SPEAKING: FAMILY

Study Case

At a private high school, 8th grade. Academic Writing subject. Around 11- 12
years old.
Students receive 7 hours of the subject per week.
In their classroom we have technology which facilitates the teaching of the
language.
They are students who in general have a hard time with reading
comprehension and critical thinking.
We assume, for the lack of motivation at the time of reading, since it is not a
habit in them.
They work much better when group activities are carried out, in which each
member presents his or her point of view on the reading to be covered in the
unit.
Speaking resource #1

 Name: “My Family”

 Objective:
 To encourage students to practice speaking about their families, to familiarize themselves with family
– related vocabulary, and to develop their speaking and listening skills.

 Materials Needed:
 Digital whiteboard
“My Family - Talking about your family”
 Warm-up.
Begin by reviewing some basic family-related vocabulary with the students.
Write down words like 'mother,' 'father,' 'sister,' 'brother,' 'grandparents,'
'cousins,' 'aunt,' 'uncle,' etc., on the board. Make sure students are
comfortable with the meaning and pronunciation of these words.
Recognize the following words and classify them in the corresponding place
 Students will go to the digital whiteboard and drag the word into the correct
box.
THIS ACTIVITY WILL NOT ONLY HELP STUDENTS TO
PRACTICE THEIR SPEAKING SKILLS BUT ALSO FOSTER A
SENSE OF COMMUNITY AND UNDERSTANDING WITHIN
THE CLASSROOM.
Speaking resource #2
 NAME: “Family Portraits”
 Objective:
The aim is to encourage students to describe their families, practice using
possessive adjectives, and improve their speaking and descriptive skills.
 Materials Needed:
 Pictures of families (either printed or on a screen), A2-level family-related
vocabulary cards, a whiteboard or flip chart.
“Family portraits”

Show the students a series of different family portraits (can be from

magazines, printed photos, or projected images). Discuss the families in the
pictures briefly, pointing out various family members, their relationships, and
any activities they might be doing. Encourage students to use the vocabulary
they learned to describe the people in the pictures.

• Pair Descriptions:
Divide the class into pairs. Distribute different pictures of families to each
pair. Ask the students to take turns describing the families in their pictures to
their partners.

Encourage them to use possessive adjectives (e.g., my, your, his, her) to
describe the relationships between the family members.
THIS ACTIVITY WILL HELP STUDENTS PRACTICE
SPEAKING ABOUT THEIR FAMILIES IN A STRUCTURED
AND ENGAGING WAY, WHILE ALSO ENHANCING THEIR
VOCABULARY AND DESCRIPTIVE SKILLS.
“Family Role – play”

Conclude the activity with a role-playing exercise where students pretend to introduce
their own families to their classmates,, or be the host and guest of a talk show, using
the vocabulary and phrases they've learned.

Encourage them to include details about their family members' names, ages,
occupations, and hobbies.

Provide positive feedback and encourage students to reflect on what they have
learned about their own families and those of their classmates. Discuss any
challenges they faced and provide additional assistance if needed.
THIS ACTIVITY WILL HELP STUDENTS PRACTICE
SPEAKING ABOUT THEIR FAMILIES IN A STRUCTURED
AND ENGAGING WAY, WHILE ALSO ENHANCING THEIR
VOCABULARY AND DESCRIPTIVE SKILLS.