2 Family...Quick lesson guides and tips. i-posters. i-flashcards. i-story cards. Animated songs...

VocabularyLearning objectivesTheme

Phonics The sound S

To listen to and follow a story. To recognise family vocabulary. To identify number 1.

To identify number 1. To actively participate in a song.

To name family members. To understand the question: Who’s this? To actively participate in a song.

To review family members. To review number 1.

Key brother, daddy, mummy, sister; number 1

Story One at a time! Sorry!

Key number 1; mummy

Review bag, book, crayon, pencil

Key brother, daddy, mummy, sister

Key brother, daddy, mummy, sister; number 1

Story: One at a time

Concepts: Number 1

Vocabulary: Family

Consolidation: Review of family vocabulary and number 1

Lesson 1

Lesson 2

Lesson 3

Lesson 4

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Multiple intelligences

Key competencesLC

Lesson 1LC

Lesson 2 Lesson 3DC

Lesson 4

Visual-spatial Interpersonal Intrapersonal Linguistic

Visual-spatial Bodily-kinaesthetic Musical Interpersonal Linguistic Logical-mathematical

Visual-spatial Bodily-kinaesthetic Musical Interpersonal Linguistic Logical-mathematical

Visual-spatial Musical Interpersonal Linguistic Logical-mathematical

Evaluation‘Check if the children can...’

identify and name family members and number 1. respond to the question: Who’s this? manipulate the pop-outs. complete the worksheet appropriately. do the interactive game on the IWB.

listen attentively to the story. answer simple questions. join in with the repetitive words. follow the animated story. complete the worksheet appropriately.

identify number 1. join in with the song’s actions. join in with the song’s lyrics. complete the worksheet appropriately. do the interactive game on the IWB.

identify and point to family members. name family members. respond to the question: Who’s this? join in with the song. complete the worksheet appropriately. do the interactive game on the IWB.

Teacher’s i-solutions

All the teaching and learning materials organised into step-by-step lesson plans including:

Quick lesson guides and tips

i-posters

i-flashcards

i-story cards

Animated songs

Animated story

Interactive games

Game Generator to create your own interactive games for consolidation, revision or just for fun.

My Worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

LC CAE LCSCC MST

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Overview

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Learning objectives

To name family members.To understand the question: Who’s this?To actively participate in a song.

Vocabulary

brother, daddy, mummy, sister

Resources and Materials

Teacher’s i-solutionsAmanda Panda puppetCD 1Flashcards: George; brother, daddy, mummy, sisterFlashcard cubePoster Side APoster pop-outs Student’s BookStickers 2.1Optional: Teacher’s Resource Book Worksheet 2.1 (1 per child)

Key competencesLC The children develop their ability to understand English and

responding appropriately.

SCC The children identify members of a family unit.

2Introduction

1.1-1.3 Choose a routine song to begin the class. Greet the Amanda Panda puppet and the George flashcard.

Vocabulary presentationUse the flashcards of the family to present the new vocabulary.Work with Poster Side A and poster pop-outs.

1.16 Do the listening activity. Extend by giving your own instructions.

Optional extrasPlay Guess it! on the Teacher’s i-solutions.

Work with Teacher’s Resource Book Worksheet 2.1, page 9. Play the Playground game.Play Who’s hiding? with the flashcards.

Table time1.4 Sing It’s time to work!

Work with Student’s Book Worksheet 2.1 and Stickers 2.1.

1.5 Sing Tidy up!

Vocabulary practicePlay a game with the flashcard cube.

SongUse the flashcards of the family to accompany the song.

1.17 Sing My family.

Bye bye!Say bye bye to the Amanda Panda puppet and the George flashcard.

1.6 Sing Bye bye!

Quick lesson plan

Lesson 1 Overview

Vocabulary

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1.1-1.3 Introduction

Sing the Hello!, Good morning! or Good afternoon! song.

Greet the children with the Amanda Panda puppet and the George flashcard.

Use Amanda to tell the children they are going to learn some new words in English today. Say: George is very excited.

Vocabulary presentation Have George show the flashcards one by one to

introduce his family. He says: This is my (daddy). The children repeat the family words.

Display the four family flashcards and use George to say: Point to my (sister).

Poster Side A: Display the poster and ask a volunteer to point to each character. Say: Point to (Amanda Panda).

Show the poster pop-outs of the family members and say: This is (George’s)… Help the children to name each one.

1.16 Play the poster audio. Pause after each character asks for a family member and ask a volunteer to give the correct poster pop-out to the correct character.

Hello, I’m George Hippo! Give me my daddy.

Give me my sister.

