IDENTIFICATION OF FAMILY MEMBERS AND PARTNER’S RELATIVES

ENGLISH - EDUCACION DIVERSIFICADA - 8TH GRADE

TARGET CONTENT N°1: IDENTIFICATION OF FAMILY MEMBERS AND PARTNER’S RELATIVES.*

OBJECTIVES

LANGUAGE EXAMPLES

PROCEDURES

VALUES/ATTITUDES AND CULTURE

EVALUATION OF LEARNING OUTCOMES

LISTENING

• Guessing the general meaning of a short passage.

• Understanding short passages (instructions, messages dialogues, etc.) made up of familiar language.

• Extracting specific details from short passages.

SPEAKING

• Eliciting basic information from both friends and strangers.

READING

• Deducing the meaning and use of unfamiliar lexical items. Family relationships.

This - that - these - those - are -

-He/she works at ______?

-How many do you have?

-I have brothers, sisters, aunts, uncles...

-My mother's sister is my .

-Her brother is my _____.

-Is he/she your _______?

-How old ?

-Who ______?

-How many _____?

Functions:

Identifying people.

Asking for and talking about people and family  Listen to a description, comparison, conversation, passage or other explanations to complete a task.

 Participation in brainstorming of new topics.

 Exchange of information with partners.

 Development of reading comprehension activities about familiar topics.

 Written descriptions or comparisons.

 Participation in role-plays.

  Love for other people

 Tolerance towards gender and people’s feelings.

 Responsibilities among family members.

CULTURE

• Nuclear and extended family in Costa Rica and in English speaking cultures.

• Importance of long-term family ties in our country.

• Differences and similarities in gender roles among both cultures.

 Identification of different elements by filling in charts, listing, grouping or checking.

 Asking and answering questions in a given context.

 Completion of cloze exercises.

 Production of short dialogues or passages.

 Production of questionnaires to interview people.

 Demonstration of values related to family.

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