lg1 u6 l1 - dyned.com · lg1 u6 lesson 1 objectives (all lesson ones) 1. ss will become familiar...

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Let’s Go Level 1 Unit 6 Lesson 1 Page 1 of 10 DynEd International, Inc. www.en.dyned.com.cn LG1 U6 L1 Time: 50 min Materials: LG1 U6 Courseware; Projector; Microphone; Speaker LG1 U6 Unit Objectives: 1. Ss will be able to name and describe the weather. 2. Ss will be able to identify and describe the location of objects using prepositions: by, on, in and under. 3. Ss will be able to ask and answer WH and Y/N questions about the locations of objects. 4. Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter. 5. Ss will be able to name and perform abilities. LG1 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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Page 1: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 1 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1

Time: 50 min

Materials: LG1 U6 Courseware; Projector; Microphone; Speaker

LG1 U6 Unit Objectives:

1. Ss will be able to name and describe the weather.

2. Ss will be able to identify and describe the location of objects using prepositions: by, on, in and under.

3. Ss will be able to ask and answer WH and Y/N questions about the locations of objects.

4. Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter.

5. Ss will be able to name and perform abilities.

LG1 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.

Page 2: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 2 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 Activity Overview:

Time 2’ 5’ 8’ 8’ 8’ 8’ 8’ 3’

Act. # & Type Greetings 1-Song 2-Conversation 3-Vocabulary 1 4-Vocabulary 2 5-Grammar 6-Phonics 7-Game

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

Target Language

How old are you?

I’m six years old.

How’s the weather?

It’s sunny.

It’s sunny today.

How’s the weather?

It’s sunny.

Let’s play!

Okay!

See you later!

Bye!

a flower

a tree

a cloud

a puddle

rainy

windy

cloudy

snowy

climb a tree

play baseball

read a book

play tag

ride a bicycle

fly a kite

Where’s the doll?

It’s by the tree.

Where are the crayons?

They’re in the bag.

Is the doll in the tree?

No, it isn’t.

Are the bats by the tree?

Yes, they are.

Oo, Pp, Qq and Rr

octopus, on

pencil, puddle

question, quiet

ruler, rainy

The jump rope is in the tree.

The books are on the table.

Page 3: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 3 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 – Greetings 2 min

Objectives: Ss will be able to ask and tell their age.

Target Lang: How old are you? / I’m six years old.

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Model greetings

Greet Ss and have Ss respond.

Hello, students.

How are you?

Hello, teacher.

I’m fine, thank you.

2. Model Q&As about age

Choose a few Ss to ask and talk about their age.

Hi, S1! How old are you?

S1, ask S2 about his/her age.

S2, ask S3 about his/her age.

S1: I’m six years old.

How old are you?

S2: I’m seven years old.

How old are you?

S3: I’m seven years old, too.

3. Practice Q&As – in small groups

Have Ss form small groups.

Instruct each group to ask and talk about their age to their partners in a train until they reach the last S.

Ask your partner, “How old are you?”

Then, ask the next S.

Same as above.

Page 4: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 4 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 – Activity 1: Song 5 min

Objectives: Ss will be able to sing the song “How’s the Weather?” chorally.

Target Lang: How’s the weather? / It’s sunny. / It’s sunny today.

Materials: LG1 U6 Courseware—Song

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “How’s the Weather” with the Courseware Play LG1 U6 Courseware—Song. Have Ss sing the song. (Twice)

Let’s sing together.

How’s the weather? It’s sunny.

How’s the weather? It’s sunny.

How’s the weather? It’s sunny.

It’s sunny today.

2. Sing the song with the Courseware—in 2 groups Divide Ss into two groups. Have the first group sing along with Sam, and the second group sing along with Ginger.

You are Sam.

You are Ginger.

Same as above.

3. Sing the song without the Courseware—in 2 groups Have the same group sing again without the courseware.

Let’s sing again with your groups.

Same as above.

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.

It’s good if T and Ss do appropriate

actions along with the song.

Page 5: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 5 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 – Activity 2: Conversation 8 min

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

Target Lang: How’s the weather? / It’s sunny. / Let’s play! / Okay! / See you later! / Bye!

Materials: LG1 U6 Courseware—Conversation

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

ACTIVITY STEPS Teacher Talk Student Output

1. Listen to the Conversation in the Courseware Play LG1 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. Sam: How’s the weather? Ginger: It’s sunny. Sam: Let’s play! Ginger: Okay! Sam: See you later! Ginger: Bye!

3. Repeat the Conversation after the Courseware — in 2 groups Divide Ss into two groups: first group repeats after Sam, and the second group repeats after Ginger.

You are Sam. You are Ginger. Let’s repeat after them.

Same as above.

4. Role play the Conversation without the Courseware — in 2 groups Have the two groups role play Sam and Ginger without the Courseware. Then switch their roles to do it again.

You are Sam. You are Ginger. Switch roles.

Same as above.

5. Practice role playing the Conversation — in pairs Work with a partner. Choose who will be Sam and Ginger.

Same as above.

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

Page 6: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 6 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 – Activity 3: Vocabulary Lesson 1 8 min

Objectives: Ss will be able to name and describe some objects and the weather.

Target Lang: a flower, a tree, a cloud, a puddle, rainy, windy, cloudy, snowy

Materials: LG1 U6 Courseware—Vocabulary Lesson 1

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

ACTIVITY STEPS Teacher Talk Student Output

1. Practice saying the words /phrases in the Vocabulary Lesson

Play LG1 U6 Courseware—Vocabulary Lesson 1, Screen 1.

Ask 8 Ss in front to click on the 8 words and have the whole class repeat the words/phrases twice.

Let’s repeat the words and phrases.

a flower, a tree, a cloud, a puddle

rainy, windy, cloudy, snowy

2. Record the words//phrases in the Vocabulary Lesson – in groups

Play LG1 U6 Courseware—Vocabulary Lesson 1, Screen 2.

Have Ss record the words/phrases in chorus, one after the other.

Repeat the words and phrases.

Same as above.

3. Match the pictures and the words/phrases — in 2 groups

Play LG1 U6 Courseware — Vocabulary Lesson 1, Screen 3.

Divide class into 2 groups: Group A – left box on the screen; and Group B – right box.

If the correct answer is in the left box, Group A should stand up and say the word/phrase.

If the correct answer is in the right box, Group B should stand up and say the word/phrase.

If a group makes a mistake, have them jump 5 times.

Make 2 groups.

Group A – if the answer is in the left box, stand up and say the word/phrase.

Group B – if the answer is in the right box, stand up and say the word/phrase.

If your answer is wrong, you have to jump 5 times.

Same as above.

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

Page 7: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 7 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 – Activity 4: Vocabulary Lesson 2 8 min

Objectives: Ss will be able to name abilities.

Target Lang: climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

Materials: LG1 U6 Courseware—Vocabulary Lesson 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Practice saying the phrases in the Vocabulary Lesson Play LG1 U6 Courseware—Vocabulary Lesson 2, Screen 1. Ask 6 Ss in front to click on the 6 pictures and have the whole class repeat the phrases twice.

Let’s repeat.

climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

2. Record the phrases in the Vocabulary Lesson – in groups Play LG1 U6 Courseware—Vocabulary Lesson 2, Screen 2. Have Ss record the phrases in chorus, one after the other.

Your turn!

Same as above.

3. Match the pictures and the phrases – in 2 groups Play LG1 U6 Courseware—Vocabulary Lesson 2, Screen 3. Divide the class into two groups: Group A – left box on the screen; and Group B – right box. If the correct answer is in the left box, Group A should stand up and say the phrase. If the correct answer is in the right box, Group B should stand up and say the phrase. If a group makes a mistake, have them jump 5 times.

Make 2 groups. Group A – if the answer is in the left box, stand up and say the phrase. Group B – if the answer is in the right box, stand up and say the phrase. If your answer is wrong, you have to jump 5 times.

Same as above.

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

Page 8: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 8 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 – Activity 5: Grammar 8 min

Objectives: Ss will be able to repeat after the WH and Y/N questions and answers to identify and describe the location of objects.

Target Lang: Where’s the doll? / It’s by the tree. / Where are the crayons? / They’re in the bag. / Is the doll in the tree? / No, it isn’t. / Are the bats by the tree? /Yes, they are.

Materials: LG1 U6 Courseware—Grammar

Interaction: C-Ss; T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat the WH questions and answers in Grammar

Play LG1 U6 Courseware—Grammar, Screen 1.

Invite Ss one after the other to the front to click on the words to make a question and then have the whole class repeat each question and answer.

Let’s ask questions.

S1, click on the words to make a question.

Let’s repeat the question.

Let’s repeat the answer.

Next question.

S2, click on the words to make a question.

Let’s repeat the question.

Let’s repeat the answer.

Where’s the doll?

Where’s the doll?

It’s by the tree.

Where are the crayons?

Where are the crayons?

They’re in the bag.

2. Repeat the Y/N questions and answers in Grammar

Play LG1 U6 Courseware—Grammar, Screen 2.

Play the questions and have Ss repeat in chorus, and then answer in complete sentences.

Yes or no?

Is the doll in the tree? No, it isn’t.

Are the bats by the tree? Yes, they are.

3. Check comprehension

Pause on LG1 U6 Courseware—Grammar, Screen 2.

Ask several questions about the objects on the screen.

What's this? (Point at the doll.)

Is it a brown ball? (Point at the white ball.)

How many bats? (Point at the bats.)

Where’s the pencil? (Point at the pencil.)

It’s a doll.

No, it isn’t.

Two bats

It’s on the table.

Trick for controlling the Courseware:

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

Page 9: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 9 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 – Activity 6: Phonics 8 min

Objectives: Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter.

Target Lang: O, P, Q, R, octopus, on, pencil, puddle, question, quiet, ruler, rainy

Materials: LG1 U6 Courseware — Phonics

Interaction: C-Ss; T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Review the Phonics Lesson in the Courseware Play LG1 U6 Courseware—Phonics, Screen 1. Click on each picture or letter and have Ss listen.

Let’s listen carefully.

Oo, octopus, on Pp, pencil, puddle

Qq, question, quiet Rr, ruler, rainy

2. Repeat words and sounds after the Courseware—whole class Play LG1 U6 Courseware—Phonics, Screen 1.

CLICK on the letters or the pictures one at a time and have Ss repeat the words and the sounds.

Let’s repeat the words and the sounds.

Same as above.

3. Identify words with O, P, Q or R—in 4 groups

Play LG1 U6 Courseware—Phonics, Screen 2.

Divide Ss into 4 groups.

If the word or picture begins with O, group 1 should stand up, say the letter and say the word.

If the word or picture begins with P, group 2 should stand up, say the letter and say the word.

If the word or picture begins with Q, group 3 should stand up, say the letter and say the word.

If the word or picture begins with R, group 4 should stand up, say the letter and say the word.

If a group makes a mistake, they have to jump 5 times.

Let’s work in groups. You are group 1, 2, 3 and 4.

Group 1 – if the picture or word begins with O, stand up, say the letter and say the word.

Group 2– if the picture or word begins with P, stand up, say the letter and say the word.

Group 3– if the picture or word begins with Q, stand up, say the letter and say the word.

Group 4– if the picture or word begins with R, stand up, say the letter and say the word.

If your answer is wrong, you have to jump 5 times.

Oo, octopus, on Pp, pencil, puddle, puzzle Qq, question, quiet Rr, ruler, rainy, rabbit, robot

Page 10: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 1

Page 10 of 10

DynEd International, Inc. www.en.dyned.com.cn

LG1 U6 L1 –Activity 7: Game (*Optional) 3 min

Objectives: Ss will be able to identify the location of objects.

Target Lang: The jump rope is in the tree. / The books are on the table.

Materials: LG1 U6 Courseware—Game

Interaction: C-Ss; T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Identify the picture has the objects described – in 2 groups Play LG1 U6 Courseware—Location Game. Divide the class into two groups: Group A – left box on the screen; and Group B – right box. If the correct answer is in the left box, Group A should stand up and repeat the sentences. If the correct answer is in the right box, Group B should stand up and repeat the sentence. If a group makes a mistake, have them clap 10 times. Invite one S at a time to click on the right object. If the answer is correct, S1 can continue the game. Otherwise, it is S2’s turn. Repeat as time allows.

Make 2 groups. Group A – if the answer is in the left box, stand up and repeat the sentence. Group B – if the answer is in the right box, stand up and repeat the sentence. If your answer is wrong, you have to clap 10 times. S1, click on the right object. If your answer is correct, go on. If it is wrong, it’s S2’s turn. Everyone, repeat.

The jump rope is in the tree. The books are on the table.

Page 11: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 2

Page 1 of 22

DynEd International, Inc.

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LG1 U6 L2

Time: 50 min

Materials: LG1 U6 L2 PPT; LG Courseware; Projector

LG1 U6 Unit Objectives:

1. Ss will be able to name and describe the weather.

2. Ss will be able to identify and describe the location of objects using prepositions: by, on, in and under.

3. Ss will be able to ask and answer WH and Y/N questions about the locations of objects.

4. Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter.

5. Ss will be able to name and perform abilities.

LG1 U6 Lesson 2 Objectives:

1. Ss will be able to name the types of weather.

2. Ss will be able to name, identify and describe objects.

3. Ss will be able to name and identify abilities.

4. Ss will be able to ask and answer WH questions to describe the location of objects using prepositions: by, on, in and under.

Page 12: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 2

Page 2 of 22

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LG1 U6 L2 Activity Overview:

Time 5’ 3’ 6’ 7’ 6’ 5’ 5’ 10’ 3’

Act. # Type Pre-class Mini Lesson Warm Up R-Activity 1 R-Activity 2 R-Activity 3 ML-Activity 4 R-Activity 5 R-Activity 6 Wrap Up

Name & Description of

Activity

It’s a blue pencil.

Song “How’s the Weather?”

A Cloud

* Naming and Identifying

Outdoor Objects and the Weather

One Puddle

* Counting Outdoor Objects

Climb a Tree

* Naming and Identifying

Abilities

Word War

* Naming Words

Oo, Pp, Qq and Rr

*Naming and Recalling Words Beginning with

O, P Q and R

Where’s the bag?

*Asking and Answering WH Questions to

Describe Location

It’s on the book.

Target Language

blue

It’s blue.

It’s a blue pencil.

How’s the weather?

It’s sunny.

It’s sunny today.

a flower

a tree

a cloud

a puddle

rainy

windy

cloudy

snowy

It’s a flower.

It’s rainy.

It’s a cloud.

They are clouds.

One puddle

Two clouds

Three flowers

Four trees

climb a tree

play baseball

read a book

play tag

ride a bicycle

fly a kite

apple

ball

car

doll

egg

fish

game

house

ink

jump

kite

lion

marker

notebook

Oo – octopus

Pp – pencil

Qq – question

Rr – ruler

It’s a bag.

They’re books.

The ball is by the bat.

The books are on the table.

Where is the bag?

It’s under the table.

Where are the crayons?

They’re in the bag.

It’s a pencil. It’s on the book. It’s in the bag. It’s by the chair. It’s under the desk.

Page 13: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 2

Page 3 of 22

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LG1 U6 L2 – Pre-Class Mini Lesson: It’s a blue pencil. 5 min

Objectives: Ss will be able to describe an object.

Target Lang: blue / It’s blue. / It’s a blue pencil.

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Elicit colors from Ss Have Ss name colors.

Name a color.

blue, pink, red, green…

2. Describe an object Have Ss answer the questions.

What’s this? (Shows a pencil.) What color is it? What is it?

It’s a pencil. It’s blue. It’s a blue pencil.

Page 14: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 2

Page 4 of 22

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3. Model describing objects – whole class Instruct Ss to show an object based on the color mentioned by the T, and describe what it is. Call individual Ss to describe an object. Call a S to give a color and call some classmates to describe an object.

Show me something with the color I say.It’s pink. It’s yellow. S5, give a color.

S1: It’s a pink eraser. (Shows a pink eraser.) S2: It’s a pink bag. (Shows a pink bag.) S3: It’s a yellow ruler. (Shows a yellow ruler.) S4: It’s a yellow book. (Shows a yellow book.) S5: It’s green. S6: It’s a green notebook. (Shows a green notebook.) ….

