Unit 3 About this unit My family The theme of this unit is the family. This should be a familiar topic for most pupils. The focus is on the roles people play in families, as well as on co-operation between family members and the idea that family members are people with whom you feel safe. Note that you should be aware that the pupils will have differing experiences of family life. No one should be made to feel uncomfortable if their families do not conform to the norm. Lesson 1 (PB p.21 23) Listening and speaking:ask and answer questions about families. Listening and speaking:listen to and read aloud a dialogue about a family situation. Listening and speaking:role-play a family situation. Pupil s Book; pictures and photographs of families Starting off 1. Divide the class into groups of four or five. Ask the groups to discuss the photographs on page 21 of the PB. The photographs contain information about events and show facial expressions, which can start a group discussion. Once the pupils have answered that photograph 1 shows a birthday celebration, 2 shows parents with a young baby, and 3 shows a father and son playing chess, ask the groups to describe the facial expressions of people in the photographs. Ask them to tell each other about occasions when they felt happy, serious or proud. 2. Walk around the classroom and listen to the group discussions. This may be an opportunity to assess individual pupils' listening and speaking skills. Assessment suggestion Observe the pupils and listen to their ability to contribute to a discussion. Refer to Rubric 2: Listening and speaking: General. This is available on the website. Listening and speaking (PBp. 22 23) 1. Divide the class into groups of three. You can use the conversation on page 22 as reading practise for the pupils and to stimulate discussion about family relationships and roles and duties at home. 2. Ask the pupils to read the conversation between Aisha, Jibrin and their mother, with each pupil reading a different character's lines. The roles can be swapped when the pupils reread the passage. This is an exercise in reading aloud and role-play. 3. Walk around the classroom and pick out a group that have read the conversation well. Ask them to come to the front of the classroom and perform the conversation. 4. Ask the pupils to remain in their groups and discuss questions (a) (d) in Activity 2. Ask a few volunteers to share their responses afterwards with the rest of the class. 5. Still in their groups, ask the pupils to prepare a short scene like the one between Aisha and Jibrin, in which a brother and a sister have an argument. Ask the pupils to think of a name for each character, and then to decide what the argument will be about. The third pupil in the group will be the parent who interferes and stops the argument. 6. The pupils may wish to write down their scene. Draw the class's attention to the way in which the scene on pages 22 23 has been laid out. Ask the pupils to write the characters' names in the left-hand margin of their notebooks. The main text should be written on the right of the margin. Any directions (supporting text) should be underlined or written in another colour. 7. Ask the groups to practise acting out their scenes. Walk around the classroom and listento the groups' work. After about ten 11
minutes, the groups should be ready to perform their scenes to the class. Ask two or three groups to act out their scenes to their classmates. 2. a) Aisha and Jibrin are arguing about tidying up and about who does the most work. b) Pupils' own answers. c) Aisha wants to be older because she wishes she had the privileges of an older child, like going to bed later. Pupils' own answers for the second part of the question. d) Pupils' own answers. If possible, bring some photographs of your own family to share with the class. The pupils would probably be interested. Be prepared to tell an anecdote about one or two of the photographs. Encourage each pupil to bring in a photograph of their own family to share and display in the classroom. (This can be done for homework.) Lesson 2 (PB p.22 23; WB p.10) Listening and speaking: Practise the sounds/ú/ and /I/. Reading: Read a description about a family and answer questions about it. Pupil s Book; Workbook Pronunciation (PB p.22 23) 1. Read the words bud and bird to the class. Ask the pupils to repeat them after you. Ask the pupils to listen to the difference between /ú/ and /I/. Ask if anyone can give more examples of words with these sounds. 2. Now ask the pupils to stand up while you read the list from the box on page 23 to them. Explain that this is a list of words with /ú/ and /I/ sounds. When they hear a word with /ú/ the pupils must raise both arms. When they hear a word with /I/, ask the pupils to sit on the floor. 