PART 10 --- Certificate

When students learned new vocabulary, they could start practice the simple sentences with directive type sentence. Besides, teacher should aware them of the vocabulary which is vowel-initial.

acrobat / clown / cowboy / cowgirl / monster / dancer
I am a ____________.
She is a ____________.
He is a ____________.

Students have to sit in a circle, and teacher has to write down or put the word cards on the board for them. Then, teacher hands out a paper or a card to each student and gets him/her to write down one of the word on the board as his/her certificate. Later, the first student has to introduce himself/herself and the classmate sitting on him/her right hand. Also, the next speaker would be the one sitting on the left side of the first speaker, and he/she has to do it in the same way. And the rest of the class could do that. During the first round, every the goal of the game is that every student has to show his/her card to the class and try to memorize their classmates’ certificates, but students have to hide their certificate card and do the practice in the second round. Finally, teacher could request them to replace “she” and “he” with students own name when they are playing in the third round. This time, the way of excise would be a little different. The first speaker has to just introduce himself/herself; the next one has to introduce the first one’s certificate and himself/herself; the third one will introduce the first one and the second one’s certificates and himself/herself, and so on. Through the activity, students are expected to be used to directive sentences and remember the vocabulary.

PART 9 --- Number, color and countable word

As students have learned and been familiar with number, color and some countable words, teachers could enhance the word structure and even add some vowel-initial vocabulary and its usage.

an / a / one + color + countable word
number(2-10) + color + countable word

The game would be quite easy for teacher to operate. Teacher divides students into groups, which would be better to be 3 students for 1 team, and number every one in each team; then teacher put word cards or just writes the vocabulary on the board, including the words of number, color and the countable words students have known. Next, teacher would call one of the teams comes to the front, and each of the members has to point out the words he/she hears. Teacher, beforehand, lets the members to decide which one would be going to find out the word of the number, color and the other kind, and they have to change the sequence next time. During the game, teacher limits the time when a team is finding the words. When the team in which all 3 of the members choose the right words in time, it will be added the point.

PART 8 --- Sentence about number

When students memorized the words of number, they can join another activity by using complete sentences and the vocabulary to express the number of the stuff.

number + countable noun
What is it?
It is a ____________.
What are they?
They are number + countable noun.

Teacher puts flash cards or draws the learned countable vocabulary and the number 1-10 on the board. The countable words should be placed in a zone and the numbers in the other part of the board. And students do the pair work and come to the front. When teacher say a sentence, such as “they are four birds,” then one of pair has to point out the number 4, and the other one has to point at the picture “bird.” Teacher gives a few seconds to let students to find out the words, and then calculates the score according to their performances. Later, teacher can mix those numbers into the words’ zone and play the game again in order to level up the difficulty.

PART 7 --- Number

This time, the activity covers the number. Teacher could start with units 1-9 and 10, and let students familiar with the number first. This activity could be used for students’ number memorizing, and be repeated for many times.

one / two / three / four / five / six / seven / eight / nine / ten

After teacher is sure that students have known the number, he/she could draw or put the flash cards on which printed the numbers on the board（that means number can be showed in pictures or words）. Next, students could be divided into 2 teams, and one of each team would be assigned to the front and hold the little bars（teacher can prepare other materials）. And first of all, teacher says a number and the 2 students should use the bars to point at the number on the board. At the meantime, teacher should watch out students’ safety standing in the front, and other students have to see which of the representatives the quickest one is.

PART 6 --- Flash card

Here, as students have learned another crowd of vocabulary, we could use the closed questions and the flash cards to play a game.

monkey / snake / butterfly / bird / flog
Is it a _________?
Yes, it is.
No, it isn’t. It is __________.

Teacher could make the class become 2 groups at first, and both two groups have to sit and face to each other. This game would be supposed to cover a couple of rounds, and teacher could decide which team goes first. For instance, if group A is assigned to give the questions, then it has the opportunity to get the point. And what the students of A should do is to choose a flash card and hide it from group B. Then each of the students of group B has to ask a closed question in order to guess at the name of the animals group A has, and vice versa. At this time, teacher has to count how many closed questions are given by each group on the board. The team which gives lesser question and gets the correct answers would be the winner.

PART 5 --- Flash card

When students have learned some simple greeting conversation and memorized basic colors, teacher could begin trying teaching some more vocabulary. Teacher can let students learn a group of nouns which are relative to the same topic, short, specific and commonly visible, such as flowers, grass, trees, house etc. Besides, for the students on the very beginning level, the plural words, vowel-initiated words or the verbs had better be avoid, and the definite article should not be emphasized too obviously. Grasp the point that the first step of teaching vocabulary is to let students adapt to the word structure, and it would become easier to teach the new comers.

