daavka.weebly.com · Web viewApproved by: Manager of studies ………………….. /Bayarmaa.U/ Lesson plan. Grade; 5. Unit 1. Me and my friends. Lesson1. Hello! Time: hours

Approved by: Manager of studies ………………….. /Bayarmaa.U/

Lesson plan

Grade; 5

Unit 1. Me and my friends.

Lesson1. Hello!

Time: hours.

Aim: At the end of the lesson Ss enable to greet others and introduce themselves.

New vocabulary: Hello, I am, Hi, Good morning, Good afternoon, Good evening, Good night, Bye.

Understanding: 1. Look, listen and repeat.

T. says name and introduces to the class. Point to yourself and say:

Hi! I’m …… Say Hi! And Hello! again.

The Ss repeat chorally then individually. Get Ss to open their books and point at main characters of the book and introduce them: Misheel, Ben, Telmen, Emma.

T. asks Ss to listen to the CD and repeat the words.

Play the CD several times. Pay attention to the correct pronunciation.

Tapescript (Track 1)

Hi, I’m Ben. Hello, I’m Misheel.

Hi, I’m Telmen. Hello, I’m Emma.

2a. Listen to the dialogue.

T. asks Ss to look at the picture on page 6 and elicit from them what the main characters are doing.

Play the CD. Ss listen to the dialogue.


Emma: Hi, I’m Emma.

Telmen: Hello, I’m Telmen.

Misheel: Hello, Emma. I’m Misheel.

Ben: Hi, Telmen. I’m Ben.

Applying: 2b. Listen to the dialogue and repeat.

Ss listen to the dialogue and repeat as a whole class then as a group.

Then Ss repeat the dialogue without the recording several times.

T. can use the puppets to model the dialogue.

Holding the puppets, and read the dialogue. Then ask Ss to practice the dialogue with each other using the puppets.

Boys say Telmen’s words and girls say Emma’s words then change into Misheel and Ben.

3. Introduce each other in a double line.

T. asks Ss to stand in two equal lines facing one another. Each S speaks with the one who he / she is facing. When the teacher gives a signal, the S at the end of one line moves to the opposite end, every S moves down one step and begins again with a new partner. Ss are going to use their real names instead of Telmen and Emma.

4. Listen and sing. ‘Hello’

T. plays the CD and asks Ss listen to the song. (play several time).

Play the CD pausing after each line until the Ss memorize the lyrics. After that ask Ss to sing the song without playing CD.


Hello, Hello I’m fine, I’m fine

Hello, How are you? I hope that you are too.

T. can show the video clip of this song.

5. Learn new words.

Present the following new words using the pictures.

Good morning, Good afternoon, Good evening, Good night, Bye.

Ss look at the pictures in the book on page 7, listen to the CD, and say the words in unison and individually to each other


Mom: Good morning!

Telmen: Good morning, mom

Telmen: Bye, mom

Mom: Bye.

Telmen: Good afternoon, mom.

Mom: Good afternoon.

Emma: Good evening.

Telmen: Good evening

Mom: Good night, Telmen

Telmen: Good night, mom

6. Listen and sing.

T. works on students’ pronunciation.


Good morning, good morning,

Good morning,

Good morning,

And how do you do?

I’m fine. How are you.

Show the video clip of this song.


Lesson plan

Grade: 5

Lesson 2. My name is Telmen

Aim: At the end of this lesson Ss able to ask and tell their names

Materials: a set of 10 different pictures

Remembering: T asks Ss to sing the song “Hello” or “Good morning”

Understanding: 1. Look and listen

Ask Ss to pay attention to the picture on page 8. Play the CD and ask Ss to listen to the CD.


Teacher: Hello! What’s your name?

Telmen: Hi, My name’s Telmen.

What’s your name?

Teacher: I’m Alimaa.

2.Listen and repeat.

Play the CD pausing between the sentences and ask Ss to repeat the dialogue as a class.

Then Ss read as a group.


Teacher: Hello! What’s your name?

Telmen: Hi, My name’s Telmen.

What’s your name?

Teacher: I’m Alimaa.

Applying: 3. Ask and answer

T. asks one S to play in Telmen’s role and demonstrate the dialogue with him.

Then other Ss repeat the dialogue in a role. Then Ss change the names into theirs and repeat.

4. Sing a song. “What’s your name?”

Play the CD and get the Ss to listen to the song. Then play the CD pausing after each line until the Ss memorize the lyrics. Play the CD again and get the Ss to sing.


What’s your name? (4 times)

My name is …… (3 times)

My name is Matt.

Nice to meet you.

Show the video clip of this song.

5. Role play

Hand out ten pictures to Ss and ask them to go around the class and introduce themselves using the pictures.


Lesson plan

Grade;5

Lesson 3. Her name is Misheel

Aim: At the end of this lesson Ss enable to ask and tell other’s names.

New vocabulary: his / her name

Remembering: T. asks Ss to sing ‘What’s your name’ song

Understanding: 1. Look and listen.

Draw students’ attention to the pictures of the characters on page 10. Ask them to tell what they see in the pictures then play the CD.


Dialogue 1

Ben: What is her name?

Telmen: Her name is Emma.

Dialogue 2

Misheel: What is his name?

Ben: His name is Sam

2. Listen and repeat

Get Ss listen again and repeat after the recording in unison. After that Ss repeat the dialogue with the CD two more times. Then work as a group and repeat one group Ben’s words another group Telmen’s words. Then change into Misheel’s and Ben’s words. Repeat several times.

3. Work in groups of three and practice.

Divide the class into groups of three. First demonstrate the dialogues with three Ss in front of the class. Then the groups practice the conversation.

Applying: 4. Look, ask and tell children’s names

Ss work in pairs. A student pointing at the girl in the picture on page 11 ask

What is her name? Ss answer Her name is …. Then pointing at the boy in the picture, ask

What is his name? Ss answer His name is…T can write Ss names in Mongolian on the board.

Taking turns, Ss ask and tell the children’s names.

5. Play a chain game

Divide Ss into groups and Ss stand in a circle and play a game.

Student 1 says: His / her name is, then student 2 repeats his/her name and say own name. Then next student continue game.


Lesson plan

Grade; 5

Lesson 4.My friends.

Aim: At the end of this lesson Ss able to introduce their friends.

New language: my, your friend, this.

Preparation: Ask Ss to bring their friends’ photo and T. prepares famous people’s pictures.

Understanding: 1.Look, listen and point.

Ask Ss to focus on the characters and tell what they are doing. T. plays the CD and Ss listen and point at the characters.

Tape script (Track 9)

Ben: Hi, this is my friend.

Her name is Alice.

Misheel: Hello, this is my friend.

Her name is Anu.

Telmen: Hi, this is my friend.

His name is Tulga.

Emma: Hello, this is my friend.

His name is Bold.

2. Look, listen, and repeat.

After recording Ss repeat several time. Then divide the class into groups. One group repeats boy’s lines and other repeats girl’s line. Then change lines.

Applying: 3. In groups, introduce your friend.

Divide the class into groups of four. First demonstrate the activity with one group. Holding and pointing at the photo which prepared before and say This my friend. Her name is … This is my friend. His name is ….. Then ask two Ss to introduce their friends showing the photos they brought.

4. Ask Ss’ friends’ names.

Present a question What is your friend’s name? Then ask Ss repeat after T. and read several times. Call volunteers and demonstrate asking and answering the question in turns.

For instance: Student A shows her or his friend’s photo and say This is my friend. His or her name is …. Then asks What is your friend’s name?

Student B shows his photo and says my friend’s name is ….

5. Introduce your friend to each other. Do the “Musical pairs” activity.

Ss communicate with a partner. When the music starts, everyone walks around the class. When the music stops, everyone finds a new partner and begins communicating.

Lesson 5. Review.

Review vocabulary, learned in the whole unit, by getting the class to point at the pictures and say the words together. Then repeat the words individually. Then practice as a group.

Test yourself.

Ask Ss to look at 6 pictures in the book on page 15. Ss are going to say Yes, or No by pointing at the plus or minus mark in the bottom corner of each picture while listening to the CD. Play it twice.

Tapescript /Answers (Track 10)

1. Hello, I’m Emma (-)2. What’s your name? (+)3. Good afternoon. (-)4. Good evening. (+)5. This is my friend. His name is Ben (-)6. What’s your friend’s name? (+)

Listen and check.

After finishing the test ask Ss to check their answers in pairs.

Approved by: Manager of studies ………………… /Bayarmaa.U/

Lesson plan

Grade 5

Unit 2.My family.

Lesson 1.My family.

Aim: At the end of the lesson Ss enable to introduce their family.

New vocabulary: a mom, a dad, a brother, a sister, a grandma, a grandpa.

Understanding: 1.Look and listen.

Ss look at Misheel’s family picture on page 16. T asks Ss to find Misheel in the picture. Then play the CD as many times as needed.


Hello, I’m Misheel. This is my family. This is my mom. This is my dad. This is my brother. This is my sister. And this is me.

Play the CD again and get Ss to repeat.

