giáo án family and friends special edition grade 1

Children trace the letter with their fingers on the page  Trace the second uppercase A with your finger, and have children do the same.. Have children work individually to connect the

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 Identifying letters in the alphabet: lowercase, upper-case, and order

Resources and materials

 Expansion Portfolio pp 2–5

 Phonics cards from Aa to Zz

 Colored pencils or crayons

 Worksheet 1: Unscramble the letters (Before class, cut the letters out – one set for every pair of children)

 Alphabet song on Oxford Parents (https://elt.oup.com/parents-hubs-resources/859290/alphabet_song)

Weather report: Ask the class about today's weather

Song: Play a warm-up song

Warmer

 Display the Phonics cards around the room Sing the alphabet song with students Children can follow along, pointing

to each letter as they hear it

 Encourage the children to sing with you

 Sing the song together as many times as you wish, first slowly and then more quickly

Lead-in

 Hand out the Phonics cards Say or sing the alphabet together with the class As each child hears the letter on her card, she holds up the card Repeat with different children holding cards

1 Look at the alphabet

 Hold up the page and point to the letters Aa, Bb, Cc, etc

 Point out to children that the first letter in each pair is uppercase, and the second letter in the pair is lowercase

 Have children follow along and point to each letter as you say the alphabet with the class

Stand up, sit down

 Hold up the Phonics cards one at a time, starting with Aa Point out the uppercase and lowercase letters again

 As you hold up each card, read the letter twice, once for the uppercase letter and once for the lowercase letter as you

point to each one, for example, A - a, B - b, C - c

 Have children stand up tall on their toes or jump when they hear the first (uppercase) letter, and then sit or crouch down low when they hear the second (lowercase) letter

Order the letters

 Hand out the Phonics cards to 26 different students Read each letter, one at a time, as you hand out the cards Point out to children that the alphabet is always read in the same order

 Call out the letter A The child holding the Aa card comes to the front (or turns around at her desk to face the rest of

the class)

 Continue with the remaining letters Be sure that as children come to the front, they stand in the correct alphabetical order

 Starting with A, have the children hold up their cards and read their letters, as you go through the alphabet in order

 Repeat with different children holding cards

2 Connect the letters Aa–Zz Who’s blowing the bubbles?

 Hold up the page and point to the picture of the girl and boy blowing bubbles Ask children what else they see in the

picture (letters a–z)

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 Have children look at the letters in the picture of the girl Ask Are the letters uppercase or lowercase? (lowercase)

 Have children look at the letters in the picture of the boy Ask Are the letters uppercase or lowercase? (uppercase)

 Tell children they are going to connect the letters in each picture

 Remind children that the alphabet always starts with the letter A and goes in the same order Have children tell you what letter comes after the letter a (b, c, etc.)

 Hand out crayons Have children work individually to connect the letters in the correct order in the pictures

 Once children have connected all the letters, ask Who is blowing the bubbles? (Rosy and Tim)

3 Point and say the letter names you know

 Hold up the page and focus children’s attention on the letters in the large box

 Point to a letter, for example Gg Ask children what the letters are Repeat with other letters in random order

 Have children work with a partner, taking turns pointing to and saying the letters they know

 When children have finished, go through all the letters again as a class

Worksheet 1: Unscramble the letters

 Hand out a set of letters, one for each pair of children

 Tell them to make sure to shuffle the letters so that they are in random order

 Tell children they must unscramble the letters and place them face up on their desks in the correct order

 Monitor and help children as needed

 If children finish early, they can color the letters

4 Say the letter names What is your name? Find and circle the beginning letter in your name

 Hold up the page and focus children’s attention on the letters in the large circle

 Write the name Rosy on the board Remind children that Rosy is the girl in the picture on the previous page Ask children what letter is at the beginning of Rosy’s name (R)

 Circle the R in Rosy on the board Then point to the R on your page and circle it with your finger

 Ask children Does a name begin with an uppercase letter or lowercase letter? (uppercase)

 Repeat with the name Tim

 Have children work individually to find the letter on the page that is the beginning letter in their names Have them circle that letter

 For an added challenge, have children ask a partner what the first letter is in his or her name Children can circle that letter on the page too Continue the game as long as you wish

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Unscramble the letters

Cut along the dotted lines Shuffle the letters Unscramble the letters to put the alphabet

in the correct order

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Handwriting practice

Topics

 Alphabet and numbers

Functions

 Writing practice: Aa, Bb and 1, 2

 Writing practice: lines

 Expansion Portfolio p 6

 Phonics cards from Aa to Zz

Warmer

 Sing the alphabet song with students

Lead-in

 Draw a big dotted outline of a smiley face on the board

 Then connect the dotted lines on the board and complete the picture

 Draw more dotted outlines of other simple pictures, for example, a car or a house Have a child come to the board to connect the lines and complete the picture

 Finally, write the name Rosy in big letters with dotted lines on the board Have four children come to the board to

connect the dots and complete the letters

 Ask children what the word is (Rosy)

1 Trace the lines

 Point to the dotted lines and trace the outline of the rectangles with your finger Children trace the rectangles with their fingers on the page

 Hand out colored pencils or crayons and have children connect the dots and trace the rectangles on the page

2 Write the letters

 Point to the first uppercase A and trace the letter with your finger Children trace the letter with their fingers on the

page

 Trace the second uppercase A with your finger, and have children do the same

 For the third uppercase A, point out to children that they must complete, or write, the letter on their own

 Point to remaining letters: a, B, and b, and hand out colored pencils Have children work individually to connect the

dots and trace or write the letters on the lines

Say and trace

 Hold up a Phonics card and have children tell you which letter it is

 Have children trace that letter in the air with their fingers

 Repeat with other letters in random order

 Then invite a child to come to the front to select and hold up a card The class says the letter and traces the letter in the air

 Repeat as many times as you wish

Race to write the letter

 Have children work in teams of five or six students One child stands in front, facing the board, and the others line up behind him or her

