LG1 U4 L1 - DynEd...It’s nice to meet you, Mrs. Cat. Sam’s mother: It’s nice to meet you too,...

Let’s Go Level 1 Unit 4 Lesson 1

of 12

Copyright 2017 DynEd International, Inc. www.en.dyned.com.cn

LG1 U4 L1

Time: 50 min

Materials: LG1 U4 Courseware; Projector; Microphone; Speaker

LG1 U4 Unit Objectives:

1. Ss will be able to introduce their family members.

2. Ss will be able to ask and answer WH and Y/N questions to identify and describe people.

3. Ss will be able to say and identify the letters G, H, I and J and the words beginning with each letter.

4. Ss will be able to name and perform daily activities.

LG1 U4 Lesson 1 Objectives (ALL Lesson Ones)

1. Ss will become familiar with the core language patterns of the Unit even if they haven’t had a chance to study it.

2. Ss will begin to master a regular coaching opportunity to help all Ss master how to study each of the lesson types in the unit, including oral repetition, recording and comparing.

3. To provide a quick linguistic review of the unit content to prepare Ss for the 7 task-based communicative classes that will follow.


of 12


LG1 U4 L1 Activity Overview:

Time 2’ 5’ 8’ 8’ 8’ 8’ 8’ 3’

Act. # & Type Greetings 1-Song 2-Conversation 3-Vocabulary 1 4-Vocabulary 2 5-Grammar 6-Phonics 7-Game

Act. Type Social Routines Teacher-Guided Courseware Review *Optional

Target Language

Hi, Hello

How are you?

I’m fine, thank you.

This is my mother.

Nice to meet you.

Nice to meet you, too.

Hi, Mom.

I’m home.

This is my friend, Ginger.

This is my mother.

It’s nice to meet you, Mrs. Cat.

It’s nice to meet you too, Ginger.

mother

father

sister

brother

grandmother

grandfather

baby sister

friend

pretty

tall

short

ugly

old

thin

fat

young

She is pretty.

He is young.

go to sleep

wake up

do homework

eat dinner

make a mess

clean up

watch TV

play the piano

Who is she?

She’s my mother.

She’s pretty.

Is she short?

Yes, she is.

No, she isn’t.

G , H, I, and J

game, girl

house, hand

in, ink

jump rope, juice

A B C D E F G H I J K L M N O P Q R


of 12



of 12


LG1 U4 L1 – Greetings 2 min

Objectives: Ss will be able to greet others.

Target Lang: Hi / Hello / How are you? / I’m fine, thank you.

Materials: None

Interaction: T-Ss; T-S

ACTIVITY STEPS Teacher Talk Student Output 1. Model greetings

Greet Ss and have Ss respond.

Hi, students.

How are you?

Hello, teacher.

I’m fine, thank you.

2. Extend greetings Choose a few students to greet.

Hi, S1. How are you?



S1: I’m fine, thank you.



3. Extend greetings – in pairs Pair Ss up. Have them ask their partner “How are you?”

Ask your partner “How are you?” S1: How are you?

S2: I’m fine, thank you. How are you?



of 12


LG1 U4 L1 – Activity 1: Song 5 min

Objectives: Ss will be able to sing “The Family Song” chorally.

Target Lang: This is my mother. / Nice to meet you. / Nice to meet you, too.

Materials: LG1 U4 Courseware—Song

Interaction: C-Ss; T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “The Family Song” with the Courseware Play LG1 U4 Courseware—Song. Have Ss sing the song. (Twice)

Let’s sing together. This is my mother. Nice to meet you. Nice to meet you, too.

This is my father. Nice to meet you. Nice to meet you, too.

This is my sister. Nice to meet you. Nice to meet you, too.

This is my brother. Nice to meet you. Nice to meet you, too.

2. Sing the song with the Courseware—in 6 groups Divide Ss into six groups. Have the first group sing along with Sam. The second group with Ginger, the third group with Sam’s mother, the fourth group with Sam’s father, the fifth group with Sam’s sister, and the last group with Sam’s brother.

You are Sam.

You are Ginger.

You are Sam’s mother.

You are Sam’s father.

You are Sam’s sister.

You are Sam’s brother.

Same as above.

3. Sing the song without the Courseware—in 6 groups Have the same groups sing the song again.

Let’s sing again with your groups. Same as above.

It’s good if T and Ss do appropriate actions along with the song.

Tricks for controlling the Courseware:

• Click the green arrow located at the lower left corner of the screen to replay the Song once the program continues to the Conversation Part.

• Use the Pause button whenever needed.


of 12


LG1 U4 L1 – Activity 2: Conversation 8 min

Objectives: Ss will be able to role play the Conversation from the Courseware.

Target Lang: Hi, Mom. / I’m home. / This is my friend, Ginger. / This is my mother. / It’s nice to meet you, Mrs. Cat. / It’s nice to meet you too, Ginger.

Materials: LG1 U4 Courseware—Conversation

Interaction: C-Ss; T-Ss; Ss-Ss; S-S; S-Ss


1. Listen to the Conversation in the Courseware Play LG1 U4 Courseware—Conversation. Have the class listen to the whole Conversation without stopping.

Let’s listen to the cats.

2. Repeat the Conversation after the Courseware — whole class Pause after each sentence to have Ss repeat them.

Let’s repeat each sentence together. Sam: Hi, Mom. I’m home. This is my friend, Ginger. This is my mother. Ginger: It’s nice to meet you, Mrs. Cat. Sam’s mother: It’s nice to meet you too, Ginger.

3. Repeat the Conversation after the Courseware — in 3 groups Divide Ss into three groups: first group repeats after Sam, second group repeats after Ginger and the third group repeats after Sam’s mother.

You are Sam. You are Ginger. You are Sam’s mother. Let’s repeat after them.

Same as above.

4. Role play the Conversation without the Courseware — in 3 groups Have the three groups role play Sam, Ginger and Sam’s mother but without the Courseware. Then switch their roles to do it again.

You are Sam. You are Ginger. You are Sam’s mother. Switch roles.

Same as above.

5. Practice role playing the Conversation — in groups of 3

Work with your group. Choose who will be Sam, Ginger and Sam’s mother.

Same as above.

6. Present the Conversation to the class Show us your conversation. Same as above.


of 12


LG1 U4 L1 – Activity 3: Vocabulary Lesson 1 8 min

Objectives: Ss will be able to identify and describe family members.

Target Lang: mother, father, sister, brother, grandmother, grandfather, baby sister, friend, pretty, tall, short, ugly, old, thin, fat, young / She is pretty. / He is young.

Materials: LG1 U4 Courseware—Vocabulary Lesson 1



1. Practice saying the words in the Vocabulary Lesson

Play LG1 U4 Courseware—Vocabulary Lesson 1, Screen 1.

Ask 8 Ss in front to click on the 8 words and have the whole class repeat the words twice.

Let’s repeat the words.

mother, father, sister, brother, grandmother, grandfather, baby sister, friend

2. Practice saying the sentences in the Vocabulary Lesson


Have Ss listen to the words.

Ask 8 Ss in front to click on the 8 pictures and have the whole class repeat the sentences twice.

Let’s repeat the sentences.

She is pretty.

He is tall.

She is short.

He is ugly.

She is old.

He is thin.

She is fat.

He is young.


of 12


3. Record the words in the Vocabulary Lesson – in groups


Have Ss record the words in chorus, one after the other.

Repeat the words.

mother, father, sister, brother, grandmother, grandfather, baby sister, friend, pretty, tall, short, ugly, old, thin, fat, young

4. Match the pictures and the words — in 2 groups

Play LG1 U4 Courseware — Vocabulary Lesson 1, Screen 4.

Divide class into 2 groups: Group A – left box on the screen; and Group B – right box.

If the correct answer is in the left box, Group A should stand up and say the word.

If the correct answer is in the right box, Group B should stand up and say the word.

If a group makes a mistake, have them jump 5 times.

Make 2 groups.

Group A – if the answer is in the left box, stand up and say the word.

Group B – if the answer is in the right box, stand up and say the word.

If your answer is wrong, you have to jump 5 times.

Same as above.

To record, click on the Microphone icon. To play back, click on Headphone icon.


of 12


LG1 U4 L1 – Activity 4: Vocabulary Lesson 2 8 min

Objectives: Ss will be able to name daily activities.

Target Lang: go to sleep, wake up, do homework, eat dinner, make a mess, clean up, watch TV, play the piano

Materials: LG1 U4 Courseware—Vocabulary Lesson 2



1. Practice saying the phrases in the Vocabulary Lesson Play LG1 U4 Courseware—Vocabulary Lesson 2, Screen 1. Ask 8 Ss in front to click on the 8 pictures and have the whole class repeat the phrases twice.

Let’s repeat. go to sleep, wake up, do homework, eat dinner, make a mess, clean up, watch TV, play the piano

2. Record the phrases in the Vocabulary Lesson – in groups Play LG1 U4 Courseware—Vocabulary Lesson 2, Screen 2. Have Ss record the phrases in chorus, one after the other.

Your turn! Same as above.

3. Match the pictures and the phrases – in 2 groups Play LG1 U4 Courseware—Vocabulary Lesson 2, Screen 3. Divide the class into two groups: Group A – left box on the screen; and Group B – right box. If the correct answer is in the left box, Group A should stand up and say the phrases. If the correct answer is in the right box, Group B should stand up and say the phrases. If a group makes a mistake, have them jump 5 times.

Make 2 groups. Group A – if the answer is in the left box, stand up and say the phrase. Group B – if the answer is in the right box, stand up and say the phrase. If your answer is wrong, you have to jump 5 times.

Same as above.

To record, click on the Microphone icon. To play back, click on Headphone icon.


of 12


LG1 U4 L1 – Activity 5: Grammar 8 min

Objectives: Ss will be able to repeat after the WH and Y/N questions and answers to identify and describe family members.

Target Lang: Who is she? / She’s my mother. / She’s pretty. / Is she short? / Yes, she is. / No, she isn’t.

Materials: LG1 U4 Courseware—Grammar

Interaction: C-Ss; T-Ss


1. Repeat the WH questions and answers in Grammar

Play LG1 U4 Courseware—Grammar, Screen 1.

Invite Ss one after the other to the front to click on the words to make a question and then have the whole class repeat each question and answer.

Let’s ask questions.

S1, click on the words to make a question.

Let’s repeat the question.

Let’s repeat the answer.

Next question.

S2, click on the words to make a question.



Who is she?

Who’s she?

She’s my mother.

She’s pretty.

Who is he?

Who’s he?

He’s my father.

He is tall.

2. Repeat and answer the Y/N questions in Grammar lesson


Play the questions and have Ss repeat in chorus, and then answer in complete sentences.

Yes or no? Is she short?

Yes, she is.

Is he young?

No, he isn’t. He is old.

Trick for controlling the Courseware:

To repeat each question or answer, click the Pause button right before the next sentence is given.


of 12


LG1 U4 L1 – Activity 6: Phonics 8 min

Objectives: Ss will be able to say and identify the letters G, H, I and J and the words beginning with each letter.

Target Lang: G, H, I, and J, girl, game, go, house, hand, hello, ink, in, jump rope, juice, jump

Materials: LG1 U4 Courseware — Phonics



1. Review the Phonics Lesson in the Courseware Play LG1 U4 Courseware—Phonics, Screen 1. Click on each picture or letter and have Ss listen.

Let’s listen carefully.

G girl, game H house, hand

I ink, in J jump rope, juice

2. Repeat words and sounds after the Courseware—whole class Play LG1 U4 Courseware—Phonics, Screen 1.

CLICK on the letters or the pictures one at a time and have Ss repeat the words and the sounds.

Let’s repeat the words and the sounds. Same as above.

3. Identify words with G, H, I or J—in 4 groups

Play LG1 U4 Courseware—Phonics, Screen 2.

Divide Ss into 4 groups.

If the word or picture begins with G, group 1 should stand, say the letter and say the word.

If the word or picture begins with H, group 2 should stand, say the letter and say the word.

