Family and friends
● can read and use the words: mommy, family, grandma, baby, and knows how to identify them when depicted,
● can introduce herself/himself to others and greet each other.
Family, mommy, daddy, sister, brother, grandma, grandpa, baby, friend This is my mommy This family is big/small
I have one sister What’s your name? My name is … Nice to meet you How are you? I’m fine, thank you How old are you? I’m seven.
Student Book, pages 6–7; CD; photocopies of the grandpa and grandma masks from the Teacher’s Guide, page 123 and the rhyme cards from the Teacher’s
Guide, page 133; flashcards: mommy, daddy, sister, brother, grandma, grandpa, from Level 1; teacher to make corresponding word cards
● If you are teaching a new class, introduce yourself and ask the students: What’s your name?
● Give out the photocopies of the rhymes, and teach the class the ‘Welcome rhyme’ by saying their part and having them repeat it several times chorally:
We’re fine We’re OK.
You will be able to use these rhymes from time to time in the future, but not every lesson or it will become dull and repetitive.
● Ask the students (in the mother tongue) how they spent their holidays, and whether they had a chance to use their English and/or learned any new English words.
● Say: Open your book to pages 6–7 Look at the picture
Ask: What do you think you will learn about in Unit 1?
This is my family This is my mommy.
This is my baby I’m daddy My family is big!
● Hold up the flashcards for mommy, daddy, sister, brother, grandma and grandpa one by one, and have the students say what they can see Put the pictures on the board
Have the students say each word chorally.
● Say: Look at the picture in the book again Ask: What can you see? Elicit: a family, friends, mommy, daddy, grandma, baby, brother, sister Point to individuals in the picture and ask: Who’s this? Elicit suggestions about the relationships between the people.
● Remind the students of the adjectives: big/small Use a couple of examples in the classroom (e.g., big/small book/ window/picture) Then say: This family is … and elicit: big.
● Say: Look at the picture and listen to the recording carefully
Play the recording all the way through.
● Say: Listen to the recording and point to the people Play the recording again, pausing after each statement to check which person the students are pointing to.
● Say: Listen to the recording and repeat Play the recording, pausing after each sentence for the students to repeat chorally and individually
Hi grandma This is my friend.
Good morning, nice to meet you What’s your name?
Good morning My name is Tom Nice to meet you, too.
This is my sister, Lucy.
Hi Lucy, how are you?
Hi Tom I’m fine, thank you How are you?
✹ to say where you are from and ask others
✹ to say how old you are and ask others
✹ to talk about family and friends
My room
● can read and use the words: mommy, family, grandma, baby, and knows how to identify them when depicted,
● can introduce herself/himself to others and greet each other.
Family, mommy, daddy, sister, brother, grandma, grandpa, baby, friend This is my mommy This family is big/small
I have one sister What’s your name? My name is … Nice to meet you How are you? I’m fine, thank you How old are you? I’m seven.
Student Book, pages 6–7; CD; photocopies of the grandpa and grandma masks from the Teacher’s Guide, page 123 and the rhyme cards from the Teacher’s
Guide, page 133; flashcards: mommy, daddy, sister, brother, grandma, grandpa, from Level 1; teacher to make corresponding word cards
● If you are teaching a new class, introduce yourself and ask the students: What’s your name?
● Give out the photocopies of the rhymes, and teach the class the ‘Welcome rhyme’ by saying their part and having them repeat it several times chorally:
We’re fine We’re OK.
You will be able to use these rhymes from time to time in the future, but not every lesson or it will become dull and repetitive.
● Ask the students (in the mother tongue) how they spent their holidays, and whether they had a chance to use their English and/or learned any new English words.
● Say: Open your book to pages 6–7 Look at the picture
Ask: What do you think you will learn about in Unit 1?
This is my family This is my mommy.
This is my baby I’m daddy My family is big!
● Hold up the flashcards for mommy, daddy, sister, brother, grandma and grandpa one by one, and have the students say what they can see Put the pictures on the board
Have the students say each word chorally.
● Say: Look at the picture in the book again Ask: What can you see? Elicit: a family, friends, mommy, daddy, grandma, baby, brother, sister Point to individuals in the picture and ask: Who’s this? Elicit suggestions about the relationships between the people.
