Stephanie Guler Stephanie Guler

Elementary (A1+) level


In this lesson students learn the meaning and use of vocabulary related to families (aunt, grandfather, mother, son, etc.) This lesson will also enable students to practice this vocabulary with controlled speaking, and if time, freer exercises. Students will also practice using this vocabulary with gist and detailed reading exercises in the context of Shakespeare's tragic families.


Main Aims

  • To provide clarification and practice of vocabulary (mother, father, son, aunt, etc.) in the context of family.

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about Shakespeare's Tragic Families in the context of family


Lead In (3-4 minutes) • To introduce the context of the lesson - family.

T shows a personal family photo on projector. T asks Ss to predict the topic of today's lesson. T asks Ss to talk about it in their groups for a minute, and then nominates each group to give their ideas. Then T nominates each group to share their predictions (one group will hopefully say family). If nobody gives a correct prediction, T can elicit the answer by asking questions: "Who are the people in this photo?" "What are they doing?" "Do they know each other?" T elicits the names of the family members in the photo. "Who is this person?" Aunt, mother, grandmother, husband, son, etc. If Ss have a hard time coming up with responses, T can show who is who in the photo.

Vocabulary Ex. 1 - Family Tree (4-5 minutes) • To provide review and practice of family-related vocabulary.

T shows Ss slide of family tree exercise on projector. T explains to Ss that they will complete the family tree with the words in the box. Then T and Ss complete first answer together (grandfather). T tells Ss to work in pairs and gives Ss the Family Tree HO. Then T nominates 6 Ss (3 at a time) to fill in the answers on the white board.

Vocabulary Ex. 2 - How many ... do you have? (9-10 minutes) • To provide controlled speaking practice of the target language

T shows Ss slide #3 on projector. T tells Ss that they will learn about each other's families. T explains to Ss that they will need to find 2 people to interview. T instructs Ss to write the students name (point to name on HO) and the answers to the questions on their paper. Then T nominates a S to ask T a sample question (eg. How many brothers do you have? T answers the question). T asks Ss ICQs to check understanding: Will you interview 1 or 2 classmates? 2 Are you going to stay at your table or walk around the room? Walk around Then T instructs Ss to stand up, T gives Ss HO, and tells Ss to move around the room and talk. T monitors Ss and offers help if needed. T should also collect good language and errors for feedback/correction at the end of the lesson. When Ss are finished, T nominates 3 Ss to share their answers. Who did you talk to first? How many brothers does (name) have? Who did you interview? Does (name) have any children? How many? Who did you talk to? How many cousins does (name) have?

Pre-Reading (4-5 minutes) • To introduce the reading topic and pre-teach vocabulary related to the text.

T shows Ss picture of William Shakespeare on the projector. T asks Ss, "Do you know who this man is?" "Do you know his work?" "Did you read any of his plays in school?" T explains to Ss that they will be reading about some of Shakespeare's most famous plays, but first we will look at some words related to the text. 1. Dead T shows Ss photo of cemetery on projector. T asks Ss: "Do you know this place?" "Are the people in this cemetery alive?" No (Hopefully someone will say dead) T can ask follow up CCQs if meaning is still unclear. 2. Enemy T shows photo of Roadrunner and Coyote. T asks Ss: "Who are they?" "Are they friends?" "Do they hate each other?" "If they aren't friends, then they are..." (enemies) 3. Jealous T shows next photo on projector. T asks Ss: (Points to jealous girl) "Is this girl happy?" "Why is she angry/sad?" (because she is...jealous) If Ss need clarification, T can put the word into context by telling a story: Guys, if you're walking with your girlfriend and another guy talks to her, how do you feel? Angry, sad...jealous. 4. Land T shows Ss photo of land. T asks Ss: Can you swim on it? No Can you walk on it? Yes Is it something you can buy or sell? Yes T can also give an example to clarify meaning: My grandfather gave us a big piece of __________ when he died. We sold it and now we are rich! 5. Power T shows Ss a photo of Obama and Erdogan on projector. T asks Ss: Who are these men? What are their jobs? President of USA and Turkey Are they important? Yes Do they control other people/countries? Yes Obama and Erdogan have a lot of ___________ (power) 6. Revenge T shows Ss photo of Ezel (a legendary Turkish TV show) cast on projector. T asks Ss: Do you know this TV show? What is it about? (Try to get Ss to describe it if possible) Cengiz, Ali and Eysan framed Omer for a murder he didn't do. Omer escaped from prison, and became Ezel. Why? To get ____________ (revenge).

Gist Reading (5-6 minutes) • To provide practice of gist reading.

T explains that Ss will read this text (show Ss HO) about some of Shakespeare's most famous families. For the gist exercise, T shows the family tree diagrams (slide #11) on projector. T explains that Ss should read the story and match each family to the diagram (1-5). T gives Ss the text first, and then the exercise HO. T demonstrates to Ss that they need to fold HO in half and look at the side with the diagrams first. T tells Ss to read alone and then complete the exercise in pairs. T then elicits answers from Ss in whole class feedback.

Detailed Reading Exericse (7-8 minutes) • To provide detailed reading practice using TL

T explains to Ss that they will read the text once more, but this time they need to pay attention to details. T instructs Ss to flip over their HO to reveal the detailed reading exercise. T explains to Ss that they will read alone, and then answer the true/false questions with a partner. For feedback, T will tell Ss to look under their seats. For each group, 2 chairs will have the answer key to this exercise. T will ask Ss to check their answers and correct the false statements in groups. T should monitor Ss to make sure they are on task. This would be another opportunity to collect good/bad language for error correction.

Speaking Practice (4-5 minutes) • To provide freer speaking practice using the TL

If there is time, T can tell Ss they will draw their own family trees. T demonstrates this on the board with own family. T instructs Ss to draw their family trees and explain them to their partner. If there is time, regroup Ss into different pairs and have them repeat the speaking exercise again. T should monitor Ss and collect errors during this time.

Feedback / Error Correction (3-4 minutes) • To provide feedback and correct errors on TL

While Ss are finishing up the speaking activity (or detailed reading activity depending on time) T writes 4 sentences on the board (2 good language and 2 that need improvement). T goes through each sentence, and elicits from Ss if it is good or needs improvement. T asks why? or how can you say this better? and elicits answers from Ss. If Ss can't come up with any reasons, T should provide reformulations so Ss can improve their use of the TL.

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