The main aim of this lesson is to produce and and revise family vocabulary in the context of a family with a new baby.
To provide the students with the oppurtunity to use the vocabulary to talk to a partner about their family tree.
Procedure (40 minutes)
We will play a quick round of hangman to elicit the word family. I will then elicit the plural - families using mime and gestures. Hangman on board. Elicit plural - T:writes on board 1 family, 2,3,4 .......... ? Yes, families. T writes f on board and gestures for the rest of the word to be spelt. Spidergram on board - use gestures to elicit more family words.
Hold up enlarged copy. Focus on the pictures. Point at Lucy. T: This is Lucy. Point at baby. Gesture for answer from Ss. Baby. T: Point at other people. Gesture to elicit. T: This is Lucy's family. Point at baby's feet. And people. T: Can you find the babiy's name? SS: Robbie.
Simple family tree on board - add Lucy and Robbie. Point to other parts of tree. Gesture to Ss to see if they know the word. If yes S sticks word on tree. If not T sticks on and says the word. Ss repeat the words. T checks pronunciation and drills problem words such as: son / /, daughter / /, aunt / /, cousin / /
Hold up worksheet and point to word list and the gaps in sentences. Mime writing. Hand out worksheets. Check. T: What are you going to do? T: you've got 3 minutes. Pairs do activity. Listen to check. SS say the sentences.
Family vocabulary is hung up aroung the classroom. T points to vocabulary and holds up a sentence. Points to gap then mimes sticking it on the correct word. Students receive gapped sentences. T gestures to vocabulary and gesture to them to get up and stick on correct word.
Simple family tree on board. Write Dianne and two other names from my family. Who is ...? on board Gesture to Ss to ask me Michael is my brother. Give SS paper and gesture they should draw a family tree and write three names. Tell their partners.