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G1 selective lessonplan unit9

Family and Friends Special Edition Grade 1 – Unit 9: I like plums!

Lesson One Words
Objectives



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

Language




Language focus: listening, reading
Vocabulary: raisins, plums, chips, cake, milkshakes
Review: apple, egg, lollipop, mango, orange

Resources and materials











Student Book p. 62
Workbook p. 62
Audio Tracks 101–102
Flashcards 43–47, 48–52
Phonics cards 1, 9, 24, 26, 29
Stickers
Plain paper and colored pencils for each child (optional)
Worksheet 1: Trace the words (one copy per student)
Crayons for each child

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






Use Flashcards 43–47 to review the clothes vocabulary from the previous lesson.
Put a flashcard on the board and cover it with a piece of paper.
Very slowly move the paper to reveal the picture, little by little.
Ask What’s this? The first child to guess correctly comes to the front to choose the next card.
Continue the game until you have practiced all of the words from the vocabulary set.

Lead-in




Use Flashcards 48–52 to introduce the vocabulary for the lesson. Use Phonics cards 1, 9, 24, 26, 29 to review apple,
egg, mango, lollipop, and orange at the same time.
Hold them up one at a time and say the words for children to repeat in chorus.
Hide the flashcards behind your back. Bring them out one by one without showing the class the front of the card.
Children guess the word and shout out suggestions. Turn the card around when they have guessed correctly.

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







Say Open your books and model the action for children to copy. Point to the food and drink pictures.
Play the first part of the recording (Track 101, Listen and point). Hold up your book and point to the pictures in time
with the audio. Children listen and point to the appropriate pictures.
Play the second part of the recording (Track 101, Listen and repeat) for children to repeat the words in chorus.
Play the recording all the way through for children to point to the pictures and repeat the words.
Hold up the flashcards one at a time and ask individual children to say the words.
Identify the apples, eggs, lollipops, mangoes and oranges in the picture in Exercise 3 and use the Phonics cards to
review the words in the same way.

Transcript (Track 101)
Listen and point.
raisins, plums, chips, cake, milkshakes
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
raisins, cake, milkshakes, chips, plums
Listen and repeat.
raisins, plums, chips, cake, milkshakes
Listen and chant. (Exercise 2)







Play the recording (Track 102) for children to listen to the chant. Hold up your book and point to the pictures as you
hear them.
Play the chant a second time for children to say the words.
Demonstrate an action for each word: raisins (eat with finger and thumb), plums (bite like an apple), chips (snap teeth
together), cake (rub your tummy), milkshakes (drink with a straw).
Divide the class into groups of five. Give each group a word from the chant.
Say the chant with the class and do the actions for children to copy.
Each group says their line and does their action in time with the audio.

Transcript (Track 102)
Listen and chant.
Raisins, plums
Raisins, plums
Chips, cake
Chips, cake
Milkshakes, raisins
Milkshakes, raisins
Chant your part (Optional activity 1)



Divide the class into five groups: raisins, plums, chips, cake, and milkshakes.
Play the chant again. Each group says their own word. Repeat the chant at different speeds.

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






Hold up your book and point to the picture. Point to the raisins and say raisins.
Repeat with different food and drink words and encourage the children to say the words with you.
Say Let’s stick the stickers. Take the raisins sticker and show it to the class. Say raisins and stick it on the caption box. If
necessary, go through the words in Exercise 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.

Spelling game (Optional activity 2)




Divide the class into two teams and play a spelling game. Write a food or drink word (including the phonics food
words) on the board with one of the letters missing. Hold up the relevant card. Children shout out the word and the
missing letter.
Teams take turns. Award a point for each correct answer.

Consolidation
Draw your lunch (Optional activity 3)






Have children work individually.
Give each child a piece of paper and colored pencils. Ask them to draw a quick picture of what they have (had) for
lunch today
Tell them to label anything they know the name for.
Monitor and help children with any words they want to know.
Children compare their pictures with a partner.

