€¦ · let’s go level 6 unit 2 lesson 1 page 1 of 16 © dyned international, inc. lg6 u2 l1 ....

Let’s Go Level 6 Unit 2 Lesson 1

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

LG6 U2 L1

Time: 50 min

Materials: LG6 U2 Courseware; Projector; Microphone; Speaker

LG6 U2 Unit Objectives: 1. Ss will be able to name and identify words that describe taste, aromas, sounds, textures and appearances.

2. Ss will be able to state their preferences using their five senses.

3. Ss will be able to ask and answer WH and Y/N questions to make comparisons using degrees of adjectives.

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

LG6 U2 Lesson 1 Objectives (ALL Lesson Ones):

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

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

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


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LG6 U2 L1 Activity Overview:

Time 3’ 4’ 7’ 7’ 7’ 7’ 7’ 5’ 3’

Act. # & Name Greetings 1-Song 2-Conversation 3-Listening

Practice 4-Reading Practice 5-Vocabulary 6-Grammar 7-Phonics 8- Game

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

Target Language

Good morning. Good afternoon. How are you? I’m fine, thank you. What did you do last week? I did a puzzle. How about you?

This one’s good, but that one’s better. No, no, this one’s better. That one’s good, but this one’s better. This one’s the best of all.

These cookies look wonderful! And they smell really good! Can I taste one? Sure. Go ahead. Mmm, it tastes great! What about those cookies? They look awful. What happened? I forgot to add the flour. They look like rocks. Do you want to taste one? No, thank you.

Eddy has made some cookies. He baked them last night. The cookies on the left look wonderful. They taste great. The cookies on the right look awful. Nobody wants to taste them. They look bad because Eddy made a mistake. He forgot to add flour.


beautiful A rainbow looks beautiful. wonderful Violin music sounds wonderful. awful Skunks smell awful. hard Rocks feel hard. soft Pillows feel soft. delicious Ice cream tastes delicious. sweet Candy tastes sweet. sour Lemons taste sour. good better the best bad worse the worst

How does Mimi’s cake look? It looks good. It looks better than Eddy’s cake. How does Eddy’s cake taste? It tastes great. It tastes the best of all. How does Ginger’s cake smell? It smells very good. It smells better than Eddy’s cake. Does Ginger’s cake smell awful? No, it doesn’t. Does Eddy’s cake look better than Mimi’s cake? Yes, it does. Does Eddy’s cake taste the best of all? Yes, it does.

farmer arm farm corn horn morning Farmer Harman hurt his arm on the farm. The corn was blowing the horn in the morning.

Which one sounds beautiful? –piano Which one feels hard? –rock Which one smells wonderful? –cookies Which one tastes sweet? –candy


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LG6 U2 L1 – Greetings 3 min

Objectives: Ss will be able to greet each other and say what they did last week.

Target Lang: Good morning. / Good afternoon. / How are you? / I’m fine, thank you. / What did you do last week? / I did a puzzle. / How about you?

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Model Greetings

Greet Ss.

Hello, everyone.

Good morning. / Good afternoon.

How are you?

Hi, Mr. / Ms. X.

Good morning. / Good afternoon.

I’m fine, thank you. And you?

2. Extend Greetings

Have Ss walk around and greet the other students.

Walk around and greet everyone.

Same as above.

3. Model asking and answering questions

Ask several Ss about what they did last week.

S1, what did you do last week? S2? Ask me. I went to an amusement park. S3, ask another S.

S4, answer?

S1: I did a puzzle. S2: I played video games. What did you do last week? S3, what did you do last week? S4: I watched a movie.

4. Personalize — in pairs

Have Ss in pairs ask and answer about what they did last week.

Work in pairs. Ask each other what you did last week.

S1: What did you do last week? S2: I played soccer.

How about you? S1: I went swimming.


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LG6 U2 L1 – Activity 1: Song 4 min

Objectives: Ss will be able to sing the song “This one’s good, that one’s better.”.

Target Lang: This one’s good, but that one’s better. / No, no, this one’s better. / That one’s good, but this one’s better. / This one’s the best of all.

Materials: LG6 U2 Courseware – Song

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


1. Sing the song “This one’s good, that one’s better.” with the Courseware

Play LG6 U2 Courseware – Song.

Have Ss sing along with the Courseware. (Twice).

Let’s sing together.

This one’s good, but that one’s better. No, no, this one’s better. That one’s good but this one’s better. This one’s the best of all.

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

Have just the girls sing, then just the boys.

Girls, now you sing it.

Boys, your turn.

Same as above.

3. Sing the song without the Courseware—in pairs

Pair Ss up.

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

Sing with your partner.

Same as above.

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

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.


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LG6 U2 L1 – Activity 2: Conversation 7 min

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

Target Lang: These cookies look wonderful! / And they smell really good! / Can I taste one? / Sure. / Go ahead. / Mmm, it tastes great! / What about those cookies? / They look awful. / What happened? / I forgot to add the flour. / They look like rocks. / Do you want to taste one? / No, thank you.

Materials: LG6 U2 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 LG6 U2 Courseware – Conversation. Have the class listen to the Conversation from beginning to the end.

Listen to the cats.

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

Let’s repeat each sentence together.

Sue: These cookies look wonderful! And they smell really good! Can I taste one? Eddy: Sure. Go ahead. Sue: Mmm, it tastes great! What about those cookies? They look awful. What happened? Eddy: I forgot to add the flour. Sue: They look like rocks. Eddy: Do you want to taste one? Sue: No, thank you.

3. Repeat Conversation after the Courseware — in 2 groups Divide Ss into 2 groups; first group repeats Sue’s lines, and the other repeats Eddy’s lines.

Group 1, you are Sue. Group 2, you are Eddy. Repeat after them.

Same as above.


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4. Role play Conversation without the Courseware — in 2 groups Have each group role play Sue and Eddy but without the courseware. Then, switch their roles to do it again.

Group 1, you are Sue. Group 2, you are Eddy. Now, switch roles.

Same as above.

5. Practice role playing the Conversation — in 2 groups

Work with your group. Choose who will be Sue and Eddy.

Same as above.

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


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LG6 U2 L1 – Activity 3: Listening Practice 7 min

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

Target Lang: Eddy has made some cookies. / He baked them last night. / The cookies on the left look wonderful. / They taste great. / The cookies on the right look awful. / Nobody wants to taste them. / They look bad because Eddy made a mistake. / He forgot to add flour.

Materials: LG6 U2 Courseware – Listening Practice



1. Listen to the Courseware and answer the comprehension questions Play LG6 U2 Courseware – Listening Practice. Have the class listen to the Listening part from beginning to end and answer the comprehension questions.

Let’s listen to the Courseware.

When did Eddy bake the cookies? He baked them last night. What mistake did Eddy make? He forgot to add flour. Which cookies look awful? The cookies on the right look awful.

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

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


Tricks for controlling the courseware:

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

• Use the Pause button whenever needed.

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


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LG6 U2 L1 – Activity 4: Reading Practice 7 min

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

Target Lang: Eddy has made some cookies. / He baked them last night. / The cookies on the left look wonderful. / They taste great. / The cookies on the right look awful. / Nobody wants to taste them. / They look bad because Eddy made a mistake. / He forgot to add flour.

Materials: LG6 U2 Courseware – Reading Practice



1. Listen to the Courseware Play LG6 U2 Courseware – Reading Practice. Have the class listen to the Reading part from beginning to the end.

Let’s listen.

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

Let’s listen, read and record each sentence. Eddy has made some cookies. He baked them last night. The cookies on the left look wonderful. They taste great. The cookies on the right look awful. Nobody wants to taste them. They look bad because Eddy made a mistake. He forgot to add flour.

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


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

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

Nobody wants to taste them. They taste great. He baked them last night. He forgot to add flour. The cookies on the left look wonderful. They look bad because Eddy made a mistake. The cookies on the right look awful. Eddy has made some cookies.

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

Work with your partner to practice reading the sentences.

Same as above.

5. Invite a few pairs to read

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

Same as above.


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LG6 U2 L1 – Activity 5: Vocabulary 7 min

Objectives: Ss will be able to describe taste, aromas, sounds, textures and appearances of animals, food and objects.

Target Lang: beautiful, A rainbow looks beautiful. / wonderful, Violin music sounds wonderful. / awful, Skunks smell awful. / hard, Rocks feel hard. / soft, Pillows feel soft. /delicious, Ice cream tastes delicious. /sweet, Candy tastes sweet. /sour, Lemons taste sour. / good, better, the best, bad, worse, the worst

Materials: LG6 U2 Courseware — Vocabulary

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


1. Practice saying the 8 words/sentences in the Vocabulary Lesson Play LG6 U2 Courseware — Vocabulary, Screen 1. Ask 8 Ss in front to click on the 8 words/sentences and have the whole class repeat each word/sentence twice.

Let’s repeat the words/sentences.

beautiful, A rainbow looks beautiful. wonderful, Violin music sounds wonderful. awful, Skunks smell awful. hard, Rocks feel hard. soft, Pillows feel soft. delicious, Ice cream tastes delicious. sweet, Candy tastes sweet. sour, Lemons taste sour.

2. Practice saying the 6 words in the Vocabulary Lesson Play LG6 U2 Courseware — Vocabulary, Screen 2. 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. good better the best bad worse the worst

3. Record the word in the Vocabulary Lesson — in groups Play LG6 U2 Courseware — Vocabulary, Screen 3. Have Ss record the words in chorus, one after the other.

Your turn!

Same as above.

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


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4. Match the pictures and the words — in 2 groups Play LG6 U2 Courseware — Vocabulary, Screen 4. Divide class into 2 groups (Group 1-- the left box, Group 2 -- the right box). If the correct answer is in the left box, Group 1 should stand up, say the sentence, and clap three times. If the correct answer is in the right box, Group 2 should stand up, say the sentence, and clap three times. If a group makes a mistake, have them sing “This one’s good, that one’s better.”

In 2 groups. Group 1 and 2, if the correct answer shows up in your box, stand up, say the sentence and clap three times. If you make a mistake, you sing “This one’s good, that one’s better.”

sweet, Candy tastes sweet. worse hard, Rocks feel hard. delicious, Ice cream tastes delicious. better beautiful, A rainbow looks beautiful. soft, Pillows feel soft. wonderful, Violin music sounds wonderful. awful, Skunks smell awful. sour, Lemons taste sour.


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LG6 U2 L1 – Activity 6: Grammar 7 min

Objectives: Ss will be able to ask and answer WH and Y/N questions using words that describe taste, aromas, sounds, textures and appearances.

Target Lang: How does Mimi’s cake look? / It looks good. It looks better than Eddy’s cake. / How does Eddy’s cake taste? / It tastes great. It tastes the best of all. / How does Ginger’s cake smell? / It smells very good. It smells better than Eddy’s cake / Does Ginger’s cake smell awful? / No, it doesn’t. / Does Eddy’s cake look better than Mimi’s cake? / Yes, it does. / Does Eddy’s cake taste the best of all? / Yes, it does.

Materials: LG6 U2 Courseware — Grammar

Interaction: C-Ss; T-Ss


1. Repeat the questions and answers in Grammar Play LG6 U2 Courseware — Grammar, Screen 1. Invite Ss one after the other to the front to click on the words to form a question and then have the whole class repeat it.

Click on the words to make a question. Let’s repeat the question. S1, what’s the answer? Let’s repeat the answer. Next question. Everyone.

How does Mimi’s cake look? It looks good. It looks better than Eddy’s cake. How does Eddy’s cake taste? It tastes great. It tastes the best of all. How does Ginger’s cake smell? It smells very good. It smells better than Eddy’s cake.

2. Answer Y/N Questions from the Grammar lesson Play LG6 U2 Courseware — Grammar, Screen 2. Have Ss listen to and repeat the questions in chorus, then answer in complete sentences.

Yes, or no?

Does Ginger’s cake smell awful? No, it doesn’t. Does Eddy’s cake look better than Mimi’s cake? Yes, it does. Does Eddy’s cake taste the best of all? Yes, it does.

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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3. Practice the sentences Play LG6 U2 Courseware — Grammar, Screen 3. Have the class repeat the first question. Move the words to the correct places to form the first sentence and have the whole class read it. Invite 5 Ss one by one to come to the front to complete the rest of the sentences. Have the whole class read.

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

Eddy’s cake looks awful. It tastes better than Ginger’s cake. It looks better than Eddy’s cake. It looks the worst of all. It smells the best of all.


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LG6 U2 L1 – Activity 7: Phonics 5 min

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

Target Lang: farmer, arm, farm, corn, horn, morning, Farmer Haman hurt his arm on the farm. / The corn was blowing the horn in the morning.

Materials: LG6 U2 Courseware — Phonics

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


1. Review Phonics Lesson in the Courseware Play LG6 U2 Courseware — Phonics, Screen 1

Click on each picture to listen to the associated words and sentences.

Let’s listen carefully.

2. Identify words with rm and rn — in 2 groups Play LG6 U2 Courseware – Phonics, Screen 2. Divide Ss into 2 groups. If the picture is with rm, Group A should stand, say the word, and clap their hands three times If the picture is with rn, Group B should stand, say the word, and stomp their feet three times. If a group makes a mistake they have to sing “This one’s good, that one’s better.”

Make two groups Group A – if the picture is with rm, stand up, say the word, and clap your hands three times. Group B – if the picture is with rn, stand up, say the word, and stomp your feet three times. If your answer is wrong, you have to sing “This one’s good, that one’s better.”

farmer, arm, farm, storm corn, horn, morning, barn, thorn, popcorn

3. Spell the Words Play LG6 U2 Courseware — Phonics, Screen 3.

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

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

arm thorn corn farm horn popcorn

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


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4. Repeat Phonics words and sentences after the Courseware — whole class Return to LG6 U2 Courseware – Phonics, Screen 1. Click the pictures one by one and have Ss repeat the words and the sentences.

Let’s repeat the words and sentences.

farmer, arm, farm, storm Farmer Harman hurt his arm on the farm. corn, horn, morning The corn was blowing the horn in the morning.

5. Record words and sentences with rm and rn — in groups

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

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

Same as above.

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


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LG6 U2 L1 – Game (*Optional) 3 min

Objectives: Ss will be able to recognize the pictures described using the five senses.

Target Lang: Which one sounds beautiful? –piano / Which one feels hard? –rock / Which one smells wonderful? –cookies / Which one tastes sweet? –candy

Materials: LG6 U2 Courseware — Game

Interaction: T-Ss


1. Identify the correct pictures Play LG6 U2 Courseware — Game. Invite Ss one by one to click the correct pictures based on the questions. Have the whole class repeat the questions.

S1, click the correct picture.

Let’s repeat the questions. What’s this?

