2nd Edition

Teacher’s Book

Scope and Sequence 2

Introduction 4
Unit 1 Hello 14
Unit 2 My Classroom 22
Unit 3 My Toys 30
Unit 4 My Things 38
Unit 5 Shapes and Colours 46
Unit 6 My Farm 54
Unit 7 My Clothes 62
Unit 8 My Body 70
Unit 9 My Family 78
Unit 10 My Party 86
Progress checks (photocopiable) 94
Extra material (photocopiable) 108

Susan Iannuzzi

1
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 Level 1 Scope and Sequence
Topics & Letters & Values & Songs &
objectives Vocabulary Structure phonics everyday English Numbers Projects
1 Hello Adam I’m … Aa /æ/ Being friendly 1 (one) - 2 Lesson 2 
• Say hello and Baz Hello ant, apple (two) Hello, how are
Nice to see you.
introduce Jig Bye you?
Bb /b/ Nice to see you,
yourself Pat How are you?
bag, bird too. Lesson 3 
Tess I’m fine, thank you.
Point to, Stand Letter song
up, Sit down, Lesson 5 
Clap
Number song

2 My Classroom bin What’s this? Cc /k/ Listening to the 3 (three) - 4 Lesson 3 

• Ask about board It’s a … cat, coat teacher (four) Letter song
and identify chair
Dd /d/ Please put away Lesson 5 
things clock
date, dog your books and
cupboard One, two, three,
come here.
door four
floor Miss.
picture
table
window

3 My Toys ball This is my … Ee /e/ Sharing 5 (five) - 6 Lesson 3 

• Identify balloon This is your … egg, (six) Letter song
Let’s share.
possessions bicycle elephant
boat Here you are. Lesson 5 
Ff /f/
car Here you go. Doll and teddy
fan, fig
doll bear
puzzle
robot
teddy bear
train

4 My Things book How many? Gg /g/ Taking care of your 7 (seven) - 8 Lesson 3 
• Ask crayon Plurals girl, glove things (eight) Letter song
someone’s lunchbox How old are you?
Hh /h/ Take care of Lesson 5 
age notebook
hand, horse your …
• Ask about pen How many
quantities pencil pencils?
pencil box Lesson 6 
rubber
water bottle Project: a number
collage
Count with me

5 Shapes and blue, brown, It’s (red). Ii /ɪ / Being neat and tidy 9 (nine) - 10 Lesson 3 
Colours green, It’s a (blue) insect, igloo (ten) Letter song
Clean up.
• Describe the orange, pink, (triangle).
Jj /ʤ / Let’s work together. Lesson 5 
shape and red, yellow
jam, jar
colour of circle Ten birds
objects diamond Kk /k/
heart kangaroo,
rectangle kite
star
square
triangle

2 Level 1 Scope and Sequence

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 Topics & Letters & Values & Songs &
objectives Vocabulary Structure phonics everyday English Numbers Projects
6 My Farm bee Is it a …? Ll /l/ Being kind to 11 (eleven) Lesson 3 
• Learn about cow Yes, it is. / No, lemon, lion nature - 12 Letter song
different chicken it isn’t. (twelve)
Mm /m/ Be careful. Don’t Lesson 5 
farm animals donkey
mango, touch.
• Guess duck Listen to the
moon
animals flower animal
goat Nn /n/
goose nose, nut
horse
sun

7 My Clothes dress What colour is it? Oo /ɒ/ Helping out at 13 Lesson 3 

• Ask about hat It's … octopus, home (thirteen) Letter song
and describe jumper What colour are ostrich - 14
Please pick up … Lesson 5 
clothes by pyjamas they? (fourteen)
Pp /p/ Please fold …
colour shirt They're … How many gloves?
pear, pen Sure, …
shoes
shorts Qq /kw/
skirt queen, quilt
socks
trousers

8 My Body arms I’ve got … Rr /r/ Playing respectfully 15 (fifteen) Lesson 3 

• Identify and ears rabbit, radio - 16 Letter song
Not so loud,
count parts eyes (sixteen)
Ss /s / please. Lesson 5 
of the body fingers
seesaw, star Sorry, …
hair I’ve got ten fingers
head Tt /t /
knees tent, towel
legs
nose
toes

9 My Family aunt He / She is … Uu /ʌ/ Respecting your 17 Lesson 3 

• Name family baby They are … umbrella, up elders (seventeen) Letter song
members brother - 18
Vv /v/ After you. Lesson 5 
• Describe cousin (eighteen)
van,
family dad Look at my pictures
volcano
relationships grandma
grandpa Ww /w/
mum watch,
sister water
uncle

10 My Party banana I like … Xx /ks/ Waiting your turn 19 Lesson 3 

• Talk about biscuit I don’t like … X-ray, fox (nineteen) Letter song
Is it my turn?
likes and cake - 20
Yy /j / Just a minute, Lesson 5 
dislikes ice cream (twenty)
yogurt, please.
juice Happy birthday
yo-yo
orange to you
pizza Zz /z /
Lesson 6 
sandwich zebra, zero
sweet Project: an
spaghetti alphabet mobile
Alphabet song

Level 1 Scope and Sequence 3

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 Introduction
Welcome to the course
First Friends is a two-level course for kindergarten or pre-
primary children. It is an engaging introduction to English
which uses a range of activities, games and songs that
motivate and help young learners to succeed in English.
The course is based on the principle that all children want
to learn and can succeed in learning. First Friends provides
children with a useful, age-appropriate vocabulary, basic
structures, and the tools to develop solid literacy and
numeracy skills. These are presented through entertaining
and interesting characters who introduce the children to
English through games, songs and stories.
Objectives
The key objectives of First Friends are:
• To develop language skills that will give children a solid
foundation in English for their primary education.
• To develop a basic understanding of and ability to use
English in meaningful, age-appropriate contexts.
• To foster a positive attitude toward learning English.
• To present the names and sounds of all the English
letters so that children become familiar with the
English alphabet.
Characters
Four lively characters introduce children to the world of
English. They also model good behaviour.
Baz is a four-year-old boy in his first year of kindergarten. He
is good-natured and kind. He does not always do the right
thing, but he tries his best. Many of the children will identify
with Baz as he tries to learn new things.
Tess is Baz’s sporty and fun older sister. She is seven years
old. She is eager to guide Baz and is forgiving of his mistakes.
Pat and Jig are the children’s stuffed animals. They represent
the pretend world of the child. When Pat and Jig are with the
characters, they are soft plush toys, but when they are on
their own, they have their own adventures in an imaginary
toy world. Pat is sometimes a bit naughty, but earnest
Jig keeps an eye out for him. Through their stories and
adventures, Pat and Jig help to develop children’s creativity
and look at the world in a new way.
In addition to these four main characters, Tess and Baz’s
two-year-old brother Adam appears throughout the course.
He is the baby of the family, and both Tess and Baz delight
in taking care of him. Baz especially enjoys being the older
brother. Towards the end of the first level, Tess’s cousin Mira
is introduced. She is quiet and shy. She appears in Level 2,
along with Baz’s outgoing new friend at school, Sam.
4 Introduction
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First Friends TB1.indb 4
Components
Class Book
The Class Book is colourful, lively and easy to use. It is the
main course component. It contains the vocabulary, stories,
songs and games that will enable children to achieve the
course objectives.
Each page of the Class Book corresponds to one lesson.
There is a small box at the top of each page that indicates
the activities for that page. This helps you to see what each
lesson is about. Each instruction in the box corresponds to a
section in the teaching notes for that lesson. The information
in this box is not intended for the children.
The icon indicates that there is an audio component for
that activity, and the number following the icon is the CD
track number.
Activity Book
The Activity Book provides practice of the material
introduced in the Class Book. Each Activity Book page
follows up on the material presented in the corresponding
Class Book page.
The Activity Book is the main pencil and paper practice of
the course. The Activity Book develops children’s reading,
writing, numeracy, language skills and fine motor skills
through a variety of fun and motivating activities. It also
incorporates oral language development as many of the
activities include a ‘Say’ component. The activities are easy
to do, underscoring the course philosophy that all children
want to and can succeed. Thus the activities may be set up
in class and completed at home.
The Activity Book also contains a review lesson for each
unit, which consolidates the main literacy, numeracy and
vocabulary content of the unit. It may be done in class as
consolidation or preparation for a progress check. It may also
be done at home for review.
At the back of the Activity Book are some extra resources: at
Level 1 there is a Picture Dictionary, cut-outs of the course
characters, and a page of all the song lyrics; and at Level 2
there is a numbers spread, a writing grid, a craft activity and
a page of all the Level 2 song lyrics.
The Level 1 Picture Dictionary can either be completed
after each letter is introduced, or used for home study, for
example during the holidays.
The Level 1 cut-out characters can be used where
appropriate to act out the dialogues in class. Children can
either hold up a cut-out (instead of the flashcard of the
character) or you could make some character badges (by
sticking the cut-outs onto cardboard and sticking safety pins
on the back) which children could wear during role-plays.
The Level 2 numbers spread is used to consolidate numbers
1–20, both numerals and written forms.
The Level 2 writing grid can be used for any extra writing
practice the children need, for example extra practice of any
letters they are having difficulty with.
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 The Level 2 craft activity (making a beach umbrella)
consolidates the colours that children have learnt.
The page of song lyrics (both levels) is given as a resource for
parents so that they can remind their children of the song
lyrics if they wish to.
Maths Book (optional)
The Maths Book provides additional numeracy practice. It
combines traditional numbers activities, such as counting
and writing numbers, with engaging puzzles and games and
fun activities.
By the end of Level 1, children will be able to:
• write the numbers from 1 to 20
• count objects to 20
• carry out simple picture additions and sums
• group objects to 20
• identify number sequences
By the end of Level 2, children will be able to:
• write the numbers from 1 to 100
• write the words for numbers from 1 to 30
• count objects to 100
• group objects to 100
• carry out sums
• identify more complex number sequences
The Maths Book is a flexible and easy-to-use component of
First Friends. Its lessons may be done at any point in the unit.
The Maths Book is also based on the premise that all children
can succeed, and therefore offers easy-to-do activities that
can be completed in class or at home. No new vocabulary
is presented through the Maths Book. All counting and
number work is done through known vocabulary, with
a special emphasis on the vocabulary presented in the
corresponding unit of the Class Book. There are complete
notes for each Maths Book activity at the end of the main
notes for each unit in the Teacher’s Book.
Teacher’s Book (TB)
The Teacher’s Book is clear and easy-to-use. It provides notes
to cover up to eight teaching sessions per week (when
all components are utilised fully), but if fewer sessions
are available, the material can easily be adapted to fit, for
example by omitting the Maths Book activities.
You can see at a glance the objectives and materials needed
for each lesson. There is always a suggestion for a warm-up
activity, which is followed by notes for the core activities
listed in the Class Book and corresponding page of the
Activity Book. Most lessons contain an optional activity
should you want to give your children more practice or have
extra time. Following the six core lessons of the Class Book,
there are notes for the Activity Book Review page of each
unit as well as complete notes for the Maths Book.
The TB also contains a wealth of photocopiable material.
This consists of progress checks, phonics practice and
(at Level 2) numbers practice. The photocopiable material
augments the material in the Class Book and Activity Book.
It contains games and other fun activities as well as further
pencil and paper practice of key concepts.
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01 FF TB1 Prelims.indd 5
There is a one-page progress check for each unit (pages
94–103). In addition, there is a two-page mid-year and two-
page end-of-year progress check (pages 104–107).
The phonics practice photocopiables (pages 110–118)
consolidate the letter forms and sounds in Level 1 through a
variety of games and activities. In Level 2, this is expanded to
include practice of word families.
Page 119 (TB1 only) contains a writing model for the English
alphabet, showing the starting points and direction of the
pen strokes for each letter.
The photocopiable material is clearly labelled and organized
by unit so that you know when it is appropriate to use. There
are also separate teaching notes for using the photocopiable
pages (see page 108).
CDs
The Class Audio CD at each level contains all the audio
material for the course, including all the new vocabulary,
dialogues, songs and stories. The recordings feature only
native speakers of English and expose your children to
accurate and authentic models of presentation. This CD is for
use by the teacher in class.
Website
The First Friends website contains a range of engaging
activities that can be used at home, with parents, or in the
classroom to consolidate learning.
The website contains:
• Animated stories
• The First Friends songs
• A picture dictionary supported by audio
• A range of games to practice the language of each unit
Classroom Presentation Tool
The Classroom Presentation Tool is software that allows
teachers to present and manipulate course content in an
engaging and interactive way. It can be used either on an
interactive whiteboard (IWB) or on a projector. The Student
Book pages can be viewed on screen.
Activities include:
• video resources such as story animations
• audio tracks, including for all songs and chants on page
Resource Pack
At each level there is a Resource Pack containing a wealth of
flashcards and posters to support teaching in class:
Flashcards
Flashcards are an important teaching tool, and they are
used in the majority of lessons in First Friends. They are used
to present new vocabulary and letters, to conduct other
activities and games, to check answers, and to act out
dialogues and songs. The lesson notes give advice on how
and when to use them. Each flashcard is numbered and
each lesson specifies which flashcards are needed.
Level 1 has 124 flashcards:
98 Vocabulary flashcards with pictures of all new vocabulary
26 Phonics flashcards with pictures of one of the phonics
words for each letter
Introduction 5
13/06/2019 11:11
 Level 2 has 110 flashcards:
Level 1 flashcard list 62 shoes
63 jumper 93 Vocabulary flashcards with pictures of all new vocabulary
Vocabulary flashcards:
64 pyjamas 17 Phonics flashcards with digraphs / consonant – vowel –
1 Tess 65 dress consonant patterns
2 Baz 66 skirt
3 Adam 67 shorts Level 2 flashcard list 56 beach
4 Pat 68 socks Vocabulary flashcards: 57 sandcastle
5 Jig 69 legs 1 classroom 58 umbrella
6 chair 70 eyes 2 music room 59 crab
7 window 71 ears 3 school bus 60 spade
8 clock 72 head 4 seesaw 61 bucket
9 board 73 nose 5 swing 62 sand
10 door 74 arms 6 sandbox 63 towel
11 picture 75 fingers 7 playground 64 bread
12 cupboard 76 hair 8 guitar 65 butter
13 floor 77 knees 9 friend 66 milk
14 bin 78 toes 10 piano 67 cheese
15 table 79 baby 11 teacher 68 fish
16 teddy bear 80 uncle 12 sad 69 rice
17 boat 81 mum 13 happy 70 potato
18 ball 82 dad 14 hot 71 chicken
19 bicycle 83 grandma 15 sleepy 72 salad
20 balloon 84 grandpa 16 scared 73 soup
21 robot 85 sister 17 thirsty 74 parrot
22 car 86 brother 18 tired 75 crocodile
23 train 87 cousin 19 hungry 76 tiger
24 puzzle 88 aunt 20 shy 77 elephant
25 doll 89 sweet 21 cold 78 hippo
26 pen 90 spaghetti 22 read 79 giraffe
27 lunchbox 91 pizza 23 throw 80 zebra
28 crayon 92 juice 24 catch 81 lion
29 pencil 93 orange 25 sing 82 snake
30 rubber 94 cake 26 climb 83 monkey
31 pencil box 95 banana 27 draw 84 teacher
32 notebook 96 biscuit 28 jump 85 doctor
33 book 97 ice cream 29 run 86 farmer
34 water bottle 98 sandwich 30 kick 87 taxi driver
35 circle Phonics flashcards: 31 write 88 nurse
36 square 99 A apple 32 bedroom 89 police officer
37 heart 100 B bird 33 lamp 90 pilot
38 triangle 101 C cat 34 bathroom 91 builder
39 rectangle 102 D dog 35 plant 92 singer
40 star 103 E egg 36 living room 93 firefighter
41 diamond 104 F fan 37 TV Phonics flashcards:
42 orange 105 G girl 38 sofa 94 sheep
43 yellow 106 H hand 39 kitchen 95 shoes
44 blue 107 I igloo 40 cooker 96 fish
45 red 108 J jar 41 dining room 97 thumb
46 green 109 K kangaroo 42 fridge 98 bath
47 brown 110 L lion 43 bed 99 chocolate
48 pink 111 M moon 44 shelf 100 beach
49 bee 112 N nose 45 wardrobe 101 hat
50 flower 113 O ostrich 46 pillow 102 mat
51 sun 114 P pen 47 blanket 103 net
52 cow 115 Q queen 104 jet
48 rug
53 horse 116 R radio 105 big
49 in
54 donkey 117 S star 106 fig
50 behind
55 chicken 118 T tent 107 mop
51 on
56 duck 119 U up
52 under 108 top
57 goose 120 V volcano
53 next to 109 bun
58 goat 121 W water
54 sea 110 sun
59 shirt 122 X fox
55 shell
60 hat 123 Y yogurt
61 trousers 124 Z zero

