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G1 selective lessonplan unit8

Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!

Lesson One Words
Objectives



To learn clothes words
To practice clothes words in the form of a chant

Language




Language focus: listening, reading
Vocabulary: sweater, shirt, jacket, hat, belt
Review: blue, green, red, white, black

Resources and materials








Student Book p. 56
Workbook p. 56
Audio Tracks 91–92
Flashcards 6–10, 43–47
Stickers
Worksheet 1: Words and pictures (one copy per student)

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




Use Flashcards 6–10 to review the color words. Write one of the words on the board, e.g., red. Say the word out loud.
Put the flashcards in a pile and hold them up so that the children can only see the facing card. Reveal the cards one at
a time by putting the front card to the back. When children see the card for red, they shout Snap!
Repeat with the rest of the color words.

Lead-in




Use Flashcards 43–47 to introduce the vocabulary for this lesson.
Hold them up one at a time and say the words for children to repeat in chorus.
Give the flashcards to five children. They take turns standing up and showing their card for the class to shout out the
word.

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






Say Open your books and model the action for children to copy. Point to the clothes pictures.
Play the first part of the recording (Track 91, 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 91, 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 91)
Listen and point.
sweater, shirt, jacket, hat, belt
jacket, sweater, shirt, belt, hat
Listen and repeat.
sweater, shirt, jacket, hat, belt
Listen and chant. (Exercise 2)


Play the recording (Track 92) for children to listen to the chant. Hold up your book and point to the pictures as you
hear them.

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!






Play the chant a second time for children to say the words.
Demonstrate an action for each word: sweater (put on a sweater); hat (put on a hat), belt (fasten a belt); jacket (put
on a jacket); shirt (button a shirt)
Divide the class into groups of five. Give each group a word from the chant.
Say the chant with the class and do the actions for children to copy.
Each group says their line and does their action in time with the audio.

Transcript (Track 92)
Listen and chant.
sweater, sweater
hat and belt
jacket, jacket
shirt and hat
(Repeat)
Mime the word (Optional activity 1)


Play the recording again (Track 92). Children imagine they are wearing all the clothes named in the chant. They point
to each item of clothing as they say the words.

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







Hold up your book and point to the picture. Point to the sweater and say It’s a sweater. It’s red.
Repeat with different clothes and encourage the children to say the clothes and the colors with you.
Say Let’s stick the stickers. Take the sweater sticker and show it to the class. Say sweater and stick it on the caption
box.
If necessary, go over the words in Exercise 2 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.

Order the letters (Optional activity 2)



Show the class a flashcard (43–47) and elicit the word. Hide the card. Write the scrambled letters of that word on the
board, followed by the correct number of lines for the number of letters (e.g., hsrit _ _ _ _ _).
Call children to come to the board to write one letter at a time to complete the word (e.g., shirt).

Consolidation
Eye spy! (Optional activity 3)





Hand out a color flashcard (6–10) to one child, e.g., blue. The child looks around the classroom to find something that
color.
When the child finds an object, he/she keeps it a secret and says, e.g., It’s blue.
The other children take turns guessing what the object is.
After three guesses if no one has spotted the object correctly, the first child tells or shows the class what the object is
and says the color again, e.g., It’s a chair. It’s blue.

Worksheet 1: Words and pictures




Give out the worksheet to children individually and ask them to match the words and the correct pictures.
Children work in pairs to check answers, taking turns pointing to a picture and saying the correct word.
When children have finished, they can color the pictures.

Exercises: Workbook p. 56
Story time: A reader of your choice

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
Worksheet 1: Words and pictures

Draw a line to match the word with the picture.

sweater
shirt
jacket
belt
hat

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!

Lesson Two Grammar and song
Objectives



To say the sentence I have (a jacket).
To sing a song

Language




Language focus: listening, speaking, writing
Vocabulary: I have a (hat).
Review: blue, green, red, white

Resources and materials





Student Book p. 57
Workbook p. 57
Audio Tracks 92–93
Flashcards 6–10, 43–47

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the chant from Lesson 1 (Track 92) to review the vocabulary from the previous lesson.
Warmer: Where is it?





