identify the letters 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

Materials: LG1 U2 L5 PPT -- Slides 2~3

Interaction: T-Ss


1. Sing the alphabet song Show LG1 U2 L5 PPT -- Slide 2. Have Ss sing the alphabet song. Point at the letters to guide the Ss.

Let’s sing the alphabet song.

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

2. Model forming letters using the body Form letters using your body and have Ss identify them.

Everybody stand up. What letter is this? (Shape your body into an upper case F.) How about this? (Shape your body into an upper case E.)

F E

3. Form a letter using body/ body parts Show LG1 U2 L5 PPT -- Slide 3. Have Ss say the letters and form them using their body. CLICK (8x) to show the letters one by one.

What letter is this? Show me letter I! Next?

I L C, V, P, Y, K, J, X, W, A (Students shape their body into I, L, C, V, P, Y, K. J, X, W, A)


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LG1 U2 L5 – Activity 1: How are you? (R&E: Asking and Answering Questions about How They Are) 7 min

Objectives: Ss will be able to ask and answer questions about how they are.

Target Lang: How are you?/ I’m fine./ I’m good./ I’m happy./ I’m excited./ I’m sad.

Materials: LG1 U2 L5 PPT -- Slide 4~5

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


1. Identify emotions – whole class Show LG1 U2 L5 PPT – Slide 4. Have Ss pay attention to the picture shown on the screen. Instruct Ss to answer your question using the emotion being pointed at.

How are you? (Point at “I’m happy” picture.) How are you? (Point at “I’m good” picture.) (Point at “I’m sad” picture.) (Point at “I’m excited” picture.) (Point at “I’m fine” picture.) Now, ask me. I’m fine.

I’m happy I’m good. I’m sad. I’m excited. I’m fine How are you?

2. Describe emotions – in 2 groups Show LG1 U2 L5 PPT – Slide 5. Divide the class into 2 groups. If the picture appears in their box (i.e. group 1-left box; group 2-right box), have Ss stand up and describe how they are.

Group 1, this is your box. Group 2, this is yours. (Point at the left and right boxes respectively.).) Answer the question if the picture is in your box.

G2: I’m good. G1: I’m sad G2: I’m excited. G1: I’m fine. G1: I’m happy G1: I’m excited. G2: I’m sad. G2: I’m fine.


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3. Model Question Train Ask a S how he/she is as you extend your hand to him/her. Then, have the S ask another S. Have the next Ss do the same.

How are you? (Extends hands to XY). XY, ask a classmate. ZY? Question? Next?

XY: I’m excited. How are you? ZY: I’m fine. How are you? (Extends hands to KY.) KY: I’m happy. How are you? (Extends hands to VY.)

4. Start Question Train – in 3 groups Divide the class into three groups. Have Ss ask and answer about how they are in a train. The fastest group to finish gets points.

You are group 1. You are group 2. You are group 3. Ask and answer how you are. G1-S1, how are you? Group 2, your turn. Group 3!

G1S1: I’m happy. How are you? G1S2: I’m excited. How are you? G1S3: I’m fine. How are you? …


Page 6 of 15


LG1 U2 L5 – Activity 2: Apple and Ball (R&E: Reading Words Beginning with Aa, Bb and Cc) 8 min

Objectives: Ss will be able to read words beginning with Aa, Bb, and Cc.

Target Lang: apple, ant, bat, book, bag, ball, bird, cat, cake, car


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


1. Name the letter sounds and the pictures Show LG1 U2 L5 PPT — Slide 6. Have Ss say the sounds of letters A, B and C.

What’s the sound?(Point at Aa) What about this? (Point at Bb.) And this? (Point at Bb.)

“a” “b” “c”

2. Name the pictures Have Ss name the pictures. Point at the pictures to guide the Ss.

What’s this?

apple, ant, bat, bag, ball, bird, book, cat, cake, car

3. Read words beginning with A, B and C – whole class CLICK to make the pictures disappear. Have Ss read the words.

Read the words. (Point at the words one by one .)

apple, ant, bat, bag, ball, bird, book, cat, cake, car

4. Read words beginning with A, B and C – in 2 groups Have the boys read the words, and then the girls.

Boys, read the word . (Point at the words one by one ) Girls, it’s your turn.

Same as above.


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5. Write the word for the picture Show LG1 U2 L5 PPT — Slide 7. Have Ss take out their notebooks and pencils. Instruct them to write the names of the pictures in their notebook. CLICK (7x) to show the picture with the words.

Take out your notebook. What’s this? Write the word in your notebook.

6. Check Ss’ answers – in pairs Show LG1 U2 L5 PPT — Slide 8. Pair up Ss. Have Ss check their partner’s paper and read the answer.

Check your partner’s answers. First? Say the word. (Click to show “ball”.) Next? (Click to show “car”.) Next? (Click to show “apple”.) Next? (Click to show “bat”.) Next? (Click to show “cake”.) Next? (Click to show “bag”.) Next? (Click to show “ant”.) Last? (Click to show “cat”.)

ball car apple bat cake bag ant cat


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LG1 U2 L5 – Activity 3: Touch the Color (R&E: Identifying and Reading Names of Colors) 8 min

Objectives: Ss will be able to identify and read names of colors.