 Give a Phonics card to the child at the back of the line and tell them not to say the letter out loud That child traces the letter on the back of the child standing in front of him or her The second child traces the letter on the back of the third child, and so on

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 When the child at the front of the line knows what letter their team has, he or she goes to the board and writes the letter on the board

 If children need more support, they can say the letter and you can write it on the board

 The first child holding the card tells the team if they have gotten it right

3 Write the numbers

 Hold up the page and point to the first number 1 Trace it with your finger Children trace the number with their

fingers on the page

 Repeat with the second number 1 and have children trace the number with their fingers on the page

 For the third number 1, point out to children that they must complete, or write, the number on their own

 Point to the number 2 and hand out colored pencils Have children work individually to connect the dots and trace or

write the numbers on the lines

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Values: Greeting people

Topics

 Greeting people

Functions

 To learn the most appropriate manner for greeting people

 Hello and Goodbye Flashcards

Warmer

 Hold up the Hello and Goodbye Flashcards and read the words to the children

 Have children say the words out loud chorally Then call on individual children to say the words as you hold them up, alternating between the two cards

 Then hide the Flashcards behind your back When you show the Hello card, children wave their hands up high When you show the Goodbye card, children wave their hands down low

 Every time the children meet a new student they say Hello

 Then have the circles change directions When the children meet a new student this time, they say Goodbye

1 Look and check

 Point out the first two pictures and ask children What’s happening in these pictures? Why is there a check mark for the first picture? (because the children are exchanging greetings in the first picture, but not in the second)

 Go through the other pictures with the children and elicit which pictures should get a check mark and why

 Ask children why it is usually best to greet other people Why might someone not greet another person? Do they

know more words for saying hello and goodbye? If yes, write them on the board

2 Color and say

 Hold up the page and point to the first picture Elicit from children what’s happening (a girl is arriving at a friend’s house with cakes)

 Ask children What are the two girls saying in the first picture? (Hello)

 Then point to the second picture, and ask children what’s happening (the same girl is leaving her friend’s house)

 Ask children What are the two girls saying in the second picture? (Goodbye)

 Practice a few more times, pointing at the picture and having children say the appropriate word If children know

other ways of saying hello and goodbye, this is a great time to practice

 Then have children color the pictures

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Unit test

1 Look and match

 Hold up the page Point to the first silhouette on the left side of the page

 Say What is the match? Look puzzled, as though you don’t know the answer

 Trace the path of the line from left to right with your finger until you reach the correct match

 Repeat and have children trace the line with their fingers on their page

 Children trace the line with a pencil or crayon

 Have them match the other silhouettes with the pictures on the right side

 Monitor and help as needed

Answers

1 c 2 a 3 d 4 b

2 Listen and circle

 Hold up the page and point to the first pair of characters

 Play the first part of the recording (Track 01) As the recording says What’s your name, turn one hand up as though you are asking a question you don’t know the answer to Then in time with the answer (I’m Tim) on the recording,

point to the picture of Tim Children listen and point to the appropriate picture

 Play the recording all the way through for children to listen and circle the answer

 Repeat as many times as needed

 Go over the answers with the class

Transcript (Track 01)

1 What’s your name? I’m Tim

2 What’s your name? I’m Rosy

3 What’s your name? I’m Billy

4 Goodbye

Answers

1 b 2 b 3 a 4 a

3 Look and circle

 Hold up the page and point to the first picture Point out to children that the uppercase A is circled

 Ask children Why is the uppercase A the correct answer? (the picture is of Annie; names always start with an

uppercase letter)

 Have children work individually to go through the remaining pictures and choose the correct answers

 Have children discuss the answers with a partner before going over the answers with the whole class

Answers

1 A 2 b 3 b 4 a

4 Count and circle

 Hold up the page and point to the first picture Ask children to count with you as you point to each circle in the first

picture Ask How many circles? (2) Point out that the number 2 is circled as the correct answer

 Have children work individually to go through the remaining pictures, counting and circling the correct answers

Answers

1 2 2 1 3 1 4 2

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 Alphabet practice: lowercase c, a, o, e

 Phonics cards Aa–Zz

Warmer

 Display the Phonics cards around the room Sing the alphabet song with children Children can follow along, pointing

Lead-in

 Draw dotted outlines of the letters c, a, o, and e on the board

 Facing the board, draw the letters in the air as you say the letters Chidlren draw the letters in the air with you

 Then join the dotted lines on the board and complete the letters

 Draw more dotted examples on the board and ask children to come and join the dots

1 Trace and copy

 Hold up the page and point to the dotted lines for the first c Say, c Have children repeat

 Draw the letter c in the air as you say c

 Point to the picture of the cat and ask children What is it? (cat)

 Point to the first c and then the cat while saying C says c in cat Encourage the class to repeat as a chorus

 Then point to the c on the first line, and trace it with your finger Children trace the dotted lines with their fingers on

the page

 Hand out colored pencils or crayons and have children connect the dots and trace the dotted lines on the page

 Point to the c on the second line, and trace the letter with your finger Children trace the letter with their fingers on

the page

 Have children copy the first c on the line five times

 Repeat C says c in cat Point to cat and say cat Have children repeat

 Trace the c in cat with your finger Children trace the dotted line with their fingers on the page Children then trace

the dotted lines on the page

 Then have the children complete the last c for cat on their own

 Repeat with a, o, and e

2 Choose and check

 Hold up pages 10 and 11 and review the words on the page: cat, apple, orange, and egg Write the words on the

board Then point to them as you say them Encourage the class to say the word with you

 Hold up page 12 and point to the first picture Say egg and point to the word egg on the board

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 Trace the check mark next to egg on the page with your finger Then have children trace the check mark with their fingers on the page

 Children check the correct word next to each picture Go around the class and check

Answers

egg, orange, cat, apple

3 Match and write

 Hold up the page Point to the c on the left side of the page

 Trace the path of the line from left to right with your finger until you reach the correct match Trace the c next to the

picture

 Have children trace the line and then the c with their fingers on the page

 Then children trace the line and the c with a pencil or crayon

 Have them match the other letters with the pictures on the right side Have them write the first letter for each of the words on the blank

Answers

c, cat a, apple o, orange e, egg

4 Circle the words beginning with the letter c

 Hold up the page and ask children what they see in the picture (cat, car, eight, orange, coat, one, carrot)

 Write the letter c on the board Point to the picture of the egg and say egg Shake your head to indicate egg does not start with c Point to the picture of the cat and say cat Nod your head and use your finger to circle the cat

 Tell children they are going to find words that begin with the letter c

 Have children work individually to circle the correct pictures

 Once children have circled all the pictures, ask Which words begin with the letter c?

