ppct - lg starter

Suggested Lesson Plan – LET’S GO STARTER- Second Edition

NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN

PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN THAM KHẢO

LET’S GO STARTER (Ấn bản lần 2)

LỚP 1TP. Hồ Chí Minh, tháng 04 năm 2009

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LET'S GO STARTER_SUGGESTED SYLLABUSLET'S GO STARTER (29 LESSONS) _ 35 WEEKS/ 70 PERIODS

WEEK PERIOD LESSON LANGUAGE ITEMS PAGE FUNCTIONS1 1 0 Prepare for the academic year 2 1 A a 4 2 3 Hi/ Hello 5 Greetings 4 2 E e 6 3 5 What's your name?/I'm…… 7 Asking sb's name 6 3 I i 8 4 7 How are you?/ I'm fine. 9 Greetings 8 4 O o 10 5 9 What is it?/ It's a…… 11 Asking about objects (singular) 10 5 U u 12 6 11 What is it?/ It's a…… 13 Asking about objects (singular) [cont.] 12 REVIEW 7 13 6 B b 14-15 Counting 1-5 14 7 C c 16-17 Counting 6-108 15 8 D d 18 16 How many?/ 7! 19 Asking about numbers9 17 9 G g 20 18 How old are you?/ I'm (7). 21 Asking and telling age

10 19 REVIEW 20 Mid-first-term Test

11 21 10 P p 22 22 What are they?/ They're (dogs). 23 Asking about objects (plural)

12 23 11 T t 24 24 What are they?/ They're (dogs). 25 Asking about objects (plural) [cont.]

13 25 12 V v 26 26 What color is it// It's (blue). 27 Asking about colors

14 27 13 Z z 28 28 What color is it// It's (blue). 29 Asking about colors [cont.]

15 29 REVIEW 30 14 F f 30

16 31 What shape is it?/ It's a (circle). 31 Asking about shapes 32 15 L l 32

17 33 What shape is it?/ It's a (circle). 33 Asking about shapes [cont.] 34 REVIEW

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18 35 REVIEW 36 The first-term Test

19 37 Correction of The first-term Test 38 16 M m 34-35 Greetings

20 39 17 N n 36-37 Saying thank-you and response to it 40 18 S s 38

21 41 This is my (body). 39 Talk about parts of the body (singular) 42 19 X x 40

22 43 This is my (body)./ These are my (eyes).41 Talk about parts of the body (singular &plural)

[cont.] 44 REVIEW

23 45 20 J j 42 46 These are my (arms). 43 Talk about parts of the body (plural) [cont.]

24 47 21 K k 44 48 This is my (left hand). 45 Talk about parts of the body (singular) [cont.]

25 49 22 H h 46 50 Touch your (shoulders). 47 Commands

26 51 23 Q q 48 52 I hurt my (knee!) 49 Expressing feelings

27 53 REVIEW 54 Mid-second-term Test

28 55 24 R r 50 56 Let's go! Up! Down!.. 51 Commands

29 57 25 W w 52 58 I can (walk). 53 Talk about ability

30 59 26 Y y 54 60 I can (swim). 55 Talk about ability [cont.]

31 61 REVIEW 62 27 A-Z 56-57

32 63 A-Z 56-57 64 28 a-z 58-59

33 65 a-z 58-59 66 29 Good bye! 60-61

34 67 Good bye! 60-61 68 REVIEW

35 69 The second-term Test

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70 Correction of The second-term Test Week 1 - Period 1- Prepare for the academic yearWeek 1 - Period 2

Key language Materials Key activities

Lesson 1: A-aPeriod 1

Key language focus:SpeakingListening

Vocabulary:Alice, ant, alligator, apple.

Resources:SB/ p. 4WB/ p. 4

Teaching aids:- TC and SC A a,

“ABC” and “abc” Alphabet Wall Charts, Student name tags.

- CD/ tape- Cassette player- Cards in different

colors

WARM-UP AND REVIEW:Greeting: T greets Ss first and encourages Ss to respond.

- T: Hi! (Nga). Ss: …..

PRESENTATION:Act. 1: Present A and a:

- Show Ss “A” TC: T: This letter’s name is A. A/ Ss: A- Point to “A” on the “ABC” Wall Chart. T: A/ Ss: A- Ask Ss to look at the book and say: A- Continue to introduce the letter “a” similarly.

Act. 2: Present the /a/ sound:- Model the MAT gesture for /a/. Then show Ss how to make /a/ sound.- Point to “A” and “a” on the Alphabet Wall Chart and ask Ss to repeat /a/ sound.

PRACTICE:Act. 1: Find the hidden letter:

- Have Ss look at their book. T: Find A. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.

Act. 2: Show me:- Ask Ss to look at their book and point to each picture and answer:

T: Show me. (the alligator)/ Ss: It’s an alligator.Act. 3: Introduce “The A chant”.

- Play “the A chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Slap:

- Use the TC of the /a/ vocabulary and place them face up on the table.T: It’s an apple.- The first Ss to touch the correct card and repeat the word keeps the card.

Week 2 - Period 3

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Lesson 1: A-aPeriod 2


Sentence patterns:Hi! Hello!


Teaching aids:- TC and SC A a,



colors- Puppets.

WARM-UP AND REVIEW:Act. 1: Greet Ss by name and shake hands. Encourage Ss to say: Hi! or Hello! Mrs. (Tam).Act. 2: Divide the class into 4 groups and do “The A Chant”.

PRESENTATION:Present the new expressions:

- Use puppets to introduce the new expressions.Puppet A: Hi! Puppet B: Hello!- Ask a student to be puppet A and B- Have Ss repeat the expressions several times

PRACTICE:Act. 1: Find the hidden objects:

- Ask Ss to look at page 4 and review the /a/ sound. T: Show me (the ant)./ Ss: (repeat).- Ask Ss to look at page 5 and look for each object: T: Find the hidden object. Is there an apple?/ Ss: Yes, there is./ No, there isn’t.T: Where is the apple?/ Ss: (point to the apple) Here it is.

Act. 2: New expressions:- Have Ss listen to the tape and point to the picture. - Play the tape again and pause after each line for Ss to repeat.- Ask Ss to work in pairs to practice more.

PRODUCTION:Act. 1: Find a partner:

- Play “The A Chant” as Ss walk around the room.- Stop the tape in the middle of the song.- Ss quickly find a partner and repeat the greetings.- Stop the tape often to give Ss many chances to speak.

Act. 2: Chain Drill:- Pass the puppets around to help Ss remember which part to repeat.- Encourage Ss to use each other’s name.S1 to S2: Hi! (Nga). S2 to S1: Hello! (Minh). S2 to S3: Hi! (Lan)………

Week 2 - Period 4Key language Materials Key activities

WARM-UP AND REVIEW:

5


Lesson 2: E-ePeriod 1


Vocabulary:Eddie, elbow, egg, elephant.


Teaching aids:- TC and SC A a, E e



colors

Act. 1: Greetings: T greets Ss first and encourages Ss to respond and asks Ss to practice more with their classmates. T: Hi! (Nga)./ Ss: Hello! (Mrs. Tam)Act. 2: find the hidden letter.

- Hide several A-a SC around the room. When Ss find the letter, they have to say the letter and use gesture to show that it is big or small.

PRESENTATION:Act. 1: Present E and e:

- Show Ss “E” TC: T: This letter’s name is E. E/ Ss: E- Point to “E” on the “ABC” Wall Chart. T: E/ Ss: E- Ask Ss to look at the book and say: E- Continue to introduce the letter “e” similarly.

Act. 2: Present the /e/ sound:- Model the MAT gesture for /e/. Then show Ss how to make /e/ sound.- Point to “E” and “e” on the Alphabet Wall Chart and ask Ss to repeat /e/ sound.


- Have Ss look at their book. T: Find E. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me. (Eddie)/ (elbow) Ss: It’s an (elbow).Act. 3: Introduce “The E chant”.

- Play “the E chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Slap: Use the TC of the /e/ vocabulary and place them face up on the table. T: It’s an elbow.

- The first Ss to touch the correct card and repeat the word keeps the card.Week 3 - Period 5


Lesson 2: E-e

Resources:SB/ p. 7

WARM-UP AND REVIEW:Stand up game:

- Model “stand up/ sit down” first.

6


Period 2


Sentence patterns:What’s your name?I am (Ginger).

WB/ p. 7




colors- Puppets.

- Assign each Ss one of the words for /a/ or /e/ T: Stand up if you are /a/. - All Ss whose words begin with /a/ stand up.

PRESENTATION:Introduce the question and answer pattern:

- Use puppets to introduce the new pattern.Puppet A: What’s your name? Puppet B: I’m (Ginger).- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 6 and review the /e/ sound. T: Show me (the egg)/ Ss: (repeat).- Ask Ss to look at page 7 and look for each object: T: Find the hidden object. Is there an elephant?/ Ss: Yes, there is./ No, there isn’t.T: Where is the elbow?/ Ss: (point to the apple) Here it is.

