Elif Cömert Elif Cömert

TP 3a
A1 Beginner level


In ths lesson the students will learn the vocabulary about family members. First the teacher will try to elicit the word "family" from the students. After the teacher introduces her own family to the students, and do more vocabulary and pronunciation activities with the students, by the end of the lesson, the students will be able to introduce their own family members to other people by using their real families' pictures.


Abc Family pictures of the students'
Abc family album
Abc short reading text and questions
Abc Listening recording
Abc discussion questions
Abc written forms of family members

Main Aims

  • To provide clarification of family in the context of family

Subsidiary Aims

  • reading and speaking


Warmer/Lead-in (7-9 minutes) • To set lesson context and engage students

Draw a house picture on the board to elicit the word "family" and one or two family members. When you elicit those words, correct the students' pronunciation. Show your family album and ask the students to pass it around. While the students are looking at the pictures in the album, stick the bigger pictures of your family one by one on the WB. Each time you show a picture say out the name of the family member and the students repeat after you.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Give out the written form of the family members to the students and want them to go and stick below the correct picture. Show the webpage picture in the book (L. Clanfield, Starightforward Beginner Student's Book, 4B, reading 1, page 34), check if they understand these words: photo archive, photos, pictures, webpage, click here and leave an email. Ask them to work with their partners, read and answer the question in activity 2. Give FB on the WB but still want the students give you the answers.

Useful Language (10-13 minutes) • To highlight and clarify useful language for coming productive tasks

Students listen to the recording about family and repeat the family words. (L. Clanfield, Straightforward Beginner Student's Book, 1.66, page 34) Want them to pronounce the words accurately. Do some drills to practice the pronunciation of the words. In vocabulary exercise 2-3, students put the words from exercise 1 in the correct categories.(female, male, both) Give out the page to the students, do the first on the board as an example and ask them to do the rest in two minutes with their partners. When time is up, want them to come to the board and write.( Straightforward Beginner Student's Book, Macmillan Publishers, 2007 , page 35, vacab exercise 2)

Productive Task(s) (6-8 minutes) • To provide an opportunity to practice target productive skills

Students work in pairs and discuss the questions with their partners in exercise 4. While they are discussing, draw a big circle on the WB, show the percentage on the circle by dividing it like a pizza to make the first question understandable by the students. Let them tell their answers to the class. Demonstrate the activity.Finally ask the students to stand up with their own family pictures, work with another partner, introduce their family members, ask the questions that they have used in this lesson and so far and everytime change their partners to practice their TL. Monitor the students' use of TL.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Correct their errors in using the TL on the board and get them repeat after you some of the words.

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