Noha Noha

family vocabularies
Elementary level


in this lesson, students learn about "family members" and the words associated with them.


Abc PPT, video, world map, smart board, worksheets, jigsaw form.

Main Aims

  • To provide review on the prior family members vocabularies (father, mother, grandpa, grandma, uncle, aunt, niece nephew, cousins) , and clarify new words associated with the family members (nuclear, extended, distant family).

Subsidiary Aims

  • To provide practices to link the new words are given with the prior vocabularies.


Warmer/Lead-in (8-10 minutes) • to activate students schema and let them get quickly focus in the lesson.

•The teacher welcomes the students, and then asks the students who can play the tongue twister game with me? Through sentences and expressions: “Red leather yellow leather” “she sells a seashell on a sea shore” ”can you can a can as a canner can a can?” •The teacher revises the family members by watching a video to activate students' schema and to expose them to the target language

presentation (18-20 minutes) • To provide context for the target language through a text or situation

•The teacher brings personal pictures from her wallet to illustrate the word (nuclear family) and elicits the meaning from the students, which consists of two parents and children. Some families are big and other families are small (varied the content). •The teacher elicits the form from the students, then asks the whole class to repeat the word (choral drills). (Meaning-form and pronunciation). •The teacher illustrates the word (extended family) from a context is written on the board, by asking the students to read the task after the teacher reads to elicit the form of the new vocabulary, and drills the word with the whole class. (Meaning-form and pronunciation). (drills technique). •The teacher elicits the answers from the student by asking some questions: Is your brother one of your extended family? Is your grandpa one of your nuclear family? Etc. •The teacher shows the students the difference between (distant family and close family) by asking the students, do you have members from your mother’s side or father’s side who live far away from you? And discuss the difference with them through an open discussion. •The teachers clarifies that all our mother’s side or father’s side are our relatives whether distant or close family. (Teacher’s role in this stage is the controller). •At the end of this stage, the teacher shows the students how to write a paragraph on the board about their family including the vocabularies we have learned (set a model by writing a paragraph).

practice (22-25 minutes) • To draw students' attention to the target language

•The teacher hangs flashcards related to the word family on the board, divides the class into three groups (A, B, and C), and asks them to get their whiteboard to play (Bingo game) (controlled activity) by making a table of nine blocks. Write nine words related to family, and then listen to the teacher. When you hear the word that you have written, cross it out. If your group crossed out all the words on your table, say (Bingo) to be the winner. (Capacity methods of instruction). (Collaborative learning). (Teacher’s role is the organizer). •The teacher uses the smartboard to play online games to make a family tree with students by asking students to come up to the board to answer (Check students’ understanding). •The teacher divides the class into two groups by re-arranging the class seating to be two big circles. The teacher gives each group a printed sheet to play (odd one out) as the students noticed the words related to the family, and recognize them with the aid of the teacher, and now they will recognize the odd word by themselves. (Moves smoothly from controlled to less controlled activity). (Teacher’s role is monitor).

production (23-25 minutes) • to give freely activities and produce a writing task from the students.

•The students are asked to discuss in pairs which vocabulary consolidation they will write using word series.(Association methods of instruction) Nuclear family:______,_______,_____. Extended family: ______,______._____. Distant family: _______,_______,______. • The students are asked to personalize the task by writing a paragraph contains 6 or 7 sentences to talk freely about their family members including those who live far away from them. (Individually work). •The teacher corrects the grammatical mistakes, sentence structures, and spilling (accuracy-based activity) and gives feedback on students’ work. •The students do the classwork in their Practice book P. 22,23, 24.

follow up & Assessment (8-10 minutes) • To check how far the students got the lesson.

•The teacher gives the students an empty mind map as extra worksheets to fill at home with their nuclear families and asked them to bring it again to share it. •Taking photos, the students are asked to collect or take recent photos of their family members and paste them in their category to hang them in our class. •Before ending the session, the teacher revises the new vocabularies with the student by asking them, do we have one kind only of families? Asks the students to clarify their answers. •Students should do the required homework pages P. 30, 31.

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