Lesson Plan: Language Focus & Functions

Lesson Plan
Unit 1 Day 1 (Part A) Face to Face-Book 11

*Welcome back! We missed you!
Language Thanks, I missed you, too.
Focus & *How was (Vietnam)?
Functions It was relaxing.
*Greetings and Suggestions
Procedure Activities Materials
Introduction Warm Up Before opening
Before opening the book the book
Greet the class and review an expression such as ‘Which
season do you like the most’ or another level-appropriate review
question.
Introduce today’s topic by asking students about trips they
have taken. Then explain the target language to the students.
Ask the students questions which get them to use the target
language.
T: “Hi Everyone!”
T: “Jane, have you ever taken a trip before?”
Jane: ”Yes, I have.”
T: “Where did you go?”
Jane: “I went to America”
T: “Wow! Everyone, how do you think we might greet someone
when they return from a trip?”
John: “Maybe we can say ‘Welcome back’?”
T: “You bet! Great work!”
T: “So, how was your trip to America, Jane?”
Jane: “It was very interesting!”
Presentation Student Book

Open the text books. p. 4
Listen and Say
T: “Open your books to page 4”
Ask questions about the pictures before playing the CD.
-Where do think they are?
Who is the man in the suit?
-Who is the boy with him?
-Does the little boy look happy?
-Why does it look like the boy is thinking of the man’s
suitcases in the car?
T: “Now let’s listen to the CD.”
Play the CD.
After listening to the CD CD
Ask questions about the dialogue.
- Who went on a trip?
- Where did they go?
- What did Sam say about the trip?
- What does Brian want?
- Is he excited?
- Etc
Main lesson Practice Student Book
Practice with your teacher—Talk about the dialogue p. 4
1. While continuing to look at the text, ask the students a
number of questions about the dialogue using the
questions on the page and any others you can think of.
2. Have the students read the text again, either
individually, silently, or all together.
3. This time ask the students questions and do not allow
them to use the book to help them.
Variation: For fun, have the students ask each other

question’s about the text. The students asking the questions may
use the book if they wish.
Variation: Turn question asking into a game. Give a point
for correct, unique questions about the text and/or correct
responses.
Point and Say

Focus the students’ attention to Point and say at the top of Student Book
the page. Read the target language and go through all of the p. 5
examples. Assign the students a part in the dialogue and
practice with the students. Focus on their intonation, speed
and pronunciation.
T: “Everybody, now please look at page 5”
T: “Jim and Laura, please look at the example in number 1.”
T: “Laura, will you begin the dialogue, please?”
Laura: “Yes. Welcome back! We missed you!”
Jim: “Thanks, I missed you too.”
Laura: “How was Vietnam?”
Jim: “It was terrible! I got very sick.”
T: “Super work, Laura and Jim! Now who would like to volunteer
to do number 2?”
Listen
A Listen Carefully and Choose the Best Response
Have the students open their books to the correct page.
Make sure they are looking at the proper section and have CD
their pencils ready. Play the CD and have the students pick
the best response. When they have finished have the
students call out their answers to see if they have done the
exercise properly.
B Dictation – Fill in the Blanks
Again, play the CD. Have the students listen to the CD and fill
in the blanks with the correct answers. Have the students read
out their completed sentences when they have finished.
Homework Homework Workbook p. 2
Have the students open their workbooks and orally review
the homework. Make sure all the students understand how to
do each part of the assignment. If the students are having
difficulty, the teacher may need to help them complete one
problem during class. The teacher should not assign the
homework until the students are confident in what they must
do.
Lesson Plan
*Welcome back! We missed you!
Thanks, I missed you, too.
Language *How was (Jeju Island)?
Focus & It was beautiful.
Functions
*Greetings and Suggestions
Introduction Warm Up and Review Student
Greet the students and ask them for language items that Book p. 6
they remember from the previous lesson. Give as many
hints as the students need. Open the text books and begin
the review activity.
1. Have the students focus their attention on the
correct section.
2. Tell students to stand up and ask them to circulate
the room, asking four of their classmates the
questions in the dialogue.
3. Assure students that even of they have never been
to the places on the page, to imagine what they
think it might be like.
4. Have students record their responses on the page.
VARIATION: Assign each student a partner and have each
pair complete the exercise. Ask the pairs in turn, to present
one or two of their dialogues to the class.
Main lesson Practice Student

Make a Conversation and act it out Book p. 6
1. Ask for two volunteer to act out a dialogue.
2. Remind everyone to conjugate the verbs to the past
tense (as in the Grammar Point) when responding.
3. Ask students to applaud their friends and thank the
volunteers for a job well done.
Complete the sentences Student
1. Discuss what it means to miss someone/ something. Book p. 7
2. Give a personal example.
3. Have students work independently to complete the
sentences.
4. Ask for volunteers to share their answers with the rest
of the class.
VARIATION: You may prefer to have student work in pairs or
small groups, making the activity into a dialogue. Ex.
Tracey: “Lucy, did you ever miss your cat?”
Lucy: “No, I don’t have a cat!”
Tracey: “Ok, well what about your grandmother?”
Lucy: “Yes, I missed my grandmother when I went to China
last summer.”
Evaluation/ Self Production Student
Consolidation Have the students open their books to the correct page. Ask Book p. 7
everyone to complete the short writing assignment at the
bottom of the page. Walk around the room looking at the
students’ work to ensure they are completing the lesson
properly. Have the students take turns reading out their
answers when they finish if they wish.
Homework Workbook
Homework Have the students open their workbooks and orally p. 3
review the homework. Make sure all the students
understand how to do each part of the assignment. If the
students are having difficulty, the teacher may need to help
them complete one problem during class. The teacher
should not assign the homework until the students are
confident in what they must do.
Lesson Plan
Unit 1 Day 3 (Part B) Face to Face-Book 11
Language *I want something good to eat. What do you suggest?
Focus & * Try the spaghetti. It’s delicious.
Functions *Greetings and suggestions

Greet the class and review an expression such as ‘Are
there any snacks?’ or another level-appropriate review
question.
Introduce today’s topic by asking the students what things
they think are important to do. Then present the target
language to the students and ask them questions to use the new
language.
Student Book
Presentation p. 8
Open the text books.
Read and understand
Read through the message and ask questions about what is
written.
- Where would you find a message in a bottle?
- Why would someone write a message like this?
- How far do you think a message in a bottle could
travel?
Try to concentrate on the vocabulary in the Word Box. CD
Play the CD.
After listening to the CD

