Party: guests, guest list, gift, candle, cake, pizza box, glass, plate, fork, bottle, table, chair, ball, toy, plates, pizza boxes, celebrate, party, balloon
Numbers: 1-100
Lisa is celebrating her birthday with her friends and a surprise guest. Lisa sets up the garden with tables and chairs. They play games and have fun until it is time for her birthday cake. But, when Lisa’s mom goes to get it, it is gone! Where could it be? Who is the secret guest?
To check learners’ understanding of the video.
Face-to-face class:
Use a projector to do the task as a whole class activity OR provide tablets for groups of learners to do the task in groups
Online lesson:
Use a computer to share the task online by clicking the link: Activity 1
If needed, watch the video again.
Note that to move to the next question, the learners need to click the correct answer if their first choice was incorrect.
To make the activity more communicative, encourage the learners to discuss the answers before clicking the answers.
In an online class, learners can share their answers in the chatroom before the teacher reveals the answer on the screen.
At feedback stage, the teacher can read the questions again and discuss the answers with the whole class.
To review the target language, the use of have/has got, from the video.
Face-to-face class:
Use a projector to do the task as a whole class activity OR
Provide tablets for groups of learners to do the task in groups.
Online lesson:
Use a computer to share the task online – by clicking the link Activity 2
Pre-teach any vocabulary if relevant to learners.
Words used in the activity: a tent, a parrot, a smart watch, a blue bike, a brown dog, a football, a red schoolbag, a blue skateboard, a TV, a cat, a green car, a guitar.
Encourage the learners to use adjectives with the nouns in the pictures. (e.g. blue, beautiful)
As a follow-up activity ask the learners whether they have or haven’t got the things in the pictures.
Note that it is possible to switch templates using the same content by clicking one of the templates (e.g. Random cards, Random wheel, Open the box) on the right of the screen.
Dave has got a blue bike/a brown dog/ a football/ a skateboard.
Dave hasn’t got a smart watch / a red schoolbag.
Ben and Betty have got a (beautiful) cat/ a parrot/ a (brown) guitar.
Ben a Betty haven’t got a TV/ a green car/ a tent.
To model how to describe items in a bag through a listening activity and then get learners to talk about the content of their own school bag to use the target language in a real-life context.
STEP 1
Ask the learners to listen to and draw what Lisa has got in her bag.
STEP 2
Ask the learners to work in pairs and tell each other what they have got in their bag. Ask the learners to take notes of what their partner is saying.
Encourage learners to use simple adjectives e.g. big, large, small, short, long and colours, when describing objects.
During the speaking activity, monitor the learners and take notes of common errors for error correction right after the activity or at the beginning of the next lesson.
After the activity, the teacher can nominate some of the learners to share with the class what they have learnt about their partner.
As a follow-up activity, learners can describe what their partner has got in their bag in writing as their homework.
Script:
I’ve got a big bag and I’ve got a lot of things in it.
I’ve got a small black mobile phone. It was a birthday gift from my parents.
I like colours so I’ve got eleven pencils – a yellow pencil, a blue pencil, two red pencils, three black pencils and four green pencils.
I’ve also got three pens in my bag – a black pen, and two blue pens.
I’ve got a new cap in my bag. I love caps. I have a beautiful blue cap, but it’s at home. In my bag, I have a small red cap.
Answer: a (small black) mobile phone, 5 pencils (a yellow, a red and 3 green), 3 pens (a black, 2 blue), a red cap
To sensitise the learners to the differences in the pronunciation of numbers, e.g., 13 vs 30, 14 vs 40.
PRONUNCIATION JOURNEY:
Step 1: Can you hear the difference?
Ask the learners if they can hear the difference (between the following numbers: thirteen – thirty, fourteen – forty, fifteen – fifty, sixteen – sixty, seventeen – seventy, eighteen – eighty, nineteen – ninety).
Play the recording:
Step 2: Write the numbers on the board or the screen in two columns like this:
| left | right |
| thirteen
fourteen fifteen sixteen seventeen eighteen nineteen |
thirty
forty fifty sixty seventy eighty ninety |
Step 3: Pronunciation journey
Make a copy of the MAP for each learner, project it on an interactive whiteboard or share the map with the learners digitally.
At each number, the learners need to decide whether to go left or right.
Demonstrate the task by reading four numbers. For each word, the learners need to turn left or right according to the word stress.
After reading four words, the learners should arrive at one of the cities at the top of the map.
Example: thirty (turn right at 1) – fifteen (turn left at 2) – seventeen (turn left at 3) – ninety (turn right at 4) -> Paris
Step 4: After the demonstration, the learners can do the activity in pairs.
For visual aid, the stress patterns can be marked with circles above the numbers on the board or screen:
Example:
o O O o
thirteen – thirty
The stressed syllables are highlighted:
thirteen – thirty
fourteen – forty
fifteen – fifty
sixteen – sixty
seventeen – seventy
eighteen – eighty
nineteen – ninety
To revise the use of have/has got by answering questions about the learners’ school, class, teachers and classmates.
Face-to-face class:
Use a projector to do the task as a whole class activity
Online lesson:
Use a computer to share the task online by clicking the link: Activity 5
To make the game more exciting, tell the learners that:
Encourage the learners to work together as a group and discuss the answers first.
n/a
The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.
