I cAn wRIte ABoUt mY FAmIlY. UNIT 2
T-23
LESSON 5 WRITE ABOUT YOUR FAMILY
1 FOCUS ON WRITING
• Focus on the Writing Skill. Write possessive on the board. Say, Possess means to have or own something.
Ask, Where have we seen this word before? (possessive adjectives) Elicit the possessive adjectives and write them on the board: my, your, his, her, our, their. Review that possessive adjectives come before nouns and also show possession or having / owning something. Write a few examples on the board: my phone, your sister, his photos.
• Read the Writing Skill. Write additional examples on the board: Ester’s uncle; Her uncle’s children.
• To further demonstrate the relationship between possessive adjectives and possessive nouns, pick up
objects on Ss’ desks and say, for example, her book / Maya’s book or his pen / Chung’s pen.
• Tell Ss to find two examples of possessive nouns in 2A on page 22. (Sally’s husband; mom’s friend)
• Then ask, What other examples of ’s do you see in the email? (She’s, Here’s, That’s) Are these possessives?
(no) What is She’s? (a contraction of She is) Point out that Here’s and That’s are also contractions and elicit the uncontracted forms. (Here is, That is)
EXTENSION Have Ss underline the possessive adjectives in the email on page 22. (My sister; her family; their four children; my mom)
2 PLAN YOUR WRITING
• Look at the chart as a class. Read aloud the information Ss need to write. Clarify meaning as needed. Model an example on the board:
Name: Anna Schmidt Relationship: sister Occupation: teacher Lives in: Munich, Germany Other: married; has 3 cats
• Then ask Ss to complete the chart.
TEACHING TIP Point out to Ss that an important part of writing is the planning stage. Explain that with each writing assignment the goal is to first gather information. Filling out a chart like this gives you material to work with, helps you to organize your information, and allows the actual writing to go quickly and smoothly.
• In pairs, have Ss talk about the three people from 2A.
Encourage Ss to show photos if they have them.
3 WRITE
• Circulate to help Ss connect the three people into one piece of writing. Point out that in the email in 2A on page 22, Ester writes about her sister and her sister’s husband and kids and then mentions her mom and her mom’s friend Abby.
• Tell Ss, Another approach is to write a separate paragraph for each person. For lower-level Ss, model on the board:
Hi Tom!
Here are some pictures.
The first photo is of my sister Anna. She’s married, and she lives in Germany. Her husband is a doctor. They have a nice apartment in Munich. They don’t have kids, but they have three cats.
The second photo...
The third photo...
Hope to see you soon.
Dana
4 REVISE YOUR WRITING
• Tell Ss they will peer review their partner’s writing.
Say, Read your partner’s description and complete the checklist in your partner’s book.
• Have Ss return books and discuss feedback.
5 PROOFREAD
• Have Ss proofread their emails.
• Then collect Ss’ work and offer individual feedback.
If Ss write by hand, encourage them to recopy their descriptions if a lot of changes are necessary.
EXIT TICKET Write on the board: This is Sally. Tony is her husband. Say, Combine these sentences into one using the possessive. (Sally is Tony’s wife. OR Tony is Sally’s husband.) Have Ss write their names and a sentence using the possessive on a blank card or piece of paper. Collect cards as Ss leave. Read the cards to identify areas for review in later lessons and to identify individual Ss who may need additional practice.
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1 FOCUS ON WRITING
Read the Writing Skill.
Read the email on page 22 again.
Circle the possessives.
2 PLAN YOUR WRITING
Choose three family members or friends. Complete the chart.
Write information about each person.
Name:
Relationship:
Occupation:
Lives in:
Other:
Name:
Relationship:
Occupation:
Lives in:
Other:
Name:
Relationship:
Occupation:
Lives in:
Other:
PAIRS Talk about each person. Use photos if possible.
That’s my brother. His name is Tony. Tony’s wife is a doctor.
3 WRITE
Write about your family. Include names, relationships, jobs, and where they live.
Use the email on page 22 as a model.
4 REVISE YOUR WRITING
PAIRS Read your partner’s descriptions of his or her family. Complete the chart.
Did your partner …? Yes No
describe his or her family use capitalization correctly form the possessive correctly
PAIRS Can you improve your partner’s descriptions? Make suggestions.
