Description of “JU DRUGA O SNOVNA SKOLA” GRACANICAprimary school; Class: III; Class profile: students; 8 years

class
old; Subject: English language

Location: English classroom; School year: 2014/2015. Teacher: Devleta Mesić,prof.

Teaching unit UNIT 2 Lesson 2 Possessive adjectives

8.

Recent work Some common toys

Type of lesson Presentation possessive adjectives: my & your

Sources Family and Friends 1; Class Book; Workbook; Teacher’s Book; CD; Family and Friends Alphabet Book; Reading
and writing; Grammar Friends 1
Aims and objectives To present possessive adjectives my & your
To ask and answer questions with my and your
Short term To write answers to the question Is this your ….?
To act out the story
Long term To make pupil’s interested in topic
To improve pupil’s vocabulary
To develop pupil’s skills
Encouraging good behaviour
To spread love to English language
Methods Act out the story
Work on short text
Illustration
Demonstration

Class management
Individual part Pair work Whole class
Interaction
T- S,S,S S,S-S,S S,S,S
Teaching aids, materials Class Book, Workbook, CD player, Story poster 2,
and equipment
Procedure Introduction part, main part, final part

1
Additional plan Teacher’s Book – Unit 2 Lesson 2

Class organization procedure and Teaching Possible Possible Timing

Aims and objectives activities aids problems solutions
Warmer Flashcards None. None.
Introductory part

To revise previous lesson- Play Snap with the class using flashcards 30- Teacher's
common toys 34 to revise the toys words from the previous Book 5'
lesson. Snap- see page 19 in Teacher's Book

To practise common toys T points to the Story poster 2 and checks Story None. None.
which toys and possessions appeared in the poster 2
Main part

To check pupil's knowledge story. T writes the answers on the board. Board 5'
A doll, a ball, a pencil case, a bag, a teddy, a
puzzle, and a car.

2
 T invites pupils to turn to the story on page Some pupils Teacher
To act out to the story 14 of their CB. She checks how many objects might have monitors
they can remember in the lead –in activity problems the
To revise objects and and tick them on the board. Then T plays the with acting activity
possessions from the story recording once through. She plays again, Class out the and helps
pausing for children to repeat. Then she Book story. them.
divides the class into pairs. One child is Rosy
To develop pupil's work in and the other is Tim. Children practice acting
pairs out the story. T monitors the activity,
checking for correct pronunciation. Then 7'
Main part

To develop pupil's thinking
and understanding
To spread love to English
language
some of the pairs come to the front of the
class and act out the story.
STORY ACTIONS
Picture 1- Tim picks up two objects to give to
Rosy.
Picture 2 – Tim passes Rosy a pencil case.
She unzips it.
Picture 3 – Tim picks up Rosy bag. Rosy
looks around.
Picture 4 – Rosy opens the bag.

3
 T asks pupils to look at the pictures in Class Some pupils Point to
To look at the pictures and exercise 2. She copies the sentences onto the Book don't yourself
say about them board, leaving spaces where the toy words Board understand and ask
are. Then she puts different flashcards in the Chalk expressions children
To present possessive spaces to elicit sentences and questions with Flashcards my and which
adjectives my & your the same pattern, e.g. This is my doll. Is this your. word we
your puzzle? use to
To ask and answer questions Children repeat the new sentences chorally. show
with my and your She invites a volunteer to come and somethin 7'
substitute a flashcard to make a new g belongs
Main part

To write answers to the sentence. Teacher says the sentences and to

question Is this your ….? pupils repeat after her. me(my).
She asks simple questions they answer. Point to
Point to yourself and ask children which somebod
word we use to show something belongs to y else and
me(my). Point to somebody else and ask ask which
which word we use to show that it belongs to word we
the person we are talking to. use to
show that
it belongs
to the
person we
are
talking to.
T writes three or four gapped sentences on Class None. None.
To practise possessive the board, using classroom objects, e.g. This Book
adjectives my and your is ____________________ pencil case. She Board
holds up her pencil case and says: This is my Chalk
To complete the sentences pencil case. She holds up the pen and gives
Main part

to a pupil. She says:” This is your pen.”

To develop pupil's skills
To read the sentences
She repeats the process with other objects 6'
and children. Then she asks them to look at
the examples in exercise 3. T invites a pupil
to read the example sentence. T asks pupils
to complete given sentences individually.
She checks the answer with the whole class,
in chorus.

4
 To ask and answer questions T asks pupils to look at the pictures in Class Some pupils Teacher
with my and your exercise 4. Teacher reads the questions and Book might have writes it
pupils write the short given answers, using Pencil problems on the
To write answers to the the phrases in the word pool as a model. Go Rubber with «y». board. 5'
question Is this your ….? through the exercise with the class to say the They don't She
Main part answer in the choir. know write monitors
To practise possessive it. their
adjectives. work.

To practise recognizing and T asks pupils to take their Workbook and Workbook Some pupils Teacher
writing all the new words open them on pages 14 and 15. She goes Pencil aren’t sure explains
from the unit; with a through exercise with the class and monitors Felt tips what to do. them
particular focus on the new their work. There are 5 simple exercises they Pen again. She
Final part

words from this lesson. need to do. Teacher writes description marks rubber shows 10’
for pupils who finis during lesson. If they them on
don’t finish, the rest of the class is going to one
be their homework. example.