Roles people play
To introduce and review the lexis of family and other relationships
To practice speaking in the context of roles that people play in life
Procedure (38-52 minutes)
Put a table in the middle of the class and write,"What's my role?" on the WB beforehand. Act out some roles such as father, grandfather and mother so that students can elicit the word and understand the context.
Show ss the definitions of the eight family relatives stuck around the classroom. Groups them in fours and get them to discuss and write "the word" under the definitions with different pens.
Take the answers from the groups and write the common words on the left side of the WB or elicit unanswered or wrong answered words. Check the meaning and form, and model and drill the correct pronunciation with the right stress, in particular
Group ss in fours. Give each group a flip chart paper with a family tree drawn on it. Give them 3 minutes to write the name of the family members in the right place.
Match the group 1 with 3 and 2 with 4 to check their answers. Monitor them and give immediate FB.
Draw attention again to the "What's my role?"question on the WB. Act out some roles such as boss, colleague and neighbour so that students can understand the context (other relationship)
Show students the photos around the classroom stuck before the lesson. Group them in fours Task them to discuss the photos and come up with the relevant word. Groups write the words under the photos in 3 minutes
Take the answers from the groups and write the common words on the right side of the WB and elicit unanswered or wrong-answered words. Check the meaning and form, and model and drill the correct pronunciation with the right stress, in particular.
Divide your instructions into 3: 1. Write a sample sentence on the WB "I really like being a boyfriend because somebody loves me but I don't like being an employee because you have lots of things to do" Underline true TL. Ask how many students have more than 5 roles. Get students to write 2 things they like being and they don't like being. 2. Students talk to their partner about it for a minute 3. Class mingles and shares
Lay down 9 definitions and 9 words separately on the floor. Group students in twos. One student from each group picks one paper of definition and one paper of word to check if it is a match. They swap and the group with the most match wins.