- Who is the letter from?
- Where is he from?
- What does Abbott suggest?
- What could you wrote back to Abbott?
-
Practice with your teacher—Talk about the passage p. 8
1. Ask the students some questions about the passage.
2. Allow the students to use the text book if necessary
and be sure to ask all students at least one question.
3. Have the students read the text again.
question’s about the text. The students asking the questions
may use the book if they wish.
Point and Say
Focus the students’ attention to Point and say at the top of
the page. Read the target language and go through all of the
examples. Assign the students a part in the dialogue and Student Book
practice with the students. Focus on their intonation, speed p. 9
and pronunciation. Have students think of other things that
can be recommended. Have them use the target language
to talk about them in the dialogue.
Listen
A Dictation – Fill in the Blanks
Again, play the CD. Have the students listen to the
CD and fill in the blanks with the correct answers. Have
the students read out their completed sentences when
they have finished.
B Listen to the short conversation and choose the best CD
answer
Again, play the CD. Have the students listen to the CD
and select the correct answers. Have the students read out
their answers when they have finished.
Have the students open their workbooks and orally review the
homework. Make sure all the students understand how to do
each part of the assignment. If the students are having
difficulty, the teacher should help them complete one problem
during class. The teacher should not assign the homework
until the students are confident in what they must do.
Lesson Plan
*I want to read a good book. What do you recommend?
Language
*Try “Harry Potter”. It’s very interesting!
Focus &
Functions
*Seasons and Activities
Introduction Warm Up
Greet the students and ask them for language items that
Review- Match and Write Student Book

p. 10
correct section.
2. Begin by talking about experts.
3. Ask questions such as, “If you wanted to go on a
trip, who could you ask for a recommendation?”
4. Complete dialogues 1-6 together orally.
5. Ask students to write the correct answers into their
Student Books.
6. Ensure that each student understands all the
words when they finish the exercise.
Ask Your Classmates

Student Book
1. Tell students to stand up and ask them to individually p. 10
circulate the room, asking five of their classmates the
questions in the survey using the dialogue formula.
VARIATION: Assign each student a partner and have
each pair complete the exercise. Ask the pairs in turn, to
present one or two of their dialogues to the class.
Look and fill in the blanks p. 11
1. Have the students focus their attention on the proper
section.
2. Advise students to read through the Letter in A Bottle
as presented on p. 11. Ask them not to look back to
p.8 for the answers.
3. Ask everyone to fill in the blanks.
4. Read through the completed letter once more
together to ensure that everyone has the correct
responses.
Evaluation/ Write about yourself Student Book

Consolidation Have the students focus on the proper section. The p. 11
students must fill in the Answer to Abbot’s Letter using their
own words. When the students have finished have them
read out their answers to see if they have done the exercise
properly.
Homework Homework Workbook
Have the students open their workbooks and orally p. 5
Lesson Plan
Language *Has she eaten lunch yet?
Focus & Yes, She has.
Functions *Routines and Special Things

Greet the class and review an expression such as ‘Have
you ever seen the movie “Charlie and the Chocolate Factory”
before?’ or another level-appropriate review question.
Introduce today’s topic by asking some other “have
you...” questions using level-appropriate vocabulary. The
students should catch on to this concept quite quickly so
you may wish to move on to asking some corresponding
“how long ago…” questions. This should generate a lively
discussion to begin the day.
Presentation
Open the text books. Student Book p.
Listen and Say 12
-What do you see in the pictures?
-Where are they?
-Who is buying?
-What are they buying?
-Who is selling?
-How many ‘have you’ questions could be asked about
these pictures?
-Etc.
Play the CD.
-Who is waiting for whom?
- How much were the snacks? CD
-When does the movie start?
-Who is late?
Practice with your teacher—Talk about the dialogue p.12
1. Ask the students some questions about the dialogue.
Point and Say
practice with the students. Focus on their intonation, speed p.13
and pronunciation.
Listen
A. Listen Carefully and Choose the Best Response
Have the students open their books and focus on the
correct section. Ensure that each student has a pencil.
Play the CD and have the students choose the best
response for each question. When the students have
finished have them call out their answers to see if they
have done the exercise correctly. CD
B. Listen to the short conversation and answer the
question Student Book p.
Again, play the CD and ensure the students are prepared. 13
Have them complete the sentence by listening to the
dialogue.
Have the students open their workbooks and orally
Lesson Plan
Language *Has he done his homework yet?
Focus & No, he hasn’t.
Introduction Warm Up and Review Student Book
Greet the students and ask them for language items that p. 14
correct section.
2. Ask students to complete the review exercise
quietly by themselves, using the example as a
guide. Note: You may wish to illustrate the first
example more clearly on the board before students
begin.
3. Ask for volunteers to call out their answers.
4. Ensure that incorrect answers are corrected.
VARIATION: Ask students to complete the above activity in pairs

or small groups.
VARIATION: Complete the exercise first orally as a class and
then ask students to fill in the blanks.

Survey Your Friends p. 14
1. Ask students to stand up and ask them to individually
circulate the room, asking three of their classmates the
VARIATION: Assign each student a partner and have

each pair complete the exercise. Ask the pairs in turn, to
present one of their dialogues to the class.
Give a quick overview of the Grammar Point as illustrated on Student Book
p. 14. p. 14
Ask Your Classmates- Write and draw happy or sad

1. Focus the student’s attention on the proper section.
2. Have the students look at the pictures and then read Student Book
the sentences that are given. Ask how the dialogues might p. 15
be completed. Reward correct answers. (Ensure that
everyone understands that a ‘sad face’ should be drawn if
they have hypothetically missed the event, as in the
example about blowing out the candles).
3. Ask students to talk to their classmates, practicing the
dialogues and writing them in their notebooks.
VARIATION: You may ask for volunteers to role-play the
dialogues.
Evaluation/ Write about Yourself Student Book