Which one sounds beautiful? piano Which one feels hard? rock Which one tastes sweet? candy …


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LG6 U2 L2

Time: 50 min

Materials: LG6 U2 L2 PPT; Courseware; Projector

LG6 U2 Unit Objectives:

1. Ss will be able to name and identify words that describe taste, aromas, sounds, textures and appearances.

2. Ss will be able to state their preferences using the five senses.



LG6 U2 Lesson 2 Objectives:

1. Ss will be able to name and identify pictures of words with letters rm and rn.

2. Ss will be able to describe taste, aromas, sounds, textures and appearances.

3. Ss will be able to role play and personalize a conversation to compare food quality.


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Time 5’ 8’ 10’ 6’ 5’ 13’ 3’

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

Name & Desc. of Activity

Song “This one’s good, that

one’s better.”

rm and rn *Naming and

Identifying Pictures of Words with

Letters rm and rn

Beautiful and Awful * Identifying Objects Described with Five

Senses

Picture Talk * Describing Objects

Using the Five Senses

Which one…? * Comparing Objects’ Sizes

These cookies look wonderful!

* Role Playing and Personalizing the Unit

Conversation

Describe the Objects

Target Language


r, “r” m, “m” n, “n” rm, “rm” farmer arm farm storm rn, “rn” corn horn morning barn popcorn thorn

a rainbow a skunk beautiful wonderful awful hard soft delicious sweet sour A rainbow looks beautiful. Violin music sounds wonderful. Skunks smell awful. Rocks feel hard. Pillows feel soft. Ice cream tastes delicious. Candy tastes sweet. Lemons taste sour.

The flowers look beautiful. Baby’s cry sounds terrible. The trash smells awful. The slippers feel soft. The coin feels hard. Pickles taste sour.

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

These cookies look wonderful! And they smell really good! Can I taste one? Sure. Go ahead. Mmm, it tastes great! What about those cookies? They look awful. What happened? I forgot to add the flour. They look like rocks. Do you want to taste one? No, thank you.

The corn tastes sweet. The horn sounds awful. The thorn feels hard. The farm looks wonderful.


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LG6 U2 L2 – Warm Up: Song “This one’s good, that one’s better.” 5 min

Objectives: Ss will be able to sing the song “This one’s good, that one’s better” and answer comprehension questions about it.

Target Lang: This one’s good, but that one’s better. / No, no, this one’s better. / That one’s good, but this one’s better. / This one’s the best of all.

Materials: LG6 U2 Courseware – Song Interaction: C-Ss; T-Ss; S-Ss


1. Elicit information based on the picture Pause LG6 U2 Courseware — Song. Have Ss answer questions about the picture.

What are these? (Point at the cakes.) How many cakes are there? How much cake is there? (Point at the brown cake.) Is there only a little purple cake? (Point at the purple cake.)

They are cakes. There are three cakes. There is a lot of brown cake. No, there isn’t. There is a lot of purple cake.

2. Sing the song “This one’s good, that one’s better” with the Courseware Play LG6 U2 Courseware — Song. Have Ss sing along with the courseware.

Let’s sing together.


3. Sing the song without the Courseware Have Ss sing again without the courseware.

Let’s sing it again.

Same as above.

4. Check comprehension Pause LG6 U2 Courseware – Song. Have Ss answer the comprehension questions about the song.

Which cake looks better for Sam? (Point at the cakes.) Which cake looks best of all for Sue? Does Sam think the purple cake looks good? Does Sue think the white cake looks better?

Sam thinks the white one looks better. Sue thinks the brown one looks best of all. Yes, he does. No, she doesn’t. She thinks the brown one looks better than the white one.


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LG6 U2 L2 – Activity 1: rm and rn (R: Naming and Identifying Pictures of Words with Letters rm and rn) 8 min

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

Target Lang: r, “r” / m, “m” / n, “n” / rm, “rm” / farmer, arm, farm, storm, / rn, “rn” / corn, horn, morning, barn, popcorn, thorn

Materials: LG6 U2 L2 PPT – Slides 2~4 Interaction: T-Ss; S-S


1. Elicit the letter names and the sounds of the letter combinations – whole class Show LG6 U2 L2 PPT – Slide 2. Elicit the letter names and the sounds of the letter combinations.

What letter is this? (Point at letter R.) What’s the sound? How about this one? (Point at letter M.) Sound? What about this? (Point at letter N.) … What’s the sound? (Point at letters rm.) How about this? (Point at letters rn.)

r “r” m “m” n “n” “rm” “rn”


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

Stand up if you hear words with “rm”. (Show the action.) Remain seated if you hear words with “rn”. (Show the action.) Repeat the words. horn farmer morning arm farm popcorn corn storm barn thorn

(Sit down.) horn (Stand up.) farmer (Sit down.) morning (Stand up.) arm (Stand up.) farm (Sit down.) popcorn (Sit down.) corn (Stand up.) storm (Sit down.) barn (Sit down.) thorn

3. Identify pictures of words with letters rm and rn – whole class Show LG6 U2 L2 PPT – Slide 3. Read the words as indicated under Teacher Talk. Have Ss say the letter and name the picture mentioned.

Which letter is “popcorn”? What’s the word again? thorn horn barn morning farmer farm arm storm corn

G. popcorn A. thorn D. horn E. barn J. morning B. farmer F. farm H. arm C. storm I. corn


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

Letter B, what is it? H F C I D J E G A

farmer arm farm storm corn horn morning barn popcorn thorn

5. Identify pictures of words with letters rm and rn Show LG6 U2 L2 PPT – Slide 4. Read the words as indicated under Teacher Talk. Have Ss write down numbers 1 to 10 on their notebooks. Instruct Ss to write the letter of the picture described beside each number.

Write down numbers 1 to 10 on your notebook. Write the letters of the answers.

1. storm 2. popcorn 3. horn 4. corn 5. farmer 6. thorn 7. farm 8. barn 9. morning 10. arm

(Ss write their answers.)


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

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

1. C. storm 2. J. popcorn 3. G. horn 4. B. corn 5. E. farmer 6. H. thorn 7. A. farm 8. D. barn 9. I. morning 10. F. arm


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LG6 U2 L2 – Activity 2: Beautiful and Awful (R: Identifying Objects Described with Five Senses) 10 min

Objectives: Ss will be able to identify objects described with five senses.

Target Lang: a rainbow, a skunk, beautiful, wonderful, awful, hard, soft, delicious, sweet, sour / A rainbow looks beautiful. / Violin music sounds wonderful. / Skunks smell awful. / Rocks feel hard. / Pillows feel soft. / Ice cream tastes delicious. / Candy tastes sweet. / Lemons taste sour.

Materials: LG6 U2 L2 PPT – Slides 5~6 Interaction: T-Ss; Ss-Ss; S-S


1. Elicit names of pictures Show LG6 U2 L2 PPT – Slide 5. Instruct Ss to name the pictures. Point at each picture to guide Ss.

What’s this?

a rainbow, a violin, a skunk, a rock, a pillow, ice cream, a candy, a lemon

2. Elicit names of body parts CLICK to show the new pictures. Instruct Ss to name the pictures and point at these parts of their body. Point at the pictures to guide Ss.

What are these? How about these? And this? This one? … Touch your body parts when I point at the pictures and say what they are. (Point at the eyes.) (Point at the ears.) (Point at the nose.) (Point at the hand.) (Point at the mouth.)

They are eyes. They are ears. It’s a nose. It’s a hand. It’s a mouth. These are my eyes. These are my ears. This is my nose. This is my hand. This is my mouth.


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3. Associate the five senses with the body parts Have Ss describe what we can do with our eyes, ears, nose, hands and mouth.

Then point at the body parts and the pictures and instruct Ss to make sentences with the five senses.

What can we do with our eyes? Next? (Point at the ears.) (Point at the nose.) (Point at the hand.) (Point at the mouth.) We can see a rainbow. (Point at the eyes and the rock.) (Point at the ears and the violin.) (Point at the nose and the skunk.) (Point at the hand and the pillow.) (Point at the mouth and the candy.)

We can see with our eyes. We can hear with our ears. We can smell with our noses. We can touch with our hands. We can taste with our mouths. We can see a rock. We can hear a violin. We can smell a skunk. We can touch a pillow. We can taste a candy.

4. Identify the objects described – whole class Read the sentences as indicated under Teacher Talk and instruct Ss to identify the objects described.

It looks beautiful. Which picture is it? So the rainbow…? It sounds wonderful. What is it? Sentence? It smells awful. It feels hard. It feels soft. It tastes delicious. It tastes sweet. It tastes sour.

the rainbow The rainbow looks beautiful. The violin The violin sounds wonderful. The skunk The skunk smells awful. The rock The rock feels hard. The pillow The pillow feels soft. The ice cream The ice cream tastes delicious. The candy The candy tastes sweet. The lemon The lemon tastes sour.


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5. Identify the objects described – whole class Show LG6 U2 L2 PPT – Slide 6. Read the sentences as indicated under Teacher Talk. Have Ss write down numbers 1 to 6 on their notebooks. Instruct Ss to write the letter of the picture described beside each number.

Write down numbers 1 to 6 on your notebook. Write the letters of the answers.

1. It tastes delicious. 2. It sounds awful. 3. It feels soft. 4. It tastes sweet. 5. It sounds wonderful. 6. It tastes terrible.


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

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

1. B. It tastes delicious. 2. A. It sounds awful. 3. A. It feels soft. 4. B. It tastes sweet. 5. B. It sounds wonderful. 6. A. It tastes terrible.


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LG6 U2 L2 – Activity 3: Picture Talk (R: Describing Objects Using the Five Senses) 6 min

Objectives: Ss will be able to describe objects using the five senses.

Target Lang: The flowers look beautiful. / Baby’s cry sounds terrible. / The trash smells awful. / The slippers feel soft. / The coin feels hard. / Pickles taste sour.

Materials: LG6 U2 L2 PPT – Slides 7~8 Interaction: T-Ss; Ss-Ss; S-Ss


1. Name the pictures Show LG6 U2 L2 PPT – Slide 7.

What’s this?

a dress, a bird, a candy bar, a violin, a cotton candy, a bench, a lemonade, a cucumber, grapes, trash

2. Describe objects using the five senses Have Ss describe the objects using five senses. Point at the pictures to guide Ss.

The dress looks beautiful. (Point at the mouth and the candy bar.) (Point at the hand and the cotton candy.) (Point at the ears and the bird.) (Point at the nose and the trash.) (Point at the mouth and the lemonade.) (Point at the mouth and the cotton candy.) (Point at the hand and the bench.) (Point at the mouth and food.)

The candy bar tastes delicious. The cotton candy feels soft. The bird sounds wonderful. The trash smells awful. The lemonade tastes sour. The cotton candy tastes sweet. The bench feels hard. The food tastes terrible.


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3. Describe objects using the five senses – in groups Divide the class into two groups. Show LG6 U2 L2 PPT – Slide 8. Instruct each student in each group to describe a picture using the five senses.

The group which says the most sentences within a minute wins.

Work in groups.

Each one describes a picture.

Let’s start with G1. You have a minute.

G2, your turn.

The flowers look beautiful. The baby’s cry sounds terrible. The trash smells awful. The slippers feel soft. The coin feels hard. The pickles taste sour. ….


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LG6 U2 L2 – Activity 4: Which one…? (ML: Comparing Objects’ Sizes) 5 min

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

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

Materials: A notebook; A book

Interaction: T-Ss; S-S


1. Model comparing objects’ sizes Show a notebook and a book and ask Ss to compare their sizes. Call a S to get two objects from his/her bag and ask questions to another student.

What’s this? (Show a notebook.) What about this? (Show a book.) S1, stand up. Which one is smaller? Which one is bigger? Now, S2, get two things from your bag. Ask S3 questions.

It’s a notebook. It’s a book. S1: The notebook is smaller than the book. S1: The book is bigger than the notebook. S2: S3, which one is smaller? (Show a pencil sharpener and an eraser.) S3: The pencil sharpener is smaller than the eraser. S2: Which one is bigger? S3: The eraser is bigger than the pencil sharpener.


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

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

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

3. Compare objects’ sizes – in pairs Pair up Ss. Instruct each pair to ask and answer WH questions about the sizes of the objects from their bags.

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

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


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LG6 U2 L2 – Activity 5: These cookies look wonderful! (R: Role Playing and Personalizing the Conversation) 13 min

Objectives: Ss will be able to role play and personalize the Unit Conversation.

Target Lang: These cookies look wonderful! / And they smell really good! / Can I taste one? / Sure. Go ahead. / Mmm, it tastes great! / What about those cookies? / They look awful. / What happened? / I forgot to add the flour. / They look like rocks. / Do you want to taste one? / No, thank you.

Materials: LG6 U2 L2 Courseware – Conversation; LG6 U2 L2 PPT – Slides 9~11 Interaction: C-Ss; T-Ss; Ss-Ss


1. Review the Unit Conversation Play LG6 U2 Courseware — Conversation. Have the whole listen to the conversation, sentence by sentence.

Listen to the conversation.

2. Role-play the Conversation — whole class Show LG6 U2 L2 PPT – Slide 9. Point at the each picture to guide Ss to recall the dialog.

What did Sue say? (Point at Sue, the cookies, the eyes, and then the happy face.) (Point at the cookies, the nose, and then the happy face.) (Point at the question mark, and then the mouth.) (Point at Eddy, the thumbs up, and then the happy face.) (Point at Sue, the mouth, and then the happy face.) (Point at the question mark, and then the cookies.) (Point at the eyes, and then the sad face.) (Point at the question mark.) (Point at Eddy’s sad face, and then “flour.”) (Point at Sue, the eyes, and then the rock.) (Point at Eddy, the question mark, the mouth, and then the cookie.) (Point at the sad face, and Sue’s picture.)

Sue: These cookies look wonderful! And they smell really good! Can I taste one? Eddy: Sure. Go ahead. Sue: Mmm, it tastes great! What about those cookies? They look awful. What happened? Eddy: I forgot to add the flour. Sue: They look like rocks. Eddy: Do you want to taste one? Sue: No, thank you.

Tricks for controlling the courseware: • Click on the gray arrow (next to the microphone) located at the lower left corner of the screen then click on

the Song Part. • 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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3. Elicit Q&As about the Conversation – whole class CLICK to show the question words “Who”,“What” and “Does” on the board. Elicit questions and answers about the pictures from Ss. Give help when needed.

(Cover the picture of Eddy; point at the question word “Who” and the word “flour” to elicit a sample ‘Who’ question.) (Cover the cookie; point at the question word “What”, the eyes and the rock to elicit a sample ‘What’ question. ) (Point at the question word “Does”, Sue’s picture, the mouth and the cookie to elicit a sample Y/N question.)

Who forgot to add the flour? Eddy forgot to add the flour. What looks like a rock? The cookie looks like a rock. Does Sue like to taste the cookie? No, she doesn’t.

4. Role play the Conversation based on the pictures – in groups Divide the class into two groups. Assign a character for each group. Instruct Ss to role play the cats’ conversation based on the pictures. Show LG6 U2 L2 PPT – Slide 10.