● Remind the students of the adjectives: big/small Use a couple of examples in the classroom (e.g., big/small book/ window/picture) Then say: This family is … and elicit: big.
● Say: Look at the picture and listen to the recording carefully
Play the recording all the way through.
● Say: Listen to the recording and point to the people Play the recording again, pausing after each statement to check which person the students are pointing to.
● Say: Listen to the recording and repeat Play the recording, pausing after each sentence for the students to repeat chorally and individually
Hi grandma This is my friend.
Good morning, nice to meet you What’s your name?
Good morning My name is Tom Nice to meet you, too.
This is my sister, Lucy.
Hi Lucy, how are you?
Hi Tom I’m fine, thank you How are you?
✹ to say where you are from and ask others
✹ to say how old you are and ask others
✹ to talk about family and friends
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Grandpa, this is my friend, Zoe.
Hello, Zoe It’s nice to meet you.
It’s nice to meet you, too.
How old are you, Zoe?
● Say: Listen to the recording carefully Play the recording all the way through
● Divide the class into groups of three, to play the characters in each of the three scenes.
● Give each group the grandma and grandpa masks to take turns wearing The other students are the grandchild/ introducer, sister Lucy and the friend (Zoe or Tom).
● Have the students decide on their roles for the first dialogue Play the recording and get them to act out the dialogue without speech Then play it again and have them talk along with the recording Third time through, they should do the dialogue alone Circulate and help them.
● Repeat the process with the other two dialogues You can do the whole thing several times, with the students changing roles within each group
✹ to say where you are from and ask others
✹ to say how old you are and ask others
✹ to talk about family and friends
Animals
● Give out the photocopies of the rhymes, and teach the class the ‘Goodbye rhyme’ by saying their part and having them repeat it several times chorally:
You: Have a nice day, children!
Students: And the same to you!
You: Bye bye for now!
Student: Goodbye! See you soon!
● As with the ‘Welcome rhyme’ above, you will be able to use this rhyme from time to time in the future, but not in every lesson or it will become dull and repetitive.
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Places
● can read and use the words: daughter, son, aunt, uncle, and knows how to identify them when depicted,
● can follow and understand the details of a simple story,
● can write the names of family members on a four-line stave.
Mom, dad, grandpa, grandma, daughter, son, aunt, uncle
This is my friend Nice to meet you What’s your name?
I'm … I’m your uncle You’re my friends.
Student Book, pages 8–9; CD; Workbook, pages 4–5; flashcards: daughter, son, aunt, uncle; teacher to make corresponding word cards; photocopies of the mom, dad, male crocodile and female crocodile masks from the Teacher’s Guide, pages 125, 127 and 129.
● Have the students review the dialogue learned in the previous lesson (Recording 1/3).
● Tell the students that they will learn the names of more family members.
Recording 1/4 daughter, son, aunt, uncle
● Say: Open your book to page 8 Look at the pictures at the top of the page Ask: Who can you see? Elicit some known vocabulary, e.g., mom, dad, baby.
● Say: Look at the pictures and listen to the recording carefully Play the recording all the way through.
● Say: Listen to the recording and repeat Play the recording, pausing after each word for the students to repeat chorally and individually
● Ensure that the students understand what these family names mean.
● Hold up the flashcards for daughter, son, aunt and uncle one by one, and have the students say what they can see
Put the pictures on the board.
● Give volunteers the word cards one by one and ask them to put them under the correct pictures Have the students say each word chorally
● Workbook, page 5, activity 3 Say: Find the family words and circle them then read them to your partner.
Dad, this is my friend.
I’m Yoko Nice to meet you.
Nice to meet you too, Yoko.
Mom, this is my friend, Yoko.
Family and friends mom grandpa sister uncle daughter
3 Read and match dad daughter mom son aunt uncle
Dad, this is my friend
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● Say: Look at the pictures in activity 2 Ask: Who can you see?
● Say: Look at the pictures and listen to the recording carefully
Play the recording all the way through.
