Show & Tell English Syllabi Term 2-4

SUBJECT: English LEVEL: 1 PROGRA
SCHEDULE: CURRICULUM:
TERM MONTH WEEK SESSION UNIT TOPIC PAGE LESSON CONTENT OBJECTIVE
Vocabulary: Hello, goodbye, bye-bye,

Students can say
teacher, girl, boy
hello, goodbye, ask
Vocabulary: Reach up, clap, stamp,
and introduce their
1&2 4&5 Lesson 1&2 say shhh
names.
Structure: What's your name? I'm ...
Students can say and
I'm a teacher/boy/girl.
do some actions.
Focus skill: Speaking & listening
Students can say

hello, ask and
Vocabulary: Again, swing, look, bear introduce someone
Vocabulary: Stand up, sit down, listen else.
3&4 6 Lesson 3&4
Structure: Who is this? This is... Students can say and
Focus skill: Speaking & listening follow some
classroom
instructions.

Activity at Vocabulary: Reach up, clap, stamp,
5 x do some actions with
Home stand up, sit down
mum and dad.
Vocabulary: Respect, responsibility,

Students understand
brilliance, integrity, love
1&2 x Lesson 1 and can say the 5
Structure: We have...
school core values.
2
Students can ask and
Vocabulary: Be kind, be safe, be
express how they are
responsible
feeling.
Vocabulary: Good, great, wonderful,
3&4 x Lesson 2 Students can say and
tired, hungry, sleepy
follow some
Structure: How are you? I'm...
classroom
instructions.
Vocabulary: Good, great, wonderful, Students can perform

Activity at
5&6 x tired, hungry, not so good along to the Hello
Home
Structure: Hello, how are you? I'm... song.
Do you want
December Hello
Do you want
December Hello
to play?
Students can sing the

Vocabulary: The alphabet
alphabet, ask and
Vocabulary: Blue, yellow, red
1&2 7&9 Lesson 4&6 answer questions
Structure: What colour is it? It is...
about the colour of
items.
Vocabulary: The alphabet Students can sing the

Vocabulary: Leaf, flower, stick alphabet, ask and
3&4 10&11 Lesson 7&8 Structure: What's this? This is a ... answer questions
picture about the colour of
Focus skill: Speaking & listening items.
Students can perform
Activity at
5&6 x Vocabulary: The alphabet song along to the
Home
Alphabet song.
Vocabulary: The alphabet Students can sing the

Vocabulary: Leaf, flower, stick alphabet, ask and
1&2 10&11 Lesson 7&8 Structure: What's this? This is a ... answer questions
picture about the colour of
Focus skill: Speaking & listening items.
4
Vocabulary: Respect, responsibility,
Vocabulary: Be kind, be safe, be Students understand
responsible and can say the 5
3&4 12&13 Lesson 9&10
Structure: school core values
How are you? I am... and classroom rules.
We have...
Vocabulary: Red, yellow, blue, flower,

stick, leaf
Activity at answer questions
5&6 x Structure:
Home about colours red,
What colour is it? It is...
yellow and blue.
What is it? It is a...
Vocabulary: Family, mum, dad,
brother, sister, baby, finger, me, you
answer questions
1&2 14&15 Lesson 1&2 Structure: Who's that/this/he/she?
about their family
That/This/He/She's...
members.
1
Vocabulary: Friend, coat, hat, mittens,
shoes
Vocabulary: Reach up, clap, stamp,
say shhh, stand up, sit down, listen, play Students know and
3&4 16&17 Lesson 3&4 Structure: can say the name of
My friend some clothing items.
Your coat
Let's...
Vocabulary: Family, mum, dad, Students can use
Activity at brother, sister, baby, finger, me, you that/this's to talk
5&6 x
Home Structure: That/This's... about family
Focus skill: Speaking & listening members.
January
Who's in your
1
family?
Vocabulary: Apple, ant, art, bus, bear,

bee, red, yellow, blue
Letters: a, b Students learn the
Structure: letters a, b and and
1&2 18&19 Lesson 5&6
Please help me find my... pronounce their
Here it is. sounds.
Thank you!
2
Vocabulary: Cat, cow, camel,

mum/mummy, dad/daddy, brother,
sister, baby, you, me
Letters: c Students learn the
3&4 20&21 Lesson 7&8 Structure: letter c and can
This's a mum/mummy. pronounce its sound.
That's her baby.
That's his mummy.

Activity at
5&6 x Vocabulary: The Finger family song along to the Finger
Home
family song.
Vocabulary: Family, finger, dad,

daddy, mum, mummy, brother, sister,
baby
Students can ask,
Structure:
1&2 22&23 Lesson 9&10 answer and introduce
Who's he/she?
their families.
He/She's...
That/This's my...
1
Vocabulary: Book, bag, pen, pencil,
paper, crayon Students can name
3&4 24&25 Lesson 1&2
Structure: What's this? This's... some school items.

Activity at paper, crayon Students can name
5&6 x
Home Structure: What's this? This's... their school objects.
Vocabulary: Doll, boat, teddy bear, Students can name

fish, ball, bus, cat, book, bag some toys.
1&2 26&27 Lesson 3&4 Vocabulary: one, two, three, four, five Students know and
Structure: What's this? It's a... can count numbers 1
Focus skill: Speaking & listening to 5.
2
Vocabulary:
+ a - apple, ant, art
+ b - bus, bear, bee
Students learn the
+ c - cat cow, camel
letters a,b,c,d and
3&4 28&29 Lesson 5&6 + d - dog, doll, door
can pronounce their
Structure:
sounds.
Vocabulary:
Students learn the
letters a,b,c,d and
can pronounce their
Structure:
sounds.
Let's play with the...
Good idea!
2 What's this?

Activity at Vocabulary: The Once I caught a fish
5&6 x along to the Once I
Home song
caught a fish song.
February
Vocabulary: Old, new

+ e - elephant, egg, ear Students learn the
+ f - family, fish, fox letters e, f and can
Structure: pronounce their
29,
1&2 Lesson 6,7&8 This's old/new sounds.
30&31
These are old/new Students can say if
This ... is old/new an object is old or
These ... are old/new new.

paper, crayon, old, new
Vocabulary: Doll, boat, teddy bear,
Students can talk
fish, ball, bus, cat
3&4 32&33 Lesson 9&10 about some toys and
Structure:
school things.
What's this? This's my... It's new/old.
These are my toys/school things.
Vocabulary:
1. My toys: Doll, boat, teddy bear, fish, Students can draw
Activity at
5&6 x ball, bus, cat and name some toy
Home
2. My school things: Book, bag, pen, and school items
pencil, paper, crayon

baby, me, you Students can talk
Review Who's in your Vocabulary: Coat, hat, mittens, shoes about their family
1&2 x Review lesson
Unit 1 family? Structure: and some clothing
That/This's items.
My/his/her/your...
Vocabulary:
4 + a - apple, ant, art
+ d - dog, doll, door
Students know the
+ e - elephant, egg, ear
letters a,b,c,d,e, f and
3&4 x Review lesson + f - family, fish, fox
can pronounce their
sounds.
paper, crayon, doll, boat, teddy bear,
Structure:
This's my/your...
Review
What's this?
Unit 2
Vocabulary: Doll, boat, teddy bear,

Students can talk
Activity at fish, ball, bus, cat, book, bag, pen,
5&6 x about some toys and
Home pencil, paper, crayon
school items.
Structure: This is my...
Vocabulary: Eyes, ears, nose, mouth.
Structure: Students can figure
1&2 34&35 Lesson 1&2 I have 2 eyes. out some parts of
I have 1 nose. their bodies.
1
Vocabulary: Head, tummy, hands, feet,
arms, legs. Numbers 1-5, elephant, doll,
cat, dog, teddy bear
Structure:
Shake your head. Students can figure
3&4 36&37 Lesson 3&4 Point to your tummy. out some parts of
3&4 36&37 Lesson 3&4 Point to your tummy. out some parts of
Clap your hands. their bodies.
Stamp your feet.
flap your arms.
bend your legs

Activity at along to the Head,
5&6 Vocabulary: Eyes, ears, nose, mouth.
home shoulder, knees and
toes Song
Vocabulary: goat, hat

How many Phonics focus: g, h Students can
3
3
eyes? Structure: pronounce the letter:
1&2 38&39 Lesson 5&6 We need to wash our hands. g, h and can know
Okay, pass the soap, please. how to wash their
Value: washing hands hands.
Vocabulary: Hard, soft, feather, stone,

teaddy bear, crayon, red, blue, insect,
Students can
goat, hat
pronounce the letter:
Structure:
3&4 40&41 Lesson 7&8 g, h, i and can
It's hard.
expore some real
It's soft.
materials.
Phonics focus: g, h, i
Vocabulary: eyes, nose, ears, head,
Activity at Making body part
5&6 mouth
March home picture
Structure: I have...
Vocabulary: Hard, soft, feather, hands,

body part.
Structure: Students can figure
1&2 42&43 Lesson 9&10 I have 2 eyes. out some parts of
This is my picture. their bodies.
It's soft/ hard.
3
Vocabulary: car, bus, train, bike, boat

Structure: Students can talk
3&4 44&45 Lesson 1&2 Do you have a bus? about the
Yes. I do/ no. I don't. transportation.
Vocabulary: car, bus, train, bike, boat Students decorate

Activity at
5&6 Structure: This is my bus/ car/ train/ theirs favorite means
home
boat/ bike of transports
Vocabulary: Green, pink, purple,
ballon, plane, car, bus, train, numbers 1-
5, boat, buses, cars, trains, planes.
Structure:
Students can talk
What color is it?
1&2 46&47 Lesson 3&4 about the colors and
It's green.
transportation.
Do you have a plane?
Yes, I do/ No. I don't.
Vocabulary: juice, kite

Phonics focus: j, k Students can
Structure: pronounce the letter:
3&4 48&49 Lesson 5&6 Sit down. Be quiet, please. j,k and can know the
Oops, sorry. value thinking of
Value: Thinking of others. others.
What do you
4
ride?
Activity at Vocabulary: The what's your favorite along to the what's
5&6
home colors Song your favorite colors
Song
Vocabulary: wheels, fast, slow, big,

small, the winner, leg, juice, kite
1&2 50&51 Lesson 7&8 Let's try a plane and a train. about the
The train is fast/ slow. transportation.
Phonics focus: j, k, l
1
Vocabulary: car, bus, train, bike, boat,

plane
3&4 52&53 Lesson 9&10 Do you have a train? about the
Yes, I do transportation.
No, I don't

Activity at Vocabulary: The wheel on the bus
5&6 along to the wheel
home Song
on the bus Song
Vocabulary: tree, lake, hill, flower,
bees, train,boat, sun Students can talk
1&2 54&55 Lesson 1&2 Structure: about what they can
I see a tree. see outside
2 Vocabulary: slide, swing, big, small,

numbers 1-7, sticks, eyes, tree, flowers.
Structure:
I'm big/small. Students can talk
3&4 56&57 Lesson 3&4 Is it big/small? about what they can
Yes/ No. see outside
It's big/ small.
I see a (slide).
3
Vocabulary: tree, lake, hill, flower, Students can

Activity at
5&6 bees, train,boat, sun decorate what they
home
Structure: I see a tree/hill/... can see outside
April
Vocabulary: moon, nest.

Phonics focus: m, n
Structure:
Students can talk
Look out.
1&2 58&59 Lesson 5&6 about what they can
Here I come.
see outside
Okay.
Value: playing safely
3 What can you
5 Vocabulary: Seed, pot, water, flower,
find outside?
number 1-4
3&4 60&61 Lesson 7&8 It's in the pot. about what they can
Vocabulary: octopus, moon, nest see outside
Phonics focus: m,n,o
Students can
Vocabulary: octopus, moon, nest, m,
recognize some
Activity at n, o
5&6 letters :m,n,o and
home Structure: This is a moon/ nest/
words: octopus,
octopus
moon, nest
Vocabulary: Nature, colors, flower.

Structure:
Structure:
Students can talk
I see a hill.
I see a flower.
see outside
It's pink.
Vocabulary: Tree, flower, hill,

3&4 64&65 Lesson 9&10 I see a tree. about what they can
I see 2 trees. see outside
Vacabulary: 3D- tree, green, brown.
Activity at Students can make a
5&6 Strucure: I make a tree, It's green and
home 3D- tree
brown.
Vocabulary: Scarecrow, cloud, fingers,

toes, moon.
Mom, dad, bird, crayon, bag, mittens,
ears, baby, eyes
Structure:
Students can figure
Who's this?
1&2 44&45 Review out some parts of
It's mom.
their bodies.
What's this?
It's crayon.
1 have 2 ears.
Value: Being active.
Review How many
1
Unit 3 eyes?
Vocabulary: Scarecrow, cloud, fingers,
toes, moon.
Arms, ball, boat, body, doll, ears, eyes,
hat, head, feet, legs, mouth, nose, shoes,
teddy bear, toy box. Students can figure
3&4 Review Structure: out some parts of
This is a doll. their bodies.
It's a boat.
2 arms.
Vacabulary: Body, ears, eyes, head,

Activity at Students can make a
5&6 nose, mouth.
home poser of body part
Strucure: This is a nose.
Vocabulary: Green, pink, purple,
ballon, plane, car, bus, train, numbers 1-
5, boat, buses, cars, trains, planes.
Structure:
Students can talk
What color is it?
1&2 Lesson 3&4 about the colors and
It's green.
transportation.
Do you have a plane?
Review What do you

2
Unit 4 ride?
Vocabulary: car, bus, train, bike, boat,
plane
3&4 Lesson 9&10 Do you have a train? about the
Yes, I do transportation.
No, I don't
Vacabulary: car, bus, train, bike, boat,
Students can make a
Activity at plane
5&6 favorite mean of
home Strucure: This is my car. It's blue and
transport.
red.
May
Vocabulary: tree, lake, hill, flower,

bees, train,boat, sun Students can talk
1&2 Lesson 1&2 Structure: about what they can
I see a tree. see outside
Review What can you Vocabulary: slide, swing, big, small,
3
Unit 5 find outside? numbers 1-7, sticks, eyes, tree, flowers.
Structure:
3&4 Lesson 3&4 Is it big/small? about what they can
Yes/ No. see outside
It's big/ small.
I see a (slide).
Vocabulary: flowers, small, big, red,

yellow, pink, green
Students can
Activity at Structure:
5&6 decorate a bunch of
home It's small.
flower
It's big.
It's green.
Phonics focus: m, n
Structure:
Students can talk
Look out.
Here I come.
see outside
Okay.
Review What can you

4
Unit 5 find outside?
Vocabulary: Seed, pot, water, flower,
number 1-4
3&4 60&61 Lesson 7&8 It's in the pot. about what they can
Vocabulary: octopus, moon, nest see outside
Activity at
5&6 Vocabulary: Let's go out side Song along to the Let's go
home
out side Song
Vocabulary: table, chair, computer, toy

box
1&2 66&67 Lesson 1&2 Where's the computer? about what's in the
It's on/ in the (chair/ toy box). box
Focus skill: Listening & speaking

Vocabulary: Square, circle, triangle,

star, plate, lime, numbers 1-10
Students can talk
Structure:
3&4 68&69 Lesson 3&4 about what's in the
Look at my (toy box)!
box
How many?

star, toy box
Activity at Structure: Students can
5&6
home Look at my (toy box)! decorate the toy box.
There are 3 stars/2 circles/ 4 squares on
it.
Vocabulary: quilt, pencil.

Phonic focus: p, q
Structure: Students can
Let's help clean up. pronounce p and q
1&2 70&71 Lesson 5&6
Okay. Let's put away the toys. sounds. They can
Let's clean the table. help others to clean.
Values: Help to clean up.
What's in the
Unit 6
toy box?
2
Vocabulary: pattern, stick, glue, cut,
Students can
scissors, color, rabbit.
pronounce p, q and r
Structure:
3&4 72&73 Lesson 7&8 sounds. They can
Pass the crayons, please.
explore real
Phonic focus: p, q, r
materials.
Structure:
3&4 72&73 Lesson 7&8 sounds. They can
explore real
materials.

Activity at
5&6 Vocabulary: Clean up Song along to the Clean up
home
Song
June
Vocabulary: Classroom objects, toys,

transportation, furniture, mat
Structure:
Where's the computer? Students can talk
1&2 74&75 Lesson 9&10 It's on the table. about what's in the
This is my hat. box
It's on the table.
Look! 5 stars.
3 Vocabulary: up, down, spider, sun, rain. Students can sing
Structure: along the itsy bitsy
3&4 76&77 Review 2 story
Value: Being aware of the weather. spider song and can
Focus skill: Listening & speaking tell about the story.
Vocabulary: square, circle, triangle, star

Activity at Structure: make a sharp mat for
5&6
home It's a mat. snack time
It's a square/ triangle/ circle/ star/...
Vocabulary: bird, cat, rabbit, turtle
Students can talk
Structure:
1&2 78&79 Lesson 1&2 about what are their
I like (birds).
favorite pets.
4 Vocabulary: pet, mouse, cute, favorite,

spider, cat, dog, octopus, fish, numbers
6-10. Students can talk
3&4 80&81 Lesson 3&4 Structure: about what are their
My favorite pet is a cat. favorite pets.
I like dogs.
Vocabulary: mouse, spider, cat, dog,
octopus, fish, bird, cat, rabbit, turtle
Activity at Students can draw
5&6 Structure:
home favorite pets.
My favorite pet is a cat.
I like dogs.
What pets do
Unit 7
you like?
Vocabulary: Sun, table.

Phonic focus: S, t
Students can talk
Structure:
1&2 82&83 Lesson 5&6 about how is kind to
Be gentle with the cat.
the pets?
Value: Being kind to animals.
Vocabulary:umbrellas, sun, table, play

with, feed, brush, love, toy, wheel, ball,
pet. Students can talk
1
I feed my pet. do with their pets.
Phonic focus: S, t, u
Vocabulary :pet, dog, cat, fish, mouse,

Activity at bird
5&6 along to the I have a
home Structure:
pet song
Do you have a pet?
Vocabulary: Pets, small, big, colors.

1&2 86&87 Lesson 9&10 I like cats. about what are their
My favorite pet is a (cat). favorite pets.
2
Vocabulary: roll a hoop, bounce a
balloon, stack cups, blow bubbles. Students can talk
I can/ can't ( blow bubbles). do for fun.
4 Vocabulary: socks, pets

Activity at
5&6 Structure: Make a sock puppet
home
My favorite pet is a rabbit.
July
Vocabulary: throw, hop, count, jump,

blow bubbles, roll a hoop, ball, numbers
July
Vocabulary: throw, hop, count, jump,

blow bubbles, roll a hoop, ball, numbers
1-10.
1&2 90&91 Lesson 3&4 Can you (count)? about what they can
How many? do for fun.
1 kite.
3 Balloons.
3 Vocabulary: Van, wheel

Phonic focus: V, W
Structure:
Look at me. Students can talk
3&4 92&93 Lesson 5&6 I can hop! about what they can
Good job. do for fun.
Hooray!
Value: Valuing other's achievements.
What can you

Unit 8
do?

balloon, stack cups, blow bubbles.
Activity at
5&6 I can roll a hoop. about what they can
home
I can bounce a balloon. do for fun.
I can stack cups.
I can blow bubbles.
Vocabulary: fly, crawl, swim, jump,

girl, boy.
fox, van, wheel
Phonic focus: v, w, x Students can talk
A (mouse) can/ can't (swim). do for fun.
Can a mouse crawl?
Yes./ No
4
4
Vocabulary: activities, numbers, shapes.

Structure:
Students can talk
I can/ can't jump.
Can you stack cups?
do for fun.
Yes./No

Activity at
5&6 Vocabulary: Yes, I can Song along to the Yes, I
home
can Song
Vocabulary: pattern, stick, glue, cut,

Students can
scissors, color, rabbit.
pronounce p, q and r
Structure:
1&2 72&73 Review sounds. They can
explore real
materials.
1&2 72&73 Review sounds. They can
explore real
materials.
Review What's in the

1
Unit 6 toy box?
Vocabulary: Classroom objects, toys,

transportation, furniture, mat
Structure:
3&4 74&75 Review It's on the table. about what's in the
This is my hat. box
It's on the table.
Look! 5 stars.
Students can say the

Vocabulary: bird, tree, hill, fish, flower
Activity at number of bird, tree,
5&6 Structure:
home hill, fish, flower in
I see 1 lake, 4 birds.
the picture.
the picture.
Vocabulary: pet, mouse, cute, favorite,

spider, cat, dog, octopus, fish, numbers
6-10. Students can talk
1&2 Review Structure: about what are their
My favorite pet is a cat. favorite pets.
I like dogs.
Vocabulary:umbrellas, sun, table, play

with, feed, brush, love, toy, wheel, ball,
pet. Students can talk
3&4 Review What pets do Review Structure: about what they can
2
Unit 7 you like? I feed my pet. do with their pets.
Phonic focus: S, t, u
Vocabulary: cat, turtle, rabbit

Activity at
5&6 I like cats. about what are their
home
I like turtle. favorite pets.
Activity at
5&6 I like cats. about what are their
home
I like turtle. favorite pets.
I like rabbits.
August

balloon, stack cups, blow bubbles. Students can talk
1&2 Review Structure: about what they can
I can/ can't ( blow bubbles). do for fun.
3
Vocabulary: fly, crawl, swim, jump,
girl, boy.
fox, van, wheel
Phonic focus: v, w, x Students can talk
3&4 Review Structure: about what they can
A (mouse) can/ can't (swim). do for fun.
Can a mouse crawl?
Yes./ No
Vocabulary: v, w, x, fox, van, wheel

Students can
5&6 recognize van,
home Can a mouse crawl?
wheel, fox, v, x, w
Yes./ No
Review What can you

Unit 8 do?

Structure:
Students can talk
I can/ can't jump.
1&2 Review about what they can
Can you stack cups?
do for fun.
Yes./No
4
Vocabulary: up, down, spider, sun, rain. Students can sing

Structure: along the itsy bitsy
3&4 Review 2 story
Value: Being aware of the weather. spider song and can
Focus skill: Listening & speaking tell about the story.
Vocabulary: ball, balloons, cups, hops,

Students can say the
kites
Activity at number of ball,
5&6 Structure:
home balloons, cups, hops,
there are 4 kites.
kites in the picture.
there are 2 cups.
Vocabulary:
1&2 Lesson 1&2 Structure:
Focus skill:
1 Vocabulary:
Focus skill:
Activity at Vocabulary:
5&6
home Structure:
Vocabulary:
Focus skill:
What's snack Vocabulary:

2 Unit 9
3&4 do you like Lesson 7&8 Structure:
Focus skill:
5&6
home Structure:
September
Vocabulary:
Focus skill:
3 Vocabulary:
3&4 Review 3 story Structure:
Focus skill:
5&6
home Structure:
Vocabulary:
Focus skill:
4 Vocabulary:
Focus skill:
5&6
home Structure:
Vocabulary:
Focus skill:
Focus skill:
1 Vocabulary:
Focus skill:
5&6
home Structure:
Vocabulary:
Focus skill:
2 Vocabulary:
Focus skill:
5&6
home Structure:
1 October
Vocabulary:
Focus skill:
3 Vocabulary:
Focus skill:
5&6
home Structure:
Vocabulary:
Focus skill:
4 Vocabulary:
Focus skill:
5&6
home Structure:
Vocabulary:
1&2 Review Structure:
Focus skill:
1 Vocabulary:
3&4 Review Structure:
Focus skill:
5&6
home Structure:
Vocabulary:
Focus skill:
2 Vocabulary:
Focus skill:
5&6
home Structure:
November
Vocabulary:
Focus skill:
3 Vocabulary:
Focus skill:
5&6
home Structure:
Vocabulary:
Focus skill:
4 Vocabulary:
Focus skill:
5&6
home Structure:
dd
PROGRAM DURATION: 12 months
Oxford Show and Tell 2nd edition
ACTIVITY
GROUP 1 GROUP 2
Warm up: Make a circle, class listen, do and sing 1.04
Activity 1: Make a circle, class listen and chant 1.01
Activity 2: Introduce with flash cards and actions - Teacher, girl, boy
Practice: Activity 2: Introduce with flash cards and actions - Reach up, clap, stamp, say
> Teacher: Hello (waving) shhh
> Teacher: I'm Ms..., I'm a teacher. Practice: Be the Teacher:
> Teacher: What's your name? > Student: Reach up! (at the front of the class)
> Student: Hello, teacher. > Class follow instructions
> Student: I'm ... I'm a boy/girl. > Rotate students
> Student: What's your name? (turn to a friend)
Practice:
Activity 3: Introduce with flash cards and actions - Reach up, clap, stamp, say shhh
> Teacher: Hello (waving)
Practice: Be the Teacher:
> Teacher: I'm Ms..., I'm a teacher.
> Student: Reach up! (at the front of the class)
> Teacher: What's your name?
> Class follow instructions
> Student: Hello, teacher.
> Rotate students
> Student: I'm ... I'm a boy/girl.

Warm down: Watch, listen and sing along to the Goodbye song
Warm up: Make a circle, class listen, do and sing 1.08

Activity 1: Class watch story about Fifi, Prickly, Benny (page 6)
Activity 2: Practice
> Teacher: Hello, again! (waving)
Activity 2: Introduce with PPT and actions - Swing, bear, look, listen, stand up,
> Students: Hello, teacher!
sit down
> Teacher: Who's this? (point to another student A)
Practice: Match the slide
> Teacher: This is...
> Teacher shows slide with a bear
> Students: Hello...
> Students chant: Bear!
> Teacher: And who's this? (point to another student B)
> Teacher changes picture
> Students: This is...
> Teacher: Hello...
Activity 3: Introduce with PPT and actions - Swing, bear, look, listen, stand up, sit down > Students: Hello, teacher!
Practice: Match the slide > Teacher: Who's this? (point to another student A)
> Teacher shows slide with a bear > Teacher: This is...
> Students chant: Bear! > Students: Hello...
> Teacher changes picture > Teacher: And who's this? (point to another student B)
> Teacher: Hello...
Activity 4: Practice - Teacher says

> Teacher: Sit down
> Class do the action
Warm up: Introduce with flash cards and actions - Reach up, clap, stamp, stand up, sit down
> Rotate students
Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
> Mum/dad says the actions - Reach up, clap, stamp, stand up, sit down
> Student does the actions
> Student says and does the actions, mum and dad copy
Practice:
> Class practice the activity together
> Students take turn to say the actions
> Class do the actions together
Warm-up: Watch, listen, and sing along to the Hello song

Activity 1: Introduce with flashcards and actions - Respect, responsibility, brilliance, integrity, love
Activity 2: Practice - Charades Activity 2: Practice: Good, great, wonderful, tired, hungry, sleepy
> Teacher does action > Teacher: Hello, how are you? (choose a student)
> Students chant: Respect > Student: I'm... Thank you!
> Teacher changes action > Student: How are you? (turn to the student next to them)
Activity 3: Practice: Good, great, wonderful, tired, hungry, sleepy Activity 3: Practice - Charades
> Teacher: Hello, how are you? (choose a student) > Teacher does action
> Student: I'm... Thank you! > Students chant: Respect
> Student: How are you? (turn to the student next to them) > Teacher changes action
Warm down: Introduce - I have, we have
Practice: Make a circle
> Teacher: I have respect (point to self)
> Students chant: I have respect (point to self)
>Teacher: We have respect (gesture to the whole class by joining hands with students and holding up high)
> Students chant: We have respect (join hands and hold them up high)
> Continue chanting all 5 core values: I have... (point to self). We have... (holding hands up high)
Warm up: Watch, listen and sing along to the Hello song
Activity 1: Practice - We have respect, responsibility, brilliance, integrity and love (Hold up flash cards with images of the 5 values to remind students)
Activity 2: Introduce with flash cards and actions - Good, great, wonderful,
tired, hungry, sleepy
Activity 2: Introduce with flash cards and actions - Be kind, be safe, be responsible
Practice: Listen and match
Practice: Match the flash card
> Teacher: Great
> Teacher holds up a flash card with action/symbol
> Student raises hand, comes to the front and chooses the flash card for Great
> Students chant: Be kind
> Teacher: I'm great!
> Teacher changes flash card
> Students chant: I'm great
> Teacher changes word
Activity 3: Introduce with flash cards and actions - Good, great, wonderful, tired, hungry,
sleepy Activity 3: Introduce with flash cards and actions - Be kind, be safe, be
Practice: Listen and match responsible
> Teacher: Great Practice: Match the flash card
> Student raises hand, comes to the front and chooses the flash card for Great > Teacher holds up a flash card with action/symbol
> Teacher: I'm great! > Students chant: Be kind
> Students chant: I'm great > Teacher changes flash card
Instruction: Teacher gives instruction on how to conduct the activity at home

> Ask mum and dad for help with playing the Hello song on You tube
> Sing and dance along to the song
> Ask mum or dad to video tape you as you perform the song
> Send the performance to your teacher
Practice:
> Class sing and dance to the song with music
> Practice again without the music to see if you remember the words
> Practice in pairs in front of the class
Warm up: Watch, listen and sing along to the alphabet song
Activity 1: Introduce colours blue, yellow and red with PPT
> Teacher shows slide with a colour and say
> Students chant: Blue
> Teacher changes slide
Activity 2: Practice:
Activity 2: Practice: Find the missing colour
> Teacher: What colour is it? (point to a picture of a red apple)
> Students cover their eyes
> Teacher: It is red.
> Teacher hides a colour
> Teacher: What colour is it? (point to a yellow item and ask a student)
> Students identify which colour is missing and raise hand to answer
> Student: It is yellow. What colour is it? (point to an item and ask a friend)
Warm down: Make a colour chart

> Each student is given a worksheet with 3 boxes
> Teacher point to a box and say a colour
> Students finger paint/colour in/glue on paper in that colour
> Move on to the next box
Activity 1: Introduce colours blue, yellow and red with PPT
> Teacher shows slide with a colour and say
Activity 2: Introduce the alphabet with flash cards

Activity 2: Introduce with actual items - leaf, flower, stick, picture
Practice:
Practice: Match the item
> Sing the alphabet song without music
> Teacher holds up an item
> Teacher holds up flash card, students chant the letter
> Students chant: Leaf
> Teacher show students how to spell their names with the alphabet (1 by 1 on
> Teacher changes item
the board with magnetic letters)

Practice:
> Teacher show students how to spell their names with the alphabet (1 by 1 on the board
with magnetic letters)
Warm down: Watch, listen and sing along to I see something blue
Warm up: Watch, listen and sing along to the Alphabet song

> Ask mum and dad for help with playing the Alphabet song on You tube
Practice:
Activity 1: Introduce with PPT - red leaf, blue flower, yellow stick
Practice: Match the picture
> Teacher shows a slide
> Students chant: Red leaf
Activity 2: Watch activity 1 page 10 Activity 2: Introduce the alphabet with flash cards
> Students draw their own pictures Practice:
> Teacher: What's this? This is a leaf picture. > Sing the alphabet song without music
> Students chant: This is a leaf picture. > Teacher holds up flash card, students chant the letter
> Teacher: What colour is it? > Teacher gives each student a worksheet with their own name on it to colour in
> Students chant: It is yellow. > Students take turn coming to the front to spell the letters of their name on the
> Continue with other pictures worksheet
Activity 3: Watch activity 1 page 10

> Students draw their own pictures
Practice:
> Teacher: What's this? This is a leaf picture.
> Students chant: This is a leaf picture.
> Teacher: What colour is it?
> Teacher gives each student a worksheet with their own name on it to colour in
> Students chant: It is yellow.
> Students take turn coming to the front to spell the letters of their name on the worksheet
> Continue with other pictures
Warm up: Watch, listen and sing along to I see something blue
Practice - Make a circle
Activity 2: Sing the alphabet song
Activity 2: Introduce with flash cards and actions - Be kind, be safe, be responsible Practice: Make name cards
Practice: Match the flash card > Students are given a blank name card and a tray with letters of the alphabet in
> Teacher holds up a flash card with action/symbol blue, yellow and red
> Students chant: Be kind > Students choose the colours they like and stick the letters on their name cards
> Teacher changes flash card to spell their names
> Teacher points at the letters in the flash cards and say aloud the letter > Teacher: Hello, what's your name? (choose a student)
> Students chant along > Student: I am... I'm a boy/girl
> Teacher points at another letter, students chant the letter > Teacher: What colour is it? (point at a letter in the student's name card)
> Student: It is...

Activity 3: Introduce with flash cards and actions - Be kind, be safe, be
Practice: Make name cards
responsible
> Students are given a blank name card and a tray with letters of the alphabet in blue,
yellow and red
> Students choose the colours they like and stick the letters on their name cards to spell
their names
> Teacher: Hello, what's your name? (choose a student)
> Teacher points at the letters in the flash cards and say aloud the letter
> Student: I am... I'm a boy/girl
> Students chant along
> Teacher: What colour is it? (point at a letter in the student's name card)
> Teacher points at another letter, students chant the letter
> Student: It is...
Warm up: Introduce with flash cards - Red, yellow, blue, blue flower, red leaf, yellow stick
Practice:
> Students: It is yellow.
> Teacher: What is it?
> Students: It is a blue flower
> Student colour in the picture at home in red, yellow and blue
> Students asks mum and dad: What colour is it (pointing to the picture)
> Students answers: It is blue. It is a blue flower.
Practice:
> Students take turn to say the colours and items
Warm up: Watch, listen and sing along to the Finger family song
Activity 1: Introduce with flash cards or finger puppets - Family, finger, dad, daddy, mum, mummy, brother, sister, baby
Introduce by pointing at self and at students - me, you
Activity 2: Practice - Drawing a family picture Activity 2: Practice - Asking and answering Who questions
> Students are each given piece of paper to draw their family > Teacher: Who's he? (holds up a flash card). He's my daddy.
> Teacher: Who's that/this? (pointing to the drawing) > Teacher: Who's she? (holds up another flash card). She's my sister.
> Student: Dad/daddy/me > Teacher holds up another flash card and asks a student.
> Teacher asks another student > Teacher asks another student
Activity 3: Practice - Asking and answering Who questions
> Teacher: Who's he? (holds up a flash card). He's my daddy.
Activity 3: Practice - Drawing a family picture
> Teacher: Who's she? (holds up another flash card). She's my sister.
> Students are each given piece of paper to draw their family
> Teacher holds up another flash card and asks a student.
> Teacher: Who's that/this? (pointing at a student's drawing). That/this's me.
> Teacher asks another student
> Teacher asks another student about their picture
Activity 4: Practice - Who's missing

> Flash cards of the family members are on the board with magnets
> Students cover their eyes or face down
> Teacher takes a family member away
> Students: Baby! (shout out who is missing)
Warm down: Watch, listen and sing along to the Finger family song
Activity 1: Watch clip 1 page 16

Activity 1: Introduce with actions - Reach up, clap, stamp, say shhh, stand up, sit down, Practice: Practice
listen, play > Look at the pictures on page 16
Practice: Teacher says + Student: Hello
> Teacher: Let's listen + Teacher: Who's she? (point to a girl)
> Students do the action + Student: She's my friend...
> Let students take turn to be the teacher + Teacher: Who's he? (point to a boy)
+ Prickly: He's my friend...

Practice: Practice Activity 2: Introduce with actions - Reach up, clap, stamp, say shhh, stand up, sit
> Look at the pictures on page 16 down, listen, play
+ Student: Hello Practice: Teacher says
+ Teacher: Who's she? (point to a girl) > Teacher: Let's listen
+ Student: She's my friend... > Students do the action
+ Teacher: Who's he? (point to a boy) > Let students take turn to be the teacher
Activity 3: Introduce with real items - Coat, hat, mittens, shoes
Practice: My... Your...
> Teacher chooses some students to wear a coat, hat, shoes
> The teacher wears mittens
> Teacher: My mittens (holding hands up)
> Teacher: Your coat (point to a student)
> Let students practice using my and your with clothing items
Warm down: Watch, listen and sing along to the Put on your shoes song
> Show your family picture to mum and dad, point and say:
This is my daddy.
That is my mummy.
This is my brother.
That is me.
Practice:
> Students take turn to talk about their family picture using this and that
Warm up: Review with flash cards - Coat, hat, mittens, shoes
> Teacher holds up flash card
> Students chant: Coat
Activity 1: Watch 4 page 18
Activity 1: Introduce with flash cards letters and words - a - apple, b - bus
Practice: Find my things
Practice: Listen and chant along to 1.28
> Teacher hide an item (coat, hat, mittens, shoes)
> Students listen for the letter a and b
> Teacher: Please help me find my shoes.
> Teacher: Apple/ant/art (hold up flash card with an apple/ant/painting)
> Student: Here it is (find the shoes and hold it up)
> Students: a
> Teacher: Thank you
> Teacher: Bus/bear/bee (hold up a bus/book/bee)
> Let students role play asking for help and help finding the items
> Students: b
Activity 2: Watch 4 page 18 Activity 2: Introduce with flash cards letters and words - a - apple, b - bus
Practice: Find my things Practice: Listen and chant along to 1.28
> Teacher hide an item (coat, hat, mittens, shoes) > Students listen for the letter a and b
> Teacher: Please help me find my shoes. > Teacher: Apple/ant/art (hold up flash card with an apple/ant/painting)
> Student: Here it is (find the shoes and hold it up) > Students: a
> Teacher: Thank you > Teacher: Bus/bear/bee (hold up a bus/book/bee)
> Let students role play asking for help and help finding the items > Students: b
Warm down: Review colours - Red, blue, yellow
> Students are each given a worksheet to colour the apple red, the bus blue and the bee yellow
> Teacher points at the picture
> Students chant: red apple
Activity 2: Introduce structure - This/That is, a, my, his, her Activity 2: Introduce with flash cards the letter c and words - cat, cow, camel
Practice: Introducing people Practice: Match the flash card
> Teacher: This is a mum. That is her baby (pointing at the picture) > Teacher holds up a flash card
> Teacher: This is my dad. That is his brother (pointing at a family photo) > Students chant: Cow
> Ask students to take turn to talk about pictures and their family photo > Let students take turn to be the teacher
Activity 3: Introduce with flash cards the letter c and words - cat, cow, camel Activity 3: Introduce structure - This/That is, a, my, his, her
Practice: Match the flash card Practice: Introducing people
> Teacher holds up a flash card > Teacher: This is a mum. That is her baby (pointing at the picture)
> Students chant: Cow > Teacher: This is my dad. That is his brother (pointing at a family photo)
> Let students take turn to be the teacher > Ask students to take turn to talk about pictures and their family photo
Warm down: Listen and categorise the words with the letters
a: apple, ant, art
b: bus, bear, bee
c: cat, cow, camel
> Teacher divide the board into 3 columns a, b, c
> Teacher: Cat (holds out a flash card and say the word)
> Students take turn to stick the flash card under the correct column with magnet then say the letter and word aloud to practice

> Ask mum and dad for help with playing the Finger family song on You tube
Practice:
> Students draw their family
Activity 2: Practice - Talking about family
> Teacher: Who's he? (points at drawing). He's my daddy.
> Teacher: This's my family (points at drawing)
> Teacher: Who's she? (points at another person in drawing). She's my sister.
> Teacher: This's my dad. That is my mum.
> Teacher points at a student's drawing and asks
> Students take turn presenting their family drawing with This's, That's...

> Teacher: Who's she? (points at another person in drawing). She's my sister.
> Students take turn presenting their family drawing with This's, That's...
Activity 1: Practice - We have respect, responsibility, brilliance, integrity and love (Hold up flash cards with images of the 5 values to remind students)
Activity 2: Review:
a: apple, ant, art
Activity 2: What do you know?
b: bus, bear, bee
> Teacher shows object on slide
c: cat, cow, camel
> Students shout out Book/bag/pen/pencil/paper/crayon (Teacher corrects or say the word
> Teacher divide the A2 chart into 3 columns a, b, c
first if students don't know)
> Teacher: Cat (holds out a picture and say the word)
> Students are each given a worksheet to match the word with picture
> Students take turn to stick the picture under the correct column then say the
letter and word aloud to practice
Activity 3: Review:
a: apple, ant, art
b: bus, bear, bee
c: cat, cow, camel
> Students shout out Book/bag/pen/pencil/paper/crayon (Teacher corrects or say
the word first if students don't know)
> Students take turn to stick the picture under the correct column then say the letter and
word aloud to practice
Warm down: The Mystery box

> Teacher hides an object in the box
> Students volunteer to feel the object
> Teacher: What's this?
> Student: This is a...
Warm up:
> Students shout out Book/bag/pen/pencil/paper/crayon (Teacher corrects or say the word first if students don't know)
> Student takes out some school items and puts them on the table in front of mum and dad (a book, a bag, a pen, a pencil, a paper, a crayon)
> Picks each item up one at a time and says: This's a...
> Tells mum and dad to cover their eyes then hide an item
> Mum and dad must say which item is missing in English
Practice:
> Students take turn to hide the items
Warm up: Watch, listen and sing a long to 1,2,3,4,5 once I caught a fish alive

Activity 1: Introduce with flash cards and fingers - one, two, three, four, five
Introduce with real objects - Doll, boat, teddy bear, fish, ball, bus, cat book, bag
Practice: Counting fingers
Practice:
> Teacher holds up flash cards
> Teacher: What's this? (holds up the object)
> Students chant: Three
> Teacher: It's a doll
> Practice with different numbers
> Teacher: What's this? (holds up another object)
> Students are given worksheet to match numbers and words with items (match
> Students chant: It's a teddy bear
four with 4 books)
> Let students rotate to be the teacher

Practice:
> Students are given worksheet to match numbers and words with items (match four with
4 books)
Warm down: Watch, listen and sing a long to 1,2,3,4,5 once I caught a fish alive
Activity 1: Review with PPT
> Students chant: apple
Activity 2: Introduce with PPT the letter d and words - dog, doll, door
Practice:
Practice: Match the object
> Teacher: Let's play with the doll. (holds up the object)
> Teacher shows slide
> Students chant a long: Let's play with the doll.
> Students chant: Dog
> Teacher: Good idea!
> Let students take turn to be the teacher
> Students chant a long: Good idea!
> 2 students take turn to role play

Practice:
Warm up: Watch, listen and sing along to the Once I caught a fish song
> Ask mum and dad for help with playing the Once I caught a fish song on You tube
Practice:
Warm-up: Watch, listen, and sing along to the alphabet song

+ c - cat-cow, camel
Practice: Listen and categorize the words with the letters
a: apple, ant, art
b: bus, bear, bee
c: cat, cow, camel
> Teacher divides the board into 3 columns a, b, c
> Teacher: Cat (holds out a flash card and says the word)
> Students take turns sticking the flash card under the correct column with the magnet then say the letter and word aloud to practice
Activity 2: Introduce with PPT the letters:
Activity 2: Introduce with flash cards - Old, new + e - elephant, egg, ear
Practice: Show pictures of old and new things + f - family, fish, fox
> Teacher: This's old. This bag is old. Practice: Match the slide
> Teacher: These are new. These pens are new. > Teacher shows the slide
> Hold up another picture and get students to say using this and these with old/new > Students chant: Fish

Activity 3: Introduce with flash cards - Old, new
Practice: Show pictures of old and new things
+ f - family, fish, fox
> Teacher: This's old. This bag is old.
> Teacher: These are new. These pens are new.
> Teacher shows the slide
> Hold up another picture and get students to say using this and these with
> Students chant: Fish
old/new
Warm down: Listen and categorize the words with the letters
> Teacher divides the board into 3 columns d, e, f
> Teacher: Fish (holds out a flash card and says the word)
> Students take turns sticking the flash card under the correct column with the magnet then say the letter and word aloud to practice
Warm-up: Watch, listen, and sing a long to 1,2,3,4,5 once I caught a fish alive
Activity 1: Introduce with real objects - Doll, boat, teddy bear, fish, ball, bus, cat Activity 1: Introduce with real objects - Book, bag, pen, pencil, paper, crayon
Practice: Practice: Listen and point
> Teacher: What's this? (holds up the object) > Students make 2 lines
> Teacher: This's my doll. It's new. (point to self) > Have the objects lay out on 2 tables (make sure both tables have all the items)
> Teacher: What's this? (holds up another object) > Teacher: Book
> Students chant: This's my teddy bear. It's old. (point to self) > Student at the front race to see who can choose and hold up the item first
> Let students rotate to be the teacher > Let students rotate to the front to play and be the teacher
Activity 2: Introduce real objects - Book, bag, pen, pencil, paper, crayon Activity 2: Introduce with real objects - Doll, boat, teddy bear, fish, ball, bus, cat
Practice: Listen and point Practice:
> Students make 2 lines > Teacher: What's this? (holds up the object)
> Have the objects laid out on 2 tables (make sure both tables have all the items) > Teacher: This's my doll. It's new. (point to self)
> Teacher: Book > Teacher: What's this? (holds up another object)
> Students at the front race to see who can choose and hold up the item first > Students chant: This's my teddy bear. It's old. (point to self)
> Let students rotate to the front to play and be the teacher > Let students rotate to be the teacher
Warm down: Teach - These are my toys. These are my school things.
> Teacher: These are my school things (holds up a book and a pen)
> Teacher: These are my toys (holds up a boat and teddy bear)
> Let students take turn to choose 2 items and practice
Warm up: Review the words with real objects:
1. My toys: Doll, boat, teddy bear, fish, ball, bus, cat
2. My school things: Book, bag, pen, pencil, paper, crayon
> Teacher have 2 boxes with My toys and My school things labeled on them
> Teacher hold up an item
> Students say the item and which box it should be in: Book. My school things

> Student with mum and dad draw in the given worksheet 3 things that belong in the my toys and 3 things that belong in the my school things columns
> Student points to each item and say what they are
Practice:
> Students are each given a worksheet divided into 2 columns:
1. My toys
2. My school things
> Student draw 3 things that belong in the my toys and 3 things that belong in the my school things columns

Activity 2: Introduce structure - This/That is, a, my, his, her
Practice: Introducing people
> Teacher: This is my dad. That is his brother (pointing at a family photo)
> Ask students to take turn to talk about pictures and their family photo

Activity 2: Introduce with flash cards - Book, bag, pen, pencil, paper, crayon,
doll, boat, teddy bear, fish, ball, bus, cat
Activity 2: Practice - Match the word Practice:
> Teacher shows the slide > Teacher: What's this? (holds up the flash card)
> Students chant: Elephant > Teacher: This's my doll (point to self)
> Let students take turn to be the teacher > Teacher: What's this? (holds up another object)
> Students chant: This's your teddy bear (point to a student)
Activity 3: Introduce with flash cards - Book, bag, pen, pencil, paper, crayon, doll, boat,
teddy bear, fish, ball, bus, cat
Practice: Activity 3: Practice - Match the word
> Teacher: What's this? (holds up the flash card) > Teacher shows the slide
> Teacher: This's my doll (point to self) > Students chant: Elephant
> Teacher: What's this? (holds up another object) > Let students take turn to be the teacher
Warm up: Review the words with real objects: doll, boat, teddy bear, fish, ball, bus, cat, book, bag, pen, pencil, paper, crayon
> Teacher holds up the item
> Students chant: Doll
> Change item and let students rotate to be the teacher
> Student chooses 6 items in their house that are either toys or school things
> Student holds up the item and say - This is my teddy bear
> Students do this with the rest of the items
> Ask mum or dad video the presentation and send to teacher
Practice:
> Students take turn to choose an object - doll, boat, teddy bear, fish, ball, bus, cat, book, bag, pen, pencil, paper, crayon
> Student holds up the item and say - This is my pencil
Warm up: Watch, listen and sing along to the Head, shoulder, knees and toes Song
Activity 1: Introduce with flash cards: Eyes, ears, nose, mouth
> Teacher shows flash cards.
> Students chant: Eyes, ears, nose, mouth.
Activity 2: Listen and point.

Activity 2: Look, draw, and say. Practice:
Practice: > Teacher: What is this/ What are these?
> Students are each given a worksheet on page 34 in the activity book to look at, draw and > Student: This is a nose/ These are eyes.
say. > Teacher: How many eyes do you have?
> Student: I have 2 eyes/ I have 1 nose/ I have 2 ears.

Practice: Activity 3: Look, draw and say.
> Teacher: What is this/ What are these? Practice:
> Student: This is a nose/ These are eyes. > Students are each given a worksheet page 34 in activity book to look, draw and
> Teacher: How many eyes do you have? say.
Activity 4: Playa game: Touch your body

> Teacher says: Eyes, ears, nose, mouth
> Students touch their bodies.
Warm down: Watch listen and sing along to the Head, shoulder, knees and toes Song
Activity 1: Watch the video 36
Activity 2: Introduce with flash cards: Head, tummy, hands, feet, arms, legs
Activity 2: Introduce with flash cards: Numbers 1-5, elephant, doll, cat, dog,
Practice 1: Talk about the picture.
teddy bear
Practice 2: Listen and repeat.
Practice 1: Count and match
Shake your head.
> Students are each given a worksheet page 37 in student book to count and
Point to your tummy.
match.
Clap your hands.
Practice 2: Circle the number
Stamp your feet.
> Students are each given a worksheet page 37 in activity book to circle the
flap your arms.
number.
bend your legs
Activity 3: Introduce with flash cards: Numbers 1-5, elephant, doll, cat, dog, teddy bear Practice 2: Listen and repeat.
Practice 1: Count and match Shake your head.
> Students are each given a worksheet page 37 in student book to count and match. Point to your tummy.
Practice 2: Circle the number Clap your hands.
> Students are each given a worksheet page 37 in activity book to circle the number. Stamp your feet.
flap your arms.
bend your legs
Warm down: Watch, listen and sing along to the Head, shoulder, knees and toes Song
Warm up: Watch, listen and sing along to Head, shoulder, knees and toes Song

> Ask mum and dad for help with playing the Head, shoulder, knees and toes Song on You tube
Practice:
Warm up: Watch, listen and sing along to Wash Your Hands Song
Activity 1: Watch the video page 38
Activity 2: Say and act out.

Practice: Role-play Activity 2: Introduce with flash cards: hat, goat.
Students take turns to play roles: Practice: Look, circle, say and color.
> Student 1: We need to wash our hands. > Students are each given a worksheet page 39 in activity book to look, circle,
> Student 2: Okay, pass the soap, please. say and color.
> Let's students practice washing hands.
Activity 3: Introduce with ppt: hat, goat. Practice: Role-play
Practice: Look, circle, say and color. Students take turns to play roles:
> Students are each given a worksheet page 39 in activity book to look, circle, say and > Student 1: We need to wash our hands.
color. > Student 2: Okay, pass the soap, please.
Activity 4: The Mystery box

> Teacher hides a thing:goat, hat
> Students volunteer to feel it.
> Teacher: What's that?
> Student:It is a...
Warm down: Watch, listen and sing along to Wash Your Hands Song
Activity 1: Watch the video page 40.
Activity 2: Introduce with flash cards: hat, goat, insect.

> Teacher: h for hat, g for goat, i for insect.
Activity 2: Introduce with ppt: Wool, feather, stone, teaddy bear, crayon
> Student: repeat after teacher.
Practice: Explore together
Practice: Match, say and color.
> Teacher prepares real materials: Wool, feather, stone, teaddy bear, crayon
> Students are each given a worksheet page 41 in activity book to match, say and
> Students are each feel the materials and tell how they feel.
color.

> Teacher: h for hat, g for goat, i for insect. Activity 3: Introduce with ppt: Wool, feather, stone, teaddy bear, crayon
> Student: repeat after teacher. Practice: Explore together
Practice: Match, say and color. > Teacher prepares real materials: Wool, feather, stone, teaddy bear, crayon
> Students are each given a worksheet page 41 in activity book to match, say and color. > Students are each feel the materials and tell how they feel.
Warm down: Circle the pictures blue, yellow or red.

> Students are each given a worksheet page 41 in student book to circle the pictures blue, yellow or red.
Warm up: Touch your body
> Teacher say the words
> Students touch their bodies: eyes, ears, mouth, nose, head
> Students are each a piece of paper with a face printed on it. Students draw more parts of the face and color it.

> Student points at the picture and names some parts of their body: ears, eyes, mouth, nose.
> Students count and say: I have 1 mouth, 1 nose, 2 eyes, 2 ears and 1 head.
Practice:
> Students take turn to present their picture.
Warm up: Watch, listen and sing along to the wheel on the bus Song
Activity 1: Touch your body
Activity 2: Look at the poster and answer the questions

> Teacher: How many eyes do you have?
Activity 2: Make a feely picture
> Students: I have 2 eyes.
Teacher prepares papers included printed hands; feather, glitter, glue, water
> Teacher: How many ears do you have?
colors,... to make a feely picture.
> Students: I have 2 ears.
Practice: Show and tell
> Teacher: How many nose do you have?
> Teachers: what's this?
> Students: I have 1 nose.
> Students: This is my picture. It's soft/ hard
Practice: Point and say
> Students take turns to talk about their bodies: I have 1 head, 2 eyes,...

Teacher prepares papers included printed hands; feather, glitter, glue, water colors,... to
make a feely picture.
Warm down: Watch, listen and sing along to the what's your favorite colors Song
Activity 2: Introduce with flash cards: car, bus, train, bike, boat Activity 2: Talk to teacher.
Teacher show flash cards. > Teacher gives sutdents some toys: car, bus, train, bike, boat.
Students chant. > Teacher: Do you have a bus?
Practice: Talk about the picture. > Students: Yes, I do/ No, I don't.
Teacher points at the picture. Practice: circle the 2 differences and color.
> Teacher: What is this? > Students are each given a worksheet page 46 in activity book to circle the 2
> Student: It's a bus/ car/ boat/... differences and color.
Activity 3: Talk to teacher. Activity 3: Introduce with flash cards: car, bus, train, bike, boat
> Teacher gives sutdents some toys: car, bus, train, bike, boat. Teacher show flash cards.
> Teacher: Do you have a bus? Students chant.
> Students: Yes, I do/ No, I don't. Practice: Talk about the picture.
Practice: circle the 2 differences and color. Teacher points at the picture.
> Students are each given a worksheet page 46 in activity book to circle the 2 differences > Teacher: What is this?
and color. > Student: It's a bus/ car/ boat/...
Warm down: Watch, listen and sing along to the wheel on the bus Song
Warm up: Introduce with the flash cards: Bus, car, train, bike, boat
> Students are each given a piece of paper with pictures of means of transport printed on it.
> Students color their pictures.