4. Describe an object – in pairs Pair up Ss. Instruct Ss to alternately say a color and describe an object. Have them find another partner once they hear the T clap 3x. Do this as time allows.

Work with a partner. Take turns in saying a color. Once I clap 3x, look for a new partner. (Claps 3x)

S1: It’s orange. S2: It’s an orange pen. (Shows an orange pen.) It’s black. S1: It’s a black pencil. (Shows a black pencil.) S2: It’s purple. S3: It’s a purple crayon. (Shows a purple crayon.) It’s brown. S2: It’s a brown pencil. (Shows a brown pencil.)

Page 15: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 2

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LG1 U6 L2 – Warm Up: Song: “How’s the Weather?” 3 min

Objectives: Ss will be able to sing “How’s the Weather?”

Target Lang: How’s the weather? / It’s sunny. / It’s sunny today.

Materials: LG1 U6 Courseware—Song

Interaction: T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Sing the Unit Song with the Courseware

Play LG1 U6 Courseware—Song.

Have Ss sing along with the Courseware.

Let’s sing together. How’s the weather?

It’s sunny.

How’s the weather?

It’s sunny.

How’s the weather?

It’s sunny.

It’s sunny today.

2. Sing the Unit Song without the Courseware

Have Ss sing again without the Courseware.

Let’s sing it again. Same as above.

3. Check Comprehension about the picture

Have Ss answer WH and Y/N questions about the picture in the Courseware.

Who is he? (Point at Sam.)

Is she Ginger? (Point at Ginger.)

What’s this? (Point at the chair.)

What color is it? (Point at the bird.)

Is this a yellow table? (Point at the table.)

How many cats?

He’s Sam.

Yes, she is.

It’s a chair.

It’s blue and white.

No, it isn’t. It’s a brown table.

Two cats

Page 16: LG1 U6 L1 - dyned.com · LG1 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

Let’s Go Level 1 Unit 6 Lesson 2

Page 6 of 22

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LG1 U6 L2 – Activity 1: A Cloud (R: Naming and Identifying Outdoor Objects and the Weather) 6 min

Objectives: Ss will be able to name and identify outdoor objects and the weather.

Target Lang: a flower, a tree, a cloud, a puddle, rainy, windy, cloudy, snowy / It’s a flower. / It’s rainy.

Materials: LG1 U6 Courseware — Vocabulary Lesson 1; LG1 U6 L2 PPT — Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat words and phrases after the Courseware — whole class Play LG1 U6 Courseware—Vocabulary Lesson 1. CLICK on the pictures one at a time and have Ss repeat the words and the phrases. (Do this twice.)

Let’s repeat the words and phrases.

a flower, a tree, a cloud, a puddle rainy, windy, cloudy snowy

2. Name the pictures – in 2 groups Divide the class in two groups. Instruct the groups to orally name the pictures as they appear in their box. Show LG1 U6 L2 PPT — Slide 2. CLICK 20x to make the picture/s appear one at a time.

Group 1, stand up and name the picture when it appears on the left side of the screen. Group 2, stand up and name the picture when it appears on the right side of the screen.

G1: a puddle G1&G2: cloudy G2: a flower G1&G2: a cloud G2: snowy G1: snowy G1: windy G2: a flower G1: rainy

G2: windy G1&G2: a puddle G1&G2: a tree G2: snowy G1: rainy G1: windy G2: cloudy G2: a cloud G1: a flower

Tricks for controlling the courseware:

• After singing the song, go to the Vocabulary Part by clicking at the gray arrow (next to the microphone) located at the lower left corner of the screen then click on the Vocabulary Part.

It’s good if T and Ss do appropriate actions for the types of weather.

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G1: a tree G2: rainy

3. Identify the picture described – whole class CLICK to show a set of pictures. Point at the letters and the pictures. Instruct Ss to say the letter of the picture described.

What is it? It’s a cloud. What’s the letter? How’s the weather? It’s snowy. What is it? It’s a tree. How’s the weather? It’s rainy. What is it? It’s a flower. How’s the weather? It’s windy. What is it? It’s a puddle. How’s the weather? It’s cloudy.

F. It’s a cloud. A. It’s snowy. H. It’s a tree. C. It’s rainy. B. It’s a flower. G. It’s windy. D. It’s a puddle. E. It’s cloudy.

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LG1 U6 L2 – Activity 2: One Puddle (R: Counting Outdoor Objects) 7 min

Objectives: Ss will be able to identify and count outdoor objects.

Target Lang: It’s a cloud. / They are clouds. / One puddle, Two clouds, Three flowers, Four trees

Materials: LG1 U6 L2 PPT –Slides 3~4

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

ACTIVITY STEPS Teacher Talk Student Output

1. Count from 1 to 10 – whole class

Instruct Ss to say the number as it appears.

Show LG1 U6 L2 PPT – Slide 3.

CLICK 10x to show the numbers one at a time.

Have Ss count back from 10 to 1 as you point at each number.

Let’s count!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10!

10, 9, 8, 7, 6, 5, 4, 3, 2, 1!

2. Identify the numbers – in 10 groups

Divide the class in 10 groups.

Assign numbers 1-10 to each group.

Instruct Ss to stand up and say their number once it appears on the screen.

CLICK 20x to show the numbers one at a time.

You are group 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.

When you see your number on the board, stand up and say it.

Same as above.

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3. Name and describe the objects – whole class

Have Ss name and describe the objects shown.

Show LG1 U6 L2 PPT – Slide 4.

CLICK to show the sets of pictures one at a time.

What’s this?

What are they?

How many clouds?

It’s a cloud.

They are clouds.

One cloud (Point at the cloud.)

Two clouds (Point at the clouds.)

It’s a puddle.

They are puddles.

One puddle (Point at the puddle.)

Four puddles (Point at the puddles.)

It’s a flower.

They are flowers.

One flower (Point at the flower.)

Three flowers (Point at the flowers.)

It’s a tree.

They are trees.

One tree (Point at the tree.)

Four trees (Point at the trees.)

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4. Model matching letters with outdoor objects– whole class

CLICK to show a picture.

Instruct Ss to describe the number of outdoor objects represented by the letter mentioned.

For the first two letters, point at the pictures.

F (Point at picture F.)

A (Point at picture A.)

B

D

H

C

E

J

G

L

I

K

Four puddles

Five clouds

One puddle

Six flowers

Eight clouds

One cloud

One flower

Ten flowers

Seven trees

Two trees

One tree

Three flowers

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5. Match letters with outdoor objects – in pairs

Pair up Ss.

Instruct them to alternately say a letter and describe the number of outdoor objects represented by the letter mentioned.

CLICK to show a picture.

Work with a partner.

Take turns in saying a letter and naming the picture.

S1: F S2: Ten trees

S2: L S1: Two flowers

S1: I S2: Four clouds

S2 A S1: Four puddles

S1: D S2: Three clouds

S2: J S1: One tree

S1: B S2: Six flowers

S2: E S1: Four flowers

S1: H S2: Four trees

S2:C S1: One puddle

S1: K S2: Five clouds

S2: G S1: One flower

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LG1 U6 L2 – Activity 3: Climb a Tree (R: Naming and Identifying Abilities) 6 min

Objectives: Ss will be able to name and identify abilities.

Target Lang: climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

Materials: LG1 U6 Courseware—Vocabulary Lesson 2; LG1 U6 L2 PPT –Slide 5

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

ACTIVITY STEPS Teacher Talk Student Output

1. Listen to and repeat the phrases in the Vocabulary Lesson Play LG1 U6 Courseware—Vocabulary Lesson 2, Screen 1.

CLICK on each picture and have Ss listen and repeat.

Do this twice.

Listen and repeat the phrases.

climb a tree

play baseball

read a book

play tag

ride a bicycle

fly a kite

2. Name and act out ability phrases – whole class Show LG1 U6 L2 PPT –Slide 5.

Instruct Ss to name the pictures and act out the ability phrases as you point at them randomly

Name and act out the phrases.

Same as above.

Tricks for controlling the courseware:

• Click the green arrow at the lower left corner of the screen to exit from the Vocabulary Lesson 1 then click on the Vocabulary Lesson 2.

It’s good if T and Ss do appropriate actions for

the abilities.

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3. Name and act out ability phrases – in 2 groups CLICK to show two circles. Elicit their colors. Divide the class into two groups to represent two teams. Group 1 = BLUE TEAM, and Group 2 = RED TEAM. Instruct Ss to name and act out the ability phrases that appear in the colors of circles assigned to them (i.e. blue-Group 1; red-Group 2) CLICK 15x to show the circles one at a time.

What color is it? (Point at the blue circle.)

How about this? (Point at the red circle.)

Group 1, you are BLUE TEAM. (Point at BLUE circle.)

Group 2, you are RED TEAM. (Point at RED circle.)

If the circle with your group’s color appears, name and act it out.

It’s blue.

It’s red.

G1: play tag

G2: fly a kite

G1&G2: ride a bicycle

G2: play baseball

G1: read a book

G1: climb a tree

G2: play tag

G1&G2: read a book

G2: read a book

G1: play baseball

G2: climb a tree

G1: fly a kite

G1&G2: climb a tree

G1&G2: play baseball

G1&G2: play tag

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LG1 U6 L2 – Activity 4: Word War (ML: Naming Words) 5 min

Objectives: Ss will be able to name words beginning with letters A to N.

Target Lang: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z apple, ball, car, doll, egg, fish, game, house, ink, jump, kite, lion, marker, notebook

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing the “Alphabet Song” without the Courseware

Instruct Ss to sing the “Alphabet Song” without the courseware.

Let’s sing the “Alphabet Song”. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

2. Recall words beginning with letters A to N

Call several Ss to name words beginning with the letter mentioned.

A is for?

F is for?

H is for?

S1: apple

S2: ant

S3: fish

S4: five

S5: frog

S6: house

S7: hand

S8: hi

S9: hello

3. Name words beginning with letters A to N

Divide Ss into two groups.

You are Group 1 and you are Group 2.

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Have the class sing the “Alphabet Song.”

Instruct Ss to stop singing when the T claps 3x.

Have each group choose a representative to name words beginning with the letter where they stopped at.

Each representative will be given 15 seconds to name words.

Have the class count the words given.

Repeat as time allows.

Sing the “Alphabet Song.” Stop when I clap 3x.

(Claps 3x)

Letter E.

Choose a classmate.

G1-S1, you have 15 seconds, E is for?

G2-S1, your turn!

A B C D E

G1-S1: egg, exit, elephant…

G1-S2: eggs, Eddy…

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LG1 U6 L2 – Activity 5: Oo, Pp, Qq and Rr (R: Naming and Recalling Words Beginning with O, P, Q and R) 5 min

Objectives: Ss will be able to name and recall words beginning with O, P, Q and R.

Target Lang: Oo – octopus / Pp – pencil / Qq – question / Rr – ruler

Materials: LG1 U6 Courseware—Phonics

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

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat sounds and words after the Courseware – whole class Play LG1 U6 Courseware—Phonics, Screen 1. CLICK on the letters or the pictures one at a time and have Ss repeat the sounds and the words.

Let’s repeat the sounds and the words. Oo – octopus, on Pp – pencil, puddle Qq – question, quiet Rr – ruler, rainy

2. Identify words with O, P, Q or R — in 4 groups Play LG1 U6 Courseware—Phonics, Screen 2. Divide Ss into 4 groups. If the word or picture begins with O, group 1 should stand, say the letter and say the word. If the word or picture begins with P, group 2 should stand, say the letter and say the word. If the word or picture begins with Q, group 3 should stand, say the letter and say the word. If the word or picture begins with R, group 4 should stand, say the letter and say the word.

If a group makes a mistake, they have to jump 5 times.

Let’s work in groups. Group 1 – letter O, group 2 – letter P, group 3- letter Q, and group 4 – letter R. If the picture or word that begins with the letter assigned to you appears, stand up, say the letter and say the word. If your answer is wrong, you have to jump 5 times.

Oo, octopus, on Pp, puddle, puzzle, pizza Qq, question, quiet Rr, ruler, rainy, robot

Tricks for controlling the courseware:

• Click the green arrow at the lower left corner of the screen to exit from the Vocabulary Lesson 1.

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3. Recall words beginning with letters O, P, Q and R Call a S to recall a word beginning with the letter mentioned. Instruct the S say a letter, and then call a classmate to recall a word beginning with the letter mentioned. Repeat as time allows.

S1, R is for? Say a letter and call a classmate. S2? Do the same, S2.

S1: R is for robot. S2, O is for? S2: O is for octopus. S3, P is for? S3: P is for pizza. ….

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LG1 U6 L2 – Activity 6: Where is the bag? (R: Asking and Answering WH Questions to Describe Location) 10 min

Objectives: Ss will be able to ask and answer WH questions to describe the location of objects using prepositions: by, on, in and under.

Target Lang: It’s a bat. / They’re books. / The ball is by the bat. / The books are on the table. / Where is the bag? / It’s under the table. / Where are the crayons? / They’re in the bag.

Materials: LG1 U6 Courseware—Location Game; LG1 U6 Courseware—Grammar; LG1 U6 L2 PPT – Slide 6

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the objects Play LG1 U6 Courseware—Location Game. CLICK the Pause to elicit names of objects. Point at the objects respectively and have Ss name them: i.e. bat, flower, book, ball, jump rope, kite, tree, puddle, books, flowers.

What’s this? What are they?

It’s a bat. It’s a flower. It’s a book. It’s a ball. It’s a jump rope. It’s a kite. It’s a tree. It’s a puddle. They’re books. They are flowers.

Tricks for controlling the courseware:

• Click the gray arrow at the lower left corner of the screen to exit from the Phonics Part

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2. Identify the picture that has the objects described — in 2 groups CLICK Play to begin the game. Divide the class into two groups: Group A – left box on the screen; and Group B – right box. If the correct answer is in the left box, Group A should stand up and repeat the sentences. If the correct answer is in the right box, Group B should stand up and repeat the sentence. If a group makes a mistake, have them clap 10 times. Invite one S at a time to click on the right object. If the answer is correct, S1 can continue the game. Otherwise, it is S2’s turn.

Group A – if the answer is in the left box, stand up and repeat the sentence. Group B – if the answer is in the right box, stand up and repeat the sentence. If your answer is wrong, you have to clap 10 times. S1, click on the right object. If your answer is correct, go on. If it is wrong, it’s S2’s turn. Everyone, repeat.

The ball is by the bat. The books are on the table.

3. Repeat the WH questions and answers in Grammar – whole class Play LG1 U6 Courseware – Grammar, Screen 1. Invite Ss one after the other to the front to click on the words to make a question and then have the whole class repeat it. CLICK the Pause button right before the answer. If the answer is correct, CLICK the Play button to listen to and repeat the answer. If not, ask Ss to give another answer.

Let’s ask questions.

S1, click on the words to make a question.

Let’s repeat the question.

What’s the answer? (Point at the object.)

Let’s listen and repeat the answer.

Next question.

S2, click on the words to make a question.

Let’s repeat the question.

What’s the answer? (Point at the objects.)

Let’s listen and repeat the answer.

Where’s the doll?

Where’s the doll?

It’s by the tree.

It’s by the tree.

Where are the crayons?

Where are the crayons?

They’re in the bag. They’re in the bag.

Tricks for controlling the courseware:

• Click the gray arrow at the lower left corner of the

screen to exit from the Game

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4. Describe the location of objects – whole class Show LG1 U6 L2 PPT – Slide 6. Have Ss describe the location of objects.

Where’s the book?

Where’s the kite?

Where’s the flower?

Where’s the jump rope?

It’s under the table. It’s in the tree. It’s on the table. It’s by the puddle.

5. Elicits Q&As – in 2 groups CLICK to show a picture. Divide the class into two groups. Point at the objects: i.e. ball, books, bat, and flowers and instruct G1 to ask questions about their location, and then G2 answers. Switch roles. Point at the objects: i.e. kite, flowers, jump rope, and books and instruct G2 to ask questions about their location, and then G1 answers.

G1, ask a question. G2, answer. G2, ask a question. G1, answer.

G1: Where’s the ball? G2: It’s in the puddle. G1: Where are the books? G2: They’re on the table. G1: Where’s the bat? G2: It’s under the table. G1: Where are the flowers? G2: They’re by the tree. G2: Where’s the kite? G1: It’s on the table. G2: Where are the flowers? G1: They’re by the tree. G2: Where’s the jump rope? G1: It’s in the tree. G2: Where are the books? G1: They’re on the table.

