giáo án family and friends special edition grade 1
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Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit
Starter Unit
Alphabet practice
Topics
Alphabet
Functions
Identifying letters in the alphabet: lowercase, upper-case, and order
Resources and materials
Expansion Portfolio pp. 2–5
Phonics cards from Aa to Zz
Colored pencils or crayons
Worksheet 1: Unscramble the letters (Before class, cut the letters out – one set for every pair of children)
Alphabet song on Oxford Parents ( />
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Display the Phonics cards around the room. Sing the alphabet song with students. Children can follow along, pointing
to each letter as they hear it.
Encourage the children to sing with you.
Sing the song together as many times as you wish, first slowly and then more quickly.
Lead-in
Hand out the Phonics cards. Say or sing the alphabet together with the class. As each child hears the letter on her
card, she holds up the card. Repeat with different children holding cards.
1 Look at the alphabet.
Hold up the page and point to the letters Aa, Bb, Cc, etc.
Point out to children that the first letter in each pair is uppercase, and the second letter in the pair is lowercase.
Have children follow along and point to each letter as you say the alphabet with the class.
Stand up, sit down
Hold up the Phonics cards one at a time, starting with Aa. Point out the uppercase and lowercase letters again.
As you hold up each card, read the letter twice, once for the uppercase letter and once for the lowercase letter as you
point to each one, for example, A - a, B - b, C - c.
Have children stand up tall on their toes or jump when they hear the first (uppercase) letter, and then sit or crouch
down low when they hear the second (lowercase) letter.
Order the letters
Hand out the Phonics cards to 26 different students. Read each letter, one at a time, as you hand out the cards. Point
out to children that the alphabet is always read in the same order.
Call out the letter A. The child holding the Aa card comes to the front (or turns around at her desk to face the rest of
the class).
Continue with the remaining letters. Be sure that as children come to the front, they stand in the correct alphabetical
order.
Starting with A, have the children hold up their cards and read their letters, as you go through the alphabet in order.
Repeat with different children holding cards.
2 Connect the letters Aa–Zz. Who’s blowing the bubbles?
Hold up the page and point to the picture of the girl and boy blowing bubbles. Ask children what else they see in the
picture (letters a–z).
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit
Have children look at the letters in the picture of the girl. Ask Are the letters uppercase or lowercase? (lowercase).
Have children look at the letters in the picture of the boy. Ask Are the letters uppercase or lowercase? (uppercase).
Tell children they are going to connect the letters in each picture.
Remind children that the alphabet always starts with the letter A and goes in the same order. Have children tell you
what letter comes after the letter a (b, c, etc.)
Hand out crayons. Have children work individually to connect the letters in the correct order in the pictures.
Once children have connected all the letters, ask Who is blowing the bubbles? (Rosy and Tim).
3 Point and say the letter names you know.
Hold up the page and focus children’s attention on the letters in the large box.
Point to a letter, for example Gg. Ask children what the letters are. Repeat with other letters in random order.
Have children work with a partner, taking turns pointing to and saying the letters they know.
When children have finished, go through all the letters again as a class.
Worksheet 1: Unscramble the letters
Hand out a set of letters, one for each pair of children.
Tell them to make sure to shuffle the letters so that they are in random order.
Tell children they must unscramble the letters and place them face up on their desks in the correct order.
Monitor and help children as needed.
If children finish early, they can color the letters.
4 Say the letter names. What is your name? Find and circle the beginning letter in your name.
Hold up the page and focus children’s attention on the letters in the large circle.
Write the name Rosy on the board. Remind children that Rosy is the girl in the picture on the previous page. Ask
children what letter is at the beginning of Rosy’s name (R).
Circle the R in Rosy on the board. Then point to the R on your page and circle it with your finger.
Ask children Does a name begin with an uppercase letter or lowercase letter? (uppercase).
Repeat with the name Tim.
Have children work individually to find the letter on the page that is the beginning letter in their names. Have them
circle that letter.
Monitor and help children as needed.
For an added challenge, have children ask a partner what the first letter is in his or her name. Children can circle that
letter on the page too. Continue the game as long as you wish.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit
Unscramble the letters.
Cut along the dotted lines. Shuffle the letters. Unscramble the letters to put the alphabet
in the correct order.
Aa
Ee
Ii
Mm
Uu
Yy
© Oxford University Press 2015
Bb
Ff
Jj
Nn
Rr
Vv
Zz
Cc
Gg
Kk
Oo
Ss
Ww
Dd
Hh
Ll
Pp
Tt
Xx
3
Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit
Handwriting practice
Topics
Alphabet and numbers
Functions
Writing practice: Aa, Bb and 1, 2
Writing practice: lines
Resources and materials
Expansion Portfolio p. 6
Phonics cards from Aa to Zz
Colored pencils or crayons
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Sing the alphabet song with students.