Then revise your writing.
5 PROOFREAD
Read your descriptions again. Check your spelling, punctuation, and capitalization.
WRITING SKILL Form the possessive Add an apostrophe (‘) + s to a name or a noun to show possession.
Sally’s family My sister’s husband
UnIt 2 23
lesson 5 wRIte ABoUt YoUR FAmIlY
I cAn wRIte ABoUt mY FAmIlY.
see page 22
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GET STARTED 1 MEDIA PROJECT
02-22 Listen or watch. Complete the chart about Rafael’s friends.
Location Occupation Single / Married Leo
Tom Lisa Frida
Show your own photos.
Step 1 Think about your family or friends. Choose or take photos of 4–6 people you know.
Step 2 Show the photos to the class. Talk about each person. Tell where they live, what they do, and if they are married.
Step 3 Answer questions from the class about your family or friends. Get feedback on your presentation.
2 LEARNING STRATEGY
LEARN RELATED WORDS
Some words are related. You can learn them in pairs. Write pairs of words that go together.
Review the vocabulary words in the unit.
Write a list of words that are related.
3 REFLECT AND PLAN
single / married mother / father
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Identify family members Talk about friends and
family
Talk about where people live and work
Vocabulary
Family relationships Relationships More family
relationships
Pronunciation
The voiced th sound /ð/
Linking words together
Grammar
Possessive adjectives Questions with who and
what
Negative statements with be
Yes/no questions with be
Live, work
Reading Reread
Writing
Form the possessive
What will you do to learn the things you highlighted?
For example, use your App, review your Student Book, or do other practice. Make a plan.
In the app, do the Lesson 2 vocabulary practice:
Relationships
Notes Done
PUt It togetHeR
24 UnIt 2
Bolivia doctor single
New York City architect married
New York City engineer married
Mexico teacher single
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GET STARTED 1 MEDIA PROJECT
02-22 Listen or watch. Complete the chart about Rafael’s friends.
Location Occupation Single / Married Leo
Tom Lisa Frida
Show your own photos.
Step 1 Think about your family or friends. Choose or take photos of 4–6 people you know.
Step 2 Show the photos to the class. Talk about each person. Tell where they live, what they do, and if they are married.
Step 3 Answer questions from the class about your family or friends. Get feedback on your presentation.
2 LEARNING STRATEGY
LEARN RELATED WORDS
Some words are related. You can learn them in pairs. Write pairs of words that go together.
Review the vocabulary words in the unit.
Write a list of words that are related.
3 REFLECT AND PLAN
single / married mother / father
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Identify family members Talk about friends and
family
Talk about where people live and work
Vocabulary
Family relationships Relationships More family
relationships
Pronunciation
The voiced th sound /ð/
Linking words together
Grammar
Possessive adjectives Questions with who and
what
Negative statements with be
Yes/no questions with be
Live, work
Reading Reread
Writing
Form the possessive
What will you do to learn the things you highlighted?
For example, use your App, review your Student Book, or do other practice. Make a plan.
In the app, do the Lesson 2 vocabulary practice:
Relationships
Notes Done
PUt It togetHeR
24 UnIt 2 UNIT 2 T-24
PUT IT TOGETHER
1 MEDIA PROJECT
• Read the directions aloud and then have Ss preview the chart. Ask, Who are Rafael’s friends? (Leo, Tom, Lisa, and Frida) What information do you need to listen for?
(location, occupation, and single / married)
• Have Ss listen or watch. Then have them fill in the information. If appropriate, let them listen or watch again.
• In pairs, have Ss compare answers. Then bring the class together and go over the answers as a class.
EXTENSION Call on Ss to talk about Rafael’s friends using information from the chart. (For example, Tom is married. He’s an architect. He lives and works in New York City.)
• Explain to Ss that they will create a similar project.
• Give Ss some time in class to read the three steps.
Answer any questions.
• Ask Ss to work individually on Step 1 and choose photos and / or people they will write about. Have them replicate the chart on a piece of paper and complete it with their friends’ or family members’
names and information.
• Model an introduction on the board: Hello! I’m Marta.
These are my friends Samuel and Deb.