Display Flashcards 6–10 (colors) on the board. Give the class five seconds to look at the cards.
Now turn all the cards over so students can no longer see them.
Ask, e.g., Where’s green? The children try to remember the position of the green flashcard and point to it.
Give several children the opportunity to guess. Ask them to say the word before they point to the card.

Lead-in









Use Flashcards 43–47. Hold up one card so that the class can only see the back of it.
Say I have… slowly and have children guess which card you are holding.
When the card has been guessed correctly, put it on the board.
Hold up a second card and repeat the procedure.
Continue until all the cards are on the board.
To make the game more exciting, limit children to three guesses. If they name the card within three guesses, the class
wins the card. If they don’t, the teacher wins the card.
Put the cards the class has won and the cards the teacher has won on opposite sides of the board.
At the end of the game add up the scores with the class.

Presentation
Look and say. (Exercise 1)




Hold up your book and point to the Let’s learn! box. Read the sentence I have a jacket. Point to your jacket, or hold
up the flashcard as you say the word. Children repeat in chorus.
Read the second sentence I have a sweater. Point to your sweater or hold up the flashcard as you say the word.
Children repeat in chorus.
Ask individual children to stand up and say a sentence for the class.

Listen and sing. (Exercise 2)







Hold up your book. Point to the first picture of the girl in Exercise 2. Say I have a… and elicit hat.
Play the recording (Track 93) all the way through. Children listen as you sing along. Repeat the actions they learned in
Lesson 1. Add an action for sock (put on a sock).
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 do the actions.
Play the recording again for the children to sing the song and do the actions.
If you wish, sing verses for the pictures not included in the song:

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
I have a jacket. I have a jacket.
It’s red. It’s red. I have a red jacket.
I have a sock. I have a sock.
It’s white. It’s white. I have a white sock.
Transcript (Track 93)
Listen and sing.
I have a shirt.
I have a shirt.
It’s green. It’s green.
It’s a green shirt.
I have a sweater.
I have a sweater.
It’s blue. It’s blue.
It’s a blue sweater.
I have a hat.
I have a hat.
It’s red. It’s red.
It’s a red hat.
I have a belt.
I have a belt.
It’s white. It’s white.
It’s a white belt.
Sing new words (Optional activity 1)




Tell children you are going to sing a different version of the song. Explain that you are going to change some of the
clothes and color words using the flashcards.
Sing the song again. Using Flashcards 6–10 and 43–47, hold up different flashcards in place of the clothes and color
words in the song, e.g., I have a [jacket]. It’s a [black]. It’s a [black jacket].
Children sing the new words based on the flashcards they see.

Development
Point and say. (Exercise 3)




Hold up Flashcard 43 and say I have a sweater. Give the flashcard to a child to do the same.
Point to the picture of the girl with the hat. Say I have a and elicit hat. Point to each of the pictures 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.

Word chain






Place Flashcards 43–47 on the board in a given sequence, e.g., jacket, hat, sweater, shirt, belt.
Point to a child. He/She says the first word in the sequence, i.e., jacket.
Point to another child. He or she says the next word in the sequence, i.e. hat.
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.

Consolidation
Let’s Practice!




Ask students to look at the picture and speech bubble. Say I have a white shirt.
Have a student read the sentence.
Have students work in pairs to read the sentence. Tell them to use other vocabulary words to describe a picture on
page 57 or to describe their own clothes.

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
Say what you wear




Display Flashcards 43–47.
Go around the room and have each child say one of the words depending on what they are wearing and point to it,
e.g., sweater.
If they child isn’t wearing any of the items, he/she can point to someone else near them or say their classmate’s
name and the item of clothing.

Exercises: Workbook p. 57

Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!

