Lesson Integration Guide: Using Textbook Content for Presentation

Objective: To use the simple, relatable topics of "Family" and "Me" from the textbook as the content foundation for students' first individual presentation. This lesson focuses on generating and structuring content.

Lesson Flow (90-100 mins):

Vocabulary & Pronunciation Practice

Guidance Note: Pre-teaching Key Vocabulary (20-25 mins)

Goal: To equip students with the essential vocabulary and pronunciation skills needed for their "Me and My City" presentation. This section uses a phonics-based approach to make new words less intimidating.

Method:

  1. Introduce the Sound: For each sound group, introduce the target sound first. Use the interactive trigger ??? to show the mouth shape. Model the sound clearly. Say: "Look! This is the 'ee' sound. My mouth is wide, like a smile. Eeeee. You try!"
  2. Choral Drilling: Point to each word card. Say the word clearly 2-3 times. Have the students repeat as a whole class, then in smaller groups or rows. Keep the pace energetic.
  3. Simple Activity: Guide students through the quick, fun activity to reinforce the connection between the sound, the spelling, and the meaning. This keeps them engaged.
  4. Contextualize: End with the "Let's Make Sentences!" part to show them how to use these words in their presentation script. This bridges the gap from single words to meaningful communication.

Part 1: The Long 'ee' Sound (ee / ea) ???

Listen and say the words. They have the same sound!

A block of green colorgreen
A cartoon treetree
A cartoon beach with sand and waterbeach
A mountain peakPeak
A cup of teatea

?? Activity: Listen! Clap if you hear the 'ee' sound.
(Teacher says: "green", "cat", "beach", "dog", "Peak").

Part 2: The 'ar' Sound ???

Listen and say the words. Hear the 'ar' sound!

A park with a bench and treepark
A yellow starstar
A playing cardcard
A red carcar

?? Activity: Point! Which word has the 'ar' sound? (Teacher shows pictures of a CAR and a CAT).

Part 3: The Action Ending '-ing' ???

We add '-ing' to action words (verbs) for hobbies. Listen and say.

Stick figure hikinghike -> hiking
Shopping bagsshop -> shopping
An open bookread -> reading
Stick figure swimmingswim -> swimming

?? Activity: Do the action! (Teacher says "shopping", students pretend to shop. Teacher says "swimming", students pretend to swim).

Let's Make Sentences!

Now, let's use our new words to talk about you and Hong Kong!

  • I like the green trees in the park. ???
  • I like going to the beach. ???
  • In my free time, I enjoy reading. ???
  • My favorite hobby is shopping. ???

Guidance Note: Sentence Building

Goal: To move students from single words to full sentences they can use in their speech. This is the most important step.

Instructions:

  1. Read the first sentence aloud with expression.
  2. Have the class repeat it (choral drilling). Ensure they stress the bolded words.
  3. Click the ??? trigger to show the pictogram. Ask students "What do you see?" to confirm understanding.
  4. Ask students to stand up and say one of the sentences to a partner. Encourage them to use gestures!

1.1 My family

In this lesson you will learn:
  • what makes a family
  • what it is like to be part of a family.

Guidance Note: Warm-up & Vocabulary Activation (10 mins)

Goal: To get students thinking and talking about a familiar topic and to pre-teach essential vocabulary for their presentations.

Step-by-step Guide:

  1. Display the page. Ask students: "What can you see in the pictures?" Elicit words like 'family', 'parents', 'grandparents', 'sisters', 'brothers', 'baby'. Write key words on the board.
  2. Use the Interactive Trigger. Click the ??? icon next to the large family picture. The visual aid will pop up. Use it to model pointing and naming family members. Ask students: "Who is in your family?"
  3. Think-Pair-Share. Ask students to think about their own family for 30 seconds, then turn to a partner and share one thing about their family in English (e.g., "I have one brother.").

Families

Some children live in a family with only their parents and their brothers and sisters.

Other children live in a family with other family members such as grandparents, uncles, aunts and cousins.

A large extended family smiling together. ???

What our family gives us

Our family is where we belong.

In our family we feel safe and loved. ??

In a family we learn how to live together.

A father and mother looking lovingly at their baby.

Activities

Guidance Note: From Written to Spoken Practice

Adaptation: The original activity is written. Adapt it for speaking practice to align with the presentation goal.

Instructions:

  1. Read the sentences aloud. Have the class repeat after you (choral drilling).
  2. Ask students to complete the sentences verbally with a partner. For example, "My mother's father is my... grandfather!"
  3. For question 2, provide sentence starters on the board: "I feel..." (happy, safe, loved). "With my family, I feel..."

1. Say these sentences and choose the correct word from the box.

My mother's father is my __________.

My aunt is my father's __________.

My uncle's son is my __________.

sister cousin grandfather

2. Tell a friend how you feel when you are with your family. ??

1.5 Everyone is different

Guidance Note: Main Task - Building the Presentation Script (25-30 mins)

Goal: For each student to create a structured "Fact File" about themselves. This file will serve as the direct source material for their individual presentation.

Critical Steps:

  1. Introduce the Goal: Tell students, "Now, we will make a plan to talk about YOU! This will help you in your presentation."
  2. Model, Model, Model: Before students start, create your own 'fact file' on the whiteboard. Talk through each point aloud. "My hair colour is brown. I like pizza. I don't like spiders." This provides a clear, achievable example.
  3. Use the Interactive Checkpoints: Go through each bullet point in the 'Activities' box. Click on the corresponding checkpoint icon for each one. The popups will provide a simple visual cue for each piece of information they need to find. This breaks the task down into very small, manageable steps.
  4. Circulate and Support: Walk around the room as students work. Help with vocabulary (e.g., spelling of favorite foods, colors) and encourage them. Praise their effort.

People have different talents

People are good at different things. We all enjoy doing different things. A mixture of people makes life interesting.

Everybody is special just because of who they are.

Children showing different talents: painting, soccer, and writing.

Activities

1. Work with a partner. Make a 'fact file' for yourself and present it to your class. It should include:

  • a picture of you (you can use a photo or a drawing) ??
  • your birth date ??
  • age ?
  • height ??
  • hair colour ??
  • eye colour ???
  • three likes ??
  • one dislike ??

Differentiation for Weaker Students

Provide a worksheet template of the 'fact file' with sentence starters:

  • My name is __________.
  • I am ___ years old.
  • My hair is __________.
  • My eyes are __________.
  • I like __________, __________, and __________.
  • I don't like __________.

This provides maximum support and ensures every student can produce the necessary content for their presentation.

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