• For Step 2, have Ss practice once with a partner. Then call on individual Ss to present their photos.
• Write the following questions on the board:
1. Does the person show 4–6 photos?
2. Does the person give information about the people in the photos?
3. Does the person speak clearly?
4. Is the presentation interesting?
Give Ss a few minutes to read over the questions.
Tell them to write each person’s name on a piece of paper before the person presents, and then take notes during the presentation referring to the questions on the board.
• Then invite classmates to ask questions and give feedback. You may choose to save the feedback until the very end and let Ss walk around, refer to their notes, and tell Ss individually what they did well or could do better. Remind Ss to speak kindly and constructively.
OPTION To provide an opportunity for self-critique, record Ss presentations or have Ss record one another’s presentations with their phones. Then have Ss watch and complete the following checklist:
Did I show 4–6 photos?
Did I give information about the people in the photos?
Did I speak clearly?
Was my presentation interesting?
2 LEARNING STRATEGY
• Write related words on the board. Then read the Learning Strategy aloud. Ask a volunteer to read the pairs of words.
• Ask, What other pairs of words are there in this unit? Elicit related words and write them on the board. (mom / dad; daughter / son; grandmother / grandfather; grandson / granddaughter; sister / brother; husband / wife; ex-husband / ex-wife;
married / divorced; boyfriend / girlfriend; aunt / uncle;
niece / nephew) If needed, prompt Ss with the first word of several pairs.
OPTION In pairs, have Ss write words for family and friends on notecards. Have them mix up the cards and then match them. Have them make two cards for the word married since it has two possible matches, married / single and married / divorced.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate and answer any questions. Encourage Ss to look back at each lesson in the unit.
• Have Ss compare checklists in pairs and talk about the things they need to study or practice more.
• Have Ss work individually to think about what might help them learn the topics they don’t feel they know yet. Refer individual Ss to specific handouts, app practice, workbook pages, etc., to help them master any problem areas. If Ss feel confident about all of the topics in this unit, encourage them to think of other topics they need help with or want to learn.
• Then invite Ss to walk around and compare ideas for learning different topics.
UNIT REVIEW BOARD GAME To review the Unit content, go to the Pearson English Portal / Reproducibles / Unit Review Board Games folder and print out and make copies of the Unit 2 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
leARnIng goAls
In this unit, you
describe your home
describe your neighborhood talk about things in the home read and write an ad for an
apartment for rent
wHAt A
BeAUtIFUl Home!
Read the unit title and learning goals.
Look at the photo of a home. What do you see?
Now read Dan’s message. Why is he in New York City?
3
DAN LU
@DanL
I’m working in New York City for three weeks and house-sitting for my friend Mike.
25
PREVIEW THE UNIT
T-25
LESSON 1 Describe your home
Vocabulary Places in the home
Grammar Adjective + noun placement
Pronunciation The vowel /ə/ in unstressed syllables
LESSON 2 Describe your neighborhood
Vocabulary Places in the neighborhood
Grammar Prepositions of location; There is / There are Pronunciation Stress in compound nouns
Conversation skill Change the topic
LESSON 3 Talk about things in the home
Vocabulary Things in the kitchen
Grammar Questions with where + be; Prepositions of placement Vocabulary Things in the house
Listening skill Listen for key words
LESSON 4 Read an ad for an apartment for rent
Reading skill Use background information
LESSON 5 Write an ad for an apartment for rent Writing skill Complete sentences
PUT IT TOGETHER
Media project Video: A room in your home Learning strategy Clap your hands
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
GET STARTED
• Read the unit title, stressing the word beautiful. Elicit the meaning of home. (the place where you live)
• Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about? Which topics are new for you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see? Call on volunteers and write answers on the board. (For example, home, kitchen, living room, table, TV.)
• Point to the photo and ask, Who’s this? (Dan Lu) Have Ss read what Dan says in Meet the People of TSW Media on page 4 or play the video of Dan. Then ask, Where does Dan usually work? (in Bejing)
• Have Ss read the social media message on page 25. Ask, Where is Dan working right now? (in New York City) Ask, Where is Dan staying? (at his friend Mike’s house) Is Mike at home? (no) Elicit or explain that house-sit means to temporarily live in and take care of someone’s home while he / she is away.