giáo án family and friends special edition grade 2

 Invite pairs of children to read the dialogue, and then tell the children to make similar dialogues about themselves..  Tell the class to practice asking and answering the questions i

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Grammar Review 1

Testing and evaluation

There are four Grammar Review units These are shorter units of exercises which provide additional practice of the grammar topics presented in the three preceding units There is no new grammar material presented or practiced in these units They can therefore also be used as progress tests to check that learners remember what they have learned

Administering a test

Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process

1 Write the words in the correct order Then match

1 What’s this? It’s an ear

2 What’s this? It’s a pen

3 What’s this? It’s a door

4 What’s this? It’s an eye

5 What’s this? It’s a rubber/an eraser

6 What’s this? It’s an arm

3 Write the words in the correct box

Answers

my: doll, pencils, pens, ball

your: teddy, car, plane, train

1 These are my eyes (b)

2 These are my ears (c)

3 This is my nose (a)

4 This is my face (d)

5 These are my arms (e)

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Summative test 1

There are five Summative tests These are two-page tests which cover the vocabulary, grammar, and phonics of the previous three units The phonics activities include one listening The Summative tests can be administered at the end of Units 3, 6, 9, and 12 respectively

Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Summative tests in Family and Friends Special Edition Grade 2 have a total of 30 points Grading for Summative tests is as follows:

1 These are my eyes

2 This is your bag

3 This is my teddy bear

4 This is my bike

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5 Circle the correct first letter

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Skills test 1

There are five skills tests These are two-page tests which cover the content of the previous three units and evaluate the four key skills of Listening, Reading, Writing, and Speaking The Listening section of each Skills test includes two listening activities (the audio is supplied on the Teacher’s Resource Disk) The Skills tests can be administered at the end of Units 3, 6, 9, and 12 respectively

Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Skills tests in Family and Friends Special Edition Grade 2 have a total of 30 points

Grading for Skills tests is as follows:

24–30 Excellent

18–23 Very good

6–11 Satisfactory

0–5 Needs further work

1 Listen and write the numbers

Transcript (Track 25)

1 How old are you? I’m 2

Answers

1 2 2 5 3 9 4 3 5 7 6 10

2 Listen and check ()

1 What’s this? It’s a book

2 What’s this? It’s a pencil

3 What’s this? It’s a train

4 What’s this? It’s a nose

5 What’s this? It’s a kite

Answers

1 b 2 a 3 c 4 a 5 b

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3 Read and number

Answers

Clockwise from bottom left: 1, 4, 2, 3

4 Read again and write T (true) or F (false)

Answers

1 F 2 F 3 T 4 T 5 F

5 Count the words in each sentence Circle

Answers

1 3 2 4 3 2 4 5 3 (Contracted forms are considered to be one word.)

6 Complete the sentences

3 No, I’m not / Yes, I am

4 It’s / My school bag is (blue)

5 It’s / My favorite color is (red)

6 It’s / My favorite toy is (my kite)

7 They’re / My eyes are (brown)

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Grammar Review Test 2

1 Write She’s a or He’s a

1 Where’s the ball?

2 Where’s the teddy/teddy bear?

3 Where’s the car?

4 Where’s the kite?

5 Where’s the train?

6 Where’s the doll?

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4 Mum’s bag

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There are five Summative tests These are two-page tests which cover the vocabulary, grammar, and phonics of the previous three units The phonics activities include one listening activity The Summative tests can be administered

at the end of Units 3, 6, 9, and 12 respectively

24–30 Excellent

18–23 Very good

6–11 Satisfactory

1 Circle the correct word

Answers _/3

1 mom 2 slide 3 grandpa 4 goal

2 Write and match

Answers _/4

1 brother 2 frisbee 3 tree 4 grandma 5 farmer

3 Look and circle

Answers _/6

1 No, she isn’t

2 Yes, he is

3 No, he isn’t

4 No, she isn’t

5 Yes, she is

6 Yes, he is

4 Complete the sentences with in, on, or under

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Answers _/3

1 The apple is in the bag

2 The ball is under the slide

3 My brother is in the pool

4 The apple is in the hat

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Skills test 2

There are five skills tests These are two-page tests which cover the content of the previous three units and evaluate the four key skills of Listening, Reading, Writing, and Speaking The Listening section of each Skills test includes two listening activities The Skills tests can be administered at the end of Units 3, 6, 9, and 12 respectively

Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Skills tests in Family and Friends Special Edition Grade 2 have a total of 30 points

24–30 Excellent

18–23 Very good

6–11 Satisfactory

1 Listen and circle the sound you hear

1 The ball is in the goal

2 The teddy bear is on the slide

3 The doll is on the seesaw

4 The dog is under the tree

5 The boy is in the pool

3 Read and write the name

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Answers _/3

a cousin b mom c brother d dad

4 Read again and write T (true) or F (false)

Answers _/3

1 T 2 F 3 T 4 F

5 Copy the sentences in your best handwriting

Answers _/4

Students write the sentences in their best handwriting

6 Look and write

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1 Write This is or These are and his or her

Answers

1 This is his hat

2 This is her hat

3 These are his trousers

4 These are his shoes

5 These are her shoes

6 This is her dress

7 This is his coat

2 Write

Answers

1 No, they aren’t

2 Yes, they are

3 Yes, they are

4 No, they aren’t

5 No, they aren’t

6 Yes, they are

3 Write I’ve got and a word from the box

Answers

1 I’ve got a sandwich

2 I’ve got a pear / I’ve got a drink

3 I’ve got a pear / I’ve got a drink

4 I’ve got a sandwich / I’ve got a tomato / I’ve got an orange

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6–11 Satisfactory

05 Needs further work

1 Circle the odd-one-out Write

Answers /3

1 pear 2 sock 3 lunchbox 4 shoe

2 Find and write

Answers /5

Clothes: 1 shorts 2 pants

Rooms: 3 kitchen/bathroom 4 kitchen/bathroom

Food: 5 banana/sandwich 7 banana/sandwich

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3 Yes, they are

4 Yes, they are

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Skills Test 3

There are four skills tests These are two-page tests which cover the content of the previous three units and evaluate the four key skills of Listening, Reading, Writing, and Speaking The Listening section of each Skills test includes two listening activities The Skills tests can be administered at the end of Units 3, 6, 9, and 12 respectively

Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before setting a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Skills tests in Family and Friends Special Edition Grade 2 have a total of 30 points

6–11 Satisfactory

05 Needs further work

1 Listen and check ()

1 Grandpa is in the living room

2 My sister is in the bathroom

3 Dad is in the kitchen

4 Mom is upstairs

5 My brother is in the living room

6 My grandma is downstairs

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6 These are my shorts

5 What’s in Simon’s lunchbox? Write

Answers _/3

1 I have a sandwich and a drink

2 I have a pear and a banana

3 I don’t have a cookie/biscuit

4 I don’t have an apple

6 Answer

Answers _/6

1 Yes, they are

2 No, they aren’t

3 Yes, they are

4 No, they aren’t

5 No, they aren’t

6 Yes, they are

Total: _/30

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1 Write She’s got or She hasn’t got

Answers

1 She’s got long hair

2 She hasn’t got short hair

3 She’s got straight hair

4 She hasn’t got curly hair

5 She has got black hair

6 She hasn’t got grey hair

7 She has got a doll

8 She hasn’t got a teddy

2 Write the words in the correct order

Answers

1 I like lions

2 I like monkeys

3 I don’t like elephants

4 I don’t like snakes

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Answers

1 Do you like tomatoes? No, I don’t

2 Do you like fish? No, I don’t

3 What do you like?

4 I like meat!

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Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own

learning process All the Summative tests in Family and Friends Special Edition Grade 2 have a total of 30 points

Grading for Summative tests is as follows:

24–30 Excellent

18–23 Very good

6–11 Satisfactory

1 Circle the correct words

Answers /3

1 curly 2 tiger 3 square 4 juice

2 Complete the words

Answers /5

1 banana 2 monkey 3 bread 4 parrot 5 water 6 giraffe

3 Look and complete

Answers /6

1 He doesn’t have long hair

2 She has curly hair

3 It has three sides

4 She doesn’t have short hair

5 He doesn’t have straight hair

6 It doesn’t have five sides

7 He has black hair

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Answers /2

1 I like apples I don’t like carrots

2 I don’t like tigers I like snakes

3 I like juice I don’t like yogurt

5 Circle the picture that rhymes Write

Answers /4

1 b, cat 2 b, bed 3 a, pen 4 a, fan 5 a, egg

6 Listen and circle the sound you hear

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Skills test 4

There are five skills tests These are two-page tests which cover the content of the previous three units and evaluate the four key skills of Listening, Reading, Writing, and Speaking The Listening section of each Skills test includes two listening activities The Skills tests can be administered at the end of Units 3, 6, 9, and 12 respectively

Testing is an important part of the teaching/ learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own

learning process All the Skills tests in Family and Friends Special Edition Grade 2 have a total of 30 points

24–30 Excellent

18–23 Very good

6–11 Satisfactory

1 Listen Check () or write an 

Answers /5

1  2  3  4  5  6 

1 He has curly hair

2 She has straight hair

3 She has short hair

4 He has black hair

5 He has long hair

6 It has black eyes

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3 I don’t like snakes

4 I like carrots

5 I like fish

6 I don’t like rice

3 Read Write names under the pictures

Answers /2

a Alice b Diana c Zack

4 Read again Write  or 

Answers /6

1  2  3  4  5  6  7 

5 Look at the table and complete the sentences

Answers /4

1 Alex: I like elephants I don’t like snakes

2 Ruby: I like fish I don’t like rice

3 Mary: I like parrots I don’t like lions

6 Copy the sentences in your best handwriting

Answers /4

Students copy the sentences in their best handwriting

7 Name the shapes Describe them

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Starters Unit Cut and make 1: Desk tidy

Materials

 One copy of the Cut and make 1 worksheet, an A4 piece of cardboard per child

 Scissors, glue and colored pencils

Warmer

 Hold up a pencil and say pencil Have children repeat

 Hold up two pencils and say two pencils Have children repeat

 Hold up the first pencil, and then the second pencil and say one, two Have children repeat Hold up a third pencil and say three Have children repeat

 Continue in this way until you have counted to thirteen

Lead-in

 Put children into small groups Give each small group thirteen colored pencils

 Say two pencils In their groups, children count out two pencils Monitor to check they have the correct number

 Say seven pencils Children count out seven pencils

 Continue in this way, saying numbers at random, until you have used all number 1–13

 You can make this into a game by awarding points to the first team to count out the correct number of pencils and raise their hands when they have finished

Counting

 Give each child a copy of Cut and make 1

 Hold up a copy and demonstrate counting the number of pencils in the top rectangle (12) Encourage children to count with you

 Ask children to count out loud how many pencils there are in the next two rectangles (12 and 13)

Cut and make

 Children stick the template onto the piece of cardboard

 Mime coloring with your hand Say color and ask children to repeat Ask children to color the pencils on the

worksheet Make sure that they have enough colored pencils from the Lead-in

 Once children have finished coloring, give out scissors Mime cutting with your hand and say cut Children repeat and

then cut around the edges of the template

 Demonstrate folding with a piece of paper Say fold and ask children to repeat Show children how to fold in the tabs

around the triangle, and then fold it inwards to make the base of the pencil pot

 Once children have finished folding, pick up a glue stick and mime sticking something with it Say stick, and ask

children to repeat Children then stick their pencil pot together

Color counting

 Divide the class into pairs Hold up a blue colored pencil, and say a blue pencil Hold the pencil against another blue

object to clarify the color Ask the class to count how many blue pencils are on their partners’ pencil pots

 Children count out loud, taking turns to count the number of blue pencils on their partners’ pencil pots

