GIaO An ANH ED1 05a484aa7e December

1
WEEK 3
Date of preparing: 22 /9/2020
Date of teaching: 1C: 23/9/2020 1A, 1B: 24/9/2020
Period 01:
WELCOME
Lesson 1: Part 1-2
I. Objectives:
By the end of this unit pupils Can say some common colours and can say
some common greetings.
II. Languages focus
- Vocabulary: blue, green, red, yellow.
- Sentence patterns:
Hello, I’m (name).
III. Teaching aids
Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures
Steps Learning activities Language focus Modes
Warm-up - Say Hello, I’m (name). Ask
pupils, What’s your name? Individua
Hello, I’m (name).
- Go around the class and ask
pupils to introduce themselves. Individual
Create a rhythmic chant with
clapping. Hello, I’m (name) (clap,
clap, clap).
1. Listen - Ask questions (in L1) about the Audio script Wh-class
and sing. main illustration and encourage CD1, Track 02,
Then pupils to talk about who they think CD1, Track 03
point and the characters are, where they are Harry: Hello, Individual
say. and what they are doing. Explain I’m Harry.
that the characters all live together Beth, Cody,
on a special island called Family Waldo: Hello
Island and that they are out Harry.
exploring. Beth: Hello, Wh-class
- Tell pupils the five characters are I’m Beth.
called (from left to right) Harry, Harry, Cody,
Beth, Waldo (the dragon), Cody Waldo: Hello Wh-class
and Aunt Fifi. Point to the Beth.
characters, say the names and Cody: Hello, Wh-class
pupils repeat. Explain that Harry I’m Cody.
and Beth are brother and sister and Beth, Harry, Wh-class
the other two are their friends. Waldo: Hello
There is also Aunt Fifi. Cody. GW
2
- Play the audio. Pupils listen and Waldo: Hello,

point to each character. I’m Waldo.
- Play the audio again. Pupils listen Harry, Beth,
again and join in. Cody: Hello
- If pupils feel confident, use the Waldo.
karaoke version of the song. Pupils
can use their own names.
- Teach the colours red, yellow and
blue by pointing to the flowers in
the main scene. Point to Waldo and
teach green. Reinforce the colours
using objects in the classroom, e.g.
coloured pens.
2. Listen - Play the audio. Ask pupils to CD1, Track 04 Wh-class
and find. listen to the audio and point to the Look at the
Then flowers in the pictures. flowers!
point and - Ask pupils to work in pairs. One Blue… green… PW
say. says the name of a character e.g. red… yellow!
Beth and their partner says the
colour of the flowers the character PW
is holding, e.g. blue.
Home- - As pupils are leaving the class, Wh-class
link. say, Hello, I’m (your name).
Encourage each pupil to say,
Hello, I’m (their name).
Answer, Hello, (their name).
*Evaluation:………………………………………………………………….....
…….
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Date of preparing: 22 /9/2020

Date of teaching: 1C: 23/9/2020 1A, 1B: 24/9/2020
Period 2
WELCOME
Lesson 2: Part 3,4.
I. Objectives
- By the end of this unit pupils can say numbers 1–5
II. Languages focus
- Vocabulary: one, two, three, four, five. Revise: blue, green, red, yellow
- Sentence patterns: Review
III. Teaching aids
3
IV. Procedures
Warm-up - Remind pupils of the characters’ GW
names and play the song from
Lesson 1 (CD1:02).
- Divide pupils into two teams.
Say, Red. One member from each
team finds something red in the
classroom.
Repeat with other colours.
Presentation - Teach numbers 1–5 using your Wh-class
fingers. Count to five.
Pupils join in when ready and Individual
count on their own fingers.
- Write the numbers in order on Wh-class
the board. Point to each, say the
number and pupils repeat. Now Individual
point to the numbers in mixed
order and pupils say the number.
3. Listen - Ask pupils to look at the CD1, Track 05 Wh-class
and chant. numbers. One. Two.
- Play the audio. Pupils listen and Three. Four. Wh-class
point to the numbers as they hear Five.
them. One, two, three,
- Play the chant again and ask four, five! Individual
pupils to chant along.
4. Listen - Draw pupils’ attention to the CD1, Track 06 Wh-class

and sing. package on the station platform. Come with us,
Then find Ask them (in L1) what they think come on a
and stick. it is and what might be inside it. quest,
Tell them that the characters are Come on a
on a Quest to find the items on the quest today.
package. They will find an item in Come with us,
each unit of the Pupils’ Book. come on a
- Explain that Harry and his quest,
friends are singing a song about Look for a Wh-class
their quest. balloon today.
- Play the audio and ask pupils to A balloon, a
listen for the Quest item of the balloon, Individual
Welcome Unit (a balloon). Look for a
- Pupils then look at the Welcome balloon today.
spread to find the Quest item (the Individual
balloon on page 2).
4
- They find the sticker at the back

of their books and stick it into the Individual
correct place.
- Play the audio again and ask
pupils to sing the Quest song. Wh-class
Home-link. - When you come back home. Wh-class

Please tell to your mother or
farther or your friends about what
did you say or what you did at
shool.
*Evaluation:…………………………………………………………………….
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WEEK 4
Date of preparing: 29/9/2020
Date of teaching: 1A, B, C: 30/9/2020;
Period 3
UNIT 1: HAPPY BIRTHDAY
Lesson 1: Part 1,2,3.
I. Objectives
- By the end of this unit, pupils can name more colours
II. Languages focus
- Vocabulary: black, brown, grey, orange, pink, purple, white. Revise blue,
green, red, yellow
What colour is it? - Is it (pink)?
III. Teaching aids
IV. Procedures
Warm-up - Play the song from the Welcome Wh-class
unit (CD1:02). Pupils listen and
sing.
- Revise red, green, yellow and Individual
blue by pointing to various objects
and asking, What colour is it?
1. What - Look at the main scene. Ask, Wh-class
do you What are we learning today? Write
know? the lesson objective on the board or
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look at it on the screen: We’re

learning words for colours.
- If using books, close them. Ask Individual
pupils what English words they
know for colours, e.g. red, blue.
Write them on the board.
- Introduce pupils to the learning Wh-class
adventure poster. Use this poster
with pupils to help them indicate
how confident they feel about the Wh-class
lesson objectives to show you who
may need more help. See page 7 in
the Introduction for how you use
this with your classes.
- Refer to the learning adventure Individual
and say, Great! You are already
moving along your learning
adventure!
Presentation
- Present the new vocabulary with Wh-class
Flashcards 01–11. Show the cards
in turn, say the words and pupils
repeat. Stick the flashcards on the
board as you say each word.
- Now say the words again and Individual
pupils find the colours in the
classroom.
- Indicate the flashcards on the
board and say, Colours. Have a Wh-class
short discussion (in L1) about the
colours pupils like.
- Write the colour words on the Wh-class
board and invite pupils to stick the
flashcards next to the correct word.
- Focus on the title of the unit, My
birthday. Explain (in L1) the
meaning of the word birthday.
- Focus on the scene. Ask pupils to Wh-class
guess whose birthday it might be.
Introduce Harry and Beth’s aunt,
2. Listen - Play the audio and ask pupils to CD1, Track 07 Wh-class
and find. listen first. Beth: Hello, my
- Ask pupils (in L1) whose name’s Beth.
birthday it is. (It’s Beth’s.) It’s my Wh-class
6
- Play the audio again. Pupils listen birthday! Look Individual

and point to the flags in the main at theflags!
illustration when they hear the new Pink, purple,
colour words. orange, brown,
- Check the activity by pointing to black, white and Wh-class
each flag and asking, What colour grey!
is it? Is it (pink)? Teach the words Harry and
yes and no so that pupils can Cody: Happy
answer. Birthday, Beth!
Waldo:
Mmmm! Happy
Birthday, Beth.
Beth: Thank
you!
3. Listen - Play the audio. Pupils listen and Wh-class
and say. point to the flags.
- Play the audio again. Pupils
listen, point to the flags and repeat Wh-class
the words.
Game
- Pupils play a game in pairs. One PW
pupil turns away while his/ her
partner covers up one colour with a
coin or a small piece of paper. PW
His/Her partner has to say which
colour is covered up. Pupils take
turns to cover up more colours
each time to make it more difficult.
Home- - When you come back home. Wh-class
link. Please tell to your mother or
shool.
*Evaluation:…………………………………………………………………..…...
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Date of teaching: 1A, 1B, 1C; 01/10/2020
Period 4
Lesson 2: 4,5,6
7
I. Objectives
- By the end of this unit, pupils can say numbers 6–10
II. Languages focus
- Vocabulary: six, seven, eight, nine, ten. Revise Numbers 1–5
How many cakes?
III. Teaching aids
IV. Procedures
Warm-up - Use Flashcards 01–11 to revise Wh-class
the colours. Show the red
flashcard and say, Red. Now
show the blue flashcard and say,
Green. Pupils clap when you say
the correct colour and stamp their
feet when you make a mistake.
Presentation - Revise numbers 1–5 by showing Wh-class
different numbers of fingers or
objects in the classroom, e.g. Individual
pencils or books. Ask, How many?
- Teach numbers 6–10 with
homemade number flashcards.
Stick the cards on the board in a Individual
row. Point to each in turn, say the
number and clap the appropriate
number of beats. Pupils repeat.
- Hold up five fingers and ask,
How many? Now say, Six.
Wh-class
Pupils show the correct number
of fingers. Repeat with other
numbers.
4. Listen - Ask pupils to look at Activity 4 AUDIOSCRIP Wh-class
and chant. in their Pupil's Books. T (CD1:09)
- Draw a cupcake and say, It’s a How many Individual
cake. Draw several more and ask, cakes?
How many? Continue until you One, two, three,
have drawn 10 cakes. four, five, six,
- Play the audio. Pupils find and seven, eight, Individual
count the cakes in the main nine, ten. Now
illustration as they listen. count again.
- Ask pupils how many cakes One, two, three,
they found (ten). If necessary, four, five, six, Individual
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explain that there are eight cakes seven, eight,

on the plate and that Waldo is nine, ten. Now
holding two cakes. count again.
- Play the audio again. Pause after One, two, three, Wh-class
each line to give pupils time to four, five, six,
repeat the words. seven, eight,
- Play the chant again and ask nine, ten. Individual
pupils to chant along.
6. Listen - Ask pupils (in L1) to remember AUDIO Wh-class
and sing. the Quest items from the SCRIPT –
Then stick. Welcome Unit, which the (CD1:11) Individual
characters have to find. Ask them Come with us,
to guess which item could be come on a quest. GW
found here. Come on a quest
- Play the Quest song. Pupils today!
listen for the Quest item. Come with us,
- Pupils then look at the main come on a quest.
scene to find the Quest item (the Look for a cake
cake). today. GW
- Ask pupils to find the stickers at A balloon and...
the back of their books. They find a cake! Look for
the sticker of the cake and stick it a cake today.
into the correct place on page 5,
over the grey cake on the table.
- Ask, What colour is the cake?
(pink)
- Play the audio again and ask
pupils to sing the Quest song.
shool.
*Evaluation:
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WEEK 5
Period 5
9

Lesson 3: 5,6,7
I. Objectives
- By the end of this unit, pupils can say how old I am and can follow the simple
song.
II. Languages focus
Clap, jump, stamp
It’s my birthday. I’m (six) today!
Sentence patterns:
How old are you?
III. Teaching aids
IV. Procedures
Steps Learning activities Language Modes
focus
Warm-up - Play the chant from Lesson 2 AUDIO Individual
(CD1:09). Pupils listen and chant SCRIPT –
along. (CD1:09)
How many GW
- Write the number 1-10 in random
cakes?
order on the board. Divide pupils One, two,
into two teams. Ask a pupil from three, four,
each team come to the front and five, six, seven,
explain that when they hear your call eight, nine, ten.
out a number, they should touch that Now count
card as quick as they can. The pupil again.
One, two,
who touches the card first score a
three, four,
point for his or her team. five, six, seven,
- Draw a cake on the board next to a eight, nine, ten. Individual
simple drawing of a child. Draw 5 Now count
candles on the cake. Point to the again.
child and say, It’s my birthday. One, two,
Count the candles and say, I’m five. three, four,
five, six, seven,
Write these sentences in speech
eight, nine, ten.
bubble if you wish.
- Ask several pupils, How old are Individual
you? Elicit e.g. I’m (six)
- Have pupils look at the screen and
ask, What are we learning today?
- Write the lesson objectives on the Wh-class
board: We're learning action words
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and saying how old we are.

- Ask pupils what English words
they can remember for numbers,
e.g. one, two. Write them on the
board.
- Refer to the learning adventure
poster and say, Great! You are
moving along your learning
adventure!
5. Look - Write and then read out the words Wh-class
and say. on the board and ask the students to
repeat after you.
Wh-class
- Teach jump, clap and stamp by
pointing to the word on the screen Individual
and then miming the actions.
- Also teach a mime to Hip, hip,
hurray, e.g. waving hands in the air.
- Pupils play a game in pairs. One Individual
pupil calls out an action then a
number from 1 to 10, e.g. Jump. Ten.
His or her partner does the action
that specific number of times.
6. Listen - Ask pupils to look at Activity 6 in Audio script Wh-class
and find. their Pupil's Books. It's my
- Get them to look at the scene and birthday.
Hip hiphurray!
explain (L1) that the children in the Individual
HappyBirthday
picture are all having a birthday ! Clap,
party. Ask questions about the clap,clap.
picture. Point to the candles on the I'm six today!
cake and ask, How many? (Seven.) It's mybirthday. PW
Point to a balloon and ask, What Hip hip hurray! Wh-class
colour is it? Pupils answer, e.g. It's HappyBirthday PW
! Stamp, stamp,
(blue).
stamp.
- Play the audio. Pupils listen and I'm seventoday! PW
point to each child as they hear It's mybirthday.
him/her mentioned in the song. Hip hip hurray!
- Play the audio again and ask pupils HappyBirthday
to join in with the words. ! Jump, jump,
- If the pupils feel confident, use jump.
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Karaoke version of the song on the I'm eight today!

Audio CD. Pupils can sing new HappyBirthday
verses with the ages and actions of !
HappyBirthday
their choice.
!
7. Find - Ask pupils to look at Activity 7 in Answer key: Wh-class
and draw. their Pupil's Books. 1 six candles 2
Then say. - Pupils find the children in the main eight candles 3 Individual
illustration and find the clues to how seven candles
old they are. Pupils then draw the Wh-class
number of candles on their birthday
cake and say, e.g. for picture 1, I'm
(six.)
- Check the activity by pointing to Individual
the various pictures and asking, How
old are you? Pupils answer, I'm (six).
- Invite several pupils to the board
and ask, How old are you? (I'm Individual
seven.)
Home- - When you come back home. Please Wh-class

link. tell to your mother or farther or your
friends about what did you say or
what you did at shool.
*Evaluation:
……………………………………………………………………………………
………………………………………………………………………..

Date of teaching: 1A,B,C; 10/10/2020
Period 6
UNIT 1: MY BIRTHDAY
Lesson 4: Part 8,9.
I. Objectives
- By the end of this unit, pupils can describe colours and talk about how old I am
can say the sounds /b/ and /p/.
II. Languages focus
- Vocabulary: Balloon, bee, panda.
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- Sentence patterns: + It’s (blue).

+I’m (six).
+Numbers, colours, actions
III. Teaching aids
IV. Procedures
Warm-up - Start the lesson by singing the Wh-class
song from lesson 3 (CD1:12) and
doing the actions to revise clap,
stamp and jump.
- Point to the objects in the
classroom, e.g. chair, table… Ask,
What colour is it? Say, It’s red.
Have pupils point to items in the
classroom and tell their partner.
8. Colour - Ask pupils to look at Activity 8 in Wh-class
and say. their Pupil's Books.
- Focus on the picture. Ask, How
many balloons? (Four.) Tell pupils Wh-class
to colour the balloons whichever
colour they like and to write a
number on the girl's party badge to Individual
indicate how old she is.
- Pupils then compare with a
partner, pointing to the balloons PW
and saying, It's (yellow) Wh-class
and I'm (six) about the girl's age.
- Remind pupils of the words PW
purple and pink by pointing to the
colour of the book or finding
objects of these colours in the
classroom.
- Ask pupils whichs sound they
hear in both words. Say /p/ sound
and ask pupils to repeat.
- Do the same with /b/ black, blue
9. Listen - Play the audio. Pause after the AUDIO Wh-class
and say. first three lines. Ask pupils which SCRIPT:
sound they can hear /b/ and /p). b b p p b, b, b
Play the first three line again and p, p, p Individual
pupils repeat. b, p, b, p, b, p
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- Introduce the two mascots by Buzzy Bee,

pointing and saying. This is Buzzy Buzzy Bee, Individual
Bee. This is Polly Panda. black, blue,
- Ask pupils which colours they brown, Buzzy
can see beginning with /b/ sound Bee! Wh-class
(black, blue and brown). And ask Polly Panda,
which colours they can see Polly Panda, PW
beginning with /p/ sound (purple purple, pink,
and pink). Polly Panda!
- Focus on the letter next to each Individual
character. Indicate the panda and
say, e.g. Look, a panda!
- Play the audio again and have
pupils repeat after each line.
10. Trace. - Ask pupils to look at Activity 6 in key: Wh-class
Then their Activity Books. b = blue, black,
listen and - Pupils trace the letters b and p. brown
colour. - Play the audio. Pupils listen and p = pink, GW
colour the spaces on Buzzy Bee's purple
and Polly Panda's paint palettes as AUDIO
instructed. SCRIPT – Wh-class
- Ask pupils to look at Activity 7 in (CD1:16)
their Activity Books. Buzzy Bee. Blue.
- Pupils trace the words. Polly Panda. GW
- Pupils read the words and colour Pink. Buzzy Bee.
the circles. They can write and Black. Polly
colour the final square in any of Panda. Purple.
the five colours. Buzzy Bee.
Brown.
Activity answer
Pop quiz - Ask pupils to stand up if you say Wh- class

a word with the /b/ sound and sit
down for a word with the /p/
sound. Say the words from the Individual
audio. If pupils are standing when
they should be sitting or vice versa,
they could continue with their Wh-class
hands on their heads. The winner is
the last pupil without hands on his
or her head.
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shool.
*Evaluation:
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WEEK 6
Period 7
UNIT 1: MY BIRTHDAY
Lesson 5: Part 10,11.
I. Objectives
- By the end of this unit, pupils can understand the simple stories and can act out
the stories
II. Languages focus
- Vocabulary: Colours, Numbers 1-10
- Sentence patterns: Review.
III. Teaching aids
IV. Procedures
Warm-up - Play the song from the Welcome Individual
Unit.
- Look back at Pupil's Book pages
2 and 3 to remind pupils of the Wh-class
characters and their names.
- Play the song again and have
pupils sing along.
- Write the lesson objectives on
the board: We're listening to a
story and acting it out.
10. Listen - Ask pupils to look at Activity 10 Audio script Wh-class
to the in their Pupil's Books. 1. Man 1: Good!
story. - Direct pupils' attention to the One blue ball for Individual
Read story and ask questions about the you! Harry:
characters and each scene, e.g. Thank you!
Who's this? What's this? What 2. Woman: One,
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colour is it? How many cakes?, two, three. Three

etc. yellow ducks for
- Ask pupils to predict what will you. Wh-class
happen in the story. Beth: Thank you.
- Play the audio. Ask pupils to 3. Man 2: One, Individual
listen to the story and follow two. Two purple
along in their books. balloons for you.
- Check pupils' understanding of Cody: Thank Wh-class
the story by asking questions and you.
pointing to the pictures. 4. Harry: Brown Wh-class
- After pupils have a clear for me. Beth: Individual
understanding of the story, play White for me.
the audio again. Pause after each Cody: And black PW
frame and encourage pupils to for me. Whee!
repeat the words and phrases 5. All: Waldo?
aloud to the audio. 6. Waldo: One,
two, three, four,
five! Five cakes
for me! Yum!
Beth: Oh,Waldo!
11. Act out - Ask pupils to look at Activity 11 Wh-class
the story. in their Pupil's Books.
- Invite a group of pupil
volunteers to act out the roles. Say
the lines while the pupils act out
the story and then ask pupils to Wh-class
repeat them after you.
- Encourage pupils to say the lines Wh-class
from memory. You may wish to
use props for the roleplay.
- Divide pupils into groups of GW
seven (Pick and mix). Give groups
time to practise their roleplay.
- Read the lines again and ask GW
pupils to speak along. Ask other
groups of pupils to come to the
front to act out the story.
- You might like to give the pupils GW
feedback on their roleplay.
Listen and - Ask pupils to look at Activity 8 Audio script Wh-class
circle. in their Activity Books. 1. Mmm, two
Then - Play the audio. Pupils listen and green balloons Wh-class
colour. circle the correct pictures. for Cody.
- They then listen again for the 2. Three yellow
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colour and colour the pictures ducks for Beth. Wh-class

according to the audio. 3. One brown
Answer key: ball for Harry.
1 b, green balloons; 2 b, yellow
ducks; 3 a, brown ball
shool.
*Evaluation:
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Period 8
UNIT 1: MY BIRTHDAY
I. Objectives
- By the end of this unit, pupils can describe the colours of common animals and
plants.
II. Languages focus
- Vocabulary: bird, butterfly, fish, flower, leaf
+ It’s a (bird).
+ It’s brown.
+ It’s a (brown bird).
III. Teaching aids
IV. Procedures
Warm-up - Ask pupils (in L1) to close their Wh-class
eyes and imagine they are in: a
desert, a coral reef, a beautiful
garden, a forest, etc. Ask, What
colour do you see? Show pupils
photos of these environment for
support.
- Have pupils look at the book and
ask, What are we learning today?
Write the lesson objective on the
board: We're learning about the
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colours of animals and plants.

and point. in their Pupil's Books. 1 It's a bird. It's
Then say. - Point to the photos and ask pupils brown. A brown
bird. 2 It's a
to identify the animals, then their Individual
fish. It's orange.
colours. Ask, What is it? What An orange fish. Individual
colour is it? Say, It's a (fish). It's 3 It's a flower.
(orange). Ask pupils to point to the It's pink. A pink
correct photo. flower. 4 It's a
leaf. It's green. PW
- Play the audio. Pupils listen and A green leaf. Wh-class
5 It's a butterfly.
point to the photos as they hear
It's blue. A blue
them being described. butterfly.
- Pupils work in pairs. One pupil
says, It's (blue). His/her partner
points to and says the object, e.g. A
(butterfly).
13. - Ask pupils to look at Activity 13 Key: Wh-class
Complete in their Pupil's Books. 1 yellow
the - Pupils finish each picture 2 orange Individual
pictures. following the dotted lines. 3 brown
Then say. - They then colour the pictures. 4 pink Individual
- In pairs, pupils talk about their 5 green PW
pictures. Wh-class
Project: - Tell pupils they are going to Wh-class
Make a make a poster about animals and
poster. plants. They can use the photos Individual
they brought to class or they can
draw their own pictures. Give Individual
pupils some drawing time if
necessary.
- Give each pupil a large sheet of Individual
paper. Pupils stick their photos or
drawings onto the paper to make a
poster. They can write word labels GW
and stick them onto their poster if
they wish.
- Ask pupils to describe their
posters to the class, e.g. It's a GW
(butterfly). It's (purple). The
posters can then be displayed in the
classroom.
18

shool.
*Evaluation:
……………………………………………………………………………………
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Date of teaching: 1A, B, C; 28/10/2020
Period 9
UNIT 1: MY BIRTHDAY
I. Objectives
- By the end of this unit, pupils can assess what I have learnt in Unit 1
II. Languages focus
- Vocabulary: Colours, numbers
- What’s this?
- What colour is it?
- How many?
III. Teaching aids
IV. Procedures
Warm-up - Show the picture and take the Wh-class/
class through the colours quickly. GW
- Tell the class to remember the
colours and show the next picture.
Indicate the missing item and ask
if anyone can remember what
colour it was. (It's orange.).
Continue through the picture as a
whole class activity.
- Ask pupils if they can remember
the things they have been learning
in this unit, e.g. How many colour
words do you know now? Put
their ideas on the board.
14. Trace - Ask pupils to look at Activity 14 Wh-class
19
and stick. in their Pupil's Books.

