Donna Hancox Donna Hancox

Vocabulary - Possessions
Beginners, A1 level


In this lesson students will learn a set of vocabulary to describe personal possessions and begin to use prepositions. This lesson will also help students to increase their vocabulary and introduce them to prepositions.


Abc Course Handbook
Abc CD audio track

Main Aims

  • To provide students with a set of vocabulary to describe possessions and begin to use prepositions to describe position.

Subsidiary Aims

  • To provide listening practise to identify syllables and stress patterns in the identified vocabulary.


Building a Clear Context (2-3 minutes) • To give students a context and engage students in the lesson, and gauge students prior knowledge of the target language.

Props WB visuals, a bag with 10 items inside, an umbrella The T starts the lesson ‘Good morning everyone. T Role Play: Someone rushes into the room with a bag and says ‘You left your bag on the bus’. The T opens the bag saying ‘I hope everything is in my bag’. The T empties her bag onto the table in front of Ss. The T picks up each item and says, ‘I have my .........., my ............. ‘ etc. Eliciting the words from the Ss. Counting each item on her fingers and putting them one at a time back into her bag. ‘Where’s my umbrella? Is it in my bag? Is it on the table? Is is under the table? Is it next to the table? YES!

ELICIT Meaning (2-3 minutes) • To establish an understanding of possessions

The T gestures to the set of items asking the Ss, ‘Are these items Fatma’s? Who do the items belong to?’ Some Ss might say things, items, objects. The T says ‘they are all my things. Things that belong to me. They are my possessions. The T picks up a Ss item and says ‘these are ........’s things. Things that belong to ... They are her possessions. The T says to the S ‘These are your possessions’ pointing ‘These are my possessions’ pointing. The T says to everyone pointing at one Ss possessions ‘These are ................ possessions’. CCQ: The T asks whose possession is this? Picking up different items. It is ….. ‘s … The teacher writes the title on the board: Possessions

Pre- teach vocabulary 1 (4-5 minutes) • To elicit knowledge and introduce students to the TL

Hand out and bag. The T elicits Ss to name the items. What is in my bag? As Ss say an item’s name the T takes the item out of the bag and places it on the table in front of the students saying ‘This is a ........’ Any items not known the T gives the name. The T then puts the items back into the bag one at a time asking Ss ‘What is this?’ Ss then have 4 minutes to write down as many as the items as they can remember. Checking: The T asks who has all 11 items / things? What item is left? The S reads his / her item words and the T takes each item out of the bag, the Ss say the name ‘a.... an....’

DRILL Pronunciation 1 (3-4 minutes) • To develop accuracy.

HO and audio 1.70. Chesting: The T shows the HO and explains to Ss ‘Here is a set of words. Look at the pictures and listen the words. Students listen to the audio and read the words. Students listen to the audio again and read the words.

DRILL Pronunciation 2: Syllables (3-4 minutes) • To develop accurately and fluently.

Sentence strips on the WB. The T reads the word holding up fingers to signal each syllable. The Ss repeat the word doing the same thing both individual and choral drilling. 1. keys (1) keys 2. glasses (2) glass-es 3. sunglasses (3) sun-glass-es 4. jacket (2) jack-et 5. wallet (2) wal-let 6. bag (1) bag 7. mobile phone (2) mo-bile (1) phone 8. photograph (3) pho-to-graph 9. ID card (1) card 10. money (2) mon-ey 11. umbrella (3) um-brel-la 12. MP3 player (2) play-er

DRILL Pronunciation 3: Stress (3-4 minutes) • To develop accurately and fluently.

Sentence strips and a stress chart on the WB. The T reads each word on the WB using a high / low hand gesture to highlight stress patterns. (note to self: ensure use of real language, monitor speed and over pronunciating) The Ss repeat the word using the hand gesture, the T elicits both individual and choral drilling. Stress Chart The T refers to the WB chart and explains the symbols, ‘these words have 2 syllables, these words have 3 syllables. The T models a word and makes the connections to the stress pattern and the large and small Squares on the chart. Ask Ss why dome words have no stress. No stress - keys, bag, card, phone A,B – glasses, jacket, wallet, money, player, mobile A,B,B – sunglasses, photograph B,A,B – umbrella The Ss say the words together and decide where they go on the chart.

Recall vocabulary words (5-6 minutes) • To recall vocabulary words.

Feely bags and HO The T puts an item into 11 numbered bags. The T demonstrates to Ss to fold the HO in half. The Ss pass the 11 bags around. Ss feel the item and write the name in the last column of the HO. The T takes an item out and Ss check. Who remembered the most words?

Checking (3-4 minutes) • To check vocabulary knowledge.

Board Rush: sentence strips on the board The T explains the activity and safety considerations. The T says the description (using prepositions and Q. forms used in the last activity and the next lesson) and Ss grab the word. 1. In a door (keys) 2. On your eyes (glasses) 3. Next to your ear (a mobile phone) 4. Under the table (a bag) 5. Where is your money? (a wallet) 6. In your ID card (a photograph) 7. Above your head when it rains (an umbrella) 8. What do you play music on? (MP3 player) 9. On your eyes (sunglasses) 10. What to you need to buy things? (money) 11. What do you wear? (a jacket) 12. What do you show to a police officer? (ID card) The T says the description again and Ss put the word back on the WB.

Checking (3-4 minutes) • To check and reinforce vocabulary knowledge.

Extension (if time): SS play charades. One S comes up and acts out using the item. Other students guess the item.

WRITE (3-4 minutes) • To develop knowledge of form.

Ss write the words, copied from the WB.

Receptive Skills listening (4-5 minutes) • To give students a model to use the TL.

HO - Picture with Q’s and Audio 1.71 The T gives the context for the picture and elicits answers to Qs. The teacher writes new vocabulary from the students on the WB. What can you see? What is on the chair? Who is on the sofa? What is next to the sofa? The T show the HO and explains individually ‘Listen to 3 conversations and decide (think about) what Lee wants in each conversation. The T gives out the HO. Ss listen to the text and write down what Lee wants in each conversation. Ss compare answers in pairs. The T explains the next activity ‘Listen again. Match the words in the box to the letters A, B and C in the picture. T-S checking.

Productive skills speaking. (3-4 minutes) • To introduce students in using the TL Prepositions (being developed further in the next lessons) to locate objects.

Sets of 11 photo copied objects. Picture on the WB. Chesting: The teacher models the task by choosing one student. A S puts an item in the picture. The T (back to the WB) asks questions to find out what the item is and where the item is. The T gives out a set of items to each pair. One student chooses an item and show their partner. The student then puts it in the picture without their partner seeing it. The other student asks questions to guess where the item is. Ss refer to the questions on the WB. Where is / are my ……………….? Are they ............... on/in/under/next to....... ........... ? Is it ....................... on/in/under/next to....... ........... ? It is / It isn’t on/in/under/next to....... ........... ? They are / They aren’t on/in/under/next to....... ........... ?

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