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Lesson 3 – Picture Dictionary Objectives: - Telling the time and describing what people are wearing Topic – Language target Resources and Teaching KEY LANGUAGE FOCUS: Listening – Writing

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Lesson 1 – Words Objectives: - To understand a short story and identifying clothes Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Listening – Reading - Speaking

KEY VOCABULARY Clothes

skirt, scarf, gloves jeans, boots, shirt

ADDITIONAL VOCABULARY Time

people aunt cousins train red blue yellow black

SENTENCE PATTERN

What are you wearing?

What’s he/she wearing?

He/She’s wearing …

Resources CLASSBOOK p.42

to write the correct word on the board gets a point for the team

Development

Use flashcards 51 - 56 to introduce the key vocabulary Hold up the flashcards and elicit the clothes Hold up each one in a different order and say the words for children to repeat

Recording 58 & 59: Ask children to look at the pictures on page 42 in exercise 1 and 2 Play the first and second parts of the recording as children point to the words Repeat and the children repeat the words after the audio

Recording 59: The children listen and repeat Hold the flashcards up as the words are said

Recording 60: Books closed children listen and shout the colours they hear

Recording 60: Ask the children to open their books and tell you what they can see in the pictures in exercise 3 Listen to the track and point to the speech bubbles in the story as they hear the sentences

The children read the story again and point to the words from exercise 1

Consolidation

Speaking: Divide the children into A and B pairs Give the children the cut

up copies of PMB p.24 – Pupil A and Pupil B The children write the sentences and colour their pictures A then dictates the sentences for what the boy is wearing and B listens and colours the picture of the boy Then they change roles

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SEMESTER 2 – Unit 6 – Lesson 1 - Period 79 Lesson 1 – Words Objectives: - to practice the spelling of clothes and review these and this

Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Writing – Speaking - Listening

gloves skirt shirt boots scarf jeans

SENTENCE PATTERN

These are

This is a …

Resources WORKBOOK p.40

Show the flashcards of the clothes one by one and say the words for the children to repeat

Development

 Ask the children to look at exercise 1 on page 40 in their workbooks and elicit what they can see in the pictures

 The children do exercise 1

On the board this and these Show the flashcards of the clothes and ask the children to tell you if it is this or these and write in the correct column

The children do exercise 2

 Hold the flashcards 51 - 56 up one at a time with a piece of paper covering the picture Slowly reveal the picture and elicit a sentence for each one e.g

These are boots

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Lesson 2 – Grammar Objectives: - Identifying and talking about what people are wearing Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading – Writing - Speaking

gloves boots scarf shirt skirt T’shirt

jeans

ADDITIONAL VOCABULARY

green, black, blue brown, red

SENTENCE PATTERN

What is he/she wearing?

I am wearing…

He/she is wearing …

Teaching Aids:

- Flashcards 51 - 56 Clothes

- CD track 60

- Grammar reference p.75 Unit 6

Introduction

Warm up: Review colours Ask the children to run and touch something blue

in the classroom Repeat a few times with other colours

 Ask the children some questions about the story from the last lesson What is Joe wearing? Where is the family?

Recording 60: Play track 60 Pause after each dialogue The children repeat

 Get the children to think of some actions for the story from lesson 1

Recording 60: Play the track again and the children do the actions

Put the children in groups of 4 and ask them to role play the story

Development

On the board write the questions What are you wearing? What’s he/she wearing? Write the answers Drill the children Use the flashcards to substitute

the vocabulary for the answers

The children look at ex 2 on page 43 Ask them about children in the class,

What’s … wearing?

The children look again at the story on page 42 and elicit the names of the characters and what they are wearing

The children do exercise 3 on page 43

The children work in pairs Using the pictures in exercise 3 the children ask and answer Give an example with 2 children across the class

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SEMESTER 2 – Unit 6 – Lesson 2 - Period 81 Lesson 2 – Grammar Objectives: - to practice word order and describing what people are wearing Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Speaking - Writing

dress skirt scarf gloves jeans boots shirt

SENTENCE PATTERN

What is he/she wearing?

I am wearing … He/She is wearing …

Teaching Aids:

Flashcards 51-56 – clothes

Introduction

Play Snap with the clothes flash cards Show a flash card and say the clothes

and the colour e.g a green scarf If it is the same the children say “SNAP”

Development

Give a flashcard to 6 children and ask them to stand up and hold the flashcard

so the class can see Ask the children What is he/she wearing? The children respond, He/She is wearing… Get the children to ask and answer across the

 Writing: On the board write, … is … green gloves … am I ….? And get

the children to complete the sentences The children do exercise 2

Consolidation

Vocabulary review: play categories: Put the children in teams of 4 One child

in the team is the writer Tell them a category one at a time e.g clothes, school subjects, after school activities, school rooms and areas, colours, things in the classroom, party objects and everyday activities The teams have one minute to write as many things as they can remember for that category The winning group has the most for each category

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Lesson 3 – Song Objectives: - To identify times

KEY LANGUAGE FOCUS:

Listening - Speaking

o’clock half past quarter to quarter past

platform train short fast stop slow

SENTENCE PATTERN

What‘s the time?