Hello, I’m Amanda Panda! Give me my mummy.

Give me my brother.

Transcript

Extension: Give the children your own instructions. Say: Give (George) his (mummy).

Vocabulary practice Hand out the four family flashcards. Then use

the George flashcard to say: Give me my (brother). The child with the flashcard comes and gives it to him.

Put the family flashcards into the flashcard cube. Give the children turns to throw the cube and name the picture it lands on. If no picture shows, the child throws again.

1.17 Song: My family Put the flashcards on the board in the following

order: mummy, daddy, brother, sister. Review the words.

Use the George flashcard to point to each one and say: I love my (mummy) and my (mummy) loves me.

Play the song. Point to each flashcard as it is mentioned.

Mummy, mummy,

I love my mummy,

And my mummy loves me!

Daddy, daddy,

I love my daddy,

And my daddy loves me!

Transcript

Sister, sister,

I love my sister,

And my sister loves me!

Brother, brother,

I love my brother,

And my brother loves me!

Play the song again and get the children to join in.

Table time

1.4 Sing It’s time to work!

Student’s Book Worksheet 2.1: Point to George’s family photo and say It’s George’s family. This is his… Get the children to name the members. Repeat with Amanda’s family.

Show the George sticker and pretend to put him with Amanda’s family. Get the children to say: No. Then put him with his own family and say: Yes!

Hand out the worksheets and stickers. The children put the characters in the right photo.

1.5 Sing Tidy up!

Bye bye! Let the children say bye bye to the Amanda

Panda puppet and the George flashcard.

1.6 Sing Bye bye!

2 Lesson 1 Notes

Vocabulary

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Interactive game

Play Guess it! on the Teacher’s i-solutions. If you have extra time, play more games from the Game Generator. See pages 17-20 for all games descriptions and ideas.

Table time

Games

Playground game: Take the children to the playground or a large space. Put the flashcards up on different walls and review the words with the children. Stand with all the children in the middle of the space. Call out one of the words and take the children over to the flashcard. Repeat with other words. Finally encourage the children to go themselves to the picture.

My family: Ask the children’s parents to send in photos of themselves and the child’s siblings. Let the children show each other their photos in small groups and tell others who the people are in the photos. Make a family display with the photos.

Who’s hiding?: Put the family flashcards in a pile. One child takes a flashcard and hides it behind their back. The others try to guess which family member it is, and when they get it right, the child shows them. The child who guessed correctly then gets a turn.

NAME: 21Family

• Name the family members. • Trace the lines.9

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Teacher’s Resource Book Worksheet 2.1 (1 per child) Get the children to say the names of the characters and the family members. 1.17 Sing My family. Show the children that they have to trace the line from the character to their family. Encourage them to name the family members as they do it.

Lesson 1 Optional extras

Choose activities according to your timetable

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Learning objectives

To identify number 1.To actively participate in a song.

Vocabulary

number 1; mummybag, book, crayon, pencil


Teacher’s i-solutionsAmanda Panda puppetCD 1Flashcards: Otto; number 1Poster Side BPoster pop-outs Realia: bag, book, crayon, pencilStudent’s BookColoured stickersOptional: Teacher’s Resource Book Worksheet 2.2 (1 per child)

Key competencesLC The children develop their listening and speaking skills,

responding to questions in English.

MST The children begin their mathematical development, identifying the numeral 1 and differentiating between one and more objects.

2Introduction

1.1-1.3 Choose a routine song to begin the class.

Greet the Amanda Panda puppet.

Introduce Otto with the flashcard.

Explain that he loves numbers.

Concepts presentationUse the number flashcard to present number 1.

Work with Poster Side B and poster pop-outs.

Review the words bag, book, crayon and pencil.

1.18 Do the listening activity.

Optional extrasPlay Match it! on the Teacher’s i-solutions.

Work with Teacher’s Resource Book Worksheet 2.2, page 10.

Play Find the ones.

Arts and crafts: Make a number 1 display.


Work with Student’s Book Worksheet 2.2.

1.5 Sing Tidy up!

Concepts practiceUse real objects to demonstrate one.

SongUse the flashcard of number 1 to point to during the song.

1.19 Sing Number one.

Bye bye!Say bye bye to the Amanda Panda puppet and the Otto flashcard.

1.6 Sing Bye bye!

Lesson 2 Overview

Concepts

Quick lesson plan

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Greet the children with the Amanda Panda puppet.

Use Amanda to introduce Otto Octopus. Amanda shows the Otto flashcard and says: This is Otto Octopus. He is my friend. He loves numbers.

