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Sunday, 6 August 2017

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Welcome to UNIT 13.0

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.

  1. 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:


  1. 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.

  1. 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.

  1. 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.

  1. 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.

  1. 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.

  1. 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!

Check out how to Study & Teach other Form One Sub Topics in this Blog!
And many more from ‘O’ Level English Blog!

Also check out how to Study & Teach the following Form Two Sub Topics in this Blog!
And many more from ‘O’ Level English Blog!


Also check out:
Form I Sub topics, at FORM I SYLLABUS TOPICS REVIEW
Form II Sub topics, at FORM II SYLLABUS TOPICS REVIEW
Form III Sub topics, at FORM III SYLLABUS TOPICS REVIEW  
Form IV Sub topics, at FORM IV SYLLABUS TOPICS REVIEW  

For more on Literature Topics, check out Literature in English Blog
For how to be professional keeper of your Diary in Kiswahili or English, check out My Diary


For Form IV NECTA Examination Sections, check out ELABORATED CSEE NECTA EXAMINATION SECTIONS

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