Family and Friends Special Edition Grade Intensive Program– Starter Unit Starter Unit Alphabet practice Topics  Alphabet Functions  Identifying letters in the alphabet: lowercase, upper-case, and order Resources and materials      Expansion Portfolio pp 2–5 Phonics cards from Aa to Zz Colored pencils or crayons Worksheet 1: Unscramble the letters (Before class, cut the letters out – one set for every pair of children) Alphabet song on Oxford Parents (https://elt.oup.com/parents-hubs-resources/859290/alphabet_song) Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer    Display the Phonics cards around the room Sing the alphabet song with students Children can follow along, pointing to each letter as they hear it Encourage the children to sing with you Sing the song together as many times as you wish, first slowly and then more quickly Lead-in  Hand out the Phonics cards Say or sing the alphabet together with the class As each child hears the letter on her card, she holds up the card Repeat with different children holding cards Look at the alphabet    Hold up the page and point to the letters Aa, Bb, Cc, etc Point out to children that the first letter in each pair is uppercase, and the second letter in the pair is lowercase Have children follow along and point to each letter as you say the alphabet with the class Stand up, sit down    Hold up the Phonics cards one at a time, starting with Aa Point out the uppercase and lowercase letters again As you hold up each card, read the letter twice, once for the uppercase letter and once for the lowercase letter as you point to each one, for example, A - a, B - b, C - c Have children stand up tall on their toes or jump when they hear the first (uppercase) letter, and then sit or crouch down low when they hear the second (lowercase) letter Order the letters      Hand out the Phonics cards to 26 different students Read each letter, one at a time, as you hand out the cards Point out to children that the alphabet is always read in the same order Call out the letter A The child holding the Aa card comes to the front (or turns around at her desk to face the rest of the class) Continue with the remaining letters Be sure that as children come to the front, they stand in the correct alphabetical order Starting with A, have the children hold up their cards and read their letters, as you go through the alphabet in order Repeat with different children holding cards Connect the letters Aa–Zz Who’s blowing the bubbles?  Hold up the page and point to the picture of the girl and boy blowing bubbles Ask children what else they see in the picture (letters a–z) © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Starter Unit       Have children look at the letters in the picture of the girl Ask Are the letters uppercase or lowercase? (lowercase) Have children look at the letters in the picture of the boy Ask Are the letters uppercase or lowercase? (uppercase) Tell children they are going to connect the letters in each picture Remind children that the alphabet always starts with the letter A and goes in the same order Have children tell you what letter comes after the letter a (b, c, etc.) Hand out crayons Have children work individually to connect the letters in the correct order in the pictures Once children have connected all the letters, ask Who is blowing the bubbles? (Rosy and Tim) Point and say the letter names you know     Hold up the page and focus children’s attention on the letters in the large box Point to a letter, for example Gg Ask children what the letters are Repeat with other letters in random order Have children work with a partner, taking turns pointing to and saying the letters they know When children have finished, go through all the letters again as a class Worksheet 1: Unscramble the letters      Hand out a set of letters, one for each pair of children Tell them to make sure to shuffle the letters so that they are in random order Tell children they must unscramble the letters and place them face up on their desks in the correct order Monitor and help children as needed If children finish early, they can color the letters Say the letter names What is your name? Find and circle the beginning letter in your name         Hold up the page and focus children’s attention on the letters in the large circle Write the name Rosy on the board Remind children that Rosy is the girl in the picture on the previous page Ask children what letter is at the beginning of Rosy’s name (R) Circle the R in Rosy on the board Then point to the R on your page and circle it with your finger Ask children Does a name begin with an uppercase letter or lowercase letter? (uppercase) Repeat with the name Tim Have children work individually to find the letter on the page that is the beginning letter in their names Have them circle that letter Monitor and help children as needed For an added challenge, have children ask a partner what the first letter is in his or her name Children can circle that letter on the page too Continue the game as long as you wish © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Starter Unit Unscramble the letters Cut along the dotted lines Shuffle the letters Unscramble the letters to put the alphabet in the correct order Aa Ee Ii Mm Qq Uu Yy © Oxford University Press 2015 Bb Ff Jj Nn Rr Vv Zz Cc Gg Kk Oo Ss Ww Dd Hh Ll Pp Tt Xx Family and Friends Special Edition Grade Intensive Program– Starter Unit Handwriting practice Topics  Alphabet and numbers Functions   Writing practice: Aa, Bb and 1, Writing practice: lines Resources and materials    Expansion Portfolio p Phonics cards from Aa to Zz Colored pencils or crayons Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer  Sing the alphabet song with students Lead-in      Draw a big dotted outline