Lesson Plan 1-8

i – Learn Smart Start 2
Date of teaching: ……………………………………Class:………………………….

GETTING STARTED
Lesson 1
I. Objectives:
By the end of this lesson, students will be able to say "Hello!" and "Goodbye!".
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: hello, goodbye
IV. Procedures:
Time Steps/ Activities Organization
5’
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
New lesson
A - Listen and point. Repeat.
CD1 – Track 03:  Teacher -

whole class/
1. Have students listen to each new word. individually/
2. Have students listen to each new word and repeat all pair work/
together and individually. Correct student's pronunciation group work
25’ if necessary.
3. Arrange the flashcards on the board. Play audio and have
group work students listen and point at the pictures in
their books.
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.
Activities:
Play the game“Who is faster?”.
 Divide the class into groups.

 Arrange the flashcards on the board.
 Invite a student from each group to go to the board.
 Teacher says a word and the students run to tap the right
card.
 Teacher –
students in
B - Listen and point.
groups
1. Pre-listening: Introduce the situation.
2. While-listening:
1. Play audio and have students look at the picture.
2. Demonstrate the activity by pointing at the words.
3. While-listening: Play the audio again. Have students listen
and groups repeat.
4. While-listening: Play audio again. Have students listen, repeat
and point.
5. Post-listening: Point at each word and have students call it
out  Teacher –
6. “hello/goodbye.” students in
groups
5’ Wrap-up(5')
Review. Play the game“Matching”.  Teacher -

 Write the words on the board. whole class/
students
 Have students read the words on the board.
 Give students flashcards.
 Have students match the flashcards with the words on the
board and call out the words.

GETTING STARTED
Lesson 2
I. Objectives:
II. Teaching aids:
Vocabulary: stand up, sit down, listen.
IV. Procedures:
5’
Play the game "Look and Point".
 Write the words in different areas on the board.

 Teacher shows a flashcard.
 Teacher -
 Students use their fingers to point to the word on the board and
whole class
say it loudly.
New lesson
A - Listen and point. Repeat.

 Teacher -
CD1-Track 06:
whole class/
together and individually. Correct student's pronunciation group work/
25’ if necessary.
students listen and point at the pictures in their books.
times.
individually and have students say the words, correct
the book and the other says the word.
 Teacher –
Activities: whole class
Play the "GUESS" game.

 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.
B. Listen and point.
1. Pre- listening: Introduce the situation.

2. While- listening:
 Play audio and have students look at the picture.
 Demonstrate the activity by pointing at the words.  Teacher –
3. While-listening: Play the audio again. Have students listen whole class
and repeat.
4. While-listening: Play audio again. Have students listen,
repeat and point.
5. Post- listening: Point at each word and have students call
it out "Stand up/ sit down/listen."
 Teacher –
whole class
5’ Wrap-up (5')
- Option 1: Review. Play the game "Thumbs Up or Down"

 Teacher -
 Show a flashcard one at a time and have students
whole class
identify the word teacher says by putting their
thumbs up or down.
 Repeat the activity with other flashcards.
E.g.
 Teacher: (showing the flashcard 'stand up') sit

down.
 Students: (putting their thumbs down).
 Teacher: sit down.

 Students: (putting their thumbs up).

Unit 1: FAMILY
Lesson 3
I. Objectives:
II. Teaching aids:
Vocabulary: father, mother
Structure:
• This is my (mother).
IV. Procedures:
5’
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
New lesson  Teacher -

whole class/
A- Listen and point. Repeat. (10') individually/
CD1-Track 09: pair work/

group work
1. Have students listen to each new word.
2. Have students listen to each new word and repeat all
together and individually. Correct student's pronunciation
25’ if necessary.
times.
the 6 book and the other says the word
Play the "GUESS" game.
 Arrange the flashcards on the board

 Have students look at the flashcards for the count of ten.
 Write a number under each flashcard.
 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 –
Listen and point whole class
1. Pre- listening: Introduce the situation, point at each

person in the picture and have students call out the words
"father, mother".
 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."
 Teacher –
whole class
 Teacher –
whole class
5’ Wrap up (5’)
 Teacher –
whole class/
Review. Play the game “Lips read”
students
 Teacher says a word silently.
 Students say that word loudly.

