Family & Friend 3

Unit 2: MY WEEKEND
Lesson 02: Grammar

I. OBJECTIVES

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

- Identify affirmative, negative, and question forms of the present simple:
like + -ing
+ Identify the third person singular form of like + verb + -ing
+ Complete sentences with the third person singular and plural form of
like
Language
+ Act out a story
- Language
+ Core:
I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. /
No I don’t. He doesn’t like skateboarding. Does he like playing chess?
Yes, he does. / No, he doesn’t.

- 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. 15 + Class Book P. 19
+ Teacher book page P. 37 + Crayon
+ Workbook + Pen / pencils / erasers
+ Classroom Presentation Tool + Workbook
+ Computer / Laptop
+ Whiteboard
+ Projector Screen / TV
+ PowerPoint
 + CD 16
+ Hobbies flashcards 25–32

- Warm-up and review

- Listen to the story again and repeat. Act.
III. - Look and say.
PROCEDURE - Read and circle
- Write.
- Wrap – up and homework.

Pupils’ Note
Procedure Teacher’s activities
activities

KNOWLEDGE CONSTRUCTION

Warm-up -Greet the class, saying Hello and Hi.

and review - Students greet their classmates. Whole class
- Put the Hobbies flashcards up on the board.
- As a class, think of actions for each of the hobbies.
- Play Simon says… (see page 25) using the hobbies.
+ Ask the children to stand at their desks. Explain that you
are going to give instructions.
+ If the instruction begins with the words Simon says…,
children must do as you ask. If not, they must stand still and
wait for the next instruction.
+ Any child who gets this wrong is out of the game and has
to sit down.
+ Give an instruction that is relevant to the unit’s language,
e.g. Simon says… brush your hair; Simon says… read
comics; Simon says… eat cereal.
+ Intermittently insert an instruction which is not preceded
 by ‘Simon says…’ to see who is paying attention.
+ Continue until there is one winner or a group of winners
left standing
- With books closed, point to the flashcards on the board.
- Ask which two hobbies were in the story (fish, take
photos).
Lead –in - Ask children what happened in the story. Ask What do the
children do? Does Max like fishing now?
- Ask them to look at the story on Class Book page 14 and
find something else you can use for a hobby (a skateboard).

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 16
Story actions
- Picture 1: Holly, Dad, and Leo hold fishing rods. Max reads a book. Amy
shows Max her fish.
b. Input - Picture 2: Max catches a big fish and Amy and Holly point at it. Leo and Dad
walk (along the river bank).
- Picture 3: Max holds the fish and stands next to Dad. Amy takes a picture of
them.
- Picture 4: Max holds a fishing rod. Dad picks up the tackle box. Amy, Leo,
and Holly fold their arms and look bored.

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

d. Procedure - Play the recording, pausing for children to repeat. Whole class
- Divide the class into groups of five to play the parts of Individual work
Holly (silent), Amy, Max, Leo, and Dad. Pair work
 - As a class decide on the actions for the story (see below).
- 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

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

- Ask children to turn to Class Book page 15.

- Focus on the Let’s learn! box and ask two children to read
out the speech bubbles.
- Say I like reading comics. Do you like reading comics?
- Ask a few children and elicit Yes, I do or No, I don’t.
- Read the sentences in the Let’s learn! table, pausing after - Whole class
each one for children to repeat the sentence. - Individual
d. Procedure
- Copy I like reading and I don’t like fishing onto the board work
and rub out the red letters.
- Ask children to tell you what the missing letters are.
- Write He likes… and She doesn’t like… on the board and
place some Hobbies flashcards next to the words.
- Elicit the new sentences, e.g. He likes fishing. She doesn’t
like playing chess

3. Read and circle

a. Goal - To practice reading the grammar structure
b. Input - 1 picture and 4 sentences activity about grammar

c. Outcome - Children practice reading the grammar structure.

- Look at the example with children and check that they
understand the exercise.
- Children do the rest of the exercise individually.
- Go through the answers with the class.
Whole class/
- Check pronunciation of does /dʌz/ and doesn’t /dʌznt/.
d. Procedure Individual work
ANSWERS
Whole class
1 likes
2 doesn’t like
3 like
4 likes

4. Write

a. Goal - To practice writing the grammar structure.

b. Input - 4 pictures and 4 incomplete sentences.

c. Outcome - Children practice writing the grammar structure.

d. Procedure - Look at the example with children and check that they
understand the exercise.
- Children do the rest of the exercise individually.
ANSWERS
1 likes
2 don’t like
3 doesn’t like
4 likes
NOTE: Go to Workbook page 124 for children to practise
 the grammar structure before doing Workbook page 15.

Fun corner and wrap-up: 5 minutes

Games and Word Search game

Activities: - Put students into pairs and give each pair a dictionary.
- Call out a word (preferably a familiar or recognizable Whole class
word).
- Each pair of students must try to find the word as quickly
as possible.
- The first pair to call out the correct page number where
the word can be found is the winner.
Homework -Tell students that they must do homework on
+ Workbook P. 15
+ Grammar reference Class Book page 124
+ Student Website - Unit 2 - Grammar
+ Online Practice - Unit 2 – Grammar