PREVIOUSLY: In Unit 12.0, "Talking
about occupations of family members" in Form One; "Identifying non-factual information
from the media" in Form Two;
"Writing
argumentative compositions/essays (not less than 200 words)" in Form Three; and "Writing narrative
compositions/essays (not less than 250 words)" in Form Four were discussed.
IN THIS
UNIT 13.0, we are going to cover the following; "Talking about ownership or possession"
in Form One; "Describing things" in Form Two; "Creative writing" in Form Three; and "Writing expository
compositions/essays (not less than 250 words)” in Form Four.
In this Unit 13.1, the sub topic "Talking about ownership
or possession" for Form
One Students will be covered.
TOPIC’S INFORMATION
Main Topic: TALKING ABOUT ONE'S FAMILY.
Sub Topic: Talking about ownership or possession.
Periods per sub topic: 8
Class: Form One.
DESCRIPTION OF THE SUB TOPIC
As we live in our societies,
we own or possess various things/properties. We also need to express what we own
to others: it may be normal conversations between friends of in an interview or
any professional conversation. However, this sub topic primarily focuses on
talking about ownership or possession of various things among family members. Family
is always a good beginning point for most of the things, and expression of possession
starts at family level so as it can be mastered well and applied in other
settings.
SPECIFIC OBJECTIVE OF THE LESSON
In this sub topic, the student
should be able to make statements about ownership. There are suitable
expressions when expressing possessions of the family members. The student
should first be able to express his/her own possessions then describe others'
possessions with the use of appropriate phrases and sentences.
- TEACHER'S PREPARATION STAGE
This stage is about the preparation
of the teacher before undertaking the lessons of the particular sub topic. These
are all activities, procedures, materials, teaching aids, and games prepared by
the teacher for teaching a sub topic:
- Putting heads together. Introducing
the topic/lesson properly. Organising how students will be able to get to
know what is the topic/lesson about. It is where teacher makes sure that
students are going to be in his/her train. It includes brainstorming and
familiarisation of the topic/lesson with the students.
This makes students
stay together with the teacher. It is at this stage students can understand
what is going to be discussed in the particular topic.
In this sub topic/lesson: The teacher guides students
to the discussion of the words, 'have/has', 'possess', and 'own' and discuss
how they are used to show possession.
- Preparation of Materials. A teacher has
to decide on the teaching/learning materials he/she is going to use.
In this sub topic/lesson: The teacher is going to use
a lot of pictures showing possessions including some students' demonstrations.
The teacher has to prepare the list of the things and the people that own them.
It's a good idea to draw a picture of a person and put the things he/she own
around them or above them. Use some cartoons as well if they're available.
- Target Practice. At this
point, teacher shows/guides students how to the practice of the functions
of the sub topic. A teacher has to show or guide students to the target
practice of the grammatical functions of the sub topic.
In this sub topic/lesson: The teacher has to guide
students to the use of correct sentences or expressions when describing what
people possess. Some useful patterns/expressions to be discussed are:
This is my pen.
I have a new pan.
I own a new bag.
This house belongs to my uncle. It belongs to him.
My father owns
a boat. It is his boat.
My brother owns
a big house.
My sister has
a car. It is her car.
Our school has
a big play ground.
My house is small.
Mother's kitchen is nice.
- Context-Based Practice. A teacher
leads students to the discussion on how the target grammatical functions
practised earlier can be applied or integrated into the contexts and
situations. The students are guided by the teacher to apply the learnt
skills in relevant contexts and situations like homes, school, library and
other literary settings.
Under this sub topic/lesson, the teacher is
required to discuss with students about the real environments, contexts, or
situations where these kinds of statements can be applied. These settings are Home,
school, village, and country.
- Vocabulary Building Practice. At this
time, teacher discusses with the students on the vocabularies and phrases
to apply in the already mentioned contexts and situations.
In this sub topic/lesson, teacher will make sure
students have mastered various vocabularies used when expressing possession. The
vocabularies like Possess, own, belong to, ours, his, hers, theirs, them, etc
are important to know.
- TEACHING AND LEARNING PROCEDURES, ACTIVITIES
AND GAMES
Guide the students to the full
lesson procedures, activities and games for better understanding of the sub topic
by following these activities:
Activity
One:
Lesson introductory prompt. In this activity, a teacher may ask every student
to stand up and hold any portable object like a pen, pencil, rubber, mathematical
set, book, or an exercise book that belongs to him or her. A teacher can now allow
them to express in English that what they hold belongs to them. Of course, some
responses can be as follows:
This
is my pen
This
is my ruler
This
is my pencil, etc.
Although some students may
fail, but at least the teacher will have introduced the topic/lesson that they
will be learning about the things people own.
Activity
Two:
After such successful introduction in Activity One above, the teacher uses the
pictures he/she has prepared to talk about what he/she owns. A teacher has to
prepare the pictures of various common things he/she own such as car, motorcycle,
house, book, bicycle, camera, phone, farm, etc. If the teacher no time to draw them,
he/she always find them in various magazines and newspapers and cut them into
displayable pieces.
A teacher should apply a wide
range of expressions so that students can get interacted with various terms.
For example;
That
house belongs to me.
This
is my book.
I
have the nice ruler.
I own
a garden.
I
possess the big farm in the bush.
Then, after teacher's demonstration
of the things he/she own, he/she can guide students to the discussion of vocabularies
used when expressing possession.
These vocabularies are like: Possess, own, belong to, ours, his, hers, theirs,
and all expressions about possession that are important to know.
