Tải bản đầy đủ

G1 selective lessonplan unit1

Family and Friends Special Edition Grade 1–Unit 1: What color is it?

Lesson One Words
Objectives



To learn five colors
To practice the color words in the form of a chant

Language



Language focus: listening, speaking
Vocabulary: red, green, blue, black, white

Resources and materials










Student Book p. 10
Workbook p. 10
Audio Tracks 6, 14–15
Flashcards 6–10
Crayons (red, green, blue, black, white)
Stickers
Worksheet 1: Connect the colors (one copy per student)
A reader of your choice

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the Hello song (Track 01) to introduce the lesson.
Warmer: Freeze






Ask the children to stand at their desks.
Give a series of instructions, e.g., wave, run, jump. Children mime the actions.
When you say Freeze!, the children must stop what they are doing and stand still.
The children who are slowest to stop are out and have to sit down.
Continue the game until there is one winner left standing, or a group of winners if you prefer.

Lead-in





Use Colors Flashcards 6–10 to introduce the vocabulary for this lesson.
Hold them up one at a time and ask What color is this?
Say the words for children to repeat in chorus.
Once children have learned the words, go around the class practicing with individual children.

Presentation
Listen, point, and repeat. (Exercise 1)






Say Open your books and model the action for children to copy. Hold up your book and point to the color splashes.
Play the first part of the recording (Track 14, Listen and point). Point to the pictures in time with the audio. Children
listen and point to the appropriate pictures.
Play the second part of the recording (Track 14, Listen and repeat) for children to repeat the words in chorus.
Play the recording all the way through for children to point to the pictures and repeat the words.
Hold up the flashcards one at a time and ask individual children to say the words.

Transcript (Track 14)
Listen and point.
red, green, blue, black, white
Listen and repeat.
red, green, blue, black, white
Pointing game (Optional activity 1)


Put Flashcards 6–10 in different places around the room.

© Oxford University Press 2015

1


Family and Friends Special Edition Grade 1–Unit 1: What color is it?




Call out one word.
Ask children to listen to the word and point to the correct flashcard as fast as possible. Have them repeat the word
when they point.
Ask a few students to take the role of teacher and call out the words.

Listen and chant. (Exercise 2)







Play the recording for children to listen to the chant.
Play the chant a second time for children to say the words. Demonstrate actions for each line of the chant. For
example, after line 1, clap your hands three times. After line 2, stamp your foot three times. After line 3, tap the desk
three times.
Divide the class into groups of three. Give each group a line from the chant.
Say the chant with the class. Hold up a colored crayon when you say the color word, and then do the actions.
Each group says their line and does the correct action.

Transcript (Track 15)
Listen and chant.
red, green
blue, red
black, white

Development
Point and say. Stick the stickers. (Exercise 3)








Hold up your book and point to the picture. Point to each character and elicit the names Rosy, Billy, and Tim.
Point to the colored blocks one at a time and say the colors.
Repeat and encourage the children to point to the pictures and say the colors with you.
Say Let’s stick the stickers. Take the red sticker and show it to the class. Place the sticker on the picture of the red
blocks and say red.
Repeat with the green, blue, black, and white stickers.
Children copy you and put the stickers in the correct places and say the colors.
Monitor the activity and help where necessary.

Worksheet 1: Connect the colors



Give a copy of Worksheet 1 to each student.
Children read the words in the pictures and color the pictures. Then they draw lines to connect the words on the right
to the correct color picture.

Say and do (Optional activity 2)




Give Flashcards 6–10 to five children and ask them to come to the front of the class.
Demonstrate an action for each color: red (clap), green (stamp), blue (turn in a circle), black (wave), white (hop).
Play the chant again. When the five children hear their word they hold up their card. The rest of the class does the
action.

Consolidation
Exercises: Workbook p. 10
Story time: A reader of your choice

© Oxford University Press 2015

2


Family and Friends Special Edition Grade 1–Unit 1: What color is it?
Worksheet 1: Connect the colors.

Color. Then draw lines to connect the color words and the pictures.

1. red
blue

2. green
white

3. blue
green

4. black

5. white
black

© Oxford University Press 2015

3


Family and Friends Special Edition Grade 1–Unit 1: What color is it?