Then say. - Indicate the balloons and ask,
How many? (seven). Ask pupils Individual
(in L1) what colour they think the
balloons might be.
- Pupils trace the colour words Wh-class
next to each balloon and say them.
- Ask pupils to find the stickers of Individual
the balloons at the back of their
books. They stick the stickers in
place. They then work in pairs, PW
pointing and saying, e.g.
It's(pink).
- Pupils stick the star sticker in Individual
place if they feel they have learnt
the unit vocabulary successfully
15. Listen - Ask pupils to look at Activity 15 Answer key: Wh-class
and tick. in their Pupil's Books. 1a2b3a4b
Say. - Point to the pictures and ask, Audio script:
What's this? What colour is it? 1. It's a green Wh-class
How many? Encourage pupils to leaf.
answer in full sentences, e.g. It's 2. It's a white
a (leaf). It's (green). (One). bird.
- Play the audio. Pupils listen and 3. One, two. Two Wh-class
point to the pictures. yellow
- Play the audio again and ask butterflies.
pupils to tick the correct picture. 4. One, two, Wh-class
- To check the answers, ask pupils three. Three
to describe the pictures they have purple fish.
ticked, e.g. One green leaf.
place if they feel they have done
this activity successfully.
Game: - Ask pupils to look at the board. Answer key: Wh-class
Complete Do the first question together as a 1 pink 2 six 3
the word. class. Pupils look at the picture nine 4 grey
and the word. Then pupils work PW
out the missing letter to complete
the word (pink).
- Put pupils into pairs and click
through the questions. Review the PW
questions as a class, and ask for
volunteers to come to the board to
complete the words.
20

shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 10
UNIT 1: MY BIRTHDAY
Lesson 8: Part 16, 17.
I. Objectives
- By the end of this unit, pupils can use what I have learned in Unit 1
II. Languages focus
- Vocabulary: Review (Colours, numbers 1-10)
III. Teaching aids
IV. Procedures
Warm-up - Write numbers from 1-10 on Individual
small pieces of paper and hand
them out to the class. Explain (in
L1) that these represent an age.
Ask various pupils, How old are
you? I’m (five).
- Tell pupils to use the same Individual
numbers as in the previous activity.
Call out numbers and say an
action, e.g. Number 2, clap! Pupil
holding that number should do the
correct action. Say two or three
numbers at the once to make the
game more interesting.
16. Find - Ask pupils to look at Activity 16 Answer key: Wh-class
and count. in their Pupil's Books. 1. 10
Then - Ask pupils to look at the objects 2. 9 Individual
write. 3. 6
under the main picture and say
4. 6
what they can see, e.g. a cake, a 5. 8
21
yellow flower. 6. 5
- Ask pupils to find and count them Individual
in the scene. They write the
number next to each object.
- They then check their answers in PW
pairs.
17. Colour - Ask pupils to look at Activity 17 Wh-class
and say. in their Pupil’s Book.
- Pupils colour each group of GW
objects whichever colour they like.
- They then work in pairs
comparing their pictures as they PW
describe them,
e.g. Two (yellow) balloons.
Five (pink) cakes. Six (grey) balls.
What I - Tell pupils that for homework Wh-class
Know they will check and review what
they learnt in the unit.
- What I Know: Pupils look at each
picture and if they can remember
the word for it, they can drag it into Wh-class
the I know box. If not, they should
drag it into the I don't know box.
- Let's Review: Pupils revise some Wh-class
key vocabulary from the unit using
the flashcards. They should try to
remember the word for each card,
then click on it to see the answer. Wh-class
- Having reviewed the words,
pupils repeat the What I Know
activity and see how many more
words they can remember this
time. You could suggest that they
look back at the unit and revise the
vocabulary until they can drag all
the pictures into the I know box.
shool.
*Evaluation:
……………………………………………………………………………………
22
……………………………………………………………………………………
……………………………………………………………………………………

Period 11
UNIT 2: AT SCHOOL
I. Objectives
- By the end of this unit, pupils can talk about classroom objects.
II. Languages focus
Vocabulary: Book, chair, pen, pencil, rubber, ruler, school, table
Sentence pattern:
What’s this? - This is a (pen).
III. Teaching aids
IV. Procedures
Warm-up - Play the song of Welcome unit Wh-class
(CD1:12) Pupils listen and sing.
- Write the number words on the GW
board or use of the number word
cards. Pupils write the number
below each cards.
- Have pupils look at the screen
Wh-class
and ask, What are we learning
today? Write the lesson objective
on the board: We're learning words
for classroom objects.
they know for classroom objects,
e.g. book, pen. Write them on the
board.
1. What - Present the new vocabulary with Wh-class
do you Flashcards 12-19. Show the
know. flashcard in turn, say the words and
pupils repeat. Stick the flashcards
on the board as you say each word.
- Focus on the scene. Have a short Wh-class
discussion (in L1) about the
characters in the illustration and
where they are. Teach the word
school in English
- Pupils identify the target
23
vocabulary in the picture. Point to Individual

the classroom objects and ask,
What’s this? It’s a pencil.
- Write the classroom object words Individual
on the board and invite pupils to
stick the flashcard next to the
correct word.
and circle. their Pupil's Books. Cody: Look,
- Play the audio and ask pupils to Waldo! This is Individual
listen first. our school. This
- Have a short discussion (in L1) is a table. And
about what's happening. (Harry this is my chair. Individual
and his friends have taken Waldo Harry: And
to school. Waldo is exploring and look! This is a
finding strange uses for some of pen. And this is
the classroom objects.) a ruler. And a
- Play the audio again. Pupils listen rubber.
and point to each item in the Waldo: Hmm. Wh-class
illustration as it is mentioned. What's this?
- They listen again and circle each Mmmm!
item. Harry: It's a
book! Oh no!
Waldo: And
what's this?
Mmmm!
Cody: It's a
pencil! No,
Waldo!
and say. their Pupil's Books. table, chair,
- Play the audio. Pupils listen and pen, ruler,
point to the classroom objects. rubber, pencil, Individual
Indicate the objects in your own book
classroom, where possible.
- Play the audio again. Pupils Individual
listen, point to the objects and
repeat the words.
Draw. - Ask pupils to look at Activity 1 in Wh-class
Then their Activity Books.
trace. - Pupils trace the dotted lines to
find out what each object is. They Individual
then trace the words. Help the
pupils to read the words, and check
24
the answers by repeating the words

as a class.
- Pupils colour the objects, if they Individual
wish. They then check their answers
in pairs. One pupil says a colour and
his/her partner says the object.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 12
UNIT 2: AT SCHOOL
Lesson 2: Part 4,5.
I. Objectives
- By the end of this unit, pupils can describe common classroom objects.
II. Languages focus
- Vocabulary: Classroom objects. Colours.
+ What is it? - It’s a (pink) (pen).
+ What colour is it?
+ Look! Can you find a (blue) (pen)?
III. Teaching aids
IV. Procedures
Warm-up - Put a selection of classroom Wh-class
objects in various colours on your
table. Invite a few pupils to pick
them one by one and say. It’s a
(rubber). Then ask pupils to close
their eyes. While you remove one
or two. Pupils open their eyes and
say what’s missing.
- Look at the lesson objective:
We're learning to talk about
classroom objects.
25
4. Listen - Ask pupils to look at Activity 4 in Audio script:

and chant. their Pupil's Books. A yellow pencil Wh-class
- Say, Look! Look! Make a gesture and a blue pen.
A brown table
to emphasize the meaning of the
and an orange
word. Then ask, Can you find chair. A green Individual
a (blue) (pen)? Pupils point to the ruler and a
blue pen in the main illustration. white rubber.
- Play the audio again. Pause after A purple book,
each line to give pupils time to look, look, look!
repeat the words. Individual
- Play the chant and ask pupils to
chant along.
- Pupils can replicate the chant
substituting objects of different Individual
colours which they've got in their
own schools bags or on their Individual
tables.
5. Listen - Ask pupils to look at Activity 5 in Audio script: Wh-class
and circle. their Pupil's Books. 1. It's a red
Then say. - Focus on the pictures at the pencil.
bottom of the page. Play the audio. 2. It's a pink
Pupils listen and circle the pen. Individual
appropriate item in each pair. 3. It's a white
- Pupils then point to each in turn ruler. Individual
and say, It's a (red) (pencil). 4. It's a green
Answer key: rubber
1. red pencil
2. pink pen PW
3. white ruler Individual
4. green rubber
Listen and - Ask pupils to look at Activity 3 in Audio script: Wh-class
read.Then their Activity Books. A yellow rubber.
colour. - Play the audio. Pupils listen and A red ruler.
read the words in their books. A black chair. A
- They then colour the objects brown table. A Wh-class
accordingly. purple pen. A
pink pencil.
A green book.
26
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 13
UNIT 2: AT SCHOOL
Lesson 3
I. Objectives
- By the end of this unit pupils can say some action words, talk about plurals and
follow a simple song.
II. Languages focus
- Vocabulary: climb, jump, play. Review classroom objects, numbers.
+ What’s this? What colour is it?
+ How many (books)?
III. Teaching aids
IV. Procedures
Warm-up - Tell pupils that they are going to Wh-class
listen to the chant about classroom
objects page 13. Play the audio.
Pupils point to the objects when
they hear the objects in the chant.
Play once more and have pupils
chant along.
- Write the lesson objectives on Wh-class
the board: We're learning some
action words and plurals.
Look and - Hold up the book and ask, Wh-class
say. What’s this? It’s a book. Then
pick up another book and ask,
How many books? Count with
pupils. Say one book, two book, Individual
stressing the plural /s/ sound
- Ask pupils (in L1) what’s
happening in the picture (the mice
are using the classroom objects as Wh-class
a playground). Indicate the mice
and say, Look at the mice! Ask,
27
How many mice? Teach the word Individual

mice if necessary.
- Revise jump and teach the words
climb and play using the pictures Individual
on the screen. If necessary, use
mime or L1 translation to help.
Point to the mouse doing the Wh-class
action or mime the action and
say the word several times. PW
6. Listen - Ask pupils to look at Activity 6 Audio script: Wh-class
and find. in their Pupil's Books. Rulers, rulers
- Point to various objects in the How many
picture and ask, What's this? What rulers?
colour is it? How many (books)? How many rulers
- Play the audio. Pupils listen and can you see?
point to the objects in the picture Hurray! Let's Wh-class
as they hear them mentioned. play! Let's jump
and climb.
Books, books
How many
books?
How many books Wh-class
can you see?
Hurray! Let's
play! Let's jump
and climb. Individual
Pencils, pencils
How many Wh-class
pencils?
How many
pencils can you
see? Hurray! PW
Let's play! Let's
jump and climb.
Pens, pens
How many pens? PW
How many pens
can you see?
Hurray! Let's
play! Let's jump
and climb.
Rubbers,
rubbers, How
many rubbers?
28
How many
rubbers can you
see? Hurray!
Let's play! Let's
jump and
climb.
7. Count - Ask pupils to look at Activity 7 Answer key:
Wh-class
and write. in their Pupil's Books. 10 pencils
Say. - Pupils name the item at the 4 rubbers
bottom of the page, e.g. It's a 3 rulers
(pencil). They count the number GW5 books
of items in the song illustration 6 pens
(Activity 6) and write the numbers
in the boxes. GW
- Pupils check their answers with
a partner by saying the answers,
e.g. (ten) (pencils). PW
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 14
UNIT 2: AT SCHOOL
Lesson 4
I. Objectives
- By the end of this unit, pupils can describe classroom objects and say the
sounds /r/ and /l/.
II. Languages focus
- Vocabulary: lamb, look, rabbit.
- Sentence patterns: It’s a (pink) (ruler).
III. Teaching aids
IV. Procedures
listen to the song about classroom
29
objects page 14. Play the audio.

Pupils point to the objects when
they hear the objects in the song.
sing along.
and say. their Pupil's Books. 1
- Ask pupils questions about the Boy A: It's a Individual
pink ruler.
photos, e.g. What's this? (It's a
Boy B: It's a
ruler.) What colour is it? (It's pink.) pink ruler.Snap!
Say, It's a pink ruler. Two rulers.
Tell pupils (in L1) that the children 2
in the photos are playing Snap! and Boy A: It's a Individual
teach them the word in English. brown table.
Explain the aim of the Boy B: It's a red
pen.
game. PW
Boy A: Try
- Play the audio. Pupils listen and again. Wh-class
say in which photo the players say
Snap!
- Play the audio again for pupils to
learn some useful expressions they
may need while playing the game.
Explain (in L1) the meaning of Try
again.
and say.. their Pupil's Books r
- Play the audio and point to the Ricky Rabbit
sounds. Play the audio again and ruler Individual
ask pupils to say the words. rubber red.
- Show the activity on the screen. Ricky Rabbit, Wh-class
Focus on the first picture. Indicate Ricky Rabbit,
the rabbit and say, e.g. Look, a ruler, rubber,
rabbit! red, Individual
- Play the audio. Play the audio Ricky Rabbit!
again, and have pupils repeat the Lucy Lamb,
phrase. Lucy Lamb,
- Move on to the next screen. look, leaf, Wh-class
Focus on the second picture. Lucy Lamb!
Indicate the lamb and say, e.g.
Look, a lamb!.
Trace. - Ask pupils to look at Activity 6 Audio script: Wh-class
Then in their Activity Books. Ricky Rabbit r
30
listen, - Pupils trace the letters r and l. rubber rabbit Wh-class

match and - Pupils look at the various objects Lucy Lamb l
colour. scattered across the field. Some of leaf lamb
these belong to Ricky Rabbit. Answer key:
Others belong to Lucy Lamb. red = rabbit,
- Play the audio. Pupils listen and rubber yellow = Wh-class
draw a line to connect together all leaf, lamb
the r words and colour them red. 1 rabbit
Pupils then draw a line to connect 2 lamb
the l words and colour them yellow.
- Ask pupils to look at Activity 7 in
their Activity Books.
- Pupils join the dots and find the
images.
- They then trace the words below Individual
each of the animals and say them.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Date of preparing: …/11/2020

Date of teaching: 1A,B,C; …/11/2020
Period 15
UNIT 2: AT SCHOOL
Lesson 5
I. Objectives
- By the end of this unit, pupils can understand a simple story and act out a story.
II. Languages focus
- Vocabulary:
What’s this? It’s a …..
III. Teaching aids
IV. Procedures
Warm-up - Remind pupils of the story from Wh-class
Unit 1. Then look at the questions
and ask, Who is in the story? Individual
31
Nominate a pupil to answer

(Harry, Beth, Cody and Waldo.).
- Have pupils look at the screen Wh-class
today? Ask pupils to look at the
image and guess what they will be
learning in the lesson.
to the in their Pupil's Books. 1.MissCampbell:
story. - Direct pupils' attention to the Oh, dear! Individual
Read. story and ask questions about the Harry: Can I help
characters and the scene: Who's you? Miss
this? What's this? What colour is Campbell: Yes,
it? Say, Find (Harry)., Find a please.
ruler., etc. 2.Harry: A green
- Ask pupils to predict what will ruler. Hmm. Individual
happen in the story. Cody: What's
- Play the audio. Ask pupils to this? Individual
listen to the story and follow 3. Cody: Oh! It's
along in their books. a yellow chair.
- Check pupils' understanding of Miss Campbell: Wh-class
the story by asking questions and Oh, dear.
pointing to the pictures. If 4. Harry:A drum.
necessary, explain that the woman Cody: A red
in the story (Miss Campbell) is a pencil.
teacher. 5.MissCampbell:
- After pupils have a clear What's this? Wh-class
understanding of the story, play 6.MissCampbell:
the audio again. Pause after each Argh! It's a green
frame and encourage pupils to dragon!
repeat the words and phrases Harry: It'sWaldo!
aloud.
- Invite a group of pupilvolunteers
to act out the roles. Say the lines GW
while the pupils act out the story
and then ask pupils to repeat them
after you.
- Encourage pupils to say the lines Individual
seven. Give groups time to
32
practise their roleplay. GW

- Read the lines again and ask
front to act out the story. Wh-class
- You might like to give the pupils
Listen and - Ask pupils to look at Activity 8 Answer key: Wh-class
number. in their Activity Books. a 3, b 1, c 2, d 4
- Play the audio. Pupils listen and Wh-class
number the pictures accordingly.
Draw. - Ask pupils to look at Activity 9 Audio script:
Then trace in their Activity Books. 1. What's this?
and - Pupils draw over the dotted lines It's a yellow
colour. to reveal the picture (Waldo). chair.
They read the phrase below the 2. What's this?
picture and trace the word green. It's a red pencil.
- Ask the class if they can sound 3. What's this?
out the word they have traced, and It's a green ruler.
help them to read the sentence. 4. Arrgh! What's
Ask them to colour the dragon. this?It'sa
dragon.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 16
UNIT 2: AT SCHOOL
Lesson 6
I. Objectives
- By the end of this unit, pupils can name some common musical instruments.
II. Languages focus
- Vocabulary: drum, guitar, piano, violin.
- Sentence patterns: What’s this? It’s a ………….
III. Teaching aids
33
IV. Procedures
Warm-up - Have pupils look at the pictures PW/
of some classroom objects. Tell Individual
them that you are going to act out
using a classroom object, and the
class needs to guess what it is.
- Write the lesson objective on the Wh-class
board: We're learning about
musical instruments.
and point. in their Pupil's Books. 1 It's a violin.
And then - Teach the musical instruments by 2 It's a drum.
say. 3 It's a guitar.
pointing to the piano, guitar, violin Individual
4 It's a piano.
and drum in Activity 12 and saying
the words several times, e.g. It’s a
piano
- Miming the piano and ask, Individual
What’s this? It’s a piano. Continue
with other instruments.
- Play the audio. Ask pupils to Wh-class
listen as they look at the photos
and point to the instruments on the
audio. Have pupils listen again and
repeat the words.
- In pairs, pupils mime and guess PW
the instruments, saying, e.g. It's a
(drum).
and in their Pupil's Books. violin 4,
number. - Direct pupils' attention to the drums 3
photos. Ask them to identify the guitar 1 Individual
instruments in the pictures. Say, piano 2
e.g. What's this? (It's a violin.) Audio script: Individual
- Play the audio of music from the 1 [Excerpt of
various instruments. Say, Listen to guitar music]
the music. Stop the audio after 2 [Excerpt of PW
each instrument and ask, What is piano music] Individual
it? 3 [Excerpt of Wh-class
- Play the audio again and pupils drum music]
number the photos according to 4 [Excerpt of
each excerpt of music. violin music]
34
- Ask pupils, Which music do you

like best?
Match and - Ask pupils to look at Activity 10 Activity answer Wh-class
trace. in their Activity Books. key:
Then say. - Pupils match each of the 1 guitar 2 piano
characters with their missing 3 violin 4 drum Individual
musical instruments.
- They then trace the words. Say, Individual
(One). Pupils say, It's a (guitar).
Read and - Ask pupils to look at Activity 11 Activity answer Wh-class
circle. in their Activity Books. key:
- Pupils look at the close-up 1 guitar 2 piano
pictures of the instruments and 3 drum Individual
guess what each of the instruments
are. They circle the correct word
below it.
- Ask which instrument is not Individual
shown (a violin).
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 17
UNIT 2: AT SCHOOL
Lesson 7
I. Objectives
- By the end of this unit, pupils can assess what I have learnt in Unit 2
II. Languages focus
- Vocabulary: Review
- Sentence pattern: What’s this? What colour is it? How many?
III. Teaching aids
IV. Procedures
Warm-up - Display the flashcards 12-19 or Wh-class
real items in the classroom to
35
revise classroom objectvocabulary.