2.Play a game.

Rock, paper, and scissors on page 16.

3.Listen and repeat. Learn the song.

First play the song and Ss listen to it. Then play the song again with pauses and let Ss to memorize the words. Ss can use their fingers or puppets.


Daddy finger, daddy finger,

Where are you?

Here I am, here I am.

How do you do?

Mommy finger, mommy finger,

Where are you?


How do you do?

Brother finger, brother finger,

Where are you?


How do you do?

Sister finger, sister finger,

Where are you?


How do you do?

Baby finger, Baby finger,

Where are you?


How do you do?


Lesson plan

Grade 5

Lesson 2. Have you got a brother?

Aim: At the end of this lesson Ss able to ask have someone got a brother or a sister and answer the question.

New vocabulary: his, her

Understanding: 1. Look and listen.

Get Ss to look at the picture on page 18. Play the dialogue with pauses between sentences. Ss repeat sentence by sentence.


Dialogue 1.

Telmen: Emma, have you got a brother?

Emma: Yes.

Telmen: What is his name?

Emma: His name is Andy.

Telmen: Have you got a sister?

Emma: No.

Applying: 2. Look and listen. Get Ss to listen to the dialogue and repeat them several times. Ss read as a role play.


Dialogue 2.

Misheel: Ben, have you got a brother?

Ben: No.

Misheel: Have you got a sister?

Ben: Yes.

Misheel: What is her name?

Ben: Her name is Emily.

3.Listen to the song. Ask Ss to memorize the lyrics of the song.

I have got a mother, a father,

A sister and brother,

Grandma and grandpa,

And we all love each other.

This is my, this is my, this is my family.

I have got a mother, a father

And two brothers,

Grandma and grandpa,

And we all love each other,

This is my, this is my, this is my family.


Lesson plan

Grade 5

Lesson 3. Who is this?

Aim: At the end of the lesson Ss able to talk about members of the family.

New vocabulary: who, this

Understanding.1. Look and listen.

T asks Ss to look at page 20 and tells them to listen to the dialogue. First play the half then play the second half. Ss read in a role.


Misheel: Who is this?

Ben: My mom.

Misheel: Is this your dad?

Ben: Yes.

Misheel: Who is this?

Ben: This is my sister.

Misheel: Is this your brother?

Ben: No.

Applying: 2. Practice.

Get Ss to look at the pictures on page 21. Give them a task to create dialogues between the children. First give a model of the conversation and demonstrate it in front of the class. Get a few pairs to present their dialogues to the rest of the class.

3. Play a game.

Divide Ss into groups of three. Tell them that one group is one family. Get students to decide who is who in the family. Tell Ss they should imagine only one of the members of the family.

The get the families to meet each other. One of the member ask questions and other one answer them. Once they finish talking to one family, get the families to meet a different family.


Lesson plan

Grade 5

Lesson 4.He has got a big family.

Aim: At the end of this lesson Ss enable to talk about other’s family.

New vocabulary: big, small.

Preparation: Ask Ss to bring their family photos.

Understanding: 1a.Look and listen.

T asks Ss to look at the picture on page 22. Then play the CD twice. Ask Ss to find out which one is Emma’s family picture and which is Telmen’s.


Emma: Telmen, have you got a big family?

Telmen: Yes, I have got two brothers and two sisters. Have you got a big family?

Emma: No, I have got a small family.

1b. Listen and check.

Play the CD again and ask Ss to check their answers.

T. points at Telmen’s family picture and ask: Is this a big family?

Then point at Emma’s family picture and ask: Is this a small family?

Applying: 2. Listen and repeat.

Play the CD with pauses. Get Ss to listen and repeat after the recording.


Emma: Telmen have you got a big family?

Telmen: Yes, I have got two brothers and two sisters. Have you got a big family?

Emma: No, I have got a small family.

3. Practice the conversation.

This activity is called “Walls and corners”. Ss stand in pairs facing each other. Get each student to ask Have you got a big family? Have you got a brother/ sister? From the person who he or she is facing. Then exchange the pairs.

Lesson 5. Review.

Review the lessons which Ss have learned before.

1. Look and say.

Identify each person in the picture.

2. Work in pairs.Ss look at the a family picture which teacher prepared before and introduce the members of the family. They can imagine.Ask: Who is she? Who is he? and answer.

3. Introduce your family.T shows Ss how to draw a family tree and Ss draw it. Then they introduce their family members using their family tree. T. can draw his or her family tree and introduce it to their Ss first.

4. Test yourself.Tell Ss that they are going to take a small test. Ask them to look at the pictures on page 25. Ss listen to the CD and point at the correct mark in the bottom corner of each picture while listening. Play the CD once.


1. This is my grandma.2. This is my brother.3. Who is she? – She is Ben’s mom.4. Who is he? – He is Misheel’s brother.5. I have got a sister.6. This is a big family.

Tapescript (Track 19) Answers

1. This is my grandma. (-)2. This is my brother. (+)3. Who is she? – She is Ben’s mom. (+)4. Who is he? – He is Misheel’s brother. (-)5. I have got a sister. (+)6. This is a big family. (+)

Ss check their answers in pairs then check the answers as a class by showing the pictures and asking individual students the following questions.

1. Is this Misheel’s grandma?2. Is this Emma”s brother?3. Who is she?4. Is this Misheel’s brother?5. Have you got a sister?6. Is this a big family?


Lesson plan

Grade; 5

Unit 3. At school

Lesson 1. My Schoolbag .

Aim: At the end of the lesson Ss able to talk about the things which are in their bags.

New vocabulary: a schoolbag, a book, a notebook, a pen, a pencil, a pencil case, a rubber, an eraser, a ruler, a sharpener, a marker, this that.

Materials needed: Flashcards of school items and real objects..

Understanding: What is this? What is that? – This / that is my /her / his book.

1. Look and say

Present demonstrative pronouns this / that using flashcards with school objects. Hold a picture of a pen and say This is a pen. Ss repeat. Repeat this action involving all 10 school objects.

2. Look listen and repeat.

Play the CD several times Ss listen to the CD and repeat new words.

Tapescript: Track (20)

This is a schoolbag. This is a book. This is a pen. This is a pencil. This is a pencil case. This is a rubber. This is an eraser. This is a ruler. This is a sharpener. This is a marker. This is a notebook.

3. Look, point and say

Ask Ss to look at the picture of a schoolbag and school items in their book on page 26.

T asks questions Ss answer them.

Teacher: What is this?

Student: This is a schoolbag.

After that T asks a volunteer to ask questions and other Ss answer them.

4. Let’s play a guessing game.

T. puts some school items on the table and covers them. Then take the cover and ask Ss to look at them carefully to remember and cover again. After that a member of groups go to the table and name the items which are on the table. The winner is the student who gets more points.


Lesson plan

Grade; 5

Lesson 2. I have 3 pencils.

Aim: At the end of this lesson students able to count their school objects.(1-10)

Remembering: T shows different school objects and asks What is this or what is that? Students name the school objects.

Understanding: Ss look at the numbers in the book and listen to the song.

Then repeat the numbers by singing. Exercise 1. Look, listen and repeat.


Number song.

One, two, three

Four, five, six

Seven, eight, nine, ten

Ten, nine, eight

Seven, six, five

Four, three, two, one

Exercise 2. Look and answer. Hold a book, point at the pictures on page 28 and say.

I have a book

I have two notebooks.

I have three pens.

Then ask students How many books do you have? (pens, erasers, pencil cases etc)Students answer the questions.

Applying: Exercise 3. Look and say

Get students to look at the pictures in their book. Pair work. Ask questions and answer.

Example: How many boards? - A board.

Everyone participates.

Exercise 4. Listen and match.

Ss listen to the CD several times then match the people with the school items.


Misheel : I have six pencils

How many pens do you have, Telmen?

Telmen: I have 3 pens. Ben, how many books do you have?

Ben: I have four books. Emma, how many markers do you have?

Emma: I have eight markers.

Evaluating: Exercise 6. A memory game.

T. collects some school items from Ss, puts them on the table in front of the Ss. Ask Ss to look at them. Give two minutes to memorize. Then cover the table. Ask Ss to say what they have memorized.

Example: Two rulers, an eraser, three books. Etc.


Lesson plan

Grade; 5

Lesson 3. It’s our classroom

Aim: At the end of this lesson students enable to talk what are there in the classroom.

New vocabulary: a board, a window, a desk, a chair, a door, a map.

Remembering: T.shows flashcard with the numbers and school items and asks the following questions.

How many ….? Ss answer the questions.

Understanding: Exercise 1a. Listen and number the pictures.

Ss to look at the picture of the classroom in their book on page 30 and listen to the CD three times. They should number pictures while listening.

Exercise 1b. Look, listen and answer.


1. How many doors?2. How many desks?3. How many boards?4. How many windows?5. How many chairs?6. How many maps?

Applying: Exercise 3. Look, listen and point

Ss point at the correct picture in the book while listening to the CD.


What is this? – This is a board.

What is this? – This is a schoolbag.