Let’s role play the dialog using these pictures. G1, you are Tom. G2, you are Mimi. (Point at Tom, the sandwihces, the eyes, and then the happy face.) (Point at the sandwiches, the nose, and then the happy face.) (Point at the question mark, and then the mouth.) (Point at Mimi, the thumbs up, and then the happy face.) (Point at Tom, the mouth, and then the happy face.) (Point at the question mark, and then the sandwiches.) (Point at the eyes, and then the sad face.) (Point at the question mark.) (Point at Mimi’s sad face and the refrigerator.) (Point at Tom, the eyes, and then sad face.) (Point at Mimi, the question mark, the mouth, and then the sandwich.) (Point at the sad face, and Tom’s picture.)

Tom: These sandwiches look wonderful! And they smell really good! Can I taste one? Mimi: Sure. Go ahead. Tom: Mmm, it tastes great! What about those sandwiches? They look awful. What happened? Mimi: I forgot to put them in the refrigerator. Tom: They look awful. Mimi: Do you want to taste one? Tom: No, thank you.


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5. Role play the Conversation based on the pictures – in pairs Show LG6 U2 L2 PPT – Slide 11. Pair up Ss.

Have them role play the conversation between Sam and Ginger.

Call one or two pairs to present afterwards.

Work in pairs to role play the dialog.

FB and TW, come to the front.

FB: This lemonade looks wonderful! And it feels really cold! Can I taste it? TW: Sure. Go ahead. FB: Mmm, it tastes great! What about that lemonade? It looks awful. What happened? TW: I forgot to put some lemon and ice inside. FB: It looks terrible. TW: Do you want to taste it? FB: No, thank you.

6. Practice personalizing the dialog – in pairs Give Ss a minute to think of some food they want to talk about and draw it.

Have Ss practice their dialog.

Instruct them to talk about how it taste and look like similar to Sue and Eddy’s conversation.

With your partner,think of some food you want to talk about and draw them. Prepare to show your dialog to the class.

PQ: This cake looks wonderful! And it smells good! Can I taste some? BL: Sure. Go ahead. PQ: Mmm, it tastes great! What about that cake? It looks awful. What happened? BL: I forgot to put the flour. PQ: It looks terrible. BL: Do you want to taste it? PQ: No, thank you.

7. Present the personalized dialog

Ask several groupss to present their

role play to the whole class.

Show us your dialog.

Same as above.


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LG6 U2 L2 – Wrap Up: Describe the Objects 3 min

Objectives: Ss will be able to describe the objects using the five senses.

Target Lang: The corn tastes sweet. / The horn sounds awful. / The thorn feels hard. / The farm looks wonderful. Materials: LG6 U2 L2 PPT – Slide 12 Interaction: T-S


1. Describe the objects Show LG6 U2 L2 PPT – Slide 12. Call individual Ss to describe the objects using the five senses.

S1, describe a picture using the five senses. S2?

S1: The corn tastes sweet. S2: The horn sounds awful. S3:The thorn feels hard. S4: The farm looks wonderful. …


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LG6 U2 L3

Time: 50 min

Materials: LG6 U2 L3 PPT; Courseware; Projector







1. Ss will be able to identify and distinguish between words with letters rm and rn.

2. Ss will be able to describe the objects using the five senses.

3. Ss will be able to ask and answer WH questions to describe and compare food.


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Time 5’ 8’ 9’ 5’ 5’ 13’ 5’

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


I want a few bananas.

RM or RN? * Identifying and

Distinguishing between Words with Letters rm

and rn

The cake looks delicious.

* Describing Objects Using the

Five Senses

First Letter, Last Letter

* Naming Words

It’s Eddy’s yellow pencil.

* Asking and Answering WH Questions to

Describe Possessions

How does…? * Asking and

Answering WH Questions to Describe and

Compare Food

Two Questions

Target Language

ice cream potato chips salad I want a lot of lemonade. She wants a few sandwiches.

r, “r” m, “m” n, “n” rm, “rm” farmer arm farm storm rn, “rn” corn horn morning barn popcorn thorn

The cake looks good. The garbage smells awful. The baby’s cry sounds terrible. The jelly tastes sweet. The doll feels soft.

N, notebook K, kangaroo O, orange E, English H, hospital L, lemon

a book a pencil a ball a yo-yo Whose yellow pencil is that? It’s Eddy’s yellow pencil. Whose brown bags are those? They’re Sam’s brown bags.

How does Mimi’s cake taste? Ginger’s cake looks the best of all. How does Eddy’s cake look? Eddy’s cake tastes better than Mimi’s. How does Ginger’s cake smell? Mimi’s cake smells better than Ginger’s. Whose cake looks the best? Whose cake tastes better than Mimi’s? Whose cake smells better than Ginger’s?

How does Sue’s sandwich taste? Whose sandwich smells better than Sue’s? Whose sandwich looks the best of all?


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LG6 U2 L3 – Warm Up: I want a few bananas. 5 min

Objectives: Ss will be able to state the quantity of food they want to eat.

Target Lang: ice cream, potato chips, salad / I want a lot of lemonade. / She wants a few sandwiches.

Materials: LG6 U2 L3 PPT – Slide 2 Interaction: T-Ss; S-Ss; S-S


1. Elicit names of food Show LG6 U2 L3 PPT – Slide 2. Have Ss name the pictures. Point at the pictures randomly.

What’s this?

ice cream, potato chips, salad, cake, chicken, cookies, popcorn, a hamburger, a hot dog, a sandwich, oranges, bananas, apples, lemonade, milk, juice

2. Elicit what and how much food they want to eat Ask a few Ss what and how much food they want to eat.

FA, what do you want? How much chicken do you want? FB, what about you? How many bananas do you want?

I want chicken. I want a lot of chicken. I want a banana. I want a few bananas.

3. Model “Sentence Chain” Call 5 Ss to come to the front. Have Ss state the quantity of food they want to eat. Ask S1 about the food he/she wants and how much. Instruct S2 to repeat S1’s answer. Have S3 echo the previous Ss’ answers. Do this successively until it reaches S5.

AB, AC, AD, AE and AF, come to the front. AB, what do you want? How much lemonade do you want? AC, tell me what AB wants and how much he/she wants. What about you? AD? …

AB: I want lemonade. I want a lot of lemonade. AC: AB wants a lot of lemonade. I want a few sandwiches. AD: AB wants a lot of lemonade. AC wants a few sandwiches. I want a lot of potato chips. AE: AB wants a lot of lemonade. AC wants a few sandwiches. AD wants a lot of potato chips. I want a little cake. AF: AB wants a lot of lemonade. AC wants a few


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sandwiches. AD wants a lot of potato chips. AE wants a little cake. I want a few apples. …

4. Start “Sentence Chain" – in groups Divide the class into two groups. Have Ss state the quantity of food they want to eat in a chain.

Work in groups. State what and how much food you want to eat. The fastest group will get points.

G1SA: I want a lot of ice cream. G1SB: G1SA wants a lot of ice cream. I want a little salad. G1SC: G1SA wants a lot of ice cream. G1SB wants a little salad. I want a lot of oranges. …


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LG6 U2 L3 – Activity 1: RM or RN? (R: Identifying and Distinguishing between Words with Letters rm and rn) 8 min

Objectives: Ss will be able to identify and distinguish between words with letters rm and rn.

Target Lang: r, “r” / m, “m” / n, “n” / rm, “rm” / farmer, arm, farm, storm, / rn, “rn” / corn, horn, morning, barn, popcorn, thorn





R “r” M “m” N “n” “rm” “rn”

2. Name pictures of words with letters rm and rn – whole class Have Ss name the pictures. Instruct Ss to stand up if the name of the picture has the letters rm, and remain seated if it has the letters rn. CLICK to show a picture. Point at the pictures to guide the Ss.

Name the pictures. Stand up if it has “rm” sound. (Show the action.) Remain seated if it has “rn” sound. (Show the action.)

(Sit down.) horn (Stand up.) farmer (Sit down.) morning (Stand up.) arm (Stand up.) farm (Sit down.) popcorn


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(Sit down.) corn (Stand up.) storm (Sit down.) barn (Sit down.) thorn

3. Name pictures of words with letters rm and rn CLICK to show two boxes. Divide the class into two groups. Have Ss stand up and name the pictures that will appear in their assigned boxes: G1, the yellow box and G2, the green box. CLICK to make the pictures appear one at a time. (13 pictures)

G1, this is your box. (Point at the yellow box.) G2, this is yours. (Point at the green box.) Stand up and name the picture if it appears in your box.

G1: farmer G2: popcorn G1&G2: thorn G2: horn G1: corn G2: barn G1: storm G1&G2: morning

G2: arm G1: horn G1&G2: farm G2: farmer G1: barn

4. Model distinguishing the two sounds Show LG6 U2 L3 PPT – Slide 4. Draw a similar table on the board. Instruct Ss to name and categorize the pictures according to their sounds. Write the letter of their answer under each sound. CLICK to show the next set of pictures.

What’s the sound? (Point at rm.) How about this? (Point at rn.) What’s this? And this? Which picture has “rm” sound? Which picture has “rn” sound? Which picture has “rm” sound? What is it? Which picture has “rn” sound?

“rm” “rn” barn arm A B A. farmer B. popcorn

5. Distinguishing the two sounds – in pairs Show LG6 U2 L3 PPT – Slide 5. Pair up Ss.

Work with a partner. Draw a table like this on your notebook and write “rm” and “rn”



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Have them draw a similar table on their notebooks, then write “rm” and “rn” on top of the table and numbers 1 to 5 on the left. Instruct Ss to write the letters of their answers under the appropriate sound.

on top of the table. Write down numbers 1 to 5 on the left. Then write the letters of the answers.

6. Check Ss’ answers Have Ss exchange notebook with another pair. Instruct Ss to say the letter of the answer and the word under each category.

Exchange your notebooks with your partner. Check the answers. What’s the answer with rm in number 1? Next?

RM 1. B. farmer 2. A. arm 3. A. farm 4. B storm 5. B. arm

RN 1. A. morning 2. B. thorn 3. B. barn 4. A. popcorn 5. A. corn


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LG6 U2 L3 – Activity 2: The cake looks delicious. (R: Describing Objects Using the Five Senses) 9 min

Objectives: Ss will be able to describe objects using the five senses.

Target Lang: The cake looks good. / The garbage smells awful. / The baby’s cry sounds terrible. / The jelly tastes sweet. / The doll feels soft.



1. Elicit names of body parts Show LG6 U2 L3 PPT – Slide 6. Instruct Ss to name the pictures and point at these parts of their body. Point at the pictures to guide Ss.

What are these? How about these? And this? This one? … Touch your body parts as I point at the pictures and say what they are. (Point at the eyes.) (Point at the ears.) (Point at the nose.) (Point at the hand.) (Point at the mouth.)

They are eyes. They are ears. It’s a nose. It’s a hand. It’s a mouth. These are my eyes. These are my ears. This is my nose. This is my hand. This is my mouth.

2. Make sentence using the five senses Instruct Ss to make sentences to present the five senses. Point at the pictures to guide Ss.

What can we see? (Point at the eyes and the dress.) (Point at the ears and the drum.) (Point at the nose and the cookies.) (Point at the hand and the cotton candy.) (Point at the mouth and the orange.)

We can see a dress. We can hear a drum. We can smell cookies. We can touch a cotton candy. We can taste an orange.


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3. Identify the objects described – whole class CLICK to show the happy and sad faces. Read the sentences as indicated under Teacher Talk and instruct Ss to identify the object described.

It looks wonderful. Which picture is it? So, the dress…? It sounds terrible. Which one is it? Sentence? It tastes sour. It feels soft. They smell good.

The dress The dress looks wonderful. The drum The drum sounds terrible. The orange The orange tastes sour. The cotton candy The cotton candy feels soft. The cookies The cookies smell good.

4. Describe the objects using the five senses CLICK to show more pictures. Describe a picture. Call a S to describe another picture. Then, have the S call another S to do the same. Do this several times.

The pickles taste awful. HB, describe a picture. Call another classmate.

HB: The cake looks good. HC? HC: The garbage smells awful. HD. HD: The baby’s cry sounds terrible. HE. HE: The jelly tastes sweet. HF. HF: The doll feels soft.

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

The doll feels hard. True or false? What’s the answer? The cookies smell awful. The jelly tastes good.

False. The doll feels soft. False. The cookies smell good. True.

6. Identify True or False with Ss-made statements Call individual Ss to make a true or false statement each. Then, have the whole class answer.

S1, make a true or false statement.

S1: The skunks smell awful. Ss: True.


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S2? Next?

S2: The rainbow looks terrible. Ss: False. The rainbow looks beautiful. S3: The piano music sounds good. Ss: True.

7. Identify True or False statements– in pairs Show LG6 U2 L3 PPT – Slide 7. Pair up Ss. Instruct the pairs to alternately make true or false statements to describe the objects using the five senses. Repeat as time allows.

Work with your partner. Take turns making sentences.

S1: The balloons look good. S2: True. S2: The apple tastes sweet. S1: True. S1: The pig smells good. S2: False. The pig smells awful.


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LG6 U2 L3 – Activity 3: First Letter, Last Letter (ML: Naming Words) 5 min

Objectives: Ss will be able to name words beginning with the last letter of another word.

Target Lang: N, notebook, K, kangaroo, O, orange, E, English, H, hospital, L, lemon

Materials: None



1. Model giving words based on the last letter of the previous word Say a word or a phrase then call a S to say another word/phrase beginning with the last letter of the word you say. Repeat a few times with individual Ss.

flown What is the last letter of the word “flown”? AB, say a word beginning with letter “N”. What’s the last letter? AC, a word with letter “K”?

It’s letter N. AB: notebook K AC: kangaroo (Various, depends on Ss’ words/phrases)

2. Continue with the activity Instruct Ss to stand up. Call individual Ss one at a time to say a word/phrase that begins with the last letter of the given word, within 5 seconds. Have Ss sit down if they are unable to give a correct answer within the limited time. The last S will gain points/prize.

Everybody, stand up! RS, say a word beginning with letter “O”. (Count down from 5.) RT! RU! Please sit down. RV! RW!

RS:O, orange RT: E, English RU: H… RV: H, hospital RW: L, lemon (Various, depends on Ss’ words/phrases)


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LG6 U2 L3 – Activity 4: It’s Eddy’s yellow pencil. (PR: Asking and Answering WH Questions to Describe Possessions) 5 min

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

Target Lang: a book, a pencil, a ball, a yo-yo / Whose yellow pencil is that? / It’s Eddy’s yellow pencil. / Whose brown bags are those? / They’re Sam’s brown bags.

