Emre Kutuk Emre Kutuk

Teaching Practice 3
Beginner level


In this lesson, Ss will learn some vocabulary about family. And it is assumed that they will be able to talk about their own family members. Vocabulary will be taught by a WB activity and bingo game. Ss will also listen a recording to strengthen their learning.


Abc Recording 4.5
Abc Visuals
Abc New Headway Student Book, page 26
Abc Recording 4.3
Abc Recording 4.4
Abc Family Members Cards
Abc Bingo Game

Main Aims

  • To provide clarification of family members through a family tree exercise, bingo game in the context of family

Subsidiary Aims

  • To provide listening practice for the form, meaning and pronunciation of the TL


Lead-in (3-5 minutes) • to introduce the TL and set a context

T greets Ss and tells that "I have 17 cousins." and asks Ss how many cousins they have. After T gets an answer including a high number, T wants Ss to stand up and places that student at the first of the line and wants Ss to get in that line according the number of cousins they have. After Ss get into the line, T divides them into small groups of 4 or 5 and wants them to sit down.Later T shows some family tree decoration pictures and asks Ss "What is this?" and "Whose picture do they hang on the wall?" "Is it interesting?" "What do you think about this decoration?" "Is it ugly or beautiful?". T asks Ss to discuss these questions in pairs and sets a time limit. After that, T collects the ideas from Ss.

Clarification (8-12 minutes) • to clarify the meanings of the family members through a family tree activity

T draws two different family trees on the WB and he also draws the symbol for male and female and checks Ss' knowledge about them. After that T gives instructions by demonstrating the first member on the WB. T chooses a card and sticks it on the WB and wants Ss to do the same as a group. T gives them 3-4 minutes to finish the exercise and provides WCFB. Then T gives every group a set of name cards and wants them to stick those cards on the family members considering the gender. Later T gives Ss a name card and wants them to talk about themselves according to family tree for their classmates to guess who they are. While Ss are doing the exercise, T doesn't involve the activity and monitors for the post-task feedback.

Listening for Pronunciation (3-5 minutes) • to provide the true way of pronouncing family members through listening and drilling

T gives instructions by saying "Listen and repeat together" and wants Ss the fold the paper so that they can't see the answer key. After that T plays recording 4.3. Later T asks Ss to repeat after him both as a group and as an individual.

Listening for Form (5-7 minutes) • to consolidate Ss' learning process by teaching the form

T wants Ss to look at the exercise 4 and gives instructions by saying "Look at the family tree and write who they are." After that, T sets a time limit and wants Ss to work in pairs. While Ss are doing the exercise, T monitors Ss. After Ss finish the exercise, T plays the recording 4.4 and wants Ss to check their answers. And later T wants Ss to unfold the paper to check their answers so that they can see the form of the words.

Controlled Practice (4-6 minutes) • to control Ss' knowledge about TL through listening skills

T wants Ss to look at exercise 6 and wants them to listen and write who they are. T gives instructions by saying "Listen and write who they are" after that T asks ICQs such as "Are you going to write names?" "Are you going to write brother sister or father?". Then T plays the recording 4.5 and wants Ss to check their answers in pairs. Later T wants Ss to unfold the paper and check their answers from the answer key.

Freer Practice (10-15 minutes) • to consolidate Ss' learning through the bingo game

T gives instructions by demonstrating the game and tells Ss who fills every box on his/her card is the winner. Then T wants Ss to pick one card and chooses one student to read the first statement. After every statement Ss read, the student who has read the statement gives the statements to his/her friend to read the next statement. During the game, T monitors Ss.

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