Consolidation Have the students open their books to the correct page. p. 15
Ask them to read the questions aloud and then complete the
exercise individually. After the students have done the
exercise have them read and compare their answers.
Lesson Plan
Language *How long have you known your best friend?
Focus & *I’ve known her/him four five years.
Greet the class and review an expression such as ‘How
much did you pay for your notebook?’ or another level-
appropriate review question.
Introduce today’s topic by asking students about their
special things and how long they have had them. You may
wish to stimulate the conversation with some examples of your
own.
Presentation Student Book
Open the text books. p. 16
Read and understand
Read through the passage once together, play the CD, and
ask questions about what the students have heard and read.
-Who is Molly? CD
-What are the boy’s favorite things?
-Etc.
Try to concentrate on the vocabulary in the Word Box. You

may try asking students to create sentences of their own using
the words from the word box.
1. Ask the students a number of questions about the
passage.
2. Reward the students who answer fastest (Allow the
students to use the text book if necessary and be
sure to ask all students at least one question.)
Point and Say Student Book

Focus the students’ attention to Point and say at the top of p. 17
and pronunciation. If you wish, have students think of some
new items and add them to the dialogue.
Listen-
A- Dictation – Fill in the Blanks
Play the CD. Have the students listen to the CD and fill in Student Book
the blanks with the correct answers. Have the students read p. 17
CD
B- Listen to the short conversation and choose the best
response
Play the CD again, this time listening to the dialogue. Have the
students pick the best response. When they have finished, ask
them to call out their answers to check comprehension.

Lesson Plan
Language *What’s special about your cat?
Focus & *She has long, soft fur.
correct section.
2. Review how to conjugate To Have in present and
past tenses.
3. Together, fill in the blanks of the dialogue.
4. Ask for volunteers to come to the front of the room
and role-play the dialogues.
VARIATION: Divide the class into three groups, one for

each dialogue. Give them some time to prepare their role
plays. They may wish to expand upon what is already
written in the examples. Ask each group in turn to come to
the front of the room and show what they have prepared to
the rest of the class. Give points for creativity, correctness,
enthusiasm, good acting, etc. and choose a winning group.
Grammar Point- Give a short review of the Grammar

Point provided on p. 18. You may wish to illustrate with
examples on the board.
Book p. 19
Ask your friends and Write
1- Ask students to stand up and circulate the room.

2- Ask that they try to find someone who plays the
piano, has a computer, etc. and ask the
corresponding questions to fill in their survey.
3- Encourage the use of complete sentences during
the dialogues.
Evaluation/ Write about Yourself- Answer the Questions: Student

Consolidation Book p. 19
Focus the student’s attention on the proper section. Ask
them to read the questions aloud and then complete the
Lesson Plan
Language *Did you see that woman?
Focus & Yes, she looked like a movie star.
Functions *Sight and Taste

Greet the class and review an expression such as ‘What
do you think the weather will be like tomorrow?’ or another
level-appropriate review question.
Introduce today’s topic by bringing in some random
(abstract) images on paper or drawn on the board. Ask
students what the images look like to them. Ensure that
everyone knows that the exercise is just for fun and that
there are no wrong answers.
VARIATION: Ask students to come up the board and draw an

(abstract) image and have everyone else say what it looks like.
Presentation Student Book p.

Open the text books. 20
Listen and Say
-Where are Jane and Betty?
-Why are they doing there?
-What are they looking at?
-Who do the girls think they see?
Play the CD.

-Who wants to go back and find out how much the cake is?
-Does Jane like the cake?
-What does the man look like?
-Do the girls decide to go and ask him if he is a rock
star?
Main lesson Practice Student Book p.
Practice with your teacher—Talk about the dialogue 20
dialogue.
Point and Say
Focus the students’ attention to Point and say at the top of Student Book p.
the page. Read the target language and go through all of the 21
and pronunciation. Show the students some different food
flashcards and have them state which container they come
in. In some cases have the students state two or more
different containers that they might come in.
Listen
A Listen to the short conversation and choose the best
answer.
Have the students open their books to the correct page. CD
Make sure they are looking at the proper section and have
their pencils ready. Play the CD and have the students
pick the best response. When they have finished have the
students call out their answers to see if they have done
the exercise properly.
Lesson Plan
*I wonder if she is famous.
Language
Do you want to go back and ask her?
Focus &
No, that’s okay.
Functions
*Sight and Taste
Introduction Warm Up and Review
hints as the students need.
Open the text books and begin the review activity. Student Book p.
1. Have the students focus their attention on the 22
correct section.
2. Go through the Review section together.
3. Require students to ask their classmates the
questions aloud/
4. Ensure that everyone has all responses written
down correctly in their Student Book.
5. Ensure that each student understands the
sentence structure when they finish the exercise.
VARIATION: Have students work individually or in small

groups.

Read, Draw and Answer 22
1. Ask students to work quietly on this exercise. crayons

2. Provide crayons for everyone.
3. Have each student read the description given about My Pet.
4. Ask everyone to draw the pet in the appropriate section and
answer the questions below in complete sentences.
5. For fun, allow the students to compare drawings once
everyone has finished.
Note: This is a good opportunity to check reading
comprehension. Ensure that everyone is only looking at their
own papers during the exercise to check accuracy.
Make a Conversation and Act it Out Student Book p.

1. Divide students into pairs. 23
2. Ask them to work together to complete the
conversation on the page.
3. Once everyone has finished, ask each pair to come to
the front of the room to act out their dialogue.
4. Request that everyone be good listeners but at the
end of each role-play, ask if anyone heard any
mistakes and if they may suggest how to correct them.
Look and Answer the Questions Student Book p.

23
This exercise can be completed orally as a class. Simply ask
student to call out the answers or raise their hand if they think
they know the correct response. Students should have a fairly
clear understanding of these sentence structures and their
usages by this point.
Evaluation/ Write about Yourself Student Book p.

Consolidation Have the students open their books to the correct page. 23
Ask them to read the questions aloud and then complete the
Lesson Plan
*How do those popsicles taste?