It’s …

Development

Show the children the flashcards of the times 57 - 60 and elicit the vocabulary

Show the flashcards one by one again and say the times and ask the children

to repeat together and by themselves

 Recording 61: Ask the children to look at the pictures in ex 1 on page 44 Ask the children to listen and point to the pictures

 Recording 61: Ask the children to listen again and repeat

 Recording 62: With books closed children listen to the song clap when they hear a time

 Recording 62: Ask the children to open their books on p44 and look at the

pictures in ex.2 Ask them some questions about the pictures e.g Where are the people? What time is it on the clocks?

Recording 62: Play the song twice, pausing for the children to repeat

Recording 62: Play the song again for the children to sing along

Consolidation

Sing and Do: Divide the class into 4 groups – A, B, C and D The groups sing their verse of the song

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SEMESTER 2 – Unit 6 – Lesson 3 - Period 83 Lesson 3 – Words Objectives: - to practice telling the time Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

KEY VOCABULARY Numbers

o’clock half past quarter past quarter to

SENTENCE PATTERN

What’s the time?

It’s …

Ask the children to do exercise 1 on page 42 of the workbook

Get the children to look at the clocks in exercise 2 on page 42 and tell you what the time is

The children do exercise 2

 Pair work: The children take it in turns to point to a clock and ask their

partner What’s the time?

Consolidation

Speaking: Ask the children to draw 4 clocks with times but don’t show their partner Divide the class into pairs A and B and ask them to sit back to back A dictates the times on their 4 clocks to B and B listens and draws a clock with the time B checks with A that they are correct and then B dictates to A and A draws the clocks

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Lesson 3 – Picture Dictionary Objectives: - Telling the time and describing what people are wearing Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Listening – Writing - Speaking

KEY VOCABULARY

quarter past quarter to half past o’clock boots scarf shirt skirt jeans gloves

ADDITIONAL VOCABULARY Colours

Warm up - Bingo: Give each child the bingo worksheet and ask them to cut

up the pictures The children put the pictures in any order on the bingo grid Using the worksheet and read out the times one by one The children cross off the words one by one on their grid and shout BINGO when they have 3 in a row

Show the children the time flashcards and elicit the vocabulary

Extra writing: Give the children a copy of PMB p.22 Get the children to tell you the times on the clocks in exercise 1

Ask the children to do exercise 1

Consolidation

Listening and Speaking: Play Pass the Flashcards Using flashcards 51 – 60

Give a flashcard to a child at the front and say the time or the clothes e.g It’s half past 6 or He’s wearing jeans They repeat the phrase and pass it to the next

child who says the phrase and passes it on around the class Give out another to

a child at the back and repeat the procedure Give out the rest to children in different places in the room until you have a chain of 10 cards going around the room

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SEMESTER 2 – Unit 6 – Lesson 4 - Period 85

Lesson 4 – Phonics Objectives: - Phonics magic e with o Speaking and listening skills

KEY LANGUAGE FOCUS:

Speaking and listening skills

Magic e with o

KEY VOCABULARY

rope nose stone bone home

dog Hurry up!

cold cake

 Hold up the phonics cards 19 - 23 one at a time and say the words and then

the isolated 0 sound Drill each sound with whole class and individuals

Hold the cards up again and say the words and the children repeat

Recording 63: The children look at the pictures in exercise 1 on page 45.The children listen and point at the pictures Play again for the children to repeat

 Recording 64: The children look at the picture in exercise 2 and tell you what they can see Play the chant The children put up their hands when they hear any of the words from exercise 1

 Recording 64: Play the chant again pausing after each line and ask the children to repeat Repeat again

 Recording 64: Play the chant the whole way through and the children follow

in their books Repeat and the children say the chant with the recording

On the board write The dog has got my rope The dog is on the stone Ask a child to come to the board and circle the “ o “ sound and the magic e in the

words The children do exercise 3, circling the sounds

 Recording 64: The children look at the pictures in exercise 4 and tell you what they see The children do exercise 4 Play track 64 to check answers

Consolidation Ask children to stand at their desks Tell them you are going to call out a

word If the word contains a magic e they must shout Magic e Shout out the following words: rope, nose, stone, bone, home, not, hop, mop, stop, son,

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Lesson 4 – Phonics Objectives: - Magic e with o

KEY LANGUAGE FOCUS:

Speaking - Writing

Magic e with o

KEY VOCABULARY

home nose rope bone stone

cat, van plane, gate, name, lake snake, cake, face, make, dog

Warm up: Ask the children to work in pairs – A and B Give each child an A

or B extra practical classroom activity worksheet The children take it in turns to dictate the key vocabulary words to each other and fill in their worksheet

Development

 Show the phonics cards 19 - 23, but cover the words so the children only see

the picture Elicit the words

Write meho (home) on the board and ask the children what the word is Ask

the children to open their workbooks on p 43 and do exercise 1

 Ask the children to look at the picture in exercise 2 and tell you what they see The children do exercise 2

Write this sentence on the board a dog has got a bone There is a mop in my home Ask a child to come to the board the children and underline o and circle

o _ e The children do exercise 3

Recording 64: Ask the children if they remember the chant from the last class Play it again for the children to sing along with

Consolidation

Play stand up sit down Tell the children when they hear a word with a magic

e they stand up and when there is no magic e they sit down Read out the

following words: plane, gate, name, lake, snake, cake, face, make, cat, van, bone, home, mop, rope stone, nine, line, pin, fig, bin, stone, kite, dog

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SEMESTER 2 – Unit 6 – Lesson 5 - Period 87 Lesson 5 – Skills Objectives: - Reading a poem Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading - Listening – Writing - Speaking

KEY VOCABULARY

big, small, short, coats, tall, red, yellow green, blue, coach, station ,long, short, curly, bags

seaside, aunt, wave

Ask different children what they are wearing today and to describe a couple

of children in the class e.g He has got short hair He is tall

Ask the children to open their books at p 46 and look at the picture and tell you what they see Ask them to describe the people, what they look like, what they are wearing

Describe 3 of the people and the children point to the correct person in the

picture e.g She has got long hair She is wearing a green short and ping skirt

Recording 62: Ask the children what time it is in the picture and what colour the coach is Play the track and the children listen and read

Recording 62: Play the track again and ask the children some questions e.g

What time does the coach come? What colour is the coach? What are the people wearing?

