SARAH
TP5 Speaking — Family, Jobs, and Possessives - Elementary level
TP5 Speaking — Family, Jobs, and Possessives
Elementary level
Description
Materials
Main Aims
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To provide fluency and accuracy speaking practice in a conversation in the context of family, jobs
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To provide speaking practice fluency in the context of family and jobs. By the end of this lesson, Ss will have had the opportunity to develop their speaking fluency in the context of family and jobs using Possessives
Subsidiary Aims
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Students will have had listening and speaking practice in the context of family members and jobs
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By the end of this lesson students will have become more comfortable with pronunciation vocabulary related to family and jobs
Procedure (30-33 minutes)
Share G-Jamboard Intro slide. Ask students, "what do the pictures represent?" "what do you think we will discuss today?" Elicit answers to describe the 3 pictures. "speaking" "family" "jobs/work" Reveal the title/theme of Lesson
Screenshare G-Jamboard Slide-2. Tell Ss focus on the picture. CCQ, "Do you see the numbers?". Ss listen to youtube audio "CE Module 05, [Recording 5.1 - 5.11]" ( listen from 0-1.05 mins in recording). family member vocabulary/pronunciation will be reviewed Ss repeat words after audio. Matching task is revealed. Ss will do Matching activity "match family members title to numbers in pictures". Ss do the task individually/together. OCFB. Answers revealed.
Pronunciation of words is reviewed. G-Jamboard Slide 3-4 Singular and Plural of family is reviewed. Guessing task. G-Jamboard Slide 5 Possessives are reviewed. Matching possessives. G-Jamboard Slide 6-7. Jobs titles are reviewed. G-Jamboard Slide 8. Some grammer related to Jobs G-Jamboard Slide 9. Family matching task from picture G-Jamboard Slide 10.
Share a G-Jamboard Slide 13 "family tree" picture. Ask Ss to speak to each other about family and jobs. Specifically "choose 4 people in your family and speak about who they are and what their job or jobs have been, past or present. (ideas: Age, Job, Family, Place where they live, etc.) Demo: Alex is my brother. He’s (or He is) 35. He’s a manager. He’s Daria and Maria’s father Create 3-4 BORs (depending on number of Ss) Then shuffle them and give them an opportunity to talk to other Ss. Monitor Ss in their BORs, take notes of good language and mistakes
After monitoring Ss during the speaking activity, ask Ss if they remember what other students say about people in their families. E.g.: Who's Maria? (elicit possessive form: She's Luis's sister). Provide feedback on the content and the language they used, try to elicit the correct answers and use peer-editing. Notice the correct language and content used by Ss, examples of good language to praise Ss after the productive task. OCFB, DEC.
https://www.teachingenglish.org.uk/article/analysing-language Meaning /Use: The possessive form is used with nouns referring to people, groups of people, countries, and animals. It shows a relationship of belonging between one thing and another. Form: To form the possessive, add apostrophe + s to the noun. If the noun is plural, or already ends in s, just add an apostrophe after the s. For names ending in s, you can either add an apostrophe + s, or just an apostrophe. The first option is more common. Pronunciation: When pronouncing a possessive name, we add the sound /z/ to the end of the name.
