GRADE 1

Period: 2 Week 1 Teaching date:

Unit Starter: Lesson 2
I. Objectives:
- To greet people
- To ask the question What’s your name?
- To sing the song
- To understand simple classroom instructions
II.Preparation: Audio Tracks 04–07; Flashcards 1–5
III. Procedures:
Stage Procedure Interaction
Warmer  Say Hello and encourage children to reply Hello and Teacher to
then to greet each other in pairs. whole class
 Do the chant from Student Book page 4.
Lead-in  Hold up each of the Flashcards 1–3 for children to say Teacher to
the names. Model any names they don’t know. whole class
 Point to each flashcard again and say Hello (Rosy) and
wave. Children repeat in chorus, and then individually.
Presentation Exercise 1
 Put Flashcard 1 on the board. Turn toward the Teacher to
flashcard and say What’s your name? Take the whole class
flashcard and hold it up in front of yourself. Say I’m
Rosy.
• Play the recording several times for children to repeat
the words when they’re ready.

Development Exercise 2
 Point to the picture of Rosy and say What’s your Teacher to
name? Say I’m Rosy. Point to the characters one at a whole class
time and repeat. Practice with the class.
 Say Let’s sing! and play the recording for the children
to listen to. At verse 3, pause the recording to remind
children that Billy is only a baby and he can’t speak yet.
Tell them to copy the sounds Billy makes when they
sing the song.
 Play the recording again and sing along. Hold up
Flashcards 1–5 as you sing the words and encourage
the children to do the actions for Hello and Goodbye.
Exercise 3
• Say Look at the pictures. Teacher to
 Play the first part of the recording for the children to whole class
listen and point.
 Play the recording several times while demonstrating
the actions and encouraging the children to copy you.
 Play the second part of the recording for the children
to listen and repeat, and mime the actions, too.
Consolidation Let’s talk!
 Ask students to look at the picture and speech bubble. Teacher to
Say Raise your hand. whole class
 Now mime the other four actions and elicit the
command from the students.
• Have students work in pairs and take turns saying the Pairs
commands and doing the actions.