G1 selective lessonplan unit6

Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!

Lesson One Words
Objectives
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To learn animal words
To practice animal words in the form of a chant

Language
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Language focus: listening, reading
Vocabulary: bird, bear, hippo, crocodile, tiger
Review: lion, kangaroo

Resources and materials
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Student Book p. 42
Workbook p. 42
Audio Tracks 01, 70–71

Flashcards 27–32 and 33–37
Phonics cards 22–23
Stickers
Worksheet 1: Word match (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: Do it!
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Use Flashcards 27–32 to review the vocabulary from the previous unit and to energize the class.
Assign each child a word from the vocabulary, e.g., happy, sad, hungry, hot, etc.
Give instructions, e.g., Happys, jump! Hungrys, stamp your feet!
Hold up a flashcard. Children who have that word assigned to them do the action. Repeat with all of the flashcards.

Lead-in
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Use Flashcards 33–37 to introduce the vocabulary for this lesson.
Hold them up one at a time and say the words for children to repeat in chorus.
Hide the flashcards behind your back. Bring them out one by one so that children see only the back of the card.
Children guess the word and shout out suggestions. Turn the card around when they have guessed correctly.
Use Phonics cards 22–23 to review kangaroo and lion at the same time.

Presentation
Listen, point, and repeat. (Exercise 1)
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Say Open your books and model the action for children to copy. Point to the animal pictures.
Play the first part of the recording (Track 70, Listen and point). Hold up your book and point to the pictures in time
with the audio. Children listen and point to the appropriate pictures.
Play the second part of the recording (Track 70, Listen and repeat) for children to repeat the words in chorus.
Play the recording all the way through for children to point to the pictures and repeat the words.
Hold up the flashcards one at a time and ask individual children to say the words.

Transcript (Track 70)
Listen and point.
bird, bear, hippo, crocodile, tiger
crocodile, tiger, bear, bird, hippo
Listen and repeat.
bird, bear, hippo, crocodile, tiger
What’s missing? (Optional activity 1)
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
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Put Flashcards 33–37 on the board. Ask the children to study the words for 30 seconds. Then ask students to close
their eyes and put their heads on their desks.
Take away one flashcard and rearrange the others. Ask What’s missing? Children look at the board and put their hand
up when they know which animal is missing. Continue and remove other cards.

Listen and chant. (Exercise 2)
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Play the recording (Track 71) for children to listen to the chant. Hold up your book and point to the pictures as you
hear them.
Play the chant a second time for children to say the words.
Demonstrate an action for each word: bird (flap arms), bear (make claws), hippo (snap teeth together), crocodile
(snap arms together), tiger (do pouncing actions).
Divide the class into groups of six. Give each group a word from the chant.
Say the chant with the class and do the actions for children to copy.
Each group says their line and does their action in time with the audio.

Transcript (Track 71)
Listen and chant.
hippo, tiger
crocodile
bird, bear
crocodile

(Repeat)
Mime time! (Optional activity 2)
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Ask six children to come to the front of the class. Assign each child an animal from the vocabulary and have them
stand in line in the order of the chant.
Play the chant again (Track 71). The class says the chant and the children at the front do the actions in time with the
audio.
Invite six different children to come to the front to continue if you wish.

Development
Point and say. Stick the stickers. (Exercise 3)
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Hold up your book and point to the picture. Point to the tiger and say tiger.
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 tiger sticker and show it to the class. Place it on the caption box and say tiger.
Children copy you and place all the stickers on the correct caption boxes.
Monitor and help where necessary.

Consolidation
Worksheet 1: Word match
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Hand out Worksheet 1, one to each child.
Ask children to look at the worksheet and draw lines to match the words with the pictures.
When children are finished, they can color the animals.

Exercises: Workbook p. 42
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
Worksheet 1: Word match

Match the words to the pictures.

hippo
lion
bird
bear
crocodile
tiger
kangaroo

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!

