Matthew Haynes Matthew Haynes

New Bridges Lesson 2a Book B
Beginner Book B level


Main Aims

  • To provide fluency speaking practice in a conversation in the context of Family.

Subsidiary Aims

  • To provide product writing practice of a geneology in the context of a family tree.


Warmer/Lead-in (8-10 minutes) • To review from Lesson 1

Part C. Pg 5. - Have the students stand and greet one another using the 'street language.' Make sure they remember to shake hands the "American" way. Use of 'What's' and 'my name's' are what we are looking for. "Nice ta meetcha" is also necessary. Part 2, Pg. 5. - Pass out sheets of paper. Have the students spell some of the words from this exercise. Look for spelling and writing 'on the line' as opposed to writing 'in the line.'

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

Page 13, Part 2. - Pre-teach the vocabulary necessary to move forward. father mother brother sister grandfather grandmother son daughter uncle aunt cousin friend married have/has am/is/are Make sure to have pictures of your family already posted on the whiteboard that will represent the new vocabulary being introduced. Post them in a "Family Tree" manner with arrows pointing to the respective people.

Productive Task #1 (5-8 minutes) • To practice the new vocabulary in context and check understanding

Give the students Handout #1. This handout will mirror the activity on Page 11, Part 2 but will provide them with my family names as opposed to those in the book. This will allow for better context and understanding for their level. This activity can be done individually or in groups but if done alone it will allow for greater checking of understanding.

Productive Task #2 (10-12 minutes) • To provide an opportunity to practice target productive skills

Handout #2 - This will mirror the activity on page 12 but allows for better context and understanding as it follows the teacher's family context. Have the students read the paragraph to each other. When they are finished have them turn their papers over and answer the questions on the back alone. have them check each other's papers in pairs. Whole class feedback to make sure that they have the correct answers.

Productive Tasks #3 w/ Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Part C. Expressing Opinions: Model this conversation out with a student. Emphasize the 'street' language. 1. Hello. What's your name? 2. My name's _____________. 1. How many brothers and sister do you have? 2. I have ______ brothers and _______ sisters. 2. I don't have any brothers or sisters.

Homework • To maintain langauge exposure on non-class days

Create a family tree and bring it to class on Tuesday. Give them a blank handout of a family tree to fill in. Handout #3 Let the students know that they can add to the tree if they would like to.

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