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Family and Friends Special Edition Grade 3– Starter: Hello!
Lesson One
Objectives
To become familiar with the Student Book characters and common greetings
To understand a short story
Language
Language focus: reading, speaking
Vocabulary: Rosy, Tim, Billy, Miss Jones
Extra Vocabulary: hello, hi, goodbye, everyone, come, fun, class, who, this, sorry, come on
Resources and materials
Student Book p. 4
Workbook p. 4
Audio Tracks 01–03
Flashcards 1–4
Starter Story Poster
A large envelope
A ball for every 5–10 students
Worksheet 1: Fill in the blanks (One copy per child)
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Say Hello and smile to students. Encourage them to say Hello in response.
Ask one child to stand up, and say Hello to him/her. Encourage the child to respond with Hello.
Point to yourself and say My name’s… Ask a child What’s your name? He/she answers My name’s…
Say Hello. My name’s… and then encourage children to do the same in pairs, greeting each other and saying their
names.
Say Stand up! and indicate to the class to stand at their seats. Say Sit down! and indicate for them to sit down again.
Play a short game with children, where they have to follow your instructions. Shout Stand up! and Sit down! several
times. The last child to complete the action is “out” each time.
Lead-in
Put Flashcards 1–4 in an envelope. Bring them out one at a time, and say the names for children to repeat in chorus.
Once children have learned the characters’ names, model the greeting Hello, Rosy! etc., and ask children to repeat.
As you bring out each flashcard, children respond with Hello, Tim! etc.
Divide the class into two. When you reveal a flashcard, half of the class says What’s your name? The other half
responds with My name’s Billy, etc.
Presentation
Listen, point, and repeat. (Exercise 1)
Say Open your books and model the action for children to open their Student Books. Point to the characters.
Play the first part of the recording (Track 01, Listen and point). Hold your book up and demonstrate that you are
pointing to the pictures along with the audio. Children listen and point to the appropriate picture.
Note: The first time through, the recording follows the order of the pictures on the page; the second time the order
is out of sequence. This is also true in subsequent word presentations.
Play the second part of the recording (Track 01, Listen and repeat) for children to point to the pictures and repeat the
names.
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Family and Friends Special Edition Grade 3– Starter: Hello!
Transcript (Track 01)
Listen and point.
Rosy, Tim, Billy, Miss Jones
Tim, Rosy, Miss Jones, Billy
Listen and repeat.
Rosy, Tim, Billy, Miss Jones
Name that picture!
Bring out Flashcards 1–4 from the envelope one at a time and ask different children to say the names.
Listen and sing. (Exercise 2)
Play the recording (Track 02) for children to listen to the chant.
Play the chant a second time for children to say the words. Repeat (more than once if necessary).
Children say the chant as a class, without the recording.
Divide the class into groups of four, one for each character. Give each child a character’s name. Say the chant with the
class. Every time children hear their “name,” they stand up quickly and then sit down.
Transcript (Track 02)
Hello, Rosy. Hello, Tim. Hello, everyone.
Hello, Billy and Miss Jones. Come and have some fun!
Personalized chant
Write the chant on the board, replacing the names of the children with blanks and the name of the teacher with your
own name. Read the chant with the class. Each time you come to a blank, point to a different child for the class to say
the name in chorus.
If your class if fairly confident, ask children to work in groups of three. They say the chant together, putting their own
names into the blanks. Each time they say a name, they point to the appropriate person.
Listen and read. (Exercise 3)
Say Now close your books and model the action. Say Let’s read the story. Use the Starter story poster to present it.
Point to the different characters, and have children say the names.
Ask What’s happening? for children to tell you what they think is happening in the story.
Play the recording (Track 03) and point to each speech bubble as children listen and look.
Ask children to look at the story in their Student Books.
Play the recording for them to listen and point to the pictures.
Ask questions to check comprehension, e.g., Who is in the class? How old is Billy? Is Billy in the class?
Play the recording again for children to listen and follow the text in their books with their finger.
Development
Ball Circle
Divide the class into groups of 5–10. Each group sits in a circle. Give each group a ball.
One child asks What’s your name? and throws the ball to another child, who answers.
This child then asks What’s your name? and throws the ball to another child.
Continue until every child has had a turn.
Mingle
Play some music and encourage children to dance or walk around.
Stop the music suddenly. When the music stops, each child finds a partner.
They ask their partner What’s your name? and answer their partner with My name’s… .
Play the music and continue in this way.
Consolidation
Worksheet 1: Fill in the blanks
Ask children to close their books. Give each child a copy of Worksheet 1: Fill in the blanks.
