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Lesson Plan - The Family

This lesson plan is for a 6th grade class about family vocabulary. The 80-minute lesson includes a warm-up activity where students are asked questions about personal information provided by the teacher. Next, the class reviews The Simpsons family and vocabulary related to family members is presented and practiced. Students then complete a comprehension check and read a short text about Bart describing his family, filling in verbs. Follow-up activities include students completing a chart with family vocabulary and statements about the text. Finally, students write short descriptions of family members and share in groups.

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Lou Clark
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51 views5 pages

Lesson Plan - The Family

This lesson plan is for a 6th grade class about family vocabulary. The 80-minute lesson includes a warm-up activity where students are asked questions about personal information provided by the teacher. Next, the class reviews The Simpsons family and vocabulary related to family members is presented and practiced. Students then complete a comprehension check and read a short text about Bart describing his family, filling in verbs. Follow-up activities include students completing a chart with family vocabulary and statements about the text. Finally, students write short descriptions of family members and share in groups.

Uploaded by

Lou Clark
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson plan : vocabulary

The family
Level: starters
Time: 80'
Course: 6th grade
Linguistic exponent: vocabulary about the family
Function: providing information about their families
Prior knowledge: verb to be present tense, subject pronouns, articles: a/an/- , possessive
adjectives, possessive -s , plural forms -s/-es/-ies, demonstrative pronouns, and wh
questions.

Warm-up: (10')
The trainee introduces herself by saying "Hello, everyone! Today, I'm your teacher! Do you
remember my name?. Someone here has the same name as me."
Then, T writes some different items on the board, a number (26), a name (Mariana: my
mom), a hobby (drawing) , a day of the week (wednesday), another number (4: representing
my dogs) and another name (Noah: my nephew); and starts eliciting: / asks students to ask
questions about these pieces of information
● What do you think these numbers mean?
● What do you think this 4 means?
● What about the names? Mariana is the name for a girl o a boy?
● Do you know what "drawing" is?
● Is Noah a girl or a boy?

Presentation: (15')
For the presentation the T shows a poster of The Simpsons family and starts eliciting:
● Do you know who they are?
● Who is he? Who is she?
● What is her name? Do you know?
● What do you think we are going to learn today?

The T sticks the poster on the board and starts writing the students' answers about the
family's names. (Lisa, Bart, Homero, Marge, Mona, Abraham, Snowball (cat), and Huesos
Santa's Little Helper(dog).

Once they have all the names of the family, the T writes/elicits the vocabulary about the
family:
● Do you know how to say "mamá" in English?
● Do you know how you say "abuelo"?

(mother, father, sister, baby sister, brother, grandmother, grandfather, dog and cat) T writes
the answers on one side of the board.
What if students come up with some others, like daughter, son, wife,husband, etc?
T asks sts to match their name with their role in the family (in relation to whom?) (I chose
Bart as reference because he is the same age of students)
and writes their answers. e.i.: Lisa is the sister.
In order to keeps sts' interest and to build the rapport the T asks:
● Do you have brothers and sisters?
● What are their names?
● Do you have any pets?
T provides personal information if it is required by sts. e.i: I have two sisters. Their names
are…

Checking comprehension: (5')


The teacher gives sts a piece of paper with the characters of The Simpsons family. They
have to write the name of each of them (father, mother, etc). In the paper they have an
example already written, so they do not misunderstand their names with their names' role in

the familiy.
Reading activity (10')
T gives sts a piece of paper with different activities. And says "For activity 1 you have to read
in pairs."
T asks:
● What is the text about?
● What is Bart describing?
● What information could you see?
● Is there a new word you don't know?

While-reading:
Then, they read again and complete the blank spaces with the correct form of verb to be.

T provides help if it is necessary and they do a checking all together.


After the text is completed, T asks volunteers to read the text aloud, one paragraph for each
of them. ALternatively, you can ask students to read in pairs, that is to say, each student
reads a paragraph followed by another student reading. Then you ask for volunteers to read
aloud.

Post-reading: (10')
For activity 2, the T draws a box on the board with the themes: colors, family members, and
objects.

T asks sts if they know or remember the colors. And starts asking what colors appear in the
text, when sts reply T writes their answers on the box drawn on the board.
T asks sts to do the other ones in groups or pairs with the classmates around them.
T tells them to remember they have to complete the box with the new vocabulary, not with
their names.
Then they all check together.
T asks about their own favorite colors and objects and writes them on the box.

Follow-up activity: (5')


For this activity students have to read the text again and reply with a (T) if the statement is
true and with a (F) if the statement is false.

Task : (15')
For the next task T writes the instructions on the board. "Choose 1 or 2 family member/s and
give a short description. Three sentences at least."

T provides help and suggestions because it is necessary. T provides a model.

T shows a picture and provides her own example orally:

"She is my mother. Her name is Mariana. She has black hair. She loves teaching. She's a
teacher too. And he is my dog. His name is Coco. He is small and has white hair."
Follow-up activity: (15')
a) When sts finish their writing. T asks to work in small groups and share something
they have written with their groups.

b) Then they change groups and share the same information about their family'
member/s or another member they choose.
c) Now it is time to play a game altogether.

T gives the instructions:


1. "I'll throw this ball. When you catch it, share 1 thing about your family and 1 thing
about what you have learned about any of your classmates.

2. Then you choose a classmate to throw to ball to and say his/her name"

For example, if you say my name, I share something about me and something about Miss
Lía. (Something I had asked her previously). Then I pass the ball to another person.

SOme comment:
Make sure you are heard by everyone in the classroom. Speak up.
Encourage students’ participation. Think of activities/tasks where THEY explain, say, talk,
use English.
Foster interaction in ENglish between students in pairs/goups.

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