LG1 U3 L1 - DynEd InternationalLG1 U3 Lesson 1 Objectives (ALL Lesson Ones) : 1. Ss will become...

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Let’s Go Level 1 Unit 3 Lesson 1 Page 1 of 11 Copyright 2017 DynEd International, Inc. www.en.dyned.com.cn LG1 U3 L1 Time: 50 min Materials: LG1 U3 Courseware; Projector; Microphone; Speaker LG1 U3 Unit Objectives: 1. Ss will be able to introduce their friends. 2. Ss will be able to ask and answer WH and Y/N questions about classroom objects in singular and plural forms. 3. Ss will be able to count numbers and objects. 4. Ss will be able to give and perform classroom commands. 5. Ss will be able to say and identify letter d, e and f and the words beginning with each letter. LG1 U3 Lesson 1 Objectives (ALL Lesson Ones): 1. Ss will become familiar with the core language patterns of the Unit even if they haven’t had a chance to study it. 2. Ss will begin to master a regular coaching opportunity to help all Ss master how to study each of the lesson types in the unit, including oral repetition, recording and comparing. 3. To provide a quick linguistic review of the unit content to prepare Ss for the 7 task-based communicative classes that will follow.

Transcript of LG1 U3 L1 - DynEd InternationalLG1 U3 Lesson 1 Objectives (ALL Lesson Ones) : 1. Ss will become...

Page 1: LG1 U3 L1 - DynEd InternationalLG1 U3 Lesson 1 Objectives (ALL Lesson Ones) : 1. Ss will become familiar with the core language patterns of the Unit even if they haven’t had a chance

Let’s Go Level 1 Unit 3 Lesson 1

Page 1 of 11

Copyright 2017 DynEd International, Inc. www.en.dyned.com.cn

LG1 U3 L1

Time: 50 min

Materials: LG1 U3 Courseware; Projector; Microphone; Speaker

LG1 U3 Unit Objectives:

1. Ss will be able to introduce their friends.

2. Ss will be able to ask and answer WH and Y/N questions about classroom objects in singular and plural forms.

3. Ss will be able to count numbers and objects.

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

5. Ss will be able to say and identify letter d, e and f and the words beginning with each letter.

LG1 U3 Lesson 1 Objectives (ALL Lesson Ones):

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

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

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

Page 2: LG1 U3 L1 - DynEd InternationalLG1 U3 Lesson 1 Objectives (ALL Lesson Ones) : 1. Ss will become familiar with the core language patterns of the Unit even if they haven’t had a chance

Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 Activity Overview:

Time 2’ 5’ 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. How are you? I’m fine, thank you.

This is my friend, Mimi. Hello, Mimi. This is my friend, Sam. Hi, Sam.

Hi, Sam. This is my friend, Mimi. Hello, Mimi. Hi, Sam.

a crayon a pencil case a calculator a table a marker a notebook

Make a circle. Make two lines. Go to the door. Come here. Count the girls. Count the boys. Draw a picture. Give me the crayon.

What’s this? It’s a calculator. What are these? They are notebooks. Is this a crayon? Yes, it is. Is this a pencil case? No, it is not. Are these crayons? Yes, they are.

Dd, Ee and Ff desk door doll dog egg exit fish five four frog

1, 2, 3 , 4 , 5, 6 , 7 , 8, 9, 10 Little purple sneakers.

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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Greetings 2 min

Objectives: Ss will be able to greet others.

Target Lang: Hi / Hello. / How are you? / I’m fine, thank you.

Materials: None

Interaction: T-Ss; T-S

ACTIVITY STEPS Teacher Talk Student Output

1. Model greetings Greet Ss and have Ss respond.

Hello, students. How are you? I’m fine too. Thank you.

Hello, teacher. I’m fine, thank you. And you?

2. Extend greetings Walk around and greet several Ss then answer using other emotions or feelings.

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

I’m fine, thank you. And you?

3. Do Q & As in a chain Ask the question and have S1 answer. Have Ss continue asking and answering the same question in a chain.

S1, how are you? Ask the question to S2.

S1: I’m fine, thank you. S2, how are you? S2: I’m happy, thank you. S3, how are you? S3: I’m okay, thank you. S4, how are you?

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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Activity 1: Song 5 min

Objectives: Ss will be able to sing “This is My Friend” chorally.

Target Lang: This is my friend, Mimi. / Hello, Mimi. / This is my friend, Sam. / Hi, Sam.

Materials: LG1 U3 Courseware—Song

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “This is My Friend” song with the Courseware

Play LG1 U3 Courseware—Song.

Have Ss sing the song (Twice)

Let’s sing together. This is my friend Mimi. Hello, Mimi.

This is my friend Mimi. Hello, Mimi.

This is my friend Sam. Hi, Sam.

This is my friend Sam. Hi, Sam.

This is my friend Mimi. This is my friend Sam.

2. Sing the song with the Courseware—in 3 groups

Divide the class into 3.

Have group 1 sing with Ginger, group 2 with Sam and group 3 with Mimi.

G1, sing with Ginger.

G2, sing with Sam.

G3, sing with Mimi.

Same as above.

3. Sing the song without the Courseware—in small groups

Group Ss into 3 to sing the song to the whole class.

Sing the song to the class.

Same as above.

Tricks for controlling the courseware:

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

• Use the Pause button whenever needed.

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

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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Activity 2: Conversation 8 min

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

Target Lang: Hi, Sam. / This is my friend Mimi. / Hello, Mimi. / Hi, Sam. / Let’s play.

Materials: LG1 U3 Courseware—Conversation

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

ACTIVITY STEPS Teacher Talk Student Output

1. Listen to the Conversation in the Courseware Play LG1 U3 Courseware—Conversation. Have the class listen to the whole Conversation without stopping.

Let’s listen to the cats.

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

Let’s repeat each sentence together.

Ginger: Hi, Sam. This is my friend Mimi. Sam: Hello, Mimi.

Mimi: Hi, Sam. All: Let’s play.

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

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

Same as above.

4. Role play Conversation without the Courseware—in 3 groups Have the three groups role play Ginger, Sam and Mimi but without the Courseware. Then switch their roles to do it again.

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

5. Practice role playing the Conversation—in threes Work in small groups. Choose who will be Ginger, Sam & Mimi. Same as above.

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

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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Activity 3: Vocabulary 1 8 min

Objectives: Ss will be able to name countable classroom objects.

Target Lang: a crayon, a pencil case, a calculator, a table, a marker, a notebook

Materials: LG1 U3 Courseware—Vocabulary 1

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

ACTIVITY STEPS Teacher Talk Student Output

1. Practice saying the words in the Vocabulary Lesson

Play Courseware LG1 U3—Vocabulary 1, Screen 1.

Ask 6 Ss in front to click on the 6 words and have the whole class repeat each word twice.

Let’s repeat the words twice. a crayon, a pencil case

a calculator, a table

a marker, a notebook

2. Record words in the Vocabulary Lesson—in groups

Play LG1 U3 Courseware—Vocabulary 1, Screen 2.

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

Repeat the words. Same as above.

3. Match the pictures and words—in 2 groups

Play LG1 U3 Courseware—Vocabulary 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.

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

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.

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

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

Same as above.

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

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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Activity 4: Vocabulary 2 8 min

Objectives: Ss will be able to say and perform classroom commands.

Target Lang: Make a circle. / Make two lines. / Go to the door. / Come here. / Count the girls. / Count the boys. / Draw a picture. / Give me the crayon.

Materials: LG1 U3 Courseware—Vocabulary 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Practice saying the sentences in the Vocabulary Lesson Play LG1 U3 Courseware—Vocabulary 2, Screen 1.

Ask 6 Ss in front to click on the 6 sentences and have the whole class repeat each word twice.

Let’s repeat. Make a circle. Make two lines. Go to the door. Come here. Count the girls. Count the boys. Draw a picture. Give me the crayon.

2. Record the sentences in the Vocabulary Lesson— in groups Play LG1 U3 Courseware—Vocabulary 2, Screen 2. Have Ss record the sentences in chorus, one after the other.

Your turn! Same as above.

3. Match the pictures and the sentences—in 2 groups Play LG1 U3 Courseware—Vocabulary 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.

Same as above.

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

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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Activity 5: Grammar 8 min

Objectives: Ss will be able to repeat WH and Y/N questions and answers about classroom objects in singular and plural forms.

Target Lang: What’s this? / It’s a calculator. / What are these? / They are notebooks. / Is this a crayon? / Yes, it is. / Are these crayons? / Yes, they are.

Materials: LG1 U3 Courseware—Grammar

Interaction: C-Ss, T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat the WH questions and answers in Grammar Play LG1 U3 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’s this? It’s a calculator. What are these? They are notebooks.

2. Repeat the Y/N questions and answers in Grammar Play LG1 U3 Courseware—Grammar, Screen 2. Play the questions and have Ss repeat in chorus, and then answer in complete sentences.

Yes, or no?

Is this a marker? Yes, it is. Is this a notebook? No, it isn’t. It’s a calculator. Are these crayons? Yes, they are. Are these pencil cases? No, they aren’t. They are calculators.

3. Check comprehension Pause on LG1 U3 Courseware—Grammar, Screen 2. Ask several questions about the classroom objects on the screen.

What’s this? (Point at the table.) What are these? (Point at the notebooks.) Is this a pencil? (Point at the marker.) Are these markers? (Point at the calculators.)

It’s a table. They are notebooks. Yes, it is. / No, it isn’t. Yes, they are. / No, they aren’t.

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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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Activity 6: Phonics 8 min

Objectives: Ss will be able to say the letters D, E and F and name objects that begin with each letters.

Target Lang: D, E, F, desk, door, doll, dog, egg, exit, fish, five, four, frog

Materials: LG1 U3 Courseware—Phonics

Interaction: C-Ss, T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Review the Phonics Lesson in the Courseware

Play LG1 U3 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 D, E or F—in 3 groups

Play LG1 U3 Courseware—Phonics, Screen 2.

Divide Ss into 3 groups.

If the word or picture begins with D, group 1 should stand, say the letter and say the word.

If the word or picture begins with E, group 2 should stand, say the letter and say the word.

If the word or picture begins with F, group 3 should stand, say the letter and say the word.

If a group makes a mistake, they have to jump 5 times.

Let’s work in groups. You are group 1, 2 and 3.

Group 1 – if the picture or word begins with D, stand up, say the letter and say the word.

Group 2– if the picture or word begins with E, stand up, say the letter and say the word.

Group 3– if the picture or word begins with F, stand up, say the letter and say the word.

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

D, E, F

desk, door, doll, dog

egg, exit

fish, five, four, frog

3. Repeat words and sounds after the Courseware—whole class

Return to LG1 U3 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.

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Let’s Go Level 1 Unit 3 Lesson 1

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4. Record words with D, E and F—in groups

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

Let’s see which group can say the words properly. desk, doll, egg, exit, fish, five

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

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Let’s Go Level 1 Unit 3 Lesson 1

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LG1 U3 L1 – Activity 7: Game (*Optional) 3 min

Objectives: Ss will be able to sing “The Purple Sneakers Song” and identify numbers 1 to 10.

Target Lang: one, two, three, four, five, six, seven, eight, nine, ten little purple sneakers

Materials: LG1 U3 Courseware—Game

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “The Purple Sneaker Song” with the Courseware

Play LG1 U3 Courseware—Game.

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

Let’s sing together. One, little two, little three, little sneakers.

Four little five, little 6, little sneakers.

Seven, little eight, little nine, little sneakers.

Ten little purple sneakers.

2. Identify and say numbers 1-10

Play LG1 U3 Courseware—Game.

Call several Ss one after the other to come to the front to click on the numbers.

Have the whole class repeat each number they hear.

Repeat as time allows.

CJ - come to the front.

Listen to the word and click on the correct numbers.

Everyone, repeat.

1, 2, 3 , 4 , 5, 6 , 7 , 8, 9, 10

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Let’s Go Level 1 Unit 3 Lesson 2

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LG1 U3 L2

Time: 50 min

Materials: LG1 U3 L2 PPT; Projector; Courseware

LG1 U3 Unit Objectives:

1. Ss will be able to introduce their friends.

2. Ss will be able to ask and answer WH and Y/N questions about classroom objects in singular and plural forms.

3. Ss will be able to count numbers and objects.

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

5. Ss will be able to identify and say the letters d, e and f and the words beginning with each letter.

LG1 U3 Lesson 2 Objectives:

1. Ss will be able to name and identify words beginning with letters D, E and F.

2. Ss will be able to introduce friends by role-playing the cats’ conversation.

3. Ss will be able to name and identify classroom commands.

4. Ss will be able to ask and answer WH (What) and Y/N questions to name and describe countable classroom objects.

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Let’s Go Level 1 Unit 3 Lesson 2

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LG1 U3 L2 Activity Overview: Time 5’ 7’ 10’ 6’ 6’ 2’ 12’ 2’

Act. # Type Warm Up Activity 1 R-Activity 2 R-Activity 3 R-Activity 4 PR-Activity 5 R&E-Activity 6 Wrap Up

Name & Description of

Activity

Song “This is My Friend”

Letters D,E,F

*Naming and Identifying

Words Beginning

with D, E and F

Conversation

*Introducing Friends

A Crayon / It’s a crayon.

*Naming Countable Classroom

Objects

Say the Commands

*Naming and Identifying Classroom Commands

Let’s Move!

*Acting Out Classroom Commands

What’s this? / Is it?

