New lesson plan: TP 4 Conversation about family-age-job

sema babacan

TP 4 Conversation about family-age-job - Beginner level

TP 4 Conversation about family-age-job
Beginner level

Description

In this lesson students will develop their speaking abilities in the context of asking and answering questions about family, age and job. The lesson will start with reminding the family members and then the questions to be asked during the activity will be introduced. The intonation and sentence stress will also be the concern of the lesson. After the speaking activity good language will be praised and incorrect language will be corrected on the board.

Materials

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question intonation

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family

family gap

question intonation

family

family gap

Main Aims

To enable students to develop their speaking skills in terms of fluency and accuracy in the context of asking and answering questions about family, age and job.

Subsidiary Aims

To provide review of family lexis in the context of completing a family tree.

Procedure (40-45 minutes)

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Post the photos of family members on the board. Ask who they are. Elicit one or two answers and then give students HOs and tell them to complete the gaps with the family lexis. eg. Mert is Melike's brother. Then let them do peer check. Then post the answers on the board.

Exposure (8-9 minutes) • To provide a model of production expected in coming tasks through reading/listening

Post a part of the family tree on the board and ask students what to ask to get the answers e.g. writer, 64) What is Barry's job? How old is he? Then give them HOs and tell them to work in pairs to create more questions.

Useful Language (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

Post the questions from previous stage on the board. Highlight the intonation and sentence stress. Model and drill the sentences with WC, if necessary with individuals.

Productive Task(s) (14-15 minutes) • To provide an opportunity to practice target productive skills

Put students in pairs and tell them they are going to ask and answer questions in order to get the answers which are incomplete in their papers. Do a demo. Give the HOs out as A and B. Monitor students.

Feedback and Error Correction (7-8 minutes) • To provide feedback on students' production and use of language

While monitoring pairs, write the language that students are using on the board. Praise the good language and get the correct answers of the incorrect language.