Act. 2: Question and answer pattern:- Have Ss listen to the tape and point to the picture. - Play the tape again and pause after each line for Ss to repeat.- Ask Ss to work in pairs to practice more.

PRODUCTION:Act. 1: Guess Who?- Bring a Ss to the front of the class and ask him to close his eyes.- The other Ss comes to the front of and stands behind S1.S1 to S2: What’s your name?- S2 can give many names and S1 must guess if S2 is telling the truth.- If S1 guesses correctly, S2 replaces him as the guesser.

Week 3- Period 6Key language Materials Key activities

Lesson 3 I-iPeriod 1


WARM-UP AND REVIEW:Act. 1: Greetings: T greets Ss first and encourages Ss to respond and asks Ss to practice more with their classmates. T: Hi! What’s your name? Ss: Hello! I’m (Minh).Act. 2: Matching game.

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Vocabulary:Isabel, ink, igloo, insect.


and I I “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

- Give Ss some SC and hold up one of the A-a or E-e TC.- Ask Ss to hold up the corresponding small-letter card or vice versa.

PRESENTATION:Act. 1: Present I and i:

- Show Ss “I” TC: T: This letter’s name is I I/ Ss: I- Point to “I” on the “ABC” Wall Chart. T: I/ Ss: I- Ask Ss to look at the book and say: I- Continue to introduce the letter “i” similarly.

Act. 2: Present the /i/ sound:- Model the MAT gesture for /i/. Then show Ss how to make /e/ sound.- Point to “I” and “i” on the Alphabet Wall Chart and ask Ss to repeat /i/ sound.


- Have Ss look at their book. T: Find I. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(an igloo)/ Ss: It’s an (igloo).Act. 3: Introduce “The I chant”.

- Play “the I chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Slap: Use the TC of the /i/ vocabulary and place them face up on the table. T: It’s an igloo.

- The first Ss to touch the correct card and repeat the word keeps the card.Week 4- Period 7


Lesson 3: I-iPeriod 2

Key language focus:Speaking



WARM-UP AND REVIEW:Sorting game:

- Use some cards and make 3 “pockets” out of heavy paper.- Label the pockets /a/, /e/, and /i/. Have a Ss deliver a card to the pocket labeled with

the same initial sound. - Repeat with different Ss until all the cards have been delivered.

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Listening

Sentence patterns:How are you?I’m fine.

and I-i “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.


- Use puppets to introduce the new pattern.Puppet A: How are you? Puppet B: I’m fine.- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 8 and review the /i/ sound. T: Show me (the ink)/ Ss: (repeat).- Ask Ss to look at page 9 and look for each object: T: Find the hidden object. Is there any ink?/ Ss: Yes, there is./ No, there isn’t.T: Where is the insect?/ Ss: (point to the insect) Here it is.


PRODUCTION:Conversation Lines:- Ask Ss to stand in 2 equal lines facing each other. Each Ss should form a pair in the

opposite line to greet and ask names.- The 2 lines move in opposite directions, left and right, so that each Ss has a new

partner.S1: Hi! What is your name? S2: I’m (Jane). What’s your name? S1: I’m (Kelly).


Lesson 4O-oPeriod 1




and I i and O o “ABC” and “abc”

WARM-UP AND REVIEW:Act. 1: Greetings:

- Ask Ss stand and in 3 minutes greet as many other Ss as possible.- After 3 minutes, check to see who greeted the most other Ss.

Act. 2: Chain Drill.- Review the MAT gestures for /a/, /e/, and /i/ with Ss.

PRESENTATION:Act. 1: Present O and o:

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Vocabulary:Oliver, octopus, omelet, ostrich.

Alphabet Wall Charts, Student name tags.


colors

- Show Ss “O” TC: T: This letter’s name is I O/ Ss: O- Point to “O” on the “ABC” Wall Chart. T: O/ Ss: O- Ask Ss to look at the book and say: O- Continue to introduce the letter “o” similarly.

Act. 2: Present the /o/ sound:- Model the MAT gesture for /o/. Show Ss how to make /o/ sound.- Point to “O” and “o” on the Alphabet Wall Chart and ask Ss to repeat /o/ sound.


- Have Ss look at their book. T: Find O. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(an octopus)/ Ss: It’s an (octopus).Act. 3: Introduce “The O chant”.

- Play “The O chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Slap: Use the TC of the /o/ vocabulary and place them face up on the table.

T: It’s an octopus.- The first Ss to touch the correct card and repeat the word keeps the card.


Lesson 4: I-iPeriod 2


Vocabulary:



and I-i , O o “ABC” and “abc” Alphabet Wall Charts, Student name tags.

WARM-UP AND REVIEW:Living sentences:

- Divide the class in groups of 3 and assign each Ss a word from either How are you? Or I am fine.

- Ss put themselves in to appropriate order, and repeat their sentences for the teacher.


- Present the vocabulary first.- Use puppets to introduce the new pattern.Puppet A: What is it? Puppet B: It is (a book).

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Book, ball, jump rope, doll.Sentence patterns:What is it?It is (a book).


colors- Puppets.

- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 10 and review the /o/ sound. T: Show me (the octopus)/ Ss: (repeat).

- Ask Ss to look at page 11 and look for each object: T: Find the hidden object. Is there an omelet?/ Ss: Yes, there is./ No, there isn’t.T: Where is the omelet?/ Ss: (point to the omelet) Here it is.


PRODUCTION:Charades:

- Divide Ss into 2 teams to take turn selecting a card and looking at it without showing it to the other Ss.

- S1 tries to make team 1 say the word by acting out.- If team 1 guesses correctly, they earn a point.


Lesson 5U-uPeriod 1


Vocabulary:Uncle Jim, umpire, umbrella, upside-down.



, I I, O o and U u “ABC” and “abc” Alphabet Wall Charts, Student name tags.

- CD/ tape

WARM-UP AND REVIEW:Guessing game:

- On the table, place one of four objects (a book, a ball, a jump rope or a doll) under a handkerchief.

- Ask Ss to guess what the object is.- Each correct guess wins a point for the class.

PRESENTATION:Act. 1: Present U and u:

- Show Ss “U” TC: T: This letter’s name is I U/ Ss: U- Point to “U” on the “ABC” Wall Chart. T: U/ Ss: U- Ask Ss to look at the book and say: U- Continue to introduce the letter “u” similarly.

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- Cassette player- Cards in different

colors

Act. 2: Present the /u/ sound:- Model the MAT gesture for /u/. Show Ss how to make /u/ sound.- Point to “U” and “u” on the Alphabet Wall Chart and ask Ss to repeat /u/ sound.


- Have Ss look at their book. T: Find U. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Uncle Jim)/ Ss: It’s an (umpire).Act. 3: Introduce “The U chant”.

- Play “The U chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Slap: Use the TC of the /u/ vocabulary and place them face up on the table.

T: It’s an umpire.- The first Ss to touch the correct card and repeat the word keeps the card.


Lesson 5: U-uPeriod 2


Vocabulary:Balloon, bicycle, top, net.

Sentence patterns:What is it?It is (a balloon).



, I-i , O o and U u “ABC” and “abc” Alphabet Wall Charts, Student name tags.


WARM-UP AND REVIEW:Act. 1: Sorting game:

- Use some cards and make 5 “pockets” out of heavy paper.- Label the pockets /a/, /e/, /o/, /u/ and /i/. Have a Ss deliver a card to the pocket labeled

with the same initial sound. - Repeat with different Ss until all the cards have been delivered.

PRESENTATION:Act. 1: Introduce the question and answer pattern:

- Present the vocabulary first.- Use puppets to introduce the new pattern.Puppet A: What is it?Puppet B: It is (a balloon).- Ask a student to be puppet A and B. Have Ss repeat the expressions several times

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colors- Puppets.


- Ask Ss to look at p12 and review the /u/ sound. T: Show me (the umpire)/ Ss: (repeat).- Ask Ss to look at page 13 and look for each object: T: Find the hidden object. Is there a balloon?/ Ss: Yes, there is./ No, there isn’t.T: Where is the balloon?/ Ss: (point to the balloon) Here it is.



- Divide Ss into 2 teams to take turn selecting a card and looking at it without showing it to the other Ss.

- S1 tries to make team 1 say the word by acting out.- If team 1 guesses correctly, they earn a point.

Week 6- Period 12- ReviewWeek 7- Period 13


Lesson 6B-b


Vocabulary:Beth, boy, bird, bagOne, two, three, four, five.

Sentence patterns:Let’s count! OK!

Resources:SB/ p. 14, 15WB/ p. 14,15


, I I, O o , U u and B b “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Find a partner::

- Give each Ss a card for one of the /a/, /e/, /i/, /u/, /o/ vocabulary words.- Play the “ A-E-I-O-U” song, ask Ss to sing and march around the room.- Stop the music and ask Ss to find a partner. They show their card and ask and answer

to find what it is.