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LG1 U6 L2 – Wrap Up: It’s on the book. 3 min

Objectives: Ss will be able to describe the location of objects.

Target Lang: It’s a pencil. / It’s on the book. / It’s in the bag. / It’s by the chair. / It’s under the desk.

Materials: None

Interaction: T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Model describing the location Take out a pencil. Describe the location of the pencil and show it in class.

What’s this? (Put a pencil on a notebook.) Where is it?(Put a pencil under a notebook.) Where is it?

It’s a pencil. It’s on the notebook. It’s under the notebook.

2. Describe the location Instruct Ss to take out a pencil. Have them repeat the sentence and show the location of the object. Repeat if time allows.

Take out a pencil. I will say a sentence, repeat and show me where the pencil is. It’s on the book. It’s in the bag. It’s by the chair. It’s under the desk.

It’s on the book. It’s in the bag. It’s by the chair. It’s under the desk.

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LG1 U6 L3

Time: 50 min

Materials: LG1 U6 L3 PPT; LG Courseware; Projector

LG1 U6 Unit Objectives:

1. Ss will be able to name and describe the weather.

2. Ss will be able to identify and describe the location of objects using prepositions: by, on, in and under.

3. Ss will be able to ask and answer WH and Y/N questions about the locations of objects.

4. Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter.

5. Ss will be able to name and perform abilities.

LG1 U6 Lesson 3 Objectives:

1. Ss will be able to identify and describe the color and number of objects.

2. Ss will be able to identify and act out abilities.

3. Ss will be able to name objects and identify words beginning with O, P, Q and R.

4. Ss will be able to ask and answer Y/N questions to describe the location of objects using prepositions: by, on, in and under.

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LG1 U6 L3 Activity Overview:

Time 3’ 5’ 8’ 6’ 8’ 4’ 5’ 8’ 3’

Act. # Type Pre-Class Mini Lesson Warm Up R-Activity 1 PR-Activity 2 R&E-Activity 3 ML-Activity 4 R-Activity 5 R-Activity 6 Wrap Up

Name & Description of

Activity

I’m six years old.

“The Purple Sneaker Song”

Three White Clouds

* Naming and Describing

Outdoor Objects

It’s a big ball.

* Naming and Describing

Objects

Where’s the bat?

* Asking and Answering WH Questions to

Describe Location

Climb a Tree

* Identifying and Acting Out

Abilities

Oo, Pp, Qq and Rr

*Naming and Identifying

Words Beginning with O, P, Q and

R

Is the doll in the tree?

*Asking and Answering Y/N Questions to

Describe Location

Yes, it is.

Target Language

How old are you?

I’m six years old.

1 – 10 Little Purple Sneakers

They are yellow robots.

Ten yellow robots.

Yes, they are.

No, they aren’t.

a cloud

a tree

blue

white

What is it?

It’s a white cloud.

How many clouds?

Three white clouds.

What are these?

They are three white clouds.

a book

notebooks

a yo-yo

jump ropes

It’s a big ball.

It’s a long ruler.

They are square kites.

They are short pencils.

It’s a book.

They are books.

Where is the eraser?

The eraser is under the desk.

The kite is in the tree.

Where are the markers?

The markers are on the table.

The bats are by the tree.

jump rope

hit a ball

play with the yo-yo

throw a ball

catch a ball

do a puzzle

climb a tree

play baseball

read a book

play tag

ride a bicycle

fly a kite

Oo “o” – octopus

Pp “p” – pencil

Qq “q” – question

Rr “r” – ruler

The bat is under the table.

The flowers are by the tree.

Is the doll in the tree?

No, it isn’t.

Are the bats by the tree?

Yes, they are.

Is the pen by the notebook?

Yes, it is.

No, it isn’t.

Are the pens in the notebook?

Yes, they are.

No, they aren’t.

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LG1 U6 L3 – Pre-Class Mini Lesson: I’m six years old. 3 min

Objectives: Ss will be able to ask about and tell their ages.

Target Lang: How old are you? / I’m six years old.

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Model Q&As about age

Choose a few Ss to ask about and tell their age.

Hi, S1! How old are you?

S1, ask S2 about his/her age.

S2, ask S3 about his/her age.

S1: I’m six years old.

How old are you?

S2: I’m seven years old.

How old are you?

S3: I’m seven years old, too.

2. Practice Q&As – in small groups

Have Ss form small groups.

Instruct each group to ask and answer about their age in a train until they reach the last S.

Ask the student next to you.

Same as above.

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LG1 U6 L3 – Warm Up: “The Purple Sneaker Song” 5 min

Objectives: Ss will be able to sing and modify “The Purple Sneaker Song”.

Target Lang: 1-10 Little Purple Sneakers / They are yellow robots. / Ten yellow robots. / Yes, they are. / No, they aren’t.

Materials: LG1 U3 Courseware—Game; LG1 U6 L3 PPT – Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “The Purple Sneaker Song” with the Courseware Play LG1 U3 Courseware—Game. Have Ss sing along with the Courseware.

Let’s sing together.

One little, two little, three little sneakers Four little, five little, six little sneakers Seven little, eight little, nine little sneakers Ten little yellow sneakers

2. Sing “The Purple Sneaker Song” without the Courseware Have Ss sing again without the Courseware.

Let’s sing it again.

Same as above.

3. Check Comprehension about the pictures Pause the Courseware. Have Ss answer WH and Y/N questions about the picture in the Courseware. Show LG1 U6 L3 PPT – Slide 2. Elicit answers about the picture.

What are they? How many purple sneakers? Are they big purple sneakers? What are they? Let’s count. (Point at each robot.) How many yellow robots? Are they little robots?

They are purple sneakers. Ten purple sneakers. No, they aren’t. They are yellow robots. 1 2 3 4 5 6 7 8 9 10 Ten yellow robots. Yes, they are.

4. Sing the modified song Instruct Ss to sing “The Yellow Robot Song” using the tune of “The Purple Sneaker Song.” Point at each robot as the Ss sing.

Let’s sing our new song “The Yellow Robot Song.”

One little, two little, three little robots Four little, five little, six little robots Seven little, eight little, nine little robots Ten little yellow robots

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LG1 U6 L3 – Activity 1: Three White Clouds (R: Naming and Describing Outdoor Objects) 8 min

Objectives: Ss will be able to name and describe the color and number of outdoor objects.

Target Lang: a cloud, a tree, blue, white /What is it? / It’s a white cloud. / How many clouds? / Three white clouds. / What are these? / They are three white clouds.

Materials: LG1 U6 L3 PPT — Slide 3

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

ACTIVITY STEPS Teacher Talk Student Output

1. Elicit outdoor objects and colors Have Ss recall names of outdoor objects and colors respectively.

Name some outdoor objects. Name some colors.

a cloud, a tree, a flower, a puddle blue, white, green, red…

2. Describe the pictures – whole class Show LG1 U6 L3 PPT — Slide 3. CLICK once to show the next set of picture.

What is it? (Point at the cloud.) How many white clouds? (Point at the white clouds.) What are these? What is it? (Point at the white flower.) How many red flowers? (Point at the red flowers.) What are these?

It’s a white cloud. Three white clouds. They are three white clouds. It’s a white flower. Six red flowers. They are six red flowers.

3. Practice Q&As – whole class CLICK 2x to show the next set of pictures one at a time. Instruct Ss to ask questions as you point at the objects.

Ask me a question. (Point at the puddle, and then the four puddles.) It’s a puddle. Four puddles. They are four puddles. Ask me again. (Point at the pink flower, and then the white flowers.) It’s a pink flower.

What is it? How many puddles? What are these? What is it?

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Six white flowers. They are six white flowers.

How many white flowers? What are these?

4. Practice Q&As – in 2 groups Divide the class in two groups.

CLICK once to show a new set of picture. Point at the objects and instruct G1 to ask questions and G2 to answer. CLICK again to show a new set of picture. Switch roles.

G1, ask “What” questions about the picture I point at. G2, answer. Now, G2 ask questions. G1, answer.

G1: What is it? G2: It’s a tree. G2: What are these? G2: They are eight gray clouds. G1: What is it? G2: It’s a white cloud. G1: What are these? G2: They are two puddles. G1: What is it? G2: It’s a red flower. G1: What are these? G2: They are four pink flowers. G2: What is it? G1: It’s a tree. G2: What are these? G1: They are two trees. G2: What is it? G1: It’s a white flower. G2: What are these? G1: They are four gray clouds. G2: What is it? G1: It’s a puddle. G2: What are these? G1: They are ten pink flowers.

5. Model identifying the pictures Invite a S to name the letter of the object/s described. CLICK to show the pictures.

What is it? It’s a yellow flower. S1, which letter? Now, your turn. F

S1: B S1: What are these? They are four gray clouds.

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6. Identify the pictures (Listening) – in pairs Pair up Ss. Have Ss alternately describe an object/s and have the other say the letter of the picture described.

Work with your partner. One talks about the pictures, one guesses the letter.

S1: What are these? They are two trees. S2: A S2: What are these? They are three yellow flowers. S1: L S1: What is it? It’s a round puddle. S2: G S2: What is it? It’s a white cloud. S1: C S1: What are these? They are five white clouds. S2: H S2: What are these? They are seven trees. S1: K S1: What is it? It’s a puddle. S2: E S2: What is it? It’s a tree. S1: I S1: What are these? They are six pink flowers. S2: D S2: What are these? They are eight round puddles. S1: J

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LG1 U6 L3 – Activity 2: It’s a big ball. (PR: Naming and Describing Objects) 6 min

Objectives: Ss will be able to name and describe school objects and toys.

Target Lang: a book, notebooks, a yo-yo, jump ropes / It’s a big ball. / It’s a long ruler. / They are square kites. / They are short pencils.

Materials: LG1 U6 L3 PPT –Slides 4~5

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the pictures Show LG1 U6 L3 PPT – Slide 4. Have Ss name the objects. CLICK 3x to show the sets of pictures one at a time.

Name the school objects. Name the toys.

a book, a desk, a ruler, an eraser, a pencil case, a calculator, a table, a marker notebooks, pencils, bags, crayons, chairs, pens a yo-yo, a ball, a doll, a bat, a puzzle, a bicycle jump ropes, robots, cars, kites,

2. Elicit answers – whole class Elicit WH and Y/N answers about the pictures. Show LG1 U6 L3 PPT – Slide 5.

What are they? (Point at the balls.) Is it a big ball? (Point at the big ball.) What is it? Are they long pencils? (Point at the short pencils.) What are they? (Point at the pencils.)

They are balls. Yes, it is. It’s a big ball. No, they aren’t. They are short pencils.

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3. Identify the pictures – whole class Instruct Ss to say the letter of the picture described and repeat the sentence. CLICK once to show a picture.

It’s a little doll. Which letter? They are square kites. It’s a long ruler. They are short jump ropes. It’s a thin book. They are round kites. It’s a long bat. They are blue cars. It’s a big bag. They are long jump ropes.

C. It’s a little doll. H. They are square kites. I. It’s a long ruler. D. They are short jump ropes. E. It’s a thin book. F. They are round kites. B. It’s a long bat. J. They are blue cars. G. It’s a big bag. A. They are long jump ropes.

4. Describe the pictures – in 2 groups CLICK once to show the circles. Divide the class into two groups to represent two teams. Instruct Ss to name and describe the objects that appear in the colors of circles assigned to them (i.e. yellow-Group 1; green-Group 2). CLICK 15x to show the circles one at a time.

What color is it? (Point at the yellow circle.) How about this? (Point at the green circle.) Group 1, you are YELLOW TEAM. (Point at YELLOW circle.) Group 2, you are GREEN TEAM. (Point at GREEN circle.) If the circle with your group’s color appears, name and describe the objects.

It’s yellow. It’s green. G1&G2: It’s a short pencil. G2: They are long jump ropes. G1: It’s a square kite. G1: They are blue cars. G1&G2: It’s a little doll. G1&G2: They are little robots. G2: It’s a big puzzle. G1: They are long rulers. G1: It’s a purple chair. G2: It’s a long pencil. G1: It’s a green bicycle. G1: It’s a little yo-yo. G2: It’s a brown chair. G2: It’s a red car. G2: It’s a thin book.

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LG1 U6 L3 – Activity 3: Where’s the bat? (R&E: Asking and Answering WH Questions to Describe Location) 8 min

Objectives: Ss will be able to ask and answer WH questions to describe location.

Target Lang: It’s a book. / They are books. / Where is the eraser? / The eraser is under the desk. / The kite is in the tree. / Where are the markers? / The markers are on the table. / The bats are by the tree.

Materials: LG1 U6 Courseware – Game; LG1 U6 L3 PPT –Slide 6

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Name the objects Play LG1 U6 Courseware—Location Game. CLICK the Pause to elicit names of objects. Point at the objects respectively and have Ss name them: i.e. bat, flower, book, ball, jump rope, kite, tree, puddle, books, flowers.

What’s this? What are they?

It’s a bat. It’s a flower. It’s a book. It’s a ball. It’s a jump rope. It’s a kite. It’s a tree. It’s a puddle. They’re books. They are flowers. Tips:

• To shift from LG1 U3 to LG1 U6:

a. Click “File” at the upper left corner of the Courseware:

b. Select “Change Module/Unit”:

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2. Identify the picture that has the objects described CLICK Play to begin the game. Divide the class into two groups: Group A – left box on the screen; and Group B – right box. If the correct answer is in the left box, Group A should stand up and repeat the sentences. If the correct answer is in the right box, Group B should stand up and repeat the sentence. If a group makes a mistake, have them clap 10 times. Invite one S at a time to click on the right object. If the answer is correct, S1 can continue the game. Otherwise, it is S2’s turn.

Make 2 groups. Group A – if the answer is in the left box, stand up and repeat the sentence. Group B – if the answer is in the right box, stand up and repeat the sentence. If your answer is wrong, you have to clap 10 times. S1, click on the right object. If your answer is correct, go on. If it is wrong, it’s S2’s turn. Everyone, repeat.

The ball is on the table. The flowers are by the tree.

3. Elicit answers – whole class Show LG1 U6 L3 PPT – Slide 6. Have Ss answer the questions about the location of objects. Point at the object/s one at a time.

Where is the jump rope? Where are the crayons? Where is the pencil? Where are the books? Where is the doll? Where are the bats? Where is the yo-yo? Where are the balls?

The jump rope is in the tree. The crayons are in the bag. The pencil is on the table. The books are on the table. The doll is by the tree. The bats are by the tree. The yo-yo is under the table. The balls are under the table.

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4. Elicit questions – whole class Instruct Ss to ask questions about the location of objects as you point at them. Point at the objects respectively: bag, cars, doll, flowers, pencil, and balls.

Ask me a question.(Point at each object.) The bag is under the table. The cars are in the puddle. The doll is by the tree. The flowers are in the tree. The pencil is on the table. The balls are under the table.

Where is the bag? Where are the cars? Where is the doll? Where are the flowers? Where is the pencil? Where are the balls?

5. Practice Q&As – in 2 groups Divide the class into two groups. CLICK to show a picture. Have G1 ask questions about the location of objects, and then G2 answer. CLICK again to show a picture. Switch roles.

G1, ask a question. G2, answer. Now, G2, ask questions about where the objects are. G1, answer.

G1: Where is the eraser? G2: The eraser is under the desk. G1: Where is the notebook? G2: The notebook is by the pencil case. G1: Where are the markers? G2: The markers are on the table. G1: Where is the calculator? G2: The calculator is on the chair. G1: Where are the crayons? G2: The crayons are in the bag. G1: Where is the pencil? G2: The pencil is by the ruler. G2: Where are the erasers? G1: The erasers are in the bag. G2: Where is the pencil case? G1: The pencil case is under the table. G2: Where are the pens? G1: The pens are under the chair. G2: Where are the calculators? G1: The calculators are on the desk. G2: Where are the markers? G1: The markers are by the book. G2: Where is the pencil? G1: The pencil is on the notebook.

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6. Practice Q&As – in pairs Pair up Ss. Instruct Ss to take turns in asking and answering about the location of objects. CLICK to show a picture.

Work with a partner. Take turns in asking and answering questions.

