Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit

Starter Unit
Alphabet practice
Topics
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Alphabet

Functions
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Identifying letters in the alphabet: lowercase, upper-case, and order

Resources and materials
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Expansion Portfolio pp. 2–5
Phonics cards from Aa to Zz
Colored pencils or crayons
Worksheet 1: Unscramble the letters (Before class, cut the letters out – one set for every pair of children)
Alphabet song on Oxford Parents ( />
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
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Have children stand up tall on their toes or jump when they hear the first (uppercase) letter, and then sit or crouch
down low when they hear the second (lowercase) letter.

Order the letters
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Hand out the Phonics cards to 26 different students. Read each letter, one at a time, as you hand out the cards. Point
out to children that the alphabet is always read in the same order.
Call out the letter A. The child holding the Aa card comes to the front (or turns around at her desk to face the rest of
the class).
Continue with the remaining letters. Be sure that as children come to the front, they stand in the correct alphabetical
order.
Starting with A, have the children hold up their cards and read their letters, as you go through the alphabet in order.
Repeat with different children holding cards.

2 Connect the letters Aa–Zz. Who’s blowing the bubbles?
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Hold up the page and point to the picture of the girl and boy blowing bubbles. Ask children what else they see in the
picture (letters a–z).

© Oxford University Press 2015

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Hand out a set of letters, one for each pair of children.
Tell them to make sure to shuffle the letters so that they are in random order.
Tell children they must unscramble the letters and place them face up on their desks in the correct order.
Monitor and help children as needed.
If children finish early, they can color the letters.

4 Say the letter names. What is your name? Find and circle the beginning letter in your name.
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Hold up the page and focus children’s attention on the letters in the large circle.
Write the name Rosy on the board. Remind children that Rosy is the girl in the picture on the previous page. Ask
children what letter is at the beginning of Rosy’s name (R).
Circle the R in Rosy on the board. Then point to the R on your page and circle it with your finger.
Ask children Does a name begin with an uppercase letter or lowercase letter? (uppercase).
Repeat with the name Tim.
Have children work individually to find the letter on the page that is the beginning letter in their names. Have them
circle that letter.
Monitor and help children as needed.
For an added challenge, have children ask a partner what the first letter is in his or her name. Children can circle that

Cc
Gg
Kk
Oo
Ss
Ww

Dd
Hh
Ll
Pp
Tt
Xx
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Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit

Handwriting practice
Topics
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Alphabet and numbers

Functions
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Writing practice: Aa, Bb and 1, 2
Writing practice: lines

Ask children what the word is. (Rosy).

1 Trace the lines.
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Point to the dotted lines and trace the outline of the rectangles with your finger. Children trace the rectangles with
their fingers on the page
Hand out colored pencils or crayons and have children connect the dots and trace the rectangles on the page.

2 Write the letters.
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Point to the first uppercase A and trace the letter with your finger. Children trace the letter with their fingers on the
page
Trace the second uppercase A with your finger, and have children do the same.
For the third uppercase A, point out to children that they must complete, or write, the letter on their own.
Point to remaining letters: a, B, and b, and hand out colored pencils. Have children work individually to connect the
dots and trace or write the letters on the lines.

Say and trace
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The first child holding the card tells the team if they have gotten it right.

3 Write the numbers.
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Hold up the page and point to the first number 1. Trace it with your finger. Children trace the number with their
fingers on the page.
Repeat with the second number 1 and have children trace the number with their fingers on the page.
For the third number 1, point out to children that they must complete, or write, the number on their own.
Point to the number 2 and hand out colored pencils. Have children work individually to connect the dots and trace or
write the numbers on the lines.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 Intensive Program– Starter Unit

Values: Greeting people
Topics
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Greeting people

Functions
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Have children stand and make two large circles, one circle inside the other. The children in the inside circle turn
around and face a child standing in the outside circle.
Play some lively music. Start one circle moving slowly, walking in a clockwise direction. Have the other circle move
slowly, walking counterclockwise.
Every time the children meet a new student they say Hello.
Then have the circles change directions. When the children meet a new student this time, they say Goodbye.

1 Look and check.
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Point out the first two pictures and ask children What’s happening in these pictures? Why is there a check mark for
the first picture? (because the children are exchanging greetings in the first picture, but not in the second).
Go through the other pictures with the children and elicit which pictures should get a check mark and why.

Answers
1. 1st picture
2. 2nd picture
3. 1st picture
Discuss
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Ask children why it is usually best to greet other people. Why might someone not greet another person? Do they
know more words for saying hello and goodbye? If yes, write them on the board.

2 Color and say.
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Hold up the page. Point to the first silhouette on the left side of the page.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from left to right with your finger until you reach the correct match.
Repeat and have children trace the line with their fingers on their page.
Children trace the line with a pencil or crayon.
Have them match the other silhouettes with the pictures on the right side.
Monitor and help as needed.