PRESENTATION:Act. 1: Present B and b:

- Show Ss “B” TC: T: This letter’s name is I B/ Ss: B. Point to “B” on the “ABC” Wall Chart. T: B/ Ss: B and ask Ss to look at the book and say: B

- Continue to introduce the letter “b” similarly.Act. 2: Present the /b/ sound:

- Model the MAT gesture for /b/. Show Ss how to make /b/ sound.- Point to “B” and “b” on the Alphabet Wall Chart and ask Ss to repeat /b/ sound.

Act. 3: Present the new expressions:

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- Present the new vocabulary first.Use puppets to introduce the new expressions.Puppet A: Let’s count! Puppet B: OK!- Ask a student to be puppet A and B. Have Ss repeat the expressions several times


- Have Ss look at their book. T: Find B. It’s hidden. Where is it? Ss: Here it is.- Play the tape and ask Ss to listen and repeat.

Act. 2: Show me: Ask Ss to look at their book and point to each picture and answer: T: Show me.(the boy)/ Ss: It’s a (boy).Act. 3: Introduce “The B chant”.

- Play “The B chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:

Number book: Ask Ss mark the book of numbers. Give each Ss 5 pieces of paper. On each page Ss write 1 number 1-5 then they illustrate that page with the appropriate number of any object of their choosing.


Lesson 7C-c


Vocabulary:Carol, car, cat, candySix, seven, eight, nine, ten

Sentence patterns:Let’s count! OK!

Resources:SB/ p. 16,17WB/ p. 16,17


, I I, O o , U u and B b “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors



to find what it is. PRESENTATION:

Act. 1: Present C and c:- Show Ss “C” TC: T: This letter’s name is I C/ Ss: C. Point to “C” on the “ABC” Wall

Chart. T: C/ Ss: C and ask Ss to look at the book and say: C- Continue to introduce the letter “c” similarly.

Act. 2: Present the /b/ sound:- Model the MAT gesture for /c/. Show Ss how to make /c/ sound.- Point to “C” and “c” on the Alphabet Wall Chart and ask Ss to repeat /c/ sound.

Act. 3: Present the new expressions:- Present the new vocabulary first. Use puppets to introduce the new expressions.Puppet A: Let’s count! Puppet B: OK!- Ask a student to be puppet A and B. Have Ss repeat the expressions several times

PRACTICE:

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Act. 1: Find the hidden letter:- Have Ss look at their book. T: Find C. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.

Act. 2: Show me: Ask Ss to look at their book and point to each picture and answer: T: Show me.(the car)/ Ss: It’s a (car).Act. 3: Introduce “The B chant”.

- Play “The B chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:

Number book:- Ask Ss mark the book of numbers. Give each Ss 5 pieces of paper. On each page Ss

write 1 number 1-5 then they illustrate that page with the appropriate number of any object of their choosing.


Lesson 8D-dPeriod 1


Vocabulary:David, dog, desk, dinosaur



, I I, O o , U u and B b, C c “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Run to the number game:

- Scatter the number cards 1-10 on the floor. Say a number.- Ask Ss to run to that number. The first Ss to get to the number card is the caller for the

next number.PRESENTATION:

Act. 1: Present D and d:- Show Ss “D” TC: T: This letter’s name is I D/ Ss: D- Point to “D” on the “ABC” Wall Chart. T: D/ Ss: D- Ask Ss to look at the book and say: D- Continue to introduce the letter “d” similarly.

Act. 2: Present the /d/ sound:- Model the MAT gesture for /d/.- Show Ss how to make /d/ sound.- Point to “D” and “d” on the Alphabet Wall Chart and ask Ss to repeat /d/ sound.


- Have Ss look at their book. T: Find D. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.

15



T: Show me .(David)/ Ss: It’s (dog).Act. 3: Introduce “The D chant”.

- Play “The D chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:“ The B –C D –C song: - Play the song and ask Ss to listen and point to the letters they hear.- Ask Ss to sing aloud and give Ss cards of letters when they hear.


Lesson 8: D-dPeriod 2


Sentence patterns:How many?(seven)!



, I I, O o , U u and B b, C c “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.


- Use some cards and make 5 “pockets” out of heavy paper.- Label the pockets /a/, /e/, /o/, /b/ and /c/. Have a Ss deliver a card to the pocket

labeled with the same initial sound. - Repeat with different Ss until all the cards have been delivered.


- Use puppets to introduce the new pattern.Puppet A: How many?Puppet B: (seven)..- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 18 and review the /d/ sound. T: Show me (the dog)/ Ss: (repeat).

- Ask Ss to look at page 19 and look for each object: T: Find the hidden object. Is there a dinosaur?/ Ss: Yes, there is./ No, there isn’t.T: Where is the dinosaur?/ Ss: (point to the dinosaur) Here it is.

Act. 2: Question and answer pattern:

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- Have Ss listen to the tape and point to the picture. - Play the tape again and pause after each line for Ss to repeat.- Ask Ss to work in pairs to practice more.

PRODUCTION:Guess how many?:- Pick up any number of cards and hind them behind your back.- Ask Ss to guess how many you have.- The Ss guesses correctly or comes to the closest is the next “teacher”.


Lesson 9G-gPeriod 1


Vocabulary:Gail, girl, gorilla, game.



, I I, O o , U u and B b, C c, D d, G g “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Line- up game:

- Divide the class into groups of ten and give each Ss a number card 1-10- Call out the number in random order.- Ss stand and line up in the order called.

PRESENTATION:Act. 1: Present G and g:

- Show Ss “G” TC: T: This letter’s name is I G/ Ss: G- Point to “G” on the “ABC” Wall Chart. T: G/ Ss: G- Ask Ss to look at the book and say: G- Continue to introduce the letter “g” similarly.

Act. 2: Present the /g/ sound:- Model the MAT gesture for /g/.- Show Ss how to make /g/ sound.- Point to “G” and “g” on the Alphabet Wall Chart and ask Ss to repeat /g/ sound.


- Have Ss look at their book. T: Find G. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Gail)/ Ss: It’s (girl).Act. 3: Introduce “The G chant”.

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- Play “The G chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:

Pair Dictation: - Ask Ss to number a piece of paper from 1-4, next to each number, draw from 1-10 of

1 of the “g” vocabulary items.- Ask Ss to take in turns in pairs to dictate to each other how many of what item to

draw. When finished, Ss compare their papers to check.Week 9- Period 18


Lesson 9: G-gPeriod 2


Sentence patterns:How old are you?I’m (seven).



, I I, O o , U u , B b, C c, D d, G g “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

WARM-UP AND REVIEW:Greetings and introductions:

- Review the greetings and introductions learned so far. Hi! What’s your name?Hello! I’m (Van). How are you?I’m fine.


- Use puppets to introduce the new pattern.Puppet A: How old are you?Puppet B: I’m (seven)..- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 20 and review the /g/ sound. T: Show me (the gorilla)/ Ss: (repeat).

- Ask Ss to look at page 21 and look for each object: T: Find the hidden object. Is there a game?/ Ss: Yes, there is./ No, there isn’t.T: Where is the gorilla?/ Ss: (point to the gorilla) Here it is.


18


PRODUCTION:Role play:- Ask Ss to be one of the characters: David, Beth, Gail…to greet each other, ask each

other’s name, and ask each other’s age.- Exception of Gail (7 years old), Ss can decide how old their characters are.

Week 10- Period 19- ReviewWeek 10- Period 20- Mid-first-term Test Week 11- Period 21


Lesson 10P-pPeriod 1


Vocabulary:Peter, peach, pencil, picture.



, I I, O o , U u and B b, C c, D d, G g, P p “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors


- Use some cards and make some “pockets” out of heavy paper.- Label the pockets /a/, /e/, /o/, /b/, /c/ /g/, /i/, or /u/. Have a Ss deliver a card to the

pocket labeled with the same initial sound. - Repeat with different Ss until all the cards have been delivered.

PRESENTATION:Act. 1: Present P and p:

- Show Ss “P” TC: T: This letter’s name is I P/ Ss: P- Point to “P” on the “ABC” Wall Chart. T: P/ Ss: P- Ask Ss to look at the book and say: P- Continue to introduce the letter “p” similarly.

Act. 2: Present the /p/ sound:- Model the MAT gesture for /p/.- Show Ss how to make /p/ sound.- Point to “’P” and “p” on the Alphabet Wall Chart and ask Ss to repeat /p/ sound.


- Have Ss look at their book. T: Find P. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Peter)/ Ss: It’s (pencil).Act. 3: Introduce “The P chant”.

- Play “The P chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:

19


Tic- Tac- Toe.- Play the game with 2 teams.


