Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Lesson One Words Objectives   To learn five toy words To practice the toy words in the form of a chant Language    Language focus: listening, reading Vocabulary: plane, puppet, robot, balloon, teddy bear Extra vocabulary: It’s OK, bad Resources and materials       Student Book p 22 Workbook p 22 Audio Tracks 01, 36–37 Flashcards 16–20 Stickers Worksheet 1: My matching pairs (Before class, cut the words and pictures out – one set for all children) Introduction Weather report: Ask the class about today’s weather Song: Play the Hello song (Track 01) to introduce the lesson for children to sing along Warmer: Simon says       Play Simon says to energize the class and review school vocabulary Ask the children to stand at their desks Explain that you are going to give instructions If the instruction begins with the words Simon says, children must as you say If not, they should stand still and wait for the next instruction Any child who gets this wrong is out of the game and has to sit down Give an instruction that reviews classroom language, e.g., Simon says point to your desk; Simon says point to something red; Simon says point to your notebook Intermittently insert an instruction that is not preceded by Simon says to see if any children follow the instructions, e.g., Sit in your chair Continue the game until there is one winner left standing, or a group of winners if you prefer Lead-in    Use Flashcards 16–20 to introduce the vocabulary for this lesson Hold them up one at a time and ask What’s this? Say the words for children to repeat in chorus Give the flashcards to five children Turn to the class and say a word The child with the card holds it up for the rest of the class Children shout out the word 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 pictures Play the first part of the recording (Track 36, 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 36, 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 36) Listen and point plane, puppet, robot, balloon, teddy bear Listen and repeat © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? plane, puppet, robot, balloon, teddy bear Listen and chant (Exercise 2)      Play the recording (Track 37) for children to listen to the chant Play the chant a second time for children to say the words Demonstrate actions for each word: plane (put both arms outstretched like wings), puppet (move floppy arms up and down), robot (move stiff arms up and down), balloon (draw a circle in the air), teddy bear (mime a hug) Divide the class into groups of five Give each group a line from the chant Say the chant with the class Each group says their line and does the correct action Transcript (Track 37) Listen and chant plane, plane, plane puppet, puppet, puppet robot, robot, robot balloon, balloon, balloon teddy bear, teddy bear, teddy bear Draw it! (Optional activity 1)    Play a guessing game Start drawing one of the toys on the board Draw it very slowly and encourage the children to guess what it is by shouting out Is it a …? Repeat with all the toys on the list If you wish, ask a confident and able child to come to the front of the class and draw a toy for the class to guess Mime it! (Optional activity 2)   Play a miming game Do one of the mimes the children learned for the chant See if they can remember what toy it represents Encourage children to shout out Is it …? with their suggestions Development Point and say Stick the stickers (Exercise 3)        Hold up your book and point to the picture Point to the toy pictures one at a time and say the words Repeat and encourage the children to point to the pictures and say the words with you Say Let’s stick the stickers Take the plane sticker and show it to the class Place the sticker on the picture of the plane and say plane Repeat with the puppet, robot, balloon, and teddy bear stickers Children copy you and place the stickers in the correct places and say the words Monitor the activity and help where necessary Consolidation What’s missing? (Optional activity 3)   Tell the class that you are going to set up for play time, but there are some very playful thieves who want to steal the toys Put Flashcards 16–20 on the board for the children to say what toys you have for play time Ask the children to close their eyes (and put their heads down on the desk) Remove one flashcard and rearrange the others Tell children to open their eyes and ask the class to tell you what the playful thieves have taken Worksheet 1: My matching pairs      Children work in pairs Hand out one set of words and pictures to each pair Children should arrange the cards face down on their desks Taking turns, 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 the teddy bear, he/she would win the pair if he/she can turn over the card with the words teddy bear The child with the most pairs at the end of the game wins © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?   To make this more challenging, hand out two sets of words and pictures to each pair so they are working with twice as many cards Tell the children they can practice this matching game at home with their family Exercises: Workbook p 22 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Worksheet 1: My matching pairs balloon plane teddy bear robot puppet © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Lesson Two Grammar and song Objectives    To ask the question Is it a plane? To answer Yes, it is No, it isn’t To sing a song Language    Language focus: listening, speaking, writing Vocabulary: Is it a (balloon)? Yes, it is No, it isn’t Review: plane, car, robot, puppet, balloon, teddy bear Resources and materials       Student Book p 23 Workbook p 23 Audio Tracks 38–39 Flashcards 16–20 Phonics card (Cc car) One of the toys on the vocabulary list Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Slow reveal      Play with Flashcards 16–20 to review the vocabulary from the previous lesson and to prepare for this lesson’s exercises Put a flashcard on the board and cover it with a piece of paper or 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    Bring in one of the toys on the vocabulary list to class Before you come to class put the toy in a bag Show the bag to the class, but make sure the children can’t see what’s inside Turn to the class, look inside the bag, and say It’s a toy! Encourage the children to ask you questions Is it a …? to find out what it is Presentation Listen and repeat (Exercise 1)     Hold up the balloon flashcard and ask Is it a balloon? Point to it and nod your head up and down Say Yes, it is Hold up the puppet flashcard and ask Is it a balloon? Shake your head from side to side Say No, it isn’t Play the recording (Track 38) and say the words in time with the audio Play the recording again for children to repeat the words in chorus Repeat with Flashcards 16–20 to practice all the words and both short answers Practice with Phonics card 6, too, in order to review all the words for the song in Exercise Transcript 38 Listen and repeat Is it a balloon? Yes, it is No, it isn’t 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 Let’s sing! pictures Point to any toy in the picture and say Is it a (plane)? Say Yes, it © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?    is No, it isn’t, depending in what picture you point to Repeat with all the pictures and practice with the class Play the recording (Track 39) all the way through for the children to listen to it Demonstrate an action for each toy Do the same actions you made in the chant in the previous lesson (see Lesson 1, Exercise 2) Play the recording again and sing along Hold up the following flashcards with each verse: verse (plane), verse ( teddy bear), verse (car), verse (balloon) as you sing the words and the actions These flashcards will elicit the correct response in the song Play the recording again for the children to sing the song and the actions Transcript 39 Listen and sing Is it a plane? Is it a plane Yes, it is It’s a plane [woosh, woosh, woosh, woosh, woosh, woosh] Is it a robot? Is it a robot? No, it isn’t It’s a car [vroom, vroom, vroom, vroom, vroom, vroom] Is it a puppet? Is it a puppet? No, it isn’t It’s a teddy [hug, hug, hug, hug, hug, hug] Is it a balloon? Is it a balloon? Yes, it is It’s a balloon [pop, pop, pop, pop, pop, pop] Fill in the blanks (Optional activity 1)   Play the recording again (Track 39) Then sing the song once more without the music When you come to each target word, don’t say it Hold up the flashcard and elicit the words Play the recording again and sing along with the children Development Match, ask, and answer (Exercise 3)        Hold up your book Point to the two rows of pictures Explain that the pictures on the top row are fragments of the toys below Point to the top picture and say Is it a plane? Elicit No, it isn’t Say Is it a teddy bear? and elicit the same answer Ask Is it a balloon? Nod your head to encourage children to say Yes, it is Trace the path of the dotted line with your finger until you reach the picture of the balloon Repeat Yes, it is It’s a balloon Repeat and this time get the class to trace the line with their fingers and say the words with you in chorus Children go over the trace line with a pencil or crayon Repeat the same procedure with the rest of the pictures Monitor the activity and help where necessary Answers balloon, car, robot, teddy bear Consolidation Let’s Practice! © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?    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 Flashcard practice      Invite five children to come to the front of the class and give them a toy flashcard each Ask them to face the class and show them their flashcards Stand behind one child and point to the flashcard Ask Is it a balloon? The class should answer in chorus Yes, it is or No, it isn’t, depending on the flashcard Change the words that you ask, giving children practice with both answers Repeat with five different children if you wish Exercises: Workbook p 23 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Lesson Three Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter g and associate them with the sound /g/ To pronounce the sound /g/ Language    Language focus: listening, speaking Vocabulary: girl, guitar Extra vocabulary: with Resources and materials        Student Book p 24 Workbook p 24 Audio Track 40–41 Flashcards 16–20 Phonics cards 13–14 Stickers Worksheet 2: Bingo (one copy per student) Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Whispers      Play Whispers to review the vocabulary from the previous lesson Organize children in groups of at least six Show a flashcard to the first child in each group This child whispers the word to the child next to him/her Children continue whispering the word to the child next to them until the word reaches the final child The final child says the word out loud, and the first child holds up the flashcard to see whether the word and the flashcard are the same Continue with different flashcards, starting with different children Lead-in     Draw dotted outlines of uppercase G and lowercase g on the board Facing the board, draw G and g in the air as you say the sound /g/ Children draw G and g in the air with you Then connect the dotted lines on the board and complete G and g Draw more dotted examples on the board and ask different children to come to the front and connect 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 40, Listen, trace, and point) for children to listen to the letter sound /g/ Point to G and g Point to the G and trace the letter with your finger Children trace the letter with their finger in their books Point to the g 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 girl and guitar as you hear the words Play the second part of the recording (Track 40, Listen and repeat) and have children repeat in chorus Transcript (Track 40) Listen, trace, and point /g/ /g/ girl /g/ guitar © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Listen and repeat /g/ /g/ girl /g/ guitar Hold it up (Optional activity 1)    Play the recording again Give two children the Phonics cards 13–14 (girl, guitar) When they hear their word, they hold up their card The rest of the class points to it Choose two different children and repeat Listen and chant (Exercise 2)       Hold up your book and point to the picture of the girl playing the guitar Point to the girl and say girl Point to the guitar and say guitar Children repeat in chorus Then say A girl with a guitar Encourage the class to repeat in chorus Play the recording (Track 41) for children to listen to the chant Put the Phonics cards 13–14 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 41 Listen and chant girl, girl, girl /g/, /g/, /g/ guitar, guitar, guitar /g/, /g/, /g/ A girl with a guitar /g/, /g/, /g/ A girl with a guitar /g/, /g/, /g/ Development Stick Then circle and say (Exercise 3)      Hold up your book and point to the picture of the girl with a guitar Point to the lowercase g and elicit /g/ Say Let’s stick the sticker Hold up the g sticker and encourage children to place it on their books in the correct position Then point to the example circle and say Circle /g/ Trace the circle with your finger as you say the word circle Point and say /g/ – girl Children repeat in chorus Repeat with guitar Give children enough time to draw a circle around the letter g Mime it (Optional activity 1)   Play the recording again (Track 41) Demonstrate two actions for the children to when they hear the word: girl (wave with both hands), guitar (mime playing guitar) Children the actions when they hear the words Consolidation Connect the letter Gg Help the girl find the guitar      Point to the picture of the girl on the left side of the page and the picture of the guitar on the right Point to the example line Say Connect the letter g Trace the line from the girl to the letter g with your finger Point to the letter G in the line below and continue the line with your finger Children find the letters g and G and connect them with a continuous line until they reach the picture of the guitar Monitor the activity and help where necessary Answers © Oxford University Press 2015 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? g, G, g, G, g, G Worksheet 2: Bingo      Hand out Worksheet to children, one for each student Write the following words on the board: crayon, robot, car, girl, notebook, balloon, teddy bear, guitar, chair Children quickly draw a picture of each, one drawing in each square Encourage children to draw as quickly as they can to make it fun Make sure that children draw the pictures in random order so that each grid is different Call out the words from the vocabulary set in any order, keeping a record of the words used so that you only use each word once The children cross off the words as they hear them The first child to complete a line of three shouts Bingo! Exercises: Workbook p 24 Story time: A reader of your choice © Oxford University Press 2015 10 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Worksheet 2: Bingo © Oxford University Press 2015 11 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? 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, reading Vocabulary: 7, 8, seven, eight Review: 1–6, one – six, count, cars, balloons Extra vocabulary: How many? Resources and materials      Student Book p 25 Workbook p 25 Audio Tracks 41–43 Flashcards 16–20 Phonics cards 9–10 Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer   Play the chant from Lesson again (Track 41) to review the /g/ sound When children hear the /g/ sound, they drum on their desks To make this more challenging, have children drum to the /g/ sound first with one hand, then with the other, then with both hands Lead-in     Review numbers 1–6 by unfolding the fingers on your hands and counting them Encourage the class to count with you Unfold two more fingers in sequence for and and model the new words for children to repeat Ask eight children to come to the front of the class and stand in line Each child has a number from to 8, which they say in sequence to the class 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 42) 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 Trace the number with your finger Give children enough time to trace the number with their finger in their books Play the recording again Point to the numbers in turn and say 7, Children repeat in chorus Transcript (Track 42) Listen, trace, and repeat 7, Make the sound (Optional activity 1)  Demonstrate actions to match the sound effects beep and pop Mime pressing a car horn for beep and mime popping a balloon with a pin for pop © Oxford University Press 2015 12 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?  Play the recording again (Track 42) The children the actions in time with the audio Point and sing (Exercise 2)      Hold up your book and point to the picture of the cars Count them slowly and encourage the children to count with you Say one… two… three… three… four… five… six… seven… seven cars! Do the same with the balloons Practice with the children as they repeat in chorus Play the recording (Track 43) all the way through for the children to listen to and point to the pictures as they hear the words 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 and the actions for beep and pop Transcript 43 Point and sing How many cars? How many cars? 1, (beep) 2, (beep) 3, (beep) 4, (beep) 5, (beep) 6, (beep) 7, (beep) cars cars How many balloons? How many balloons? 1, (pop) 2, (pop) 3, (pop) 4, (pop) 5, (pop) 6, (pop) 7, (pop) 8, (pop) balloons balloons Development Count and say Then write the number (Exercise 3)      Hold up your book and point to the picture Say How many balloons? Point to each balloon and encourage the children to count them with you Elicit seven balloons from the class Say Seven balloons Give children enough time to write number in the first box Trace the number in the air so the children understand what to write Repeat the procedure for cars Encourage the children to count with you Give children enough time to write the number in the box Go over the answers with the class Answers balloons 7, cars Count! (Optional activity 2)    Point to the picture Ask children to count the planes, robots, and teddy bears Tell them to count quietly on their own Go through the answers with the class and write them on the board (planes 5, robots 2, teddy bears 4) Ask individual children to stand up and show the answers by counting on their fingers for the class Consolidation Let’s Practice!    Ask students to look at the picture and speech bubble Say Seven Ask What is the boy holding? (Seven balloons) 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 Exercises: Workbook p 25 Story time: A reader of your choice © Oxford University Press 2015 13 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Lesson Five Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letters h and i and associate them with the sounds /h/ and /ɪ/ To pronounce the sounds /h/ and /ɪ/ Language     Language focus: listening, reading Vocabulary: hat, horse, insect, ill Extra vocabulary: look at Review: it’s Resources and materials        Student Book p 26 Workbook p 26 Audio Tracks 44–45 Flashcards 16–20 Phonics cards 15–18 Stickers Flashcards from all previous units (optional) Culture note: FAO Schwarz The toy store Toy Bazaar was founded in Baltimore, Maryland in 1862 by a German immigrant, Frederick August Otto Schwarz, and his two older brothers Frederick moved to New York City in 1970 and opened another toy store while his brothers stayed in Baltimore Frederick changed the name to FAO Schwarz, and the store in New York City is the oldest toy store in the United States Known for its distinctive toys, life-sized stuffed animals, singing dolls, and interactive games, the FAO Schwarz flagship store on Fifth Avenue was a popular tourist destination until it closed in July 2015 The entrance to the store featured a display of almost 80,000 LED lights, each functioning individually, to create a vibrant light show The company has been featured in several major motion pictures, including Big with Tom Hanks (1988) A replica of the floor piano shown in Big is one of the most popular tourist attractions in the New York store Introduction Weather report: Ask the class about today’s weather Song: Sing the chant on page 20 (Track 34) to energize the class and review the phonics lesson Warmer: Jump      Play Jump to review the vocabulary the children have learned so far Ask the children to stand by their desks Hold up a flashcard from the vocabulary set (Flashcards 16–20) and say a word If the word is the same as the flashcard, they jump If it isn’t, they stand still Alternatively, ask children to put their hands up if the word you say and the flashcard are the same Lead-in     Draw dotted outlines of the letters H and h on the board Facing the board, draw the letters in the air for children to copy Then connect the dotted lines on the board and complete the letters Repeat the procedure for the letters I and i Draw more dotted outlines of the letter H, h, I, and i on the board and ask children to come to the board and connect 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 44, Listen, trace, and point) for children to listen to the letter sound /h/ © Oxford University Press 2015 14 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?       Point to the letters H and h with the children Trace the letters with your finger Children trace the letters with their fingers in their books (pause the recording while they trace, if necessary) Then listen and point to the words hat and horse with the children Children listen to the letter sound /ɪ/ Point to the letters I and i with the children Trace the letters with your finger Children trace the letters with their fingers in their books (pause the recording while they trace, if necessary) Then listen and point to the words insect and ill with the children Play the second part of the recording (Track 44, Listen and repeat) and have children repeat in chorus Transcript 44 Listen, trace, and point /h/ /h/ hat /h/ horse /ɪ/ /ɪ/ insect /ɪ/ ill Listen and repeat /h/ /h/ hat /h/ horse /ɪ/ /ɪ/ insect /ɪ/ ill Mime it! (Optional activity 1)     Put Phonics cards 15–18 (hat, horse, insect, ill) on the board Do a mime for one of the words Children guess the word Point to the phonics card to confirm the answer Children take turns coming to the front of the class, choosing a word, and miming for the class Listen and chant (Exercise 2)       Hold up your book and point to the picture of the horse and the insect Point to the horse and the hat and say a horse with a hat Point to the insect and say an insect… it’s ill Children repeat in chorus Play the recording (Track 45) for children to listen to the chant Play the chant again Hold up phonics cards 15–18 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 45) Listen and chant Look at the horse with a hat, hat, hat /h/, /h/, /h/ a hat, hat, hat Look at the insect It’s ill, ill, ill /ɪ/, /ɪ/, /ɪ/ It’s ill, ill, ill (Repeat) Sing your part (Optional activity 2)     Give phonics cards 15–18 to four children Then divide the class into two groups Give the first group verse and second group verse Play the chant again (Track 45) Each group sings their own verse The children hold up the correct phonics card when they hear the words © Oxford University Press 2015 15 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?  Repeat with four different children holding the cards, if you wish Stick and say (Exercise 3)     Hold up your book Point to the pictures one at a time and say the words guitar, horse, and insect Encourage the children to say the words with you Say Let’s stick the stickers Hold up the h sticker Say the sound /h/ Put it on the letter h under the picture of the horse Say /h/ – horse Children copy and repeat in chorus Children put the g and i stickers on the correct letter under each picture Monitor and help if necessary Answers g, h, i Consolidation Name it! (Optional activity 3)     Children work in groups of three or four students Give each group a pile of vocabulary flashcards face down on the desk Each group should have the same number of cards in their pile Say Go! and have children in each group take turns turning over the top card and making a sentence that features that word, e.g., It’s a (desk) / It’s not a (pencil) They put the card face down on the desk after saying the sentence The first group to finish all their cards wins! Exercises: Workbook p 26 Story time: A reader of your choice © Oxford University Press 2015 16 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? 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: listening, speaking, writing Vocabulary: review Resources and materials     Student book p 27 Workbook p 27 Audio Track 39, 46 Flashcards 16–20 Introduction Weather report: Ask the class about today’s weather Song: Play the song from Lesson (Track 39) to review the vocabulary for this lesson Warmer: Listen, point, and say    Place Flashcards 16–20 around the classroom Call out a vocabulary word, e.g., puppet The children point to the correct flashcard as quickly as they can Now point to the flashcard The children say the word Lead-in    Use Toys flashcards 16–20 to review the vocabulary for this lesson Put the flashcards on the board Point to each one and say them with the class Shuffle them and then turn them around so only you can see the card Children take turns asking questions Is it a (plane)? for you to answer Yes, it is or No, it isn’t to find out the word Development 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 teddy bear in frame and ask Is it a teddy bear? Say Yes, it is Point to the robot in frame and ask Is it a balloon? Elicit No, it isn’t In open pairs, children stand up and ask and answer the question Word chain (Optional activity 1)       Play Word chain with Flashcards 16–20 to practice and reinforce the toy words Place the flashcards on the board in a given sequence, e.g., puppet, robot, balloon, plane, and teddy bear Point to a child He/She says the first word in the sequence, e.g., puppet Point to another child He/She says the next word in the sequence, e.g., robot Continue with each child saying the next word in the sequence, returning to the beginning when necessary For extra challenge, remove one flashcard The class repeats the sequence, including the missing word Remove one more flashcard each time, until children are saying the whole sequence from memory Listen to the story (Exercise 2)   Play the recording (Track 46) Remind children that stories in English go from left to right Pause after each frame for children to listen and point to the pictures Play the recording again This time pause after each line for children to listen and point to the characters as they hear the words © Oxford University Press 2015 17 Family and Friends Special Edition Grade 1– Unit 3: Is it a plane? Transcript 46 Listen Frame Tim: Is it a teddy bear? Dad: No, it isn’t Billy: Teddy bear Teddy bear Frame Tim: It’s a plane, right? Is it a plane? Dad: No, it isn’t Frame Tim: Billy, my present! Tim: Ah! Is it a robot? Dad: Open it Frame Tim: Yes, it is It’s a robot! Robot: I’m Zozo I’m a robot Billy: I’m a robot I’m a robot Guess who says it! (Optional activity 2)   Play the recording again once all the way through Hold up your book and point to the number in the top left corner of each picture frame as you listen Say 1, 2, 3, or as you point to each number Choose a line of dialogue and say it to the class Children identify who says it, and guess which frame it comes from They shout out the name of the person and the story frame number For example, Say I’m Zozo I’m a robot! Children say Robot, 4! Listen and act (Exercise 3)      Play the recording once all the way through Divide the class into groups of four to play the parts of Mom, Dad, Tim, and Billy If the class doesn’t divide exactly some children can play more than one character (Note that Mom doesn’t have a speaking part.) 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: Dad is giving a present to Tim Tim is taking it Mom is looking at Dad and Tim Billy is holding a teddy bear Picture 2: Tim is shaking his present to try and find out what’s inside Dad is shaking his head from side to side Billy is looking at it Picture 3: Billy is on top of a big box Tim is pointing to Billy as if to say the present is his Picture 4: Tim is holding the robot and pressing its button Billy is moving his arms up and down like a robot Mom and Dad are laughing Consolidation Sing (Optional activity 3)   Play the Goodbye song (Track 02) Children mime the actions as they sing Exercises: Workbook p 27 Story time: A reader of your choice © Oxford University Press 2015 18