What is it?
It is a _____.
flower / tree / grass / house / bench

Before the activity, teacher uses the flash cards, on which there are the objects taught in class, around the classroom, and just points at one of them and make students to speak out the correct word without a complete sentence. Later, if students get acquaint with those vocabulary, teacher could move to the step of making students utilize a short sentence to express the stuff. For example, teacher points at the tree and asks “What is it?”, and the student should reply “It is a tree.” In the end of this activity, teacher could let students work in pair, coming to the front and do the simple dialogue. For instance, student Stacy asks her partner Joy one of the stuff in the poster “Joy, what is it?”, and Joy replies “It is a flower.” Also, Joy has to ask another thing to Stacy, such as the bench, “Stacy, what is it?”, and Stacy replies”It is a bench.”

PART 4 --- Colored cards

We can combine what they have learned and the new stuff into another activity as following. But, before you get to start the game, remember to review the relevant things, like PART 3.

What’s your / her / his name?
My / Her / His name is _______.
What color is your / her / his name card?
My / Her / His name card is ______.

Teacher makes students be in the group of about 3, and numbers the students in each group. Later, he/she hands out the colored cards to each student and has them to write down their own name on the cards with marker pens. Then teacher could decide which team takes charge of asking questions first, and start the activity with any number. For example, the no.2 of group A should ask the no.2 of group B “What’s your name? What color is your name card?” And the no.2 of group B has to answer the question “My name is Allen. My name card is green.” Besides, during this exercise, students have to show their name cards. Then, the next student would be expected to replace “your” into “her” or ”his”, and the answerer of the other team should also change the personals according to the sentence he/she hears of.

PART 3 --- Color

As students have learned the colors, teacher could play this game for enhancing them.

What color is it?
It is color.
red / pink / beige / orange / yellow / green / blue / purple / gray / brown / black
Is it color?
Yes, it is.
No, it isn’t. It is color.

Teacher can play two activities for this part, and the first one would be easier. Teacher requests the class to sit in a circle and stand up, preparing the colored cards and puts them on the board. Then teacher points out a card and asks one of the students “what color is it?” The student would be expected to answer the color of the card（e.g. ”it is yellow.”）, and teacher takes the card away. Later, the student who has questioned has to ask different card to another student in the same way. If the next student answers him/her, then the first one can sit down. The rest can try to remember the color by doing the same manner.

Before doing the second game, teacher could practice the dialogue briefly. Next, teacher sets apart the circle and gives the question “is it red?” Here, students have to raise their hands to answer it.（e.g. “Yes, it is.” or “No, it isn’t. It is black.”） Teacher may calculate the scores of each team by students’ replies.

PART 2 --- Ask the name

While students have learned how to do the simple greeting, teacher may start the lesson and play the activity with greeting someone, including asking and replying one another’s names. Teacher could teach students how to greet people in the morning, afternoon, at night or before people go to bed, and how to ask other’s names or reply themselves’; later, teacher could have well practice with them. Then students can be requested to sit in a circle and begin the activity. But students should remember to change the way of greeting in time order and their classmates’ names. For example:

Good morning
Good afternoon
Good evening
Good night
What’s your name?
My name is _____.

The first student has to say “Good morning! My name is Amy. What’s your name?” Then the second student replies the question “Good morning! My name is Bob.”, and ask the student sitting next to him “Good afternoon! My name is Bob. What’s your name?” So the third student replies in the same way, but has to change the greeting into “Good evening” when he asks the next one. And the rest can do it in the same manner. As you do the activity clockwise for the first time, you can play it again counterclockwise or in other kind of sequence in which everyone can participate. Finally, teacher has to ask the same question to the students.

PART 1 --- Greet people

For the students who just finished learning the alphabet, teacher could teach students to do the simple greeting. The aim of the activity for this part is to train the oral speaking by making students to say something when they meet their friends.

How do you do? （reply in the same way）
How are you?
I am fine.
Good-bye.

The first step is that teacher divides students into 2 groups, A and B, and numbers the students in each group. In round1, the student no.1 of team A（or B） has to do the conversation with the other group’s no.1. Teacher can use any way to decide who’s going to ask the other one first, then count the team in which, by judging his/her reply, the student is questioned. Therefore, if there are 5 members in each group, there will be 5 rounds. Teacher could assess the situation whether they should play it again or not.