Answers

cat, car, coat, carrot

5 Find and circle the same letter

 Hold up the page and focus children’s attention on the letters on the left side Point to the letter c and then circle the

c on the page with your finger

 Tell children they are going to find and circle the same letters

 Once children are finished, check answers by holding up the page and circling the correct letter with your finger Say

the letter and then the word (c, coat) as you circle Encourage children to repeat after you

Answers

c, c, coat a,a, arm o, o, one e, e, eye

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Topics

 Letters and numbers

Functions

 Writing practice: Cc, Dd, and 3, 4

 Phonics cards from Aa to Dd

 Worksheet 1: Draw the numbers

Warmer

 Draw big dotted outlines of the letters A, a, B, and b on the board

 Connect the dotted lines for the first letter, A Ask children Is this an uppercase or lowercase letter? (uppercase)

 Have a child come to the board to connect the lines for the letter a Ask children Is this an uppercase or lowercase letter? (lowercase)

 Repeat with two more children coming to the board to connect the dotted lines for B and b

Lead-in

 Hold up the Phonics cards for Aa, Bb, Cc, and Dd one at a time Say the letters out loud and have children repeat

 Divide the class into four groups and give each group one of the Phonics cards

 Then assign each letter an action For example, Group A, clap your hands; Group B, stomp your feet; Group C, jump

up and down; and Group D, turn in circles

 Call out the letters in random order Each group does the action when they hear their group’s letter

 After several rounds of actions, groups can exchange letters and do a different action if you wish

 Point to the dotted lines and trace them with your finger Children trace the lines with their fingers on the page

 Hand out colored pencils or crayons and have children connect the dots and trace the lines on the page

 Point to the first uppercase C and trace the letter with your finger Children trace the letter with their fingers on the

page

 Trace the second uppercase C with your finger and have children do the same

 For the third uppercase C, point out to children that they must complete, or write, the letter on their own

 Point to remaining letters: c, D, and d Hand out colored pencils Have children work individually to connect the dots

and trace or write the letters on the lines

Listen, point, and say

 Place Phonics cards for Aa, Bb, Cc, and Dd around the classroom

 Call out a letter, e.g., Aa The children point to the correct Phonics card and say the letter Continue calling out letters

in random order as many times as you wish

 Alternatively, walk around and point to each Phonics card as children say the letter

 Finally, invite a child to say or point to a card for the class to repeat chorally

Whispers

 Organize children into four groups Hand a Phonics card Aa, Bb, Cc, or Dd to the first child in each group and tell them

not to show anyone This child whispers the letter to the child next to him or her

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 Children continue whispering the letter to the child next to him or her until the letter reaches the final child

 The final child says the letter out loud, and the first child holds up the

 Phonics card to see whether the letter and the card are the same

finger on the page

 Repeat with the second number 3 and have children trace the number with their finger on the page

 For the third number 3, point out to children that they must complete, or write, the number on their own

 Point to the number 4 and hand out colored pencils Have children work individually to connect the dots and trace or write the numbers 3 and 4 on the lines

Worksheet 1: Draw the numbers

 Hand out the worksheet, one for each child, plus colored pencils or crayons

 Explain to children that they should draw one item in the outline for the number 1, for example, one cat

 Children can continue, drawing two items in the number 2, for example two baseball bats; three items in the number 3; and four items in the number 4

 Encourage children to draw whatever is fun for them

 When children have finished, call out a number Have a child stand, point to her worksheet, and say what she has drawn, using Vietnamese as needed

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Worksheet 1: Draw the numbers

Draw one item in the number 1; two items in the number 2; three items in the number 3; four items in the number 4

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Values: Be clean and tidy

Topics

 Being clean and tidy

Functions

 To learn important habits of being clean and tidy

 8–10 classroom items, such as crayons, pencils, notebooks, and books

Warmer

 Tell children they are going to help you “clean up” your desk

 Place 8–10 classroom items, such as crayons, pencils, paper, notebooks, and books on your desk or a desk at the front

of the room Place items in a random, messy way

 Play some lively music Hand out the items on your desk to children, one at a time Children continue passing the items around the class

 When the music stops, the children holding the items must get up and place the item back on your desk in a careful, tidy way

 Ask the class Is the desk now clean and neat?

 Play again and as many times as you wish

Lead-in

 Sing “This is the way .” with children (words below)

 Help children to understand what wash hands, wash dishes, pick up toys, and clean your room means, using

Vietnamese as needed

 Have children mime the actions as you sing the song Repeat and encourage children to sing with you

1 This is the way you wash your hands, wash your hands, wash your hands

This is the way you wash your hands, so early in the morning (Children mime rubbing their hands together)

2 This is the way you wash the dishes, wash the dishes, wash the dishes

This is the way you wash the dishes, so early in the morning (Children mime washing dishes)

3 This is the way you pick up toys, pick up toys, pick up toys

This is the way you pick up toys, so early in the morning (Children mime picking up toys from the floor and placing them in a pretend toy box)

4 This is the way you clean your room, clean your room, clean your room

This is the way you clean your room, so early in the morning (Children mime putting clothes away or making a bed)

 Point to the first picture of the messy dishes and ask children What’s this?