Concepts presentation Have Otto show the number 1 flashcard and say:

One! Encourage the children to repeat the word.

Hold up one finger and say: One. Get the children to do the same.

Poster Side B: Display the poster and ask the children to name each thing. Do not worry about plurals; they need to say bag, pencil and mummy.

Ask what number Otto is holding.

Show the poster pop-outs of number 1.

1.18 Play the poster audio. Pause after each sentence for the children to point to the correct picture and put a number 1. The children place the numbers with Blu-tack.

Hello, I’m Otto Octopus.

Point to one pencil.

Point to one mummy.

Point to one bag.

Transcript

Concepts practice Put various objects on the floor. Pick up an object,

hold up one finger and say: One (book). Get the children to copy you.

Call out for a child to pick up one of an object: (Laura), give me one (pencil). Hold it up, along with one finger and say: One pencil.

Continue until the children are confident with the concept of one.

1.19 Song: Number one Put the number 1 flashcard on the board. Point

and let the children call out the number.

Play the song through, point to number 1 and hold up one finger.

One, one, number one!

This is one!

One, one, number one!

This is one!

Transcript

Play the song again and get the children to join in singing. They also hold up one finger during the song.

Table time


Student’s Book Worksheet 2.2: Point to Otto and ask What number is it?

Point to the two pictures with crayons and ask: Which is one crayon?

Point to the picture of three books and ask: One book? Then repeat with the picture of one book.

Hand out the worksheets and coloured stickers. The children put one sticker on the boxes with one object in.

1.5 Sing Tidy up!

Bye bye! Let the children say bye bye to the Amanda

Panda puppet and the Otto flashcard.

1.6 Sing Bye bye!

2 Lesson 2 Notes

Concepts

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Interactive game

Play Match it! on the Teacher’s i-solutions. If you have extra time, play more games from the Game Generator. See pages 17-20 for all games descriptions and ideas.

Table time

Games

Wave for one: Tell the children to wave their hands and shout one when you hold up one object. Hold up various objects and sometimes just one. When you hold up more than one, they remain quiet and still. When you hold up just one, they wave and shout out.

One: Get the children to do movements but each time only once, e.g., clap, jump, hop, touch their knees.

Find the ones: Write different numbers on the board, including various number 1s. Invite children out to find a number 1 and rub it out.

Arts and crafts

Make a number 1 display. Draw a large number 1 on a card. Let the children help to paint it. Stick on items in ones, e.g., one button, one crayon.

NAME:

• Use plasticine to decorate the number 1.

22 Family

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Teacher’s Resource Book Worksheet 2.2 (1 per child) Get the children to name the number. Show the children that they have to put plasticine on number 1. Alternatively, the children can colour or paint it.



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Learning objectives

To listen to and follow a story.To recognise family vocabulary.To identify number 1.

Vocabulary

brother, daddy, mummy, sister; number 1 One at a time! Sorry!


Teacher’s i-solutionsCD 1Flashcards: George; brother, daddy, mummy, sisterStory cards Student’s BookOptional: Teacher’s Resource Book Worksheet 2.3 (1 per child)Coloured stickers

Key competencesLC The children participate in a story by saying repeated phrases.

CAE The children follow a story both aurally and visually developing their understanding of stories.

Introduction1.1-1.3 Choose a routine song to begin the class.

Greet the George flashcard.

Get George to tell the children that there is a story today.

Story presentationReview the family with the flashcards.

1.20 Sing the Story chant.

Optional extrasPlay Which story card? on the Teacher’s i-solutions.


Play Choose a story card.

Literacy: Make a class book with photocopies of the story cards.


Work with Student’s Book Worksheet 2.3.

1.5 Sing Tidy up!

Story 1.21 Listen and show the story cards.

Listen again so the children can join in.Ask questions to check understanding.

Watch the animated story.

Bye bye!Say bye bye to the George flashcard.

1.6 Sing Bye bye!

Quick lesson plan

Story2 Lesson 3 Overview

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Greet the children with the George flashcard.

Use George to tell the children they are going to listen to a story about Amanda, George and Alfie at school.

Story presentation Show the family flashcards and review the

words.

1.20 Sing the Story chant.

1.21 Story: One at a time Show story card 1, point to characters or objects

and ask questions: Who is this? What colour is it? What’s this?

Play the audio and show the story cards.

Transcript

Narrator: It’s the end of the day and time

to go home.

Teacher: Tidy up, everyone.

Amanda, Alfie and George: Yes, let’s tidy up!

Narrator: The children all tidy up at once.

Amanda, Alfie and George: Uff, mmmph, ow!

Teacher: No, no. One at a time!

