G0 Demo session 1 (40min)

Lesson Objectives
By the end of this lesson, CT session:
students should be able 1) Sound out the names and sounds of the letters: Bb, Mm, Ll.
to… 2) Understand and say the words: monkey, polar bear, lizard, bear.
3) Say the sentence: It’s a ___ (monkey/bear/polar bear/lizard).
InT session:
1) Name and say the three habitats: It’s the desert. It’s the jungle. It’s the Arctic.
2) Understand that different animals live in different habitats.
3) Understand that it’s important to protect the animals.
Key Language
Key words:
monkey, polar bear, bear, lizard, desert, jungle, Arctic

Key sentences: It’s a monkey. It’s a polar bear. It’s a bear. It’s the desert. It’s the jungle. It’s the Arctic.
Teaching Materials
You’ll need: one set of flashcards; one set of animal cards.
Anticipated problems and possible solutions
Problems Solutions
1. Ss may not understand T’s instruction/teacher’s talk. 1. Use gestures, mime, pictures, realia to make yourself
You may encounter the understood. Invite CT to help you demonstrate the activity.
following problems: 2. In the InT’s session, it’s difficult to have all Ss produce the 2. Ss are not required to say the whole sentence, they are only
sentence like “A monkey lives in the jungle.” expected to sound out the correct animal and habitat
vocabulary.

Slide Procedure
1. Greeting Objective: Get ready for the class.
Interaction: T-Ss, plenary
Teaching steps:
1. Have Ss be seated and greet them.
T: “Hello everyone. Welcome to my class. My name is xxx. Can you say ‘Hello! xxx.”
Ss: “Hello, xxx.”
2. Greet the TA and have him/her demonstrate how to respond to the greeting.
T: “Hello, xx (TA’s name).”
TA: “Hello, xx (CT’s name).”
3. Greet the individual S and give them a high five.
4. Draw Ss’ attention to Leap and introduce him to Ss.
T: “This is my friend Leap. Can you say ‘Hello Leap’?”
Ss: “Hello Leap!”
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T: “Look! Leap is visiting the zoo. Let’s go and have a look.”

Note: Greet Ss before T begins the lesson.

CT’s Session (20min)
2. Warm up Objective: Get Ss ready for the class. （1.5min）
Interaction: T-Ss, plenary
1. Draw Ss’ attention to the IWB.
T: “Today, we are going to the zoo. First, let’s learn some actions.”
2. Teach Ss the actions which are related to the song, for example, walking and pointing. You model first
and have Ss repeat after you.
3. After teaching, have Ss stand up and make a circle.
T: “Everyone, stand up. Let’s make a circle.”
T: “Can say ‘hello, music.”
Ss: “Hello, music.”
4. Click to start the video. Have Ss follow along with the song.
5. Have Ss go back to their seats.
T: “Great! Everyone, please go back to your seats.”

3. Learn Transitional slide（0.5min）

Interaction: T-Ss
1. Draw Ss’ attention to the zoo.
T: “We are in the zoo. Let’s walk and have a look!” (TPR for walk and look.)

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Learn the name and sound of letter M.（1.5min）
Objective: Sound out the name and sound of the letter M.
Interaction: T-Ss, plenary
1. Draw Ss’ attention to the IWB.
T: “Wow, here is a gate.”
2. Point to the gate and ask Ss a question “What letter is it?” While asking the question, use your finger to
trace along the orange ‘M’ shape.
T: “What letter is it?”
Ss: “M.”
3. Click on the gate to reveal the letter M. Drill the letter M chorally.
T: “M, M, M.”
Ss: “M, M, M.”
4. Click on the letter M and have Ss listen to the letter sound.
T: “M says?”
T: “Listen! /m/.”
5. Drill the letter sound chorally.
T: “/m/, /m/, /m/.”
Ss: “/m/, /m/, /m/.”
6. Tell Ss that they need to say /m/ to open the gate. Click on the game bar and have Ss sound out /m/ at
the same time. Keep clicking and saying /m/ until the gate opens.

Note: This slide is automatically linked to the next slide.

