Vocabulary: Family Tree
Elementary level

Description

Students will be able to understand and practice possessive adjectives through a vocabulary-based lesson about their family members.

Materials

Abc A3 paper sheets, photo cards, markers and glue sticks
Abc Family vocabulary test
Abc photo slide

Main Aims

  • Vocabulary: provide clarification, review and practice of family lexis in the context of Family Tree

Subsidiary Aims

  • Grammar: provide review and practice of possessive adjectives in the context of introducing family members

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

* Show Ss a photograph of my family and ask them to guess who are in the photo (my father, mother, aunt, etc). * Introduce my family members who appear in the photo showing the relationship between one relative and another using possessive adjectives: Ex: "This is my uncle Ali. This is his daughter Nada and his son Hassan." * Ask Ss CCQs about: - The number of males and females appear in the photo. - The number of my (uncles, cousins, sisters, etc.) appear in the photo.

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

* Bring Ss' attention to the "Family tree picture". * Ask Ss to work in-pairs for (5 min) to match each word with the right picture. * Each pair exchange their worksheet with the pair next to them to do peer correction. * Show the picture to Ss on OHP and write the vocabulary on the family tree for reference.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

* Upon the family tree picture; ask students to work in pairs to choose a name for each character in the picture and write down the names under the pictures. * Elicit from Ss how many males and females in the family tree. * Present four family members of the family tree "My Name is Sandy. This is my Uncle Bryan and his wife Jessy. Here are my Grandparents. Their names are Andrew and Sarah." * Ask them to do their own presentations in pairs likewise.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

* Divide Ss into two groups and ask them to do this exercise as follow: (1) Ss work as a group to match each picture with the family member(s) that it describes. (2) Then each group assign one S to list down their answers on the board. (3) The winner team is the one that finishes writing the list on board faster and with the most correct answers.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

* Ask Ss to do the crossword exercise in-pairs while filling the gabs of the missing letters in the family vocabulary. * Get Ss' attention that this exercise is divided into two-related parts that has to be finished together. * Mentor Ss while answering and provide any necessary feedback or correction.

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

* Divide Ss into groups of 3. * Provide each group with an (A3) paper sheet, photo cards of different people, red and blue markers, and a glue stick. * Ask Ss to work in groups creating their own family tree on their paper sheets. * Afterwards; each group choose one presenter to present their family tree for the class describing each member's appearance, job, and personality.

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