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Family and Friends Special Edition Grade – Starter: Hello!

Lesson One

Objectives

 To become familiar with the Student Book characters and common greetings

 To understand a short story

Language

 Language focus: reading, speaking

 Vocabulary: Rosy, Tim, Billy, Miss Jones

 Extra Vocabulary: hello, hi, goodbye, everyone, come, fun, class, who, this, sorry, come on

Resources and materials

 A ball for every 5–10 students

 Worksheet 1: Fill in the blanks (One copy per child)

 A reader of your choice

Introduction

Weather report: Ask the class about today's weather

Song: Play a warm-up song

Warmer

 Say Hello and smile to students Encourage them to say Hello in response

 Ask one child to stand up, and say Hello to him/her Encourage the child to respond with Hello

 Point to yourself and say My name’s… Ask a child What’s your name? He/she answers My name’s…

 Say Hello My name’s… and then encourage children to do the same in pairs, greeting each other and saying their

names

 Say Stand up! and indicate to the class to stand at their seats Say Sit down! and indicate for them to sit down again

 Play a short game with children, where they have to follow your instructions Shout Stand up! and Sit down! several

times The last child to complete the action is “out” each time

Lead-in

 Put Flashcards 1–4 in an envelope Bring them out one at a time, and say the names for children to repeat in chorus

 Once children have learned the characters’ names, model the greeting Hello, Rosy! etc., and ask children to repeat

 As you bring out each flashcard, children respond with Hello, Tim! etc

 Divide the class into two When you reveal a flashcard, half of the class says What’s your name? The other half

responds with My name’s Billy, etc

Presentation

Listen, point, and repeat (Exercise 1)

 Say Open your books and model the action for children to open their Student Books Point to the characters

 Play the first part of the recording (Track 01, Listen and point) Hold your book up and demonstrate that you are

pointing to the pictures along with the audio Children listen and point to the appropriate picture

Note: The first time through, the recording follows the order of the pictures on the page; the second time the order

is out of sequence This is also true in subsequent word presentations

 Play the second part of the recording (Track 01, Listen and repeat) for children to point to the pictures and repeat the

names

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Transcript (Track 01)

Listen and point

Rosy, Tim, Billy, Miss Jones

Tim, Rosy, Miss Jones, Billy

Listen and repeat

Rosy, Tim, Billy, Miss Jones

Name that picture!

 Bring out Flashcards 1–4 from the envelope one at a time and ask different children to say the names

Listen and sing (Exercise 2)

 Play the recording (Track 02) for children to listen to the chant

 Play the chant a second time for children to say the words Repeat (more than once if necessary)

 Children say the chant as a class, without the recording

 Divide the class into groups of four, one for each character Give each child a character’s name Say the chant with the class Every time children hear their “name,” they stand up quickly and then sit down

Hello, Rosy Hello, Tim Hello, everyone

Hello, Billy and Miss Jones Come and have some fun!

Personalized chant

 Write the chant on the board, replacing the names of the children with blanks and the name of the teacher with your own name Read the chant with the class Each time you come to a blank, point to a different child for the class to say the name in chorus

 If your class if fairly confident, ask children to work in groups of three They say the chant together, putting their own names into the blanks Each time they say a name, they point to the appropriate person

Listen and read (Exercise 3)

 Say Now close your books and model the action Say Let’s read the story Use the Starter story poster to present it

Point to the different characters, and have children say the names

 Ask What’s happening? for children to tell you what they think is happening in the story

 Play the recording (Track 03) and point to each speech bubble as children listen and look

 Ask children to look at the story in their Student Books

 Play the recording for them to listen and point to the pictures

 Ask questions to check comprehension, e.g., Who is in the class? How old is Billy? Is Billy in the class?

 Play the recording again for children to listen and follow the text in their books with their finger

Development

Ball Circle

 Divide the class into groups of 5–10 Each group sits in a circle Give each group a ball

 One child asks What’s your name? and throws the ball to another child, who answers

 This child then asks What’s your name? and throws the ball to another child

 Continue until every child has had a turn

Mingle

 Play some music and encourage children to dance or walk around

 Stop the music suddenly When the music stops, each child finds a partner

 They ask their partner What’s your name? and answer their partner with My name’s…

 Play the music and continue in this way

Consolidation

Worksheet 1: Fill in the blanks

 Ask children to close their books Give each child a copy of Worksheet 1: Fill in the blanks

 Children write the names in the blanks on the worksheet

 Children check in their Student Books and then check again together by reading the story in pairs

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Exercises: Workbook page 4

Story time: A reader of your choice

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Lesson Two

Objectives

 To greet people

 To ask and answer the question What’s your name?

 To act out a story

Language

 Language focus: speaking, listening

 Vocabulary: Greetings

What’s your name? My name’s…

How are you? I’m fine, thank you

 Extra Vocabulary: goodbye, Good to see you

 Student Book p 5

 Workbook p 5

 Audio Tracks 02–04

 Flashcards 1–4

 Starter Story Poster

 One piece of blank paper per child

 One set of Student phrase cards per pair of children

Introduction

Warmer

 Say Hello and smile at children Encourage them to reply Hello and then to greet each other in pairs

 Sing the chant from page 4 (Track 02) of the Student Book to energize the class and remind children of the story characters’ names

 Play Listen, point and say with the class

 Place Flashcards 14 around the classroom

 Call out a name e.g., Rosy The children point to the correct flashcard

 Alternatively, play the chant from Lesson 1 Children point to the correct flashcard when they hear the word

 Now point to a flashcard The children say the name Repeat with all four flashcards

 Option: Describe the location of the card, e.g., It’s next to the door What is it? The children then say the name

Lead-in

 Hold up Flashcards 1–4 one at a time for children to say the names of the characters

 Ask children if they can remember what happened in the story in the last lesson

 Show children the story poster to reveal if they remembered correctly and to encourage further ideas

