Teacher’s activities

Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To motivate students and help students to revise the words they have learnt.

*Game: “Bingo!”

-        Introduce the game.

-        Write the following words on the board: ice cream, bag, car, mom, dad, book, chair, teddy bear, kite.

-        Have students make a 3 x 3 grid on a piece of paper.

-        Demonstrate how to fill in the grid with the words and write them in random order.

-        Call out the words from the board in any order. Keep a record of the words as you say them, so that you don’t say the same word twice. The students cross off the words in their grids as they hear them.

-        The first student to complete a line of four shouts Bingo!

-        Praise the winner.

-        Ask students read all the words aloud.

àExpected outcomes and assessment

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

-        Task completed:  Students can remember and say the words.

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

-        Listen to the teacher.

-        Look at the words on the board.

-        Make a 3 x 3 grid on a piece of paper.

-        Fill in the grid with the words and write them in random order.

-        Listen to the words. Cross off the words in their grids as they hear them.

-        The first student to complete a line of four shouts Bingo!

-         Read all the words aloud.

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 22

-        Ask students to tell what happened in the story.

-        Ask students which family members appeared in the story.

-         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 34)

-        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 kicks. Rosy wipes her forehead.
Picture 2: Rosy picks up the things. Tim opens the umbrella.
Picture 3: Rosy looks in one direction; Tim looks in the other.
Picture 4: Mom and Dad bring ice cream. Billy drops some on his teddy bear.

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.

-        Tell what happened in the story.

-        Answer which family members appeared 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.

PRACTICE (8 minutes)

Aim: To help students use prepositions of place: in, on, and under.

*Listen and say. (Track 35)

-        Tell students to look at the pictures. Elicit what they see. Copy the sentences from the book onto the board, leaving spaces where the words ice cream, bags, and toys are.

-        Put flashcards of toys and bags in the spaces to elicit sentences with the same pattern. E.g. Our toys are in the kitchen. Their bags are under the slide.

-        Ask students to look at the pictures in their books. Play the recording all the way through for them to listen.

-        Ask a boy and a girl to stand up with a pencil each. Model their pencils (teacher speaking) and our pencils (students speaking). Do with a few other students and objects.

-        Draw the students’ attention to the prepositions in, on and under. Point to the school items on some students’ desks, and say (their) pencil is on the desk. Repeat with several other students and school items and prepositions.

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

-        Ask some volunteers to read the sentences.

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

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.

-        Look at the pictures and the sentences on the board.

-        Follow the teacher.

-        Look at the pictures in their books. Listen the recording all the way through.

-        Follow the teacher.

-        Pay attention to the prepositions in, on and under. Repeat the sentences.

-        Listen to the recording again and repeat.

-        Read the sentences.

PRODUCTION (10 minutes)

Aim: To help students complete the sentences with prepositions of place: in, on,
and under; introduce their family members.

*Look, say, and write (page 23)

-        Ask students to look at the pictures in their books. Point to the pictures and ask students to say the names.

-        Have the students follow the lines to see which objects belong to which people, then identify where the objects are.

-        Explain they should then write a preposition of place, in, on, or under, in their notebooks.

-        Do the activity orally first. Then, allow time for students to follow the lines and complete the sentences.

-        Ask students to give the answers.

-        Remark students’ writing skills. Give feedback.

Answer:

1. on     2. in     3. on     4. under

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 This is our mom. Have students repeat.

-        Put students in pairs to take turns saying the sentence. Tell them to use other vocabulary words on the page.  

-        Call some students to perform in the front of the class.

-        Check students’ speaking skills.

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.

-        Look at the pictures in their books. Say the names.

-        Follow the lines to see which objects belong to which people, then identify where the objects are.

-        Follow the teacher. Then write a preposition of place, in, on, or under, in their notebooks.

-        Follow the lines and complete the sentences.

-        Give the answers.

-        Look at the picture and speech bubble. Repeat the sentences.

-        Take turns saying the sentence in pairs. Use other vocabulary words on the page.  

-        Perform in the front of the class.

HOMEWORK (2 minutes)

-        Learn the patterns by heart.

-        Do the exercises in Workbook page 23.

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

REFLECTION

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