Family and Friends Special Edition Grade – Unit 9: I like plums! Lesson One Words Objectives   To learn food words To practice food words in the form of a chant Language    Language focus: listening, reading Vocabulary: raisins, plums, chips, cake, milkshakes Review: apple, egg, lollipop, mango, orange Resources and materials          Student Book p 62 Workbook p 62 Audio Tracks 101–102 Flashcards 43–47, 48–52 Phonics cards 1, 9, 24, 26, 29 Stickers Plain paper and colored pencils for each child (optional) Worksheet 1: Trace the words (one copy per student) Crayons for each child 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: Slow reveal      Use Flashcards 43–47 to review the clothes vocabulary from the previous lesson Put a flashcard on the board and cover it with a piece of paper 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    Use Flashcards 48–52 to introduce the vocabulary for the lesson Use Phonics cards 1, 9, 24, 26, 29 to review apple, egg, mango, lollipop, and orange at the same time Hold them up one at a time and say the words for children to repeat in chorus Hide the flashcards behind your back Bring them out one by one without showing the class the front of the card Children guess the word and shout out suggestions Turn the card around when they have guessed correctly Presentation Listen, point, and repeat (Exercise 1)       Say Open your books and model the action for children to copy Point to the food and drink pictures Play the first part of the recording (Track 101, 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 101, 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 Identify the apples, eggs, lollipops, mangoes and oranges in the picture in Exercise and use the Phonics cards to review the words in the same way Transcript (Track 101) Listen and point raisins, plums, chips, cake, milkshakes © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! raisins, cake, milkshakes, chips, plums Listen and repeat raisins, plums, chips, cake, milkshakes Listen and chant (Exercise 2)       Play the recording (Track 102) 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 Demonstrate an action for each word: raisins (eat with finger and thumb), plums (bite like an apple), chips (snap teeth together), cake (rub your tummy), milkshakes (drink with a straw) 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 102) Listen and chant Raisins, plums Raisins, plums Chips, cake Chips, cake Milkshakes, raisins Milkshakes, raisins Chant your part (Optional activity 1)   Divide the class into five groups: raisins, plums, chips, cake, and milkshakes Play the chant again Each group says their own word Repeat the chant at different speeds Development Point and say Stick the stickers (Exercise 3)      Hold up your book and point to the picture Point to the raisins and say raisins Repeat with different food and drink words and encourage the children to say the words with you Say Let’s stick the stickers Take the raisins sticker and show it to the class Say raisins 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 Spelling game (Optional activity 2)   Divide the class into two teams and play a spelling game Write a food or drink word (including the phonics food words) on the board with one of the letters missing Hold up the relevant card Children shout out the word and the missing letter Teams take turns Award a point for each correct answer Consolidation Draw your lunch (Optional activity 3)      Have children work individually Give each child a piece of paper and colored pencils Ask them to draw a quick picture of what they have (had) for lunch today Tell them to label anything they know the name for Monitor and help children with any words they want to know Children compare their pictures with a partner Worksheet 1: Trace the words    Hand out Worksheet and crayons to each child Have children trace the letters to write the words When they are finished, children match the pictures to the correct word © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! Exercises: Workbook p 62 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! Worksheet 1: Trace the words Trace the words and match © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! Lesson Two Grammar and song Objectives   To say the sentences I like (raisins) I don’t like (chips) To sing a song Language    Language focus: speaking, writing Vocabulary: I like (plums) I don’t like (raisins) Extra vocabulary: yum, yuck Resources and materials     Student Book p 63 Workbook p 63 Audio Track 103 Flashcards 48–52 Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Word chain      Use Flashcards 48–52 to review the vocabulary Display them on the board in a given sequence, e.g., plums, raisins, cake, chips, milkshakes Point to a child He/She says the first word in the