*Asking and Answering WH and Y/N Questions to

Describe and Name Classroom Objects

Name it!

Target Language

This is my friend, Mimi.

Hello, Mimi.

This is my friend, Sam.

Hi, Sam.

His name is Sam.

Her name is Fiona.

My name is Jake.

D, E, and F

desk, doll

egg, exit

fish, five

Hi, Sam. This is my friend Mimi.

Hello, Mimi.

Hi, Sam.

Let’s play.

a crayon

a pencil case

a calculator

a table

a marker

a notebook

It’s a crayon.

It’s a pencil case.

Make a circle.

Make two lines.

Go to the door.

Come here.

Count the girls.

Count the boys.

Draw a picture.

Give me the crayon.

Stand up.

Listen carefully.

Please be quiet.

Touch the desk.

Point to the teacher.

Close your book.

Sit down.

Write your name.

Open your book.

What’s this?

It’s a calculator.

What are these?

They are notebooks.

What color is it?

It’s red.

What is it?

It’s a red crayon.

Is this a table?

Yes, it is.

No, it isn’t.

It’s an orange pencil case.

It’s a blue notebook.

It’s a gray calculator.

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Let’s Go Level 1 Unit 3 Lesson 2

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LG1 U3 L2 – Warm Up: Song “This is My Friend” 5 min

Objectives: Ss will be able to sing the song “This is My Friend” chorally.

Target Lang: This is my friend, Mimi. / Hello, Mimi. / This is my friend, Sam. / Hi, Sam. /His name is Sam. / Her name is Fiona. / My name is Jake.

Materials: LG1 U3 Courseware —Song

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing the Unit Song with the Courseware

Play LG1 U3 Courseware—Song.

Have Ss sing along with the courseware.

Sing along with the courseware.

This is my friend Mimi. Hello, Mimi.

This is my friend Mimi. Hello, Mimi.

This is my friend Sam. Hi, Sam.

This is my friend Sam. Hi, Sam.

This is my friend Mimi. This is my friend Sam.

2. Sing the song along with the Courseware—in 3 groups

Divide the class into 3.

Have group 1 sing with Ginger, group 2 with Sam and group 3 with Mimi.

G1, sing with Ginger.

G2, sing with Sam.

G3, sing with Mimi.

Same as above.

3. Check comprehension

Point at each cat and ask about its name.

Have Ss answer.

What’s her name?

What’s his name?

Her name is Ginger.

His name is Sam.

Her name is Mimi.

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Let’s Go Level 1 Unit 3 Lesson 2

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4. Do Q&As in a chain

Say your name and then ask the question, “What’s your name?” as you extend your hands towards S1.

Continue the activity until everyone says his or her name.

My name is T. Xx.

What’s your name? (Point at S1.)

Ask the question to S2.

S1: My name is Jake.

What’s your name? (Points at S2)

S2: My name is Alayna.

What’s your name? (Points at S3)

5. Name classmates using the words, his and her

Point at several Ss one at a time, and then ask what their names are.

Have Ss answer in chorus.

(Point at S5.) What’s her name?

(Point at S10.) What’s his name?

Her name is Fiona.

His name is Abel.

Her name is Amy.

His name is Jackson.

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Let’s Go Level 1 Unit 3 Lesson 2

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LG1 U3 L2 – Activity 1: Letters D, E, F (R: Naming and Identifying Words Beginning with D, E and F) 7 min

Objectives: Ss will be able to name and identify words beginning with letters D, E and F.

Target Lang: D, E, F, desk, doll, egg, exit, fish, five

Materials: LG1 U3 Courseware—Phonics; LG1 U3 L2 PPT—Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Elicit words beginning with letters D, E and F Play LG1 U3 Courseware—Phonics, Screen 1. Pause and point at each picture or letter to have Ss name it. CLICK on each picture or letter then have Ss listen and repeat after the courseware for confirmation.

What’s the word? / What’s the sound? (Point at the pictures and letters one at a time.) Now, listen and repeat the words.

D,E,F desk, doll egg, exit fish, five

2. Say the sounds and words with “D”, “E” and “F”—in 3 groups Show LG1 U3 L2 PPT—Slide 2. Divide the class into 3 groups. Say the sounds “D”, “E” and “F” one at a time. Instruct group 1 to stand and repeat when you say “D”. Have group 2 do the same for “E” and group 3 for “F”. Repeat the letters one more time. Name the objects with “D”, “E” and “F”, one at a time. Have each group stand, say the sound and repeat the word. Repeat the words (randomly) 2-3 times.

You are group 1, 2 and 3. Group 1, stand up and say “D”. Group 2, stand up and say “E”. Group 3, stand up and say “F”. “F”, “E”, “D” Now, stand up, say the sounds and repeat the words. desk, doll, egg, exit, fish, five

G1: “D” G2: “E” G3: “F” G3: “F” G2: “E” G1: “D” G1: “D” doll G2: “E” exit G3: “F” fish, G3: “F” five G2: “E” egg G1: “D” desk

Tricks for controlling the courseware:

• After singing the song, go to the phonics part by clicking at the gray arrow (next to the microphone) located at the lower left corner of the screen then click on the phonics part.

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Let’s Go Level 1 Unit 3 Lesson 2

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3. Say the sounds “D”, “E” and “F” then name the pictures—in 3 groups CLICK to show the 3 boxes. Assign the blue box for group 1, yellow box for group 2 and the purple box for group 3. Have each group stand, say their sound and name each picture that appears on their box. CLICK to show each picture.

This is for group 1, group 2 and group 3. (Point at each box.) Stand, say your sound and name each picture that appears on your box.

G1: “D” doll G3: “F” fish “ F” five G2: “E” exit “E” Egg G1: “D” desk G3: “F” five G2: “E” egg G1: “D” desk “D” Doll G3: “F” fish G2: “E” exit

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LG1 U3 L2 – Activity 2: Conversation (R: Introducing Friends) 10 min

Objectives: Ss will be able to introduce their friends by role-playing the cats’ conversation.

Target Lang: Hi, Sam. This is my friend Mimi. / Hello, Mimi. / Hi, Sam. / Let’s play.

Materials: LG1 U3 Courseware – Conversation

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

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat Conversation after the Courseware—whole class

Pause after each sentence to have Ss repeat them.

Let’s repeat each sentence together.

Ginger: Hi, Sam. This is my friend Mimi.

Sam: Hello, Mimi.

Mimi: Hi, Sam.

All: Let’s play.

2. Repeat Conversation with the Courseware—in 3 groups

Divide the class into 3 groups; Group 1 repeats after Ginger, group 2 for Sam and group 3 for Mimi.

You are Ginger.

You are Sam.

You are Mimi.

Let’s repeat after them.

Same as above.

3. Role play Conversation without the Courseware—in 3 groups

Have the three groups role play Ginger, Sam and Mimi but without the Courseware. Then switch their roles to do it again.

Role-play the conversation of Ginger, Sam and Mimi.

Same as above.

Tricks for controlling the courseware:

• Click green arrow in the lower right corner of the screen to go to the Conversation Part after program opens.

• Use the Pause button whenever needed.

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4. Model doing a personalized conversation—in threes

Invite 2 Ss to come to the front of the class.

Do the conversation of the cats using the Ss real name.

Jester and Remy, please come here.

Hi, Jester. This is my friend Remy.

Jester: Hello, Remy.

Remy: Hi, Jester.

All: Let’s play.

5. Practice a personalized Conversation—in threes Work in threes.

Do the conversation using your names.

Same as above.

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

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LG1 U3 L2 – Activity 3: A Crayon / It ’s a crayon. (R: Naming Countable Classroom Objects) 6 min

Objectives: Ss will be able to name countable classroom objects.

Target Lang: a crayon, a pencil case, a calculator, a table, a marker, a notebook / It’s a crayon. / It’s a pencil case.

Materials: LG1 U3 Courseware—Vocabulary 1; LG1 U3 L2 PPT—Slides 3&4

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

ACTIVITY STEPS Teacher Talk Student Output

4. Elicit words in the Vocabulary Lesson Play LG1 U3 Courseware—Vocabulary 1, Screen 1. Pause and point at each object to have Ss name it. CLICK on each object then have Ss listen and repeat after the courseware for confirmation.

What’s this? (Point at the objects one at a time.) Now, listen and repeat the words.

a crayon, a pencil case, a calculator, a table, a marker, a notebook

5. Name countable classroom objects in complete sentences Show LG1 U3 L2 PPT—Slide 3. Point at each picture then have Ss recall the names of the objects. Encourage Ss to answer in complete sentences.

What’s this? (Point at each picture.) It’s a..? What’s this? It’s a…

a crayon It’s a crayon. a pencil It’s a pencil case. a calculator It’s a calculator. It’s a table. a table It’s a marker. a marker. It’s a notebook. a notebook

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6. Name the objects in complete sentences—in groups Show LG1 U3 L2 PPT—Slide 4. Divide the class into two groups. CLICK to show the classroom objects one by one. Have Ss stand up and name the objects as they appear on the side assigned to them: Group 1 - left; Group 2 - right.

You are group 1 and group 2. Once a picture appears at your side, stand up and say: It’s a…

G1 G2 It’s a crayon. It’s a pencil case. It’s a calculator. It’s a table. It’s a marker. It’s a notebook. It’s a crayon. It’s a pencil case. It’s a calculator. It’s a table. It’s a marker. It’s a notebook.

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LG1 U3 L2 – Activity 4: Say the Commands (R: Naming and Identifying Classroom Commands) 6 min

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

Target Lang: Make a circle. / Make two lines. / Go to the door. / Come here. / Count the girls. / Count the boys. / Draw a picture. / Give me the crayon.

Materials: G1 U3 Courseware —Vocabulary 2; LG1 U3 L2 PPT—Slide 5

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

ACTIVITY STEPS Teacher Talk Student Output

1. Elicit the commands in the Vocabulary Lesson

Play LG1 U3 Courseware —Vocabulary 2, Screen 1.

Pause the courseware and point at each picture to have Ss name the pictures.

CLICK on each picture then have Ss listen and repeat after the courseware for confirmation.

Name the pictures. (Point at each picture.)

Listen and repeat the commands twice.

Make a circle.

Make two lines.

Go to the door.

Come here.

Count the girls.

Count the boys.

Draw a picture.

Give me the crayon.

2. Recall and say the commands—whole class

Show LG1 U3 L2 PPT—Slide 5.

Instruct Ss to recall and say the commands as you randomly point at each picture.

Say the commands. (Point at each picture.)

Same as above.

Tricks for controlling the courseware:

• Click the green arrow at the lower left corner of the screen to exit from the Voc Lesson 1 then click on the Voc Lesson 2.

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7. Say the commands

CLICK to reveal one picture.

Say a command then have Ss repeat the phrase if it matches the picture. If not, have Ss say “uh-oh” and the correct phrase.

CLICK to show the other pictures one at a time.

Give me the crayon.

Count the boys.

Draw a picture.

Make two lines.

Count the girls.

Come here.

Make a circle.

Count the boys.

Give me the crayon.

Uh-oh! Go to the door.

Draw a picture.

Uh-oh! Make a circle.

Count the girls.

Come here.

Uh-oh! Make three lines.

Count the boys.

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LG1 U3 L2 – Activity 5: Let’s Move! (PR: Acting Out Classroom Commands) 2 min

Objectives: Ss will be able to act out the classroom commands learned.

Target Lang: Stand up. / Listen carefully. / Please be quiet. / Touch the desk. / Point to the teacher. / Close your book. / Sit down. / Write your name. / Open your book.

Materials: LG1 U3 L2 PPT—Slide 6

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Do the commands—in 2 groups

Show LG1 U3 L2 PPT—Slide 6.

Divide the class into 2.

Assign the red box for group 1 and the blue box for group 2.

Instruct Ss to stand up, say and act out the command of each picture that will appear in their boxes.

CLICK (9x) one at a time to show the pictures.

You are group 1 and group 2.

Group 1, this is your box. (Point to the red box.)

Group 2, this is your box. (Point to the blue box.)

If a picture appears in your box, you have to stand up, say and act out the command.

G1: Stand up.

G2: Listen carefully.

Please be quiet.

G1: Touch the desk.

G1&2: Point to the teacher.

G1: Close your book.

G2: Sit down.

G1: Write your name.

G2: Open your book.

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LG1 U3 L2 – Activity 6: What’s this? / Is it…? (R&E: Asking and Answering WH and Y/N Questions to Describe and Name

Classroom Objects) 12 min Objectives: Ss will be able to ask and answer WH (What) and Y/N questions to name and describe countable classroom objects.

Target Lang: What’s this? / It’s a calculator. / What are these? / They are notebooks. / What color is it? / It’s red. / What is it? / It’s a red crayon. / Is this a table? / Yes, it is. / No, it isn’t.

Materials: LG1 U3 Courseware—Grammar Practice; LG1 U3 L2 PPT—Slide 7

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

ACTIVITY STEPS Teacher Talk Student Output

1. Answer WH questions Play LG1 U3 Courseware—Grammar, Screen 1. Have Ss repeat the question and say the answer. Invite Ss to come to the front to CLICK on the phrases to check Ss answer. Have everyone repeat the answer.

Let’s repeat the question. / What’s the question? What’s the answer? S1, come to click on the phrases. Let’s repeat the answer ...

What’s this? It’s a calculator. It’s a calculator. What are these? They are notebooks.

