€¦ · let’s go level 6 unit 6 lesson 1 page 1 of 14 dyned international, inc. www en dyned com...

Let’s Go Level 6 Unit 6 Lesson 1

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DynEd International, Inc.

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LG6 U6 L1

Time: 50 min

Materials: LG6 U6 Courseware; Projector; Microphone; Speaker

LG6 U6 Unit Objectives:

1. Ss will be able to identify countries, international cities and languages.

2. Ss will be able to ask about and express possibilities.

3. Ss will be able to ask and answer WH and Y/N questions about conditional and hypothetical situations.

4. Ss will be able to distinguish between, pronounce and read words with letters nt and nd.

LG6 U6 Lesson 1 Objectives (ALL Lesson Ones)

1. Ss will become familiar with the core language patterns of the Unit even if they haven’t had a chance to study it.

2. Ss will begin to master a regular coaching opportunity to help all Ss master how to study each of the lesson types in the unit, including oral repetition, recording and comparing.

3. To provide a quick linguistic review of the unit content to prepare Ss for the 7 task-based communicative classes that will follow.


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LG6 U6 L1 Activity Overview:

Time 2’ 5’ 7’ 7’ 7’ 7’ 7’ 5’ 3’

Act. # & Type

Greetings 1-Song 2-Conversation 3-Listening Practice 4-Reading Practice

5-Vocabulary 6-Grammar 7-Phonics 8-Game

Act. Type Social Routines Teacher-Guided Courseware Review *Optional

Target Language

Good morning. Good afternoon. I’m fine, thank you. What did you do yesterday? I went bike riding.

If you could go anywhere, where would you go? I’d take a plane to Mexico. If you could buy anything, what would you buy? I’d buy an airplane and learn how to fly. If you could eat anything, what would you eat? I’d eat a pizza and something sweet.

If you could go anywhere, where would you go? I’d go to Mexico. I love beaches and warm weather! What about you? Where would you go? I think I’d go to Africa. I’d love to see lions and tigers. There are lions in Africa, but there aren’t any tigers. You’d have to go to India. OK, then. Africa and India!

Sam is interested in nature, especially animals. He has always wanted to see lions and tigers. He doesn’t want to see them in zoos. He wants to see them in their natural habitat. Someday he’d like to go to Africa. In Africa he could see lions and many other animals. After that, he’d like to go to India. Maybe he could see tigers there. In China, there are pandas. He’d like to see them too. Many animals no longer live in the wild. There are no places for them to live.

Sam is interested in nature, especially animals. Someday he’d like to go to Africa. In Africa he could see lions and many other animals. He has always wanted to see lions and tigers. He wants to see them in their natural habitat. Many animals no longer live in the wild. There are no places for them to live.

Paris In Paris, people speak French. London In London, people speak English. Bangkok In Bangkok, people speak Thai. Tokyo In Tokyo, people speak Japanese. Rome In Rome, people speak Italian. Cairo In Cairo, people speak Arabic. Mexico City In Mexico City, people speak Spanish. Moscow In Moscow, people speak Russian.

What would he buy there? He’d buy a sombrero. What would she eat there? She’d eat frog legs and snails. What would you see there? I’d see lions and elephants. If Eddy could go anywhere, would he go to Mexico? Yes, he would. If you could buy anything, would you buy an airplane? Yes, I would. Would Ginger go to Paris if she could go anywhere? Yes, she would.

nt and nd ant paint pants present hands bend ground friend blond pond Fran is the ant who is painting her pants. Hold hands, turn around and touch the ground.

Paris French London English Tokyo Japan Rome Italian Mexico City Spanish Moscow Russian


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LG6 U6 L1 – Greetings 2 min

Objectives: Ss will be able to greet each other and talk about what they did yesterday.

Target Lang: Good morning. / Good afternoon. / I’m fine, thank you. / What did you do yesterday? / I went bike riding.

Materials: None

Interaction: T-Ss; T-S; S-S

ACTIVITY STEPS Teacher Talk Student Output 1. Model Greetings

Greet Ss.

Hello, everyone. Good morning. / Good afternoon. How are you?

Hi, Mr. / Ms. X. Good morning. / Good afternoon. I’m fine, thank you. And you?

2. Extend greetings Choose a few students to greet.

Hi, S1. How are you? Hi, S2. How are you? Hi, S3. How are you?

S1: I’m fine, thank you. S2: I’m fine, thank you. S3: I’m fine, thank you.

3. Model questions Ask several Ss about what they did yesterday.

S1, what did you do yesterday? S2, what about you? Ask me. I read a book.

S1: I went to the park. S2: I watched TV. What did you do yesterday?

4. Personalize – in pairs Pair up Ss. Have Ss ask each other what they did yesterday.

Work with your partner. Ask each other what you did yesterday.

X1: What did you do yesterday? X2: I made a model.

X2: What did you do yesterday? X1: I went bike riding.


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LG6 U6 L1 – Activity 1: Song 5 min

Objectives: Ss will be able to sing “If You Could Go Anywhere” chorally.

Target Lang: If you could go anywhere, where would you go? / I’d take a plane to Mexico. / If you could buy anything, what would you buy? / I’d buy an airplane and learn how to fly. / If you could eat anything, what would you eat? / I’d eat a pizza and something sweet.

Materials: LG6 U6 Courseware — Song

Interaction: C-Ss; T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “If You Could Go Anywhere” with the Courseware Play LG6 U6 Courseware — Song. Have Ss sing the song. (Twice)

Let’s sing together. If you could go anywhere, where would you go?

I’d take a plane to Mexico. If you could buy anything,

what would you buy? I’d buy an airplane and learn how to fly. If you could eat anything,

what would you eat? I’d eat a pizza and something sweet.

2. Sing the song with the Courseware — in 2 groups Have just the girls sing, then just the boys.

Girls, now you sing it. Boys, now you sing.

Same as above.

3. Sing the song without the Courseware — in pairs Pair Ss up. Invite a few pairs to sing the song to the whole class.

Sing with your partner.

Same as above.

It’s good if T and Ss do appropriate actions along with the song.

Tricks for controlling the Courseware:

• Click the green arrow located at the lower left corner of the screen to replay the Song once the program continues to the Conversation Part.

• Use the Pause button whenever needed.


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LG6 U6 L1 – Activity 2: Conversation 7 min

Objectives: Ss will be able to role play the Conversation from the Courseware.

Target Lang: If you could go anywhere, where would you go? / I’d go to Mexico. / I love beaches and warm weather! / What about you? / Where would you go? / I think I’d go to Africa. / I’d love to see lions and tigers. / There are lions in Africa, but there aren’t any tigers. / You’d have to go to India. / OK, then. / Africa and India!

Materials: LG6 U6 Courseware — Conversation

Interaction: C-Ss; T-Ss; Ss-Ss; S-S


1. Listen to the Conversation in the Courseware Play LG6 U6 Courseware — Conversation. Have the class listen to the whole Conversation without stopping.

Let’s listen to the cats.

2. Repeat the Conversation after the Courseware — whole class Pause after each sentence to have Ss repeat them.

Let’s repeat each sentence together. Sue: If you could go anywhere, where would you go? Eddy: I’d go to Mexico. I love beaches and warm weather! What about you? Where would you go? Sam: I think I’d go to Africa. I’d love to see lions and tigers. Sue: There are lions in Africa, but there aren’t any tigers. You’d have to go to India. Sam: OK, then. Africa and India!

3. Repeat the Conversation after the Courseware — in 3 groups Divide Ss into three groups; group one repeats Sue’s lines, group two repeats Eddy’s lines and group three repeats Sam’s lines.

You are Sue. You are Eddy. You are Sam. Let’s repeat after them.

Same as above.

4. Role play the Conversation without the Courseware — in 3 groups Have the three groups role play Sue, Eddy and Sam, but without the Courseware. Then switch their roles to do it again.

You are Sue. You are Eddy. You are Sam. Switch roles.

Same as above.


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5. Practice role playing the Conversation — in groups of 3

Work in groups of 3. Choose who will be Sue, Eddy and Sam.

Same as above.

6. Present the Conversation to the class Show us your conversation. Same as above.


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LG6 U6 L1 – Activity 3: Listening Practice 7 min

Objectives: Ss will be able to listen and repeat after the Courseware, and answer the comprehension questions.

Target Lang: Sam is interested in nature, especially animals. / He has always wanted to see lions and tigers. / He doesn’t want to see them in zoos. / He wants to see them in their natural habitat. / Someday he’d like to go to Africa. / In Africa he could see lions and many other animals. / After that, he’d like to go to India. / Maybe he could see tigers there. / In China, there are pandas. / He’d like to see them too. / Many animals no longer live in the wild. / There are no places for them to live.

Materials: LG6 U6 Courseware — Listening Practice

Interaction: C-Ss; T-Ss; Ss-Ss


1. Listen to the Courseware and answer the comprehension questions Play LG6 U6 Courseware — Listening Practice. Have class listen to the Listening part from beginning to end and answer the comprehension questions.

Let’s listen to the Courseware.

What’s one animal he could see in Africa? In Africa, he could see lions and many other animals. Where does he want to see the animals? He wants to see them in their natural habitat. Why do many animals no longer live in the wild? There are no places where they can live.

2. Repeat after the Courseware – in groups Divide Ss into two groups. Have the first group repeat after the Courseware. Switch roles.

Group 1, repeat after the Courseware. Group 2, repeat after the Courseware.

Sam is interested in nature, especially animals. He has always wanted to see lions and tigers. He doesn’t want to see them in zoos. He wants to see them in their natural habitat. Someday he’d like to go to Africa. In Africa he could see lions and many other animals. After that, he’d like to go to India. Maybe he could see tigers there. In China, there are pandas. He’d like to see them too. Many animals no longer live in the wild. There are no places for them to live.

The Comprehension Check will appear after several sentences in the Listening Part. Questions might be in different order each time.

Tricks for controlling the Courseware:

• Click the green arrow in the lower left corner of the screen to go back to the Listening Part once the program jumps to the Reading Part.

• Use the Pause button whenever needed.


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LG6 U6 L1 – Activity 4: Reading Practice 7 min

Objectives: Ss will be able to read and repeat after the Courseware.

Target Lang: Sam is interested in nature, especially animals. / Someday he’d like to go to Africa. / In Africa he could see lions and many other animals. / He has always wanted to see lions and tigers. / He wants to see them in their natural habitat. / Many animals no longer live in the wild. / There are no places for them to live.

Materials: LG6 U6 Courseware – Reading Practice

Interaction: C-Ss; T-Ss; Ss-Ss; S-S; S-Ss


1. Listen to the Courseware Play LG6 U6 Courseware – Reading Practice, and have the class listen.

Let’s listen.

2. Repeat after the Courseware — whole class Have the class listen, read, and record each sentence. Pause after each sentence to have Ss read and record it.

Let’s listen, read and record each sentence. Sam is interested in nature, especially animals. Someday he’d like to go to Africa. In Africa he could see lions and many other animals. He has always wanted to see lions and tigers. He wants to see them in their natural habitat. Many animals no longer live in the wild. There are no places for them to live.

3. Repeat the sentences in different order Divide Ss into two groups. Have both groups take turns repeating the sentences in different order.

Group 1, repeat the sentences. Group 2, your turn.

He has always wanted to see lions and tigers. Sam is interested in nature, especially animals. He wants to see them in their natural habitat. In Africa he could see lions and many other animals. Many animals no longer live in the wild. There are no places for them to live. Someday he’d like to go to Africa.

4. Read the sentences — in pairs Pair Ss up to practice reading.

Work with your partner to practice reading the sentences. Same as above.

5. Invite few pairs to read XX and YY, please read it to the whole class. Same as above.

The Speaker button may be used several times to listen to the sentences.


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LG6 U6 L1 – Activity 5: Vocabulary 7 min

Objectives: Ss will be able to name and recognize international cities and languages.

Target Lang: Paris, In Paris, people speak French. / London, In London, people speak English. / Bangkok, In Bangkok, people speak Thai. / Tokyo, In Tokyo, people speak Japanese. / Rome, In Rome, people speak Italian. / Cairo, In Cairo, people speak Arabic. / Mexico City, In Mexico City, people speak Spanish. / Moscow, In Moscow, people speak Russian.

Materials: LG6 U6 Courseware — Vocabulary

Interaction: C-Ss; T-Ss; S-Ss; Ss-Ss


1. Practice saying the 8 words/sentences in the Vocabulary Lesson Play LG6 U6 Courseware — Vocabulary, Screen 1. Ask 8 Ss in front to click on the pictures and have the whole class repeat each word and sentence twice.

Let’s repeat the words/ phrases and sentences.

Paris London Bangkok Tokyo Rome Cairo Mexico City Moscow

In Paris, people speak French. In London, people speak English. In Bangkok, people speak Thai. In Tokyo, people speak Japanese. In Rome, people speak Italian. In Cairo, people speak Arabic. In Mexico City, people speak Spanish. In Moscow, people speak Russian.

2. Record the words/sentences in the Vocabulary Lesson — in groups Play LG6 U6 Courseware — Vocabulary, Screen 2. Have Ss record the words and sentences in chorus, one after the other.

Your turn!

Same as above.

3. Match the pictures and the words — in 2 groups Play LG6 U6 Courseware — Vocabulary, Screen 3. Divide class into 2 groups: Group 1 represents the left box on the screen and Group 2 represents the right box. If the correct answer is in the left box, Group 1 should stand up, say the word, and clap three times. If the correct answer is in the right box, Group 2 should stand up, say the word, and clap three times. If a group makes a mistake, have them sing, “If You Could Go Anywhere”

Make two groups. Group 1 and 2, if the correct answer shows up in your box, stand up, say the word and clap three times. If you make a mistake, you sing “If You Could Go Anywhere”

Paris London Bangkok Tokyo Rome Cairo Mexico City Moscow

To record, click on the Microphone icon. To play back, click on Headphone icon.


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LG6 U6 L1 – Activity 6: Grammar 7 min

Objectives: Ss will be able to ask and answer WH and Y/N questions about conditional situations.

Target Lang: What would he buy there? / He’d buy a sombrero. / What would she eat there? / She’d eat frog legs and snails. / What would you see there? / I’d see lions and elephants. / If Eddy could go anywhere, would he go to Mexico? / Yes, he would. / If you could buy anything, would you buy an airplane? / Yes, I would. / Would Ginger go to Paris if she could go anywhere? / Yes, she would.

Materials: LG6 U6 Courseware — Grammar

Interaction: C-Ss; T-Ss


1. Repeat the questions and answers in Grammar Play LG6 U6 Courseware — Grammar, Screen 1. Invite Ss one after the other to the front to click on the words to form questions and have the whole class repeat it. Have Ss listen to and repeat the answers in chorus.

Click on the words to form an answer. Repeat the question. S1, what’s the answer. Let’s repeat the answer. Next question. Everyone.

What would he buy there? He’d buy a sombrero. What would she eat there? She’d eat frog legs and snails. What would you see there? I’d see lions and elephants. …

Trick for controlling the Courseware:

To repeat each question or answer, click the Pause button right before the next sentence is given.


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2. Answer Y/N Questions from the Grammar Lesson Play LG6 U6 Courseware — Grammar, Screen 2. Have Ss listen to and repeat the questions in chorus, then answer in complete sentences.

Yes, or no?

If Eddy could go anywhere, would he go to Mexico? Yes, he would. If you could buy anything, would you buy an airplane? Yes, I would. If you could eat anything, would you eat snails? No, I wouldn’t. If Ginger could go to Paris, would she see the Eiffel Tower? Yes, she would. Would Ginger go to Paris if she could go anywhere? Yes, she would. …

3. Practice the sentences Play LG6 U6 Courseware — Grammar, Screen 3. Have the class repeat the first question. Move the words to the correct places to form the first sentence and have the whole class read it. Invite 4 Ss one by one to come to the front to complete the rest of the sentences. Have the whole class read.

Repeat the question. (Press the Pause button) Can you tell me the correct answer? As I move the words, please read the sentence. S1, can you try? Everyone. S2. ...

How could Ginger get to France? She could go by airplane. If he could go anywhere, he’d go to Mexico. If I could go anywhere, I’d go to Africa. He could eat lots of Mexican food. If she could go to Paris, she could eat snails.


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LG6 U6 L1 – Activity 7: Phonics 5 min

Objectives: Ss will be able to demonstrate proper pronunciation and recognize the differences between words with nt and nd.

Target Lang: ant, paint, pants, present, hands, bend, ground, friend, blond, pond / Fran is the ant who is painting her pants. / Hold hands, turn around and touch the ground.

