\ Warm Up

Family and relations

A. Write family vocabulary in the empty boxes using the information in the text. Check your answers
with a partner.

My name is Paul, and this is my family. There are seven people in my family: my parents, older
brother and sister, younger brother and sister, and me. We have a pet dog, and his name is Spot.
I also have grandparents, but they don't live with us. We have a great time when we have family
gatherings.

B. Pair work Ask and answer the following questions with a partner.
1. Do you have a big family or a small family?
2. Do you live with your family? Who do you live with?
3. Do you have any brothers or sisters?
4. Do you have any aunts, uncles, or cousins?

4
\\ Listening
All in the family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . g To2

Dot and Betty are talking about fami ly.

B = Betty D = Dot
B : Dot, I got Sarah's wedding photos back this
morning.
D: Oh, you did, Betty?
B: Here's the first one.
D: Oh, yes. Delightful! What a beautiful bride!
B : Oh, yes, Dot. I always said my granddaughter A. Pair work Ask and answer the
would make a beautiful bride. following questions with a partner.
D: And her new husband is so handsome! 1. Who got married?
B : Yes, Damian's quite handsome. And oh, what a 2. How are Betty and Sarah related?
lovely boy he is! 3. How many people are there in
D: What does he do? Betty's family?
4. What does Damian do?
B : Damian is a mechanic. He works with his uncle in
a car repair shop.
B. Pair work Ask and answer the
D: Really? following questions with a partner.
B: Now, here's a family photo. 1. Who in your family is married?
D: Oh, so many people! Who is single?
2. Are you married?
B: Yes. There are more than 30 people in my family,
you know. 3. How often do you go to weddings?
4. Who do people usually invite to
D: Is this your brother?
their weddings?
B: Oh, no, that's not my brother. That's my
brother-in-law, Bob.
D: And who's the woman next to him?
B: That's his wife- my younger sister, Janelle.
D: Do you have many brothers-in-law?
B : Yes, I do. I have 3 brothers-in-law and one
sister-in-law.
D: Oh, and who are the people in this photo?
B: They're Damian's parents, John and Marie.
D: So this must be Sarah's mother-in-law!
B: Yes, and that's h~r father-in-law, Damian's father.
D: Oooh. I can see where Damian gets his good looks!
B : Oh, yes, indeed!

5
 •l Language Focus
Yes/No questions and questions about family

I A. With a partner, ask and answer the questions below.

QUESTIONS ANSWERS

this your family? Yes, is.

Is
that your brother? No, isn't.

your parents? Yes, are.

your grandparents?
your relatives? No, aren't.
,....----
six people in my family.
people are there in your family? There are
four of us.
How
many
three cousins.
do you have? I have
one uncle.

brothers or sisters? two brothers.

Yes, I do. I have
Do you have any aunts or uncles? an aunt and two uncles.
cousins?
No, I don't.
- -

that? That's my sister.

Who is he/she? He's my brother-in-law.
this woman? She's my great grandmother.
-
the people in this photo? my grandparents.
Who are They're
these people? my cousins.
I

B. Group work look at the pictures of the famous

families and discuss the questions with your group.
1. Who are they?
2. Why are they famous?
3. What do they do?

6
\\ Communication
Family tree

A. You are going to draw your partner's family tree. Think of three pieces of information you would
like to include. Then write some questions for each topic.

1. occupation
------~-----------
0: What does your father do?

2. _________________ 0:
3. _________________ 0:

B. Pair work Ask your partner the questions you made and write down their answers in the tree
below.

can You sa th
~
C. Group work On a piece of paper, draw your partner's Can Your y at again?
family tree using the information above. Then, form small Sorry epeat that?
. What did
groups and present your partner's tree to the group. Ask How do y You say?
au spel( that?
questions about your group members' trees.

7
 Unit 1
Yes/No questions and responses
• Yes / No questions are questions that you can answer w ith "yes" or "no."

1. Yes/No questions with be Short responses

Is he/she your father I mother? Yes, he/she is.
it your dog? No, it isn't.
Are you Tom's sister? Yes, I am.
they Judy's parents? No, they aren't.

2. Yes/No questions with do Short responses

Do you have any brothers? Yes, I do.

they have any children? No, they don't.
Does he/she have a big family? Yes, he/she does.
it bark a lot? No, it doesn't.

Unit 2
There is/are
• Use there is with a singular noun and there are with a plural noun.
There's a book on the desk. (There's = There is)
There are socks in the drawers.
Questions

Is a kitchen?
there
Are any cups there?
How many rooms I are I there?
Note: Use any in questions and negative statements.
There isn't any toilet papers here!