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


1. Read the words – whole class Show LG1 U2 L5 PPT — Slide 9. Have Ss read the word and then CLICK (11x) after to reveal the colors one at a time. CLICK to make the pictures disappear.

Everybody, read.

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

2. Read words – in 3 groups. Show LG1 U2 L5 PPT — Slide 10. Divide the class into 3 groups. Have each group read the word that appear in the jar assigned to them. CLICK (12x) to show the words in the jar.

Group 1, this is your jar. Group 2, this is yours, Group 3, this is yours. (Point at the jars respectively.) Read the words in your jar.

G1: green G2: pink G3: yellow ALL: black G3: blue G2: red G1: purple ALL: white G1: orange G2 & G3: gray G1 & G2: brown ALL: green


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3. Touch the color Show LG1 U2 L5 PPT — Slide 11. CLICK (10x) to show the words one by one. Have Ss stand up and move around to find and touch anything that matches the color name shown on the screen.

Everybody stand up. Find the color, touch it and say it. (Click to show the word.) GO! Yes, green. Next. (Click to show the word.) GO! Yes, gray.

green gray red brown yellow blue pink orange white purple black


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LG1 U2 L5 – Activity 4: Yes, it is./ No, it isn’t. (R&E: Asking and Answering WH and Y/N Questions to Describe Colors of Objects) 8 min

Objectives: Ss will be able to ask and answer WH and Y/N questions to describe colors of objects.

Target Lang: What color is this?/ It’s an orange pen./ Is this a blue book?/ Yes, it is./ No, it isn’t.

Materials: LG1 U2 L5 PPT-- Slides 12~16



1. Elicit names of classroom objects Have Ss say names of classroom objects.

What is in the classroom?

an eraser, a pen…

2. Elicit WH Q&As about the picture Show LG1 U2 L5 PPT -- Slide 12. Have Ss ask and answer WH questions to describe the colors of objects. Point at the pictures to guide the Ss.

What’s the question? (Point at the “?”, the color jar and the desk.) (Point at the desk._)(Point at the “?”, the color jar and the pencil.) (Point at the pencil.) (Point at the pen, ruler, eraser, bag and chair respectively.)

What color is this? It’s a gray desk. What color is this? It’s a green book. It’s a blue pencil. It’s an orange pen. It’s a brown ruler. It’s a pink eraser. It’s a white bag. It’s a black chair.


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3. Model Y/N Q&As to describe colors of objects Show LG1 U2 L5 PPT -- Slide 13. Elicit Y/N questions and answers to describe the colors of objects in the pictures.

Is this a green chair? (Point at the ”?”, the green jar and the chair.) Answer? (Point at “.”) Ask a question. (Point at ”?”, the yellow jar and the bag.) Answer? (Point at “.”) What’s this? Ask a question. (Point at ”?”, the orange jar and the pen.) Answer? (Point at “.”) What’s this?

Yes, it is. Is this a yellow bag? No, it isn’t. It’s a purple bag. Is this an orange pen? No, it isn’t. It’s a yellow pen.

4. Practice Y/N Q&As to describe colors of objects – in 2 groups Show LG1 U2 L5 PPT – Slide 14. Divide the class into two groups. Have group 1 ask Y/N questions to describe colors of objects and group 2 answer. Point at the pictures to guide the Ss. Switch roles. Show LG1 U2 L5 PPT – Slide 15.

You’re G1 and you’re G2. G1 ask a question. (Point at the ”?”, the blue jar and the book.) G2, answer? (Point at the ”?”, the red jar and the eraser.) Answer? (Point at the ”?”, the yellow jar and the pen cil.) (Point at the ”?”, the pink jar and the ruler.) Answer? (Point at the ”?”, the green jar and the desk.) Answer? (Point at the ”?”, the blue jar and the bag.)

G1: Is this a blue book? G2: No, it isn’t. It’s a green book G1: Is this a red eraser? G2: No, it isn’t. It’s a pink eraser. G1: Is this a yellow pencil? G2: Yes, it is.

G2: Is this a pink ruler? G1: No, it isn’t. It’s a blue ruler. G2: Is this a green desk? G1: Yes, it is. G2: Is this a blue bag? G1: No, it isn’t. It’s a brown bag.

5. Model Q&As with a partner Show LG1 U2 L5 PPT – Slide 16. Call a S to ask and answer Y/N questions with you using the pictures.

XY, come to the front. Letter A, is this a green ruler? What is it? Ask me a question. Letter? Yes, it is.

XY: No, it isn’t. It’s a brown ruler. Letter D, is this a green pencil?


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6. Start Y/N Q&As to describe colors of objects – in pairs Pair up Ss. Have Ss take turns to ask and answer Y/N questions using the pictures with letters.

Work in pairs. Take turns to ask and answer questions.

S1: Letter B, is this is a gray book? S2: Yes, it is. Letter G. Is this a white chair? S1: No, it isn’t. It’s a brown chair. S3: Letter C. Is this a blue bag? S4: Yes, it is. Letter F. Is this a purple desk? S3: Yes, it is. …


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LG1 U2 L5 – Activity 5: Raise your hand. (R&E: Reading Sentences about Classroom Commands) 8 min

Objectives: Ss will be able to read sentences about classroom commands.

