SK Y1 Unit 19 Page 88.
Focus: Listening and speaking
1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak
confidently with the correct stress, rhythm and intonation.
1.1.3 Able to listen to, say aloud and recite rhymes or sing songs with guidance.
Objectives: By the end of the lesson, children should be able to:
a) Sing the song “I am wearing....”
b) Match pictures with the correct words in the “Find your partner” games.
c) Learn how to ask questions in “Mingle activity”
Time: 60 min
Picture cards, Word cards and mingle form.
1. Teacher guides the students to sing the “I am wearing” song on page 88 in the textbook.
2. The students sing the song together.
3. Teacher explains to the students how to play the “Find your partner” game.
“Find your partner” games
1. Prepare a few pairs of words and pictures of clothes depending on the number of your
2. Divide the students into two groups.
3. All members of Group A get picture cards and the members of Group B get the word
4. The members of Group A have to find their partner in the Group B (match their pictures
with the correct words).
5. You can take the word cards and the picture cards from here:
4. Teacher demonstrates how to ask a question related to clothes and how to answer the
questions. Example of language pattern:
Question: What are you wearing?
Answer: I am wearing a hat.
Question: What colour is your hat?
Answer: It is blue.
Question: Do you like your hat?
Answer: Yes, I do/No, I don’t
5. The students practice this language pattern in the “Mingle activity”.
Teacher gives each student a clothes picture card and a form.
a. Here is the example of the form.
b. The students have to go around the class and ask the question to their friends. The
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person being asked has to answer the questions based on the picture that he/she gets.
c. Then, they have to write the name of a person being asked together with the answers.
d. The students have to ask as many friends as they can in the given time.
1. Teacher tells the class that they are going to talk about the sea and asks if the students
know any sea animals.
2. Teacher chooses some of the sea animal flashcards
( Teacher will need to make her own cards for some of the sea animals on p. 49).
3. Teacher chooses 8-10 flashcards and shows the class each one. She says each one three
times. Teacher could also ask the students for actions for the cards when appropriate.
4. Teacher sticks the cards on the board and repeats the words. Then points to each card
randomly and asks 2 or 3 students to name the sea animal.
5. Now teacher numbers the sea animal cards e.g.
5. a fishing net
7. a boat
8. a jetty
Then she says the words in random order and writes down the numbers.
e.g. Teacher says, ‘prawn’...3 (writes) Teacher says, ‘squid’...6 (writes) Teacher says, ‘fish’...2
6. Teacher says the cards again in a different order and this time asks to the students to write
down the numbers.
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7. Disappearing cards activity: Teacher gets the students to say the cards in sequence and
then removes one of the cards from the board. The whole class says the sequence again
using their memories to recall the missing word. Teacher keeps taking away cards one by one
and getting students to repeat the sequence until there are no cards left on the board and the
students are able to say the sequence from memory.
8. Teacher puts the cards back on the board and writes the word next to the picture. Students
copy the words into their notebooks.
9. Teacher tells students that they are going to look at a picture of the seaside in their
textbooks. They have one minute to remember everything in the picture. Later teacher will ask
questions about the picture. Teacher gives a clue: Remember to count the things that you see.
10. After one minute the students close their books and teacher asks questions about the
1. What do the people use to catch fish?
2. What kind of seafood are they selling?
3. What can you see in the water?
4. How many seafood stalls are there?
5. How many people are selling prawn?
6. What is in the box on the jetty?
7. What is in the back of the lorry?
11. Students work with a partner to answer the questions.
12. Class checks answers together.
13. Students can think of 2 or more similar questions to ask another pair.
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