Lesson Two Grammar
Objectives




To ask the question What color is it?
To answer It’s (green).
To sing a song

Language





Language focus: listening, speaking
Vocabulary: What color is it? It’s (red).
Review: red, black, green, blue
Extra vocabulary: lots of, me, you

Resources and materials






Student Book p. 11
Workbook p. 11
Audio Tracks 16–17
Flashcards 6–10
Crayons (red, green, blue, black, white)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer: Word chain





Place four or five flashcards on the board in any sequence, e.g., red, white, green, black.
Point to a child. He/She says the first word in the sequence, e.g., red.
Point to another child. He or she says the next word in the sequence, i.e., white.
Continue going around the room, with each child saying the next word in the sequence, returning to the beginning
when necessary.

Lead-in




Hold up a red crayon and say red. Children repeat in chorus. Hold up the other colored crayons one at a time and
elicit the colors from the class.
Hand out the crayons to children around the class.
Children take turns standing up and showing the class their crayon and saying the word. The rest of the class holds up
their own crayon in that color, if they have one, and the class repeats the word together.

Presentation
Listen and repeat. (Exercise 1)





Hold up Flashcard 6 (red) and say What color is it? Point to it and say It’s red.
Play the recording (Track 16) and say the words in time with the audio.
Play the recording again for children to repeat the words in chorus.
Repeat with Flashcards 7–10 to practice all the colors.

Transcript (Track 16)
Listen and repeat.
What color is it?
It’s red.
Listen and sing. (Exercise 2)




Say Open your books and model the action for children to copy.
Hold up the book and point to the color patches in Exercise 3. Point to each of the colors one at a time and say What
color is it? As you’re pointing to each color patch, say It’s red, It’s black, It’s green, It’s blue.
Practice with the class.

© Oxford University Press 2015

4


Family and Friends Special Edition Grade 1–Unit 1: What color is it?
Play the recording all the way through for the children to listen to it. Demonstrate an action for each color. Do the
same actions you made in the chant in the previous lesson, e.g., red (clap), black (wave), green (stamp), blue (turn in
a circle).

Play the recording again and sing along. Hold up Flashcards 6–9 as you sing the words and do the actions.

Play the recording again for the children to sing the song and do the actions.
Note: White will be practiced in Lesson 4.


Transcript 17
Listen and sing.
It’s red.
It’s black.
It’s green.
It’s blue.
Lots of colors for me and you.
It’s red.
It’s black.
It’s green.
It’s blue.
Lots of colors for me and you.
Pointing game (Optional activity 1)




Hand out Flashcards 6–10 to children in different places around the room.
Play the recording (Track 17) again. Children point to the correct flashcard (and student) as they sing the line with the
color.
Children hand the flashcard to another student. Repeat the game as many times as you wish.

Development
Trace the lines and say. (Exercise 3)







Hold up your book. Point to the red color patch. Say What color is it?
Trace the path of the dotted line with your finger until you reach the red block below. Say It’s red.
Repeat and this time get the class to trace the lines with their fingers and say the words with you in chorus.
Children go over the dotted line with a red crayon.
Repeat the same procedure with each color patch, making sure the children use the correct colored crayon.
Monitor the activity and help where necessary.

Show it (Optional activity 2)



Check that all the children have something red, blue, black and green. Hand out crayons or color papers to those who
don’t have something for each color.
Play the recording (Track 15) again. Children hold up the correct item as they sing the line with the color.

Consolidation
Let’s Practice!




Ask students to look at the picture and speech bubble.
Have two students demonstrate the question in the speech bubble and the answer in the picture.
Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.

Exercises: Workbook p. 11
Story time: A reader of your choice

© Oxford University Press 2015

5


Family and Friends Special Edition Grade 1–Unit 1: What color is it?

Lesson Three Sounds and Letters
Objectives



To recognize the uppercase and lowercase forms of the letter c and associate them with the sound /k/
To pronounce the sound /k/

Language




Language focus: listening, speaking, and reading
Vocabulary: cat, car
Extra vocabulary: in, a

Resources and materials







Student Book p. 12
Workbook p. 12
Audio Tracks 18–19
Flashcards 6–10
Phonics cards 5–6
Worksheet 2: Draw a cat and a car (one copy per student)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer: What’s missing?





