Topic Let's Look Inside (Lesson 1 Vocabulary)

Subject Vocabulary
Grade Starters
Duration 45mins
Objective Students will be able to identify and use new words about rooms
and furniture
Materials Jigsaw puzzles, Pictures, Audio tracks, Whiteboard
Key New vocabulary: Bathroom, dining room, hall, kitchen, living
Content room, bookcase, shower, sofa
Lesson PPP
Procedur
e
Time Procedure Learning Interacti Materia
Styles on ls
Patterns
Prepare  Tr makes students into 4 V Group Resourc
5mins groups and gives two A work e1
jigsaw puzzles to each (jigsaw
K Whole
group. Give 2mins to puzzles)
solve the puzzles. (When class
they finished, ask them to
name the pictures if they
can)
Present  Tr gives answer pictures V Whole Resourc
15mins to each group and then A class e1
starts the audio 3.1. Tell Group (answer
the class to listen and hold K pictures)
work
the correct pictures. Audio
 Tr plays the audio again V
and this time the students Individua track
A 3.1and
have to number the l
3.2
pictures. K
 Tr tells the class to look at V Group
 the big pictures from pg. K work
108 and find the words
form activity1. (Give
2mins and tell them to
check their answers in
Individua
their group) Audio
V l
 Tr tell the students to read track 3.3
the song “My spaceship A Whole
home” first. (Give 1 min class
K
to read). Then play the Open
song. Ask the class to class
dance with their shoulders
when they hear the words
from activity 1. (Tr shows
how to dance with
shoulders) When the song
is over, ask the following
questions.
- How many rooms are
there in your spaceship
home? Resourc
- What can you see in V e 2 (4
your bedroom? Group copies of
K
- Where do you go to work space
think? vocabula
- What is the color of the ry
sofa? workshe
 Give each group space ets)
vocabulary matching
worksheet and give them
1 give to do this. Then
elicit the answer.
Practice  Tr give time to practice A Group
10mins the song in groups. K work
Suggest them to sing in
their own way. Ask the
 class to applause every
time one group is done.
 Tr write ‘Where am I A Whole
now?’ on the board. Tr class
will act out the actions for K
each word (bathroom, Open
dining room, hall, kitchen, class
living room, bookcase,
shower, sofa) and the
class has to guess the
word. Call out some
confident students and ask
them to act out the words.
Produce  Tr makes students into V Pair work
15mins pairs and ask them to talk A
about “What they can see
in the pictures from
pg.108” with their
partners. (Give 2 mins to
talk) A Whole
 Tr tell the students to class
close their eyes and
imagine their houses. Ask
them to compare the
pictures with their houses.
Tr give the example
sentences.
There’s a sofa in my
house, too. But my TV is
on the table. (Suggest
them to use too and but A Whole
when they talk about the class
differences.) Pair work
 Call out some confident
students and ask them to
talk about how these
rooms are different to
their houses. Then tr gives
random numbers and
 students find their pairs
with the same number
then talk about the
differences.
Debrief
Reflection

Topic Let's Look Inside (Lesson 2+3 Grammar and Grammar focus)
Subject Grammar
Grade Starters
Duration 50mins
Objective Students will be able to talk about last night by using past simple
(was and were)
Materials Whiteboard, audio tracks, worksheet
Key Grammar focus: I was ……. I wasn’t ….
Content She was……. She wasn’t ….
We were…… We weren’t ….
Lesson PPP
Procedur
e
Time Procedure Learning Interacti Materia
Styles on ls
Patterns
Prepare  Make the students into V Pair work Resourc
7mins pairs and give the K e 2 (10
teacher’s diary worksheet copies of
to each pair. Give them teacher’s
5mins to do the diary
worksheet. workshe
 Choose one pair to write
et)
their answer on the board
and the class look and
check their answers.
Present  Teacher write ‘Where was V Whole Audio
15mins the Owen’ on the board A class track 3.4
and start the audio 3.4. Open Whitebo
The class listens for the class ard
answer. Ask the class to
say the answer.
 Then tell the class to open V
their pupil books, read the
story and check their Individua
answer. l
A
 After that, tell the class to
K
cover the story with their
notebooks. Teacher play Individua
the audio 3.4 again and l
the class listens and
choose the correct V Whitebo
answers from activity 2. K ard
 Teacher write the
Whole
following sentence on the
class
board and ask the class to
complete the sentences
with was and were.
- I …… with grandma.
- She ……happy.
- We …….in the
kitchen.
Complete the
 following sentences
with wasn’t and Whitebo
weren’t. ard
- I …… at home. A Whole
- She ……tired. class
- We ……hungry.
Open
 Teacher ask the sentence
class
“Are these sentences are
about today or
yesterday?”
Elicit that we have to use V
‘was and were’ to talk A Whole
about yesterday or past. class
K
(Use L1 if student don’t
know past.) Also elicit
that use I, She, He, it with
was and We, they with
were.
 Then write long form
(was not and were not on
the board and call out one
student to write the short
form.
Practice  Tell the class to look at V Whole
8mins pictures from activity 2 A class
and ask the following
Open
questions.
- Where was the boy in class
the first picture?
- Where were his mum
and dad?
- Where was his brother?
- Where were the cats? V
 Then tell the class to Group
A
complete the text from work
K
activity 2 in their groups.
(Give them 3mins to do Whitebo
 this) V ard
 Call out one student and A Whole
ask him/her to write the class
answers. Check the
answers with the class. If Open
there any mistakes, elicit class
the correct answers with
the class.

