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G1 selective lessonplan unit3

Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?

Lesson One Words
Objectives



To learn five toy words
To practice the toy words in the form of a chant

Language




Language focus: listening, reading
Vocabulary: plane, puppet, robot, balloon, teddy bear
Extra vocabulary: It’s OK, bad

Resources and materials








Student Book p. 22
Workbook p. 22
Audio Tracks 01, 36–37
Flashcards 16–20
Stickers
Worksheet 1: My matching pairs (Before class, cut the words and pictures out – one set for all children)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the Hello song (Track 01) to introduce the lesson for children to sing along.
Warmer: Simon says








Play Simon says to energize the class and review school vocabulary.
Ask the children to stand at their desks.
Explain that you are going to give instructions. If the instruction begins with the words Simon says, children must do
as you say. If not, they should stand still and wait for the next instruction. Any child who gets this wrong is out of the
game and has to sit down.
Give an instruction that reviews classroom language, e.g., Simon says point to your desk; Simon says point to
something red; Simon says point to your notebook.
Intermittently insert an instruction that is not preceded by Simon says to see if any children follow the instructions,
e.g., Sit in your chair.
Continue the game until there is one winner left standing, or a group of winners if you prefer.

Lead-in




Use Flashcards 16–20 to introduce the vocabulary for this lesson.
Hold them up one at a time and ask What’s this? Say the words for children to repeat in chorus.
Give the flashcards to five children. Turn to the class and say a word. The child with the card holds it up for the rest of
the class. Children shout out the word.

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






Say Open your books and model the action for children to copy. Hold up your book and point to the pictures.
Play the first part of the recording (Track 36, Listen and point). Point to the pictures in time with the audio. Children
listen and point to the appropriate pictures.
Play the second part of the recording (Track 36, Listen and repeat) for children to repeat the words in chorus.
Play the recording all the way through for children to point to the pictures and repeat the words.
Hold up the flashcards one at a time and ask individual children to say the words.

Transcript (Track 36)
Listen and point.
plane, puppet, robot, balloon, teddy bear
Listen and repeat.
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?
plane, puppet, robot, balloon, teddy bear
Listen and chant. (Exercise 2)







Play the recording (Track 37) for children to listen to the chant.
Play the chant a second time for children to say the words. Demonstrate actions for each word: plane (put both arms
outstretched like wings), puppet (move floppy arms up and down), robot (move stiff arms up and down), balloon
(draw a circle in the air), teddy bear (mime a hug).
Divide the class into groups of five. Give each group a line from the chant.
Say the chant with the class.
Each group says their line and does the correct action.

Transcript (Track 37)
Listen and chant.
plane, plane, plane
puppet, puppet, puppet
robot, robot, robot
balloon, balloon, balloon
teddy bear, teddy bear, teddy bear
Draw it! (Optional activity 1)




Play a guessing game.
Start drawing one of the toys on the board. Draw it very slowly and encourage the children to guess what it is by
shouting out Is it a …? Repeat with all the toys on the list.
If you wish, ask a confident and able child to come to the front of the class and draw a toy for the class to guess.

Mime it! (Optional activity 2)



Play a miming game.
Do one of the mimes the children learned for the chant. See if they can remember what toy it represents. Encourage
children to shout out Is it …? with their suggestions.

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








Hold up your book and point to the picture.
Point to the toy pictures one at a time and say the words.
Repeat and encourage the children to point to the pictures and say the words with you.
Say Let’s stick the stickers. Take the plane sticker and show it to the class. Place the sticker on the picture of the plane
and say plane.
Repeat with the puppet, robot, balloon, and teddy bear stickers.
Children copy you and place the stickers in the correct places and say the words.
Monitor the activity and help where necessary.

Consolidation
What’s missing? (Optional activity 3)



Tell the class that you are going to set up for play time, but there are some very playful thieves who want to steal the
toys. Put Flashcards 16–20 on the board for the children to say what toys you have for play time.
Ask the children to close their eyes (and put their heads down on the desk). Remove one flashcard and rearrange the
others. Tell children to open their eyes and ask the class to tell you what the playful thieves have taken.

Worksheet 1: My matching pairs







Children work in pairs.
Hand out one set of words and pictures to each pair.
Children should arrange the cards face down on their desks.
Taking turns, one child turns over a card and then tries to turn over the matching picture or word. For example, if a
child turns over a picture of the teddy bear, he/she would win the pair if he/she can turn over the card with the words
teddy bear.
The child with the most pairs at the end of the game wins.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?