Materials: LG6 U2 L3 PPT – Slides 8~9



1. Elicit names of objects Show LG6 U2 L3 PPT – Slide 8. Have Ss name the pictures.

What’s this?

a book, a pencil, a notebook, a crayon, an eraser, a ruler, a bag, a ball, a yo-yo, a robot, a jump rope, a balloon

2. Elicit colors of objects CLICK to show the table. Have Ss describe the objects.

What color is it? (Point at the green pencil.) It’s a green…? How about this one? (Point at the yellow pencil.) What are they? (Point at the blue erasers.) (Point at the pink erasers.)

It’s green. It’s a green pencil. It’s a yellow pencil. They are blue erasers. They are pink erasers.

3. Elicit answers to WH questions to describe possessions Have Ss answer “Whose” questions about the cats’ possessions.

Whose green pencil is that? Whose red balloon is that? Whose pink erasers are those? Whose purple jump ropes are those?

It’s Ginger’s green pencil. It’s Mimi’s red balloon. They’re Mimi’s pink erasers. They’re Ginger’s purple jump ropes.

4. Elicit WH Q&As to describe possessions


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Have Ss ask “Whose” questions about the cats’ possessions. Keep elicitating questions and answers in the same way.

Ask a question. (Cover the face of Ginger, point at the blue eraser, and the question mark to elicit a sample “Whose” question.) Answer? (Point at Ginger and the period.)

Whose blue eraser is that? It’s Ginger’s blue eraser. Whose green jump rope is that? It’s Mimi’s green jump rope.

5. Ask and answer WH questions to describe possessions – in pairs Show LG6 U2 L3 PPT – Slide 9. Pair up Ss. Instruct Ss to alternately ask “Whose” questions to describe possessions.

Work with a partner. Ask and answer “Whose” questions to describe possessions.

S1: Whose yellow pencil is that? S2: It’s Eddy’s yellow pencil. Whose brown bags are those? S1: They’re Sam’s brown bags. …

6. Describe the cats’ possessions Call several pairs to describe the cats’ possessions.

S1 and S2, describe the cats’ possessions.

It’s Sam’s green ruler. They’re Eddy’s purple robots. …


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LG6 U2 L3 – Activity 5: How does…? (R&E: Asking and Answering WH Questions to Describe and Compare Food) 13 min

Objectives: Ss will be able to ask and answer WH questions to describe and compare food.

Target Lang: How does Mimi’s cake taste? / Ginger’s cake looks the best of all. / How does Eddy’s cake look? / Eddy’s cake tastes better than Mimi’s. / How does Ginger’s cake smell? / Mimi’s cake smells better than Ginger’s. / Whose cake looks the best? / Whose cake tastes better than Mimi’s? / Whose cake smells better than Ginger’s?

Materials: LG6 U2 L3 PPT – Slides 10~12 Interaction: T-Ss; Ss-Ss


1. Elicit WH Q&As to compare food using the five senses Show LG6 U2 L3 PPT – Slide 10. Have Ss answer How questions to compare the food, and then elicit questions and answers by pointing at the question words and the pictures. Point at the pictures to guide Ss. Give help when needed.

How does Ginger’s cake look? (Point at the eyes, and Ginger’s cake.) How does Eddy’s cake taste? (Point at the mouth, Eddy’s cake and then Mimi’s cake.) How does Mimi’s cake smell? (Point at the nose, Mimi’s cake and then Ginger’s cake.) Now, ask me a question. (Point at “How,” the mouth, and Mimi’s cake.) It tastes good. It tastes better than Ginger’s. (Point at “How,” the eyes, and Eddy’s cake.) It looks awful. It looks the worst of all. (Point at “How,” the nose, and Ginger’s cake.) It smells very good. It smells better than Eddy’s. Question? (Point at “Whose,” the cake, the eyes and “1st”.) Answer? (Point at Ginger’s cake.)

Ginger’s cake looks the best of all. Eddy’s cake tastes better than Mimi’s. Mimi’s cake smells better than Ginger’s. How does Mimi’s cake taste? How does Eddy’s cake look? How does Ginger’s cake smell? Whose cake looks the best? Ginger’s cake looks the best of all. Whose cake tastes better than Mimi’s? Eddy’s cake tastes better than Mimi’s. Whose cake smells better than Ginger’s? Mimi’s cake smells better than Ginger’s.


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2. Ask and answer WH questions to compare objects – whole class CLICK to show the next set of pictures. Keep doing elicitation in the same way. Point at the question words and the pictures to guide Ss. Give help when needed.

Ask a question. (Point at “How,” Lou’s sandwich and the eyes.) Answer. (Point at Lou’s sandwich and “2nd.”) (Point at the eyes, Fred’s sandwich and “3rd.”) (Point at “Whose,” the sandwich, the nose and “1st.”) (Point at Lou’s sandwich and “1st.”)

How does Lou’s sandwich look like? Lou’s sandwich looks good. It looks better than Fred’s. Other example sentences: How does Fred’s sandwich taste? Fred’s sandwich tastes the best of all. How does Tom’s sandwich smell? Tom’s sandwich smells awful. It smells the worst of all. Whose sandwich smells the best of all? Lou’s sandwich smells the best of all. Other example sentences: Whose sandwich looks better than Lou’s? Tom’s sandwich looks better than Lou’s. Whose sandwich smells better than Fred’s? Lou’s sandwich smells better than Fred’s. …

3. Ask and answer WH questions to compare objects – in pairs Show LG6 U2 L3 PPT – Slide 11. Pair up Ss. Have S1 ask questions to describe and compare objects and have S2 answer.

S1, ask “How” and “Whose” questions about the pictures. S2, answer.

S1: How does Mrs. Cat’s salad taste? S2: Mrs. Cat’s salad tastes the best of all. S1: How does Mr. Cat’s salad smell?


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CLICK to show the next picture. Switch roles.

Switch roles.

S2: Mr. Cat’s salad smells terrible. It smells the worst of all. S1: How does Grandmother Cat’s salad look? S2: Grandmother Cat’s salad looks better than Mr. Cat’s. S1: Whose salad looks the worst of all? S2: Mr. Cat’s salad looks worst of all. S1: Whose salad tastes the worst of all? S2: Grandmother Cat’s salad tastes the worst of all. …. S2: How does Tom’s cookies taste? S1: Tom’s cookies taste awful. It’s the worst of all. S2: How does Eddy’s cookies smell? S1: Eddy’s cookies smell terrible. They smell the worst of all. S2: How does Grandfather cookies look? S1: Grandfather Cat’s cookies look

great. They look the best of all. S2: Whose cookies look the worst of all? S1: Eddy’s cookies look the worst of all. S2: Whose cookies smell the best of all? S1: Grandfather Cat’s cookies smell the best of all.

4. Identify the picture described Show LG6 U2 L3 PPT – Slide 12. Read the sentences indicated under Teacher Talk. Have Ss write down numbers 1 to 8 on their notebooks.

Write down numbers 1 to 8 on your notebook. Then write the letters of the answers. 1. It looks the best of all. 2. It smells the worst of all.



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

3. It tastes good. 4. It smells better than Mimi’s. 5. It tastes the best of all. 6. It looks better than Mimi’s. 7. It tastes better than Ginger’s. 8. It smells the best of all.

5. Check Ss’ answers Pair up Ss. Then, instruct Ss to check their partners’ answers. Have Ss say the letters of the sentences being described and then repeat the sentences according to the pictures.

Check your classmate’s answers. What’s the letter for sentence number 1? Sentence? Next? …

1. C. Sue’s cake looks the best of all.

2. E. Mimi’s cake smells the worst of all.

3. G. Ginger’s cake tastes good.

4. D. Ginger’s cake smells better than Mimi’s.

5. H. Mimi’s cake tastes the best of all.

6. A. Ginger’s cake looks better than Mimi’s.

7. I. Sue’s cake tastes better than Ginger’s.

8. F. Sue’s cake smells the best of all.


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LG6 U2 L3 – Wrap Up: Two Questions 5 min

Objectives: Ss will be able to ask WH questions to describe and compare objects.

Target Lang: How does Sue’s sandwich taste? / Whose sandwich smells better than Sue’s? / Whose sandwich looks the best of all? Materials: LG6 U2 L3 PPT – Slide 13 Interaction: T-S


1. Ask two questions Show LG6 U2 L3 PPT – Slide 13. Call individual Ss to ask two questions to describe and compare the objects using the five senses.

Ask two questions.

S1: How does Sue’s sandwich taste?

Whose sandwich smells better than Sue’s? S2: Whose sandwich looks the best of all?

…


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LG6 U2 L4

Time: 50 min

Materials: LG6 U2 L4 PPT; Courseware; Projector; LG6 U2 L4 Handout 1







1. Ss will be able to read and spell words with letters rm and rn.

2. Ss will be able to ask and answer WH questions to compare objects.

3. Ss will be able to ask and answer Y/N questions to compare food.

4. Ss will be able to make questions based on the answers through writing.


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Time 5’ 7’ 10’ 3’ 10’ 10’ 5’

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


Word War Famer’s Barn * Reading and Spelling Words with Letters rm

and rn

Whose bag is the biggest?

* Asking and Answering WH Questions to

Compare Objects

Jump Rope * Identifying and

Acting out Abilities

Does Eddy’s cake taste the best? * Asking and

Answering Y/N Questions to

Compare Food

What’s the question?

* Making Questions Based on Answers through Writing

It is better than…

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 apple, ball, car, doll, egg, fish, game, house, ink, jump, kite, lion, marker, notebook, orange, pencil, queen, robot, six, TV, umbrella, violin, white, X-ray, yo-yo, zero

r, “r” m, “m” n, “n” rm, “rm” farmer, F-A-R-M-E-R arm, A-R-M farm, F-A-R-M storm, S-T-O-R-M rn, “rn” corn, C-O-R-N horn, H-O-R-N morning, M-O-R-N-I-N-G barn, B-A-R-N popcorn, P-O-P-C-O-R-N thorn, T-H-O-R-N

an eraser a pencil a robot a balloon Whose bag is the biggest? Whose doll is the biggest? Ann’s doll is the biggest. Whose ball is bigger than Alisa’s? Ava’s ball is bigger than Alisa’s. It is the biggest of all. Whose pencil is the longest? Harry’s pencil is the longest.

jump rope hit a ball play with a yo-yo throw a ball catch a ball do a puzzle climb a tree play baseball read a book play tag ride a bicycle fly a kite

Does Ginger’s cake smell awful? No, it doesn’t. Does Eddy’s cake look better than Mimi’s? Yes, it does. Does Eddy’s cake taste the best of all? Yes, it does.

Eddy has made some cookies. He baked them last night. The cookies on the left look wonderful. They taste great. The cookies on the right look awful. Nobody wants to taste them. They look bad because Eddy made a mistake. He forgot to add flour. How do the cookies on the left taste? Does anybody want to taste the cookies on the right?

Mimi’s cake looks the best. Ginger’s cake smells better than Mimi’s. Sue’s cake tastes better than Ginger’s.


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LG6 U2 L4 – Warm Up: Word War 5 min

Objectives: Ss will be able to name words beginning with letters A to Z.

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 / apple, ball, car, doll, egg, fish, game, house, ink, jump, kite, lion, marker, notebook, orange, pencil, queen, robot, six, TV, umbrella, violin, white, X-ray, yo-yo, zero

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


1. Sing the “Alphabet Song” without the Courseware Instruct Ss to sing the “Alphabet Song” without the courseware.

Let’s sing the “Alphabet Song”.

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

2. Elicit words beginning with letters A to Z Call several Ss to name words beginning with the letter mentioned.

A is for? F is for? Z is for?

S1: apple S2: ant S3: fish S4: five S5: frog S6: zero S7: zebra S8 zipper

3. Name words beginning with letters A to Z – in groups Divide Ss into two groups. Have the class sing the “Alphabet Song.” Instruct Ss to stop singing when you clap 3x. Have each group choose a representative to name words beginning with the letter where they stopped at within 15 seconds. Have the class count the words given.

Repeat as time allows.

You are Group 1 and you are Group 2. Sing the “Alphabet Song.” Stop singing when I clap 3x. (Clap 3x) Letter E. G1-S1, name words beginning with letter E in 15 seconds. G2-S1, your turn!

A B C D E G1-S1: egg, exit, elephant… G1-S2: eggs, Eddy…


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LG6 U2 L4 – Activity 1: Farmer’s Barn (R: Reading and Spelling Words with Letters rm and rn) 7 min

Objectives: Ss will be able to read and spell words with letters rm and rn.

Target Lang: r, “r” / m, “m” / n, “n” / rm, “rm” / farmer, F-A-R-M-E-R / arm, A-R-M / farm, F-A-R-M / storm, S-T-O-R-M / rn, “rn” / corn, C-O-R-N / horn, H-O-R-N / morning, M-O-R-N-I-N-G / barn, B-A-R-N / popcorn, P-O-P-C-O-R-N / thorn, T-H-O-R-N





r “r” m “m” n “n” “rm” “rn”

2. Identify the letter of the word CLICK to show the table. Read the words indicated under Teacher

Talk. Instruct Ss to say the letter of the word

mentioned.

Morning. Which letter is it? farmer farm horn arm barn thorn corn

J D G H B E A F


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storm popcorn

I C

3. Read the words – whole class

Instruct Ss to read the words assigned to

the letter mentioned.

Letter B. What is the word? J F D G H E I C A

arm morning corn farmer farm horn barn storm popcorn thorn

4. Read the words – in groups Divide the class into two groups. Have group one read the words, and then group two.

Work in groups. Group 1, read the words. (Point at the words randomly.) Group 2, your turn. (Point at the words randomly.)

Same as above.

5. Fill in the missing letters Show LG6 U2 L4 PPT – Slide 3. Instruct Ss to write down numbers 1-10

on their notebooks. Have Ss fill in the missing letters with rm

or rn.

Write down numbers 1 to 10 on your notebook. Write the spelling of the words.


6. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers.

Check your partner’s answers. What is the word in number 1? Spell it!

1. farmer, F-A-R-M-E-R


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CLICK (10x) to show the answers one by one.

Instruct Ss to read and spell the words.

Number 2? 3? Next?

…

2. popcorn, P-O-P-C-O-R-N 3. arm, A-R-M 4. morning, M-O-R-N-I-N-G 5. corn, C-O-R-N 6. thorn, T-H-O-R-N 7. farm, F-A-R-M 8. horn, H-O-R-N 9. storm, S-T-O-R-M 10. barn, B-A-R-N


Page 7 of 17


LG6 U2 L4 – Activity 2: Whose bag is the biggest? (R&E: Asking and Answering WH Questions to Compare Objects) 10 min

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

Target Lang: an eraser, a pencil, a robot, a balloon / Whose bag is the biggest? / Whose doll is the biggest? / Ann’s doll is the biggest. / Whose ball is bigger than Alisa’s? / Ava’s ball is bigger than Alisa’s. / It is the biggest of all. / Whose pencil is the longest? / Harry’s pencil is the longest.