Produce  Teacher write some V Whole Whitebo

20mins questions about last night A class ard
on the board and tell the
K Teacher-
class to think their
answers for the questions. student
-Where were you last
night?
-How was your feeling?
- Where were your mum
and dad?
- How were their feelings?
-Where was your
brother/sister?
- How was his/ her
feeling?
- Where was your pet?
Then choose one
confident student and ask Pair work
A
these questions as an
example.
 Make random pairs and
tell the students to ask and
answer about their last
night.
(Suggest the student who Whole
A
doesn’t have any brother class
or sister or pet to tell their
partners other things
instead.) K
 When everyone has Individua
 already taken their seats, V l
choose a pair to talk about
K Group
their last night in front of
the class. work
 Then give them 10mins to
write about their last night
on their notebooks.
 When they finished, ask
them to exchange the
notebooks within their
groups and read their
group members stories.
Debrief
Reflection
Topic Let's Look Inside (Lesson 4 Reading)
Subject Reading
Grade Starters
Duration 40mins
Objective Students will be able to read a realistic story about the astronauts
and talk about what things they like and they don’t like about life on
space stations
Materials Whiteboard, audio tracks, pictures, worksheet
Key Vocabulary: asleep, astronaut, space, towel, wash
Content How do astronauts eat in space?
How do astronauts wash in space?
How do astronauts sleep in space?
Lesson PPP
Procedur
e
Time Procedure Learning Interacti Materia
Styles on ls
Patterns
Prepare  Make the students into V Group Resourc
5mins four groups and give A work e 3 (4
match the occupation copies of
worksheets to each group. K match
 (Give them 2 mins to do the
the worksheet) occupati
 Ask the class to guess on
“Which occupation are workshe
they going to read?” et)
(Elicit astronaut)

Present  Give “My week in space” V Group Resourc

15mins photos to each group and A work e 4 (4
ask each group ‘Where Open pairs of
are the people?” Teacher class my week
starts the audio track 3.6 in space
and tell the class to listen photos)
and check their answers. V Individua
Audio
 Tell the class to read the l
A track 3.6
text and choose the Open
correct room from activity class
2. Then check the answer
A
with the whole class. Teacher -
 Teacher check the student student
understanding by asking
the following questions.
-What is Hope Parker’s
job?
- Where was she last
week?
- Is this in the present or
in the past? (Draw a
timeline and explain the
past if needed)
-Ask each group to give
one sentence with ‘was’
and ‘were’.
-How do the astronauts
wash in space?
-How do astronauts sleep
 in space?
Practice  Tell the class to write K Individua
5mins down their answers in l
activity 3. Whitebo
V Whole
 Call out one student to ard
class
write the answers and the
class look and check their
answers.
Produce  Teacher draw a table on V Whole Whitebo
15mins the board. K class ard
Individua
Things I like Things I don’t l
like

Tell the students to list the things

they like and they don’t like
about the life on the space
situation. A
 Make random pairs and Pair work
tell the class to share their A
ideas with their partners. Whole
 When everyone has taken class
their seats, ask the class
“What do you think is Open
Hope Parker happy at her class
job? Why or why not?
Then ask “Is her job easy
A Pair work
or difficult?’’
 Then ask “Is it important Whole
to enjoy what you do?” class
This time tell the class to
share their ideas in their
groups. (Give 2 mins)
(While students are
sharing their ideas,
teacher walk around and
check them)
 When they finished, call
out one student who has
an interesting idea and tell
him/ her to share his/her
ideas to the class.