Hold up a pencil and say, What’s
this? Is this a yellow ruler?
and stick. in their Pupil's Books. 1 It's a purple
Then - Ask pupils to turn to the stickers pen. 2 It's a
trace. of the classroom objects at the yellow ruler. Wh-class
back of their books and name the 3 It's a blue
objects. pencil.
- Play the audio. Ask pupils to 4 It's a white Individual
listen and point to the stickers. rubber.
- Play the audio again and ask 5 It's a red
pupils to stick the stickers in place. book.
- They then trace the words under 6 It's an orange Wh-class
the stickers. chair.
- Pupils stick the star sticker in 7 It's a brown
place if they feel they have learnt table. Individual
the unit vocabulary successfully.
15.Colour. - Ask pupils to look at Activity 15 Audio script Wh-class
Then in their Pupil's Books. What's this?
listen and - Pupils work individually and It's a red guitar.
ask and colour the classroom objects. Individual
answer. - They then compare their pictures
in pairs. One pupil points to one of
his/her partner's pictures. PW
His/her partner describes the Wh-class
picture, saying, e.g. It's a (blue)
(pen). Invite pupils to the front to Individual
share their drawings with the class.
- Play the audio to give pupils an
idea of the language they will need
and model the sentences with the
class.
- Pupils stick the star sticker in
the unit structures successfully.
Read and - Ask pupils to look at Activity 12 Answer key: Wh-class
match. in their Activity Books. 1 table 2 chair 3
- Pupils match the words with the rulers 4 rubber
corresponding pictures by drawing 5 pencils Individual
matching lines. 6 pens 7 book
Read and - Ask pupils to look at Activity 13
colour. in their Activity Books.
- Pupils read the words in Waldo's
36
thought bubbles and colour the

pictures accordingly.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 18
UNIT 2: AT SCHOOL
Lesson 8
I. Objectives
- By the end of this unit, pupils can use what I have learnt in Unit 2.
II. Languages focus
- Vocabulary: camp, forest, go hiking and return.
III. Teaching aids
IV. Procedures
Warm-up - Show pupils the flashcards 12-10 Wh-class
in turn and stick them on the
board. Number them from1-7. Tell
pupils (in L1) to try to remember
the position of each flash card.
After a while, take off two
flashcards and ask pupils to say all
seven words in correct order.
Repeat until there aren’t any
flashcards on the board and pupils
can repeat them in the
correct order.
and circle in their Pupil's Books. Picture 1: four
five - Pupils find five differences yellow pencils,
differences between the pictures, circling the three black Wh-class
. differences on picture 2. Give books, yellow
pupils a time limit. They can work ruler, yellow
37
either individually or in pairs. rubber, brown Individual

- Check answers as a class. Pupils chair
say, e.g. Picture 1, (two red pens). Picture 2: four
Picture 2, (two blue pens). orange pencils, PW
three brown Individual
books, pink
ruler, green
rubber, grey PW
chair Wh-class
17. Listen. - Ask pupils to look at Activity 17 Audio script: Wh-class

Then say in their Pupil Books. A yellow
and play. - Ask pupils to say in which rubber. One.
picture the yellow rubber can be Individual
found (Picture 1).
- Ask pupils to play a game in
pairs. One pupil says an item from
one of the pictures and his/her Individual
partner says the number of the
picture. PW
- Play the audio to give pupils an Individual
idea of the language they will
need.
Pop quiz - Show the activity on the board Wh-class
and look at the example for the
first picture. Nominate a pupil to
say Five chairs.
- Put pupils into groups. Point to GW
the flashcard and then to a group
and ask them to say a sentence.
- Return to the start and work
through the pictures as a class, Individual
reviewing any words that are
difficult.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
38

Period 19
UNIT 3: MY FAMILY
Lesson 1
I. Objectives
- By the end of this unit, pupils can name some common family words.
II. Languages focus
- Vocabulary: aunt, brother, dad, friend, granddad, granny, mum, sister
This is my (mum).
Who’s this?
III. Teaching aids
IV. Procedures
Warm-up - Play the song from the Individual
Welcome Unit (CD1:02). Pupils
listen and sing.
- Ask pupils to remember the new Wh-class
words they learnt in Unit 2. Write
the words on the board as they
are said.
1. - Introduce the new words using Wh-class
Presentation the flashcards 20-27. Show the
flashcards in turn, say the words
and pupils repeat. Stick the
flashcards on the board as you
say each word.
- Indicate the flashcards on the
board and say, Family. Individual
- Say a family member, e.g.
MUM and flip through the
flashcards one by one. Pupils Individual
shout FAMILY and clap when
they see the flashcard of MUM.
- Write the family words on the GW/
board and invite pupils to stick Individual
the flashcard next to the correct
words.
2. Listen. - Ask pupils to look at Activity 2 Audio script: Wh-class
in their Pupil's Books. Harry: Waldo,
- Play the audio. Ask pupils to this is my family.
listen and look at the characters in This is my mum.
39
the main illustration. And this is my

- Ask pupils (in L1) whose family dad.
it is. (It's Harry's.) This is my Individual
- Talk about the characters (in granny and this
L1) and what's happening in the is my grandad.
main illustration. (Harry is And this is aunt
introducing Waldo to his family Fifi.
for the first time.) Ask questions Oh, and this is
about the picture, e.g. What's my sister, Beth! GW
this? What Beth: And Harry
colour is it? is my brother!
Harry: Yes. PW
Harry: Mum,
Dad...this is my
friend, Waldo.
He's a dragon!
Mum and Dad:
Hello.
Granny and
Grandad: Hello,
Waldo.
Waldo: Roarrrr.
and say. in their Pupil's Books. mum, dad,
- Focus on the small pictures at brother, sister,
the bottom of the page. Play the granny,
audio. Pupils listen and point to grandad, friend,
the family members. aunt
- Play the audio again. Pupils PW
listen, point to the family PW
members and repeat the words.
- Point to one of the small
pictures and ask, Who's this? PW
Pupils find the same character in
the main illustration and say who
it is, e.g. grandad.
shool.
*Evaluation:
……………………………………………………………………………………
40
……………………………………………………………………………………
……………………………………………………………………………………

Period 20
UNIT 3: MY FAMILY
Lesson 2.
I. Objectives
- By the end of this unit, pupils can talk about age using He’s /She’s (seven).
II. Languages focus
- Vocabulary: Family members, Numbers
- Sentence patterns: This is my (brother).
How old is he/she? - He’s/She’s (four).
III. Teaching aids
IV. Procedures
Warm-up - Revise the numbers by pointing PW
to different numbers of objects in
the classroom. Pupils count from
1-10 in pairs.
- Walk around the class and ask Indiviual
various pupils, How old are you?
- Revise family words using
flashcards 20-27 or photos. Pupils Wh-class
show their family photos to the
class and say, This is my mum
and chant. their Pupil's Books. (CD1 42):
Then find. - Ask questions about the picture: This is my Individual
sister. This is
Who's this? What's this?
my sister. She's
- Point to Harry and ask, How old six.
is he? Repeat the question for Beth, She's six. Individual
How old is she? Ask pupils if they This is my
can guess how old Harry and Beth brother. This is
are. Point to Harry and say, He's my brother. He's
seven. Point to Beth and say, She's seven.
He's seven.
six.
- Play the audio again. Pause after Wh-class
each line to give pupils time to
repeat the words.
41
- Play the audio again. Pause after

each line to give pupils time to Wh-class
repeat the words.
- Play the chant and ask pupils to
chant along.
5. Listen - Ask pupils to look at Activity 5 in Answer key: Wh-class
and their Pupil's Books. 1 10, 2 2,3 4, 4 8
match. - Focus on the pictures at the Audio script
Then bottom of the page. Explain that (CD1 43):
write. Say. the pictures show Waldo's brothers 1. This is my Individual
and sisters. Play the audio. Ask brother. He's Wh-class
pupils to listen first. ten.
- Play the audio again. Pupils listen 2. This is my
and match the characters with their sister. She's two. Individual
ages. They then write the dragons' 3. This is my
ages on their badges. brother. He's
- Pupils point to the pictures and four.
say, He's (ten). Stronger pupils can 4. This is my Wh-class
say This is my (brother)... , as well.sister. She's
eight.
Quest: - Ask pupils (in L1) to remember Audio script Wh-class
Listen and the Quest items from the Welcome (CD1:44):
sing. Then Unit, which the characters have to Come with us, Individual
find and find. Ask them to guess which item come on a
stick could be found here. quest. Come on
- Play the Quest song. Pupils listen a quest today! Wh-class
for the Quest item. Come with us,
- Pupils then look at the main scene come on a Individual
to find the Quest item (the photo). quest. Look for
- Ask pupils to find the stickers at a photo today.
the back of their books. They find A balloon, a Individual
the sticker of the photo and stick it cake, a tablet
in the correct place on page 21, and... a photo!
over the grey photo on the right. Look for a photo
- Play the audio again and ask today. Wh-class
pupils to sing the Quest song.
shool.
*Evaluation:
……………………………………………………………………………………
42
……………………………………………………………………………………
……………………………………………………………………………………

Date of teaching: 1A, 1B; 1C; 09/12/2020
Period 21
UNIT 3: MY FAMILY
Lesson 3
I. Objectives
- By the end of this unit, pupils can talk about feeling happy and sad follow a
simple song.
II. Languages focus
- Vocabulary: family members, zoo, happy, sad.
He/She’s (happy).
III. Teaching aids
IV. Procedures
Warm-up - Revise family words. Stick
flashcards 20-27 on the board to Wh-class
form a simple family tree.
- Play the chant from Lesson 2
(CD1:42). Pupils hold up the
correct numbers of fingers as they
hear the numbers. Ask, How old is
Beth? She’s six.
6. Listen - Teach the word happy or sad by Audio script: Wh-class
and find. miming the facial expressions. (CD1:45,46)
Then Say, I’m sad/happy. Teach the I'm at the zoo Individual
sing. word zoo. with my family.
- Ask pupils to look at Activity 6 Brother, sister,
in their Pupil's Books. dad and mum.
- Get them to look at the scene. It's fun, fun, fun. Individual
Explain (in L1) that the boy on the This is my mum.
left is singing a song. She's happy. Individual
- Play the audio. Pupils listen and My dad is happy,
point to the family members as too. This is my
they are mentioned. sister. Wh-class
- At the end of the song ask, Is She's happy,
Mum sad? (No, she's happy.) Is But my brother is PW
Dad sad? (No, he's happy.) Point sad. Boo hoo!
to the brother and say, Is he I'm at the zoo
43
happy? (No, he's sad.) with my family.

- Play the audio again. Pupils put Brother, sister,
up their hands when they hear a dad and mum.
family word and mime being It's fun, fun, fun.
happy or sad as they hear the It's fun, fun, fun,
words. Teach the meaning of It's fun, fun, fun, It's
fun! and boo-hoo! Pupils clap fun, fun, fun.
their hands when they hear fun
and mime crying when they hear
boo-hoo.
7. Find. - Ask pupils to look at Activity 7 Answer key: Wh-class
Then in their Pupil's Books. 1 happy 2 happy
draw. - Pupils look at the faces and then 3 happy 4 sad
Say. find the children in the main song Individual
illustration.
- They draw a happy or sad mouth
on each face according to whether Wh-class
the character is happy or sad in the
main illustration.
- Pupils check their answers with a Wh-class/
partner by saying, He's/She's Individual
happy/ sad.
Listen - Ask pupils to look at Activity 4 Answer key: Wh-class
and tick in their Activity Books. 1 tick 2 cross 3
or cross. - Ask pupils to describe how the cross 4 tick
children feel by saying, He's/She's Audio script:
happy/sad. (CD1:47) Wh-class
- Play the audio. Pupils write a 1. She's sad.
tick or cross in the box depending 2. He's happy.
on whether the description of each 3. He's sad. Wh-class
child is correct or incorrect. 4. She's happy.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Period 22
UNIT 3: MY FAMILY
44
Lesson 4
I. Objectives
By the end of this unit, pupils can talk about family members, age and
feelings and can say the sounds /s/ and /z/.
II. Languages focus
- Vocabulary: zoo, colours, family members.
- Sentence patterns: She’s (sad).
III. Teaching aids
IV. Procedures
Warm-up - Ask a few pupils, How old are Individual
you? Answer, I’m six.
- Put pupils into pairs and pupils PW
make a sentence for each set of
pictures.
- Return to the start and work Wh-class
through the sentences as a class,
reviewing any words that are
difficult.
8. Point - Ask pupils to look at Activity 8 in Wh-class
- Ask pupils questions about the
photos, e.g. Who's this? Is he/she Individual
(happy)? Focus on the number
badges worn by the children and Individual
ask, How old is he/she? Discuss (in
L1) why the children are happy/sad. PW
- Divide pupils into pairs. Pairs Wh-class
find and point to differences in
Photo 2. Pupils take turns to make
sentences about each difference,
e.g.She's seven/eight. He's happy/
sad. It's red/blue. It's a guitar/book.
- Pupils then play a game in which
their partner guesses which photo
they are talking about. One pupil
says, e.g. This is my (sister). She's
(seven). His/her partner points to
Photo (1).
9. Listen - Show the activity on the screen. Audio script Wh-class
and say. - Play the audio. Ask pupils which (CD1:49)
45
sound they can hear. Play the audio s s z z s, s, s

again and have pupils repeat. z, z, z Individual
s, z, s, z, s, z Wh-class
Sally Seal, Sally Individual
Seal sad, six
Sally Seal
Zippy Zebra, PW
Zippy Zebra zoo Individual
Zippy Zebra
Trace. - Ask pupils to look at Activity 6 in Answer key: Wh-class
Then their Activity Books. s = sister, six,
listen and - Pupils trace the letters s and z. seven, sad z = GW
match. - Point to the number 7 and say zebra, zoo
seven. Follow the line with your Audio script
finger from the 7 to the seal mascot (CD1:49)
and say the /s/ sound. s, z seven zoo
- Play the audio. Pupils listen and six sad sister
match the pictures in the circle zebra
with the mascots of the same
sound.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 23
UNIT 3: MY FAMILY
Lesson 5
I. Objectives
- By the end of this unit, pupils can understand a simple story can act out
of a story.
II. Languages focus
- Vocabulary: zoo, colours, family members.
- Sentence patterns: He’s a pilot.
She’s a teacher/doctor.
III. Teaching aids
46
IV. Procedures
Warm-up - Ask pupils in L1 to remember the Individual
story from Unit 2 Possible
questions: Which characters are in
the story? What happens? Where
are Harry and Cody? (At school)
Who else is there? (Waldo) What
classroom objects can you
remember from the story? (pen,
pencil, ruler, rubber, table, chair…)
10. Listen. - Ask pupils to look at Activity 10 Audio script Wh-class
in their Pupil's Books. (CD1:50)
- Direct pupils' attention to the 1.Photographer:
story and answer questions about Oh, dear!
the characters and the scenes: Harry: Can I Wh-class
Who's this? (Harry). Ask pupils (in help you?
L1) what occupations Harry's dad, 2.Harry: This is Individual
mum and aunt have (doctor, teacher, my dad. He's a
pilot). Teach these words in English. pilot.
Ask, How old is Beth? (six) Photographer:
- Ask pupils to predict what will Oh! Individual
happen in the story. 3.Harry: This is
- Play the audio. Ask pupils to my mum. She's a
listen to the story and follow along teacher.
in their books. Photographer:
- Check pupil's understanding of Mmm!
the story by asking questions and 4.Harry: This is
pointing to the pictures, e.g. Who's my aunt. She's a
this?How old is she?Is he a (teacher)? doctor.
- After pupils have a clear Photographer:
understanding of the story, play the Ooh!
audio again. Pause after each frame 5.Photographer:
and encourage pupils to repeat the OK. And who's
words and phrases aloud. this? Harry:
This is my
sister. She's
six... Oh, and
this is my friend,
Waldo!
6. Harry: This is
my family.
Waldo: Mmm.
Nice family.
47

- Invite a group of pupil volunteers
to act out the roles. Say the lines Individual
while the pupils act out the story
and then ask pupils to repeat them
after you. Wh-class
- Encourage pupils to say the lines
from memory. You may wish to PW
- Divide pupils into groups of PW
seven. Give groups time to practise
their roleplay.
- Read the the lines again and ask
- You might like to give the pupils
Read. - Ask pupils to look at Activity 8 in Answer key: Wh-class
Then their Activity Books. 1a 2b 2b
circle. - Pupils read the words and circle
the correct picture accordingly. Individual
Trace and - Ask pupils to look at Activity 9 in Answer key: 6

colour. their Activity Books. Individual
- Pupils trace the words in Harry's
speech bubble.
- They then colour the Individual
corresponding age badge below.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Period 24
UNIT 3: MY FAMILY
Lesson 6
48
I. Objectives
- By the end of this unit, pupils can name some common occupations.
II. Languages focus
- Vocabulary: occupations: doctor, teacher, pilot, vet
- Sentence patterns: He’s/She’s a (doctor).
III. Teaching aids
IV. Procedures
Warm-up - Show the pictures and look at the Individual
example for the first picture.
Nominate a pupil to say, She's my
mum.
- Put pupils into groups. Point to a GW
word and then to a group and ask
them to say the sentence.
and tick. in their Pupil's Books. (CD1:51)
- Teach the word vet by miming or This is my dad.
drawing some equipment on the He's a doctor. Individual
board. This is my mum.
- Point to the pictures of the She's a pilot.
professions in turn and ask, Is This is my mum. individual
he/she a (vet)? Pupils answer yes She's a vet. This
or no. is my dad. He's
- Play the audio. Pupils listen and a teacher. Individual
tick the photos as they hear them.
13. Draw. - Ask pupils to look at Activity 13 Key: Wh-class
Say. in their Pupil's Books. Answers vary
- Pupils draw and match the items
(on the left) with each of the Individual
pictures of jobs (on the right). They
then talk about the pictures, e.g.
She's a (vet).
Listen and - Ask pupils to look at Activity 10 Audio script Wh-class
number. in their Activity Books. (CD1:52)
Then - Point to the people in turn and 1. She's a pilot.
trace. ask, Is he/she a (doctor)? 2. He's a doctor. Individual
- Play the audio. Pupils listen and 3. She's a teacher.
number the people in the picture. 4. He's a vet.
- They then trace the words under Answer key: Individual
the pictures. 1d 2a 3b 4c
match. in their Activity Books. 1 doctor 2 vet 3
49
- Pupils match the two halves of pilot 4 teacher

the pictures with the job words by Individual
drawing lines.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Date of teaching: 1A, 1B; 1C; …../12/2020
Period 25
UNIT 3: MY FAMILY
Lesson 7
I. Objectives
- By the end of this unit, pupils can assess what I have learnt in Unit 3.
II. Languages focus
- Vocabulary: Review.
How old is he/she?
Is he/she (sad)?
Who’s this?
III. Teaching aids
IV. Procedures
Warm-up - Have pupils look at you. Tell Individual
them that you are going to act out
one of the jobs and the class needs
to guess what it is. Act as if
looking after an animal and elicit,
Vet!, from pupils. Once pupils get
the idea of the game, look at the
example together. Put pupils in
pairs and ask them to
act and guess.
Say. - Pupils read the word labels on
the page and trace them. Individual
50
- Ask pupils to find the stickers of

the family members at the back of
their books and name the people.
- Pupils stick the stickers in the Wh-class
right place.
- Pupils then make a sentence Individual
about each item in pairs, e.g.This
is (Mum). Check the activity by
asking, Who's this? Is this Harry's Individual
(Grandad)?
- Pupils stick the star sticker in
place if they feel they have learnt Individual
and in their Pupil's Books. (CD1:53)
number. - Ask pupils to look at the picture. 1. This is me. I'm
Then say. Ask questions, e.g. Who's this? Is with my family. Individual
he/she happy? How old is he/she? 2. This is my
- Play the audio. Pupils listen and dad. He's a pilot.
point to the family members in the 3. This is my Wh-class/
picture. brother. He's Individual
- Play the audio again, pausing three. He's sad.
after each sentence so that pupils 4. This is my Wh-class
can number the people in the mum. She's a
picture. pilot, too.
- Pupils stick the star sticker in 5. This is my
place if they feel they have learnt sister. She's five. Individual
the unit structures successfully. She's happy.
Answer key:
boy on the left 1
dad 2 brother 3
mum 4 sister 5
Read and - Ask pupils to look at Activity 12 Wh-class
number. in their Activity Books.
- Pupils read the family words and
identify the matching family
members in the picture. They Individual
number the pictures accordingly.
Trace and - Ask pupils to look at Activity 13 Answer key: Wh-class
circle. in their Activity Books. my sister
- Pupils trace the words in Individual
Waldo's speech bubble.
- They then circle the expression Individual
which describes the picture.
51

shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 26
UNIT 3: MY FAMILY
Lesson 8
I. Objectives
II. Languages focus
III. Teaching aids
IV. Procedures
Warm-up - Show the homemade flashcards Wh-class
of occupations one by one. Ask, Is
she/he a vet?
- Tell the class to remember the Wh-class
family members, and show the
picture. Indicate the missing family
member, and ask if anyone can
remember who it was (grandad).
Continue through the picture as a
whole class activity.
and circle. in their Pupil's Books. 1a2b3b4a
- Ask questions about the pictures
at the top and bottom of the maze, Individual
e.g. Who's this? (mum, dad,
granny, grandad)
- Ask pupils to trace paths through Individual
the maze to find out which job
each of the family members does.
52
- Pupils then circle the correct job Individual

for each family member.
- Check the answers in pairs, then
around the whole class. Ask, Is PW
(mum) a (vet)? Elicit answers, e.g. Wh-class
No, (s)he's a (doctor).
17. Listen. - Ask pupils to look at Activity 17 Audio script Wh-class
Then say in their Pupil's Books. (CD1:54)
and play. - Ask pupils to look at the photos Girl: This is my
of the boy and girl. Tell them they mum. She's a Individual
are playing a guessing game. Ask doctor.
them which family member the girl Boy: One.
is thinking about (mum).
- Say, This is my mum. Ask pupils Wh-class
to tell you which job mum does,
She's a doctor. Ask pupils to
continue in pairs.
- Play the audio to give pupils an Individual
idea of the language they will need.
My family - Ask the class to look at the Wh-class
show and picture. Nominate a pupil to say,
tell. This is my dad. He's a doctor.Have
the class repeat the sentences.
- Give pupils a piece of drawing Individual
paper and ask them to draw and
colour their family.
- Once pupils have finished their
pictures, they can take turns to Individual
stand at the front and tell the other
pupils about their family, talking
about their family member’s
names, ages and occupations.
link. Please tell to your mother or farther
or your friends about what did you
say or what you did at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Date of teaching: 1A, 1B; 1C;30/12/2020
53
Period 27
UNIT 4: MY BODY
Lesson 1
I. Objectives
- By the end of this unit, pupils can name some common body parts.
II. Languages focus
- Vocabulary: arms, body, feet, hands, head, legs
Look at me! Look at my (head)!
III. Teaching aids
IV. Procedures
Warm-up - Play the song from Unit 3. Wh-class
Pupils listen, sing and point to the
family members as they are
mentioned. Ask various pupils,
How old are you? I'm (six).
- Ask pupils to remember the new Wh-class
words they learnt in Unit 3. Write
the words on the board as they
are said.
1. - Indicate your body and say, Wh-class
Presentation This is my body. Point to your
head and say, my head. Continue
with your hands, legs, arms, feet.
- Introduce the new words using
flashcards. Show the image and Individual
say the words for pupils to repeat.
Ask individual pupils to say the
words.
2. Listen - Ask pupils (in L1) what Harry Audio script Wh-class
and find. and his friends are doing. (CD2:01)
(They're designing their own Beth's doll: Look
toys.) at me! Yellow
- Ask questions about the picture, legs. Individual
e.g. Who's this? What's this? And purple feet.
What colour is it? Harry's robot:
- Play the audio. Pupils listen and Look at me! Six Wh-class
point to each item in the main red arms.
illustration as it is mentioned. And grey hands.
Cody's monster:
Look at me! A
red body.
54
And a yellow
head!
Waldo: Oh no!
Look at my head.
It's red.
and say. in their Pupil's Books. (CD2:2)
- Focus on the small pictures at body, head,
the bottom of the page. Ask hands, arms, Individual
pupils to find the body parts in feet, legs
the main picture and to say which
toy they belong to (Harry's
robot).
- Play the audio. Pupils listen and Wh-class
point to the body parts.
- Play the audio again. Pupils
listen, point to the body parts and Wh-class
repeat the words.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Date of preparing: ……………….

