Spotlight 1 Unit 1 Lesson 4: Lesson Plan & PPT (Meet My Family!)
A complete 55-minute lesson plan for chalkboard-only classrooms, plus a ready-to-teach PowerPoint for data-show equipped rooms — covering family vocabulary, possessive adjectives, and “Do you have a…?”
By Unit 1 Lesson 4, 7th-grade students (1ère Année Collégiale) are ready to move past greetings and start talking about the people in their lives. “Meet my family!” asks them to introduce relatives by name, using possessive adjectives correctly — a genuine grammar hurdle for beginners who default to “he name” or “she name” without the full form.
This complete Spotlight 1 Unit 1 Lesson 4 lesson plan is written to run on a chalkboard alone, so teachers without a data show can deliver the full 55-minute sequence with zero technology. For classrooms that do have a projector, a matching ready-to-teach PowerPoint is available below with the same vocabulary, drills, and dialogue built directly into the slides — no extra prep required.
7th Grade · Spotlight 1
Unit 1 · Lesson 4: Meet my family!
Listening, Speaking, Writing
55 Minutes
Pedagogical Objectives & Target Competencies
By the end of this 55-minute lesson, learners will be able to identify and name core family members, introduce family members using possessive adjectives (“This is my mother / father. Her / His name is…”), and ask and answer questions about family members using “Do you have a…?”, all with 80% accuracy.
Detailed 55-Minute Lesson Procedure
| Stage & Timing | Curriculum Focus | Teacher Procedure & Student Tasks | Interaction Mode |
|---|---|---|---|
| Warm-up & Presentation 16 min | Family Tree Lead-in & Possessives (p. 24, Section A) |
• Sketch a simple family stick-figure diagram on the board (father, mother, brother, sister); point and ask “Who is this?” to elicit known words, then state the lesson goal. • Direct students to p. 24 (A); read Josephine’s family chart aloud with expressive pointing (father: John, mother: Laura, brother: John, sister: Joy, grandfather: Mac, grandmother: Eloise). • Choral drill the vocabulary across rows; write the Language Box on the board (he → his / she → her) and model the target pattern: “This is my father. His name is…” and “This is my mother. Her name is…” | T → Ss Whole Class |
| Practice 22 min | Dialogue Completion & Family Drawing (p. 25 C, p. 24 B) |
• Read aloud the short interview dialogue on p. 25 twice at a natural pace; students listen and complete the missing words (sister, Her name is, spell, years old, primary school, Do you have). • Whole-class board check; highlight the question frame (Do you have a…? → Yes, I do. / No, I don’t.) and choral drill questions and short answers across rows. • Quick sketch: students draw 3-4 family members in their notebooks or books (p. 24, B1). • Partner sharing: in fixed desk pairs, Student A points to their drawing and introduces family members using the target structures; Student B listens and responds, then roles switch while the teacher monitors row by row. | T → Ss / PW Individual → Ss ↔ Ss (PW) |
| Use & Wrap-up 14 min | Family Information Exchange & Class Showcase (p. 25, Section D) |
• Desk pair survey (adapted for large fixed-row classrooms): Student A asks “Do you have a brother? What’s his name? How old is he? What grade is he in?” and fills in the p. 25 chart; Student B asks about sisters. • Class showcase: invite 3-4 volunteer students to stand and report one fact about their partner’s family (e.g. “Ali has a sister. Her name is Salma. She is 10 years old.”). | Ss ↔ Ss (PW) → T → Ss |
| Notebook & Homework 3 min | Board Summary & Homework |
• Students copy the target structures into their notebooks: “Do you have a brother/sister? — Yes, I do. / No, I don’t. — His name is… / Her name is…” • Homework: write 3 sentences in notebooks introducing three family members (relationship, name, and age). | T → Ss → Individual |
Classroom Management & Delivery Tips
💡 No Projector? No Problem: The whole lesson runs on a stick-figure family tree and the Language Box on the board — this plan was written for chalkboard-only rooms, so skip straight to the PPT below only if your classroom actually has a data show.
💡 Drill His/Her Before the Drawing Task: Possessive adjective mix-ups (“she name” instead of “her name”) surface most during the partner-sharing activity. Spend an extra minute choral-drilling he → his / she → her before students move into pairs.
💡 Keep the Survey in Fixed Pairs: Run the family information exchange with the student beside them rather than moving students around — it preserves order in high-density, fixed-seating classrooms while still giving every student real speaking practice.
Frequently Asked Questions
Do I need a projector or data show to teach this lesson?
No. The lesson plan is written specifically for classrooms without a data show and runs entirely on the chalkboard and the Spotlight 1 textbook. The PowerPoint is a separate, ready-to-teach option for rooms that do have a projector.
What’s the difference between the Word document and the PowerPoint?
The Word document is the full chalkboard-based lesson plan with staging, timing, and teacher procedure. The PowerPoint is a self-contained slide deck covering the same vocabulary, drills, and dialogue, built for data-show classrooms, so you can teach straight from the slides with no extra board work.
Can I adapt the lesson plan timings and teacher information?
Yes. The lesson plan is delivered in Microsoft Word (.docx) format, allowing full freedom to adapt school administrative data, teacher names, and pacing.
Are these teaching materials completely free?
Yes, all downloadable documents, lesson outlines, and visual presentations on TeachersMap are freely accessible for instructional use.
Download the lesson plan or the ready-to-teach PowerPoint.
No data show? Use the lesson plan. Have a projector? Teach straight from the PPT.
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