G2 Selective LessonPlan Starter

Family and Friends Special Edition Grade 2– 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.
© Oxford University Press 2015
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.
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.
Exercises: Workbook page 4

Story time: A reader of your choice

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.
 Workbook p. 5
 Starter Story Poster
 One piece of blank paper per child
 One set of Student phrase cards per pair of children
Introduction
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.
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
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.

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
 Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
How old are you?
I’m...
 Workbook p. 6
 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
Introduction
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
 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.
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
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 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.
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.
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.
Listen and point.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
Listen and chant.
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.
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.

Lesson Four
Objectives
 To identify different colors
 To use different colors in the context of a song
Language
 Vocabulary: red, yellow, pink, green, purple, orange, blue
 Extra vocabulary: sing, rainbow, too
 Workbook p. 7
 Audio Tracks 09
 Worksheet 3: Back to back coloring dictation (Two copies per child)
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
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
 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.

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.

Worksheet 1: Fill in the blanks.

Read again. Write the names in the correct blanks.
Rosy Tim Miss Jones Billy

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.

Worksheet 2: Number caterpillar.
seven
three
eight
ten two
five
nine one
four
six

Family and Friends Special Edition Grade 2– Starter Unit: Hello!
Worksheet 3: Color the numbers
© Oxford University Press 2015 15

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Family and Friends Special Edition Grade 2– Starter: Hello!

Transcript (Track 01)

Exercises: Workbook page 4

© Oxford University Press 2015

Snap! puts the two cards at the bottom of their pile.

© Oxford University Press 2015

Worksheet 2: Number caterpillar

© Oxford University Press 2015

Transcript (Track 09)

© Oxford University Press 2015

Worksheet 1: Fill in the blanks.

Rosy Tim Miss Jones Billy

© Oxford University Press 2015

Pair snap! : Phrase cards

How are you? How are you?

I’m fine, thank you. I’m fine, thank you.

What’s your name? What’s your name?

© Oxford University Press 2015

Worksheet 2: Number caterpillar.

© Oxford University Press 2015

Worksheet 3: Color the numbers

© Oxford University Press 2015 15

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