On the board write: They are at the train station Ask a child to come and

correct the sentence The children do exercise 3

Ask the children to check their answers with their partner

Consolidation

Speaking: Memory game Tell the children they have 5 minutes to look at the picture on page 46 and write 2 true sentences and one false sentence about the picture The children work in pairs A and B A closes their book and B says their 3 sentences about the picture A says if they are true or false Then they change and B closes their book and A says their 3 sentences

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Lesson 5 – Skills Objectives: - Reading a poem Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading – Writing Speaking

-KEY VOCABULARY

skirt, jeans, shirt, clothes, toys, farm, station, zoo, school, aunt, mum, friend, sister, swings, bus, train, slide, goat, teddy, rabbit, cow, sad, happy, angry, scared

Warm up: Review vocabulary from the last lesson Ask 10 children to come

to the board and put them in 2 lines facing the board Show the first child in each line a flashcard and they run to the board and write the word The first team

to write it correctly gets a point

 On the board write The girl is at the farm, station, zoo school Ask a child to

come to the board and circle the correct word The children do exercise 3

Feedback asking individual children for the answers

Ask the children to work in groups of 4 Give the groups a copy of PMB p.25 with the cards cut up The children put the cards face down on the table and take

it in turns to turn over 2 If the time and the sentence match they keep the cards

Consolidation

Pair work: - Speaking: Ask the children to work in pairs and name them A and B and ask them to sit back to back Give A and B the correct part of the

extra practical activity worksheet Tell them to fill in the information for me A

tells B what they do at different times of the day and B fills in the information in the table They change roles They compare to check the information is correct

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SEMESTER 2 – Unit 6 – Lesson 6 - Period 89 Lesson 6 – Skills Objectives: - Listening to descriptions to identify people Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Listening – Speaking - Writing

KEY VOCABULARY Time

dress, socks, scarf, boots, hat, gloves, jeans, shirt, skirt, T-shirt, pink, white, green, brown, blue, red, orange, long, hat, trousers

Warm up: Play I’ve got it Give out the flashcards 51 - 56 to the children and

7 colour pencils – pink, white, green, brown, blue, red, orange Tell them to put the card on the forehead or hold up the pencils so you can see them Say the words one by one and when they hear their word they have to stand up and sit down Play a few times with different children

Development

Ask the children to look at the pictures in exercise 1 on p 47.and ask

questions about the pictures e.g What are the people wearing? Describe a person on the picture e.g She is wearing a pink dress and long white socks Ask

the children to tell you which number it is

Recording 67: Play the recording, the children listen and shout out the clothes they hear

 Recording 67: Play the track again and stop after the first item and show the number in the box in exercise 1.Continue the track, pausing after each item for the children to write the numbers next to the people

 Recording 67: Play the track again for the children to check their answers

Speaking: exercise 2: Give an example with one child- She is wearing a pink dress and long white socks Who is it? The children work in pairs and continue

On the board draw a clock and write the correct time and the incorrect time Ask a child to circle the correct time The children do exercise 3

Consolidation

Writing: Spelling quiz: Put the children into teams of 4 Give each team a hand out – the spelling quiz Read out the words from page 2.The teams spell the words correctly Teams change hand outs and check each other’s spelling

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Lesson 6 – Skills Objectives: - Writing and identifying how to take care of things Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Writing

KEY VOCABULARY Time

Colours

skirt, shoes, scarf, trousers, boots, shorts, T- shirt, socks, hat

toys cousin

Teaching Aids:

- PMB p.23 Values worksheet

- Extra practical classroom activities – What am I wearing?

- Counters and dice

Introduction

Warm up: Give the children the extra practical activity board game – What

am I wearing and get them to play in teams of 4

Development

 Review time Show the children a real clock and change the times Elicit the

correct time from the children e.g It’s quarter past 4

The children do exercise 1 on p 45

 Children compare their questions

 Ask the children to tell you what you are wearing today

Exercise 3 The children draw a picture of themselves and then write sentences to describe what they are wearing

Consolidation

 Identifying values: Write Let’s take care of our things on the board Ask the

children what they do to take care of their toys and clothes?

