Lesson Part 1: Vocabulary & Pronunciation Foundation
Objective: To teach and drill the core vocabulary and sentence structures needed for the self-introduction presentation. This section uses a phonics-based approach to help weak students overcome pronunciation difficulties.
Methodology: Following the phonics workbook, words are grouped by their vowel sounds. This helps students recognize patterns and apply them to new words. Each interactive trigger is designed to provide visual and auditory reinforcement.
Connection to PowerPoint: This page directly prepares students for the script template in Slides 46 & 47 ("Introduction" and "About You"). Complete this page *before* asking them to fill in their script.
The Long /aɪ/ Sound
Teaching the /aɪ/ Sound
This is the most important sound group for the introduction.
- Model the sound: Open your mouth wide and say "eye". Make it a long sound. Have students repeat "eye, eye, eye" three times.
- Drill each word:
- Click on the 🔊 for 'my'. Show them the mouth animation. Say "m-eye... my". Have them repeat.
- Do the same for 'like', 'live', 'time'. Emphasize the final consonant sound for 'like' (/k/) and 'live' (/v/). Many students drop these sounds.
- Concept Check: Point to yourself and ask "my or your?". Give a thumbs up and ask "like or dislike?". This checks comprehension.
The Long /eɪ/ Sound
Teaching the /eɪ/ Sound
Connect this sound to the letter 'A'. Say "A, B, C... the sound is /eɪ/".
- Drill 'name': Click the trigger. Model "n-ame... name". Ask 2-3 students, "What is your name?".
- Drill 'grade': Explain 'grade' means Primary 3 or Primary 4. Ask, "What grade are you in?".
Let's Make Sentences!
Sentence Choral Drilling
This is the final step: putting the words together. The goal is fluency and confidence.
- Model the full sentence: Say the first sentence clearly: "Hello, my name is [Your Name]." Use hand gestures.
- Choral Drill: Have the whole class repeat the sentence frame: "Hello, my name is...". Do this 3 times.
- Individual Practice: Use the interactive trigger for the blank space. It will prompt students to say the full sentence with their OWN name. Select a few students to say their sentence to the class. Give lots of praise!
- Repeat this process for all three sentences. For "I enjoy...", elicit some hobbies from the Hobbies/Interests slide (Slide 48).
👋 Hello, my name is _______. 🎤
🏠 I live in Hong Kong.
😊 In my free time, I like to / I enjoy _______. 🎤
Lesson Part 2: Adding Detail - Personality & Talents
Objective: To transition students from listing basic facts to describing their personality and talents, adding depth to their self-introduction presentations.
This page builds directly on the vocabulary and sentences they just practiced. Now that they can say "I enjoy...", you will teach them how to describe *who they are* and what they are *good at*.
Transition Script: "Great! You can all introduce yourselves! Now, let's make your presentation more special. We will learn words to talk about your personality and your talents. This will make everyone want to listen!"
In this part of the lesson you will learn:
- to understand that each person is special
- to find words to describe yourself
- to talk about what you are good at (your talents)
People look different
We all look different. We have different physical features, like our eyes and hair.👀
Engaging with "People look different"
Activity (2 mins): Use the interactive trigger to show the visual. Then, do a quick Total Physical Response (TPR) activity. Say: "Everyone, point to your eyes! Now, point to your hair! Good!" This is a simple, low-pressure way to check comprehension of 'eyes' and 'hair'.
Language Focus: This section is a warm-up. The main goal is to introduce the idea of 'different'. Keep it brief and focused on the key vocabulary. You can ask a couple of students: "Do you have long hair or short hair?"
People are different
People can be quiet, loud, calm or lively.😃
Teaching Personality Words
Objective: Introduce simple personality adjectives that students can use in their presentations (e.g., "I am lively and I enjoy playing football.").
Procedure (5 mins):
- Click the interactive trigger 😃 to show the personality icons.
- Model each word with actions:
- Quiet: Put your finger to your lips and whisper "I am quiet."
- Lively: Wave your arms and say excitedly "I am lively!"
- Calm: Take a deep breath and say slowly "I am calm."
- Check Understanding: Ask the class: "Who is quiet? Raise your hand." and "Who is lively? Wave your hands!" This gets them involved and helps them self-identify.
- Pair Work: "Tell your friend. Are you quiet or lively?"
Did you know? Everyone has lines on their fingers. These leave a special mark called a fingerprint. All fingerprints are different.
Connecting Hobbies to Talents
This section is the core of the lesson enhancement. Here, you will help students elevate "things I like" to "things I am good at" (talents).
Your Script: "Okay, so we know you LIKE to play football. But are you GOOD at playing football? If you are good, that is your talent. A talent is something special you can do well. Let's look at some talents!"
People have their own personality. This is all the qualities that make them who they are.
People have different talents
Drawing 🎨
Football ⚽
Writing ✍️
Activity: "Show Me Your Talent!"
Procedure (5-7 mins):
- Go through each talent one by one using the interactive triggers.
- After showing the "Drawing" visual, ask: "Who has a talent for drawing? Put your hand up!" Encourage them with the call to action ("Show me! Air draw!").
- Do the same for "Football" and "Writing".
- Brainstorm More Talents: Ask the class for other ideas. "What about singing? Dancing? Cooking?" Refer back to the Hobbies/Interests slide (Slide 48) and re-frame those activities as potential 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.
My Presentation Plan!
The "Fact File" Becomes the Presentation Plan
This is the key output of the lesson. Frame this activity as "Let's make a plan for your amazing presentation for your parents!" This is their script-writing time.
Procedure:
- Model First: Draw a simple version of the fact file on the board and fill it in with your own information. Speak your thoughts aloud. "My picture... okay, I will draw myself. My birthday... it's January 1st. Three likes... I like reading, hiking, and eating ice cream. One dislike... I dislike spiders."
- Guided Practice: Have students take out their notebooks or a piece of paper. Guide them through filling out each point one by one. Use the interactive triggers to help explain each item.
- Circulate and Support: This is crucial. Walk around the room and help weaker students. Provide vocabulary, help them form simple sentences (e.g., "I like cats"). The goal is for every student to have a completed fact file draft by the end of the activity.
- Make a 'fact file' for yourself. This is the plan for your speech. It should include:
- a picture of you 🖼️
- hair colour🎨
- your birth date🎂
- eye colour👁️
- age#️⃣
- three likes👍
- height📏
- one dislike👎
Check Your Memory!
Summative Check
Use the "Check Your Memory!" button at the end of the lesson. A panel with all the key icons will appear.
How to use: Point to an icon (e.g., the thumbs up 👍) and ask the class, "What does this mean?" (Students: "Like!"). Then, challenge them: "Good! Can you make a sentence? 'I like...'". This is a fast and fun way to review the key vocabulary and concepts from the lesson before they finalize their presentation scripts.
