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New Teacher CurriculumUnit 3Friends and FamilyLearning Objectives:Students will be able to:--Identify relationships between people using the family vocabulary (mother, father, sister, brother, etc.)*--Understand how to use possessive adjectives (my, his, her, their, etc.) and possessive nouns (Tom’s brother, Jan’s mother, etc.).*--Read and write about family relationships (Joe is Tom’s brother. Marta is the daughter of John and Tammy.)*--Read and understand an engagement/wedding announcement.*--Read and understand an apartment lease; understand lease vocabulary.*--Listen to and understand conversations with meeting friends (at a barbecue and at a restaurant).*--Draw and talk about a family tree.--Write questions and answers/sentences in the present continuous. --Know and understand the vocabulary for everyday activities.--Know and understand the vocabulary for describing things and people’s appearance and age. --Understand the differences between nouns and verbs.*objectives related to test questionsStart the family unit by looking at the Oxford Picture Dictionaries on pages 34-35. Talk about the words in English, and they can understand them in their languages. Review possessive adjectives and nouns (my, his , her, Tim’s, Alex’s, etc.). Start asking questions like, “Who is Tim’s grandmother? Who is Tim’s sister? Alex is Tim’s _____.” Talk together as a class.In Ventures 1 books, look at page 32 and talk about the picture. Do the listening activity on page 33. Do the matching activity from Collaborative Activities Lesson A Unit 3 Ventures 1. To review the family words, watch this YouTube video and then have the students do page 4 in Putting English to Work Unit 5 (). Practice reading another family tree (*Family Tree Worksheet and Questions). Have them read the family tree and answer the questions. You could also practice the sounds of the letters in the names on the worksheet.Tell them to draw their family tree. (I tell them to choose one side of their family and draw at least three generations. Otherwise, it would take ten papers to draw some of their big family trees.) Have them write their family’s members names and label their relationship to the student. (*Drawing Your Family Tree)Beginning IntermediateThe beginning students can share their family trees with a partner. Have them share the family relationships to them (my sister, my brother, my mother, etc.).The intermediate students can write sentences about their family members, and then share the sentences with a partner. They can talk about the relationships to them or to other family members. (Examples: This is my cousin, John. This is John’s wife, Kara. This is Jimmy. Jimmy is John’s son.)Do Collaborative Activities Lesson E Unit 3 Ventures 1. This is usually difficult for beginning students, so I usually write the family relationships under each circle/name to help them. Example: Tony’s mother, Tony’s sister, etc. Do Collaborative Activities Lesson E Unit 3 Ventures 1 with no additional hints.(Ventures Teacher’s Resource Room ) For extra practice, they could do the reading on page 52a in Side by Side Plus 1.Or they could do page 53 in Side by Side Plus 1 and do the worksheet. (*Extra Family Tree Worksheet from Side by Side Activity Book).For extra practice, they could do the Family Relationships worksheet from : or the Family Talk worksheet from esl-: Review the be verbs, am, is, are. Talk about questions and answers about age. Tell them we use the be verbs with age. (Spanish speakers express age with the translation of “have.”) Have some discussion questions on the board and have them talk with a partner. How old is your brother? How old is your sister?How old is your mother? How old is your father?How old are your children? Talk about how to describe people and things. Go over the vocabulary on page 35 in Side by Side Plus 1. Talk about the questions and answers on page 36. Then have them work with a partner and do the conversations on page 36-37.Go over the grammar boxes on page 38. Have the students work with a partner on pages 38-39 in Side by Side Plus 1. Do the matching activity in Side by Side Workbook, Unit 5 Describing People and Things Match Cards. (*Describing People and Things Match Cards)For extra practice, do Unit 5 Multilevel Grammar Worksheet in Side by Side Workbook. (*Multilevel Grammar Worksheet)Go over have/has on the board. You could use the worksheet on page 8 in Putting English to Work Unit 5, . Go over how to ask and answer questions with have/has in them. (Examples: How many sisters do you have? I have 3 sisters. I have one sister. I don’t have any sisters.)Have them talk with a partner and ask and answer questions about their family using have/has on a worksheet, *Family Questions.Talk about the words to describe hair on page 33 in Oxford Picture Dictionary. Explain that we use the word, “have” when describing someone’s hair. (Ex: She has blonde hair. He has curly hair.)Have them do the *Describing People Conversations worksheet. Do the pictures and matching activity with descriptions of people. Also, do *The Big Picture: A Family Photo worksheet and listening activity from page 40-41 in English in Action. Beginning Level: Do the *Describing Family Members worksheet. Intermediate Level:Do the Describing Family Members worksheet, and then have them write a paragraph about one of their family members. Split the students into groups of 3-4 and play the board game Family Q&A from esl-: Beginning Level: Intermediate level:Do the *Engagement Announcements worksheets in groups or with a volunteer.Have them do the Engagement Announcements reading worksheets individually. Start going over the Everyday Activities on pages 17 and 27 in Side by Side Plus 1. Split them up into groups and have them do an Act it Out game. Cut out the *Everyday Activity Word Cards from Unit 3 and Unit 4 from Side by Side Plus Workbook. On their turns, the students have to draw out a card and act out the word, and their group has to guess it. Beginning Level:Intermediate level:Go over the present continuous again. Do pages 34-35 in Ventures 1. Do Collaborative Activities Lesson B Unit 3 Ventures 1.Do the listening activity on page 33 in Ventures 2. Do pages 34-35 in Ventures 2. Do Collaborative Activities Lesson B Unit 3 Ventures 2.Do pages 36-37 in Ventures 1, and do Collaborative Activities Lesson C Unit 3.Have some pictures from magazines. Have them work with a partner and make conversations using the present continuous. You could have some of them write sentences. Do pages 36-37 in Ventures 2, and do the Collaborative Activities Lesson C Unit 3. Do the reading on pages 38-39 in Ventures 2, and do Collaborative Activities Lesson D Unit 3.Go over the present continuous verb tense with them. Do the *Present Continuous Practice PowerPoint together. Do the *Everyday Activities Matching Activity with pictures and words with the Everyday Activities.Do pages 40-43 in Ventures 2. Do Collaborative Activities Lessons E and F Unit 3.Do the reading on pages 38-39 in Ventures 1. Do Collaborative Activities Lesson D Unit 3.Start talking about an apartment lease. Go over the vocabulary (*Apartment Lease Vocabulary), and then have them read the example lease and answer questions about it (*Apartment Lease Reading Worksheet). Do pages 40-43 in Ventures 1. Do Collaborative Activities Lesson F Unit 3. Split the students into groups of 2-3. Have them create their own apartment lease. *Resources Posted on Website ................
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