52
 Unit 1
1 Family Related Expressions
* blood is thicker than water =relationships with family members is very important
I often argue with my brother, but blood is thicker than water.

* chip off the old block = a son or daughter who is just like their mother or father
He is just as st ubborn as his fathe r. He"s a chip off the old block.

* flesh and blood = family members (parents, brothers, sisters)

It is important to look after your own flesh and blood before giving to ch ar ity.

* it runs in the family = an ability or talent passed on through generations

My mother and I are both very good at badminton. It runs in the family.

1 Weddin[J Related Expressions

* shotgun wedding = a wedding in which the bride I groom is forced to marry
I heard that she is pregnant. Loo ks like there wi ll be a shotgun wedding .

* get cold feet= to be worried about an upcoming event / action

I just saw the groom . He seems to be getting cold feet.

* tie the knot = to get married

I heard they will be tying the knot next July.

* pop the question = to ask someone to be married

It was so romant ic. He got down on one knee and popped the question.

1 More Expressions

Write down any new expressions you learned in class.

60
 Un\t

1Objectives Listening Two women talking about family photos

Pronunciation Wh- and Yes/No question intonation patterns
Grammar Yes/No questions and responses about family
Speaking Discussion about family members

\\ Warm Up: Family and r e l a t i o n s - - - - - - - - - - - - - - - - - - -

Aim: To expose students to vocabulary ¥1daM&1
related to family members I. older brother
2. younger sister
A. 3. grandparents
• Read through the text underneath the family 4. parents
photos, or have a student do it. 5. younger brother
• Have students write in the vocabulary associated 6. older sister
with family members in the appropriate blank box 7. pet dog
and then compare their answers with a partner.
• Review the answers as a class and elicit vocabulary B. Pair work
for family members not in the picture (e.g. uncles, • Form pairs or small groups and review the
aunts, cousins, in-laws). discussion questions.
• Encourage the students to use complete sentences
when they answer. Review by asking one or two
students their answers.

\• Listening: All in the family - - - - - - - - - - - - - - - - - - - -

Aim: To contextually expose students to nouns
for naming family members, Wh- I. Who got married?
questions, and intonation patterns for Sarah got married.
Wh-and Yes/No questions 2. How are Betty and Sarah related'
Synopsis: Dot and Betty, two old friends, are looking Sarah is Betty's granddaugh ter.
over wedding photos of Betty's 3. How many people are· there in Betty's family?
granddaughter's wedding. There are more than 30 people in Betty's family.
4. What does Damian do?
A. Pair work Damian is a mechanic.
• {) Read through the comprehension questions as
a class. Play the recording (Track 02) and have B. Pair work
students complete the answers on their own before • Form pairs or small groups and read through the
comparing them with a partner. discussion questions as a class. Model some of the
• If students are having difficulty, play the recording exchanges with students, encouraging them to use
• again. Review by eliciting answers from several follow-up questions to extend and give depth to their
t students. discussions.
• Have pairs/ groups report back to the class on some
of their discussion points and answer any questions
students might have.

1
•
•
 Betty:
lllllt..(T
rack 02)

Dot, I got Sarah's wedding photos back this morning. Dot: Oh, so many people!
Dot: Oh, you did, Betty? Betty: Yes. There are more than 30 people in my family, you know.
Betty: Here's the first one. Dot: Is this your brother?
Dot: Oh, yes. Delightful! What a beautiful bride! Betty: Oh, no, that's not my brother. That's my brother-in-law, Bob.
Betty: Oh, yes, Dot. I always said my granddaughter would make Dot: And who's the woman next to him?
a beautiful bride. Betty: That's his wife - my younger sister, Janelle.
Dot: And her new husband is so handsome! Dot: Do you have many brothers-in-law?
Betty: Yes, Damian's quite handsome. And oh, what a lovely boy Betty: Yes, I do. I have three brothers-in-law and one sister-in-law.
he is! Dot: Oh, and who are the people in this photo?
Dot: What does he do? Betty: They're Damian's parents, John and Marie.
Betty: Damian is a mechanic. He works with his uncle in a car Dot: So this must be Sarah's mother-in-law!
repair shop. Betty: Yes, and that's her father-in-law, Damian's father.
Dot: Really? Dot: Oooh. I can see where Damian gets his good looks!
Betty: Now, here's a family photo. Betty: Oh, yes, indeed!

