2 FAMILY TIME
Introduction
A student’s learning starts at home and in this unit we’ll focus on
family members, the protagonists of any home environment. In
Missions 1 and 2 we will work with some of the most common
family words such as mum and dad as well as the possesive
adjective my which we often use to refer to these people. All of
this will be done through a series of high-energy listening and
speaking based exercises that will encourage students to put the
language into use not only in class, but also at home.
In Missions 3 and 4 we’ll continue working with This is… as a part of
sentences such as This is my mum and This is my dad. We
commonly use this construction to identify people and, as it’s very
particular to English, it’s worth assimilating early. Students will also
practise the possessive pronoun my and the question Who’s this?
as a part of this unit’s grammar. Learning how to express ownership
in English will give students a sense of confidence when they put
the language into use and mastering the question Who’s this? will
give them further opportunity to express their own innate curiosity
in English.
OUTLINE OF THE UNIT
Family
Vocabulary
members
Song
Grammar
This is/isn’t my… Who’s this? It’s my/your… Is this your…?
structures
FAMILY
TIME
Story
Around the
World (UK)
CLIL
Review
It’s extremely important that students work on their listening and
reading comprehension and Missions 5 and 6 will give them the
opportunity to do just that. In Mission 5 students will read a comic
about our superheroes helping a boy find his mum; in Mission 6,
the culture mission, they’ll learn about the British Royal Family.
Both of these sections emphasise the importance of family at all
levels of society and come with an audio component that we highly
recommend making use of in class.
The final two missions are dedicated to reviewing the vocabulary
and grammar students have acquired over the course of the unit.
In the CLIL section, students will be given the opportunity to make
their own family tree.
In the ‘I can’ section, students will evaluate how far they’ve advanced
through a series of listening and reading comprehension exercises
that further reinforce the unit’s main vocabulary and grammar.
The “I can” section is part of the Portfolio. Have students work on
their portfolios so that they can evaluate their listening, speaking,
reading and writing skills in “My Language Biography” section of
the Portfolio.
aunt, brother, cousin, dad, family, grandad,
granny, mum, sister, uncle
‘Fa, Fa, Fa, Family’
Expression: Say cheese! Cheese!
The Royal Family
Arts and Crafts Family Trees
47
 Refresh •
family
Hold up one of the school objects and the students have to say what it is, for
example, It’s a pencil, etc.
,
dad, family, grandad, granny, mum
- aunt, brother, cousin, PB

sister, uncle 1 Shhhh! Listen and point. CD1

20 PB
- This is my…
Picture
Dictionary p.65 Play the audio first. The students have to repeat the vocabulary and point at
1.20
1 Shhhh! Listen and point. the pictures. Repeat the exercise so that all the students have a turn. Once
the audio has finished, encourage students to close their books and do it from
memory.

Audio
grandad, granny, sister, brother, mum, dad, aunt, uncle, cousin

1.21
2 Say it!

Thi∫ i∫ my DRILL
CD1
Objective in Focus 1 • 24 P
mum.
What? New family vocabulary and the structure This is my...
Why? So students are able to present a member of their family in
English.
1.22 1.23
3 Sing and clap! How? Using the poster, point at an image and pick a student. The student
Fa, Fa, Fa, Family. has to point at the image in the Pupil’s Book and say sentences like This is my
mum. Keep it fast-paced and don’t ask students in order so that they don’t
Mum, mum, thi∫ i∫ my mum. know who you’re going to ask next.
Dad, dad, thi∫ i∫ my dad.
Brother, brother, thi∫ i∫ my brother. DRILL

Back to Basics •
CD1
Sister, sister, thi∫ i∫ my sister. 25

Fa, Fa, Fa, Family. Write the maths sums and the students have to say them out loud,
reviewing the numbers 1–10 alongside plus and equals.
14 fourteen
PB

2 Say it! CD1

21 PB

MISSI N 1: Listen to the audio, and then students have to repeat what they hear.

DRILL
Objectives Objective in Focus 2 •
CD1
26 P
• Learn the new family vocabulary. What? Familiarise students with the interrogative, Is this your…?
• Review the numbers 1–10. Why? As well as familiarising students with the vocabulary: family, mum,
• Learn the structure This is my... dad, brother, sister, aunt, uncle, granny, grandad, cousin and reviewing
• Review the school objects vocabulary and the colours. the school objects vocabulary, students need to really understand when
to use my.
Materials How? Ask the children different questions such as Is this your mum? Tell
• Audio material them they have to always answer with yes: Yes, this is my mum.
• Poster 1: ‘A day in with the family’
•S
 chool objects: a book, a crayon, a pencil, a pencil case, a rubber and a
Rewind •
school bag
Say a colour and hold up a school object whilst pointing at different
Recommended Extra Activities students. The students have to form a sentence with the colour and the
• Activity Book p. 12 object, for example, if you hold up a pencil and say red, the student has to
• Fast Finishers: Students write down all the new vocabulary, drawing and respond with It’s a red pencil.
naming their family members.
PB

3 Sing and clap! CD1

22&23 PB
Teacher Tips
Have students sing along to the song ‘Fa, Fa, Fa, Family’. Insist on the
•W  hen carrying out a drill say the name of the student after saying correct pronunciation of This when they sing, encouraging students to
the question or sentence that they are going to respond to. By poke their tongue out from in between their front teeth to make the ‘th’
doing this it will encourage all the students to listen to the teacher sound.
during the drill and not just the student who you want to answer.
Cooperative
• Pay attention to the pronunciation of the word cousin. Don’t let Game – Family Opposites • learning
students say “cóu-sin”! The first vowel sound isn’t “ou”, in fact, the ‘ou’
Go around the class saying family vocabulary words and get students to
in cousin sounds like a short ‘a’: “cásin”.
say the opposite gender. If you say granny, they have to respond with
•Y
 our students can gain further practice with the vocabulary and grandad, etc.
numbers by tracing the words when they appear in the skyline and
the numbers at the bottom of each page. When a student successfully
completes all the exercises in a mission, have them place a gold or
silver sticker at the bottom of the page to indicate their progress.