Lead-in
Draw a big dotted outline of a smiley face on the board.
Then connect the dotted lines on the board and complete the picture.
Draw more dotted outlines of other simple pictures, for example, a car or a house. Have a child come to the board to
connect the lines and complete the picture.
Finally, write the name Rosy in big letters with dotted lines on the board. Have four children come to the board to
connect the dots and complete the letters.
Ask children what the word is. (Rosy).
1 Trace the lines.
Point to the dotted lines and trace the outline of the rectangles with your finger. Children trace the rectangles with
their fingers on the page
Hand out colored pencils or crayons and have children connect the dots and trace the rectangles on the page.
2 Write the letters.
Point to the first uppercase A and trace the letter with your finger. Children trace the letter with their fingers on the
page
Trace the second uppercase A with your finger, and have children do the same.
For the third uppercase A, point out to children that they must complete, or write, the letter on their own.
Point to remaining letters: a, B, and b, and hand out colored pencils. Have children work individually to connect the
dots and trace or write the letters on the lines.
Say and trace
Hold up a Phonics card and have children tell you which letter it is.
Have children trace that letter in the air with their fingers.
Repeat with other letters in random order.
Then invite a child to come to the front to select and hold up a card. The class says the letter and traces the letter in
the air.
Repeat as many times as you wish.
Race to write the letter
Have children work in teams of five or six students. One child stands in front, facing the board, and the others line up
behind him or her.
Give a Phonics card to the child at the back of the line and tell them not to say the letter out loud. That child traces
the letter on the back of the child standing in front of him or her. The second child traces the letter on the back of the
third child, and so on.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit
When the child at the front of the line knows what letter their team has, he or she goes to the board and writes the
letter on the board.
If children need more support, they can say the letter and you can write it on the board.
The first child holding the card tells the team if they have gotten it right.
3 Write the numbers.
Hold up the page and point to the first number 1. Trace it with your finger. Children trace the number with their
fingers on the page.
Repeat with the second number 1 and have children trace the number with their fingers on the page.
For the third number 1, point out to children that they must complete, or write, the number on their own.
Point to the number 2 and hand out colored pencils. Have children work individually to connect the dots and trace or
write the numbers on the lines.
© Oxford University Press 2015
5
Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit
Values: Greeting people
Topics
Greeting people
Functions
To learn the most appropriate manner for greeting people
Resources and materials
Expansion Portfolio p. 7
Hello and Goodbye Flashcards
Colored pencils or crayons
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Hold up the Hello and Goodbye Flashcards and read the words to the children.
Have children say the words out loud chorally. Then call on individual children to say the words as you hold them up,
alternating between the two cards.
Then hide the Flashcards behind your back. When you show the Hello card, children wave their hands up high. When
you show the Goodbye card, children wave their hands down low.
Lead-in
Have children stand and make two large circles, one circle inside the other. The children in the inside circle turn
around and face a child standing in the outside circle.
Play some lively music. Start one circle moving slowly, walking in a clockwise direction. Have the other circle move
slowly, walking counterclockwise.
Every time the children meet a new student they say Hello.
Then have the circles change directions. When the children meet a new student this time, they say Goodbye.
1 Look and check.
Point out the first two pictures and ask children What’s happening in these pictures? Why is there a check mark for
the first picture? (because the children are exchanging greetings in the first picture, but not in the second).
Go through the other pictures with the children and elicit which pictures should get a check mark and why.
Answers
1. 1st picture
2. 2nd picture
3. 1st picture
Discuss
Ask children why it is usually best to greet other people. Why might someone not greet another person? Do they
know more words for saying hello and goodbye? If yes, write them on the board.
2 Color and say.
Hold up the page and point to the first picture. Elicit from children what’s happening (a girl is arriving at a friend’s
house with cakes).
Ask children What are the two girls saying in the first picture? (Hello).
Then point to the second picture, and ask children what’s happening (the same girl is leaving her friend’s house).
Ask children What are the two girls saying in the second picture? (Goodbye).
Practice a few more times, pointing at the picture and having children say the appropriate word. If children know
other ways of saying hello and goodbye, this is a great time to practice.
Then have children color the pictures.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit
Unit test
1 Look and match.
Hold up the page. Point to the first silhouette on the left side of the page.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from left to right with your finger until you reach the correct match.
Repeat and have children trace the line with their fingers on their page.
Children trace the line with a pencil or crayon.
Have them match the other silhouettes with the pictures on the right side.
Monitor and help as needed.
