| Unit 3 This is my sister |
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Language functions: Introduce people, identify people Goals: Use this, that introduce people and identify people Structures: Demonstratives this, these, that, those. Subject pronouns I, he, she, they. Yes/no questions and short answers. Plural nouns Vocabulary: Mother, father, sister, brother, grandmother, grandfather, friend, grandparents, uncle, aunt, cousin, parents. Target language: This is my brother. Is she your sister? Yes, she is. No , she isn’t Learning strategies: Personalizing, memorizing Four periods Period 1 Step1 Revision Revise is this your…? Is that your…? Step 2 Presentation Point to each word and to repeat it after me. Help students with any pronunciation problems they may have. Let them guess which person in the picture each word refers to. Match the words with the people. Do 1a Listen. Do 1b. Ask them to name each one. Step 3 Pairwork 1. Talk about the members of Dave’s family shown in the picture. 2. Call attention to the example conversation in 1c. 3. Ask pairs to work together. Step 3 Listening Listen to the tape. Do 2a. Do 2b. Read the list of names and ask students to repeat. Ask them to match the letters next to the people. Play the recording. Step 3 Task Ask students to work in pairs. Show how one person covers the list of names above the picrure and asks the other person questions beginning with is this…? The other person answers enther Yes or No answer. Period 2 Step 1. Revision Revise is this your …? Is that your…? Step2. Grammar focus Review the grammar box. Ask students to say the questions, answers and statements. Review the difference between this and that. Step 3 Practice Do 3a. Call attention to the picture. Read the conversation. Ask a student to read the four words to the class. Ask them to work alone as they write the four words from the box in the correct blanks in the speech bubbles. Step 4 Pairwork Do 3b. Practice the conversation with a student. Practice the conversation in the picture with a partner. Invite the students to perform the conversation for the class. Step 5 Task Demonstrate the activity by writing the name of my father, mother, or a reined on the board. Ask students to guess who that person is, using questions is she…? Is he…? Say Yes, he is. No, he isn’t. Ask students to take turns coming to the board and writing a name for the rest of the class to make guesses about. Tell them bring family photos to class. Ask them to try and find photos of family members having fun together. Divide the students into small groups. Have them find out who the people in each other’s photos are. Period 3. Step 1 Revision Revise is this your…? Step 2 Practice 1. Do 1Call attention to the family tree. It shows the members of a family with the older people at the top and the younger people at the bottom. 2. Ask one to read the family words shown on the family tree. 3. write the correct word from the box on each of the blank lines. Step 3 Listening 1. Listen. Do 2a. 2. Listen. Do 2b. Step 4. Practise Draw a sample picture of my family and some friends on the board. Point to each person the picture. Say his or her name and tell if they are members of the family of friends: this is lee. He’s my father. Step 5. Task Draw a picture of your own family and friends. Ask them to talk about the pictures they made with a partner. Do 2c. Step 6 Practice 1. Do 3a. Read the letter. Draw a sample picture of a family. Let them draw Emma’s family. 2. Do 3b. Draw student’s to the photo, and elicit the various family members on it. Have student imagine it’s their family. 3. Do 3c. Have them write about their own family. 4. Do 4a. Take out the photos. Write the same kind of letter they wrote for 3c. Step 7 Task Draw their family trees. Period 4 Step 1 Revision Revise what they learned in this unit Step 1 Self check 1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know. 2.Write five new words in their Vocab-builder on p108. Share their lists with other students. 3 Elicit the various Chinese lications in the pictures. Ask them to fill in the blanks individually. Step 3 Reading Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class. Step 4 Play the game Ask them to work in groups of four. Give each group a set of 16in cards. They will write the names of family members and draw pictures of them on the cards. Make up 8 sets of the cards in the combinations. Mix them up. Let them get matches for all four cards is the winner. Step 4 Task This is a letter from a girl in Japan. She wants to find a pen pal. I would to red the letter to the class. Then please write a letter to her about yourself. Dear friend, I want to be your pen friend. Let me introduce my family to you. I have a good family. My father, John, is a teacher. My mother, May, is a doctor. My brothers are Mike and Dick. I have a little sister. I love her very much. Welcome to my home. Yours, Sara |
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