False Beginners Ages 8-10 level
To provide practice of he's got/she's got in the context of family members and body parts
To provide review of description in the context of family members and body parts
Procedure (49-55 minutes)
I will show a picture of me and my parents and ask who are they? The students will probably guess my family. I will ask do I look like my mother or my father? I will ask what colour are my father's eyes? What colour are my mother's eyes? What colour are my eyes? I will ask the same question about hair and then the students will guess what colour hair I have got. Then to show the answer, I will show a picture of myself.
I will put a photo of two Turkish cartoon characters and ask the children who they are. Then I will ask their hair and eye colour and write it underneath. Example: She's got dark hair. She's got brown eyes. She's got dark hair and brown eyes. Then I will back drill it. Then I will do the same with the boy. Then I will put 4 more people on the board and I will have the kids come up with the description in pairs. I will model the first example. I will make sure to drill the sentences and then write them when the children can say them.
I will have individual students come up to the front of the room and have their peers describe them. I will demonstrate with 2 or 3 and then the students will do it in pairs.
I will have a scan from the pupil's book on the board. Then I will model the structure with the example. He's got black hair! He's got black hair too. Then in pairs the students will match the others and we will go over it as a class
I will hand out coloured pencils. I will have the students colour their families. Then they will walk around telling each other about their families. I will model with a student as an example.
I will then hand out the activity book. I will do an example but the students will colour and listen. Then in pairs they will check. Then I will write on the board: Alex's got Alex's mother's got and Alex's father's got and the students can write the answers.
In the activity book I will have the students fill in the blanks with words from the box. Then in pairs, they will share their answers.