Language
They’re sweet.
Focus &
Functions
*Sight and Taste
Introduction Warm Up Before

Before opening the book opening
Greet the class and review an expression such as ‘How the book
was your evening?’ or another level-appropriate review
question.
Introduce today’s topic by talking about favorite
foods. Ask students to describe why they like those
foods. Try to get them to use the target language by
asking them to describe their favorite (or least favorite!)
foods.
Presentation Student
Open the text books. Book p. 24
Read and understand
Ask students to first read through Our New Restaurant silently,

to themselves. Then, read through the passage together and
ask questions about what is written. Try to concentrate on the
vocabulary in the Word Box. You may wish to have students
write down the Word Box definitions in their notebooks.
Play the CD. CD

Ask questions about the passage.
- Why is it difficult for the family to go out for dinner?
- What kinds if foods do each member of the family
like?
- What was the solution to the problem?
- Have you ever been to a buffet?
Practice with your teacher—Talk about the passage Book p. 24
2. One by one, go through the questions listed on the
bottom of p.24.
3. Praise students for correct responses and
grammatically correct sentences.
4. Next, ask the same questions, not allowing students
to use the book to help them.

Point and Say
Focus the students’ attention to Point and say at the top of Student
the page. Read the target language and go through all of the Book p. 25
and pronunciation.
Listen- Dictation – Fill in the Blanks
and fill in the blanks with the correct answers. Have the
students read out their completed sentences when they have CD
finished.]
VARIATION: If you have extra time after completing the activity,

ask students to create their own ‘Fill in the Blanks” dialogue
and worksheet to quiz each other. They may wish to use the
passage on page 24 or create their own.

Lesson Plan
*Do you like to eat limes?
Language
No, I don’t.
Focus &
Functions
*Sight and Taste
Introduction Warm Up and Review
Review- Match and Fill in the Blanks Student

Book p. 26
1. Give a quick review of the meanings of the vocabulary
words listed in the left-hand column.
2. Read through the ‘fill in the blanks’ section and match
the correct answers together.
Talk to your Classmates

1. Have the students focus their attention on the Student
correct section. Book p. 26
2. Go through one or two examples in the section
together.
3. Require students to ask their classmates the rest
of the questions aloud.
4. Once everyone has finished, ensure that everyone
has all responses written down correctly in their
Student Book.
5. Ensure that each student understands the
sentence structure when they finish the exercise.
VARIATION: Have students work individually or in small

groups.
Ask your Classmates and Write Book p. 27
1. Have the students open the book in the appropriate

section.
2. Have the students read the question and then write
the appropriate answer.
3. When the students have finished place them in pairs.
4. Have one students read out the question and the
other answer using the target language.
5. Ensure that all students have a chance asking and
answering the question.
Evaluation/ Write About Yourself- Fill in the blanks Student

Consolidation 1. Ask students to answer the four questions on the Book p. 27
bottom of p. 27.
2. You may wish to circulate the room, checking
responses for accuracy as the students are
completing the exercise.
3. Ask for volunteers to read their answers aloud or
write them on the board.

Lesson Plan
*Look at these paintings.
Language
Which one is the most colorful?
Focus &
The first painting is the most colorful.
Functions
*Making Comparisons

Greet the class and review an expression such as ‘I want
something good to eat for lunch today. What would you
recommend?’ or another level-appropriate review question.
Introduce today’s topic by explaining the new terms and
concepts to the students. Use lots of examples of comparisons
and try to get students to use the target language by choosing
the appropriate adjectives to suit the nouns.
Presentation
Listen and Say
Ask questions about the pictures before playing the CD. Student Book
-Where are the boys? p. 28
- What do you think they are doing?
-Etc.
Play the CD. CD
-Are the boys brothers?
- What are they trying to decide about the stuffed animals?
-What are they trying to find in the store?
-Etc.
Practice with your teacher—Talk about the dialogue p.28
dialogue.
Point and Say

Focus the students’ attention to Point and say at the top of Student Book
the page. Read the target language and go through all of the p. 29
and pronunciation.
Listen
A Listen to the conversation and answer the questions
pick the best response. When they have finished have the CD
B Dictation – Fill in the Blanks
and fill in the blanks with the correct answers. Have the
students read out their completed sentences when they have
finished.
Homework Homework Workbook p.
Have the students open their workbooks and orally 14
Lesson Plan
*Feel these pillows.
Language
Which one is the softest?
Focus &
This one is the softest.
Functions
*Making Comparisons
Review Student Book

Ask your Partner and check p. 30
1. Assign each student a partner and ask them to sit

together.
2. Ask everyone to take turns asking the questions in the
Review section on p. 30.
3. Ensure that everyone not only checks the correct
responses, but also completes the oral dialogues with
their partners.

Complete the Conversations p.30
Review the Grammar Point and while students are still sitting
with their partners, ask them to complete the conversations.
Once finished, read them together and ensure that everyone
corrects their mistakes.
Survey Your Classmates

1. Ask students to circulate the room asking their Student Book
classmates the questions listed on the survey. p.31
2. Ask everyone to try to fill in all of the blanks.
3. Reward the student who completes the survey
correctly the fastest.
Evaluation/ Answer the questions Student Book
Using the guide words at the top of the exercise, have the
students use their own words to answer the questions. Have
the students take turns reading out their answers when they
finish to ensure comprehension and correctness.

Lesson Plan
*Yesterday I received the worst grade that I have ever received!
Language
Really? That’s strange.
Focus &
Functions
*Making Comparisons
Before opening the book opening
Greet the class and review an expression such as ‘What the book
are you good at?’ or another level-appropriate review question.
Introduce today’s topic by explaining the new terms to the
students and reviewing the Grammar Point from yesterday
(superlatives).
Presentation
Student
Read and understand Book p. 32
Ask students to first read through Peter’s House silently, to

themselves. Then, read through the passage together and ask
questions about what is written. Try to concentrate on the
Play the CD.

Ask questions about the passage. CD
- Why was there a special dinner?
- Who has the straightest teeth?
- What did they do after dinner?
- Etc.
VARIAITON: Ask students to ask each other questions about the

dialogue.
3. Have the students read the text again (in unison or
individually).
Point and Say

Student
and pronunciation. Introduce some more food types and
Book p. 33
have the students use them to form more dialogues.
Listen
A- Dictation – Fill in the Blanks
Play the CD. Have the students listen and fill in the blanks
with the correct answers. Have the students read out their
completed sentences when they have finished.
B- Listen to the short conversation and answer the

questions
CD
Play the CD again and have the students pick the best
response. When they have finished, have the students call out
their answers to see if they have done the exercise properly.

