2 Favourite things Lesson aims: Vh`VcYVchlZgVWdji Vocabulary: Possessions (1) Vocabulary: Colours possessions 1 1 • Check answers as you go. A 3 19 Listen and repeat. Then match. 5 20 Listen and repeat. Then match. Unit 2, A It’s a book. iVa`VWdjiXdadjgh • Have students write the word for each colour apple 8 bike 49book camera 7computer 2 black 1 blue 3762brown green grey football 31016ice cream skateboard TV orange 5 pink 98411purple red white in their notebooks. New language umbrella 5 yellow 10 Answers ➞ student page Grammar: Indefi nite article a/an 1 skateboard 1 black 1 Vocabulary: Possessions, Colours Grammar 2 • Draw students’ attention to the Grammar 1 2 3 Culture notes box. Grandad, grandma, mum and dad are 4 5 6 7 8 9 the informal equivalents of grandfather, 10 11 Look at the pictures in Exercise 3. Point, ask grandmother, mother and father (see Exercise 1). 3 4 and answer. • Have two confi dent volunteers read the Warm-up Grammar What colour is it? example aloud. • (Books closed) Divide the class into two teams. 5 6 It ’s red/orange. • Give students time to do the speaking Ask different volunteers from each team in exercise with a partner. turn a question in English to win a point, Speaking e.g. Spell cousin! What’s cousin in L1? Point 6 Look at the pictures in Exercise 3. Point, Choose your favourite possession. Draw it. 7 8 out a student and ask What’s his name? (His ask and answer. Then write about it. 1 A: What’s that? name’s … .) Write I’m ten on the board and B: It’s a skateboard. • Ask the class What’s your favourite ask What’s the question? (How old are you?) A: What colour is it? possession? (It’s a/an … .) Quickly translate What day is it today? (It’s … .) 9 10 B: It’s purple. words they don’t know into English. A: That’s right! • Give students time to draw and write in their About you Lead-in Presentation Alex: I know! It’s an ice cream! Cool! Grammar notebooks. Move round the class, correcting What’s that? Lily: That’s right, Alex! 7 Choose your favourite possession. Draw • (Books open) Ask the class (L1) to look 1 It’s a b ook. and helping. 1 17 Listen and read. Grandad: Well done! it. Then write about it. What’s that? through Lesson A and to guess what favourite Lily: Grandad! Look! Number 1 – what’s that? 1 2 18 Listen and repeat the dialogue. It’s ce cream. things means in L1. Alex: I know! It’s a ... an i Lily: Sssh, Alex! Tip: If you don’t know how to translate a English today It’s a book! • Use the photo to recycle language and Grandad: 4 Look at the pictures in Exercise 3. word, it’s best to be honest. Say it’s a very good E I know! establish the context, e.g. ask Who’s he? Lily: That’s right! And what colour is it, Alex? Point, ask and answer. Alex: It’s red. I]Vi¼hg^\]i question and you’ll tell them next class. (Grandad/Alex). Ask the class (L1) what Lily: OK, Grandad. What’s that? LZaaYdcZ 1 A: What’s that? Grandad: Er ... B: It’s a skateboard. Grandad, Lily and Alex are doing (a photo > Now turn to Unit 2A in the Activity Book. Start on page 14. puzzle). Ask students (L1) if they ever do 14 15 Ending the lesson photo puzzles. Have confi dent volunteers mime their favourite • Have students guess what photo puzzle possession/using their favourite possession, e.g. a pictures 1 and 2 are. Don’t tell them the English today Grammar student mimes a dog/reading. The class guesses answers (1 a book, 2 an ice cream). It’s a dog!/It’s a book! • Draw students’ attention to the English today • Draw students’ attention to the Grammar box. 1 box. 17 Listen and read. Ask students (L1) to guess when we use a and an. Learning diffi culties • Play the recording while students listen and (We use an before nouns beginning a, e, i, o, u.) read the dialogue. Suggestion: Teach students a gesture for each Dyslexic students often have diffi culty in phrase, e.g. I know! (hands up), That’s right! Look at the pictures in Exercise 3. Point, ask memorising new vocabulary and grammar. • Check students understand book, ice cream, and answer. colour and red, e.g. have them translate the (the thumbs-up sign), Well done! (clap). Play the Regular recycling of new language such as that words into L1. recording in Exercise 1 again. Students listen • Read the example with a confi dent volunteer. suggested in Warm-up will help them and will • Point out children usually say grandad, not and use the correct gesture when they hear an • Give pairs time to take it in turns to ask and also be useful for the whole class. grandfather. English today phrase. answer. 