Children write the names in the blanks on the worksheet.
Children check in their Student Books and then check again together by reading the story in pairs.
© Oxford University Press 2016
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Family and Friends Special Edition Grade 3– Starter: Hello!
Exercises: Workbook page 4
Story time: A reader of your choice
© Oxford University Press 2016
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Family and Friends Special Edition Grade 3– Starter: Hello!
Lesson Two
Objectives
To greet people
To ask and answer the question What’s your name?
To act out a story
Language
Language focus: speaking, listening
Vocabulary: Greetings
What’s your name? My name’s…
How are you? I’m fine, thank you.
Extra Vocabulary: goodbye, Good to see you.
Resources and materials
Student Book p. 5
Workbook p. 5
Audio Tracks 02–04
Flashcards 1–4
Starter Story Poster
One piece of blank paper per child
One set of Student phrase cards per pair of children
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Say Hello and smile at children. Encourage them to reply Hello and then to greet each other in pairs.
Sing the chant from page 4 (Track 02) of the Student Book to energize the class and remind children of the story
characters’ names.
Play Listen, point and say with the class.
Place Flashcards 14 around the classroom.
Call out a name e.g., Rosy. The children point to the correct flashcard.
Alternatively, play the chant from Lesson 1. Children point to the correct flashcard when they hear the word.
Now point to a flashcard. The children say the name. Repeat with all four flashcards.
Option: Describe the location of the card, e.g., It’s next to the door. What is it? The children then say the name.
Lead-in
Hold up Flashcards 1–4 one at a time for children to say the names of the characters.
Ask children if they can remember what happened in the story in the last lesson.
Show children the story poster to reveal if they remembered correctly and to encourage further ideas.
Presentation
Listen to the story and repeat. Act. (Exercise 1)
Ask children to turn to the story on page 4 of their Student Books. Say Let’s read the story again.
Play the recording (Track 03) once through. Play it again, pausing after each phrase for children to repeat.
Divide the class into groups of five. One child is Rosy, one is Tim, one is Miss Jones, one is Billy, and one is Billy’s mom.
Focus attention on the pictures from the story. As a class, decide on the actions for each part of the story (see
suggestions below).
Children can remain in their seats as they practice acting out the story. Monitor the activity, checking for correct
pronunciation.
Ask some of the groups to come to the front of the class to act out the story.
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Family and Friends Special Edition Grade 3– Starter: Hello!
Story actions
Picture 1: Miss Jones holds out her hand as she talks to Rosy and Tim. Rosy and Tim wave as they introduce themselves.
Picture 2: Billy runs into the class. Miss Jones holds out her arms, looking surprised.
Picture 3: Miss Jones bends down to ask Billy how old he is.
Picture 4: Billy’s mom beckons him with her arm. Billy is waving as he leaves the classroom.
Ask and answer. (Exercise 2)
Say Look at the pictures, pointing to the pictures of the boys. Read the dialogue, pausing for children to repeat. Model
the dialogue with one of the stronger children in the class.
Read the dialogue a second time for children to repeat again.
Ask children to work in pairs. Allow time for children to practice saying the dialogue with their partner.
Ask some of the pairs to come to the front of the class and act out the dialogue.
Say to different children Hello. What’s your name? Children respond saying their own names.
Speak to me!
Ask a child to stand up. He/She chooses another child, who also stands up.
The two children act out the dialogue from Exercise 2.
Repeat the activity with other children.
Development
Listen and sing your name. (Exercise 3)
Ask children to look at the pictures in their Student Books. Ask what they can see, and elicit words they think they
might hear in the song.
Play the song (Track 04) for children to listen and follow in their books.
Play the recording a second time. Children listen and sing along, saying their own name in the appropriate place.
Ask children to look at the pictures. Ask them to act out what the girls are doing in each of the pictures (see below).
Play the song for children to sing along and perform the actions that they can see in their Student Books.
Song actions
1. The girls greet each other by smiling and waving.
2. The girls talk to each other.
3. One girl points to herself. (She is saying her name.)
4. The girls wave to each other to say goodbye.
Follow my lead
Ask two children to come to the front of the class. They do the actions while everyone else sings the song.
Repeat the activity with other pairs of children.
Scratch it! Mingle
Give each child a blank piece of paper.
Write the names of everyone in the class on the board. If some children have the same name, add middle names or
middle initials (e.g., M. Anh and V. Anh). Have children copy down all the names.
Children mingle around the class and ask each other What’s your name? and answer My name’s… . Encourage them
to follow up with How are you? I’m fine, thank you.
