CD 1 :4 1 : see Student’s Book page 3
1
1 8 Read again and answer the questions. •
Say
Now read again and answer the questions .
Students answer the questions, referring back to
the poem in activity
1
7.
•
Check the activity by asking pairs of students to say the
questions and answers.
Key: 1 Her brother.
2 Paola.
3 Her mom.
4 Her dad.
5 Poetry.
6 Her sister.
Your turn! Think about your family. •
Say
Now it’s your turn. Think about your family. Is your family similar to Paola’s family? Read the questions in
the Student’s Book and explain the meaning of
similar. Students think about their family and talk in pairs
about what each person is good at. Circulate and
help with language.
•
Students then write about their family’s talents in their
notebooks. If they wish, they can try to write a poem like
the one in activity
1
7.
•
Students can then talk about their family in small
groups or tell the class. Encourage the students who are
listening to ask questions, e.g.,
What kind of food does your mom cook? Do you practice the guitar a lot? Do you enter any music competitions? When did your brother start playing basketball? Workbook page 25 1 7 Make notes about you and a friend. •
Remind students of the email and the chart comparing
Emily and Zoey on Workbook page 24. Explain that
students need to choose a friend and complete the chart
with characteristics that are different and that they
share. Ask them to think of adjectives and also things
that they and their friend are good at. Do an example
chart on the board if necessary.