Lesson Three Sounds and letters
Objectives



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

Language




Language focus: listening
Vocabulary: violin, vase
Extra vocabulary: I have a, Victor, Vicky

Resources and materials







Student Book p. 58
Workbook p. 58
Audio Tracks 94–95
Flashcards 43–47
Phonics cards 43–44
Stickers

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





Say a sentence that ends with a clothes word from Lesson 1, e.g., I have a red jacket.
Choose a child to continue the sentence, adding a new word to the end with and, e.g., I have a red jacket and hat.
This child then chooses another child, who says the sentence, adding another word to the end of it with and.
Continue the game until you have practiced all the words or until someone forgets the words in the chain.
As an extra challenge, children can add a color to the new word, e.g., I have a red jacket and a blue hat.

Lead-in





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

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







Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 94, Listen, trace, and point) for children to listen to the letter sound /v/.
Point to the V and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the v 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 violin and vase as they appear on the audio.
Play the second part of the recording (Track 94, Listen and repeat) and have children repeat in chorus.

Transcript (Track 94)
Listen, trace, and point.
/v/
/v/ violin
/v/ vase
Listen and repeat.
/v/
/v/ violin
/v/ vase
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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
Mime it! (Optional activity 1)



Demonstrate an action for the words: violin (play the violin), vase (make the shape with both hands).
Play the recording again (Track 94). Children do the action when they hear the word.

Listen and chant. (Exercise 2)







Hold up your book and point to the picture of the boy with the violin. Point to yourself and say I’m (your name). Then
point to the boy and say I’m Victor. Point to the violin and say I have a violin. Point to Vicky and do the same.
Encourage the class to repeat in chorus.
Play the recording (Track 95) for children to listen to the chant.
Put Phonics cards 43 (/v/ violin) and 44 (/v/ vase) 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.
Place the chant once more all the way through for children to repeat as they listen.

Transcript (Track 95)
Listen and chant.
I’m Victor.
I have a violin.
/v/, /v/, /v/
I have a violin.
I’m Vicky.
I have a vase.
/v/, /v/, /v/
I have a vase.
Stick. Then circle the beginning v sound and say. (Exercise 3)






Hold up your book and point to the pictures of Victor with a violin, and Vicky with a vase. Point to the uppercase V
and elicit /v/.
Say Let’s stick the sticker. Hold up the V sticker and encourage children to place it in their books in the correct
position.
Then circle the V in Victor and say Circle /v/. Point and say /v/ – Victor, Vicky. Children repeat in chorus.
Repeat with lowercase v and violin, vase.
Give children enough time to draw circles around the corresponding letters in blue.

Guess the word (Optional activity 2)



Give Flashcards 43–47 to five different children.
Children look at their cards but don’t show them to the class. They say I have a… and then the sound that the word
begins with, e.g., /h/ (hat). Children guess the word. In the case of shirt, model the sound /ʃ/ as the example.

Consolidation
Big, big circle (Optional activity 3)




Children make a very big circle to sing and act out the chant.
Review the actions from the Mime it! game or teach them to students: violin (play the violin), vase (make the shape
with both hands).
Play the recording (Track 95) for children to sing the chant and do the actions.

Connect the letter Vv. Help Victor find the violin. (Exercise 4)






Point to the picture of Victor on the left side of the page and the picture of the violin on the right.
Point to the example line. Say Connect the letter v. Trace the line from Victor to the letter v with your finger.
Point to the next letter v in the bottom row and draw a line with your finger.
Children find the letters V and v and connect them with a continuous line until they reach the picture of the violin.
Monitor and help as needed.

Answers
V, v, V, v, V, v
Exercises: Workbook p. 58
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!