Worksheet 1: Trace the words




Hand out Worksheet 1 and crayons to each child.
Have children trace the letters to write the words.
When they are finished, children match the pictures to the correct word.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
Exercises: Workbook p. 62
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
Worksheet 1: Trace the words.

Trace the words and match.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!

Lesson Two Grammar and song
Objectives



To say the sentences I like (raisins). I don’t like (chips).
To sing a song

Language




Language focus: speaking, writing
Vocabulary: I like (plums). I don’t like (raisins).
Extra vocabulary: yum, yuck

Resources and materials





Student Book p. 63
Workbook p. 63
Audio Track 103
Flashcards 48–52

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






Use Flashcards 48–52 to review the vocabulary. Display them on the board in a given sequence, e.g., plums, raisins,
cake, chips, milkshakes.
Point to a child. He/She says the first word in the sequence, e.g., plums.
Point to another child. He/She says the next word in the sequence, e.g., raisins.
Continue with each child saying the next word in the sequence, returning to the beginning when necessary.
To make this more challenging, remove one flashcard. The class repeats the sequence, including the missing word.
Remove one more flashcard each time, until children are saying the whole sequence from memory.

Lead-in




Use Flashcards 48–52 to present and practice the structure. Hold up a flashcard and rub your tummy. Say I like
(plums).
Hold up another flashcard and make a face and slowly shake your head no. Say I don’t like (raisins). Practice with the
class.
Now draw a smiley face and hold up a flashcard. Don’t say anything but elicit the complete sentence. Do the same
with a sad face and repeat.

Presentation
Look and say. (Exercise 1)




Hold up your book and point to the Let’s learn! box. Read the sentence I like raisins. Hold up the flashcard as you say
the word raisins. Children repeat in chorus.
Read the second sentence I don’t like chips. Hold up the flashcard as you say the word chips. Children repeat in
chorus.
Ask individual children to stand up and say a sentence for the class.

What’s the picture? (Optional activity 1)






Use Flashcard 48–52 to practice and reinforce the food and drink words.
Invite a child to come to the front of the class and whisper the name of an item he/she wants to draw.
The child draws the picture on the board for the rest of the class to guess what it is.
The first child to guess the object correctly comes to the front of the class to draw the next picture.
Repeat until all of the target vocabulary has been used.

Listen and sing. (Exercise 2)

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!







Hold up your book. Point to the first picture of the girl in Exercise 2. Say I don’t like… and elicit cake.
Play the recording (Track 103) all the way through. Children listen as you sing along. Repeat the actions they learned
in Lesson 1.
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:
Chips, chips. I like chips.
Yum, yum, yum. Yum, yum, yum.
Apples, apples. I don’t like apples.
Yuck, yuck, yuck. Yuck, yuck, yuck.

Transcript (Track 103)
Listen and sing.
Raisins, raisins
I like raisins.
Yum, yum, yum
Yum, yum, yum
Cake, cake
I don’t like cake.
Yuck, yuck, yuck
Yuck, yuck, yuck
Plums, plums
I like plums.
Yum, yum, yum
Yum, yum, yum
Milkshakes, milkshakes
I don’t like milkshakes.
Yuck, yuck, yuck
Yuck, yuck, yuck

Development
Point and say. (Exercise 3)





Use Flashcards 48–52. Hold up Flashcard 51 and say I like cake. Give the flashcard to a child to do the same.
Point to the picture of the girl holding an apple. Say I don’t like… and elicit apples.
Point to each of the pictures in Exercise 2 in turn and model the sentence for children to repeat in chorus.
Ask individual children to point to a picture and say the sentence for the class.

Food survey (Optional activity 2)



Write the food and drink words on the board and do a class survey. Each child stands up and says truthfully a food
they like and one they don’t like.
Find out which is the most and least popular food in the class.

Consolidation
Let’s Practice!