 Then trace the line with your finger to the picture of the soapy water in a kitchen sink Ask Is this a match? (yes) Why? (We clean the dishes with the soapy water)

 Go through the other pictures with the children and elicit which pictures match and why

 Have children draw the lines to match the pictures

 Monitor and help as needed Go over the answers with the class

Answers

1 b 2 d 3 a 4 c

Discuss

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 Write neat and messy on the board, making two columns

 Using Vietnamese as needed, ask children When are you neat and when are you messy? Write their answers in the

columns under the appropriate heading For example, children may be neat when they are in school, and they may be messy when they are playing outside

 Ask children Why is it important to clean up after a art project? (because it is respectful to others; so that the art materials are available for others or for the next project; so that the materials don’t make everything else messy)

2 Color the neat room

 Hold up the page and point to the first picture at the bottom of the page Ask Neat? (yes)

 Point to the second picture Ask again Neat? (no)

 Hand out colored pencils or crayons Tell children to color the neat room

 After children have finished coloring, ask them to raise their hand if their room at home is 1 neat or 2 messy

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Unit test

1 Listen and check

 Hold up the page and point to the first pair of pictures, 1a and 1b

 Play the first part of the recording (Track 02) As the recording says What color is it? It’s white, point to the pictures again and ask Which picture is white? Children point to and check the picture of the polar bear

 Play the recording all the way through for children to listen and check the answers Make sure children are thinking about what color the things are in real life (e.g., a leaf is green; a tomato is red; etc.)

1 What color is it? It’s white

2 What color is it? It’s red

3 What color is it? It’s black

4 What color is it? It’s green

5 What color is it? It’s blue

6 What color is it? It’s white

7 What color is it? It’s green

Answers

1 a 2 a 3 b 4 a 5 a 6 b 7 b

 Hold up the page and point to the first picture Point out to children that the lowercase c is circled

 Ask children Why is the lowercase c the correct answer? (The picture is of cat, and cat starts with the letter c.)

Answers1 c 2 d 3 c 4 d

3 Count and check

 Hold up the page and point to the first picture Ask children to count with you as you point to each apple in the first

picture Ask How many apples? (3) Point out that the number 3 is checked as the correct answer

 Have children work individually to go through the remaining pictures, counting, and checking the correct answers

Answers

1 3 2 3 3 4 4 4

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 Alphabet practice: lowercase i, l, t, f, r, n

Warmer

Lead-in

 Draw dotted outlines of the letters i, l, t, f, r, and n on the board

 Facing the board, draw the letters in the air as you say the letters Children draw the letters in the air with you

 Hold up the page and point to the dotted lines for the first i Say, i Have children repeat

 Draw the letter i in the air as you say i

 Point to the picture of the ink and ask children What is it? (ink)

 Point to the first i and then the ink while saying I says i in ink Encourage the class to repeat as a chorus

 Then point to the i on the first line, and trace it with your finger Children trace the dotted lines with their fingers on

the page

 Point to the i on the second line, and trace the letter with your finger Children trace the letter with their fingers on

the page

 Have children copy the first i on the line six times

 Repeat I says i in ink Point to ink and say ink Have children repeat

 Trace the i in ink with your finger Children trace the dotted line with their fingers on the page Children then trace

 Then have the children complete the last i for ink on their own

 Repeat with l, t, and f

2 Circle and color the correct letter

 Hold up pages 18 and 19 and review the words on the page: ink, lion, teddy, and fig Write the words on the board

Then point to them as you say them Encourage the class to say the word with you

 Hold up page 20 and point to the first picture Say lion and point to the word lion on the board

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 Trace the circle around l with your finger Then have children trace the circle with their fingers on the page

 Have children circle the correct letter under each picture Then have them color the correct letter

 Go around the class and check

Answers

l, f, t, i

3 Match and write

 Hold up the page Point to the i on the left side of the page

 Trace the path of the line from left to right with your finger until you reach the correct match Trace the i next to the

picture

 Have children trace the line and then the i with their fingers on the page

 Then children trace the line and the i with a pencil or crayon

 Have them match the other letters with the pictures on the right side Have them write the first letter for each of the

words on the blank

Answers

i, ice cream l, legs t, ten f, fingers

4 Match and write t or f

 Hold up the page Point to the 2 on the left side of the page

 Trace the path of the line from left to right with your finger until you reach the correct match Trace the t and say,

two

 Have children trace the line and then the t with their fingers on the page

 Then children trace the line and the t with a pencil or crayon

 Have them match the other numbers with the words on the right side Have them write the first letter for each of the

numbers on the blank

Answers

2, two 4, four 5, five 10, ten

5 Find and circle

 Hold up the page and focus children’s attention on the letters on the left side Point to the letter i and then circle the i

in six and pink on the page with your finger

 Tell children they are going to find the same letter in each of the four words

 Once children are finished, check answers by holding up the page and circling the correct letter with your finger

Point to the letters as you spell out the words and circle the correct letter with your finger Encourage children to

repeat after you

Answers

Children circle the i in each word (four in total)

Children circle the e in each word (five in total)

Children circle the l in each word (four in total)

Children circle the o in each word (four in total)

Children circle the t in each word (four in total)

Children circle the a in each word (four in total)

 Have children complete page 22 individually, as they did for pages 18–19

 Point to the picture and ask What does the nurse have? (a rabbit) Have students repeat The nurse has a rabbit

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Topics

Functions

 Writing practice: Ee, Ff, and 5, 6

 Flashcards for apple, bat, cat, dog

 Phonics cards from Aa to Ff

 Worksheet 1: Letter and number Bingo

Warmer

 Hold up the Flashcards for apple, bat, cat, and dog one at a time Say the words and have children repeat

 Assign each word an action, for example, bite into an apple, swing a bat, meow like a cat, and bark like a dog

 As you hold up the Flashcards in random order, children do the actions and say the words

 Invite a child to come to the front to hold up the Flashcards Repeat as many times as you wish

Lead-in: What’s missing?