Once they know the other child’s name, they cross it out on their paper.
Once they have crossed out all the names, they have finished.
If your class is motivated by competition, you can divide them into teams before starting the activity, and make the
first team to cross out all the names the winners.
Consolidation
Pair snap!
Divide the class into pairs. Give each pair of children a set of Student Phrase cards.
Children divide the Phrase cards equally between them, and each child places his/her pile of cards face down in front
of him/her.
Children turn over their top cards at the same time.
If the Phrase cards match (e.g., What’s your name? and My name’s…), the children shout Snap! The first child to shout
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Family and Friends Special Edition Grade 3– Starter: Hello!
Snap! puts the two cards at the bottom of their pile.
If the phrase cards do not match (e.g., What’s your name? and Goodbye), both children turn over the next card in
their piles at the same time.
The winner is the first child to collect all the cards.
Exercises: Workbook page 5
Story time: A reader of your choice
© Oxford University Press 2016
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Family and Friends Special Edition Grade 3– Starter: Hello!
Lesson Three
Objectives
To recognize and use numbers 1–10
To ask and answer the question How old are you?
To say the days of the week
Language
Language focus: speaking, listening
Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
How old are you?
I’m...
Resources and materials
Student Book p. 6
Workbook p. 6
Audio Tracks 04–08
Flashcards 5–14
Worksheet 2: Number caterpillar (One copy per child or small group)
Large pieces of paper – two for every child or small group
Scissors, glue, a set of colored pencils per small group
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Sing Hello, hello! from page 5 (Track 4) of the Student Book to energize the class and review the language they have
learned so far.
Lead-in
Use Flashcards 5–14 to elicit numbers one to ten. Put the flashcards on the board, in order. Point to each one for
children to say the number in chorus.
Take down the flashcards, shuffle them, and hold them up one at a time for children to say the number.
Give out the flashcards to different children around the class. Ask the class to count together from one to ten.
When the children hear their number, they hold their flashcard in the air.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to look at the pictures. Explain that each child is one year older than the next and that all the children
have their ages written above them.
Play the audio (Track 05, Listen and point) for children to listen and point to the pictures as they hear the ages.
Play the audio (Track 06, Listen and repeat) for children to repeat.
Play the recording all the way through for children to listen and then repeat.
Point to different people in the pictures, and ask individual children to say the numbers/ages.
Transcript (Track 05)
Listen and point.
one, two, three, four, five, six, seven, eight, nine, ten
eight, six, nine, one, three, ten, two, four, five, seven
Transcript (Track 06)
Listen and re[peat.
one, two, three, four, five, six, seven, eight, nine, ten
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Family and Friends Special Edition Grade 3– Starter: Hello!
Flashcard friends
Ask ten children to come to the front. Give each one a number flashcard and ask them to stand in order.
The rest of the class points to each child one at a time and says the number.
Children then shuffle themselves into a different order. The class says the numbers in the new order.
Repeat with ten different children.
Listen and check (). (Exercise 2)
Tell children to look at the picture again. Point and say Look, he’s six. Look, she’s eight. Then point to the first boy
again and ask How old is he? Tell the class they are going to hear some of the children talking about their ages – but
not all of them. They must check the boxes next to the children they hear.
Play the recording (Track 08), pausing after the first dialogue. Show children the picture of the boy by the number
seven in the picture, and show them the check in the box.
Play the rest of the recording, pausing at appropriate intervals for children to check the boxes next to the children
whose ages they hear.
Play the recording again for children to complete or check their answers.
Check answers by asking children which ages they heard.
Transcript (Track 08)
How old are you? / I’m seven.
How old are you? / I’m two.
And how old are you? / I’m eight.
How old are you? / I’m five.
How old are you? / I’m six.
Answers
two five six seven eight
Development
Look at the picture again. Point, ask, and answer. (Exercise 3)
Read the question and answer, pausing after each for children to repeat.
Ask children to look at the children in Exercise 1. Tell them they are going to practice being the children in the pictures.
Children work in pairs. They point to a child in their Student Books and ask How old are you? Their partner answers as
though they were that child. They might want to use a babyish voice for a young child or a more grown-up voice for
an older child.
Ask some of the pairs to stand up and ask and answer questions while the other children listen.
Show us how it’s done
Ask two children to stand up. Give each a number flashcard. They take turns asking and answering the question How
old are you? using the numbers on their cards.
Consolidation
Worksheet 2: Number caterpillar
Children work individually or in small groups to make a caterpillar by putting the numbers in the correct order.
Give each child or group a copy of Worksheet 2.
