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(1)Week 1: Monday, August 28 th , 2017 Starter: Hello Lesson One – Period 1 I/ Aims: - Giving and responding to greetings and introductions II/ Language contents: 1.Structure: What’s your name?, Who’s this? 2.Vocabulary: Rosy, Tim, Billy, Miss Jones Everyone, come, fun, class, cousin,, who, this, sorry, come on III/ Teaching Aids: CD, - Hello flashcards 1-4 IV/ Steps of teaching: 1.Warm up and reviews: - Say Hello to all the children and elicit Hello in response. Ask every child to say Hello to the other children. Say My name’s…Ask a child, What’s your name? Encourage children to ask each other’s names and respond in pairs. 2.Presentation: Listen, point and repeat: -Show the flashcards and say the names of the characters for children to repeat. Divide the class into two. When you show a flashcard, half of the class says, What’s your name? The other half responds with My name’s Billy, etc… -Say Open your books, and mime the action. Children point to the characters and say the names. Play the first part of the recording and model pointing to the pictures as you listen. Children then do the same. Play again.

(2) and give the flashcards to four children. Get them to stand up when they hear their character’s name. 3.Practice: Listen and chant: - Children listen and chant along – then do again without recording. Divide the class into four, give each group a character’s name and ask them to stand up when they hear their name. -------------------------------------------------------------------------------------------Lesson One – Period 2 I/ Aims: - Speaking skills II/ Language contents: 1.Structure: What’s your name?, Who’s this? 2.Vocabulary: Rosy, Tim, Billy, Miss Jones Everyone, come, fun, class, cousin,, who, this, sorry, come on III/ Teaching Aids: CD, - Hello flashcards 1-4 IV/ Steps of teaching: 1.Warm up and reviews - Ask every child to say Hello to the other children. Say My name’s…Ask a child, What’s your name? Encourage children to ask each other’s names and respond in pairs 2. Presentation: Listen and read - Use the Starter Poster and point to the characters and ask, Who’s this? Play the recording and point to the pictures. Play it again and ask children to point to the pictures. Children follow the words as they listen in their Class Books..

(3) 3. Practice: - Ask individual children What’s your name? Students do Exercise 2. They then show the pictures to each other and practice the target vocabulary, pointing to the pictures and asking, What’s your name? 4. Production: Do exercise 1 in the Workbook V/ Extension: ..................................................................................................

(4) Wednesday, August 30 th , 2017 Lesson Two – Period 3 I/ Aims: - By the end of this lesson ,students will be able to know how to ask and answer the questions “ What’s your name? ” II/ Language contents: 1.Structure: What’s your name?, My name’s…How are you? I’m fine, thank you 2.Vocabulary: III/ Teaching Aids: CD, - Hello flashcards 1-4 IV/ Steps of teaching: 1.Warm up and reviews: Begin the class by saying Hello to the children and encouraging them to greet each other in the same way. Show the flashcards again and elicit the names of the characters. 2. Presentation: Listen to the story again and repeat. Act. -Show the story poster again and ask the children to repeat the story. Play recording 3 again and children can say it along with the audio. Decide on actions for the story and get the students to do the actions as they say the story. - T guides sts to do this exercise -Sts read the text again - T asks sts to fill the missing words into the conversation - Give feedback.

(5) - Continue to the second picture, third pic and the last picture. 3.Practice: Ask and answer - Say Open your books, and show children opening the Class Book to page 5 Say Look at the pictures, indicating the pictures of the boys. Read and model the dialogue, pausing for children to repeat. Read the dialogue with one of the stronger students, and then put students in pairs to practice it themselves. - T asks sts to say with each other in class - Some pairs practice in front of class ------------------------------------------------------------------------------------------Lesson Two – Period 4 I/ Aims: - By the end of this lesson ,students will be able to review the questions “ What’s your name?”. Then students can sing the song . II/ Language contents: 1.Structure: What’s your name?, My name’s…How are you? I’m fine, thank you 2.Vocabulary: III/ Teaching Aids: CD, - Hello flashcards 1-4 IV/ Steps of teaching: 1.Warm up and reviews: - Introduce the song with students .The song which uses to review the way to say and ask the name of oneself. 2. Presentation: Listen and sing your name.