 Display the Phonics cards Aa–Ff on the board Point to each one at a time for children to say the letters Give the class

a few seconds to look at them

 Ask children to close their eyes and put their heads down on their desks Remove a card

 Display the cards again and ask What’s missing?

 When children have identified the missing letter, shuffle the cards again and repeat

 Point to the first uppercase E and trace the letter with your finger Children trace the letter with their fingers on the

page

 Trace the second uppercase E with your finger, and have children do the same

 For the third uppercase E, point out to children that they must complete, or write, the letter on their own

 Point to remaining letters: e, F, and f, and hand out colored pencils Have children work individually to connect the

dots and trace or write the letters on the lines

Say a word

 Hold up phonics cards Aa–Ff one at a time, say the letter, and have children repeat chorally

 Hold up one of the cards, for example, Bb, and ask What word starts with B or b? (boy, bat, Billy, black)

 Continue to hold up cards and have children tell you a word that starts with the letter

 After going through the letters once, repeat Challenge children to come up with new words for each letter

Answers

A Annie, apple

B Billy, bat, boy, black

C cat, car, crayon, chair

D dog, duck, desk

E elephant, egg

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F farm, fish, four, five

 Hold up the page and point to the first number 5 Trace it with your finger Children trace the number with their fingers on the page

 Repeat with the second number 5 and have children trace the number with their fingers on the page

 For the third number 5, point out to children that they must complete, or write, the number on their own

 Point to the number 6 and hand out colored pencils Have children work individually to connect the dots and trace or write the numbers on the lines

Worksheet 1: Letter and number Bingo

 Hand out Worksheet 1 and a pencil to each student

 Write A, b, C, d E, f, 1, 2, 3, 4, 5, 6 on the board

 Have children write one letter or number in each square in the worksheet grid Be sure that children write the

numbers and letters in random order

 Call out words from the letters and numbers in any order, distinguishing between uppercase and lowercase letters for extra practice

 Keep a record of the letters and numbers as you say them, so that you don’t say the same ones twice The children cross off the letters and numbers in their grids as they hear them The first child to complete a line of four shouts

Bingo!

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Worksheet 1: Letter and number Bingo

 Write the letters and numbers in random order in the grid: A, b, C, d, E, f, 1, 2, 3, 4, 5, 6

 Shout Bingo when you get four in a row!

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Values: Play respectfully

Topics

 Playing respectfully

Functions

 To learn appropriate and respectful ways of playing

Warmer: What doesn’t fit?

 Draw two simple faces, one with a smile and one with a frown, some distance apart on the board

 Put a set of Flashcards on the board under the face with the smile Include one “odd” word from another set, for

example, cat, dog, elephant, and farm

 Point to each card one at a time and say the word for the class to repeat in chorus

 Ask the class Which card doesn’t fit? Take away the odd card from the board and place it under the face with the

frown

 Repeat with different cards This time ask a child to identify the card that doesn’t fit for the class

 Repeat as many times as you wish with different word sets Possible word groups are: colors, classroom items, and

words that start with B, C, etc

Lead-in: Simon says…

 Ask children to stand at their desks

 Explain that you are going to give instructions, in Vietnamese as needed If the instruction begins with the words

Simon says , children must do as you say If not, they should stand still and wait for the next instruction Any child

who gets this wrong is out of the game and has to sit down

 Give an instruction that is relevant to the values of respectful playing, e.g., Simon says whisper quietly; Simon says walk quietly forward and back; Simon says smile at your neighbor

 Intermittently insert an instruction that is not preceded by Simon says and does not support the idea of respectful playing, for example, stomp your feet loudly

 Continue the game until there is one winner left standing, or a group of winners if you prefer

1 Look and draw

 Point out the first picture on the page and ask children What’s happening in this picture? (One girl took a doll from another girl.) Ask Why is there a frown face next to this picture? (because taking a toy away from someone is not

 Write the children’s rules on a large sheet of paper and display for the class

2 Color and say

 Hold up the page and point to the picture Elicit from children what’s happening in the picture (Children are

respectfully drawing, playing, and writing at their desks in a classroom The boy is sharing his crayon with the girl.)

 Ask children What are the boy and girl probably saying? Invite children to share their ideas For example, the girl is

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may be saying May I borrow the crayon? Or Thank you! The boy may be saying Would you like to use this crayon? Or Sure, here you are!

 Elicit more ideas about the picture and have children practice saying the words with you as a class and then with a partner

 When you are finished, children color the picture

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Unit test

 Hold up the page Point to the first picture

 Trace the path of the line from top to picture below with your finger until you reach the correct match

 Repeat, and this time get the class to trace the line with their fingers on the page

 Children trace the line with a pencil or crayon

 Repeat with the remaining pictures

Answers

1 chair 2 pencil 3 crayon 4 notebook

2 Listen and check (✓) or ✗

 Hold up the page and point to the first picture

 Play the first part of the recording (Track 03) As the recording says What’s this? It’s a notebook, point to the picture again and ask Is this a notebook? (Yes) Point out that there is already a check mark next to that picture

 Play the recording all the way through for children to listen and add a ✓or an ✗ next to the pictures

1 What’s this? It’s a notebook

2 What’s this? It’s a pencil

3 What’s this? It’s a chair

4 What’s this? It’s a crayon

Answers

1 ✓ 2 ✗ 3 ✓ 4 ✗

 Hold up the page and point to the first picture Ask children What is it? (elephant) Ask What letter is at the beginning

of the word? (e)

 Trace the line that goes from the elephant to the lowercase e and have children trace the line on the page

 Have children work individually to go through the remaining pictures

Answers

1 e 2 f 3 f 4 e

 Hold up the page and point to the first picture Ask children to count with you as you point to each dot in the first

square Ask How many dots? (5) Point out that the number 5 is circled as the correct answer