Lesson 10: P-pPeriod 2


Vocabulary:Dog(s), pig(s), cow(s), duck(s).

Sentence patterns:What are they?They are (dogs).



, I I, O o , U u , B b, C c, D d, G g, P p “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

WARM-UP AND REVIEW:Find your partner:

- Review the numbers 1-10 first.- Use a double set of PC & give each St a PC. Ss try to find their partner by the same

card. S1: What is it? S2: It is a dog. What is it? S1: It is a cat.- Once Ss find their partner, they brings their cards to the teacher


- Introduce the words first. Ask Ss how to recognize the plural form of words.- Use puppets to introduce the new pattern.Puppet A: What are they? Puppet B: They are (dogs).- Ask a student to be puppet A and B. Have Ss repeat the expressions several times


- Ask Ss to look at page 22 and review the /p/ sound. T: Show me (Peter)/ Ss: (repeat).- Ask Ss to look at page 23 and look for each object: T: Find the hidden object. Is there a peach?/ Ss: Yes, there is./ No, there isn’t.T: Where is the peach?/ Ss: (point to the peach) Here it is.


PRODUCTION:Duck- Duck- Pig Game:- Ask Ss to sit in a circle and a Ss walks around patting each Ss on the head as he

passes and says duck or pig.- If S1 says pig, S2 stands and run in the opposite position and competes with S1 to sit

in the open space.

20


- St left standing becomes “it” for the next turn.Week 12- Period 23


Lesson 11T-tPeriod 1


Vocabulary:Tom, table, telephone, TV.



, I I, O o , U u , B b, C c, D d, G g, P p, T t “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors


- Use some cards and make some “pockets” out of heavy paper.- Label the pockets /b/, /c/ /g/, or /p/. Have a Ss deliver a card to the pocket labeled with


PRESENTATION:Act. 1: Present T and t:

- Show Ss “T” TC: T: This letter’s name is I T/ Ss: T- Point to “T” on the “ABC” Wall Chart. T: T/ Ss: T- Ask Ss to look at the book and say: T- Continue to introduce the letter “t” similarly.

Act. 2: Present the /t/ sound:- Model the MAT gesture for /t/. Show Ss how to make /t/ sound.- Point to “’T” and “t” on the Alphabet Wall Chart and ask Ss to repeat /t/ sound.


- Have Ss look at their book. T: Find T. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Tom)/ Ss: It’s (table).Act. 3: Introduce “The T chant”.

- Play “The T chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:

Charades:- Divide the class into 2 teams. Show S1 from team 1 a TC (A a, E e , I I, O o , U u , B

b, C c, D d, G g, P p, T t) ask he to form the letter with his body.- S1’s team guess which big or small letter S1 is making. Correct guess gets 1 point.

Week 12- Period 24

21



Lesson 11: T-tPeriod 2


Vocabulary:car(s), taxi(s), truck(s), train(s).

Sentence patterns:What are they?They are (cars).



, I I, O o , U u , B b, C c, D d, G g, P p, T t “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

WARM-UP AND REVIEW:Find your partner:

- Review the numbers 1-10 first.- Use a double set of PC and give each Ss a PC. Ss try to find their partner by the

same card.S1: What are they? S2: They are (pigs). What are they? S1: they are (ducks)..

- Once Ss find their partner, they brings their cards to the teacher


- Introduce the words first. Ask Ss how to recognize the plural form of words.- Use puppets to introduce the new pattern.Puppet A: What are they? Puppet B: They are (cars).- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 24 and review the /t/ sound. T: Show me (Tom)/ Ss: (repeat).- Ask Ss to look at page 25 and look for each object: T: Find the hidden object. Is there a car?/ Ss: Yes, there is./ No, there isn’t.T: Where is the car?/ Ss: (point to the car) Here it is.


PRODUCTION:Slap: Use the TC of the vocabulary in plural and singular forms from lesson 10-11 and place them face up on the table. Call out a word using it in the sentence:

T: It’s a (cow) or they are (cows).The first Ss to touch the correct card and repeat the word keeps the card and becomes the caller for the next card.


WARM-UP AND REVIEW:

22


Lesson 12V-vPeriod 1


Vocabulary:Vicky, video, vest, violin.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

Tic- Tac- Toe.- Play the game with 2 teams. Draw a nine-square tic-tac-toe grid on the board. - Show team 1 a PC for singular or plural vocabulary and say either the question or

answer. S1 says the matching answer or the question. T: They are cows. S1: What are they?

PRESENTATION:Act. 1: Present V and v:

- Show Ss “V” TC: T: This letter’s name is I V/ Ss: V- Point to “V” on the “ABC” Wall Chart. T: V/ Ss: V- Ask Ss to look at the book and say: V- Continue to introduce the letter “v” similarly.

Act. 2: Present the /v sound:- Model the MAT gesture for /v/. Show Ss how to make /t/ sound.- Point to “’V” and “v” on the Alphabet Wall Chart and ask Ss to repeat /v/ sound.


- Have Ss look at their book. T: Find V. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Vicky)/ Ss: It’s (video).Act. 3: Introduce “The V chant”.

- Play “The V chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:


b, C c, D d, G g, P p, T t) ask he to form the letter with his body.- S1’s team guess which big or small letter S1 is making. Correct guess gets 1 point.


Lesson 12: V-v

Resources:SB/ p. 27

WARM-UP AND REVIEW:Act. 1: Find your partner:

- Review the numbers 1-10 first.

23


Period 2


Vocabulary:Blue, red, yellow, green, orange.

Sentence patterns:What color is it?It is (blue).

WB/ p. 27


, I I, O o , U u , B b, C c, D d, G g, P p, T t, V v “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

- Use a double set of PC and give each Ss a PC. Ss try to find their partner by the same card.S1: What are they? S2: They are (pigs). What are they? S1: they are (ducks)..

- Once Ss find their partner, they brings their cards to the teacher

PRESENTATION:Act. 1: Introduce the question and answer pattern:

- Introduce the words first. Show Ss the color cards.- Use puppets to introduce the new pattern.Puppet A: What color is it?Puppet B: It is (blue).- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 26 and review the /v/ sound. T: Show me (Vicky)/ Ss: (repeat).- Ask Ss to look at page 27 and look for each object: T: Find the hidden object. Is there a violin?/ Ss: Yes, there is./ No, there isn’t.T: Where is the violin?/ Ss: (point to the violin) Here it is.


PRODUCTION:Slap: Use the color cards and place them face up on the table. Call out a word using it in the sentence: T: It’s yellow.The first Ss to touch the correct card and repeat the word keeps the card and becomes the caller for the next card.


Lesson 13Z-zPeriod 1


WARM-UP AND REVIEW:Concentration:

Do the activity using multiple sets of Color Cards.

PRESENTATION:

24



Vocabulary:Zack, Zebra, Zero, Zipper.


, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

Act. 1: Present Z and z:- Show Ss “Z” TC: Z: This letter’s name is I Z/ Ss: Z- Point to “Z” on the “ABC” Wall Chart. T: Z/ Ss: Z- Ask Ss to look at the book and say: Z- Continue to introduce the letter “z” similarly.

Act. 2: Present the /z/ sound:- Model the MAT gesture for /z/.- Show Ss how to make /z/ sound.- Point to “’Z” and “z” on the Alphabet Wall Chart and ask Ss to repeat /z/ sound.


- Have Ss look at their book. T: Find Z. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Zack)/ Ss: It’s (a zebra).Act. 3: Introduce “The Z chant”.

- Play “The Z chant” on the tape and ask Ss to listen and point to the pix.


- Divide the class into 2 teams. Show S1 from team 1 a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v) ask he to form the letter with his body.

- S1’s team guess which big or small letter S1 is making. Correct guess gets 1 point.


Lesson 13: Z-zPeriod 2




WARM-UP AND REVIEW:Find the Color Game:

- Ss point to colored objects in the room as the teacher calls out colors.


- Introduce the words first. Show Ss the color cards.

25


Listening

Vocabulary:Pink, brown, purple, white, black.

Sentence patterns:What color is it?It is (pink).

, I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

- Use puppets to introduce the new pattern.Puppet A: What color is it?Puppet B: It is (pink).- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 26 and review the /z/ sound. T: Show me (Zack)/ Ss: (repeat).- Ask Ss to look at page 27 and look for each object: T: Find the hidden object. Is there a zipper?/ Ss: Yes, there is./ No, there isn’t.T: Where is the zipper?/ Ss: (point to the zipper) Here it is.


PRODUCTION:Bean Bag Colors Game: Make a big color chart and put it on the floor. Divide the class into 2 teams. Each Ss takes a turn throwing bean bag at the chart. When the bean bag lands on a color, Ss says the color and gets a point.