48
 Drill Section
DRILL DRILL

Objective in Focus 1 Objective in Focus 2

CD1 CD1
24 26

TEACHER STUDENTS TEACHER STUDENTS

(Point at the mum in the poster.) This is my mum.
Family members vocabulary
(Point at the dad in the poster.) This is my dad.
(Point at the brother in the poster.) Yes, it’s my brother.
(Point at the granny in the poster.) This is my granny. Is this your brother?
(Point at the grandad in the This is my grandad. (Point at the cousin in the poster.) Yes, it’s my cousin.
poster.) Is this your cousin?
(Point at the uncle in the poster.) This is my uncle. (Point at the grandad in the poster.) Yes, it’s my grandad.
Is this your grandad?
(Point at the aunt in the poster.) This is my aunt.
Everyone..., 3..., 2..., 1! Yes, it’s my grandad!
(Point at the brother in the poster.) This is my brother.
(Point at the sister in the poster.) Yes, it’s my sister.
(Point at the sister in the poster.) This is my sister. Is this your sister?
(Point at the cousin in the poster.) This is my cousin. (Point at the uncle in the poster.) Yes, it’s my uncle.
(Point at the sister in the poster.) This is my sister. Is this your uncle?
(Point at the granny in the poster.) Yes, it’s my granny.
(Point at the brother in the poster.) This is my brother.
Is this your granny?
(Point at the aunt in the poster.) This is my aunt.
Everyone..., 3..., 2..., 1! Yes, it’s my granny!
(Point at the uncle in the poster.) This is my uncle.
(Point at the mum in the poster.) Yes, it’s my mum.
(Point at the dad in the poster.) This is my dad. Is this your mum?
(Point at the mum in the poster.) This is my mum. (Point at the aunt in the poster.) Yes, it’s my aunt.
Is this your aunt?
(Point at the grandad in the This is my grandad.
poster.) (Point at the dad in the poster.) Yes, it’s my dad.
Is this your dad?
(Point at the granny in the poster.) This is my granny.
Everyone..., 3..., 2..., 1! Yes, it’s my dad!
(Point at the cousin in the poster.) This is my cousin.
(Point at the entire family.) Yes, it’s my family.
Is this your family?
DRILL School objects vocabulary
Back to Basics
CD1
25
(Hold up a rubber.) Yes, it’s my rubber.
TEACHER STUDENTS Is this your rubber?
(Write sums up on the board.) (Hold up a school bag.) Yes, it’s my school bag.
Is this your school bag?
1+4=5 One plus four equals five.
(Hold up a book.) Yes, it’s my book.
2 +7 = 9 Two plus seven equals nine. Is this your book?
3+4=7 Three plus four equals seven. Everyone..., 3..., 2..., 1! Yes, it’s my book!
4+4 =8 Four plus four equals eight. (Hold up a crayon.) Yes, it’s my crayon.
5+4=9 Five plus four equals nine. Is this your crayon?
(Hold up a pencil case.) Yes, it’s my pencil case.
6 +1 = 7 Six plus one equals seven.
Is this your pencil case?
7+2=9 Seven plus two equals nine.
Everyone..., 3..., 2..., 1! Yes, it’s my pencil case!
8+1=9 Eight plus one equals nine.
9 + 1 = 10 Nine plus one equals ten.
1+1=2 One plus one equals two.
2+6=8 Two plus six equals eight.
3+2=5 Three plus two equals five.
4+1=5 Four plus one equals five.
5+1=6 Five plus one equals six.
6 + 4 = 10 Six plus four equals ten.

49
 dad Refresh • P
mum Using the poster, call different students up to the front of the class. They
have to form the sentence, This is my… with five different family members.
This isn’t my mum.
PB

1 Say and trace. CD1

24 PB
1.24
1 Say and trace. Play the audio first. The students have to say the sentences they hear out
loud. They then have to trace the words in their Pupil’s Book.
1 Thi∫ isn’t my mum.
2 Thi∫ isn’t my granny. Objective in Focus 1 •
DRILL
CD1
27 P

3 Thi∫ isn’t my sister. What? Family vocabulary and This isn’t.

Why? To help assimilate the vocabulary from the mission and to
4 Thi∫ isn’t my brother. encourage children to become familiar with the negative structure This
isn’t.
1.25
2 Look, ask and say. How? Point at a family member on the poster, for example: mum. The
student has to come and stand next to the poster and form a negative
Thi∫ i∫ sentence with that family member. STUDENT: This isn’t my mum.
my dad.
Thi∫ isn’t DRILL
my dad. Back to Basics •
CD1
28

Alphabet sounds: Write the letters B, C, D, F, G, H on the board and have

3 Let’s make a picture frame! students repeat them out loud. Make sure they are clear on the
pronunciation: B = “bii” (a long “i” sound), C = “sii”, D = “dii”, F = “ef”, G
= “chii” (but with a vibrated “ch” sound”) and H = “eich”. Then play the
audio from the drill section and have students listen to the sentences.
Finally, get them to think of their own names (or words in English they
might already know) that begin with the letters B, C, D, F, G, H and write
them down on pieces of paper to put in the letter boxes.
fifteen 15
PB

2 Look, ask and say. CD1

MISSI N 2:
25 PB

Listen to the audio. The students have to repeat the questions and answers
that they hear.
Objectives
DRILL
CD1
• Learn how to form the negative This isn’t. Objective in Focus 2 • 29 P
• Practise the new family vocabulary and review the colours and numbers. What? Affirmative, negative and interrogative use of This + to be.
• Practise the letters of the alphabet B-H. Why? To increase agility with the new vocabulary words and to learn
how to ask and answer with the verb to be.
Materials How? The teacher starts by saying either a family member or a school
• Audio material • Poster 1: ‘A day in with the family’ object and students either come and stand next to the poster or hold the
• Cardboard and coloured paper • T
 eacher’s Resource Book, object to answer as if they were Yessy. Then they form sentences as if they
• School objects Class Material Worksheet 1, p. 18 were Noella and finally as if they were Asky.

Recommended Extra Activities Cooperative

Rewind • learning
• Activity Book p. 13 • T
 eacher’s Resource Book, Vocabulary
Get students in pairs to greet each other and ask each other questions,
• Pronunciation video 2 Worksheets, pp. 20-21
such as Hello, how are you? What’s your name? How old are you? Swap
• Vocabulary video 2 round the pairs after a minute or so.
• F
 ast Finishers: Challenge students to try and write down as many words they
know beginning with the letter s. Then have them read their words out and
make sure they’re pronouncing the s correctly. 3 Let’s make a picture frame! TRB PB

Teacher Tips
•P  ay special attention to your students’ pronunciation of the word
uncle. Make sure students say “ancal” with a very soft “a” sound
and not “úncle” with a short “u”.
• As we’re going to focus on the letters B, C, D, F, G and H, you will
need six more boxes to add to the ones your already have for the
Using the Class Material Worksheet 1, from the Teacher’s Resource Book,
have students draw their family inside the frame and label each of the
different family members. Then cut out the frame and using other pieces
of paper and cardboard get the students to make a more solid picture
frame. The more creative the frame, the better! Once they have finished,
they can each present their family to the class!
Cooperative

vowels. Remember, write down any words that start with these letters
and post them into its box. Then, review a different letter each week.
• Don’t forget to use the videos! Before doing the drills in Objective in
focus 1 and 2, play the pronunciation and vocabulary videos to the class.
Game – Who am I? • learning
Everyone has to write a family member word on a piece of paper and stick
it to their foreheads and sit in a circle. Explain to the students that they are
all members of one family and that they have to ask the person next to
them questions like, Am I your mum? until they each guess what family
member they are.