Display Flashcards 6–10 from the previous lesson on the board. Point to each card one at a time for children to say
the words. Give the class a few seconds to look at them.
Ask children to turn around. Remove a card.
Display the cards again and ask What’s missing?
When children have identified the missing card, shuffle the cards again, and repeat the procedure.

Lead-in





Draw dotted outlines of uppercase C and lowercase c on the board.
Facing the board, draw C and c in the air as you say the sound /k/. Children draw the letters in the air with you.
Then join the dotted lines on the board and complete C and c.
Draw more dotted examples on the board, and ask different children to come and join the dots.

Presentation
Listen, trace, and point. Repeat. (Exercise 1)







Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 18, Listen, trace, and point) for children to listen to the letter sound /k/.
Point to C and c.
Point to the C and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the c and trace the letter with your finger. Children trace the letter with their finger in their books (pause the
track while they trace, if necessary).
Then listen and point to the words cat and car as you hear the words.
Play the second part of the recording (Track 18, Listen and repeat) and have children repeat in chorus.

Transcript (Track 18)
Listen, trace, and point.
/k/
/k/ cat
/k/ car
Listen and repeat.
/k/
/k/ cat
© Oxford University Press 2015

6


Family and Friends Special Edition Grade 1–Unit 1: What color is it?
/k/ car
Act it out (Optional activity 1)



Play the recording (Track 18) again.
When the children hear the /k/ sound, they trace a C in the air. When they hear cat, they meow like a cat. When they
hear car, they make a sound like a car and pretend to drive.

Listen and chant. (Exercise 2)







Hold up your book and point to the picture of the cat in the car.
Point to the cat and say cat. Point to the car and say car. Children repeat in chorus. Then say a cat in a car. Encourage
the class to repeat as a chorus.
Play the recording (Track 19) for children to listen to the chant.
Put Phonics cards 5–6 in different places around the room. Play the chant again for children to point to the cards as
they hear the words.
Play the chant again, pausing after each line for children to repeat.
Play the chant once more all the way through for children to repeat as they listen.

Transcript (Track 19)
Listen and chant.
a cat in a car
/k/, /k/, /k/
a cat in a car
/k/, /k/, /k/
cat, cat, cat,
car, car, car
a cat in a car
/k/, /k/, /k/
Stick. Then circle and say. (Exercise 3)







Hold up your book and point to the picture of the cat in the car.
Point to the lowercase c and elicit /k/.
Say Let’s stick the sticker. Hold up the c sticker and encourage children to place it in their books in the correct
position.
Then point to the example circle and say Circle /k/. Trace the circle with your finger as you say the word circle. Point
and say /k/ – cat. Children repeat in chorus.
Repeat with car.
Give children enough time to draw a circle around the letter.

Development
Miming (Optional activity 2)





Divide the class into two groups: cats and cars.
Demonstrate an action for each group, for example: cats (a cat stroking its ears with its paws), cars (driving a car
steering wheel).
Play the chant again. Each group does the action as they hear their word.
Switch groups and repeat.

Circle the letter Cc. (Exercise 4)






Hold up Phonics cards /k/ car and say the letter sound /k/ for children to repeat.
Point to the example circle around the letter C. Say Circle the letter c. Trace the circle with your finger as you say the
word circle.
Point to a lowercase c. Say Circle the letter c. Trace the circle again as you say the word circle.
Children find other examples of C and c and draw circles.
Monitor the activity and help where necessary.

Answers
© Oxford University Press 2015

7


Family and Friends Special Edition Grade 1–Unit 1: What color is it?
Top row: C, c, C
Bottom row: C, c, c

Consolidation
Worksheet 2: Draw a cat and a car




Give a copy of Worksheet 2 to each student.
Children trace a lowercase c and an uppercase C. Then they draw a cat and car.
Encourage children to use their imaginations to make their drawings fun and unique.

Exercises: Workbook p. 12
Story time: A reader of your choice

© Oxford University Press 2015

8


Family and Friends Special Edition Grade 1–Unit 1: What color is it?
Worksheet 2: Draw a cat and a car

1. Trace the letters c and C.

2.

Draw a car.

© Oxford University Press 2015

Draw a cat.

9


Family and Friends Special Edition Grade 1–Unit 1: What color is it?

