Aysu Cogur Aysu Cogur

introducing family, possessive
elementary level


In this lesson SS will learn about family ties. They will also be focused and engaged on vocabulary building exercises and possessives.


Main Aims

  • To provide specific information about family ties and relations as well as learning possessives with phrases such as "bart is homer's son, lisa is bart's sister".

Subsidiary Aims

  • To provide clarification and practice of vocabulary including "mother, father, sister, brother, his, her" in the context of family.


Warmer/Lead-in: Hangman (3-5 minutes) • To set lesson context and engage students whilst having fun

PRE LESSON: - Have projector ready for later usage - Put name tags on SS seats - Song 'family affair' will be playing as students come in LESSON BEGINS: - I will do first word for hangman with 'family' as the first word then divide group in two: * Group AWESOME & Group FANTASTIC * Pick one student from each group, only one as time is limited and pass them the flashcard with word written on it. Their group will try to guess which family member it is. * The two words will be: GRANDMOTHER and BROTHER

Exposure to family; The Simpsons (8-10 minutes) • To provide context for the target language through a text or situation

- Project the Simpsons family tree picture on OHP - Elicit family members by saying: 'Homer is Bart's father', 'Marge is Bart's mother', 'Lisa and Maggie are Bart's sisters' -> mention plural here. - Continue to state relations of all characters to Bart Simpson until all is mentioned. - If need be, repeat some relations which may be difficult for students to pronounce such as: 'Uncle' and 'Grandfather' - Get SS to practice in pairs looking at the tree & saying who each person is in relation to Bart Simpson

Highlighting: Introducing the Robinsons (2-4 minutes) • To draw students' attention to the vocabulary and target language

- Before giving HO's and after turning off projector, write 'The Robinsons Family Tree' on the WB. - Give HO's, one to each students. Time them for 5 minutes. - SS check each others answers in PAIRS. - SS listen to the CD and check their answers.

Match Vocab: Gender roles (8-10 minutes) • To clarify the meaning of male and female roles/ family members

- Get SS attention on ex.2 of P. 16 - Pair them up and get them fill in the family gender roles - While they are doing the task, I'll draw a table on the board and divid it into three sections: MALE {} FEMALE {} MALE & FEMALE {} - Then give out ans key for SS to check

Prompting questions from SS about my family tree (8-10 minutes) • To check that students understand which questions to ask

- Give out blank family tree to SS - Prompt SS to ask me questions: I will write the first question on board "Who's Cansu?" simple answer "She's my sister" - Also teach them "younger sister" and "older brother" - Different students ask me questions - Quickly draw the family tree on the board with answer key

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- 5 minutes extra practice (if there's time) - SS work in pairs asking each other "Who's Tansu?" "He's her (older) brother"

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