50
 Drill Section
DRILL DRILL

Objective in Focus 1 Objective in Focus 2

CD1 CD1
27 29

TEACHER STUDENTS TEACHER STUDENTS

(Point at the mum on the poster.) This isn’t my mum. First like Yessy!
(Point at the dad on the poster.) This isn’t my dad. (Point at the mum on the poster.) Yes, this is my mum.
Everyone..., 3..., 2..., 1! This isn’t my dad! (Point at the dad on the poster.) Yes, this is my dad.
(Point at the granny on the poster.) This isn’t my granny. Everyone..., 3..., 2..., 1! Yes, this is my dad.
(Point at the grandad on the This isn’t my grandad. (Point at the granny on the poster.) Yes, this is my granny.
poster.)
(Point at the grandad on the Yes, this is my grandad.
Everyone..., 3..., 2..., 1! This isn’t my grandad! poster.)
(Point at the aunt on the poster.) This isn’t my aunt. Everyone..., 3..., 2..., 1! Yes, this is my grandad!
(Point at the uncle on the poster.) This isn’t my uncle. (Point at the aunt on the poster.) Yes, this is my aunt.
Everyone..., 3..., 2..., 1! This isn’t my uncle! (Point at the uncle on the poster.) Yes, this is my uncle.
(Point at the brother on the This isn’t my brother. Everyone..., 3..., 2..., 1! Yes, this is my uncle!
poster.)
(Point at the brother on the Yes, this is my brother.
(Point at the sister on the poster.) This isn’t my sister. poster.)
Everyone..., 3..., 2..., 1! This isn’t my sister! Everyone..., 3..., 2..., 1! Yes, this is my brother!
(Point at the cousin on the poster.) This isn’t my cousin. Now like Noella!
Everyone..., 3..., 2..., 1! This isn’t my cousin! (Point at the cousin on the poster.) No, this isn’t my cousin.
(Point at the entire family on the No, this isn’t my family.
DRILL poster.)
Back to Basics
CD1
28
Everyone..., 3..., 2..., 1! No, this isn’t my family.
TEACHER STUDENTS (Hold up a rubber.) No, this isn’t my rubber.
B B is for brother. (Hold up a school bag.) No, this isn’t my school bag.
B is for Begoña. Everyone..., 3..., 2..., 1! No, this isn’t my school bag!
C C is for cousin. (Hold up a pencil case.) No, this isn’t my pencil case.
C is for Carlotta. (Hold up a pencil.) No, this isn’t my pencil.
D D is for dad. Everyone..., 3..., 2..., 1! No, this isn’t my pencil!
D is for David. Now like Asky! Is this my pencil?
F F is for football. (Hold up a crayon.) Is this my crayon?
F is for Fiona. Everyone..., 3..., 2..., 1! Is this my crayon?
G G is for granny. (Point at the mum on the poster.) Is this my mum?
G is for Gabriella. (Point at the dad on the poster.) Is this my dad?
H H is for happy. Everyone..., 3..., 2..., 1! Is this my dad?
H is for Hugo.

51
 Refresh • P
sister
Review the negative structure by pointing at different things in the poster
- Who’s this? and the students have to form a negative sentence with This + to be: This
- It’s my mum.
- Is this your granny? Yes, it is. / No, it isn’t. isn’t a pencil, etc.

1.26
1 Listen and answer. Who’∫ It’∫ my PB

thi∫? granny. 1 Listen and answer. CD1

26 PB
Who’∫
Play the audio first. Students have to listen to the audio and then answer
thi∫?
the questions that Asky asks.

DRILL
CD1
It’∫ my dad. Objective in Focus 1 • 30 P

1.27
2 Trace and ask. What? Review of the family vocabulary, as well as the new interrogative
I∫ thi∫ your structure: Who’s this?
Ye∫, it i∫. brother? No, it isn’t. Why? To learn how to use the question word Who while reinforcing the
I∫ thi∫ family vocabulary.
your How? Say a member of the family. One student has to ask Who’s this?
granny? while pointing at the image in their Pupil’s Book on page 14 to show
that we use this for objects that are within our reach. Another student
has to answer correctly using the structure, It’s my… Go round the class
involving all the students.
3 Teamwork!

Who’∫ thi∫? It’∫ your Cooperative

granny. Back to Basics • learning

Put your students in groups and time them to see how fast they can say
the numbers 1–10 and then backwards from 10–1.

PB

2 Trace and ask. CD1

27 P PB
16 sixteen Look at the illustrations in the Pupil’s Book. The students have to trace the
words in their books and then ask and answer the questions themselves.

MISSI N 3:
After they have finished, play the audio to reinforce the correct
pronunciation. Extend this exercise by pointing at the different family
members in the poster and getting students to ask more questions using Is
this your…?
Objectives
• Learn the new grammar structure Who’s this? DRILL
CD1
Objective in Focus 2 • 31 P
• Review the family vocabulary.
What? The affirmative and the negative of the verb to be, your and
• Practise the structure It’s my/your. family vocabulary.
• Further practice with the numbers 1–10. Why? This way students practise the structures No, it isn’t your… and
it’s your...
Materials
How? Point at a family member on the poster and ask two questions
• Audio material
that elicit a negative response and then ask Who is it? TEACHER
• Poster 1: ‘A day in with the family’ (pointing at the granny): Is it my mum? STUDENT: No, it isn’t your mum.
TEACHER: Is it my dad? STUDENT: No, it isn’t your dad. TEACHER:
Recommended Extra Activities Who is it? STUDENT: It’s your granny.
• Activity Book p. 14
PB
Cooperative
•F
 ast Finishers: Get the students to work in pairs, drawing members of their Sing and clap! •
CD1
learning 23
family. Then they ask each other Who’s this? and answer with It’s my…
How much of the song can students remember? Split the class into teams
and see which team can remember most of the song by playing the
Teacher Tips karaoke version.
•C
 hallenge the students to use the greetings vocabulary they have Cooperative
studied in the Starter Unit, not just in the classroom but at home too! 3 Teamwork! learning PB

•E
 ncourage perfect pronunciation from the outset. The word who Split the class into groups of three or four and ask each student to draw
can be tricky. Remind students that the ‘w’ is silent and that they two members of their family. The students then have to take turns guessing
should say “hhhuu”. who the other students have drawn.
•R
 epetition is the key in order for students to be able to use
structures such as this is or this isn’t automatically without having
to think.