S1: Where is the bicycle? S2: The bicycle is by the table. S2: Where are the yo-yos? S1: The yo-yos are under the table. S1: Where’s the kite? S2: The kite is in the tree. S2: Where is the robot? S1: The robot is on the table.

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LG1 U6 L3 – Activity 4: Climb a Tree (ML: Identifying and Acting Out Abilities) 4 min

Objectives: Ss will be able to identify and act out abilities.

Target Lang: jump rope, hit a ball, play with a yo-yo, throw a ball, catch a ball, do a puzzle, climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

Materials: LG1 U6 L3 PPT – Slide 7

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Name the pictures

Show LG1 U6 L3 PPT – Slide 7.

Instruct Ss to name the pictures in order.

Point at the pictures randomly.

Name the pictures.

jump rope , hit a ball, play with the yo-yo, throw a ball, catch a ball, do a puzzle, climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

2. Act out the abilities – whole class

Instruct Ss to act out and repeat the abilities mentioned.

Act out and repeat.

jump rope, read a book, do a puzzle, play with the yo-yo, climb a tree, throw a ball, play tag, catch a ball, ride a bicycle, play baseball, fly a kite, hit a ball

Same as above.

3. Identify and act out the abilities – in 2 groups

Divide Ss into two groups.

Instruct the groups to identify and act out the abilities as they appear in their corresponding boxes: G1, left side of the screen, and G2, right side of the screen.

CLICK 20x to show pictures one at a time.

G1, this is your side, and G2 that is your side.

(Point at the left and ride sides respectively.)

If a picture is in your side, name it and act it out.

G1: jump rope

G1&G2: climb a tree

G2: catch a ball

G1: play baseball

G1&G2: hit a ball

G2: play with a yo-yo

G1&G2: do a puzzle

G2: ride a bicycle

G1: catch a ball

G2: jump rope

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G2: fly a kite

G1: fly a kite

G2: throw a ball

G2: play tag

G1&G2: read a book

G1: play with a yo-yo

G1: throw a ball

G2: play baseball

G1: play tag

G1: ride a bicycle

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LG1 U6 L3 – Activity 5: Oo, Pp, Qq and Rr (R: Naming and Identifying Words Beginning with O, P, Q and R) 5 min

Objectives: Ss will be able to name and identify words beginning with O, P, Q and R.

Target Lang: Oo “o” – octopus / Pp “p” – pencil / Qq “q” – question / Rr “r” – ruler

Materials: LG1 U6 L3 PPT – Slide 8

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the letters and produce the letter sounds Show LG1 U6 L3 PPT – Slide 8. Instruct Ss to name the letters, and then say the letter sounds.

What letter is it? (Point at the letters respectively.)

Oo “o” Pp “p” Qq “qw” Rr “r”

2. Name the pictures — whole class Instruct Ss to name the pictures. CLICK once to show the pictures. Point at the pictures one at a time. CLICK again to show more pictures with words beginning with letters O, P, Q and R.

Name the pictures. What color is it? (Point at the colors respectively.)

octopus, on puddle, puzzle question, quiet ruler, rainy It’s orange. It’s purple. It’s pink. It’s red.

3. Identify letter names, letter sounds and words beginning with letters O, P, Q and R – whole class CLICK once to make all the pictures appear. Instruct Ss to say the letter names, letter sounds and name of pictures as you point at them.

Say the letters, sounds and name of pictures. Oo “o” – octopus, on, orange Pp “p” – pencil, puddle, pink, purple Qq “q” – question, quiet Rr “r” – ruler, rainy, red

4. Identify letter names, letter sounds and words beginning with letters O, P, Q and R – in 2 groups Divide the class into two groups. Instruct each group to stand up, say the letter names, letter sounds and name of pictures as it appears on their side of the screen: G1, left side of the screen, and G2, right side of the screen.

G1, this is your side, and G2 that is your side.

(Point at the left and ride sides respectively.)

If a letters or a picture is on your side, say the letter, sound and name of pictures.

G1: Rr “r” – rainy G1&G2: Qq “q” – question G2: Rr “r” – red G1&G2: Pp “p” – purple G1: Oo “o” – on

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G2: Oo “o” – on G1: Oo “o” – orange G1: Pp “p” – pencil G2: Pp “p” – puddle G1&G2: Qq “q” – quiet G2: Rr “r” – ruler G1: Oo “o” – octopus G2: Pp “p” – pink

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LG1 U6 L3 – Activity 6: Is the doll in the tree? (R: Asking and Answering Y/N Questions to Describe Location) 8 min

Objectives: Ss will be able to ask and answer Y/N questions to describe the location of objects using prepositions: by, on, in and under.

Target Lang: The bat is under the table. / The flowers are by the tree. / Is the doll in the tree? / No, it isn’t. / Are the bats by the tree? / Yes, they are.

Materials: LG1 U6 Courseware—Grammar; LG1 U6 L3 PPT – Slide 9

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

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat the Y/N questions and answers in Grammar – whole class Play LG1 U6 Courseware – Grammar, Screen 2. Play the questions and CLICK the Pause button right after the question. Have Ss repeat it in chorus. Invite Ss one after the other to the front to click on the answer. If the answer is correct, CLICK the Play button to listen to and repeat the answer. If not, ask Ss to give another answer.

Repeat the question.

S1, click on the answer.

Let’s listen and repeat the answer.

Next question.

S2, click on the answer.

Let’s listen and repeat the answer.

Is the doll in the tree?

No, it isn’t.

No, it isn’t.

Are the bats by the tree? Yes, they are.

Tricks for controlling the courseware:

• Click the gray arrow at the lower left corner of the screen to exit from the Game

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2. Elicit answers about location of objects – whole class Show LG1 U6 L3 PPT – Slide 9. Have Ss answer WH and YN questions about location of objects.

Where is the bat?

Is the bat on the table?

Where is the kite?

Is the kite on the table?

Where are the flowers?

Are the flowers by the tree?

Where are the books?

Are the books in the tree?

The bat is under the table. No, it isn’t. The kite is on the table. Yes, it is. The flowers are by the tree. Yes, they are. The books are on the table. No, they aren’t.

3. Elicit Q&As about location of objects – whole class Instruct Ss to ask and answer Y/N questions about the pictures. CLICK 4x to show sets of pictures one at a time. Point at the pictures in the circle as the T or the Ss ask questions.

Is the pencil case on the table? Is the pencil case under the table? Class, ask me questions about the pictures. Yes, it is. No, it isn’t. Are the calculators under the desk? Are the calculators on the desk? Class, ask me questions about the pictures. No, they aren’t. Yes, they are.

No, it isn’t. Yes, it is. Is the pencil on the notebook? Is the pencil by the notebook? No, they aren’t. Yes, they are. Are the markers on the book? Are the markers by the book?

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4. Elicits Q&As – in 2 groups Divide the class into two groups. For the first three sets of pictures, have G1 ask Y/N questions, and then G2 answer. For the next three sets of pictures, have G2 ask Y/N questions, and then G1 answer. CLICK 6x to show sets of pictures one at a time. Point at each picture as each group asks questions.

G1, ask Y/N questions. G2, answer. G2, ask Y/N questions. G1, answer.

G1: Are the pens under the desk? G2: No, they aren’t. G1: Are the pens on the desk? G2: Yes, they are. G1: Is the eraser under the chair? G2: Yes, it is. G1: Is the eraser on the chair? G2: No, it isn’t. G1: Is the pencil under the ruler? G2: No, it isn’t. G1: Is the pencil by the ruler? G2: Yes, it is. G2: Are the crayons on the bag? G1: No, they aren’t. G2: Are the crayons in the bag? G1: Yes, they are. G2: Is the calculator on the chair? G1: Yes, it is. G2: Is the calculator by the chair? G1: No, it isn’t. G2: Is the eraser by the desk? G1: No, it isn’t. G2: Is the eraser under the desk? G1: Yes, it is.

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LG1 U6 L3– Wrap Up: Yes, it is. 3 min

Objectives: Ss will be able to ask and answer Y/N questions and show the location of objects.

Target Lang: Is the pen by the notebook? / Yes, it is. / No, it isn’t. / Are the pens in the notebook? / Yes, they are. / No, they aren’t.

Materials: None

Interaction: T-Ss; S-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Model Q&As Show pencils and a book. Ask Y/N questions and have the class answer.

Is the pencil on the book? (Puts the pencil under the book.) Is the pencil under the book? Are the pencils in the book? (Puts the pencils in the book.)

No, it isn’t. Yes, it is. Yes, they are.

2. Elicit Q&As Instruct Ss to take out pens and notebook. Call a S to ask a question about the location of his/her classroom objects. Have the whole class answer. Repeat if time allows.

Take out pens and notebook. S1, come to the front. Ask a Y/N question about your pen and notebook. Next?

S1: Is the pen by the notebook? (Puts the pen by the notebook.) ALL: Yes, it is. S2: Are the pens in the notebook? (Puts the pens on the notebook.) ALL: No, they aren’t. S2: Are the pens on the notebook? ALL: Yes, they are.

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LG1 U6 L4

Time: 50 min

Materials: LG1 U6 L4 PPT; LG Courseware; Projector; Ss’ prepared stationery

LG1 U6 Unit Objectives:

1. Ss will be able to name and describe the weather.

2. Ss will be able to identify and describe the location of objects using prepositions: by, on, in and under.

3. Ss will be able to ask and answer WH and Y/N questions about the locations of objects.

4. Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter.

5. Ss will be able to name and perform abilities.

,

LG1 U6 Lesson 4 Objectives:

1. Ss will be able to describe the color and location of objects.

2. Ss will be able to describe the weather.

3. Ss will be able to describe the location of animals and objects beginning with letters O, P, Q and R.

4. Ss will be able to ask and answer Y/N questions to describe the location of objects using prepositions: by, on, in and under.

5. Ss will be able to describe the number of objects using there is and there are.

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LG1 U6 L4 Activity Overview:

Time 5’ 5’ 6’ 8’ 5’ 10’ 8’ 3’

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

Name & Description of

Activity

It’s a red pencil.

“The Black Cat Song”

The octopus is in the puddle.

* Describing the Location of

Animals and Objects

Is the yellow pencil on the

table?

* Asking and Answering Y/N Questions to

Describe Location

How’s the Weather?

* Modifying the Song

There is…/ There are…

* Describing the Number of

Objects

How many white flowers are

there?

*Asking and Answering WH Questions to Describe the Number of

Objects

Make Sentences

Target Language

It’s red.

It’s a red pencil.

They are blue notebooks.

It’s a book.

It’s a green book.

green grass

green bag

Oo – octopus

Pp – pencil

Qq – question

Rr – robot

Where is the pencil?

The octopus is in the puddle.

The pen is by the robot.

The ruler is on the pencil.

The puzzle is under the pizza.

It’s a green book.

They are short jump ropes.

Is the yellow pencil on the table?

Yes, it is.

No, it isn’t.

Are the square kites by the table?

Yes, they are.

No, they aren’t.

How’s the weather?

It’s sunny.

It’s sunny today.

one pencil

two yo-yos

three trees

There is one pencil.

There are two yo-yos.

How many white flowers are there?

There is one square kite.

How many little yo-yos are there?

There are five brown bats.

There is a red pencil on the table.

There are pink erasers under the chair.

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LG1 U6 L4 – Pre-Class Mini Lesson: It’s a red pencil. 5 min

Objectives: Ss will be able to name and describe classroom objects.

Target Lang: It’s red. / It’s a red pencil. / They are blue notebooks.

Materials: None

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

ACTIVITY STEPS Teacher Talk Student Output

1. Describe classroom objects

Have Ss describe the color of the objects.

What color is it? (Shows a red pencil.) What is it? What color is it? (Shows a blue notebook.) What are these? (Shows blue notebooks.)

It’s red. It’s a red pencil. It’s blue. They are blue notebooks.

2. Demonstrate the activity Choose a few Ss to stand up. Have the Ss show an object based on the color mentioned by the T.

S1, S2 and S3, please stand up. It’s pink. Show me something with this color. S1, what is it? S2? S3? S1, say a color. S2, S3 and I will show something with this color. They are yellow rulers. (Shows yellow rulers.)

S1: It’s a pink eraser. (Shows a pink eraser.) S2: It’s a pink book. (Shows a pink book.) S3: They are pink bags. (Shows pink bags.) S1: It’s yellow. S2: It’s a yellow pencil case. (Shows a yellow pencil case.) S3: It’s a yellow crayon. (Shows a yellow crayon.)

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3. Describe classroom objects – in small groups Have Ss form small groups. Instruct the groups to have their members take turns in naming a color as the rest shows an object or objects with the said color and describe it.

In your group, take turns in naming a color and saying the sentences.

G1-S1: It’s orange. G1-S2: It’s an orange pen. (Shows an orange pen.) G1-S3: It’s an orange eraser. (Shows an orange eraser.) G1-S4: It’s an orange notebook. (Shows an orange notebook.) G1-S2: It’s black. G1-S1: It’s a black eraser. (Shows a black eraser.) G1-S3: It’s a black bag. (Shows a black bag.) G1-S4: It’s a black ruler. (Shows a black ruler.)

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LG1 U6 L4 – Warm Up: “The Black Cat Song” 5 min

Objectives: Ss will be able to modify “The Black Cat Song”.

Target Lang: It’s a book. / It’s a green book. / green grass / green bag

Materials: LG1 U2 Courseware—Game; LG1 U6 L4 PPT – Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing and dance the song with the Courseware Play LG1 U2 Courseware—Games. Have Ss sing and dance “The Black Cat Song”.

Let’s sing and dance “The Black Cat Song”.

green grass (green grass) blue skies (blue skies) black cats (black cats) yellow eyes red birds (red birds) blue skies (blue skies) yellow, yellow eyes

2. Sing and dance the song without the Courseware —whole class Have Ss sing and dance the song again, without the Courseware.

Sing and dance the song again.

Same as above.

3. Name the countable classroom objects Show LG1 U6 L4 PPT—Slide 2. Point at each object and have Ss name it.

What’s this?

It’s a book. It’s a pen. It’s a desk. It’s a pencil. It’s a chair. It’s an eraser. It’s a bag. It’s a ruler.

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4. Name and describe the color of the objects CLICK to show another set of classroom objects. Point at each object and have Ss name and describe it by asking the question “What is it?”

What is it? (T points at each object.)

It’s a green bag. It’s a blue chair. It’s a black desk. It’s a yellow pen. It’s a red book.

5. Sing the modified lyrics of the song—whole class Point at each object TWICE and lead the class to sing the modified lyrics of the song.

Let’s sing “The Black Cat Song” using these things.

Green bag, green bag. Blue chair, blue chair. Black desk, black desk. Yellow pen. Red book, red book. Blue chair, blue chair. Yellow, yellow pen.

6. Sing the modified lyrics of the song — in 2 groups Divide the class in two. Have each group sing the song to the whole class.

Sing the song to the class.

Same as above.

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LG1 U6 L4 – Activity 1: The octopus is in the puddle. (R: Describing the Location of Animals and Objects) 6 min

Objectives: Ss will be able to describe the location of animals and objects beginning with letters O, P, Q and R.

Target Lang: Oo – octopus, Pp – pencil, Qq – question, Rr – robot / Where is the pencil? / The octopus is in the puddle. / The pen is by the robot. / The ruler is on the pencil. / The puzzle is under the pizza.

Materials: LG1 U6 L4 PPT — Slide 3

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the letters and the pictures — whole class Instruct Ss to name the letters and pictures. Show LG1 U6 L4 PPT – Slide 3. Point at the pictures one at a time. CLICK again to show more pictures with .words beginning with letters O, P, Q and R.

Name the letters. Name the pictures. What color is it? (Point at the colors respectively.)

O, P, Q, R octopus, on pencil, puddle, pizza, puzzle, pen question, quiet ruler, rainy, robot, rabbit, rice It’s orange. It’s purple. It’s pink. It’s red.

2. Elicit words beginning with O, P, Q and R. CLICK to make the letters and pictures disappear. Have Ss recall words beginning with O, P, Q and R.

O is for? P is for? Q is for? R is for?

O is for on. O is for octopus. P is for pencil. P is for puddle. P is for pizza. P is for puzzle. P is for pen. P is for pink. P is for purple. Q is for question. Q is for quiet. R is for ruler. R is for rainy. R is for robot. R is for rabbit. R is for rice. R is for red.