What are they? – They are three desks.

What are they? – They are three books.

What are they? – They are two pens.

Then Ss repeat the dialogue in front of the board.

Evaluating: Exercise 5. Play a guessing game.

First explain the rules of this game.

One student hides several objects in the bag and asks What is this or What are they? The other Ss answer This is … or They are …..

The student who guessed most items, becomes a winner.


Lesson plan

Grade; 5

Lesson 4. Open your book

Aim: At the end of the lesson students will be able to following classroom commands.

Remembering: T asks the following questions.

1. What is this?2. What are they?3. How many ……?

Applying: E

xercise 1. Listen, look and point.

Ss look at the book on page 32 first. Play the CD again and at this time ask Ss to point at the pictures.


Stand up, sit down, go to the board, go to the door, open the door, close the door, hands up, hands down.

Exercise 2 Listen and repeat.

Play the CD several times and let your Ss to repeat each word one by one. Allow Ss to say the words individually or chorally. Check Ss pronunciation.

Exercise 3 Let’s do.

Stand in front of the class and demonstrate the commands yourself. Ask Ss to watch. Then give the commands to the Ss to follow. You can ask some volunteers to perform the commands.

Applying: Exercise 4. Let’s play a game.

Explain the Ss how to play the “Simon says” game. Check Ss listening and understanding skills. Ss are expected to concentrate their attention to the correct commands and act out appropriately.

Exercise 5. Jazz chant.

Play the CD Ss listen and repeat the chant. Then ask them to say the chant with the rhythm of a drum or while clapping hands.

Taapescript (Track 26)

1, 2, 3, stand up, please

4, 5, 6, sit down, please

7, 8, 9, open your book

10 and 11, close your book

10, 9, 8, hands up, please

7, 6, 5, hands down, please

4, 3, 2, Let’s do again!

Lesson 5. Review.

Aim: Reviewing and checking students’ progress.

Lesson 1. Look, listen and sing.

Ss listen to the CD and repeat the lines one by one while listening.

Memorize the song.


1 little, 2 little, 3 little Indians,



10 little Indian boys.




1 little Indian boy.

Exercise 2. Look and find who has what.

Ss look at the picture on page 34 and follow the paths to find out and say who has got what.

Example: Telmen has got a schoolbag.

Exercise 3. Look and find.

Look at the picture find draw and color hidden school objects.

Exercise 4. Let’s play a game.

Bingo game.: Draw a table with 9 sections. Write the numbers 1-10. When the T says the numbers they cross out those numbers. Who first gets 3 numbers crossed diagonally, horizontally or vertically becomes a winner.

Exercise 5. Test yourself.

Ask Ss to look at the pictures on page 35. They have to listen and point at the correct mark in the bottom corner of each picture while listening to the recording. Play the CD once.


1. She has got a schoolbag (+)2. This is a board (-)3. Telmen has got a pencil (-)4. Misheel has got four markers (+)5. That is a door (-)6. He has got six books (+)

Approved by: Manager of studies……………………. /Bayarmaa.U/

Unit 4. Colors around

Grade; 5

Lesson 1. I have a red pen

Aim: At the end of this lesson Ss enable to identify and name the objects and colors

New vocabulary: white, red, green, pink, blue, brown, yellow, black, orange, purple

Structure: What color is it? – It’s red

Preparation: Bring colored sheets of paper, some colored small pictures, pencils.

Remembering: Game: Remember and name. T. puts some school objects on the table and asks Ss to look at them and memorize within 2 minuts . After that T covers them and asks what was where?

Understanding: Exercise 1. Look, listen and point.

Show the color posters on the screen. Point to each color and teach the words. Play the CD, Ss listen to the pronunciation of the color names. Then repeat chorally and individually.


White, red, green, pink, blue, brown, yellow, black, orange, purple.

Exercise 2. Point and practice saying the colors. (Work in pairs.)

Ss ask and answer the questions. Use your book page №36.

For instance: What color is it? – It’s red.

Applying: Exercise 3. Look, count and say.

Ss look at the pictures on page 36 and count as a class.

Exercise 4 Practice the colors.

T demonstrates a dialogue with a volunteer in front of the class.

For instance:

T: Do you have red?

S: Yes here you are.

S: Do you have blue?

T: No, I don’t.

Evaluating: Play a game. (Group work)

“A wolf and colors” Divide Ss into three groups. Assign each student a color. One student is a wolf in each group. The wolf is going to come to the group and ask for two or three colors. The colors have to run, so they can’t be caught by the wolf. The one who is caught is the next wolf.

Creating: Exercise 6 Listen and sing the song “I see Colors Everywhere”.

Ss listen to the song first then sing. Tapescript (Track 30)

I see colors everywhere.I see colors everywhere.I see colors everywhere.What colors do you see? Red, Red, Hello, Red.Blue, blue, Hello, Blue.Red, Red, Good bye Red.See you later, Blue.I see colors everywhere.I see colors everywhere.I see colors everywhere. What colors do you see?Yellow, Yellow, Hello, Yellow.Green, Green, Hello, Green.Yellow, Yellow, Good bye Yellow.See you later, GreenI see colors everywhere.I see colors everywhere.I see colors everywhere.What colors do you see?Orange, Orange, Hello, Orange.Pink, Pink, Hello, Pink.Orange, Orange Good bye Orange.See you later, Pink.I see colors everywhere.I see colors everywhere.I see colors everywhere.What colors do you see?Purple, Purple, Hello, Purple.Brown, Brown, Hello, Brown.Purple, Purple, Hello, Purple.Brown, Brown, Hello, Brown.Purple, Purple, Good bye, Purple.See you later, Brown.I see colors everywhere.I see colors everywhere.I see colors everywhere.What colors do you see?Black, Black, Hello, Black.White, White, Hello, White.Black, Black, Goodbye, Black.See you later, White.I see colors everywhere.I see colors everywhere.I see colors everywhere.What colors do you see?


Lesson plan


Grade; 5

Lesson 2 Clothes

Total hours:

Aim: At the end of the lesson students will be able to identify and naming clothes.

New vocabulary: a hat, a skirt, a dress, a shirt, a T-shirt, trousers, trainers, socks, shoes,jeans.

Language pattern:

1. What is it? 2. What color is it?3. What are they?4. What color are they?

Materials needed: Color flashcards, crayons, sheets with clothes for coloring.

Understanding: Exercise 1a Listen and point.

T. shows the presentation of clothing and say the names of them. Students listen and repeat chorally. Ask the students to look at the pictures on page 38. Go through the pictures and elicit the names of items.


A hat, a shirt, a dress, a T-shirt, a skirt, socks, trousers, jeans, shoes, trainers.

Exercise 1b. Listen and repeat. Play the CD and ask students to repeat after the CD.

Pay attention: The clothes in the second row always appear in plural.

Exercise 2. Ask and answer. (Pair work)

Point at the first picture in the book of each row by calling on some students. Repeat the questions clearly so that students can memorize them.

Repeat the questions several times so that students can see the difference between the two questions.

Role play:

Student A: What are they?Students B: They are trousers.Students A: What is this?Student B: It is a dress.

Applying and creating: Exercise 3a. Listen and draw. (Teaching technique - TPR)

Play the CD with books closed. Ask students listen to the CD carefully then take their crayons to draw clothes. When the students finish to draw, compare their drawing with their partners. After that open the books and point at the correct pictures.

Tapescript: (Track 32)

The hat is red. The T-shirt is orange. The shoes are brown. The dress is yellow. The trainers are purple. Evaluating: Exercise 4. Ask and answer. (Work in pairs)Example:

1. What color is the dress? – The dress is yellow.2. What color are the shoes? – They are brown.

Exercise 5.Play and practice.

T. prepares some pictures with clothes and asks two volunteers to come to the board. Explain the instructions. They get the picture from the table and ask questions. For example:

1. What is this? – It’s a hat2. What color is it? – It’s green3. What are they? – They are trainers.4. What color are they?5. They are black.

Exercise 6. Color the pictures. (Group work)

Student color the given clothes on the sheet. Then display their pictures on the wall at the same time. Describe in rotations like the second group volunteer describes the first group work and the third group describes the second group work.

Example: It’s a red dress. They are blue trousers.


Lesson plan


Grade; 5

Lesson 3. I am wearing a pink skirt.

Aim: At the end of this lesson student will be able to describe what are they wearing.

New vocabulary: Colors and clothes

Language pattern: I am wearing a red dress.

Understanding: Exercise 1. Look, listen and repeat.

Students identify the cartoon characters and their clothes. Play the CD pausing and Ss repeat

together and point at the picture.


Tangled: I am wearing an orange dress and white shoes.

Minnie mouse: I am wearing a red dress and yellow shoes.

Mickey mouse: I am wearing a purple T-shirt, blue jeans, and green trainers.

Donald: I am wearing a white cap, green shirt, blue trousers, and black shoes.

Beast: I am wearing a blue shirt, and green trousers.

Bell: I am wearing a yellow dress.