sequence, e.g., plums Point to another child He/She says the next word in the sequence, e.g., raisins Continue with each child saying the next word in the sequence, returning to the beginning when necessary To make this more challenging, 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 Lead-in    Use Flashcards 48–52 to present and practice the structure Hold up a flashcard and rub your tummy Say I like (plums) Hold up another flashcard and make a face and slowly shake your head no Say I don’t like (raisins) Practice with the class Now draw a smiley face and hold up a flashcard Don’t say anything but elicit the complete sentence Do the same with a sad face and repeat Presentation Look and say (Exercise 1)    Hold up your book and point to the Let’s learn! box Read the sentence I like raisins Hold up the flashcard as you say the word raisins Children repeat in chorus Read the second sentence I don’t like chips Hold up the flashcard as you say the word chips Children repeat in chorus Ask individual children to stand up and say a sentence for the class What’s the picture? (Optional activity 1)      Use Flashcard 48–52 to practice and reinforce the food and drink words Invite a child to come to the front of the class and whisper the name of an item he/she wants to draw The child draws the picture on the board for the rest of the class to guess what it is The first child to guess the object correctly comes to the front of the class to draw the next picture Repeat until all of the target vocabulary has been used Listen and sing (Exercise 2) © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums!       Hold up your book Point to the first picture of the girl in Exercise Say I don’t like… and elicit cake Play the recording (Track 103) all the way through Children listen as you sing along Repeat the actions they learned in Lesson Note that there are only verses for four of the six pictures 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 If you wish, sing verses for the pictures not included in the song: Chips, chips I like chips Yum, yum, yum Yum, yum, yum Apples, apples I don’t like apples Yuck, yuck, yuck Yuck, yuck, yuck Transcript (Track 103) Listen and sing Raisins, raisins I like raisins Yum, yum, yum Yum, yum, yum Cake, cake I don’t like cake Yuck, yuck, yuck Yuck, yuck, yuck Plums, plums I like plums Yum, yum, yum Yum, yum, yum Milkshakes, milkshakes I don’t like milkshakes Yuck, yuck, yuck Yuck, yuck, yuck Development Point and say (Exercise 3)     Use Flashcards 48–52 Hold up Flashcard 51 and say I like cake Give the flashcard to a child to the same Point to the picture of the girl holding an apple Say I don’t like… and elicit apples Point to each of the pictures in Exercise in turn and model the sentence for children to repeat in chorus Ask individual children to point to a picture and say the sentence for the class Food survey (Optional activity 2)   Write the food and drink words on the board and a class survey Each child stands up and says truthfully a food they like and one they don’t like Find out which is the most and least popular food in the class Consolidation Let’s Practice!    Ask students to look at the picture and speech bubble Say I like plums Have a student read the sentence Have students work in pairs to read the sentence Tell them to use other food words they know and their own opinions with like and don’t like Exercises: Workbook p 63 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! Lesson Three Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter y and associate them with the sound /j/ To pronounce the sound /j/ Language     Language focus: listening, speaking, reading Vocabulary: yogurt, yo-yo Review: umbrella, yes, nose, girl, juice, you, panda Extra vocabulary: I like, yellow Resources and materials        Student Book p 64 Workbook p 64 Audio Tracks 104–105 Flashcards 48–52 Phonics cards 49–50 Sounds and letters poster Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer:    Use the Sounds and letters poster to review the letter sounds /p/– /ks/ Children take turns coming to the front of the class Point to the pictures for letters p – x one at a time for each child to say Alternatively say a sound and the child points to a corresponding word Lead-in     Draw dotted outlines of uppercase Y and lowercase y on the board Facing the board, draw the letters in the air as you say the sound /j/ Children draw the letters in the air with you Then connect the dotted lines on the board and complete Y and y Draw more dotted examples on the board and ask children to come to the board and connect the dots Presentation Listen, trace, and point (Exercise 1)       Say Open your books and model the action for children to copy Play the first part of the recording (Track 104, Listen, trace, and point) for