unit 1 Family and friends student book
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson One Words
Objectives
To identify common school things
To understand a short story
Language
Language focus: listening, reading
Vocabulary: pen, eraser, pencil, book
Extra Vocabulary: school things, train, ok, look at
Resources and materials
Student Book p.8
Workbook p. 8
Audio Tracks 10–12
School objects (pen, eraser, pencil, book)
Flashcards 22–25
Story poster 1
A bag to put the school objects in
One set of vocabulary cards per group, cut up
One set of student picture cards per pair, cut up
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Energize the class and review the days of a week by doing chant from page 6 in the Student Book (Track 08).
Lead-in
Use the school objects to present the vocabulary. Hold up each object one at a time and say the words for children
to repeat.
Reinforce vocabulary using Flashcards 22–25. Hold them up one at a time and ask Is it a pen / book / eraser? The class
answers Yes or No.
Play a memory game. Show two cards to the class and then put them face down on your table. Point to each card and
ask Is it a… ? Repeat with other pairs of cards.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to open their Student Books and look at the pictures of the school things.
Play the first part of the recording (Track 10, Listen and point) while children listen and point to the appropriate
picture. Repeat if necessary.
Play the recording all the way through again for children to listen and point and then repeat the words in chorus.
Hold up Flashcards 22–25 one at a time and ask individual children to say the words.
Transcript (Track 10)
Listen and point.
pen, eraser, pencil, book
pencil, book, pen, eraser
Listen and repeat.
pen, eraser, pencil, book
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Listen and chant. (Exercise 2)
Play the recording (Track 11) for children to listen to the chant once through.
Play the chant a second time for children to say the words.
Ask children to put one of each school object out on their desks. This time they can point to, or pick up, the school
things on their desks when they hear them. Repeat (more than once if necessary).
Transcript (Track 11)
pen, eraser, pencil, book
Point and say.
Place Flashcards 22–25 around the room.
Say the chant again. Children point to the correct card as they say the word.
Make me jump!
Ask five children to come to the front of the class. Give each one a different school object.
Repeat the chant. The child at the front jumps when his/her word is said.
Listen and read. (Exercise 3)
Use Story poster 1 to present the story. Point to Rosy and ask Who’s this? Do the same for Billy. Point to the different
school things. Ask What’s this?
Talk about each frame in turn with the class. Ask simple questions, e.g., Who’s this? What’s this? Is it a pencil?
Ask children to look at the poster while you play the recording (Track 12) for them to listen. Point to each speech
bubble, one at a time, as you hear the text.
Play the recording again for children to listen and point to the pictures.
Ask comprehension questions, e.g., What’s this? (repeat train sound effect that Billy makes on the audio) (a train)
Who made the train? (Billy) What’s this? (pointing) (an eraser, a pen, a pencil) Are they Billy’s school things?
Ask children to open their Student Books. Tell them to listen and follow the words in the story as you play the
recording again.
Ask children to find and point to the words from Exercises 1 and 2 that appear in the story.
Development
Slap
Divide the class into pairs. Give each pair a set of the student picture cards and place them face up on the desk.
Call out a word, e.g., pen. The first child in each group who slaps the correct card and says the word takes it.
Repeat with a different word.
Continue calling out the words in a random order until you have said each of the four words three times.
The child in each pair holding the most cards is the winner.
If a number of groups have a tie, play again.
Vocabulary Lists
Divide the class into small groups.
One child from each group takes a vocabulary card and reads and mimes the word to the rest of their group. The
group responds by saying the word.
Groups score one point for each word they guess.
Consolidation
Feely Bag
Put some school objects in a bag. Children sit in a circle. Play some music and ask children to pass the bag from one
child to the next around the circle.
Stop the music suddenly. The child who has the bag when the music stops feels an object in the bag and says It’s a
pen / pencil / eraser / book. Then the child pulls the object out of the bag to see if he/she was correct.
Play the music and continue in this way until several children have had a turn.
Note: If you put a pencil in the bag, make sure the tip of it is not sharp.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Exercises: Workbook page 8
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Two Grammar
Objectives
To ask and answer the question What’s this?
