Lesson Plan Unit 1 (Week 1 - MC4) : Flashcard: Picture Flashcards of Family Tree 1 &2

Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)
LESSON PLAN
Unit 1
(Week 1_MC4)
LEANER: CHILDREN 7-8 YEARS OLD
MAIN TEXT BOOK: GET SET GO 2
LEVEL: MC4
DURATION: 30-45 MINUTES
LANGUAGE: Practice family words: grandfather (grandpa), grandmother (grandma),
father (dad), mother (mum), brother, sister, uncle, aunt, cousin
MATERIALS: Board, marker
Flashcard: picture flashcards of family tree 1 &2
Worksheets: My family; Draw a picture
Stage
Greetings
Materials
Revision
Board,
markers,
picture
flashcards of
family tree 1
&2
Content
Hello. How are you?
Im (Teachers name).Whats your name?
Can you spell your name?
How old are you?
Review family words
Family words have been taught before, so you
should simply draw a family tree on the board
starting with me. Say: This is me. Then ask
students what words should be put in the
boxes. (Or you can use two pictures of family
tree in stead of drawing; one with words and
one without words). Then elicit answers from
the students. Say: Whos this? Students:
mother? Teacher: Yes, this is my mother/mum.
(or No, this is my aunt). Correct their
mistakes and pronunciations. Here is an
example of the family tree.
Duration
3-5
7-10
Note: Explain that grandfather/grandpa,

grandmother/grandma/granny, father/dad,
mother/mum mean the same, but grandpa,
grandma, dad, mum are more familiar.
Practice
Consolidation
Worksheets:
My family
A. Read and circle the family words.

Hand out the worksheets to every student.
Students look at the text in A. Look at the
word mum. Mum is a family word and why
it is circled.
Students read the text and circle the other
family words.
Check answers: mum, dad, sisters, brothers,
grandpa, grandma.
Read aloud the text sentence by sentence.
Ask students to read along, listen and repeat.
B. Which is Sams family?
Ask students to look at the three pictures and
say which picture shows Sams family.
Answer: picture 2
Ask more:
Who is Sam/ Sams Dad? (Ask students to
point to Sam/ Sams dad)
10-15
C. Answer the questions.

10-15
Learners answer the question about their
families. For 1 and 2, they write a number
and for 3, 4 and 5, they write yes or no.
Practice:
Option 1:
Learners stand up. Go up to one leaner and
ask: How many brothers and sisters have
you got?
Say: Ive got one brother. Stand behind
me.
That leaner then asks a different learner
the same question:
How many brothers and sisters have you
got?
The leaner asked answers the question and
stands in front of the person if they have
fewer brothers and sisters and behind the
person if they have more.
All learners ask each other the question:
How many brothers and sisters have you

got?
They get into a line in the order of the
number of brothers and sisters stand at the
front, those with the most stand at the
back.
Do the same with other words, for
example, people, cousins etc.
Option 2: Draw a picture.
Ask students to draw pictures of their
families. They could also write a short text
about their families, using Sam text as a
model. Display the pictures around the
room.
worksheet 1
Worksheet 2: Draw a picture
My names ____________.
I live with _____________
______________________
______________________
______________________
I love _________________
______________________
______________________
Ive got _______________
______________________
______________________
_____________________
______________________
LESSON PLAN
Unit 2
(Week 2-MC4)
LEVEL: MC4
LANGUAGE:
Test and language: alphabet, box, cross, tick, letter, line, number, sentence, words.
Verbs: color, draw, listen, look at, put, read, say, tick, write.
Grammar: imperatives
MATERIALS: board, markers
Worksheets English and tests
Stage
Greetings
Materials
Revision &
warm up
Board,
markers
Content
Hello. How are you?
How old are you?
What color/food/animal do you like?
Alphabet Shout Out
Randomly choose an alphabet letter and
write it on the board. Award a point to the
first student who shouts out a word
beginning with that letter. Teacher should
give them an example: A-apple, ant..
Hangman
Use review words from past lessons. The
teacher chooses a word and writes the
appropriate number of spaces on the board.
Students guess a letter one by one. If the
student guesses correctly, write that letter in
the space and give the student another turn. If
they guess wrongly, start drawing a hanging
man and have the next student guess a letter.
You may prefer to draw a hanging spider
(Spiderman?) instead.
Duration
3-5
10
Presentation
Board,
markers,
Worksheets
of English
and tests
Write a list of the following words on