Lesson Plan
* Yesterday I received the best grade that I have ever received!
Language
Wow! That is strange.
Focus &
Functions *Making Comparisons
correct section.
2. Divide the class into small groups and ask them to
work together to match the correct responses.
3. Once everyone is finished, ask one member from
each group to pass their book to a member of the
group beside them.
4. .Have the classmates from the other group correct
the answers in a different colored pen.
VARIATION: Ask for volunteers to come to the front of the

room and role-play one or two of the dialogues.

Number the Pictures Book p. 34
By reading the four sentences and examining the pictures,

have students independently match each sentence with the
corresponding picture. Circulate the room to check reading
comprehension.
Note: There will be four pictures left unnumbered.
Survey Your Classmates

1. Ask students to circulate the room asking their Student
classmates the questions listed on the survey. Book p. 35
2. Ask everyone to try to fill in all of the blanks.
3. Reward the student who completes the survey
correctly the fastest.
Evaluation/ Write about Yourself Student

Consolidation Have the students open their books to the correct page. Book p. 35
Have the students read and fill in the text. Ask for volunteers
to take turns reading out their answers when they finish.

Lesson Plan
Language *Wow! You look great!
Focus & Thanks, you look wonderful too.
Functions *School Talent Shows

is the best thing you have ever smelled?’ or another level-
Introduce today’s topic by giving compliment to your
students. You may cue them for the appropriate
responses. Then ask everyone to think of one
compliment for one of their classmates. Tell them that
once someone has received a compliment, they cannot be
chosen again so that everyone both gives and receives a
compliment. This should generate a lively discussion and
make everyone feel good to begin the day.
Presentation
Open the text books. Student Book
Listen and Say p. 36
-What do you see in the pictures?
-Where are they?
-Why are they dressed that way?
What kinds of clothes are they wearing?
-Etc.
Play the CD.

-What does Betty compliment Sam on? CD
- How is Betty feeling?
-How does Mike respond when Sam gives him a compliment?
Practice with your teacher—Talk about the dialogue p. 36
1. Ask the students some questions about the dialogue.
Point and Say
practice with the students. Focus on their intonation, speed p. 37
and pronunciation.
Listen
A. Listen to the dialogue and Choose the Best
Answer
Have the students open their books and focus on the
correct section. Ensure that each student has a pencil.
Play the CD and have the students choose the best
response for each question. When the students have
finished have them call out their answers to see if they CD
have done the exercise correctly.
B. Answer the question about the dialogue. Student Book
Again, play the CD and ensure the students are p. 37
prepared. Have them complete the sentence by
listening to the dialogue.
Lesson Plan
Language *What are you going to do for the talent show?
Focus & *I’m going to sing a song.
Functions *School Talent Shows
Introduction Warm Up and Review Student Book
Greet the students and ask them for language items that p. 38
correct section.
2. Ask students to complete the review exercise
quietly by themselves, using the pictures as a
guide. Note: You may wish to illustrate the first few
sentences more clearly on the board before the
students begin.
3. Ask for volunteers to call out their answers.
4. Ensure that incorrect answers are corrected.
VARIATION: Ask students to complete the above activity in pairs

or small groups.
VARIATION: Complete the exercise first orally as a class and
then ask students to fill in the blanks.
Give Compliments to your Classmates p. 38
1. Ask students to stand up and ask them to individually
circulate the room, asking four of their classmates the
3. Advise the students to compliment someone different than
they did in the Warm Up activity.
Talk to You Classmates

1. Focus the student’s attention on the proper section.
2. Have the students read the sentences that are given.
Ask how the dialogues might be completed. Reward correct
answers.
3. Ask students to talk to two of their classmates, Student Book
practicing the dialogues and writing them in their notebooks. p.39
VARIATION: You may ask for volunteers to role-play the
dialogues once everyone is finished.
Evaluation/ Write about Yourself Student Book

Talk briefly about what it means to pretend or to use one’s
imagination. Read through the scenario together and ask
students to complete the exercise individually. After the
students have done the exercise have them read and
compare their answers.
Lesson Plan
*I’ve lost my earrings.
What do they look like?
Language
They are small and gold.
Focus &
Ah! I saw them in the drawer yesterday.
Functions
*School Talent Shows
Before opening the book opening the
Greet the class and review an expression such as ‘Who book
can compare two things in the classroom?’ or another level-
phrases. You may wish to use the Word Box and ask for
definitions for the words. Praise or reward students for correct
answers.
Presentation
Student
Read and understand Book p. 40
Ask students to first read through LOST silently, to

Play the CD.
CD
passage. You may use the questions provided on p.
40 and offer some of your own.
3. Have the students read the text again (in unison or
individually).
VARIAITON: Ask students to ask each other questions about the
dialogue.
Point and Say

the page. Read the target language and go through the
Student
example together. Assign the students a part in the dialogue
Book p. 41
and practice with them. Focus on their intonation, speed and
pronunciation.
Listen
A- Listen to the passage and choose the best answer.
Play the CD, listening to the dialogue. Have the students pick
the best response. When they have finished, ask them to call
out their answers to check comprehension.
B- Dictation – Fill in the Blanks
Play the CD. Have the students listen and fill in the blanks
CD
with the correct answers. Have the students read out their
completed sentences when they have finished.
Homework Homework
review the homework. Make sure all the students Workbook
understand how to do each part of the assignment. If the p. 20
Lesson Plan
*I’ve lost my running shoes.
Language *What do they look like?
Focus & *They are white with blue laces.
*Sorry, I haven’t seen them.
Functions
*School Talent Shows
correct section.
2. Divide the class into pairs and ask them to work
together to choose an item, describe it to their
partner, and write down their responses.
3. NOTE: This is not the dialogue pattern from page
41. In this exercise the students guess what their
partners are describing.
4. Once everyone is finished, ask the members from
each pair to pass their books to the member of the
group beside them.
5. Have the classmates from the other group try
correct the answers in a different colored pen.
6. Ask for students to read their answers aloud so
that you may correct any mistakes that still may
have been overlooked.
VARIATION: Ask for volunteers to come to the front of the

room and role-play one or two of the dialogues.
Write about Yourself Book p. 42
Have the students open their books to the correct page. Have
the students read and fill in the text. Ask for volunteers to take
turns reading out their answers when they finish.
Describe the Objects Student

Together, talk about how the thee items may be described. Ask Book p. 43
students to write down the correct answers.
VARIATION: You may ask someone to come to the front of the

room and describe anything they see in the room (like “I Spy”).
The other students must try to guess what they are describing.
Evaluation/ Write Student

Consolidation Make a Flyer Book p. 43
Once more, talk about using the imagination. Ask students to
make a pretend (or real of it applies!) flyer for something they
have lost. Ensure that everyone understands that the more
accurately they describe the item, the better the chance of it
being returned to them! Direct students’ attention to the Helpful
Phrases box to get them started.