children to listen to the letter sound /y/ Point to the Y and trace the letter with your finger Children trace the letter with their finger in their books Point to the y 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 yogurt and yo-yo as they appear on the audio Play the second part of the recording (Track 104, Listen and repeat) and have children repeat in chorus Transcript (Track 104) Listen, trace, and point /j/ /j/ yogurt /j/ yo-yo Listen and repeat /j/ /j/ yogurt © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! /j/ yo-yo Listen and move (Optional activity 1)   Play the recording again (Track 104) When children hear yogurt they tap the desk When the hear yo-yo they clap Listen and chant (Exercise 2)      Hold up your book and point to the picture of the girl Point to yourself and rub your tummy Say I like yogurt Point to the boy and say I like my yo-yo Encourage the class to repeat in chorus Play the recording (Track 105) for children to listen to the chant Put Phonics cards 49 (/j/ yogurt) and 51 (/j/ yo-yo) 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 105) Listen and chant I like yogurt /j/, /j/, /j/ I like yogurt /j/, /j/, /j/ I like my yo-yo /j/, /j/, /j/ I like my yo-yo /j/, /j/, /j/ Stick Then circle the beginning y sound and say (Exercise 3)      Hold up your book and point to the pictures of the girl with the yogurt and the boy with the yo-yo Point to the lowercase y and elicit /j/ Say Let’s stick the sticker Hold up the y sticker and encourage children to place it on their books in the correct position Then circle the y in yogurt and say Circle /j/ Point and say /j/ – yogurt Children repeat in chorus Repeat with yo-yo Give children enough time to draw a circle around the corresponding letters in blue Word scramble (Optional activity 2)   Play the chant again (Track 105) When children hear the /j/ sound they draw a lowercase letter y in the air with their finger At the end of the chant, write yogurt and yo-yo on the board in scrambled letters Elicit the correct spelling by inviting individual children to come to the board and write a letter each until they have spelled the word correctly Consolidation Circle the words that begin with y (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 y Trace the example circle as you say the word circle Explain that you only circle words with the y at the beginning of the word, not in the middle Give children enough time to draw a circle around the words that begin with y Check the answers with the class Answers yes, yo-yo, yellow, yogurt, you Exercises: Workbook p 64 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! Lesson Four Numbers Objectives   To learn the number 19 and 20 To learn the number words nineteen and twenty Language    Language focus: listening, speaking Vocabulary: 19, 20, nineteen, twenty Review: 1–18, one – eighteen, count, cake, plums, chips Resources and materials    Student Book p 65 Workbook p 65 Audio Tracks 105–107 Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Chant  Play the chant from Lesson (Track 105) to review the /j/ sound and to energize the class Lead-in   Draw groups of dots to represent numbers from to 18 to review the numbers Children count the dots and say the numbers They then take turns coming to the board to write the number next to the dots Draw dotted outlines of the numbers 19 and 20 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 106) and point to numbers 19 and 20 as you hear the words Trace the number 19 with your finger Give children enough time to trace the number 19 with their finger in their books Encourage the children to mime eating plums as they hear the munching noise on the audio Trace the number 20 with your finger Give children enough time to trace the number 20 with their finger in their books Encourage the children to tap on the desk for each beep noise on the audio Play the recording again Point to the numbers in turn and say 19, 20 Children repeat in chorus Transcript (Track 106) Listen, trace, and repeat 19 20 Development Point and sing (Exercise 2)      Point to the picture of the plums Say Let’s count the plums Encourage the children to count with you Point to the picture of the cakes Say Let’s count the cakes Encourage the children to count with you Play the recording (Track 107) all the way through for the children to listen 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 © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 9: I like plums! Transcript (Track 107) Point and sing Twenty cakes in a row Here comes a big bird! Oh, no! Yum, yum, yum, yum, yum, yum It eats a cake from the row Nineteen cakes in a row Here comes a big bird! Oh, no! Yum, yum, yum, yum, yum, yum It eats a cake from the row Eighteen cakes in a row Here comes a big bird! Oh, no! Yum, yum, yum, yum, yum, yum It