Frazer Worthington Frazer Worthington

Lesson 1 - Pages 8 - 9
Elementary level

Description

In this lesson, the students learn words to do with family and practice talking about their family. In the second part of the lesson, the students practice talking about things they regularly do.

Materials

Abc Reading text
Abc Answers worksheet ( One copy for the teacher )
Abc Family vocabulary words
Abc Family tree picture
Abc Family tree and family member list

Main Aims

  • To provide accuracy speaking practice in describing within the context of family.
  • To provide practice of family lexis in the context of talking to a friend.

Subsidiary Aims

  • To provide accuracy speaking practice about facts in the context of things that regularly happen.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Turn to page eight. Write the first letter of the words from activity one on the board. Put students into groups of four. Students have to brainstorm words to do with a family that start with the first letter. i.e F - ather. Instruct the class it is a race and the first group to finished will win. Afterwards; Establish the learning aims for the lesson.

Exposure to vocabulary (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening and clarify the vocabulary

Write the words from page 8 activity one on the board. Clarify and check the meaning, form and pronunciation of the words. Tell the class you have a puzzle for them to complete. Hand out the family tree picture to pairs of students. Ask the students to study the picture and remember the names. Stick the family words around the classroom. Ask pairs to check the names of the people with each other. Procedure; -Students work in pairs. -One student goes to look at a word around the room. -Comes back and tells their partner. They must then write it in the correct place on the worksheet. -Students then change roles when they complete one of the words. -Model the activity with a confident student first. The write the useful language on the board; What's the word? Repeat, please? What do you think? Have students complete the activity. Then have pairs check their answers with another pair.

Noticing possessive's (4-5 minutes) • To highlight and clarify language.

Have the students look at activity 2. Demonstrate an example with the class for number two. Have the students answer. Check the answers from the answer worksheet. When the students have completed the activity ask the T.A to clarify the use of the possessives. Check by asking, ' Who is Sarah's nephew? ', ' Why is the 's' on Sarah? ', ' Is it Leo or Sarah's nephew ?'. Follow up: Tell the class they are going to draw their own family tree.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target vocabulary

Have students make a list of their immediate family. Students make a note of their family using the target vocabulary as a prompt from page 8. Students then write the names into the family tree. ( If their immediate family is bigger. Students complete only the spaces provided ) Students then write personalised sentences about their family. Afterwards, students write their family names on a list. Students are given a blank family tree. They must find out the partners family tree. Write on the board, ' Who's .....? ' - He's / She's my....... / and he's / she's.....'s ....... Look at the example for activity 8 to model the language. Demonstrate an example to the class. Exchange the family names list with a volunteer. Both of you holding a blank family tree. Model the appropriate language and ask, ' Who is......? '. Model the answer, ' He's / She's...my...... Have the student repeat. Write the name on the family tree in the correct space. Check the task with the class. Monitor the students completing the task. Bring the class together for feedback.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

Have individuals prepare to give their answers to the class. Write a model answer on the board example; Linh and Minh are Bao's parents and Thuy and Thao are Bao's brother and sister. Give the students a few minutes to prepare to answer. Have volunteers share their answers with the class. Get the class to listen actively. Tell them to listen to the answers. You will ask them to tell you the answer. Make note of any error corrections needed.

Vocabulary builder (5-10 minutes) • Students record their vocabulary.

Have the students turn to page 131. Students spend five minutes completing the vocabulary builder. Afterwards, the students take a break

Break (5-5 minutes) • Students take a break
Lead-in (1-2 minutes) • To lead in and generate interest to the text

Read the following story to the class before they read the text. Make it dramatic and emphasise the actions. I went to see my Doctor he is a very angry man. He speaks seven languages but he lives alone in a big house. He walks with a stick but one day. In the hospital, he hit me with the stick! He hates talking to people. Do you want to meet the doctor? Elicit answers from the students. Tell the class they are going to read about a doctor. Then move into the reading of the text on page 9 activity one.

Noticing present simple: affirmative and negative. (8-10 minutes) • Students notice the form of the language structure.

Hand individuals the reading text. Draw their attention to the missing words from the text. Tell them like your story this text is about a doctor and what he does. Instruct the students to read the text and then put the missing words in the gaps. Pairs check answers together. One student reads while the other checks. Then they change roles. Check the answers with the class.

Checking the grammar. (8-10 minutes) • To discover the grammatical rule for the present simple

Have the students complete Activity 2 on page 9. Change activity 3 in the book. 1. In pairs find examples of the present simple affirmative and negative in the reading text. 2. Use the examples to write how to form the present simple affirmative and negative. e.g ' He lives alone '. The verb ends in ...... Note: This type of activity may be new for Vietnamese learners. Guide them on the first example and underline in the text. Have pairs check their answers together. Then have the class check with you. Explain the rules for changing the verbs. Have students make two lists of the verbs in their notebook - present simple - third person. Demonstrate an example first. e.g work - works

Pronunciation (8-10 minutes) • Practice the verb endings

Page 9 - Activity 4 - Refer the students to the verbs and play the audio. Pause and repeat after each word and drill with the class. Explain the phonetic symbols from the book. Page 9 - Activity 5 - Refer the students to the verbs. Have students work in pairs to practice saying the words. Have pairs put them into the correct column. Then have students draw a 3 x 3 grid in their notebook. Students write the symbols randomly in the box. Tell the class they are going to play bingo. A student will say a word with one of the phonetic endings. The other students can cross the symbol in the box. First student to complete all the squares is the winner.

Personalised production (8-10 minutes) • Students create personalised answers.

Read the Learn This box with the class. Note: Weaker students match a verb with each sentence first before. Students change the sentence to make it a personalised answer. However, the students must write one sentence which is a lie. Check the students know what a lie is. They can use the start of the sentence pronouns then complete the sentence. For example; 1 We see our cousins every year. Change 2 to 2; My brother/sister goes to a high school. Demonstrate an example with the class. Students write sentences. Then have pairs read their sentences to each other. They must listen and try and detect the lie. Afterwards, have some volunteers read their answers to the class. See if the class can detect the lie.

End of lesson (2-4 minutes) • Review todays learning

Bring the class together. Write on the board; Today I learnt...... / liked..... / didn't like..... / found interesting...... / enjoyed. Have students think of answers. They do not have to answer all. Students share what they learnt with the class.

Fillers • To fill time and practice the lessons language

Option A: Draw a grid on the board for tic tac toe. Split the class into two teams. Ask a question to each team. Answered correctly they get to take a turn. Variation; Pairs play together and draw the grid in their notebooks. Option B: independent study time. Students complete Page 110 with the grammar builder.

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