● Say: Look at picture 1 Who’s in the mask? (Fred) Repeat for pictures 2 (Kate) and 3 (Honey/Chatty)
● Divide the class into three groups Group 1 – Kate; Group 2 – Fred (Daddy); Group 3 – Yoko Play the recording for Frame 1 for the students to listen Then play it again for the groups to say their character’s lines chorally along with the recording
Repeat Then have them do it without the recording.
● Use the same procedure for the other three frames.
● Put the class into groups of three They should decide who has which role in each frame Then play the recording, and have individuals say their character’s lines along with it Then ask them to do it without the recording Circulate and check their production
● Workbook, page 4, activity 2 The students must close their Student Books while doing this activity Play the recording
Say: Listen to the recording and number the pictures one to four in the boxes
● Make photocopies of the masks on pages 125, 127 and 129 Put the students into groups of three and give each group a set of masks (mom, dad, male crocodile, female crocodile)
● Ask groups to decide who has which role in each frame Then play the recording, and have individuals say their character’s lines along with it Then ask them to do it without the recording Circulate and check their production
● Then change roles and do it again.
● Say: Open your book to page 9 Look at the pictures in activity 3 Ask: Who can you see? Elicit the family names
Read them all with the class, chorally and individually.
● Say: Draw lines from the words to the correct people
● Check the students’ answers by pointing to the people in the pictures and asking: Who’s this?
● Say: Look at the words in activity 4 Read them aloud Have the students read the words chorally
● Say: Trace the five words on the lines The students should be familiar with writing on lines from Level 1
Circulate, checking and helping them.
● Workbook, page 4, activity 1 Say: Read the words and draw a lines to match them to the pictures Trace the words on the lines Then say them aloud.
● Workbook, page 5, activity 4 Say: Draw a picture of your parents Then write the sentences on the lines.
Notes: mom grandpa sister uncle daughter
3 Read and match dad daughter mom son aunt uncle
Dad, this is my friend
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Clothes
● can read and use the words: boy, girl, grandparents, granddaughter, grandson, and knows how to identify them when depicted,
● can follow and understand the details of a simple reading passage,
● can indicate the people in the picture according to the recording.
Boy, girl, grandparents, granddaughter, grandson, happy, a good grandson/granddaughter.
Student Book, pages 10–11; CD; Workbook, pages 6–7,
68; flashcards: boy, girl, grandparents, granddaughter, grandson; teacher to make corresponding word cards.
● Elicit the family names the students have learned so far.
● Tell the students that they are going to learn some new family names.
Recording 1/6 boy, girl, grandparents, granddaughter, grandson
● Say: Open your book to page 10 Look at the pictures at the top of the page Ask: What can you see? Elicit known family words.
● Say: Look at the pictures and listen to the recording carefully Play the recording all the way through.
● Say: Listen to the recording and repeat Play the recording again, pausing after each word for the students to repeat chorally and individually
● Prepare the flashcards for the new words Hold them up one by one and ask: Who is this? When the students answer, stick it on the board Then give volunteers the corresponding word cards one by one to stick under the pictures Have the class say all the words.
● Note: Make sure you draw the students’ attention to the fact that the word granddaughter has two letter ‘d’s in the middle, unlike all the other grand- relationship names
Look at this family The boy is Anders and the girl is Linda.
Their grandparents are Marit and Henrik Anders is a good grandson and Linda is a good granddaughter They are a happy family.
● Say: Look at the picture in activity 2 Ask: Who can you see?
Ask who they think the people are and what relationship they have with each other Ask the students whether they think they are a happy family.
● Say: Look at the picture and listen to the recording carefully
Play the recording all the way through.
● Say: Look at the text and follow the words Play the recording.
● Ask questions, e.g., What’s the girl’s/boy’s name? What are the grandparents’ names? Who is Anders/Linda in the picture?
● Draw the students’ attention to the ‘th’ words: their, they, the, this Write them on the board Have them practice making the /ð/ sound by putting their tongues between their closed teeth and blowing air out Then practice the words Also check they understand the meaning of their (relate it to my, your which they already know)
● Say: Listen, follow and repeat Play the recording, stopping after each sentence and having the students read it chorally and individually.