Children cut and color the shapes and then stick them onto a large piece of paper, with the numbers ordered 1 –10.
Exercises: Workbook page 6
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Starter: Hello!
Lesson Four
Objectives
To identify different colors
To use different colors in the context of a song
Language
Language focus: speaking, listening
Vocabulary: red, yellow, pink, green, purple, orange, blue
Extra vocabulary: sing, rainbow, too
Resources and materials
Student Book p. 7
Workbook p. 7
Audio Track 09
Flashcards 5–14
Flashcards 15–21
Worksheet 3: Back to back coloring dictation (Two copies per child)
A reader of your choice
Culture note: Rainbows
Superstitions and legends about rainbows exist in a lot of different countries. A famous Irish fairy tale says that there
is always a box of treasure buried in the ground at the end of a rainbow. Many tales and legends are told where
characters travel for days trying to find the end of the rainbow, only to find that by the time they get there the
rainbow has disappeared.
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Play Word Chain with Flashcards 5–14 with the class to review the numbers one to ten.
Place four or five number flashcards on the board in a given sequence, e.g., two, eight, seven, four, ten.
Point to a child. He/She says the first word in the sequence, e.g., two.
Point to another child. He/She says the next word in the sequence, e.g., eight.
Continue with each child saying the next word in the sequence, returning to the beginning when necessary.
Option: Remove one flashcard. The class repeats the sequence, including the missing number. Remove one more
flashcard each time, until children are saying the whole sequence from memory.
Lead-in
Use Flashcards 15–21 to elicit colors. Hold up one flashcard at a time for children to say the color. When children have
named the color correctly, put the card on the board and write the word below it. Repeat with all of the flashcards.
Take the flashcards off the board, leaving the words.
Shuffle the cards and give them to seven different children. Ask the children to come to the front of the class one at a
time and put their flashcard in the appropriate place on the board.
When the flashcards are all in the correct place, point to each card, one at a time, for children to say the word.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to look at the colors in their Student Books.
Play the first part of the recording (Track 09, Listen and point) for children to listen and point to the pictures.
Play the second part of the recording (Track 09, Listen and repeat) for children to repeat the colors in chorus.
Play the recording all the way through for children to point to the colors and then repeat the words.
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Family and Friends Special Edition Grade 3– Starter: Hello!
Transcript (Track 09)
Listen and point.
red, yellow, pink, green, purple, orange, blue
yellow, blue, purple, red, pink, green, orange
Listen and repeat.
red, yellow, pink, green, purple, orange, blue
Color hunt
Practice color vocabulary further by saying the names of colors for children to point to objects in the room that are
the same color.
Reverse the activity. Point to different objects for children to call out the name of the color for each object.
Circle the correct word. (Exercise 2)
Ask children to look at the pictures in their books.
Elicit the colors they can see.
Development
Talk to the Flashcards
Children close their books. Call seven children to the front of the class and give each of them a color flashcard.
The rest of the class helps put the children in a line in the order as they hear from Track 09.
Ask children to open their books and check to see if they were correct.
Match. (Exercise 3)
Ask children to look at the paint containers and the words below them. Point to each of the words for children to read
them aloud in chorus.
Ask children to match the paint containers to the correct color words.
Go over the answers with the class. Call out the numbers for children to say the colors.
Answers
1 purple 2 green 3 red 4 blue 5 yellow 6 pink 7 orange
Consolidation
Worksheet 3: Back to back coloring dictation
Give each child a copy of Worksheet 3.
Children color the numbers as they like, choosing from the colors in the page 7.
Divide the class into pairs and sit them back to back.
One child (Child A) has the numbers they have just colored. The other child (Child B) has a new, blank copy of
Worksheet 3.
Child A describes his coloring to Child B. E.g., Number 1 is blue.
Child B listens, and colors the blank worksheet to be the same as Child A’s.
Once finished, the two children compare their worksheets to check that the colors are the same.
The children swap roles: Child B describes his original copy of the worksheet to Child A, and Child A listens and colors
a blank copy of the worksheet.
Exercises: Workbook page 7
Story time: A reader of your choice
© Oxford University Press 2016
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Family and Friends Special Edition Grade 3– Starter: Hello!
Worksheet 1: Fill in the blanks.
Read again. Write the names in the correct blanks.
Rosy
© Oxford University Press 2016
Tim
Miss Jones
Billy
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Family and Friends Special Edition Grade 3– Starter: Hello!
Pair snap! : Phrase cards
Hello
Hello
Hello
Hello
How are you?
How are you?
I’m fine, thank you.
I’m fine, thank you.