Date of teaching: 1A, 1B; 1C; ………………
Period 28
UNIT 4: MY BODY
Lesson 2
I. Objectives
- By the end of this unit, pupils can talk about parts of the body.
II. Languages focus
- Vocabulary: tail, wings, body parts, colours, numbers.
- Sentence patterns: What colour is it?
What colour are they?
I’ve got (green) (arms).
III. Teaching aids
IV. Procedures
55
Warm-up - Show the picture of body and PW

look at the example for the first
picture. Nominate a pupil to say,
(Feet!) and have all the pupils
point at their feet and say, feet.
- Play a game to remind pupils the
parts of the body. Say, Touch your
feet! Have pupil touch their feet
and say the word. (can do in pair)
and chant. their Pupil's Books. (CD2:03)
- Tell pupils (in L1) that they are I've got green Individual
arms. I've got
going to listen to a chant said by
green hands. I've
one of the characters. got green legs.
- Play the audio. Pupils listen and I've got green Individual
find the character who is saying the feet. I've got Wh-class
chant (Waldo). green wings.
I've got a green
tail. I've got a
green head
But now it's red!
5. Listen - Ask pupils to look at Activity 5 in Answer key: 3 Wh-class
and circle. their Pupil's Books. Audio script
Then say - Focus on the pictures at the (CD2:04)
and play. bottom of the page. Play the audio I've got a yellow Wh-class
Say. and ask pupils to listen first. head. I've got a
- Play the audio again and ask red body. I'vegot Individual
pupils to circle the correct monster. a red tail. I've
- Then ask pupils to repeat the got blue legs. Individual
sentences after you. They can play I've got yellow
the game in pairs. arms. I've got
purple feet.
Then find their Activity Books. 1 feet 2 wings 3
and circle. - Pupils trace the words in their tail Wh-class
books. They then circle the correct
drawing in each line.
shool.
56
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Date of preparing: …./01/2020

Date of teaching: 1A, B, C; …./01/2020
Period 29
UNIT 4: MY BODY
Lesson 3
I. Objectives
- By the end of this unit, pupils can say more body words and follow a simple
song.
II. Languages focus
- How many (feet)?/ - What colour is it?
- What colour are they?/ - Has it got (blue) (hands)?
III. Teaching aids
IV. Procedures
Warm-up - Tell pupils that they are going to Wh-class/
listen to the chant about body parts. GW
Play the audio. Pupils point to the
body parts when they hear them in
the chant. Play once more and have
pupils chant along.
6. Listen - Introduce the words finger(s) and Audio script Wh-class
and find. toe(s). Show or move one of your CD2: 06, 07
fingers and say, I've got one finger. I've got two
Now show or move all ten fingers hands. Clap,
and say, I've got ten fingers., clap, clap. Clap
emphasising the /z/ sound at the your hands, Clap
end of the word. Now indicate your yourhands.I've
toes and say, I've got ten toes. got two feet.
- Continue with other parts of the Stamp, stamp,
body. Say, I've got (two) (legs). stamp. Stamp Individual
Pupils repeat and show or move your feet, Stamp
their (legs). your feet.Clap,
- Ask pupils to look at Activity 6 in stamp, clap, Wh-class
their Pupil's Books. stamp.Clap your
- Focus on the pictures of the hands and stamp Individual
monsters. Ask, How many your feet. Clap,
monsters? (Four.) stamp, clap,
- Point to individual monsters and stamp.Clap your Wh-class
57
ask, How many hands/ fingers/ hands and stamp

toes/feet has it got? What colour isyour feet.I've got
it? Has it got (blue) (hands)? eight fingers.
- Play the audio. Pupils listen to Click, click, Wh-class
each verse and find each monster click. Click your
in the picture that it describes. fingers, Click
- Play the audio again. Stop after your fingers.I've Wh-class
each verse and ask, Who is it? got eight toes.
Pupils point to the correct monster.Wiggle, wiggle,
wiggle. Wiggle
your toes, Wiggle
your toes.Click,
wiggle, click,
wiggle.Click
your fingers and
wiggle your
toes.Click,wiggle
, click, wiggle.
Click your
fingers and
wiggle your toes.
7. Match - Ask pupils to look at Activity 7 in Audio script Wh-class
and count. their Pupil's Books. and key:
Say. - Pupils match the two halves of Activity answer
the monsters. key: Individual
- They then count the number of 1b 2d 3a
different body parts each monster 4c
has and make sentences, e.g. I've
got (three) (feet).
Count and - Ask pupils to look at Activity 4 in Activity answer Wh-class
trace. their Activity Books. key:
Then - In pairs, pupils count up the 8 fingers, 2
write and number of body parts and write the arms, 3 legs, 6 Individual
say. numbers in the boxes at the side of toes, 3 feet
the page. Individual
- Pupils then trace the words and
describe the monster saying, I've
got (three) (legs).
- Ask pupils to look at Activity 5 in Wh-class

Listen and their Activity Books. Answer key:
say Yes or - Play the audio. Pupils listen and 1 Yes 2 No 3 Yes Wh-class
No. say Yes or No if the sentence is 4 No 5 Yes
true or false.
58

shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Date of teaching: 1A, 1B, 1C; …/01/2020
Period 30
UNIT 4: MY BODY
Lesson 4
I. Objectives
- By the end of this unit pupils can describe bodies and say the sounds /h/ and /g/.
II. Languages focus
- Vocabulary: body parts, colours, numbers 1-10, hippo, game, gorilla
- Sentence patterns: How many hands has it got?
III. Teaching aids
IV. Procedures
Warm-up - Do a drawing action on the board Individual
and say, I’ve got two head. Invite
pupils to draw the body parts
and their Pupil's Books. monster on left
number. - Ask pupils questions about the 2, monster on
monsters in the photo, e.g. How right 1 Individual
many (legs)? What colour is it/are Audio script
they? CD2:09
- Play the audio to give pupils an 1. I've got one Wh-class
idea of the language they will need head, two arms
to play the game. and six fingers.
- Pupils number which creature I've got wings. Individual
they hear being described. I've got four
legs, four feet
and eight toes.
2. I've got two
heads, four
arms and
eightfingers.
59
I've got three

legs, three feet
and nine toes.
9. Listen - Play the audio. Pause after the Audio script Wh-class
and say. first three lines. Ask pupils which CD2:10
sounds they can hear (/h/ and /g/). h h g g
Play the first three lines again and h, h, h Individual
have pupils repeat. g, g, g
- Play the audio and point to the h, g, h, g, h, g
sounds. Play the audio again and h Wh-class
ask pupils to say the words. Harry Hippo
- Focus on the first picture. head Individual
Indicate the hippo and say, e.g. hands
Look, a hippo! g
- Play the audio. Play the audio Gaby Gorilla Wh-class
again, and have pupils repeat the guitar
phrase. game
- Move on to the next screen. Harry Hippo, Wh-class
Focus on the second picture. Harry Hippo,
Indicate the gorilla and say, e.g. head, hands
Look, a gorilla! Harry Hippo!
- Play the audio. Play the audio Gaby Gorilla, Wh-class
again and have pupils repeat. Gaby Gorilla,
guitar, game,
Gaby Gorilla!
Then their Activity Books. h head, hands
listen and - Pupils trace the letters h and g. g guitar, game Wh-class
circle. - They then look at the pictures on
each character's card and listen to
the words. They circle the words Individual
that start with the same initial
sound as the mascot (/h/ hippo, /g/
gorilla).
Draw. - Ask pupils to look at Activity 7 in Audio script Wh-class
Then trace their Activity Books. CD2:11
and say. - Pupils draw over the items to Circle the 'h' Individual
complete the pictures. words.
- They then trace the words and say /h/ head fingers Individual
them. hands arms
Circle the 'g'
words.
/g/ legs guitar
feet game
60

shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 31
UNIT 4: MY BODY
Lesson 5
I. Objectives
By the end of this unit, pupils can understand a simple story and act out a story.
II. Languages focus
III. Teaching aids
IV. Procedures
Warm-up - Remind pupils of the story from Wh-class
Unit 3. Then look at the questions
and ask, Who is in the story?
Nominate a pupil to answer (Harry,
a photographer and Waldo).
- Revise the body parts vocabulary.
10. Listen - Look at the lesson objectives: Audio script Wh-class
to the We're listening to a story and CD2:12
story. acting it out. Harry:What's
Read. - Ask pupils to look at Activity 10 this? Individual
in their Pupil's Books. Beth: It's a head.
- Direct pupils' attention to the Cody: I've got Wh-class
story and ask questions about the one head. Waldo:
characters and the scene: Who's I've got two
this? What colour is it? How heads. Beth: I've
many (heads)? What's this? got two legs.
- Remind pupils of the word teddy Waldo: I've got Individual
bear or teach it. Ask pupils if they four legs.
have a favourite teddy bear and to Cody: A teddy
describe it (in L1 if necessary). bear for
61
- Ask pupils to predict what will you,Beth.

happen in the story. Beth: Ooh! Wh-class
- Play the audio. Ask pupils to Thank you!
listen to the story and follow Waldo: Blue! Wh-class
along in their books. Waldo: Uh-oh!
- Check pupils' understanding of Harry: Help!
the story. Waldo: I've got Individual
- Show the first picture on the two brothers!
screen. Read through the Harry:Oh,Waldo
statement and ask: Yes or No? ! Individual
Elicit answers from different
students in a class discussion or
ask for a show of hands.
- Repeat with the second and third Individual
pictures.
- Invite a group of pupil
volunteers to act out the roles. Say GW
the lines while the pupils act out
the story and then ask pupils to
repeat them after you.
- Encourage pupils to say the lines Wh-class
seven. Give groups time to
practise their roleplay.
- Read the lines again and ask
pupils to speak along. Ask other GW
Draw and - Ask pupils to look at Activity 8 Answer key: Wh-class
tick or in their Activity Books. 1 tick 2 cross 3
cross. - Pupils trace the dotted lines to tick
reveal the teddy bear. Individual
- They then read the sentences
alongside the teddy bear. They put Individual
a tick next to the sentences which
are correct and a cross next to the
sentences which are incorrect.
Listen and - Ask pupils to look at Activity 9 Answer key: Wh-class
draw. in their Activity Books. two heads, three
Then say. - Play the audio. Pupils complete arms,threehands, Wh-class
62
the picture of the teddy bear by four legs, four

drawing the missing parts of the feet
body as described on the audio. Audio script
- Pupils check their answers with CD2:13 PW
a partner. I've got two
heads. I've got
three arms. I've
got three hands.
I've got four legs.
I've got four feet.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 32
UNIT 4: MY BODY
Lesson 6
I. Objectives
By the end of this unit, pupils can talk about keeping clean.
II. Languages focus
- Vocabulary: clean, dirty, face wash your (hands).
- Sentence patterns: Has he got (clean) (hands)?
III. Teaching aids
IV. Procedures
Warm-up - Ask pupils to look at you. Individual
Move your fingers and elicit,
Fingers! from pupils.
- Put pupils into pairs. One pupil
moves a body part and the other
pupil says what body part it is.
Swap roles after a couple of
minutes
- Discuss the importance of Wh-class
brushing teeth, keeping clean…
63
Ask when it’s necessary to wash

their hands, feet: before or after
dinner, after playing outside,
going to the toilet, before going
to bed …
12. Listen - Teach the words clean and Answer key: Wh-class
and number. dirty. Show pupils photos your 3, 5, 1, 4, 2
brought and say, I’ve got dirty Audio script:
hands. Mime washing your CD2: 14
hands and say, Wash dirty 1. Clean feet!
hands. Say, I’ve got clean hands 2. Dirty legs!
now. 3. Clean hands!
- Ask pupils to look at Activity 4. Dirty face! Wh-class
12 in their Pupil's Books. 5. Wash your
- Play the audio. Ask pupils to face!
listen and point to each picture Wh-class
as they hear it on the audio.
- Play the audio again, pausing Individual
after each phrase so that pupils
can number the pictures and
repeat the words.
13. Listen - Ask pupils to look at Activity Audio script Wh-class
and say. Say. 13 in their Pupil's Books. CD2: 15
- Play the audio. Pupils listen 1. I've got dirty
and look at the photos. hands. Individual
- Then play the audio again. 2. And I've got a
Pupils listen and number the dirty face! Wh-class
photos. Then play the audio 3. Wash your
again. Pupils listen and act out hands! Wash Individual
what they hear. your face! 4 I've
got clean hands.
And I've got a
clean face!
Read and - Ask pupils to look at Activity Answer key: Wh-class
match. 10 in their Activity Books. 1d2a3c4b
- Pupils read the sentences in the Individual
speech bubbles. They then
match them with the pictures
and write numbers in the boxes.
- Encourage them to check their PW
answers in pairs.
farther or your friends about
64
what did you say or what you

did at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 33
UNIT 4: MY BODY
Lesson 7
I. Objectives
By the end of this unit, pupils can assess what I have learnt in Unit 4
II. Languages focus
- Vocabulary: Review: Parts of the body, Numbers
- Sentence patterns: Review: I’ve got (ten) (fingers).
III. Teaching aids
Test paper, recording, computer, stereo.
IV. Procedures
Warm-up - Hand out the flashcards 28-35
to several pupils in different Wh-class
parts of the classroom. Write the
body parts on the board. Ask
pupils holding the flashcards to
come to the front and stick them
next to the corresponding
word.
14. Trace - Ask pupils to look at Activity Wh-class
and match. 14 in their Pupil's Books.
Say. - Ask pupils to trace the body
words. Individual
- Pupils then match the words Individual
with the picture.
place if they feel they have
learnt the unit vocabulary
successfully.
15. Listen - Ask pupils to look at Activity Answer key: Wh-class
and tick or 15 in their Pupil's Books. 1 cross 2 tick 3
cross. Say. - Explain that the first two tick 4 cross.
sentences are about the yellow Audio script Individual
monster and the last two are CD2: 16
65
about the purple monster. Play 1 I've got two

the audio. Ask pupils to listen heads. 2 I've got
and look at the pictures. blue arms. 3 I've
- Play the audio again. Pupils got four toes. Individual
listen and put a tick or cross in 4 I've got purple
each box according to whether legs.
the sentence is correct or
incorrect.
- In pairs, pupils take turns to PW
say a sentence about one of the
monsters. Their partner says
whether the sentence is true or
false.
place if they feel they have
learnt the unit structures
successfully
Draw. Then - Ask pupils to look at Activity Answer key: Wh-class
read and 11 in their Activity Books. 4 arms,
circle. - Remind pupils of the written 8 fingers, Individual
form of the body words. Write 3 legs,
them on the board and, pointing 6 toes
to each word, ask pupils to touch
that part of their body.
- Pupils draw the remaining half Individual
of the creature.
- They then circle the correct Individual
number in each sentence.
did at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 34
UNIT 4: MY BODY
Lesson 8
I. Objectives
66
II. Languages focus
III. Teaching aids
IV. Procedures
Warm-up - Play the song from lesson 3 (Cd Wh-class
2:06). Encourage pupils to sing
along and do the actions.
- Recycle parts of body by saying, Wh-class
Touch your arms, wiggle your
toes…
- Point to various parts of the
body, e.g. fingers, and say, I have
ten fingers. Pupils say, true or Individual
false. Continue with other true and
false statements around the class.
and circle in their Pupil's Books. 1 a and c
two the - Ask questions about the pictures, 2 b and d Individual/
same. Say. e.g. What's this? What colour is 3 c and d Wh-class
it/are they? How many (legs)? etc.
- Pupils look carefully at the
pictures and find two toys in each
row that are identical. They circle
the two that are the same. Give Individual
them a time limit. They can work
either individually or in pairs.
- Pupils compare their answers in GW
pairs or in small groups, using the
target language, e.g. I've got two
legs. I've got (green) legs., etc.
17. - Ask pupils to look at Activity 17 Wh-class
Colour. in their Pupil's Books.
Then play. - Pupils work in pairs. They each
choose one of the two monsters to
colour (they must each choose a PW
different monster). Each partner
colours their monster without Wh-class
showing their partner how they
have coloured it.
- Pupils then give each other Individual
67
instructions to colour the monster

they have coloured, e.g. I've got
green legs. I've got four arms. I've
got pink arms. The pupils follow Wh-class
each other's instructions and
colour the monster.
- Pupils check in pairs as to PW
whether they have coloured the
monster correctly.
Game: - Tell pupils they are going to Wh-class
Pass the draw a monster.
drawing. - Give each pupil a piece of paper
and ask them to write their name
on one side. On the other side ask Individual
them to draw the head and neck at
the top of the page. Give them 2
minutes.
- When all the pupils are finished, Individual
show them how to fold the top of
the paper over so that the head and
neck can’t be seen.
- Ask pupils to pass the paper to Individual
the pupil next to them.
- Then ask pupils to draw the Individual
monster’s body, arms and fingers.
Fold it over and pass it along.
- Repeat with legs, feet and toes. Individual
When all the body parts are
finished return pupils’ original
drawings back to them.
- Pupils then describe their Individual
monster to their partner.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