> Student points at the picture and names some means of transports: Bus, car, train, bike, boat
Practice:
> This is a car/ bus/train/ bike/boat
Warm up: Watch, listen and sing along to the what's your favorite colors Song
Activity 2: Introduce with flash cards: Green, pink, purple, ballon, plane
Activity 2: Count and color the number.
Practice: Talk about the picture.
> Teacher points at the picture and asks.
color the number.
> Teacher: What color is it?
Practice: Connect the dots and color.
> Student: It's green.
> Students are each given a worksheet page 49 in activity book to connect the
> Teacher: Do you have a plane?
dots and color.
> Student: Yes, I do/ No. I don't.
> Students are each given a worksheet page 49 in student book to count and color the
number.
> Students are each given a worksheet page 49 in activity book to connect the dots and
color.
Activity 2: Say and act out

Role- play
Activity 2: Introduce flash cards: juice, kite
> Student 1: Sit down. Be quiet, please.
Practice: Look, circle and say
> Student 2: Oops, sorry.
> Students are each given a worksheet page 51 in activity book to look, circle
Practice: Look and draw happy face and sad face.
and say.
> Students are each given a worksheet page 50 in activity book to look and draw happy
face and sad face.

Role- play
Activity 3: Introduce flash cards: juice, kite > Student 1: Sit down. Be quiet, please.
Practice: Look, circle and say > Student 2: Oops, sorry.
> Students are each given a worksheet page 51 in activity book to look, circle and say. Practice: Look and draw happy face and sad face.
> Students are each given a worksheet page 50 in activity book to look and draw
happy face and sad face.

> Ask mum and dad for help with playing The what's your favorite colors Song on You tube
Practice:
Activity 2: Introduce the flash cards: leg, juice, kite

> Teacher: l for leg, j for juice, k for kite
Activity 2: Introduce the flash cards: wheels, fast, slow, big, small, the winner
> Teacher prepares some toys: car, plane, train, boat, bus.
> Teacher: What is the fastest toys?
color.
> Student: plane/...
> Teacher points at the picture and asks: What is this?
> Student: leg/ juice/kite

> Teacher: l for leg, j for juice, k for kite Activity 3: Introduce the flash cards: wheels, fast, slow, big, small, the winner
Practice: Match, say and color. > Teacher prepares some toys: car, plane, train, boat, bus.
> Students are each given a worksheet page 53 in activity book to match, say and color. > Teacher: What is the fastest toys?
> Teacher points at the picture and asks: What is this? > Student: plane/...
Activity 2: Make a wheel picture.
Activity 2: Introduce with flash cards: car, bus, train, bike, plane, boat > Teacher prepares real toys: Car, train, bus,.... water colors, paper
Practice: Look at the poster and answer the questions. > Students use these materials to make a wheel picture
> Teacher: Do you have a train/ bus/ car/? Practice: Show and tell.
> Students: Yes, I do/ No, I don't. > Teacher: what's this?
> Students: This is my car wheel picture

> Teacher prepares real toys: Car, train, bus,.... water colors. Activity 3: Introduce with flash cards: car, bus, train, bike, plane, boat
> Students use these materials to make a wheel picture Practice: Look at the poster and answer the questions.
Practice: Show and tell. > Teacher: Do you have a train/ bus/ car/?
> Teacher: what's this? > Students: Yes, I do/ No, I don't.

> Ask mum and dad for help with playing the wheel on the bus Song on You tube
Practice:
Warm up: Introduce flash cards: tree, lake, hill, flower, bees, train,boat, sun
Activity 1: Listen and repeat 2.02.
Activity 2: Talk about the picture page 56
Activity 2: Circle 4 differences in picture 2 and color.
>Teacher pointa at the picture and asks: what is this?
> Students are each given a worksheet page 56 in activity book to circle 4
>Student: It's a lake/ hill/ tree/ flower/...
differences and color.
Practice: Find and color
> Students: There is a tree/ There is a lake in picture 2. /There is a hill in picture
> Students are each given a worksheet page 57 in activity book to find and color.
1/ there is a big flower in picture 1.
> Teacher: what do you see?
> Students: I see a tree/ I see a hill/ I see a lake/ I see 6 flowers.

> Students are each given a worksheet page 56 in activity book to circle 4 differences and
color.
> Students: There is a tree/ There is a lake in picture 2. /There is a hill in picture 1/ there is
a big flower in picture 1.
Warm down: Watch, listen and sing along to the Let's Go Outside Song
Warm up: Watch, listen and sing along to the Let's Go Outside Song
Activity 1: Watch the video page 58. Watch do you see?
Activity 2: Introduce the flash cards: numbers 1-7, sticks, eyes, tree, flowers.
> Teacher points at the picture page 59 in student book and asks: how many
Activity 2: Introduce the flash cards: slide, swing, big, small
sticks/eyes/tree/ flowers/... can you see?
Practice: Talk about the picture
> Students: I can see ...
> Teacher: Points at the picture: What do you see? Is it big/ small?
Practice: Count and match.
> Students: I see a lake/... It's small.
> Students are each given a worksheet page 59 in activity book to count and
match.
> Students are each given a worksheet page 59 in activity book to count and match.
Warm down: Sing and do 2.08 page 58

Warm up: Introduce with the flash cards: tree, lake, hill, flower, bees, train,boat, sun
> Students are each given a piece of paper with pictures of tree, lake, hill, flower, bees, train,boat, sun printed on it.

> Parents: What do you see in this picture
> Student points at the picture and say: I see a tree, lake, hill, flower, bees, train,boat, sun.
Practice:
> I see a tree, lake, hill, flower, bees, train,boat, sun.
Warm up: Watch the video page 60

Activity 1: Introduce flash cards: moon, nest.

Activity 2: Listen and point 2.11
Teacher reads the conversation, students repeat and act out: Look out! Here I come, Okay!
Practice: trace and draw
Practice: Match, say and color
> Students are each given a worksheet page 61 in student book to trace and draw.
> Students are each given a worksheet page 61 in activity book to match, say and color

Teacher reads the conversation, students repeat and act out: Look out! Here I
come, Okay!
> Students are each given a worksheet page 61 in activity book to match, say
and color
Warm down: Play the game:

Teacher divides the class into 2 groups and asks them to make 2 lines
Teacher sticks flash cards on the board.
The teacher say the word (moon or nest) then students take turns to touch flash cards.
Warm up: Watch, listen and sing along to the warm up Song
Activity 2: Introduce flash cards: seed, pot, water, flower, numbers 1-4
Activity 2: Introduce flash cards: m, n, o, octopus, moon, nest
>The teacher prepares the following things: seed, pot, water, and soil. After that, teacher
instructs students to plant the seeds in pots.
and say.
> Students follow teachers.
Activity 3: Introduce flash cards: m, n, o, octopus, moon, nest Practice: Explore together
Practice: Look, circle and say >The teacher prepares the following things: seed, pot, water, and soil. After that,
> Students are each given a worksheet page 63 in activity book to look, circle and say. teacher instructs students to plant the seeds in pots.
Warm down: Talk about your pots

Students take turn to introduce their pots
This is my pot. I plant a seed inside. I will water my seed every day.
Warm up: Introduce with the flash cards: octopus, moon, nest, m, n, o
> Students are each given a worksheet page 63 in activity book to look, circle, color and say.

> Parents: What's letter is this?
> Students: This is m/n/o
> Parents: What's this?
> Student points at the picture and say: octopus, moon, nest
Practice:
>This is a octopus/moon/nest/ m/ n/ o
Warm up:
Activity 1: Watch, listen and sing along to the warm up Song
Activity 2: Look at the poster and answer the questions.
> Teacher: What can you find outside? Activity 2: Make a flower
> Students: I see a hill/ tree/ lake/ water/... Practice:
Practice: Connect the dots and say. > Teacher prepares color papers, papers included printed flowers, glue, ..
> Students are each given a worksheet page 64 in activity book to connect the dots and > Students make a flower from these materials.
say.

Activity 3: Make a flower > Teacher: What can you find outside?
Practice: > Students: I see a hill/ tree/ lake/ water/...
> Teacher prepares color papers, papers included printed flowers, glue, .. Practice: Connect the dots and say.
> Students make a flower from these materials. > Students are each given a worksheet page 64 in activity book to connect the
dots and say.
Warm down: Show and tell

Students take turn to introduce their flowers
> Students: I see a flower. It's pink.
Activity 1:
Activity 2: Copy, color and say.

Activity 2: Look at the poster page 64 in student book. Find and color. Practice:
Practice: > Students are each given a worksheet page 65 in activity book to copy, color
> Teacher points at the picture and asks: What do you see? and say.
> Students: I see a hill/... > Teacher: What do you see?
> Students: I see a tree./ I see 2 trees.

Activity 3: Look at the poster page 64 in student book. Find and color.
Practice:
Practice:
> Students are each given a worksheet page 65 in activity book to copy, color and say.
> Teacher points at the picture and asks: What do you see?
> Teacher: What do you see?
> Students: I see a hill/...
Warm down: Play game.
> Teacher creates a game/activity to warm down the lesson.
Warm up: Teacher shows and introduces 3D- tree.

> Students are each given hard colored papers to make a 3D-tree.

> Parents: What is this?
> Students: It's a tree.
> Parents: What color is it?
> Student: It's green and brown.
Practice:
> It's a tree. It's green and brown.
Warm up:
Activity 1: Watch, listen and sing along to the finger family Song
Activity 2: Introduce with flash cards: Mom, dad, bird, crayon, bag, mittens,
ears, baby, eyes
Activity 2: The scarecrow story. Practice: color the odd one out
> Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes, moon. > Students are each given a worksheet page 44 in activity book to color the odd
Practice: Listen and point 1.57 one out.
> Teacher: what's this? > Teacher: What's this?
> Students: It's a... > Students: It's a crayon.
> Teacher: Who's this?
> Students: It's Mom.
Activity 3: Introduce with flash cards: Mom, dad, bird, crayon, bag, mittens, ears, baby,
eyes Activity 3: The scarecrow story.
Practice: color the odd one out > Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes,
> Students are each given a worksheet page 44 in activity book to color the odd one out. moon.
> Teacher: What's this? Practice: Listen and point 1.57
> Students: It's a crayon. > Teacher: what's this?
> Teacher: Who's this? > Students: It's a...
Warm down: Watch, listen and sing along to the finger family Song
Warm up:
Activity 1: Watch, listen and sing along to the head shoulders knees and toes Song
Activity 2: Introduce with flash cards: Arms, ball, boat, body, doll, ears, eyes,
hat, head, feet, legs, mouth, nose, shoes, teddy bear, toy box.
Activity 2: The scarecrow story. Practice: Color the things you know in blue, yellow or red.
> Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes, moon. > Students are each given a worksheet page 45 in activity book to color the
Practice: Listen and point 1.57 things you know in blue, yellow or red.
> Students: It's a... > Students: It's a boat.
> Teacher: How many boat?
> Students: 1 boat.
Activity 3: Introduce with flash cards: Arms, ball, boat, body, doll, ears, eyes, hat, head,
feet, legs, mouth, nose, shoes, teddy bear, toy box.
Activity 3: The scarecrow story.
Practice: Color the things you know in blue, yellow or red.
> Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes,
> Students are each given a worksheet page 45 in activity book to color the things you
moon.
know in blue, yellow or red.
Practice: Listen and point 1.57
> Teacher: what's this?
> Students: It's a boat.
> Students: It's a...
> Students: 1 boat.
Warm down: Watch, listen and sing along to the head shoulders knees and toes Song
Warm up: Watch, listen and sing along to the head shoulders knees and toes Song
> Students are each given paper printed body, pencil, crayons to draw: ears, eyes, nose, mouth

> Students: It's a nose
> Student: It's red.
Practice:
color the number.
> Students are each given a worksheet page 49 in activity book to connect the
dots and color.
number.
color.
Activity 1:

Activity 2: Introduce with flash cards: car, bus, train, bike, plane, boat > Teacher prepares real toys: Car, train, bus,.... water colors.

> Students are each given paper printed car/ bus/ train/ bike/ boat/ plane to colors and decorate their favorite means of transport.

> Students: It's a car.
> Student: It's red and white.
Practice:

> Students: There is a tree/ There is a lake in picture 2. /There is a hill in picture
1/ there is a big flower in picture 1.

color.
Warm up: Watch, listen and sing along to the One little finger Song
match.
Warm up: Watch, listen and sing along to the What's Your Favorite Color Song
> Students are each given paper, small flowers, big flowers with many colors.
> Students glue flowers to make a bunch of flowers.

> Students: It's a flower
Practice:
> It's a flower. It's red.


come, Okay!
> Students are each given a worksheet page 61 in activity book to match, say
and color

and say.

Warm up: Watch, listen and sing along to the Let's go out side Song

> Ask mum and dad for help with playing the Let's go out side Song on You tube
Practice:
Warm up: Watch, listen and sing along to the five little ducks Song
Activity 2: Listen and repeat 2.15
Introduce flash cards: table, chair, computer, toy box
Activity 2: Talk about the picture

Practice 1: What is this?
> Teacher: What is this?
> Student: It's a hat/ computer/ table/ chair/ car/ train.
Practice 2: Where is...? Activity 2: Circle the bird, color and say.
> Teacher: Where is the hat? Practice:
> Student: It's on the chair. > Students are each given a worksheet page 67 in activity book to circle the bird
> Teacher: Where is the car? and color.
> Student: It's on the table. > Teacher: Where is the bird?
> Teacher: Where is the train? > Student: it's on a car/...
> Student: It's on the chair.
> Teacher: Where is the computer?
Practice 2: Where is...?
Activity 3: Circle the bird, color and say.
> Teacher: Where is the hat?
Practice:
> Students are each given a worksheet page 67 in activity book to circle the bird and color.
> Teacher: Where is the car?
> Teacher: Where is the bird?
> Student: It's on the table.
> Student: it's on a car/...
> Teacher: Where is the train?

Wrap up: Watch, listen and sing along to the five little ducks Song
Warm up:
Activity 2: Introduce flash cards: computer, chair, numbers 1-10, lime, plate
Practice: Listen and point. Listen and repeat 2.20.
Activity 2: Introduce with flash cards: square, circle, triangle, star. > Students listen the audio page 69 in student book.
Practice: Decorate your toy box. > Students count the chairs and the computers in the book.
> Students are each given a worksheet page 68 in activity book to decorate their toy boxes. > Teacher: How many chairs are there?
> Students: There are... chairs.
> Teacher: How many computers are there?
> Students: There are .... computers.
Activity 3: Introduce flash cards: square, circle, triangle, star.
> Students listen the audio page 69 in student book.
Practice: Decorate your toy box.
> Students count the chairs and the computers in the book.
> Students are each given a worksheet page 68 in activity book to decorate their
> Teacher: How many chairs are there?
toy boxes.
Wrap up: Sing and do 2.19 page 68
Warm up:
> Students are each given paper box, square, circle, triangle, star.
> Students glue square, circle, triangle, star to make a toy box.
> Students: It's a toy box
> Student: It's a square.
Practice:
> It's a toy box. It's a square/ circle/ star/...
Warm up: Watch, listen and sing along to the clean up song
> Listen and chant 2.23
Activity 2: Clean up toys
Practice:
Activity 2: Introduce flash cards: quilt, pencil, p, q.
> Teacher give kids some mixed toys and ask them to clean up.
Practice: Match and say.
> Teacher: Let's help clean up.
> Students are each given a worksheet page 71 in activity book to match and say.
> Students: Okay. Let's put away the toys.

Practice:
Wrap up: Watch, listen and sing along to the clean up song
Warm up:
Activity 1: watch the video page 72.
> Introduce with flash cards: pattern, stick, glue, cut, scissors, color
Activity 2: Introduce with flash cards: pencil, quilt, rabbit

Activity 2: Explore together
Practice:
> Teacher gives students real materials to explore: pattern, stick, glue, cut, scissors, color
and say.
> Students can explore and decorate a picture.
Practice:
> Teacher gives students real materials to explore: pattern, stick, glue, cut,
> Students are each given a worksheet page 73 in activity book to look, circle and say.
scissors, color
Wrap up: Review vocabs and play game page 73
Warm up: Watch, listen and sing along to the Clean up Song

> Ask mum and dad for help with playing the Clean up Song on You tube
Practice:
Warm up:
Activity 1: Watch, listen and sing along to the five little ducks Song
Activity 2: Introduce with flash cards: table, computer, toy box, scissors
Activity 2: Introduce with flashcards: bird, tree, hill, flower, fish
Practice 1: Look at the poster:
Practice: color and say
> Teacher: where is the computer?
> Students are each given a worksheet page 75 in activity book to color and say.
> Students: It's on the table.
> Teacher: how namy lake do you see?
Practice 2: Trace and say
> Students: I see 1 lake.
> Students are each given a worksheet page 74 in activity book to trace and say.
Warm up: Watch, listen and sing along to the itsy bitsy spider song
Activity 2: Color and odd one out.

Practice:
Practice:
> Students are each given a worksheet page 76 in activity book to color and odd
one out.
> Students: It's a spider/ big bird/ ant/ bee.
> Students: It's a car/ train/...
Activity 3: Color and odd one out. Activity 3: Talk about the picture
Practice: Practice:
> Students are each given a worksheet page 76 in activity book to color and odd one out. > Teacher: what's this?
> Teacher: What's this? > Students: It's a spider/ big bird/ ant/ bee.
Wrap up: Watch, listen and sing along to the itsy bitsy spider song
Warm up:
> Students are each given hard paper, pencil, crayons.
> Students draw square, circle, star, triangle on the paper.
> Teacher laminates the papers

> Students: It's a mat.
> Student: It's a square/triangle/...
Practice:
Warm up: Watch, listen and sing along to the I have a pet song
Activity 1: Introduce with flashcards: bird, cat, rabbit, turtle
Activity 2: Color the heart, say and count.
Practice:
Practice:
> Students are each given a worksheet page 79 in activity book to Color the
heart, say and count.
> Teacher: What animal is this?
> Teacher: What pets do you like?
> Students: This is a bird/ cat/ rabbit/ turtle.
> Students: I like birds.
> Teacher: How many birds?
> Students: 4 birds

Practice: Practice:
> Students are each given a worksheet page 79 in activity book to Color the heart, say and
count. > Teacher: What animal is this?
> Teacher: What pets do you like? > Students: This is a bird/ cat/ rabbit/ turtle.
> Students: I like birds. > Teacher: What pets do you like?
> Teacher: How many birds? > Students: I like birds.
> Students: 4 birds
Wrap up: Watch, listen and sing along to the I have a pet song
Play game page 79. Look, say and match
Activity 1: Watch a video page 80.
Activity 2: Introduce ppt: numbers 1-10, mouse, spider, cat, dog, octopus, fish
Activity 2: Introduce flash cards: mouse, spider, cat, dog, octopus, fish, bird, cat, rabbit, Practice: Count and match
turtle > Students are each given a worksheet page 81 in student book to count and
Practice: What's your favorite pet? match.
> Teacher: What's your favorite pet? > Teacher: How many turtles?
> Students: I like dogs/ My favorite pet is cat. > Students: 8 turtles.
Activity 3: Introduce flash cards: mouse, spider, cat, dog, octopus, fish, bird, cat,
Practice: Count and match
rabbit, turtle
> Students are each given a worksheet page 81 in student book to count and match.
Practice: What's your favorite pet?
> Teacher: How many turtles?
> Teacher: What's your favorite pet?
> Students: 8 turtles.
> Students: I like dogs/ My favorite pet is cat.
Activity 4: Sing and do page 80

> Students are each given a piece of paper with a face printed on it. Students draw more parts of the face and color it.

> Students are each given a worksheet page 80 in activity book to draw a favorite pet.
> Student points at the picture and say: I like dogs. It's red and green.
> Mum and dad: What pet do you like?
> Students: II like dogs
> Mum and dad: What color is this?
> Students: It's red.
Practice:
Activity 2:Listen and chant 2.38

Activity 2: Introduce with flash cards: Sun, table, t, s
Practice: Say and act out.
Practice: Find and circle
>Teacher: How is kind to the cat?
> Students are each given a worksheet page 83 in activity book to find and circle.
> Student: be gentle with the cat.
Activity 3: Listen and chant 2.38


Activity 2: Introduce with flash cards: Sun, table, umbrella, t, s,u
Practice: Explore together Practice: circle the pictures blue, green, or red
> Teacher prepares real material: comb, toys, bell, flash cards of a bird, a dog, a mouse, a > Students are each given a worksheet page 83 in student book to circle the
cat. pictures blue, green, or red.
> Teacher asks students match the pictures.
Practice: circle the pictures blue, green, or red Practice: Explore together
> Students are each given a worksheet page 83 in student book to circle the pictures blue, > Teacher prepares real material: comb, toys, bell, flash cards of a bird, a dog, a
green, or red. mouse, a cat.

> Ask mum and dad for help with playing the I have a pet song on You tube
Practice:
Warm up:
Activity 1: Watch, listen and sing along to the I have a pet song
Activity 2: Talk about the picture.

Activity 2: Talk about the poster
Practice: What pets do you like?
Practice: Draw and decorate
> Students are each given a worksheet page 87 in activity book to draw and
> Students: I like cats.
decorate.

> Students are each given a worksheet page 87 in student book to draw and decorate.
Warm up:
Activity 1: Introduce flashcards: roll a hoop, bounce a balloon, stack cups, blow bubbles.
Activity 2: Color what you can do.

Activity 2: Listen and point 2.42 > Students are each given a worksheet page 88 in activity book to color what you
Practice: Talk about the picture. can do.
> Teacher points at the picture and asks what can you do? Practice: Play game
> Students: I can roll a hoop/ I can bounce a balloon/ I can stack cups/ I can blow bubbles. > Teacher sticks flash cards on the board and asks students can you.....?
> Students: yes I can/ No I can't.
Activity 3: Color what you can do. Activity 3: Listen and point 2.42
> Students are each given a worksheet page 88 in activity book to color what you can do. Practice: Talk about the picture.
Practice: Play game > Teacher points at the picture and asks what can you do?
> Teacher sticks flash cards on the board and asks students can you.....? > Students: I can roll a hoop/ I can bounce a balloon/ I can stack cups/ I can blow
> Students: yes I can/ No I can't. bubbles.
Wrap up: play games: stacking cups.

Teacher prepares carton cups.
Students take turn to stack cups.
Warm up:
> Teacher prepare some art materials, socks.
> Students are each given a sock to decorate a sock puppet.

> Students: My favorite pet is a rabbit.
Practice:
> Students take turn to present their socks
Warm up:
Activity 1: Watch the story page 90
Activity 2: Introduce flashcards: numbers 1-10, kite, ball, hoop, cup, balloons.
Activity 2: Listen and point. Listen and repeat 2.46 Practice: Count and circle
Practice: say and act out. > Students are each given a worksheet page 91 in student book to count and
> Teacher: says the words: throw, hop, count, jump circle.
> Students: Do the actions. > Teacher: How many kites?
> Students: 1 kite.
Activity 3: Listen and point. Listen and repeat 2.46
Practice: Count and circle
Practice: say and act out.
> Students are each given a worksheet page 91 in student book to count and circle.
> Teacher: says the words: throw, hop, count, jump
> Teacher: How many kites?
> Students: Do the actions.
> Students: 1 kite.
Wrap up: Sing and do page 90
Warm up: Watch, listen and sing along to the wheel on the bus song
Activity 2: Listen and chant 2.50 Activity 2: Introduce flashcards: van, wheel, v, w
Practice: Say and act out
>Students: Look at me, I can hop. Practice: match and say
> Teacher: Good job! hooray. > Students are each given a worksheet page 93 in activity book to match and say
Activity 3: Introduce flashcards: van, wheel, v, w Activity 3: Listen and chant 2.50
Practice: match and say >Students: Look at me, I can hop.
> Students are each given a worksheet page 93 in activity book to match and say > Teacher: Good job! hooray.
Wrap up: Watch, listen and sing along to the wheel on the bus song
Warm up:
> Students are each given a worksheet page 88 in activity book to color and say what you can do.
> Parents point at the picture and ask: What can you do?
> Students:
I can roll a hoop.
I can bounce a balloon.
I can stack cups.
I can blow bubbles.
Practice:
Warm up: Watch, listen and sing along to the Yes, I can song

> Teacher: says the words: fly, crawl, swim, jump
Activity 2: Listen and point. Chant and do 2.53
> Teacher prepares a chart included 4 columns: fly, jump, crawl, swim. and pictures of
animals: fish, cat, dog,
color.
spider, turtle, chick,duck,...
> Students stick the animals to the column and say " It's can swim".

Activity 3: Listen and point. Chant and do 2.53 > Students: Do the actions.
Practice: Match, say and color. > Teacher prepares a chart included 4 columns: fly, jump, crawl, swim. and
> Students are each given a worksheet page 95 in activity book to match, say and color. pictures of animals: fish, cat, dog,
Wrap up: Watch, listen and sing along to the Yes, I can song
Warm up:
Activity 1: Watch, listen and sing along to the Yes, I can song
Activity 2: Introduce with flash cards: roll a hoop, bounce a balloon, stack cups,
Activity 2: Look at the poster
blow bubbles.
Practice:
Practice: Circle the differences and say
> Teacher: Points at the picture and asks " what can you do?"
> Students: I can jump/ swim/...
color.
Activity 3: Introduce with flash cards: roll a hoop, bounce a balloon, stack cups, blow Activity 3: Look at the poster
bubbles.
Practice:
Practice: Circle the differences and say > Teacher: Points at the picture and asks " what can you do?"
> Students are each given a worksheet page 96 in activity book to match, say and color. > Students: I can jump/ swim/...
Wrap up: play game:

> Teacher prepares hoops, cups
> Students take turn to play game: stack cups, roll a hoop.
Warm up: Watch, listen and sing along to the Yes, I can Song
> Ask mum and dad for help with playing the Yes, I can Song on You tube
Practice:
Warm up:

Practice:
and say.
Practice:
scissors, color
Warm up:
Warm up:
> Students are each given a worksheet page 75 in activity book to match, say and color.

> Parents point at the picture and say: How many bird, tree, hill, fish, flower are there?
> Students: There are ..... bird, tree, hill, fish, flower
Practice:
Activity 1: Watch a video page 80. Activity 2: Introduce ppt: numbers 1-10, mouse, spider, cat, dog, octopus, fish
Activity
> Teacher:3: What's
Introduce ppt:
your numbers
favorite 1-10, mouse, spider, cat, dog, octopus, fish
pet? > Teacher: How manyflash
turtles?
Activity 3: Introduce cards: mouse, spider, cat, dog, octopus, fish, bird, cat,
Practice: Count
> Students: I likeand match
dogs/ My favorite pet is cat. > Students: 8 turtles.
rabbit, turtle


Warm up:
> Students are each given a worksheet page 86 in activity book to color and say what pets do you like.
> Parents point at the picture and ask: What pets do you like?
> Students:
I like cats.
I like turtle.
I like rabbits.
Practice:
Warm up:



color.
Warm up:

> Students points at the picture and say:
V is for van.
W is wheel.
X is for fox.
Practice:
Warm up:
blow bubbles.
Practice:
color.
bubbles.
Practice:
Wrap up: play game:

Practice:
Practice:
one out.
Practice: Practice:
Warm up:

> Parents point at the picture and say: How many ball/ balloons/ cups/ hops/ kites are there?
> Students: There are ..... ball, balloons, cups, hops, kites
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Practice: 3: Activity 4:
3:
Activity
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Practice: Activity 3:
Activity 4:
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Practice: 3: Activity
Activity 3:
4:
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Practice: 3: 3:
Activity 4:
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
4:
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
3:
Activity
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
4:
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
3:
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Practice:
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Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
3:
Activity
Activity 4:
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
3:
Activity
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
3:
Activity
Activity 4:
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
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Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
3:
Activity
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
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Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Activity 4:
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Activity 3:
4:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
4:
Practice:
Practice:
Wrap up:
Warm up:
Activity
Activity 2:
1: Activity 2:
Activity
Practice: 3: 3:
Activity 4:
Activity 4:
Practice:
Practice:
Wrap up:
Warm up:
Instruction:
Practice:
RESOURCE ACTIVITY AT HOME
Flash cards: Teacher, girl, boy, reach

up, clap, stamp, say shhh
Goodbye song (super simple)
Exercise with my family:

> Mum/dad says the actions
- Reach up, clap, stamp,
stand up, sit down
> Student says and does the
actions, mum and dad copy
PPT: Swing, bear, look, listen, stand
up, sit down
Flash cards: Reach up, clap, stamp,

say shhh
Hello song (super simple)
Flash cards: Respect, responsibility,

I'm a singer:
Student performs the Hello
song for parents to hear,
video and send to teacher
brilliance, integrity, love, be kind, be
safe, be responsible, Good, great,
wonderful, tired, hungry, sleepy

The alphabet song (super simple)
PPT: Red, yellow, blue

Flash cards: red, yellow, blue, red
apple, blue bus, yellow book
Worksheet: Colour worksheet, paint,

crayons, colour papers in blue,
yellow, red and glue

I'm a singer:
Student performs the
Alphabet song for parents
to hear, video and send to
teacher
PPT: red, yellow, blue

Items: Leaf, flower, stick
Flash cards: Red leaf, yellow flower,
blue stick
Flash cards: The alphabet
I see something blue (super simple)

PPT: Red leaf, blue flower, yellow

stick
Worksheet: Blank paper to draw a
picture
I'm an artist:
> Student is given a
worksheet with a flower,
leaf and stick to go home
and colour in red, blue and
yellow
> Students asks: What
colour is it (pointing to the
worksheet)
> Students answers: It is
blue
safe, be responsible
Worksheet: Blank name cards, cut out
letters in red, yellow and blue
Flash cards: Red, yellow, blue, blue

flower, red leaf, yellow stick
Worksheet: Colouring in worksheet

with picture of a leaf, flower and stick

Finger family song (kids academy)

Finger puppets: Daddy, mummy,
brother, sister, baby
Flash cards: Family, finger, dad,
baby
Worksheet: Paper to draw family
members
Items: Magnets
My family:
> Students take home the
picture they drew of their
family in class
> Show to mum and dad,
point and say:
This is my daddy.
That is my mummy.
This is my brother.
That is me.
Items: Coat, hat, mittens, shoes
Put on your shoes song (super simple)

baby
Worksheet: Students' drawings of
their family
Flash cards: Coat, hat, mittens, shoes

Flash cards: a - apple, ant, art, b - bus,
book, bee
Worksheet - Colouring in worksheet
with apple, bus, bee
I'm a singer:
Student performs the Finger
family song for parents to
Finger puppets: Daddy, mummy, hear, video and send to
brother, sister, baby teacher
baby
Flash cards: c - cat, cow, camel
Flash cards: apple, ant, art, bus, bear,

bee, cat, cow, camel
Items: magnets

baby
Let's play a game:

> Student takes out some
school items and puts them
on the table in front of mum
and dad (a book, a bag, a
Flash cards: Respect, responsibility, pen, a pencil, a paper, a
brilliance, integrity and love, apple, crayon)
ant, art, bus, bear, bee, cat, cow, > Picks each item up one at
camel a time and says: This's a...
Worksheet: Match picture with word, > Tells mum and dad to
A2 size a,b,c chart cover their eyes then hide
PPT: Book, bag, pen, pencil, paper, an item
crayon > Mum and dad must say
which item is missing in
English
Items: Cardboard box, book, bag, pen,

PPT: Book, bag, pen, pencil, paper,

crayon
Items: Book, bag, pen, pencil, paper,
crayon
Once I caught a fish song (coco melon)
Items: Doll, boat, teddy bear, fish,

ball, bus, cat book, bag
Flash cards: One, two, three, four,
five
Worksheet: Match numbers with
items worksheet
I'm a singer:
Student performs the Once I
caught a fish song for
parents to hear, video and
send to teacher
send to teacher
PPT:
ball, bus, cat, book, bag


PPT:
bee, cat, cow, camel, dog, doll, door,
elephant, egg, ear, family, fish, fox
Flash cards:
Old: Doll, teddy bear, ball, book, bag,
pencil
New: Boat, fish, bus, cat, pen, crayon
Items: magnets
My things:
> Students are each given a
worksheet divided into 2
columns:
1. My toys
Once I caught a fish song (coco melon)2. My school things
> Student with mum and
dad draw 3 things that
belong in the my toys and 3
things that belong in the my
school things columns
> Student points to each
item and say what they are

ball, bus, cat, book, bag, pen, pencil,
paper, crayon
Items: 2 boxes labeled My toys and
My school things, a doll, boat, teddy
bear, fish, ball, bus, cat, book, bag,
pen, pencil, paper, crayon
Worksheet: My toys and My school

things worksheet

baby
Items - Coat, hat, mittens, shoes
My things:
> Student chooses 6 items
in their house that are either
The alphabet song (super simple) My things:
toys or school things
> Student holds up the item
in front of mum and dad
> Student: This is my teddy
bear
> Students do this with the
rest of the items
PPT: > Mum or dad video the
+ a - apple, ant, art student's presentation and
+ b - bus, bear, bee send to teacher
Flash cards: Book, bag, pen, pencil,

paper, crayon
Head, shoulder, knees and toes
worksheet page 34 in activity book
Flash cards: Head, tummy, hands,

feet, arms, legs, Numbers 1-5,
elephant, doll, cat, dog, teddy bear
worksheet page 37 in student book
Wash your hands
Worksheet page 39 in activity book

flash cards: hat, goat.
Wash your hands
Wash your hands
ppt: Wool, feather, stone, teaddy bear,

crayon
flash cards: hat, goat, insect.
real materials: Wool, feather, stone,
teaddy bear, crayon

The wheel on the bus
Papers included printed hands;

feather, glitter, glue, water colors.
What's your favorite color?
Flash cards: car, bus, train, bike, boat

toys: car, bus, train, bike, boat.

flash cards: Green, pink, purple,

ballon, plane
flash cards: juice, kite

Flash cards: wheels, fast, slow, big,

small, the winner
Flash cards: leg, juice, kite

real toys: Car, train, bus,.... water
colors, paper
flash cards: car, bus, train, bike,
plane, boat
Introduce flash cards: tree, lake, hill,

flower, bees, train,boat, sun
Let's go outside
Let's go outside
flash cards: slide, swing, big, small

flash cards: numbers 1-7, sticks, eyes,
tree, flowers.
flash cards: tree, lake, hill, flower,
bees, train,boat, sun
piece of paper with pictures of tree,
lake, hill, flower, bees, train,boat, sun
printed on it.
flash cards: moon, nest.

Warm up song
flash cards: seed, pot, water, flower,
numbers 1-4
flash cards: m, n, o, octopus, moon,
nest
flash cards: octopus, moon, nest, m, n,

o
Warm up song
Color papers, papers included printed
flowers, glue, ..
Warm up song

poster page 64 in student book
hard colored papers
Finger family
flash cards: Mom, dad, bird, crayon,

bag, mittens, ears, baby, eyes
head shoulders knees and toes
flash cards: Arms, ball, boat, body,

doll, ears, eyes, hat, head, feet, legs,
mouth, nose, shoes, teddy bear, toy
box.
paper printed body, pencil, crayons


ballon, plane

plane, boat
colors.

paper printed car/ bus/ train/ bike/
boat/ plane


Let's go outside
One little finger song

tree, flowers.
Let's go outside
Warm up song

numbers 1-4
nest
Let's go outside
Five little ducksIntroduce flash cards: table, chair, computer, toy box

Five little ducks
flash cards: computer, chair, numbers

1-10, lime, plate
flash cards: square, circle, triangle,
star.
clean up song
flash cards: quilt, pencil, p, q.

clean up song
flash cards: pattern, stick, glue, cut,

scissors, color
flash cards: pencil, quilt, rabbit

real materials to explore: pattern,
stick, glue, cut, scissors, color
clean up song
Five little ducks
flash cards: table, computer, toy box,

scissors
flashcards: bird, tree, hill, flower, fish
Five little ducks

ITSY BITSY SPIDER
ITSY BITSY SPIDER
I have a pet
I have a pet
I have a pet
flash cards: mouse, spider, cat, dog,

ppt: numbers 1-10, mouse, spider, cat,
dog, octopus, fish
I have a pet
I have a pet
flash cards: Sun, table, t, s
I have a pet
I have a pet
real material: comb, toys, bell, flash

cards of a bird, a dog, a mouse, a cat.
flash cards: Sun, table, umbrella, t, s,u
I have a pet
I have a pet
I have a pet
I have a pet
flashcards: roll a hoop, bounce a
carton cups.
flashcards: numbers 1-10, kite, ball,
hoop, cup, balloons.
Wheels on the Bus
flashcards: van, wheel, v, w

Wheels on the Bus

Yes, I can.
a chart included 4 columns: fly, jump,

crawl, swim. and pictures of animals:
fish, cat, dog,
Yes, I can.
Yes, I can.
flash cards: roll a hoop, bounce a
Yes, I can.

scissors, color

Five little ducks

scissors
Five little ducks

I have a pet

dog, octopus, fish
I have a pet
I have a pet

I have a pet
carton cups.
Yes, I can.

fish, cat, dog,
Yes, I can.
Yes, I can.

ITSY BITSY SPIDER
ITSY BITSY SPIDER

SUBJECT: English LEVEL: 1
TERM MONTH WEEK SESSION UNIT TOPIC PAGE LESSON CONTENT OBJECTIVE
Students can say

Vocabulary: Hello, goodbye, bye-bye, teacher, girl,
hello, goodbye,
boy
ask and introduce
Vocabulary: Reach up, clap, stamp, say shhh
1&2 4&5 Lesson 1&2 their names.
Structure: What's your name? I'm ...
Students can say
I'm a teacher/boy/girl.
and do some
actions.
1
Students can say
hello, ask and
Vocabulary: Again, swing, look, bear introduce
Vocabulary: Stand up, sit down, listen someone else.
3&4 6 Lesson 3
Structure: Who is this? This is... Students can say
Focus skill: Speaking & listening and follow some
Vocabulary: Again, swing, look, bear introduce
Vocabulary: Stand up, sit down, listen someone else.
3&4 6 Lesson 3
Structure: Who is this? This is... Students can say
Focus skill: Speaking & listening and follow some
classroom
instructions.
Students can say

Activity at and do some
5&6 x Vocabulary: Reach up, clap, stamp, stand up, sit down
Home actions with mum
and dad.
Students
Vocabulary: Respect, responsibility, brilliance,
understand and
integrity, love
1&2 x Lesson 1 can say the 5
Structure: We have...
school core
values.
values.
2
Students can ask
Vocabulary: Be kind, be safe, be responsible and express how
Vocabulary: Good, great, wonderful, tired, hungry, they are feeling.
3&4 x Lesson 2 sleepy Students can say
Structure: How are you? I'm... and follow some
Focus skill: Speaking & listening classroom
instructions.
Vocabulary: Good, great, wonderful, tired, hungry, not Students can

Activity at
5&6 x so good perform along to
Home
Structure: Hello, how are you? I'm... the Hello song.
December Hello
Students can sing

Vocabulary: The alphabet the alphabet, ask
Vocabulary: Blue, yellow, red and answer
1&2 7&9 Lesson 4&6
Structure: What color is it? It is... questions about
Focus skill: Speaking & listening the colour of
items.
Students can sing

Vocabulary: The alphabet
the alphabet, and
Vocabulary: Leaf, flower, stick
3&4 10&11 Lesson 7&8 ask and answer
Structure: What's this? This is a ... picture
questions about
the color of items.
Students can
Activity at perform along to
5&6 x Vocabulary: The alphabet song
Home the Alphabet
song.
Students can sing

Vocabulary: The alphabet the alphabet, ask
Vocabulary: Leaf, flower, stick and answer
1&2 10&11 Lesson 7&8
Structure: What's this? This is a ... picture questions about
Focus skill: Speaking & listening the colour of
items.
4
Vocabulary: Respect, responsibility, brilliance,
Students
integrity, love
understand and
Vocabulary: Be kind, be safe, be responsible
can say the 5
3&4 12&13 Lesson 9&10 Structure:
school core
How are you? I am...
values and
We have...
classroom rules.
Students can ask

Vocabulary: Red, yellow, blue, flower, stick, leaf
and answer
5&6 x questions about
Home What colour is it? It is...
colours red,
What is it? It is a...
yellow and blue.
Vocabulary: Family, mum, dad, brother, sister, baby, Students can ask
finger, me, you and answer
1&2 14&15 Lesson 1&2 Structure: Who's that/this/he/she? questions about
That/This/He/She's... their family
1
Vocabulary: Friend, coat, hat, mittens, shoes
Vocabulary: Reach up, clap, stamp, say shhh, stand
up, sit down, listen, play Students know
Structure: and can say the
3&4 16&17 Lesson 3&4
My friend name of some
Your coat clothing items.
Let's...
Vocabulary: Family, mum, dad, brother, sister, baby, Students can use
Activity at finger, me, you that/this's to talk
5&6 x
Home Structure: That/This's... about family
January
Who's in your
1
family?
Vocabulary: Apple, ant, art, bus, bear, bee, red,

yellow, blue
Letters: a, b Students learn the
Structure: letters a, b and
1&2 18&19 Lesson 5&6
Please help me find my... and pronounce
Here it is. their sounds.
Thank you!
2
Vocabulary: Cat, cow, camel, mum/mummy,

dad/daddy, brother, sister, baby, you, me
Letters: c Students learn the
Structure: letter c and can
3&4 20&21 Lesson 7&8
This's a mum/mummy. pronounce its
That's her baby. sound.
That's his mummy.
Students can
5&6 x Vocabulary: The Finger family song
Home the Finger family
song.
Vocabulary: Family, finger, dad, daddy, mum,
mummy, brother, sister, baby
Students can ask,
Structure:
answer and
1&2 22&23 Lesson 9&10 Who's he/she?
introduce their
He/She's...
families.
That/This's my...
1
Vocabulary: Book, bag, pen, pencil, paper, crayon Students can
3&4 24&25 Lesson 1&2 Structure: What's this? This's... name some
Focus skill: Speaking & listening school items.

Activity at
5&6 x Structure: What's this? This's... name their school
Home
Focus skill: Speaking & listening objects.
Vocabulary: Doll, boat, teddy bear, fish, ball, bus, cat, Students can
book, bag name some toys.
1&2 26&27 Lesson 3&4 Vocabulary: one, two, three, four, five Students know
Structure: What's this? It's a... and can count
Focus skill: Speaking & listening numbers 1 to 5.
2
Vocabulary:
Students learn the
letters a,b,c,d and
can pronounce
Structure:
their sounds.
Vocabulary:
Students learn the
letters a,b,c,d and
can pronounce
Structure:
their sounds.
Let's play with the...
Good idea!
2 What's this?
Students can
5&6 x Vocabulary: The Once I caught a fish song
Home the Once I caught
a fish song.
February

Structure: pronounce their
29,
1&2 Lesson 6,7&8 This's old/new sounds.
30&31
These are old/new Students can say
This ... is old/new if an object is old
These ... are old/new or new.
Vocabulary: Book, bag, pen, pencil, paper, crayon,

old, new
Vocabulary: Doll, boat, teddy bear, fish, ball, bus, cat Students can talk
3&4 32&33 Lesson 9&10 Structure: about some toys
What's this? This's my... It's new/old. and school things.
These are my toys/school things.
Vocabulary: Students can draw
Activity at 1. My toys: Doll, boat, teddy bear, fish, ball, bus, cat and name some
5&6 x
Home 2. My school things: Book, bag, pen, pencil, paper, toy and school
crayon items
Vocabulary: Family, finger, dad, daddy, mum,

mummy, brother, sister, baby, me, you
Students can talk
Vocabulary: Coat, hat, mittens, shoes
Review Who's in your about their family
1&2 x Review lesson Structure:
Unit 1 family? and some clothing
That/This's
items.
My/his/her/your...
Vocabulary:
4 + b - bus, bear, bee
Students know
the letters
3&4 x Review lesson a,b,c,d,e, f and
can pronounce
Vocabulary: Book, bag, pen, pencil, paper, crayon,
their sounds.
Structure:
This's my/your...
Review
What's this?
Unit 2
Vocabulary: Doll, boat, teddy bear, fish, ball, bus, cat, Students can talk
Activity at
5&6 x book, bag, pen, pencil, paper, crayon about some toys
Home
Structure: This is my... and school items.
Vocabulary: Eyes, ears, nose, mouth.
Students can
Structure:
figure out some
1&2 34&35 Lesson 1&2 I have 2 eyes.
parts of their
I have 1 nose.
bodies.
1
Vocabulary: Head, tummy, hands, feet, arms, legs.
Numbers 1-5, elephant, doll, cat, dog, teddy bear
Structure:
Shake your head. Students can
Point to your tummy. figure out some
3&4 36&37 Lesson 3&4
Clap your hands. parts of their
Stamp your feet. bodies.
flap your arms.
bend your legs
Stamp your feet. bodies.
flap your arms.
bend your legs
Students can
perform along to
Activity at
5&6 Vocabulary: Eyes, ears, nose, mouth. the Head,
home
shoulder, knees
and toes Song
Vocabulary: goat, hat

How many Phonics focus: g, h Students can
3
eyes? Structure: pronounce the
1&2 38&39 Lesson 5&6 We need to wash our hands. letter: g, h and
Okay, pass the soap, please. can know how to
1&2 38&39 Lesson 5&6 We need to wash our hands. letter: g, h and
Okay, pass the soap, please. can know how to
Value: washing hands wash their hands.
Vocabulary: Hard, soft, feather, stone, teaddy bear,

crayon, red, blue, insect, goat, hat Students can
Structure: pronounce the
3&4 40&41 Lesson 7&8 It's hard. letter: g, h, i and
It's soft. can expore some
Phonics focus: g, h, i real materials.
Activity at Vocabulary: eyes, nose, ears, head, mouth Making body part
5&6
home Structure: I have... picture
March
Vocabulary: Hard, soft, feather, hands, body part.

Structure: Students can
I have 2 eyes. figure out some
1&2 42&43 Lesson 9&10
This is my picture. parts of their
It's soft/ hard. bodies.
3
3
Vocabulary: car, bus, train, bike, boat

3&4 44&45 Lesson 1&2 Do you have a bus? about the
Yes. I do/ no. I don't. transportation.
Students decorate
Activity at Vocabulary: car, bus, train, bike, boat theirs favorite
5&6
home Structure: This is my bus/ car/ train/ boat/ bike means of
transports
Vocabulary: Green, pink, purple, ballon, plane, car,

bus, train, numbers 1-5, boat, buses, cars, trains, planes.
Structure:
What color is it? Students can talk
1&2 46&47 Lesson 3&4 It's green. about colors and
Do you have a plane? transportation.
Vocabulary: juice, kite

4 Students can
Phonics focus: j, k
pronounce the
Structure:
letter: j, and k and
3&4 48&49 Lesson 5&6 Sit down. Be quiet, please.
can know the
Oops, sorry.
value of thinking
Value: Thinking of others.
of others.
What do you
4
ride?
Students can
perform along to
Activity at
5&6 Vocabulary: The what's your favorite colors Song the what's your
home
favorite colors
Song
Vocabulary: wheels, fast, slow, big, small, the winner,

leg, juice, kite
1&2 50&51 Lesson 7&8 Let's try a plane and a train. about
The train is fast/ slow. transportation.
Phonics focus: j, k, l
1
Vocabulary: car, bus, train, bike, boat, plane
Structure:
Students can talk
Do you have a train?
3&4 52&53 Lesson 9&10 about the
Yes, I do
transportation.
No, I don't
Students can
5&6 Vocabulary: The wheel on the bus Song
home the wheel on the
bus Song
Vocabulary: tree, lake, hill, flower, bees, train,boat, sun
Students can talk
Structure:
1&2 54&55 Lesson 1&2 about what they
I see a tree.
can see outside
Vocabulary: slide, swing, big, small, numbers 1-7,

sticks, eyes, tree, flowers.
Structure:
3&4 56&57 Lesson 3&4 Is it big/small? about what they
Yes/ No. can see outside
It's big/ small.
I see a (slide).
3
Students can
Vocabulary: tree, lake, hill, flower, bees, train,boat,
Activity at decorate what
5&6 sun
home they can see
Structure: I see a tree/hill/...
outside
April

Phonics focus: m, n
Structure:
Students can talk
Look out.
Here I come.
can see outside
Okay.
3
What can you Vocabulary: Seed, pot, water, flower, number 1-4
5 Structure:
find outside? Students can talk
It's in the pot.
Vocabulary: octopus, moon, nest
can see outside
It's in the pot.
can see outside
Students can
recognize some
Activity at Vocabulary: octopus, moon, nest, m, n, o
5&6 letters :m,n,o and
home Structure: This is a moon/ nest/ octopus
words: octopus,
moon, nest

Structure:
Students can talk
I see a hill.
I see a flower.
can see outside
It's pink.
I see a flower.
can see outside
It's pink.
4 Vocabulary: Tree, flower, hill,

3&4 64&65 Lesson 9&10 I see a tree. about what they
I see 2 trees. can see outside
Activity at Vacabulary: 3D- tree, green, brown. Students can

5&6
home Strucure: I make a tree, It's green and brown. make a 3D- tree
Vocabulary: Scarecrow, cloud, fingers, toes, moon.
Mom, dad, bird, crayon, bag, mittens, ears, baby, eyes
Structure:
Who's this? Students can
It's mom. figure out some
1&2 44&45 Review
What's this? parts of their
It's crayon. bodies.
1 have 2 ears.
Review How many

1
Unit 3 eyes?
Vocabulary: Scarecrow, cloud, fingers, toes, moon.
Arms, ball, boat, body, doll, ears, eyes, hat, head, feet,
legs, mouth, nose, shoes, teddy bear, toy box.
Students can
Structure:
figure out some
3&4 Review This is a doll.
parts of their
It's a boat.
bodies.
2 arms.
Students can
Activity at Vacabulary: Body, ears, eyes, head, nose, mouth.
5&6 make a poser of
home Strucure: This is a nose.
body part

Structure:
What color is it? Students can talk
1&2 Lesson 3&4 It's green. about colors and
1&2 Lesson 3&4 It's green. about colors and
Review What do you Vocabulary: car, bus, train, bike, boat, plane
2
Unit 4 ride? Structure:
Students can talk
Do you have a train?
3&4 Lesson 9&10 about
Yes, I do
transportation.
No, I don't
Students can
Activity at Vacabulary: car, bus, train, bike, boat, plane
5&6 make a favorite
home Strucure: This is my car. It's blue and red.
mean of transport.
May
Vocabulary: tree, lake, hill, flower, bees, train,boat, sun

Students can talk
Structure:
1&2 Lesson 1&2 about what they
I see a tree.
can see outside
Review What can you

3
Vocabulary: slide, swing, big, small, numbers 1-7,
sticks, eyes, tree, flowers.
Structure:
3&4 Lesson 3&4 Is it big/small? about what they
It's big/ small.
3&4 Lesson 3&4 Is it big/small? about what they
It's big/ small.
I see a (slide).
Vocabulary: flowers, small, big, red, yellow, pink,

green
Students can
5&6 decorate a bunch
home It's small.
of flower
It's big.
It's green.

Phonics focus: m, n
Structure:
Students can talk
Look out.
Here I come.
can see outside
Okay.
Review What can you
4
Vocabulary: Seed, pot, water, flower, number 1-4
Structure:
Students can talk
It's in the pot.
can see outside
Students can
5&6 Vocabulary: Let's go out side Song
home the Let's go out
side Song
Vocabulary: table, chair, computer, toy box
Structure:
Students can talk
Where's the computer?
1&2 66&67 Lesson 1&2 about what's in
It's on/ in the (chair/ toy box).
the box
1
1
Vocabulary: Square, circle, triangle, star, plate, lime,

numbers 1-10
Students can talk
Structure:
3&4 68&69 Lesson 3&4 about what's in
Look at my (toy box)!
the box
How many?
Vocabulary: Square, circle, triangle, star, toy box

Students can
5&6 decorate the toy
home Look at my (toy box)!
box.
There are 3 stars/2 circles/ 4 squares on it.
Vocabulary: quilt, pencil.
Phonic focus: p, q
Students can
Structure:
pronounce p and
Let's help clean up.
1&2 70&71 Lesson 5&6 q sounds. They
Okay. Let's put away the toys.
can help others to
Let's clean the table.
clean.
Values: Help to clean up.
What's in the
Unit 6
toy box?
Vocabulary: pattern, stick, glue, cut, scissors, color,

Students can
rabbit.
pronounce p, q
Structure:
3&4 72&73 Lesson 7&8 and r sounds.
They can explore
real materials.
Students can
Activity at
5&6 Vocabulary: Clean up Song perform along to
home
the Clean up Song
June
Vocabulary: Classroom objects, toys, transportation,

furniture, mat
Structure:
1&2 74&75 Lesson 9&10 It's on the table. about what's in
This is my hat. the box
It's on the table.
Look! 5 stars.
3
Students can sing

Vocabulary: up, down, spider, sun, rain.
along the itsy
Structure:
3&4 76&77 Review 2 story bitsy spider song
Value: Being aware of the weather.
and can tell about
the story.
Vocabulary: square, circle, triangle, star

Activity at Structure: make a sharp mat
5&6
home It's a mat. for snack time
It's a square/ triangle/ circle/ star/...
Vocabulary: bird, cat, rabbit, turtle
Students can talk
Structure:
1&2 78&79 Lesson 1&2 about what are
I like (birds).
their favorite pets.
Vocabulary: pet, mouse, cute, favorite, spider, cat, dog,

4

octopus, fish, numbers 6-10.
Students can talk
Structure:
3&4 80&81 Lesson 3&4 about what are
I like dogs.
Vocabulary: mouse, spider, cat, dog, octopus, fish, bird,

cat, rabbit, turtle
Activity at Students can draw
5&6 Structure:
home favorite pets.
I like dogs.
What pets do
Unit 7
you like?
Vocabulary: Sun, table.
Phonic focus: S, t
Students can talk
Structure:
1&2 82&83 Lesson 5&6 about how is kind
Be gentle with the cat.
to the pets?
Value: Being kind to animals.
1
Vocabulary:umbrellas, sun, table, play with, feed,
brush, love, toy, wheel, ball, pet. Students can talk
Structure: about what they
3&4 84&85 Lesson 7&8
I feed my pet. can do with their
Phonic focus: S, t, u pets.
Students can
Vocabulary :pet, dog, cat, fish, mouse, bird
5&6 Structure:
home the I have a pet
Do you have a pet?
song
Vocabulary: Pets, small, big, colors.

