Hager Hager

Grammar lesson
2 steps level 4 level


Abc Classroom items flashcards
Abc The students' book
Abc The whiteboard
Abc blank sheets
Abc glue
Abc scissors
Abc classroom items clip-arts handouts
Abc A small ball
Abc Listening track No.8
Abc Listening track No.10

Main Aims

  • To provide clarification of demonstratives; this, that, these & those in the context of our classroom items

Subsidiary Aims

  • To provide review and clarification of classroom items; table, computer, pencil case, board, peg, poster, picture, drawers and cupboard


Warmer (5-10 minutes) • To engage students in the class and break the ice

1-Be ready with a small ball with you. 2-Ask ss about their names and try to memorize them. 3-Ask them to make a circle, then tell them that you'll throw the ball to any person and say your name and they should do the same; throw the ball and say their names. 4-Reverse the game; so the ss now should throw the ball and say the person's, who will catch the ball, name.

Exposure (15-20 minutes) • To provide context for the target language through a text or situation

1-Be ready with classroom items flashcards; (classroom, table, computer, peg, pencil case, board, cupboard, drawers, poster and picture) 2-Stick them to the board then ask ss about them and try to elicit the words from them. 3-Focus on the new words for them; (peg, cupboard and drawers). 4-Drill these three words with them then write them on the board. 5-Play listening track No.8 of p.8. 6-After listening, ask them to read the conversation of p.8 and try to act it by turn.

Clarification (25-30 minutes) • To clarify the meaning, form and pronunciation of the target language

1-Ask ss about something that is near them saying "what's this", so they would say "this is a chair", then ask the same question about something far from them, probably they would use "this" again, so you correct them and say "that is a chair." 2-Tell them the rule of this & that; we use "this" in referring to a thing that is near, but we use "that" in referring to a thing that is far. 3-Show them a picture that explains the difference between both words. 4-Do the same steps with the determiners; these & those; ask them about the near and far items in the class and try to elicit the words from them. 5-Show them a picture that explains the difference between these and those. 6-Write on the board this/that + is and these/those + are. 7-Ask them CCQs; concept checking questions. For example, "Do we use this/that with only one thing or more?" , "Do we use is or are with this/that?'', "Do we use these/those with only one thing or more?", etc.

Controlled Practice (5-10 minutes) • To concept check and prepare students for more meaningful practice

1-Ask them about the items in the class so they can use the four words; this, that, those and these. 2-Ask them to read part 2 of p.9 in the book by turn. 3-Ask them to answer No.3 ; p.9 and monitor while they are answering, then give an O/C feedback by nominating students.

Free Practice (10-20 minutes) • To provide students with free practice of the target language

1-Play listening track No.10 of p.10 and ask ss to read the lyrics silently while listening to the song. 2-Play the listening track one more time and ask them to sing with it. 3-Be ready with blank sheets, classroom items handouts, scissors and glue. 4-Give each st a blank sheet and ask them to draw themselves in the middle of the sheet. 5-Cut out the classroom items from the handout and ask them to stick it to the blank sheet. 6-Ask them about the word of each item while they are sticking it. 7-Now, ask them to write below the pictures sentences like "this is a chair", "these are pencil cases" or "that is a table".

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