Grade 1 Grade 2

Topics: 1. Introductions/Names Target language:

2. Alphabet/Phonics
3. Counting Numbers (1-10)
4. Greetings (feelings)
5. Weather
6. Animals
7. Food
8. Telling Time.
9. colors

Grade 1 and 2

Day 1:

Objectives: Ss will introduce themselves

Ss will be able to recognize the alphabet (big/small)
Ss will write the alphabet and identify phonics sounds.

Language functions: “What is your name?” “My name is_____” “A is for Apple, B is for
Boy...etc”

Materials: Circus music and alphabet song, alphabet flashcards, alphabet match
worksheet,
alphabet coloring cards, alphabet writing sheet.

Period 1:

Introduction:
-Musical chairs game- (Play music when the music stops Ss scramble to find a chair-
remaining student must introduce himself/herself.)

Development:
-AaBbCc flashcards Ss name letters of the alphabet (big/small)
-Ss Sing Alphabet song (http://video.google.com/videoplay?docid=-
3315714102411851452)
-Ss name letters of alphabet with accompanied sound
-Phonics game- 2 teams Ss match the letter with the appropriate phonics picture on the
board

Period 2:
-Matching activity big letters with small letters
- Activity Ss color the letter and then make human alphabet (sing alphabet song)
- Students write alphabet (big/small)
-Ss throw ball at prompted alphabet letter for points.

Day 2

Objectives: Ss will greet each other

Ss will express how they feel

Language function: “How are you?” “I am happy...sad...etc” “I feel tired... sick... etc”

Materials: Feelings flashcards, additional feeling flash cards, If your happy and you know
it
song, Paperboard mask, feeling pictures, scissors, and glue. cut out props for
Yongu puppet skit.

Period 1:

Introduction:

Youngu/Youngu’s mom “How are you” puppet skit (short)

Development:

-Feeling flash card Ss repeat different feelings after T when prompted by card.
-Monkey in the middle circle game with teacher as monkey (listening and understanding)
-Charades guessing mime game 2 teams Q and A format.
-Begin feelings mask craft if time.

Period 2

-If your happy and you know it song (substitute other feelings and emotions with song)
http://video.google.com/videoplay?docid=826402006437276885&q=if+your+happy+and
+you+know+it&total=2213&start=0&num=10&so=0&type=search&plindex=7

-Yongu’s feeling adventure puppet skit (Ss ask Yongu “how are you” and answer when
prompted “I’m....” in 2 teams Q and A format)
-Feelings mask craft. (Ss select what feeling they want on their mask)
-Students wear mask and ask/answer each other about their feelings then exchange mask
with friend and continue.

Day 3
Objectives: Ss will be able to ask about the weather
Ss will be able to express the weather
Ss will be able to express more than 1 weather condition.

Language functions: “How’s the weather?” “It’s sunny...etc” “It’s sunny and hot...etc”

Materials: single condition weather flashcards, 2 condition weather flashcards, additional

flashcards
for Ss, Happy/sad feeling cards, Paperboard, snowflake patturn, glue,
scissors,
construction paper, weather song, ball.

Period 1

Introduction:

Happy/Sad Yongu puppet skit (review feelings and briefly introduce weather)

Development:

Ss repeat different weather conditions after teacher when prompted by flash card.
Ladders race to your place game (Listening and understanding)
Draw weather on board game. Ss will ask about the weather then guess what it is and first
S to say it correctly gets to draw the next weather condition.

Period 2

The weather song for kids

http://video.google.com/videoplay?docid=-
8191901408151422603&q=weather+song+kids&total=1239&start=0&num=10&so=0&t
ype=search&plindex=0
Craft: making a snowflake.
Introduce 2 weather conditions simultaneously - practice with ladders race to the board
variant game.
Throw the ball at weather card (2 weather conditions) in 2 team Q and A format.

Day 4

Objectives: Ss will be able to express what foods they like.

Ss will be able to express what foods they don’t like.

Language functions: “I like apples...etc” “I don’t like apples...”

