G1 selective lessonplan unit4

Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!

Lesson One Words
Objectives
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To learn family names
To practice family names in the form of a chant

Language
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Language focus: listening, reading
Vocabulary: mom, dad, brother, sister, grandpa, grandma

Resources and materials
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Student Book p. 30
Workbook p. 30
Audio Tracks 48–49
Flashcards 16–20 and 21–26
Stickers
Worksheet 1: Word trace (one copy per student)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the Hello song (Track 01) to introduce the lesson and for children to sing along.
Warmer: Jump
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Play Jump to review the vocabulary the children have learned so far and to energize the class.
Ask the children to stand by their desks.
Hold up a flashcard from the vocabulary set (Flashcards 16–20) and say a word.
If the word is the same as the flashcard, they jump. If it isn’t, they stand still.
Alternatively, ask children to put their hands up if the word you say and the flashcard are the same.

Lead-in
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Use Flashcards 21–26 to introduce the vocabulary for this lesson.
Hold them up one at a time and say the words for children to repeat in chorus.
Repeat as often as necessary until children can remember the words.

Presentation
Listen, point, and repeat. (Exercise 1)
Say Open your books and model the action for children to copy. Point to the family pictures.
Play the first part of the recording (Track 48, Listen and point). Hold up your book and point to the pictures in time

with the recording. Children listen and point to the appropriate pictures.
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Play the second part of the recording (Track 48, Listen and repeat) for children to repeat the words in chorus.
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Play the recording all the way through for children to point to the pictures and repeat the words.
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Hold up the flashcards one at a time and ask individual children to say the words.
Note: From Unit 4 on, the first time you hear the recording, it follows the order of the pictures on the page; the second
time, the order is in a different sequence.

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Transcript (Track 48)
Listen and point.
mom, dad, brother, sister, grandpa, grandma
brother, sister, grandma, mom, dad, grandpa
Listen and repeat.
mom, dad, brother, sister, grandpa, grandma
Matching game (Optional activity 1)
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Use Flashcards 21–26 to practice words pairs: mom/dad, sister/brother, grandma/grandpa.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!

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Hold up the card pairs and say the words. Put the card pairs on the board.
Give the cards to six children. Children with Flashcards 21 (mom), 24 (sister), and 25 (grandma) come to the front of
the class.
Ask one child at the front of the class to hold up their flashcard and say the word. The child with the matching card
holds up their flashcard and says the word.
Repeat with the rest of the children.
Give the cards to different children and repeat, if you wish.

Whispers (Optional activity 2)
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Arrange children into rows of at least six.
Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her.
Children continue whispering the word to the child next to them until the word reaches the final child.
The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct.

Development
Listen and chant. (Exercise 2)
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Play the recording (Track 49) 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.
Divide the class into groups of six. Give each group a line from the chant.
Say the chant with the class. Hold up the appropriate flashcard when you say the family word.
Each group says their line in turn.

Transcript (Track 49)
Listen and chant.
Mom, mom, mom
Dad, dad, dad
Brother, brother
Sister, sister
Grandma, grandma
Grandpa, grandpa
Connect the dots (Optional activity 3)
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Write mom, dad, brother, sister, grandma, and grandpa on the board. Write the letters in dotted lines.
Hold up Flashcards 21–26 one at a time. Invite children to come to the front of the class and connect the dots for the
word on the board that matches the flashcard.

Point and say. Stick the stickers. (Exercise 3)
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Hold up your book and point to the picture. Point to each family member one at a time and say the words.
Repeat and encourage the children to point to the pictures and say the words with you in chorus.
Say Let’s stick the stickers. Take the grandpa sticker and show it to the class. Place it on the caption box in the Student
Book and say grandpa. This may require closer monitoring as students are now expected to match word stickers to
words instead of picture stickers to pictures.
Children copy you and place all the stickers in the correct caption boxes.
Monitor the activity and help where necessary.

Consolidation
Worksheet 1: Word trace
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Ask children to look at the worksheet. Have them trace the letters to make words.
When they have finished, they can color the pictures.
Check the answers together.

Exercises: Workbook p. 30
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
Worksheet 1: Word trace

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!