To write answers to the question What’s this?
To act out a story
Language
Language focus: reading, writing
Vocabulary: school objects
What’s this?
It’s a pencil.
Resources and materials
Student Book p. 9
Workbook p. 9
Audio Tracks 12–13
Flashcards 22–25
Story poster 1
A set of student picture cards (from Lesson One) per six students, cut up
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Play a game of What do I have... to review vocabulary from the previous lesson.
Use Flashcards 22-25 to elicit the vocabulary for the game.
Hold up one card so that the class can only see the back of it.
Ask What do I have? and ask students to guess.
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.
Variation: 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 points with the class.
Lead-in
Talk about the previous lesson with children. Point to Story poster 1 and ask children what happened in the story. Ask
Who is in the story? What happened in the story? Can you remember what school things were in the train? Don’t tell
children the answers at this stage.
Presentation
Listen to the story and repeat. Act. (Exercise 1)
Ask children to turn to the story on page 8 of their Student Books. Play the recording (Track 12) to check their
answers to the comprehension questions in the lead-in.
Play the story again, pausing for children to repeat each line.
Divide the class into pairs. One child is Rosy and the other is Billy.
Ask children to look at the pictures and decide together on the actions for the story (see suggestions below).
Children practice acting out the story in pairs. Monitor the activity, checking for correct pronunciation.
Ask some of the pairs to come to the front of the class to act out the story.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Story actions
Picture 1: Billy makes his train using different classroom objects. Rosy writes at the table.
Picture 2: Rosy holds up her pen. Billy puts his finger to his mouth to show that he is thinking.
Picture 3: Rosy holds up an eraser.
Picture 4: Billy gives the classroom objects back to Rosy one by one.
Listen and say. (Exercise 2)
Ask children to look at the picture in their Student Books. Play the recording (Track 13) all the way through, holding
up a pen to reinforce meaning. The class repeats chorally.
Play the recording again, pausing for students to repeat each line.
Ask pairs of children to ask and answer the question for the class.
Draw attention to the grammar box. Show children how we make the contractions What’s and It’s by writing the full
and contracted forms on the board.
Development
Question and answer
Use the flashcards to ask more questions. Hold each one up, one at a time, and ask What’s this?
Ask children to work in pairs to do the activity using their own school things. They take turns holding up an object and
asking their partner What’s this?
Look and say. (Exercise 3)
Ask children to look at the picture in their Student Books. Ask children What can you see? (a face made up of different
school things).
Point to an object. Ask What’s this? for the class to answer.
Model the question and answer with a child in the class. Children take turns pointing to the pictures and asking
questions for their partner to answer.
Monitor and help where necessary.
When children have finished speaking, hold up the flashcards one at a time and ask the class What’s this?
Make your own face
Ask children to make their own face picture made up of different school things. Children take turns with their
partners pointing to different parts of the “face” and asking What’s this?
Write. (Exercise 4)
Put Flashcards 22–25 on the board. Below each one, write an incomplete sentence like the ones in the Student Book,
for example, _______ a pen; ________ an eraser.
Point to each of the flashcards one at a time and ask the class What’s this? to elicit It’s a pen, etc.
Ask children which word is missing (It’s). Write It’s in the blank at the beginning of the first sentence.
Invite different children to come to the front of the class to do the same with the other sentences.
Ask children to look at the sentences in their Student Books. Ask one child to read the example sentence for the class.
Children complete the rest of the sentences individually. Monitor the activity and check specifically that children are
forming the apostrophes correctly.
Go over the answers by asking children to say the sentences in chorus.
Ask individual children to read the sentences aloud to the class.
Answers
1 It’s a pen.
2 It’s an eraser.
3 It’s a pencil.
Consolidation
Let’s Practice
Ask students to look at the picture and speech bubble.
Have two students demonstrate the question in the speech bubble and the answer in the picture.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.
Mingle
Give each child two of the Student Picture Cards.
Play some music and encourage children to dance or walk around.
Stop the music suddenly. When the music stops, each child finds a partner.
They show their partner their cards one by one, and ask their partner What’s this? They then answer their partner
with It’s a… .
