i-Learn Smart Start 1

Week: Date of teaching:...................................................................................

Period: 1
Unit 1: FAMILY
Lesson 1

I. Objectives:
By the end of this lesson, students will be able to introduce family members.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: father, mother
Structures:
 This is my (mother).
IV. Procedures:

Time Steps/Activities Organization

Warm-up (5’)
- Option 1: Sing and Dance.  Teacher –
Play “i-Learn Smart Start” song (from YouTube) and make whole class
gestures following the lyrics, have students stand up and make
the gestures

- Option 2: Say “Hello!”  Teacher -

 Go around the class, say “Hello!” to students, one by one, and individuals /
have them say “Hello!” whole class
5’  Ask them say “Hello!” to their neighboring friends.

- Option 3: Play “Simon says”

 Have students follow commands that start with “Simon says…”
 Teacher -
 Give them different commands with or without “Simon says…”
whole class/
such as “stand up”, “Simon says stand up”, etc.
 If it doesn’t start with “Simon says…”, students who do the students -
action must sit down. students
 Have one student stand in front of the class to be Simon.

25’ New lesson

A- Listen and point. Repeat. (10’)
CD1-Track 09:  Teacher –
1. Have students listen to each new word. whole class/
2. Have students listen to each new word and repeat all together individuals/
and individually. Correct student’s pronunciation if necessary.
pair work/
3. Arrange the flashcards on the board. Play audio and have
students listen and point at the pictures in their books. group work
4. Play audio again and have students listen, repeat several times.
5. Change the order of the flashcards, point at them individually
and have students say the words, correct pronunciation when
needed.
6. Have students work in pairs, one points at the picture in the
book and the other says the word
7. TPR practice step 1: say the word and make the gesture/ sound
all together according to the word
8. TPR practice step 2: do the actions and students say the word
accordingly
9. TPR practice step 3: have students work in pairs, 1 would do
the action, the other say the word
Activities: (optional)  Teacher –
- Option 1: Play the “GUESS” game.
whole class
 Arrange the flashcards on the board.
 Write a number under each flashcard.
 Have students look at the flashcards for the count of ten.
 Turn the flashcards over to face the board when the students
are not looking.
 Call out a number and have students take turns guessing the
face down card.
 Turn the card over after each guess.
 Teacher –
- Option 2: Play the game “Flash look and say”.
 Teacher shows a flashcard quickly. whole class
 Students say that word.

B. Listen and point. (8’)

1. Pre- listening: Introduce the situation, point at each person in the  Teacher –
picture and have students call out the words “father, mother”. whole class
2. While- listening:
 Play audio and have students look at the picture.

 Demonstrate the activity by pointing at "father", "mother" in the

picture.
3. While-listening: Play the audio again. Have students listen and
repeat.
4. While-listening: Play audio again. Have students listen and point.
5. Post- listening: Point at each picture and have students call out the
 words again “father/ mother/ Kim.”

C. Now, sing a song. (7’)  Teacher –

1. Play audio and have students listen. whole class
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole class.

Wrap-up (5’)

Option 1: Review. Play the game “Listen and point”.  Teacher –

 Write the vocabulary in different areas on the board. whole class/
 Teacher says a word (written on the board)
students
 Students use their fingers to point to the vocabulary on the
5’
board and say it loudly.

Option 2: Review. Play the game “Lips read”.  Teacher –

 Teacher says a word silently. whole class
 Students say that word loudly.
Week: Date of teaching:.....................................................................................
Period: 2
Unit 1: FAMILY
Lesson 1

I. Objectives:
By the end of this lesson, students will be able to introduce family members.
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
Students’ aids: Student book, notebooks, workbook.
III. Languages focus:
Vocabulary: father, mother
Structures:
 This is my (mother).
IV. Procedures:

Time Steps/Activities Organization

Warm-up & Review
(This step can be skipped when periods 1 and 2 are taught in only ONE
session.)
- Option 1: Review. What is the missing letter?  Teacher –
 Have students look at the flashcards and call out the words. whole class/
 Write them on the board. students
 Erase 1 or 2 letters of each word.
 Have a student go to the board.
 Show a flashcard and have that student call out the word and
5’ say the missing letter(s).
 Repeat the activity with other students.

- Option 2: Review. Sing.  Teacher –

 Play audio Part C and have students sing the song. whole class

- Option 3: Sing and Dance.

 Teacher –
Play “i-Learn Smart Start” song (from YouTube) and make gestures
following the lyrics, have students stand up and make the gestures whole class
 New lesson
D- Role-play. (10’)
1. Point to each person in the pictures and have students call out the  Teacher –
words "father/mother". whole class
2. Demonstrate the activity with a student using the speech bubbles.
3. Show a flashcard to the class and have students practice the
structure. E.g. (Teacher shows a flashcard "mother") This is my
mother.
4. Repeat the activity with another flashcard.

Role-play:
1. Divide the class into pairs.  Teacher –
2. Have pairs practice the conversations and swap roles.
students in
3. Have some pairs demonstrate the activity in front of the class.
pairs
E- Say. (10’)
1. Divide the class into groups of four.  Teacher -
25’
2. Have Student A introduce Students C and D as their family students in
members to Student B, and have Student B say “Hello!”. Have groups
Students C and D say “Hello!” to Student B.
2. Have students swap roles and repeat the activity.
3. Have some groups demonstrate the activity in front of the class.

Activity: (5’) (optional)  Teacher/

Draw and say individuals/
 Have students look at the flashcards and say the words.
Students in
 Give each student a blank sheet of paper and ask them to draw
pairs
their father and mother.
 Have students work in pairs, practice saying about their
pictures. Eg. ‘This is my (mother).’
 Ask some students stick their pictures on the board and
introduce their family members.

5’ Wrap-up
- Option 1: Review. Step away lines.  Teacher -
 Have each student prepare a photo/ drawing of their students in
father/mother (or drawings). pairs
 Have students stand in two rows facing each other, so that
each student has a partner in the opposite line.
 Have each pair hold up their photos and say a sentence. Eg.
‘This is my (mother).’ Each time the pairs complete their
sentences, they take a giant step back and repeat the
sentences. Every time they do so, they will naturally need to
speak louder in order to be heard by each other.
  Teacher -
- Option 2: Review. Unscramble sentences. students in
 Have students work in groups of four.
groups
 Give each groups some flash cards, each card has a word on it.
 Set a time limit for the completion of the task.
 Have students arrange words to make sentences. There are 2
sentences for each group.
 Check answers.

father mother . This

is is . This

my my