2 Personal identity

2 Use words from each column to complete the

sentences.
Lesson 3:
● Students read the words and combine them suitably Family history
to complete the sentences. Coursebook p. 18–19 Workbook p. 12–13
● Check as a class.

LESSON OBJECTIVES
Answers
Reading: Reading about DNA
1 family history 2 identical twins 3 great-grandparents
4 full name 5 date of birth Speaking: Speaking about family history
Writing: Writing a profile of a family member;
3 Solve these logic puzzles. answering questions; report for a school
● Ask the class to work in pairs. They read the magazine
puzzles and solve them. Project: School magazine
● Check and discuss the answers as a class.
Critical thinking: Inference skills
Answers Language focus: Apostrophe: ’s and s’
1 Mary 2 David 3 Grandfather, father and son go to Vocabulary: Family members, dates
see the film. (The father is both a father and a son.)
Materials: Coursebook, Workbook, map of the
4 One word is missing in each sentence. Rewrite the world, project: writing and drawing supplies,
sentences correctly. a copy of Photocopiable activity 2 for each
● Students read the sentences and correct them.
student
● Check as a class.

Answers
Coursebook
1 I’ve met most of my cousins. 2 How many cousins Starter
have you got? 3 Two of my cousins live in Germany. ● How do people find out about their family history?
4 We have a lot of fun when we see each other. What do students know about their family history
5 We are about the same age. 6 Where were you born? and how did they find out?
● Elicit ideas about how information is passed through
5 What are the missing verbs in each of these
families, such as diaries, letters, word of mouth.
phrases? Write them in.
● Students read the phrases and decide what verbs
● Ask whether stories change when they are passed
down.
are missing. Tell them to re-read the unit and look
for the phrases for help.
● When they have fi nished, ask them to fi nd two
Before you read
phrases that mean the same.
● Write DNA on the board and ask students if they
● Check as a class.
know what it stands for. Collect some answers for
future reference.
Answers
1 get 2 be 3 get 4 meet 5 make Reading and speaking
To get together with friends and to meet up with 1 Look at the map and read the article to fi nd out
friends mean the same thing. about a scientific approach to family history. What
does the map show?
6 Correct this email, putting in the apostrophe (‘s or ● Students read the article ‘A remarkable journey’ to
s’) where necessary.
find out about a scientific approach to researching
● Students read the email and put in the apostrophes.
family history.
● Tell them to re-read the Use of English section in the
● Read the Did you know? box together. Was their
Coursebook if necessary. understanding of DNA correct?
● Check as a class.
● Focus on the map. Encourage students to describe it

Answers and explain what it shows.

friend’s parents’ mother’s father’s grandparents’ Answers
cousins’
1 The map shows where Luiza’s and Raju’s ancestors
came from.

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 2 Personal identity

2 Find these words in the text. Choose the correct Writing

meaning.
6 Write a profile of the oldest person in your family.
● Students fi nd words in the text ‘A remarkable
Use Cecilia’s profile to help you. Check what
journey’ and choose the correct meaning, a or b. you’ve written. Make sure you have used the
● Tell students to fi nd the words in the text fi rst to
apostrophes correctly.
help them decide. ● Students write a text about their great-grandparents
● Check as a class and ask students to explain their
or grandparents using the text as a model. Provide
choices. help with additional vocabulary or grammar as
necessary.
Answers
1b 2b 3b 4b Answers
Students’ own answers.
3 Answer the questions.
● Ask students to reflect on the questions and discuss

the answers in pairs. Then ask them to share their Project: A report for your school
answers as a class. Encourage them to give reasons magazine or website
for their answers.
7 Write a report for your school magazine or website
Critical thinking skills: This is a useful opportunity about your impressions of school so far this term.
for developing inferencing and interpretation. Use the plan below to help you. Illustrate your
Answers report with photos and drawings.
● Ask students to work individually.
1 The red line is Luiza’s ancestors’ route. The blue line is
Raju’s ancestors’ route. ● The reports can be displayed in class when fi nished.

