Lesson 13: I love toys!

Toys, toys, I love toys

I have got lots of toys:

six model cars and model trucks

seven teddy bears and eight dolls.

Toys, toys, I love toys

I have got lots of toys,

nine toy blocks and puzzles ten

six, seven, eight, nine, ten.

Toys, toys, I love toys

I have got lots of toys!

Stage 1 – Brief Revision

Revise the previous lesson briefly following the procedure of Lesson 3 Stage 1 (here revise: pet, cat, duck, dog, cow, sheep, numbers 1-5, to love, animal sounds)

Stage 2 – Vocabulary focus i) TOYS: toy, model car, model truck, teddy bear, doll, toy blocks, puzzle ii) NUMBERS: six, seven, eight, nine, ten

Prepare flashcards and finger puppets at home that depict toys and numbers 6-10. Present the toy flashcards to Ss, use L1 and ask them: “What can you see in the pictures?”, “Do you like toys?”, “What kind of toys have you got”, “What is your favourite toy?”. Present and drill vocabulary items concerning toys toy, model car, model truck, teddy bear, doll, toy blocks, puzzle by using the flashcards and / or rhythmical clapping [car, truck, doll, blocks (clap one half note, ta-ah), to-y, pu-zzle, te-ddy, mo-del (clap two quarter notes, ta ta), mo-del car, mo-del truck, to-y blocks (clap two quarter notes and one half note, ta ta ta-ah), te-ddy be-ar (clap four quarter notes, ta ta ta ta)]. Then, ask Ss “How many toys have you got?”. Ss answer by using the numbers 1-5 they have already learnt as well as L1 in case they want to use another number. Next, you present them with the flashcards depicting numbers 6-10. First ask Ss to count from number 6 to number 10 in their mother tongue and then, present and drill numbers 6-10 in English by using both the flashcards and rhythmical clapping [six, ten (clap one half note, ta-ah), se-ven, e-ight, ni-ne (clap two quarter notes, ta ta)]. Practise numbers 6-10 further by asking Ss to give you examples of these numbers. For example, you say “seven” and Ss show you seven markers etc. Tell Ss that they will sing a song in which a child expresses his/her love for toys as well as mentions the number of toys s/he has got. Play the song on the piano. Ask Ss to i) stand up and move to the rhythm of the music ii) put the toy flashcards in the correct order based on the song iii) match the number flashcards with the toy flashcards based on the song iv) sing the song and clap their hands (4 quarter notes per measure, ta ta ta ta)

Stage 3 – Incorporating percussion instruments into our activities & practising rhythmical patterns

Divide the class into groups and give them the percussion instruments they are going to use in this song (Always give instructions by following the procedure of Lesson 1 Stage 3). Group A beats 2 half notes per measure using their scrapers (ta-ah ta-ah), Group B beats 4 quarter notes per measure using their jingle sticks (ta ta ta ta), Group C beats “2 eighth notes, 3 quarter notes” per measure using their sticks (ti-ti ta ta ta). Practice separately and then altogether as a band. Last, ask Ss to play and sing the song as much as they can.

Stage 4 – Follow-up activities

Divide the class into 5 groups and ask groups to choose one number from 6 to 10 as well as a toy from the ones they have just learnt and make a poster illustrating the number in question. Alternatively, you could ask Ss to play a “Guess what I have drawn” game where all Ss choose and draw one of the toys they have just learnt and the rest of the class tries to find it out by making questions. While making the posters or playing the game , Ss could be listening to music (e.g. Shostakovich “Piano Concerto No 2”). In the end, Ss vote for the best poster. Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).