Let’s go to school!
Lollipop 3 2.1A–2.1B
CONTENTS
Pages: 26–27
Phase: ESA (ENGAGE)
Aims
To understand the value of courtesy
To identify places around the school
Skill Tags
Values and moral education
Familiar and community learning
environment
Vocabulary
classroom, music room, restroom, library,
office, school yard
Functional Language
This is the office.
Where is the restroom?
Is this the office or the library? The library.
Where is this? The school yard.
Materials
Flashcards no.: 25, 26, 27, 28, 29, 30
Homework
Color pages 26–27.
Notes / Evaluation
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❶❷❸❹
CLASS ACTIVITY
Exercise 2.1A (page 26)
 Get students to open the book to page 26.
 Get them to observe the picture and say what they
think courtesy is based on what they see.
(Students are welcomed to express their opinions in their
L1. Listen and then repeat their opinions in English using
the “sandwich” method.)
 If they have no opinion, tell them that courtesy is
being helpful when another person needs help.
 Give students examples of how they can be
courteous.
Exercise 2.1B (page 27)
 Direct students’ attention to page 27.
 Introduce what students will learn today – places
around the school.
 Point and say the name of each place.
 Get students to point and repeat after you.
 Say the places in random order and get students to
point to the correct place in the book.
EXTENSION
 Ask students to describe what they can do at each
place. E.g., they can read books in the library.
 If time permits, take students on a school tour and
describe each place when you get there.
WRAP-UP
 Homework: Color pages 26–27.
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.1A (page 26)
 Open your book to page 26.
 We are going to learn about courtesy.
 Look at the picture. What do you think courtesy is?
 Courtesy is being helpful when someone needs help.
 In this picture, the little boy is helping to carry the
books. The little girl is holding the door open for him
and Teacher Michelle. Let’s be courteous and help
each other when help is needed.
Exercise 2.1B (page 27)
 Look! This is a school.
 We are going to learn places around the school.
 Point and repeat after me.
 (Point to the classroom.) Classroom.
 (Point to the music room.) Music room.
(Repeat the above for the other parts of the school.)
 Now listen and point to the correct place in your book.
 Library! School yard! Music room! Classroom!
Restroom! Office!
EXTENSION
 Which part of the school are we in now?
 Where is our library? What do we do in the library?
 We can find and read books in the library.
(Repeat for the other places around the school.)
WRAP-UP
 For homework, please color pages 26–27.
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Let’s go to school!
Lollipop 3 2.1C–2.1D
CONTENTS
Pages: 28–29
Phase: ESA (STUDY)
Aim
To identify places around the school
Skill Tags
Word recognition
Listening skills
Vocabulary
classroom, music room, restroom, library,
office, school yard
Functional Language
This is the office.
Where is the restroom?
Is this the office or the library? The library.
Where is this? The school yard.
Materials
Flashcards no.: 25, 26, 27, 28, 29, 30
Homework
N.A.
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❺❻❼❽
CLASS ACTIVITY
Exercise 2.1C (page 28)
 Get students to open the book to page 28.
 Get them to point and read each sign aloud.
 If students need help reading, the drawing below
each sign will give them a clue.
 Get students to match the signs to the correct places.
 Tell them to color the places they matched.
Exercise 2.1D (page 29)
 Direct students’ attention to page 29.
 Continue with the same activity as above.
 Invite individual students to the front to present the
different parts of the school.
 Encourage them to point and say: “This is the ….”
Notes / Evaluation
EXTENSION
 Ask students where Teacher Michelle and Tony are.
 Describe the different places around the school
 Get students to guess which place you described.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.1C (page 28)
 Open your book to page 28.
 Look! This is a school. There are different parts of a
school. Do you remember what they are?
 Let’s read the signs. The signs tell us where to go.
 Look at the first sign. What does it say? The drawing
below is your clue. (Ss: Office!) That’s right!
 Point and repeat after me: Office.
 Look for the office. Match the sign to the office.
