Planeamiento Biligual

Unit 3
I Have a Family

Topics: --Nuclear family members
--Expression of feelings toward family members
--Feelings and emotions
--Describing things

Objectives: (Listening)
To imitate sounds
To identify sounds in context
To get the gist of short statements

(Speaking)
To describe people and inanimate objects
To use expressionsthat show emotions in different settings
To respond with single words and phrases to what is heard or seen

Week from: July 17th to July 20th

Lesson 1
Identifying My Nuclear Family Members

Objectives: To identify my own nuclear family.
Procedure: Sts listen to the teacher and imitate pronunciation of words.
VocabularyTo produce:
Family members; grandfather, grandmother, mother, father, son, daughter, brother, sister.

To react:
He is my…, She’s my…, My family is..., This is my…

1. I explore: My family tree.
The teacher draws a graphic organizer (family tree) on the board to activate students experience and prior knowledge about families. The teacher will solicit family vocabularyword from the class using the graphic organizer and pictures. If the students respond in Spanish, the teacher will rephrase or repeat their answers in English.

2. I observe the family: I cut out the speech bubbles from the worksheets section and I paste the names.
The teacher will ask the students to observe the family portrait in the book and identify the members. Then students will cut outand paste the speech bubbles next to the corresponding member of the family.

3. I identify each family based on the description and I write numbers from 1 to 6. (Track 50)
Students observe 6 images of different families and identify each illustration. Based on the description they hear, they will write a number form 1 to 6 next to each picture. The teacher may pause the audio after eachsentence and play it several times. Then he /she may check the answers orally with the whole class.

Transcript:

1. This is my family: my grandmother, my grandfather and my brother. (Image 5)
2. My family is small. I live with my mother and my grandmother. (Image 2)
3. My family is made up of my mother, my father, and me. (Image 1)
4. This is my family: my mother, my father mygrandmother and my grandfather. I have two brothers, too. My family is big. (Image 4)
5. My family is my mother and me. (Image 6)
6. This is my family: mother, father, me and my pet, Puppy. (Image 3)

4. I listen to Olivia’s family description and I repeat after her. (Track 51)
Students will listen to Olivia’s description of her family. Then they will repeat after her. The teacher should point toeach person as Olivia describes him / her. Repeat the audio several times and eventually, have students point to the pictures as they listen.

Transcript:
1. This is my grandfather, Emilio.
2. She’s my grandmother, Adela.
3. She is my mother, Lucía.
4. He is my father, Alonso.
5. This is my brother, Mario.
6. He’s my brother Daniel. He is a baby.
7. This is me. Iam Olivia. I like my family.

5. I practice: I cut out 5 pictures of people from the newspaper and I paste.
Students will cut out 5 pictures of people from the newspaper or from old magazines to make a family. Then they will answer the teacher’s questions to describe the family they have made.

Suggested questions:
“Who is this?”
“Who is the mother?”
“What’s the name of the daughter?”“Is this family big or small?” etc.

6. I speak: In groups, each member assumes a role in a family. I respond to the teacher’s questions orally.
Working in small groups, each student assumes the role of a different family member. Give each group time to prepare a silent role-play demonstrating the roles. After each group performs their role-play (they act out actions silently), the...