WEEKLY PLAN

21th
Septemb
STAGE I er- 18
October,
2025
Course
English (Main Course)
Name
Duration 16 hours – 40 minutes
Grade 1st graders
Unit Unit 2
Naming the colours
Talking about the colours
Asking about the colours
Subject Talking about favourite colours
Identifying and tracing numbers: 4-5-6
Understanding the main idea of a story
Writing the letters: D-E-F
STAGE II
Objectiv Students will be able to talk about the
es colours
Students will be able to ask about the
colours
Students will be able to name the colours
correctly
Students will be able to say four more
colours
Students will be able to talk about their
favourite colours
Students ‘ll be able to say, trace and
count the numbers 4, 5 and 6.
 Students ‘ll be able to understand and
talk about a story “Colours in nature” in
the class.
Students will learn to write and say the
letters Dd, Ee, Ff.

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

Activities:

Warm up activities:

• Play a game of True or False with the class

to review classroom objects.
• Listening to “What’s your favourite color?”
Song.
• Play a game of Touch words with colours
around the classroom.
• Play Pass the flashcards with the flashcards
to. Review the colours from lesson 1. Ask and
answer “What colour is it?”
 • Play the Number chant from Unit 1 to
review numbers 1-3.
• Play Bingo!
• Play Odd one out using the flashcards.
• Colour Hunt – Students find objects in the
classroom: “Find something red!”
• Flashcard Show & Say – Teacher shows cards,
students shout the colour.
• Ball Toss Game – Toss a ball: “What colour is it?
• Clothes Check – Students describe their clothes:
“I’m wearing blue.”
• Touch the Colour – “Touch something green!”
• Emoji/ Picture Guess – Show an image, students
name the colour.
• Facial Expression Hint – Teacher acts out clues,
students guess the colour.
• Simon Says (Colours) – “Simon says touch
something yellow.”
• Show Your Pencil Case – Students show
crayons/pencils and say the colours.
• Alphabet Puzzle Warm Up – Put letters in the
correct order.
• Alphabet Ball Toss – Throw a ball and say a letter,
next student says the next one.

Introduction activities:

• Teacher talks and asks about the colours to

measure their knowledge. Students respond and
teacher observes.
• Teacher makes the student listen to alphabet
song.
• Alphabet Storybook – Read a short ABC story.
• Teacher tells the class “Today we are going to
learn about the colours.” Shows the unit flashcards
and make true and false statements using “its a …..
pencil etc.”
 • Teacher asks students to point to and name
some colours. Say: “Point sth blue!”
• Show flashcards (Aa – apple, Bb – ball, Cc – cat,
Dd – dog).
Teacher models sound + gesture.
•D – /d/ (dinner)
•E – /e/ (pet)
•F – /f/ (fly)
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:
Listen, point and repeat: Play the recording for
students to listen and point to the colours in the
picture. Play the recording again for the students to
repeat the words.
Listen and circle: Point to the objects in each pair
and elicit the colours. Do the example with students.
Play the first item on the recording and show
students that the blue crayon is circled. Play the rest
of the recording for students to listen and circle the
picture. Play the recording again for the students to
check their answers. Then check the answers as a
class.
Point and say: Point to the pictures of the coloured
pots of paint and elicit the colour names from the
class in chorus. Then call on individual students to
say the colours. Students work in pairs. Have one
student point to the pictures for their partner to say
and then swap roles.
Listen and repeat:Show a flashcard or a classroom
item of your favourite colour. Say My favourite
colour is … . Use gestures to help students
understand you like the colour. Point to the children
in the picture. Elicit the colours of the papers they
can see in the girl’s hand. Play the recording for the
students to listen. Play the recording again, pausing
after each line for students to repeat. Then students
work in pairs and, with the support of the audio, act
out the question and response in the dialogue. Have
students personalize the dialogue by replacing red
with their favourite colour. They can act out the
dialogue with coloured items.
Colour and say: Point to the things in the picture
that students can colour. Students can name them
and say what colour they can be. Students colour
each of the things using one of the six new colours
they learned in the lesson. They then point and say
the colour name and object.
Colour A. What’s missing in B? Draw and colour.
Students colour picture A. Then they look at the two
pictures and say what’s missing in picture B.
Students then draw the missing items and colour
picture B to match picture A.
Trace and colour: Students trace the lines
between the items. They then colour each paint it.
What’s your favourite colour?: Colour and say.
Students colour the fan in their favourite colour. Ask
each student What’s your favourite colour?
Listen and learn: Focus on the pictures in the
grammar cartoon. Choose students to identify the
characters. Ask Who’s this? (Nina and Hector).
Encourage them to name anything else they can see
and to name the colours they know. Play the
recording for students to listen and follow the story.
Then model each phrase for students to repeat
chorally. Play the recording again for students to
point to each
picture as they listen. Students work in pairs to act
out the grammar cartoon. In their pairs, students
choose which character they are going to play. Play
the recording one line at a time for students to
repeat and act out the story in pairs. Invite some of
the pairs to act out the story for the class.
Listen and repeat: Focus on the pictures in the
grammar cartoon. Point to the colours in the pictures
and ask What colour it? Choose students to answer
at random. Encourage students to answer using It’s
(colour).Play the recording for students to listen.
Then play the question and answer again for
students to repeat
chorally. Tell students to point at something orange
(the flower) in the first frame of the grammar
cartoon. Play the recording again for students to
repeat the question and answer. Students ask and
answer the question using the new language about
the colours of classroom items.
Listen and sing: Tell the students they are going to
sing a song. Point to the picture and elicit the names
of the colours they know. Play the video or recording
of the song for students to watch or listen and point
to the colours in the picture as they hear them. Play
the video or recording of the song again for students
to sing along. Once students are confident, you
could play the karaoke version of the song for
students to sing, using the pictures in the Student
Book as prompts. Colour the flowers in the key. Then
colour and complete. Students colour the flowers in
the key and then colour the flowers in the picture
according to their key. If you are doing this in class,
students can create a colour key for their partner
and then swap books to colour each other’s flowers.
What colour is it? Colour and say: Students
colour the pictures using the colour of their choice.
They then ask and answer using What colour is it?
It’s (red).
Circle the odd one out. Then colour: If you’re doing
this in class, model the activity with students. Ask
Which object is the odd one out? Do the first one
with the class. Show students that the strawberry is
odd and is circled. Students then circle the odd one
out in each group. They colour the odd object the
colour that it usually is.
Listen, point and repeat: Focus students’
attention on the photos. Play the recording for
students to listen, point to the photos and repeat the
words. Play the recording again for students to point
and say the words.
Match and say: Point to the example with the
students and elicit the colour (white). Tell students
to match the colour splodges with the paint brushes.
In pairs, have students take turns asking and
answering: What colour is it? It’s (pink).
Listen and tick: Point to each of the pictures and
ask students What colour is it? Have them first
answer chorally, then individually using It’s (pink).
Play the first item on the recording and look at the
example with students. Establish that the rabbit is
white. Show students that the rabbit has a tick. Play
the rest of the recording for students to listen and
