Reagan Reagan

Family Tree
Elementary level


In this lesson, Ss will recycle previously learned/reviewed vocabulary to describe various family relationships, such as "uncle", "grandmother" etc. They will be working in pairs to fill out a family tree using clues that require them to use the TL.


Main Aims

  • To give Ss controlled and semi-controlled practice of family vocabulary, possessive ’s & have/has got in the context of family trees

Subsidiary Aims

  • To give Ss practice in the integrated skills of reading for detail, listening for specific information and speaking for accuracy.


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

The teacher will introduce his own family tree with photos to create rapport and personalize the teacher, focusing on the children probably. It will be predictive game where students guess where to place my family members.

Set-Up (5-7 minutes) • To provide a model of the task and highlight useful words and phrases

The teacher will elicit the key vocabulary for families (grandfather, grandmother, uncle, aunt, cousins, niece, nephew etc) and write them on the board, correcting any pronounciation issues. Then the blank family tree handout will be given out and a brief discussion of the central characters (Molly and Steve) and how they relate to the blank spaces (introducing the idea of generations).

Task - Part 1 (8-10 minutes) • To provide an opportunity to practice target productive skills

Students will be given the appropriate worksheet with clues (A or B) and work with a designated partner to figure out the correct names of the blanks in their portion of the family tree. After a suitable time of effort, pairs will check answers orally with the other pair at their table. Finally, an answer key will be distributed to each table to ensure accuracy. The teacher will circulate to trouble-shoot and monitor for later error correction.

Task - Part 2 (8-10 minutes) • To provide an opportunity to plan students' reports

Student will be moved in different pairings of A-B (using a number based system) to elicit information to fill out the rest of the family tree through careful questioning,using the TL. They should not show their pages to each other but speak and listen to exchange information. The teacher will circulate to monitor, encourage and collect errors information for later Language Focus. After the students have done the best they can, the answer key will be distributed for self-checking.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

If time allows, overheard errors can be pu ton the board and corrected by students as a group.

Extension Activity (8-10 minutes) • To ensure further learning is opportunities are created if additional time allows

The students make up sentence based on the family tree that may or may not be true. The partner listens carefully, responding whether it it true or not and the states the correct e.g. "Mark is married to Molly." "Of course not! Mark and Molly are siblings (bother and sister.)" relationship. Alternatively, they could ask relevant family tree questions of reach other. E.g. "How many uncles have you got?"

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