Unit 1 We are family 2
Unit Aims ● ● ● ● ● ● ●
Talking about family and daily routines Using the present simple and adverbs of frequency Understanding a blog post and a radio interview Meeting and introducing new people Writing an informal email Learning about surveys and bar graphs Doing a survey and presenting the results
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Workbook Unit 1 Practice Extra Unit 1 Collaboration Plus Unit 1 Extra Grammar Practice Worksheet 1 STUDENT’S BOOK PAGE 12
Warmer: Students look at the picture on page 12 of the Student’s Book and talk about what they see. Write the following questions on the board: Where are the people? What are they doing? How do they know each other? Students discuss them in pairs. Be mindful that family may be a difficult subject for some students, so take volunteers for feedback rather than nominating if you do not know students well. Make a list of other people they talk to regularly on the board such as friends, neighbors, teachers, and people in the community. Encourage students to say why family and friends are important to them.
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Have a volunteer read the questions aloud. Put students into pairs to discuss the questions. For each question, students can compare Nora’s connections to their own. Are there any similarities or differences?
Answers: 1 This will depend on student perspective on what a ‘big’ family is, but she describes 17 people, which may be considered big. 2 The USA, Canada, Brazil, the UK; 3 Nora’s cousin, Sophia, and her daughter, Kate
Extra support (optional) Write Canada, Brazil, and the United Kingdom on the board. Watch the video again and tell students to keep a record of the different family members Nora mentions in each group. Ask: What does Nora know about her family members living in other countries?
Homework (optional) Students research a famous or fictional family and create a family tree in L1 in preparation for the next lesson.
Put students into different pairs to look at the picture and discuss the questions. Monitor and help with language and vocabulary. Invite some volunteers to share their answers with the class.
Unit 1: We are family The video is about a girl called Nora, and her family. Before playing the video, have them predict what family members Nora might mention in the video. Video script page TB 135
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Unit 1 We are family 3
STUDENT’S BOOK PAGE 13
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Vocabulary Lesson aim: Identifying and talking about family members Warmer: Draw a simple version of your family tree on the board. Include three generations, e.g.: grandparents, aunts, uncles, brothers, sisters, and cousins. Write the names of the people. Circle your name and elicit who the other people are in relation to you. Write the names for different family members on the board. This can be in L1 or English. If students don’t know the English words, leave the family tree on the board and complete it after Exercise 1.
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Audio script page TB139 Point to the family tree and have students find “me”. Say: This is Andreas. Point to the words in the box and read them aloud. Then draw attention to the example (Grandma). Ask students to look at Andreas’s family members and the connection they have with him. Students write the rest of the words in the family tree. Play the track and have students follow along, checking their answers. At this point, you can complete your family tree from the Warmer, if necessary.
Answers: 2 Grandpa, 3 Uncle, 4 Aunt, 5 mom, 6 dad, 7 cousin, 8 sister, 9 brother
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Refer students to the family tree you drew on the board from the Warmer. Underline your name and write the relationship you have to each family member. Then draw students’ attention to the example list on the page. Students work alone to write down the family words that describe them. Monitor and help as necessary. Students can imagine they are their favorite fictional character or celebrity if they do not want to write about themselves. Give students time to compare their lists in pairs. Ask volunteers to read their lists aloud.
Answers: Students’ own answers
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Invite two volunteers to read the example conversation in the speech bubbles. Then make a similar word puzzle about yourself (My sister’s daughter’s brother is my…). Demonstrate the connections using the family tree on the board from the Warmer. Give students time to make their family word puzzles. Monitor and help as necessary. Put students or pairs to together to test each other. Invite students to read their riddles to the class. Draw attention to the American vs. British English box. Point out that family is usually used with a singular verb in American English and a plural verb in British English.
Answers: Students’ own answers
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Audio script page TB139 Students look again at the family tree. They read the sentences aloud. Make sure students understand that the sentences are about Uncle Mateus, not Andreas. Students complete the sentences individually. When they finish, put students in pairs and have them read the sentences to check their answers. Then play the track for students to follow along and check.
Answers: 2 son, 3 brothers, 4 Ofelia, 5 daughter, 6 son
Extension (optional) Put students into pairs. Have them write two more sentences about the family tree in Exercise 1. Tell them to give options, like the sentences in Exercise 2. Put pairs together to exchange sentences and choose the correct options.