To make this more challenging, hand out two sets of words and pictures to each pair so they are working with twice
as many cards.
Tell the children they can practice this matching game at home with their family.

Exercises: Workbook p. 22
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?
Worksheet 1: My matching pairs

balloon
plane
teddy bear
robot
puppet

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?

Lesson Two Grammar and song
Objectives




To ask the question Is it a plane?
To answer Yes, it is. No, it isn’t.
To sing a song

Language




Language focus: listening, speaking, writing
Vocabulary: Is it a (balloon)? Yes, it is. No, it isn’t.
Review: plane, car, robot, puppet, balloon, teddy bear

Resources and materials







Student Book p. 23
Workbook p. 23
Audio Tracks 38–39
Flashcards 16–20
Phonics card 6 (Cc car)
One of the toys on the vocabulary list

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






Play with Flashcards 16–20 to review the vocabulary from the previous lesson and to prepare for this lesson’s
exercises.
Put a flashcard on the board and cover it with a piece of paper or card.
Very slowly move the paper to reveal the picture, little by little.
Ask What’s this? The first child to guess correctly comes to the front to choose the next card.
Continue the game until you have practiced all of the words from the vocabulary set.

Lead-in




Bring in one of the toys on the vocabulary list to class. Before you come to class put the toy in a bag.
Show the bag to the class, but make sure the children can’t see what’s inside.
Turn to the class, look inside the bag, and say It’s a toy! Encourage the children to ask you questions Is it a …? to find
out what it is.

Presentation
Listen and repeat. (Exercise 1)





Hold up the balloon flashcard and ask Is it a balloon? Point to it and nod your head up and down. Say Yes, it is. Hold
up the puppet flashcard and ask Is it a balloon? Shake your head from side to side. Say No, it isn’t.
Play the recording (Track 38) and say the words in time with the audio.
Play the recording again for children to repeat the words in chorus.
Repeat with Flashcards 16–20 to practice all the words and both short answers. Practice with Phonics card 6, too, in
order to review all the words for the song in Exercise 2.

Transcript 38
Listen and repeat.
Is it a balloon?
Yes, it is. No, it isn’t
Listen and sing. (Exercise 2)



Say Open your books and model the action for children to copy.
Hold up the book and point to the Let’s sing! pictures. Point to any toy in the picture and say Is it a (plane)? Say Yes, it

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?





is. No, it isn’t, depending in what picture you point to. Repeat with all the pictures and practice with the class.
Play the recording (Track 39) all the way through for the children to listen to it. Demonstrate an action for each toy.
Do the same actions you made in the chant in the previous lesson (see Lesson 1, Exercise 2).
Play the recording again and sing along. Hold up the following flashcards with each verse: verse 1 (plane), verse 2 (
teddy bear), verse 3 (car), verse 4 (balloon) as you sing the words and do the actions. These flashcards will elicit the
correct response in the song.
Play the recording again for the children to sing the song and do the actions.

Transcript 39
Listen and sing.
Is it a plane?
Is it a plane
Yes, it is.
It’s a plane.
[woosh, woosh, woosh, woosh, woosh, woosh]
Is it a robot?
Is it a robot?
No, it isn’t.
It’s a car.
[vroom, vroom, vroom, vroom, vroom, vroom]
Is it a puppet?
Is it a puppet?
No, it isn’t.
It’s a teddy.
[hug, hug, hug, hug, hug, hug]
Is it a balloon?
Is it a balloon?
Yes, it is.
It’s a balloon.
[pop, pop, pop, pop, pop, pop]
Fill in the blanks (Optional activity 1)



Play the recording again (Track 39). Then sing the song once more without the music. When you come to each target
word, don’t say it. Hold up the flashcard and elicit the words.
Play the recording again and sing along with the children.

Development
Match, ask, and answer. (Exercise 3)








Hold up your book. Point to the two rows of pictures. Explain that the pictures on the top row are fragments of the
toys below.
Point to the top picture and say Is it a plane? Elicit No, it isn’t. Say Is it a teddy bear? and elicit the same answer. Ask Is
it a balloon? Nod your head to encourage children to say Yes, it is.
Trace the path of the dotted line with your finger until you reach the picture of the balloon. Repeat Yes, it is. It’s a
balloon.
Repeat and this time get the class to trace the line with their fingers and say the words with you in chorus.
Children go over the trace line with a pencil or crayon.
Repeat the same procedure with the rest of the pictures.
Monitor the activity and help where necessary.

