G1 selective lessonplan unit7

Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?

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

Language
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Language focus: listening, reading
Vocabulary: student, teacher, server, vet, builder

Resources and materials
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Student Book p. 50
Workbook p. 50
Audio Tracks 01, 81–82
Flashcards 38–42
Stickers
Worksheet 1: Draw the job (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: Freeze
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Ask the children to stand at their desks.
Have children mime the animals they learned in the previous unit, e.g., bear, tiger, kangaroo, crocodile.
When you say Freeze!, the children must stop what they are doing and stand still.
The children who are slowest to stop are out and have to sit down.
Continue the game until there is one winner left standing, or a group of winners if you prefer.

Lead-in
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Use Flashcards 38–42 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)
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Say Open your books and model the action for children to copy. Point to the jobs pictures.
Play the first part of the recording (Track 81, 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 81, 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 81)
Listen and point.
student, teacher, server, vet, builder
builder, teacher, vet, student, server
Listen and repeat.
student, teacher, server, vet, builder
Listen and chant. (Exercise 2)
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Play the recording (Track 82) 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.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
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Demonstrate the actions (stamp, clap) for each word.
Divide the class into groups of five. Give each group a word from the chant.
Say the chant with the class and do the actions for children to copy.
Each group says their line and does their action in time with the audio.

Transcript (Track 82)
Listen and chant.
teacher, teacher
student, student
server, server
vet, vet
builder, builder
Miming game
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Demonstrate an action for each word: student (open a book), teacher (write on the board), server (hold a tray), vet
(use a stethoscope), builder (hammer a nail).
Play the recording again (Track 82). Children do the actions instead of clapping and stamping as they say the words.

Development
Point and say. Stick the stickers. (Exercise 3)
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Hold up your book and point to the picture. Point to Billy and the word student and say student.
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 student sticker and show it to the class. Say student and stick it on the caption
box. If necessary, go through the words in Exercise 2 to remind children of how the words are spelled.
Children copy you and place all the stickers in the correct caption boxes.
Monitor and help as needed.

Fill in the blanks (Optional activity 1)
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Write one of the job words on the board and replace two or three letters with blanks, e.g., _ t u _ _ _. Say the word
(student) and elicit the missing letters from the class to complete the word.
Continue with all the job words. Make sure you only leave out letters the children have learned so far so that they can
shout out the answers.

Consolidation
Worksheet 1: Draw the job
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Have children work individually.
Give each student a copy of Worksheet 1 and ask them to draw a picture for each of the jobs.
Display the finished pictures in the classroom.

Exercises: Workbook p. 50
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
Worksheet 1: Draw the jobs

Draw a picture of each job.

student

teacher

server

builder

vet

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?

Lesson Two Grammar and song
Objectives
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To ask the question Are they (teachers)?
To answer Yes, they are. No, they aren’t.
To sing a song

Language
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Language focus: listening, writing
Vocabulary: Are they (waiters)? Yes, they are. No, they aren’t.
Extra vocabulary: dressing up

Resources and materials
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Student Book p. 51
Workbook p. 51
Audio Tracks 81–83
Flashcards 38–42

Worksheet 2: Word search (one copy per student)

Introduction
Weather report: Ask the class about today's weather.
Song: Play the jobs chant from Lesson 1 (Track 81) to review the vocabulary from the previous lesson.
Warmer
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Ask students to look at the pictures they drew in the last lesson and compare them with a partner.
Did they draw the same things or different things?

Lead-in
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Use the pictures in Exercise 2 to practice the structure.
Point to the picture of the adult servers and ask Are they servers? Nod your head up and down elicit Yes, they are.
Point to the picture of the teachers and ask Are they vets? Shake your head from side to side and elicit No, they
aren’t.
Practice the structure with the rest of the pictures.

Presentation
Look and say. (Exercise 1)
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Hold up your book and point to the Let’s learn! box. Read the question Are they builders? Nod your head and say Yes,
they are. Children repeat in chorus.
Read the second question Are they servers? Shake your head and elicit from the class No, they aren’t. Children repeat
in chorus. When the answer is No, they aren’t, ask What are they? to elicit They’re (vets).
Ask pairs of children to ask and answer the questions for the class.

Name the job (Optional activity 1)
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Give the Flashcards 38–42 to five pairs of children. Each pair holds up the card in front of them.
Point to the different pairs one at a time and ask the question Are they (vets)? for the class to answer Yes, they are or
No, they aren’t. When the answer is no, write They’re on the board and elicit the correct word to complete the
sentence, for example, They’re (builders). Invite a child to come to the board and complete the sentence with the
correct word.