the board: alphabet, cross, letter, line,
number, sentence, tick, words.
Draw or write examples of target
language as in the worksheet, write a
suitable word next to each of the examples,
then point to them, saying the words.
Students look, listen, and repeat chorally
and individually.
Example of board organization:
7-15
alphabet
cross
tick
7, 8, 9
number
Hand out the worksheet. Student look
at the crossword and the clues. Look at the
example (alphabet). Can they see the word
alphabet in the box? Have students do
part A. Check answers: Across: line, word,
tick, cross. Down: letter, number, sentence.
Read, draw, and write
Have students do part B. Students

look at the first instruction. What do they
have to do? (draw a line)
Students read the five instructions and

write or draw. Check answers on the board.
(1, 2,3,5) For 4 and 6 ask some students to
write a number or word on the board.
Practice
Board,
marker,
Draw a cross with your finger on

the students back. Ask: Whats
this?
If the student knows, they say :( Its
5-10
Consolidation Board,
marker,
a) cross. If not, the other students

can help by answering.
Then the teacher write the symbol
of a cross on the board, write the
word of it next to it to check with
the whole class.
Students continue this activity,
taking it in turns to come in front,
draw, feel, watch and answer, using
the words from the crossword.
Play Hangman, using some of these words:
alphabet, box, cross, tick, letter, line,
number, sentence, words.
Worksheet
LESSON PLAN
Unit 3
(Week 3-MC4)
LEVEL: MC4
LANGUAGE: Adjectives: short, long, tall, old, young, new, big, small
FLASHCARDS: long pen-short pen; young elephant-old elephant; small ball-big ball;
new book-old book; short dog-tall dog.
Worksheets young or old
Stage
Materials
Content
Duration
Greetings
Hello. How are you?
3-5
How old are you?
Revision &
Board,
Hangman
10
warm up
markers
Use review words from past lessons ( for
example family words). The teacher chooses
a word and writes the appropriate number of
spaces on the board. Students guess a letter
one by one. If the student guesses correctly,
write that letter in the space and give the
student another turn. If they guess wrongly,
start drawing a hanging man and have the
next student guess a letter. You may prefer to
draw a hanging spider (Spiderman?) instead.
Presentation
Board,
7-15
Hold up the first pair of flashcards: a
markers,
short pen - a long pen; ask: Are they
flashcards:
the same? then elicit the answer: No,
long penthey are different.
short pen;
Write on the board: short-long. Then
young
point to the short/long pen, asking
elephant-old
short or long? Elicit the answer.
elephant;
Then, have them say: a short/long
small ballpen and Its a short/long pen
big ball; new
Do the same with other pairs of
book-old
flashcards: a young elephant - an old
book; short
elephant; a small ball- a big ball; a
dog-tall dog.
new book an old book; a short dog
a tall dog.
10
Practice
Consolidation
Worksheets
young or
old
Hand out the worksheets, let student choose 5-10

the words in the box and fill in the blanks.
Check answers: 1. short pen 2. a
long pen; 3. An old elephant 4. a
young elephant; 5. a small ball- 6. a
big ball; 7. a new book 8. an old
book; 9. a short dog 10. a tall dog.
Point to some real objects in the classroom
and ask students to describe it, using
adjectives which have been taught.
11
2
1
a.pencil
a..pencil
anelephant
a.elephant
6
7
a.book
an.book
a..ball
a..dog
aball
1
0
0
a..dog
short tall / new old / small big

