For the second lesson, build directly on Lesson 1 rather than introduce too much new English. The children already know hello, names, how are you, numbers, stand up, sit down, look, listen.
A very good next topic is:
Length: 45–60 minutes
Level: Beginner / A1
Main goal: Children can name simple colours and ask/answer “What is this?”
New words
Colours:
- red
- blue
- green
- yellow
- black
- white
Objects:
- book
- pen
- pencil
- bag
- chair
- table
New sentences:
What is this?
It is a book.
What colour is it?
It is red.
1. Hello Review — 5 minutes
Start exactly like Lesson 1.
Teacher: Hello!
Children: Hello!
Teacher: Good morning!
Children: Good morning!
Teacher: How are you?
Children: I am fine.
Then ask 3–4 children:
“What is your name?”
They answer:
“My name is …”
This gives the children confidence because they already know the language.
2. Introduce Colours — 10 minutes
The teacher needs six coloured objects, pictures, or pieces of paper.
Hold up something red.
Teacher: Red.
Children:
Red!
Hold up blue.
Teacher: Blue.
Children:
Blue!
Continue:
red
blue
green
yellow
black
white
Game: Touch the Colour
Put the colours around the classroom.
Teacher:
“Touch red!”
Children run/walk to something red.
Then:
“Touch blue!”
This is excellent for beginner children because they hear → understand → act.
3. Colour Game — 5 minutes
The teacher holds up a colour.
Children shout the colour.
Then make it more difficult.
Teacher holds up red but says:
“Blue!”
Children should not repeat the teacher. They should say:
“Red!”
This can become very funny.
4. Introduce Classroom Objects — 10 minutes
Use real objects whenever possible.
Hold up a book.
Teacher: Book.
Children:
Book!
Hold up a pencil.
Pencil!
Then:
pen
bag
chair
table
Don’t teach all the words at once. Repeat them several times.
Then ask:
“What is this?”
Children:
“A book.”
For very weak beginners, initially accept:
“Book!”
Then gradually model:
“It is a book.”
5. Dialogue — What Is This?
Teacher and child:
Teacher: Hello!
Child: Hello!
Teacher: What is this?
Child: It is a book.
Teacher: What colour is it?
Child: It is red.
Teacher: Very good!
Then change the object.
Teacher: What is this?
Child: It is a pencil.
Teacher: What colour is it?
Child: It is yellow.
6. Pair Work — 10 minutes
Give each pair two or three objects.
Student A asks:
“What is this?”
Student B answers:
“It is a book.”
Student A asks:
“What colour is it?”
Student B:
“It is blue.”
Then change roles.
Simple dialogue card
A: What is this?
B: It is a __________.
A: What colour is it?
B: It is __________.
7. Exercise — Match
Match the words.
- red
- blue
- green
- yellow
- black
- white
a. 🟩
b. ⬛
c. 🟨
d. 🟥
e. ⬜
f. 🟦
8. Exercise — Complete
Use:
book / red / pencil / blue / bag
- It is a __________.
- It is __________.
- It is a __________.
- It is __________.
- It is a __________.
The teacher can show pictures or objects so the children know the answers.
9. Listening Game — 5 minutes
The teacher gives instructions:
“Show me your book.”
Children hold up their books.
“Show me your pencil.”
Children hold up their pencils.
“Touch your bag.”
Children touch their bags.
“Touch the table.”
Children touch the table.
This also introduces useful classroom English naturally.
10. Final Challenge
Choose one child.
The child picks an object.
For example, a green pencil.
The child says:
“It is a pencil.”
“It is green.”
Another child asks:
“What is this?”
The first child answers.
Then another child asks:
“What colour is it?”
Lesson 2 — What the children should be able to do
By the end, ideally the children can:
1. Name six colours
red, blue, green, yellow, black, white
2. Name six classroom objects
book, pen, pencil, bag, chair, table
3. Ask
“What is this?”
4. Answer
“It is a book.”
5. Ask
“What colour is it?”
6. Answer
“It is blue.”
A useful progression
I would structure the first lessons like this:
| Lesson | Main topic | Main language |
|---|---|---|
| 1 | Greetings & names | Hello. My name is… How are you? |
| 2 | Colours & objects | What is this? It is a… What colour is it? |
| 3 | Numbers & age | How old are you? I am eight. |
| 4 | Family | Who is this? This is my mother. |
| 5 | Body | This is my head/hand/eye. |
| 6 | Food | I like… / I don’t like… |
| 7 | Animals | What is it? It is a cat. |
| 8 | Daily actions | I get up. I eat. I go to school. |
For the second lesson, I would build directly on Lesson 1 rather than introduce too much new English. The children already know hello, names, how are you, numbers, stand up, sit down, look, listen.
A very good next topic is:
Lesson 2 — Colours and Classroom Objects
Length: 45–60 minutes
Level: Beginner / A1
Main goal: Children can name simple colours and ask/answer “What is this?”