2. Ask and answer WH questions to name classroom objects—whole class Show LG1 U3 L2 PPT—Slide 7. Say the question then have Ss answer. CLICK one at a time to show the remaining 7 pictures.

What’s this?

It’s a pencil case. It’s a calculator. It’s a notebook. It’s a marker. It’s a desk. It’s a table. It’s a pencil. It’s a crayon.

Trick for controlling the Courseware:

Click the gray arrow (next to the microphone) to exit from the vocabulary part then click on the grammar part to open.

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3. Ask and answer WH questions Invite several Ss to point at some pictures and ask a question. Have the whole class answer.

Eva, point at a picture then ask a question. What’s the answer? Ceejay, it’s your turn. …

Eva: What’s this? (Points at the desk) All: It’s a desk. Ceejay: What’s this? (Points at the marker) All: It’s a marker. …

4. Name some colors—whole class CLICK once to reveal the round shapes. Point at the circles one at a time and have Ss name the colors.

What color is it? (Point at a circle.)

It’s red. It’s gray. It’s brown. It’s orange. It’s green. It’s blue. It’s brown and blue. It’s green and gray.

5. Answer WH questions to describe the color of objects CLICK to show the picture of a desk. Ask the question and have Ss answer by saying the color and name of the object. CLICK again to show the pencil case then have Ss answer the question.

What’s this? What color is it? What is it?

It’s a desk. It’s brown and blue. It’s a brown and blue desk. It’s an orange pencil case.

6. Alternately ask and answer WH questions—in 2 groups Divide the class into 2. CLICK one at a time to show the pictures. Instruct the 2 groups to alternately ask and answer WH questions.

You are group 1 and group 2. Group 1, stand and ask a question. Group 2, answer. Group 2, stand and ask question. Group 1, answer.

G1: What is it? G2: It’s a red crayon. G2: What is it? G1: It’s a green pencil. What is it?

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G2: It’s a gray calculator. What is it? G1: It’s a gray and green marker. What is it? G2: It’s a brown table. What is it? G1: It’s a blue book.

7. Guess classroom objects behind the circles—whole class Point at a colored ball and ask a Y/N question. CLICK on the colored balls to reveal the pictures and then have Ss confirm by saying “yes, it is” if it’s correct, or “no, it isn’t” if it’s not. Invite several Ss, one at a time to point at a ball, ask Y/N question then have everyone answer.

Is it a gray notebook behind? (Point at the gray ball.) Say “yes, it is” if it’s correct, or “no, it isn’t” if it’s not. (Click on the ball.) Is this a gray calculator? Is it an orange pencil case behind? (Point at the orange ball.) S1, point at a ball then ask Y/N question to guess the object. (Click on the ball.) S2, it’s your turn. (Click on the ball.) What is it?

No, it isn’t. Yes, it is. Yes, it is. S1: Is it a brown table?(Points at the brown ball) All: Yes, it is. S2: Is it a green notebook? All: No, it isn’t. All: It’s a gray and green marker. …

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LG1 U3 L2 – Wrap Up: Name It! 2 min

Objectives: Ss will be able to name and describe (color) countable classroom objects.

Target Lang: It’s an orange pencil case. / It’s a blue notebook. / It’s a gray calculator.

Materials: LG1 U3 L2 PPT—Slide 8

Interaction: T-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Name the classroom objects

Show LG1 U3 L2 PPT—Slide 8.

CLICK one at a time and have Ss name the countable classroom objects as they talk about their colors.

What is it?

It’s an orange pencil case.

It’s a brown table.

It’s a blue notebook.

It’s a red crayon.

It’s a gray calculator.

It’s a gray and green marker.

It’s a brown and blue desk.

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LG1 U3 L3

Time: 50 min

Materials: LG1 U3 L3 PPT, Projector; Courseware

LG1 U3 Unit Objectives:

1. Ss will be able to introduce their friends.

2. Ss will be able to ask and answer WH and Y/N questions about classroom objects in singular and plural forms.

3. Ss will be able to count numbers and objects.

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

5. Ss will be able to identify and say the letters d, e and f and the words beginning with each letter.

LG1 U3 Lesson 3 Objectives:

1. Ss will be able to ask one’s name and introduce their friends.

2. Ss will be able to name words that begin with d, e and f.

3. Ss will be able to identify and act out classroom commands.

4. Ss will be able to orally ask and answer Y/N (Is) questions about singular countable classroom objects.

5. Ss will be able to count numbers from 1 to 10.

6. Ss will be able to ask and answer WH (What) questions about plural countable classroom objects.

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LG1 U3 L3 Activity Overview: 5’ 7’ 6’ 8’ 8’ 4’ 10’ 2’

Act. # Type Warm Up R-Activity 1 R-Activity 2 R&E-Activity 3 R-Activity 4 R-Activity 5 R&E-Activity 6 Wrap Up

Name & Description

of Activity Say what…

Song “This is My Friend”

*Asking One’s Name and

Introducing Friends

Say D, E and F

*Naming Words that

Begin with D, E and F

Speak and Move!

*Identifying, Naming Pictures and Acting Out Classroom Commands

Yes or No?

*Asking and Answering Y/N (Is) Questions About Singular Countable Classroom Objects

Let’s Count!

*Counting Numbers from

1 to 10

They are ...

*Asking and Answering WH

Questions About Plural Countable

Classroom Objects

Make Sentences

Target Language

It’s a pencil.

It’s a book.

It’s an orange pen.

It’s a brown chair.

This is my friend, Mimi.

Hello, Mimi.

This is my friend, Sam.

Hi, Sam.

What’s your name?

My name is Jake.

a desk

a dog

a doll

a door

an egg

exit

four

a frog

a fish

five

Make a circle.

Make two lines.

Go to the door.

Come here.

Count the girls.

Count the boys.

Draw a picture.

Give me the crayon.

It’s a desk.

It’s a pencil.

Is this a crayon?

Is this a marker?

Yes, it is.

No, it isn’t.

1,2,3,4,5,6,7,8,9,10

tables, pencils, crayons, markers, calculators, pencil cases, pens, desks, notebooks

What are these?

They are notebooks.

Two calculators.

.

They are pencils.

They are tables.

They are crayons.

They are calculators.

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LG1 U3 L3 – Warm Up: Say what... 5 min

Objectives: Ss will be able to name some countable classroom objects and describe its color.

Target Lang: It’s a pencil. / It’s a book. / It’s an orange pen. / It’s a brown chair.

Materials: LG1 U3 L3—Slide 2

Interaction: T-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Show objects

Show LG1 U3 L3 PPT—Slide 2. Point at each object and ask the question “What’s this?” Have Ss answer.

What’s this?

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

2. Name the color of the objects Randomly point at the objects then have Ss name their colors.

What color is it? (Point at the pen) What is it? What color is it? (Point at the chair) What is it? What is it?

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

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3. Demo to say a color and identify objects with that color Instruct several Ss to say a color then show and name an object with the said color.

S1, say a color. It’s a yellow pencil. (Show any object with the said color.) S2, say another color. It’s a green book. (Show any object with the said color.) ...

S1: yellow S2: green ... (Words depending on Ss’ answer.)

4. Identify objects based on colors Say a color and have Ss show and name any classroom object with the said color.

Look around our classroom. It’s black. What is it? It’s red. What is it? It’s blue. It’s pink.

It’s a black bag. It’s a black eraser. It’s a red book. It’s a red pencil. It’s a blue bag. It’s a blue pencil case. It’s a pink eraser.

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LG1 U3 L3 – Activity 1: Song “This is My Friend” (R&E: Asking One’s Name and Introducing Friends) 7 min

Objectives: Ss will be able to ask one’s name and introduce their friends.

Target Lang: This is my friend, Mimi. / Hello, Mimi. / This is my friend, Sam. / Hi, Sam. / What’s your name? / My name is Jake.

Materials: LG1 U3 Courseware —Song

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing and dance to the song using the courseware Play LG1 U3 Courseware —Song.

Have Ss sing and dance to the song “This is My Friend”.

Let’s sing the song “This is My friend.”

This is my friend Mimi. Hello, Mimi. This is my friend Mimi. Hello, Mimi. This is my friend Sam. Hi, Sam. This is my friend Sam. Hi, Sam. This is my friend Mimi. This is my friend Sam. Let’s play!

2. Sing the song—in 3 groups Divide the class into 3. Have group 1 sing as Ginger, group 2 as Sam and group 3 as Mimi. Switch roles. (2X).

G1, you are Ginger. G2, you are Sam. G3, you are Mimi. Let’s sing again. Now, G1 is Sam, G2 is Mimi and G3 is Ginger. This time G1 is Mimi, G2 is Ginger and G3 is Sam.

Same as above.

3. Do Q&As about Ss’ names—in a chain Say your name then ask a S his/her name as you extend your hand towards him/her. Continue the activity until everyone has said his/ her name.

My name is T. Xx. What’s your name? (Extends a hand to S1.) This is my friend Jake. Ask the question to S2.

S1: My name is Jake. All: Hello, Jake! S1: Hi!

What’s your name? S2: My name is Allayna. S1: This is my friend Allayna. All: Hello, Allayna! S2: Hi!

What’s your name?

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LG1 U3 L3 – Activity 2: Say D, E and F (R&E: Naming Words that Begin with D, E and F) 6 min

Objectives: Ss will be able to name words that begin with d, e and f.

Target Lang: a desk, a dog, a doll, a door, an egg, exit, four, a frog, a fish, five

Materials: LG1 U3 L3 PPT—Slide 3 & 4

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

ACTIVITY STEPS Teacher Talk Student Output 1. Name the pictures

Show LG1 U3 L3 PPT — Slide 3. CLICK to show the pictures one at a time and have Ss name them.

Name the pictures.

a desk, a dog, a doll, a door an egg, exit four, a frog, a fish, five

2. Say the sounds and name the pictures CLICK to show the letters Dd, Ee and Ff. Divide the class into three and assign the three letters to each group (G1- D, G2- E, G3- F). Instruct Ss to name each encircled picture then have each group stand up, say the sound and name the picture. Continue to CLICK and do the same procedure.

You are group D, group E and group F. Name the picture. If the word begins with your letter, stand up; say the sound and the word. ...

All: frog GF: “F” frog All: doll GD: “D” doll All: egg GE: “E” egg GE: “E” exit GF: “F” four GD: “D” desk GD: “D” door GF: “F” five GD: “D” dog GF: “F” fish

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3. Read words beginning with D, E and F Show LG1 U3 L3 PPT — Slide 4 Point at each word and have Ss read the words one at a time. Point and have Ss read each word / phrase again.

Let’s read the words/phrases. (Point at each word/phrase.) Let’s read again. (Point at each word/phrase.)

a desk, a dog, a doll, a door an egg, exit four, a frog, a fish, five

4. Recall words beginning with D, E and F CLICK to make the words disappear. Say one of the letters Dd, Ee and Ff then randomly call a S to say a word that starts with it. Continue as desired.

Say a word that starts with E. Say a word that starts with D. Say a word that starts with E. Say a word that starts with F.

“E” egg “D” dog “E” exit “F” fish

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LG1 U3 L3 – Activity 3: Speak and Move! (R&E: Identifying, Naming Pictures and Acting Out Classroom Commands)

8 min

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

Target Lang: Make a circle. / Make two lines. / Go to the door. / Come here. / Count the girls. / Count the boys. / Draw a picture. / Give me the crayon.

Materials: LG1 U3 L3 PPT— Slides 5 &6

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Name the Pictures

Show LG1 U3 L3 PPT—Slide 5. Randomly point at the pictures, one at a time, and have Ss name them.

Name the pictures.

Make a circle. Go to the door. Draw a picture. Count the girls. Come here. Make three lines. Give me the crayon. Count the boys.

2. Do sentence and picture matching dictation Show LG1 U3 L3 PPT—Slide 6. Say “A” or “B” then have everyone say the matching command based on the pictures given. CLICK to show the other sets of pictures one at a time. Do the same procedure.

“A” “B” “A” “B” “A” “A” “A” “B” “B” “A” “A”

Look at the board. Count the girls. Touch the chair. Pick up your pencil. Make one line. Count the boys. Give me the crayon. Make a circle. Make three lines. Come here. Draw a picture.

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3. Act out the commands—whole class Instruct Ss to stand up. Have them say and act out the commands.

Please stand up. Repeat the sentences and act them out. Make a circle. Count the boys. Draw a picture. Make two lines. Count the girls. Come here. Give me your crayon.

Same as above.

4. Act out the commands—in 3 groups Divide the class into three. Invite each group, one at a time, to repeat and act out the commands to the class. Say 5 commands for each group.

You are group 1, group 2 and group 3. Repeat and act out the commands to the class. Group 1, stand up. Come here. Make a circle. Count the boys. Draw a picture. Please sit down. Group 2, stand up. ...

G1: Stand up. Come here. Make a circle. Count the boys. Draw a picture. G2: Stand up. ...

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LG1 U3 L3 – Activity 4: Yes or No? (R&E: Asking and Answering Y/N (Is) Questions about Singular Countable Classroom

Objects) 10 min

Objectives: Ss will be able to orally ask and answer Y/N (Is) questions about singular countable classroom objects.

Target Lang: It’s a desk. / It’s a pencil. / Is this a crayon? / Is this a marker? / Yes, it is. / No, it isn’t.

Materials: LG1 U3 L3 PPT — Slides 7 & 8

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the classroom objects

Show LG1 U3 L3 PPT—Slide 7.

