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Still at home, Vocabulary on the family.
Elementary level


In this lesson students learn about family words in the context of adults living at home.The lesson begins with a lead-in of a drawing of a family tree and students are asked to complete the empty boxes with names of the teacher's family following an explanation.The lesson then proceeds to a speaking activity where students are asked to discuss in pairs how old they are and if they are still living with their parents.And why are/not living with their parents?.The lesson then proceeds to a reading activity .Second reading is then followed by a practice activity : underline the correct word.Another activity related to this would be to jumble up opinions from different interviewees and ask students to put them under the correct category.The students peer check and then the whole class agrees/disagrees.The lesson then finishes with an activity on vocabulary.


Abc A picture handout
Abc A text entitled:An Englishman's his castle!
Abc Practice activity : underline the correct words
Abc A family tree diagram

Main Aims

  • To give students practice in reading for gist,specific information and detail in the context of adults living at home.

Subsidiary Aims

  • Speaking/present simple/review family vocabulary in the context of adults living at home.


lead-in (3-5 minutes) • To set the context and engage students.

My family lives in Kenya. Tell ss to talk about their family.

Pair activity (3-4 minutes) • To enable students use the language in the context family as they prepare for the next task.

The teacher writes on the white board.How old are you? Do you live with your parents? Why or why not? Do you have a brother? How old is he? Does he live at home? The students are then instructed to pair up and discuss the above questions with their partners.

Pre-reading activity (1-2 minutes) • To get the students attention and interest in the text.

The teacher asks the student to look at the picture.The teacher asks :who can you see? How old is he? He has a problem,what do you think it is?Students discuss in pairs. Ss peer check, Students write on WB the prediction.

Reading for general information (1) (3-5 minutes) • To provide students with less challenging gist and specific information reading tasks

Show ss the text ask them to read the interviews with three people from the Castle family and say what they think the problem is. Ss read and answer the questions. Ss peer check. Take FB

Reading for detailed information (2) (4-5 minutes) • To provide students with more challenging detailed,deductive and inference reading task

Show students the questions. Tell them to read again and underline the correct words. Ss read, Ss peer check Ss come to the WB and write the answer Check everyone agrees

Post reading (3-5 minutes) • To provide students with a speaking activity to develop their fluency and accuracy.

Teacher puts students into pairs or groups to discuss the questions. What do you think of the situation? Why does Andy live at home?

Controlled practice. (4-6 minutes) • To enable students identify vocabulary related to family.

Teacher tells students to look back again at the text and and identify and write down all the family words.Students peer check with their partners before the teacher checks with the whole class

Controlled practice. (4-5 minutes) • To enable students practice the language by communicative activities

Teacher puts students into A and B pairs. Teacher gives instruction of the activity and hand out the diagram to A's and B's. Then student A asks student B about the person missing in the family tree diagram. B answers and B asks A about the person missing in the tree diagram.

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