Extension (optional) Elicit, teach or allow students time to research more family vocabulary to add to the family tree, e.g. niece, nephew, husband, wife, grandson, granddaughter. Students then write further sentences like in Exercise 2 to check understanding.
Homework (optional) Students add English labels to their family tree from the previous homework, then write sentences about it like in Exercise 4. Fast finishers: Student’s Book, page 125, Exercise 1 Workbook: Vocabulary practice page 8
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Unit 1 We are family 3
STUDENT’S BOOK PAGE 14
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Reading Lesson aim: Understanding a blog post about a big family
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Cambridge Life Competencies – Critical thinking Core area: Understanding and analyzing ideas and arguments
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Component: Identifying and classifying information Can-do statement: Identifies advantages and disadvantages Warmer: Ask: How many cousins do you have? Who has one/two/three (etc.) cousins? Find out who has the most cousins and what the most common number of cousins is.
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Ask students to look at the blog. Point to the picture and ask who the people are (Raquel and her family). Elicit possible answers to the question (e.g.: it is a big family). Point to Raquel in the picture (central girl in the blue floral dress, labelled “Me!”) and say: This is Raquel. Point to different people and ask: What is the family connection between this person and Raquel? Elicit different ideas and write them on the board.
Possible answers: they are a big family; she has many cousins, aunts, and uncles; there is always someone to play with; they have big parties
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Audio script page TB139 Play the track and have students follow along with the text. Check their answers to Exercise 1. Draw attention to the example. Encourage students to refer to the text to match the rest of the sentences. Check answers with the class. Ask students to read out the parts of the blog where they found the answers. Finally, students point to the different people, e.g., Raquel, Raquel’s mom, Raquel’s grandpa and Raquel’s dad, etc. in the picture.
Answers: 2 A, 3 C, 4 B, 5 E
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Point to the two icons in the table and ask what they mean. Elicit that the happy face icon represents good things about big families and the sad face icon represents bad things about big families. Tell students to read the blog again for details. Explain that they need to find what Raquel says are the good and bad things in big families and make notes in the correct column to complete the table. Students swap books with a classmate and check their partner’s answers. Monitor and encourage students to say where the details are in the text.
Answers: [happy face icon]: always someone to play with; share clothes, toys, food; great parties; (sad face icon): dinnertime a little noisy; get angry with each other; teachers don’t remember our names.
Extension (optional) Students add two ideas of their own to each column. Then put them in groups to compare their ideas.
Critical Thinking
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Draw student’s attention to the table and the example conversation. Ask: What do you think is good or not so good about small families? Elicit students’ ideas. Students write down their ideas in the table. Monitor to help with language and vocabulary. Point out the tip and encourage students to write the same number of ideas in both columns. Put students into pairs to share and discuss their ideas. Make sure everyone takes part in the task. Invite pairs to share ideas with the class. Finally, have a class vote on which they prefer: big families or small families? Encourage students to support their answers.
Extension (optional) Students write a short description of their own family (or a fictional one) and what is good or bad about it.
Homework (optional) Tell students to write a response to Raquel on her blog. Explain they should send a message describing their family (or a fictional one). Ask students to include one good thing and one bad thing about their family in their message.
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Unit 1 We are family STUDENT’S BOOK PAGE 15
Language Toolkit
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Simple present Lesson aim: Using the simple present to talk about facts and habits Warmer: Put students into teams. Tell them to brainstorm what they remember about Raquel’s family from her blog post in the previous class. Challenge teams to think of five facts. Elicit one as an example: Her little sister is Gabriela. Set a time limit or stop when the first team gets five facts. Check answers.
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Students look at the comments on Raquel’s blog. Ask two volunteers to read them, but not to worry about the gaps. Students work in pairs to complete the blog comments, using the words in the box. Monitor the activity and remind students to use contextual clues such as personal pronouns (first person or third person he/she) to help them choose the right answer. To check answers, invite two volunteers to read each message aloud. Have them pause after each completed sentence for the class to agree or disagree with their answers.
Answers: 2 has, 3 don’t + verb, doesn’t + verb, 5 negative
Extension (optional) Put the class in teams and have students close their books. Write more incorrect sentences on the board. Have teams correct the sentences in their notebooks or take turns coming to the board to correct them. Award points for each correct answer.