Children then swap their two cards with their partner.
Play the music and continue in this way.
Exercises: Workbook page 9
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Three Song
Objectives
To identify more school objects
To understand the meaning of open and close
To use school words in the context of a song
Language
Language focus: listening, speaking
Vocabulary: bag, door, window
Extra vocabulary: close, open, recycled words for school things
Resources and materials
Student Book p. 10
Workbook p. 10
Audio Track 14–15
Flashcards 22–28
One set of Student Picture cards and one set of Phrase cards per pair of children.
A reader of your choice
Culture note: Schools in the United States
Children start elementary school at the age of four or five (depending on when their birthday is) and stay there until
they are ten or eleven. The first year of elementary school is kindergarten, followed by first through fifth grade. In
elementary school, children usually stay with the same class all day and are taught by the same teacher for most
subjects.
When children leave elementary school, they go to junior high or middle school for sixth, seventh, and eighth grade.
Children usually have different teachers for all of the subjects.
Students have different teachers for all subjects in high school as well. High school is usually ninth, tenth, eleventh,
and twelfth grade. Students are seventeen or eighteen when they finish high school.
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Play Slow reveal with Flashcards 22–25 to review the vocabulary children have learned so far.
Put a flashcard on the board and cover it with a piece of paper or another 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
Use Flashcards 26–28 to introduce the three new words. Hold up the cards one at a time and say the words for
children to repeat.
Put the flashcards in different places around the room. Call out the words for children to point to the flashcards.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to look at the pictures. Play the first part of the recording (Track 14) for children to point to the words.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Play the second part of the recording for children to repeat the words.
Play the recording all the way through for children to listen and point and then repeat.
Hold up Flashcards 26–28 one at a time and ask individual children What’s this?
Transcript (Track 14)
Listen and point.
bag, door, window
window, door, bag
Listen and repeat.
bag, door, window
Ask and act.
Mime the action of putting a bag over your shoulder. Ask the class. What’s this? to elicit It’s a bag. Repeat with the
actions of knocking on a door and opening a window.
Ask one child to stand up. He/She mimes an activity using one of the things and asks What’s this?
Repeat the activity with other children.
Listen and sing. (Exercise 2)
Ask children to look at the pictures. Elicit It’s a book / bag / door / window.
Teach the verbs open and close. Pick up your bag and open it to elicit open. Close it to elicit close. Do the same with
the door and, if possible, the window.
Ask what the children are doing (1 The girl is reading a book. 2 The boy is opening a door. 3 The boy is opening his bag.
4 The girl opening or closing a window.)
Play the recording (Track 15) for children to listen and point to the pictures when they hear the three new words.
Then play it again as they follow the words in their books.
Recite the words of the song with the class, without the music. Say each line and ask children to repeat.
Play the recording again for children to sing along.
Development
Sing and do. (Exercise 3)
Tell children that they are going to sing the song again, but this time they are going to do the actions.
Ask children to look at the pictures and see what the actions should be for this song.
Practice the actions with the class.
Play the recording for children to sing the song and do the actions.
Song actions
Verse 1 – Open and close a book
Verse 2 – Open and close a door
Verse 3 – Open and close a bag
Verse 4 – Open and close a window
Listen and mime.
Say and mime Open a book / Close the door / Open the bag / Close the window. Then say the phrases again for the
class to mime the actions.
Ask children to give instructions for their partner to mime.
Consolidation
Memory game
Put Flashcards 22–28 on the board. Ask one child to come to the front of the class.
Help the child turn over one of the flashcards at random. The child then points to the back of this flashcard and says
What’s this? The class answers It’s a…
The student then turns over another flashcard at random and repeats.
Eventually, all of the cards are turned over and the class is able to name them without seeing them.
Concentration game
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Give each pair a set of Student picture cards and a set of Phrase cards.
Children place all the cards face down on their table, with all the Picture cards on the left and all the Phrase cards on
the right.
The first child turns over one Picture card and one Phrase card. If the two cards match, the child keeps them. If they
do not match, he/she must turn the cards back over.
The second child then takes a turn.
Continue playing until all the cards are gone. The winner is the child with the most cards.