1&2 86&87 Lesson 9&10 I like cats. about what are
My favorite pet is a (cat). their favorite pets.
Vocabulary: roll a hoop, bounce a balloon, stack cups,

blow bubbles. Students can talk
3&4 88&89 Lesson 1&2 Structure: about what they
2 I can/ can't ( blow bubbles). can do for fun.
3&4 88&89 Lesson 1&2 Structure: about what they
2 I can/ can't ( blow bubbles). can do for fun.
Vocabulary: socks, pets

Activity at Make a sock
5&6 Structure:
home puppet
My favorite pet is a rabbit.
July
Vocabulary: throw, hop, count, jump, blow bubbles,

roll a hoop, ball, numbers 1-10.
Structure:
Students can talk
Can you (count)?
How many?
can do for fun.
1 kite.
3 Balloons.
Vocabulary: Van, wheel
Phonic focus: V, W
Structure:
Look at me. Students can talk
3 3&4 92&93 Lesson 5&6 I can hop! about what they
Good job. can do for fun.
Hooray!
Value: Valuing other's achievements.
What can you

Unit 8
do?
Vocabulary: roll a hoop, bounce a balloon, stack cups,
blow bubbles.
Activity at
5&6 I can roll a hoop. about what they
home
I can bounce a balloon. can do for fun.
I can stack cups.
I can blow bubbles.
Vocabulary: fly, crawl, swim, jump, girl, boy.

fox, van, wheel
Phonic focus: v, w, x
Students can talk
Structure:
A (mouse) can/ can't (swim).
can do for fun.
Can a mouse crawl?
Yes./ No

Structure:
Students can talk
I can/ can't jump.
Can you stack cups?
can do for fun.
Yes./No
Students can
5&6 Vocabulary: Yes, I can Song
home the Yes, I can
Song
Vocabulary: pattern, stick, glue, cut, scissors, color,

Students can
rabbit.
pronounce p, q
Structure:
1&2 72&73 Review and r sounds.
They can explore
real materials.
Review What's in the Vocabulary: Classroom objects, toys, transportation,
1 furniture, mat
Unit 6 toy box?
Structure:
3&4 74&75 Review It's on the table. about what's in
This is my hat. the box
It's on the table.
Look! 5 stars.
Students can say

Vocabulary: bird, tree, hill, fish, flower the number of
Activity at
5&6 Structure: bird, tree, hill,
home
I see 1 lake, 4 birds. fish, flower in the
picture.

octopus, fish, numbers 6-10.
Students can talk
Structure:
1&2 Review about what are
1&2 Review about what are
I like dogs.
Review What pets do

2 Vocabulary:umbrellas, sun, table, play with, feed,
Unit 7 you like?
brush, love, toy, wheel, ball, pet. Students can talk
Structure: about what they
3&4 Review
I feed my pet. can do with their
Phonic focus: S, t, u pets.

Activity at
5&6 I like cats. about what are
home
Activity at
5&6 I like cats. about what are
home
I like turtle. their favorite pets.
I like rabbits.
August Vocabulary: roll a hoop, bounce a balloon, stack cups,

1&2 Review Structure: about what they
I can/ can't ( blow bubbles). can do for fun.
3
fox, van, wheel
Phonic focus: v, w, x
Students can talk
Structure:
3&4 Review about what they
A (mouse) can/ can't (swim).
can do for fun.
Can a mouse crawl?
Yes./ No
Vocabulary: v, w, x, fox, van, wheel Students can

Activity at Structure: recognize van,
5&6
home Can a mouse crawl? wheel, fox, v, x,
Yes./ No w
Review What can you

Unit 8 do?
Structure:
Students can talk
I can/ can't jump.
1&2 Review about what they
Can you stack cups?
can do for fun.
Yes./No
Students can sing

Vocabulary: up, down, spider, sun, rain.
along the itsy
Structure:
3&4 Review 2 story bitsy spider song
Value: Being aware of the weather.
and can tell about
the story.
Students can say
Vocabulary: ball, balloons, cups, hops, kites
the number of
5&6 ball, balloons,
home there are 4 kites.
cups, hops, kites
there are 2 cups.
in the picture.
PRESCHOOL PROGRAM
PROGRAM DURATION: 12 months
ACTIVITY
GROUP 1 GROUP 2
Warm-up: Make a circle, class listen, do and sing 1.04
Practice: Activity 2: Introduce with flash cards and actions - Reach up, clap, stamp, say
> Teacher: Hello (waving) shhh
> Teacher: I'm Ms..., I'm a teacher. Practice: Be the Teacher:
> Teacher: What's your name? > Student: Reach up! (at the front of the class)
> Student: Hello, teacher. > Class follow instructions
> Student: I'm ... I'm a boy/girl. > Rotate students
Practice:
Activity 3: Introduce with flashcards and actions - Reach up, clap, stamp, say shhh
> Teacher: Hello (waving)
> Teacher: I'm Ms..., I'm a teacher.
> Teacher: What's your name?
> Class follows instructions
> Student: Hello, teacher.
> Rotate students
> Student: I'm ... I'm a boy/girl.

Warm-up: Make a circle, class listen, do and sing 1.08
Activity 1: Class watch a story about Fifi, Prickly, and Benny (page 6)
Activity 2: Introduce with PPT and actions - Swing, bear, look, listen, stand up, sit
> Students: Hello, teacher!
down
> Teacher: Who's this? (point to another student A)
> Teacher: This is...
> Teacher shows slide with a bear
> Students: Hello...
> Students chant: Bear!
> Teacher: And who's this? (point to another student B)
> Teacher changes picture
> Teacher: Hello...
Activity 3: Introduce with PPT and actions - Swing, bear, look, listen, stand up, sit down > Students: Hello, teacher!
Practice: Match the slide > Teacher: Who's this? (point to another student A)
> Teacher shows a slide with a bear > Teacher: This is...
> Students chant Bear! > Students: Hello...
> Teacher changes the picture > Teacher: And who's this? (point to another student B)
> Teacher: Hello...
Activity 4: Practice - Teacher says

> Teacher: Sit down
> Class do the action
Warm up: Introduce with flash cards and actions - Reach up, clap, stamp, stand up, sit down
> Rotate students
> Mum/dad says the actions - Reach up, clap, stamp, stand up, sit down
> Student says and does the actions, mum and dad copy
Practice:
> Students take turn to say the actions
> Class do the actions together

Activity 2: Practice - Charades Activity 2: Practice: Good, great, wonderful, tired, hungry, sleepy
> Teacher does action > Teacher: Hello, how are you? (choose a student)
> Students chant: Respect > Student: I'm... Thank you!
> Teacher changes action > Student: How are you? (turn to the student next to them)
Activity 3: Practice: Good, great, wonderful, tired, hungry, sleepy Activity 3: Practice - Charades
> Teacher: Hello, how are you? (choose a student) > Teacher does action
> Student: I'm... Thank you! > Students chant: Respect
> Student: How are you? (turn to the student next to them) > Teacher changes action
Warm down: Introduce - I have, we have
Practice: Make a circle

Activity 1: Practice - We have respect, responsibility, brilliance, integrity, and love (Hold up flashcards with images of the 5 values to remind students)
Activity 2: Introduce with flash cards and actions - Good, great, wonderful, tired,
hungry, sleepy
Activity 2: Introduce with flash cards and actions - Be kind, be safe, be responsible
Practice: Listen and match
> Teacher: Great
> Student raises hand, comes to the front and chooses the flash card for Great
> Teacher: I'm great!
> Students chant: I'm great
Activity 3: Introduce with flashcards and actions - Good, great, wonderful, tired, hungry,
sleepy Activity 3: Introduce with flash cards and actions - Be kind, be safe, be
Practice: Listen and match responsible
> Teacher: Great Practice: Match the flash card
> Student raises a hand, comes to the front, and chooses the flash card for Great > Teacher holds up a flash card with action/symbol
> Teacher: I'm great! > Students chant: Be kind
> Students chant: I'm great > Teacher changes flash card

> Ask mum and dad for help with playing the Hello song on You tube
Practice:
Activity 1: Introduce the colors blue, yellow, and red with PPT
> Teacher shows slide with color and say
Activity 2: Practice: Find the missing color
> Teacher hides a color
> Students identify which color is missing and raise their hands to answer
> Teacher: What color is it? (point to a picture of a red apple)
> Teacher: What color is it? (point to a yellow item and ask a student)
> Student: It is yellow. What color is it? (point to an item and ask a friend)
Warm down: Make a colour chart

> Each student is given a worksheet with 3 boxes
> Teacher points to a box and say a colour
> Students finger paint/colour in/glue on paper in that colour
> Move on to the next box

Activity 1: Introduce the colors blue, yellow, and red with PPT
> Teacher shows slide with color and say

Activity 2: Introduce actual items - leaf, flower, stick, picture
Practice:
> Teacher show students how to spell their names with the alphabet (1 by 1 on the
board with magnetic letters)
Activity 3: Introduce the alphabet with flashcards

Practice:
> Teacher holds up a flash card, and students chant the letter
> Teacher show students how to spell their names with the alphabet (1 by 1 on the board
with magnetic letters)
Warm up: Watch, listen and sing along to the Alphabet song

> Ask mum and dad for help with playing the Alphabet song on You tube
Practice:
Activity 1: Introduce with PPT - red leaf, blue flower, yellow stick
> Students chant: Red leaf
Activity 2: Watch activity 1 page 10 Activity 2: Introduce the alphabet with flash cards
> Students draw their own pictures Practice:
> Teacher: What's this? This is a leaf picture. > Sing the alphabet song without music
> Students chant: This is a leaf picture. > Teacher holds up flash card, students chant the letter
> Teacher: What colour is it? > Teacher gives each student a worksheet with their own name on it to colour in
> Students chant: It is yellow. > Students take turn coming to the front to spell the letters of their name on the
> Continue with other pictures worksheet

> Students draw their own pictures
Practice:
> Teacher: What's this? This is a leaf picture.
> Students chant: This is a leaf picture.
> Teacher gives each student a worksheet with their own name on it to colour in
> Students chant: It is yellow.
> Students take turn coming to the front to spell the letters of their name on the worksheet
> Continue with other pictures
Warm up: Watch, listen and sing along to I see something blue
Practice - Make a circle
Activity 2: Introduce with flash cards and actions - Be kind, be safe, be responsible Practice: Make name cards
Practice: Match the flash card > Students are given a blank name card and a tray with letters of the alphabet in
> Teacher holds up a flash card with action/symbol blue, yellow and red
> Students chant: Be kind > Students choose the colours they like and stick the letters on their name cards to
> Teacher changes flash card spell their names
> Teacher points at the letters in the flash cards and say aloud the letter > Teacher: Hello, what's your name? (choose a student)
> Students chant along > Student: I am... I'm a boy/girl
> Teacher points at another letter, students chant the letter > Teacher: What colour is it? (point at a letter in the student's name card)
> Student: It is...

Activity 3: Introduce with flash cards and actions - Be kind, be safe, be
Practice: Make name cards
responsible
> Students are given a blank name card and a tray with letters of the alphabet in blue,
yellow and red
> Students choose the colours they like and stick the letters on their name cards to spell
their names
> Teacher: Hello, what's your name? (choose a student)
> Teacher points at the letters in the flash cards and say aloud the letter
> Student: I am... I'm a boy/girl
> Students chant along
> Teacher: What colour is it? (point at a letter in the student's name card)
> Teacher points at another letter, students chant the letter
> Student: It is...
Warm up: Introduce with flash cards - Red, yellow, blue, blue flower, red leaf, yellow stick
Practice:
> Students: It is yellow.
> Teacher: What is it?
> Students: It is a blue flower
> Student colour in the picture at home in red, yellow and blue
> Students asks mum and dad: What colour is it (pointing to the picture)
> Students answers: It is blue. It is a blue flower.
Practice:
> Students take turn to say the colours and items
Warm-up: Watch, listen, and sing along to the Finger family song
Activity 1: Introduce with flashcards or finger puppets - Family, finger, dad, daddy, mum, mummy, brother, sister, baby
Activity 2: Practice - Drawing a family picture Activity 2: Practice - Asking and answering Who questions
> Students are each given piece of paper to draw their family > Teacher: Who's he? (holds up a flash card). He's my daddy.
> Teacher: Who's that/this? (pointing to the drawing) > Teacher: Who's she? (holds up another flash card). She's my sister.
> Student: Dad/daddy/me > Teacher holds up another flash card and asks a student.
> Teacher asks another student > Teacher asks another student
> Teacher: Who's he? (holds up a flash card). He's my daddy.
Activity 3: Practice - Drawing a family picture
> Teacher: Who's she? (holds up another flash card). She's my sister.
> Students are each given piece of paper to draw their family
> Teacher holds up another flash card and asks a student.
Activity 4: Practice - Who's missing

> Flashcards of the family members are on the board with magnets
> Students cover their eyes or face down
> Teacher takes a family member away
> Students: Baby! (shout out to whoever is missing)
Warm down: Watch, listen and sing along to the Finger family song

Activity 1: Introduce with actions - Reach up, clap, stamp, say shhh, stand up, sit down, Practice: Practice
listen, play > Look at the pictures on page 16
Practice: The teacher says + Student: Hello
> Teacher: Let's listen + Teacher: Who's she? (point to a girl)
> Students do the action + Student: She's my friend...
> Let students take turns to be the teacher + Teacher: Who's he? (point to a boy)

Practice: Practice Activity 2: Introduce with actions - Reach up, clap, stamp, say shhh, stand up, sit
> Look at the pictures on page 16 down, listen, play
+ Student: Hello Practice: Teacher says
+ Teacher: Who's she? (point to a girl) > Teacher: Let's listen
+ Student: She's my friend... > Students do the action
+ Teacher: Who's he? (point to a boy) > Let students take turn to be the teacher
This is my daddy.
That is my mummy.
This is my brother.
That is me.
Practice:
Warm up: Review with flash cards - Coat, hat, mittens, shoes
> Teacher holds up flash card
> Students chant: Coat
Activity 1: Watch 4 page 18
Activity 1: Introduce with flash cards letters and words - a - apple, b - bus
Practice: Find my things
Practice: Listen and chant along to 1.28
> Teacher hide an item (coat, hat, mittens, shoes)
> Students listen for the letter a and b
> Teacher: Please help me find my shoes.
> Teacher: Apple/ant/art (hold up flash card with an apple/ant/painting)
> Student: Here it is (find the shoes and hold it up)
> Students: a
> Teacher: Thank you
> Teacher: Bus/bear/bee (hold up a bus/book/bee)
> Let students role play asking for help and help finding the items
> Students: b
Activity 2: Watch 4 page 18 Activity 2: Introduce with flash cards letters and words - a - apple, b - bus
Practice: Find my things Practice: Listen and chant along to 1.28
> Teacher hide an item (coat, hat, mittens, shoes) > Students listen for the letter a and b
> Teacher: Please help me find my shoes. > Teacher: Apple/ant/art (hold up flash card with an apple/ant/painting)
> Student: Here it is (find the shoes and hold it up) > Students: a
> Teacher: Thank you > Teacher: Bus/bear/bee (hold up a bus/book/bee)
> Let students role play asking for help and help finding the items > Students: b
Warm down: Review colours - Red, blue, yellow
> Students are each given a worksheet to colour the apple red, the bus blue and the bee yellow
> Teacher points at the picture
> Students chant: red apple
Activity 2: Introduce structure - This/That is, a, my, his, her Activity 2: Introduce with flash cards the letter c and words - cat, cow, camel
Practice: Introducing people Practice: Match the flash card
> Teacher: This is a mum. That is her baby (pointing at the picture) > Teacher holds up a flash card
> Teacher: This is my dad. That is his brother (pointing at a family photo) > Students chant: Cow
> Ask students to take turn to talk about pictures and their family photo > Let students take turn to be the teacher
Activity 3: Introduce with flash cards the letter c and words - cat, cow, camel Activity 3: Introduce structure - This/That is, a, my, his, her
Practice: Match the flash card Practice: Introducing people
> Teacher holds up a flash card > Teacher: This is a mum. That is her baby (pointing at the picture)
> Students chant: Cow > Teacher: This is my dad. That is his brother (pointing at a family photo)
> Let students take turn to be the teacher > Ask students to take turn to talk about pictures and their family photo
a: apple, ant, art
b: bus, bear, bee
c: cat, cow, camel

> Ask mum and dad for help with playing the Finger family song on You tube
Practice:
Activity 1: Introduce with flashcards or finger puppets - Family, finger, dad, daddy, mum, mummy, brother, sister, baby
> Students draw their family
> Teacher: Who's she? (points at another person in the drawing). She's my sister.
> Students take turns presenting their family drawing with This's, That's...

> Teacher: Who's she? (points at another person in the drawing). She's my sister.
> Students take turns presenting their family drawing with This's, That's...
Warm-down: Watch, listen, and sing along to the Finger family song

Activity 1: Practice - We have respect, responsibility, brilliance, integrity, and love (Hold up flashcards with images of the 5 values to remind students)
Activity 2: Review:
a: apple, ant, art
b: bus, bear, bee
> Teacher shows object on the slide
c: cat, cow, camel
> Students shout out Book/bag/pen/pencil/paper/crayon (Teacher corrects or says the word
first if students don't know)
> Students are each given a worksheet to match the word with a picture
> Students take turn to stick the picture under the correct column then say the
letter and word aloud to practice
Activity 3: Review:
a: apple, ant, art
b: bus, bear, bee
c: cat, cow, camel
> Students shout out Book/bag/pen/pencil/paper/crayon (Teacher corrects or say
> Teacher divides the A2 chart into 3 columns a, b, c
> Teacher: Cat (holds out a picture and says the word)
> Students take turns sticking the picture under the correct column then say the letter and
word aloud to practice
Warm down: The Mystery Box

Warm-up:
> Teacher shows object on the slide
> Students shout out Book/bag/pen/pencil/paper/crayon (Teacher corrects or says the word first if students don't know)
> Student takes out some school items and puts them on the table in front of mum and dad (a book, a bag, a pen, a pencil, a paper, a crayon)
> Picks each item up one at a time and says: This's a...
> Tells mum and dad to cover their eyes then hide an item
> Mum and dad must say which item is missing in English
Practice:
> Students take turn to hide the items

Practice:
> Students are given worksheet to match numbers and words with items (match
four with 4 books)

Practice:
> Students are given worksheet to match numbers and words with items (match four with 4
books)
> Students chant: apple
Practice:

Practice:
Warm up: Watch, listen and sing along to the Once I caught a fish song
> Ask mum and dad for help with playing the Once I caught a fish song on You tube
Practice:
Practice: Listen and categorise the words with the letters
a: apple, ant, art
b: bus, bear, bee
c: cat, cow, camel
Activity 2: Introduce with flash cards - Old, new + e - elephant, egg, ear
Practice: Show pictures of old and new things + f - family, fish, fox
> Teacher: This's old. This bag is old. Practice: Match the slide
> Teacher: These are new. These pens are new. > Teacher shows the slide
> Hold up another picture and get students to say using this and these with old/new > Students chant: Fish

Activity 3: Introduce with flash cards - Old, new
Practice: Show pictures of old and new things
> Teacher: This's old. This bag is old.
> Teacher: These are new. These pens are new.
> Hold up another picture and get students to say using this and these with
> Students chant: Fish
old/new
> Teacher divide the board into 3 columns d, e, f
> Teacher: Fish (holds out a flash card and say the word)
Activity 1: Introduce with real objects - Doll, boat, teddy bear, fish, ball, bus, cat Activity 1: Introduce with real objects - Book, bag, pen, pencil, paper, crayon
Practice: Practice: Listen and point
> Teacher: What's this? (holds up the object) > Students make 2 lines
> Teacher: This's my doll. It's new. (point to self) > Have the objects lay out on 2 tables (make sure both tables have all the items)
> Teacher: What's this? (holds up another object) > Teacher: Book
> Students chant: This's my teddy bear. It's old. (point to self) > Student at the front race to see who can choose and hold up the item first
> Let students rotate to be the teacher > Let students rotate to the front to play and be the teacher
Activity 2: Introduce with real objects - Book, bag, pen, pencil, paper, crayon Activity 2: Introduce with real objects - Doll, boat, teddy bear, fish, ball, bus, cat
Practice: Listen and point Practice:
> Students make 2 lines > Teacher: What's this? (holds up the object)
> Have the objects lay out on 2 tables (make sure both tables have all the items) > Teacher: This's my doll. It's new. (point to self)
> Teacher: Book > Teacher: What's this? (holds up another object)
> Student at the front race to see who can choose and hold up the item first > Students chant: This's my teddy bear. It's old. (point to self)
> Let students rotate to the front to play and be the teacher > Let students rotate to be the teacher
Warm down: Teach - These are my toys. These are my school things.
> Teacher: These are my school things (holds up a book and a pen)
> Teacher: These are my toys (holds up a boat and teddy bear)
> Let students take turn to choose 2 items and practice
Warm up: Review the words with real objects:
1. My toys: Doll, boat, teddy bear, fish, ball, bus, cat
2. My school things: Book, bag, pen, pencil, paper, crayon
> Teacher have 2 boxes with My toys and My school things labeled on them
> Teacher hold up an item
> Students say the item and which box it should be in: Book. My school things

> Student with mum and dad draw in the given worksheet 3 things that belong in the my toys and 3 things that belong in the my school things columns
Practice:
> Students are each given a worksheet divided into 2 columns:
1. My toys
2. My school things
> Student draw 3 things that belong in the my toys and 3 things that belong in the my school things columns


Activity 2: Introduce with flash cards - Book, bag, pen, pencil, paper, crayon,
Activity 2: Practice - Match the word Practice:
> Teacher shows the slide > Teacher: What's this? (holds up the flash card)
> Students chant: Elephant > Teacher: This's my doll (point to self)
> Let students take turn to be the teacher > Teacher: What's this? (holds up another object)
Activity 3: Introduce with flash cards - Book, bag, pen, pencil, paper, crayon, doll, boat,
teddy bear, fish, ball, bus, cat
Practice: Activity 3: Practice - Match the word
> Teacher: What's this? (holds up the flash card) > Teacher shows the slide
> Teacher: This's my doll (point to self) > Students chant: Elephant
> Teacher: What's this? (holds up another object) > Let students take turn to be the teacher
Warm up: Review the words with real objects: doll, boat, teddy bear, fish, ball, bus, cat, book, bag, pen, pencil, paper, crayon
> Teacher holds up the item
> Students chant: Doll
> Change item and let students rotate to be the teacher
> Student chooses 6 items in their house that are either toys or school things
> Student holds up the item and say - This is my teddy bear
> Students do this with the rest of the items
Practice:
> Students take turn to choose an object - doll, boat, teddy bear, fish, ball, bus, cat, book, bag, pen, pencil, paper, crayon
> Student holds up the item and say - This is my pencil
Activity 1: Introduce with flash cards: Eyes, ears, nose, mouth
> Students chant: Eyes, ears, nose, mouth.
> Let students rotate to be the teacher.
Activity 2: Look, draw, and say. Practice:
Practice: > Teacher: What is this/ What are these?
> Students are each given a worksheet on page 34 in the activity book to look at, draw and > Student: This is a nose/ These are eyes.
say. > Teacher: How many eyes do you have?

Practice: Activity 3: Look, draw and say.
> Teacher: What is this/ What are these? Practice:
> Student: This is a nose/ These are eyes. > Students are each given a worksheet page 34 in activity book to look, draw and
> Teacher: How many eyes do you have? say.
Activity 4: Playa game: Touch your body

> Teacher says: Eyes, ears, nose, mouth
> Students touch their bodies.
Warm down: Watch listen and sing along to the Head, shoulder, knees and toes Song
Activity 1: Watch the video 36
Activity 2: Introduce with flash cards: Numbers 1-5, elephant, doll, cat, dog, teddy
bear
Practice 2: Listen and repeat.
Practice 1: Count and match
Shake your head.
Point to your tummy.
match.
Clap your hands.
Practice 2: Circle the number
Stamp your feet.
> Students are each given a worksheet page 37 in activity book to circle the
flap your arms.
number.
bend your legs
Activity 3: Introduce with flash cards: Numbers 1-5, elephant, doll, cat, dog, teddy bear Practice 2: Listen and repeat.
Practice 1: Count and match Shake your head.
> Students are each given a worksheet page 37 in student book to count and match. Point to your tummy.
Practice 2: Circle the number Clap your hands.
> Students are each given a worksheet page 37 in activity book to circle the number. Stamp your feet.
flap your arms.
bend your legs
Warm down: Watch, listen and sing along to the Head, shoulder, knees and toes Song
Warm up: Watch, listen and sing along to Head, shoulder, knees and toes Song

> Ask mum and dad for help with playing the Head, shoulder, knees and toes Song on You tube
Practice:

Practice: Role-play Activity 2: Introduce with flash cards: hat, goat.
Students take turns to play roles: Practice: Look, circle, say and color.
> Student 1: We need to wash our hands. > Students are each given a worksheet page 39 in activity book to look, circle, say
> Student 2: Okay, pass the soap, please. and color.
Activity 3: Introduce with ppt: hat, goat. Practice: Role-play
Practice: Look, circle, say and color. Students take turns to play roles:
> Students are each given a worksheet page 39 in activity book to look, circle, say and > Student 1: We need to wash our hands.
color. > Student 2: Okay, pass the soap, please.
Activity 4: The Mystery box

> Teacher hides a thing:goat, hat
Warm down: Watch, listen and sing along to Wash Your Hands Song

> Teacher: h for hat, g for goat, i for insect.
Activity 2: Introduce with ppt: Wool, feather, stone, teaddy bear, crayon
> Teacher prepares real materials: Wool, feather, stone, teaddy bear, crayon
> Students are each feel the materials and tell how they feel.
color.

> Teacher: h for hat, g for goat, i for insect. Activity 3: Introduce with ppt: Wool, feather, stone, teaddy bear, crayon
Practice: Match, say and color. > Teacher prepares real materials: Wool, feather, stone, teaddy bear, crayon
> Students are each given a worksheet page 41 in activity book to match, say and color. > Students are each feel the materials and tell how they feel.
Warm down: Circle the pictures blue, yellow or red.

> Students are each given a worksheet page 41 in student book to circle the pictures blue, yellow or red.
Warm up: Touch your body

> Students are each a piece of paper with a face printed on it. Students draw more parts of the face and color it.
> Student points at the picture and names some parts of their body: ears, eyes, mouth, nose.
> Students count and say: I have 1 mouth, 1 nose, 2 eyes, 2 ears and 1 head.
Practice:
Activity 1: Touch your body

Teacher prepares papers included printed hands; feather, glitter, glue, water
colors,... to make a feely picture.

Teacher prepares papers included printed hands; feather, glitter, glue, water colors,... to
make a feely picture.
Activity 2: Introduce with flash cards: car, bus, train, bike, boat Activity 2: Talk to teacher.
Teacher show flash cards. > Teacher gives sutdents some toys: car, bus, train, bike, boat.
Students chant. > Teacher: Do you have a bus?
Practice: Talk about the picture. > Students: Yes, I do/ No, I don't.
Teacher points at the picture. Practice: circle the 2 differences and color.
> Teacher: What is this? > Students are each given a worksheet page 46 in activity book to circle the 2
> Student: It's a bus/ car/ boat/... differences and color.
Activity 3: Talk to teacher. Activity 3: Introduce with flash cards: car, bus, train, bike, boat
> Teacher gives sutdents some toys: car, bus, train, bike, boat. Teacher show flash cards.
> Teacher: Do you have a bus? Students chant.
> Students: Yes, I do/ No, I don't. Practice: Talk about the picture.
Practice: circle the 2 differences and color. Teacher points at the picture.
> Students are each given a worksheet page 46 in activity book to circle the 2 differences > Teacher: What is this?
and color. > Student: It's a bus/ car/ boat/...
Warm up: Introduce with the flash cards: Bus, car, train, bike, boat
> Students are each given a piece of paper with pictures of means of transport printed on it.

> Student points at the picture and names some means of transports: Bus, car, train, bike, boat
Practice:
> This is a car/ bus/train/ bike/boat
Warm-up: Watch, listen, and sing along to the what're your favorite colors Song
Activity 1: Watch the video on page 48
> Students are each given a worksheet page 49 in student book to count and color
the number.
> Students are each given a worksheet page 49 in activity book to connect the dots
and color.
number.
color.
Warm-up: Watch, listen, and sing along to the what're your favorite colors Song

Roleplay
> Students are each given a worksheet page 51 in activity book to look, circle and
Practice: Look and draw happy faces and sad faces.
say.
> Students are each given a worksheet on page 50 in the activity book to look at and draw
happy faces and sad faces.

Role- play
Practice: Look, circle, and say
> Students are each given a worksheet on page 51 in the activity book to look at, circle and
Practice: Look and draw happy face and sad face.
say.
> Students are each given a worksheet page 50 in activity book to look and draw
happy face and sad face.
Warm down: Watch, listen, and sing along to the what're your favorite colors Song

> Ask mum and dad for help with playing The what's your favorite colors Song on You tube
Practice:

> Teacher: l for leg, j for juice, k for kite
Activity 2: Introduce the flash cards: wheels, fast, slow, big, small, the winner
> Teacher prepares some toys: car, plane, train, boat, bus.
> Teacher: What is the fastest toys?
color.
> Student: plane/...
> Teacher points at the picture and asks: What is this?

> Teacher: l for leg, j for juice, k for kite Activity 3: Introduce the flash cards: wheels, fast, slow, big, small, the winner
Practice: Match, say and color. > Teacher prepares some toys: car, plane, train, boat, bus.
> Students are each given a worksheet page 53 in activity book to match, say and color. > Teacher: What is the fastest toys?
> Teacher points at the picture and asks: What is this? > Student: plane/...
Warm-up: Watch, listen, and sing along to the wheel on the bus Song

Activity 2: Introduce with flash cards: car, bus, train, bike, plane, boat > Teacher prepares real toys: Car, train, bus,.... water colors, paper


> Ask mum and dad for help with playing the wheel on the bus Song on You tube
Practice:
> Students: There is a tree/ There is a lake in picture 2. /There is a hill in picture 1/
there is a big flower in picture 1.

color.
Warm up: Watch, listen and sing along to the Let's Go Outside Song
match.
Warm up: Introduce with the flash cards: tree, lake, hill, flower, bees, train,boat, sun
> Students are each given a piece of paper with pictures of tree, lake, hill, flower, bees, train,boat, sun printed on it.
> Parents: What do you see in this picture
> Student points at the picture and say: I see a tree, lake, hill, flower, bees, train,boat, sun.
Practice:
> I see a tree, lake, hill, flower, bees, train,boat, sun.



come, Okay!
color

say.

Warm up: Introduce with the flash cards: octopus, moon, nest, m, n, o
> Students are each given a worksheet page 63 in activity book to look, circle, color and say.

> Parents: What's letter is this?
> Students: This is m/n/o
> Parents: What's this?
> Student points at the picture and say: octopus, moon, nest
Practice:
>This is a octopus/moon/nest/ m/ n/ o
Warm up:
Activity 1: Watch, listen and sing along to the warm up Song

Activity 2: Make a flower
> Teacher: What can you find outside?
Practice:
> Students: I see a hill/ tree/ lake/ water/...
> Teacher prepares color papers, papers included printed flowers, glue, ..
Practice: Connect the dots and say.
> Students make a flower from these materials.
> Students are each given a worksheet page 64 in activity book to connect the dots and say.
Activity 3: Make a flower > Teacher: What can you find outside?
Practice: > Students: I see a hill/ tree/ lake/ water/...
> Teacher prepares color papers, papers included printed flowers, glue, .. Practice: Connect the dots and say.
> Students make a flower from these materials. > Students are each given a worksheet page 64 in activity book to connect the dots
and say.
Warm down: Show and tell

Students take turn to introduce their flowers
> Students: I see a flower. It's pink.
Activity 1:
Activity 2: Look at the poster page 64 in student book. Find and color. Practice:
Practice: > Students are each given a worksheet page 65 in activity book to copy, color and
> Teacher points at the picture and asks: What do you see? say.
> Students: I see a hill/... > Teacher: What do you see?

Activity 3: Look at the poster page 64 in student book. Find and color.
Practice:
Practice:
> Students are each given a worksheet page 65 in activity book to copy, color and say.
> Teacher points at the picture and asks: What do you see?
> Teacher: What do you see?
> Students: I see a hill/...
Warm down: Play game.

> Teacher creates a game/activity to warm down the lesson.
Warm up: Teacher shows and introduces 3D- tree.

> Students are each given hard colored papers to make a 3D-tree.

> Students: It's a tree.
> Student: It's green and brown.
Practice:
Warm up:
Activity 1: Watch, listen and sing along to the finger family Song
Activity 2: Introduce with flash cards: Mom, dad, bird, crayon, bag, mittens, ears,
baby, eyes
Activity 2: The scarecrow story. Practice: color the odd one out
> Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes, moon. > Students are each given a worksheet page 44 in activity book to color the odd
Practice: Listen and point 1.57 one out.
> Students: It's a... > Students: It's a crayon.
> Teacher: Who's this?
Activity 3: Introduce with flash cards: Mom, dad, bird, crayon, bag, mittens, ears, baby,
eyes Activity 3: The scarecrow story.
Practice: color the odd one out > Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes,
> Students are each given a worksheet page 44 in activity book to color the odd one out. moon.
> Teacher: What's this? Practice: Listen and point 1.57
> Students: It's a crayon. > Teacher: what's this?
> Teacher: Who's this? > Students: It's a...
Warm down: Watch, listen and sing along to the finger family Song
Warm up:
Activity 1: Watch, listen and sing along to the head shoulders knees and toes Song
Activity 2: Introduce with flash cards: Arms, ball, boat, body, doll, ears, eyes, hat,
head, feet, legs, mouth, nose, shoes, teddy bear, toy box.
Activity 2: The scarecrow story. Practice: Color the things you know in blue, yellow or red.
> Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes, moon. > Students are each given a worksheet page 45 in activity book to color the things
Practice: Listen and point 1.57 you know in blue, yellow or red.
> Students: It's a... > Students: It's a boat.
> Students: 1 boat.
Activity 3: Introduce with flash cards: Arms, ball, boat, body, doll, ears, eyes, hat, head,
feet, legs, mouth, nose, shoes, teddy bear, toy box.
Activity 3: The scarecrow story.
Practice: Color the things you know in blue, yellow or red.
> Teacher introduces ppt with these new words: Scarecrow, cloud, fingers, toes,
> Students are each given a worksheet page 45 in activity book to color the things you
moon.
know in blue, yellow or red.
> Students: It's a boat.
> Students: It's a...
> Students: 1 boat.
Warm down: Watch, listen and sing along to the head shoulders knees and toes Song
Warm up: Watch, listen and sing along to the head shoulders knees and toes Song
> Students are each given paper printed body, pencil, crayons to draw: ears, eyes, nose, mouth
> Students: It's a nose
Practice:
> Students are each given a worksheet page 49 in student book to count and color
the number.
> Students are each given a worksheet page 49 in activity book to connect the dots
and color.
number.
color.
Activity 1:

Activity 2: Introduce with flash cards: car, bus, train, bike, plane, boat > Teacher prepares real toys: Car, train, bus,.... water colors.

> Students are each given paper printed car/ bus/ train/ bike/ boat/ plane to colors and decorate their favorite means of transport.

> Students: It's a car.
> Student: It's red and white.
Practice:
Activity 2: Talk about the picture on page 56

>Teacher points at the picture and asks: what is this?
> Students: There is a tree/ There is a lake in picture 2. /There is a hill in picture 1/
> Students are each given a worksheet on page 57 in the activity book to find and color.
there is a big flower in picture 1.
Activity 3: Talk about the picture on page 56

Activity 3: Circle 4 differences in picture 2 and color. >Teacher points at the picture and asks: what is this?
> Students are each given a worksheet page 56 in activity book to circle 4 differences and >Student: It's a lake/ hill/ tree/ flower/...
color. Practice: Find and color
> Students: There is a tree/ There is a lake in picture 2. /There is a hill in picture 1/ there is > Students are each given a worksheet on page 57 in the activity book to find and
a big flower in picture 1. color.
Warm up:
match.
Warm up: Watch, listen and sing along to the What's Your Favorite Color Song
> Students are each given paper, small flowers, big flowers with many colors.
> Students glue flowers to make a bunch of flowers.

> Students: It's a flower
Practice:
> It's a flower. It's red.



come, Okay!
color
say.

Warm up: Watch, listen and sing along to the Let's go out side Song

> Ask mum and dad for help with playing the Let's go out side Song on You tube
Practice:
Warm up: Watch, listen and sing along to the five little ducks Song
Introduce flash cards: table, chair, computer, toy box

Practice 2: Where is...? Activity 2: Circle the bird, color and say.
> Teacher: Where is the hat? Practice:
> Student: It's on the chair. > Students are each given a worksheet page 67 in activity book to circle the bird
> Teacher: Where is the car? and color.
> Student: It's on the table. > Teacher: Where is the bird?
> Teacher: Where is the train? > Student: it's on a car/...

Practice 2: Where is...?
Activity 3: Circle the bird, color and say.
> Teacher: Where is the hat?
Practice:
> Students are each given a worksheet page 67 in activity book to circle the bird and color.
> Teacher: Where is the car?
> Teacher: Where is the bird?
> Student: It's on the table.
> Student: it's on a car/...
> Teacher: Where is the train?

Warm up: Watch, listen and sing along to the Shapes song for kids
Activity 2: Introduce with flash cards: square, circle, triangle, star. > Students listen the audio page 69 in student book.
Practice: Decorate your toy box. > Students count the chairs and the computers in the book.
> Students are each given a worksheet page 68 in activity book to decorate their toy boxes. > Teacher: How many chairs are there?
Activity 3: Introduce flash cards: square, circle, triangle, star.
> Students listen the audio page 69 in student book.
Practice: Decorate your toy box.
> Students count the chairs and the computers in the book.
> Students are each given a worksheet page 68 in activity book to decorate their
> Teacher: How many chairs are there?
toy boxes.
Wrap up: Sing and do 2.19 page 68
Warm up:
> Students are each given paper box, square, circle, triangle, star.
> Students glue square, circle, triangle, star to make a toy box.

> Students: It's a toy box
> Student: It's a square.
Practice:
Warm up: Watch, listen and sing along to the clean up song
> Listen and chant 2.23

Practice:

Practice:
Wrap up: Watch, listen and sing along to the clean up song
Warm up:

Practice:
say.

Practice:
scissors, color
Warm up: Watch, listen and sing along to the Clean up Song

> Ask mum and dad for help with playing the Clean up Song on You tube
Practice:
Warm up:

Practice:
Practice:
one out.
Practice: Practice:
Warm up:
> Students are each given hard paper, pencil, crayons.
> Students draw square, circle, star, triangle on the paper.
> Teacher laminates the papers

> Students: It's a mat.
> Student: It's a square/triangle/...
Practice:
Activity 1: Introduce with flashcards: bird, cat, rabbit, turtle

Practice:
Practice:
> Students are each given a worksheet page 79 in activity book to Color the heart,
say and count.
> Students: This is a bird/ cat/ rabbit/ turtle.
> Teacher: How many birds?
> Students: 4 birds

Practice: Practice:
> Students are each given a worksheet page 79 in activity book to Color the heart, say and
count. > Teacher: What animal is this?
> Teacher: What pets do you like? > Students: This is a bird/ cat/ rabbit/ turtle.
> Students: I like birds. > Teacher: What pets do you like?
> Teacher: How many birds? > Students: I like birds.
> Students: 4 birds
Play game page 79. Look, say and match
rabbit, turtle

> Students are each given a piece of paper with a face printed on it. Students draw more parts of the face and color it.

> Students are each given a worksheet page 80 in activity book to draw a favorite pet.
> Student points at the picture and say: I like dogs. It's red and green.
> Students: II like dogs
Practice:
Activity 2:Listen and chant 2.38




> Ask mum and dad for help with playing the I have a pet song on You tube
Practice:
Warm up:
Activity 1: Watch, listen and sing along to the I have a pet song

> Students are each given a worksheet page 87 in activity book to draw and
decorate.

> Students are each given a worksheet page 87 in student book to draw and decorate.
Warm up:


Warm up:
> Teacher prepare some art materials, socks.
> Students are each given a sock to decorate a sock puppet.

> Students: My favorite pet is a rabbit.
Practice:
> Students take turn to present their socks
Warm up:
Activity 1: Watch the story page 90
> Students: 1 kite.
> Students: 1 kite.
Warm up: Watch, listen and sing along to the wheel on the bus song
Activity 2: Listen and chant 2.50 Activity 2: Introduce flashcards: van, wheel, v, w
>Students: Look at me, I can hop. Practice: match and say
> Teacher: Good job! hooray. > Students are each given a worksheet page 93 in activity book to match and say
Activity 3: Introduce flashcards: van, wheel, v, w Activity 3: Listen and chant 2.50
Practice: match and say >Students: Look at me, I can hop.
> Students are each given a worksheet page 93 in activity book to match and say > Teacher: Good job! hooray.
Wrap up: Watch, listen and sing along to the wheel on the bus song
Warm up:
> Students are each given a worksheet page 88 in activity book to color and say what you can do.

> Parents point at the picture and ask: What can you do?
> Students:
I can roll a hoop.
I can bounce a balloon.
I can stack cups.
I can blow bubbles.
Practice:
color.

Warm up:
blow bubbles.
Practice:
color.
bubbles.
Practice:
Wrap up: play game:

Practice:
Warm up:

Practice:
say.

Practice:
scissors, color
Warm up:
Warm up:

> Parents point at the picture and say: How many bird, tree, hill, fish, flower are there?
> Students: There are ..... bird, tree, hill, fish, flower
Practice:
rabbit, turtle



Warm up:
> Students are each given a worksheet page 86 in activity book to color and say what pets do you like.
> Parents point at the picture and ask: What pets do you like?
> Students:
I like cats.
I like turtle.
I like rabbits.
Practice:
Warm up:


color.

Warm up:

> Students points at the picture and say:
V is for van.
W is wheel.
X is for fox.
Practice:
Warm up:
blow bubbles.
Practice:
color.
bubbles.
Practice:
Wrap up: play game:


Practice:
Practice:
one out.
Practice: Practice:
Warm up:

> Parents point at the picture and say: How many ball/ balloons/ cups/ hops/ kites are there?
> Students: There are ..... ball, balloons, cups, hops, kites
Practice:
Flash cards: Teacher, girl, boy, reach

up, clap, stamp, say shhh
Exercise with my family:

> Mum/dad says the actions
- Reach up, clap, stamp,
stand up, sit down
PPT: Swing, bear, look, listen, stand > Student says and does the
up, sit down actions, mum and dad copy
up, sit down actions, mum and dad copy
Flash cards: Reach up, clap, stamp,

say shhh

I'm a singer:
Student performs the Hello
song for parents to hear,
video and send to teacher
safe, be responsible, Good, great,
wonderful, tired, hungry, sleepy

PPT: Red, yellow, blue

Flashcards: red, yellow, blue, red
apple, blue bus, yellow book
Worksheet: Colour worksheet, paint,

crayons, color papers in blue, yellow,
red, and glue

I'm a singer:
Student performs the
Alphabet song for parents
to hear, video and send to
teacher
PPT: red, yellow, blue

Items: Leaf, flower, stick
Flash cards: Red leaf, yellow flower,
blue stick

PPT: Red leaf, blue flower, yellow

stick
Worksheet: Blank paper to draw a
picture
I'm an artist:
> Student is given a
leaf and stick to go home
and colour in red, blue and
yellow
> Students asks: What
colour is it (pointing to the
worksheet)
> Students answers: It is
blue
safe, be responsible
Worksheet: Blank name cards, cut out
letters in red, yellow and blue

Worksheet: Colouring in worksheet

with picture of a leaf, flower and stick


baby
Worksheet: Paper to draw family
members
Items: Magnets
My family:
> Students take home the
picture they drew of their
family in class
> Show to mum and dad,
point and say:
This is my daddy.
That is my mummy.
This is my brother.
That is me.

baby
Worksheet: Students' drawings of
their family
Flash cards: Coat, hat, mittens, shoes

Flash cards: a - apple, ant, art, b - bus,
book, bee
Worksheet - Colouring in worksheet
with apple, bus, bee
I'm a singer:
Student performs the Finger
family song for parents to
Finger puppets: Daddy, mummy, hear, video and send to
brother, sister, baby teacher
baby
Flash cards: c - cat, cow, camel

bee, cat, cow, camel
Items: magnets

baby
Let's play a game:

> Student takes out some
school items and puts them
on the table in front of mum
and dad (a book, a bag, a
Flash cards: Respect, responsibility, pen, a pencil, a paper, a
brilliance, integrity and love, apple, crayon)
ant, art, bus, bear, bee, cat, cow, > Picks each item up one at
camel a time and says: This's a...
Worksheet: Match picture with word, > Tells mum and dad to
A2 size a,b,c chart cover their eyes then hide
PPT: Book, bag, pen, pencil, paper, an item
crayon > Mum and dad must say
which item is missing in
English
Items: Cardboard box, book, bag, pen,

PPT: Book, bag, pen, pencil, paper,

crayon
Items: Book, bag, pen, pencil, paper,
crayon

ball, bus, cat book, bag
Flash cards: One, two, three, four,
five
Worksheet: Match numbers with
items worksheet
I'm a singer:
Student performs the Once I
caught a fish song for
send to teacher
send to teacher
PPT:
ball, bus, cat, book, bag


PPT:
bee, cat, cow, camel, dog, doll, door,
elephant, egg, ear, family, fish, fox
Flash cards:
Old: Doll, teddy bear, ball, book, bag,
pencil
New: Boat, fish, bus, cat, pen, crayon
Items: magnets
My things:
> Students are each given a
worksheet divided into 2
columns:
1. My toys
Once I caught a fish song (coco melon)2. My school things
> Student with mum and
dad draw 3 things that
belong in the my toys and 3
things that belong in the my
school things columns
> Student points to each
item and say what they are

paper, crayon
Items: 2 boxes labeled My toys and
My school things, a doll, boat, teddy
bear, fish, ball, bus, cat, book, bag,
pen, pencil, paper, crayon
Worksheet: My toys and My school

things worksheet

baby
Items - Coat, hat, mittens, shoes
My things:
toys or school things
> Student holds up the item
in front of mum and dad
> Student: This is my teddy
bear
PPT: > Students do this with the
+ a - apple, ant, art rest of the items
+ b - bus, bear, bee > Mum or dad video the
+ c - cat cow, camel student's presentation and
+ d - dog, doll, door send to teacher
Flash cards: Book, bag, pen, pencil,

paper, crayon

Flash cards: Head, tummy, hands,

feet, arms, legs, Numbers 1-5,
Wash your hands

Wash your hands
Wash your hands
ppt: Wool, feather, stone, teaddy bear, crayon

flash cards: hat, goat, insect.
real materials: Wool, feather, stone, teaddy bear, crayon

Papers included printed hands;

feather, glitter, glue, water colors.

Flash cards: car, bus, train, bike, boat
toys: car, bus, train, bike, boat.

ballon, plane
flash cards: juice, kite


Flash cards: wheels, fast, slow, big,

small, the winner
Flash cards: leg, juice, kite


colors, paper
plane, boat
Introduce flash cards: tree, lake, hill,

flower, bees, train,boat, sun
Let's go outside
Let's go outside

tree, flowers.
piece of paper with pictures of tree,
lake, hill, flower, bees, train,boat, sun
printed on it.
flash cards: moon, nest.

Warm up song

numbers 1-4
nest
nest
flash cards: octopus, moon, nest, m, n,

o
Warm up song
Warm up song

hard colored papers

Finger family
flash cards: Mom, dad, bird, crayon,

bag, mittens, ears, baby, eyes
head shoulders knees and toes

flash cards: Arms, ball, boat, body,
doll, ears, eyes, hat, head, feet, legs,
mouth, nose, shoes, teddy bear, toy
box.
paper printed body, pencil, crayons

ballon, plane

plane, boat
colors.
paper printed car/ bus/ train/ bike/

boat/ plane

Let's go outside

tree, flowers.
tree, flowers.
Let's go outside

Warm up song

numbers 1-4
nest
Let's go outside
Five little ducksIntroduce flash cards: table, chair, computer, toy box
Five little ducks
Shapes song for kids

flash cards: computer, chair, numbers
1-10, lime, plate
flash cards: square, circle, triangle,
star.
clean up song
flash cards: quilt, pencil, p, q.

clean up song

scissors, color

clean up song
Five little ducks

scissors
Five little ducks
ITSY BITSY SPIDER
ITSY BITSY SPIDER

I have a pet
I have a pet
I have a pet
dog, octopus, fish
I have a pet
I have a pet
flash cards: Sun, table, t, s
I have a pet
I have a pet

I have a pet
I have a pet
I have a pet
I have a pet


carton cups.
flashcards: numbers 1-10, kite, ball,

hoop, cup, balloons.
Wheels on the Bus
flashcards: van, wheel, v, w

Wheels on the Bus
Yes, I can.
fish, cat, dog,
Yes, I can.
Yes, I can.

Yes, I can.

scissors, color

Five little ducks

scissors
Five little ducks
I have a pet

dog, octopus, fish
I have a pet
I have a pet

I have a pet
carton cups.
Yes, I can.
fish, cat, dog,
Yes, I can.
Yes, I can.
ITSY BITSY SPIDER

ITSY BITSY SPIDER
SUBJECT: English LEVEL: 2
TERM MONTH WEEK SESSION UNIT TOPIC PAGE LESSON CONTENT
Vocabulary: Pen, brush, eraser, paper, glitter, paint

Structure: What's this?
1&2 14, 15 Lesson 1&2 It's a (pencil). It's an (eraser). (4) (books)
It's a (blue) (pen).
1&2 14, 15 Lesson 1&2 It's a (pencil). It's an (eraser). (4) (books)
It's a (blue) (pen).
Vocabulary: Black, white, idea, next, team, pen, brush,

eraser, paper, glitter, paint
3&4 16,17 Lesson 3&4 Structure: It's his/ her turn. It's my/ your idea.
It's his/ her pen
Vocabulary: Black, white, idea, next, team, pen, brush,
eraser, paper, glitter, paint
3&4 16,17 Lesson 3&4 Structure: It's his/ her turn. It's my/ your idea.
It's his/ her pen
Vocabulary: blue pen, yellow brush, pink eraser, purple

paper, red glitter, green paint.
Activity at
5,6 Structure:
Home
What is this?
It's a...
How do we make
1
pictures?
Vocabulary: Log, fox, rock, brown, gray, Hedgehog

Structure: Please pass me the (yellow) ( pen).
Here you are, thank you!
1&2 18,19 Lesson 5&6
Value: Being polite
Phonics focus: Ck digraph
2
2
Vocabulary: feathers, brown, gray, shape

Structure: this picture uses (crayon).
3&4 20,21 Lesson 7&8 It’s (a gray bird).
I see (a bird).
Activity at
5&6 Vocabulary: The school supplies
Home
Activity at
5&6 Vocabulary: The school supplies
Home
December
Vocabulary: art materials, colors, shapes, quilt, team

Structure: It's (purple) (paper).
This picture uses (orange)(paint).
1&2 22,23 Lesson 9&10 It's a (square).
This is my square.
My square use (red) paint.
3
Vocabulary:
Clim, catch, build, walk, run, kick, blow bubbles, swing,
slide, kite, flower, tree, colors
Structure:
3&4 22,25 Lesson 1&2 I can (climb)
I see a ( kite).
It's green.
Can he/she (climb)? Yes. He/she can. / No. He/she can't.
Vocabulary: red fox, brown dog, gray bird, feathers, a fish
in the sea
Activity at
5&6 Structure:
Home
What is this?
It's a...
Vocabulary: Quickly, slowly, crawl, skip, fly, swim,

jump, catch,climb, run
1&2 26,27 Lesson 3&4 Structure:
He/she/It can/ Can't (run).
Vocabulary: Quickly, slowly, crawl, skip, fly, swim,
jump, catch,climb, run
He/she/It can/ Can't (run).
Vocabulary: spin, stop, skip, swim

Structure:
Line up.
3&4 28,29 Lesson 5&6 Wait your turn.
That's better.
Phonics focus: s blends (sw, sk, sp, st)
That's better.
What can you do

2
in the park?
Activity at
5&6 Vocabulary: Fly, stomp, run, dance, sing, swim, climb
Home
Vocabulary: Monky bars, rectangle, circle, square,
triangle, park, slide, swing, sandbox, number, colors.
Structure:
1&2 30,31 Lesson 7&8
Do you see the (yellow) (circle)?
How many?
1
Vocabulary: actions
Structure:
3&4 32,33 Lesson 9&10 He/she can (kick)
Can he/she (run)? Yes.He/she can. No. He/she can't
Vocabulary: run, swim, walk, kick, catch, climb, build

quickly/ slowly
Activity at
5&6 Structure:
Home
I can (swim).
2 January
Vocabulary: happy, sad, tired, lively, hungry, thirsty
Structure:
How do you feel today?
1&2 34,35 Lesson 1&2
He's/she's (tired).
Is she hungry? Yes, she is. No, She is not.
2
2
Vocabulary: grandpa, grandma, brothers, sisters, surprise,

honey cake, happy birthday!
happy, sad, tired, lively, hungry, thirsty, balloon.
There're (here).
He's/she's (tired).
Vocabulary: Family, mum, dad, brother, sister, baby,

Activity at grandpa, grandma
Home Structure: That/This's...
Vocabulary: Drum, frog, truck, train, bus, cat, hat.
Value: Being careful
Phonics focus: r blends (tr,fr, dr)
Structure:
1&2 38,39 Lesson 5&6 Be careful.
I'm really sorry.
It's alright.
Who makes you It's an accident.
3
happy? Focus skill: Speaking & listening
1 Vocabulary: egg, dolphin, penguin, tiger, mom, dad,

1 Vocabulary: egg, dolphin, penguin, tiger, mom, dad,
grandma, baby
Structure:
These are (tigers).
3&4 40,41 Lesson 7&8 The (mom) looks after the baby.
I love my ( mom).
(She) looks after me.
These are (penguins). This is mom.
Vocabulary: egg, dolphin, penguin, tiger, mom, dad,

grandma, baby
Structure:
Activity at These are (tigers).
5&6
Home The (mom) looks after the baby.
This is me.
My (mom and dad) look after me.
Vocabulary: egg, dolphin, penguin, tiger, mom, dad,
grandma, baby
Structure:
Activity at These are (tigers).
5&6
Home The (mom) looks after the baby.
This is me.
Vocabulary: feelings, family, colors

Structure:
He's/ She's (happy).
They're (thirsty).
1&2 42,43 Lesson 9&10
We're (thirsty).
This is (my grandma).
(She) makes me happy.
2
Vocabulary: sunny, rainy, windy, snowy, hot, cold,

family, colors, feelings, nature
Structure:
What's the weather like today?
3&4 46,47 Lesson 1&2
It's (windy).
Anna's happy.
I see (3) (birds).
Activity at
5&6 Vocabulary: happy, sad, angry, scared, sleepy
Home
February
Vocabulary: Warm, cloudy, wet, dry, boots, puddle, pool,

sunny, rainy, snowy, cold
Structure:
1&2 48,49 Lesson 3&4 Stop it.
I'm (wet).
I'm not (wet).
1&2 48,49 Lesson 3&4 Stop it.
I'm (wet).
I'm not (wet).
Vocabulary: Sled, slide(v), slip, flip, black, fly, red

Structure:
Good job! We can (go outside) now.
3&4 50,51 Lesson 5&6
Value: Respecting elders
Phonics focus: L blends ( sl, bl, fl)
Phonics focus: L blends ( sl, bl, fl)
What happens
4
when it's windy?
Activity at Vocabulary: The Sun, The rain, sunny, cloudy, rainy,

5&6
Home snowy
Vocabulary: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, weather, toys, clothes, colors.
Structure:
What day is it?
1&2 52,53 Lesson 7&8
It's (Sunday).
It's (sunny).
Vocabulary: weather, family, clothes, feelings

Structure:
Structure:
It's (sunny).
3&4 54,55 Lesson 9&10
I'm (happy).
She's cold.
Vocabulary: Family, mum, dad, brother, sister, baby,

Activity at finger, me, you
5&6
Home Structure: That/This's...
Vocabulary: Log, fox, rock, brown, gray, Hedgehog
Structure: Please pass me the (yellow) ( pen).
Here you are, thank you!
1&2 Review
Value: Being polite
Phonics focus: Ck digraph
Review How do we make

Unit 1 pictures?
Vocabulary: art materials, colors, shapes, quilt, team

3&4 Review It's a (square).
This is my square.
3&4 Review It's a (square).
This is my square.
My square use (red) paint.
Vocabulary: paper, paint, feathers, crayon, glitter.