Ask students to look at the picture and speech bubble. Say I like plums.
Have a student read the sentence.
Have students work in pairs to read the sentence. Tell them to use other food words they know and their own
opinions with like and don’t like.

Exercises: Workbook p. 63
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!

Lesson Three Sounds and letters
Objectives



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

Language





Language focus: listening, speaking, reading
Vocabulary: yogurt, yo-yo
Review: umbrella, yes, nose, girl, juice, you, panda
Extra vocabulary: I like, yellow

Resources and materials








Student Book p. 64
Workbook p. 64
Audio Tracks 104–105
Flashcards 48–52
Phonics cards 49–50
Sounds and letters poster
Stickers

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




Use the Sounds and letters poster to review the letter sounds /p/– /ks/.
Children take turns coming to the front of the class. Point to the pictures for letters p – x one at a time for each child
to say.
Alternatively say a sound and the child points to a corresponding word.

Lead-in





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

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







Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 104, Listen, trace, and point) for children to listen to the letter sound /y/.
Point to the Y and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the y and trace the letter with your finger. Children trace the letter with their finger in their books (pause the
recording while they trace, if necessary).
Then listen and point to the words yogurt and yo-yo as they appear on the audio.
Play the second part of the recording (Track 104, Listen and repeat) and have children repeat in chorus.

Transcript (Track 104)
Listen, trace, and point.
/j/
/j/ yogurt
/j/ yo-yo
Listen and repeat.
/j/
/j/ yogurt
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
/j/ yo-yo
Listen and move (Optional activity 1)



Play the recording again (Track 104).
When children hear yogurt they tap the desk. When the hear yo-yo they clap.

Listen and chant. (Exercise 2)






Hold up your book and point to the picture of the girl. Point to yourself and rub your tummy. Say I like yogurt. Point
to the boy and say I like my yo-yo. Encourage the class to repeat in chorus.
Play the recording (Track 105) for children to listen to the chant.
Put Phonics cards 49 (/j/ yogurt) and 51 (/j/ yo-yo) in different places around the room. Play the chant again for
children to point to the cards as they hear the words.
Play the chant again, pausing after each line for children to repeat.
Play the chant once more all the way through for children to repeat as they listen.

Transcript (Track 105)
Listen and chant.
I like yogurt.
/j/, /j/, /j/
I like yogurt.
/j/, /j/, /j/
I like my yo-yo.
/j/, /j/, /j/
I like my yo-yo.
/j/, /j/, /j/
Stick. Then circle the beginning y sound and say. (Exercise 3)






Hold up your book and point to the pictures of the girl with the yogurt and the boy with the yo-yo. Point to the
lowercase y and elicit /j/.
Say Let’s stick the sticker. Hold up the y sticker and encourage children to place it on their books in the correct
position.
Then circle the y in yogurt and say Circle /j/. Point and say /j/ – yogurt. Children repeat in chorus.
Repeat with yo-yo.
Give children enough time to draw a circle around the corresponding letters in blue.

Word scramble (Optional activity 2)



Play the chant again (Track 105). When children hear the /j/ sound they draw a lowercase letter y in the air with their
finger.
At the end of the chant, write yogurt and yo-yo on the board in scrambled letters. Elicit the correct spelling by inviting
individual children to come to the board and write a letter each until they have spelled the word correctly.

Consolidation
Circle the words that begin with y. (Exercise 4)





Hold up your book and point to each of the words one at a time. Say the initial sound and then the word. Encourage
the children to say the sounds and words with you.
Point to the example and say Circle the words that begin with the letter y. Trace the example circle as you say the
word circle. Explain that you only circle words with the y at the beginning of the word, not in the middle.
Give children enough time to draw a circle around the words that begin with y.
Check the answers with the class.

Answers
yes, yo-yo, yellow, yogurt, you
Exercises: Workbook p. 64
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!