Answers
1 c 2 a
3 d
4 b
2 Listen and circle.
Hold up the page and point to the first pair of characters.
Play the first part of the recording (Track 01). As the recording says What’s your name, turn one hand up as though
you are asking a question you don’t know the answer to. Then in time with the answer (I’m Tim) on the recording,
point to the picture of Tim. Children listen and point to the appropriate picture.
Play the recording all the way through for children to listen and circle the answer.
Repeat as many times as needed.
Go over the answers with the class.
Transcript (Track 01)
1 What’s your name? I’m Tim.
2 What’s your name? I’m Rosy.
3 What’s your name? I’m Billy.
4 Goodbye.
Answers
1 b 2 b
3 a
4a
3 Look and circle.
Hold up the page and point to the first picture. Point out to children that the uppercase A is circled.
Ask children Why is the uppercase A the correct answer? (the picture is of Annie; names always start with an
uppercase letter).
Have children work individually to go through the remaining pictures and choose the correct answers.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.
Answers
1 A 2 b
3 b
4 a
4 Count and circle.
Hold up the page and point to the first picture. Ask children to count with you as you point to each circle in the first
picture. Ask How many circles? (2). Point out that the number 2 is circled as the correct answer.
Have children work individually to go through the remaining pictures, counting and circling the correct answers.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.
Answers
1 2 2 1
3 1
42
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Unit One
Alphabet practice
Topics
Alphabet
Functions
Alphabet practice: lowercase c, a, o, e
Resources and materials
Expansion Portfolio pp. 10–13
Phonics cards Aa–Zz
Colored pencils or crayons
Alphabet song on Oxford Parents ( />
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Display the Phonics cards around the room. Sing the alphabet song with children. Children can follow along, pointing
to each letter as they hear it.
Encourage the children to sing with you.
Sing the song together as many times as you wish, first slowly and then more quickly.
Lead-in
Hand out the Phonics cards. Say or sing the alphabet together with the class. As each child hears the letter on her
card, she holds up the card. Repeat with different children holding cards.
Draw dotted outlines of the letters c, a, o, and e on the board.
Facing the board, draw the letters in the air as you say the letters. Chidlren draw the letters in the air with you.
Then join the dotted lines on the board and complete the letters.
Draw more dotted examples on the board and ask children to come and join the dots.
1 Trace and copy.
Hold up the page and point to the dotted lines for the first c. Say, c. Have children repeat.
Draw the letter c in the air as you say c.
Point to the picture of the cat and ask children What is it? (cat).
Point to the first c and then the cat while saying C says c in cat. Encourage the class to repeat as a chorus.
Then point to the c on the first line, and trace it with your finger. Children trace the dotted lines with their fingers on
the page.
Hand out colored pencils or crayons and have children connect the dots and trace the dotted lines on the page.
Point to the c on the second line, and trace the letter with your finger. Children trace the letter with their fingers on
the page.
Have children copy the first c on the line five times.
Repeat C says c in cat. Point to cat and say cat. Have children repeat.
Trace the c in cat with your finger. Children trace the dotted line with their fingers on the page. Children then trace
the dotted lines on the page.
Then have the children complete the last c for cat on their own.
Repeat with a, o, and e.
2 Choose and check.
Hold up pages 10 and 11 and review the words on the page: cat, apple, orange, and egg. Write the words on the
board. Then point to them as you say them. Encourage the class to say the word with you.
Hold up page 12 and point to the first picture. Say egg and point to the word egg on the board.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Trace the check mark next to egg on the page with your finger. Then have children trace the check mark with their
fingers on the page.
Children check the correct word next to each picture. Go around the class and check.
Answers
egg, orange, cat, apple
3 Match and write.
Hold up the page. Point to the c on the left side of the page.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from left to right with your finger until you reach the correct match. Trace the c next to the
picture.
Have children trace the line and then the c with their fingers on the page
Then children trace the line and the c with a pencil or crayon.
Have them match the other letters with the pictures on the right side. Have them write the first letter for each of the
words on the blank.
Monitor and help as needed.
Answers
c, cat a, apple
o, orange e, egg
4 Circle the words beginning with the letter c.
Hold up the page and ask children what they see in the picture (cat, car, eight, orange, coat, one, carrot).
Write the letter c on the board. Point to the picture of the egg and say egg. Shake your head to indicate egg does not
start with c. Point to the picture of the cat and say cat. Nod your head and use your finger to circle the cat.
Tell children they are going to find words that begin with the letter c.
Have children work individually to circle the correct pictures.
Once children have circled all the pictures, ask Which words begin with the letter c?
Answers
cat, car, coat, carrot
5 Find and circle the same letter.
Hold up the page and focus children’s attention on the letters on the left side. Point to the letter c and then circle the
c on the page with your finger.