68
Period 35
UNIT 5: PETS
Lesson 1
I. Objectives
- By the end of this unit, pupils can name some common pets.
II. Languages focus
- Vocabulary: Cat, dog, frog, mouse, parrot, pet, rabbit, tortoise
- Sentence patterns: How many (legs) have you got? - I’ve got (two) (legs).
III. Teaching aids
IV. Procedures
Warm-up - Play the song from Unit 4 Wh-class
(CD2:06). Pupils listen, sing and
do the appropriate actions.
1. Listen. - Introduce the new words using Audio script - Wh-class
the flashcards 36-42. Show the CD2:17
flashcard in turn, say the words Harry: Look at
the pets!A dog...
and pupils repeat. Stick the Individual
Aunt Fifi:...a
flashcards on the board as you say cat….
each word. Harry: ...a
- Ask pupils to look at Activity 2 in rabbit...aah! Individual
their Pupil's Books. Aunt Fifi: ...a
- Play the audio and ask pupils to parrot... Individual
listen first. Harry: ...a
tortoise and a Wh-class
- Ask pupils, What pet has Waldo
frog!
got? (a mouse) Aunt Fifi: Have
- See an alternate or more detailed you got a pet, Wh-class
activity in the Teacher Book. Waldo?...Waldo
?
Waldo: Yes, I
have! Mmm!
Beth: Oh,
no! ...a mouse...
No, Waldo!
2. Listen - Play the audio. Pupils listen and Audio script - Wh-class
and circle. point to the animals in the main CD2; 17
illustration. Harry: Look at
- Pupils listen again and circle each the pets! A dog...
animal. Aunt Fifi: ...a
cat... Individual
Harry: ...a
69
rabbit...aah! Wh-class
Aunt Fifi: ...a
parrot...
Harry: ...a
tortoise and a Individual
frog!
Aunt Fifi: Have PW
you got a pet, Wh-class
Waldo?...Waldo
?
Waldo: Yes, I
have! Mmm!
Beth: Oh,
no! ...a mouse...
No, Waldo!
Listen and - Ask pupils to look at Activity 3 in Audio script Wh-class
say. their Pupil's Books. -CD2:18
- Play the audio. Pupils listen and dog, cat, rabbit, Wh-class
point to the pets. mouse, parrot,
- Play the audio again. Pupils tortoise, frog
listen, point to the pets and repeat Individual
the words.
Find. - Ask pupils to look at Activity 1 in
Then their Activity Books. Individual
trace. - Pupils guess which animal is in
each picture. They then trace the
words and say.
- Pupils take turns individual Individual
to point and say, It's a (parrot).
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 36
UNIT 5: PETS
Lesson 2
70
I. Objectives
- By the end of this unit, pupils can describe pets.
II. Languages focus
- Vocabulary: big, small, pets.
What’s this?
What colour is it?
Is it (big)?
III. Teaching aids
IV. Procedures
Warm-up - Stick the flashcards 36-42 Wh-class
around the classroom. Say them in
turn and pupils find them and
point to them. Then ask for each,
What colour is it?
4. Listen - Ask pupils to look at Activity 4 Audio script - Wh-class
and chant. in their Pupil's Books. CD2:19
- Play the audio. Mime big and Pets, pets, Big
small as they listen. Alternatively, and small. Wh-class
you can pause after each line to Come and listen
give pupils time to repeat the to them all. A big
words and make the animal cat. Miaow!
noises. Miaow! A small
- Play the chant and ask pupils to mouse. Squeak! Wh-class
chant along. Squeak! A big
parrot. Squawk!
Squawk! A small
rabbit. Munch!
Munch! A big
tortoise. Chomp!
Chomp! A small
frog. Ribbit!
Ribbit!A big dog.
Woof! Woof!
and circle. in their Pupil's Books. 1a 2b 3a 4b
Say. - Focus on the pictures at the Audio script - Wh-class
bottom of the page. Play the CD2: 20
audio. Pupils listen and circle the 1. It's a big cat.
correct animal in each pair. 2. It's a big
- Pupils then point and say tortoise. Wh-class/
sentences about each animal, e.g. 3.It's a small dog Individual
71
It's a (big) (tortoise). 4. It's a small

rabbit. It's a big
tortoise.
match. in their Activity Books. Big: frog, parrot
Then say. - Pupils say the sentences. They Small: parrot,Individual
then draw matching lines from mouse, frog
each animal to the word labels
depending on whether the animal
is big or small.
- Pupils then say, It's a (big) Individual
(mouse).
Find and - Ask pupils to look at Activity 3 Answer key: Wh-class
circle the in their Activity Books. 1 small rabbit 2
odd one - Pupils find the odd animal out in big tortoise 3 big Individual
out. each row, i.e. the animal which is cat
a different size to the other
animals and circle it.
- Pupils then say, e.g. It's a Individual
(small) (rabbit).
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 37
UNIT 5: PETS
Lesson 3
I. Objectives
- By the end of this unit, pupils can describe pets and follow a simple song.
II. Languages focus
- Vocabulary: boy, girl, hat, big, bird, butterfly, flower, small, pets, colours
What has he/she got?
Has he/she got (a dog)?
Have you got (a dog)? Is it big/small?
III. Teaching aids
72
IV. Procedures
listen to the chant about animals.
Play the audio (CD2: 19). Pupils
point to the animal when they hear it
in the chant. Play once more and
have pupils chant along.
and find. their Pupil's Books. CD2: 23
- Get them to look at the scene. The boy's got a Individual
dog, A very big
- Play the audio. Pupils listen and
dog. He's got a
point to the animals in the picture dog. Woof,woof! Individual
as they hear them mentioned in the The dog's got a
song. frog, A very
small frog.
The dog's got a
frog. Ribbet!
Ribbet! The
girl's got a cat,
A very big cat.
She's got a cat.
Miaow! The
cat's got a hat,
A very big hat.
The cat's got a
hat. Miaow!
He's got a dog.
The dog's got a
frog. She's got a
cat. And the
cat's got a hat.
7. Find - Ask pupils to look at Activity 7 in Answer key: Wh-class
and their Pupil's Books. 1.cat (orange) c
match. - Pupils look at the song 2. rabbit (light
Then illustration and find the children in brown) b Wh-class
colour. it. They draw lines to match each 3. mouse (white)
Say. child with his/her animal. d
- Pupils then colour the animals to 4. dog (dark Individual
match the song illustration. brown) a
Alternatively, they can choose their
own colours.
73
- They describe the pictures, Individual

saying, e.g. He's/She's got a
(brown) (dog).
Listen - Ask pupils to look at Activity 4 in Answer key: Wh-class
and circle. their Activity Books. 1. dog, rabbit,
- Play the audio. Pupils circle the frog
animals as they are mentioned in 2.mouse, parrot Wh-class
the audio.
Answer key:
Read and - Ask pupils to look at Activity 5 in a 3 b 4 c 2 d 1 Wh-class
write. their Activity Books. Audio script
- Pupils read the sentences. CD2:24 Wh-class
- They identify the animals in He's got a dog.
silhouette in the pictures and She's got a Individual
write the correct number next to mouse. He's got
each picture. a rabbit. She'
got a parrot.
He's got a frog.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 38
UNIT 5: PETS
Lesson 4
I. Objectives
- By the end of this unit, pupils can talk about pets and say the sounds /d/ and /t/
II. Languages focus
- Pronunciation: /t/ ten, two; /d/ doctor, drum
III. Teaching aids
IV. Procedures
Warm-up - Tell pupils that they are going to Audio script Wh-class
listen to the song about pets. CD2:22
- Play the audio. Pupils point to the
74
pet when they hear it in the chant.

mime the actions of each animal
they hear, as they chant along.
and point. their Pupil's Books. CD2:25
Then play. - Play the audio to give pupils an Woman: What
idea of the language they will need. pet has he got? Individual
Pupils listen and point to the It's small. It's
animal. brown.
- Pupils take turns to choose a pet Girl: He's got a Individual
for the boy and the girl and their tortoise.
partner has to guess which it is. Boy: Yes.
Pupil A says, e.g. It's small. It's Woman: What
blue and yellow. Pupil B says, He's pet has she got?
got a parrot. It's big. It's
- Pupils then play the same game in black and white. Individual
pairs, choosing a pet each time and Boy: She's got a
describing it using, It's big/small dog!
and It's (black and white). His/Her Girl: Yes.
partner guesses and says, e.g. It's big. It's
He's/She's got a (rabbit). black and white.
She's got a dog.
9. Listen - Remind pupils of the words drum Audio script Wh-class
and say. and dragon. Ask pupils which CD2:26
sound they hear in both words. d, d
Say/d/ sound and ask pupils to t, t Individual
repeat after you. d, d, d
- Do the same for the /t/ sound t, t, t
- Play the audio. Ask pupils which d, t, d, t, d, t Individual
sound they can hear. Play the audio
again and have pupils repeat. d
- Play the audio and point to the Danny Dog
sounds. Play the audio again and doctor drum PW
ask pupils to say the words. Wh-class
- Play the audio and point to the t
sounds. Play the audio again and Tina Tortoise
ask pupils to say the words. ten GW
- Focus on the first picture.Indicate two
the dog and say, e.g. Look, a dog!
- Play the audio. Play the audio Danny Dog,
again, and have pupils repeat the Danny Dog,
phrase. Doctor, drum
- Move on to the next picture Danny Dog
75
Focus on the second picture. Tina Tortoise,

Indicate the tortoise and say, e.g. Tina Tortoise,
Look, a tortoise! ten, two,
- Play the audio. Play the audio Tina Tortoise!
again, and have pupils repeat.
Trace. - Ask pupils to look at Activity 6 in Answer key: d Wh-class
Then their Activity Books. tick = dog,
listen and - Pupils trace the letters d and t. doctor, drum ; t
tick. - Point to each of the pictures in tick = tortoise, Individual
turn and ask for each, What's this? teacher, ten
- Play the audio. Pupils tick the Individual
items that start with the same
sound as the letter on the left. Answer key:
Trace. - Ask pupils to look at Activity 7 in green = drum, Wh-class
Then their Activity Books. dad, dog blue =
circle and - Pupils read the words and trace two, ten, Individual
say. them. tortoise
- They then find the objects in the Audio script Individual
picture and circle all the words CD2:27
beginning with /d/ sound in green Danny Dog d
and all the words beginning with dog tortoise
the /t/ sound in blue. doctor
- Point to objects in the picture and Tina Tortoise t Individual
pupils say the words. teacher ten
drum
shool. Student read and act out the
story at home (period 39, lesson 5).
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 40
UNIT 5: PETS
Lesson 6
I. Objectives
- By the end of this unit, pupils can match animals with their young.
II. Languages focus
76
- Vocabulary: chick, kitten, puppy

- Sentence patterns: The (dog)’s got a (puppy).
III. Teaching aids
IV. Procedures
Warm-up - Show the photos and make an Individual
example for the first photo.
Nominate pupils to ask and
answer, What's this? It's a parrot.
- Have pupils look at the lesson 6 Wh-class
today? Look at the lesson
objective: We're learning about
animals and young animals.
12. Listen - Ask pupils to look at Activity 12 Key: Wh-class
and point. in their Pupil's Books. 1b 2c 3a
Then - Play the audio. Pupils listen to
match and Part A of the audio and point to Audio script – Wh-class
say. each animal and its young. CD2: 30
- Pupils listen to Part B and match cat, dog, bird, Individual
each animal with its young. chick, kitten,
- Check answers. Point to the cat puppy
and ask, What has the cat got? 1. The cat's got Wh-class
Prompt pupils to answer, a kitten. a kitten.
Do the same with bird and dog. 2. The dog's got
- Move on the next screen. Play the a puppy. Wh-class
audio and have pupils repeat the 3. The bird's got
words. a chick.
- Then ask pupils to describe the Individual
photos in pairs, e.g. It's a chick.
and in their Pupil's Books. a3 b1 c2
number. - Ask pupils (in L1) what they Audio script –
Say. know about the life cycle of a bird. CD2: 31 Individual
Ask questions about the pictures, 1. It's an egg.
What's this? (It's an egg, a bird, a 2. It's a chick.
chick.) What colour is it? Is it big It's small.
or small? 3. It's a goose.
- Play the audio. Pupils listen and It's big. It's a Wh-class
look at the photos. chick!
- Play the audio again. Ask pupils Individual
to number the photos in the order
they hear them.
77
- Check the answers with the class. Wh-class

- Then ask pupils to describe the Individual
photos individual, e.g. It's a chick.
Trace. - Ask pupils to look at Activity 10 Answer key: Wh-class
Then in their Activity Books. from the left of
match. - Pupils match the baby animals the picture:
with the correct outline in the chick, puppy, Individual
picture. Pupils then read the labels, kitten
trace the words and say them.
Join the - Ask pupils to look at Activity 11 Answer key: Wh-class
dots. Then in their Activity Books. 1 Yes 2 No
circle and - Pupils complete the dot to dot
say. drawing to reveal a chick and a Individual
puppy. Pupils then read the
sentences and circle Yes or No
depending on whether the sentence Individual
is correct or not. They then
describe the pictures correctly, It's
a chick. It's a puppy.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 41
UNIT 5: PETS
Lesson 7
I. Objectives
II. Languages focus
- Vocabulary: Pets, Colours
- Sentence patterns: + I’ve got a (dog).
+ He’s/She’s got a (rabbit).
III. Teaching aids
IV. Procedures
78

Warm-up - Hand out the flashcards 36-42 to Individual
several pupils in different parts of
the classroom.
- Write the pet words on the Wh-class
board.
and stick. in their Pupil's Books. Individual
Say. - Ask pupils to trace the pet words
on the page. Wh-class
- Ask pupils to turn to the stickers
of the pets at the back of their Individual
books and name the animals.
- Pupils stick the stickers in place,
next to the corresponding words.
Individual

and in their Pupil's Books. boy: dog, frog,
match. - Play the audio. Ask pupils to parrot girl: cat,
Say. listen and point to the animals. kitten, rabbit
- Play the audio again. Pupils Audio script –
draw matching lines from the boy CD2:32 Wh-class
and girl to each animal. He's got a small
- Check answers as a class. dog.
- Then pupils practise saying She's got a big Wh-class
sentences about the boy and girl cat. It's grey.
in pairs, e.g. He's got a (mouse). He's got a big
She's got a (kitten). frog.
- Pupils stick the star sticker in She's got a PW
place if they feel they have learnt kitten. It's small.
the unit structures successfully. He's got a Wh-class
parrot. It's blue
and orange. PW
She's got a white
rabbit.
He's got a frog.
Read and - Ask pupils to look at Activity 12 Key: Wh-class
write. in their Activity Books. He's got a dog,
- Pupils read the words in the tortoise, cat,frog.
word bank. They then use the She's got a cat,
79
words to complete the sentences rabbit, parrot, PW

about the pictures. (Note: the mouse.
word cat is used twice.)
Read and - Ask pupils to look at Activity 13

circle. in their Activity Books. Key:
- Pupils read the sentence in the mouse
speech bubble.
- They then look at the picture and
circle the word that represents the
pet that Waldo has got
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 42
UNIT 5: PETS
Lesson 8
I. Objectives
- By the end of this unit, pupils assess what I have learnt in Unit 5.
II. Languages focus
III. Teaching aids
IV. Procedures
Warm-up - Show the pictures on the board Individual
and take the class through the pets
quickly.
- Tell the class to remember the
pets, and show the next picture.
Indicate the missing pet, and ask if
anyone can remember what it was
(mouse). Continue through the
pictures as a whole class
80
activity.
16. Play - Ask pupils to look at Activity 16 Wh-class
the game. in their Pupil's Books.
- Tell pupils (in L1) they have to
help Beth and Harry find their way
Individual
out of the maze and 'collect'
animals along the way. They may
play individually or in pairs.
- Explain (in L1) that they have to
trace each character's route through Individual
the maze and say the name of any
animals they find. Pupils may wish
to draw their route with a pencil or
follow it with their finger. Pupils
then tick the appropriate boxes in
the grid under the game and make
sentences about each character,
e.g. She's got a rabbit. It's brown.
- Play the audio to give pupils an Wh-class
to play the game.
- Pupils play the game in pairs.
Check the answers by asking PW
questions, e.g. Has (Beth) got a
(tortoise)? Elicit answers
(Yes./No.)
17. Listen - Ask pupils to look at Activity 17 Audio script – Wh-class
and do. in their Pupil's Books. CD2: 34
- Pupils listen to the animal sound Miaow! Woof!
effects, say the name of the animal Woof! Wh-class
and mime it. Munch! Munch!
Ribbet! Ribbet! Individual
Squeak! Squeak!
Munch! Munch!
Squawk!
Squawk!
Let's - Pupils revise some key Wh-class
Review. vocabulary from the unit using the
flashcards. They should try to Individual
remember the word for each card,
then click on it to see the answer.
81

shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 43
UNIT 6: MY HOUSE
Lesson 1
I. Objectives
- By the end of this unit, pupils can name some common house words
II. Languages focus
- Vocabulary: door, bathroom, bedroom, dining room, house, kitchen, living
room, window.
- Sentence patterns: This is the (kitchen).
III. Teaching aids
IV. Procedures
Warm-up - Have pupils look at the screen. Audio script – Wh-class
Play the song from the Welcome CD1:02
Unit. Pupils listen and sing.
- Go around the classroom and ask
pupils general questions from the
previous units, e.g. What's your
name? How old are you? Pick up
a pencil and ask What's this?
What colour is it? How many
(hands) have you got?, etc.
1. What - Have pupils look at the lesson 1 Wh-class
do you and ask, What are we learning
know? today? Look at the lesson Individual
objective: We're learning house
words.
- Ask pupils what house words
they know in English, e.g. chair, Wh-class
desk. Write them on the board.
- Introduce the new words using
the flashcards 43-49. Show the Wh-class
flashcards in turn, say the words
82
flashcards on the board as you say Individual

each word.
and find. in their Pupil's Books. CD2: 35
- Play the audio, pausing after This is my house.
each sentence. Ask pupils to find This is the living
each room or item in the picture. room. This is the
dining room.
And the kitchen. Individual
This is the
bathroom. This Wh-class
is a window.
This is a door.
And this is the
bedroom! Shh!
and say. in their Pupil's Books. CD 2:36
- Focus on the pictures on the house, living
page. Play the audios. Pupils room, kitchen, Individual
should listen and point to the bedroom,
correct picture. bathroom, dining
- Play the audios again. Pupils room, window, Individual
listen, point to the pictures and door
repeat the words.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Period 44
UNIT 6: MY HOUSE
Lesson 2
I. Objectives
- By the end of this unit, pupils can say where somebody is.
II. Languages focus
- Vocabulary: butter, healthy.
- Sentence patterns: Where’s my (dad)?
He’s/She’s in the (bathroom).
83
III. Teaching aids

IV. Procedures
Warm-up - Tell them that you are going to Individual
act out one of the house words
and the class needs to guess what
it is.
- Have pupils look at the lesson 2 Wh-class
and say: We're saying where
somebody is.
and chant. in their Pupil's Books. CD 2: 37
- Play the audio. Where's my mum? Individual
She's in the living
- Ask (in L1) who is talking in Individual
room. She's in the
the audio (Beth). living room.
- Play the audio again. Pause Where's my dad? Wh-class
after each line to give pupils time He's in the
to repeat the words. kitchen. He's in
- Play the chant and ask pupils to the kitchen. Individual
chant along. Where's my
brother? He's in
the bathroom.
He's in the
bathroom.
Where's Waldo?
He's in the
bedroom. He's in
the bedroom.
and tick in their Pupil's Books. 1 cross 2 tick 3
or cross. - Focus on the pictures at the cross 4 tick Individual
Then say. bottom of the page. Point to the Audio script
first image and ask, Where's CD2:38
Waldo? (He's in the bathroom.) 1. Where's
Repeat with other pictures. Waldo? He's in
- Play the audio. Pupils listen and the kitchen.
write a tick or a cross in the box 2. Where's Wh-class
below each picture according to Waldo? He's in
whether the answer on the audio the living room. Individual
is true or not. 3. Where's
Waldo? He's in
the bathroom.
84
4. Where's
Waldo? He's in
the bedroom.
match. in their Activity Books. 1 He's in the
- Ask pupils to identify the dining room.
rooms shown in each picture. 2 She's in the Individual
- They then read the sentences living room.
and match each sentence with 3 He's in the Individual
one of the pictures. kitchen.
4 She's in the
bathroom.
Join the - Ask pupils to look at Activity 3 Answer key:
Wh-class
dots. Then in their Activity Books. He's in the living
circle and - Ask pupils to join the dots to room.
say. reveal Waldo watching TV in the Individual
living room.
- They read the sentence above Individual
the picture and circle the correct
word.
- Ask, Where's Waldo? (He's in Individual
the living room.)
what did you say or what you did
at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 45
UNIT 6: MY HOUSE
Lesson 3
I. Objectives
- By the end of this unit, pupils can ask and answer about location and
follow a simple song.
II. Languages focus
- Vocabulary: bed, bath, garden, oath, shed
- Sentence patterns: Where’s the (mouse)?
85
It’s in the (garden).

III. Teaching aids
IV. Procedures
focus
Warm-up - Tell pupils that they are going to Audio script – Wh-class
listen to the chant about rooms and Track 37
family members. Play the audio.
Pupils point to the rooms when they
hear them in the chant.
- Write the lesson objective on the
board: We're learning to say where
things are.
and find. their Pupil's Books. CD2:40, 41
- Teach the words bed, garden, shed, Where's the
path and bath by pointing to the mouse? Wh-class
words, saying them several times Where's the
while pupils repeat. mouse? Is it in
- Point and ask questions about the the garden? Or Individual
picture. What's this? (It's a hippo.) is it in the
Have a short discussion (in L1) house? Look!
about why pupils think the hippo is It's in the
standing on the chair (It's scared of a garden,Runnin
mouse which is running around the g up the path.
garden and house.). Now it's in the
- Play the audio. Pupils listen and bathroom. Oh, Individual
find the mouse in each picture. Point no! It's in the
to each of the hippo's thought bubble bath! Where's
pictures and ask, Where's the the mouse?
mouse? Elicit answers, e.g. It's in Where's the
the (bedroom) Ask further questions, mouse? Is it in
e.g. Is it in the bed? (Yes) What the garden? Or
colour is the bed? (yellow, green, is it in the
purple and red). Has it got a flower? house?
(Yes.) How many flowers are in the Look! It's in the
garden? (eight). garden, Hiding
- Play the audio again. Pupils listen in the shed. Individual
and point to the various thought Now it's in the
bubbles as they are mentioned. bedroom. Oh,
no! It's in my
bed!
7. Match. - Ask pupils to look at Activity 7 in Answer key: Wh-class
86
Say. their Pupil's Books. 1. c - bedroom

- Pupils look at the jigsaw pieces at 2. b - bathroom Individual
the bottom of the page. Check if they 3. a - shed
can guess from each one where the
mouse is. Ask, Where's the mouse?
(It's in the shed.)
- Pupils then match together the pairs Individual
and make a sentence about each one,
e.g. It's in the shed.
Find and - Ask pupils to look at Activity 4 in Answer key: Wh-class
count. their Activity Books. in the garden 4
- Pupils read the captions in the box in thebedroom3
and find the number of mice in each in the Individual
position in the main picture. They bathroom 2
find the mice and write the number
in the correct box.
Trace. - Ask pupils to look at Activity 5 in Wh-class

Then read their Activity Books.
and draw. - Pupils read the captions and
complete the pictures by drawing a Individual
flower to indicate a garden, a bed or
a bath according to each caption.
- They then trace the words in each Individual
sentence.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Period 46
UNIT 6: MY HOUSE
Lesson 4
I. Objectives
- By the end of this unit, pupils can talk about location and say the sounds
/w/ and /v/.
II. Languages focus
- Vocabulary: Pets, Rooms
- Sentence patterns: Where’s the (cat)?
87
It’s in the (kitchen).