Lesson Four Numbers
Objectives



To learn the number 19 and 20
To learn the number words nineteen and twenty

Language




Language focus: listening, speaking
Vocabulary: 19, 20, nineteen, twenty
Review: 1–18, one – eighteen, count, cake, plums, chips

Resources and materials




Student Book p. 65
Workbook p. 65
Audio Tracks 105–107

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


Play the chant from Lesson 3 (Track 105) to review the /j/ sound and to energize the class.

Lead-in



Draw groups of dots to represent numbers from 2 to 18 to review the numbers. Children count the dots and say the
numbers. They then take turns coming to the board to write the number next to the dots.
Draw dotted outlines of the numbers 19 and 20 on the board and demonstrate how to write them. Children draw the
numbers in the air.

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








Say Open your books and model the action for children to copy.
Play the recording (Track 106) and point to numbers 19 and 20 as you hear the words.
Trace the number 19 with your finger. Give children enough time to trace the number 19 with their finger in their
books.
Encourage the children to mime eating plums as they hear the munching noise on the audio.
Trace the number 20 with your finger. Give children enough time to trace the number 20 with their finger in their
books.
Encourage the children to tap on the desk for each beep noise on the audio.
Play the recording again. Point to the numbers in turn and say 19, 20. Children repeat in chorus.

Transcript (Track 106)
Listen, trace, and repeat.
19
20

Development
Point and sing. (Exercise 2)






Point to the picture of the plums. Say Let’s count the plums. Encourage the children to count with you.
Point to the picture of the cakes. Say Let’s count the cakes. Encourage the children to count with you.
Play the recording (Track 107) all the way through for the children to listen. Encourage them to clap and count in time
with the audio.
Sing the words of the song with the class without the music. Sing each line and ask children to repeat.
Play the recording again for the children to sing the song.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
Transcript (Track 107)
Point and sing.
Twenty cakes in a row
Here comes a big bird! Oh, no!
Yum, yum, yum, yum, yum, yum
It eats a cake from the row.
Nineteen cakes in a row
Here comes a big bird! Oh, no!
Yum, yum, yum, yum, yum, yum
It eats a cake from the row.
Eighteen cakes in a row
Here comes a big bird! Oh, no!
Yum, yum, yum, yum, yum, yum
It eats a cake from the row.
(Repeat for seventeen and sixteen)
Fifteen cakes in a row
Here comes a big bird! Oh, no!
Yum, yum, yum, yum, yum, yum
It eats ALL the cakes from the row.
Clap and stomp (Optional activity 1)


Individual children say the numbers 1–20 around the class in a word chain. The children saying even numbers clap
when they say their number, and those saying odd numbers stomp.

Count and take away. (Exercise 3)









Hold up your book and point to the chips. Say How many chips? Encourage the class to count them with you. Say
nineteen.
Trace the number 19 with your finger. Give children time to trace the number with a pencil or crayon.
Say How many oranges? Encourage the class to count them with you. Say twenty.
Write the number 20 in your book or on the board. Give children time to write the number with a pencil or crayon.
Go back to the first problem with the chips. Demonstrate how to subtract 4 from 19 by counting on your fingers.
Encourage the children to count with you. Point to the box and write the number 15. Give children time to write the
number in the box.
Repeat the stages for the subtraction problem with oranges (20 – 3 = 17).
Go over the answers with the class and write the problems and answers on the board.

Answers
19 – 4 = 15, 20 – 3 = 17

Consolidation
Forward and backward





Make sure the children are in rows so that they can count around the class.
Ask the children to start counting, with each child saying the next number.
Before they get to twenty, say Change! The children then have to start counting backward from whatever number
they reached.
Say Change! again, and the children start counting forward again.

Let’s Practice!





Ask students to look at the picture and speech bubble. Say Nineteen. Ask What is the boy holding? (A plate with
nineteen raisins)
Have a student read the number.
Have students work in pairs and take turns saying the number. Tell them to use other numbers they know.
You may want students to collect or count 19 or 20 of something in the classroom (e.g., 19 pencils, 20 chairs) with
their partners.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
Exercises: Workbook p. 65
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!