Exercise 2. Practice the sentences. (Pair work)

Each student choose a character and pretend to be at the fashion show and act out modeling.

Example: Hello, I am Tangled. I am wearing an orange dress and white shoes. Hi, My name is

Mickey. I am wearing a purple T-shirt, blue jeans, and green trainers.

Applying: Exercise 3. Play a chain game. (Group work)

Divide class into three groups. Each group stands in a circle. T explains the game.

One students begins to tell a sentence and next student add his or her sentence. Who don’t

get stuck win.

Example: 1. I am wearing a yellow T- shirt.2. I am wearing a yellow T- shirt and blue jeans.3. I am wearing a yellow T- shirt, blue jeans and a white cap.

Creating: Exercise 5.Sing the song. “This is the way”

This is the wayYou wear the clothes,Wear the clothes,

Wear the clothes,This is the way You wear the clothes,You wear it in the morning.This is the way You wear T- shirt,Wear the shirt,Wear the shirt,This is the way You wear the shirt,You wear it in the morning.This is the way You wear the shorts,Wear the shorts,Wear the shorts,This is the way,You wear the shorts. You wear it in the morning.This is the wayYou wear the dress,Wear the dress, Wear the dress,This is the way You wear the dress,You wear in the morning.


Lesson plan


Grade; 5

Lesson 4. Misheel’s wearing black shoes.

Aim: At the end of the lesson students will be enable to talk about their clothes which they

wear.

New language: More colors and clothes

Language pattern; He/ she is wearing….

Understanding: Exercise 1a Listen and point.

Hold your book up so that students can see the pictures on page 42. While listening to the CD

point at each characters.


1. Ben is wearing a blue cap, a red T-shirt, blue jeans and white trainers.

2. Emma is wearing a pink dress, and purple shoes.

3. Telmen is wearing a green shirt, black trousers and black shoes.

4. Misheel is wearing an orange T-shirt, brown skirt and yellow shoes.

Exercise 1b. Listen and repeat.

Students read the sentences chorally and individually.

Exercise 2. Describe the pictures. (Pair work)

Describe the first picture on page 42 with the whole class. Ask pairs to describe the pictures

for the whole class.

Example: Emma is wearing a pink dress, and purple shoes.

Applying: Exercise 3. Look, match and describe. (Pair work)

The students look at the clothes in the suitcases and follow the lines to match to the

characters and describe one by one.

Answers:

1. Ben: a white cap, an orange shirt, yellow trousers, red shoes.

2. Misheel: a white dress, white shoes,

3. Emma: a red T-shirt, a yellow skirt, red shoes.

4. Telmen: blue jeans, a purple T-shirt, black trousers.

Exercise 4a. Listen and choose.

Listen to the CD carefully then point at the correct picture.


1. Telmen is wearing a green shirt and blue jeans. His shoes are brown.

2. Emma is wearing a red T-shirt and a yellow skirt, Her shoes are pink.

3. Ben is wearing a yellow cap, green T –shirt and black trousers. His schoolbag is red.

Creating: Sing the song. “The clothing song”


She is wearing a pink dress She is wearing a pink dress She is wearing a pink dress She is wearing a pink dress He is wearing a blue shirtHe is wearing a blue shirtHe is wearing a blue shirtHe is wearing a blue shirtShe is wearing a green skirtShe is wearing a green skirtShe is wearing a green skirtShe is wearing a green skirtHe is wearing gray pantsHe is wearing gray pantsHe is wearing gray pantsHe is wearing gray pantsThey are wearing white hatsThey are wearing white hatsThey are wearing white hatsThey are wearing white hatsIt is wearing purple shoesIt is wearing purple shoesIt is wearing purple shoesIt is wearing purple shoes


Lesson plan


Grade; 5

Lesson 5 Review.

Aim: Reviewing and checking students’ learning progress.

Preparation: Bring some coloured papers, pictures and flashcards with clothes or realia.

Applying: Exercise 1a. Listen, repeat and point.

Repeat the words and point:

Taapescript (Track 38)

a red dress, a yellow T-shirt, a purple skirt, a brown cap, orange trousers, black shoes, white trainers, blue jeans.

Exercise 2. Discuss. (Work in pairs)

Looking at the clothes in the shop and saying their names by pointing at each of them.

1. What is it? –It’s a dress2. What are they? – They are shoes.

Exercise 3. Listen and describe.

Listen to the CD then describe the children’s clothes.


- Ben is wearing a white T-shirt, blue trousers and green trainers.- Telmen is wearing blue trousers, a white shirt and red trainers.- Emma is wearing a white dress and red shoes.- Misheel is wearing a white T-shirt, a blue skirt and black shoes.

Test yourself:

Students look at the pictures on page 45.Play the CD after listening the sentences Ss choose the correct answer. Then check the answers.


1. He is wearing blue shirt. (-)2. She is wearing a pink dress. (+)3. He is wearing a white hat. (+)4. Emma is wearing an orange T-shirt and brown skirt. (-)5. She is wearing a red dress and pink shoes. (+)6. He is wearing black trousers. (-)

Approved by: Manager of studies……………….. /N.Purevsuren/

Unit 5. Body parts

Lesson 1. My body

Aim: At the end of the lesson students able to identify parts of the body.

Structure: Touch your ears.

New vocabulary: a head, an eye, an ear, a leg, a body, an arm, a nose, a face.

Remembering: T asks the following questions and Ss answer them.

1. What are you wearing?2. What is she wearing?3. What is he wearing?

Understanding: Exercise 1a. Look and listen. Ss look at the picture on page 46 and listen to the CD. Then T. teaches the new words.


1. a head2. an eye3. an ear4. a leg5. a body6. an arm7. a nose8. a face

Exercise 1b. Listen again and point. Then repeat.

Ss point at the parts of the body while listening to the CD.

Creating: Exercise 2. Listen and draw. Draw the parts of the face in their notebooks.

1. Draw a head.2. Draw two eyes.3. Draw a nose.4. Draw two ears.5. You have got a face.

Ss show their picture to each other and check.

Applying: Exercise 3. Work in pairs. T. tells them commands and Ss perform them. Then Ss perform them in front of the board.

1. Touch your head2. Touch your eyes3. Touch your nose4. Touch your ears5. Touch your face.

Lesson 2. It’s got big eyes.

Aim: At the end of this lesson Ss enable to describe their parts of the body.

Structure: She has got short legs. He has got a big head.

New vocabulary: long, short, big, small

Materials needed: Prepare pictures of different length and size objects.

Remembering: Teacher tells the following commands and Ss perform them.

1. Touch your head2. Touch your eyes3. Touch your nose4. Touch your ears5. Touch your face.

Understanding: Exercise 1a. Look and repeat. T. teaches the adjectives using the pictures which prepared before. Ss listen to the teacher and repeat the adjectives.

1. It is long2. It is short3. It is big4. It is small

Exercise 1b. Look and listen. Then repeat. Ss look at the pictures on page 48 and listen to the CD. Then repeat.


1. a big head2. a small shoulder3. a short arm4. a long leg

Applying: Exercise 2. Listen and point. Then repeat. Ss look at the pictures and points at the parts of the body while they are listening to the descriptions.


1. It’s got small shoulders.It’s got a big head.It’s got short legs.It’s got long arms.

2. It’s got a big bodyIt’s got long legs.It’s got big eyes.It’s got short arms

Exercise 3. Work in pairs. Ss point at the picture and say sentences.

Example: It’s got big eyes.

Exercise 4. Find the differences. Ss look at the pictures of two cats on page 49 and find 4 differences comparing them.

Answers:

1. The big cat has got a big head.2. The big cat has got big eyes.3. The big c4. at has got big ears.5. The big cat has got long legs

Evaluating: Exercise 5. Play a game. “Pick your corner”

Teacher says the phrase, Ss think of which corner they belong to and then go to that corner.

Each corner has it’s name. For instance: It’s the corner of long legs, It’s the corner of big eyes. Etc.

Lesson 3.Head and shoulders.

Structure: I have got/ She has got

New vocabulary: black hair, grey hair, blonde hair, red hair, knees, toes, mouth.

Remember: Exercise 1. Listen and point. Then repeat. Ss listen to the CD and find who has


1. Black hair2. Blond hair3. Red hair4. Grey hair

Understanding: Work in pairs. Ss say the color of their hair.

Example:

Student 1: I’ve got brown hair.

My mom’s got black hair.

My dad’s got grey hair.

Student 2: I’ve got black hair

My brother’s got red hair.Exercise: 3a.Look, listen and point. Ss look at the monster’s picture. T. teaches new words knees and toes and revise their old ones. Then ask them to repeat the sentences after the CD chorally.

Tapescript (Track45)

Telmen: Wow. Emma. Look at this big one. It’s got a green body, red hair, green toes and red legs.

Emma: Oh, yes. This small one has got a red body, green knees, yellow legs and brown shoulders.

Applying: Exercise 3b.Practice describing monsters.

Example:

A teacher: What color is the body of this monster?

A student: It’s green

Exercise 4. Listen and sing. Review the words. Shoulders, knees, toes, eyes, ears, mouth and a nose.