Structure:
Activity at
5&6 This picture uses feathers, glitter, crayons, paints and
Home
papers.
Vocabulary: spin, stop, skip, swim
Structure:
Line up.
1&2 Review Wait your turn.
That's better.
Review What can you do

2
Unit 2 in the park?
Review What can you do
2
Unit 2 in the park?
Vocabulary: actions
Structure:
3&4 Review He/she can (kick)
Can he/she (run)? Yes.He/she can. No. He/she can't
Vocabulary: kick, run, catch, build, climb, walk

5&6
Home I can catch a ball.
March Vocabulary: Drum, frog, truck, train, bus, cat, hat.
Value: Being careful
Phonics focus: r blends (tr,fr, dr)
Structure:
1&2 Review Be careful.
I'm really sorry.
It's alright.
It's an accident.
Review Who makes you
3
Unit 3 happy?
Vocabulary: feelings, family, colors

Structure:
He's/ She's (happy).
They're (thirsty).
3&4 Review
We're (thirsty).
This is (my grandma).
(She) makes me happy.
Activity at
5&6 Vocabulary: The If you're happy Song
Home
Vocabulary: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, weather, toys, clothes, colors.
Structure:
What day is it?
1&2 Review
It's (Sunday).
It's (sunny).
Review What happens
4
Unit 4 when it's windy?

Structure:
It's (sunny).
3&4 Review
I'm (happy).
She's cold.
Activity at
5&6 Vocabulary: The How's the weather Song
Home
Vocabulary: kitchen, livingroom, bedroom, bathroom,

yard, balcony, table, chair, toybox, in, on, under.
Structure:
1&2 56,57 Lesson 1&2 Who's in the (bathroom)?
Sara's in the (bathroom).
I'm/ He's/She's/It's (in) the (kitchen).
1
Vocabulary: Sofa, bed, bath, duck, bear, dolphin,

penguin,little, big, under, in, on, behind, next to
Structure:
3&4 59,60 Lesson 3&4 Where's (my duck)?
It's behind the (sofa).
It's next to the (bed).

yard, balcony
Structure:
Activity at
5&6 Who's in the (bathroom)?
Home
Vocabulary: ship, shell, shelf, fish.
Structure:
Let's put the (toys) (in the drawers).
Now it's clean and neat.
1&2 60,61 Lesson 5&6
Good job!
Phonics focus: sh digraph
Values: Helping at home.
What's in your Focus skill: Speaking & listening
5
house?
2
Vocabulary: Number 1-15, Colors, above, next to, in, on,

car, ball, book, cookie
Structure:
3&4 62,63 Lesson 7&8 Where's number (eleven)?
It's (above) (the door).
What's the number on your door?
Activity at
5&6 Vocabulary: The On In Under By Song
Home
April
Vocabulary: rooms in the house, furniture and

prepositions of place.
Structure:
1&2 64,65 Lesson 9&10
Who's in the yard?
Bird is in the yard.
Vocabulary: Dig, plant, water, pick, wash, eat, hole,

seeds, tomotoes, carrots, family, nature, weather.
3 Structure:
3 Structure:
I see (two rabbits).
What's this?
It's a (flower).
3&4 66,67 Lesson 1&2
It's pink.
(Sam)'s happy.
Let's dig.
What are you doing?
I'm (digging a hole).
Vocabulary: table, chair, bed, sofa, door, window, TV

Structure:
What do you have in your living room?
Activity at
5&6 I have a TV, a table, a sofa, a teddy bear,...
Home
Where is the teaddy bear?
It's on the table.
Vocabulary: table, chair, bed, sofa, door, window, TV
Structure:
What do you have in your living room?
Activity at
5&6 I have a TV, a table, a sofa, a teddy bear,...
Home
Where is the teaddy bear?
It's on the table.
Vocabulary: Delicious, potatoes, beans, pumpkins, soup,

grow, cook, stir, chop, apples, cake, make.
Structure:
1&2 68,69 Lesson 3&4 We're (making soup).
Can I have some (honey)?
We're (picking the pumpkins)?
Vocabulary: Eating healthily, bunch, lunch, chop, orange,
carrots, soup.
4
Phonics focus: ch diagraph
Try one!
Fruits and vegatables are good for you.
What happens in
6
the garden?
Vocabulary: making bean soup, making a cake, chopping

the apples.
5&6
Home What are you doing?
What happens in
6
the garden?
Vocabulary: making bean soup, making a cake, chopping

the apples.
5&6
Home What are you doing?
I'm (making soup).
Vocabulary: bee, hive, queen, worker, food, hopscotch,

numbers 1-10, prepositions of place.
Structure:
Vocabulary: bee, hive, queen, worker, food, hopscotch,
Structure:
1&2 72,73 Lesson 7&8 There's (1) (queen bee).
There are (lots of worker bees).
There are (8) (blue) flowers.
1
Vocabulary: dig, plant, water, hole, vegetables, beans, pot

Digging, planting, watering, picking, washing, eating
Structure:
What are you doing?
3&4 74,75 Lesson 9&10
We are (digging)?
We're (watering) the (beans).
(Beans) are good for you.
Activity at
5&6 Vocabulary: The The farmer plants the seeds Song
Home
Vocabulary: cow, horse, sheep, donkey, goat, chicken,

farmer, animals, nature.
Structure:
How many (sheep) do you see?
1&2 Lesson 1&2
There are (6) sheep.
She/ He has (chickens).
I have (a chicken).
2
Vocabulary: Funny, drink, cute, say, swim, eat, do, grass,

farm.
Structure:
What does a (goat) do?
It drinks water.
3&4 Lesson 3&4
What do the (animals) do?
The (horses) eat grass.
The (doneys) drink water.
The (chickens) say cluck.
Vocabulary: cow, horse, sheep, donkey, goat, chicken.
May Structure:
Activity at
5&6 What do the (horses) do?
Home
The (horses) eat grass.
Vocabulary: fat, thin, thick, duck, frog, grass, big, dog

Structure:
Don't litter.
It's bad for the (ducks).
1&2 Lesson 5&6
I'm really sorry.
Value: Respecting nature
Phonics focus: th diagraph
It's bad for the (ducks).
1&2 Lesson 5&6
I'm really sorry.
Value: Respecting nature
Phonics focus: th diagraph
What do farm
7
animals do?
Vocabulary: Number 1-15, Number 16-20, farmers,

animals, colors.
Structure:
3&4 Lesson 7&8 They have (fifteen) (black and white) (cows).
One more (cow).
How many (cow)?
Vocabulary: Number 1-15, Number 16-20, farmers, cow,
horse, sheep, donkey, goat, chicken white, black, brown.
5&6
Home I have (fifteen) (black and white) (cows).
How many (cow)?
Vocabulary: Animals, Actions, Food,

Structure:
What does a (donkey) do?
1&2 Lesson 9&10
It (runs) and (eats) carrots.

1&2 Lesson 9&10

rabbit, eat, grass, run, drink
Structure:
3&4 87 Lesson 10
We have (horses) on our farm.
The (cows) eat grass.
Activity at
5&6 Vocabulary: The Old MacDonald Had A Farm Song.
Home

Structure:
1&2 Review Who's in the (bathroom)?
Review What's in your
1
unit 5 house?
Vocabulary: Number 1-15, Colors, above, next to, in, on,

car, ball, book, cookie
Structure:
3&4 Review Where's number (eleven)?
It's (above) (the door).
What's the number on your door?
5&6 Activity at home Vocabulary: The My house Song.

Structure:
What's this?
It's a (flower).
1&2 Review
It's pink.
(Sam)'s happy.
Let's dig.
What are you doing?
I'm (digging a hole).
Review What happens in
2
unit 6 the garden?
Vocabulary: Bee, hive, queen, worker, food, hopscotch,
Structure:
3&4 Review There's (1) (queen bee).
There are (lots of worker bees).
There are (8) (blue) flowers.
Vocabulary: Dig, plant, water, pick, wash, eat, hole, seeds,
tomotoes, carrots, family, nature, weather.
Structure:
5&6 Activity at home
June What's this?
It's a (flower).
It's pink.
Vocabulary: Farmer, enormous, wife, pull, everyone.

Structure:
Would you like some carrots soup?
Review 2 story
Yes, Please!
1&2 76&77 The Enormous
Value:
Carrot
Offering pilitely.
Working togerther.
Value:
Carrot
Offering pilitely.
Working togerther.
Vocabulary: farmer, enormous, wife, pull, everyone.

The Enormous Structure:
3 Review 2
Carrot Would you like some carrots soup?
Review 2 story
Yes, Please!
Value:
Carrot
Offering pilitely.
Working togerther.
Vocabulary: Digging, planting, watering, picking, washing,

eating
Structure:
Vocabulary: Digging, planting, watering, picking, washing,
eating
Structure:
May is digging a hole.
Anna is planting seeds.
Sam is watering the plants.
Mom is picking the fruits.
Dad is washing the fruits.

farmer, animals, nature.
Structure:
How many (sheep) do you see?
1&2 Review
There are (6) sheep.
She/ He has (chickens).
I have (a chicken).
Review What do farm Vocabulary: Animals, Actions, Food,
4
unit 7 animals do? Structure:
3&4 Review

moo, maa, cluck
Structure:
It's a cow. It's say moo.
moo, maa, cluck
Structure:
It's a cow. It's say moo.
Vocabulary: Jacket, skirt, T-Shirt, Pants, shorts, sandals.

Structure:
It's sunny.
I see a slide.
1&2 88&89 Lesson 1&2
I have a hat.
I'm wearing a green jacket.
I'm wearing a red pants.
1
Vocabulary: Sweater, dirty, washing machine, clean, old,

new
Structure:
3&4 90&91 Lesson 3&4 Push the botton.
Put your clothes in the washing machine.
Put it/ them in the washing machine.
5&6 Activity at home Vocabulary: Put On Your Shoes Song

Vocabulary: These, this, that, shirt, socks, skirt, clothes,
apron.
Phonics focus: th digraph ( voiced)
1&2 92&93 Lesson 5&6 Structure:
You need to keep clean.
You need to wear an apron.
Vocabulary: Spring, summer, fall, winter, scarf

Structure:
It's (spring).
3&4 94&95 Lesson 7&8
2 He's/ She's wearing (a Scarf)
4 What do you wear in the the spring/ summer/ fall/ winter?
What do you wear
Unit 8
when it's hot?
Structure:
It's a Jacket/ skirt/ T-Shirt.
These are pants, shorts, sandals.
July
Vocabulary: clothes, seasons, colors
Structure:
He's/ She's wearing a yellow hat.
1&2 96&97 Lesson 9&10
I'm wearing a shorts.
It's fall/ Autumn/..
Vocabulary: Clothes, seasons, colors
Structure:
He's/ She's wearing a yellow hat.
3&4 96&97 Lesson 9&10
I'm wearing a shorts.
3

Structure:
I wear...
Structure:
I wear...
Vocabulary: sound, feel, look, smell, taste

Structure:
It's cloudy.
May's wearing a skirt.
1&2 98&99 Lesson 1&2 Sam's eating a cookie.
There are ducks on the lake.
How does it taste?
It tastes good/ bad.
Vocabulary: Loud, beautiful, stick, popcorn, snow,
dilicous.
4 Structure:
How does it smell?
3&4 100&101 Lesson 3&4
It's smell good.
How does it feel?
It's feel soft.

Structure:
My eyes look.
5&6 Activity at home my ears hear the sounds.
My hands feel.
Structure:
My eyes look.
5&6 Activity at home my ears hear the sounds.
My hands feel.
My mouth tastes
My nose smells.
Vocabulary: Bang, gong, song, sing, along, strong

Structure:
I can't hear you.
Be quiet, please!
1&2 102&103 Lesson 5&6
We need to listen to others.
Phonics focus: ng digraph
Value: Listening to others.
What do our
What do our
Unit 9
senses tell us?
1 Vocabulary: Music, rain, train, bird, bee, shaker, coconuts,

sand, wind, beans, horse
Structure:
3&4 104&105 Lesson 7&8 This music sounds like a train.
What does it sound like?
It sounds like a horse.
Vocabulary: Train, mouse, bike, donkey, loud, quiet.

5&6 Activity at home Structure:
A train is loud/ A train sounds loud.
Vocabulary: Flowers, water, music, plants, food, toys
Structure:
How does it feel?
It's soft.
1&2 106&107 Lesson 9
Is it the teddy bear?
How does it taste?
It tastes delicious.
Vocabulary: flowers, water, music, plants, food, toys

Structure:
How does it feel?
It's soft.
3&4 106&107 Lesson 10
Is it the teddy bear?
How does it taste?
It tastes delicious.
August
5&6 Activity at home Vocabulary: Five Senses Song
Vocabulary: swan, ugly, lay eggs, come back, pond

Structure:
Review 3 story You're beautiful.
1&2 The Gray Baby Your'e beautiful, too.
Duck He's good at swimming.
Value: Complimenting
Vocabulary: swan, ugly, lay eggs, come back, pond
Structure:
Review 3 story You're beautiful.
3&4 Review 3 The Gray Baby The Gray Baby Your'e beautiful, too.
3
story Duck Duck He's good at swimming.
Value: Complimenting
Vocabulary: Cow, donkey, chickens, T-shirt, skirt, pants,

shorts, sandals, sweater, shirt, taste, delicous
Structure:
5&6 Activity at home It's a cow
they are chickens.
He'she's wearing...
It tastes...

Structure:
It's sunny.
I see a slide.
1&2 Review
I have a hat.
I'm wearing a green jacket.
I'm wearing a red pants.
Vocabulary: Spring, summer, fall, winter, scarf

Structure:
It's (spring).
3&4 94&95 Review
He's/ She's wearing (a Scarf)
What do you wear in the the spring/ summer/ fall/ winter?
Review What do you wear

4
Unit 8 when it's hot?
Vocabulary: Jacket, skirt, T-Shirt, Pants, shorts, sandals

Structure:
What are your favorite clothes?
I like...
PROGRAM DURATION:
ACTIVITY
OBJECTIVE
GROUP 1 GROUP 2
Warm-up: Watch, listen, and sing along to the School Supplies Song
Teacher: What's this?
Student: It's a (pencil).
Activity 2: Color and say - page 15 in activity book

- Students are each given a worksheet to color the pen, brush, eraser, paper,
glitter, paint
- Teacher points at the picture and ask questions.
Activity 2: Introduce with flash cards: Pen, brush, eraser, paper, glitter, paint
- Students chant.
- Students are each given a picture to point out the school things.
It's a pen.
Student: It's a (blue) (pen).
It's a brush.
It's an eraser.
Student: It's a (yellow) (brush).
It's paper.
It's glitter.
Student: It's a (pink) (eraser).
It's paint.
Student: It's a (purple) (paper).
Student: It's a (red) (glitter).
Student: It's a (green) (paint).
answer questions about
school supplies and the
colours.
school supplies and the
Activity 3: Color and say
colours. - Students are each given a worksheet to color the pen, brush, eraser, paper,
glitter, paint
- Teacher points at the picture and asks questions.
Activity 3: Introduce with flash cards: Pen, brush, eraser, paper, glitter, paint
- Students chant.
Practice : Listen and point 1.14
- Students are each given a picture to point out the school things.
It's a pen.
Student: It's a (blue) (pen).
It's a brush.
It's an eraser.
Student: It's a (yellow) (brush).
It's paper.
It's glitter.
Student: It's a (pink) (eraser).
It's paint.
Student: It's (purple) (paper).
Student: It's (red) (glitter).
Student: It's (green) (paint).
Wrap up: Listen and play game 1.17- Be the teacher

Student raises a hand and chooses a flashcard, stands in front of the class, and asks "What's this?"
- It's a pink pen.
- That's right. Here you are.
- Thank you!
Rotate students.
Warm up: Watch, listen and sing along to the School Supplies Song
Activity 1: Watch and talk about the story.
Teachers tell the story again and ask questions
"Benny spilled black paint on the floor. Fifi fox has an idea! She takes a white paint bucket. They painted the floor with black paitn then they take turns walking
around to make white footprints. Prickly loves it. It's Fifi's idea and Benny's paint. They are a team."
- What happened to the floor?
- Who has an idea?
- What did they do together?
Students are able to talk

about the school supplies
and their colors
Activity 2: Introduce with flash cards the blue pen, yellow brush, pink eraser,
Activity 2: Introduce structure - It is a/ my/ his/ her (pen).
purple paper, red glitter, green paint.
Practice: Introducing school supplies
Students are able to talk Students are each given a basket that includes school supplies to point out the > Teacher holds up a flash card
about the school supplies pen, brush, eraser, paper, glitter, paint > Students chant:
and their colors > Teacher: This is Tiger. It's his pen (pointing in his basket)
> Let students take turn to be the teacher- Student raises hand and says " It's my
> Ask students to take turn to talk about his/ her basket.
turn"
Activity 3: Introduce with flash cards the blue pen, yellow brush, pink eraser,
Activity 3: Introduce structure - It is a/ my/ his/ her (pen).
Practice: Introducing school supplies
Students are each given a basket that includes school supplies to point out the
> Teacher holds up a flash card
pen, brush, eraser, paper, glitter, paint
> Students chant:
> Teacher: This is Tiger. It's his pen (pointing in his basket)
> Let students take turn to be the teacher- Student raises hand and says " It's my
> Ask students to take turn to talk about his/ her basket.
turn"
Wrap up: Watch, listen and sing along to the School Supplies Song
Warm up: Introduce with flash cards - blue pen, yellow brush, pink eraser, purple paper, red glitter, green paint.
Practice:
> Students: It's a blue pen.
Students can ask and Activity: Making picture:

answer questions about >Student glues small pieces of shapes of blue pen, yellow brush, pink eraser, purple paper, red glitter, green paint.
school supplies blue pen, Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
yellow brush, pink eraser, > Students asks mum and dad: What is this? (pointing to the picture)
purple paper, red glitter, > Students answers: It's a blue pen
green paint.
Practice:
> Students take turn to say the objects
Activity 1: Introduce with flash cards the blue pen, yellow brush, pink eraser, purple paper, red glitter, green paint.
- Teacher show the flascards.
- Students chant.
Activity 2: color Benny’s picture

Activity 2: Introduce the sound ck: Duck, truck, clock, rock, block. - Students are each given a worksheet to color Benny's picture.
Practice: The letter C and K together make the sound /k/ - Teacher points at the picture and ask questions
> Teacher shows pcitures on slide Practice:
> Students shout out duck, truck, clock, rock, block (Teacher corrects or say the > Teacher: Where is the red fox?
word first if students don't know) > Students: It's on the rock.
> Let students take turn to be the teacher- student asks " What's this?" > Teacher: Where is the Hedgehog?
Students are able to > Student: It's on the log.
pronounce ck sound,
know where thing is and Activity 3: color Benny’s picture
know how to be polite - Students are each given a worksheet to color Benny's picture. Activity 3: Introduce the sound ck: Duck, truck, clock, rock, block.
- Teacher points at the picture and ask questions Practice: The letter C and K together make the sound /k/
Practice: > Teacher shows pcitures on slide
> Teacher: Where is the red fox? > Students shout out duck, truck, clock, rock, block (Teacher corrects or say the
> Students: It's on the rock. word first if students don't know)
> Teacher: Where is the Hedgehog? > Let students take turn to be the teacher- student asks " What's this?"
> Student: It's on the log.
Wrap up: Watch page 19 - Being polite

Listen and chant 1.22
We say please and thank you, too!
Little words and easy to say. So let remember them everyday.
Activity 1:
Activity 2: Introduce flash cards: fish, feathers, brown, gray, paper shapes
Practice: Watch, Look and say.
Teacher: What does this picture use?
Student: This picture uses feathers. Activity 2: Talk about the picture.
Teacher: What’s this? > Teacher: Look at the picture, what do you see?
Student: It’s a gray bird. > Student: I see red, brown and green. It's a bird in a tree.
Teacher: What does this picture use? > Teacher: Look at the picture, what do you see?
Student: This picture uses crayon and paint. > Student: I see orange and blue. It's a fish in a sea.
Teacher: What’s this? Practice: Make your own picture.
Student: It’s a fish. > Students are each given a piece of paper and a basket that includes the pencil,
Teacher: What does this picture use? brush, eraser, paper, glitter, paint to make their own picture.
Student: This picture uses paper shapes.
Teacher: What’s this?
Student: It’s a brown dog.
Students can name some
art materials and can
make and introduce their Activity 3: Introduce flash cards: fish, feathers, brown, gray, paper shapes
own picture. Practice: Watch, Look and say.
Teacher: What does this picture use?
Activity 3: Talk about the picture. Student: This picture uses feathers.
> Teacher: Look at the picture, what do you see? Teacher: What’s this?
> Student: I see red, brown and green. It's a bird in a tree. Student: It’s a gray bird.
> Teacher: Look at the picture, what do you see? Teacher: What does this picture use?
> Student: I see orange and blue. It's a fish in a sea. Student: This picture uses crayon and paint.
Practice: Make your own picture. Teacher: What’s this?
> Students are each given a piece of paper and a basket that includes the pencil, Student: It’s a fish.
brush, eraser, paper, glitter, paint to make their own picture. Teacher: What does this picture use?
Student: This picture uses paper shapes.
Teacher: What’s this?
Student: It’s a brown dog.
Wrap up: Listen and sing 1.24

Split the class into 2 groups to sing along to the music, group 1 sings "Look at the picture, what do you see?"
Group 2 sings "I see red, brown and green. It's a bird in a tree", "I see orange and blue. It's a fish in a sea"

along to the School
Supplies Song
> Ask mum and dad for help with playing the School Supplies Song on You tube
Students can perform > Sing and dance along to the song
along to the School > Ask mum or dad to video tape you as you perform the song
Supplies Song > Send the performance to your teacher
Practice:
Warm-up:
Activity 1: Watch, listen and sing along to the School Supplies Song
Activity 2: Making a picture

> Students are each given a square piece of paper and a basket that includes a
pencil, brush, eraser, paper, glitter, paint, feathers, and shapes to make their own
square picture. Activity 2: Practice - Match the flash cards: feather, paper shape, blue pen,
>Students draw, color, and decorate squares. yellow brush, pink eraser, purple paper, red glitter, green paint.
>Stick them together to make a quilt. > Teacher holds up a flash card
Practice: Show and tell: > Students chant: Feather
- Teacher: What is this? > Let students take turn to be the teacher
- Student: This is my square.
- Teacher: What does this square use?
- Students: The square uses red paint, glitter, and shapes.
make and introduce their Activity 3: Making picture
own pictures. > Students are each given a square piece of paper and a basket that includes the
pencil, brush, eraser, paper, glitter, paint, feathers, shapes to make their own
Activity 3: Practice - Match the flash cards: feather, paper shape, blue pen, square picture.
yellow brush, pink eraser, purple paper, red glitter, green paint. >Students draw, color and decorate squares.
> Teacher holds up a flash card >Stick them together to make a quilt.
> Students chant: Feather Practice: Show and tell:
> Let students take turn to be the teacher - Teacher: What is this?
> Teacher hides a school supplies or art materials in the box
> Students volunteer to feel it
Warm up: Watch, listen and sing along to the walking walking Song
Activity 1: Introduce flash cards: Clim, catch, build, walk, run, kick, blow
bubbles
Practice 1 : Talk about the picture.
> Teacher: What can you do in the park?
> Student: I can (build)
Activity 1: Introduce flash cards: swing, slide, kite, flower, tree, colors
> Student: I can (walk)
Teacher: What can you see in the park?
Student: I can see a (kite).
> Student: I can (blow bubbles)
Teacher: What color is it?
Student: It’s green.
> Student: I can (run)
Practice 2: Listen and point - Teacher say
> Teacher: I can run/ walk/ kick/...
> 2 students come to the board and touch the action in the picture.
> Let students take turn to play
Students can say I can,

say, and do some actions.
follow some classroom Activity 2: Introduce flash cards: Clim, catch, build, walk, run, kick, blow
instructions. bubbles
Practice 1 : Talk about the picture.
Activity 2: Introduce flash cards: swing, slide, kite, flower, tree, colors
> Student: I can (build)
Teacher: What can you see in the park?
Student: I can see a (kite).
> Student: I can (walk)
Teacher: What color is it?
Student: It’s green.
> Student: I can (blow bubbles)
> Student: I can (run)
Activity 3: Listen and point - Teacher say
> Teacher: I can run/ walk/ kick/...
> 2 students come to the board and touch the action in the picture.
> Let students take turn to play
Wrap up: Watch, listen and sing along to the walking walking Song
Warm up: Introduce with flash cards - red fox, brown dog, gray bird, feathers, a fish in the sea
Practice:
> Students: It's a red fox
Activity: Making picture:

>Student glues small pieces of shapes of red fox, brown dog, gray bird, feathers, a fish in the sea on the paper.
colours red, yellow and
> Students asks mum and dad: What is this? (pointing to the picture)
blue.
> Students answers: It's a red fox
Practice:
> Students take turn to say.
Warm-up: Watch, listen, and sing along to the Yes, I can Song
Activity 1: Watch and talk about the story.
Teachers tell the story again and ask questions
>Teacher: Can Prickly run quickly?
> Student: No. She can run slowly
>Teacher: Can Prickly catch?
> Student: No. She can't
>Teacher: Can Prickly crawl?
> Student: Yes. She can
>Teacher: What is Prickly good at?
> Student: She is good at crawling.
Students can say He/she

can, say and do some
actions.
Activity 2: Introduce with flash cards crawl, skip, fly, swim, jump, catch,climb,
run.
Activity 2: Circle the differences and say
Practice 1: Match the flash card
Practice:
Students can say He/she Students are each given a worksheet to circle the differences. > Teacher holds up a flash card
can, say and do some > Teacher: What's the difference between 2 pictures? > Students chant:
actions. > Let students take turn to be the teacher
> Student: In picture 1, the bird can't fly. In picture 2, the bird can fly.
Practice 2: Teacher say
> Ask students to take turn to say.
> Teacher: run quickly
> Students do the actions
Activity 3: Introduce with flashcards crawl, skip, fly, swim, jump, catch, climb,
run.
Activity 3: Circle the differences and say
Practice 1: Match the flash card
Practice:
Students are each given a worksheet to circle the differences.
> Students chant:
> Teacher: What's the difference between 2 pictures?
> Let students take turns to be the teacher
> Student: In picture 1, the bird can't fly. In picture 2, the bird can fly.
Practice 2: The teacher says
> Ask students to take turn to say.
> Teacher: run quickly
Warm-up: Watch, listen, and sing along to the, ''Yes, I can'' song
> Teacher asks questions:
> Teacher: Where are those students?
> Student: They are outside class.
> Teacher: Where do they do?
> Student: They line up and wait for their turns.
Activity 2: color the pictures and draw happy face and sad face to the pictures-
Activity 2: Introduce with flash cards the sounds page 29 in activity book.
sw: swing, swim - Students are each given a worksheet to color the pictures and draw happy face
sk: skunk, skip and sad face to the pictures
sp: spider, spin - Teacher points at the picture and ask question
st: Star, stand Practice:
Students can pronounce s Practice: Play game Read and trace in page 28. > Teacher: What do they do?
bends(sw, sk, sp, st) > Let students take turn to play > Students: they line up and wait for their turns.
sounds.
colours and where things
are using preposition.
colours and where things Activity 3: color the pictures and draw a happy face and a sad face to the
are using preposition. pictures- page 29 in the activity book. Activity 3: Introduce with flash cards the sounds
- Students are each given a worksheet to color the pictures and draw a happy face sw: swing, swim
and sad faces to the pictures sk: skunk, skip
- Teacher points at the picture and asks question sp: spider, spin
Practice: st: Star, stand
> Teacher: What do they do? Practice: Play game Read and trace in page 28.
> Students: they line up and wait for their turns. > Let students take turn to play
Wrap-up: Play a game guessing the words

> The teacher whispers a word to 1 student.
> Student performs the action and the rest of the class guesses the word.
> Let students take turns playing.

along to the Yes, I can > Ask mum or dad to video tape you as you perform the song
Song > Send the performance to your teacher
Practice:
Warm-up: Watch, listen and sing along to the Shape song.

Activity 2: Introduce flash cards: Monkey bars, rectangle, circle, square,
triangle, slide, swing, sandbox.
Practice: Look and say.
Teacher: Do you see the yellow circle?
> Teacher: Look at the picture, how many circle do you see?
Student: Yes, I do.
> Student: I see 3 circles.
Teacher: How many yellow circles do you see?
> Teacher: What color are they?
Student: I see 1 yellow circle.
> Student: They are yellow.
Teacher: Do you see the red rectangle?
Practice: Color and say page 30 in activity book
Student: Yes, I do.
> Students are each given a worksheet to color their own train.
Teacher: How many red rectangles do you see?
> Teacher points at the picture and ask questions:
Student: I see a red rectangle.
- How many?
Teacher: Do you see the blue triangle?
- What color?
Student: Yes, I do.
Teacher: How many blue triangles do you see?
Student: I see 4 blue triangles.
Students can talk about
some common shapes and
their colors
Activity 3: Introduce flash cards: Monky bars, rectangle, circle, square, triangle,
slide, swing, sandbox.
Practice: Look and say.
Teacher: Do you see the yellow circle?
> Teacher: Look at the picture, how many circle do you see?
Student: Yes, I do.
> Student: I see 3 circles.
Teacher: How many yellow circle do you see?
> Teacher: What color are they?
Student: I see 1 yellow circle.
> Student: They are yellow.
Teacher: Do you see the red rectangle?
Practice: Color and say page 30 in activity book
Student: Yes, I do.
> Students are each given a worksheet to color their own train.
Teacher: How many red rectangle do you see?
> Teacher points at the picture and ask questions:
Student: I see red rectangle.
- How many?
Teacher: Do you see the blue triangle?
- What color?
Student: Yes, I do.
Teacher: How many blue triangle do you see?
Student: I see 4 blue triangle.

How many circle do you see?
Cout with me.
Warm-up: Watch, listen, and sing along to the Yes, I can Song
Activity 1: Look at the poster and match page 32
> Students are each given a poster to match the pictures to the actions
Activity 2: Color and say page 32 in the activity book. Activity 3: Make an exercise routine.
Practice: What can they do? Practice:
> Students are each given a worksheet to color and say. > Students say and do the action to music
> Teacher points at the picture and asks questions > I can run, I can swim, I can walk, I can kick, I can catch, I can climb, I can
> Teacher: What can he/she do? build
> Student: He/ she can... > Let students take turns performing.
can, say, and do some
actions.
Activity 3: Make an exercise routine. Activity 2: Color and say page 32 in activity book.
Practice: Practice: What can they do?
> Students say and do the action to music > Students are each given a worksheet to color and say.
> I can run, I can swim, I can walk, I can kick, I can catch, I can climb, I can > Teacher points at the picture and ask questions
build > Teacher: What can he/she do?
> Let students take turns performing. > Student: He/ she can...
Wrap-up: Students come to the front and introduce their pictures.

She can climb.
He can kick.
He can catch.
He can crawl.
He can jump.
Warm-up: Introduce with flashcards - run, swim, walk, kick, catch, climb, build
Practice:
> Teacher: what can you do?
> Students: I can (run).
> Mum/dad says the actions - run, swim, walk, kick, catch, climb, build
Students can make and > Student does the actions
peform an exercise > Student says and does the actions, mum and dad copy
routine. Activity: Make and peform an exercise routine.
> Student says and does the actions, "I can run, I can swim, I can walk, I can kick, I can catch, I can climb, I can build" mum and dad copy
>Ask mum or dad to video tape you as you perform execise routine.
> Send the performance to your teacher.
Practice:
> Class practice the activity together.
> Student take turn to says and does the actions
Warm-up: Introduce with flashcards - run, swim, walk, kick, catch, climb, build
Practice:
> Teacher: what can you do?
> Students: I can (run).
Activity 1: Introduce flash cards: happy, sad, tired, lively, hungry, thirsty
> Students listen and repeat.
Practice : Talk about the picture.
> Teacher: Look at May, is she hungry? Activity 1: How do you feel today?
> Student: Yes. She is. > Teacher gives student a word.
> Teacher: Look at Anna, is she thirsty? > Student will describe that word by body language
> Student: Yes. She is. > The rest of class will guess.
> Teacher: Look at Sam, is he lively? > Let students take turn to describe the words
> Student: Yes. He is.
> Teacher: Look at Dad, is he tired?
Students can ask and > Student: Yes. He is.
express how they are
feeling.
follow some classroom Activity 2: Introduce flash card: happy, sad, tired, lively, hungry, thirsty
instructions. > Students listen and repeat.
Practice : Talk about the picture.
Activity 2: How do you feel today? > Teacher: Look at May, is she hungry?
> Teacher gives the student a word. > Student: Yes. She is.
> Student will describe that word by body language > Teacher: Look at Anna, is she thirsty?
> The rest of the class will guess. > Student: Yes. She is.
> Let students take turns describing the words > Teacher: Look at Sam, is he lively?
> Teacher: Look at Dad, is he tired?
Activity 3: Teacher say

> Teacher say : happy, sad, tired, lively, hungry, thirsty
> Students show their feelings by their faces.
Wrap up: watch, listen and sing along to the If you're happy Song and do the actions.
Warm-up: Students make a circle, watch, listen and sing along to the I love you, you love me Song.
Activity 1:Watch and talk about the pictures
> Whose birthday is this?
> Who brought the birthday cake?
> Where are brother and sister?
Activity 2: Introduce flash cards: grandpa, grandma, brothers, sisters, surprise, Activity 2: Introduce flash card: happy, sad, tired, lively, hungry, thirsty
honey cake, happy birthday! > Students listen and repeat.
Practice: Who is this? Practice:
Students can ask and > Students are each given a worksheet page 36 in activity book to color and say. > Students are each given a worksheet page 37 in activity book to color and say.
express how they are > Teacher points at the picture and ask questions > He's happy.
feeling. > Teacher: Who is this? > She's tired.
Students can ask and > Student: This is... > She hungry.
their family members.
follow some classroom Activity 3: Introduce flash card: happy, sad, tired, lively, hungry, thirsty Activity 3: Introduce flash cards: grandpa, grandma, brothers, sisters, surprise,
instructions. > Students listen and repeat. honey cake, happy birthday!
Practice: Practice: Who is this?
> Students are each given a worksheet page 37 in activity book to color and say. > Students are each given a worksheet page 36 in activity book to color and say.
> He's happy. > Teacher points at the picture and ask questions
> She's tired. > Teacher: Who is this?
> She hungry. > Student: This is...
Wrap up: Watch, listen and sing along to the If you're happy Song and do the actions.
Warm up: Students make a cirlce, watch, listen and sing along to the I love you, you love me Song.
Activity 1: Make a family picture.
> Students are each given a basket of family member: Grandpa, grandma, mum, dad, brother, sister. baby to make a family picture.
Students can use This is my daddy.
that/this's to talk about That is my mummy.
family members. This is my brother.
This is my grandpa.
This is my grandma.
That is me.
Practice:
Warm-up: Watch, listen and sing along to the I love you, you love me Song
> Student: I have a truck, a frog, and a hat.
> Student: I have a drum, a bus, and a cat.
Activity 2: Introduce with flashcards the sounds Activity 2: Watch values: Being careful in page 39
tr: train, truck, tray - Students are each given a worksheet to color the pictures and draw happy face
fr: frog, friend, fruit and sad face to the pictures
dr: dragon, drum, drink - Teacher points at the picture and ask question
and train, bus, cat, hat. Practice: Making a poster
Practice: Match, trace and say page 38 in the activity book. Seperate students into 2 smaller groups,
> Students are each given a worksheet to match, trace and say. > Teacher: gives each group 1 sheet of hard A4 paper with the word be careful,
Students can talk about > Teacher: what do you have? colored paper, glue, scissors, pencils, erasers, ...
how they feel, and > Student: I have a truck, a frog, and a hat. > Students: color, draw, and cut flowers to decorate their posters.
pronounce the r blends (tr,
fr, dr)
Activity 3: Watch values: Being careful on page 39 Activity 3: Introduce with flash cards the sounds
- Students are each given a worksheet to color the pictures and draw a happy tr: train, truck, tray
faces and sad faces to the pictures fr: frog, friend, fruit
- Teacher points at the picture and asks the question dr: dragon, drum, drink
Practice: Making a poster and train, bus, cat, hat.
Separate students into 2 smaller groups, Practice: Match, trace and say page 38 in activity book.
> Teacher: Give each group 1 sheet of hard A4 paper with the word be careful, > Students are each given a worksheet to match, trace and say.
colored paper, glue, scissors, pencils, and erasers, ... > Teacher: what do you have?
> Students: color, draw, and cut flowers to decorate their posters. > Student: I have a truck, a frog, and a hat.
Warm up: Watch, listen and sing along to the Walking In The Jungle Song.
Activity 1: Watch. page 40
Activity 2: Introduce with flash cards egg, dolphin, penguin, tiger, mom, dad,
grandma, baby
Practice 1: Activity 2: Talk about the picture
> Teacher points at the picture and ask questions > Teacher: What animal is this?
> Teacher: What animals are these? > Student: This is dolphin/ penguin/ tiger/...
> Student: These are tiger? Practice: Who look after you?
> Teacher: Who look after the baby? - Students are each given a worksheet to match and say page 41 in activity book.
> Student: The mom looks after the baby. > Teacher: Who look after you?
Practice 2: > Student: My (brother) looks after me.
Students can talk about - Students are each given a worksheet to match and say page 40 in activity book.
some animals and family
members
Activity 3: Introduce with flashcards egg, dolphin, penguin, tiger, mom, dad,
grandma, baby
Activity 3: Talk about the picture Practice 1:
> Teacher: What animal is this? > Teacher points at the picture and ask questions
> Student: This is dolphin/ penguin/ tiger/... > Teacher: What animals are these?
Practice: Who look after you? > Student: These are tiger?
- Students are each given a worksheet to match and say page 41 in activity book. > Teacher: Who look after the baby?
> Teacher: Who look after you? > Student: The mom looks after the baby.
> Student: My (brother) looks after me. Practice 2:
- Students are each given a worksheet to match and say page 40 in activity book.

I love my mom. She looks after me.
I love my dad. He does it too.
Warm up: Watch, listen and sing along to the Walking In The Jungle Song.
Activity 1: Make a poster.
> Students are each given a basket of animal families: tiger, penguins, dolphins and they family member: Grandpa, grandma, mum, dad, brother, sister. baby to
make a family picture.
Students can use

that/these to talk about
their poster
Instruction: Teacher gives instruction on how to conduct the activity at home with mom and dad
> Show your poster to mom and dad, point and say:
Students can use These are (tigers).
that/these to talk about The (mom) looks after the baby.
their poster Thes are dolphins. The grandma looks after the baby.
These are penguins. The dad looks after the baby and the egg.
This is me.
Practice:
> Students take turn to talk about their poster using this and these.
Warm-up: Students make a circle, watch, listen, and sing along to the If you're happy Song and do the actions.
Activity 2: Introduce with flash cards: happy, sad, thirsty, hungry, lively, and
tired.
Activity 2: Who makes you happy?
Practice 1: How do you feel today?
Teacher: Who makes you happy?
> Teacher: How do you feel today?
Student: My brother makes me happy.
> Student: I'm happy/ thirsty/ lively.
Practice 2: Be the Teacher:
Students are each given paper, pencil, crayon to make a family picture
> Teacher holds up a flash card with an action/symbol
Student: Holds up picture (at the front of the class) and say:
This is my grandma. She looks after me. She makes me happy.
> Student: holds up a flashcard (at the front of the class)
> Rotate students
> Class follows instructions
Students can talk about > Rotate students
how they feel, and
introduce their family
members.
Activity 3: Introduce with flash cards: happy, sad, thirsty, hungry, lively, tired.
Activity 3: Who makes you happy? Practice 1: How do you feel today?
Teacher: Who makes you happy? > Teacher: How do you feel today?
Student: My brother makes me happy. > Student: I'm happy/ thirsty/ lively.
Practice: Show and tell Practice 2: Be the Teacher:
Students are each given paper, pencil, and crayon to make a family picture > Teacher holds up a flash card with action/symbol
Student: Holds up a picture (at the front of the class) and says: > Students chant: Be kind
This is my grandma. She looks after me. She makes me happy. > Student: holds up a flash card (at the front of the class)
> Rotate students > Class follow instructions
> Rotate students
Wrap up:
Sing along "My happy song"
Warm-up: Watch, listen, and sing along to the "How is the weather?" song
Activity 1:
Introduce weather sunny, rainy, windy, snowy, hot, and cold with PPT.
> Teacher shows a slide with weather and says
> Students chant: sunny
> Teacher chance slide
Activity 2:
Practice:
Activity 2: Introduce the weather with flashcards
>Teacher shows the slide
Practice:
> Teacher points to one picture and says (example)
> Teacher points at pictures
> Teacher calls individual students to the board
> Students say
> Teacher plays audio 1.48
> Teacher asks students: 'What's the weather like today?'
> Students listen to audio and point
> Students answers: ''It's rainy''
> Teacher plays audio 1.50 students listen and stick the picture.
> Students chant: windy
> Teacher divides the class into 2 teams and plays audio 1.51.
> Students listen to audio and have to slap the correct weather flashcard and
Asking about and repeat the word.
describing the weather
Activity 3:
Practice:
>Teacher shows the slide
Activity 3: Introduce the weather with flash cards
> Teacher points to one picture and says (example)
Practice:
> Teacher points at pictures
> Students say
> Teacher calls individual students to the board
> Teacher asks students: 'What's the weather like today?'
> Students answers: ''It's rainy''
> Students listen to audio and point
> Teacher plays audio 1.50 students listen and stick the picture.
> Teacher divides the class into 2 teams and plays audio 1.51.
> Students chant: windy
> Students listen to audio and have to slap the correct weather flashcard and
repeat the word.
Wrap up:
> Teacher put up the slide from activity 2 (pg 46)
> Teacher asks how many birds can you see... (Name)?
> Student: ''I can see 3 birds''
Warm up: Watch, listen and sing along to the if you happy song

> Ask mum and dad for help with playing the if you happy Song on You tube
along to the if you happy > Ask mum or dad to video tape you as you perform the song
song > Send the performance to your teacher
Practice:
Warm-up: Watch, listen, and sing along to the "The weather?" song
Activity 1: The teacher read the story and students repeat.
Activity 2: Introduce the vocabulary through flashcards

Practice: Watch the video (pg.48) Activity 3:
> Teacher asks questions: Practice:
> Teacher: What is the weather like? > Teacher plays audio 1.53
> Student: It's rainy today. >Students make a circle and sing along and do the moves.
> Teacher: What did Benny do to the other animals? > Teacher place flashcards in 2 rows on the floor students line up behind the
> Student: He made them wet. flashcards.
> Teacher: How many animals are in the pictures? > Teacher calls out random words in the row of flashcards laid out on the floor.
> Student: There are 3 animals > Students have to walk till the teacher says stop!
> Teacher shows the slide and plays the audio 1.52 > Students show/act/dress accordingly and say the word.
> Students listen and repeat > Teacher asks student after acting out what do you feel?
> Teacher uses a cloth to demonstrate (wet/cold/dry) > Student; I feel cold/wet/hot.
> Teacher wet cloth ask students what am I?
> Students I am wet.
the weather
the weather
Activity 2: Introduce the vocabulary through flashcards
Activity 3: Practice: Watch the video (pg.48)
Practice: > Teacher asks questions:
> Teacher plays audio 1.53 > Teacher: What is the weather like?
>Students make a circle and sing along and do the moves. > Student: It's rainy today.
> Teacher place flashcards in 2 rows on the floor students line up behind the > Teacher: What did Benny do to the other animals?
flashcards. > Student: He made them wet.
> Teacher calls out random words in the row of flashcards laid out on the floor. > Teacher: How many animals are in the pictures?
> Students have to walk till the teacher says stop! > Student: There are 3 animals
> Students show/act/dress accordingly and say the word. > Teacher shows the slide and plays the audio 1.52
> Teacher asks student after acting out what do you feel? > Students listen and repeat
> Student; I feel cold/wet/hot. > Teacher uses a cloth to demonstrate (wet/cold/dry)
> Teacher wet cloth ask students what am I?
> Students I am wet.
Wrap up:
Sing and dance to the song The Sun comes up song
> Teacher shows a slide with the poem focusing on the CVC word: Sled; slide; flip; fly; black; red.
> Students chant: bl-bl-black
> Teacher chance slide
Warm-up: Sing and dance to the song The Sun comes up song.
Activity 1:
> Teacher shows a slide with the poem focusing on the CVC word: Sled; slide; flip; fly; black; red.
> Students chant: bl-bl-black
> Teacher change slide
Activity 2:
Practice:
> Students listen and chant
> Teacher asks individual students to find something in class and act out
Activity 2:
respecting elders.
Practice 1: Listen and follow 1.54
> Teacher: "Annie where is my water bottle?"
> Teacher shows the picture page 50 and plays audio 1.54
> Student; Here it is Teacher
> Teacher prises child.
Practice 2: Match, trace and say
> Teacher shows slide and plays audio 1.56
> Students are each given a worksheet page 50 in activity book to match, trace
and say.
> Teacher asks students where is the sandpit.
> Student "it is outside"
> Students ask; "Can we go outside now, please?"

the weather
Activity 2:
Practice:
> Teacher asks individual students to find something in class and act out
Activity 3:
respecting elders.
Practice 1: Listen and follow 1.54
> Teacher: "Annie where is my water bottle?"
> Teacher shows the picture page 50 and plays audio 1.54
> Student; Here it is Teacher
> Teacher prises child.
Practice 2: Match, trace and say
> Teacher shows slide and plays audio 1.56
> Students are each given a worksheet page 50 in activity book to match, trace
and say.
> Teacher asks students where is the sandpit.
> Student "it is outside"
> Students ask; "Can we go outside now, please?"
Wrap up:
> Teacher play video (pg51) "respecting elders"
> Students watching the video.
Warm up: Watch, listen and sing along to the Sun comes up Song

Students can perform > Ask mum and dad for help with playing the Sun comes up Song on You tube
along to the Sun comes up > Sing and dance along to the song
Song > Ask mum or dad to video tape you as you perform the song
Practice:
Warm-up:
Activity 1:
> Students make a circle
> The teacher plays the song (Days of the Week) Song
> Students sing and dance accordingly
Activity 2:
> Teacher plays video (pg 52) Practice:
> Students listen and watch > Teacher asks "What day is it?"
> Teacher chance slide; play audio 1.57 > Students "It…..(Monday)"
> Students make a circle; listen and chant > Teachers ask; "What's the weather like?"
> Teacasks ask random students, "what’s the weather like" > Students "it's…. (rainy)
> Students walk to the window and look outsit's "its sunny". > Teacher shows the slide and asks "which are indoor and outdoor toys?"
> Teacher plays audio 1.58 > Students circle the indoor toys
Students can talk about > Students look and repeat
the day of the week
Activity 2:
Practice: > Teacher plays video (pg 52)
> Teacher asks; "What day is it?" > Students listen and watch
> Students "It…..(Monday)" > Teacher chance slide; play audio 1.57
> Teachers ask; "What's the weather like?" > Students make a circle; listen and chant
> Students "it's…. (rainy) > Teacher ask random students, "what’s the weather like"
> Teacher shows the slide and asks "which are indoor and outdoor toys?" > Students walk to the window and look outside "its sunny".
> Students circle the indoor toys > Teacher plays audio 1.58
> Students look and repeat
Wrap up:
> Students listen and sing along.
Warm-up:
Activity 1:
> The teacher plays the song (Family finger) Song
Activity 2:
Practice:
> Teacher shows slide on (pg 54)
Activity 2:
> Teacher ask students "What's the weather like?"
Practice:
> Students "It’s windy"
> Teacher blows up balloons and asks students to make a display
> Teacher asks individual students to come to the front and point to the correct
> Students and teacher makes a show-and-tell display
weather and asks "how does he/she feel?
> Teacher asks students to draw a sunny picture
> Student point and say "He is (cold)
> Students draw and place their picture in the sunny balloon display
> Teacher open and present the poster
> Teacher asks "what is the weather like?"
> Students answer and color
Students can talk about Activity 3:
the weather. Practice:
Activity 3:
> Teacher asks students "What is the weather like?"
Practice:
> Teaopens open and present the poster
Wrap up:
> Students tell the class about their picture using the layout:
* What is the weather like?
* How do you feel?
* What you can wear during these weather conditions.
Students can use > Show your family picture to mum and dad, point and say:
that/this's to talk about This is my daddy.
family members. That is my mummy.
This is my brother.
That is me.
Practice:
Activity 1: Introduce with flash cards the blue pen, yellow brush, pink eraser, purple paper, red glitter, green paint.
- Teacher show the flascards.
- Students chant.
Activity 2: color Benny’s picture
Activity 2: Introduce the sound ck: Duck, truck, clock, rock, block. - Students are each given a worksheet to color Benny's picture.
Practice: The letter C and K together make the sound /k/ - Teacher points at the picture and ask questions
> Teacher shows pcitures on slide Practice:
> Students shout out duck, truck, clock, rock, block (Teacher corrects or say the > Teacher: Where is the red fox?
word first if students don't know) > Students: It's on the rock.
> Let students take turn to be the teacher- student asks " What's this?" > Teacher: Where is the Hedgehog?
Students are able to
pronounce ck sound, Activity 3: color Benny’s picture
know where thing is and - Students are each given a worksheet to color Benny's picture. Activity 3: Introduce the sound ck: Duck, truck, clock, rock, block.
know how to be polite - Teacher points at the picture and ask questions Practice: The letter C and K together make the sound /k/
Practice: > Teacher shows pcitures on slide
> Teacher: Where is the red fox? > Students shout out duck, truck, clock, rock, block (Teacher corrects or say the
> Students: It's on the rock. word first if students don't know)
> Teacher: Where is the Hedgehog? > Let students take turn to be the teacher- student asks " What's this?"
Wrap up: Watch page 19 - Being polite

Listen and chant 1.22
Little words and easy to say. So let remember them everyday.
Warm up:
Activity 1: Watch, listen and sing along to the School Supplies Song
Activity 2: Making picture

> Students are each given a square piece of paper and a basket that includes the
pencil, brush, eraser, paper, glitter, paint, feathers, shapes to make their own
square picture. Activity 2: Practice - Match the flash cards: feather, paper shape, blue pen,
>Students draw, color and decorate squares. yellow brush, pink eraser, purple paper, red glitter, green paint.
>Stick them together to make a quilt. > Teacher holds up a flash card
Practice: Show and tell: > Students chant: Feather
- Teacher: What is this? > Let students take turn to be the teacher

make and introduce their
own pictures.
art materials and can Activity 3: Making picture
make and introduce their > Students are each given a square piece of paper and a basket that includes the
own pictures. pencil, brush, eraser, paper, glitter, paint, feathers, shapes to make their own
Activity 3: Practice - Match the flash cards: feather, paper shape, blue pen, square picture.
yellow brush, pink eraser, purple paper, red glitter, green paint. >Students draw, color and decorate squares.
> Teacher holds up a flash card >Stick them together to make a quilt.
> Students chant: Feather Practice: Show and tell:
> Let students take turn to be the teacher - Teacher: What is this?

