Family and Friends

Special Edition G rade 2Starter: 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 0103
Flashcards 14
Starter Story Poster
A large envelope
A ball for every 510 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 Helloand smile to students. Encourage them to say
Helloin response.
Ask one child to stand up, and say Helloto him/her. Encourage the child to respond with
Hello.
Point to yourself and say My names Ask a child Whats your name? He/she answers My names
Say Hello. My names 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 14 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
Whats your name? The other half
responds with My names 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,
names.
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Listen and repeat ) for children to point to the pictures and repeat the

Family and Friends

Special Edition G rade 2Starter: 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 14 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 characters 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
Lets read the story . Use the Starter story poster to present it.
Point to the different characters, and have children say the names.
Ask Whats 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 510. Each group sits in a circle. Give each group a ball.
One child asks Whats your name? and throws the ball to another child, who answers.
This child then asks Whats 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 Whats your name? and answer their partner with
Play the music and continue in this way.

My names .

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.
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Exercises: Workbook page 4
Story time: A reader of your choice

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Special Edition G rade 2Starter: Hello!

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Special Edition G rade 2Starter: Hello!

Lesson Two
Objectives
To greet people
To ask and answer the question
To act out a story

Whats your name?

Language
Language focus: speaking, listening
Vocabulary: Greetings
Whats your name? My names
How are you? Im fine, thank you.
Extra Vocabulary: goodbye, Good to see you.
Resources and materials
Student Book p. 5
Workbook p. 5
Audio Tracks 0204
Flashcards 14
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 Helloand smile at children. Encourage them to reply
Helloand 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.,
Its next to the door. What is it? The children then say the name.
Lead-in
Hold up Flashcards 14 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
Lets 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 Billys 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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Special Edition G rade 2Starter: 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: Billys 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. Whats 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
Whats your name? and answer My names . Encourage them
to follow up with How are you? Im fine, thank you.
Once they know the other childs 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., Whats your name? and My names ), the children shout Snap! The first child to shout
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Snap! puts the two cards at the bottom of their pile.
If the phrase cards do not match (e.g.,
Whats your name?
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

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Special Edition G rade 2Starter: Hello!

and Goodbye ), both children turn over the next card in

Family and Friends

Special Edition G rade 2Starter: Hello!

Lesson Three
Objectives
To recognize and use numbers 110
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?
Im...
Resources and materials
Student Book p. 6
Workbook p. 6
Audio Tracks 0408
Flashcards 514
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 514 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 first part of the recording (Track 05,
Listen and point ) for children to listen and point to the pictures as they
hear the ages.
Play the second part of the recording (Track 05,
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
Listen and repeat.
one, two, three, four, five, six, seven, eight, nine, ten
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Special Edition G rade 2Starter: 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, hes six. Look, shes 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 06), 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 06)
How old are you? / Im seven.
How old are you? / Im two.
And how old are you? / Im eight.
How old are you? / Im five.
How old are you? / Im 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 its done
Ask two children to stand up. Give each a number flashcard. They take turns asking and answering the
old are you? using the numbers on their cards.
Listen and point. (Exercise 4)
Listen and chant. (Exercise 5)
Ask children to look at the calendar. Tell them that they are going to learn the days of the week in English.
Play the audio (Track 07) once through for children to listen and point to the words in their books.
Play the chant (Track 08) for children to join in.
Transcript (Track 07)
Listen and point.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
Transcript (Track 08)
Listen and chant.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Consolidation
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Special Edition G rade 2Starter: Hello!

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.
Days of the week poster
Children work individually or in small groups to make a poster with the days of the week.
Give each child or group a large piece of paper.
Have children write the days of the week in large letters. Monitor to check the order and spelling.
Children decorate the poster.
Exercises: Workbook page 6
Story time: A reader of your choice

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Family and Friends

Special Edition G rade 2Starter: 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 Tracks 09
Flashcards 514
Flashcards 1521
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 514 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 1521 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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Special Edition G rade 2Starter: 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 As.
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

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Special Edition G rade 2Starter: Hello!

Worksheet 1: Fill in the blanks.

Read again. Write the names in the correct blanks.

Rosy

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Tim

Miss Jones

Billy

Family and Friends

Special Edition G rade 2Starter: Hello!

Pair snap! : Phrase cards

Hello

Hello

Hello

Hello

How are you? How are you?

Im fine, thank you. Im fine, thank you.

Whats your name? Whats your name?

My names . My names .

Goodbye. Goodbye.

Bye.

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Bye.

Family and Friends

Special Edition G rade 2Starter: Hello!

Worksheet 2: Number caterpillar.

seven
three
eight

ten

two

five

nine
four
six

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one

Family and FriendsSpecial Edition Grade 2Starter Unit: Hello!

Worksheet 3: Color the numbers

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