Lesson Two Grammar and song
Objectives
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To ask the question What are they?
To answer They’re (bears).
To recognize plurals with s
To sing a song

Language
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Language focus: listening, speaking, writing
Vocabulary: What are they? They’re (bears).

Resources and materials
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Student Book p. 39
Workbook p. 39
Audio Tracks 72–73
Flashcards 33–37
A sheet of paper for each child and some crayons (optional)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer: Whispers
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Use Flashcards 33–37 to review the vocabulary from the previous lesson.
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.
Continue playing, starting and ending with different children if you wish.

Lead-in
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Use Flashcards 33–37 to introduce some animal sounds for the animal words.

Put the cards on the board and point to each one, one at a time, and elicit the word.
Teach some sounds to go with each word and practice with the class: tiger (roar), bird (tweet), hippo (snap, snap),
bear (grrr), crocodile (chomp chomp).

Presentation
Listen and repeat. (Exercise 1)
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Hold up your pencil and say What’s this? Elicit It’s a pencil. Hold up two pencils and say What are they? Say They’re
pencils.
Practice the plural form using classroom objects and the children in the class, for example, point to two boys and say
How many boys? Two boys. Get the children to really emphasize the plural s.
Hold up your book and point to the picture. Point to the hippos and say What are they? They’re hippos.
Play the recording (Track 72) 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 animal pairs in the picture.

Transcript (Track 72)
Listen and repeat.
What are they?
They’re hippos.
Shout it out! (Optional activity 1)
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Use Flashcards 33–37 to practice the plural s.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
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Bring out a flashcard, e.g., tiger. Hold up one finger and say tiger. Hold up three fingers and elicit three tigers. Pretend
you can’t hear the s. Put your hand behind your ear and make the children shout the word, emphasizing the s.
Repeat with different numbers and all the flashcards.

Development
Listen and sing. (Exercise 2)
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Hold up your book and point to the pictures.
Play the recording (Track 73) all the way through. Children listen as you sing along. Repeat the sounds they learned in
the Lead-in activity.
Play the recording again. As you sing, hold up the appropriate animal flashcard, do the actions, and make the sounds.
Play the recording again for the children to sing the song, do the actions, and make the sounds.
Play the recording again and have students point to the correct animals in the picture.

Transcript (Track 73)

Listen and sing.
What are they? roar, roar, roar
They’re tigers. roar, roar, roar
They’re tigers. roar, roar, roar
What are they? tweet, tweet, tweet
They’re birds. tweet, tweet, tweet
They’re birds. tweet, tweet, tweet
What are they? snap, snap, snap
They’re hippos. snap, snap, snap
They’re hippos. snap, snap, snap
What are they? grr, grr, grr
They’re bears. grr, grr, grr
They’re bears. grr, grr, grr
Make the sound (Optional activity 2)
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Give each child a sheet of paper and crayons if they don’t have any. The children choose animals from the song and
draw a few of them on the paper.
They take turns holding up their picture and say, e.g., They’re (bears) (grr, grr, grr). Make a wall display of the
pictures.

Point and say. Check (✓) the missing piece of the jigsaw. (Exercise 3)
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Hold up your book and point to the pictures again.
Point to the hippos in the top left side of the picture and ask What are they? Elicit They’re hippos. Repeat with
different groups of animals in the picture.
Point to the four pictures at the bottom of the page. Tell children to find the missing piece of the jigsaw.
Give children enough time to look at the pictures and find the missing piece of the jigsaw.
Say Check the missing piece of the jigsaw. Draw a check in the air as you say the word check.
Monitor and help if necessary. Go over the answer with the class.

Answer
The picture with the crocodiles.

Consolidation
Let’s practice!
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Ask students to look at the picture and speech bubble. Ask What are they? (Two bears)
Have two students demonstrate the question in the speech bubble and the answer in the picture.
Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words from Lesson 1.
If students made pictures for Optional activity 2, have them hold up their pictures in pairs or small groups and ask and
answer the question.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!