Exercises: Workbook page 10
Answers
1. 1 bag 2 door 3 window
2. 1 pencil 2 book 3 door 4 window 5 pen 6 bag
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Four Phonics
Objectives
To recognize the uppercase and lowercase forms of the letters a, b, c, and d and associate them with their
corresponding sounds
To pronounce the sounds /æ/, /b/, /k/, and /d/ on their own and at the beginning of words
To learn the names of the letters a, b, c, and d.
Language
Language focus: listening, writing, speaking, reading
Vocabulary: apple, bird, cat, dog
Resources and materials
Student Book p. 11
Workbook p. 11
Audio Tracks 16–18
Phonics cards 1–4
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Use the alphabet song to introduce the letters. Model the alphabet and children repeat.
Tell children that you are going to look at the first four letters of the alphabet. Draw dotted outlines of the letters a, b,
c, and d in uppercase and lowercase on the board. Ask different children to come and join the dots.
Lead-in
Point to each letter on the board, one at a time, and say the letter name and then the sound for both uppercase and
lowercase letters for children to repeat. Make sure children understand that there are two forms of each letter,
which make the same sound.
Say the sounds again for children to draw the uppercase letters in the air. Say the sounds several times for children to
draw the lowercase letters.
Elicit the words on the phonics cards. Say the letter names, sounds, and then the words for the students to repeat.
Write the corresponding words apple, bird, cat, and dog next to the letters on the board. Circle the first letter of each
word. Point to the words and say the beginning sound (not the whole word) for children to repeat.
Hold up Phonics cards 1–4, one at a time. Say the words for children to repeat. Hold up the cards in a different order
and repeat.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to look at the letters in their Student Books.
Play the first part of the recording (Track 16) for children to listen and point to the letters.
Play the second part of the recording for children to repeat the letter names, sounds, and words in chorus.
Play the recording a final time for individual children to say the sounds and words for the class.
Transcript (Track 16)
Listen and point.
Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog
Letter Bb /b/ bird, Letter Dd /d/ dog, Letter Aa /æ/ apple, Letter Cc /k/ cat
Listen and repeat.
Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Air-writing
Play the recording again. The children draw lowercase letters in the air as they hear them.
Development
Listen and chant. (Exercise 2)
Play the recording (Track 17) for children to listen to the chant.
Put Phonics cards 1–4 in different places around the room. Play the recording again for children to point to the cards
as they hear the words.
Play the chant once more, stopping the recording after each line for children to repeat. Repeat, and encourage
children to follow the chant in their books.
Listen to the sounds and connect the letters. (Exercise 3)
Elicit the images in the activity (dog, cat, and bird). Ask Who is the dog’s friend? Tell children they can find out the
answer by listening. Explain that they are going to hear different sounds and words from the lesson. They have to
follow the sounds in the maze and draw a line to connect the letters to find out who the dog’s friend is – a bird or a
cat.
Play the beginning of the recording (Track 18) and follow the blue line with your pencil to demonstrate.
Play the recording for children to listen and link the letters.
Play the recording again for children to check their answers. Repeat.
Ask Who is the dog’s friend? (a cat). To check the answers, ask children to look at their mazes and say the letters they
heard as you write them on the board.
Transcript (Track 18)
/æ/ apple /d/ dog /b/ bird /b/ bird /k/ cat /d/ dog /k/ cat
Answer
The dog’s friend is a cat.
Read and circle the sounds a, b, c, d at the start of the words. (Exercise 4)
Ask children to look at the pictures. Ask What does the cat like? And What does the dog like?
Read the text for children to follow in their books. Write the first line on the board.
Ask children to look at the circled c at the beginning of cat. Draw a circle around the c on cat on the board. Elicit the
next sounds to circle (/b/). Ask them to find and circle other examples of a, b, c, or d at the beginning of words in their
books.
Children find and circle the starting letters in the rest of the lines. As they are working, write the rest of the lines on
the board. Go through the answers, asking children to come up and circle the letters on the board.
Answers
The cat likes birds.
The dog likes apples.
Here’s the cat with the bird.
Here’s the dog with the apples.
