Goal: To pre-teach essential vocabulary for the "Fact File" and the final "Me and My City" presentation. This page uses a phonics-based approach inspired by the workbook to help weak students grasp pronunciation and meaning simultaneously.
Methodology: We group words by sound families (e.g., ay/a_e, ee/ea) and morphology (e.g., -ing endings). Each section follows a Listen -> Practice -> Use structure.
Teacher's Script (Overall Intro): "Hello everyone! Before we talk about ourselves, let's learn some special words. These words will help you make a fantastic presentation! Let's be word detectives and look at the sounds!"
Pacing: Dedicate 20-25 minutes to this page. Go through each sound group systematically. Repetition is key!
1.0
My Special Words
Phonics Focus: The 'ay' / 'a_e' sound (Long A)
Goal: Teach the /eɪ/ sound as in 'play' and 'name'. Explicitly state that `ay` and `a_e` often make the same sound.
Teacher's Script:
(Point to 'ay') "Look here. This sound is 'ay'. Like in 'play'. Everyone, say 'ay'!" (Drill)
(Point to 'name') "This word is 'name'. The 'a' and 'e' work together to make the SAME sound. 'ay'!"
Activity: Go through each word card. "This is 'play'. p-l-AY. Play." (Clap syllables). Have students repeat. Use the interactive triggers to provide visual cues for students to listen and speak.
ay
Let's learn the 'ay' sound! ?
play
grade
name
Application: Sentence Building
Goal: Put the new words into context. This directly prepares them for the presentation script.
Teacher's Script: "Now, let's use the words! Look at the first sentence. 'My ___ is...' What word goes here? Yes, 'name'!" (Write it on the board). "Let's all say it together: 'My name is [Teacher's Name]'." Have students practice saying it with their own name.
1. My name is __________. ?
2. I am in grade __________. ?
Phonics Focus: The 'ee' / 'ea' sound (Long E)
Goal: Teach the /i:/ sound as in 'see' and 'beach'. Again, highlight that `ee` and `ea` make the same sound. These words are crucial for the "My City" part of the presentation.
Teacher's Script: "Next sound! This is 'eeeee'. Like a happy mouse! `ee` and `ea` make the same sound. Eeeee. Let's look. This is the 'Peak'. P-EA-K. Peak. This is the 'beach'. b-EA-ch. Beach." (Drill each word).
ee
Let's learn the 'ee' sound! ?
Peak
beach
read
3. In Hong Kong, I like to go to the beach. ?
4. I also like to read books. ?
Morphology Focus: Action words with '-ing'
Goal: Teach students to recognize and pronounce the '-ing' suffix for hobbies and activities. This is a very productive structure for them.
Teacher's Script: "Look at these words! They all end with I-N-G. 'ing'. This means you are DOING something. Play... playing! Read... reading! Shop... shopping! Let's say them together." (Drill pronunciation, emphasizing the action).
ing
Let's learn action words! ?
shopping
hiking
5. In my free time, I enjoy hiking. ?
Lesson Introduction: Everyone is Special!
Goal: To introduce the core theme of the lesson: self-identity. This page helps students build the foundational vocabulary to talk about themselves for their presentation.
Teacher's Script:
"Good morning, everyone! Today, we are going to learn how to talk about a very important person... YOU! Look around the room. Is everyone the same? No! Everyone is different, and that makes everyone special."
Go through the "In these lessons you will learn" box to set expectations. Keep it simple: "We will learn to talk about how we are special, how we are different, and why that is good."
Pacing: 5-7 minutes for this entire slide. The key is interaction, not just lecturing. Use the interactive elements to engage them.
1.5
Everyone is different
In these lessons you will learn:
to understand that each person is special
to understand that people are all different
to understand that people should be treated equally.
Part 1: Describing Appearance ("Looks")
Goal: To provide simple, concrete vocabulary for physical description. This is often the easiest starting point for young ESL learners.
Teacher's Script:
"Let's look at how people are different. First, we can look different." Point to the first image. "This girl has beautiful curly hair." Then point to the second. "And this boy has a happy smile!"
Activate the interactive element. "Let's click the yellow button to learn more words!" Guide them through the icons. "This is for hair. You can have long hair or short hair. What about eyes? You can have big eyes or small eyes."
Application: Ask students to describe themselves. "What about you, [Student's Name]? Do you have long hair or short hair?" This prepares them for the first line of their presentation.
People look different ?
We all look different. We have different physical features, like our eyes and hair.
Part 2: Describing Personality ("Feelings & Actions")
Goal: To introduce abstract but simple personality words. This adds depth to their self-description beyond just physical looks.
Teacher's Script:
"We are not just different on the outside. We are also different on the inside! This is called 'personality'."
Point to the illustrations. "Some people are quiet and like to read or draw calmly. Some people are lively and like to talk and play a lot! Both are good."
Activate the interactive element. "Click the yellow button! What do you see? A 'shhh' face for quiet. A 'haha' face for lively. Which one are you? Sometimes I am quiet, sometimes I am lively!"
Application: This builds the next sentence of their presentation. "I am a [quiet/lively] person."
People are different ?
People can be quiet, loud, calm or lively.
Did you know? Everyone has lines on their fingers. These leave a special mark called a fingerprint. All fingerprints are different. You are one of a kind!
Part 3: Describing Skills ("Talents")
Goal: To empower students by helping them identify and name their skills and hobbies. This is a very positive and confidence-building part of the lesson.
Teacher's Script:
"Everyone is good at something! These special skills are called 'talents'."
Go through the images. "This girl is good at drawing. This boy is good at football. And this girl is good at writing. We all enjoy doing different things."
Activate the interactive element. "Let's see the talents! We have art, sports, and writing. What are you good at? Raise your hand if you like drawing! Raise your hand if you like sports!"
Application: This is a key part of their presentation. "I like to [draw]. I am good at [playing football]."
People have different talents ?
People have their own personality. This is all the qualities that make them who they are. 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.
Main Task: Building the Presentation "Fact File"
Goal: To synthesize all the learned vocabulary into a structured format that students can use as a script for their presentation.
Teacher's Script:
"Now it's time to make a 'fact file' about YOU! This will be your special paper for your presentation. Let's do it together."
Work through the list item by item on the board. "First, 'a picture of you'. You can draw a picture of yourself here later."
"Next, 'My hair colour is...'. Is your hair black? Brown? Write it here." Model the sentence structure. Do this for each point.
For likes/dislikes, brainstorm ideas on the board (e.g., Likes: pizza, blue, dogs. Dislikes: homework, spiders). Encourage them to think of their own.
Crucial Step: After they fill it out, have a few students stand up and read their fact file aloud. "My name is Tom. I have short hair. My eye colour is brown. I like dogs..." This is their first practice run!
Activity: Make a 'Fact File' for Yourself!
Use this to get ready for your presentation. Tell the class about YOU!
A picture of you:(you can draw this in the box below)
My hair colour is
My eye colour is
Three things I like:
One thing I dislike:
Consolidation: Understanding Check
Goal: To quickly review the key visual icons and vocabulary introduced in the lesson. This reinforces learning and allows you to spot any confusion.
Teacher's Script:
"Great job, everyone! Before we finish, let's play a quick game. I will show you some pictures, and you tell me what they mean!"
Click the "Check Your Knowledge!" button. The popup will appear.
Point to each icon one by one. "What is this? Yes, hair! What about this happy face? Right, lively! And this one? Football, for sports! You know all the words to describe yourselves. Fantastic!"
This is a low-pressure way to assess their comprehension of the new vocabulary.