tick or cross the pictures. Play the recording again
for students to check their answers. Then check the
answers as a class.
Listen and chant: Tell students to look at the
pictures and say what objects they can see. Tell
them to say the colours. Students can count how
many objects there are in each box. Tell students
that they are going to hear the numbers and objects
in a chant. Play the recording for students to listen
and point to the pictures in their Student Book. Play
the chant a few more times for students to join in as
much as possible. Then chant the numbers from 1–6
as a class.
Count and trace the correct number: Ask
students to name the classroom items in each
picture. Do the first picture together as a class. Point
and ask How many pencils? and elicit that there are
five pencils. Tell students to point to the number 5
under the picture of the pencils. Show them that it
has been traced as an example. Tell students to
count and trace the other pictures in pairs. Then
check the answers as a class.
Trace and write the numbers: Students trace the
numbers, focusing on the correct directionality. They
then write the numbers along the rest of the lines.
Encourage students to have a finger space between
each number.
Look at the number and draw: Students look at the
picture and the number on the left. They then draw
that number of the objects on the right.
Circle the numbers 4, 5 and 6: Students look at
the number line and circle the numbers
4, 5 and 6. They then count the numbers from 1.
Talk about the pictures: Focus students’ attention
on the story. Ask them to say in their own language,
who the characters in the story are (chameleons).
Explain or elicit that chameleons can change their
colour to be the same colour as the background.
Ask students to say English words for the colours
they
can see. Use the pictures to introduce the words sky
and rainbow. Invite students to make predictions
about what happens
in the story in their own language.
Listen and point: Tell the class that they are going
to watch or listen to the story. Focus on the pictures
and ask the question What’s your favourite colour?
Invite different students to make predictions. Play
the video or the recording for students to follow the
story pictures. Encourage students to point to the
pictures in their Student Book as they follow the
story. Choose different students and repeat the
question What’s your favourite colour? Play the
video or recording again. If you wish, play the story
a final time for students to enjoy.
Look and match: Tell students to look at the
pictures. Ask students at random to name the
colours of the chameleons in the top row. Remind
students that chameleons change colour to match
their background. Show them the first example (the
chameleon is brown like the branch of the tree). Tell
students to work individually to match the other two
chameleons. Check the answers as a class. Ask
What colour is it? and
encourage students to answer using It’s … .
Number the pictures in order: Students look at
the pictures and number the story frames in the
order they appear in the story. They can use the
Student Book to check their answers.
Look and colour: Students colour the scene from
the story.
Look and match: Students match the children to
the things they think they are interested in.
Encourage students to use visual clue by looking at
what the children are wearing or holding.
Listen, point and repeat: Elicit the name of the
letter D d. Say the sound /d/. Play the recording for
students to listen and point to the
letter and pictures. Play the recording again for
students to repeat the letter,
sound and words. Slowly model how to write each
letter on the board. Then tell students to air trace
the letters using the correct stroke order, before
tracing the letters in their Student Book.
Listen and chant: Tell students to look at the
picture and say, in their own language, what they
can see. Tell students that they are going to listen to
a chant. Play the recording for students to listen and
point to the
picture in their Student Book. Play the recording a
few more times for students to join in
as much as possible.
Circle the letters D and d: This activity helps
students to recognize the upper-case and lower-case
forms of the letter. Point to the example. Then tell
students to find and circle the letters D and d.
Students then compare answers with a partner. Tell
students to say the sounds of the other letters that
they can see.
Listen, point and repeat,Then trace: Tell
students they are going to learn to say and write the
next two letters of the alphabet, E e and F f. Play the
recording for students to listen while they point
to the letter and pictures. Play the recording again
for students to repeat the letter,
sound and words. Tell students to air trace the
letters using the correct stroke order, before tracing
the letters in their Student Books. Show students the
starting dots and directional arrows to help them
trace. Tell students to trace the letters in their
Student Books.
Listen and chant: Tell students to look at the
picture and say in their own
language what they can see. Tell students that they
are going to listen to a chant.
Play the recording for students to listen and point to
the
pictures in their Student Book. Play the recording a
few more times for students to join in
as much as possible.
Look and match:
Students match the letters to the items that begin
with
each letter.
Audio transcript
/e/, /e/, elephant.
/e/, /e/, egg.
/e/, /e/, /e/.
An elephant with an egg.
/f/, /f/, farmer.
/f/, /f/, fork.
/f/, /f/, /f/.
A farmer with a fork.
Extra practices:
Practice1: “Colour Bingo” with worksheets (students mark
colours called out).
Practice2 Teacher models: “My favourite colour is blue.”
Students repeat with own answers.
Practice3: “I Spy with my little eye… something (blue).”
Practice4: Finger counting + tracing numbers on
board/paper.
Practice5: Match activity – “4 red circles, 5 green stars, 6
yellow squares.”
Practice6: Teacher reads story with pictures, students
listen & identify colours.
Practice7: Teacher asks: “What colour is the sun?” students
respond.
Practice8: “Letter bingo” – teacher calls letter, students
mark it.
Practice9: Quiz game (“What colour is this?” “What
number is this?” “What letter is this?”).