 Make sure you match by joining the blue dots. Good!
 Let’s look at the next sign. What does it say?
(Repeat the above for “school yard” and “restroom.”)
 Now color only the places you matched.
Exercise 2.1D (page 29)
 Let’s continue! Look at this sign. What does it say?
(Repeat the above for “library,” “music room,” and
“classroom.”)
 Now color only the places you matched.
 Who wants to come up and show us around the
school? Point and say: This is the ….
EXTENSION
 Where are Teacher Michelle and Tony?
 Let’s play a guessing game! I’m going to describe a
place. Guess where I am. Ready?
 There are many books here. Where am I?
 I wash my hands here. Where am I?
 I have English class here. Where am I?
 There is a piano here. Where am I?
 I can run and play with my friends here. Where am I?
 Only teachers come in here. Where am I?
(Replace description accordingly.)
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
© Alston Publishing House Pte Ltd
Let’s go to school!
Lollipop 3 2.1E–2.1F
CONTENTS
Pages: 30–31
Phase: ESA (ACTIVATE)
Aim
To identify places around the school
Skill Tags
Language practice
Listening skills
Visual thinking and learning
Vocabulary
classroom, music room, restroom, library,
office, school yard
Functional Language
This is the office.
Where is the restroom?
Is this the office or the library? The library.
Where is this? The school yard.
Materials
Flashcards no.: 25, 26, 27, 28, 29, 30
Scissors
Glue
Homework
N.A.
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❺❻❼❽
CLASS ACTIVITY
Exercise 2.1E (page 30)
 Get students to open the book to page 30.
 Tell students to have their crayons ready.
 Get them to listen carefully and circle or color
according to your instructions.
 Then check that students have circled correctly.
Exercise 2.1F (page 31)
 Direct students to page 207 at the back of the book.
 Get them to cut out the different parts of the school.
 When they are done, direct them back to page 31.
 Guide them to paste the cutouts in the correct boxes.
 Then tell them to draw lines within the “paths”
branching out from the school to the different places.
 Invite individual students to the front to present the
school. Encourage students to point and say: “This is
my school. This is the ….”
Notes / Evaluation
EXTENSION
 Prepare the flashcards of the different places around
the school and invite a student to draw one flashcard.
 The student will then get the class to guess the place
he picked by describing it.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.1E (page 30)
 Open your book to page 30.
 We are going to color the school!
 Have your crayons ready.
 Listen carefully to what I say. Ready?
1. Circle the school yard green.
2. Color the music room yellow.
3. Circle the library red.
4. Color the office orange.
5. Circle the restroom blue.
6. Color the classroom pink.
 Done? Did you circle and color correctly? Let me see.
Exercise 2.1F (page 31)
 We are going to cut and paste some pictures.
 Have your scissors and glue ready.
 Let’s turn to page 207 at the back of your book.
 Do you see the different parts of the school?
 Cut them out carefully along the black broken lines.
 Done? Now turn back to page 31.
 Paste the cutouts in their correct places!
(Guide students by pointing to the correct boxes.)
 Look at the first sign. Where does it go? It leads to
the office. Show me the office. Paste the office here.
(Repeat the above for the remaining signs and cutouts.)
 Done? Now draw a line from the school to each
place. Follow the arrows of the signs.
 Who wants to come up and show us your school?
 Well done! Thank you! Who wants to go next?
EXTENSION
 Let’s play a guessing game! Who wants to go first?
 Pick a card. Do not say where it is.
 Just describe the place. Your friends will try to guess.
 Who knows the answer? Raise your hands!
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Let’s go to the classroom!
Lollipop 3 2.2A–2.2B
CONTENTS
Pages: 32–33
Phase: ESA (ENGAGE)
Aim
To identify objects in a classroom
Skill Tags
Familiar and community learning
environment
Vocabulary
door, bookcase, table, chair, board,
window, desk, wall
Functional Language
Is this a board? Yes. / No.
This is a desk.