Presentation

Listen to the story and repeat Act (Exercise 1)

 Ask children to turn to the story on page 4 of their Student Books Say Let’s read the story again

 Play the recording (Track 03) once through Play it again, pausing after each phrase for children to repeat

 Divide the class into groups of five One child is Rosy, one is Tim, one is Miss Jones, one is Billy, and one is Billy’s mom

 Focus attention on the pictures from the story As a class, decide on the actions for each part of the story (see

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Story actions

Picture 1: Miss Jones holds out her hand as she talks to Rosy and Tim Rosy and Tim wave as they introduce themselves Picture 2: Billy runs into the class Miss Jones holds out her arms, looking surprised

Picture 3: Miss Jones bends down to ask Billy how old he is

Picture 4: Billy’s mom beckons him with her arm Billy is waving as he leaves the classroom

Ask and answer (Exercise 2)

 Say Look at the pictures, pointing to the pictures of the boys Read the dialogue, pausing for children to repeat Model

the dialogue with one of the stronger children in the class

 Read the dialogue a second time for children to repeat again

 Ask children to work in pairs Allow time for children to practice saying the dialogue with their partner

 Ask some of the pairs to come to the front of the class and act out the dialogue

 Say to different children Hello What’s your name? Children respond saying their own names

Speak to me!

 Ask a child to stand up He/She chooses another child, who also stands up

 The two children act out the dialogue from Exercise 2

 Repeat the activity with other children

Development

Listen and sing your name (Exercise 3)

 Ask children to look at the pictures in their Student Books Ask what they can see, and elicit words they think they might hear in the song

 Play the song (Track 04) for children to listen and follow in their books

 Play the recording a second time Children listen and sing along, saying their own name in the appropriate place

 Ask children to look at the pictures Ask them to act out what the girls are doing in each of the pictures (see below)

 Play the song for children to sing along and perform the actions that they can see in their Student Books

Song actions

1 The girls greet each other by smiling and waving

2 The girls talk to each other

3 One girl points to herself (She is saying her name.)

4 The girls wave to each other to say goodbye

Follow my lead

 Ask two children to come to the front of the class They do the actions while everyone else sings the song

 Repeat the activity with other pairs of children

Scratch it! Mingle

 Give each child a blank piece of paper

 Write the names of everyone in the class on the board If some children have the same name, add middle names or

middle initials (e.g., M Anh and V Anh) Have children copy down all the names

 Children mingle around the class and ask each other What’s your name? and answer My name’s… Encourage them

to follow up with How are you? I’m fine, thank you

 Once they know the other child’s name, they cross it out on their paper

 Once they have crossed out all the names, they have finished

 If your class is motivated by competition, you can divide them into teams before starting the activity, and make the first team to cross out all the names the winners

Consolidation

Pair snap!

 Divide the class into pairs Give each pair of children a set of Student Phrase cards

 Children divide the Phrase cards equally between them, and each child places his/her pile of cards face down in front

of him/her

 Children turn over their top cards at the same time

 If the Phrase cards match (e.g., What’s your name? and My name’s…), the children shout Snap! The first child to shout

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Snap! puts the two cards at the bottom of their pile

 If the phrase cards do not match (e.g., What’s your name? and Goodbye), both children turn over the next card in

their piles at the same time

 The winner is the first child to collect all the cards

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Lesson Three

Objectives

 To recognize and use numbers 1–10

 To ask and answer the question How old are you?

 To say the days of the week

Language

 Vocabulary: one, two, three, four, ﬁve, six, seven, eight, nine, ten

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

How old are you?

 Worksheet 2: Number caterpillar (One copy per child or small group)

 Large pieces of paper – two for every child or small group

 Scissors, glue, a set of colored pencils per small group

Introduction

Weather report: Ask the class about today's weather.

Song: Play a warm-up song.

 Take down the ﬂashcards, shuﬄe them, and hold them up one at a time for children to say the number

 Give out the ﬂashcards to diﬀerent children around the class Ask the class to count together from one to ten

 When the children hear their number, they hold their ﬂashcard in the air

Presentation

 Ask children to look at the pictures Explain that each child is one year older than the next and that all the children have their ages written above them



 Play the audio (Track 06, Listen and repeat) for children to repeat

 Play the recording all the way through for children to listen and then repeat

 Point to diﬀerent people in the pictures, and ask individual children to say the numbers/ages

Listen and point

Listen and re[peat

one, two, three, four, ﬁve, six, seven, eight, nine, ten

eight, six, nine, one, three, ten, two, four, ﬁve, seven

one, two, three, four, ﬁve, six, seven, eight, nine, ten

Play the audio (Track 05, Listen and point) for children to listen and point to the pictures as they hear the ages

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Flashcard friends

 Ask ten children to come to the front Give each one a number ﬂashcard and ask them to stand in order

 The rest of the class points to each child one at a time and says the number

 Children then shuﬄe themselves into a diﬀerent order The class says the numbers in the new order

 Repeat with ten diﬀerent children

Listen and check () (Exercise 2)

 Tell children to look at the picture again Point and say Look, he’s six Look, she’s eight Then point to the ﬁrst boy again and ask How old is he? Tell the class they are going to hear some of the children talking about their ages – but

not all of them They must check the boxes next to the children they hear

 Play the recording (Track 08), pausing after the ﬁrst dialogue Show children the picture of the boy by the number seven in the picture, and show them the check in the box

 Play the rest of the recording, pausing at appropriate intervals for children to check the boxes next to the children whose ages they hear

 Play the recording again for children to complete or check their answers

 Check answers by asking children which ages they heard

How old are you? / I’m seven

How old are you? / I’m two

And how old are you? / I’m eight

How old are you? / I’m ﬁve

How old are you? / I’m six

Answers

two  ﬁve  six  seven  eight 

Development

Look at the picture again Point, ask, and answer (Exercise 3)