Materials: LG6 U6 Courseware — Phonics



1. Review Phonics Lesson in the Courseware Play LG6 U6 Courseware — Phonics, Screen 1. Click on each picture to listen to the associated words and sentences.

Let’s listen carefully.

2. Identify words with nt and nd — in 2 groups Play LG6 U6 Courseware – Phonics, Screen 2. Divide Ss into 2 groups. If the picture is with nt, Group A should stand, say the word, and clap their hands three times If the picture is with nd, Group B should stand, say the word, and stomp their feet three times. If a group makes a mistake they have to jump 5x.

Make two groups Group A – if the picture is with nt, stand up, say the word, and clap your hands three times. Group B – if the picture is with nd, stand up, say the word, and stomp your feet three times. If your answer is wrong, you have to jump 5x.

ant, paint, pants, present hands, bend, ground, friend, blond, pond

3. Spell the words Play LG6 U6 Courseware — Phonics, Screen 3. Move the letters to the correct place and have the whole class say the first word. Invite 4 Ss one by one to the front to move the letters to the correct place and have the whole class read the words.

Let’s repeat. (Move the letters to the correct place.) S1, you have a try. S2…

present hands paint ground bend The Spelling Practice will only appear after completing the activity on Screen 2.


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4. Repeat Phonics words and sentences after the Courseware — whole class Return to LG6 U6 Courseware – Phonics, Screen 1. Click the pictures one by one and have Ss repeat the words and the sentences.

Let’s repeat the words and sentences.

ant, paint, pants Fran is the ant who is painting her pants. hands, bend, ground Hold hands, turn around and touch the ground.

5. Record words and sentences with nt and nd — in groups

Have Ss in groups of 5-6 record in chorus.

Let’s see which of you can say the words and sentences properly.

Same as above.

To record, click on the Microphone icon. To play back, click on Headphone icon.


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LG6 U6 L1 – Activity 8: Game (*Optional) 3 min

Objectives: Ss will be able to recognize and identify international cities and languages.

Target Lang: Paris, French, London, English, Tokyo, Japan, Rome, Italian, Mexico City, Spanish, Moscow, Russian

Materials: LG6 U6 Courseware — Game



1. Match the pictures Play LG6 U6 Courseware — Concentration Game. Invite Ss one by one to match the pictures. Have other Ss repeat the words.

S1, click the picture on the left and match it with the picture on the right. Everybody, repeat the words.

Paris – French London – English Tokyo – Japan Rome – Italian Mexico City – Spanish Moscow – Russian


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LG6 U6 L2

Time： 50 min

Materials: LG6 U6 L2 PPT; Courseware; Projector






LG6 U6 Lesson 2 Objectives:

1. Ss will be able to sing the song “If I Could Go Anywhere” and answer comprehension questions about it. 2. Ss will be able to name and identify pictures of words with letters nt and nd. 3. Ss will be able to name pictures of international cities and identify their languages used. 4. Ss will be able to describe where someone wants to go. 5. Ss will be able to talk about dream cities using conditional situations.


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Time 5’ 5’ 6’ 9’ 5’ 9’ 8’ 3’

Act. # Type Warm Up R-Activity 1 R-Activity 2 R-Activity 3 ML-Activity 4 R&E-Activity 5 R&E-Activity 6 Wrap Up

Name & Description

of Activity

What will you do?

Song “If You Could Go

Anywhere” *Singing a Song and

Answering Comprehension Questions

nt or nd *Naming and

Identifying Pictures of Words with

Letters nt and nd

Cities and Languages *Identifying

International Cities and Languages

Odd-One-Out *Identifying Words that

Do Not Belong

Eddy wants to go to…

* Describing Where Someone

Wants to Go

If Sam could go anywhere…

* Talking About Destinations Using

Conditional Situations

Quick Reflection

Target Language

go camping play tennis a tent a mitt Will you need a bathing suit? Will you go hiking? Yes, I will. No, I won’t. I’ll fly a kite.


“nt” ant paint pants present “nd” hands bend ground friend blond pond

Tokyo Moscow Paris London Mexico City Cairo London Bangkok In Paris, people speak French. In London, people speak English.

a coat a dress a kite a sweater A kite is not something to wear.

Tokyo Moscow Paris Sam wants to go to Tokyo. Fred wants to go to Moscow. Ginger wants to go to Paris.

Mimi wants to go to Rome. If Fred could go anywhere, he’d go to Moscow. If Sue could go anywhere, she’d go to London.

ant, paint Moscow Spanish Italian


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LG6 U6 L2 – Warm Up: What will you do? 5 min

Objectives: Ss will be able to ask and answer Y/N questions about activities in the future.

Target Lang: go camping, play tennis, a tent, a mitt / Will you need a bathing suit? / Will you go hiking? / Yes, I will. / No, I won’t. / I’ll fly a kite.

Materials: LG6 U6 L2 PPT – Slide 2

Interaction: T-Ss; S-Ss


1. Name pictures of outdoor activities Show LG6 U6 L2 PPT – Slide 2. Have Ss name pictures of outdoor activities.

Name the pictures.

go camping, play tennis, play baseball, go bird watching, go swimming, go fishing, go hiking, go canoeing, fly a kite, go bike riding

2. Elicit names of outdoor equipment Have Ss name some equipment needed for outdoor activities.

What outdoor equipment/tools do you need for these activities?

a tent, a flashlight, a tennis ball, a tennis racquet, a mitt, a baseball bat, a bird net, binoculars, a swimming suit, a towel, …

3. Model guessing outdoor activities CLICK to show the pictures. Have Ss guess what you will do tomorrow by asking Y/N questions. Point at the pictures to guide the Ss.

I am Mimi. What will I do tomorrow? Ask me questions. (Point at the tent.) No, I won’t. (Point at the bathing suit.) Yes, I will. (Point at the towel.) Yes, I will. (Point at the picture of hiking.) No, I won’t. (Point at the picture of swimming.) Yes, I will. I’ll go swimming.

Do you need a tent? Do you need a bathing suit? Do you need a towel? Will you go hiking? Will you go swimming?

4. Guess outdoor activities – in groups


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Divide the class into two groups. Call individual Ss to whisper to you what they will do tomorrow. Have individual Ss from each group take turns to ask questions to guess the activity. The group with more correct guesses wins.

XY, come here. What will you do tomorrow? Whisper it to me. Work in groups. Guess his/her answer. G1S1? G2S1? G1S2? G2S2? …

XY: (Whispers “I will fly a kite.” to T.) G1S1: Do you need a bicycle?

XY: No, I won’t. G2S1: Do you need a flashlight?

XY: No, I won’t. G1S2: Do you need a kite?

XY: Yes, I will. G2S2: Will you fly a kite?

XY: Yes, I will. I’ll fly a kite. (Various, depends on Ss’ answers.)


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LG6 U6 L2 – Activity 1: Song “If You Could Go Anywhere” (R: Singing a Song and Answering Comprehension Questions) 5 min

Objectives: Ss will be able to sing the song “If You Could Go Anywhere” and answer comprehension questions about it.


Materials: LG6 U6 Courseware — Song; LG6 U6 L2 PPT – Slide 3

Interaction: T-Ss; Ss-Ss


1. Elicit information about the picture Pause LG6 U6 Courseware — Song. Have Ss answer questions about the picture.

Who are they? What’s this? (Point at the globe.) What can you see in the globe?

They are Sue, Sam and Eddy. It’s a globe. We can see countries and places.

2. Sing the song with the Courseware Play LG6 U6 Courseware — Song. Have Ss sing the song. (Twice)

Let’s sing together.

If you could go anywhere, where would you go?




3. Sing the song wihout the Courseware – in groups Show LG6 U6 L2 PPT – Slide 3. Divide the class into two groups. Have group one sing Sue’s lines and group two sing Eddy’s lines. Then, switch roles. Point at the pictures to guide the Ss.

Group 1, you are Sue. Group 2, you are Eddy. Sing the song.

G1: If you could go anywhere, where would you go?

G2: I’d take a plane to Mexico. G1: If you could buy anything, what would you buy?

G2: I’d buy an airplane and learn how to fly. G1: If you could eat anything, what would you eat? G2: I’d eat a pizza and something sweet.



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4. Check comprehension and ask personalized questions Have Ss answer comprehension questions about the song. Ask several Ss questions related to the song.

If Eddy could go anywhere, where would he go? Does he want to go to France? What does Eddy want to buy? If you could go anywhere, where would you go? Do you want to go to Mexico, too? What do you want to buy?

He’d go to Mexico. No, he doesn’t. Eddy wants to buy an airplane. I’d go to the United States. No, I don’t. I want to go to Tokyo. I want to buy an airplane, too. (Various, depends on Ss’ answers.)


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LG6 U6 L2 – Activity 2: nt or nd (R: Naming and Identifying Pictures of Words with Letters nt and nd) 6 min

Objectives: Ss will be able to name and identify pictures of words with letters nt and nd.

Target Lang: “nt”: ant, paint, pants, present; “nd”: hands, bend, ground, friend, blond, pond

Materials: LG6 U6 L2 PPT – Slides 4~5

Interaction: T-Ss; S-S


1. Identify letters and produce sounds of letter combinations Show LG6 U6 L2 PPT – Slide 4. Have Ss name the letters and produce the sounds of the letter combinations.

What letter is this? (Point at letter n.) This one? (Point at letter t.) And this? (Point at letter d.) What’s the sound? (Point at nt.) (Point at nd.)

N T D “nt” “nd”

2. Identify pictures of words with letters nt and nd CLICK to show the pictures. Read the words as indicated under Teacher Talk. Have Ss say the picture letters.

Which picture is “ant”? pants pond paint friend blond ground hands present bend

G H A I B E J F C D

3. Name pictures of words with letters nt and nd CLICK to rearrange the pictures. Say the letters as indicated under Teacher Talk.

Name picture J. F G

bend ant friend


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Have Ss name the pictures assigned to the letters mentioned.

C D A B E H I

present blond pants pond paint ground hands

4. Identify pictures of words with letters nt and nd—whole class Show LG6 U6 L2 PPT – Slide 5. Have Ss clap 2x if the name of the picture is correct. If not, have them stomp their feet 2x and say the correct word.

Clap 2x if the name of the picture is correct. If not, stomp your feet 2x and say the correct word. 1, ground 5, pants 10, ant 2, blond 7, friend

(Stomp 2x) paint (Clap 2x) (Stomp 2x) present (Clap 2x) (Stomp 2x) bend

5. Identify pictures of words with letters nt and nd – in pairs Pair up Ss. CLICK to rearrange the pictures. Have Ss take turns in naming a picture and identifying if the name of the picture is correct or not.

Do the activity with your partner. Take turns to name a picture and answer.

S1: 6, pond S2: (Stomp 2x) pants S2: 1, blond S1: (Clap 2x) S1: 3, present S2: (Clap 2x) …


Page 9 of 17


LG6 U6 L2 – Activity 3: Cities and Languages (R: Identifying International Cities and their Languages) 9 min

Objectives: Ss will be able to identify international cities and their languages, and distinguish between and orally make True or False statements about them.

Target Lang: Tokyo, Moscow, Paris, London, Mexico City, Cairo, London, Bangkok / In Paris, people speak French. / In London, people speak English.




1. Identify pictures of international cities Show LG6 U6 L2 PPT – Slide 6. Say the city names. Have Ss identify the pictures by saying the related picture letters

Which letter shows the picture of Rome? Tokyo Cairo Paris London Bangkok Mexico City Moscow

H A D E B C F G

2. Name pictures of cities – whole class CLICK to rearrange the pictures. Say the Picture letters and have Ss name the cities.

Picture B. What city is it? F G C D H A E

Tokyo Moscow Paris London Mexico City Cairo Rome Bangkok

3. Match international cities to languages – in groups

Group 1, this is your box. Group 2, this is yours.


Page 10 of 17


Divide the class into two groups. Show LG6 U6 L2 PPT – Slide 7. If the picture of the city that matches the language mentioned appears in their box (i.e. group 1- left box; group 2 – right box), have Ss stand up and answer in complete sentence. CLICK (10x) to show two pictures at a time.

(Point at the left and right boxes respectively.) If the correct city appears in your box, stand up and answer in complete sentence. In which city do people speak French? How about Thai? Italian Spanish English Arabic Russian Spanish Thai English

G1: In Paris, people speak French. G2: In Bangkok, people speak Thai. G2: In Rome, people speak Italian. G1: In Mexico City, people speak Spanish. G1: In London, people speak English. G2: In Cairo, people speak Arabic. G1: In Moscow, people speak Russian. G2: In Mexico City, people speak Spanish. G1: In Bangkok, people speak Thai. G2: In London, people speak English.

4. Do True or False—whole class Have Ss put their thumbs up if the statement is true. If not, have them put their thumbs down and correct the sentence.

Thumbs up if the sentence is correct. (Show the action.) If not, thumbs down and say the correct sentence. (Show the action.) In Bangkok, people speak Arabic. In London, people speak English. In Rome, people speak Thai. In Mexico City, people speak Spanish.

(Thumbs down.) In Bangkok, people speak Thai. / In Cairo, people speak Arabic. (Thumbs up.) (Thumbs down.) In Rome, people speak Italian. / In Bangkok, people speak Thai. (Thumbs up.)

5. Judge True or False statements made by Ss Call individual Ss to make one true or false statement each. Then, have the whole class answer.

S1, make a sentence. Everybody, thumbs up or thumbs down? S2? Answer? …

S1: In Moscow, people speak Russian. Ss: (Thumbs up.)

S2: In Cairo, people speak Spanish. Ss: (Thumbs down.) In Cairo, people speak Arabic. / In Mexico

City, people speak Spanish. …


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LG6 U6 L2 – Activity 4: Odd-One-Out (ML: Identifying Words that Do Not Belong) 5 min

Objectives: Ss will be able to identify words that do not belong to the group.

Target Lang: a coat, a dress, a kite, a sweater / A kite is not something to wear.


Interaction: T-Ss; S-S; Ss-Ss


1. Model identifying words that are not part of the group Show LG6 U6 L2 PPT – Slide 8. Have Ss name the pictures. Then, ihave Ss identify the words that not belong and tell why. CLICK (3x) to show the next sets of pictures.

Name the pictures. Which one is not part of the group? Why? Next one? Answer? Why? …

a coat, a dress, a kite, a sweater a kite A kite is not something to wear. classroom, lunchroom, gym, amusement park amusement park An amusement park is not a room in a school. a key, a banana, chicken, a hamburger a key A key is not food. a bathtub, a toilet, a sink, a stove a stove A stove is not in a bathroom.

2. Prepare to give words – in pairs Pair up Ss. Have Ss prepare to orally give two groups of wordswith one word not belonging.

Work with your partner. Think of two groups of words with one word not belonging.

3. Identify words that are not part of the group


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Call several pairs to present their groups of words. Have other Ss identify the one not belongling.

SQ and SW, what words did you prepare? Everybody, answer. Next words? SR and ST, your turn. …

SQ&SW: a pencil, a bed, an eraser, a marker Ss: a bed

A bed is not a classroom object. SQ&SW: January, April, December, Monday Ss: Monday Monday is not a month in a year. …


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LG6 U6 L2 – Activity 5: Eddy wants to go to… (R&E: Describing Where Someone Wants to Go) 9 min

Objectives: Ss will be able to describe where someone wants to go.

Target Lang: Tokyo, Moscow, Paris / Sam wants to go to Tokyo. / Fred wants to go to Moscow. / Ginger wants to go to Paris.


Interaction: T-Ss; Ss-Ss; S-S


1. Elicit names of cities Have Ss name some international cities.

What international cities do you know?

Tokyo, Moscow, Paris, London, Mexico City, Cairo, Bangkok, Rome

2. Identify dream cities Show LG6 U6 L2 PPT – Slide 9. Read the sentences as indicated under Teacher Talk. Have Ss say the picture letters.

She wants to go to Rome. Which picture is it? She wants to go to Bangkok. He wants to go to Cairo. He wants to go to Mexico City. She wants to go to London. She wants to go to Paris. He wants to go to Moscow. He wants to go to Tokyo.

B A G D C E F H

3. Describe dream cities – whole class Say the letters as indicated under Teacher Talk. Have Ss describe where the cats want to go.

Describe picture H. Where does Sam want to go? B F A E G C D

Sam wants to go to Tokyo. Mimi wants to go to Rome. Fred wants to go to Moscow. Lou wants to go to Bangkok. Ginger wants to go to Paris. Tom wants to go to Cairo. Sue wants to go to London. Eddy wants to go to Mexico City.


