Ceyhan Tan
09131065- 3/B
09131065- 3/B
UNIT 7: PETS
GRADE: 4th
Language point: Have/has got, descriptions of pets, some adjectives like small, big (I have got a pet. It is a dog (or a rabbit, fish, bird, parrot,
hamster, cat) it has got a long/short tail, it has got two…? It is yellow/Brown…?
This pet is a dog. This pet is a ….? )
Aims:
·
Teacher use colorful pictures,
an enjoying song and a PowerPoint presentation to draw the attention of
students.
·
Students learn to share their
knowledge with each other, they learn to work collaboratively.
·
They learn grammar rules in an
enjoyable way and they also try to communicate with each other by participating
in group works.
Materials: A pencil and a paper for drawing or writing a dialogue, 7 pictures
of pets and 7 cards for the pets’ descriptions, a song (http://www.youtube.com/watch?v=zHTORV9x0HI)
,PowerPoint presentation, picture cards.
1- ) NOTICING ACTIVITY
PROCEDURE
Listening a song
and question answer activity;
Teacher
comes to class happily and begins to sing a song about pets. After she/he has
finished her/his song, she/he says that “I am so happy today because I went to
a pet shop and got a lovely hamster in the morning”. She/he says that “I love
pets very much and I also have got two dogs in my house”. She/he asks students
some questions like; “Have you got a pet in your home? Do you love pets? Do you
want to have a pet in your home? After
this question part has finished, she/he expresses the today’s topic which is
about pets. She/he gives information to the students by saying that today we
will learn 7 pets( dog, hamster, cat, rabbit, bird, fish and parrot) and I think
you will like them very much so let’s start with a song. They first listen to
the song just for fun and later they listen to it again for the second time by
trying to sing it all together. After the song has finished, teacher begins to
show some pictures that belong to 7 pets. While showing the pictures one by
one, also there is a PowerPoint presentation about the pets on the board.
Teacher first shows the picture and describes it, then at the same time
students both look the pictures and the presentation on which there is both
pets’ big pictures and their descriptions. Students both see the pictures and
their descriptions in written form thanks to PowerPoint presentation. After
showing pictures and expressing their descriptions, teacher asks some questions
to students to understand whether they understand the topic or not.
2- ) STRUCTURING ACTIVITY
PROCEDURE
Matching game;
In this part teacher has an activity of matching. To remind 7 pets again
to them, teacher shows the pictures one by one and while showing a picture in
her/his hand, she/he also wants them to predict the pet. Firstly, she/he says
that this pet is a….? And then students
predict the pet. Secondly, teacher shows 7 cards on which there are
descriptions of the pets, and says that now they have a matching game. She/he
puts the pictures on the desk’s one side and the cards on the other side.
She/he first makes a clear explanation about the matching game and shows the
game in a clear way. She/he chooses a card on which there are the descriptions
and sticks it on the board. She/he takes a student near him and wants him/her
to match the descriptions with the picture. Students first come and read it,
later match them with the correct pictures one by one. After matching them,
they also read the sentences written below the pictures. This will go on like
that.
3- ) PROCEDURALIZING ACTIVITY
PROCEDURE
Drawing a picture or making
a dialogue;
In this part there is a drawing activity. Before beginning this
activity, teacher wants them to imagine their favorite pet and draw its
picture. Firstly, she/he wants them to draw it and later write three descriptions
under the picture of the pet. She/he gives them a few minutes and in that time
students prepare their drawings. After students have finished it, teacher first
takes the volunteers to the board and later students are taken one by one to
show their pictures and tell their descriptions. Or there can be a writing
activity in this part. Before beginning this activity, teacher informs students
about choosing some of them randomly to come to the board and wants them to
read their dialogues in front of their friends. She/he wants them to be in
pairs for making a dialogue about their favorite pets and write their some
features by using a few words. She/he gives them five minutes and walks around
the classroom continuously. Both students write their pets’ features by making
a dialogue and come to the board to present it to their friends. Teacher
chooses randomly so they all have to prepare it.
REFERENCES
·
Harmer, J. (2007). The Practice
of English Language Teaching. England
·
Brewster, J. & Ellis, G.
(2002). The Primary English Teacher’s Guide. England
·
Cameron, L. (2001) Teaching
Languages to Young Learners/ Learning Grammar. Cambridge University
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