Materials
Flashcards no.: 31, 32, 33, 34, 35, 36, 37,
38
Homework
Color pages 32–33.
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❶❷❸❹
CLASS ACTIVITY
Exercise 2.2A (page 32)
 Get students to open the book to page 32.
 Get students to point to the door in the book and
repeat after you several times: “This is a door.”
 Get students to point to the door in the classroom.
 Do the same for the bookcase, table, and chair.
Exercise 2.2B (page 33)
 Direct students’ attention to page 33.
 Continue with the same presentation for the window,
board, desk, and wall.
 Ask individual students to point to the actual
classroom objects as you mention them.
Notes / Evaluation
EXTENSION
 Go around and point to any classroom object.
 Ask students, for example: “Is this a board?”
 Students should answer “Yes” or “No” accordingly.
 Continue until students are familiar with the words.
WRAP-UP
 Homework: Color pages 32–33.
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.2A (page 32)
 Open your book to page 32.
 (Point to the door.) What is this? A door!
 Show me the door in your book.
 Repeat after me: This is a door.
 Now show me the door in the classroom!
(Repeat the above for “’bookcase,” “table,” and “chair.”)
Exercise 2.2B (page 33)
 Let’s look at page 33.
 (Point to the window.) What is this? A window!
 Show me the window in your book.
 Repeat after me: This is a window.
 Now show me the window in the classroom!
(Repeat the above for “board,” “desk,” and “wall.”)
 Who wants to come up and show us the things in the
classroom? Where is the board? Say: This is a board.
Where is the …?
EXTENSION
 (Point to the board.) Is this a board? (Ss: Yes.)
 (Point to the desk.) Is this a chair? (Ss: No.) What is
this? (Ss: This is a desk.)
(Repeat with different words and classroom objects.)
WRAP-UP
 For homework, please color pages 32–33.
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Let’s go to the classroom!
Lollipop 3 2.2C–2.2D
CONTENTS
Pages: 34–35
Phase: ESA (STUDY)
Aim
To identify objects in a classroom
Skill Tags
Matching
Fine motor skills
Word recognition
Listening skills
Vocabulary
door, bookcase, table, chair, board,
window, desk, wall
Functional Language
Is this a board? Yes. / No.
This is a desk.
Materials
Flashcards no.: 31, 32, 33, 34, 35, 36, 37,
38
Homework
N.A.
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❺❻❼❽
CLASS ACTIVITY
Exercise 2.2C (page 34)
 Get students to open the book to page 34.
 Ask students to match the same objects together.
 As they match, get them to repeat: “This is a ….”
 Tell students to trace and color the objects.
Exercise 2.2D (page 35)
 Direct students’ attention to page 35.
 Starting with the window, ask students: “Where is the
window?” Students should point accordingly.
 Then get students to match it to the word “window”
and repeat: “This is the window.”
 Do the same for the board, desk, and wall.
 Then get students to color the objects in the order
you mention them.
Notes / Evaluation
EXTENSION
 When students are done coloring page 35, point to
the wall in their book and ask: “What is this?”
 Get them to answer: “This is a yellow wall.”
 Do the same for the other classroom objects.
 Then invite individual students to describe the objects
on page 34. Encourage them to specify the color.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.2C (page 34)
 Open your book to page 34.
 Look at the first picture! What is it? A door!
 Do you see another door?
 Match them together. Repeat: This is a door.
 Trace the door and color both doors.
(Repeat the above for “bookcase,” “table,” and “chair.”)
Exercise 2.2D (page 35)
 Let’s look at page 35. We are going to read!
 Where is the window?
 Show me the window in your book. Great!
 Now look for the word “window.” Did you find it?
 Match the window to its name by joining the blue
dots. Repeat: This is the window.
(Repeat the above for “board,” “desk,” and “wall.”)
 Now color the desk brown.
 Next color the wall yellow.
 Then color the board green.
 Finally color the window blue.
EXTENSION
 (Point to the wall in a student’s book.) What is this?