Consolidation
Let’s Practice
Ask students to look at the picture and speech bubble.
Have a student demonstrate the sentence for the class.
Have students work in pairs to take turns saying the sentence. Tell them to use other vocabulary words on the page.
Patty Cake
Divide the class into pairs.
Have children sit facing each other. Children slap their knees once, clap their hands once, and then clap their
partner’s hands once as they both say /æ/ /æ/ apple.
Children repeat the action, this time saying /b/ /b/ bird.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Continue doing the action for each of the four letters and words.
Pointless
Put children in groups of four and ask them to sit in a circle with the group. Each child has one of the sounds /æ/, /b/,
/k/, or /d/. Each child starts with three points.
The first child says the sound that belongs to one of the other children. This child must then say another child’s sound,
and so on.
If a child does not respond to hearing their sound in two seconds, responds to another child’s sound, says their own
sound, or says the sound of the person who called them, they lose a point.
Once a child has lost all three of their points, they are out.
Exercises: Workbook page 11
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Five Skills Time!
Objectives
Reading: read understand descriptions of objects
Recognize specific words
Language
Language focus: reading
Vocabulary: Review
Extra: school bag, pencil case, see
Structures: Review
Resources and materials
Student Book p. 12
Workbook p. 12
Audio Tracks 15, 19
Realia: School bag, school objects
One piece of paper per child
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Energize the class by singing Open the book! from page 10 (Track 15) in the Student Book.
Lead-in
Ask children to name all the school things they have learned in this unit. Use real objects as examples.
Ask children to look at the pictures in their Student Books and predict what the text is about (it’s about a girl
describing what is in her school bag). Tell the class that the girl’s name is Chi.
Presentation
Point to four school things. Say the words. (Exercise 1)
Ask children to look at the pictures and find four school things.
Go through the activity with the class. Point to each object and ask What’s this? What color is it?
Answers
(any from) pencil case, eraser, pencil, pen, bag
Listen and read. (Exercise 2)
Explain to children that you are going to play a recording. They should listen and follow the words in their books
carefully. It doesn’t matter if they don’t understand all the words.
Play the recording (Track 19) for children to listen and follow the text in their books with their finger.
Play the recording a second time. Answer any questions they have.
Check comprehension by asking simple questions, e.g., What’s the girl’s name? Is there a book / an eraser / a ball in
the bag? Is the pencil case black? Does Chi have three pens?
Describe some of the objects for the class to guess, e.g., It’s pink (the pencil case); It’s blue (a pen)
Development
Ask and answer.
Hold up a selection of school objects, e.g., a red pen, a blue book, a pink eraser.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Ask Is there a pencil? (No), Is there a pen? (Yes), Is there a green pen? (No), etc. for children to answer.
Children can do the same exercise in pairs.
Read again. Write a or an .
Ask children to look at the list of objects. Explain that they are going to read the text again and write a for the
objects that appear in the text and an for those that don’t.
Play the recording again as children follow in their books. Stop after And this is my pencil. Say Is there a pencil? Yes or
no? (Yes). Show children the check () on the line next to the word pencil.
Explain that if Chi doesn’t have the object, they should write an .
Go over the answers with the class. Write the names of the objects on the board and invite individual children to
come to the front of the class and write a or an next to them.
Name other objects for children to tell you whether they appear in the text or not, e.g., window (No) / pencil case
(Yes).
Answers
1 pencil ()
2 pen ()
3 book ()
4 bag ()
5 door ()
6 eraser ()
Consolidation
Point and ask
Point to a classroom object in the room. Ask What’s this? What color is it? Children respond It’s a / an.. It’s…
Ask a child to come to the front of the class and point to a classroom object in the room. The child asks What’s this?
What color is it? The rest of the class responds It’s a / an… It’s…
Put children into pairs. One child points to a classroom object in the room. The child asks What’s this? What color is
it? The partner responds. They then swap roles.
Musical Objects
Divide the class into groups of 5 to 8 students. Children sit in a circle in their groups.
Each child starts with a classroom object in his/her hand.
Play some music. While the music plays, children pass objects to the child on their right. Object keeps moving around
the circle in this way.
