Dario De Santis Dario De Santis

Talking about family
B1 level

Description

This is a productive skills lesson focused on speaking. The first part comprises vocabulary and listening activities in order to provide students with the supporting language they need to talk about family.

Materials

Main Aims

  • To provide fluency speaking practice in a Discussion in the context of family

Subsidiary Aims

  • To provide specific information and detailed listening practice using a text about family life and structures in the context of a BBC survey of 21st century families in the UK
  • To provide review, clarification and practice in vocabulary for family members

Procedure

Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

I show Ss a picture of my family on the board, then I show my family tree and elicit the relationships between the people in the photo and me. Ss in pairs draw a similar family tree and describe their family to a partner. Get w/c FB

Vocabulary (5-6 minutes) • To highlight and clarify useful language for coming tasks

Draw Ss' attention on the pairs of words. Ss in pairs discuss the difference between the pairs of words. ICQs: Are you going to write? (No); Are you going to speak? (Yes) Get FB by nominating Ss. I check their understanding by asking questions about my family tree and CCQs (if needed). Ex. Who is Lucia to me? (sister-in-law); Who is Ale to Lucia? (brother-in-law); Is Bruno Andrea a child? (yes); Is he an only child? (no) Does an only child have brothers or sisters? (no) Who is Bruno Andrea to me? (nephew) And Giorgia? (niece) Who is Franco to Giorgia? (great-grandfather) I model and drill pronunciation of difficult words: nephew and niece. I show the phonemic transcription on the board and stick the cards on the whiteboard.

Reading - Listening (8-9 minutes) • To provide a model of production expected in coming tasks through reading/listening

Introduce the reading task. Elicit the meaning of "survey". "What kind of surveys can we carry out?" (Political preferences, eating habits etc.). Try with a practical example: "Who of you live with his/her parents?" "Who is an only child here?" Elicit "decline": ex. "The decline of economy". CCQs: "Is the economy getting better or worse? (worse). Model and drill pronunciation. Elicit "suffer": ex. My girlfriend left me. I'm in pain, it hurts, I'm s... I point out the glossary to Ss. Ss individually read the text and try to fill in the gaps with the missing percentages from the list. ICQs: Are you going to listen? (No); What are you going to do? (read); Are you going to write? (yes). Are you going to work in pairs? (no) Hand out photocopies. Ss compare their answers. Ss listen to the listening and check their answers. Check answers W/C

Speaking Task (5-6 minutes) • To provide an opportunity to practice target productive skills

Ss in groups of 2-3 discuss how these percentages would be different for their country. ICQs: Are you going to write? (No); What are you going to do? (Speak) Get FB in w/c.

Focus on language (4-5 minutes) • review and clarify the use of "should" to give opinion

Focus on the useful language box. Through a simple multiple choice exercise, I elicit the use of "should" to give an opinion and its form (should + infinitive without to) Check understanding by asking Ss to give opinions about the photos in the presentation. Elicit pronunciation of should (/ʃʊd/). If there is time compare the strong (/ʃʊd/) and weak form of "should" (/ʃəd/) and use backchaining to drill correct pronunciation of "I think you should get a new car".

Speaking Task (9-10 minutes) • to enable students to practice target productive skills

Give instructions. Allow 1 minute for Ss (individually) to read through the discussion points on the photocopy and think about what to say. In groups of 3-4 discuss the points on the photocopy (the points are also on the board). Monitor and prompt

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

Get FB from groups in w/c. Analyze some examples of good and incorrect language used during the activity by writing on the w/b. Encourage students to correct and reformulate.

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