Unit 6: Family and Relationships 6.1 Vocabulary Lesson/exercise: Kinship terms Lesson Objective: Learners are able to retain and apply vocabulary in composing sentences. Instructions: Have students find meaning and fill part of speech of each word and then use at least 5 selected words to compose sentences. Family relationship words Words associate to Family members Words from EDO Relative (______) Get married (______) Raise(______) Ancestor(______) In-laws(______) Get divorced(______) Bring up (______) Grandmother(______) Half-brother(______) Cousin(______) Get along with(______) Close to (______) Grandfather/grandpa(______) Step-brother(______) Reunion(______) Admire(______) Sibling(______) Spouse(______) Aunt(______) Look up to(______) Niece(______) Husband(______) Uncle(______) Look after(______) Nephew(______) Wife(______) Daughter(______) Sentence 1:_______________________________________________________________________________________ Sentence 2:_______________________________________________________________________________________ Sentence 3:_______________________________________________________________________________________ Sentence 4:_______________________________________________________________________________________ Sentence 5:_______________________________________________________________________________________
1 Family Relations Crossword 23 4 5 67 8 9 10 11 12 13 14 15
Across Down 4. Your mother's daughter. 1. Your mother's son. 6. Your mother or father's grandmother. 2. A baby girl. 8. Your mother or father's father. 3. Your mother or father’s grandfather. 9. Your aunt's son. 5. Your wife or husband's mother. 10. Your wife or husband’s father. 7. Your Mother or father's mother. 12. Your sister’s husband. 11. Your brother or sister's son. 15. Your brother's wife. 13. Your brother or sister's daughter. 14. A baby boy. 6.2 Reading Lesson: Autobiography Lesson Objective: Learners are able to explain and discuss the presented story. Instructions: Read the following passage and then answer the questions and complete the tasks. I, John Smith, was born on September 21, on the first day of autumn in the year 1971. My birthplace is Vancouver, British Columbia, Canada. My middle name is Scot which is my mother's maiden name. My nickname at home is Jim and Tiago but in school I was called by many nicknames such as Jimmy, Santy, and Smithy. My father was a retired miner in Alberta. He had an automotive mechanics diploma in San Luis School, Abra, Philippines. He moved to Alberta, Canada when he was 37 years old. He then worked for Sandbanks Mining Inc. until retirement. He died of diabetes and heart failure at the age of 70. My mother had a degree in Education. She started working as temporary teacher in different cities in Ilocos, Philippines. After getting a permanent position in an elementary school in Santiago city, she then met my dad, dated for 3 years, and got married. After 2 years of marriage, I was born. I am the oldest of 3 children. My younger brother's name is Marlon and my younger sister is Erika. I can say that the best education I ever had started at home. This was when my mom and my dad taught me the principles in life and values that I still hold strong until this very day. My kindergarten was in Macaulay School. I love my first teacher in school. I also remember so well the names of my first classmates and friends in school. My elementary school was a bit far from my home. My dad or mom gave me ride to school. I receive two awards in school being the most responsible student of the month of November and a Chess competition award. I took high school in Ferguson Bay High School. This was the coolest and most enjoyable facet of my life.
1. From reading the passage, what is your understating of the term “autobiography”? _______________________________________________________________________________________________________ 2. What did John’s dad do for his living? ________________________________________________________________________________________________________ 3. What caused the death of John’s dad? ________________________________________________________________________________________________________ 4. How many siblings does John have? ________________________________________________________________________________________________________ 5. What did John think about his school life? ________________________________________________________________________________________________________ 6.3 Grammar Lesson : Modal “Can” and Tag Questions Lesson Objective: Learners are able to apply modal ‘can’ and tag questions in their practice correctly.
