By the end of the lesson the students will have been introduced to the vocabulary in the context of family
To provide a practice of listening for specific information on vocabulary in the context of family
Procedure (39-44 minutes)
Teacher has photos of a famous family from a famous television show in Turkey, "Ask-i Memnu". He introduces the family members one by one, eliciting their relationship with each other, thus introducing the vocabulary as well as the context. During the exercise teacher picks up the vocabulary students are struggling to pronounce, does drills and shows those words' stress points on WB.
Students will be instructed to write the words related to the family tree under their correct gender in the given hand-out. They will do a PW and will have one minute. The feedback will be done as a T-S
Teacher will write down the question "How many _____ do you have?" on board and instruct students to ask each other the question several times by putting different related vocabulary in the blank every time. Students can use every vocabulary that is introduced and written on the board at the time. They will do PW for one minute, then teacher will change the pairs and instruct them to do the exercise again for another minute.
Students will be instructed to listen to a text (that is about families in Shakespeare's plays) and note the words they hear that are related to the context of the vocabulary. They will take the notes on their own, compare in pairs for 30 seconds and teacher will ask which pair has the most words. The pair with most words will read them to the class. If they missed some, teacher will encourage them to listen to the text again.
Teacher will write his own name on board and will instruct one of the students to ask him a question about his family using the question he provided in Vocab. Ex.2. Then he will continue drawing his family tree by instructing other students to ask him another question and so on. Then, teacher will instruct students to draw their own family tree in one minute to the small papers he handed out. Teacher will collect them and stick them to the WB. Later, students will be instructed to do PW and ask one another questions like they did for teacher's family tree and try to draw their partner's tree. When they are finished they will check the papers sticked on WB to see how well they did. Teacher will monitor and do delayed error correction on WB.