52
 Drill Section
DRILL DRILL

Objective in Focus 1 Objective in Focus 2

CD1 CD1
30 31

TEACHER STUDENTS TEACHER STUDENTS

Aunt. S1: Who’s this? (Point at the granny in the poster.) No, it isn’t your mum.
S2: It’s my aunt. Who’s this? Is it my mum?
Cousin. S1: Who’s this?
S2: It’s my cousin. Is it my dad? No, it isn’t your dad.
Granny. S1: Who’s this? Everyone..., 3..., 2..., 1! Who is it? It’s your granny!
S2: It’s my granny.
(Point at the brother in the poster.) No, it isn’t your dad.
Mum. S1: Who’s this? And who’s this? Is this my dad?
S2: It’s my mum.
Everyone..., 3..., 2..., 1! Who’s this? It’s my mum! Is it my grandad? No, it isn’t your grandad.
Uncle. S1: Who’s this? Everyone... 3... 2... 1! Who is it? It’s your brother!
S2: It’s my uncle.
(Point at the sister in the poster.) No, it isn’t your mum.
Sister. S1: Who’s this?
And who’s this? Is this my mum?
S2: It’s my sister.
Dad. S1: Who’s this?
Is it my uncle? No, it isn’t your uncle.
S2: It’s my dad.
Everyone... 3... 2... 1! Who is it? It’s your sister!
Everyone..., 3..., 2..., 1! Who’s this? It’s my dad!
(Point at the aunt in the poster.) No, it isn’t your brother.
Grandad. S1: Who’s this?
Is this my brother?
S2: It’s my grandad.
Is it my cousin? No, it isn’t your cousin.
Brother. S1: Who’s this?
S2: It’s my brother. Everyone... 3... 2... 1! Who is it? It’s your aunt!
The family. S1: Who’s this? (Point at the cousin in the poster.) No, it isn’t your granny.
S2: It’s my family. And who’s this? Is this my granny?
Aunt. S1: Who’s this? Is it my dad? No, it isn’t your dad.
S2: It’s my aunt.
Everyone..., 3..., 2..., 1! Who is it? It’s your cousin!
Cousin. S1: Who’s this?
S2: It’s my cousin! (Point at the uncle in the poster.) No, it isn’t your sister.
Is this my sister?
Everyone..., 3..., 2..., 1! Who’s this? It’s my cousin.
Is it my aunt? No, it isn’t your aunt.
Everyone..., 3..., 2..., 1! Who is it? It’s your uncle!
(Point at the mum in the poster.) No, it isn’t your dad.
Is this my dad?
Is it my brother? No, it isn’t your brother.
Everyone..., 3..., 2..., 1! It’s your mum!
(Point at the dad in the poster.) No, it isn’t your mum.
Is this my mum?
Is it my cousin? No, it isn’t your cousin.
Everyone..., 3..., 2..., 1! It’s your dad!

53
 granny grandad Refresh •
DRILL
CD1
32

Do a ‘Master the Question’ exercise using the question word Who. The
- Who’s this? It’s my grandad. video
- Is this your aunt?
2
teacher says This is my mum and the student has to say Who’s this? and
then answer the question saying It’s your mum.
1.28
1 Listen and write. It’∫ my PB

family. 1 Listen and write. CD1

28 PB
brother Play the audio first. The students have to listen, and to write the words in
mum
It’∫ my ____________. the order that they hear.
family
It’∫ my ____________. Audio / Solution
dad It’s my dad. It’s my mum. It’s my brother.
It’∫ my ____________.
1.29
2 Listen, tick () or cross (). DRILL
CD1
Objective in Focus 1 • 33

1 I∫ thi∫ your aunt? What? Affirmative, negative and interrogative structures.

2 I∫ thi∫ your uncle? Why? Quick alternating between the positive and negative will increase
students’ confidence when it comes to using these terms in real life
3 I∫ thi∫ your sister? situations.
How? Say an affirmative sentence such as It’s my brother. The student has
4 I∫ thi∫ your cousin? to convert it into a negative sentence like Noella: It isn’t my brother. First
do the exercise from affirmative to negative sentences and then switch to
3 Game time! Who’∫ thi∫? It’∫ my practise turning negative sentences into affirmative ones to sound like
brother! Yessy. Finally get your students to review forming questions by turning
affirmative sentences into questions using Is this...? to sound like Asky.

PB
Cooperative
Sing and clap! •
CD1
learning 22

Play the audio and get students to sing the ‘Fa, fa, fa, family’ song. Split
seventeen 17
the class into two teams and challenge them to try and sing even more
beautifully than the other team!

MISSI N 4:
PB

2 Listen, tick (✓) or cross (✗). CD1

29 PB

Listen to the audio and then match up the pictures with the correct
Objectives sentences. When the students have finished get the whole class all
together to say the sentences out loud.
•  ractise the structure Who’s this? and It’s my…
P
• Practise the family vocabulary.
Audio / Solution
• Review the colours and school objects vocabulary.
• Increase agility with the structure This + to be in the interrogative. 1 Is this your aunt? ✓ 3 Is this your sister? ✓
Yes, it is. Yes, it is.
Materials 2 Is this your uncle? ✗ 4 Is this your cousin? ✗
• Audio material No, it isn’t. No, it isn’t.
• Ball
• School objects: a book, a crayon, a pencil, a pencil case, a rubber and a Objective in Focus 2 •
school bag
What? The family vocabulary and the question Is this your…?
• “Unit 1: What’s this?” flashcards
Why? By this stage students should be gaining confidence with using
Recommended Extra Activities what they have learnt in full sentences; so the more chances they get to
• Activity Book p. 15 speak out loud the better.

• Pupil’s Book video 2 How? Get a student to become the teacher and to come up and ask
three questions about the family members using the poster and the
• Teacher’s Resource Book, Listening Worksheet, p. 22
structure Is this your…? Then encourage students to use the same
• Fast Finishers: Get fast finishers to draw a picture of their family labelling structure, but asking about school objects.
each person.

Teacher Tips Rewind • FC

•R
 emind the students of the difference between me and my, you and Quick review of the school objects vocabulary together with some colours.
your. For example, my and your are used to indicate possession. Hold up a “Unit 1: What’s this?” flashcard and a school object and students
have to shout out what they see, for example, if you hold up the orange
•M
 ake the most of the Everyone…, 3…, 2…, 1! as it’ll help increase
flashcard and a pencil, the student should answer with It’s an orange pencil.
the energy in the class and it also ensures that all the students are
participating. Cooperative
3 Game time. learning PB
•C
 reate a class ‘Happy Chart’ reward system that the students can stick
Throw a ball to a student and ask the question Who’s this? The student
stickers on when they get something right. When they are awarded a
who catches the ball has to answer It’s my… and name a family member of
sticker to stick on the chart they have to say I’m happy, I can say…!
his/her choice. They then have to ask Who’s this? and throw the ball to
another student who in turn has to answer It’s my..., etc.

54
 Drill Section
Part 2 (In the style of Yessy.)
DRILL

Refresh
CD1
32
TEACHER
This is my mum.
This is my dad.
This is my sister.
This is my granny.
This is my brother.
This is my cousin.
This is my aunt.
This is my uncle.
This is my grandad.
Everyone..., 3..., 2..., 1!
This is your grandad.
This is your sister.
This is your brother.
Everyone..., 3..., 2..., 1!
This is your dad.
It isn’t my cousin. Yes, it’s your cousin.
STUDENTS
It isn’t my uncle. Yes, it’s your uncle.
Who’s this? It’s your mum.
It isn’t my mum. Yes, it’s your mum.
Who’s this? It’s your dad.
It isn’t my dad. Yes, it’s your dad.
Who’s this? It’s your sister.
It isn’t my sister. Yes, it’s your sister.
Who’s this? It’s your granny.
It isn’t my grandad. Yes, it’s your grandad.
Who’s this? It’s your brother.
It isn’t my brother. Yes, it’s your brother.
Who’s this? It’s your cousin.
It isn’t my cousin. Yes, it’s your cousin.
Who’s this? It’s your aunt.
It isn’t my aunt. Yes, it’s your aunt.
Who’s this? It’s your uncle.
It isn’t my uncle. Yes, it’s your uncle.
Who’s this? It’s your grandad.
It isn’t my brother. Yes, it’s your brother.
Who’s this? It’s your grandad!
Everyone..., 3..., 2..., 1! Yes, it’s your brother!
Who’s this? It’s my grandad.
It isn’t my sister. Yes, it’s your sister.
Who’s this? It’s my sister.
It isn’t my granny. Yes, it’s your granny.
Who’s this? It’s my brother.
Everyone..., 3..., 2..., 1! Yes, it’s your granny!
Who’s this? It’s my brother.
Who’s this? It’s my dad.
Part 3 (In the style of Asky.)
This is my brother. Is this your brother?
This is my uncle. Is this your uncle?
This is my mum. Is this your mum?