Tapescript (Track46)

Head and shoulders, knees and toes,


Eyes and ears, and mouth and nose


Knees and toesLesson 4. She’s got brown eyes.

Structures: She’s got small brown eyes.

Remembering: Sing a song

Understanding: Exercise 1. Listen and repeat. Play the CD and Ss repeat the sentences.

Tapescript: (Track 47)

My family is big. My dad has got grey hair and big eyes. My mom has got big eyes and a big nose.

Exercise 2. Practice the sentences. Ask Ss to describe their family members.

Example: My sister has got big brown eyes.

Applying: Exercise 3. Describe the partner and report to the class.

Revise some vocabulary then let Ss to describe their partner to the class.

Example: She has got big eyes and black hair.

Exercise 4. Play a guessing game. Ask a volunteer student to come up to the board and think of one of their classmates and describe him/ her to the class. Others listen to the description and guess who it is. Ss tell the name of the person.

Lesson 5. Review.


Task 1. Look at the picture on page 54. Recall the vocabulary Ss have learnt throughout the unit. Work in pairs and name the parts of the by pointing at the picture to each other.

Task 2: Report to the class. Point at the pictures and say the words chorally.

Task 3. Look and say. Ss look at the pictures of people on page 54 and describe their hair and eyes.

Example:

He has got short and black hair.He has got small eyes.He has got short and black hairHe has got big and black eyes.

She has got blonde and short hairHe has got big eyes.She has got long hair.She has got big eyes.

Task 5a. Test yourself.

Look at the pictures and point to the mark in the bottom corner of the pictures while listening to the CD. If it is correct they have to point at the plus (+) mark, if it’s incorrect point at the minus (-) mark.

Tapescript (Trak48)

1. He has got grey hair (+)2. She has got long red hair (-)3. He has got short legs (+)4. It’s got small green toes (-)5. He has got big black eyes (-)6. It’s got short legs (-)

Approved by: Manager of studies ………………/S.Narantsetseg/

Unit: 6. Our world.

Lesson 1. Nature.

Aim: At the end of the lesson students enable to talk about color of different things.

New vocabulary: the sun, the moon, the stars, the sky, the grass.

Language pattern: What color is the sun? – It’s yellow.

Materials needed: Flashcards of the sun, the moon, the stars, the sky, and the grass.

Remembering: T. shows the pictures of the body parts and Ss name them.

Understanding: Exercise 1a. Listen and look. Ask Ss to look at the flashcards as they listen. Repeat several times.

Tape script: (Track49)

The sun, the clouds, the moon, the stars, the sky, the grass.

Exercise 1b. Listen again and repeat. Play the recording again and get Ss to listen to the words and repeat them. Pay attention to students’ pronunciation.

Exercise 1c. Listen, point, say. Ss look at the picture 56. Play the CD, and get them to point at the pictures as they listen. Make sure they recognize the pictures correctly.

Tape script: (Track49)

The sun, the clouds, the moon, the stars, the sky, the grass.

Applying: Exercise 2. Look and say. Show the flashcards to the students and ask.

1. What is this? 2. What color is the sun / the moon/ the sky / the grass?

And get the answers from the class.

Example:

A teacher: What is this?

A student: It’s the sky.

A teacher: What color is the sky?

A student: It’s blue.

Exercise 3. Practice in pairs. Ss pointing at the pictures on page 57, ask and answer.

Exercise 4a. Listen to the song. Before playing the CD Ss draw the sun, the clouds, the moon, the stars, the sky, the grass in their notebooks. Then Ss listen to the song and then sing the song.

Tape script (50)

What color is the sky?

It’s blue. It’s blue. It’s blue.

The sky is blue. The sky is blue.

What color is the sun?

It’s yellow. It’s yellow. It’s yellow.

The sun is yellow. The sun is yellow.

What color is the grass?

It’s green. It’s green. It’s green.

The grass is green. The grass is green.

What color is the moon?

It’s white. It’s white. It’s white.

The moon is white. The moon is white.One group will sing the question parts the other one will sing the answer parts.

Lesson 2. How is the weather?Aim: At the end of this lesson students able to talk about weather using different weather words

New vocabulary: sunny, rainy, cloudy, snowy, windy. Language patterns: How is the weather? –It’s sunny.

Materials needed: Weather flashcards.

Remembering: Sing the color song all together

Understanding: Exercise 1a.Liten and look. Show the weather flashcards as the recording plays the answers. For example: When it says ‘sunny’ Show the sunny flashcard to Ss.


- How is the weather? – It is sunny.- How is the weather? - It is rainy.- How is the weather? – It is snowy.- How is the weather? – It’s cloudy.

Exercise 1b. Listen and repeat. Give Ss a sheet of paper and crayons. Tell them to draw the weather pictures looking at on page 58. When play the recording they raise their pictures as they repeat the answers.

Applying: Exercise 2. Ss ask the questions from each other showing the pictures. “How is the weather? Volunteers can do it in front of the class.

Exercise 3a. Listen and look. Ss listen to the song. When they listen they show their pictures to each other.

Tape script (52)

How is the, how is the weather?How is the, how is the weather?It is sunny. It’s sunny.It’s sunny now. It’s sunny now.How is the, how is the weather?How is the, how is the weather?It’s rainy. It’s rainy.It’s rainy now. It’s rainy now.

Then change the words and sing the song. Divide the class into 4 groups: sunny, rainy, snowy and cloudy. They sing their parts.

Lesson 3. I like summer.Aim: At the end of the lesson students enable to talk about what season do they like.

New vocabulary: spring, summer, autumn, winter, hot, cold.Language patterns: Summer is hot. Winter is cold.

Materials needed: Season pictures.

Remembering: Sing the weather song

Understanding: Exercise 1. Listen and look. Ss look at the flashcards as they listen to the words.

Tape script (53)

spring, summer, autumn, winter, hot, cold, windy, rainy.

Exercise 2. Listen and repeat.

Exercise 3. Listen, point and say. Encourage them to say the weather conditions using their new words. Then ask Ss to look at the 4 pictures in their textbook on page 60. When play the CD they should find the pictures by listening. After that everybody says the sentences..

Tape script (53)

Summer is hot. Autumn is rainy. Winter is cold. Spring is windy.Applying: Exercise 4. Listen and repeat. Ss listen to the poem and repeat with pauses.

Tape script (54)

Hot summer, hot summer,Sunny summer, sunny summer.

I like summer, I like summer, I like sun.Cold winter, cold winter,Snowy winter, snowy winter.I like winter, I like winter, I like snow.Exercise 5. Group work. Divide class into two groups: summer and winter. Then they read poem.

Lesson 4. It’s a dog.Aim: At the end of the lesson students able to identify farm animals.

New vocabulary: a dog, a cow, a sheep, a chicken, a pig, a cat, a horse.Language pattern: Have you got a dog? – Yes, I have./ No, I haven’t

Materials needed: Pictures of farm animals.

Remembering: Read the poem.

Understanding: Exercise 1. Listen and repeat. Listen to the CD and tell what animal make this sound. They can say in Mongolian. Then show the animal’s picture and name in English. Continue this action for all animals.

Tape script (Track 55) (sounds of animals)

1. A dog barking2. A sheep baaing3. A chicken clucking4. A pig oinking5. A duck quacking 6. A cat meowing7. A horse neighing8. A cow mooing

Exercise 2. Listen and point. Then name the animals.

Listen to the CD and point the animals on page 62 in their textbooks.

Exercise 3 Listen and repeat. After that ask students what animal Emma has got.


Misheel: Emma, have you got a dog?

Emma: No.

Misheel: Have you got a cat?

Emma: Yes.Applying: Exercise 4. Practice in pairs.

Looking at the pictures on page 62 Ss practice the dialogue.

Exercise 5. Interview. Find someone who has got a cat, a dog, a horse, a cow, a duck, a chicken, and a pig.

Exercise 6a. Listen and look.


Old Macdonald had a farm,Ee I ee I oh!And on that farm he had some cows,Ee I ee I oh!With a moo -moo here,And a moo-moo there,Here a moo, there a moo,Everywhere a moo-mooOld Macdonald had a farm,Ee I ee I oh!Ee I ee I oh!

And on that farm he had some chickens,Ee i ee i oh!With a cluck-cluck here,And a cluck-cluck thereHere a cluck, there a cluck,Everywhere a cluckWith a moo-moo here,And moo-moo there Here a moo, there a moo,Everywhere a moo-moo

Sheep (baa)Pigs (oink)Duck (quack) Ss can sing alone or as a group. Create a farm environment. Encourage Ss to become farm animals.

Lesson 5. Review


Materials needed: 2 fly swatters, flashcards of animals, seasons and nature.

Remembering: Sing the song which they have learned before

Practice: Exercise 1. Look and say. Look at the pictures on page 64. Review all the vocabulary.

Exercise 2. Look at the pictures. Ask and answer.

Ss demonstrate the activity in front of the class.

Use pictures in the book on page 64.