Development
Listen and sing. (Exercise 2)
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Hold up your book. Point to the first picture of the children in Exercise 2. Explain that they are dressing up as vets.
Model the words for children to repeat.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
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Play the recording (Track 83) all the way through. Children listen as you sing along. Repeat the actions they learned in
Lesson 1.
Play the recording again. As you sing, point to the pictures in the book and do the actions.
Play the recording again for the children to sing the song and do the actions.

Transcript (Track 83)
Listen and sing.
Dressing up, Dressing up
The boy and girl are dressing up
Are they servers?
Yes, they are.
Are they servers?
Yes, they are.
Dressing up, Dressing up
The boy and girl are dressing up
Are they teachers?
No, they aren’t.
Are they teachers?
No, they aren’t.
Dressing up, Dressing up
The boy and girl are dressing up
Are they builders?
Yes, they are.
Are they builders?
Yes, they are.
Dressing up, Dressing up
The boy and girl are dressing up

Are they vets?
No, they aren’t.
Are they vets?
No, they aren’t.
Sing your part (Optional activity 2)
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Give Flashcards 39–42 to five different children.
Play the recording again (Track 83) for children to sing along to. Each time the children sing their job word they hold
the flashcard in the air.
Children pass the flashcard to a different child and repeat as many times as you wish.

Match, ask, and answer. (Exercise 3)
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Hold up your book and point to the pictures again. Explain that you are going to find out what jobs the children are
dressing up as.
Point to the picture of the servers on the left. Say What are they? Elicit They’re servers. Trace the line with your finger
to the picture of the children. Ask Are they servers? Elicit Yes, they are. Repeat the question and answer for children
to repeat in chorus.
Repeat the same procedure with each picture. Model the question and elicit the answer Yes, they are or No, they
aren’t. Then repeat the question and answer for children to repeat in chorus.
For No answers, have students say what the children are.

Answers
Are they servers? Yes, they are.
Are they teachers? No, they aren’t.
Are they builders? Yes, they are.
Are they vets? No, they aren’t.

Consolidation
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
Let’s Practice!
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Ask students to look at the picture and speech bubble. Ask Are they teachers? (No, they aren’t.)
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
while pointing to pictures on page 51.

Worksheet 2: Word search
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Give out the worksheet and a pencil to each child.

Have them find the words in the puzzle and circle the words when they find them.
You can tell students that the words from the unit appear from left to right and top to bottom. The extra words
appear from right to left and bottom to top.
When they have finished, check the answers with the class.

Exercises: Workbook p. 51
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
Worksheet 2: Word search

Find the words in the word search.

builder

server

student

*Extra*

hippo

tiger

teacher
panda

vet
quilt

s

v

t

r

e

t

r

a

m

s

l

a

e

e

a

k

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s

m

e

b

p

r

t

r

t

m

e

p

s

e

a

b

l

a

l

a

d

n

a

p

o

p

r

u

r

t

i

n

p

u

r

i

e

a

n

i

m

s

u

s

y

i

e

h

e

k

s

l

p

c

q

a

t

k

g

l

s

t

u

d

e

n

t

t

e

e

i

a

d

a

a

e

y

l

q

e

k

m

t

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f

s

e

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v

e

r

s

s

t

e

a

c

h

e

r

a

s

t

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?

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

Language
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Language focus: listening
Vocabulary: sofa, sock
Review: pen, river, sister, lion, sad, mango, nose, hat

Extra vocabulary: there’s, snake

Resources and materials
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Student Book p. 52
Workbook p. 52
Audio Tracks 84–85
Flashcards 38–42
Phonics cards 37–38
Stickers

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer: What’s the picture?
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Invite a child to come to the front of the class and whisper the name of a job he/she has to draw, e.g., builder.
The child draws the picture on the board for the rest of the class to guess what it is.
The first child to guess the job correctly comes to the front of the class to draw the next picture.
Repeat until all of the vocabulary from Lesson 2 has been used.

Lead-in
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Draw dotted outlines of uppercase S and lowercase s on the board.
Facing the board, draw the letters in the air as you say the sound /s/. Children draw the letters in the air with you.
Then connect the dotted lines on the board and complete S and s.
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 84, Listen, trace, and point) for children to listen to the letter sound /s/.
Point to the S and trace the letter with your finger. Children trace the letter with their finger in their books.
Point to the s 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 sofa and sock as you hear the words on the audio.
Play the second part of the recording (Track 84, Listen and repeat) and have children repeat in chorus.

