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Unit 5
Homework: 
 
explain to the pupils that at home they should draw and col-
our the pictures on the right hand page. Ask them to remember 
how the toys in the picture are called in english.
Lesson 3 I like it.
Objectives
Learning outcomes
Vocabu-
lary and 
structure
Required 
equipment
Educational:
– to learn how to say one 
has a toy and likes it
Developing:
– to enable pupils to speak 
about colours and toys;
– to enable pupils to say 
their likes
Socio-cultural:
– to raise awareness of the 
ways of saying one has a 
kind of toy and likes it;
– raise awareness of the 
pronunciation of the sounds 
[
] and [].
by the end of the 
lesson, pupils will be 
able to: 
– speak about col-
ours, toys;
– say their favour-
ite toys;
– pronounce the 
sounds [
] and [].
Do you like 
...?
Yes I do.
I like ...
I like it.
Textbook; 
the DVD of 
the book; 
flashcards: 
colours, 
toys.
Activity 1 Listen and sing.
Objective: to warm up
STEP 1: As in Unit 5, Lesson 1, Activity 1.
STEP 2: explain that the pupils are going to listen to a poem 
“one and two” and recite it: 
One and two and three and four
I am sitting on the floor
I am playing with a ball
And a little pretty doll.
After listening to the poem, ask the pupils which words they 
have heard and recognised. Translate the poem together with 
the pupils. Then you can have the pupils listen to the poem once 
again and have them say only the words that they know. Thus, 
when the numbers are being said, show the numbers with your 
fingers. When the “floor” is being said, point to the floor. As re-
gards to the words “ball” and “doll”, shows appropriate pictures.

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Unit 5
Activity 2 Look, listen and say.  
Objectives: to revise colours;
 
  to practise the pronunciation of the sound [
]
Put red, yellow, green, blue, pink, orange, purple, white and 
brown colour flashcards in front of the blackboard. have the pu-
pils say them. Then add black and white flashcards. here
 have 
the pupils practise the sound [
] in “black” in chorus and indi-
vidually.
Then remind the pupils that they have already met the english 
gentlemen Mr brown and Mr black. Make a special stop at pink 
and white colours, and ask who these colours in their opinion are: 
girls Miss or gentlemen Mister. Ask the children why they think 
so. Children usually give different answers. As a teacher accept 
them all without any criticism. The main thing is that the pupils 
worked with colours. if the pupils remember the other colours, 
encourage them and prompt.
Activity 3 Play “Run and say colours”.  
Objective: to revise colours 
stick colour flashcards in 2 rows of 5 on the blackboard. They 
look like the racetrack for runners. 
First, have the pupils repeat all the colours after you in cho-
rus. Then divide the class into two teams. explain that they are 
runners. each team has its colour track. show each team their 
tracks. From each team one pupil comes to the blackboard. They 
must say all of the colours in a row from the first to the last 
flashcard, all the five colours as quickly as possible. This means 
that he/she is running on the track. each pupil at the blackboard 
can be helped by his/her team. every time new pupils from the 
teams come to the blackboard, you must change the colours. Play 
2–3 times. The team that best coped with the task is the win-
ner.
Activity 4 Listen and repeat.  
Objectives: to introduce the structure “I like a plane”;
 
  to practise the pronunciation of the sound [
]
say that we have toys and we love them, and ask the pupils to 
imagine their favourite toys. stick on the blackboard a picture of 
a plane and say that you like the plane. have the pupils practise 
the sound [
] in “plane” in chorus and individually.

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Unit 5
Then introduce the following chant which is consisted of two