Ask the questions and answer. For instance:

1. What is this? – It’s a cat.2. Have you got a cat? – Yes/ No3. What is this? – It’s the sun.

4. What color is the sun? – The sun is yellow. Etc.

Exercise 3. Play a game. Divide the class into 2 groups and stick the flashcards on the board. Call 1 member of each group in front of the board and when the teacher says the word they will find it and touch with the fly swatter. Who touch most of the words will be winner.

Exercise 4. Test yourself. Listen and point.

Play the CD, Ss listen to the sentence and put the marks plus + if it’s correct or minus – if it’s not correct..


1. This is a sun. (+)2. I have got a horse. (-)3. It’s cold. (-)4. It’s rainy. (+)5. It’s spring. (-)6. Emma has got a dog. (-)

Approved by: Manager of studies……………. /S.Narantsetseg/

Unit 7. Food.

Lesson1. It’s an apple.

Aim: At the end of this lesson students able to talk about food items.

New vocabulary: milk, a chocolate, juice, ice cream, a cake, a carrot, a candy, a banana, an egg, an apple.

Structure: It’s milk, It’s an apple, It’s a carrot.

Materials needed: Flashcards and video materials.

Remembering: Teacher asks the following questions and students answer them. (Showing pictures which related to the questions.)

1. What is this?2. What color is the …?3. How is the weather?4. Have you got a dog?5. Have you got a cat? etc.

Understanding: Explain the new words using pictures or real objects. Exercise 1a. Look and listen. Ss listen to the CD then label the pictures.


It’s milk. It’s a chocolate. It’s juice. It’s a candy. It’s a cake. It’s a banana. It’s ice cream. It’s an apple. It’s an egg. It’s a carrot.Exercise 1b. Students repeat all the new words and phrases listening to the CD.

Exercise 2. Practice the pattern.

Show the flashcards with food items and ask questions.

1. What is this? – It’s an apple.2. What color is it? – It’s red.

Exercise 3. Memory game.

Ask Ss to look at food items in their book and tell them to memorize them. After 2 minutes tell them to close the books and draw in their notebooks what they remember. When they finish exchange their notebooks with their partners and check the drawings. Tell to others which picture is missing.

Exercise 4.Listen and chant. Ss write the chant into their notebooks then repeat them with and without the CD several times.


Apples and bananas.I like to eat, eat, eat,

Apples and bananas.

I like to eat, eat, eat,

Apples and bananas.


Cakes and chocolates


Cakes and chocolates.

Lesson 2. Do you like juice?Aim: At the end of the lesson students able to ask and talk about preferences.

New vocabulary: like, don’t like

Structure: Do you like milk? Yes, I do. / No, I don’t

Remember: Students read the chant “Apples and bananas” chorally and individually.

Understanding: Exercise 1. Look, listen and repeat.

Students look at the pictures on page 68 and listen to the CD. Then repeat the lines.

Tape script (61)

Do you like apples?

Do you like apples?

Yes, I like apples,

Yes, I like apples.

Do you like oranges?

Do you like oranges?

Yes, I like oranges,

Yes, I like oranges.

Do you like candies?

Do you like candies?

No, I don’t like candies,

No, I don’t like candies.

Do you like chips?

Do you like chips?

No, I don’t like chips,

No, I don’t like chips.

I like to eat,

I like to eat.

Only healthy food,

Not junk food.

Exercise 1b. Listen and chant. Play the chant several times.

Exercise 2. Look and say. Students look at the pictures in the book on page 69 and say what

food Ben likes and what food he doesn’t like.

Ben likes: eggs, milk, apples, oranges, bananas, and carrots.

Ben doesn’t like: cakes, chips, ice creams,

Exercise 3. Work in pairs. Talk about food which you like and don’t like.

1. Do you like ice cream? Yes

2. Do you like candies? No

After that students demonstrate it in front of the class.

Exercise 4. Guessing game. Put the pictures with the food items face down on the table. Ask a

volunteer student to come and pick up a card and mime it. Other Ss will guess it.

Lesson 3. I like chocolate.Aim: At the end of the lesson students enable to express likes and dislikes.

New vocabulary: yummy, yuk

Structure: I like ice cream. I don’t like cake.

Materials needed: Flashcards with food items and a basket.

Remembering: Read the chant “Do you like apples?” Chorally and individually.

Understanding: Exercise 1a. Look, listen and repeat.

Ss look at pictures of Misheel and Telmen on page 70 then repeat after the CD.

Tape script: (62)

Misheel: I like a cake. It’s

yummy.

Telmen: I don’t like a cake. It’s

yuk. I like ice cream.Exercise 1b. Look and answer. Ss answer the following questions.

1. What does Misheel like?

2. What does Telmen like?

3. Does he like a cake?

4. Does she like an apple?

Exercise 2. Look and say. Ss look at the pictures and tick or cross. Then tell to the class what

each person likes or dislikes.

Example: Ben likes apples. He doesn’t like bananas.

Exercise 4. Game. Get a basket with ten food items. Pick up a candy and say Yummy.

Ss should say The teacher likes a candy. Then pick up another food item and say yuk.

Ss say The teacher doesn’t like …

Lesson 4. I want milk.Aim: At the end of the lesson students able to express their wants.

New vocabulary: want

Structure: Do you want milk? I don’t want milk. I want juice.

Remembering: Answer the questions.

1. Do you like an orange?

2. Do you like chips?

3. Do you like juice?

4. Do you like milk?

Understanding: Exercise 1. Ask Ss to look at the pictures on page 72. Then listen to the CD

and repeat.


Telmen: Ben, do you want a cake?

Ben: No, I want juice, please

Emma: Misheel, do you want apples?

Misheel: No

Emma: Do you want bananas?

Misheel: Yes, Thanks.Exercise 2. Listen, match and say.

Ss listen to the CD and match the pictures. Then tell to the class who wants what.

Example: Ben wants juice. He doesn’t want a cake.

Exercise 3. Play a chain game.

Student 1. I want an apple.

Student 2. I want an apple an juice…..

Exercise 4. Let’s chant.


Apples, apples,

I like apples.

Apples, apples,

I want apples!

Chips, chips,

I like chips.

Chips, chips,

I want lots of chips!

Juice, juice,

I like juice.

Juice, juice,

More juice please.Lesson 5. ReviewAim: Reviewing and checking students’ progress.

Task 1. Listen and number the pictures.

Listen to the CD and number the pictures using their pencils.


Milk, oranges, eggs, a chocolate, apples, a cake, a candy, ice cream.

Task 2. Ask and answer.

Answer the questions.

1. Do you want apples? – Yes

2. Do you want milk? – No.

Task 3. Let’s play. Music box.

Put the food items cars in the box on the table then play the music. Ss walk around the table

and when the music stops should open the box, get one card and name the food.

Task 4 Test yourself. Listen and write.

Ss listen to the sentences and write plus (+) or minus (-) mark.

Tape script (66) Answer

1. I like apples. (+)

2. I like chocolate. (-)

3. I like an egg. (+)

4. I like ice cream. (+)

5. I like chips. (-)

6. I like bananas. (-)

Approved by: Manager of studies ………………../S.Narantsetseg/

Unit 8. My home.Lesson 1. Rooms.Aim: At the end of the lesson students able to identify rooms of the house.

New Vocabulary: a bathroom, a living

room, a kitchen, a bedroom, a houseStructure: This is my house. This is my room.

Materials needed: flashcards

Remembering:Understanding: Exercise 1a. Look and listen. Ss look at the pictures on page 76 and listen to

the recording.


This is my living room.

This is my bedroom.

This is my bathroom.

This is my kitchen.

I’ve got a living room, a bedroom, a

bathroom and a kitchen in my house.

Exercise 1a. Listen again and point. Then repeat. T. make sure they are pointing at the right

picture. Repeat chorally and individually.

Exercise 1c. Listen again and repeat. Ss say the sentences one by one while listening to the

CD.

Exercise 2. Work in pairs. T asks the questions and Ss answer them.

1. Have you got a big house?

2. Have you got a living room?

3. Have you got a bathroom?

4. Have you got a kitchen?

Applying and Creating: Exercise 3. Draw your dream house.

After drawing put the pictures on the wall and describe them.

Lesson 2. Where is ...?

Aim: At the end of the lesson students able to identify locations of the family members.

New Vocabulary: rooms, in

Structure: Where is dad? He is in the living room.

Materials needed: Pictures of the house and people.

Remembering: T. shows different rooms pictures and Ss answer the following questions

pointing at the pictures.

1. What room is it?

Understanding: Exercise 1. Look and listen. Then repeat. Ss look at the pictures in the book

on page 78 and listen to the CD.


Dad is in the kitchen.

Mum is in the living room.

Emma is in the bedroom,

Brad is in the bathroom.Exercise 2. Listen again and point. Ss look at the picture and point while listening.

Exercise 3. Work in pairs. T asks questions Ss answer them using the pictures on page 78.

