Activity 4 Look and say.
Objective: to consolidate the new structure “s/he has got X”
Ask the pupils to return to the picture of Lesson 1, where the girl and the boy are drawn with animals. Offer the pupils to say what animals the girl has got. Here point out that every sentence should begin with “She’s got” and practise the phrase in chorus. Then ask the pupils what animal to begin with. Hang the pictures of the animals (sheep, cow, chick and rabbit) on the blackboard.
Practise the sentences in chorus and individually:
She’s got a rabbit.
She’s got a cow.
She’s got a sheep.
She’s got a chick.
Then, the boy’s picture. Ask the pupils who wants to say what animal he has got. Makes it clear that we should talk about the boy as “he”, not “she”. Hang the flashcards with the animals on the blackboard. Have the children practise the sentences.
He’s got a horse.
He’s got a goat.
He’s got a duck.
He’s got a rooster.
Optional Activity 5 Play “She’s Got a Rabbit”.
Objective: to consolidate the new structure “s/he has got X” and colours
Divide the class into two teams. Shuffle the flashcards with animals and put them on your table face down. Explain that one pupil from each team comes up to your table, opens the flashcards and says what animals the boy or the girl from Lesson 1 has got and its colour.
She’s got a rabbit. It’s brown.
She’s got a cow. It’s black and white.
She’s got a sheep. It’s black.
She’s got a chick. It’s yellow.
He’s got a horse. It’s brown.
He’s got a goat. It’s grey.
He’s got a duck. It’s blue.
He’s got a rooster. It’s blue, purple, orange, green and red.
Optional Activity 6 Look and do.
Objective: to do physical exercise and energise the pupils
If you have free time, you can do any energising activity you like.
Homework:
Explain to the pupils that at home they should complete drawing and colouring the pictures on the right hand page. Ask them to remember and say the sentences about what animals the boy and the girl have and their colours.
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