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Answers: 1 don’t see, 2 has, 3 doesn’t have, 4 takes
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Read the sentences aloud and give students examples after each one. Use information that is true for you, for example, say: I come from a big family. My best friend has brothers and sisters, etc. Students circle the personal information that is true for them. Invite a few students to read their sentences aloud
Answers: Students’ own answers
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Audio script page TB139 Point to the picture and say: This is Rhonda and her family. Ask students to say who the family members are (from left to right: mom, dad, Rhonda, dog, Rhonda’s little brother). Encourage students to read the text first, but not to worry about the gaps. Students complete the text using the correct form of the words in brackets. Remind them to use the preceding nouns or pronouns as clues. Monitor the activity and help with language as necessary. Play the track and have students check their answers. Invite a volunteer to read the text aloud.
Answers: 2 don’t have, 3 works, 4 stays, 5 doesn’t work, 6 have, 7 sleeps
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Extension (optional) Fast finishers can write one or two additional sentences about their families and/or friends. Put them in pairs to compare ideas and find differences and similarities.
necessary, students check the Grammar Reference on page 135 as a guide. Draw students’ attention to the Common learner error tip and go through the examples.
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Tell students to think about a family member they know very well. In case this is a sensitive topic for some students, tell them it can be a friend too. Give them some time to think about it and ask them to choose one of them. Students write sentences about the person they chose. Remind them to use the correct form of the verb. Monitor and help with language and vocabulary. Invite volunteers to read the example conversation aloud. Put students in pairs and have them take turns reading their sentences to each other and testing each other’s memory.
Answers: Students’ own answers ●
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Point to the sentences in the Language tools, focusing students’ attention on the first sentence. Refer students to the messages in Exercise 1 to find an example, e.g., She takes me on fun trips. Students circle the correct options to complete the rest of the sentences. For each rule, ask students to find examples in the messages in Exercise 1. If
Homework (optional) Students write their own blog post describing their family and/or friends, using the simple present. Workbook: Grammar practice page 10 Practice Extra: Unit 1 Listening practice
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Unit 1 We are family STUDENT’S BOOK PAGE 16
Listening and Vocabulary ●
Lesson aim: Understanding a radio interview about daily life; talking about daily life Warmer: Write some of the actions from the lesson on the board (e.g. go to school, go to bed, get up, have dinner, take a shower, get home). Point to and say each activity and mime the action. Elicit from students if they do these actions in the morning, afternoon, or at night.
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Point to the pictures read the captions aloud for students to repeat them. Ask: What do you do first? Elicit get up and have students point to the example. Then ask: What do you do next? Tell students they should write “2” next to that action, and continue until all the activities are in order. Put students into pairs to compare their answers. Some students may have a shower in the morning or at night, so answers may vary.
Answers: Students’ own answers
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Extension (optional)
Draw students’ attention to the verbs in each box and read the example aloud. Show how the phrase to bed joins with go to make go to bed. Ask: What other daily activities use the verb go? (go to school). Students complete each box with the activities from Exercise 1. Then put them into pairs to check answers. Alternatively, you can write the verbs on the board and invite volunteers to the front to complete the words and phrases in each section.
Answers: go: to school; get: home, up; have: breakfast, lunch, dinner; take: a shower
Extension (optional)
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Audio script page TB139 Students look at the picture. Ask: Where are the family? What activities do you think they do every day? Elicit ideas and write some on the board. Point to Emma (female teenager) and tell students
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Students write two true and one false sentence about their daily lives. Then put students into pairs to read each other’s sentences and guess their partner’s false statement. Invite confident students to read their sentences to the class.
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Read the interviewers questions aloud and invite students to share their own ideas. Put students into pairs to complete the interviews with their own information. Have pairs role-play the interview. Monitor to check information. When pairs finish, have them swap roles.
Answers: Students’ own answers
Extension (optional)
Students’s create daily timelines, adding the activities from the Student Book at the appropriate points, and any others they know, e.g. brush my teeth/hair, get dressed/undressed, do homework, have a snack, watch TV. They can research words in a dictionary if necessary.
