Unit 4 Families and FriendsObjective:
1.
Encourage students to discuss family life and relationships.
2.
Develop students’ competence of talking about relationships with good friends.
4A FamiliesActivity 1
Write these words on the blackboard for students’ more attention:in-law: related by marriageniece: a daughter of your brother or sisternephew: a son of your brother or sisterfamily tree: a drawing that shows all the members of a family and how they arerelated to one anothergreat-: used with a word for a relative to mean one generation older than thatrelativeframe: a border that encloses and supports a picture, photograph, mirror, etccostume: clothing worn in order to look like someone else
step 1: pair work
1.
Ask the whole class whether they know that depending on the language, variousfamily relationships may have their own special names. Take the word-uncle as anexample.
2.
Ask the class if they have ever seen a family tree. Have students look at thediagram. Elicit the meaning of the equal sign (husband and wife) and thehorizontal (brother and sister)and vertical (children) lines.
3.
Have students work in their pairs to talk about James’ family. Tell partners toask questions about the relationships such as “How is Richard related to James?”and to answer in complete sentences.
4.
After several minutes, ask a few pairs to explain how people in the family treeare related to James.
step 2: listen
1.Tell the students they are going to hear Alice talking about her family.
2.
Have students read the names in the box. Pronounce each one, and have studentsrepeat after you. You might suggest that students begin Alice’s family tree bywriting her name in the middle of their sheet of paper.3.Play the recording, pausing occasionally for students to draw in the relationships.
4.
Play the recording again, and have students check their answers and correctthem as necessary. Then check answers with the entire class.
Activity 2
Write these words on the blackboard for students’ more attention:advantage: a good or useful quality that something hasdisadvantage: something that is not good or causes problem
step 1. pair work
1.Have students work in pairs to look at the photos and answer the question
2.
Tell partners to think of at least two ways the people in each photograph mightbe related. Point out, for example, that in photo3, the woman holding the babycould be the baby’ aunt instead of her mother.3.After a few minutes, reassemble the class. Ask volunteers to share their ideasabout the relationships in the photos.
step 2. group work
1.Find out how many students live or have lived away from home. Ask thesestudents to share what they like best and least about the experience.2.Combine students into groups of four or five to compare answers. Point out thespeech balloons and encourage students to use them as models when expressingtheir own ideas.3.After several minutes, have the groups present their ideas to the rest of theclass.
4.
At the end of discussions, ask each group to describe a ‘typical family’ in theircountry or countries. Then ask volunteers to explain their ideas of how familylife has changed.
4B FriendsActivity 1step 1: pair work
1.Elicit a definition of a buddy ( a close friend). Ask students to think of thefriend they most like to spend time with and why.2.Put students into pairs to discuss the questions about the three photos. Clarifythat students should first explain what could be happening in the pictures.Stress the importance of a two-way discussion, with each partner asking forexplanations and clarification about what the other has said.3.After a few minutes, lead a brief class discussion about the photos. Who hadthe most interesting interpretations?
step 2: group work
Combine the pairs into groups, and have students exchange ideas.
Activity 2
Write these words on the blackboard for students’ more attention:to get along: to have a good relationshipto hit it off: to meet and begin to like each other immediatelyto bond: to form a close and lasting relationship with another personhysterical: very funnyto click: to become friendly(informal)eternity: endless time; time without limitsto be evicted: to be forced to leave a place
to be there for someone: to be ready to help someoneto gossip: to talk about other people’s private livesto have something in common: to have the same interests or characteristicsmirror: glass backed by metal which reflects an imageto rise to your goals: to accomplish your aimssupportive: giving help and encouragement
step 1: Listen
1.
Tell the class they are going to hear people talking about their friends. Preteachsome of this task’ new vocabulary, but don’t try to explain all the words on thelist. Students can complete the task without understanding all the newvocabulary. Also, they will probably be able to guess
to bond, to click, to hit it off, to have something in common
from the context.2.Tell students to look over the chart so they know in advance what informationthey should listen for. Tell them that they may hear more than one answer forsome of the rows in the chart, but they need to write only one answer tocomplete the task. Students who want to add more answers may do so. Stressthat they should try to answer both questions for each person during the firstlistening.
3.
Play the recording, pausing at the asterisks in the typescript. Allow students acouple of minutes to fill in the chart.4.Play the recording again. Have students check and correct their answers asnecessary.
step 2: group work
1.Combine the students into groups of three or four to compare notes and then todiscuss the questions.
2.
After several minutes, ask a person from each group to explain who a partner’sbest friend is and when they met. Find out from a few students what would stopthem from being friends with someone.
step 3: Listening
1.
Read the instructions out loud, and call attention to the example for Tom.Stress the importance of students’ taking notes—and not trying to write fullsentences. Also, remind students again that they need to write down only oneanswer for each person.2.Play the recording, pausing after each interview to give students time to writedown their answers.
step4: pair work
1.Put students into pairs to compare answers and then to discuss the question.Encourage them to talk about their own thoughts about the importance offriends.
2.
When the discussions die down, reassemble the class and take a survey to
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Pair Work
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