Lesson Plan
Language *Which girl is your sister?
Focus & She is the girl playing the violin.
Functions *International Festivals and Ownership

Greet the class and review an expression such as ‘How
long have you had your __?’ or another level-appropriate
review question.
students. Ask someone to volunteer to describe someone else
in the class. You may ask for a second student to draw what
they are hearing on the board. See if anyone can guess who is
being described and drawn.
Presentation
-What are they doing?
-Where are they?
-What is an International Festival?
-How many countries can you name?
-Etc.
Play the CD.

Practice with your teacher—Talk about the dialogue
dialogue.
Variation: For fun, have the students ask each other Student Book
question’s about the text. The students asking the questions p.44

Point and Say p. 45
and pronunciation. Ask anyone has more ideas about other
countries than the ones listed and what they might do at an
International Festival.
Listen
Listen to the dialogue and choose the best response. Student Book
Have the students open their books to the correct page. p. 45
pick the best response. When they have finished, have CD
the students call out their answers to see if they have
done the exercise properly.
Homework
Homework review the homework. Make sure all the students Workbook p. 22
Lesson Plan
*Where is that instrument from?
Language
*It’s from Korea.
Focus &
Functions
*International Festivals and Ownership
Introduction Review
Ask your Classmates and Write

1. Have the students focus their attention on the Student Book
correct section. p. 46
2. Divide the class into pairs.
3. Ask students to complete the dialogues together
orally and then to wrote down their answers.
VARIATION: Have the students close their books and select two
students to come to the front of the class (do not pick a shy
student). Ask pair to role-play a dialogue of their choice,
either from the ones provided or one of their own invention.
The ‘audience’ may select the best ‘actors’ by the ‘clapping
meter’ method (the pair who receives the loudest applause
wins).
Talk With Your Classmates

1. Ask everyone to choose a classmate, pretend
they are their brother or sister, and then write
down and conceal who they have chosen.
2. Ask everyone to circulate the room asking
questions about each others ‘brother or sisters’
using the dialogue guide provided on p. 46. Student Book
3. See who can guess correctly the fastest. p. 46
Make a Conversation- Use the Picture p. 47
1. This time, ask students to complete the small dialogue
on their own using the picture.
2. After everyone has finished, they may compare
answers.
VARIATION: Do the activity as a class. Select one student to

stand in front of the classroom and have everyone else
engage her/him in the dialogue.
Evaluation/ Write Student Book

Consolidation Read, Circle, and Answer p. 47
Have the students read Swimming Pool and fill in the answers
according to the pictures. This should not be a group activity
as it is designed to let the teacher know how the students are
doing. Circulate around the room and check everyone’s
answers.
Lesson Plan
*Which whistle is Jamie’s?
Language
*It’s the red one with the blue string.
Focus &
Functions

Before opening the book opening the
Greet the class and review an expression such as ‘Do book
you like to eat rice for breakfast?’ or another level-
Introduce today’s topic by talking about what people from

your country may do at an International Festival. Ask
students what people in their country or other places they
have visited may do.
Then introduce the language items through flashcards or flashcards

another means.
Presentation
Read and understand

Ask students to first read through The International Festival Student Book
silently, to themselves. Then, read through the passage p.48
together and ask questions about what is written. Try to
concentrate on the vocabulary in the Word Box. You may wish
to have students write down the Word Box definitions in their
notebooks.
Play the CD.

passage, including those given on p. 48.
2. Praise the students who answer correctly (Allow the
3. Have the students read the text again. This time, you
may choose a volunteer.
Point and Say

the page. Read the target language and go through all of the Student Book
examples. Assign the students a part in the dialogue and p. 49
and pronunciation. Introduce some more cause and effect
situations and have the students use them to form more
dialogues.
Listen
Fill in The Blanks
Play the CD and ask students to fill in the blanks with what CD
they hear. You may wish to play the CD two or three times.
Homework
Homework Have the students open their workbooks and orally Workbook p.
review the homework. Make sure all the students 24
Lesson Plan
*How long has Jim had his lizard?
Language
*He’s had it about a year.
Focus &
Functions
Introduction Review Student
Match and Write Book p. 50
correct section.
2. Read out the first dialogue and select a student to
complete it with you.
3. Have the students fill in the missing dialogue orally
and fill in the blanks as you go along.
4. Ensure that each student has completed the
activity properly by checking everyone’s answers.

Write Book p.50
For vs. Since
1. Explain that all of the words in the center column are
used either with ‘for’ or ‘since’. The Students learned
the concept in Chapter 2and now it is time to reinforce
the grammar rule. Talk about being specific or
unspecific.
2. Allow students to talk through the exercise without the
teacher interjecting. Since the material has already
been covered, most of the students should be able to
contribute and understand the discussion.
3. Quickly run through the correct answers after
everyone has finished.
Talk With Your Classmates Student
1. Ask students to work in pairs (assign them if necessary). Book p. 51
2. Tell everyone to circle one of the items (not a group of
items) and pretend that it is theirs.
3. Each pair of students will work through the dialogues,
filling in the blanks with the target language.
Evaluation/ Write Student

Consolidation Fill in the Blanks Book p. 51
Have the students look at the pictures and fill in the
blanks. Select different students to do each line. Then orally
review the activity once more.
Lesson Plan
Language *I’ll trade my lunch for your lunch.
Focus & I don’t know. I like my lunch.
Functions *Trading Items

was the best meal you ever had?’ or another level-appropriate
review question.
concepts to the students. Use lots of examples of how things
can be traded. Suggest to a student that you trade something
with them (Ex. Your pencil for hers/his). Try to get students to
use the target language by using cues from you.
Presentation
Open the text books. Student Book p.
Listen and Say 52
-Where are the boys?
- What do you think they are doing?
-Etc.
Play the CD.