of a smiley face on the board Then connect the dotted lines on the board and complete the picture Draw more dotted outlines of other simple pictures, for example, a car or a house Have a child come to the board to connect the lines and complete the picture Finally, write the name Rosy in big letters with dotted lines on the board Have four children come to the board to connect the dots and complete the letters Ask children what the word is (Rosy) Trace the lines   Point to the dotted lines and trace the outline of the rectangles with your finger Children trace the rectangles with their fingers on the page Hand out colored pencils or crayons and have children connect the dots and trace the rectangles on the page Write the letters     Point to the first uppercase A and trace the letter with your finger Children trace the letter with their fingers on the page Trace the second uppercase A with your finger, and have children the same For the third uppercase A, point out to children that they must complete, or write, the letter on their own Point to remaining letters: a, B, and b, and hand out colored pencils Have children work individually to connect the dots and trace or write the letters on the lines Say and trace      Hold up a Phonics card and have children tell you which letter it is Have children trace that letter in the air with their fingers Repeat with other letters in random order Then invite a child to come to the front to select and hold up a card The class says the letter and traces the letter in the air Repeat as many times as you wish Race to write the letter   Have children work in teams of five or six students One child stands in front, facing the board, and the others line up behind him or her Give a Phonics card to the child at the back of the line and tell them not to say the letter out loud That child traces the letter on the back of the child standing in front of him or her The second child traces the letter on the back of the third child, and so on © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Starter Unit    When the child at the front of the line knows what letter their team has, he or she goes to the board and writes the letter on the board If children need more support, they can say the letter and you can write it on the board The first child holding the card tells the team if they have gotten it right Write the numbers     Hold up the page and point to the first number Trace it with your finger Children trace the number with their fingers on the page Repeat with the second number and have children trace the number with their fingers on the page For the third number 1, point out to children that they must complete, or write, the number on their own Point to the number and hand out colored pencils Have children work individually to connect the dots and trace or write the numbers on the lines © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Starter Unit Values: Greeting people Topics  Greeting people Functions  To learn the most appropriate manner for greeting people Resources and materials    Expansion Portfolio p Hello and Goodbye Flashcards Colored pencils or crayons Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer    Hold up the Hello and Goodbye Flashcards and read the words to the children Have children say the words out loud chorally Then call on individual children to say the words as you hold them up, alternating between the two cards Then hide the Flashcards behind your back When you show the Hello card, children wave their hands up high When you show the Goodbye card, children wave their hands down low Lead-in     Have children stand and make two large circles, one circle inside the other The children in the inside circle turn around and face a child standing in the outside circle Play some lively music Start one circle moving slowly, walking in a clockwise direction Have the other circle move slowly, walking counterclockwise Every time the children meet a new student they say Hello Then have the circles change directions When the children meet a new student this time, they say Goodbye Look and check   Point out the first two pictures and ask children What’s happening in these pictures? Why is there a check mark for the first picture? (because the children are exchanging greetings in the first picture, but not in the second) Go through the other pictures with the children and elicit which pictures should get a check mark and why Answers 1st picture 2nd picture 1st picture Discuss  Ask children why it is usually best to greet other people Why might someone not greet another person? Do they know more words for saying hello and goodbye? If yes, write them on the board Color and say       Hold up the page and point to the first picture Elicit from children what’s happening (a girl is arriving at a friend’s house with cakes) Ask children What are the two girls saying in the first picture? (Hello) Then point to the second picture, and ask children what’s happening (the same girl is leaving her friend’s house) Ask children What are the two girls saying in the second picture? (Goodbye) Practice a few more times, pointing at the picture and having children say the appropriate word If children know other ways of saying hello and goodbye, this is a great time to practice Then have children color the pictures © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Starter Unit Unit test Look and match        Hold up the page Point to the first silhouette on the left side of the page Say What is the match? Look puzzled, as though you don’t know the answer Trace the path of the line from left to right with your finger until you reach the correct match Repeat and have children trace the line with their fingers on their page Children trace the line with