Family Talk Practice

Overview

This 60-minute lesson helps 4th-grade ESL students master the use of the verb to be (singular forms, affirmative and questions) and possessive adjectives through engaging pair dialogues. Following a PPP approach aligned with Common Core State Standards for Language, the class emphasizes communicative competence, scaffolding, and meaningful interaction fostering student confidence and fluency.

Common Core Standards Addressed

CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 4 topics and texts.
CCSS.ELA-LITERACY.L.4.1.A
Use common, proper, and possessive nouns.
CCSS.ELA-LITERACY.L.4.1.B
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
CCSS.ELA-LITERACY.L.4.1.C
Use modal auxiliaries (e.g., can, may) to convey various conditions. (Foundational for conversation nuance)

Learning Objectives

By the end of the lesson, students will:

Correctly form singular affirmative and question sentences using to be (is/are/was).
Use possessive adjectives confidently to describe relationships (my, your, his, her).
Practise oral exchanges asking and answering questions about family members.
Write a brief scripted dialogue reinforcing both grammar features.
Build fluency and confidence through peer interaction and structured practice.

Materials

Whiteboard and markers
Printed family member pictures (visual aids)
Dialogue handout with example sentences
Worksheets for writing dialogue script
Timer or stopwatch
Audio recorder or app for optional speaking practice
Name tags or flashcards with possessive adjectives

Lesson Breakdown

1. Engage & Warm-Up (10 minutes)

Goal: Activate prior knowledge about family and build interest.

Start with a quick whole-class brainstorm: Teacher writes family on the board, elicits words like mother, sister, father, etc.
Show pictures of family members; elicit short answers: "Who is she? Is she your sister?" Model answers.
Play a quick "Find someone who..." game in pairs, asking questions like “Is he your brother?” to get students mentally primed for today's language.

Teacher Tip: Use expressive tone and gestures to scaffold comprehension.

2. Presentation (15 minutes)

Goal: Introduce and clarify the grammar: verb to be in singular (affirmative/questions) + possessive adjectives.

Write example sentences on board:
- Affirmative: "She is my sister." / "He is your uncle."
- Questions: "Is she your sister?" / "Is he your uncle?"
Highlight and underline to be forms (is/are) and possessive adjectives (my, your, his, her).
Use gestures to associate pronouns with forms and possessives.
Demonstrate pronunciation focusing on contractions and question intonation (“Is she your sister?”).
Model a short dialogue with a volunteer or co-teacher, pausing to explain structure.

Visuals: Family tree diagram with pronouns and possessive adjectives clearly labeled.

3. Guided Practice (15 minutes)

Goal: Controlled pair practice focusing on spoken accuracy.

Distribute family member picture cards to each student.
In pairs, students take turns asking and answering questions using prompt cards:
- Student A: "Is she your mother?"
- Student B: "Yes, she is my mother." OR "No, she isn’t my mother. She is my aunt."
Circulate, providing corrective feedback, pronunciation support, and encouraging elaboration (e.g., “What is her name?”).
Rotate pairs or pictures after 7 minutes for variety and increased interaction.

Teacher scaffolding: Provide sentence starters if needed.

4. Production (15 minutes)

Goal: Independent construction of a dialogue and practice writing.

Students write a short dialogue (4-6 exchanges) based on their family member pictures.
Once complete, pairs practice their dialogues aloud, then perform for another pair or the group.
If time permits, students record their dialogues (using a phone or tablet) and self-assess or practice pronunciation further.

Optional challenge: Invite students to include a negative response or add a new question with possessive adjective (e.g., “Is he your father?” – “No, he is my brother.”)

5. Review & Reflect (5 minutes)

Goal: Consolidate learning and gain student input for future lessons.

Summarize key grammar points on the board.
Ask reflective questions: “What did you find easy or hard?” “Can you ask questions about your own family now?”
Praise effort, emphasize importance of practice, and encourage students to try using this language at home or with friends.

Assessment

Throughout pair practice: Teacher checks oral accuracy and fluency, provides feedback.
Written dialogue task: Assess grammar usage, clarity, and correct use of possessive adjectives and verb to be.
Optional oral performance or recording for self-evaluation and informal assessment.

Differentiation & Adaptation

For students needing extra support, provide word banks, sentence frames, and additional modeling.
For advanced learners, extend practice by adding possessive pronouns (mine, yours, his, hers) or plural to be forms for review.
Use visual, audio, and kinesthetic inputs to meet diverse learning styles.

Backup Activities

Family Tree Drawing: Students create and label their own family tree, then describe it using the target grammar.
Role Play Expansion: Students imagine interviews asking about famous people's families, using the same structures.

Teacher Reflection Prompts

How did students respond to the interactive pair work?
Were any patterns of errors noticed with to be forms or possessives?
Did all students engage equally with speaking practice?
How can scaffolding be adjusted next time for smoother production?

This detailed, student-centered lesson uses clear structure and communicative practice to build essential grammar skills with meaningful context, aligned with Common Core standards while inspiring confident use of English about family topics.

Teaching Instructions