CD
Main lesson Practice
Practice with your teacher—Talk about the dialogue
1. Ask the students a number of questions about the Student Book p.
dialogue, using both the question provided in the Talk 52
About the Dialogue section and others that you can
think of.
2. Reward the students who answer correctly. (Allow the
Point and Say Student Book p.

Focus the students’ attention to Point and say at the top of 53
and pronunciation.
Listen
Listen to the dialogue and choose the best answer
their pencils ready. Play the CD and have the students CD
pick the best response. When they have finished, ask
them to hand in their books so that the teacher may
quickly check for correctness.

Lesson Plan
*I’ll trade my lunch for your lunch.
Language I don’t know. I like my lunch.
Focus & *Mine is a homemade hamburger with yogurt for dessert.
Functions Ok, it’s a deal.
*Trading Items
Review Student Book

Fill in the Blanks and Match p. 54
1. Work through this section as a class.

2. Explain that each different necklace, book, etc is a
potential trade item.
3. The object is to promote the value of the item by
describing it so that a successful trade can be made.
4. As answers are giving, write them on the board and
ask students to fill in the blanks in their Student Books.

Write About Yourself p. 54
1. Ask students to imagine something else that they
might trade with a friend. Have them create and write
down the dialogue in the bottom section of p. 54.
2. Ask for volunteers to share their responses with the
class.
Survey Your Classmates Student Book

1. Ask students to circulate the room asking their p. 55
classmates to trade one item.
2. Ensure that everyone understands that they will get
everything back by the end of the exercise.
3. Ask everyone to try and trade 6 different things and to
fill in all of the blanks with what, why, and with whom
they traded.

Consolidation Make a Conversation p. 55
students use their own words to answer the questions in a
paragraph form. Have the students take turns reading out
their answers when they finish, ensuring comprehension
and correctness.
Lesson Plan
*My best friend and I were tired of our clothes.
Language Did you go shopping?
Focus & *No, we decided to trade clothes.
Functions
*Trading Items

Greet the class and review an expression such as “I lost
my ring yesterday.” “Has anyone seen it?” or another level-
Introduce the day’s topic by talking a bit more about
trading. Ask students what things are possible to trade
and what are impossible to trade. Try to generate the
discussion using the target language and the expressions
from yesterday.
Presentation
p. 56
Read and understand
Ask students to first read through Trading Families silently, to

Play the CD. CD

Practice with your teacher—Talk about the passage Student Book
1. Ask the students a number of questions about the p. 56
passage.
Point and Say

the page. Read the target language and go through all of the Student Book
examples. Assign the students a part in the dialogue and p. 57
and pronunciation.
Listen
A Listen to the dialogue and answer the questions
write down the answers to the questions. Make sure the
students write in complete sentences. When they have CD
finished have the students call out their answers to see if
they have done the exercise properly.
Homework Homework Workbook p.

Have the students open their workbooks and orally 28
Lesson Plan
*My best friend and I were tired of our clothes.
Did you go shopping?
Language *No, we decided to trade clothes. I wore her clothes for one day and
Focus & she wore mine.
Functions Did you enjoy wearing each others clothes?
*No, her clothes were too tight.
*Trading Items
Introduction Review Student Book
Match and Write p. 58
correct section.
2. Read out the first question and select a student to
respond by filling in the blanks.
3. Have the students match the pictures with the
dialogues and fill in the blanks as you go along.
VARIATION: Have the students close their books and play

Charades. Whisper a trade item, such as ‘teddy bear’, into
one student’s ear and get the rest of the students to
formulate the proper sentence. Divide the class into teams
and have a competition, if you so desire.
Write about yourself p. 58
1. Read the questions aloud and answer the questions
yourself to give the students some examples.
2. Give the students a chance to write down their
answers (in complete sentences). They can use the
box on the bottom right to guide their responses.
3. Then have the students read their answers to the rest
of the class.
Talk With Your Classmates

Student Book
1. Ask students to survey four of their classmates to try p. 59
and find differences between their families.
2. Advise students to use the sentence structure of the
example and the Helpful Ideas box to guide their
discussions and written answers.
Consolidation Write about yourself p. 59
students use their own words to answer the questions in a
paragraph form. Have the students take turns reading out
their answers when they finish, ensuring comprehension
and correctness.
Lesson Plan
Language *What did she do before she watered the garden?
Focus & She pulled the weeds before she watered the garden.
Functions *Farm Activities

Greet the class and review an expression such as ‘Have
you ever seen the ocean?’ or another level-appropriate review
question.
students. Then ask the students what they did before and after
they went to school this morning. Give examples from your
own day. Then ask the students about activities on a farm.
Select one student to write down all the activities his or her Student Book p.
classmates can think of on the board. 60
Presentation
Listen and Say
-What are they doing?
-Are they in the same house?
-Who might be on a farm?
-What kind of animals do you see in the pictures? etc. CD
Play the CD.

-How many things did Jake do today?
-When is Jane going to go to the farm?
-How does Jane feel about giving the dogs a bath? etc.
Point and Say 60
and pronunciation. Introduce some more farm activities and
have the students use them to form more dialogues.
Student Book p.
VARIATION: Have the students go back to Listen and Say 61
now that they have learned the target language. Divide the
class into groups of two and have them change the
dialogue between Jane and Jake. Each group should then
read their dialogue to the rest of the class.
CD
Listen
Listen Carefully and Choose the Best Response
pick the best response. When they have finished, have
the students call out their answers to see if they have
done the exercise properly.
Homework
Homework review the homework. Make sure all the students Workbook p. 30
Lesson Plan
Language *What did she do before she watered the garden?
Focus & She pulled the weeds before she watered the garden.
Functions *Farm Activities
Introduction Review Student Book
Number the pictures and answer the questions p. 62
correct section.
2. Read out the verbs and have the students tell you
what accompanies the verbs.
3. Then have the students number the pictures
according to the order of the verbs at the top of the
page.
4. Then ask the students questions using the target
language…What did she do before/after she…
5. Go around the room and have each student ask a
question about the picture.
VARIATION: Have the students close their books and select a
student to come to the front of the class (do not pick a shy
student). The class should pretend that this student was on
a farm yesterday and make up a story as to what this
student did.
Make a conversation
Have the students work in partners. One student
interviews the other and writes down this response;
then the process is repeated with the interviewer
becoming the interviewee. Circulate around the room
to ensure the students have done the activity correctly.
Fill in the schedules 63
1. Have the students fill in the top schedule without
discussing or showing anyone their answers. They
may fill in the schedule any way they would like, as
long as it makes sense.
2. Then have the students partner up; make sure they
understand to keep their schedules secret.
3. One partner must discover what is on the other
partner’s schedule by asking questions, such as the
questions suggested in the box.
4. This person continues to ask questions until he or she
has discovered the other student’s schedule. Then
this person reads what he or she has discovered
aloud to make sure it is correct.
5. Have the students reverse roles and repeat the
activity.
VARIATION: Do the activity as a class. Select one student to

stand in front of the classroom at a time and have the others
discover his or her schedule.