If the word or picture begins with I, group 3 should stand, say the letter and say the word.

If the word or picture begins with J, group 4 should stand, say the letter and say the word.

If a group makes a mistake, they have to jump 5 times.

Let’s work in groups. You are group 1, 2, 3 and 4.

Group 1 – if the picture or word begins with G, stand up, say the letter and say the word.

Group 2– if the picture or word begins with H, stand up, say the letter and say the word.

Group 3– if the picture or word begins with I, stand up, say the letter and say the word.

Group 4– if the picture or word begins with J, stand up, say the letter and say the word.

If your answer is wrong, you have to jump 5 times.

G girl, game, go

H house, hand, hello

I ink, in

J jump rope, juice, jump


of 12


LG1 U4 L1 –Activity 7: Game (*Optional) 3 min

Objectives: Ss will be able to recognize letters of the alphabet.

Target Lang: A B C D E F G H I J K L M N O P Q R

Materials: LG1 U4 Courseware—Game



1. Play LG1 U4 Courseware—Game. Invite one S at a time to click on the right letter. If the letter is correct, S1 can continue the game. Otherwise, it is S2’s turn. Ask Ss to repeat each letter they hear. Repeat if time allows.

S1, listen and click on the right letter. If the words match, go on. If it is wrong, it’s S2’s turn. Everyone, repeat.

A B C D E F G H I J K L M N O P Q R


Page 1 of 16

© DynEd International, Inc.

www.en.dyned.com.cn

LG1 U4 L2

Time: 50 min

Materials: LG Courseware; LG1 U4 L2 PPT; Projector






LG1 U4 Lesson 2 Objectives:

1. Ss will be able to name and identify words beginning with letters G, H, I and J.

2. Ss will be able to name, identify and describe family members.

3. Ss will be able to name and identify daily activities.

4. Ss will be able to ask and answer WH and Y/N questions to identify and describe family members.

5. Ss will be able to recall and role play the Conversation.


Page 2 of 16


www.en.dyned.com.cn


Time 5’ 5’ 6’ 6’ 6 7’ 7’ 6’ 2’

Act. # Type Warm Up R-Activity 1 R-Activity 2 R-Activity 3 R-Activity 4 R-Activity 5 R-Activity 6 Activity 7 Wrap Up

Name & Description of

Activity

“The Family Song”

G, H, I, J

*Naming & Identifying Words that Begins with the Letters G,H,I,

and J

Family Members

* Naming and Identifying

Family Members

She Is Pretty

* Describing Family

Members

Daily Activities

* Naming and Identifying Daily

Activities

Who Is She?

* Asking and Answering WH Questions to Identify and

Describe Family Members

Is She Short?

*Asking and Answering Y/N Questions to

Describe Family Members

This Is My Mother

*Recalling and Role

Playing the Conversation

Name It!

Target Language

This is my mother.

Nice to meet you.

Nice to meet you too.

G, H, I, J

game, girl

house, hand

in, ink

jump rope, juice

mother

father

sister

brother

grandmother

grandfather

baby sister

friend

She is pretty.

He is tall.

She is short.

He is ugly.

She is old.

He is thin.

She is fat.

He is young.

go to sleep

wake up

do homework

eat dinner

make a mess

clean up

watch TV

play the piano

Who is she?

She’s my mother.

She’s pretty.

Is she short?

Yes, she is.

Is he young?

No, he isn’t. He is old.

Hi, Mom.

I’m home.


This is my mother.



mother

father

sister

brother

grandmother

grandfather

baby sister

friend


Page 3 of 16


www.en.dyned.com.cn

LG1 U4 L2 – Warm Up: “The Family Song” 5 min



Materials: LG1 U4 Courseware — Song



1. Sing the unit song with the Courseware

Play LG1 U4 Courseware—Song.

Have Ss sing along with the courseware.

Let’s sing.

This is my mother. Nice to meet you. Nice to meet you, too.




2. Sing the song with the Courseware – in 2 groups

Have the girls sing along with Ginger, Sam’s mother and sister; boys sing along with Sam, Sam’s father and brother.

Girls, sing along with Ginger, Sam’s mother and sister.

Boys, sing along with Sam, Sam’s father and brother.

Same as above.

3. Sing the song without the Courseware – in 2 groups

Have the girls sing the lines of Ginger, Sam’s mother and sister; boys sing the lines of Sam, Sam’s father and brother.

Let’s sing again.

Same as above.

4. Sing the song without the Courseware – in group of 6

Call 6 Ss to come to the front. Have the first S sing along with Sam, the second with Ginger, the third with Sam’s mother, the fourth

S1, you are Sam.

S2, you are Ginger.

Same as above.



Page 4 of 16


www.en.dyned.com.cn

with Sam’s father, the fifth with Sam’s brother, the sixth with Sam’s sister.

S3, you are Sam’s mother.

S4, you are Sam’s father.

S5, you are Sam’s brother.

S6, you are Sam’s sister.


Page 5 of 16


www.en.dyned.com.cn

LG1 U4 L2 – Activity 1: G, H, I, J (R: Naming and Identifying Words that Begin with Letters G, H, I and J) 5 min

Objectives: Ss will be able to identify and name words beginning with letters G, H, I and J.

Target Lang: G, H, I, J, girl, game, go, house, hand, hello, ink, in, jump rope, juice, jump

Materials: LG1 U4 Courseware — Phonics



1. Repeat words and sounds after the Courseware—whole class Return to LG1 U4 Courseware—Phonics, Screen 1. CLICK on the letters or the pictures one at a time and have Ss repeat the words and the sounds.

Let’s repeat the words and sounds. “G” girl, game “H” house, hand “I” ink, in “J” jump rope, juice

2. Name the pictures Pause on LG1 U4 Courseware—Phonics, Screen 1. Have Ss orally name the objects or the sounds.

What’s the sound? What’s the word? (Point at the pictures one by one.)

Same as above.

3. Identify and say the letters G, H, I and J—in 4 groups Divide the class into 4 groups. Instruct Ss to identify names of the objects mentioned. Have group 1 stand up and say “G” and the word, if the word starts with G. Have group 2 stand up and say “H” and the word, if the word starts with H. Have group 3 stand up and say “I” and the word, if the word starts with I. Have group 4 stand up and say “J” and the word, if the word starts with J. Say the words in random order. Repeat the words 2-3 times.

Group 1, you’re G, Group2, H, Group3, I, Group 4, J. I’ll say a word, if it begins with your letter, stand up, tell me the sound and the word. game jump rope house In juice girl hand ink

“G” game “J” jump rope “H” house “I” in “J” juice “G” girl “H” hand “I” ink


Page 6 of 16


www.en.dyned.com.cn

LG1 U4 L2 – Activity 2: Family Members (R: Naming and Identifying Family Members) 6 min

Objectives: Ss will be able to name and identify family members.

Target Lang: mother, father, sister, brother, grandmother, grandfather, baby sister, friend

Materials: LG1 U4 Courseware—Vocabulary Lesson 1; LG1 U4 L2 PPT –Slide 2

Interaction: C-Ss, T-Ss; S-Ss


1. Review the Vocabulary Lesson Play LG1 U4 Courseware—Vocabulary Lesson 1, Screen 1. CLICK on each picture and have Ss listen and repeat.

Listen and repeat.

mother, father, sister, brother, grandmother, grandfather, baby sister, friend

2. Identify the number of the picture described – whole class Show LG1 U4 L2 PPT –Slide 2. Have Ss count the number. CLICK to show the pictures. Randomly name the members of the family and have Ss identify and say the number of the picture described.

Let’s count. (Point at each number) What’s the number? mother baby sister friend sister grandmother father grandfather brother

1 2 3 4 5 6 7 8 1 7 8 3 5 2 6 4


Page 7 of 16


www.en.dyned.com.cn

3. Name the pictures – whole class T says a number, have Ss name the pictures.

Who’s in the picture? 1 5 3 2 6 4 8 7

mother grandmother sister father grandfather brother friend baby sister

4. Name the pictures –in pairs Have Ss take turns in saying a number and identifying the picture. Model this activity,call one S to elicit answers. Pair Ss up to do the same activity.

S1, name picture 1. Say the number. Friend. Now, work in pairs, one says a number, the other names the picture. Take turns.

S1: mother S2: 8 S1: 8 S2: friend S2: 4 S1: brother


Page 8 of 16


www.en.dyned.com.cn

LG1 U4 L2 – Activity 3: She Is Pretty (R: Describing Family Members) 6 min

Objectives: Ss will be able to describe family members.

Target Lang: She is pretty. / He is tall. / She is short. / He is ugly. / She is old. / He is thin. / She is fat. / He is young.

Materials: LG1 U4 Courseware—Vocabulary Lesson 1; LG1 U4 L2 PPT –Slide 3



1. Review the Vocabulary Lesson Play LG1 U4 Courseware—Vocabulary Lesson 1, Screen 2. Have Ss listen to and repeat after the words. CLICK on each picture and have Ss listen and repeat.

Listen, and repeat the words. Repeat the sentences.

pretty, tall, short, ugly, old, thin, fat, young She is pretty. He is tall. She is short. He is ugly. She is old. He is thin. She is fat. He is young.

2. Identify the picture described – whole class Show LG1 U4 L2 PPT –Slide 3. Have Ss say the letters. CLICK to show the pictures. Have Ss name the letter of the picture being described.

Let’s say the letters. What’s the letter? She is pretty. He is tall. She is short. He is ugly. She is old. He is thin. She is fat. He is young.

A B C D E F G H D E F G C B H A


Page 9 of 16


www.en.dyned.com.cn

3. Name the picture described – whole class T says a letter, have Ss describe the corresponding picture.

Describe the picture. D E F G C B H A

She is pretty. He is tall. She is short. He is ugly. She is old. He is thin. She is fat. He is young.

4. Describe the pictures – in pairs Have Ss take turns in saying a number and describing the picture. Model the activity. Call one S to elicit answers. Pair Ss up to do the same activity.

S1, describe the picture. C It’s your turn. Say a letter. He is young. Now work in pairs, one says a letter, the other describes it. Take turns.

S1: She is old. S2: A S1: G S2: He is ugly. S2: E S1: He is tall.


Page 10 of 16


www.en.dyned.com.cn

LG1 U4 L1 – Activity 4: Daily Activities (R: Naming and Identifying Daily Activities) 6 min

Objectives: Ss will be able to name and identify daily activities.


Materials: LG1 U4 Courseware—Vocabulary Lesson 2; LG1 U4 L2 PPT—Slide 4



1. Listen to the words in the Vocabulary Lesson

Play LG1 U4 Courseware —Vocabulary Lesson 2, Screen 1.

CLICK on each picture then have Ss say the daily activities twice.

Let’s repeat the words twice. go to sleep, wake up, do homework, eat dinner, make a mess, clean up, watch TV, play the piano

2. Elicit the daily activities—whole class

Pause on LG1 U4 Courseware —Vocabulary Lesson 2, Screen 1.

Instruct Ss to name the daily activities as T randomly points at each picture.

(Point at each picture.) Same as above.

3. Name the daily activities –in 2 groups

Show LG1 U4 L2 PPT—Slide 4.

Divide Ss into two groups to represent the two boxes. Group 1 = box on the left. Group 2= box on the right.

Instruct Ss that if a picture appears in their box, they have to stand up and name the picture.

You are Group 1 and you are Group 2.

Group 1, this is your box.

Group 2, this is your box.

If a picture appears in your box, stand up and name it.

G1: go to sleep

G2: go to sleep

G1 and G2: watch TV

G2: wake up

G1: clean up

Tricks for controlling the courseware:

• Click the green arrow at the lower left corner of the screen to exit from the Voc Lesson 1 then click on the Voc Lesson 2.


Page 11 of 16


www.en.dyned.com.cn

CLICK to show the pictures one by one.

