WEEKLY PLAN

1-30th
STAGE I Septemb
er, 2025
Course
English (Main Course)
Name
Duration 20 hours – 40 minutes
Grade 1st graders
Unit Starter unit and unit 1
Naming the team characters
Self-introducing
Recognizing the alphabet
Subject
Counting from 1 to 10
Talking about classroom items
Writing the letters Aa Bb and Cc
STAGE II
Outcome Students will learn the names of the
s team characters
Students will be able to introduce
theirselves
Students will start to say alphabet
Students will be able to count from 1 to
10
Students will be able to talk about
classroom items
Students will be able to talk about more
classroom items
Students ‘ll be able to say, trace and
count the numbers 1,2 and 3.
Students ‘ll be able to understand and
talk about a story being helpful in class.
 Students will learn to write and say the
letters Aa, Bb, Cc.
Teaching
Lecture, reading, questions and answer,
Methods
observation, role-playing, application,
and
discussion, brainstorming, interaction
Techniqu
with peers, etc…
es
Educatio
nal
Technolo
Pupil’s book, smart board, visuals related
gy Tools
to the topic
and
Resourc
es Used
LEARNING-TEACHING PROCESS
Activity

Outcomes
•Students will learn the names of the team
characters
•Students will be able to introduce
theirselves
•Students will start to say alphabet
•Students will be able to count from 1 to 10
•Students will be able to talk about
classroom items
•Students will be able to talk about more
classroom items
•Students ‘ll be able to say, trace and count
the numbers 1,2 and 3.
•Students ‘ll be able to understand and talk
about a story being helpful in class.
•Students will learn to write and say the
letters Aa, Bb, Cc.
 LEARNING-TEACHING PROCESS
Activities:

Warm up activities:

•Greet the students as they come into the

classroom. Say ‘Hello!’ and encourage them to
say ‘Hello!’ back.
•Arrange students in a circle, hold a
softball. Pick one student to say ‘hello or hi’ He
or she gently pass the ball to one another
friend. They all say hi one by one. Since 3d or
4th lessons, they additionally say their names
too.
•Play a game
•Hello Song + name game. Students listen
to the song about the characters.
•Pass the ball !: Play a game of Pass the
ball! with students to review how to introduce
themselves by asking and answering about their
names.
•Numbers song: Count to 20: Students
listen to the song: Count to twenty and sing
along.
•Find the hidden numbers: Teacher hides
the number flashcards which are 1 to 10 and
students try to find them to complete a number
line.
•Alphabet song: Sing the ABC Song together
(with actions, clapping, or marching).
•Teacher asks: “Which letters do you
remember?” and elicits a few answers.
•Word chain: Play the game to review
 classroom items
•Play the recording of the song It’s A Pencil
from lesson 2. Encourage students to join in and
sing.

Introduction activities:
•Teacher talks and asks about the animals
whether they can or can't do an action. SS
responds all together.
•Teacher makes the student listen to
alphabet song.
•Teacher asks about students’ current
school objects by showing from the flashcards:
Do you have a school bag?(shows the picture of
school bag) Do you have a pencil case? etc.
•1-2-3 clap game is performed.
•Show character flashcards (e.g., Sam, Lily,
Max). Teacher models names.
•Show flashcards (Aa – apple, Bb – ball, Cc
– cat, Dd – dog).
•Teacher models sound + gesture.
•A – /æ/ (bite apple)
•B – /b/ (bounce ball)
•C – /k/ (claw like a cat)
•D – /d/ (drum hands) • Students repeat
sounds with actions

•Show flashcards and real objects about

school and ask questions: “Do you have…..?”
•Show flashcards about numbers and ask
questions: “Which number is this?”
•Global skills: communication and
collaboration:
Working together to act out the story
requires the participation of every member of the
group.
 Talk about being helpful. In the students’ own
language, explain what this means. Ask in
students’ own language ,how the children in the
story are helpful.
•Display the poster with the alphabet on.
Play the Alphabet Encourage students to join in.
Write A a, B b, C c on the board. Tell students, in
their own language, that they will be learning to
say and write these letters and will learn some
words that begin with these letters.

Practice:
▪“Who is this?” game with flashcards,
role-play introducing characters. Students try to
guess the right character.
▪Sound Match : Spread flashcards on the
board/floor. Teacher says a sound (“/b/”),
students run and touch the correct card.
▪Alphabet Hunt : Teacher shows
pictures/objects (apple, car, doll, book).
Students decide which letter it starts with.
▪Chant & Clap : Teacher chants: “A –
apple – /æ/!” (clap 2 times). Students repeat in
rhythm, then try in groups.
▪Point and say :Play the recording for
students to listen and point to the things in the
picture. Play the record again. Students listen
and match the object they see in the book.
▪Circle the odd one out: Students look at
the picture and circle the odd object out.
Teacher asks students about the first letters of
school objects.
▪Listen point and say : Play the
recording for students to listen and point to the
things in the picture. Play the record again.
Students listen and repeat the words given by
the teacher.
▪Count and the trace the correct
number :Ask students to name the objects in
each picture using: “It’s a…….”. Do the first
picture together as a class. Point and as How
many bags? And elicit that there is one bag. Tell
students to point to the number 1. Show them
that it has been traced as an example. Tell
students to do the other pictures in pairs.
▪Talk about the pictures : Focus
students’ attention on the story. Ask them to
say in their own language, who the people in
the story are. Ask about their predictions about
the story.
▪Look and match : Tell students to look at
the pictures. Ask them at random to name the
classroom items in the top row. Tell students to
match each of the items to the corresponding
items in the story. Check the answers together.
▪Let’s count our items : Students check
their items in their pencil case and try to count
them. They say how many items do they have
one by one.
▪Team up!: Teacher downloads and cuts
out the bag template and the cards. Students
sit around in small groups to play. Give the bag
template to one member of each group and give
the classroom item cards to the other members
of the group. The student with the bag asks for
each of the classroom items in turn using
“Where is my crayon etc?” The student with the
crayon card gives it to them, saying Here it is! It
continues until they have collected all the items.
▪Count and the trace the correct
number: Ask students to name the objects in
each picture using: “It’s a…….”. Do the first
picture together as a class. Point and as How
 many bags? And elicit that there is one bag. Tell
students to point to the number 1. Show them
that it has been traced as an example. Tell
students to do the other pictures in pairs.