Materials: LG6 U2 L4 PPT – Slides 4~6; LG6 U2 L4 Handout 1 – Whose…? Interaction: T-Ss; Ss-Ss; S-S


1. Elicit names of the objects Show LG6 U2 L4 PPT – Slide 4. Have Ss name the objects. Point at the pictures randomly.

What’s this?

an eraser, a pencil, a bag, a ruler, a notebook, a book, c pen, a marker, a pencil case a robot, a balloon, a doll, a kite, a yo-yo, a ball, a jump rope, a bat, a car, ca bicycle

2. Elicit answers to “Which” questions to compare objects CLICK to show the next pictures. Have Ss answer questions to compare objects. Point at the pictures one at a time.

Is it long or short? (Point at the yellow pencil.) Which pencil is longer? (Point at the blue pencil and yellow pencil.) Which pencil is the longest? (Point at the three pencils.) Is it big or small? (Point at the black and purple ball.) Which ball is bigger? (Point at the red and white ball and the black and purple ball.) Which ball is the biggest? (Point at the three balls.)

It’s long. The blue pencil is longer than the yellow one. The green pencil is the longest. It’s big. The red and white ball is bigger than the black and purple one. The black and white ball is the biggest.

3. Elicit answers to “Whose” questions to compare objects CLICK to show the next pictures. Have Ss answer questions to

Whose jump rope is longer than Andy’s? Whose kite is the biggest of all?

Kate’s jump rope is longer than Andy’s. Andy’s kite is the biggest.


Page 8 of 17


compare objects. Whose bat is shorter than Andy’s? Scott’s bat is shorter than Andy’s.

4. Compare the objects – whole class Show LG6 U2 L4 PPT – Slide 5. Instruct Ss to compare objects. Point at the pictures to guide Ss.

Danny’s robot is tall. (Point at Harry’s robot.）

Harry’s robot is taller than Danny’s. Ben’s robot is the tallest. Ava’s doll is big. Alisa’s doll is bigger than Ava’s. Ann’s doll is the biggest. …

5. Elicit “Whose” Q&As to compare the objects Have individual Ss ask and the rest answer “Whose” questions about the pictures.

S1, ask a question. (Point at the question word “Whose”.) Everyone, answer?

S1: Whose doll is the biggest? All: Ann’s doll is the biggest. S2: Whose ball is bigger than Alisa’s? All: Ava’s ball is bigger than Alisa’s.

It is the biggest of all. S3: Whose pencil is the longest? All: Harry’s pencil is the longest. S4: Whose pencil is shorter than Ben’s? All: Danny’s and Harry’s pencils are shorter than

Ben’s. …

6. Model “Information Gap” Show LG6 U2 L4 PPT – Slide 6. Elicit WH questions and answers to compare objects based on the pictures. CLICK (6x) to reveal the pictures one at a time.

This is Table A. That is Table B. Look at Table B. Whose eraser is the biggest? Ok, I will draw the biggest eraser in my table.

Ginger’s eraser is the biggest.


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Call individual Ss to ask “Whose” questions and have the class answer. Point at the pictures to guide the Ss.

Whose eraser is the smallest? Whose eraser is bigger than Sue’s? Now look at Table A. S1, ask questions about the jump ropes. Everyone, answer? Next?

Sue’s eraser is the smallest. Ginger’s/Sam’s eraser is bigger than Sue’s. S1 Whose jump rope is the longest? Sam’s jump rope is the longest. S2 Whose jump rope is shorter than Sam’s? Ginger’s jump rope is shorter than Sam’s. S3: Whose jump rope is the shortest? Sue’s jump rope is the shortest.

7. Summarize the information Have Ss summarize the information in the table.

Ginger’s eraser is the biggest of all. (Point at Sam and his eraser.)

Sam’s eraser is the smaller than Ginger’s. Sue’s eraser is the smallest. Ginger’s jump rope is longer than Sue’s. Sam’s jump rope is the longest. Sue’s jump rope is the shortest.

8. Start “Information Gap” – in pairs Pair up Ss. Distribute LG6 U2 L4 Handout 1 – Whose…? Have Ss fill in the table by asking and answering WH questions to compare the objects.

Work with your partner. Choose who will be S1 and S2. Don’t show your paper to your partner. Ask each other and check the answers.

S2: Whose ruler is the longest? S1: Tom’s ruler is the longest. S2: Whose ruler is the shortest? S1: Mimi’s ruler is the shortest. S2: Whose ruler is short than Tom’s? S1: Eddy’s ruler is shorter than Tom’s. … S1: Whose bag is the smallest? S2: Eddy’s bag is the smallest. S1: Whose bag is bigger than Eddy’s? S2: Tom’s bag is bigger than Eddy’s. S1: Whose bag is the biggest?


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S2: Mimi’s bag is the biggest. …

9. Summarize the information –in pairs Call several pairs to make sentences using their answers in the table.

S1, make sentences about the bats. S2, the cars. …

S1: Tom’s bat is the longest. Eddy’s bat is the shortest. Mimi’s bat is longer than Eddy’s. Mimi’s bat is shorter than Tom’s. S2: Tom’s car is the biggest. Eddy’s car is the smallest. Mimi’s car is smaller than Tom’s. Mimi’s car is bigger than Eddy’s. …


Page 11 of 17


LG6 U2 L4 – Activity 3: Jump Rope (ML: Identifying and Acting out Abilities) 3 min

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

Target Lang: jump rope, hit a ball, play with a yo-yo, throw a ball, catch a ball, do a puzzle, climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

Materials: LG6 U2 L4 PPT – Slide 7

Interaction: T-Ss; Ss-Ss


1. Name the pictures of abilities Show LG6 U2 L4 PPT – Slide 7. Instruct Ss to name the pictures. Point at the pictures randomly.

Name the pictures.

jump rope , hit a ball, play with the yo-yo, throw a ball, catch a ball, do a puzzle, climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

2. Act out the abilities – whole class Instruct Ss to act out and repeat the abilities mentioned.

Let’s act them out and repeat them. jump rope, read a book, do a puzzle, play with the yo-yo, climb a tree…

Same as above.

3. Identify and act out the abilities – in groups Divide Ss into two groups. Instruct the groups to identify and act out the abilities as they appear in their corresponding boxes: G1, the green box, and G2, the pink box. CLICK to show pictures one at a time. (20 pictures)

If a picture shows in the box, tell me what it is and act it out. G1, the green box. G2, the pink box.

G1: jump rope G1&G2: climb a tree G2: catch a ball G1: play baseball G1&G2: hit a ball G2: fly a kite G1: fly a kite G2: throw a ball G2: play tag G1&G2: read a book

G2: play with a yo-yo G1&G2: do a puzzle G2: ride a bicycle G1: catch a ball G2: jump rope G1: play with a yo-yo G1: throw a ball G2: play baseball G1: play tag G1: ride a bicycle


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LG6 U2 L4 – Activity 4: Does Eddy’s cake taste the best? (R&E: Asking and Answering Y/N Questions to Compare Food) 10 min

Objectives: Ss will be able to ask and answer Y/N questions to compare food.

Target Lang: Does Ginger’s cake smell awful? / No, it doesn’t. / Does Eddy’s cake look better than Mimi’s? / Yes, it does. / Does Eddy’s cake taste the best of all? / Yes, it does.



1. Compare the food Show LG6 U2 L4 PPT – Slide 8. Have Ss describe the pictures. Point at the pictures one by one.

Ginger’s cake looks the best of all. How does Mimi’s cake look? How does Eddy’s cake taste? How does Mimi’s cake smell?

Mimi’s cake looks better than Eddy’s. Eddy’s cake looks the worst of all. Eddy’s cake tastes the best of all. Mimi’s cake tastes better than Ginger’s. Ginger’s cake tastes the worst of all. Mimi’s cake smells the best of all. Ginger’s cake smells better than Eddy’s. Eddy’s cake smells the worst of all.

2. Elicit Y/N Q&As to compare the food Have Ss ask Y/N questions to compare the food.

Does Ginger’s cake smell better than Eddy’s? Does Eddy’s cake look the best? Does Mimi’s cake taste better than Ginger’s? …

Yes, it does. No, it doesn’t. It looks the worst of all. Yes, it does.

3. Elicit Y/N Q&As to compare the food – whole class Point at the question word “Does” and the pictures to elicit Y/N

Ask questions. (Point at “Does,” Ginger’s cake, the nose and 3rd.) Answer? (Point at the nose, 2nd and Eddy’s cake.)

Does Ginger’s cake smell the worst of all? No, it doesn’t. It smells better than Eddy’s.


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questions and answers.

Does Eddy’s cake look better than Mimi’s? Yes, it does. Does Eddy’s cake taste the best of all? Yes, it does. …

4. Ask and answer Y/N questions to compare the food – in groups Show LG6 U2 L4 PPT – Slide 9. Have Group 1 ask Y/N questions to compare the food and have Group 2 answer. Point at the pictures to guide Ss. Switch roles. CLICK to show the next set of pictures.

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

Does Aiza’s salad look the best of all? No, it doesn’t. Lucy’s salad looks the best of all. Does Snow’s salad taste awful? No, it doesn’t. It tastes the best of all. Does Lucy’s salad smell better than Snow’s? Yes, it does. … Does Chris’ sandwich taste terrible? Yes, it does. Does James’ sandwich look the best? No, it doesn’t. Chris’ sandwich looks the best. Does Billy’s sandwich smell better than Chris’s? Yes, it does. It smells the best of all. …

5. Model Q&As to compare the food in a chain Show LG6 U2 L4 PPT – Slide 10. Call a S to answer your question. Then, have the S call a classmate to answer. Do the same with the next Ss.

AB, do Grace’s cookies look awful? Ask a classmate.

AB: No, they don’t. They look better than Mara’s.

AC, do Mara’s cookies taste delicious? AC: Yes, they do. They taste the best of all. AD, do Angel’s cookies smell terrible? AD: No, they don’t. They smell great. …


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6. Ask and answer Y/N questions to compare the food in a chain – in groups Divide the class into two groups. Show LG6 U2 L4 PPT – Slide 11. Have each group ask and answer Y/N questions using the pictures in a chain within one minute. Count the number of questions answered correctly.

Work in groups. Ask and answer Y/N questions about the pictures. You have one minute. G1S1, question? S2, answer. Question? Next. … Group 2, your turn.

G1S1: Does Phoebe’s cake look terrible? G1S2: No, it doesn’t. It looks the best. Does Bella’s cake smell better than Timmy’s? G1S3: Yes, it does. Does John’s cake taste better than Evan’s? G1S4: Yes, it does. ….


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LG6 U2 L4 – Activity 5: What’s the question? (R: Making Questions Based on Answers through Writing) 10 min

Objectives: Ss will be able to make questions based on the answers through writing.

Target Lang: Eddy has made some cookies. / He baked them last night. / The cookies on the left look wonderful. / They taste great. / The cookies on the right look awful. / Nobody wants to taste them. / They look bad because Eddy made a mistake. / He forgot to add flour. / How do the cookies on the left taste? / Does anybody want to taste the cookies on the right?

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

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


1. Elicit information about the picture

Play LG6 U2 Courseware — Listening Practice.

Pause and ask Ss some questions about the picture.

Look at the picture.

Who are they?

How many cookies are there on the yellow plate?

Are there only a few cookies on the green plate?

They are Sue, Eddy and Sam.

There are a lot of cookies on the yellow plate.

Yes, there are only a few cookies on the green plate.

2. Listen and ask comprehension questions

Play LG6 U2 Courseware — Listening Practice.

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

Let’s listen to the courseware and answer the questions afterwards.

When did Eddy bake the cookies?

He baked them last night.

What mistake did Eddy make?

He forgot to add flour.

Which cookies look awful?

The cookies on the right look awful.

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


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3. Model making questions based on the answers

Read the answers indicated under Teacher Talk and have Ss make questions based on the answers read.

Show LG6 U2 L4 PPT – Slide 12.

CLICK (4x) to confirm Ss’s answers.

Listen carefully.

Yes, Eddy made some cookies.

What’s the question?

Everybody, read the question.

How about this one?

Eddy baked the cookies last night.

Another question?

Read the questions.

Did Eddy make some cookies?

When did he bake the cookies?

What did he bake last night? / What did he do last night?

Who baked the cookies last night?

4. Make questions in writing based on the answers – in small groups

Divide the class into small groups.

Read the sentences as indicated under Teacher Talk.

Have each group race to give the correct question for each sentence.

Instruct them to write the questions on their notebooks.

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

Have Ss raise their hands if they finish writing.


CLICK (7x) to confirm Ss’ answers.

Work in groups.

Listen to the sentence.

Write the questions on your notebook.

Raise your hands when you finish writing.

1. The cookies on the left taste great.

2. Eddy forgot to add flour.

3. No, nobody wants to taste the cookies on the right.

4. The cookies on the left look wonderful.

5. The cookies on the right look bad.

6. Yes, the cookies on the right look awful.

7. Eddy’s cookies taste great.

8. No, the cookies on the left don’t look bad.

1. How do the cookies on the left taste?

2. What did Eddy forget to do?

3. Does anybody want to taste the cookies on the right?

4. How do the cookies on the left look like?

5. How do the cookies on the right look like?

6. Do the cookies on the right look awful?

7. Whose cookies taste great?

8. Do the cookies on the left look bad?


Page 17 of 17


LG6 U2 L4 – Wrap Up: It is better than… 5 min

Objectives: Ss will be able to describe food using five senses.

Target Lang: Mimi’s cake looks the best. / Ginger’s cake smells better than Mimi’s. / Sue’s cake tastes better than Ginger’s. Materials: LG6 U2 L4 PPT – Slide 14 Interaction: T-Ss


1. Compare the food Show LG6 U2 L3 PPT – Slide 14. Call individual Ss to compare the cats’ cakes using five senses.

Compare the cats’ cakes. S1? S2? S3?

S1: Mimi’s cake looks the best. S2: Ginger’s cake smell’s better than Mimi’s. S3: Sue’s cake tastes better than Ginger’s.

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

LG6 U2 L4 Handout 1—Whose…?

Student 1

Student 2


Page 1 of 19


LG6 U2 L5

Time: 50 min

Materials: LG6 U2 L5 PPT; Projector







1. Ss will be able to read and spell words with letters rm and rn.

2. Ss will be able to ask and answer questions to compare the items one likes and summarize the information.

3. Ss will be able to read the text “Eddy’s Cookies,” make and identify true or false statements about it.

4. Ss will be able to make a story about one’s favorites and compare them.


Page 2 of 19



Time 5’ 7’ 10’ 5’ 8’ 12’ 3’

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


I like black and blue.

