The T points to the WB What are these numbers? 1 2 3 4 5 6 7 8 9 10 What are these numbers? 11 12 13 14 15 16 17 18 19 20 What is the connection between the word 13 and 3, 14 and 4 etc.? Pronunciation Short choral drilling focus ‘Three’ and Thirteen’. The T highlights shape of mouth and the stress. The T says the word 3x and then Ss choral drill. Numbers Cards on WB Ss say 20, 30, 40, 50, 60, 70, 80, 90, 100. Ss say the numbers 20 to 29 as quickly as they can. T write random 2 digit numbers and Ss say.

Draw on the WB 3 people with 3 cards. T Instructions: This is a number game. Each person has a number card. This means say the numbers (point to numbers in the column) This means listen for the numbers (point to numbers in the column) Call up 3 T’s to model the task. The 3 T’s hold the BIG cards in front of them. The T explains each step as they are modelled. 1 Student A STARTS 2 Student A SAYS the number 22 3 Student B and C LOOK in the hear column for 22 4 Who has 22? 5 Student B says 22. 6 Student B SAYS 54 from the SAY column 7 Student A and C LOOK in the hear column for 54 8 Who has 54? 9 Student A says 54. 10 Student A SAYS 81 from the SAY column 11 Student B and C LOOK in the hear column for 81 12 Who has 81? 13 Student A says 81. Check for understanding: What happens next? The first Student to FINISH shouts FINISH! Random 3 Grouping Give out number cards

Ss work in groups of 3 using number cards. The T monitors noting down word and pronunciation errors.

Maths Game 2 Organization and rules as Maths Game 1.

T iintroduce the story with the handout. Context of Julia’s house, the people, clothes and patterns. Elicit (give) names of possessions (jacket, umbrella, notebook, bag) write on WB. Introduce the house and elicit (give) names of rooms (bedroom, dining room, living room) write on WB. Give out HO Ss write words on handout, and any other words they know.

T models the possessive s. Using the TL. Highlight useful Language T asks what were the questions? (Is Jessica’s jacket in the ..........) T asks what was the answer? (Yes, it is in the bedroom, No, it isn’t in the bedroom) T writes TL on WB: name possession room Is ....................’s .................. in the .............? room room Yes, it is in the ..............., No, it isn’t in the ..................... Highlight: Why is the apostrophe here? Asking students to identify the difference between the possessive S and contraction. Check for understanding: of in asking students different examples - Is the ........... in the ......? Explain the handout.

T gives outs the HO. T Monitoring noting down word, grammar and pronunciation errors.

Ss point out different possessions around the classroom and say who they belong to. Review words on, under and next to. Students in pairs ask and answer questions about items around the room using different prepositions ‘Is Mark's jacket on/next to/on/in......?' 'Yes, it is / isn't ....'