6 Introduction
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 Posters
There is a poster dedicated to each of the stories in Levels
1 and 2 of First Friends. You may wish to use these posters
when you teach the stories. You can stick the poster at the
front of the room and ask children to describe what is hap-
pening in each picture before they listen to the story on the
CD. Leave the poster for visual support as children act out the
story. If you prefer, use the posters to decorate your room.
At Level 1 there is also an attractive alphabet poster, which
can be used to revise the alphabet and vocabulary, or simply
to mark the progression of how many letters have been
introduced so far.
Course structure
Each level of First Friends consists of 10 units.
Each unit has six core lessons comprised of a Class Book
and an Activity Book component. The Activity Book offers
an additional page of review practice, which can be
combined with the Maths Book or photocopiable material
to make a lesson.
For additional classroom periods, there are six Maths Book
lessons, which can be used at any point during the unit.
This material is very flexible. It can be used in class over one
or two lessons or set up in class and assigned for home
practice.
In addition, most lessons offer an optional activity. The notes
for the optional activity are at the end of each lesson in the
Teacher’s Book. The optional activities provide extra practice
and consolidation of what has been taught in the main
Class Book / Activity Book lesson. They do not present new
language or vocabulary. They can be used if you have extra
time or if you feel your children need extra practice on a
particular language item.
Topics
First Friends is a topic-based course. Each unit is centred
on a different topic. This reduces the cognitive load on
children since vocabulary is presented in meaningful groups
or word families.
The topics chosen are relevant to kindergarten children
and reflect their lives. As a result, they reassure, interest and
motivate the children in the classroom.
Level 1 includes topics such as toys, clothes, food, family and
the body. Level 2 includes topics such as school, feelings,
actions, home, furniture, holidays, jobs and wild animals.
Cross-curricular features
The benefits of English instruction can be maximized by
linking it with other parts of the curriculum. First Friends
connects to other curricular areas in many ways. In both
levels, children do cross-curricular craft projects which link
with nature, social sciences, art and maths. In Level 2, Explore
reading texts are introduced which familiarize the children
with a range of fun cross-curricular topics through the
medium of English.
Creative links are also promoted through the development
of musical skills, including awareness of melody, rhythm
and rhyme.
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First Friends TB1.indb 7
Values and Everyday English
First Friends recognizes that language instruction presents
an opportunity to reinforce values such as cooperation,
teamwork, health and respect for others. The photographic
values pages present useful, functional language within the
context of social values. These lessons model good social
behaviour in situations that are relevant and familiar to
young children. The dialogues, stories and illustrations also
provide opportunities to address such values.
Unit structure
The simple and reliable unit structure makes First Friends
an ideal course for experienced and novice teachers alike.
Novice teachers can build confidence and rest assured that
they are developing sound teaching skills while using the
material. Similarly, more experienced teachers who are more
confident and adept in the classroom can expand upon the
solid framework provided.
Each unit has a one-page-per-lesson format, and each
page / lesson has a specific role in the unit. This format is
consistent across Levels 1 and 2.
Class Book structure
The first two pages of each unit of the Class Book depict a
lively scene involving the course characters. These pages
are used to present the target vocabulary and structure in
context. They provide two lessons of material.
Lesson 1 is devoted to vocabulary, where there are typically
ten new words for children to produce. Lesson 2 presents
the key language structure of the unit in a dialogue format.
The dialogue uses the structure in a natural way and is
humorous so that children remain engaged as they are
exposed to the new language.
Lesson 3 of each unit is for Phonics, and it provides material
for literacy development, the alphabet in Level 1 and further
phonics practice in Level 2. First Friends is carefully crafted so
that children are not overwhelmed by too many new letters
or phonic activities at once. There are never more than three
new letters presented in any one unit of Level 1. Similarly, in
Level 2, there is never more than one core word family. See
page 8 for a description of word families and the phonics
approach.
Lesson 4 focuses on values and everyday English. A dialogue
using everyday English models good social behaviour and is
illustrated photographically. Functional language related to
the unit topic is presented and practised here.
Lesson 5 of each unit is devoted to numeracy, which is
presented in Level 1 in conjunction with a song. Children
learn the numbers from 1 to 20. Level 2 presents the
numbers up to 100 and focuses on basic Maths skills such as
pattern practice and sums.
Lesson 6 is the story lesson. Each story is a simple four-
frame story which features the course characters or
other characters in humorous, creative or thoughtful
situations.
The story text appears in speech bubbles;
children are not expected to read all the words, but their
appearance raises children’s comfort with the written word
in preparation for the reading of simple sentences, which is
encouraged in Level 2. Children do not encounter any new
language in these stories.
Introduction 7
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 Activity Book structure
The Activity Book mirrors the transparent structure of the Class
Book. The first and second pages reinforce the vocabulary,
and where possible, the structure introduced in the unit. In
some cases, further phonics practice is provided to prepare for
the next lesson. The third page provides written practice of the
letter or letters introduced in the Phonics pages. The fourth
page reinforces the values taught in the unit, and the fifth
page provides written practice of the numbers of the unit.
The sixth page has activities which enable the children to
practise the language and concepts of this and previous units
before the review of the main literacy and numeracy concepts
on the seventh page.
The four skills
First Friends develops the four language skills of speaking,
listening, reading and writing.
Speaking
Children speak in every lesson. Speaking activities represent
a wide range of formats, including listen and say, question
and answer, role plays and communicative speaking.
Pronunciation is also addressed through songs and the
Phonics pages. Attention is also given to techniques for
pronouncing specific sounds that present problems for
speakers of various languages, e.g. p and b.
First Friends uses the International Phonetics Alphabet for
pronunciation models. See page 9.
Listening
Listening is an important skill for young children, and
it is likely that a number of your children will begin to
understand with confidence before they are able to speak
with confidence.
From the outset of First Friends, children’s listening skills
are developed. Children listen to the dialogues and stories
in each unit. The teaching notes always give suggestions
for questions to ask your children about what they hear.
Children are more likely to pay attention and focus if they
know you will ask them about it.
Reading
First Friends teaches reading primarily using the phonics
method. See below for an explanation of phonics.
In Level 1, children will:
• learn the left to right progression of English
• learn the sounds of the letters of the alphabet
• learn to recognize the letters of the alphabet in both
lower case and capital letter forms
• learn the names of the letters
• learn to identify the starting sounds and letters of words
• learn to read high frequency words (e.g. colours) through
the ‘Look and say’ method
In Level 2, children will:
• learn to read and identify the digraph sounds represented
by th, sh and ch
• learn to blend simple phonic words in families with CVC
(consonant – vowel – consonant) patterns
8 Introduction
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First Friends TB1.indb 8
• learn to identify vowels
• learn to read high frequency words (e.g. numbers and
additional colours) through the ‘Look and say’ method
• gain experience in following written text as it is heard
Writing
Writing is very controlled in First Friends. A controlled
approach to writing helps to ensure that children’s
handwriting is neat and legible. It also helps to ensure that
children form letters correctly at the print stage so that they
are able to make the transition to joined-up handwriting
easily. Writing is limited to the letters of the alphabet and
simple words.
In Level 1, children will:
• do activities which reinforce the left-to-right direction of
English writing
• do activities which develop fine motor control
• learn to write the lower-case and capital forms for all
letters of the alphabet
• learn to write simple words
In Level 2, children will:
• practise writing the letters of the alphabet
• learn to write simple words
• develop further their pencil control and fine motor skills
Literacy development: phonics
and ‘Look and say’
First Friends adopts a phonics approach to literacy
development.
The phonics approach is based on the letter / sound
correspondence. In other words, each letter has a primary
sound which enables the reader to decode or read the word.
For example, the word cat consists of three letters (c, a, t)
and three sounds (/k/ /æ/ /t/). If the reader understands the
correspondence of the letters and the sounds, he or she is
able to decode or read cat. Thus, knowing the letter sounds
is extremely important, and is more important than the
letter name. However, in many countries, letter names are
also important. There are parental and cultural expectations
that children should know the names as well as the sounds
of the letters. As a result, First Friends teaches both the letter
name and the letter sound.
In order to make the learning process easier and more
enjoyable, First Friends uses a phonics song. The phonics
song is used for each letter and it sets the letter name, its
sound, and the phonics exemplar words to a memorable
tune. Children only need to learn the song melody once so
that they can focus on the letter in future.
In Level 2 the phonics instruction is expanded to include
word families. Word families consist of simple consonant-
vowel-consonant words that have the same vowel and
final consonant, e.g. cat, hat, mat, Pat. Children apply the
letter sounds learnt in Level 1 to read these words. There is
one word family for each of the five vowels (-at, -et, -ig, -op,
-un). Word families also provide an opportunity to develop
rhyming skills, which can help children to become more
attuned to the sounds and patterns of English.
As with Level 1, there is a phonics song, but for word families
rather than individual letter sounds. The exemplar words
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 are set to a memorable tune, and the same melody is used Attention span
for each word family. Again, children only need to learn
Young children have very short attention spans. They focus on
the song melody once so that they can focus on the word
here-and-now activities that are lively and fun. Their attention
families more easily.
span can be maximized when visual stimulus is present. With
Although the phonics method can provide a solid foundation this in mind, First Friends often recommends that flashcards be
in decoding words, it does have disadvantages. Some words stuck to the board and remain there for support.
cannot be decoded simply by blending their constituent
In order to keep the children engaged, do not spend too
sounds, e.g. blue, one, two, the, etc. For this reason, First Friends
much time on any one activity. It may be beneficial to leave
also uses the ‘Look and say’ (or ‘Whole word’) method.
an activity unfinished in order to maintain class attention.
In the ‘Look and say’ method, children are shown the word You may also find that slowing down the pace or
and are taught to associate it with its meaning. An example quickening the pace of your lessons will add variety and
of this in First Friends is the teaching of the colours. keep children interested.
Children are shown the flashcard for blue and its written
form. They are taught to recognize the word and associate it Sensory input
with its meaning.
Everyone has a different learning style or preferred way of
Phonetic key learning. Auditory learners prefer listening to the CD or the
A – /æ/ – apple N – /n/ – nut teacher. Visual learners prefer looking at pictures. Tactile
B – /b/ – bird O – /ɒ/ – octopus learners take in new information by touching and doing.
C – /k/ – cat P – /p/ – pink First Friends has a variety of activities that address the
D – /d/ – dog Q – /kw/ – queen learning preferences of all children. There are opportunities
E – /e / – egg R – /r/ – rabbit to listen to stories and songs on CD, talk about pictures and
F – /f/ – fan S – /s / – sun posters, and act out role plays.
G – /g/ – goat T – /t / – ten
H – /h / – hand U – /ʌ/ – umbrella Fine motor skills development
I – /ɪ/ – insect V – /v/ – van Fine motor skills are still developing in young children.
J – /ʤ / – jump W – /w/ – water They are just beginning to use their hands and fingers for
K – /k / – kite X – /ks/ – box activities such as writing and drawing. These actions require
L – /l / – lemon Y – /j/ – yellow coordination and control, which most young children
M – /m / – moon Z – /z / – zebra typically do not possess. As a result, the handwriting and
drawing of young children is often larger or malformed. It is
Level 2 reviews all sounds learnt in Level 1. The emphasis in
important to recognize that such characteristics are a normal
Level 2 is on word families with the same vowel and final
part of all children’s development.
consonant:
To assist in the development of fine motor skills, First Friends
/æt/ – cat
includes numerous tracing and drawing opportunities.
/et/ – jet
Activities which require children to trace lines as they
/ɪg/ – dig
reinforce their new language skills are an important part of
/ɒp/ – mop
their coordination. Similarly, colouring activities help children
/ʌn/ – sun
to control their pencils.
Level 2 also introduces digraphs. These are letter
It is very important to encourage children in their writing,
combinations that have their own sound:
tracing, copying and drawing. Do not worry if children are
th – /θ/ – thumb unable to trace, write, draw or colour neatly. These skills will
sh – /ʃ/ – sheep emerge during their primary years.
ch – /tʃ/ – chair
Affective developmental factors
Characteristics of young learners Not all children will be able to respond to you from the
beginning of the year. Some may need a silent period in
Intellectual development which they acclimatize to the new experience and absorb
the language around them without being required to
Kindergarten-age children are beginning to use logic to
produce it.
understand things they have experienced, seen or heard.
However, they are not able to understand abstract rules Do not push children to speak if they do not feel
or logic. As a result, abstract concepts and grammar are comfortable. Some activities involve calling children to the
not taught overtly at this stage. Terms such as singular or front to sing or act. Choose children who are willing and
plural are not used, and you will not find instructions to give eager to perform in front of the whole class.
grammar rules in the teaching notes. For example, when Furthermore, young children flourish with praise. It raises
plurals are introduced in Unit 4 of Level 1, the notes avoid their confidence and gives them positive reinforcement.
instructions such as ‘to change a word from singular to Therefore, always praise correct responses and avoid harshly
plural, add the letter –s to the end.’  The concept of plurals is criticizing incorrect ones. You may simply say, ‘That’s almost
taught using real objects, e.g. pens, and drawing children’s right. Try again.’
attention to the difference in the way the words pen and
pens are said.