Lesson Four Numbers
Objectives



To learn the numbers 17 and 18
To learn the number words seventeen and eighteen

Language





Language focus: listening, speaking
Vocabulary: 17, 18, seventeen, eighteen
Review: 1–16, one – sixteen, count, Look at, How many? belts, hats
Extra vocabulary: big, small

Resources and materials







Student Book p. 59
Workbook p. 59
Audio Tracks 95–97
Cards with numbers 1–18 and words one to eighteen
Worksheet 1: Colors and clothes, lines and circles (one copy per student)
Crayons for each student

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the chant from Lesson 3 (Track 95) to review the /v/ sound and to energize the class.
Warmer:



Play a clapping game to review numbers 1 to 16. Clap a number for children to count. Children shout out the answer
in chorus.
Children take turns coming to the front of the class, whispering a number to you, and clapping it for the class to
count.

Lead-in



Write 1 to 16 on the board in random order. Ask individual children to come to the board to write and say the
numbers in sequence.
Draw dotted outlines of the numbers 17 and 18 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 96) and point to numbers 17 and 18 as you hear the words.
Trace the number 17 with your finger. Give children enough time to trace the number 17 with their finger in their
books.
Encourage the children to tap their desks in time with each chime.
Trace the number 18 with your finger. Give children enough time to trace the number 18 with their finger in their
books.
Encourage the children to tap their desks in time with each chime.
Play the recording again. Point to the numbers in turn and say 17, 18. Children repeat in chorus.

Transcript (Track 96)
Listen, trace, and repeat.
17
18
Clap and stomp (Optional activity 1)


Individual children say the numbers 1 to 18 around the class in a word chain. The children saying even numbers clap

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
when they say their number and those saying odd numbers stomp.

Development
Point and sing. (Exercise 2)






Point to the picture of the belts. Say Let’s count the belts. Encourage the children to count with you.
Point to the picture of the hats. Say Let’s count the hats. Encourage the children to count with you.
Play the recording (Track 97) 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.

Transcript (Track 97)
Point and sing.
Look at the belts.
Big and small.
How many belts?
Count them all.
1, 2, 3, 4, 5
6, 7, 8, 9, 10
11, 12, 13, 14, 15
16, 17
Seventeen belts.
Big and small.
Look at the hats.
Big and small.
How many hats?
Count them all.
1, 2, 3, 4, 5
6, 7, 8, 9, 10
11, 12, 13, 14, 15
16, 17, 18
Eighteen hats
Big and small.
Match numbers and words (Optional activity 2)


Write numbers 1 to 18 in both words and numbers in random order on the board, being sure that the words and
numbers don’t line up. Invite children one at a time to come to the board and draw a line matching a number (11)
and a word (eleven).

Circle and say. 17 sweaters, 18 shirts. (Exercise 3)






Hold up your book and point to the picture of the sweaters. Say Circle seventeen sweaters. Draw a circle around the
examples as you say the word circle.
Give children enough time to look at the picture and draw circles around seventeen sweaters. Make sure they
understand that they have to count seventeen sweaters and not circle all of them. Monitor and help if necessary.
Point to the shirts. Say Circle eighteen shirts.
Give children enough time to look at the picture and draw circles around eighteen shirts. Monitor and help if
necessary.
Go over the answers with the class.

Say the numbers and words (Optional activity 3)





Make small cards before class with the numbers 1–18 on half and the words one to eighteen on the other half. Give
the cards to individual children around the class.
Ask the children with the number cards to stand up one at a time and say the numbers on their cards.
The children with the word cards listen. If the number matches their word, they stand up, show the card to the class,
and say the number.
If there are fewer than 36 students in your class, take out some numbers and matching words. If there are more than

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
36 students in your class, you can repeat some numbers.

Consolidation
Let’s Practice!





Ask students to look at the picture and speech bubble. Say Seventeen. Ask What is the boy holding? (A picture with
seventeen hats)
Have a student read the number.
Have students work in pairs and take turns saying the number. Tell them to use other numbers they know.
You may want students to draw pictures with 17 or 18 pieces of clothing and have them share their pictures in pairs
or groups, saying the numbers. Alternatively, have them share Worksheet 1 and tell their partners how many lines
and circles they drew in part 2.