What’s your name?
What’s your name?
My name’s … .
My name’s … .
Goodbye.
Goodbye.
Bye.
Bye.
© Oxford University Press 2016
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six
© Oxford University Press 2016
five
eight
Worksheet 2: Number caterpillar.
four
ten
nine
seven
two
one
three
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Family and Friends Special Edition Grade 3– Starter: Hello!
Family and Friends Special Edition Grade 3– Starter Unit: Hello!
Worksheet 3: Color the numbers
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson One Words
Objectives
To identify common school things
To understand a short story
Language
Language focus: listening, reading
Vocabulary: pen, eraser, pencil, book
Extra Vocabulary: school things, train, ok, look at
Resources and materials
Student Book p.8
Workbook p. 8
Audio Tracks 10–12
School objects (pen, eraser, pencil, book)
Flashcards 22–25
Story poster 1
A bag to put the school objects in
One set of vocabulary cards per group, cut up
One set of student picture cards per pair, cut up
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Energize the class and review the days of a week by doing chant from page 6 in the Student Book (Track 08).
Lead-in
Use the school objects to present the vocabulary. Hold up each object one at a time and say the words for children
to repeat.
Reinforce vocabulary using Flashcards 22–25. Hold them up one at a time and ask Is it a pen / book / eraser? The class
answers Yes or No.
Play a memory game. Show two cards to the class and then put them face down on your table. Point to each card and
ask Is it a… ? Repeat with other pairs of cards.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to open their Student Books and look at the pictures of the school things.
Play the first part of the recording (Track 10, Listen and point) while children listen and point to the appropriate
picture. Repeat if necessary.
Play the recording all the way through again for children to listen and point and then repeat the words in chorus.
Hold up Flashcards 22–25 one at a time and ask individual children to say the words.
Transcript (Track 10)
Listen and point.
pen, eraser, pencil, book
pencil, book, pen, eraser
Listen and repeat.
pen, eraser, pencil, book
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Listen and chant. (Exercise 2)
Play the recording (Track 11) for children to listen to the chant once through.
Play the chant a second time for children to say the words.
Ask children to put one of each school object out on their desks. This time they can point to, or pick up, the school
things on their desks when they hear them. Repeat (more than once if necessary).
Transcript (Track 11)
pen, eraser, pencil, book
Point and say.
Place Flashcards 22–25 around the room.
Say the chant again. Children point to the correct card as they say the word.
Make me jump!
Ask five children to come to the front of the class. Give each one a different school object.
Repeat the chant. The child at the front jumps when his/her word is said.
Listen and read. (Exercise 3)
Use Story poster 1 to present the story. Point to Rosy and ask Who’s this? Do the same for Billy. Point to the different
school things. Ask What’s this?
Talk about each frame in turn with the class. Ask simple questions, e.g., Who’s this? What’s this? Is it a pencil?
Ask children to look at the poster while you play the recording (Track 12) for them to listen. Point to each speech
bubble, one at a time, as you hear the text.
Play the recording again for children to listen and point to the pictures.
Ask comprehension questions, e.g., What’s this? (repeat train sound effect that Billy makes on the audio) (a train)
Who made the train? (Billy) What’s this? (pointing) (an eraser, a pen, a pencil) Are they Billy’s school things?
Ask children to open their Student Books. Tell them to listen and follow the words in the story as you play the
recording again.
Ask children to find and point to the words from Exercises 1 and 2 that appear in the story.
Development
Slap
Divide the class into pairs. Give each pair a set of the student picture cards and place them face up on the desk.
Call out a word, e.g., pen. The first child in each group who slaps the correct card and says the word takes it.
Repeat with a different word.
Continue calling out the words in a random order until you have said each of the four words three times.
The child in each pair holding the most cards is the winner.
If a number of groups have a tie, play again.
Vocabulary Lists
Divide the class into small groups.
One child from each group takes a vocabulary card and reads and mimes the word to the rest of their group. The
group responds by saying the word.
Groups score one point for each word they guess.
Consolidation
Feely Bag
Put some school objects in a bag. Children sit in a circle. Play some music and ask children to pass the bag from one
child to the next around the circle.
Stop the music suddenly. The child who has the bag when the music stops feels an object in the bag and says It’s a
pen / pencil / eraser / book. Then the child pulls the object out of the bag to see if he/she was correct.
Play the music and continue in this way until several children have had a turn.
Note: If you put a pencil in the bag, make sure the tip of it is not sharp.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Exercises: Workbook page 8
Story time: A reader of your choice
© Oxford University Press 2016
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Two Grammar
Objectives
To ask and answer the question What’s this?