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4. Describe dream cities – in groups Divide the class into three groups. If the picture is in their box (i.e. group 1 – yellow; group 2 – pink; group 3 – blue), have S stand up and describe it. CLICK (12x) to show the pictures one by one.

If the picture is in your box, describe where the person wants to go. Group 1 – yellow Group 2 – pink Group 3 – blue

G3: Anna wants to go to Paris. G1: Jenny wants to go to Tokyo. G2: Henry wants to go to Bangkok. G2: Patrick wants to go to Mexico City. G3: Neil wants to go to Rome. G1: Sandra wants to go to Moscow.

G1: Brad wants to go to Cairo. G3: Angel wants to go to London. G2: Orlando wants to go to Moscow. G1: Gigi wants to go to Paris. G3: Selena wants to go to Bangkok. G2: Johan wants to go to Rome.

5. Identify someone’s dream cities Show LG6 U6 L2 PPT – Slide 10. Say a city name and have Ss identify who wants to go to that city. Have Ss write down the answers in their notebooks and number them.

1. Rome, who wants to go to Rome? Write down the answer into your notebook. 2. Cairo? Number your answer. 3. London 4. Moscow 5. Bangkok 6. Mexico City 7. Paris 8. Rome

(Ss write their answers.)

6. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers. Instruct Ss to orally give the answers in complete sentences.

Check your partner’s answers. What’s the answer for number 1? 2? 3? …

1. E. Gavin wants to go to Rome. 2. F. Christine wants to go to Cairo. 3. G. Faye wants to go to London. 4. C. Elmer wants to go to Moscow. 5. H. Queen wants to go to Bangkok. 6. B. Daniel wants to go to Mexico City. 7. D. Cherry wants to go to Paris. 8. A. Evan wants to go to Tokyo.


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LG6 U6 L2 – Activity 6: If Sam could go anywhere… (R&E: Talking About Destinations Using Conditional Situations) 8 min

Objectives: Ss will be able to talk about destinations using conditional situations.

Target Lang: Mimi wants to go to Rome. / If Fred could go anywhere, he’d go to Moscow. / If Sue could go anywhere, she’d go to London.




1. Elicit where the cats want to go Show LG6 U6 L2 PPT – Slide 11. Have Ss describe where the cats want to go.

Where does Sam want to go? How about Fred? (Point at the cats one by one.)

Sam wants to go to Tokyo. Fred wants to go to Moscow. Ginger wants to go to Paris. Sue wants to go to London. Eddy wants to go to Mexico City. Tom wants to go to Cairo. Lou wants to go to Bangkok. Mimi wants to go to Rome.

2. Describe the cats’ destinations using conditional situations Have Ss describe where the cats would go if they could go anywhere.

If Sam could go anywhere, he’d go to Tokyo. How about Fred? (Point at the cats one by one.)

If Fred could go anywhere, he’d go to Moscow. If Ginger could go anywhere, she’d go to Paris. If Sue could go anywhere, she’d go to London. If Eddy could go anywhere, he’d go to Mexico City. If Tom could go anywhere, he’d go to Cairo. If Lou could go anywhere, she’d go to Bangkok. If Mimi could go anywhere, she’d go to Rome.

3. Describe destinations using conditional situations Show LG6 U6 L2 PPT – Slide 12. Have Ss describe the pictures assigned to the

Describe where they would go. Picture 1.

If Sandy could go anywhere, she’d go to London.


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numbers mentioned. 3 4 6 7 8 2 5

If Lucy could go anywhere, she’d go to Bangkok. If Luke could go anywhere, he’d go to Mexico City. If Adam could go anywhere, he’d go to Cairo. If Maggie could go anywhere, she’d go to Rome. If MIke could go anywhere, he’d go to Moscow. If Ella could go anywhere, she’d go to Paris. If Bryan could go anywhere, he’d go to Tokyo.

4. Model describing pictures in a chain Show LG6 U6 L2 PPT – Slide 13. Describe the first picture. Have S1 describe the first and second pictures. Have S2 describe the first, second and third pictures and so on.

If Kate could go anywhere, she’d go to Bangkok. S1, repeat my answer. Describe picture 2. S2, repeat the answers. Picture 3? S3, next? …

S1: If Kate could go anywhere, she’d go to Bangkok. If Megan could go anywhere, she’d go to Paris. S2: If Kate could go anywhere, she’d go to Bangkok. If Megan could go anywhere, she’d go to Paris. If Charles could go anywhere, he’d go to Tokyo. S3: If Kate could go anywhere, she’d go to Bangkok. If Megan could go anywhere, she’d go to Paris. If Charles could go anywhere, he’d go to Tokyo. If Jackson could go anywhere, he’d go to Moscow.

5. Describe pictures in a chain – in groups Divide the class into three groups. Have Ss describe someone’s destination using conditional situations in a chain. The group with the most correct sentences given within one minute wins. (Or, the group with least mistakes wins.) CLICK to show the pictures for group 1. CLICK to show the pictures for group 2. CLICK again to show the pictures for group 3.

Describe where they would go in a chain. Let’s start with group 1. You have one minute. G1S1, go! S2? Group 2, your turn. …

G1S1: If Lily could go anywhere, she’d go to Rome. G1S2: If Lily could go anywhere, she’d go to Rome. If Grace could go anywhere, she’d go to Cairo. G1S3: If Lily could go anywhere, she’d go to Rome. If Grace could go anywhere, she’d go to Cairo. If Thomas could go anywhere, he’d go to Tokyo. …


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LG6 U6 L2 – Wrap Up: Quick Reflection 3 min

Objectives: Ss will be able to say words that they learned from the lesson.

Target Lang: ant, paint, Moscow, Spanish, Italian

Materials: None

Interaction: T-Ss


1. Review words learned from the lesson

Have Ss each say a word that they learned from the lesson.

What words have letters nt?

How about nd?

What international cities and countries did you learn today?

Languages?

ant, paint, pants…

hands, bend, ground…

Moscow, Mexico City, Bangkok…

Spanish, Italian…


Page 1 of 20


LG6 U6 L3

Time： 50 min

Materials: LG6 U6 L3 PPT; Projector







1. Ss will be able to name pictures of words with letters nt and nd and distinguish these words.

2. Ss will be able to identify what to eat, buy and see in different cities and countries.

3. Ss will be able to ask and answer WH and Y/N questions about destinations based on interests using conditional situations.

4. Ss will be able to describe what people would buy and eat using conditional situations.


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Time 4’ 7’ 6’ 8’ 9’ 4’ 9’ 3’

Act. # Type Warm Up R&E-Activity 1 R&E-Activity 2 R&E-Activity 3 R&E-Activity 4 ML-Activity 5 R&E-Activity 6 Wrap Up

Name & Description

of Activity

Oral Charades ant, pants, hands

*Distinguishing between Words with Letters nt

and nd

Where can Mimi eat sushi?

*Identifying What to Eat, Buy and See in Different

Cities and Countries

Where would he go? *Asking and Answering

WH Questions about Destinations Based on

Interests

If Sam could eat anything…

* Describing What People

Would Buy and Eat

Have you ever…? *Asking and

Answering Y/N Questions about Prior Experiences

Would he go to Africa?

* Asking and Answering Y/N

Questions about Where Someone

Would Go

Ask two questions.

Target Language

a dog Monday winter a hamburger It has sauce. It tastes delicious. Is it ice cream? No, it isn’t. Yes, it is.

“nt” ant paint pants present “nd” hands bend ground friend blond pond

Tokyo Moscow Paris peanut soup elephants a sombrero Where can Sam see the Great Pyramid? Sam can see the Great Pyramid in Cairo. Where can Mimi eat sushi? Mimi can eat sushi in Tokyo. Where can Fred buy beautiful shirts? Fred can buy beautiful shirts in Africa.

She wants to go to Cairo. He wants to go to Bangkok. If Troy could go anywhere, where would he go? He’d go to Africa. If Bea could go anywhere, where would she go? She’d go to Mexico City.

She wants to buy a canoe. He wants to eat snails. If Georgia could buy anything, what would she buy? She’d buy a new dress. If Denver could eat anything, what would he eat? He’d eat snails.

Have you ever flown an airplane? Have you ever been to England? Yes, I have. No, I haven’t. Janet has never been to Spain. Steve has already traveled to another country.

Mr. Cat wants to eat burritos and enchiladas. Sue wants to see pandas. If Sam could go anywhere, would he go to Moscow? No, he wouldn’t. He’d go to Mexico City. If Ginger’s mother could go anywhere, would she go to Africa? Yes, she would. Ralph would go to London.

If Ella could go anywhere, would she go to Tokyo? If Timmy could eat anything, what would he eat? If Frank could go anywhere, would he go to Africa?


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LG6 U6 L3 – Warm Up: Oral Charades 4 min

Objectives: Ss will be able to describe words and ask Y/N questions to guess them.

Target Lang: a dog, Monday, winter, a hamburger / It has sauce. / It tastes delicious. / Is it ice cream? / No, it isn’t. / Yes, it is.




1. Elicit words according to the categories given Have Ss orally give words based on the given categories.

Name some animals. How about days of the week? Seasons? Food?

a dog, a racehorse, a cat, a bird, a greyhound Monday, Tuesday, Wednesday… winter, spring, summer, fall a hamburger, chicken, cookies, cake…

2. Model guessing a word Show LG6 U6 L3 PPT – Slide 2. Have one S stand in front with his back towards the screen. Model describing the word first and then call individual Ss to continue.

Let’s help him to guess the word. It is an animal. And? XX? YY? Everybody, is it a greyhound? Is it a cheetah?

XX: It has four legs. YY: It is the fastest animal. Ss: No, it isn’t. Ss: Yes, it is.

3. Guess words – in groups Divide the class into two groups. Have each group choose a member to guess while the other members of the group describe the word within one minute. The group to guess more words correctly wins. Show LG6 U6 L3 PPT – Slide 3 for group 1. (spaghetti, Monday, winter, a racehorse, a spider, cookies, Saturday) Show LG6 U6 L3 PPT – Slide 4 for group 2. (popcorn, summer, Sunday, a fox, a mouse, bananas, Tuesday)

Work in groups. Group 1, choose a S to come to the front. G1 Ss, help him/her guess the words. Talk one at a time. You have one minute. Go! Group 2, your turn.

G1S1: It is something to eat. G1S2: It has sauce. G1S3: It tastes delicious. X1: Is it ice cream? G1Ss: No, it isn’t. X1: Is it spaghetti? G1Ss: Yes, it is. …


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LG6 U6 L3 – Activity 1: ant, pants, hands (R&E: Distinguishing between Words with Letters nt and nd) 7 min

Objectives: Ss will be able to name pictures and distinguish between words with letters nt and nd.

Target Lang: “nt”: ant, paint, pants, present; “nd”: hands, bend, ground, friend, blond, pond




1. Identify letters and produce sounds of letter combinations Show LG6 U6 L3 PPT – Slide 5. Have Ss orally name letters and produce sounds of letter combinations.

What letter is this? (Point at letter n.) This one? (Point at letter t.) And this? (Point at letter d.) What’s the sound? (Point at nt.) (Point at nd.)


2. Name pictures of words with letters nt and nd CLICK to show the pictures. Say the picture letters and have Ss name the related pictures.

Name picture I. E H G C D A F B J

present blond pants pond bend ant friend paint ground hands

3. Model identifying words with letters nt and nd Show LG6 U6 L3 PPT – Slide 6. Have Ss produce the sound of the letter combination. Instruct them to name the pictures and identify the name of the picture that has the sound given.

Everybody, what’s the sound? Name the pictures. Which of these has the sound “nd”?

“nd” ant, pants, hands hands


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4. Identify words with letters nt and nd – in groups Divide the class into three groups. Have Ss stand up and name the picture if its name has the sound of the letter combination shown (i.e. group 1 – left box; group 2 – middle box, group 3 – right box). CLICK (12x) to show the letter combinations. CLICK again to show the sets of pictures one by one.

Group 1, this is your box, Group 2, this is yours. Group 3, this one’s yours. (Point at the left, middle and right boxes respectively.) If the answer is in your box, stand up and name the picture. Everybody, what’s the sound? …

Ss: “nd”

G3: bend Ss: “nt”

G2: paint Ss: “nd”

G1: blond Ss: “nd”

G2: ground Ss: “nt”

G1: ant Ss: “nd” G3: pond

Ss: “nt”

G1: present Ss: “nd” G2: hands Ss: “nd”

G2: friend Ss: “nt” G3: pants Ss: “nt”

G3: paint Ss: “nd” G1: pond

5. Identify words with letters nt and nd Show LG6 U6 L3 PPT – Slide 7. Have Ss draw a similar table in their notebook. Instruct Ss to distinguish the picture words by writing the picute letters into the right column.

Draw the table in your notebook. Write the picture letters into your table.

6. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers. Elicit answers from the Ss. CLICK (2x) to show the answers in each column.

Check your partner’s answers. What are the answers for “nt”? Name the pictures. Letters “nd”? Name them.

A, E, H, I present, ant, pants, paint B, D, G, J, K, L pond, hands, blond, ground, bend, friend


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LG6 U6 L3 – Activity 2: Where can Mimi eat sushi? (R&E: Identifying What to Eat, Buy and See in Different Cities and Countries) 6 min

Objectives: Ss will be able to ask and answer WH (Where) questions to identify what to eat, buy and see in different cities and countries.

Target Lang: Tokyo, Moscow, Paris, peanut soup, elephants, a sombrero / Where can Sam see the Great Pyramid? / Sam can see the Great Pyramid in Cairo. / Where can Mimi eat sushi?/ Mimi can eat sushi in Tokyo. / Where can Fred buy beautiful shirts? / Fred can buy beautiful shirts in Africa.




1. Name pictures of international cities and countries Show LG6 U6 L3 PPT – Slide 8.

Which city/country does it show? (Point at the pictures one by one.)

Tokyo, Moscow, Paris, London, Mexico City, Cairo, Rome, Bangkok, Africa, China, India

2. Name pictures of food, things, tourist spots and animals CLICK to show the next pictures. Have Ss name the pictures.

What’s this? What are these? (Point at the pictures one by one.)

peanut soup, shirts, lions, elephants, a sombrero, burritos, enchiladas, museums, frog legs, snails, sushi, pandas, tigers, Big Ben, The Great Pyramid,The Great Wall, Taj Mahal

3. Identify what to eat, buy and see in different cities and countries CLICK to show a table. Have Ss identify the cities and countries described.

I can buy peanut soup. Where is it? I can eat frog legs and snails. Where is it? I can see the Big Ben. I can see the Taj Mahal. I can see pandas. I can eat sushi. I can buy a sombrero. I can see the Great Pyramid.

Africa Paris London India China Tokyo Mexico City Cairo

4. Model WH questions about what to eat, buy and see in different cities and countries

Where can Eddy buy a sombrero?

Eddy can buy a sombrero in Mexico City.


Page 7 of 20


Show LG6 U6 L3 PPT – Slide 9. Have Ss answer WH (Where) questions to identify the countries and cities described.

Where can Sue see the Eiffel Tower? Where can Sam eat sushi? Where can Fred see tigers? Where can Ginger buy beautiful shirts?

Sue can see the Eiffel Towel in Paris. Sam can eat sushi in Tokyo. Fred can see tigers in India. Ginger can buy beautiful shirts in Africa.

5. Do WH Q&As about what to eat, buy and see in different cities and countries – whole class Cover the picture of Cairo; point at Sam, the eyes, the Great Pyramid and the question mark to elicit a sample “Where” question. Keep doing elicitation in the same way.

What’s the question? Answer?

Where can Sam see the Great Pyramid?

- Sam can see the Great Pyramid in Cairo. Where can Lou see pandas?

- Lou can see pandas in China. Where can Mr. Cat see the Big Ben?

- Mr. Cat can see the Big Ben in London. Where can Mimi eat sushi?

- Mimi can eat sushi in Tokyo. Where can Sue buy a new dress?

- Sue can buy a new dress in Paris. …

6. Do WH Q&As about what to eat, buy and see in different cities and countries – in groups CLICK to show the next pictures. Divide the class into two groups. Have the first group ask questions and the second group answer for numbers 1 to 5.

Have Ss switch roles for numbers 6 to 10.

Group 1, ask questions. Group 2, answer. Switch roles.

Where can Tom eat burritos?

- Tom can eat burritos in Mexico City. Where can Mrs. Cat buy beautiful shirts?

- Mrs. Cat can buy beautiful shirts in Africa. Where can Ginger eat frog legs?

- Ginger can eat frog legs in Paris. Where can Sam see the Great Wall?