> Teacher hides a school supplies or art materials in the box
Activity 1: Make a picture of a quilt.
> Students are each given a worksheet page 23 in activity book to make a picture of a quilt.
>Students draw, color and decorate the quilt with: paper, paint, feathers, crayon, glitter.
Students can use

that/these to talk about Instruction: Teacher gives instruction on how to conduct the activity at home with mom and dad
their picture. > Show your poster to mom and dad, point and say:
This picture uses feathers, glitter, crayons, paints and papers.
Practice:
Warm-up: Watch, listen, and sing along to the, ''Yes, I can'' song
> Teacher asks questions:
> Teacher: Where are those students?
> Student: They are outside class.
> Teacher: Where do they do?
> Student: They line up and wait for their turns.
Activity 2: Introduce with flash cards the sounds page 29 in activity book.
sw: swing, swim - Students are each given a worksheet to color the pictures and draw happy face
sk: skunk, skip and sad face to the pictures
Students can pronounce s sp: spider, spin - Teacher points at the picture and ask question
bends(sw, sk, sp, st) st: Star, stand Practice:
sounds. Practice: Play game Read and trace in page 28. > Teacher: What do they do?
Students can ask and > Let students take turn to play > Students: they line up and wait for their turns.
colours and where things
are using preposition.
page 29 in activity book. Activity 3: Introduce with flash cards the sounds
- Students are each given a worksheet to color the pictures and draw happy face sw: swing, swim
and sad face to the pictures sk: skunk, skip
- Teacher points at the picture and ask question sp: spider, spin
Practice: st: Star, stand
> Teacher: What do they do? Practice: Play game Read and trace in page 28.
> Students: they line up and wait for their turns. > Let students take turn to play
Wrap up: Play game guessing the words

> The teacher whispers a word to 1 student.
> Student perform the action and the rest of the class guess the word.
> Let students take turn to play.
Activity 1: Look at the poster and match page 32
> Students are each given a poster to match the pictures to the actions
Activity 2: Color and say page 32 in activity book. Activity 2: Make an exercise routine.
Practice: What can they do? Practice:
> Students are each given a worksheet to color and say. > Students say and do the action to music
> Teacher points at the picture and ask questions > I can run, I can swim, I can walk, I can kick, I can catch, I can climb, I can
> Teacher: What can he/she do? build
> Student: He/ she can... > Let students take turn to perform.

can, say and do some
actions.
Activity 2: Make an exercise routine. Activity 2: Color and say page 32 in activity book.
Practice: Practice: What can they do?
> Students say and do the action to music > Students are each given a worksheet to color and say.
> I can run, I can swim, I can walk, I can kick, I can catch, I can climb, I can > Teacher points at the picture and ask questions
build > Teacher: What can he/she do?
> Let students take turn to perform. > Student: He/ she can...
Wrap up: Students come to the front and introduce their pictures.
She can climb.
He can kick.
He can catch.
He can crawl.
He can jump.
Activity 1: Draw a poster.
> Students are each given a worksheet page 33 in activity book, pencil and crayons to draw and say.
Instruction: Teacher gives instruction on how to conduct the activity at home with mom and dad
> Show your poster to mom and dad, point and say:
I can catch a ball.
Students can use
I can run.
that/these to talk about
I can kick a ball.
their poster.
I can climb a tree.
I can build a house.
I can walk.
Practice:
Warm up: Watch, listen and sing along to the I love you, you love me Song
> Student: I have a truck, a frog, and a hat.
> Student: I have a drum, a bus, and a cat.
Activity 2: Introduce with flash cards the sounds Activity 2: Watch values: Being careful in page 39
tr: train, truck, tray - Students are each given a worksheet to color the pictures and draw happy face
fr: frog, friend, fruit and sad face to the pictures
dr: dragon, drum, drink - Teacher points at the picture and ask question
and train, bus, cat, hat. Practice: Making a poster
Practice: Match, trace and say page 38 in activity book. Seperate students into 2 smaller groups,
> Students are each given a worksheet to match, trace and say. > Teacher: gives each group 1 sheet of hard A4 paper with the word be careful,
> Teacher: what do you have? colored paper, glue, scissors, pencils, erasers, ...
Students can talk about > Student: I have a truck, a frog, and a hat. > Students: color, draw, and cut flowers to decorate their posters.
how they feel, and
pronounce the r blends (tr,
fr, dr)
Activity 3: Watch values: Being careful in page 39 Activity 3: Introduce with flash cards the sounds
- Students are each given a worksheet to color the pictures and draw happy face tr: train, truck, tray
and sad face to the pictures fr: frog, friend, fruit
- Teacher points at the picture and ask question dr: dragon, drum, drink
Practice: Making a poster and train, bus, cat, hat.
Seperate students into 2 smaller groups, Practice: Match, trace and say page 38 in activity book.
> Teacher: gives each group 1 sheet of hard A4 paper with the word be careful, > Students are each given a worksheet to match, trace and say.
colored paper, glue, scissors, pencils, erasers, ... > Teacher: what do you have?
> Students: color, draw, and cut flowers to decorate their posters. > Student: I have a truck, a frog, and a hat.
Warm up: Students make a cirlce, watch, listen and sing along to the If you're happy Song and do the actions.
Practice 1: How do you feel today? Activity 2: Who makes you happy?
> Teacher: How do you feel today? Teacher: Who makes you happy?
> Student: I'm happy/ thirsty/ lively. Student: My brother makes me happy.
Practice 2: Be the Teacher: Practice: Show and tell
> Teacher holds up a flash card with action/symbol Students are each given paper, pencil, crayon to make a family picture
> Students chant: Be kind Student: Holds up picture (at the front of the class) and say:
> Student: holds up a flash card (at the front of the class) This is my grandma. She looks after me. She makes me happy.
> Class follow instructions > Rotate students
> Rotate students

how they feel, and
introduce their family
members.
Activity 3: Who makes you happy? Practice 1: How do you feel today?
Teacher: Who makes you happy? > Teacher: How do you feel today?
Student: My brother makes me happy. > Student: I'm happy/ thirsty/ lively.
Practice: Show and tell Practice 2: Be the Teacher:
Students are each given paper, pencil, crayon to make a family picture > Teacher holds up a flash card with action/symbol
Student: Holds up picture (at the front of the class) and say: > Students chant: Be kind
This is my grandma. She looks after me. She makes me happy. > Student: holds up a flash card (at the front of the class)
> Rotate students > Class follow instructions
> Rotate students
Wrap up:
Sing along "My happy song"
Warm up: Watch, listen and sing along to the If you're happy Song

Students can perform > Ask mum and dad for help with playing the If you're happy Song on You tube
along the If you're happy > Sing and dance along to the song
Practice:
Warm-up:
Activity 1:
> The teacher plays the song (Days of the Week) Song
Activity 2:
> Teacher plays video (pg 52) Practice:
> Students listen and watch > Teacher asks "What day is it?"
> Teacher chance slide; play audio 1.57 > Students "It…..(Monday)"
> Students make a circle; listen and chant > Teachers ask; "What's the weather like?"
> Teacher ask random students, "what’s the weather like" > Students "it's…. (rainy)
> Students walk to the window and look outside "its sunny". > Teacher shows the slide and asks "which are indoor and outdoor toys?"
> Teacher plays audio 1.58 > Students circle the indoor toys

the day of the week
Activity 3:
Practice: > Teacher plays video (pg 52)
> Teacher asks; "What day is it?" > Students listen and watch
> Students "It…..(Monday)" > Teacher chance slide; play audio 1.57
> Teachers ask; "What's the weather like?" > Students make a circle; listen and chant
> Students "it's…. (rainy) > Teacher ask random students, "what’s the weather like"
> Teacher shows the slide and asks "which are indoor and outdoor toys?" > Students walk to the window and look outside "its sunny".
> Students circle the indoor toys > Teacher plays audio 1.58
Wrap up:
> Students listen and sing along.
Warm-up:
Activity 1:
> The teacher plays the song (Family finger) Song
Activity 2:
Practice:
Activity 2:
> Teacher ask students "What's the weather like?"
Practice:
> Teacher open and present the poster
the weather.
Activity 3:
Practice:
Activity 3:
> Teacher asks students "What is the weather like?"
Practice:
> Teaopens open and present the poster
Wrap up:
> Students tell the class about their picture using the layout:
* What is the weather like?
* How do you feel?
* What you can wear during these weather conditions.
Warm up: Watch, listen and sing along to the How's the weather Song

Students can perform > Ask mum and dad for help with playing the How's the weather Song on You tube
along the How's the > Sing and dance along to the song
weather Song > Ask mum or dad to video tape you as you perform the song
Practice:
Warm-up: Make a circle, watch, listen and sing along to the "in, on, under" Song
Activity 1: 5.What's in your house? page 56
> Teacher show the flashcards.
> Students look at the flashcards and say.
Activity 2: Introduce with flash cards - kitchen, livingroom, bedroom, bathroom,

Activity 2: Introduce with real objects - Book, pen, pencil, eraser, paper, crayon,
paint, paint brush, glitter, glue
Practice: What room is it?
Practice: Mystery box
> Teacher shows flash cards
> Students chant: Living room
> Teacher: What's is it?
> Students are each given a worksheet with rooms in the house and some
> Student: It is a...
Students can identify furniture to decorate in the house
rooms, furniture in the
house and prepositions of
place. Activity 3: Introduce with flash cards - Living room, bedroom, bathroom,
kitchen, garden, balcony, sofa, bed, table, chair, bathtub, toilet
furniture to decorate in the house
Warm down: Students come to the front and introduce their house design:
> This is the kitchen. That is the living room.
> This is the sofa. That is my bed.
Warm-up: Watch, listen and sing along to the On In Under By Song and do the actions.
Activity 1: Watch video page 58
Activity 2: Introduce with flash cards: Sofa, bed, bath, duck, bear, dolphin,
penguin, litle, big
Activity 2: Introduce with flash cards: under, in, on, behind, next to
Practice:
Practice: Talk about the picture page 58 in student book.
>Teacher: What is this?
>Teacher: Where is the (duck)?
> Student: It's a (sofa).
> Student: It's behind the (sofa).
> Student: It's a (bed).
> Student: It's next to the (bed).
Practice: Color and say: Page 57 in student book: big brown bear, little yellow
Students can identify duck, big blue dolphin, black & white penguin
place. Activity 3: Introduce with flash cards: Sofa, bed, bath, duck, bear, dolphin,
penguin, litle, big
Activity 3: Introduce with flash cards: under, in, on, behind, next to
Practice:
Practice: Talk about the picture on page 58 in the student book.
>Teacher: What is this?
>Teacher: Where is the (duck)?
> Student: It's a (sofa).
> Student: It's behind the (sofa).
> Student: It's a (bed).
> Student: It's next to the (bed).
Practice: Color and say: Page 57 in student book: big brown bear, little yellow
duck, big blue dolphin, black & white penguin
Wrap up: Sing and do. Sing and play 2.06 page 59
Warm up: Introduce flash cards: kitchen, livingroom, bedroom, bathroom, yard, balcony
Activity: Prepare a poster.
> Students are each given a A4 paper, their pictures: "kitchen, livingroom, bedroom, bathroom, yard, balcony" to make a poster.
>Student glues small pieces of pictures on the A4 paper.
Practice:
> Teacher points at the poster and ask questions.
> Teacher: Who's in the (bathroom)?
Students can make a > Students: Grandpa in the (bathroom).
poster. Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
> Mum and dad ask student: Who's in the (bathroom)?
> Students answers: Grandpa in the (bathroom).
Practice:
> Students take turn to say what they have in their poster and who is in what room
Warm-up: Watch, listen and sing along to the clean up Song and do the actions.
Activity 1: Talk with teachers
>Teacher: What toys do you have at home?
> Students: list all their toys.
Activity 2: Introduce with flash cards: Garbage can, litter, drawers, basket, shelf,
toys
Activity 2: Introduce with flash cards the sounds sh: ship, shell, shelf, fish Practice 1: Draw lines.
Practice: Color the pictures with the sh sound. Read and match and say page 60 > Students are each given a worksheet page 61 in activity book to draw lines.
in activity book. Practice 2: Say and act out
> Students are each given a worksheet to color the pictures with the sh sounds, > Teacher: Let put the... in/on the....
read and match and say. > Students: chant and do
> Students: Now it's clean and neat
Students can talk about >Teacher: Good job!
the value of helping at
home, and pronounce the
sh sound (ship, shell,
shelf, fish) Activity 3: Introduce with flash cards: Garbage can, litter, drawers, basket, shelf,
toys
Practice 1: Draw lines. Activity 3: Introduce with flash cards the sounds sh: ship, shell, shelf, fish
> Students are each given a worksheet page 61 in activity book to draw lines Practice: Color the pictures with the sh sound. Read and match and say page 60
Practice 2: Say and act out in activity book.
> Teacher: Let put the... in/on the.... > Students are each given a worksheet to color the pictures with the sh sounds,
> Students: chant and do read and match and say.
> Students: Now it's clean and neat
>Teacher: Good job!
Wrap up: Watch the video page 60.

Activity: Watch, listen and sing along to the clean up Song and do the actions.
Activity 2: Introduce with flash cards: Numbers 10-15, in, on, next to, above
Practice: Activity 2: Introduce with flash cards: Car, ball, book, cookies
>Teacher: What color is the door? Practice:
>Students: It's green. >Students are each given a picture in page 63 in student book to cout and trace.
>Teacher: Where is number eleven? >Teacher: How many cars are there in this picture?
>Students: It's above the door. >Students: There are 13 cars
Practice: Find and circle the numbers >Teacher: How many balls are there in this picture?
>Students are each given a worksheet on page 62 in the activity book to find, >Students: There are 12 balls
circle the numbers and color the picture.
Students can count to 15
and can know the
preposition of place.
Activity 3: Introduce with flash cards: Car, ball, book, cookies Practice:
Practice: >Teacher: What color is the door?
>Students are each given a picture in page 63 in student book to cout and trace. >Students: It's green.
>Teacher: How many cars are there in this picture? >Teacher: Where is number eleven?
>Students: There are 13 cars >Students: It's above the door.
>Teacher: How many balls are there in this picture? Practice: Find and circle the numbers
>Students: There are 12 balls >Students are each given a worksheet page 62 in activity book to find, circle the
numbers and color the picture.

> Teacher hides a car, ball, book, cookies in the box
Warm up: Watch, listen and sing along to the On In Under By Song

Students can perform > Ask mum and dad for help with playing the On In Under By Song on You tube
along the On In Under By > Sing and dance along to the song
Practice:
Warm-up: Watch, listen and sing along to The My house Song and do the actions.
Activity 2: Introduce with flash cards: bedroom, bathroom, living room, yard,
balcony, kitchen Activity 2: Introduce with flash cards: table, chair, bed, sofa, door, window, TV
Practice: Look at the poster and circle. Practice: Make your bedroom.
>Students are each given a poster page 142 in student book to circle. >Students are each given a worksheet page 65 in activity book to make their
> Teacher say the name of the room. bedrooms.
> Students will circle. >Teacher: What do you have in your bedroom?
Teacher: Who's in the yard? >Students: I have a bed, a table, a teddy bear,...
Student: Bird's in the yard. >Teacher: Where is the teaddy bear?
Teacher: Who's in the bedroom? >Students: It's on the table.
Student: Teddy bear is in the bedroom.
rooms in the house,
furniture and prepositions Activity 3: Introduce with flash cards: bedroom, bathroom, living room, yard,
of place. Activity 3: Introduce with flash cards: table, chair, bed, sofa, door, window, TV balcony, kitchen
Practice: Make your bedroom. Practice: Look at the poster and circle.
>Students are each given a worksheet page 65 in activity book to make their >Students are each given a poster page 142 in student book to circle.
bedrooms. > Teacher say the name of the room.
>Teacher: What do you have in your bedroom? > Students will circle.
>Students: I have a bed, a table, a teddy bear,... Teacher: Who's in the yard?
>Teacher: Where is the teaddy bear? Student: Bird's in the yard.
>Students: It's on the table. Teacher: Who's in the bedroom?
Student: Teddy bear is in the bedroom.
Wrap up: Talk to your teacher.
Teacher: How many bedrooms in your house?
Students: There are... bedrooms in my house.
Teacher: How many bathroom in your house?
Students: There are... bathrooms
Warm-up:
Activity 1: Watch, listen and sing along to The farmer plants the seeds Song and do the actions.
Activity 2: Introduce with flash cards: digging, watering, picking, planting,
Activity 2: Introduce flash cards: with carrots, tomatoes, holes, seeds, pumpkins, washing, eating
and grapes. Practice: Draw the lines and say.
Practice: Talk about the picture >Students are each given a worksheet page 67 in activity book to draw the lines
> Teacher: What is this? and say.
> Students: It's a (hole). > Teacher: What are you doing?
> Teacher: What is this? > Students: I'm picking strawberries.
> Students: It's a (pumpkin). > Teacher: What are you doing?
> Teacher: What is this? > Students: I'm digging a hole.
> Students: It's a (carrot). > Teacher: What are you doing?
> Students: I'm watering the trees.
the activities they can do
in the garden. Activity 3: Introduce with flash cards: digging, watering, picking, planting,
washing, eating Activity 2: Introduce with flash cards: carrots, tomatoes, hole, seeds, pumpkins,
Practice: Draw the lines and say. grapes.
>Students are each given a worksheet on page 67 in the activity book to draw the Practice: Talk about the picture
lines and say. > Teacher: What is this?
> Teacher: What are you doing? > Students: It's a (hole).
> Students: I'm picking strawberries. > Teacher: What is this?
> Teacher: What are you doing? > Students: It's a (pumpkin).
> Students: I'm digging a hole. > Teacher: What is this?
> Teacher: What are you doing? > Students: It's a (carrot).
Wrap up:
Listen and play a game page 67
Warm up: Introduce flash cards: table, chair, bed, sofa, door, window, TV
> Students are each given a worksheet with an empty living room, some small pictures of table, chair, bed, sofa, door, window, TV" to decorate their living room.
Students can decorate a

living room
Practice:
>Teacher: What do you have in your living room?
>Students: I have a TV, a table, a sofa, a teddy bear,...
>Teacher: Where is the teaddy bear?
Students can decorate a
>Students: It's on the table.
living room
> Mum and dad ask student: What do you have in your living room?
> Students answers: I have a TV, a table, a sofa, a teddy bear,...
> Mum and dad ask student: Where is the teaddy bear?
> Students answers: It's on the table.
Practice:
> Students take turn to talk about their living room
Warm-up: Watch, listen and sing along to The farmer plants the seeds Song and do the actions.
Activity 1: Watch the video in page 68
Activity 2: Introduce with flash cards: delicious, potatoes, beans, pumpkins,

soup, apples, cake. Activity 2: Introduce with flash cards: cook, stir, chop, make, grow, honey cake.
Practice: What are they making? trace and complete the sentences. Practice: Match
> Students are each given a worksheet page 69 in activity book to trace and > Students are each given a worksheet page 69 in student book to match and say.
complete the sentences. > Teacher points at the picture and ask questions
> Teacher points at the picture and ask questions > Teacher: What is he doing?
> Teacher: What are you doing? > Student: He is picking the pumpkins.
> Student: I'm making pumpkin soup. > Teacher: What is he doing?
> Teacher: What are you doing? > Student: He is chopping the apples.
> Student: I'm making bean soup.
what they are making in
the kitchen.
Activity 3: Introduce with flash cards: delicious, potatoes, beans, pumpkins,
Activity 3: Introduce with flash cards: cook, stir, chop, make, grow, honey cake. soup, apples, cake.
Practice: Match Practice: What are they making? trace and complete the sentences.
> Students are each given a worksheet page 69 in student book to match and say. > Students are each given a worksheet page 69 in activity book to trace and
> Teacher points at the picture and ask questions complete the sentences.
> Teacher: What is he doing? > Teacher points at the picture and ask questions
> Student: He is picking the pumpkins. > Teacher: What are you doing?
> Teacher: What is he doing? > Student: I'm making pumpkin soup.
> Student: He is chopping the apples. > Teacher: What are you doing?
Warm-up: Watch, listen and sing along to Vegatable Song and do the actions.
Activity 1: Watch video page 71 in student book.
Activity 2: Introduce with flash cards ch digraph: bunch, lunch, chop, chin, Activity 2: Listen and repeat 2.20
cheek Practice: Role- play
Practice 1: Students take turn to read again the conversation
> Teacher holds up a flash card > Student 1: I like apples but I don't like carrots.
> Students chant: bunch, lunch, chop, chin, cheek > Student 2: Try one!
> Let students take turn to be the teacher > Student 1: It's okay.
Practice 2: Color the picture with ch sound. Read, match and say. > Student 2: Vegetables and fruits are good for you.
> Students are each given a worksheet page 70 in activity book to color the
Students can talk about picture with ch sound. Read, match and say.
eating healthily, and
pronounce the ch sound
(bunch, lunch, chop, chin, Activity 3: Listen and repeat 2.20 Activity 3: Introduce with flash cards ch diagraph: bunch, lunch, chop, chin,
cheek) Practice: Role- play cheek
Students take turn to read again the conversation Practice 1:
> Student 1: I like apples but I don't like carrots. > Teacher holds up a flash card
> Student 2: Try one! > Students chant: bunch, lunch, chop, chin, cheek
> Student 1: It's okay. > Let students take turn to be the teacher
> Student 2: Vegetables and fruits are good for you. Practice 2: Color the picture with ch sound. Read, match and say.
> Students are each given a worksheet page 70 in activity book to color the
picture with ch sound. Read, match and say.
Wrap up: Play guessing game

(Choose these fruits and vegetables: apples, bananas, carrot, tomotoes, pumpkins.)
Teacher: What are these?
Student: They are....
Warm up: Introduce flash cards: chopping the apples, making bean soup, making a cake, chopping the apples.
> Students are each given a A4 paper, their pictures: "chopping the apples, making bean soup, making a cake, chopping the apples" to make a poster.
>Student chooses and glues small pieces of pictures on the A4 paper.
Students can make a

poster.
Practice:
Teacher: What are you doing?
> Student: I'm stiring pumpkin soup.
> Teacher: What are you doing?
Students can make a
poster.
> Student: I'm chopping the apples.
> Student: I'm making a cake
> Mum and dad ask student: What are you doing?
> Students answers: I'm making pumpkin soup.
Practice:
> Students take turn to talk about their poster.
Warm-up: Watch, listen and sing along to Here is the beehive Song.
Activity 1: Watch video page 72 student book
Students explore new

knowldge about bees and
> Teacher: How many purple flowers are there in this picture?
> Student: There are 10 purple flowers.
> Teacher: How many blue flowers are there?
> Student: There are 8 blue flowers.
Activity 2: Introduce with flash cards: bee, hive, queen, worker, food, flower > Teacher: How many orange flowers are there?
Practice 1: > Student: There are 5 orange flowers.
> Teacher holds up a flash card > Teacher: How many pencil are there ?
> Students chant: bee, hive, queen, worker, food, flower > Student: There are 3 pencils.
> Let students take turn to be the teacher > Teacher: How many balls are there in this picture?
Practice 2: Look and say. > Student: There are 1 balss.
> Teacher: Bee live in a hive. They make honey. There's 1 queen bee. She is big. Practice: look and color
There arre lots off worker bees. They're small. The worker bees get food from > Students are each given a worksheet page 73 in activity book to look and color
flowers. Bees like yellow, blue and purple flowers. the picture then answer the questions.
> Student: Repeat after teacher > Teacher: How many flowers are there in this picture?
> Student: There are 3 flowers.
> Teacher: How many crayons are there in this picture?
> Student: There are 5 crayons.
Students explore new > Teacher: How many bees are there in this picture?
knowldge about bees and > Student: There are 12 bees.
hive. Students can count 1
to 10 and can use
structure " There is..",
"There are..." Activity 3: Talk about the picture.
> Teacher: How many orange flowers are there? Activity 3: Introduce with flash cards: bee, hive, queen, worker, food, flower
> Student: There are 5 orange flowers. Practice 1:
> Teacher: How many pencil are there ? > Teacher holds up a flash card
> Student: There are 3 pencils. > Students chant: bunch, lunch, chop, chin, cheek
> Teacher: How many balls are there in this picture? > Let students take turn to be the teacher
> Student: There are 1 balss. Practice 2: Look and say.
Practice: look and color > Teacher: Bee live in a hive. They make honey. There's 1 queen bee. She is big.
> Students are each given a worksheet page 73 in activity book to look and color There arre lots off worker bees. They're small. The worker bees get food from
the picture then answer the questions. flowers. Bees like yellow, blue and purple flowers.
> Teacher: How many flowers are there in this picture? > Student: Repeat after teacher
> Teacher: How many bees are there in this picture?
> Student: There are 12 bees.
Wrap up: Play hopscotch
Students take turn to play hopscotch game.
Activity 2: Introduce with flash cards: bean seed, pot, cup, water, cotton balls
Activity 2: Introduce with flash cards: Digging, planting, watering, picking,
Practice: plant seeds and water them
washing, eating
> Students are each given: an empty plastic cup, cotton balls, water, dry bean.
Practice 1:
> Teacher do the experiment, students watch and follow
- Begin by wetting several cotton balls and placing them into a jar. You want the
> Students chant: Digging, planting, watering, picking, washing, eating
cotton balls to be wet but not too saturated.
Practice 2: Look at the picture and match in order.
- Wedge a bean between the cotton balls and the glass of the jar so that your
> Students are each given a worksheet page 74 in student book to look, match in
child can easily observe the bean growing.
order and answer the questions.
- Hang in the sunny window.
> Teacher: what are you doing?
- Add a few drops of water to the cotton balls as needed.
> Students: we're digging.
- It is now time to watch & observe.

what they are making in Activity 3: Introduce with flash cards: bean seed, pot, cup, water, cotton balls
Activity 3: Introduce with flash cards: Digging, planting, watering, picking,
the kitchen. Practice: plant seeds and water them
washing, eating
> Students are each given: an empty plastic cup, cotton balls, water, dry bean.
Practice 1:
> Teacher do the experiment, students watch and follow
- Begin by wetting several cotton balls and placing them into a jar. You want the
cotton balls to be wet but not too saturated.
Practice 2: Look at the picture and match in order.
- Wedge a bean between the cotton balls and the glass of the jar so that your
> Students are each given a worksheet page 74 in student book to look, match in
child can easily observe the bean growing.
order and answer the questions.
- Hang in the sunny window.
> Teacher: what are you doing?
- Add a few drops of water to the cotton balls as needed.
> Students: we're digging.
- It is now time to watch & observe.
Wrap up: Review vocabulary: Digging, planting, watering, picking, washing, eating
Activity: Watch, listen and sing along to The farmer plants the seeds Song and do the actions.
Warm up: Watch, listen and sing along to the farmer plants the seeds Song
Students can perform > Ask mum and dad for help with playing The farmer plants the seeds Song on You tube
along to the The farmer > Sing and dance along to the song
plants the seeds Song > Ask mum or dad to video tape you as you perform the song
Practice:
Warm-up: Watch, listen and sing along to Old MacDonald Had A Farm Song.
Activity 2: Point and say page 79

I have a cow.
Activity 2: Introduce with flash cards: cow, horse, sheep, donkey, goat, chicken, I have a donkey.
farmer I have a horse.
Practice: Talk about the picture I have a goat.
> Teacher: How many (sheep) do you see? I have a chicken.
> Student: There are (6 sheep). I have a sheep.
> Teacher: How many (horses) do you see? Practice: Read and check.
> Student: There are 3 horses. > Students are each given a worksheet page 79 in activity book to read and
check.
She has...
He has...

farm animals
I have a cow.
I have a donkey. Activity 3: Introduce with flash cards: cow, horse, sheep, donkey, goat,
I have a horse. chicken, farmer
I have a goat. Practice: Talk about the picture
I have a chicken. > Teacher: How many (sheep) do you see?
I have a sheep. > Student: There are (6 sheep).
Practice: Read and check. > Teacher: How many (horses) do you see?
> Students are each given a worksheet page 79 in activity book to read and > Student: There are 3 horses.
check.
She has...
He has...
Wrap up: Draw your favorite farm animal.
> Students are each given a paper to draw a farm animal: cow/ horse/ sheep/ donkey/ goat/ chicken.
> Teacher: What animal do you like?
> Student: I like...
Activity 2: Introduce with flash cards: grass, farm

Practice 1: Page 81 in student book
Activity 2: Introduce with flash cards: Funny, cute, drink, say, swim, eat, do
Teacher: What do the animals do?
Practice: Talk about the pictures.
> Students:
Teacher talk about the story. Students repeat after teacher.
- The horse eats grass.
"Look! He has goats. Look at the baby goat. It's funny....."
- The donkeys drink water.
> Teacher: what does a goat do?
- The chickens say cluck.
> Student: It drinks water.
Practice 2: Trace and match
> Students are each given a worksheet page 81 in activity book to trace and
match.
farm animals and what
Activity 3: Introduce with flash cards: grass, farm
they do.
Practice 1: Page 81 in student book
Activity 3: Introduce with flash cards: Funny, cute, drink, say, swim, eat, do
Teacher: What do the animals do?
Practice: Talk about the pictures.
> Students:
Teacher talk about the story. Students repeat after teacher.
- The horse eats grass.
"Look! He has goats. Look at the baby goat. It's funny....."
- The donkeys drink water.
> Teacher: what does a goat do?
- The chickens say cluck.
> Student: It drinks water.
Practice 2: Trace and match
> Students are each given a worksheet page 81 in activity book to trace and
match.
Wrap-up: Watch, listen and sing along to Old MacDonald Had A Farm Song.
Warm up: Introduce flash cards: cow, horse, sheep, donkey, goat, chicken, drink, say, swim, eat, do.
> Students are each given a A4 paper, their pictures: "cow, horse, sheep, donkey, goat, chicken, drink, say, swim, eat, do" to make a poster.
Practice:
> Teacher: What do the (horses) do?
Students can make a > Student: The (horses) eat grass.
poster.
> Mum and dad ask student: What do the (horses) do?
> Students answers: The (horses) eat grass.
Practice:
Activity 2: Introduce with flashcards the digraphs: fat, thin, thick, thumb,
Activity 2: Find and circle the differences.
thunder
Practice:
> Students are each given a worksheet page 83 in activity book to find and circle
> Students chant: thin, thick, thumb, thunder
the differences.
> Let students take turns being the teacher.
> Teacher: What is he doing in picture 1?
Practice 1: Listen and follow
> Student: He is walking along the lake.
>Teacher: I see 1 fat duck and 2 thin frogs. I see thick, thick grass and 3 big
> Teacher: What is he doing in picture 2?
dogs.
> Student: He is chasing the duck.
> Student: follow the teacher.
Practice 2: Read and circle the correct picture.
> Students are each given a worksheet on page 82 in the activity book to read
Students can pronounce th
and circle.
sound diagram, and know
how to respect nature
how to respect nature
Activity 3: Find and circle the differences. Activity 3: Introduce with flash cards th digraph: fat, thin, thick, thumb, thunder
Practice: > Teacher holds up a flash card
> Students are each given a worksheet page 83 in activity book to find and circle > Students chant: thin, thick, thumb, thunder
the differences. > Let students take turns being the teacher.
> Teacher: What is he doing in picture 1? Practice 1: Listen and follow
> Student: He is walking along the lake. >Teacher: I see 1 fat duck and 2 thin frogs. I see thick, thick grass and 3 big
> Teacher: What is he doing in picture 2? dogs.
> Student: He is chasing the duck. > Student: follow the teacher.
Practice 2: Read and circle the corect picture.
> Students are each given a worksheet page 82 in activity book to read and
circle.
Wrap up: Watch the video page 83

Say and act out:
Respect nature
Don't litter. It's bad for (the ducks). I'm really sorry.
Activity 2: Introduce with flash cards: number 11-20 and colors: white, black,
brown.
Practice:
> Teacher holds up a flash card.
> Students are each given a worksheet page 85 in student book to talk about the
> Students chant: Number 11-20 and colors: white, black, brown.
picture
> Let students take turn to be the teacher.
> Teacher: How many cows are there?
Practice: look and say
> Student: there are 4 cows.
> Teacher: What colors are the (cows)?
> Teacher: add one more cow. How many now?
> Students: They are...
> Students write the numbers after adding one more.
farm animals and can
recognize numbers 1 to 20 Activity 3: Introduce with flash cards: number 11-20 and colors: white, black,
brown.
Practice:
> Students are each given a worksheet page 85 in student book to talk about the
> Students chant: Number 11-20 and colors: white, black, brown.
picture
> Teacher: How many cows are there?
Practice: look and say
> Student: there are 4 cows.
> Teacher: What colors are the (cows)?
> Teacher: add one more cow. How many now?
> Students: They are...
> Students write the numbers after adding one more.
Wrap up: Connect the dots and say the numbers.
> Students are each given a worksheet page 84 in activity book to connect the dots and say the numbers.
Warm up: Introduce flash cards: Number 1-15, Number 16-20, farmers, cow, horse, sheep, donkey, goat, chicken white, black, brown.
> Students are each given a A4 paper, their pictures of places: Number 1-15, Number 16-20, farmers, cow, horse, sheep, donkey, goat, chicken white, black,
brown to make a poster.
Practice:
> Teacher: How many (cows)?
Students can make a
> Student:I have (fifteen) (black and white) (cows).
poster.
> Mum and dad ask student: How many (cows)?
> Students answers: I have (fifteen) (black and white) (cows).
Practice:
Activity 2: Introduce with flash cards: cow, horse, sheep, donkey, goat, chicken,
rabbit
Practice: Look at the poster page 78. Activity 2: Make model animals
> Teacher: What does a donkey do? Students are each given: wooden clip, scissors, small pictures of these animals:
> Student: It runs and eats carrots. cow, horse, sheep, donkey, goat, chicken, and rabbit to make model animals as
> Teacher: What does a rabbit do? much as possible.
> Student: It runs and eats grass. Keep all model animals for the next lesson.
> Teacher: What does a sheep do?
> Student: It eats grass.
they do.
they do. Activity 3: Introduce with flash cards: cow, horse, sheep, donkey, goat, chicken,
rabbit
Activity 3: Make model animals Practice: Look at the poster page 78.
Students are each given: wooden clip, scissors, small pictures of these animals: > Teacher: What does a donkey do?
cow, horse, sheep, donkey, goat, chicken, and rabbit to make model animals as > Student: It runs and eats carrots.
much as possible. > Teacher: What does a rabbit do?
Keep all model animals for the next lesson. > Student: It runs and eats grass.
Wrap up: Trace and write

Students are each given a worksheet page 88 in activity book to trace and write.
Activity 2: Make a farm for the animals.
Practice:
> Students chant: cow, horse, sheep, donkey, goat, chicken, rabbit, eat, grass,
> Students are each given: carton paper, scissors, the model animals they made,
run, drink
dry grass, pictures of carrots, lake,.... to make a farm.
> Students take turns to come in front of class to show and tell.
Practice:
> Teacher: What do the cows eat?
The cows eat grass.
> Student: the cows eat grass.
> Teacher: What do the rabbits eat?
> Student: the rabbits eat carrots.
Activity 3: Make a farm for the animals.
Practice:
> Students chant: cow, horse, sheep, donkey, goat, chicken, rabbit, eat, grass,
> Students are each given: carton paper, scissors, the model animals they made,
run, drink
dry grass, pictures of carrots, lake,.... to make a farm.
> Students take turns to come in front of class to show and tell.
Practice:
> Teacher: What do the cows eat?
The cows eat grass.
> Student: the cows eat grass.
> Teacher: What do the rabbits eat?
> Student: the rabbits eat carrots.
Wrap up:
Watch, listen and sing along to Old MacDonald Had A Farm Song.
Warm up: Watch, listen and sing along to the Old MacDonald Had A Farm Song.

> Ask mum and dad for help with playing the Old MacDonald Had A Farm Song on You tube
along to the Old
MacDonald Had A Farm
Song.
Practice:
Warm-up: Make a circle, watch, listen and sing along to the "in, on, under" Song
Activity 1: 5.What's in your house? page 56
> Teacher show the flashcards.
> Students look at the flashcards and say.
Activity 2: Introduce with flash cards - kitchen, livingroom, bedroom, bathroom,

Students can identify > Student: It is a...
place. Activity 3: Introduce with flash cards - Living room, bedroom, bathroom,
Practice: Activity 2: Introduce with flash cards: Car, ball, book, cookies
>Teacher: What color is the door? Practice:
>Students: It's green. >Students are each given a picture in page 63 in student book to cout and trace.
>Teacher: Where is number eleven? >Teacher: How many cars are there in this picture?
>Students: It's above the door. >Students: There are 13 cars
Practice: Find and circle the numbers >Teacher: How many balls are there in this picture?
>Students are each given a worksheet page 62 in activity book to find, circle the >Students: There are 12 balls
Students can count to 15

and can know the Activity 3: Introduce with flash cards: Numbers 10-15, in, on, next to, above
preposition of place. Activity 3: Introduce with flash cards: Car, ball, book, cookies Practice:
Practice: >Teacher: What color is the door?
>Students are each given a picture in page 63 in student book to cout and trace. >Students: It's green.
>Teacher: How many cars are there in this picture? >Teacher: Where is number eleven?
>Students: There are 13 cars >Students: It's above the door.
>Teacher: How many balls are there in this picture? Practice: Find and circle the numbers
>Students: There are 12 balls >Students are each given a worksheet page 62 in activity book to find, circle the

> Teacher hides a car, ball, book, cookies in the box
Warm up: Watch, listen and sing along to the My house Song.

> Ask mum and dad for help with playing the My house Song on You tube
along to the My house > Ask mum or dad to video tape you as you perform the song
Song. > Send the performance to your teacher
Practice:
Warm-up:
Activity 1: Watch, listen and sing along to The farmer plants the seeds Song and do the actions.
Activity 2: Introduce with flash cards: digging, watering, picking, planting,

Activity 2: Introduce with flash cards: carrots, tomatoes, hole, seeds, pumpkins, washing, eating
grapes. Practice: Draw the lines and say.
Practice: Talk about the picture >Students are each given a worksheet page 67 in activity book to draw the lines
> Teacher: What is this? and say.
> Students: It's a (hole). > Teacher: What are you doing?
> Teacher: What is this? > Students: I'm picking strawberries.
> Students: It's a (pumpkin). > Teacher: What are you doing?
> Teacher: What is this? > Students: I'm digging a hole.
> Students: It's a (carrot). > Teacher: What are you doing?
the activities they can do
in the garden. Activity 2: Introduce with flash cards: digging, watering, picking, planting,
washing, eating Activity 2: Introduce with flash cards: carrots, tomatoes, hole, seeds, pumpkins,
Practice: Draw the lines and say. grapes.
>Students are each given a worksheet page 67 in activity book to draw the lines Practice: Talk about the picture
and say. > Teacher: What is this?
> Teacher: What are you doing? > Students: It's a (hole).
> Students: I'm picking strawberries. > Teacher: What is this?
> Teacher: What are you doing? > Students: It's a (pumpkin).
> Students: I'm digging a hole. > Teacher: What is this?
> Teacher: What are you doing? > Students: It's a (carrot).
Wrap up:
Listen and play a game page 67
Warm-up: Watch, listen and sing along to Here is the beehive Song.
Activity 1: Watch video page 72 student book
Activity 2: Introduce with flash cards: bee, hive, queen, worker, food, flower > Teacher: How many orange flowers are there?
Practice 1: > Student: There are 5 orange flowers.
> Teacher holds up a flash card > Teacher: How many pencil are there ?
> Students chant: bee, hive, queen, worker, food, flower > Student: There are 3 pencils.
> Let students take turn to be the teacher > Teacher: How many balls are there in this picture?
Practice 2: Look and say. > Student: There are 1 balss.
> Teacher: Bee live in a hive. They make honey. There's 1 queen bee. She is big. Practice: look and color
There arre lots off worker bees. They're small. The worker bees get food from > Students are each given a worksheet page 73 in activity book to look and color
flowers. Bees like yellow, blue and purple flowers. the picture then answer the questions.
> Student: Repeat after teacher > Teacher: How many flowers are there in this picture?
Students explore new > Teacher: How many bees are there in this picture?
knowldge about bees and > Student: There are 12 bees.
hive. Students can count 1
to 10 and can use
structure " There is..", Activity 3: Talk about the picture.
"There are..." > Teacher: How many purple flowers are there in this picture?
> Teacher: How many orange flowers are there? Activity 3: Introduce with flash cards: bee, hive, queen, worker, food, flower
> Student: There are 5 orange flowers. Practice 1:
> Teacher: How many pencil are there ? > Teacher holds up a flash card
> Student: There are 3 pencils. > Students chant: bunch, lunch, chop, chin, cheek
> Teacher: How many balls are there in this picture? > Let students take turn to be the teacher
> Student: There are 1 balss. Practice 2: Look and say.
Practice: look and color > Teacher: Bee live in a hive. They make honey. There's 1 queen bee. She is big.
> Students are each given a worksheet page 73 in activity book to look and color There arre lots off worker bees. They're small. The worker bees get food from
the picture then answer the questions. flowers. Bees like yellow, blue and purple flowers.
> Teacher: How many flowers are there in this picture? > Student: Repeat after teacher
> Teacher: How many bees are there in this picture?
> Student: There are 12 bees.
Wrap up: Play hopscotch
Students take turn to play hopscotch game.
Warm up: Introduce flash cards: rabbit, flower, carrots, tomotoes, seeds.
Activity: Decorate a garden
> Students are each given a A4 paper has been printed with the garden, rabbit, flower, carrots, tomotoes, seeds to decorate a garden.
Practice:
Students can decorate > Student: It's a (flower).
their gardens.
> Mum and dad ask student: What's this?
> Students answers: It's a (flower).
Practice:
Warm up:
Activity 1: Student watch the story The Enormous Carrot on youtube.
Activity 2: Introduce with flashcards: farmer, enormous, wife, pull

> Students: It's a mouse/ plant/ carrot/ dog/ cat/...
Students understand and

tell The Enormous Carrot
story
tell The Enormous Carrot
story Activity 3: Listen and follow 2.24
Practice:
> Teacher: What is Mr. Tom doing?
> Students: He's playing seeds.
> Teacher: What did the famer talk to the plants?
> Students: Grow, little plants. Grow, grow, grow.
> Teacher: Can Mr. Tom pull the carrot?
> Students: No, He can't.
Wrap up: Role play: Tom, Wife, mouse, cat, dog.
Warm up:
Activity 1: Student watch the story The Enormous Carrot on youtube.
Activity 2: Listen and follow 2.24

Practice:
> Teacher: What is Mr. Tom doing?
> Students: He's playing seeds.
> Teacher: What did the famer talk to the plants?
> Students: Grow, little plants. Grow, grow, grow.
> Teacher: Can Mr. Tom pull the carrot?
Students understand and > Students: No, He can't.
tell The Enormous Carrot > Teacher: Who help Mr.Tom?
story > Students: His wife, the dog, the cat, the mouse.
> Teacher: What did they make from that carrot?
> Students: Carrot soup
Activity 3:
Practice: Find, circle and say.
Students are each given a worksheet page 76 in activity book to find, circle and say
Wrap up: Role play: Tom, Wife, mouse, cat, dog.
Warm up: Introduce ppt: Digging, planting, watering, picking, washing, eating
Activity: Make you own picture.
>Each student is given a worksheet page 74 in activity book to match, say and draw.
Practice:
> Teacher invite students come in front and talk
> Teacher: What's she/ he doing?
> Student: She's digging a hole/ planting seeds/...
Students can say what > Teacher: What happens next?
happents in the garden. > Students: They are making salad.
Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
>Mum and dad: What's she/ he doing?
> Student: She's digging a hole/ planting seeds/...
Practice:
> Students take turn to talk about their pictures

I have a cow.
Activity 2: Introduce with flash cards: cow, horse, sheep, donkey, goat, chicken, I have a donkey.
farmer I have a horse.
Practice: Talk about the picture I have a goat.
> Teacher: How many (sheep) do you see? I have a chicken.
> Student: There are (6 sheep). I have a sheep.
> Teacher: How many (horses) do you see? Practice: Read and check.
> Student: There are 3 horses. > Students are each given a worksheet page 79 in activity book to read and
check.
She has...
He has...
farm animals
I have a cow.
I have a donkey. Activity 3: Introduce with flash cards: cow, horse, sheep, donkey, goat,
I have a horse. chicken, farmer
I have a goat. Practice: Talk about the picture
I have a chicken. > Teacher: How many (sheep) do you see?
I have a sheep. > Student: There are (6 sheep).
Practice: Read and check. > Teacher: How many (horses) do you see?
> Students are each given a worksheet page 79 in activity book to read and > Student: There are 3 horses.
check.
She has...
He has...
Wrap up: Draw your favorite farm animal.
> Students are each given a paper to draw a farm animal: cow/ horse/ sheep/ donkey/ goat/ chicken.
> Teacher: What animal do you like?
> Student: I like...
rabbit
Practice: Look at the poster page 78. Activity 2: Make model animals
> Teacher: What does a donkey do? Students are each given: wooden clip, scissors, small pictures of these animals:
> Student: It runs and eats carrots. cow, horse, sheep, donkey, goat, chicken, and rabbit to make model animals as
> Teacher: What does a rabbit do? much as possible.
> Student: It runs and eats grass. Keep all model animals for the next lesson.
Students can talk about > Student: It eats grass.
rabbit
Activity 3: Make model animals Practice: Look at the poster page 78.
Students are each given: wooden clip, scissors, small pictures of these animals: > Teacher: What does a donkey do?
cow, horse, sheep, donkey, goat, chicken, and rabbit to make model animals as > Student: It runs and eats carrots.
much as possible. > Teacher: What does a rabbit do?
Keep all model animals for the next lesson. > Student: It runs and eats grass.
Wrap up: Trace and write

Students are each given a worksheet page 88 in activity book to trace and write.
Warm up: Introduce ppt: cow, horse, sheep, donkey, goat, chicken, moo, maa, cluck
>Each student is given a worksheet page 87 in activity book to draw your favorite farm animal. Color and say.
Students can draw and

talk about their favorite
farm animals
Practice:
> Teacher invite students come in front and talk.
> Teacher points at the picture and asks: What's animal is this?
> Student: It's cow/ horse/ sheep/ donkey/ goat/ chicken
> Teacher: What does the cow say?
Students can draw and > Students: It says moo.
talk about their favorite > Teacher: What's your favorite farm animal?
farm animals > Students: I like...
> Mum and dad point at the picture and ask: What's animal is this?
> Student: It's cow/ horse/ sheep/ donkey/ goat/ chicken
> Mum and dad: What does the cow say?
> Students: It says moo.
> Mum and dad: What's your favorite farm animal?
> Students: I like...
Practice:
Warm up: Watch, listen and sing along to Put On Your Shoes song.
Activity 1: Introduce with flashcards: jacket, skirt, T-shirt, pants, shorts, sandals

Activity 2: What are you wearing?
> Student choose a flashcard and say:
> Teacher point at the picture and ask.
I'm wearing a jacket/ a skirt/ a T-shirt/ pants/ shorts/ sandals
Practice: look and draw.
> Students: It's a hat/ a slide/ a ball/ Jacket/ skirt/ T-Shirt.
> Students are each given a worksheet page 88 in activity book to look and
> Teacher: What are these?
draw.
> Students: These are pants/ shorts.
their clothes

Activity 3: What are you wearing?
draw.
> Students: These are pants/ shorts.
Wrap up: Playing game
Touch the correct flashcard.

Activity 1: Introduce with flash cards: Sweater, dirty, clean, washing machine

Activity 2: Say and act
> Teacher points at the picture and asks: What's this?
Practice:
> Students: It's pants/ shirt.
> Teachers prepares a washing machine toys, and ask 1 student will be the
> Teacher: Is it clean/ dirty?
landry person, others will be customers
> Students: Yes, It is/ No, It isn't.
> Landry person: Put your clothes in the washing machine.
> Customers: Push the botton.
> Students: It's a washing machine.
> Landry person: Here is your clean shirt/ pants/...
> Customers: Thank you.
their clothes.
Activity 3: Say and act Activity 3: Talk about the picture.
Practice: > Teacher points at the picture and asks: What's this?
> Teachers prepares a washing machine toys, and ask 1 student will be the landry > Students: It's pants/ shirt.
person, others will be customers > Teacher: Is it clean/ dirty?
> Landry person: Put your clothes in the washing machine. > Students: Yes, It is/ No, It isn't.
> Customers: Push the botton. > Teacher: What's this?
> Landry person: Here is your clean shirt/ pants/... > Students: It's a washing machine.
> Customers: Thank you. Practice: Listen and point 2.42
Wrap up: Sing and do 91
Warm up: Watch, listen and sing along to the Put On Your Shoes Song

Students can perform > Ask mum and dad for help with playing Put On Your Shoes Song on You tube
along to the Put On Your > Sing and dance along to the song
Shoes Song > Ask mum or dad to video tape you as you perform the song
Practice:
Warm up: Watch the video page 93.
Activity 1: Introduce with ppt: this, that, these, those, apron.
Activity 2: Listen and follow 2.44 Activity 2: Keep clean
Practice: Draw clothes in the washing line. Practice: Color the correct picture, draw happy face and sad face.
> Students take turn to come infont of class to talk about the washing line. > Students are each given a worksheet page 93 in activity book color the correct
These are my clothes. picture, draw happy face and sad face.
This is my shirt. > Teacher prepares acrylic colours, apron.
These are my socks. > Teacher: You need to keep clean, you need to wear an apron.
Students can recognize That is/ isn't my skirt. > Students: Thank you.
when using this, that,
these, those and
understand tha value
keeping clean Activity 3: Keep clean Activity 3: Listen and follow 2.44
Practice: Color the correct picture, draw happy face and sad face. Practice: Draw clothes in the washing line.
> Students are each given a worksheet page 93 in activity book color the correct > Students take turn to come infont of class to talk about the washing line.
picture, draw happy face and sad face. These are my clothes.
> Teacher prepares acrylic colours, apron. This is my shirt.
> Teacher: You need to keep clean, you need to wear an apron. These are my socks.
> Students: Thank you. That is/ isn't my skirt.
Wrap up: Sing along the This, that, these, those Song.
Warm up: Watch, listen and sing along to seasons song.

Activity 1: Introduce with flashcards: Spring, summer, fall, winter
Activity 2: Watch the video page 94 and repeat. Activity 2: Draw your favorite summer and winter clothes.
Practice: Look and say. > Students are each given a worksheet page 95 in activity book to draw your
> Teacher: What season is this? favorite summer and winter clothes.
> Students: It's spring/ summer/ fall/ winter. Practice: What do you wear in spring/summer/fall/winter?
> Teacher: What's he/she wearing? > Teacher: What do you wear in spring/summer/fall/winter?
Students distinguish the > Students: He's/She's wearing... > Students: I wear...
seasons of the year and
what to wear in each
season. Activity 3: Draw your favorite summer and winter clothes. Activity 3: Watch the video page 94 and repeat.
> Students are each given a worksheet page 95 in activity book to draw your Practice: Look and say.
favorite summer and winter clothes. > Teacher: What season is this?
Practice: What do you wear in spring/summer/fall/winter? > Students: It's spring/ summer/ fall/ winter.
> Teacher: What do you wear in spring/summer/fall/winter? > Teacher: What's he/she wearing?
> Students: I wear... > Students: He's/She's wearing...
Activity 4: Listen and sing 2.48

Wrap up: Watch, listen and sing along to seasons song.
Warm up: Introduce flash cards: Jacket, skirt, T-Shirt, Pants, shorts, sandals.
>Each student is given a paper, scissors, glue, and small pictures of Jacket, skirt, T-Shirt, Pants, shorts, sandals to make their favorite clothes
Practice:
Students can talk about > Student: It's a Jacket/ skirt/ T-Shirt.
their favorite clothes > Teacher: What are these?
> Student: These are pants, shorts, sandals.
>Mum and dad: What's this?
> Student: It's a Jacket/ skirt/ T-Shirt.
> Mum and dad: What are these?
> Student: These are pants, shorts, sandals
Practice:
Warm up:
Activity 1: Watch, listen and sing along to Put On Your Shoes song.
Activity 2: Draw, cut, and stick clothes for different seasons.