Debrief
Reflection

Topic Let's Look Inside (Lesson 5 Sounds and letter)

Subject Vocabulary
Grade Starters
Duration 50mins
Objective Students will be able to identify long o and u sounds and make
sentences with long o and u sounds words.
Students will be able to arrange the same first letter words in the
alphabetical order.
Materials Whiteboard, audio track
Key Long o and u sounds words: home, nose, tube, flute, Luke, alone,
Content stone, cute, long, tune, huge.
Arrange the words in the alphabetical order: flute, fat, fly
Home, hat, hungry, his, he
Lesson PPP
Procedur
e
Time Procedure Learning Interacti Materia
Styles on ls
Patterns
Prepare  Teacher make the class V Group Whitebo
5mins into four groups and write K work ard
the following words on
(To the board.
refresh stone, glue, bone, hope,
their music
knowledg Tell the class to arrange
e of the words in the
alphabeti alphabetical order. Choose
one student to write the
cal order)
answer on the board.

Present  Teacher write two more V Group Whitebo

8mins words lists start with letter A work ard
‘f’ and letter ‘h’ on the
(To teach board. K
how to Flute, fat, fly
put words Home, hat, hungry, his, he
in Tell them to arrange these
alphabeti words in the alphabetical
cal order) order. Give them 3mins to
discuss and write their
answers. V
Whole
 Group leaders come and A
class Whitebo
write their answers. ard
Teacher elicit that when
the first letters are same,
they have to look at the
second or third letter and
put the words according to
alphabetical order. Tell
them to look at (flute, fat,
fly)
The first word is “fat’’ but
in flute and fly the
beginning letters are same
‘Fl’. In this case, tell them V
Whole
to look at the third letters. K class
The answer will be: fat,
flute, fly.
 Tell the class to correct
their answer for (home,
hat, hungry, his, he).
Choose one student to
write the answer on the
board. Then check his/her
answer with the class.
Practice  Have the students to put V Individua Whitebo
7mins the following words in the K l ard
alphabetical order in their
(to Workbo
workbook. If necessary,
practice teacher work through the ok
putting first one with the class.
the same ‘Key, space, pencil, cold,
first letter elephant’
words in ‘Russia, helicopter,
garden, window, fox’
the
‘Insect, dress, panda,
alphabeti umbrella, lorry’
cal order) ‘Train, orange, Mexico,
flute, clock’ (Give them V Whole
5mins) Students
A class ’
 Choose three students to
write the answers. If there Open answers
K
any mistakes, ask the class class
“What changes do you
want to make?’’ and elicit
the correct answer.

Present  Teacher starts the audio A Individua Audio

8mins track 3.7 and the class V l track 3.7
listen and say the words.
(To Then tell them to open K
present their pupil’s books and
long ‘o’ complete the words from
and ‘u’ activity 1. Whole Whitebo
 Teacher write the words V class ard
sounds)
long “o” and “u” on the A Open
board and say home, nose,
tube and flute together class
with class. Teacher
underline o _ e and u_ e
and tell the class to give
more words with o _e and
u_ e. Write students’
answers on the board.

Practice  Tell the class to look at V Whole

7mins the picture from activity 2 A class
and ask them to say what Open
(to they can see in this
practice picture. class
saying  Have the students to circle V
long ‘o’ the words with long ‘o’ K Individua
and ‘u’ and ‘u’ sounds from l
sounds) activity 2. Audio
 Then play the chant and A Whole
track 3.8
say the chant together class
with the students. Have V Group
each group say the chant. work
A
 After that tell the class to Individua
do the activity 3 and elicit K
l
the answer.
Whole
class

Produce  Tr divide the whiteboard V Group Whitebo

15mins into four parts. Then write A work ard
group 1, group 2, group 3 (4
(to be and group 4 in each part. K
able to markers)
Tell each group to choose
write the one who is really fast
sentences at writing and this student
by using has to stand in front of the
the words board. Teacher will say
they the words with long ‘o’
learnt) and ‘u’ sounds that they
previously learnt. Group
members brainstorm the
ideas to make a sentence
with the word and when
they have to whisper their
sentence to their writer.
( 1st group 5 points, 2nd
group 3 points, 3rd group 3
points and the last group 1
point) (Teacher gives one
 words in each round and
play 5 rounds)