 This is a wall. It is yellow. So we say: This is a yellow
wall. Repeat: This is a yellow wall.
(Repeat the above for “green board, “blue window,” and
“brown desk.”)
 Who wants to show us what you have on page 34?
 Remember to tell us the color.
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Let’s go to the classroom!
Lollipop 3 2.2E–2.2F
CONTENTS
Pages: 36–37
Phase: ESA (ACTIVATE)
Aim
To identify objects in a classroom
Skill Tags
Language practice
Fine motor skills
Sorting and classifying
Vocabulary
door, bookcase, table, chair, board,
window, desk, wall
Functional Language
Is this a board? Yes. / No.
This is a desk.
Materials
Flashcards no.: 31, 32, 33, 34, 35, 36, 37,
38
Homework
N.A.
Notes / Evaluation
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❹❺❻❼❽
CLASS ACTIVITY
Exercise 2.2E (page 36)
 Get students to open the book to page 36.
 Get them to trace and color the classroom objects in
the order you mention them.
 Invite individual students to the front to present their
work. Encourage them to point and say: “This is a ….”
 You may also ask students to specify the color, for
example: “This is a green board.”
Exercise 2.2F (page 37)
 Direct students’ attention to page 37.
 Get students to circle the odd one out in each box.
 Tell students to color the other objects.
 Invite individual students to come up and talk about
the classroom objects.
EXTENSION
 Tell students to keep walking around the classroom.
 Once you name an object, students must stop
waking, find one that is closest to them and touch it.
 When every student has “touched” the correct object,
tell students to continue walking until you name the
next object.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.2E (page 36)
 Open your book to page 36.
 Look for the desk. Repeat after me: This is a desk.
 Now trace and color the desk.
(Repeat the above for “board,” “window,” and “door.”)
 Who wants to come up and show us your classroom?
 Point and tell us what there is.
Exercise 2.2F (page 37)
 Let’s look at page 37.
 We have two boxes here with different objects.
 Let’s look at the first box. What do you see?
 Which object is the odd one out? (Ss: The tree!)
 That’s right! Why? It does not belong to the
classroom. Circle the tree.
 Now color the rest of the objects in the box.
 Let’s look at the second box. What do you see?
 Which object is the odd one out?
 It is the monkey because it does not belong to the
classroom. Circle the monkey.
 Now color the rest of the objects in the box.
 Who wants to come up and show us your work?
 Tell us what you circled and why?
 Show us what you colored. Say: This is a ….
EXTENSION
 Close your book and stand up.
 Let’s walk around the classroom. Keep walking.
 Once I say a classroom object, for example, a chair,
you must stop walking and quickly touch a chair that
is closest to you. Ready? Let’s walk!
 Table! / Door! / Board! / Chair! / …
(Continue with different classroom objects.)
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
What’s in my school bag?
Lollipop 3 2.3A–2.3B
CONTENTS
Pages: 38–39
Phase: ESA (ENGAGE)
Aims
To identify school supplies
To describe what is in one’s school bag
Skill Tag
Vocabulary (familiar context)
Vocabulary
ruler, sharpener, marker, pencil, scissors,
notebook, glue, paint brush
Functional Language
What is this? A notebook.
What’s in your school bag? A pencil.
I have a pencil.
Materials
Flashcards no.: 39, 40, 41, 42, 43, 44, 45,
46
Homework
Color pages 38–39.
Notes / Evaluation
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❶❷❸❹
CLASS ACTIVITY
Exercise 2.3A (page 38)
 Get students to open the book to page 38.
 Tell students that they are going to learn what Paty
has in her school bag.
 Get students to point to the ruler and repeat after you
several times: “There is a ruler.”
 Do the same for the sharpener, marker, and pencil.
Exercise 2.3B (page 39)
 Direct students’ attention to page 39.
 Tell students that they are going to learn what Tony
has in his school bag.
 Continue with the same presentation as above for the
scissors, notebook, glue, and paint brush.