III. Teaching aids
IV. Procedures
focus
Warm-up - Tell pupils that they are going to Audio script: Individual
listen to the song about the mouse in track 40
the house. Play the audio. Pupils
point to the location when they hear
it in the song.
- Look at the lesson objectives: Wh-class
We're learning to say where things
are and We're saying some English
sounds.
8. Make - Ask pupils to look at Activity 8 in Audio script Wh-class
and play. their Pupil's Books. CD2: 42
Ask and - Pupils look at the girl's house in the 1. Where's
answer. photo and identify the rooms and the the cat? It's in Individual
garden. the kitchen.
- Explain (in L1) that the children in 2. Where's
the photo are playing a game with the dog? It's Wh-class
cutouts. in the garden.
- Play the audio to give pupils an
idea of the language they will need. Individual
- Ask pupils to find the Unit 6
Cutouts on page 77 of their Pupil's
Book.
- Ask pupils to cut out the cards. Individual
- Ask pupils now to play a game in PW
pairs. Pupil A positions his/her
animals/objects in various places in
the house without Pupil B seeing,
e.g. in the garden, in the kitchen.
Pupil B then asks questions, Where's
the (dog)? Pupil A answers, It's in
the (garden). Pupil B then positions
his/her dog in the garden in his/her
own book.
- At the end of the activity , ask Individual
pupils to compare pictures to see that
all the animals/objects are in the
correct places. Then pupils switch
roles.
88
9. Listen - Show the activity on the screen. Audio script Wh-class

and say. - Play the audio. Ask pupils which TRACK 43
sound they can hear. Play the audio w, w, v, v Individual
again and have pupils repeat. w, w, w
- Show the activity on the screen. v, v, v
- Play the audio and point to the w, v, w, v, w, v
sounds. Play the audio again and ask Waldo, Waldo Individual
pupils to say the words. window, wave,
wing Waldo!
Victor, Victor
violin, vet,
Victor!
Then their Activity Books. 1 violin
listen and - Ask pupils to trace the letters v 2 window Wh-class
circle. and w.
- Play the audio. Pupils listen and Individual
circle the pictures with the same
sounds as the letters on the left.
Find and - Ask pupils to look at Activity 7 in Answer key: Wh-class
colour in their Activity Books. v violin, vet
green or - Ask pupils to find the objects w window, Individual
blue. beginning with the /v/ sound and wings
colour them green.
- They then find the objects Individual
beginning with the /w/ sound and
colour them blue.
what you did at shool. Students
study lesson 5 at home.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 48
UNIT 6: MY HOUSE
Lesson 6
I. Objectives
- By the end of this unit, pupils can talk about places in the neighbourhood.
89
II. Languages focus

- Vocabulary: Café, park, library, shop
Where’s Dad? - He’s in the (library).
III. Teaching aids
IV. Procedures
Warm-up - Show the activity on the screen Individual
and look at the example for the
first picture. Model the sentence,
He's in the kitchen.
- Look at the lesson objective:
Wh-class
We're learning about places in the
neighbourhood.
12. Listen. - Ask pupils to look at Activity 12 Answer key: Wh-class
Then in their Pupil's Book. 2 3 1 4
number. - Play the audio. Pupils listen and Audio script Individual
look at the photos. CD 2, Track 47
- Play the audio again. Ask pupils 1. It's a park. Individual
to number the photos in the order 2. It's a shop.
they hear them. 3. It's a library.
4. It's a café.
13. Find. - Ask pupils to look at Activity 13 Answer key: Wh-class
Say. in their Pupil's Books. 1. She's at the
- Pupils follow the lines to lead park.
each child to one of the places and 2. He's in a café. Individual
make sentences about the photos, 3. He's at the
e.g. He's in a (café). library.
- Ask questions to check the 4. She's at a
activity, e.g. Where is he/she? Is shop. Individual
he/she in a (cafe)? (Yes, he/she's
in a café.)
Read. - Ask pupils to look at Activity 10 Answer key: Wh-class
Then in their Activity Books. house – park –
listen and - Play the audio. Pupils read the shop – library –
draw. words on the map and draw a line café Individual
from one place to another, starting
at the house while listening.
number. in their Activity Books. He's in the
Then say. - Pupils find the girl, the cat and library. 3 Individual
the boy in the pictures. She's in the café.
- They read the sentences below 1 Individual
90
each picture and decide which It's in the park. 2

picture each sentence describes.
They number the sentences
accordingly.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 49
UNIT 6: MY HOUSE
Lesson 7
I. Objectives
II. Languages focus
III. Teaching aids
IV. Procedures
Warm-up - Show the first picture on the Answer key: Individual
screen. Read through the statement 1 No 2 Yes 3
and ask: Yes or No? Elicit answers No 4 No
from different students in open
class or ask for a show of hands.
Repeat with the next screens.
- Write the lesson objective on the Wh-class
board: We're thinking about our
learning adventure.
Say. - Ask pupils to trace the house
words on the page. Individual
- Ask pupils to turn to the stickers
of the rooms and objects at the Individual
91
back of their books.

- Pupils stick the stickers in place,
next to the corresponding words.
- In pairs, ask pupils to say the PW
room words. One partner says a Wh-class
room word and the other points at
the correct picture.
and in their Pupil's Books. 1 c, 2 d, 3 b, 4 a
match. - Point to the pictures. Pupils name Audio script: Individual
Then say. the animals. 1. Where's the
- Play the audio. Ask pupils to frog? It's in the Wh-class
listen and point to the animals and living room.
the rooms. 2. Where's the
- Then play the audio again. Pupils mouse? It's in Wh-class
draw matching lines from each the kitchen.
animal to a part of the house. 3. Where's the
- Then pupils practise saying cat? It's in the
sentences about the animals, bedroom. Individual
e.g. Where's the (frog)? It's in the 4. Where's the
(living room). parrot? It's in
- Pupils stick the star sticker in the garden. Individual
Complete - Ask pupils to look at the screen. Answer key: Wh-class
the word. Do the first question together as a 1 kitchen
class. Pupils look at the picture and 2 park
word. Then pupils work out the 3 bathroom Wh-class
missing letter to complete the word 4 living room
(kitchen).
- Put pupils into pairs and click PW
through the questions. Review the
questions as a class, and ask for
volunteers to come to complete the
word.
- See an alternate or more detailed Wh-class
activity in the Teacher Book.
Read and - Ask pupils to look at Activity12 Answer key:
write. in their Activity Books. 1 kitchen 2
- Pupils read the words in the word bedroom
92
bank. 3 bathroom 4
- They then identify where the living room
characters are in each picture and
complete each sentence with a
word from the word bank. Answer key:
Read and - Ask pupils to look at Activity 13 garden
circle. in their Activity Books.
- Pupils read the words in the
speech bubble.
- They then look at the picture and
circle the word which describes
where the character is.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 50
UNIT 6: MY HOUSE
Lesson 8
I. Objectives
II. Languages focus
- Vocabulary: review.
- Sentence patterns: review.
III. Teaching aids
IV. Procedures
Warm-up - Show the activity on the screen Individual
and take the class through the
rooms quickly. Tell the class to
remember the rooms, and show
the next screen. Indicate the
missing item, and ask if anyone
can remember what it was (living
room). Continue through the
93
screens as a whole class

activity.
16. Listen. - Ask pupils to look at Activity 16 Answer key: Wh-class
Then find. in their Pupil's Books. Dad – garden
Say. - Explain (in L1) that the picture Mum – living
represents Beth and Harry's local room
neighbourhood. Point to and ask Aunt Fifi – shop Individual
pupils to identify the buildings Harry – park
and rooms. Beth – library
- Point out the characters at the Waldo –kitchen. Individual
bottom of the page and ask pupils
to name them (from left to right: Audio script:
Dad, Mum, Aunt Fifi, Harry, CD2:50
Beth, Waldo). GIRL: Where's
- Explain that the members of the Dad? Individual
family are hiding in the scene and BOY: He's in the
that the pupils are going to race garden.
against a partner to find the
characters.
- Play the audio to give pupils an Wh-class
idea of the language they will use
to play the game.
- Divide pupils into pairs. Ask PW
pupils to close their books but
keep a finger in at the right page.
Say, Where's Dad? Go! Pupils
open their books and find him as
quickly as possible. If they beat
their partner, they get a point.
Ask, Where's Dad? and pupils
say, He's in the garden. Pupils
close their books again. Do the
same for the other characters, in
random order.
Watch. - Ask pupils to look at the screen. Answer key: Wh-class
Have a pupil ask the first question, 1 They are
Who are they? Play the video and Waldo, Zach
then ask pupils to answer the and Millie.
question (Waldo, Zach and 2 They see a
Millie). rabbit, a frog, a
- Move on to the second question, cat and two big Wh-class
What do they see? Play the video dogs.
again (a rabbit, a frog, a cat, two 3 Millie's in the
big dogs). water.
94
- Move on to the third and final Audio script: Wh-class

question, Where is Millie? Elicit Zach: Come on
the answer (in the water). Waldo! Look, a
- Play the video a final time and rabbit! Hello
ask pupils to raise their hands rabbit! Look, a Wh-class
when they see a turtle on the frog! Hello frog!
screen. It's a cat. Hello
- See an alternate or more detailed cat! Wh-class
activity in the Teacher Book. Millie: Hello
Zach!
Zach: Hello
Millie!
Millie: Look, I've
got two dogs.
Zach: Wow! I
like dogs.
Millie: And I like
dogs. I like big
dogs. Look, a
small cat. Hello
cat! Zach, help!
Help!
Zach: Millie?
Millie, where are
you?
Millie: I'm in the
water.
Ask and - Show the activity on the screen Wh-class
answer. and look at the example for the
first picture. Nominate two pupils
to ask and answer, Where's the
mouse? It's in the bedroom.
- Split the class in two and have PW
pupils ask and answer questions
about the pictures.
- Once you've clicked through all
the pictures, go back to the start Individual
and review with the class.
shool.
*Evaluation:
95
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 51
UNIT 7: MY HOUSE
Lesson 1
I. Objectives
- By the end of this unit, pupils can say some common food words.
II. Languages focus
- Vocabulary: bread, cake, cheese, fish, fruit, milk, salad, yogurt
- Sentence patterns: Welcome to the market
I like fish.
III. Teaching aids
IV. Procedures
Warm-up - Play the song from the AUDIO SCRIPT – Wh-class
Welcome Unit. Pupils listen and CD 1:02
sing.
- Have pupils look at the lesson 1
and say We're learning food
words.
1 and 2. - Introduce the new words using Audio script Wh-class
Listen and the flashcards. Show the CD3:01
circle. flashcard in turn, say the words Woman: Hello.
Welcome to the
market!
flashcards on the board as you Harry: Hello!
say each word. Mmm...fruit and
- Ask pupils to look at Activity 2 salad. Cody: Wh-class
in their Pupil's Books. Mmm...milk and
- Play the audio again. Pupils cheese. And Individual
listen and point to each item in yoghurt!
Beth:
the main illustration as it is
Mmm...bread and
mentioned. cake and...Oh, no!
- Pupils listen again and circle Waldo! Individual
each item. Waldo: Mmm. I
- Ask pupils what food each like fish.
character talks about. Say, Fruit Wh-class
and salad? (Harry) Milk and
96
cheese? (Cody) Bread and cake?

(Beth).
and say. in their Pupil's Books. CD3:02
- Play the audio. Pupils listen and fruit, salad, cake,
point to the food items. bread, yoghurt, Individual
- Play the audio again. Pupils fish, milk, cheese
listen, point to the food items and Individual
repeat the words.
Draw. - Ask pupils to look at Activity 1 Wh-class
Then in their Activity Books.
trace. - Pupils trace the dotted lines to Wh-class
find out what each food item is.
- They then trace the words and Wh-class
read them.
at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 52
UNIT 7: MY HOUSE
Lesson 2
I. Objectives
- By the end of this unit, pupils can talk about food I like.
II. Languages focus
1. Vocabulary: food
2. Sentenpartten:
- Do you like (salad)?
- Can I have some, please?
III. Teaching aids
IV. Procedures
focus
Warm-up - Show the pictures on the board and Individual
make an example for the first
97
picture. Model the sentence, I've got

bread...
- Look at the lesson objective: Wh-class
We're talking about food we like.
and find. their Pupil's Books. CD3:03
- Play the audio. Pupils listen and I like fruit and Wh-class
point to the food items in the picture. yoghurt. I like l
- Play the chant and ask pupils to salad and
chant along. cheese.I like Wh-class
bread and
milk and cake.
Can I have
some, please?
I like fruit and
yoghurt. I like
salad and
cheese. I like
bread and
milk and cake.
Can I have
some, please?
and their Pupil's Books. Cody: bread,
match. - Focus on the pictures at the bottom cheese,
Say. of the page. Play the audio. Pupils yoghurt, fruit Individual
point to the food items which they Waldo: milk,
hear mentioned in the audio. fish
- Play the audio again. Pupils draw Wh-class
lines to the foods which Waldo and
Cody like.
- Play the audio again and ask the Wh-class
class to say the food words.
4. Listen - Ask pupils (in L1) to remember the Audio script Wh-class
and sing. Quest items from the Welcome Unit, CD3:05
which the characters have to find. Come with us,
Ask them to guess which item could come on a
be found here. quest. Come
- Play the Quest song. Pupils listen on a quest Individual
for the quest item. today! Come
- Pupils then look at the main scene with us, come Individual
to find the Quest item (the apple). on a quest.
- Ask pupils to turn to the stickers at Look for an
the back of their books. They find apple today. Wh-class
98
the sticker of the apple and stick it A balloon, a

into the correct place on page 52, cake, a tablet,
over the grey apple on the left. a photo, a
- Play the audio again and pupils teddy, a bird, Wh-class
sing the Quest song. a door and...
an apple!
Look for an
apple today.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 53
UNIT 7: MY HOUSE
Lesson 3
I. Objectives
- By the end of this unit, pupils can talk about likes and dislikes and follow a
simple song.
II. Languages focus
- Vocabulary: honey, jelly
- Sentence patterns: I don’t like (cheese).
I like (honey).
Do you like (jelly)?
III. Teaching aids
IV. Procedures
focus
listen to the chant about food.
- Play the audio. Pupils point to the Wh-class
food when they hear the food in the
chant.
- Look at the lesson objective: We're Wh-class
talking about things we like and
things we don't like.
99
and find. their Pupil's Books. CD3:06, 07

- Ask pupils which food they can see I like jelly. Individual
in the picture. Ask, Where's the It's nice and
bear? (It's in the garden/park.) sweet! I like
- Play the audio. Pupils listen and put fruit. It's good Individual
their hands up when they hear a food to eat! I like
word. yoghurt, But I
don't like
cheese. I like
honey, But I
don't like
bees! Yes, I
like honey, But
I don't like
bees. Yes, I
like honey, But
I don't like
bees. (x2)
7. Draw - Ask pupils to look at Activity 7 in Wh-class
- Play the Activity 6 audio again, Individual
pausing after each line. Pupils draw
a happy face or a sad face to record
what the bear likes and doesn't like.
- Pupils then do the same for Individual
themselves.
- Pupils tell each other which of the
foods they like or don't like in pairs, Individual
e.g. I like (honey). I don't like (jelly).
Circle the - Ask pupils to look at Activity 4 in Answer key: Wh-class
odd one their Activity Books. 1 the second
out. Then - Pupils circle the odd picture out in picture
listen and each row and make a sentence about 2 the third Individual
check. each picture, e.g. I like honey / I picture
don't like honey.
- Play the audio for pupils to check
their answers.
- Ask pupils, Do you like honey?
Pupils put up their hands if they like Wh-class
honey. Do the same with jelly.
Individual
Read and - Ask pupils to look at Activity 5 in Answer key: Wh-class
number. their Activity Books. 3, 4, 2, 1
100
- Pupils read the sentences and Audio script Individual

number each bear in the picture CD3:08
accordingly. 1 I like jelly.
I don't like Individual
jelly I likejelly.
Yuk! I don't
like jelly.
2 I don't like
honey. I don't
like honey. I
like honey.
Yum! I like
honey.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 54
UNIT 7: MY HOUSE
Lesson 4
I. Objectives
- By the end of this unit, pupils can talk about likes and dislikes and say the
sounds /j/.
II. Languages focus
- Vocabulary: juice, jellyfish, yak
- Sentence patterns: I like/don’t like (milk).
III. Teaching aids
IV. Procedures
Warm-up - Tell pupils that they are going to Audio script Wh-class
listen to the song about food. CD3:06,07
- Play the audio. Pupils point to
the food when they hear the food Wh-class
in the song.
8. Play. - Ask pupils to look at Activity 8 Audio script – Wh-class
in their Pupil's Books. CD3:09
101
- Pupils name the animals to the Mouse: I like

left in the activity and the food cheese. I like Individual
items to the right. bread. I don't
- Play the audio and pupils guess like fish. I'm
which animal is being described small. Individual
after each pause. I'm brown. Who
- Pupils play the game in pairs. am I? Yes, I'm a
One pupil points to the food mouse.
photos and says, e.g. I like Cat: I like milk. I PW
(cheese). I don't like (fruit). like fish. I don't
His/Her partner says which like bread. I'm
animals he/she is talking about small. I'm black
(the mouse) and points to the and white. Who
relevant photo. am I? Yes, I'm a
cat.
Tortoise: I like
salad and fruit. I
don't like fish.
I'm big. I'm
brown. Who am
I?Yes, I'm a
tortoise.
Bird: I like
bread. I don't
like cheese. I'm
small.
I'm yellow. Who
am I? Yes, I'm a
bird.
9. Listen - Remind pupils of the words jelly Audio script Wh-class
and say. and yellow. Ask pupils which CD3:10
sound they hear in both words. jjyy
Say/j/ sound and ask pupils to j, j, j y, y, y
repeat after you. j, y, j, y, j, y
- Do the same for the /y/ sound j Wh-class
- Play the audio. Ask pupils which Jonny Jellyfish
sound they can hear. Play the juice Wh-class
audio again and have pupils jelly
repeat. y
Yasmin Yak
yoghurt yellow
Jonny Jellyfish,
Jonny Jellyfish
juice, jelly Jonny
102
Jellyfish!
Yasmin Yak,
Yasmin Yak
yoghurt, yellow
Yasmin Yak!
Trace. - Ask pupils to look at Activity 6 Audio script Wh-class
Then in their Activity Books. CD3:11
listen and - Pupils name all the items in the I like jelly. Wh-class
play grid. Encourage them to think I like yoghurt.
bingo. about the y and j sounds at the j juice
beginning of each word. Pupils y yak
trace each letter. j jellyfish y
- Play the first two sentences of yoghurt j jelly Wh-class
the audio. Pupils listen and repeat, j jump
then trace the words jelly and
yoghurt in the speech bubbles.
- Pupils cover up one square on Wh-class
their grid with a coin or a small
piece of paper. Play the rest of the
audio and pupils tick off the Individual
pictures as they hear them. The
first pupil to tick their five
uncovered squares is the winner.
Trace and - Ask pupils to look at Activity 7 Wh-class
colour. in their Activity Books.
- Pupils trace the words on each Individual
domino and read the word.
- They then colour the picture that Individual
matches the word.
shool. Student study lesson 5 at
home.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 56
UNIT 7: MY HOUSE
103
Lesson 6
I. Objectives
- By the end of this unit, pupils can talk about healthy food.
II. Languages focus
- Vocabulary: bad, good, chocolate.
- Sentence patterns: Is it (good) for me?
Do you like the (salad)?
III. Teaching aids
S’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedures
Warm-up - Have pupils look at the lesson 6 Individual
today? Look at the lesson
objective: We're learning about
healthy food.
they know for food, e.g. cheese,
bread. Write them on the board.
12. Listen - Ask pupils to look at Activity 12 Key: 3, 1, 2 Wh-class
and in their Pupil's Books. Audio script
number. - Play the audio. Pupils listen and CD3:13 Individual
1. Mmm! I like
point to the photos of the children.
salad. It's good
- Play the audio again. Ask pupils for me.
to number the photos in the order 2. Mmm! I like Individual
they hear them. cake. But it's
- Play the audio, pausing it after bad for me. Individual
each line for pupils to repeat. 3. Mmm! I like
chocolate. But
it's bad for me.
13. Tick - Ask pupils to look at Activity 13 Answer key: Wh-class
the in their Pupil's Books. 1 salad 2 cheese
healthy - Pupils name the food items in the 4 fish 5 yoghurt
foods. Say. photos. Ask, Do you like 7 honey 8 fruit Individual
(chocolate)? Then ask (in L1)
whether the food is healthy or
unhealthy. Repeat with other
photos.
- Pupils tick the foods they think Individual
are healthy. Then ask them to work
with a partner, point to each photo
and say whether they like it and PW
whether it's good for them,
104
e.g. I like / don't like (salad). It's Individual

good/bad for me. Pupils can make
a happy or a sad face as they say
the words. PW
- Compare answers with the whole
class, pointing to each picture and
asking, Is (salad) good for me?
(Yes/No.)
Find and - Ask pupils to look at Activity 10 Answer key: Wh-class
trace. in their Activity Books. 1. salad
- Pupils identify the pictures and 2. chocolate Wh-class
follow the lines to the words. 3. cake
- Pupils then trace the words and Individual
read them.
Read and - Ask pupils to look at Activity 11 Wh-class
tick. Then in their Activity Books.
draw. - Explain (in L1) that pupils need Wh-class
to decide which foods are good
for them. Pupils read the words,
then write a tick next to the healthy
foods.
- They then draw the healthy food Individual
on the plate. Encourage pupils to
make sentences, e.g. Salad is good
for me.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
Period 57
UNIT 7: MY HOUSE
Lesson 7
I. Objectives
- By the end of this unit, pupils can assess what I learnt in Unit 7.
II. Languages focus
- Vocabulary: Food
I like/ don’t like (bread).
105
III. Teaching aids

IV. Procedures
Warm-up - Have 5 pupils line up at the Individual
board to see the picture of food.
Have the first pupil choose a food
and make a sentence. The next
pupil in line has to repeat this
sentence and then add their own.
Continue until all pupils have had
a chance to say a sentence.
and draw. in their Pupil's Books. 1 happy, 2 sad
Then - Play the audio. Ask pupils to 3 happy, 4
trace. listen and point to the pictures. happy
- Draw a happy and sad face on 5 sad, 6 sad Individual
the board and elicit I like (bread) 7 happy, 8 sad
and I don't like (fruit) sentences. Audio script –
- Play the audio again, pausing it CD3:14
after each sentence to give pupils 1. I like bread.
time to draw a happy or a sad face 2. I don't like Individual
depending on whether the food is fruit.
liked or disliked. 3. I like fish.
- Ask pupils to trace the food 4. I like salad. Individual
words on the page. 5. I don't like
- Pupils stick the star sticker in cake. Individual
place if they feel they have learnt 6. I don't like
the unit vocabulary successfully. yoghurt.
7. I like milk.
8. I don't like
cheese.
15. Draw. - Ask pupils to look at Activity 15 Wh-class
Say. in their Pupil's Books.
- Focus on the plates in Activity
15. Pupils draw food they like and Wh-class
dislike on the plates.
- In pairs, pupils make sentences
about the food they have drawn, PW
e.g. I like (fish), I don't like
(cake).
106
Find. - Ask pupils to look at Activity 12 Answer key: Wh-class

Then read in their Activity Books. I like: 1 bread
and write. - Pupils look at the pictures in the 2 milk 3 yoghurt
activity and find the matching I don't like: Individual
words in the word bank. 4 jelly 5 honey
- They then write the words in the 6 cake
correct order, from 1 to 6, in the Individual
appropriate lists.
- Ask pupils, Do you like (bread)? Individual
(Yes./No.)
tick. in their Activity Books. I like cheese.
- Pupils read the sentences in Individual
Waldo's thought bubble.
- They then look at the picture and Individual
they tick the sentence that is true.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 58
UNIT 7: MY HOUSE
Lesson 8
I. Objectives
- By the end of this unit, pupils can assess what I learnt in Unit 7.
II. Languages focus
III. Teaching aids
IV. Procedures
Warm-up - Take the class through pictures Wh-class
of the food quickly.
- Tell the class to remember the Individual
food, and show the next picture.
107
Indicate the missing item, and

ask if anyone can remember
what it was (fish). Continue
through the screens as a whole
class activity.
15. Play - Ask pupils to look at Activity Answer key: Wh-class
the game. 16 in their Pupil's Books. Harry: bread
- Ask questions about the food in (sad), chocolate
(happy), salad
the picture, e.g. What's this? Do Individual
(happy), fruit
you like (ice cream)? (happy)
- Pupils work in pairs. They start Beth: cake PW
with Beth and follow her path (happy), fish
through the maze, saying, I don't (sad), cheese
like (cheese). I don't like (fish)., (sad), yoghurt
etc. as they go, depending on (happy)
whether there's a happy or sad
face next to the food item.
- They repeat, following Harry's Wh-class
path through the maze.
- They then complete the chart at
the bottom of the page, drawing Individual
a happy/sad face under each food
item accordingly and saying a
sentence each time, e.g. I like
(ice cream).
- Check the activity by saying, Wh-class
(He) likes (jelly). Pupils say Yes
or No.
- Pupils then play a game in PW
pairs. One pupil says, e.g. I like
(chocolate). Their partner
guesses whether they are Beth or
Harry.
What I - Tell pupils that for homework, Wh-class
Know they will check and review what
they learnt in the Unit.
- What I Know: Pupils look at
each picture and if they can
remember the word for it, they
can drag it into the I know box. Wh-class
If not, they should drag it into
108
the I don't know box.

