Matthew Haynes Matthew Haynes

New Bridges Lesson 2b Book B
Beginner Book B level


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Main Aims

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

Subsidiary Aims

  • To provide scan, detailed and inference reading practice using a text about conversation in the context of family


Warmer/Lead-in (8-12 minutes) • To set lesson context and engage students

Stand and greet one another in the American style and ask about each other's families. Check homework from the previous lesson. Construct a family tree using the handout provided or page 23 in Book B lesson 2. Have the Students read each other's trees. This will give a more accurate picture of their comprehension than using their own papers. Activity - Page 13 D Part 3. Read and circle the words. 1. friend 2. mother 3. sister 4. aunt 5. son 6. married 7. grandmother 8. brother 9. daughter

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

Page 13 D Part 4 Activity. Write in the correct family title. Do this on their own. If there are enough students have them check each other's work. if not do whole class feedback and EC. Page 13 F Part 1 - First model this out using one of the students as an example. Introduce them to the class and use the language from the book. Make sure to use "This's" instead of "This is." Also, use "he's" instead of "he is." Have the students complete the activity once the example is finished. Do whole class feedback. EC for accuracy here and then have them stand and introduce each other to yourself or to other students if there are enough there.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Introduce some 'wh' words as related to introductions and conversation. Who is this? - Who's Who is she? Who is he? Who are they? - Who're What is her name? - What's What is his name? - What's What are their names? - What're After introducing some of these words (not all of them as they should be led from one to the other but find some of them on their own) have the students practice with one another. Have them take their family trees with them and partner them up to ask each other questions. They can use pictures on their phones, facebook or the family tree.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Page 16 I - Have the students write a story about their family. it can be telling us about their names, what they did for newroz, where they are from, where all of their family members live. When they have finished do not have them read it out loud. Instead, have them turn their papers over and tell us everything they can remember that they wrote. Perfection is not necessary here, only that they use some of the language from the lesson. Page 18 J - Have the students do the crossword puzzle. It is a bit difficult for this level but the Latini Kurdish is included so it should mitigate the difficulty, somewhat. Page 20 Part 4 - Have the students complete this activity. Once finished have one or two of them read aloud their answers and do some EC if needed.

Homework (5-10 minutes) • To provide continued exposure to language

HOMEWORK - Page 20 Part 5-6. If there is leftover time have the students do part 5 in class. If time does not allow then assign these as homework. If time allows then you can give the students something to think about for the next class as well. - Routines (شولێت روژانێ). Tell them that next class we will discuss these and to think about some words for their routines. Feel free to use the Kurdish word to introduce the topic as that will create a familiarity with the word instead of seeing it as more vocabulary. Mr. Aram is a nurse Mr Ageed is a teacher Mr. Hogr is a shopkeeper

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