Activity 2:Review with flashcards: jacket, skirt, T-shirt, pants, shorts, sandals Practice:
Practice:Talk about the poster > Teachers provide students with papers, scissors, and, pencil, colors to make
> Teacher: What do you wear when it's hot/cold? seasonal clothes.
> Students: I'm wearing shorts/ scraf/... => it would be great if students make all the clothes for 4 seasons.
Students can tell what to ( KEEP THEM FOR NEXT LESSON)
wear when it's hot and
cold and can make
seasonal outfits. Activity 3: Draw, cut, and stick clothes for different seasons.
Practice: Activity 3: Review with flashcards: jacket, skirt, T-shirt, pants, shorts, sandals
> Teachers provide students with papers, scissors, and, pencil, colors to make Practice:Talk about the poster
seasonal clothes. > Teacher: What do you wear when it's hot/cold?
=> it would be great if students make all the clothes for 4 seasons. > Students: I'm wearing shorts/ scraf/...
( KEEP THEM FOR NEXT LESSON)
Wrap up: Watch, listen and sing along to Put On Your Shoes song.
Warm up:
Activity 1: Watch, listen and sing along to Put On Your Shoes song.
Activity 2:Review with flashcards: jacket, skirt, T-shirt, pants, shorts, sandals, Activity 2: Make a seasons poster for the classroom.
Spring, summer, fall, winter > Using the products of last lessons to make a seasons poster for the classroom.
Practice:Talk about the poster Practice: What do you wear in spring/summer/fall/winter?
> Teacher: What do you wear in spring/summer/fall/winter? > Teacher: What do you wear in spring/summer/fall/winter?
> Students: I'm wear... > Students: I'm wear...
Students can tell what to
wear when it's hot and
cold and can make
seasonal outfits.
Activity 3: Make a seasons poster for the classroom. Activity 3: Review with flashcards: jacket, skirt, T-shirt, pants, shorts, sandals,
> Using the products of last lessons to make a seasons poster for the classroom. Spring, summer, fall, winter
Practice: What do you wear in spring/summer/fall/winter? Practice:Talk about the poster
> Teacher: What do you wear in spring/summer/fall/winter? > Teacher: What do you wear in spring/summer/fall/winter?
> Students: I'm wear... > Students: I'm wear...
Wrap up: Watch, listen and sing along to Put On Your Shoes song.
Warm up: Introduce ppt: clothes, seasons, colors

>Each student is given a worksheet page 95 in activity book to draw your favorite winter and summer clothes.
Making seasonal clothes

Practice:
> Student: It's a hat.
> Students: It's blue/green/...
> Teacher: What do you wear in summer/winter?
> Students: I wear... in summer/winter.
Making seasonal clothes
> Mum and dad point at the picture and asks: What's this?
> Student: It's a hat.
> Mum and dad : What color is it?
> Students: It's blue/green/...
> Mum and dad : What do you wear in summer/winter?
> Students: I wear... in summer/winter.
Practice:
Warm up: Watch, listen and sing along to Five Senses song.
Activity 1: Introduce with flash cards: sound, feel, look, smell, taste
> Teacher: What is Sam doing?
> Students: Sam's eating a cookie.
> Teacher: Where are the ducks? Activity 2: Listen and point 2.49
> Students: The ducks are on the lake. Students
> Teacher: How's the weather? Practice: Listen and repeat 2.50
> Students: It's cloudy. Sound, feel, look, smell, taste
Practice: How does it taste?
> Teacher prepares some food for the students to taste.
Students can talk about 5
senses. Activity 3: Talk about the picture
> Teacher: What is Sam doing?
> Students: Sam's eating a cookie.
Activity 3: Listen and point 2.49 > Teacher: Where are the ducks?
Students > Students: The ducks are on the lake.
Practice: Listen and repeat 2.50 > Teacher: How's the weather?
Sound, feel, look, smell, taste > Students: It's cloudy.
Practice: How does it taste?
> Teacher prepares some food for the students to taste.
Activity 4: Review with flash cards: sound, feel, look, smell, taste
Wrap up: Watch, listen and sing along to Five Senses song.
Warm up: Sing and do 2.54


Activity 2: Talk about the pictures.
Practice: Read and cirlce
> Teacher: How does it smell?
> Students: It smells good.
circle.
> Teacher: How does it sound?
> Teacher: How does it feel?
> Students: It sounds very loud.
> Students: It feels soft.
> Teacher: How does it taste?
> Students: It tastes delicious
Practice: Talk about the stories
> Students: It sounds loud.
senses.
Activity 3: Talk about the pictures.
Practice: Read and cirlce
circle.
> Teacher: How does it feel?
> Students: It sounds very loud.
> Students: It feels soft.
> Students: It tastes delicious
Practice: Talk about the stories
> Students: It sounds loud.
Wrap up: Sing and do 2.54
Warm up: Introduce ppt: sound, feel, look, smell, taste

>Each student is given a worksheet page 99 in activity book to color and say.

senses.
Practice:
> Student: It's a nose/ mouth/...
> Teacher: What does the nose do?
> Students: It smells.
senses. Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
> Student: It's a nose/ mouth/...
> Mum and dad: What does the nose do?
> Students: It smells.
Practice:
Warm up: Watch the video The Importance of Listening.


> Students: This is a gong.
Practice: Activity 2: Listen and repeat 2.56
Fifi bangs a gong. Practice: Say and act out.
Benny sings a song. > Teacher chooses 4 students to play the roles.
Can you sing along?
Sing it loud and strong.
> Students repeat after teacher.
Students can pronounce
ng digraph, and know the
value listening to others.
> Students: This is a gong.
Activity 3: Listen and repeat 2.56 Practice:
Practice: Say and act out. Fifi bangs a gong.
> Teacher chooses 4 students to play the roles. Benny sings a song.
Can you sing along?
Sing it loud and strong.
Wrap up: Watch, listen and sing along to Listening Song.

Activity 1: Introduce with flash cards: shaker, coconuts, sand, wind
Activity 2: Listen and guess 2.58

> Teacher: What does music sound like?
> Teacher points at the picture and asks: What does it sound like?
> Students: The music sounds like a train/ a bird/ rain/ a bee.
> Students: It sounds like a horse/ a train/ wind.
Students can recognize Practice: Choose a picture and make music.
what does music sound
like? Activity 3: Listen and guess 2.58
> Teacher: What does music sound like?
> Teacher points at the picture and asks: What does it sound like?
> Students: The music sounds like a train/ a bird/ rain/ a bee.
> Students: It sounds like a horse/ a train/ wind.
Practice: Choose a picture and make music.
Warm up: Introduce ppt: Train, mouse, bike, donkey, loud, quiet.
>Each student is given a worksheet page 105 in activity book to draw more and color
Practice:
> Student: It's a train/ mouse/donkey/bike.
> Teacher: A train is lound or quiet?
Students can recognize > Students: A train is loud/ A train sounds loud.
some sounds.
> Student: It's a train/ mouse/donkey/bike.
> Mum and dad: A train is lound or quiet?
> Students: A train is loud/ A train sounds loud.
Practice:
Activity 2: What does our senses tell us? Activity 2: Look, find and complete the sentence.
> Teacher prepares snack, flower, drum, teddy and asks the questions. > Students are each given a worksheet page 106 in activity book to look, find
> Teacher: How does it taste/look/smell/ sound/feel? and complete the sentence.
> Students: It tastes/looks/smells/ sounds/feels..... > Teacher: How does it smell?
> Students take turn to be the teacher to make questions. > Students: It smells good.

senses.
Activity 3: Look, find and complete the sentence. Activity 3: What does our senses tell us?
> Students are each given a worksheet page 106 in activity book to look, find and > Teacher prepares snack, flower, drum, teddy and asks the questions.
complete the sentence. > Teacher: How does it taste/look/smell/ sound/feel?
> Teacher: How does it smell? > Students: It tastes/looks/smells/ sounds/feels.....
> Students: It smells good. > Students take turn to be the teacher to make questions.
Wrap up: Watch, listen and sing along to Five Senses song.
Activity 2: Make a senses experiment area

Activity 2: Draw, color and say
> Teacher prepares: popcorn, lemon, salt, drum, clock, cup, teddy, rock,
Students are each given a worksheet page 107 in activity book draw, color and
sunglasses, flower, onion.
say.
> Invite 5 students to 5 area: taste, smell, look, sound, feel.
> Teacher: What do our senses tell us?
> Other students take turn to come and answer the questions.
> Students: My eyes see/ My ears hear/ My nose smells/ My hands feel/ My
> Student 1: How does it taste/look/smell/ sound/feel?
mouth tastes.
> Student 2: It tastes/looks/smells/ sounds/feels.....
senses.
Activity 3: Make a senses experiment area
Activity 3: Draw, color and say
> Teacher prepares: popcorn, lemon, salt, drum, clock, cup, teddy, rock,
Students are each given a worksheet page 107 in activity book draw, color and
sunglasses, flower, onion.
say.
> Invite 5 students to 5 area: taste, smell, look, sound, feel.
> Teacher: What do our senses tell us?
> Other students take turn to come and answer the questions.
> Students: My eyes see/ My ears hear/ My nose smells/ My hands feel/ My
> Student 1: How does it taste/look/smell/ sound/feel?
mouth tastes.
> Student 2: It tastes/looks/smells/ sounds/feels.....
Activity 4: Watch, listen and sing along to Five Senses song.
Wrap up: Show and tell page 107- Play game
Warm up: Watch, listen and sing along to the Five Senses Song

> Ask mum and dad for help with playing Five SensesSong on You tube
along to the Five Senses > Ask mum or dad to video tape you as you perform the song
Song > Send the performance to your teacher
Practice:
Warm up:
Activity 1: Watch the video about the story

> Students: This is a duck/ frog/ cow/dragonfly/ cat/chick/swan
> Teacher: How many eggs are there?
> Students: There are 5 eggs.
> Teacher: How many swans are there?
> Students: There are 3 swans.
tell The Gray Baby Duck
story
Students repeat after the story.
Practice: Discuss the story.
> Teacher: What's he good at?
> Students: He's good at swimming.
> Teacher: Are they beautiful?
> Students: Yes, they are.
Wrap up: Role-play
Warm up:
Activity 1: Watch the video about the story
> Students: This is a duck/ frog/ cow/dragonfly/ cat/chick/swan
> Teacher: How many eggs are there?
> Students: There and
are 5follow
eggs. 2.60
Students understand and Activity
>
3: Listen
Teacher:
tell The Gray Baby Duck Students repeat after the story.are there?
How many swans
> Students: Therethe
Practice: Discuss arestory.
3 swans.
story
> Teacher: What's he good at?
> Students: He's good at swimming.
> Teacher: Are they beautiful?
> Students: Yes, they are.
Wrap up: Role-play
Warm up: Introduce ppt: Cow, donkey, chickens, T-shirt, skirt, pants, shorts, sandals, sweater, shirt, taste, delicous.
>Each student is given a worksheet page 108 in activity book to color and say.
Practice:
> Teacher points at the picture and asks: What's this?/ What are they?
> Student: It's a cow/ donkey. They are chickens.
> Teacher: What is he/she wearing?
> Students: He'she's wearing...
studens can talk about
> Students: It tastes delicous.
farm animals, clothes and
senses
> Mum and dad point at the picture and asks: What's this?/ What are they?
> Student: It's a cow/ donkey. They are chickens.
> Mum and dad: What is he/she wearing?
> Students: He'she's wearing...
> Mum and dad: How does it taste?
> Students: It tastes delicous.
Practice:
Warm up: Watch, listen and sing along to Put On Your Shoes song.
Activity 2:
1: Listen
Introduceandwith
pointflashcards:
2.38 jacket, skirt, T-shirt, pants, shorts, sandals Activity 2: What are you wearing?
> Teacher: What is this? Activity
Practice: 3: Listen
look and and point 2.38
draw.
Students can talk about Activity 3: What
> Students: are you
It's a hat/ wearing?
a slide/ a ball/ Jacket/ skirt/ T-Shirt. Practice: Talk about the
> Students are each given picture
a worksheet page 88 in activity book to look and
their clothes > Student
Teacher: choose
What a flashcard
are these? and say:
> Teacher
draw. point at the picture and ask.
I'm wearing These
> Students: a jacket/
areapants/
skirt/ shorts.
a T-shirt/ pants/ shorts/ sandals
draw.
Wrap up: Playing game
Touch the correct flashcard.
Warm up: Watch, listen and sing along to seasons song.

Activity
Activity 1:
2: Introduce
Watch thewith
videoflashcards: Spring,
page 94 and summer, fall, winter
repeat. Activity 2: Draw your favorite summer and winter clothes.
Practice: Look and say. > Students are each given a worksheet page 95 in activity book to draw your
> Teacher: What season is this? favorite summer and winter clothes.
Students distinguish the > Students: It's spring/ summer/ fall/ winter. Practice: What do you wear page
in spring/summer/fall/winter?
seasons of the year and Activity
>
3: Draw your favorite summer and winter clothes.
Teacher: What's
Activity 3: Watch the video 94 and repeat.
what to wear in each > Students:are
> Students eachhe/she
given wearing?
a worksheet page 95 in activity book to draw your > Teacher: What do you
Practice: Look and say. wear in spring/summer/fall/winter?
He's/She's wearing...
favorite summer and winter clothes. >
> Students: I wear...
Teacher: What season is this?
season.
Practice: What do you wear in spring/summer/fall/winter? > Students: It's spring/ summer/ fall/ winter.
> Teacher: What do you wear in spring/summer/fall/winter? > Teacher: What's he/she wearing?
> Students:
Activity I wear...
4: Listen and sing 2.48 > Students: He's/She's wearing...
Wrap up: Watch, listen and sing along to seasons song.
Warm up:
Activity: Making a favorite favorite instrument graph.
> Students are each given a A4 paper with the graph with 6 colunms: Jacket, skirt, T-Shirt, Pants, shorts, sandals
> Students are each given a basket including some small pictures of their friends (4-5 friends/student)
>Student go around the classroom and make a survey.
> Student 1:What are your favorite clothes?
> Student 2: I like ....
Then student 1 will glue their friend's pictures in the correct column in the graph.
Practice:
Students can make a > Teacher points at the graph and ask questions.
favorite clothes graph > Teacher: Who likes Jacket, skirt, T-Shirt, Pants, shorts, sandals
> Student:.... likes .....
> Mum and dad ask student: Jacket, skirt, T-Shirt, Pants, shorts, sandals
Practice:
> Students take turn to say about their graph.
12 months
School Supplies Song - YouTube
Worksheet page 15 in the activity book

Flashcards: Pen, brush, eraser, paper, glitter, paint
Worksheet page 15 in the activity book
Flashcards: Pen, brush, eraser, paper, glitter, paint

>Student glues small pieces of shapes of blue pen,
yellow brush, pink eraser, purple paper, red glitter,
green paint.
Instruction: Teacher gives instruction on how to
conduct the activity at home with mum and dad
School Supplies Song - YouTube > Students asks mum and dad: What is this?
(pointing to the picture)
> Students answers: It's a blue pen
- flash cards the blue pen, yellow brush, pink eraser,
- real items: pen, brush, eraser, paper, glitter, paint
Flash cards: blue pen, yellow brush, pink eraser,

small pieces of shapes of blue pen, yellow brush,

pink eraser, purple paper, red glitter, green paint.
Flash cards: blue pen, yellow brush, pink eraser,

Flash cards the blue pen, yellow brush, pink eraser,

Flash cards: Duck, truck, clock, rock, block.
Benny's picture worksheet.
Students can perform along to the School Supplies

Song
Students can perform along to the School Supplies
Song
Flash cards: fish, feathers, brown, gray, paper

shapes
A4 paper
small pictures of pencil, brush, eraser, paper, glitter,
paint

flashcards: feather, paper shape, blue pen, yellow

brush, pink eraser, purple paper, red glitter, green
paint.
pencil, brush, eraser, paper, glitter, paint, feathers,
shapes
a square piece of paper/ each students
The Mystery box
real materials: feather, paper shape, pen, brush,
eraser, paper, glitter, paint.
walking walking song

>Student glues small pieces of shapes of red fox,
brown dog, gray bird, feathers, a fish in the sea on
the paper.
Instruction: Teacher gives instruction on how to
conduct the activity at home with mum and dad
> Students asks mum and dad: What is this?
(pointing to the picture)
> Students answers: It's a red fox
Flashcards: Clim, catch, build, walk, run, kick, blow
bubbles
Flash cards: swing, slide, kite, flower, tree, colors
The picture page 24
walking walking song
Flash cards: red fox, brown dog, gray bird, feathers,

a fish in the sea
small pieces of shapes of red fox, brown dog, gray

bird, feathers, a fish in the sea
Yes.I can
Worksheets page 27
Flash cards crawl, skip, fly, swim, jump,
catch,climb, run.
Yes.I can
Students perform along to the Yes, I can Song
flashcards the sounds

sw: swing, swim
sk: skunk, skip
sp: spider, spin
st: Star, stand
sp: spider, spin
st: Star, stand
Yes.I can
Flash cards: Fly, stomp, run, dance, sing, swim,

climb
Shapes song
Flash cards: Monky bars, rectangle, circle, square,
triangle, slide, swing, sandbox.
The picture page 31
Worksheet page 30 in activity book.
posters page 32Yes, I can song

Student peform an exercise routine.
Flash cards - run, swim, walk, kick, catch, climb,

build

build

build
if you're happy
Flash cards: happy, sad, tired, lively, hungry, thirsty
if you're happy
The picture page 36I love you Song
Make a family picture and talk about family

members.
Make a family picture and talk about family
members.
Flash cards: grandpa, grandma, brothers, sisters,

surprise, honey cake, happy birthday!
Flash cards: happy, sad, tired, lively, hungry, thirsty.
if you're happy
PaperSmall piceces of family member: Grandpa, grandma, mum, dad, brother, sister.I love you Song
Flash cards: Family, finger, dad, daddy, mum,

pictures: Family members: students' p of their family
I love you Song
flash cards the sounds (tr: train, truck, tray, fr: frog,
friend, fruit, dr: dragon, drum, drink, and train, bus,
cat, hat).
worksheet page 39
Hard A4 paper with the word be careful, colored
paper, glue, scissors, pencils, erasers
if you're happy
Walking In The Jungle
Make a poster.
Make a poster.
Flash cards egg, dolphin, penguin, tiger, mom, dad,

grandma, baby
Small pieces of animal families: tiger, penguins, dolphins and they family member: Grandpa, grandma, mum, dad, brother, sisterWalking in the Jungle Song
if you're happy
Flash cards: happy, sad, thirsty, hungry, lively, tired.

Paper, pencil, crayon.
My happy song
PPT introduce weather sunny, rainy, windy, snowy,

hot, and cold
Students perform along to the if you happy song
Flashcards: sunny, rainy, windy, snowy, hot, cold, family, colors, feelings, natureHow's the Weather Song
if you're happy
Flash cards: happy, sad, angry, scared, sleepy
https://elt.oup.com/elt/students/showandtell/audio/songs/sat_level02_song_1_track_49.mp3?cc=vn&selLanguage=en
https://elt.oup.com/elt/students/showandtell/video/sat_level02_story_unit4.mp4?cc=vn&selLanguage=enFlashcards: Warm, cloudy, wet, dry, boots, puddle, pool, sunny, rainy, snowy, cold
https://elt.oup.com/elt/students/showandtell/video/sat_level02_story_unit4.mp4?cc=vn&selLanguage=enFlashcards: Warm, cloudy, wet, dry, boots, puddle, pool, sunny, rainy, snowy, cold
the Sun comes up
Students perform along to the Sun comes up Song
PPT introduce weather sunny, rainy, windy, snowy, hot, and coldFlashcards: Sled; slide; slip; flip; black; fly; red.The Sun comes up
PPT introduce weather sunny, rainy, windy, snowy, hot, and coldThe Sun comes up
Flash cards: The Sun, The rain, sunny, cloudy, rainy,

snowy,
Days of the week song

Flash cards: Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, weather.
talk about famiily members
> Flashcard: weather; family, clothes

> Balloons yellow
> poster pg 54
> Balloons yellow
> poster pg 54
Finger puppets: Daddy, mummy, brother, sister,

baby
Flash cards: Family, finger, dad, daddy, mum,
Worksheet: Students' drawings of their family

Flash cards the blue pen, yellow brush, pink eraser,
Flash cards: Duck, truck, clock, rock, block.
Benny's picture worksheet.
I'm a singer
the School Supplies Song
Flashcards: feather, paper shape, blue pen, yellow
brush, pink eraser, purple paper, red glitter, green
paint.
shapes
shapes
The Mystery box

real materials: feather, paper shape, pen, brush,
eraser, paper, glitter, paint.
worksheet page 23 in activity book paper, paint, feathers, crayon, glitter.the School Supplies Song
Yes.I can
flashcards the sounds

sw: swing, swim
sk: skunk, skip
sp: spider, spin
st: Star, stand
posters page 32Yes, I can song
I'm a singer
Yes I can Song
I'm a singer
Yes I can Song
worksheet page 33 in activity book pencil, crayonsYes, I can Song

I love you Song
flash cards the sounds (tr: train, truck, tray, fr: frog,
friend, fruit, dr: dragon, drum, drink, and train, bus,
cat, hat).
worksheet page 39
Hard A4 paper with the word be careful, colored
paper, glue, scissors, pencils, erasers
if you're happy
if you're happy
I'm a singer
If you're happy Song
Flash cards: happy, sad, thirsty, hungry, lively, tired.

Paper, pencil, crayon.
My happy song
if you're happy
Days of the week song
Flash cards: Sunday, Monday, Tuesday,

Wednesday, Thursday, Friday, Saturday, weather.
I'm a singer
How's the weather Song
> Flashcard: weather; family, clothes

> Balloons yellow
> poster pg 54
How's the weather?
On in under by Song
Flash cards: Sunny, rainy, cloudy, snowy, windy,

hot, cold weather
Flash cards: Living room, bedroom, bathroom,
kitchen, garden, balcony, sofa, bed, table, chair,
bathtub, toilet
Items: Cardboard box, book, pen, pencil, eraser,
paper, crayon, paint, paint brush, glitter, glue
Worksheet: House design worksheet with cut out
furnitures - sofa, bed, table, chair, bathtub, toilet
On in under by Song
making a poster.
Introduce with flash cards: Sofa, bed, bath, duck,

bear, dolphin, penguin, litle, big
Introduce with flash cards: under, in, on, behind,
next to
- Flash cards: kitchen, livingroom, bedroom,

bathroom, yard, balcony
- Small pieces of pictures of kitchen, livingroom,
bedroom, bathroom, yard, balcony
- A4 paper
Clean up song
flash cards the sounds sh: ship, shell, shelf, fish

flash cards: Garbage can, litter, drawers, basket,
shelf, toys
Clean up song
On in under by Song
On In Under By Song
Flash cards: Car, ball, book, cookies

Flash cards: Numbers 10-15, in, on, next to, above
picture page 63 in student book
real items: ball, book, cookies, car
On in under by Song
My house
flash cards: bedroom, bathroom, living room, yard,

balcony, kitchen
flash cards: table, chair, bed, sofa, door, window, TV
The Farmer Plants the Seeds
making a living room

Flash cards: carrots, tomatoes, hole, seeds, making a living room
pumpkins, grapes.
Flash cards: digging, watering, picking, planting,
washing, eating
- Flash cards: table, chair, bed, sofa, door, window,

TV
- Small pieces of pictures of table, chair, bed, sofa,
door, window, TV
- worksheet with an emty living room.
- Flash cards: table, chair, bed, sofa, door, window,
TV
- Small pieces of pictures of table, chair, bed, sofa,
door, window, TV
- worksheet with an emty living room.
Flashcards : cook, stir, chop, make, grow, honey

cake.
Flashcards: delicious, potatoes, beans, pumpkins,
soup, apples, cake.
Vegetable song
Flash cards ch diagraph: bunch, lunch, chop, chin, making a poster

cheek
Guessing game
- Flash cards: chopping the apples, making bean

soup, making a cake, chopping the apples.
- Small pieces of pictures of chopping the apples,
making bean soup, making a cake, chopping the
- Flash cards: chopping the apples, making bean
soup, making a cake, chopping the apples.
- Small pieces of pictures of chopping the apples,
making bean soup, making a cake, chopping the
apples.
- A4 paper
Here Is The Beehive

Flash cards: bee, hive, queen, worker, food, flower
The picture page 73 in student book
worksheets page 73 in activity book
hopscotch
the farmer plants the seeds Song

flash cards: Digging, planting, watering, picking,

washing, eating
flash cards: bean seed, pot, cup, water, cotton balls
materials: empty plastic cup, cotton balls, water, dry
bean.

Old MacDonald Had A Farm
flash cards: cow, horse, sheep, donkey, goat,

chicken, farmer
paper, crayons, pencils,...
making a poster
Flash cards: Funny, cute, drink, say, swim, eat, do

Flash cards: grass, farm

- Flash cards: cow, horse, sheep, donkey, goat,
chicken, drink, say, swim, eat, do.
- Small pieces of pictures of cow, horse, sheep,
donkey, goat, chicken, drink, say, swim, eat, do.
- A4 paper
flash cards th digraph: fat, thin, thick, thumb,

thunder
thunder
making a poster
flash cards: number 11-20 and colors: white, black,

brown.
- Flash cards: Number 1-15, Number 16-20, farmers,

cow, horse, sheep, donkey, goat, chicken white,
black, brown.
- Small pieces of pictures of Number 1-15, Number
16-20, farmers, cow, horse, sheep, donkey, goat,
chicken white, black, brown.
- A4 paper

chicken, rabbit
wooden clip, scissors, small pictures of these
animals: cow, horse, sheep, donkey, goat, chicken,
and rabbit
and rabbit
the Old MacDonald Had A Farm Song.
carton paper, scissors, the model animals they made,

dry grass, pictures of carrots, lake
chicken, rabbit, eat, grass, run, drink
On in under by Song
Flashcards: Sunny, rainy, cloudy, snowy, windy,

hot, cold weather
Flashcards: Living room, bedroom, bathroom,
kitchen, garden, balcony, sofa, bed, table, chair,
bathtub, toilet
Items: Cardboard box, book, pen, pencil, eraser,
paper, crayon, paint, paintbrush, glitter, glue
Worksheet: House design worksheet with cut-out
furniture - sofa, bed, table, chair, bathtub, toilet
On in under by Song
Flash cards: Car, ball, book, cookies

Flash cards: Numbers 10-15, in, on, next to, above
picture page 63 in student book
real items: ball, book, cookies, car
My house
Flash cards: carrots, tomatoes, hole, seeds,

pumpkins, grapes.
Flash cards: digging, watering, picking, planting,
washing, eating
Here Is The Beehive

Flash cards: bee, hive, queen, worker, food, flower
The picture page 73 in student book
worksheets page 73 in activity book
hopscotch
flash cards: rabbit, flower, carrots, tomotoes, seeds.

A4 paper has been printed with the garden, rabbit,
flower, carrots, tomotoes, seeds to decorate a garden.
The Enormous Carrot
flashcards: farmer, enormous, wife, pull

flashcards: farmer, enormous, wife, pull
The Enormous Carrot

ppt: Digging, planting, watering, picking, washing,
eating

chicken, farmer
paper, crayons, pencils,...

chicken, rabbit
and rabbit
ppt: cow, horse, sheep, donkey, goat, chicken, moo,

maa, cluck
ppt: cow, horse, sheep, donkey, goat, chicken, moo,
maa, cluck
Put On Your Shoes | Clothing Song for KidsFlashcards: jacket, skirt, T-shirt, pants, shorts, sandals

Flashcards: jacket/ a skirt/ a T-shirt/ pants/ shorts/
sandals
Flashcard: jacket, skirt, T-shirt, pants, shorts,
sandals
washing machine toys, clothes
Put On Your Shoes
ppt: this, that, these, those, apron.

This, That, These, Those song
Seasons song
Seasons song
flash cards: Jacket, skirt, T-Shirt, Pants, shorts,
sandals.
paper, scissors, glue, and small pictures of Jacket,
skirt, T-Shirt, Pants, shorts, sandals
Put On Your Shoes | Clothing Song for Kids
flashcards: jacket, skirt, T-shirt, pants, shorts,

sandals
flashcards: jacket, skirt, T-shirt, pants, shorts,

sandals, Spring, summer, fall, winter

Five Senses
Five Senses
ppt: sound, feel, look, smell, taste

ppt: sound, feel, look, smell, taste
The Importance of Listening

Listening Song
flash cards: shaker, coconuts, sand, wind
ppt: Train, mouse, bike, donkey, loud, quiet.

Five Sensesflash cards: sound, feel, look, smell, taste

a worksheet page 106 in activity book
Five Senses
Five Senses

Five Senses
Five Senses
ppt: Cow, donkey, chickens, T-shirt, skirt, pants,
shorts, sandals, sweater, shirt, taste, delicous.
Put On Your Shoes | Clothing Song for KidsFlashcards: jacket, skirt, T-shirt, pants, shorts, sandals

Flashcards: jacket/ a skirt/ a T-shirt/ pants/ shorts/
sandals
Flashcard: jacket, skirt, T-shirt, pants, shorts,
sandals
Seasons song
Seasons song
A4 paper with the graph.

basket including some small pictures of their friends
(4-5 friends/student)
SUBJECT: English LEVEL:
TERM MONTH WEEK SESSION UNIT TOPIC PAGE LESSON
1&2 x Review
3&4 6&7 Lesson 3&4

Can you remember?
5&6 x Activity at Home
1&2 x Review
2
3&4 14&15 Lesson 1&2

December
1&2 16,17&18 Lesson 3,4&5
3&4 20&21 Lesson 6
What's your school

1
like?
What's your school
1
like?
1&2 Lesson 7&8

4
3&4 Lesson 9&10

1&2 Lesson 1&2

1
3&4 Lesson 3&4

January
1&2 Lesson 5&6
What do you like to

2
eat?
2
2
3&4 Lesson 7&8

1&2 Lesson 9&10
3&4 Lesson 1&2

3&4 Lesson 1&2

1&2 Lesson 3&4
3&4 Lesson 5&6

What happens on your
3
birthday?
February
1&2 Lesson 7&8

3&4 Lesson 9&10
3
1&2 16,17&18 Lesson 3,4&5
Review What's your school

4
Unit 1 like?
3&4 20&21 Lesson 6

3&4 20&21 Lesson 6

1&2 Lesson 5&6
Review What do you like to

1
Unit 2 eat?
Review What do you like to
1
Unit 2 eat?
3&4 Lesson 7&8
5&6 Activity at Home

1&2 Lesson 7&8

Review What happens on your
2
Unit 3 birthday?
3&4 44& 45 Lesson 9&10

March
1&2 46&47 Lesson 1&2

3
3&4 48&49 Lesson 3&4

1&2 50&51 Lesson 5&6
What's in your
4
neighborhood?
4
3&4 52&53 Lesson 7&8

1&2 54&55 Lesson 9&10
1
3&4 56&57 Lesson 1&2

1&2 58&59 Lesson 3&4
2
3&4 60&61 Lesson 5&6
5 How do you have fun?

April
1&2 62&63 Lesson 7&8

3
3&4 64&65 Lesson 9&10

1&2 66,67 Lesson 1&2

4
3&4 68&69 Lesson 3&4

1&2 70&71 Lesson 5&6

Which animals live in
6
the wild?
Which animals live in
6
the wild?
3&4 72&73 Lesson 7&8

1&2 74&75 Lesson 9&10

1&2 74&75 Lesson 9&10
3&4 46&47 Lesson 1&2

Review What's in your

Unit 4 neighborhood?
May
May
1&2 50&51 Lesson 5&6

3
3&4 56&57 Lesson 1&2

Review
How do you have fun?
Unit 5
1&2 62&63 Lesson 7&8

1&2 62&63 Lesson 7&8
3&4 76& 77
Review Which animals live in

Unit 6 the wild?
Review Which animals live in
Unit 6 the wild?
1&2 78&79 Lesson 1&2

1 3&4 80&81 Lesson 3&4

1&2 82&83 Lesson 5&6
What jobs do people

Unit 7
do?
2
3&4 84&85 Lesson 7&8
2
3&4 84&85 Lesson 7&8
June
1&2 86 Lesson 9
3
3&4 87 Lesson 10
1&2 88&89 Lesson 1&2
3&4 90&91 Lesson 3&4

4
3&4 90&91 Lesson 3&4
4
1&2 92&93 Lesson 5&6

1&2 92&93 Lesson 5&6
How do we make
Unit 8
music?
3&4 94&95 Lesson 7&8
1

1&2 96 Lesson 9
2
2
3&4 97 Lesson 10
July
1&2 98&99 Lesson 1&2

4
3&4 100&101 Lesson 3&4

1&2 102&103 Lesson 5&6

3&4 104&105 Lesson 7&8
When do we change
4 Unit 9
our clothes?

1&2 104&105 Lesson 7&8
3&4 106&107 Lesson 9&10

3&4 106&107 Lesson 9&10
1&2 78&79 Review

1&2 78&79 Review
What jobs do people

2 Review unit 7
3&4 do? 84&85 Review
August
1&2 88&89 Lesson 1&2

3&4 How do we make 96 Lesson 9
3 Review unit 8
music?

1&2 98&99 Review

Review 3
3&4
Story Little Lukie
When do we change
4 Review unit 9
our clothes?

PRESCHOOL PROGRAM
3 PROGRAM DURATION:
email này nhé. showandtell@truongvietanh.com
Pass của email: MamnonVietAnh573 (https://account.oup.com/)
ACTIVITY
CONTENT OBJECTIVE
GROUP 1
Warm up: Watch, listen, dance and sing along to the Hello song
Activity 1: Practice: Good, great, wonderful, tired, hungry, sleepy
> Teacher: Hello, how are you? (choose a student)
> Student: I'm... Thank you!
> Student: How are you? (turn to the student next to them)
Activity 2: Introduce with flash cards numbers 1-20

Vocabulary: Good, great, wonderful, tired, Practice: Counting
hungry, sleepy > Teacher holds up flash cards
Vocabulary: Family, grandpa, grandma, daddy, Students can talk about > Students chant: Three
mummy, brother, sister, baby how they feel, count > Practice with different numbers
Vocabulary: Numbers 1-20 numbers 1 to 20 and > Students are given worksheet to match numbers and words with
Structure: introduce their family items (match four with 4 books)
Hello, how are you? I'm... Thank you! members.
This's my... That's my...
Focus skill: Speaking & listening Activity 3: Introduce with flash cards - Family, grandpa, grandma,
daddy, mummy, brother, sister, baby
Practice: My family tree
> Students are each given a Family tree worksheet to draw their family
> Students take turn to introduce their family members:
+ This is my grandpa. This is my grandma. That's my daddy...
Warm down: Watch, listen, dance and sing a long to the Baby shark song
Warm up: Watch, listen, dance and sing along to the Walking walking song
Activity 1: Practice: Teacher says
> Teacher says the actions: Walk, run, dance, swim, sit down, stand up, reach up, stamp, clap, say shhh, jump, hug y
high five
> Class do the actions
Vocabulary: Walk, run, dance, swim, sit down,
stand up, reach up, stamp, clap, say shhh, jump, Activity 2: Introduce with PPT - Monday, Tuesday, Wednesday,
hug your friend, shake hands, high five Thursday, Friday, Saturday, Sunday
Vocabulary: Monday, Tuesday, Wednesday, Students can talk about Practice: Match the days of the week
Thursday, Friday, Saturday, Sunday how they feel, count > Teacher shows slide
Vocabulary: Coat, hat, mittens, shoes, boots, numbers 1 to 20 and > Students chant: Monday
scarf introduce their family > Let students rotate to be the teacher
Structure: members.
Put on your...
Put on your...
Take off my... Activity 3: Introduce with real objects - Coat, hat, mittens, shoes,
Focus skill: Speaking & listening boots, scarf
Practice: Teacher says
> Teacher: Put on your hat (chooses a student to do the action)
> Teacher: Take off my coat (Teacher does the action)
Warm down: Watch, listen and sing a long to the Days of the week song
Warm up: Watch, listen and sing along to the Baby shark song

> Ask mum and dad for help with playing the Baby shark song on You tube
Vocabulary: Baby, mama, papa, grandma, > Ask mum or dad to video tape you as you perform the song
along to the Baby shark
grandpa > Send the performance to your teacher
song.
Practice:
Warm up: Watch, listen, dance and sing along to the How's the weather song
Activity 1: Practice: Match the weather
> Teacher: How's the weather today? (Hold up picture of the weather - Sunny, rainy, cloudy, snowy, windy, hot, col
> Students chant: It's...
> Students in pair come to the front to role play asking and answering about the weather
Activity 2: Introduce with PPT - Living room, bedroom, bathroom,

Vocabulary: Sunny, rainy, cloudy, snowy, Practice: What room is it?
windy, hot, cold > Teacher shows slide
Vocabulary: Living room, bedroom, bathroom, > Students chant: Living room
kitchen, garden, balcony, sofa, bed, table, chair, > Let students rotate to be the teacher
bathtub, toilet > Students are each given a worksheet with rooms in the house and
the weather, identify
Vocabulary: Book, pen, pencil, eraser, paper, some furniture to decorate in the house
crayon, paint, paint brush, glitter, glue
house and some school
Structure:
things.
How's the weather today? It's...
What is it? It's a...
This is the... That is my...
house and some school
Structure:
things.
How's the weather today? It's...
What is it? It's a... Activity 3: Introduce with real objects - Book, pen, pencil, eraser,
This is the... That is my... paper, crayon, paint, paint brush, glitter, glue
Focus skill: Speaking & listening Practice: Mystery box
Warm up: Look at the picture on page 14

Activity 1: Where's the butterfly?
> Teacher: Where's the yellow butterfly?
> Students raise hand to answer
> Student points to where the butterfly is
> Teacher: It's on the window
> Students repeat after
Activity 2: Decorating my butterfly

> Students are each given a Butterfly worksheet to colour in
> Students take turn to talk about their butterfly picture
Vocabulary: Butterfly, blue, red, purple, pink, + It has a pink body
yellow, green, body, wings
Students can ask and + It has yellow and purple wings
Vocabulary: Door, ceiling, light, floor, window,
sink, table, chair
colours and where
Vocabulary: In, on, under, in front, behind
things are in the
Structure:
classroom.
Where's the...? It's on the...
Activity 3: Which one is it?
> Teacher shows PPT of classroom with different colour butterflies -
blue, red, purple, pink, yellow, green, in different places
> Students take turn to volunteer guessing the butterfly the teacher is
thinking of
> Student: Is it under the table?
> Teacher: No, it's not.
> Student: Is it in the sink?
> Teacher: Yes, it is.
> Student: It is the blue butterfly.
> Teacher: Well done!
> Let students rotate to also be the teacher
Warm down: Listen to activity 1.14 page 14, class repeat whilst teacher points at the butterflies on the picture
Warm up: Watch, listen, dance and sing along to the How's the weather song
Activity 1: Practice: Match the weather
> Students chant: It's...
Vocabulary: Sunny, rainy, cloudy, snowy, Instruction: Teacher gives instruction on how to conduct the activity at home
windy, hot, cold > Student draws 4 weather conditions in given worksheet
the weather.
Structure: It's... > Student presents the weather in front of mum and dad
+ It's sunny/rainy/cloudy/snowy/windy
> Student asks mum or dad to video the presentation and send to teacher
Practice: Match the weather

> Students take turn to answer about the weather
Warm up: Watch, listen, dance and sing a long to the Wind the bobbin up song
Vocabulary:
+ Come in
+ Go outside
Activity 2: Introduce with PPT and actions:
+ Come in
+ Go outside
+ Close the door
+ Open your book
Vocabulary: + Go to the window
+ Come in + Stand up
+ Go outside + Sit down
+ Close the door Practice: Teacher says
+ Open your book > Teacher says the actions
+ Go to the window > Students do the actions
Students understand, > Let students rotate to be the teacher
+ Stand up
can say and do some
+ Sit down
classroom instructions.
+ Stretch Activity 3: Do the actions:
+ Stamp your feet + Stand up
+ Cross your arms + Sit down
+ Clap your hands + Stretch
+ Hug your friend + Stamp your feet
Focus skill: Speaking & listening + Cross your arms
+ Clap your hands
+ Hug your friend
> Students are each given worksheet with picture of actions
> Students listen to the teacher and write the number in the boxes
> Teacher: 1. Stretch 2. Hug your friend 3. Sit down 4. Cross your
arms 5. Stand up
Warm down: Watch, listen, dance and sing a long to the Wind the bobbin up song
Activity 2: Introduce with flash cards - Classroom, English, Math,

Students can ask and Science, Art, Dance, Swimming, Storytime
Vocabulary: Classroom, English, Math, Science,
answer questions about Practice:
Art, Dance, Swimming, Storytime > Teacher: What subjects do we learn in school?
how they feel.
Structure:
Students understand and >Students: the different subjects
Welcome to our school.
can list the different
Value: Being kind and welcoming to newcomers.
subjects they learn in
school.
can list the different
subjects they learn in Activity 3: Introduce with flash cards - house, classroom, school,
school. bedroom
Practice: Complete the sentence and draw.
Students are each given a worksheet page 19 in activity book to
complete the sentence and draw.
Warm down: Watch, listen, dance and sing along to the Let's be friends.
Warm up: Watch, listen and sing along to the Wind the bobbin up song.

Vocabulary: Wind the bobbin up, wind it back > Ask mum and dad for help with playing the Wind the bobbin up song on You tube
again, pull, clap, point to the
ceiling/floor/window/door, clap your hands
along to the Wind the > Ask mum or dad to video tape you as you perform the song
together, one, two, three, put your hands upon > Send the performance to your teacher
bobbin up song.
your knee
Practice:
Warm up: Talk about the picture. What do you see in the picture. Who can you see in the picture?
Activity 1: Introduce flashcards - Bathroom, computer room, classroom, art room, schoolyard
> Teacher holds up the flashcard of a room
> Students chant: Computer room
> Let students rotate to be the teacher and drill different rooms
Activity 2: Practice - Bathroom, computer room, classroom, art room,

schoolyard
Vocabulary: Parts of a school, rooms in the > Teacher: In our school, what rooms do we have?
house, Actions >Students: list basic rooms: classroom, bathroom.
Students can name the > Teacher: Lets circle the rooms in May's school.
Structure: There's a (computer room) in May's
different rooms in
school. We/ They (read stories) in the
school.
(classroom)
Activity 3: Make an activity map of your school.
Warm down: Listen to activity 1.25 page 21, class sings along.
Warm up: Introduce prepostions with real objects in the class - On, in, under, on top, beside, next to.
>Teacher: where is my pen?
>Students: on the table
Activity 2: Practice - Is it?

> Teacher have some classroom items that students already know
(book, pen, pencil, eraser, paper, crayon, paint, paint brush, glitter,
glue), drill to make sure students know what they are.
> Teacher puts the items in different places (book under the table, pen
in the pencil case, pencil, eraser and crayon in a line next to each other
on the table, paint brush on top of the book, paint pots beside the
book)
> A student volunteer to come to the front and whispers to the teacher
the item they are thinking of
> Class can ask 3 questions to guess what it is
> Class: Is it under the table?
> Student: Yes it is.
> Class: Is it on top of the book?
> Student: No it isn't.
> Class: Is it besides the book?
Vocabulary: Colours, classroom objects > Class: It's the paint.
Structure: Students learn and can
Are you (opening) (a door)? talk about where objects
This is our classroom. I'm next to the (window) are using preposition.
Activity 3: Draw yourself

> Teacher gives students a coloured picture of a girl/boy with
long/short dark hair (students can choose) and worksheets with
different clothing items (shirt, shorts, dress, pants, skirt, shoes,
sandals)
> Students choose the clothing they want to dress their picture, colour
in and stick on the picture
> Students take turn coming to the front of class and say: This is me. I
have a pink dress/blue shirt...
Warm down: Review vocabulary fun game. (Where is the butterfly?)(What are you doing?)
On the table
Under the table
What is Tom doing? (Opening the door)
Warm up: Take students on a mini tour of the school and introduce different places:
+ Our school has a swimming pool.
+ Our school has a big yard.
+ Our school has a sandpit.
+ Our school has many classrooms.
Vocabulary: Swimming pool, big yard, sandpit, Students can talk about Instruction: Teacher gives instruction on how to conduct the activity at home
many classrooms the different areas in the > Student stands in front of parents and talk about areas in the school.
Structure: My school has... school > Teacher says aloud and class chant after teacher to practice:
+ My school has a swimming pool, a big yard, a sandpit and many classrooms.
Practice: Students take turn to come to the front and talk about the school.
Warm up: Watch, listen, dance and sing a long to Apples and Bananas song.
Introduce with flash cards - meat, vegetables, fruit, pasta, rice, milk, picnic

Practice:
Vocabulary: meat, vegetables, fruit, pasta, rice, >Teacher: what do you see in the picture
milk, picinc, food/drink, Nature >Student: list the food and things.
Structure: >Listen and point (1.26). Listen and repeat (1.27)
Pass the rice, please. > Discuss with students:
Here you are. Students can talk about >Teacher: what do you like to eat?
Do you like (fruit)? some common food and >Students: list items they enjoy eating.
I like/love/dont like (fruit). drinks.
Do you want some (fruit)? Activity 3: Trace. Match and say page 25 activity book.
Yes, please/ No thank you. - Students are each given a worksheet to trace, match and say Fruit,
Here you are Rice, Vegetables, Meat, Pasta, Milk
Focus skill: Speaking & listening - Teacher points at the picture and ask questions.
- Students chant.
Listen and stick (1.28)
Activity 4: Watch, listen, dance and sing a long to Apples and Bananas song.
Warm down: Listen and play the game (1.29)
Activity 1: Watch and talk about the pictures page 26
Activity 2: Introduce with flash cards: Get fit,picnic, honey/carrot
cake, juice,tummy,swim,climb
Listen and point. Listen and repeat. (1.30)
Talk about the story:
>Teacher: Do you want to get fit?
> Students: Yes. I do/ No. I don't.
> What can you do to get fit?
Vocabulary: get fit, picnic, honey/carrot cake, > Students: I can swim/ climb/ run/...
juice,tummy,swim,climb >Is eating cake healthy?
vegtables, cake, pasta, fruit, meat > Students: Yes. It is/ No. I isn't.
Structure: Students can talk about
I want some (cake). some common food and
I don't know. drinks.
Its good for you.
I want something yummy. Activity 3: Draw. Read and circle the correct word page 26 in activity
Focus skill: Speaking & listening book
Practice:
> Students are each given a worksheet to draw, read and circle the
correct word.
> Teacher points at the picture and ask questions.
Warm down: Sing and do (1.31)

Rub your belly. Tap your wrist (time to eat). Rub your belly and smile (yummy)
Warm up: Introduce with flash cards Meat, vegetables, fruit, pasta, rice, milk.
Practice:
> Teacher: What do you like to eat?
> Students: I like/love...
Vocabulary: Meat, vegetables, fruit, pasta, rice, Activity: Draw and say:
milk. Students can ask and >Student are each given a worksheet (page 24 in activity book) to draw and say.
Structure: answer questions about Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
What do you like to eat? what they want to eat. > Students asks mum and dad: What do you like to eat? (pointing to the picture).
I like/love... > Students answers: I like/ love ...Meat/ vegetables/ fruit/ pasta/ rice/ milk.
Practice:
> Students take turn to say the food
Activity 1: Sharing
>Teacher: what do you like to eat?
>Students: list items they enjoy eating.
Activity 2: Introduce flash cards the long e sound: peaches, meat, eat,
beans, peas
Teacher shows pcitures on slide
> Students shout out peach, meat, beach, bean (Teacher corrects or say
Practice 1: Listen and follow. Listen and repeat (1.32)
>I want peaches.
>I want meat.
>I want peas and beans to eat.
Vocabulary: Peas, peaches, meat, beans, eat
Practice 2: Play (ea) game page 28
Phonics focus: long e : spelling ea
Structure: It's snack time! Would you like some
(cheese)
some common food and
Would you like a (drink)? Yes,please/no, thank
drinks.
you
Value: Offering and accepting food politely Activity 3: Listen and follow. Listen and repeat. (1.33)
Focus skill: Speaking & listening >It's snack time!
>Would you like some cheese?
>Yes, please
<Would you like a drink?
<No, thank you.
Say and act it out
Listen and chant (1.34)
Please come and sit down.
It's time to pass the snacks around.
Would you like some vegetables
Or maybe fruit and cheese?
Fruit and cheese?
Yummy, yummy. Yes please!
Warm down: Watch Video page 29
Warm up: Sharing

Activity 2: Introduce flash cards breakfast, lunch, dinner, dessert,
cereal, salad, bread, milk, sandwich, pasta, fruit
>I have cereal and milk for breakfast
>I have a sandwich and fruit for lunch.
>We have pasta, salad, and bread for dinner.
Vocabulary: breakfast, lunch, dinner, dessert, > We have fruit for dessert.
cereal, salad, bread, milk, sandwich, pasta, fruit Practice 2: Discuss what do you have for Breakfast/Lunch/Dinner
Structure:
some common meals,
I/we have (cereal) for (breakfast).
food and drinks. Activity 2: Watch. Talk about the picture.
Whats for (dinner).
They have (cereal)(for breakfast)
Complete by writing B (breakfast),L (lunch) and D (dinner)
<Yogurt = L (lunch)
Make a food Diary. Which foods are healthier?

>Is bread healthier than fruit?

> Teacher hides some kinds of food in the box
> Student: This is a.../ There are...
Warm up: Introduce with flash cards breakfast, lunch, dinner, dessert, cereal, salad, bread, milk, sandwich, pasta, f
Practice:
> Teacher: What's for (breakfast)?
> Students: I have (cereal) for (breakfast).
Vocabulary: breakfast, lunch, dinner, dessert,

cereal, salad, bread, milk, sandwich, pasta, fruit Activity: Draw "my food diary"
Students can ask and >Student are each given a worksheet (page 31 in activity book) to draw and say.
What's for (breakfast)? what's is for each meal.
> Students asks mum and dad: What's for (breakfast)? (pointing to the picture).
I have (cereal) for (breakfast).
> Students answers: I have (cereal) for (breakfast).
Practice:
> Students take turn to say what they have for each meal.
Warm up: Watch, listen, dance and sing a long to Let's go pcinic song.
Activity 1: Introduce flash cards: pasta, milk, vegetables, fruits, rice, meat, salad, bread, sandwich.
Activity 2: Look at the poster and cirle.

> Students are each given a worksheet (poster page 139 in student
book) to cirle.
Vocabulary: Food and drinks: pasta, rice, > Teacher say the words
vegetables, fruits, meat, milk > Students circle and chant.
Structure:
Do you want some (pasta)? Students can talk about
Yes. Please some common food and
No. Thank you. drinks. Activity 3: Make a class picnic
I want some (pasta), please? > Student are given small pieces of pictures of food and drinks.
I have (pasta) for (dinner). > Students glue to the A3 paper.
Focus skill: Speaking & listening > Teacher: What do you have for picnic?
> Student: I have (some pasta).
Students take turn to present in front of group.
Warm down: Be a teacher

> Students chant: pasta, milk, vegetables, fruits, rice, meat, salad, bread, sandwich.
Warm up: Sing a long to happy birthday song.

Activity 1: Introduce flash cards: Birthday cakes, present(s), card(s), mask(s),candle(s).
Activity 2: Listen and stick 1.39 page 35

Practice:
>Teacher: How many candles are there?
>Student: There are 6 candles.
>Teacher: How many cakes are there?
>Student: There are 2 cakes.
>Teacher: How many cards are there?
>Student: There are 4 cards.
>Teacher: How many games are there?
>Student: There are 2 games.
Vocabulary: Birthday cakes, present(s), card(s), >Teacher: How many presents are there?
mask(s),candle(s), game(s). >Student: There are 3 presents.
Structure: >Teacher: How many masks are there?
There's (1) birthday cake. Students can ask and >Student: There are 2 masks.
There are (6) candles. answer questions about
I have (1) mask. what they have in their
There are (6) candles. answer questions about
I have (1) mask. what they have in their
How many (presents) are there? birthday parties.
How many (presents) altogether?
There are (5) presents.
Practice:
>Teacher: what do you see in the picture?
>Student: list the things.
>Teacher: How many masks are there?
>Students: There are 5 masks.
Warm down: Play game page 34 what happens on your birthday?

Look at the flashcards and say.
Warm up: Introduce flash cards: Food and drinks: pasta, rice, vegetables, fruits, meat, milk
Vocabulary: Food and drinks: pasta, rice,

vegetables, fruits, meat, milk Activity: Prepare family picnic
Structure: >>Student glues small pieces of pictures food and drinks: pasta, rice, vegetables, fruits, meat, milk on the A4 paper.
Students can ask and > Teacher: What do you have for picnic?
Do you want some (pasta)?
answer questions about > Student: I have (some pasta).
Yes. Please
what they have in their Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
No. Thank you.
family picnic. > Mum and dad ask student: What do you have for picnic? (pointing to the picture).
I want some (pasta), please?
I have (pasta) for (dinner). > Students answers: I have.....
Practice:
> Students take turn to say what they have their parties.
Warm up: Watch and talk about the picture page 36

It's party time.
"The party is here. They are going on a treasure hunt. They follow the red circles. There's a pink bead. Fifi has a pre
necklace."
Activity 2: Number in order, color and tell the story.
> Students are each given a worksheet (page 36 in activity book) to
number in order, color and tell the story.
> Teacher points at the picture and ask questions
> Teacher: What are they doing?
Vocabulary: Party, treasure hunt, shiny, sliver, > Student: They are going on a treasure hunt.
beads, necklace, ball, present, paper, here, there, > Teacher: What do they follow?
Students can ask and > Student: They follow the red circles.
purple, pink
answer questions about >Teacher: What do they find?
Structure:
what they have in their >Student: a shiny necklace.
There's something shiny here/ there.
birthday parties and
There are (8) purple beads.
what they can do in
We have (14) purple beads altogether. Activity 3: Count and write
their birthdays
> Students are each given a worksheet (page 37 in student book) to
Focus skill: Speaking & listening count and write
> Teacher: How many pink beads?
> Student:There are....
> Teacher: How many purple beads?
> Student: There are....
>Teacher: How many beads altogether?
>Student: There are....
Warm down: Sing and do 1.42
Warm up: Students make a cirlce, watch, listen and sing along to the I love you, you love me Song.
Activity 1: Introduce flash cards: way, fun, party, gray, red, see, blue, today.
Activity 2: Making birthday card for mum.