Week 15- Period 29-ReviewWeek 15- Period 30


Lesson 14F-fPeriod 1




, I I, O o , U u , B b,


- Use some cards and make some “pockets” out of heavy paper.- Label the pockets /b/, /c/ /v/, or /z/. Have a Ss deliver a card to the pocket labeled with


PRESENTATION:Act. 1: Present F and f:

26


Vocabulary:Fay, finger, foot, fan.

C c, D d, G g, P p, T t , V v, Z z, F f “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

- Show Ss “F” TC: F: This letter’s name is I F/ Ss: F- Point to “F” on the “ABC” Wall Chart. T: F/ Ss: F. - Ask Ss to look at the book and say: F- Continue to introduce the letter “f” similarly.

Act. 2: Present the /f/ sound:- Model the MAT gesture for /f/. Show Ss how to make /f/ sound.- Point to “’F” and “f” on the Alphabet Wall Chart and ask Ss to repeat /f/ sound.


- Have Ss look at their book. T: Find F. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Fay)/ Ss: It’s (a finger).Act. 3: Introduce “The F chant”.

- Play “The F chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:


b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask he to form the letter with his body.S1’s team guess which big or small letter S1 is making. Correct guess gets 1 point.


Lesson 14: Z-zPeriod 2


Vocabulary:



, I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z , F f “ABC” and “abc”


- Use a double set of the /t/ vocabulary picture cards placed facedown in random order- Ss turn over 2 cards at the same time, looking for a matching pair of vocabulary items.- As they turn over each card, Ss should use the word in a sentence.


- Introduce the words first. Show Ss the shape cards.- Use puppets to introduce the new pattern.Puppet A: What shape is it?

27


A circle, a square, a triangle, a rectangle.

Sentence patterns:What shape is it?It is (a circle).

Alphabet Wall Charts, Student name tags.


colors- Puppets.

Puppet B: It is (a circle).- Ask a student to be puppet A and B- Have Ss repeat the expressions several times


- Ask Ss to look at page 30 and review the /f/ sound. T: Show me (Fay)/ Ss: (repeat).- Ask Ss to look at page 27 and look for each object: T: Find the hidden object. Is there a finger?/ Ss: Yes, there is./ No, there isn’t.T: Where is the finger?/ Ss: (point to the finger) Here it is.


PRODUCTION:Run to a Shape Game:

- Scatter different color shape cards on the floor and display around the room. T: it is a blue circle.- Ss run to the correctly colored shape.- The first Ss to touch the shape calls out the next shape and color.


Lesson 15L-lPeriod 1


Vocabulary:Luke, lamp, lemon, lion.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l “ABC” and “abc” Alphabet Wall Charts, Student

WARM-UP AND REVIEW:Charades:

- Divide the class into 2 teams. S1 from team 1 looks at the shape card. S1 makes the shape with body or use other gestures to help his team to guess the shape.

PRESENTATION:Act. 1: Present L and l:

- Show Ss “L” TC: F: This letter’s name is I L/ Ss: L- Point to “L” on the “ABC” Wall Chart. T: L/ Ss: L- Ask Ss to look at the book and say: L- Continue to introduce the letter “l” similarly.

Act. 2: Present the /l/ sound:- Model the MAT gesture for /l/.

28


name tags.- CD/ tape- Cassette player- Cards in different

colors

- Show Ss how to make /l/ sound.- Point to “’L” and “l” on the Alphabet Wall Chart and ask Ss to repeat /l/ sound.


- Have Ss look at their book. T: Find L. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Luke)/ Ss: It’s (lion).Act. 3: Introduce “The L chant”.

- Play “The L chant” on the tape and ask Ss to listen and point to the pix.


- Divide the class into 2 teams. Show S1 from team 1 a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask he to form the letter with his body.

S1’s team guess which big or small letter S1 is making. Correct guess gets 1 point.Week 17- Period 33


Lesson 15: L-lPeriod 2


Vocabulary:A star, a diamond, a heart, an oval.

Sentence patterns:What shape is it?



, I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z , F f, L l “ABC” and “abc” Alphabet Wall Charts, Student name tags.

- CD/ tape

WARM-UP AND REVIEW:Board Race:

- Divide the class into 2 teams and call out a shape.- S1 from each team races to the board and draws correct shape.- The first Ss to finish earn a team point.


- Introduce the words first. Show Ss the shape cards.- Use puppets to introduce the new pattern.Puppet A: What shape is it?Puppet B: It is (a star).- Ask a student to be puppet A and B- Have Ss repeat the expressions several times

29


It is (a star). - Cassette player- Cards in different

colors- Puppets.


- Ask Ss to look at page 32 and review the /l/ sound. T: Show me (Luke)/ Ss: (repeat).- Ask Ss to look at page 33 and look for each object: T: Find the hidden object. Is there a lamp?/ Ss: Yes, there is./ No, there isn’t.T: Where is the lamp?/ Ss: (point to the lamp) Here it is.


PRODUCTION:Guessing game:

- Make cardboard cutouts for each of the shapes. Place them in a box at the front of the room.

- A Ss feels the shape in the box and guesses the shape.- This can be done as a team activity.


Lesson 16M-m


Vocabulary:Mary, moon, man, monkey,

Sentence patterns:Good morning! Good night!



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l , M m “ABC” and “abc” Alphabet Wall Charts, Student name tags.




to find what it is.

PRESENTATION:Act. 1: Present M and m:

- Show Ss “M” TC: T: This letter’s name is I M/ Ss: M. Point to “M” on the “ABC” Wall Chart. T: M/ Ss: m and ask Ss to look at the book and say: M

- Continue to introduce the letter “m” similarly.Act. 2: Present the /m/ sound:

- Model the MAT gesture for /m/. Show Ss how to make /m/ sound.- Point to “M” and “m” on the Alphabet Wall Chart and ask Ss to repeat /m/ sound.

Act. 3: Present the new expressions:- Present the new vocabulary first. Use puppets to introduce the new expressions.

30


colors Puppet A: Good morning! Puppet B: Good morning!- Ask a student to be puppet A and B. Have Ss repeat the expressions several times


- Have Ss look at their book. T: Find M. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.

Act. 2: Show me: Ask Ss to look at their book and point to each picture and answer: T: Show me.(the moon)/ Ss: It’s a (moon.Act. 3: Introduce “The M chant”.

- Play “The M chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:

Number book: Ask Ss mark the book of numbers. Give each Ss 5 pieces of paper. On each page Ss write 1 number 1-5 then they illustrate that page with the appropriate number of any object of their choosing.


Lesson 17N-n


Vocabulary:Nina, nut, notebook, nest.

Sentence patterns:Thank you! You’re welcome.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l , M m, N n “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Sing a song::

- Sing “The F-L-M Song” as a group. Assign a letter to each Ss in the class.- Have Ss march around the room as they sing.

PRESENTATION:Act. 1: Present N and n:

- Show Ss “N” TC: T: This letter’s name is I N/ Ss: M. Point to “N” on the “ABC” Wall Chart. T: N/ Ss: m and ask Ss to look at the book and say: N

- Continue to introduce the letter “n” similarly.Act. 2: Present the /n sound:

- Model the MAT gesture for /n/. Show Ss how to make /n/ sound.- Point to “N” and “n” on the Alphabet Wall Chart and ask Ss to repeat /n sound.

Act. 3: Present the new expressions:- Present the new vocabulary first. Use puppets to introduce the new expressions.Puppet A: Thank you! Puppet B: you’re welcome!- Ask a student to be puppet A and B. Have Ss repeat the expressions several times


- Have Ss look at their book. T: Find N. It’s hidden. Where is it?

31


- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.

Act. 2: Show me: Ask Ss to look at their book and point to each picture and answer: T: Show me.(Nina)/ Ss: It’s a (nut).Act. 3: Introduce “The N chant”.

- Play “The N chant” on the tape and ask Ss to listen and point to the pix.PRODUCTION:

Role play: Using language Ss have learned, create a birthday party conversation.A: Hi! Matt. How old are you?B: I’m eight years old.A: it’s a ball.B: Thank you!A: You’re welcome.


Lesson 18S-sPeriod 1


Vocabulary:Sally, sandwich, seesaw, sun.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l ,M m, N n, S s “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Initials game:

- Use PC to give as “presents”, or if possible bring in inexpensive stickers as real presents. Identify the Ss receiving the Ss by giving his or her first initial.

- Give additional clues until Ss can get who. Continue until all Ss have received a gift.

PRESENTATION:Act. 1: Present S and s:

- Show Ss “S” TC: F: This letter’s name is I S/ Ss: S- Point to “S” on the “ABC” Wall Chart. T: S/ Ss: S- Ask Ss to look at the book and say: S- Continue to introduce the letter “l” similarly.

Act. 2: Present the /s/ sound:- Model the MAT gesture for /s/.- Show Ss how to make /s/ sound.- Point to “’S” and “s” on the Alphabet Wall Chart and ask Ss to repeat /s/ sound.