 Read the question and answer, pausing after each for children to repeat

 Ask children to look at the children in Exercise 1 Tell them they are going to practice being the children in the pictures

 Children work in pairs They point to a child in their Student Books and ask How old are you? Their partner answers as

though they were that child They might want to use a babyish voice for a young child or a more grown-up voice for

an older child

 Ask some of the pairs to stand up and ask and answer questions while the other children listen

Show us how it’s done

 Ask two children to stand up Give each a number ﬂashcard They take turns asking and answering the question How old are you? using the numbers on their cards

Consolidation

Worksheet 2: Number caterpillar

 Children work individually or in small groups to make a caterpillar by putting the numbers in the correct order

 Give each child or group a copy of Worksheet 2

 Children cut and color the shapes and then stick them onto a large piece of paper, with the numbers ordered 1 –10

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Lesson Four

Objectives

 To identify different colors

 To use different colors in the context of a song

Language

 Vocabulary: red, yellow, pink, green, purple, orange, blue

 Extra vocabulary: sing, rainbow, too

Worksheet 3: Back to back coloring dictation (Two copies per child)

A reader of your choice

Culture note: Rainbows

Superstitions and legends about rainbows exist in a lot of different countries A famous Irish fairy tale says that there

is always a box of treasure buried in the ground at the end of a rainbow Many tales and legends are told where characters travel for days trying to find the end of the rainbow, only to find that by the time they get there the rainbow has disappeared

Introduction

Warmer

 Play Word Chain with Flashcards 5–14 with the class to review the numbers one to ten

 Place four or five number flashcards on the board in a given sequence, e.g., two, eight, seven, four, ten

 Point to a child He/She says the first word in the sequence, e.g., two

 Point to another child He/She says the next word in the sequence, e.g., eight

 Continue with each child saying the next word in the sequence, returning to the beginning when necessary

 Option: Remove one flashcard The class repeats the sequence, including the missing number Remove one more flashcard each time, until children are saying the whole sequence from memory

Lead-in

 Use Flashcards 15–21 to elicit colors Hold up one flashcard at a time for children to say the color When children have named the color correctly, put the card on the board and write the word below it Repeat with all of the flashcards

 Take the flashcards off the board, leaving the words

 Shuffle the cards and give them to seven different children Ask the children to come to the front of the class one at a time and put their flashcard in the appropriate place on the board

 When the flashcards are all in the correct place, point to each card, one at a time, for children to say the word

Presentation

 Ask children to look at the colors in their Student Books

 Play the first part of the recording (Track 09, Listen and point) for children to listen and point to the pictures

 Play the second part of the recording (Track 09, Listen and repeat) for children to repeat the colors in chorus

 Play the recording all the way through for children to point to the colors and then repeat the words

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Listen and point

red, yellow, pink, green, purple, orange, blue

yellow, blue, purple, red, pink, green, orange

Listen and repeat

red, yellow, pink, green, purple, orange, blue

Color hunt

 Practice color vocabulary further by saying the names of colors for children to point to objects in the room that are the same color

 Reverse the activity Point to different objects for children to call out the name of the color for each object

Circle the correct word (Exercise 2)

 Ask children to look at the pictures in their books

 Elicit the colors they can see

Development

Talk to the Flashcards

 Children close their books Call seven children to the front of the class and give each of them a color flashcard

 The rest of the class helps put the children in a line in the order as they hear from Track 09

 Ask children to open their books and check to see if they were correct

Match (Exercise 3)

 Ask children to look at the paint containers and the words below them Point to each of the words for children to read them aloud in chorus

 Ask children to match the paint containers to the correct color words

 Go over the answers with the class Call out the numbers for children to say the colors

Answers

1 purple 2 green 3 red 4 blue 5 yellow 6 pink 7 orange

Consolidation

Worksheet 3: Back to back coloring dictation

 Give each child a copy of Worksheet 3

 Children color the numbers as they like, choosing from the colors in the page 7

 Divide the class into pairs and sit them back to back

 One child (Child A) has the numbers they have just colored The other child (Child B) has a new, blank copy of

Worksheet 3

 Child A describes his coloring to Child B E.g., Number 1 is blue

 Child B listens, and colors the blank worksheet to be the same as Child A’s

 Once finished, the two children compare their worksheets to check that the colors are the same

 The children swap roles: Child B describes his original copy of the worksheet to Child A, and Child A listens and colors

a blank copy of the worksheet

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Worksheet 1: Fill in the blanks

Read again Write the names in the correct blanks

Rosy Tim Miss Jones Billy

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Pair snap! : Phrase cards

12

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Worksheet 3: Color the numbers

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Lesson One Words

Objectives

 To identify common school things

Language

 Language focus: listening, reading

 Vocabulary: pen, eraser, pencil, book

 Extra Vocabulary: school things, train, ok, look at

 A bag to put the school objects in

 One set of vocabulary cards per group, cut up

 One set of student picture cards per pair, cut up

Introduction

 Play a memory game Show two cards to the class and then put them face down on your table Point to each card and

ask Is it a… ? Repeat with other pairs of cards

Presentation

 Ask children to open their Student Books and look at the pictures of the school things

 Play the first part of the recording (Track 10, Listen and point) while children listen and point to the appropriate

picture Repeat if necessary

 Play the recording all the way through again for children to listen and point and then repeat the words in chorus

 Hold up Flashcards 22–25 one at a time and ask individual children to say the words

Listen and point

pen, eraser, pencil, book

pencil, book, pen, eraser

Listen and repeat

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Listen and chant (Exercise 2)

 Play the recording (Track 11) for children to listen to the chant once through

 Play the chant a second time for children to say the words

 Ask children to put one of each school object out on their desks This time they can point to, or pick up, the school things on their desks when they hear them Repeat (more than once if necessary)

Point and say

 Place Flashcards 22–25 around the room

 Say the chant again Children point to the correct card as they say the word

Make me jump!