(6) -Ask children to look at the pictures in Exercise 3 and ask what they can see. Elicit any words they think will appear in the song. Play the song and ask children to listen. Play again and ask children to sing along, saying their own name in the appropriate place and add actions. 3.Practice: - Ask students to open their Work Books to page 5. Ask students what is happening in the story. Do exercise 1. Put students in pairs to practice the story. Students then do Exercise 2. - Ask students to work with a different partner. They practice the dialogue from Exercise 2 again, but this time substituting their own names. Then they shut their books and do it from memory. Have volunteers act out the dialogue in front of the class. 4. Production: - Teacher asks sts to say their name by singing the song. V/ Extension: ..................................................................................................

(7) Week 2 Monday, September 4 th , 2017 Lesson Three – Period 5 I/ Aims: - Numbers 1-10 - Talking about ages II/ Language contents: 1. Structure: How old are you? I’m .... 2. Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten. III/ Teaching Aids: - CD tracks 5-7, Numbers flashcards 5-14. IV/ Steps of teaching: 1.Warm up and reviews: - Sing Hello, hello! From p.5 of the Class Book to revise the language. 2. Presentation: Listen , point and repeat. - Use the number flashcards to elicit numbers 1-10. Give a flashcard to 10 different students in the class and get them to stand up when they hear their number. - Play the recording and ask students to point to the pictures as they hear the ages. Play the second part of the recording for children to repeat. Point to different people in the pictures and ask individual children to say the numbers. 3.Practice: Listen and tick.

(8) -Look at the pictures again and point and say, Look, he’s six. Then point to the first boy and ask How old is he? Play recording, and do Exercise 2. Check answers as a class ------------------------------------------------------------------------------------------Lesson Three – Period 6 I/ Aims: - Days of the week - Speaking and writing skills II/ Language contents: 1. Structure: How old are you? I’m .... 2.Vocabulary: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. III/ Teaching Aids: - CD tracks 5-7, Numbers flashcards 5-14. IV/ Steps of teaching: 1.Warm up and reviews: - Children write the numbers and then repeat activity above. 2. Presentation: 2.1.Look at the picture again. Point, ask and answer. - Children put in the numbers and then point and say. They work in pairs to say What number is this? They then answer. - In pairs children act out the dialogues. Some of the stronger students read out the dialogues in front of the class. Ask students to substitute their own ages and do the role-play again. 2.2. Listen and point. Listen and chant. - Ask children to look at the calendar and play the recording. Children listen and point to the words in their books. Play again and children chant along..

(9) - Look at the calendar again on p.6 of the Class Book and get students to read out the days of the week. 3.Practice: - Ask the class what day it is today? Shut the books and ask children to say all the days of the week. - Give half the children worksheet A and half worksheet B. Tell children not to show their partner their worksheet. They sit back to back and read their words of the week to each other listen and write down the words their partner says. Make sure children help each other by spelling the words out correctly. Then they can check together. 4. Production - Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (number and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game. V/ Extension: .........................................................................................................

(10) Wednesday, September 6 th , 2017 Lesson Four – Period 7 I/ Aims: - Identifying colours II/ Language contents: 1. Structure: It’s (yellow)…. 2.Vocabulary: red, yellow, green, pink, purple, orange, blue, rainbow, sing III/ Teaching Aids: Colours flashcards 15-21, CD tracks 8-10 IV/ Steps of teaching: 1.Warm up and reviews: - Play Word chain with class to revise the numbers one to ten. See T’s Book for details of how to play. 2. Presentation: - Use colours flashcards to elicit colours and once the children have named the colour correctly put it on the board and write the word underneath. Take the flashcards off the board, shuffle them and ask some children to come to the front and put them above the correct word. 3.Practice: 3.1.Listen, point and repeat - Children listen, point and repeat. - Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct colours, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. 3.2. Match.

