Vocabulary Lesson-Family Members
Elementary Adult Students level

Description

In this lesson, students will learn about Possessive Pronouns and how to use the vocabulary words about family members. This lesson starts with a discussion about family. This is followed by a controlled practice through gap-fill and word snake activities. In the free practice stage, students would be able to exercise the use of possessive pronouns speaking about their own relatives.

Materials

Abc Teacher's Family Tree
3 generation family tree large boxes Family Tree- Student Activity HO
Family%20members%20vocabulary%20esl%20exercises%20worksheet%20for%20kids%20(1) Gap-Fill Handout
Family%20members%20esl%20vocabulary%20word%20snake%20puzzle%20worksheet%20for%20kids Word Snake
Search?safe=active&dcr=0&biw=1455&bih=722&tbm=isch&sa=1&ei=gectwo qoi3cwall9ymida&q=female+vs+male+symbol&oq=fem&gs l=psy ab.1.2.0i67k1l3j0l7.19692.27795.0.31777.26.15.1.0.0.0.168.1387.0j10.11.0....0...1c.1.64.psy ab..14.10 Male and female Slide

Main Aims

  • To provide clarification and practice of vocabulary including " uncle, grandparents, mother, father" in the context of family members.

Subsidiary Aims

  • To provide clarification of Possessive Pronouns. Ss would be able to use possessive nouns refereeing to their relatives. e.g: Carla is his niece, Nana is my Grandmother

Procedure

Pictures of my own Family tree (2-3 minutes) • To let students engage students while presenting pictures of my own Family members

- Ask Ss to sit in a U-shaped seating facing the white board. - Show a big picture of my family tree placed on the board. - Ask Ss to guess who is my mother, father,niece, son, nephew, aunt, grandmother, grandfather.

Show Ss my own family tree with real pictures (2-4 minutes) • To provide context for the target language through a text or situation

- Elicit from students what is a family tree ? - Ask Ss to guess who are these members. Ex: What is this tree about ? Why is it called a "Family Tree" ? Who do you think is my father ? Who do you think i resemble the most ?

Highlighting (2-4 minutes) • To let students present three family members of their own.

- Ask students how many of them have nieces and nephews. EX: How many of you have nieces and nephews ? How often does your family gather ? - Ask Students about their Grandmothers and the favorite dish she cooks? EX: What is the favorite dish your grandmother cooks ?

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- Show Ss a slide showing a picture of male and female figures - Write in two columns all the family members sorted out by female and male - Ask Ss about the difference between Niece and Nephew , Grandfather and Grandmother Son and Daughter, Mother and Father. - Ask Ss to drill each member after T - Elicit from Ss female family members: E.X: who are female family members ? Ss: Grandmother, Niece, Daughter, ect. E,X: who are male Family members ? Ss: Grandfather, Nephew, Son , ect.

Controlled Practice (2-5 minutes) • To concept check and prepare students for more meaningful practice

- T give a gap-fill HO - Ask Ss to complete the sentences correctly

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

- Explain to students in steps about the word snake - Clarify the Vocabulary word they will need from the board - Divide 10 Ss (5 pairs) - Ask each pair to fill 2 questions - T. passes around during exercise - Each pair will represent the answer -Ss check togther -T feedback

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- Give family tree handout to Ss individually. - Ask Ss to fill in their own family tree using their member name's - Ask Ss to exchange the sheets together. - Each S will present to the other S guessing their family member using possessive pronoun e.g: Mayada is his niece and Farida is her grandmother. - Each group presents in front of the class, and then the whole class feedback

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