LESSON PLAN

Course: Teachers as content creators Teacher: José Zajama Year: 2025
Lesson: My Family and I Time: 40 minutes (1 module) Skills: Listening - Speakings
Class profile: 1st Year Secondary – 15 students, aged 13–14 Context: Rural setting, mixed abilities Language level: A1 (CEFR) – Basic users
Learner needs: Visual aids, repetition, personal relevance Differentiation: Scaffolded tasks, peer support ESI Integration: Inclusive language, diverse family structures
Goal
To enable students to introduce and describe their family members using the verb to be in the present simple and relevant vocabulary, applying inclusive and respectful language.
Lesson Objectives (functions)
By the end of the lesson, students will be able to:
  1. Identify and name family members in English. (Receptive + productive)
  2. Describe personal and family characteristics using to be and adjectives. (Productive)
  3. Ask and answer simple questions about family members using to be in interrogative form. (Receptive + productive)
Linguistic Content
  • Grammar: Verb "to be" (present simple, affirmative, negative, interrogative, short answers)
  • Vocabulary: Family members (mother, father, cousin, sister, etc.) + adjectives (kind, tall, funny, smart, etc.)
  • Pronunciation: Linking "is" / "are" in sentences for fluency
Backward Design Steps
Step 1 – Desired Results:

Students will produce a short oral description of a family member (real or fictional) and answer peer questions about them using to be.

Step 2 – Evidence of Learning (Assessment):

  • Formative: Teacher observation during pair work, completion of guided worksheet.
  • Summative: Final oral mini-presentation and Q&A with peers, using inclusive language where relevant.

Step 3 – Learning Plan:

Activities scaffold from controlled practice to freer production, integrating ICT for vocabulary reinforcement and modeling.
Lesson sequence
Stage Time Activity Purpose / Skill ICT Tool
Entry Ticket / Warm-Up 3 - 5 min Students see an image of a family on Tldraw; they write on sticky notes any family words they know. Teacher reads and confirms pronunciation. (See resource section for printable version). Activating prior knowledge / Vocabulary recall Tldraw
Contextualization & Listening 5 min Teacher plays short muted video "Describing my family members" (from YouTube). students guess who is who. Then plays with audio, students match characters to family members. (See resource section for printable version). Listening comprehension YouTube
Presentation of Language 7 min Teacher models sentences: "This is my dad. He is short and chubby," writes structure on the board. Highlights to be + adjective. Students repeat aloud. Input / Pronunciation / Form Board
Guided Practice 10 min Students complete a Wayground matching activity family member → sentence. Then change the adjective using a list. Peer-check. (See resources for instructions). Controlled practice Wayground (former Quizizz)
Global Activity (Production) 10 min In pairs, students choose 2 family members (real or imaginary) and say: “This is my... He/She is...” Partners ask at least one question: “Is he your…?” Speaking + Listening / Communicative use (Optional audio recording)
Exit Ticket 3 - 5 min Individually, students write one sentence about a family member using to be + an adjective on a post-it or notebook. Teacher collects or observes. Quick formative assessment (production & structure) –
Assessment Criteria
  • Accuracy: Correct use of "to be" forms
  • Vocabulary: Appropriate use of family member words and adjectives
  • Interaction: Ability to ask/answer questions clearly
  • ESI integration: Respectful, inclusive references to family structures
Differentiation
  • Support: Provide sentence starters and visual aids for lower-level learners.
  • Extension: Ask advanced learners to add an extra detail (e.g., age, job, or hobby).