Teacher’s Activities

Students’ Activities

I. Warm-up (5 minutes)

Aims: To practice greetings and safe login.

- Greet students: “Hello!” and encourage response.

- Use gestures: stand up/sit down.

- Introduce e-book: Guide how to safely access sachso using a nickname.

- Ask: “What should we NOT share online?” (name, address).

à Expected outcomes and assessment

- Task completed with excellence: Students are able to practice greetings correctly.

- Task completed: Students are able to practice greetings.

- Task uncompleted: Students are unable to practice greetings.

- Respond to greetings.

- Follow gestures: stand/sit.

- Log into e-book following safety steps.

- Answer about online safety.

Vocabulary

Patterns

Skills

doll, ball, teddy bear, car, kite, bike, train, yo-yo, robot, balloon, monster

- This is my …

- This is your …

- What’s your favorite toy?

=> My favorite toy is …

- Listening

- Speaking

- Reading

- Writing

Stage

Teacher’s Activities

Students’ Activities

Warm-up
(7’)

- Greet students and ask some questions about the feelings, weather, date, classroom rules etc.

- Play “Binoculars” to quickly review the vocabulary about toys: doll, ball, teddy bear, car, kite, bike, train, yo-yo, robot, balloon, monster by asking students to look carefully and answer “What toy is it?”

- Elicit individual responses by answering full sentences: “It’s a/an …”.

- Show full pictures and ask “What color is it?”.

- Elicit individual responses with the structure: “It’s a/an (color) (toy).”.

- Show all of the words with flashcards/pictures, remind students by saying out loud in chorus.

- Show a picture of a dice, lead in and introduce the new lesson.

- Respond to the teacher’s greeting and answer the questions.

- Join the game, look at the picture carefully.

- Raise their hands to give the answer.

- Look and answer.

- Repeat vocabulary aloud.

Teacher’s activities

Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To help students become familiar with common greetings.

* Greetings

- Say Hello , encouraging students to say Hello in response.

- Ask one student to stand up. Say Hello to him/her. Encourage the student to respond with Hello .

- Point to yourself and say My name’s … Ask a student What’s your name? He / She answers My name’s …

- Say Hello. My name’s … Then, encourage students to do the same in pairs, greeting each other and saying their names.

- Say Stand up! Indicate the class should stand at their seats. Say Sit down! and indicate they should sit down again.

- Play a short game for students to follow instructions. Shout Stand up! and Sit down! several times. The last student to complete the action is “out” each time.

- Evaluate students. Give feedback.

Expected outcomes and assessment

- Task completed with excellence: Students can greet each other nicely.

- Task completed: Students can greet each other.

- Task uncompleted: Students are unable to greet each other.

- Say Hello in response.

- Stand up. Respond with Hello .

- Say their names.

- Do the same in pairs, greeting each other and saying their names.

- Follow the teacher’s instructions.

- Play a short game to follow the teacher’s instructions.

PRESENTATION (10 minutes)

Aim: To help students identify the names of the characters.

*Lead-in: Use flashcards 1-4 to present the characters.

- Hold the flashcards up one at a time and introduce the characters.

- Help students identify the characters by asking some questions about their appearance.

E.g. What color is her/his hair?

What color is her/his T-shirt?

- Elicit students to answer the questions.

*Listen and point. Repeat. (Track 01)

- Say Open your books and model the action for students to open their Student Books. Point to the characters.

- Play the first part of the recording. Hold your book up and demonstrate that you are pointing to the pictures along with the audio. Ask students listen and point to the appropriate picture.

- The first time through, the recording follows the order of the pictures on the page; the second time the order is out of sequence. This is also true in subsequent word presentations.

- Play the second part of the recording for students to point to the pictures and repeat the names.

- Call some students to read the names.

- Praise students if they have done well.

àExpected outcomes and assessment

- Task completed with excellence: Students can point and say the names of the characters correctly.

- Task completed: Students can point and say the names of the characters.

- Task uncompleted: Students are unable to point and say the names of the characters.

- Follow the teacher.

- Answer some questions about their appearance.

- Answer the questions.

- Open their Student Books. Point to the characters.

- Listen to the first part of the recording . Point to the appropriate picture.

- Follow the teacher’s instruction.

- Listen to the second part of the recording. Point to the pictures and repeat the names.

- Read the names.

PRACTICE (8 minutes)

Aim: To help students understand a short story.

*Listen and read. (Track 02)

- Say Now close your books and model the action. Say Let’s read the story .

- Point to the different characters and have students say the names.

- Ask What’s happening? for students to tell what they think is happening in the story.

- Play the recording, pointing to each speech bubble as students listen and look.

- Ask students to look at the story in their books. Then, play the recording for them to listen and point.

- Ask questions to check comprehension, e.g. Who is in the class?

- Play the recording again for students to listen and follow the text in their books with their finger .

- Call some volunteers to read the speech bubble.

- Praise students if they have done well.

Expected outcomes and assessment

- Task completed with excellence: Students can read the sentences correctly and fluently.

- Task completed: Students can read the sentences.

- Task uncompleted: Students are unable to read the sentences.

- Follow the teacher’s instructions.

- Say the names.

- Tell what they think is happening in the story.

- Listen to the recording and look at the speech bubble.

- Look at the story in their books. Listen to the recording and point.

- Answer the questions.

- Listen and follow the text in their books with their finger .

- Read the speech bubble.

PRODUCTION (10 minutes)

Aim: To help students remember the names of the characters.

*Free talking

- Have students to work in pairs.

- Ask students to say their names with “My name’s......”. Give time for students to do the task.

- Call some students to say their names in front of the class.

- Check students’ pronunciation.

*Game: “Pointing game”

- Put Flashcards 1-4 in different places around the room.

- Call out one word. E.g. Billy

- Ask students to listen to the word and point to the correct flashcard as fast as possible. Have students repeat the word when they point.

- Ask a few students to take the role of teacher and call out the words.

- Remark on students’ pronunciation and praise.

Expected outcomes and assessment

- Task completed with excellence: Students can point and say the names correctly.

- Task completed: Students can point and say the names.

- Task uncompleted: Students are unable to point and say the names.

- Work in pairs.

- Say their names with “My name’s......”.

- Say their names in front of the class.

- Observe the teacher.

- Listen to the teacher.

- Listen to the word and point to the correct flashcard as fast as possible. Repeat the word when they point.

- Take the role of teacher and call out the words.

HOMEWORK (2 minutes)

- Learn new words by heart.

- Do the exercises in Workbook page 4.

- Prepare for the next lesson (Unit Starter - Lesson 2).

REFLECTION

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................