Dianne Dianne

Family vocabulary
A2 level


In this plan the students will refresh and learn new family vocabulary by means of a gap fill text about a family with a new baby. The lesson will start with a quick round of hangman and brainstorming to elicit the word "family" and the plural "families" and to establish how many family words the students already know. In the next stage the students are presented with a picture of the family to set the context. On a simple family tree on the board they can stick the family labels. They then complete the gapfill exercise using these words. This is followed by more controlled practice where pairs complete sentences about Robbie's family. Pairs receive sentences to match with a missing word. The missing words will be hanging on the walls around the classroom. The lesson ends with some free practice where the students draw a simple family tree for themselves and tell their partners about their families.


Abc Vocabulary worksheet
Abc Family vocabulary matching activity

Main Aims

  • The main aim of this lesson is to produce and and revise family vocabulary in the context of a family with a new baby.

Subsidiary Aims

  • To provide the students with the oppurtunity to use the vocabulary to talk to a partner about their family tree.


Starter (5 minutes) • To lead into the topic and see how many family words the children know.

We will play a quick round of hangman to elicit the word family. I will then elicit the plural - families using mime and gestures. Hangman on board. Elicit plural - T:writes on board 1 family, 2,3,4 .......... ? Yes, families. T writes f on board and gestures for the rest of the word to be spelt. Spidergram on board - use gestures to elicit more family words.

Stage 1 Introduction (5 minutes) • To introduce the context - a family with a new baby.

Hold up enlarged copy. Focus on the pictures. Point at Lucy. T: This is Lucy. Point at baby. Gesture for answer from Ss. Baby. T: Point at other people. Gesture to elicit. T: This is Lucy's family. Point at baby's feet. And people. T: Can you find the babiy's name? SS: Robbie.

Stage 2 Presentation of vocabulary (10 minutes) • To present new vocabulary and add these words to the spidergram

Simple family tree on board - add Lucy and Robbie. Point to other parts of tree. Gesture to Ss to see if they know the word. If yes S sticks word on tree. If not T sticks on and says the word. Ss repeat the words. T checks pronunciation and drills problem words such as: son / /, daughter / /, aunt / /, cousin / /

Stage 3 Controlled practice with listening to check (7 minutes) • To give the students the oppurtunity to use the new vocabulary in a controlled context.

Hold up worksheet and point to word list and the gaps in sentences. Mime writing. Hand out worksheets. Check. T: What are you going to do? T: you've got 3 minutes. Pairs do activity. Listen to check. SS say the sentences.

Stage 4 Controlled practice: Matching activity (7 minutes) • To practice using family vocabulary (if there is enought time)

Family vocabulary is hung up aroung the classroom. T points to vocabulary and holds up a sentence. Points to gap then mimes sticking it on the correct word. Students receive gapped sentences. T gestures to vocabulary and gesture to them to get up and stick on correct word.

Stage 5 Personalisation (6 minutes) • To give students free practice using the vocabulary.

Simple family tree on board. Write Dianne and two other names from my family. Who is ...? on board Gesture to Ss to ask me Michael is my brother. Give SS paper and gesture they should draw a family tree and write three names. Tell their partners.

Web site designed by: Nikue