Maha Maha

Family Members
Intermediate level

Description

In this lesson, students learn the vocabulary needed to describe their family members through “association method” based on a picture of my family during Ramadan. The lesson starts with the picture description and assigning the new vocabulary words to the people in the photo by building together a big family tree on the whiteboard. This is followed by students matching the new vocabulary words to the Modern Family members. This is then followed by students writing a short picture description on Modern Family. We then play a game of “Family Reunion” where students ask questions to try and find out which family member they are. Finally, students describe their own families using the pictures they got with them from home. As an assignment, students will write their family description at home, trying to incorporate the vocabulary from the previous 2 lessons (occupations and adjectives describing people).

Materials

Abc Family Members Matching HandOut (3)
Abc Family Members Gap FIll HandOut (2)
Abc Family Members Matching HandOut (1)
Abc Family Members PowerPoint

Main Aims

  • To provide review of possessive s in the context of talking about family members of their own or other people
  • To provide clarification of Family Members vocabulary

Subsidiary Aims

  • To provide practice of occupation vocabulary in the context of talking about family members of their own or other people
  • To provide practice of adjectives describing people in the context of talking about family members of their own or other people

Procedure

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

On my PowerPoint is a picture of my family in Ramadan taken last week. I greet the students and ask them if they are enjoying their Ramadan outings with friends and family. I tell my students that last week, I was invited to my aunt's house and we had a big family gathering. It was so much fun, and I wish we can do it again soon. I show them a picture of my family and say: "This is my family. I love my family. I like spending time with them. This picture was taken this Ramadan. We look really hungry here!" Then, I tell them a funny story about my cousin's daughter who is only 3 years old, and managed to take money from everyone stuffing it into her jeans. I show them her picture, and end the story by telling them that she insisted that she had no money! (The money is popping out from both of her back pockets!)

Exposure (15-20 minutes) • To provide context for the target language through a situation

On the white board is a big yet empty family tree. Let's draw together my family tree. [Note that on the board some squares are drawn in pink, others in blue for the 2 different genders ~ also all the flashcards I will stick on the board are also colour coded based on gender] [This should aid my students while they help me fill out the family tree, plus they will better associate the female words together and the male words together] I put my picture on the board, and ask: “Who do you think is my mother?” I add: "I look like my mother, so it is easy to spot her." “Who do you think is my father?” "He has short grey hair and a beard" Well done, these are my parents. The class repeats after me: "mother", "father", "parents". "I have one sister and one brother. Can you guess who they are? Funny enough, my brother looks more like me than my sister!" Cool, you have found all my siblings. The class repeats after me: "sister", "brother", "siblings". My father has only one brother. Can you guess who my uncle is in this picture? My mother has three sisters and 3 brothers. Only one brother and one sister are in this picture. Can you guess who my mother's brother is? Can you guess who my mother's sister is? Great, you have found all my uncles and aunts. The class repeats after me: "father's brother", "uncle", "mother's brother", "uncle", "mother's sister", "aunt" . The same steps are carried out for the rest of the vocabulary words: "husband", "son", "daughter", "sister-in-law", "niece", "nephew", "grandfather", "grandmother"

Highlighting (5-8 minutes) • To draw students' attention to the target language

Students are shown a picture of their favourite show, "Modern Family". Then they are given "HandOut 1", which has the student labeled as "Claire" and they have to fill in the rest of the family tree using the vocabulary we learnt today. Students work in pairs filling in the HandOut using blue and red pens, blue for masculine nouns, and red for feminine nouns. A new word is introduced in this HandOut, which is "stepmother". After the students are finished, I will ask them (if they haven't already asked me) to guess the meaning of "step-mother" since they see the show and know who Gloria is! I add that the word "step" can be added to Manny also, who is a "step-son" to Jay! etc

Clarification (8-10 minutes) • To review the possessive s while reviewing today's vocabulary

Who's Who? Manny is ……….. son. Manny is ……….. stepson. Phil is Claire's ………….. . Phil is Alex's ………….... . Alex is ……………. sister. Alex is ……………. sister. Luke is ………….. son. Luke is ………….. son. BONUS fill-in: Jay is Phil's …………………………… . Alex, Hayley and Luke are Lili's ………………. .

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

Each student is assigned a family member, and it is stuck to their back. Students will mingle as if in a family reunion party. They will ask simple questions in an attempt to find out which family member they are! For example: "Do I have kids?" If yes, then they could be a mother, father, aunt, uncle, grandmother, grandfather, etc They ask another question: "Do I have a husband?" If yes, then they could be a mother, aunt, grandmother, etc. Then they could ask: "Do I have grandchildren?" If yes, then this person is the grandmother. Once a student knows who they are, they will move to the front of the classroom; and once everyone in the class knows who they are, they will be given a couple of minutes to interact as if they are in a family reunion! (Brushing up on their small talk skills!)

Recycling Vocabulary of Previous Lessons while Consolidating the Family Members Vocabulary (5-8 minutes) • To concept check further and prepare students for free practice

On the PowerPoint are descriptor words (adjectives for occupations and adjectives describing people both physically and their character) Students have to fill in the blanks as follows: Jay is a …….. man with short …… hair. He is ……….. . Phil is a tall man with short ……… hair. He is ………… . Alex wears …………….… and she is …………………. . Alex goes to college. She is a …………………… . Mitchell has ……….. ……….. hair. He is a ………………….. . Cam coaches the football team at Lily's school. He is a …………. ………….. . Hayley has ……….. brown hair. She is Alex's ………………. . Luke is Hayley's ……….. . Gloria is Jay's ………….. and Manny's …………………. . She is ……………………. . Lily is Mitchell and Cam's …………….. . She has ………….. black hair.

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

Students are then asked to: ~ Say how many family members they have [I have 3 sisters, 4 aunts and 2 uncles etc] ~ Describe themselves and their parents. I will write my example on the board: I have one sister and one brother. I have 4 uncles and 3 aunts. I have 6 cousins. I have one grandmother and one grandfather. I am tall and I wear glasses. I am an English instructor. My father is tall and has short grey hair. He is a doctor. My mother is tall and has long brown hair. She is an accountant.

Assignment (12-15 minutes) • To reinforce and help the students to retain the vocabulary taught thus far

Students will have to add to the paragraph they wrote in class at least 3 other family members with their descriptions (again, using the adjectives to describe people and occupations). It is important that students get an opportunity for additional free practice without a teacher standing nearby that they can easily ask for help; this way it encourages them to use other resources such as online dictionaries, online articles etc.

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