Target Lang: Raise your hand. / Take out your book. / Put your hand down. / Put your book away. / Pick up your pencil. / Put your pencil down.

Look at the board. / Write your name.




1. Identify the pictures Show LG1 U2 L5 PPT – Slide 17. Have Ss identify the pictures of classroom commands.

Name the pictures. (Point at the pictures one by one.)


2. Read classroom commands Show LG1 U2 L5 PPT – Slide 18. Have Ss read the classroom commands. CLICK (7x) to show the sentences.

Read the sentences.

Raise your hand. Write your name Pick up your pencil. Look at the board. Put your pencil down. Take out your book. Put your hand down. Put your book away.

3. Read classroom commands – in 2 groups Show LG1 U2 L5 PPT – Slide 19. Divide the class into 2 groups. If the sentence appears in their box (i.e. group 1-left box; group

You are G1. You are G2. Read the sentence in your box.

G2: Write your name G1: Put your hand down. G2: Put your book away. G1: Raise your hand.


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2-right box), have Ss read it. G1: Pick up your pencil. G2: Put your pencil down. G2: Take out your book. G1: Look at the board. G1&G2: Write your name.

4. Practice Read and Match Activity Show LG1 U2 L5 PPT – Slide 20. Point at each sentence (word by word) and have Ss silently read them and then write in their notebook the number that matches the sentence.

Look at the sentences. Write the answers in your notebook.

5. Check Ss’ answers Have Ss exchange notebook with their partner. CLICK 8x to show answers one by one.

Exchange notebook with your partner. Read the first sentence. What’s the answer?(Click to show number 8.) Next? Read. Answer?(Click to show the sentence and the number 2.) Next? Answer?(Click to show number 3.) Next? Answer?(Click to show number 5.) Next? Answer?(Click to show number 4.) Next? Answer?(Click to show number 6.) Next? Answer?(Click to show number 7.) Last? Answer(Click to show the sentence and the number 1.)

Raise your hand 8 Put your hand down. 2 Take out your book. 3 Write your name. 5 Pick up your pencil. 4 Put your book away. 6 Look at the board. 7 Put your pencil down. 1


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LG1 U2 L5 – Wrap Up: Unscramble the Letters 5 min

Objectives: Ss will be able to unscramble the letters to form words.

Target Lang: ant, ball, bag, bird, cat, red, green, black, gray, white




1. Spell the name for the given picture Show LG1 U2 L5 PPT -- Slide 21. Have Ss unscramble the letters to orally spell the word for the picture being shown on the screen. CLICK to make the correct word appear.

What’s the right word? (ant) (Click to show the correct word.) You’re right. Spell and read the word. Next word. (Click to show the next picture.) Spell the word. Let’s check. (Click to show the correct word.) Correct! …

A-N-T ant (ant) A-N-T ant B-A-L-L ball (ball) B-A-G bag B-I-R-D bird C-A-T cat R-E-D red G-R-E-E-N green B-L-A-C-K black G-R-A-Y gray W-H-I-T-E white


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LG1 U2 L6

Time: 50 min

Materials: LG1 U2 L6 PPT; Projector; Ss’ prepared stationery








1. Ss will be able to ask and answer Y/N questions about how they are.

2. Ss will be able to read sentences with words beginning with Aa, Bb and Cc.

3. Ss will be able to read sentences that describe colors of objects.

4. Ss will be able to read sentences and identify pictures that describe colors of objects.

5. Ss will be able to read and act out classroom commands.


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Time 5’ 6’ 8’ 9’ 9’ 8’ 5’

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

Name & Description of

Activity

I Spy Yes, I am. No, I am not.

*Asking and Answering Y/N

Questions About How They Are

It’s a bag. *Reading Sentences

with Words Beginning with Aa,

Bb and Cc

It’s red and blue. *Reading

Sentences that Describe Colors of

Objects

No, it isn’t. It’s an orange cat.

*Asking, Answering, and

Reading Y/N Questions about Colors of Objects

Classroom Command Charades

*Reading and Acting Out Classroom

Commands

Read Sentences

Target Language

I spy something red. It’s a green book. It’s a red apple. It’s a pink chair. It’s a brown and blue desk. It’s a brown cat. It’s a white car. It’s a blue bat. It’s a yellow bag. It’s an orange bird. It’s a gray and red pen. It’s a purple and black ball. It’s a blue and green eraser. It’s a black and white bag.

I’m fine. I’m good. I’m happy. I’m excited. I’m sad. Are you sad? Are you happy? Are you fine? Are you good? Are you excited? Yes, I am. No, I’m not.

apple, ant, bag, bat, ball, bird, book, cat, cake, car It’s an apple. It’s a ball. It’s a cake.

yellow , blue, white, pink, gray, red, brown, black, green, purple, orange It’s a green apple. It’s an orange cat. It’s a purple cake.

What color is this? It’s an orange pen. Is this a blue book? Yes, it is. No, it isn’t.