Consolidation Answer the questions p. 63
Have the students read the questions and fill in the
answers according to the pictures. This should not be a
group activity as it is designed to let the teacher know how
the students are doing. Circulate around the room and
check everyone’s answers.
Lesson Plan
*Why did her dog run away?
Language She forgot to close the door, so her dog ran away.
Focus & Right! Her dog ran away because she forgot to close the door.
Functions
*Cause and Effect

did you do before you did your homework last night?’ or
another level-appropriate review question.
Introduce today’s topic by telling the students a cause an
effect story from your own life. For example, “When I was eight flashcards
years old, I got bitten (show the action) by a dog. It was my
neighbor’s dog. My neighbor forgot to close his gate, so his
dog ran over to my house and bit me.”
Then introduce the language items through flashcards or
another means.
Presentation
Ask questions about the picture before playing the CD.
-Where do you think these kids are?
-Why is this boy reading a piece of paper?
-What are the other students doing?
-Do you think he might be giving a speech?
-Look at the title; what do you think his speech is about?
etc.
Play the CD.
-How long ago was his bad day?
-Where is his best friend moving to?
-What do you think was the worst part of his day? etc.
Practice with your teacher—Talk about the passage
Variation: Have a ‘worst day’ contest. Have each student share
a fictional ‘worst day’ moment as if it actually happened.
Allow the students to judge the winner. (If you have a real
‘worst day’ contest, you might have a student cry or upset
the students.)
Point and Say
Focus the students’ attention to Point and say at the top of the
page. Read the target language and go through all of the
examples. Assign the students a part in the dialogue and Student Book p.
practice with the students. Introduce some more cause and 65
effect situations and have the students make more dialogues.
Listen
A Listen to the dialogue and answer the questions
Play the CD and have the students write down the
answers to the questions. Make sure the students write in
complete sentences. When they have finished have the
B Dictation – Fill in the Blanks CD
Again, play the CD. Have the students listen to the CD and fill
in the blanks with the correct answers. Have the students read
Lesson Plan
*Why did her dog run away?
Language She forgot to close the door, so her dog ran away.
Focus & Right! Her dog ran away because she forgot to close the door.
Functions
*Cause and Effect
Introduction Review Student Book p.
Match and Write 66
correct section.
2. Read out the first question and select a student to
answer it.
3. Have the students match the questions with the
answers and fill in the blanks as you go along.
VARIATION: Have the students close their books and play
Charades. Whisper an action, such as you woke up late,
into one student’s ear and get the rest of the students to
form the proper sentence. Divide the class into teams and
have a competition, if you so desire.
Write about yourself 66
1. Read the questions aloud and answer the questions
yourself to give the students some examples.
2. Give the students a chance to write down their
answers (in complete sentences).
3. Then have the students read their answers to the rest
of the class.
Grammar Point
Have the students read the examples and then get them
to come up with further examples as a group. Write these
examples on the board and have the students practice
switching from ‘so’ to ‘because.’
Fill in the Blanks Student Book

Have the students look at the pictures and fill in the p. 67
blanks. Select different students to do each line. Then orally
review the activity once more.
Consolidation Make a story with your classmates p. 67
Have the students read the questions and write a
paragraph together. Help the students to make a good story
by making the paragraph cohesive. Make sure each student
contributes at least one thing to the story.

Lesson Plan: Language Focus & Functions

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Lesson Plan

Unit 1 Day 1 (Part A) Face to Face-Book 11

Presentation Student Book

Variation: For fun, have the students ask each other

Point and Say

Main lesson Practice Student

Introduction Warm Up Before opening

After listening to the CD

Review- Match and Write Student Book

Ask Your Classmates

Evaluation/ Write about yourself Student Book

Introduction Warm Up Before opening

VARIATION: Ask students to complete the above activity in pairs

Main lesson Practice Student Book

VARIATION: Assign each student a partner and have

Ask Your Classmates- Write and draw happy or sad

Evaluation/ Write about Yourself Student Book

Try to concentrate on the vocabulary in the Word Box. You

Point and Say Student Book

Homework Homework Workbook p. 8

VARIATION: Divide the class into three groups, one for

Grammar Point- Give a short review of the Grammar

1- Ask students to stand up and circulate the room.

Evaluation/ Write about Yourself- Answer the Questions: Student

Introduction Warm Up Before opening

VARIATION: Ask students to come up the board and draw an

Presentation Student Book p.

Play the CD.

VARIATION: Have students work individually or in small

Main lesson Practice Student Book p.

1. Ask students to work quietly on this exercise. crayons

Make a Conversation and Act it Out Student Book p.

Look and Answer the Questions Student Book p.

Evaluation/ Write about Yourself Student Book p.

*How do those popsicles taste?

Introduction Warm Up Before

Ask students to first read through Our New Restaurant silently,

Play the CD. CD

After listening to the CD

Variation: For fun, have the students ask each other

VARIATION: If you have extra time after completing the activity,

Homework Homework Workbook

Review- Match and Fill in the Blanks Student

Talk to your Classmates

VARIATION: Have students work individually or in small

1. Have the students open the book in the appropriate

Evaluation/ Write About Yourself- Fill in the blanks Student

Homework Homework Workbook

Introduction Warm Up Before opening

Point and Say

Review Student Book

1. Assign each student a partner and ask them to sit

Main lesson Practice Student Book

Survey Your Classmates

Homework Homework Workbook

Ask students to first read through Peter’s House silently, to

Play the CD.

After listening to the CD

VARIAITON: Ask students to ask each other questions about the

Point and Say

B- Listen to the short conversation and answer the

Homework Homework Workbook

VARIATION: Ask for volunteers to come to the front of the