Stop the music suddenly. Children stop passing the objects.
Each child tells the group what they are holding and what color it is. E.g., It’s a pencil. It’s green.
Play the music and continue in this way.
Pictionary
Give each child a piece of paper.
Children draw a part of a classroom object on the paper as quickly as possible.
Children then pass their drawings to their partners and ask What’s this? The partner responds.
Still looking at their partners’ pictures, children ask their partner What color is it? The partner responds It’s… .
Children color their partners’ pictures, according to their instructions.
Exercises: Workbook page 12
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Six Skills Time!
Objectives
Listening: Identify objects; listen for specific information
Speaking: Ask and answer What’s this?
Writing: Write individual words with correct spelling
Language
Integrated skills
Vocabulary: Review
Extra: This is my…
Structures: Review
Resources and materials
Student book p. 13
Workbook p. 13
Audio Track 20
Flashcards 22–25
Realia: pen, book, bag
Worksheet 1: Tic tac toe (one copy per group of four children)
Six sticky labels per child
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Play What’s the picture? to energize the class and review vocabulary from this unit.
Invite a child to come to the front of the class and whisper the name of an object he/she has 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 objects have been used.
Lead-in
Ask children what they can remember from the reading text in the previous lesson. Encourage them to name as many
objects from Chi’s bag as they can.
Focus attention on the pictures on page 13. Point to different objects one at a time and ask Is it a pencil / door /
eraser / bag / book?
Presentation
Listen and check () the correct picture. (Exercise 1)
Explain to children that they are going to hear a recording in which one of the objects from each pair will be
mentioned. They have to write a check () in the box next to the object they hear.
Make sure children are aware that they don’t need to understand every word they hear in order to do the exercise.
Encourage them to listen for words they do know.
Play the recording (Track 20), pause after the first item, and tell children to look at the example answer. Continue the
recording as children point to the pictures as they hear the words.
Play the recording a second time, pausing at appropriate intervals for children to write a check next to the objects.
Play the recording a final time for children to complete or check their answers.
Go over the answers with the class. Ask What’s number 1 /2 / 3 / 4? for children to say the objects in chorus.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Transcript (Track 20)
1 What’s this? / It’s a pencil.
2 What’s this? / It’s an eraser.
3 What’s this? / It’s a pen.
4 What’s this? / It’s a bag.
Answers
1 pencil
2 eraser
3 pen
4 bag
Development
Open your bag. Ask and answer. (Exercise 2)
Ask children to look at the picture of the two girls. Point to the pen and ask What’s this? Ask What are they talking
about?
Call a child to the front to demonstrate the dialogue. Hold up a pen and ask What’s this? The child answers It’s a pen.
Change the pen for a book and repeat the dialogue.
Ask the children to repeat chorally, emphasizing correct intonation in the questions and answers. Check that the
words are flowing together, without unnecessary pauses.
Ask children to take out all of the objects they can name from their bags and put them on their desks. Allow children
time to take turns to ask and answer questions about each other’s school things.
Move around the class as they are working to check intonation.
Point to some of the objects you can see and ask different children What’s this?
Complete the sentence Check () the things in your bag. (Exercise 3)
Put Flashcards 22–25 (pen, pencil, eraser, book) on the board. Draw lines next to them.
Write pen on the line next to the flashcard for pen.
Ask a child to write pencil on the line next to the flashcard for pencil.
Ask two more children to write eraser and book.
Draw squares next to the words on the board. Put the pen and book in the bag and show children that they are there.
Ask Is there a pen in my bag? (Yes). Write a in the box next to pen. Ask Is there a pencil in my bag? (No). Write an
in the box next to the pen.
Repeat with eraser and book.
Ask children to look at Exercise 3. Show them the word pen. Ask Is there a pen in your bag? Ask them to write a or
an as appropriate.
Point to the picture of the pencil, and then the line next to it. Ask What word do you write here? (pencil). Encourage
children to write the word, using the board if necessary. Ask Is there a pencil in your bag? Ask them to write a or an
as appropriate.
Erase the words from the board. Children complete the rest of the exercise independently.