 Continue with other colors

Cut and make 2: Bird in a cage

Materials

 One copy of the Cut and make 2 worksheet per child

Warmer

 Play a game to review numbers

 Divide the class into groups of twelve Say five, seven Within their groups of twelve, children divide themselves into a

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 The winners are the group with the most points

Lead-in

 Tell children what they will be doing today by miming the words color, cut, and stick from Cut and make 1 Say them and ask children to repeat Show them the Cut and make 2 worksheet, point to the bird and the cage and say bird,

cage Have children repeat

 Show them the pre-prepared Cut and make 2 and spin it to demonstrate the bird appearing in the cage, which is an optical illusion

Cut and make

 Mime coloring with your hand to elicit color Give out the colored pencils Ask children to color the bird and cage on the worksheet

 Once children have finished coloring, mime cutting with your hand to elicit cut Children then cut around the edges of

the two circles

 Once children have finished cutting, demonstrate gluing each circle to either side of a pencil so that the bird is visible

on one side and the cage is visible on the other When finished it should look like a lollipop

 Using your own spinner, demonstrate how to roll the pencil rapidly back and forth between the palms of your hands

to make the bird appear in the cage

Cut and make 3: Drink mat

Materials

 One copy of the Cut and make 3 worksheet, an A4 piece of cardboard paper per child

 One cellophane sheet per child (optional)

Cut and make

 Children stick the template of the two drink mats onto the piece of card and cut them out Then they color the

milkshake and jug on each drinks mat

 To make the drink mats waterproof, give each child a sheet of cellophane Ask them to cut out four squares the same size as their mats Demonstrate how to peel off the backing and stick one square to either side of the drink mat

Activities

 Children hold up one of their drink mats and make a sentence to say to the class, e.g., I like milkshakes I have a jug

It’s a jug This is my milkshake

 Play the song from Lesson 2 Children hold up their milkshakes drinks mat when they sing the word

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CYLET Starters Starter Unit Hello!

Lesson One Words

 Present simple statements

 Questions and answers with be (What’s your name?; How old are you?; I’m …)

Vocabulary

 Hello; My name’s…; numbers 1–20

 Extra vocabulary: And; Lucy; Sam

 Introduce yourself to the class Say Hello! My name’s (your name) Encourage children around the class to introduce

themselves in the same way

Lead-in

 Ask the class to say any numbers they remember in English Write their answers on the board in number and word form

 Point to the numbers and ask the children to say them, first chorally, and then individually

1 Listen and read

 Ask children to look at the pictures Say This is Lucy, and this is Sam

 Play the recording (Track 01) for the children to listen and follow on the page

 Invite pairs of children to read the dialogue, and then tell the children to make similar dialogues about themselves The children can act out their dialogues for the class

2 Write Then ask and answer

 Ask children to look at the picture Read the questions in the speech bubble, and then point to the gapped sentences Tell the children to complete the sentences about themselves

 Ask the questions in the speech bubble to children around the class Encourage them to read their completed

sentences to answer the questions

 Tell the class to practice asking and answering the questions in pairs, and then invite pairs of children to act out their dialogues for the class

3 Listen, point and say

 Point to the picture of the balloons Tell the class they will listen, point to the correct balloon, and then say the

number

 Play the recording (Track 02), pausing for the children to find the correct balloons and repeat the numbers

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Knock out competition (Optional activity)

 Play a game in rolling pairs around the class The children take turns saying a number, in order to count from one to twenty If a child says the correct number, he/she stays in the game If a child says the wrong number or can’t

remember the next number, he/she is out of the game The last child left in the game is the winner

4 Find and say the numbers with your friend

 Point to the picture of the grammar characters and read the example exchange Tell the class to find the numbers and say them in the correct order

 Act out a few example exchanges with children around the class, and then allow the children to do the activity in pairs Move around the classroom as the children work and help if necessary

 Invite children to count to twenty in pairs or individually

Bingo! (Optional activity)