old
young / short long
LESSON PLAN
Unit 4
(Week 4-MC4)
LEVEL: MC4
LANGUAGE: review colors; fruits & vegetables: banana, lemon, carrot, orange, tomato,
potato, grapes, watermelon.
FLASHCARDS: banana, lemon, carrot, orange, tomato, potato, grapes, watermelon.
Worksheets What am I?
Stage
Materials
Content
Duration
Greetings
Hello. How are you?
3-5
How old are you?
What color/fruits/vegetables do you like?
Revision &
Board,
10-15
Basic Flashcard Fun
warm up
markers,
The teacher simply holds up a
Flashcards:
flashcard of target language and
banana,
elicits the answer from the students.
lemon, carrot,
This can be done in teams with points
orange,
awarded for correct answers. Correct
tomato,
their pronunciation.
potato,
Most of words in review language
grapes,
are in previous lessons. But if you
watermelon.
notice that some words can be new to
many students, ask students to spell
them, if they cant spell them, you
should spell and write the words on the
board, then ask them listen and repeat.
Practice
Worksheets
What am I?
Hand out the worksheets, let student choose 12-15

the words in the box and match with the
pictures.
A. Look at the pictures. Write the words.
Check answers: 1. Watermelon -- 2.
Grapes -- 3. potato -- 4. Tomato -- 5.
Orange -- 6. Carrot -- 7. lemon 8.
Banana
B. What am I?
Read the first sentence with them. Let
them look at the words and the pictures
13
above. What food could this be? Elicit

the answer from students (a banana).
Then let them write the words banana
on the first line.
Students read the remaining sentences
and write the answer on the lines.
Check answers: 1. banana -- 2. lemon
-- 3. carrot -- 4. orange
Consolidation
Practice pronunciation
5-10
1. Say a number between 1 and 8, students
look at the appropriate picture and say
the fruit or vegetable. Correct
pronunciation mistake.
2. Ask them to put away the worksheet.
Say the sentences in B in disorder, stop
after each sentence and let students to
say out the answers.
14
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A. LOOK
AT THEsupplement
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WRITE
THE
WORDS.
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to the main
document.
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aligned on the left or right
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formatting of the sidebar text box.]
BANANA
CARROT
GRAPES
1.___________
LEMON
2.___________
ORANGE
POTATO
TOMATO
WATERMELON
3.___________
5.___________
4.___________
6.___________
7.___________
8.___________
B. WHAT AM I?
1. Im a fruit. Im long and yellow

and monkeys like me.
2. Im yellow too. You can make a
nice drink from me.
3. Horses like me. Im long and
orange.
4. Im a fruit, but Im a juice and a
color too.
Im a
Im a
Im a
Im an
LESSON PLAN
Unit 5
(Week 5-MC4)
LEVEL: MC4
LAGUAGE:
Food: burger, chicken, chips, egg, fish, potato, rice, sausage, tomato.
Drinks: drink, juice, lemonade, milk, water.
Verb: want
Flashcards of food and drinks (Food: burger, chicken, chips, egg, fish, potato, rice,
sausage, tomato. Drinks: juice, lemonade, milk, water.)
Worksheets Whats on the menu? _ Part A and B
Stage
Greetings
Materials
Revision &
warm up
Board,
markers,
Presentation
Board,
markers,
flashcards of
food and
drinks
Content
Hello. How are you?
How old are you?
What food/drinks do you like?
Commando
The teacher is the commando and gives
commands to the class and/or individual
students. This is a great energy burner as well
as review of actions, colors, numbers or
anything else you can throw in. E.g. "Jump 10
times", "Touch your (body part)", "Touch
(classroom object", "Turn around", "Stand up /
Sit down".
Mimic the action of eating a burger,
then say Im eating a burger
Point to the flashcard with a burger on
it and say the word clearly once or
twice. Let S look and listen.
Say the word again, Students repeat
chorally, then repeat individually.
Do the same with other words.
Point to each flashcard, ask S to say
the appropriate word chorally and then
individually.
Duration
3-5
10
7-15
Point to the flashcards or real objects.

Ask Is it., Are they..? Whats
it?, What are they?, then suggest
the answer.
Stick or draw the pictures on the board,
write the appropriate words next to
them. Ask student to say and spell the
words.
Practice
Board,
marker,
Worksheets
of
Whats on
the menu?_
Part A and B
marker,
Worksheet: Hand out the Worksheets of