Read and Spell * Reading and Spelling Words with Letters rm

and rn

Interview * Asking and Answering

Questions about One’s Preferences

and Summarize the Information

I’m going to… * Identifying

What Someone is Going to Do

Eddy’s Cookies * Reading a Text,

Making and Identifying True or False Statements

Sam likes math a lot. * Making a Story to

Compare One’s Favorites

Spell Some Words

Target Language

blue yellow green I like black and blue. She likes red and orange. He likes gray and purple.

r, “r” m, “m” n, “n” rm, “rm” farmer, F-A-R-M-E-R arm, A-R-M farm, F-A-R-M storm, S-T-O-R-M rn, “rn” corn, C-O-R-N horn, H-O-R-N morning, M-O-R-N-I-N-G barn, B-A-R-N popcorn, P-O-P-C-O-R-N thorn, T-H-O-R-N

Which food do you like best? I like pizza best. Which food do you like least? I like French fries least. Why? Because it’s harder to cook than popcorn. She likes pizza best because it tastes so good. She likes French fries least. She likes popcorn better than French fries because it’s easier to cook.

go swimming play soccer go fishing Are you going to draw a picture? Yes, I am. No, I’m not.

Eddy has made some cookies. He baked them last night. The cookies on the left look wonderful. They taste great. The cookies on the right look awful. Nobody wants to taste them. They look bad because Eddy made a mistake. He forgot to add flour. True / False The cookies on the left tastes great. He forgot to add the egg.

It’s 5 o’clock in the afternoon. Sam, Ginger and Sue are at Sam’s living room. They are talking about the subjects they like. Sam likes math a lot. Ginger likes English better than math. She thinks English is easier than math. Sue likes math and English, too. But she likes music best. She thinks it is the easiest subject of all.

farmer, F-A-R-M-E-R arm, A-R-M corn, C-O-R-N horn, H-O-R-N awful, A-W-F-U-L wonderful, W-O-N-D-E-R-F-U-L flour, F-L-O-U-R


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LG6 U2 L5 – Warm Up: I like black and blue. 5 min

Objectives: Ss will be able to state their favorite colors.

Target Lang: blue, yellow, green / I like black and blue. / She likes red and orange. / He likes gray and purple.

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


1. Elicit colors Have Ss name some colors.

What colors do you know?

blue, yellow, green, white, gray, black, orange…

2. Elicit Ss’ favorite colors Ask a few Ss about the colors they like.

FA, what colors do you like? FB, what about you?

I like orange and green. I like black and white.

3. Model making sentences in a chain Call 5 Ss to come to the front. Have Ss state the color they like. Ask S1 about the color he/she likes. Instruct S2 to repeat S1’s answer. Have S3 echo the previous Ss’ answers. Do this successively until it reaches S5.

AB, AC, AD, AE and AF, come to the front. I like purple and yellow. AB, what colors do you like? AC, repeat AB’s answer. What about you? AD? …

AB: I like black and blue. AC: AB likes black and blue. I like red and orange. AD: AB likes black and blue. AC likes red and orange. I like gray and purple. AE: AB likes black and blue. AC likes red and orange. AD likes gray and purple. I like purple and yellow. AF: AB likes black and blue. AC likes red and orange. AD likes gray and purple. AE likes purple and yellow. I like pink and red.

4. Make sentences in a chain – in groups Divide the class into two groups. Have Ss state the color they like in a chain.

Work in groups. Say the colors you like in a chain. The fastest group will get points.

G1SA: I like yellow and brown. G1SB: G1SA likes yellow and brown. I like red and white. G1SC: G1SA likes yellow and brown. G1SB likes red and white. I like pink and purple. …


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LG6 U2 L5 – Activity 1: Read and Spell (R&E: Reading and Spelling Words with Letters rm and rn) 7 min

Objectives: Ss will be able to read and spell words with letters rm and rn.

Target Lang: r, “r” / m, “m” / n, “n” / rm, “rm” / farmer, F-A-R-M-E-R / arm, A-R-M / farm, F-A-R-M / storm, S-T-O-R-M / rn, “rn” / corn, C-O-R-N / horn, H-O-R-N / morning, M-O-R-N-I-N-G / barn, B-A-R-N / popcorn, P-O-P-C-O-R-N / thorn, T-H-O-R-N





r “r” m “m” n “n” “rm” “rn”

2. Read the words – whole class CLICK to show the table.

Instruct Ss to read the words assigned to

the letter mentioned.

B. What is the word? J F D G H E I C A

arm morning corn farmer farm horn barn storm popcorn thorn


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3. Read the words – in groups Divide the class into two groups. Have Group 1 read the words, and then Group 2.

Work in groups. Group 1, read the words. (Point at the words randomly.) Group 2, your turn. (Point at the words randomly.)

Same as above.

4. Identify the words spelt CLICK to make the table disappear. Read the spelling of each word as indicated under Teacher Talk. Instruct Ss to identify the words.

F-A-R-M What’s the word? T-H-O-R-N Answer? S-T-O-R-M M-O-R-N-I-N-G A-R-M …

farm thorn storm morning arm …

5. Spell the words Read the words indicated under Teacher Talk Have Ss write down numbers 1 to 10 on their notebooks. Instruct Ss to write the words mentioned beside each number.

Write down numbers 1 to 10 on your notebook. Write the spelling of words. 1. morning 2. farm 3. barn 4. arm 5. farmer 6. popcorn 7. thorn 8. storm 9. corn 10. horn



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6. Check Ss’ answers Pair up Ss. Have Ss check their partners’ answers. Show LG6 U2 L5 PPT – Slide 3. Instruct Ss to read and spell the words. CLICK (9x) to show the answers one by one.

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

…

1. morning, M-O-R-N-I-N-G 2. farm, F-A-R-M 3. barn, B-A-R-N 4. arm, A-R-M 5. farmer, F-A-R-M-E-R 6. popcorn, P-O-P-C-O-R-N 7. thorn, T-H-O-R-N 8. storm, S-T-O-R-M 9. corn, C-O-R-N 10. horn, H-O-R-N


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LG6 U2 L5 – Activity 2: Interview (R&E: Asking and Answering Questions about One’s Preferences and Summarize the Information) 10 min

Objectives: Ss will be able to ask and answer questions about one’s preferences and summarize the information.

Target Lang: Which food do you like best? / I like pizza best. / Which food do you like least? / I like French fries least. / Why? / Because it’s harder to cook than popcorn. / She likes pizza best because it tastes so good. / She likes French fries least. / She likes popcorn better than French fries because it’s easier to cook.

Materials: LG6 U2 L5 PPT – Slide 4 Interaction: T-Ss; Ss-Ss; S-S


1. Elicit names animals and food Have Ss name animals and food.

What animals do you know? What about food?

a frog, a cheetah, a horse, a spider, a cat, a dog… an orange, a salad, cookies, an apple, chicken…

2. Elicit WH questions to compare the animals one likes Show LG6 U2 L5 PPT – Slide 4. Elicit WH questions from Ss to compare the animals you like and the reasons for your choices. CLICK (2x) to show the pictures.

Ask me about the animals I like. (Point at “What…?” “animals” and the happy face.) I like birds, horses and rabbits. (Point at “Which…?,” “animals,” and the three thumbs-up.) I like rabbits best. (Point at “Why…?”) Because they are soft. (Point at “Which…?,” “animals,” and the one thumbs-up.) I like birds the least. (Point at “Why…?”) Because they look awful. I like horses better than birds because I can ride a horse.

What animals do you like? Which animal do you like best? Why? Which animal do you like least? Why?


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3. Continue eliciting WH questions to compare the food one likes Continue with the same procedure to elicit WH questions to compare the food you like and the reasons for your choices. CLICK (2x) to show the pictures.

Ask me about the food I like. (Point at “What…?,” “food” and the happy face.) I like pizza, chicken and fish. (Point at “Which…?,” “food,” and the three thumbs-up.) I like pizza best. (Point at “Why…?”) Because it’s very delicious. (Point at “Which…?,” “food,” and the one thumbs-up.) I like fish the least. (Point at “Why…?”) Because it tastes awful. I like chicken better than fish because it is tastier.

What food do you like? Which food do you like best? Why? Which food do you like least? Why?

4. Summarize the information gathered Have Ss orally tell about the information gathered from you.

Tell me what I like best and least. (Point at the rabbit, and the three thumbs-up.) (Point at the bird, and the one thumbs-up.) (Point at the horse, the bird and the two thumbs-up.) (Point at the pizza, and the three thumbs-up.) (Point at the fish, and the one thumbs-up.) (Point at the chicken, the fish and the two thumbs-up.)

T likes rabbits best because they are soft. T likes birds least. T likes horses better than birds because she can ride a horse. T likes pizza best because it’s very delicious. T likes fish least. T likes chicken better than fish because she thinks chicken is tastier.


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5. Model conducting an interview Draw a similar table on the board. Elicit WH questions from Ss. Call a S to state and describe the animals and food he/she likes best and least accordingly. Call another S to draw the answers on the board.

BM, stand up. CN, com to the front and draw BM’s answers on the board. Everybody, question? (Point at “What…?,” “animals” and the happy face.) BM, answer? (Point at “Which…?,” “animals,” and the three thumbs-up.) BM? (Point at “Why…?”) (Point at “Which…?,” “animals,” and the one thumbs-up.) (Point at “Why…?”) Everybody, question? (Point at “What…?,” “food” and the happy face.) (Point at “Which…?,” “food,” and the three thumbs-up.) (Point at “Why…?”) (Point at “Which…?,” “food,” and the one thumbs-up.) (Point at “Why…?”)

Ss: Which animals do you like? BM: I like pigs, cats and frogs. Ss: Which animal do you like best? BM: I like pigs best. Ss: Why? BM: Because they look cute. Ss: Which animal do you like least? BM: I like frogs least. Ss: Why? BM: Because frogs are harder to catch than cats. Ss: What food do you like? BM: I like French fries, popcorn and pizza. Ss: Which food do you like best? BM: I like pizza best. Ss: Why? BM: Because it tastes so good. Ss: Which food do you like least? BM: I like French fries least. Ss: Why? BM: Because it’s harder to cook than popcorn.


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6. Summarize the information gathered Have Ss describe the information in the completed table.

Look at the table. Describe the animals and food BM likes best and least.

BM likes pigs best because they look cute. She likes frogs least. She likes cats better than frogs because they are easier to catch. She likes pizza best because it tastes so good. She likes French fries least. She likes popcorn better than French fries because it’s easier to cook.

7. Draw a table – in pairs Have Ss draw a similar table on their notebooks.

Draw a table like this on your notebook.

8. Conduct an interview – in pairs Pair up Ss. Instruct Ss to ask about three animals and food their partner likes and compare them.

Work with your partner. Ask about three animals and food your partner likes. Ask and answer which ones they like best and least, and ask them why.

9. Summarize Ss’ answers — in pairs Call several pairs to come to the front and describe the answers of their partners.

S1, describe your partners’ answers. S2, your turn. ...

S2 likes dogs best because they look cute. He likes spiders least. He likes cats better than spiders because spiders look uglier. He likes bananas best because they taste sweet. He likes grapes least. He likes apples better than grapes because grapes taste sourer. …


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LG6 U2 L5 – Activity 3: I’m going to… (ML: Identifying What Someone is Going to Do) 5 min

Objectives: Ss will be able to identify what someone is going to do.

Target Lang: go swimming, play soccer, go fishing / Are you going to draw a picture? / Yes, I am. / No, I’m not.

Materials: None

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


1. Elicit after school activities Elicit after school activities from Ss.

What activities do you do after school?

go swimming, play soccer, go fishing, go camping, draw a picture, do homework, go bike riding, go shopping, play volleyball, use the computer

2. Model the guessing game Say three words related to an after-school activity. Then, call individual Ss to guess what you’re going to do after school.

binocular, birds, trees What am I going to do? AB? No, I’m not. Yes, I am.

AB: Are you going to climb a tree? AC: Are you going to go bird watching?


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3. Play the guessing game – whole class Call individual Ss to say three words related to an activity and the others Ss guess the activity. Repeat as time allows.

Think of three words related to an activity. AD, come here and say the words. Guess what AD is going to do. AG, it’s your turn.

AD: popcorn, soda pop, TV AE: Are you going to watch TV? AD: No, I’m not. AF: Are you going to see a movie? AD: Yes, I am. AG: water, teacher, goggles AH: Are you going to go swimming? AG: No, I’m not. AI: Are you going to go to swimming class? AG: Yes, I am. (Various, depends on Ss’ answers.)


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LG6 U2 L5 – Activity 4: Eddy’s Cookies (R&E: Reading a Text, Making and Identifying True or False Statements) 8 min

Objectives: Ss will be able to read the text “Eddy’s Cookies” and make and identify true or false statements about it.

Target Lang: Eddy has made some cookies. / He baked them last night. / The cookies on the left look wonderful. / They taste great. / The cookies on the right look awful. / Nobody wants to taste them. / They look bad because Eddy made a mistake. / He forgot to add flour. / True / False / The cookies on the left tastes great. / He forgot to add the egg.

Materials: LG6 U2 L5 PPT – Slides 5~6 Interaction: T-Ss; Ss-Ss; S-Ss; S-S


1. Read the text, “Eddy’s Cookies” Show LG6 U2 L5 PPT – Slide 5. Instruct Ss to read the sentences.

Read the sentences.


2. Read the sentences Have Ss read the sentences in random order.

How many sentences are there? Read the third sentence. Fifth? Seventh? …

There are eight sentences. The cookies on the left look wonderful. The cookies on the right look awful. They look bad because Eddy made a mistake. …

3. Scan the text – whole class Have Ss read the sentences with specified words,

Read the sentence with the word “baked”.

He baked them last night.


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and then spell the words. Spell the word. How about “flour”? Spell it. (Other Words: wonderful, awful, mistake, forgot…)

B-A-K-E-D He forgot to add flour. F-L-O-U-R

4. Retell the story using picture prompts Show LG6 U2 L5 PPT – Slide 6. Point at the pictures to guide Ss.

What did Eddy make? (Point at Eddy making cookies and the full stop.) (Point at Eddy, the cookies, and “last night.”) (Point at the cookies on the left, the eyes, and the happy face.) (Point at the mouth, and the thumbs up.) (Point at the cookies on the left, the eyes, and the sad face.) (Point at the X mark, and then mouth.) (Point at the eyes, and the thumbs down.) (Point at Eddy, the sad face and “flour.”)


5. Elicit WH Q&As about the text Give Ss help when needed.

Ask a question. (Point at the question word “What”, Eddy, “last night”.) Answer? (Point at the question word “When” and Eddy making some cookies.) (Point at the question word “Whose”, the cookies on the left, the eyes and the happy face.) (Point at the question word “How”, the cookies on the left and the eyes.) (Point at the question word “Do”, the cookies on the left, the eyes and the sad face.) …

What did Eddy make last night?

He made some cookies. When did he make some cookies? He made some cookies last night. Whose cookies look wonderful? Eddy’s cookies look wonderful. How do the cookies on the left look? The cookies on the left look wonderful. Do the cookies on the left look awful? No, they don’t. …


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6. Model identifying True or False statements Make statements based on the pictures and then have Ss identify True or False and correct the false ones.

If the statement is correct, say “True”. If not, say “False” and say the correct sentence. Eddy forgot to add the flour. Eddy baked the cookies last Sunday.

