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Meet the Robinsons
Elementary level

Description

In this lesson students will be introduced and encouraged to practice vocabulary for talking about their families. Class starts with a warming activity. In that introductory phase they will be shown a picture of a famous family and their vocabulary knowledge on stating family members will be paraded. As a linking point to lead in activity students will be reinforced to recall some personal information regarding the leading characters of the unit. Bearing this information and the family chart of Robinsons in mind each student and his partner will be invited to make correlation between family members to complete the missing information on the pictures in ex.1. Passing from lead-in to reading activity to reading students individually to do ex.1a. By doing so they will be taught to obtain information from illustrations and charts. They are also encouraged to elicit information from texts. While focusing on pronunciation of some certain vocabularies they will recognise a range of familiar words and and words with common spelling patterns. During controlled practices students will be asked to fill the missing information and make differentiation between female male and both male and male family members. Semi-controlled practice and freer practices will be conducted in groups to peek the interaction among students.

Materials

Abc Workbook p.11 ex.1 and 2.
Abc PPT
Abc Student's Book-U2b p.16 ex.1 -2
Abc Handouts

Main Aims

  • To introduce and practice vocabulary for talking about families.

Subsidiary Aims

  • Reading in the context of 'family'

Procedure

Warmer (3-5 minutes) • Their vocabulary knowledge on family members will be paraded.

Ss will be shown a picture of a famous family and I elicit a few words for family members using the picture then have my students work in pairs.

Lead-in to reading (8-10 minutes) • As a linking point to lead in activity students will be reinforced to recall some personal information regarding the leading characters of the unit.

I will direct some questions relate to last three sessions and encourage them to participate. Bearing this information and the family chart of Robinsons in mind each student and his partner will be invited to make correlation between family members to complete the missing information on the pictures in ex.1.

Reading (8-10 minutes) • They will be taught to obtain information from illustrations and charts. They are also encouraged to elicit information from texts. While focusing on pronunciation of some certain vocabularies they will recognise a range of familiar words and and words with common spelling patterns

Students will work individually to do ex.1a (read and fill in the blanks). Students check in pairs and then listen to check their answers. I will do a brief WCFB to insure that everyone has correct answers and drill for pronunciation.

Controlled Practice (5-7 minutes) • During controlled practice students will be asked to fill the missing information and make differentiation between female male and both male and male family members. Listen for detail in short narratives and explanations

I modified ex.2 and designed a three columned list to group the family vocab according to gender. I will stick some cards onto the board and ask students to name male female and both female and male family members. Writings on the cards cannot be seen from the vantage point of the students.

Semi-controlled practice (3-5 minutes) • Students will gain autonomy to compund questions. They will also have chance to test their comprehension of the reading text.

I will have my students do ex.4. I will give a quick demo here to show them what they should do.

Freer practice (2-4 minutes) • Recognise a range of familiar words and and words with common spelling patterns. Spell correctly the majority of personal details and familiar common words

I will have students do workbook p.11 ex.2. I will have them check in pairs and then check WC.

Personalization (3-5 minutes) • Students will ask for factual information and respond to requests for information. It will also maximize the interaction level among the students.

I will put students in groups of three or four and ask them ask ach other 'How many' questions about their own families.

WCFB (3-5 minutes) • To get an overall idea of the class and receive comments

I will do WCFB by having students report what they have learned. If there will be any minutes up I will conduct a pronunciation game to revise problematic words.

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