- Let's Review: Pupils revise
some key vocabulary from the Wh-class
unit using the flashcards. They
should try to remember the word
for each card, then click on it to
see the answer.
at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 59
UNIT 8: I AM HAPPY
Lesson 1
I. Objectives
- By the end of this unit, pupils can say some common feelings words
II. Languages focus
- Vocabulary: Happy, hungry, sad, scared, thirsty, tired
- Sentences pattern: I’m (happy).
III. Teaching aids
IV. Procedures
focus
Warm-up - Show the flashcards and make an Wh-class
example for the first flashcard.
Nominate a pupil to say, Happy!.
- Put pupils into groups. Point to a Individual
picture and then to a group and ask
them to say the word. Show through
all the flashcards.
1. - Introduce the new words using the New words: Wh-class
Presentation flashcards. Show the image and say happy sad
the words for pupils to repeat. Ask hungry thirsty
individual pupils to say the words. tired Individual
scared
109
2. Listen. - Ask pupils to look at Activity 2 in Audio script Wh-class

their Pupil's Books. CD3:15
- Play the audio and ask pupils to Cody: Wow! I Individual
listen first. love funfairs.
- Ask, Who's tired? Who's hungry? I'm happy! Individual
Who's happy? Harry: Oh,
no! I don't like
funfairs. I'm
scared.
Beth: I'm
thirsty. Mmm,
I like juice.
Aunt Fifi: I'm
tired!
Waldo: Mmm!
Look at the ice
cream! I'm
hungry!
and say. their Pupil's Books. CD3:16
- Focus on the small pictures at the 1 hungry
bottom of the page. Ask questions, 2 tired Individual
e.g. Is (she) (hungry)? 3 thirsty
- Play the audio. Pupils listen and 4 scared
point to the small pictures. 5 happy
- Play the audio again. Pupils listen,
point to the small pictures and Individual
repeat the words.
Look and - Ask pupils to look at Activity 1 in
trace. their Activity Books.
- Pupils trace the word under each
character and read them.
Please tell to your mother or farther
or your friends about what did you
say or what you did at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 60
110
UNIT 8: I AM HAPPY
Lesson 2
I. Objectives
- By the end of this unit, pupils can talk about feelings.
II. Languages focus
- Vocabulary: feelings.
- Sentence patterns: Are you (happy)? - I’m (happy).
Is he/ she (happy)? - He’s/ she’s (happy).
III. Teaching aids
IV. Procedures
focus
Warm-up - Have pupils look at you. Tell them Individual
that you are going to act out one of
the feelings, and the class needs to
guess what it is. Act as yawning and
elicit, Tired!, from pupils.
and find. their Pupil's Books. CD3:17
- Play the audio. Pupils listen and He's hungry. Individual
point to the characters in the main Waldo.
scene. She's thirsty.
- Play the chant and ask pupils to Beth. Wh-class
chant along. She's tired.
- Ask pupils to look at the board. Aunt Fifi. He's Wh-class
Write and read the sentences, scared. Harry.
Hungry. He's hungry. Read again He's happy!
and ask pupils to say along with you. Cody.
and their Pupil's Books. 1 b, 2 a, 3 c,
match. - Focus on the pictures at the bottom 4 e, 5 d Individual
Say. of the page. Ask pupils to identify Audio script –
each character. Then point to the CD3:18
pictures in the thought bubbles and 1.(sound of
ask, e.g. What's this? Use L1 if someone
necessary. unwrapping a
- Play the audio. Pupils listen and gift, gasping Wh-class
point to the characters being and screaming
described. Wow!) She's
- Play the audio again and ask pupils happy. Wh-class
to match the characters with the 2.(sound of a
objects. stomach
- Play the audio again and ask the rumbling) Individual
111
class to say the adjectives. He's hungry.

3.(sound of
someone
yawning) He's
tired.
4.(sound of a
loud bang, as
if fireworks)
He's scared.
5.(sound of
someone
gulping a
drink). She's
thirsty.
Listen and - Ask pupils to look at Activity 2 in Answer key: Wh-class
tick or their Activity Books. 1 tick 2 cross
cross. - Play the audio. Pupils listen to the 3 cross 4 tick
audio to see if what they hear is Wh-class
correct or not and write a tick or a
cross in each box.
Find. - Ask pupils to look at Activity 3 in Answer key: Wh-class
Then read their Activity Books. 1 tired,2thirsty
and circle. - Pupils follow each character's path 3 happy Individual
to find the picture as a clue to how 4 scared
the character is feeling. 5hungry
- They then read the sentences and Audio script – Individual
circle the correct word that describes CD3:20
each character. 1.He's scared.
2.She's thirsty.
3.He's hungry.
4.He's tired.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 61
UNIT 8: I AM HAPPY
112
Lesson 3
I. Objectives
- By the end of this unit, pupils can say more feelings words and follow a
simple song.
II. Languages focus
- Vocabulary: actions, feelings, food, numbers.
- Sentence patterns: I’m (happy).
III. Teaching aids
IV. Procedures
Warm-up - Tell pupils that they are going to
listen to the chant about feelings. Wh-class
Play the audio. Pupils point to the
feelings when they hear the
feelings in the chant. Play once
more and have pupils chant along.
and find. in their Pupil's Books. CD3:21, 22
- Ask questions about the picture, 5, 4, 3, 2, 1 Individual
e.g. What food can you see? I'm happy. I'm
Which animals? Is he (happy)? happy. Let's have
Do you like (jelly)? What colour fun! Clap your
is it? How many boys/girls? Ask hands. Stamp
pupils to point to various members your feet. Click Individual
of the family. Say, Point to Dad. your fingers.
Ask, What's he got? Elicit the Drink and eat.
food that each family member has 5, 4, 3, 2, 1
got. I'm happy. I'm
- Play the audio. Pupils join in happy. Let's have Wh-class
with the actions if they can. fun! Wiggle your
- Say various actions, e.g. Clap toes. Jump up Individual
your hands!, and ask pupils to and down. Jump,
point to the children in the picture jump, jump. Now
who are doing them. Do the same turn around. 5,
for hungry, thirsty, tired. 4, 3, 2, 1. Now,
I'm tired. I'm
tired. Good
night!
7. Match. - Ask pupils to look at Activity 7 Answer key: Wh-class
Say. in their Pupil's Books. 1. d (chocolate)
-Pupils name the family members. 2. b (juice) Individual
- They find them in the main 3. a (cheese)
picture and match them with the 4. c (jelly) Individual
113
food/drink they are eating/

drinking.
- They name the food each time. Individual
Match. - Ask pupils to look at Activity 4 Answer key: Wh-class
in their Activity Books. 1 jump 2 turn
- Pupils identify the actions the around 3 stamp Individual
children are doing and say the 4 clap
words.
- They then match each child with
the silhouette that shows the same Individual
action.
Read. - Ask pupils to look at Activity 5 Answer key: Wh-class
Then in their Activity Books. green = milk,
circle in - Pupils read the words on the juice Individual
green or page and circle the things you blue = bread,
blue. drink in green and the things you jelly, cheese,
eat in blue. salad, chocolate,
fruit, honey
shool.
*Evaluation:
……………………………………………………………………………………

Period 62
UNIT 8: I AM HAPPY
Lesson 4
I. Objectives
- By the end of this unit, pupils can talk about feelings and say the sounds
sh and ch.
II. Languages focus
- Vocabulary: cheetah, shadow, shark, shell
III. Teaching aids
IV. Procedures
Warm-up - Have pupils play game Mime and Wh-class
guess. Tell them that you are going
to mime one of the feelings and the
114
class needs to guess what it is. Act

as if you are happy and elicit,
Happy!, from pupils. Once pupils
get the idea of the game, read
through the example together. Put
pupils in pairs and ask them to
mime and guess.
and their Pupil's Books. 2, 1
number. - Ask (in L1) what the children are Audio script Individual
CD3:23
doing in the photos (playing a
1. My turn! He's
game finding matching pairs – scared.
Pelmanism). She's happy.
- Pupils look at the two photos and Your turn! Individual
identify the upturned cards (She's 2. She's hungry.
hungry. She's happy. He's scared.). She's hungry.
- Play the audio to give pupils an Yes, it's a pair! Wh-class
to play the game.
- Ask them to listen to the audio Individual
and numberthe photos accordingly.
9. Listen - Remind pupils of the words Audio script Wh-class
and say. shadow and cheese. Ask pupils CD3:24
which sound they hear in both sh, sh, ch, ch
words. Say/sh/ sound and ask sh, sh, sh
pupils to repeat after you. ch, ch, ch Wh-class
- Do the same for the /ch/ sound sh,ch,sh,ch,sh,c
- Play the audio. Ask pupils which h Individual
sound they can hear. Play the audio sh
again and have pupils repeat. Sharon Shark
- Play the audio and point to the shadow Individual
sounds. Play the audio again and shell
ask pupils to say the words. ch
- Play the audio. Pause after the Charlie Cheetah Individual
first three lines. Ask pupils which chair
sounds they can hear. Play the first chocolate
three lines again and pupils repeat. cheese
- Introduce the two mascots by Sharon Shark,
pointing and saying, This is Sharon Shark, Wh-class
Sharon Shark. This is Charlie shadow, shell
Cheetah. Sharon Shark! Individual
- Point to Charlie's chair and Charlie
115
Sharon's shadow and say the Cheetah,

words. Charlie Individual
- Play the audio from the beginning Cheetah, chair,
to the end. chocolate,
cheese
Charlie
Cheetah!
Trace and - Ask pupils to look at Activity 6 in Answer key: Wh-class
colour. their Activity Books. blue = shark,
- Pupils trace the letters sh and ch. shell Individual
- They then colour all the items green = Individual
next to each mascot or in their bags chocolate,
blue if the items begin with sh or cheese, chair,
green if they begin with ch. cheetah, chick
Circle the - Ask pupils to look at Activity 7 in Answer key: Wh-class
odd one their Activity Books. 1 shadow
out. Then - Pupils read the words below each 2 cheese Individual
listen and image and circle the one that starts Audio script
check. with a different sound. CD3:25
- Play the audio so pupils can 1. ch, chocolate, Individual
check their answers. shadow, chair,
Shadow!
2. sh, cheese,
shell, shark,
Cheese!
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 64
UNIT 8: I AM HAPPY
Lesson 6
I. Objectives
- By the end of this unit, pupils can use the words and phrases related to the topic
Comparing places. And ask and answer questions to compare places (adjectives
with three syllables), using Which one is more ..., ... or ...? I think ...
116
II. Languages focus

- Vocabulary: beautiful/more beautiful, expensive/more expensive, exciting
/more exciting.
Which one is more ..., ... or ...? I think ....
III. Teaching aids
IV. Procedures
Warm-up - Spend a few minutes revising the GW
previous lesson by calling two
groups of five to the front of the
class to sing Which one is ...?
1. Look, - Tell the class that they are going Wh-class
listen and to listen to a story.
repeat. - Have them look at the pictures Individual
and ask them these questions:
Who are they? Where are they?
What are they doing?
Check their comprehension. Wh-class
- Play the recording all the way Individual
through for them to listen and
follow in their books.
- Play it again for them to do Individual
choral repetition, pointing to the
characters speaking.
- Invite a few pairs to act out. PW
2. Point - Tell the class that they are going New words: Wh-class
and say. to practise asking and answering beautiful/more
questions to compare two beautiful,
cities/provinces, using Which one expensive/more
is more ..., ... or ...? I think ... expensive,
- Get them to read the language exciting/more Individual
note in the book about forming the exciting.
comparative forms of longer Structure:
adjectives and check their Which one is
comprehension. Then have them more ..., ... or ...? Wh-class
look at the pictures and teach the I think ...
adjectives and their comparative Ex:
forms: beautiful/more beautiful, Which one is
expensive/more expensive, more beautiful, Wh-class
exciting/more exciting. Ha Long City or
- Get pupils to practise the Nha Trang? I Individual
questions Which one is more ..., ... think Nha Trang
117
or ...? and then practise the is.

answers I think ..., using the
prompts. Finally, point to the
pictures and ask the questions for
them to answer. PW
- Have the class practise asking Wh-class
and answering in pairs. Monitor
the activity and offer help, if
necessary. PW
- Invite a few pairs to act out the
exchanges in front of the class.
3. Let’s - Tell the class that they are going Wh-class
talk to practise further by asking and
answering questions to compare
two cities/provinces.
- Have them work in pairs: one PW
asks the question Which one is
(more) ..., ... or ...? and the other
answers I think ...
- Select some pairs to role-play PW
the dialogues in front of the class.
Give feedback and correct their Wh-class
pronunciation, if necessary.
shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Date of teaching: 5A; 08/ 5/2020, 5B; 9/5/2020
Period 132
UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY
OR LIFE IN THE COUTRYSIDE?
I. Objectives
Comparing places. Listen to and understand the texts which compare places. And
read and complete the text about compare places.
II. Languages focus
118
III. Teaching aids
IV. Procedures
Warm-up - Spend a few minutes revising PW
the previous lesson by asking
some pairs to act out the story
in Activity 1.
4. Listen - Tell the class that they are Key : Wh-class
and circle going to listen and circle a, b or c 1 c 2 a 3 b 4 c
a, b or c. to complete the sentences. Audio script
1. Linda:Where
- Play the recording all the way Individual
do your
through for pupils to listen. grandparents live,
- Play it again for them to do the Nam? Individual
task. Nam: They live in
- Get them to swap and compare Da Lat. PW
their answers before checking as Linda: What’s it Wh-class
a class. Play the recording again like?
Nam: It’s nice and
to confirm the answers.
peaceful.
Linda: Which one
2. Tony: Do your grandparents is more peaceful,
live in Ha Noi? Da Lat orLondon?
Phong: No, they don’t. Nam: I think Da
Tony: Where do they live? Lat is.
Phong:They live in Ha LongCity. 3. Akiko:Where do
Tony: Which one is more your grandparents
beautiful, Ha Long City or live, Quan?
Sydney? Quan: They live
Phong: I think Ha Long City is. in Da Lat.
4. Tony: Do your grandparents Akiko: Oh, it’s
live in Da Lat, Mai? very far from
Mai: Yes, they do. here.
Tony: Which one is more Quan: Yes, it is.
exciting, Da Lat orLondon? Akiko: Which one
Mai: I think London is. is more exciting,
New York City
or Da Lat?
Quan: I think New
York City is.
5. Read - Tell the class that they are Key: Wh-class
119
and going to read and complete a 1 come

complete. dialogue. 2 city
- Ask them to read the dialogue 3 bigger PW/GW
and work in pairs or groups, if 4 beautiful
necessary. Check their 5 than Wh-class
comprehension.
- Give a time limit for them to do Individual
the task independently. Go
around and offer help, if
necessary.
- Get pupils to swap and read PW
their answers before checking as Wh-class
a class. If there is enough time,
invite some pairs to act out the PW
dialogue.
6. Let’s - Tell the class that they are Wh-class
play. going to play Pass the secret!.
- Divide pupils into groups of six GW
or seven. Ask them to line up in
rows. Then whisper a sentence to
the first pupil in each row. (E.g. I
think London is more beautiful
than New York City.) The first
pupil then whispers the sentence
to the second one. The last pupil
in the row says aloud the
sentence that he/she heard. If
he/she says the sentence
correctly, the group will score
one point.
- Set a time limit for the game. GW
The group with the most points
wins.
- To make the game more GW
competitive, select some pupils
to whisper the sentence to the
first pupils. They should say
sentences that they have learnt
from Lessons 1 and 2.
at shool.
120
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Date of teaching: 5A, 5B; 09/5/2020
Period 133
I. Objectives
Comparing places. And say questions and answers with the correct intonation.
II. Languages focus
Which one is bigger, London or Hue?
I think London is.
III. Teaching aids
IV. Procedures
focus
Warm-up - Spend a few minutes revising the GW
previous lesson by getting two
groups of pupils to play Pass the
secret!.
1. Listen - Tell the class that they are going to Which one is Wh-class
and repeat. practise saying the questions and bigger,
answers, focusing on the intonation. London
- Play the recording all the way or Hue? Wh-class
through for the class to listen. I think London
- Play it again for them to do choral Individual
repetition until they feel confident. is.
- Get some pairs to say the questions
and answers. Correct the PW
pronunciation, if necessary.
2. Listen - Tell the class that they are going to Wh-class
and mark listen and mark the intonation of the
thesentence sentences.
intonation - Play the recording all the way Individual
( or ) through for them to listen. Play it
. Then say again for them to do the task. Go
the around offering help, if necessary.
121
sentences - Have pupils swap and compare PW

aloud. their answers before checking as a Wh-class
class. Then ask the class to read the Individual
sentences aloud.
3. Let’s - Tell the class that they are going to Wh-class
chant. say the chant Which one is more ...?
- Have them read the chant and Wh-class
check their comprehension.
- Play the recording all the way Wh-class
through for pupils to listen and
follow in their books. Play it again
for them to do choral repetition.
Then get them to practise chanting
and doing actions.
- Call two groups to the front of the GW
class to say the chant and do
actions:one group says the questions
and the other says the answers. The
rest of the class claps their hands
along to the rhythm.
Home-link. - When you come back home. Please Wh-class
tell to your mother or farther or your
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 134
Lesson 3: Part 4,5,6,7.
I. Objectives
Comparing places. Read and understand texts which compare places. And write
about where they live.
II. Languages focus
III. Teaching aids
122
IV. Procedures
focus
Warm-up - Spend a few minutes revising the Wh-class
language learnt by getting the class
to the front of the class to say the
chant Which one is more ...?
4. Read - Tell the class that they are going to Key: Wh-class
and read the passage and answer the 1 She lives in
answer. questions. Liverpool.
- Get them to read the questions and 2 She often Individual
underline the key words. Ask pupils goes to King’s
to work in pairs or small groups, if Lynn. PW/GW
necessary. 3 King’s
- Give a time limit for them to do the Lynn is. Individual
task. Go around and off er help, if 4 Liverpool is.
necessary. 5 Things in
- Get pupils to swap and compare Liverpool are PW
their answers before checking as a more Wh-class
class. If time allows, let some of expensive Individual
them summarize the passage. (E.g. than in
Anna lives in Liverpool. She often King’s Lynn.
goes to King’s Lynn during her
summer holidays. It’s much smaller
and quieter than Liverpool. Things
in Liverpool are more expensive
than in King’s Lynn.)
5. Write - Tell the class that they are going to Key: Wh-class
about write about where they live. Pupils’ own
where you - Have them work in pairs or groups answers PW/GW
live. to discuss what they are going to
write. Tell them to focus on the
places where they live and what
these places are like. Check their Wh-class
comprehension.
- Give a time limit for pupils to do Individual
the task independently. Go around
and off er help, if necessary.
- Get pupils to swap and read what PW
they have written before inviting two
or three pupils to read their writing Individual
aloud.
6. Project. - Tell the class that they are going to Wh-class
compare the place where they live
123
with another place.

