Week 1
Period 1
Preparing day: August 16
th
, 2014
Teaching day: August 18
th
, 2014
Starter. Hello.Everyone!
Lesson 1
I/ Objective : By the end of the lesson, students will be able to understand a short
story.
II/ Language focus:
* Vocabulary: Class Book characters, cousin, brother, brown, green, curly, hair,
eyes.
* Sentence pattern:
I’ve got , He’s got…, This is…, This isn’t…, where is…
- Develope Listening and reading skills.
III/ Teaching aids:
- CD tracks 1-2.
- Hello flashcards 1-4.
IV/ Procedures:
Time Teacher’s activities Students’ activities
5’
20’
I. Warm up.
 Say Hello to all the children and elicit Hello in
response. Ask every child to say Hello to the other
children. Ask the children How are you? And ask them
to ask and answer each other.
 Show the flashcards and elicit the names of the

III. Production
 Write: Do exercise 1 in the Workbook.
 Find and circle: Do exercise 2 in the Workbook.
 Personalization: Ask individual children to describe
the child sitting next to them He/She’s got ….
IV/ Home work.
- Learn the new words.
- Read the story at home.
- Prepare Lesson 1.
- Do the actions.
- do the exercise 1,
2.
- describe
individually.
Copy down.
Remarks:
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2
Week 1
Period 2
Preparing day: August 16
th
, 2014
Teaching day: August 18
th
, 2014
Starter. Hello.Everyone!
Lesson 1

Pair work: Ask 2 children to read the sentences in
exercise 4 to the whole class. Get the children to work in
pairs and take it in turns to point to a person in the
picture and describe them to their partner.
III.Consolidation
- Sing.
- Answer.
- Repeat
- Play roles in
groups.
- Look and read.
- Do the exercise.
- Work in pairs.
3

2’
 Writing: Ask the children to open their workbooks to
page 5. Do exercise 1. Put students in pairs to practice
the story. Students then do Exercise 2.
Writing: Ask the children to exchange workbooks
and look at the picture of their partner drew. Ask them to
write 3 sentences about their partner e.g. This is …. He
is …. He has got …
III/ Home work.
- Learn the new words.
- Read the story at home.
- Prepare Lesson 2.
- Work in groups.
- Introduce the
person on the left or

Time Teacher’s activities Students’ activities
5’
20’
1/ Warm up.
 Play Bingo. Give the children the Bingo worksheets.
Ask them to cut up the pictures and choose 9 to put on
their grid. Call out the words one by one and the
children cross them off if they have them. The first child
to complete a row of 3 wins.
Use the number flashcards to elicit numbers 11-20.
Give a flashcard to 10 different students in the class and
get them to stand up when they hear their number.
II. Practice
Pairwork: Ask the children to open their class book on
p 6. Ask them what they can see in the picture and how
many. Tell the children to work in pairs and do exercise
one, asking and answering about the picture.
Recording 4: Look at the pictures in exercise 2 and
get the children to point to the cars when you say the
- play
- stand up
- work in pairs
- listen and point
5
8’

2’
number. Play the track and the children listen and point.
 Ask children what colour number 11 etc is. Ask 2
children to ask and answer across the class. The children

Starter. Hello.Everyone!
Lesson 2
I/ Objective : By the end of the lesson, students will be able to practice of the structure
there is, there are.
II/ Language focus:
* Vocabulary: review: numbers 11-20, animals.
* Sentence pattern: Ther is …, There are…
- Develope writing and speaking skills.
III/ Teaching aids:
Numbers flashcards 1-20
IV/ Procedures:
Time Teacher’s activities Students’ activities
5’

20’
1/ Warm up.
 Choose 12 items of vocabulary- singular and plural
nouns e.g. books, pen to review. Ask the children to
make 2 columns on their paper and to write there is at
the top of one column and there are at the top of the
other column. Dictate the singular and plural nouns to
them. They listen and write the words in the correct
column.
Show numbers flashcards again and elicit the numbers
1-20. Show the flashcards out of order and ask students
to say the numbers together.
II. Practice
Exercise 1: Ask the children to open their workbooks
on p 6 and look at the picture in exercise 1.Ask them
what they can see in the picture and how many. The