Tell children they are going to find and circle the same letters.
Monitor and help children as needed.
Once children are finished, check answers by holding up the page and circling the correct letter with your finger. Say
the letter and then the word (c, coat) as you circle. Encourage children to repeat after you.
Answers
c, c, coat a,a, arm o, o, one e, e, eye
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Handwriting practice
Topics
Letters and numbers
Functions
Writing practice: Cc, Dd, and 3, 4
Writing practice: lines
Resources and materials
Expansion Portfolio p. 14
Phonics cards from Aa to Dd
Colored pencils or crayons
Worksheet 1: Draw the numbers
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Draw big dotted outlines of the letters A, a, B, and b on the board.
Connect the dotted lines for the first letter, A. Ask children Is this an uppercase or lowercase letter? (uppercase).
Have a child come to the board to connect the lines for the letter a. Ask children Is this an uppercase or lowercase
letter? (lowercase).
Repeat with two more children coming to the board to connect the dotted lines for B and b.
Lead-in
Hold up the Phonics cards for Aa, Bb, Cc, and Dd one at a time. Say the letters out loud and have children repeat.
Divide the class into four groups and give each group one of the Phonics cards.
Then assign each letter an action. For example, Group A, clap your hands; Group B, stomp your feet; Group C, jump
up and down; and Group D, turn in circles.
Call out the letters in random order. Each group does the action when they hear their group’s letter.
After several rounds of actions, groups can exchange letters and do a different action if you wish.
1 Trace the lines.
Point to the dotted lines and trace them with your finger. Children trace the lines with their fingers on the page.
Hand out colored pencils or crayons and have children connect the dots and trace the lines on the page.
2 Write the letters.
Point to the first uppercase C and trace the letter with your finger. Children trace the letter with their fingers on the
page.
Trace the second uppercase C with your finger and have children do the same.
For the third uppercase C, point out to children that they must complete, or write, the letter on their own.
Point to remaining letters: c, D, and d. Hand out colored pencils. Have children work individually to connect the dots
and trace or write the letters on the lines.
Listen, point, and say
Place Phonics cards for Aa, Bb, Cc, and Dd around the classroom.
Call out a letter, e.g., Aa. The children point to the correct Phonics card and say the letter. Continue calling out letters
in random order as many times as you wish.
Alternatively, walk around and point to each Phonics card as children say the letter.
Finally, invite a child to say or point to a card for the class to repeat chorally.
Whispers
Organize children into four groups. Hand a Phonics card Aa, Bb, Cc, or Dd to the first child in each group and tell them
not to show anyone. This child whispers the letter to the child next to him or her.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Children continue whispering the letter to the child next to him or her until the letter reaches the final child.
The final child says the letter out loud, and the first child holds up the
Phonics card to see whether the letter and the card are the same.
3 Write the numbers.
Hold up the page and point to the first number 3. Trace it with your finger. Children trace the number with their
finger on the page.
Repeat with the second number 3 and have children trace the number with their finger on the page.
For the third number 3, point out to children that they must complete, or write, the number on their own.
Point to the number 4 and hand out colored pencils. Have children work individually to connect the dots and trace or
write the numbers 3 and 4 on the lines.
Worksheet 1: Draw the numbers
Hand out the worksheet, one for each child, plus colored pencils or crayons.
Explain to children that they should draw one item in the outline for the number 1, for example, one cat.
Children can continue, drawing two items in the number 2, for example two baseball bats; three items in the number
3; and four items in the number 4.
Encourage children to draw whatever is fun for them.
When children have finished, call out a number. Have a child stand, point to her worksheet, and say what she has
drawn, using Vietnamese as needed.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Worksheet 1: Draw the numbers
Draw one item in the number 1; two items in the number 2; three items in the number 3;
four items in the number 4.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Values: Be clean and tidy
Topics
Being clean and tidy
Functions
To learn important habits of being clean and tidy
Resources and materials
Expansion Portfolio p. 15
8–10 classroom items, such as crayons, pencils, notebooks, and books
Colored pencils or crayons
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Tell children they are going to help you “clean up” your desk.
Place 8–10 classroom items, such as crayons, pencils, paper, notebooks, and books on your desk or a desk at the front
of the room. Place items in a random, messy way.
Play some lively music. Hand out the items on your desk to children, one at a time. Children continue passing the
items around the class.
When the music stops, the children holding the items must get up and place the item back on your desk in a careful,
tidy way.
Ask the class Is the desk now clean and neat?
Play again and as many times as you wish.
Lead-in
Sing “This is the way. . .” with children (words below).