Can is one of the most commonly used modal verbs in English. It can be used to express ability or opportunity, to request or offer permission, and to show possibility or impossibility. Conditions Example 1 Example 2 Possibility I know you can win the competition. I thing the car can be repaired. Ability Tom can speak four languages. I can ride a horse. Offer I can help you with that. Can I carry the bag for you? Request ( informal) Can I borrow your book? Can you help me please? Permission (informal) Jane, you can play outside if you like. You can smoke in this area. Form and usage: Types Examples Statement /affirmative Negative I can speak Spanish. Interrogative/ question I cannot (can’t) read. Exercise: Modal “Can” Can you buy some milk back home? Instructions: Fill in the blanks with can or can't and then check your answers below. 1. The boy ____ run because his leg is broken. 2. She ____ go to the store after lunch. Let's eat. 3. ____ you get the door for me please? My hands are full. 4. They ____ be happily married because they are always fighting. 5. That boy ____ have written this essay. He doesn't have the skills. 6. We ____ go to the movies tomorrow night. Let's stay in tonight.
7. Mom, ___ I watch the football match on TV? 8. Can I go to Steve's tonight after dinner? No, you ____. 9. He's a smart boy. He ____ do multiplication tables and he's only 5 years old. 10. You ____ be serious. There's no way we will finish by then! Tag questions Question tags are short questions at the end of statements. They are mainly used in speech when we want to: confirm that something is true or not, or encourage a reply from the person we are speaking to. Forms of tag questions Examples 1.A positive statement is followed by a negative question tag. Jack is from Spain, isn't he? Mary can speak English, can't she? 2. A negative statement is followed by a positive question tag. They aren't funny, are they? He shouldn't say things like that, should he? 3.When the verb in the main sentence is in the present simple we form the question tag with do / does. You play the guitar, don't you? Alison likes tennis, doesn't she? 4.If the verb is in the past simple we use did. They went to the cinema, didn't they? She studied in New Zealand, didn't she? 5.When the statement contains a word with a negative meaning, the question tag needs to be positive He hardly ever speaks, does he? They rarely eat in restaurants, do they?
Exceptions Intonation Some verbs / expressions have different question tags. For example: I am - I am attractive, aren't I? When we are sure of the answer and we are simply encouraging Positive imperative - Stop daydreaming, will / won't you? Negative imperative - Don't stop singing, will you? a response, the intonation in the question tag goes down: Let's - Let's go to the beach, shall we? Have got (possession) - He has got a car, hasn't he? This is your car, isn't it? There is / are - There aren't any spiders in the bedroom, are there? (Your voice goes down when you say isn't it.) This / that is - This is Paul's pen, isn't it? When we are not sure and want to check information, the intonation in the question tag goes up: He is from France, isn't he? (Your voice goes up when you say isn't he.)
Grammar Exercise: Instructions: Put in the correct question tags. 1. He sometimes reads the newspaper,……………………………………………..? 2. Peggy didn't use the pencil, ……………………………………………..? 3. Mary has answered the teacher's question, …………………………………? 4. Sue wasn't listening, ……………………………………………..? 5. Tom and Maria will arrive at Heathrow, …………………………………………? 6. He's been to Texas,………………………………………………..? 7. I'm late, ………………………………………………..? 8. Lovely day today, ………………………………………………..? 9. We often watch TV in the afternoon, ………………………………………………..? 10. You have cleaned your bike, ………………………………………………..? 11. They are going home from school, ………………………………………………..? 12. Mary didn't do her homework last Monday, ……………………………………………? 6.4 Speaking/Presentation Lesson: My Family or My Autography Lesson Objective: Learners are able utilize the unit vocabulary and grammar in presenting their autobiography orally. Oral presentations are often important parts of college education because not only do they provide a chance for students to develop and create a speech, they also allow students to express themselves. Creating an oral presentation about your family and personal life lets you take control over what people think of you and allows you to present yourself in a more meaningful light.