New words
Colours:
- red
- blue
- green
- yellow
- black
- white
Objects:
- book
- pen
- pencil
- bag
- chair
- table
New sentences:
What is this?
It is a book.
What colour is it?
It is red.
1. Hello Review — 5 minutes
Start exactly like Lesson 1.
Teacher: Hello!
Children: Hello!
Teacher: Good morning!
Children: Good morning!
Teacher: How are you?
Children: I am fine.
Then ask 3–4 children:
“What is your name?”
They answer:
“My name is …”
This gives the children confidence because they already know the language.
2. Introduce Colours — 10 minutes
The teacher needs six coloured objects, pictures, or pieces of paper.
Hold up something red.
Teacher: Red.
Children:
Red!
Hold up blue.
Teacher: Blue.
Children:
Blue!
Continue:
red
blue
green
yellow
black
white
Game: Touch the Colour
Put the colours around the classroom.
Teacher:
“Touch red!”
Children run/walk to something red.
Then:
“Touch blue!”
This is excellent for beginner children because they hear → understand → act.
3. Colour Game — 5 minutes
The teacher holds up a colour.
Children shout the colour.
Then make it more difficult.
Teacher holds up red but says:
“Blue!”
Children should not repeat the teacher. They should say:
“Red!”
This can become very funny.
4. Introduce Classroom Objects — 10 minutes
Use real objects whenever possible.
Hold up a book.
Teacher: Book.
Children:
Book!
Hold up a pencil.
Pencil!
Then:
pen
bag
chair
table
Don’t teach all the words at once. Repeat them several times.
Then ask:
“What is this?”
Children:
“A book.”
For very weak beginners, initially accept:
“Book!”
Then gradually model:
“It is a book.”
5. Dialogue — What Is This?
Teacher and child:
Teacher: Hello!
Child: Hello!
Teacher: What is this?
Child: It is a book.
Teacher: What colour is it?
Child: It is red.
Teacher: Very good!
Then change the object.
Teacher: What is this?
Child: It is a pencil.
Teacher: What colour is it?
Child: It is yellow.
6. Pair Work — 10 minutes
Give each pair two or three objects.
Student A asks:
“What is this?”
Student B answers:
“It is a book.”
Student A asks:
“What colour is it?”
Student B:
“It is blue.”
Then change roles.
Simple dialogue card
A: What is this?
B: It is a __________.
A: What colour is it?
B: It is __________.
7. Exercise — Match
Match the words.
- red
- blue
- green
- yellow
- black
- white
a. 🟩
b. ⬛
c. 🟨
d. 🟥
e. ⬜
f. 🟦
8. Exercise — Complete
Use:
book / red / pencil / blue / bag
- It is a __________.
- It is __________.
- It is a __________.
- It is __________.
- It is a __________.
The teacher can show pictures or objects so the children know the answers.
9. Listening Game — 5 minutes
The teacher gives instructions:
“Show me your book.”
Children hold up their books.
“Show me your pencil.”
Children hold up their pencils.
“Touch your bag.”
Children touch their bags.
“Touch the table.”
Children touch the table.
This also introduces useful classroom English naturally.
10. Final Challenge
Choose one child.
The child picks an object.
For example, a green pencil.
The child says:
“It is a pencil.”
“It is green.”
Another child asks:
“What is this?”
The first child answers.
Then another child asks:
“What colour is it?”
Lesson 2 — What the children should be able to do
By the end, ideally the children can:
1. Name six colours
red, blue, green, yellow, black, white
2. Name six classroom objects
book, pen, pencil, bag, chair, table
3. Ask
“What is this?”
4. Answer
“It is a book.”
5. Ask
“What colour is it?”
6. Answer
“It is blue.”
A useful progression
I would structure the first lessons like this:
| Lesson | Main topic | Main language |
|---|---|---|
| 1 | Greetings & names | Hello. My name is… How are you? |
| 2 | Colours & objects | What is this? It is a… What colour is it? |
| 3 | Numbers & age | How old are you? I am eight. |
| 4 | Family | Who is this? This is my mother. |
| 5 | Body | This is my head/hand/eye. |
| 6 | Food | I like… / I don’t like… |
| 7 | Animals | What is it? It is a cat. |
| 8 | Daily actions | I get up. I eat. I go to school. |
Keep this principle throughout:
one small language target per lesson,
lots of repetition,
real objects and movement,
and very little grammar explanation.
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Please use the box below
to write your feedback.
Only I can read it.
It is not public.
Please tell me:
- Are the texts and exercises OK?
- Are the topics OK?
- Is the level OK?
- Is it too easy or too difficult?
- Do you want texts about other topics?
Thank you! I appreciate your feedback.
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Remember how babies
learn a language:
Babies learn a language by listening.
They use their ears to hear sounds.
Their brain remembers these sounds.
Babies connect sounds with people and things.
They listen to their parents.
Then they copy the sounds they hear. They imitate words.
Slowly, babies learn to speak.
So,
LISTEN, LISTEN, LISTEN, LISTEN……………
SMFrockZ@gmx.at
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