Help children to understand what wash hands, wash dishes, pick up toys, and clean your room means, using
Vietnamese as needed.
Have children mime the actions as you sing the song. Repeat and encourage children to sing with you.
1. This is the way you wash your hands, wash your hands, wash your hands.
This is the way you wash your hands, so early in the morning. (Children mime rubbing their hands together)
2. This is the way you wash the dishes, wash the dishes, wash the dishes.
This is the way you wash the dishes, so early in the morning. (Children mime washing dishes)
3. This is the way you pick up toys, pick up toys, pick up toys.
This is the way you pick up toys, so early in the morning. (Children mime picking up toys from the floor and placing
them in a pretend toy box)
4. This is the way you clean your room, clean your room, clean your room.
This is the way you clean your room, so early in the morning. (Children mime putting clothes away or making a
bed)
1 Look and match.
Point to the first picture of the messy dishes and ask children What’s this?
Then trace the line with your finger to the picture of the soapy water in a kitchen sink. Ask Is this a match? (yes).
Why? (We clean the dishes with the soapy water).
Go through the other pictures with the children and elicit which pictures match and why.
Have children draw the lines to match the pictures.
Monitor and help as needed. Go over the answers with the class.
Answers
1b2d3a4c
Discuss
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Write neat and messy on the board, making two columns.
Using Vietnamese as needed, ask children When are you neat and when are you messy? Write their answers in the
columns under the appropriate heading. For example, children may be neat when they are in school, and they may be
messy when they are playing outside.
Ask children Why is it important to clean up after a art project? (because it is respectful to others; so that the art
materials are available for others or for the next project; so that the materials don’t make everything else messy).
2 Color the neat room.
Hold up the page and point to the first picture at the bottom of the page. Ask Neat? (yes).
Point to the second picture. Ask again Neat? (no).
Hand out colored pencils or crayons. Tell children to color the neat room.
After children have finished coloring, ask them to raise their hand if their room at home is 1. neat or 2. messy.
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
Unit test
1 Listen and check.
Hold up the page and point to the first pair of pictures, 1a and 1b.
Play the first part of the recording (Track 02). As the recording says What color is it? It’s white, point to the pictures
again and ask Which picture is white? Children point to and check the picture of the polar bear.
Play the recording all the way through for children to listen and check the answers. Make sure children are thinking
about what color the things are in real life (e.g., a leaf is green; a tomato is red; etc.)
Repeat as many times as needed.
Go over the answers with the class.
Transcript (Track 02)
1 What color is it? It’s white.
2 What color is it? It’s red.
3 What color is it? It’s black.
4 What color is it? It’s green.
5 What color is it? It’s blue.
6 What color is it? It’s white.
7 What color is it? It’s green.
Answers
1 a 2 a
3 b
4 a
5 a
6 b
7 b
2 Look and circle.
Hold up the page and point to the first picture. Point out to children that the lowercase c is circled.
Ask children Why is the lowercase c the correct answer? (The picture is of cat, and cat starts with the letter c.)
Have children work individually to go through the remaining pictures and choose the correct answers.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.
Answers1 c 2 d 3 c 4 d
3 Count and check.
Hold up the page and point to the first picture. Ask children to count with you as you point to each apple in the first
picture. Ask How many apples? (3). Point out that the number 3 is checked as the correct answer.
Have children work individually to go through the remaining pictures, counting, and checking the correct answers.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.
Answers
1 3 2 3
3 4
44
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
Unit Two
Alphabet practice
Topics
Alphabet
Functions
Alphabet practice: lowercase i, l, t, f, r, n
Resources and materials
Expansion Portfolio pp. 18–22
Phonics cards Aa–Zz
Colored pencils or crayons
Alphabet song on Oxford Parents ( />
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Display the Phonics cards around the room. Sing the alphabet song with children. Children can follow along, pointing
to each letter as they hear it.
Encourage the children to sing with you.
Sing the song together as many times as you wish, first slowly and then more quickly.
Lead-in
Hand out the Phonics cards. Say or sing the alphabet together with the class. As each child hears the letter on her
card, she holds up the card. Repeat with different children holding cards.
Draw dotted outlines of the letters i, l, t, f, r, and n on the board.
Facing the board, draw the letters in the air as you say the letters. Children draw the letters in the air with you.
Then join the dotted lines on the board and complete the letters.
Draw more dotted examples on the board and ask children to come and join the dots.
1 Trace and copy.
Hold up the page and point to the dotted lines for the first i. Say, i. Have children repeat.
Draw the letter i in the air as you say i.
Point to the picture of the ink and ask children What is it? (ink).
Point to the first i and then the ink while saying I says i in ink. Encourage the class to repeat as a chorus.