Lesson Four Numbers
Objectives



To learn the numbers 3 and 4
To use the numbers 3 and 4 in the context of a song

Language




Language focus: listening, speaking, and reading
Vocabulary: 3, 4, three, four
Review: 1, 2, one, two, count, cats, cars, red, white

Resources and materials





Student Book p. 13
Workbook p. 13
Audio Tracks 20–21
Phonics cards 1–6

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer




Use Phonics cards 1–6 to review the letter sounds /æ/, /b/, and /k/.
Hold up the cards one at a time and point to the letters.
Children shout out the sound in chorus.

Lead-in




Write numbers 1 and 2 on the board. Pause and then write 3 and 4.
Count the numbers in sequence and model the new words for children to repeat.
Draw dotted outlines of the numbers 3 and 4 on the board and demonstrate how to write them. Children draw the
numbers in the air.

Presentation
Listen, trace, and repeat. (Exercise 1)








Say Open your books and model the action for children to copy.
Play the recording (Track 20) and point to numbers 3 and 4 as you hear the words.
Trace the number 3 with your finger. Give children enough time to trace the number 3 with their finger in their
books.
Encourage students to point to the cats in the book as they hear the meows after 3 on the recording.
Trace the number 4 with your finger. Give children enough time to trace the number 4 with their finger in their
books.
Encourage students to point to the cars in the book as they hear the horns after 4 on the recording.
Play the recording again. Point to the numbers one at a time and say 3, 4. Children repeat in chorus.

Transcript (Track 20)
Listen, trace and repeat.
3
4
Point and sing. (Exercise 2)




Hold up your book and point to the picture of the cats. Count them slowly and encourage the children to count with
you. Say one… two… three… three cats! Do the same with the cars.
Practice with the children as they repeat in chorus..
Play the recording (Track 21) all the way through for the children to listen to and point to the pictures as they hear
the words.

© Oxford University Press 2015

10


Family and Friends Special Edition Grade 1–Unit 1: What color is it?



Sing the words of the song with the class without the music. Sing each line and ask children to repeat.
Play the recording again for the children to sing the song.

Transcript (Track 21)
Point and sing.
3 white cats
3 white cats
Count the cats
1, 2, 3
4 red cars
4 red cars
Count the cars
1, 2, 3, 4
Count and clap (Optional activity 1)



Children draw the numbers 3 and 4 in the air when they sing the first two lines of each verse. They clap in time with
the numbers when they sing the last line of each verse.
Play the song again (Track 21). Children do the actions as they sing.

Development
Count and say. (Exercise 3)







Ask children to look at the pictures in the box.
Point to them one at a time and say them with the class: boy, apple, car, bat, cat.
Point to the main picture and point to the two boys. Say one … two … two boys. Encourage the children to count with
you.
Point to the apple in the box and then point to the apple in the main picture. Say one … one apple.
Continue in this way, until you have counted the number of cars, bats, and cats that appear in the picture.
Encourage the children to count with you.

Answers
two boys, one apple, four cars, three bats, two cats
Count your friends (Optional activity 2)






Ask ten children to come to the front of the class. Give each child a word. Whisper in their ear so that the class can’t
hear: cat (four children), bat (three children), boy (two children), car (one child).
Turn to the class and say one of the four words. The children who have been given that word hold up their hands.
The rest of the class counts the children in chorus.
Continue with the rest of the words. Write the answers on the board.
Continue by inviting a different set of ten children to come to the front if you wish.

Consolidation
Let’s Practice!




Ask students to look at the picture and speech bubble. Say Three. Ask What is on the boy’s arm? (Three cars)
Have a student read the number.
Have students work in pairs and take turns saying the number. Tell them to use other numbers they know.

Classroom treasure hunt (Optional activity 3)





Have children work in groups of three to four students.
Have them find the following and display their “treasures” on their desks.
1 piece of paper
2 crayons
3 pencils
4 books
Continue the hunt by changing the numbers for each item, e.g., 1 crayon, 2, pencils, 3 books, and 4 books.

Exercises: Workbook p. 13
© Oxford University Press 2015

11


Family and Friends Special Edition Grade 1–Unit 1: What color is it?
Story time: A reader of your choice

© Oxford University Press 2015

12


Family and Friends Special Edition Grade 1–Unit 1: What color is it?