2 Yes, they have. Her great-grandparents are Polish.

3 He’s Indian. Differentiated instruction
4 It surprised them that their ancestors came from so far Provide additional support and practice
away. ● Complete Photocopiable activity 2.
5 Your DNA can tell you where your ancestors came
Extend and challenge
from.
● Ask students to search the Internet and look for

4 Work in pairs. Ask and answer the questions. information about the countries their ancestors came
● Circulate, helping with vocabulary and from. If there are no immigrants in their families,
pronunciation. they may look for information about the countries
mentioned in this lesson. In group, they prepare a
Answers presentation for the class.
Students’ own answers.

5 Read Cecilia’s profile of her great-grandmother.

Workbook
Look at the second sentence: She’s my father’s 1 Read about Patrick O’Connell.
● Students read the text and look at the map.
grandmother. What does the first apostrophe
● Then, they fi ll the form using the information in the
show? What does the second apostrophe show?
● Ask students to read the text. Locate Italy and text.
● Check as a class. You may consider asking the
Argentina on a map or globe.
Personalisation: Ask questions to prepare for the class to find out additional information about Irish
writing. Are there similar stories of emmigration in immigration to the north of America.
their families? Where did their ancestors come from?
Answers
Do they know why they migrated? Do they still have
First name: Patrick
family in those countries? Are they in touch?
Family name: O’Connell
● Discuss the use of apostrophes and revisit the Use
Nationality: Canadian
of English box on page 17 as necessary.
Place of birth: Ottawa
Answers Date of birth: 27th July 2002
The first apostrophe shows a missing letter (she is). Father’s name: Liam
The second apostrophe shows possession (the Mother’s name: Catherine
grandmother of my father). Parents’ nationality: Canadian
Parents’ place of birth: Ottawa
Father’s ancestors: from Ireland
Mother’s ancestors: from Scotland

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 2 Personal identity

2 Complete the form with details of your own Coursebook

family history.
● Students complete the form. They may need to ask
Starter
1 Do you like humorous books or do you prefer
parents for help.
serious ones? Give some examples of books you’ve
● Ask the class to share their information.
enjoyed.
● Discuss books with the class. Do the students prefer
Answers
Students’ own answers. to read funny or more serious books? Encourage
them to talk about books they have read, and
3 Solve the crossword. provide them with details of books you have read.
● Students read the clues and solve the crossword.

● You may ask them to work in pairs or small groups.

Answers
Students’ own answers.
● Check as a class.

Answers
Across
Before you read
3 emigrate 5 amazed 6 accent 9 DNA 11 ancestors
● Focus on the title of the book. Does it give students a
12 full clue about what the book is about? Where are guavas
Down grown? Encourage students to predict what the text is
1 grandparents 2 identical 4 remarkable 6 always
going to be about and where the book is set.
● Tell them to read the short introductory text about
7 twins 8 relative 10 uncle
the story. Were their predictions right? What do
they know now about the book that they didn’t
know before? Is there anything surprising about the
Fiction information they have read?
Coursebook p. 20–21 2 Read the introduction and the extract. Do you
think Hullabaloo in the Guava Orchard by Kiran
LESSON OBJECTIVES Desai is a humorous book or a serious book?
● Tell students to read the text and fi nd the answers
Reading: Reading and answering questions
Speaking: Discussing behaviour; discussing style to the questions. Encourage them to give reasons
in a piece of fiction for their answers.
● Explain that ‘hullabaloo’ means ‘a lot of noise made
Writing: Answering questions
by people talking in an excited or angry way.’
Critical thinking: Speculating; making ● Discuss the text with students, trying to personalise
inferences; discussing opinions
the experience. How important is getting married
Language focus: Style – use of direct and and having a job? Why? What do they think about
indirect speech; descriptions the metaphors?
Materials: Coursebook
Answers
Students’ own answers.

Reading tip: Ask students about their experience of

reading the text. Was it difficult to understand? Did
they find too many new words? What did they do to
understand the meaning? Remind students to use
context to guess the meaning of unknown words.

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