Plural mime game (Optional activity 3)
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Have two children come to the front of the class and stand back-to-back so that the class can only see one child.
Whisper to them both which animal they will mime, e.g., bear.
The first child does the mime, e.g., shows its claws like a bear.
The class guesses and gives the answer in chorus, bear.
The second child turns around quickly and faces the class along with the first child. Both children mime the bear
together.
The class responds with the plural form, bears.
Repeat with different children and animal mimes.

Exercises: Workbook p. 43
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!

Lesson Three Sounds and letters
Objectives

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

Language
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Language focus: listening, reading
Vocabulary: panda, pen
Extra vocabulary: is, has

Resources and materials
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Student Book p. 44
Workbook p. 44
Audio Track 74–75
Flashcards 33–37
Phonics cards 1, 2, 7, 27 (optional) and 31–32

Sounds and letters poster
Stickers
Worksheet 2: Categorize (one copy per pair)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
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Use the Sounds and letters poster to review the letter sounds /dʒ/ – /ɑː.
Children take turns coming to the front of the class. Point to the phonics /dʒ/ – /ɑː one at a time for the child to say.
Alternatively, say a sound and the child points to a corresponding word.

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

Presentation
Listen, trace, and point. Repeat. (Exercise 1)
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Say Open your books and model the action for children to copy.
Play the first part of the recording (Track 74, Listen, trace, and point) for children to listen to the letter sound /p/.
Point to the P and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the p 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 panda and pen as you hear the words.
Play the second part of the recording (Track 74, Listen and repeat) and have children repeat in chorus.

Transcript (Track 74)
Listen, trace, and point.
/p/
/p/ panda
/p/ pen
Listen and repeat.
/p/
/p/ panda
/p/ pen
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
Listen and chant. (Exercise 2)

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Hold up your book and point to the picture of Polly the panda holding a pen. Point to the panda and say Polly is a
panda. Point to the pen and say She hasa pen.
Point to each word and say the sentences again. Encourage the class to repeat as a chorus.
Play the recording (Track 75) for children to listen to the chant.
Put Phonics cards 31 (/p/ panda) and 32 (/p/ pen) 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 75)
Listen and chant.
Polly is a panda.
She has a pen.
/p/, /p/, /p/
/p/, /p/, /p/
(Repeat)
Stick. Then circle and say. (Exercise 3)
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Hold up your book and point to the picture of Polly the panda holding a pen. Point to the lowercase p and elicit /p/.
Say Let’s stick the sticker. Hold up the p sticker and encourage children to place it on their books in the correct
position.
Then point to the P in Polly and say Circle /p/. Circle the P in the book as you say the word circle. Point and say /p/ –
Polly. Children repeat in chorus.
Repeat with lowercase p in panda and pen.
Give children enough time to draw a circle around the letters.

Consolidation
Color the letter Pp. (Exercise 4)
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Hold up your book and point to the letters. Point to the letters one at a time and elicit the letter sounds from the
class.
Say Color the letter p. Point to one letter p in the book and say /p/.
Mime coloring the circle as you say the word color.
Give children enough time to color all the letters p. Remind them that they will color both the uppercase and
lowercase letters.

Answer
Students color six lowercase letters p.
Students color two uppercase letters P.
Spell it! (Optional activity 1)
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Use Phonics cards Pp pen, Aa apple, Nn nose, Dd dog, and A Annie to play a spelling game.
Write panda on the board. Give the cards to five children and ask them to stand in a line in the correct order to spell
panda. Children rearrange themselves to spell the word. Then each child writes their letter in sequence to spell panda
on the board.
Continue with different children, animal names, and phonics cards if you wish.

Worksheet 2: Categorize
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Put children into pairs. Give out one cut-up worksheet to each pair.
Pairs put the items under the correct heading toys / animals / school.
Be aware that children may need help understanding the words for the category headings.

Exercises: Workbook p. 44
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
Worksheet 2: Categorize

Put the pictures under the correct heading.

toys

© Oxford University Press 2015

animals

school

9


Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!

