To provide fluency and accuracy speaking practice in a conversation in the context of family
To provide review of family members in the context of family relations
Procedure (40-45 minutes)
- project my own family tree on the WB. - draw their attentions to the people and ask them to say their relations with me.)(sister, mother, father) - elicit sentences like, sarah is houra's sister/ she is her sister. -Ask them CCQs: Is Zahra houra’s mother? Are Leila and Muhammad houra’s grandparents? zahra and hosein are houra's grandparents. - ask them what about their jobs? ages? what questions can you ask?
- ask them what about my family jobs?/ ages? - instruct them to put the words in order to make sentences about my family in pairs. -ask them ICQs: should you do it alone? should you match any thing? - distribute handouts and tell them who they should work with. - monitor - project the correct answers on the board, ask them to repeat. - show them two pictures of a footballer and a writer. elicit the words, drill, write on the board
- project the instruction for doing information gap activity on the board.ask icqs. look at these pictures: which student doesn't have the name of this woman? they answer B what about A? then student A should ask B and write the answer here. they shouldn't show the papers together. they should ask one by one. - ask Icqs: should they show the papers together? should student A ask all questions then student B? -distribute handouts - monitor and write common mistakes down. - now check your papers together, they should be the same.
- after the activity is done, write common errors or pronunciation points on the board: how old is he? he's 40. what's Anita's job? she's a doctor what's his name? his name is Danny. which words are pronounced with more stress? - if they have dominant grammatical errors also write it on the board and ask students to correct it. -ask ccqs is this sentence correct? what should i say then?