mohamed mohamed

family members
intermediate level ,elementary adults level


in this lesson students will mainly practice vocabulary and speaking . students will learn a lesson about family member. teacher will start the lesson by showing them a video to elicit the target of the lesson .teacher clarify the new vocabulary by using flash cards and pictures ,some drawings on the board can help to elicit the meaning of the new vocabulary .then the teacher can start asking CCQs to check understanding .then moving to the fully controlled practice by giving them a hand out exercise and a controlled activity then finally free practice activity.


Main Aims

  • To revise family members in a context.and to contribute to a class display.

Subsidiary Aims

  • To improve speaking skills and let student be confident while talking about their families.


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

teacher will show students a short movie about a family then the T will ask SS some questions about the video to grab their attention what is the relation between the persons in the video? are they family ? then T will talk about the relationship between the family members and the importance of having a family. T will draw a family tree on board each branch will have a picture and the title of the person clearly written T will explain the family tree until it becomes very clear then T will give SS cut and paste activity students will set in four groups and T will give each group a small version of family tree and SS will stick the titles blank on the leaves.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T will student a handout context about John and Christina family tree.elicit the family tree from the SS by start asking some questions like what is it? is this a family tree? whose family tree is this?is it John and Christina family tree?are Charlie and Karen brother and sister or they are friends? in this way T will go through the family tree to elicit the family members for the SS and T will start to explain the relationship between the family members and the importance of having a great family .then the T will write the new words on the board "nephew,uncle ,cousin,niece,grandparents"and students will read in the context and discuss it in pairs.

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

T draw on board a table with three column (name,family member,male/female) T will ask students to underline all the family members in the text .T ask students what is the name of the first family member SS will say john and keep asking questions to elicit the answers from the students.

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

T will ask students some CCQs to check their understanding of the relationship between family members for example is my uncle the brother of my father? is my cousin the son of my grandparents? is my niece the son of my sister ? elicit the answers from the students and let them ask their peers to discuss the relationship between family members to be ready for the controlled practice activity.

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

T will give students matching exercise students will answer it in pairs .T will give clear instructions about the exercise and the timing and the role of each student .then students will exchange the worksheet for peer correction then the T will give a clear feedback on board.

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

T will ask students to work in pairs to make a dialogue about their last family gathering who was there ?the activities they did it with their family members?and how was the day going?through asking some questions like who was there the student will say maya his partner will ask him who is maya the students will answer she is my cousin .the T will monitor the students to check that they understood.

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

the students will write the dialogue in a piece of paper and the teacher stick the best one in the class writing book.

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