Carrie Dohe Carrie Dohe

Family vocabulary
False beginners level


Abc Murphy family album

Main Aims

  • In this session, Sts will put together several elements they have previously learned while practicing new vocabulary about family. By the end of the lesson, Sts should be able to talk about simple family relationships (i.e., no genitive constructions yet) based on the relation to themselves and describe family members’ name, age, and occupation.

Subsidiary Aims

  • To provide practice in reading for specific information.
  • To provide freer speaking for fluency about families.


Warmer: Review of the numbers from 1 to 100. (3-5 minutes) • To get the Sts to review the numbers up to 100 before they use them to talk about age.

Get Sts to stand up to make the warm-up more dynamic. Write on the WB 20, then 21, and 22 as prompts. Tell Sts “Let’s review the numbers quickly” and then go through 20-30, then write 30, 40, 50… and get them to move through this quickly by tens up to 100. Then use flashcards to do a quick drill of up to 20 different numbers.

Controlled practice (15-17 minutes) • To review and practice basic description questions and answers about people Sts have already learned to prepare them for the dialogue they will use later to discuss their family.

1. I will hang a picture of Barack Obama on the WB, then say “Who is this?” I will repeat this question and drill it and the answer “This is Barack Obama” and get the Sts to say the question on their own with pointing. Then once they have it, I will write “who…?” on the WB. 2. I will then repeat with “how old…? They have to guess and I will give signals for them to move higher or lower to get the age. Then I write the cue on the board and drill the questions. 3. I will hold up a picture of Michelle Obama and erase the cue words and instead writes up the answers. I will then ask “What’s the question?” or writes the question mark on the WB. If Sts have trouble grasping the idea, I will review with Barack the questions and answers until I elicit the questions from the Sts. Then I will hang the picture on the WB. 4. The pictures of Sashia and Mahlia have the answers on the back. I will hand out the cue words to different Sts and the picture to one St who stands in front of the room. Each St has to ask the question and the St responds. Then I will hang the picture on the WB. We will repeat this with Sashia. 5. I will draw arrowed family tree lines between the family members and point to Barack and then the two daughters. “This is a family and he is a ….” 6. Once I get “father”, I will drill it several times as a group, then individually before writing it on the board. I will repeat with mother, daughter, son, husband and wife. 7. I will repeat and check understanding by pointing to the relationships between Barack and Michelle and their parents. 8. Then I will cover sister between Sashia and Mahlia and Barack and his siblings, then grandparents.

Preparation stage for reading exercise (7-9 minutes) • To prepare Sts for the reading exercise

1. I will write on the WB “Murphy family”, hold up the pictures of the family album individually and ask “What do you see? Wo do you see? Where are they? Etc.” 2. To prepare the Sts for the reading, I will use the questions provided in the book as the basis for the questions I pose. 3. Then I will say we will check the answers by reading.

Reading (8-10 minutes) • To give the Sts more practice with family terms, but now in the context of authentic language.

1. Chest the HO and ask Sts what they see. Ask who the album belongs to. 2. tell Sts to read the text and answer the questions in pairs. 3. When they are finished, I will read out loud so that Sts can check pronunciation. 4. We will then review the answers to the questions.

Controlled practice -- relay game (7-9 minutes) • To continue to deepen the Sts' understanding of family terms within the context of actual relationships

1. I will divide the Sts into groups and give each group a stack of flashcards with family terms on them and a picture of the Obama family. They have to then decide which label belongs to which person. I can give them the double-arrowed lines as well, so they match the relationship terms with the relationships. 2. Then members from each group come up one at a time, as fast as possible, and pin their words on the WB. We check and discuss. 3. I will review the pronunciation of ̸ θ ̸ (think, both) and ̸ ð ̸ (third, three, mother, father). 4. Then I will ask various Sts if they have a sister, brother, etc. which will also review “yes I do” and “no I don’t”.

Vocabulary review (2-3 minutes) • To deepen the Sts' grasp and aural understanding of family terms

1. Chest the HO and ask Sts to focus on the box 4. Tell them they have to put the words they learned into the correct boxes with a partner. 5. We will then check as a group.

Freer practice (7-9 minutes) • To provide controlled oral practice of the new vocabulary in relation to teh Sts' own lives

1. I will then ask the Sts to draw a family tree. I will show them how to begin with oneself in the center. I will draw my own for them to emulate. I will say “Jo Ann is my mother, Virgil is my father, Emily and Allison are my sisters” etc. 2. Then I will tell them to work in pairs and tell each other about their own families. 3. Afterwards, I will ask a few of them to hold up their family tree and talk through it, correcting both vocabulary and the use of is and are.

Production • To provide free speaking practice of the TL

I will probably not get to this stage due to time constraints. It is also much freer and more productive than the TP requires. But in case I have some time left over, I am leaving it here. 1. I will then ask Sts to stand up and mingle. They should ask each other questions about each other’s family trees. I will demonstrate the following dialogue with a St.: A: “Who is that?” B: “This is my sister, Allison.” A: “How old is she?” B: “she is 50.” A: “What is her job?” B: “She is an engineer.” A: “How old is she?” B: “She is 50.” A: “Is she married?” B: “No, she isn’t.”

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