 Have children work individually to go through the remaining pictures, counting, and circling the correct answers

Answers

1 5 2 6 3 5 4 6

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 Alphabet practice: lowercase m, h, b, p

Warmer

Lead-in

 Draw dotted outlines of the letters m, h, b, and p on the board

 Hold up the page and point to the dotted lines for the first m Say, m Have children repeat

 Draw the letter m in the air as you say m

 Point to the picture of the mom and ask children What is it? (mom)

 Point to the first m and then the mom while saying M says m in mom Encourage the class to repeat as a chorus

 Then point to the m on the first line, and trace it with your finger Children trace the dotted lines with their fingers on

the page

 Point to the m on the second line, and trace the letter with your finger Children trace the letter with their fingers on

the page

 Have children copy the first m on the line five times

 Repeat M says m in mom Point to mom and say mom Have children repeat

 Trace the m in mom with your finger Children trace the dotted line with their fingers on the page Children then trace

 Then have the children complete the last m for mom on their own

 Repeat with h, b, and p

 Hold up pages 27 and 28 and review the words on the page: mom, hat, bird, and pen Write the words on the board

Then point to them as you say them Encourage the class to say the word with you

 Hold up page 29 and point to the first picture Say mom and point to the word mom on the board

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 Trace the circle around m with your finger Then have children trace the circle with their fingers on the page

Answers

m, p, h, b, r, n

3 Choose and check

 Hold up the page and point to the first picture Say eraser and point to check mark in the box

 Trace the check mark with your finger Then have children trace the check mark with their fingers on the page

 Read the other words on the page Children check the correct word next to each picture Go around the class and check

Answers

eraser, man, nose, nine

4 Circle the words beginning with b

 Hold up the page and ask children what they see in the picture (book, ice cream, puzzle, bag, pear, hand, pen, ball, ruler)

 Write the letter b on the board Point to the picture of the book and say book Nod your head and use your finger to circle the book

 Tell children they are going to find words that begin with the letter b

 Have children work individually to circle the correct pictures

 Once children have circled all the pictures, ask Which words begin with the letter b?

Answers

book, bag, ball

5 Order the letters and write the words

 Write the letters n i p e l c on the board Say pencil and write the word with the letters in the correct order

 Tell children they are going to put the letters in the correct order and write the word

 Once children are finished, check answers by having them write the correct word on the board Say the word and have children repeat

Answers

pencil, apple, coat, teacher

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Handwriting Practice

Topics

Functions

 Writing practice: Gg, Hh, Ii, and 7, 8

 Phonics cards from Aa to Ii

 Flashcards for apple, bat, cat, duck, elephant, farm, girl, guitar, hat, horse, insect, ill

 Worksheet 1: Match the numbers

Warmer: Jump

 Ask the children to stand at their desks

 Hold up a Phonics card from Aa–Ff and say the letter

 If the letter is the same as the card, they jump If it isn’t, they stay still

 Alternatively, ask children to put their hands up if the letter you say and the card are the same

Lead-in

 Hold up the Phonics cards for Gg, Hh, and Ii one at a time Say the letters and have children repeat

 Then hold up the Flashcards for girl, hat, and insect Say the words out loud and have children repeat

 Display the Phonics cards on the board Have a child come to the front and match the letter g with the card for girl Continue with other children matching h / hat and i / insect

 Repeat in the same way with guitar, horse, and ill

 Continue with other children as many times as you wish

 Point to the first uppercase G and trace the letter with your finger Children trace the letter with their fingers on the

page

 Trace the second uppercase G with your fingers, and have children do the same

 For the third uppercase G, point out to children that they must complete, or write, the letter on their own

 Point to remaining letters: g, H, h, I, and i, and hand out colored pencils Have children work individually to connect

the dots and trace or write the letters on the lines

Find your partner

 Give Phonics cards Aa–Ii to individual children around the classroom Give the corresponding Flashcards to different children (apple, bat, cat, etc.)

 Ask the children with the Phonics cards to stand up one at a time and say the sounds on their cards

 The children with the Flashcards listen If the sound begins their word, they stand up, show the card to the class, and say the letter and word

Race to write the letter

 Have children work in teams of five or six students One child stands in front facing the board, and the others line up behind him or her

 Give a Phonics card to the child at the back of the line and tell them not to say the letter out loud That child traces

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the letter on the back of the child standing in front of him or her The second child traces the letter on the back of the third, and so on

 When the child at the front of the line knows what letter the team has, he or she goes to the board and writes the letter on the board

 If children need more support, they can say the letter and you can write it on the board

 The first child holding the card tells the team if they have gotten it right

 Repeat with different letters and teams as many times as you wish

fingers on the page

 Point to the number 8 and hand out colored pencils Have children work individually to connect the dots and trace or write the numbers 7 and 8 on the lines

Worksheet 1: Match the numbers

 Hand out the worksheet, one for each child, with colored pencils or crayons

 Count the items in the first square out loud and have children count with you (five hats) Then trace the line to

number 5 Have children trace the line on the page

 Children continue, drawing lines to match the pictures and numbers

 When children have finished, have them color the items and numbers

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Worksheet 1: Match the numbers

Count the items in the picture Draw a line to match it to the number

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Values: Be kind to others

Topics

 Being kind to others

Functions

 To learn and practice ways of being kind to others

 8–10 classroom items, such as crayons, pencils, notebooks, and books

 Blank paper

Warmer

 Write the following words in English and/or in Vietnamese on the board: kind, care, share, help

 Divide the class into four groups and assign each group one of the words

 Then assign each word an action, for example, kind, clap your hands; care, raise your arms; share, open hands face up; and help, link arms with a partner

 Call out the words in random order Each group does the action when they hear their group’s word

 After several rounds of actions, groups can change words and do a different action if you wish

Lead-in

 Ask children if they ever send or receive cards in the mail Do they like getting cards? Do they like sending cards?