a pencil or crayon Have them match the other silhouettes with the pictures on the right side Monitor and help as needed Answers c a d b Listen and circle      Hold up the page and point to the first pair of characters Play the first part of the recording (Track 01) As the recording says What’s your name, turn one hand up as though you are asking a question you don’t know the answer to Then in time with the answer (I’m Tim) on the recording, point to the picture of Tim Children listen and point to the appropriate picture Play the recording all the way through for children to listen and circle the answer Repeat as many times as needed Go over the answers with the class Transcript (Track 01) What’s your name? I’m Tim What’s your name? I’m Rosy What’s your name? I’m Billy Goodbye Answers b b a 4a Look and circle      Hold up the page and point to the first picture Point out to children that the uppercase A is circled Ask children Why is the uppercase A the correct answer? (the picture is of Annie; names always start with an uppercase letter) Have children work individually to go through the remaining pictures and choose the correct answers Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers A b b a Count and circle     Hold up the page and point to the first picture Ask children to count with you as you point to each circle in the first picture Ask How many circles? (2) Point out that the number is circled as the correct answer Have children work individually to go through the remaining pictures, counting and circling the correct answers Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers 2 42 © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Unit One Alphabet practice Topics  Alphabet Functions  Alphabet practice: lowercase c, a, o, e Resources and materials     Expansion Portfolio pp 10–13 Phonics cards Aa–Zz Colored pencils or crayons Alphabet song on Oxford Parents (https://elt.oup.com/parents-hubs-resources/859290/alphabet_song) Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer    Display the Phonics cards around the room Sing the alphabet song with children Children can follow along, pointing to each letter as they hear it Encourage the children to sing with you Sing the song together as many times as you wish, first slowly and then more quickly Lead-in      Hand out the Phonics cards Say or sing the alphabet together with the class As each child hears the letter on her card, she holds up the card Repeat with different children holding cards Draw dotted outlines of the letters c, a, o, and e on the board Facing the board, draw the letters in the air as you say the letters Chidlren draw the letters in the air with you Then join the dotted lines on the board and complete the letters Draw more dotted examples on the board and ask children to come and join the dots Trace and copy             Hold up the page and point to the dotted lines for the first c Say, c Have children repeat Draw the letter c in the air as you say c Point to the picture of the cat and ask children What is it? (cat) Point to the first c and then the cat while saying C says c in cat Encourage the class to repeat as a chorus Then point to the c on the first line, and trace it with your finger Children trace the dotted lines with their fingers on the page Hand out colored pencils or crayons and have children connect the dots and trace the dotted lines on the page Point to the c on the second line, and trace the letter with your finger Children trace the letter with their fingers on the page Have children copy the first c on the line five times Repeat C says c in cat Point to cat and say cat Have children repeat Trace the c in cat with your finger Children trace the dotted line with their fingers on the page Children then trace the dotted lines on the page Then have the children complete the last c for cat on their own Repeat with a, o, and e Choose and check   Hold up pages 10 and 11 and review the words on the page: cat, apple, orange, and egg Write the words on the board Then point to them as you say them Encourage the class to say the word with you Hold up page 12 and point to the first picture Say egg and point to the word egg on the board © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit   Trace the check mark next to egg on the page with your finger Then have children trace the check mark with their fingers on the page Children check the correct word next to each picture Go around the class and check Answers egg, orange, cat, apple Match and write        Hold up the page Point to the c on the left side of the page Say What is the match? Look puzzled, as though you don’t know the answer Trace the path of the line from left to right with your finger until you reach the correct match Trace the c next to the picture Have children trace the line and then the c with their fingers on the page Then children trace the line and the c with a pencil or crayon Have them match the other letters with the pictures on the right side Have them write the first letter for each of the words on the blank Monitor and help as needed Answers c, cat a, apple o, orange e, egg Circle the words beginning with the letter c      Hold up the page and ask children what they see in the picture (cat, car, eight, orange, coat, one, carrot) Write the letter c on the board Point to the picture of the egg and say egg Shake your head to indicate egg does not start with c Point to the picture of the cat and say cat Nod your head and use your finger to circle the cat Tell children they are going to find words that begin with the letter c Have children work individually to circle the correct pictures Once children have circled all the pictures, ask Which words begin with the letter c? Answers cat, car, coat, carrot Find and circle the