Rania Omar Rania Omar

TP3 /Family and friends/ An American Family
Beginners level


In this lesson, students will be mainly practicing how to speak about their families, and to elaborate on this by speaking about personal information of their family members. Students will also listen to some information on the same topic.


Main Aims

  • To speak accurately and fluently about their families and their personal information

Subsidiary Aims

  • To listen to specific information


Lead in (3-5 minutes) • To set up lesson context and get the students engaged in my lesson.

T: Greeting the class and show them a profile card for one of her family members. T: Sticking the card on the board and demonstrating that students must ask her questions to get to know who the person is. T: Pointing at the word "Name" and eliciting "What's his name?" by drawing _____ _____ ______? on the board. Ss: Asking the rest of questions. T: Writing the answers as she's getting the questions from the students. T: Asking the students to guess who the man in the picture is.

Listening for specific information (6-8 minutes) • To listen and fill in a chart with personal information

T: Asking students to look at the pictures of Elana and her family. T: Asking the following questions; * (Pointing at Elena's picture) What's her name? * (Pointing at Oscar's picture) What's his name? Is he Elana's father? * (Pointing at Alfredo's picture) What's his name? Who is Alfredo? * (Pointing at Maria's picture) What's her name? Who is Maria? Ss: Answering the questions T: Chesting HO 1 and pointing at the chart and demonstrates that students should listen and fill in the chart. Ss: Listening and filling the chart. Ss: Checking their answers in pairs T: Checking the answer with the WC as an open FB

Functional gap filling (3-5 minutes) • To practice possessive adjectives in sentences.

T: Showing the students HO2 and drawing their attention to the table at the top of the HO. T: Eliciting the first answer. Ss: Working in pairs to complete the sentences. T: Playing track 4.7 to get the students check their answers.

Controlled practice (7-10 minutes) • To ask and answer questions about family members

T: Drawing a spider web on the board to show Elena's family by following these steps; * Drawing a circle in the middle of the WB and writing Elena in it. * Drawing three lines out of the circle that end with another circle that has a family word. * Each circle with a family word can have three lines out of it * These three lines represent basic personal information such as name, age and job. Ss: Asking questions about Elena's family using the spider web on the board. T: Eliciting whether we can add more information Ss: Adding information by forming more questions. Ss: Practicing questions and answers in pairs T: Monitoring and correcting mistakes as needed.

Freer practice (7-10 minutes) • to practice speaking about their family members' personal information

T: Reminding the students of the profile card they saw at the beginning of the class and drawing a web based on it. T: Asking the students to draw their own spider web and fill it in with their names in the middle with their family members out of it. S: drawing their spider webs and working in pairs to ask and answer question. T: Monitoring without interfering.

Find someone who .... activity (4-7 minutes) • To allow the students to have further practice of the TL

T: Giving the students instructions on how to do the activity by * Showing an example on myself T: Distributing family profile cards on the students and giving the questionnaire to the students to fill. T: Telling the students that the first one to get 9 out of 10 questions filled will be the winner. Ss: Starting the activity by asking questions based on the questionnaire they have and collecting answers T: Monitoring and providing feedback or error correction at the end of the class if needed.

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