Sadaf A. Hussain Sadaf A. Hussain

Introducing Family Members
LINC 0/1 level


In this lesson students will learn the names of the different members of their families and introduce them to others.


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice on how to talk about your family

Subsidiary Aims

  • To provide clarification, review and practice of verb "to be" in the context of family
  • To provide an opportunity to recognize and identify the lexis for family
  • To provide speaking fluency in giving some information in a conversation in the context of family
  • To provide clarification of possession denoted by an apostrophe in the context of family
  • To provide clarification of plurals of the family lexis
  • To provide review and clarification of demonstrative pronouns "this" and "these"
  • To provide clarification and review of a simple question in the present simple tense


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Show them a picture of my family. Point to all in the picture and name them (starting with my self). Stick the picture on the board and write the names of everyone in the picture including myself. Next point to the picture and say: This is my family. Write the word family on the board. Ask them if they pictures of their families. Whoever has a picture tells the class the names of the people in their family.

Exposure (10-12 minutes) • To provide context for the target language through situation

Go back to my own picture and point to the different people and say: This is my sister. This is my father. This is my husband.. etc. Put the following flash cards on the board: Father, Husband, Grandfather, son, brother, sister, mother, wife, grandmother, daughter, aunt uncle. Have them listen and repeat the words as you point to your picture and say the above words out loud.

Highlighting (20-25 minutes) • To draw students' attention to the written and oral form of the target language

Hand them a sheet of paper that has a picture of family. Tell listen and point to the picture when they hear "father, mother, .. etc" Next ask them to circle the correct words under the pictures and copy under the correct picture as well. Take it up as a class. Next hand them a sheet with the picture of a family with numbers and have them write numbers next to the pictures as they hear them.

Clarification (15-20 minutes) • To clarify the meaning, form and pronunciation of the target language and highlight the use of the apostrophe to denote possession

Next turn to the words "mother and father". Underline the letters "th". Ask them what sound it makes. Drill the sound "th". Next hand them the sheet of paper with the "th" sound in "father." Do the activities to reinforce the sound. Now point to one of the people in my picture and ask them who it is. They will give names. On the board write "Sadaf's mother.. Sadaf's sister.. etc." Ask them to show you the pictures on their phones again. Point to their relatives and use the possessive apostrophe to talk about them. Write a few on the board. Next going back to your own picture ask them: "Who is this?" and answer "Sadaf's sister." On their pictures ask "Who is this?" They answer " - 's daughter" Now give them a picture with names on them. Have them answer questions by looking at the picture.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Give them the reading comprehension sheet and have them listen to the tape and read along. Next ask them to read the sentences and circle "yes" or "no". Take it up as a class.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

Draw a family tree on the board and write the names of my family members on them. Next talk about the family tree using the apostrophe to show possession. Now point to the pictures and ask them who the person is and have them answer. Repeat until everyone has had a chance to answer.

Free Practice (30-40 minutes) • To provide students with free practice of the target language

Give them a blank sheet of paper and ask them to draw their family tree. Once they are done they can come up to the front and talk about who is who in the picture. Provide support at this stage while walking around the class.

Clarifcation (10-12 minutes) • To allow students to differentiate between male and female members of the family

Show them a picture of a female and say "female". Have them repeat. Put the word on the board and write the words "girl" and "woman" next to them. Drill. Next show them a picture of a male and say "male" and have them repeat. Put the word male on the board and write the words "boy" and "man" next to them. Now hand them flash cards with the names of the family members and the cards that say male or female. In pairs ask them to put the cards under the correct titles. Demonstrate a couple on the board. Hand them the paper with the sentences and have them circle whether the person is a man, woman, girl or boy.

Highlighting (10-15 minutes) • To allow students to understand plurals of the target language

Write the words in a table on the board. "father, mother, etc." On top of these words write the number '1'. Now point to each word and say "one mother, one grandmother, one daughter..etc". In the other column of the table write "2, 3, 4..". Write the words with the 's' one by one as you say "one mother, 2 motherS.. one son, 3 sonS". When the list is complete drill the pronunciation of the "s" at the end. Have them complete the worksheet.

Exposure and semi controlled practice to the demonstrative pronouns "this" and "these" and the verb "to be" when used with these pronouns (30-35 minutes) • To provide a text to highlight the target language

Put one pencil on one side of the table and 3 on the other side. Point to the one and say "This is my pencil". Now point to the 3 and say "These are my pencils." Now point to family tree and tell them "This is my sister", "These are my brothers.". Have the show their family trees and demonstrate their understand the usage of "this" and "these". On the board , stick the word "is" after "this" and "are" after the word "these". Swap them around and tell them it is incorrect when they aren't used this way. Write a few sentences on the board and have them come up and put these, this, is or are in the correct sentences. Give them worksheet to practice the usage.

Clarification and Controlled Practice (15-20 minutes) • To provide a visual of the text to highlight the target language

Write the 2 sentences on the board: This is my sister. These are my brothers. Next put up the coloured cards with each word. Read the sentences out loud to them. Now move the cards around and so it reads: Is this my sister? Are these my brothers? Ask them the 2 questions. Have them answer in 'yes" or "no". Point to the full stop at the end of the sentence and the question mark at the end of the question. Point to the first 2 sentences and say "Sentence". Point to the second 2 questions and say "Question". Now give them each coloured flash cards and say "sentence" and watch them form sentences. Ensure they put the full stop instead of the question mark. Walk around and correct any mistakes. Next ask them to make "questions" and again walk around and correct any mistakes. Repeat this exercise one more time but this time have them read their sentences and questions out loud. Once they are all able to do this without making mistakes, have them complete the worksheet.

Freer Practice (15-20 minutes) • To provide practice of the target language

Once they have all completed the worksheet, have them walk around with their family tree and ask their partners different questions about their family members. Demonstrate this activity with a couple of them. Walk around and correct any mistakes they might make.

Freer Practice (20-25 minutes) • To allow students to listen to someone talk about their family and identify what they are saying

Show them the worksheet. Point to the people in the picture. Say their names out. Next tell them they will listen and have to answer the questions at the end of the listening. (They listen to a recording about Ben's family and answer questions about them) Next let them draw a family tree of Ben's family.

Extra Activities (30-35 minutes) • To provide students with extra work in case they finish early

Hand them the family picture and answer questions about the relationships. Once done, they can draw a family tree and talk to their partners about it.

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