Raise your hand. Take out your book. Put your hand down. Put your book away. Pick up your pencil. Put your pencil down. Look at the board. Write your name. Look at the teacher. Touch the chair. Put your book down.

It’s an apple. It’s a book. It’s a cake. It’s a green pencil. It’s a blue bag. Raise your hand. Put your hand down.

Formatted: Centered


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LG1 U2 L6 – Warm Up: I Spy 5 min

Objectives: Ss will be able to identify the object being described.

Target Lang: I spy something red. / It’s a green book./ It’s a red apple./ It’s a pink chair. / It’s a brown and blue desk. / It’s a brown cat. / It’s a white car. / It’s a blue bat. / It’s a yellow bag. / It’s an orange bird. / It’s a gray and red pen. /.It’s a purple and black ball. / It’s a blue and green eraser./ It’s a black and white bag.


Interaction: T-Ss


1. Model I Spy activity Show LG1 U2 L6 PPT – Slide 2. Have Ss identify the pictures described.

I spy something red. What is it? Next, I spy something black and white. What is it?

It’s a red apple. It’s a black and white bag.

2. Practice I Spy activity – in small groups Divide the class into small groups. Have each group choose a representative for each round to stand up and answer. The S who stands up first and answers correctly will be the next to describe an object.

Choose one student to stand up and answer. I spy something blue. . Correct. G3S3, make a sentence. G1S4, your turn. G2S5 ….

G3S3: It’s a blue bat. S3: I spy something yellow. G1S4: It’s a yellow bag. G1S4: I spy something gray and red. G2S5: It’s a gray and red pen. …


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LG1 U2 L6 – Activity 1: Yes, I am. No, I’m not. (R&E: Asking and Answering Y/N Questions about How They Are) 6 min

Objectives: Ss will be able to ask and answer Y/N questions about how they are.

Target Lang: I’m fine. / I’m good. / I’m happy. / I’m excited. / I’m sad. / Are you sad?/ Are you happy?/ Are you fine?/ Are you good?/ Are you excited? / Yes, I am. / No, I’m not.




1. Identify emotions – whole class Show LG1 U2 L6 PPT – Slide 3. Have Ss identify the picture shown on the screen as you point at them.

(Point at “I’m happy” picture.) (Point at “I’m good” picture.) (Point at “I’m sad” picture.) (Point at “I’m excited” picture.) (Point at “I’m fine” picture.) Say again.

I’m fine. I’m happy. I’m good. I’m excited. I’m sad. How are you? I’m good./ I’m happy./ I’m sad./ I’m excited./ I’m fine.

2. Introduce Yes, I am/ No, I’m not. Elicit questions from the Ss. Have Ss answer in complete sentence. Guide Ss in answering the question properly.

Ask me a question. (Point at the emotions.) “I’m happy.” Are you happy? Say “Yes, I am.” (Nod head to show positive affirmation.) Ask me a question. (Point to I’m sad.) No, I’m not. Are you sad?

How are you? Yes! Yes, I am. Are you sad? No, I’m not.


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3. Elicit Y/N Q & As Show LG1 U2 L6 PPT – Slide 4. Point at an emotion, ask a question then point at “thumb up/thumb down” and have Ss answer.

Question? (Point at question mark and then “I’m good.”) (Point at thumbs up.) Question? (Point at question mark and then “I’m excited.”) (Point at thumbs down.) Question? (Point at question mark and then “I’m sad.”) (Point at thumbs down.) Question? (Point at question mark and then“ I’m fine.”) (Point at thumbs up.)

Are you good? Yes, I am. Are you excited? Yes, I am. Are you sad? No, I’m not. Are you fine? Yes, I am.

4. Practice Q&As – in 2 groups Show LG1 U2 L6 PPT – Slide 5. Divide the class into 2 groups. Have G1 ask questions and G2 answer for the first 4 pictures, and then G2 ask questions and G1 answer for the next pictures. CLICK (8x) to show pictures one by one.

You are G1. You are G2. G1 ask questions, and G2 answer. Next, G2 ask. G1 answer.

G1: Are you sad? G2: No, I’m not. (Thumb down) G1: Are you happy? G2: Yes, I am. (Thumb up) G1: Are you excited? G2: No, I’m not. (Thumb down) G1: Are you good? G2: Yes, I am. (Thumb up) G2: Are you happy? G1: Yes, I am. (Thumb up) G2: Are you fine? G1: No, I’m not. (Thumb down)


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G2: Are you sad? G1: Yes, I am. (Thumb up) G2: Are you excited? G1: Yes, I am. (Thumb up)

5. Practice Q&As – in pairs Pair up Ss. Have each pair take turns in asking and answering questions about how they are.

Work in pairs. Take turns to ask and answer about how you are.

S1: Are you good? S2: No, I’m not. S2: Are you sad? S1: Yes I am. ….


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LG1 U2 L6 – Activity 2: It’s a bag. (R&E: Reading Sentences with Words Beginning with Aa, Bb and Cc) 8 min

Objectives: Ss will be able to read sentences with words beginning with Aa, Bb and Cc.