Lesson Two Grammar and song
Objectives
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To say the sentence This is my (mom).
To sing a song

Language
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Language focus: listening, speaking, writing
Vocabulary: This is my (mom).
Review: mom, dad, brother, sister
Extra vocabulary: cuddle, play

Resources and materials

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Student Book p. 31
Workbook p. 31
Audio Tracks 50–51
Flashcards 21–26
Photo(s) of your mom and other family members
Crayons
A sheet of paper for each child (optional)

Introduction
Weather report: Ask the class about today’s weather.
Song: Do the chant from Student Book p. 30 (Track 49) to energize the class and review the vocabulary.
Warmer: What’s missing?
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Put Flashcards 21–26 on the board. Make sure Flashcard 26 is facing the wrong way. Point to each one at a time and
say, mom, dad, brother, sister, grandpa.
Point to the last flashcard and encourage the children to shout out the word (grandma).
Shuffle the cards and repeat. This time have two cards facing the wrong way.
Continue in this way until all the cards are facing the wrong way and you can elicit all the words from memory.

Lead-in
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Play Match with Flashcards 21–26 to prepare for Exercise 3.
Write the words in a column on the left side of the board.
Place the flashcards in a column on the right, mixing them up so the word and card don’t match.
Point to a flashcard. Say the word for the class to repeat in chorus. Point to the matching word and say the word for
the class to repeat in chorus. Draw a line between the picture and the word.
Continue, asking children to raise their hands if they see another match. Call on a child to come to the board to draw
the line to match the word and the picture.
Repeat in the same way until all the cards have been matched.
Option: Continue the game by shuffling the flashcards and placing them face downwards in a pile on the desk.
Call children up, one at a time, and ask them to pick up a card, look at it and place it next to the correct word on the
board.
Children say the word in chorus. Continue until all flashcards are on the board again.

Presentation
Listen and repeat. (Exercise 1)
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Put Flashcard 21 on the board. Point to the flashcard and say mom.
Hold the photo of your mom in front of yourself. Point to yourself as you say This is my mom. Repeat so that the
meaning is clear.
Play the recording (Track 50) and say the words in time with the audio.
Play the recording again for children to repeat the words in chorus.
Repeat and practice with all the family cards. Use more photos of your family as before, if you wish.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
Transcript (Track 50)
Listen and repeat.
This is my mom.
Do it! (Optional activity 1)
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Assign each child a family member: mom, dad, brother, sister, grandma, grandpa.
Give instructions for each, e.g., for mom students jump; for dad, students turn in a circle, etc.
Children who have that word assigned do the action.
Any child who does the action when it is not their assigned word is out of the game.

Make the game more challenging by calling out the family words faster and faster.

Development
Listen and sing. (Exercise 2)
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Hold up the book and point to the pictures.
Play the recording (Track 51) all the way through. Children listen as you sing along. In verses 1 and 2, mime a cuddle
when you say the line Cuddle. Cuddle. Put your hand on your heart when you say I love my mom/dad. In verses 3 and
4, jump up and down when you say the line Play. Play.
Play the recording again. As you sing, hold up Flashcards 21–24 and do the actions.
Play the recording again for the children to sing the song and do the actions.

Transcript (Track 51)
Listen and sing.
This is my mom.
This is my mom.
Cuddle. Cuddle.
I love my mom.
This is my dad.
This is my dad.
Cuddle. Cuddle.
I love my dad.
This is my brother.
This is my brother.
Play. Play.

Play with my brother.
This is my sister.
This is my sister.
Play. Play.
Play with my sister.
Listen and point (Optional activity 2)
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Display Flashcards 21–24 in different places around the room.
Play the recording again (Track 51). Children point to the correct flashcard as they sing the verse with the word.

Draw and sing (Optional activity 3)
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Divide the class into groups of four. Give each child a sheet of paper and each group some crayons.
Ask them to draw a picture of their mother, father, sister, or brother.
Play the recording again. Children hold up their pictures as they sing the name of the family member they have
drawn.

Consolidation
Match the pictures to the words and say. (Exercise 3)
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Say Open your books and model the action for children to copy. Point to the picture of mom at the top of the page.
Say This is my…. Then trace the path of the dotted line from left to right with your finger and continue across the

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
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page until you reach the word mom. Say mom.
Repeat and this time get the class to trace the lines with their fingers and say the words with you in chorus.
Children draw lines with a pencil or crayon.
Repeat the same procedure with each picture.
Monitor and help where needed.

