4th Grade Unit 13 Toys Grammar Activities

BURCU YAVUZ ÖZCAN

ELT 10131085

UNIT: 13- TOYS

CLASS: 4

LANGUAGE POINTS: have got/ has got, there is/ there are, adjectives “big/small”, colors, prepositions “in, on, under, next to”, “some/ a lot of”

MATERIALS: Toys, classroom objects

PROCEDURE

1. NOTICING

Activity 1:

OBJECTIVES:

1. Students will be aware of the language patterns "have got/ has got, adjectives (big- small), there is/ there are, prepositions (on, in, under, next to)”

2. Students will be able to use the language patterns and the toys such as red car, big car, small car, bus, big/ small baby doll, teddy bear, pink/ red/ blue/ yellow ball, drum, pink guitar, computer, white robot.

Teacher comes to class with a box full of toys in order to draw student’s attention:  “This is my toy box. What are there in my toy box? How many cars are there? What color is my ball?” She shows the toys. She puts them on the desk while talking about them one by one: “I have got baby doll. There is another baby doll in my toy box. I have got a small baby doll and I have got a big baby doll. I have got two baby dolls. There is a teddy bear in my toy box. I have got a pink computer. I have got a pink guitar. I have got a small car. I have got a big car. There is a white car in my toy box. There are some cars in my toy box. There is a pink/ green/ red/ blue/ yellow ball in my toy box. There are a lot of balls in my toy box. I have got a lot of balls. I have got a big bus and I have got a small bus. There is train in my toy box. There is a drum in my toy box. I have got a puzzle. There is a ball in my toy box. It is white and blue.

B. STRUCTURING

Activity 2:

OBJECTIVES:

1. Students will be able to describe the toys using the grammatical patterns “have got/has got, there is/ there are, some/ a lot of.”

2. Students will be able to identify the toys.

Teacher decorates the class like a room. “Imagine that this is my room. There is a bed in my room. There is table and there is a chair in my room. There is a carpet in my room. I will decorate my room.” For instance she puts the car on the carpet; she puts the ball next to the chair. She asks some questions regarding the size, place, color of the toys: “Where is my car? Is my car big? What color is my ball? How many balls are there? Have I got a computer?”  etc.

Activity 3:

OBJECTIVES:

1.  Students will be able to use the language patterns “have got/has got, there is/ there are, some/ a lot of.”

2. Students will be able to negotiate on meaning concerning the size, place and the color of the toys.

Teacher explains the activity: “.This is your room. You will choose an identity and put on one of these objects. If you are a girl, you will put on the buckle. If you are a boy, you will put on the glasses. We will describe your room and you will decorate.” A volunteer comes and introduces himself/ herself by putting on the glasses or the buckle. S/he performs the activity with the help of the directions of the students. Students create sentences using the toys. For instance “The red car is under the chair” S/he puts the toys on the right place. Then the other student comes and performs the activity. So they decorate the room together.

Materials: Toys such as red car, big car, small car, bus, big/ small baby doll, teddy bear, pink/red/yellow/ blue ball, drum, pink guitar, computer, white robot

C.  PROCEDURALIZING

Activity 4:

OBJECTIVES:

1. Students will be able to communicate by producing the grammatical patterns “have got/has got, there is/ there are, some/ a lot of.

2. Students will be able to identify and describe the objects in their rooms.

Teacher divides the class into pairs and gives the instruction: “You will work in pairs. This group will be A and the other group will be B. The students who are A will describe his/ her room. The students who are B will draw the picture of the room.” After this activity students change the roles. The students who are B describe the room and the students who are A draw the picture. At the end of the activity students compare their descriptions with the pictures. They get feedback from each other. Pairs present their performance with the class.

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