Answers
balloon, car, robot, teddy bear

Consolidation
Let’s Practice!
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?




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

Flashcard practice






Invite five children to come to the front of the class and give them a toy flashcard each. Ask them to face the class and
show them their flashcards.
Stand behind one child and point to the flashcard. Ask Is it a balloon?
The class should answer in chorus Yes, it is or No, it isn’t, depending on the flashcard.
Change the words that you ask, giving children practice with both answers.
Repeat with five different children if you wish.

Exercises: Workbook p. 23
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?

Lesson Three Sounds and letters
Objectives



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

Language




Language focus: listening, speaking
Vocabulary: girl, guitar
Extra vocabulary: with

Resources and materials








Student Book p. 24
Workbook p. 24
Audio Track 40–41
Flashcards 16–20
Phonics cards 13–14
Stickers
Worksheet 2: Bingo (one copy per student)

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






Play Whispers to review the vocabulary from the previous lesson.
Organize children in groups of at least six. Show a flashcard to the first child in each group. This child whispers the
word to the child next to him/her.
Children continue whispering the word to the child next to them until the word reaches the final child.
The final child says the word out loud, and the first child holds up the flashcard to see whether the word and the
flashcard are the same.
Continue with different flashcards, starting with different children.

Lead-in





Draw dotted outlines of uppercase G and lowercase g on the board.
Facing the board, draw G and g in the air as you say the sound /g/. Children draw G and g in the air with you.
Then connect the dotted lines on the board and complete G and g.
Draw more dotted examples on the board and ask different children to come to the front and connect the dots.

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







Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 40, Listen, trace, and point) for children to listen to the letter sound /g/.
Point to G and g.
Point to the G and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the g and trace the letter with your finger. Children trace the letter with their finger in their books (pause the
recording while they trace, if necessary).
Then listen and point to the words girl and guitar as you hear the words.
Play the second part of the recording (Track 40, Listen and repeat) and have children repeat in chorus.

Transcript (Track 40)
Listen, trace, and point.
/g/
/g/ girl
/g/ guitar
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?
Listen and repeat.
/g/
/g/ girl
/g/ guitar
Hold it up (Optional activity 1)




Play the recording again.
Give two children the Phonics cards 13–14 (girl, guitar). When they hear their word, they hold up their card. The rest
of the class points to it.
Choose two different children and repeat.

Listen and chant. (Exercise 2)







Hold up your book and point to the picture of the girl playing the guitar.
Point to the girl and say girl. Point to the guitar and say guitar. Children repeat in chorus. Then say A girl with a guitar.
Encourage the class to repeat in chorus.
Play the recording (Track 41) for children to listen to the chant.
Put the Phonics cards 13–14 in different places around the room. Play the chant again for children to point to the
cards as they hear the words.
Play the chant again, pausing after each line for children to repeat.
Play the chant once more all the way through for children to repeat as they listen.

Transcript 41
Listen and chant.
girl, girl, girl
/g/, /g/, /g/
guitar, guitar, guitar
/g/, /g/, /g/
A girl with a guitar
/g/, /g/, /g/
A girl with a guitar
/g/, /g/, /g/

Development
Stick. Then circle and say. (Exercise 3)






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

Mime it (Optional activity 1)



Play the recording again (Track 41). Demonstrate two actions for the children to do when they hear the word: girl
(wave with both hands), guitar (mime playing guitar).
Children do the actions when they hear the words.

Consolidation
Connect the letter Gg. Help the girl find the guitar.






Point to the picture of the girl on the left side of the page and the picture of the guitar on the right.
Point to the example line. Say Connect the letter g. Trace the line from the girl to the letter g with your finger.
Point to the letter G in the line below and continue the line with your finger.
Children find the letters g and G and connect them with a continuous line until they reach the picture of the guitar.
Monitor the activity and help where necessary.

Answers
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?
g, G, g, G, g, G
Worksheet 2: Bingo






Hand out Worksheet 2 to children, one for each student.
Write the following words on the board: crayon, robot, car, girl, notebook, balloon, teddy bear, guitar, chair.
Children quickly draw a picture of each, one drawing in each square. Encourage children to draw as quickly as they
can to make it fun.
Make sure that children draw the pictures in random order so that each grid is different.
Call out the words from the vocabulary set in any order, keeping a record of the words used so that you only use each
word once. The children cross off the words as they hear them. The first child to complete a line of three shouts
Bingo!