Introduction 9
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First Friends TB1.indb 9 26/11/2013 14:05

 General teaching procedures
Introducing language
The teaching notes give suggestions as to how to introduce
all new language in each unit. However, you may wish to
introduce language in other ways, for example, using real
objects, pictures from magazines, or other means.
Teaching Phonics activities
The lesson notes contain step-by-step instructions for
introducing each letter.
Level 1: Letters and sounds
The general procedures are as follows:
• Introduce the letter with a word beginning with that letter
using a flashcard, a real object, etc.
• Write the letter on the board. Point to it and say the letter
name, its sound, and the name of the exemplar word.
• Children repeat the word chorally and individually.
• Repeat with the capital letter.
• Ask children to suggest a few common names that begin
with the sound. English names are also given in the notes.
• Tell children that they are going to learn how to write
the letter.
• Stand with your back to the class as you use your finger
to ‘write’ the capital form in the air. Write the letter exactly
as it is presented in the Class Book (you may also wish to
refer to TB page 119).
• Tell children to copy your action and write the capital letter
in the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case letter.
• Tell children to practise tracing over the letters in their
books with their fingers.
Level 2: Word families
The general procedures are as follows:
• Introduce the word family with a word from the family
using a flashcard, a real object, etc.
• Ask children to tell you the first sound of the word. Write it
on the board.
• Repeat with the second and third sounds of the word.
• Introduce another word from the family. Repeat the
procedure.
• Underline the vowel and final consonant in each word to
draw children’s attention to the similarity.
Teaching handwriting
Children need to be introduced gradually to handwriting.
Tracing in the air and in their books with their fingers is a
valuable exercise. The lesson notes contain step-by-step
instructions for teaching each letter.
The general procedures are as follows:
• Draw writing lines on the board (you may wish to refer to
TB page 109 for a model). Put dots on the lines to show
the starting point(s) for forming the capital letter. Write
the letter on the lines exactly as it is presented in the Class
Book (you may also wish to refer to TB page 119).
• Tell children to practise tracing over the letters in their
books with their fingers.
10 Introduction
© Copyright Oxford University Press
First Friends TB1.indb 10
• Children trace and write the letters with their pencils.
Check that they are holding their pencils correctly and
forming the letters correctly.
• Repeat the procedure for the lower case letter.
• Draw more writing lines on the board. Call children to the
board to write capital and small forms on the lines. Correct
as necessary.
There is a photocopiable page of writing lines on TB page 109
so that you can give your children extra practice in
handwriting.
Using stories
Pretending and playing are extremely important for young
children. Stories encourage and facilitate pretending and
playing. They enable children to use their imagination,
make sense of the world, and express their feelings and
thoughts. Stories also give a natural context for introducing
and practising language. Each unit of First Friends includes
a dedicated story lesson. In addition, Lesson 2 of every unit
uses a little story to present the unit’s key structure.
How to teach stories and presentation dialogues
There are step-by-step notes tailored to each story and
dialogue. The general procedures are as follows:
• Establish the context for the story or dialogue by asking
children questions about the pictures.
• Ask questions which give key information. These
questions typically begin with: Who? Where? What? and
Why?
• Children listen to the story or dialogue as they look at the
pictures in their books.
• Children listen again and repeat chorally.
• Call children to the front to act out the story. Use props,
e.g. flashcards, real objects, etc. to make it more fun. If you
feel your children are able to, have them hold the cut-outs
from AB1 page 77 as they act out stories with the course
characters.
Teaching songs
Children enjoy songs, rhythms and melodies. As a result, these
are an effective tool for teaching and practising language.
In addition to the phonics song, First Friends features at least
one additional song in almost all units. At Level 1, many of
these songs support the teaching of numbers.
There are step-by-step notes tailored to each song. The
general procedures are as follows:
• Establish the context for the song by asking children
questions about the pictures.
• Present any new language using real objects, flashcards,
magazine pictures, drawing on the board, miming, etc.
• Children listen to the song as they look at the pictures
in their books. You may find that it is easier to present
the actions as children listen. This often helps children to
remember the language more easily.
• Children sing along as they listen again.
• Call children to the front to do the actions and lead the
song. Use props, e.g. flashcards, to make it more fun.
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 Doing arts and craft
Arts and crafts are important for young children. They
encourage creativity and they also help to develop fine
motor skills.
Many teachers are reluctant to do arts and crafts because
they feel they are difficult to manage effectively. To help
with this, First Friends includes craft activities that are easy
to prepare for and do in the classroom.
The following are
general procedures to teach arts and crafts:
• Try the craft activity before class so that you are clear
about the materials and the procedures.
• Before class, prepare for the craft activity by cutting out,
measuring or grouping as many of the materials as you
can. Cover all work surfaces with paper or plastic.
• During the lesson, give the instructions for each step of
the craft activity before you give the materials for that
step to the children. This will help children to focus on the
instructions before they begin working.
• Don’t hesitate to modify the activity to suit your children’s
needs or the time available in the lesson.
Assessment
First Friends provides for the continuous assessment of
children’s language performance in that each unit has a
photocopiable progress check (see TB pages 94–103). In
addition, there is a photocopiable mid-year progress check,
covering Units 1–5 (see TB pages 104–105), and a final
progress check, covering Units 6–10 (see TB pages 106–107).
Assessment helps you:
• to determine children’s strengths and weaknesses
• to determine what the class have learnt and what needs
more attention
• to monitor and follow the progress of individuals
• to monitor the effectiveness of your instruction
• to give feedback to children, parents and other teachers
The progress checks are traditional paper and pencil
worksheets that cover the letters and numbers concepts of
each unit. You can use the progress checks in different ways.
Children can do them silently on their own, as a more formal
assessment, or you may allow children to take them home
and work on them over a period of several days.
Regardless of the way you choose to use them, model
the first item of each activity with the class. Use one of
the modelling procedures described in the unit notes, e.g.
copying an item on the board, etc.
Although the progress checks are a good resource, you can
assess your children in other ways as well. You can assess
their understanding and ability to speak English. You may
also want to assess letter and number understanding orally.
The First Friends photocopiable assessment form (see page
12) is intended for use in all units. No two First Friends
classrooms are the same, so the assessment form can be
tailored to each teacher’s needs.
The lesson objectives are given at the start of the teaching
notes for each lesson. Choose the objectives you wish
to assess and write them in the box at the bottom of a
photocopy of the assessment form. For example, for Unit 5,
Lesson 1, you may decide that the first two lesson objectives
(to identify basic shapes and to identify colours) are the ones
you would like to assess. Write this information in the box
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First Friends TB1.indb 11
at the bottom of the form. Write the children’s names in the
first column. (You may find it useful to write the children’s
names on a photocopy, and then copy this again before
filling in any objectives, so that you have a ready-made
template for future assessment.) Each form allows you to
assess up to eight objectives. You can either use one form
per unit, or copy an extra form if you wish to assess more
than eight objectives in any one unit.
You may not want to tell the children that they are being
assessed as this may cause them to feel anxious.
Assessment at the kindergarten level is informative rather
than evaluative. As such, children should not be given marks
denoting excellence or poor performance. The following
marking system is suggested:
O = OK. The child has met the objective.
E = Emerging. The child has partially met the objective.
N = Not at this time. The child has not met any aspect of
the objective.
How to carry out assessment in the classroom:
• Divide the children into small groups. Assess one group at
a time. The other groups should do a quiet activity such as
colouring, drawing or writing.
• Assess your selected objectives using procedures children
are familiar with, e.g. hold up a flashcard and ask a child
What’s this? The child responds It’s a triangle. Show the
child three different shapes. Point to the triangle. Ask Is it a
triangle? The child responds Yes. It’s a triangle.
• Vary the procedures slightly so that children do not repeat
what the previous child has done. However, be sure
that the procedures are consistent, i.e. they all require
production, or they all require receptive understanding.
• In the column for each objective next to the child’s name,
indicate the child’s performance.
• On TB page 13 there is a photocopiable achievement
certificate to give to pupils at the end of the year, or
whenever they have performed well in class.
Oxford Parents is a new website where your students’
parents can find out how they can help their child
with English. They can find lots of activities to do in the
home or in everyday life. Even if the parent has little or
no English, they can still find ways to help. We have lots
of activities and videos to show parents how to do this.
Studies have shown that practising English outside
the classroom can really help children become more
confident using the language. If they speak English with
their parents, they will see how English can be used in
real-life situations and this can increase the students’
motivation.
Parents can help by practising stories, songs, and
vocabulary that the students have already learned in
the classroom. Tell your students’ parents to visit
www.oup.com/elt/oxfordparents and have fun helping
their children with English!
Introduction 11
26/11/2013 14:05
 Assessment form: Unit _____ Assessment Key
O = OK. The child has met the objective.
E = Emerging. The child has partially met the objective.
N = Not at this time. The child has not met any aspect
of the objective.

Name 1 2 3 4 5 6 7 8

1 Lesson ___ Objective: ___________________________ 5 Lesson ___ Objective: ___________________________

2 Lesson ___ Objective: ___________________________ 6 Lesson ___ Objective: ___________________________
3 Lesson ___ Objective: ___________________________ 7 Lesson ___ Objective: ___________________________
4 Lesson ___ Objective: ___________________________ 8 Lesson ___ Objective: ___________________________

12 Introduction
© Copyright Oxford University Press
Photocopiable   ©  Oxford University Press

First Friends TB1.indb 12 26/11/2013 14:05

 Congratulations!

You are a star pupil

School:                   

Signed:                   

Date:                    

Photocopiable   ©  Oxford University Press© Copyright Oxford University

Press
13

First Friends TB1.indb 13 26/11/2013 14:05

 1 Hello

Lesson 1 Vocabulary    CB PAGES 4–5, AB PAGE 4  Activity Book    AB PAGE 4 

Lesson objectives
To identify the course characters
To recognise English sounds and spoken words
To prepare to write in English by practising the left to
right pencil movement
Vocabulary: Adam, Baz, Jig, Pat, Tess
Materials: CD tracks 1–2, flashcards 1–5, cut-out of Baz
(from AB p77)
Class Book    CB PAGES 4–5  • Children practise tracing the lines in their books with their
Warm-up
• Tell children to look at the picture on pages 4 and 5.
Ask the following questions: How old are the children in
the picture? (6, 4, and 2 years old), What’s their relationship?
(brothers and sister).
1 Match and say.
• Tell children to look at page 4.
• Children name the characters they can see. Explain that
the same character is on both sides of the line.
• Model the activity. Stick the cut-out of Baz from the
back of the Activity Book on one end of the board and
the flashcard of Baz on the other. Move your finger in a
straight line from the cut-out on the left to the flashcard
on the right.
• Tell children to copy your action and move their fingers
from left to right in the air.
fingers. Check that they are moving their fingers from left
to right. Ask children to say the characters’ names as they
trace.
• Tell children to trace the lines with their pencils, saying the
characters’ names as they do so.

Listen and say. $ 1 Optional activity

• Tell children that they are going to meet the course
characters.
• Play the CD, holding up the flashcard of the character as
its name is said. Pause after each name so children can
point to the character in their books. Check children are
pointing to the correct character.
• Play the CD again, pausing after each name. Children
repeat the names chorally and individually.
• If children need help holding their pencils, reassure
them that Jig can help them to write.
• Explain that Jig is a rabbit and he has got long ears.
• Show children how to make the shape of a rabbit with
their fingers by putting their first two fingers on the tip
of their thumb as they point their ring and little fingers
upwards to make Jig’s ears.

Tr anscript $ 1
Listen and say.
Tess, Baz, Adam, Pat, Jig

Listen and find. $ 2

• Tell children that you are going to say a character’s name
and they should point to that character in their books. • Tell children to repeat the action while holding
• Say the characters’ names at random, e.g. Baz, Tess, Pat, Jig, their pencils between their fingers. Help children as
Adam. As you say each name, you may like to hold up the necessary.
flashcard of the character to give children visual support.
• Check children are pointing to the correct character in
their books.
• Play the CD and pause after each name. Children listen
and point to the character in their books.

Transcript $ 2
Listen and find.
Baz, Pat, Tess, Adam, Jig

Look and say.

• Hold up the flashcard of Tess and ask the children to look
and say the name Tess. Do the same for the rest of the
characters.
• Put the flashcards on the board. Point to them randomly,
and ask the children to look and say the names.

14 Unit 1
© Copyright Oxford University Press

First Friends TB1.indb 14 26/11/2013 14:05

 Lesson 2 Structure    CB PAGES 4–5, AB PAGE 5  Transcript  $ 4
Lesson objectives
To introduce oneself in English
To greet and say goodbye in English
To learn to ask How are you? and respond politely to the
question
To prepare to read in English by practising moving the
eye from left to right
To develop fine motor control
Structure: How are you? I’m fine, thank you.
Vocabulary: I’m … This is … Hello. Hi. Bye.
Materials: CD tracks 3–4, flashcards 1–5
Class Book    CB PAGES 4–5 
Warm-up
• Tell children that they are going to play a game.
• Say the name of a course character and hold up a
character flashcard at the same time. If the two match,
children say Yes. If the flashcard and the name are
different, children say No.
Point and say.
• Tell children to look at the picture on pages 4 and 5.
• Tell the children to look at the characters in the picture.
Say Point to Baz. Children point to Baz in their books and
say the word.
Sing.
Jig  Hello, Pat! How are you?
Pat  Hello, Jig! I’m fine, thank you.
Baz  Hello, Adam! How are you?
Adam  Hello, Baz! I’m fine, thank you.
Activity Book    AB PAGE 5 
1 Find and circle.
• Tell children to look at page 5.
• Tell children to put their finger on Baz’s picture on the left.
Tell them to move their finger to the right and name the
characters they touch (Tess, Baz, Adam). Explain why there
is a circle around Baz’s picture (because it matches the
picture on the left).
• Tell children to do the same with the other characters’
pictures, saying the names as they touch them. For each
set of characters, ask children which they should circle.
• Children complete the activity by circling the correct
characters. Check the answers.
2 Draw and colour.
• Copy part of the fence onto the board.
• Use your finger to show children how they are going to
trace the outline of the fence in their books.
• Tell children to practise tracing the outline of the fence
with their fingers before tracing it with their pencils.

Listen and say.  $ 3 Optional activity

• Ask children to guess what they think the characters are • Ask the children to draw a picture of Jig or Pat. Encourage
doing (Baz is greeting Pat and Jig, and Tess is leaving and them to look carefully at the pictures in their Class Book
saying goodbye). Play the CD once to check the answer. to help them draw the character.
• Play the CD again, pausing after each phrase. Children • Ask children to come to the front of the class and hold
repeat the phrases chorally and individually. up their pictures. Prompt the children to identify the
character and say Hello, (Pat)!
Transcript  $ 3
Listen and say.
Baz  Hello, Pat! I’m Baz. This is Adam.
Tess  Hi, Baz! Hi, Adam!
Baz  Look, Adam. It’s Tess!
Tess  Bye, Jig! Bye, Pat! Bye, boys!

Sing.  $ 4
• Tell children that they are going to learn a greeting song
in English. Explain that it is polite to ask a person how
they are.
• Present the phrase How are you? by holding up the
flashcard of Baz and looking at it. Say Hello, Baz. How
are you? Answer in Baz’s voice. Say I’m fine, thank you.
Encourage individual children to repeat the exchange
with Baz.
• Play the CD. Tell children to listen to the song.
• Play the CD again and pause after each line. Sing the line
and tell children to repeat after you.
• Play the CD again and ask children to sing the song.