Then point to the i on the first line, and trace it with your finger. Children trace the dotted lines with their fingers on
the page.
Hand out colored pencils or crayons and have children connect the dots and trace the dotted lines on the page.
Point to the i on the second line, and trace the letter with your finger. Children trace the letter with their fingers on
the page.
Have children copy the first i on the line six times.
Repeat I says i in ink. Point to ink and say ink. Have children repeat.
Trace the i in ink with your finger. Children trace the dotted line with their fingers on the page. Children then trace
the dotted lines on the page.
Then have the children complete the last i for ink on their own.
Repeat with l, t, and f.
2 Circle and color the correct letter.
Hold up pages 18 and 19 and review the words on the page: ink, lion, teddy, and fig. Write the words on the board.
Then point to them as you say them. Encourage the class to say the word with you.
Hold up page 20 and point to the first picture. Say lion and point to the word lion on the board.
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
Trace the circle around l with your finger. Then have children trace the circle with their fingers on the page.
Have children circle the correct letter under each picture. Then have them color the correct letter.
Go around the class and check.
Answers
l, f, t, i
3 Match and write.
Hold up the page. Point to the i on the left side of the page.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from left to right with your finger until you reach the correct match. Trace the i next to the
picture.
Have children trace the line and then the i with their fingers on the page
Then children trace the line and the i with a pencil or crayon.
Have them match the other letters with the pictures on the right side. Have them write the first letter for each of the
words on the blank.
Monitor and help as needed.
Answers
i, ice cream
l, legs
t, ten f, fingers
4 Match and write t or f.
Hold up the page. Point to the 2 on the left side of the page.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from left to right with your finger until you reach the correct match. Trace the t and say,
two.
Have children trace the line and then the t with their fingers on the page
Then children trace the line and the t with a pencil or crayon.
Have them match the other numbers with the words on the right side. Have them write the first letter for each of the
numbers on the blank.
Monitor and help as needed.
Answers
2, two 4, four 5, five 10, ten
5 Find and circle.
Hold up the page and focus children’s attention on the letters on the left side. Point to the letter i and then circle the i
in six and pink on the page with your finger.
Tell children they are going to find the same letter in each of the four words.
Monitor and help children as needed.
Once children are finished, check answers by holding up the page and circling the correct letter with your finger.
Point to the letters as you spell out the words and circle the correct letter with your finger. Encourage children to
repeat after you.
Answers
Children circle the i in each word (four in total)
Children circle the e in each word (five in total)
Children circle the l in each word (four in total)
Children circle the o in each word (four in total)
Children circle the t in each word (four in total)
Children circle the a in each word (four in total)
6 Trace and copy.
Have children complete page 22 individually, as they did for pages 18–19.
Monitor and help children as needed.
Point to the picture and ask What does the nurse have? (a rabbit). Have students repeat The nurse has a rabbit.
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
Handwriting practice
Topics
Letters and numbers
Functions
Writing practice: Ee, Ff, and 5, 6
Writing practice: lines
Resources and materials
Expansion Portfolio p. 23
Flashcards for apple, bat, cat, dog
Phonics cards from Aa to Ff
Colored pencils or crayons
Worksheet 1: Letter and number Bingo
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Hold up the Flashcards for apple, bat, cat, and dog one at a time. Say the words and have children repeat.
Assign each word an action, for example, bite into an apple, swing a bat, meow like a cat, and bark like a dog.
As you hold up the Flashcards in random order, children do the actions and say the words.
Invite a child to come to the front to hold up the Flashcards. Repeat as many times as you wish.
Lead-in: What’s missing?
Display the Phonics cards Aa–Ff on the board. Point to each one at a time for children to say the letters. Give the class
a few seconds to look at them.
Ask children to close their eyes and put their heads down on their desks. Remove a card.
Display the cards again and ask What’s missing?
When children have identified the missing letter, shuffle the cards again and repeat.
1 Trace the lines.
Point to the dotted lines and trace them with your finger. Children trace the lines with their fingers on the page.
Hand out colored pencils or crayons and have children connect the dots and trace the lines on the page.
2 Write the letters.
Point to the first uppercase E and trace the letter with your finger. Children trace the letter with their fingers on the
page.
Trace the second uppercase E with your finger, and have children do the same.
For the third uppercase E, point out to children that they must complete, or write, the letter on their own.
Point to remaining letters: e, F, and f, and hand out colored pencils. Have children work individually to connect the
dots and trace or write the letters on the lines.
Say a word
Hold up phonics cards Aa–Ff one at a time, say the letter, and have children repeat chorally.
Hold up one of the cards, for example, Bb, and ask What word starts with B or b? (boy, bat, Billy, black)
Continue to hold up cards and have children tell you a word that starts with the letter.