Exercises: Workbook p. 24
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?
Worksheet 2: Bingo

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?

Lesson Four Numbers
Objectives



To learn the numbers 7 and 8
To use the numbers 7 and 8 in the context of a song

Language





Language focus: listening, speaking, reading
Vocabulary: 7, 8, seven, eight
Review: 1–6, one – six, count, cars, balloons
Extra vocabulary: How many?

Resources and materials






Student Book p. 25
Workbook p. 25
Audio Tracks 41–43
Flashcards 16–20
Phonics cards 9–10

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



Play the chant from Lesson 3 again (Track 41) to review the /g/ sound. When children hear the /g/ sound, they drum
on their desks.
To make this more challenging, have children drum to the /g/ sound first with one hand, then with the other, then
with both hands.

Lead-in





Review numbers 1–6 by unfolding the fingers on your hands and counting them. Encourage the class to count with
you.
Unfold two more fingers in sequence for 7 and 8 and model the new words for children to repeat.
Ask eight children to come to the front of the class and stand in line. Each child has a number from 1 to 8, which they
say in sequence to the class.
Draw dotted outlines of the numbers 7 and 8 on the board and demonstrate how to write them. Children draw the
numbers in the air.

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






Say Open your books and model the action for children to copy.
Play the recording (Track 42) and point to numbers 7 and 8 as you hear the words.
Trace the number 7 with your finger. Give children enough time to trace the number 7 with their finger in their
books.
Trace the number 8 with your finger. Give children enough time to trace the number 8 with their finger in their
books.
Play the recording again. Point to the numbers in turn and say 7, 8. Children repeat in chorus.

Transcript (Track 42)
Listen, trace, and repeat.
7, 8
Make the sound (Optional activity 1)


Demonstrate actions to match the sound effects beep and pop. Mime pressing a car horn for beep and mime popping
a balloon with a pin for pop.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?


Play the recording again (Track 42). The children do the actions in time with the audio.

Point and sing. (Exercise 2)






Hold up your book and point to the picture of the cars. Count them slowly and encourage the children to count with
you. Say one… two… three… three… four… five… six… seven… seven cars! Do the same with the balloons.
Practice with the children as they repeat in chorus.
Play the recording (Track 43) all the way through for the children to listen to and point to the pictures as they hear
the words.
Sing the words of the song with the class without the music. Sing each line and ask children to repeat.
Play the recording again for the children to sing the song and do the actions for beep and pop.

Transcript 43
Point and sing.
How many cars?
How many cars?
1, (beep) 2, (beep) 3, (beep) 4, (beep) 5, (beep)
6, (beep) 7, (beep)
7 cars. 7 cars.
How many balloons?
How many balloons?
1, (pop) 2, (pop) 3, (pop) 4, (pop) 5, (pop)
6, (pop) 7, (pop) 8, (pop)
8 balloons. 8 balloons.

Development
Count and say. Then write the number. (Exercise 3)






Hold up your book and point to the picture.
Say How many balloons? Point to each balloon and encourage the children to count them with you. Elicit seven
balloons from the class. Say Seven balloons.
Give children enough time to write number 7 in the first box. Trace the number 7 in the air so the children
understand what to write. Repeat the procedure for cars. Encourage the children to count with you.
Give children enough time to write the number in the box.
Go over the answers with the class.

Answers
balloons 7, cars 8
Count! (Optional activity 2)




Point to the picture. Ask children to count the planes, robots, and teddy bears. Tell them to count quietly on their
own.
Go through the answers with the class and write them on the board (planes 5, robots 2, teddy bears 4).
Ask individual children to stand up and show the answers by counting on their fingers for the class.

Consolidation
Let’s Practice!




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

Exercises: Workbook p. 25
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?