Unit 1 15
© Copyright Oxford University Press

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 Lesson 3 Phonics    CB PAGE 6, AB PAGE 6  • Play the CD again and pause after each line. Sing the line
Lesson objectives
To say, recognise and write the letters Aa and Bb
To recognise and say the sounds /æ/ and /b/
To develop fine motor control
Vocabulary: ant, apple, bag, bird
Materials: CD track 5, flashcards 1–5 and 99–100;
(optional) dried macaroni or dried beans, paper, glue
Class Book    CB PAGE 6  • Tell children to find the letter a in the alphabet at the top of
Warm-up
• Remind children of the instructions stand up, sit down
and clap. Say these at random and ask children to do the
correct action for each one. Vary the order and the speed.
• Now repeat the game, but this time ask the children to
repeat the instructions with you as they do the actions.
Learn the sounds.
• Hold up the flashcard of the apple. Say apple. Children
repeat the word in chorus and individually. Put the card
on the board.
• Hold up the flashcard of Adam. Say Adam. Children repeat
the word in chorus and individually. Put the flashcard of
Adam next to the apple on the board.
• Tell children to listen again to the first sound of apple and
Adam. Explain that the first sound is the same in each
word.
• Write the letter a on the board under the apple. Write the
letter exactly as it is presented in the Class Book (see also
TB page 119). Point to it, and say /æ/ apple. Write a capital
A under Adam. Say /æ/ Adam. Explain that the letters have
the same sound.
• Remind children that we use capital letters for names and
lower-case letters for other words.
• Explain that although the sound of the letter is /æ/, the
name of the letter is a. Ask children to repeat the letter
name and letter sound, along with the words, several
times.
• Present the sound /b/, repeating the steps above using
the flashcard of the bird and the flashcard for Baz.
• Tell children that they are going to learn how to write the
letters Aa and Bb. Tell them to look at page 6, and look at
the letters with the dotted lines and arrows.
• Stand with your back to the children as you use your
finger to ‘write’ a capital A in the air.
• Tell children to copy you and write a capital A in the air.
Check that they are forming the letter correctly.
• Repeat the procedure for the lower case a and for Bb.
• Tell children to practise tracing over the letters in their
books with their fingers. They then trace over the letters
with their pencils.
Sing.  $ 5
• Tell children that they are going to sing a song to help
them learn the letters.
• Play the CD. Children listen to the song.
16 Unit 1
© Copyright Oxford University Press
First Friends TB1.indb 16
and tell children to repeat after you. Tell them to point to
the letters and words in their books as they sing them.
• Play the CD again and ask children to sing the song.
Transcript  $ 5
Sing.
a, a, a b, b, b
/æ/, /æ/, /æ/ /b/, /b/, /b/
/æ/ apple, /æ/ apple /b/ bird, /b/ bird
/æ/, /æ/, /æ/ /b/, /b/, /b/
Find and say.
the page. Point out that a is the first letter of the alphabet.
• Tell them to look at the main picture on the page. Say
Point to Adam. Check that they are pointing to Adam.
• Say apple. Check that they are pointing to the apple.
• Repeat with the letter b. Explain that it is the second letter
of the alphabet. Say Point to Baz. Check that they are
pointing to Baz. Say bird. Children point to the bird.
• Ask children to identify other things in the picture that
begin with a and b. For the objects which are labelled on
the picture, write the word on the board. Run your finger
under the word as you say it. Ask children to point to the
pictures of the objects as you say the words.
Activity Book    AB PAGE 6 
1 Trace and write.
• Tell children to look at page 6.
• Draw writing lines on the board (see TB page 109 for a
model). Put dots on the lines to show the starting points
for forming the capital A. Write the letter on the lines
exactly as it is presented in the Class Book.
• Tell children to practise tracing over the letters in their
books with their fingers.
• Children trace and write the letters with their pencils.
Check that they are holding their pencils correctly and
forming the letters correctly.
• Repeat the procedure for the lower case a.
• Draw more writing lines on the board. Call children to the
board to write A and a on the lines. Correct as necessary.
2 Trace and say. Colour.
• Tell children to look at the pictures and say the words.
• Children trace over the first letter of each word with their
pencils. Check that they are forming the letters correctly.
• Tell children to trace the big letters in the pictures with
their fingers, and then colour them.
• Tell children to colour the rest of the pictures. They should
try not to colour outside the lines.
Optional activity
• Write the letters A and B on the board. Give children a
sheet of paper and tell them to write one of the letters
onto it as large as they can.
• Show children how to apply glue to their letters and to
stick macaroni or dried beans onto it.
26/11/2013 14:05
 Lesson 4 Values    CB PAGE 7, AB PAGE 7  Act.
Lesson objectives
To consider the importance of being friendly
To understand everyday language used to be friendly
To greet others appropriately
Everyday English: Nice to see you. Nice to see you, too.
Materials: CD tracks 4 and 6
Class Book    CB PAGE 7  • Vary the activity by allowing the children to pretend to be
Warm-up  $ 4
• Ask the children if they can remember the Hello song
(from Lesson 2). Play the CD (track 4) and encourage them
to sing along.
• Sing the song again, but this time substitute the children’s
names for the characters’ names.
Listen and say.  $ 6
• Tell the children to look at page 7.
• Ask questions about the photo: Who is the girl? (a student),
Who is the woman? (a teacher), What are they doing? (saying
hello), Are they happy? (yes).
• Tell the children that it is important to be friendly to
others, including adults, such as teachers and friends’
parents.
• Explain that they are going to listen to the teacher, Miss
Page, and the girl, Hannah.
• Play the CD. The children listen carefully.
• Play the CD again. Pause after each line, and ask the
children to repeat it.
Transcript  $ 6
Listen and say.
Miss Page  Hello, Hannah. Nice to see you.
Girl  Hello, Miss Page. Nice to see you, too.
Say and do.
• Repeat the conversation with the class in chorus. Say the
first line and prompt the children to respond.
• Walk up to a child and say Hello, (child’s name). Nice to
see you.
• Prompt the child to respond. If necessary, remind him or her
to add too to the end of the sentence: Nice to see you, too.
• Repeat with other children.
© Copyright Oxford University Press
First Friends TB1.indb 17
• Tell the class that they are going to act out the
conversation. Call two children to the front of the class.
Allow one of them to sit behind your desk and be the
teacher. Tell the other to stand near the door.
• The child standing by the door approaches the table and
greets the ‘teacher’.
• Help the children perform by prompting the lines as
necessary.
• Repeat with other children.
parents or other adults.
Activity Book    AB PAGE 7 
1 Trace and say.
• Tell the children to look at page 7.
• Ask them questions about the picture: Who is the boy?
(a student), Who is the woman? (a teacher), What are they
doing? (saying hello), Are they happy? (yes).
• Tell the children to trace the line around the boy’s hand in
their books. Ask What is he doing? (saying hello).
• Read the text in the speech bubble aloud (Hello, Miss Lee).
Prompt the children to repeat it.
2 Trace and colour.
• Point to the activity at the bottom of the page.
• Explain that they should look at the small picture and see
whether it shows good behaviour or bad behaviour.
• Ask what kind of behaviour the small picture shows (good
behaviour). Ask what kind of mouth is on the face (smiling).
• The children trace the smile. They then colour the picture.
Optional activity
• Ask the children to draw a picture of a child being friendly
to an adult. Encourage them to choose a different
situation, for example, greeting a friend’s mother or father,
being friendly to the school bus driver, etc.
Unit 1 17
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 Lesson 5 Numbers    CB PAGE 8, AB PAGE 8  • Write numbers 1 and 2 on the board.
Lesson objectives
To identify, write and use numbers 1 and 2
Vocabulary: numbers 1–2, count, for you
Materials: CD track 7
Class Book    CB PAGE 8  and tell children to repeat after you. Tell children to hold
Warm-up
• Review the words for ant and bird.
• Ask children to look at the picture at the bottom of page 8.
Ask them to identify as many things in the picture in
English as they can.
Learn the numbers.
• Tell children they are going to learn to count in English.
Ask them to look at page 8 in their books.
• Explain that the number line at the top of the page shows
many numbers, but that they will only be learning the two
numbers in the box.
• Write the numbers 1 and 2 on the board. Write the
numbers exactly as they are presented in the Class Book.
• Hold up one finger, point to the 1 and say one. Prompt
children to hold up one finger and say one as you point to
the number on the board. Repeat with 2.
• Write the word one under the written number 1 on the
board. Point to it and say one. Repeat with the word two.
• Call a child to the front. Say one / two Encourage the child
to point to the correct number and word.
• Point to the picture of the ant. Say One ant. Repeat with the
birds, saying Two birds.
• Tell children that they are going to learn how to write the
numbers 1 and 2. Tell them to look at the numbers with
the dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 1 in the air.
• Tell children to copy you and write a 1 in the air. Check
that they are forming the number correctly.
• Repeat the procedure for number 2.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Draw an ant, an apple, a bird and a bag on the board.
Point to each and prompt children to say the words.
• Tell children to look at the picture at the bottom of the
page. Ask them find the items in the picture.
• Find the ant with them as an example. Hold up the book
and point to the ant. Write the number 1 next to the
picture of the ant on the board.
• Ask children to count the number of bags and birds, then
the number of apples on each tree. Elicit the answers and
write the numbers on the board next to the pictures.
Sing.  $ 7
• Ask children to tell you what the children are doing in the
picture (A boy is holding a bag and the girls are collecting
apples).
18 Unit 1
© Copyright Oxford University Press
First Friends TB1.indb 18
• Check that children can identify the numbers and
pictures. Say Point to the apple. Check that children are
pointing to the apple. Repeat with bag and the numbers.
• Tell children they are going to learn a song with numbers
1 and 2.
• Play the CD. Tell children to listen to the song.
• Play the CD again and pause after each line. Sing the line
up one and then two fingers as they sing Count one and
two.
• Encourage them to point to themselves when they sing
for me and to point at you when they sing for you.
• Play the CD again and ask children to sing the song as
they do the actions.
Transcript  $ 7
Count one and two.
Count one and two.
One for me,
Two for you.
Count one and two.
Count one and two.
One bag for me,
Two apples for you.
Activity Book    AB PAGE 8 
1 Count and circle.
• Tell children to look at page 8.
• Ask them to tell you the names of the things in the
pictures (Jig, Pat, bird, apples). Do not worry about the
plural forms at this time.
• Model the activity. Draw two squares on the board. Write
the numbers 1 and 2 under them. Point to the squares
and ask One? Encourage the children to say No.
• Continue pointing to the squares. Ask Two? Encourage
the children to say Yes. Circle the number 2. Count the
squares, saying One, two.
• Ask children to do the activity. Tell them to count the
objects as they decide which number to circle. Check that
children circle the correct number.
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 1. Write
the number on the lines exactly as it is presented in the
Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Repeat the procedure for the number 2.
• Draw more writing lines on the board. Call children to the
board to write 1 and 2 on the lines. Correct as necessary.
26/11/2013 14:05
 Lesson 6 Story    CB PAGE 9, AB PAGE 9  Listen and act.  $ 8
Lesson objectives
To follow the left-to-right sequence of English
To develop listening skills in English
To understand and enjoy a story
To develop fine motor control
To revise and consolidate language introduced in the unit
Vocabulary: Sit down, Stand up, Clap.
Materials: CD tracks 4 and 8, flashcards 1–5
• Play the CD again, pausing after each frame. Children
repeat the sentences in chorus and individually.
• Say Stand up. The children listen and do the action. Repeat
for Clap and Sit down.
• Tell the class that they are going to act out the story. Call
three children to the front of the class and give each of
them a flashcard showing Baz, Pat or Jig. Each child will
take the role of the character on his / her card.
• Help them perform by prompting the lines and telling
them to repeat and do the actions.
• Ask other groups of children to act out the story.