Unit 1: FAMILY
Lesson 4
I. Objectives:
II. Teaching aids:
Vocabulary: Aa, Bb, ant, boy
IV. Procedures:
5’ Play the game "Matching".
 Write the words/sentences on the

 Teacher -
board.
whole
 Have students read the
class
words/sentences on the board.
 Give students match the flashcards.
 Have students match the flashcards
with the words/sentence
on the board and call out the words/sentences.
 Teacher -
whole class
New lesson
The alphabet (5')
1. Play the alphabet song and have students listen.

25’ 2. Play audio again and sing the song.
3. Put the flashcards on the board for the letters in red (a and b).
4. Point to each flashcard, call out the letter's name, and have
students repeat
Letter A
1- Listen and repeat. Trace. (10')
Listen and repeat:  Teacher -

whole
1. Have students look at the letter. class/
2. Play audio. Have students listen and repeat all together and individually
individually. Correct student's pronunciation if necessary.
3. Have some students demonstrate the activity in front of the
class.
Trace:
1. Have students call out the letter sound.

2. Demonstrate the steps of tracing the letters with your
finger.
3. Have students trace the letters with their fingers.
class.
Listen and repeat:
1. Have students look at the picture, letter and word.

2. Play audio. Have students listen and point to the letter and
word as they hear.
3. Have students listen and repeat all together and
 Teacher -
individually.
whole
class/
Correct student's pronunciation if necessary. individually
Sing.
1. Have students look at the lyrics and pictures. 2

2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the
letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of an ant).
 Teacher -
6. Have some students sing and make the gesture in front of
whole class/
the class.
individually
5’ Wrap-up (5')
 Teacher -
Listen and clap.
whole class/
1. Demonstrate the activity. students
2. Have students stand up.
3. Have students clap when they hear the 'a' sound
class.

Unit 1: FAMILY
Lesson 5
I. Objectives:
II. Teaching aids:
Vocabulary: brother, sister.
Structure:
 This is my (brother).
 Nice to meet you.
 Nice to meet you, too.
IV. Procedures:
5’ Warm-up (5’)
Review. Jump.  Teacher -

whole class/
 Call out a letter sound or a word with that letter.
students
 Have students stand up and jump if they hear the 'b' sound.
New lesson
A- Listen and point. Repeat.

 Teacher -
CD1-Track 20:
whole class/
together and individually. Correct student's pronunciation group work
25’ if necessary.
times.
V. Change the order of the flashcards, point at them individually
and have students say the words, correct pronunciation when
needed.
VI. Have students work in pairs, one points at the picture in the
book and the other says the word.
Activities:
Play the game 'Pass the flashcard & Name it
 Give the first student a flashcard and play a song

 Students have to pass the flashcard.  Teacher –
 When the music stops, the student with the flashcard has whole class
to say the word out loud.
 Repeat the activity with other flashcards.
B. Listen and point
1. Pre-listening: Introduce the situation, point at each person

in the picture and have students call out the words "father,
mother, brother, sister".
 Demonstrate the activity by pointing at "father", "mother",
"sister", "brother" in the picture.
and repeat.
C. Play "Board race".  Teacher -

whole class/
1. Have students look at the example. individually
2. Divide the class into teams and have one student from
each team stand a distance from the board.
3. Stick two flashcards on the board and then say one of
them.
4. Have the students race to the board, touch that flashcard,
and say the correct sentence.

5. The first student to touch the flasheard and say the
sentence gets a point for their team.
6. Continue with other students.
 Teacher -
whole class/
sstudents
5’ Wrap-up (5')  Teacher -

whole class
Review. Jump to say yes.
 Ask the children to stand by their desks.

