To introduce and practise the vocabulary about family and the use of possessive 's in the context of family
to give students controlled listening activities
Procedure (30-44 minutes)
T splits the class into 2 groups. Students line up in front of the teacher. T has cards in his/her hand. On each card there is an adjective that ss learned before. Teacher reads out an adjective, the first students in the lines have to say the opposite of that adjective. Whoever says the opposite first gets the card. Then the ss in the first row go to the end of the line and the second ss continue the game in the same way. The game goes on until the last card is taken. Then students mingle and look at each other's cards and make sentences using the adjectives on their friends' cards.
Ss will be shown a picture of a family. They already learned the couple's name in the picture. T tries to elicit the word family from the ss. T points out the fact that the couple in the photo is married. Then T plays the recording. Ss listen and read the bubbles in the picture.
-T shows students a table consisting of some family members. T asks the difference between male, female and both by pointing at the male and female symbols. T puts the ss in pairs and asks them to complete the table with the words in bold in the reading & listening text. Then T puts the class into 3 groups and asks them to check their answers. T projects the chart onto the board and asks one student from each group to come to the oard and fill in the chart. Each student writes one word and gives the boardmarker to his/her friend until they finish the activity. -T points at the words to check if ss have understood the words, drills the words and shows word stress. T plays the recording and ss listen and repeat the words.
T shows ss an activity. In this activity ss are expected to look at the family photo and the text again and circle the right option. Ss work individually and circle the correct option and then work in pairs and check their answers. T shows the correct answer on the board. Ss check their work.
T writes the model ss on the board. -Nick is Fiona’s husband. -Fiona is Kevin’s mother. -Anne is Fiona’s daughter. Then asks the students what does 's in these sentences mean? To check the ss understanding T asks CCQ: - Are these “’s”s is? - Do they have the same meaning? - Does this mean possession? (pointing at possessive ‘s) -T drills tha sentences and shows sentence stress. Then ss listen to the recording and practise pronunciation.
T gives ss a speaking activity. Ss are given some names and the relationship between these names are shown in paranthesis. Ss are supposed to look at these names and tell their relationship in a full sentence. Eg.: Kevin-Lucas (brother)= Kevin is Lucas's brother. T monitors the ss, takes notes of the mistakes that he/she hears.
-T shows the sample sentences and ask ss how they can make these sentences shorter and elicit the contracted form of is and write these on the board. -Nick’s Fiona’s husband. -Fiona’s Kevin’s mother. -Anne’s Fiona’s daughter. T elicits the difference between the 's s in these sentences. -T writes: -This is the teacher’s room. -This is the teachers’ room. on the board and tries to elicit the difference between these sentences (one of them is singular the other one is plural) then expalins the difference. T writes: Chris's, Lucas's on the board and asks ss to read the words then explains that possessive ‘s is pronounced as /ız/ after /s/ sound. Eg. Chris’s /krisız/. T drills the words.