Class Book    CB PAGE 9  Activity Book    AB PAGE 9 

Warm-up  $ 4
• Tell children that they are going to sing the song they
learned in Lesson 2. Choose four children to hold
flashcards of Pat, Jig, Tess and Baz. Each child should
stand in a different part of the room holding up his or her
flashcard.
• Play the CD and ask children to sing the song. Children
point to the correct character as they sing.
Look and say.
• Tell children to look at page 9.
• Say Point to (Jig), etc. Check that they are pointing to
the correct character in their books. Repeat for all the
characters in the story.
• Explain that English stories are presented from left to right.
Hold up your book and point to the frames in order.
• Say Point to the first picture. Check that the children are
pointing to the picture in the upper left-hand corner. Say
Point to the second picture. Check that they are pointing to
the picture in the upper right-hand corner. Repeat with
the third (bottom left corner) and fourth (bottom right
corner) pictures.
• Ask children questions about the story: Who can you see in
the pictures? (Pat, Jig and Baz), What are Jig and Pat doing?
(playing and clapping), What happens at the end of the
story? (Baz opens the door so Pat and Jig have to quickly sit
down and not move).
1 Match and say.
• Tell children to look at page 9.
• Ask children to identify the characters in the picture
halves.
• Draw a dotted wavy line on the board. Move your finger
from left to right along the line.
• Tell children to copy your action and move their fingers
along an imaginary wavy line in the air.
• Children practise tracing the lines in their books with their
fingers. Check that they are moving their fingers from left
to right.
• Tell children to trace the lines with their pencils and say
the characters’ names quietly to themselves.
Optional activity
• Play a game using the instructions children have learnt.
Explain to the class that they need to follow your
instructions very quickly, and if they are too slow they will
be out of the game.
• Call out Stand up! The child that is last to stand up is out
of the game.
• Continue with other instructions: sit down and clap.
Eliminate one or two children each time until you have a
winner.

Listen.  $ 8
• Tell children that they are going to listen to the story.
• Play the CD and pause between each frame. Don’t ask the
children to repeat the text at this stage of the lesson.
• Ask them to tell you what they understood. Play the CD
again if necessary.

Transcript  $ 8
Listen. Sit down, Jig.
Jig  Hello, Pat! Stand up!
Jig  Clap, Pat, clap!
Pat  It’s Baz! Sit down, Jig!
Baz  Hello, Pat! Hello, Jig!

Unit 1 19
© Copyright Oxford University Press

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 Unit 1 Review    AB PAGE 10  Maths Book    MB PAGES 4–9
Lesson objectives
To review the letters and sounds for Aa and Bb
To develop fine motor control
Materials: flashcards 2, 3, 99, 100
Activity Book    AB PAGE 10  • Tell children to look at page 4.
Warm-up
• Tell children that you are going to whisper the sound /æ/
or /b/. They should watch your mouth carefully and say
the sound you are whispering.
• Whisper /æ/. Exaggerate the movement of your mouth as
you do so. Children identify the sound.
• Repeat with the sound /b/, and continue as a game.
1 Find and circle.
• Write the letter a on the board. Point to it and say a /æ/.
Write the letter b next to it. Say b /b/.
• Write the capital letters A and B on the board. Point and
say a /æ/ and b /b/.
• Remind children that we use capital letters for names. Ask
children to tell you some names that begin with /æ/ or /b/.
• Tell children to look at page 10 in their Activity Books.
• Children put their fingers on the blue letter a on the left.
Tell them to say a /æ/.
• Tell children to move their fingers to the right and say the
name and sound of each of the black letters they touch.
Explain why the black letter a is circled.
• Tell children to do the same with the other rows of letters. • Use your finger to demonstrate how children should trace
They should say the name and sound of each letter as
they touch it. For each row of letters, ask children which
they should circle.
• Children complete the activity by circling the correct
letters. Check the answers.
2 Match and colour.
• Write the letters A and a on the board. Say a /æ/.
• Stick the flashcard for Adam under the lower-case a. Ask
children if this is correct. Explain that it is not correct
because Adam’s name doesn’t begin with a small a.
• Hold up the flashcard for Adam under the capital A. Ask
children if this is correct. Explain that it is correct because
Adam begins with a capital A.
• Tell children to look at activity 2. Ask children to call out
the sounds and names of the letters, and the words for
the pictures (Baz, Adam, apple, bird).
• Ask children which picture begins with a capital A (Adam).
Tell children that they are going to draw a line from the
letter A to the picture of Adam.
• Children draw lines from each of the letters to the correct
picture. Check the answers by sticking the flashcards on
the board. Children can then colour the pictures.
Progress check 1 (photocopiable) (TB page 94)
• Follow the procedure described on page 11 of the
Introduction.
20 Unit 1
© Copyright Oxford University Press
First Friends TB1.indb 20
 
 
  PAGE 4 
Lesson objectives
To develop fine motor control
1 Trace and colour.
• Ask children to identify the characters (Baz and Tess).
• Tell children to trace over the lines with their fingers,
starting at the top left of Baz’s T-shirt and working their
way across.
• Check that children are tracing from top to bottom and
from left to right.
• Children complete the activity by tracing over the dotted
lines with their pencils.
• When children finish, they should colour the pictures.
  PAGE 5 
Lesson objectives
To develop fine motor control
1 Trace and colour.
• Tell children to look at page 5.
• Ask children to point to the picture and say the words for
apple and ant.
• Draw on the board the apple tree, with dotted lines for
the trunk, and one of the fallen apples, as they appear in
the book.
the dotted vertical lines with their fingers.
• Connect the dotted lines on the board. Children trace
with their pencils. Check they are moving from top to
bottom.
• Repeat with the horizontal lines for the ant trails at the
bottom of the page.
  PAGE 6 
Lesson objectives
To practise counting and writing the numbers 1 and 2
To recognise the words one and two
1 Trace, count and say.
• Tell children to look at page 6.
• Hold up the book and point to the bag. Say Bag. Children
repeat.
• Tell children to count the number of bags aloud (1).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 1. Model writing
the number 1 on the board exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 2 and the ants.
26/11/2013 14:05
   PAGE 9 
2 Trace, write and circle.  

• Write the number 1 on the board. Say One. Write the word Lesson objectives
one next to it. Point to it and say One.
To recognise numbers 1 and 2
• Repeat with 2 and the word two.
To recognise words one and two
• Point to one of the numbers or words at random and
prompt the children to say it.
1 Find and circle.
• Tell children to look at the bottom of page 6. Tell them to
trace and write the number 1 on the first line. Check that
• Write the numbers 1 and 2 on the board. Point to each so
children can say the numbers.
they are forming the number correctly.
• Tell children to circle the word for one in the first line.
• Write the words one and two under the numbers. Point to
each so children can say the words.
• Repeat with 2.
• Tell children to look at page 9.
• Ask children to hold up their books to check quickly.
• Copy the first line on the board as it is on the page, with
  PAGE 7 
one number, a gap, and then three more numbers.
• Point to the number 1 on the left and then each of the
 

Lesson objectives numbers in turn as children say them.

To prepare to read and sequence numbers in English by • Call a child to the front to circle the number 1 in the row
practising moving the eye from left to right of three numbers.
• Provide another example using the first row of words in
1 Find and circle. the bottom half of the activity.
• Tell children to look at page 7. • Children do the activity on their own.
• Tell children to put their finger on Tess’s picture at the top • Check the answers.
left of the page.
• Tell them to move their finger to the right, look at the
pictures, and stop when they come to a picture which is
exactly the same. Explain that this picture has a dotted
circle around it because it is exactly the same. Ask children
to trace the circle.
• Tell children to do the same with the pictures of Baz,
Adam, Pat and Jig. For each set of pictures, ask children
which one they should circle.
• Children complete the activity by circling.
• Check the answers.

 
  PAGE 8 

Lesson objectives
To count 1 and 2

1 Say and circle.

• Tell children to look at page 8.
• Children name the objects they can see on the page.
• Copy the first line of the activity on the board as it appears
in the book.
• Point to the first picture of the ant. Say One. Then point to
the second picture of the ants. Say Two. Point to the third
picture. Say One.
• Point to the first and third pictures and say One. Circle the
third picture. Encourage children to tell you that these
two pictures are the same.
• Children complete the activity.
• Check the answers.