eats a cake from the row (Repeat for seventeen and sixteen) Fifteen cakes in a row Here comes a big bird! Oh, no! Yum, yum, yum, yum, yum, yum It eats ALL the cakes from the row Clap and stomp (Optional activity 1)  Individual children say the numbers 1–20 around the class in a word chain The children saying even numbers clap when they say their number, and those saying odd numbers stomp Count and take away (Exercise 3)        Hold up your book and point to the chips Say How many chips? Encourage the class to count them with you Say nineteen Trace the number 19 with your finger Give children time to trace the number with a pencil or crayon Say How many oranges? Encourage the class to count them with you Say twenty Write the number 20 in your book or on the board Give children time to write the number with a pencil or crayon Go back to the first problem with the chips Demonstrate how to subtract from 19 by counting on your fingers Encourage the children to count with you Point to the box and write the number 15 Give children time to write the number in the box Repeat the stages for the subtraction problem with oranges (20 – = 17) Go over the answers with the class and write the problems and answers on the board Answers 19 – = 15, 20 – = 17 Consolidation Forward and backward     Make sure the children are in rows so that they can count around the class Ask the children to start counting, with each child saying the next number Before they get to twenty, say Change! The children then have to start counting backward from whatever number they reached Say Change! again, and the children start counting forward again Let’s Practice!     Ask students to look at the picture and speech bubble Say Nineteen Ask What is the boy holding? (A plate with nineteen raisins) 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 collect or count 19 or 20 of something in the classroom (e.g., 19 pencils, 20 chairs) with their partners © Oxford University Press 2015 10 Family and Friends Special Edition Grade – Unit 9: I like plums! Exercises: Workbook p 65 Story time: A reader of your choice © Oxford University Press 2015 11 Family and Friends Special Edition Grade – Unit 9: I like plums! Lesson Five Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter z and associate them with the sound /z/ To pronounce the sound /z/ Language   Language focus: listening, reading, Vocabulary: zebra, zoo Resources and materials       Student Book p 60 Workbook p 60 Audio Tracks 108–109 Phonics cards 51–52 Five sheets of paper (optional) Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer   Write some simple subtraction problems, e.g., 19 – = , on the board for children to solve Make sure the first number in the problem is not greater than 20 Children take turns coming to the front of the class to the problems Lead-in    Draw dotted outlines of uppercase Z and lowercase z 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 Draw more dotted outlines of Z and z 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 108, Listen, trace, and point) for children to listen to the letter sound /z/ Trace the letters with your finger Children trace the letters with their fingers in their books (pause the recording while they trace, if necessary) Continue the recording and point to the words zebra and zoo Play the second part of the recording (Track 108, Listen and repeat) and have children repeat in chorus Transcript (Track 108) Listen, trace, and point /z/ /z/ zebra /z/ zoo Listen and repeat /z/ /z/ zebra /z/ zoo Listen and chant (Exercise 2)   Hold up your book Play the recording (Track 109) for children to listen to the chant Play the chant again Hold up Phonics cards 51–52 (zebra, zoo) when you hear the words © Oxford University Press 2015 12 Family and Friends Special Edition Grade – Unit 9: I like plums!   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 109) Listen and chant Zebras, zebras At the zoo /z/ says the zebra At the zoo /z/, /z/, /z/ /z/, /z/, /z/ (Repeat) Spelling game (Optional activity 1)   Write the letters z e b r a on five separate sheets of paper Shuffle them and hand them to five children Children come to the front of the class and rearrange themselves in order to spell the word correctly Repeat with other animal words the children know Stick and say (Exercise 3)     Hold up your book and point to the picture of the zebra Say Let’s stick the stickers Hold up the z sticker Say the sound /z/ Put it in the box next to the zebra Say /z/ – zebra Children copy and repeat in chorus Children put the y and z stickers in the correct boxes Monitor and help as needed Answers (Top row) z, y (Bottom row) y, z Write and spell (Optional activity 2)   Brainstorm some animals that you would find in a zoo (panda, lion, bear, zebra) Say a word and have the class repeat it Ask