Beginners (A1) level
The main focus of this lesson is on listening and speaking skills. The listening is designed to provide Ss with the use of TL in the context. They will be trained in scanning skills and listening for detail in the listening task. They build upon this to speak using the new vocabularies and structure.
The secondary aim of this lesson is to work on language functions (LF) by practicing two types of pronouns (Subject and Possessive) and incorporating them in their speaking.
Procedure (35-44 minutes)
Ss will be shown a picture of a family on the WB and asked to say as many words as they can about it. This is a warm-up to activate their prior knowledge and prepare them for related activities. This is especially useful for the first task, which is listening, so that Ss don't feel too confused or frustrated while listening. When they know some familiar words, they feel confident to attend more carefully to the task and try to catch up with the parts which are new to them. Then, they will be given out handouts in which they should do some categorization activities. They are supposed to put the words in the right category (based on gender and plurality/ singularity). Next, their answers will be checked in PW and the answer key will be written on the WB so that they can correct their mistakes.
Ss listen to a recording in which one of the characters in the photo (Mary, the grandmother) is talking about her family. First, Ss will be asked to listen for specific information (scanning); then, they will listen again in more detail to answer six questions. Before replaying the audio, Ss are given one minute to have a look at the questions so that they know what to look for while listening. After the track finishes, the T monitors Ss to see how successfully they have done the task, for weaker Ss to do the task it may be necessary to replay the recording up to three times. After this, the T walks around the class and asks Ss to discuss their answers by working in groups. In the end, some Ss will be nominated by the T to write the answers on the WB.
The Ss will be asked to turn to the next exercise in their HOs. They can see the same page on the WB in a clear way. Their attention will be directed to the WB first. There are some model sentences on the topic of pronouns. The subject pronouns and possessive pronouns have been highlighted by pink and blue colors in the sentences. The T asks Ss what difference they see between the two types of pronouns. Then, she points to the words which follow the pronouns. Ss should get to the point that subject pronouns are followed by verbs whereas possessive pronouns which are followed by names. Then, the T regroups the Ss so that they work with a new person and add new words to the categories of Nouns and verbs. Next, one S from each G comes to the WB and writes their answers. Now that Ss have access to both pronouns and words, they are ready to make new combinations. The WC is involved in this activity.
Now, it's the time for Ss to integrate the vocabulary and the grammar points they have acquired so far to work on their productive skills (especially Speaking). To this end, Ss are required to write the names of their family members on the family tree. Then, they work with a new partner and collect information about their family. Ss are required to ask some specific questions (presented to them on the WB and also the HO to find the answers. They take notes of their friends' family info. While they're doing this task, the t walks around the classroom to make sure all Ss are engaged and give them necessary support and encouragement.
After Ss have worked in groups or pairs, one volunteer will be nominated to come to the WB to talk about a family member of their friend. This must be done very briefly with 3 or 4 sentences.