Give the children a copy of p.23 of PMB Ask them what they can see in the pictures Ask them which activities are good and bad

The children do exercise 1 Feedback whole class

Writing: The children do exercise 2 Draw pictures and write about their favourite things Ask a few children to tell the class for feedback

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SEMESTER 2 – Review 2 - Period 91 Review Objectives: - Reviewing target language and structures, Reading and writing skills Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading – Writing

KEY VOCABULARY Recycle vocabulary from Unit 3 to end of Unit 6

Resources WORK BOOK p.46&47

it on the board They draw and the rest of the children in the class guess what it

is The first child to guess correctly comes to the front and draws the next word you whisper

Development

Review activities: Tell children they have 15 minutes to complete all the exercises, working in pairs When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class

it in their grid The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct

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Review Objectives: - Reviewing target language and structures, Reading and writing skills Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading – Writing

KEY VOCABULARY Recycle vocabulary from Unit 3 to the end of Unit 6

Resources CLASS BOOK p.48 & 49

Development

Review activities: Photocopy and cut up the activities on p.48 & 49 of the Class Book Have a copy of each exercise for each group of 4 children Put children into groups of four Hand out exercise 1 and give students 3 minutes to complete the activity together When completed, ask them to pass their

worksheet to another group of children to correct Check the answers together

as a class The children then pass it back to the original group Do this with all six exercises, children completing them in groups one at a time and correcting each other’s

Consolidation

Play Pictionary Model the activity first, drawing an object on the board, slowly, asking students to guess what the animal is Then ask one student to come to the front of the class Whisper an object to them and tell them to draw

it on the board They draw and the rest of the children in the class guess what it

is The first child to guess correctly comes to the front and draws the next word you whisper

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SEMESTER 2 – Unit 7 – Lesson 1 - Period 95 Lesson 1 – Words Objectives: - To understand a short story and identify what people are doing Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

music, watch, video, singing, sleeping, talking

SENTENCE PATTERN

I/He/She/They/ We am/is/are ….ing What’s he doing?

Sing Here comes the train from Unit 6 with track 62 Ask the children some

questions about the story on p.42 from Unit 6

Development

Use flashcards 61 - 66 to introduce the key vocabulary Hold up the flashcards and elicit the vocabulary Hold up each one in a different order and say the words for children to repeat

Recording 68&69: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words Repeat and the children repeat the words after the audio

Recording 69: Ask the children to listen and repeat Hold the flashcards up

as the words are said

Recording 70: With books closed children listen to the story and shout out when they hear any of the words from exercise one when they hear them

Recording 70: Ask the children to tell you what they see in the pictures in exercise 3 Listen and point to the speech bubbles as they hear the sentences

The children read the story again and point to the words from exercise 1

Consolidation

Writing: Ask the children to look at p.28 of the PMB Ask them what the people are doing in the pictures and what are the differences The children do exercise 1

The children find and circle the differences between the 2 pictures

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Lesson 1 – Words Objectives: - To practice writing and identify wedding vocabulary Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

eat, sing, dance, dress

Teaching Aids:

- Flashcards 61-66

Celebrations

Introduction

Warm up- Miming: Review verb - ing Put the children in teams of 6 Ask

one child from each team to come to you Show them a sentence e.g You are sleeping The child goes back to their team and mimes the action- no speaking

The first team to guess gets a point Repeat with different children

The pairs exchange crosswords and complete them

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SEMESTER 2 – Unit 7 – Lesson 2 - Period 97 Lesson 2 – Grammar Objectives: - Talking and reading about what people are doing with the present continuous

KEY LANGUAGE FOCUS:

KEY VOCABULARY

guests, cake, band, invitation, dance, watch, video, eat ,talk, read, sing, bride, dress, sleep

ADDITIONAL VOCABULARY SENTENCE PATTERN

What’s he/ she doing?

He/She’s … What are they doing?

They’re …

What are you doing?

I ‘m …

Introduction

Warm up: Review celebration vocabulary Play slowly reveal with the flashcards 61 – 66.Cover the front of each card as you show it and uncover slowly as the children guess what the activity is

 Ask the children some questions about the story from the last lesson What is Dad doing? What are Grandma and Grandpa doing?

Recording 70: Play track 70 and pause after each dialogue The children repeat

 Get the children to think of actions for the story from lesson 1

Recording 70: Play the recording again and the children do the actions

Development

The children look at the pictures in exercise 2 and ask them what they can see

The children point to the pictures as you read the sentences

On the board write the sentences from exercise 2 Ask the children to repeat

after you, whole class and individual children

Rub out the verbs in each sentence and write the following on the board –

run, sleep, work, play, sing, and ask the children to repeat the sentences with the

verbs on the board

Write: The children look at the pictures in exercise 3.What can they see in each picture Do the first sentence as an example The children do exercise 3

Pair work: In pairs the children ask and answer about the pictures e.g What

is she doing? She’s reading

Consolidation

Write: Ask the children to do Unit 7 on page 76 Grammar reference

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Lesson 2 – Grammar Objectives: - To practice yes/no questions and short answers with the present continuous

KEY LANGUAGE FOCUS:

Ask the children to do exercise 1 on page 49 in their workbooks

Ask them to compare their answers with their partner before you feedback

Ask the children to look at the picture again in exercise 1 Read out some

sentences about the picture, some true and some false e.g The baby is playing The bride is dancing And the children respond yes she is or no she isn’t The

children do exercise 2

Consolidation

 Ask the children to work in pairs and draw 4 pictures of people doing different actions Give an example by drawing a boy playing football on the board The pairs the work with another pair They show their pictures and the

other pair ask Is he/ she …ing? The pair respond, Yes He/she is No, he/she isn’t

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SEMESTER 2 – Unit 7 – Lesson 3 - Period 99 Lesson 3 – Song Objectives: - Talking about after getting ready for a wedding