3. Do Q&As—whole class CLICK once to show the pictures. Elicit the location of the animals and objects. Continue to click to show the next three pictures.

Where is the octopus? Where is the pen?

The octopus is in the puddle. The pen is by the robot.

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Where is the ruler? Where is the puzzle?

The ruler is on the pencil. The puzzle is under the pizza.

4. Do Q&A – in 2 groups Divide the class into two groups. For the first set of pictures, have G1 ask questions and G2 answer. For the next set of pictures, have G2 ask questions and G1 answer. Point at the objects one at a time. CLICK to show the first set of pictures. CLICK again to show the next set of pictures.

G1, ask about a question. G2, answer it. Now, G2, ask Questions, G1, answer them.

G1: Where is the pencil? G2: The pencil is by the robot. G1: Where is the rabbit? G2: The rabbit is under the pizza. G1: Where is the octopus? G2: The octopus is by the puzzle. G2: Where is the puzzle? G1: The puzzle is on the table. G2: Where is the robot? G1: The robot is by the puddle. G2: Where is the ruler? G1: The ruler is under the octopus.

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LG1 U6 L4 – Activity 2: Is the yellow pencil on the table? (R&E: Asking and Answering Y/N Questions to Describe Location) 8 min

Objectives: Ss will be able to ask and answer Y/N questions to describe location.

Target Lang: It’s a green book. / They are short jump ropes. / Is the yellow pencil on the table? / Yes, it is. / No, it isn’t. / Are the square kites by the table? / Yes, they are. / No, they aren’t.

Materials: LG1 U6 L4 PPT –Slide 4

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Describe the objects Show LG1 U6 L4 PPT – Slide 4. Point at each object and have Ss name it. CLICK to show a set of pictures.

What is it? Are they little robots? (Point at the robots.) What are these?

It’s a green book. It’s a pink eraser. It’s a blue notebook. It’s a yellow pencil. It’s a black desk. It’s a brown crayon. It’s a purple bag. It’s a gray ruler. No, they aren’t. They are big robots. They are square kites. They are round boxes. They are little yo-yos. They are long bats. They are short jump ropes.

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2. Do Q & As – whole class CLICK to show a picture. Have Ss answer the questions about the location of objects. CLICK to show a picture. Call several Ss one at a time to ask Y/N questions about where the objects are. Have the class answer.

Is the green book on the chair? Are the little yo-yos under the chair? Is the gray ruler by the chair? Are the short jump ropes in the chair? S1, ask a question. Everyone, answer? Next, S2? Answer? S3? Answer?

No, it isn’t. Yes, they are. Yes, it is. No, they aren’t. S1: Is the yellow pencil on the table? ALL: Yes, it is. S2: Are the square kites by the table? ALL: No, they aren’t. S3: Are the long bats by the table? ALL: Yes, they are.

3. Model identifying the correct picture CLICK to show a picture. Instruct Ss to identify the letter of the picture described. Say the letter as indicated under the Teacher Talk. Call a S to ask a question about the picture, have the whole class answer.

Listen carefully. Is the pink eraser in the bag? Which picture? Yes, it is. Are the short jump ropes on the table? No, they aren’t. They are under the table. AX, ask a question about picture A. Answer? AY, ask about picture G. Answer?

C F AX: Is the white desk by the blue desk? ALL: No, it isn’t. It’s by the black desk. AY: Is the little yo-yo on the desk? ALL: Yes, it is.

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4. Identify the correct picture (Listening) Have Ss number their notebooks 1-6 and write the letter of the picture described next to the number.

Take out a notebook and a pencil. Write the letter of the picture described. 1. Is the blue notebook by the red crayon? 2. Are the big robots by the table? 3. Is the black desk by the purple bag? 4. Are the short bats on the chair? 5. Is the blue notebook in the purple bag?

6. Are the little yo-yos on the chair?

(Ss write the answers.)

5. Check answers – in pairs Pair up Ss. Instruct Ss to say the questions and answers.

Number 1, is the blue notebook by the red crayon? Which letter? Answer? Number 2, are the big robots by the table? Answer? Number 3, is the black desk by the purple bag? Number 4, are the short bats on the chair? Number 5, is the blue notebook in the purple bag? Number 6, are the little yo-yos on the chair?

B. Yes, it is. L. No, they aren’t. They are on the table. J. Yes, it is. D. Yes, they are. I. No, it isn’t. It’s by the purple bag. H. No, they aren’t. They are under the chair.

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LG1 U6 L4 – Activity 3: How’s the Weather? (ML: Modifying the Song) 5 min

Objectives: Ss will be able to sing and modify the song, “How’s the Weather?”.

Target Lang: How’s the weather? / It’s sunny. / It’s sunny today.

Materials: LG1 U6 Courseware – Song; LG1 U6 Courseware – Vocabulary Lesson 1

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing the Unit Song with the Courseware

Play LG1 U6 Courseware – Song.

Instruct Ss to sing along and dance with the Courseware.

Let’s sing and dance!

How’s the weather? It’s sunny.

How’s the weather? It’s sunny.

How’s the weather? It’s sunny.

It’s sunny today.

2. Sing the Unit Song without the Courseware

Instruct Ss to sing and dance without the Courseware.

Let’s sing again.

Same as above.

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3. Describe the weather – whole class

Play LG1 U6 Courseware – Vocabulary Lesson 1, Screen 1.

Click on the 4 pictures of the weather and have the whole class repeat the words.

Ask about the weather as you point at the pictures and have Ss do the actions.

Point at the pictures respectively: i.e. windy, snowy, rainy and then cloudy.

Repeat the words.

How’s the weather?

rainy, windy, cloudy, snowy

It’s windy.

It’s snowy.

It’s rainy.

It’s cloudy.

Tricks for controlling the courseware:

• After singing the song, go to the Vocabulary Part by clicking at the gray arrow (next to the microphone) located at the lower left corner of the screen then click on the Vocabulary Part.

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4. Modify the song – in 4 groups

Divide the class into four groups.

Assign a type of weather for each group: G1 = rainy; G2 = windy; G3 = cloudy and G4 = snowy.

Instruct Ss to stand up and describe the weather assigned to each group once the T points at them.

Sing the song.

Point at the groups randomly after each question line.

Repeat as time allows.

G1, how’s the weather? (Point at rainy.)

G2, how’s the weather? (Point at windy.)

G3, how’s the weather? (Point at cloudy.)

G4, how’s the weather? (Point at snowy.)

Stand up and describe the weather when I point at your group.

Let’s sing the song from the top.

(Points at G4.)

(Points at G1.)

(Points at G3.)

(Points at G2.)

It’s rainy.

It’s windy.

It’s cloudy.

It’s snowy.

How’s the weather?

G4: It’s snowy.

How’s the weather?

G1: It’s rainy.

How’s the weather?

G3: It’s cloudy.

G2: It’s windy today.

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LG1 U6 L4 – Activity 4: There is …/There are … (R&E: Describing the Number of Objects) 10 min

Objectives: Ss will be able to describe the number of objects using there is and there are.

Target Lang: one pencil, two yo-yos, three trees / There is one pencil. / There are two yo-yos.

Materials: LG1 U6 L4 PPT – Slide 5

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

ACTIVITY STEPS Teacher Talk Student Output

1. Describe the number of objects – whole class Show LG1 U6 L4 PPT – Slide 5. Instruct Ss to describe the number of objects. Point at the other pictures one at a time.

How many pencils? How many yo-yos?

one pencil two yo-yos three trees four notebooks five robots six clouds seven markers eight bats nine flowers ten pens

2. Say a number CLICK once to show a picture. Call several Ss one at a time to say a number from 1 to 10. Say the words “there is” and “there are” based on the number mentioned and have Ss repeat.

S1, say a number. There is. (T points at the words “there is”.) Everybody say there is. S2, say a number. There are. (T points at the words “there are”.) Everybody say there are. S3, say a number. There are. (T points at the words “there are”.) Everybody say there are.

S1: 1 All: there is S2: 5 All: there are S3: 8 All: there are

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3. Model describing the number of objects using “there is” and “there are” – whole class CLICK again to show a picture. Describe some pictures and instruct Ss to repeat after you. Point at the pictures one at a time.

Repeat after me. There is one pencil. There are five robots. There are six clouds.

There is one pencil. There are five robots. There are six clouds.

4. Identify the correct picture – whole class (Listening) CLICK to show a picture. Instruct Ss to name the letters and repeat the sentence of the picture described.

There are ten pens. Which letter? Repeat it. There are two yo-yos. There are eight bats. There are four notebooks. There are seven markers. There are three trees. There are nine flowers. There is one puddle. There are five desks. There are six dolls.

F. There are ten pens. A. There are two yo-yos. I. There are eight bats. D. There are four notebooks. G. There are seven markers. B. There are three trees. E. There are nine flowers. H. There is one puddle. C. There are five desks. J. There are six dolls.

5. Describe the number of objects using there is and there are –in 2 groups Divide the class into two groups: G1 = left box and G2 = right box. CLICK to show the boxes. Have each group stand up to describe the number of objects using “there is” and “there are” if it appears in their box. CLICK 10x to show the pictures one at a time.

G1, this is your box. G2 that is your box. Stand up describe the picture.

G1: There is one flower. G2: There are two jump ropes. G1&G2: There is one tree. G2: There are five notebooks. G1&G2: There are four chairs. G1: There are seven cars. G1: There is one doll. G2: There are three balls. G2: There is one bicycle. G1&G2: There are nine erasers.

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LG1 U6 L4 – Activity 5: How many white flowers are there? (R&E: Asking and Answering WH Questions to Describe

Number of Objects)8 min

Objectives: Ss will be able to ask and answer WH questions to describe the number of objects using there is and there are.

Target Lang: How many white flowers are there? / There is one square kite. / How many little yo-yos are there? / There are five brown bats.

Materials: LG1 U6 L4 PPT – Slide 6; Ss’ prepared stationery

Interaction: T-Ss; S-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Elicit answers to describe number of objects using there is and there are – whole class Show LG1 U6 L4 PPT – Slide 6. Instruct Ss to answer in complete sentences.

How many pink flowers are there?

How many square kites are there?

How many brown bats are there?

How many short pencils are there?

There is one pink flower. There is one square kite. There are five brown bats. There are three short pencils.

2. Practice asking questions about number of objects – whole class CLICK to show a picture. Have Ss ask WH questions to describe the number of objects. Point at the pictures one at a time.

Ask me questions about the pictures.

There is one white flower.

There is one red pencil.

There are two little yo-yos.

There are three round kites.

How many white flowers are there? How many red pencils are there? How many little yo-yos are there? How many round kites are there?

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3. Do Q&As to describe number of objects – in 2 groups Divide the class into two groups. For the first set of pictures, instruct G1 to ask questions and G2 answers. For the next set of pictures, instruct G2 to ask questions and G1 answers. CLICK once to show the first set of pictures. CLICK again to show the next set of pictures.

This is G1, and this is G2. G1, ask questions. G2, answer. Now, G2 ask questions. G1, answer.

G1: How many gray clouds are there? G2: There is one gray cloud. G1: How many round puddles are there? G2: There are four round puddles. G1: How many gray rulers are there? G2: There are seven gray rulers. G1: How many square puzzles are there? G2: There is one square puzzle. G2: How many green trees are there? G1: There are two green trees. G2: How many big balls are there? G1: There are eight big balls. G2: How many purple bags are there? G1: There is one purple bag. G2: How many green markers are there? G1: There is one green marker.

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4. Model Q&As Invite a S to ask and answer WH questions to describe the number of objects using there is and there are with you.

S1, please come to the front. How many yellow pencils are there? (Shows a yellow pencil.) Now, show me something and ask me questions. There are five brown erasers. It’s my turn again. How many short rulers are there? (Shows two short rulers.) Your turn. There is one black bag.

S1: There is one yellow pencil. S1: How many brown erasers are there? (Shows five brown erasers.) S1: There are two short rulers. S1: How many black bags are there? (Shows one black bag.)

5. Practice Q&As – in pairs Pair up Ss. Instruct them to take turns in showing an object or objects to their partner. Have them ask about the number of objects they have as the partner describes its quantity using there is and there are.

Work with a partner. Take turns in showing something and doing Q&As.

S1: How many white notebooks are there? (Shows one white notebook.) S2: There is one white notebook. S2: How many green pens are there? (Shows three green pens.) S1: There are three green pens. ….

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LG1 U6 L4– Wrap Up: Make Sentences 3 min

Objectives: Ss will be able describe the location of objects using there is and there are.

Target Lang: There is a pencil on the table. / There are pink erasers under the chair.

Materials: None

Interaction: T-Ss; S-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Model describing locations Show a pencil and erasers. Describe the location of the pencil or the erasers using there is and there are. Have Ss repeat after you.

Repeat after me. There is a pencil on the table. (Puts the pencil on the table.) There are pink erasers under the chair. (Puts the erasers under the chair.)

There is a pencil on the table. There are pink erasers under the chair.

2. Describe the location Instruct Ss to take out a pen and notebooks. Have them repeat the sentence and show the location of the object. Call several Ss to make sentences about the location of his/her classroom objects. Have the whole class repeat the sentence and show the location of the object. Repeat if time allows.

Take out a pen and notebooks. Repeat the sentence and show me where the pen or the notebooks are. There is a pen on the notebook. There are notebooks under the pen. S1, make a sentence about your pen and/or notebooks. S2?

(Shows the location of the objects described.) There is a pen on the notebook. There are notebooks under the pen. S1: There is a notebook by the pen. ALL: There is a notebook by the pen. S2: There are notebooks on the pen. ALL: There are notebooks on the pen. …

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LG1 U6 L5

Time: 50 min

Materials: LG1 U6 L5 PPT; LG Courseware; Projector

LG1 U6 Unit Objectives:

1. Ss will be able to name and describe the weather.

2. Ss will be able to identify and describe the location of objects using prepositions: by, on, in and under.

3. Ss will be able to ask and answer WH and Y/N questions about the locations of objects.

4. Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter.

5. Ss will be able to name and perform abilities.

LG1 U6 Lesson 5 Objectives:

1. Ss will be able to ask and answer WH questions to express and describe abilities.

2. Ss will be able count and read numbers.

3. Ss will be able to read names of objects and use them in sentences.

4. Ss will be able to describe the number of objects using there is and there are.

5. Ss will be able to talk about the weather and their activity preference.

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LG1 U6 L5 Activity Overview:

Time 4’ 3’ 6’ 10’ 3’ 6’ 7’ 8’ 3’

Act. # Type Pre-Class Mini Lesson Warm Up R-Activity 1 R&E-Activity 2 ML-Activity 3 PR -Activity 4 R&E-Activity 5 R&E-Activity 6 Wrap Up

Name & Description of

Activity

Sit Down “The Family Song”

I can fly a kite.

* Identifying and Talking About

Abilities

He can play baseball.

* Asking and Answering WH Questions to

Describe One’s Abilities

Let’s count!

* Reading Numbers

Object Vocabulary

* Reading Vocabulary

About Objects

There is one book.

* Describing the Number of

Objects

Let’s play!

*Talking About the Weather and

Activity Preference

Read and Name

Target Language

Sit down.

Stand up.

Raise your hand.

Take out your pencil.

Make a circle.

Come here.

This is my mother.

Nice to meet you.

Nice to meet you, too.

jump rope

throw a ball

climb a tree

fly a kite

What can you do?

I can fly a kite.

mother

father

This is my father.

He can play baseball.

What can he do?

Teacher’s father can play baseball.

one, two,

three, four,

five, six,

seven, eight,

nine, ten

a pencil

yo-yos

trees

one pen

two dolls

three clouds

There is one pencil.

There are two yo-yos.

There are three trees.

How many puddles are there?

How’s the weather?

It’s sunny.

Let’s play!

Okay!

See you later!

Bye!

seven

markers

two jump ropes

jump in a puddle

It’s snowy.

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LG1 U6 L5 – Pre-Class Mini Lesson: Sit Down 4 min

Objectives: Ss will be able to name and act out classroom commands.

Target Lang: Sit down. / Stand up. / Raise your hand. / Take out your pencil. / Make a circle. / Come here.

Materials: None

Interaction: T-Ss; S-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Name classroom commands Act out some classroom commands and have Ss name them.