Let’s Practice!
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Ask students to look at the picture and speech bubble. Say This is my mom.
Have a student read the sentence.
Have students work in pairs and take turns saying the sentence. Tell them to use other vocabulary from Lessons 1 and
2.
If students made pictures for Optional activity 3, have them hold up their pictures in pairs or small groups and say a
sentence for their pictures.

Exercises: Workbook p. 31
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!

Lesson Three Sounds and letters
Objectives
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To recognize the uppercase and lowercase forms of the letter j and associate them with the sound /dʒ/
To pronounce the sound /dʒ/

Language
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Language focus: listening
Vocabulary: jug, juice
Extra vocabulary: in, a

Resources and materials
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Student Book p. 32
Workbook p. 32
Audio Track 52–53
Flashcards 21–26
Phonics cards 19–20
Phonics cards 1–18
Stickers

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer: Snap!
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Use Flashcards 21–26 to review the vocabulary from the previous lesson.
Write one of the items from the vocabulary set on the board, e.g., mom. Say the word out loud.
Put the flashcards in a pile and hold them up so that the children can only see the facing card. Reveal the cards one at
a time by putting the front card in back. When children see the card for mom, they shout Snap!
Repeat with the rest of the words in the set.

Lead-in

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

Presentation
Listen, trace, and point. Repeat. (Exercise 1)
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Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 52, Listen, trace, and point) for children to listen to the letter sound /dʒ/.
Point to the J and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the j 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 jug and juice as you hear the words.
Play the second part of the recording (Track 52, Listen and repeat) and have children repeat in chorus.

Transcript (Track 52)
Listen, trace and point.
/dʒ/

/dʒ/ jug
/dʒ/ juice
Listen and repeat.
/dʒ/
/dʒ/ jug
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
/dʒ/ juice
Mime it! (Optional activity 1)
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Give two children Phonics cards 19 (jug) and 20 (juice).
Demonstrate an action for each word. Mime pouring liquid for jug and mime drinking a glass of juice for juice.
Mime pouring. The child with the flashcard for jug holds it up and says jug. Do the same for the word juice.
Allow other children to take turns miming the words.

Listen and chant. (Exercise 2)
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Hold up your book and point to the picture of the jug. Mime pouring some juice and say juice in a jug.
Point to each word and say the sentence again. Encourage the class to repeat as a chorus.
Play the recording (Track 53) for children to listen to the chant.
Put the phonics cards juice and jug 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 53)
Listen and chant.
Juice, juice, juice
Juice in a jug.
/dʒ/, /dʒ/, /dʒ/
Juice in a jug.
Jug, jug, jug
Juice in a jug.
/dʒ/, /dʒ/, /dʒ/
Juice in a jug.
Stand up (Optional activity 2)
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Divide the class into two groups and assign each group a word: juice and jug.
Play the chant (Track 53). Each time children hear their word, they quickly stand up and sit down.

Stick. Then circle and say. (Exercise 3)
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Hold up your book and point to the picture of juice in a jug. Point to the lowercase j and elicit /dʒ/.
Say Let’s stick the sticker. Hold up the j sticker and encourage children to place it in their books in the correct position.
Then point to the j in jug, circle it, and say Circle /dʒ/. Point and say /dʒ/ – jug. Children repeat in chorus.
Repeat with the uppercase J and Juice.
Give children enough time to draw a circle around the letter.

Point and say (Optional activity 3)
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Display all of the Phonics cards the children have learned so far on the board or around the classroom, one of which
contains the target sound for this lesson.
Say the target sound, /dʒ/.
The children point to the card that contains the sound.
Elicit the word from the class chorally.
Repeat with other sounds previously learned.

Consolidation
Connect the letter Jj. Put the juice in the jug. (Exercise 4)
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Point to the picture of the juice carton on the left side of the page and the picture of the jug on the right.
Point to the example line. Say Connect the letter j. Trace the line from the juice carton to the letter j with your finger.
Point to the next letter J in the top line and continue tracing the line with your finger.
Children find the letters J and j and connect them with a continuous line until they reach the picture of the jug.
Monitor and help where needed.

