Özgür Biçer Özgür Biçer

Özgür Biçer - Still at Home, Simple Present
Elementary level

Description

In this lesson, students will learn family member names through flashcards and a reading passage. After learning these, they will have the opportunity to practise the relevant structures and vocabulary.

Materials

Main Aims

  • To give Ss practice in reading for gist, specific information and detail in the context of adults living at home.

Subsidiary Aims

  • To make the Ss speak/read in present simple and to review family related vocabulary.

Procedure

Warmer (3-5 minutes) • To set lesson context and engage students

Greet the Ss. Tell them you have a mother, father and sister. Ask some of them if they have a brother or sister. The question and answers can be as below: Do you have a sister or a brother? Yes, I have one/two/three sister(s)/brother(s). No, I don't have a sister/brother. Make some drills and want them to ask the question to eachother from left to right as a chain.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

1. Attach the pictures of Simpsons on the board before the lesson starts as a family tree. Write no family name, because you're going to try to elicit the answers from the students. Even if they don't tell the correct answers, write them above the pictures. 2. After the first activity, show them two photos of houses constructed in the shape of a castle. Ask the questions below: Is your home your castle? Do you protect it? 3. Ask the question "when do people leave home?". If they cannot answer or don't know the meaning of leaving home, show the photo which mentions a farewell with a hug. Tell them your age when you left home and ask some of the students at what age they left home or if they live with their families. 4. Show a picture of just married couple. Try to elicit the name of the action "get married". Even if they don't tell the phrase exactly, write the full phrase above the picture after attaching it on the board.

While-Reading (16-18 minutes) • To provide students with less challenging gist and specific information reading

1. Just before reading, make them understand the meaning of the phrases written in the "useful language" box in the Straighforward Student's Book p. 26; use miming/gestures if needed. 2. Then tell the Ss to read the text which is in the Straighforward Student's Book p. 26; set a time limit of three minutes. After that, tell them to complete (in pairs) the second reading activity above the text which is in the Straighforward Student's Book p. 26. 3. Next, ask the Ss to answer the questions individually, which are written bold in the reading text; get one answer from a student at a time. CONTINGENCY PLAN If the activities finish earlier than expected, there are two additional texts to read and questions to answer; these can be done as detailed reading tasks. This time the time limit can be again three minutes per text to read and the Ss can answer the questions in pairs; the answers could be elicited by the teacher.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. Do the first question of the vocabulary section which is in the Straighforward Student's Book p. 27, but do not ask them the Turkish relevants of the words to avoid L1. 2. If there is still time, give the Ss a family tree task complete; it's an information gap study. This can be done as a pair work, then the answers could be elicited in open class.

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