KEY LANGUAGE FOCUS:

Listening - Speaking

KEY VOCABULARY Celebrations

make a cake wash the car brush my hair take photos

cousin, wedding lovely, suit, tie, dress, excited, can’t wait

SENTENCE PATTERN

I am …ing He/She‘s …ing They’re … ing

Teaching Aids:

- CD track 71 - 72

- Flashcards 61-66

Celebrations and 67-70 Getting ready

Introduction

Warm up: Review celebrations with flashcards 61 - 66 Play board slap Ask

10 children to come to the board and make 2 lines in front of the board Put the flashcards 61 - 66 on the board Whisper one of the words to the last child in each line They have to whisper the word to the child in front of them down the line The child at the front has to slap the correct picture The first team to slap the correct picture gets a point Play a few times

Development

Show the children the flashcards of getting ready 67 - 70 and elicit the vocabulary

Show the flashcards one by one again and say the words and ask the children

 Recording 72: With books closed children listen to the song and stand up when they hear the vocabulary from exercise 1

 Recording 72: Ask the children to open their books on p.54 and look at the pictures in exercise 2 Ask them what the family members are doing

Recording 72: Play the song again twice, pausing for the children to repeat

Consolidation

Sing and Do: Divide the class into 3 groups Give each group a verse to sing and get each group to think of actions for their verse Ask the children to sing with the actions

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SEMESTER 2 – Unit 7 – Lesson 3 - Period 100 Lesson 3 – Words Objectives: - to practice writing Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

KEY VOCABULARY

make a cake, wash the car, brush my hair, take photos

SENTENCE PATTERN

He/She is ….ing I’m…ing

Teaching Aids:

- Flashcards - Celebrations 61-66 and Getting ready 67-

Ask the children to do exercise 1 on page 50 in their workbooks

Ask the children to look at the picture in exercise 2 on page 50 and ask them what the people are doing

On the board write Mum is cakes ( making, washing wearing) Ask a child to come to the board and write in the correct word The children do

exercise 2

Consolidation

Play beat the teacher: Draw 2 cats on the board one for the teacher and one for the children Choose words from the unit Put _ on the board for each letter of the word E.g _ _ _ _ _ _ ( photos) The children have to guess letters in the word Every letter they get correct you rub off a piece of the teacher’s cat Every incorrect guess you rub off a piece of the children’s cat The children win

if they guess the word before their cat disappears!

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Lesson 3 – Words Objectives: - To practice writing and the use of the present continuous form Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

KEY VOCABULARY

wedding, band,, sing, guests, happy, wear, dress, white, invitations, cake, pink, take photos, cooking, wash, plate, dancing

SENTENCE PATTERN

What are they doing?

They are ….ing What’s he/she doing?

He/She is …ing

Resources Picture dictionary – p.71, Unit 7

Teaching Aids:

- Flashcards - Celebrations 61-66 and Getting ready 67-

Write wddenig on the board and elicit the correct spelling – wedding Give

the children a copy of PMB page 26 and get the children to point to the pictures

as you describe them

 Ask the children to look at the picture in exercise 2 and tell you the names of

the people in the picture Ask them some questions e.g What is Lily doing? What is mum doing?

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SEMESTER 2 – Unit 7 – Lesson 4 - Period 102 Lesson 4 – Phonics Objectives: - Phonics – magic e with u Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Speaking and Listening skills

magic e with u

KEY VOCABULARY

June, flute, tube, cube

birthday ,puzzle, new, poster

Teaching Aids:

- Phonics cards 24 - 27

- CD track 73 - 75

- Flashcards – celebrations and getting ready 61 - 70

Hold the cards up again - covering the words and the children say the words

Recording 73: Ask the children to open their student books on page 55 and look at the pictures in exercise 1.The children listen and point at the pictures

 Recording 74: The children look at the picture in exercise 2 and tell you what they can see Play the chant and ask the children to shout out when they hear any of the words from exercise 1

On the board write This month is June Ask a child to come to the board and circle u – e sound Ask the children to do exercise 3, circling the sounds

 Recording 75: The children look at the pictures in exercise 4 and tell you what they see The children do exercise 4 Play track 75 and the children listen and check their answers

Consolidation

Put the rhyme In June I play the flute on the board In pairs the children use

the vocabulary to write their own rhyme and draw a picture to illustrate it

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Lesson 4 – Phonics Objectives: - Sounds – magic e with u

KEY LANGUAGE FOCUS:

rug, run, poster, poster, puzzle

Development

 Show the phonics cards 24 - 27, but cover the words so the children only see

On the board write nuje and get a child to write the correct word Ask the

children to open their workbooks on page 51 and say the words in the pictures in exercise 1 Ask them to do exercise 1

Ask the children what they remember of the chant from the previous lesson

The children do exercise 2 writing in the missing words to the chant

 Recording 74: play the chant for the children to check their answers

Consolidation

Writing and speaking: Put the sounds on the board in 2 columns:

u and u _ e Ask 10 children to come to the board and stand in 2 teams Dictate

the following words to the children – run, cube, cub, mule, June, flute, tube, tub, pup, sun, tune, hut The first child from a team to write the word correctly in the

right column gets a point for the team

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SEMESTER 2 – Unit 7 – Lesson 5 - Period 104 Lesson 5 – Skills Objectives: - Reading - Speaking Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading - Listening – Writing - Speaking

KEY VOCABULARY

helping, aunt, party dress, invitations, cakes, green, white, yellow, purple, little, big, chocolate

summer, cooking, cleaning, choosing, pretty, fun

Teaching Aids:

CD track 72 & 76

Introduction

Warm up: Sing the song “We’re getting ready for the wedding?” from page

54 With or without track 72

Development

Ask the children to open their books at page 56 Ask them if they can tell you where the text is from – it’s an email They look at the photos; ask them to tell you what the children are doing Ask them if they can tell you what the text is about – a party

Write the following words on the board: wedding, cake, guests, white, green, dress, band, invitation

Recording 76: Ask the children to listen to the track and read and then tell you which words on the board are in the text

 Recording 76: Play the track again and ask the children some questions e.g

“When’s the party?” “What’s Bella doing?”