(11) - Children do the exercise, matching the words to colours and then check with their partner. -------------------------------------------------------------------------------------------Lesson Four – Period 8 I/ Aims: - Listening and speaking skills II/ Language contents: 1. Structure: It’s (yellow)…. 2.Vocabulary: red, yellow, green, pink, purple, orange, blue, rainbow, sing III/ Teaching Aids: Colours flashcards 15-21, CD tracks 8-10 IV/ Steps of teaching: 1.Warm up and reviews: - Show the colours flashcards and elicit the different names of the colours. 2. Presentation: Listen ans sing - Children read and colour the rainbow. Ask the class to sing the Sing a Rainbow song again together pointing to the correct words and colour in the picture as they do so. 3.Practice: Sing and do - Sing the song again and ask children to point to objects in the room that are that colour. Then follow up by showing the colours flashcards and asking children to call out other things in the room which are the same colour. 4.Production: Colours board game: Either use the colour version or the black & white one (with the black & white version, ask children to work in a group to colour.

(12) the shapes as they like). Put children in groups of four and give each group a board game. They play the game moving around the board, and saying the colour as they land on that square. V/ Extension: ........................................................................................................ -------------------------------------------------------------------------------------. Week 3 Monday, September 11 th , 2017 Unit 1: What’s this? Lesson One – Period 9 I/ Aims: - Identifying objects about school things. II/ Language contents: 1. Structure: What’s this? It’s a _______. 2. Vocabulary: pen, rubber, pecil, ruler, book III/ Teaching Aids: - School things flashcards 22-26, CD tracks 10-12 IV/ Steps of teaching: 1.Warm up and reviews: - Revise the colours by singing Sing a Rainbow from Class Book p.7 2. Presentation: - Use real objects to present the vocabulary. Hold up each object (ruler, pen, rubber, pencil, and book) in turn and say the words for children to repeat. - Check the vocabulary again by holding up the flashcards 22-26 and hold them up one at a time ask Is it a pen/book/rubber? The students answer Yes or No..

(13) - Show two cards to the class and then put them face down on your table. Point to each card and ask, is it a…? Repeat with other pairs of cards. 3.Practice: Listen , point and repeat. - Play the first part of the recording while children listen and point to the school things. Play the recording again, all the way through and ask children to listen, point and then repeat the words together. Then hold up the flashcards and ask individual children to repeat the words. - Use the flashcards again to elicit the sounds. Focus on /r/ - ruler, rubber and /p/ -pen, pencil -------------------------------------------------------------------------------------------Lesson One – Period 10 I/ Aims: - Listening – Speaking skills II/ Language contents: 1. Structure: What’s this? It’s a _______. 2. Vocabulary: pen, rubber, pecil, ruler, book, Ok, that’s right, train, look at. III/ Teaching Aids: - School things flashcards 22-26, CD tracks 10-12, Story Poster 1 IV/ Steps of teaching: 1.Warm up and reviews: - Revise the vocabulary by showing the objects and asking children what they are. 2. Presentation: Listen and chant..

(14) -Ask children to listen to the chant once. Then play it a second time for children to say the words. If children have all of the objects, ask them to put them on the desk and pick them up when they chant each word. 3.Practice: Listen and read -Use the Poster Story 1 to present the story. Point to the characters and ask Who’s this? Point to the different school things and ask, What’s this? Play the recording and point to the pictures. 4.Production: Bingo: Ask children to cut out the cards. You will also need a set. Children choose four cards from their set and put them face up on the desk in front of them. Pick up one of your own cards at random, and say, e.g. It’s a pen. Any child with that card turns it face down. Repeat, until a child has turned over all his/her cards. He/She shouts Bingo! and is the winner. V/ Extension: ........................................................................................................ -------------------------------------------------------------------------------------. Wednesday, September 13 th , 2017 Lesson Two – Period 11 I/ Aims: - asking students What’s this? - Story poster 1 II/ Language contents: 1. Structure: What’s this? It’s a _______. 2. Vocabulary: pen, rubber, pecil, ruler, book. III/ Teaching Aids: - School things flashcards 22-26, Story Poster 1.

