Family and Friends Special Edition Grade 1–Unit 1: What color is it? Lesson One Words Objectives   To learn five colors To practice the color words in the form of a chant Language   Language focus: listening, speaking Vocabulary: red, green, blue, black, white Resources and materials         Student Book p 10 Workbook p 10 Audio Tracks 6, 14–15 Flashcards 6–10 Crayons (red, green, blue, black, white) Stickers Worksheet 1: Connect the colors (one copy per student) A reader of your choice Introduction Weather report: Ask the class about today’s weather Song: Play the Hello song (Track 01) to introduce the lesson Warmer: Freeze      Ask the children to stand at their desks Give a series of instructions, e.g., wave, run, jump Children mime the actions When you say Freeze!, the children must stop what they are doing and stand still The children who are slowest to stop are out and have to sit down Continue the game until there is one winner left standing, or a group of winners if you prefer Lead-in     Use Colors Flashcards 6–10 to introduce the vocabulary for this lesson Hold them up one at a time and ask What color is this? Say the words for children to repeat in chorus Once children have learned the words, go around the class practicing with individual children Presentation Listen, point, and repeat (Exercise 1)      Say Open your books and model the action for children to copy Hold up your book and point to the color splashes Play the first part of the recording (Track 14, Listen and point) Point to the pictures in time with the audio Children listen and point to the appropriate pictures Play the second part of the recording (Track 14, Listen and repeat) for children to repeat the words in chorus Play the recording all the way through for children to point to the pictures and repeat the words Hold up the flashcards one at a time and ask individual children to say the words Transcript (Track 14) Listen and point red, green, blue, black, white Listen and repeat red, green, blue, black, white Pointing game (Optional activity 1)  Put Flashcards 6–10 in different places around the room © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it?    Call out one word Ask children to listen to the word and point to the correct flashcard as fast as possible Have them repeat the word when they point Ask a few students to take the role of teacher and call out the words Listen and chant (Exercise 2)      Play the recording for children to listen to the chant Play the chant a second time for children to say the words Demonstrate actions for each line of the chant For example, after line 1, clap your hands three times After line 2, stamp your foot three times After line 3, tap the desk three times Divide the class into groups of three Give each group a line from the chant Say the chant with the class Hold up a colored crayon when you say the color word, and then the actions Each group says their line and does the correct action Transcript (Track 15) Listen and chant red, green blue, red black, white Development Point and say Stick the stickers (Exercise 3)        Hold up your book and point to the picture Point to each character and elicit the names Rosy, Billy, and Tim Point to the colored blocks one at a time and say the colors Repeat and encourage the children to point to the pictures and say the colors with you Say Let’s stick the stickers Take the red sticker and show it to the class Place the sticker on the picture of the red blocks and say red Repeat with the green, blue, black, and white stickers Children copy you and put the stickers in the correct places and say the colors Monitor the activity and help where necessary Worksheet 1: Connect the colors   Give a copy of Worksheet to each student Children read the words in the pictures and color the pictures Then they draw lines to connect the words on the right to the correct color picture Say and (Optional activity 2)    Give Flashcards 6–10 to five children and ask them to come to the front of the class Demonstrate an action for each color: red (clap), green (stamp), blue (turn in a circle), black (wave), white (hop) Play the chant again When the five children hear their word they hold up their card The rest of the class does the action Consolidation Exercises: Workbook p 10 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Worksheet 1: Connect the colors Color Then draw lines to connect the color words and the pictures red blue green white blue green black white black © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Lesson Two Grammar Objectives    To ask the question What color is it? To answer It’s (green) To sing a song Language     Language focus: listening, speaking Vocabulary: What color is it? It’s (red) Review: red, black, green, blue Extra vocabulary: lots of, me, you Resources and materials      Student Book p 11 Workbook p 11 Audio Tracks 16–17 Flashcards 6–10 Crayons (red, green, blue, black, white) Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Word chain     Place four or five flashcards on the board in any sequence, e.g., red, white, green, black Point to a child He/She says the first word in the sequence, e.g., red Point to another child He or she says the next word in the sequence, i.e., white Continue going around the room, with each child saying the next word in the sequence, returning to the beginning when necessary Lead-in    Hold up a red crayon and say red Children repeat in chorus Hold up the other colored crayons one at a time and elicit the colors from the class Hand out the crayons to children around the class Children take turns standing up and showing the class their crayon and saying the word The rest of the class holds up their own crayon in that color, if they have one, and the class repeats the word together Presentation Listen and repeat (Exercise 1)     Hold up Flashcard (red) and say What color is it? Point to it and say It’s red Play the recording (Track 16) and say the words in time with the audio Play the recording again for children to repeat the words in chorus Repeat with Flashcards 7–10 to practice all the colors Transcript (Track 16) Listen and repeat What color is it? It’s red Listen and sing (Exercise 2)    Say Open your books and model the action for children to copy Hold up the book and point to the color patches in Exercise Point to each of the colors one at a time and say What color is it? As you’re pointing to each color patch, say It’s red, It’s black, It’s green, It’s blue Practice with the class © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Play the recording all the way through for the children to listen to it Demonstrate an action for each color Do the same actions you made in the chant in the previous lesson, e.g., red (clap), black (wave), green (stamp), blue (turn in a circle)  Play the recording again and sing along Hold up Flashcards 6–9 as you sing the words and the actions  Play the recording again for the children to sing the song and the actions Note: White will be practiced in Lesson  Transcript 17 Listen and sing It’s red It’s black It’s green It’s blue Lots of colors for me and you It’s red It’s black It’s green It’s blue Lots of colors for me and you Pointing game (Optional activity 1)    Hand out Flashcards 6–10 to children in different places around the room Play the recording (Track 17) again Children point to the correct flashcard (and student) as they sing the line with the color Children hand the flashcard to another student Repeat the game as many times as you wish Development Trace the lines and say (Exercise 3)       Hold up your book Point to the red color patch Say What color is it? Trace the path of the dotted line with your finger until you reach the red block below Say It’s red Repeat and this time get the class to trace the lines with their fingers and say the words with you in chorus Children go over the dotted line with a red crayon Repeat the same procedure with each color patch, making sure the children use the correct colored crayon Monitor the activity and help where necessary Show it (Optional activity 2)   Check that all the children have something red, blue, black and green Hand out crayons or color papers to those who don’t have something for each color Play the recording (Track 15) again Children hold up the correct item as they sing the line with the color 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 Have students work in pairs to ask and answer the question Tell them to use other vocabulary words on the page Exercises: Workbook p 11 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Lesson Three Sounds and Letters Objectives   To recognize the uppercase and lowercase forms of the letter c and associate them with the sound /k/ To pronounce the sound /k/ Language    Language focus: listening, speaking, and reading Vocabulary: cat, car Extra vocabulary: in, a Resources and materials       Student Book p 12 Workbook p 12 Audio Tracks 18–19 Flashcards 6–10 Phonics cards 5–6 Worksheet 2: Draw a cat and a car (one copy per student) Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: What’s missing?     Display Flashcards 6–10 from the previous lesson on the board Point to each card one at a time for children to say the words Give the class a few seconds to look at them Ask children to turn around Remove a card Display the cards again and ask What’s missing? When children have identified the missing card, shuffle the cards again, and repeat the procedure Lead-in     Draw dotted outlines of uppercase C and lowercase c on the board Facing the board, draw C and c in the air as you say the sound /k/ Children draw the letters in the air with you Then join the dotted lines on the board and complete C and c Draw more dotted examples on the board, and ask different children to come and join the dots Presentation Listen, trace, and point Repeat (Exercise 1)       Say Open your books and model the action for children to copy Play the first part of the recording (Track 18, Listen, trace, and point) for children to listen to the letter sound /k/ Point to C and c Point to the C and trace the letter with your finger Children trace the letter with their finger in their books Point to the c and trace the letter with your finger Children trace the letter with their finger in their books (pause the track while they trace, if necessary) Then listen and point to the words cat and car as you hear the words Play the second part of the recording (Track 18, Listen and repeat) and have children repeat in chorus Transcript (Track 18) Listen, trace, and point /k/ /k/ cat /k/ car Listen and repeat /k/ /k/ cat © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it? /k/ car Act it out (Optional activity 1)   Play the recording (Track 18) again When the children hear the /k/ sound, they trace a C in the air When they hear cat, they meow like a cat When they hear car, they make a sound like a car and pretend to drive Listen and chant (Exercise 2)       Hold up your book and point to the picture of the cat in the car Point to the cat and say cat Point to the car and say car Children repeat in chorus Then say a cat in a car Encourage the class to repeat as a chorus Play the recording (Track 19) for children to listen to the chant Put Phonics cards 5–6 in different places around the room Play the chant again for children to point to the cards as they hear the words Play the chant again, pausing after each line for children to repeat Play the chant once more all the way through for children to repeat as they listen Transcript (Track 19) Listen and chant a cat in a car /k/, /k/, /k/ a cat in a car /k/, /k/, /k/ cat, cat, cat, car, car, car a cat in a car /k/, /k/, /k/ Stick Then circle and say (Exercise 3)       Hold up your book and point to the picture of the cat in the car Point to the lowercase c and elicit /k/ Say Let’s stick the sticker Hold up the c sticker and encourage children to place it in their books in the correct position Then point to the example circle and say Circle /k/ Trace the circle with your finger as you say the word circle Point and say /k/ – cat Children repeat in chorus Repeat with car Give children enough time to draw a circle around the letter Development Miming (Optional activity 2)     Divide the class into two groups: cats and cars Demonstrate an action for each group, for example: cats (a cat stroking its ears with its paws), cars (driving a car steering wheel) Play the chant again Each group does the action as they hear their word Switch groups and repeat Circle the letter Cc (Exercise 4)      Hold up Phonics cards /k/ car and say the letter sound /k/ for children to repeat Point to the example circle around the letter C Say Circle the letter c Trace the circle with your finger as you say the word circle Point to a lowercase c Say Circle the letter c Trace the circle again as you say the word circle Children find other examples of C and c and draw circles Monitor the activity and help where necessary Answers © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Top row: C, c, C Bottom row: C, c, c Consolidation Worksheet 2: Draw a cat and a car    Give a copy of Worksheet to each student Children trace a lowercase c and an uppercase C Then they draw a cat and car Encourage children to use their imaginations to make their drawings fun and unique Exercises: Workbook p 12 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Worksheet 2: Draw a cat and a car Trace the letters c and C Draw a car © Oxford University Press 2015 Draw a cat Family and Friends Special Edition Grade 1–Unit 1: What color is it? Lesson Four Numbers Objectives   To learn the numbers and To use the numbers and in the context of a song Language    Language focus: listening, speaking, and reading Vocabulary: 3, 4, three, four Review: 1, 2, one, two, count, cats, cars, red, white Resources and materials     Student Book p 13 Workbook p 13 Audio Tracks 20–21 Phonics cards 1–6 Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer    Use Phonics cards 1–6 to review the letter sounds /æ/, /b/, and /k/ Hold up the cards one at a time and point to the letters Children shout out the sound in chorus Lead-in    Write numbers and on the board Pause and then write and Count the numbers in sequence and model the new words for children to repeat Draw dotted outlines of the numbers and on the board and demonstrate how to write them Children draw the numbers in the air Presentation Listen, trace, and repeat (Exercise 1)        Say Open your books and model the action for children to copy Play the recording (Track 20) and point to numbers and as you hear the words Trace the number with your finger Give children enough time to trace the number with their finger in their books Encourage students to point to the cats in the book as they hear the meows after on the recording Trace the number with your finger Give children enough time to trace the number with their finger in their books Encourage students to point to the cars in the book as they hear the horns after on the recording Play the recording again Point to the numbers one at a time and say 3, Children repeat in chorus Transcript (Track 20) Listen, trace and repeat Point and sing (Exercise 2)    Hold up your book and point to the picture of the cats Count them slowly and encourage the children to count with you Say one… two… three… three cats! Do the same with the cars Practice with the children as they repeat in chorus Play the recording (Track 21) all the way through for the children to listen to and point to the pictures as they hear the words © Oxford University Press 2015 10 Family and Friends Special Edition Grade 1–Unit 1: What color is it?   Sing the words of the song with the class without the music Sing each line and ask children to repeat Play the recording again for the children to sing the song Transcript (Track 21) Point and sing white cats white cats Count the cats 1, 2, red cars red cars Count the cars 1, 2, 3, Count and clap (Optional activity 1)   Children draw the numbers and in the air when they sing the first two lines of each verse They clap in time with the numbers when they sing the last line of each verse Play the song again (Track 21) Children the actions as they sing Development Count and say (Exercise 3)       Ask children to look at the pictures in the box Point to them one at a time and say them with the class: boy, apple, car, bat, cat Point to the main picture and point to the two boys Say one … two … two boys Encourage the children to count with you Point to the apple in the box and then point to the apple in the main picture Say one … one apple Continue in this way, until you have counted the number of cars, bats, and cats that appear in the picture Encourage the children to count with you Answers two boys, one apple, four cars, three bats, two cats Count your friends (Optional activity 2)      Ask ten children to come to the front of the class Give each child a word Whisper in their ear so that the class can’t hear: cat (four children), bat (three children), boy (two children), car (one child) Turn to the class and say one of the four words The children who have been given that word hold up their hands The rest of the class counts the children in chorus Continue with the rest of the words Write the answers on the board Continue by inviting a different set of ten children to come to the front if you wish Consolidation Let’s Practice!    Ask students to look at the picture and speech bubble Say Three Ask What is on the boy’s arm? (Three cars) Have a student read the number Have students work in pairs and take turns saying the number Tell them to use other numbers they know Classroom treasure hunt (Optional activity 3)    Have children work in groups of three to four students Have them find the following and display their “treasures” on their desks piece of paper crayons pencils books Continue the hunt by changing the numbers for each item, e.g., crayon, 2, pencils, books, and books Exercises: Workbook p 13 © Oxford University Press 2015 11 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Story time: A reader of your choice © Oxford University Press 2015 12 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Lesson Five Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter d and associate them with the sound /d/ To pronounce the sound /d/ Language    Language focus: reading, listening, and speaking Vocabulary: dog, duck Extra vocabulary: and Resources and materials     Student Book p 14 Workbook p 14 Audio Tracks 22–23 Phonics cards 7–8 Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer      Review the language learned in the previous lesson Clap your hands three times Say What number? Encourage the class to shout out three Do the same for one, two, and four in random order Invite individual children to clap a number for the class to guess Lead-in    Draw dotted outlines of uppercase D and lowercase d on the board Facing the board, draw D and d in the air for children to copy Then join the dotted lines on the board and complete D and d Draw more dotted outlines of D and d on the board, and ask different children to come and join the dots Presentation Listen, trace, and point Repeat (Exercise 1)       Say Open your books and model the action for children to copy Play the first part of the recording (Track 22, Listen, trace, and point) for children to listen to the letter sound /d/ Point to D and d Point to the D and trace the letter with your finger Children trace the letter with their finger in their books Point to the d and trace the letter with your finger Children trace the letter with their finger in their books (pause the recording while they trace, if necessary) Then listen and point to the words dog and duck as you hear the words Play the second part of the recording (Track 22, Listen and repeat) and have children repeat in chorus Transcript (Track 22) Listen, trace and point /d/ /d/ dog /d/ duck Listen and repeat /d/ /d/ dog /d/ duck © Oxford University Press 2015 13 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Listen and chant (Exercise 2)       Hold up your book and point to the picture of the dog barking at the duck in the pond Point to the dog and say dog Point to the duck and say duck Children repeat in chorus Then say a dog and a duck Encourage the class to repeat as a chorus Play the recording (Track 23) for children to listen to the chant Play the chant again Hold up Phonics card or when you hear the word Play the chant again, pausing after each line for children to repeat Play the chant once more all the way through for children to repeat as they listen Transcript (Track 23) Listen and chant A dog and a duck /d/, /d/, /d/ A dog and a duck /d/, /d/, /d/ Dog, dog, dog /d/, /d/, /d/ Duck, duck, duck /d/, /d/, /d/ A dog and a duck /d/, /d/, /d/ A dog and a duck /d/, /d/, /d/ Act it out (Optional activity 1)   Demonstrate some sounds for children to make instead of the words dog and duck when they say verse of the chant (Track 23) For example, for dog, say woof, woof, woof; for duck say quack, quack, quack Play the chant again Children say the sounds in the correct place as they say the chant Sing and move (Optional activity 2)       Divide the class into two groups Have the groups leave their desks and move to opposite sides of the classroom to stand Give each group verse or verse to sing The first group sings verse and stomps their feet while chanting /d/, /d/, /d/ Both groups sing verse The second group sings verse and flaps their arms like a duck while chanting /d/, /d/, /d/ Repeat as many times as you wish, with children switching roles Development Stick and say (Exercise 3)       Hold up your book Point to the pictures one at a time and say the words duck, cat, dog and car Encourage the children to say the words with you Say Let’s stick the stickers Hold up the d sticker Say the sound /d/ Put the sticker on the letter d under the picture of the duck Say /d/ – duck Children copy and repeat in chorus Children put the c and d stickers on the correct letter under each picture Monitor the activity and help where necessary Go over the answers with the class Ask children to add up how many they got right Answers d, c, d, c Consolidation Pictionary (Optional activity 3)  Write the letters c and d on the board in big letters © Oxford University Press 2015 14 Family and Friends Special Edition Grade 1–Unit 1: What color is it?    Invite a child to come to the board to draw a cat or a car under the letter c or a dog or a duck under the letter d The class tries to guess what the child is drawing Children raise their hands when they know Choose one child and check if their answer is correct If it is, that child goes to the board to draw one of the words under the correct letter Exercises: Workbook page 14 Story time: A reader of your choice © Oxford University Press 2015 15 Family and Friends Special Edition Grade 1–Unit 1: What color is it? Lesson Six Story Objectives    To follow the left-to-right sequence of English To develop listening skills by listening to a short story To review and consolidate language introduced in the unit Language    Language focus: integrated skills Vocabulary: review Structures: review Resources and materials     Student book p 13 Workbook p 13 Audio Tracks 17, 24 Flashcards 6–10 Introduction Weather report: Ask the class about today’s weather Song: Play the song (Track 17) from Lesson to review the vocabulary for this lesson Warmer: Musical cards     Hand out Flashcards 6–10 to different children around the class Play some lively music and ask children to pass them around to each other while the music is playing It doesn’t matter if there is not a flashcard for every child Stop the music suddenly and have children stop passing the cards Ask them to look at the card nearest to them and say what it is Play the music and continue in the same way Lead-in     Use Flashcards 6–10 to review the structure for this lesson Put the flashcards on the board Point to a card and ask What color is it? Elicit the answer It’s (green) Ask individual children to come to the board, point to a card, and ask the question The first child to say the correct answer comes to the board and asks the next question Presentation Point and say (Exercise 1)     Say Open your books and model the action for children to copy Point to each frame of the story one at a time and identify the characters Point to the paint cans one at a time and say What color is it? Say It’s red, green, etc Point to the paint cans for children to ask and answer the questions in chorus In pairs, children stand up and ask and answer the question What’s missing? (Optional activity 1)     To review and practice the color words, display Flashcards 6–10 on the board Point to each card one at a time for children to say the words Give the class a few seconds to look at them Ask children to turn around Remove a card Display the cards again and ask What’s missing? When children have identified the missing card, shuffle the cards again, and repeat the procedure Listen to the story (Exercise 2)  Play the recording (Track 24) Remind children that stories in English go from left to right Pause after each frame for children to listen and point to the pictures © Oxford University Press 2015 16 Family and Friends Special Edition Grade 1–Unit 1: What color is it?  Play the recording again This time pause after each line for children to listen and point to the characters as they hear the words Transcript (Track 24) Listen Frame Rosy: What color is it, Billy? Billy: (giggling) Tim: It’s green Green Billy: Green, Green Green Tim: Good boy Frame Tim: Billy What color is it? Billy: (giggling) Tim: It’s red Red Billy: Red Red Rosy: Good boy Frame Rosy: What color is it? Billy: (giggling) Tim: It’s blue Blue Billy: Blue Blue Blue Frame Billy: I’m blue I’m blue Mom: Oh, Billy! All: (giggling) Development Listen and act (Exercise 3)      Play the recording (Track 24) once all the way through Divide the class into groups of four to play the parts of Rosy, Tim, Billy, and Mom If the class doesn’t divide exactly, some children can play more than one character Play the recording again Demonstrate some actions for the story (See below for suggestions.) Children practice acting out the story Monitor and help where necessary If you wish, ask one or two groups to come to the front of the class to act out the story Story actions Picture 1: Rosy and Tim are drawing and coloring in their books Billy is waving his arms around Picture 2: Billy is painting with a paintbrush Tim is leaning towards Billy Rosy is raising her arm in the air Picture 3: Billy is looking at the paint on his paintbrush Rosy and Tim are leaning towards Billy Picture 4: Billy is holding both his hands to the side as though covered with paint Mom is wiping his face Rosy and Tim have their hands over their mouths and they’re laughing Consolidation Classroom colors (Optional activity 2)    Write the colors on the board: red, green, blue, and black Have children work in pairs Children stay seated and look for things in the classroom that are red, green, blue, and black Give children time to find the objects, and then call on one pair to get up from their desks and go to the red object Repeat with other children and other colors Exercises: Workbook page 15 Story time: A reader of your choice © Oxford University Press 2015 17