 Hold up a flashcard from the vocabulary set (father,
mother, brother, sister) and say a word.
 If the word is the same as the flashcard, they jump. If it
isn't, they stand still. Alternatively, ask children to put
their hands up if the word and the flashcard are the same.

Unit 2: SCHOOL
Lesson 6
I. Objectives:
II. Teaching aids:
Vocabulary: pencil, book, bag
Structure:
 It’s a (pencil)
IV. Procedures:
5’ Warm-up (5')
Review. Introduce family.  Teacher –
 Have students bring photos of their families. students in
 Have them work in pairs, introduce their family to their pairs
partners.
 Have some students demonstrate the activity in front of the
class.
New lesson
A- Listen and point. Repeat. (10')
CD1-Track 25:
 Teacher -
1. Have students listen to each new word. whole class/
2. Have students listen to each new word and repeat all individually/
together and individually. Correct student's pronunciation pair work/
25’ if necessary. group work
times.
the book and the other says the word
Activities:
Play the game "Who is faster?".
 Divide the class into groups.

 Invite a student from each group to go to the board.
 Teacher says a word and the students run to tap the right
card.
B. Listen and point.
1. Pre- listening: Introduce the situation, point at each

person/things in the picture and have students call out the
words.
 Demonstrate the activity by pointing at the things in the
picture.
and repeat.
4. While-listening: Play audio again. Have students listen  Teacher –
and point. whole class
5. Post- listening: Point at each picture and have students
call out the words again "pencil/book/bag."
C. Now, sing a song
1. Play audio and have students listen.

2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole
class.
4. Have some students sing in front of the class.
 Teacher –
whole class
students
5’ Wrap-up (5')
Review. Listen and Hold up.
 Have students put their book/bag/pencil on the table. Call

out a school thing.  Teacher -
 Students listen and hold up that thing. whole class
 Repeat the activity with other school things. students
 Have other students take turns playing the role of the
teacher.

Unit 2: SCHOOL
Lesson 7
I. Objectives:
II. Teaching aids:
Vocabulary: Cc, Dd, cap, door
IV. Procedures:
5’ Warm-up (5')  Teacher -

whole class
Play the game "Unscramble".
 Divide the class into small groups and give each group a mini-
board.
 Show the unscramble words and ask the groups to write the
correct answers on the mini-boards. E.g. okbo -> book.
 The group with more correct words in shorter time will be the
winner.

whole class/
The alphabet (5')
individually/
1. Play the alphabet song and have students listen. pair work/
2. Play audio again and sing the song. group work/
3. Put the flashcards on the board for the letters in red (c and d).  Teacher –
4. Point to each flashcard, call out the letter's name, and have students in
students repeat. groups
25’  Teacher –
Letter C
students in
1- Listen and repeat. Trace. groups
Listen and repeat:
1. Have students look at the letter.

2. Play audio. Have students listen and repeat all together and
individually. Correct student's pronunciation if necessary.
class.
2-Trace:
1. Have students call out the letter sound.

2. Demonstrate the steps of tracing the letters with your finger.
3. Have students trace the letters with their fingers.
class.
2- Listen and repeat.
Listen and repeat:

1. Have students look at the picture, letter and word.

2. Play audio. Have students listen and point to the letter and
word as they hear.
3. Have students listen and repeat all together and individually.
Correct student's pronunciation if necessary.
class.
3- Sing.
1. Have students look at the lyrics and pictures.

2. Read the lyrics as a whole class.
3. Play audio, have students listen and point at the letters/words.
4. Have students listen and sing along.
5. Have students sing and make a gesture (of a cap).
6. Have some students sing and make the gesture in front of the
class.
5’ Wrap-up (5')
4- Listen and hop.
1. Demonstrate the activity

2. Have students stand up.
3. Have students hop when they hear the 'c' sound.
class.

Unit 3: COLORS
Lesson 8
V. Objectives:
VI.Teaching aids:
VII. Languages focus:
Vocabulary: red, yellow, blue
Structure:
 It’s (Red)
VIII. Procedures:
5’ Warm-up  Teacher -
whole class
Guessing game
 Students work in groups.