Materials: weather/feeling cards, food flashcards, additional food cards for Ss, food chart
for Ss,
food items, scissors, glue.

Period 1

Introduction:

Hungry Yongu puppet skit (review weather/feelings)

Development:

Introduce food vocabulary Ss repeat after teacher when prompted by flashcards.

Cross the swamp crocodile game (listening and understanding) T is crocodile.
draw happy face under food on board and assist S with appropriate sentence.
draw sad face under food on board and assist S with appropriate sentence.

Period 2

Craft I like/don’t like food chart.

Cross the swamp crocodile game (speaking) S is crocodile.
Ss make large chart on the board.

Day 5

Objectives: Ss will be able to count from 1-10

Ss will be able to ask about animals
Ss will be able to count animals

Language functions: “1, 2, 3, ...10” “What is it?” “It’s a cow...etc” “How many cow’s?”
“3 cow’s etc”

Materials: feeling/weather cards, number cards, animal cards, animal counting cards 1-
10,
Old Macdonald had a farm song, tiny individual animal cards, plastic bottle.

Period 1

Introduction:

Youngu puppet skit (review previous lesson then proceed to count animals)

Development:
Ss play 1-2 bang game up to 10 winner receives a prize
Ss repeat names of different animals when prompted by T and flashcards
Ss count different animals when prompted by teacher

Old Macdonald had a farm song.

http://video.google.com/videoplay?docid=4224305456345229471&q=old+mcdonald+so
ng&total=241&start=0&num=10&so=0&type=search&plindex=6

Ss form groups number defined by T when music stops and role play as the T defined
animal.

Period 2

Ss race around class to touch the number of animals defined by T

ie T says "I see 4 monkey’s" Ss must locate and touch the card with 4 monkey’s.
How many animal guessing game Ss guess number of tiny animal cards in
plastic bottle
winning teams receive prizes. "How many monkey’s?" "seven monkey’s" 1 team
asks and 2 team answers.

Day 6

objectives: Ss will be able to identify colors

Ss will be able to express colors
Ss will be able to express an object (pencil) and its color

Language functions: "I see red...etc" "What is it?" “It’s a pencil” "It's a red pencil"

Materials: color cards, object cards, big number cards 1-10, big color cards,
additional
color cards for Ss, Information gap worksheet containing colored and
blank
objects.

Period 1

Introduction:

I see color song Ss sing along as best they can then find classroom object with
matching color
Development:

Introduce color cards Ss repeat color after T

ladders race to your place game with colors (listening and understanding)
Name that color game Ss choose number 1-10 and name hidden color for points
“I see red...etc”

Period 2

Introduce various items to Ss ie “pencil” “notebook” “flower” Ss repeat after T

prompted by item/flashcard
over-the-head guessing game Ss asks “what is it?” T guesses with help from Ss.
Then a S takes turn at guessing assisted by other Ss.
Color the object pair information gap activity S ask “What is it?” other S answers
“It’s a red pencil” 1st S must color pencil red.

Day 7

Objectives: Ss will be able to count from 1-12

Ss will be able to ask about the time
Ss will be able to express the time with only hours no minuets.

Language Functions: “1, 2, 3, ... 12” “What time is it? “It’s 1, 2, 3, ...etc”

Materials: number cards 1-12, big flashcards with clock and time 1, 2,
3...12, clock
worksheet for circle the time activity, wolf card.

Period 1:

Introduction:

review numbers 1-10 introduce 11-12.

1, 2, bang game up to 12 winner gets prize

Development:

T will introduce Q “What time is it?” Ss respond “It’s 1, 2, 3...etc” when prompted
by flashcard
Game What time is it, Mr. wolf? T is wolf and T asks Q Ss respond.
Activity Circle the correct time Ss ask T “What time is it?” T responds and Ss
circle correct time on sheet
Period 2:

Game What time is it, Mr. wolf? S is wolf and Ss ask question “What time is it?” S
responds “It’s 1, 2, 3...etc”
Goodbye pizza party for students farewells etc!!!