Once children have finished, write the answers on the board for them to check their spelling.
Children then show each other their answers to the / element.
Answers
1. pen
2. pencil
3. eraser
4. book
(Responses to the check boxes will vary.)
Consolidation
Worksheet 1: Tic tac toe
Divide the class into groups of four and divide each group into two teams.
Give each group a copy of Worksheet 1: Tic tac toe. Children choose which team will be Os and which one will be Xs.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
The first team chooses a square, looks at the picture and says This is a/an…
If they are right, they “win” the square and draw their symbol (X or O) on that square.
The winning team is the first team to make a line from their symbols (3 Xs or 3 Os) in a horizontal, vertical, or diagonal
direction.
Label it!
Give each child six sticky labels.
Children write pen, pencil, eraser, book, pencil case, and school bag on the labels (one word per label).
Children stick the labels on their own objects.
Exercises: Workbook page 13
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Vocabulary cards
pen eraser pencil book
pen eraser pencil book
pen eraser pencil book
pen eraser pencil book
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Student Picture Cards
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Worksheet 1: Tic tac toe
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Family and Friends Special Edition Grade 3 – Unit 1
TOEFL Primary Listening
1 Listen and look at the pictures. Circle A, B, or C.
Answers
1B
2C
3C
Transcript (Track 01)
Example
Girl What’s this?
Woman It’s a pencil.
1.
Boy What’s this?
Girl It’s my eraser.
2.
Girl Please open the window!
3.
Boy How old are you?
Girl I’m nine.
2 Listen. Which sentence or conversation sounds correct? Circle A, B, or C.
Answers
1B
2A
3B
Transcript (Track 02)
Example
A.
Girl Can I open my bookcase?
B.
Boy Can I open my book?
C.
Teacher Can I open the pen?
Question 1
A.
Girl Hello, what’s your name?
Boy It’s an apple.
B.
Man Hello, what’s your name?
Woman I’m Mi.
C.
Boy Hello, what’s your name?
Girl It’s my pencil case.
Question 2
A.
Man What’s this?
Boy It’s my bag.
B.
Woman What’s this?
Boy I’m seven years old.
C.
Girl What’s this?
Man I’m fine, thank you.
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Family and Friends Special Edition Grade 3 – Unit 1
Question 3
A.
Girl Can I have my school things, please?
Boy It’s a folder.
B.
Boy Can I have my school things, please?
Woman Yes. Here you are.
C.
Woman Can I have my school things, please?
Girl No, it’s blue.
3 Listen, read, and circle A, B, or C.
Answers
1B
2A
3C
Transcript (Track 03)
Girl: Hello! My name is Bao. I’m eight years old. This is my pencil case. It’s red and yellow. Here is my eraser. This is my
blue pencil, and this is my black pen. And look, a green eraser!
4 Listen and answer the question. Circle A, B, or C.
Answer
1C
Transcript (Track 04)
1
Girl I like your school bag! Can I see it?
Boy Yes, of course you can. Here you are.
Girl What’s this?
Boy It’s my folder for English.
Girl Wow! What’s this?
Boy It’s my pencil case.
Girl It’s blue. My pencil case is blue, too.
Boy Can I see it?
Girl Yes, here you are.
What is blue? Is it A, the school bag, B, the folder, or C, the pencil case?
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Family and Friends Special Edition Grade 3 – Unit 1
Worksheet: Extra writing
1 Circle the odd-one-out. Write.
Draw children’s attention to Exercise 1. Ask them to look at the example, and name the six objects (eraser, eraser,
eraser, eraser, bag, eraser). Ask How many erasers? (five). Ask How many bags? (one). Show children that the bag is
circled, and the word bag is written underneath.
Ask children to look at number two, and name the six objects (pencil, pencil, pen, pencil, pencil, pencil). Ask How
many pencils? (five). Ask How many pens? (one). Elicit or tell children to circle the picture of the pen. Ask children to
spell pen, and write it on the board as they do. Ask them to copy this.
Children complete the exercise individually.
Ask children to check their circles together. Write door, book, and eraser on the board and ask children to check their
answers with the words on the board.