 Tell children they will be making a card for someone special It could be for their mom or dad, a friend, or anyone they want to show kindness to

 Hand out paper and crayons Show children how to fold the paper to make a card Have children work individually to draw and write a card, using words in English if possible, or using Vietnamese

 When children are finished, they can take them home or deliver them

1 Look and circle the good actions

 Point to the picture and ask What’s this? (a class party) Ask What are good actions? (kind things we do for others)

 Go through the picture with the children and have children point to and describe the good actions Children can also point to and describe the bad actions

 Have children work with a partner to circle the good actions

 Monitor and help as needed Go over the answers with the class

 Then ask What are some good actions you can take to be kind to your family, friends, and community?

 Write children’s ideas on the board Encourage children to think of an action they can do for someone and to set a goal to actually do it in the next few days Follow up with children in a later class if possible

2 Choose a present for your friend Color

 Hold up the page and point to the pictures at the bottom of the page Elicit from children what the pictures are:

robot, teddy bear, toy car, toy plane

 Tell children they can choose any of the pictures to give as a gift to a friend

 Hand out colored pencils or crayons Have children color the gift they have chosen

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 After children have finished coloring, ask them to say which gift they chose and who it is for, if appropriate

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Unit test

 Hold up the page and point to the first row of pictures Ask children What do you see? (puppet, robot, puppet, robot) Ask What comes next? (puppet)

 Trace the line from the first row to the picture of the puppet in the right column (b) Children trace the line on the

2 Listen and check (✓) or ✗

 Hold up the page and point to the first picture Tell children these are gifts, wrapped up with paper and ribbons

 Play the first part of the recording (Track 04) As the recording says Is it a balloon? Yes, it is, point to the picture again and repeat the question Is it a balloon? Have children answer Yes, it is Point out that there is already a check mark

next to that picture

 Play the recording all the way through for children to listen and add a ✓or an ✗ next to each picture

1 Is it a balloon? Yes, it is

2 Is it a plane? No, it isn’t

3 Is it a teddy bear? Yes, it is

4 Is it a puppet? No, it isn’t

Answers

1 ✓ 2 ✗ 3 ✓ 4 ✗

 Hold up the page and point to the first picture Point out to children that the lowercase g is circled

 Ask children Why is the lowercase g circled? (The picture is of girl; the letter g is the first letter in the word girl)

Answers

1 g 2 i 3 h 4 g 5 h

4 Count and check

 Hold up the page and point to the first picture Ask children to count with you as you point to each teddy bear in the

first picture Ask How many teddy bears? (7) Point out that the number 7 is checked as the correct answer

 Have children work individually to go through the remaining pictures, counting, and checking the correct answers

Answers

1 7 2 7 3 8

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 Alphabet practice: lowercase q, g, y, j, u, d, v, w

Warmer

Lead-in

 Draw dotted outlines of the letters q, g, y, j, u, d, v, and w on the board

 Hold up the page and point to the dotted lines for the first q Say, q Have children repeat

 Draw the letter q in the air as you say q

 Point to the picture of the queen and ask children What is it? (queen)

 Point to the first q and then the queen while saying Q says q in queen Encourage the class to repeat as a chorus

 Then point to the q on the first line, and trace it with your finger Children trace the dotted lines with their fingers on

the page

 Point to the q on the second line, and trace the letter with your finger Children trace the letter with their fingers on

the page

 Have children copy the first q on the line five times

 Repeat Q says q in queen Point to queen and say queen Have children repeat

 Trace the q in queen with your finger Children trace the dotted line with their fingers on the page Children then

trace the dotted lines on the page

 Then have the children complete the last q, e, e, and n for queen on their own

 Repeat with g, y, j, u, and d

 Hold up pages 35 to 38 and review the words on the page: queen, goat, yo-yo, jam, umbrella, and dog Write the

words on the board Then point to them as you say them Encourage the class to say the word with you

 Hold up page 38 and point to the first picture Say queen and point to the word queen on the board

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 Trace the circle around q with your finger Then have children trace the circle with their fingers on the page

Answers

q, j, u, y, d, g

3 Find and circle

 Hold up the page and focus children’s attention on the letters on the left side Point to the letter g and then circle the

g in bag on the page with your finger

 Tell children they are going to find the same letter in each of the four words

 Once children are finished, check answers by holding up the page and circling the correct letter with your finger Point to the letters as you spell out the words and circle the correct letter with your finger Encourage children to repeat after you

Answers

Children circle the g in bag, fingers, and fig

Children circle the y in yellow and monkey

Children circle the u in blue, puzzle, and housewife

Children circle the d in cupboard, door, and sandwich

Children circle the b in rubber (twice), rabbit (twice), and bike

Children circle the p in puzzle, apple (twice), and purple (twice)

4 Write the sounds and make the words

 Hold up the page and ask children What’s this? for the first three pictures (pen, egg, nurse) As children say each word, write the beginning letter on the board Then show children that the letters spell a word, pen Write the word pen and have children trace the word on the page with their fingers

 Tell children they are going to write the beginning letters of the words on the blanks Tell children that the three letters will make a word Have them write that word on the last line

 Once children are finished, check answers by having children say the words Have the class repeat the words Write the words on the board for children to check

Answers

pen, car, bin, jug, bed

 Have children complete page 40 individually, as they did for pages 35–37

 Point to the picture at the bottom of the page and ask What does the van have? (windows) Ask students Are the windows big or small? (small) Have students repeat The van has small windows

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Topics

 Letters, numbers, and words

Functions

 Writing practice: Jj, Kk, Ll, and 9, 10

 Writing practice: lines and words

 Flashcards for jug, key, lion

 Phonics cards from Aa to Ll

 Worksheet 1: My matching pairs (Before class, cut the cards out – one set for every pair of children)

Warmer: Musical letters

 Play lively music Hand out the Phonics cards that children have learned so far, Aa – Ii, to different children around

the class in random order They pass the cards to children next to them around the class while the music is playing

 Stop the music suddenly Ask the children who are holding cards to hold up their letters Starting with Aa and going in

alphabetical order, children read out their letters

 Play the music and continue in this way

 To make this more challenging, each child says her letter and a word that starts with the letter, for example, Aa, apple

Lead-in: That’s it!