CLICK to show each of the classroom objects, and have Ss name them

What’s this?

It’s a table.

It’s a pencil.

It’s a notebook.

It’s a pencil case.

It’s a marker.

It’s a calculator.

It’s a desk.

It’s a crayon.

2. Answer Y/N questions—whole class

CLICK to show the complete set of the pictures.

Point at each picture, and then ask Y/N questions.

Have Ss answer with “Yes, it is” or “No, it isn’t”.

Is this a desk? (Point at the table.)

Is this a desk? (Point at the desk.)

Is this a pencil case? (Point at the pencil case.)

Is this a pencil? (Point at the notebook.)

Yes, it is.

No, it isn’t.

Yes, it is.

No, it isn’t.

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3. Ask and answer Y/N questions

Show LG1 U3 L3 PPT—Slide 8.

Call several Ss one at a time to point at a picture and ask Y/N questions.

CLICK on the number to reveal the picture then say the answer.

Instruct several Ss to point at the remaining pictures and ask Y/N questions, one at a time.

Have everyone answer.

S1, choose a number then ask a question: Is this…?

(Click on #7.) No, it isn’t.

S2, choose a number then ask a Y/N question.

(Click on #3.) Yes, it is.

S3, ask a question. (Click to show the picture.)

Everybody answer.

S4, ask a question. (Click to show the picture.)

...

S1: 7, is this a crayon?

S2: 3, is this a pencil?

S3: (Points at picture 6) Is this a marker?

All: No, it isn’t.

(Questions and pictures to point will depend on Ss.)

4. Model Y/N-Q&As to talk about classroom objects

Show a classroom object(pencil), ask Y/N(Is) question then call a S to answer.

Switch roles.

S1, is this a pencil? (Show a pencil.)

Show one of your things then ask me a Y/N question.

Yes, it is.

Is this a bag? (Show a book.)

No, it isn’t.

S1: Yes, it is.

Is this a book? (Shows a book.)

No, it isn’t. Is this a chair? (Touches the desk.)

5. Do Y/N-Q&As to talk about classroom objects—in pairs

Have Ss ask and answer Y/N questions to talk about their own classroom objects, in pairs.

Work in pairs to ask and answer Y/N questions to talk about your own classroom objects.

Same as above.

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LG1 U3 L3 – Activity 5: Let’s Count! (R: Counting Numbers from 1 to 10) 4 min

Objectives: Ss will be able to count numbers from 1 to 10.

Target Lang: 1,2,3,4,5,6,7,8,9,10

Materials: LG1 U3 L3 PPT—Slide 9

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Count from 1 to 10—whole class

Show LG1 U3 L3 PPT—Slide 9.

CLICK one at a time then have Ss say the numbers 1 to 10.

Have Ss count back from 10 to 1.

Let’s count together! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10!

10, 9, 8, 7, 6, 5, 4, 3, 2, 1!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10!

10, 9, 8, 7, 6, 5, 4, 3, 2, 1!

2. Say the numbers—whole class

Point at each number randomly and have Ss say it.

Say the number. (Points at a number.)

Same as above.

3. Say the numbers—in groups

Divide the class in 10 groups.

Assign numbers 1-10 to each group.

Instruct Ss to stand up and say their number once it appears on the board.

CLICK (20x) one at a time to show the numbers.

You are group 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.

When you see your number on the board, stand up and say it.

Same as above.

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LG1 U3 L3– Activity 6: They are ... (R&E: Asking and Answering WH (What)-Questions about Plural Countable Classroom

Objects) 10 min Objective: Ss will be able to ask and answer WH (What) questions about plural countable classroom objects.

Target Lang: tables / pencils / crayons / markers / calculators / pencil cases / pens / desks / notebooks / What are these? / They are notebooks. / Two calculators.

Materials: LG1 U3 L3 PPT — Slides 10-12

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

ACTIVITY STEPS Teacher Talk Student Output 1. Answer WH-questions to talk about the plural countable objects

Show LG1 U3 L3 PPT—Slide 10. Ask “What are these?” as you point at each picture. Have Ss answer.

What are these?

They are notebooks. They are pens. They are tables. They are calculators. They are markers. They are pencils. They are pencil cases. They are desks. They are crayons.

2. Alternately ask and answer Wh-(What) questions—in 2 groups Show LG1 U3 L3 PPT—Slide 11. Divide the class into 2. Click to show the pictures one by one and have Ss work in two groups; take turns to ask and answer questions. crayons, markers, calculators, pencil cases, pens, desks, notebooks

You are group 1 and group 2. Group 1, ask the question. Group 2, say the answer. Now, G2 ask the question. G1, say the answer.

G1:What are these? G2: They are pencils. G2: What are these? G1: They are tables.

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3. Describe the number of classroom objects—whole class Show LG1 U3 L3 PPT—Slide 12. Have Ss count then describe the number of the classroom objects. CLICK one at a time to make each set of pictures and numbers appear.

Count the calculators. How many calculators? Count the crayons. How many crayons? How many pencil case?

1, 2 Two calculators. 1, 2, 3, 4 ,5 ,6 ,7, 8, 9 Nine crayons. Two pencil cases. Six pens. Two pencils. Five markers. Four tables. Seven calculators. Six crayons.

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LG1 U3 L3 – Wrap Up: Make Sentences 2 min

Objectives: Ss will be able to name the plural countable classroom objects. Target Lang: They are pencils. / They are tables. / They are crayons. / They are calculators.

Materials: LG1 U3 L3 PPT—Slide 13

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output 1. Make sentences—in 2 groups

Show LG1 U3 L3 PPT—Slide 13. Instruct G1 and G2 to stand up and make sentences about the pictures that’ll appear on their sides. CLICK one at a time, to show the pictures.

Let’s make sentences! If the picture is on your side, stand up, and make a sentence.

G2: They are pencils. G1: They are tables. G1: They are crayons. G2: They are markers. G1: They are calculators. G1: They are pencil cases. G2: They are pens. G1: They are desks. G2: They are notebooks. G1: They are pencils. G2: They are tables. G2: They are crayons. G1: They are markers. G2: They are calculators. G2: They are pencil cases. G1: They are pens. G2: They are desks. G1: They are notebooks.

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LG1 U3 L4 Time: 50 min

Materials: LG1 U3 L4 PPT; LG Courseware; Projector; Ss’ prepared stationery

LG1 U3 Unit Objectives:

1. Ss will be able to introduce their friends.

2. Ss will be able to ask and answer WH and Y/N questions about classroom objects in singular and plural forms.

3. Ss will be able to count numbers and objects.

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

5. Ss will be able to say and identify the letters d, e and f and the words beginning with each letter.

LG1 U3 Lesson 4 Objectives:

1. Ss will be able to name pictures beginning with letters d, e, and f, and use them in sentences to describe objects.

2. Ss will be able to describe the number of classroom objects.

3. Ss will be able to ask and answer WH (What) questions about singular and plural classroom objects.

4. s will be able ask and answer Y/N (Is & Are) questions about singular and plural classroom objects.

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LG1 U3 L4 Activity Overview:

Time 4’ 8’ 7’ 5’ 15’ 8’ 3’

Act. # Type Pre-Class

Mini Lesson PR – Activity 1 R – Activity 2 R&E – Activity 3 R&E – Activity 4 R&E – Activity 5 Wrap Up

Name & Description

of Activity

I like purple. “The Black Cat Song”

* Modifying the Song

Color Description * Naming and

Describing Pictures of

Words Beginning with Letters D, E,

and F

Six Pens *Counting Classroom

Objects

What’s this? / What are these?

* Asking and Answering WH

Questions about Singular and Plural Classroom Objects

Is this? / Are these?

* Asking and Answering Y/N

Questions about Singular and Plural Classroom Objects

Show, ask and answer!

Target Language

It’s yellow. What color do you like? I like purple.

It’s a book. green grass blue skies black cats yellow eyes red birds blue skies green bag

“D” dog “F” fish “E” egg It’s brown and blue. It’s a brown and blue desk.

1, 2, 3 , 4 , 5, 6 , 7 , 8, 9, 10 six pens two pencils one notebook

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 this these What’s this? It’s a calculator. What are these? They are notebooks.

Is this a book? Yes, it is. No, it isn’t. Are these chairs? Yes, they are. No, they aren’t.

What’s this? It’s a pencil. Is this a pen? Yes, it is. No, it isn’t. What are these? They are books. Are these bags? Yes, they are. No, they aren’t.

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LG1 U3 L4 – Pre-class Mini Lesson: I like purple. 4 min

Objectives: Ss will be able to name colors and talk about their favorite colors.

Target Lang: It’s yellow. / What color do you like? / I like purple.

Materials: LG1 U3 L4 PPT – Slide 2

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Name the colors

Show LG1 U3 L4 PPT—Slide 2.

Point at each jar and have Ss name the colors.

What color is this?

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

2. Ask WH questions to elicit answers about favorite colors

Ask the question then randomly call several Ss to answer.

I like purple.

What color do you like, S5?

What about you S2?

S5: I like green.

S2: I like yellow.

...

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3. Do Q&As in a train

Talk about T’s favorite color then, ask S1 to talk about his/her favorite color.

Instruct Ss to continue asking and answering questions to talk about their favorite colors.

I like purple. What color do you like, S1?

Ask S2.

S2, answer it, ask S3.

S1: I like white.

What color do you like?

S2: I like black. What color do you like?

S3: I like red. What color do you like?

...

LG1 U3 L4 – Activity 1: “The Black Cat Song” (PR: Modifying the Song) 8 min

Objectives: Ss will be able to modify “The Black Cat Song”.

Target Lang: It’s a book. / green grass, blue skies, black cats, yellow eyes, red birds / blue skies / green bag

Materials: LG1 U2 Courseware—Game; LG1 U3 L4 PPT—Slide 3

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing and dance to the song with the Courseware Play LG1 U2 Courseware—Games. Have Ss sing and dance to “The Black Cat Song”.

Let’s sing and dance to “The Black Cat Song”.

green grass (green grass) blue skies (blue skies) black cats (black cats) yellow eyes red birds (red birds) blue skies (blue skies) yellow, yellow eyes

2. Sing and dance to the song without the Courseware—whole class Have Ss sing and dance the song again, without the Courseware.

Sing and dance to the song again.

Same as above.

3. Name the countable classroom objects Show LG1 U3 L4 PPT—Slide 3. Point at each object and have Ss name it.

What’s this?

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

4. Name and describe the color of the objects CLICK to show another set of classroom objects. Point at each object and have Ss name and describe it by asking the question “What is it?”

What is it? (T points at each object.)

It’s a green bag. It’s a blue chair. It’s a black desk. It’s a yellow pen. It’s a red book.

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5. Sing the modified lyrics of the song—whole class Point at each object and lead the class to sing the modified lyrics of the song.

Let’s sing the song.

Green bag, green bag. Blue chair, blue chair. Black desk, black desk. Yellow pen. Red book, red book. Blue chair, blue chair. Yellow, yellow pen.

6. Sing the modified lyrics of the song—in 2 groups Divide the class into two groups. Have each group sing the song to the whole class.

Sing the song to the class.

Same as above.

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LG1 U3 L4 – Activity 2: Color Description (R: Naming and Describing Pictures of Words Beginning with Letters D, E, and F)

7 min Objectives: Ss will be able to name pictures beginning with letters d, e, and f, and use them in sentences to describe objects.

Target Lang: “D” dog / “F” fish / “E” egg / It’s brown and blue. / It’s a brown and blue desk.

Materials: LG1 U3 L4 PPT – Slide 4~5

Interaction: T-Ss; T-S

ACTIVITY STEPS Teacher Talk Student Output

1. Produce the sound and name the picture Show LG1 U3 L4 PPT — Slide 4. Point and have Ss make the sound of the letters Dd, Ee and Ff. CLICK one at a time and have Ss produce the sound, and then name each picture.

What’s the sound? Sound? What’s in the picture?

“D”, “E”, “F” “D” dog “F” fish “E” egg “D” door “F” four “F” five “E” exit “D” desk “F” frog “D” doll

2. Say the colors Point at each object and have Ss talk about its color. Point at the following objects respectively; i.e. desk, dog, ….

What color is it?

It’s brown and blue. It’s brown. It’s red. It’s green. It’s white.

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It’s green. It’s orange. It’s green. It’s orange. It’s purple.

3. Describe colors of the objects—whole class CLICK one at a time to show the pictures. Have Ss describe the color of the pictures in sentences.

What is it?

It’s a purple and orange number four. It’s a brown and blue desk. It’s a green door. It’s a white egg. It’s an orange fish. It’s a red doll. It’s a brown dog. It’s a purple number five. It’s a green frog. It’s a green exit door. (The Teacher may need to introduce this since the courseware only says “exit”.)

4. Describe colors of the objects—individually Show LG1 U3 L4 PPT — Slide 5. Randomly call several Ss to describe the color of the objects correctly. CLICK one at a time to make the pictures appear.

S1, what is it?

S1: It’s a pink egg. S2: It’s a blue frog. S3: It’s a yellow fish. S4: It’s a gray dog. S5: It’s a green door. S6: It’s a purple desk. S7: It’s an orange doll.

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LG1 U3 L4 – Activity 3: Six Pens (R&E: Counting Classroom Objects) 5 min

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

Target Lang: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, six pens, two pencils, one notebook

Materials: LG1 U3 L4 PPT – Slide 6

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Count from 1-10—whole class Instruct Ss to count T’s fingers from 1 to 10.