Amanda, Alfie and George: Sorry!

Teacher: Get your bags, everyone.

Amanda, Alfie and George: Yes, let’s get our

bags!

Narrator: The children all get their bags at once.



Amanda, Alfie and George: Sorry!

Narrator: The children look out of the window.

They can see their families.

Amanda: There’s my mummy and my brother.

George: There’s my daddy and my sister.

Alfie: There’s my mummy and my daddy.

Teacher: Time to go home, everyone.

Narrator: Oh dear. The children all go to

the door at once.



Everyone: Sorry! Bye bye!

Teacher: Bye bye! See you tomorrow.

Play it again and get the children to join in with the repeated phrase: One at a time! Sorry!

Check: Look at each story card one at a time to review the story and for the children to join in. Point to the appropriate pictures and say:

1. The teacher says… (‘Tidy up!’) 2. The children tidy up all at once and so the

teacher says, ‘No, no… (One at a time!’) 3. The teacher says, ‘Get your… (bags).’ 4. The children get their bags all at once and so

the teacher says, ‘No, no… (One at a time!’) 5. Amanda sees her… (mummy and brother). 6. George sees his… (daddy and sister).

Alfie sees his… (mummy and daddy). 7. The teacher says, ‘It’s time to go… (home).’ 8. The teacher says, ‘No, no… (One at a time!’)

Watch the animated story.

Table time


Student’s Book Worksheet 2.3: Point to the first picture. Use your finger to follow the line down and say: Oh look, it’s George’s… (daddy and sister).

Repeat with Amanda and Alfie.

Hand out the worksheets and coloured pencils. The children trace the lines from the characters to their family members.

The children then colour George’s daddy. Ask them to name the family members.

1.5 Sing Tidy up!

Bye bye! Let the children say bye bye to the George flashcard.

1.6 Sing Bye bye!

2 Lesson 3 Notes

Story

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Interactive game

Play Which story card? on the Teacher’s i-solutions. If you have extra time, play more games from the Game Generator. See pages 17-20 for all games descriptions and ideas.

Table time

Games

Choose a story card: Put all the story cards on the board. Say: Show me (the children getting their bags all at once). The children point out the correct card.

Which story card?: Put three story cards on the board and describe one of them. Say: I can see Amanda pointing to her mummy and brother. The children point to the correct card.

Literacy

Make a class book: Photocopy the story cards and staple them together to make a book. Leave it in the class so the children can read the story and say the words they know.

NAME: 23Family

• Put coloured stickers on the characters in a line, one at a time.11

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Teacher’s Resource Book Worksheet 2.3 (1 per child) Get the children to say: One at a time! Point to the first picture and say: Yes, one at a time. Point to the second picture tand say: No, no! Get the children to identify in which picture the children are good, in a line, one at a time. Give out coloured stickers and the children put a sticker on the children being good.



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Learning objectives

To review family members. To review number 1.

Vocabulary

brother, daddy, mummy, sister; number 1


Teacher’s i-solutionsAmanda Panda puppetCD 1CD 3Flashcards: brother, daddy, mummy, sister; number 1 Flashcard cubePoster Side APoster pop-outs Pop-outsStudent’s BookStickers 2.4Optional: Teacher’s Resource Book Worksheet 2.4 (1 per child)Coloured stickersPhonics Big Book: SusyTeacher’s Resource Book Worksheet S (1 per child)

Key competencesLC The children review the new language they have learnt.

DC The children use the IWB.

Introduction1.1-1.3 Choose a routine song to begin the class.

Greet the Amanda Panda puppet.

Vocabulary and Concepts consolidationUse the number flashcard to review number 1.

1.19 Sing Number one.

Work with Poster Side A and poster pop-outs to review family members.

Optional extrasPlay Simon says on the Teacher’s i-solutions.


Play the Playground game.

Work with Phonics Big Book: Susy, page 8.

Work with Teacher’s Resource Book Worksheet S , page 34.


Work with Student’s Book Worksheet 2.4 and Stickers 2.4.

1.5 Sing Tidy up!

Vocabulary and Concepts practicePlay a game with the flashcard cube.

Pop-outsUse the pop-out to practise family members.

1.17 Sing My family.

Use the pop-out to talk about families.

Bye bye!Say bye bye to the Amanda Panda puppet.

1.6 Sing Bye bye!

Quick lesson plan

2 Lesson 4 Overview

Consolidation

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2 Family...Quick lesson guides and tips. i-posters. i-flashcards. i-story cards. Animated songs...

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Transcript of 2 Family...Quick lesson guides and tips. i-posters. i-flashcards. i-story cards. Animated songs...