 Point to any item and ask: “What’s in Paty/Tony’s
school bag?” Students should answer accordingly.
EXTENSION
 Get students to open their school bags.
 Get them to show you the items they have and
repeat, for example: “I have a ruler.”
WRAP-UP
 Homework: Color pages 38–39.
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.3A (page 38)
 Open your book to page 38.
 What do you have in your school bag?
 Let’s see what’s in Paty’s school bag!
 (Point to the ruler.) What is this? Yes! A ruler.
 Repeat after me: There is a ruler.
 (Point to the sharpener.) What is this? A sharpener.
 Repeat after me: There is a sharpener.
(Repeat the above for “marker” and “pencil.”)
Exercise 2.3B (page 39)
 Now let’s see what’s in Tony’s school bag.
 (Point to the scissors.) What are these? Scissors!
 Repeat after me: There are scissors.
 (Point to the notebook.) What is this? A notebook.
 Repeat after me: There is a notebook.
 (Point to the glue.) What is this? Glue!
 Repeat after me: There is glue.
 (Point to the paint brush.) What is this? A paint brush!
 Repeat after me: This is a paint brush.
 (Point to any item.) What’s in Paty/Tony’s school
bag? (Ss: There is/are ….)
EXTENSION
 Open your school bag!
 Show me your ruler.
 If you have a ruler, hold it up and say: I have a ruler.
(Repeat the above for the other school supplies.)
WRAP-UP
 For homework, please color pages 38–39.
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
What’s in my school bag?
Lollipop 3 2.3C–2.3D
CONTENTS
Pages: 40–41
Phase: ESA (STUDY)
Aims
To identify school supplies
To describe what is in one’s school bag
Skill Tags
Matching
Fine motor skills
Vocabulary
ruler, sharpener, marker, pencil, scissors,
notebook, glue, paint brush
Functional Language
What is this? A notebook.
What’s in your school bag? A pencil.
I have a pencil.
Materials
Flashcards no.: 39, 40, 41, 42, 43, 44, 45,
46
Homework
N.A.
Notes / Evaluation
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❹❺❻❼❽
CLASS ACTIVITY
Exercise 2.3C (page 40)
 Get students to open the book to page 40.
 Point to the marker on the left and ask students:
“What’s in your school bag?”
 Get them to trace and repeat: “There is a marker.”
 Get students to match and color the markers.
 Do the same for the pencil, ruler, and sharpener.
Exercise 2.3D (page 41)
 Direct students’ attention to page 41.
 Continue with the same activity as above.
 Invite individual students to come up and present
their school supplies. Encourage them to say: “There
is/are ….”
EXTENSION
 Prepare the flashcards of the classroom objects
(previous unit) and school supplies facing down.
 Invite a student to the front to pick a flashcard.
 Without revealing the flashcard or speaking, the
student must get the class to guess that object by
drawing it on the board.
 Repeat activity with different students.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.3C (page 40)
 Open your book to page 40.
 (Point to the marker.) What’s in your school bag?
 Point and repeat after me: There is a marker.
 Trace the marker and say again: There is a marker.
 Can you find the other marker? Good!
 Match the markers and color them blue.
(Repeat the above for the remaining items, specifying
different colors.)
Exercise 2.3D (page 41)
 Let’s look at page 41.
 (Point to the paint brush.) What’s in your school bag?
 Point and repeat: There is a paint brush.
 Trace the paint brush and say: There is a paint brush.
 Can you find the other paint brush? Good!
 Match the paint brushes and color them yellow.
(Repeat the above for the remaining items, specifying
different colors.)
 Who wants to come up and show us what’s in your
school bag? Say: There is/are ….
EXTENSION
 Let’s have some fun! Who wants to go first?
 Choose a flashcard. Do not tell the class what it is.
 Draw this object on the board.
 The rest of you will try to guess.
 If you know the answer, raise your hand.
 Whoever guesses correctly will go next.