Learn the word and sentence: monkey/It’s a monkey. （3min）
Objective: Understand and say the key word and sentence: monkey/It’s a monkey.
Interaction: T-Ss, plenary
1. Draw Ss’ attention to the shadow of the monkey.
2. Point to the shadow and ask “What is it?”
3. Show the flashcard of the monkey to Ss and say “Is it a monkey?”
4. Click on the shadow to reveal the monkey.
T: “It’s a monkey.”
5. Click on the sentence and have Ss listen to the audio.
T: “Let’s listen.”
6. Teach and drill the word/sentence: monkey /It’s a monkey.
⚫ Say the word/sentence with some gestures, for example, behave like a monkey or clap your hands.
T: “monkey, monkey, it’s a monkey.”
⚫ Have Ss do the same action as they say the sentence chorally.
6. Tell Ss that they are going to meet another animal friend.
T: “You are doing so well. Now, let’s meet another animal friend.”
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Learn the name and sound of letter B.（1.5min）

Objective: Sound out the name and sound of the letter B.
Interaction: T-Ss, plenary
1. Draw Ss’ attention to the IWB.
T: “Wow, here is a new gate.”
2. Point to the gate and ask Ss a question “What letter is it?” While asking the question, use your finger to
trace along orange ‘B’ shape.
T: “What letter is it?”
Ss: “B.”
3. Click on the gate to reveal the letter B. Drill the letter B chorally.
T: “B, B, B.”
Ss: “B, B, B.”
4. Click on the letter B and have Ss listen to the letter sound.
T: “B says?”
T: “Everyone, listen! /b/.”
5. Drill the letter sound chorally.
T: “/b/, /b/, /b/.”
Ss: “/b/, /b/, /b/.”
6. Tell Ss that they need to say /b/ to open the gate. Click on the game bar and have Ss sound out /b/ at the
same time. Keep clicking and saying /b/ until the gate opens.

Note: This slide is automatically linked to the next slide.

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Learn the word and sentence: bear/polar bear/It’s a polar bear. （3min）
Objective: Understand and say the key word and sentence: bear/polar bear /It’s a polar bear.
Interaction: T-Ss, plenary
1. Draw Ss’ attention to the shadow of the bear.
2. Point to the shadow and ask “What is it?”
3. Show Ss the flashcard of a brown bear.
T: “Look! It’s a bear.”
4. Teach and drill the word/sentence: bear/It’s a bear.
⚫ T: “bear, bear, bear, it’s a bear.” (Clap your hands or behave like a bear as you say the
word/sentence.)
⚫ Have Ss repeat after you.
5. Draw Ss’ attention to the shadow again and say “Is it a bear?”.
6. Click on the shadow to reveal the polar bear.
T: “It’s a polar bear.”
7. Click on the sentence and have Ss listen to the audio.
T: “Let’s listen.”
8. Show Ss the flashcard of the polar bear to teach the word: polar bear
⚫ Pronounce the word. T: “polar bear, polar bear.”
⚫ Have Ss repeat after you chorally.
⚫ Drill the word in groups.
9. Identify the bear and the polar bear using the flashcards. For example, show Ss the bear card and ask
them “What is it?” Elicit the response “It’s a bear.” Then show Ss the polar bear card and repeat the
same steps.
10. Teach and drill the sentence: It’s a polar bear.
⚫ Say the sentence with some gestures, for example, dance like a polar bear.
T: “Polar bear, polar bear, it’s a polar bear.”
⚫ Have Ss do the same action as they drill the sentence chorally.
11. Drill the sentence more by playing a fun game.
⚫ Click on the button on the left bottom corner.
⚫ T: “Let’s dance with the polar bear.”
⚫ Demonstrate how to play the game: Click on the polar bear. The polar bear first lifts one leg, you
say “polar bear”, then the polar bear lifts the other leg, you say “polar bear” again, then it lifts one
leg, you say “It’s a”, finally it lifts the other leg, you say “It’s a polar bear.”
⚫ Click to start the game. You can have the polar bear dance faster and faster by clicking on it,
depending on how familiar Ss are with the sentence.
T: “Now, everybody, stand up, let’s dance with the polar bear.”
11. After playing the game, have Ss sit down.
T: “You are so good. Now, please sit down.”
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12. Tell Ss that they are going to meet the last animal friend.
T: “Okay, let’s meet our last friend.”