Answers
1 c 2 a

3 d

4 b

2 Listen and circle.
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Hold up the page and point to the first pair of characters.
Play the first part of the recording (Track 01). As the recording says What’s your name, turn one hand up as though
you are asking a question you don’t know the answer to. Then in time with the answer (I’m Tim) on the recording,
point to the picture of Tim. Children listen and point to the appropriate picture.
Play the recording all the way through for children to listen and circle the answer.
Repeat as many times as needed.
Go over the answers with the class.

3 b

4 a

4 Count and circle.
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Hold up the page and point to the first picture. Ask children to count with you as you point to each circle in the first
picture. Ask How many circles? (2). Point out that the number 2 is circled as the correct answer.
Have children work individually to go through the remaining pictures, counting and circling the correct answers.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.

Answers
1 2 2 1

3 1

42

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1


to each letter as they hear it.
Encourage the children to sing with you.
Sing the song together as many times as you wish, first slowly and then more quickly.

Lead-in
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Hand out the Phonics cards. Say or sing the alphabet together with the class. As each child hears the letter on her
card, she holds up the card. Repeat with different children holding cards.
Draw dotted outlines of the letters c, a, o, and e on the board.
Facing the board, draw the letters in the air as you say the letters. Chidlren draw the letters in the air with you.
Then join the dotted lines on the board and complete the letters.
Draw more dotted examples on the board and ask children to come and join the dots.

1 Trace and copy.
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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
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Trace the check mark next to egg on the page with your finger. Then have children trace the check mark with their
fingers on the page.
Children check the correct word next to each picture. Go around the class and check.

Answers
egg, orange, cat, apple
3 Match and write.
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Hold up the page. Point to the c on the left side of the page.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from left to right with your finger until you reach the correct match. Trace the c next to the
picture.
Have children trace the line and then the c with their fingers on the page
Then children trace the line and the c with a pencil or crayon.
Have them match the other letters with the pictures on the right side. Have them write the first letter for each of the
words on the blank.
Monitor and help as needed.


Monitor and help children as needed.
Once children are finished, check answers by holding up the page and circling the correct letter with your finger. Say
the letter and then the word (c, coat) as you circle. Encourage children to repeat after you.

Answers
c, c, coat a,a, arm o, o, one e, e, eye

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1

Handwriting practice
Topics
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Letters and numbers

Functions
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Writing practice: Cc, Dd, and 3, 4
Writing practice: lines

Resources and materials
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Divide the class into four groups and give each group one of the Phonics cards.
Then assign each letter an action. For example, Group A, clap your hands; Group B, stomp your feet; Group C, jump
up and down; and Group D, turn in circles.
Call out the letters in random order. Each group does the action when they hear their group’s letter.
After several rounds of actions, groups can exchange letters and do a different action if you wish.

1 Trace the lines.
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Point to the dotted lines and trace them with your finger. Children trace the lines with their fingers on the page.
Hand out colored pencils or crayons and have children connect the dots and trace the lines on the page.

2 Write the letters.
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Point to the first uppercase C and trace the letter with your finger. Children trace the letter with their fingers on the
page.
Trace the second uppercase C with your finger and have children do the same.
For the third uppercase C, point out to children that they must complete, or write, the letter on their own.
Point to remaining letters: c, D, and d. Hand out colored pencils. Have children work individually to connect the dots
and trace or write the letters on the lines.

Listen, point, and say
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Hold up the page and point to the first number 3. Trace it with your finger. Children trace the number with their
finger on the page.
Repeat with the second number 3 and have children trace the number with their finger on the page.
For the third number 3, point out to children that they must complete, or write, the number on their own.
Point to the number 4 and hand out colored pencils. Have children work individually to connect the dots and trace or
write the numbers 3 and 4 on the lines.

Worksheet 1: Draw the numbers
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Hand out the worksheet, one for each child, plus colored pencils or crayons.
Explain to children that they should draw one item in the outline for the number 1, for example, one cat.
Children can continue, drawing two items in the number 2, for example two baseball bats; three items in the number
3; and four items in the number 4.
Encourage children to draw whatever is fun for them.
When children have finished, call out a number. Have a child stand, point to her worksheet, and say what she has
drawn, using Vietnamese as needed.

© Oxford University Press 2015

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Expansion Portfolio p. 15
8–10 classroom items, such as crayons, pencils, notebooks, and books
Colored pencils or crayons

Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
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Tell children they are going to help you “clean up” your desk.
Place 8–10 classroom items, such as crayons, pencils, paper, notebooks, and books on your desk or a desk at the front
of the room. Place items in a random, messy way.
Play some lively music. Hand out the items on your desk to children, one at a time. Children continue passing the
items around the class.
When the music stops, the children holding the items must get up and place the item back on your desk in a careful,
tidy way.
Ask the class Is the desk now clean and neat?
Play again and as many times as you wish.