G1: make a mess

G2: do homework

G1 and G2: eat dinner

G1: play the piano

G2: play the piano

G1 and G2: do homework

G1 and G2: go to sleep

G1 and G2: make a mess

G1 and G2: clean up

G1: play the piano

G2: do homework

G1: watch TV

G2: make a mess

G2: clean up

G1: clean up

G2: go to sleep

G1: wake up


Page 12 of 16


www.en.dyned.com.cn

LG1 U4 L2 – Activity 5: Who Is She? (R: Asking and Answering WH Questions to Identify and Describe Family Members) 7 min

Objectives: Ss will be able to ask and answer WH questions to identify and describe family members.

Target Lang: Who is she? / She’s my mother. / She’s pretty.

Materials: LG1 U4 Courseware—Vocabulary Lesson 2; LG1 U4 L2 PPT – Slide 5



1. Repeat the WH questions and answers in Grammar


Invite Ss one after the other to the front to click on the words to make a question and then have the whole class repeat each question and answer.

S1, click the words to make a question.



Next.

S2, make a question.

Let’s repeat..

Let’s repeat.

…

Who is she?

Who’s she?

She’s my mother.

She’s pretty.

Who is he?

Who’s he?

He’s my father.

He is tall.

…

2. Elicit questions from Ss about family members

Show LG1 U4 L2 PPT – Slide 5.

Pretend to be Sam.

Point at the pictures one at a time to elicit questions.

I am Sam. This is my family.

Ask me a question.

(Point at Sam’s mother.) She is my mother. She is pretty.

(Point at Sam’s father.) He is my father. He is tall.

Who is she?

Who is he?




Page 13 of 16


www.en.dyned.com.cn

3. Elicit Q&As from Ss about family members

Have Ss pretend to be Sam.

Point at the pictures one at a time to elicit questions and answers.

You are Sam and this is your family.

(Point at Sam’s mother.)

(Point at Sam’s father.)

(Point at Sam’s grandfather.)

(Point at Sam’s grandmother.)

(Point at Sam’s brother.)

(Point at Sam’s sister.)

(Point at Sam’s baby brother.)

(Point at Sam’s friend, Mimi.)

Who is she? She is my mother. She is pretty.

Who is he? He is my father. He is tall.

Who is he? He is my grandfather. He is old.

Who is she? She is my grandmother. She is pretty.

Who is he? He is my brother. He is tall.

Who is she? She is my sister. She is short.

Who is he? He is my baby brother. He is fat.

Who is he? He is my friend. She is pretty.

4. Model WH Q&As questions about family members—in pairs CLICK to show the set of pictures. Choose a number and call a S to answer your question.

S1, 7, who is he? Choose a number and ask me a question. She’s my grandmother. She’s pretty.

S1: He’s my baby brother. He is fat.

2

Who is she?

5. Do WH Q&As questions about family members — in pairs Pair up Ss. Have Ss choose numbers and alternately ask and answer questions about family members.

Work in pairs. Choose a number, ask and answer questions.

S1: 4

Who is she?

S2: She is my mother. She’s pretty.

5

Who is he?

S1: He is my brother. He is tall.


Page 14 of 16


www.en.dyned.com.cn

LG1 U4 L2 – Activity 6: Is she short? (R: Asking and Answering Y/N Questions to Describe Family Members) 7 min

Objectives: Ss will be able to ask and answer Y/N questions to identify and describe family members.

Target Lang: Is she short? / Yes, she is. / Is he young? / No, he isn’t. / He is old.

Materials: LG1 U4 Courseware—Grammar; LG1 U4 L2 PPT – Slide 6



1. Repeat the Y/N questions and answers in Grammar Play LG1 U4 Courseware—Grammar, Screen 2. Invite Ss one after the other to the front to click the correct answer and then have the whole class repeat each question and answer.

Let’s repeat the question. S1, come to the front and click the answer. Let’s repeat the answer.

Is she short? Yes, she is. Is he young? No, he isn’t. He is old.

2. Elicit answers from Ss Show LG1 U4 L2 PPT – Slide 6. Point at the pictures one at a time.

Is she pretty? (Point at Sam’s mother.) Is he short? (Point at Sam’s baby brother.) Is he old? (Point at Sam’s brother.) Is she thin? (Point at Sam’s friend, Mimi.) Is he tall? (Point at Sam’s brother.) Is he tall? (Point at Sam’s father.) Is she fat? (Point at Sam’s sister.) Is she young? (Point at Sam’s grandmother.)

Yes, she is. Yes, he is. No, he isn’t. He is young. Yes, she is. Yes, he is. Yes, he is. No, she isn’t. She is thin. No, she isn’t. She is old.

3. Ask and answer Y/N questions Invite several Ss to point at some pictures and ask a question. Have the whole class answer.

S1, point at a picture then ask a question. What’s the answer? S2?

S1: Is she pretty? (Points at Sam’s sister.) ALL: Yes, she is. S2: Is he old? (Points at Sam’s baby brother.) ALL: No, he isn’t. He is young.




Page 15 of 16


www.en.dyned.com.cn

LG1 U4 L1 – Activity 7: This Is My Mother (R: Recalling and Role Playing the Conversation) 6 min

Objectives: Ss will be able to recall and role play the conversation.



Interaction: C-Ss; T-Ss; Ss-Ss; S-S; S-Ss


1. Listen to the conversation in the Courseware Play LG1 U4 Courseware—Conversation. Have the class listen to the whole conversation without stopping.

Let’s listen to the cats.

2. Repeat the conversation after the Courseware — whole class Pause after each sentence to have Ss repeat them.


3. Repeat the conversation after the Courseware — in 3 groups Divide Ss into three groups: first group after repeats Sam, second group repeats after Ginger and the third group repeats after Sam’s mother.


Same as above.

4. Role play the conversation without the Courseware — in 3 groups Have the three groups role play Sam, Ginger and Sam’s mother but without the Courseware. Then switch their roles to do it again.

You are Sam. You are Ginger. You are Sam’s mother. Switch roles.

Same as above.

5. Practice role playing the conversation — in small groups (Three members for each group

Work with your group. Choose who is Sam, Ginger and Sam’s mother.

Same as above.

6. Present the conversation to the class Show us your conversation. Same as above.


Page 16 of 16


www.en.dyned.com.cn

LG1 U4 L2 – Wrap Up: Name it! 2 min

Objectives: Ss will be able to name family members.

Target Lang: mother, father, brother, sister, baby sister, grandfather, grandmother, friend

Materials: LG1 U4 L2 PPT –Slide 7

Interaction: T-S


1. Name the pictures of family members –whole class Show LG1 U4 L2 PPT –Slide 7. Have Ss name the picture.

Name the pictures.

mother, father, brother, sister, baby sister, grandfather, grandmother, friend

2. Name the missing pictures of family members – whole class CLICK to hide one picture a hide one picture at a time and have Ss name the missing picture

Name the missing picture. (Point at the missing picture)

baby sister

brother

father

friend

grandfather

grandmother

mother

sister


Page 1 of 18

DynEd International, Inc. www.en.dyned.com.cn

LG1 U4 L3

Time: 50 min

Materials: LG1 U4 L3 PPT; LG Courseware; Projector







1. Ss will be able to name and identify words beginning with letters G, H, I and J.

2. Ss will be able to identify people using the pronouns he and she.

3. Ss will be able to identify and describe family members.

4. Ss will be able to name and act out daily activities.



Page 2 of 18



Time

Act. # Type

3’ 5’ 5’ 6’ 8’ 6’ 12 5’

Pre-class Mini Lesson Warm-Up R-Activity 1 R&E-Activity 3 R-Activity 4 R-Activity 5 R-Activity 6 Wrap Up

Name & Description

of Activity

A B C

*Saying the Letters of the

Alphabet

“The Family Song”

G, H, I, and J

*Naming & Identifying Words that Begin with

Letters G,H,I and J

He or She

*Identifying Pictures with

He or She

Family Members

* Identifying and Describing Family

Members

Charades

* Naming and Acting Out Daily

Activities

Who is she?

* Asking and Answering WH and Y/N Questions to

Identify and Describe Family Members

Thumbs up!

Thumbs down!

Target Language

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

This is my mother.

Nice to meet you.


G , H, I, J

game, girl

house, hand

in, ink

jump rope, juice

he

she

mother

father

sister

brother

grandmother

grandfather

baby sister

friend

She is my mother.

She is pretty.

He is tall.

He is my father.

go to sleep

wake up

do homework

eat dinner

make a mess

clean up

watch TV

play the piano

Who is she?

She is my mother.

Is she pretty?

Yes, she is.

No, she isn’t.

She is my mother.

She is short.


Page 3 of 18


LG1 U4 L3 – Pre-class Mini Lesson: A B C (R: Saying the Letters of the Alphabet) 3 min

Objectives: Ss will be able to say the letters of the alphabet.

Target Lang: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Materials: LG1 U1 Courseware — Phonics; LG1 U4 L3 PPT –Slide 2


ACTIVITY STEPS Teacher Talk Student Output 1. Sing “The Alphabet Song” with the Courseware

Play LG1 U1 Courseware—Phonics, Screen 1. Have Ss sing the song with the Courseware twice.

Let’s sing together.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

2. Say the letters – in 2 groups Show LG1 U4 L3 PPT –Slide 2. Divide Ss into two groups to represent the two boxes. Group 1 = box on the left. Group 2= box on the right. Instruct Ss that if a letter appears in their box, they have to stand up and say the letter. CLICK to show the letters one by one.

You are Group 1 and you are Group 2. Group 1, this is your box. Group 2, this is your box. If a letter appears in your box, stand up and say it.

G1: A G2: B G2:F G1: G G2: H G1:C G1: I G2: M G1: N G1: I G2: E G1: J G2: I G1: O G2: T G1: P G2:U G1: Q G2: V G1: S G2:X G1: Z G2: Y


Page 4 of 18


G1&G2: A G1&G2:E G1&G2: I G1&G2: O G1&G2:U G1: G G1:H G2: I G2: J


Page 5 of 18


LG1 U4 L3 – Warm-Up: “The Family Song” 5 min






1. Sing the unit song with the Courseware

Play LG1 U4 Courseware—Song.

Have Ss sing along with the courseware.

Let’s sing.





2. Sing the song with the Courseware – in 2 groups


Girls, sing along with Ginger, Sam’s mother and sister.

Boys, sing along with Sam, Sam’s father and brother.

Same as above.

3. Sing the song without the Courseware – in 2 groups


Let’s sing again.

Same as above.



Page 6 of 18


4. Sing the song without the Courseware – in small group

Call 6 Ss to come to the front. Have the first S sing along with Sam, the second with Ginger, the third with Sam’s mother, the fourth with Sam’s father, the fifth with Sam’s brother, the sixth with Sam’s sister.

S1, you are Sam.

S2, you are Ginger.





Same as above.


Page 7 of 18


LG1 U4 L3 – Activity 1: G, H, I, and J (R: Naming and Identifying Words that begin with Letters G, H, I and J) 5 min

Objectives: Ss will be able to name and identify words beginning with letters G, H, I and J.

Target Lang: G, H, I, and J, girl, game, house, hand, ink, in, jump rope, juice


Interaction: C-Ss; T-Ss; Ss-Ss; S-S


1. Name the pictures Show LG1 U4 L3 PPT –Slide 3. Have Ss name the objects. CLICK to show the pictures one at a time.

Name the pictures.

game, hand, house, girl, in, ink, juice, jump rope

2. Identify the beginning letter of the word, its sound and the name of the picture CLICK to show the letters G, H, I and J. CLICK to show the pictures one at a time. Model the activity with the first picture (house). Have Ss say the first letter of the word, its sound and the name of the picture.

(Show the first picture as an example.) What’s the letter? What’s the sound? What’s in this picture?

H “H” house I-“I” in G-“G” game H-“H” hand J-“J” jump rope G-“G” girl I-“I” ink J-“J” juice

3. Identify the beginning letter and its sound –in groups Say a word and have the class say the beginning letter and the sound. Have Ss repeat the word. Call several Ss to the front to say a word that begins with G, H, I and J. Have the class identify the beginning letter of the word and its

Listen to me, girl. What’s the letter and the sound? Repeat it. S1, come here. Say a word. Everyone, what is the beginning letter and the sound?