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Audio script page TB139 Read the sentences with the class. Tell students that they will listen to the radio interview again. This time, they need to listen for specific information to decide if each sentence is true or false. Play the track again for students to answer. Play the track again for students to check answers. Give pairs time to compare answers. Then check as class. Ask comprehension questions, e.g., What time does Emma get up? (5:30 am)
Answers: 2 F, 3 T, 4 F, 5 T, 6 T, 7 F
Answers: 4, 8, (1), 7, 3, 5, 2, 6
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they are going to hear an interview with her about her day. Play the track and have students follow along, checking their predictions. Put students in pairs and have them discuss how their day is similar or different to Emma’s.
Students stand up and walk around interviewing one another. Encourage them to interview as many people as they can in a set time limit.
Homework (optional) Students use the questions from the class to interview family members. Tell them to make a note of their answers and share them with the class in the next lesson. Workbook: Vocabulary practice page 9
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Unit 1 We are family 3
STUDENT’S BOOK PAGE 17
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Language Toolkit Simple present questions; adverbs of frequency
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Lesson aim: Asking and answering questions in the simple present and talking about frequency Warmer: Put the class into two teams. Invite a student from each team to the front and whisper them a daily activity from the previous class (e.g. get up). Students mime the activity for their teams to guess. The first team to guess wins a point. Repeat with other students and daily activities.
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Audio script page TB139 Draw students’ attention to the example. Read the question and answer aloud. Students read the rest of the items before listening to the conversation. Play the track twice for students to match the rest of the questions and answers. To check, students read the questions and answers aloud.
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Answers: 2 Do you get up early on weekends? 3 When do you have free time? 4 Does your friend have dinner at your house every day? 5 When does your grandpa or grandma see you?
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Write the first answer from Exercise 3 on the board and circle the word always. Then point to the chart. Explain that always means 100% of the time. To check comprehension, say: I always have salad for lunch. Ask: Do I have salad one or two times or week or every day? (every day: always) Encourage students to use the other answers in Exercise 3 and the chart in to complete the sentences. Then have them check answers in pairs.
Answers: 1 never, 2 usually, 3 after
Answers: 2 D, 3 B, 4 C
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Write the words from the first item on the board. Students come to the board and write the words in the correct order. Remind students of the change in word order when we ask questions. Students read the rest of the answers and write the questions in the correct order. Encourage them to refer to the Language tools to ensure they are writing the questions in the correct order. Students swap books with a classmate and check their partner’s questions.
Point out the Language tools, focusing students’ attention on the first sentence. Ask: To ask questions in the present simple, do we put the subject before or after do or does? Students refer back to the model sentences from Exercise 1 to identify the pattern and circle the answer. Students work alone or in pairs to complete the rest of the sentences. Encourage students to use the Grammar reference on page 135 as a guide. Finally, point to the examples in the Common learner error tip. Write the correct question on the board and underline Do. Then elicit an example in the third person and write it on the board (e.g. Does your dad make dinner?).
Answers: 1 after; 2 does, do; 3 after; 4 don’t change
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Point to the example conversation and read it aloud. Then read the second question from Exercise 3 and elicit possible answers from the class. Write different options on the board. Put students into pairs to ask and answer the rest of the questions. Monitor the activity and help with language and vocabulary. If there is time, students stand up and walk around to ask and answer questions with different classmates.
Extension (optional) Put fast finishers into pairs to write more questions and answers. Encourage them to ask questions about daily activities and routines, and use adverbs of frequency.
Homework (optional)
Extension (optional) Write more questions on the board that include the common error (e.g. You take a shower in the morning?) Invite students to the board to correct the sentences. Have the class copy the correct sentences into their notebooks.
Students imagine they are rich and famous. The write a magazine interview asking and answering about their daily life. You could provide questions or questions prompts for weaker students as a framework. Fast finishers: Student’s Book, page 125, Exercises 2 and 3 Workbook: Grammar practice page 11; Reading practice page 12
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Unit 1 We are family 5
STUDENT’S BOOK PAGE 18
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Speaking ●
Lesson aim: Meeting and introducing new people Warmer: Ask: Where do you meet new people? What do you talk about? How do you make new friends? Put students into groups to discuss ideas.
