Billy Sevki Hasirci Billy Sevki Hasirci

Demo #2
Elementary (A1) level


In this lesson, students will be given the opportunity to practise family related vocabulary in the context of talking about their family tree.


Abc F.Eales & S.Oakes. 2011. SpeakOut Elementary

Main Aims

  • By the end of the lesson, students will be better able to use family-related vocabulary to describe their families.

Subsidiary Aims

  • By the end of the lesson, students will have had the opportunity to practise speaking to describe their families,


lead-in (3-5 minutes) • To introduce the topic of the lesson.

Teacher displays a picture of a large family and asks Ss to answer some questions about it. Ss work in pairs. Teacher monitors. W/C F/B.

Presentation of Lexis (10-15 minutes) • To introduce the new lexis to the students and check their current knowledge.

Teacher displays his own family tree and elicits the vocab. ECDW (Elicits > Concept-Check > Drill > Write).

Controlled practice (5-7 minutes) • To give the Ss the opportunity to practise their new vocabulary in a controlled context.

Teacher shows H/O#1 and asks Ss to work alone to fill in the gaps. Teacher monitors. Peer check. W/C F/B.

Controlled practice #2 (8-10 minutes) • To give the Ss further practise in a less controlled context.

Teacher asks Ss to unfold the handout and choose another person in the family. They then write sentences about that family member's relationship to others in the family. T monitors. Ss discuss their answers in pairs.

Freer Practice (7-10 minutes) • To give Ss the opportunity to talk about their family members in a freer context.

Teacher asks students to write the names of 5 members of their family. Ss pass names to their partner and ask questions about the names. T monitors and provides delayed F/B if necessary.

Song - Our House (8-10 minutes) • To provide Ss with listening for specific information practice in the context of a song about a family.

T gives out H/O#2 and asks Ss to listen to the song and complete the missing words using the words at the bottom of the page. Ss listen then check in pairs while T monitors. T plays song again if necessary. W/C F/B

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