Level Aims Grammar Time Materials
junior high school first year To consolidate the grammar 'Whose' and 'It's', and to reinforce the distinction between her/his. whose, his, hers, mine... 15 mins a big, opaque bag or box

Instruct the students, or have the JTE instruct them, to close their eyes and put their heads onto their desks; most of them will be so happy to oblige that you may have trouble getting them erect again later. While your class is 'sleeping', walk around the room appropriating various objects from random sleepers. Snatch things like pens, pen cases, shoes, hair clips (good for a few muffled squeals from the girls which adds interest) erasers, bags, etc., but try to limit yourself to articles which the students know by name, and aren't too personal. After 'liberating' about 10 objects, wake your students and briefly practice the question and answer forms before selecting one of the objects and asking, "Whose is this?" Add some extra interest and humour to the activity at this point by climbing partway into the bag/box in search of an item. Such occasional deviations from the norm help to focus the students' attention.

The first student to raise their hand/stand up can answer, "That's my " or "It's her/his " while pointing at the owner. A correct answer ought to receive a reward of some kind; I use lottery tickets, others have a point tally system with a reward for reaching a nominated goal, others use candy, which is very popular with the students, but which raises some interesting psychological problems. After returning 2 or 3 items, have the identifier come to the front to select the next item, and to ask the question "Whose ..?". At this point the JTE and ALT can take a well earned break and stand back and let the students perform the activity by themselves.

Teaching Tip

Make masks for any dialogue you might be asked to read. Photocopy (using enlarge) the picture(s) you want onto thin, sturdy cardboard (ask your JTE) using the 'thick sheet' function on the school's photocopier. Add some colour to the face, and also to your lessons. Use a band of rubber-bands and folded paper to affix the mask to your, or a student's head. Cut eye holes, or simply wear the mask on your forehead. Make sure your JTE has one too. After reading the dialogue (e.g., 'Alice meets Humpty', New Crown) have the S/s take over the roles. Have S/s interview you as if you were the person/thing on your mask, e.g., 'Interview with a Dodo'.

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