 Write the word jug on the board Say the word aloud

 Put the Phonics cards Aa–Ll in a pile and hold them up so that the children can only see the facing card Reveal the cards one at a time by putting the front card to the back When children see the Phonics card Jj, they shout That’s it!

 Repeat with the rest of the words in the set: jug, juice, key, kangaroo, lion, lollipop

 Point to the first uppercase J and trace the letter with your finger Children trace the letter with their fingers on the

page

 Trace the second uppercase J with your fingers, and have children do the same

 For the third uppercase J, point out to children that they must complete, or write, the letter on their own

 Point to remaining letters: j, K, k, L, and l, and hand out colored pencils Have children work individually to connect

the dots and trace or write the letters on the lines

Worksheet 1: My matching pairs

 Children work in pairs Hand out a set of cards to each pair of children

 Children should arrange the cards face down on their desk

 One child turns over a card and then tries to turn over the matching picture or word For example, if a child turns over

a picture of a kangaroo, he would win the pair if he can turn over the word kangaroo

 Children take turns turning over two cards at a time

 The child with the most pairs at the end of the game wins

 To make this more challenging, hand out two sets of cards to each pair so they are working with twice as many cards

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Worksheet 1: My matching pairs

Cut up the sheet on the dotted lines Turn the cards face down Match the words to the pictures

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fingers on the page

 Point to the number 10 and hand out colored pencils Have children work individually to connect the dots and trace

or write the numbers on the lines

3 Trace the words Then copy

 Hold up the page and point to the first word, jug Trace it with your finger Children trace the word with the fingers

on the page

 Repeat with the remaining words, key and lion

 Then point to the lines to the right of the word jug Explain to children that they should use those lines to copy the word jug

 Hand out colored pencils Have children work individually to connect the dots and trace the words and then copy them on the lines provided

Smiley face

 Think of a word and draw a short line for each letter on the board, one next to the other

 Ask the children to guess the letters that are in the secret word, one-by-one

 If a child guesses a letter correctly, write the letter on the correct line

 If a child guesses incorrectly, write the letter on the board with a cross through it Then draw a large circle to

represent a face With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile, two ears, a neck, and hair)

 The game continues until either the word or the face is complete If the word is completed, the class wins If the face

is completed, the teacher wins

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Values: At other people’s homes

Topics

 Appropriate behavior and manners when visiting other people’s homes

Functions

 To learn appropriate and respectful behavior and manners when visiting people’s homes

Warmer: Categories

 Write the following categories on the board, in English or Vietnamese: living room, dining room, kitchen, bedroom

 Divide children into groups of five or six

 Children in each group choose one category Going around the circle, using Vietnamese as needed, and have each

child say one item that can be found in the room the group has chosen For example, for living room, the first child says sofa, the second child says chair, the third says table, and so on The first child that cannot think of a word to add

to the list or repeats something already said is out Continue until everyone runs out of ideas

 Children can continue playing, using the other categories

Lead-in: Mime it!

 Explain to children that you will be talking about good manners and behavior when visiting people’s homes

 Divide the class into four groups and assign each group one of the following: take off muddy shoes, greet people, play respectfully with others, eat only when everyone at the table is ready

 Assign each group an action, for example, group one mimes taking off shoes; group two waves overhead; group three claps hands with the person next to him or her; group four mimes eating from a plate

 Have all the children remain seated Call out the behaviors (shoes, greet, play, and eat) in random order, getting faster and faster When their behavior is called, children jump up to do the action and then sit back down again quickly

 Continue playing with children switching groups as many times as you wish

1 Look and check

 Point out the first two pictures and ask children What’s happening in these pictures? Why is there a check mark for the first picture? (because the child took off her muddy shoes when entering the house in the first picture, but not in

 Lead children in a discussion about good manners and appropriate behavior when visiting other people’s homes Ask

children Do people visit you in your home? What good manners do you like your visitors to have when they visit you? What are some other good manners you use when visiting other people’s homes

 Make a list on a large sheet of paper and display it on the classroom wall

2 Draw you and your family

 Hold up the page and point to the empty picture frame at the bottom of the page Tell children that they are to draw their family and themselves in that space

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 Hand out colored pencils or crayons Give children time to draw, encouraging them to include as much detail of their homes as they like

 When children are finished drawing, invite a few children to share their drawings with the class, pointing out who the

people are and explaining any details that are important

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Unit test

1 Choose and write the correct word

 Hold up the page Point to the part of the picture labeled with a number 1 Ask children Who is this? (dad)

 Point out that the word dad has been written on the lines below the picture

 Ask Who is number 2? (brother) Then point to the lines for 2 where children can write brother

 Children continue with the remaining pictures

Answers

1 dad 2 brother 3 mom 4 sister

2 Look and check (✓) the correct sentences

 Hold up the page and point to the first picture Ask Who is this? (mom)

 Then read, or have a child read, the two sentences that follow the picture Point out the box next to the sentence This

is my mom has a check mark Ask children Is that correct? (yes)

 Go through the other pictures and sentences with the children and elicit which sentences should get a check mark and why

3 Listen and trace the first letter

 Hold up the page and point to the first picture Play the first part of the recording (Track 05) After the recording says

juice, Point to the three letters that follow the picture and ask What is the first letter for the word juice? (j) Have children trace the letter j

 Play the recording all the way through for children to listen and trace the first letter for each word they hear

 Hold up the page and point to the first row of pictures Ask children to count with you as you point to each person in

the row Ask How many people? (9) Point out that the number 9 is circled as the correct answer

 Have children work individually to go through the remaining pictures, counting and circling the correct answers

Answers

1 9 2 8 3 8 4 9

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