True. False. He baked the cookies last night.

7. Identify True or False with Ss-made statements Call individual Ss to make a true or false statement about the text. Then, have the whole class answer.

FB, tell us a true or false statement. TW? Next?

FB: He forgot to add the egg. Ss: False. He forgot to add the flour. TW: Nobody wants to taste the cookies on the right. Ss: True. …

8. Make and identify True or False statements – in pairs Pair up Ss. Instruct the pairs to alternately make true or false statements about the text. Repeat as time allows.

Take turns to practice with your partner.

EB: The cookies on the right look great. EC: False. The cookies on the right look awful. Eddy didn’t forget to add the flour. EB: False. Eddy forgot to add the flour. The cookies on the left tastes great. EC: True. …


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LG6 U2 L5 – Activity 5: Sam likes math a lot. (R&E: Making a Story to Compare One’s Favorites) 12 min

Objectives: Ss will be able to make a story about one’s favorites and compare them.

Target Lang: It’s 5 o’clock in the afternoon. / Sam, Ginger and Sue are at Sam’s living room. /. / They are talking about the subjects they like. / Sam likes math a lot. / Ginger likes English better than math. / She thinks English is easier than math. / Sue likes math and English, too. / But she likes music best. / She thinks it is the easiest subject of all.




1. Elicit information about the picture

Show LG6 U2 L5 PPT – Slide 7. Have Ss answer the questions about the picture.

What time is it? (Point at the clock.)

Is it afternoon? (Point at the picture of afternoon.) Who are they? (Point at the cats.) Where are they? (Point at Sam, and the living room.) What are they talking about? (Point at the word “subjects” and the one thumbs-up.) What subject does Sam like a lot?

Which subject does Ginger like better, English or math?

Why? (Point at English, the word “easy”, and then, math.)

Does Sue like math and English?

Which subject does Sue like best?

Why? (Point at the music room, the word “easy”, math and English.)

It’s 5 o’clock.

Yes, it is.

They are Sam, Ginger and Sue.

They are at Sam’s living room.

They are talking about the subjects they like.

Sam likes math a lot.

Ginger likes English better than math.

Because English is easier than math.

Yes, she does.

Sue likes music best.

Because music is the easiest subject of all.


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2. Model making a story

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

Point at the pictures to guide Ss.

Let’s make a story.

It’s 5 o’clock in the afternoon.

Sam, Ginger and Sue are at Sam’s living room.

They are talking about the subjects they like.

Sam likes math a lot.

Ginger likes English better than math.

She thinks English is easier than math.

Sue likes math and English, too.

But she likes music best.

She thinks it is the easiest subject of all.

3. Make a story – whole class

CLICK to show the next pictures. Have Ss orally make a story about Tom, Lou and Fred. Point at the pictures to guide Ss.

Give help to Ss whenever needed.

Read the words. (Point at the adjectives.)

Make a story about Tom, Lou and Fred.

fun, exciting

It’s Monday afternoon.

Tom, Lou and Fred are in the lunchroom.

They are talking about the outdoor activities they like.

Tom likes to go swimming a lot.

Lou likes bird watching better than go swimming.

She thinks bird watching is more fun than to go swimming.

Fred likes to go swimming and bird watching, too.

But he likes hiking best.

It is the most exciting of all.


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4. Prepare to present a story – in groups

Divide the class into small groups.


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

In groups. Make a story using the pictures.

Prepare to present your story in class.

5. Present the story to the class– in groups

Invite each group to the front to orally present their stories in class.

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

It’s 12 o’clock at noon. Faye, Tony and Carol are in the classroom. They are talking about the animals they like. Faye likes horses a lot. Tony likes cheetahs better than horses, because cheetahs run faster than horses. Carol likes cheetahs and horses, too, but she likes rabbits best. She thinks rabbits look cute and feel soft.

…


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LG6 U2 L5 – Wrap Up: Spell Some Words 3 min

Objectives: Ss will be able to name and spell the words learned from today’s lesson.

Target Lang: farmer, F-A-R-M-E-R / arm, A-R-M / corn, C-O-R-N / horn, H-O-R-N / awful, A-W-F-U-L / wonderful, W-O-N-D-E-R-F-U-L / flour, F-L-O-U-R Materials: None Interaction: T-Ss


1. Spell the words learned in this lesson Read the words as indicated under the Teacher Talk. Instruct Ss to chorally spell the words in class.

Everybody, spell “farmer”. arm corn horn awful wonderful flour …

F-A-R-M-E-R arm, A-R-M corn, C-O-R-N horn, H-O-R-N awful, A-W-F-U-L wonderful, W-O-N-D-E-R-F-U-L flour, F-L-O-U-R


Page 1 of 18


LG6 U2 L6

Time: 50 min

Materials: LG6 U2 L6 PPT; Projector







1. Ss will be able to read words with letters rm and rn and use them in sentences.

2. Ss will be able to describe and compare their the family members’ appearance and ages.

3. Ss will be able to read and identify sentences that describe and compare objects and animals.

4. Ss will be able to read a text about activity preferences; ask and answer comprehension questions about it.


Page 2 of 18



Time 4’ 7’ 10’ 5’ 8’ 12’ 4’

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


Whose watch is

that?

Farmer Harman hurt

his arm on the farm.

* Reading and Making

Sentences with rm and rn

Words

My grandfather is the tallest.

* Describing and Comparing

Family Members’ Appearance and

Ages

Guessing Game * Asking and

Answering Y/N Questions to

Identify Objects

The racehorse is as big as the kangaroo.

* Reading and Identifying

Sentences that Describe and

Compare Objects and Animals

Summer Activities * Reading a Text about Activity Preferences &

Asking and Answering Comprehension Questions

One-Minute Challenge

Target Language

It’s a watch. They’re books. Whose desk is that? It’s Mimi’s. Whose notebooks are those? They’re Tom’s.

farmer, arm, farm, storm, worm, harm, warm, uniform corn, horn, morning, barn, popcorn, thorn, worn, yarn, unicorn, turn Farmer Harman hurt his arm on the farm. The corn was blowing the horn in the morning.

My grandfather is the tallest. My father is as old as my mother. My baby sister is fatter than my sister. His father is shorter than his mother.

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

The racehorse is as big as the kangaroo. The cheetah is faster than the gazelle. The kangaroo is the slowest. The gazelle is faster than the kangaroo but slower than the racehorse.

Abby, Phoebe and Coco have known each other for five years. They like to go swimming, go canoeing and go waterskiing every summer. Abby likes to go canoeing best. She thinks it is easier to sit and to paddle around than to go swimming or go waterskiing. Phoebe likes to go swimming better than to go waterskiing. She thinks it is a good form of exercise. It makes her body stronger. Coco likes to go waterskiing best. She thinks it is the most exciting activity to do in summer. She feels like flying every time she goes waterskiing. They always have a good time doing these activities together. Why does Coco like to go waterskiing best? Coco thinks it is the most exciting activity to do in summer. Does Abby like to go swimming best? No, she doesn’t.

The jackrabbit is smaller than the kangaroo. My grandfather is the tallest.


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LG6 U2 L6 – Warm Up: Whose watch is that? 4 min

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

Target Lang: It’s a watch. / They’re books. / Whose desk is that? / It’s Mimi’s. / Whose notebooks are those? / They’re Tom’s.

Materials: LG6 U2 L6 PPT – Slide 2 Interaction: T-Ss; S-Ss


1. Elicit names of objects Show LG6 U2 L6 PPT – Slide 2. Have Ss name the objects in the picture.

What’s that? (Point at the watch.) What are those? (Point at the books.) What’s that? (Point at the chair.) What are those? (Point at the pens.)

It’s a watch. They’re books. It’s a chair. They’re pens.

2. Elicit answers to WH questions about possessions Have Ss answer WH questions to identify Mimi’s and Tom’s possessions.

Whose watch is that? Whose books are those? Whose chair is that? Whose pens are those?

It’s Mimi’s. They’re Tom’s. It’s Tom’s. They’re Mimi’s.

3. Model asking and answering about possessions in a chain Ask a WH question about the cats' possessions and call a S to answer. Have the S ask a question and then call another S to answer. Do the same with another two Ss.

XN, whose marker is that? Ask a question. Call a classmate to answer. XG, answer? Question? Next? …

XN: It’s Tom’s. XG, whose notebooks are those? XG: They’re Tom’s. XD, whose desk is that? XD: It’s Mimi’s. …

4. Ask and answer about possessions in a chain– in groups Divide the class into two groups. Have Ss ask questions about the cats’ possessions (Group 1 – Sam & Ginger; Group 2 – Sue & Eddy).

Work in groups. You have one minute. Let’s start with Group 1. G1S1, ask S2. Go!

G1S1: Whose ruler is that? G1S2: It’s Sam’s.


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CLICK to show the set of pictures for Group 1. The group which asks and answers more questions correctly within one minute wins.

CLICK to show the next set of pictures for Group 2.

Group 2, your turn.

Whose crayons are those? G1S3: They’re Ginger’s. …


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LG6 U2 L6 – Activity 1: Farmer Harman hurt his arm on the farm. (R&E: Reading and Making Sentences with rm and rn Words) 7 min

Objectives: Ss will be able to read words with letters rm and rn and use them in sentences.

Target Lang: farmer, arm, farm, storm, worm, harm, warm, uniform, corn, horn, morning, barn, popcorn, thorn, worn, yarn, unicorn, turn / Farmer Harman hurt his arm on the farm. / The corn was blowing the horn in the morning.

Materials: LG6 U2 L6 PPT – Slides 3~5 Interaction: T-Ss; Ss-Ss; S-Ss; S-S


1. Name words with letters rm and rn Show LG6 U2 L6 PPT – Slide 3. Instruct Ss to name words with letters rm and rn.

What’s this?

farmer, arm, farm, storm, corn, horn, morning, barn, popcorn, thorn

2. Read sentences and check comprehension – whole class Show LG6 U2 L6 PPT – Slide 4. Have Ss read the first sentence. Ask Ss some questions about the sentence.

CLICK to show the next sentence, and then call several Ss to ask and answer about the sentence.

Read the sentence. S1, who hurt his arm on the farm? S2, did Farmer Harman hurt his hand on the farm? Everybody, read the sentence. S3, ask a question about the sentence and call a classmate to answer. S5, another question.

Farmer Harman hurt his arm on the farm. S1: Farmer Harman hurt his arm on the farm. S2: No, he didn’t. He hurt his arm on the farm. The corn was blowing the horn in the morning. S3: Was the corn blowing the horn in the morning? S4: Yes, it was. S5: When was the corn blowing the horn? S6: The corn was blowing the horn in the morning.

3. Read sentences – whole class Show LG6 U2 L6 PPT – Slide 5. Instruct Ss to read the sentences one at a time.

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

1. The box of popcorn is in Farmer Harman’s bag in the barn. 2. The unicorn was harmed in the storm.


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… 3. His uniform is already worn out. 4. John was born in the yarn in the morning. 5. It’s a warm morning.

4. Identify words with rm and rn Write letters rm and rn on the board. Elicit words with letters rm and rn in each sentence. Immediately correct Ss’ pronunciation.

Which words has “rm” sound in sentence 1? How about words with “rn” sound? How about sentence 2? …

Farmer, Harman popcorn, barn storm, harmed unicorn uniforms worn born, yarn, morning warm morning

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

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

1. The box of popcorn is in Farmer Harman’s bag in the barn. 2. The unicorn was harmed in the storm. 3. His uniform is already worn out. 4. John was born in the yarn in the morning. 5. It’s a warm morning.

6. Make sentences – in pairs Pair up Ss.


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Have them prepare to orally present two sentences with 2 or more rm and rn words each.

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

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

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

Unicorns feel warm every morning. I ate some popcorn this morning. (Various, depends on Ss’ sentences.)


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LG6 U2 L6 – Activity 2: My grandfather is the tallest. (PR: Describing and Comparing Family Members’ Appearance and Ages) 10 min

Objectives: Ss will be able to describe and compare their family members’ appearance and ages.

Target Lang: My grandfather is the tallest. / My father is the same age as my mother. / My baby sister is fatter than my sister. / His father is shorter than his mother.

Materials: LG6 U2 L6 PPT – Slide 6 Interaction: T-Ss; Ss-Ss; S-S


1. Elicit names of family members Show LG6 U2 L6 PPT – Slide 6. Have Ss name the pictures of members of a family.

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

He is my grandfather. She is my grandmother. He is my father. She is my mother. He is my brother. She is my sister. She is my baby sister.

2. Ask and answer questions to describe appearance and ages Have Ss answer WH and Y/N questions about appearance and ages.

Who is the tallest? Who is as old as your mother? Is your baby sister fat? Who is fatter, your sister or your baby sister?

My grandfather is the tallest. My father is as old as my mother. Yes, she is. My baby sister is fatter than my sister.

3. Elicit WH and Y/N Q&As to compare the appearance and ages of family members Call a S to ask questions to compare f the appearance and ages of the family members. Point at WH or Y/N to guide the kind of question to be asked. Instruct Ss to answer in chorus.

AT, ask a question. (Point at “WH…?”) Ss, answer? Next. (Point at “Y/N…?”)

AT: Who is thinner, your baby sister or your brother? Ss: My brother is thinner than my baby sister. AV: Is your mother shorter than your father? Ss: Yes, she is.

4. Model drawing and describing family


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members Call a S to draw three family members on the board. Instruct the S to compare their appearance and ages.

AW, draw three of your family members on the board. Say 5 sentences to compare how they look and their ages.

(AW draws his/her grandfather, mother and baby brother on the board.) AW: My grandfather is older than my mother. My mother is younger than my grandfather. My mother is the thinnest. My baby brother is the fattest. My babybrother is also the youngest.

5. Summarize the information Have Ss describe the information on the board. Point at the pictures to guide Ss.

Compare AW’s family members.

AW’s grandfather is older than her mother. Her mother is younger than her grandfather. Her mother is the thinnest. Her baby brother is the fattest. Her babybrother is also the youngest.

6. Draw family members Instruct Ss to draw three of their family members on their notebooks.

Draw three of your family members on your notebook.

7. Describe family members – in pairs Pair up Ss. Instruct Ss to describe and compare their family members’ appearance and ages with their partner.

Work with your partner. Describe and compare your family members.

PR: My father is as old as my mother. My brother is is older than I am. My brother is also thinner than I am. My mother is taller than my brother. My father is shorter than my mother. PQ: ….

8. Describe partners’ family members Call several pairs to come to the front and describe their partners’ family members.

PQ, describe your partners’ answers. PR, your turn. ...