In pairs the children take it in turns to point to a photos and their partner tells them what the children are doing

Consolidation

Writing: Ask the children to draw an invitation using the one in the email

on page 56 as an example and complete the details for their birthday party

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Lesson 5 – Skills Objectives: - Reading to writing and speaking Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading – Speaking Writing

-KEY VOCABULARY

dress, green, white, party, aunt, baby, boy, small, blue, eyes, hair, uncle, hat, boots,

little, news

Teaching Aids:

- PMB page 29

- Flashcards 61-66

Celebration and 67–70 Getting ready

- Extra Practical classroom activities – The wedding

Introduction

to write it correctly gets a point

On the board write – Hannah likes Bella’s jeans Ask the child if this sentence

is correct and to tell you the correct answer

Feedback asking individual children for the answers

Give the children a copy of PMB page 29 Ask them to tell you what they see

in the pictures and what the people are doing

Consolidation

Pair work: - Speaking: Ask the children to work in pairs and name them A and B and ask them to sit back to back Give A and B the correct part of the extra practical activity worksheet A reads their text to B and B fills in the missing words and then they change They check with each other to make sure the texts are the same

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SEMESTER 2 – Unit 7 – Lesson 6 - Period 106 Lesson 6 – Skills Objectives: - Writing Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Writing - Speaking

KEY VOCABULARY

wear, watch, boots, homework, dinner, eat, cakes, look, listen, do, riding a bike, drinking, dancing, swimming, talking, singing, playing football, part, invitations, present, take photos

wrap, sandwiches, jobs

SENTENCE PATTERN

They/We ‘re …ing He/She is …ing I’m …ing

Teaching Aids:

- Extra practical classroom activities – Ready for the

wedding - Board game

- Counters and dice

- Extra practical classroom activities – Wedding

 On the board write I am _ trousers (wear) Ask a child to write the verb

correctly in the gap

The children do exercise 1 on page 53

The children look at the pictures again in exercise 1 and tell you what the people are doing at the party

Give the children a copy of PMB page 27 They tell you what the people are doing in the pictures and then do exercise 1

Ask the children to tell you the names of the people in the pictures

Consolidation

 Speaking: Ask the children to work in groups of 4 and give them the cut up memory cards The children shuffle them on the table face down They take it in turns to turn over 2 cards and show them to the group If the cards match they keep them, If they don’t they put them face down again

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Lesson 6 – Skills Objectives: - Listening to speaking to writing Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

KEY VOCABULARY

eating, talking, singing, listening, writing, talking, watching, drinking, taking photos, band, invitations

together

SENTENCE PATTERN

They/We ‘re …ing

He/She is ….ing What’s he/she doing?

What’re they/we doing?

Development

Ask the children to look at the pictures in exercise 1 on page 57 Ask

questions about the pictures e.g What are the people doing in each picture?

Write their answers on the board

Recording 77: Play the recording and ask the children to listen and shout out when they hear the words or sentences on the board

 Recording 77: Play the track again and stop after the first item and show the

1 in photo 2 Continue the track, pausing after each item for the children to write the numbers next to the correct picture

 Recording 77: Play the track again for the children to check their answers

Speaking: exercise 2: Give an example with one child by pointing to a photo

and asking, What’s the boy doing? Ask the children to work in pairs and

continue taking it in turns to ask and answer

Writing: The children do exercise 3

Consolidation

Writing: Spelling quiz: Put the children into teams of 4 Give each team a hand out – the spelling quiz Ask the children to choose a name write it on the top of the hand out Read out the words one by one from page 2 and the teams have to spell the words correctly on their hand out Teams change hand outs and check each other’s spelling as you write them on the board

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SEMESTER 2 – Unit 8 – Lesson 1 - Period 108 Lesson 1 – Words Objectives: - To understand a short story and identifying adjectives to describe people Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Listening – Reading - Writing

KEY VOCABULARY Memories

photo, kind, naughty, wet, dry, fridge

park, outside, duck, goat

SENTENCE PATTERN

I was…

He/She was … They/We were … They/We weren’t

I wasn’t … He/She wasn’t…

a word– e.g dancing to the last child in the line They whisper it to the next

child and so on The first child to draw the correct word on the board gets a point

Use flashcards 71 - 76 to introduce the key vocabulary Hold up the flashcards and elicit the memories from the children Hold up each one in a different order and say the words for children to repeat

Development

Recording 78&79: Ask children to look at the pictures on page 58 in exercise

1 and 2 Play the first and second parts of the recording as children point to the words Repeat and the children to repeat the words after the audio