Target Lang: apple, ant, bag, bat ball, bird, book, cat, cake, car, It’s an apple./ It’s a ball./ It’s a cake. Materials: LG1 U2 L6 PPT – Slides 6~8

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


1. Read the words – whole class Show LG1 U2 L6 PPT — Slide 6. Have Ss read the words being pointed at respectively, and then randomly.

Read the words. (Point at the words respectively.) (Point at the words randomly.)

apple, book, bag, cat, ant, cake, bat, bird, car, ball

2. Read the sentences — whole class Show LG1 U2 L6 PPT — Slide 7. Carefully point at each word in the sentences and have Ss read them.

Read. (Point at the words in the sentences one by one.)

It’s a book. It’s a bag. It’s a bat. It’s an apple. It’s a car. It’s a cat. It’s an ant. It’s a bird. It’s a ball. It’s a cake.

3. Read the sentences — in 2 groups Have the boys read the sentences, and then the girls. Point at the sentences to guide Ss.

Boys, read the sentences. (Point at the words one by one.)

It’s a book. It’s a bag. It’s a bat.


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Girls, it’s your turn. (Point at the words one by one.)

It’s a cat. It’s an apple. It’s a car. It’s a cat It’s an ant. It’s a bird. It’s a ball. It’s a cake.

4. Model matching sentences with pictures Show LG1 U2 L6 PPT — Slide 8. Have Ss read sentence number 1 and then have them say the letter of the picture that matches it. CLICK to confirm answer.

Read. (Point at sentence number 1.) What letter is the answer? (Click to show C.) Read. (Point at sentence number 2.) Answer? (Click to show H.)

It’s a bag. C. It’s a bird. H.

5. Start matching sentences with the pictures Have Ss write on their notebooks the letter of the picture that match the sentences.

Take out your notebook and pencil. Write the answers.

6. Check Ss’ answers Have Ss exchange notebooks with their partner. Instruct the whole class to read the sentence and say the answer after. CLICK (8x) to confirm Ss’ answers.

Exchange notebooks. Everybody, read sentence number 3. Letter? Read #4. Letter? ….

3. It’s an apple. B 4. It’s a cake. F 5. It’s a cat. D 6. It’s a book. A 7. It’s a ball. E


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8. It’s an ant. G 9. It’s a bat. J 10. It’s a car. I


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LG1 U2 L6 – Activity 3: It’s red and blue. (R&E: Reading Sentences that Describe Colors of Objects.) 10 min

Objectives: Ss will be able to read sentences that describe colors of objects.

Target Lang: yellow, blue, white, pink, gray, red, brown, black, green, purple, orange, It’s a green apple./ It’s an orange cat./ It’s a purple cake.




1. Read the words – whole class Show LG1 U2 L6 PPT — Slide 9. Have Ss read the words that you point at.

Read.

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

2. Read the words – in 2 groups Show LG1 U2 L6 PPT — Slide 10. Divide the class into 2 groups. Have each group read the words that appear in their assigned jar. CLICK (13x) to show the words one at a time.

You are G1. You are G2. Read the words in your jar.

G1: green G2: red G1: yellow G2: black G2: blue G1: orange G2: purple G1: brown G1 and G2: white G1: pink G2: gray G1 and G2: orange G1 and G2: brown

3. Describe colors of objects Show LG1 U2 L6 PPT — Slide 11. Have Ss describe the colors of objects.

What’s this? What color is it?

It’s a bag. It’s blue.


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Point at the pictures to guide Ss (Point at the full stop sign, and the bag.) Next. (Point at the full stop sign, and the desk.) (Point at the full stop sign, and the apple.) (Point at the full stop sign, and the cake.) (Point at the full stop sign, and the bat.) (Point at the full stop sign, and the chair.) (Point at the full stop sign, and the cat.)

It’s a blue bag. It’s a gray desk. It’s a green apple. It’s a purple cake. It’s a yellow bat. It’s a brown chair. It’s an orange cat.

4. Read sentences that describe colors of objects Show LG1 U2 L6 PPT — Slide 12. Point at each word in the sentences and have Ss read them.

Read. (Point at the words in each sentence.)

It’s a red book. It’s a black pen. It’s an orange eraser. It’s a red and white ball. It’s a green apple. It’s a purple and pink cake. It’s a blue chair. It’s a gray cat. It’s a brown bat. It’s a yellow pencil.

5. Read sentences that describe colors of objects —in 2 groups Have all the boys read the first 5 sentences and all the girls read the next 5 sentences that you point at.

Boys, read. Girls, your turn.

Same as above.


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6. Model identifying the correct sentences Show LG1 U2 L6 PPT — Slide 13. Have Ss say the letter of the sentence that describes the picture. CLICK to confirm the answers.

What is it? A or B? Read the sentence. (Click to show the answer) Next picture. What’s the answer? (Click to show the answer)

It’s a red apple. A. It’s a red apple. b. It’s a brown bat.

7. Identify the correct sentences Show LG1 U2 L6 PPT — Slide 14. Instruct Ss to write on their notebooks the letter of the sentence that describes the picture.

Write your answers.