● Put the students into pairs to read the text to each other and check their pronunciation Circulate and check their production
Family and friends 3 Read and circle.
3 Marit and Henrik are parents / grandparents
4 The family is sad / happy
Look at this family The boy is Anders and the girl is Linda
Their grandparents are Marit and Henrik
Anders is a good grandson and Linda is a good granddaughter
They are a happy family. boy girl grandparents granddaughter grandson
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● Say: Open your book to page 11 Look at the sentences.
● Say: Read the sentences and circle the correct words
(Answers: 1 girl; 2 boy; 3 grandparents; 4 happy)
● When the students have finished, have them read their sentences to a partner Then ask for volunteers to read their sentences to the class Finally, have the class read the sentences chorally.
● Workbook, page 6, activity 2 Say: Read the sentences and circle the correct words When the students have finished, play the recording for them to check their answers They can then read the text for a partner to check.
1 This is my dad His name is Peter.
2 This is Jack He’s my brother.
3 Look at my grandparents I have four grandparents.
4 This is my aunt Her name is Helen
● Say: Look at the people in the pictures in activity 4 Explain that the students have to listen to the recording and check which one the people in the recording are talking about.
● Say: Listen to the recording and check Play the recording all the way through If necessary, play it again, pausing after each sentence
● Ask the students for the answers (1 dad; 2 brother; 3 four grandparents; 4 aunt).
● Say: Listen to the recording and repeat Play the recording again, pausing after each sentence for the students to repeat chorally and individually.
● Workbook, page 7, activity 4 Say: Read the sentences and draw lines to the correct pictures Circulate and check the students’ work
Play Hunt the Timble with the class In this case, however, the ‘thimble’ is a flashcard of something known—probably one of the recently learned words is best.
● Ask for a volunteer to leave the class and be the
● Decide with the rest of the class which picture to hide and where to hide it.
● Call: Come in to the volunteer, who goes around the class looking for the card The other students can help by saying hot when she/he gets nearer, and cold when she/he gets further away When the card is found, the volunteer says what it shows.
● Repeat the game as many times as you feel appropriate Play it on other occasions so that everyone can get a turn at ‘hunting.’
● Workbook, page 6, activity 1 Say: Find the stickers and stick them in the correct circle
● Workbook, page 7, activity 3 Say: Look at the crossword
Write the correct words next to the pictures, and then say the words
● Workbook, More fun, page 68 Say: Look at the puzzle Find and circle the hidden words and then read the words aloud.
3 Marit and Henrik are parents / grandparents
4 The family is sad / happy
Look at this family The boy is Anders and the girl is Linda
Their grandparents are Marit and Henrik
Anders is a good grandson and Linda is a good granddaughter
They are a happy family. boy girl grandparents granddaughter grandson
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Free time
● can read and use the words: Poland, America, England,
Japan, Kenya, and recognizes famous landmarks and icons,
● can follow and understand the details of short dialogues,
● can ask and answer questions about name, age and birthplace,
● can write the country names on a four-line stave.
Poland, America, England, Japan, Kenya What’s your name? My name’s …, How old are you? I’m seven Where are you from? I’m from Japan We’re eight We’re friends
Sumi is from England I’m Justin I’m from England.
Student Book, pages 12–13; CD; Workbook, pages 8–9; flashcards and word cards used in the unit so far; flashcards: Poland, America, England, Japan,
Kenya; teacher to make corresponding word cards.
● Put the flashcards for the words which the students have learned so far in this unit around the classroom.
● Hold up the corresponding word cards one by one and say: Read the word and point to the correct picture
● Tell the students that they will learn the names of different countries in this lesson.
It would probably be a good idea to make a word card and flashcard for your own country to go with this section (or if you are teaching a mixed nationality class, for the countries that the students come from)
The flashcard should have a photo or drawing of some iconic place that is widely known and easily recognizable
Poland, America, England, Japan, Kenya
● Say: Open your book to page 12 Look at the five pictures at the top Ask: What can you see? Elicit any information you can in the mother tongue.
● Say: Look at the pictures and listen to the recording carefully Play the recording all the way through.