Unit 1 21
© Copyright Oxford University Press

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 2 My Classroom
Lesson 1 Vocabulary    CB PAGES 10–11, AB PAGE 11  Look and say.
Lesson objectives
To identify common classroom objects
To recognise English sounds and spoken words
To practise the left-to-right pencil movement
To recognise parts of the whole
Vocabulary: bin, board, chair, clock, cupboard, door, floor,
picture, table, window
Materials: CD tracks 9–10, flashcards 6–15
Class Book    CB PAGES 10–11  right column.
Warm-up
• Tell children to look at the picture on pages 10 and 11. Ask
the following questions: Who is the boy in the picture? (Baz),
Where is he? (at school), What is Baz giving his teacher? (a
picture), What is it a picture of? (a bird).
Listen and say.  $ 9
• Tell children that they are going to learn the words for
some of the things in Baz’s classroom.
• Play the CD, holding up the flashcard for each object as its
name is said. Pause after each word so children can point
to the object in their books. Check children are pointing
to the correct object.
• Play the CD again, pausing after each word. Children
repeat the words chorally and individually.
Transcript  $ 9
Listen and say.
chair, window, clock, board, door, picture, cupboard, floor, bin,
table
Listen and find.  $ 10
• Tell children that you are going to say a word and they
should point to that object in their books.
• Say the words at random, e.g. floor, cupboard, clock, table,
bin, window, picture, door, board, chair. As you say each
word, you may like to hold up the flashcard of the object
to give children visual support.
• Check children are pointing to the correct object in their
books.
• Play the CD and pause after each word. Children listen and
point to the object in their books.
Transcript  $ 10
Listen and find.
cupboard, window, table, clock, door, picture, floor, bin, board,
chair
22 Unit 2
© Copyright Oxford University Press
First Friends TB1.indb 22
• Point to different classroom items and ask children to look
and name them. Point to the door. The children look and
say door. Do the same for window, table, chair, etc.
• Put the classroom flashcards on the board. Point to them
randomly and ask the children to look and say the names.
Activity Book    AB PAGE 11 
1 Match and say.
• Tell children to look at page 11.
• Children name the objects they can see parts of in the left
column. Explain that the other part of the object is in the
• Model the activity. Draw the left half of the table on the
top left corner of the board and the right half of the table
on the lower right corner of the board. Move your finger
in a straight line from the part on the left to the part on
the right.
• Children practise matching the parts of the objects in
their books with their fingers. Check that they are moving
their fingers from left to right. Ask children to say the
words for the objects as they match.
• Tell children to match the parts of the objects with their
pencils, saying the words for the objects as they do so.
Optional activity 1
• Tell children that you are going to ask them to identify
the objects in their classroom.
• Model the activity. Say Point to the board, and then do
the action yourself. Encourage the children to copy you.
• Repeat with other objects in your classroom.
• If there is time, call a child to the front to give the
commands to the class.
Optional activity 2
• To revise the letter b and sound /b/, hold up the
flashcard of the bin. Say bin. Children repeat after you.
• Ask children what the first sound of the word bin is (/b/).
• Stick the flashcard on the board and write the word bin
under it. Call a child to the board to identify the letter b.
Do not teach the other letters at this time. If children ask
about them, praise them for their interest and tell them
they will learn those letters soon.
• Repeat with the flashcard for board.
• Ask children to draw a picture of the board (in their
notebooks or on a separate piece of paper) and write
the letter b under it.
26/11/2013 14:05
 Lesson 2 Structure    CB PAGES 10–11, AB PAGE 12  • Ask What’s this? as you touch the flashcard in the child’s
hand. Encourage the child to say It’s a picture. It’s for you.
Lesson objectives and give it to you.
To practise greetings • As you take the picture, say Thank you, (child’s name).
To ask and say what something is • Repeat with other children.
To thank someone • Remind children that it is good manners to say thank you
To identify common classroom objects when somebody gives you something.
To develop fine motor control • For extra practice, hold up the flashcard of the chair and
ask What’s this? Look confused, as if you don’t know what
Structure: What’s this? It’s a … it is. Encourage the children to say It’s a chair.
Vocabulary: Thank you. • Repeat with other flashcards.
Materials: CD track 11, flashcards 6–15 • Touch a chair in the room, and ask What’s this? Again, look
confused as if you don’t know what it is. Have individual
children answer the question with It’s a chair.
Class Book    CB PAGES 10–11  • Repeat with other known classroom objects available.
Warm-up
• Tell children that they are going to play a game. Activity Book    AB PAGE 12 
• Say the name of a classroom object and hold up a 1 Draw and say.
flashcard of a classroom object at the same time. If the • Tell children to look at page 12.
two match, children say Yes. If the flashcard and the name
• Ask children to try to identify the objects in the activity
are different, children say No.
(window, door, clock, cupboard).
Point and say. • Model the activity by drawing a dotted square on the
• Point around the classroom to various items and name board and tracing it.
them, such as chair, table, bin, etc. Children point with you • Children practise tracing the objects in their books with
and repeat. their fingers. Ask children to say the words for the objects
• Now point to the classroom items in a random order and as they trace.
encourage the children to point and say the words. • Tell children to trace the objects with their pencils, saying
• Tell children to look at the picture on pages 10 and 11. the words for the objects as they do so.
Say Point to the window. Children point to the window in
2 Draw and colour.
their books and say the word. Do the same with the rest of
the items. • Copy part of the floor onto the board.
• Use your finger to show children how they are going
Listen and say.  $ 11 to trace the lines of the floor in their books. Tell children
• Tell children to look at the picture. Ask children to say to practise tracing the line of the floor with their fingers
what they think the characters are doing (Baz is giving his before tracing it with their pencils.
teacher a picture). Play the CD once to check the answer. • Tell children to colour the picture when they have
• Tell children the teacher’s name is Mrs Woodward. finished.
• Play the CD again, pausing after each phrase. Children
Optional activity
repeat the phrases chorally and individually.
• Tell children that they are going to play a game.
Transcript  $ 11 • Stick one of the classroom object flashcards on the
Listen and say. board and cover it with a large sheet of paper.
Mrs Woodward  Hello, Baz. • Ask What’s this? as you slowly move the paper to reveal
Baz  Hello, Mrs Woodward. part of the picture. Continue to reveal the picture until
Mrs Woodward  What’s this? a child correctly guesses the object. Say Very good and
Baz  It’s a picture. reveal the flashcard to the class.
Mrs Woodward  It’s a big bird! • Repeat with flashcards for other objects.
Baz  It’s for you.
Mrs Woodward  Thank you, Baz.

Say and do.

• Ask children how Baz and Mrs Woodward greeted each
other (Hello).
• Ask if they can remember what Mrs Woodward said after
Baz gave her the picture (Thank you). Present thank you.
• Call a child to the front of the class and give him / her
the flashcard of the picture. Say Hello, (child’s name).
Encourage the child to greet you by name.

Unit 2 23
© Copyright Oxford University Press

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 Lesson 3 Phonics    CB PAGE 12, AB PAGE 13  Transcript  $ 12
Lesson objectives
To say, recognise and write the letters Cc and Dd
To recognise and say the sounds /k/ and /d/
To develop fine motor control
Vocabulary: cat, coat, date, dog
Materials: CD track 12, flashcards 101–102
Class Book    CB PAGE 12  cat, and ask them to point to the cat. Check that they are
Warm-up
• Review the sounds and forms of letters a and b. Write the
lower-case letters on the left of the board and the capital
letters on the right.
• Call a child to the front of the class. Ask him or her to
match the lower-case and capital letters for Aa. Correct
if necessary.
• Call other children to the front of the class to do the same
for Bb.
Learn the sounds.
• Hold up the flashcard of the cat. Say cat. Children repeat
the word in chorus and individually. Put the card on the
board.
• Write the letter c on the board under the cat. Write the
letter exactly as it is presented in the Class Book. Point to it
and say /k/ cat.
• Write a capital C on the board. Remind children that we
use capital letters for names and lower-case letters for
other words.
• Explain that although the sound of the letter is /k/, the
name of the letter is c. Have children repeat the letter
name and letter sound, along with the word, several times
(c, /k/, cat).
• Present the sound /d/, repeating the steps above using
the flashcard of the dog.
• Tell the class that they are going to learn how to write the
letters Cc and Dd. Tell them to open their books to page 12
and look at the letters with the dotted lines and arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital C in the air.
• Tell children to copy your action and write a capital C in
the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case c and for Dd.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 12
• Tell the class that they are going to sing a song to help
them learn the letters Cc and Dd.
• Play the CD. The children to listen to the song.
• Play the CD again, and pause after each line. Sing the line,
and tell the children to repeat after you. Tell them to point
to the letters and words in their books as they sing them.
• Play the CD again, and ask the class to sing the song.
24 Unit 2
© Copyright Oxford University Press
First Friends TB1.indb 24
Sing.
c, c, c d, d, d
/k/, /k/, /k/ /d/, /d/, /d/
/k/ cat, /k/ cat /d/ dog, /d/ dog
/k/, /k/, /k/ /d/, /d/, /d/
Find and say.
• Ask children to find the letter c in the alphabet at the top of
the page. Explain that c is the third letter of the alphabet.
• Tell them to look at the main picture on the page. Say
pointing to the picture of the cat.
• Do the same with the letter d. Explain that it is the fourth
letter of the alphabet. Say dog and ask the children to point
to the dog.
