Asking about your family — Lesson Plan, Grade 5
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Lesson plan
| Section |
Present Simple and Family Routines
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| Lesson title |
Asking about your family
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| Class |
5
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| Lesson objectives according to program |
Lesson Objectives: * To form negative and interrogative sentences in the Present Simple. * To ask and answer questions about family members and daily routines. * To use like, love, hate + verb-ing correctly. * To write a short paragraph about a typical weekday.
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| Lesson objectives |
Students know how to form negative sentences in the Present Simple using do not and does not.
Students know how to form Present Simple questions about family members and daily routines and give short answers.
Students know how to use like, love, and hate followed by a verb ending in -ing.
Students know how to write a short paragraph about a typical weekday using Present Simple sentences.
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| Values |
Respect for family is developed as students listen to and speak thoughtfully about family members and routines. Respect for different family experiences is reinforced through attentive, non-judgmental pair work.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Warm-Up and Greeting 4 minutes |
Organisational moment:
Greet students and check readiness for the lesson.
Invite students to name one activity they enjoy doing with their family.
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Students greet the teacher and prepare their materials. Students share one family activity they enjoy. | Each student shares a relevant activity — 1 point. Stage maximum — 1 point. | board, notebooks |
| Introducing the Topic 5 minutes |
Problem statement:
Display the lesson topic, “Asking about your family,” and introduce a family-routine picture.
Ask: “How can we ask what a family member does every day?” and “How can we say that someone does not do something?”.
Elicit students’ ideas and explain that they will practise questions, negative sentences, preferences, and weekday writing.
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Students observe the picture and suggest possible questions and negative sentences. Students identify what they want to learn about asking and answering questions about family routines. | Suggests a relevant question or negative sentence — 1 point. Identifies one lesson focus — 1 point. Stage maximum — 2 points. | family-routine picture, board |
| Grammar Presentation 8 minutes |
New material explanation:
Present the patterns: “I/you/we/they do not (don’t) + base verb” and “he/she does not (doesn’t) + base verb.”.
Model questions: “Do you help at home?” and “Does your sister read in the evening?” Show short answers: “Yes, I do./No, I don’t.” and “Yes, she does./No, she doesn’t.”.
Explain that like, love, and hate are followed by a verb ending in -ing: “I like playing games.” “He loves cooking.” “They hate getting up early.”.
Use the family-routine examples to contrast statements, questions, and negative sentences.
Slide 1 — Asking About Your Family
Slide 2 — At breakfast, one child packs a bag while another feeds the dog. How can they find out wh…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Negative Sentences
Slide 5 — Questions and Short Answers
Slide 6 — Which matters more when asking about a sister’s routine: choosing does or keeping the mai…
Slide 7 — Preferences and Activities
Slide 8 — Build a Weekday Paragraph
Slide 9 — Key Takeaways
Slide 10 — Recall and Apply
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Students follow the examples and record the sentence patterns. Students identify the auxiliary, base verb, and -ing form in the model sentences. | Identifies the correct auxiliary in a model — 1 point. Identifies the base verb after do/does — 1 point. Identifies the -ing form after a preference verb — 1 point. Stage maximum — 3 points. | |
| Family Questions Game 7 minutes |
Instructions:
Organise students into pairs and give each pair family-member and daily-routine prompt cards.
Explain the game: students take turns asking a Present Simple question from a card, answering it, and making a negative sentence about a routine.
Model one turn: “Does your brother play football?” “Yes, he does.” “He doesn’t play football on weekdays.”.
Remind students to use like, love, or hate with a verb ending in -ing when a preference prompt appears.
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Students take turns drawing prompt cards, asking and answering questions, and producing a negative sentence. Students make a preference sentence such as “I love reading” when prompted. | Forms a correct Present Simple question — 1 point. Gives a suitable short answer — 1 point. Forms a correct negative sentence — 1 point. Uses a preference verb with an -ing form — 1 point. Stage maximum — 4 points. | |
| Weekday Paragraph 8 minutes |
Instructions:
Assign students to write a short paragraph of four to five sentences about a typical weekday, including a family member’s routine.
Require at least one negative Present Simple sentence and one sentence using like, love, or hate + verb-ing.
Provide the model starter: “On weekdays, my family gets up at…”.
Remind students to check subject–verb agreement, do/does in negatives, and punctuation.
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Students write a four-to-five-sentence paragraph about a typical weekday. Students include a family routine, a negative sentence, and a preference sentence using a verb ending in -ing. | Writes four or five relevant sentences — 1 point. Uses Present Simple accurately in a routine sentence — 1 point. Forms a negative sentence correctly — 1 point. Uses like, love, or hate with an -ing verb correctly — 1 point. Stage maximum — 4 points. | |
| Quick Grammar Quiz 7 minutes |
Quiz directions:
Give students a short individual quiz with four items: complete “She _ (not/help) at home on Mondays”; form a question with “your parents / cook dinner”; choose the correct completion, “I love _ (read/reading)”; and write one short answer to “Does your brother walk to school?”.
Ask students to complete the quiz independently and collect or check responses.
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Students complete the four quiz items independently and check that each answer follows the relevant grammar pattern. | Completes the negative sentence correctly — 1 point. Forms the question correctly — 1 point. Selects the correct -ing form — 1 point. Writes a suitable short answer — 1 point. Stage maximum — 4 points. | |
| Reflection 6 minutes |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
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Students complete the "Reflection" reflection and assess their understanding of the topic. | States a grammatically suitable question — 1 point. Identifies one specific learning success or next step — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Move carefully when forming pairs and sharing prompt cards; keep bags and materials clear of walkways. Use respectful language when discussing family members and do not pressure anyone to share personal details. |
Material details
- Material type
- Lesson Plan
- Grade
- Grade 5
- Language
- English
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