Name these actions. (T sits down) How about this? (T raises his//her hand) And this? (T goes to the door.)

Sit down. Raise your hand. Go to the door.

2. Identify classroom commands – whole class Call individual Ss to come to the front and act out a classroom command. Have the class name it.

S1, please come to the front. Act. Class, name it. S2, it’s your turn! Answer?

S1: (Points to the T) ALL: Point to the teacher. S2: (Puts the book away) ALL: Put your book away.

3. Identify classroom commands – in groups Divide the class into small groups. Have each group choose a representative who will act out the classroom commands. For 30 seconds, have the representative of each group act out some classroom commands in front of another group. Instruct the class to count the number of correct answers. The group who has the least number of correct answers will sing and dance the unit song, “How’s the Weather?”

Form small groups. Choose a S to act. G1-S1, stand in front of G2. G2, name it. You have 30 seconds. The group with less correct answers will sing and dance the song, “How’s the Weather?” G2-S1, stand in front of G3. Begin!

G1-S1: (Picks up a pencil) G2: Pick up your pencil. G1-S1: (Touches the desk) G2: Touch the desk. G1-S1: (Points to the desk) G2: Point to the desk. G1-S1: (Draws a picture) G2: Draw a picture. (Various, depends on Ss’ answers.)

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LG1 U6 L5 – Warm Up: “The Family Song” 3 min

Objectives: Ss will be able to sing “The Family Song”.

Target Lang: This is my mother. / Nice to meet you. / Nice to meet you, too.

Materials: LG1 U4 Courseware — Song

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “The Family Song” with the Courseware Play LG1 U4 Courseware — Song. Have Ss sing the song. (Twice)

Let’s sing together.

This is my mother. Nice to meet you. Nice to meet you, too. This is my father. Nice to meet you. Nice to meet you, too. This is my sister. Nice to meet you. Nice to meet you, too. This is my brother. Nice to meet you. Nice to meet you, too.

2. Sing the song with the Courseware — in 6 groups Divide Ss into six groups. Have the first group sing along with Sam. The second group with Ginger, the third group with Sam’s mother, the fourth group with Sam’s father, the fifth group with Sam’s sister, and the last group with Sam’s brother.

You are Sam. You are Ginger. You are Sam’s mother. You are Sam’s father. You are Sam’s sister. You are Sam’s brother.

Same as above.

3. Sing the song without the Courseware — in 6 groups Have the same group sing the song again.

Let’s sing again with your groups.

Same as above.

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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LG1 U6 L5 – Activity 1: I can fly a kite. (R: Identifying and Talking About Abilities) 6 min

Objectives: Ss will be able to identify and talk about abilities.

Target Lang: jump rope, throw a ball, climb a tree, fly a kite / What can you do? / I can fly a kite.

Materials: LG1 U6 L5 PPT — Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Name the pictures

Show LG1 U6 L5 PPT – Slide 2.

Instruct Ss to name the pictures in order.

Name the pictures.

jump rope , hit a ball, play with the yo-yo, throw a ball, catch a ball, do a puzzle, climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

2. Name and act out the abilities – whole class

Instruct Ss to name and act out the abilities pointed at.

Point at the pictures randomly.

Name pictures and act them out.

Same as above.

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3. Identify and act out the abilities – in 2 groups

Divide Ss into two groups.

Instruct the groups to identify and act out the abilities as they appear in their corresponding boxes: G1, left side of the screen, and G2, right side of the screen.

CLICK (20x) to show pictures one at a time.

G1, this is your side, and G2 that is your side.

(Point at the left and ride sides respectively.)

If a picture is in your side, name and act it out.

G1: jump rope

G1&G2: climb a tree

G2: catch a ball

G1: play baseball

G1&G2: hit a ball

G2: fly a kite

G1: fly a kite

G2: throw a ball

G2: play tag

G1&G2: read a book

G2: play with a yo-yo

G1&G2: do a puzzle

G2: ride a bicycle

G1: catch a ball

G2: jump rope

G1: play with a yo-yo

G1: throw a ball

G2: play baseball

G1: play tag

G1: ride a bicycle

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4. Model the Q&A train

Call 5 Ss to come to the front. Ask S1 about what he/she can do. Then have him/her ask S2 the same question.

Do this successively until it reaches S5.

S1, S2, S3, S4 and S5, come here. I can ride a bicycle. (Act out riding a bicycle) S1, what can you do? S1, ask S2.

S3?

S1: I can climb a tree. (Acts out climbing a tree)

S2, what can you do?

S2: I can play tag. (Acts out playing tag)

S3, what can you do?

S3: I can jump rope. (Acts out jumping rope)

S4, what can you do?

S4: I can play baseball. (Acts out playing baseball)

S5, what can you do?

S5: I can play with a yo-yo. (Acts out playing with a yo-yo)

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5. Start the Q&A train – in groups

Divide the class into groups. Have Ss ask and answer about what they can do in a train.

The fastest group will get points.

Work in groups. Ask and answer about what you can do in a train. The fastest group will get points. Let’s start with group 1.

G1-S1: I can throw a ball. (Acts out throwing a ball)

What can you do?

G1-S2: I can read a book. (Acts out reading a book)

What can you do?

G1-S3: I can catch a ball. (Acts out catching a ball)

What can you do?

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LG1 U6 L5 – Activity 2: He can play baseball. (R&E: Asking and Answering WH Questions to Describe One’s Abilities) 10 min

Objectives: Ss will be able to ask and answer WH questions to describe one’s abilities.

Target Lang: mother, father / This is my father. / He can play baseball. / What can he do? / Teacher’s father can play baseball.

Materials: LG1 U6 L5 PPT – Slide 3

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Name the pictures Show LG1 U6 L5 PPT – Slide 3. Have Ss name the family members.

Name the picture.

mother, father, sister, brother, grandmother, grandfather, baby sister, friend

2. Elicit Q&As based on the pictures CLICK to show pictures one at a time. Elicit answers for the first four pictures. Then, elicit questions for the next four pictures.

What can she do? What can he do? Ask me questions. She can fly a kite. He can play with a yo-yo. She can play tag. He can ride a bicycle.

She can jump rope. He can play baseball. She can hit a ball. He can climb a tree. What can she do? What can he do?

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3. Model drawing the picture Invite a S to come to the front and draw his/her family members on the board. Draw your family members, too. Introduce each other’s family members and ask about what each of them can do. Instruct the S to tell the class about what your family members can do.

John, draw your family members on the board. I will also draw mine. Introduce your family members. What can he do? (Points at the father.) What can she do? (Points at the mother.) What can he do? (Points at the brother.) What can he do? (Points at the father.) (Points at the mother.) (Points at the brother.) This is my family. This is my father. This is my mother. This is my sister. Now, ask me questions. He can ride a bicycle. She can read a book. She can ride a bicycle, too. Tell the class what they can do.

John: This is my father. This is my mother. This is my baby brother.

He can fly a kite. She can do a puzzle. He can play tag. All: John’s father can fly a kite.

John’s mother can do a puzzle. John’s baby brother can play tag.

John: What can he do? (Points at the father.)

What can she do? (Points at the mother, then the sister respectively.)

Teacher’s father can ride a bicycle. Teacher’s mother can read a book. Teacher’s sister can ride a bicycle, too.

4. Draw a picture Instruct Ss to draw their family members in their notebook. Give them two minutes for this.

In two minutes, draw a picture of your family members on your notebook.

(Ss draw their pictures.)

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5. Practice Q&As – in pairs Pair up Ss. Have them introduce their family members and ask about what each of them can do.

Work with your partner. Introduce your family members to each other and ask what they can do.

S1: This is my mother. This is my father. This is my sister. S2: What can she do? (Points at the S1’s mother.) What can he do? (Points at the S1’s father.) What can she do? (Points at the S1’s sister.) S1: She can climb a tree. He can jump rope. She can play with a yo-yo. S2: This is my mother. This is my father. This is my sister. This is my brother. S1: What can she do? (Points at the S1’s mother.) What can he do? (Points at the S1’s father.) What can she do? (Points at the S1’s sister.) What can he do? (Points at the S1’s brother.) S2: She can hit a ball. He can ride a bicycle. She can catch a ball. He can play baseball.

6. Summarize the information gathered Call out several Ss to share the abilities of their partner’s family members.

Tell us what they can do.

S1: S2’s mother can hit a ball. S2’s father can ride a bicycle. S2’s sister can catch a ball. S2’s brother can play baseball. S2: S1’s mother can climb a tree. S1’s father can jump rope. S1’s sister can play with a yo-yo.

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LG1 U6 L5 – Activity 3: Let’s count! (ML: Reading Numbers) 3 min

Objectives: Ss will be able to read numbers.

Target Lang: one, two, three, four, five, six, seven, eight, nine, ten

Materials: LG1 U6 L5 PPT – Slide 4

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Count from 1 to 10 — whole class Show LG1 U6 L5 PPT — Slide 4. CLICK to show the numbers one at a time then have Ss count. Have Ss count back from 10 to 1.

Let’s count together! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10! 10, 9, 8, 7, 6, 5, 4, 3, 2, 1!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10! 10, 9, 8, 7, 6, 5, 4, 3, 2, 1!

2. Say the numbers — whole class Instruct Ss to stand up and say their number once it appears on the board. CLICK (20x) one at a time to show the numbers.

Say the number.

Same as above.

3. Read the numbers — whole class CLICK to show a picture. Instruct Ss to count again. CLICK to make the numbers disappear. Point at the words randomly and have Ss read them. Do this several times.

Let’s count again. Read the words.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10! ten, two, eight, five, one, six, four, nine, three, seven

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4. Read the number words — in 2 groups Divide the class in two groups. Instruct each group to read the word if it appears in their box: G1 = left box, and G2 = right box. CLICK to show words one at a time.

G1, this is your box. G2, that is your box. Read the words in your box.

G1: five G2: three G1&G2: nine G2: one G1: seven G1: two G1&G2: ten G2: eight G2: four

G1: one G1&G2: six G1: three G2: five G1: four G1: three G1: eight G2: two G2: seven

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LG1 U6 L5 – Activity 4: Object Vocabulary (PR: Reading Vocabulary About Objects) 6 min

Objectives: Ss will be able to read names of classroom objects, toys and outside objects.

Target Lang: a pencil, yo-yos, trees

Materials: LG1 U6 L5 PPT – Slides 5~6

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

ACTIVITY STEPS Teacher Talk Student Output

1. Read the words – whole class Show LG1 U6 L5 PPT – Slide 5. Have Ss read the names of objects: i.e. classroom objects and toys. CLICK to show pictures for confirmation. CLICK once to show the next set of words. Continue to CLICK to show pictures for confirmation.

Read the words.

a desk, desks, a book, books, a pencil, pencils, a notebook, notebooks, a pencil case, pencil cases, a marker, markers, a pen, pens, a crayon, crayons, an eraser, erasers a yo-yo, yo-yos, a kite, kites, a ball, balls, a puzzle, puzzles, a robot, robots, a jump rope, jump ropes, a doll, dolls, a bat, bats, a bicycle, bicycles

2. Name the pictures Show LG1 U6 L5 PPT – Slide 6. Have Ss name the objects.

Name the pictures.

a cloud, clouds, a flower, flowers, a puddle, puddles, a tree, trees

3. Read the words CLICK to show the words. Have Ss read the names of objects as you point at them. CLICK again to make the pictures disappear. Have Ss read the names of objects as you point at them randomly.

Let’s read.

Same as above.

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4. Identify the correct word – whole class (Listening) CLICK to show a picture. Instruct Ss to read the words next to the letter mentioned.

I’ll say a letter, read the word. F. A. M. I. D. G. N. B. E. L. H. C. O. J. K.

F. pens A. a cloud M. pencil cases I. a jump rope D. trees G. a notebook N. kites B. dolls E. flowers L. an eraser H. a puddle C. puzzles O. a robot J. a bicycle K. yo-yos

5. Read the words – in 2 groups CLICK to show two circles. Elicit their colors. Divide the class into two groups to represent two teams. Group 1 = BLUE TEAM, and Group 2 = RED TEAM. Instruct Ss to read the words that appear in the colors of circles assigned to them (i.e. blue-Group 1; red-Group 2) CLICK (15x) to show the circles one at a time.

What color is it? (Point at the blue circle.)

How about this? (Point at the red circle.)

Group 1, you are BLUE TEAM. (Point at BLUE circle.)

Group 2, you are RED TEAM. (Point at RED circle.)

Read the word in your circle.

It’s blue. It’s red. G1: a flower G2: robots G1&G2: crayons G2: a tree G1: a bat G1: markers G2: a pencil G2: clouds G1&G2: a desk

G1: books G1:a puddle G2: a kite G2: a yo-yo G1&G2: a pencil case G1&G2: bicycles

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LG1 U6 L5 – Activity 5: There is one book. (R&E: Describing the Number of Objects) 7 min

Objectives: Ss will be able to read words to describe the number of objects using there is and there are.

Target Lang: one pen, two dolls, three clouds / There is one pencil. / There are two yo-yos. / There are three trees. / How many puddles are there?

Materials: LG1 U6 L5 PPT – Slide 7

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

ACTIVITY STEPS Teacher Talk Student Output

1. Read the phrases and make sentences – whole class Show LG1 U6 L5 PPT – Slide 7. Instruct Ss to read the phrases as you point at them. CLICK (2x) to show the next phrases one at a time. Have Ss make sentences using the phrases. CLICK (3x) to show the next phrases one at a time.

Read the words.

There is one pen.

There are two dolls.

There are three clouds.

Make sentences using the words.

one pencil

two yo-yos

three trees

one pen two dolls three clouds There is one pencil. There are two yo-yos. There are three trees.

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2. Read the phrases and make sentences – in 2 groups Divide the class into two groups. CLICK to show a picture. Have G1 read the phrases and G2 describe the number of objects using there is and there are. CLICK to show another picture. Switch roles.

G1, read the words.

G2, make sentences using “there is” and “there are”.

Switch roles.

G2, read the words.

G1, make sentences using “there is” and “there are”.

G1: five flowers G2: There are five flowers. G1: one crayon G2: There is one crayon. G1: ten robots G2: There are ten robots. G1: six puddles G2: There are six puddles. G1: nine desks G2: There are nine desks. G2: one kite G1: There is one kite. G2: eight notebooks G1: There are eight notebooks. G2: ten erasers G1: There are ten erasers. G2: four bats G1: There are four bats. G2: one bicycle G1: There is one bicycle.

3. Model Q&As CLICK to show a table. Have Ss read the phrases as you point at them. Invite a S to ask and answer with you.

Read the words. S1, look at the table. How many robots are there? Ask me a question. There is one ball.

two robots, one ball, five jump ropes, ten pens, six crayons, one puddle, seven puzzles, three books, nine desks, four dolls, eight markers, ten kites S1: There are two robots. S1: How many balls are there?

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4. Practice Q&As – in pairs Pair up Ss. Instruct Ss to refer to the table and take turns in asking and answering about the number of objects there.

Work with a partner. Take turns in asking and answering questions.

S1: How many kites are there? S2: There are ten kites. How many puddles are there? S1: There is one puddle. ….

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LG1 U6 L5 – Activity 6: Let’s play! (R&E: Talking About the Weather and Activity Preference) 8 min

Objectives: Ss will be able to personalize the Courseware Conversation by talking about the weather and their activity preference.

Target Lang: How’s the weather? / It’s sunny. / Let’s play! / Okay! / See you later! / Bye!

Materials: LG1 U6 L5 PPT – Slide 8

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

ACTIVITY STEPS Teacher Talk Student Output

1. Repeat the Conversation after the Courseware — whole class Play LG1 U6 Courseware — Conversation. Pause after each sentence to have Ss repeat them.

Let’s repeat each sentence together. Sam: How’s the weather? Ginger: It’s sunny. Sam: Let’s play! Ginger: Okay! Sam: See you later! Ginger: Bye!

2. Repeat the Conversation after the Courseware — in 2 groups Divide Ss into two groups: first group repeats after Sam, and the second group repeats after Ginger.

You are Sam. You are Ginger. Let’s repeat after them.

Same as above.

3. Role play the Conversation without the Courseware — in 2 groups Have the two groups role play Sam and Ginger without the Courseware. Then switch their roles to do it again.

You are Sam. You are Ginger. Switch roles.

