4th Grade Unit 13: Toys (Grammar Activities)

Özge YELER

10131086

NOTICING ACTIVITIES

Subject / Unit: Toys / Unit 13

Level: 4th graders

The Language Point: Have got – Has got, There is – There are, Prepositions, Adjectives: Big

- Small

Activity Name: Listen and Sing!

Aims of the Activity:

·         To attract students’ attention for the new language input

·         To introduce basic toy names and their features by using adjectives

·         To make the students feel relaxed and enjoy the lesson

Procedure:

The teacher starts the lesson with the video of toys song to attract students’ attention.

While replaying the video for the second time for better understanding of the new vocabulary

about the toys, she asks all of the students to sing the song together. Then the teacher brings a

box which is full of toys. She tells the names of toys while taking them out from the box and

also, she describes the toys one by one by using the specific structures and adjectives

especially.  For example; “This is a big doll. The doll has got blonde hair, blue eyes and pink

dress.” “There are four small soldiers. The soldiers have got guns.” “There is a button on

the computer.” “There are 12 pieces on the puzzle.”

Materials: Toys Song by Peter Weatherall , a toy box, possible various toys

STRUCTURING ACTIVITIES

Level: 4th graders

Subject / Unit: Toys / Unit 13

The Language Point: Have got – Has got, There is – There are, Prepositions, Adjectives

•  Activity Name: The Ball

Aims of the Activity:

·         To create fluency of using “have got / has got” structure by repeating sentences

·         To make them use their physical energy while learning new language

·         To understand and answer the questions which are asked them

Procedure:

After the grammar issue “have got / has got” is handled in the noticing part, the

students play “The Ball” game with teacher. Students stand up in a circle around the teacher.

The teacher starts the  game by tossing the ball to a student while asking a question, e.g.:

"Have you got a doll?" The student responds and throws the ball to another student while

asking another question about toys he / she has. As the game goes on, the question types range

from being about the next coming student to about previous students e.g.: “Has Samet got a

truck?” The game continues in a circulation until there is no one left, who didn’t ask or

respond a question.

Materials: A ball

• Activity Name: Describe the Room Together!

Aims of the Activity:

·         To be able to make descriptions of what they see

·         To listen to their class mates carefully not to say the same features

·         To use adjectives (such as big, small, numbers, colours) and prepositions (such as on,

under, near, next to, between) to make distinct and detailed descriptions

Procedure:

The teacher opens a slide show of room pictures and reflects the pictures on the wall

by the help of projector. She asks students to describe the room by using “there is - there are”

structures, adjectives and prepositions. For example “There are two teddy bears on the bed.”

Each student makes a description with one sentence respectively. They are told not to make

the same description. When all of the objects are told, the teacher changes the picture and the

other students continue with it.

Materials: Power Point presentation of room pictures (Describe the room.pptx)

PROCEDURALISING ACTIVITIES

Level: 4th graders

Subject / Unit: Toys / Unit 13

The Language Point: Have got – Has got, There is – There are, Prepositions, Adjectives

Activity Name: Our Toys, Our Room

Aims of the Activity:

·         To communicate with friends for asking and giving information

·         To take responsibility of working with a group

·         To participate in group activities

·         To develop their imagination and drawing skills

·         To take notes while listening to someone

Procedure:

Students are divided into the groups of 6 and they are asked to think about their

favourite toys for a while in terms of colour, number, size, weight, shape or specific features.

Then, the teacher tells the students to ask every friend in their groups one by one to describe

their favourite toys. Students can use the following questions:

What is your favourite toy?

What is its colour? / Which colour is it?

How big is it?

What are the special features of it?

The ones who ask questions about the toy take notes whereas the others describe the toy.

Afterwards, the teacher hands out the printed tables for their favourite toys. Students are

asked to combine their notes and write them down on that table. The next task is drawing a

picture of a room that each student’s favourite toys are in. The teacher explains the task and

tells them to draw the picture based on their notes on the table. Students are given 5-10

minutes to complete their pictures. At the end of the activity, one member from each group

comes to the board and shows their picture to other friends and they make comments.

Materials: Printed favourite toys table (Table 1.jpg), papers for drawing

References

Kahraman, A. G. & Kahraman, B. English Student’s Book for 4th Graders, SEK Publishing,                    

Ministry of National Education

Ministry of National Education (2006). English Language Curriculum for Primary Education        

(Grades 4, 5, 6, 7 and 8) Ankara

Yeatts, K. L. The Wonders of the Number Chart   

                http://karolyeatts.com/Math/The%20Wonders%20of%20the%20Number%20Chart

                %20revised.pdf

Bulut, İ. (2011) Description of Sequencing of Grammar Learning Activities in A Sample    

Coursebook: Spring 6, Journal of the Hasan Ali Yücel Faculty of Education

Volume 16 p. 69-84

http://www.lingolex.com/userpages/Ernie.html

http://www.youtube.com/watch?v=HlkZm8Z2lb0