Count with me. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.

2. Show the numbers—whole class Have Ss repeat the number said by the T and represent it with their fingers. .

Show me 2! Show me 8! 1! 7! ...

2 (Ss show 2 fingers.) 8 (Ss show 8 fingers.) 1 (Ss show 1 fingers.) 7 (Ss show 7 fingers.) ...

3. Say the numbers—whole class Instruct Ss to count T’s fingers and say the number it represents. Do the activity as long as it is necessary.

How many? (T shows 5 fingers.) (T shows 7 fingers.) ...

5 7 ...

4. Describe the number of objects—whole class Show LG1 U3 L4 PPT – Slide 6. Have Ss count the number of pens. Instruct Ss to describe the number of the objects shown. CLICK one at a time to show the pictures of pencils and a notebook respectively.

Count the pens. How many pens? How many pencils? How many notebooks?

1, 2, 3, 4, 5, 6 six pens two pencils one notebook

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5. Describe the number of objects—in 2 groups Divide the class into 2 groups. CLICK to show the pictures one at a time. Instruct Ss to say the correct number and name of the objects shown on their sides. The left side is for Group 1. The right side is for Group 2.

You are group 1 and group 2. Describe the the picture on your side.

Group 1 Group 2 three dolls four tables two pencil cases one egg one door two calculators six crayons five desks three crayons eight fish one marker seven calculators five frogs nine crayons two markers four dogs one table

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LG1 U3 L4 – Activity 4: What’s this? / What are these? (R&E: Asking and Answering WH Questions About Singular and Plural Classroom

Objects) 15 min Objectives: Ss will be able to ask and answer WH (What) questions about singular and plural classroom

objects.

Target Lang: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, this, these / What’s this? / It’s a calculator. / What are these? / They are notebooks.

Materials: LG1 U3 L4 PPT—Slides 7~9; Ss’ prepared stationery

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

ACTIVITY STEPS Teacher Talk Student Output

1. Practice saying a number Show LG1 U3 L4 PPT—Slide 7. Instruct several Ss to say a number from 1 to 10. Say the words “this” or “these” based on each number mentioned and have Ss repeat.

S1, say a number. This. (T points at the word “this”.) S2, say a number. These. (T points at the word “these”.) S3, a number. (T points at the word “these”.) S4, a number. (T points at the word “these”.)

S1: 1 All: this S2: 5 All: these S3: 8 All: these S4: 10 All: these

2. Practice saying “this” or “these” Have Ss say “this” or “these” based on the numbers you say.

6, this or these. 1 9 1

All: these All: this All: these All: this

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2

All: these

3. Say “this” or “these” based on the number of classroom objects in the pictures—whole class CLICK to show the first ten pictures. Instruct Ss to say the words “this” or “these” based on the numbers of classroom objects.

Say “this” or “these”.

this this these these these these these this this these

4. Say “this” or “these” to differentiate singular from plural classroom objects—in 2 groups Divide the class into two groups . CLICK to show the pictures one at a time. Have group 1 stand up and say the word “this” if the picture shows singular. Have group 2 say the word “these” if the picture shows plural objects. Switch roles.

You are group 1 and you are group 2. Group 1, if the answer is “this”, stand up and say it. Group 2, if it’s “these”, stand up and say it. Switch roles.

G1: this G2: these G2: these G1: this G1: this G2: these G1: this G1: these G1: these G2: this G1: these G1: these

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G2: this G1: these G1: these G2: this

5. Answer WH questions to talk about singular classroom objects Show LG1 U3 L4 PPT—Slide 8. Ask the question as you point at the objects respectively. Have Ss answer.

What’s this?

It’s a desk. It’s a table. It’s a pencil case. It’s a notebook. It’s a pencil. It’s a crayon. It’s a pen. It’s a calculator. It’s a marker.

6. Do Q&As to talk about singular classroom objects Ask WH (What) question as you randomly point at several objects then call Ss to answer.

Call individual Ss to point at an object and ask the question. Have everyone answer. Continue the activity if time allows.

S1, what’s this? (T points at the desk.) S6, what’s this? (T points at the pencil.) S6, come here, ask the question. Everybody answer. S10, it’s your turn.

S1: It’s a desk. S6: It’s a pencil. What’s this? (Points at the marker) All: It’s a marker. S10: What’s this? (Points at the pencil case.)

7. Do Q&As to talk about plural classroom objects Show LG1 U3 L4 PPT—Slide 9. Ask “What are these?” as you randomly point at some of the pictures. Have Ss answer. Call several Ss one at a time to point at each picture then ask the question. Have everyone answer. Continue the activity as time allows.

What are these? (Point at…) S1, come here, ask the question. Everybody answer.

They are notebooks. They are pens. They are tables. S1: What are these? All: They are calculators.

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S3, it’s your turn. …

S3: What are these? All: They are markers. …

8. Do Q&As to talk about singular and plural classroom objects—in 2 groups Use the same grouping from Activity Step 4. CLICK to show each picture one at a time. Have group 1 ask WH (What) questions about the first 5 pictures (singular and plural) and have group 2 answer. Switch roles for the next 5 pictures.

Group 1, stand up and ask the question. Group 2, answer. Switch roles.

Group 1 Group 2 What are these? They are markers. What’s this? It’s a calculator. What are these? They are pencils. What’s this? It’s a pencil case. What’s this? It’s a table. What’s this? It’s a marker. What’s this? It’s a pencil. What are these? They are crayons . What’s this? It’s a notebook. What are these? They are pens.

9. Do Q&As to talk about classroom objects—in pairs Pair up Ss. Have Ss alternately do Q&As to talk about singular and plural objects that they have.

Work in pairs. Ask and answer WH questions about your own things.

Same as above.

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10. Do Q&As to talk about classroom objects—individually Invite individual Ss to show one or more objects and ask WH questions to the class. Have everyone answer.

S1, come here to show your things, ask a question. Everybody, answer.

Same as above.

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LG1 U3 L4 – Activity 5: Is this? / Are these? (R&E: Asking and Answering Y/N Questions about Singular and Plural Classroom Objects)

8 min

Objectives: Ss will be able ask and answer Y/N (Is & are) questions to talk about singular and plural classroom objects.

Target Lang: Is this a book? / Yes, it is. / No, it isn’t. / Are these chairs? / Yes, they are. / No, they aren’t.

Materials: LG1 U3 L4 PPT—Slide 10~11; Ss’ prepared stationery

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

ACTIVITY STEPS Teacher Talk Student Output

1. Answer Y/N questions about singular classroom objects—whole class Show, touch or point at several classroom objects (available), one at a time. Ask Y/N (Is) questions then have Ss answer “Yes, it is” or “No, it isn’t”.

Is this a desk? (T points at a desk.) Is this a desk? (T points at a table.) Is this a pencil case? (T shows a pencil case.) Is this is a pencil? (T shows s notebook.)

Yes, it is. No, it isn’t. Yes, it is. No, it isn’t.

2. Model Y/N-Q&As about singular classroom objects Show LG1 U3 L4 PPT—Slide 10. Call a S to come to the front, T points at one picture on slide, ask a Y/N question and have S answer. Switch roles.

S1, is this a pencil? (T points at pencil.) Ask me a question. Yes, it is.

S1: Yes, it is. Is this a desk? (Points at a desk.)

3. Practice Y/N-Q&As about singular classroom objects Call individual Ss to come to the front, point at one picture on slide, and ask a Y/N question. Have the whole class answer.

S1, come here, choose a picture, and ask a question. Everyone, answer. ...

S1: Is this a pen? (Points at pen.) All: Yes, it is.

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4. Answer Y/N questions about plural classroom objects—whole class Show, touch or point at several classroom objects (available), one at a time. Ask Y/N (Are) questions then have Ss answer “Yes, they are.” or “No, they aren’t”.

Are these pens? (T shows some pens.) Are these rulers? (T shows some books.) Are these books? (T shows some books.) Are these pencils? (T shows notebooks.)

Yes, they are. No, they aren’t. Yes, they are. No, they aren’t.

5. Practice Q&As about plural classroom objects Show LG1 U3 L4 PPT—Slide 11. Call individual Ss to come to the front, point at one picture on slide, and ask a Y/N question. Have the whole class answer.

S1, come here, ask a question. Everybody answer. …

S1: Are these chairs? (Point at notebooks.) All: No, they aren’t. …

6. Practice alternate Q&As—in 2 groups Divide the class in 2 groups. Have Ss stand in two lines, show classroom objects and ask Y/N (Is/Are) questions to G1-S1 and G2-S1. Instruct G1-S1 and G2-S1 do Q&As. Continue the Q&As with G1-S2 and G2-S2.

Stand in two lines, you are group 1 and 2. G1-S1, is this a book? (T shows a book.) G2-S1, are these desks? (T shows bags.) G1-S1, ask G2-S1. G2-S1, answer.

Ask a question. G1-S2, ask G2-S2.

G1-S1: Yes, it is. G2-S1: No, they aren’t. G1-S1: G2-S1, are these pencils? (S shows some

pencils.) G2-S1: Yes, they are. G1-S1, is this a pencil case? (S shows a

pencil.) G1-S1: No, it isn’t. G1-S2: ...

7. Start alternative Q&As battle—in 2 groups Set a timer to 30 seconds or higher depending on Ss’ number and performance. Have each member (from S1 to the last Ss) of both groups alternately show classroom objects and do Y/N (Is/Are) Q&As.

You have 30 seconds. Go!(optional).

Same as above.

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LG1 U3 L4 – Wrap Up: Show, ask and answer! 3 min

Objectives: Ss will be able to ask and answer WH (What) and Y/N (Is & Are) questions to talk about singular and plural classroom objects.

Target Lang: What’s this? / It’s a pencil. / Is this a pen? / Yes, it is. / No, it isn’t. / What are these? / They are books. / Are these bags? / Yes, they are. / No, they aren’t.

Materials: None

Interaction: T-Ss; S-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Answer WH (What) or Y/N (Is/Are) questions—whole class Show classroom objects (1 or more) then ask WH (What) or Y/N (Is/Are) questions and have Ss answer.

What’s this? (T shows a marker.) What are these? (T shows some notebooks.) Is this a pen? (T shows a pen.) Is this a pen? (T shows a bag.) Are these chairs? (T points at some chairs.) Are these bags? (T shows some erasers.)

It’s a marker. They are notebooks. Yes, it is. No, it isn’t. Yes, they are. No, they aren’t.

2. Ask and Answer WH (What) or Y/N (Is/Are) questions Show an object then ask a question. Have Ss race to answer. The first S to answer will get the chance to be the little T and ask a question to the class. Continue the activity as time allows.

What’s this? (T shows a pencil.) Race to answer. S1, ask a WH or Y/N question. Everybody answer. S2, it’s your turn.

All: It’s a pencil. S1: Are these bags? (S show bags.) All: Yes, they are. S2: What are these? (S shows books.) All: They are books. …

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LG1 U3 L5 Time: 50 min

Materials: LG1 U3 L5 PPT; LG Courseware; Projector; Ss’ prepared stationary

LG1 U3 Unit Objectives:

1. Ss will be able to introduce their friends.

2. Ss will be able to ask and answer WH and Y/N questions about classroom objects in singular and plural forms.

3. Ss will be able to count numbers and objects.

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

5. Ss will be able to say and identify the letters d, e and f and the words beginning with each letter.

LG1 U3 Lesson 5 Objectives:

1. Ss will be able to introduce their friends using words his and her.

2. Ss will be able to read words beginning with letters D, E and F.

3. Ss will be able to read, ask and answer WH (What) questions about singular and plural classroom objects.

4. Ss will be able to read, identify and act out classroom commands.

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LG1 U3 L5 Activity Overview:

Time 6’ 7’ 7’ 14’ 7’ 6’ 3’

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

Name & Description. of

Activity

The Hello Song

Her and His

* Introducing Friends Using the Words “Her”

and “His”

Read D, E & F Words

* Reading Words Beginning with D, E and

F

Name, Read & Ask

* Reading, Asking and Answering WH Questions about Singular and Plural

Classroom Objects

Read & Act Out

* Reading Sentences and

Acting Out Classroom Commands

Pictures and Sentences

* Reading and Identifying Classroom Commands

Purple, Blue & Green

Target Language

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

Hi, Sam. This is my friend Mimi.

Hello, Mimi.

Hi, Sam.

Let’s play.

her

his

Her name is Mia.

His name is Roy.

D, E, F desk dog doll door egg exit four frog fish five

a desk - desks a table - tables What’s this? It’s a calculator. What are these? They are notebooks.

Stand up. Sit down. Open your book. Close your book. Please be quiet. Listen carefully. Point to the teacher. Touch your desk. Point to the desk. Touch your chair.

Make a circle. Draw a picture. Count the boys. Make two lines. Go to the door. Count the girls. Give me the crayon. Come here.

D, E, F

Make two lines.

pencil cases

a pen

It’s a calculator.

They are tables.

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LG1 U3 L5 – Warm Up: The Hello Song 6 min

Objectives: Ss will be able to sing and dance “The Hello Song”.

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

Materials: LG1 U1 Courseware–Song

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing and dance “The Hello Song” with the Courseware

Play LG1 U1 Courseware–Song.

Have Ss sing and dance “The Hello Song”.

Let’s sing and dance “The Hello Song”.

Hello, hello, hello!

What’s your name?

Hello, hello, hello!

My name is Ginger.

My name is Ginger.