PQ: PR’s father is as old as his mother. His brother is older than him. His brother is also thinner than him. His mother is taller than his brother. His father is shorter than his mother. …


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LG6 U2 L6 – Activity 3: Guessing Game (R&E: Asking and Answering Y/N Questions to Identify Objects) 5 min

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

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


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


1. Name the pictures Show LG6 U2 L6 PPT – Slide 7. Elicit names of pictures from Ss.

What’s this?

eyes, ears, a nose, a hand, a mouth a rainbow, a violin, a skunk, a rock, a pillow, ice cream, a candy, a lemon

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

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

Can you see it? Can you smell it? Does it smell good? Does it smell terrible? Is it a candy? Is it a skunk?


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

AF, think of something. Tell me quietly. AE, question? AF? AJ, your turn. Tell me something you are thinking of.

AF: A lemon. (Whisper to T.) AE: Can you see it? AF: Yes, I can. AG: Can you also taste it? AF: Yes, I can. AH: Does it taste good? AF: No, it doesn’t. AI: Does it taste sour? AF: Yes, it does. AJ: Is it a lemon? AF: Yes, it is. (Various, depends on Ss’ answers.)


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LG6 U2 L6 – Activity 4: The racehorse is as big as the kangaroo. (PR: Reading and Identifying Sentences that Describe and Compare

Objects and Animals) 8 min

Objectives: Ss will be able to read and identify sentences that describe and compare objects and animals.

Target Lang: The race horse is as big as the kangaroo. / The cheetah is faster than the gazelle. / The kangaroo is the slowest. /The gazelle is faster than the kangaroo but slower than the racehorse.


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


1. Elicit information about the pictures

Show LG6 U2 L6 PPT – Slide 8. Have Ss name the pictures.

What’s this?

a comb, a comic book, a key, a candy bar, a tissue, a brush, a coin, a paper clip

2. Compare the objects Instruct Ss to compare the objects specified.

Which is the longest, the comb, the candy bar or the paper clip? Which is bigger, the notebook or the comic book? …

The comb is the longest object. The notebook is as big as the comic book. …

3. Model reading and identifying the objects described Instruct Ss to read the sentences and identify the objects described. CLICK to show the sentences. CLICK (5x) to confirm Ss’ answers.

Read sentence number 1. Which object is it? So the comb…? Which letter is it? Number 2? Sentence? Letter?

It is the longest object. The comb. The comb is the longest object. A It is the thinnest object. The paper clip is the thinnest object. H


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…

It is as big as the notebook. The comic book is as big as the notebook. B It is the smallest object. The coin is the smallest object. G It is yellow and it is as small as the key. The brush is yellow and it is as small as the key. F

4. Read and identify the objects described Have Ss write down numbers 1 to 6 on their notebooks. Show LG6 U2 L6 PPT – Slide 9. Instruct Ss to read and write down the letters of the pictures described.

Write down numbers 1 to 6 on your notebook. Read the sentences and write down the letters of the pictures.


5. Check Ss’ answers – in pairs Pair up Ss. Have Ss check their partners’ answers and then read the answers one by one. CLICK (6x) to confirm Ss’ answers.

Check your partner’s answers. Read sentence number 1. Which letter is it? Number 2? 3? Next? …

1. The racehorse is as big as the kangaroo. B. 2. The cheetah is faster than the gazelle. D. 3. The racehorse is as fast as the jackrabbit. B. 4. The kangaroo is the slowest. A. 5. The jackrabbit is smaller than the racehorse. C. 6. The gazelle is faster than the kangaroo but slower than the

racehorse. E.


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LG6 U2 L6 – Activity 4: Summer Activities (R&E: Reading a Text about Activity Preferences & Asking and Answering Comprehension Questions) 12 min

Objectives: Ss will be able to read a text about activity preferences, ask and answer comprehension questions about it. Target Lang: Abby, Phoebe and Coco have known each other for five years. / They like to go swimming, go canoeing and go waterskiing every

summer. / Abby likes to go canoeing best. / She thinks it is easier to sit and to paddle around than to go swimming or go waterskiing. / Phoebe likes to go swimming better than to go waterskiing. / She thinks it is a good form of exercise. It makes her body stronger. / Coco likes to go waterskiing best. / She thinks it is the most exciting activity to do in summer. / She feels like flying every time she goes waterskiing. / They always have a good time doing these activities together. / Why does Coco like to go waterskiing best? / Coco thinks it is the most exciting activity to do in summer. / Does Abby like to go swimming best? / No, she doesn’t.




1. Elicit names of seasons and summer activities Have Ss name seasons and summer activities.

What are the four seasons? What activities can we do in summer?

winter, spring, summer, fall go swimming, go hiking, go canoeing, go waterskiing…


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2. Read the text “Summer Activities” – whole class Show LG6 U2 L6 PPT – Slide 10. Instruct Ss to read the sentences one by one.

Read the sentences.

Abby, Phoebe and Coco have known each other for five years. They like to go swimming, go canoeing and go waterskiing every summer. Abby likes to go canoeing best. She thinks it is easier to sit and to paddle around than to go swimming or go waterskiing. Phoebe likes to go swimming better than to go waterskiing. She thinks it is a good form of exercise. It makes her body stronger. Coco likes to go waterskiing best. She thinks it is the most exciting activity to do in summer. She feels like flying every time she goes waterskiing. They always have a good time doing these activities together.

3. Scan the text Instruct Ss to look for the words based on the category given.

• activities • adjectives

Look at the text. What are the summer activities? Which words describe the activities?

go swimming, go canoeing, go waterskiing the best, easier, good, most exciting


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4. Model asking WH and Y/N questions CLICK to show the question words. Elicit questions and asnswers from Ss by pointing at the pictures and the words. Give Ss help when needed.

Ask a question. (Cover the picture of go canoeing; point at the question word ‘Which’, Abby’s name and the word “best”.). Answer? Question? (Cover the word “summer”; point at the question word ‘When’ , Abby, Phoebe and Coco and the picture of going swimming.) Answer. (Cover the phrase “five years,” point at the question word ‘How long’ and Abby, Phoebe and Coco.) (Point at the question word ‘Do’, Abby, Phoebe and Coco, the picture of going canoeing and the word “summer”.)

Which activity does Abby like best? Abby likes to go canoeing best. When do Abby, Phoebe and Coco like to go swimming? They like to go swimming every summer. How long have they known each other? They have known each other for five years. Do they like to go canoeing every summer? Yes, they do.

5. Write WH and Y/N questions – in groups Divide the class into small groups. Instruct Ss to form two WH and two Y/N questions about the text and write them on a piece of paper.

Work with your group. Form two WH and two Y/N questions about the text. Write them on a piece of paper.

(Ss write down their questions.)

6. Answer WH and Y/N Q&As – in groups Instruct Ss to exchange papers with another group. Have them orally answer the questions prepared by another group.

Exchange papers with another group, and answer their questions.

(Ss orally answer the questions.)


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7. Check Ss’ Q&As Instruct each group to read a question and have the class orally answer it.

G1, read the first question Ss, answer. Next? …

Examples: 1. Who likes to go swimming better than to go

waterskiing? Phoebe likes to go swimming better than to go waterskiing.

2. Why does Coco like to go waterskiing best? Coco thinks it is the most exciting activity to do in

summer. 3. Does Abby like to go swimming best? No, she doesn’t. (Various Q&As depend on Ss’ answers.)


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LG6 U2 L6 – Wrap Up: One-Minute Challenge 4 min

Objectives: Ss will be able to compare people and animals.

Target Lang: The jackrabbit is smaller than the kangaroo. / My grandfather is the tallest. Materials: LG6 U2 L6 PPT – Slide 11 Interaction: T-Ss


1. Describe and compare people and animals Show LG6 U2 L6 PPT – Slide 11. Have Ss describe and compare people and animals. Point at the pictures to guide Ss.

Which is smaller? (Point at the kangaroo and the jackrabbit.) Who is the tallest? (Point at the family members.)

The jackrabbit is smaller than the kangaroo. My grandfather is the tallest.

2. Describe and compare people and animals – in groups Divide the class into two groups. Have individual Ss in each group describe and compare as many people and animals as they can within one minute. The group which says the most correct sentences wins.

Describe and compare people and animals in the picture. Say as many sentences as you can. You have one minute. G1, let’s begin. G1S1, go! G1S2? Next… G2S1, begin.

G1S1: My mother is as old as my father. G1S2: The jackrabbit is the smallest animal.

…


Page 1 of 7


LG6 U2 L8

Time: 50 min

Materials: Projector; LG6 U2 L8 PPT; LG6 U2 L8 Handout 1

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

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

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

About the Presentations:

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

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

About the Unit Test:

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

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


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Time 10’ 12’ 13’ 10-15’

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

Name &

Desc.cription of Activity

The Five Senses

Describing Objects Using the Five Senses

from LG6 U2 L3

Favorites Making a Story to Compare Favorites

from LG6 U2 L5

My Family Describing and Comparing Family

Members’ Appearance and AgesFeatures

From LG6 U2 L6

Unit Test

Target Language

The cake looks good.

The garbage smells awful.

The baby’s cry sounds terrible.

Jelly tastes sweet.

Dolls feel soft.

It’s 12 o’clock at noon.

Faye, Tony and Carol are talking about the animals they like.

They are in the classroom.

Faye likes horses a lot.

Tony likes cheetahs bettermore than horses.

Cheetahs run faster than horses.

Carol likes cheetahs and horses, too.

But she likes rabbits best.

Rabbits look cute and feel soft.

My grandfather is as old as my grandmother.

My father is the tallest among us.

My mother is as short as I am.

My baby sister is as thin as my older brother.

My older brother is as tall as I am.

looks

awful

feels hard

sounds good

faster

tall/taller

better/the best

bad/worse

Mimi’s cake looks the best of all.

Mimi’s cake tastes better than Sue’s cake.No, it doesn’t. It smells the best.

Formatted: Font: 10 pt, Font color: CustomColor(RGB(148,54,52))

Formatted: Font:


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LG6 U2 L8 – Presentation 1: The Five Senses (Describing Objects Using the Five Senses – from LG6 U2 L3) 10 min

Objectives: Ss will be able to give presentations to describe objects using the five senses.

Target Lang: The cake looks good. / The garbage smells awful. / The baby’s cry sounds terrible. / Jelly tastes sweet. / Dolls feel soft.


Interaction: S-Ss


1. Prepare a presentation on describing objects using the five senses Show LG6 U2 L8 PPT – Slide 2. Give Ss one minute to prepare to describe pictures.

Look at the pictures. Make as many sentences as you can to describe the pictures using the your five senses. You have one minute to prepare.

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

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

The cake looks good. The garbage smells awful. The baby’s cry sounds terrible. Jelly tastes sweet. Dolls feel soft. Skunks smell awful . A piano music sounds good. Apples taste sweet. (Various, depends on Ss’ answers.)

Formatted: Font:


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LG6 U2 L8 – Presentation 2: Favorites (Making a Story to Compare Favorites – from LG6 U2 L5) 12 min

Objectives: Ss will be able to give presentations on making a story about one’s favorites and compare them.

Target Lang: It’s 12 o’clock at noon. / Faye, Tony and Carol are talking about the animals they like. / They are in the classroom. / Faye likes horses a lot. / Tony likes cheetahs bettermore than horses. / Cheetahs run faster than horses. / Carol likes cheetahs and horses, too. /But she likes rabbits best. /Rabbits look cute and feel soft.


Interaction: S-S; Ss-Ss


1. Tell a story based on the pictures – whole class Show LG6 U2 L8 PPT – Slide 3. Have Ss describe the pictures to make a story about one’s favorites and compare them. Point at the pictures one at a time.

Let’s make a story.

It’s 5 o’clock in the afternoon. Sam, Ginger and Sue are talking about the subjects they like. They are at Sam’s living room. Sam likes math a lot. Ginger likes English better than math. She thinks English is easier than math. Sue likes math and English, too. But she likes music best. It is the easiest subject of all.

2. Make a story – in pairs Pair up Ss. Have each pairSs prepare to orally present a story about someone else’s favorites and compare them.

Make a story with your pairartner about someone else’s favorites and compare them. Prepare to present in class.


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3. Present to the class Call several pairs to present their storiesy in the front.

Present your story to the class.

It’s 12 o’clock at noon. Faye, Tony and Carol are talking about the animals they like. They are in the classroom. Faye likes horses a lot. Tony likes cheetahs bettermore than horses. Cheetahs run faster than horses. Carol likes cheetahs and horses, too. But she likes rabbits best. Rabbits look cute and feel soft.


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LG6 U2 L8 – Presentation 3: My Family (Describing and Comparing Family Members’ Appearance and AgesFeatures – from LG6 U2 L6)

13 min

Objectives: Ss will be able to describe and compare their family members’ featurearppearances and ages fluently and confidently.

Target Lang: My grandfather is as old as my grandmother. / My father is the tallest among us. / My mother is as short as I am. / My baby sister is as thin as my older brother. / My older brother is as tall as I am.


Interaction: S-Ss


1. Describe the pictures – whole class Show LG6 U2 L8 PPT – Slide 4. Have Ss pretend that this is their family. Instruct Ssthem to comparedescribe the tappearancehe features and ages of .Lisa’s family members. Point at the pictures one at a time to guide Ss..

This is Lisa’syour family. Tell me about everyone.(Point at the pictures to guide Ss.)Describe the pictures.

Lisa’s My grandfather is the tallest. HerMy father is as old as hermy mother. HerMy baby sister is fatter than myher sister.

2. Prepare to dDescribe and compare the family members’ features appearance and ages of the family members Have Ss prepare to describe and compare their family members’ appearancefeatures and ages. Give Ss 2 minutes to prepare.

Describe and compare how your family members look and their agesthe features and ages of your family members. . You have 2 minutes to prepare.

3. Present to the class Call several Ss to present in the front in front.

Talk about your family.

My grandfather is as old as my grandmother. My father is the tallest among us. My mother is as short as I am. My baby sister is as thin as my older brother. My older brother is as tall as I am.

Formatted: Tab stops: Not at 2.63"

Formatted: Font: Not Italic, Font color: Auto


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LG6 U2 L8 – Unit Test 10-15 min

Objectives: Ss will be able to finish a short reading and writing based unit test independently, correct any mistakes after the answers are checked.

Materials: LG6 U2 L8 Handout 1—Unit Test; LG6 U2 L8 PPT – Slides 5~7

Interaction: T-Ss

Formatted: Indent: Hanging: 4.73 ch, Left 2.34 ch, Firstline: -4.73 ch

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

LG6 U2 L8 Handout 1—Unit Test

Let’s Go Level 6 Unit 2 Test

I. Fill in the blanks.

1. It __________ beautiful. 2. It smells __________.

3. It __________ __________. 4. It __________ nice.

II. Complete the table.

1 fast faster 2 tallest 3 good 4 the worst

III. Write the answers.

1. Whose cake looks the best of all?

_________________________________________________________.

2. Which cake tastes better than Sue’s?

_________________________________________________________.

3. Does Sue’s cake smell the worst?

_________________________________________________________.

€¦ · let’s go level 6 unit 2 lesson 1 page 1 of 16 © dyned international, inc. lg6 u2 l1 ....

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