Pronunciation: Intonation with Wh- and Yes/No questions - - - - - - - - - -

Aim : To practice production and discrimination ---.....
of intonation patterns in Wh- and Yes/No Where are they?
questions If the stressed syllable is part of a word with
more than one syllable (with unstressed syllables
X '\ ~¢w; ·~ ,.:~~:·\> .~ ~ '/~t' ;::;:. ~ ~~~; ~~ ~::; coming after it), the fall in pitch is called a step:
,.' · · ···:~~~ Instructor's Guidelines ·1 }d!i, 1-- ·r ~
~&::~, : -~~~ ~:' ~ ~ ~·i~l;.~ ·- ·.. -J:~- ')~ ·~t+h Si~ t~· ,;'~~~~~:::· What about tomorrow?
• A rising pattern of intonation is used with
Intonation patterns with question fo rms
Yes / No questions. Here the pitch movement is
• Intonation refers to the characteristic patterns of generally from a middle to high level (a step up
rising and falling pitch (relative lowness or at the point of strongest stress, with an other
highness of the voice). slight step up at the end of utterance):
• There are four levels of pitch in English - low,
middle, high, and extra high - and normal Could I ask you a question?
conversation generally takes place between the
• Point out to students to knowledge of intonation
middle and high pitch.
can provide them with clues as to what sort of
• Intonation can reflect the grammatical function answer is expected. If possible, draw parallels /
of an utterance and / or convey the attitude or contrasts with their mother tongue.
emotion of the speaker.
• There are several characteristic patterns of
intonation in English. A rising-falling pattern
• n Play the recording (Track 03) or model the
questions in the Pronunciation box. Repea t the
moves from a middle level of pitch to a high level
questions several times, and then have the
on the main stressed syllable, falling to either a
students produce them as a chorus.
final low I middle level. In the case of the former,
it indicates certainty and usually takes place at • Encourage students to formulate their own ideas
the end of declarative statements as well as tag about the differences in intonation with the two
questions and Wh-questions. The latter case question forms.
indicates a lesser degree of certainty and most
often corresponds to an unfinished statement.
• With Wh-questions, if the syllable receiving the
strongest stress is the last one in the utterance,
the fall in pitch is referred to as a glide:

8
\\ Language Focus: Yes/No questions and questions about family - - - - - - - -
Aim: To facilitate understanding and accurate "Don't you have any DVDs?" would receive a
production of Yes/No questions and responses response of "Yes, we have no DVDs" or "No, we
have DVDs" from many Asian speakers of
English. Someone for whom English is a first
language would probably answer "Yes, we do"
or "No, we don't."
Yes/No questions and responses
• While many instructors wish to avoid teaching
• Yes / No questions are those in which the their students about Yes /No questions in which
expected answer can be either a simple "yes" or the initial auxiliary verb is omitted (e.g. elliptical
"no." questions such as "Wanna go to a movie?"), it is
• Responses can involve a subject and an auxiliary recommended that students be made aware of
verb (e.g. "Is he Spanish?" - "Yes, he is."), but it the possibility of such sentences being used by
is very common to leave the auxiliary unstated. more advanced level speakers.
• Many students have difficulty forming such
II>- I> II>- Refer students to the Grammar Reference
questions and the responses to them because of
on p .52 of the Student's Book.
the inversion of the subject and verb group,
which is typical of English sentences. Compare
"David is studying in New Zealand" and "Is
A.
David studying in New Zealand?" Such
• Ask a shtdent, "How many people are there in
inversion is relatively rare among languages
your family?" Write the answer on the board-
other than English, which often mark questions
"There are _ _ people in my family."
with a characteristic intonation pattern.
Alternatively, write "There are _ _ of us."
• Yes/No questions begin with a verb group
• Direct students to the Language Focus box. Have
followed by the subject (e.g. "Is Alexia at
pairs of students model the target structure by
home?"). Typically the verb group involves a
reading the questions and answers aloud. Review
modal or auxiliary verb as well as a main verb.
family member vocabulary if necessary.
In such cases, the modal I auxiliary is placed
before the subject and the main verb comes after
B. Group work
the subject, followed by the object / complement
(e.g. "Had they finished when you arrived?"). • Form small groups and direct students' attention to
the pichues before reading through the
• When using the simple present / past tense, a discussion questions as a class.
form of the auxiliary do is used (e.g "Do you need
some help?" "Did she drive all night?"). This is • Model the exchanges with students, encouraging
also true when the main verb is have them to use the questions as starting points for
(e.g. "Did you have a good trip?"). short discussions.
• Monitor discussions and provide assistance when
• If be is functioning as the main verb, it is placed
called upon. Elicit answers from several groups.
at the beginning of the sentence and do is not
used (e.g. "Are you all right?").
• While such inversion of the subject and verb
*hhMf'
I . Who are they?
group is typical for Yes / No questions, the word
They are Brad Pitt and Angelina Jolie, a Hollywood couple.
order can remain uninverted when what the
2. Why are they funous'
speaker wishes to do is to express surprise or
confirm information (e.g. "You came all the way They are world renowned celebrities who are famous for
here by yourself?"). adopting children.
3. What do they do?
• Speakers use negative Yes / No questions when
Brad Pitt is an actor and movie producer, and AngelinaJolie is
they are expecting the answer to be "yes" (e.g.
"Didn't you say that you saw Sam last night?"). an actress and humanitarian.

