Hazel Hazel

Teaching Practice 1
Elementary level


In this lesson, students will be familiarized with family vocabulary exercises, possessive pronouns while differentiating with contracted pronouns and understanding of the auxiliary verbs " has/have got " by filling up the family tree of Molly and Steve.


Main Aims

  • To provide students controlled practice of family vocab, the specific use of possessive 's and basic understanding of "have/has got" in sentence formulation.

Subsidiary Aims

  • To provide practice vocabulary by giving students the gist and specific information of Molly and Steve's family tree. To give students practice on their productive skills of listening and speaking.


Warmer/Lead-in (1-5 minutes) • To introduce the lesson context and quick recap on previous lesson for students to understand on the next activity.

- Introduce self - Know students and get comfortable - Ask questions on what topic they have learned on previous lessons emphasizing on possessive nouns

Activity One: Pair group (5-10 minutes) • To determine students' prior knowledge of the target language by filling up the family grid.

- To form two groups of red and blue team. - To analyze the activity and explain on what to do - To pair students in each team and ask to fill- in the family tree - Ask ICQ's to avoid confusion - Give them time to answer and analyze the question - Monitor each pair to make sure they know what to do

Teach: Activity One Clarification (1-5 minutes) • To help students understand areas of the target language where they might had difficulty on the initial stage of the activity. To elicit family vocabulary by focusing on possessive nouns.

- Direct students to analyze the family grid that they only have filled up half of the family tree. - Elicit vocabulary and ask questions matching it to the family grid, e.g. Who's Molly's sister? Who's Pam's mother - Illustrate on WB to differentiate contracted and possessive nouns with the use of apostrophe s. - Ask students to formulate questions targeting their integrated skills

Activity Two: Filling up the remaining grid (6-10 minutes) • To check students' use of the target language by filling up the remaining grid with pair of students in different team using questions of possessive nouns.

- Regroup students by pair of blue and red team. - Clear instruction to fill up the remaining grid by asking questions and trying not to look at each other's work. - Ask ICQ's - Give students time to analyze the family tree through asking concept questions with their partner and correctly filling up the missing family name. - Monitor their progress by giving support on each team

Teach: Activity Two Clarification (1-5 minutes) • To check students' use of the target language by answering the family grid with questions using have/has got in a sentence. To ask questions using possessive nouns differentiating with contracted nouns/pronouns.

- Give out the answers by: a. Ask comprehensive questions with the use of have/has got? e.g. Have Bob and Sally got three children? Has Pam got children? b. Differentiate possessive and contracted noun/pronoun.e.g Steve’s got two sons, Peter, and Billy? Is that correct? - Explain using WB - Ask students to give an example

Activity Three: Writing Questions (1-5 minutes) • To check students' ability of understanding possessive nouns and the use of auxiliary verbs in a sentence

- Regroup the students by two's or three's. - Give out activity paper - Explain the activity by formulating one question of possessive noun and "has/have got" in a sentence. - Ask ICQ's - Monitor on their progress

Teach: Activity Three (1-5 minutes) • To check students' ability of understanding possessive nouns and the use of auxiliary verbs in a sentence

- Ask students to share their answers - Give feedback - Focus on their integrated skills: reading, speaking and listening

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