Teacher’s activities

Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To motivate students and help students to revise school things.

*Game: “Pass the card”

Picture cards (pen, eraser, pencil, pencil case, book)

-        Divide the class into four groups.

-        Have students from each groups stand in a line.

-        Give the first student of each groups a card and say “Go”.

-        Ask these students to say the corresponding words and pass the cards over their heads to the ones behind them.

-        Have teams continue the game until their card reaches the last person.

-        Have the last student in each line race to hand their card to the teacher and says the word. Give the first groups to name their card correctly one point.

-        The groups that gets the most points wins.

-        Praise the winner.

àExpected outcomes and assessment

-        Task completed with excellence:  Students can say the words correctly and fluently.

-        Task completed:  Students can say the words.

-        Task uncompleted: Students are unable to say the words.

-        Work in four groups.

-        Stand in a line.

-        Hold the card.

-        Say the corresponding words and pass the cards over their heads to the ones behind them.

-         Continue the game until their card reaches the last person.

-        Race to hand their card to the teacher and says the word.

-        The groups that gets the most points wins.

PRESENTATION (10 minutes)

Aim: To help students act out the story and express possession with his and her.

*Lead-in: Use the story on page 16

-        Talk about the previous lesson with students.

-        Ask students what happened in the story. Ask Who is in the story? Is there a pencil case in the story? What color is it?

-         Check students’ answers. Praise them.

àExpected outcomes and assessment

-        Task completed with excellence:  Students can talk about the story correctly and fluently.

-        Task completed:  Students can talk about the story.

-        Task uncompleted: Students are unable to talk about the story.

*Listen to the story again. (Track 24)

-        Ask students to turn to the story in their books. Check how many words they remembered.

-        Play the recording, pausing for students to repeat.

-        Divide the class into groups to play the roles in the story.

-        Ask students to look at the different actions that the characters do in the story. Elicit a set of actions to use when acting out the story.

-        Have students practice acting the story. Ask some pairs to come to the front to act for the class.

-        Remark students’ pronunciation. Praise students if they have done well.
Story actions
Picture 1: Tim and Rosy look at a pencil case. Billy is behind a
folder, or just hiding his action.
Picture 2: Tim and Rosy talk about an eraser. Billy is the same
as in Picture 1.
Picture 3: Tim and Rosy talk about a ruler.
Picture 4: Billy shows his picture.

àExpected outcomes and assessment

-        Task completed with excellence:  Students can listen and repeat the story correctly and fluently.

-        Task completed:  Students can listen and repeat the story.

-        Task uncompleted: Students are unable to listen and repeat the story.

*Listen and say. (Track 25)

-        Ask students to look at the pictures. Play the recording.

-        Play the recording again, pausing for students to repeat.

-        Show a boy’s book and ask which word we use to show something belongs to a boy (his). Show a girl’s book and ask which word we use to show that something belongs to a girl (her).

-        Ask some volunteers to read the sentence patterns.

-        Check students’ pronunciation. Praise students if they have done well.

àExpected outcomes and assessment

-        Task completed with excellence:  Students can say the sentence pattern correctly and fluently.

-        Task completed:  Students can say the sentence pattern.

-        Task uncompleted: Students are unable to say the sentence pattern.

-        Talk about the previous lesson.

-        Answer what happened in the story.

-        Turn to the story in their books. Say how many words they remembered.

-        Listen to the recording and repeat.

-        Play the roles in the story in groups.

-        Look at the different actions that the characters do in the story.

-        Practice acting the story. Come to the front to act for the class.

-        Look at the pictures. Listen to the recording.

-        Listen to the recording again and repeat.

-        Follow the teacher.

-        Read the sentence patterns.

PRACTICE (8 minutes)

Aim: To help students use that to describe single items at a distance.

*Look and say

-        Tell students they are going to talk about the pictures. Explain they should look at the pictures to know what to say.

-        Say That is her pencil case. Ask students to say yes or no. Ask What is that? Encourage students to answer with the correct word.

-        Prompt students to say the sentences for each picture.

-        Call some pairs to say the sentences in front of the class.

Answer:

1. That is her eraser.      

2. That is his pen.
3. That is his book.        

4. That is her pencil.

àExpected outcomes and assessment

-        Task completed with excellence:  Students can say the sentences correctly and fluently.

-        Task completed:  Students can say the sentences.

-        Task uncompleted: Students are unable to say the sentences.

-        Follow the teacher. Look at the pictures to know what to say.

-        Answer the question with the correct word.

-        Say the sentences for each picture.

-        Say the sentences in front of the class.

PRODUCTION (10 minutes)

Aim: To help students complete the sentences with his and her; express possession with his and her.

*Write (page 17)

-        Ask students to look at the pictures. Elicit the school objects.

-        Tell students to look at the box. Point to the words his and her for students to say them.

-        Ask students to look at the sentences in their books. Ask one student to read the example sentence for the class.

-        Ask students to complete the sentences in their notebooks.

-        Check the answers by having students say the sentences in chorus. Ask individual students to read the sentences out loud.

-        Remark students’ writing skills. Give feedback.

Answer:

1. his     2. her     3. his  

àExpected outcomes and assessment

-        Task completed with excellence:  Students can write the answers correctly.

-        Task completed:  Students can write the answers.

-        Task uncompleted: Students are unable to write the answers.

*Let’s talk

-        Ask students to look at the picture and speech bubble.

-        Say the sentence for students to repeat. E.g. That is her book.

-        Ask students to practice saying the sentence about their classmates’ school objects.

-        Call some students to perform in the front of the class with their school things.

-        Check students’ speaking skills.

àExpected outcomes and assessment

-        Task completed with excellence:  Students can talk about their classmates’ school objects correctly and fluently.

-        Task completed:  Students can talk about their classmates’ school objects.

-        Task uncompleted: Students are unable to talk about their classmates’ school objects.

-        Look at the pictures. Say the school objects.

-        Look at the box. Say the words his and her.

-        Look at the sentences in their books. Read the example sentence for the class.

-        Complete the sentences in their notebooks.

-        Say the sentences in chorus. Read the sentences out loud.

-        Look at the picture and speech bubble.

-        Repeat the sentence.

-        Practice saying the sentence about their classmates’ school objects.

-        Perform in the front of the class with their school things.

HOMEWORK (2 minutes)

-        Learn the patterns by heart.

-        Do the exercises in Workbook page 17.

-        Prepare for the next lesson (Unit 2 - Lesson 3).

REFLECTION

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