G-“G” girl S1: hand ALL: H-“H”


Page 8 of 18


sound. What is the word? ALL: hand

4. Identify the beginning letter and its sound –in pairs Pair Ss up. Have each pair take turns in saying a word and identifying the beginning letter and the sound.

Work in pairs. S1, say a word. S2, say the beginning letter and its sound. Switch roles

S1: house S2: H-“H” S2: game S1: G-“G”


Page 9 of 18


LG1 U4 L3 – Activity 3: He or She (R&E: Identifying He and She) 6 min

Objectives: Ss will be able to identify people using the pronouns he and she.

Target Lang: he, she


Interaction: T-Ss; Ss-Ss; S-Ss


1. Name pictures with He or She

Show LG1 U4 L3 PPT –Slide 4.

He or She? (Point at the boy.)

How about this, He or She? (Point at the girl.)

(Do this twice)

He

She

2. Identify the picture with He or She

CLICK to show the pictures one at a time.

Say he or she.

She

She

He

He

She

He

He

She

She

She

She

He

She

He

She


Page 10 of 18


3. Say He or She

Point at one of the Ss and say he or she.

Have the class identify he or she by pointing at each S one at a time.

He (Point at a boy.)

She (Point at a girl.)

Everyone, say he or she.

Point at the Ss one at a time.

He

She

He

She

…

4. Introduce their classmates with He and She – in small groups.

Model the activity

Pretend to be a S.

Call several Ss to the front and introduce them.

Divide Ss in small groups.

Have each group introduce their group mates

She is ...

She is ...

He is ...

He is ...

He is ...

G1, come here.

G2?

G1: He is ...

She is ...

He is ...

She is ...

He is ...

…


Page 11 of 18


LG1 U4 L3 – Activity 4: Family Members (R: Identifying and Describing Family Members) 8 min


Target Lang: mother, father, sister, brother, grandmother, grandfather, baby sister, friend / She is my mother. / She’s pretty. / He is my father. He is tall.

Materials: LG1 U4 L3 PPT –Slides 5~6

Interaction: T-Ss; Ss-Ss; S-Ss


1. Name the pictures


Have Ss name the family members.

Name the picture. mother, father, sister, brother, grandmother, grandfather, baby sister, friend

2. Name the missing picture

CLICK to hide one picture at a time and have Ss name the missing picture.

Name the missing picture.

(Point at the missing picture.)

baby sister

brother

father

friend

grandfather

grandmother

mother

sister


Page 12 of 18


3. Name the picture described


.

She’s pretty. Who’s she?

He’s young.

She’s fat.

He’s ugly.

He’s thin.

He’s tall.

She’s old.

She’s short.

She is my mother.

He is my friend.

She is my baby sister.

He is my brother.

He is my grandfather.

He is my father.

She is my grandmother.

She is my sister.

4. Practice describing the picture

Point at each picture and elicit sentences.

Model the activity by giving two examples.

Who’s she? And? (Point at the mother)

Who’s he? (Point at the father)

...

She is my mother. She’s pretty.

He is my father. He’s tall.

She is my baby sister. She is fat.

He is my brother. He is ugly.

She is my sister. She is short.

He is my friend. He is young.

She is my grandmother. She is old.

He is my grandfather. He is thin.

5. Model silent elicitation

Model the activity.

(Point at the mother.)

(Point at the father.)

(Point at the brother.)


He is my father. He is tall.



Page 13 of 18


6. Practice silent elicitation –in 2 groups.

Divide Ss into two groups. Have them identify and describe family members as you point at the pictures.

G1. (Randomly point at each picture.)

G2?


He is my father. He is tall.

She is my baby sister. She is fat.


She is my sister. She is short.

He is my friend. He is young.

She is my grandmother. She is old.

He is my grandfather. He is thin.

...

7. Practice silent elicitation – individually

Call several Ss to the front to identify and describe family members.

S1?

(Randomly point at each picture.)

Same as above.


Page 14 of 18


LG1 U4 L3 – Activity 5: Charades (R: Naming and Acting Out Daily Activities) 6 min

Objectives: Ss will be able to name and act out daily activities.


Materials: LG1 U4 L3 PPT—Slide 7



1. Name the daily activities—whole class

Show LG1 U4 L3 PPT—Slide 7.

Instruct Ss to name the daily activities as you randomly point at each picture.

Name the pictures. (Point at each picture.) go to sleep, wake up, do homework, eat dinner, make a mess, clean up, watch TV, play the piano

2. Act out and name daily activities

Model the activity.

Act out one daily activity and have Ss guess.

Guess. (Act out “go to sleep”) go to sleep

3. Act out and name daily activities –in small groups

Divide Ss in small groups.

Call one representative to act out and have his/her group guess.

Continue the same procedure with the other groups.

G1-S1, act out something.

G1, guess.

G1-S1: (shows watch TV)

G1: watch TV


Page 15 of 18


LG1 U4 L3 – Activity 6: Who is she? (R: Asking and Answering WH and Y/N Questions to Identify and Describe Family Members) 12 min

Objectives: Ss will be able to ask and answer WH and Y/N questions to identify and describe family members.

Target Lang: Who is she? / She’s my mother. / Is she pretty? / Yes, she is.

Materials: LG1 U4 L3 PPT – Slide 8


ACTIVITY STEPS Teacher Talk Student Output 1. Elicit questions from Ss

Show LG1 U4 L3 PPT – Slide 8. Pretend to be Sam. Point at the pictures one at a time to elicit questions.

I am Sam. This is my family. Ask me a question. (Point at Sam’s mother.) She is my mother. Point at Sam’s father. He is my father. Point at Sam’s grandfather. He is my grandfather. Point at Sam’s grandmother. She is my grandmother. Point at Sam’s brother. He is my brother. Point at Sam’s sister. She is my sister. Point at Sam’s baby brother. He is my baby brother. Point at Sam’s friend Mimi. She is my friend.

Who is she? Who is he? Who is he? Who is she? Who is he? Who is she? Who is he? Who is she?


Page 16 of 18


2. Elicit answers from the Ss Have Ss pretend to be Sam. Point at the pictures one at a time to elicit answers.

You are Sam and this is your family. Who is she? (Point at Sam’s mother.) Who is he? Point at Sam’s father. Who is he? Point at Sam’s grandfather. Who is she? Point at Sam’s grandmother. Who is he? Point at Sam’s brother. Who is she? Point at Sam’s sister. Who is he? Point at Sam’s baby brother. Who is she? Point at Sam’s friend Mimi.

She is my mother. He is my father. He is my grandfather. She is my grandmother. He is my brother. She is my sister. He is my baby brother. She is my friend.

3. Ask and answer WH questions –in groups CLICK to show the next set of pictures. Divide the class into two groups to ask and answer WH questions about the picture.

Do the same procedure with Group 2.

You are Group 1. You are Group 2. Group 1, this is your family. Group 2, ask questions. (Point at the mother.) Group 1, answer. Group 2? Point at the father. Group 1? … G2?

G1: Who is she? G2: She is my mother. G2: Who is he? G1: He is my father. G2: Who is she? G1: She is my sister. G2: Who is he? G1: He is my brother. G2: Who is she? G1: She is my grandmother. G2: Who is he? G1: He is my grandfather. G2: Who is she? G1: She is my baby sister. G2: Who is he? G1: He is my friend. …


Page 17 of 18


4. Ask Y/N questions using the same slide

Is she pretty? (Point at the mother.) Is he old? Point at the brother. Is he young? Point at the grandfather.

Yes, he is. No, he isn’t. No, he isn’t.

5. Ask and answer Y/N questions Invite several Ss to point at some pictures and ask a question. Have the whole class answer.

S1, point at a picture then ask a question. What’s the answer? S2?

S1: Is she pretty? (Points at a picture.)

ALL: Yes, she is.

S2: Is he old? (Points at a picture.)

ALL: No, he isn’t. He is young.


Page 18 of 18


LG1 U4 L3 – Wrap Up: Thumbs up! Thumbs down! 5 min

Objectives: Ss will be able to recognize right and wrong sentences about the lesson learned by giving/showing a thumbs up and down.

Target Lang: She is my grandmother. / She is short.


Interaction: T-Ss


1. Elicit answers from Ss Show LG1 U4 L3 PPT –Slide 9. Have each S show/give you a thumbs up if the statement is correct and thumbs down if the statement is wrong. If the sentence is correct, ask them to repeat the sentence. If the sentence is wrong, call individual Ss to give the correct sentence.

Listen carefully. Show/Give me a thumbs up if it’s correct. ( Show a thumbs up) Show/Give me a thumbs down if it’s wrong. ( Show a thumbs down) She is my mother. (Point at the grandmother) S1, who’s she? She is tall. (Point at the baby sister) S2, what do you say?. She is my sister. (Point at the brother) S3? She is my baby sister. (Point at the baby sister) Everybody, say it again. ….

Shows/Gives a thumbs down. S1: She is my grandmother. Shows/Gives a thumbs down. S2: She is short. Shows/Gives a thumbs down. S3: He is my brother. Shows/Gives a thumbs up. ALL: She is my baby sister.


Page 1 of 16


LG1 U4 L4

Time: 50 min








1. Ss will be able to say and identify words that begin with letters G, H, I and J.

2. Ss will be able to name, identify and describe family members.



Page 2 of 16



Time 4’ 6’ 8’ 8’ 3’ 12’ 5’ 4’

Act. # Type Warm Up R-Activity 1 R-Activity 2 R&E-Activity 3 ML-Activity 4 R&E-Activity 5 R-Activity 6 Wrap Up

Name & Description

of Activity

Daily Activities

G, H, I, J

* Saying and Identifying Words

that Begin with Letters G,H,I and J

Family Members

*Identifying and Reading Words

about Family Members

She is pretty.

Describing People

The Family Song

Singing the Unit Song

Is she pretty and young?

* Asking and Answering Y/N

Questions to Identify and Describe Family

Members

Guess who?

* Identifying and Describing Family

Members

Family Members

Target Language

go to sleep

wake up

do homework

eat dinner

make a mess

clean up

watch TV

play the piano

G , H, I, J

game, girl

house, hand

in, ink

jump rope, juice

H is for house.

mother

father

sister

brother

grandmother

grandfather

baby sister

friend

She is pretty.

He is tall.

This is my mother.

Nice to meet you.


Who is she?

She’s my mother.

She’s pretty and thin.

Is she pretty and young?

Yes, she is.

No, she isn’t.

She’s pretty and tall.

Who is she?

She’s my mother.

mother

father

sister

brother

grandmother

grandfather

baby sister

friend


Page 3 of 16


LG1 U4 L4 – Warm Up: Daily Activities 4 min

Objectives: Ss will be able to act out daily activities.



Interaction: T-Ss; S-Ss


1. Name the daily activities –whole class


Name the pictures.

(Point at the pictures on the slide.)

go to sleep, wake up, do homework, eat dinner, make a mess, clean up, watch TV, play the piano

2. Model acting out and naming daily activities

Model the activity.

Act out one or two daily activities and have Ss guess.

Guess the activity. (Act out “go to sleep”.)

Next? (Act out “watch TV”.)

go to sleep

watch TV

3. Act out and name daily activities

Have each S come to the front to act one daily activity and have Ss guess.

S1, choose one and act it out. (Point at the pictures on the slide.)

Everyone, guess.

S2?

S1: (Acts out “eat dinner”)

All: eat dinner

S2: (Acts out “do homework”)

All: do homework


Page 4 of 16


LG1 U4 L4 – Activity 1: G, H, I, J (R: Saying and Identifying Words that Begin with Letters G, H, I and J) 6 min

Objectives: Ss will be able to say and identify words that begin with letters G, H, I, and J.

Target Lang: G, H, I, J, girl, game, go, house, hand, ink, in, jump rope, juice / H is for house.


Interaction: T-Ss; Ss-Ss; S-S


1. Say the letter and its sound – whole class Show LG1 U4 L4 PPT – Slide 3.

What’s the letter? The sound?

(Point at the letters one at a time.)