Note: Spend less time teaching the word and sentence: bear/It’s a bear.
Learn the name and sound of letter L.（1.5min）
Objective: Sound out the name and sound of the letter L.
Interaction: T-Ss, plenary
1. Draw Ss’ attention to the IWB.
T: “Wow, here is a new gate.”
2. Point to the gate and ask Ss a question “What letter is it?” While asking the question, use your finger to
trace along the cactus.
T: “What letter is it?”
Ss: “L.”
3. Click on the gate to reveal the letter L. Drill the letter L chorally.
T: “L, L, L.”
Ss: “L, L, L.”
4. Click on the letter L and have Ss listen to the letter sound.
T: “L says?”
T: “Everyone, listen! /l/.”
5. Drill the letter sound chorally.
T: “/l/, /l/, /l/.”
Ss: “/l/, /l/, /l/.”
6. Tell Ss that they need to say /l/ to open the gate. Click on the game bar and have Ss sound out /l/ at the
same time. Keep clicking and saying /l/ until the gate opens.

Note: This slide is automatically linked to the next slide.

Learn the word and sentence: lizard/It’s a lizard. （3min）
Objective: Understand and say the key word and sentence: lizard/It’s a lizard.
Interaction: T-Ss, plenary, individually
1. Draw Ss’ attention to the shadow of the lizard.
2. Point to the shadow and ask “What is it?”
3. Show Ss the flashcard of the lizard and say “Is it a lizard?”
4. Click on the shadow to reveal the lizard.
T: “It’s a lizard.”
5. Click on the sentence and have Ss listen to the audio.
T: “Let’s listen.”
6. Teach and drill the word: lizard
⚫ Say the word syllable by syllable. T: “li-zard, li-zard, li-zard.”
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⚫ Have Ss repeat after you chorally.
⚫ Drill the word individually since it’s a difficult one.
7. Teach and drill the sentence: It’s a lizard.
⚫ Say the sentence with some gestures, for example, clap your hands.
⚫ Have Ss do the same action as they drill the sentence chorally.
⚫ Drill the sentence individually.
8. Drill the sentence more by playing a fun game.
⚫ Click to reveal the game.
⚫ T: “The lizard is hungry. Let’s feed the lizard.”
⚫ Demonstrate how to play the game. Guide Ss to say the sentence “It’s a lizard.” After saying, click
on the fly to feed the lizard.
⚫ Invite Ss to come to the board to feed the lizard. You can invite individual S or two Ss each time.
T: “Who can try?”
Ss: “Let me try.”
⚫ Guide Ss to say the sentence, then have them click on the fly to feed the lizard.

Review the words and sentences. （1 min）

Objective: Sound out all the key words and sentences more fluently.
Interaction: T-Ss, plenary
1. Draw Ss’ attention to pictures on the IWB. Part of the animals are shown. Point to the first picture and
have Ss guess what animal it is. Guide Ss to answer in a complete sentence.
T: “What is it?”
Ss: “It’s a monkey.”
2. Repeat the teaching steps with other animals.
3. After all animals have been revealed, point to any of them randomly and have Ss say the sentence
accordingly.
T: “What is it?”
Ss: “It’s a polar bear./ It’s a lizard./ It’s a monkey./It’s a bear.”

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Play Hide and seek game. （3 min）
Objective:
Slide 11: Understand how to play the off the board game by modelling it on the board.
Slide 12: Be more familiar with the target language by playing OTB activity.
Interaction: T-Ss, plenary, individually
1. Draw Ss’ attention to the animals on the IWB.
T: “Look! Let’s find the animals.”
2. Demonstrate how to play the game.
⚫ Point to the monkey on the top.
⚫ T: “What is it?”
⚫ Ss: “It’s a monkey.”
3. If there are less than 5 students, have them come to the board and find the animal individually. If there
are more than 5 students, you click on certain animal and have Ss produce the sentence chorally.
4. Tell Ss that they need to find the animals in the classroom.
T: “Okay, we also have some animal friends in the classroom. Everybody, stand up. Let’s find them!”
5. After Ss have found the animals, have them come to the board and stand in a line.
6. Ask the question “What is it?” individually. Elicit the answer “It’s a polar bear./ It’s a lizard./ It’s a
monkey.”
7. Ask Ss to go back to their seats with the animals they’ve found.
T: “Put the animal cards under your chair.”

