Family and Friends Special Edition Grade – Unit 4: This is my mom! Lesson One Words Objectives   To learn family names To practice family names in the form of a chant Language   Language focus: listening, reading Vocabulary: mom, dad, brother, sister, grandpa, grandma Resources and materials       Student Book p 30 Workbook p 30 Audio Tracks 48–49 Flashcards 16–20 and 21–26 Stickers Worksheet 1: Word trace (one copy per student) Introduction Weather report: Ask the class about today’s weather Song: Play the Hello song (Track 01) to introduce the lesson and for children to sing along Warmer: Jump      Play Jump to review the vocabulary the children have learned so far and to energize the class 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    Use Flashcards 21–26 to introduce the vocabulary for this lesson Hold them up one at a time and say the words for children to repeat in chorus Repeat as often as necessary until children can remember the words Presentation Listen, point, and repeat (Exercise 1) Say Open your books and model the action for children to copy Point to the family pictures Play the first part of the recording (Track 48, Listen and point) Hold up your book and point to the pictures in time with the recording Children listen and point to the appropriate pictures  Play the second part of the recording (Track 48, 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 Note: From Unit on, the first time you hear the recording, it follows the order of the pictures on the page; the second time, the order is in a different sequence   Transcript (Track 48) Listen and point mom, dad, brother, sister, grandpa, grandma brother, sister, grandma, mom, dad, grandpa Listen and repeat mom, dad, brother, sister, grandpa, grandma Matching game (Optional activity 1)  Use Flashcards 21–26 to practice words pairs: mom/dad, sister/brother, grandma/grandpa © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom!      Hold up the card pairs and say the words Put the card pairs on the board Give the cards to six children Children with Flashcards 21 (mom), 24 (sister), and 25 (grandma) come to the front of the class Ask one child at the front of the class to hold up their flashcard and say the word The child with the matching card holds up their flashcard and says the word Repeat with the rest of the children Give the cards to different children and repeat, if you wish Whispers (Optional activity 2)     Arrange children into rows of at least six Secretly 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 is correct Development Listen and chant (Exercise 2)      Play the recording (Track 49) for children to listen to the chant Hold up your book and point to the pictures as you hear them Play the chant a second time for children to say the words Divide the class into groups of six Give each group a line from the chant Say the chant with the class Hold up the appropriate flashcard when you say the family word Each group says their line in turn Transcript (Track 49) Listen and chant Mom, mom, mom Dad, dad, dad Brother, brother Sister, sister Grandma, grandma Grandpa, grandpa Connect the dots (Optional activity 3)   Write mom, dad, brother, sister, grandma, and grandpa on the board Write the letters in dotted lines Hold up Flashcards 21–26 one at a time Invite children to come to the front of the class and connect the dots for the word on the board that matches the flashcard Point and say Stick the stickers (Exercise 3)      Hold up your book and point to the picture Point to each family member one at a time and say the words Repeat and encourage the children to point to the pictures and say the words with you in chorus Say Let’s stick the stickers Take the grandpa sticker and show it to the class Place it on the caption box in the Student Book and say grandpa This may require closer monitoring as students are now expected to match word stickers to words instead of picture stickers to pictures Children copy you and place all the stickers in the correct caption boxes Monitor the activity and help where necessary Consolidation Worksheet 1: Word trace    Ask children to look at the worksheet Have them trace the letters to make words When they have finished, they can color the pictures Check the answers together Exercises: Workbook p 30 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom! Worksheet 1: Word trace © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom! Lesson Two Grammar and song Objectives   To say the sentence This is my (mom) To sing a song Language     Language focus: listening, speaking, writing Vocabulary: This is my (mom) Review: mom, dad, brother, sister Extra vocabulary: cuddle, play Resources and materials        Student Book p 31 Workbook p 31 Audio Tracks 50–51 Flashcards 21–26 Photo(s) of your mom and other family members Crayons A sheet of paper for each child (optional) Introduction Weather report: Ask the class about today’s weather Song: Do the chant from Student Book p 30 (Track 49) to energize the class and review the vocabulary Warmer: What’s missing?     Put Flashcards 21–26 on the board Make sure Flashcard 26 is facing the wrong way Point to each one at a time and say, mom, dad, brother, sister, grandpa Point to the last flashcard and encourage the children to shout out the word (grandma) Shuffle the cards and repeat This time have two cards facing the wrong way Continue in this way until all the cards are facing the wrong way and you can elicit all the words from memory Lead-in          Play Match with Flashcards 21–26 to prepare for Exercise Write the words in a column on the left side of the board Place the flashcards in a column on the right, mixing them up so the word and card don’t match Point to a flashcard Say the word for the class to repeat in chorus Point to the matching word and say the word for the class to repeat in chorus Draw a line between the picture and the word Continue, asking children to raise their hands if they see another match Call on a child to come to the board to draw the line to match the word and the picture Repeat in the same way until all the cards have been matched Option: Continue the game by shuffling the flashcards and placing them face downwards in a pile on the desk Call children up, one at a time, and ask them to pick up a card, look at it and place it next to the correct word on the board Children say the word in chorus Continue until all flashcards are on the board again Presentation Listen and repeat (Exercise 1)      Put Flashcard 21 on the board Point to the flashcard and say mom Hold the photo of your mom in front of yourself Point to yourself as you say This is my mom Repeat so that the meaning is clear Play the recording (Track 50) and say the words in time with the audio Play the recording again for children to repeat the words in chorus Repeat and practice with all the family cards Use more photos of your family as before, if you wish © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom! Transcript (Track 50) Listen and repeat This is my mom Do it! (Optional activity 1)      Assign each child a family member: mom, dad, brother, sister, grandma, grandpa Give instructions for each, e.g., for mom students jump; for dad, students turn in a circle, etc Children who have that word assigned the action Any child who does the action when it is not their assigned word is out of the game Make the game more challenging by calling out the family words faster and faster Development Listen and sing (Exercise 2)     Hold up the book and point to the pictures Play the recording (Track 51) all the way through Children listen as you sing along In verses and 2, mime a cuddle when you say the line Cuddle Cuddle Put your hand on your heart when you say I love my mom/dad In verses and 4, jump up and down when you say the line Play Play Play the recording again As you sing, hold up Flashcards 21–24 and the actions Play the recording again for the children to sing the song and the actions Transcript (Track 51) Listen and sing This is my mom This is my mom Cuddle Cuddle I love my mom This is my dad This is my dad Cuddle Cuddle I love my dad This is my brother This is my brother Play Play Play with my brother This is my sister This is my sister Play Play Play with my sister Listen and point (Optional activity 2)   Display Flashcards 21–24 in different places around the room Play the recording again (Track 51) Children point to the correct flashcard as they sing the verse with the word Draw and sing (Optional activity 3)    Divide the class into groups of four Give each child a sheet of paper and each group some crayons Ask them to draw a picture of their mother, father, sister, or brother Play the recording again Children hold up their pictures as they sing the name of the family member they have drawn Consolidation Match the pictures to the words and say (Exercise 3)   Say Open your books and model the action for children to copy Point to the picture of mom at the top of the page Say This is my… Then trace the path of the dotted line from left to right with your finger and continue across the © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom!     page until you reach the word mom Say mom Repeat and this time get the class to trace the lines with their fingers and say the words with you in chorus Children draw lines with a pencil or crayon Repeat the same procedure with each picture Monitor and help where needed Let’s Practice!     Ask students to look at the picture and speech bubble Say This is my mom Have a student read the sentence Have students work in pairs and take turns saying the sentence Tell them to use other vocabulary from Lessons and If students made pictures for Optional activity 3, have them hold up their pictures in pairs or small groups and say a sentence for their pictures Exercises: Workbook p 31 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom! Lesson Three Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter j and associate them with the sound /dʒ/ To pronounce the sound /dʒ/ Language    Language focus: listening Vocabulary: jug, juice Extra vocabulary: in, a Resources and materials        Student Book p 32 Workbook p 32 Audio Track 52–53 Flashcards 21–26 Phonics cards 19–20 Phonics cards 1–18 Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Snap!     Use Flashcards 21–26 to review the vocabulary from the previous lesson Write one of the items from the vocabulary set on the board, e.g., mom Say the word out loud Put the flashcards in a pile and hold them up so that the children can only see the facing card Reveal the cards one at a time by putting the front card in back When children see the card for mom, they shout Snap! Repeat with the rest of the words in the set Lead-in     Draw dotted outlines of uppercase J and lowercase j on the board Facing the board, draw J and j in the air as you say the sound /dʒ/ Children draw the letters in the air with you Then connect the dotted lines on the board and complete J and j Draw more dotted examples on the board and ask children to come 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 52, Listen, trace, and point) for children to listen to the letter sound /dʒ/ Point to the J and trace the letter with your finger Children trace the letter with their finger in their books Point to the j 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 jug and juice as you hear the words Play the second part of the recording (Track 52, Listen and repeat) and have children repeat in chorus Transcript (Track 52) Listen, trace and point /dʒ/ /dʒ/ jug /dʒ/ juice Listen and repeat /dʒ/ /dʒ/ jug © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom! /dʒ/ juice Mime it! (Optional activity 1)     Give two children Phonics cards 19 (jug) and 20 (juice) Demonstrate an action for each word Mime pouring liquid for jug and mime drinking a glass of juice for juice Mime pouring The child with the flashcard for jug holds it up and says jug Do the same for the word juice Allow other children to take turns miming the words Listen and chant (Exercise 2)       Hold up your book and point to the picture of the jug Mime pouring some juice and say juice in a jug Point to each word and say the sentence again Encourage the class to repeat as a chorus Play the recording (Track 53) for children to listen to the chant Put the phonics cards juice and jug 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 53) Listen and chant Juice, juice, juice Juice in a jug /dʒ/, /dʒ/, /dʒ/ Juice in a jug Jug, jug, jug Juice in a jug /dʒ/, /dʒ/, /dʒ/ Juice in a jug Stand up (Optional activity 2)   Divide the class into two groups and assign each group a word: juice and jug Play the chant (Track 53) Each time children hear their word, they quickly stand up and sit down Stick Then circle and say (Exercise 3)      Hold up your book and point to the picture of juice in a jug Point to the lowercase j and elicit /dʒ/ Say Let’s stick the sticker Hold up the j sticker and encourage children to place it in their books in the correct position Then point to the j in jug, circle it, and say Circle /dʒ/ Point and say /dʒ/ – jug Children repeat in chorus Repeat with the uppercase J and Juice Give children enough time to draw a circle around the letter Point and say (Optional activity 3)      Display all of the Phonics cards the children have learned so far on the board or around the classroom, one of which contains the target sound for this lesson Say the target sound, /dʒ/ The children point to the card that contains the sound Elicit the word from the class chorally Repeat with other sounds previously learned Consolidation Connect the letter Jj Put the juice in the jug (Exercise 4)      Point to the picture of the juice carton on the left side of the page and the picture of the jug on the right Point to the example line Say Connect the letter j Trace the line from the juice carton to the letter j with your finger Point to the next letter J in the top line and continue tracing the line with your finger Children find the letters J and j and connect them with a continuous line until they reach the picture of the jug Monitor and help where needed Answers j, J, j, J, j, J © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom! Exercises: Workbook p 32 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 4: This is my mom! Lesson Four Numbers Objectives   To learn the numbers and 10 To learn the number words nine and ten Language     Language focus: listening, speaking Vocabulary: 9, 10, nine, ten Extra vocabulary: Let’s count all, Look at all, arrive, in line, again Review: 1–8, one – eight, mom(s), dad(s), boy(s), girl(s) Resources and materials     Student Book p 33 Workbook p 33 Audio Tracks 54–55 Phonics cards (Bb boy) and 13 (Gg girl) Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Bingo    Play numbers Bingo to review the numbers to Ask the children to draw a grid, two by two squares In each of the squares, they write a different number 1–8 Call out numbers in any order Keep a record of the numbers as you say them, so that you don’t say the same number twice The children cross off the numbers in their grids as they hear them The first child to complete a line of two shouts Bingo! Lead-in    Write numbers and 10 on the board Point to each number and model the words for children to repeat Point to the number and count nine fingers Encourage the children to count with you Repeat with the number 10 Draw dotted outlines of the numbers and 10 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 54) and point to the numbers and 10 as you hear the words Clap in time with the audio after and stomp after 10 Trace the number with your finger Children trace the number with their finger in their books Trace the number 10 with your finger Children trace the number 10 with their finger in their books Play the recording again Point to the words one at a time and say 9, 10 Children repeat in chorus Transcript (Track 54) Listen, trace, and repeat 10 Development Point and sing (Exercise 2)    Point to the picture of the moms Say Let’s count the moms Encourage the children to count with you Point to the picture of the dads Say Let’s count the dads Encourage the children to count with you Play the recording (Track 55) all the way through for the children to listen to Encourage them to clap and count in © Oxford University Press 2015 10 Family and Friends Special Edition Grade – Unit 4: This is my mom!   time with the audio 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 55) Point and sing 1, 2, 3, 4, Look at all the moms arrive 6, 7, and Let’s count all the moms in line 1, 2, 3, 4, 5, 6, 7, 8, 9 moms, moms, 1, 2, 3, 4, Look at all the dads arrive 6, 7, 8, 9, 10 Let’s count all the dads again 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 10 dads, 10 dads, 10 Sing your part (Optional activity 1)    Divide the class into two groups Give one group the first three verses to sing Give the other group the last three verses to sing Play the song again (Track 55) Each group sings their own verses Finish with the whole class singing the complete song Count and say Then write the number (Exercise 3)       Hold up your book and point to the picture Point to the words one at a time and say moms… dads… boys… girls Use Phonics cards (/b/ boy) and 13 (/g/ girl) to review boy and girl Encourage the class to say the words with you Point to a mom and say How many moms? Point to each mom one at a time and count Encourage the children to count with you Say 10 moms Give children time to trace the example number 10 in the first box Repeat the procedure for dads, boys, and girls Encourage the children to count with you Give children enough time to write the numbers in the boxes Go over the answers with the class and write the answers on the board Answers moms 10, dads 9, boys 6, girls Consolidation Count the colors (Optional activity 2)      Hold up your book and ask How many moms… in red? Count the moms wearing red Say Ask How many dads in… and encourage the children to shout out a color (blue) Children count the dads in blue and shout out the answer Continue in this way, practicing all the words for people and different colors Let’s Practice!     Ask students to look at the picture and speech bubble Say Nine Ask What is the boy holding? (A picture with nine robots) 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 You may want students to draw pictures of or 10 people or objects and have them share their pictures in pairs or groups, saying the numbers Exercises: Workbook p 23 Story time: A reader of your choice © Oxford University Press 2015 11 Family and Friends Special Edition Grade – Unit 4: This is my mom! Lesson Five Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letters k and l and associate them with the sounds /k/, /l/ To pronounce the sounds /k/ and /l/ Language    Language focus: reading Vocabulary: kangaroo, key, lion, lollipop Extra vocabulary: has, look at, with Resources and materials       Student Book p 34 Workbook p 34 Audio Track 56–57 Phonics cards 1–20 and 21–24 Phonics sound cards(Before class, make a set of phonics sound cards with just the letters for Aa – Jj) Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Find your partner     Play Find your partner to review the phonics sounds the children have learned so far Give the phonics sound cards to individual children around the room Give the corresponding Phonics flashcards 1–20 to different children Ask the children with the sound cards to stand up one at a time and say the sounds on their cards The children with the picture cards listen If the sound is in their word, they stand up, show the card to the class, and say the word Note there are two picture cards for each sound card Lead-in     Draw dotted outlines of uppercase K and lowercase k 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 L and l Draw more dotted outlines of K, k, L, and l on the board and ask children to come to the board to 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 56, Listen, trace, and point) for children to listen to the letter sound /k/ Point to K and k Trace the letters with your finger Children trace the letters with their fingers in their books Then listen and point to the words kangaroo and key Repeat the process with the sound /l/, the letter Ll, and the words lion and lollipop Play the second part of the recording (Track 56, Listen and repeat) and have children repeat in chorus Transcript (Track 56) Listen, trace, and point /k/ /k/ kangaroo /k/ key /l/ © Oxford University Press 2015 12 Family and Friends Special Edition Grade – Unit 4: This is my mom! /l/ lion /l/ lollipop Listen and repeat /k/ /k/ kangaroo /k/ key /l/ /l/ lion /l/ lollipop Listen and chant (Exercise 2)        Hold up your book and point to the pictures and say the words kangaroo, jug, and lion Point to the kangaroo and then the key Say The kangaroo has a key Children repeat in chorus Point to the lion and then the lollipop Say The lion has a lollipop Children repeat as a chorus Play the recording (Track 57) for children to listen to the chant Play the chant again Hold up phonics cards /k/ kangaroo and /l/ lion when you hear the word Play the chant again, pausing after each line for children to repeat Play once more all the way through for children to repeat as they listen Transcript (Track 57) Listen and chant Katy the kangaroo has a key /k/, /k/, /k/ /k/, /k/, /k/ Look at the lion with a lollipop /l/, /l/, /l/ /l/, /l/, /l/ (Repeat) Mime it! (Optional activity 1)   Demonstrate some actions for these words: kangaroo (jump in place twice), key (mime opening a door with a key), lion (make a clawing action with one hand), lollipop (mime licking a lollipop) Play the chant again Children the actions as they say the chant Listen for the words (Optional activity 2)    Two children come to the front of the class Give one Phonics card 21 (/k/ key) and the other card 24 (/l/ lollipop) Play the chant (Track 57) again Each child holds up their phonics cards as they hear the sounds Repeat with other children, using the Phonics cards for kangaroo and lion Stick and say (Exercise 3)      Hold up your book and point to the picture of the kangaroo holding a key Say Let’s stick the stickers Hold up the k sticker Say the sound /k/ Put it on the letter k under the picture of the kangaroo Say /k/ – kangaroo Children copy and repeat in chorus Children put the j and l stickers on the correct letter under each picture Monitor and help where needed Answers k, j, l Consolidation Circle the letters Kk and Ll (Exercise 4)     Hold up phonics cards k and l and say the letter sounds /k/ and /l/ for children to repeat Point to the example circle and say Circle the letter k Trace the circle with your finger as you say the word circle Children find other examples of the letter k and draw circles Point to the letter L in Look Say Circle the letter L Trace a circle again as you say the word circle © Oxford University Press 2015 13 Family and Friends Special Edition Grade – Unit 4: This is my mom!   Children find other examples of the letter I and draw circles Monitor and help where needed Answers Kk: K in Katy, k in kangaroo, k in key, k in Look Ll: L in Look, l in lion, l in lollipop (3 times) Exercises: Workbook p 34 Story time: A reader of your choice © Oxford University Press 2015 14 Family and Friends Special Edition Grade – Unit 4: This is my mom! Lesson Six Story Objectives    To recognize and identify words To develop listening skills by listening to a short story To review and consolidate language introduced in the unit Language    Skills: listening, speaking, writing Vocabulary: review Extra vocabulary: No, it isn’t Resources and materials     Student book p 35 Workbook p 35 Audio Track 51, 58 Flashcards 11–20 (optional), 21–26 Introduction Weather report: Ask the class about today’s weather Song: Play the song from Lesson (Track 51) to review the vocabulary for this lesson and for children to sing along Warmer: Bingo     Ask the children to draw a three-by-three grid Write these words on the board: key, lion, lollipop, jug, juice, insect, boy, girl, mom, dad, sister, brother, grandma, and grandpa In each of the squares, they write a different word Note: There are more words than squares, so children should choose which words they want in their grids Call out the words in any order Keep a record of the words as you say them, so that you don’t say the same word twice The children cross off the words in their grids as they hear them The first child to complete a line of three shouts Bingo! Lead-in    Give Flashcards 21–26 to six children Say one of the words The child with the card stands up, shows the card to the class, and says a complete sentence This is my (mom) The class repeats in chorus Repeat with all the words Presentation Listen to the story (Exercise 1)   Say Open your books Play the recording (Track 58) 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 Transcript (Track 58) Listen Frame Rosy: This is my grandpa Grandpa… this is Lucy Grandpa: Hello, Lucy Lucy: Hello Frame Rosy: This is my mom Mom: Hello, Lucy Lucy: Hello © Oxford University Press 2015 15 Family and Friends Special Edition Grade – Unit 4: This is my mom! Frame Lucy: Is this your grandma? Rosy: No, it isn’t Frame Rosy: This is my brother, Billy Lucy: Hello Read and say (Exercise 2)        Write This is my… on the board Place the mom Flashcard next to the word my Point to each word and read slowly to elicit the complete sentence This is my mom Write the family words across the top of the board Say Point to mom When children point to the correct word, replace the picture card with the written word to form the complete sentence Read the sentence with the class Continue in this way until you have practiced all the family words Point to the sentences in frame 1, 2, and and read them with the class Ask one or two individual children to read a sentence to the class Pass it on (Optional activity 1)     Give Flashcards 12–20 (School things and Toys) to nine children Keep Flashcard 11 Hold it up and say This is my desk Then give your flashcard to a child He/She stands up and says This is my desk Repeat in the same way, with each child saying the sentence and then giving the flashcard to another child to the same Play the game with different children and different words Development Listen again and repeat Act (Exercise 3)        Play the recording (Track 58) once all the way through Play the recording again, pausing after each line for children to listen and repeat Divide the class into groups of five to play the parts of Rosy, Lucy, Grandpa, Mom, and Billy If the class doesn’t divide exactly, some children can play more than one character Students could also play Grandma, but note she doesn’t have a speaking part Choose and demonstrate some actions for the story (See below for suggestions.) Play the recording again for children to mime the actions 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 holds her arm outstretched as she introduces Lucy to Grandpa Grandpa and Lucy wave as they introduce themselves Picture 2: Rosy holds her arm outstretched as she introduces Lucy to Mom Mom bends down and stretches out her arm as she introduces herself Picture 3: Lucy points to Billy as she asks the question Rosy shakes her head as she says No Billy waves his hands Picture 4: Lucy bends towards Billy with her arm outstretched Rosy laughs Billy smiles and waves his hands Consolidation Musical cards (Optional activity 2)      Play some lively music Hand out the Flashcards from this and previous lessons Children pass the flashcards around all the rows of seats while the music is playing Stop the music suddenly Ask the children who are holding the flashcards to stand up and say the word Play the music and continue in the same way Sing   Play the Goodbye song (Track 02) Children mime the actions as they sing © Oxford University Press 2015 16 Family and Friends Special Edition Grade – Unit 4: This is my mom! Exercises: Workbook p 35 Story time: A reader of your choice © Oxford University Press 2015 17