G “G” H “H” I “I” J “J”

2. Model saying the first letter and the word Model the activity. CLICK to show the first picture.

H is for house.(Show the first picture.)

3. Say the first letter and the word –in 2 groups Divide Ss into two groups. Have the first Ss in each group compete with each other. CLICK to show the pictures one at a time. Continue with the same procedure.

You are group 1. You are group 2.

Say the first letter and the word.

G1-S1 and G2-S1, come to the front.

(Show the next picture.)

G1-S1: I is for In

G is for game.


Page 5 of 16


H is for hand.

J is for jump rope.

G is for girl.

I is for ink.

J is for juice

4. Say the first letter and the word – in pairs Model the activity. Call one S to the front.

Pair Ss up. Have each pair take turns in saying the first letter and the word.

S1, Game, first letter?

Say a word.

H is for house.

Work in pairs.

S1, say a word.

S2, letter and the word.

S1: G is for Game. S2: house S1: jump rope S2: J is for jump rope. S2: girl S1: G is for girl.

5. Elicit words that begin with letters G, H, I, and J CLICK to hide all the pictures.

G is for? What else?

H is for?

I?

J?

girl, game house, hand ink, in jump rope, juice


Page 6 of 16


LG1 U4 L4 – Activity 2: Family Members (R: Identifying and Reading Words about Family Members) 8 min

Objectives: Ss will be able to identify and read words about family members.


Materials: LG1 U4 L4 PPT –Slides 4~5



1. Identify the number of the picture described – whole class Show LG1 U4 L4 PPT –Slide 4. Have Ss count the numbers. CLICK to show the pictures. Randomly name the members of the family and have Ss say the number of the picture described.

Let’s count. (Point at each number) Mother, which number? baby sister friend sister grandmother father grandfather brother

1 2 3 4 5 6 7 8 1 7 8 3 5 2 6 4

2. Name the pictures – whole class Have Ss name the pictures.

Name the pictures. 1 5 3 2 6 4 8 7

mother grandmother sister father grandfather brother friend baby sister


Page 7 of 16


3. Read the words – whole class Call individual S to say the word clearly, then have all Ss repeat. CLICK to show the words one at a time Repeat this step for all the words

S1, read the word. Everyone read it again.

S1: mother mother father, grandmother, grandfather, brother, sister, baby sister, baby brother, friend

4. Read words and match the corresponding pictures – whole class Show LG1 U4 L4 PPT –Slide 5. CLICK again to show the words one at a time.

Read the word and say the number. mother, 1 father, 5 friend, 8 grandmother, 2 grandfather, 6 baby sister, 4 brother, 7 sister, 3

5. Read the words – in 2 groups CLICK to show the words. Point at the words randomly.

G1, stand up and read the words. G2?

brother, grandfather, friend, mother, sister, father, baby sister, grandmother

6. Read the words – in pairs Call several pairs to read the words. Point at the words randomly.

S1 and S2 read the words. S1&S2: mother, grandmother, sister, father, grandfather, brother, friend, baby sister


Page 8 of 16


LG1 U4 L4 – Activity 3: She is pretty. (R&E: Describing People) 8 min

Objectives: Ss will be able to describe people.

Target Lang: She is pretty. / He is tall.


Interaction: T-Ss; S-Ss; S-S


1. Identify the picture described – whole class Show LG1 U4 L4 PPT –Slide 6. Have Ss name the letter of the picture being described.

She is pretty. Which letter? He is tall. She is short. He is ugly. She is old. He is thin. She is fat. He is young.

D E F G C B H A

2. Describe the picture – whole class D E F G C B H A

She is pretty. He is tall. She is short. He is ugly. She is old. He is thin. She is fat. He is young.


Page 9 of 16


3. Describe family members CLICK to show “Sam’s Family”. Model the activity with the firs picture. Call several Ss to the front to describe one picture.

Let’s describe Sam’s family. She is pretty. (Point at the Sam’s mother.) Describe the picture. S1 (Point at the Sam’s sister.) S2 (Point at the Sam’s baby brother.) S3 (Point at the Sam’s father.) S4 (Point at the Sam’s brother.) S5 (Point at the Sam’s grandmother.) S6 (Point at the Sam’s friend, Mimi.) S7 (Point at the Sam’s father.)

S1: She is short. S2: He is short. S3: He is tall. S4: He is ugly. S5: She is old. S6: He is thin. S7: He is tall. (Varies, depends on Ss answer.)

4. Describe your partner Model the activity. Call a S to the front.

S1, come to the front. He/She is short. Describe me.

S1: She is tall.

5. Describe your partner – in pairs. Pair Ss up. Call each pair to the front to describe each other.

Work in pairs. Describe your partner. S1 and S2, come to the front. S1, describe S2. S2, describe S1.

S1: He/She is fat. S2: He/She is thin.


Page 10 of 16


LG1 U4 L4 – Activity 4: “The Family Song” (ML: Singing the Unit Song) 3 min






1. Sing the song with the Courseware – in boy/girl groups


Girls, sing with Ginger, Sam’s mother and sister.

Boys, sing with Sam, Sam’s father and brother.





2. Sing the song without the Courseware – in boy/girl groups


Let’s sing again.

Same as above.

3. Sing the song without the Courseware – in small groups

Call 6 Ss to come to the front. Have the first S sing along with Sam, the second with Ginger, the third with Sam’s mother, the fourth with Sam’s father, the fifth with Sam’s brother, the sixth with Sam’s sister.

S1, you are Sam.

S2, you are Ginger.



Same as above.



Page 11 of 16





Page 12 of 16


LG1 U4 L4 – Activity 5: Is she pretty and young? (R&E: Asking and Answering Y/N Questions to Identify and Describe Family Members) 12 min

Objectives: Ss will be able to ask and answer Y/N questions to identify and describe family members.

Target Lang: Who is she? / She’s my mother. / She’s pretty and thin. / Is she pretty and young? / Yes, she is. / No, she isn’t.

Materials: LG1 U4 L4 PPT – Slide 7~8



1. Elicit questions from Ss about family members Show LG1 U4 L4 PPT – Slide 7. Pretend to be Jenny. Point at the pictures one at a time to elicit questions.

I am Jenny. This is my family. Ask me a question. (Point at Jenny’s mother.) She is my mother. (Point at Jenny’s father.) He is my father. (Point at Jenny’s grandfather.) He is my grandfather. (Point at Jenny’s grandmother.) She is my grandmother. (Point at Jenny’s brother.) He is my brother. (Point at Jenny’s sister.) She is my sister. (Point at Jenny’s baby sister.) She is my baby sister. (Point at Jenny’s friend.) She is my friend.

Who is she? Who is he? Who is he? Who is she? Who is he? Who is she? Who is she? Who is she?

2. Practice Y/N Q & As Have the whole class answer.

Is she pretty and young? (Point at Jenny’s friend.) Is she pretty and tall? (Point at Jenny’s sister.) Is he fat and short? (Point at Jenny’s father.) Is he old and thin? (Point at Jenny’s grandfather.)

Yes, she is. No, she isn’t. She is pretty and short. No, he isn’t. He is thin and tall. Yes, he is.


Page 13 of 16


3. Practice Y/N Q & As – whole class Call several Ss one at a time to the front to point and ask Y/N question and have the class answer.

S1, come to the front. Point at a picture and ask Y/N question. Everyone, answer. S2, come to the front. Everyone? …

S1: Is she pretty and old? (Points at Jenny’s baby sister.) All: No, she isn’t. She is pretty and fat. S2: Is she pretty and thin? (Points at Jenny’s mother.) All: Yes, she is. …

4. Model Q&As about family members Show LG1 U4 L4 PPT –Slide 8.

AA, stand up. Number 4. Is she pretty and tall? Say a number. Ask a classmate. Answer? Question? …

Aa: Yes, she is. Bb, Number 7. Is he old and short? Bb: No, he isn’t. He is young and short. Cc, Number 1. Is he tall and thin? Cc: Yes, he is. …

5. Do Y/N Q & As in a train about family members – in 2 groups Divide the class into two groups. CLICK to show the pictures Mark and his family for group one. Have Ss ask and answer Y/N questions using the pictures in a train. Count the number of questions answered correctly within one minute. CLICK to show the pictures of John and his family for group two.

Work in 2 groups. Ask and answer Y/N questions. You have one minute. G1S1, say a number. Question? S2, answer. Question? Next. … Group 2, your turn.

G1S1: Number 5. Is she pretty and old? G1S2: Yes, she is. Number 8. Is he fat and tall? G1S3: No, he isn’t. He is thin and tall. Number 1. Is she pretty and young? G1S4: Yes, she is. …


Page 14 of 16


LG1 U4 L4 – Activity 6: Guess who? (R: Identifying and Describing Family Members) 5 min


Target Lang: She’s pretty and tall. / Who is she? / She’s my mother.

Materials: LG1 U4 L4 PPT – Slide 9

Interaction: T-Ss; S-Ss; S-S


1. Identify family members Show LG1 U4 L4 PPT – Slide 9. Model the activity. Have Ss pretend to be Sam. Have Ss identify the family member described.

You are Sam and this is your family. She’s pretty and tall. Who is she? He is fat and old. Who is he? She is thin and short. Who is she?

She is my mother. He is my grandfather. She is my sister.

2. Identify and describe family members –in 2 groups Divide Ss into two groups. Call one S from the first group to describe one family member and have the second group answer. Do the same procedure with the other group. Repeat if time allows.

G1-S1, describe one picture and ask who he/she is. G2, answer. G2-S1, describe one picture and ask who he/she is. G1, answer. …

G1-S1: She is pretty and tall. Who is she? G2: She is my mother. G2-S1: He is tall and ugly. Who is he? G1: He is my brother.


Page 15 of 16


3. Identify and describe family members – in pairs CLICK to show the next set of pictures. Pair Ss up. Model the activity. Call one S to the front to elicit a question and an answer. Have each pair take turns in describing one family member, asking Who questions and answering.

S1, come to the front. You are Gary and this is your family. She is young and fat. Who is she? It’s your turn. She is my grandmother. Work in pairs. S1, describe one picture and ask who she or he is. S2, answer. Switch roles.

S1: She is my baby sister. She is pretty and old. Who is she? S1: He is old and thin. Who is he? S2: He is my grandfather. S2: He is thin and ugly. Who is he? S1: He is my brother. …


Page 16 of 16


LG1 U4 L4 – Wrap Up: Family Members 4 min

Objectives: Ss will be able to read words about family members.

Target Lang: mother, father, sister, brother, grandmother, grandfather, baby sister, friend Materials: LG1 U4 L4 PPT –Slide 10

Interaction: T-S


1. Read the words Show LG1 U4 L4 PPT –Slide 10. Point randomly at each word and have each S read them before going out of the classroom.

S1, read. (Point at the words randomly.) S2? …

mother, father, sister, brother, grandmother,

grandfather, baby sister, friend


Page 1 of 16


LG1 U4 L5

Time: 50 min








1. Ss will be able to name words that begin with letters A, B, C, D, E, F, G, H, I, and J.

2. Ss will be able to read words that describe people.

3. Ss will be able to name and act out daily activities.

4. Ss will be able to introduce and describe themselves, their family members and their friends.

5. Ss will be able to ask and answer WH and Y/N questions about their family members.


Page 2 of 16



Time 2’ 8’ 5’ 7’ 4’ 3’ 6’ 10’ 5’

Act. # Type Warm-Up R-Activity 1 R-Activity 2 R-Activity 3 ML-Activity 4 PR-Activity 5 R&E-Activity 6 R&E-Activity 7 Wrap Up

Name & Description

of Activity

Family Members

A is for Apple

* Naming Words that Begin with

Letters A, B, C, D, E, F, G, H, I,

and J

Daily Activities

* Naming and Acting Out Daily Activities

Pretty

Reading Words About

Describing People

This is Me

* Introducing and

Describing Oneself

This Is My Friend

* Singing LG1 U3 Song

This Is My Friend

* Introducing and Describing Friends

Show and Tell

* Asking and Answering WH and Y/N Questions to

Introduce and Describe Family

Members

Introduce and Describe Your

Classmate

Target Language

mother

father

sister

brother

grandmother

grandfather

baby sister

friend

apple, ant,

book, bag, cat,

cake, doll,

desk, egg, exit,

fish, five, girl,

game, house,

hand, ink, in,

jump rope,

juice

go to sleep

wake up

do homework

eat dinner

make a mess

clean up

watch TV

play the piano

pretty

tall

short

ugly

old

thin

fat

young

She is pretty.