 Tell the children to write five numbers from one to twenty in their notebooks Call out the numbers in random order (keep a note of the numbers which you have called out) If a child has the number you call out, they can cross out that number in their notebooks The first child to cross out all their numbers wins the game

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Lesson Two Words

 Write sets of four numbers from one to twenty on the board in jumbled order (e.g., 7, 4, 6, 5)

 Invite a child to come to the board and write the numbers in sequence

 You can play this as a game in two teams if you like, giving sets of numbers to children from each team in turn and awarding one point for each correct sequence

Lead-in

 Draw a number (1–20) of simple objects (balls, flowers, apples, etc.) on the board Ask children around the class to count the objects and say the correct number

 You can play this as a game in two teams if you like

1 Draw lines from the pictures to the words

 Read the words underneath the pictures

 Ask children to look at the pictures and say the correct words

 Point to the example line and tell the class to draw lines to match the rest of the pictures to the correct words

 Allow the children time to complete the activity

 Check answers by asking pairs of children to point to the pictures and say the correct words

Answers

1 ice cream 2 boat 3 hat 4 tree 5 flower 6 dog 7 cat 8 elephant 9 kite 10 apple

Pictionary (Optional activity)

 Divide the class into two teams

 Draw pictures of the items in Exercise 1 on the board (or invite children from each team in turn to come to the board and draw pictures for the rest of the class) Tell the class to try to guess the word before the picture is finished

 The first team to guess the correct word wins a point

2 How many are there? Look and write

 Point to the pictures and ask the children to name the items Ask What is it? What are they?

 Point to the first picture and read the example Tell the class that they should count the items in each picture, and then write the correct number, as in the example

 Allow the children time to complete the activity Move around the classroom as the children work and help if

necessary

 Invite children to point to the pictures and read their answers

Answers

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Ask and answer (Optional activity)

 Tell the children to work in pairs and ask and answer questions about the pictures in Exercise 2 E.g., A: How many

(ice creams) are there in this picture? B: (There’s) one (ice cream)

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Lesson Three Letters

 fish, giraffe, house, juice, lorry, mouse, night, orange, plane, question mark, robot, sun, umbrella, vegetables,

watermelon, box, yo-yo, zoo

 Recycled: apple, boat, cat, dog, elephant, flower, hat, ice cream, kite, tree

British English American English

Materials

 Audio tracks 03–04

Warmer

 Play a game to warm up the class and review numbers

 Write sets of four numbers from one to twenty on the board with one number missing (e.g., 14, 15, _, 17)

 Invite a child to come to the board and write the missing number

 You can play this as a game in two teams if you like, asking children from each team in turn to complete a number sequence and awarding one point for each correct number

Lead-in

 Draw simple pictures of the lexical items from the previous lesson on the board (elephant, apple, hat, ice cream, boat,

flower, tree, cat, kite, dog) Ask children to say the words

 Ask children around the class to say if they know which letter each word begins with

1 Look at the letters Listen and say

 Ask children to look at the pictures Point to the pictures and read the words

 Point to the picture of Sam and read the speech bubble Tell the class to listen and repeat the letters

 Play the recording (Track 03), pausing after each line for the children to listen and repeat the letters, first chorally, and then individually

Find the letter (Optional activity)

 Divide the class into two teams

 Say a word from Exercise 1 (e.g., lorry) to a child from Team A Tell the child to point to the correct picture on the page and say the letter (e.g., L)

 Repeat with children from each team in turn, awarding one point for each correct letter

2 Now say The Alphabet Rhyme

 Play the recording (Track 04) for the children to listen

 Play the recording again for the children to try to join in with the rhyme

 Invite children to say the alphabet chorally and then individually

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

Now you know your A, B, C, you can say it along with me

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 Write words from Exercise 1 on the board, one at a time Write each letter of the word slowly Tell the class to say the letters as you write them, and to say the word as soon as they know what it is

