Talking about favourites

Overview

In this first lesson of the unit “Exploring Our World: Language”, students will practise oral language by talking about their favourite things. They will use gestures and tone to make their messages clearer and more engaging.

Learning intentions

• Students will be able to share a favourite thing with a friend using a simple sentence.
• Students will be able to listen to others and respond politely.
• Students will use gestures and tone (quiet/loud, happy/serious) to support meaning.
• Students will begin to build confidence speaking in a small group.

Success criteria

• I can say my favourite thing and tell one reason using words or a short phrase.
• I can look/listen while others speak and wait my turn.
• I can use a gesture to match what I am saying.
• I can match my tone to the message (for example: “I love it!”).

Curriculum links

• Oral language: speaking and listening for purpose and audience in everyday classroom life.
• Vocabulary and language: using simple, meaningful words and sentences to express ideas.
• Communication and interaction: turn-taking, respectful listening, and responding to others.
• Creative expression: using voice and non-verbal cues to enhance meaning.

Lesson structure (30 minutes)

1. 0–4 min: Welcome and speaking circle Teacher greets students and sets a quick routine: “We sit ready, we look at the speaker, we speak with our best voice.” Students practise looking at the teacher and saying their name to a partner (short and simple).

2. 4–8 min: Model the language (teacher think-aloud) Teacher holds up objects/pictures (toy, fruit, colour, game) and models: “My favourite is ___.” and “I like it because ___.” Teacher adds gestures (pointing, showing size, miming). Students echo the sentence together.

3. 8–13 min: Gesture and tone warm-up Teacher demonstrates three “voice choices” and matching gestures:

• “Happy voice” (smile, hands open)
• “Quiet voice” (hand to ear, gentle gesture)
• “Excited voice” (big gesture, clear emphasis) Students practise together with teacher prompts: “My favourite is ____!” They choose one voice and one gesture.

4. 13–18 min: Turn-taking partner talk In pairs, students take turns with a picture/card prompt. Sentence starters are displayed: “My favourite is ___.” “I like it because ___.” Teacher circulates, listening for turn-taking and encouraging gestures. If a child struggles, the teacher prompts with one-choice support: “Is it a fruit or a toy?”

5. 18–25 min: Whole-class share (small group with support) Teacher selects 3–4 students to share. Class acts as the audience using an “audience job”: look, listen, and give one response gesture (thumbs up, nod, or a simple “Oh!”). Teacher records informal notes (no names required if using an observation checklist): Did the child use a sentence, a gesture, and a polite response?

6. 25–28 min: Quick game—“Show it, say it” Teacher calls a category: “Show your favourite!” Students mime while the teacher asks: “Tell us: My favourite is ___!” Students who are ready add “because ___” with teacher support.

7. 28–30 min: Exit reflection Students answer one question to the teacher or a partner: “What is one thing you shared today?” Teacher praises effort and specific communication behaviours (gesture, clear voice, listening).

Resources

• Picture cards of familiar favourites (toy, animal, food, colour, sport/game)
• A small basket/bag of objects (or flashcards if preferred)
• Sentence starter cards: “My favourite is ___.” “I like it because ___.”
• Gesture prompts (simple visuals for happy/quiet/excited and pointing)
• Teacher observation checklist or simple note sheet (listens/speaks/uses gesture)
• Audience response cards or teacher-made signals (nod, thumbs up)
• Timer or visual countdown for partner talk
• Classroom display for turn-taking rules (e.g., “Wait, listen, respond”)

Assessment

• Teacher observation during partner talk and whole-class sharing: sentence use, clarity, and use of gesture/tone.
• Listening behaviours: whether students maintain attention, wait their turn, and respond politely.
• Participation check during the “Show it, say it” game: students can express a favourite with guidance.

Differentiation

• Support: provide extra picture choices, model sentence starters on the board, and allow single-word responses that the teacher extends into a sentence.
• Support: offer a “gesture-only” first attempt for children needing time, then add the spoken phrase together.
• Extension: invite students to add a second reason (“I like it because it’s… and it’s…”) or describe with one adjective (big, small, yummy, fun).
• EAL/SEN: use consistent prompts, visual supports, predictable routines, and accept correct meaning even if grammar varies; celebrate communication success over accuracy.