Same as above.

4. Describe the weather and name the activities Show LG1 U6 L5 PPT – Slide 8. Have Ss describe the weather and name the activities. Point at the pictures one at a time: i.e. sunny, rainy, windy, cloudy, and snowy.

How’s the weather? What’s in the picture?

It’s sunny. It’s rainy. It’s windy. It’s cloudy. It’s snowy. play tag

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Elicit the names of activities. CLICK (5x) to show the activities one at a time.

Let’s play tag! What about this?

Let’s play tag! Let’s jump into the puddle! Let’s fly a kite! Let’s play baseball. Let’s read a book!

5. Practice a new conversation – whole class Pretend to be Sam and instruct Ss to say Ginger’s lines. Point at the picture of the weather you want them to describe. Switch roles.

I’ll be Sam, and you are Ginger. How’s the weather? (Point at rainy.) Let’s jump into the puddle! See you later. Now, you are Sam and I’m Ginger. It’s windy. Okay! Bye!

It’s rainy. Okay! Bye! How’s the weather? Let’s fly a kite! See you later.

6. Practice a new conversation – in pairs Pair up Ss Have them choose who will be Sam and Ginger. Instruct them to role play the conversation but they need to describe a different weather and activity they would like to do.

Work with a partner. Choose who will be Sam and Ginger. Role play the conversation.

7. Present the Conversation to the class Call several pairs to show their conversation in class.

Show us your conversation.

S1: How’s the weather? S2: It’s cloudy. S1: Let’s play baseball S2: Okay! S1: See you later! S2: Bye! …

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LG1 U6 L5 – Wrap Up: Read and Name 3 min

Objectives: Ss will be able to read words and name the pictures.

Target Lang: seven, markers, two jump ropes, jump into the puddle / It’s snowy.

Materials: LG1 U6 L5 PPT – Slide 9

Interaction: T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Read words and name the pictures Show LG1 U6 L5 PPT – Slide 9. Instruct Ss to read the words or name the pictures of the letters mentioned.

Read the word or name the picture of the letter I say. H O A K E N B F I M C L D G J

ride a bicycle read a book seven pencil cases It’s cloudy. three clouds markers jump into the puddle a puzzle puddles two jump ropes It’s snowy. climb a tree four nine

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LG1 U6 L6

Time: 50 min

Materials: LG1 U6 L6 PPT; LG Courseware; Projector; LG1 U6 L6 Handout 1

LG1 U6 Unit Objectives:

1. Ss will be able to name and describe the weather.

2. Ss will be able to identify and describe the location of objects using prepositions: by, on, in and under.

3. Ss will be able to ask and answer WH and Y/N questions about the locations of objects.

4. Ss will be able to say and identify the letters O, P, Q and R and the words beginning with each letter.

5. Ss will be able to name and perform abilities.

LG1 U6 Lesson 6 Objectives:

1. Ss will be able to ask and answer Y/N questions to express and describe abilities.

2. Ss will be able to read phrases and Y/N questions and answers about abilities.

3. Ss will be able to read words beginning with letters O, P, Q and R and use them in sentences.

4. Ss will be able to read number and names of objects and use them in sentences.

5. Ss will be able to read WH questions and answers to describe location of objects.

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LG1 U6 L6 Activity Overview:

Time 4’ 6’ 8’ 7’ 4’ 8’ 10’ 3’

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

Name & Description of

Activity

“How’s the Weather?”

Yes, I can.

* Identifying and Talking About

Abilities

Can he ride a bicycle?

* Reading Y/N Questions and Answers about

Abilities

O, P, Q and R words

* Reading and Making

Sentences Using Words

Beginning with O, P, Q and R

Let’s read!

* Reading Numbers and

Names of Objects

There are nine books.

* Asking About and Describing the Number of

Objects

The bat is in the bag.

*Reading Sentences to Describe Location

Name Words

Target Language

How’s the weather?

It’s sunny.

It’s sunny today.

jump rope

throw a ball

climb a tree

fly a kite

Can you fly a kite?

Yes, I can.

No, I can’t.

Can he ride a bicycle?

Yes, he can.

Can she play tag?

No, she can’t.

Oo, “o” – octopus

Pp, “p” – pencil

Qq, “q” – question

Rr, “r” – ruler

I like purple.

one

two

a book

yo-yos

three trees

How many puddles are there?

There is one doll.

There are nine books.

in

on

under

by

Where is the pencil?

The jump rope is in the puddle.

Where are the flowers?

The yo-yos are on the desk.

a book

yo-yos

jump rope

in

octopus

pencil

question

ruler

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LG1 U6 L6 – Warm Up: How’s the Weather? 4 min

Objectives: Ss will be able to sing and modify the song, “How’s the Weather?”.

Target Lang: How’s the weather? / It’s sunny. / It’s sunny today.

Materials: LG1 U6 Courseware – Song

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing the Unit Song with the Courseware Play LG1 U6 Courseware – Song. Instruct Ss to sing along and dance with the Courseware.

Let’s sing and dance!

How’s the weather? It’s sunny. How’s the weather? It’s sunny. How’s the weather? It’s sunny. It’s sunny today.

2. Sing the Unit Song without the Courseware Instruct Ss to sing and dance without the Courseware.

Let’s sing again.

Same as above.

3. Modify the song – in 4 groups Elicit the types of weather. Divide the class into four groups. Assign a type of weather for each group: G1 = snowy; G2 = cloudy; G3 = windy and G4 = rainy. Instruct Ss to stand up and describe the weather assigned to each group once the T points at them.

Name the types of weather. G1, how’s the weather? (Act out the gesture for snowy.) G2, how’s the weather? (Act out the gesture for cloudy.) G3, how’s the weather? (Act out the gesture for windy.) G4, how’s the weather? (Act out the gesture for rainy.) Stand up and describe the weather when I point at your group.

rainy, windy, cloudy and snowy It’s snowy. It’s cloudy. It’s windy. It’s rainy.

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Sing the song. Point at the groups randomly after each question line. Do this twice.

Let’s sing the song from the top. (Points at G4.) (Points at G1.) (Points at G3.) (Points at G2.)

How’s the weather? G4: It’s rainy. How’s the weather? G1: It’s snowy. How’s the weather? G3: It’s windy. G2: It’s cloudy today.

4. Present the modified song – in 4 groups Instruct each group to sing “How’s the Weather?” using their assigned type of weather. Invite one group at a time to sing their song to the class.

Sing the whole song using your assigned type of weather. G1? Next, G2?

G1: How’s the weather? It’s snowy. How’s the weather? It’s snowy. How’s the weather? It’s snowy. It’s snowy today.

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LG1 U6 L6 – Activity 1: Yes, I can. (R: Identifying and Talking About Abilities) 6 min

Objectives: Ss will be able to identify and talk about abilities.

Target Lang: jump rope, throw a ball, climb a tree / Can you fly a kite? / Yes, I can. / No, I can’t.

Materials: LG1 U6 L6 PPT — Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Elicit abilities Instruct Ss to name the ability acted out. Call individual Ss to act out an ability and have the class name it.

Name the ability. (Act out playing tag) (Act out climbing a tree) S1, act out something. Class, name it. Your turn, S2. ….

play tag climb a tree S1: (Acts out jumping rope) ALL: jump rope S2: (Acts out riding a bicycle) ALL: ride a bicycle

2. Identify and act out abilities – in 2 groups Show LG1 U6 L6 PPT – Slide 2. Divide Ss into two groups. Instruct the groups to identify and act out the abilities as they appear in their corresponding boxes: G1, left side of the screen, and G2, right side of the screen. CLICK (20x) to show the pictures one at a time.

G1, this is your side, and G2 that is your side. (Point at the left and ride sides respectively.) If a picture is in your side, identify and act out the abilities.

G1: jump rope G1&G2: climb a tree G2: catch a ball G1: play baseball G1&G2: hit a ball G2: fly a kite G1: fly a kite G2: throw a ball G2: play tag G1&G2: read a book

G2: play with a yo-yo G1&G2: do a puzzle G2: ride a bicycle G1: catch a ball G2: jump rope G1: play with a yo-yo G1: throw a ball G2: play baseball G1: play tag G1: ride a bicycle

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3. Model the Q&A train Call 5 Ss to come to the front. Ask S1 a Y/N question about his/her abilities. Then have him/her ask S2 the same question. Do this successively until it reaches S5.

S1, S2, S3, S4 and S5, come here. (Acts out riding a bicycle) S1, can you ride a bicycle? S1, ask S2. S3? S5, ask me a question. Yes, I can.

S1: Yes, I can. (Acts out climbing a tree) S2, can you climb a tree? S2: No, I can’t. (Acts out flying a kite) S3, Can you fly a kite? S3: Yes, I can. (Acts out jumping rope) S4, Can you jump rope? S4: Yes, I can. (Acts out catching a ball) S5, can you catch a ball? S5: No, I can’t. (Acts out reading a book) Teacher, can you read a book?

4. Start Q&A train – in groups Divide the class into groups. Have Ss ask and answer Y/N questions about abilities in a train. The fastest group will get points.

Work in groups. Ask and answer Y/N questions about abilities in a train. The fastest group will get points. Let’s start with group 1.

G1-S1: Can you throw a ball? (Acts out throwing a ball) G1-S2: No, I can’t. (Acts out hitting a ball) Can you hit a ball? G1-S3: Yes, I can. (Acts out doing a puzzle) Can you do a puzzle? …

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LG1 U6 L6 – Activity 2: Can he ride a bicycle? (R&E: Reading Y/N Questions and Answers about Abilities) 8 min

Objectives: Ss will be able to read phrases and Y/N questions and answers about abilities.

Target Lang: Can he ride a bicycle? / Yes, he can. / Can she play tag? / No, she can’t.

Materials: LG1 U6 L6 PPT – Slide 3

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Name pictures with he or she Show LG1 U6 L6 PPT – Slide 3. Have Ss identify people using he or a she. Point at the pictures one at a time: i.e. mother, grandfather, friend, baby sister, father, grandmother, brother and sister.

He or she? (Point at the mother.) How about this? (Point at the grandfather.)

she he

2. Elicit Q&As based on the pictures Elicit answers for the first four pictures. Then, elicit questions for the next four pictures. Point at the pictures one at a time. CLICK to show a set of pictures.

Can she fly a kite? Can she jump rope? Can he play baseball? Can he play with a yo-yo? Ask me questions. Yes, he can. No, she can’t. Yes, he can. No, she can’t.

No, she can’t. Yes, she can. Yes, he can. No, he can’t. Can he ride a bicycle? Can she hit a ball? Can he climb a tree? Can she play tag?

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3. Read ability phrases – whole class CLICK to show pictures and ability phrases. Point at each phrase and have Ss read it. CLICK again to make the pictures disappear. Point at the phrases randomly and have Ss read them.

Read the phrases.

jump rope, hit a ball, play with a yo-yo, throw a ball, catch a ball, do a puzzle, climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

4. Read ability phrases – in 2 groups Divide the class into two groups. Instruct the groups to stand up and read the ability phrases one at a time. CLICK to show a list of ability phrases for G1 to read. CLICK again to show a rearranged list of ability phrases for G2 to read.

G1, read the phrases. G2, your turn.

play baseball, jump rope, do a puzzle, hit a ball, play tag, ride a bicycle, catch a ball, fly a kite, play with a yo-yo, read a book, climb a tree, throw a ball throw a ball, play tag, fly a kite, jump rope, ride a bicycle, hit a ball, do a puzzle, catch a ball, play with a yo-yo, climb a tree, read a book, play baseball

5. Model the activity CLICK to show a table. Divide Ss into two groups. Instruct Ss to answer the questions after you read them. Have the groups stand up and say the answer if it appears in their box: G1 = left side, and G2 = right side. CLICK (4x) to show the questions and answers.

G1, this is your box. G2, this is yours. I’ll read the question, if the correct answer is in your box, stand up and say the answer. Can she fly a kite? Can he play with a yo-yo? Can he ride a bicycle? Can he play baseball?

G1: Yes, she can. G2: Yes, he can. G1: No, he can’t. G2: No, he can’t.

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6. Read Q&As – in 2 groups Instruct the whole class to read the questions Then, have the groups continue to stand up and say the answer if it appears in their box. CLICK (10x) to show the questions and answers.

Class, read the questions. G1 and G2, continue to stand up and say the answer if it appears in your box.

ALL: Can he play baseball? G2: Yes, he can. ALL: Can she hit a ball? G1: Yes, she can. ALL: Can he catch a ball? G2: Yes, he can. ALL: Can she jump rope? G1: Yes, she can. ALL: Can he read a book? G1: No, he can’t. ALL: Can he play with a yo-yo? G2: No, he can’t. ALL: Can she fly a kite? G2: No, she can’t. ALL: Can he throw a ball? G1: No, he can’t. ALL: Can he do a puzzle? G2: Yes, he can. ALL: Can she play tag? G1: No, she can’t.

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LG1 U6 L6 – Activity 3: O, P, Q and R Words (R&E: Reading and Making Sentences Using Words Beginning with O, P, Q and R) 7 min

Objectives: Ss will be able to orally read and make sentences using words beginning with O, P, Q and R.

Target Lang: Oo, “o” – octopus / Pp, “p” – pencil / Qq, “q” – question / Rr, “r” – ruler / I like purple.

Materials: LG1 U1 Courseware – Phonics; LG1 U6 L6 PPT – Slide 4

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

ACTIVITY STEPS Teacher Talk Student Output

1. Sing “The Alphabet Song” with the Courseware Play LG1 U1 Courseware — Phonics. Have the class sing along with the Courseware.

Let’s sing “The Alphabet Song.”

A B C D E F G H I J K L M N O P Q R ST U V W X Y Z

2. Recall words beginning with O, P, Q and R Elicit words beginning with O, P, Q and R. Call Ss one at a time to answer.

O is for? P is for? Q is for? R is for?

S1: O is for octopus. S2: O is for on. S3: P is for pencil. S4: P is for puddle. S5: Q is for question. S6: Q is for quiet. S7: R is for ruler. S8: R is for robot.

Tips:

• To shift from LG1 U6 to LG1 U1:

a. Click “File” at the upper left corner of the Courseware: b. Select “Change Module/Unit”: c. Choose “Level 1”, and then choose, “Unit 1.” d. Finally, play the Phonics Part.

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3. Read words beginning with O, P, Q and R – whole class Show LG1 U6 L6 PPT – Slide 4. Point at each letter and have Ss name it and produce its sound. CLICK (4x) to show sets of words beginning with each letter and have Ss read them. Continue to point at the words randomly and have Ss read them.

Letter? Sound? Read the words. (Point at each word under each letter)

Oo, “o” Pp, “p” Qq, “q” Rr “r” octopus, on pencil, puddle, puzzle, pizza, pink, purple, pen question, quiet ruler, rainy, robot, rabbit, rice, red

4. Read words beginning with O, P, Q and R – in 4 groups Divide the class into four groups. Assign colored boxes for each group: i.e. G1 = orange box, G2 = blue box, G3 = green box and G4 = purple box. Instruct Ss of each group to stand up and read the words that appear in their assigned box. CLICK to show the boxes. CLICK (15x) to show word/s one at a time.

G1, this is your box. (Point at the orange box.) G2, this is your box. (Point at the blue box.) G3, this is your box. (Point at the green box.) G4, this is your box. (Point at the purple box.) If a word appears in your box, stand up and read the word.

G1/G2/G3/G4: on G2/G3: quiet G1/G4: puzzle G1/G2/G3: rice G2/G4: octopus G1: question G1/G3: red G4: question G2/G3: pencil G1: pizza G3: octopus G2/G4: rabbit G4: pink G1/G2/G3/G4: robot G1/G2/G3/G4: purple

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5. Model identifying the word and making sentences CLICK to show a table. Have Ss read the words. Say the letters as indicated under Teacher Talk. Instruct Ss to read the word. Call several Ss to make a sentence using it. Call a S to choose a letter and have the class read the word. Instruct the S to call several classmates to use the word in a sentence.

