Unit 5 Me and my family About this unit In this unit, pupils talk about family relationships and read a family tree. They listen to and read a short text and learn to order information using adverbs. They pronounce consonants, vowel sounds and use capital letters in sentences. Lesson one Listening and speaking: Revise consonants and vowels; talk about a picture depicting a family and the chores they are doing, and talk about their own families. Vocabulary: Learn and record new words about families, such as, father, mother, sister, brother, aunt, uncle, cousin, grandfather, grandmother, celebration, present, favourite, scariest, snores. Family photograph album Flash cards of family-related vocabulary. 1. Start off the lesson by asking pupils about where they live. Who do they live with? Who are the members of their family? To facilitate the conversation, show pupils some photographs from your own family album and point to different members of your family. Encourage pupils to share stories about their own relations. Listening and speaking (Pupil s Book p. 29; p. 15; Reader p. 11) 1. Pupils open their PB at page 29. Ask them to look at the pictures of different letters. Point out that the letters are all consonants. Consonants are letters of the alphabet that are not vowels. Sound out each consonant in turn and ask pupils to repeat them after you. 2. Introduce flash cards of family-related vocabulary. Say the word and ask pupils to sound out the word after you. 3. Pupils complete Exercise 4 on page 15 of their WB. Ask them to read the unfinished sentences and then choose who in the picture is doing the action. Answers ( p. 15) 4. a) Grandfather b) Father c) Mother d) Dauda e) Lisa and Grandmother 4. Help pupils find Unit 5 on page 11 of the Reader. Ask them what the title of the story is (We really love our grans!). Let them predict what the story is about. Read the story while pupils follow in their books. Explain difficult words. Ask simple questions to make sure pupils understand the text. Invite questions or queries. Lead a class discussion about who does what chores around the house. Encourage pupils away from gender stereotypes. Invite pupils to share examples from their own lives. Get them to imagine that they are grown up and have children of their own. How will they share the chores? 1. Refer to page 11 of the Reader and help individuals to retell the story We really love our grans! 21
2. Ask them if their parents or grandparents do any of the activities that are shown in the pictures. 3. Invite individuals to share stories about grandparents or older people they love. Listen for correct pronunciation of consonants and correct use of auxiliary verbs. Lesson two Reading: Listen to and then read aloud a short text, and answer questions about the text orally and in writing. Vocabulary: Reinforce and expand on the new words learnt about family relationships such as, father, mother, sister, brother, aunt, uncle, cousin, grandfather, grandmother. Flash cards of family relationship words. 1. Write the name of each typical family member on the chalkboard (i.e. mother, father, sister, brother, aunt, guardian, carer) and ask pupils to share with the class who they live with. Place a tick under the relevant family member each time you a pupil mentions that person and create a table that shows the results. Reading ( p. 29 30; p. 14) 1. Teach vocabulary for members of a family by introducing family relationship flash cards. 2. In pairs, pupils complete Exercise 3 on page 14 of their WB. Answers ( p. 14) 3. a) cousin b) mother/brother c) grandfather d) sister e) uncle f) aunt 3. Pupils open their PB at page 29. They read the title, Dauda's family, and tell you what they think the story is about. 4. Read the story while pupils follow in their books. Let pupils point to the words as they follow along with you. Now let the class read the story aloud as a group. 5. Read the comprehension questions to the class. Ensure the pupils understand them. Pupils work in pairs to ask and answer the questions, and then they write the answers in their note books. Answers (Pupil s Book p.30) 1. There are 26 people in Dauda'a family. 2. He has eight uncles. 3. His father has two sisters. 4. His grandmother loves them a lot and gives them plenty of food. 6. Pupils open to Phonics on page 30 of their PB. Repeat the vowel sounds. In pairs, they read the sentences to each other and then they write the sentences in their note books. ( p. 14) 1. Pupils open their WB and use the family tree on page 14 to draw a family tree of their own. 2. Pupils work in pairs to ask and answer questions about their partner s family tree. Help unsure pupils to understand family relationships by relating the concepts to their own families. Conduct one-on-one conversations about their families, helping 22
