Stage |
Time |
Teacher |
Activities/Description |
Materials |
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|
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1. |
10 min |
Engage |
Key lexis: Eye, Nose, Mouth, Ear, Hair, Head, Hand, Finger, Arm, Leg, Toe. |
whiteboard, markers |
2. |
10 min |
Engage/ Activate |
Demonstrate key vocab by; pointing, examples, and mimes.
body parts as a group
Individually and as a group group,
point and ask "Is this a leg?"
Yes/no |
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3. |
10 min |
Engage/ Activate |
Demonstrate plurals e.g. 2 legs, 2 eyes, 2 ears, 10 fingers, 2 hands, 2 arms, 2 legs 10 toes.
Body parts as a group |
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4. |
5 min |
Engage |
Demonstrate:
-I have got
-She has got
-He has got
(e.g., "I have got two legs." "He has got two arms.") |
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5. |
5 min |
Engage |
Point to a body part on various Ss around the class and elicit the part name |
|
6. |
10 - 15 min |
Activation |
Memory game
-class in a circle
-one students says. "I have got two legs
-next students says "I have got two legs, she has got ... (etc)"
-the list grows and grows until someone forgets. Then start again! |
|
7. |
10 min |
Engage |
Elicit key lexis: hair, beard, moustache, clothes, eyes, glasses, blonde, brown, red, black, blue, green, tall, long, short, fat, skinny, messy, neat |
Whiteboard, markers |
8. |
10 min |
Engage |
Demonstrate vocab with pictures, examples, mimes, and/or drawings. |
Whiteboard, markers, magazine pictures, realia |
9. |
15 min |
Engage/ Study |
Students record vocab in their note books.
Point and ask “Has she got a beard?” Etc.
Yes/No from group and individually.
Hold up e.g. pictures of the key vocab over and over again.
Group response
Individually with drawing pictures
Ss hold up magazine pictures of people.
Ss describe them to each other.
Demonstrate to Ss to say he/she + has/have got ... |
realia, magazine pictures |
10. |
15 min |
Activation |
Divide class into two teams.
-One students from each team out the front of class with their back turned.
-Each team has a pic of someone and they describe the pic to their team member out the front (in English only) who has to draw it out the front.
The first team to finish wins a point.
-Give e.g. |
magazine pictures, papaer, extra pens |
11. |
15 min |
Engage |
Elicit key family lexis:
Mother, father, Husband, Wife, Son, Daughter, Children, Brother, Sister, Grand mother, Grandfather, Aunt, Uncle, Nephew, Niece, Father in law, Mother in law |
Whiteboard, markers |
12. |
15 min |
Study |
Family worksheet. Have Ss work together to fill in the banks. |
Appendix 24 - Family Tree Worksheet |
13. |
10 min |
Engage/ Study |
Ss read family members aloud. Monitor pronunciation. Students understanding individually at random |
Family Tree Worksheet |
14. |
15 min |
Activation |
Class in a circle
"I have 1 sister her name is Jane."
"My mother’s name is Anne."
"My father’s name is Tom." |
|
15. |
10 min |
Activation |
Students to speak about their family in the circle formation. |
|
16. |
15 min |
Activation |
Key vocab with a big family tree drawing on board. Make it nice and big, actually make it HUGE !! Hand out the cut outs (Appendix 25) and have Ss stick them in the appropriate location |
Appendix 25 - Family Demonstration Cut-Outs |
17. |
10 min |
Activation |
Family members. Point to two family members and elicit a verbal response about the family relationship i.e. sister, brother, etc. |
Family Demonstration Cut-Outs |
18. |
10 min |
Activation |
Instruct students to stand up randomly and walk up to people around the class and start talking about their family. Give examples (i.e., "I have two sisters," etc.) |
|
19. |
10 min |
Activation |
Class in a circle. Speak about my family and throw the ball to someone Throw the ball to someone and tell them to speak about their family. |
soft ball |
20. |
10 min |
Activation |
Hand out Demonstration cards. Ss can’t show each other the cards! Ss find someone who is a ...(family member) Give examples.
"Are you a father?"
"No, I’m not."
Swap cards and play two or three times. |
Family Demonstration Cut-Outs |
21. |
10 min |
Study |
family tree puzzle. Can work in groups or individual. |
Appendix 26 - Family Puzzle Activity |