● Say: Listen to the recording and repeat Play the recording, pausing after each word for the students to repeat them chorally and individually
● Hold up the flashcards one by one and have the students say what they show Put them on the board
● Hold up the word cards and ask volunteers to read them
Then stick them under the correct picture
I’m Jessica and this is Sumi We’re eight I’m from America
My name is Justin I’m from England I’m seven.
I’m Adam I’m seven, too I’m from Poland.
My name’s Nelson I’m eight I’m from Kenya We’re friends.
● Say: Look at the pictures in activity 2 Ask: Who can you see?
● Say: Look and listen to the recording carefully Play the recording all the way through.
● Ask: Who is from Kenya? etc and elicit the children’s names
Then have the class say sentences chorally like: Sumi’s from
● Ask: How old is Justin? etc Elicit the ages
● Say: Listen to the recording and repeat Play the recording, pausing after every sentence for the students to repeat chorally or individually
Family and friends 3 Read and match
Poland America England Japan Kenya
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● Put the students into groups of five Ask the students in each group to choose among one of the five children in activity 2 They should then make sentences like: I’m
● Say: Open your book to page 13 Look at the sentences and pictures in activity 3 Ask: What can you see? Elicit the names of the countries
● Say: Draw lines from the sentences to the correct pictures
● When the students have finished, say: Read your answers to your partner; for example, Justin is from England Circulate and monitor their production
● Workbook, page 9, activity 3 Say: Color the lines in different colors to match the children to the flags Then make sentences
Elicit sentences from the class.
My name’s Sumi (×2) How old are you? (×2) I’m eight (×2) Where are you from? (×2) I’m from Japan (×2)
My name’s Justin (×2) How old are you? (×2) I’m seven (×2) Where are you from? (×2) I’m from England (×2)
● Say: Listen to the recording carefully Play the recording all the way through
● Say: Listen to the recording and join in Play the first verse, pausing after each pair of lines (question and answer) and have the students join in Then play the entire first verse with them joining in Repeat this with the second verse.
● Have the students say the chant without the recording and clap to the rhythm
● Divide the class in half, and have one half ask the questions in the first verse, and the other half answer
Swap roles for the second verse
● Workbook, page 9, activity 4 Say: Color the flags according to the dots Then trace the words and say what countries the flags represent.
● Put the class into groups of five The students in each group take on one of the five character roles.
● Have the students ask and answer the three questions from the chant for each of the characters.
● Say: Look at activity 5 Trace the names of the countries and draw lines to match them to the correct flags Then color the flags
● The students can refer to Workbook, page 9, activity 3 for the colors of the flags if they are not sure.
● Workbook, page 8, activity 1 Say: Look at the flags and circle the correct country names, and then say them aloud.
● Workbook, page 8, activity 2 Say: Look at the pictures and stick the country name stickers in the correct places Then say the sentences.
Poland America England Japan Kenya
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Sports
This is me!
● can visually and audibly recognize and identify r-blends: br, cr, dr, fr, gr, pr and tr,
● can isolate r-blends and pronounce them on their own or as part of a word.
● Bread, crab, dress, frog, grass, present, tree.
● Student Book, page 14; Workbook, page 10; CD.
● Write the r-blends on the board: br, cr, dr, fr, gr, pr and tr, and ask the students if they know how to pronounce any of them
● Point to each blend and say: Listen and repeat Say each blend as an isolated sound
● Ask the students if they know any words associated with each blend Point to each blend and ask: What words begin with this blend? Make a list of words under each blend.
Recording 1/12 b-r, /br/, /br/, bread c-r, /kr/, /kr/, crab d-r, /dr/, /dr/, dress f-r, /fr/, /fr/, frog g-r, /gr/, /gr/, grass p-r, /pr/, /pr/, present t-r, /tr/, /tr/, tree
● Play the recording and have the students listen to it carefully Then play it a second time and have them repeat after it.
● Then, without the recording, say one of the words at random and have the students point to the correct pictures Say: Point to the picture that I say Start slow and gradually pick up your speed of delivery
● Put the students into pairs and have them practice what you just did but with each other Say: With your partner, say the words and she/he must point to pictures Then change roles and do it again
● Direct the students’ attention to the r-blends Point to ‘cr’ and ask: What does ‘cr’ sound like? Also ask: What words can you think of which begin with ‘cr’? Do the same for the other r-blends
● Say: Listen to the recording and circle the correct r-blend for each part Play the recording There are two choices for each but only one is correct
● When the students have finished, take up the answers together Ask: What is the answer to the first/second/third one?