- Have Ss look at their book. T: Find S. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.

32


- Play the tape and ask Ss to listen and repeat.Act. 2: Show me:

- Ask Ss to look at their book and point to each picture and answer:T: Show me .(Sally)/ Ss: It’s (sandwich).

Act. 3: Introduce “The S chant”.- Play “The S chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION: Divide the class into 2 teams. Show S1 from team 1 a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p,

T t, Z z, V v, Z z, F f) ask he to form the letter with his body.S1’s team guesses which big or small letter S1 is making. Correct guess gets 1 point.


Lesson 18: S-sPeriod 2


Vocabulary:Body, face, head, mouth.Sentence patterns:This is my (body).



, I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z , F f, L l “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

WARM-UP AND REVIEW:Hidden picture:

- Place 10 PC of vocabulary on the chalk rail. Cover each PC with a numbered card.- S1 from team 1 chooses a number, uncover the card for 3 seconds, if S1 can name

the vocab the team 1 gets 1 point.


- Introduce the words first using own body.- Use body to introduce the new pattern.T: This is my (body).- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 38 and review the /s/ sound. T: Show me (Sally)/ Ss: (repeat).- Ask Ss to look at page 39 and look for each object: T: Find the hidden object. Is there the sun?/ Ss: Yes, there is./ No, there isn’t.T: Where is the sun?/ Ss: (point to the sun) Here it is.

Act. 2: Question and answer pattern:- Have Ss listen to the tape and point to the picture. - Play the tape again and pause after each line for Ss to repeat.

33


- Ask Ss to work in pairs to practice more.

PRODUCTION:Ping Pong:

- Ask Ss to work in pairs to touch their body part to make sentences.


Lesson 19X-xPeriod 1


Vocabulary:Mr., X, X ray, box, fox.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Mixed-Up Chain:

- Ss say one body part while pointing to a different part. The parts they point to are cues for the next Ss in the chain.

- Ss see how long they can continue the chain without making a mistake.

PRESENTATION:Act. 1: Present X and x:

- Show Ss “X” TC: F: This letter’s name is I X/ Ss: X- Point to “X” on the “ABC” Wall Chart. T: X/ Ss: X- Ask Ss to look at the book and say: X- Continue to introduce the letter “x” similarly.

Act. 2: Present the /x/ sound:- Model the MAT gesture for /x/. Show Ss how to make /x/ sound.- Point to “’X” and “x” on the Alphabet Wall Chart and ask Ss to repeat /x/ sound.


- Have Ss look at their book. T: Find X. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Mr. X)/ Ss: It’s (a box).Act. 3: Introduce “The X chant”.

34


- Play “The X chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Charades: Divide the class into 2 teams. Show S1 from team 1 a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask he to form the letter with his body.

S1’s team guess which big or small letter S1 is making. Correct guess gets 1 point.


Lesson 19: X-xPeriod 2


Vocabulary:Eyes, ears, nose, fingers.

Sentence patterns:This is my (nose).These are my (eyes).





colors- Puppets.

WARM-UP AND REVIEW:Slap:

- Place SC faceup on the table. Hold up one of the body- part picture cards and say the word. T: body, /b/, Body.

- Ss look for and touch the letter that makes the initial sound. Ss: Here it is. It’s b.


- Introduce the words first by using some parts of body.This is my (nose).- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 40 and review the /x/ sound. T: Show me (Mr. X)/ Ss: (repeat).- Ask Ss to look at page 41 and look for each object: T: Find the hidden object. Is there a box?/ Ss: Yes, there is./ No, there isn’t.T: Where is the box?/ Ss: (point to the box) Here it is.


PRODUCTION:Nose, Nose, Ear game:

- Have Ss touch the parts of the body you say.

35


- Do it rhythmically and quickly. - The Ss who make a mistake becomes the next caller.



Lesson 20J-jPeriod 1


Vocabulary:Jack, jam, juice, jet.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors


- Use some cards and make some “pockets” out of heavy paper.- Label the pockets /b/, /c/ /v/, or /z/. Have a Ss deliver a card to the pocket labeled with


PRESENTATION:Act. 1: Present J and j:

- Show Ss “J” TC: T: This letter’s name is I J/ Ss: J- Point to “J” on the “ABC” Wall Chart. T: J/ Ss: J- Ask Ss to look at the book and say: J- Continue to introduce the letter “j” similarly.

Act. 2: Present the /j/ sound:- Model the MAT gesture for /j/. Show Ss how to make /j/ sound.- Point to “’J” and “j” on the Alphabet Wall Chart and ask Ss to repeat /j/ sound.


- Have Ss look at their book. T: Find J. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Jack)/ Ss: It’s (iam).Act. 3: Introduce “The J chant”.

- Play “The J chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:

36


Charades: Divide the class into 2 teams. Show S1 from team 1 a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask him to form the letter with his body.

S1’s team guesses which big or small letter S1 is making. Correct guessing gets 1 point.Week 23- Period 46


Lesson 20: J-jPeriod 2


Vocabulary:Arms, hands, legs, feet.

Sentence patterns:These are my (arms).





colors- Puppets.

WARM-UP AND REVIEW:Make a monster:

- Give Ss instructions to draw their own monsters. “ He has 2 heads/ they are green..”- Ss show each other their pix when finished.- After completing this activity, Ss can also draw their own unique creatures and then

tell the class how to draw them.


- Introduce the words first by using some parts of body.These are my (arms).- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 42 and review the /j/ sound. T: Show me (Jack)/ Ss: (repeat).- Ask Ss to look at page 43 and look for each object: T: Find the hidden object. Is there a jet?/ Ss: Yes, there is./ No, there isn’t.T: Where is the jet?/ Ss: (point to the jet) Here it is.


PRODUCTION:Nose, Nose, Ear game:

- Have Ss touch the parts of the body you say.- Do it rhythmically and quickly. - The Ss who make a mistake becomes the next caller.

37



Lesson 21K-kPeriod 1


Vocabulary:Kim, kite, kitten, kangaroo.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k“ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Guessing game:

- Have Ss wear name tags, listen to the hints and guess which Ss is being described.T: I’m thinking of a girl. She has 2 Ts in her name. Her name starts with a big B. She is wearing a blue shirt…- When Ss can guess which Ss, they shout the name.

PRESENTATION:Act. 1: Present K and k:

- Show Ss “K” TC: T: This letter’s name is I K/ Ss: K- Point to “K” on the “ABC” Wall Chart. T: K/ Ss: K- Ask Ss to look at the book and say: K- Continue to introduce the letter “k” similarly.

Act. 2: Present the /k/ sound:- Model the MAT gesture for /k/. Show Ss how to make /k/ sound.- Point to “’K” and “k” on the Alphabet Wall Chart and ask Ss to repeat /k/ sound.


- Have Ss look at their book. T: Find K. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Kim)/ Ss: It’s (kite).Act. 3: Introduce “The K chant”.

- Play “The K chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Big or Small:

- Write j, j, K, k, S, s on a grid on the board. - Ask Ss to decide whether each letter is a big letter or a small letter.

Week 24- Period 48

38



Lesson 21: K-kPeriod 2


Vocabulary:Left hand, right hand, left foot, right foot.

Sentence patterns:This is my (left) (hand).





colors- Puppets.


- Each group of Ss needs a double set of body-part picture cards.- Place cards facedown in random order. Ss take turns turning over 2 cards, looking for

a matching pair of body parts.- As Ss turn over cards, they use the words in sentences with: This is/ These are.


- Introduce the words first by using some parts of body.This is my left hand.- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 44 and review the /k/ sound. T: Show me (Kim)/ Ss: (repeat).- Ask Ss to look at page 45 and look for each object: T: Find the hidden object. Is there a kite?/ Ss: Yes, there is./ No, there isn’t.T: Where is the kite?/ Ss: (point to the kite) Here it is.


PRODUCTION:Me picture:

- Use the self-portraits Ss made in lesson 19. Ss add the labels: right hand, left hand, right foot, left foot.

- Allow Ss to label their right or left eyes and ears as well.


WARM-UP AND REVIEW:

39


Lesson 22H-hPeriod 1


Vocabulary:Henry, hat, horse, house.



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, h h “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

Ghost Card Game: - Choose a card to be the ghost card. Put all cards in a stack facedown.- Each Ss take one card in turn and read it aloud. When a Ss turn over the ghost card,

all other Ss run away and “it” tries to catch one.

PRESENTATION:Act. 1: Present H and h:

- Show Ss “H” TC: T: This letter’s name is I H/ Ss: H- Point to “H” on the “ABC” Wall Chart. T: H/ Ss: H. Ask Ss to look at the book & say: H- Continue to introduce the letter “h” similarly.

Act. 2: Present the /h/ sound:- Model the MAT gesture for /h/.- Show Ss how to make /h/ sound.- Point to “’H” and “h” on the Alphabet Wall Chart and ask Ss to repeat /h/ sound.