same letter     Hold up the page and focus children’s attention on the letters on the left side Point to the letter c and then circle the c on the page with your finger Tell children they are going to find and circle the same letters Monitor and help children as needed Once children are finished, check answers by holding up the page and circling the correct letter with your finger Say the letter and then the word (c, coat) as you circle Encourage children to repeat after you Answers c, c, coat a,a, arm o, o, one e, e, eye © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Handwriting practice Topics  Letters and numbers Functions   Writing practice: Cc, Dd, and 3, Writing practice: lines Resources and materials     Expansion Portfolio p 14 Phonics cards from Aa to Dd Colored pencils or crayons Worksheet 1: Draw the numbers Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer     Draw big dotted outlines of the letters A, a, B, and b on the board Connect the dotted lines for the first letter, A Ask children Is this an uppercase or lowercase letter? (uppercase) Have a child come to the board to connect the lines for the letter a Ask children Is this an uppercase or lowercase letter? (lowercase) Repeat with two more children coming to the board to connect the dotted lines for B and b Lead-in      Hold up the Phonics cards for Aa, Bb, Cc, and Dd one at a time Say the letters out loud and have children repeat Divide the class into four groups and give each group one of the Phonics cards Then assign each letter an action For example, Group A, clap your hands; Group B, stomp your feet; Group C, jump up and down; and Group D, turn in circles Call out the letters in random order Each group does the action when they hear their group’s letter After several rounds of actions, groups can exchange letters and a different action if you wish Trace the lines   Point to the dotted lines and trace them with your finger Children trace the lines with their fingers on the page Hand out colored pencils or crayons and have children connect the dots and trace the lines on the page Write the letters     Point to the first uppercase C and trace the letter with your finger Children trace the letter with their fingers on the page Trace the second uppercase C with your finger and have children the same For the third uppercase C, point out to children that they must complete, or write, the letter on their own Point to remaining letters: c, D, and d Hand out colored pencils Have children work individually to connect the dots and trace or write the letters on the lines Listen, point, and say     Place Phonics cards for Aa, Bb, Cc, and Dd around the classroom Call out a letter, e.g., Aa The children point to the correct Phonics card and say the letter Continue calling out letters in random order as many times as you wish Alternatively, walk around and point to each Phonics card as children say the letter Finally, invite a child to say or point to a card for the class to repeat chorally Whispers  Organize children into four groups Hand a Phonics card Aa, Bb, Cc, or Dd to the first child in each group and tell them not to show anyone This child whispers the letter to the child next to him or her © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit      Point to Tiny Ted and ask Who’s this? (Ted or Tiny Ted) Point to the uppercase H and then circle the H on the page with your finger Tell children they are going to find the uppercase letters Monitor and help children as needed Once children are finished, check answers by holding up the page and circling the uppercase letters with your finger Answers H, T, T, B, D, T, I, A, B, C Write the capital letters         Hold up the page and focus children’s attention on the picture Point to Rosy and ask Who’s this? (Rosy) Repeat with Miss Jones and Tim Then ask children What you think they are saying? They could be saying Hello, Hi, or Goodbye, for example Tell children they are going to write uppercase letters on the blanks Monitor and help children as needed Once children are finished, check answers by writing the text on the board with the correct uppercase letters Read the text and have children repeat Point to the uppercase letters Point to the picture again an ask What are they saying? (Goodbye) Answers W, T, R, M, G Write the missing letters in the alphabet train      Hold up the page and point to the train Ask What’s this? (train) Say, Yes, this is an alphabet train! Tell children they are going to write the missing letters on the blanks Monitor and help children as needed Make sure children are writing uppercase letters Repeat with the next alphabet train Make sure children are writing lowercase letters Once children are finished, check answers by inviting children to the board Have them write the missing letters on the board Answers First train: A, C, E, G, I, K, M, O, Q, S, U, W, Y Second train: b, d, f, h, j, l, n, p, r, t, v, x, z Write the names in alphabetical order      Read out the names on the page in random order and have children point to them on the page Ask children What name starts with A? (Anna) Tell children they are going to write the names in alphabetical order Explain that children this by looking at the first letter of the name Point to the alphabet on the top of page 74 and 74 Explain that the alphabet always goes in the order of A to Z Monitor and help children as needed Make sure children are writing uppercase letters at the start of the names Once children are finished, check answers by inviting children to the board Have them write the names in alphabetical order Answers Anna, Billy, Charlie, Emma, Joe, Ken, Milly, Pete, Sara, Toby Write the name of your teacher    Ask children What’s my name? Tell children to write your name on the last line If they don’t know how to write your name, write it on the board for children to copy Monitor and help children as needed Make sure they write a uppercase letter at the start of Ms / Miss / Mrs / Mr and the start of your name © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Handwriting practice Topics  Letters, words, and sentences Functions   Writing practice: Vv, Ww, Xx Writing practice: sentences Resources and materials      Expansion Portfolio p 76 Flashcards for violin, wall, box, umbrella, turtle, and socks Phonics cards from Aa–Xx Colored pencils or crayons Worksheet 1: Categorize (Before class, cut the cards out – one set for every pair of children) Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer: What’s the picture?     