5-10
Whats on the menu?
A: Write the menu.
Students look at the food the people
have on their plates. Ask them to look
at the womans food and to say what
she is having (a burger and chips).
Check that the students can see these
words on the menu, under todays
lunch
Check answers: (the man) sausages
and beans, (the girl) fish and
potatoes, (boy 1) eggs and tomatoes,
(boy 2) chicken and rice.
B: Write the drinks.
Students put the letters in order and
write the drinks. Teacher can do the
first word (water) to write it on board
as an example.
Check answers: water, juice, milk,
lemonade.
Draw It Relay
Divide the students into two teams.
Whisper a different flashcard of food or
drink to the first member of each team and
have them whisper it to the next teammate.
The last members of each team run to the
board and draw the word as fast as
possible. Award points to the fastest team.
worksheet
LESSON PLAN
Unit 6
(Week 6-MC4)
LEVEL: MC4
LAGUAGE:
Food: burger, chicken, chips, egg, fish, potato, rice, sausage, tomato.
Drinks: drink, juice, lemonade, milk, water.
Verb: want, like, eat, drink, have
Structure: What would you like to eat/ drink?
Id like..
(Chicken), please.
What do you want (with the chicken)?
Can I have.?
What would you like today?
................, please.
MATERIALS: board, markers, CD, cassette player.
Flashcards of food and drinks (Food: burger, chicken, chips, egg, fish, potato, rice,
sausage, tomato. Drinks: juice, lemonade, milk, water.),
Worksheets Todays menu
Stage
Greetings
Materials
Revision &
warm up
Board,
markers,
Presentation
Board,
markers,
flashcards of
food and
drinks
Content
Hello. How are you?
How old are you?
What food/drinks do you like?
Basic Flashcard Fun
The teacher simply holds up a flash card of
food and Drinks and elicits the answer from
the students. This can be done in teams with
points awarded for correct answers.
Demonstrate the action of eating and

drinking while writing the words eat and
drink on the board. Point and say the words
clearly. Students look, listen and repeat.
Write the question What would you

like to eat/ drink? and the response Id
Duration
3-5
10
7-15
Practice
Board,
marker,
Worksheets
of Todays
menu?
CD, cassette
player
like on the board. Then point and say

them. Students look, listen and repeat.
Place a flashcard next to the phrase

Id like.. Elicit the student to say the
sentence, for example, Id like chicken.
Continue with other flashcards.
Bring a student in front, ask him/her

What would you like to eat/ drink? while
showing some flashcards of food and drinks
to him/her. Ask the student to choose a
flashcard and say: Id like
Do the same with other students.
Choose some pairs who ask and

respond in front. Correct their mistakes. Then
ask the whole class to work in pairs. Walk
around to help them.
Do the same with other structures if

having time. ( I want..../ Can i have.....)
Worksheet: Hand out the Worksheets

of Todays menu?
Students look at the menu (Todays

menu). Ask them if they can see the
following:
Rice (no), potatoes (yes), burgers (no),

chicken (yes), sausages (yes).
Play or read the first part of recording.

Learners listen to Lucy and the food she
wants.
Play or read aloud the second part of

recording. Learners listen to Tony and the
food he wants.
Tapescripts: Listen and tick the food Lucy
and Tony have.
One:
Man: Lucy. What would you like to eat?
Girl: I dont knowYes! Some chicken,
please.
Man: What do you want with the chicken?
Girl: Carrots and beans for me.
Two:
Woman: What do you want for lunch, Tony?
Boy: Fish today. And Id like some peas too.
Woman: Right.
Boy: And can I have some ice-cream?
Woman: OK.
5-10
Board,
Consolidation marker,
Answer: chicken, carrots, beans

(Lucys part) and fish, peas and ice cream
(Tonys part)
Ask students to fill the food Lucy and

Tony want in the blanks.
Ask students to write down the food

they would like to have today.
Draw It Relay
Divide the students into two teams.
Whisper a different flashcard of food or
drink to the first member of each team and
have them whisper it to the next teammate.
The last members of each team run to the
board and draw the word as fast as
possible. Award points to the fastest team.
Worksheet : Todays menu
Write the food Lucy and Tony have.
Lucy: ____________, ______________ , _____________