To write answers to the question What’s this?
To act out a story
Language
Language focus: reading, writing
Vocabulary: school objects
What’s this?
It’s a pencil.
Resources and materials
Student Book p. 9
Workbook p. 9
Audio Tracks 12–13
Flashcards 22–25
Story poster 1
A set of student picture cards (from Lesson One) per six students, cut up
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Play a game of What do I have... to review vocabulary from the previous lesson.
Use Flashcards 22-25 to elicit the vocabulary for the game.
Hold up one card so that the class can only see the back of it.
Ask What do I have? and ask students to guess.
When the card has been guessed correctly, put it on the board.
Hold up a second card and repeat the procedure.
Continue until all the cards are on the board.
Variation: To make the game more exciting, limit children to three guesses. If they name the card within three
guesses, the class wins the card. If they don’t, the teacher wins the card. Put the cards the class has won and the
cards the teacher has won on opposite sides of the board. At the end of the game add up the points with the class.
Lead-in
Talk about the previous lesson with children. Point to Story poster 1 and ask children what happened in the story. Ask
Who is in the story? What happened in the story? Can you remember what school things were in the train? Don’t tell
children the answers at this stage.
Presentation
Listen to the story and repeat. Act. (Exercise 1)
Ask children to turn to the story on page 8 of their Student Books. Play the recording (Track 12) to check their
answers to the comprehension questions in the lead-in.
Play the story again, pausing for children to repeat each line.
Divide the class into pairs. One child is Rosy and the other is Billy.
Ask children to look at the pictures and decide together on the actions for the story (see suggestions below).
Children practice acting out the story in pairs. Monitor the activity, checking for correct pronunciation.
Ask some of the pairs to come to the front of the class to act out the story.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Story actions
Picture 1: Billy makes his train using different classroom objects. Rosy writes at the table.
Picture 2: Rosy holds up her pen. Billy puts his finger to his mouth to show that he is thinking.
Picture 3: Rosy holds up an eraser.
Picture 4: Billy gives the classroom objects back to Rosy one by one.
Listen and say. (Exercise 2)
Ask children to look at the picture in their Student Books. Play the recording (Track 13) all the way through, holding
up a pen to reinforce meaning. The class repeats chorally.
Play the recording again, pausing for students to repeat each line.
Ask pairs of children to ask and answer the question for the class.
Draw attention to the grammar box. Show children how we make the contractions What’s and It’s by writing the full
and contracted forms on the board.
Development
Question and answer
Use the flashcards to ask more questions. Hold each one up, one at a time, and ask What’s this?
Ask children to work in pairs to do the activity using their own school things. They take turns holding up an object and
asking their partner What’s this?
Look and say. (Exercise 3)
Ask children to look at the picture in their Student Books. Ask children What can you see? (a face made up of different
school things).
Point to an object. Ask What’s this? for the class to answer.
Model the question and answer with a child in the class. Children take turns pointing to the pictures and asking
questions for their partner to answer.
Monitor and help where necessary.
When children have finished speaking, hold up the flashcards one at a time and ask the class What’s this?
Make your own face
Ask children to make their own face picture made up of different school things. Children take turns with their
partners pointing to different parts of the “face” and asking What’s this?
Write. (Exercise 4)
Put Flashcards 22–25 on the board. Below each one, write an incomplete sentence like the ones in the Student Book,
for example, _______ a pen; ________ an eraser.
Point to each of the flashcards one at a time and ask the class What’s this? to elicit It’s a pen, etc.
Ask children which word is missing (It’s). Write It’s in the blank at the beginning of the first sentence.
Invite different children to come to the front of the class to do the same with the other sentences.
Ask children to look at the sentences in their Student Books. Ask one child to read the example sentence for the class.
Children complete the rest of the sentences individually. Monitor the activity and check specifically that children are
forming the apostrophes correctly.
Go over the answers by asking children to say the sentences in chorus.
Ask individual children to read the sentences aloud to the class.
Answers
1 It’s a pen.
2 It’s an eraser.
3 It’s a pencil.
Consolidation
Let’s Practice
Ask students to look at the picture and speech bubble.
Have two students demonstrate the question in the speech bubble and the answer in the picture.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.
Mingle
Give each child two of the Student Picture Cards.
Play some music and encourage children to dance or walk around.
Stop the music suddenly. When the music stops, each child finds a partner.
They show their partner their cards one by one, and ask their partner What’s this? They then answer their partner
with It’s a… .
Children then swap their two cards with their partner.
Play the music and continue in this way.