(15) IV/ Steps of teaching: 1.Warm up and reviews: Listen to the story again and repeat.Act - Children listen again to the story and follow Story Poster 1. - Play Board slap with the children. Put the school things flashcards on the whiteboard and bring up two teams of 4 children to the front. Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word. The first child to touch for their team wins a point. 2. Presentation: Look and say - Look at exercise 2 and hold up different flashcards asking students What’s this? They reply It’s a (rubber). - Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 1 Grammar activity to practice the target structure further. 3.Practice: - Pronunciation: Focus on the contractions of What’s (What is) and It’s (It is) and have children practicing the words as a class, groups and pairs. Children can play the point and ask game again, but this time substituting real class objects. 4.Production: - Game: Stick the flashcards on the wall around the classroom. The children ask together, What’s this? And you reply It’s a (pen). The children then run and touch the correct flashcard. V/ Extension: ........................................................................................................ --------------------------------------------------------------------------------------------.

(16) Lesson Two – Period 12 I/ Aims: - asking students What’s this? - Writing – Speaking skills. II/ Language contents: 1. Structure: What’s this? It’s a _______. 2. Vocabulary: pen, rubber, pecil, ruler, book. III/ Teaching Aids: - School things flashcards 22-26, CD tracks 10-12 IV/ Steps of teaching: 1.Warm up and reviews: - Play Snap with School things flashcards. Say one of the school objects, show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game. 2. Presentation: Write -Put flashcards on the board again and write a gapped sentence like the ones in the Class Book, for example. _____a pen; _____ a rubber. Elicit the target structure and get two children to come to the front to write the missing words. Point, ask and answer -Ask children to colour the school objects in Exercise 1. Then in pairs, they ask What colour is it? And answer, It’s (green). Go around the room pointing to individual pictures and asking What colour is it? The children answer individually, and the rest of the class put up their hands if their object is the same colour..

(17) 3.Practice: - Children do the exercise, unscrambling and writing the words. - Ask volunteers to come to the front of the class. Each child can choose a flashcard. They don’t show the class. Each child takes turns standing in front of the class. The child says What’s this? And the children in the class take turns guessing..It’s a rubber, It’s a ruler etc…when they say the correct school object, the child shows the flashcard and it is the next child’s turn. 4.Production: Ask children to draw three pictures as in Exercise 2 in the Workbook. They can draw pictures and hide the school object in the pictures. They then give the pictures to their partner who colours in the object. The children then take turns asking each other What’s this? and answering. V/ Extension: .......................................................................................................

(18) Week 4 Monday, September 18 th , 2017 Lesson Three – Period 13 I/ Aims: - Responding to instructions II/ Language contents: 1. Structure: What’s this?, It’s a _______. Open the door, Close the window, Open the bag 2. Vocabulary: bag, door, window, open, close. III/ Teaching Aids: - School things flashcards 22-29, CD tracks 13 & 14 IV/ Steps of teaching: 1.Warm up and reviews: - Play Slow reveal (see Teacher’s Book for instructions) with flashcards 2226 to revise vocabulary. Say What’s This? as you reveal each one. 2. Presentation: Listen, point and repeat - Use flashcards 27-29 to introduce the three new words. Hold up each one and say the words for children to repeat. - Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. 3.Practice: - Point and say: Point to the door, bags and windows around the room and elicit the target vocabulary from students. Say What’s this? Children.

(19) answer as a class. Children can do the same in pairs, pointing and answering. - Ask children to write the target vocabulary in the gaps. Elicit the spelling of each word and write it on the board for children to check. - Children complete the crossword, and check their answers in pairs. -----------------------------------------------------------------------------------------Lesson Three – Period 14 I/ Aims: - Listening and speaking skills II/ Language contents: 1. Structure: What’s this?, It’s a _______. Open the door, Close the window, Open the bag 2. Vocabulary: bag, door, window, open, close. III/ Teaching Aids: - School things flashcards 22-29, CD tracks 13 & 14 IV/ Steps of teaching: 1.Warm up and reviews: - Point and answer: Children work in pairs and point to the pictures and ask What’s this? Their partner answers, It’s a (pencil). 2. Presentation: Listen and sing -Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and do.