 Show a half of a picture of a school thing.
 Students work in groups to try to guess what object in the
picture is. The students who gives a correct guessing will get
one point.

whole class/
A- Listen and point. Repeat. individually/
CD1-Track 38 pair work/
group work/
 Use flashcards, crayons or colored pencils to introduce the  Teacher –
new students in
 words: red, yellow, blue groups
25’  Have students listen to each new word.  Teacher –

 Have students listen to each new word and repeat all together students in
and individually. Correct student's pronunciation if it's groups
 necessary.
 Arrange the flashcards on the board. Play audio and have
students listen and point to the pictures in their books.
 Play audio again and have students listen, repeat several

times. Change the order of the flashcards, point to them
pronunciation when needed
Optional activitie
Slap
 Divide the class into four teams and have each team make
a line.
 Stick flashcards on the board.
 Say a word. E.g. 'red'. The first student from each team
runs to the board and slap the correct picture.
 Give one point for the correct and fastest student.
 Continue the game.
B-Listen and point,
CD1-Track 39
 Have students look at the picture, identify details (if they

can) and colors in the picture.
 Introduce the situation.
 Demonstrate the activity by pointing to the new
vocabulary items.
 Play audio. Have students listen and point.
C-Sing.
CDI-Track 40
 Have students turn to page 68.

 Read the lyrics as a whole class.
 Play audio and have students listen.
 Play audio again and have students listen and sing along.
5’ Wrap-up
Quick flash
 Use the flashcards of the three colors students have learnt.

 Show each card very quickly and then hide it again. Ask
the class to call out the words of the picture they have
seen. Have students make a sentence with that word.

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i – Learn Smart Start 2

Date of teaching: ……………………………………Class:………………………….

Time Steps/ Activities Organization

Sing and Dance.

A - Listen and point. Repeat.

CD1 – Track 03:  Teacher -

Play the game“Who is faster?”.

 Divide the class into groups.

Review. Play the game“Matching”.  Teacher -

Date of teaching: ……………………………………Class:………………………….

Time Steps/ Activities Organization

Play the game "Look and Point".

 Write the words in different areas on the board.

A - Listen and point. Repeat.

Play the "GUESS" game.

 Arrange the flashcards on the board.

students are not looking.

B. Listen and point.

1. Pre- listening: Introduce the situation.

- Option 1: Review. Play the game "Thumbs Up or Down"

 Teacher: (showing the flashcard 'stand up') sit

 Teacher: sit down.

Date of teaching: ……………………………………Class:………………………….

Time Steps/ Activities Organization

Sing and Dance.

New lesson  Teacher -

CD1-Track 09: pair work/

Play the "GUESS" game.

 Arrange the flashcards on the board

1. Pre- listening: Introduce the situation, point at each

listen and repeat.

Date of teaching: ……………………………………Class:………………………….

Time Steps/ Activities Organization

5’ Play the game "Matching".

 Write the words/sentences on the

The alphabet (5')

1. Play the alphabet song and have students listen.

25’ 2. Play audio again and sing the song.

1- Listen and repeat. Trace. (10')

Listen and repeat:  Teacher -

1. Have students call out the letter sound.

Listen and repeat:

1. Have students look at the picture, letter and word.

Correct student's pronunciation if necessary. individually

4. Have some students demonstrate the activity in front of the

1. Have students look at the lyrics and pictures. 2

Date of teaching: ……………………………………Class:………………………….

Time Steps/ Activities Organization

Review. Jump.  Teacher -

A- Listen and point. Repeat.

Play the game 'Pass the flashcard & Name it

 Give the first student a flashcard and play a song

B. Listen and point

1. Pre-listening: Introduce the situation, point at each person

C. Play "Board race".  Teacher -

and say the correct sentence.

5’ Wrap-up (5')  Teacher -

 Ask the children to stand by their desks.

Date of teaching: ……………………………………Class:………………………….