Note: Use the monkeys at the top of the slide as an example if the Ss won’t be able to reach them.
Transitional slide（0.5min）
Interaction: T-Ss
1. Draw Ss’ attention to the zoo.
T: “Look. The monkey, the polar bear and the lizard are not happy in the zoo. They miss their homes.”
2. Click to reveal a hot-air balloon with Leap inside.
T: “Wow, Leap can help them go home.”
3. Draw Ss’ attention to the hot-air balloon in the classroom.
T: “Tada-aaaa. We also have a hot-air balloon. Let’s help them go home.”
4. Call out the animal names and have Ss put the corresponding animal cards to the hot-air balloon.
T: “Who has monkeys/polar bears/lizards?”
5. Ask Ss to go back to their seats.
T: “Well done. Please go back to your seats.”
6. Introduce InT to Ss.
T: “But where do these animals live? Let’s welcome xxx (InT’s name) to help us.”

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InT’s Session (20 min)
4. Learn Transitional slide（1min）
Interaction: T-Ss
Teaching steps:
1. Say hello to Ss.
T: “Hello everyone, I am XXX. Can you say ‘hello, XXX.”
2. Click to start the movement of the hot-air balloon.
T: “This is the first stop. What is this place? Let’s find out.”
3. Click to go to the next slide.

Discover the landscape of the desert. （0.5 min）

Interaction: T-Ss
1. Arouse Ss’ interest in this place by moving around the binoculars and introducing the animals
and scenery to them.
T: “Wow, a cactus!”
T: “A spider!”
T: “A camel!”
T: “Sand!”
2. Arouse Ss’ interest to know what this place is.
T: “What is this place?”
3. Click to go to the next slide.

Learn the habitat: desert. （3 min）

Objective: Sound out the key sentence: It’s the desert.
Interaction: T-Ss, plenary, individually
Teaching steps:
1. Draw Ss’ attention to the desert.
T: “What is this place?”
2. Click on the sentence and have Ss listen to the audio.
T: “Let’s listen!”
3. Teach the word—desert.
⚫ Show the flashcard to Ss and model the word ‘desert’.
T: “Desert, desert.”
⚫ Have Ss repeat after you chorally, then drill the word individually.
4. Teach the sentence—It’s the desert.
⚫ Model saying the sentence “It’s the desert”, clap your hands or do TPR as you say the sentence
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⚫ Have Ss do the same action as they drill the sentence chorally.
5. Ask Ss “Who lives in the desert? A monkey? A lizard? or A polar bear?”
6. Click on the lizard button to show the lizard and the sentence.
7. Click on the sentence ‘A lizard lives in the desert.’ and have Ss listen to the audio.
8. Guide Ss to complete the sentence.
T: “A…lives in the …”
Ss: “lizard; desert.”

Help the lizard go back to its habitat. （1 min）

Interaction: T-Ss, plenary, individually, pairs, groups
Teaching steps:
1. Go to the hot-air balloon and take a lizard out of it.
T: “It’s a?”
Ss: “Lizard.”
2. Go to the map in the classroom and put the lizard to its habitat.
⚫ Put the lizard on the Arctic and say “A lizard lives here?”
⚫ Ss: “No.”
⚫ Put the lizard on the jungle and say “A lizard lives here?”
⚫ Ss: “No.”
⚫ Put the lizard on the desert and say “A lizard lives here?”
⚫ Ss: “Yes.”
3. Guide Ss to complete the sentence
T: “A … lives in the ...”
Ss: “lizard; desert.”
4. Have the individual S or Ss find the lizards and put them back to their habitat. Guide Ss to say the
sentence.
T: “A … lives in the ...”
Ss: “lizard; desert.”

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Transitional slide（0.5min）
Interaction: T-Ss
Teaching steps:
1. Draw Ss’ attention to the world map.
T: “Let’s move to the next stop.”