Transcript (Track 84)

Listen, trace, and point.
/s/
/s/ sofa
/s/ sock
Listen and repeat.
/s/
/s/ sofa
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
/s/ sock
Listen and point (Optional activity 1)
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Put the phonics cards in different places around the class.
Play the recording again (Track 84). Children point to the correct card as quickly as possible when they hear the word.

Listen and chant. (Exercise 2)
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Hold up your book and point to the picture of the sock on the sofa. Point to the sock and say There’s a sock… Point to
the sofa and say on the sofa. Point to each word and encourage the class to repeat as a chorus.

Play the recording (Track 85) for children to listen to the chant.
Put the Phonics cards 37 (/s/ sofa) and 38 (/s/ sock) 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 85)
Listen and chant.
There’s a
sock on the sofa
sock on the sofa
sock on the sofa
/s/, /s/, /s/
(Repeat)
Stick. Then circle the beginning s sound and say. (Exercise 3)
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Hold up your book and point to the picture of the sock on the sofa. Point to the lowercase s and elicit the sound /s/.
Say Let’s stick the sticker. Hold up the s sticker and encourage children to place it in their books in the correct
position.
Then point to the s in sofa, circle it, and say Circle /s/. Point and say /s/ – sofa. Children repeat in chorus.
Repeat with sock.
Give children enough time to draw circles around the corresponding letters in blue.

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

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

Answers
sofa, sock, sister, sad, snake
Exercises: Workbook p. 52
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?

Lesson Four Numbers
Objectives
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To learn the number 15 and 16

To learn the number words fifteen and sixteen

Language
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Language focus: listening, speaking
Vocabulary: 15, 16, fifteen, sixteen
Review: 1–14, one – fourteen, count, hat, builders, students
Extra vocabulary: in a row, Let’s go

Resources and materials
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Student Book p. 47
Workbook p. 47
Audio Tracks 86–87

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 14.
Ask the children to draw a grid, three by three squares. In each of the squares, they write a different number 1–14 in
any order.
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 three
shouts Bingo!

Lead-in
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Write 1 to 14 on the board. Count them in sequence and encourage the class to count with you. Add 15 and 16 to the
list. Point to each number and model the words for children to repeat.
Draw dotted outlines of the numbers 15 and 16 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 86) and point to numbers 15 and 16 as you hear the words. Clap in time with the audio.
Trace the number 15 with your finger. Give children enough time to trace the number 15 with their finger in their
books.

Encourage the children to point at the builder hard hats as they hear each hammer on the audio.
Trace the number 16 your finger. Give children enough time to trace the number 16 with their finger in their books.
Encourage the children to point to the students as they hear each school bell on the audio.
Play the recording again. Point to the numbers one at a time and say 15, 16. Children repeat in chorus.

Transcript (Track 86)
Listen, trace and repeat.
15
16

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

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
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Point to the picture of the students. Say Let’s count the students. Encourage the children to count with you.
Play the recording (Track 87) all the way through for the children to listen to. 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 87)
Point and sing.
Fifteen builders
In a row.
Let’s count the builders.
Here we go.
1, 2, 3, 4, 5
6, 7, 8, 9, 10
11, 12, 13, 14, 15
Fifteen builders
In a row.
Sixteen students
In a row.
Let’s count the students.
Here we go.
1, 2, 3, 4, 5
6, 7, 8, 9, 10
11, 12, 13, 14, 15, 16
Sixteen students
In a row.
Count (Optional activity 1)
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Before class, draw a selection of between 8 and 16 objects, each set on one sheet of paper, e. g., 15 toys, 9 pencils,
12 ducks, etc. Fold each piece of paper four times and put them in a bag.
In class, children take turns picking out a piece of paper, identifying the object, and counting them for the class, e.g.,

ducks, one, two…, etc.

Count and add. (Exercise 3)
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Hold up your book and point to the group of bears. Ask How many bears? Encourage the class to count them with
you. Say ten.
Trace the number 10 with your finger. Give children time to trace the number with a pencil or crayon.
Ask How many more bears? Encourage the class to count them with you. Say five.
Write the number 5 in your book. Give children time to write the number with a pencil or crayon.
Demonstrate how to add 10 and 5 by counting on your fingers or count the bears in both sets, continuing with 11
when you get to the second set. Encourage the children to count with you. Point to the box and write the number 15
with your finger. Give children time to write the number in the box.
Repeat the stages for the second problem (8 + 8 = 16).
Go over the answers with the class and write the answers on the board.

