Lesson Plan 2

Vocabulary of family members s to show possession

Team: Celina Daniela Muoz Cruz

Roxana Razo Martnez Flix Enrique Torres Mondragn

Trainers: Ana Ma. Herce

Rebecca Igartua

March 23rd, 2013.

Group profile:
14 people between 16 and 50 years old. 12 of them students and 4 adults

Previous knowledge:
Exchanging information, numbers 1-10, Hes/Shes, professions, Infinitive articles: a-an

Main aim:
By the end of the lesson students should have learnt vocabulary of family members, such as mother, father, sister etc. and they will produce the use of the s to show possession between family members.

Activity # 1

Game (puzzle)

Time

3 - 6 minutes

Objective

To set the context to talk about family members

Language to be used

Family members

Procedure

T hides the pieces of the puzzle around the classroom, for example, under or behind the chairs on the desk, etc. T gives and checks instructions T asks Ss to stand up and look for the pieces of the puzzle. Ss have to find all the pieces and then go to the board and put them together in the correct place to form the puzzle.

Interaction

Class as a whole

Material

Puzzle (see appendix 1)

Anticipate problems

Ss may not understand instructions Ss may not find all the pieces

Possible solutions

T will use mime or give a demo T will give them clues

Activity # 2

Presentation (s)

Time

10-15 minutes

Objective

To introduce (s)

Language to be used

Homer is Barts father. Marge is Barts mother Lisa is Barts sister. AB is Barts grandfather. Mona is Barts grandmother. Maggie is Barts sister. T sets the context st st T shows the 1 flashcard and says the 1 word (3 times, 2 slowly and 1 normal) and put the words in the other side of the board Choral repetition (3 times) Individual repetition (3 times) nd T shows the 2 flashcard (elicit) *gives the sentence if nobody says it Choral and individual repetition Backtracking th Repeat until the 6 flashcard T checks concept by giving false statements

Procedure

Interaction

Lockstep

Material

Flashcards (see appendix 2)

Anticipate problems

Ss may pronounce /t/ instead of / / in words like father, mother, etc.

Possible solutions

T will recourse to choral and individual repetition

Activity # 3

Written exercise (s)

Time

5 - 8 minutes

Objective

To make Ss to prove that they have learnt the topic and they were not just parroting.

Language to be used

Homer is Barts father. Marge is Barts mother Lisa is Barts sister. AB is Barts grandfather. Mona is Barts grandmother. Maggie is Barts sister. T gives the handouts T gives and checks instructions Ss start working on the handout T monitors T checks the answers on the board

Procedure

Interaction

Individual work Lockstep

Material

Handout (see appendix 3)

Anticipated problems

Ss may not understand instruction Ss may make mistakes on the board

Possible solutions

T will give instruction using mime T will recourse to gesture to look for peer and selfcorrection

Activity # 4

Written exercise (s)

Time

7 - 10 minutes

Objective

To practice what Ss have learnt

Language to be used

Bart is Lisas brother. Homer is Maggies father. Marge is Lisas mother. A.B is Lisas grandfather. Mona is Homers mother. Maggie is Barts sister. T gives the handouts T gives and checks instructions Ss start working on the handout T monitors T checks the answers on the board

Procedure

Interaction

Individual work Lockstep

Material

Handout (see appendix 4)

Anticipated problems

Ss may not understand instruction

Possible solutions

T will give instructions using mime

Activity # 5

Communicative activity

Time

7 - 10 minutes

Objective

To make Ss to produce the s

Language to be used

Maggie is Lisas sister. Homer is Marges husband. Marge is Lisas mother. Bart is Marges son. Marge is Homers wife. Maggie is Homers daughter. T divides the group into pairs T gives and checks instructions T gives them a set of card that they will collocate as a memory game S has to open two cards and say the relation between those characters The second S has to make the same in order to make the most possible combinations. T monitor and helps Ss Pair work

Procedure

Interaction

Material

Cards (see appendix 5)

Anticipated problems

Ss may not understand instruction Ss may not know how to say husband, wife, son and daughter.

Possible solutions

T will give instruction using mime. T will help with the vocabulary using mime

Activity # 6

Communicative activity

Time

7 - 10 minutes

Objective

To make Ss to produce the s with their personal information.

Language to be used

s Mother Father Sister Brother Husband Son Daughter T divides the group into pairs T gives and checks instructions T gives them a piece of paper that they will use to make a family tree When Ss finish to draw their family, they have to change his or her drawing with his or her partner Ss have to make sentences, for example, Carlos is Marianas brother. Then some random Ss will stand up and share the information of his partner.

Procedure

Interaction

Individual work Pair work

Material

Piece of paper in blank.

Anticipated problems

Ss may not understand instruction.

Possible solutions

T will give instruction using mime.

APPENDIX 1

APPENDIX 2

1)

2)

3)

10

4)

5)

6)

11

APPENDIX 3
Write the sentences using s as the example in number 1.

1) Homer is Barts father.

2) Marge is Barts mother.

3) Lisa is Barts sister.

4) Mona is Barts grandmother.

5) A.B is Barts grandfather.

6) Maggie is Barts sister.

12

Write the sentences using s as the example in number 1.

1) Homer is Barts father.

2) _________________________________.

3) _________________________________.

4) _________________________________.

5) _________________________________.

6) _________________________________.

13

APPENDIX 4
Write the sentences using s as in the example.

1) Bart is Lisas brother.

2) Homer is Maggies father.

3) Marge is Lisas mother.

4) A.B is Lisas grandfather.

5) Mona is Homers mother.

6) Maggie is Barts sister.

14

Write the sentences using s as in the example.

1) Bart is Lisas brother.

2) ___________________________________.

3) ___________________________________.

4) ___________________________________.

5) ___________________________________.

6) ___________________________________.

15

APPENDIX 5

16

LANGUAGE PATTERN ANALYSIS

PATTERN: Apostrophe S TYPICAL MODEL OF THE PATTERN(S) 2) S + s + noun Johns car. PROBLEMS CONSEPT CHECK Asking who/what belong sth

1) S + to be + object + s + noun Bart is Lisas brother.

TYPICAL CONCEPT To talk about possession

KEY FEATURES OF GRAMMAR 1.S + to be + object + s + Bart is Lisas brother. noun 2. S + s + noun Johns car. KEY FEATURES OF PRONUNCIATION /-s/

TYPICAL PROBLEMS FOR MEXICAN SS They forget to add s Solution: gesture, blackboard exposition

TYPICAL PROBLEMS FOR MEXICAN SS They dont pronounce the S Solution: Choral and individual repetition

MODELS Homer is Barts father. The Simpsons are my favourite family and my favourite Marge is Barts mother characters are Homer who is the father and Bart who is Lisa is Barts sister. the son. AB is Barts grandfather. Mona is Barts grandmother. Maggie is Barts sister. NEW/UNFAMILIAR VOCABULARY PRE-TEACHING PLAN (if necessary) Sister Grandmother Grandfather Son Daughter OTHERS TEACHING CONSIDERATIONS (materials, aids, etc.) Flashcards Markers Handout Pritt tak

SITUATION FOR PRE/PRA/PRO

17