After going through the letters once, repeat. Challenge children to come up with new words for each letter.
Answers
A Annie, apple
B Billy, bat, boy, black
C cat, car, crayon, chair
D dog, duck, desk
E elephant, egg
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
F farm, fish, four, five
3 Write the numbers.
Hold up the page and point to the first number 5. Trace it with your finger. Children trace the number with their
fingers on the page.
Repeat with the second number 5 and have children trace the number with their fingers on the page.
For the third number 5, point out to children that they must complete, or write, the number on their own.
Point to the number 6 and hand out colored pencils. Have children work individually to connect the dots and trace or
write the numbers on the lines.
Worksheet 1: Letter and number Bingo
Hand out Worksheet 1 and a pencil to each student.
Write A, b, C, d E, f, 1, 2, 3, 4, 5, 6 on the board.
Have children write one letter or number in each square in the worksheet grid. Be sure that children write the
numbers and letters in random order.
Call out words from the letters and numbers in any order, distinguishing between uppercase and lowercase letters for
extra practice.
Keep a record of the letters and numbers as you say them, so that you don’t say the same ones twice. The children
cross off the letters and numbers in their grids as they hear them. The first child to complete a line of four shouts
Bingo!
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
Worksheet 1: Letter and number Bingo
Write the letters and numbers in random order in the grid: A, b, C, d, E, f, 1, 2, 3, 4, 5, 6
Shout Bingo when you get four in a row!
© Oxford University Press 2015
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
Values: Play respectfully
Topics
Playing respectfully
Functions
To learn appropriate and respectful ways of playing
Resources and materials
Expansion Portfolio p. 24
Colored pencils or crayons
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer: What doesn’t fit?
Draw two simple faces, one with a smile and one with a frown, some distance apart on the board.
Put a set of Flashcards on the board under the face with the smile. Include one “odd” word from another set, for
example, cat, dog, elephant, and farm.
Point to each card one at a time and say the word for the class to repeat in chorus.
Ask the class Which card doesn’t fit? Take away the odd card from the board and place it under the face with the
frown.
Repeat with different cards. This time ask a child to identify the card that doesn’t fit for the class.
Repeat as many times as you wish with different word sets. Possible word groups are: colors, classroom items, and
words that start with B, C, etc.
Lead-in: Simon says…
Ask children to stand at their desks.
Explain that you are going to give instructions, in Vietnamese as needed. If the instruction begins with the words
Simon says . . . , children must do as you say. If not, they should stand still and wait for the next instruction. Any child
who gets this wrong is out of the game and has to sit down.
Give an instruction that is relevant to the values of respectful playing, e.g., Simon says . . . whisper quietly; Simon
says . . . walk quietly forward and back; Simon says . . . smile at your neighbor.
Intermittently insert an instruction that is not preceded by Simon says . . . and does not support the idea of respectful
playing, for example, . . . stomp your feet loudly.
Continue the game until there is one winner left standing, or a group of winners if you prefer.
1 Look and draw.
Point out the first picture on the page and ask children What’s happening in this picture? (One girl took a doll from
another girl.) Ask Why is there a frown face next to this picture? (because taking a toy away from someone is not
respectful playing).
Go through the other pictures with the children and elicit which pictures should get a smiley face, which a frown, and
why.
Answers
1 frown 2 smile
3 frown
4 frown
5 smile
6 smile
Discuss
Lead children in a discussion about respectful playing and classroom rules. Ask children What is respectful playing?
Why is it important? What rules are important for a respectful classroom?
Write the children’s rules on a large sheet of paper and display for the class.
2 Color and say.
Hold up the page and point to the picture. Elicit from children what’s happening in the picture. (Children are
respectfully drawing, playing, and writing at their desks in a classroom. The boy is sharing his crayon with the girl.)
Ask children What are the boy and girl probably saying? Invite children to share their ideas. For example, the girl is
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
may be saying May I borrow the crayon? Or Thank you! The boy may be saying Would you like to use this crayon? Or
Sure, here you are!
Elicit more ideas about the picture and have children practice saying the words with you as a class and then with a
partner.
When you are finished, children color the picture.
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
Unit test
1 Look and match.
Hold up the page. Point to the first picture.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from top to picture below with your finger until you reach the correct match.
Repeat, and this time get the class to trace the line with their fingers on the page.
Children trace the line with a pencil or crayon.
Repeat with the remaining pictures.
Monitor and help as needed.
Answers
1 chair 2 pencil
3 crayon
4 notebook
2 Listen and check (✓) or ✗.
Hold up the page and point to the first picture.