Have the students answer chorally
● Direct the students’ attention to the pictures Say: Look at the pictures Ask: What can you see? Elicit the answers Point to each picture and ask: What is it?
● Have the students draw a line from each picture to match the correct r-blend
● When the students have finished, ask the class: Which picture matches with ‘cr’? Ask: What other words can you think of which begin with ‘cr’? Do the same for the other r-blends.
● Workbook, page 10, activity 1 Play the recording and have the students listen to it carefully Then play it a second time and say: Listen to the recording and circle the r-blend you hear.
● Workbook, page 10, activity 2 Direct the students’ attention to the pictures Say: Draw lines to match the pictures to the words
What’s your name? My name is Yoko.
Where are you from? I’m from Japan.
What’s his / her name? His / Her name is Jamie. Where is he / she from? He’s / She’s from England.
My name is Anna I’m from Poland.
My name is Mika I’m from Japan.
* What’s = What is I’m = I am He’s = He is She’s = She is
1 2 3 cr- / gr- dr- / tr- br- / pr-
3 Match and say crab cr- fr- gr- pr- tr- dr- dress br- bread frog grass present tree gr - tr - fr - cr -
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● can ask and answer: What’s your name? What’s her/his name? Where are you from? Where is she/he from?
● Flashcards and word cards for family members and countries; Student Book, page 15; Workbook, page 11; CD.
● Play the recording and have the students listen to it carefully Then play it a second time and have them repeat after it
● Then pausing after each question and answer in the recording, ask for two students to repeat it and act it out Ask the other students to act out the questions and answers, too.
● Direct the students’ attention to the illustration of the group of children Say: Look at the picture Ask: What can you see? Elicit answers
● Point to each student in the illustration and ask: What’s her/his name? Where’s she/he from? Then have the students think of a different name for each Say: Look at Jack Ask: If you could change Jack’s name and give him a new name, what would you call him?
● Then have the students point to each child in the illustration and read her/his part Consider asking the students to pretend to be each child and read her/his part as they think she/he would sound.
● Workbook, page 11, activity 1 Direct the students’ attention to the scrambled words Say: Read the words and number them to put them in the correct order.
● Workbook, page 11, activity 2 Have the students read the questions and answers Then have them draw lines to match the questions to the correct answers.
● Practice the sentence patterns with the students
● First, ask the students their names and where they are from
Ask: What’s your name? and Where are you from?
● Then have the students go around the classroom asking each student her/his name and where she/he is from
Consider making this into a role play in which the students do not know each other and they are meeting for the first time Encourage the students to introduce themselves e.g.,
Hi, I’m Susan, and then ask the questions They can follow this up by saying: Nice to meet you! and shaking hands Then sit the students down and ask about each student: What’s her/his name? Where is she/he from? Have the students answer: Her/His name is … and She’s/He’s from …
What’s your name? What’s her name?
My name is Yoko Her name is Jamie.
Where are you from? Where is she from?
I’m from Japan She’s from England.
What’s your name? My name is Yoko.
Where are you from? I’m from Japan.
What’s his / her name? His / Her name is Jamie.
Where is he / she from? He’s / She’s from England.
* What’s = What is I’m = I am He’s = He is She’s = She is
1 2 3 cr- / gr- dr- / tr- br- / pr-
3 Match and say crab cr- fr- gr- pr- tr- dr- dress br- bread frog grass present tree gr - tr - fr - cr -
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● can read and use the words: children, cousins, twin brothers, and knows how to identify them when depicted,
● can talk about family members and put them onto a family tree.
Cousins, twin brothers, twin sisters, big family My family is big/small Family tree.
Student Book, pages 16–17; all the flashcards and word cards used in the unit so far; photocopies from the
Teacher’s Guide, page 134; colored paper, photos or drawings of the students’ family members, jars filled with modeling clay or sand, wire, cardboard boxes, scissors, glue
● Show the students the pictures of the flags, and elicit the name of the countries Ask: What flag is this? (America,
● Say: Open your book to pages 16–17 and look at the pictures Ask: What can you see?
