Description of

class

''Mea Selimovi'' primary school; Class: III; Class profile: 25 students; 8 years old; Subject: English language
Location: English classroom; School year: 2011/2012. Teacher: Amila Islamovi,prof.

Teaching unit
8.

UNIT 2 Lesson 2 Possessive adjectives

Recent work

Some common toys

Type of lesson

Presentation possessive adjectives: my & your

Sources

Family and Friends 1; Class Book; Workbook; Teachers 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 pupils interested in topic
To improve pupils vocabulary
To develop pupils 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
Teaching aids, materials
and equipment
Procedure
Additional plan

T- S,S,S
S,S-S,S
S,S,S
Class Book, Workbook, CD player, Story poster 2,
Introduction part, main part, final part
Teachers Book Unit 2 Lesson 2

Aims and objectives

Main part y part Introductor

To revise previous lessoncommon toys

To practise common toys

To check pupil's knowledge

Class organization procedure and

activities
Warmer
Play Snap with the class using flashcards 3034 to revise the toys words from the previous
lesson. Snap- see page 19 in Teacher's Book

Teaching
aids
Flashcards
Teacher's
Book

Possible
problems
None.

T points to the Story poster 2 and checks

which toys and possessions appeared in the
story. T writes the answers on the board.
A doll, a ball, a pencil case, a bag, a teddy, a
puzzle, and a car.

Story
poster 2
Board

None.

Possible
solutions
None.

Timing

5'

None.
5'

To act out to the story

Main part

To revise objects and

possessions from the story
To develop pupil's work in
pairs
To develop pupil's thinking
and understanding
To spread love to English
language

T invites pupils to turn to the story on page

14 of their CB. She checks how many objects
they can remember in the lead in activity
and tick them on the board. Then T plays the
recording once through. She plays again,
Class
pausing for children to repeat. Then she
Book
divides the class into pairs. One child is Rosy
and the other is Tim. Children practice acting
out the story. T monitors the activity,
checking for correct pronunciation. Then
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.

Some pupils
might have
problems
with acting
out the
story.

Teacher
monitors
the
activity
and helps
them.

7'

Main part

To look at the pictures and

say about them
To present possessive
adjectives my & your
To ask and answer questions
with my and your
To write answers to the
question Is this your .?

To practise possessive
adjectives my and your
To complete the sentences

Main part

To develop pupil's skills

To read the sentences

T asks pupils to look at the pictures in

exercise 2. She copies the sentences onto the
board, leaving spaces where the toy words
are. Then she puts different flashcards in the
spaces to elicit sentences and questions with
the same pattern, e.g. This is my doll. Is this
your puzzle?
Children repeat the new sentences chorally.
She invites a volunteer to come and
substitute a flashcard to make a new
sentence. Teacher says the sentences and
pupils repeat after her.
She asks simple questions they answer.
Point to yourself and ask children which
word we use to show something belongs to
me(my). Point to somebody else and ask
which word we use to show that it belongs to
the person we are talking to.

Class
Book
Board
Chalk
Flashcards

T writes three or four gapped sentences on

the board, using classroom objects, e.g. This
is ____________________ pencil case. She
holds up her pencil case and says: This is my
pencil case. She holds up the pen and gives
to a pupil. She says: This is your pen.
She repeats the process with other objects
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.

Class
Book
Board
Chalk

Some pupils
don't
understand
expressions
my and
your.

None.

Point to
yourself
and ask
children
which
word we
use to
show
somethin
g belongs
to
me(my).
Point to
somebod
y else and
ask which
word we
use to
show that
it belongs
to the
person we
are
talking to.
None.

7'

6'

To ask and answer questions

with my and your

Final part

Main part

To write answers to the

question Is this your .?

T asks pupils to look at the pictures in

exercise 4. Teacher reads the questions and
pupils write the short given answers, using
the phrases in the word pool as a model. Go
through the exercise with the class to say the
answer in the choir.

Class
Book
Pencil
Rubber

Some pupils
might have
problems
with y.
They don't
know write
it.

T asks pupils to take their Workbook and

open them on pages 14 and 15. She goes
through exercise with the class and monitors
their work. There are 5 simple exercises they
need to do. Teacher writes description marks
for pupils who finis during lesson. If they
dont finish, the rest of the class is going to
be their homework.

Workbook
Pencil
Felt tips
Pen
rubber

Some pupils Teacher

arent sure
explains
what to do. them
again. She
shows
them on
one
example.

To practise possessive
adjectives.

To practise recognizing and

writing all the new words
from the unit; with a
particular focus on the new
words from this lesson.

Teacher
writes it
on the
board.
She
monitors
their
work.

5'

10