Lesson Four Numbers
Objectives
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To learn the numbers 13 and 14
To learn the number words thirteen and fourteen

Language
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Language focus: listening, speaking
Vocabulary: 13, 14, thirteen, fourteen
Review: 1–12, one – twelve, count, lions, birds
Extra vocabulary: zoo

Resources and materials
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Student Book p. 45
Workbook p. 45
Audio Tracks 76–77
Phonics card 23
A sheet of paper and crayons for each child (optional)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
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Play the chant (Track 75) from Lesson 3 again to review the /p/ sound. When children hear the /p/ sound they stamp
their feet.

Lead-in
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Write 1 to 12 on the board. Add 13 and 14 to the list. Point to each number and model the words for children to
repeat.

Practice counting 13 or 14 pencils, desk, chairs, and other classroom objects with the class.
Draw dotted outlines of the numbers 13 and 14 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 76) and point to numbers 13 and 14 as you hear the words.
Trace the number 13 with your finger. Give children enough time to trace the number 13 with their finger in their
books.
Encourage the children to point to the lions as they hear each growl on the recording.
Trace the number 14 with your finger. Give children enough time to trace the number 14 with their finger in their
books.
Encourage the children to point to the birds as they hear each tweet on the recording.
Play the recording again. Point to the numbers one at a time and say 13, 14. Children repeat in chorus.

Transcript (Track 76)
Listen, trace, and repeat.
13
14

Development

Point and sing. (Exercise 2)
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Point to the picture of the lions. Say Let’s count the lions. Encourage the children to count with you.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
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Point to the picture of the birds. Say Let’s count the birds. Encourage the children to count with you.
Play the recording (Track 77) all the way through for the children to listen. Encourage them to clap and count in time
with the audio.
Sing the words of the song with the class without the music. Sing each line and ask children to repeat.
Play the recording again for the children to sing the song.

Transcript (Track 77)
Point and sing.
They’re lions. They’re lions.
They’re lions at the zoo.
1, 2, 3, 4, 5
6, 7, 8, 9, 10
11, 12, 13
Thirteen lions

At the zoo.
They’re birds. They’re birds.
They’re birds at the zoo.
1, 2, 3, 4, 5
6, 7, 8, 9, 10
11, 12, 13, 14
Fourteen birds
At the zoo.
Sing your part (Optional activity 1)
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Choose 13 children and call them lions. Choose 14 children and call them birds. Bring them to the front of the class in
two separate groups.
Play the song again (Track 77). The birds sing verse 1 and point to the lions as they sing. The lions sing verse 2 and
point to the birds as they sing.
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 pandas… bears… lions… hippos. Use Phonics card 23 (/l/ lion) to review lion if
necessary. Encourage the class to say the words with you.

Point to a panda and say How many pandas? Point to each panda one at a time and count. Encourage the children to
count with you. Say 11 pandas.
Give children time to trace the example number 11 in the first box. Repeat the procedure for bears, lions, and hippos.
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 them on the board.

Answers
pandas 11, bears 13, lions 14, hippos 7

Consolidation
Write the number (Optional activity 2)
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Practice numbers 1 to 14. Write a number word on the board and ask children to come to the board and write the
number next to it.
Repeat with all the numbers

Let’s Practice!
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Ask students to look at the picture and speech bubble. Say Thirteen. Ask What is the boy holding? (A picture with
thirteen bears)
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 13 or 14 animals and have them share their pictures in pairs or groups,

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
saying the numbers.
Exercises: Workbook p. 45
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!

Lesson Five Sounds and letters
Objectives
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To recognize the uppercase and lowercase forms of the letters q and r and associate them with the sounds /kw/ and
/r/
To pronounce the sounds /kw/ and /r/

Language
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Language focus: reading
Vocabulary: queen, quilt, river, rainbow
Review: has, look at

Resources and materials
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Student Book p. 46
Workbook p. 46
Audio Tracks 78–79
Phonics cards 33–36
A sheet of paper and crayons for each child (optional)
Stickers

Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer: Forward and backward
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Play Forward and backward to review numbers 1 to 14.
Make sure the children are in rows so that they can count around the class.
Ask the children to start counting, with each child saying the next number.
Before they get to fifteen, say Change! The children then have to start counting backward from whatever number
they reached.
Say Change! again and the children start counting forward again.