- Sam can see the Great Wall in China. …

7. Do WH Q&As about what to eat, buy and see in different cities and countries – in pairs


Page 8 of 20


Show LG6 U6 L3 PPT – Slide 10. Pair up Ss. Have Ss take turns to ask and answer WH (Where) questions about the pictures.

Work with your partner. Take turns to ask and answer questions about the pictures.

S1: Where can Eddy eat snails? S2: Eddy can eat snails in Paris. S2: Where can Tom see wonderful museums?

S1: Tom can see wonderful museums in Mexico City. S1: Where can Fred buy beautiful shirts?

S2: Fred can buy beautiful shirts in Africa. …


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LG6 U6 L3 – Activity 3: Where would he go? (R&E: Asking and Answering WH Questions about Destinations Based on Interests) 8

min Objectives: Ss will be able to ask and answer WH (Where) questions to identify people’s destinations using conditional situations based on

their interests.

Target Lang: She wants to go to Cairo. / He wants to go to Bangkok. / If Troy could go anywhere, where would he go? / He’d go to Africa. / If Bea could go anywhere, where would she go? / She’d go to Mexico City.


Interaction: T-Ss; Ss-Ss; S-Ss


1. Identify where people want to go Show LG6 U6 L3 PPT – Slide 11. Read sentences and have Ss say the picture letters.

He wants to go to Tokyo. Which picture is it? He wants to go to Moscow. She wants to go to Paris. She wants to go to London. He wants to go to Mexico City.

G B E A I

2. Describe where people want to go Say picture letters and have Ss describe the pictures.

Picture C. Where does she want to go? F D H J

She wants to go to Cairo. He wants to go to Bangkok. She wants to go to Rome. She wants to go to Africa. He wants to go to China.

3. Model WH (Where) questions about destinations within conditional situations Show LG6 U6 L3 PPT – Slide 12. Have Ss describe where the people in the picture want to go.

What does Joe want to eat? If Joe could go anywhere, where would he go? If Pamela could go anywhere, where would she go? If Roy could go anywhere, where would he go?

Joe wants to eat sushi. He’d go to Tokyo. She’d go to China. He’d go to India.


Page 10 of 20


4. Elicit WH (Where) questions about destinations within conditional situations Have Ss ask WH (Where) questions about people’s destinations based on their interests.

Ask questions. (Point at Dustin, the airplane and the question mark.) He’d go to Cairo. (Point at Rita, the airplane and the question mark.) She’d go to Paris. (Point at Wilfred, the airplane and the question mark.) He’d go to Mexico City.

If Dustin could go anywhere, where would he go? If Rita could go anywhere, where would she go? If Wilfred could go anywhere, where would he go?

5. Do WH (Where) Q&As about destinations within conditional situations – in groups Divide the class into two groups. Show LG6 U6 L3 PPT – Slide 13. Have Ss ask WH (Where) questions about destinations using conditional situations. If the answer is in their box (i.e. group 1- left box; group 2- right box), have Ss stand up and answer in complete sentence. CLICK (8x) to show the pictures.

Group 1, this is your box. Group 2, this is yours. (Point at the left and right boxes respectively.) If the answer is in your box, stand up and describe where the person wants to go. Everybody, question?

Ss: If Troy could go anywhere, where would he go? G1: He’d go to Africa. Ss: If Via could go anywhere, where would she go? G2: She’d go to Cairo. Ss: If Elsa could go anywhere, where would she go? G2: She’d go to London. Ss: If Mark could go anywhere, where would he go? G1: He’d go to Africa. Ss: If Bea could go anywhere, where would she go? G1: She’d go to Mexico City. Ss: If Liam could go anywhere, where would he go? G2: He’d go to Paris. Ss: If Tina could go anywhere, where would she go? G1: She’d go to China. Ss: If Justin could go anywhere, where would he go? G2: He’d go to Mexico City.


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6. Model to do Q&As about destinations using conditional situations in a chain Show LG6 U6 L2 PPT – Slide 14. Ask a question. Call a S to answerit and then

ask another question ;call another classmate to answer and ask. Do the same with the next Ss.

S1, stand up. If Cole could go anywhere, where would he go? Ask a question. Call a classmate to answer. Next?

S1: He’d go to London. S2, if Wilma could go anywhere, where would she go? S2: She’d go to Mexico City. S3, if Ava could go anywhere, where would she go? S3: She’d go to Africa. …

7. Do Q&As about destinations using conditional situations in a chain – in groups Have Ss ask and answer questionswith their group members in a chain. The group to ask and answer more questions within one minute wins. CLICK to show the pictures for group 1.

CLICK again to show the pictures for group 2.

Work in groups. Ask each other questions in a train within one minute. Let’s start with group 1. G1S1, go! Group 2, your turn. …

G1S1: If Casey could go anywhere, where would she go? G1S2: She’d go to Tokyo. If Oscar could go anywhere, where would he go? G1S3: He’d go to Africa. If King could go anywhere, where would he go? …


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LG6 U6 L3 – Activity 4: If Sam could eat anything… (R&E: Describing What People Would Buy and Eat) 9 min

Objectives: Ss will be able to describe what people would buy and eat within conditional situations by asking WH questions.

Target Lang: She wants to buy a canoe. / He wants to eat snails. / If Georgia could buy anything, what would she buy? / She’d buy a new dress. / If Denver could eat anything, what would he eat? / He’d eat snails.


Interaction: T-Ss; Ss-Ss; S-Ss


1. Identify people’s interests Show LG6 U6 L3 PPT – Slide 15. Read sentences and have Ss identify the pictures by saying their letters.

He wants to buy an airplane. Which picture is it? She wants to eat frog legs. She wants to buy a pony. He wants to buy a boat. She wants to eat sushi.

E D C H J

2. Describe people’s interests Say the letters as indicated under Teacher Talk. Have Ss describe people’s interests.

Picture A. What does she want to buy? I B F G

She wants to buy a conoe. He wants to eat snails. He wants to buy an automobile. He wants to eat burritos. She wants to eat enchiladas.

3. Model asking what people would buy/eat within conditional situations CLICK to show the next pictures. Have Ss ask what people would buy/eat.

If Ginger could buy anything, what would she buy? If Sam could eat anything, what would he eat? If Mimi could eat anything, what would she eat? If Mr. Cat could buy anything, what would he buy?

She’d buy a canoe. He’d eat snails. She’d eat burritos. He’d buy an automobile.

4. Do Q&As about what people would buy/eat using conditional situations – whole class CLICK to show the next pictures.


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Write a question mark and a period on the board. Cover the picture of beautiful shirts; point at Mrs. Cat, the coin and the question mark to elicit a sample “What” question. Keep doing elicitation in the same way.

Question? Answer.

If Mrs. Cat could buy anything, what would she buy? - She’d buy beautiful shirts.

Other example sentences. If Tom could eat anything, what would he eat?

- He’d eat frog legs. If Ginger could eat anything, what would she eat?

- She’d eat sushi. …

5. Do Q&As about what people would buy/eat within conditional situations – in groups Divide the class into two groups. CLICK to show the next pictures. Have the first group ask questions about the pictures and the second group answer. Point at the pictures to guide the Ss.

Have Ss switch roles.

Group 1, ask questions about the pictures. Group 2, answer. Switch roles.

If Elisa could buy anything, what would she buy? - She’d buy a computer.

If Georgia could eat anything, what would she eat? - She’d eat chocolates.

If Denver could eat anything, what would he eat? - He’d eat snails.

If Ciara could buy anything, what would she buy? - She’d buy a necklace.

If Anton could eat anything, what would he eat? - He’d eat sushi.

If Elisa could eat anything, what would she eat?

- She’d eat potato chips and pickles. If Georgia could buy anything, what would she buy?

- She’d buy a new dress. If Denver could buy anything, what would he buy?

- He’d buy a boat. If Ciara could buy anything, what would she eat?

- She’d eat cake. If Anton could buy anything, what would he buy?

- He’d buy a skateboard.

4. Model the whisper game Show LG6 U6 L3 PPT – Slide 16.

S1, S2, S3, S4 and S5, line up here in front.


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Call 5 Ss to come to the front. Have them line up. Whisper words to S1. Instruct S1 to whisper the message to the next S in the group. Do this successively until the last S gets the message. The last S has to make a sentence with the picture prompts on the slide.

S1, say the words to S2 quietly. (Whisper the first message “Chris, buy”). Go! S2 to S3. Next! S5, which picture is it? Make a sentence.

S1: Chris, buy S2…S4: Chris, buy S5: If Chris could buy anything, he’d buy a car.

5. Play the whisper game Divide the class into groups of 5. Have the members of each group line up. Whisper the message.

Line up. First players, come here. (Whisper the message “Nina, eat”). Go!

Ss1: Nina, eat … Last Ss: If Nina could eat anything, she’d eat frog legs.

6. Continue with the game Start the game over with the second/third… players of each group becoming the first ones in line.

Alfonso, buy Damian, eat Mikaela, eat Nick, buy

If Alfonso could buy anything, he’d buy beautiful shirts. If Damian could eat anything, he’d eat sushi. If Mikaela could eat anything, she’d eat chocolates. If Nick could buy anything, he’d buy a sombrero.


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LG6 U6 L3 – Activity 5: Have you ever…? (ML: Asking and Answering Y/N Questions about Prior Experiences) 4 min

Objectives: Ss will be able to ask and answer Y/N questions about prior experiences.

Target Lang: Have you ever flown an airplane? / Have you ever been to England? / Yes, I have. / No, I haven’t. / Janet has never been to Spain. / Steve has already traveled to another country.


Interaction: T-Ss; S-S; S-Ss


1. Describe Eddy’s prior experiences Show LG6 U6 L3 PPT – Slide 17. Have Ss answer Y/N questions about Eddy’s prior experiences. Point at the happy and sad faces to elicit answers.

You are Eddy. Have you ever been to France? Have you ever ridden a horse? Have you ever used a computer? Have you ever gone camping?

No, I haven’t. Yes, I have. Yes, I have. No, I haven’t.

2. Ask about Sue’s prior experiences—in 2 groups CLICK to show the next pictures. Have Ss ask Y/N questions about Sue’s prior experiences. Point at the pictures to guide the Ss.

Girls, you are Sue. Boys, ask Sue questions. (Point at the picture of flying an airplane.) Girls, answer.(Point at the flag of England.) (Point at the kangaroo.) (Point at the picture of the cake.)

Have you ever flown an airplane? No, I haven’t. Have you ever been to England? Yes, I have. Have you ever seen a kangaroo? No, I haven’t. Have you ever baked a cake? Yes, I have.

3. Model to do Q&As about prior experiences Ask individual Ss Y/N questions about their prior experiences. Have other Ss summarize the information gathered.

Janet, have you ever been to Spain? Steve, have you ever traveled to another country? Everybody, describe their experiences.

No, I haven’t. Yes, I have. Janet has never been to Spain.


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Steve has already traveled to another country.

4. Do Q&As about prior experiences – in small groups Divide the class into small groups. Have Ss ask and answer Y/N questions about their prior experiences. Instruct Ss to prepare to orally describe their classmates’ answers in class.

Work in small groups. Ask each other Y/N questions about your past experiences. Be ready to describe your classmates’ answers in class.

LK: Have you ever baked a cake? PJ: No, I haven’t. LK: Have you ever flown in a balloon? KJ: Yes, I have. LK: Have you ever been to Korea? RJ: Yes, I have. …

5. Present to the class Call individual Ss to come to the front and orally describe their classmates’ prior experiences. Repeat as time allows.

LK, describe two classmates’ experiences. Next?

LK: PJ has never baked a cake. KJ has already flown in a balloon. …


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LG6 U6 L3 – Activity 6: Would he go to Africa? (R&E: Asking and Answering Y/N Questions about Where Someone Would Go) 9 min

Objectives: Ss will be able to ask and answer Y/N questions about where someone would go.

Target Lang: Mr. Cat wants to eat burritos and enchiladas. / Sue wants to see pandas. / If Sam could go anywhere, would he go to Moscow? / No, he wouldn’t. / He’d go to Mexico City. / If Ginger’s mother could go anywhere, would she go to Africa? / Yes, she would. / Ralph would go to London.




1. Identify the cats described Show LG6 U6 L3 PPT – Slide 18. Have Ss identify the cats described based on their interests.

He wants to eat burritos and enchiladas. Who is he? She wants to see pandas. He wants to see the Great Wall. He wants to eat peanut soup.

Mr. Cat wants to eat burritos and enchiladas. Sue wants to see pandas. Sam’s grandfather wants to see the Great Wall. Eddy wants to eat peanut soup.

2. Describe the cats’ interests Have Ss describe the cats’ interests.

What does Ginger’s mother want to do? How about Sue’s father? Mimi? Tom? Ginger? Lou?

Ginger’s mother wants to buy beautiful shirts. Sue’s father wants to buy a sombrero. Mimi wants to eat frog legs. Tom wants to see the Great Pyramid. Ginger wants to see the Big Ben. Lou wants to see the Taj Mahal.

3. Elicit answers to Y/N questions about destinations based on interests Have Ss answer Y/N questions about where the cats would go based on their interests. Point at the pictures to guide the Ss.

Look at these picture of places. Where can we see lions? If Sue’s father could go anywhere, would he go to Africa? Where can we eat burritos and enchiladas? If Mr. Cat could go anywhere, would he go to Cairo? Where would he go? If Eddy could go anywhere, would he go to London?

We can see lions in Africa. Yes, he would. We can eat burritos and enchiladas in Mexico City. No, he wouldn’t. He’d go to Mexico City. No, he wouldn’t. He’d go to Africa.


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If Tom could go anywhere, would he go to Cairo? Yes, he would.

4. Elicit Y/N Q&As about destinations based on interests – whole class Write a question mark and a period on the board. Point at Sue, the globe, the airplane, Cairo and the question mark to elicit a sample Y/N question. Keep doing elicitation in the same way.

Ask questions. Answer.

If Sue could go anywhere, would she go to Cairo?

- No, she wouldn’t. She’d go to China. Other example sentences: If Sam’s grandfather could go anywhere, would he go to China?

- Yes, he would. If Ginger’s mother could go anywhere, would she go to Africa?

- Yes, she would. If Mimi could go anywhere, would she go to India?

- No, she wouldn’t. She’d go to Paris. If Ginger could go anywhere, would she go to Rome?

- No, she wouldn’t. She’d go to London. If Lou could go anywhere, would she go to India?

- Yes, she would. …

5. Do Y/N Q&As about destinations based on interests – in pairs Show LG6 U6 L3 PPT – Slide 19. Pair up Ss. Have Ss take turns to ask and answer Y/N questions about destinations based on interests.

Work with your partner. Take turns to ask and answer Y/N questions about where the cats would go.

S1: If Sam could go anywhere, would he go to Moscow? S2: No, he wouldn’t. He’d go to Mexico City. S2: If Fred could go anywhere, would he go to Paris? S1: Yes, he would. S1: If Ginger could go anywhere, would she go to Bangkok? S2: No, she wouldn’t. She’d go to India. …


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6. Identify people described based on their interests Show LG6 U6 L3 PPT – Slide 20. Instruct Ss to write the names of the people described.

Write the names of the people described. 1. If he could go anywhere, would he go to Paris? No, he wouldn’t. He’d go to London. 2. If she could go anywhere, would she go to Tokyo? Yes, she would. 3. If she could go anywhere, would she go to Moscow? No, she wouldn’t. She’d go to Cairo. 4. If she could go anywhere, would she go to Mexico City? Yes, she would. 5. If he could go anywhere, would he go to Africa? No, he wouldn’t. He’d go to India.


7. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers and orally give the answer for each number.

Check your partner’s answers. Who is it for number 1? Where would he go? Number 2? 3? …

1. Ralph would go to London. 2. Lucy would go to Tokyo. 3. Vera would go to Cairo. 4. Princess would go to Mexico City. 5. William would go to India.


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LG6 U6 L3 – Wrap Up: Ask two questions. 3 min

Objectives: Ss will be able to ask WH and Y/N questions about conditional situations.

Target Lang: If Ella could go anywhere, would she go to Tokyo? / If Timmy could eat anything, what would he eat? / If Frank could go anywhere, would he go to Africa?


Interaction: T-Ss


1. Ask two questions Show LG6 U6 L3 PPT – Slide 21. Have Ss ask two questions that they learned in today’s lesson based on the pictures.

Ask two questions that you learned today using the pictures.

