Family and Friends Special Edition Grade 2– Unit 1: What’s This? Lesson One Words Objectives   To identify common school things To understand a short story Language    Language focus: listening, reading Vocabulary: pen, eraser, pencil, book Extra Vocabulary: school things, train, ok, look at Resources and materials           Student Book p.8 Workbook p Audio Tracks 10–12 School objects (pen, eraser, pencil, book) Flashcards 22–25 Story poster 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 A reader of your choice Introduction Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer  Energize the class and review the days of a week by doing chant from page in the Student Book (Track 08) Lead-in    Use the school objects to present the vocabulary Hold up each object one at a time and say the words for children to repeat Reinforce vocabulary using Flashcards 22–25 Hold them up one at a time and ask Is it a pen / book / eraser? The class answers Yes or No 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 Listen, point, and repeat (Exercise 1)     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 Transcript (Track 10) Listen and point pen, eraser, pencil, book pencil, book, pen, eraser Listen and repeat pen, eraser, pencil, book © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This? 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) Transcript (Track 11) pen, eraser, pencil, book 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 Listen and read (Exercise 3)        Use Story poster 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 and 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 Consolidation Feely Bag Put some school objects in a bag Children sit in a circle Play some music and ask children to pass the bag from one child to the next around the circle  Stop the music suddenly The child who has the bag when the music stops feels an object in the bag and says It’s a pen / pencil / eraser / book Then the child pulls the object out of the bag to see if he/she was correct  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  © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Exercises: Workbook page Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Lesson Two Grammar Objectives    To ask and answer the question What’s this? To write answers to the question What’s this? To act out a story Language   Language focus: reading, writing Vocabulary: school objects What’s this? It’s a pencil Resources and materials        Student Book p Workbook p Audio Tracks 12–13 Flashcards: 22–25 Story poster A set of student picture cards (from Lesson one) per six students, cut up A reader of your choice Introduction Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer         Play a game of What 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 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 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 Listen to the story and repeat Act (Exercise 1)       Ask children to turn to the story on page 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 © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This? 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 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 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 Answers It’s a pen It’s an eraser It’s a pencil Consolidation Let’s Practice   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 © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This?  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 Play the music and continue in this way Exercises: Workbook page Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This? 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 Resources and materials       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 A reader of your choice 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 Weather report: Ask the class about today's weather Song: Play a warm-up song 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 Lead-in   Use Flashcards 26–28 to introduce the three new words Hold up the cards one at a time and say the words for children to repeat Put the flashcards in different places around the room Call out the words for children to point to the flashcards Presentation Listen, point, and repeat (Exercise 1)  Ask children to look at the pictures Play the first part of the recording (Track 14) for children to point to the words © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This?    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? Transcript (Track 14) 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? Repeat the activity with other children 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 The boy is opening a door The boy is opening his bag 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 (Exercise 3)     Tell children that they are going to sing the song again, but this time they are going to 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 the actions Song actions Verse – Open and close a book Verse – Open and close a door Verse – Open and close a bag Verse – 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   © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This?      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 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 Exercises: Workbook page 10 Answers 1 bag door window pencil book door window pen bag Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 2– Unit 1: What’s This? 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 Resources and materials      Student Book p 11 Workbook p 11 Audio Tracks 16–18 Phonics cards 1–4 A reader of your choice Introduction Weather report: Ask the class about today's weather Song: Play a warm-up song 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 Listen, point, and repeat (Exercise 1)     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 Transcript (Track 16) 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 © Oxford University Press 2015 10 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Air-writing  Play the recording again The children draw lowercase letters in the air as they hear them Development Listen and chant (Exercise 2)    Play the recording (Track 17) for children to listen to the chant 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 Transcript (Track 18) /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 © Oxford University Press 2015 11 Family and Friends Special Edition Grade 2– Unit 1: What’s This?  Continue doing the action for each of the four letters and words Pointless     Put children in groups of four and ask them to sit in a circle with the group Each child has one of the sounds /æ/, /b/, /k/, or /d/ Each child starts with three points The first child says the sound that belongs to one of the other children This child must then say another child’s sound, and so on If a child does not respond to hearing their sound in two seconds, responds to another child’s sound, says their own sound, or says the sound of the person who called them, they lose a point Once a child has lost all three of their points, they are out Exercises: Workbook page 11 Story time: A reader of your choice © Oxford University Press 2015 12 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Lesson Five Skills Time! Objectives   Reading: read understand descriptions of objects Recognize specific words Language     Language focus: reading Vocabulary: Review Extra: school bag, pencil case, see Structures: Review Resources and materials       Student Book p 12 Workbook p 12 Audio Tracks 15, 19 Realia: School bag, school objects One piece of paper per child A reader of your choice Introduction Weather report: Ask the class about today's weather Song: Play a warm-up song 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 Listen and read (Exercise 2)      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 © Oxford University Press 2015 13 Family and Friends Special Edition Grade 2– Unit 1: What’s This?   Ask Is there a pencil? (No), Is there a pen? (Yes), Is there a green pen? (No), etc for children to answer Children can 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) Answers pencil () pen () book () bag () door () eraser () Consolidation 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 to 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 Play the music and continue in this way 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 Exercises: Workbook page 12 Story time: A reader of your choice © Oxford University Press 2015 14 Family and Friends Special Edition Grade 2– Unit 1: What’s This? 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 Language     Integrated skills Vocabulary: Review Extra: This is my… Structures: Review Resources and materials         Student book p 13 Workbook p 13 Audio Track 20 Flashcards 22–25 Realia: pen, book, bag Worksheet 1: Tic tac toe (one copy per group of four children) Six sticky labels per child A reader of your choice Introduction Weather report: Ask the class about today's weather Song: Play a warm-up song 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 Lead-in   Ask children what they can remember from the reading text in the previous lesson Encourage them to name as many objects from Chi’s bag as they can Focus attention on the pictures on page 13 Point to different objects one at a time and ask Is it a pencil / door / eraser / bag / book? Presentation 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 the exercise Encourage them to listen for words they 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 /2 / / 4? for children to say the objects in chorus © Oxford University Press 2015 15 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Transcript (Track 20) What’s this? / It’s a pencil What’s this? / It’s an eraser What’s this? / It’s a pen What’s this? / It’s a bag Answers pencil eraser pen bag Development 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 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 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 Answers pen pencil eraser book (Responses to the check boxes will vary.) Consolidation 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 © Oxford University Press 2015 16 Family and Friends Special Edition Grade 2– Unit 1: What’s This?    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 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 Exercises: Workbook page 13 Story time: A reader of your choice © Oxford University Press 2015 17 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Vocabulary cards pen eraser pencil book pen eraser pencil book pen eraser pencil book pen eraser pencil book © Oxford University Press 2015 18 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Student Picture Cards © Oxford University Press 2015 19 Family and Friends Special Edition Grade 2– Unit 1: What’s This? Worksheet 1: Tic tac toe © Oxford University Press 2015 20