meri meri

Speaking about family and jobs lesson
Elementary level


Abc Zoom

Main Aims

  • To provide fluency speaking practice in a conversation in the context of family and jobs

Subsidiary Aims

  • To provide clarification, review and practice of family and job lexis


Lead-in (5-6 minutes) • To set lesson context and engage students

Teacher (T) starts by introducing themselves (name, age, and where they're from). T goes to the second slide and introduces the topic by talking about their best friend's family. T asks students "What does this look like?" , looking for the answer "family". Then tries to elicit from the students (Ss) the correct family word for each person in the family tree, while dragging the words over to their correct spots next to the names. T moves to the next 2 slides where they introduce different types of jobs. T elicits from Ss correct matching of the jobs to the pictures.

Preparation (6-8 minutes) • To provide students with language they can use to do the speaking task

T moves to the next slide where they introduce the possessive 's and verb to be 's. T says "now look at these sentences which I used previously, lets go over them". While talking T uses annotation tool to write and highlight things. T covers meaning and pronunciation: "Luke is Anne's brother" ..."who is Anne?" (answer: Anne is Luke's sister) "repeat "Anne's brother" now repeat "Luke is Anne's brother" "Emily is David and Sally's daughter" ..."who are David and Sally?" (Emily's parents / the parents of Emily) ..."notice how Sally has 's and David does not, this is because they are together Emily's parents, so when you are talking about two people who own something together then you put 's on the second persons name" "Emily's an artist" ..."does Emily have an artist?" (no)..."Emily is the artist".."notice how we still use 's but here it's the verb to be because Emily is the artist" "Repeat "Emily is an artist" now "Emily's an artist" "My mom's a hairdresser" "does my mom have a hairdresser?" (no) "is my mom a hairdresser?" (yes) T covers form: "have you noticed a difference between when I'm talking about what someone has and who someone is?" point at the nouns and "a/an" ...

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T opens jamboard activity. T checks that students understand words for family and jobs as well as the difference between possessive 's and verb to be 's with two jamboard matching activities. T enlarges the blue post it notes and asks students to discuss among themselves who they think is who. Matching letters to names. "read the blue clues and you have 3 minutes to talk together and match the name of the person to the correct letter" T checks that they are correct and corrects them if not. T moves on to the next activity. T says "here we want to match the blue notes with the correct yellow notes, and we will do this together" T makes blue note larger and reads it, then calls on student (name) and asks which of the jobs matches it. T does this for every note until they are all matched correctly.

Free Practice (12-14 minutes) • To provide students with free practice of the target language

T moves to next slide where they have instructions for the free practice. T says "I will now put you in breakout rooms and with your partner(s) talk about your family, their names and jobs, you have 6 minutes" T asks student (name) ICQ: "Do you talk about my friend's family?" (no) T sends them to breakout rooms and observes and takes notes. T does feedback and then does the same activity but rotates students. (6 mins) T does feedback and DEC. T thanks Ss for their time and tells them they did great!

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