S1: If Ella could go anywhere, would she go to Tokyo? If Timmy could eat anything, what would he eat? S2: If Connie could buy anything, what would she buy? If Frank could go anywhere, would he go to Africa? …


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LG6 U6 L4

Time： 50 min








1. Ss will be able to read and spell words with letters nt and nd.

2. Ss will be able to ask and answer WH questions about food, souvenirs and tourist spots in different cities and countries.

3. Ss will be able to ask and answer WH questions about conditional situations.

4. Ss will be able to ask and answer WH questions about where someone would go.


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Time 5’ 8’ 8’ 10’ 5’ 9’ 5’

Act. # Type Warm Up R&E-Activity 1 R&E-Activity 2 R&E-Activity 3 ML-Activity 4 R&E-Activity 5 Wrap Up

Name & Description of

Activity

How long have you known

him?

P-A-N-T-S *Reading and

Spelling Words with Letters nt

and nd

He’d go to India. * Asking and Answering

WH Questions about Food, Souvenirs and

Tourist Spots

What would…? *Asking and Answering

WH Questions about Conditional Situations

What’s next? *Making a Story to Express Order

of Activities

Where would you go? *Asking and Answering

WH Questions about Where Someone Would

Go

True or False?

Target Language

Ginger has known Sam for ten years. This is my friend, Andy. I’ve known him since 2015. This is my friend, Wilma. I’ve known her for two years.

ant, A-N-T paint, P-A-I-N-T pants, P-A-N-T-S present, P-R-E-S-E-N-T hands, H-A-N-D-S bend, B-E-N-D ground, G-R-O-U-N-D friend, F-R-I-E-N-D blond, B-L-O-N-D pond, P-O-N-D

France England Moscow Mexico City sushi Big Ben Where would Ginger go to eat sushi? She’d go to Tokyo to eat sushi. Where would Tom go to see the Eiffel Tower? He’d go to Paris to see the Eiffel Tower. Where would Mrs. Cat go to buy beautiful shirts? She’d go to Africa to buy beautiful shirts.

If Tom could go anywhere, he’d go to India. What would he buy there? He’d buy a necklace. What would he eat there? He’d eat salads. What would he see there? He’d see tigers. What would Johnny eat in London? What would Ashley buy in India? What would Terence see in Paris?

Farmer Brown drank his coffee. After he drank his coffee, he washed his cup. Finally, he went to sleep.

Africa Mexico City Paris If you could go anywhere, where would you go? If I could go anywhere, I’d go to Rome. If Roger could go anywhere, he’d go to Africa.

Joseph would go to Tokyo to eat sushi. Nate would see the Great Pyramid in Cairo. If Jared could go anywhere, he’d go to India.


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LG6 U6 L4 – Warm Up: How long have you known him? 5 min

Objectives: Ss will be able to introduce others and talk about how long they have known their friends.

Target Lang: Ginger has known Sam for ten years. / This is my friend, Andy. / I’ve known him since 2015. / This is my friend, Wilma. / I’ve known her for two years.




1. Describe how long the cats have known someone Show LG6 U6 L4 PPT – Slide 2. Have Ss orally describe how long the cats have known their friends.

How long has Ginger known Sam? How long has Eddy known Sue? (Point at the other pictures.)

Ginger has known Sam for ten years. Eddy has known Sue since 2000. Mrs. Cat has known Ginger’s mother since 1990. Sue has known Ginger for five years. Mimi has known Tom for two years.

2. Model introducing friends and describing how long they’ve known each other Invite 5 Ss to come to the front. Have S1 introduce S2 and describe how long they’ve known each other. Then, have S2 do the same to S3. Do this successively until it reaches the last S.

S1, S2, S3, S4 and S5, come to the front. This is my friend, Summer. I’ve known her for one year. (Extends hands to Summer.) Summer, introduce Andy. Next? Nick, introduce Summer.

S: This is my friend, Andy. I’ve known him since 2015. (Extends hands to Andy.) A: This is my friend, Wilma. I’ve known her for two years. (Extends hands to Wilma.) W: This is my friend, Brianna. I’ve known her for five years. (Extends hands to Brianna.) B: This is my friend, Nick. I’ve known him since 2012. (Extends hands to Nick.) N: This is my friend, Summer. I’ve known her for two years. (Extends hands to Summer.)

3. Introduce friends and describe how long they’ve known each other – in groups Divide the class into two groups.


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Have Ss introduce and describe how long they’ve known their friends. The first group to finish wins.

Work with your group. Introduce your classmate and describe how long you’ve known each other. Group 1, you’re first. Go! Group 2, your turn.

G1-S1: This is my friend, S2. I’ve known her since 2013. (Extends hands to S2.) G1-S2: This is my friend, S3. I’ve known him for three years. (Extends hands to S3.) G1-S3: This is my friend, S4. I’ve known her for one year. (Extends hands to S4.) …


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LG6 U6 L4 – Activity 1: P-A-N-T-S (R&E: Reading and Spelling Words with Letters nt and nd) 8 min

Objectives: Ss will be able to read and spell words with letters nt and nd.

Target Lang: ant, A-N-T / paint, P-A-I-N-T / pants, P-A-N-T-S / present, P-R-E-S-E-N-T / hands, H-A-N-D-S / bend, B-E-N-D / ground, G-R-O-U-N-D / friend, F-R-I-E-N-D / blond, B-L-O-N-D / pond, P-O-N-D


Interaction: T-Ss; Ss-Ss



What letter is this? (Point at letter n, t and then d.) What’s the sound? (Point at nt, and then nd.)


2. Identify words with letters nd and nt CLICK to show the words. Read the words and have Ss say the word letters. CLICK to rearrange the words. Say the letters and have Ss read the related words.

Which one is “blond”? pants?pond paint ground hands bend ant friend Read the words. G, H, A, F, I, J, K, D, E, L

E B C D L I F H J K friend, ant, present, blond, bend, hands, pants, pond, ground, paint

3. Read words with letters nd and nt – in groups Divide the class into two groups. Have Ss read as you randomly point at the words.

Work in groups. Group 1, read the words.

Same as above.


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Group 2, your turn.

4. Model identifying missing letters and spelling words Show LG6 U6 L4 PPT – Slide 4. Have Ss orally identify the missing letters of the words and spell them. CLICK (2x) to show the answers one by one. CLICK to show the rest 8 words and answers one by one.

What’s the word? What letters are missing? Spell the word! How about this one? Spell!

friend nd F-R-I-E-N-D pants P-A-N-T-S ant A-N-T

present paint ground pond hands blond

bend

5. Spell words with letters nd and nt Show LG6 U6 L4 PPT – Slide 5. Instruct Ss to write into their notebooks 1 to 10. Have Ss write the name of each picture.

Write down 1 to 10 into your notebooks. Write the names of the pictures.

6. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers. Instruct Ss to orally give the answer for each item. CLICK (10x) to show the answers one at a time.

Check your partner’s answers. What’s the answer in number 1? Spell it! 2? 3? …

1. blond 2. present 3. ground 4. bend 5. paint 6. pants 7. friend 8. pond 9. hands 10. ant

B-L-O-N-D P-R-E-S-E-N-T G-R-O-U-N-D B-E-N-D P-A-I-N-T P-A-N-T-S F-R-I-E-N-D P-O-N-D H-A-N-D-S A-N-T


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LG6 U6 L4 – Activity 2: He’d go to India. (R&E: Asking and Answering WH Questions about Food, Souvenirs and Tourist Spots) 8 min

Objectives: Ss will be able to ask and answer WH (Where) questions about food, souvenirs and tourist spots in different cities and countries.

Target Lang: France, England, Moscow, Mexico City, sushi, Big Ben / Where would Ginger go to eat sushi? / She’d go to Tokyo to eat sushi. / Where would Tom go to see the Eiffel Tower? / He’d go to Paris to see the Eiffel Tower. / Where would Mrs. Cat go to buy beautiful shirts? / She’d go to Africa to buy beautiful shirts.




1. Elicit names of international cities and countries Have Ss orally name international cities and countries.

What countries do you know? How about international cities?

France, Spain, England… Tokyo, Moscow, Paris, London, Mexico City…

2. Name pictures of food, souvenirs and tourist spots Show LG6 U6 L4 PPT – Slide 6. Name the pictures and have Ss say the related picture letters.

Say the letter of the picture that I’ll name. peanut soup Taj Mahal The Great Wall The Great Pyramid sushi frog legs a sombrero burritos enchiladas snails The Eiffel Tower Big Ben

K L B D G E F A H I J C

3. Model identifying what to eat, buy and see in different cities/countries


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Show LG6 U6 L4 PPT – Slide 7. Have Ss name the pictures and identify where to eat, buy and see them. CLICK to show the picture of London. CLICK (13x) to show the rest pictures one at a time.

Name the picture. Where can I eat sushi? Which letter is it? How about this one? Answer?

sushi B. Tokyo Big Ben G. London Tigers H. India The Great Pyramid E.Cairo pandas F.China sushi B. Tokyo a sombrero C. Mexico City Taj Mahal H. India The Great Wall F. China frog legs D. Paris burritos C. Mexico City snails D. Paris peanut soup A. Africa Big Ben G. London Enchiladas C. Mexico City

4. Elicit answers to WH (Where) questions about food, souvenirs and tourist spots Show LG6 U6 L4 PPT – Slide 8. Have Ss answer WH (Where) questions about the pictures.

Where would Sue go to eat peanut soup? Where would Sam go to see tigers? Where would Ginger go to buy a sombrero? Where would Eddy go to see pandas?

She’d go to Africa to eat peanut soup. He’d go to India to see tigers. She’d go to Mexico City to buy a sombrero. He’d go to China to see pandas.

5. Do WH (Where) Q&As about food, souvenirs and tourist spots Write a question mark and a period on the board. Cover the picture of Tokyo; point at Ginger, the mouth and the question mark to elicit a sample “Where” question.

Ask questions. Answer.

Where would Ginger go to eat sushi?

- She’d go to Tokyo to eat sushi. Where would Mimi go to buy a new dress?

- She’d go to Paris to buy a new dress. Where would Mr. Cat go to see the Great Pyramid?


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Keep doing elicitation in the same way.

- He’d go to Cairo to see the Great Pyramid. …

6. Do WH (Where) Q&As about food, souvenirs and tourist spots – in groups CLICK to show the next pictures. Divide the class into two groups. Have the first group ask questions for numbers 1 and 2 and have the second group answer. Have them switch roles for numbers 3 and 4.

Group 1, ask questions about the pictures. Group 2, answer. Switch roles.

Where would Tom go to eat burritos?

- He’d go to Mexico City to eat burritos. Where would Tom go to see the Eiffel Tower?

- He’d go to Paris to see the Eiffel Tower. Where would Mrs. Cat go to buy beautiful shirts?

- She’d go to Africa to buy beautiful shirts. ... Where would Ginger’s mother go to buy a new dress?

- She’d go to Paris to buy a new dress. Where would Ginger’s mother go to eat enchiladas?

- She’d go to Mexico City to eat enchiladas. Where would Fred go to see pandas?

- He’d go to China to see pandas.

7. Do WH (Where) Q&As about food, souvenirs and tourist spots – in pairs CLICK to show the next pictures. Pair up Ss. Have Ss take turns to ask and answer WH (Where) questions about food, souvenirs and tourist spots using the pictures.

Work with your partner. Take turns to ask and answer WH questions about the pictures.

S1: Where would Nathan go to see the Big Ben? S2: He’d go to London to see the Big Ben. S2: Where would Bella go to buy a new dress? S1: She’d go to Paris to buy a new dress. S1: Where would Felix go to eat sushi? S2: He’d go to Tokyo to eat sushi. …


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LG6 U6 L4 – Activity 3: What would…? (R&E: Asking and Answering WH Questions about Conditional Situations) 10 min

Objectives: Ss will be able to ask and answer WH questions about food, souvenirs and tourist spots in different cities and countries within conditional situations.

Target Lang: If Tom could go anywhere, he’d go to India. / What would he buy there? / He’d buy a necklace. / What would he eat there? / He’d eat salads. / What would he see there? / He’d see tigers. / What would Johnny eat in London? / What would Ashley buy in India? / What would Terence see in Paris?




1. Identify the cats described Show LG6 U6 L4 PPT – Slide 9. Have Ss name the cats being described according to the places that they want to visit.

If he could go anywhere, he’d go to India. Who is he? Mexico City? Tokyo? London? Africa? Paris?

If Tom could go anywhere, he’d go to India. If Eddy could go anywhere, he’d go to Mexico City. If Lou could go anywhere, she’d go to Tokyo. If Mimi could go anywhere, she’d go to London. If Fred could go anywhere, he’d go to Africa. If Sue could go anywhere, she’d go to Paris.

2. Model to ask WH (What) questions about food, souvenirs and tourist spots—whole class Have Ss answer Wh (What) questions about what Fred and Lou would buy, eat and see in different cities and countries.

If Fred could go anywhere, he’d go to Africa. What would he buy there? What would he eat there? What would he see there? If Lou could go anywhere, she’d go to Tokyo. What would she buy there? Question? (Point at the picture of mouth.) Answer?

He’d buy beautiful shirts. He’d eat peanut soup. He’d see lions and elephants. She’d buy a computer. What would she eat there? She’d eat sushi. What would she see there? She’d see mountains.


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3. Do WH (What) Q&As about food, souvenirs and tourist spots – in groups Divide the class into two groups. Have group one describe where Eddy would go and ask and answer WH (What) questions about food, souvenirs and tourist spots. Have group two answer. Point at the pictures to guide the Ss. Have Ss switch roles to ask and answer about Mimi.

Work in groups. Group 1, ask questions about Tom and Sue. Group 2, answer. Switch roles. Ask and answer about Eddy and Mimi.

G1: If Tom could go anywhere, he’d go to India. What would he buy there? G2: He’d buy a necklace.

G1: What would he eat there? G2: He’d eat salads. G1: What would he see there?

- G2: He’d see tigers. G1: If Sue could go anywhere, she’d go to Paris.

What would she buy there? - G2:She’d buy new shoes.

G1: What would she eat there? G2: She’d eat frog legs and snails. G1: What would she see there? G2: She’d see the Eiffel Tower G2: If Eddy could go anywhere, he’d go to Mexico City.

What would he buy there? G1: He’d buy a sombrero.

G2: What would he eat there? G1: He’d eat burritos and enchiladas.

G2: What would he see there? G1: He’d see wonderful museums.

G1: If Mimi could go anywhere, she’d go to London. What would she buy there? G2: She’d buy a new bag. G1: What would she eat there? G2: She’d eat cake and bread. G1: What would she see there? G2: She’d see the Big Ben.

4. Do QH (What) Q&As about food, souvenirs and tourist spots – in pairs


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Pair up Ss. Have Ss take turns to ask and answer WH (What) questions about food, souvenirs and tourist spots in different cities and countries.

Work with your partner. Take turns to ask and answer WH questions about the pictures.

X1: What would Julia buy in Tokyo? X2: She’d buy a telephone. X2: What would Tiffany see in Rome? X1: She’d see wonderful museums. …

5. Model Hot Seat activity Show LG6 U6 L4 PPT – Slide 10. Invite a S to be on the hot seat. Ask a question to the S. Call individual Ss to ask him/her WH questions about the pictures within one minute. Have the S answer.

QX, you are on the hot seat. Let’s ask him/her WH questions about the pictures in one minute. What would Johnny see in London? S1, question? S2? S3? …

QX: He’d see the Big Ben. S1: What would Johnny eat in London? QX: He’d eat French fries and hot dogs. S2: What would Ashley buy in India?

QX: She’d buy a bracelet. S3: What would Terence see in Paris?

QX: He’d see the Eiffel Tower. …

6. Do the Hot Seat Activity – in groups Divide the class into two groups. Have Ss from each group choose who will be on the hot seat. Have other Ss from the group ask WH questions about the pictures. The group to ask and answer more questions within one minute wins. CLICK to show the pictures for group one.

CLICK again to show the pictures for group two.

Work in groups. G1S1, you are on the hot seat. G1Ss, ask him/her questions one by one. You have one minute. Go! G2S1, your turn.

G1S2: What would Jamie see in Cairo? G1S1: She’d see the Great Pyramid. G1S3: What would Natalie eat in India? G1S1: She’d eat a salad. G1S4: What would Brad buy in China? G1S1: He’d buy shoes. … G2S2: What would Kendall eat in London? G2S1: She’d eat sandwiches and eggs. …


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LG6 U6 L4 – Activity 4: What’s next? (ML: Making a Story to Express Order of Activities) 5 min

Objectives: Ss will be able to orally make a story to express order of activities.

