Theme: How to talk about the people in your life

Form: 10

Main aims: to practice talking about families, friends, neighbours

Subsidiary aims: to revise subject and object questions, address forms, develop listening skills

Teaching aids, materials, equipment: computer, projector, screen (interactive teacher’s place), English Result (intermediate) CD-player

Timing Procedure Subsidiary aims Aids Interaction pattern
5 m Warmer Getting ready for the lesson Computer, projector, presentation T-Ps
8 m Vocabulary Reading Enlarging vocabulary, improving reading skills Computer, projector, presentation, book T-Ps P-P
9 m Listening for specific information Improving listening skills CD-player, book T-Ps P-P
8 m Grammar Practice Learning and practicing the use of subject and object questions Computer, projector, presentation, book T-Ps P-P
10 Speaking Developing speaking skills Notes P-Ps
5 m Summing up Making conclusions, grading, giving home task T-Ps

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(Slide 1)

I. Warmer

(Slide 2)

Write the following words at random on the board: what, how, sister, many, why, where, name, live, from, old, brothers. Students use the words to make questions for you to answer.

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Put students into pairs to ask and answer similar questions and to make a note of their partner’s answers.

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Write His/Her name is… on the board and invite students to introduce their partner using their notes.

(Slide 3)

Ask one or two follow-up questions, using the people and relationship vocabulary. Encourage students to ask follow-up questions.

Write How to talk about people in your life on the board.

(Slide 4)

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II. Vocabulary and Reading

(Slide 5)

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1. Set a short time limit for students, in pairs, to add family word to the list. Elicit suggestions around the class.

2. Direct students to The people in my life. Do one or two examples as a class before students continue individually. Elicit answers around the class and check vocabulary if necessary. Point out the phonetic transcription and model and drill pronunciation if necessary. Show how the words in brackets are generative.

3. Direct students to photos in Wanda’s World. Point out that photo h, in the middle, is Wanda. Read the instructions and check students understand the activity. Say the letter of one or two pictures and elicit guesses about each person’s relationship to Wanda. Students continue in pairs. Monitor the correct pronunciation of people words and ‘s for possession. Ask for suggestions but do not give answers at this stage.

(Slide 6)

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4. Read the instructions and direct students to Wanda’s World. Do the example as a class to demonstrate the activity. Encourage students to look quickly through the text to find Fatima and any information about her which will help them identify her. Monitor and help as necessary as they continue the activity. Ask for volunteers to name each of the people in the photos and to explain why. Check new vocabulary.

5. Direct students to mind map. Point to me in the centre and ask Who? (Wanda) Say Harry and elicit Harry is Wanda’s father. If necessary, do one or two more examples with the class, before students continue in pairs. As you go over the answers, see what students remember about the different people.

(Slide 7)

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III. Listening for specific information

(Slide 8)

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1. Ask students why listening to phone messages is difficult. (Because there are no visual clues.) Elicit the type of information people usually include in a voice-mail message (name of person speaking, the time, the main points of the message, when the person will phone again). Ask How do you listen to a voice-mail message? To every word or to key words? (Key words.) Read the instructions and play the audio. Students compare answers in pairs. Play the audio a second time if necessary, pausing after each message to elicit the answer.

Extra help

Say the following sentences for students to say true or false.

1 Mrs. Mirren was angry because Wanda's visitor was noisy. (T)

2 Mr. Robbins wants Wanda to arrive later tomorrow. (F)

3 Warren met the woman in the next flat for coffee. (F)

4 Sandra and Ray are inviting Wanda to a concert. (F)

5 Fatima's mum called Fatima but she didn't answer. (T)

6 Wanda's dad wants Wanda to meet Roxette at the airport. (T)

7 Fatima hasn’t got her keys to the flat. (T)

8 Wanda's mum wants to have dinner at Wanda's flat. (F)

Ask students to read questions 2-9 and check vocabulary.

2. Direct students to audio script. Students compare answers in pairs, before you check as a class Monitor and note how well students understand the difference between subject and object questions Do not go into details at this point since this is the grammar focus of the next section.

(Slide 9)

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3. Go through the instructions and check students understand the activity. Set a short time limit for students to write their list and decide what Wanda should do tomorrow. Put students into groups to discuss their ideas. Monitor, make a note of some suggestions and contribute to the discussions Nominate students to make a suggestion and a reason why. Take a class vote on what Wanda should do tomorrow.

(Slide 10)

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IV. Grammar: Subject and Object Questions

(Slide 11)

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1. Write Tom loves ... from the grammar box on the board and elicit the answer for the blank (Wanda). Ask students which word is the verb and label it. Ask about the subject and object of the verb and label them. Direct students to the grammar box. Point out the column headings for each part of the sentence. Go through items 2-6 as a class.

(Slide 12)

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2. Circle the verb in Tom loves Wanda on the board. To illustrate why we ask questions about the subject or object of a verb, say the sentence twice. First, mumble the word Tom and, elicit the question Who loves Wanda?. Say the sentence again, this time mumbling the word Wanda to elicit Who does Tom love? Write both questions on the board and highlight the difference in form. Go through items 2-6 as a class. Elicit the rule.

(Slide 13)

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3. Go through the instructions and do one or two items from exercise 7 as a class. Monitor and help as necessary as students continue individually. Check answers as a class.

(Slide 14)

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4. Read the instructions and do one or two examples with the class. Put students into pairs to take turns to ask and answer questions using the mind map. Monitor and give positive feedback for accurate question formation. Make a note of any problem areas to cover as a class at the end of the activity.

Extra help

Transformation drill: Object questions. Say sentences about the people in Wanda’s World, mumbling the object of the verb. E.g. T Wanda lives with mmm. SS Who does Fatima live with? etc.

Extra plus

In pairs, students take turns to make statements about the people in Wanda's World, mumbling the subject or the object. Partners ask about information that wasn't clear.

V. Put it all together

1. Drawing mind maps. Go through the instruction and direct students to The people in my life for ideas. Monitor and help students as they draw their own mind maps.

2. Students ask and answer about each other's family in pairs. Ask students to note who the people are.

3. Read the instructions and go through the examples .Remind students to use both subject and object questions.

VI. Assessing and giving feedback of students’ performance.

VII. Home task

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