Lead-in
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Sing “This is the way. . .” with children (words below).

Discuss

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 Intensive Program–Unit 1
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Write neat and messy on the board, making two columns.
Using Vietnamese as needed, ask children When are you neat and when are you messy? Write their answers in the
columns under the appropriate heading. For example, children may be neat when they are in school, and they may be
messy when they are playing outside.
Ask children Why is it important to clean up after a art project? (because it is respectful to others; so that the art
materials are available for others or for the next project; so that the materials don’t make everything else messy).

2 Color the neat room.
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Hold up the page and point to the first picture at the bottom of the page. Ask Neat? (yes).
Point to the second picture. Ask again Neat? (no).
Hand out colored pencils or crayons. Tell children to color the neat room.
After children have finished coloring, ask them to raise their hand if their room at home is 1. neat or 2. messy.

6 What color is it? It’s white.
7 What color is it? It’s green.
Answers
1 a 2 a

3 b

4 a

5 a

6 b

7 b

2 Look and circle.
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Hold up the page and point to the first picture. Point out to children that the lowercase c is circled.
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Ask children Why is the lowercase c the correct answer? (The picture is of cat, and cat starts with the letter c.)
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Have children work individually to go through the remaining pictures and choose the correct answers.
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Monitor and help as needed.
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Have children discuss the answers with a partner before going over the answers with the whole class.
Answers1 c 2 d 3 c 4 d
3 Count and check.
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Functions
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Alphabet practice: lowercase i, l, t, f, r, n

Resources and materials
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Expansion Portfolio pp. 18–22
Phonics cards Aa–Zz
Colored pencils or crayons
Alphabet song on Oxford Parents ( />
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
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Display the Phonics cards around the room. Sing the alphabet song with children. Children can follow along, pointing
to each letter as they hear it.
Encourage the children to sing with you.
Sing the song together as many times as you wish, first slowly and then more quickly.

Lead-in
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the page.
Hand out colored pencils or crayons and have children connect the dots and trace the dotted lines on the page.
Point to the i on the second line, and trace the letter with your finger. Children trace the letter with their fingers on
the page.
Have children copy the first i on the line six times.
Repeat I says i in ink. Point to ink and say ink. Have children repeat.
Trace the i in ink with your finger. Children trace the dotted line with their fingers on the page. Children then trace
the dotted lines on the page.
Then have the children complete the last i for ink on their own.
Repeat with l, t, and f.

2 Circle and color the correct letter.
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Hold up pages 18 and 19 and review the words on the page: ink, lion, teddy, and fig. Write the words on the board.
Then point to them as you say them. Encourage the class to say the word with you.
Hold up page 20 and point to the first picture. Say lion and point to the word lion on the board.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
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Trace the circle around l with your finger. Then have children trace the circle with their fingers on the page.


4 Match and write t or f.
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Hold up the page. Point to the 2 on the left side of the page.
Say What is the match? Look puzzled, as though you don’t know the answer.
Trace the path of the line from left to right with your finger until you reach the correct match. Trace the t and say,
two.
Have children trace the line and then the t with their fingers on the page
Then children trace the line and the t with a pencil or crayon.
Have them match the other numbers with the words on the right side. Have them write the first letter for each of the
numbers on the blank.
Monitor and help as needed.

Answers
2, two 4, four 5, five 10, ten
5 Find and circle.
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Hold up the page and focus children’s attention on the letters on the left side. Point to the letter i and then circle the i
in six and pink on the page with your finger.

Topics
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Letters and numbers

Functions
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Writing practice: Ee, Ff, and 5, 6
Writing practice: lines

Resources and materials
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Expansion Portfolio p. 23
Flashcards for apple, bat, cat, dog
Phonics cards from Aa to Ff
Colored pencils or crayons
Worksheet 1: Letter and number Bingo

Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
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Point to the first uppercase E and trace the letter with your finger. Children trace the letter with their fingers on the
page.
Trace the second uppercase E with your finger, and have children do the same.
For the third uppercase E, point out to children that they must complete, or write, the letter on their own.
Point to remaining letters: e, F, and f, and hand out colored pencils. Have children work individually to connect the
dots and trace or write the letters on the lines.

Say a word
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Hold up phonics cards Aa–Ff one at a time, say the letter, and have children repeat chorally.
Hold up one of the cards, for example, Bb, and ask What word starts with B or b? (boy, bat, Billy, black)
Continue to hold up cards and have children tell you a word that starts with the letter.
After going through the letters once, repeat. Challenge children to come up with new words for each letter.