- Have Ss look at their book. T: Find H. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Henry)/ Ss: It’s (hat).Act. 3: Introduce “The H chant”.

- Play “The H chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Sing the song: “ The J-K-H song”

- Play the tape and ask Ss to listen and repeat.


Lesson 22: H-h

Resources:SB/ p. 47

WARM-UP AND REVIEW:Right Hand, Right Hand, Left hand Game:

- Have Ss touch or raise the parts of the body you say.

40


Period 2


Vocabulary:Shoulders, elbows, knees, toes.

Sentence patterns:Touch your (shoulders).

WB/ p. 47


, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

- Do it rhythmically and quickly. - The Ss who makes a mistake becomes the caller for the next round.


- Introduce the words first by using some parts of body.Touch your (shoulders).- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 46 and review the /h/ sound. T: Show me (Henry)/ Ss: (repeat).- Ask Ss to look at page 47 and look for each object: T: Find the hidden object. Is there a hat?/ Ss: Yes, there is./ No, there isn’t.T: Where is the hat?/ Ss: (point to the hat) Here it is.


PRODUCTION:Me picture:

- Use the self-portraits Ss made in lesson 19. Ss add the labels: shoulders, toes, elbows, knees.

- Allow Ss to label their right or left eyes and ears as well.


Lesson 23Q-qPeriod 1



- Use some cards and make some “pockets” out of heavy paper.- Label the pockets /h/, /j/ /v/, or /z/. Have a Ss deliver a card to the pocket labeled with

the same initial sound.

41



Vocabulary:Quinn, queen, quilt, question.


, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

- Repeat with different Ss until all the cards have been delivered.

PRESENTATION:Act. 1: Present Q and q:

- Show Ss “Q” TC: T: This letter’s name is I Q/ Ss: Q- Point to “Q” on the “ABC” Wall Chart. T: Q/ Ss: Q. Ask Ss to look at the book & say: Q- Continue to introduce the letter “q” similarly.

Act. 2: Present the /q/ sound:- Model the MAT gesture for /q/. Show Ss how to make /q/ sound.- Point to “’Q” and “q” on the Alphabet Wall Chart and ask Ss to repeat /q/ sound.


- Have Ss look at their book. T: Find Q. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Quinn)/ Ss: It’s (a quilt).Act. 3: Introduce “The Q chant”.

- Play “The Q chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Knock Knock:

- S1 pretends to be Quinn. S1: Knock, knock! Ss: Who’s there? S1: It’s jam.- S1 can say any words but when S1 says Quinn, others ran away. S1 tries to catch

one who becomes the next QuinnWeek 26- Period 52


Lesson 23: Q-qPeriod 2




WARM-UP AND REVIEW:Sing Head, shoulders, Knees, and Toes:

- Ss stand in pairs. As they sing, they touch each other’s head, shoulders, knees, and toes.

- If Ss are unfamiliar with the song, put them in groups of 3.- One Ss give commands, and the others touch.

42


Listening

Vocabulary:Knees, nose, head.

Sentence patterns:Ought! I hurt my (knee).

, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h, Q q “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.


- Introduce the words first by using some parts of body.Touch your (shoulders).- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 48 and review the /q/ sound. T: Show me (Quinn)/ Ss: (repeat).- Ask Ss to look at page 49 and look for each object: T: Find the hidden object. Is there a quilt?/ Ss: Yes, there is./ No, there isn’t.T: Where is the quilt?/ Ss: (point to the quilt) Here it is.


PRODUCTION:Concentration:

- Use a double set of body-part picture cards. Place them facedown in random order.- Ss take turns turning over 2 cards, looking for a matching pair of body parts.- Ss use the item on each card in a sentence:Ought! I hurt my (knee). This is my head. These are my eyes….


Lesson 24R-rPeriod 1




, I I, O o , U u , B b, C c, D d, G g, P p,

WARM-UP AND REVIEW:Can you remember?:

- With the book closed, Ss try to remember as many letters as possible.- As they call out the letters, write the big or small letters on the board.- Have Ss open the book to see which words were forgotten.

PRESENTATION:Act. 1: Present R and r:

- Show Ss “R” TC: T: This letter’s name is I R/ Ss: R

43


Vocabulary:Roger, rocket, rabbit, radio.

T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q, R r “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors

- Point to “R” on the “ABC” Wall Chart. T: R/ Ss: R- Ask Ss to look at the book and say: R- Continue to introduce the letter “r” similarly.

Act. 2: Present the /r/ sound:- Model the MAT gesture for /r/.- Show Ss how to make /r/ sound.- Point to “’R” and “r” on the Alphabet Wall Chart and ask Ss to repeat /r/ sound.


- Have Ss look at their book. T: Find R. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Roger)/ Ss: It’s (a rocket).Act. 3: Introduce “The R chant”.

- Play “The R chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:The Q-R song:



Lesson 24R-rPeriod 2


Vocabulary:



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X

WARM-UP AND REVIEW:Run to the Hospital:

- Designate one corner of the room as “the hospital.” Assign each Ss a body part, or give them pix. There may be more than 1 Ss with the same word.

T: ought! I hurt my (left hand). - Ss holding that card run to the hospital. When they arrive, they say to each other and

respond: me, too. The rest of the class respond: That’s too bad.- Repeat for the other body parts.


44


Up, down, turn around, in, out.

Sentence patterns:Let’s Go! OK!

x, H h, Q q, R r “ABC” and “abc” Alphabet Wall Charts, Student name tags.


colors- Puppets.

- Introduce the words first by using actions:T (stand up): up./ (sit down): down….- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 50 and review the /r/ sound. T: Show me (Roger)/ Ss: (repeat).- Ask Ss to look at page 51 and look for each object: T: Find the hidden object. Is there a radio?/ Ss: Yes, there is./ No, there isn’t.T: Where is the radio?/ Ss: (point to the radio) Here it is.


PRODUCTION:In, In, Out Game:

T: In, in, OUT.- On the third word, Ss must do the different action and say it in aloud voice. - The Ss who does the same action as the caller becomes the next caller.


Lesson 25W-wPeriod 1


Vocabulary:Wendy, water, watch, woman



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q, R r, W w “ABC” and

WARM-UP AND REVIEW:Sing: “The Q-R song”.


PRESENTATION:Act. 1: Present W and w:

- Show Ss “W” TC: T: This letter’s name is I W/ Ss: W- Point to “W” on the ABC Wall Chart. T: W/ Ss: W. Ask Ss to look at the book & say: W- Continue to introduce the letter “w” similarly.

Act. 2: Present the /w/ sound:- Model the MAT gesture for /w/. Show Ss how to make /w/ sound.- Point to “W” and “w” on the Alphabet Wall Chart and ask Ss to repeat /w/ sound.

45


“abc” Alphabet Wall Charts, Student name tags.


colors


- Have Ss look at their book. T: Find W. It’s hidden. Where is it?- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Wendy)/ Ss: It’s (water).Act. 3: Introduce “The W chant”.

- Play “The W chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:H, H, W Game:

- This is a kind of memory chain.T: H,H,W! S1: W, W, X. S2: X, X, T…- Each Ss begins his turn with the last letter of the previous Ss. Have Ss keep the

rhythm by slapping their legs for the first two letters, and clapping for the third letter.


Lesson 25W-wPeriod 2


Vocabulary:Walk, jump. Run, skip.

Sentence patterns:I can (walk).



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h, Q q, R r , W w “ABC” and “abc” Alphabet Wall Charts, Student name tags.


- Divide class into teams. S1 from team 1 selects a picture card with up down turn around in or out

- S1 uses actions to communicate the chosen vocabulary.- If S1’s team guesses correctly, they earn 1 point.


- Introduce the words first by using actions:T : walk/ jump/ run/ skip.- Ask a student to repeat.- Have Ss repeat the expressions several times

PRACTICE:

46



colors- Puppets.

Act. 1: Find the hidden objects:- Ask Ss to look at page 52 and review the /w/ sound. T: Show me (Wendy)/ Ss:

(repeat).- Ask Ss to look at page 53 and look for each object: T: Find the hidden object. Is there a woman?/ Ss: Yes, there is./ No, there isn’t.T: Where is the woman?/ Ss: (point to the radio) Here she is.


PRODUCTION:Find your partner: - Assign each Ss one of the four actions. There should be at least 2 Ss for one action.- Each Ss says: I can (skip), until he finds some one else who is doing the same thing.- When Ss find their partners, they go to the teacher and repeat their sentences while

they do the action.Week 30- Period 59


Lesson 26Y-yPeriod 1


Vocabulary:Yolanda, yak, yarn, yo-yo



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q, R r, W w, Y y “ABC” and “abc” Alphabet Wall Charts, Student name tags.