Invite a child to come to the front of the class and whisper the name of an object he or 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 target vocabulary has been used Lead-in     Hold up the Flashcards for violin, wall, box, umbrella, turtle, and sock one at a time Say the words and have children repeat Assign each word an action, for example, play a violin, place hands against an imaginary wall, trace a box in the air, etc As you hold up the Flashcards in random order, children the actions and say the words Invite a child to come to the front to hold up the Flashcards Repeat as many times as you wish Write the letters     Point to the first uppercase V and trace the letter with your finger Children trace the letter with their fingers on the page Trace the second uppercase V with your fingers, and have children the same For the third uppercase V, point out to children that they must complete, or write, the letter on their own Point to remaining letters: v, W, w, X, and x, and hand out colored pencils Have children work individually to connect the dots and trace or write the letters on the lines Worksheet 1: Categorize    Put children into pairs Give out one set of cards for each pair of children Pairs put the items under the correct heading food / animals / school Children may need help understanding the words for the category headings © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Worksheet 1: Categorize Put the pictures under the correct heading food © Oxford University Press 2015 animals school Family and Friends Special Edition Grade Intensive Program–Unit Trace the sentences     Hold up the page and point to the first sentence, It’s a wall Trace it with your finger Children trace the sentence with their fingers on the page Repeat with the remaining sentences Hand out colored pencils Have children work individually to connect the dots and trace the sentences on the lines provided Finally, have a child read each sentence Have the class repeat the sentences chorally Complete the sentence   Hold up the page and point to the incomplete sentence Ask children What words complete the sentence? Elicit the answer I have a Hand out colored pencils Have children work individually to write the words on the lines provided If children need extra support, you can write the sentence on the board for children to copy on the lines Forwards and backwards      Make sure the children are in rows so that they can count around the class Ask the children to start counting, with each child saying the next number Before they get to ten, say Change! The children then have to start counting backwards from whatever number they reached Say Change! again and the children start counting forwards again You can make this more challenging by counting to any number over ten that children know © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Values: Cool clothes and warm clothes Topics  Cool clothes and warm clothes Functions  To learn appropriate clothes for different weather conditions Resources and materials   Expansion Portfolio p 77 Colored pencils or crayons Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer: Smiley face      Think of a clothing word and draw a short line for each letter on the board, one next to the other, for example jacket Ask the children to guess the letters that are in the secret word, one-by-one If a child guesses a letter correctly, write the letter on the correct line If a child guesses incorrectly, write the letter on the board with a cross through it and draw a large circle to represent a face With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile, two ears, a neck, and hair) The game continues until either the word or the face is complete If the word is completed, the class wins; if the face is completed, the teacher wins Lead-in: I see      Write the following incomplete sentence on the board: I see in the summer Then complete the sentence as an example, I see the beach in the summer Choose a child, and have him or her complete the sentence, adding on to the previous answer, for example, I see the beach and an umbrella in the summer Children use Vietnamese as needed This child then chooses another child, who says the sentence, adding another word to complete it Continue the game until you run out of ideas, or until someone forgets the words in the chain Play the game a second time, and this time use the incomplete sentence I see in the winter Look and match       Hold up the page and point to the first picture Ask Cool clothes or warm clothes? (cool clothes) Then point to the pictures below in the two large circles Ask Hot weather or cold weather? (The first picture is hot weather, the second is cold.) Trace the line with your finger and follow it to the picture of hot weather Have children trace the line with their fingers on the page Have children continue matching the remaining pictures Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers a b b b a 6a Discuss   Lead children in a discussion about wearing appropriate