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l4 - Lesson Plan

This document provides the lesson plan for an English lesson about negotiating and resolving family disagreements. The lesson uses a story from the Bible to teach these concepts and vocabulary. Students will work in groups to retell the story, fill out a family tree together using clues, and do a roleplay activity where they must plan a hypothetical family vacation while using colloquial English phrases.

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66 views4 pages

l4 - Lesson Plan

This document provides the lesson plan for an English lesson about negotiating and resolving family disagreements. The lesson uses a story from the Bible to teach these concepts and vocabulary. Students will work in groups to retell the story, fill out a family tree together using clues, and do a roleplay activity where they must plan a hypothetical family vacation while using colloquial English phrases.

Uploaded by

api-645234152
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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English Through The Story

Lesson 4: Family Drama Story


(Genesis 16:2-10, 13, 15)
Language Focus: Negotiating & Colloquial English

Students will be able to…


- Retell or summarize a story in a short timeframe
- Work together to verbally solve an information gap puzzle
- Understand and use "real English" phrases in negotiating with classmates

Intro Activity: Travel Disagreements


- Bring a suitcase or travel brochure to class. Tell the students you are going
on a family vacation but you and your family can’t agree where to go. Explain
the dilemma and ask them what they would do.
- Ask the question:
o Have you and your family ever had a disagreement?
o How did you resolve it?
- Note: This might be a very sensitive topic. If students are not willing to share,
write the questions on the board and have them write their answer in their
composition notebooks.

Activity #1: Review & Connect


- Ask students if anyone can summarize the story from the previous week. After
summary, connect last week’s story with this week’s story by filling in
necessary gaps. Read from the provided “Connecting the Dots” page if
needed.

Activity #2: New Vocabulary


- Read through the story ahead of time. Write down the words that you think
your students might not know. Go over them as a class before diving into the
story.
Activity #3: Family Drama Story (Listening)
- Remind the students of the pre-listening techniques they learned over the
last few lessons. Tell them that after they listen to the story, they will have to
retell it as best they can. Have them take notes in their composition
notebooks while you read the story.

Activity #4: Retelling the Story


- Group students into groups of 3. Using their notes, as best they can, each
student must retell the story. Each time, the retelling will have a less amount
of time given.
o Student A = 3 minutes
o Student B = 2 minutes
o Student C = 1 minute
- After students are finished retelling the story, read it one more time to see if
there were any details that they had missed.

Activity #5: Family Tree Info Gap Activity


- Explain that God changed Abram’s name to Abraham. God changed Sarai’s
name to Sarah. Eventually, God gave them a son who they name Isaac. Tell
them that the family got really complicated and really big from there.
- Explain how the Info Gap Activity will work
o Hand out the Info Gap charts that are empty.
o Group students into three groups: A, B, & C.
o Hand them their clues and tell them not to let anyone else see their
clues.
o Working on their own, they should try to fill out the Family Tree Info
Gap Chart as best they can. (about 5 minutes).
o When students are finished, get them into groups of three. Make sure
that a student from each group (A, B, & C) are represented. They
CANNOT show each other their clue sheet. Working together through
speaking, they must share their clues to fill out the rest of their Info
Gap charts. (About 10 minutes).
o When the students are finished (or almost finished), go over the
answers together as a class to see if they were right.

Activity #6: Colloquial “Real English” Introduction


- Explain that in spoken English, native speakers often “squish” words
together. So even though we learn to say one thing, we often will hear
something totally different. Write down the following words on the board (on
the left). One by one, have the students try to guess what they mean.
o Wazup = What is up?
o Howzit goin = How is it going?
o Eyedunno = I don't know
o Kina = kind of
o Wanna = want to
o Donwanna = don't want to
o Yawana = you want to
o Duyawanna = do you want to?
o Tuh = to
o Werd’ya = or Where did you
o Werud’ya = Where would you
o Whatayawan = What do you want?
o Gunnago = going to go
o Nagunnago = not going to go

Activity #7: Planning a Family Trip Exercise


- Get the students together into groups of 4. Tell them that they are now a
family group. They can decide who in the group will play what role. Hand out
the Family Vacation Profile sheets. Tell them not to show each other their
sheets. It is a secret.
- Working together, the family has to come up with a vacation plan that
everyone can agree to. As much as possible, they must try to use the
colloquial English phrases in their discussion.
- After groups have had time to discuss it together, one member will introduce
their family to the rest of the class. Another member will explain where they
plan to go on vacation and why they came to that decision.

Activity #8: Discussion Questions & Reflection


- Get students into pairs or groups. Have them share with their group or
partner their answer to the discussion question.
o Describe a time that you had a disagreement with someone.
o How did you resolve it? Were you both able to compromise?

Questions:
- Leave a few minutes before the end of class to address any questions that
students might have.
Contingency: Favorite Vacation Talk
- If extra time is needed, put students into groups of 3. Have them share about
a time they went on vacation or visited a new place.
o Where did they go?
o What did they do there?
o What was the worst part of the trip?
o What was the best part of the trip?

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