Answers
A Annie, apple
B Billy, bat, boy, black
C cat, car, crayon, chair
D dog, duck, desk
E elephant, egg
© Oxford University Press 2015

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Keep a record of the letters and numbers as you say them, so that you don’t say the same ones twice. The children
cross off the letters and numbers in their grids as they hear them. The first child to complete a line of four shouts
Bingo!

© Oxford University Press 2015

4


Family and Friends Special Edition Grade 1 Intensive Program–Unit 2
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Worksheet 1: Letter and number Bingo
Write the letters and numbers in random order in the grid: A, b, C, d, E, f, 1, 2, 3, 4, 5, 6
Shout Bingo when you get four in a row!

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2

Values: Play respectfully
Topics
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Playing respectfully


words that start with B, C, etc.

Lead-in: Simon says…
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Ask children to stand at their desks.
Explain that you are going to give instructions, in Vietnamese as needed. If the instruction begins with the words
Simon says . . . , children must do as you say. If not, they should stand still and wait for the next instruction. Any child
who gets this wrong is out of the game and has to sit down.
Give an instruction that is relevant to the values of respectful playing, e.g., Simon says . . . whisper quietly; Simon
says . . . walk quietly forward and back; Simon says . . . smile at your neighbor.
Intermittently insert an instruction that is not preceded by Simon says . . . and does not support the idea of respectful
playing, for example, . . . stomp your feet loudly.
Continue the game until there is one winner left standing, or a group of winners if you prefer.

1 Look and draw.
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Point out the first picture on the page and ask children What’s happening in this picture? (One girl took a doll from
another girl.) Ask Why is there a frown face next to this picture? (because taking a toy away from someone is not
respectful playing).
Go through the other pictures with the children and elicit which pictures should get a smiley face, which a frown, and
why.

6


Family and Friends Special Edition Grade 1 Intensive Program–Unit 2

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may be saying May I borrow the crayon? Or Thank you! The boy may be saying Would you like to use this crayon? Or
Sure, here you are!
Elicit more ideas about the picture and have children practice saying the words with you as a class and then with a
partner.
When you are finished, children color the picture.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 1 Intensive Program–Unit 2

Unit test
1 Look and match.
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Transcript (Track 3)
1 What’s this? It’s a notebook.
2 What’s this? It’s a pencil.
3 What’s this? It’s a chair.
4 What’s this? It’s a crayon.
Answers
1✓ 2 ✗ 3 ✓ 4 ✗
3 Look and match.
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Hold up the page and point to the first picture. Ask children What is it? (elephant). Ask What letter is at the beginning
of the word? (e).
Trace the line that goes from the elephant to the lowercase e and have children trace the line on the page.
Have children work individually to go through the remaining pictures.
Monitor and help as needed.
Have children discuss the answers with a partner before going over the answers with the whole class.

Answers
1 e 2 f

3 f

4 e

4 Count and circle.
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Functions
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Alphabet practice: lowercase m, h, b, p

Resources and materials
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Expansion Portfolio pp. 27–30
Phonics cards Aa–Zz
Colored pencils or crayons
Alphabet song on Oxford Parents ( />
Weather report: Ask the class about today's weather.
Song: Play a warm-up song.
Warmer
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Display the Phonics cards around the room. Sing the alphabet song with children. Children can follow along, pointing
to each letter as they hear it.
Encourage the children to sing with you.
Sing the song together as many times as you wish, first slowly and then more quickly.

Lead-in
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Then point to the m on the first line, and trace it with your finger. Children trace the dotted lines with their fingers on
the page.
Hand out colored pencils or crayons and have children connect the dots and trace the dotted lines on the page.
Point to the m on the second line, and trace the letter with your finger. Children trace the letter with their fingers on
the page.
Have children copy the first m on the line five times.
Repeat M says m in mom. Point to mom and say mom. Have children repeat.
Trace the m in mom with your finger. Children trace the dotted line with their fingers on the page. Children then trace
the dotted lines on the page.
Then have the children complete the last m for mom on their own.
Repeat with h, b, and p.

2 Circle and color the correct letter
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Hold up pages 27 and 28 and review the words on the page: mom, hat, bird, and pen. Write the words on the board.
Then point to them as you say them. Encourage the class to say the word with you.
Hold up page 29 and point to the first picture. Say mom and point to the word mom on the board.

© Oxford University Press 2015

1


Family and Friends Special Edition Grade 1 Intensive Program–Unit 3
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Have children work individually to circle the correct pictures.
Once children have circled all the pictures, ask Which words begin with the letter b?

Answers
book, bag, ball
5 Order the letters and write the words.
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Write the letters n i p e l c on the board. Say pencil and write the word with the letters in the correct order.
Tell children they are going to put the letters in the correct order and write the word.
Monitor and help children as needed.
Once children are finished, check answers by having them write the correct word on the board. Say the word and
have children repeat.

Answers
pencil, apple, coat, teacher

© Oxford University Press 2015

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