3. Ask the pupils to copy the table, as shown in Activity 2, into their notebook. Tell them to write the words in the correct column on the table. When they have finished, check the answers with the class. 4. Afterwards, ask the pupils to test their spelling with a partner. 5. Still working in pairs, ask the pupils to add more words in each column of their tables. 2. bud: mum, sun, cub, bun, tum, fun, luck, shut, hut, bust bird: hurt, shirt, curb, burn, turn, fur, lurk, dirt, hurt, skirt, burst Reading (PB p.23 24) 1. Ask the pupils to look at the picture on page 23 and to identify the actions of each family member. Ask: Who is carrying bags? setting the table? doing homework?, etc. 2. Discuss with the class if the picture depicts a scene early in the morning or late in the afternoon, and why. Encourage them to give reasons for their answer. (e.g. It is late in the afternoon, because the mother has just been shopping. or It is late in the afternoon, because the girl is doing her homework.) 3. Working in pairs, ask the pupils to describe their own families to each other. Give them a few minutes to do this and then ask a few individuals to share their responses with the rest of the class. 4. Ask the pupils to read Aisha's description of her family on page 24. They can do this silently on their own or take turns to read different sections aloud to each other in pairs. Comprehension (PB p. 24) Ask the pupils to complete the sentences on page 24. After a few minutes, call the class together and go through the sentences orally, asking individual pupils for their answers. 12
1. There are seven people in Aisha's family. 2. Aisha's family has good times and bad times. 3. Sometimes their grandmother tells them stories. 4. Aisha feels safe at home. Workbook (WB p.10) 1. Ask the pupils to look at the photo on page 10 of the Workbook and then answer the questions about Yusuf's family on their own by filling in the gaps. 2. They can then doactivity 2, where they must complete sentences about their own family. 1. a) Yusuf's family lives in a small house. b) Yusuf's father works at the hospital. c) Yusuf's sister likes reading. d) Yusuf feels safe at home. 2. Pupils' own answers. For homework, ask the pupils to draw a simple sketch of their own family. They can bring their sketches in for the next lesson and share them with their neighbours. Lesson 3 (PB p.24 26; WB p.11) Grammar: Learn about and use the present simple tense. Pupil s Book; Workbook; word cards with the names of verbs written on them, e.g. play, live, eat, do, go, like. Grammar (PB p.24 25) 1. Go through the note on page 24of the PB about the present simple tense with the class. Elicit or give further examples. Write these on the board. 2. Explain that the verb gets an s for the third person singular. For the negative and the question, the s goes on to the helping verb (does). However, it is often a good idea to let the pupils work out the grammar rules for themselves. Do this by writing up and pointing to verbs in different sentences, some using the third person singular and some using, say, the first person singular (I). Underline the verbs in the sentences. Ask if the pupils have noticed anything about the verb endings. With the class, formulate the rule for third-person-singular verbs. Make sure the pupils understand how the verb changes according to who is doing the action. 3. Let the pupils work on their own and do Activities 2 and 3 in their notebooks. When they have finished, they can swap their notebooks with their neighbours and check each other's answers. 4. For Activity 3, ask the pupils to work in pairs. Pupil A from each pair makes up a question from the box by combining words from the left, the middle and the right columns in a way that makes sense. Pupil B answers the question. They then they swap roles. 1. a) The twins take turns cooking supper. b) My mother cooks at weekends. c) My grandmother looks after my little brother. d) We eat supper together every night. e) I love my family. 2. My father works in a garage but he also looks after the chickens In our garden. My mother works in the office. She also cooks our meals and does a lot of other things. My two brothers go to the market and they work in our garden. My sister washes our clothes. I sweep the floor every day and I look after my baby brother. Workbook (WB p.11) Ask the pupils to complete Activity 4 on page 11 of the Workbook. They can do this individually and then check answers in pairs. 13