Lesson Five Sounds and letters
Objectives



To recognize the uppercase and lowercase forms of the letter d and associate them with the sound /d/
To pronounce the sound /d/

Language




Language focus: reading, listening, and speaking
Vocabulary: dog, duck
Extra vocabulary: and

Resources and materials





Student Book p. 14
Workbook p. 14
Audio Tracks 22–23
Phonics cards 7–8

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer






Review the language learned in the previous lesson.
Clap your hands three times. Say What number?
Encourage the class to shout out three.
Do the same for one, two, and four in random order.
Invite individual children to clap a number for the class to guess.

Lead-in




Draw dotted outlines of uppercase D and lowercase d on the board.
Facing the board, draw D and d in the air for children to copy. Then join the dotted lines on the board and complete D
and d.
Draw more dotted outlines of D and d on the board, and ask different children to come and join the dots.

Presentation
Listen, trace, and point. Repeat. (Exercise 1)







Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 22, Listen, trace, and point) for children to listen to the letter sound /d/.
Point to D and d.
Point to the D and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the d and trace the letter with your finger. Children trace the letter with their finger in their books (pause the
recording while they trace, if necessary).
Then listen and point to the words dog and duck as you hear the words.
Play the second part of the recording (Track 22, Listen and repeat) and have children repeat in chorus.

Transcript (Track 22)
Listen, trace and point.
/d/
/d/ dog
/d/ duck
Listen and repeat.
/d/
/d/ dog
/d/ duck

© Oxford University Press 2015

13


Family and Friends Special Edition Grade 1–Unit 1: What color is it?
Listen and chant. (Exercise 2)







Hold up your book and point to the picture of the dog barking at the duck in the pond.
Point to the dog and say dog. Point to the duck and say duck. Children repeat in chorus. Then say a dog and a duck.
Encourage the class to repeat as a chorus.
Play the recording (Track 23) for children to listen to the chant.
Play the chant again. Hold up Phonics card 7 or 8 when you hear the word.
Play the chant again, pausing after each line for children to repeat.
Play the chant once more all the way through for children to repeat as they listen.

Transcript (Track 23)
Listen and chant.
A dog and a duck
/d/, /d/, /d/
A dog and a duck
/d/, /d/, /d/
Dog, dog, dog
/d/, /d/, /d/
Duck, duck, duck
/d/, /d/, /d/
A dog and a duck
/d/, /d/, /d/
A dog and a duck
/d/, /d/, /d/
Act it out (Optional activity 1)



Demonstrate some sounds for children to make instead of the words dog and duck when they say verse 2 of the
chant (Track 23). For example, for dog, say woof, woof, woof; for duck say quack, quack, quack.
Play the chant again. Children say the sounds in the correct place as they say the chant.

Sing and move (Optional activity 2)







Divide the class into two groups. Have the groups leave their desks and move to opposite sides of the classroom to
stand.
Give each group verse 1 or verse 3 to sing.
The first group sings verse 1 and stomps their feet while chanting /d/, /d/, /d/.
Both groups sing verse 2.
The second group sings verse 3 and flaps their arms like a duck while chanting /d/, /d/, /d/.
Repeat as many times as you wish, with children switching roles.

Development
Stick and say. (Exercise 3)







Hold up your book. Point to the pictures one at a time and say the words duck, cat, dog and car. Encourage the
children to say the words with you.
Say Let’s stick the stickers. Hold up the d sticker. Say the sound /d/.
Put the sticker on the letter d under the picture of the duck. Say /d/ – duck. Children copy and repeat in chorus.
Children put the c and d stickers on the correct letter under each picture.
Monitor the activity and help where necessary.
Go over the answers with the class. Ask children to add up how many they got right.

Answers
d, c, d, c

Consolidation
Pictionary (Optional activity 3)


Write the letters c and d on the board in big letters.

© Oxford University Press 2015

14


Family and Friends Special Edition Grade 1–Unit 1: What color is it?




Invite a child to come to the board to draw a cat or a car under the letter c or a dog or a duck under the letter d.
The class tries to guess what the child is drawing. Children raise their hands when they know.
Choose one child and check if their answer is correct. If it is, that child goes to the board to draw one of the words
under the correct letter.

Exercises: Workbook page 14
Story time: A reader of your choice

© Oxford University Press 2015

15


Family and Friends Special Edition Grade 1–Unit 1: What color is it?