I am Jenny.

I am tall and thin.

This is my friend, Mimi. Hello, Mimi. This is my friend, Sam. Hi, Sam.

This is my friend Elsa.

She is tall and pretty.

She is my mother.

She is pretty and tall.

Who is she?

Is she pretty?

Yes, she is.

No, she isn’t.

He is John.

He is tall and thin.


Page 3 of 16


LG1 U4 L5 – Warm-Up: Family Members 2 min

Objectives: Ss will be read words about family members.



Interaction: Ss-Ss


1. Read words – in 2 groups Show LG1 U4 L5 PPT –Slide 2. Divide Ss into two groups to represent the two boxes. (i.e. Group 1 = box on the left; Group 2= box on the right) Instruct Ss that if a word appears in their box, they have to stand up and read the word. CLICK to show the words one at a time.

You are Group 1 and you are Group 2. Group 1, this is your box. Group 2, this is your box. If a word appears in your box, stand up and read the word.

G1: mother G2: father G1: sister G2:brother G1 & G2: baby sister G1: grandmother G2: grandfather G1 & G2: friend G2: mother G1: father G1: brother G2: sister G1: friend G2: friend G1 & G2: grandfather G1 & G2: grandmother G1 & G2: mother G1 & G2: father G1 & G2: brother G1 & G2: sister G1 & G2: baby sister G1 & G2: friend


Page 4 of 16


LG1 U4 L5 – Activity 1: A is for Apple (R: Naming Words that Begin with Letters A, B, C, D, E, F, G, H, I and J) 8 min

Objectives: Ss will be able to name words that begin with letters A, B, C, D, E, F, G, H, I, and J.

Target Lang: apple, ant, book, bag, cat, cake, doll, desk, egg, exit, fish, five, girl, game, house, hand, ink, in, jump rope, juice

Materials: LG1 U4 L5 PPT –Slide 3~4

Interaction: T-Ss; Ss-Ss


1. Say the letters and their sounds – whole class Show LG1 U4 L5 PPT—Slide 3. Have Ss name the letters and say their letter sounds. Point at the letters one at a time.

What letter is it? What’s its sound? Next?

A “A”

B “B”

C “C”

D “D”

E “E”

G “G”

H “H”

I “I”

J “J”

2. Name the pictures –whole class CLICK to show the pictures one at a time.

Name the pictures.

apple, ant, book, bag, cake, cat, doll, desk, egg, exit,

fish, five, girl, game, house, hand, ink, in, jump rope,

juice

3. Model identifying the words and their beginning letters Show LG1 U4 L5 PPT—Slide 4. CLICK to show the first picture.

What’s this? (Show the first picture) What’s the first letter? E is for egg.

It’s an egg.

E

E is for egg.


Page 5 of 16


4. Identify the words and their beginning letters — in groups Divide Ss into small groups. Have the first Ss in each group compete with each other. CLICK twice to show the pictures. Continue with the same procedure.

G1-S1 and G2-S1, come to the front.

(Show the next picture) Next…

G1-S1: H is for house.

G2-S1: H is for house.

E is for exit.

J is for juice.

I is for in.

F is for fish.

A is for ant.

B is for book.

G is for game.

D is for desk.

A is for apple.

D is for doll.

I is for ink.

G is for girl.

C is for cat.

H is for hand.

B is for bag.

J is for jump rope.

C is for cake.

F is for five

5. Elicit words that begin with letters A, B, C, D, E, F, G, H, I, and J Have Ss say words that begin with each letter.

A is for?

B is for?

C is for?

apple/ant

book/bag

cake/cat


Page 6 of 16


D is for?

E is for?

F is for?

G is for?

H is for?

I is for?

J is for?

doll/desk

egg/exit

fish/five

girl/game

house/hand

ink/in

jump rope/ juice


Page 7 of 16


LG1 U4 L5 – Activity 2: Daily Activities (R: Naming and Acting Out Daily Activities) 5 min

Objectives: Ss will be able to name and act out daily activities.





1. Name the pictures –whole class


Have Ss name the daily activities.

Point at the pictures respectively, and then randomly.

Name the pictures.

go to sleep, wake up, do homework, eat dinner, make a mess, clean up, watch TV, play the piano

2. Name and act out the missing picture – whole class

Model the first picture by acting it out.

Have Ss name and act out the missing picture

CLICK to hide one picture at a time.

Name the missing picture. (Show the first picture.)

wake up (Act out “wake up”.)

It’s your turn. Stand up!

wake up

watch TV (Shows the action.)

eat dinner (Shows the action.)

make a mess (Shows the action.)

play the piano (Shows the action.)

do homework (Shows the action.)

clean up (Shows the action.)

go to sleep (Shows the action.)


Page 8 of 16


3. Model acting out and guessing the daily activities

Call 5 Ss to come to the front.

Act out one daily activity and have the five Ss guess.

Have the first S act out one daily activity and have the remaining four members guess.

Continue the same procedure with the remaining four Ss.

Guess what!

(Acts out “do homework”.)

S1, it’s your turn.

Everybody, guess.


Everybody, guess.

S3…

S1,S2,S3,S4&S5: do homework.

S1: (Acts out make a mess)

S2,S3,S4&S5: make a mess

S2: (Acts out wake up)

S1,S3, S4&S5: wake up

…

4. Act out and guess the daily activities – in groups

Divide Ss in small groups to do the same activity.

Work with your group.

S1, act out 1 activity.

G1, guess.

S2?

…

G1-S1: (Acts out clean up)

G1: clean up.


Page 9 of 16


LG1 U4 L5 – Activity 3: Pretty (R: Reading Words that Describe People) 7 min

Objectives: Ss will be able to read words that describe people.

Target Lang: pretty, tall, short, ugly, old, thin, fat, young / She is pretty.

Materials: LG1 U4 L5 PPT –Slide 6~7

Interaction: T-Ss; Ss-Ss; S-S; S-Ss


1. Read the words – whole class


CLICK to show the words one at a time.

Call individual Ss to read the word and have Ss read it again.

Repeat this step for all the words.

S1, read the word.

Everyone, read it again.

S1: pretty

ALL: pretty

tall, short, ugly, old, thin, fat, young

2. Read the words –in 2 groups

CLICK to show the words.

Divide Ss into two groups to read the words.

G1, stand up and read the words.

(Point at the words randomly.)

G2, stand up and read the words.

pretty, tall, short, ugly, old, thin, fat, young

3. Read the words –in pairs

Pair Ss up.

Ask Ss to practice reading with their partners.

Call several Ss to the front to read.

Work in pairs.

Practice reading the words together.

S1 and S2, read the words.

(Point at the words randomly.)

pretty, tall, short, ugly, old, thin, fat, young

S1&S2: pretty, tall, short, ugly, old, thin, fat, young


Page 10 of 16


4. Read the words and match them to corresponding pictures –whole class


CLICK to show the words and set of pictures one at a time.

Have the class read the words and say the letter of the picture described.

Read the word.

What letter shows “tall”?

He is… (Point at the picture.)

Next?

What letter shows “young”?

…

tall

C

He is tall.

young

Letter C, She is young.

fat

Letter A, He is fat.

thin

Letter A, He is thin.

old

Letter B, She is old.

pretty

Letter C, She is pretty.

ugly

Letter B, He is ugly. short

Letter C, She is short.


Page 11 of 16


LG1 U4 L5 – Activity 4: This Is Me (ML: Introducing and Describing Oneself) 4 min

Objectives: Ss will be able to introduce and describe themselves.

Target Lang: I am Jenny. / I am tall and thin.

Materials: None

Interaction: T-S; S-Ss


1. Model introducing and describing oneself

I amXx. I am tall and thin.

2. Introduce and describe oneself – whole class Have each S introduce and describe oneself.

S1, introduce and describe yourself. Next? …

S1: I am Jenny. I am tall and thin. S2: I am John. I am short and fat. S3: I am Cherry. I am thin and pretty. S4: I am Rose. I am pretty and tall. S5: I am Russell. I am young and fat. S6: I am Jamie. I am ugly and thin. S7: I am Angel. I am young and tall. …


Page 12 of 16


LG1 U4 L5 – Activity 5: Song “This is My Friend” (PR: Singing LG1 U3 Unit Song) 3 min

Objectives: Ss will be able to sing the song “This is My Friend” chorally.

Target Lang: This is my friend, Mimi. / Hello, Mimi. / This is my friend, Sam. / Hi, Sam!

Materials: LG1 U3 Courseware —Song



1. Sing the Unit Song with the Courseware

Play LG1 U3 Courseware —Song.

Have Ss sing along with the Courseware.

Sing along with the courseware.

This is my friend Mimi. Hello, Mimi.

This is my friend Mimi. Hello, Mimi.

This is my friend Sam. Hi, Sam.

This is my friend Sam. Hi, Sam.

This is my friend Mimi. This is my friend Sam.

2. Sing the song along with the Courseware—in 3 groups

Divide the class into 3 groups.

Have group 1 sing with Ginger, group 2 with Sam and group 3 with Mimi.

G1, sing with Ginger.

G2, sing with Sam.

G3, sing with Mimi.

Same as above.

3. Sing the song without the Courseware – in small groups.

Call 3 Ss to come to the front. Have the first S sing Ginger’s line, the second with Sam and the third with Mimi.

Call another 3 Ss to sing in front of the class.

S1, you are Ginger.

S2, you are Sam.

S3, you are Mimi.

Let’ sing.

Same as above.


Page 13 of 16


LG1 U4 L5 – Activity 6: This Is My Friend (R&E: Introducing and Describing Friends) 6 min

Objectives: Ss will be able to introduce and describe their friends.

Target Lang: This is my friend, Elsa. / She is tall and pretty.

Materials: None

Interaction: T-Ss; S-S; S-Ss


1. Model introducing and describing a friend Draw a picture of a friend on the board. Introduce and describe your friend.

This is my friend, Elsa. She is tall and pretty.

2. Draw a picture of a friend Instruct Ss to draw one of their friends on their notebook.

Draw one of your friends on your notebook.

3. Describe a friend – in pairs Have Ss describe their friend to their partner.

S1, describe your friend to S2. S2, describe your friend to S1.

S1: This is my friend, Gina. She is short and fat. S2: This is my friend, John. He is tall and thin.

4. Present Ss’ work Call individual Ss to come to the front to introduce and describe their friend.

S1 come to the front. Show us your drawing. Who’s she? S2? …

S1: This is my friend, Jenny. She is tall and thin. S2: This is my friend, Gary. He is tall and fat. …


Page 14 of 16


LG1 U4 L5 – Activity 7: Show and Tell (R&E: Asking and Answering WH and Y/N Questions to Introduce and Describe Family Members) 10 min

Objectives: Ss will be able to ask and answer WH and Y/N Questions to introduce and describe family members through drawing.

Target Lang: She is my mother. / She is pretty and tall. / Who is she? / Is she pretty? / Yes, she is. / No, she isn’t.


Interaction: T-S; S-Ss; S-S


1. Introduce and describe family members


Have Ss pretend to be Jack.

Call several Ss to introduce and describe one family member.

You are Jack and this is your family.

S1, who’s she? (Point at Jack’s mother.)

S2? (Point at Jack’s father.)

S3? (Point at Jack’s brother.)

S4? (Point at Jack’s sister.)

S5? (Point at Jack’s grandfather.)

S6? (Point at Jack’s grandmother.)

S7? (Point at Jack’s baby brother.)

S1: She is my mother. She is pretty and tall.

S2: He is my father. He is tall and thin.

S3: He is my grandfather. He is fat and old.

