new words of the theme using flashcards, pictures, mime and gestures: In feedback learners name the toys, looking at the pictures, mimes and gestures.
Toys: doll, kite, bike, car, plane, train
W) The whole class listens and sings along to the song My toys. Learners dance to music.
D) Teacher presents have got, using toys.
Ive got a doll
Ive got a bike
I) Learners are given a worksheet with a picture of toys. They are asked to colour, point and say, using phrase: I have got a ….
P) Question bags: Put a toy in a bag (or for partner work in many bags) One student looks in the bag, while the other learner must guess what it is, using
-What toy have I got? -Have you got a doll? -No, I have not. /Yes, I have. -Is it blue? -Yes it is/No it isnt
W) After game learners listen to the dialogue several times using CD or DVD.
G) Learners make up their own dialogue, act out it in groupspicture dictionaries,
Song: My toys
CD1 track 35
toys, grammar cards,
a worksheet with a picture of toys , notebook
DVD or CD player
End
4 minConsolidate the language of the lesson.
Teacher put up the My room! poster on the board. Invite a pupil to come to the front of the classroom and ask him/her : What have you got? Encourage him/her to point to an item on the poster and answer:
Ive got a bike (a kite, a car).
Repeat with as many pupils as its necessary. Poster
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?Assessment – how are you planning to check learners learning?Cross-curricular links
Health and safety check
ICT links
Values links
More support: Help learners into activities by ranking what to l
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