Answers
1 bag
2 pen
3 door
4 book
5 eraser
2 Write the words. Draw.
Write cil, or, ser and dow on the board and draw a rectangle around them. Write It’s a do____. next to the letters.
Point to the unfinished sentence, and ask children what they think it should be (It’s a door.) Ask them to look at the
four syllables in the box, and tell you which one completes the word (or). Write or on the blank line.
Ask children to look at Exercise 2, number 2. Ask them what they think the sentence is (It’s a window.) Tell them to
find the missing letters in the box, and complete the sentence. Ask them to point to a window in the room. Hold up
the worksheet and point to the empty box for number 2, and ask them to draw the window in the box.
Children complete the exercise individually.
Write the answers on the board for children to check. They can then check their pictures together in small groups.
Answers
1 It’s a door.
2 It’s a window.
3 It’s a pencil.
4 It’s an eraser.
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Family and Friends Special Edition Grade 3 – Unit 1
Worksheet: Values – Helping in the classroom
Materials
Colored pencils
1 Circle the good actions.
Roll up a ball of paper and throw it on the floor. Ask Is that good or bad? (bad). Use a thumbs up or thumbs down
gesture to help children understand, if necessary.
Pick up the ball of paper and put it into the wastepaper basket. Ask Is that good or bad? (good).
Repeat with putting a bag on the floor and then putting it on the back of a chair and leaving the door open and then
closing it.
Ask children to look at Exercise 1. Show them the circle around the boy putting trash in the wastepaper basket. Ask Is
that good or bad? (good). Tell children that the circle means that it is good and they should look for more good
actions and circle them.
Children complete the worksheet individually, and then compare their answers in groups.
Answers
Suggested “good” actions to be circled include:
the boy putting books on the shelf;
the girl lending her ruler to another girl;
the boy lending his pencil to another boy;
the boy closing the window;
the girl closing the door;
the boy and girl bringing books to the teacher’s desk;
the boy putting a bag on the back of a girl’s chair.
2 Color.
Give out colored pencils, but ask children not to color yet.
Draw children’s attention to the first sentence Exercise 2 (The door is green). Ask them to point to the part of the
picture they will color (the door). Ask them to hold up the correct pencil to color with (green). Ask them to color the
door green. Ask the children which other objects they should color (a pen, a bag, a pencil) and ask them to point to
them.
Note: The specific objects which are expected to be colored are black and white, rather than grayscale, in the picture.
However, children may color a different object (e.g., the pen in the teacher’s hand) which does not matter, as long as the
object and color show understanding of the vocabulary.
Children complete the exercise individually.
Children compare their answers in groups.
Answers
The door should be colored green.
The pen on the table near the wastepaper basket (or the pen in the teacher’s hand) should be colored blue.
The bag the boy is putting on the back of the chair should be colored red.
The pencil on the teacher’s desk (or any pencil in the room) should be colored pink.
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Family and Friends Special Edition Grade 3 – Unit 1
Unit test
Testing and evaluation
There are twelve one-page Unit tests which cover the vocabulary and grammar content presented in each core unit.
Each test contains vocabulary activities and grammar activities. The Unit tests can be administered at the end of each
unit.
Administering a test
Testing is an important part of the teaching/learning process. Students can become anxious about tests, so it is
important to create a calm and supportive environment. Before giving a test, have a quick warm-up session on the
language to be covered in the test. Explain the scoring system to the class so that they feel responsible for their
own learning process. All the Unit tests in American Family and Friends Special Edition Grade 3 have a total of 15
points.
Grading for Unit tests is as follows:
14–15
Excellent
11–13
Very good
7–10
Good
4–6
Satisfactory
0–3
Needs further work
1 Choose and write.
Answers
1 bird 2 door 3 pen 4 bag 5 apple
2 Complete the words.
Answers
1 dog 2 pencil 3 book 4 eraser 5 window
3 Look and write.
Answers
1 What’s this? It’s a pencil.
2 What’s this? It’s a pen.
3 What’s this? It’s an eraser.
4 What’s this? It’s a bag.
4 Match.
Answers
1b 2d 3c 4a 5e
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