Production:
Time for feedback!: Ask students, in their own
language, How do you feel about the new words for
colours? Using your usual feedback routine (see
Assessment for learning page 12), ask students to
show you whether they
understand the new language or whether they need
more help. If necessary, repeat the vocabulary
presentation using the Classroom Presentation Tool,
or play some more flashcard games (see Ideas bank
pages 107–108) to provide further practice of the
new words. Repeat the feedback routine after
students have had some further practice.
Team Up! 1: Download Template 1. If necessary,
help the students to cut out the sections for them to
colour. Show the students how to put the colours
together in a circle to create a colour wheel. Stick
the colour wheel onto a larger piece of paper.
Assessment for learning: Tell students to take out
their traffic light cards. Ask the class how well they
think they can talk about colours now. Students hold
up the traffic light card that shows howconfident
they feel. Students then complete the record sheet
to assess their learning for this lesson.
Mixed ability: Students work in mixed ability
pairings. Have the stronger student in each pair ask
all the questions first. Students then swap roles. This
gives the weaker student a chance to hear the
language of the question before they must ask it
themselves.
Team Up! 2: Download the template. Help students
to colour the circles according to the colour key.
Then tell students to move around the classroom in
pairs or small groups
looking for objects of each colour. Tell them to draw
a picture of the coloured objects they find.
Assessment for learning: Ask the class Do you
know more colours? Using your usual feedback
routine, ask students to show you how confident
they are with the new vocabulary. If students are not
sure they know the new words, you can
repeat the vocabulary presentation using the
flashcards. If only a few students need extra
practice, you can ask them to work in pairs to
support each other. They take turns to point to the
objects in the classroom (or point to one of the
photos in lesson 3 exercise 1). Their
partner tries to remember and say the word. Repeat
the feedback routine after students have had some
further practice.
Assessment for learning: Ask the class Do you
know more colours? Using your usual feedback
routine, ask students to show you how confident
they are with the new vocabulary. If students are not
sure they know the new words, you can
repeat the vocabulary presentation using the
flashcards. If only a few students need extra
practice, you can ask them to work in pairs to
support each other. They take turns to point to the
objects in the classroom (or point to one of the
photos in lesson 3 exercise 1). Their partner tries to
remember and say the word. Repeat the feedback
routine after students have had
some further practice.
Global skills: communication and collaboration
Have students work with a partner they don’t
usually work with. This will help them to get to know
other classmates and boost a sense of community
and collaboration in the class.
Think, feel, grow: Talk about taking an interest in
the world around you. In the students’ own
language, explain what this means. Ask, in the
students’ own language, which of the chameleons
they think takes an interest in the world
around them (the one who likes all the colours) In
the students’ own language, ask what they like the
most about the world around them. Ask What’s your
favourite colour? Also ask about their favourite
animals and other favourite things around them. Tell
students to think about all the things they see
around their home and school and to tell you the
things they like.
Global skills: emotional self-regulation and
well-being:Showing an interest in the world around
them sparks a natural curiosity that children have.
Curiosity and interest will help students to be
enthusiastic learners. Don’t dismiss any questions
students have about the world but help them to find
the answers themselves. This will also promote
critical thinking skills.
Team Up! 3: Download and cut out the template.
Students work in groups of four and each colour in a
section of the rainbow. They then put their sections
together to make a full rainbow. Check that all the
colours match up.
Assessment for learning: Using your usual
feedback routine, ask students to show you how
confident they are about the letters and sounds.
From the students’ feedback, think about which
aspect of the lesson needs more practice:
grapheme- phoneme correspondence, auditory
discrimination,
pronunciation or letter formation, and tailor the
further practice accordingly, for example, with
matching sounds to letters, repeating the chants, or
tracing the letters. If further practice is needed,
present the new sounds and phonics words again.
Repeat the feedback routine after students have had
some further practice.
Optional activity: Play a game of Silent words to
practise the new sounds. Mouth the letter sounds
/æ/ to /f/ for students to guess. Then have students
play the game in pairs. This
will help students to make the correct mouth shapes
to pronounce the sounds correctly (see Ideas bank
page 107).
Global skills: emotional self-regulation and
well-being: Developing a growth mindset is vital
for a happy, successful life. Students who have a
growth mindset believe that they can get better at
things with practice and work. Teach students that it
doesn’t matter if they can’t remember all the words
from the unit now. They can practise and they will
get there.
Assessment for learning: Use the review as a
formative assessment of students’ learning. Revisit
the learning objectives for each lesson of the units
to assess individual students and record your
observations. Ask students, in their own language,
How do you feel
about what you have learned in Units 1 and 2. Using
your usual feedback routine (see Assessment for
learning page 12), ask students to show you
whether they understand the new language or
whether they need more help.
My progress: Ask students to look at the pictures
and circle the ones they can say. Then have them
circle the face that reflects how they feel about their
learning in Units 1 and 2.
Assessment for learning: Use the traffic light
method or the faces in the My progress section of
the Workbook review to assess students’ learning.
Ask the class how well they think they can talk about
classroom objects and colours now. Students hold up
the traffic light card or circle a face to indicate how
they feel they are doing.
Additional production activities:
“Find something red!” scavenger hunt around the
classroom.
Mini colour survey – students ask 3 friends about
objects.
Colouring worksheet – colour according to teacher’s
instructions.
Create a “colour wheel” craft with new colours.
Show & tell – students bring/choose something in
their favourite colour and share.
Colour relay race – students run to touch the correct
colour in the classroom.
“Number hunt” – find 4, 5, or 6 objects in the
classroom and count aloud.
Students make their own number/colour posters.
Students act out the story using props (tree = green,
sun = yellow, etc.).
Students retell parts of the story in groups with
simple sentences.
Draw & label objects starting with D (dog, doll).
Share with class.
“Ee Alphabet Hunt” – students find pictures/items
with E (egg, elephant).
Craft: students make a paper “Fish” and write Ff on
it.
Letter parade – each student chooses D/E/F word
and presents it.
Group poster: “Our Colourful Numbers & Letters.”
Class exhibition – students show their crafts,
posters, and favourite colour sentence.

Summary: In this unit, students will name the

colours; also talk and ask about the them.
Besides, they will talk and ask about each
 others’ favourite colours. They will identify
and trace numbers: 4-5-6, also letters: D-E-F;
also will count, trace and write them. They
will have the ability of understanding the
main idea of a story about the unit.

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
on:
For
Individu
al
Learning
Activitie
s
Assessm
ent And
Evaluati
on:
For
Group
Learning complete it.
Activitie Evaluation: Mark based on self-
s improvement and completion of
Assessm homework.
ent And
Evaluati Homework’s : Workbook, worksheets
on: and some pupil’s book activities.
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