Hello, Ginger!

Hello, Ginger! Hello!

2. Do Q&As train to talk about Ss’ names

Say your name then extend your hands to S1 and ask the question, “What’s your name?”

Have S1 answer then ask the same question to S2, and so on.

My Name is T. Xx.

What’s your name? (T extends hands to S1.)

Ask S2. S2,answer.

S1: My name is Jimmy.

What’s your name?

S2: My name is Hope.

What’s your name?

S3: My name is Bonny.

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3. Demonstrate singing the song—in pairs

Invite a S to sing “The Hello Song” with you.

Switch roles.

S1, please come here. Let’s sing the song.

Hello, hello, hello! (T stands in front of S1.)

What’s your name?

Hello, hello, hello!

Hello, Mason!

Hello, Mason! Hello!

Now, it’s your turn to ask me.

My name is T. Xx.

My name is T. Xx.

S1: My name is Mason.

My name is Mason.

Hello, hello, hello!

What’s your name?

Hello, hello, hello!

Hello, T. Xx!

Hello, T. Xx! Hello!

4. Personalize, sing and dance to the song—in pairs

Have Ss use their real names to sing “The Hello Song” in pairs.

Work in pairs.

Sing and dance the song using your real names.

Same as above.

5. Presentation

Invite several pairs to sing and dance to the song in class.

Sing and dance the song in class.

Same as above.

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LG1 U3 L5 – Activity 1: Her & His (R&E: Introducing Friends by Using the Words “Her” and “His”) 7 min

Objectives: Ss will be able to introduce their friends using words “her” and “his”.

Target Lang: Hi, Sam. / This is my friend Mimi. / Hello, Mimi. / Hi, Sam. / Let’s play. / her / his / Her name is Mia. / His name is Roy.

Materials: LG1 U3 Courseware – Conversation

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

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat Conversation with the Courseware—in 3 groups

Play LG1 U3 Courseware – Conversation.

Divide the class into 3 groups; Group 1 repeats after Ginger, group 2 after Sam and group 3 after Mimi.

You are Ginger.

You are Sam.

You are Mimi.

Let’s repeat after them.

Ginger: Hi, Sam. This is my friend Mimi.

Sam: Hello, Mimi.

Mimi: Hi, Sam.

All: Let’s play.

2. Model personalized conversation—in groups of 3

Invite 2 Ss to come to the front of the class.

Do the conversation of the cats using Ss’ names.

Switch roles 3x.

Caspian and Roy, please come here.

Hi, Caspian. This is my friend Roy.

Caspian: Hello, Roy.

Roy: Hi, Caspian.

All: Let’s play.

3. Personalize the Conversation—in groups of 3 Work in threes.

Use your names, do the conversation.

Same as above.

4. Say “her” or “his”

Extend your hand towards several Ss, one at a time, and say “her” for girls and “his” for boys. Do this several times as you let Ss repeat after you.

Have Ss say “her” for girls and “his” for boys.

Repeat after me.

her (T extends hands to several Ss one at a time.)

his

her

his

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5. Introduce friends using the words “her” and “his”

Introduce several Ss by stating their names using the words “her” and “his”.

Her name is Mia. (T extends hands towards the S.)

His name is Roy. (T extends hands towards the S.)

What’s his name?

What’s her name?

Her name is Mia.

His name is Roy.

His name is Leon.

Her name is Lily.

6. Model introducing friends using “her” and “his”

Call 5 Ss to come to the front.

Have the first S say his/her name, the next S say “His/her name is…” and his/her own name, and so on.

S1, what’s your name?

S2, what’s her name?

What’s your name?

S3, your turn.

S1: My name is Mary.

S2: Her name is Mary.

My name is Sandra.

S3: Her name is Mary. Her name is Sandra. My name is Oliver.

S4: Her name is Mary. Her name is Sandra. His name is Oliver. My name is Jack.

S5: Her name is Mary. Her name is Sandra. His name is Oliver. His name is Jack. My name is Jane.

S1: Her name is Mary. Her name is Sandra. His name is Oliver. His name is Jack. Her name is Jane.

7. Practice introducing friends using “her” and “his” —in groups of 5

Divide the class into groups of 5.

Have the first S say his/her name, the next S say “His/her name is…” and his/her own name, and so on.

Say your friends’ names. Same as above.

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LG1 U3 L5 – Activity 2: Read D, E & F Words (R: Reading Words Beginning with D, E and F) 7 min

Objectives: Ss will be able to read words beginning with D, E and F.

Target Lang: “D”, “E”, “F”, desk, dog, doll, door, egg, exit, four, frog, fish, five

Materials: LG1 U3 L5 PPT – Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output 1. Make the letter sounds—whole class

Show LG1 U3 L5 PPT — Slide 2.

Point and have Ss say the sounds of D, E and F.

What’s the sound?

Listen to me.

Dog. What’s the first sound?

fish

egg

door

four

exit

five

desk

frog

doll

“D”, “E”, “F”

“D”

“F”

“E”

“D”

“F”

“E”

“F”

“D”

“F”

“D”

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2. Name the pictures—whole class

CLICK to show the pictures one at a time and have Ss name it.

Name the pictures.

desk, dog, doll, door, egg, exit, four, frog, fish, five

3. Read the words

CLICK once more to reveal the words.

Have Ss name the pictures again.

Randomly point at the words and call several Ss to say the words.

S7, read the word. (T points at the “frog”.)

S9. (T points at the word “doll”.)

Same as above.

S7: frog

S9: doll

4. Read the words—whole class

CLICK to hide the pictures.

Point at each word and have Ss read it.

Read the words.

Same as above.

5. Read the words—in 2 groups

Divide the class into 2 groups.

Randomly point at the words and have each group read.

You are group 1 and 2.

Group 1, stand up and read the words together.

Group 2, it’s your turn.

Same as above.

6. Read 5 words—individually

Invite several Ss one at a time, T randomly points at five words and have S read them.

S1, come here. What’s this? This? (T points at 5 words.)

...

Same as above.

S1: egg, door, fish, four, five

...

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LG1 U3 L5 – Activity 3: Name, Read & Ask (R&E: Reading, Asking and Answering WH Questions about

Singular and Plural Classroom Objects) 14 min Objectives: Ss will be able to read, ask and answer WH (What) questions about singular and plural classroom objects.

Target Lang: a desk, desks, a table, tables / What’s this? / It’s a calculator. / What are these? / They are notebooks.

Materials: LG1 U3 L5 PPT—Slides 3~5; Ss’ prepared stationary

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

ACTIVITY STEPS Teacher Talk Student Output 1. Name singular and plural classroom objects—whole class

Show LG1 U3 L5 PPT—Slide 3. CLICK to show pictures with plural objects. Point at each pair of pictures and have Ss say the singular and plural names of the classroom objects.

What is this? (Point at “one desk”.) What are these? (Point at “desks”.)

a desk desks a table, tables a pencil, pencils a notebook, notebooks a pencil case, pencil cases a marker, markers a pen, pens a crayon, crayons a calculator, calculators

2. Read the singular and plural names of the classroom objects—whole class CLICK to show the words. Point at each word and have Ss read.

Let’s read the words.

Same as above.

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3. Read the singular and plural names of the classroom objects—in 2 groups CLICK to make the pictures disappear. Divide the class into two groups. Instruct G1 to read the singular words and have G2 read the plural words as you point at them. Switch roles.

Continue the reading activity by randomly pointing at several set of words.

You are group 1 and 2. Group 1. (Point at singular words.) Group 2. (Point at plural words.) Switch roles.

Same as above.

4. Talk about singular and plural classroom objects—whole class Raise/show several learned classroom objects (desk, table, pencil case, notebook, pencil, crayon, pen, calculator, and marker) as you ask WH (What) questions. Then, have Ss answer.

What’s this? (T shows a pencil.) What’s this? (T shows a marker.) What are these? (T points at several desks.) What are these? (T shows several books.)

All: It’s a pencil. It’s a marker. All: They are desks. They are books.

5. Do Q&As using realia to talk about singular and plural classroom objects—whole class Instruct several Ss to show classroom objects from their bags and ask the question. Have the whole class answer.

S1, ask the question. Everybody answer. S2, it’s your turn. …

S1: What’s this? (Shows a notebook.) All: It’s a notebook. S2: What are these? (Shows some pencils.) All: They’re pencils. S3: What are these? (Shows several classroom objects.) …

6. Do Q&As about singular and plural classroom objects—in pairs Have Ss work in pairs to alternately ask and answer WH (What) questions to talk about the classroom objects they have in their bags.

Work in pairs. Ask and answer WH (What) questions.

Same as above.

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7. Read sentences about singular classroom objects Show LG1 U3 L5 PPT—Slide 4. Point at each word and have Ss read (question) it. Call a S to say the answer. CLICK to show the correct answer and have Ss read it. Continue to CLICK to show the sentences one at a time and repeat the procedure to give chance to other Ss.

Read the question. S1, answer. Read the answer. Everybody read the question. S6, answer. Read the answer. …

All: What’s this? S1: It’s a pencil. All: It’s a pencil. All: What’s this? S6: It’s a calculator. All: It’s a calculator. It’s a marker. It’s a pencil case. It’s a pen. It’s a notebook. It’s a crayon. It’s a table. It’s a desk.

8. Identify and read correct sentences about plural classroom objects Show LG1 U3 L5 PPT—Slide 5. Point at each word and have Ss read the question. Call a S to choose a or b. Have everyone read the correct answer. Continue to CLICK to show the next pictures and sentences. Do the same procedure.

Read the question. S1, is it a or b? Everybody read the answer. Read the question. S7, is it a or b? …

All: What are these? S5: a All: They are pencils. All: What are these? S7: b All: They are crayons. a - They are pens. b - They are calculators. b - They are markers. a - They are pencil cases. b - They are tables. a - They are desks. a - They are notebooks.

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LG1 U3 L5 – Activity 4: Read & Act Out (PR: Reading Sentences and Acting Out Classroom Commands) 7 min

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

Target Lang: Stand up. / Sit down. / Open your book. / Close your book. / Please be quiet. / Listen carefully. / Point to the teacher. / Touch your desk. / Point to the desk. / Touch your chair.

Materials: LG1 U3 L5 PPT–Slide 6~7

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the pictures—whole class Show LG1 U3 L5 PPT–Slide 6. Point at the pictures one at a time and have Ss name them.

Name the pictures.

Stand up. Sit down. Open your book. Close your book. Please be quiet. Listen carefully. Point to the teacher. Touch your desk. Point to the desk. Touch your chair.

2. Read the sentences—whole class CLICK to make the sentences appear. Point at each sentence then have Ss read it. Randomly point and call individual Ss to read.

Read the sentences.

Same as above.

3. Act out and repeat the commands—whole class Point at each command and have Ss act them out as they repeat after you.

Do and read. (Point at pictures randomly.)

Same as above. (Ss act out and read the sentences.)

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4. Read and act out the commands—in 2 groups Divide the class into 2 groups. Show LG1 U3 L5 PPT—Slide 7. Have Ss read each sentence. Have Ss say the correct sentence based on the picture. If the correct sentence is at the left box, have G1 read and do the action. If the correct sentence is at the right, have G2 read and do the action. Continue to CLICK to show the set of pictures and sentences one by one.

Group 1, this is your box. Group 2, this is your box. What’s the answer? (Point at the first picture.) If the correct answer is in your box, read it and act.

All: Stand up. G1: Stand up. (acts out) G2: Listen carefully. (acts out) G1: Please be quiet. (acts out) G2: Touch your desk. (acts out) G2: Point to the teacher. (acts out) G1: Close your book. (acts out) G2: Sit down. (acts out) G1: Open your book. (acts out) G1: Point to the desk. (acts out) G2: Touch the chair. (acts out)

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LG1 U3 L5 – Activity 5: Pictures and Sentences (R: Reading, Identifying and Acting out Classroom Commands) 6 min

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

Target Lang: Make a circle. / Draw a picture. / Count the boys. / Make two lines. / Go to the door. / Count the girls. / Give me the crayon. / Come here.

Materials: LG1 U3 L5 PPT–Slide 8

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the pictures

Show LG1 U3 L5 PPT–Slide 8.

Point at the pictures one at a time and have Ss name them.

Name the pictures.

Make a circle.

Draw a picture.

Count the boys.

Make two lines.

Go to the door.

Count the girls.

Give me the crayon.

Come here.

2. Repeat the sentences

CLICK to make the sentences appear.

Point at each sentence (word by word) and have Ss read after you.

Repeat after me.

Same as above.

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3. Match the pictures and sentences

CLICK to show a picture.

Call a S to name the picture.

Have a S say the number that matches the picture.

Instruct everyone to read the sentence again.

Continue to CLICK, one at a time, and call several Ss to say numbers to match the pictures and sentences then have everyone read each sentence.

S11, name the picture.

S16, say the number of this sentence.

Everybody read the sentence.

Match the pictures.

S11: Make a circle.

S16: 1

All: Make a circle.

5- Count the girls.

6- Count the boys.

2- Make two lines.

7- Go to the door.

4- Come here.

8- Give me the crayon.

3- Draw a picture.

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LG1 U3 L5 – Wrap Up: Purple, Blue & Green 3 min

Objectives: Ss will be able to read phrases and sentences.

Target Lang: D / E / F / Make two lines. / pencil cases / a pen / It’s a calculator. / They are tables.

