Warm Up & Review:

Warm Up: Numbers game

We do this warm up activity once a week, so students should be familiar with instructions. Student can do it individually. Display the number pictures for family members on the board , Hold the number Say the face down in front of you so the learners can’t see the number. Tell them to watch carefully and tell you the number. Quickly hold up the pictures and put it down again. Ask the learners to tell you which number they saw.

Hold up the number word pictures and ask the learners to read each one with you and show the correct number of fingers. 4. Put the number word pictures randomly on the board. Tell learners you will say a number and point at different word pictures, when you point to the correct word pictures, they need to hold up their hands and say STOP .

Ask the learners to read the descriptions of the families and match them with the correct pictures .

Ask learners to check their answers with a partner, then elicit answers from the class and write these on the board .

Post-Stage: 

If any of the pictures  words are still unclear, elaborate as a class.

Homework Review: 

The answers to the homework are posted on LMS. Students are expected to check their answers before class. Ask students if there are any lingering questions and go over as a class.

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3 min

3 min

2 min

2 min

Activity 1:

How many people in your family ?

There is – There are

Pre-Stage:

Choose three confident learners to come to the front of the class. Demonstrate the chain drill with them. 2. Write the title of the chant on the board: How many people are in your family? Ask one of the learners about their family and then write up the sentence. There are ___ people in my family. My _____, my ______, my ____ and me. Encourage the learner to make the sentence about their family.

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3 min

Transition to #2:  “I can do many things with my family “

During Stage:

The learner turns to the learner on the left, and says: How about you? This learner responds by describing their family using the sentence on the board. Continue like this until all three learners have described their family. Divide the class into groups of four or five. Ask learners to take it in turns to describe their family using the sentence on the board.

Beforehand, remind students: 5 minutes each, relax, speak clearly and loudly. Remind audience to listen closely and think about 2 questions to ask afterwards.

Post-Stage:

Whole class THERE IS , THERE ARE

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3 min

5 min

Activity 2:

 Asking your family about their favourite food in your  . 

Pre-Stage: 

Tell the learners they are going to answer some questions about the foods they eat for breakfast. Play the audio once for learners to just listen. Tell learners you are going to play the chant again. If they hear the food they eat for breakfast with your family , what does your father eat for breakfast ?, they should stand up and say: Yes, He eats bread and cheese for breakfast ! If they don’t eat this food for breakfast, they stay sitting down and say: No, He, doesn’t  !

Demonstrate the chant using flashcards. Ask: What do you eat for breakfast? Do you eat cereal with milk ? (show the flashcard of cereal with milk) and ask the learners to respond by standing up or sitting down. Ask the learners standing up to chant first: Yes, yes, yes, I do!

Then indicate to the learners sitting down they need to say: No, no, no, I don’t .Repeat this procedure with the different breakfast food flashcards.

Play the audio and do the activity with learners. Then, play it again and have learners listen, say and read the chant with them .

Say to students: “I think it’s extremely important to practice listening to and reading real English. Real people don’t speak like a textbook, right?! For the remainder of the course, this is going to be a focus.”

During Stage:

VOCABULARY

Pass out listening worksheets. Pre teach new vocab:

-Bread àà me .

-Cereal with milk àà Father .

-Labneh àà Brother .

-Eggs àà Sister.

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4 min

4 min

2 min

Activity 3: 

Language Analysis

A group activity to help students notice small and big family .

Transition to Activity 4:

Pre-Stage: 

The previous listening activity leads into this activity. Using the transcript from the previous listening activity, students will now analyze the language and teach their peers.

Learners draw their family and label the family members using the words on flashcards .When they have finished, they describe their family to the class about their family either small or big .

During Stage #1: 

Ask individual learners: Do you (read books) with your family? Help them answer: Yes, I do. /No, I don’t. In group, learners ask and answer questions about their families.

Hold up an activity flashcard and a family member flashcard, and ask learners to make sentences. For example, I read with my mum. Write the example on the board to help learners with the structure.

After about 5 minutes (or whenever students finish), have them hand their  sentences on the walls around the classroom.

Put students into groups for jigsaw presentations (create new groups with 1 person from each group). Groups will move around the room and take turns sharing their sentences with other group members. By the end of the jigsaw, students will have been exposed to the entire transcript from the flashcards .

Tangible Outcome: 

Flashcards!

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2 min

5 min

10 min

7 min

Wrap-up:

Lesson Evaluation: Exit Tickets:

Before students leave, ask them to answer the following questions on note cards anonymously:

1.     What are 2 things you learned from this lesson ?  

2.     What is 1 thing you are still confused about?  

Collect these note cards and use for lesson evaluation and needs analysis.

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5 min