clothes for the weather Ask Do you wear sweaters in hot weather? (No!) Do you wear short sleeves in cold weather (No!) Why is it important to wear cool clothes in hot weather? Why is it important to wear warm clothes in cold weather? Help children to understand that appropriate clothing is important to stay safe and healthy Hand out a blank sheet of paper to each child along with crayons Have children divide the paper in two and draw two pictures of themselves or their friends, one in cold weather and one in hot weather © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Circle your clothes for today    Hold up the page and point to the words at the bottom of the page Read the words and have children repeat several times Ask Who has a belt? Have children wearing a belt stand up and point to the belt Continue with shirt, hat, jacket, and sweater Hand out colored pencils Have children work individually to circle the clothes they are wearing today © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Unit test Look and circle the correct word       Hold up the page Point to the picture of the jacket Ask children What is this? (jacket) Point out that the word jacket has been circled to the right of the picture Point to the second picture Ask What is this? (shirt) Then point to the words next to the picture Have children circle the word Children continue with the remaining pictures, circling the correct words Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers jacket shirt hat sweater belt Choose and write the correct word       Hold up the page First point to the word box and read the words with the children Next point to the first picture Ask children What’s this? (a boy in a jacket) Then point out that the sentence I have a jacket has been written on the lines to the right of the picture Have the class read the words with you Children continue with the remaining pictures, completing the answers and writing the words on the lines Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers I have a jacket I have a sweater I have a shirt I have a hat Listen and trace the correct letter     Hold up the page and point to the first set of letters, vwx Play the first part of the recording (Track 09) After the recording says fox, point to the three letters again and ask What is the last letter of the word fox? (x) Point out that the letter x is already written in Have children trace the letter x with their fingers Play the recording all the way through for children to listen and trace either the first or the last letter for each word they hear Repeat as many times as needed Go over the answers with the class Transcript (Track 09) fox fox wall wall violin violin box box Answers x w v x Count and match     Hold up the page and point to the first set of pictures Ask children to count with you as you point to each hat in the set Ask How many hats? (16) Trace the line from the hats to the number sixteen and have children trace the line in on the page Have children work individually to go through the remaining pictures, counting and drawing lines to match the picture to the correct number Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Answers sixteen eighteen seventeen © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Unit Nine Alphabet practice Topics  Alphabet Functions  Alphabet review Resources and materials     Expansion Portfolio pp 80–81 Phonics cards Aa–Zz Colored pencils or crayons Alphabet song on Oxford Parents (https://elt.oup.com/parents-hubs-resources/859290/alphabet_song) Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer    Display the Phonics cards around the room Sing the alphabet song with children Children can follow along, pointing to each letter as they hear it Encourage the children to sing with you Sing the song together as many times as you wish, first slowly and then more quickly Lead-in   Hand out the Phonics cards Say or sing the alphabet together with the class As each child hears the letter on her card, she holds up the card Repeat with different children holding cards Then have the children put the Phonics cards in alphabetical order on the board Write the words in alphabetical order      Read out the words for the pictures on the page in random order and have children point to them on the page For example, jam, train, van, orange, sofa, lion, cat, goat, window, kite Ask children What word starts with c? (cat) Tell children they are going to write the words for the pictures in alphabetical order Explain that children this by looking at the first letter of the word Point to the alphabet on the top of page 80 and 81 Remind children that the alphabet always goes in the order of A to Z Monitor and help children as needed If children are struggling, write the words for the pictures on the board Once children are finished, check answers by having students read the words out loud in alphabetical order Answers cat, goat, jam, kite, lion, orange, sofa, train, van, window Write the words to finish the rhymes       Hold up the page First point to the word box and read the words with the children Next point to the first picture Ask children What’s this? (a mouse in a house) Then ask Where does the mouse live? (in a house) Point to the first sentence I am a mouse Have the class read the sentence with you Then point to the second sentence and show that house is written on the lines Have the class read the sentence with you Children continue with the remaining pictures, completing the answers and writing the words on the lines Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers house, hat, box, dish, lake, tree © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Handwriting practice Topics  Letters, words, and sentences Functions   Writing practice: Yy, Zz Writing