8. Check answers Exchange notebook with another S. Have Ss exchange notebook with a seatmate and check the answer with the PPT. CLICK (6x) to show the answers one by one.

Exchange notebook. Check the answer. Number 1? (Click to show the answer.) 2? 3? …

b. It’s a yellow bird. b. It’s an orange bag. a. It’s a blue and white ball. b. It’s a white desk. a. It’s a green apple. a. It’s a red car.


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LG1 U2 L6 – Activity 4: No, it isn’t. It’s an orange cat. (R&E: Asking, Answering, and Reading Y/N Questions about Colors of Objects)9 min

Objectives: Ss will be able to read sentences and identify pictures of colored objects.

Target Lang: What color is this?/ It’s an orange pen./ Is this a blue book?/ Yes, it is./ No, it isn’t.

Materials: LG1 U2 L6 PPT – Slides 15~17; Ss’ prepared stationery



1. Elicit Q&A to describe colors of objects Show LG1 U2 L6 PPT – Slide 15. Elicit Y/N questions and answers from Ss.

(Point at the question mark, green jar and the book.) What’s the question? Answer? (Point at the question mark, gray jar and the cat.) What’s the question? Answer? (Point at the question mark, blue jar and the bird.) What’s the question? Answer?

Is this a green book? Yes, it is. Is this a gray cat? No, it isn’t. It’s an orange cat. Is this a blue bird? Yes, it is.

2. Practice Q&As to describe colors of objects – in 2 groups Show LG1 U2 L6 PPT – Slide 16. Divide the class into 2 groups. Have G1 ask and G2 answer for the first 4 pictures, and then G2 ask and G1 answer for the next 4 pictures.

You are G1. You are G2. G1, ask a question. G2, answer. Next, G2 ask. G1 answer.

G1: Is this a black car? G2: Yes, it is. G1: Is this a gray chair? G2: Yes, It is. G1: Is this a green apple? G2: No, it isn’t. It’s a red apple. G1: Is this a blue and black ruler? G2: No, it isn’t. It’s a green ruler. G2: Is this a yellow ant? G1: No, it isn’t. It’s an orange ant. G2: Is this a purple pen? G1: Yes, it is. G2: Is this a brown bat??


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G1: Yes, it is. G2: Is this an orange and white ball? G1: No, it isn’t. It’s a white and black ball.

3. Model Q & A to describe colors of objects Have a S prepare his things in his bag and come to the front. Show some classroom objects and have the S answer the questions that you are going to ask.

(Show a red pen.) Is this a red pen? (Show a blue eraser) Is this a yellow eraser? Your turn No, it isn’t. It’s a yellow book. No, it isn’t. It’s a black ruler.

S: Yes, it is. S: No, it isn’t. It’s a blue eraser. (Shows a yellow book.) Is this a green notebook? (Shows a black ruler.) Is this a gray eraser?

4. Practice Q&As to describe colors of objects – in pairs Pair up Ss. In one minute, have Ss take turns in asking and answering Y/N questions to describe the things they have in their bags.

Work in pairs. In one minute, ask and answer questions. Go!

(Shows a yellow pencil.) S1: Is this a green pencil? S2: No, it isn’t. It’s a yellow pencil. (Shows a blue book.) S2: Is this a black book? S1: No, it isn’t. It’s a blue book.

5. Model reading sentences and identifying if they’re TRUE or FALSE Show LG1 U2 L6 PPT – Slide 17. Point at a sentence word by word. Have Ss read, and then hold a THUMB UP if the sentence is TRUE or hold a THUMB DOWN if the sentence FALSE. CLICK to confirm answer.

Read sentence #1. Is it true (hold a thumb up) or false?(hold a thumb down) Read sentence #2. TRUE or FALSE

Is this a red book? TRUE. (Hold their thumb up.) Is this a blue desk? FALSE. (Hold their thumb down.)


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6. Read sentences and identify if they’re TRUE or FALSE

Instruct Ss to read the sentences then show a thumb up if the sentence is TRUE and FALSE show a thumb down if the sentence is wrong. CLICK to confirm answer.

Read sentence # 3. True (hold a thumb up) or (hold a thumb down)false? Read # 4. True (hold a thumb up) or (hold a thumb down)false? Read # 5? Answer? Read # 6? Answer? Read # 7? Answer? Read # 8? Answer?

Is this an orange bird? FALSE (Hold their thumbs down.) Is this a green and a white book? FALSE (Hold their thumbs down.) Is this a pink and purple cake? TRUE. (Hold their thumbs up.) Is this a brown bag? TRUE. (Hold their thumbs up.) Is this a green pencil? TRUE. (Hold their thumbs up.) Is this a purple ruler? FALSE. (Hold their thumbs down.)


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LG1 U2 L6 – Activity 5: Classroom Command Charades (R&E: Reading and Acting out Classroom Commands) 8 min

Objectives: Ss will be able to read and act out classroom commands.

Target Lang: Raise your hand. / Take out your book. / Put your hand down. / Put your book away. / Pick up your pencil. / Put your pencil down. / Look at the board. / Write your name. / Look at the teacher. / Touch the chair. / Put your book down.