 Ask five children to come to the front of the class Give each one a different school object

 Repeat the chant The child at the front jumps when his/her word is said

 Use Story poster 1 to present the story Point to Rosy and ask Who’s this? Do the same for Billy Point to the different school things Ask What’s this?

 Talk about each frame in turn with the class Ask simple questions, e.g., Who’s this? What’s this? Is it a pencil?

 Ask children to look at the poster while you play the recording (Track 12) for them to listen Point to each speech bubble, one at a time, as you hear the text

 Play the recording again for children to listen and point to the pictures

 Ask comprehension questions, e.g., What’s this? (repeat train sound effect that Billy makes on the audio) (a train) Who made the train? (Billy) What’s this? (pointing) (an eraser, a pen, a pencil) Are they Billy’s school things?

 Ask children to open their Student Books Tell them to listen and follow the words in the story as you play the

recording again

 Ask children to find and point to the words from Exercises 1 and 2 that appear in the story

Development

Slap

 Divide the class into pairs Give each pair a set of the student picture cards and place them face up on the desk

 Call out a word, e.g., pen The first child in each group who slaps the correct card and says the word takes it

 Repeat with a different word

 Continue calling out the words in a random order until you have said each of the four words three times

 The child in each pair holding the most cards is the winner

 If a number of groups have a tie, play again

Vocabulary Lists

 Divide the class into small groups

 One child from each group takes a vocabulary card and reads and mimes the word to the rest of their group The group responds by saying the word

 Groups score one point for each word they guess

 Play the music and continue in this way until several children have had a turn

Note: If you put a pencil in the bag, make sure the tip of it is not sharp

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Lesson Two Grammar

Objectives

 To ask and answer the question What’s this?

 To write answers to the question What’s this?

Language

 Language focus: reading, writing

 Vocabulary: school objects

A set of student picture cards (from Lesson One) per six students, cut up

A reader of your choice

Introduction

Warmer

 Play a game of What do I have to review vocabulary from the previous lesson

 Use Flashcards 22-25 to elicit the vocabulary for the game

 Hold up one card so that the class can only see the back of it

 Ask What do I have? and ask students to guess

 When the card has been guessed correctly, put it on the board

 Hold up a second card and repeat the procedure

 Continue until all the cards are on the board

 Variation: To make the game more exciting, limit children to three guesses If they name the card within three

guesses, the class wins the card If they don’t, the teacher wins the card Put the cards the class has won and the cards the teacher has won on opposite sides of the board At the end of the game add up the points with the class

Lead-in

 Talk about the previous lesson with children Point to Story poster 1 and ask children what happened in the story Ask

Who is in the story? What happened in the story? Can you remember what school things were in the train? Don’t tell

children the answers at this stage

Presentation

 Ask children to turn to the story on page 8 of their Student Books Play the recording (Track 12) to check their

answers to the comprehension questions in the lead-in

 Play the story again, pausing for children to repeat each line

 Divide the class into pairs One child is Rosy and the other is Billy

 Ask children to look at the pictures and decide together on the actions for the story (see suggestions below)

 Children practice acting out the story in pairs Monitor the activity, checking for correct pronunciation

 Ask some of the pairs to come to the front of the class to act out the story

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Story actions

Picture 1: Billy makes his train using different classroom objects Rosy writes at the table

Picture 2: Rosy holds up her pen Billy puts his finger to his mouth to show that he is thinking

Picture 3: Rosy holds up an eraser

Picture 4: Billy gives the classroom objects back to Rosy one by one

Listen and say (Exercise 2)

 Ask children to look at the picture in their Student Books Play the recording (Track 13) all the way through, holding

up a pen to reinforce meaning The class repeats chorally

 Play the recording again, pausing for students to repeat each line

 Ask pairs of children to ask and answer the question for the class

 Draw attention to the grammar box Show children how we make the contractions What’s and It’s by writing the full

and contracted forms on the board

Development

Question and answer

 Use the flashcards to ask more questions Hold each one up, one at a time, and ask What’s this?

 Ask children to work in pairs to do the activity using their own school things They take turns holding up an object and

asking their partner What’s this?

Look and say (Exercise 3)

 Ask children to look at the picture in their Student Books Ask children What can you see? (a face made up of different school things)

 Point to an object Ask What’s this? for the class to answer

 Model the question and answer with a child in the class Children take turns pointing to the pictures and asking questions for their partner to answer

 Monitor and help where necessary

 When children have finished speaking, hold up the flashcards one at a time and ask the class What’s this?

Make your own face

 Ask children to make their own face picture made up of different school things Children take turns with their

partners pointing to different parts of the “face” and asking What’s this?

Write (Exercise 4)

 Put Flashcards 22–25 on the board Below each one, write an incomplete sentence like the ones in the Student Book,

for example, _ a pen; an eraser

 Point to each of the flashcards one at a time and ask the class What’s this? to elicit It’s a pen, etc

 Ask children which word is missing (It’s) Write It’s in the blank at the beginning of the first sentence

 Invite different children to come to the front of the class to do the same with the other sentences

 Ask children to look at the sentences in their Student Books Ask one child to read the example sentence for the class

 Children complete the rest of the sentences individually Monitor the activity and check specifically that children are forming the apostrophes correctly

 Go over the answers by asking children to say the sentences in chorus

 Ask individual children to read the sentences aloud to the class

 Ask students to look at the picture and speech bubble

 Have two students demonstrate the question in the speech bubble and the answer in the picture

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 Have students work in pairs to ask and answer the question Tell them to use other vocabulary words on the page

Mingle

 Give each child two of the Student Picture Cards

 Play some music and encourage children to dance or walk around

 Stop the music suddenly When the music stops, each child finds a partner

 They show their partner their cards one by one, and ask their partner What’s this? They then answer their partner with It’s a…