● Read the sentences by the photos, and have the students repeat them chorally and individually.
● Explain the new words: twin brothers, cousins Ask: Do you have twin brother or twin sister? Do you have any cousins? What are their names?
● Say: Look at the pictures and read sentences in activity 1
Read the sentences, and then have the students repeat them chorally and individually.
● Say: Draw lines to match the sentences to the pictures
Elicit the answers from the class.
● Hold up the book and point to the pictures for cousins, twin brothers, big family Ask the students to say what they are.
● Have the girls stand on one side of the class and the boys on the other Have them number themselves from one to 10.
● Say to Girl 1: Say a female family member, e.g., Girl 1: mom Turn to Boy 1 and elicit: daddy Say to Boy 2: Say a male family member, e.g., Boy 2: uncle Turn to Girl 2 and elicit: aunt Work your way down the line in this way
● Hand out to each student a photocopy of the family tree from the Teacher’s Guide, page 134.
● Ask: What can you see? Elicit: family tree by pointing to the members of the family and tree by pointing to the tree behind them
● Say: Write the family names on the lines Circulate and check the students’ production
● Elicit the family names from the class
Kazu and Ikki are twin brothers from Japan.
This is a big family from Gabon.
• Put photos of your family members in the tree You can write the family words below the photos
• Talk about the people in the poster in English.
1 Beata and Julia are twin sisters from France.
2 Akio and Fumito are cousins from Japan.
3 Billy and his family are from
Wonderful wor ld Wonderful wor ld
TG2-U1-01-19.indd 16 2017/7/5 下午10:28 www.frenglish.ru
● Say: Look at page 17 There is a family tree at the bottom You are going to make your own family tree.
● Show the students all the materials you have collected on a table at the front of the class: colored paper, jars filled with modeling clay or sand, wire, cardboard boxes, scissors and glue
● The students need to have photos or drawings of their family members which you should have asked in advance for them to bring in/produce.
● Give each student a jar filled with sand or modeling clay as a base Give them each pieces of wire to cover with brown paper (the trunk and branches), and then green paper for them to cut out the leaves.
● Finally the students should hang the photos/drawings of their family members, starting with the oldest – grandparents – at the bottom
● The students should be very careful when using the wire to avoid hurting themselves or one another Warn the students particularly about not putting the wire near their eyes
● When the students have finished, make a display of the family trees, and have the students say who the people are
Make sentences like: My family is big/small
Kazu and Ikki are twin brothers from Japan.
This is a big family from Gabon.
• Put photos of your family members in the tree You can write the family words below the photos
• Talk about the people in the poster in English.
1 Beata and Julia are twin sisters from France.
2 Akio and Fumito are cousins from Japan.
3 Billy and his family are from
Wonderful wor ld Wonderful wor ld
TG2-U1-01-19.indd 17 2017/7/5 下午10:29 www.frenglish.ru
● can read and use the words: photo album, photos, smartphone, and knows how to identify them when depicted,
● can follow and understand a simple dialogue and its context,
● can identify objects and family members seen in the
Student Book, pages 18–19; DVD; flashcards and word cards: Poland, England, America, Japan, Kenya; flashcards for the DVD: photo album, family, photo, parents, grandson, smartphone, grandma, grandpa, mommy, daddy, aunt, uncle, baby sister; teacher to make corresponding word cards.
● Put the country flashcards on the board, and have the students say what countries they are chorally and individually.
● Give volunteers the corresponding word cards to read and then put them under the pictures Have the class read them
● Tell the students that the DVD they will watch is about families.
● Give the students plenty of practice with the known mini-dialogues to build their speaking confidence, e.g.,
What’s your name? My name’s …
Where are you from? I’m from …
● To make the activity more interesting and to prevent the endless repetition of known information, prepare role cards for the students with different names, ages and countries, so that they have a purpose in asking the questions.
● It makes for an even more interesting activity to give them each a role card with such information on it, and have them walk around in a particular space