individual children to come to the front and write one letter each in order to spell the word on the board Consolidation Circle the letter Zz (Exercise 4)    Hold up the zebra and zoo Phonics cards and say the letter sound /z/ for children to repeat Point to the example and say Circle the letter z Trace the circle with your finger as you say the word circle Children find other examples of the letter z and draw circles Monitor and help as needed Answers Zz: Z in Zebra, z in zebra (appears twice), z in zoo (appears twice), Z in ‘Z’ Exercises: Workbook p 66 Story time: A reader of your choice © Oxford University Press 2015 13 Family and Friends Special Edition Grade – Unit 9: I like plums! Lesson Six Story Objectives     To recognize and identify words To read simple 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 67 Workbook p 67 Audio Tracks 103, 110 Flashcards 48–52 A sheet of paper for each child Worksheet 2: Categories (one copy per pair) Introduction Weather report: Ask the class about today’s weather Song: Play the song from Lesson (Track 103) to review the vocabulary for this lesson Warmer: Bingo    Ask children to call out any clothes or food words they know The words can be from this lesson, previous lessons, or their own knowledge Write the words on the board Tell children to draw a three by three grid on a piece of blank paper In each of the squares, they write a different word (or draw a picture) from the words written on the board Make sure children choose the words and put them in the grid in a random order Call out the words on the board in any order Keep a record of which words you have used, so that you don’t repeat them 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   Brainstorm some food words with the class Children take turns telling the class about a food they like or don’t like Then children take turns standing up and saying a sentence for the class, e.g., I don’t like plums Development Listen and read (Exercise 1)    Say Open your books Play the recording (Track 110) 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 110) Listen Frame Rosy: Thanks, Mom I like raisins Billy: I don’t like raisins Frame Tim: I like plums Billy: I don’t like plums © Oxford University Press 2015 14 Family and Friends Special Edition Grade – Unit 9: I like plums! Frame Billy: I like cake I like cake Frame Mom: No, Billy Share! Tim: Yes, Billy I like cake, too Read and say (Exercise 2)        Write I like… on the board Place the raisins picture card next to the words I like Point to each word and read slowly to elicit the complete sentence I like raisins Write the food and drink words across the top of the board Say Point to “raisins.” 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 food and drink words Point to the sentences in each frame of the story and read them with the class Ask one or two individual children to read a sentence to the class Fill in the blanks (Optional activity 2)   Write fill-in-the-blank sentences on the board, e.g., I milkshakes Write like and don’t like in a word box on the board to serve as a model Invite different children to come to the board and write like or don’t like in the sentence so that it’s true for them Listen again and repeat Act (Exercise 3)        Play the recording (Track 110) 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 Choose and demonstrate some actions for the story (See below for some 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 is eating raisins Mom is handing Billy a plate Billy is shaking his head from side to side Tim is looking at Billy Picture 2: Tim is eating a plum Rosy is giving a plum to Billy Billy is shaking his head from side to side Picture 3: Billy is reaching for a cake Rosy and Tim are looking at Billy Picture 4: Billy is eating a cake with one hand and reaching for another with his other hand Mom is taking the plate away from him Tim is reaching for a cake Rosy is looking at Billy Consolidation Worksheet 2: Categories     Ask the children to work in pairs Give one copy of the worksheet to each pair Tell them to look at the first word on the list Say Blue What is it? and elicit a color Point the example where blue is written under the category Color Tell students to write each word from the list in the correct category When they have finished, go over the answers Then work as a class to see how many more words they can add to each category Exercises: Workbook p 67 Story time: A reader of your choice © Oxford University Press 2015 15 Family and Friends Special Edition Grade – Unit 9: I like plums! Worksheet 2: Categories Look at the words Write them in the correct category Clothes blue bear shirt milkshake raisins jacket red kangaroo green shirt belt yellow zebra chips tiger cake © Oxford University Press 2015 Colors Animals Food blue 16