 Children then swap their two cards with their partner

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Lesson Three Song

Objectives

 To identify more school objects

 To understand the meaning of open and close

 To use school words in the context of a song

Language

 Language focus: listening, speaking

 Vocabulary: bag, door, window

 Extra vocabulary: close, open, recycled words for school things

 Student Book p 10

 Workbook p 10

 Audio Track 14–15

 Flashcards 22–28

 One set of Student Picture cards and one set of Phrase cards per pair of children

Culture note: Schools in the United States

Children start elementary school at the age of four or five (depending on when their birthday is) and stay there until they are ten or eleven The first year of elementary school is kindergarten, followed by first through fifth grade In elementary school, children usually stay with the same class all day and are taught by the same teacher for most subjects

When children leave elementary school, they go to junior high or middle school for sixth, seventh, and eighth grade Children usually have different teachers for all of the subjects

Students have different teachers for all subjects in high school as well High school is usually ninth, tenth, eleventh, and twelfth grade Students are seventeen or eighteen when they finish high school

Introduction

Warmer

 Play Slow reveal with Flashcards 22–25 to review the vocabulary children have learned so far

 Put a flashcard on the board and cover it with a piece of paper or another card

 Very slowly move the paper to reveal the picture, little by little

 Ask What’s this? The first child to guess correctly comes to the front to choose the next card

 Continue the game until you have practiced all of the words from the vocabulary set

 Ask children to look at the pictures Play the first part of the recording (Track 14) for children to point to the words

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 Play the second part of the recording for children to repeat the words

 Play the recording all the way through for children to listen and point and then repeat

 Hold up Flashcards 26–28 one at a time and ask individual children What’s this?

Listen and point

bag, door, window

window, door, bag

Listen and repeat

bag, door, window

Ask and act

 Mime the action of putting a bag over your shoulder Ask the class What’s this? to elicit It’s a bag Repeat with the

actions of knocking on a door and opening a window

 Ask one child to stand up He/She mimes an activity using one of the things and asks What’s this?

Listen and sing (Exercise 2)

 Ask children to look at the pictures Elicit It’s a book / bag / door / window

 Teach the verbs open and close Pick up your bag and open it to elicit open Close it to elicit close Do the same with

the door and, if possible, the window

 Ask what the children are doing (1 The girl is reading a book 2 The boy is opening a door 3 The boy is opening his bag

4 The girl opening or closing a window.)

 Play the recording (Track 15) for children to listen and point to the pictures when they hear the three new words Then play it again as they follow the words in their books

 Recite the words of the song with the class, without the music Say each line and ask children to repeat

 Play the recording again for children to sing along

Development

Sing and do (Exercise 3)

 Tell children that they are going to sing the song again, but this time they are going to do the actions

 Ask children to look at the pictures and see what the actions should be for this song

 Practice the actions with the class

 Play the recording for children to sing the song and do the actions

Song actions

Verse 1 – Open and close a book

Verse 2 – Open and close a door

Verse 3 – Open and close a bag

Verse 4 – Open and close a window

Listen and mime

 Say and mime Open a book / Close the door / Open the bag / Close the window Then say the phrases again for the

class to mime the actions

 Ask children to give instructions for their partner to mime

Consolidation

Memory game

 Put Flashcards 22–28 on the board Ask one child to come to the front of the class

 Help the child turn over one of the flashcards at random The child then points to the back of this flashcard and says

What’s this? The class answers It’s a…

 The student then turns over another flashcard at random and repeats

 Eventually, all of the cards are turned over and the class is able to name them without seeing them

Concentration game

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 Give each pair a set of Student picture cards and a set of Phrase cards

 Children place all the cards face down on their table, with all the Picture cards on the left and all the Phrase cards on the right

 The first child turns over one Picture card and one Phrase card If the two cards match, the child keeps them If they

do not match, he/she must turn the cards back over

 The second child then takes a turn

 Continue playing until all the cards are gone The winner is the child with the most cards

Answers

1 1 bag 2 door 3 window

2 1 pencil 2 book 3 door 4 window 5 pen 6 bag

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Lesson Four Phonics

Objectives

 To recognize the uppercase and lowercase forms of the letters a, b, c, and d and associate them with their

corresponding sounds

 To pronounce the sounds /æ/, /b/, /k/, and /d/ on their own and at the beginning of words

 To learn the names of the letters a, b, c, and d

Language

 Language focus: listening, writing, speaking, reading

 Vocabulary: apple, bird, cat, dog

Warmer

 Use the alphabet song to introduce the letters Model the alphabet and children repeat

 Tell children that you are going to look at the first four letters of the alphabet Draw dotted outlines of the letters a, b,

c, and d in uppercase and lowercase on the board Ask different children to come and join the dots

Lead-in

 Point to each letter on the board, one at a time, and say the letter name and then the sound for both uppercase and lowercase letters for children to repeat Make sure children understand that there are two forms of each letter, which make the same sound

 Say the sounds again for children to draw the uppercase letters in the air Say the sounds several times for children to draw the lowercase letters

 Elicit the words on the phonics cards Say the letter names, sounds, and then the words for the students to repeat

 Write the corresponding words apple, bird, cat, and dog next to the letters on the board Circle the first letter of each

word Point to the words and say the beginning sound (not the whole word) for children to repeat

 Hold up Phonics cards 1–4, one at a time Say the words for children to repeat Hold up the cards in a different order and repeat

Presentation

 Ask children to look at the letters in their Student Books

 Play the first part of the recording (Track 16) for children to listen and point to the letters

 Play the second part of the recording for children to repeat the letter names, sounds, and words in chorus

 Play the recording a final time for individual children to say the sounds and words for the class

Listen and point

Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog

Letter Bb /b/ bird, Letter Dd /d/ dog, Letter Aa /æ/ apple, Letter Cc /k/ cat

Listen and repeat

Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog

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Air-writing

 Play the recording again The children draw lowercase letters in the air as they hear them