Answers
j, J, j, J, j, J
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
Exercises: Workbook p. 32
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!

Lesson Four Numbers
Objectives
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To learn the numbers 9 and 10
To learn the number words nine and ten

Language
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Language focus: listening, speaking
Vocabulary: 9, 10, nine, ten
Extra vocabulary: Let’s count all, Look at all, arrive, in line, again
Review: 1–8, one – eight, mom(s), dad(s), boy(s), girl(s)

Resources and materials
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Student Book p. 33
Workbook p. 33
Audio Tracks 54–55
Phonics cards 3 (Bb boy) and 13 (Gg girl)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer: Bingo
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Play numbers Bingo to review the numbers 1 to 8.
Ask the children to draw a grid, two by two squares. In each of the squares, they write a different number 1–8.
Call out numbers in any order. Keep a record of the numbers as you say them, so that you don’t say the same number
twice. The children cross off the numbers in their grids as they hear them. The first child to complete a line of two
shouts Bingo!

Lead-in
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Write numbers 9 and 10 on the board. Point to each number and model the words for children to repeat.
Point to the number 9 and count nine fingers. Encourage the children to count with you. Repeat with the number 10.
Draw dotted outlines of the numbers 9 and 10 on the board and demonstrate how to write them. Children draw the
numbers in the air.

Presentation
Listen, trace, and repeat. (Exercise 1)
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Say Open your books and model the action for children to copy.
Play the recording (Track 54) and point to the numbers 9 and 10 as you hear the words. Clap in time with the audio
after 9 and stomp after 10.

Trace the number 9 with your finger. Children trace the number 9 with their finger in their books.
Trace the number 10 with your finger. Children trace the number 10 with their finger in their books.
Play the recording again. Point to the words one at a time and say 9, 10. Children repeat in chorus.

Transcript (Track 54)
Listen, trace, and repeat.
9
10

Development
Point and sing. (Exercise 2)
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Point to the picture of the moms. Say Let’s count the moms. Encourage the children to count with you.
Point to the picture of the dads. Say Let’s count the dads. Encourage the children to count with you.
Play the recording (Track 55) all the way through for the children to listen to. Encourage them to clap and count in

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
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time with the audio.
Sing the words of the song with the class without the music. Sing each line and ask children to repeat.

Play the recording again for the children to sing the song.

Transcript (Track 55)
Point and sing.
1, 2, 3, 4, 5
Look at all the moms arrive.
6, 7, 8 and 9
Let’s count all the moms in line.
1, 2, 3, 4, 5, 6, 7, 8, 9
9 moms, 9 moms, 9
1, 2, 3, 4, 5
Look at all the dads arrive.
6, 7, 8, 9, 10
Let’s count all the dads again.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
10 dads, 10 dads, 10
Sing your part (Optional activity 1)
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Divide the class into two groups. Give one group the first three verses to sing. Give the other group the last three
verses to sing.
Play the song again (Track 55). Each group sings their own verses.
Finish with the whole class singing the complete song.

Count and say. Then write the number. (Exercise 3)
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Hold up your book and point to the picture.
Point to the words one at a time and say moms… dads… boys… girls. Use Phonics cards 3 (/b/ boy) and 13 (/g/ girl) to
review boy and girl. Encourage the class to say the words with you.
Point to a mom and say How many moms? Point to each mom one at a time and count. Encourage the children to
count with you. Say 10 moms.
Give children time to trace the example number 10 in the first box. Repeat the procedure for dads, boys, and girls.
Encourage the children to count with you.
Give children enough time to write the numbers in the boxes.
Go over the answers with the class and write the answers on the board.

Answers
moms 10, dads 9, boys 6, girls 7

Consolidation
Count the colors (Optional activity 2)
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Hold up your book and ask How many moms… in red?
Count the moms wearing red. Say 2.
Ask How many dads in… and encourage the children to shout out a color. (blue).
Children count the dads in blue and shout out the answer.
Continue in this way, practicing all the words for people and different colors.

Let’s Practice!
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Ask students to look at the picture and speech bubble. Say Nine. Ask What is the boy holding? (A picture with nine
robots)
Have a student read the number.
Have students work in pairs and take turns saying the number. Tell them to use other numbers they know.
You may want students to draw pictures of 9 or 10 people or objects and have them share their pictures in pairs or
groups, saying the numbers.