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Look at the pictures with the class. Ask: Who are the people? (Maya, Leo and Peter) What are they doing? (They are on a video call.) Who are they talking to? (each other) Read the sentences with the class. Tell students more than one sentence can be correct. Ask them to circle the sentences that describe best the pictures. Audio script page TB139 Play the track and have students listen and read along. To check, elicit the correct descriptions of the situation from Exercise 1. Ask questions to check comprehension: Who is Maya’s brother? (Leo) Does Peter know Leo before the call? (no) Do Peter and Maya go to the same school? (no)
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Pronunciation: How to sound interested 1 ●
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Audio script page TB140 Draw students’ attention to the dialogue and the pictures. Play the track and pause after each Oh, really? Play the track again and have students repeat using the same stress as they heard. Ask students to identify which response shows interest or not.
Answers: interested 1, not interested 2
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Go through the list of Useful language with the class. If necessary, play the previous track again and identify the sentences in context. Students match the headings in the box with the groups of sentences. Then elicit the answers.
Audio script page TB140 Before playing the track, encourage students to pay special attention to the stress the people use while they’re speaking. Pause after each short conversation for students to circle if the speaker is PAGE 18
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interested or not. Students compare their answers with a partner. Check answers as a class.
Answers: 1 Yes, 2 No, 3 No, 4 Yes
Answers: 1 C, 2 A, 3 B
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Monitor the activity to help with language. Point out that the basic expressions for greeting, introducing, and saying goodbye are still used. Allow groups time to practice reading their personalized conversations aloud.
STUDENT’S BOOK PAGE 122
Answers: B, D
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Put students into groups of three and ask them to choose a character from the conversation in Exercise 2.
Audio script page TB140 Direct the students to the first item and ask two volunteers to read it aloud. Students find Hello! in the example phrases above and elicit when people use Hello! (to greet people). Ask: Why is Hey, Sam! Correct? (because it is also a greeting – an informal one). Ask students to choose the best responses for the rest of the items. Remind them to think about why people use the different phrases (to greet, introduce, or say goodbye). Play the track for students to check answers.
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Audio script page TB140 Play the track and pause after each conversation for the class to repeat it. Focus on rising and falling intonation to express interest or not. Put students into pairs to practice the conversation from Exercise 3. Encourage them to practice both conversations in different ways (expressing interest or boredom).
Practice Extra: Unit 1 Speaking practice
Answers: 2 C, 3 B, 4 C, 5 B
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Unit 1 We are family Extra support (optional)
STUDENT’S BOOK PAGE 19
Writing Lesson aim: Writing an informal email Cambridge Life Competencies – Learning to Learn Core area: Reflecting on and evaluating own learning Component: Using feedback to improve learning Can-do statement: Takes on board feedback from teachers and/or peers and uses it to improve Warmer: Brainstorm all the different ways students use writing in their first language e.g., sending texts, and emails, writing comments and posts, writing reports for school, etc., and write them on the board. Encourage students to comment on the characteristics of different texts, e.g. easy to understand (a report) friendly (a text message), and so on. Tell students that in this lesson they are going to work on writing an email.
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Ask students to read the email quickly to answer the question. Elicit ideas and have students read out the parts of the email that refer to different topic. (paragraph 1 – home and family, paragraph 2 – daily life, paragraph 3 – friends and family)
Write the following words on the board: Hey/Hi; How are you? Awesome; Bye. Elicit any other informal ways of saying these. If students can’t think of any similar phrases, you could write the suggestions below on the board in a random order for students to match. Answers: Hi/Hey: Hey/hi there! How are you?: What’s up? How’s it going?; Awesome: so cool, amazing, Bye: See you (later)! Catch you later!
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Answers: friends, family, daily life ●
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Read the list of activities aloud and ask students if they remember if Roberto does them. Put students in pairs and have them read the email again. Tell them to look for the activities in the list. Remind them that Roberto only does four of the activities. Elicit answers and ask students to raise their hands when they agree with the answers. Finally, ask questions about the activities Roberto doesn’t do: When does he get up? (early) Who writes stories? (Maria) Who watches TV? (no one)
Answers: play games, play sports, listen to music, have dinner with family
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Point to the Useful language and read out the examples. Students repeat after you. Then ask them to find the Useful language expressions in the email and complete the gaps. Encourage students to underline the expressions they find before deciding where to put them to complete the activity. Give students time to compare their answers in pairs. Then elicit the answers.