Development

 Put Phonics cards 1–4 in different places around the room Play the recording again for children to point to the cards

as they hear the words

 Play the chant once more, stopping the recording after each line for children to repeat Repeat, and encourage children to follow the chant in their books

Listen to the sounds and connect the letters (Exercise 3)

 Elicit the images in the activity (dog, cat, and bird) Ask Who is the dog’s friend? Tell children they can find out the

answer by listening Explain that they are going to hear different sounds and words from the lesson They have to follow the sounds in the maze and draw a line to connect the letters to find out who the dog’s friend is – a bird or a cat

 Play the beginning of the recording (Track 18) and follow the blue line with your pencil to demonstrate

 Play the recording for children to listen and link the letters

 Play the recording again for children to check their answers Repeat

 Ask Who is the dog’s friend? (a cat) To check the answers, ask children to look at their mazes and say the letters they

heard as you write them on the board

/æ/ apple /d/ dog /b/ bird /b/ bird /k/ cat /d/ dog /k/ cat

Answer

The dog’s friend is a cat

Read and circle the sounds a, b, c, d at the start of the words (Exercise 4)

 Ask children to look at the pictures Ask What does the cat like? And What does the dog like?

 Read the text for children to follow in their books Write the first line on the board

 Ask children to look at the circled c at the beginning of cat Draw a circle around the c on cat on the board Elicit the next sounds to circle (/b/) Ask them to find and circle other examples of a, b, c, or d at the beginning of words in their

books

 Children find and circle the starting letters in the rest of the lines As they are working, write the rest of the lines on the board Go through the answers, asking children to come up and circle the letters on the board

Answers

The cat likes birds

The dog likes apples

Here’s the cat with the bird

Here’s the dog with the apples

Consolidation

Let’s Practice

 Ask students to look at the picture and speech bubble

 Have a student demonstrate the sentence for the class

 Have students work in pairs to take turns saying the sentence Tell them to use other vocabulary words on the page

Patty Cake

 Divide the class into pairs

 Have children sit facing each other Children slap their knees once, clap their hands once, and then clap their

partner’s hands once as they both say /æ/ /æ/ apple

 Children repeat the action, this time saying /b/ /b/ bird

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 Continue doing the action for each of the four letters and words

 Once a child has lost all three of their points, they are out

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Lesson Five Skills Time!

Objectives

 Reading: read understand descriptions of objects

 Recognize specific words

 Realia: School bag, school objects

 One piece of paper per child

Introduction

Warmer

Energize the class by singing Open the book! from page 10 (Track 15) in the Student Book

Lead-in

 Ask children to name all the school things they have learned in this unit Use real objects as examples

 Ask children to look at the pictures in their Student Books and predict what the text is about (it’s about a girl

describing what is in her school bag) Tell the class that the girl’s name is Chi

Presentation

Point to four school things Say the words (Exercise 1)

 Ask children to look at the pictures and find four school things

 Go through the activity with the class Point to each object and ask What’s this? What color is it?

Answers

(any from) pencil case, eraser, pencil, pen, bag

 Explain to children that you are going to play a recording They should listen and follow the words in their books carefully It doesn’t matter if they don’t understand all the words

 Play the recording (Track 19) for children to listen and follow the text in their books with their finger

 Play the recording a second time Answer any questions they have

 Check comprehension by asking simple questions, e.g., What’s the girl’s name? Is there a book / an eraser / a ball in the bag? Is the pencil case black? Does Chi have three pens?

 Describe some of the objects for the class to guess, e.g., It’s pink (the pencil case); It’s blue (a pen)

Development

Ask and answer

 Hold up a selection of school objects, e.g., a red pen, a blue book, a pink eraser

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 Ask Is there a pencil? (No), Is there a pen? (Yes), Is there a green pen? (No), etc for children to answer

 Children can do the same exercise in pairs

Read again Write a  or an 

 Ask children to look at the list of objects Explain that they are going to read the text again and write a  for the objects that appear in the text and an  for those that don’t

 Play the recording again as children follow in their books Stop after And this is my pencil Say Is there a pencil? Yes or no? (Yes) Show children the check () on the line next to the word pencil

 Explain that if Chi doesn’t have the object, they should write an 

 Go over the answers with the class Write the names of the objects on the board and invite individual children to come to the front of the class and write a  or an  next to them

 Name other objects for children to tell you whether they appear in the text or not, e.g., window (No) / pencil case (Yes)

Point and ask

 Point to a classroom object in the room Ask What’s this? What color is it? Children respond It’s a / an It’s…

 Ask a child to come to the front of the class and point to a classroom object in the room The child asks What’s this? What color is it? The rest of the class responds It’s a / an… It’s…

 Put children into pairs One child points to a classroom object in the room The child asks What’s this? What color is it? The partner responds They then swap roles

Musical Objects

 Divide the class into groups of 5 to 8 students Children sit in a circle in their groups

 Each child starts with a classroom object in his/her hand

 Play some music While the music plays, children pass objects to the child on their right Object keeps moving around the circle in this way

 Stop the music suddenly Children stop passing the objects

 Each child tells the group what they are holding and what color it is E.g., It’s a pencil It’s green

Pictionary

 Give each child a piece of paper

 Children draw a part of a classroom object on the paper as quickly as possible

 Children then pass their drawings to their partners and ask What’s this? The partner responds

 Still looking at their partners’ pictures, children ask their partner What color is it? The partner responds It’s…

 Children color their partners’ pictures, according to their instructions

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Lesson Six Skills Time!

Objectives

 Listening: Identify objects; listen for specific information

 Speaking: Ask and answer What’s this?