S4: She is my grandmother. She is pretty and old.

S5: He is my brother. He is short and thin.

S6: She is my sister. She is short and thin.

S7: He is my baby brother. He is young and thin.

2. Model introducing and describing a family member

Draw a picture of your mother on the board.

Present and describe your mother.

She is my mother. She is pretty and tall.

3. Draw one family member

Instruct Ss to take out their notebooks to draw one family member.

Draw one family member.

4. Introduce and describe the picture of one family member –in pairs

Pair Ss up.

Have each pair take turns in introducing and

Work in pairs.


S2: She is my mother. She is pretty and fat.


Page 15 of 16


describing their drawing. S1, show your work to S2, talk about your drawing.


5. Model WH and Y/N questions using their drawing

Call one S to the front.

Have the class ask “Who is she/he?”

S1, come to the front.

He or She?

Let’s ask S1 a question.

Is he fat?

Is he tall?

Is he thin?

Show us the picture. Talk about your father.

S1: He

ALL: Who is he?

S1: He is my father.

S1: No, he isn’t.

Yes, he is.

Yes, he is.

He is my father. He is tall and thin.

6. Practice WH and Y/N questions using their drawing

Do the same procedure for the other Ss but this time, call several Ss to ask Y/N questions.

S2, come to the front.

He or She?

Let’s ask?

S3, ask Y/N question.

S4, ask Y/N question.

Show us the picture. Tell us about your sister.

..

S2: She

ALL: Who is she?

S2: She is my sister.

S3: Is she fat?

S2: No, she isn’t.

S4: Is she short?

S2: Yes, she is.

She is my sister. She is short and fat.

…


Page 16 of 16


LG1 U4 L5 – Wrap Up: Introduce and Describe Your Classmate 5 min

Objectives: Ss will be able to introduce and describe their classmate.

Target Lang: He is John. / He is tall and short. Materials: None Interaction: T-S; S-S


1. Introduce and describe your classmate Instruct Ss to make one line. Have each S introduce and describe the S next to them before going out of the classroom. Model the activity.

Make one line. He is John. He is tall and short. S1, who’s she? (Point at S2) …

S1: She is Mary. She is pretty and thin. S2: He is Patrick. He is tall and thin. …


Page 1 of 14


LG1 U4 L6

Time: 50 min








1. Ss will be able to read and act out daily activities.

2. Ss will be able to name and write the first letter of the words that begin with G, H, I, and J.

3. Ss will be able to role play and modify the conversation.

4. Ss will be able to ask and answer WH questions to identify and describe family members using possessive nouns.


Page 2 of 14



Time 4’ 8’ 7’ 7’ 8’ 12’ 4’

Act. # Type Warm-Up R-Activity 1 R-Activity 2 R-Activity 3 R&E-Activity 4 R&E-Activity 5 Wrap Up

Name & Description of

Activity

Sentence Chain

Daily Activities

*Reading and Acting Out Daily

Activities

Write the First Letter

* Naming and Writing the First Letter of Words

that Begin with G, H, I, and J

This is Sam’s Family

* Identifying and Describing Family Members Using

Possessive Nouns

This Is My Mother

* Role Playing and Modifying the Conversation

This Is My Family

*Asking and Answering WH to Introduce and

Describe Family Members Using Possessive Nouns

The Family Song

Target Language I am short and thin.

He is fat and short.

go to sleep

wake up

do homework

eat dinner

make a mess

clean up

watch TV

play the piano

G, H, I, J

game, girl,

house, hand,

in, ink,

jump rope, juice


Who is he?

He is Sam’s father.

Hi, Mom.

I’m home.


This is my mother.



This is my family.

She is my mother.

She is pretty.

She is S1’s mother.

Who is she?

This is my mother.

Nice to meet you.



Page 3 of 14


LG1 U4 L6 – Warm-Up: Sentence Chain 4 min

Objectives: Ss will be able describe themselves and their classmates in a chain.

Target Lang: I am short and thin. / He is fat and short.

Materials: None

Interaction: T-S; S-S


1. Model the sentence chain Model the activity. Describe yourself. Have the first S describe you and herself/himself.

I am tall and thin. S1, describe me. Describe yourself.

S1: Teacher is tall is thin. I am short and thin.

2. Practice the sentence chain – whole class Continue the sentence chain.

S2, describe S1. Describe yourself. S3? (Point at S2, then point at S3.) S4? S5? S6? S7? …

S2: He is short and thin. I am fat and short. S3: She is fat and short. I am tall and young. S4: He is tall and young. I am pretty and thin. S5: She is pretty and thin. I am short and fat. S6: He is short and fat. I am pretty and fat. S7: She is pretty and fat. I am tall and young. …


Page 4 of 14


LG1 U4 L6 – Activity 1: Daily Activities (R: Reading and Acting Out Daily Activities) 8 min

Objectives: Ss will be able to read and act out daily activities.





1. Act out and name daily activities Act out the daily activities and have Ss guess it.

Name the daily activity. (Act out “go to sleep”.) (Act out “wake up”.) (Act out “do homework”.) (Act out “eat dinner”.) (Act out “make a mess”.) (Act out “clean up”.) (Act out “watch TV”.) (Act out “play the piano”.)

go to sleep wake up do homework eat dinner make a mess clean up watch TV play the piano

2. Read and act out the phrases –whole class Show LG1 U4 L6 PPT –Slide 2. CLICK to show the phrases one at a time. Have Ss read and act out the phrases. Repeat this step for all the phrases.

Read the phrase. Act it out!

go to sleep (Shows the action.)

wake up , do homework, eat dinner, make a mess, clean up, watch TV, play the piano

3. Read and act out the phrases –in 2 groups CLICK to show different arrangement of phrases. Divide the class into two groups. Have each group read and act out the phrases. CLICK to show the different arrangement of phrases.

G1, stand up, read and act out the phrases. (Point at the phrases one at a time.) G2?

G1: watch TV, do homework, eat dinner, wake up , make a mess, play the piano, clean up, go to sleep,

G2: do homework, play the piano, eat dinner, go to sleep, make a mess, wake up, clean up, watch TV


Page 5 of 14


4. Read and act out daily activities –in pairs CLICK to show the different arrangement of phrases. Pair Ss up. Have each pair practice reading the phrases. Call several pairs to read and act out the phrases.

Practice reading and acting out the phrases. S1 and S2, come to the front. Read and act out the phrases. (Point at the words randomly.)

go to sleep, make a mess, eat dinner, watch TV, wake up, clean up, do homework, play the piano S1&S2: watch TV, do homework, eat dinner, wake up , make a mess, play the piano, clean up, go to sleep,


Page 6 of 14


LG1 U4 L6 – Activity 2: Write the First Letter (R: Naming and Writing the First Letter of Words that Begin with G, H, I and J) 7 min

Objectives: Ss will be able to name and write the first letter of the words that begin with G, H, I and J.

Target Lang: G, H, I, J, girl, game, house, hand, ink, in, jump rope, juice


Interaction: T-Ss


1. Say the letters — whole class


Have Ss say letters G, H, I and J.

What’s the letter?

(Do this twice and point at the letters randomly.)

G, H, I and J.

2. Model naming the picture and writing the first letter of the words

CLICK to show the picture and have Ss name it.

Write the first letter of the word on the board.

CLICK to show the next picture.

Do the same procedure.

Name the picture. (Show the first picture.)

What’s the first letter? (Write letter G on the board.)

G is for?

Name the picture. (Show the next picture.)Letter? (Write letter H on the board.)

game

GG is for game.

hand

H

H is for hand.


Page 7 of 14


3. Name the pictures and write the first letter of the words – whole class

Instruct Ss to write number 1 to 6 on their notebook.

Write 1 to 6 on the board.

Have them write the beginning letter of the words beside each number.

CLICK to show the pictures one at a time.

Write 1 to 6 on your notebook. (Write numbers 1 to 6 on the board.)

Write the first letter of the words.

4. Check Ss’ work

Elicit answers from the Ss.

Write the answer on the board.

What’s the answer for number 1?

(Write Letter H)

2?

(Write Letter I)

3?

(Write Letter I)

4?

(Write Letter J)

5?

(Write Letter G)

6?

(Write Letter J)

Letter H

H is for house

Letter I

I is for Ink

Letter I

I is for in

Letter J

J is for jump rope

Letter G

G is for girl

Letter J

J is for juice


Page 8 of 14


LG1 U4 L6 – Activity 3: This Is Sam’s Family (R: Identifying and Describing Family Members Using Possessive Nouns) 7 min

Objectives: Ss will be able to identify and describe family members using possessive nouns.

Target Lang: He is tall and thin. / Who is he? / He is Sam’s father.


Interaction: T-Ss; S-S; S-Ss


1. Model identifying Sam’s family using possessive nouns


This is Sam’s family.


Who’s she?

She is Sam’s mother.

2. Identify Sam’s family member using possessive nouns – whole class

Have Ss introduce Sam’s family member as you randomly point at each picture.

It’s your turn.

(Point at each family member randomly.)

He is Sam’s grandfather.

She is Sam’s grandmother.



He is Sam’s brother.

She is Sam’s sister.

He is Sam’s baby brother.


Page 9 of 14


3. Identify and describe Sam’s family – whole class

Instruct Ss to identify Sam’s family member being described.

1. He is tall and fat. Who is he?

2. She is old and pretty. Who is she?

3. She is tall and pretty. Who is she?

4. He is ugly and thin. Who is he?

5. She is short and thin. Who is she?

6. He is young and short. Who is he?

7. He is tall and thin. Who is he?

He is Sam’s grandfather.

She is Sam’s grandmother.


He is Sam’s brother.

She is Sam’s sister.

He is Sam’s baby brother.


4. Identify members of the family – whole class

CLICK to show Mark’s family.

Have Ss introduce Mark’s family.

This is Mark’s family.

He is...

She is…

(Point at each family member.)

He is Mark’s father.

She is Mark’s mother.

He is Mark’s brother.

She is Mark’s sister.

He is Mark’s baby brother.

He is Mark’s grandfather.

She is Mark’s grandmother.

5. Model identifying and describing Mark’s family

Call one S to the front to elicit question and answer.

S1,come to the front.

He is tall and fat. Who is he?

Ask me a question.

She is Mark’s grandmother.

S1: He is Mark’s grandfather.

She is old and pretty. Who is she?

6. Identify and describe Mark’s family – in pairs

Pair Ss up.

Have each pair take turns in describing and identifying Mark’s family using possessive nouns.

Work in pairs.

S1, describe one family member.

S2, answer.

Switch roles

S1: She is tall and pretty. Who is she?

S2: She is Mark’s mother.

S2: He is short and thin. Who is he?

S1: He is Mark’s brother.


Page 10 of 14


LG1 U4 L6 – Activity 4: This Is My Mother (R&E: Role Playing and Modifying the Conversation) 8 min

Objectives: Ss will be able to role play and modify the conversation.



Interaction: C-Ss; Ss-Ss; T:Ss; S-Ss


1. Repeat the Conversation after the Courseware — whole class PlayLG1 U4 Courseware—Conversation Pause after each sentence to have Ss repeat them.


2. Repeat the Conversation without the Courseware — in 3 groups Divide Ss into three groups: first group repeats after Sam, second group repeats after Ginger and third group repeats after Sam’s mother.


Same as above.

3. Modify the conversation Call 8 Ss to the front. Pretend to be Sam. Have the first Ss role play according to the roles assigned to them (i.e. S1-Ginger; S2 – Sam’s mother; S3 – Sam’s father; S4 – Sam’s grandfather; S5 – Sam’s grandmother; S6 – Sam’s brother; S7 – Sam’s sister; and S8 – Sam’s baby brother)

Let us role play Sam’s family. I am Sam. S1, you are Ginger. S2, you are Sam’s mother. S3, you are Sam’s father. S4, you are Sam’s grandfather. S5, you are Sam’s grandmother. S6, you are Sam’s brother. S7, you are Sam’s sister. S8, you are Sam’s baby brother. Hi, Mom. I’m home. This is my friend, S1. This is my mother. S1, This is my father. Say It’s nice to meet you.