Lesson Six Story
Objectives




To follow the left-to-right sequence of English
To develop listening skills by listening to a short story
To review and consolidate language introduced in the unit

Language




Language focus: integrated skills
Vocabulary: review
Structures: review

Resources and materials





Student book p. 13
Workbook p. 13
Audio Tracks 17, 24
Flashcards 6–10

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the song (Track 17) from Lesson 2 to review the vocabulary for this lesson.
Warmer: Musical cards





Hand out Flashcards 6–10 to different children around the class.
Play some lively music and ask children to pass them around to each other while the music is playing. It doesn’t
matter if there is not a flashcard for every child.
Stop the music suddenly and have children stop passing the cards. Ask them to look at the card nearest to them and
say what it is.
Play the music and continue in the same way.

Lead-in





Use Flashcards 6–10 to review the structure for this lesson.
Put the flashcards on the board. Point to a card and ask What color is it? Elicit the answer It’s (green).
Ask individual children to come to the board, point to a card, and ask the question.
The first child to say the correct answer comes to the board and asks the next question.

Presentation
Point and say. (Exercise 1)





Say Open your books and model the action for children to copy.
Point to each frame of the story one at a time and identify the characters. Point to the paint cans one at a time and
say What color is it? Say It’s red, green, etc.
Point to the paint cans for children to ask and answer the questions in chorus.
In pairs, children stand up and ask and answer the question.

What’s missing? (Optional activity 1)





To review and practice the color words, display Flashcards 6–10 on the board. Point to each card one at a time for
children to say the words. Give the class a few seconds to look at them.
Ask children to turn around. Remove a card.
Display the cards again and ask What’s missing?
When children have identified the missing card, shuffle the cards again, and repeat the procedure.

Listen to the story. (Exercise 2)


Play the recording (Track 24). Remind children that stories in English go from left to right. Pause after each frame for
children to listen and point to the pictures.

© Oxford University Press 2015

16


Family and Friends Special Edition Grade 1–Unit 1: What color is it?


Play the recording again. This time pause after each line for children to listen and point to the characters as they hear
the words.

Transcript (Track 24)
Listen.
Frame 1
Rosy: What color is it, Billy?
Billy: (giggling)
Tim: It’s green. Green.
Billy: Green, Green. Green.
Tim: Good boy.
Frame 2
Tim: Billy. What color is it?
Billy: (giggling)
Tim: It’s red. Red.
Billy: Red. Red.
Rosy: Good boy.
Frame 3
Rosy: What color is it?
Billy: (giggling)
Tim: It’s blue. Blue.
Billy: Blue. Blue. Blue.
Frame 4
Billy: I’m blue. I’m blue.
Mom: Oh, Billy!
All: (giggling)

Development
Listen and act. (Exercise 3)






Play the recording (Track 24) once all the way through.
Divide the class into groups of four to play the parts of Rosy, Tim, Billy, and Mom. If the class doesn’t divide exactly,
some children can play more than one character.
Play the recording again. Demonstrate some actions for the story. (See below for suggestions.)
Children practice acting out the story. Monitor and help where necessary.
If you wish, ask one or two groups to come to the front of the class to act out the story.

Story actions
Picture 1: Rosy and Tim are drawing and coloring in their books. Billy is waving his arms around.
Picture 2: Billy is painting with a paintbrush. Tim is leaning towards Billy. Rosy is raising her arm in the air.
Picture 3: Billy is looking at the paint on his paintbrush. Rosy and Tim are leaning towards Billy.
Picture 4: Billy is holding both his hands to the side as though covered with paint. Mom is wiping his face. Rosy and Tim
have their hands over their mouths and they’re laughing.

Consolidation
Classroom colors (Optional activity 2)




Write the colors on the board: red, green, blue, and black.
Have children work in pairs. Children stay seated and look for things in the classroom that are red, green, blue, and
black.
Give children time to find the objects, and then call on one pair to get up from their desks and go to the red object.
Repeat with other children and other colors.

Exercises: Workbook page 15
Story time: A reader of your choice
© Oxford University Press 2015

17



Tài liệu bạn tìm kiếm đã sẵn sàng tải về

Tải bản đầy đủ ngay

×

×