Exercises: Workbook p. 23
Story time: A reader of your choice
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!

Lesson Five Sounds and letters
Objectives
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To recognize the uppercase and lowercase forms of the letters k and l and associate them with the sounds /k/, /l/
To pronounce the sounds /k/ and /l/

Language
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Language focus: reading
Vocabulary: kangaroo, key, lion, lollipop
Extra vocabulary: has, look at, with

Resources and materials
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Student Book p. 34
Workbook p. 34
Audio Track 56–57
Phonics cards 1–20 and 21–24
Phonics sound cards(Before class, make a set of phonics sound cards with just the letters for Aa – Jj)
Stickers

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer: Find your partner
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Play Find your partner to review the phonics sounds the children have learned so far.
Give the phonics sound cards to individual children around the room. Give the corresponding Phonics flashcards 1–20
to different children.
Ask the children with the sound cards to stand up one at a time and say the sounds on their cards.
The children with the picture cards listen. If the sound is in their word, they stand up, show the card to the class, and
say the word. Note there are two picture cards for each sound card.

Lead-in
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Draw dotted outlines of uppercase K and lowercase k on the board.
Facing the board, draw the letters in the air for children to copy. Then connect the dotted lines on the board and
complete the letters.
Repeat the procedure for L and l.
Draw more dotted outlines of K, k, L, and l on the board and ask children to come to the board to connect the dots.

Presentation
Listen, trace, and point. Repeat. (Exercise 1)
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Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 56, Listen, trace, and point) for children to listen to the letter sound /k/.
Point to K and k.
Trace the letters with your finger. Children trace the letters with their fingers in their books.
Then listen and point to the words kangaroo and key.
Repeat the process with the sound /l/, the letter Ll, and the words lion and lollipop.
Play the second part of the recording (Track 56, Listen and repeat) and have children repeat in chorus.

Transcript (Track 56)
Listen, trace, and point.
/k/
/k/ kangaroo
/k/ key
/l/
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
/l/ lion
/l/ lollipop
Listen and repeat.
/k/
/k/ kangaroo
/k/ key
/l/
/l/ lion

/l/ lollipop
Listen and chant. (Exercise 2)
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Hold up your book and point to the pictures and say the words kangaroo, jug, and lion.
Point to the kangaroo and then the key. Say The kangaroo has a key. Children repeat in chorus.
Point to the lion and then the lollipop. Say The lion has a lollipop. Children repeat as a chorus.
Play the recording (Track 57) for children to listen to the chant.
Play the chant again. Hold up phonics cards /k/ kangaroo and /l/ lion when you hear the word.
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 57)
Listen and chant.
Katy the kangaroo has a key.
/k/, /k/, /k/
/k/, /k/, /k/
Look at the lion with a lollipop.
/l/, /l/, /l/
/l/, /l/, /l/
(Repeat)
Mime it! (Optional activity 1)
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Demonstrate some actions for these words: kangaroo (jump in place twice), key (mime opening a door with a key),
lion (make a clawing action with one hand), lollipop (mime licking a lollipop).
Play the chant again. Children do the actions as they say the chant.

Listen for the words (Optional activity 2)
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Two children come to the front of the class. Give one Phonics card 21 (/k/ key) and the other card 24 (/l/ lollipop).
Play the chant (Track 57) again. Each child holds up their phonics cards as they hear the sounds.
Repeat with other children, using the Phonics cards for kangaroo and lion.

Stick and say. (Exercise 3)
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Hold up your book and point to the picture of the kangaroo holding a key.
Say Let’s stick the stickers. Hold up the k sticker. Say the sound /k/.
Put it on the letter k under the picture of the kangaroo. Say /k/ – kangaroo. Children copy and repeat in chorus.
Children put the j and l stickers on the correct letter under each picture.
Monitor and help where needed.

Answers
k, j, l

Consolidation
Circle the letters Kk and Ll. (Exercise 4)
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Hold up phonics cards k and l and say the letter sounds /k/ and /l/ for children to repeat.
Point to the example circle and say Circle the letter k. Trace the circle with your finger as you say the word circle.
Children find other examples of the letter k and draw circles.
Point to the letter L in Look. Say Circle the letter L. Trace a circle again as you say the word circle.

