Mahshid Shaaker Mahshid Shaaker

Listening and speaking
Elementary level


In this lesson, ss learn how to describe relation, using family vocabulary and 's They are also familiarized with stressed words in sentences and how they effect the meaning.


Abc Coursebook (pictures and task 9,11,12), word order (questions and answers) handout, CD

Main Aims

  • Ss practice speaking (accuracy focused) in a conversation in the context of family

Subsidiary Aims

  • Ss gist, find specific information and infer the importance of stressed words in the context of family


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

Greeting with a little joke about my name. Ask ss (class and randomly individuals) to guess who are people in shown pictures using names with 's possessive.

Exposure/Gist listening (5-8 minutes) • Ss will have a model of production expected in coming tasks through listening

Elicit vocabulary by asking questions: Is Jill married? Has she got a sister? Hint ss about the main topic of the audio conversation (Jill is going to show family pictures to her new boyfriend) They are given photos and are asked to put them in order they hear Answers are checked in class

Listen for details/ Useful Language (10-12 minutes) • To extract specefic information/ To highlight and clarify useful language for coming productive tasks

Ss are given handout and some time to read sentences to circle the correct answer. Audio is then played. (twice if needed) Answers are checked in pairs and quickly with class. Ss are then asked to put words in order (about family members) and make questions in another handout. Answers are checked in pairs and with the class After eliciting stressed words concept by asking the class a question with 2 different stresses, ss flip handouts including answers to questions they ordered and read out each sentence to their pairs (noticing stressed words) and their partner choose an answer accordingly. One or 2 questions will be modeled in class by ss as a feedback. (point out WAVES as rise and fall in a sentence) MONITOR CLOSELY Task 10 is skipped so that ss are better guided for the coming productive task although they notice the concept of stressed words and their importance.

Productive Task(s)/11&12 (18-20 minutes) • Ss practice speaking

Ask ss to write 5 names of 5 people in their family on a given piece of paper. They are given 2 minutes to think about what they can say about these people and they just not write anything but their names. (point out some example questions and elicit topics: job, possessions, age, nationality) Ss are paired (not with close classmates whom they already know well) and seating arrangement may be changed. Papers are swapped and ss have 3 minutes to write question about the people on their partner's paper. (MONITOR CLOSELY) Ss take turns to ask their partner the question they have written and make notes. Ss work in new pairs and swap information about their previous partner's family members. Volunteers can share interesting information in the class

Feedback and Error Correction (8-10 minutes) • Feedback on students' production and use of language

Ss use the notes they wrote in task 12a to write a paragraph about their partner's family. They check paragraphs in pairs (new one) and are randomly asked to share it with class. Feedback is preferably given by peers: occasionally ask the class if their partner is correct? MONITOR while ss are writing

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