Activity
Three: In this activity, each student has to talk about what he/she owns by applying
the appropriate expressions on talking about possession or ownership. Just as
the teacher introduced the topic/lesson, here the teacher can allow students to
pick five things they own and express themselves before the class. If students
are many, teacher can ask students to form pairs and express the things they
own. Although they are in pair, each student should express what he/she owns to
his/her fellow student in the particular pair.
Some
examples are:
This
is my ruler.
This school
bag belongs to me.
I
have a complete mathematical set.
I own
the home library.
This
pencil is mine.
This
desk is mine.
Activity
Four: This activity is all about taking the lesson to the next level. This
means instead of talking about what teacher owns or what students own, now students
will have to talk about what their parents and their relatives own. Some examples are:
My
father has bicycle.
My
mother owns a grocery.
My
sister has a hair salon.
My
brother possesses a nice motorcycle.
My uncle
has a big garden.
This farm
belongs to my grandfather.
That
house belongs to my aunt.
Activity
Five 5: At this last activity, teacher will guide students to express school
possessions in writing. The teacher asks students to group themselves into
groups of five students (less or more according to the size of the class) and
ask them to write about what the school owns.
In a common experience, most
school owns library, garden, and farm, electric source, milling machine, trees,
shop, playground and the like.
A teacher expects students to
write what the school owns according to his/her model like this below:
Teacher’s
Model
Text:
Our School’s Possessions
Our school is blessed with
many things. Our school owns a big
library where we study. The school possess
some valuable things like a pickup car and motorcycle. These help us in transportation
of various things. Also the school has
a big farm and the garden. In the farms we grow maize and sunflowers. In garden
we grow various vegetables. Our school has
the milling machine as well. The school's shop is also important for us as it
gives us some important daily requirements.
Of course, our school is in possession of various things.
GRAMMAR PRACTICE:
Correct
usage of 'belong to'.
Belong
to
is a phrasal verb that is used in two different ways:
(i)
It is used to say that something is connected to
something else or to place or time or a person. For example:
Shaban Robert belongs to Swahili literature.
Cristiano Ronaldo belongs to Real Madrid Club.
Haruna Niyonzima belongs to Yanga Africans Sports
Club.
Many students belong to English club.
(ii)
In other way, belong to is used to indicate possession
or ownership of something. For example:
This car belongs to me.
That house belongs to Mzee Akilimali family.
Does this shop belong to you?
Who does this book belongs to? It belongs to me
Note: It is very
important not to confuse ‘belong to’ and ‘belongs to’. They are all in simple
present tense: ‘Belong to’ is used with
I, you, we, they, and plural subject,
whereas ‘belongs to’ is used with he, she, it, and singular subject.
Modal
verbs: Have/has.
‘Have’ and ‘has’ are both used to form perfect
tenses. But apart from this use, they can also be used to show possession. For example:
‘Have’ is used with I,
you, we, they and plural subject.
I have
a car
They have
a nice house
Do you
have money?
‘Has’ is used with he,
she, it and singular subject.
He has
a beautiful house.
It has
long tail.
Juma has
a car.
Possessive
's'.
We use possessive ‘s’ or apostrophe ‘s’ so as to show that something belongs to
someone or something. There are some rules pertaining to the use of this
possessive ‘s’. Some of them are:
(i)
It is normally used after the noun or name that does
not end with ‘s’. for example:
Juma's car.
House’s garden.
(ii)
For nouns and names that end with ‘s’, the possessive
is normally added as follows:
Charles’ house.
Students’ work.
(iii)
For the compound nouns, possessive ‘s’ is placed at
the last word. For example:
Police station’s car.
Station master’s schedule.
Adjective/Possessive
Pronouns: My, Your, their, our, his, her. These are called adjective pronouns because
they modify a noun that comes after them. These adjective pronouns comes before
the word they modify. For example:
My house is located near the river.
Can you
borrow me your pen?
Possessive
Pronouns: Mine, Yours, hers, his, theirs, ours. These are called possessive pronouns
because they stand alone when expressing possession. These possessive pronouns
are mostly placed at the end of the sentence. For example:
This book
is mine.
That motorcycle
is yours.
REFLECTION
Teacher to guide students to
discuss how they apply conversations of possession in their families and homes
as well as their neighbourhood. To allow them discuss when they boast about what
they have with their friends. It's good to integrate them in their own settings
so as to show them that what they learn is applicable in their social settings
and other appropriate settings.
ASSESSMENT
The teacher should use
relevant assessment tools like oral questions, drills, games, exercises, pair
works, group works, and assignments so that to check if a student is able to talk
about
- What he/she owns
- What his/her parents own
- What his/her school owns
- What his/her friends and neighbours
own
SUMMARY/CONCLUSION
This sub topic involves
listening and little writing. Because what they learn comes from their own experiences,
it's a good idea to let them talk for most of the time. This will help them
internalise the expressions more easily than having little speaking. It's known
that this stage involves much listening and speaking and reading as well, but
to let them talk before writing is the best option for their age.
NOTE: These stages
explained above are not necessarily covered in a single lesson of single or
double period. Remember that this is the guide for teaching the whole sub topic
which has periods ranging from 6 to 20. So, the teacher's task is to divide
these stages according to the total number of periods for a particular sub
topic.
WHAT IS YOUR OPINION?
This article is about how to study and teach "Talking about possession
or ownership" in Form One. As a student or teacher, what is your opinion
on how to study and teach this sub topic/lesson?
Your opinion is worth and I believe that it can make these materials
better for our own consumption.
You are Welcome!
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Also check out:
Resources
https://www.myenglishteacher.eu/question/belong-to-how-to-use-it-and-examples/
accessed
on 6th August 2017
Tanks alot Mr Kachele
ReplyDeleteThank you!
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