Answers
10 + 5 = 15, 8 + 8 = 16

Consolidation
Add it up (Optional activity 2)
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Draw some simple addition problems on the board for children to add. Make sure the totals aren’t more than 16.
Go over the answers with the class and write them on the board.

Let’s Practice!
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Ask students to look at the picture and speech bubble. Say Fifteen. Ask What is the boy pointing to? (Fifteen socks)
Have a student read the number.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
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Have students work in pairs and take turns saying the number. Tell them to use other numbers they know.
You may want students to gather 15 or 16 items in the classroom (e.g., pencils, crayons, books) and work in pairs to
count them.

Exercises: Workbook p. 53
Story time: A reader of your choice

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?

Lesson Five Sounds and letters
Objectives
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To recognize the uppercase and lowercase forms of the letters t and u and associate them with the sounds /t/ and /ʌ/
To pronounce the sounds /t/ and /ʌ/

Language
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Language focus: listening, reading
Vocabulary: towel, turtle, umbrella, up
Review: It has
Extra vocabulary: It goes

Resources and materials
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Student Book p. 48
Workbook p. 48
Audio Tracks 88–89
Phonics cards 39–42
Stickers

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

Play a clapping game to review numbers 1 to 16. Clap a number for children to count. Children shout out the answer
in chorus.
Children take turns coming to the front of the class, whispering a number to you, and clapping it for the class to
count.

Lead-in
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Draw dotted outlines of uppercase T and lowercase t 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 U and u.
Draw more dotted outlines of the letters T, t, U, and u 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 88, Listen, trace, and point) for children to listen to the letter sound /t/.
Point to T and t.
Trace the letters with your finger. Children trace the letters with their fingers in their books.
Then listen and point to the words towel and turtle.
Repeat the process with the sound /ʌ/, the letter U u, and the words umbrella and up.
Play the second part of the recording (Track 88, Listen and repeat) and have children repeat in chorus.

Transcript (Track 88)
Listen, trace, and point.
/t/
/t/ towel
/t/ turtle
/ʌ/
/ʌ/ umbrella
/ʌ/ up
© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
Listen and repeat.
/t/
/t/ towel
/t/ turtle
/ʌ/
/ʌ/ umbrella
/ʌ/ up
Listen and chant. (Exercise 2)
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Hold up your book. Play the recording (Track 89) for children to listen to the chant.
Play the chant again. Hold up Phonics cards 39–42 (towel, turtle, umbrella, up) 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 89)
Listen and chant.
Look at the turtle.
It has a towel.
/t/, /t/, /t/
/t/, /t/, /t/
Look at the umbrella.
It goes up, up, up.
/ʌ/, /ʌ/, /ʌ/
/ʌ/, /ʌ/, /ʌ/

(Repeat)
Sing your part (Optional activity 1)
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Divide the class into two groups. Give two children in group 1 Phonics cards 39 (/t/ turtle) and 40 (/t/ towel) and two
children in group 2 cards 41 (/ʌ/ umbrella) and 42 (/ʌ/ up).
Play the chant again (Track 89). Each group sings their own verse, and the children in each group hold up their
phonics cards as they hear the words.
Repeat with different children holding the cards if you wish.

Development
Stick and say. (Exercise 3)
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Hold up your book and point to the picture of the turtle with the towel.
Say Let’s stick the stickers. Hold up the t sticker. Say the sound /t/.
Put it in the box. Say /t/ – towel. Children copy and repeat in chorus.
Children put the u and s stickers in the correct boxes. Monitor and help as needed.

Answers
t, u, s
Jump if you hear it (Optional activity 2)
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Ask students to stand up. Tell them you are going to say a word. If the word contains a t, they must jump up and
down and call out the word. If it does not contain a t, they stay still. Tell children the t can be anywhere in the word.
Call out the following words: towel, hat, hippo, turtle, robot, puppet, desk, pencil, teacher, student.

Consolidation
Circle the letters Tt and Uu. (Exercise 4)
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Hold up Phonics cards t and u and say the letter sounds /t/ and /ʌ/ for children to repeat.
Point to the example and say Circle the letter t. Trace the circle with your finger as you say the word circle.
Children find other examples of the letter t and draw circles.
Point to the letter u in umbrella. Say Circle the letter u. Trace a circle again as you say the word circle. Children find
other examples of the letter u and draw circles. Monitor and help as needed.