practice: sentences Resources and materials      Expansion Portfolio p 82 Flashcards for box, fox, bat, umbrella, violin, vase, rainbow (or more) Phonics cards from Aa–Zz Colored pencils or crayons Worksheet 1: My matching pairs (Before class, cut the cards out – one set for every pair of children) Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer: Stand up, sit down      Explain to children that you are going to say some sentences If the sentence is correct, children stand up If the sentence is incorrect, they sit down Hold up a Flashcard, for example, fox Say I have a fox Children stand up Hold up a Flashcard, for example, box Say I have a bat Children sit down Have children take turns coming to the front to hold up a card and say a sentence, correctly or incorrectly Continue the game with as many children and sentences as you wish Lead-in       Hold up the phonic cards for Ww, Xx, Yy, and Zz one at a time Say the letters and have children repeat Then hold up the Flashcards for woman, box, yogurt, and zebra Say the words and have children repeat Display the letter and word cards on the board Have a child come to the front and match the letter w with the card for woman Continue with other children matching x / box, y /yogurt, and z / zebra Be sure to point out that the letter x comes at the end of the word Repeat in the same way with Flashcards wall, fox, yo-yo, and zoo Continue with other children and other letters or words as many times as you wish Write the letters     Point to the first uppercase Y and trace the letter with your finger Children trace the letter with their fingers on the page Trace the second uppercase Y with your fingers, and have children the same For the third uppercase Y, point out to children that they must complete, or write, the letter on their own Point to remaining letters: y, Z, and z, and hand out colored pencils Have children work individually to connect the dots and trace or write the letters on the lines Worksheet 1: My matching pairs       Children work in pairs Hand out a set of cards, one for each pair of children Children should shuffle and arrange the cards face down on their desk One child turns over a card and then tries to turn over the matching picture or word For example, if a child turns over a picture of a kangaroo, he would win the pair if he can turn over the word kangaroo Children take turns turning over the cards The child with the most pairs at the end of the game wins To make this more challenging, hand out two sets of cards to each pair so they are working with twice as many cards Trace  Hold up the page and point to the first set of words, Zebra at the zoo Trace it with your finger Children trace the sentence with their fingers on the page Read it out loud with the class © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit     Repeat with the remaining sentences, reading them with the class several times Point out to children that the sentences with the smiley face use the words I like, e.g., I like yogurt The sentences with the frown face are for sentences with the words I don’t like, e.g., I don’t like plums Hand out colored pencils Have children work individually to connect the dots and trace the sentences on the lines provided Finally, have a child read each sentence and have the class repeat the sentences chorally Complete the sentences     Hold up the page and point to the first incomplete sentence Read the word raisins with the class Then point out the smiley face Ask children What words complete the sentence? Elicit the answer I like Point to the second incomplete sentence Read the word chips with the class Then point out the frown face Ask children What words complete the sentence? Elicit the answer I don’t like Hand out colored pencils Have children work individually to write the words on the lines provided If children need extra support, you can write the sentence on the board for children to copy on the lines Finally have a child read each sentence and have the class repeat chorally Find your partner Give Phonics cards Aa–Zz (or a smaller set, such as Nn–Zz) to individual children around the class Give the corresponding Flashcards to different children (e.g., nose, orange, pen, etc.) If possible, every child in the class has a card  Have the children stand up and start walking slowly around the classroom Explain to children that they must mingle and find their partner, e.g., the child with the letter n must find the child with the nose card Once children have all found their partners, go around the class starting with Aa and have the children read the letters and words out loud to the class  © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Worksheet 1: My matching pairs Cut up the sheet on the dotted lines Turn the cards face down Match the words to the pictures mango zoo yo-yo fox woman violin umbrella turtle sock river © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Values: Share with others Topics  Share with others Functions  To learn appropriate habits and good ways of sharing with others Resources and materials    Expansion Portfolio p 83 Flashcards from two different categories (e.g Food and drink and animals) Colored pencils or crayons Weather report: Ask the class about today's weather Song: Play a warm-up song Warmer: What doesn’t fit?       