Worksheet 2: Colors and clothes, lines and circles





Hand out a worksheet and crayons to each child.
In part 1, children read the color for each item and then color the item with the appropriate color crayon.
In part 2, children mark the sweater or the hat with the correct number of circles or lines. Demonstrate circle and line
on the board for children if needed.
If there aren’t enough crayons with the correct colors, explain to children that they can work in any order, for
example, starting with part 2 of the worksheet.

Exercises: Workbook p. 59
Story time: A reader of your choice

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
Worksheet 2: Colors and clothes, lines and circles

1. Color the shirt blue.

2. Color the jacket green.

3. Draw 17 circles on the
sweater.

4. Draw 18 lines on the hat.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!

Lesson Five Sounds and letters
Objectives



To recognize the uppercase and lowercase forms of the letters w and x and associate them with the sounds /w/ and
/ks/
To pronounce the sounds /w/ and /ks/

Language




Language focus: listening, reading
Vocabulary: woman, wall, box, fox
Review: What’s this?

Resources and materials






Student Book p. 60
Workbook p. 60
Audio Tracks 98–99
Phonics cards 45–48
Stickers

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



Write some simple addition problems, e.g., 6 + 6 =, on the board for children to solve.
Children take turns coming to the front of the class to do the problems and say the answers. Make sure the answers
are not greater than 18.

Lead-in





Draw dotted outlines of uppercase W and lowercase w 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 X and x.
Draw more dotted outlines for W, w, X, and x on the board and ask children to come to the board to connect the
dots.

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







Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 98, Listen, trace, and point) for children to listen to the letter sound /w/.
Point to W and w.
Trace the letters with your finger. Children trace the letters with their fingers in their books.
Then listen and point to the words woman and wall.
Repeat the process with the sound /ks/, the letter X x, and the words box and fox. Tell children that the /ks/ sound
and the letter x are at the end, not the beginning, of the phonics words.
Play the second part of the recording (Track 98, Listen and repeat) and have children repeat in chorus.

Transcript (Track 98)
Listen, trace, and point.
/w/
/w/ woman
/w/ wall
/ks/
/ks/ box
/ks/ fox
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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
Listen and repeat.
/w/
/w/ woman
/w/ wall
/ks/
/ks/ box
/ks/ fox
Hold it up (Optional activity 1)



Two children come to the front of the class. Give one student Phonics cards 45 (/w/ woman) and the other student
card 48 (/x/ fox).
Play the chant again. Each child holds up their Phonics cards as they hear the sounds.

Listen and chant. (Exercise 2)





Hold up your book. Play the recording (Track 99) for children to listen to the chant.
Play the chant again. Hold up phonics cards 45–48 (woman, wall, box, fox) when you hear the words.
Play the chant again, pausing after each line for children to repeat.
Play once more all the way through for children to repeat as they listen.

Transcript (Track 99)
Listen and chant.
What’s this?
What’s this?
/w/, /w/, /w/
It’s a wall.
A wall.
A woman by a wall.
What’s this?
What’s this?
/ks/, /ks/, /ks/
It’s a box.
A box.
A fox in a box.
Stick and say. (Exercise 3)





Hold up your book and point to the picture of the woman by the wall.
Say Let’s stick the stickers. Hold up the w sticker. Say the sound /w/.
Put it in the box. Say /w/ – woman. Children copy and repeat in chorus.
Children put the x and v stickers in the correct boxes. Monitor and help as needed.

Answers
w, x, v

Consolidation
Circle the letters Ww and Xx. (Exercise 4)






Hold up Phonics cards w and x and say the letter sounds /w/ and /x/ for children to repeat.
Point to the example and say Circle the letter w. Trace the circle with your finger as you say the word circle.
Children find other examples of the letter w and draw circles.
Point to the letter x in box. Say Circle the letter x. Trace a circle again as you say the word circle.
Children find other examples of the letter x and draw circles. Monitor and help as needed.