DRILL
This is my dad. Is this your dad?
Objective in Focus 1
CD1
33
This is my sister. Is this your sister?
TEACHER STUDENTS This is my granny. Is this your granny?
Part 1 (In the style of Noella.) This is my brother. Is this your brother?
It’s my brother. No, it isn’t your brother. This is my cousin. Is this your cousin?
It’s my uncle. No, it isn’t your uncle. This is my aunt. Is this your aunt?
It’s my mum. No, it isn’t your mum. This is my uncle. Is this your uncle?
It’s my dad. No, it isn’t your dad. This is my grandad. Is this your grandad?
It’s my sister. No, it isn’t your sister. Everyone..., 3..., 2..., 1! Is this your grandad?
It’s my granny. No, it isn’t your granny. This is my granny. Is this your granny?
It’s my brother. No, it isn’t your brother. This is my sister. Is this your sister?
It’s my cousin. No, it isn’t your cousin. Everyone..., 3..., 2..., 1! Is this your sister?
It’s my aunt. No, it isn’t your aunt.
It’s my uncle. No, it isn’t your uncle.
It’s my grandad. No, it isn’t your grandad.
Everyone..., 3..., 2..., 1! No, it isn’t your grandad!
It’s my granny. No, it isn’t your granny.
It’s my sister. No, it isn’t your sister.
Everyone..., 3..., 2..., 1! No, it isn’t your sister!

55
 DRILL

Refresh •
CD1
cousin 34 P

Using the poster, ask the question Who’s this? If the student needs to
Reading answer with my, point at them: It’s my mum. If the student needs to answer
with your, point at yourself: It’s your mum.
What’∫
1.30
1 Story time!
your name? PB

Mum!!! 1 Story time! CD1

30 PB

Get students to read the story out loud. Help them with their pronunciation.
Then get the children to listen to the audio.

DRILL
CD1
I∫ thi∫ Objective in Focus 1 • 35 P
My name’∫
Mum!!! your mum? Mar§. What? The family vocabulary and short answers with the verb to be.
Why? Encouraging children to use the short answer form means when
it comes to using their English in real life situations, they will sound
more natural.
How? Ask students questions using the structure Is this your…? whilst
No, it isn’t. holding a thumb up to indicate affirmative and a thumb down for
negative. The student has to respond by saying Yes, it is, or No, it isn’t.
I∫ thi∫ When the students say an affirmative answer, say Say Cheese! and they
your mum? have to pose for a fake photograph and say Cheese!
Ye∫, it i∫!
Translation Challenge • TRB

Go through the Focused Translation List from the Teacher’s Resource

Say cheese! Cheese! Book. Select students at random to translate the sentences into English.
2 Act out. Award points for correct answers.

18 eighteen
2 Act out. PB

MISSI N 5:
Split the class into two groups and get both to act out the story.

Objectives
• Improve reading ability and listening comprehension with the story.
• Practise the interrogative and the verb to be.
• Learn the new expression Say cheese!
• Review the family vocabulary and the short answers Yes, it is. / No, it isn’t.
Materials
• Audio material
• Poster 1: ‘A day in with the family’
• Teacher’s Resource Book, Class Material Worksheet 2, p. 19
• Teacher’s Resource Book, Focused Translation List, p. 38
Recommended Extra Activities
• Activity Book p. 16
• Teacher’s Resource Book, Speaking Worksheet, p. 23
• Fast Finishers: Get groups to draw and write another story using the
family vocabulary and the expression Say cheese.
Teacher Tips
•R
 emind students that there are other ways of addressing parents
in English. Mum and Dad are very common, but Mummy and
Daddy are more affectionate.
•D
 on’t let the energy in the class drop. High energy activities help
maintain your students’ motivation and this means children will
associate learning as being something that’s fun.
•W
 hen the students are acting out the story, write down
pronunciation mistakes and make the whole class repeat them
together afterwards.
Objective in Focus 2 •
What? Pronunciation exercise to perfect the pronunciation of the
question word who.
Why? The children focused in the previous unit on the pronunciation of
the letter ‘w’. Although who starts with a ‘w’, in this word, it’s silent.
How? Go round the class, and each student has to point to a family
member in their Pupil’s Book and ask the student next to them Who’s
this? The student they ask has to answer, It’s my… Then repeat the
exercise but this time the students have to ask questions with What’s
this? with the school objects so that they can hear the difference
between the pronunciation of What and Who.
Create a face! • TRB
Supervise students while they cut out the face from the Class Material
Worksheet 2 and using the objects and their own creativity, they have to
create a face of an imaginary family member. Then, when they have drawn
and coloured it in, they present it to the class.
DRILL
Cooperative
Game – Question Race! •
CD1
36 learning
Split the class into two teams and then carry out the drill with each team.
The students have to change sentences from the affirmative into the
interrogative as fast as possible, for example, TEACHER: This is your mum.
STUDENT: Is this your mum? Time each team and award points to the
winning side!

56
 Drill Section
DRILL
(Point at the dad in the poster.) No, it isn’t.
Refresh
CD1
34
Is this your dad? 
TEACHER STUDENTS
Is this your dad? 
No, it isn’t.
(Point at the mum in the poster It’s my mum.
Is this your dad? 
Yes, it is.
whilst pointing at the student.)
Who’s this? Say cheese – CHEESE! CHEESE!
(Point at the dad in the poster It’s your dad. (Point at the brother in the poster.) No, it isn’t.
whilst pointing at yourself.) Is this your brother? 
Who’s this?
Is this your brother? 
No, it isn’t.
(Point at the sister in the poster It’s my sister.
Is this your brother? 
whilst pointing at the student.) Yes, it is.
Who’s this?
Say cheese – CHEESE! CHEESE!
(Point at the brother in the poster It’s your brother.
whilst pointing at yourself.) (Point at the sister in the poster.) No, it isn’t.
Who’s this? Is this your sister? 
Is this your sister? 
(Point at the cousin in the poster It’s my cousin. No, it isn’t.
whilst pointing at the student.)
Is this your sister? 
Yes, it is.
Who’s this?
(Point at the granny in the poster It’s your granny. Say cheese – CHEESE! CHEESE!
whilst pointing at yourself.) Now, everyone say cheese! 3…, Cheese!
Who’s this? 2…, 1!
(Point at the grandad in the poster It’s my grandad.
whilst pointing at the student.)
Who’s this? DRILL

Game – Question Race!

