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School objects
How to start
•
Think back to the drawing of Ben and Amy’s first day at
school and elicit what has been studied so far (places, people,
subjects at school). Say:
What things did you like best?
•
Track 3.
Review the unit song and do the actions. Sing
the karaoke version in the IWB Class Book.
•
Show the flashcards of the places at school. Encourage the
students to name places and to talk about the activities we
do there.
•
Ask the students to take out their pencil cases and to work
in pairs naming as many objects as they can.
Activities: step-by-step guide
Activity 1
•
Track 5.
Tell the students to look at the pictures on the
page. Play the track. The students listen, find the correct
picture and repeat the word.
•
Ask the students to point to the pictures and say the words.
•
When they have finished, ask the students to work in pairs
or groups of three and talk about the things they have, for
example:
I have scissors.
I have a pencil. It’s yellow.
•
Read the sentence at the bottomof the page. Can they think
of any other things we use in class?
(board, computer).
•
Play objects bingo. Ask them to choose four school objects
and place them on their desk. Explain that they have to
listen and if they have it they raise it above their head. Call
out the names of objects and colours.
Extra ideas!
Review
•
Ask the students to draw the items in their pencil case and
to label them. Then they compare their drawings in pairs.
•
Name different students to come to the front of the class.
Show them a flashcard of a classroom object. They mime
what it is used for. The rest of the class guesses.
Extension
•
Develop creative thinking by encouraging the students to
think of imaginative/alternative uses for different classroom
objects. For example, two pencils can be used chopsticks or
scissors can be make-believe glasses or a magnifying glass.
•
Sit with the students in a circle. Start them off with a chant
going around oneway inwhich they clap their hands and say a
classroomobject to the rhythmof the claps. In the first round
they just say the object – they have to say a different object
to the person before them. It doesn’t matter if the objects
are repeated in the group. When it comes to you again, say
a classroom object and its colour, for example,
pink pencil
case
. Continue, gradually building up different combinations
of colours, objects and numbers of objects every round.
Assessment opportunity
•
Place three flashcards on the board and see if the students
can write the words in their notebooks. Check answers and
encourage students who are struggling.
•
Informally evaluate learning outcomes by asking questions
to different students to see if they can, for example, name
two places at school. Are they able to answer simple
questions about schools, jobs at school, school subjects and
classroom objects?
•
Finger feedback. Ask the students to use their fingers to
show you if they enjoyed the lesson, or not. Explain that
showing one finger means they are not happy, showing two
fingers means they are okay, showing three fingers means
they are happy. Say:
One, two, three: finger feedback!
and
ask the students to hold up fingers.
Content objectives
•
Identify different school objects.
•
Describe and identify uses for different classroom
objects.
Vocabulary
•
book, crayons, glue, pencil, pencil case, pencil
sharpener, rubber, scissors
Structures
•
We
use
scissors, glue and pencils in the classroom.
•
I
have
a pencil sharpener.
It’s
blue.
Resources
•
Track 5
•
Flashcards