Let’s read the words. Look at the table. J. What word is it? S1, make a sentence using the word puddle. S2? L. What’s the word? Use the word rice in a sentence. S3? S4, choose a letter. Ss, what’s the word? S4, call a classmate to make a sentence using the word red. Next?

purple, red, pencil, ruler, quiet, rainy, octopus, puzzle, on, puddle, question, rice, rabbit, pink, pizza puddle S1: There is one puddle. S2: The puddle is big. rice S3: I want rice. S4: B ALL: red S4: S5, use red in a sentence. S5: It’s a red bag. …

6. Identify the word – in pairs Pair up Ss. Instruct them to take turns in saying a letter, reading the word assigned to it and orally use the word in a sentence.

Do the activity with your partner. Take turns.

S1: M S2: rabbit The rabbit is small. A S1: purple I like purple. O S2: pizza I want pizza. …

Commented [(NHLS3)1]: Miss, I simplified this activity and

merely focused on identifying the words and using them in

sentences. I agree, I’ve missed including spelling in the

objective; hence, I decided to omit it. I hope I was able to

make the necessary changes so as to focus and achieve my

activity objective.

I’ve made changes for Steps 5 and 6.

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LG1 U6 L6 – Activity 4: Let’s read! (ML: Reading Numbers and Names of Objects) 4 min

Objectives: Ss will be able to read numbers and names of objects.

Target Lang: one, two, a book, yo-yos, three trees

Materials: LG1 U6 L6 PPT – Slide 5

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Read the words—whole class Show LG1 U6 L6 PPT—Slide 5. Instruct Ss to read the numbers. Point at the words randomly and have Ss read them. Do the same procedure for the next two boxes. CLICK (2x) to show the boxes one at a time.

Read the words.

one, two, three, four, five, six, seven, eight, nine, ten a book, a desk, a marker, an eraser, a pencil case yo-yos, jump ropes, dolls, balls, bicycles a flower, flowers, a cloud, clouds, a puddle, puddles, a tree, trees

2. Model identifying the correct phrases CLICK to show the picture and the phrases. Instruct Ss to point at the correct phrase that describes the picture on top.

Read the phrases. (Point at the phrases.) How many trees? (Point at the picture.) three trees (Point at the answer.)

two trees, three trees three trees

3. Identify the correct phrases — in 2 groups Divide the class in two groups. Instruct each group to stand up if the correct phrase appears in their box: G1 = left box and G2 = right box. CLICK 9x to show the picture with the phrases one at a time.

G1, this is your box. G2, that is your box. Stand up when the correct phrase is in your box.

G1: five yo-yos G1: six flowers G2: eight pencil cases G2: ten books G1: one jump rope G2: seven puddles G1: eight desks G2: five clouds G1: four balls

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LG1 U6 L6 – Activity 5: There are nine books. (R&E: Asking About and Describing the Number of Objects) 8 min

Objectives: Ss will be able to read sentences to ask about and describe the number of objects using there is and there are.

Target Lang: How many puddles are there? / There is one doll. / There are nine books.

Materials: LG1 U6 L6 PPT – Slide 6

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

ACTIVITY STEPS Teacher Talk Student Output

1. Identify the correct sentences – whole class Show LG1 U6 L6 PPT – Slide 6. Instruct Ss to identify which sentence is read by the teacher. Have them clap their hands twice if their answer is sentence A, and have them stomp their feet twice if their answer is sentence B. Then, point at each word and have Ss read the sentence. CLICK (3x) to show the set of sentences one at a time.

Clap your hands twice if your answer is sentence A. Stomp your feet twice if your answer is sentence B.

(Demonstrate the actions as you point at each letter.)

There is one doll.

Read the sentence. (Point at each word.)

There are nine books.

Read the sentence. (Point at each word.)

There are seven flowers.

Read the sentence. (Point at each word.)

(Ss clap twice.) There is one doll.

(Ss stomp twice.) There are nine books.

(Ss stomp twice.) There are seven flowers.

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2. Read Q&As – whole class Instruct Ss to repeat the question after the T. Point at each word as you read the question. CLICK (2x) to show sets of sentences one at a time. Have Ss read the possible answers. Elicit the correct answer based on the picture. Instruct the girls to stand up and read the sentence if the answer is in sentence A, and have the boys stand up and read the sentence if the answer is sentence B.

How many puddles are there? Repeat the question. Now, read the sentences. Which letter is the answer? Girls, stand up and read the sentence. How many yo-yos are there? Repeat the question. Now, read the sentences. Which letter is the answer? Boys, stand up and read the sentence.

How many puddles are there? There is one puddle. There are five puzzles. A There is one puddle. How many yo-yos are there? There are two yo-yos. There are three yo-yos. B There are three yo-yos.

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3. Read Q&As – in 2 groups Instruct Ss to read the questions all together. Then, do the same procedure as in Step 2. Have only the girls stand up and read the sentence if the answer is in sentence A, and have only the boys stand up and read the sentence if the answer is sentence B. CLICK (6x) to show sets of sentences.

Read the question. If the answer is sentence A, girls, stand up and read the sentence. If the answer is sentence B, boys, stand up and read the sentence.

ALL: How many clouds are there? G: There is one cloud. ALL: How many markers are there? B: There are ten markers. ALL: How many bicycles are there? G: There are two bicycles. ALL: How many jump ropes are there? B: There is one jump rope. ALL: How many trees are there? B: There are four trees. ALL: How many erasers are there? G: There are seven erasers.

4. Model identifying the correct sentences CLICK to show the sentences. Have Ss name the letter of the answer.

Read the sentences. How many desks are there? What letter is the answer? How many dolls are there? What letter is the answer?

There is one doll. There are five markers. There are three desks. There are eight books. There are three desks. C. There is one doll. A.

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5. Identify the correct sentences Instruct Ss to take out a pencil and a notebook. Have them write number 1 to 5 on their notebooks. CLICK to show a picture. Have Ss identify the letter of the answer to the question mentioned.

Take out a pencil and a notebook.

Write the letter of the answer to the questions.

1. How many pencil cases are there?

2. How many balls are there?

3. How many trees are there?

4. How many erasers are there?

5. How many flowers are there?

(Ss write their answers.)

6. Check answers – in pairs Pair up Ss. Instruct Ss to refer to the table on the screen. Call Ss one at a time to say the question and the answer.

Exchange notebooks with a partner. S1, what’s the question for number 1? S2, which letter is the answer? Read the sentence. S3, question. S4, answer. …

S1: How many pencil cases are there? S2: E. There are two pencil cases. S3: How many balls are there? S4: B. There is one ball. S5: How many trees are there? S6: D. There are six trees. S7: How many erasers are there? S8: C. There is one eraser. S9: How many flowers are there? S10: A. There are eight flowers.

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LG1 U6 L6 – Activity 6: The bat is in the bag. (R&E: Reading Sentences to Describe Location) 10 min

Objectives: Ss will be able to read sentences to describe location of objects using prepositions: by, on, in and under.

Target Lang: in, on, under, by / Where is the pencil? / The jump rope is in the puddle. / Where are the flowers? / The yo-yos are on the desk.

Materials: LG1 U6 L6 PPT – Slide 7; LG1 U6 L6 Handout 1– Prepositions

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

ACTIVITY STEPS Teacher Talk Student Output

1. Elicit location of objects – whole class Show LG1 U6 L6 PPT – Slide 7. Have Ss answer the questions in complete sentences. CLICK to show the prepositions. Point at each word and then have Ss read it.

Where is the bat? (Point at pictures number 1, 2, 3 and 4 respectively.) Read the words. (Point at each word.)

The bat is in the bag. The bat is on the bag. The bat is under the bag. The bat is by the bag. in on under by

2. Read Qs – whole class CLICK to show a picture and a sentence. Point at each word and instruct Ss to read the sentence. CLICK again to show the next set of picture.

Read the sentence. The pencil is on the notebook. Read the sentence. The flowers are under the tree.

Where is the pencil? Where are the flowers?

3. Read Q&As – whole class Instruct Ss to read the sentences. CLICK (4x) to show sets of sentences one at a time.

Read the sentences.

Where is the book? The book under the table. Where are the yo-yos? The yo-yos are on the desk. Where is the jump rope? The jump rope is in the puddle. Where are the balls? The balls are by the bag.

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4. Model Back to Back Invite a S to come to the front and face the class. Give him/her a piece of paper and a pencil. CLICK to show sentences. Instruct Ss to read the sentences. Have the S draw the location of the object described in the sentence. Do this twice.

S1, please come to the front and face your classmates. Draw a picture based on the sentence they read. Class, read the sentences. S1, show your drawing to the class. Describe your drawing. Next, S2? Class, read the sentences. S2, show your drawing to the class. Describe it in class.

Where is the puddle? The puddle is by the tree. (S1 draws a puddle by the tree.) S1: The puddle is by the tree. Where are the pens? The pens are on the table (S2 draws two pens on the table.). S2: The pens are on the table.

5. Back to Back – in pairs In advance, print LG1 U6 L6 Handout 1– Prepositions and cut along the dotted line. Pair up Ss. Distribute LG1 U6 L6 Handout 1– Prepositions. Give part A to one S and part B to the other S in each pair. The S with part A reads questions and answers to describe locations of objects, while the other S draws them at the back of his/her paper. Switch roles.

Work in pairs. S1, read the sentences. S2, draw where the objects are based on S1’s sentences. Switch roles.

(S2 draws at the back of the paper.) S1: Where is the kite? The kite is in the tree. Where are the balls? The balls are by the jump rope. Where are the pens? The pens are on the book. Where are the erasers? The erasers are under the pencil case. (S1 draws at the back of the paper.) S2: Where is the pencil case? The pencil case is on the desk. Where are the flowers? The flowers are in the tree. Where are the books? The books are under the chair. Where are the markers? The markers are by the doll.

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6. Check answers – in pairs CLICK (4x) to show the sentences in sets. Instruct Ss to exchange papers with their partners. Have the whole class read the sentences in parts A and B alternately, then check the drawing of their classmates.

Exchange papers with your partner. Let’s check. Class, read the sentences.

Where is the kite? The kite is in the tree. Where is the pencil case? The pencil case is on the desk. Where are the balls? The balls are by the jump rope. Where are the flowers? The flowers are in the tree. Where are the pens? The pens are on the book. Where are the books? The books are under the chair. Where are the erasers? The erasers under the pencil case. Where are the markers? The markers are by the doll.

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LG1 U6 L6 – Wrap Up: Name Words 3 min

Objectives: Ss will be able to name objects, abilities, prepositions, and words beginning with letters O, P, Q and R.

Target Lang: a book, yo-yos, jump rope, in, octopus, pencil, question, ruler

Materials: None

Interaction: T-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Name words – whole class Instruct Ss to name words based on the following categories:

a. classroom objects b. toys c. abilities d. prepositions e. O, P, Q and R words

Name something in the classroom. How about toys? Name what you can do. (T uses classroom objects to act out.) O is for? P is for? Q is for? R is for?

a book, a desk, a marker, an eraser, a pencil case yo-yos, jump ropes, dolls, balls, bicycles jump rope, climb a tree, ride a bicycle in, on, under, by O is for octopus. P is for pencil. Q is for question. R is for ruler.

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LG1 U6 L6 Handout 1—Prepositions

PREPOSITIONS Part A. Where ____________________?

1. Where is the kite? The kite is in the tree.

2. Where are the balls? The balls are by the jump rope.

3. Where are the pens? The pens are on the book.

4. Where are the erasers? The erasers are under the pencil case.

PREPOSITIONS Part B. Where ____________________?

1. Where is the pencil case? The pencil case is on the desk.

2. Where are the flowers? The flowers are in the tree.

3. Where are the books? The books are under the chair.

4. Where are the markers? The markers are by the doll.

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LG1 U6 L8 Time: 50 min

Materials: Projector; LG1 U6 L8 PPT

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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LG1 U6 L8 Activity Overview:

Time 10’ 10’ 10’ 20’

Act. # Type Presentation 1 Presentation 2 Presentation 3 Unit Test

Name Description

of Activity

Let’s play! Talking About the Weather and

Activity Preference from LG1 U6 L5

He can play baseball. Describing One’s Abilities

from LG1 U6 L5

The bicycle is by the table. Describing Location of Objects

from LG1 U6 L3

Unit Test

Target Language

How’s the weather?

It’s sunny!

Let’s play!

Okay!

See you later!

Bye!

This is my mother.

She can read a book.

This is my father.

He can ride a bicycle.

The balls are under the table.

The kite is in the tree.

The books are on the table.

The bicycle is by the table.

windy

cloudy

snowy

rainy

It is cloudy.

six flowers

one cloud

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LG1 U6 L8 – Presentation 1: Let’s play! (Talking About the Weather and Activity Preference – from LG1 U6 L5) 10 min

Objectives: Ss will be able to modify the Courseware Conversation by talking about the weather and their activity preference.

Target Lang: How’s the weather? / It’s sunny. / Let’s play! / Okay! / See you later! / Bye!

Materials: LG1 U6 L8 PPT – Slide 2

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

ACTIVITY STEPS Teacher Talk Student Output

1. Modify the dialog – in pairs Show LG1 U6 L8 PPT – Slide 2. Pair up Ss. Have them choose who will be Sam and Ginger. Have them role play the conversation to describe a different weather and activity they would like to do. Give Ss two minutes to prepare.

Work with a partner. Choose who is Sam and Ginger. Role-play the conversation based on the pictures. You have two minutes to prepare.

2. Present the dialog to the class Call several pairs to show their conversation in class.

Show us your conversation.

S1: How’s the weather? S2: It’s cloudy. S1: Let’s play baseball S2: Okay! S1: See you later! S2: Bye!

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LG1 U6 L8 – Presentation 2: He can play baseball. (Describing One’s Abilities – from LG1 U6 L5) 10 min

Objectives: Ss will be able to describe one’s abilities confidently and fluently.

Target Lang: This is my mother. / She can read a book. / This is my father. / He can ride a bicycle.

Materials: None

Interaction: T-Ss; Ss-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Draw a picture Instruct Ss to draw their family members in their notebook. Give them two minutes for this.

In two minutes, draw a picture of your family members on your notebook.

(Ss draw their pictures.)

2. Introduce family members and describe abilities Have Ss introduce their family members and describe what each of them can do. Call Ss one at a time to present in class.

Introduce your family members in class and talk about what they can do.

S1: This is my mother. She can read a book. This is my father. He can ride a bicycle. This is my sister. She can jump rope. This is my brother. He can climb a tree. …

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LG1 U6 L8 – Presentation 3: The bicycle is by the table. (Describing Location of Objects – from LG1 U6 L3) 10 min

Objectives: Ss will be able to describe location of objects using prepositions: in, on, under and by.

Target Lang: The balls are under the table. / The kite is in the tree. / The books are on the table. / The bicycle is by the table.

Materials: LG1 U6 L8 PPT –Slide 3

Interaction: T-Ss; S-Ss

ACTIVITY STEPS Teacher Talk Student Output

1. Prepare a presentation to describe location of objects using prepositions Show LG1 U6 L8 PPT – Slide 3. Give Ss one minute to prepare to describe the location of as many objects as they can based on the picture.

Make as many sentences as you can about where thingss are. You have one minute to prepare.

2. Present to the class Call individual Ss to come to the front and give as many sentences as they can within one minute. Have the other Ss count the number of sentences each S gives. Repeat as time allows.

S1, come here and share your sentences to the class. Let’s count the sentences.

S1: The balls are under the table. The kite is in the tree. The books are on the table. The bicycle is by the table. The robot is on the table. The crayons are in the bag. The doll is by the tree. The yo-yos are under the table.

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LG1 U6 L8 – Unit Test 20 min

Objectives: Ss will be able to finish a short Unit Test independently, correcting any mistakes after the answers are checked.

Materials: LG1 U6 L8 Handout 1 – Unit Test; LG1 U6 L8 PPT-Slides 4-6

Interaction: T-Ss

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LG1 U6 L8 Handout 1—Unit Test

Let’s Go Level 1 Unit 6 Test I. Match the pictures.

II. Write and draw.

III. Circle the answer.

1. How many flowers are there?

There are

2. How many clouds are there?

There is

IV. Read the sentences and draw the answers.

1. Where is the pencil?

The pencil is on the table.

2. Where are the balls?

The balls are by the table.

3. Where is the ruler?

The ruler is under the table.

4. Where are the kites?

The kites are in the tree.

1. windy 2. cloudy 3. snowy 4. rainy

How’s the weather?

six flowers.

seven flowers.

two clouds.

one cloud.