• Ask children to identify other things in the picture that
begin with c and d. For the objects which are labelled on
the picture, write the word on the board. Run your finger
under the word as you say it. Ask children to point to the
pictures of the objects as you say the words.
• Now ask the children to find the things beginning with
the sounds /æ/ (apple) and /b/ (bird) in the picture.
Activity Book    AB PAGE 13 
1 Trace and write.
• Tell children to look at page 13.
• Draw two sets of writing lines on the board. Put a dot
on the lines to show the starting points for forming the
capital letter C and the lower case c. Write the letters on
the lines exactly as they are presented in the Class Book.
• Tell the class to practise tracing the letters in their books
with their fingers.
• The children trace and write the letters with their pencils.
Check that they are holding their pencils correctly and
forming the letters correctly.
• Repeat the procedure for the letters Dd.
• Draw more writing lines on the board. Call children to the
board to write Cc and Dd on the lines. Correct as necessary.
2 Trace and say. Colour.
• Tell children to look at the pictures and say the words.
• They trace the first letter of each word with their pencils.
Check that they are forming the letters correctly.
• Ask them to trace the big letters in the pictures with their
fingers, and then colour them.
• Ask children to colour the rest of the pictures. They should
try not to colour outside the lines.
Optional activity
• Tell children they are going to play a game to review
the sounds and names for letters a, b, c and d.
• Quickly teach yes and no by repeating the words and
using appropriate gestures (nodding/shaking head, etc.).
• Write the letters a, b, c and d on the board. Point to the
letter a and say /æ/. Ask Yes? Children should say yes.
• Point to the letter c and say /d/. Ask Yes? Children should
say no. Ask them to tell you the sound for the letter c
(/k/).
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 Lesson 4 Values    CB PAGE 13, AB PAGE 14  Act.
Lesson objectives
To consider the importance of listening to teachers
To understand everyday language used to listen to your
teacher
To respond appropriately to your teacher
Everyday English: Please put away your books and come
here. Miss
Materials: CD track 13
Class Book    CB PAGE 13  • Tell the children to open their books on page 14.
Warm-up
• Ask children what phrases they used to be friendly to
other people in the last unit (Hello. Nice to see you.).
• Say Hello. Nice to see you to one of the children. Prompt
him or her to respond Nice to see you, too.
Listen and say.  $ 13
• Tell the children to open their books on page 13.
• Ask questions about the picture: Where are the children?
(at school), Who is the woman? (their teacher), What are they
doing? (putting away their books), Are the children listening
to their teacher? (yes).
• Tell the children that it is very important to listen to their
teachers.
• Explain that they are going to listen to Miss Page instruct
the children in her class to do some things.
• Play the CD. The children listen.
• Play the CD again. Pause after each line and ask the
children to repeat it.
Transcript  $ 13
Listen and say.
Miss Page  Please put your books away and come here.
Children  Yes, Miss Page.
Say and do.
• Repeat the conversation with the class in chorus. Say the
first line and prompt the children to respond.
• Walk up to a child and say Please put your book away.
• Prompt the child to respond. Encourage him or her to do
the action.
• Stand at the front of the class. Turn to one child and say,
Please come here.
• Encourage the child to stand and walk to the front of
the class.
• Repeat with other children.
© Copyright Oxford University Press
First Friends TB1.indb 25
• Tell the class that they are going to act out the situation.
Call a child to the front to perform the role of the teacher.
Encourage the other children to respond and do the action.
• Help the children perform by prompting the lines as
necessary.
• Repeat with other children.
• Vary the activity by telling the children to put other
objects away, for example, Please put your pencils away.
Activity Book    AB PAGE 14 
1 Trace and say.
• Ask them questions about the picture: Who are the
children? (students), Who is the woman? (a teacher), What is
she saying? (Please come here), Are all the children listening to
her? (no).
• Ask the children to trace the dotted line in their books.
Remind them to trace in the direction that the arrow is
pointing.
• Read the text in the speech bubble aloud. Prompt the
children to repeat it.
2 Trace and colour.
• Point to the activity at the bottom of the page.
• Ask them to look at the small pictures and decide which
one shows good behaviour and which shows bad
behaviour.
• Ask what kind of behaviour is shown in the first small
picture (good). Ask what kind of behaviour the boy in the
second picture shows (bad).
• Tell the children to trace the mouths on the faces. They
then colour the pictures.
Optional activity
• Ask the children to draw a picture of children listening
to their teacher. Encourage them to choose a different
situation, for example, listening to the teacher on a
school trip, in the music room or during lunch.
Unit 2 25
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 Lesson 5 Numbers    CB PAGE 14, AB PAGE 15  Sing.  $ 14
Lesson objectives
To identify, write and use numbers 3 and 4
Vocabulary: numbers 3–4, knock, come in
Materials: CD track 14, flashcards 99–102
Class Book    CB PAGE 14  • Tell children that they are going to learn a song with all
Warm-up
• Hold up the flashcards for bird and dog. Call a child to
the front. Say This is your bird. Here you are. Hand the bird
flashcard to the child. The child responds with Thank you.
• Call another child to join you. Give the dog flashcard to
the first child. Explain that he or she should give it to the
classmate, using the language you have just modelled.
• Repeat with several children.
Learn the numbers.
• Tell children that they are going to learn to count further.
• Draw three squares on the board. Say Three. Count One,
two, three. Write the number 3 under them. Write the
number exactly as it is presented in the Class Book.
• Draw four squares. Point to each square as you say One,
two, three, four. Write the number 4 under them.
• Point to the number 3. Say three. Write the word three
under the three squares. Point to it and say Three.
• Repeat with the word four.
• Call a child to the front. Say three / four. Encourage the
child to point to the correct number and word.
• Tell children to open their books at page 14.
• Tell them you are going to say a number and they should
point to the correct picture. Say Three. Check that children
are pointing to the cats. Repeat with Four.
• Tell children that they are going to learn how to write the
numbers 3 and 4. Tell them to look at the numbers with
the dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 3 in the air.
• Tell children to copy you and write a 3 in the air. Check
that they are forming the number correctly.
• Repeat the procedure for number 4.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Put the flashcards for apple, bird, cat and dog on the board.
Draw a coat, door and window next to them. Prompt
children to say the words.
• Tell children to look at the picture at the bottom of the
page. Ask them find the items in the picture.
• Find the apple with them as an example. Hold up the
book and point to the apple. Write the number 1 next to
the flashcard of the apple on the board.
• Ask children to count the number of the items on the
board in the picture. Elicit the answers and write the
numbers on the board next to the flashcards and pictures.
26 Unit 2
© Copyright Oxford University Press
First Friends TB1.indb 26
• Present the word knock. Say Knock on the door while
demonstrating knocking. Call a child to the door, and say
Knock on the door. Encourage the child to do the action.
• Present Come in by having the child go outside and knock
on the door. After the child knocks, say Come in. If the child
does not come in, open the door and motion for him or her
to come in. Repeat until the child comes on his or her own.
the numbers they now know in English.
• Play the CD. Tell children to listen to the song.
• Play the CD again and pause after each line. Sing the line
and tell children to repeat after you. Tell children to count
on their fingers as they sing One, two, three, four and Four,
three, two, one.
• Encourage them to pretend to knock on a door for the
line Knock, knock, knock on the door.
• Play the CD again and ask children to sing the song as
they do the actions.
Transcript  $ 14
One, two, three, four,
Knock, knock, knock on the door.
Four, three, two, one,
Come in! Time for fun!
Activity Book    AB PAGE 15 
1 Draw.
• Tell children to look at page 15.
• Ask them to tell you the numbers at the top of the page.
• Model the activity. Write the number 2 on the board. Ask
children to tell you the number. Draw one balloon under
the number 2. Ask Yes? Children respond No.
• Draw another balloon next to the first one. Ask Yes?
Children respond Yes.
• Ask children to look at the activity. Ask them what number
they can see above the first box, and what they can see in
the picture. Explain that they must draw three apples in
the box, etc.
• Children do the activity. Check that they have drawn the
correct number of apples and balls.
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 3. Write
the number on the lines exactly as it is presented in the
Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Repeat the procedure for the number 4.
• Draw more writing lines on the board. Call children to the
board to write 3 and 4 on the lines. Correct as necessary.
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 Lesson 6 Story    CB PAGE 15, AB PAGE 16  Listen and act.  $ 15
• Play the CD again, pausing after each frame. Children
Lesson objectives repeat the sentences chorally and individually. Children
To follow the left-to-right sequence of English should repeat the lines they hear, not the text under the
To develop listening skills in English pictures.
To understand and enjoy a story • Tell the class that they are going to act out the story. Call a
child to the front to model the story with you. Point to the
To develop fine motor control
flashcards on the board as you begin the story. Encourage
To revise and consolidate language introduced in the unit the child to act the role of the answering child. Point to
the flashcards to prompt his/her answers.
Vocabulary: bin, chair, dog, door
• Call other children to the front to act out the story.
Materials: CD track 15, flashcards 6, 10, 14, 102;
• Help children to perform by prompting the lines and
(optional) a date
telling them to repeat.