Tony: ____________, _____________ , ______________
What would you like today?
Id like __________________________________________
_________________________________________________
LESSON PLAN
Unit 7
(Week 7-MC4)
LEVEL: MC2
LAGUAGE: Language practiced:
Review numbers 1-20
People: baby, boy, children, girl, man, men, people, person, woman, women
Grammar: irregular plurals
Question: who, how many
Flashcards: baby, boy, girl, man, woman, men, women, children.
Worksheets : Whos got the phone?
Stage
Greetings
Materials
Revision &
warm up
Board,
markers
Presentation
Board,
markers,
Flashcards:
baby, boy,
girl, man,
Content
Hello. How are you?
How old are you?
Count twenty
Students stand in a circle and chorus
counting from 1-30. Instruct the students to
each call out one, two or three of the
numbers in numerical order. The student who
calls out 'thirty' must sit down. Continue
until only few students are standing. Those
students win the game. E.g. "one, two",
"three, four, five", "six", "seven, eight, nine",
"thirty (sits down)", "one"..... Try playing it
backwards as an extra challenge.
Show each flashcard to the students,

say and write each word on the board, ask
students to look, listen, and repeat.
Write the following on the board:

One man => two men, three men..
Duration
3-5
10
7-15
woman, men,
women,
children.
;Worksheets
Whos got
the phone?
One woman => two women, three women

One man + one woman = two people
One person => two people, three people
One boy + one boy = two boys
One girl + one girl = two girls
One boy + one girl = two children
One child => two children, three children
One man + one women = two people
Ask 2 boys to come to the front. Say:

two boys.
Ask another boy and a girl to come to

the front. Say: two children.
You could point out these words have

irregular plurals, comparing with the others,
for example one girl two girls.
Hand out the sheets Whos got the

phone?.
Have students do part A. Ask student to
look at the pictures and the box. And then
ask them to find the words (they can circle
them if they want) and write them on the
lines under the picture.
Check answers: 1 baby 2 boy 3 girl 4

man 5 woman 6 men 7 women 8 children.
Write all the answers on board, say the

words one by one. Ask students to repeat.
Practice
Board,
marker, ,
Worksheets
of Whos
got the
phone?
Have students do part B

5-10
Have students look at 2 example

sentences.
Ask them:
Which picture shows children? (8)
Have they got a duck? (yes)
Which picture shows the men? (6)
Have they got a duck? (no, a dog)
Point out the words Yes and No on the

lines.
Ask students to read the four sentences

and write yes or no.
Check answers: 1 yes 2 no 3 no 4 yes
marker, ,
Worksheets
of Whos
got the
phone?
Have students do part C
Ask students: How many eyes have I

got?(2/two)
Look at the first question with the

class: How many eyes have ten people got?
Write on the board: 10 people*2

eyes=.
Ask student to tell you the answer (20/

twenty) and write it on the board.
Check answers: 2 thirteen (13) 3

eight (8)
LESSON PLAN
Unit 8
(Week 8-MC4)
LEVEL: MC4
LAGUAGE: singular and plural nouns with different endings.
Target language: Baby, box, boy, doll, dress, jacket, lorry, monkey, watch.
Verb: there are
Grammar: regular plural forms of nouns on the Starters wordlist
MATERIALS: Board, markers,
Flashcards of target language: Baby, box, boy, doll, dress, jacket, lorry, monkey, watch,
Worksheets How many?.
Stage
Greetings
Materials
Revision &
warm up
Board,
markers,
Presentation
Board,
markers,
flashcards of
target
language:
Baby, box,
boy, doll,
dress, jacket,
lorry,
monkey,
watch,
Worksheets
of How
many?
Content
Hello. How are you?
How old are you?
What colors do you like?
How many pens do you have?
Spelling
Choose a number from one to ten to spell, ask
students say the word and have one of them to
write it on the board.
Point to the flashcards with pictures on

them and say the words clearly once or twice.
Let S look and listen.
Say the words again, pausing after

each word for S to repeat chorally, then repeat
individually.

individually.
Point to the flashcards or real objects.

Ask Whats this?, and then suggest the
answer Its a/an.

write the appropriate words next to them. Ask
student to say and spell the words.
Part A: Hand out the worksheets, ask

student look at the board and write the
Duration
3-5
10
7-15
Practice
Board,
marker
marker,
suitable words under the picture in part A.