1 Photocopiable Resource 2A on Teacher’s 18 Listen and repeat the dialogue. 1 Fast fi nishers: Have students spell the words to 19 Listen and repeat. Then match. eText for IWB. You can use this resource any time • Play the recording twice. each other. • Give students time to read the words and look after Exercise 5. • Students listen and repeat in chorus. at the pictures. 1 • Play the recording once or twice, pausing for 20 Listen and repeat. Then match. Suggestion: The fi rst time students listen and students to repeat each word in chorus then say • (Books closed) Find out what colours students repeat, you could have them whisper the the number of the corresponding picture. know in English. Point to different coloured dialogue to themselves. This will help boost • Check answers as you go. classroom objects and ask What colour is it? their confi dence. • Have students write the word for each picture (It’s … .) in their notebooks. Move round the class • (Books open) Give students time to read the helping and checking. words and look at the picture. Answers ➞ student page • Play the recording once or twice, pausing for students to repeat each word then say the number of the corresponding colour. 14 15 B Is it a school book? Lesson aim: 2 Vh`VcYVchlZgVWdji everyday objects Writing Presentation Grammar Unit 2, B 1 6 Write the questions and answers. Ask 1 21 Listen and read. Is it a pen? Tip: Explain your methodology to students, Yes, it is. and answer with your partner. Mum: Robbie! It’s late! Here’s your bag. e.g. tell them they get much more speaking Is it a pencil? 1 notebook Robbie: Great. Thanks, Mum. No, it isn’t. Is it a notebook? New language Mum: What’s that? Is it a school book? practice if they all do pairwork at the No, it isn’t. It’s a dictionary. Grammar: to be – questions and short answers Robbie: No, it isn’t. It’s your dictionary. same time. Mum: Oh. And what’s that? Is it my favourite 2 pencil case Vocabulary: Everyday objects pen? Listening Is it a pencil case ? Yes, it is. Robbie: Yes, it is. Sorry! 1 4 24 Listen and tick (✓) the correct Write the questions and answers. Ask and Preparation: Warm-up: Provide a long rope/ Mum: That’s OK. Hurry up, Robbie! 3 pencil picture. piece of string. Robbie: OK, I’m ready now! Is it a pencil ? answer with your partner. Mum: Let’s go! Yes, it is. 1 1 4 eraser • Ask two confi dent students to read the 2 22 Listen and repeat the dialogue. Is it an eraser ? example. No, it isn’t. It’s a ruler. Warm-up English today A ✓ B • Give students time to write. Move round the 5 ruler >i¼haViZ Hdggn class, prompting and correcting. • Prepare a list of ten to twelve colours and 2 Is it a ruler ? =ZgZ¼hndjg I]Vi¼hD@# No, it isn’t. It’s an eraser. possessions. Place a rope/string in a straight (bag). =jggnje • Pairs take it in turns to ask and answer. line on the fl oor. Have the class line up on one <gZVi# >¼bgZVYncdl# 6 bag • Check answers. Ask volunteers to ask and ✓ Is it a bag ? I]Vc`h# AZi¼h\d A B side of it. When you say a colour, they jump Yes, it is. answer. Invite the class to correct them if 3 the rope. Students who jump when you say a Vocabulary: Everyday objects 7 notebook necessary. Is it a notebook ? possession are out. 1 Yes, it is. 3 23 Listen and repeat. Then label the picture. Answers ➞ student page A B ✓ 8 jacket bag comic dictionary eraser jacket mobile phone Is it a jacket ? Suggestion: Alternatively, say one word at a notebook pen pencil case ruler 4 No, it isn’t. It’s a mobile phone. time to the class. Students stand up when they Suggestion: Alternatively, in a weak class ask Game volunteers to complete the questions and hear a colour. ✓ mobile phone 3 A B 1 6 pencil case 7 A: Choose an object from Exercise 4 answers on the board, checking as you go. Give 1 Speaking or 6. B: Ask questions. Guess the object. 2 students time to copy. Pairs of volunteers then A: I’m ready now! 2 ruler 7 comic 5 Look at the picture in Exercise 3. Ask Tip: TPR (total physical response) activities like B: OK.