(20) -Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, and then practice them as a class before doing the activity. 3.Practice: - Say and mime: Say and mime, Open a book/Close the door/Open the bag/Close the window. Then say them again for the class to mime the actions as you speak. Ask children to give the same instructions to their partner to mime. They can take turns and work with different partners for further practice. - Sing the song from Class Book p.10 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (door, bag, and window) and every time they hear their word they hold the card up in the air. 4. Production: - Play Simon Says, using the target sentence patterns, of Open the window, close the door etc… Explain that students just have to mime the actions. If you say ‘Simon Says,’ before the instruction, children mime it. If you don’t say Simon Says, they shouldn’t do it. If they do, they are out of the game. V/ Extension: .........................................................................................................

(21) Wednesday, September 20 th , 2017 Lesson Four – Period 15 I/ Aims: - First letter sounds a/b/c/d. II/ Language contents: 1. Structure: 2. Vocabulary: apple, bird, cat, dog. III/ Teaching Aids: - Phonics cards 1-4, CD Tracks 15-17 IV/ Steps of teaching: 1.Warm up and reviews: - Draw dotted outlines of the letters a,b,c, and d in upper-and lower-case on the board. Ask different children to come and join the letters. 2. Presentation: Listen, point and repeat - Point to each letter on the board and say the letter name and the sound for both upper- and lower-case letters for children to repeat. Say the sounds again and children can draw the letters in the air. - Elicit the words on the phonics cards and say the letter names and sounds for children to repeat. Use the cards in order and then out of order to drill the first letter sounds and the words. 3.Practice: Listen and chant - Do the exercise, and children join in with the chant. Put the four cards around the room and children point as they say the chant. - Give the children different actions to do for the different letters (e.g. stand up for a, clap their hands for b, put their right hand in the air for c, left hand.

(22) in the air for d). Then say the letters in order, and then out of order and the children do the actions as they hear the different sounds. Volunteers can come up to the front of the class and the children can run the activity themselves, either with the whole class or in smaller groups. ------------------------------------------------------------------------------------------Lesson Four – Period 16 I/ Aims: - Speaking and writing skills II/ Language contents: 1. Structure: 2. Vocabulary: like, here. III/ Teaching Aids: - Phonics cards 1-4, CD Tracks 15-17. IV/ Steps of teaching: 1.Warm up and reviews - Show the phonics cards and elicit the words again. Ask individual children to come to the front and write the first letters on the board, in both upperand lower-case. 2. Presentation: Listen to the sounds and join the letters. -Ask children what the dog has got. Tell children they can find out by listening. Model the activity and then children listen and draw the lines Read and circle the sounds a, b , c, d the start of the word. - Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words. 3.Practice: - Children do the exercise and write the words. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (dog)..

(23) - Ask children to match the upper- and lower-case letters. - Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class. 4. Production: Phonics game: Put children in pairs again and ask them to trace one of the letters a, b, c or d (in upper- or lower-case) on their partner’s back. Their partner must guess the correct letter and whether it is upper or lower. They can take turns and work with different partners. Model the activity first with one or two stronger students. V/ Extension: .........................................................................................................

(24) Week 5 Monday, September 25 th , 2017 Lesson Five – Period 17 I/ Aims: - Identifying objects about school things. II/ Language contents: 1. Structure: My name’s…, This is my…., And this is…. 2. Vocabulary: school bag, pencil case, see. III/ Teaching Aids: - CD Track 18, school things. IV/ Steps of teaching: 1.Warm up and reviews: - Sing Open the book! from p. 10 in the Class Book. 2. Presentation: Point to four school things. Say the words. - Ask children to name all the school things they have learned in this unit – elicit them and write the words on the board. Use flashcards to remind the children if necessary. - Children do exercise 1, pointing to four school things and saying the words. Listen and read. - Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: What’s the girl’s name? Is there a ruler/rubber/ball in the bag? Is the pencil case black? Has Emma got three pens? Describe some of the objects in the picture for students to guess. 3.Practice:.