Materials: LG1 U2 L6 PPT – Slides 18 ~20



1. Read the commands Show LG1 U2 L6 PPT – Slide 18. Have Ss read the commands shown on the screen Have Ss read the sentences as you randomly point at it.

Read the sentences.

Write your name. Take out your book. Put your pencil down. Put your hand down. Look at the board. Raise your hand. Pick up your pencil. Put your book away. Look at the teacher. Touch the chair. Put your book down.

2. Act out commands – whole class Show LG1 U2 L5 PPT – Slide 19. Have Ss read the sentence and act out the command being pointed at by the arrow. CLICK (10x) to make the arrow move to the next sentences.

Read.

Act it out.

(Click to make the arrow move.) Read.

Act it out.

(Click to make the arrow move.) Read.

Act it out.

…

Pick up your pencil .(Hold one hand palm facing up. Act as if picking up an object.) Write your name. (Hold one hand palm facing up. Act as if writing on it.) Touch the chair. (Touch their chair.)


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Raise your hand. (Lift one hand in the air) Put your hand down. (Bring raised hand down.) Take out your book. (Act as if taking out a book from a bag.) Put your book away. (Act as if putting a book in a bag.) Put your pencil down. (Act as if putting down a pencil.) Look at the board. (Look at the board.) Look at the teacher. (Look at their teacher.) Put your book down. (Act as if putting a book on their desks.)

3. Model Read and Match activity Show LG1 U2 L6 PPT – Slide 20. Have Ss read a sentence and say the letter of the picture that matches it. CLICK to confirm answer.

Read sentence #1. Which picture? (Click to show A) Read sentence #2. Answer? (Click to show H)

Raise your hand. A Look at the board. H

4. Practice Read and Match activity – individuals Have Ss read the sentences and write the answers on their notebook.

Take out your notebook. Read the sentences and write the letter of the correct answer.

5. Check Ss’ answers Have the whole class read each sentence and say the answer.

CLICK( (9x) to confirm answers.

Read and say the answer.

(Point at sentence # 3)

Number 4?

Next?

Put your book down. G Look at the teacher. K Take out your book. B Put your book away. F


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Pick up your pencil. I Touch the chair. J Write your name. E Put your hand down. C Put your pencil down. D


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LG1 U2 L6 – Wrap Up: Read Sentences 5 min

Objectives: Ss will be able to read sentences with words that begin with Aa, Bb and Cc, sentences that describe colors of objects and sentences about classroom commands.

Target Lang: It’s an apple. / It’s a book. / It’s a cake./ It’s a green pencil./ It’s a blue bag./ I Raise your hand./ Put your hand down.




1. Read sentences – whole class Show LG1 U2 L6 PPT – Slide 21. Have Ss read the sentences as you point at them respectively.

Read the sentences.

It’s a car. It’s a green pencil. It’s an orange ruler. Raise your hand. It’s a ball. Put your hand down. It’s a book. It’s an apple. It’s a blue bag. Look at the board. It’s a bat. It’s a pink eraser. Pick up your pencil. It’s a bird It’s a cake.


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2. Read the sentences being pointed at Call several Ss one at a time and have them read 3 sentences that you are going to point at.

Read the sentences.

Look at the board. It’s a car. It’s a blue bag. …


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Materials: LG1 U2 L8 PPT; Handout; Crayons for coloring

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.


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Time 10’ 10’ 8’ 15-22’

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

Name Description

of Activity

Hi. My name is Ginger. I’ happy. Introducing Oneself and Saying

How They Are

It’s a brown chair. Describing Colors of Objects

From LG1 U2 L4

Take out your book. Put your book away.

Identifying and Naming Classroom Commands

From LG1 U2 L4

Unit Test

Target Language

Hi, my name is Ginger.

I’m fine.

I’m good.

I’m happy.

I’m excited.

I’m sad.

It’s a black pen.

It’s a gray desk.

It’s a brown chair.

It’s a purple book.

It’s a green pencil.

It’s a yellow bag.

It’s a red apple.

It’s a blue bird.

Raise your hand.

Take out your book.

Put your hand down.

Put your book away.

Pick up your pencil.

Put your pencil down.

Look at the board.

Write your name.

Look at the teacher.

Touch the chair.

Put your book down.

a, b, c, c, b

(Its a blue bag.)

(It’s a brown chair.)

(It’s an orange pen.)

(It’s a red and yellow eraser.)

(It’s a purple and green cake.)

Raise your hand. (first picture)

Pick up your pencil. (second picture)

Put your book away. (first picture)

You, fine


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LG1 U2 L8 – Presentation 1: Hi. My name is Ginger. I’m happy. (Introducing Oneself and Saying How They Are) 10 min

Objectives: Ss will be able to introduce themselves and say how they are.

Target Lang: Hi, My name is Ginger/ I’m fine./ I’m good./ I’m happy./ I’m excited./ I’m sad.

Materials: LG1 U2 L8 PPT —Slide 2



1. Identify the emotions -- whole class Show LG1 U2 L8 PPT -- Slide 2. Have Ss identify the pictures as you point at them.