Draw two simple faces, one with a smile and one with a frown, some distance apart on the board Put a set of Flashcards on the board under the face with the smile Include one “odd” word from another set, for example, apple, mango, orange, plum, and zoo Point to each card one at a time and say the word for the class to repeat in chorus Ask the class Which card doesn’t fit? Take away the odd card from the board (zoo) and place it under the face with the frown Repeat with different cards This time ask a child to identify the card that doesn’t fit for the class Repeat as many times as you wish with different word sets Possible word groups are: food, animals, people in the family, colors, classroom items, etc Lead-in: I share     Write the following incomplete sentence on the board: I share Then complete the sentence as an example, I share an apple with my friend Choose a child and have him or her complete the sentence, saying what’s true for him or her This child then chooses another child, who says the sentence, completing it in his or her own way Make a list of what children share on the board Encourage children to think of things other than food that they might share, for example, they might share toys, classroom items, or even chores with others Continue the game until everyone’s had a chance to talk or until children run out of things to share Look and draw   Point to the number in the picture and ask children What’s happening? (A woman is pouring drinks for herself and others at a picnic.) Then point to the number above the picture and Ask Why is there a smiley face for number 1? (because pouring drinks for others is a way of sharing) Go through the other numbers in the picture with the children and elicit which pictures should get a smiley face, which a frown, and why Answers smile smile frown smile frown frown Discuss   Lead children in a discussion on sharing, including sharing items such as food, classroom objects, and toys If appropriate, also discuss sharing non-material items such as friendship, time, and help Ask children What kinds of things others share with you? Do you like it when others share with you? Why is sharing important? (By sharing, we help to create a kind and caring community; we give and receive items or help we may not be able to find or get otherwise.) Hand out a blank sheet of paper to each child along with crayons Have children draw something they’d like to share with a close friend or relative Children can later give this drawing to their friends of family members Find and color the food © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit     Hold up the page and point to the words at the bottom of the page Have a child read them one at a time and have the class repeat chorally Ask children Where are the raisins? Have a child come to the front of the room and point them out on the page for the rest of the class to see Continue with the remaining words cakes, chips, plums, and milkshake Hand out colored pencils Give children time to find and color the food on the page © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program–Unit Unit test Look and write the correct number       Hold up the page Point to the large picture and direct children’s attention to the number Ask children What is this? (milkshake) Point out that the number is written next to the word milkshake above Ask What is number 2? (plums) Tell children they must find the word plums and write a number in the box next to the word Children continue with the remaining pictures, writing the numbers in the boxes Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers milkshake plums cupcakes raisins chips Choose and write the correct words       Hold up the page First point to the word box and read the words with the children Next point to the first picture Ask children What’s this? (a girl eating chips) Then point out that the sentence I like chips has been written on the lines to the right of the picture Have the class read the words with you Children continue with the remaining pictures, using the words from the word box and completing the sentences on the lines Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers I like chips I don’t like plums I like milkshakes Listen and write the first letter     Hold up the page and point to the first word Play the first part of the recording (Track 10) After the recording says zebra, point to the letters again and ask What is the first letter for the word zebra? (z) Point out that the letter z is already written in Have children trace the letter z with their finger Play the recording all the way through for children to listen and write the first letter for each word they hear Repeat as many times as needed Go over the answers with the class Transcript (Track 10) zebra zebra yo-yo yo-yo yogurt yogurt zoo zoo Answers z y y 4z Take away and write      Hold up the page and point to the first set of pictures Ask children to count with you as you point to each chip in the set Ask How many chips? (20) Then point to the second set and count the chips with the children (1) Point to the minus sign in between the sets of pictures Explain to children that this sign means that we take away the numbers Ask children What we get when we take away from 20? (19) Point out that the number 19 is written on the lines as the correct answer Have children work individually to go through the remaining pictures, counting, taking away, and writing the answers Monitor and help as needed Have children discuss the answers with a partner before going over the answers with the whole class Answers 19 19 20 19 © Oxford University Press 2015 ... with you Hold up page 12 and point to the first picture Say egg and point to the word egg on the board © Oxford University Press 2 015 Family and Friends Special Edition Grade Intensive Program–Unit... stand, point to her worksheet, and say what she has drawn, using Vietnamese as needed © Oxford University Press 2 015 Family and Friends Special Edition Grade Intensive Program–Unit Worksheet 1: ... University Press 2 015 Family and Friends Special Edition Grade Intensive Program–Unit Handwriting practice Topics  Letters and numbers Functions   Writing practice: Ee, Ff, and 5, Writing practice: