Family and Friends Special Edition Grade – Unit 7: Are they teachers? Lesson One Words Objectives   To learn job words To practice job words in the form of a chant Language   Language focus: listening, reading Vocabulary: student, teacher, server, vet, builder Resources and materials       Student Book p 50 Workbook p 50 Audio Tracks 01, 81–82 Flashcards 38–42 Stickers Worksheet 1: Draw the job (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: Freeze      Ask the children to stand at their desks Have children mime the animals they learned in the previous unit, e.g., bear, tiger, kangaroo, crocodile 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 Flashcards 38–42 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 jobs pictures Play the first part of the recording (Track 81, Listen and point) Hold up your book and 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 81, 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 81) Listen and point student, teacher, server, vet, builder builder, teacher, vet, student, server Listen and repeat student, teacher, server, vet, builder Listen and chant (Exercise 2)   Play the recording (Track 82) 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 © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers?     Demonstrate the actions (stamp, clap) for each word Divide the class into groups of five Give each group a word from the chant Say the chant with the class and the actions for children to copy Each group says their line and does their action in time with the audio Transcript (Track 82) Listen and chant teacher, teacher student, student server, server vet, vet builder, builder Miming game   Demonstrate an action for each word: student (open a book), teacher (write on the board), server (hold a tray), vet (use a stethoscope), builder (hammer a nail) Play the recording again (Track 82) Children the actions instead of clapping and stamping as they say the words Development Point and say Stick the stickers (Exercise 3)      Hold up your book and point to the picture Point to Billy and the word student and say student 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 student sticker and show it to the class Say student and stick it on the caption box If necessary, go through the words in Exercise to remind children of how the words are spelled Children copy you and place all the stickers in the correct caption boxes Monitor and help as needed Fill in the blanks (Optional activity 1)   Write one of the job words on the board and replace two or three letters with blanks, e.g., _ t u _ _ _ Say the word (student) and elicit the missing letters from the class to complete the word Continue with all the job words Make sure you only leave out letters the children have learned so far so that they can shout out the answers Consolidation Worksheet 1: Draw the job    Have children work individually Give each student a copy of Worksheet and ask them to draw a picture for each of the jobs Display the finished pictures in the classroom Exercises: Workbook p 50 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Worksheet 1: Draw the jobs Draw a picture of each job student teacher server builder vet © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Lesson Two Grammar and song Objectives    To ask the question Are they (teachers)? To answer Yes, they are No, they aren’t To sing a song Language    Language focus: listening, writing Vocabulary: Are they (waiters)? Yes, they are No, they aren’t Extra vocabulary: dressing up Resources and materials      Student Book p 51 Workbook p 51 Audio Tracks 81–83 Flashcards 38–42 Worksheet 2: Word search (one copy per student) Introduction Weather report: Ask the class about today's weather Song: Play the jobs chant from Lesson (Track 81) to review the vocabulary from the previous lesson Warmer   Ask students to look at the pictures they drew in the last lesson and compare them with a partner Did they draw the same things or different things? Lead-in    Use the pictures in Exercise to practice the structure Point to the picture of the adult servers and ask Are they servers? Nod your head up and down elicit Yes, they are Point to the picture of the teachers and ask Are they vets? Shake your head from side to side and elicit No, they aren’t Practice the structure with the rest of the pictures Presentation Look and say (Exercise 1)    Hold up your book and point to the Let’s learn! box Read the question Are they builders? Nod your head and say Yes, they are Children repeat in chorus Read the second question Are they servers? Shake your head and elicit from the class No, they aren’t Children repeat in chorus When the answer is No, they aren’t, ask What are they? to elicit They’re (vets) Ask pairs of children to ask and answer the questions for the class Name the job (Optional activity 1)   Give the Flashcards 38–42 to five pairs of children Each pair holds up the card in front of them Point to the different pairs one at a time and ask the question Are they (vets)? for the class to answer Yes, they are or No, they aren’t When the answer is no, write They’re on the board and elicit the correct word to complete the sentence, for example, They’re (builders) Invite a child to come to the board and complete the sentence with the correct word Development Listen and sing (Exercise 2)  Hold up your book Point to the first picture of the children in Exercise Explain that they are dressing up as vets Model the words for children to repeat © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers?    Play the recording (Track 83) all the way through Children listen as you sing along Repeat the actions they learned in Lesson Play the recording again As you sing, point to the pictures in the book and the actions Play the recording again for the children to sing the song and the actions Transcript (Track 83) Listen and sing Dressing up, Dressing up The boy and girl are dressing up Are they servers? Yes, they are Are they servers? Yes, they are Dressing up, Dressing up The boy and girl are dressing up Are they teachers? No, they aren’t Are they teachers? No, they aren’t Dressing up, Dressing up The boy and girl are dressing up Are they builders? Yes, they are Are they builders? Yes, they are Dressing up, Dressing up The boy and girl are dressing up Are they vets? No, they aren’t Are they vets? No, they aren’t Sing your part (Optional activity 2)    Give Flashcards 39–42 to five different children Play the recording again (Track 83) for children to sing along to Each time the children sing their job word they hold the flashcard in the air Children pass the flashcard to a different child and repeat as many times as you wish Match, ask, and answer (Exercise 3)     Hold up your book and point to the pictures again Explain that you are going to find out what jobs the children are dressing up as Point to the picture of the servers on the left Say What are they? Elicit They’re servers Trace the line with your finger to the picture of the children Ask Are they servers? Elicit Yes, they are Repeat the question and answer for children to repeat in chorus Repeat the same procedure with each picture Model the question and elicit the answer Yes, they are or No, they aren’t Then repeat the question and answer for children to repeat in chorus For No answers, have students say what the children are Answers Are they servers? Yes, they are Are they teachers? No, they aren’t Are they builders? Yes, they are Are they vets? No, they aren’t Consolidation © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Let’s Practice!    Ask students to look at the picture and speech bubble Ask Are they teachers? (No, they aren’t.) 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 from Lesson while pointing to pictures on page 51 Worksheet 2: Word search     Give out the worksheet and a pencil to each child Have them find the words in the puzzle and circle the words when they find them You can tell students that the words from the unit appear from left to right and top to bottom The extra words appear from right to left and bottom to top When they have finished, check the answers with the class Exercises: Workbook p 51 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Worksheet 2: Word search Find the words in the word search builder server student *Extra* hippo tiger teacher panda vet quilt s v t r e t r a m s l a e e a k o s m e b p r t r t m e p s e a b l a l a d n a p o p r u r t i n p u r i e a n i m s u s y i e h e k s l p c q a t k g l s t u d e n t t e e i a d a a e y l q e k m t i f s e r v e r s s t e a c h e r a s t © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Lesson Three Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter s and associate them with the sound /s/ To pronounce the sound /s/ Language     Language focus: listening Vocabulary: sofa, sock Review: pen, river, sister, lion, sad, mango, nose, hat Extra vocabulary: there’s, snake Resources and materials       Student Book p 52 Workbook p 52 Audio Tracks 84–85 Flashcards 38–42 Phonics cards 37–38 Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: What’s the picture?     Invite a child to come to the front of the class and whisper the name of a job he/she has to draw, e.g., builder The child draws the picture on the board for the rest of the class to guess what it is The first child to guess the job correctly comes to the front of the class to draw the next picture Repeat until all of the vocabulary from Lesson has been used Lead-in     Draw dotted outlines of uppercase S and lowercase s on the board Facing the board, draw the letters in the air as you say the sound /s/ Children draw the letters in the air with you Then connect the dotted lines on the board and complete S and s Draw more dotted examples 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 84, Listen, trace, and point) for children to listen to the letter sound /s/ Point to the S and trace the letter with your finger Children trace the letter with their finger in their books Point to the s 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 sofa and sock as you hear the words on the audio Play the second part of the recording (Track 84, Listen and repeat) and have children repeat in chorus Transcript (Track 84) Listen, trace, and point /s/ /s/ sofa /s/ sock Listen and repeat /s/ /s/ sofa © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers? /s/ sock Listen and point (Optional activity 1)   Put the phonics cards in different places around the class Play the recording again (Track 84) Children point to the correct card as quickly as possible when they hear the word Listen and chant (Exercise 2)      Hold up your book and point to the picture of the sock on the sofa Point to the sock and say There’s a sock… Point to the sofa and say on the sofa Point to each word and encourage the class to repeat as a chorus Play the recording (Track 85) for children to listen to the chant Put the Phonics cards 37 (/s/ sofa) and 38 (/s/ sock) 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 85) Listen and chant There’s a sock on the sofa sock on the sofa sock on the sofa /s/, /s/, /s/ (Repeat) Stick Then circle the beginning s sound and say (Exercise 3)      Hold up your book and point to the picture of the sock on the sofa Point to the lowercase s and elicit the sound /s/ Say Let’s stick the sticker Hold up the s sticker and encourage children to place it in their books in the correct position Then point to the s in sofa, circle it, and say Circle /s/ Point and say /s/ – sofa Children repeat in chorus Repeat with sock Give children enough time to draw circles around the corresponding letters in blue Consolidation Circle the words that begin with Ss (Exercise 4)     Hold up your book and point to each of the words one at a time Say the initial sound and then the word Encourage the children to say the sounds and words with you Point to the example and say Circle the words that begin with the letter s Trace the example circle as you say the word circle Explain that you only want the s at the beginning of the word, not in the middle Give children enough time to draw a circle around words that begin with the letter s Check the answers with the class Answers sofa, sock, sister, sad, snake Exercises: Workbook p 52 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Lesson Four Numbers Objectives   To learn the number 15 and 16 To learn the number words fifteen and sixteen Language     Language focus: listening, speaking Vocabulary: 15, 16, fifteen, sixteen Review: 1–14, one – fourteen, count, hat, builders, students Extra vocabulary: in a row, Let’s go Resources and materials    Student Book p 47 Workbook p 47 Audio Tracks 86–87 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 14 Ask the children to draw a grid, three by three squares In each of the squares, they write a different number 1–14 in any order 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 three shouts Bingo! Lead-in   Write to 14 on the board Count them in sequence and encourage the class to count with you Add 15 and 16 to the list Point to each number and model the words for children to repeat Draw dotted outlines of the numbers 15 and 16 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 86) and point to numbers 15 and 16 as you hear the words Clap in time with the audio Trace the number 15 with your finger Give children enough time to trace the number 15 with their finger in their books Encourage the children to point at the builder hard hats as they hear each hammer on the audio Trace the number 16 your finger Give children enough time to trace the number 16 with their finger in their books Encourage the children to point to the students as they hear each school bell on the audio Play the recording again Point to the numbers one at a time and say 15, 16 Children repeat in chorus Transcript (Track 86) Listen, trace and repeat 15 16 Development Point and sing (Exercise 2)  Point to the picture of the builders’ hard hats Say Let’s count the hats Encourage the children to count with you © Oxford University Press 2015 10 Family and Friends Special Edition Grade – Unit 7: Are they teachers?     Point to the picture of the students Say Let’s count the students Encourage the children to count with you Play the recording (Track 87) all the way through for the children to listen to Encourage them to clap and count in 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 87) Point and sing Fifteen builders In a row Let’s count the builders Here we go 1, 2, 3, 4, 6, 7, 8, 9, 10 11, 12, 13, 14, 15 Fifteen builders In a row Sixteen students In a row Let’s count the students Here we go 1, 2, 3, 4, 6, 7, 8, 9, 10 11, 12, 13, 14, 15, 16 Sixteen students In a row Count (Optional activity 1)   Before class, draw a selection of between and 16 objects, each set on one sheet of paper, e g., 15 toys, pencils, 12 ducks, etc Fold each piece of paper four times and put them in a bag In class, children take turns picking out a piece of paper, identifying the object, and counting them for the class, e.g., ducks, one, two…, etc Count and add (Exercise 3)        Hold up your book and point to the group of bears Ask How many bears? Encourage the class to count them with you Say ten Trace the number 10 with your finger Give children time to trace the number with a pencil or crayon Ask How many more bears? Encourage the class to count them with you Say five Write the number in your book Give children time to write the number with a pencil or crayon Demonstrate how to add 10 and by counting on your fingers or count the bears in both sets, continuing with 11 when you get to the second set Encourage the children to count with you Point to the box and write the number 15 with your finger Give children time to write the number in the box Repeat the stages for the second problem (8 + = 16) Go over the answers with the class and write the answers on the board Answers 10 + = 15, + = 16 Consolidation Add it up (Optional activity 2)   Draw some simple addition problems on the board for children to add Make sure the totals aren’t more than 16 Go over the answers with the class and write them on the board Let’s Practice!   Ask students to look at the picture and speech bubble Say Fifteen Ask What is the boy pointing to? (Fifteen socks) Have a student read the number © Oxford University Press 2015 11 Family and Friends Special Edition Grade – Unit 7: Are they teachers?   Have students work in pairs and take turns saying the number Tell them to use other numbers they know You may want students to gather 15 or 16 items in the classroom (e.g., pencils, crayons, books) and work in pairs to count them Exercises: Workbook p 53 Story time: A reader of your choice © Oxford University Press 2015 12 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Lesson Five Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letters t and u and associate them with the sounds /t/ and /ʌ/ To pronounce the sounds /t/ and /ʌ/ Language     Language focus: listening, reading Vocabulary: towel, turtle, umbrella, up Review: It has Extra vocabulary: It goes Resources and materials      Student Book p 48 Workbook p 48 Audio Tracks 88–89 Phonics cards 39–42 Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer   Play a clapping game to review numbers to 16 Clap a number for children to count Children shout out the answer in chorus Children take turns coming to the front of the class, whispering a number to you, and clapping it for the class to count Lead-in     Draw dotted outlines of uppercase T and lowercase t 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 U and u Draw more dotted outlines of the letters T, t, U, and u 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 88, Listen, trace, and point) for children to listen to the letter sound /t/ Point to T and t Trace the letters with your finger Children trace the letters with their fingers in their books Then listen and point to the words towel and turtle Repeat the process with the sound /ʌ/, the letter U u, and the words umbrella and up Play the second part of the recording (Track 88, Listen and repeat) and have children repeat in chorus Transcript (Track 88) Listen, trace, and point /t/ /t/ towel /t/ turtle /ʌ/ /ʌ/ umbrella /ʌ/ up © Oxford University Press 2015 13 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Listen and repeat /t/ /t/ towel /t/ turtle /ʌ/ /ʌ/ umbrella /ʌ/ up Listen and chant (Exercise 2)     Hold up your book Play the recording (Track 89) for children to listen to the chant Play the chant again Hold up Phonics cards 39–42 (towel, turtle, umbrella, up) when you hear the words 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 89) Listen and chant Look at the turtle It has a towel /t/, /t/, /t/ /t/, /t/, /t/ Look at the umbrella It goes up, up, up /ʌ/, /ʌ/, /ʌ/ /ʌ/, /ʌ/, /ʌ/ (Repeat) Sing your part (Optional activity 1)    Divide the class into two groups Give two children in group Phonics cards 39 (/t/ turtle) and 40 (/t/ towel) and two children in group cards 41 (/ʌ/ umbrella) and 42 (/ʌ/ up) Play the chant again (Track 89) Each group sings their own verse, and the children in each group hold up their phonics cards as they hear the words Repeat with different children holding the cards if you wish Development Stick and say (Exercise 3)     Hold up your book and point to the picture of the turtle with the towel Say Let’s stick the stickers Hold up the t sticker Say the sound /t/ Put it in the box Say /t/ – towel Children copy and repeat in chorus Children put the u and s stickers in the correct boxes Monitor and help as needed Answers t, u, s Jump if you hear it (Optional activity 2)   Ask students to stand up Tell them you are going to say a word If the word contains a t, they must jump up and down and call out the word If it does not contain a t, they stay still Tell children the t can be anywhere in the word Call out the following words: towel, hat, hippo, turtle, robot, puppet, desk, pencil, teacher, student Consolidation Circle the letters Tt and Uu (Exercise 4)     Hold up Phonics cards t and u and say the letter sounds /t/ and /ʌ/ for children to repeat Point to the example and say Circle the letter t Trace the circle with your finger as you say the word circle Children find other examples of the letter t and draw circles Point to the letter