S1: It’s nice to meet you, S1. S2: It’s nice to meet you, too. S1: It’s nice to meet you. S3: It’s nice to meet you, too.


Page 11 of 14


This is my grandfather. This is my grandmother. This is my brother. This is my sister. This is my baby brother.

S1: Nice to meet you. S4: It’s nice to meet you, too. S1: Nice to meet you. S5: It’s nice to meet you, too. S1: Nice to meet you. S6: It’s nice to meet you, too. S1: Nice to meet you. S7: It’s nice to meet you. S1: Nice to meet you. S8: It’s nice to meet you, too.

4. Practice role playing the modified conversation — in small groups (Nine members for each group)

Work with your group. Choose who will be Sam, Ginger, Sam’s mother, father, grandfather, grandmother, brother, sister, and baby brother.

S1: Hi, Mom. I’m home. This is my friend, S2. This is my mother. S3: It’s nice to meet you. S2: It’s nice to meet you, too. S1: This is my father. S4: It’s nice to meet you. S2: It’s nice to meet you, too. S1: This is my grandfather. S2: It’s nice to meet you. S5: It’s nice to meet you, too. S1: This is my grandmother. S2: It’s nice to meet you. S6: It’s nice to meet you, too. S1: This is my brother. S2: It’s nice to meet you. S7: It’s nice to meet you, too. S1: This is my sister. S2: It’s nice to meet you. S8: It’s nice to meet you, too. S1: This is my baby brother. S2: It’s nice to meet you. S9: It’s nice to meet you, too.

5. Present the modified conversation to the class Show us your conversation. Same as above.


Page 12 of 14


LG1 U4 L6 – Activity 5: This Is My Family (R&E: Asking and Answering WH Questions to Introduce and Describe Family Members

Using Possessive Nouns) 12 min

Objectives: Ss will be able to ask and answer WH questions to introduce and describe family members using possessive nouns.

Target Lang: This is my family. / She is my mother. / She is pretty. / She is S1’s mother. / Who is she?




1. Introduce and describe family members Show LG1 U4 L6 PPT –Slide 5.

Have Ss pretend to be Kate.

Call individual Ss to introduce and describe one family member.

This Kate’s family. You are Kate. S1, introduce and describe. (Point at Kate’s mother.) S2? (Point at Kate’s father.) S3? (Point at Kate’s brother.) S4? (Point at Kate’s sister.) S5? (Point at Kate’s grandfather.) S6? (Point at Kate’s grandmother.) S7? (Point at Kate’s baby sister.)

S1: She is my mother. She is pretty. S2: He is my father. He is tall. S3: He is my grandfather. He is old. S4: He is my grandmother. She is old. S5: He is my brother. He is short. S6: She is my sister. She is thin. S7: He is my baby sister. She is fat.

2. Model drawing your family members

DRAW three family members on the board.

Call several Ss to come to the front to ask WH questions.

This is my family.

S1, point at a picture and ask me who they are.


S2?

He is my father. He is tall and thin.

S3?

He is my grandfather. He is fat and old.

S1: Who is she? (Points at mother.)

S2: Who is he? (Points at father.)

S3: Who is he? (Points at grandfather.)

3. Draw your family members

Instruct Ss to choose three family members and draw them on their notebook. Give Ss two minutes to do this.

Draw three of your family members.

You have two minutes.


Page 13 of 14


4. Model asking and answering WH questions to introduce and describe family members

Model the activity.

Call one S to come to the front to elicit answer.

S1, come to the front. Describe your family.

Who is he? (Point at S1’s brother.)

Who is she? (Point at S1’s sister.)

Who is she? (Point at S1’s grandmother.)

S1: He is my brother. He is tall and ugly.

She is my sister. She is short and thin.

She is my grandmother. She is old and pretty.

5. Ask and Answer WH questions to introduce and describe family members – in pairs

Pair Ss up.

Have each pair take turns in asking and answering WH question.

Switch roles.

Work in pairs. Ask and answer WH questions to describe your family members.

S1, ask.

S2, answer.

S1: Who is he?


S1: Who is he?

S2: He is my grandfather. He is tall and old.

S1: Who is he?

S2: He is my brother. He is ugly and thin.

6. Model Identifying and describing your partner’s family using possessive nouns.

Present one of the Ss’ work.

This is S1’s family.

She is S1's mother. She is pretty and tall.

…

7. Identify and describe your partner’s family using possessive nouns

Call several Ss to present their partners family using possessive nouns to the front.

S1 come to the front. Present S2’s family.

S1: This is S2’s family. She is S2's mother. She is pretty and tall. He is S2's grandfather. He is old and thin. He is S2's brother. He is short and ugly.


Page 14 of 14


LG1 U4 L6 – Wrap Up: “The Family Song” 4 min



Materials: None

Interaction: T-Ss; Ss-Ss


1. Sing the unit song without the Courseware – whole class

Let’s sing the family song.

This is my mother. Nice to meet you. Nice to meet you, too. This is my father. Nice to meet you. Nice to meet you, too. This is my sister. Nice to meet you. Nice to meet you, too. This is my brother. Nice to meet you. Nice to meet you, too.

2. Sing the song without the Courseware – in small groups Divide Ss in small groups (6 members) to sing and dance the family song. Call each group to the front. Have the first S sing along with Sam, the second with Ginger, the third with Sam’s mother, the fourth with Sam’s father, the fifth with Sam’s brother, the sixth with Sam’s sister. Continue the same procedure with the other groups.

Work with your group. G1, come to the front. S1, you are Sam. S2, you are Ginger. S3, you are Sam’s mother. S4, you are Sam’s father. S5, you are Sam’s brother. S6, you are Sam’s sister. Group 2?

Same as above.



Page 1 of 6


LG1 U4 L8 Time: 50 min

Materials: Projector; LG1 U4 L8 PPT

General Guidelines for Lesson Plan 8s This session is meant to serve as a final unit summarization and assessment.

General Objectives for all Lesson Plan 8s: 1. Ss will be able to give presentations fluently and confidently, using the same or similar topics from the previous lessons, without much preparation.

2. Ss will be able to finish a short unit test independently, and correct any mistakes after the answers are checked.

About the Presentations:

1. Three topics are provided in this lesson plan. It’s at the teachers’ discretion to decide how many topics to use and which ones to use depending on the class size and time availability.

2. Not all Ss may have the chance to do a presentation in every class. Teachers should ensure Ss have equal opportunities to participate in later lessons.

About the Unit Test:

1. The test provided in each unit is usually, but not always, reading and writing based. It’s best if the tests can be printed out, but the test can be done just using the PPT as a guide and having Ss write out their answers on a piece of paper.

2. It is recommended that test answers be checked and mistakes corrected before the end of class. Please refer to the guidance in L7 for ways of checking Ss’ answers in class.


Page 2 of 6



Time 12’ 10’ 10’ 10-15’

Act. # Type Presentation 1 Presentation 2 Presentation 3 Unit Test

Name Description

of Activity

This Is My Family Introducing and Describing Family

Members from LG1 U4 L6

Introduce and Describe Your Classmate

Introducing and Describing Their Classmate

from LG1 U4 L5

She is pretty. Asking and Answering WH and Y/N Questions to Identify and Describe

Family Members from LG1 U4 L6

Unit Test

Target Language

She is my mother.

She is pretty and thin.

He is John.


She is fat and short.

Who is she?

She is Sam’s baby sister.

Is she fat?

Yes, he is.

No, he isn’t.

mother

father

grandfather

grandmother

sister

brother

baby sister

friend

He is tall and thin

She is pretty and old.

He is ugly and thin.

She is short and fat.


Page 3 of 6


LG1 U4 L8 – Presentation 1: This Is My Family (Introducing and Describing Family Members – from LG1 U4 L6) 12 min

Objectives: Ss will be able to introduce and describe their family members fluently and confidently.

Target Lang: She is my mother. / She is pretty and thin.

Materials: None

Interaction: T-Ss, S-Ss


1. Prepare a presentation

Have Ss draw their family on their notebook.

Give them one minute to prepare.

Draw your family on your notebook.

You have one minute to prepare.

2. Present to the class

Call individual Ss to introduce and describe their drawing.

Repeat as time allows.

S1, come to the front. Show us your drawing. Who’s he?

Next?

…



He is my brother. He is tall and ugly.

She is my sister. She is short and thin.

She is my grandmother. She is old and pretty.

He is my grandfather. He is old and tall.

He is my baby sister. He is short and fat.


Page 4 of 6


LG1 U4 L8 – Presentation 2: Introduce and Describe Your Classmate (Introducing and Describing Their Classmate – from LG1 U4 L5)10 min

Objectives: Ss will be able to introduce and describe their classmate fluently and confidently.

Target Lang: He is John. / He is tall and thin.

Materials: None

Interaction: T-Ss, S-Ss


1. Prepare a presentation

Have Ss prepare to introduce and describe as many classmates as they can.

Give them one minute to prepare.

Introduce and describe your classmates, as many as you can.

You have one minute to prepare.

2. Present to the class

Call individual Ss to introduce and describe as many classmates as she/he can.

Have the class count the number of Ss being introduced and described.

Repeat if time allows.

S1, come to the front. Tell me about your classmates.

Let’s count the number of students S1 talked about.

Next?

S1: He is John. He is tall and thin. She is Kate. She is pretty and thin. He is Mark. He is fat and short. She is Jenny. She is pretty and young. He is David. He is tall and fat. She is Grace. She is young and short. He is Lloyd. He is tall and thin. …


Page 5 of 6


LG1 U4 L8 – Presentation 3: She is pretty. (Asking and Answering WH and Y/N Questions to Identify and Describe Family Members – from LG1 U4 L6)10 min

Objectives: Ss will be able to ask and answer WH and Y/N questions to identify and describe family members using possessive nouns fluently and confidently.

Target Lang: She is fat and short. / Who is she? / She is Sam’s baby sister. / Is she fat? / Yes, he is. / No, he isn’t.

Materials: LG1 U4 L8 PPT–Slide 2

Interaction: S-Ss


1. Describe and identify family members using possessive nouns

Show LG1 U4 L8 PPT–Slide 3.

Call individual Ss to come to the front to describe one family member and have the class identify Sam’s family member being described.

S1, come to the front. Describe one family member.

Everybody, guess.

S2?

Everybody, guess.

…

S1: She is fat and short. Who is she?

All: She’s Sam’s baby sister.

S2: He is old and fat. Who is she?

All: He is my Sam’s grandfather.

…

2. Ask Y/N Questions about Sam’s Family

Call individual Ss to the front to point at a picture and ask Y/N question and have the class answer.

S1, come to the front. Ask Y/N questions.

Everybody, answer.

S2?

S1: Is he fat? (Points at Sam’s grandfather).

All: Yes, he is.

S2: Is she tall? (Points at Sam’s sister)

All: No, she isn’t. She is short.


Page 6 of 6


LG1 U4 L8 – Unit Test 10-15 min

Objectives: Ss will be able to finish a short Unit Test independently, correcting any mistakes after the answers are checked.

Materials: LG1 U4 L8 Handout 1 – Unit Test; LG1 U4 L8 PPT-Slides 3-4

Interaction: T-Ss

©DynEd International, Inc. www.en.dyned.com.cn

LG1 U4 L8 Handout 1—Unit Test

Let’s Go Level 1 Unit 4 Test I. Label the family members.

II. Match the sentences in column A with the pictures in column B.

1. He is tall and thin.

2. She is pretty and old.

3. He is ugly and thin.

4. She is short and fat.

1._____________ 2._____________ 3._____________

5._____________ 6._____________ 7._____________

4._____________

8._____________

mother father grandmother grandfather sister brother friend baby sister

A B

LG1 U4 L1 - DynEd...It’s nice to meet you, Mrs. Cat. Sam’s mother: It’s nice to meet you too,...

Documents

Transcript of LG1 U4 L1 - DynEd...It’s nice to meet you, Mrs. Cat. Sam’s mother: It’s nice to meet you too,...