 You can play this as a game in two teams if you like

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Lesson Four Words

 black, blue, brown, green, grey, orange, pink, purple, red, white, yellow

 Recycled: apple, cat, dog, elephant, hat, ice cream

 Play a memory game to warm up the class and review numbers and letters

 Write numbers one to twenty on the board, jumbled up Tell the class to look at the numbers for a minute (or less),

and then tell the class to close their eyes

 Erase two or three of the numbers from the board Tell the class to open their eyes and say which numbers are

missing

 Repeat the game as many times as you like, and then repeat it a few more times using the letters of the alphabet

 You can play this as a game in two teams if you like, asking each team in turn to say the missing numbers of letters

and awarding one point for each correct answer

Lead-in

 Tell the children to take out their colored pencils

 Say Show me (red), and ask the children to hold up the correct colors

1 Look at the words and lines Colour

 Ask children to look at the paint palette Say 1 blue and ask students to follow the line to white paint glob Tell

students they will color the area blue

 Have random students read the other colors and students follow the lines as said

 Allow the children time to color the entire paint palette

 Students check their work in pairs or small groups

Answers

Students color the pictures following the directions

 Point to or hold up objects from around the classroom and ask What color is it? Invite children around the class to answer, e.g., It’s blue

 Encourage children to ask and answer about other objects in pairs

2 Read and colour

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 Tell the children to look at the pictures, read the sentences, and then color the pictures the correct colors

 Move around the classroom as the children work and help if necessary

 Ask individual children questions about the pictures, e.g., What color is (the hat)? The children answer by reading their completed sentences, e.g., It’s (blue and purple)

Answers

Students color the pictures following the directions

3 Put six things on your desk What colour are they? Point and say

 Read the rubric, and then point to the picture of the grammar characters and read the speech bubbles

 Demonstrate the activity by putting six items on your desk, and then pointing to each item and saying what color it is,

Children’s own answers

Color by memory (Optional activity)

 Play a memory game Ask a child to show the class his/her six things Tell the class to look at the things and try to

remember what color each item is

 Put the six things in a bag, and then say true or false questions to children around the class, e.g., The pen is blue The

book is red The children answer Yes or No

 You can play this as a game in two teams if you like, awarding one point for each correct answer

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Grammar Starter Unit Hello!

Lesson One

Objectives

 To introduce the question words What, Who, and How

 To introduce question forms

 To ask and answer the questions What’s your name?, Who’s this?, and How are you?

Language

 Questions and answers

What’s your name?

My name’s…

How are you?

I’m fine, thank you

Read the story

 Ask children to read the story When they have finished, point to a picture of Jamie and ask Who’s this? to elicit

Jamie Then point to a picture of Alison and say Who’s this? to elicit Alison

 Divide children into groups of three Ask them to act out the story Monitor and help with pronunciation

Question words

 Draw attention to the box at the bottom of the page Show the What’s your name? question and answers Ask a few children What’s your name? and get them to answer My name’s…

 Point to the Who’s this? question Ask a few children Who’s this? and point to the child next to them

 Point to the How are you? question Smile, and point to your face Hold your thumbs up and say I’m fine, thank you Ask a few children How are you? to elicit I’m fine, thank you

1 Match

 Ask children to look at Exercise 1 Say Hello to elicit Hello Show the line between the Hello and Hello in Exercise 1

 Point to What’s your name? and say it out loud Ask children to find the correct response (My name’s Jamie.) Ask

children to draw a line between the question and answer

 Children complete the exercise individually

 Ask different children to ask the questions and give the answers in the exercise for children to check their answers Ask the class to repeat each question and answer and help with pronunciation

Answers

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3 I’m fine, thank you

4 This is Alison

Pair mingle (Optional activity)

 Divide the class into pairs Play some music Children stand up and walk around in their pairs

 Stop the music suddenly Each pair finds another pair to speak to

 Children take turns asking one child in the other pair What’s your name?, How are you?, and Who’s this? They

respond My name’s… , I’m fine, thank you., and This is…

 Play the music again and continue in this way

 Draw two speech bubbles on the board Draw a blank line in the first, and write Hello in the second Point to the blank line and ask what word should be there to elicit Hello

 Ask children to look at Exercise 2 and read the example in the first picture Then point to the second picture and ask

children to read that Ask what should go in the blank (What’s) Ask children to write What’s in the blank

 Divide the class into pairs Children practice the dialogue to check their answers

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 Review question words by playing a dice game

 Divide children into small groups Give each group a die On the board write 1 or 4: What’s your name? 2 or 5: How

are you? 3 or 6: Who’s this?