CD1
36
(Point at the aunt in the poster It’s my aunt.
whilst pointing at the student.) TEACHER STUDENTS
Who’s this?
This is your mum. Is this your mum?
(Point at the mum in the poster It’s your mum.
This is your dad. Is this your dad?
whilst pointing at yourself.)
(Point at the family in the poster It’s my family. This is your cousin. Is this your cousin?
whilst pointing at the student.) This is your brother. Is this your brother?
Who’s this?
This is your sister. Is this your sister?
(Point at the family in the poster It’s your family.
whilst pointing at yourself.) This is your uncle. Is this your uncle?
Who’s this? This is your aunt. Is this your aunt?
(Point at the mum in the poster It’s your mum. This is your family. Is this your family?
whilst pointing at yourself.)
Who’s this? This is your granny. Is this your granny?

(Point at the granny in the poster
whilst pointing at the student.)
Who’s this?
(Point at the uncle in the poster
whilst pointing at the student.)
Who’s this?
(Point at the cousin in the poster
whilst pointing at yourself.)
Who’s this?
It’s my granny. This is your grandad.
This is your cousin.
This is your sister.
It’s my uncle.
This is your brother.
This is your uncle.
It’s your cousin. This is your aunt.
This is your grandad.
This is your family.
Is this your grandad?
Is this your cousin?
Is this your sister?
Is this your brother?
Is this your uncle?
Is this your aunt?
Is this your grandad?
Is this your family?

DRILL
This is your granny. Is this your granny?
Objective in Focus 1
CD1
35
This is your mum. Is this your mum?
Student 1 Student 2 This is your dad. Is this your dad?
(Point at the mum in the poster.) No, it isn’t.
Is this your mum? 
Is this your mum? 
No, it isn’t.

Is this your mum? 

Yes, it is.

Say cheese – CHEESE! CHEESE!

57
 Refresh • P
Around the World
The United Kingdom Do a quick-fire review of the family vocabulary using the poster. Point at
different family members in the poster and the students need to form a
Say cheese!
sentence with one negative and one affirmative, for example: It’s not your
granny, it’s your grandad.
1.31
1 Say it! Find it in the story and trace it.
PB

1 Say it! Find it in the story and trace it. CD1

31 PB
Say cheese! Practise the cultural expression, Say cheese! Then look back at the story in
the Pupil’s Book and find it there. The students then have to trace it in their
Pupil’s Book.
Say cheese!
DRILL
CD1
Objective in Focus 1 • 37 P
What? The new expression Say cheese! and the interrogative structures
1.32
2 Look, read and colour. Who’s this? and Is this your…?

My name i∫ Why? Getting the students to repeat the cultural phrase and the
interrogative structures means they will feel confident using them in a
Prince William. Thi∫ i∫
real life situation.
my granny. My granny i∫ the
Queen of the United Kingdom. How? Point at a family member on the poster. Students need to use the
Thi∫ i∫ my brother Prince following structure and ask: Who’s this? Is this your mum? Say cheese!
Harry and They then have to pretend to take a photograph of the teacher.
thi∫ i∫ my dad. PB
Cooperative
Sing and clap! •
CD1
learning 23

Play the karaoke version of the song from the unit. Get small groups to
take it in turns to sing and award points for their pronunciation and
harmony!

PB

2 Look, read and colour. CD1

32 PB
nineteen 19 The students have to read the text, look at the picture of Buckingham
Palace and colour in the part that is white.

MISSI N 6: Objective in Focus 2 •

DRILL
CD1
38

What? More practice with the family vocabulary and the words Prince
Objectives and Queen.
• Practise the family vocabulary. Why? So that students assimilate the new vocabulary being taught and
• Review the expression Say cheese! reinforce the previous vocabulary they have been learning.

•P
 ractise the structure This is in the positive and also in the negative and How? Carry out an ‘Ask me’ exercise, for example, TEACHER: Ask me if
interrogative. my sister is a queen. STUDENT: Is your sister a queen? TEACHER: No,
she isn’t.
• Improve agility with the numbers 1–10.

Materials Back to Basics •

• Audio material • Poster 1: ‘A day in with the family’ Challenge students to write down the following numbers and then have
them repeat them out loud to the rest of the class:
Recommended Extra Activities
73126 87145 21903 53103 43861
• Activity Book p. 17
• Teacher’s Resource Book, Reading Worksheets, pp. 24-25 Cooperative
• Fast Finishers: Get students to pretend they are a member of a fictional Game The Royal Family • learning
royal family and to present their families to each other. Assign each member of the class a label clearly stating a member of the
British Royal Family: Prince William, Prince Charles, Prince Harry or the
Queen of England. Start the chain by presenting yourself, for example,
Teacher Tips
Hello, my name is Prince William. This is my brother Prince Harry. Then
• If you don’t have time to complete all the exercises in a class and point at a student with Prince Harry written on the label. The chain needs
you need to sacrifice an activity, make sure it isn’t the last game. to continue with each student getting a chance to present the different
You should always try to end the class in an energetic and fun way characters and acting like royalty!
so that students leave the classroom with a positive final
impression.
•W
 atch out for pronunciation mistakes with the word Prince.
Remind students that the ‘r’ shouldn’t be rolled and that it’s
followed by a short “i” vowel sound. The word should be
pronounced like this: “prinsss” in one syllable.
•H
 omework idea: get students to draw pictures of the Spanish
Royal Family and write who’s the mum, dad, sister, etc.

58
 Drill Section
DRILL DRILL

Objective in Focus 1 Objective in Focus 2

CD1 CD1
37 38

TEACHER STUDENTS TEACHER STUDENTS

(Point at the mum on the poster.)
(Point at the dad on the poster.)
(Point at the aunt on the poster.)
(Point at the uncle on the poster.)
(Point at the granny on the poster.)
(Point at the grandad on the
poster.)
(Point at the cousin on the poster.)
(Point at the brother on the
poster.)
(Point at the sister on the poster.)
(Point at the whole family on the
poster.)
Who’s this? Is this your mum? Say
cheese!
Who’s this? Is this your dad? Say
cheese!
Who’s this? Is this your aunt? Say
cheese!
Who’s this? Is this your uncle? Say
cheese!
Who’s this? Is this your granny?
Say cheese!
Who’s this? Is this your grandad?
Say cheese!
Who’s this? Is this your cousin? Say
cheese!
Who’s this? Is this your brother?
Say cheese!
Who’s this? Is this your sister? Say
cheese!
Who’s this? Is this your family? Say
cheese!
(Repeat the ‘Ask me’ commands
with 3 students each time.)
Ask me if my sister is a queen. Is your sister a queen?
No, she isn’t.
Ask me if my uncle is a prince. Is your uncle a prince?
No, he isn’t.
Ask me if my granny is a queen. Is your granny a queen?
No, she isn’t.
Ask me if my cousin is a prince. Is your cousin a prince?
No, he isn’t.
Ask me if my grandad is a prince. Is your grandad a prince?
No, he isn’t.
Ask me if my brother is a prince. Is your brother a prince?
No, he isn’t.
Ask me if my mum is a queen. Is your mum a queen?
No, she isn’t.
Ask me if my dad is a prince. Is your dad a prince?
No, he isn’t.
Ask me if my aunt is a queen. Is your aunt a queen?
No, she isn’t.
Ask me if I’m a prince/queen. Are you a prince/queen?
No, I’m not!

