Zenab Zenab

Copy of Younger brother or only child?
B1 level

Description

In this lesson, students are introduced to new vocabulary in the context of childhood, or more specifically, "younger brother, only child.". They are introduced to the new vocabulary through reading and will read about 2 contexts: younger brother and the other, only child. They will also have the opportunity to be tested on the meaning of the new vocabulary by doing a 'identify the right word in the context and fill in the gap according to meaning' activity. They will also be able to use the language through speaking about their own experiences.

Materials

Main Aims

  • To provide gist, scan and detailed reading practice using a text about childhood in the context of family

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of family
  • To provide clarification, review and practice of childhood lexis in the context of family

Procedure

Warmer/Lead-in (5-5 minutes) • To set lesson context of childhood and to personalize and engage students within the context

Elicit whether students know what advantages means. Encourage the students who are giving answers that are moving in the right direction. Give visual examples of advantages. Show family with 1 child and family photo with more than one child. Elicit the differences. Example: Picture of one child with loads of gifts, picture of two children with one gift each. Which one has more advantages? Example 2: Picture with two kids playing together and picture with a kid alone at home. Which one has more advantages in this situation? Which do you think has more advantages, being an only child, or having brothers and sisters? Why? Nominate some students for their answers.

Gist reading (10-10 minutes) • To provide students with less challenging gist and specific information reading tasks

Select students A, B, A, B, etc.and pair them up. Place HO1 and HO2 on separate tables. Instructions: Read the following in pairs: Chesting Give attention to: (write on the Wboard) 1: other family members who are mentioned 2: how the writer's experience as a child affects him/her now. ICQ's: Will you listen to the text? No, we will read. Will you and your partner read the same text? No, A will read A and B will read B What should you give attention to while you are reading? 1 and 2 on the white board. Instruct Ss A to take HO1 from table A and B HO2 from table B. Allow students time to read. Intructions: Turn page around and tell your partner about 1 and 2 in your text. Peer check/feedback of texts. WC Feedback: Whose childhood sounds happier? Show of hands

Detailed Reading #2 (18-18 minutes) • To provide students with more challenging detailed reading and reading for context of vocabulary.

Instructions: Don't turn around your text just yet... In the text, there are highlighted words. Read both texts and guess what the highlighted words mean and match them to the definitions 1-12. chesting HO3 example: 1: sick 2:No wonder 3: rivalry 4: childhood 5:a gathering 6: adults 7: aware of 8: boarding school 9: value 10: shared 11: fight 12: a gang ICQ's Will we use only the one text? no, both Will we guess the meaning or try to work it out by reading the context? Reading the context. What will we do with the words and the definitions? match Hand out HO3 Turn your texts back around. Allow time for pairs to work it out. Monitor Feedback: Peercheck Place pairs into groups to check their answers Nominate individuals from the groups for answers (as seen above)

Clarification (7-7 minutes) • To clarify th new language learnt through the reading text.

Model and drill pronunciation. 1: sick 2:No wonder 3: rivalry 4: childhood 5:a gathering 6: adults 7: aware of 8: boarding school 9: value 10: shared 11: fight 12: a gang WB: each other: talk about the each other box When brothers and sister get older, they value each other more (Use each other to talk about an action between two people or groups of people) eg: I don't get on very well with my dad- we don't understand each other.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Instructions: In pairs, talk about the following: Do you have brothers or sisters, or are you the only child? Do you feel positive or negative about it? ICQ's: Will you talk about whether you have uncles and aunts? no, brothers or sisters or only child. Create pairs Allow students free time to discuss

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