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
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Children find other examples of the letter I and draw circles.
Monitor and help where needed.

Answers
Kk: K in Katy, k in kangaroo, k in key, k in Look
Ll: L in Look, l in lion, l in lollipop (3 times)
Exercises: Workbook p. 34
Story time: A reader of your choice

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!

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

Language
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Skills: listening, speaking, writing
Vocabulary: review
Extra vocabulary: No, it isn’t.

Resources and materials
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Student book p. 35
Workbook p. 35
Audio Track 51, 58
Flashcards 11–20 (optional), 21–26

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the song from Lesson 2 (Track 51) to review the vocabulary for this lesson and for children to sing along.
Warmer: Bingo
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Ask the children to draw a three-by-three grid.
Write these words on the board: key, lion, lollipop, jug, juice, insect, boy, girl, mom, dad, sister, brother, grandma, and
grandpa.
In each of the squares, they write a different word. Note: There are more words than squares, so children should
choose which words they want in their grids.
Call out the words in any order. Keep a record of the words as you say them, so that you don’t say the same word
twice. 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
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Give Flashcards 21–26 to six children.
Say one of the words. The child with the card stands up, shows the card to the class, and says a complete sentence
This is my (mom). The class repeats in chorus.
Repeat with all the words.

Presentation
Listen to the story. (Exercise 1)
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Say Open your books. Play the recording (Track 58). Pause after each frame for children to listen and point to the
pictures.
Play the recording again. This time pause after each line for children to listen and point to the characters as they hear
the words.

Transcript (Track 58)
Listen.
Frame 1
Rosy: This is my grandpa. Grandpa… this is Lucy.
Grandpa: Hello, Lucy.
Lucy: Hello.
Frame 2
Rosy: This is my mom.
Mom: Hello, Lucy.
Lucy: Hello.
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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
Frame 3
Lucy: Is this your grandma?
Rosy: No, it isn’t.
Frame 4
Rosy: This is my brother, Billy.
Lucy: Hello.
Read and say. (Exercise 2)
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Write This is my… on the board. Place the mom Flashcard next to the word my.
Point to each word and read slowly to elicit the complete sentence This is my mom.
Write the family words across the top of the board.
Say Point to mom. 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 family words.
Point to the sentences in frame 1, 2, and 4 and read them with the class.
Ask one or two individual children to read a sentence to the class.

Pass it on (Optional activity 1)
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Give Flashcards 12–20 (School things and Toys) to nine children.
Keep Flashcard 11. Hold it up and say This is my desk. Then give your flashcard to a child. He/She stands up and says
This is my desk.
Repeat in the same way, with each child saying the sentence and then giving the flashcard to another child to do the
same.
Play the game with different children and different words.

Development
Listen again and repeat. Act. (Exercise 3)
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Play the recording (Track 58) once all the way through.
Play the recording again, pausing after each line for children to listen and repeat.
Divide the class into groups of five to play the parts of Rosy, Lucy, Grandpa, Mom, and Billy. If the class doesn’t divide
exactly, some children can play more than one character. Students could also play Grandma, but note she doesn’t
have a speaking part.
Choose and demonstrate some actions for the story. (See below for suggestions.)
Play the recording again for children to mime the actions.
Children practice acting 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 holds her arm outstretched as she introduces Lucy to Grandpa. Grandpa and Lucy wave as they introduce
themselves.
Picture 2: Rosy holds her arm outstretched as she introduces Lucy to Mom. Mom bends down and stretches out her arm
as she introduces herself.
Picture 3: Lucy points to Billy as she asks the question. Rosy shakes her head as she says No. Billy waves his hands.
Picture 4: Lucy bends towards Billy with her arm outstretched. Rosy laughs. Billy smiles and waves his hands.

Consolidation
Musical cards (Optional activity 2)
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Play some lively music.
Hand out the Flashcards from this and previous lessons.
Children pass the flashcards around all the rows of seats while the music is playing.
Stop the music suddenly. Ask the children who are holding the flashcards to stand up and say the word.
Play the music and continue in the same way.

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

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Family and Friends Special Edition Grade 1 – Unit 4: This is my mom!
Exercises: Workbook p. 35
Story time: A reader of your choice

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