59
 CLIL Refresh •
Arts and Crafts Start the class with a drawing challenge. They have five minutes to draw the
Royal Family and write the names. Time them and then give awards to the
family tree
students with the best drawings and spelling. Then have students read the
text again from the previous mission.
1.33
1 Listen and write. mum dad
brother sister PB

1 Listen and write. CD1

33 PB

1 3 Play the audio and get students to write the correct family members in the
correct spaces.

Audio
2 4
mum, sister, dad, brother

Solution
1.34
2 Listen, trace and draw. 1 mum, 2 sister, 3 dad, 4 brother

DRILL
CD1
Objective in Focus 1 • 39

What? Who’s this? and Is this …?

1 dad 2 mum Why? To improve students ability with forming questions.

How? The teacher says the answer to the question and the student has
to form the question, using either Who’s this? or Is this…? Start with,
TEACHER: This is my brother. STUDENT: Who’s this? It’s my brother.
Then move the focus to Is this…?, TEACHER: This is my mum.
STUDENT: Is this your mum? Have students open their books on the
picture dictionary and make sure they point at the images in the Pupil’s
sister
3 4 me 5 brother Book when they speak.

20 twenty
Back to Basics •
Vowel review: Get students to sing A – E – I – O – U to a tune of their
MISSI N 7: choice, but pronouncing them perfectly.

PB

2 Listen, trace and draw. CD1

34 PB
Objectives
Listen to the audio and trace the words that appear in the family tree.
• Learn about Fernado Botero’s ‘A family, Una familia’ painting.
Then the students have to draw pictures of those family members.
• Learn about family trees.
• Practise the family vocabulary. DRILL
CD1
• Review the words Prince and Queen. Objective in Focus 2 • 40 P
What? Practising the expression seen in the previous mission, Excuse
Materials me, alongside the question, Is this …?
• Audio material Why? It’s easy for students to forget a word from week to week, so the
• Poster 1: ‘A day in with the family’ more chances they get to practise saying the expressions out loud, the
more likely it is that they’ll become part of their English.
Recommended Extra Activities How? Point at a family member on the poster and the students need to
• Activity Book p. 18 use the structure Excuse me, is this your…?
• Teacher’s Resource Book, Writing Worksheets, pp. 26-27 Cooperative
PB

Sing and clap! •

CD1

•  Fast Finishers: In pairs get students to draw a replica of Botero’s learning 22

painting, but with a bigger family. Then get them to label the new Go round the class and in pairs, the students need to say one line of the
members. song each. Don’t let them be embarrassed, put the music on and encourage
them to sing at the top of their voices!

Teacher Tips Cooperative

•K  eep students constantly on their toes by asking them to repeat
what another student has just answered.
• Use the material in the Teacher’s Resource Book and Activity Book
to review things learnt in the previous units as well. Anything you
don’t have time to cover serves as perfect review material.
• All families are different! When talking about family trees, test the
other students on what the pupil presenting said to check that
they were all paying attention!
Game – Guess the Family Tree • learning TRB
Each student has to either use the family tree they have previously drawn
for the Speaking Worksheet in the Teacher’s Resource Book or they have
to draw one ready to play the game. Then the teacher collects them all
and holds one up and the students have to guess whose family tree it is.
They guess by pointing at a student and asking Is this your family tree?
until they guess correctly.

60
 Drill Section
DRILL DRILL

Objective in Focus 1 Objective in Focus 2

CD1 CD1
39 40

TEACHER STUDENTS TEACHER STUDENTS

Who’s this? (Point at the cousin in the poster.) S1: Excuse me, is this your cousin?
S2: Yes, it is.
This is my mum. Who’s this? It’s my mum.
This is my sister. Who’s this? It’s my sister. S1: Is he a prince?
This is my dad. Who’s this? It’s my dad. S2: No, he isn’t.

This is my cousin.
This is my granny.
This is my grandad.
This is my aunt.
This is my family.
This is my uncle.
This is me!
Is this…?
This is my dad.
This is my brother.
This is my mum.
This is my cousin.
This is my granny.
This is my grandad.
This is my aunt.
Who’s this? It’s my cousin.
Who’s this? It’s my granny.
Who’s this? It’s my grandad.
Who’s this? It’s my aunt.
Who’s this? It’s my family.
Who’s this? It’s my uncle.
Who’s this? It’s me!
Is this your dad?
Is this your brother?
Is this your mum?
Is this your cousin?
Is this your granny?
Is this your grandad?
Is this your aunt?
(Point at the dad in the poster.) S1: Excuse me, is this your dad?
S2: Yes, it is.
Everyone..., 3..., 2..., 1! Excuse me, is this your dad?
Yes, it is!
(Point at the granny in the poster.) S1: Excuse me, is this your granny?
S2: Yes, it is.
S1: Is she a queen?
S2: No, she isn’t.
(Point at the sister in the poster.) S1: Excuse me, is this your sister?
S2: Yes, it is.
S1: Is she a queen?
S2: No, she isn’t.
Everyone..., 3..., 2..., 1! No, she isn’t!
(Point at the mum in the poster.) S1: Excuse me, is this your mum?
S2: Yes, it is.
S1: Is she a queen?
S2: No, she isn’t.
(Point at the uncle in the poster.) S1: Excuse me, is this your uncle?
S2: Yes, it is.

This is my family. Is this your family? S1: Is he a prince?

S2: No, he isn’t.
This is my uncle. Is this your uncle?
(Point at the family in the poster.) S1: Excuse me, is this your family?
This is me! Is this you? S2: Yes, it is.
Everyone…, 3…, 2…, 1! Excuse me, is this your family?
(Point at the brother in the poster.) S1: Excuse me, is this your brother?
S2: Yes, it is.
S1: Is he a prince?
S2: No, he isn’t.
(Point at the grandad in the S1: Excuse me, is this your grandad?
poster.) S2: Yes, it is.
S1: Is he a prince?
S2: No, he isn’t.
(Point at the aunt in the poster.) S1: Excuse me, is this your aunt?
S2: Yes, it is.
S1: Is she a queen?
S2: No, she isn’t.

61
 aunt
DRILL

uncle Refresh •
CD1
41

Have students form negative and interrogative sentences using the

- Name family members.
- Use Who’s this?, my and your. My portfolio structures from the unit. You say a sentence in the affirmative, then have
Student 1 change the sentence so that it’s negative, like a Noella sentence,
1.35
1 Listen and number. and Student 2 has to change it into a question, like a typical Asky sentence.
TEACHER: This is your brother. STUDENT 1: This isn’t your brother.
a c e
STUDENT 2: Is this your brother?

PB

b d f 1 Listen and number. CD1

36 PB

Play the audio and the students have to number the pictures in the order
that they are said.

2 Look and match. Audio

Who’∫ thi∫? 1 This is my sister.
1 a It’∫ my grandad. 2 This is my grandad.
3 This is my mum.
4 This is my granny.
5 This is my dad.
2 b It’∫ my mum. 6 This is my brother.