 One child rolls the die He/She checks which question the number on the die corresponds to and asks this question to the person on his/her right If he/she rolls a 3 or a 6, he/she points to the person on their left and asks the question

(Who’s this?) to the person on his/her right

 Children continue playing in this way until they have all asked all the questions

Lead-in

 Review numbers 1–10 by drawing a birthday cake on the board and adding one candle at a time for children to count

As you elicit each number, ask for the spelling and write it on the board

Note: Leave the birthday cake on the board for Ask and answer

Read the story

 Ask children to count the number of candles on Alison’s birthday cake (three), and then to read and check

 Elicit the question Alison is asked (How old are you?), and how she answers (I’m three.) Help with pronunciation if

necessary

Question focus

 Ask children to look at the box beneath the story Draw attention to the first picture, with the question How old are

you? Ask children to count the candles and give the answer (I’m five.) Children then look at the second picture to

check

 Draw seven candles on the cake on the board and ask How old are you? Children respond I’m seven

 Continue in this way using different numbers Once children become more confident, ask some individual children to answer

3 Match

 Ask children to look at Exercise 3 Draw attention to the example question Ask children to read the question and

count the candles on the cake (There are six) Show children the line between the question and I’m six

 Ask children to look at the second question and count the number of candles on the cake (five) Ask them to find I’m

five and draw a line

 Children check their answers together in pairs

Answers

1 I’m six

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4 I’m four

5 I’m two

Mingle (Optional activity)

 Give each child a number between five and ten Tell them this is their new age

 Ask children to get a small piece of paper and a pen and stand up and move around the class

 Each child asks every other child in the class How old are you? and responds I’m…

 Each time a child asks another child who is the same age as they are, they draw a small line on their piece of paper

 At the end, children count how many children are the same age as they are

4 Write

 Draw children’s attention to Exercise 4 Show them the first question and then point to the picture next to the

question and elicit the number on the girl’s top (seven) Show children the answer next to the question Show

children that the word seven is crossed off in the box at the top of the page

 Point to the second question and show how the blank has been filled with the word you and the word you has been crossed off in the box Ask children to look at the picture and tell you the answer (I’m four.) Remind them to cross out

four in the box at the top of the page

 Divide the class into pairs Children take turns to ask and answer the questions in the exercise out loud to check their answers

Answers

1 How old are you? I’m seven

2 How old are you? I’m four

3 How old are you? I’m three

4 How old are you? I’m eight

5 How old are you? I’m ten

5 Read and colour Find the hidden word

 Give children colored pencils

 Ask children to look at Exercise 5 Read the first direction, Colour what red Ask What color is the word “what”? (red) Ask them to find the word what in the top, left corner, color it red, and then to find all the other squares with what

and color them red

 Once finished, ask children what color who and how should be (blue and yellow) Ask them to color the squares the

correct colors

 Once finished, children tell you what the hidden word is

Answer

hello

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Unit test

There are twelve one-page Unit tests which cover the vocabulary and grammar content presented in each core unit Each test contains vocabulary activities and grammar activities The Unit tests can be administered at the end of each unit

Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own

learning process All the Unit tests in American Family and Friends Special Edition Grade 2 have a total of 15 points

Grading for Unit tests is as follows:

14–15 Excellent

11–13 Very good

4–6 Satisfactory

1 How many? Count and circle

1 What’s your name? My name’s [child’s name]

2 How old are you? I’m [child’s age]

3 How are you? I’m fine

4 Are you seven? Yes./No

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CYLET Starters Unit 1 I love animals!