Discover the landscape of the jungle. （0.5 min）

Interaction: T-Ss
1. Click and Ss will see the hot-air balloon fly through the jungle.
T: “Wow, we see many trees! flowers!”
T: “We hear the birds singing.”
2. Ask Ss what this place is.
T: “What is this place?”
3. Click to go to the next slide.

Learn the habitat: desert. （3 min）

Objective: Sound out the key sentence: It’s the jungle.
Interaction: T-Ss, plenary, groups, individually.
Teaching steps:
1. Click to find out more about the new place. When the hot-air balloon is flying through the jungle,
introduce some jungle animals to the Ss.
T: “A bird. A frog. An elephant.”
T: “What is this place?”
2. Click to show the sentence: It’s the jungle.
3. Click on the sentence and have Ss listen to the audio.
4. Teach the word—jungle.
⚫ Show the flashcard to Ss and model saying the word ‘jungle’.
⚫ Have Ss repeat after you chorally, then drill the word in groups or individually.
5. Teach the sentence—It’s the jungle.
⚫ Model saying the sentence “It’s the jungle”, clap your hands or do TPR as you say the sentence
⚫ Have Ss do the same action as they say the sentence chorally.
6. Click to start the audio.
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T: “Listen! (Ss will hear an animal sound)”
7. Point to the buttons on the left bottom corner and ask Ss “Who lives in the jungle? A monkey? A
lizard? or A polar bear?”
8. Click to show the answer. Ss will see a monkey jump to a branch.
9. Click on the sentence ‘A monkey lives in the jungle.’ and have Ss listen to the audio.
10. Guide Ss to complete the sentence.
T: “A…lives in the …”
Ss: “monkey/jungle.”
Help the monkey go back to the habitat. （1 min）
Interaction: T-Ss, plenary, individually, pairs, groups
Teaching steps:
1. Go to the hot-air balloon and take a monkey out of it.
T: “It’s a?”
Ss: “Monkey.”
2. Go to the map in the classroom and put the monkey to its habitat.
⚫ Put the monkey on the Arctic and say “A monkey lives here?”
⚫ Ss: “No.”
⚫ Put the monkey on the desert and say “A monkey lives here?”
⚫ Ss: “No.”
⚫ Put the monkey on the jungle and say “A monkey lives here?”
⚫ Ss: “Yes.”
3. Guide Ss to complete the sentence
T: “A … lives in the ...”
Ss: “monkey/jungle”
4. Have the individual S or Ss find the monkeys and put them back to their habitat. Guide Ss to say the
sentence.
T: “A … lives in the ...”
Ss: “monkey/jungle”

Note: You can skip steps 2-3 if your Ss know what they are expected to do.

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Transitional slide（0.5min）
Interaction: T-Ss
Teaching steps:
1. Draw Ss’ attention to the world map.
T: “Let’s move to the last stop.”

Discover the landscape of the Arctic and learn the key word/sentence. （4 min）
Interaction: T-Ss, plenary, individually
1. Point to the IWB and ask Ss a question.
T: “Look! It’s so cold here. Is it a polar bear’s home? Let’s find out.”
2. Click to start a moving picture showing the change from the night to the day in the Arctic.
T: “Wow, stars, so much snow.”
T: “What is this place?”
3. Click to reveal the sentence and click again to start the audio.
4. Have Ss listen to the audio.
5. Teach the word—Arctic.
⚫ Show the flashcard to Ss and model saying the word ‘Arctic’.
⚫ Have Ss repeat after you chorally, then drill the word individually.
6. Teach the sentence—It’s the Arctic.
⚫ Model saying the sentence “It’s the Arctic”, clap your hands or do TPR as you say the sentence
⚫ Have Ss do the same action as they drill the sentence chorally.
7. Ask Ss “Does a polar bear live in the Arctic? Yes or no?” Elicit the answer “Yes.”
8. Click to show the sentence “A polar bear lives in the Arctic.”
9. Click on the sentence and have Ss listen to the audio.
10. Guide Ss to complete the sentence.
T: “A…lives in the …”
Ss: “Polar bear/Arctic”