• Again, responding to such questions can prove

problematic for some students because of their
native language, in which the response would be
to agree or disagree with the form. The question

9
\ \ Communication: Family tree-------------------
Aim: ' To develop fluent use of Yes I No questions C. Group work
and responses in interviewing and creating • When students have collected their information,
a poster presentation of a partner's family discuss different ways of displaying th e
tree information, for example:
Activities: Brainstorming; pair discussion; group
presentations
Materials: Student's Book, p.7

A.
• Ask students, "What is a family tree?" "What kind
of information can we see on a family tree?" (e.g.
name, date of birth and death, occupation, date of
marriage, wife / husband, children, etc.) "Who do
we usually see on a family tree?"
• Tell students they will be creating a family tree for
a partner. Advise them that it is best to keep to a
basic family structure, beginning at the
grandparents and working down.
• Direct students' attention to part A. Give them
enough time to think and write down their
responses in the form of information they would
like to see included on the tree. Have them place it
in question form .
• Check the question structures for grammatical
accuracy. {
B. Pair work
• Have students pair up and then direct their
{ {
attention to the Communication Helpers box to
review common clarification questions.
• Provide students with some paper and pens in order
• Model a short interview with one of the students, to create their poster display.
and then allow each pair enough time to complete
• When completed, have students sit in groups (of
their partner's family tree.
three or four) to present their information.
• While students are gathering the information Students should be encouraged to ask questions of
needed, draw some ideas on the board for clarification or follow-up questions to the
presenting the information. interviewer and interviewee.

10
Phonetic syntbols

[i:] eve [i:v] week [wi:k]

[p] pump [pAmp] play [plei]
[i] inn [in] give [giv]
[b] book [buk] club [k!Ab]
[e] end [end] fell [fel]
[t] table [teibl] tent [tent]
[ce] act [cekt] apple [;:Epl]
[d] deep [di:p] did [did]
[a:] palm [pa:m] father [fa:llar]
[k] cook [kuk] skin [skin]
[a:r] art [a:rt] star [sta:r]
[g] good [gud] sugar [\O.gar]
[a] box [baks]
[m] camp [kcemp] money [mA.ni]
[:>] stop [st:>p]
[n] net [net] nose [nouz]
[:>:] all [:>:!] tall [t:>:l]
[uJ angle [;:Eugl] sing [siu]
[u] look [luk] wool [wul]
[1] little [lit!] flat [fleet]
[u:] moon [mu:n] two [tu:]
[f] foot [fut] fifth [fif8]
[A] dove [dAv] up [Ap]
[v] visit [vlzit] shovel [IA.vl]
[a:r] birth [ba:r8] shirt [la:rt]
[8] think [8iuk] truth [tru:8]
[a] about [abaut] album [;:Elbam]
[II] that [llcet] other [Allar]
[ar] runner [rA.nar]
[s] sea [si:] west [west]

[z] zoo [zu:] zigzag [zlgz.:Eg] DiphtHongs < ~

' • ""~
.
,~

m ship [lip] bishop [bl\ap]

[ei] day [dei] lake [leik]
[3] vision [vi3an] fusion [fj0.:3;m]
[ou] coat [kout] photo [f6utou]
[h] hand [hrend] ahead [ahed]
[ai] life [laif] side [said]
[r] rain [rein] cream [kri:m]
[au] house [haus] loud [laud]
[j] young [jAD] new [nju:]
[:>i] oil [:>il] toy [t:>i]
[w] wet [wet] twice [twais]
[iar] ear [iar] clear [kliar]
[tl] chair [t\Ear] kitchen [kitlin]
[Ear] air [Ear] bear [bEar]
[d3] judge [d3Ad3] danger [deind3ar]
[uar] poor [puar] sure [luar]

73
 Lesson Plan
Professor: Course:
Gibbons GE 1805

Textbook: Unit:
Talk! Talk! English 1 Unit 01 - My Family

Target Learner Level: Location:

A - Beginner

Context:

Resources:

Objectives:

Procedure Phase Timing Interaction

Page 1
 Procedure Phase Timing Interaction

Reflections

Objective Observations Thoughts, Analysis, Questions

Page 2