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
What’s in my school bag?
Lollipop 3 2.3E–2.3F
CONTENTS
Pages: 42–43
Phase: ESA (ACTIVATE)
Aims
To identify school supplies
To describe what is in one’s school bag
Skill Tags
Language practice in everyday context
Sorting and classifying
Vocabulary
ruler, sharpener, marker, pencil, scissors,
notebook, glue, paint brush
Functional Language
What is this? A notebook.
What’s in your school bag? A pencil.
I have a pencil.
Materials
Flashcards no.: 39, 40, 41, 42, 43, 44, 45,
46
Homework
N.A.
Notes / Evaluation
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❹❺❻❼❽
CLASS ACTIVITY
Exercise 2.3E (page 42)
 Get students to open the book to page 42.
 Get students to identify the objects on this page.
 Get them to point and say: “This is a ….”
 Ask students: “Is there a … in your school bag?”
 If they answer “yes,” tell them to color the object.
 If they answer “no,” tell them to circle the object.
Exercise 2.3F (page 43)
 Direct students’ attention to page 43.
 Tell them to have their crayons ready.
 Get them to identify the objects/places on this page.
 Get students to circle the school supplies red.
 Get them to circle the classroom objects green.
 Get them to circle the places around the school blue.
 Invite individual students to come up and present
their work. Encourage them to say where these
objects/places belong.
EXTENSION
 Randomly name any objects from the school bag,
classroom, or places around the school.
 Explain the rules: If it is an item in the school bag
(e.g., pencil), student must raise one hand; if it is an
item in the classroom (e.g., board), students must
raise two hands; if it is a part of the school (e.g.,
library), students must stand up.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.3E (page 42)
 Open your book to page 42.
 What do you see? (Ss: A notebook! A chair! ....)
 Let’s point and say together: This is a notebook/paint
brush/chair/sharpener/table/marker/school bag.
 What’s in your school bag?
 Is there a notebook in your school bag?
 Yes! Color the notebook.
 Is there a paint brush in your school bag?
 Yes! Color the paint brush.
 Is there a chair in your school bag?
 No! A chair cannot fit into a school bag. Circle it.
(Repeat the above for the sharpener, table, and marker.)
Exercise 2.3F (page 43)
 Let’s look at page 43.
 Have your red, blue, and green crayons ready.
 What do we have here? (Ss: A ruler! A board! ….)
 Some of these are school supplies.
 Some of these are classroom objects.
 Others are places around the school.
 Which of these are school supplies? (Ss: Ruler and
paint brush.) Good! Circle them with your red crayon.
 Which of these are classroom objects? (Ss: Board
and bookcase.) Great! Circle them green.
 Which pictures show places around the school? (Ss:
School yard and music room.) Yes! Circle them blue.
 Who wants to come up and show us your work?
 Does it belong to the school bag, classroom, or
school?
EXTENSION
 Let’s play a game! (Explain and demonstrate.)
 Door! Marker! Classroom! Desk! Glue! Restroom! ....
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 2.4A–2.4B
CONTENTS
Pages: 44–45
Phase: ESA (ENGAGE)
Aim
To describe one’s feelings
Skill Tag
Vocabulary (personal experiences)
Vocabulary
hungry, thirsty, angry, scared, sleepy,
happy, sad, silly
Functional Language
How do you feel? I’m happy.
How is she? She is sad.
Is he angry or sad? He is angry.
Materials
Flashcards no.: 47, 48, 49, 50, 51, 52, 53,
54
Homework
Color pages 44–45.
Notes / Evaluation
How do you feel?
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❶❷❸❹
CLASS ACTIVITY
Exercise 2.4A (page 44)
 Ask students how they are feeling today.
 Tell them how you feel today.
 Get students to open the book to page 44.
 Briefly describe the picture and talk about Halloween.
 Point to each child and ask: “How does Paty feel?”
 Get students to point and repeat: “She is ….”
 Encourage students to vary their facial expression
and tone of their voice.