(25) - Group activity: Put four school objects into a bag on the table in front of the class. Tell children that they have to guess which items are in the bag. Children work in small groups to make a list of four items they think are in the bag. Invite guesses from the children and take out the objects as they are guessed.. -------------------------------------------------------------------------------------------Lesson Five – Period 18 I/ Aims: - Reading and writing skills. II/ Language contents: 1. Structure: My name’s…, This is my…., And this is…. 2. Vocabulary: school bag, pencil case, see. III/ Teaching Aids: - CD Track 18, school things. IV/ Steps of teaching: 1.Warm up and reviews: - Play What’s missing? with school things flashcards. Stick them all on the board and elicit all the words to revise vocabulary. Then quickly take one flashcard off the board, and ask students to work in pairs to decide which flashcard is missing. Find out if all the class agrees before showing them the card taken off the board. Do this again with different cards. 2. Presentation: - Do the exercise. Children tick or cross the objects that appear in the text. Model the activity by playing and doing the first part for the children. - Pair interview: Put children in pairs and give each one a worksheet. They write their own name and their partner’s name on their worksheet. Then they put a cross or tick in each box to say what they have in their own bags.

(26) and then interview each other to find out what their partner has. Then they compare their answers to see if they have the same things in their bag. 3.Practice: - Children do exercise 1, circling the correct word and writing the word to complete the sentence. - Children do the exercise and colour the school objects by following the instructions. - Write and draw: Give students the PMB activity worksheet. Children complete the sentences with nouns and colours. They swap sheets with their partner, who draws and colours the pictures to match the sentences. They then check each other’s work by taking turns to read the sentences and check the pictures. --------------------------------------------------------------------------------------------. Wednesday, September 27 th , 2017 Lesson Six – Period 19 I/ Aims: - Listening: Identifying objects about school things. II/ Language contents: 1. Structure:what’s this? It’s a ... 2. Vocabulary: school things, number. III/ Teaching Aids: - CD track 19 IV/ Steps of teaching: 1.Warm up and reviews: - Ask children what they can remember from the reading text in the previous lesson. Encourage them to name as many objects from Emma’s bag as they can. 2. Presentation:.

(27) Listen and tick the correct picture. - Children do exercise 1, listening and ticking the correct picture. - Check together as a class. - Answers: 1/ what’s this? It’s a ruler. 2/ what’s this? It’s a rubber. 3/ what’s this? It’s a pen. 4/ what’s this? It’s a bag. 3.Practice: Open your bag. Ask and answer. -Model the activity first by showing some objects from your bag. Then ask a strong student to come to the front and show what is in their bag. - Ask the child What’s this? The child answers, for example, It’s a ruler. Children open their bags and ask and answer about the different objects with their partner. Swap and do the activity again with a different partner. 4. Production: Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the objects as they land on the squares with school object pictures. The winner is the first child to reach the finish square. V/ Extension: ........................................................................................................ ---------------------------------------------------------------------------------------Lesson Six – Period 20 I/ Aims: – Speaking and writing skills II/ Language contents: 1. Structure:what’s this? It’s a ... 2. Vocabulary: school things, number. III/ Teaching Aids: - CD track 19 IV/ Steps of teaching:.

(28) 1.Warm up and reviews: Spelling quiz: Put students into groups of four and give each group a spelling quiz worksheet. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. 2. Presentation: Count the words in each sentence. - Ask children to do the Writing box at the bottom of p.13. They count each word in the sentences. Copy the sentences onto the board and ask individual students to come to the front and write the amount of words in one sentence. Check with the rest of the class to see if they agree. 3.Practice: - Counting extension: Ask children to choose three of the sentences from the reading text on p.12 and count the words in each. Then ask their partner to check their answer. - Children do exercise 1; counting and writing how many words are in the sentences. - Students look at their own school things and write the colours next to the school objects. Model the activity first. - Ask children to draw some school things in the picture on p.13 and to write the words and colours, completing the sentences. Ask each child to find a partner and read the sentences to their partner. 4. Production: Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board,.

(29) saying the objects as they land on the squares with school object pictures. The winner is the first child to reach the finish square. V/ Extension: .........................................................................................................

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