Lesson Five Sounds and letters
Objectives



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

Language



Language focus: listening, reading,
Vocabulary: zebra, zoo

Resources and materials







Student Book p. 60
Workbook p. 60
Audio Tracks 108–109
Phonics cards 51–52
Five sheets of paper (optional)
Stickers

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



Write some simple subtraction problems, e.g., 19 – 6 = , on the board for children to solve. Make sure the first
number in the problem is not greater than 20.
Children take turns coming to the front of the class to do the problems.

Lead-in




Draw dotted outlines of uppercase Z and lowercase z on the board.
Facing the board, draw the letters in the air for children to copy. Then connect the dotted lines on the board and
complete the letters.
Draw more dotted outlines of Z and z on the board and ask children to come to the board and connect the dots.

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






Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 108, Listen, trace, and point) for children to listen to the letter sound /z/.
Trace the letters with your finger. Children trace the letters with their fingers in their books (pause the recording
while they trace, if necessary).
Continue the recording and point to the words zebra and zoo.
Play the second part of the recording (Track 108, Listen and repeat) and have children repeat in chorus.

Transcript (Track 108)
Listen, trace, and point.
/z/
/z/ zebra
/z/ zoo
Listen and repeat.
/z/
/z/ zebra
/z/ zoo
Listen and chant. (Exercise 2)



Hold up your book. Play the recording (Track 109) for children to listen to the chant.
Play the chant again. Hold up Phonics cards 51–52 (zebra, zoo) when you hear the words.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!



Play the chant again, pausing after each line for children to repeat.
Play once more all the way through for children to repeat as they listen.

Transcript (Track 109)
Listen and chant.
Zebras, zebras
At the zoo.
/z/ says the zebra
At the zoo.
/z/, /z/, /z/
/z/, /z/, /z/
(Repeat)
Spelling game (Optional activity 1)



Write the letters z e b r a on five separate sheets of paper. Shuffle them and hand them to five children. Children
come to the front of the class and rearrange themselves in order to spell the word correctly.
Repeat with other animal words the children know.

Stick and say. (Exercise 3)





Hold up your book and point to the picture of the zebra.
Say Let’s stick the stickers. Hold up the z sticker. Say the sound /z/.
Put it in the box next to the zebra. Say /z/ – zebra. Children copy and repeat in chorus.
Children put the y and z stickers in the correct boxes. Monitor and help as needed.

Answers
(Top row) z, y
(Bottom row) y, z
Write and spell (Optional activity 2)



Brainstorm some animals that you would find in a zoo (panda, lion, bear, zebra).
Say a word and have the class repeat it. Ask individual children to come to the front and write one letter each in order
to spell the word on the board.

Consolidation
Circle the letter Zz. (Exercise 4)




Hold up the zebra and zoo Phonics cards and say the letter sound /z/ for children to repeat.
Point to the example and say Circle the letter z. Trace the circle with your finger as you say the word circle.
Children find other examples of the letter z and draw circles. Monitor and help as needed.

Answers
Zz: Z in Zebra, z in zebra (appears twice), z in zoo (appears twice), Z in ‘Z’
Exercises: Workbook p. 66
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!

Lesson Six Story
Objectives





To recognize and identify words
To read simple sentences
To develop listening skills by listening to a short story
To review and consolidate language introduced in the unit

Language



Language focus: integrated skills
Vocabulary: review

Resources and materials







Student Book p. 67
Workbook p. 67
Audio Tracks 103, 110
Flashcards 48–52
A sheet of paper for each child
Worksheet 2: Categories (one copy per pair)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the song from Lesson 2 (Track 103) to review the vocabulary for this lesson.
Warmer: Bingo





Ask children to call out any clothes or food words they know. The words can be from this lesson, previous lessons, or
their own knowledge. Write the words on the board.
Tell children to draw a three by three grid on a piece of blank paper. In each of the squares, they write a different
word (or draw a picture) from the words written on the board. Make sure children choose the words and put them in
the grid in a random order.
Call out the words on the board in any order. Keep a record of which words you have used, so that you don’t repeat
them. The children cross off the words in their grids as they hear them. The first child to complete a line of three
shouts Bingo!