Materials: LG1 U3 L5 PPT–Slide 9

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Say letters D, E and F—in 3 groups

Group the class into 3 groups. Have Ss stand up and say the letters that appear in the circle assigned to them (i.e. Group 1-purple; Group 2-blue; Group 3-green

Show LG1 U3 L5–Slide 9.

CLICK (8 times) to show the remaining circles.

Group 1, stand up and say the letter if it is in the purple circle.

Group 2, the blue circle.

Group 3, the green circle.

D, E, F

2. Read phrases and sentences—in 3 groups

Continue to CLICK to show the phrases and sentences.

Have the three groups alternately stand up and read the phrases or sentences with their assigned group color.

When it’s your color, stand up and read it.

GG: Make two lines.

PG: pencil cases

GG: markers

PG: a pen

BG: a calculator

GG: a frog

PG: It’s a calculator.

GG: It’s a marker.

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BG: It’s a notebook.

BG: Come here.

BG: calculators

GG: They are calculators.

PG: They are tables.

PG: Give me the crayon.

BG: They are pencils.

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LG1 U3 L6

Time: 50 min

Materials: LG1 U3 L6 PPT, LG Courseware; a projector; prepared stationery

LG1 Unit 3 Objectives:

1. Ss will be able to introduce their friends.

2. Ss will be able to ask and answer WH and Y/N questions about classroom objects in singular and plural forms.

3. Ss will be able to count numbers and objects.

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

5. Ss will be able to say and identify the letters d, e and f and the words beginning with each letter.

LG1 U3 Lesson 6 Objectives:

1. Ss will be able to say letters a, b, c, d, e and f and identify words beginning with each letter.

2. Ss will be able to give and act out commands.

3. Ss will be able to modify “The Purple Sneaker Song” and count classroom objects.

4. Ss will be able to ask and answer WH (What) and Y/N (Is/Are) questions to identify plural and singular classroom objects.

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LG1 U3 L6 Activity Overview:

Time 4’ 7’ 7’ 15’ 14’ 3’

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

Name & Description of

Activity

The Alphabet Song A, B, C, D, E and F * Saying Letters and Words Beginning with A, B, C, D, E,

and F

Listen, say and act it out!

*Giving and Acting Out Commands

The Purple Sneaker Song * Modifying “The Purple

Sneaker Song and Counting Classroom Objects

What’s this? / What are these?

* Asking and Answering WH and Y/N Questions to Identify Plural and Singular Classroom

Objects

Yes or No?

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

A- apple

B- book

C- cake

D- doll

E- egg

F- fish

Stand up. Raise your hand. Make a circle. Sit down. Take out your book. Draw a picture.

one, two, three, four, five, six,

seven, eight, nine

Ten little purple sneakers.

Nine crayons.

Three markers.

Ten little yellow rulers.

Ten little purple markers.

Ten little purple crayons.

Ten little orange notebooks.

What’s this?

It’s a notebook.

What are these?

They’re pencils.

Is this a desk?

Yes, it is.

No, it isn’t.

What are these?

Are they pencils?

Yes, they are.

No, they aren’t.

Is this a black bag?

No, it isn’t.

It is a blue bag.

Are these yellow pencils?

No, they aren’t.

They are yellow pens.

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LG1 U3 L6 – Warm Up: The Alphabet Song 4 min

Objectives: Ss will be able to sing and dance “The Alphabet Song”.

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 U1 Courseware —Phonics

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “The Alphabet Song” with the Courseware

Play LG1 U1 Courseware—Phonics, Screen 1.

Have Ss sing the song with the Courseware.

Let’s sing together. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

2. Sing “The Alphabet Song” without the Courseware

Have Ss sing the song without the Courseware.

Let’s sing again. Same as above.

3. Sing “The Alphabet Song”—in 2 groups

Divide the class into 2.

Have each group sing the song to the class.

You are group 1 and 2.

Group 1, sing the song in class.

Group 2, it’s your turn.

Same as above.

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LG1 U3 L6 – Activity 1: A, B, C, D, E and F (R&E: Saying Letters and Words Beginning with A, B, C, D, E, and F) 7 min

Objectives: Ss will be able to say letters and words beginning with a, b, c, d, e and f.

Target Lang: A- apple, B- book, C- cake, D- doll, E- egg, F- fish

Materials: LG1 U3 L6 PPT – Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Produce names and sounds of A, B, C, D, E and F—whole class Show LG1 U3 L6 PPT — Slide 2. CLICK one at a time and have Ss name and produce the sound of the letters A, B, C, D, E and F. Continue by randomly pointing at each letter and have everyone name and produce their sounds.

What’s the letter? What’s the sound?

A “A” B “B” C “C” D “D” E “E” F “F”

2. Produce names and sounds of A, B, C, D, E and F in order—individuals CLICK to make the letters disappear. Randomly point at individual Ss to say the letter names and produce the sounds from A- F. Do this in a moderate pace. Repeat the procedure several times with increasing speed.

What’s the sound of A? Next letter? The sound? Next?

S2: “A” S4: B “B” S1: C “C” S3: D “D” S5: E “E” S8: F “F” S7: A “A” S6: B “B” …

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3. Say the first letters and name the pictures CLICK to show the picture of an apple and have Ss say the first letter and name it. Continue to CLICK (5x) to show the other pictures one at a time. Do the same procedure.

A is for?

A is for apple. B is for book. C is for cake. D is for doll. E is for egg. F is for fish.

4. Read the words beginning with A, B, C, D, E, F CLICK to reveal the words. Have Ss read the words beginning with A, B, C, D, E and F, successively. Randomly point at the words and have Ss read them.

Read the words.

Same as above.

5. Recognize and read the words CLICK to hide the pictures. Spell words and have Ss read them, one at a time.

Read the word.

cake egg apple fish book doll

6. Say the words beginning with A, B, C, D, E, F CLICK to make the words disappear. Say each letter from A to F then instruct Ss to say the word that begins with it.

A is for? B? C D E F

apple book cake doll egg fish

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7. Say the letters and words Say “A is for apple.”, and then call a S to say the next letter and the word that begins with it. Continue by randomly pointing at Ss to say the next letters with the words. Do this in a moderate pace. Repeat the procedure several times with increasing speed.

A is for apple. S1, B? C?

S1: B is for book. S8: C is for cake. S2: D is for doll. S4: E is for egg. S3: F is for frog. S5: A is for apple. S9: B is book. …

8. Recall other words beginning with the letters A, B, C, D, E and F Have Ss recall other words that begin with the letters A, B, C, D, E and F. Call volunteers to say words, one at a time.

What words begin with A? B? C D E F

a- ant b- bat, bag, ball, baby, bicycle, bird, black, blue c- cat, car d- desk, door, dog e- exit f- five, four, frog (Words depend on Ss.)

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LG1 U3 L6 – Activity 2: Listen, say and act it out! (R&E: Giving and Acting Out Commands) 7 min

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

Target Lang: Stand up. / Raise your hand. / Make a circle. / Sit down. / Take out your book. / Draw a picture.

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat and act out the commands—whole class Say several commands from LG1 U1, U2 and U3, and have Ss repeat as they act out each command. LG1 U1 LG1 U2 LG1 U3 Stand up. Raise your hand. Make a circle. Sit down. Take out your book/pencil. Draw a picture. Open your book. Put your pen/book away. Count the boys. Close your book. Pick up your pencil. Make two lines. Please be quiet. Put your pencil/hand down. Go to the door. Listen carefully. Look at the board/teacher. Count the girls. Touch your desk/chair. Write your name. Come here. Point to the teacher/ desk. Give me the crayon.

Stand up. Raise your hand. Put your hand down. Make a circle. Listen carefully. Count the girls. Count the boys. Draw a picture. Point to the door. Touch your bag. Sit down.

Stand up. (act out) Raise your hand. (act out) Put your hand down. (act out) Make a circle. (act out) Listen carefully. (act out) Count the girls. (act out) Count the boys. (act out) Draw a picture. (act out) Point to the door. (act out) Touch your bag. (act out) Sit down. (act out)

2. Repeat and act out commands—whole class Call a S to the front. Instruct him/her to listen, repeat and act out the command mentioned without following what you act out.

S7, please come here. Touch the board. (T touches a desk.) Am I right? Repeat and act out what I say. Sit down. (T raises her hand.) Everybody.

S7: No. Touch the board. (acts out) Sit down. (acts out)

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Continue the activity by instructing everyone to do the same.

Draw a picture. (T gives a notebook.) …

All: Draw a picture. …

3. Repeat and act out commands—in 4 groups Divide the class into 4 groups. Say sentences but act out different commands. Instruct Ss to listen to what you say, repeat and act out but do not follow what you do. Points will be given to the groups who will speak and do the correct actions together. Continue the activity by instructing Ss to act out and repeat only if their group is called.

You are group 1, 2, 3 and 4. Everyone. Please be quiet. (T sits down.) Raise your bag. (T raises his/ her book.) Take out your book. (T points to the door.) Now, act out and repeat when I call your group. G1, count the desks. (T writes her name.) G4, make a circle. (T looks at the board.) …

Please be quiet. (act out) Raise your bag. (act out) Take out your book. (acts out) G1: Count the desks. (act out) G4: Make a circle. (act out) …

4. Give and act out commands—in 4 groups Point at a member of each group to give a command and point at another group to speak and act out. Do this procedure several rounds to give chance to the other members of each group.

G1-S1, say a sentence and act out another command. Choose another group. G3, speak and act out. G3-S1, it’s your turn. …

G1-S1: Touch the chair. (Acts out different command.)

(Points at G3.) G3: Touch the chair. (act out) G3-S1: Count the teachers. (Acts out different command then points at G2.) …

5. Give commands—individually Invite individual Ss to give two commands (each S) to the class as they act out differently.

S3, give a command.. Everybody, repeat and act out.

S3: Touch your book (touches a chair) All: Touch your book. (act out)

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Have everyone repeat and act out.

S3, another one. S8, it’s your turn. …

S3: Give me a pencil. (Raises his/her hands)

All: Give me a pencil. (act out) S8: Point to the board. (sits down) …

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LG1 U3 L6 – Activity 3: The Purple Sneaker Song (R&E: Modifying “The Purple Sneaker Song” and Counting Classroom Objects) 15 min

Objectives: Ss will be able to modify “The Purple Sneaker Song” and count classroom objects.

Target Lang: one, two, three, four, five, six, seven, eight, nine, Ten little purple sneakers. / Nine crayons. / Three markers. / Ten little yellow rulers. / Ten little purple markers. / Ten little purple crayons. / Ten little orange notebooks.

Materials: LG1 U3 Courseware—Game; LG1 U3 L6 PPT—Slides 3~4; Ss’ prepared stationery

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “The Purple Sneaker Song” with the Courseware—whole class Play LG1 U3 Courseware—Game. Have Ss sing the song with the Courseware.

Let’s sing together. One, little two, little three, little sneakers. Four little five, little six, little sneakers. Seven, little eight, little nine, little sneakers. Ten little purple sneakers.

2. Sing “The Purple Sneaker Song” without the Courseware—whole class Have Ss sing the song without the Courseware.

Sing the song again.

Same as above.

3. Count from one to ten Show LG1 U3 L6 PPT—Slide 3. Have Ss count the pencils.

Let’s count. How many purple pencils?

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Ten purple pencils.

Trick for controlling the Courseware:

Click the gray arrow two times (next to the microphone) to exit from LG1 U1—Phonics. Click on Unit 3 to open the song & conversation part then click the same gray arrow to go to the home page of LG1 U3.

Finally, click on the game part to play the Purple Sneaker Song.

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4. Sing the modified version of the song Point at each picture as Ss sing “The Purple Sneaker Song” again, but this time, change the word “sneaker” to “pencil”.

Let’s sing again, but this time, let’s use pencils.

One, little two, little three, little pencils. Four little five, little six, little pencils. Seven, little eight, little nine, little pencils. Ten little purple pencils.

5. Sing “The Purple Pencil Song” with realia Instruct 10 Ss to take out their pencils. Have Ss sing the song again as each of the ten Ss raises his/her pencil.

S1-S10, take out your pencils. When we sing the numbers, raise your pencils one by one. Let’s sing!

Same as above. (Ss 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 raise the pencils one after the other.)

6. Sing the modified version of the song—in small groups Divide the class into 10 groups.(Depends on the class size.) Instruct each group to take out the number of pencils aligned with their group number (e.g. G1 prepares/takes out 1 pencil, Group 2- 2 pencils, G3- 3 pencils and so on.) Sing the song together as Ss stand by group and raise the number of pencils aligned with their group number.

Group 1, when we sing “one”, raise one pencil. Group 2, two pencils. Group 3, three. ... Let’s sing the song again.

One (G1 stands and shows 1 pencil), little two (G2 stands and shows 2 pencils), little three (G3 stands and shows 3 pencils), little pencils. (G1, 2, 3 wave with pencils) Four (G4 stands and shows 4 pencils), little five (G5 stands and shows 5 pencils), little six (G6 stands and shows 6 pencils), little pencils. (G1, 2, 3, 4, 5, 6 wave with pencils) Seven (G7 stands and shows 7 pencils), little eight (G8 stands and shows 8 pencils), little nine (G9 stands and shows 9 pencils), little pencils. (G1, 2, 3, 4, 5, 6, 7, 8, 9 wave with pencils) Ten (G10 stands and shows 10 pencils) little purple pencils. (everyone wave with pencils)

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7. Count classroom objects—in 10 groups CLICK to show the sets of objects one at a time. Instruct Ss to stand up and say the number of objects if the number is the same as their group’s number. Use the first picture as an example.