Target Lang: Farmer Brown drank his coffee. / After he drank his coffee, he washed his cup. / Finally, he went to sleep.




1. Model describing Farmer Brown’s activities in order Show LG6 U6 L4 PPT – Slide 11. Have Ss describe the activities that Farmer Brown did.

What did Farmer Brown do yesterday? After he drank his coffee, what did he do? After… Finally?

Farmer Brown drank his coffee. After he drank his coffee, he washed his cup. After he washed his cup, he put on his pants. After he put on his pants, he watered the plants. Finally, he went to sleep.

2. Elicit activities in order CLICK to show the next pictures. Have Ss describe the picture. Call individual Ss to orally make a story by stating what they think happened next.

What did Sue do yesterday? After she did her homework, what did she do? S1? After that? S2? S3? S4? S5? Finally…?

Ss: Sue did her homework. S1: After she did her homework, she rode a bicycle. S2: After she rode a bicycle, she climbed a tree. S3: After she climbed a tree, she went home. S4: After she went home, she took a bath. S5: Finally, she combed her hair.

3. Make a story to express order of activities – in groups Divide the class into two groups. Have Ss orally make a story by stating what they think happened next in a chain. Do this successively until the last S. CLICK to show the pictures for group 1. CLICK to show the pictures for group 2.

Group 1, make a story about Eddy. S1, start! Group 2, make a story about Ginger.

S1: Eddy won a race. S2: After he won a race, he went to a restaurant with his family. S3: After he went to a restaurant with his family, he went to Sue’s house. …Finally, he went to sleep.


Page 14 of 16


LG6 U6 L4 – Activity 5: Where would you go? (R&E: Asking and Answering WH Questions about Where Someone Would Go) 9 min

Objectives: Ss will be able to ask and answer WH questions about where someone would go using conditional situations.

Target Lang: Africa, Mexico City, Paris / If you could go anywhere, where would you go? / If I could go anywhere, I’d go to Rome. / If Roger could go anywhere, he’d go to Africa.




1. Identfiy names of different countries and cities Show LG6 U6 L4 PPT – Slide 12. Read words and have Ss identify them by saying the right letters.

Which word is “Africa”? India? Mexico City Paris Cairo Rome Bangkok London Tokyo Moscow China

H A B I J C F G D E K

2. Read names of different countries and cities Say the letters and have Ss read the words.

Read the words. H, B, I, G, D, E, J, C, F, K, A

Africa, Mexico City, Paris, London, Tokyo, Moscow, Cairo, Rome, Bangkok, China, India

3. Identify the cats described CLICK to show the table. Have Ss identify the cat being described.

If I could go anywhere, I would go to Moscow. Who am I? If I could go anywhere, I would go to Rome. If I could go anywhere, I would go to Bangkok. If I could go anywhere, I would go to India.

Mr. Cat Sue’s father Sam Ginger’s mother


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4. Describe where the cats would go Have Ss pretend as the cats. Elicit where they would go.

Where would you go if you were Fred? Mrs. Cat Lou Mimi

If I could go anywhere, I’d go to Cairo. If I could go anywhere, I’d go to London. If I could go anywhere, I’d go to Tokyo. If I could go anywhere, I’d go to Mexico City.

5. Model to do an interview about where someone would go Call individual Ss to state where they would go. Write their answers on the board. Guide Ss to summarize these Ss’ sentences.

Jenny, if you could go anywhere, where would you go? How about you, Roger? Tony? Everybody, let’s summarize their answers.

J: If I could go anywhere, I’d go to Rome. R: If I could go anywhere, I’d go to Africa. T: If I could go anywhere, I’d go to India. If Jenny could go anywhere, she’d go to Rome. If Roger could go anywhere, he’d go to Africa. If Tony could go anywhere, he’d go to India.

6. Interview where someone would go Have Ss walk around and ask as many classmates as they can within one minute about where they would go if they could go anywhere. Instruct Ss to write their classmates’ answers on any sheet of paper.

Walk around and ask as many classmates as you can about where they would go. You have one minute. Write their answers on any sheet of paper.

S1: If you could go anywhere, where would you go? S2: If I could go anywhere, I’d go to London. S1: If you could go anywhere, where would you go? S3: I’d go to Tokyo. …

7. Summarize answers Call individual Ss to orally state their classmates’ answers. Repeat as time allows.

S1, tell us about your classmates’ answers. Next?

S1: If S2 could go anywhere, she’d go to London. If S3 could go anywhere, he’d go to Tokyo. …


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LG6 U6 L4 – Wrap Up: True or False? 5 min

Objectives: Ss will be able to distinguish and orally make true or false statements about different countries and cities and conditional situations.

Target Lang: Joseph would go to Tokyo to eat sushi. / Nate would see the Great Pyramid in Cairo. / If Jared could go anywhere, he’d go to India.




1. Judge True or False statements – whole class Show LG6 U6 L4 PPT – Slide 13. Have Ss give a thumbs-up if the statement is true and a thumbs-down if false. Then, correct the false sentence.

Thumbs up if the sentence is true. (Show the action.) Thumbs down if it is false and say the correct sentence. (Show the action.) Joseph would go to Africa to eat sushi. If Jared could go anywhere, he’d go to India. Casey would go to Rome to buy a new dress. Sophie would eat burritos in Mexico City. Nate would see the Great Pyramid in China.

(Thumbs down.) Joseph would go to Tokyo to eat sushi. (Thumbs up.) (Thumbs down.) Casey would go to Paris to buy a new dress. (Thumbs up.) (Thumbs down.) Nate would see the Great Pyramid in Cairo.

2. Judge True or False statements made by Ss Call individual Ss to make one true or false statement each. Then, have the whole class answer.

S1, make a sentence. Everybody, thumbs up or thumbs down? S2? Answer?

S1: If Nate could go anywhere, he’d go to Cairo. Ss: (Thumbs up.) S2: Casey would go to Paris to eat peanut soup. Ss: (Thumbs down.) Casey would go to Paris to eat frog

legs and snails. S3: If Jared could go anywhere, he’d go to London. Ss: (Thumbs down) If Jared could go anywhere, he’d go to

India. …


Page 1 of 15


LG6 U6 L5

Time： 50 min





3. Ss will be able to ask and answer WH and Y/N questions within conditional and hypothetical situations.



1. Ss will be able to read and orally make sentences with nt and nd words.

2. Ss will be able to ask and answer WH and Y/N questions within conditional situations.

3. Ss will be able to make sentences using vocabulary about food, souvenirs and international cities.


Page 2 of 15



Time 5’ 7’ 12’ 10’ 5’ 7’ 4’



Activity

Spelling Bee The ant is painting her pants.

*Reading and Making Sentences

with nt and nd Words

Would you eat snails? *Asking and

Answering WH Questions about


I would, too! *Asking and

Answering Y/N Questions about


What’s the last letter?

*Recalling Previously Learned Vocabulary

Word Hunt * Making Sentences

Using Vocabulary about Food, Souvenirs and International Cities

What’s the question?

Target Language

go fishing G-O F-I-S-H-I-N-G fly a kite F-L-Y A K-I-T-E ride a horse R-I-D-E A H-O-R-S-E

“nt” ant paint pants present “nd” hands bend ground friend blond pond Paint the pants in my hand. The ant wants to bend its hands.

If you could buy anything, what would you buy? I’d buy a skateboard. If you could eat anything, what would you eat? I’d eat chocolates. If you could go anywhere, where would you go? I’d go to Africa. If Flora could buy anything, she’d buy a pony. If she could eat anything, she’d eat peanut soup. If she could go anywhere, she’d go to Cairo.

Eddy likes cars. Sue wants to go to Tokyo. Ginger likes chocolates and cake. If you could buy anything, would you buy a bracelet? Yes, I would. I would, too. I like to wear pretty things. No, I wouldn’t. I’d go to Cairo. I want to go to Cairo.

ears shopkeeper ride a bicycle eat dinner

sombrero snails enchiladas Moscow Mexico City Cairo I think Bangkok is bigger than Rome. I would buy a computer in Tokyo.

If you could buy anything, would you buy a pony? If Sam could go anywhere, would he go to Mexico City? If Tom could eat anything, would he eat peanut soup?


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LG6 U6 L5 – Warm Up: Spelling Bee 5 min

Objectives: Ss will be able to spell names of outdoor activities.

Target Lang: go fishing, G-O F-I-S-H-I-N-G / fly a kite, F-L-Y A K-I-T-E / ride a horse, R-I-D-E A H-O-R-S-E

Materials: None



1. Elicit names of outdoor activities Have Ss name outdoor activities.

What outdoor activities do you know?

go fishing, go camping, go bike riding, go hiking, have a picnic…

2. Spell names of outdoor activities – whole class Have Ss spell names of some outdoor activities.

Spell “go fishing”. How about “go camping”? “Go hiking”?

go fishing, G-O F-I-S-H-I-N-G go camping, G-O C-A-M-P-I-N-G go hiking, G-O H-I-K-I-N-G

3. Model Spelling Bee Divide the class into three groups. Have Ss of each group stand in one line. Say the first word to the Ss in the first row. The S who raises his/her hand first spells the phrase. If the spelling is correct, the group gets a point. If not, he/she lose the chance of spelling to his/her competitor.

Work in groups. Line up. First players, raise your hand to answer. Spell “fly a kite”!

G1S1: fly a kite, F-L-Y A K-I-T-E

4. Continue the Spelling Bee Each time, have each row of Ss compete to spell.

go swimming play volleyball ride a horse go bike riding climb a tree play tag

go swimming, G-O S-W-I-M-M-I-N-G play volleyball, P-L-A-Y V-O-L-L-E-Y-B-A-L-L ride a horse, R-I-D-E A H-O-R-S-E go bike riding, G-O B-I-K-E R-I-D-I-N-G climb a tree, C-L-I-M-B A T-R-E-E play tag, P-L-A-Y T-AG


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LG6 U6 L5 – Activity 1: The ant is painting her pants. (R&E: Reading and Making Sentences with rd and ld Words) 7 min

Objectives: Ss will be able to read and orally make sentences with nt and nd words.

Target Lang: “nt”: ant, paint, pants, present; “nd”: hands, bend, ground, friend, blond, pond / Paint the pants in my hand. / The ant wants to bend its hands.





Read the letters. What’s the sound? (Point at nt.) (Point at nd.)


2. Read words with letters nd and nt – whole class CLICK toshow the words. Say the letters and have Ss read the related words.

Read the words. D, E, L, G, H, B, F, I, J, K

blond, bend, hands, ground, paint, friend, ant, present, pants, pond

5. Identify the sets of pictures described Show LG6 U6 L5 PPT – Slide 3. Have Ss read the sentences and identify the letter of the pictures described.

Read the first sentence. Which letter is it? Next? Letter? …

Raymond has a friend with blond hair.C The paint in the ground is the ant’s. D Nine presents by the pond were given by my aunt. A

6. Read sentences and identify pictures described CLICK to show another sets of sentences and pictures. Have Ss match the senteces to the pictures by writing them down.

Match the sentences with the pictures. Write down the answers into your notebooks.



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7. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers. Instruct Ss to read the sentences and say the letters of the answers.

Read the first sentence. Which picture is it? Next one? …

1. Paint the pants in my hand. B 2. I want the presents in my friend’s hands. A 3. Bend the ant’s pants on the ground. E 4. The ant wants to bend its hands. C 5. The ant is painting her pants in the pond. D

8. Make sentences using words with letters nt and nd – in pairs CLICK to show the pictures. Pair up Ss. Have Ss orally make their own sentences using at least two pictures from the screen.

Work with a partner. Make sentences using 2 or more pictures from the screen.

9. Present sentences Call several pairs to orally present their sentences in class.

S1 and S2, tell us your sentences. Next?

Why are your presents in his hands? Touch the ground and bend your hands. …


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LG6 U6 L5 – Activity 2: Would you eat snails? (R&E: Asking and Answering WH Questions within Conditional Situations) 12 min

Objectives: Ss will be able to ask and answer WH questions within conditional situations.

Target Lang: If you could buy anything, what would you buy? / I’d buy a skateboard. / If you could eat anything, what would you eat? / I’d eat chocolates. / If you could go anywhere, where would you go? / I’d go to Africa. / If Flora could buy anything, she’d buy a pony. / If she could eat anything, she’d eat peanut soup. / If she could go anywhere, she’d go to Cairo.




1. Describe events within conditional situations Show LG6 U6 L5 PPT – Slide 4. Describe one set of pictures as an example. Have Ss describe the rest.

If he could buy anything, he’d buy an airplane.

B. If he could buy anything, he’d buy an airplane. E. If she could eat anything, she’d eat snails. C. If they could go anywhere, they’d go to Mexico City. A. If they could eat anything, they’d eat enchiladas. D. If she could go anywhere, she’d go to London.


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2. Elicit information about the cats within conditional siuations—in 2 groups CLICK to show the next pictures. Divide Ss into group A and B. Write a question mark and a full stop sign on the board. Elicit Q&As from Ss. (A asks about Tom and Mimi; B asks about Sam and Ginger.)

Group A, ask the question. (Cover the picture of skateboard, point at the picture of Tom, the coins and the question mark.)(If Tom could buy anything, what would he buy?) Group B, answer. (Point at the skateboard) Now, group B, ask. Group A, answer.

A: If Tom could buy anything, what would he buy? B: He would buy a skateboard. A: If Tom could eat anything, what would he eat? B: He’d eat chocolates. A: If Tom could go anywhere, where would he go? B: He’d go to Africa. A: If Mimi could buy anything, what would she buy? B: She’d buy a new dress. A: If Mimi could eat anything, what would she eat? B: She’d eat ice-cream and cake. A: If Mimi could go anywhere, where would she go? B: She’d go London. …

3. Model conducting an interview Show LG6 U6 L5 PPT – Slide 5. Draw a similar table on the board. Call a S to answer your questions. Write the S’s name and answers in the table.

Flora, stand up. If you could buy anything, what would you buy? If you could eat anything, what would you eat? If you could anywhere, where would you go?

F: I’d buy a pony. F: I’d eat peanut soup. F: I’d go to Cairo.

4. Summarize information Have Ss describe their classmate’s answers using the information in the table. Point at the words to guide the Ss.

Tell me about Flora.

If Flora could buy anything, she’d buy a pony. If she could eat anything, she’d eat peanut soup. If she could go anywhere, she’d go to Cairo.


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5. Conduct an interview – in small groups Have Ss draw a similar table in their notebook. Divide the class into groups of 5. Have Ss ask and answer each other to fill in the table.

Draw the table in your notebook. Work in groups of 5. Ask your classmates WH questions to fill in your table.

MG: If you could buy anything, what would you buy? DG: I’d buy new boots. MG: If you could eat anything, what would you eat? DG: I’d eat hamburgers and hotdogs. MG: If you could go anywhere, where would you go? DG: I’d go to Moscow. …

6. Summarize information gathered Call individual Ss to orally talk about two of their classmates’ answers. Repeat as time allows.

MG, describe two of your classmates’ answers. DG, your turn.

MG: If DG could buy anything, he’d buy new boots.

If he could eat anything, he’d eat hamburgers and hotdogs. If he could go anywhere, he’d go to Moscow.

…


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LG6 U6 L5 – Activity 3: I would, too! (R&E: Asking and Answering Y/N Questions within Conditional Situations) 10 min

Objectives: Ss will be able to ask and answer Y/N questions within conditional situations.

Target Lang: Eddy likes cars. / Sue wants to go to Tokyo. / Ginger likes chocolates and cake. / If you could buy anything, would you buy a bracelet? / Yes, I would. / I would, too. / I like to wear pretty things. / No, I wouldn’t. / I’d go to Cairo. / I want to go to Cairo.




1. Identify the cats described Show LG6 U6 L5 PPT – Slide 6. Have Ss answer WH (Who) questions about interests.

Who likes cars? Who likes to eat chocolates and cake? Who wants to go to Tokyo? Who wants to go to London? Who likes to wear pretty things?

Eddy likes cars. Ginger likes to eat chocolates and cake. Sue wants to go to Tokyo. Sam wants to go to London. Ginger likes to wear pretty things.

2. Describe the cats’ interests Have Ss describe the cats’ interests as you point at the pictures.

Describe the pictures.

Eddy likes to eat salads. Eddy wants to go to Bangkok. Ginger wants to go to Cairo. Sam likes to use the computer. …

3. Elicit answers to Y/N questions within conditional situations CLICK to show pictures. Have Ss pretend as Eddy. Have Ss answer Y/N questions about conditional situations.

You are Eddy. I am Mr. Cat. If you could buy anything, would you buy a car?

