Matthew Haynes Matthew Haynes

Intermediate level


In this lesson the students will focus on vocabulary and speaking. The vocab is centered around family relationships.


Main Aims

  • To provide clarification and practice of Family titles in the context of family life

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of family life and members.


Exposure (combined w/ Lead-in) (6-8 minutes) • To provide context for the target language through a text or situation

Show visual (on overhead if possible) of teacher's immediate family. Have the students guess the relationships in pairs or groups. 2-3 min. WCFB - Elicit from the whole class by simply pointing at the picture or have them call out who they think a particular person is in relation to the teacher. You could include a few extended family members in this photo to help segue into the next one. Show a photo of the teacher's extended family and ask the students to do the same thing. This will present far more of a challenge and also allow the teacher to see how much of the terminology they are already familiar with. 2-3 min. WCFB - same as above. You may need to provide more answers in this part of the exposure.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Flip back and forth between the pictures to highlight the difference between father and father-in-law, mother and mother-in-law etc. Highlight the difference between immediate (father, mother) and extended family (uncle, aunt) Drill unfamiliar family terms

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Explain that in western culture we do not have different titles for nieces and nephews based on who's son or daughter they are. Everyone is one or the other no matter which side of the family they are from. This is called extended family as opposed to immediate family. A semi-controlled activity could be making two columns on the WB (extended and immediate). Hand out some strips of paper with the titles of family members and have pairs decide where they should go. WCFB - Elicit opinions from WC for correct/incorrect placement. Make sure to drill any and all unfamiliar words or trouble words

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Controlled Handout - Have the students work in pairs or 2 or more (class size depending) to define the difference between the two. Stress that they should not write anything down, only speak to each other regarding the difference. Allow sufficient time for this maybe 3-4 minutes. WCFB - ask different pairs or groups to define one or two. make sure that if you ask for two from one group that more than one person speaks for the group. Ask the rest of the class if they agree with the pair or groups definitions.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Semi-controlled handout - answers 85, 60, 26, 17 & 75. Le the students know that they are going to listen to an audio recording about Family Life in the UK. Fill in the gaps. After the audio ask the students what they found surprising. Have them discuss in pairs or groups what would be different in their country of birth. WCFB - write some of the different percentages on the board with matching respective countries. Ask the students to justify their answers.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Instructions - Tell the students they are going to ask each other about their families. Advise them that saying, "Tell me about your family" is not good enough. They need to use the language that they have learned today with each other. Have each student talk to at least 2-3 people. This should be a 'stand-up and mingle' exercise. Possible WCFB if there is time, but the most important thing is to see if they are comfortable with the new words and their meanings. Pronunciation does not have to be perfect with new terms.

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