Families

C o m m u n ic at i v e O b j e c t i v e s USE THE NEW WORDS

1. Direct students to read the conversation at the
Identify family members. bottom of pg. 35.
Main Lesson Objective: Explain family 2. Copy the sample conversation on the board, leaving
relationships. blanks for the substitutions.
Express opinions about family issues. 3. Verify students understanding of the vocabulary:
Call out two names from the family tree (e.g., Rick
and Mary) and have a volunteer say the relationship
CASAS competencies: 0.1.2, 2.7.9, 7.2.3, 7.3.2 (e.g., Rick is Marys father). Continue with other

people from the family tree. *Variation: Have a

Warm-up student call out names, and then point to another
Draw a woman on the board, including any features student in the class to say the relationship. Then
students will be able to name, e.g., long hair, tall, happy, that student calls out two names, and so on.
etc. Draw a man and two children and elicit descriptions
4. Pair students and have them practice asking and
of them. Tell students the people on the board are a
answering questions using the family trees and
family.
family vocabulary on pgs. 3435. Circulate and
Introduction monitor.
Describe the picture. This is the husband. This is the wife. 5. Have volunteers ask and answer questions aloud for
These are the children. The daughter is 15 years old. The the class.
son is 5 years old. State the objective: Today well learn
Possessive (s)
words for family members.
1. Use family words to introduce the possessive formed
Presentation with s. Talk about the people in the pictures: Ana is
1. Discuss the people on the board in pairs. Hes Titos wife. His sons name is Felix. Write each sentence
the husband and shes the wife. Hes the father and on the board and point out the s.
shes the mother. Hes the son and shes the mother. 2. Have students use the possessive to write five
Hes the father and shes the daughter, etc. Check sentences about the pictures on pgs. 3435. Carlos is
understanding by pointing at pairs and eliciting Martas husband.
the relationships. Once students are comfortable 3. Ask volunteers to write a sentence on the board.
with the nuclear family, add a grandmother and Correct the sentences as a class.
grandfather to your picture. Continue naming and
eliciting relationships. For more guided practice
2. Have students open their books to pgs. 3435 or Use Pronunciation Worksheet - Families, Listening
project the Classroom Presentation Tool. Point to Worksheet - Families, Classic Classroom Activity - People
the pictures and say the words or play the target Flash Cards 2, and Workbook pgs. 3435.
vocabulary on the Dictionary Audio.
Communicative Practice
3. Check comprehension: Have students cover the
Interview
wordlist on pgs. 3435. Ask or questions about
Write questions on the board and have students
the family trees. Is Lynn the aunt or the uncle? Use
interview a partner. Call on volunteers to share
sentences with blanks to elicit the vocabulary. Tito
something they learned about their partners.
and Ana are ____ and ____. Clap for each blank.
1. How many brothers and sisters do you have?
Guided Practice 2. Do you have children? How many?
Categorization 3. Whats considered a large family in your country? A
Write categories on the board (e.g., Male, Female, and small family?
Male or Female) and have students categorize target
vocabulary.

34 Families
 Families

4. Whats the most common age for men and women in Application
your culture to marry? Problem Solving
5. Is divorce common in your country? Do people remarry? 1. Provide students with a situation. Have them
6. Who helps single parents take care of their children in brainstorm solutions and choose the best one.
your country? A woman doesnt like her mother-in-law. The mother-
Discussion in-law wants to move into the womans home. Her
husband thinks its a good idea. What should the
Write questions on the board. Give students a few
woman do?
minutes to think and make notes on their answers. Call
on volunteers to share their ideas with the class. Possible 2. Group students. Have each group write a
questions: conversation between the woman and her husband.
1. In an arranged marriage, the parents choose a husband Ask a reporter from each group to read the
for their daughter or a wife for their son. Do arranged conversation to the class.
marriages exist in your country? What do you think Expansion
about them?
Classroom Families
2. Is it common for young married couples to live with
1. Seat students in groups of five or six. Tell them
their in-laws in your country? What do you think about
they are now a family and they need to decide on
that tradition?
the family relationships of the group (i.e., choose a
3. How is life in the U.S. good for families? What are some father, mother, grandparent, etc.). Tell them that each
problems for families in the U.S.? student needs to understand his or her relationship
M u lt i l e v e l D i s c u s s i o n to everyone else in the group.
2. Go over language for introducing people. This is my
To help these students meet their objective, use ____, Carlos. Id like you to meet my ____, Sue.
the feedback time from the Discussion questions as an
opportunity to give a mini-presentation on language 3. Have each group come to the front of the class. Have
that these students might need to answer the questions group members take turns introducing their family
in writing. members to the class.
Family Descriptions
For more communicative practice 1. Use the family words to review previously learned
Use Classic Classroom Activity - People Drawing vocabulary for physical descriptions or clothing.
Dictation. Have students turn to a previously studied page; e.g.,
Describing People (pg. 32), Describing Hair (pg. 33),
Evaluation or Everyday Clothes (pgs. 8687).
Have students cover the wordlist on pgs.3435 and 2. Make statements about the pictures using family
write five sentences about the family relationships in the words. My son-in-law has a beard. Have students
picture. Collect and review their work. point to the correct person. Make four or five
M u lt i l e v e l E v a l u at i o n statements; then have students say the information
back to you. Your son-in-law has a beard. Your
For these students, draw a simple family tree daughter has red hair. Draw your family on the
on the board representing target vocabulary. Give the board.
students a list of terms. Have them match the people in
the family tree with the terms. 3. Group students and have group members take turns
talking about their family members in the picture.
Ask these students to choose two questions from
the Discussion activity and write their responses. 4. Have a group artist draw a family. Have group
reporters tell the class about the family. The sister has
long, straight hair. The brother has short, curly hair.
To create customized tests
Use the OPD Assessment Program.

Families35