kim kim

TP-3A-Kim Tang Çakırkaya
Beginner level


In this lesson the students will be practicing their speaking by using possessive 's with the vocabulary accumulated so far in the context of jobs, how old and family.


Abc Barry and Wendy's Family tree
Abc CD1-57 audio

Main Aims

  • To provide practice of vocabulary and use of possessive 's

Subsidiary Aims

  • To provide review and practice of family lexis, jobs


Warmer/Lead-In (6-8 minutes) • To set lesson context and engage students

Warm-up: (2 mins) (T-S) To engage the SS, T will stick a picture of Arda Turan (most famous Turkish footballer) on the WB and ask Ss Who? What's his job? (to pre-teach 'footballer') How old is he? They will guess his age by saying a few numbers. Although the correct answer is 30, the aim here is to get the SS speaking. Lead-In: (5 mins) (T-S) T will write 'Kim's Family' on the WB and draw a quick diagram including T's immediate family names, occupation (including Father being a writer in the aim to pre-teach 'writer' and age followed by T's siblings and herself, with the same personal information in the aim to prepare and also personalise the family tree activities in the lesson. The same questions of Who's this, What's his job and How old will be practiced.

Pre-Speaking (5-6 minutes) • To prepare students for the speaking exercise in the context of family and possesive 's

T will show a picture of The Cooper family and have them listen to a recording so that the Ss can listen and read the speech bubbles on the pıcture. This will help them to get in the mind-set of the subsequent speaking activity.

Speaking (15-20 minutes) • To prepare students to use the activity as a speaking task

T will put students into pairs A and B and give each SS a copy of Barry and Wendy's Family Tree HO. They will not be allowed to look at each other's worksheets and T will tell SS that they will ask each other questions about the names, jobs and ages of the ten people in that family and write the answers on their worksheet. T will elicit the questions that they will ask one another to model the activity. When completed, the T will divide the classroom in half so the SS can compare and check their answers in a group.

Post-Speaking FB (5-6 minutes) • To share good use of language and error feedback

T will share the good and wrong language examples on the WB that the T took note of while monitoring the previous speaking activity making sure to praise them for their good examples and correcting the wrong ones.

Follow-up Activity (5-6 minutes) • To further exploit HO and to enable students to further practice their vocabulary

T tells half students to write one true sentence and the other half to write one false sentence on a piece of paper about Wendy and Barry's family i.e.: Barry is Wendy's husband (true), Amanda is Caroline's grandmother. (false) Then the SS will fold the sentences and put them in a bag. Then they will each take turns to take a sentence out of the bag and read it outloud to the classroom and the SS will have to decide whether they sentences are true or false.

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