Family & Friend 3

Unit 1: THEY’RE FROM AUSTRALIA!

Lesson 02: Grammar

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

- Revise and use the short form of be in affirmative sentences and
questions
- Revise personal pronouns
- Act out a story
Language
- Language
+ Core:
I’m from Egypt. Where are you from? He’s from Brazil. Where is he
from? They’re from Thailand. Where are they from?
+ Extra: friend

- Decision making
- Teamwork
- Problem-solving
Core competencies
- Integrity
- Communication
- Planning and organization.

- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
 - Critical Thinking: answering questions, identifying objects, guessing
hidden answers, predicting
- Communication: talking with a partner, asking a partner questions,
General Competences presenting ideas to a group, talking about an informational poster or
video with a partner
- Collaboration: working in a small group or with another classmate,
solving problems as a team

- Kindness: help partners to complete learning tasks

- Diligence: complete learning tasks
Attributes
- Honesty: tell the truth about feelings and emotions
- Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Class Book P. 09 + Class Book P. 09
+ Teacher book page P. 31 + Crayon
+ Workbook + Pen / pencils / erasers
+ Classroom Presentation Tool + Workbook
+ Computer / Laptop
+ Whiteboard
+ Projector Screen / TV
+ PowerPoint
+ CD 07;
+ Countries flashcards 11–18;
flashcards 9–10
 - Warm-up and review
- Listen to the story again and repeat. Act.
III. - Look and say.
PROCEDURE - Read and tick (✓
- Write.
- Wrap – up and homework.

Pupils’ Note
Procedure Teacher’s activities
activities

KNOWLEDGE CONSTRUCTION

-Greet the class, saying Hello and Hi.

- Students greet their classmates. Whole class
- Play Snap with the Countries flashcards
+ Write one of the items from the vocabulary set on the
board, e.g. rubber
Warm-up + Say the word aloud.
and review + Put the flashcards in a pile and hold them up so that the
children can only see the facing card.
+ Reveal the cards one at a time by putting the front card to
the back.
+ When children see the doll, they shout Snap!
+ Repeat with the rest of the words in the set.
- With books closed, ask children to tell you the names of
the four children in the story.
- Ask questions about story, e.g. Who do Max and Holly
Lead –in
meet? Where are Leo and Amy from? Is the photo old?
- Ask children to open their Class Books at page 8 and find
three countries in the story (Russia, the USA, Australia).
EXPLORATION
1. Listen to the story again and repeat. Act.

a. Goal - To listen to the story again and now produce the language by repeating and
then acting out the story.
- 4 pictures about the story in previous lesson.
- CD track 07
Story actions
- Picture 1: Holly holds her toy cat. Max holds a book.
b. Input - Picture 2: Mum shows Holly and Max a photo. Holly points at two children.
Max gestures ‘no’.
- Picture 3: Holly points at two more children. Max gestures ‘no’. Amy and Leo
(and their parents) arrive. Amy waves.
- Picture 4: All the children smile and wave. Amy points at the photo.

- Children listen to the story again and now produce the language by repeating
c. Outcome
and then acting out the story.

- Play the recording, pausing for children to repeat.

- Divide the class into groups of five to play the parts of
Whole class
Holly, Max, Mum, Amy, and Leo.
Individual work
- As a class decide on the actions for the story (see below).
d. Procedure Pair work
- Play the recording again for children to mime the actions
as they listen and say their character’s lines.
- Let children practise acting out the story in groups, then
ask one or two groups to act out the story at the front.

2. Look and say.

- To study the grammar structure that was presented in the story.

a. Goal
- To practice grammar and make language patterns more memorable.

b. Input - A grammar box

● Where are you from? 🡢 I’m from ….
 ● Where is he from? 🡢 He’s from….
● Where is she from? 🡢 She’s from….

- Students can learn the grammar structure that was presented in the story.
c. Outcome
- Students practice grammar and make language patterns more memorable.

- Focus on the picture in the Let’s learn! box.

- Ask Where are the children from? Elicit (They’re from)
Australia.
- Ask a child to read out the speech bubble.
- Say I’m from (your country).
- Ask individual children Where are you from?
- Read the sentences and questions in the Let’s learn! table,
pausing after each one for children to repeat.
- Focus on the sentences on the left of the table. - Whole class
- Ask what ’m, ’s and ’re are short for (am, is, and are). - Individual
d. Procedure
- Write the words separately on the board. then together, e.g. work
I am, I’m.
- Ask children to close their books.
- Copy the sentences and questions onto the board, leaving
the pronouns but rubbing out the verbs.
- Ask children to read out the sentences on the board,
completing them with the missing letters or words.
- Write I’m from… on the board and hold up different
Countries flashcards to elicit new sentences.
- Repeat with He’s from… and They’re from…

3. Read and tick (✓

a. Goal - To practice reading the grammar structure

b. Input - 4 pictures cues.

c. Outcome - Children practice reading the grammar structure.

d. Procedure - Write She’s from Australia / He’s from Australia on the Whole class/
 board.
- Hold up flashcard 9 of Amy and ask children to tell you
the correct sentence.
- Repeat with flashcard 10 of Leo.
- Let children complete the exercise individually. Individual work
ANSWERS Whole class
1 She’s from the UK.
2 They’re from Brazil.
3 He’s from Spain.
4 They’re from the USA.

4. Write

a. Goal - To practice writing the grammar structure.

- Grammar pattern in class book, activity 4

b. Input
- Some vocabulary in the box.

c. Outcome - Children practice writing the grammar structure.

- Write the first sentence from the Class Book on the board
and ask the class what word should go in the gap.
- Let children complete the exercise individually.
ANSWERS
1 He’s
d. Procedure
2 She’s
3 We’re
4 They’re
NOTE: Now go to Workbook page 124 for children to
practise the grammar structure before doing Workbook page
9.
Fun corner and wrap-up: 5 minutes

Games and * Play a game: “What’s in your pencil case?”

Activities: - Teacher shows a slide on the screen. If not, teacher using
the flashcards above. Whole class
- Then, students have to find and place the items on their
desk in the order shown on the screen.
- Students should arrange quickly the order of the words
Homework -Tell students that they must do homework on
+ Workbook P. 9
+ Grammar reference Class Book page 124
+ Student Website - Unit 1 - Grammar
+ Online Practice - Unit 1 – Grammar