Selin Selin

Teaching Practice 3
Elementary level


In this lesson, students will be introduced to new vocabulary within the context of family and they will practice gist and detailed listening within the context of Shakespeare's tragic families.


Abc Family photos (hard copies)
Abc Diagram - ex 1
Abc True or False

Main Aims

  • To provide clarification and practice of family lexis.

Subsidiary Aims

  • To provide gist listening practice within the context of Shakespeare's tragic families.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Write 'Family' on WB. (Top middle) Tell them that we are going to talk about family in this lesson and i want to tell them about my family first. Show them the pictures saying 'this is my father, this is my mother, this is my sister, these are my sister's daughters, this is my brother, this is my brother's wife (sister in law). Write on WB: 'Who do you live with?' T ask Ss to tell each other who they live with. (PW) Elicit answers and write the words they come up with on the WB. (on the left side) While eliciting the words from Ss, pay attention to pronunciation and correct. This first step will allow me to decide how much they already know.

Vocabulary building 1 (4-6 minutes) • To provide practice with vocabulary

Chest the exercise sheet with a family diagram (tree) and ask them to compete the family tree using the words on on the hand out . (Page 30, ex 1 and diagram) Monitor Ss compare in pairs.

Vocabulary building 2 (6-8 minutes) • To expand and provide practice with the lexis set

Combined exercise. Draw a Venus ♂ and a Mars ♀ (male and female) symbols and ask them what they are. (A,B,C) Group work - T - Chest HO Vocabulary 1A, page 18 Global workbook (combined and adapted) with Page 30, exercise 2 from Global Coursebook. Ask students to work in groups and discuss gender of the words then put the correct word in the correct gender box. Monitor and if only 1 or 2 wrong, for FB write on WB and clarify, if more than 2 wrong do WC feedback and explain. Sts Mingle: ask students to get up and use the vocabulary on the same sheet to ask each other; 'How many ................. do you have?' (at the bottom of the HO. Monitor for errors.

Test understanding (3-5 minutes) • check if they can make the connections

PW - Chest HO and ask them to complete the sentences. Monitor Check in pairs. WC feedback.

Pre-Listening (3-4 minutes) • To introduce vocabulary and the topic of listening

Write Dead, power on WB Elicit meanings from students. Watch out for POWER (in the text, it's not muscle power) Use the following; gestures, scenario and examples for the words they don't know, while conveying meaning. dead/ˈdɛd/adjective : no longer alive or living: no longer having life ▪ Her husband is dead. He died last year. power/ˈpawɚ/noun pluralpowers [noncount] : the ability or right to control people or thing ▪ She is from a very wealthy family with a lot of social power. : physical force or strength Getting the floor clean required lots of muscle power. T: Put the picture of 'Sharespeare' on WB. Elicit guesses (or an answer) about who he is. Write SHAKESPEARE'S TRAGIC FAMILIES on WB.

Listening for gist (4-5 minutes) • To provide students practice wit gist listening skills

HO exercise 3 on p30 Coursebook. Ask Ss to listen and Match families to diagrams. (check if they understand the diagram) Now Play the audio. Monitor discreetly. Ss check answers in pairs. Monitor WC feedback if necessary

Listening for detail (5-7 minutes) • To provide students with more challenging detailed listening task and improve skill

Chest HO (ex 2 on p30) and instruct them to listen and decide if the statements are True or False. Start Audio Monitor If needed, play audio again. After listening put Sts in groups of at least 3 (this will depend on the number of students) or in pairs to check answers with each other. Monitor for errors.

Speaking - Language Practice (8-10 minutes) • To provide students with practice of the task language

Give them blank A4 papers. Ask them to write their name on it. Put them in groups of 4. Ask them to draw their own family tree. Swap papers with each other and tell the group about the family of someone else in the group. Using 'he's two brothers, she has one sister etc.' Monitor, pick up errors. Correct any errors if there is need. Put a table in the middle ask Ss if they brought any pictures of their own family. Ask them to talk about their own family using pictures or the family tree in free style. Once this is done, do a puzzle competition. Buy tea for the winner. Aim: I want them to remember the third person singular they learnt in the previous lesson and use possessive before the grammar teaching in the next lesson.

Web site designed by: Nikue