Topic Let's Look Inside (Lesson 6 Language in use)

Subject Speaking
Grade Starters
Duration 40mins
Objective Students will be able to ask and answer about a day at their friend’s
house by using past simple to be (was and were)
Materials Whiteboard, audio tracks, Pieces of dialogue, pieces of paper, cups
Key Were you at home yesterday?
Content
 No, I wasn’t.
Were you with your….?
Were you in the …….?
Were you in the ……?
Lesson PPP
Procedur
e
Time Procedure Learning Interacti Materials
Styles on
Patterns
Prepare  Teacher asks “Where A Whole
5mins were you yesterday?” to K class
the class. Make pairs and
Pair work
tell them to talk about
their yesterday to their
partners.

Present  Teacher gives the pieces V Group Resource

10mins of dialogue to each group A work 4 (4 set
and starts the audio track dialogue
3.10. They have to listen K worksheet
and put the dialogue in the )
correct order. Teacher
Whole
 Teacher checks the A class has to cut
answers by asking the into
questions and students Open
pieces)
have to give the answer. class
V
 Teacher elicit that they Whole
have to use ‘were’ with A class
‘you and we’ and ‘was’
with ‘I, he and she’.
Practice  Teacher makes students Whole
10mins into two groups (Student class
A and Student B).
Individua
  Student A and Student B V l
look at the pictures from K
activity 2 and make
questions for each picture.
Remind them they can
look at the dialogue from
activity 1 as a sample.
(Give them 5mins to write Pair work
down the questions)
 When they are done, A Whole
Teacher call out two class
confident students and Pair work
have them ask and answer A
in front of the whole class.
 Then tell the class to find K
their pairs and ask and
answer their questions.
 While they are asking and
answer, teacher walks Whole
around and check on
class
them. If there are some V
mistakes, record the Open
A
mistakes. class
 Teacher writes the
mistakes on the board and
ask the whole class ‘What
changes do you want to
make?’ (Techer corrects
the mistakes with the
class)
Produce  Teacher gives three pieces K Individua Pieces of
15mins of paper to each student l paper and
and tell them to write 4 cups
down three questions
about a day at your
friend’s house.
(Give them 5mins) K
 They have to roll their
questions and put it into
 the cup. (Give one cup to Group
each group) V work
 They have to pick the
A
questions and answer the
questions. (Tell the class K
if they pick their own
questions to put them
back)
Debrief
Reflection
Topic Let's Look Inside (Lesson 7Listening and speaking)
Subject Listening and Speaking
Grade Starters
Duration 45mins
Objective Students will be able to listen for the sequence by looking at the map
Students will be able to make and present the route by telling the time
(half past)
Materials Whiteboard, audio tracks, clock
Key Sequencing adverbs: after and then
Content Half past two, half past seven, half past four, half past eleven, half
past eight, half past twelve
Lesson PPP
Procedur
e
Time Procedure Learning Interacti Materials
Styles on
Patterns
Prepare  Teacher draws the V Whole Whiteboar
5mins pictures and the class say A class d
the words. (Draw castle,
K Open
lake, forest, garden,
restaurant, playground) class