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Help the polar bear go back to the habitat. （1 min）
Interaction: T-Ss, plenary, individually, pairs, groups
Teaching steps:
1. Go to the hot-air balloon and take a polar bear out of it.
T: “It’s a?”
Ss: “Polar bear.”
2. Go to the map in the classroom and put the polar bear to its habitat.
⚫ Put the polar bear on the jungle and say “A polar bear lives here?”
⚫ Ss: “No.”
⚫ Put the polar bear on the desert and say “A polar bear lives here?”
⚫ Ss: “No.”
⚫ Put the polar bear on the Arctic and say “A polar bear lives here?”
⚫ Ss: “Yes.”
3. Guide Ss to complete the sentence
T: “A … lives in the ...”
Ss: “polar bear/Arctic”
4. Have the individual S or Ss find the polar bears and put them back to their habitat. Guide Ss to say the
sentence.
T: “A … lives in the ...”
Ss: “polar bear/Arctic”

Note: You can skip steps 2-3 if your Ss know what they are expected to do.
Review the sentences. （1 min）
Objective: Sound out the key sentences more fluently.
Interaction: T-Ss, plenary
Teaching steps:
1. Click to reveal the three habitats.
2. Click to cycle through the pictures and drill the sentence one by one.
3. To make it more appealing, you can click several times at once to change up the sequence and then
have Ss sound out the sentence.

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Play find the habitats game. （2 min）
Objective: Identify the habitats where the animals live.
Interaction: T-Ss, plenary
Teaching steps:
1. Model how to play the game.
Option 1:
⚫ Use flashcards to quickly review all the animal and habitat words. Then paste the habitat flashcards
on the wall or put them on the floor.
⚫ Put the flashcards behind your back and randomly take out one of the cards. Say “It’s a …?” Elicit the
response from Ss “lizard”.
⚫ Go to the jungle card and say “A lizard lives in the jungle? Yes or No?” Elicit the response from Ss
“No.” Go to the Arctic card and say “A lizard lives in the Arctic? Yes or No?” Elicit the response from
Ss “No.” Go to the desert card and say “A lizard lives in the desert. Yes or No?” Elicit the response
from Ss “Yes.”
⚫ Have Ss stand up to play the game. After Ss have found the habitat, guide them to complete the
sentence “A … lives in the ...”

Option 2:
⚫ Use flashcards to quickly review all the habitat words, then paste them on the wall or put them
separately on the floor.
⚫ Invite CT to help you.
⚫ Call out one of the animal names. For example, “A lizard.”
⚫ CT goes to the jungle card and you say “A lizard lives in the jungle? Yes or No?” Elicit the response
from Ss “No.” Then CT goes to the Arctic card and you say “A lizard lives in the Arctic? Yes or No?”
Elicit the response from Ss “No.” Finally CT goes to the desert card and you say “A lizard lives in the
desert. Yes or No?” Elicit the response from Ss “Yes.”
⚫ Have Ss stand up to play the game. After Ss have found the habitat, guide them to complete the
sentence “A … lives in the ...”

Option 3:
⚫ Invite three parents to come to the board. Hand out the flashcards to them.
⚫ Invite CT to come to the board. Give him/her the instruction, for example, “It’s a polar bear.”
⚫ The CT responds the instruction by running to the parent who is holding the jungle card.
⚫ T: “Yes or no?”
⚫ Ss: “No.”
⚫ Then the CT runs to the desert card.
⚫ T: “Yes or no?”
⚫ Ss: “No.”
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⚫ The CT runs to the Arctic card.
⚫ T: “Yes or no?”
⚫ T: “Yes.”
⚫ T: “A…lives in the….” Guide Ss to complete the sentence.

Wrap-up （1 min）
Interaction: T-Ss, plenary
Teaching steps:
1. T: “Thank you for your help. The animals are at home. Are they happy now?”
2. Click on the iPad.
T: “Let’s have a video chat.”
3. Have Ss look at the pictures and recall the sentences.
T: “What is it?’
Ss: “It’s a lizard.”
T: “A…lives in the….”
Ss: “lizard. desert.”
4. Say goodbye to Ss.
T: “The animals are so happy. You have been so great today. It’s time to say goodbye. Can you say ‘Bye
bye xxx.”

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