Family Vocabulary Introduction Lesson – Lesson Plan Class level: Elementary to High school Lesson Time: 60 minutes English level: Beginner to Advanced Expected number of students: 20 - 40 Context: Identifying selected family members. Teaching aids: Teaching aids: White/chalk board. Family members diagram page (this can be reused on subsequent lesson as a learning reference), family member flashcards, and a soft foam ball for playing conversation hot-potato Learner objectives: Teacher aims: For all students to speak in English using the family members studied and for advanced students to also use English to describe the relation of family members to each other, Students should also have the opportunity to practice correct pronunciation. Involve all students in an engaging lesson. Teach a fun lesson with a game that adapts to the learner’s abilities. Procedure Phase Timing Engage 5 minutes Study 10 minutes Activate 15 minutes Before class starts, the teacher will need to a family tree frame similar to the diagram the students will be completing in class. The teacher should cover the words and reveal them as they are introduced during the lesson. The teacher begins by reminding the class of his/her own family and asking the students to recall the family titles they know. Also ask them to describe the family members. Review the family member flashcards, one family member at a time with the class to draw upon prior knowledge of family members for this lesson. (1) Ask the class to say the family member displayed. (2) The teacher models the correct pronunciation by reading the family member. (3) The class re-reads the family member. The Diagram Activity, Part 1: Distribute the diagram to the students. Begin by asking the students what family members in the drawings they recognize. As the students say what the family members are called, the teacher will write the names onto the diagram he/she drew on the board before class. 1. Ask the class to work in pairs to complete the family tree diagram by filling in the missing names on the blank spaces. Students will also write the translation of the family member in their own language. (You should ask your mentor/coteacher teacher or other teacher to write the correct words in the native language where you are teaching. So you will 1 of 5 know.) * Even if you do not know the words in the student’s native language, the students will correct each other. 2. Next have the students report their findings. Assign each pair of students one or two family member vocabulary words to translate on the board until all of the labels of family members have been translated. 3. Have four students, one from each pair, come to the board at once to write their translations next to the family members in English that you wrote before class began. 4. Once all of all of the family members have been translated on the board, the teacher will review the list with the class. Have the students read the family member in English and then in their native language. It might be that the majority of the students in the class will say a few of the words have been incorrectly translated. If the majority of the class feels a word has been translated incorrectly, ask a student who disagrees with the original translation what he/she feels it should be. Ask the class if they agree. If the majority of the students agree that the translation is not correct have the student who gave the correction come to the board and write the correction. The Diagram Activity, Part 2: 1. On the back of the same paper (or on another piece of paper as you wish) the students will make their own family tree. The students can use their previously made family tree diagrams to fill in the labels for their own family tree. Activate 15 minutes Closure/ 15 minutes Once all of the words have been reviewed have students present their family tree to the rest of the class. Closing Activity 1. The teacher demonstrates a word studied by holding up a family member flashcard and asks the class “Who is s/he?” 2. The teacher, gently toss the foam ball to a student to answer the question. 3. The student who caught the ball answers by identifying the family member flashcard held by the teacher. The student responds “S/He is a __(family member displayed on the flashcard held by the teacher)_. 4. After answering, he teacher changes the card, the student tosses the foam ball to another student and the student who 2 of 5 Study previously had answered the question now asks the second student, “Who is s/he?” 5. The student who caught the ball answers by identifying the family member flashcard held by the teacher. The student responds “She /He is a __(family member displayed on the flashcard held by the teacher)_. 6. The process repeats itself with the responding student taking a turn at asking the question to the next student. Continue to toss the ball until all students have taken a turn The point of the activity is to have students attempt speaking in English and become familiar with the family labels studied. If the students do not respond correctly it is still okay as long as they are gently corrected and the class can hear the correct answer. +For more advanced students ask them if they have that family in their family and how many. Obviously use your best discretion (avoid asking about fathers or mothers, not all students will have them and you do not want to mistakenly embarrass a student). See next page for Family Tree Diagram Resource and Activity Page. 3 of 5 4 of 5 Name_________________________ Date______________________ 5 of 5