Production:
Pair work: Students walk around the classroom
and make a dialogue about what they learn:
Example : “Hello, I’m Sam.” “Hello, I’m Lily.”

Alphabet Train Game: Sudents stand in a

line as a “train.”. Each student is given a letter
card (A, B, C, D). Teacher says: “Choo choo! Who
has A?” → that student starts the train: “A – apple –
/æ/!” → next joins with “B – ball – /b/!” etc.

Draw it: Students draw their favorite

character and say: “This is ____.”
Guess Who?
Teacher describes: “This
character has brown hair. Who is it?”
Students guess.

Find Your Friend Game:

Teacher gives each student a character card.
Students walk around saying: “I’m Max.
Who are you?” until they find the same
character.

Number Hopscotch:
Numbers written on the floor with tape.
Students hop to the number teacher calls
out.

Counting Competition:
Students in small groups count objects
(pencils, books).
First group to finish shouts: “We have 7!”

Number Chain:
Students stand in a circle. First says “1,” next
says “2,” etc.
If someone makes a mistake, start again.

Show and Tell:

Students take an item from their bag and say:
“This is my pen.”

Classroom Treasure Hunt:

Teacher says: “Find a book!” Students race to
touch the item.

What’s in My Bag?:
Teacher (or student) hides items in a bag.
Others ask: “Is it a ruler?” – Answer: “Yes, it is
/ No, it isn’t.”

Draw & Count Poster:

Students draw one apple, two books, three
pencils on a mini poster.
Present: “One apple, two books, three
pencils.”

Classroom Counting Walk:

Students walk and count together: “One door,
two windows, three chairs.”

Body Counting:
Students count actions: “One clap, two
jumps, three steps.”

Act It Out:
In pairs, students role-play helping each
 other:
“Can you help me, please?” – “Yes, here you
are.”

Story Sequencing:
Groups put story picture cards in the correct
order and retell.

Classroom Helpers:
Students act as helpers (e.g., handing out
books) and say: “Here you are!”

Letter & Word Match:

Students match letter cards (A, B, C) with
picture cards (apple, ball, cat).

Alphabet Train:
Students stand in a line. Each holds a letter
card.
First: “A is for apple.” Next: “B is for ball.” →
continue like a train.

Draw & Share:

Students draw something starting with
today’s letter and say: “A – apple.”

Phonics Clap:
Teacher says: “B is for ball – /b/ /b/ /b/!”
Students clap with rhythm.

Individual Learning Activities

(assignments, experiments, problem
solving, etc.)
Students independently practice the chant
 which is given by the teacher.
Group Learning Activities
(Project, field trip, observation, etc.)
•Role-playing activities are applied on all
stages.
•Small groups are formed and they continue
practicing introductions within their groups.
-Creativity, rhythm and clear
pronunciation are encouraged during
chanting activities.
⁃
Summary
Students will learn self introducing through the team
characters. Besides they recognize the
alphabet, they count from 1 to 10 fluently.
They will be talking about classroom items and their
quantities.
They will focus on phonics: A-B-C.

Individu
al
Learning
Activitie
s
(assign Students independently practice the
ments, chant which is given by the teacher.
experim
ents,
problem
solving,
etc.)
Group Role-playing activities are applied on all
Learning stages.
Activitie Small groups are formed and they
s continue practicing introductions within
(Project,
their groups.
field
Creativity, rhythm and clear
trip,
pronunciation are encouraged during
observat
chanting activities.
ion, etc.)
Meeting expressions and basic English
Summar words are taught. The students also
y combine the actions and animals by the
instructions which are given by the book.
STAGE III
Assessm Assessment: Review each student’s
ent And homework to see if they correctly
Evaluati complete it.
on: Evaluation: Mark based on self-
For improvement and completion of
Individu homework.
al
Learning Homework’s : Workbook, worksheets
Activitie and some pupil’s book activities.
s
Assessm
ent And
Evaluati
on:
For
Group
Learning
Activitie
s
Assessm
ent And
Evaluati
on:
Addition
al
Assessm
ent And
Evaluati
on
Activitie
s For
Student
s With
Learning
Difficulti
es And
Advance
d
Learners
STAGE
IV
Explanat
ions
Regardi
ng the
Impleme
ntation
of the
Plan

21.04.2025