STi msYeuN ote CCUM eC) sro IMC Teen NTC el Steve Wasserman Bir eanaANT-lae =) a ae Teacher’s Book SMe Case OUT ae ced Dene Aad COS eeCuemur ts ee Ae a See T-Teelsrem-\eliatoya Cre uaa classroom Ua re Ieee UC) Perea od I avIBEN1A | Family life WHAT THE LESSON IS ABOUT IF YOU WANT A LEAD-IN Discussion starters © Methodology Builder 15: Using Discussion starters, page 63, + How many people are there in your family? Who is the ‘oldest rember of your family! Are there more young people ‘or more old people in your faraity? © What is the largest family you've ever known? + Doyou have relatives you never see? Test before you teach: family vocabulary + Make a list of all the people who came into your home in the last three months (family, friends, ete). Pre-teach key words: family words + Draw your own family tre on the board. (See exemple below.) Flicit ‘aunt’ ete mother father uncle me sister cousin niece VOCABULARY & SPEAKING: family & friends © Language reference, Student’s Book page 15 1 + Students match the words in the box with the definitions. ana . oe te Laci AG aR «* Blicit which words have not been defined in exercise 1 (classmate: daughter; grandfather; mother-in-law: nephew; roommate; uncle). ‘= Ask students to help you construct a new definition for daughter on the board. If students find this hard, use the answer for sort in exercise 1 asa model. ‘© Pairwork. Students write detinitions for the other words. ‘They can use the other definitions irom exercise 1 as models. Language notes: family = Niece, nephew and cousin are often the most confusing words. A cousin can be male or female, but niece and. nephew are gender-specific! '» In-law as an ending shows that the relationship exists because of a marriage, eg your mother in-law is not your Feal mother, but is only related to you through your marriage. In-laws (usually plural) can be used as a nou! ight, eg All my in-laws are at the party. » Some interesting and useful collocations are met in the lesson, though not specifically focussed on: your closest friend (Vocabulary & Speaking 1) fer future husband (Text ~ Vera) @ family pet (Speaking 1) 3 ‘+ Students think of four family members or friends. ‘= You could give them three minutes’ thinking and preparation time to organize their thoughis and decide Iwitat they cant say. Ask them to Took at the example description beginning Tere .... You could work through another example description before students try the task themselves + Poirwork, Students describe the people to their partner. ‘To help students with thelr Ustening skills, when one student in each pair is speaking, you could give a task to their partner, such as making notes about the four people described, or thinking of one question to ask about each person. its own READING Students read two texts about the unusual way two women and their families live, 1 ‘* Write the following on the board Vera, South Bank University, Moyo, nurse, electricity Judy, 4, 7, juggling, motor heme Give students 2 short time to predict what the two texts may be about. ‘+ Students then read the texts and decide which photos are connected with which texts.10 | Famiy ie 2 ‘© Students answer the questions with the information from the texts 1 es ea 5 Neyo ‘masmalvillge nthe noth ot mbabe = te 6 (2 10-metretong) motor home « © latateme parkin) ows < 3 ‘* Students could work in pairs to recall as much as they can about each family. Altematively, you could collect ideas (on the board from the whale clas. 4 + Studeate could work in small groups to discuss the questions. When they have ‘itis, ask groups to summarize their conclusions and tel the whole clas Pessbletommeis: simple peney, sil make more friends; he may learn more about nature. -good: he may miss out on advantages of a richer. ‘westem European lifestyle; he may’ mis out on. 2 oe SER MRE “ eat ea mcg toch share their ou they may miss out on mecting other children; they may miss school; they may not have a wide choice ‘of future careers; it's dangerous; maybe children need Some time awvay from parents and home life. Cultural notes: Zimbabwe & circuses Zimbabwe ‘= Zimbabwe (pronounced /z1m'babwes/) is a country in southern Airica. It borders South Africa and lies between the Limpopo and Zambezi rivers ‘+ Its official languages are English and two Bantu Tanguages, Shona and Ndebele. ‘¢ Inwas once a British colony, and, before 1980, it ‘was ruled by a white minority government and called Rhodesia. There are a large number of white Zimbabweans in the country. Circuses © In Britain, Europe and America many circuses still travel around father than having one fixed location. They put Up their large round tent (the ‘Big Top’) oa open space, eg a field or car park, and perform for a few weeks, «Families often work together in circuses. Children who ‘grow up in circus families typically join the family act ‘when they ate stil very young, Typical traditional circus acts: jugglers (who throw things and catch them); tightrope walkers (who walk on high ropes): trapeze ariists (who go on high swings and ‘fly through the air’); animal trainers (who make animals do tricks) and clowns (who are sad-looking funny people with painted faces and big, baggy clothes) Web research tasks Zimbabwe «+ Find photos of the country, people and lifestyle of villager in Zimbabwe. + Find out some information about daily life for a villager in Zimbabwe. Web search key words + Zimbabwe village tifesiyle customs «+ Image search: Zimbabwe Cirenses. = Find some information about everyday life in a circus. ‘What is it like to work there? How do people get work in circus? + Find pictures of five different kinds of circus performance. Web search key words + ‘circus life’ work + Image search: circus Methodology Builder 1 Using Web research tasks '» The web search key words are ones that are likely to bring up good websites for the Web researcit tasks, but, asthe web changes day by day, there is no guarantee that they will work! Web search key words ona stngte line should be typed ‘nas they are written ~ ie all she words at once ina single search {rather than word by word as separate searches) with quotation marks (if induded). GRAMMAR: questions with to be Grammar box © Longuage reference, Student's Book page 14 © Methodology Builder 22: Using Grammar boxes, page 104 1 ' students match the questions with the short answers. + Todo the task, students will need to notice if the time is, present or past and make sure that the personal pronoun ‘matches each noun. NB Students may find question 6 difficult as it uses there as a dummy pronoun with no real meaning. 1d 2b 3a 4e 5f 6c Language notes: questions with to be Yes/No questions (le ones that leat to yes or no answers) «+ /are/was/were + noun/noun phrase, eg Was Joltn lat Is/are/was/were + thew + noun/noua phrase, eg Is there a car outside? ++ other question types appear in the lesson (eg Wher does ... 2) but for understanding rather than production. + This jesson mixes present and past questions (teaditionally presented separately). This may seem ‘demanding for students, but the language structures a very similar and students will find that they can quickly gain more communication power simply by switching 2 past word (eg was} fora present word (eg i).