Keivan Teimoorian Keivan Teimoorian

Possessive s, family members
A1, Beginner level


In this lesson, students will learn how to use possessive s in their sentences when talking about their or other people's family members. They will also be presented with some very common names in English which then going to be used to present the TL.


No materials added to this plan yet.

Main Aims

  • Grammar: to use possessive s in the context of talking about family members of their own or other people

Subsidiary Aims

  • Vocabulary regarding family members, scan reading for specific information regarding family relations


warmer (3-4 minutes) • to bring about the context of "family" and engaging students' attention towards what is going to be presented later on.

The T greets the class and then writes the word "family" on the centre of the WB, briefly talking about his own family by demonstrating how many members there are in his own family. He uses the verb "have" or "have got" to give presentations. T then randomly asks students the same question and listens to them.

Lead-in 1 (5-6 minutes) • To provide the students with the tools with which the next stage is going to be run.

The teacher mentions the name of his own family members and then asking elicits the most popular names in Turkish. Anticipated Problems: 1. Ss may not understand what popular is in this context. S. Teacher exemplifies popular names such as MEHMET or MUSTAFA. The teacher then provides the students with a handout regarding the most popular male and female names in English and the way they are pronounced. As the next stage heavily depends on these names, teacher drills to make sure they can pronounce them carefully.

Scan reading (8-9 minutes) • Reading to look for specific information to fill a family tree

Students are given three texts on one sheet of paper and are asked to work alone and fill the family tree the teacher gives them, using the names in the text. Anticipated Problems: 1. Students may pay unnecessary attention to details. S: T emphasizes that students must ONLY fill the family tree with NAMES. 2. The family tree might be a tad complicated. S: teacher draws male and female figures above the boxes they have to fill to facilitate. Students are then asked to check their answers with they partners. Teacher gets whole class feedback by asking students to write the names on the family tree on the WB.

Vocabulary Presentation (6-8 minutes) • To provide students with enough vocabulary items to make more detailed description of family relations.

The teacher writes the most significant words that students need to know to describe family relations on the right hand side of the WB while the family tree is still available. He then elicits them via the family tree and makes sure that students understand the exact relation. father mother grandfather/mother husband wife grandson/daughter brother sister son daughter uncle aunt

Grammar Presentation (7-8 minutes) • To introduce ss to the possessive"s"

The teacher writes two model sentences on the top of the WB and then drills: James is Charlotte's husband. Charlotte is James's wife. The teacher then writes: who is + ......? ..... is ......'s ...... The teacher then repeats the same patterns with different names and relations and drills, highlighting the possessive "s". Anticipated Problems: 1. Students might drop the "s" S: Teacher drills and writes it with a different colour. 2. Students might forget the vocabulary. S: The vocabulary is still on the board as a resource for student. Teacher also points at them.

Controlled Practice 2 (3-4 minutes) • to consolidate the possessive "s"

Teacher provides the ss with a hand out with questions followed by gapped answers. Students are supposed to work individually and then fill in the blanks according to the family tree on the whiteboard. They are then asked to check their answers with their partner. Teacher gets wholesale feedback.

Production (5-6 minutes) • To make students practice talking about other people's family relations

Students are given clean sheets of paper and are then asked to draw THEIR family tree, similar to the one on the whiteboard. The sheets are then exchanged and given to their partners. Students then ask and answer questions about their friends family by saying: Who is ...? .... is ...'s ... . Whilst the activity is being done, teacher monitors and takes note or gives immediate feedback.

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