Lead-in
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Draw dotted outlines of uppercase Q and lowercase q 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 R and r.
Draw more dotted outlines of Q, q, R, and r on the board and ask children to come to the board 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 78, Listen, trace, and point) for children to listen to the letter sound /kw/.
Point to Q and q.
Trace the letters with your finger. Children trace the letters with their fingers in their books.
Then listen and point to the words queen and quilt.
Repeat the process with the sound /r/, the letter Rr, and the words river and rainbow.
Play the second part of the recording (Track 78, Listen and repeat) and have children repeat in chorus.

Transcript (Track 78)
Listen, trace, and point.
/kw/
/kw/ queen
/kw/ quilt

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
/r/
/r/ river
/r/ rainbow
Listen and repeat.
/kw/
/kw/ queen
/kw/ quilt
/r/
/r/ river
/r/ rainbow
Listen and chant. (Exercise 2)

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Hold up your book and point to the picture.
Play the recording (Track 79) for children to listen to the chant.
Play the chant again. Hold up Phonics cards 33–36 (queen, quilt, rainbow, river) when you hear the words.
Play the chant again, pausing after each line for children to repeat.
Play once more all the way through for children to repeat as they listen.

Transcript (Track 79)
Listen and chant.
Queen. The queen.
/kw/, /kw/, /kw/
The queen has a quilt.
/kw/, /kw/, /kw/
Look at the rainbow
/r/, /r/, /r/
By the river
/r/, /r/, /r/
(Repeat)
Write the sounds (Optional activity 1)
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Play the recording again (Track 79).
Children draw the lowercase letter q or r in the air as they hear the sounds.

Stick and say. (Exercise 3)
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Hold up your book and point to the picture of the queen by the river.
Say Let’s stick the stickers. Hold up the q sticker. Say the sound /kw/.
Put it on the box by the picture of the queen.. Say /kw/ – queen. Children copy and repeat in chorus.
Children put the r and p stickers on the correct places. Monitor and help as needed.

Answers
q, r, p
Draw (Optional activity 2)
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Give a sheet of paper to each child. Hand out crayons to those children who need them. Ask half the class to draw a
queen and the other half to draw a rainbow.
Make a wall display with the pictures.

Consolidation
Circle the letters Qq and Rr. (Exercise 4)
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Hold up Phonics cards q and r and say the letter sounds /kw/ and /r/ for children to repeat.
Point to the example circle and say Circle the letter q. Trace the circle with your finger as you say the word circle.

Children find other examples of the letter q and draw circles.
Point to the letter r in rainbow. Say Circle the letter r. Trace a circle again as you say the word circle.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
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Children find other examples of the letter r and draw circles. Monitor and help as needed.

Answers
Qq: q in queen, q in quilt
Rr: r in rainbow, r in river
Exercises: Workbook p. 46
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!

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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Language focus: integrated skills
Vocabulary: review

Resources and materials
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Student book p. 47
Workbook p. 47
Audio Tracks 02 (optional) 73, 79, and 80
Flashcards 33–37
Phonics cards 5, 7, 8, 10, 11, 16, 17, 22, 23, 30, 31
A sheet of paper and pencil or crayon (one per 3–4 students)

Introduction
Weather report: Ask the class about today's weather.

Song: Play the song from Lesson 2 (Track 73) to review the vocabulary for this lesson.
Warmer
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Divide the class into four groups.
Assign each group one of the following: queen, quilt, river, rainbow.
Play the chant (Track 79) from Lesson 5. Children can chant along. When children hear the word for their group, they
stand up.
Have the children try the chant without the recording, once slowly and then getting faster and faster.

Lead-in
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Use Flashcards 33–37 to review the structure What are they? They’re (bears).
Display the flashcards face up on your desk or on the board. Give the class five seconds to look at the cards.
Now turn all the cards over so that they are face down.
Ask, e.g., Where’s the hippo? The children try to remember the position of the card.
Give several children an opportunity to guess. Ask them to say the word before they point to the card.