> Students are each given a A4 paper, crayons, pencil, flowers, glue,
to make the birthday card for mum.
Vocabulary: way, fun, party, gray, red, see, Teacher gives instruction on how to conduct with mum and dad.
blue, today > Students: This is for you.
Structure:
Students can pronounce > Mum and dad: Thank you. It's beautiful.
Happy birthday.
the song long a:Way,
This is for you.
gray, today, play, say
Thank you.
and can make a birthday
It's beautiful. Activity 3: Introduce flash cards the sound long a : Way, gray, today,
card for mum.
Phonics focus: Long a spelling ay play, say
Values: Showing you care about your family. > The sound long a spelling ay
Focus skill: Speaking & listening > Teacher shows pcitures on slide.
> Students shout out way, gray, today, play, say (Teacher corrects or
say the word first if students don't know)
> Let students take turn to be the teacher- student asks " What's this?"
Warm down: Role play
> Students take turns to play the role of children and mothers to give gifts to their mothers.
Warm up: Birthday cakes, present(s), card(s), mask(s),candle(s), cereal, salad, bread, milk, sandwich, pasta, fruit
Practice:
> Teacher: What do you have in your birthday party?
> Students: I have......
Vocabulary: Birthday cakes, present(s), card(s),

Activity: Prepare a birthday party
mask(s),candle(s), cereal, salad, bread, milk,
Students can ask and >>Student chooses and glues 6 of small pieces of pictures of birthday cakes, present(s), card(s), mask(s),candle(s), c
sandwich, pasta, fruits.
answer questions about sandwich, pasta, fruits on the A4 paper.
Structure:
what they have in their Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
What do you have in your birthday party?
birthday parties. > Mum and dad ask student: What do you have in your birthday party? (pointing to the picture).
I have.....
> Students answers: I have.....
Practice:
Warm up: Watch video in page 40

Activity 1: Introduce flash cards: January, February, March, April, May, June, July, August, September, October, N
> Teacher: What month is this?
> Students: chant

Practice:
Vocabulary: January, February, March, April, >Teacher: what do you see in the picture
May, June, July, August, September, October, >Student: list the food and things.
November, and December > Discuss with students:
Sutdents can talk about >Teacher: what do you like for you birthday party?
Structure:
months of the year and >Students: list items they like.
When is your birthday?
they can know when is
My birthday is in (June).
their birthdays.
I have a (party).
There's a (yellow balloon).
I have a (party).
Focus skill: Speaking & listening Activity 3: Find the balloons and trace page 41
> Students are each given a worksheet page 41 in student book to find
the balloons and trace.
> Teacher: What letter is on red balloon?
> Students: U
Warm down: Students make a cirlce, watch, listen and sing along to The Month chant Song.
Warm up: Students make a cirlce, watch, listen and sing along to The Month chant Song.
Activity 2: Introduce flash cards: January, February, March, April,

May, June, July, August, September, October, November, and
December.
Practice: Make a class birthday poster.
Students are given a A0 paper, pictures of all member, months, glue to
make a class birthday poster.
Vocabulary: Birthday words: present, mask, > Teacher: When is your birthday?
candle, game, card, cake. > Student: My birthday is in (August).
January, February, March, April, May, June, > Teacher: How many birthdays are there in August?
Sutdents can talk about > Student: There are (3) Birthdays in August.
July, August, September, October, November,
months of the year, they
and December
can know when is their
Structure:
birthdays and what they
How many candles altogether?
can have in the birthday Activity 3: Introduce flash cards: Birthday words: present, mask,
There are (12) candles. candle, game, card, cake.
party.
My birthday is in June. Practice: Trace, find and color page 42 in activity book.
I have a party. > Students are each given a worksheet page 42 in student book to
Focus skill: Speaking & listening trace, find and color.
> Teacher: How many blue candles?
> Student: There are (4) blue candles.
> Teacher hides a birthday thing: Present, cake, balloon, card, mask, candle in the box
Warm up: Introduce flash cards: January, February, March, April, May, June, July, August, September, October, N
Activity: Prepare a birthday poster.
> Students are each given a A4 paper, their pictures and the words of months glue to make a birthday poster.
>Student chooses and glues small pieces of pictures of birthday cakes, present(s), card(s), mask(s),candle(s), cereal,
sandwich, pasta, fruits on the A4 paper.
Vocabulary: January, February, March, April,

May, June, July, August, September, October, Practice:
November, and December > Teacher points at the poster and ask questions.
Structure: students can make a > Teacher: When is your birthday?
When is your birthday? birthday poster. > Student: My birthday is in (August).
My birthday is in June. > Teacher: What do you have in your birthday?
What do you have in your birthday? > Student: I have...
Focus skill: Speaking & listening Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
> Mum and dad ask student: When is your birthday?
> Students answers:My birthday is in (August).
> Mum and dad ask student: What do you have in your birthday party? (pointing to the picture).
Practice:
Warm up: Watch, listen, dance and sing a long to the Wind the bobbin up song
Activity 2: Introduce with PPT and actions:
+ Come in
+ Go outside
+ Close the door
+ Open your book
+ Go to the window
+ Stand up
Vocabulary: + Sit down
+ Come in Practice: Teacher says
+ Go outside > Teacher says the actions
+ Close the door > Students do the actions
+ Open your book > Let students rotate to be the teacher
+ Go to the window
Students understand,
+ Stand up
can say and do some
+ Sit down
classroom instructions.
+ Stretch
+ Stamp your feet
+ Cross your arms
+ Clap your hands Activity 3: Do the actions:
+ Hug your friend + Stand up
Focus skill: Speaking & listening + Sit down
+ Stretch
+ Stamp your feet
+ Cross your arms
+ Clap your hands
+ Hug your friend
arms 5. Stand up
Warm down: Watch, listen, dance and sing a long to the Wind the bobbin up song

Art, Dance, Swimming, Storytime
how they feel.
Structure:
Students can ask and Activity 2: Introduce with flash cards - Classroom, English, Math,
answer questions about Science, Art, Dance, Swimming, Storytime
Art, Dance, Swimming, Storytime Practice:
how they feel.
Structure:
Students understand and > Teacher: What subjects do we learn in school?
can list the different >Students: the different subjects
subjects they learn in Activity 3: Introduce with flash cards - house, classroom, school,
school. bedroom
Students are each given a worksheet page 19 in activity book to
complete the sentence and draw.
Warm down: Watch, listen, dance and sing along to the Let's be friends.
Warm up: Watch, listen and sing along to the Let's be friends.
Activity 1:
Introduce with flash cards: bedroom, window, light, sink, bed, table, ceiling, floor
Activity 2: What's missing? draw and say page 23 in activity book.
> Students are each given a worksheet page 23 in activity book to draw and say.
Vocabulary: bedroom, window, light, sink, bed,

table, ceiling, floor Students can use
Structure: that/these to talk about Instruction: Teacher gives instruction on how to conduct the activity at home with mom and dad
There's a sink in the bathroom. their pictures > Show your picture to mom and dad, point and say:
Focus skill: Speaking & listening There's a sink in the bathroom.
There's a light in the bedroom.
There's a table in the kitchen.
There's a bed in the bedroom.
Practice:
> Students take turn to talk about their picture using there's..
Activity 1: Sharing
Activity 2: Introduce ppt the long e sound: peaches, meat, eat, beans,
peas
> Students shout out peach, meat, beach, bean (Teacher corrects or say
>I want peaches.
>I want meat.
Vocabulary: Peas, peaches, meat, beans, eat >I want peas and beans to eat.
Phonics focus: long e : spelling ea Practice 2: Play (ea) game page 28
Structure: It's snack time! Would you like some
(cheese)
some common food and
Would you like a (drink)? Yes,please/no, thank
drinks.
you
Value: Offering and accepting food politely
Activity 3: Listen and follow. Listen and repeat. (1.33)
>It's snack time!
>Yes, please
<No, thank you.
Say and act it out
Fruit and cheese?
Warm down: Watch Video page 29
Warm up: Sharing

cereal, salad, bread, milk, sandwich, pasta
> We have fruit for dessert.
Practice 2: Discuss what do you have for Breakfast/Lunch/Dinner
Structure:
some common meals,
I/we have (cereal) for (breakfast).
food and drinks.
Whats for (dinner). Activity 2: Watch. Talk about the picture.
They have (cereal)(for breakfast)
Focus skill: Speaking & listening Complete by writing B (breakfast),L (lunch) and D (dinner)
<Yogurt = L (lunch)


> Teacher hides some kinds of food in the box
> Student: This is a.../ There are...
Warm up: Introduce with flash cards breakfast, lunch, dinner, dessert, cereal, salad, bread, milk, sandwich, pasta
Practice:
> Teacher: What's for (breakfast)?
> Students: I have (cereal) for (breakfast).

Structure: answer questions about
What's for (breakfast)? what's is for each meal.
I have (cereal) for (breakfast).
cereal, salad, bread, milk, sandwich, pasta Activity: Draw "my food diary"
Students can ask and >Student are each given a worksheet (page 31 in activity book) to draw and say.
What's for (breakfast)? what's is for each meal. > Students asks mum and dad: What's for (breakfast)? (pointing to the picture).
I have (cereal) for (breakfast). > Students answers: I have (cereal) for (breakfast).
Practice:
> Students take turn to say what they have for each meal.
Warm up: Watch video in page 40

Activity 1: Introduce flash cards: January, February, March, April, May, June, July, August, September, October, N
> Teacher: What month is this?
> Students: chant

Practice:
Vocabulary: January, February, March, April, >Teacher: what do you see in the picture
May, June, July, August, September, October, >Student: list the food and things.
November, and December > Discuss with students:
Sutdents can talk about >Teacher: what do you like for you birthday party?
Structure:
months of the year and >Students: list items they like.
When is your birthday?
they can know when is
My birthday is in (June).
their birthdays.
I have a (party).
Activity 3: Find the balloons and trace page 41
> Students: U
Warm down: Students make a cirlce, watch, listen and sing along to The Month chant Song.
Warm up: Students make a cirlce, watch, listen and sing along to The Month chant Song.
Activity 2: Introduce flash cards: January, February, March, April,
May, June, July, August, September, October, November, and
December.
> Teacher: When is your birthday?
Vocabulary: Birthday words: present, mask, > Student: My birthday is in (August).
candle, card, cake, balloon. > Teacher: How many birthdays are there in August?
January, February, March, April, May, June, > Student: There are (3) Birthdays in August.
Sutdents can talk about
July, August, September, October, November,
months of the year, they
and December
can know when is their
Structure:
birthdays and what they
How many candles altogether?
can have in the birthday Activity 3: Introduce flash cards: Birthday words: present, mask,
There are (12) candles. candle, card, cake, balloon.
party.
My birthday is in June. Practice: Trace, find and color page 42 in activity book.
I have a party. > Students are each given a worksheet page 42 in student book to
Focus skill: Speaking & listening trace, find and color.
> Student: There are (4) blue candles.

> Teacher hides a birthday thing: Present, cake, balloon, card, mask, candle in the box
Warm up: Introduce flash cards: January, February, March, April, May, June, July, August, September, October, N
Activity: Prepare a birthday poster.
> Students are each given a A4 paper, their pictures and the words of months glue to make a birthday poster.
>Student chooses and glues small pieces of pictures of birthday cakes, present(s), card(s), mask(s),candle(s), cereal,
sandwich, pasta, fruits on the A4 paper.

May, June, July, August, September, October,
November, and December
Structure: Students can make a
When is your birthday? birthday poster.
Practice:
May, June, July, August, September, October,
November, and December
Structure: Students can make a
> Student: My birthday is in (August).
When is your birthday? birthday poster.
> Teacher: What do you have in your birthday?
My birthday is in June.
> Student: I have...
What do you have in your birthday?
> Mum and dad ask student: When is your birthday?
> Students answers:My birthday is in (August).
> Mum and dad ask student: What do you have in your birthday party? (pointing to the picture).
Practice:
Warm up: Watch, listen and sing along to The Wheels On the Bus Song.
Acitivity 1: Listen and point 1.50
Activity 2: Introduce with flash cards: swimming pool, zoo, library,

supermarket, coffee shop, park
> Teacher point at the picture.
Vocabulary: swimming pool, zoo, library, > Students chant: swimming pool, zoo, library, supermarket, coffee
supermarket, coffee shop, park shop, park
Structure: > Let students take turns being the teacher.
Where's Sam? Students can talk about
He's/ She's at the swimming pool. places in the
Do you want to go to the zoo? neighborhood.
Yes, I do.
No, I don't. Activity 3: Point and say page 47
Focus skill: Speaking & listening > Teacher: Do you want to go to the zoo?
> Student: Yes, I do./ No, I don't.
Practice:
> Students are each given a worksheet page 46 in activity book to
match and say.
Warm down: Watch, listen and sing along to where are you going Song.
Activity: Listen and play game 1.53
Activity 1: Teacher talk about the story.
Activity 2: Introduce with flash cards: ice cream shop, doctor, hot,
lake, ears.
> Teacher: Where does Fifi want to go?
> Students: Fifi want to go to the doctor.
Vocabulary: ice cream shop, water slide, doctor, > Teacher: Where does Prickly want to go?
Students can talk about > Students: Prickly want to go to the lake.
hot, lake, ears.
places in the
Structure:
neighborhood and
I want to go to (the ice cream shop).
where they want to go. Activity 3: Introduce with flash cards: ice cream shop, water slide,
lake, swimming pool.
> Teacher: Show the flash cards.
> Student say: I want to go to....
Practice: Read and match
> Students are each given a worksheet page 49 in student book to
read and match.
Warm up: Introduce flash cards: swimming pool, zoo, library, supermarket, coffee shop, park.
> Students are each given a A4 paper, their pictures of places: swimming pool, zoo, library, supermarket, coffee sho
>Student chooses and glues small pieces of pictures of places on the A4 paper.
Vocabulary: swimming pool, zoo, library, Practice:

supermarket, coffee shop, park > Teacher points at the poster and ask questions.
Structure: Students can make a > Teacher: Where do you want to go?
Where do you want to go? poster. > Student: I want to go to (the ice cream shop).
I want to go to (the ice cream shop).
> Mum and dad ask student: Where do you want to go?
> Students answers: I want to go to (the ice cream shop).
Practice:
Warm up: Watch, listen and sing along to where are you going Song.
Activity 2: Introduce flash cards the long oo sound: school, pool,

balloon, boots, zoo.
Teacher shows flash cards:
> Students shout out school, pool, balloon, boots, zoo (Teacher
corrects or say the word first if students don't know)
Practice 1: Repeat after teacher
> I'm not at school. I'm in the pool. I'm hot today, But I'm not, I'm
cool.
Practice 2: color picturers with the long oo sound and write.
Vocabulary: school, pool, balloon, boots, zoo, color picturess with the long oo sound and write.
hot, frog, bird, flower, hat, umbrella, traffic
light, red light, green light, yellow light
Phonics focus: long oo : spelling oo
Structure:
long oo sound, and Activity 3: Introduce flash cards: traffic light, red light, green light,
Look. It's green/ red.
know how to be safe on yellow
Stop and wait.
the street. Practice: Say and act
It's safe to cross now.
Let's go Red means stop,
Value: Being safe on the street. Green means go.
Focus skill: Speaking & listening Go means walk,
But keep it slow.
Safe, safe, safe.
We stay safe,
On the street.
Practice: Role play
Student 1: Look. It's red.
Student 2: Stop and wait.
Student 1: Look. It's green.
Student 2: It's safe to cross now. Let's go.
Warm down: Play game: "Red, Red, Green"

All the students, except the first one who is It, sit in a circle. It walks around the circle, tapping each student on the h
time until he decides to tap someone and say “Green.”
That person becomes the green and runs after It, trying to tag him before It can take his seat. If It successfully reache
without being tagged, the Green is the new It.
If the Green tags It, then the Green keeps his spot in the circle and It must either continue to be It for another turn.
Activity 2: Introduce flash cards: Number 20-29, street sign, clock,

bus, boat, train, doctor, supermarket.
Practice 1: Talk about the picture page 53.
>Teacher: Which number is on a bus/ on a boat/ on a clock/ in a
supermarket/ on a street sign?
> Student: I think number 29/20/24/23/22 is on on a bus/ on a boat/ on
a clock/ in a supermarket/ on a street sign.
Vocabulary: Number 20-29, street sign, clock, Practice 2: Connect the dots and say.
bus, boat, train, doctor, supermarket. Students can recognize > Students are each given a worksheet page 52 in activity book to
Structure: numbers: 20-29 and connect the dots and say.
Which number is on a (bus)? where are these
I think number (24) is on the bus. numbers.
Focus skill: Speaking & listening Activity 3: Introduce flash cards: Number 20-29, street sign, clock,
bus, boat, train, doctor
> Teacher: Which number is on a bus/ on a boat/ on a clock/ on a
door/ on a train/on a street sign?
> Students: I think number 22/26/23/24/27/29 is on a bus/ on a boat/
on a clock/ on a door/ on a train/on a street sign.
Practice 2: Match and write. Which numbers are missing?
match and write.
Warm down: Listen and sing 1.61
Warm up: Introduce flash cards: Number 20-29, street sign, clock, bus, boat, train, doctor, supermarket.
> Students are each given a A4 paper, their pictures of places: Number 20-29, street sign, clock, bus, boat, train, doc
a poster.
>Student chooses and glues small pieces of pictures of places on the A4 paper.
Vocabulary: Number 20-29, street sign, clock, Practice:

bus, boat, train, doctor, supermarket. > Teacher points at the poster and ask questions.
Structure: Students can make a > Teacher: Which number is on a (bus)?
Which number is on a (bus)? poster. > Student:I think number (24) is on the bus.
I think number (24) is on the bus.
> Mum and dad ask student: Which number is on a (bus)?
> Students answers: I think number (24) is on the bus.
Practice:
Activity: Do you want to go to the park/ supermarket/ coffee shop? why?
Activity 2: Look at the poster. write, match, say.

write, match, and say.
> Teacher: Who is at the coffee shop?
> Student: Grandpa is at the coffee shop.
> Teacher: Do you want to go to the coffee shop?
> Student: Yes, I do/ No,I don't.
Practice: What's in your neighborhood?
> Teacher: What's in your neighborhood?
> Student: There's a library in my neighborhood.
Vocabulary: Zoo, library, coffee shop, park Students can talk about
Structure: places in the
Grandpa is at the coffee shop neighborhood and who
Focus skill: Speaking & listening are at these places.
Activity 3: Make your own neighborhood.

Students are each given some hard paper to make blocks (like page
55) and decorate their own blocks for (supermarket, library, school,
coffee shop,...) in the neighborhood.
Warm up: Watch, listen and sing along to walking walking Song.
Activity 2: Introduce with flash cards: Dance, jump rope, run, roller
skate, ride a scooter.
> Teacher points at the picture page 56 and asks: Can he/ she (roller
skate)?
> Students: Yes. He/she can. No. He/she can not.
Vocabulary: Dance, jump rope, run, roller skate,
Practice 2: Match and say.
ride a scooter.
Students are each given a worksheet page 56 in activity book to match
running, riding a bike, dancing, riding a scooter,
and say.
roller skating.
Can he/ she ( roller skate)? the actions that they can
Who's running? do to have fun
Are you (riding scooters)?
Activity 3: Introduce with flash cards: running, riding a bike, dancing,
Yes, we are. No, We aren't.
riding a scooter, roller skating.
We're (riding bikes).
Practice:
> Teacher points at the picture page 57 and asks: Are you riding
scooters?
> Students: Yes, we are/ No, we aren't.
Warm down: Listen and point 1.62

Activity: Watch, listen and sing along to walking walking Song.
Warm up: Introduce flash cards: Swimming pool, zoo, library, supermarket, coffee shop, park.
Practice:
Activity: Making your own neighborhood.
> Teacher
Studentspoints at the
are each poster
given a A4and ask questions.
paper, their blocks that they decorated last time, pencil, colors to make their own nei
Vocabulary: Swimming pool, zoo, library, > Student:Look at my neighborhood.
supermarket, coffee shop, park There's a supermarket.
Structure: Here's our school.
Students are able to It's next to the library.
Look at my neighborhood.
make their own
There's a supermarket.
neighborhoods Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad
Here's our school.
It's next to the library. > Mum and dad ask student: What's in your neighborhood?
Focus skill: Speaking & listening > Students answers: Look at my neighborhood.
There's a supermarket.
Here's our school.
Practice:
It's next to the library.
> Students take turn to say what they have in their neighborhood.
Activity 1: Talk about the story
Activity 2: Introduce with the flash cards: kite, bike, fast, dancing,
windy
> Teacher show flash cards
> Students chant.
> Let students take turns to be a teacher.
Practice: Read look and complete:
Teacher shows the picture page 59, intruduces the words in the box:
love, bike, kite, dancing
teacher points at the picture and asks student to complete.
I love flying my kite.
I live riding my bike.
Vocabulary: silly, try, help me, look out, go fast, I love going fast.
kite, bike, fast, dancing, windy I love dancing.
I love (flying my kite). I the actions that they can
don't like (flying). do to have fun
We're (flying kites).
Activity 3: Introduce with ppt: silly, try, help me, look out, go fast.
Practice: Read, match and say.

> Students are each given a worksheet page 58 in activity book to read
the words, match and say.
Warm down: Watch, listen and sing along to walking walking Song.
Warm up:
Activity 1:Watch, listen and sing along to walking walking Song.
Activity 2: Introduce flash cards the long i sound: dry, sky, by, fly,
my.
> Students shout out dry, sky, by, fly, my (Teacher corrects or say the
word first if students don't know)
> When it's windy and dry. With the cloud zooming sky. I love flying
my kite in the sky.
Practice 2: write, read and draw
Vocabulary: by, sky, zooming, windy, dry, > Students are each given a worksheet page 60 in activity book to
cloud, flying my kite write, read and draw.
Phonics focus: long i:, spelling y
Structure:
the long i: sound and
Can I have a turn, please?
can know how to be
Just a minute.
kind when they want to
I want to finish this. Activity 3: watch the video page 61
take turns
It's your turn now. Practice: Say and act out.
Value: Taking turns. Go ahead,
Focus skill: Speaking & listening Take your turn.
I can watch.
I can learn.
While I wait, for my turn
Practice: Role play
Student 1: Can I have a turn, please?
Student 2: Just a minute. I want to finish this.
Student 2:Here you are. It's your turn now.
Student 1: thank you.
Warm down: color the correct picture. Draw happy face or sad face
> Students are each given a worksheet page 61 in activity book to color the correct picture, draw happy face or sad
Warm up: Watch, listen and sing along to the walking walking Song.

Students can perform > Ask mum and dad for help with playing the walking walking Song. on You tube
Vocabulary: The walking walking Song. along the walking > Sing and dance along to the song
walking Song. > Ask mum or dad to video tape you as you perform the song
Practice:
Warm up: Watch, listen and sing along to Do You Like Sports Song.
Activity 2: Introduce with flash cards: Basketball, soccer, table tennis.

> Teacher points at the pictures.
> Teacher: what is he/she doing?
> Students: He/She is...
Practice 2: write B, S, or T
write B, S or T.
Vocabulary: basketball, soccer, table tennis, hit,

net, paddle, ball, catch, throw, kick
Structure:
the sports and answer
He's/ She's playing (catch).
the questions: what are
He's/ She's good at (catching).
you good at?
I'm good at catching. Activity 3: Introduce with flash cards: basketball, soccer, table tennis,
Focus skill: Speaking & listening hit, net, paddle, ball, catch, throw, kick
Practice 1: Listen and repeat 1.72
She's playing catch. She is good at catching.
She's playing basketball. She's good at throwing the ball in the nest.
He's playing soccer. He's good at kicking the ball.
He's playing table tennis. He's good at hitting the ball with the paddle.
Practice 2: What are you good at?
Teacher sticks the flash cards on the board.
> Teacher: What are you good at?
> Students: I'm good at...
Warm down: Watch, listen and sing along to Do You Like Sports Song.
Activity 1: Introduce with flash cards: Jumping rope, dancing, riding a bike, riding a scooter, running, flying a kite,
Activity 2: look at the poster, read and circle.

> Students are each given posters page 56 and page 64 in student book
to read and circle.
Practice: Look and write the family words
> Students are each given a worksheet page 64 in activity book to look
and write the family words.
Vocabulary: activities, numbers

Structure:
6 students love riding their scooters.
their favorite sports. Activity 3: Make a favorite sports graph
It's my favorite sport. > Students are each given small pieces of pictures: shoes (for
Focus skill: Speaking & listening running), ball (for soccer), Bike (for riding a bike), scooter ( for riding
a scooter), roller (for roller skating), music player (for dancing) to
color and cut. (students can choose more than 1 favorite sport)
> Teacher prepare a graph on A0 paper.
> After students finished they will glue on the graph.
Practice:
> Teacher: What is your favorite sport?
> Student: I love ......
Activity: Show and tell.

> Two students will hold the graph, others will take turns to come, count and say:
6 children love riding bike.
2 children love playing soccer.
Warm down:Watch, listen and sing along to Do You Like Sports Song.
Warm up:
Activity: Making a favorite sports graph.
> Students are each given a A4 paper with the graph like the graph page 65 in student book.
> Student 1: What is your favorite sport?
> Student 2: I love...
Vocabulary: running, soccer, riding a bike,
riding a scooter, roller skating, dancing.
Structure:
Students can make a
riding a scooter, roller skating, dancing.
Structure: Practice:
Students can make a
What is your favorite sport? > Teacher points at the graph and ask questions.
favorite sports graph
I love.... > Teacher: Who love....?
(Susu) loves...., too. > Student:.... loves......
> Mum and dad ask student: Who love....?( soccer).
> Students answers: (Tom)... loves......(soccer).
Practice:
> Students take turn to talk about their graphs.
Warm up: Watch, listen and sing along to the Let's go to the zoo Song.
Activity 1: Introduce with flash cards: elephant(s), giraffe(s), crocodile(s), monkey(s), lion(s), parrot(s)
> Students chant: elephant(s), giraffe(s), crocodile(s), monkey(s), lion(s), parrot(s)

> Teacher points at the picture and asks: what are they?
> Student: They are lions.
> Teacher: How many lions are there?
> Student: There are 4 lions.
Vocabulary: elephant(s), giraffe(s), crocodile(s), Practice: Point and say page 67
monkey(s), lion(s), parrot(s), wild, Neck, teeth, > Teacher: What are they?
long, tail, big, small, nose > Student: They are...
Structure: > Teacher: Do they have a big nose/big ears/ long tail/ long leg/ big
What are they? eyes/ big teeth/...?.
Students can recognize > Student: Yes. They do/ No.They don't.
They are lions.
wild animals and some
There are (4 lions).
parts in their bodies.
They (monkeys) are (jumping).
Do they have (big teeth)?
Yes, They do.
No, They don't. Activity 3: Find, color, count, write and say.
Focus skill: Speaking & listening Practice:
find, color, count, write and say.
> Student: They are giraffes.
> Teacher: How many giraffes are there?
> Student: There are 4 giraffes.
Warm down: Watch, listen and sing along to the Let's go to the zoo Song.
Warm up: Watch video page 68.

Activity 1: Introduce with ppt: deer, sparkling, sharp, scary, scared, forest, wavy ears, sharp teeth, cold eyes
> Teacher shows ppt.
> Students chant: deer, sparkling, sharp, scary, scared, forest, wavy ears, sharp teeth, cold eyes

Vocabulary: deer, sparkling, sharp, scary, scared, > Teacher read the story
forest, wavy ears, sharp teeth, cold eyes. > Students repeat after teacher.
Structure: Practice: Listen and point 2.05
They aren't scary. Students can recognize
We (don't) have scary eyes. wild animals and some
They are taller than me. parts in their bodies. Activity 3: Draw and write
They have long legs. > Students are each given a worksheet page 69 in student book to
Crocodiles have cold eyes. draw and write.
Focus skill: Speaking & listening Practice: Point and say what's missing.
> Teacher points at the picture and asks: what's missing?
> Students: the teeth/ eyes/ears are missing
Warm down: Sing and do 2.06

play game: Simon says
Teacher names some body parts and students will touch their body.
Warm up: Introduce flash cards: elephant(s), lions, crocodiles, deers

Activity: Making your own forest
> Students are each given a worksheet page 69 in activity book to match and write animal names.
> Color the animals and your forest.
Vocabulary: elephant(s), lions, crocodiles, deers

Students can make their
Structure:
own forests.
Practice:
> Teacher: What animals have sharp teeth.
> Student: Crocodiles have sharp teeth.
Vocabulary: elephant(s), lions, crocodiles, deers
Students can make their > Students take turns to talk about their forest. " Hello everyone. This is my forest. There are elephant(s), lions, cro
Structure: have sharp teeth. Elephants have big ears. Deers have beautiful eyes. Lions have scary roars.
own forests.
> Mum and dad ask student: What is this?"
> Students answers:
This is my forest. There are elephant(s), lions, crocodiles, deers. Crocodiles have sharp teeth. Elephants have big ea
eyes. Lions have scary roars.
Practice:
> Students take turn to say what they have in their forests.
Activity 1:
Activity 2: Introduce flash cards the long o sound: boat, cold, goat,
toad.
> Students shout out boat, cout, goat, toad, foal (Teacher corrects or
> Deer and goats, Ducks and rats, Foals, and horse, Toads and bats.
> They aren't scary.
Practice 2: Color the pictures with the long o sound for spelling oa.
Look and complete the sentences.
Vocabulary: boat, cool, goat, toad, rat,bat, deer, > Students are each given a worksheet page 70 in activity book to
duck, horse, scary. color the pictures with the long o sound for spelling oa. Look and
Phonics focus: long o spelling oa
Students can pronounce complete the sentences.
Structure:
the long o sound and
Look at the butterfly.
can know how to
It's beautiful.
respect nature.
You can look, but don't touch.
Value: respecting nature
can know how to
It's beautiful.
respect nature.
You can look, but don't touch.
Value: respecting nature
Focus skill: Speaking & listening Activity 3: Watch the video page 71
Look, but don't touch.
Leave the wild things wild.
If we leave the alone,
They will survive.
Practice: Role play
Student 1: Look at the butterfly. It's beautiful.
Student 2: You can look, but don't touch.
Warm down: Watch, listen and sing along to the Let's go to the zoo Song.

Activity 1: Introduce with ppt: numbers 10-100, centimeters, meter,
in troduce with flash cards: deer, monkey, penguin, tiger.

> This is a deer. It's 80cm tall.
> This monkey is 50 cm tall. It's shorter than the deer.
> This tiger is 100cm tall. It's taller than monkey and deer.
Vocabulary: Numbers 10-100, centimeters, > This penguin is 60cm tall. It's shorter tham the deer.
meter, deer, monkey, penguin, tiger. Practice: Look, read and write
Structure: > Students are each given a worksheet page 72 in activity book to
This monkey is 50 centimeters tall. Students can talk about look, read and write.
It's taller/ shorter than the deer. the height of the
I'm/ He's/ She's 1 m 10 cm tall. animals
I'm taller/shorter than May.
The deer is shorter/ taller the zebra.
> Teacher points at the picture and asks: How tall is the lion?
> Students: The lion is 120 cm tall.
Practice: Write T or S
write T or S
> Students look at the ruler and write T or S
Warm down: Listen and sing 2.12


> Ask mum and dad for help with playing the Let's go to the zoo Song on You tube
Vocabulary: The Let's go to the zoo Song. along to the Let's go to > Ask mum or dad to video tape you as you perform the song
the zoo Song. > Send the performance to your teacher
Practice:
Warm up:
Activity 1: Watch, listen and sing along to the Let's go to the zoo Song.
Activity 2: Look at the poster page 66 and count.

> Teacher: Which animals live in the wild?
> Students: Monkey, elephant, lions, crocodiles, giraffe, parrot, horse,
deer
> Teacher: How many giraffes can you see?
> Students: I can see 5 giraffes
Practice: Play game
> Teacher gives each student a name of animal: tiger, horse, monkey,
lion,... and draw a farm, a house, and a wild on the board.
> Student 1: What animals are you?
Vocabulary: wild, farm, house, wild animals, > Student 2: I'm a lion.
body parts. > Student 1: Go to the wild. don't go to the farm.
Structure:
Go to the wild.
Don't go to the farm.
wild animals
We are tigers.
We have sharp teeth.
We live in the wild.
Go to the wild.
Don't go to the farm.
wild animals
We are tigers.
We have sharp teeth.
We live in the wild.
Focus skill: Speaking & listening Activity 3: Draw, color and say.
Practice:
draw, color and say.
> Teacher: points at the pictures and asks what color is this animal?
> Students: This is yellow and brown.
> Teacher: What animals have long necks?
> Students: They have long necks.
Warm down: Play game animals Sounds
Warm up: Watch, listen and sing along to The Wheels On the Bus Song.
Acitivity 1: Listen and point 1.50

Vocabulary: swimming pool, zoo, library, > Teacher point at the picture.
supermarket, coffee shop, park > Students chant: swimming pool, zoo, library, supermarket, coffee
Structure: shop, park
Where's Sam? Students can talk about > Let students take turns being the teacher.
He's/ She's at the swimming pool. places in the
Do you want to go to the zoo? neighborhood.
Yes, I do. Activity 3: Point and say page 47
No, I don't. > Teacher: Do you want to go to the zoo?
Focus skill: Speaking & listening > Student: Yes, I do./ No, I don't.
Practice:
match and say.
Activity: Listen and play game 1.53
Warm up: Introduce flash cards: elephant, horse, tiger, lion, monkey, deer, crocodile, ..
Activity: Make a mask.
>Each student is given colors, scissors, 1 sheet of A4 paper with a pre-printed animal mask image and a cardboard m
Vocabulary: elephant, horse, tiger, lion, monkey,

deer, crocodile, ..
Structure:
Students can make
We are tigers. Practice:
animal masks
We have sharp teeth. > Teacher invite students come in front and talk
We live in the wild. > Student: I'm a tiger, I have sharp teeth. I live in the wild.
> Mum and dad ask student: Who are you? what do you have? Where do you live?
> Students answers: I'm a tiger, I have sharp teeth. I live in the wild.
Practice:
balloon, boot, zoo.
> Students shout out school, pool, balloon, boot, zoo (Teacher corrects
or say the word first if students don't know)
cool.
Vocabulary: school, pool, balloon, boot, zoo, color picturess with the long oo sound and write.
hot, today, cool, frog, bird, flower, hat, umbrella
Phonics focus: long oo : spelling oo
Structure: Students can pronounce
Look. It's green/ red. long oo sound, and
Stop and wait. know how to be safe on Activity 3: Introduce flash cards: traffic light, red light, green light,
It's safe to cross now. the street. yellow
Let's go Practice: Say and act
Value: Being safe on the street. Red means stop,
Focus skill: Speaking & listening Green means go.
Go means walk,
But keep it slow.
Safe, safe, safe.
We stay safe,
On the street.
Practice: Role play
Warm down: Play game: "Red, Red, Green"

All the students, except the first one who is It, sit in a circle. It walks around the circle, tapping each student on the h
time until he decides to tap someone and say “Green.”
That person becomes the green and runs after It, trying to tag him before It can take his seat. If It successfully reache
without being tagged, the Green is the new It.
If the Green tags It, then the Green keeps his spot in the circle and It must either continue to be It for another turn.
Warm up: Watch, listen and sing along to walking walking Song.
Activity 2: Introduce with flash cards: Dance, jump rope, run, roller
skate, ride a scooter.
skate)?
Vocabulary: Dance, jump rope, run, roller skate, > Let students take turns being the teacher.
ride a scooter. Practice 2: Match and say.
Structure: Students are each given a worksheet page 56 in activity book to match
Can he/ she ( roller skate)? Students can talk about and say.
Who's running? the actions that they can
Are you (riding scooters)? do to have fun
Yes, we are. No, We aren't.
We're (riding bikes). Activity 3: Introduce with flash cards: running, riding a bike, dancing,
Focus skill: Speaking & listening riding a scooter, roller skating.
Practice:
scooters?
Warm down: Listen and point 1.62

Activity: Watch, listen and sing along to walking walking Song.
Warm up: Introduce sentences page 51:

Stop and wait.
It's safe to cross now.
Let's go
Activity: Make a traffic lights.
>Each student is given a paper to make a cylinder; red, yellow, green paper to cut circles.
> Students glue red, green, yellow cirles to the cylinder to make a traffic light.
Structure:
Stop and wait. Students can make their
It's safe to cross now. own traffic lights
Let's go
Value: Being safe on the street.
Practice:
Structure:
> Student: Look. It's red. red means stop and wait.
Stop and wait. Students can make their
It's green. Green means go. It's safe to cross now.
It's safe to cross now. own traffic lights
I's yellow. We can wait to green light.
Let's go
Value: Being safe on the street.
Be a teacher at home:
Students explain the meaning of traffic lights to parents and ask parents to repeats.
Look. It's red. red means stop and wait.
It's green. Green means go. It's safe to cross now.
I's yellow. We can wait to green light.
Practice:
> Students take turn to talk about their traffic lights.

write B, S or T.
Vocabulary: basketball, soccer, table tennis, hit,
net, paddle, ball, catch, throw, kick
Structure:
the sports and answer
you good at?
I'm good at catching.
you good at?
I'm good at catching.
Focus skill: Speaking & listening Activity 3: Introduce with flash cards: basketball, soccer, table tennis,
hit, net, paddle, ball, catch, throw, kick
Warm down: Watch, listen and sing along to Do You Like Sports Song.
Warm up: Watch, listen and sing along to Floor Is Lava Song
Activity 1: Introduce with ppt: River, race, win, smart, king, know, trick
Activity 2: Teacher talk about the picture and story page 76 and 77
Practice: Students repeat the story.
Vocabulary: river, race, win, smart, king, know,
trick
Structure: Mouse deer and
It's too small (for lunch). How can I....? crocodiles Activity 3: Find and circle the differences.
Value: Being smart Practice:
Focus skill: Speaking & listening > Students are each given a worksheet page 76 to find and circle the
differences.
> Students: There are 3 elephants in picture 1, there are 2 elephants in
pictures 2.
Warm down: Watch, listen and sing along to Party Freeze Dance Song
Warm up: Introduce ppt: running, deer, park, toad, soccer, zoo and sentences: I'm good at running, I want to go to t
toad.

>Each student is given a worksheet page 77 in activity book to look, write, complete the sentences and say.
Vocabulary: running, deer, park, toad, soccer,

zoo. Practice:
Structure: > Teacher invite students come in front and talk
Students can talk about >Teacher: What are you good at? Where do you want to go?Who is taller than a toad?
I'm good at...
what they are good at. > Student: I'm good at running/ playing soccer , I want to go to the park/zoo, I'm taller than a toad/deer
I want to go...
I'm taller than a...
Focus skill: Speaking & listening Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
Mum and dad: What are you good at?/ Where do you want to go?/ Who is taller than a toad?
> Student: I'm good at running/ playing soccer , I want to go to the park/zoo, I'm taller than a toad/deer
Practice:
Warm up: Watch, listen and sing along to "What Do You Want To Be?" Song
Activity 1: Introduce with flash cards: chef, police officer, firefighter, nurse, taxi driver, vet

Practice:
> Teacher: Who is she/he?
Vocabulary: chef, police officer, firefighter, > Students: She/He is a chef/ police officer/ firefighter/ nurse/ taxi
nurse, taxi driver, vet driver/ vet
Structure: > Teacher: Whay is she/he doing?
There's a boy. > Students: She is playing/cooking/helping
He's/ She's cooking/ playing/ helping.
He's/ She's wearing a hat.
some jobs
He's/ She's at the coffee shop.
He's/ She's a chef. Activity 3: Listen and point 2.14
Is he/she a police officer? Practice: Color, match and say.
Yes, he is./ No, he isn't. > Students are each given a worksheet page 78 in activity book to
Focus skill: Listening an Speaking color, match and say.
Activity 4: Guessing games - Who am I?
> Student take turn to do the action or make a sound to decribe a job.
> The rest of class guess who is he/ she?
Wrap up: Watch, listen and sing along to "What Do You Want To Be?" Song
Activity 1: Watch the video page 80 in student book.
Activity 2: Talk about the story page 80

Practice:
Vocabulary: Horrible, sick, prickles, zookeeper, >Teacher tells the story, students repeat.
chef, police officer, firefighter, nurse, taxi driver,
vet
Structure:
some jobs
Are they (doctors)?
Yes, they are./ No, they aren't. Activity 2: Introduce with flash cards: zookeeper, firefighter, vet
Focus skill: Listening an Speaking Practice:
listen match the jobs to the correct sentences.
>Teacher: Are they vet/zookeeper/ firefighter/police officer?
> Student: Yes, they are. No, they aren't.
Warm up: Introduce ppt: chef, firefighter, vet, zookeeper, white, yellow, green, brown

>Each student is given a worksheet page 81 in activity book to look, color and say
We are chefs dressed in white
We are firefighters dressed in yellow
We are vets dressed in green.
We are zookeepers dressed in brown.
Vocabulary: chef, firefighter, vet, zookeeper,
white, yellow, green, brown
Students can talk about Practice:
Structure: the colors of the dress > Teacher invite students come in front and talk
We are chefs dressed in white of chefs, firefighters, >Teacher: What colors did chefs/firefighter/ vet/ zookeeper dress in?
We are firefighters dressed in yellow vets, zookeepers > Student: The chefs dressed in white/ firefighters dressed in yellow/ vets dressed in green/ zookeepers dressed in b
We are vets dressed in green.
We are zookeepers dressed in brown. Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
Mum and dad: What colors did chefs/firefighter/ vet/ zookeeper dress in?
> Student: The chefs dressed in white/ firefighters dressed in yellow/ vets dressed in green/ zookeepers dressed in b
Practice:

Students role-play:
Students play 4 characters in the story, say and act out.
Vocabulary: Singer, actor, teacher, doctor
Structure:
What's wrong?
I'm sick.
My tummy hurts. Students can talk about Activity 3: Listen and repeat
How do you feel now? some jobs I'm a teacher.
Much better, thanks. He's a doctor.
phonics focus: -er, -or endings She's a singer.
Value: helping others We're all actors.
Focus skill: Listening an Speaking Practice: Look and match. Draw yourself.
> Students are each given a worksheet page 82 in activity book to look
and match. Draw themselves.

Wrap up: Watch, listen and sing and dance along to "What Do You Want To Be?" Song
Warm up: Listen and sing 2.24 page 85

Activity 2: Listen and repeat after teacher

Practice: Ask questions about these people.
> Teacher: What's her/his job?
> Student: She/ He is a nurse/ firefigher/ police officer.
Vocabulary: look after, work, hospital, police/
> Teacher: Where does she work?
fire station, drive, fire truck, uniform.
> Student: She/ He works in a hospital/ fire station/ police station.
Singer, actor, teacher, doctor, zookeeper, chef,
police officer, firefighter, nurse, taxi driver, vet
He/ she (works) in a hospital. some jobs
He/ she (works) in a hospital. some jobs
Does he/she work in a hospital? Activity 3: Talk about the picture
Yes, He/ she does. No, He/she doesn't. > Teacher points at the picture and ask.
A police officer works in a police station. > Student: This is....
Focus skill: Listening an Speaking Practice: Match and say
match and say.

Wrap up: Listen and sing 2.24 page 85
Warm up: Introduce ppt: nurse, firefigher, police officer, teacher, doctor, hospital, fire station, police station
>Each student is given a paprer, scissors, glue, small pictures of nurse, firefigher, police officer, teacher, doctor, hos
station to make a poster.
Practice:
Vocabulary: nurse, firefigher, police officer, > Student: She/ He is a nurse/ firefigher/ police officer/ teacher/ doctor.
teacher, doctor, hospital, fire station, police > Teacher: Where does she work?
station Students can make a > Student: She/ He works in a hospital/ fire station/ police station/ School.
Structure: talk about some jobs
He is a.. Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
She is a... >Mum and dad: What's her/his job?
> Student: She/ He is a nurse/ firefigher/ police officer/ teacher/ doctor.
> Mum and dad: Where does she work?
> Student: She/ He works in a hospital/ fire station/ police station/ School.
Practice:
Warm up:
Activity 1: Listen and sing 2.24 page 85
Activity 2: Look at the poster. Look, read, and write.
Practice:
> Teacher: Is he/she a vet?
> Students: Yes, He/ She is.
> Teacher: Is he/she a taxi driver?
Vocabulary: Singer, actor, teacher, doctor,
> Students: No, he/she isn't.
zookeeper, chef, police officer, firefighter, nurse,
> Students take turns to answer the questions.
taxi driver, vet
Is he/she a vet? some jobs
Yes, he/she is.
No, he/she isn't. Activity 3: Read, Write the answers.
read, write the answers.
Wrap up: Watch, listen and sing along to "Here Comes The Fire Truck" Song
Warm up:
Activity 1: Listen and sing 2.24 page 85
The class was split into 4 groups

Vocabulary: hospital, police/ fire station, drive,
> Each group is given an A0 paper, pencil, cryon, scissors, glue, hard color paper.
fire truck, uniform, singer, actor, teacher, doctor,
Activity 2: Draw around your friends.
zookeeper, chef, police officer, firefighter, nurse,
Students can talk about > 1 student of each group lie on the paper. Others will draw his/ her body.
taxi driver, vet
some jobs Activity 3: Color, cut and stick
Structure:
> Students cut color paper to decorate a teacher/doctor/ zookeeper/ chef/ police officer/ firefighter/ nurse 's uniform
Focus skill: Listening an Speaking
Wrap up: Show and tell
He's/She's teacher/doctor/ zookeeper/ chef/ police officer/ firefighter/ nurse.
He/she wears a uniform.
He/she works in a school/hospital/ zoo/...
Warm up: Introduce ppt: police officer, firefighter, nurse, chef, teacher, taxi driver.
>Each student is given a worksheet page 86 in activity book to read, write and answer the questions.
Vocabulary: police officer, firefighter, nurse,

Vocabulary: police officer, firefighter, nurse, Practice:
chef, teacher, taxi driver. > Teacher invite students come in front and talk
Structure: Students can make a > Teacher: Is he/she a police officer/ firefighter/ nurse/ chef/ teacher/ taxi driver?
Is he/she a vet? talk about some jobs > Student: Yes, he/she is./ No, he/she isn't.
Yes, he/she is.
No, he/she isn't. Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
>Mum and dad:Is he/she a police officer/ firefighter/ nurse/ chef/ teacher/ taxi driver?
> Student: Yes, he/she is./ No, he/she isn't.
Practice:
Warm up: Watch, listen and sing along to The Musical Instruments Song
Activity 1: Introduce with the flash cards: Flute, piano, drums, tambourine, guitar.

Vocabulary: Flute, piano, drums, tambourine, Practice: Listen and repeat 2.26
guitar. > Students are each given a worksheet page 88 in activity book to
Structure: match, trace and say.
He's/ She's wearing a (T-shirt).
some musical
He's/ She's playing the flute.
instruments Activity 3: Talk about the picture
I'm playing the guitar.
He/ She likes to play the piano. Practice:
Focus skill: Listening an Speaking > Teacher: What's he/she wearing?
> Students: She/He's wearing a T-shirt.
> Teacher: What's he/she playing?
> Students: She/He playing the guitar/ the flute/ ...
Wrap up: Listen and stick 2.27

Vocabulary: Sleepy, fast, loud, slow, dance, sing, Practice: Talk about the story
shout, quiet, lively, soft. Teacher tells the story. Students repeat.
I like to play fast music. some musical
I like to dance to loud music. instruments
I like to play fast music. some musical
I like to dance to loud music. instruments
The music is fast. Activity 3: Listen and trace the correct words.
Focus skill: Listening an Speaking Practice: Say the sentences.
> Teacher points at the picture and asks:
> Students: She/He likes to play the flute./ The music is fast.
Warm up: Introduce flash cards: Flute, piano, drums, tambourine, guitar.
>Each student is given a paper, scissors, glue, small pictures of flute, piano, drums, tambourine, guitar to make a pic
Practice:
Vocabulary: Flute, piano, drums, tambourine, > Teacher: What's this?
guitar. Students can talk about > Student: It's a flute/ piano/ drums/ tambourine/ guitar.
Structure: some musical
What's this? instruments
It's a flute/ piano/ drums/ tambourine/ guitar. Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
> Student: It's a flute/ piano/ drums/ tambourine/ guitar.
Practice:

"Clap and count 1,2,3,4
Open your mouth.
You can sing out load.
Vocabulary: count, mouth, out, loud, shout, But please don't shout."
sounds. Practice: Music performance.
Structure: Students come in front to perform the lyrics.
What's wrong with James?
Maybe he's lonely.
some musical
Come and play with us.
instruments
Okay. Thanks.
Phonics focus: ou as in mouth
Value: including others
some musical
Come and play with us.
instruments
Okay. Thanks. Activity 3: Say and act out.
Phonics focus: ou as in mouth Practice: Group of 3 students take turns acting
Value: including others > Student 1: What's wrong with James?
Focus skill: Listening an Speaking > Student 2: May be he's lonely.
> Student 1: Come and play with us, Jame.
> Student 2: You can play drums.
> Student 3: Okay. Thanks
Wrap up: Listen and chant 2.34
Activity 1: Introduce with flash cards: trumpet, violin, flute, piano.

Practice:
Vocabulary: lounder quieter, slower, faster, > Teacher: What happen to the music?
trumpet, violin, flute, piano.
Students can talk about > Students: The music gets louder/quieter/faster/slower.
Structure:
some musical
Listen to the trumpet.
instruments
The music gets louder.
Focus skill: Listening an Speaking Activity 3: Talk about the picture page 95
Practice: Write name of the instruments.
write name of the instruments.
Warm up: Introduce flash cards: Flute, piano, drums, tambourine, guitar, sharker.
>Each student is given a paper, scissors, glue, small pictures of boys/ girls are playing flute, piano, drums, tambouri
make a picture.
Vocabulary: Flute, piano, drums, tambourine,

guitar, sharker.
What's he/she playing? some musical
He/ She likes to play the piano. instruments
Practice:
Vocabulary: Flute, piano, drums, tambourine, > Teacher: What's he/she playing?
guitar, sharker. > Student: He/ She likes to play the flute/ piano/ drums/ tambourine/ guitar/sharker.
Structure: Students can talk about > Teacher: What instrument do you like to play?
What's he/she playing? some musical > Student: I like to play the flute/ piano/ drums/ tambourine/ guitar/ sharker.
He/ She likes to play the piano. instruments
What instrument do you like to play? Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
I like to play the piano. >Mum and dad: What's he/she playing?
> Student: He/ She likes to play the flute/ piano/ drums/ tambourine/ guitar.
> Mum and dad: What instrument do you like to play?
> Student: I like to play the flute/ piano/ drums/ tambourine/ guitar/ sharker.
Practice:

Vocabulary: Flute, piano, drums, tambourine, Practice:
guitar. > Teacher points at the poster and asks: What does he/ she like
Sleepy, fast, loud, slow, quiet, lively, soft. playing?
Structure: Students can talk about >Students: He/ She likes playing the drums/ tambourine/violin/...
He/ She likes to play the piano. some musical
This music is fast. instruments
I like to sing. Activity 3: Put the words in order and complete the sentences.
I like to play my shaker fast. Practice:
Focus skill: Listening an Speaking >Teacher: What does she like playing?
> Students: She likes playing the drums.
Wrap up: Listen 2.37 and guess the instruments.

guitar.
Sleepy, fast, loud, slow, quiet, lively, soft.
Activity 2: Draw and decorate a musical instrument.
> Students are each given a paper to draw and decorate a musical
Vocabulary: Flute, piano, drums, tambourine, instrument.
guitar.
I like to sing.
I like to play my shaker fast. Activity 3: Show and tellPractice: Make a a musical instrument.> Teacher prepares some materials for making a mu
Wrap up: Show and tell.

This is my Flute/ piano/ drums/ tambourine/ guitar.
I like to play fast/slow/loud music.
Warm up: Watch, listen and sing along to the Musical Instruments Song

> Ask mum and dad for help with playing Musical Instruments Song on You tube
Vocabulary: Musical Instruments Song along to the Musical > Ask mum or dad to video tape you as you perform the song
Instruments Song > Send the performance to your teacher
Practice:
Warm up: Watch, listen and sing along to Put On Your Shoes Song
Activity 1: Introduce with flash cards: Tracksuit, shirt, sneakers, jeans, pajamas, slippers.
Activity 2: Listen and point 2.39. Listen and repeat 2.40

Vocabulary: Tracksuit, shirt, sneakers, jeans, Practice:Talk about the picture
pajamas, slippers. > Teacher: what is he/she wearing?
Structure: > Students: He/ She's wearing a shirt.
He's/ She's wearing a shirt. > Teacher: Is he/she wearing a blue shirt?
Students can talk about > Students: Yes, he/she is. No, he/she isn't.
It's/ They're big/ small/ blue/ yellow.
clothes
Is he/ she wearing blue jeans?
Yes, he is.
No, he/she isn't.
Yes, he is.
No, he/she isn't. Activity 3: trace, color and say.
trace, color and say.
Wrap up: Listen and play a game 2.42
Activity 2: Listen and point, listen and repeat 2.43

Vocabulary: blanket, swap, super bear, surprise, Practice: Talk about the story.
sticks, pajamas, morning, night, glasses, put on, Teacher reads the story.
take off, jeans Students repeat after teacher.
Structure:
My pajamas are too big/ small. Take them off.
Is she playing with sticks?
clothes
Is he putting on his pajamas? Activity 3: What are children doing?
Yes, he is. Practice:
No, he/she isn't. > Teacher points at the picture page 101 and asks: What is he/she
He's/ She's putting on his/her jeans. doing?
Focus skill: Listening an Speaking > Students: He/She's putting on his/her jeans.
Warm up: Introduce flash cards: Tracksuit, shirt, sneakers, jeans, pajamas, slippers
>Each student is given a worksheet page 98 in student book to trace, color and say. ( done in lesson 1&2)
Vocabulary: Tracksuit, shirt, sneakers, jeans,

pajamas, slippers
Structure:
What's this?
clothes
It's a tracksuit/ shirt.
What are these?
These are sneakers/ jeans/ pajamas/ slippers
Practice:
Vocabulary: Tracksuit, shirt, sneakers, jeans, > Teacher: What's this?
pajamas, slippers > Student: It's a tracksuit/ shirt.
Structure:
Students can talk about > Teacher: What are these?
What's this? > Student: These are sneakers/ jeans/ pajamas/ slippers
clothes
It's a tracksuit/ shirt.
What are these? Instruction: Teacher gives instruction on how to conduct the activity at home with mum and dad.
These are sneakers/ jeans/ pajamas/ slippers >Mum and dad: What's this?
> Student: It's a tracksuit/ shirt.
> Mum and dad: What are these?
> Student: These are sneakers/ jeans/ pajamas/ slippers
Practice:
Warm up:
Vocabulary: Hook, wool, slippers, pajamas, on, Practice: Listen and chant .2.48
under, bed, chair, shelf, table, book.
Structure:
Where's my blue shirt?
Put your clothes away. Students can talk about
Then you can find them. clothes
Activity 3: short oo, spelling oo
Is this your blue shirt?
Introduce the words: hook, wool, book, boot, balloon, foot
Yes, it is. Thanks.
Practice: Talk about the picture page 102
Phonics focus: short oo, spelling oo
> Teacher: How many booj can you see?
> Students: I can see 4 book.
> Teacher: What colors are the pajamas?
> Students: They are red.
>Teacher: where are the pajamas?
> Students: They are hanging on the hook.
Wrap up: Watch, listen and sing along to Put On Your Shoes Song
Warm up: Watch the video page 104.
Activity 1: Introduce with flash cards: Costume, cape, eye patch, tiara, wand, scarf, ballet shoes

Vocabulary: Costume, cape, superhero, pirate, Practice:
eye patch, tiara, failytale, wand, scarf. > Teacher: Whose cape/hat is this?
ballet shoes > Students: It's Max's/ Eliot's.
Structure: > Teacher: What's Max's favorite costume?
This is Max's favorite costume. > Students: a cape and a mask
Whose hat is this? Students can talk their
It's Eliot's. favorite costumes.
He's/She's wearing a mask.
He/ She likes to read fairytales. Activity 3: Draw favorite costume.
Whose book is this? > Students are each given a worksheet page 104 in activity book to
It's Sam's. draw their favorite costumes.
Focus skill: Listening an Speaking Practice: Read and check.
> Teacher: what's your favorite story?
> Students: I like to read superhero/ fairytales/ private stories.
Warm up: Introduce flash cards: cape, mask, eye patch, tiara, wand, scarf.
>Each student is given a paper, pencil, glue, small pictures of cape, mask, eye patch, tiara, wand, scarf.
> Students fold the paper in half, glue the pictures on the left and draw their favorite costume on the right.
Practice:
Vocabulary: cape, mask, eye patch, tiara, wand, > Teacher: What's this?
scarf. > Student: It is a cape/ mask/eye patch/ tiara/ wand/ scarf.
Students can talk their
Structure: > Teacher: Can you tell me about your favorite costume?
favorite costumes.
It is a cape/ mask/ eye patch/ tiara/ wand/ scarf. > Student: This is my favorite costume. I'm wearing a... and a....
This is my favorite costume. I'm wearing a...
> Student: It is a cape/ mask/eye patch/ tiara/ wand/ scarf.
> Mum and dad: Can you tell me about your favorite costume?
> Student: This is my favorite costume. I'm wearing a... and a....
Practice:
Warm up: Listen and sing 2.50

Activity 1: Introduce with flash cards: Costume, cape, eye patch, tiara, wand, scarf, ballet shoes.

