Animals consolidate animals consolidate numbers 1-10 consolidate colours practise the alphabet animals, bird, dolphin, elephant, fly, fox, giraffe, insect, lion, lizard, meerkat, monkey, ostrich, penguin, rabbit, shark, snake, tiger, whale, zebra big, small, tall, short Numbers: 1-10 Colours: red, blue, pink, brown, black, orange, white, purple, yellow, green 1 Pupils name all the animals. Point to an animal and ask What s this? Elicit It s a/an. 4 Ask pupils to say the colours of the animals. A green lizard. 5 Ask pupils which animals go with a and which go with an. a lion, giraffe, whale, dolphin, shark, tiger, zebra, fly, bird, lizard, meerkat, rabbit, penguin, fox, monkey, snake an elephant, ostrich, insect 6 Practise the alphabet. Ask pupils to spell the animal words. Play a miming game with pupils. Ask a volunteer to mime one of the animals from the poster. The other pupils must guess the animal. The first pupil to raise his/her hand and find the animal scores a point. The pupil with the most points after all the pupils have mimed an animal is the winner. 2 Pupils count the animals. Say Count the small animals. (10) and Count the big animals. (9) 3 Ask pupils questions about the animals. Is an elephant big? (Yes, it is.) Is a giraffe short? (No, it isn t.)
Clothes 1 Students work in groups of 3-5. (4 groups altogether) Give each group a description of clothes. Ask the groups to colour and cut the pieces of clothes according to the descriptions. 2 Put all the clothes on a table. Give the groups the descriptions of the boys and girls outfit. Groups come to the board one by one and stick the clothes on the figures according to the descriptions. 3 Ask 2 students to come to the board. Ask one to describe the other s outfit.
Countable -Uncountable Preparation for the exercise: At the end of the previous class ask students to cut an A/4 sheet of paper in 6. Draw pictures of 3 countable nouns and 3 uncountable nouns and bring them to class. 1 Draw a banana and a glass of water on the board. Write a banana and some water under them. Ask students to explain why there is a before apple and some before water. 4 Ask students to tell you more countable and uncountable nouns and write them on the board under the correct column. 5 Write on the board: a pizza - some pizza a cake - some cake a fish - some fish Ask students if they can tell the difference. 2 Put all the cards in a box. Ask students to come to the board one by one, pick a card and stick it in the right place. 3 Ask students to stick their cards (Homework) in the right place.
Hobbies consolidate sports vocabulary consolidate music vocabulary volleyball baseball football basketball tennis guitar recorder drums piano sing dance play 1 Pupils name the sports and instruments. Point to a picture and ask What s this? Elicit It s / It s a... 2 Pupils say what they can and can t do. I can play football. I can t play the guitar. 3 Ask pupils questions eg Can you play baseball? Can Jack play basketball? Yes, he can. 4 Tell pupils to mime one of the sports or music words. You re dancing. You re playing tennis. 5 Ask pupils in pairs to mime a word of their choice. The other pupils guess. Ask What are they doing? They re singing. Play Simon says. Give pupils instructions. They follow them if you say Simon says before the instruction. If you give the instruction only, pupils must stay still. They must also follow the instruction correctly. Any pupil that makes a mistake is out and sits down. The last pupil standing up is the winner. Use the words from the poster: Play football / basketball / tennis / baseball / volleyball. Play the guitar / the drums / the piano / the recorder. Sing. Dance.
I like chocolate! consolidate food vocabulary consolidate the days of the week practise the alphabet milk butter egg flour cheese carrot orange potato apple lemon chocolate sweets crisps popcorn Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1 Pupils name all the food. Point to a picture and say What s this? Cheese. 2 Pupils say which food they like and which food they don t like. I like chocolate. I don t like apples. 3 Ask pupils what they eat on different days of the week. On Tuesday I eat cheese. 4 Ask pupils Do you questions. Do you eat oranges? Do you make cakes? 5 Pupils ask each other questions. What do you eat on Sunday? Divide the pupils into two groups. Group one chooses a word from the poster and a pupil writes the first letter on the board and lines for the other letters. Pupils from the other group call out letters and try to find the word. They must call out all the letters before saying the word. If they get a letter wrong the pupil draws a birthday cake in three stages. 1 the cake base 2 a candle 3 a flame on the candle
My things consolidate classroom vocabulary consolidate things for the beach consolidate clothes practise numbers 1-20 notebook, pen, book, rubber, ruler, pencil mask, flippers, mobile phone, bag jacket, shoes, skirt, socks, scarf, T-shirt, boots, dress, jeans, shirt Numbers: 1-20 1 Pupils name all the objects. Point to an object and ask What s this? Elicit It s a. 3 Ask pupils have got questions. Has Olivia got a pen? Yes, she has. Has Olivia got a shirt? Yes, she has. Has Olivia got a ball? No, she hasn t. 4 Ask there is questions. Is there a book? Yes, there is. Is there a computer? No, there isn t. 5 Pupils say which of these things (the things on the poster) they have got. I ve got a pencil. I ve got brown shoes. Play I spy. A pupil chooses an object from the poster eg socks. He then says the phrase I spy a thing with the letter S. Other pupils must guess what the object is. 2 Pupils count the objects. Ask: How many school things? (6) How many fun things? (4) How many clothes? (10) How many things? (20)
Objects at home 1 Ask students to describe the furniture in the classroom + tell where they are. 2 Students work in groups of 3-5. (3 groups altogether) Give each group a description. Ask the groups to draw and cut the pieces of furniture according to the description. 4 Ask the groups to write a description of their room furnished a different way. A student from another comes to the board. The group describes the room to the student who sticks the pieces of furniture into the room according to the description. 3 Ask the groups to come to the board and stick the furniture into the correct place. Ask students to describe their room.