u in umbrella Say Circle the letter u Trace a circle again as you say the word circle Children find other examples of the letter u and draw circles Monitor and help as needed Answers © Oxford University Press 2015 14 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Tt: t in at (appears twice), t in the (appears twice), t in turtle (2 times), t in It (appears twice), t in towel Uu: u in turtle, u in umbrella, u in up Circle the number (Optional activity 3)   Write these numbers on the board: two, three, eight, ten, twelve, thirteen, fourteen, fifteen, sixteen Ask individual children to come to the board, point to a number, and circle the letter t in each number Exercises: Workbook p 54 Story time: A reader of your choice © Oxford University Press 2015 15 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Lesson Six Story Objectives     To recognize and identify words To read simple questions and sentences 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 Resources and materials      Student book p 55 Workbook p 55 Audio Tracks 02, 83, 90 Flashcards 38–42 A sheet of paper and crayons for each group Introduction Weather report: Ask the class about today’s weather Song: Play the song from Lesson (Track 83) to review the vocabulary for this lesson Warmer: This is your neighborhood     Ask the class to work in groups of five Give each group a large piece of paper and crayons and tell them they have ten minutes to draw a neighborhood All the children should draw at the same time and include as many people at their jobs as they can think of At the end of ten minutes, they should compare their neighborhoods with the groups next to them Ask What jobs can you see? Lead-in    Call a student to the front to help you Give the child one of the flashcards (38–42) Make sure you can’t see the card Ask the child questions to find out which card he/she has, e.g., Are they (teachers)? The child answers truthfully Yes, they are or No, they aren’t until you discover the correct job Shuffle the cards and invite two more children to the front to repeat the game Play as many times as you wish Presentation Listen and read (Exercise 1)    Say Open your books Play the recording (Track 90) 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 point to the dialogue as they hear the words Say each line for children to repeat in chorus Encourage them to follow the words in their books Transcript (Track 90) Listen Frame Billy: What are they? Rosy: They’re builders Billy: Builders Builders Frame Billy: Are they builders? Rosy: No, they aren’t They’re students Billy: Students Students © Oxford University Press 2015 16 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Frame Billy: Are they students? Rosy: Yes, they are Frame Billy: Look They’re students Hello, students! Hello, students! Rosy: No, Billy Shh They’re teachers! Match (Optional activity 1)        Use Flashcards 38–42 and write the words in a column on the left side of the board Place the flashcards in a column on the right, scrambling them up so the words and cards 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 Remove the matching flashcard from the board Repeat in the same way until all the cards have been removed Continue the game by shuffling the flashcards and placing them face down in a pile on the desk Call children up, one at a time, and ask them to pick 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 Development Read and say (Exercise 2)        Write Are they… ? on the board Place the builder picture card next to the words Are they Point to each word and read slowly to elicit the complete sentence Are they builders? Write the jobs words across the top of the board Say Point to builders 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 jobs words Point to the sentences in each frame and read them with the class Ask one or two individual children to read a sentence to the class Mime it! (Optional activity 2)   Children take turns coming to the front of the class and miming one of the jobs The class guesses the job and calls out the word Listen again and repeat Act (Exercise 3)        Play the recording (Track 90) 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 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 Note that Mom and Tim don’t have speaking parts, and they’re not in every frame 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: Billy is pointing Mom is pushing the stroller Rosy is gesturing toward the builders with her hand Picture 2: Rosy has her hand over her mouth because she’s laughing Billy is gesturing toward the students Mom is pushing the stroller Picture 3: Billy is gesturing toward the students Rosy is nodding her head Picture 4: Billy is waving Rosy is saying shh with her finger to her mouth Mom and Tim are shaking their heads Consolidation Sing   Play the Goodbye song (Track 02) Children mime the actions as they sing © Oxford University Press 2015 17 Family and Friends Special Edition Grade – Unit 7: Are they teachers? Exercises: Workbook p 55 Story time: A reader of your choice © Oxford University Press 2015 18