Recording 79: Ask the children to listen and repeat Hold the flashcards up

as the words are said

Recording 80: With books closed children listen to the story and shout out when they hear any of the words from exercise 1 and 2

Recording 80: Ask the children to open their books and tell you what they can see in the pictures in exercise 3 Listen to the track and point to the speech bubbles in the story as they hear the sentences

Ask the children to read the story and point to the words from exercise 1

Consolidation

Writing: Give the children copies of PMB page 32 The children circle the differences in the 2 pictures and then complete the sentences

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Lesson 1 – Words Objectives: - To practice the use of adjectives in the present simple

KEY LANGUAGE FOCUS:

Speaking – Writing - Listening

kind naughty fridge photos dry wet

duck hands

Teaching Aids:

- Flashcards 71-76 Memories

Introduction

Warm up- Miming: Review memories vocabulary Put the children in teams

of 6 Ask one child from each team to come to you Show a flashcard 71 - 76 The child goes back to their team and mimes the action - no speaking The first team to guess gets a point Repeat with different children

Show the flashcards again one by one and say the words for the children to repeat

Development

 Ask the children to look at exercise 1 on page 54 in their workbooks and elicit what they can see in the pictures

On the board write ksekindpy and ask a child to come to the board and circle

the adjective (kind)

Ask the children to look at exercise 2 and elicit the vocabulary for the pictures

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SEMESTER 2 – Unit 8 – Lesson 2 - Period 110 Lesson 2 – Grammar Objectives: - Talking about people in the past

KEY LANGUAGE FOCUS:

KEY VOCABULARY memories

happy, wet, kind, sad, naughty cold, tired, dry

 Ask the children some questions about the story from the last lesson Who was naughty? Why? Were the babies sad?

Recording 80: Play track 80 and pause after each dialogue for the children to repeat

 Get the children to think of some actions for the story

Recording 80: Play the recording again and the children do the actions

Development

The children look at the pictures in exercise 2 and ask them what they can see

The children point to the pictures as you read the sentences

On the board write the sentences from exercise 2 Ask the children to repeat

after you, whole class and individual children

Rub out the activities in each sentence and ask the children to tell you different adjectives to complete the sentences

Write: Ask the children to look at the words and pictures in exercise 3 and do the first sentence as an example The children do exercise 3

Pair work: Asking and answering Give an example of exercise 4 with 2 children The children do the exercise with their partner

Consolidation

Write: Ask the children to do Unit 8 on page 75 Grammar reference

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Lesson 2– Grammar Objectives: - to practice word order and writing when describing people in the past Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Listening- writing

KEY VOCABULARY memories

naughty, kind, sad, dry, wet,

have breakfast have dinner

go to school

park, cold, hungry, ducks, raining

SENTENCE PATTERN

I was/wasn’t … He/She was/wasn’t

They/We were/weren’t …

Teaching Aids:

Flashcards 71 - 76 –

memories

Introduction

Play Snap with the memories flash cards Show a flash card and say the word

If it is the same the children say “SNAP”

Development

Show the flashcards again and elicit a sentence for each one

Write naughty were The ducks on the board Ask a child to come to the board and write the sentence in the correct order

The children do exercise 1 on page 55 in their workbooks

 Ask them to compare their answers with their partner before you feedback

 Do a dictogloss with the sentences from the workbook Read out a sentence

e.g Rosy and Tim were in the park The children listen but cannot write When

you have finished reading the sentence, ask the children to work with a partner and write the sentence Read it again, the children don’t write, they then add or check the sentence they have Continue like this with the 5 sentences from exercise 2

 Ask the children to use their sentences to help them complete exercise 2

Consolidation

Vocabulary review: play categories: Put the children in teams of 4 One child

in the team is the writer Tell them a category one at a time e.g school subjects, after school activities, school rooms and areas, colours, things in the classroom, party objects and everyday activities, getting ready, memories The teams have one minute to write as many things as they can remember for that category The winning group has the most for each category

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Lesson 3 – Song Objectives: - Describing a room’s appearance Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

party, fun, balloons, surprise, food, cards, bin

SENTENCE PATTERN

… were on …

… was on …

Development

Show the children the flashcards of tidying up 77 - 80 and elicit the vocabulary

Show the flashcards one by one again and say the words and ask the children

 Recording 82: With books closed children listen to the song and stand up when they hear any of the words from exercise 1

 Recording 82: Ask the children to open their books on page 60 and look at the pictures in exercise 2 Ask them where the children are and what they are doing

Recording 82: Play the song again twice, pausing for the children to repeat

Consolidation

Sing and Do: Divide the class into 4 groups Give each group a verse to sing Change the groups a few times Ask the children to sing loudly and then softly

Trang 35

Lesson 3 – Words Objectives: - Describing a room’s appearance Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

KEY VOCABULARY Tidying up

floor, tidy, untidy, rubbish, happy, photo, wet, hungry, party, dry

Ask the children to do exercise 1 on page 56 of the workbook

Get the children to look at the pictures in exercise 2 on page 56 and tell you what they are

 The children do exercise 2

 Pair work: The children work with a partner and make their own crossword like the one in exercise 2, using vocabulary from the units 7 and 8

Consolidation

Writing practice: ask the children to give their crosswords to another pair to complete They give them back for checking when they have finished