Lesson Five Sounds and letters
Objectives



To recognize the uppercase and lowercase forms of the letters h and i and associate them with the sounds /h/ and /ɪ/
To pronounce the sounds /h/ and /ɪ/

Language





Language focus: listening, reading
Vocabulary: hat, horse, insect, ill
Extra vocabulary: look at
Review: it’s

Resources and materials








Student Book p. 26
Workbook p. 26
Audio Tracks 44–45
Flashcards 16–20
Phonics cards 15–18
Stickers
Flashcards from all previous units (optional)

Culture note: FAO Schwarz
The toy store Toy Bazaar was founded in Baltimore, Maryland in 1862 by a German immigrant, Frederick August Otto
Schwarz, and his two older brothers. Frederick moved to New York City in 1970 and opened another toy store while his
brothers stayed in Baltimore. Frederick changed the name to FAO Schwarz, and the store in New York City is the oldest toy
store in the United States. Known for its distinctive toys, life-sized stuffed animals, singing dolls, and interactive games, the
FAO Schwarz flagship store on Fifth Avenue was a popular tourist destination until it closed in July 2015. The entrance to
the store featured a display of almost 80,000 LED lights, each functioning individually, to create a vibrant light show. The
company has been featured in several major motion pictures, including Big with Tom Hanks (1988). A replica of the floor
piano shown in Big is one of the most popular tourist attractions in the New York store.

Introduction
Weather report: Ask the class about today’s weather.
Song: Sing the chant on page 20 (Track 34) to energize the class and review the phonics lesson.
Warmer: Jump






Play Jump to review the vocabulary the children have learned so far.
Ask the children to stand by their desks.
Hold up a flashcard from the vocabulary set (Flashcards 16–20) and say a word.
If the word is the same as the flashcard, they jump. If it isn’t, they stand still.
Alternatively, ask children to put their hands up if the word you say and the flashcard are the same.

Lead-in





Draw dotted outlines of the letters H and h on the board.
Facing the board, draw the letters in the air for children to copy. Then connect the dotted lines on the board and
complete the letters.
Repeat the procedure for the letters I and i.
Draw more dotted outlines of the letter H, h, I, and i on the board and ask children to come to the board and connect
the dots.

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



Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 44, Listen, trace, and point) for children to listen to the letter sound /h/.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?







Point to the letters H and h with the children.
Trace the letters with your finger. Children trace the letters with their fingers in their books (pause the recording
while they trace, if necessary).
Then listen and point to the words hat and horse with the children.
Children listen to the letter sound /ɪ/. Point to the letters I and i with the children.
Trace the letters with your finger. Children trace the letters with their fingers in their books (pause the recording
while they trace, if necessary).
Then listen and point to the words insect and ill with the children.
Play the second part of the recording (Track 44, Listen and repeat) and have children repeat in chorus.

Transcript 44
Listen, trace, and point.
/h/
/h/ hat
/h/ horse
/ɪ/
/ɪ/ insect
/ɪ/ ill
Listen and repeat.
/h/
/h/ hat
/h/ horse
/ɪ/
/ɪ/ insect
/ɪ/ ill
Mime it! (Optional activity 1)





Put Phonics cards 15–18 (hat, horse, insect, ill) on the board. Do a mime for one of the words.
Children guess the word.
Point to the phonics card to confirm the answer.
Children take turns coming to the front of the class, choosing a word, and miming for the class.

Listen and chant. (Exercise 2)







Hold up your book and point to the picture of the horse and the insect.
Point to the horse and the hat and say a horse with a hat. Point to the insect and say an insect… it’s ill. Children
repeat in chorus.
Play the recording (Track 45) for children to listen to the chant.
Play the chant again. Hold up phonics cards 15–18 when you hear the word.
Play the chant again, pausing after each line for children to repeat.
Play the chant once more all the way through for children to repeat as they listen.

Transcript (Track 45)
Listen and chant.
Look at the horse
with a hat, hat, hat.
/h/, /h/, /h/
a hat, hat, hat
Look at the insect.
It’s ill, ill, ill.
/ɪ/, /ɪ/, /ɪ/
It’s ill, ill, ill.
(Repeat)
Sing your part (Optional activity 2)





Give phonics cards 15–18 to four children. Then divide the class into two groups.
Give the first group verse 1 and second group verse 2.
Play the chant again (Track 45). Each group sings their own verse.
The children hold up the correct phonics card when they hear the words.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?


Repeat with four different children holding the cards, if you wish.

Stick and say. (Exercise 3)





Hold up your book. Point to the pictures one at a time and say the words guitar, horse, and insect. Encourage the
children to say the words with you.
Say Let’s stick the stickers. Hold up the h sticker. Say the sound /h/.
Put it on the letter h under the picture of the horse. Say /h/ – horse. Children copy and repeat in chorus.
Children put the g and i stickers on the correct letter under each picture. Monitor and help if necessary.

