Teaching Practice 3
Intermediate level


In this lesson, students will practise in speaking for fluency in the context of giving opinions on family life. The lesson starts with vocabulary and speaking via the teacher's family tree. It is followed by listening about a survey of 21st-century families in the UK. After this part there is a personalisation in which students talk about their country. Finally there is a role play part in which students give their opinions on family life as psychologists.


Main Aims

  • To give practice in speaking for fluency in the context of giving opinions on family life

Subsidiary Aims

  • To provide review/ clarification and practice of vocabulary to talk about family and to give practice in listening for specific information


Lead-In (3-5 minutes) • To set lesson context and engage students

- Greet the students - Remind them that you have a son and you leave him with his father to come to the lesson but tell them sometimes your mother, sister or brother come to help him. - Tell Ss that it is good to have a big family. - Ask Ss to work in pairs and tell their partner if they agree with you and to give their reasons. - Elicit answers as a W/C.

Exposure 1 (6-8 minutes) • To provide target vocabulary expected in coming tasks through personalisation

- Tell Ss that you have a big family and you will show them some of the members of it. - Stick the pictures of the members of your family randomly by giving numbers for each one on one side of the board. - Draw a family tree by giving letters for each picture on the other side of the board. (Because of the time concern, it was drawn before the lesson) (Write which ones are you, your husband, and your son in the family tree to make it easier for Ss to guess the other members of the family.) - Stick the family vocabulary sheets randomly on the right side of the board. - Ask Ss to match the numbers with the letters in pairs. - Elicit the answers by asking extra questions to clarify the vocabulary on p.8 in the coursebook. As eliciting, stick the family vocabulary sheets under the correct picture. (if possible) Q.1. What do we call mother and father together? (parent) Q.2. If your father marries to a woman and she is not your real mother, what do we call her? (stepmother) Q.3. Who is the brother of your husband/wife or your sister's husband? (brother-in-law) Q.4. Who is your father's or mother's grandfather? (great-grandfather) Q.5. Who is the son of your sister/ brother? (nephew) Q.6. Who is the daughter of your brother/ sister? (niece) Q.7. My nephew doesn't have a brother/sister. What do we call him? (an only child) Q.8. What do we call our family including parents, children, brothers and sisters? (immediate family) Q.9. What do we call our family including your immediate family and uncles, aunts, grandparents, etc.?(extended family) - Tell Ss that this is your family and now they will talk about their family. - Write 2 questions on the board. Q.1. Do you have a close family? Q.2. What do you like to do together with your immediate family. - Ask Ss to answer the questions in pairs. - Elicit as a W/C by asking if they have similar answers.

Exposure 2 (8-10 minutes) • To provide a model of production expected in coming tasks through reading and listening

- Tell Ss that they have talked about their family relationship. - Tell them that English channel BBC did a survey on the same topic, (write on the board), "21st-century families" but the families in the UK. - Show the listening handout and clarify the instructions on it. - Check if the instructions are clear and then give the handout. - Ss read the survey and guess the missing information individually. (Because of time concerns, tell Ss just to read the missing information from 1-5) - Ss check their answers in pairs to see if they have similar answers. - Ask Ss if they have similar or different answers. - Tell Ss to listen and check their answers. - Play the recording. - Ss listen and check their answers individually. - Ss check their answers in pairs. - Elicit the answers by writing them on the board. - Ss talk in pairs exercise 2.b in the listening handout. - Elicit the answers as a W/C.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

- Ask Ss if they find the first and the second statistics surprising. - Rewrite the statements on the board. (Parents should charge their children rent if they live at home and have a job) and (Families should have a meal together everyday) - Ask them if they agree or disagree with the statements. - Clarify the meaning of the two sentences with CCQs. a. "If we use should, do we think that it is a good idea?" (Yes) b. “Do we give our opinion” (Yes) c. “Do we agree with the idea?” (Yes) d. "How can we say the same sentence if we disagree?" (Parents shouldn't charge their children rent if they live at home and have a job) and (Families shouldn't have a meal together every day) e. "If we use shouldn't, do we think that it is a bad idea?" (Yes) f. "What else do you think people should/shouldn't do in their family" (e.g."People should look after their grandparents"/ People shouldn't argue with their family) - Refer Ss to the sentences on the board to elicit the "form" - Write on the board: "______+_______+ ________" (+) (Answer: S+should+V infinitive) "______+_______+ ________" (-) (Answer: S+shouldn't+V infinitive) "______+_______+ ________" (?) (Answer: Should+S+V infinitive) - Clarify the pronunciation and linking by modelling and drilling.

Productive Task (15-18 minutes) • To provide an opportunity to practice target productive skills

- Tell Ss that you have analysed how to give opinions by using "should" - Tell them that they will give their opinions about family matters. - Tell Ss that they will act out as psychologists. - Give the speaking handout to Ss. - Check if the instructions are clear for Ss. - Clarify the statements by checking if there are any unknown words. - Refer Ss to the "useful language" parts and clarify the meaning. - Give time Ss to think and make notes about their answers. - Ss work in pairs and do the task. - Monitor Ss and take notes of Ss' errors for delayed error correction. - Do W/C FB on their ideas.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

- Write "good language" and "language items to reformulate" on the board. - Write the examples of Ss' under the correct title. - Do delayed error correction by eliciting synonym/ antonyms or asking CCQs, depending on the examples. - If time is not enough for delayed error correction, note down Ss' errors while they are doing the task. Invent and write out a story that includes a number of errors you overheard during the activity. Hand out the story the following week and Ss will find errors and correct them in pairs or as a whole group. (Reference: Scrivener, J., (2010). Learning Teaching. Macmillan.)

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