Solution:
3
c It’∫ my sister. 1 - c, 2 - a, 3 - d, 4 - f, 5 - e, 6 - b

DRILL
CD1
Objective in Focus 1 • 42 P
4
d It’∫ my brother. What? Consolidate all the family vocabulary.
Why? To ensure that all the students are one hundred per cent able to
use the vocabulary comfortably.
twenty-one 21
How? TEACHER: Ask me if this is my mum. STUDENT: Is this your mum?
Switch between my and your so the students practise both.

I CAN: Cooperative
Translation Challenge • learning TRB

Objectives Using the General Translation List in the Teacher’s Resource Book split the
class into two teams so that they see who can say the correct answer the
• Review the family vocabulary.
fastest.
• Review of the interrogative structures Who’s this? and Is this …? and the
answers This is or It’s…
• Review I’m, my, your. 2 Look and match. PB

The students have to look at the illustrations and choose which answer
Materials
matches with which question.
• Audio material
Solution:
• Poster 1: ‘A day in with the family’
• Teacher’s Resource Book, General Translation List, p. 39 1 - b, 2 - a, 3 - c, 4 - d

Recommended Extra Activities

DRILL
CD1
Objective in Focus 2 • 43 P
• Activity Book What? Consolidate the interrogative form.
• Language assistant video 2
Why? Constant repetition of the interrogative form means that students
• Teacher’s Resource Book, Test, pp. 28-29
will gain increased confidence answering questions quickly and
• After doing the activities on the page and the Teacher’s Resource Book
accurately.
Test, the students will self assess their linguistic skills in “My Language
Biography” section of the Portfolio. How? Using the poster ask Who’s this? The students have to reply using
• F ast Finishers: Give fast finishers to draw a picture of themselves the structure It’s my…
introducing their families to the superheroes. In speech bubbles they
can write sentences like This is my mum.
3 Back to Basics.
Teacher Tips Dictate the following letters and get students to write them down in their

•U
 se the videos when possible so students can visually associate notebooks:
with what they have been learning. EDOCBUGIAFH
•R
 eviewing is vital to see how much students have learnt. Every so Now get students to read them back to you. Then write them on the board
often choose a student to tell the class three things they have and practise the pronunciation of each letter.
learnt from the unit. Cooperative
Game – Mission Accomplished! • learning
•P
 ronunciation, pronunciation, pronunciation. Be stricter than ever
in this review mission! Get the class to vote for their favourite game from the unit. Then end this
unit by playing it!

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DRILL
Refresh
CD1
41
TEACHER
This is your brother.
This is my sister.
This is your uncle.
Everyone..., 3..., 2..., 1!
This is my aunt.
This is my mum.
This is your cousin.
This is my family.
This is your dad.
Everyone..., 3..., 2..., 1!
This is your granny.
This is my grandad.
This is my brother.
This is my mum.
Everyone..., 3..., 2..., 1!
This is your granny.
This is my sister.
This is my cousin.
This is your grandad.
Everyone..., 3..., 2..., 1!
DRILL
Objective in Focus 1
CD1
42
TEACHER
Ask me if this is your mum.
Everyone..., 3..., 2..., 1!
Ask me if this is your dad.
Ask me if this is your brother.
Everyone..., 3..., 2..., 1!
Ask me if this is your sister.
Ask me if this is your cousin.
Everyone..., 3..., 2..., 1!
Drill Section
STUDENTS
S1: This isn’t your brother.
S2: Is this your brother?
S1: This isn’t my sister.
S2: Is this my sister?
S1: This isn’t your uncle.
S2: Is this your uncle?
This isn’t your uncle!
Is this your uncle?
S1: This isn’t my aunt.
S2: Is this my aunt?
S1: This isn’t my mum.
S2: Is this my mum?
S1: This isn’t your cousin.
S2: Is this your cousin?
S1: This isn’t my family.
S2: Is this my family?
S1: This isn’t your dad.
S2: Is this your dad?
This isn’t your dad!
Is this your dad?
S1: This isn’t your granny.
S2: Is this your granny?
S1: This isn’t my grandad.
S2: Is this my grandad?
S1: This isn’t my brother.
S2: Is this my brother?
S1: This isn’t my mum.
S2: Is this my mum?
This isn’t my mum!
Is this my mum?
S1: This isn’t your granny.
S2: Is this your granny?
S1: This isn’t my sister.
S2: Is this my sister?
S1: This isn’t my cousin.
S2: Is this my cousin?
S1: This isn’t your grandad.
S2: Is this your grandad?
This isn’t your grandad!
Is this your grandad?
STUDENTS
Is this my mum?
Is this my mum?
Is this my dad?
Is this my brother?
Is this my brother?
Is this my sister?
Is this my cousin?
Is this my cousin?
Ask me if this is your uncle. Is this my uncle?
Ask me if this is your aunt. Is this my aunt?
Everyone..., 3..., 2..., 1! Is this my aunt?
Ask me if this is your granny. Is this my granny?
Ask me if this is your grandad. Is this my grandad?
Ask me if this is your family. Is this my family?
Everyone..., 3..., 2..., 1! Is this my family?
Ask me if this is my dad. Is this your dad?
Everyone..., 3..., 2..., 1! Is this your dad?
Ask me if this is my sister. Is this your sister?
Ask me if this is my aunt. Is this your aunt?
Everyone..., 3..., 2..., 1! Is this your aunt?
Ask me if this is my brother. Is this your brother?
Ask me if this is my mum. Is this your mum?
Everyone..., 3..., 2..., 1! Is this your mum?
Ask me if this is my aunt. Is this your aunt?
Ask me if this is my granny. Is this your granny?
Everyone..., 3..., 2..., 1! Is this your granny?
Ask me if this is your cousin. Is this your cousin?
Ask me if this is your family. Is this your family?
Ask me if this is your grandad. Is this your grandad?
Everyone..., 3..., 2..., 1! Is this your grandad?
DRILL
Objective in Focus 2
CD1
43
TEACHER STUDENTS
(Point at the sister on the poster.) It’s my sister.
Who’s this?
(Point at the grandad on the poster.) It’s my grandad.
Who’s this?
Everyone..., 3..., 2..., 1! It’s my grandad!
(Point at the mum on the poster.) It’s my mum.
Who’s this?
(Point at the uncle on the poster.) It’s my uncle.
Who’s this?
(Point at the brother on the poster.) It’s my brother.
Who’s this?
(Point at the dad on the poster.) It’s my dad.
Who’s this?
Everyone..., 3..., 2..., 1! It’s my dad!
(Point at the cousin on the poster.) It’s my cousin.
Who’s this?
(Point at the aunt on the poster.) It’s my aunt.
Who’s this?
Everyone..., 3..., 2..., 1! It’s my aunt!
(Point at the granny on the poster.) It’s my granny.
Who’s this?
Everyone..., 3..., 2..., 1! It’s my granny!
(Point at yourself.) It’s you.
Who’s this?
Everyone..., 3..., 2..., 1! It’s you!
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