them to use the family relationship words correctly. Lesson three Grammar: Learn to order information using the adverbs, first, next, then, at last/ lastly. Chart of pictures that show a process in correct order. For example, washing dishes, making tea. 1. Teach the third verse of Our family, then let pupils say all three verses together. Discuss what the poem means. We laugh and cry, We work and play, We help each other Every day. The world s a lovely Place to be Because we are A family. Grammar (Pupil s Book p. 31; p. 13) 1. Write these words on the board, first, next, then, at last. Explain to pupils that these words are adverbs and they tell the order in which things happen. Explain a process to pupils using these words and the pictures or objects you have brought. For example: First you put hot water and soap into the sink/a dish; then you wash the dishes; next you dry the dishes. At last, you pack them away. Point to the relevant pictures as you say each sentence. 2. Open at PB page 31. Read the notes and example. Now ask pupils to think of their own examples of things that they do in a certain order. 3. Guide pupils to Exercise 1 on page 31 of the PB. Let groups discuss the pictures of the baby and say what she is doing. Ask them to make sentences about how the baby grows up. Answers (Pupil s Book p.31) a) First the baby crawls. b) Then the baby stands. c) Next, the baby walks. d) At last, the baby can run. 3. Pupils complete Exercise 2 on page 13 of their WB. Answers ( p. 13) Answers will vary, but ensure the pupils complete the sentence in the correct order. 4. Working alone, pupils write answers to Exercise 2 in the PB. Answers (Pupil s Book p. 31) Answers will vary, but check that pupils use the four adverbs first, then, next, at last/ lastly in the correct order. In groups, pupils practise all three verses of Our family. They perform the poem in groups. 1. Remind pupils that adjectives are describing words. 2. Refer them to the second verse of Our Family and ask them to identify the adjectives. (big, small, young, old, short, tall). 3. Ask them to make up simple sentences for each adjective. 23
Lesson four Writing: Revise and use capital letters in sentences. Personal dictionaries The words of Monday s child is full of grace on the board or a. Pupils open to page 32 of their PB. In pairs, let them look at the picture. They discuss who they see in the picture and how they are related. Now read the instructions. Make sure pupils understand difficult words such as great grandchildren. Writing ( page 32; page 13) 1. Pupils can keep their books open on page 32. Ask them if they can remember when to use a capital letter: at the beginning of a sentence, for proper nouns such as people and place names, for days of the week and months of the year. Explain that they must write the sentence out in their note books using capital letters correctly. They can refer to the alphabet if they need reminding of how to write a capital. Answer (Pupil s Book p.32) My name is Appolonia. I have many grandchildren who live in Yobe. Their names are Ike, Chudi and Ije. 2. Pupils complete Exercise 1 on page 13 of the WB. Answers ( p. 13) 1. a) Ben has a blue cap. b) He cannot find his cap. c) His cap is in the bag. d) She went to visit Mrs Okonkwe. The following poem will help pupils remember the days of the week. 1. Let pupils copy it down and then underline the capital letters. Help them to understand new words and phrases such as grace, woe, pretty of face. 2. In groups of four, they each memorise two lines for a group presentation. Encourage pupils to use good expression that shows the meaning of the words. Monday s child is full of grace, Tuesday s child is pretty of face, Wednesday s child is full of woe, Thursday s child has far to go. Friday s child is loving and giving. Saturday s child works hard for a living. But the child that is born on a Sunday Is merry and happy and laughs all day. Some pupils may not understand what a proper noun is. Explain that it is the name of a person or place. 1. Return to the story, Dauda's family, on page 29 of the PB. It contains plenty of examples. Ask pupils to point to a name in the text as you call it. For example, Teacher: Point to Dauda. (Pupil points to the name Dauda in the story.) Teacher: Point to Musa, etc. Lesson five Reading and comprehension: Read a story and answer questions about the story orally and in writing. Vocabulary: Learn to look for new words at the bottom of the page and record in 24
their dictionaries new words such as, celebration, present, favourite, scariest, snores. Reader Flashcards of relationship words 1. Revise family vocabulary using flash cards of relationship words. Reading and comprehension (Reader p. 11 14) 1. Help pupils find Unit 5 on page 11 of the Reader. Ask them if they can remember what the story is about. 2. Read the story while pupils follow in their books. Revise difficult words. Guide pupils to the New Word feature at the bottom of the pages to help them understand new words. 3. Read the story again. This time, pupils read along with you. Listen for correct pronunciation of vowel sounds. Stop and practise words that are difficult to say. 4. Ask simple questions to make sure pupils understand the text. Invite questions or queries. Read through the comprehension questions and make sure pupils understand them. 5. In pairs, pupils discuss the answers to the questions. 6. Individually, pupils write answers to the questions using full sentences. Answers (Reader p. 14) 1. The story is about our grans. 2. No, gran reads scary stories at night. 3. Gran gives a biscuit with the tea. 4. No, gran is not afraid of spiders. Draw a picture of yourself with a parent, grandparent or loved one. Give your drawing a caption. Remember to start your caption with a capital letter. Work one-on-one with pupils helping them to read the story on their own. Help them to sound out difficult words and to look at punctuation to help them read with appropriate pacing, (pause after a full stop, a shorter pause after a comma). 25