- CD/ tape

WARM-UP AND REVIEW:Body Alphabet

- Divide the class into teams. Show S1 from team 1 a TC.- S1 makes a letter with her body. The team guesses the letter for a point.

PRESENTATION:Act. 1: Present Y and y:

- Show Ss “Y” TC: T: This letter’s name is I Y/ Ss: Y- Point to “Y” on the “ABC” Wall Chart. T: Y/ Ss: Y. Ask Ss to look at the book & say: Y- Continue to introduce the letter “y” similarly.

Act. 2: Present the /y/ sound:- Model the MAT gesture for /y/. Show Ss how to make /y/ sound.- Point to “y” and “y” on the Alphabet Wall Chart and ask Ss to repeat /y/ sound.


- Have Ss look at their book. T: Find Y. It’s hidden. Where is it?

47


- Cassette player- Cards in different

colors

- Help Ss find the letter and have them point to it. Ss: Here it is.- Play the tape and ask Ss to listen and repeat.


T: Show me .(Yolanda)/ Ss: It’s (a yar).Act. 3: Introduce “The Y chant”.

- Play “The Y chant” on the tape and ask Ss to listen and point to the pix.

PRODUCTION:Sorting game:

- Use some cards and make some “pockets” out of heavy paper.- Label the pockets /h/, /j/ /v/, or /z/. Have a Ss deliver a card to the pocket labeled with

the same initial sound. - Repeat with different Ss until all the cards have been delivered


Lesson 26Y-yPeriod 2


Vocabulary:Swim, hope, sing, dance.

Sentence patterns:I can (swim).



, I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h, Q q, R r , W w, Y y “ABC” and “abc” Alphabet Wall Charts, Student name tags.


WARM-UP AND REVIEW:Run to the action:

- Scatter action picture cards on the floor or display them around the room.T: I can (run).- Ss run to the appropriate picture card. Each time, Ss should use the action the T says

to move to the card.


- Introduce the words first by using actions and gestures or explaining:T : Swim, hope, sing, dance.

- Ask a student to repeat.- Have Ss repeat the expressions several times


- Ask Ss to look at page 54 and review the /y/ sound. T: Show me (Yolanda)/ Ss: (repeat).

- Ask Ss to look at page 55 and look for each object:

48


colors- Puppets.

T: Find the hidden object. Is there a yo-yo?/ Ss: Yes, there is./ No, there isn’t.T: Where is the yo-yo?/ Ss: (point to the yo-yo) Here she is.


PRODUCTION:Pass an action: - Make a circle. Everyone keeps the rhythm by clapping.- S1 claps 2 times and says an action, points to another St at the same time.- S2 jumps, then claps twice, points to S3, and says another action…



Lesson 27ABCPeriod 1


Vocabulary:The alphabet (A-Z)


Teaching aids:- TC and SC “ABC”

and “abc” Alphabet Wall Charts, Student name tags.


colors

WARM-UP AND REVIEW:Pair Dictation

- Ss number their papers from 1-10. in pairs, Ss take turns dictating alphabet letters written in different colors.

S1: One. It’s a red B…- Ss check each other’s answers.

PRESENTATION:Present the Alphabet in order:

- Show Ss the alphabet in order.- Point to each letter in the ABC Wall Chart.- Ask Ss to rearrange some letters in the correct order.

PRACTICE:Act. 1: Listen:

- Have Ss look at the alphabet letters in the order.- Ask Ss to listen and point to the letter to repeat.

Act. 2: Drill:- Call out the alphabet letters in random order. Ss point to the correct letter and repeat

its name.

49


- Keep the pace of the drill as fast as possible.Act. 3: Introduce “The A_B_C Song”.

- Play song on the tape and ask Ss to listen and sing aloud.

PRODUCTION:Team game:

- Divide the class into teams. Tell team 1 a sound.- The team earns 1 point for each word they remember that begins with the same

sound.- After team 1 has finished, team 2 earns points by remembering any words team 1

forgot.Week 32- Period 63


Lesson 27ABCPeriod 2


Vocabulary:The alphabet (A-Z)





colors

WARM-UP AND REVIEW:Singing

- In pairs, Ss sing “The W-Y song”. One Ss is W, the other is Y.- Ss stand and sit quickly when they hear their letters, point to their partners and

themselves for you and I, wave Good bye and walk away for bye-bye, and then find a new partner for the second verse.






its name. - Keep the pace of the drill as fast as possible.

Act. 3: Introduce “The A_B_C Song”.- Play song on the tape and ask Ss to listen and sing aloud.

50


PRODUCTION:Sorting game:

- Use some cards and make some “pockets” out of heavy paper.- Label the pockets /h/, /j/ /v/, or /z/…. Have a Ss deliver a card to the pocket labeled

with the same initial sound. Repeat with different Ss until all the cards have been delivered


Lesson 28abcPeriod 1


Vocabulary:The alphabet (a-z)





colors


- Divide the class into teams.- Show s1 from team 1 a big letter TC. He will make the letter shape with his body.- Team 1 earns a point for guessing the letter. If desired, include vocabulary cards.







Act. 3: Introduce “The a-b-c Song”.- Play song on the tape and ask Ss to listen and sing aloud.

PRODUCTION:Hammer game:

51


- Give each Ss a letter. Use a toy hammer or pencil to point to SC.- Keep a steady rhythm. Ss must say their letter names in time with the beat.- As Ss get used to saying their letters, make the rhythm faster.


Lesson 28abcPeriod 2


Vocabulary:The alphabet (a-z)





colors

WARM-UP AND REVIEW:Fix the Alphabet:

- Write the alphabet (big letters) on the board or place TC on the board rail.- Put 2 or more letters in wrong location.- Let Ss identify the incorrect letters and fix the order.- Repeat several times, with Ss close their eyes when T moves letters.



PRACTICE:Act. 1: Listen: (again)


Act. 2: Drill: (again)- Call out the alphabet letters in random order. Ss point to the correct letter and repeat


Act. 3: Introduce “The a-b-c Song”. (again)- Play song on the tape and ask Ss to listen and sing aloud.

PRODUCTION:Dictation:

- Ss make a nine-square grid and number each square 1-9

52


- Ss ask T to find out what goes in each square.S1: What’s Number 1? T: a C in a triangle.- Ss draw a C in a triangle in the number 1 square.- Continue until Ss have filled all nine squares.


Lesson 29Good bye!Period 1


Vocabulary:Good bye! See you later!





colors

WARM-UP AND REVIEW:Greeting:

- Elicit from Ss the greetings, expressions, questions to make a short conversation:A: Hi! I’m (mark). What’s your name? B: I’m (Dennis). How are you? A: fine, thank you. How are you? B: I’m fine. How old are you?A: I’m 7 years old……

PRESENTATION:Introduce new expressions:

- Present the new vocabulary first. Use puppets to introduce the new expressions.Puppet A: good bye! Puppet B: See you later!- Ask a student to be puppet A and B. Have Ss repeat the expressions several times

PRACTICE:Act. 1: Say the character’s name:

- Have Ss look at the book.- Ask Ss to point to the character and repeat the name.- Check their pronunciation.

Act. 2: Show Me:- In pairs, Ss take turns telling each other which character to point to.

Act. 3: Introduce “The Good bye Song”.- Play song on the tape and ask Ss to listen and sing aloud.

PRODUCTION:Can you remember?

- Help Ss remember as many questions and answers as possible. - Either write them on the board or display a picture card appropriate to that question.- If desired, allow Ss to page through their books to see how much they have learned.

53


Week 34 Period 67Key language Materials Key activities

Lesson 29Good bye!Period 2


Vocabulary:Good bye! See you later!





colors

WARM-UP AND REVIEW:Tic-Tac-Toe:

- Use cards to review all the question and answer patterns learned in Starter Level.- Divide the class into 2 teams. Draw nine-square tic-tac-toe grid on the board.- Ask team 1 a question and give them the answer: T: it’s a square. Ss: What’s shape is it?- If S1 does correctly, team 1 earns one X or O on the playing grid.- The first team to get 3 X or 3 O in a row across, down, or diagonally wins.

PRESENTATION:Introduce new expressions again:

- Present the new vocabulary first. Use puppets to introduce the new expressions.Puppet A: good bye! Puppet B: See you later!- Ask a student to be puppet A and B. Have Ss repeat the expressions several times

PRACTICE:Act. 1: Say the character’s name again:

- Have Ss look at the book.- Ask Ss to point to the character and repeat the name.- Check their pronunciation.

Act. 2: Show Me: (again)- In pairs, Ss take turns telling each other which character to point to.

Act. 3: Introduce “The Good bye Song”. (again)- Play song on the tape and ask Ss to listen and sing aloud.

PRODUCTION:Slap?

- Place all of the number, color, and shape cards faceup in random order on the floor. Call out a word. Ss races to touch the card, repeat the word, and use it in the sentence.

- The first St to do this becomes the next caller.

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ppct - lg starter

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