(Point at I’m fine.) (Point at I’m good.) (Point at I’m happy.) (Point at I’m excited.) (Point at I’m sad.)

I’m fine. I’m good. I’m happy. I’m excited. I’m sad.

2. Model Introducing oneself and saying how they are Call 3 Ss to the front. Introduce yourself and say how you are then extend hands to S1. Have Ss do the same.

Hi, my name is Jovie.. I’m happy. What’s your name? How are you? (Extend hands to S1.)

S1: Hi, my name is John. I’m good. What’s your name? How are you?(Extends hands to S2.) S2: Hi my name is Bess. I’m excited. What’s your name? How are you?(Extends hands to S3.) S3: Hi my name is Anne. I’m sad.

3. Practice Q&A about how they are — in groups of 3 Group Ss in threes. Instruct groups to do self- introduction and personalization. Call first 3 Ss. (S1, S2, S3) S1 greets and ask to start the conversation.

Call next 3 to present.

S1, what’s your name? How are you? Ask S2. S2, ask S3.

Next group please.

S1: Hi, my name is Paul. I’m happy. What’s your name? S2: Hi, my name is Jam. S1: How are you? S2: I’m fine. What’s your name? S3: Hi, my name is Anne. S2: How are you? S3: I’m good.


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LG1 U2 L8 – Presentation 2: What color is this? It’s a brown chair. (Describing colors Of Objects—from LG1 U2 L4) 10 min

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

Target Lang: It’s a gray desk./ It’s a brown chair./ It’s a purple book./ It’s a green pencil./ It’s a yellow bag./ It’s a red apple./ It’s a blue bird.


Interaction: T-Ss, S-S


1. Elicit Q & A about colors Show LG1 U2 L8 PPT — Slide 3. Have Ss ask a question and say the answer about the picture that you are going to point at.

(Point at the question mark, jars, and then the book.) Question? Answer? What’s this? Next? (Point at the question mark, jars, and then the apple.) Question? Answer? What’s this?

What color is this? It’s green. It’s a green book. What color is this? It’s red It’s a red apple.

2. Give Q& A presentation — in pairs Show LG1 U2 L8 PPT — Slide 4. Pair up Ss. In one minute, each pair will take turns alternately in describing the colors of objects.

Call more pairs as time allows.

Pair 1 come to the front. What’s this? You have one minute, go! Next pair. …..

S1: It’s a blue bird S2:It’s a yellow bag. S1: It’s a red and gray car S2:It’s an orange cat. S1: It’s a purple book. S2:It’s a blue and pink and yellow cake. S1: It’s a red ant. S2: It’s a brown ruler.


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LG1 U2 L8 – Presentation 3: Take out your book. Put your book away.(Identifying and Naming Classroom Commands – from LG1 U2 L4)8 min

Objectives: Ss will be able to identify and name as many commands as they can. Target Lang: Raise your hand. / Take out your book. / Put your hand down. / Put your book away. / Pick up your pencil. / Put your pencil down.

Look at the board. / Write your name./ Look at the teacher./ Touch the chair./ Put your book down.

Materials: LG1 U2 L8 PPT — Slide 5

Interaction: T-Ss, S-Ss


1. Read the commands Show LG1 U2 L8 PPT – Slide 5. Have Ss read the sentence being pointed at by the arrow. CLICK (10x) to make the arrow move to tehe next sentences.

Point at the sentences randomly, and have Ss continue to read them.

Name the pictures.

Write your name. Take out your book. Put your pencil down. Put your hand down. Look at the board. Raise your hand. Pick up your pencil. Put your book away. Look at the teacher. Touch the chair. Put your book down.

2. Identify and name the commands. Call several Ss. In 30 seconds, have each S name as many commands as he/she can.

S1. Come to the front.. Point and name the pictures. You have 30 seconds. S2. You’re next.

(Points at each command.) S1: Raise your hand. Pick up your pencil. Take out your book. Look at the teacher. Touch the chair. ….


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LG1 U2 L8 – Unit Test 15-22 min

Objectives: Ss will be able to finish a short Unit Test independently, correcting any mistakes after the answers are checked.

Materials: LG1 U2 L8 Handout 1 – Unit Test; LG1 U2 L8 PPT – -Slides 6~9; Crayons for coloring

Interaction: T-Ss

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

LG1 U2 L8 Handout 1—Unit Test

Let’s Go Level 1 Unit 2 Test

A. Write the missing letter. __pple

__all

__at

__ar

__ird

B. Read and color.

1. What’s this? It’s a blue bag. 2. What’s this? It’s a brown chair. 3. What’s this? It’s an orange pen. 4. What’s this? It’s a red and yellow eraser. 5. What’s this? It’s a purple and green cake.

C. Circle the correct answer.

Raise your hand.

Pick up your pencil.

Put your book away.

D. Fill in the blanks.

Hi, Sam! How are _____? I’m _____________.

how Hi you fine I’m are

Documents

LG1 U2 L1 - dyned.com · Greetings 1-Song 2-Conversation 3-Vocabulary 1 4-Vocabulary 2 5-Grammar 6-Phonics 7-Game Act. Type Social Routines Teacher-Guided Courseware Review *Optional