Tips to prepare your semi-formal presentation Steps in preparing What to do your presentation Review the requirements for the oral presentation on your syllabus or project sheet. Highlight or jot down the length or amount of time your 1 presentation should be, what information should be included and whether or not you are required to use visual aids. Having this information handy will help you develop your oral presentation fully. 2 Write a short description of your family, and include a few talking points about each member. The family portion of your oral presentation should include the names and ages of the people you live with, as well as a few facts about each of them such as what they do for a living or 3 what grade in school they are. Include a few captivating facts about your family in general. Do you have pets? Is there a particular vacation that you take every year? Does 4 your family do something together, like a weekly game night, that you think is unique? Add in a few details about something your family does 5 or something about your family that makes it stand out from all of the other families. Talk a little bit about your ethnicity and your background, especially if that is important to your family and your life in general. You don't have to include information like religion or ethnicity, but you can if it is important to you and you want to include it. Move on to information about your life. Most of your class will know about you and how you are in school, so prepare information about your personal life, such as your hobbies, your favorite sports or games, or even what you would like to be when you grow up. Tips for delivering your presentation: Don’t read your presentation word-for-word from a script or from PowerPoint slides – It is boring for an audience, so talk to your audience, not read to them. Use appropriate language; generally a formal but conversational tone is best (avoid slang or colloquial language). Speak clearly and at a moderate pace. Don’t rush; nervous speakers tend to speed up, so try to pace yourself. Slow down to emphasize key points. Don’t be afraid to pause. Short pauses can add emphasis to important points and give you a chance to collect your thoughts. Make eye contact with your audience. Don’t just look at your tutor or stare off into space. A good technique is to divide the room into three sections (left, middle and right) and sweep your eyes across the audience. If you don’t want to look anyone in the eye, look at a point in the middle of their foreheads. Keep your body turned toward the audience and your body language open and friendly.
Presentation Task Instructions: Prepare your presentation on your autobiography. You need to prepare 3-5 slides also. Presentation Rubric Name(s): _________________________________ 4 /Excellent 3/Good 2/Average 1/Needs improvement Mark Visual appeal There are no errors in spelling, grammar and There are some errors in spelling, grammar There are many errors in spelling, grammar There are many errors in spelling, grammar punctuation. Information is clear and concise and punctuation. Too much information on and punctuation. Too much information was and punctuation. The slides were difficult to on each slide. Visually appealing/engaging. two or more slides. Significant visual appeal. contained on many slides. Minimal effort made read and too much information had been to make slides appealing or too much going on. copied onto them. No visual appeal. Presentation Skills Regular/constant eye contact, The audience Most members spoke to majority of audience; Members focused on only part of audience. Minimal eye contact by more than one member Verbal and non verbal was engaged, and presenters held the focusing on small part of audience. The steady eye contact. Sporadic eye contact by more than one audience was not engaged. Majority of audience’s attention. Appropriate speaking presenters spoke too quickly or quietly making volume & body language. The audience was engaged by the presenter. The audience was distracted. it difficult to understand. Inappropriate/disinterested body language. presentation. Majority of presenters spoke at a Speakers could be heard by only half of the suitable volume. Some fidgeting by audience.Body language was distracting. member(s). Content The presentation was a concise summary of The presentation was a good summary of the The presentation was informative but several The presentation was a brief look at the topic the topic with all questions answered. but many questions were left unanswered. Comprehensive and complete coverage of topic. Most important information covered; elements went unanswered. Majority of information irrelevant and information. significant points left out. little irrelevant info. Much of the information irrelevant; coverage of some of major points. Preparedness/Particip All presenters knew the information, Slight domination of one presenter. Members Significant controlling by some members with Unbalanced presentation or tension resulting ation/Group participated equally, and helped each other as helped each other. Very well prepared. one minimally contributing. Primarily prepared from over-helping. Multiple group members Dynamics needed. Extremely prepared and rehearsed. but with some dependence on just reading off not participating. Evident lack of slides. preparation/rehearsal. Dependence on slides. Additional comments Total /20
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