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practice activities are included?",{"text":72,"@type":64},"Learners review ages in a narrative context, then practice stems like fifty-one, fifty-two, complete a fun quiz guessing famous people’s ages, and do quick-fire number practice using a chart.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},489592,1790954497,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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45 minutes ✓ Handout  \n✓ Freer practice family images  \n✓ Family tree  \nAims:  \n✓ To develop skills and knowledge in speaking and listening at Pre-Entry Step 2  \n✓ To develop students’ ability to talk about family and cardinal numbers  \n✓ To review possessive adjectives and learn the use of apostrophe for possession  \n✓ To practice describing people  \nExam task focus: All  \n\n| Procedure | Materials |\n| --- | --- |\n| Introduction to describing a family (See script)\u003Cbr>Display picture of‘The Jones Family’on board. Use your arrow to point to the people as you speak and then elicit with questions. Model and drill for whole class to practise the vocabulary.\u003Cbr>What is his name? What is his wife’s name? How old is she? How many children have they got? How many people are there in Richard’s family? What is his daughter’s name?\u003Cbr>Nominate students to now practise in pairs with the stronger students with literacy asking the questions. (Display on board or distribute handout.)\u003Cbr>Put students in Break out rooms (BORs) to practise. On returning to Main room review with some pairs performing for the whole class. | Share handout via chat box |\n| Grammar focus\u003Cbr>Demonstrate how possessive adjectives work as other languages can be different, eg his =belongs to him. Also point out the possessive‘s on the board.\u003Cbr>X is Richard’s oldest son Maria is Richard’s wife. |  |\n\n\n| Family vocabulary\u003Cbr>Screenshare a fuller family tree on board. Now teach the full range of common family vocabulary.\u003Cbr>You can ask students about their own families if you are confident it will not cause distress.\u003Cbr>Elicit with How many …have you got? I’ve got two children. I haven’t got any daughters. I’ve got three sisters etc. | Family trees |\n| --- | --- |\n| Numbers in context\u003Cbr>Review ages of Annie and Caleb and their aunts and uncles.\u003Cbr>This will give you the stems to practise the numbers which may be new to them. Fifty-one, fifty-two etc.\u003Cbr>Fun quiz\u003Cbr>Screen share faces of famous people. You need to know their ages and students must guess.\u003Cbr>Ask How old is he/she? Higher/lower etc. This can be followed by some quick-fire practice of the numbers just pointing at random numbers from a chart. | Pictures of\u003Cbr>well-known people |\n| Review with freer practice of pretend families\u003Cbr>Demo whole class with Richard’s family with confident students. My name is Richard. This is my wife, and this is my son. The next student says My name is Carlos. This is my mother. She is 38 years old. The next student says This is my husband. This is my sister Rosa. She is 6 years old. The next student says This is my younger brother Daniel.\u003Cbr>Each group has a picture of a famous family and each student within the group is one of the people in the photo. This gives them the opportunity to use mother, brother, sister etc in context.\u003Cbr>If time they join up with another “family” to introduce themselves. Demo with a strong group, then put students into BORs to practise. Review on return to main room by inviting groups to perform. | Freer practice family images |\n| Cultural issues\u003Cbr>This topic may be rather upsetting for students who are here without their families; for example, because they have had to move here for work. If you have students who are asylum seekers or refugees, great sensitivity is needed as they may well have lost family members or have been separated from them. It is probably safer to use a famous family.\u003Cbr>Family vocabulary varies between cultures\u003Cbr>• Point out cousin is only used for the nuclear family, not for anyone who comes from your village. |  |\n\n• Similarly, uncle and aunt is not used by adults as a term of address to indicate respect.  \n• You NEVER ask a British person their age unless they are trying to buy alcohol  \nFor the freer practice, choose famous or imaginary families according to the interests of your group.  \nSome suggestions.  \nDavid Beckham-Wif","cbCaigP8V9MQmj4V","https://ap.wps.com/l/cbCaigP8V9MQmj4V","pdf",884330,"English","# Activity 1: Families and numbers up to 50\n## Introduction to describing a family\n## Grammar focus: possessive adjectives and apostrophe\n## Family vocabulary\n## Numbers in context and quiz\n## Review with freer practice of pretend families\n## Cultural issues and sensitivity","[{\"question\":\"What are the main aims of Activity 1 in Pre-Entry Step 2?\",\"answer\":\"To develop speaking and listening skills, enable learners to talk about family and cardinal numbers, review possessive adjectives and apostrophe use for possession, and practice describing people.\"},{\"question\":\"How is possessive language introduced and practiced?\",\"answer\":\"The teacher demonstrates how possessive adjectives work (e.g., his belongs to him) and points out the possessive 's on the board, then uses example sentences such as X is Richard’s oldest son.\"},{\"question\":\"What number practice activities are included?\",\"answer\":\"Learners review ages in a narrative context, then practice stems like fifty-one, fifty-two, complete a fun quiz guessing famous people’s ages, and do quick-fire number practice using a chart.\"}]","Pre-Entry Step 2 - Activity 1 - Families and numbers up to 50 | PDF",1790825136,18]