Presentation
Listen to the story. (Exercise 1)
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Say Open your books. Play the recording (Track 80). 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 80)
Listen.
Frame 1
Tim: Look, Billy. What are they?
Billy: ga, ga
Tim: They’re crocodiles.
Rosy: They’re crocodiles, Billy.
Billy: Crocodiles. Snap! Snap!
Frame 2
Rosy: What are they, Billy?
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
Billy: ga, ga
Rosy: They’re birds.
Tim: They’re birds, Billy.
Billy: Birds. Tweet tweet! Tweet tweet!
Frame 3
Tim: Billy. What are they?
Billy: ga, ga
Tim: They’re tigers.

Rosy: They’re tigers.
Billy: Tigers. Roar!
Frame 4
Billy: Roar, roar, roar, roar!
They’re tigers. They’re tigers.
Rosy: Ah! They aren’t tigers, Billy!
Tim: They’re boys.
Mime it! (Optional activity 1)
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Review the animals children have learned so far. Use Flashcards 33–37 and Phonics cards 5, 7, 8, 10, 11, 16, 17, 22,
23, 30, and 31. Put them in different places around the room.
Children take turns miming an animal for the class.

Read and say. (Exercise 2)
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Write They’re… on the board. Place the crocodile flashcard next to it.
Point to each word and read slowly to elicit the complete sentence They’re crocodiles.
Write the zoo animals words across the top of the board.
Say Point to the crocodile. When children point to the correct word card, 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 animal words.

Point to the sentence below picture 1 and read it with the class. Repeat with all the sentences.
Ask one or two individual children to read a sentence to the class.

Smiley face (Optional activity 2)
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Think of a word, e.g., kangaroo, and draw a short line for each letter on the board, one next to the other.
Ask the children to guess the letters that are in the secret word, one by one.
If a child guesses a letter correctly, write the letter on the correct line.
If a child guesses incorrectly, write the letter on the board with a cross through it, and draw a large circle to represent
a face. With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile, two
ears, a neck, and hair).
The game continues until either the word or the face is complete. If the word is completed, the class has won; if the
face is completed, the teacher has won.

Listen again and repeat. Act. (Exercise 3)
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Play the recording (Track 80) once all the way through.

Play the recording again, pausing after each line for children to listen and repeat.
Divide the class into groups of four to play the parts of Rosy, Tim, Grandma, and Billy. If the class doesn’t divide
exactly, some children can play more than one character. Note that Grandma 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: Tim is pointing to the crocodiles. Billy is making a snapping action with his hands. Grandma is pushing Billy’s
stroller. Rosy is smiling.
Picture 2: Billy is flapping his arms like a bird. Rosy is pointing to the birds. Tim and Grandma are smiling.
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Family and Friends Special Edition Grade 1 – Unit 6: They’re bears!
Picture 3: Billy making claws with his hands like a tiger. Rosy is looking at Billy. Tim is pointing to the tigers. Grandma is
looking at the tigers.
Picture 4: Billy is waving to the boys (he thinks they’re tigers). Rosy and Tim are laughing. Grandma is looking at the boys.

Consolidation
Correct the words (Optional activity 3)
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Put the children into teams of three to four students. Give each team a piece of blank paper and a pencil or crayon.
Tell them you are going to write a scrambled word on the board and they have to try to be the first team to write the
correct word on their paper.
When they have unscrambled the word, they should hold it up so you can see it.
Use these words or your own:
irbd (bird)
ioln (lion)
getir (tiger)
ugnhry (hungry)
lloboan (balloon)
rnakaoorg (kangaroo)
Award points to the team who write the correct word first.

Sing (Optional activity 3)
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Play the Goodbye song (Track 02).
Children mime the actions as they sing.

Exercises: Workbook p. 47
Story time: A reader of your choice

© Oxford University Press 2015

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