I would, too. I like cars. If you could eat anything, would you eat burritos?

Me neither. I’d eat a salad. I like salads. If you could go anywhere, would you go to Bangkok? I would, too. I want to go to Bangkok.

Yes, I would. No, I wouldn’t. Yes, I would.


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4. Answer Y/N questions within conditional situations Write a question mark on the board. Point at the picture of Ginger, the coins, the bracelet and the question mark to elicit a sample Y/N question. Point at the thumbs up, the happy face and the pretty things to elicit a sample answer. Keep doing elicitation in the same way. Give help when needed.

You are Mrs. Cat. I am Ginger. Ask me a question. Yes, I would. No, I wouldn’t. No, I wouldn’t.

If you could buy anything, would you buy a bracelet?

I would, too. I like to wear pretty things. If you could eat anything, would you eat peanut soup?

Me neither. I’d eat chocolates and cake. I like chocolates and cake. If you could go anywhere, would you go to London? Me neither. I’d go to Cairo. I want to go to Cairo.

5. Do Y/N Q&As within conditional situations – in groups Divide the class into two groups. CLICK to show pictures. Have the first group pretend as Tom and the second group as Sam. Point at the pictures to guide the Ss.

Have the second group pretend as Sue and the first group pretend as Mimi.

Group 1, you are Tom. Group 2, you are Sam. Ask questions. Group 2, you are Sue. Group 1, you are Mimi. Question?

If you could buy anything, would you buy a computer? Yes, I would. I would, too. I like to use the computer. Other example sentences: If you could eat anything, would you eat burritos? Yes, I would. I would, too. I like burritos. If you could go anywhere, would you go to Tokyo? No, I wouldn’t. Me neither. I’d go to London. …


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6. Model to do Y/N Q&As – in small groups Invite 6 Ss to come to the front. Have Ss ask and answer Y/N questions about what they would buy and eat and where they would go. Once you clap twice, have them ask another S.

S1, S2, S3, S4, S5 and S6, come to the front. Form two lines. Ask each other a Y/N question and answer. (Clap 2x) Go to another partner. Ask and answer each other again. (Clap 2x) Next partner!

S1: If you could eat anything, would you eat ice cream?

S2: Yes, I would. S1: I would, too. I like ice cream. S1: If you could buy anything, would you buy a skateboard?

S3: No, I wouldn’t. S1: Me neither. I’d buy books. I like to read. S1: If you could go anywhere, would you go to Cairo?

S4: Yes, I would. S1: I would, too. I want to go to Cairo.

7. Do Y/N Q&As – in small groups Divide the class into groups of 6. Have Ss ask and answer Y/N questions to each other. Clap twice for Ss to look for another partner.

Work in groups of 6. Find a partner. Ask and answer Y/N questions to each other. (Clap 2x) Next partner! …

X1: If you could go anywhere, would you go to Moscow? X2: No, I wouldn’t. X1: Me neither. I’d go to Paris. I want to go to Paris. …


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LG6 U6 L5 – Activity 4: What’s the last letter? (ML: Recalling Previously Learned Vocabulary) 5 min

Objectives: Ss will be able to say words or phrases based on the last letter of the previous words or phrases given.

Target Lang: ears, shopkeeper, ride a bicycle, eat dinner

Materials: None



1. Model giving words/phrases beginning with the last letter of the previous word/phrase Say a word. Have Ss say the last letter of the word. Call individuals to give words or phrases beginning with the last letter of the previous words/ phrases.

“Do a puzzle” ends with what letter? Give a word/phrase that starts with letter E. (Point at a S.) Letter S? (Point at a S) L? (Point at a S) N? (Point at a S) (Point at a S)

letter E ears school lion notebook kind

2. Give words/phrases based on the last letter – in groups Divide the class into three groups. Give the first word/phrase for each group. Have the groups do the activity one by one. Time them. The group to finish within a shortest time wins.

Let’s do it in groups. The first group to finish wins. Wash the dishes. Go! (Point at G1-S1) Hit a home run. Go! (Point at G2-S1) Walk the dog. Go! (Point at G3-S1)

G1-S1: shopkeeper G1-S2: ride a bicycle G1-S3: eat dinner … (Various, depends on Ss’ answers.)


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LG6 U6 L5 – Activity 5: Word Hunt (R&E: Making Sentences Using Vocabulary about Food, Souvenirs and International Cities) 7 min

Objectives: Ss will be able to make sentences using vocabulary about food, souvenirs and international cities.

Target Lang: sombrero, snails, enchiladas, Moscow, Mexico City, Cairo / I think Bangkok is bigger than Rome. / I would buy a computer in Tokyo.




1. Read vocabulary about food, souvenirs and international cities Show LG6 U6 L5 PPT – Slide 7. Say the letters as indicated under Teacher Talk. Have Ss read the words.

Read the words. H, I, J, K, L, C, D, A, B, E, F, G

Paris, sombrero, snails, enchiladas, Tokyo, burritos, Rome, Mexico City, Moscow, Cairo, London, Bangkok

2. Model finding words and making sentences Show LG6 U6 L5 PPT – Slide 8. Have Ss read the encircled words. Call individual Ss to make sentences using the words.

What’s this word? How about this one? Make a sentence using the words. S1? S2? S3?

Tokyo Mexico City S1: If I could go anywhere, I would go to Tokyo and Mexico City. S2: I would buy a computer in Tokyo. S3: Would you buy enchiladas in Tokyo?

3. Find words – in pairs Pair up Ss. Have them find as many words as they can in one minute and write them in a notebook.

Work with a partner. List down as many words as you can in your notebook. You have one minute.


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4. Read words found Have Ss exchange answers with other pairs. Call several pairs to read the words that their classmates found.

Exchange notebooks with another pair. S1&S2, read their answers. Next?

S1&S2: Moscow, sombrero, snails, burritos, London, Bangkok, Rome, Cairo, enchiladas …

5. Make sentences using the words CLICK to show the answers. Call individual Ss to make sentences using two or more words that they found.

Choose two or more words that you found and make a sentence. X1? X2? X3? …

X1: Burritos taste better than enchiladas. X2: I’ve never been to Cairo, but I’ve been to Rome before. X3: I think Bangkok is bigger than Rome. … (Various, depends on Ss’ answers.)


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LG6 U6 L5 – Wrap Up: What’s the question? 4 min

Objectives: Ss will be able to read words and orally form Y/N question using them.

Target Lang: If you could buy anything, would you buy a pony? / If Sam could go anywhere, would he go to Mexico City? / If Tom could eat anything, would he eat peanut soup?




1. Model forming questions Show LG6 U6 L5 PPT – Slide 9. Have Ss read the example words and sentences. CLICK to show the next words; have Ss work out the Y/N questions orally and then CLICK to show the answer. (8 sets of words and sentences)

Read the words. Read the question. Read. Question?

you – buy – a pony If you could buy anything, would you buy a pony? Sam – go – Mexico City If Sam could go anywhere, would he go to Mexico City? you – buy – a computer

- If you could buy anything, would you buy a computer? Ginger – eat – burritos

- If Ginger could eat anything, would she eat burritos? Tom – eat – peanut soup

- If Tom could eat anything, would he eat peanut soup? you – go – Paris

- If you could go anywhere, would he go to Paris? Sue – buy – a sombrero

- If Sue could buy anything, would she buy a sombrero? you – go – Cairo

- If you could go anywhere, would you go to Cairo? you – buy – a bracelet If you could buy anything, would you buy a bracelet?


Page 1 of 15


LG6 U6 L6

Time： 50 min

Materials: LG6 U6 L6 PPT; Courseware; Projector




3. Ss will be able to ask and answer WH and Y/N questions within conditional and hypothetical situations.



1. Ss will be able to read and make sentences with nd and nt words.

2. Ss will be able to sing and make new lyrics of the song “If You Could Go Anywhere”.

3. Ss will be able to role-play the Courseware Conversation and make a new dialog within conditional situations.

4. Ss will be able to read the text from the Courseware, and read, write and answer questions about it.


Page 2 of 15



Time 5’ 8’ 8’ 9’ 5’ 10’ 5’



Activity

What do you like to do?

Presents and Pants by the Pond

*Reading and Making Sentences

with nd and nt Words

Song “If You Could Go

Anywhere” *Singing and Making New

Lyrics of the Unit Song

Where would you go? *Role-Playing and

Making a New Dialog Using Conditional

Situations

What’s the word? *Forming Words

Sam would go to Africa. * Reading a Text and Reading, Writing and

Answering Comprehension

Questions

What’s the question?

Target Language

go shopping look at the stars do a puzzle Do you like to go hiking? Yes, I do. No, I don’t.

ant paint pants present hands bend ground friend blond pond Put your hands in your pants and touch your friend’s blond hair.


If you could go anywhere, where would you go? I’d go to Mexico. I love beaches and warm weather! What about you? Where would you go? I think I’d go to Africa. I’d love to see lions and tigers. There are lions in Africa, but there aren’t any tigers. You’d have to go to India. OK, then. Africa and India!

horse France dinner train witch better cookies sweet jeans canoe board

Sam is interested in nature, especially animals. Someday he’d like to go to Africa. In Africa he could see lions and many other animals. He has always wanted to see lions and tigers. He wants to see them in their natural habitat. Many animals no longer live in the wild. There are no places for them to live. When would Sam like to go to Africa? What could he see in Africa?

Ginger would buy a new dress. If Ginger could buy anything, what would she buy? Mimi loves beaches. Who loves beaches?


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LG6 U6 L6 – Warm Up: What do you like to do? 5 min

Objectives: Ss will be able to ask and answer Y/N questions about hobbies.

Target Lang: go shopping, look at the stars, do a puzzle / Do you like to go hiking? / Yes, I do. / No, I don’t.

Materials: None



1. Elicit names of hobbies Have Ss name some hobbies.

What activities do you like to do?

go shopping, look at the stars, do a puzzle, play the piano, go camping, go hiking, go bird watching…

2. Model the guessing game Invite a S to come to the front and whisper to you his/her hobby. Call individual Ss to ask him/her Y/N questions to guess his/her hobby.

S1, come to the front. What do you like to do? Whisper it to me. Guess what he likes to do! VY? VG? VC?

S1: (Whispers to T “I like to play baseball.”) VY: Do you like to go shopping? S1: No, I don’t. VG: Do you like to do a puzzle? S1: No, I don’t. VC: Do you like to play baseball? S1: Yes, I do.

3. Play the guessing game – in groups Divide the class into three groups. Call individual Ss to come to the front and whisper their hobby to you. Have individual Ss from each group take turns to ask Y/N questions to guess. The group with the most number of correct guesses wins.

XY, what do you like to do? Work in groups. Guess his/her answer. G1S1? G2S1? G3S1? XZ, your turn!

XY: (Whispers to T “I like to fly a kite.”) G1S1: Do you like to go hiking? XY: No, I don’t. G2S1: Do you like to go bird watching? XY: No, I don’t. G3S1: Do you like to fly a kite? XY: Yes, I do.


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LG6 U6 L6 – Activity 1: Presents and Pants by the Pond (R&E: Reading and Making Sentences with nd and nt Words) 8 min

Objectives: Ss will be able to read and orally make sentences with nt and nd words.

Target Lang: ant, paint, pants, present, hands, bend, ground, friend, blond, pond / Put your hands in your pants and touch your friend’s blond hair.




1. Read words with letters nd and nt – whole class Show LG6 U6 L6 PPT – Slide 2. Have Ss read the words. CLICK to rearrange the words. Say the letters and have Ss read the related words.

Read the words. B, F, I, J, K, D, E, L, G, H

paint, friend, ant, present, pants, pond, blond, bend, hands, ground

2. Model reading sentences and identifying nd and nt words Show LG6 U6 L6 PPT – Slide 3. Draw a similar table on the board. Have Ss read the sentence and identify words with letters nd and nt. Call individual Ss to write the answers on the table.

Read the sentence. Which words have letters nd? S1, write your answer on the board. How about letters nt? S2? Read the words.

(Point at the words in the table.)

Put your hands in your pants and touch your friend’s blond hair. hands, friend, blond pants hands, friend, blond, pants Those presents and pants by the pond are the ant’s. pond, presents, pants, ant

3. Make sentences and draw a table – in pairs Pair up Ss. Have Ss make three sentences with 3 or more nd or nt words each and write them on any sheet of paper. Then, draw a similar table.

Work with your partner. Write three sentences with 3 or more words with letters nd or nt on a sheet of paper. Then, draw the table.


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4. Read student-made sentences and identify nd and nt words – in pairs Call several pairs to read the sentences that they made. Have other Ss identify and write the words with letters nd and nt in their table. Instruct Ss to say their answers.

S1 and S2, read your sentences. Everybody, write nd and nt words in your table. Which words have letters nd? And nt? S3 and S4, your turn. …

S1&S2: Bend your hands and touch the ground. I want to buy my friend a present. My aunt’s pants are smeared with paint. Ss: bend, hands, ground, friend want, present, aunt, pants, paint …


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LG6 U6 L6 – Activity 2: Song “If You Could Go Anywhere” (R&E: Singing and Making New Lyrics of the Unit Song) 8 min

Objectives: Ss will be able to sing and orally make new lyrics of the song “If You Could Go Anywhere”.


Materials: LG6 U6 Courseware — Song; LG6 U6 L6 PPT – Slide 4

Interaction: T-Ss;


1. Elicit information about the picture Pause LG6 U6 Courseware — Song. Have Ss answer questions about the picture.

Who are they? What’s this? (Point at the globe.) What can you see in the globe?

They are Sue, Sam and Eddy. It’s a globe. We can see countries and places.

2. Sing “If You Could Go Anywhere” with the Courseware Play LG6 U6 Courseware — Song. Have Ss sing the song.

Let’s sing together. If you could go anywhere, where would you go?




3. Sing the song without the Courseware – in groups Show LG6 U6 L6 PPT – Slide 4. Divide the class into two groups. Have group one sing Sue’s lines and group two sing Eddy’s lines. Then, switch roles. Point at the pictures to guide the Ss.

Group 1, you are Sue. Group 2, you are Eddy. Sing the song.

G1: If you could go anywhere, where would you go?

G2: I’d take a plane to Mexico. G1: If you could buy anything, what would you buy?

G2: I’d buy an airplane and learn how to fly. G1: If you could eat anything, what would you eat? G2: I’d eat a pizza and something sweet.



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4. Elicit new lyrics of the song – in groups CLICK to show the next pictures. Have Ss make new lyrics of the song using the pictures and sing it.

Group 1, you are Tom. Group 2, you are Mimi. Sing the song using the pictures.

G1: If you could go anywhere, where would you go? G2: I’d ride a horse to Cairo. G1: If you could buy anything, what would you buy? G2: I’d buy a new dress and a canoe. G1: If you could eat anything, what would you eat? G2: I’d eat fish and rice with Sue.

5. Make new lyrics of the song – in groups CLICK to show two sets of pictures. Have the groups prepare to present their new version of the song using the pictures assigned to them.

Work in groups. Prepare to present your song using the pictures.

6. Sing new version of the song – in groups Have the groups sing their new version of the song one by one.

Group 1, sing your song. Group 2, your turn.

G1: If you could go anywhere, where would you go? I’d fly a plane to Africa. If you could buy anything, what would you buy? I’d buy beautiful shirts and a new bag. If you could eat anything, what would you eat? I’d eat peanut soup and a hot dog. G2: If you could go anywhere, where would you go? I’d drive a car to Paris. If you could buy anything, what would you buy? I’d buy an airplane and a new dress. If you could eat anything, what would you eat? I’d eat snails and frog legs.

7. Make new lyrics of the song – in pairs Pair up Ss. Have Ss make new lyrics of the song and prepare to present their song in class.

Work with a partner. Prepare to sing your own version of the song.


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8. Sing new version of the song – in pairs Call several pairs to present their song to the class.

RY and TY, sing your song. Next? …

RY&TY: If you could go anywhere, where would you go? I’d take a train to Tokyo. If you could buy anything, what would you buy? I’d buy a boat and learn how to sail. If you could eat anything, what would you eat? I’d eat sushi and ice cream. (Various, depends on Ss’ answers.)


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LG6 U6 L6 – Activity 3: Where would you go? (R&E: Role-Playing and Making a New Dialog Using Conditional Situations) 9 min

Objectives: Ss will be able to role-play the Courseware Conversation and make a new dialog within conditional situations.


