Geeta Thapa Geeta Thapa

The Family
elementary level


In thıs lesson, students will learn vocabulary and word stress through guided discovery based on a listening text about the family. Lesson starts with showing picture of a small family and drills on vocabulary. This will be followed by a pre-listening task, pre-teach vocabulary and listening for specific information activity. Finally, students will be working in groups and discussing about their family.


No materials added to this plan yet.

Main Aims

  • By the end of this lesson, students will have learned vocabulary relating to family members and have had the opportunity to develop their speaking fluency.

Subsidiary Aims

  • Students will also have had the opportunity to develop their ability to listen for specific information.


Lead-in (1-2 minutes) • To set lesson context and engage students

Teacher shows them a picture of a family and ask them "what do you see in this picture? Expected answer: family, mother, father, children, boy, girl

Pre-teaching of vocabulary (7-10 minutes) • To prepare students for the speaking and listening activity

Teacher models and drills mother, father, daughter and son. Pointing at the picture: 1. She is a mother. 2. He is a father. 3. She is a daughter. 4. He is a son. • CCQ o Hiding picture: Is daughter a boy or a girl? Girl o Who is a little boy? Expected answer: son o Who works in the family? Mother and father My mother and father work in the family. True. Acts out: mother and father = so long, can we say mother and father in one word? Do you know a word that means mother and father? Hints: starts with p. if student don't get it, says "Parents". My parents work. Drill parents. What about mother’s mother? Grandmother. What about Mother’s father? Grandfather Drills on grandmother and grandfather Teacher writes each example vocabulary on the board including word stress. Teacher talks about her family: I have got 2 sisters and one brother. We are all married. My brother has got a son and a daughter. My sisters also have got a son and a daughter. But I don’t have any children. My brother is 30 years old. My sisters are 34 and 25 years old. Points to a student and ask “what about your family?” Teacher then asks students to discuss in pairs, monitors and gives some feedback. Group Sorting: Teacher will ask who has 5 brothers or sisters. Someone may have more or less. I will ask him/her to come forward. Then “who has no brothers or sisters?” “Please come forward”. One by one from least to most number of siblings, they will make a line. Then I will assign them in a group of 3 or 4. Instruction script: “I am going to give you a handout. And please look at exercise number 1. You will fill in the blanks (using gestures) in your group.” Teacher writes example on the board to demonstrate. Teacher monitors and provides feedback. Teacher Concept checks tricky words: nephew, niece, grandmother and others that will come up while monitoring. • CCQ: o Nephew: Is he your son? No. Is he your brother’s son? Yes. Is he your sister’s son? Yes o Grandmother: Is she your mother’s father? No. Is she your father’s mother? Yes, is she your mother’s mother? Teacher asks students to do exercise number 2 in a group as well. Teacher monitors and provides feedback.

Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information listening tasks

Teacher instructs students to get ready for listening task. Instruction: By showing handout of family tree: "This is Joseph's Family. You are going to listen to the CD and fill in the blanks." Teacher gives handouts to students and asks them to look at box on top. Teacher goes through pronunciation of Richard, Andrea, Odile (odeal) and Isabel She starts the CD. Pauses after Andrea and ask to show where does it go on family tree. If everyone is ok, plays the rest of the CD. Instruction: “Now, please check your answer with your partner”. Teacher gestures with her hands as well. Plays the CD twice if needed. Teacher monitors and provides feedback.

Post Listening (4-6 minutes) • To provide students with an opportunity to respond to the listening activity and expand on what they've learned

Teacher writes five names of family on the side of the board and draws family tree. Instruction:” these names belong to my family, you can ask me who they are. I’ll will answer and fill up my tree. After demonstration: “Now you write down names of people in your family, like your brother’s name, mother’s name…and draw a family tree like this (showing picture on the board) Give 1 min. Now work in pairs and ask each other who the people are in your list, ok? Teacher monitors and provides feedback afterwards.

Optional Filler (3-5 minutes) • To fill gap in case lesson end too early

Write these on board and have student guess the answer: 1. My father and my mother = my ____________________ 2. My grandfather and my grandmother = my _________________ 3. My son and my daughter = my _______________________ 4. My aunt’s sons and daughters = my ______________________ 5. My mother's mother's daughter's sister = _____________________

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