Exercise 2.4B (page 45)
 Direct students’ attention to page 45.
 For each pumpkin, get students to point and repeat:
“It is …” or “It feels ….”
 Point to any pumpkin and ask: “How do you feel?”
 Get students to mime and answer: “I feel/am ….”
 Ask students how the tree feels.
EXTENSION
 Prepare the “feelings” flashcards facing down.
 Invite a student to pick a card.
 Without speaking or revealing the card, he/she must
get the class to guess the feeling by miming only.
 Repeat with different students.
WRAP-UP
 Homework: Color pages 44–45.
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.4A (page 44)
 How do you feel today? I am very happy!
 Let’s open the book to page 44.
 It’s almost Halloween! Look! The children here are all
dressed up. Do you dress up for Halloween? What do
you like to dress up as?
 Look at the children. How do you think they feel?
 (Point to Paty.) How does Paty feel?
 Point to Paty and repeat after me: Paty is hungry.
 (Point to Tony.) How does Tony feel?
 Point to Tony and repeat after me: Tony is thirsty.
 (Point to the little boy.) How does the little boy feel?
 Point to the little boy and repeat: He is angry.
 (Point to the little girl.) How does the little girl feel?
 Point to the little girl and repeat: She is scared.
Exercise 2.4B (page 45)
 Let’s look at page 45. What do you see?
 There is a moon, a tree, and four pumpkins.
 Now point and repeat after me.
 (Point to the first pumpkin.) It is sleepy.
 (Point to the second pumpkin.) It is happy.
 (Point to the third pumpkin.) It is sad.
 (Point to the last pumpkin.) It feels silly.
 (Point to any pumpkin.) How do you feel? (For
example, Ss: Sleepy!) Show me your sleepy face
and say: I am sleepy. (Repeat for the rest.)
 Let’s look at the tree. How does the tree feel?
EXTENSION
 Let’s play a guessing game! Who wants to go first?
 Pick a card. Do not say what it is. Just act it out.
 Your friends will try to guess how you are feeling.
 Who knows the answer? Raise your hands!
WRAP-UP
 For homework, please color pages 44–45.
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 2.4C–2.4D
CONTENTS
Pages: 46–47
Phase: ESA (STUDY)
Aim
To describe one’s feelings
Skill Tags
Matching by attribute
Penmanship
Language practice
Vocabulary
hungry, thirsty, angry, scared, sleepy,
happy, sad, silly
Functional Language
How do you feel? I’m happy.
How is she? She is sad.
Is he angry or sad? He is angry.
Materials
Flashcards no.: 47, 48, 49, 50, 51, 52, 53,
54
Homework
N.A.
Notes / Evaluation
How do you feel?
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❹❺❻❼❽
CLASS ACTIVITY
Exercise 2.4C (page 46)
 Get students to open the book to page 46.
 Point to the first pumpkin and ask: “How do you feel?”
 Get them to answer: “I’m sad.”
 Tell students to match it to the other sad pumpkin by
following the dots with a crayon.
 Get them to color the pumpkins and the letters “sad.”
 Note that it is not necessary to spell the word as
students have not learned the alphabet yet.
 Do the same for the remaining three pumpkins.
Exercise 2.4D (page 47)
 Direct students’ attention to page 47.
 Get students to read the first speech bubble.
 Tell them to follow the dots with their finger to get a
clue or to check if they read correctly.
 Then get them match and repeat: “I’m scared.”
 Do the same for the remaining speech bubbles.
Encourage students to vary their expressions.
 Tell students to color the pictures.
EXTENSION
 Sing: If You’re Happy
If you’re happy and you know it, clap your hands!
If you’re angry and you know it, stamp your feet!
If you’re sad and you know it, cry boo-hoo!
If you’re silly and you know it, make a face!
If you’re sleepy and you know it, go to bed!”
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.4C (page 46)
 Open your book to page 46.
 The pumpkins are showing us different feelings!