1. Where is dad? – He is in the kitchen

2. Where is mum? – She is in the living

room

3. Where is Emma? – She is in the

bedroom

4. Where is Brad? – He is in the

bathroomApplying: Exercise 3b. Make sentences and then say them. Work in groups.

Give prompts to students to make sentences. After that Ss say their sentences to the class.

Misheel / living room Brother / bathroom

Telmen / bedroom Sister / kitchen

Exercise 4. Play a game. One student comes to the front of the class and performs an activity.

T asks where is he or she. Ss answer them.

Lesson 3. My room.Aim: At the end of the lesson students able to identify the objects in the room.

New Vocabulary: furniture, at, near, on, a chair, under, a bed, a carpet, a cupboard, a mirror,

a photo, a sofa, a TV, a table.

Structure: Can you see Telmen? – He is at the table.

Materials needed: Furniture pictures.

Remembering: T answer the questions Ss answer them

1. Where is …?

Understanding: Exercise 1. Look and say. Ask Ss to look at the pictures on pages 80 and 81.

Then T writes the questions on the board and explain to the Ss. Then Ss answer the

questions.

1. Whose room is it? - It is Telmen’s room

2. What can you see in the pictures? – I can see a chair, …

Exercise 2. Look and listen. T shows some pictures and say what it is. A bed, a carpet, a

cupboard, a mirror, a photo, a sofa, a TV, a table.

Exercise 3. Listen and point. Ss open their books and listen. T plays the CD. Ss identify the

objects and point them.


A bed, a carpet, a cupboard, a photo, a TV, a table.

Exercise 4. Pair work. Ss practice the new words pointing at the pictures.

Exercise 5. Listen and repeat. Ss look at the pictures and listen.


1. Can you see Emma? – Yes.

2. Where is she? – She is at the table.

3. Can you see a TV? –Yes.

4. Where is it? – It’s near the bed.

5. Can you see a sofa? – No.

Exercise 6. Ask and answer. Review the prepositions. In, near, on and under. Point at different

objects around the classroom and ask: Can you see ….?, Where is it?

Exercise 7. Group work. Each student takes turns asking the questions, and the rest of the

group answer them. Can you see ….?

Lesson 4. What is different.Aim: At the end of the lesson students able to identify differences.

New Vocabulary: Structure: Ben has got a bed. Emma has got a mirror.

Materials needed: Bring pictures of two rooms with some similar and some different objects

in them and some real objects.

Remembering: T asks the questions and Ss answer them

1. Can you see …?

2. Where is she or he?

Understanding: Exercise 1. Look and say. Show the picture and ask:

What can you see in the picture?

Get as many words as possible.

Exercise 2. Look, listen and point. Then repeat. Ss open their books to page 82, and play the

CD. To present the words can use the real objects.


A bed, a carpet, a cupboard, a mirror, a table.

Exercise 3. Listen and answer. Ss look at the picture of Ben’s room on page 83, and ask them

1. What has Ben got?

Then ask them to look at the picture of Misheel’s room (page 83) and ask them:

1. What has Misheel got? Ss answer them.

Exercise 4. Work in pairs. Ss look at different pictures and answer the questions.

1. What has Ben got? – He has got a bed.

2. What has Misheel got? –She has got a table.

Applying: Exercise 5. Find differences. Work in groups. Ss look at the pictures and find the

difference. Then present to the class.

Lesson 5. Review. Aim: Reviewing and checking students’ progress.

Preparation. Pictures of houses, rooms, furniture.

Task 1. Look and say. Look at the pictures on page 84 and say what rooms they are.

Task 2. Report to the class. Ss name the objects on the picture.

Task 3. Work in pairs. Repeat the words which they have learned in the previous lessons.

Task 4. Test yourself. Look at the pictures on page 85. Play the CD and let Ss listen to the

sentences and put the minus and plus marks.


1. This is a bathroom. ( - )

2. This is a bedroom. ( + )

3. Emma is near the sofa. ( - )

4. The teddy bear is in the box. ( + )

5. The book is under the table. ( - )

6. This is a living room. ( + )


Unit 9. Everyday activities.Lesson 1. What time is it?.Aim: At the end of the lesson students able to tell the time.

New Vocabulary: time, clock, eleven,

twelveStructure: What time is it? – It is seven o’clock.

Materials needed: clock. Ss should bring sheets of cardboard paper, scissors and colored

pins.

Remembering: T shows flashcards with the furniture and different rooms, Ss name them.

Understanding: Exercise 1a. Look and listen. Ss look at the pictures of the clocks on page 86

and play the CD. Ss should listen carefully to the expressions while looking at the pictures.


It’s one o’ clock.

It’s two o’ clock.

It’s three o’ clock.

It’s four o’ clock.

It’s five o’ clock.

It’s six o’ clock.

It’s seven o’ clock.

It’s eight o’ clock.

It’s nine o’ clock.

It’s ten o’ clock.

It’s eleven o’ clock.

It’s twelve o’ clock.

Exercise 1b. Listen, point, and repeat.

Play the CD again and have Ss point at the clocks on page 86 and repeat.

Exercise 2. Look and say. Point at the pictures and get Ss to say the clocks at random. Involve

as many Ss as possible.

Applying: Exercise 3. Ss listen to the CD and repeat . T. divides class into two groups. The

first group asks the question and the second group answers them.


What time is it? - It’s one o’clock.

What time is it? - It’s two o’clock.

What time is it? - It’s three o’clock.What time is it? - It’s four o’clock.

What time is it? - It’s five o’clock.

What time is it? - It’s six o’clock.

What time is it? - It’s seven o’clock.

What time is it? - It’s eight o’clock.

What time is it? - It’s nine o’clock.

What time is it? - It’s ten o’clock.

What time is it? - It’s eleven o’clock.

What time is it? - It’s twelve o’clock.Creating: Exercise 4. Do the craftwork. Ss should bring sheets of cardboard paper, scissors

and colored pins. Guide the students through the drawing, cutting and assembling the clock.

Ss using colored pins to stick for the hands of a clock.

Lesson 2. My dayAim: At the end of the lesson students able to talk about their routine.

New Vocabulary: wake up, get up, have

breakfast, go to school, have lunch, go

home, do homework, watch TV, go to bed.Structure: I get up at 7 o’clock. I have breakfast at 8 o’clock.

Materials needed: Flashcards of the following activities ‘get up, have breakfast, go to school,

have lunch, do homework, watch TV, and go to bed’

Remembering: Ask Ss line up in two lines facing each other. Give them flashcards with the

time ask and tell the time.

Understanding: Exercise 1a. Look and listen. Ss look at the pictures on page 88 and play the

CD. Ss listen carefully to the expressions while looking at the pictures.


Get up, have breakfast, go to school, have lunch, do homework, watch TV, go to bed.

Exercise 1b. Listen, point and repeat. Ss repeat the expressions in pairs, in groups and as a

whole class without the CD.

Exercise 2. Look and say. Put the flashcards on the desk and call a student to choose a card

and say the expressions and repeat it with other Ss too.

Exercise 3. Look, listen and say. Ss to look at the pictures and listen to the CD. After that

repeat chorally and individually.


I get up at six o’clock.I have breakfast at seven o’clock.I go to school at eight o’clock.I have lunch at twelve o’clock.I do homework at three o’clock.I watch TV at seven o’clock.

I go to bed at nine o’clock. Applying: Exercise 4. Work in pairs.

Give each pair pictures show daily activities. Ss make sentences in pairs, and then tell to the

class.

Example: I get up at 7 o’clock.

Exercise 5. Look and play. Ask Ss to look at the pictures 89 for one minute and close their

books. Ask a volunteer to mime an action. The rest of the class tries to guess the action.

Creating: Write about your daily activities.

Lesson 3. My weekAim: At the end of the lesson students able to tell about their week activities.

New Vocabulary: study, play chess, swim, play

computer games, wash clothes.

Structure: On Monday I play chess. On Tuesday

I swim.Materials needed: Bring a small ball.

Remembering: Volunteers read their homework.

Understanding: Exercise 1. Look and listen.

Ask Ss to look at page 90 and listen to the recording carefully. Play the CD in order to make

Ss comfortable in saying new words.


Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

Exercise 2. Take enough time to repetitions and make sure they pronounce the weekdays

correctly, especially the words such us Wednesday, Thursday, Saturday.

Exercise 3. Play a ball game. Throw a ball to Ss one by one and ask them to say weekdays.

Use the Mongolian words for weekdays and Ss should say each word in English.

Example: Teacher: Нэг дэх өдөр

Student: Monday.

Exercise 4. Listen and repeat. Introduce some new action words as study, play chess and

swim and remind the action words and phrases that Ss learned in previous lessons like watch

TV and ride a bike. It is more effective to use pictures.

Exercise 5a. Listen and repeat. Play the CD for Ss to listen to new language patterns with the

use of weekdays, action words and also a preposition on.


On Monday, I study.

On Tuesday I swim.

On Wednesday, I go play chess.

On Thursday I wash clothes.

On Friday, I play computer games.’

On Saturday, I ride a bike.

On Sunday, I watch TV.