 Writing: Write individual words with correct spelling

 Realia: pen, book, bag

 Worksheet 1: Tic tac toe (one copy per group of four children)

 Six sticky labels per child

Introduction

Warmer

 Play What’s the picture? to energize the class and review vocabulary from this unit

 Invite a child to come to the front of the class and whisper the name of an object he/she has to draw

 The child draws the picture on the board for the rest of the class to guess what it is

 The first child to guess the object correctly comes to the front of the class to draw the next picture

 Repeat until all of the objects have been used

Listen and check () the correct picture (Exercise 1)

 Explain to children that they are going to hear a recording in which one of the objects from each pair will be

mentioned They have to write a check () in the box next to the object they hear

 Make sure children are aware that they don’t need to understand every word they hear in order to do the exercise Encourage them to listen for words they do know

 Play the recording (Track 20), pause after the first item, and tell children to look at the example answer Continue the recording as children point to the pictures as they hear the words

 Play the recording a second time, pausing at appropriate intervals for children to write a check next to the objects

 Play the recording a final time for children to complete or check their answers

 Go over the answers with the class Ask What’s number 1 /2 / 3 / 4? for children to say the objects in chorus

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1 What’s this? / It’s a pencil

2 What’s this? / It’s an eraser

3 What’s this? / It’s a pen

4 What’s this? / It’s a bag

Open your bag Ask and answer (Exercise 2)

 Ask children to look at the picture of the two girls Point to the pen and ask What’s this? Ask What are they talking about?

 Call a child to the front to demonstrate the dialogue Hold up a pen and ask What’s this? The child answers It’s a pen

Change the pen for a book and repeat the dialogue

 Ask the children to repeat chorally, emphasizing correct intonation in the questions and answers Check that the words are flowing together, without unnecessary pauses

 Ask children to take out all of the objects they can name from their bags and put them on their desks Allow children time to take turns to ask and answer questions about each other’s school things

 Move around the class as they are working to check intonation

 Point to some of the objects you can see and ask different children What’s this?

Complete the sentence Check () the things in your bag (Exercise 3)

 Put Flashcards 22–25 (pen, pencil, eraser, book) on the board Draw lines next to them

 Write pen on the line next to the flashcard for pen

 Ask a child to write pencil on the line next to the flashcard for pencil

 Ask two more children to write eraser and book

 Draw squares next to the words on the board Put the pen and book in the bag and show children that they are there

 Ask Is there a pen in my bag? (Yes) Write a  in the box next to pen Ask Is there a pencil in my bag? (No) Write an 

in the box next to the pen

 Repeat with eraser and book

 Ask children to look at Exercise 3 Show them the word pen Ask Is there a pen in your bag? Ask them to write a  or

an  as appropriate

 Point to the picture of the pencil, and then the line next to it Ask What word do you write here? (pencil) Encourage children to write the word, using the board if necessary Ask Is there a pencil in your bag? Ask them to write a  or an

 as appropriate

 Erase the words from the board Children complete the rest of the exercise independently

 Once children have finished, write the answers on the board for them to check their spelling

 Children then show each other their answers to the  /  element

Worksheet 1: Tic tac toe

 Divide the class into groups of four and divide each group into two teams

 Give each group a copy of Worksheet 1: Tic tac toe Children choose which team will be Os and which one will be Xs

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 The first team chooses a square, looks at the picture and says This is a/an…

 If they are right, they “win” the square and draw their symbol (X or O) on that square

 The winning team is the first team to make a line from their symbols (3 Xs or 3 Os) in a horizontal, vertical, or diagonal direction

Label it!

 Give each child six sticky labels

 Children write pen, pencil, eraser, book, pencil case, and school bag on the labels (one word per label)

 Children stick the labels on their own objects

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Vocabulary cards

pen eraser pencil book pen eraser pencil book pen eraser pencil book pen eraser pencil book

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Student Picture Cards

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Worksheet 1: Tic tac toe

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Lesson One Words

Objectives

 To identify common toys

Language

 Language focus: speaking, reading

 Vocabulary: doll, ball, teddy bear, car

 One set of student picture cards per group, cut up

 Worksheet 1: Tidy up! (one copy per student)

Introduction

Warmer

 To energize the class and review vocabulary from the last unit, ask children to turn to page 10 in their Student Books

and sing Open the book! (Track 15)

Lead-in

 Use Flashcards 29–32 to elicit the vocabulary for this lesson Hold them up one at a time and ask What’s this? Model

any words that children don’t know

 Give Flashcards 29–32 to four different children Ask them to stand up, one at a time They show their card for the class to shout out the word

Presentation

 Ask children to open their Student Books and look at the pictures of the different possessions

 Play the first part of the recording (Track 21, Listen and point) for children to listen and point to the appropriate

picture Repeat if necessary

 Play the second part of the recording (Track 21, Listen and repeat) for children to repeat

 Play the recording all the way through for children to listen and point and then repeat the words in chorus

Listen and point

doll, ball, teddy bear, car

ball, teddy bear, doll, car

Listen and repeat

Listen, point, and say

 Place Flashcards 29–32 around the classroom

 Call out a vocabulary word, e.g., ball The children point to the correct flashcard

 Now point to the flashcard The children say the word

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 Option: Describe the location of the card, e.g., It’s next to the door What is it? The children then say the word

What do I have?

 Hold up one card so that the class can only see the back of it

 Ask What’s this? for children to make guesses

 When the card has been guessed correctly, put it on the board

 Hold up a second card and repeat the procedure

 Continue until all the cards are on the board

Variation: To make the game more exciting, limit children to three guesses If they name the card within three

guesses, the class wins the card If they don’t, the teacher wins the card Put the cards the class has won and the cards the teacher has won on opposite sides of the board At the end of the game add up the scores with the class

 Place Flashcards 29–32 on the board Play the chant a second time for children to point to say and the words This time they can point to the correct flashcard when they hear it Repeat (more than once if necessary)

 Use Story poster 2 to present the story Point to Rosy and ask Who’s this? Do the same for Tim Ask children to name

as many things in the picture as they can

 Hold up a pencil case so that the class can see it Ask What’s this? Do the same with a student’s bag Ask the students

to point to the pencil case and the bag in the picture

 Talk about each frame with the class Ask What’s happening? Encourage predictions from different members of the

class

 Ask children to look at the poster while you play the recording (Track 23) for them to listen Point to each speech bubble as you hear the text

 Play the recording again as children listen and point to the pictures

 Ask comprehension questions, e.g., What is lost? Where’s the teddy bear? Who finds the teddy bear?

