Maliheh 29 Mar. TP3.
To provide clarification and practice of Possessive 's in the context of Family members
to provide listening practice on pronunciation
Procedure (38-48 minutes)
On the board, T will draw a family tree, fitting for four people, and put the Coopers' photos+their names on the right place in the tree without mentioning their relationships to each other yet. (NB: the tree must be drawn in a way enough space left on the board by each person for further 3 sentences )There are already three sets of colored papers (orange, green and pink), each containing a word, on T's table facedown. Five of the Ss who like orange will approach T's table and take one of the orange papers and stand in front of the class side by side while holding their paper as if they face the sitting students. This is actually an 'unscramble sentence' activity designed to review the adjective usage as well as setting the context. The class will guide the orange ss to stand in the right place for the sentence to be ordered correctly. The unscrambled sentence is: ' Nike is a friendly man'. Once it has been done, ss will read it loud together. Then, T will point to Nike, who has a wide smile, on the board and elicit the sentence again. The orange ss will come back to their seats. Next, the ss whose favorite color is pink will come to the table and take each of the four pink papers and do the same as the orange ss. The ss will do the same as above (NB: the ss who has been already among the oranges can also come if they like pink as well). This time the sentence is ' Fiona is very beautiful'. The activity will end with the green papers to build up ' Anne and Kevin are nice'.
T will add the last name 'Cooper' to each of the people already on the board and will elicit their full names afterward. Then T will write 'the Cooper family' above the tree and ask ss to say that loud. Ss will form 4 groups and each will receive a paper with a text that is in fact a short introduction from one of the Coopers' family member. T then will number the people on the board as: Anne1, Fiona 2, Kevin3, and Nick 4. Ss will listen to the four people introducing themselves one by one while checking (reading) together if the person they are hearing is the one they have already received. This activity will be accompanied by a WC one as T will pause after each person finishes talking and ask: "which number did you hear talking?" ss will say the corresponding number loud. T will do ICQ in advance by asking: "do you listen and say the names?" to elicit "no", T continues: "do you listen and say the number?" to elicit "yes" from the ss. Then, one from the group that has the matching text will come to the board by the correct picture. T will check: "all groups come to the board?" ss will reply: "no", T: "only one group comes to the board?" ss: "yes". The activity will go on the same for the all four numbers. T will draw a small table on the board (f2f starter SB, p24, ex2) and rearrange the groups; then, T will give each group a print of the table and slips of paper containing family vocab (i.e. mother, father, son, daughter, wife, husband, parent/parents, child/children ) plus the Coopers' names beside each (e.g. Nick[husband], Anne[sister], etc.). Ss in each group will work together and put the family vocab strips under the correct headings. T will do CCQ if ss have problem understanding the headings concept: "is Kevin a girl?", ss: "no, he is a boy" T: "is Fiona a man?", ss: "no. she is a woman", T: "are Fiona and Nike men?", ss: "no", T will refer to 'both' on the board which is marked by a figure of a male and a female. Ss will continue with the activity in their groups and the teacher will monitor them. Subsequently, ss will listen and check their answers while they repeat with the audio.T will put the write words under each heading on the board. T will write 'father' above Nick on the board to model the next activity; ss will say the rest of the family vocab for the teacher to write by each person on the board. T will circle both Nick and Fiona to elicit "parents"; t will refer to either of them and say "parent, parent" and to both of them: "parents". T will circle Kevin and Anne to elicit "children"; t will point to either of them and say "child, child" and to both of them: "children". T will write two sentences indicating the family relationship next to each of the Coopers' photo. All statements will include possessive 's as the focus of the lesson.
T will underline possessive 's in the already written sentences on the board.
While pointing to the sentences on the board,T will draw an arrow from Nick's photo to Fiona's and say: "Nick is Fiona's husband" and write "Fiona's husband" over the arrow with the apostrophe in a different color; then the same will be done from Nick to Anne. The activity will go on for the all recorded statements on the board to focus on meaning as well as form of the TL. In order to notify the ss of discriminating between possessive 's and the contracted form of 'is', T will refer to one of the sentences on the board and change 'is' to 's; ss will notice that the 's following the subject of the sentence is always the contracted 'is' and they should not confuse it with 's used to show possession. CCQ will be performed to make sure ss have realized the point; T will change all the 'is' to 's and go through the sentences one by one by pointing to both contracted 'is' and possessive 's and will elicit "is" for contracted 'is', and "no" for possessive 's. the term 'possessive' is a little too hard for beginners to understand or say so T wont use that while clarifying the form and meaning. T will then model the TL: " Fiona's husband, Anne's father, Kevin's sister, Nick's wife, etc." with an explicit emphasis on /niks/ and /ænz/ to distinguish between different pronunciation of possessive 's. Ss will repeat chorally and individually after T. T will exemplify the ss' name: "Mehmet's", "Babak's", 'Mayla's",etc. for more practice. The stressed syllables in 'husband', 'sister, brother,' mother, 'father', and 'daughter', will also be emphasized by placing a bullet over the stressed part of each word.
Ss in groups of 3 will receive three incomplete sentences with the clues in parentheses; they will need to put the items in parentheses in the correct order and use them to complete the sentences. T will model the exercise by writing an example on the board. Ss will write their answers and T will monitor and help if asked.
T will give seven sentences to each pair of ss; the activity requires ss to choose the correct word, out of two, based on what they have already been exposed to (i.e. the Coopers, family vocab, and possessive 's). Ss then will stand up to check their answers with the other pairs. T will monitor. Ss will listen and repeat after the audio track.
Ss have already been exposed to 8 written sentences on the board; at this stage they will think of as many other statements as possible to talk about the Coopers (e.g. Anne is Fiona's daughter). This will be done in groups of three. T will monitor. Once they have finished, T will ask one group to read their sentences about Nick, then the other group about Fiona and so on. The other activity will involve the ss' (immediate) families and their relationships. T will rearrange the class setting into pairs and ask them to draw their own family trees and swap them with their partners. Then one of each pair will change seat to form different pairs. Ss will talk about the family trees they have, from their previous partner, to their new partners (e.g. Younes is Yasin's brother, Fatma and Ali are Yasin's parents, etc.). To wrap up the session, if there's any more time available of course, ss will voluntarily speak up what they have done in pairs. T will monitor form and pronunciation.