Materials: LG6 U6 Courseware — Conversation; LG6 U6 L6 PPT – Slides 5~6

Interaction: T-Ss; S-Ss; Ss-Ss


1. Role-play the conversation – whole class Show LG6 U6 L6 PPT – Slide 5. Have Ss role-play the conversation. CLICK (7x) to show the groups of pictures one by one.

What did Sue ask?

Sue: If you could go anywhere, where would you go? Eddy: I’d go to Mexico. I love beaches and warm weather! What about you? Where would you go? Sam: I think I’d go to Africa. I’d love to see lions and tigers. Sue: There are lions in Africa, but there aren’t any tigers. You’d have to go to India. Sam: OK, then. Africa and India!

2. Elicit Q&As about the conversation Write a question mark on the board. Cover the picture of Mexico; point at Eddy, the airplane and the question mark to elicit a sample “Where” question. Cover the picture of Eddy; the beaches and the sun to elicit a sample “Who” question. Point at the tigers, the check mark,

Ask a question. Answer. …

If Eddy could go anywhere, where would he go?

- He’d go to Mexico. Who loves beaches and warm weather?

- Eddy loves beaches and warm weather. Are there tigers in Africa?

- No, there aren’t. There are tigers in India. / There are lions in Africa.


Page 10 of 15


Africa and the question mark to elicit a sample Y/N question. Give help when needed. Keep doing elicitation in the same way.

…

3. Role-play the conversation based on the pictures – in groups Divide the class into three groups. Show LG6 U6 L6 PPT – Slide 6. Have Ss role-play the characters assigned to them using the pictures. CLICK (7x) to show the groups of pictures one by one.

Role-play the dialog using the pictures. Group 1, you are James. Group 2, you are Hazel. Group 3, you are Peter.

James: If you could go anywhere, where would you go? Hazel: I’d go to Tokyo. I love to eat sushi! What about you? Where would you go? Peter: I think I’d go to China. I’d love to see pandas and eat burritos. Hazel: There are pandas in China, but there aren’t any burritos. You’d have to go to Mexico City. Peter: OK, then. China and Mexico City!

4. Make a new dialog – in small groups Divide the class into 3s. Have Ss orally make their own dialog using conditional situations about where they would want to go and what they would want to see and eat.

Work in 3s. Make your own dialog about where you would want to go. Prepare to present in class.

S1: If you could go anywhere, where would you go? S2: I’d go to Cairo. I’d love to see the Great Pyramid! What about you? Where would you go? S3: I think I’d go to India. I’d love to see tigers and pandas. S1: There are tigers in India, but there aren’t any pandas. You’d have to go to China. S3: OK, then. India and China! (Various, depends on Ss’ output.)

5. Present the dialog Call several groups to present their dialog to the class.

Show us your dialog.

Same as above.


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LG6 U6 L6 – Activity 4: What’s the word? (ML: Forming Words) 5 min

Objectives: Ss will be able to form and write words using the first letters of the names of pictures.

Target Lang: horse, France, dinner, train, witch, better, cookies, sweet, jeans, canoe, board




1. Model forming words using the first letters of each picture word Show LG6 U6 L6 PPT – Slide 7. Have Ss name the pictures and identify the word made of the first letters of each picture word. CLICK to show the answer.

Name the pictures. What letter does “house” start? How about “octopus”? (Point at the other pictures one by one.) What’s the word made of all the letters?

house, octopus, ride a bicycle, summer, enchiladas H O R S E horse

2. Form words using the first letters of each picture word– in pairs Pair up Ss to work out words. Have Ss write their answers on any sheet of paper and raise their hands to answer. CLICK (10x) to show the words one at a time. CLICK again to show the answer for each item and have Ss read it.

Work with your partner. Write the answer on any sheet of paper. Raise your hand to answer. What’s the answer? P1? Everybody, read 2? …

P1: France Ss: France P2: dinner … (train, witch, better, cookies, sweet, jeans, canoe, board)


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LG6 U6 L6 – Activity 5: Sam would go to Africa. (R&E: Reading a Text and Reading, Writing and Answering Comprehension Questions)

10 min Objectives: Ss will be able to read the text “Sam would go to Africa”, and read, write and answer questions about it.

Target Lang: Sam is interested in nature, especially animals. / Someday he’d like to go to Africa. / In Africa he could see lions and many other animals. / He has always wanted to see lions and tigers. / He wants to see them in their natural habitat. / Many animals no longer live in the wild. / There are no places for them to live. / When would Sam like to go to Africa? / What could he see in Africa?




1. Read the text – whole class Show LG6 U6 L6 PPT – Slide 8. Have Ss read the text “Sam would go to Africa.”

Everybody, read. (Point at the sentences one by one.)


2. Read the sentences in random order Have Ss read the sentences in random order.

How many sentences are there? Read the second sentence. Fifth? Sixth? …

There are seven sentences. Someday he’d like to go to Africa. He wants to see them in their natural habitat. Many animals no longer live in the wild. …

3. Fill in missing words


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CLICK to cover the words. Have Ss read and complete the sentences by orally filling in the missing words. CLICK again (10x) to uncover the words one by one.

Read and complete the sentences. Sam is interested in nature, especially animals. Someday he’d like to go to Africa. In Africa he could see lions and many other animals. He has always wanted to see lions and tigers. He wants to see them in their natural habitat. Many animals no longer live in the wild. There are no places for them to live.

4. Fill in missing phrases Have Ss read and complete the sentences by orally filling in the missing phrases. CLICK to cover the phrases. CLICK again (8x) to uncover the phrases one by one.

Read and complete the sentences.


5. Identify and read sentences Have Ss read the sentences that answer the questions.

Read the sentences that answer my questions. What has Sam always wanted to see? Where would he like to go someday? Are there places for animals to live? Where does Sam want to see lions and tigers?

He has always wanted to see lions and tigers. Someday he’d like to go to Africa. There are no places for them to live. He wants to see them in their natural habitat.

6. Write questions about the text – in pairs Pair up Ss. Have Ss form five questions about the text and write them in one notebook.

Work with your partner. Work out five questions about the text.

When would Sam like to go to Africa? Has he always wanted to see lions and tigers? What could he see in Africa? … (Various, depends on Ss’ questions.)


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7. Read and answer questions about the text – in pairs Have Ss exchange their notebook with another pair. Instruct Ss to read and answer each other’s questions.

Exchange notebooks with another pair. Read and answer your classmates’ questions. …

S1&S2: When would Sam like to go to Africa? Someday he’d like to go to Africa. Has he always wanted to see lions and tigers? Yes, he has. …


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LG6 U6 L6 – Wrap Up: What’s the question? 5 min

Objectives: Ss will be able to orally form questions based on the answers given.

Target Lang: Ginger would buy a new dress. / If Ginger could buy anything, what would she buy? / Mimi loves beaches. / Who loves beaches?




1. Model forming questions based on the answers given(Jeopardy) Have Ss orally form questions based on the answers mentioned.

I’d go to Mexico. What’s the question? I’d eat pizza and something sweet. Question? Sam wants to see lions. He’d buy an airplane.

If you could go anywhere, where would you go? If you could eat anything, what would you eat? Who wants to see lions? / What does Sam want to see? If he could buy anything, what would he buy?

2. Make sentences using the pictures Show LG6 U6 L6 PPT – Slide 9. Call individual Ss to make a sentence each using the pictures. Have the class orally form questions based on the sentences given.

S1, make a sentence using the pictures. Everybody, question? S2? Question? …

S1: Ginger would buy a new dress. Ss: If Ginger could buy anything, what would she buy? S2: Mimi loves beaches. Ss: Who loves beaches? / What does Mimi love? …


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LG6 U6 L8

Time: 50 min

Materials: Projector; LG6 U6 L8 PPT; LG6 U6 L8 Handout 1

General Guidelines for Lesson Plan 8s This session is meant to serve as a final unit summarization and assessment.

General Objectives for all Lesson Plan 8s: 1. Ss will be able to give presentations fluently and confidently, using the same or similar topics from the previous lessons, without much preparation.

2. Ss will be able to finish a short unit test independently, and correct any mistakes after the answers are checked.

About the Presentations:

1. Three topics are provided in this lesson plan. It’s at the teachers’ discretion to decide how many topics to use and which ones to use depending on the class size and time availability.

2. Not all Ss may have the chance to do a presentation in every class. Teachers should ensure Ss have equal opportunities to participate in later lessons.

About the Unit Test:

1. The test provided in each unit is usually, but not always, reading and writing based. It’s best if the Tests can be printed out, but the test can be done just using the PPT as a guide and having Ss write out their answers on a piece of paper.

2. It is recommended that test answers be checked and mistakes corrected before the end of class. Please refer to the guidance in L7 for ways of checking Ss’ answers in class.


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Time 12’ 10’ 13’ 10-15’

Act. # Type Presentation 1 Presentation 2 Presentation 3 Unit Test

Name Description

of Activity

What would…?

Asking and Answering WH Questions within Conditional Situations

from LG6 U6 L5

I would, too! Asking and Answering Y/N Questions

within Conditional Situations

from LG6 U6 L5

Where would you go?

Role-Playing and Making a New Dialog Using Conditional Situations

from LG6 U6 L6

Unit Test

Target Language


I’d go to Mexico City.

If you could buy anything, what would you buy? / I’d buy a sombrero.

If you could eat anything, what would you eat?

I’d eat enchiladas and burritos.

If she could buy anything, she’d buy a sombrero.

If you could eat anything, would you eat ice cream?

If you could buy anything, would you buy a skateboard?

Yes, I would.

No, I wouldn’t.

I would, too.

Me neither.

If she could anything, she’d eat ice cream.


I’d go to Mexico.

I love beaches and warm weather!

What about you?

Where would you go?

I think I’d go to Africa.

I’d love to see lions and tigers.

There are lions in Africa, but there aren’t any tigers.

You’d have to go to India.

OK, then.

Africa and India!

People speak French.

People speak Arabic.

People speak Russian.

She’d go to Tokyo.

Elton would go to Mexico City to buy a sombrero.

Claire would see elephants and lions in Africa.

He’d go to Paris to see the Eiffel Tower.

No, she wouldn’t. She’d go to Africa.

Yes, he would.


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LG6 U6 L8 – Presentation 1: What would…? (Asking and Answering WH Questions within Conditional Situations - from LG6 U6 L5) 12

min Objectives: Ss will be able to give presentations to ask and answer WH questions within conditional situations, fluently and confidently.

Target Lang: If you could go anywhere, where would you go? / I’d go to Mexico City. / If you could buy anything, what would you buy? / I’d buy a sombrero. / If you could eat anything, what would you eat? / I’d eat enchiladas and burritos. / If she could buy anything, she’d buy a sombrero.


Interaction: S-S; Ss-Ss


1. Prepare to ask and answer WH questions within conditional situations Divide the class into groups of 4. Show LG6 U6 L8 PPT – Slide 2. Give Ss one minute to draw the table on their notebook.

Work in groups of 4. Draw the table on your notebook. Prepare to ask your classmates questions using the table.

2. Do WH Q&As within conditional situations Have S ask and answer WH questions using the guide words in the table. Instruct them to complete the table using their classmates’ answers.

Ask your classmates questions to complete the table. Write their answers.

If you could go anywhere, where would you go? I’d go to Mexico City. If you could buy anything, what would you buy? I’d buy a sombrero. If you could eat anything, what would you eat? I’d eat enchiladas and burritos. … (Various, depends on Ss’ answers.)

3. Summarize information gathered Call individual Ss one by one to talk about their classmates’ answers.

XY, tell us something about your classmates’ answers. If Carmen could go anywhere, she’d go to Mexico City. If she could buy anything, she’d buy a sombrero. If she could eat anything, she’d eat enchiladas and burritos. … (Various, depends on Ss’ answers.)


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LG6 U6 L8 – Presentation 2: I would, too! (Asking and Answering Y/N Questions within Conditional Situations – from LG6 U6 L5) 10

min Objectives: Ss will be able to give presentations to ask and answer Y/N questions within conditional situations, fluently and confidently.

Target Lang: If you could eat anything, would you eat ice cream? / If you could buy anything, would you buy a skateboard? / Yes, I would. / No, I wouldn’t. / I would, too. / Me neither. / If she could anything, she’d eat ice cream.

Materials: None



1. Demo Y/N questons with Ss—invididual Ss Ask individual Ss Y/N questions within conditional situations.

XX, if you could buy anything, would you buy a pink purse?

XX: Yes, I would.

2. Do Y/N Q&As within conditional situations– in small groups Divide the class into groups of 6. Have Ss ask and answer Y/N questions to each other. Instruct S to write their classmates’ answers on a piece of paper. Clap twice for Ss to look for another partner.

Work in groups of 6. Find a partner. Ask and answer Y/N questions. Write your partner’s answers on a sheet of paper. (Clap 2x) Next partner! …

S1: If you could eat anything, would you eat ice cream?

S2: Yes, I would. S1: I would, too. I like ice cream. S1: If you could buy anything, would you buy a skateboard?

S3: No, I wouldn’t. S1: Me neither. I’d buy books. I like to read. S1: If you could go anywhere, would you go to Cairo?

S4: Yes, I would. S1: I would, too. I want to go to Cairo. …

3. Talk about classmates’ answers Call individual Ss to tell the class about their classmates’ answers.

Tell us about your classmates’ answers.

If S2 could eat anything, she’d eat ice cream. If S3 could buy anything, he wouldn’t buy a skateboard. If S4 could go anywhere, she’d go to Cairo. … (Various, depends on Ss’ answers.)


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LG6 U6 L8 – Presentation 3: Where would you go? (Role-Playing and Making a New Dialog Using Conditional Situations – from LG6 U6 L6)

13 min Objectives: Ss will be able to give presentations to role-play the Courseware Conversation and make a new dialog using conditional situations, fluently and

confidently.





1. Role-play the conversation – whole class Show LG6 U6 L8 PPT – Slide 3. CLICK (7 times)to show the pictures and guide Ss to role-play the conversation.

What did Sue ask?

Sue: If you could go anywhere, where would you go? Eddy: I’d go to Mexico. I love beaches and warm weather! What about you? Where would you go? Sam: I think I’d go to Africa. I’d love to see lions and tigers. Sue: There are lions in Africa, but there aren’t any tigers. You’d have to go to India. Sam: OK, then. Africa and India!


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2. Make a new dialog – in groups of 3. Have Ss work in groups of 3. Have Ss orally make their own dialog using conditional situations about where they would go and what they would see and eat.

Work in groups of 3. Make your own dialog about where you would go. Prepare to present in class.

S1: If you could go anywhere, where would you go? S2: I’d go to Cairo. I’d love to see the Great Pyramid! What about you? Where would you go? S3: I think I’d go to India. I’d love to see tigers and pandas. S1: There are tigers in India, but there aren’t any pandas. You’d have to go to China. S3: OK, then. India and China! (Various, depends on Ss’ output.)

3. Summarize the dialog Invite invididual Ss from each group to summarize their dialogs.

Summarize your dialog.

If XX coud go anywhere, he would go to Cairo. He’d love to see the Great Pyramid. If YY could go anywhere, he would go to India. He’d love to see tigers and pandas. There are tigers in India, but no pandas. So YY would love to go to both India and China. …


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LG6 U6 L8 – Unit Test 10-15 min

Objectives: Ss will be able to finish a short reading and writing based unit test independently, correct any mistakes after the answers are checked.

Materials: LG6 U6 L8 Handout 1—Unit Test; LG6 U6 L8 PPT – Slides 4~5

Interaction: T-Ss

©DynEd International, Inc. www.en.dyned.com.cn

LG6 U6 L8 Handout 1—Unit Test

Let’s Go Level 6 Unit 6 Test

I. Write the letter of the languages of the cities.

_______1. People speak French. ________5. People speak Spanish.

_______2. People speak Arabic. ________6. People speak Thai.

_______3. People speak Russian. ________7. People speak Japanese.

_______4. People speak Italian. ________8. People speak English.

II. Answer the questions.

Janine

Marlon

Elton

Claire

1. If Janine could go anywhere, where would she go?

__________________________________________________________________ 2. Where would Elton go to buy a sombrero?

__________________________________________________________________ 3. What would Claire see in Africa?

__________________________________________________________________ 4. Where would Marlon go to see the Eiffel Tower?

__________________________________________________________________ 5. If Claire could go anywhere, would she go to Moscow?

__________________________________________________________________ 6. If Elton could eat anything, would he eat frog legs and snails?

_________________________________________________________________

A. Paris B. London C. Bangkok D. Tokyo E. Rome F. Cairo G. Mexico City H. Moscow

€¦ · let’s go level 6 unit 6 lesson 1 page 1 of 14 dyned international, inc. www en dyned com...

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