New lesson plan: Family Vocabulary

Jonathon Burch

Family Vocabulary - B2 Elementary level

Family Vocabulary
B2 Elementary level

Description

In this lesson, the students will review and learn familiar and new vocabulary related to family members, read a short text for gist, and practice speaking about their own family. The lesson will start with the teacher setting the context of the lesson by using visual aids on powerpoint and getting the students to start talking around the subject. The teacher will then introduce his own (imaginary) family on a family tree on the board and explain his relation to the different people. Students will then try to remember as much as they can about the teachers family and say these out loud through WC FB. Students are then introduced to more extended family vocabulary on a more extensive family tree diagram on the board and the meaning of more difficult ones are discussed with the WC. Then students are then given a written exercise on a handout where they have to complete a family tree with the appropriate words. The teacher then introduces the further context of Shakespeare by using powerpoint presentations and elicitation techniques. Then new vocabulary is elicited and checked through mime, gestures and anecdotes prior to a gist reading exercise. Students then do a gist reading exercise, followed by a scanning exercise. Finally, students are asked to draw their own family trees and discuss these with different partners for speaking practice.

Materials

family worksheet

Shakespeare reading handout

Reading exercise 2

family worksheet

Shakespeare reading handout

Reading exercise 2

Main Aims

To provide clarification, review and practice of family members.

Subsidiary Aims

To provide gist and scan reading practice using a text about Shakespeare in the context of family

Procedure (35-45 minutes)

Lead-in / Context (4-5 minutes) • To get students interested in the subject

Teacher will lead-in by setting the context of family, using power point presentation of a family tree and getting students to start thinking about familiar family terms.

Exercise 1 (5-6 minutes) • To test students' knowledge of family member vocabulary

Teacher will show a short (imaginary) family tree of his family on the board and explain his relation to the different people in the tree. Then he will test the students on how much they can remember about the presentation. Teacher will ask questions like: "How many brothers and sisters do I have?", What is my grandfather's name?" This will be done through WC FB.

Extended family presentation (4-5 minutes) • To familiarise students with extended family vocabulary

Teacher will then display a more extensive diagram of a family tree on the board with the various terms displayed underneath and will review more difficult vocabulary with the WC and drill pronunciation.

First written exercise (3-4 minutes) • To consolidate comprehension and practice of TL

Students will be given a handout of a family tree which they will be required to fill out using a list of helping words beneath the diagram. Students will be asked to then check their answers in pairs. Teacher will monitor for any patterns in errors and correct with the WC if necessary.

Set Shakespeare context (3-4 minutes) • To get students interested and talking about the reading topic

Teacher will use powerpoint presentation to elicit responses from students relating to Shakespeare and explain that they will be doing a reading on this topic. Teacher will connect the context of family and Shakespeare by explaining that most Shakespeare plays are about the topic of family.

Vocabulary introduction (3-4 minutes) • To activate students' schemata by eliciting responses around vocabulary

Teacher will try and elicit meanings of six different words that appear in the reading text for the lesson, through the use of mime, gesture, and anecdotes. The words are: dead, land, enemy, power, jealous, and revenge. Teacher will try to get students to think of the word but will not take up too much time if they are struggling to think of them. Pronunciation will then be drilled and then the words be written on the board, showing part of speech and stress.

Reading for gist (3-4 minutes) • To get students to practice reading a text for gist

Students will then be given a reading on Shakespeare plays and told they have one minute to read it. Then they have to answer a general question at the bottom of the text that will test whether they were able to successfully skim the text. Students will check their answers in pairs.

Reading exercise 2 (5-7 minutes) • To get students to scan the reading

Students will then receive reading exercise 2 handout with a list of true and false statements. Students will be told to read the statements first and then the text again. Students will then individually mark each statement true or false. Answers will be checked in pairs.

If-time speaking activity (5-6 minutes) • To get students practicing producing family vocabulary

If time allows, students will then be asked to draw their own family tree. They then tell their partner about their family and that student has to draw the other person's family tree. Students can do the exercise with other partners when finished. Teacher will monitor for any errors and conduct delayed error correction on board if necessary.