Ismael Amador Ismael Amador

TP3_LP_Ismael Amador
Pre-Intermediate level


This lesson is focused on lexis and it is designed with the Test Teach Test framework. The main objective is to provide students with practice and clarification of words related to relationships, in the context of describing relationship roles.


Abc Handout 1
Abc Handout 2

Main Aims

  • To provide practice and clarification of words related to relationships in the context of describing relationship roles.

Subsidiary Aims

  • To provide speaking fluency practice in a conversation about relationship roles.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will have students talk about the following questions related to the lesson's topic: 1. Do you have a big or small family? 2. Do you like it that way? Teacher model: I have a big family. I have two brothers, one of them is older than me and the other one is younger, so I'm in the middle. I have lots of cousins, aunts and uncles. I like it that way, because we are very united, caring and we try to support each other.

Test 1 (8-10 minutes) • To gauge students' prior knowledge of the target language

I will ask students to complete a categorization task which involves target language: *Put the following words into three groups: 1.-family relationships, 2.-other relationships 3.- words you don't know. *uncle, aunt, boss, niece, nephew, flatmate, cousin, close friend, ex-girlfriend, neighbour, step-father, grandmother, twin brother, colleague, relative, great-grandfather, employer, employee, sister-in-law. Teacher model: I will elicit the answer for two of the previous words and arrange them into the correct group as an example before the activity starts. Students will check answers in pairs via break out rooms and later I will conduct open class feedback.

Teach (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I will cover meaning, form and pronunciation of target language that students had trouble with during Test 1: UN-cle: Your father's/mother's brother. aunt: Your father's/mother's sister. boss: The person you work for/are supervised by. niece: Your brother's/sister's daughter. NE-phew: Your brother's/sister's son. FLAT-mate: The person you share a flat with. COU-sin: Your uncle's/aunt's son/daughter. close FRIEND: A person you are intimately related with, but isn't part of your family. ex-GIRL-friend: A person you used to have a romantic relationship with, but no anymore. NEIGH-bour: A person that lives next to you. STEP-fa-ther: A person that is married to your mother, but isn't your father. GRAND-mo-ther: Your mother's/father's mother. twin BRO-ther: A brother who is identical to you and/or born in the same day. CO-lleague: A person that works with you. RE-la-tive: A person who is family related to you. great-GRAND-fa-ther: Your mother's/father's grandfather. em-PLO-yer: A person that hires people to work for them. em-PLO-yee: A person who is hired by someone to work and receive a salary. SIS-ter-in-law: Your brother's wife. *All of the previous words are nouns.

Test 2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Students will fill in the gaps to complete the sentences using these words: *flatmate, close friend, brother-in-law, stepfather, ex-boyfriend, relative, colleague, neighbour. 1. Chloƫ's ________ was very selfish. They broke up because she wanted someone more considerate. 2. I have family all over the world. I even have a ________ in Canada, but I've never met him. 3. Shane is a very ________ of mine. We met at primary school. 4. My _______ is very easy to live with. She's tidy and often cleans the flat. 5. My _______ loves loud music. I can hear it through the walls every evening. 6. Our mother got married again when we were quite young, so we've always called my _________ 'Dad'. 7. My ________ is quite wealthy. But when he and my sister got married, they were poor students! 8. I'll be home late tonight. A ________ is leaving and there's a small party at the office. I will elicit the answer to the first question and then send students the handout. Students will do this task individually and then check their answers in pairs via break out rooms. Later I will conduct open class feedback for this task.

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

I will ask students to think about relationship roles they play in life and then discuss the following questions in pairs: 1. Which of your roles do you like? Which don't you like? 2. How many of the same roles do you have? Teacher model: The relationship roles I play in my family are being a son, a brother, a cousin, a nephew, etc. At work, I'm an employee and a colleague. Other roles I play are being a close friend and a neighbour. I like all the family roles I play because they represent a very important bond in life. I sometimes don't like being an employee because I can't make my own hours and I have to complete different tasks when I cover my shift. (At this point, the teacher model could be reduced or extended depending on how many students are left in the class.) After completing this activity I will conduct feedback and delayed error correction.

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