Briana Saunders Briana Saunders

Elementary level


In this lesson, students will learn how to use possessive nouns to describe relationships in the context of a family tree. Students will gain exposure to the target language by reading and listening to a text about a family, engage in controlled practice for using possessive nouns to describe how family members are related, and have a conversation about their own family.


Main Aims

  • To provide clarification and practice of possessives with 's in the context of a family tree.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of family.


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

T greets students and asks each students how they are doing today. 1. T asks students: Do you have any brothers or sisters? What are their names? T displays the sentence frame: Possible Sentence Frames: I have ____ brother(s) and _____ sister(s). My brother's name is __________. My sister's name is ___________. My other brother's/sister's name is __________. 2. T calls on each student to share their response.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

1. On a Google Slide, display a family tree. Say to students: I am will ask you how different people are related. For example, if I ask, How is Robbie related to Pam, you would say, "Robbie is Pam's son." 2. Give three questions for students to answer (call on individual students): How is Ben related to Mary? How is Alan related to Greg? How is Jill related to Mary?

Highlighting (3-5 minutes) • To draw students' attention to the target language

1. On a Google Slide, display a text that accompanies the family tree. It is a transcript of 3 people talking about how different family members are related. Four words are highlighted, "husband's", "son's", "wife's", and "dad's". Play and audio recording of the of the text as students read the text. 2. Ask: What do you notice about the words that are highlighted? (they have an apostrophe and then an s).

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: 1. T displays three sentences: My husband's name is Nick. Alan's bed is very comfortable. Greg is Robbie's uncle. T asks: What is the meaning of each of these sentences? T elicits student responses. 2. On the next slide, T reviews the meaning for each. My husband's name is Nick=The name of my husband is Nick / I have a husband named Nick. Alan's bed is very comfortable = The bed that belongs to Alan is very comfortable. Greg is Robbie's uncle. = Greg is the uncle of Robbie. 3. Then, T reviews the meaning of possessive nouns in general. T explains that noun + 's means that the noun possesses something or has something. The noun that follows is what belongs to the possessive. This form is used to talk about possessions, relationships, and physical characteristics. CCQs: Jack's car: What belongs to Jack? (the car) My brother's hair: Who has the hair on their head? (my brother) Form: 1. T explains that the form is a possessive noun (determiner). It is formed with noun + 's CCQ: How do you form a possessive noun? 2. T explains that possessive determiners are formed by a noun with an apostrophe and an s (for singular nouns). Use husband's, Alan's, and Robbie's to model the form. T explains that the possessive determiner is usually followed by a noun that shows what belongs to the possessive (in husband's name, the name belongs to the husband). T gives a disclaimer that for plural nouns that end in s, the possessive is formed by the noun + apostrophe (students' classroom). Pronunciation: 1. T reviews the pronunciation for each sentence. T says the sentence 2x and has students repeat it. My husband’s name is Nick. /ˈhʌzbəndz neɪm/ Alan’s bed is very comfortable. /ˈæɫənz/ /ˈbɛd/ Greg is Robbie’s uncle. /ˈɹɑbiz/ /ˈəŋkəɫ/ CCQs: Where is the sentence stress? Is there any connected speech? How many syllables? 2. T displays slide with stress marks and connected speech.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Instructions: I will send you a link to a Google Form. Look at the picture. For each sentence, write the correct name and apostrophe s to fill in the blank. 1. Send the link in the chat to the Google Form. 2. Share screen to show the Google Form. Give example question: Brenda is __________ aunt. (George's) 3. Have students complete the sentences on the Google Form (3 minutes): Terry is _____ brother. (Nate's) Arthur is ____ husband. (Shirley's) Nate is ______ uncle. (George's) George is Megan and ______ son. (Terry's) Brenda is Tracy and ______ mother. (David's) Arthur is Terry and ________ father. (Nate's) Tracy and David are Brenda and ________ children. (Nate's) 4. Send students to Breakout Rooms to check answers (2 minutes) 5. OCFB: When students return, call on students to share their responses for each sentence. Provide feedback as needed.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1. T has students write down the names of 5 people in their family and think about what they can say about them. Instructions: In your notebook write the names of 5 people in your family. Think about what you can say about these people, such as their age, job, whether they are married. 2. T explains that in breakout rooms, students will talk with their partners about their family members. Instructions. In Breakout Rooms, talk about your family members with your partner. Take turns asking questions about each other's family members. For example, I might say, "My sister's name is Megan." My partner might ask "What is her job?" I'd say, "She's a teacher." 3. T sends students a link to the Google Slide with the prompt. T opens Breakout Rooms (3-5 minutes) 4. While students are in Breakout Rooms, T monitors student conversations and makes notes for feedback. 5. When students return, T asks a few students what they learned about their partner's family. DEC Feedback: 1. T conducts DEC and feedback by going over some previously made errors on Google Slides and rewriting errors correctly.

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