LESSON # 1

Teacher: Josué Alberto Panameño Valladares

Institution: Centro Escolar Vicente Acosta
Videoconference link: Face to face
Date: Tuesday, May 14th, 2024
Time: 45 minutes each section
Level: English basic – “7D” and “9C”
Unit name and number: Unit 3, “My Family”
General learning Objective:
• At the end of the lesson the student will be able to name extended family members
precisely.
• At the end of the lesson, the student should recognize vocabulary related to family
members both orally and in writing successfully.

Language • Family vocabulary.

Functions • Nuclear and extended family tree.
Key Contents

Structures Family members, extended family members.

parents /ˈpeərənts/ daughter /ˈdɔːtə(r)/
Key
mother /ˈmʌðə(r)/ brother/ˈbrʌðə(r)/
Vocabulary
father /ˈfɑːðə(r)/ nephew /ˈnefjuː/
At the beginning of class, the teacher should welcome the students and Time/ Skill
direct their attention to the first part of the class: reviewing the family 15mins.
members. The teacher will begin by asking to the students some family
members, and they have to answer the ones who they remember. After
Warm up saying the normal family members, the teacher will switch to the topic Vocabulary
of the class “Extended family members”. Students will be asked to learn Pronunciation
new family members that are not usually in a family tree. The teacher
will pay attention of the pronunciation of the class and fix errors if it is
necessary.
The teacher will use a poster to present the vocabulary of extended Time/ Skill
family members. The teacher will explain to the students the meanings 20mins.
in Spanish if they don´t know, briefly, and the importance of different
family trees. The teacher will briefly explain the most common family
Presentation members and the others that are not too common, for example:
Vocabulary
“Mother-in-law, Stepbrother, great grandfather, etc.” Pronunciation

The teacher will go over pronunciation and will prompt students to

make some examples about the relation with the extended family
members, to make them participate and practice their vocabulary.
The teacher will write on the board underlined words but with all the Time/ Skill
Practice

letters in blank spaces. Students will say at loud letters at random or if 15mins.
Activity 1 they know the missing words, in order to find out the extended family
 member word. At the end of the activity the teacher should highlight Writing
the importance of the alphabet also in the family members Vocabulary
environment, and give feedback to the students if it is necessary.
The teacher will ask to the students to open their booklet to Unit 3 Time/ Skill
Worksheet 1. Students have to read the text at the end of the page, 15mins.
Activity 2 and pay attention to the instructions. Then they have to copy the text in
Practice
their notebooks substituting the names with pronouns. Once students
Writing
have completed the activity, the teacher will review the answers with
the class and provide feedback.
The teacher will ask to the students to open their booklet to Unit 3 Time/ Skill
Worksheet 2. Then students have to read the instructions of the activity 15mins.
as a whole class. The teacher had to remind students that they can use
Production every word only one time. The teacher has to walk around the Practice
Writing
classroom and monitor students’ progress and finally check the answers
by selecting different students randomly.

The teacher will ask some students to act out a conversation using the Time/ Skill

vocabulary learned in the class. The students have to roleplay a 10mins.

conversation in where they are asking each other for family members,
Wrap up the age and names of them. Example questions: Pronunciation
Vocabulary
“Do you live with your father? How old is He? What is his name?”.
Speaking
The teacher will then provide feedback to students if necessary, or to
emphasize and ensure student learning.

Throughout the activities developed in class, the teacher will observe if the students can
Assessment remember family members and learn the extended ones, correctly using the content
learned in class.
• A poster with extended family members
• Cards with extended family tree
• A poster with example conversation
Materials • Booklet
• Board
• Marker
• Eraser
Bibliography Pre-A-1 Book MINED.
Webliography