 Look at the first pumpkin. Let’s ask the pumpkin: How
do you feel? The pumpkin will say: I’m sad. Repeat.
 Which other pumpkin is sad too? Let’s find it.
 Trace the dots with your crayon to match them.
 Color the word “sad” and say: Sad.
 Now color the pumpkins that have a sad face.
 Let’s ask the second pumpkin: How do you feel?
(Repeat the above for “silly,” “happy,” and “sleepy.”)
Exercise 2.4D (page 47)
 Let’s find out who is saying what.
 (Point to the first speech bubble.) What does this
speech bubble say? (Ss: I’m scared!) Is that right?
 Follow the dots with your finger. Is she scared? Yes!
 Now match them by tracing the dots with a crayon.
 Show me a scared face and repeat: I’m scared!
 (Point to the second speech bubble.) What does this
speech bubble say? (Ss: I’m hungry!) Let’s check!
 Follow the dots with your finger. Is Paty hungry? Yes!
 Now match them by tracing the dots with a crayon.
 How do you show that you’re hungry? Repeat: I’m
hungry!
(Repeat the above for “I’m thirsty!” and “I’m angry!”)
 Great job! Now color the children!
EXTENSION
 Let’s sing If You’re Happy!
 Remember: If you’re happy, make a happy face. If
you’re angry, make an angry face.
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 2.4E–2.4F
CONTENTS
Pages: 48–49
Phase: ESA (ACTIVATE)
Aim
To describe one’s feelings
Skill Tags
Problem-solving skills
Literary and ludic learning environment
Vocabulary
hungry, thirsty, angry, scared, sleepy,
happy, sad, silly
Functional Language
How do you feel? I’m happy.
How is she? She is sad.
Is he angry or sad? He is angry.
Materials
Flashcards no.: 47, 48, 49, 50, 51, 52, 53,
54
Props for Extension: bowl, spoon, stool
Homework
N.A.
Notes / Evaluation
How do you feel?
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❹❺❻❼❽
CLASS ACTIVITY
Exercise 2.4E (page 48)
 Get students to open the book to page 48.
 Tell students to help Paty and Tony through the maze
and get to the pumpkins.
 Ask students what feelings the pumpkins show.
 Get students to color the picture.
 Get students to ask each other: “How do you feel?”
 Encourage them to vary their answers and
expressions.
Exercise 2.4F (page 49)
 Direct students’ attention to page 49.
 Present to students the rhyme for this month.
 Repeat steps outlined in the lesson plan for Unit 1.4F.
 Then tell students to color the page.
 Web link is available online in the Teachers’ Corner.
EXTENSION
 Role play: Invite one student to be Miss Muffet and
another student to be the spider. Get them to act out
their role while the rest of the class sings or say the
rhyme.
WRAP-UP
 Sing: If You’re Happy
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 2.4E (page 48)
 Open your book to page 48.
 Tony and Paty are looking for the pumpkins.
 Can you help them find the way through the maze?
 Great! How do the pumpkins feel? (Ss: Silly and
happy.) Repeat: It feels silly. It is happy.
 Now color the pictures.
 Let’s ask each other: How do you feel?
 You can say anything that you have learned! If you
answer “I am scared,” remember to look and sound
scared.
Exercise 2.4F (page 49)
 Let’s look at page 49.
 We are going to learn a new rhyme.
 Listen. It goes like this. (Read the rhyme.)
 Do you know what the rhyme means?
 I will read the words line by line. Repeat after me.
 Try to say the rhyme on your own.
 We can also sing this rhyme. Let’s sing together!
 Now color the page.
EXTENSION
 Let’s act out the rhyme! I need two volunteers.
 Who wants to be Miss Muffet?
 Come and sit over here. Pretend to be eating.
 Who wants to be the spider? Come and hide here.
 You will slowly crawl up to Miss Muffet.
 The rest of you will sing/say the rhyme. Ready?
WRAP-UP
 Please stand up!
 Let’s sing If You’re Happy!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!