Answers
Ww: w in woman, w in wall, W in What’s
Xx: x in box, x in fox
Sing your part (Optional activity 2)


Divide the class into two groups. Give each group a verse to sing.

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!


Play the chant again (Track 99). Each group sings their own verse.

Exercises: Workbook p. 60
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!

Lesson Six Story
Objectives
To recognize and identify words
To read simple sentences
To develop listening skills by listening to a short story
To revise and consolidate language introduced in the unit






Language



Language focus: integrated skills
Vocabulary: review

Resources and materials
Student Book p. 61
Workbook p. 61
Audio Tracks 93, 100
Flashcards 43–47






Introduction
Weather report: Ask the class about today’s weather.
Song: Play the song from Lesson 2 (Track 93) to review the vocabulary for this lesson.
Warmer: Forward and backward
Play this game to review numbers 1 to 18.
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 ten, 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.






Lead





Use Flashcards 43–47 related to clothes to play Musical Cards. Play some lively music.
Hand out the flashcards to different children around the class. They pass the cards to the children next to them while
the music is playing.
Stop the music suddenly. Ask the children who are holding the flashcards, What’s this? To elicit the words.
Play the music again and repeat the activity.

Development
Listen and read. (Exercise 1)




Say Open your books. Play the recording (Track 100). 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 100)
Listen.
Frame 1
Grandma: Rosy, Tim, Billy. New clothes!
Rosy: I have a sweater. Thanks, Grandma.
Frame 2
Tim: Oh! I have a jacket. Thank you.
Rosy: And I have a hat.
Frame 3
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Family and Friends Special Edition Grade 1 – Unit 8: I have a shirt!
Billy: Look. I have a hat. I have a hat.
Rosy: A hat?
Frame 4
Mom: It isn’t a hat! It’s a shirt!
All: (giggling)
Guess the word (Optional activity 1)


Give Flashcards 43–47 to five children. They take turns standing up with the flashcard hidden behind their backs. The
rest of the class asks questions using the structure Is it a (hat)? Children respond No, it isn’t a (hat) and finally Yes, it’s
a (sweater) when they’ve been asked the correct question.

Read and say. (Exercise 2)








Write I have a … on the board. Place the sweater flashcard next to the words I have a.
Point to each word and read slowly to elicit the complete sentence I have a sweater.
Write the clothes words across the top of the board.
Say Point to “sweater.” 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 clothes 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.

Smiley face (Optional activity 2)









Divide the class into two teams and play this game to practice the clothes vocabulary.
Think of a word and draw a short line for each letter on the board, one next to the other.
Ask the children from the first team to guess a letter in the secret word.
If a child guesses a letter correctly, write the letter on the correct line.
If a child guesses incorrectly, write the letter on the board with an X through it, and draw a large circle to represent a
face.
The next turn goes to the second team.
With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile, two ears, a
neck, and hair).
The game continues until either the word or the face is complete.

Consolidation
Listen again and repeat. Act. (Exercise 3)








Play the recording (Track 100) once all the way through.
Play the recording again, pausing after each line for children to listen and repeat.
Divide the class into groups of five to play the parts of Rosy, Tim, Billy, Grandma, 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 suggestions.)
Play the recording again for children to mime the actions.
Children practice acting 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: Grandma is holding up some bags. Rosy is holding up a sweater. Billy is crawling. Tim is looking at the bags.
Picture 2: Tim is holding up a jacket. Grandma and Mom are smiling. Rosy is holding a hat.
Picture 3: Billy is putting something on his head. Rosy is laughing.
Picture 4: Billy has his hand over his mouth. Rosy and Tim are laughing. Mom is holding up a shirt.
Sing (Optional activity 3)



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

Exercises: Workbook p. 61
Story time: A reader of your choice
© Oxford University Press 2015

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