4. cook have I cook have you cook have he, she, it cooks has we cook have they cook have If there is time at the end of the lesson, hold up the word cards, one at a time, with a different verb written on each one. Say who is doing the action (e.g. We) and ask the pupils to give the correct verb form (e.g. play). Repeat this with all the word cards as quickly as possible, like a drill. Lesson 4 (PB p.26; WB p.11) Grammar: Learn about and use linking words. Writing:Write about their family. Pupil s Book; Workbook Grammar (PB p.26) 1. Read through the box on About linking words on page 26. Ask the class for more examples of sentences joined with and, but and because. 2. Ask the pupils to do Activity 1 on their own. They must join the sentences on the left with those on the right, using the linking words and, but and because. When they have completed this, ask them to move on to Activity 2, again working on their own. Check the answers together with the class afterwards. 2. a) I like milk and/because it is very good for children. b) I am in the school choir and I am in the school netball team. c) I do my homework after school and I look after my little brother. Workbook (WB p. 11) Ask the pupils to complete Activity 3. They can do this individually and then check their answers in pairs. 3. a) I can speak English but I cannot speak Chinese. b) I play football and I play basketball. c) I like playing games but I do not like watching them. d) I was late for school because I missed the bus. e) I have a brother and I have a sister. f) She cannot get a new bag because she does not have any money. Writing (PB p.26) The pupils should complete this activity on their own. They can use the reading text on page 24 of the PB as a model. Encourage them to plan their writing and to write a rough draft in their notebooks first. Remind them to write in the present simple tense and to use linking words where possible. Get them to check their work for spelling, punctuation and grammar before writing a final, neat copy. They can illustrate their final version with a photograph or drawing of their family. Assessment suggestion 1. Your main criterion in marking this work will be on its descriptive qualities, as well as the use of the present simple tense and linking words. 2. Be careful to write your comments at the bottom of the page or in the margin and not spoil the description itself with red marks. 3. The pupils' descriptions can be pinned up on the bulletin board at the end of the lesson. You can add this work to the display of family photographs. Give the class a chance to go to the board and read their classmates' work. 14
Lesson 5 (Reader p. 10 13) Reading: Read a text and answer questions about it. Reading: Read a newspaper article and answer questions about it. Reader; Workbook Reading (Reader p. 10 13) 1. Ask the class to look at the picture on page 11 of the Reader. Ask them to describe the boy in the picture and the way he is dressed, and what this might say about his circumstances. 2. Read the text up to "AIDS and family life" together in class, giving different pupils a chance to read a paragraph out loud. It might be a good idea to reread the text up to this point. Ask the pupils if there are any words they do not understand, and explain them. 3. Also ask the pupils a few questions about the text to check that they understand it, such as, What was the most important thing the children always had enough of? How were the children orphaned? What killed the parents? andwhat did the reporter say to make the children agree to the interview? 4. Ask the pupils what they know about AIDS and HIV. At this stage, it will suffice to tell the pupils that AIDS is a disease that affects our immune system (our body's ability to fight diseases), but it is preventable because it is only transmitted (spread) through some infected bodily fluids such as blood, and fluids in our private parts. If we are careful, we do not get AIDS. 5. Continue by asking one or two good readers in the class to read out the newspaper article on the Omole family. Check that the pupils understand the gist of the article. 6. Finally, read the concluding paragraphs of the text, on page 8 of the Reader, to the class. Ask a few questions about the text, such as, What did Mazi plan to do to improve his and his brothers' and sisters' lives? and What did Adebayo do to earn some money? 7. Now answer questions 1 3 below the text. You may wish to give parts of this as a written assignment, but it may be a good idea to turn this into an oral class activity and ask the pupils to brainstorm the answers. 8. For question 4, ask the pupils to write down the reporter's questions based on the article the reporter has written. The pupils must work on their own for this activity. If there is time, ask your class to split up into groups of three or four. One pupil in each group is to be the reporter and to interview Mazi. A second pupil is to play the part of Mazi. Ask a third pupil to write down the reporter's interview questions and a fourth to help with the interview, suggesting additional questions. Ask one or two groups to role-play their interview in front of the class. 15