Answers
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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
Tt: t in at (appears twice), t in the (appears twice), t in turtle (2 times), t in It (appears twice), t in towel
Uu: u in turtle, u in umbrella, u in up
Circle the number (Optional activity 3)
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Write these numbers on the board: two, three, eight, ten, twelve, thirteen, fourteen, fifteen, sixteen.
Ask individual children to come to the board, point to a number, and circle the letter t in each number.

Exercises: Workbook p. 54
Story time: A reader of your choice

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?

Lesson Six Story
Objectives
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To recognize and identify words
To read simple questions and sentences
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. 55
Workbook p. 55
Audio Tracks 02, 83, 90
Flashcards 38–42
A sheet of paper and crayons for each group

Introduction
Weather report: Ask the class about today’s weather.
Song: Play the song from Lesson 2 (Track 83) to review the vocabulary for this lesson.
Warmer: This is your neighborhood
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Ask the class to work in groups of five.
Give each group a large piece of paper and crayons and tell them they have ten minutes to draw a neighborhood.
All the children should draw at the same time and include as many people at their jobs as they can think of.
At the end of ten minutes, they should compare their neighborhoods with the groups next to them. Ask What jobs
can you see?

Lead-in
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Call a student to the front to help you. Give the child one of the flashcards (38–42). Make sure you can’t see the card.
Ask the child questions to find out which card he/she has, e.g., Are they (teachers)? The child answers truthfully Yes,
they are or No, they aren’t until you discover the correct job.
Shuffle the cards and invite two more children to the front to repeat the game. Play as many times as you wish.

Presentation
Listen and read. (Exercise 1)
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Say Open your books. Play the recording (Track 90). Pause after each frame for children to listen and point to the
pictures.
Play the recording again. This time, pause after each line for children to point to the dialogue as they hear the words.
Say each line for children to repeat in chorus. Encourage them to follow the words in their books.

Transcript (Track 90)
Listen.
Frame 1
Billy: What are they?
Rosy: They’re builders.
Billy: Builders. Builders.
Frame 2
Billy: Are they builders?
Rosy: No, they aren’t. They’re students.

Billy: Students. Students.

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Family and Friends Special Edition Grade 1 – Unit 7: Are they teachers?
Frame 3
Billy: Are they students?
Rosy: Yes, they are.
Frame 4
Billy: Look. They’re students. Hello, students! Hello, students!
Rosy: No, Billy. Shh. They’re teachers!
Match (Optional activity 1)
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Use Flashcards 38–42 and write the words in a column on the left side of the board.
Place the flashcards in a column on the right, scrambling them up so the words and cards 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. Remove the matching flashcard from the board.
Repeat in the same way until all the cards have been removed.
Continue the game by shuffling the flashcards and placing them face down in a pile on the desk.
Call children up, one at a time, and ask them to pick 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.

Development
Read and say. (Exercise 2)
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Write Are they… ? on the board. Place the builder picture card next to the words Are they.
Point to each word and read slowly to elicit the complete sentence Are they builders?
Write the jobs words across the top of the board.
Say Point to builders. 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 jobs words.
Point to the sentences in each frame and read them with the class.
Ask one or two individual children to read a sentence to the class.

Mime it! (Optional activity 2)
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Children take turns coming to the front of the class and miming one of the jobs.
The class guesses the job and calls out the word.

Listen again and repeat. Act. (Exercise 3)

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Play the recording (Track 90) once all the way through.
Play the recording again, pausing after each line for children to listen and repeat.
Divide the class into groups of four to play the parts of Rosy, Tim, Billy, and Mom. If the class doesn’t divide exactly,
some children can play more than one character. Note that Mom and Tim don’t have speaking parts, and they’re not
in every frame.
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: Billy is pointing. Mom is pushing the stroller. Rosy is gesturing toward the builders with her hand.
Picture 2: Rosy has her hand over her mouth because she’s laughing. Billy is gesturing toward the students. Mom is
pushing the stroller.
Picture 3: Billy is gesturing toward the students. Rosy is nodding her head.
Picture 4: Billy is waving. Rosy is saying shh with her finger to her mouth. Mom and Tim are shaking their heads.

Consolidation
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 7: Are they teachers?
Exercises: Workbook p. 55
Story time: A reader of your choice

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