Lead-in



Brainstorm some food words with the class.
Children take turns telling the class about a food they like or don’t like. Then children take turns standing up and
saying a sentence for the class, e.g., I don’t like plums.

Development
Listen and read. (Exercise 1)




Say Open your books. Play the recording (Track 110). Pause after each frame for children to listen and point to the
pictures.
Play the recording again. This time pause after each line for children to point to the dialogue as they hear the words.
Say each line for children to repeat in chorus. Encourage them to follow the words in their books.

Transcript (Track 110)
Listen.
Frame 1
Rosy: Thanks, Mom. I like raisins.
Billy: I don’t like raisins.
Frame 2
Tim: I like plums.
Billy: I don’t like plums.
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
Frame 3
Billy: I like cake. I like cake.
Frame 4
Mom: No, Billy. Share!
Tim: Yes, Billy. I like cake, too.
Read and say. (Exercise 2)








Write I like… on the board. Place the raisins picture card next to the words I like.
Point to each word and read slowly to elicit the complete sentence I like raisins.
Write the food and drink words across the top of the board.
Say Point to “raisins.” When children point to the correct word, replace the picture card with the written word to
form the complete sentence. Read the sentence with the class.
Continue in this way until you have practiced all the food and drink words.
Point to the sentences in each frame of the story and read them with the class.
Ask one or two individual children to read a sentence to the class.

Fill in the blanks (Optional activity 2)



Write fill-in-the-blank sentences on the board, e.g., I ______ milkshakes.
Write like and don’t like in a word box on the board to serve as a model. Invite different children to come to the
board and write like or don’t like in the sentence so that it’s true for them.

Listen again and repeat. Act. (Exercise 3)








Play the recording (Track 110) once all the way through.
Play the recording again, pausing after each line for children to listen and repeat.
Divide the class into groups of four to play the parts of Rosy, Tim, Billy, and Mom. If the class doesn’t divide exactly,
some children can play more than one character.
Choose and demonstrate some actions for the story. (See below for some suggestions.)
Play the recording again for children to mime the actions.
Children practice acting out the story. Monitor and help where necessary.
If you wish, ask one or two groups to come to the front of the class to act out the story.

Story actions
Picture 1: Rosy is eating raisins. Mom is handing Billy a plate. Billy is shaking his head from side to side. Tim is looking at
Billy.
Picture 2: Tim is eating a plum. Rosy is giving a plum to Billy. Billy is shaking his head from side to side.
Picture 3: Billy is reaching for a cake. Rosy and Tim are looking at Billy.
Picture 4: Billy is eating a cake with one hand and reaching for another with his other hand. Mom is taking the plate away
from him. Tim is reaching for a cake. Rosy is looking at Billy.

Consolidation
Worksheet 2: Categories





Ask the children to work in pairs.
Give one copy of the worksheet to each pair. Tell them to look at the first word on the list. Say Blue. What is it? and
elicit a color. Point the example where blue is written under the category Color.
Tell students to write each word from the list in the correct category.
When they have finished, go over the answers. Then work as a class to see how many more words they can add to
each category.

Exercises: Workbook p. 67
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 9: I like plums!
Worksheet 2: Categories

Look at the words. Write them in the correct category.

Clothes

blue
bear
shirt
milkshake
raisins
jacket
red
kangaroo
green
shirt
belt
yellow
zebra
chips
tiger
cake
© Oxford University Press 2015

Colors

Animals

Food

blue

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