Play the first part of the recording (Track 03). As the recording says What’s this? It’s a notebook, point to the picture
again and ask Is this a notebook? (Yes). Point out that there is already a check mark next to that picture.
Play the recording all the way through for children to listen and add a ✓or an ✗ next to the pictures.
Repeat as many times as needed.
Go over the answers with the class.
Transcript (Track 3)
1 What’s this? It’s a notebook.
2 What’s this? It’s a pencil.
3 What’s this? It’s a chair.
4 What’s this? It’s a crayon.
Answers
1✓ 2 ✗ 3 ✓ 4 ✗
3 Look and match.
Hold up the page and point to the first picture. Ask children What is it? (elephant). Ask What letter is at the beginning
of the word? (e).
Trace the line that goes from the elephant to the lowercase e and have children trace the line on the page.
Have children work individually to go through the remaining pictures.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.
Answers
1 e 2 f
3 f
4 e
4 Count and circle.
Hold up the page and point to the first picture. Ask children to count with you as you point to each dot in the first
square. Ask How many dots? (5). Point out that the number 5 is circled as the correct answer.
Have children work individually to go through the remaining pictures, counting, and circling the correct answers.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.
Answers
1 5 2 6
3 5
4 6
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 3
Unit Three
Alphabet practice
Topics
Alphabet
Functions
Alphabet practice: lowercase m, h, b, p
Resources and materials
Expansion Portfolio pp. 27–30
Phonics cards Aa–Zz
Colored pencils or crayons
Alphabet song on Oxford Parents ( />
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Display the Phonics cards around the room. Sing the alphabet song with children. Children can follow along, pointing
to each letter as they hear it.
Encourage the children to sing with you.
Sing the song together as many times as you wish, first slowly and then more quickly.
Lead-in
Hand out the Phonics cards. Say or sing the alphabet together with the class. As each child hears the letter on her
card, she holds up the card. Repeat with different children holding cards.
Draw dotted outlines of the letters m, h, b, and p on the board.
Facing the board, draw the letters in the air as you say the letters. Children draw the letters in the air with you.
Then join the dotted lines on the board and complete the letters.
Draw more dotted examples on the board and ask children to come and join the dots.
1 Trace and copy.
Hold up the page and point to the dotted lines for the first m. Say, m. Have children repeat.
Draw the letter m in the air as you say m.
Point to the picture of the mom and ask children What is it? (mom).
Point to the first m and then the mom while saying M says m in mom. Encourage the class to repeat as a chorus.
Then point to the m on the first line, and trace it with your finger. Children trace the dotted lines with their fingers on
the page.
Hand out colored pencils or crayons and have children connect the dots and trace the dotted lines on the page.
Point to the m on the second line, and trace the letter with your finger. Children trace the letter with their fingers on
the page.
Have children copy the first m on the line five times.
Repeat M says m in mom. Point to mom and say mom. Have children repeat.
Trace the m in mom with your finger. Children trace the dotted line with their fingers on the page. Children then trace
the dotted lines on the page.
Then have the children complete the last m for mom on their own.
Repeat with h, b, and p.
2 Circle and color the correct letter
Hold up pages 27 and 28 and review the words on the page: mom, hat, bird, and pen. Write the words on the board.
Then point to them as you say them. Encourage the class to say the word with you.
Hold up page 29 and point to the first picture. Say mom and point to the word mom on the board.
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 3
Trace the circle around m with your finger. Then have children trace the circle with their fingers on the page.
Have children circle the correct letter under each picture. Then have them color the correct letter.
Go around the class and check.
Answers
m, p, h, b, r, n
3 Choose and check.
Hold up the page and point to the first picture. Say eraser and point to check mark in the box.
Trace the check mark with your finger. Then have children trace the check mark with their fingers on the page.
Read the other words on the page. Children check the correct word next to each picture. Go around the class and
check.
Answers
eraser, man, nose, nine
4 Circle the words beginning with b.
Hold up the page and ask children what they see in the picture (book, ice cream, puzzle, bag, pear, hand, pen, ball,
ruler).
Write the letter b on the board. Point to the picture of the book and say book. Nod your head and use your finger to
circle the book.
Tell children they are going to find words that begin with the letter b.
Have children work individually to circle the correct pictures.
Once children have circled all the pictures, ask Which words begin with the letter b?
Answers
book, bag, ball
5 Order the letters and write the words.
Write the letters n i p e l c on the board. Say pencil and write the word with the letters in the correct order.
Tell children they are going to put the letters in the correct order and write the word.
Monitor and help children as needed.
Once children are finished, check answers by having them write the correct word on the board. Say the word and
have children repeat.
Answers
pencil, apple, coat, teacher
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