What are these? Group 9, stand up and name them.

All: Nine crayons. G9: Nine crayons. G3: Three markers. G6: Six pencils. G2: Two rulers. G1: One bag. G5: Five erasers. G7: Seven desks. G10: Ten books. G4: Four pens. G8: Eight chairs. G1: One book. G5: Five crayons. G4: Four calculators. G10: Ten erasers. G2: Two desks. G7: Seven pens. G8: Eight pencil cases. G3: Three chairs. G9: Nine tables. G6: Six rulers.

8. Describe (number and colors) the pictures—whole class Show LG1 U3 L6 PPT—Slide 4. Point at each set of pictures and have Ss describe their number and color.

What are these? (T points at the crayons.) What are these? (T points at the notebooks.) …

Ten purple crayons. Ten orange notebooks. Ten yellow rulers. Ten purple markers.

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9. Modify the “Purple Sneaker Song”—in 4 groups Divide the class into 4 groups. CLICK once to show the numbers. Instruct Ss to modify/sing “The Purple Sneaker Song” based on the given pictures.

You are group 1, 2, 3 and 4. Group 1, sing “The Yellow Ruler Song”. Group 2, sing “The Purple Marker Song”. Group 3, sing “The Purple Crayon Song”. Group 4, sing “The Orange Notebook Song”.

G1: One, little two, little three, little rulers. Four little five, little six, little rulers. Seven, little eight, little nine, little rulers. Ten little yellow rulers. G2: One, little two, little three, little markers. Four little five, little six, little markers. Seven, little eight, little nine, little markers. Ten little purple markers. G3: One, little two, little three, little crayons. Four little five, little six, little crayons. Seven, little eight, little nine, little crayons. Ten little purple crayons. G4: One, little two, little three, little notebooks. Four little five, little six, little notebooks. Seven, little eight, little nine, little notebooks. Ten little orange notebooks.

10. Present the songs in class Invite each group to sing their song in class.

Sing your songs in class.

Same as above.

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LG1 U3 L6 – Activity 4: What’s this? / What are these? (R&E: Asking and Answering WH and Y/N Questions to Identify Plural and

Singular Classroom Objects) 14 min Objectives: Ss will be able to ask and answer WH (What) and Y/N (Is/Are) questions to identify plural and singular classroom objects.

Target Lang: What’s this? / It’s a notebook. / What are these? / They’re pencils. / Is this a desk? / Yes, it is. / No, it isn’t. / What are these? / Are they pencils? / Yes, they are. / No, they aren’t.

Materials: Prepared stationery

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

ACTIVITY STEPS Teacher Talk Student Output

1. Talk about singular and plural classroom objects—whole class Raise/show several samples of the learned classroom objects (desk, table, pencil case, notebook, pencil, crayon, pen, calculator, and marker) as you ask WH (What) questions. Then, have Ss answer.

What’s this? (T shows a pencil.) What’s this? (T shows a marker.) Ask a question. (T points at several desks.) Answer? Question? (T shows several books.)

All: It’s a pencil. It’s a marker. All: What are these?

They are desks. What are these?

They are books.

2. Do Q&As using realia of singular and plural classroom objects—whole class Instruct several Ss to show classroom objects from their bags and ask the question. Have the whole class answer.

S1, show us something, then ask the question. Everybody answer. S9, it’s your turn. …

S1: What’s this? (Shows a notebook.) All: It’s a notebook. S9: What are these? (Shows some pencils.) All: They’re pencils. S9: What are these? (Shows several classroom objects.) …

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3. Do WH (What) Q&As about singular and plural classroom objects—in pairs Have Ss work in pairs to alternately ask and answer WH (What) questions to talk about the classroom objects they have in their bags. Do this for 1 to 2 minutes.

Work in pairs. Use your things to ask and answer WH (What) questions.

S1: What’s this? (Shows a notebook.) S2: It’s a notebook. S1: What are these? (Shows some pencils.) S2: They’re pencils. S1: What are these? (Shows several classroom objects.) …

4. Answer WH and Y/N questions—whole class Show several classroom objects (plural/singular) then ask Y/N and WH questions, one at a time. Have Ss answer.

Is this a bag? (T shows a bag.) Are these erasers? (T shows erasers.) Is this a pen? (T shows a marker.) What is it? Are these chairs? (T touches the desks.) What are these?

All: Yes, it is. Yes, they are. No, it isn’t. It’s a pen. No, they aren’t. They are desks.

5. Ask Y/N questions—whole class Call individual Ss to ask Y/N questions.

S8, ask a Y/N question. Everybody answer. S2, it’s your turn. …

S8: Is this a desk? (Touches the desk.) All: Yes, it is. S2: Are these markers? (Shows pencils.) …

6. Ask Y/N questions to identify classroom objects—whole class Present a bag/box filled with classroom objects to the class. Hold a/several classroom objects in the bag/box, without showing to the Ss, then ask “What’s this?” or “What are these?” Instruct Ss to ask Y/N questions to identify the objects, then T answers to confirm.

What’s this? (T holds a book inside the bag/box.) S1, ask a Y/N questions. No, it isn’t. It’s a book. (T shows the book.) What are these? (T holds pens inside the bag/box.) No, they aren’t. They are pens. …

S1: Is this a pencil? S9: Are they books? …

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7. Practice WH (What) and Y/N (Is/Are) Q&As to identify classroom objects Call individual Ss to ask and answer questions about the things in their bags, one at a time. Have volunteers ask Y/N questions to identify the object. Do this several times.

S1, ask a WH question. S3, ask a Y/N question. S3, your turn to ask a question. …

S1: What’s this? (Holds an object in his/her bag.) S3: Is this a pencil case? S1: Yes, it is. S3: What are these? (Holds some objects in his/her bag.) …

8. Do WH (What) and Y/N (Is/Are) Q&As to identify classroom objects—in pairs Pair up Ss to do WH (What) and Y/N (Is/Are) Q&As to identify classroom objects they have in their bags.

Work in pairs. Ask and answer questions to guess.

Same as above.

9. Do WH (What) and Y/N (Is/Are) Q&As to identify classroom objects—individually Invite several Ss to ask two WH (What) questions about their own classroom objects, one at a time. Call individual Ss to ask Y/N questions to identify the objects.

Continue the activity as time allows.

S5, bring your bag here. Ask a WH questions. Raise your hands, ask Y/N questions to guess. (T calls individual Ss to ask Y/N questions.) S5, another question. S2, it’s your turn. …

S5: What’s this? (holds a book in his/her bag) S8: Is this a book? S5: Yes, it is. What are these? (holds some notebooks in his/her bag) S12: Are they pencils? S5: No, they aren’t. They are notebooks. S2: What’s this? (holds an eraser in his/her bag) …

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LG1 U3 L6 – Wrap Up: Yes or No? 3 min

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

Target Lang: Is this a black bag? / No, it isn’t. / It is a blue bag. / Are these yellow pencils? / No, they aren’t. / They are yellow pens.

Materials: None

Interaction: T-Ss; S-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Answer Y/N questions and say the correct answers

Ask Y/N (Is/Are) questions (answerable with “no”) and have Ss say the correct sentences.

Invite several Ss to ask Y/N questions.

Have every one answer.

Is this a red bag? (T shows a blue bag.)

What is it?

Are these chairs? (T shows some books.)

S9, ask a Y/N question.

All: No, it isn’t.

It’s a blue bag.

No, they aren’t. They are books.

S9: Are these yellow pencils? (T shows yellow pens.)

All: No, they aren’t. They are yellow pens. S6: Is this a black bag? …

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LG1 U3 L8 Time: 50 min

Materials: Projector; LG1 U3 L8 PPT; prepared stationery

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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LG1 U3 L8 Activity Overview:

Time 10’ 10’ 8’ 15-22’

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

Name Description

of Activity

His / Her name is … Introducing Friends

from LG1 U3 L5

Say and act it out! Giving and Acting Out Commands

from LG1 U3 L6

Guess, what is it? Asking and Answering WH and Y/N

Questions to Identify Classroom Objects from LG1 U3 L6

Unit Test

Target Language

Hi, Hope.

This is my friend Mason.

Hello, Mason.

Hi, Hope.

Let’s play.

Her name is Sandra.

His name is Jimmy.

Stand up.

Raise your hand.

Make a circle.

Sit down.

Take out your book.

Draw a picture.

What’s this?

Is this a pencil case?

Yes, it is.

No, it isn’t.

It’s a book.

What are these?

Are they pencils?

Yes, they are.

No, they aren’t.

They are notebooks.

one table

three cassettes

six pencil cases

nine markers

two notebooks

four pencils

It’s a crayon.

No, it isn’t. It’s a pencil.

They are pencil cases.

Yes, they are.

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LG1 U3 L8 – Presentation 1: His / Her name is … (Introducing Friends – from LG1 U3 L5) 10 min

Objectives: Ss will be able to introduce their friends.

Target Lang: Hi, Hope. / This is my friend Mason. / Hello, Mason. / Hi, Hope. / Let’s play. / Her name is Sandra. / His name is Jimmy.

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Introduce friends—in threes

Group Ss in threes.

Instruct Ss to do a conversation to introduce their friends.

Switch roles.

Work in threes.

Introduce your friends. Switch roles (2x).

Eloisa: Hi, Hope. This is my friend Mason.

Hope: Hello, Mason.

Mason: Hi, Hope.

All: Let’s play.

2. Introduce friends using the words “her” and “his”

Call several Ss to name their friends using the words “her” and “his”.

Continue the activity as time allows.

S1, introduce 2 friends.

S2, it’s your turn.

S1: His name is Mason.

Her name is Hope. (extends hands towards friends)

S2: Her name is Sandra.

His name is Jimmy. (extends hands towards friends)

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LG1 U3 L8 – Presentation 2: Say and act it out! (Giving and Acting Out Commands – from LG1 U3 L6) 10 min

Objectives: Ss will be able to give and act out commands with confidence.

Target Lang: Stand up. / Raise your hand. / Make a circle. / Sit down. / Take out your book. / Draw a picture.

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Recall and act out the commands—whole class Have Ss recall several commands from LG1 U1, U2 and U3, and have them repeat as they act out each command.

What commands do you know? Act it out.

Make a circle. (Act out) Listen carefully. (Act out) Count the girls. (Act out) Count the boys. (Act out) Draw a picture. (Act out) Point to the door. (Act out) Touch your bag. (Act out) Sit down. (Act out)

2. Give and act out commands—in 2 groups Have each member of each group give a command as the other members act it out. Do this alternately.

G1-S1, give a command. G2, repeat and act out. Continue to alternately give and act out commands.

G1-S1: Touch the chair. G2: Touch the chair. (Act out) G2-S1: Make a circle. G1: Make a circle. (Act out) …

3. Give commands—individually Invite individual Ss to give 2 commands to the class. Have everyone repeat and act them out.

S3, give two commands. Everybody, repeat and act out. S8, it’s your turn. …

Same as above.

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LG1 U3 L8 – Presentation 3: Guess, what is it? (Asking and Answering WH and Y/N Questions to Identify Classroom Objects – from LG1 U3 L6) 8 min

Objectives: Ss will be able to ask and answer WH (What) and Y/N (Is/Are) questions to identify plural and singular classroom objects. Target Lang: What’s this? / Is this a pencil case? / Yes, it is. / No, it isn’t. / It’s a book. / What are these? / Are they pencils? / Yes, they are. / No, they aren’t. / They are

notebooks.

Materials: Prepared stationery

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

ACTIVITY STEPS Teacher Talk Student Output

1. Do WH (What) and Y/N (Is/Are) Q&As to identify classroom objects—in pairs Pair up Ss to do WH (What) and Y/N (Is/Are) Q&As to identify classroom objects they have in their bags.

Guess what’s in your bags.

S1: What’s this? (Holds an object in his/her bag.) S2: Is this a pencil case? S1: Yes, it is. S2: What are these? (Holds some objects in his/her bag.) …

2. Do WH (What) and Y/N (Is/Are) Q&As to guess classroom objects—individually Invite individual Ss to ask two WH(What) questions about their own classroom objects. Call individual Ss to ask Y/N questions to identify.

Continue the activity as time allows.

S5, bring your bag here. Ask two WH questions., Ask Y/N questions to guess the object. (T calls individual Ss to ask Y/N questions.) S2, it’s your turn. …

S5: What’s this? (Holds a book in his/her bag.) S8: Is this a book? S5: Yes, it is. What are these? (holds some notebooks in his/her bag) S12: Are they pencils? S5: No, they aren’t. They are notebooks. …

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LG1 U3 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 U3 L8 Handout 1 – Unit Test; LG1 U3 L8 PPT-Slides 2-3

Interaction: T-Ss

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LG1 U3 L8 Handout 1—Unit Test

Let’s Go Level 1 Unit 3 Test

A. Count the objects and circle the correct letters.

1. a. one table b. four tables

2. a. five calculators b. three calculators

3. a. six pencil cases b. seven pencil cases

4. a. nine markers b. ten markers

5. a. one notebook b. two notebooks

6. a. eight pencils b. four pencils

B. Write the correct words.

1. What’s this? 3. What are these? It is a __________. They are ________ _____.

2. Is this a pencil case? 4. Are these markers?

No, __ ____. It’s a ________. Yes, ____ ___.

pencil pencil cases Yes, they are. crayon No, it isn’t.