- Ask them to work in groups to GW
discuss and select a place to compare
with their place. Encourage them to
find pictures of the two places to
illustrate their ideas.
- Invite two or three groups of pupils GW
to talk to the class about the places.
7. Colour - Have the class read the statements Wh-class
the stars. and check their comprehension.
- Give them time to colour the stars Individual
and invite a few pupils to read the
statements aloud.
- Give further support to pupils who Individual
find it difficult to achieve certain
objectives.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 135
REVIEW 4
I. Objectives
By the end of this unit, pupils can
- listen and identify specific information related to the theme Me and the world
around.
- read and identify specific information related to the theme Me and the world
around.
- use simple sentences to write about themselves.
II. Languages focus
- Vocabulary:
III. Teaching aids
IV. Procedures
Warm- - Spend a few minutes revising the Wh-
124
up previous unit by saying the chant class

Which one is more ...?
1. Listen - Tell the class that they are going to Key: 1 b 2 c Wh-class
and tick. listen and tick the correct boxes. Audio script
- Give them a few seconds to look at 1. Mai: What
the pictures. Ask them to identify the would you like to Individua
details in these pictures (1a. A eat, Quan? l
sandwich. 1b. Two sandwiches. Quan: I’d like to
1c.Three sandwiches. 2a. A zoo. 2b. A eat some
pagoda. 2c. A museum.) Check their sandwiches.
understanding. Mai: How many
- Play the recording all the way would you like?
through for pupils to listen. Play it Quan:Two,pleas Wh-class
again for them to do the task. e. I’m hungry.
- Get them to swap and compare their 2. Phong: Would Individua
answers before checking as a class. you like to visit l
Give explanations for the answers the zoo, Mai?
which pupils find difficult. Mai: No. Not
today. PW
Phong: Which Wh-class
place would you
like to visit, the
museum or the
pagoda?
Mai: I’d like to
visit the museum.
Phong: OK.
Let’s go
together.
2. Listen - Tell the class that they are going to Key: Wh-class
and listen and number the pictures in the a2b1c4d3
number. order they hear. Audio script
- Give them a few seconds to look at 1. Linda: How Individua
the pictures. Ask them to identify the can I get to the l
details. (a. A bus post office,
in a busy street. b. A post office Phong?
between a supermarket and a cinema. Phong: Go
c. Animals in a zoo. d. A symbol of straight ahead.
hot weather.) Check understanding. Then turn right
- Play the recording all the way at Wh-class
through for pupils to listen. Play it the end of the
again for them to do the task. street.It’s Individua
- Get them to swap and compare their between the l
answers before checking as a class. supermarket and
125
2. Tony: Where’s Hoan Kiem Lake, the cinema. PW

Nam? Is it far from here? Linda: Thanks a Wh-class
Nam: Yes, it is. Do you want to go lot, Phong.
there? Phong: You’re
Tony: Yes, I do. How can I get there? welcome.
Nam: You can take a bus from here. 3. Akiko:
4. Linda: What did you do yesterday What’s your
afternoon, Tom? favourite season,
Tom: I went to the zoo. Mai?
Linda: What do you think of it? Mai:I like
Tom: It’s more exciting than I summer.
thought. Akiko: What’s
Linda: That’s great. I want to visit the summer like in
zoo one day. your country?
Mai: It’s often
hot.
3. Listen - Tell the class that they are going to Key: Wh-class
and listen and complete the sentences. 1 cold, windy
complete - Give them a few seconds to read the 2 rice, fish, milk
. sentences and guess the words to fill Audio script Individua
the gaps. Check their understanding. 1. Tony: What’s l
- Play the recording all the way the weather like
through for pupils to listen. Play it in Ha Noi today?
again for them to do the task. Phong: It’s cold
- Get them to swap and compare their and windy. Individua
answers before checking as a class. Tony: And what l
will the weather
be like
tomorrow? PW
Phong: Sorry. I Wh-class
don’t know.
2. Peter: What
would you like to
eat, Linda?
Linda: I’d like
some rice and
fish, please.
Peter: Would
you like
something to
drink?
Linda: Yes. I’d
like a glass of
milk, please.
126
4. Read - Tell the class that they are going to Wh-class

and read the passage and complete the
complete table.
. - Give them a few seconds to read the Individua
questions in the table. Check their l
understanding. Then ask them to read Wh-class
the text in silence and do the task
independently. Individua
- Get them to swap and read their l
answers before checking as a class.
Announce the answers to the class. PW
Give explanations for the answers Wh-class
which pupils find difficult.
Key: Wh-class
Where What’s the
do they place like?
live?
Tony Sydney big/modern
/ noisy/
exciting
Tony’s Brookly small/quiet
grandparent n / peaceful/
s
5. Write - Tell the class that they are going to Key: Wh-class
about write about themselves. Pupils’ own
you. - Ask them to read the questions and answers Individua
write the answers based on the l
information about themselves.
- Give a time limit for them to do the Wh-class
task independently. Go around
offering help, if necessary.
- Get pupils to swap and read what
they have written before asking a few PW
to read their answers aloud. If there is
enough time, call one pupil to write PW
what he/she has written on the board. Wh-class

friends about what did you say or what
you did at shool.
*Evaluation:
……………………………………………………………………………………
127
……………………………………………………………………………………
……………………………………………………………………………………

Period 136
SHORT STORY: CAT AND MOUSE 4
I. Objectives
By the end of this unit, pupils can read, listen and understand a short story.
II. Languages focus
III. Teaching aids
IV. Procedures
Warm-up Draw pupils’ attention to the
title and check comprehension. Wh-class
Have them repeat it once or
twice.
1. Read and - Tell the class that they are Wh-class
listen to the going to read and listen to the
story. story. Before pupils listen, get
them to look at the pictures and Individual
ask them questions: Who are
they? Where are they? What are
they doing? (They are Miu, Chit
and Mary. Miu is at Chit’s home
and Chit is talking to his cousin
Mary over the Internet.)
- Play the recording all the way Wh-class
through for pupils to listen and
follow in their books. Play it
again for them to listen and
repeat.
2. Answer - Tell the class that they are Key: Wh-class
the going to read the story again and 1 He’s talking
questions. answer the questions. with Mary.
- Have the class work in pairs to 2 She lives in PW
discuss the answers. New York.
- Give them a time limit to do 3 No, she’s in Individual
the task. Miami.
- Get them to swap and compare 4 She likes the PW
their answers before checking as theatres,cinema Wh-class
128
a class. You may write the s and museums.

correct answers on the board. 5 She likes the
beach.
3. - Tell the class that they are Key: Wh-class
Unscramble going to unscramble the words 1 remember
these words from the conversation in 2 vacation
from the Activity 1. 3 difficult
story. - Give them a time limit to do 4 theatres Individual
the task. Check comprehension 5 warmer Wh-class
and give feedback. Give the first
and last letters of the words if
pupils find the task difficult.
- Get them to swap and compare PW
a class.
4. Read and - Tell the class that they are Key: Wh-class
complete. going to read the conversation 1 don’t
and fill the gaps. Give pupils a 2 town Individual
few seconds to read the text in 3 more
silence. Check comprehension. 4 than Wh-class
- Give them a time limit to do 5 like Individual
the task.
a class. Then write the correct
answers on the board for pupils
to copy into their notebooks.
5. Work in - Tell the class that they are Wh-class
pair. Talk going to have a similar
about your conversation to the one in
last holiday. Activity 4.
- Ask pupils to work in pairs to PW
ask and answer questions about
their last holiday.
- Give them a time limit to do PW
the task.
- Invite a few pairs to act out PW
their conversations in front of
the class.
6. Read and - Tell the class that they are Key: 1 c 2 e 3 a Wh-class
match. going to read and match the 4b5d
questions with the answers. Give
pupils a few seconds to look at Individual
the questions and find the
129
appropriate answers.
- Give them a time limit to do Individual
the task independently.
a class.
did at shool.
*Evaluation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Period 137+138
REVIEW
I. Objectives
By the end of this unit, pupils can do the excercise with 4 skills: listening,
speaking, reading and writing.
II. Languages focus
III. Teaching aids
IV. Procedures
I. LISTENING
I. Listen and tick
130
II. Listen and circle a, b and c

0. What do you do in your free time? – I ..... fishing.
a. went b go c. goes
1. What’s the matter with you? – I have a ........................
a. stomache ache b. headache c. toothache
2. Why shouldn’t he ride his ................. too fast?
a. bike b. car c. motorbike
3. Tom would like to .................
a. grow vegetables b. look after flowers c. work on a farm
4. Trung would like to be .....................
a. an engineer b. an artist c. an architect
III. Listen and complete
Hi. My name is Phong. In my (0) free time, I often go (1) ....with my
friends because I like sports very much. My father likes sports, too. He does
karate (2) .... a week. My mother doesn’t like sports. She likes shopping. She
often (3) ...... shopping at weekends. And my sister likes housework. She often
(4) ........ our house in her free time.
II. READING
Task 1. Look and write the correct words. There is one example.

workers policeman Dancers
farmer teacher Architect

131

Example: They work in a company or in a factory. workers
1. He loves children and helps them to learn. _________
2. He designs houses and buildings. _________
3. He/She works in a field or in a farrm. _________
4. Their job is dancing. _________
5. He can keep our town or city safe. _________
Task 2. Read and tick True or False. There is one example (0).
My name is Lien. I live in Ha Noi, the capital city of Viet Nam. The city has a
lot of tallbuildings and wide roads. It is noisy and busy all day and night. Every
summer, I go to Tam Dao, a town in Vinh Phuc Province, about 86 kilometres
from Ha Noi. Tam Dao is smaller and quieter than Ha Noi. But it has a cool
weather all year round like Da Lat. There are not many shops, but things are
cheaper. I enjoy eating fresh vegetable and chicken here. These are delicious and
healthy foods. I like breathing fresh air here, too. Life in Tam Dao is more
peaceful than in Ha Noi.
True False
0. Lien lives in the capital city of Viet Nam.
1. There are many tall buildings and wide roads in the city.
2. Ha Noi is usually noisy and busy in summer.
3. The weather in Tam Dao is often cooler than in Da Lat.
4. Vegetable and chicken are fresh and healthy foods in Tam Dao.
5. Lien enjoys the fresh air in Tam Dao.
Task 3. Read and number the sentences in the correct order. The
conversation begins with 0.
A Linda: Which one is more beautiful, Gold Coast or Ha Long Bay?
B Nam: It’s more beautiful than I expected.
0. C Linda: Where did you go last summer, Nam?
D Nam: I think Gold Coast is.
E Linda: What do you think of it?
F Nam: I visited Gold Coast in Brisbane, Australia.
III. WRITING
Task 1. Look at the pictures and the example. Read the story and write the
word(s) for each gap. There is one example (0).

0. 1. 2.
132
3. 4. 5.

Dear Mai,
Tomorrow is Sunday. It will be (0) sunny. I’m happy because you’re going to
visit us. You can take (1) _________ number 15 at South Street and get off at the
third (2) _________. Then walk along West Street until you see North Street.
Turn right and you will see the (3) _________ on the left. Our (4) two-storey
________ is between the post office and the (5) ________.
See you soon,
Jack
Task 2. Order the words. There is one example.
Example: be / it / dry / hot / and / will
It will be hot and dry.
1. like / the / will / weather / what / be / tomorrow
_____________________________________________?
2. in / the / there / North / many / are / seasons / how
_____________________________________________?
3. it / I / is / winter / like / because / cold
_____________________________________________.
4. autumn / like / in / what / your / is / country
_____________________________________________?
5. often / is / hot / dry / in / it / season / the
_____________________________________________.
Task 3. Write a short passage about yourself and the place where you live.
There is one example (0).
You can use the guiding questions:
0. What’s your name and where do you live?
1. What is/are there in your neighbourhood?
2. What are the people like?
3. Do you enjoy living there? Why/why not?
4. What do you often do every day?
5. What are your favourite food and drinks?
0. My name is X. I live in a small house in the countryside.
1. There is/are _________________________. It is ____________________.
2. The people are ________________________________________________.
3. I like living here, in my village because _____________________________.
4. Every day, I often _____________________________________________.
5. My favourite food(s) is/are _______________________________________.
133

Period 139
TEST 4
I. Objectives
By the end of this unit, pupils can do the test with 4 skills: listening, speaking,
reading and writing.
II. Languages focus
III. Teaching aids
IV. Procedures
I. LISTENING
1. Task 1: Listen and tick (0.8pt)
1. a. b. c. 2. a. b. c.
3. a. b. c. 4. a. b. c.
2. Task 2: Listen and number (0.8pt)
a. b.
c. d.
134
3. Task 3: Listen and circlea a, b or c (0.8pt)

1 . Trung would like to be ___________________ .
a. an engineer b. an artist c. an architect
2 . Mai would like to be ___________________ .
a. a nurse b. a teacher c. a singer
3 . Tony would like to ___________________ .
a. drive a car b. fly a plane c. work in a factory
4 . Tom would like to ___________________ .
a. grow vegetables b. look after flowers c. work on a farm
II. READING
Task 1. Look and write the correct words. There is one example. (1pt)
spring forecast autumn
foggy snowy wind

Example:
forecast
Say about what will happen in the future, using the present information.
1. It’s usually warm and sunny in this season. _________
2. The natural movement of air. _________
3. This season comes after summer and before winter. _________
4. It’s very difficult to see through a thick cloud of very small drops of water in
_________
the air.
5. When there are a lot of snow falls. _________
Task 2. Read and tick True or False. There is one example (0). (1pt)
Dear Mary,
Last weekend, I went to Sa Pa with my family. It’s a beautiful town in the North
of Viet Nam. It’s smaller than my hometown, but it’s more peaceful.
We visited some interesting places such as the Pagoda, Hoang Lien National
Park and Sa Pa Market. The weather was fine. It was cooler and drier than in my
place. The food was cheap, but the clothes were more expensive.
We stayed in Sa Pa for five days. I really had a fantastic time there. It was
more beautiful than I expected.
135
Bye,
Mai
True False
0. Mai visited Sa Pa last weekend.
1. It’s bigger than Mai's hometown.
2. It’s noisier than Ha Noi.
3. Mai visited Sa Pa Market.
4. It was cooler in Sa Pa than in Mai's place.
5. Mai enjoyed the trip very much.
conversation begins with 0. (1pt)
A Lan: Tokyo? What do you think of the capital of Japan?
B Tom: I went to Tokyo.
C Lan: Oh, really? Which city is more expensive, Tokyo or Ha Noi?
D Tom: It’s a beautiful city, but it’s more exciting than Ha Noi.
0. E Lan: Where did you go last summer, Nick?
F Tom: I think Tokyo is. But things there are better than things in Ha Noi.
III. WRITING
Task 1. Read and fill each gap with one word from the box. Write the word
next to the number. There is one example (0) (1pt)
town climb mountains
train cool snows
Sa Pa is a (0) town in the North of Viet Nam. People often go to Sa Pa by coach
or by (1) ___________to Lao Cai and change to bus or car after that. It is a good
place for a summer holiday because it has beautiful views of (2) ___________,
and the weather is very (3) ___________. In winter, it can be very cold, and
sometimes it (4) __________. Many tourists love going to Sapa in winter because
they want to (5) ___________ the mountains.
Task 2. Order the words. There is one example. (1pt)
Example: like / I / fish / eating
I like eating fish.
1. you / to / eat / what / like / would
_____________________________________________?
2. like / two / I’d / bars / chocolate / of
_____________________________________________.
3. you / how / drink / do / much / day / water / every
_____________________________________________?
4. drink / three / I / bottles
_____________________________________________.
136
5. day / of / I / two / bowls / eat / every / rice

_____________________________________________.
Task 3. Read the questions. Write about a place of interest in your city (or
your home town/village). There is one example (0).(0.6pt)
1. What is your name?
2. Where do you live?
3. What do you do in your free time?
Hi. My name is (1)………………. …………………………….
I live (2) ………………………………………………………………..
In my free time I (3) ……………...
…………………………………………………………………………
IV. SPEAKING (2pt)

Period 140
TEST CORRECTION 4
I. Objectives
By the end of this unit, pupils can know how to do the test well with 4 skills:
listening, speaking, reading and writing.
II. Languages focus
III. Teaching aids
IV. Procedures
ANSWER KEY
I. LISTENING
1. Task 1: Listen and tick (0.8pt)
Key: 1 b 2 a 3 b 4 c
Audio script
1. Assistant: What would you like to eat?
Quan: I’d like a bowl of noodles, please.
Assistant: What would you like to drink?
Quan: A glass of milk, please.
Mai: I’d like a packet of biscuits, please.
Assistant: What about a drink?
Mai: I’d like a carton of lemonade, please.
3. Assistant: Are you ready to order?
Tony: Yes, I am.
Assistant: What would you like to eat?
Tony: I’d like some fish.
Assistant: Anything else?
137
Tony: Yes. A glass of orange juice, please.

Linda: I’d like a bar of chocolate, please.
Assistant: What about a drink?
Linda: Can I have a glass of water, please?
Assistant: Yes, of course. Just a minute.
Linda: All right.
2. Task 2: Listen and number (0.8pt)
Key: a 2 b 1 c 4 d 3
Audio script
1. Linda: How can I get to the post office, Phong?
Phong: Go straight ahead. Then turn right at the end of the street. It’s between
the
supermarket and the cinema.
Linda: Thanks a lot, Phong.
Phong: You’re welcome.
2. Tony: Where’s Hoan Kiem Lake, Nam? Is it far from here?
Nam: Yes, it is. Do you want to go there?
Tony: Yes, I do. How can I get there?
Nam: You can take a bus from here.
3. Akiko: What’s your favourite season, Mai?
Mai: I like summer.
Akiko: What’s summer like in your country?
Mai: It’s often hot.
4. Linda: What did you do yesterday afternoon, Tom?
Tom: I went to the zoo.
Linda: What do you think of it?
Tom: It’s more exciting than I thought.
Linda: That’s great. I want to visit the zoo one day.
3. Task 3: Listen and circle a, b or c (0.8pt)
Key: 1 c 2 a 3 b 4 c
Audio script
1. Linda: What would you like to be in the future, Trung?
Trung: I’d like to be an architect.
Linda: Why?
Trung: Because I would like to design buildings for my town.
2. Nam: Would you like to be a teacher, Mai?
Mai: No. I’d like to be a nurse. I’d like to look after patients.
Nam: Working as a nurse is hard work.
Mai: Yes, I know. But I think I’ll like it.
3. Linda: Would you like to be a singer or a footballer, Tony?
Tony: I’d like to be a pilot.
138
Linda: A pilot? Why?

Tony: Because I would like to fly a plane.
4. Mai: What would you like to be in the future, Tom?
Tom: Let me see. Oh, I’d like to be a farmer.
Mai: Farmer? Why would you like to be a farmer?
Tom: Because I’d like to work on a farm.
II. READING
Task 1. Look and write the correct words. There is one example. (1pt)
Key: 1. spring 2. wind 3. autumn 4. foggy 5. snowy
Task 2. Read and tick True or False. There is one example (0). (1pt)
Key: 1. False 2. False 3. True 4. True 5. True
conversation begins with 0. (1pt)
Key: 1. B 2. A 3. D 4. C 5. F
III. WRITING
Task 1. Read and fill each gap with one word from the box. Write the word
next to the number. There is one example (0). (1pt)
Key: 1. train 2. mountains 3. cool 4. snows 5. climb
Task 2. Order the words. There is one example. (1pt)
Key:
1. What would you like to eat?
2. I’d like two bars of chocolate.
3. How much water do you drink every day?
4. I drink three bottles.
5. I eat two bowls of rice every day.
Task 3. Read the questions. Write about a place of interest in your city (or
your home town/village). There is one example (0). (0.6pt)
Student’s answers vary with correct grammar.
IV. SPEAKING (2pt)
Pupils’ own answer.

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1

- Play the audio. Pupils listen and Waldo: Hello,

Date of preparing: 22 /9/2020

4. Listen - Draw pupils’ attention to the CD1, Track 06 Wh-class

- They find the sticker at the back

Home-link. - When you come back home. Wh-class

look at it on the screen: We’re

- Play the audio again. Pupils listen birthday! Look Individual

Date of preparing: 30/9/2020

explain that there are eight cakes seven, eight,

UNIT 1: HAPPY BIRTHDAY

and saying how old we are.

Karaoke version of the song on the I'm eight today!

Home- - When you come back home. Please Wh-class

Date of preparing: 09/10/2020

- Sentence patterns: + It’s (blue).

- Introduce the two mascots by Buzzy Bee,

Pop quiz - Ask pupils to stand up if you say Wh- class

did you say or what you did at

colour is it? How many cakes?, two, three. Three

colour and colour the pictures ducks for Beth. Wh-class

Date of preparing: 21/10/2020

colours of animals and plants.

Home- - When you come back home. Wh-class

Date of preparing: 26/10/2020

and stick. in their Pupil's Books.

Home- - When you come back home. Wh-class

Date of preparing: 28/10/2020

Date of preparing: 02/11/2020

vocabulary in the picture. Point to Individual

the answers by repeating the words

Date of preparing: 04/11/2020

4. Listen - Ask pupils to look at Activity 4 in Audio script:

Date of preparing: 09/11/2020

How many mice? Teach the word Individual

Date of preparing: 11/11/2020

objects page 14. Play the audio.

listen, - Pupils trace the letters r and l. rubber rabbit Wh-class

Date of preparing: …/11/2020

Nominate a pupil to answer

practise their roleplay. GW

Date of preparing: 18/11/2020

- Ask pupils, Which music do you

Date of preparing: 23/11/2020

revise classroom objectvocabulary.

thought bubbles and colour the

Date of preparing: 25/11/2020

either individually or in pairs. rubber, brown Individual

17. Listen. - Ask pupils to look at Activity 17 Audio script: Wh-class

Date of teaching: 1A, 1B, 1C; 02/12/2020

the main illustration. And this is my

Date of preparing: 02/12/2020

- Play the audio again. Pause after

Date of preparing: 07/12/2020

happy? (No, he's sad.) with my family.

sound they can hear. Play the audio s s z z s, s, s

Date of preparing: 13/12/2020

11. Act out - Ask pupils to look at Activity 11 Wh-class

Trace and - Ask pupils to look at Activity 9 in Answer key: 6

- Pupils match the two halves of pilot 4 teacher

Date of preparing: …/12/2020

- Ask pupils to find the stickers of