New lesson plan: Family tree vocabulary

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Family tree vocabulary - elementary level

Family tree vocabulary
elementary level

Description

In this lesson the class will learn about vocabulary related to family. They will be practising what they have learned by speaking and pronunciation exercises.

Materials

U6ipk5oorosblv6vo9vl family tree exercise

Main Aims

To provide clarification and practice of vocabulary related to family (ex. brother, sister, parent, cousin) in the context of family tree

Subsidiary Aims

To provide proper pronunciation of the vocabulary related to family and to provide sufficient speaking to review and practice the vocabulary that has been learned.

Procedure (43-56 minutes)

1-Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

To set the lesson context and engage students in the topic, I have prepared a ppt presentation showing my own family pictures. Ss will guess who each person is in the warmer. Then a picture of a tree will be shown. The ss will be lead to guess that the topic will be family tree and family related vocab. Anticipated problem: Ss may not be able to guess my cousins. They might be new to vocabulary. Instead of mother father they might be saying mum and dad. Solution.: I will write my family member related vocab. on the board to give further understanding.

2- Vocabulary gap fill (8-10 minutes) • To provide an opportunity to learn new vocab. by filling gaps in the reading passage

The ss are given a family tree with gaps . They are asked to fill in the gaps according to given vocabulary. First a sample is shown on the board by the teacher. Then they are put into wither groups or pairs to do the exercise. 5 min. later they are asked to come to the board and write their answers.

3-Listening for target language& correction (8-10 minutes) • To provide an opportunity to check the answers and listen to the pronunciation

The Ss are asked to listen to the text and check the answers on the board. Wc fb as to why the answers on the board are correct. problem: the ss might get lost in some of the vocab. and have difficulty understanding. solution: next stage is based on a table with female-male and m-f vocab. in detail. the explanations will be more clear. if not more examples and drawings will be shown.

4-Fill in the table (6-8 minutes) • To allow students to furher understand the vocab.

Ss are put into pairs or groups. They are asked to fill in the table according to m- f or m and f The first example is demonstrated on the board. 4 min. later the ss are asked w-c to give answers for the table.

5-Pronunciation (6-8 minutes) • To provide an opportunity to listen to specific pronunciation

The ss are asked to listen to the pronunciation of the schwa sound. The schwa is explained. The ss then have to find the schwa in a different set of voc. wc pronunciation exercise. anticipated problem: the ss might have difficult in words such as daughter and brother. solution: wc repeating and re listening.

6-Practice (10-12 minutes) • To practise the vocab. and pronunciation further.

On the board how to form the questions with how many and have got are shown. The ss are asked to say why we use have got and has got. The ss are asked to work in pairs. They need to come up with 6 qs with how many. They are then asked to answer in pairs looking at the family tree. problem: the ss might find it difficult to formulate the qs. solution: they are given the structure on the board and asked to give examples before the actual exercise