Remarks:
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8
Week 2
Period 5
Preparing day: August 23
th
, 2014
Teaching day:August 25
th
, 2014
Starter. Hello.Everyone!
Lesson 3
I/ Objective : By the end of the lesson, students will be able to identify free time
activities with can and can’t.
II/ Language focus:
* Vocabulary: play tennis, skateboard, ride a horse, ride a bike, skate, sing, fly a kite,
climb.
* Sentence pattern:
- She can she can’t
- Can he…?
- No he can’t, yes he can
- Develope writing and speaking skills.
III/ Teaching aids:
- Extra Practical Classroom Activities –‘ I can, you can’.
IV/ Procedures:
Time Teacher’s activities Students’ activities
5’

it in turns to ask and answer from the table in exercise 2.
III.Consolidation
Pair work: Cut the extra activity I can, you can work
sheet in half. Tell the children to work in pairs. Give the
children the worksheet and ask them to fill in the table
for themselves. The children then ask their partner and
fill in the table for the partner. Give an example with a
child for the whole class.
Feedback: Choose some of the children to tell the
class about their partner.
III/ Home work.
- Review the words.
- Prepare Lesson 3.
- work in pairs
- do the exercise 2
- work in pairs
- work in pairs
- tell in front of the
class
- copy down
Remarks:
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10
Week 2
Period 6
Preparing day: August 23
th
, 2014

point.
II. Practice
Exercise 1: Ask the children to look at p7 of their
work book and tell you what activities they can see in
each picture in exercise 1. Ask them what the children in
- play
-show the words
- do the exercise 1
in work book
- work in pairs
11
8’

2’
each picture can and can’t do. The children do exercise
1. Exercise 2: The children do exercise 2.
Feedback: Choose different children to ask and
answer the questions they wrote in exercise 2.
Tell the children to close their books and ask them
questions to see if they can remember e.g. Can Lucy
ride a bike?
III.Consolidation
Picture dictionary: Ask children to open their
Workbooks to p.68 and do write the words under each
animal. Ask them to colour the animals.
Hello everyone board game: Either use the colour
version or the black & white one (with the black &
white version? Put children in groups of four and give
each group a board game. They play the game moving
around the board, and saying the words as they land on

* Vocabulary: swim, skate, draw, ride a horse, ride a bike , fly.
* Sentence pattern:
- She can she can’t
- Can he…?
- No he can’t, yes he can
- Develope writing and reading skills.
III/ Teaching aids:
- Colours flashcards 15-21
- Natasha’s Extra Activity Handouts: Hello everyone
- Counters and dice
IV/ Procedures:
Time Teacher’s activities Students’ activities
5’

20’
I. Warm up.
 Play Pictionary. Choose some of the vocabulary from
the starter unit. Put the children in teams of 5-6. Ask one
child from each team to come to the front of the class.
Show them a word – they must not say the word. The
children run back to their team and draw the word,
without speaking. The first team to guess correctly gets a
point.
II. Practice
Exercise 1: Ask the children to look at p7 of their
work book and tell you what activities they can see in
each picture in exercise 1. Ask them what the children in
- play
-show the words
- do the exercise 1

- colour the animals
- work in groups
- play board game
- copy down
Remarks:
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14
Week 2
Period 8
Preparing day: August 25
th
, 2014
Teaching day:August 27
th
, 2014
Unit One. We’ve got English!
Lesson One
I/ Objective : By the end of the lesson, students will be able to practice the spelling of
school subjects and the structure what have you got on…?
II/ Language focus:
* Vocabulary: School subjects: art, maths, English, science, PE, music.
* Sentence pattern:
What have you got on …?
-I’ve got … and ….
- Develope writing skills.
III/ Teaching aids:
- Flashcards
– school subjects 1- 6

Ask individual children what subjects they have got
on each day e.g. What have you got on Monday? Use
the flash cards if necessary as prompts for the children.
Open pair work: Choose one child to ask the
question and another to answer. Do this a few times
with different children asking and answering.
Closed pair work: Children in pairs ask and answer
what have you got on ? using the pictures in the
workbook on page 8.
III.Consolidation
Writing practice: the children do exercise 3 in the
workbook on page 8.
The children write one sentence for each day of the
week e.g. I’ve got maths and science on Monday.
III/ Home work.
- Review the words.
- Prepare Lesson 2.
- do the exercise 2
- ask and answer
- answer the
questions
- ask and answer
- work in groups
- do exercise 3
- write
- copy down
Remarks:
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dymaon. Choose 14 children to the board and put them
in 2 teams of 7 lined up behind each other. The children
have to write the day of the week correctly. The first to
finish gets a point for their team.
 Ask the children some questions about the story from
the last lesson. What lessons have the children got? etc
- spell day of the
week
- answer
17
20’
8’