Lesson One Words

Topics

 Animals, colors

Functions

 Identifying animals

 Finding animals in a picture

 Asking and answering about color

 Spelling

Grammar

 Present simple questions with be (Where’s the …? What color’s the …?); This is…

Vocabulary

 animal, chicken, cat, dog, bird, horse, sheep, duck, cow, fish, frog, mouse, goat

 Recycled vocabulary: colors

 Play a game to warm up the class and review colors

 Ask children to tell you what colors they can remember from previous lessons Write the colors they say on the board

 Hold up colored pencils and ask the children to say the colors

 Divide the class into two teams Hold up a colored pencil to Team A and ask What color is it? Repeat with each team

in turn and award one point for each correct answer The team with the most points wins

 In a more confident class, children from each team can hold up pens and ask the other team questions

Lead-in

 Write the following animal words on the board: horse, chicken, cat, duck, sheep, cow, goat, mouse, frog, fish, dog,

bird and the following color words: red, blue, green, brown, black, white, yellow, orange, pink Write the words in

jumbled order (colors mixed with animals) on one side of the board

 Draw a chart on the other side of the board, with two headings: animals and colors

 Invite children to say an animal word and a color word Say Say an animal / Say a color

 Write the words in the correct columns of the chart Repeat until all the words are in the chart

 Alternatively, invite children to come to the board and write a word in each column of the chart

1 Write the words

 Ask children to look at the picture

 Read out the words in the box and ask the children to point to the correct animals in the picture

 Point to the animals in the picture and ask the children to say the correct words

 Allow the children time to complete the activity on the page Tell them to copy the words exactly and check that they have spelled each word correctly

 Check answers by pointing to the animals in the picture and asking the children to say, and then spell, the words

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Answers

1 cat 2 bird 3 sheep 4 cow 5 horse 6 goat

7 duck 8 chicken 9 fish 10 mouse 11 frog 12 dog

Starters tip

 In Part 3 of the Starters Reading and Writing Test, learners should count the number of letters they need to write for their answers They should check that they have written the correct number of letters for their answer (one letter on each line)

Slow word (Optional activity)

 Slowly write the letters for one of the animal words on the board, pausing after each letter The children try to guess the word before you have written the whole word When a child guesses the word correctly, they should spell the rest of the word for you to complete it on the board You can play this as a game in two teams if you like

2 Ask, point and say

 Point to the picture of the grammar characters and read the example exchange

 Ask children around the class about some of the other animals in the picture in Exercise 1, as in the example

Encourage the children to point to the correct animal and answer

 Children ask and answer about the animals in pairs Invite some pairs to ask and answer questions in front of the class

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Lesson Two Reading & writing

 Play a game of Hangman to warm up the class and review animals and colors

 Divide the class into two teams Draw a line for each letter in your chosen word on the board

 Invite children from each team in turn to guess one of the missing letters If the team correctly guesses a missing letter, write the letter on the correct line(s) on the board If the team guesses a letter which is not in the word, draw the first part of a simple picture (e.g., a flower with five petals, a stem and two leaves / a house with three windows,

a door and a chimney)

 If a team guesses the word before you have completed the picture, award them one point If not, continue the game

with another word

Lead-in

 Tell the children to look at the picture in Exercise 1 page 13

 Say true or false sentences about the animals in the picture, e.g This is a cow, This is a fish Invite children around the class to answer Yes or No

 You can play this as a game in groups if you like

1 Colour and say

 Point to the pictures and ask What are they?

 Tell the children to take out their colored pencils Say Show me (blue) The children hold up the correct colors

 Tell the children that they can color the animals any color they like Allow the children time to color the animals

 Read the example speech bubble Invite children around the class to point to their pictures and make sentences, as in

the example, e.g., This (fish) is (red)

 As an extension, the children can ask and answer questions about their pictures in pairs, e.g., A: What color is this

(fish)? B: This (fish) is (red)

Starters tip

 Colors are tested in all three levels of the Young Learners Tests, so it is important for learners to understand both the written and spoken forms of all the colors that appear in the Starters wordlist

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