 Ask children to open their Student Books Tell them to listen and follow the words in the story as you play the

 Put children into small groups Give each group a set of the student picture cards and place them face up on the desk

 Call out a word, e.g., doll The first child in each group who slaps the correct card and says the word takes it

 Repeat with a different word

 Continue calling out the words in a random order until you have said each of the four words three times

 The child in each pair holding the most cards is the winner

 If a number of groups have a tie, play again

Quick word

 Divide the class into small groups Give each group a set of student picture cards Each group shuffles their cards and places them in a pile face down on the desk

 Children take turns to turn over cards one at a time

 As each card is shown, children say what it is, e.g., teddy bear

 The child who says the word first wins the card

 The winner is the child with the most cards at the end

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Consolidation

Worksheet 1: Tidy up!

 Give each child a copy of Worksheet 1 Explain to children that Rosy’s toys are all over the floor in her room and that the children need to tidy it by putting the toys in Rosy’s toy box They do this by drawing lines from the toys to the words in the toy box

 Point to the picture of the teddy bear Ask What’s this? (teddy bear)

 Ask children to find the word teddy bear in Rosy’s bag Say Draw a line and demonstrate Prompt children to draw the

line

 Children complete the worksheet independently and then check with their peers

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Lesson Two Grammar

Objectives

 To ask and answer questions with my and your

 To write answers to the question Is this your ?

Language

 Language focus: listening, speaking, writing

 Vocabulary: common toys, my, your

Warmer

 Play Snap! with the class using Flashcards 29–32 to review the toys words from the previous lesson

 Write one of the items from the vocabulary set on the board, e.g., doll Say the word aloud

 Put the flashcards 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 doll, they shout Snap!

 Repeat with the rest of the words in the set

Lead-in

 Point to Story poster 2 and ask children what happened in the story

 Cover up the poster and ask children which toys and possessions appeared in the story Write their answers on the

board (a doll, a ball, a pencil case, a bag, a teddy bear,anda car) ( Remember What you see in the story)

Presentation

 Ask childrento turn to the story on page 14 oftheir Student Books Check how many objects they remembered in the lead-in activity and write anext tothem on the board

 Play the recording (Track 23) once through Play again, pausing for children to repeat

 Divide the class into pairs One child is Rosy and the other is Tim

 Ask children to look at the pictures and decide together on the actions for the story (see suggestions below)

 Children practice acting out the story Monitor the activity, checking for correct pronunciation

 Ask some of the pairs to come to the front of the class to act out the story

Story actions

Picture 1: Tim picks up two objects to give to Rosy

Picture 2: Tim passes Rosy a pencil case She unzips it

Picture 3: Tim picks up Rosy’s bag Rosy looks around

Picture 4: Rosy opens the bag

Listen and say (Exercise 2)

 Look at the pictures and say what’s happening in each one Copy the sentences and questions from the Student Book

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onto the board, leaving spaces where the toy words are

 Put different flashcards in the spaces to elicit sentences and questions with the same pattern, e.g., This is my doll, Is this your bag?

 Ask individual children to come to the front and substitute a flashcard to make a new sentence

 Play the recording (Track 24) all the way through Then play the recording again, pausing for children to repeat each line

 Point to yourself and ask children which word we use to show something belongs to me (my) Point to somebody else and ask which word we use to show that it belongs to the person we are talking to (your)

Read and find

 Ask children to reread the story on page 14 and find the sentences and questions from the Let’s learn! box

Development

Look and say (Exercise 3)

 Model the dialogue with a child Put children in pairs Ask one of the pairs to read the example for the class

 Describe another picture for the children to say the number

 Ask children to work with their partners, taking turns describing the pictures for their partners to guess the number Monitor and help where necessary

 Ask different children to describe pictures for the class to say the number

 Mime handing a ball to someone to elicit This is your ball

 Ask a child to come to the front of the class He/She mimes another picture from Exercise 3 If necessary, help the child by showing him/her one of the pictures

 The other children guess the sentence The first child to guess correctly comes to the front of the class and mimes another picture

 Continue to play in this way Once the three pictures have been used, children think of their own sentences to mime

Write (Exercise 4)

 Ask children to look again at the story on page 14 of their Student Books Point out the questions in pictures 2 and 3 Read them aloud for children to repeat

 Ask children to look at the pictures on page 15 of their books Ask a child to read the example answer to the class

 Children work individually and write answers to the questions, using the phrases in the word box as models

 Go through the exercise with the class Ask the questions for the class to say the answers in chorus

 Ask students to look at the picture and speech bubble

 Have a student demonstrate the sentence for the class

 Have students work in pairs to take turns saying the sentence Tell them to use other vocabulary words on the page

Shout Yes or No!

 Call one child to the front and give him/her the doll and ball flashcards to hold up Hold the teddy bear and car

flashcards yourself

 Say This is my teddy bear The class calls out Yes! Then indicate the child standing next to you and say This is your

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teddy bear The class calls out No!

 Repeat with This is my doll The class calls out No! Then say This is your doll, indicating the child next to you, for the class to calls out Yes!

Detectives

 Choose two students to be detectives and ask them to leave the room

 Give four students in the class the four toy flashcards Tell them This is your doll, etc

 Collect the flashcards Call in the two “detectives” and give them all four flashcards

 Detectives walk around the class asking Is this your doll? etc., until they find the “owners” of the four toys

 Repeat with different students

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