> Teacher: Whose cape/hat is this?
> Students: It's Max's/ Eliot's.
Vocabulary: costume, cape, superhero, pirate, > Teacher: What's Max's favorite costume?
eye patch, tiara, failytale, wand, scarf. > Students: a cape and a mask
ballet shoe Practice: Talk about the picture page 105
Structure: > Teacher: What's he/she wearing?
This is Max's favorite costume. > Students: He's/She's wearing a hat.
Whose hat is this? Students can talk their
It's Eliot's. favorite costumes.
He's/She's wearing a mask.
He/ She likes to read fairytales.
Whose book is this? Activity 3: Complete the questions and answers
It's Sam's. Practice:
Focus skill: Listening an Speaking > Students are each given a worksheet page 105 in activity book to
complete the questions and answers.
Activity 1:
Activity 2: Look at the poster.

Practice:
> Teacher: Is it a boy or a girl?
> Students: a girl.
> Teacher: Is she wearing jeans?
Vocabulary: Boy, girl, clothes, tiara, cape, king,
> Students: No, she isn't.
pirate, princess, clothes.
Structure:
I'm wearing a red cape. Students can talk their
Is he/ she wearing jeans? favorite costumes.
Yes, He/she is.
No, He/ she isn't.
Structure:
I'm wearing a red cape. Students can talk their
Is he/ she wearing jeans? favorite costumes. Activity 3: write, match and color
Yes, He/she is. > Students are each given a worksheet page 107 in activity book to
No, He/ she isn't. write, match and color.
> Teacher: Who is your favorite character?
> Student: Litte red riding hood/ superhero/...
Wrap up: show and tell

Students are each take turn to come infront of class to talk about their pictures.
I'm a litte red riding hood/ superhero/...
I'm wearing a red cape/ mask/....
Warm up: Watch, listen and sing along to the Put On Your Shoes Song

> Ask mum and dad for help with playing Put On Your Shoes Song on You tube
Students can perform > Ask mum or dad to video tape you as you perform the song
Vocabulary: Put On Your Shoes Song along to the Put On > Send the performance to your teacher
Your Shoes Song
Practice:
Activity 1: Introduce with flash cards: chef, police officer, firefighter, nurse, taxi driver, vet

Practice:
Vocabulary: chef, police officer, firefighter,
> Students: She/He is a chef/ police officer/ firefighter/ nurse/ taxi
nurse, taxi driver, vet
driver/ vet
Structure:
> Teacher: Whay is she/he doing?
There's a boy.
> Students: She is playing/cooking/helping
He's/ She's cooking/ playing/ helping.
some jobs
He's/ She's a chef.
Is he/she a police officer?
Yes, he is./ No, he isn't.
some jobs
He's/ She's a chef. Activity 3: Listen and point 2.14
Is he/she a police officer? Practice: Color, match and say.
Yes, he is./ No, he isn't. > Students are each given a worksheet page 78 in activity book to
Focus skill: Listening an Speaking color, match and say.

Wrap up: Watch, listen and sing along to "What Do You Want To Be?" Song
Warm up: Listen and sing 2.24 page 85


Vocabulary: look after, work, hospital, police/
fire station, drive, fire truck, uniform.
Singer, actor, teacher, doctor, zookeeper, chef,
police officer, firefighter, nurse, taxi driver, vet
He/ she (works) in a hospital. some jobs Activity 3: Talk about the picture
Does he/she work in a hospital? > Teacher points at the picture and ask.
Yes, He/ she does. No, He/she doesn't. > Student: This is....
A police officer works in a police station. Practice: Match and say
Focus skill: Listening an Speaking > Students are each given a worksheet page 85 in student book to
match and say.

Wrap up: Listen and sing 2.24 page 85
Warm up:
Activity: Making a favorite job graph.
> Students are each given a A4 paper with the graph with 8 colunms: Singer, teacher, doctor, zookeeper, chef, police
> Student 1: Who do you want to be?
> Student 2: I want to be a....
Vocabulary: Singer, teacher, doctor, zookeeper,

chef, police officer, firefighter, vet Practice:
Students can make a
Structure: > Teacher points at the graph and ask questions.
favorite jobs graph
Who do you want to be? > Teacher: Who want to be a Singer/ teacher/ doctor/ zookeeper/ chef, police officer/ firefighter/ vet?
I want to be a.... > Student:.... wants to be a......
> Mum and dad ask student: Who want to be a Singer/ teacher/ doctor/ zookeeper/ chef, police officer/ firefighter/ v
> Student: (BUN) wants to be a......(doctor).
Practice:
Activity 1: Introduce with the flash cards: Flute, piano, drums, tambourine, guitar.

Practice: Listen and repeat 2.26
Vocabulary: Flute, piano, drums, tambourine, > Students are each given a worksheet page 88 in activity book to
guitar. match, trace and say.
Structure:
He's/ She's wearing a (T-shirt).
some musical
He's/ She's playing the flute.
instruments
I'm playing the guitar.
He/ She likes to play the piano. Activity 3: Talk about the picture
> Teacher: What's he/she wearing?
Wrap up: Listen and stick 2.27

Practice:
> Teacher points at the poster and asks: What does he/ she like
Vocabulary: Flute, piano, drums, tambourine, playing?
guitar. >Students: He/ She likes playing the drums/ tambourine/violin/...
I like to sing.
I like to play my shaker fast.
Activity 3: Put the words in order and complete the sentences.
Practice:
>Teacher: What does she like playing?
Wrap up: Listen 2.37 and guess the instruments.
Warm up:
> Students are each given a A4 paper with the graph with 6 colunms: Flute, piano, drums, tambourine, guitar, shake
> Student 1: What is your favorite musical instrument?
> Student 2: I like to play....
guitar, shaker Students can make a
Structure: favorite instrument
What is your favorite musical instrument? graph
I like to play....
guitar, shaker Students can make a
Structure: favorite instrument Practice:
What is your favorite musical instrument? graph > Teacher points at the graph and ask questions.
I like to play.... > Teacher: Who likes to play the Flute/ piano/ drums/ tambourine/ guitar/ shaker?
> Student:.... likes play......
> Mum and dad ask student: Who likes to play the Flute/ piano/ drums/ tambourine/ guitar/ shaker?
> Student:.... likes play......
Practice:
Activity 1: Introduce with flash cards: Tracksuit, shirt, sneakers, jeans, pajamas, slippers.

Practice:Talk about the picture
Vocabulary: Tracksuit, shirt, sneakers, jeans, > Teacher: what is he/she wearing?
pajamas, slippers. > Students: He/ She's wearing a shirt.
Structure: > Teacher: Is he/she wearing a blue shirt?
He's/ She's wearing a shirt.
Students can talk about > Students: Yes, he/she is. No, he/she isn't.
It's/ They're big/ small/ blue/ yellow.
clothes
Yes, he is.
No, he/she isn't.
Focus skill: Listening an Speaking Activity 3: trace, color and say.
Practice:
Wrap up: Listen and play a game 2.42
Warm up:
Activity 1: Introduce ppt: pancakes, sweet, beautiful, perfect, gorgeous
Vocabulary: pancakes, sweet, beautiful, perfect,

gorgeous,noise, angry, bite, butter, safe
> Teacher: What animal are these?
> Students: These are tigers.
Vocabulary: pancakes, sweet, beautiful, perfect, > Students: These are pancakes.
gorgeous,noise, angry, bite, butter, safe > Teacher: What is this/ are these?
Structure: > Students: This is a beautiful blue shirt/ These are perfect, purple pants/ shiny, silve slippers/ gorgeous, green glass
Don't eat me for lunch.
Take my beautiful, blue shirt.
tell Little Lukie story
I'm the coolest cat.
Value: Activity 3: Listen and follow 2.51
Being brave Students repeat after the story.
Focus skill: Listening & speaking Practice: Discuss the story.
> Teacher: What does dad make?
> Students: Dad make delicious pancakes.
> Teacher: What did Lukie give the first/ second/ third/ fouth tiger?
> Students: He gaves a beautiful blue shirt/ perfect, purple pants/ shiny, silve slippers/ gorgeous, green glasses.
Wrap up: Listen the story again.
Warm up:
> Students are each given a A4 paper with the graph with 6 colunms: Tracksuit, shirt, sneakers, jeans, pajamas, slipp
> Student 1:What are your favorite clothes?
> Student 2: I like ....
Vocabulary: Tracksuit, shirt, sneakers, jeans,

pajamas, slippers.
Students can make a Practice:
Structure:
favorite clothes graph > Teacher points at the graph and ask questions.
What are your favorite clothes?
I like.... > Teacher: Who likes tracksuit/ shirt/ sneakers/ jeans/ pajamas/ slippers?
> Mum and dad ask student: Who likes tracksuit/ shirt/ sneakers/ jeans/ pajamas/ slippers?
Practice:
12 months
w and Tell 2nd edition
VITY
GROUP 2
Activity 2: Introduce with flash cards - Family, grandpa, grandma,

Practice: My family tree
> Students are each given a Family tree worksheet to draw their
family
> Students take turn to introduce their family members: Flash cards: numbers 1-20
+ This is my grandpa. This is my grandma. That's my daddy... Flash cards: Family, grandpa, grandma,
Activity 3: Introduce with flash cards numbers 1-20 Worksheet: Match numbers worksheet,
Practice: Counting Family tree worksheet
> Students are given worksheet to match numbers and words with
items (match four with 4 books)
ong Baby shark song (super simple)
g song
, reach up, stamp, clap, say shhh, jump, hug your friend, shake hands,
Walking walking song (super simple)
I'm a singer:
Student performs the Baby shark song for
parents to hear, video and send to teacher
Activity 2: Introduce with real objects - Coat, hat, mittens, shoes,
boots, scarf
> Teacher: Put on your hat (chooses a student to do the action)
> Teacher: Take off my coat (Teacher does the action) PPT: Days of the week, Monday,
> Let students rotate to be the teacher Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday
Items: Coat, hat, mittens, shoes, boots,
Items: Coat, hat, mittens, shoes, boots,
Activity 3: Introduce with PPT - Monday, Tuesday, Wednesday,
scarf
Thursday, Friday, Saturday, Sunday
Practice: Match the days of the week
> Students chant: Monday
ng Days of the week song (super simple)
Baby shark song (super simple)
at home
tube
Baby shark song (super simple)
er song
Sunny, rainy, cloudy, snowy, windy, hot, cold) How's the weather song (super simple)
about the weather
Activity 2: Introduce with real objects - Book, pen, pencil, eraser,

paper, crayon, paint, paint brush, glitter, glue
> Teacher: What's is it? Flash cards: Sunny, rainy, cloudy, snowy,
> Student: It is a... windy, hot, cold weather
PPT: Living room, bedroom, bathroom,
kitchen, garden, balcony, sofa, bed, table,
chair, bathtub, toilet
Items: Cardboard box, book, pen, pencil,
eraser, paper, crayon, paint, paint brush,
glitter, glue
Worksheet: House design worksheet with
cut out furnitures - sofa, bed, table, chair,
bathtub, toilet
kitchen, garden, balcony, sofa, bed, table,
chair, bathtub, toilet
Activity 3: Introduce with PPT - Living room, bedroom, bathroom, Items: Cardboard box, book, pen, pencil,
kitchen, garden, balcony, sofa, bed, table, chair, bathtub, toilet eraser, paper, crayon, paint, paint brush,
Practice: What room is it? glitter, glue
> Teacher shows slide Worksheet: House design worksheet with
> Students chant: Living room cut out furnitures - sofa, bed, table, chair,
> Let students rotate to be the teacher bathtub, toilet
> Students are each given a worksheet with rooms in the house and
some furniture to decorate in the house
ign:
Activity 2: Which one is it? I'm an artist:

> Teacher shows PPT of classroom with different colour butterflies - > Student is given a worksheet divided
blue, red, purple, pink, yellow, green, in different places into 4
> Students take turn to volunteer guessing the butterfly the teacher is > Student chooses and draws 4 weather
thinking of conditions
> Student: Is it under the table? > Student presents the weather in front of
> Teacher: No, it's not. PPT: picture on page 14, slide with mum and dad
> Student: Is it in the sink? classroom furniture and different colour + It's sunny/rainy/cloudy/snowy/windy
> Teacher: Yes, it is. butterflies - blue, red, purple, pink, > Mum or dad video the presentation and
> Student: It is the blue butterfly. yellow, green, in different places send to teacher
> Teacher: Well done! Worksheet: Butterfly colouring
> Let students rotate to also be the teacher worksheet
Items: crayons, paint, paint brush
Activity 3: Decorating my butterfly
> Students are each given a Butterfly worksheet to colour in
> Students take turn to talk about their butterfly picture
+ It has a pink body
+ It has yellow and purple wings
er points at the butterflies on the picture
er song
How's the weather song (super simple)
Sunny, rainy, cloudy, snowy, windy, hot, cold)
at home
Flash cards: Sunny, rainy, cloudy, snowy,

er windy, hot, cold
Worksheet: 4 weathers worksheet
Sunny, rainy, cloudy, snowy, windy, hot, cold)
n up song Wind the bobbin up (super simple)

Activity 2: Do the actions:
+ Stand up
+ Sit down
+ Stretch
+ Stamp your feet
+ Cross your arms
+ Clap your hands
+ Hug your friend
PPT: Come in, go outside, close the door,
open your book. go to the window, stand
arms 5. Stand up
up, sit down
Activity 3: Introduce with PPT and actions: Worksheet: Worksheet with images of
+ Come in the different actions: sit down, stand up,
+ Go outside stretch, cross your arms, hug your friend
+ Close the door
+ Open your book
+ Go to the window
+ Stand up
+ Sit down
> Teacher says the actions
bbin up song Wind the bobbin up (super simple)

I'm a singer:
Student performs the Wind the bobbin
song for parents to hear, video and send
Hello song (super simple) to teacher
Activity 2: Introduce with flash cards - house, classroom, school,

bedroom
Students are each given a worksheet page 19 in activity book to flash cards - Classroom, English, Math,
complete the sentence and draw. Science, Art, Dance, Swimming,
Storytime
flash cards - house, classroom, school,
bedroom
Activity 3: Introduce with flash cards - Classroom, English, Math, bedroom
Science, Art, Dance, Swimming, Storytime worksheet page 19 in activity book
Practice:
> Teacher: What subjects do we learn in school?
>Students: the different subjects
ds. Let's Be Friends
g. Wind the bobbin up (super simple)
at home
g on You tube
Wind the bobbin up (super simple)
o can you see in the picture?

m, art room, schoolyard
>show image from book
page 20.
Flashcards: Bathroom, computer room,

Activity 2: Make an activity map of your school.
classroom, art room, school yard.
household rooms.
Activity 3: Practice - Bathroom, computer room, classroom, art room,

schoolyard
> Teacher: In our school, what rooms do we have?
>Students: list basic rooms: classroom, bathroom.
> Teacher: Lets circle the rooms in May's school.
, under, on top, beside, next to.
Items: Book, pen, pencil, eraser, paper,
crayon, paint, paint brush
Activity 2: Draw yourself

> Teacher gives students a coloured picture of a girl/boy with Items: Book, pen, pencil, eraser, paper,
long/short dark hair (students can choose) and worksheets with crayon, paint, paint brush
different clothing items (shirt, shorts, dress, pants, skirt, shoes, Worksheet: Coloured picture of a
sandals) girl/boy with long/short dark hair,
> Students choose the clothing they want to dress their picture, colour worksheets with black and white
in and stick on the picture different clothing items (shirt, shorts,
> Students take turn coming to the front of class and say: This is me. I dress, pants, skirt, shoes, sandals) About my school:
have a pink dress/blue shirt... Student share with parents what their
school has.
My school has a yard, swimming pool, a
sandpit and many classrooms!
Activity 3: Practice - Is it?

> Teacher have some classroom items that students already know
(book, pen, pencil, eraser, paper, crayon, paint, paint brush, glitter,
glue), drill to make sure students know what they are.
> Teacher puts the items in different places (book under the table, pen
in the pencil case, pencil, eraser and crayon in a line next to each other
on the table, paint brush on top of the book, paint pots beside the
book)
> A student volunteer to come to the front and whispers to the teacher White board for classroom layout
the item they are thinking of
> Class can ask 3 questions to guess what it is
> Class: Is it under the table?
> Class: Is it on top of the book?
> Student: No it isn't.
> Class: Is it besides the book?
> Class: It's the paint.
What are you doing?)
fferent places:
at home Small piceces of pictures of swimming

pool, big yard, sandpit, classrooms
A4 paper
srooms.
ool.
s song.
Apples and Bananas song (super simple)flash cards - meat, vegetables, fruit, pasta, rice, milk, picnic
cnic
Activity 2: Trace. Match and say page 25 activity book.

- Students are each given a worksheet to trace, match and say Fruit,
Rice, Vegetables, Meat, Pasta, Milk
- Teacher points at the picture and ask questions. https://elt.oup.com/student/showandtell/level03/games/game-02?cc=vn&selLanguage=enworksheet page 25 in activity
- Students chant.
Listen and stick (1.28)
Activity 3:Talk about the picture.

Practice:
>Teacher: what do you see in the picture
>Student: list the food and things.
>Listen and point (1.26). Listen and repeat (1.27)
> Discuss with students:
s song.
https://game-content.oxfordlearnersbookshelf.com/gameView/game.html
s song.
https://elt.oup.com/elt/students/showandtell/video/sat_level03_story_unit2.mp4?cc=vn&selLanguage=en
Activity 2: Draw. Read and circle the correct word page 26 in activity
book
Practice:
> Students are each given a worksheet to draw, read and circle the https://www.oxfordlearnersbookshelf.com/home/main.html?state=s7djKE4aQveLwuWeqUj1669816420595- worksheet
correct word. My favorite food:
> Teacher points at the picture and ask questions. Students can talk about some common
food and drinks.
Meat, vegetables, fruit, pasta, rice, milk.
Activity 3: Introduce with flash cards: Get fit,picnic, honey/carrot

cake, juice,tummy,swim,climb
Listen and point. Listen and repeat. (1.30)
Talk about the story:
>Teacher: Do you want to get fit?
> Students: Yes. I do/ No. I don't.
> What can you do to get fit?
> Students: I can swim/ climb/ run/...
>Is eating cake healthy?
> Students: Yes. It is/ No. I isn't.
https://elt.oup.com/elt/students/showandtell/audio/songs/sat_level03_song_tick_tock.mp3?cc=vn&selLanguage=en
(yummy)
ce, milk.
flash cards Meat, vegetables, fruit, pasta,
rice, milk.
w and say.
at home with mum and dad worksheet (page 24 in activity book)
e picture).
milk.
s song.
Apples and Bananas song (super simple)

>It's snack time!
>Yes, please
<No, thank you.
Say and act it out
Fruit and cheese?
https://game-content.oxfordlearnersbookshelf.com/gameView/game.htmlflash cards the long e sound: peaches, meat, ea
beans, peas
> Students shout out peach, meat, beach, bean (Teacher corrects or
>I want peaches.
>I want meat.
"my food diary"

Students can ask and answer questions
about what's is for each meal.
breakfast, lunch, dinner, dessert, cereal,
salad, bread, milk, sandwich, pasta, fruit
about what's is for each meal.
breakfast, lunch, dinner, dessert, cereal,
Activity 2: Watch. Talk about the picture. salad, bread, milk, sandwich, pasta, fruit
<Yogurt = L (lunch)

flash cards breakfast, lunch, dinner,
dessert, cereal, salad, bread, milk,
sandwich, pasta, fruit
cereal, salad, bread, milk, sandwich, pasta, fruit
Food models: bread, carrot, fish, ice-

cream, vegetables, pasta,fruits
, cereal, salad, bread, milk, sandwich, pasta, fruit.

Flash cards breakfast, lunch, dinner,
sandwich, pasta, fruit.
w and say.
at home with mum and dad Worksheet (page 31 in activity book)
picture).
.
LET'S GO PICNICflash cards: pasta, milk, vegetables, fruits, rice, meat, salad, bread, sandwich.
meat, salad, bread, sandwich.
Activity 2: Make a class picnic

> Student are given small pieces of pictures of food and drinks.
> Students glue to the A3 paper.
> Teacher: What do you have for picnic?
> Student: I have (some pasta).
Students take turn to present in front of group.
- poster page 139 in student book
- small pieces of pictures of food and
drinks
- A3 paper.
Activity 3: Look at the poster and cirle.
> Students are each given a worksheet (poster page 139 in student
book) to cirle.
> Students circle and chant.
Flash cards: pasta, milk, vegetables,

d, sandwich. fruits, rice, meat, salad, bread, sandwich.
flash cards: Birthday cakes, present(s),

mask(s),candle(s). card(s), mask(s),candle(s).

Practice:
>Teacher: what do you see in the picture?
>Student: list the things.
>Students: There are 5 masks. Prepare family picnic
Students can ask and answer questions
about what they have in their family
picnic: pasta, rice, vegetables, fruits,
meat, milk
Picture page 34 in student book.
Activity 3: Listen and stick 1.39 page 35
Practice:
>Teacher: How many candles are there?
>Student: There are 6 candles.
>Teacher: How many cakes are there?
>Student: There are 2 cakes.
>Teacher: How many cards are there?
>Student: There are 4 cards.
>Teacher: How many games are there?
>Student: There are 2 games.
>Teacher: How many presents are there?
>Student: There are 3 presents.
>Student: There are 2 masks.
flash cards: Food and drinks: pasta, rice,

bles, fruits, meat, milk
vegetables, fruits, meat, milk
egetables, fruits, meat, milk on the A4 paper.
at home with mum and dad

the picture). small pieces of pictures food and drinks:
pasta, rice, vegetables, fruits, meat, milk
A4 paper, glue
the picture page 36

red circles. There's a pink bead. Fifi has a present. It's a shiny
Activity 2: Count and write
> Students are each given a worksheet (page 37 in student book) to
count and write
> Teacher: How many pink beads?
> Student:There are....
> Teacher: How many purple beads?
> Student: There are....
>Teacher: How many beads altogether?
>Student: There are....
worksheet (page 36 in activity book)
worksheet (page 37 in student book)
Activity 3: Number in order, color and tell the story.
> Students are each given a worksheet (page 36 in activity book) to
number in order, color and tell the story.
> Teacher points at the picture and ask questions
> Teacher: What are they doing?
> Student: They are going on a treasure hunt.
> Teacher: What do they follow?
> Student: They follow the red circles.
>Teacher: What do they find?
>Student: a shiny necklace.
love you, you love me Song.

today.
Activity 2: Introduce flash cards the sound long a : Way, gray, today, Preparing a birthday party:
play, say Students can ask and answer questions
> The sound long a spelling ay about what they have in their birthday
> Teacher shows pcitures on slide. parties.
> Students shout out way, gray, today, play, say (Teacher corrects or Birthday cakes, present(s), card(s),
say the word first if students don't know) mask(s),candle(s), game(s).
> Let students take turn to be the teacher- student asks " What's this?"
A4 paper, crayons, pencil, flowers, glue.
flash cards the sound long a : Way, gray,
today, play, say
Activity 3: Making birthday card for mum.
> Students are each given a A4 paper, crayons, pencil, flowers, glue,
to make the birthday card for mum.
Teacher gives instruction on how to conduct with mum and dad.
> Students: This is for you.
> Mum and dad: Thank you. It's beautiful.
fts to their mothers.
al, salad, bread, milk, sandwich, pasta, fruit

cakes, present(s), card(s), mask(s),candle(s), cereal, salad, bread, milk,

(pointing to the picture).
Worksheet (page 31 in activity book)
flash cards: January, February, March,

ay, June, July, August, September, October, November, and December April, May, June, July, August,
September, October, November, and
December

> Students: U


Practice:
>Teacher: what do you like for you birthday party?
>Students: list items they like.
The Month chant Song. The month chant song
Month chant Song. The month chant song
Activity 2: Introduce flash cards: Birthday words: present, mask,

candle, game, card, cake.
Practice: Trace, find and color page 42 in activity book.
trace, find and color.
> Teacher: How many blue candles? flash cards: January, February, March,
> Student: There are (4) blue candles. April, May, June, July, August,
December.
flash cards: Birthday words: present,
mask, candle, game, card, cake.
Activity 3: Introduce flash cards: January, February, March, April, worksheets page 42 in student book
May, June, July, August, September, October, November, and Students can make a birthday poster.
A0 paper, pictures of all member,
December. months, glue
> Teacher: How many birthdays are there in August?
> Student: There are (3) Birthdays in August.
ndle in the box a box
birthday things: Present, cake, balloon,
card, mask, candle in the box
y, June, July, August, September, October, November, and December.
months glue to make a birthday poster.

present(s), card(s), mask(s),candle(s), cereal, salad, bread, milk,

April, May, June, July, August,
December.
small pieces of pictures of birthday
cakes, present(s), card(s),
mask(s),candle(s), cereal, salad, bread,
at home with mum and dad milk, sandwich, pasta, fruits
A4 paper.
n up song Wind the bobbin up (super simple)

Activity 2: Do the actions:
+ Stand up
+ Sit down
+ Stretch
+ Stamp your feet
+ Cross your arms
+ Clap your hands
+ Hug your friend
arms 5. Stand up PPT: Come in, go outside, close the door,
open your book. go to the window, stand
up, sit down
Worksheet: Worksheet with images of
the different actions: sit down, stand up,
Activity 3: Introduce with PPT and actions: stretch, cross your arms, hug your friend
+ Come in
+ Go outside
+ Close the door
+ Open your book
+ Go to the window
+ Stand up
+ Sit down
> Teacher says the actions
bbin up song Wind the bobbin up (super simple)

Talking about their pictures:
bedroom, window, light, sink, bed, table,
ceiling, floor
Activity 2: Introduce with flash cards - house, classroom, school,
bedroom, window, light, sink, bed, table, ceiling, floor.
Students are each given a worksheet page 19 in activity book to flash cards - Classroom, English, Math,
complete the sentence and draw. Science, Art, Dance, Swimming,
Storytime
Activity 3: Introduce with flash cards - Classroom, English, Math,
bedroom
Science, Art, Dance, Swimming, Storytime
Practice:
> Teacher: What subjects do we learn in school?
>Students: the different subjects
ds. Let's Be Friends
iling, floor
w and say.
at home with mom and dad Let's Be Friendsflash cards: bedroom, window, light, sink, bed, table, ceiling, floorworksheet page 23 in activity book t
s song.
Apples and Bananas song (super simple)
>It's snack time!
>Yes, please
<No, thank you.
Say and act it out
Fruit and cheese?
ppt the long e sound: peaches, meat, eat, beans, peas
beans, peas
> Students shout out peach, meat, beach, bean (Teacher corrects or
>I want peaches.
>I want meat.
Activity 2: Watch. Talk about the picture.

<Yogurt = L (lunch)

flash cards breakfast, lunch, dinner,

sandwich, pasta

Food models: bread, carrot, fish, ice-

cream, vegetables, pasta,fruits
, cereal, salad, bread, milk, sandwich, pasta

w and say.
at home with mum and dad Worksheet (page 31 in activity book)
picture).

ay, June, July, August, September, October, November, and December April, May, June, July, August,
December

> Students: U

Practice:
>Teacher: what do you like for you birthday party?
>Students: list items they like.
The Month chant Song. The month chant song
Month chant Song. The month chant song

Activity 2: Introduce flash cards: Birthday words: present, mask,
candle, card, cake, balloon.
Practice: Trace, find and color page 42 in activity book.
trace, find and color.
> Student: There are (4) blue candles. flash cards: January, February, March,
December.
flash cards: Birthday words: present,
mask, candle, game, card, cake.
Activity 3: Introduce flash cards: January, February, March, April, worksheets page 42 in student book
May, June, July, August, September, October, November, and A0 paper, pictures of all member,
December. months, glue
> Teacher: How many birthdays are there in August?
> Student: There are (3) Birthdays in August.
ndle in the box a box

birthday things: Present, cake, balloon,
card, mask, candle in the box
y, June, July, August, September, October, November, and December.
months glue to make a birthday poster.

present(s), card(s), mask(s),candle(s), cereal, salad, bread, milk,

December.
December.
mask(s),candle(s), cereal, salad, bread,
at home with mum and dad milk, sandwich, pasta, fruits
A4 paper.
ng.
The Wheels On the Bus

> Teacher: Do you want to go to the zoo?
> Student: Yes, I do./ No, I don't.
Practice:
match and say.
flash cards: swimming pool, zoo, library,
> Students chant: swimming pool, zoo, library, supermarket, coffee
shop, park
ng.
Where are you going?
Activity 2: Introduce with flash cards: ice cream shop, water slide,
lake, swimming pool.
> Teacher: Show the flash cards.
> Student say: I want to go to....
Practice: Read and match
> Students are each given a worksheet page 49 in student book to flash cards: ice cream shop, doctor, hot,
read and match. lake, ears.
flash cards: ice cream shop, water slide,

Activity 3: Introduce with flash cards: ice cream shop, doctor, hot, lake, swimming pool.
lake, ears. worksheet page 49 in student book
> Teacher: Where does Fifi want to go?
> Students: Fifi want to go to the doctor.
> Teacher: Where does Prickly want to go?
> Students: Prickly want to go to the lake.
market, coffee shop, park.
ng pool, zoo, library, supermarket, coffee shop, park to make a poster.

A4 paper.
- Flash cards: swimming pool, zoo,

library, supermarket, coffee shop, park.
- Small pieces of pictures of swimming
pool, zoo, library, supermarket, coffee
shop, park
at home with mum and dad - A4 paper
Activity 2: Introduce flash cards: traffic light, red light, green light,
yellow light
Practice: Say and act
Red means stop,
Green means go.
Go means walk,
But keep it slow.
Safe, safe, safe.
We stay safe,
On the street.
Practice: Role play
Student 1: Look. It's green. flash cards: traffic light, red light, green
Student 2: It's safe to cross now. Let's go. light, yellow
flash cards the long oo sound: school,
pool, balloon, boot, zoo.
worksheet page 50 in activity book t
balloon, boot, zoo.
> Students shout out school, pool, balloon, boot, zoo (Teacher
cool.
color picturess with the long oo sound and write.
round the circle, tapping each student on the head, saying “Red” each
re It can take his seat. If It successfully reaches the Green’s seat
ust either continue to be It for another turn.

Activity 2: Introduce flash cards: Number 20-29, street sign, clock,

bus, boat, train, doctor
> Teacher: Which number is on a bus/ on a boat/ on a clock/ on a
door/ on a train/on a street sign?
> Students: I think number 22/26/23/24/27/29 is on a bus/ on a boat/
on a clock/ on a door/ on a train/on a street sign.
Practice 2: Match and write. Which numbers are missing?
match and write.
flash cards: Number 20-29, street sign,
clock, bus, boat, train, doctor
Activity 3: Introduce flash cards: Number 20-29, street sign, clock, worksheet page 53 in student book
bus, boat, train, doctor, supermarket.
Practice 1: talk with teacher
>Teacher: Which number is on a bus/ on a boat/ on a clock/ in a
supermarket/ on a street sign?
> Student: I think number 29/20/24/23/22 is on on a bus/ on a boat/ on
a clock/ in a supermarket/ on a street sign.
Practice 2: Connect the dots and say.
connect the dots and say.
s, boat, train, doctor, supermarket.
20-29, street sign, clock, bus, boat, train, doctor, supermarket to make
4 paper.
- Flash cards: Number 20-29, street sign,

clock, bus, boat, train, doctor,
supermarket.
- Small pieces of pictures of Number 20-
29, street sign, clock, bus, boat, train,
at home with mum and dad doctor, supermarket.
- A4 paper
hy?
Activity 2: Make your own neighborhood.

Students are each given some hard paper to make blocks (like page
55) and decorate their own blocks for (supermarket, library, school,
coffee shop,...) in the neighborhood.
- Keep all blocks to the next lesson.

ighborhood.
Students are each given some hard paper
to make blocks (like page 55) and
decorate their own blocks for
Activity 3: Look at the poster. write, match, say. (supermarket, library, school, coffee
> Students are each given a worksheet page 54 in student book to shop,...)
write, match, and say.
> Teacher: Who is at the coffee shop?
> Student: Grandpa is at the coffee shop.
> Teacher: Do you want to go to the coffee shop?
> Student: Yes, I do/ No,I don't.
Practice: What's in your neighborhood?
> Student: There's a library in my neighborhood.
g. Where are you going?
walking walking
Activity 2: Introduce with ppt: running, riding a bike, dancing, riding
a scooter, roller skating.
Practice:
scooters?
ppt: running, riding a bike, dancing,
flash cards: Dance, jump rope, run, roller

Activity 2: Introduce with flash cards: Dance, jump rope, run, roller skate, ride a scooter.
skate, ride a scooter. worksheet page 56 in activity book
skate)?
and say.
walking walking
market, coffee shop, park.
ast time, pencil, colors to make their own neighborhood.
- Flash cards: Swimming pool, zoo,

library, supermarket, coffee shop, park.
A4 paper, their blocks that they decorated
at home with mum and dad last time, pencil, colors
Activity 2: Introduce with ppt: silly, try, help me, look out, go fast.
Practice: Read, match and say.

> Students are each given a worksheet page 58 in activity book to read
the words, match and say.
flash cards: kite, bike, fast, dancing,

windy
ppt: silly, try, help me, look out, go fast.
Activity 3: Introduce with the flash cards: go out to play, kite, bike,
fast, dancing, windy
> Teacher show flash cards
> Students chant.
> Let students take turns to be a teacher.
Practice: Read look and complete:
Teacher shows the picture page 59, intruduces the words in the box:
love, bike, kite, dancing
teacher points at the picture and asks student to complete.
I love flying my kite.
I live riding my bike.
I love going fast.
I love dancing.
walking walking
walking walking
Activity 2: watch the video page 61
Go ahead,
Take your turn.
I can watch.
I can learn.
While I wait, for my turn
Practice: Role play
Student 1: Can I have a turn, please?
Student 2: Just a minute. I want to finish this.
Student 2:Here you are. It's your turn now.
Student 1: thank you.
flash cards the long i sound: dry, sky, by,
fly, my.
Activity 3: Introduce flash cards the long i sound: dry, sky, by, fly,
my.
> Students shout out dry, sky, by, fly, my (Teacher corrects or say the
word first if students don't know)
> When it's windy and dry. With the cloud zooming sky. I love flying
my kite in the sky.
Practice 2: write, read and draw
write, read and draw.

or the correct picture, draw happy face or sad face.
at home
on You tube
walking walking
Do You Like Sports
Activity 2: Introduce with flash cards: basketball, soccer, table tennis,

flash cards: basketball, soccer, table
tennis, hit, net, paddle, ball, catch, throw,
kick
a worksheet page 63 in student book to
write B, S or T.
flash cards: Basketball, soccer, table
tennis.
write B, S or T.
g. Do You Like Sports

Do You Like Sports
bike, riding a scooter, running, flying a kite, roller skating.
Activity 2: Make a favorite sports graph

> Students are each given small pieces of pictures: shoes (for
running), ball (for soccer), Bike (for riding a bike), scooter ( for riding
a scooter), roller (for roller skating), music player (for dancing) to
color and cut. (students can choose more than 1 favorite sport)
> Teacher prepare a graph on A0 paper.
> After students finished they will glue on the graph.
posters page 56 and page 64 in student
Practice:
book
> Teacher: What is your favorite sport?
> Student: I love ......
small pieces of pictures: shoes (for
running), ball (for soccer), Bike (for
riding a bike), scooter ( for riding a
scooter), roller (for roller skating), music
player (for dancing)
Activity 3: look at the poster, read and circle. A0 paper
> Students are each given posters page 56 and page 64 in student
book to read and circle.
Practice: Look and write the family words
look and write the family words.
nt and say:
Do You Like Sports
g.
e 65 in student book.
eir friends (4-5 friends/student)
the graph.
A4 paper with the graph like the graph

page 65 in student book.
A4 paper with the graph like the graph
page 65 in student book.
basket including some small pictures of
their friends (4-5 friends/student)
(s), monkey(s), lion(s), parrot(s)

Let's go to the zooflash cards: elephant(s), giraffe(s), crocodile(s), monkey(s), lion(s), parrot(s)
s), parrot(s)
Activity 2: Find, color, count, write and say.

Practice:
find, color, count, write and say.
> Student: They are giraffes.
> Teacher: How many giraffes are there?
> Student: There are 4 giraffes.

> Student: They are lions.
> Teacher: How many lions are there?
> Student: There are 4 lions.
Practice: Point and say page 67
> Teacher: What are they?
> Student: They are...
> Teacher: Do they have a big nose/big ears/ long tail/ long leg/ big
eyes/ big teeth/...?.
> Student: Yes. They do/ No.They don't.
ng. Let's go to the zoo
est, wavy ears, sharp teeth, cold eyes
s, sharp teeth, cold eyes
Activity 2: Draw and write

draw and write.
Practice: Point and say what's missing.
> Teacher points at the picture and asks: what's missing?
> Students: the teeth/ eyes/ears are missing ppt: deer, sparkling, sharp, scary, scared,
forest, wavy ears, sharp teeth, cold eyes

> Teacher read the story
h and write animal names.
flash cards: elephant(s), lions, crocodiles,

deers
s my forest. There are elephant(s), lions, crocodiles, deers. Crocodiles flash cards: elephant(s), lions, crocodiles,
ions have scary roars. deers
at home with mum and dad worksheet page 69 in activity book
odiles have sharp teeth. Elephants have big ears. Deers have beautiful
Let's go to the Zoo

Look, but don't touch.
Leave the wild things wild.
If we leave the alone,
They will survive.
Practice: Role play
Student 1: Look at the butterfly. It's beautiful.
Student 2: You can look, but don't touch.
flash cards the long o sound: boat, cout,

goat, toad, foal.
goat, toad, foal.
Activity 3: Introduce flash cards the long o sound: boat, cout, goat,
toad, foal.
> Students shout out boat, cout, goat, toad, foal (Teacher corrects or
> Deer and goats, Ducks and rats, Foals, and horse, Toads and bats.
> They aren't scary.
Practice 2: Color the pictures with the long o sound for spelling oa.
Look and complete the sentences.
color the pictures with the long o sound for spelling oa. Look and
complete the sentences.
ng. Let's go to the Zoo
ppt: numbers 10-100, centimeters, meter,

flash cards: deer, monkey, penguin,
tiger.

> Teacher points at the picture and asks: How tall is the lion?
> Students: The lion is 120 cm tall.
Practice: Write T or S
write T or S
> Students look at the ruler and write T or S

> This is a deer. It's 80cm tall.
> This monkey is 50 cm tall. It's shorter than the deer.
> This tiger is 100cm tall. It's taller than monkey and deer.
> This penguin is 60cm tall. It's shorter tham the deer.
Practice: Look, read and write
look, read and write.
g.
at home
on You tube
Let's go to the Zoo
Let's go to the Zoo

.
Activity 2: Draw, color and say.

Practice:
draw, color and say.
> Teacher: points at the pictures and asks what color is this animal?
> Students: This is yellow and brown.
> Teacher: What animals have long necks?
> Students: They have long necks.

Activity 3: Look at the poster page 66 and count.

> Teacher: Which animals live in the wild?
> Students: Monkey, elephant, lions, crocodiles, giraffe, parrot, horse,
deer
> Teacher: How many giraffes can you see?
> Students: I can see 5 giraffes
Practice: Play game
> Teacher gives each student a name of animal: tiger, horse, monkey,
lion,... and draw a farm, a house, and a wild on the board.
> Student 1: What animals are you?
> Student 2: I'm a lion.
> Student 1: Go to the wild. don't go to the farm.
ng.
The Wheels On the Bus

shop, park
> Let students take turns being the teacher. flash cards: swimming pool, zoo, library,
Activity 3: Introduce with flash cards: swimming pool, zoo, library, worksheet page 46 in activity book
shop, park
ng.
deer, crocodile, ..
printed animal mask image and a cardboard mask frame make a mask.
- Flash cards:elephant, horse, tiger, lion,

monkey, deer, crocodile, ..
- colors, scissors, 1 sheet of A4 paper
with a pre-printed animal mask image
and a cardboard mask frame

do you live?

Activity 2: Introduce flash cards: traffic light, red light, green light,
yellow
Practice: Say and act
Red means stop,
Green means go.
Go means walk,
But keep it slow.
Safe, safe, safe.
We stay safe,
On the street.
Practice: Role play
flash cards: traffic light, red light, green
light, yellow
flash cards the long oo sound: school,
pool, balloon, boot, zoo.
worksheet page 50 in activity book t

balloon, boot, zoo.
> Students shout out school, pool, balloon, boot, zoo (Teacher
cool.
color picturess with the long oo sound and write.
round the circle, tapping each student on the head, saying “Red” each
re It can take his seat. If It successfully reaches the Green’s seat
ust either continue to be It for another turn.
walking walking
Activity 2: Introduce with flash cards: running, riding a bike, dancing,
Practice:
scooters?
> Let students take turns being the teacher. flash cards: running, riding a bike,
dancing, riding a scooter, roller skating.
flash cards: Dance, jump rope, run, roller

Activity 2: Introduce with flash cards: Dance, jump rope, run, roller skate, ride a scooter.
skate, ride a scooter. worksheet page 56 in activity book
skate)?
and say.
walking walking
aper to cut circles.

ic light.
paper to make a cylinder

red, yellow, green paper to cut circles.
paper to make a cylinder
red, yellow, green paper to cut circles.
at home with mum and dad.
s to repeats.
Do You Like Sports
Activity 2: Introduce with flash cards: basketball, soccer, table tennis,

> Students: I'm good at... flash cards: basketball, soccer, table
tennis, hit, net, paddle, ball, catch, throw,
kick
write B, S or T.
tennis.
write B, S or T.
tennis.
write B, S or T.
g. Do You Like Sports
Floor Is Lava Song

k
Activity 2: Find and circle the differences.

Practice:
> Students are each given a worksheet page 76 in activity book to find
and circle the differences.
> Students: There are 3 elephants in picture 1, there are 2 elephants in
pictures 2.
Activity 2: Teacher talk about the picture and story page 76 and 77
Practice: Students repeat the story.
Party Freeze Dance Song

ntences: I'm good at running, I want to go to the park, I'm taller than a
rite, complete the sentences and say.
ppt: running, deer, park, toad, soccer, zoo

and sentences: I'm good at running, I
ler than a toad? want to go to the park, I'm taller than a
k/zoo, I'm taller than a toad/deer toad.
o is taller than a toad?
k/zoo, I'm taller than a toad/deer
e?" Song
What Do You Want To Be? flash cards: chef, police officer, firefighter, nurse, taxi driver, vet

Practice: Color, match and say.
color, match and say.

Practice:
driver/ vet
What Do You Want To Be?
?" Song
e?" Song
Activity 2: Introduce with flash cards: zookeeper, firefighter, vet

Practice:
listen match the jobs to the correct sentences.
>Teacher: Are they vet/zookeeper/ firefighter/police officer?
> Student: Yes, they are. No, they aren't.
flash cards: zookeeper, firefighter, vet
Activity 2: Talk about the story page 80

Practice:
>Teacher tells the story, students repeat.
w, green, brown
olor and say
vets dressed in green/ zookeepers dressed in brown.

n?
vets dressed in green/ zookeepers dressed in brown.
?" Song
Activity 2: Listen and repeat

I'm a teacher.
He's a doctor.
She's a singer.
We're all actors.
Practice: Look and match. Draw yourself.
look and match. Draw themselves.

Students role-play:
Students play 4 characters in the story, say and act out.

Want To Be?" Song

> Teacher points at the picture and ask.
> Student: This is....
Practice: Match and say
match and say.


tor, hospital, fire station, police station
firefigher, police officer, teacher, doctor, hospital, fire station, police
.
paprer, scissors, glue, small pictures of
ool. nurse, firefigher, police officer, teacher,
doctor, hospital, fire station, police
at home with mum and dad. station
ool.
Activity 2: Read, Write the answers.
Practice:
read, write the answers.

Activity 3: Look at the poster. Look, read, and write.
Practice:
> Teacher: Is he/she a vet?
> Students: Yes, He/ She is.
> Teacher: Is he/she a taxi driver?
> Students: No, he/she isn't.
> Students take turns to answer the questions.
" Song Here Comes The Fire Truck
olor paper.
A0 paper, pencil, cryon, scissors, glue,
dy. hard color paper.
f/ police officer/ firefighter/ nurse 's uniform
urse.
r, taxi driver.
rite and answer the questions.

axi driver? worksheet page 86 in activity book

er/ taxi driver?
ng
Musical Instruments Songflash cards: Flute, piano, drums, tambourine, guitar.
rine, guitar.

Practice:

match, trace and say.
ng
Musical Instruments Song
Activity 2: Listen and trace the correct words.

Practice: Say the sentences.
> Teacher points at the picture and asks:
> Students: She/He likes to play the flute./ The music is fast.
Practice: Talk about the story
Teacher tells the story. Students repeat.
tar.
iano, drums, tambourine, guitar to make a picture.
paper, scissors, glue, small pictures of

flute, piano, drums, tambourine, guitar to
make a picture.
ng

Practice: Group of 3 students take turns acting
> Student 1: What's wrong with James?
> Student 2: May be he's lonely.
> Student 1: Come and play with us, Jame.
> Student 2: You can play drums.
> Student 3: Okay. Thanks
"Clap and count 1,2,3,4
Open your mouth.
You can sing out load.
But please don't shout."
Practice: Music performance.
Students come in front to perform the lyrics.
ng
Musical Instruments Songflash cards: trumpet, violin, flute, piano.

Practice: Write name of the instruments.
write name of the instruments.

Practice:
> Teacher: What happen to the music?
> Students: The music gets louder/quieter/faster/slower.
tar, sharker.
irls are playing flute, piano, drums, tambourine, guitar, sharker to
paper, scissors, glue, small pictures of

boys/ girls are playing flute, piano,
drums, tambourine, guitar, shaker to
make a picture.
uitar/sharker. paper, scissors, glue, small pictures of
boys/ girls are playing flute, piano,
arker. drums, tambourine, guitar, shaker to
make a picture.
uitar.
arker.
ng

Practice:

Practice:
playing?
>Students: He/ She likes playing the drums/ tambourine/violin/...
ng
Activity 2: Show and tellPractice: Make a a musical instrument.> Teacher prepares some materials for making a music instrument.> Students make their own music instruments.
paper, materials
Activity 3: Draw and decorate a musical instrument.

> Students are each given a paper to draw and decorate a musical
instrument.
ng
at home
n You tube
Put On Your Shoes flash cards: Tracksuit, shirt, sneakers, jeans, pajamas, slippers.
pajamas, slippers.
Activity 2: trace, color and say.

Practice:
(Keep it for home activity)
Activity 3: Listen and point 2.39. Listen and repeat 2.40 (Keep it for home activity)
> Teacher: what is he/she wearing?
> Students: He/ She's wearing a shirt.
> Teacher: Is he/she wearing a blue shirt?
> Students: Yes, he/she is. No, he/she isn't.
Put On Your Shoes
Activity 2: What are children doing?

Practice:
> Teacher points at the picture page 101 and asks: What is he/she
doing?
> Students: He/She's putting on his/her jeans.
Activity 3: Listen and point, listen and repeat 2.43

Practice: Talk about the story.
Teacher reads the story.
Students repeat after teacher.
mas, slippers
olor and say. ( done in lesson 1&2)

Activity 2: short oo, spelling oo

Introduce the words: hook, wool, book, boot, balloon, foot
> Teacher: How many booj can you see?
> Students: I can see 4 book.
> Teacher: What colors are the pajamas?
> Students: They are red.
>Teacher: where are the pajamas?
> Students: They are hanging on the hook.
Practice: Listen and chant .2.48
Put On Your Shoes

Put On Your Shoes flash cards: Costume, cape, eye patch, tiara, wand, scarf, ballet shoes.
wand, scarf, ballet shoes
Activity 2: Draw favorite costume.

draw their favorite costumes.
Practice: Read and check.
> Teacher: what's your favorite story?
> Students: I like to read superhero/ fairytales/ private stories.
Activity 3: Talk about the picture. worksheet page 104 in activity book
Practice:
> Teacher: What's Max's favorite costume?
> Students: a cape and a mask
carf.
sk, eye patch, tiara, wand, scarf.

their favorite costume on the right.
paper, pencil, glue, small pictures of

cape, mask, eye patch, tiara, wand, scarf.

Flash cards: Costume, cape, eye patch,
wand, scarf, ballet shoes. tiara, wand, scarf, ballet shoes.
Activity 2: Complete the questions and answers

Practice:
complete the questions and answers.

> Teacher: What's Max's favorite costume?
> Students: a cape and a mask
> Students: He's/She's wearing a hat.
Put On Your Shoes
Activity 2: write, match and color

write, match and color.
Practice:
> Teacher: Who is your favorite character?
> Student: Litte red riding hood/ superhero/...
Activity 3: Look at the poster.
Practice:
> Teacher: Is it a boy or a girl?
> Students: a girl.
> Teacher: Is she wearing jeans?
> Students: No, she isn't.
pictures.
ng
at home
n You tube
Put On Your Shoes
e?" Song
What Do You Want To Be? flash cards: chef, police officer, firefighter, nurse, taxi driver, vet

Practice: Color, match and say.
color, match and say.

Practice:
driver/ vet

?" Song

> Teacher points at the picture and ask.
> Student: This is....
Practice: Match and say
match and say.

inger, teacher, doctor, zookeeper, chef, police officer, firefighter, vet.
the graph.

police officer/ firefighter/ vet? their friends (4-5 friends/student)

zookeeper/ chef, police officer/ firefighter/ vet?
ng
Musical Instruments Songflash cards: Flute, piano, drums, tambourine, guitar.
rine, guitar.

Practice:

match, trace and say.
ng
Musical Instruments Songflash cards: trumpet, violin, flute, piano.

Practice:

Practice:
playing?
>Students: He/ She likes playing the drums/ tambourine/violin/...
lute, piano, drums, tambourine, guitar, shaker

the graph.

ar/ shaker?

/ tambourine/ guitar/ shaker?
Put On Your Shoes flash cards: Tracksuit, shirt, sneakers, jeans, pajamas, slippers.
pajamas, slippers.
Activity 2: trace, color and say.

Practice:

> Teacher: what is he/she wearing?
> Students: He/ She's wearing a shirt.
> Teacher: Is he/she wearing a blue shirt?
> Students: Yes, he/she is. No, he/she isn't.
s/ shiny, silve slippers/ gorgeous, green glasses.
, silve slippers/ gorgeous, green glasses.
Tracksuit, shirt, sneakers, jeans, pajamas, slippers.

the graph.

s?

/ pajamas/ slippers?

Show &amp; Tell English Syllabi Term 2-4

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Show &amp; Tell English Syllabi Term 2-4

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SUBJECT: English LEVEL: 1 PROGRA

Vocabulary: Hello, goodbye, bye-bye,

Students can say

Students can say and

Vocabulary: Respect, responsibility,

Vocabulary: Good, great, wonderful, Students can perform

Students can sing the

Vocabulary: The alphabet Students can sing the

Vocabulary: The alphabet Students can sing the

Vocabulary: Red, yellow, blue, flower,

Vocabulary: Apple, ant, art, bus, bear,

Vocabulary: Cat, cow, camel,

Students can perform

Vocabulary: Family, finger, dad,

Vocabulary: Book, bag, pen, pencil,

Vocabulary: Doll, boat, teddy bear, Students can name

Students can perform

Vocabulary: Old, new

Vocabulary: Book, bag, pen, pencil,

Vocabulary: Family, finger, dad,

Vocabulary: Doll, boat, teddy bear,

Students can perform

Vocabulary: goat, hat

Vocabulary: Hard, soft, feather, stone,

Vocabulary: Hard, soft, feather, hands,

Vocabulary: car, bus, train, bike, boat

Vocabulary: car, bus, train, bike, boat Students decorate

Focus skill: Speaking & listening

Vocabulary: juice, kite

Vocabulary: wheels, fast, slow, big,

Vocabulary: car, bus, train, bike, boat,

Students can perform

2 Vocabulary: slide, swing, big, small,

Vocabulary: tree, lake, hill, flower, Students can

Vocabulary: moon, nest.

Vocabulary: Nature, colors, flower.

Vocabulary: Tree, flower, hill,

Vocabulary: Scarecrow, cloud, fingers,

Vacabulary: Body, ears, eyes, head,

Focus skill: Speaking & listening

Review What do you

Vocabulary: tree, lake, hill, flower,

Vocabulary: flowers, small, big, red,

Review What can you

Vocabulary: table, chair, computer, toy

Focus skill: Listening & speaking

Vocabulary: Square, circle, triangle,

Vocabulary: Square, circle, triangle,

Vocabulary: quilt, pencil.

Students can perform

Vocabulary: Classroom objects, toys,

Vocabulary: square, circle, triangle, star

4 Vocabulary: pet, mouse, cute, favorite,

Vocabulary: Sun, table.

Vocabulary:umbrellas, sun, table, play

Vocabulary :pet, dog, cat, fish, mouse,

Vocabulary: Pets, small, big, colors.

4 Vocabulary: socks, pets

Vocabulary: throw, hop, count, jump,

Vocabulary: throw, hop, count, jump,

3 Vocabulary: Van, wheel

What can you

Vocabulary: roll a hoop, bounce a

Show & Tell English Syllabi Term 2-4

Show & Tell English Syllabi Term 2-4