Have them look at the first picture. Ask
them: What is it? Elicit the answer (a baby).
Remind them a means one.
Check answers: 1. a baby 2. a lorry

3. a dress 4. a watch 5. a boy 6. a monkey
7. a box 8. a doll 9. a jacket
Part B: Students look at the first

picture, ask them: What is it? (a baby). How
many babies are there? (one). Write on the
board: 1 baby . Students copy 1 baby on the
line.
Do the same with other words.
Answers: 1. 1 baby 2. 2 lorries 3. 1

dress 4. 3 watches 5. 1 boy 6. 2 monkeys
7. 4 boxes 8. 1 doll 7. 4 boxes 8. 1 doll
9. 2 jackets
One or two?
5-10
Write the words baby and babies
on the board, point to each word, ask
students: one or two? Elicit the
answer one baby and two babies.
Call out a word (singular or plural
noun), ask students to respond one
or two.
Then to make sure that students
understand plural noun means more
than one, you can continue call out a
word and ask students to respond
one or three, one or four.
Hangman
5
Use review words of the lesson with
singular and plural words. Choose a
word, write the appropriate number of
spaces on the board. Students guess a
letter one by one. If the student guesses
correctly, write that letter in the space
and give the student another turn. If
they guess wrongly, start drawing a
hanging man and have the next student
guess a letter. You may prefer to draw
a hanging spider (Spiderman?) instead.
LESSON PLAN
Unit 9
(Week 9-MC4)
LEVEL: MC4
LAGUAGE: Irregular plurals: child, fish, foot, man, mouse, sheep, woman
Verb: look at, write
Grammar: irregular plural forms of nouns on the Starters wordlist
Flashcards of target language: singular words (child, fish, foot, man, mouse, sheep,
woman) and plural words (children, fish, feet, men, mice, sheep, women)
Worksheets crossword one child, two children
Stage
Greetings
Materials
Revision &
warm up
Board,
markers,
Presentation
Board,
markers,
flashcards of
target
language:
singular
words (child,
fish, foot,
Content
Hello. How are you?
How old are you?
One or two?
Call out a word (singular or plural
noun), ask students to respond one
or two.
Continue the activity with the
responses one or three
Write a regular noun on the board, ask
a student to write the plural form on
the board. Continue with some
language (regular nouns) have been
taught from previous lesson.
Duration
3-5
10
7-15
Point to each flashcard of the singular

nouns with a picture on it and say the word
clearly once or twice. Let S look and listen.
Say the words again, pausing after

each word for S to repeat chorally, then repeat
individually.
man, mouse,
sheep,
woman) and
plural words
(children,
fish, feet,
men, mice,
sheep,
woman)
Practice
Board,
marker
Worksheet of
crossword
one child,
two children

individually.

write the appropriate words next to them. Ask
student to say and spell the words.
Point to the flashcard of a child, ask

How many?( one). Point to the flashcard of
two children, ask How many? (two) then say
and write the word children on the board,
students look, listen and repeat.
Do the same with other plural nouns.
Note that you should leave the words

on the board until students finish the
crossword.
marker,
Hand out the crossword one child,

two children ask student look at
number 1 together. Ask them:
whats this (a mouse). Students
write the words mouse in the
square bellow the arrow.
Students write the words for the
pictures in the spaces. They should
check carefully to see if there is
one or more of each thing/ person/
animal in the picture. Teacher can
ask them how many.?
Check answers: 1 mouse 2 men
woman 4 sheep 5 children
6 feet 7 fish.
Simply hold up a flashcard, ask Whats

this? or what are these?, students
respond with correct pronunciation in
chorally and in individually. Correct their
mistakes.
5-10
worksheet: crossword ONE CHILD, TWO CHILDREN
LESSON PLAN
Unit 10
(Week 10-MC4)
LEVEL: MC4
LAGUAGE: Review irregular plurals: child, fish, foot, man, mouse, sheep, woman
Verb: look at, write
Grammar: irregular plural forms of nouns on the Starters wordlist
Flashcards of target language: singular words (child, fish, foot, man, mouse, sheep,
woman) and plural words (children, fish, feet, men, mice, sheep, woman)
Worksheets one foot, two feet, worksheets matching game*
*Note worksheets matching game* for each group of 4 students; Worksheets one
foot, two feet for each students in class.
Stage
Greetings
Materials
Revision &
warm up
Board,
markers,
flashcards of
target
language:
singular
words (child,
fish, foot,
man, mouse,
sheep,
woman) and
plural words
(children,
fish, feet,
men, mice,
sheep,
Content
Hello. How are you?
How old are you?
Simply hold up a flashcard, ask
Whats this? or what are these?,
students respond with correct
pronunciation in chorally and in
individually. Correct their
pronunciation mistakes.
Write an irregular noun on the board,
ask a student to write the plural form
on the board. Continue with some
language (irregular nouns) have been
taught from previous lesson.
Correct their writing mistakes on the
board.
Duration
5
10-15
women)
Practice
Board,
marker,
Worksheets
one foot,
two feet
Consolidation worksheets
matching
game to
each group of
students.
Hand out the worksheets one foot, two feet