Answers
g, h, i

Consolidation
Name it! (Optional activity 3)





Children work in groups of three or four students. Give each group a pile of vocabulary flashcards face down on the
desk. Each group should have the same number of cards in their pile.
Say Go! and have children in each group take turns turning over the top card and making a sentence that features
that word, e.g., It’s a (desk). / It’s not a (pencil).
They put the card face down on the desk after saying the sentence.
The first group to finish all their cards wins!

Exercises: Workbook p. 26
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?

Lesson Six Story
Objectives




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

Language



Language focus: listening, speaking, writing
Vocabulary: review

Resources and materials





Student book p. 27
Workbook p. 27
Audio Track 39, 46
Flashcards 16–20

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the song from Lesson 2 (Track 39) to review the vocabulary for this lesson.
Warmer: Listen, point, and say




Place Flashcards 16–20 around the classroom.
Call out a vocabulary word, e.g., puppet. The children point to the correct flashcard as quickly as they can.
Now point to the flashcard. The children say the word.

Lead-in




Use Toys flashcards 16–20 to review the vocabulary for this lesson.
Put the flashcards on the board. Point to each one and say them with the class. Shuffle them and then turn them
around so only you can see the card.
Children take turns asking questions Is it a (plane)? for you to answer Yes, it is or No, it isn’t to find out the word.

Development
Point and say. (Exercise 1)




Say Open your books and model the action for children to copy.
Point to each frame of the story one at a time and identify the characters. Point to the teddy bear in frame 1 and ask
Is it a teddy bear? Say Yes, it is. Point to the robot in frame 4 and ask Is it a balloon? Elicit No, it isn’t.
In open pairs, children stand up and ask and answer the question.

Word chain (Optional activity 1)







Play Word chain with Flashcards 16–20 to practice and reinforce the toy words.
Place the flashcards on the board in a given sequence, e.g., puppet, robot, balloon, plane, and teddy bear.
Point to a child. He/She says the first word in the sequence, e.g., puppet.
Point to another child. He/She says the next word in the sequence, e.g., robot.
Continue with each child saying the next word in the sequence, returning to the beginning when necessary.
For extra challenge, remove one flashcard. The class repeats the sequence, including the missing word. Remove one
more flashcard each time, until children are saying the whole sequence from memory.

Listen to the story. (Exercise 2)



Play the recording (Track 46). Remind children that stories in English go from left to right. Pause after each frame for
children to listen and point to the pictures.
Play the recording again. This time pause after each line for children to listen and point to the characters as they hear
the words.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1– Unit 3: Is it a plane?
Transcript 46
Listen.
Frame 1
Tim: Is it a teddy bear?
Dad: No, it isn’t.
Billy: Teddy bear. Teddy bear.
Frame 2
Tim: It’s a plane, right? Is it a plane?
Dad: No, it isn’t.
Frame 3
Tim: Billy, my present!
Tim: Ah! Is it a robot?
Dad: Open it.
Frame 4
Tim: Yes, it is. It’s a robot!
Robot: I’m Zozo. I’m a robot.
Billy: I’m a robot. I’m a robot.
Guess who says it! (Optional activity 2)



Play the recording again once all the way through. Hold up your book and point to the number in the top left corner
of each picture frame as you listen. Say 1, 2, 3, or 4 as you point to each number.
Choose a line of dialogue and say it to the class. Children identify who says it, and guess which frame it comes from.
They shout out the name of the person and the story frame number. For example, Say I’m Zozo. I’m a robot! Children
say Robot, 4!

Listen and act. (Exercise 3)






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

Story actions
Picture 1: Dad is giving a present to Tim. Tim is taking it. Mom is looking at Dad and Tim. Billy is holding a teddy bear.
Picture 2: Tim is shaking his present to try and find out what’s inside. Dad is shaking his head from side to side. Billy is
looking at it.
Picture 3: Billy is on top of a big box. Tim is pointing to Billy as if to say the present is his.
Picture 4: Tim is holding the robot and pressing its button. Billy is moving his arms up and down like a robot. Mom and Dad
are laughing.

Consolidation
Sing (Optional activity 3)



Play the Goodbye song (Track 02).
Children mime the actions as they sing.

Exercises: Workbook p. 27
Story time: A reader of your choice

© Oxford University Press 2015

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