Lesson 4. My weekendAim: At the end of the lesson students able to talk what do they do at their weekends.

New Vocabulary: wash dishes, clean the house, help mom, ride a bike.

Structure: Do you ride a bike? – Yes.

Remembering: T asks the following question: What do you do on Monday?

Understanding: Exercise 1a. Look and listen. Present the new verbs by pointing at the

pictures on page 92. The play the CD and Ss listen carefully.


Wash clothes, clean the house / ger, wash dishes, ride a bike, help mum, play with a ball.

Exercise 1b. Ss listen to the CD again and repeat the expressions.

Exercise 2. Can you guess?

Volunteers mime the expressions in front of the class and others guess them.

Exercise 3. Look and say. Ss look at the pictures and make their own sentences.

Exercise 4. Practice asking and answering questions. Ss listen to the dialogue then practice.


- Do you ride a bike?

- Yes, I ride a bike.

- Do you clean the house?

- Yes, I clean the house.

- Do you play basketball?

- Yes, I play basketball.

- Do you wash the dishes?

- Yes, I wash the dishes.

Applying: Exercise 5. Volunteers talk about their weekend activities.

Lesson 5. ReviewAim: Reviewing and checking students’ progress.

Exercise 1. Look and point. Ss open their books on page 94. T tells the sentences and Ss

point at the correct picture.

Exercise 2. Look and remember. After that ask Ss to close their books and say what they

remember.

Exercise 3. Check each other. Review all the vocabulary and language patterns learned within

the unit.

Exercise 4. Test yourself. Ask Ss to look at the pictures on page 95. Play the CD and get Ss

put the plus mark if the sentence matches the picture or put the minus if the picture does not

match the picture.


1. I play with a ball (+)

2. I wash the dishes. (-)

3. I watch TV. (-)

4. I play computer game. (+)

5. I ride a bicycle. (+)

6. I clean the house. (-)


Unit 10. Having fun.Lesson 1. Let’s talk.Aim: Practicing questions and answers, reviewing students’ learning progress.

Exercise 1. Look and talk. Ask Ss to look at pictures in their book and make as many as

possible questions.

1. Who is this?

2. What is his / her name?

3. What is he wearing?

4. What is he doing?

5. What does he like?

6. What do like to eat?

7. What room is it?

8. What time is it? Etc.

Exercise 3. Questions or answers?

Divide class into two teams. The questions team and the answer team. The teams stand

between the desks making 2 lines. Put a set of flashcards on the teacher’s table face down.

The question team picks up a flashcard and asks question and answer team students should

answer.

Exercise 4. Group work. T gives each team a flip paper and a marker. Each team should draw

their favorite heroes or heroines. Then they present their picture to the class and describe their

heroes or heroines.

Example: This is Cinderella. She is wearing a blue dress. She is dancing with prince.

Lesson 2. Let’s playAim: Students are singing and practicing the vocabulary.

Exercise 1. Play a ‘Whisper – line’ game.

Divide the Ss into 3 teams. Ask them to stand in 3 rows between the desks. Whisper a word or

sentence to the first student of each row. When T says “Go” the first student turns to next one

and whispers the word or sentence. The last Ss say the word or sentence aloud.

Exercise 2. Play a “Wake up” game.

Bring in flashcards with different images. Tell the Ss that they’ll work in 3 rows like in the first

activity. Give the first student in each row a flashcard. When the teacher says “Start” the first

student names the item on the card and passes it along the line. Each team has a referee.

Exercise 3. Let’s sing a Bingo song.

Play the CD several times to let Ss listen and sing the song. Then Ss sing as a whole class or

in rows.


There was a farmer had a dog

And Bingo was his name, oh

B-I-N-G-O, B-I-N-G-O, B-I-N-G-O,

And Bingo was his dog.Exercise 4. Play a bingo game.

Ask Ss to draw a bingo chart with 9 griddles. Show them some objects and ask them to draw

in their griddles. Play the bingo and encourage the winners.

Exercise 5. Play a board game.

Lesson 3. Let’s doAim: Reviewing and practicing the vocabulary and oral skills.

Materials needed: Bring in crayons, pencils.

Exercise 1. Listen and memorize.

Get the Ss to look at the Misheel’s posters on page 100. Ask Ss what the posters are about

and get some individuals to explain the poster. Encourage them to use their language

knowledge to introduce the posters. Then play the CD and get Ss to listen to Misheel

explaining her poster.


Hello, I’m Misheel. This is the poster I made for my

English lesson. This is a poster of four seasons. It’s

a summer day. It’s sunny and cloudy in the sky. I’m

flying a kite. This is a winter day. It’s cold and

snowy. Ben and I are making a snowman. This is

an autumn day. We are going to school. And this is

a spring day. It’s windy outside. Here I’m making a

poster.Exercise 2. Prepare for making a poster.

Before asking Ss to make their own posters develop rubrics to assess their work. Ask Ss to

brainstorm their own ideas and suggestions and include them in the rubrics.

Criteria 1-5 6-10 11-15

Attractiveness Pictures are not clear.

Not visually balanced.

Uses few colors and

materials.

Pictures are clear

visually balanced. Uses

some colors but not

enough.

Pictures are very clear.

Visually balanced. Uses

variety of correct colors.

Creativity The poster is finished

but provides no

evidence of creativity

The poster includes

some ideas and several

materials were used.

The poster includes

many unique ideas and

creative use of materials

Presentation Some grammatical or

pronunciation errors.

Speak not clearly. Only

a few members of the

group talk.

A few grammatical or


Speak loudly and

clearly. Some members

of the group talk.

No grammatical or


Speak loudly. Each

member of the group

talks.

Exercise 3. Let’s make a poster.

Tell Ss that they are going to make a poster about what they have learned throughout the

book. Get them to choose the topic from their book. Remind Ss all the topics using pictures on

page 101. Divide Ss into groups according to their choices. Give them time to make their own

posters.

Exercise 4. Present your poster.

Put the posters on the wall. Ask Ss walk around the class and see the posters. Each member

of the group will explain their posters to others.

Exercise 5. Assess your posters.

Assess each group’s poster according to the rubric.

Lesson 4. Let’s tell a story.Aim: Reviewing and practicing the vocabulary and oral skills.

Materials needed: Prepare 5 or more copies of the picture story on page 102 and 103

depending on Ss’ number. Bring sheets of paper, crayons, and pencils.

Exercise 1. Listen. Play the CD and get Ss to listen to the story. Draw Ss’ attention to main

ideas of the story. Give a task to them to memorize the main characters’ names by asking

questions.

1. Who is the story about?

2. Where do they live?

3. What do they do?

Tape script ( Track 84)

Hi, My name is Ben. I live on a farm. On the

farm we have a horse named Wind.. My sister

rides Wind. On the farm we have a cow named

Ellie. Ellie gives us milk. On the farm we have

chickens. I feed the chickens. They give us

eggs. I love my animals.Exercise 2. Listen and put in the correct order.

Divide Ss into groups of 4 or 5 and give each group a copy of the picture story on pages 102

and 103. Play the CD again and ask Ss to put the pictures in the correct order.

Lesson 5. English dayAim: Reviewing and practicing the vocabulary and skills.

Station 1. Game: Fish and fisherman.

At the station Ss catch a fish one by one. On the back of the fish there will be an image. Ss

should name and describe it. They will do this activity until the music plays. When music

starts, they leave for the next station. They should go clockwise.

Station 2. Let’s sing.

At this station the Ss stand in a circle. One student begins an English song and the others sing

along together. Then next Ss begins another song.

Station 3. Let’s chant.

At this station Ss read a chant. The chant should be taught in advance. At first Ss should listen

to and practice the chant 2-3 times. Then they start counting and getting their numbers to be

ready for the game. Once they are ready they start playing the chant.

Tape script ( Track 85)

One student: - Who ate an apple?

The class: - Number one ate an apple.

Number one: - Who me?

The class: - Yes, you!

Number one: - No, not me! It’s number two.

Number two: - No, not me! It’s number three…Station 4. Let’s talk.

At this station Ss pair up. There are flashcards on the desk. Each pair comes to the desk and

picks up 2 cards. Then they listen to a module conversation. After this they make up their own

conversations.


Misheel: Telmen, What is this?

Telmen: This is an ice cream

Misheel: Do you like it?

Telmen: Yes, I do. What do you have?

Misheel: I have a pen.

Telmen: What color is it?

Misheel: It’s blue.Extra activities

I have two eyes

I have two eyes to see with,

I have two feet to run,

I have two hands to wave with,

and a nose I have but one,

I have two ears to hear with,

And a tongue to say goodbye.

And two red cheeks for you to kiss, and now I’ll

Run away

It’s Spring

It’s Spring, what a beautiful day,

It’s Summer, I’m hot,

It’s Autumn, leaves are falling,

It’s Winter, I’m cold.

Documents

daavka.weebly.com · Web viewApproved by: Manager of studies ………………….. /Bayarmaa.U/ Lesson plan. Grade; 5. Unit 1. Me and my friends. Lesson1. Hello! Time: hours