Tell students to read the ideas in the word box and decide where to put them in an email (paragraphs 1 to 4). Look at the examples with the class. Students work individually. Encourage them to use the model email in Exercise 1 to help them categorize the language. Check answers with the class and write the phrases on the board next to the paragraph they belong to. Before students write their email, go over the list of things students should include. Remind students to use their notes from Exercise 4 and Useful language from Exercise 3. Monitor the activity to make sure students organize their email into clear paragraphs. Tell students to go over the checklist again when they have finished writing the email to check they have included all the points.
Learning to Learn
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Read the tip aloud and ask a pair of volunteers to read the example dialogue aloud. Put students into pairs and have them read each other’s mails. Students use the list in Exercise 5 as a guide in giving each other feedback. Invite volunteers to share what they would change about their mail.
Extension (optional) Students find contractions in the email from Exercise 1. Form groups and tell students to write as many contractions as they can think of, including the words that they are short for, e.g., we’re – we are. The group with the most contractions at the end wins.
Homework (optional) Students correct their emails based on the feedback they received. Workbook: Writing practice page 13
Answers: 2 What about you? 3 We always have a lot of fun! 4 Write soon
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Unit 1 We are family 4
STUDENT’S BOOK PAGE 20-21
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CLIL: Math ●
A survey on daily activities
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Lesson aim: Using English to explore math and understand a survey on daily activities Background information: A survey is a way of collecting data by asking people questions about the opinions or behavior of individuals or groups. Survey results are often used by companies and governments and can influence their decisions and policies. Survey results are often shown in visual form, such as bar charts, pie charts, or in tables.
Answers: do homework and have dinner with the family
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Warmer: Write a survey question on the board: Do you have breakfast every morning? Students raise their hands if their answer is yes. Count the yes and no answers and write the numbers on the board. Ask: How else can we show this information? Elicit ideas. Draw a simple bar chart under the question. Next to the y axis, write Number of students, and on the x axis draw the corresponding bars (yes and no).
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Put students in pairs to discuss and choose an answer. Remind students of the question you asked in the warmer. Check answer as a class.
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Documentary video: A survey on daily activities Video script page TB135 ●
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Go through the questions and table with the class and ask: What information do you need to complete the survey? (numbers) Play the video for students to complete the table. If necessary, pause after each piece of missing information. Go over the answers as a class.
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Answers: 1 20; 2 Have lunch: 20, Have dinner: 20, Go to bed late: 6
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Point to the bar graph and ask questions, such as: What does the bar graph show? (the result of the survey) What daily activities can you see? (have breakfast, have lunch, etc.) What is the largest number? (20) Draw students’ attention to the example and ask them to confirm the answer by checking the bar graph. Students complete the rest of the sentences individually. Check answers as a class.
Answers: 2 All, 3 Two, 4 watch TV, 5 don’t go 20 We a r e f a m i l y | U n i t 1
Audio script page TB140 Go over the list of activities and make sure students understand the difference between week days and weekends. Tell them that the answer to each question is a number from the survey. Play the track for students to listen to the article and read along. Students answer the questions individually. To check answers, play the track again and pause when students hear an answer to each question.
Answers: 1 40, 2 20, 3 60, 4 52, 5 50, 6 25, 7 15, 8 12
Answer: A
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Preview the text with the class. Ask: What type of text is this? (article) What is it about? (Sixth-graders’ daily routines) Who is the writer? (Joao Schmidt) Students decide in pairs which are the two most popular activities. Elicit answers from the class and ask where they can see the information in the article.
Refer students to the bar graph from Exercise 3. Put students into pairs to create a bar graph of the survey results from the article. When they have finished, join pairs together to compare bar graphs. Have them check that their results are the same, and that they have included a header and labels so that the information is clear. Ask two volunteers to read the example conversation aloud. Encourage them to use activities from the unit, say what time they do them, in what order, and how often (usually, always, sometimes, etc.). Monitor the activity while students talk. Make sure they are listening attentively and responding to each other by asking questions about what daily activities they do.
Extension (optional) Do a quick daily activities survey with the class. Ask questions about activities from the lesson and have students raise their hands. Write the results on the board and find the most common activity.
Project 1: Create your own survey and present the results.
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Tell students that they will be working in a group to create their own survey and present the results. Access Collaboration Plus for notes on the Project
Collaboration Plus: Project 1
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