Exercises: Workbook page 9
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Three Song
Objectives
To identify more school objects
To understand the meaning of open and close
To use school words in the context of a song
Language
Language focus: listening, speaking
Vocabulary: bag, door, window
Extra vocabulary: close, open, recycled words for school things
Resources and materials
Student Book p. 10
Workbook p. 10
Audio Track 14–15
Flashcards 22–28
One set of Student Picture cards and one set of Phrase cards per pair of children.
A reader of your choice
Culture note: Schools in the United States
Children start elementary school at the age of four or five (depending on when their birthday is) and stay there until
they are ten or eleven. The first year of elementary school is kindergarten, followed by first through fifth grade. In
elementary school, children usually stay with the same class all day and are taught by the same teacher for most
subjects.
When children leave elementary school, they go to junior high or middle school for sixth, seventh, and eighth grade.
Children usually have different teachers for all of the subjects.
Students have different teachers for all subjects in high school as well. High school is usually ninth, tenth, eleventh,
and twelfth grade. Students are seventeen or eighteen when they finish high school.
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Play Slow reveal with Flashcards 22–25 to review the vocabulary children have learned so far.
Put a flashcard on the board and cover it with a piece of paper or another card.
Very slowly move the paper to reveal the picture, little by little.
Ask What’s this? The first child to guess correctly comes to the front to choose the next card.
Continue the game until you have practiced all of the words from the vocabulary set.
Lead-in
Use Flashcards 26–28 to introduce the three new words. Hold up the cards one at a time and say the words for
children to repeat.
Put the flashcards in different places around the room. Call out the words for children to point to the flashcards.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to look at the pictures. Play the first part of the recording (Track 14) for children to point to the words.
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Play the second part of the recording for children to repeat the words.
Play the recording all the way through for children to listen and point and then repeat.
Hold up Flashcards 26–28 one at a time and ask individual children What’s this?
Transcript (Track 14)
Listen and point.
bag, door, window
window, door, bag
Listen and repeat.
bag, door, window
Ask and act.
Mime the action of putting a bag over your shoulder. Ask the class. What’s this? to elicit It’s a bag. Repeat with the
actions of knocking on a door and opening a window.
Ask one child to stand up. He/She mimes an activity using one of the things and asks What’s this?
Repeat the activity with other children.
Listen and sing. (Exercise 2)
Ask children to look at the pictures. Elicit It’s a book / bag / door / window.
Teach the verbs open and close. Pick up your bag and open it to elicit open. Close it to elicit close. Do the same with
the door and, if possible, the window.
Ask what the children are doing (1 The girl is reading a book. 2 The boy is opening a door. 3 The boy is opening his bag.
4 The girl opening or closing a window.)
Play the recording (Track 15) for children to listen and point to the pictures when they hear the three new words.
Then play it again as they follow the words in their books.
Recite the words of the song with the class, without the music. Say each line and ask children to repeat.
Play the recording again for children to sing along.
Development
Sing and do. (Exercise 3)
Tell children that they are going to sing the song again, but this time they are going to do the actions.
Ask children to look at the pictures and see what the actions should be for this song.
Practice the actions with the class.
Play the recording for children to sing the song and do the actions.
Song actions
Verse 1 – Open and close a book
Verse 2 – Open and close a door
Verse 3 – Open and close a bag
Verse 4 – Open and close a window
Listen and mime.
Say and mime Open a book / Close the door / Open the bag / Close the window. Then say the phrases again for the
class to mime the actions.
Ask children to give instructions for their partner to mime.
Consolidation
Memory game
Put Flashcards 22–28 on the board. Ask one child to come to the front of the class.
Help the child turn over one of the flashcards at random. The child then points to the back of this flashcard and says
What’s this? The class answers It’s a…
The student then turns over another flashcard at random and repeats.
Eventually, all of the cards are turned over and the class is able to name them without seeing them.
Concentration game
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Give each pair a set of Student picture cards and a set of Phrase cards.
Children place all the cards face down on their table, with all the Picture cards on the left and all the Phrase cards on
the right.
The first child turns over one Picture card and one Phrase card. If the two cards match, the child keeps them. If they
do not match, he/she must turn the cards back over.
The second child then takes a turn.
Continue playing until all the cards are gone. The winner is the child with the most cards.
Exercises: Workbook page 10
Answers
1. 1 bag 2 door 3 window
2. 1 pencil 2 book 3 door 4 window 5 pen 6 bag
Story time: A reader of your choice
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Lesson Four Phonics
Objectives
To recognize the uppercase and lowercase forms of the letters a, b, c, and d and associate them with their
corresponding sounds
To pronounce the sounds /æ/, /b/, /k/, and /d/ on their own and at the beginning of words
To learn the names of the letters a, b, c, and d.
