Norma Beatriz Tomé

normistome@hotmail.com; normatome@gmail.com
Methods Workshop – LCB TTC
June 6th, 2008

First Plan – Second Draft

LEVEL False Beginner

AIM Developing pronunciation skills, through awareness of different vowel sounds; recap
members of the family.

BOOK Network, Student’s Book 1, by Bill Bowler & Sue Parminter (OUP,1999)

STUDENTS’ AGE 11-13

TEACHING PERIOD 40’

ASSUMED KNOWLEDGE Present Simple & Continuous

Have/Has got
Existence (there is/are)
Can
Yes / No questions
Wh- questions
Prepositions of place
Descriptive adjectives
Members of the family

MATERIALS Student’s book, Unit 2.2 pp19, 89 & 97

Bilingual and phonetics dictionaries.
Slips of paper with prompts to make sentences (enough to cater for every 2 sts)

BRIEF ACCOUNT OF PREVIOUS 40 MINUTES

10’ Getting settled. Recap on previous class grammar (Present Continuous), making a brief BB synopsis.
Sts use this to complete the chart on their SB, p 18.

10’ Trigger discussion: any new friends / students in class? Where before? T asks questions and
sts look at the lettered words in their SB and answer.

15’ Pair work: sts listen to 4 children talking, and each member of the pair fills in the missing information
on SB pp 93 & 101 (one for each). They can listen to the tape twice.
Then sts ask and answer questions to check their answers.
Homework assignment: Make a puzzle (5-8 lines down) for a classmate, using vocabulary seen in the
units so far. Review members of the family

LESSON PLAN

WARM UP
5’ Greeting and getting settled.

TEACHING MOMENT
PRESENTATION (Itematized)
Leading-in (T presents the topic)
3’ T writes on the board the word FAMILY and elicits from the sts the words they associate it with, and
starts a web on the board. (That’s the topic for today’s class: we’ll read and talk about families. Let’s
check which of these words we’ll see during the lesson, ok?) Also, T adds the phonetic symbol over the
stressed syllable, repeating the word the sts call out and drawing attention to the pronunciation
(“Sister, OK. Another one? Aunt. Good! Etc).
/a:/
/I / aunt
sister

FAMILIES

ASSIGNING THE TASK

10’ Sts are asked to open their books (Student’s book, p 19) and match the 6 sentences in exercise 1 with
the corresponding cartoons below. While they do, she copies the sentences on the board. The T asks
different sts to tell the class what they have matched and checks against the class. (“Yes? Do you all
agree? No? Which one, do you think? Why? Yes, it says, My aunts love plants, and there are plants in
cartoon b.”) T writes the answers on the BB as the sts call them out.
T draws sts’ attention to the fact that at least one of the words in each sentence refers to a
member of the family. Are there any of these in the web? (by now, probably some if not most of the
students have noticed them and told the T). If not there, they include it in the web.
/a:/
/I/ aunt
sister

FAMILIES

/∧ /
uncle, etc.

BB: B  1. His aunts love plants.

D  2. Is Mr Garfunkel your uncle?
E  3. Fred and Frank Carruthers are brothers.
A  4. Our niece loves Greece.
F  5. My mother’s got dozens of cousins.
C  6. Their daughter hates water.

ISOLATION OF TEACHING POINT (DETAILED)

There are at least 2 words which rhyme in each of the sentences. T asks Sts to listen to the tape,
underline those two words and write over the words in their books the correct sound symbol from the
cartoon. Again, T checks against the class whether they agree or not. As the sts tell her which these
words are, she underlines them on the board and adds the phonetic symbol next to them. OK, let’s see if
you are right. T plays the tape to double-check the answer, asking different sts to repeat the words and
sounds. (make sure they all participate in one activity or other!) MOMENT OF AWARENESS AND
VERBALIZATION.

/a:/
/I/ aunt
sister

FAMILIES

/∧ /
uncle, etc.

BB: B  1. His aunts love plants. /a: /

D 2. Is Mr Garfunkel your uncle? /∧ /
E  3. Fred and Frank Carruthers are brothers. /∧ /
A  4. Our niece loves Greece. /i:/
F  5. My mother’s got dozens of cousins. /∧ /
 C  6. Their daughter hates water. /o:/

5’ * CONTROLLED PRACTICE
T hands out slips of paper to every student (see below). In 2’, sts have to write as many meaningful
rhyming sentences as possible. T asks one st per pair to read the sentences aloud paying attention
to the sounds. Any repetitions? Ok, that one doesn’t count. Try another one.

My daughter likes plants.

brother dark parks.
(A student)’s niece has a rubber.
uncle water.
The teacher’s mother hates butter,
cheese

TRANSITION TO READING & SPEAKING TASK

2’ T draws their attention to the photographs below the exercise they have just done (there are 2 pairs of
twins) and the questions below (How do you say “identical twins” and “fraternal twins” in your
language? Do you know any twins?  good to promote discovery learning! Also good idea to have
several bilingual dictionaries in class)

5’ T asks them to decide whether the five sentences below are true or false. To check., T asks different
sts to read out the sentences and they raise their hands if they think they are true.

3’ Now, T divides the class in 2 big groups: group 1 should turn to page 97, section 22 of the SB; group
2 turns to page 89, section 2 of SB. These are 2 different paragraphs about twins. Each group reads
their corresponding sections and check their true/false answers. (The information in each section is
different, and it caters for some of the answers, only.)

5’ Sts work with a partner from the other group; they share the information and check the answers
again, so that they get all the answers to the quiz.

Homework assignment: T asks sts to write no less than 3 rhymes using different members of the
family, writing the phonetic symbol of the rhyme (if in doubt, T encourages them to look up the word
in the dictionary: phonetic transcriptions are provided). Their work will be displayed. Hand out the
crosswords they did for their peers (have extra copies done by yourself in case not all of them brought
the crossword).

BRIEF ACCOUNT OF FOLLOWING 40 MINUTES.

10’ Getting settled. Collect the homework assigned. Ask sts to read out their rhymes and display them on
the walls.
10’ Work on vocabulary (members of the family, SB p 20): huge family tree used as Reading
Comprehension (2 exercises, a reminder of the possessive case ‘s).
10’ Listening Activities: After checking the meaning of 7 household chores, sts tick the ones they hear.
Play it once/twice more and sts decide who does which at home (D for Daniel, F for father or B for
brother).
10’ Oral work: sts say who does which chores in their families. T writes on board and asks sts to copy at
least 5 examples in their vocabulary copybooks.
Micaela does the ironing.
Luis and his sister do the tidying up.
Valeria’s mother does the cooking.
Homework assignment: Imagine you can decide what happens at home. Write a new rules sheet like
the one provided in the clipfile on page 21, SB.