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SEMESTER 2 – Unit 8 – Lesson 3 - Period 114 Lesson 3 – Picture Dictionary Objectives: - Describing rooms and vocabulary review Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

dry, fridge, kind, naughty, photo, wet, untidy, tidy, floor,

party, fun, living room, bedroom, cake, chair

Warm up - Bingo: Give each child the bingo worksheet and ask them to cut

up the pictures The children put the pictures in any order on the bingo grid Using the worksheet read out the words one by one The children cross off the words one by one on their grid and shout BINGO when they have 3 in a row

Consolidation

Play slowly reveal with the flashcards 71- 80 Cover the front of the flashcard with a piece of paper Slowly move the paper down to show the picture to the children until they can guess what the picture is

Listening and Speaking: Play Pass the Flashcards Give a flashcard to a

child at the front and make a sentence e.g The room was untidy They repeat the

phrase and pass it to the next child who says the phrase and passes it on around the class Give out another flashcard to a child at the back and repeat the procedure Give out the rest to children in different places in the room until you have a chain of 10 cards going around the room

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Lesson 4 – Phonics Objectives: - Phonics magic e with a, i, u Speaking and listening skills

KEY LANGUAGE FOCUS:

Speaking and listening skills

lion, sink, playing, orange

Hold the cards up again and say the words and the children repeat

Recording 83: The children look at the pictures in exercise 1 on page 61.The children listen and point at the pictures

 Recording 84: The children look at the picture in exercise 2 and tell you what they can see Play the chant The children put up their hands when they hear any of the words from exercise 1

On the board write An orange pip is in the pipe Ask a child to come to the

board and circle the short vowel sound and underline the long vowel sound in the words The children do exercise 3, circling the sounds

 Recording 85: The children look at the pictures in exercise 4 and tell you what they see The children do exercise 4 Play track 85 to check answers

Consolidation Ask children to stand up You call out a word If the word contains a magic e

they must shout Magic e Shout out the following words: face, cat, lake man, make, cake, hat, gate, plane, fan, cub, cube, pip, pipe, tap, tape,

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SEMESTER 2 – Unit 4 – Lesson 8 - Period 116

Lesson 4 – Phonics Objectives: - Magic e with a, i, u

KEY LANGUAGE FOCUS:

sink, orange

Warm up: Ask the children to work in pairs – A and B Give each child an A

or B extra practical classroom activity worksheet The children take it in turns to dictate the key vocabulary words to each other and fill in their worksheet

Development

Show the phonics cards 27 - 32, but cover the words so the children only see

Put the flashcard of the tap on the board and write tap + e = the flashcard of the tape and elicit the word tape Ask the children to open their workbooks on p

57 and do exercise 1

Ask the children to look at the picture in exercise 2 and tell you what they see

Ask the children what they can remember of the chant from the last lesson Show the flashcards in order to help them

The children do exercise 2 Compare in pairs and help each other

Recording 84: Play the track for the children to check their answers and then again for them to chant with the recording

Consolidation

Writing: Put the following words on the board: tap, tape, pip, pipe, cub, cube Ask the children to help you make a rhyme with at least 2 of the words e.g The cub sits on the cube Ask the children to work with a partner and write a rhyme

like the one on the board using as many words as possible from the list The children draw pictures to illustrate their rhyme

Trang 39

Lesson 5 – Skills Objectives: - Reading an article Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading – Listening – Writing

the vocabulary on the board e.g wolf, grandma, red coat, hood

Recording 86: Ask the children to listen to the track and read and then tell you which words on the board are in the text

 Recording 86: Play the track again and ask the children some questions e.g

When was the play? Who was the wolf? Who was happy?

 Recording 86: Play the recording again and the children point to a picture as they listen

On the board write The play was on Tuesday Get the children to tell you if

the sentence is correct Get a child to correct the sentence The children do exercise 3

Ask the children to check their answers with their partner

Consolidation

Writing: Ask the children to work in pairs They look at the text and write 3 sentences – 2 true and one false Write and example on the board The pairs exchange sentences and the correct sentence and write the false sentence correctly The pairs give back the sentences and they check the answers

Trang 40

SEMESTER 2 – Unit 8 – Lesson 5 - Period 118 Lesson 5 – Skills Objectives: - Reading an article Topic – Language target Resources and Teaching

KEY LANGUAGE FOCUS:

Reading – Writing Speaking

-KEY VOCABULARY

farm, play, horse, costume, sheep, wool, hen, head, body, proud

coat, scarf, floor, fridge, door, sandwiches, teddy, grapes, cupboard

SENTENCE PATTERN

It was/ wasn’t …

They were/weren’t …

to write it correctly gets a point

Development

 Elicit as many farm animals as you can from the children Ask the children to look at the picture in exercise 1 on page 58 of the workbook and ask them what farm animals they can see

Ask the children to look at the text and circle the animals they see

 Ask the children to look at exercise 2 Read out the sentences one by one and ask the children to shout out the names after each sentence Ask the children to read the text again and do exercise 2

On the board write Robin is in class and elicit the end of the sentence from

the children The children do exercise 3

Give the children a copy of PMB page 33 Ask them what they can see in the

picture and ask theme some questions e.g Where are the sandwiches? Where is the coat?

The children do exercise 1

Consolidation

Pair work: - Speaking: Ask the children to work in pairs and name them A and B and ask them to sit back to back Give A and B the correct part of the extra practical activity worksheet A and B take it in turns to read their text to their partner who writes in the missing information They change roles They compare to check the information is correct

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