Language
Language focus: listening, writing, speaking, reading
Vocabulary: apple, bird, cat, dog
Resources and materials
Student Book p. 11
Workbook p. 11
Audio Tracks 16–18
Phonics cards 1–4
A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
Use the alphabet song to introduce the letters. Model the alphabet and children repeat.
Tell children that you are going to look at the first four letters of the alphabet. Draw dotted outlines of the letters a, b,
c, and d in uppercase and lowercase on the board. Ask different children to come and join the dots.
Lead-in
Point to each letter on the board, one at a time, and say the letter name and then the sound for both uppercase and
lowercase letters for children to repeat. Make sure children understand that there are two forms of each letter,
which make the same sound.
Say the sounds again for children to draw the uppercase letters in the air. Say the sounds several times for children to
draw the lowercase letters.
Elicit the words on the phonics cards. Say the letter names, sounds, and then the words for the students to repeat.
Write the corresponding words apple, bird, cat, and dog next to the letters on the board. Circle the first letter of each
word. Point to the words and say the beginning sound (not the whole word) for children to repeat.
Hold up Phonics cards 1–4, one at a time. Say the words for children to repeat. Hold up the cards in a different order
and repeat.
Presentation
Listen, point, and repeat. (Exercise 1)
Ask children to look at the letters in their Student Books.
Play the first part of the recording (Track 16) for children to listen and point to the letters.
Play the second part of the recording for children to repeat the letter names, sounds, and words in chorus.
Play the recording a final time for individual children to say the sounds and words for the class.
Transcript (Track 16)
Listen and point.
Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog
Letter Bb /b/ bird, Letter Dd /d/ dog, Letter Aa /æ/ apple, Letter Cc /k/ cat
Listen and repeat.
Letter Aa /æ/ apple, Letter Bb /b/ bird, Letter Cc /k/ cat, Letter Dd /d/ dog
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Family and Friends Special Edition Grade 3– Unit 1: What’s This?
Air-writing
Play the recording again. The children draw lowercase letters in the air as they hear them.
Development
Listen and chant. (Exercise 2)
Play the recording (Track 17) for children to listen to the chant.
Put Phonics cards 1–4 in different places around the room. Play the recording again for children to point to the cards
as they hear the words.
Play the chant once more, stopping the recording after each line for children to repeat. Repeat, and encourage
children to follow the chant in their books.
Listen to the sounds and connect the letters. (Exercise 3)
Elicit the images in the activity (dog, cat, and bird). Ask Who is the dog’s friend? Tell children they can find out the
answer by listening. Explain that they are going to hear different sounds and words from the lesson. They have to
follow the sounds in the maze and draw a line to connect the letters to find out who the dog’s friend is – a bird or a
cat.
Play the beginning of the recording (Track 18) and follow the blue line with your pencil to demonstrate.
Play the recording for children to listen and link the letters.
Play the recording again for children to check their answers. Repeat.
Ask Who is the dog’s friend? (a cat). To check the answers, ask children to look at their mazes and say the letters they
heard as you write them on the board.
Transcript (Track 18)
/æ/ apple /d/ dog /b/ bird /b/ bird /k/ cat /d/ dog /k/ cat
Answer
The dog’s friend is a cat.
Read and circle the sounds a, b, c, d at the start of the words. (Exercise 4)
Ask children to look at the pictures. Ask What does the cat like? And What does the dog like?
Read the text for children to follow in their books. Write the first line on the board.
Ask children to look at the circled c at the beginning of cat. Draw a circle around the c on cat on the board. Elicit the
next sounds to circle (/b/). Ask them to find and circle other examples of a, b, c, or d at the beginning of words in their
books.
Children find and circle the starting letters in the rest of the lines. As they are working, write the rest of the lines on
the board. Go through the answers, asking children to come up and circle the letters on the board.
Answers
The cat likes birds.
The dog likes apples.
Here’s the cat with the bird.
Here’s the dog with the apples.
Consolidation
Let’s Practice
Ask students to look at the picture and speech bubble.
Have a student demonstrate the sentence for the class.
Have students work in pairs to take turns saying the sentence. Tell them to use other vocabulary words on the page.
Patty Cake
Divide the class into pairs.
Have children sit facing each other. Children slap their knees once, clap their hands once, and then clap their
partner’s hands once as they both say /æ/ /æ/ apple.
Children repeat the action, this time saying /b/ /b/ bird.
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