2’
Recording 7: Play track 7 and pause after each
dialogue for the children to repeat.
 Give the children actions for the story. Examples in
the teacher’s book.
Recording 7: Play the recording again and the
children do the actions.
Put the children in groups of 4 and ask them to role
play the story.
II. Practice
The children look at the pictures in ex 2 and ask them
what they can see.
The children point to the pictures as you read the
questions and answers.
On the board write the sentence patterns What have
we got on .? We’ve got These are our …. You can
wear their ….

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18
Week 3
Period 10
Preparing day: August 29
th
, 2014
Teaching day:September 1
st
, 2014
Unit One. We’ve got English!
Lesson Two
I/ Objective : By the end of the lesson, students will be able to talk about school
subjects.
II/ Language focus:
* Vocabulary: School subjects: art, maths, English, science, PE, music, day of the
week.
* Sentence pattern:
-What have we got on …?
-When have we got ?
-We’ve got … and ….
-These are their/our
-Those are their/our
- Develope reading and writing skills.
III/ Teaching aids:
- Flashcards – school subjects 1- 6
IV/ Procedures:
Time Teacher’s activities Students’ activities

they have on each day and write them up.
Writing practice: ask the children to close their books
and write 3 sentences – 2 true and one false. Give an
example.
Ask the children to give each other their sentences.
The children read each other’s sentences and the
correct sentences and x the incorrect one.
III/ Home work.
- Review the words.
- read the story again.
- Prepare Lesson 3.
- do exercise 1
- compare the
answer
- do exercise 2,3
- work in pairs
- ask and answer
- write down the
subject
- write
- read and correct
- copy down
Remarks:
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20
Week 3
Period 11
Preparing day: August 30

II. Practice
Show the children the flashcards of school rooms and
- play jump
- say the timetable
- listen and repeat
21

8’

2’
elicit the vocabulary. Show the flashcards one by one
again and say the words and ask the children to repeat
together and by themselves.
 Recording 8: Ask the children to look at the pictures
in ex 1 on page 10. Ask the children to listen and point
to the pictures.
 Recording 8: Ask the children to listen again and
repeat.
 Recording 9: With books closed children listen to the
song and stand up when they hear art room, computer
room, playground and sports field.
 Recording 9: Ask the children to open their books
on p10 and look at the pictures in ex.2. Ask them
where the children are and what they are doing.
Recording 9: Play the song again twice, pausing for
the children to repeat.
Recording 9: Play the song again for the children to
sing along.
III.Consolidation
Listen and mime: With the children think of actions

Teaching day:September 3
rd
, 2014
Unit One. We’ve got English!
Lesson Three
I/ Objective : By the end of the lesson, students will be able to practice the spelling of
school rooms and areas and the structure “We’ve got a …in the …”
II/ Language focus:
* Vocabulary: school areas, playground, sports field, art room, computer room.
* Sentence pattern:
- We’ve got in the …
- Develope listening and speaking skills.
III/ Teaching aids:
- Flashcards – school subjects 1-6 and school rooms 7-10.
IV/ Procedures:
Time Teacher’s activities Students’ activities
5’
20’
I. Warm up.
Warm up: Play Board Slap; Put flashcards 1- 10 of
school subjects and school rooms on the whiteboard.
Choose 12 children to come to the front and stand in
front of the board in 2 teams of 6. Shout out one of the
flashcards. The first child in each team has to run to the
board and slap the card. The first child to slap the correct
card gets a point for their team.
Sing the song At our school from the previous period.

II. Practice
 The children do exercise 1 on page 10 in their

- sing the song again.
- Prepare Lesson 3.
- review
- do exercise 2
- answer
- do exercise 3
- draw the pictures
- work in pairs
- listen and draw
- copy down
Remarks:
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24
Week 4
Period 13
Preparing day: september 5
th
, 2014
Teaching day:September 8
th
2014
Unit One. We’ve got English!
Lesson Three
I/ Objective : By the end of the lesson, students will be able to describe areas of a
school and school subjects.
II/ Language focus:
* Vocabulary: School subjects:art, music, PE, Science, mathsm English, School
areas:art, room, playground, sports, field, computer room, classroom.