Present  Teacher starts the audio A Whole Audio

8mins track 3.11 and tell the K class track 3.11
class to write down the
places they hear.
 Tell the class to look at V
Open
the picture from activity 2 A class
and name the places.
Whole Audio
 Then starts the audio V track 3.11
again and tell the class to class
 listen and draw the boy’s A
route. Teacher stops after K
‘Appleton castle with my
family’ and ask the class
‘Where does the route
start?’ (Teacher points to Whole Whiteboar
the castle picture) V
class d
 Teacher writes the names K
of the places on the board
like in the map and call
out one student to draw
the route.
Practice  Teacher makes pair and K Pair work
5mins tell them to complete the
sentences from activity 3. Audio
A Whole
 Exchange the books with track 3.11
other pairs and check their class
answers. Then listen again
and check the answer.
Present  Teacher uses the clock V Whole Clock
10mins from the class, spin the A class
clock arms and ask “What
K Open
time is it?” (spin to half
past 2, half past seven, class
half past 4, half past 11, Tr-Ss
half past 8 and half past
Ss-Ss
12)
(Teacher can invite the Audio
students to spin the arms A Whole track 3.12
and ask questions) class
 Teacher starts the audio
A
track 3.12 and the class
listen and repeat.
 Call out one confident
pair and tell them to ask
and answer.
Practice  Make pairs and do asking A Pair work
3mins and answering the K
dialogue from activity
Produce  Teacher tells the class to V Individua
15mins draw their own route A l
about their last trip. When
they finished drawing, tell K
them they have to present
their route by using the
time. (Remind them to use
Whole
past simple) (Give 7mins)
class
 Have one confident
student to present about
his/her last trip in front of
the class. Group
 Then have the students to work
present their route in their
group and tell them to
choose the choose who’s
got the most interesting
route.
Topic Let's Look Inside (Lesson 8 Writing)
Subject Writing
Grade Starters
Duration 40mins
Objective Students will be able to start and end an email and write an email
about yesterday
Materials Whiteboard, pictures, worksheets
Key At the start of an email ask: How are you?
Content At the end of an email write
Lesson PPP
Procedur
e
Time Procedure Learning Interacti Materials
Styles on
Patterns
Prepare  Teacher shows the blank V Whole Resource
3mins email picture and ask the A class 6 (Guess
class to guess ‘Is this a the
Open
story or vlog or email?’ picture)
(Elicit answer) class
Present  Write “How are you?’’ V Whole Whiteboar
10mins and “See you soon,” on A class d
the board. Ask the class Open
“Where do you use how class
are you? At the start or at
the end of the email?”
(Elicit at the start)
Then ask “Where do you
use see you soon? At the
start or at the end of the
email?” (Elicit at the end) V Pair work Resource
  Teacher gives the K 7 (10
punctuation worksheet to copies of
each pair. Tell the email
students that they have to punctuatio
complete the email, read Whole n
V
and correct the sentences class worksheet
with capital letters and A s)
Tr-Ss
full stops. Whiteboar
 Exchange the worksheet d
between pairs and check
the answers. (Elicit that
they have to start the
email with Dear their
friend’s name and write
their names at the end)
Practice  Tell each pair to use the V Pair work
10mins prompts from the box and K
write their day at their
grandpa’s house. (Give
them 7mins and walk
around and check) Whole Whiteboar
V
 When they finished, call class d
out some pairs to read out A
Open
the emails. (If there any
class
mistakes, teacher writes
the sentences on the board
and asks the class ‘What
changes do they want to
make?’
Produce  Teacher writes the V Whole Whiteboar
15mins following questions on the K class d
board and tell the students
Individua
to make notes what did
they do yesterday. l
-Where did you go?
-What time did you go?
-Who did you go with?
 -What did you do?
(Give them 3 mins to K Individua
write down notes) l
 After that tell the students
to start writing their
emails in their books.
(Remind them to use the
punctuation correctly)
(Teacher walks around the
class and constantly check
V Group
on the students and gives
any necessary help) work
K
(Give 8mins to write)
 Exchange books in their
groups and ask them to
choose who’s got the best
email. (Give 3mins to
choose)
Debrief
Reflection
Resource 1 (Jigsaw puzzles and answer picture)
Bathroom

Dining room
Hall

Kitchen
Living room

Bookcase
 Shower

Resource 1 (Answer Pictures)

Resource 2 (Space Vocabulary matching)

Match the word with the correct pictures.

Spaceship home

Space

This Photo by Unknown Author is licensed under

CC BY-SA
Space phone

Resource 3 (Teacher’s Diary)

Yesterday, I wasn’t at home. I was with my cousins.

We went to the beach. It was sunny and warm. We rode
a boat and went to the island. We were thirsty when we
got to the island. We drank coconut juice. In the
afternoon, I was at the hotel. The family room was really
big and comfortable. We all were happy during the trip.
Read the sentences and write ‘True’ or ‘False’.
1. The teacher was with her friends.
2. The weather was cloudy.
3. The teacher and her cousins were
hungry.
4. The room was small.
5. They were at the swimming pool in
the afternoon.
Resource 4 (Match the occupations worksheet)
Resource 4 (My week in space photos)
Resource 5 (Dialogue about yesterday)

Were you at home yesterday?

No, I wasn’t. I was at Warwick

Castle

Were you with your mum?

Yes, I was.
Were you in the Queen’s
bedroom?

Yes, we were. It was huge.

Were you in the dining room?

No, we weren’t. It wasn’t open.

Were you in the garden?

Yes, we were. The flowers were

beautiful.
Resource 6 (Guess the picture)
Resource 7 (Email Punctuation practice)