Part 1: ask students to write the
words on the right lines. Do mouse
together first. Then students
complete the chart.
Check answers: mouse-mice, footfeet, man-men, woman-women,
child-children, fish-fish, sheepsheep.
Part 2: student look at the picture
and the sentences. They write yes
or no after each sentence. Do the
first one together as an example.
Check answers: 1 no 2 yes 3 no
4 no 5 yes 6 yes 7 no.
10
Matching game
10-15
Hand out each worksheet matching
game to each group of students
and ask they cut up the squares.
The cards are mixed and placed
face down on the table. One learner
starts. They turn over 2 cards and
see if they make up a pair. If they
do, they keep the two cards and
continue to turn over two cards until
they turn over two which do not
make a pair. In this case, the cards
are placed face down again and
another student has a turn. The
students with the most cards win the
game. Note that they should say the
word in each card out after they turn
over it.
Go around class to help with
pronunciation.
Praise students who win the game.
Worksheet
PART 1
PART 2
Worksheet

Lesson Plan Unit 1 (Week 1 - MC4) : Flashcard: Picture Flashcards of Family Tree 1 &2

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Lesson Plan Unit 1 (Week 1 - MC4) : Flashcard: Picture Flashcards of Family Tree 1 &2

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Lesson plan for foreign teachers-MC3-MC4-MC5 (Main text book: GET SET GO 2)

Note: Explain that grandfather/grandpa,

A. Read and circle the family words.

C. Answer the questions.

How many brothers and sisters have you

Worksheet 2: Draw a picture

Write a list of the following words on

Read, draw, and write

Have students do part B. Students

Students read the five instructions and

Draw a cross with your finger on

a) cross. If not, the other students

Hand out the worksheets, let student choose 5-10

short tall / new old / small big

Hand out the worksheets, let student choose 12-15

above. What food could this be? Elicit

AI. sidebar is a standalone supplement to the main document. It is often aligned

1. Im a fruit. Im long and yellow

Point to the flashcards or real objects.

Worksheet: Hand out the Worksheets of

Demonstrate the action of eating and

Write the question What would you

like on the board. Then point and say

Place a flashcard next to the phrase

Bring a student in front, ask him/her

Do the same with other students.

Choose some pairs who ask and

Do the same with other structures if

Worksheet: Hand out the Worksheets

Students look at the menu (Todays

Rice (no), potatoes (yes), burgers (no),

Play or read the first part of recording.

Play or read aloud the second part of

Answer: chicken, carrots, beans

Ask students to fill the food Lucy and

Ask students to write down the food

Worksheet : Todays menu

Write the food Lucy and Tony have.

Lucy: ____________, ______________ , _____________

What would you like today?

Show each flashcard to the students,

Write the following on the board:

One woman => two women, three women

Ask 2 boys to come to the front. Say:

Ask another boy and a girl to come to

You could point out these words have

Hand out the sheets Whos got the

Check answers: 1 baby 2 boy 3 girl 4

Write all the answers on board, say the

Have students do part B

Have students look at 2 example

Point out the words Yes and No on the

Ask students to read the four sentences

Check answers: 1 yes 2 no 3 no 4 yes

Have students do part C

Ask students: How many eyes have I

Look at the first question with the

Write on the board: 10 people*2

Ask student to tell you the answer (20/

Check answers: 2 thirteen (13) 3

Point to the flashcards with pictures on

Say the words again, pausing after

Point to each flashcard, ask S to say

Lucy: , , ___