Class Book    CB PAGE 15  Activity Book    AB PAGE 16 

Warm-up
• Hold up the flashcard of the door and ask What’s this?
Children say It’s a door.
• Stick the flashcard on the board and write the word door
under it.
• Repeat with chair, bin and dog.
• Leave the flashcards on the board.
Look and say.
• Tell children to open their books at page 15.
• Remind children that English stories are presented from
left to right. Hold up your book and point at the frames in
order.
• Say Point to picture 1. Check that children are pointing to
the picture with the 1 in the corner. Say Point to picture 2.
Check that children are pointing to the picture with the 2
in the corner.
• Ask children questions about the story: Can you see any
of the things on the board in the pictures? (chairs, door, bin),
What is the girl doing in the last picture? (She’s painting a face
on the bin), Where is the dog? (In the last picture. It’s made of
the chairs, door and bin).
Listen.  $ 15
• Tell children that they are going to listen to the story.
• Play the CD and pause between each frame. Don’t ask
children to repeat at this stage of the lesson.
• Ask children to tell you what they understood. Play the CD
again if necessary.
Transcript  $ 15
Listen. What’s this?
Boy  What’s this?
Girl  It’s a chair.
1 Colour the letters C and c.
• Tell children to look at the top of page 16.
• Ask children which letters they can see in the pieces of the
picture (C, c, etc.).
• Write the letters C and c on the board. Ask children the
name and sound of this letter (c, /k/).
• Tell children to colour the pieces of the picture that
have the capital C and lower case c. Explain that it is very
important that they colour inside the lines.
• Children colour the pieces of the picture. Check that they
are staying inside the lines as well as they can.
• When children have finished, ask them if they can
recognise the picture. Hold up one of the children’s books
and ask What’s this? Children should answer It’s a coat.
• Ask children what sound coat begins with (/k/).
2 Colour the D and d dates.
• Hold up a date or draw one on the board and ask What’s
this? Children should respond It’s a date.
• Ask children the first letter and first sound of the word
date (d, /d/). Write the letter on the board.
• Tell children to look at the bottom of page 16.
• Ask children which letters they can see in the dates
(A, a, D, d, etc.).
• Tell children to colour all the dates that have a capital D
or lower case d on them.
Optional activity
• Give each child a sheet of paper.
• Ask them to draw and colour something beginning
with c (coat, cat) or d (dog, date, door).
• Tell them to write the letter under the picture.

Boy  What’s this?

Girl  It’s a door.

Boy  What’s this?

Girl  It’s a bin.

Boy  What’s this?

Girl  It’s a dog! Woof! Woof!

Unit 2 27
© Copyright Oxford University Press

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 Unit 2 Review    AB PAGE 17  Maths Book    MB PAGES 10–15
Lesson objectives
To review the unit vocabulary
To develop fine motor control
Activity Book    AB PAGE 17 
Warm-up
• Tell the class that they are going to play a game. Explain
that you are going to clap and they have to tell you the
number of times you clapped.
• Clap twice and wait for the children to say two. Repeat
with random numbers from 1 to 4.
• Ask a child to come to the front and clap for the rest of the
class to answer.
1 Find, say and circle.
• Tell children to look at page 17 in their Activity Books.
• Ask them to say what they can see in the pictures (chair,
table, bin, door, apple, bird, Tess, etc.).
• Ask children to look at the first picture. Then ask them to
look at the second picture and find five differences.
• Model the activity by pointing to the bin in the first
picture and then the two bins in the second picture.
The children trace around the extra circled bin with their
finger and say bin.
• Do the same with the other four differences in the second
picture (the picture of Tess on the board, the picture of the
dog on the board, the extra chair, the window).
• Children complete the activity by circling the different
items.
Progress check 2 (photocopiable) (TB page 95)
• Follow the procedure described on page 11 of the
Introduction.
28 Unit 2
© Copyright Oxford University Press
First Friends TB1.indb 28
 
 
  PAGE 10 
Lesson objectives
To practise counting 1 and 2
1 Count and match.
• Write the numbers 1 and 2 in the centre of the board.
• Draw one circle above the numbers. Draw two circles
below the numbers.
• Point to the single circle. Say Count. Children count One.
Point to the two circles. Say Count. Children count One,
two.
• Draw a line from the number 1 to the single circle.
• Call a child to the front to draw a line between the two
circles and the correct number (2).
• Tell children to look at page 10. Ask them to tell you the
words for all the objects they can see on the page.
• Tell them to count the number of each object and draw a
line to the correct number. Start with the bins.
• If some children finish quickly, ask them to colour the
pictures.
  PAGE 11 
Lesson objectives
To practise counting 1 and 2
1 Find and colour the picture with 1 dog.
• Tell children to look at the first activity on page 11.
• Explain that there are three pictures, or groups, of animals.
Ask them which animals they can see (cat and dog).
• Ask them to count the number of dogs in the first picture
(2). Repeat with the second and third pictures.
• Tell them to colour the picture with one dog.
• Check that children have coloured the correct picture.
2 Find and colour the picture with 2 cats.
• Tell children to look at the second activity.
• Explain that there also are three pictures, or groups, of
animals in this activity. Ask them which animals they can
see (cat and dog).
• Ask them to count the number of cats in the first picture
(1). Repeat with the second and third pictures.
• Tell them to colour the picture with two cats.
• Check that children have coloured the correct picture.
26/11/2013 14:05

  PAGE 12 
Lesson objectives
To practise counting and writing the numbers 3 and 4
To recognise the words three and four
1 Trace, count and say.
• Tell children to look at page 12.
• Hold up the book and point to the coats. Say Coats.
Children repeat.
• Tell children to count the number of coats aloud (3).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 3. Model writing
the number 3 on the board, exactly as it shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 4 and the dates.
2 Trace, write and circle.
• Write the number 3 on the board. Say Three. Write the
word three next to it. Point to it and say Three.
• Repeat with 4 and the word four.
• Point to one of the numbers or words in random order
and prompt the children to say it.
• Tell children to look at the bottom of page 12. Tell them to
trace and write the number 3 on the first line. Check that
children are forming the number correctly.
• Tell children to circle the word for three in the first line.
•
Repeat with 4.
• Ask children to hold up their books to check quickly.
  PAGE 13 
Lesson objectives
To practise counting 3 and 4
1 Count and trace.
• Draw a balloon on the board. Ask What’s this? Children say
A balloon.
• Draw three more balloons on the board for a total of four
balloons. Write the numbers 3 and 4 under the balloons.
Call a child to the front to point to the correct number (4).
• Ask the child to trace the number 4 in the air in front of
the number 4 on the board.
• Tell children to look at page 13.
• Tell children to count the number of each item and trace
the correct number, first with their fingers and then with
their pencils.
• Check the answers.
© Copyright Oxford University Press
First Friends TB1.indb 29
 
  PAGE 14 
Lesson objectives
To practise counting 3 and 4
To recognise the words three and four
1 Count and match.
• Write the numbers 3 and 4, one above the other, on the
board. Point to them and prompt children to say the
numbers.
• Write the words four and three on the board to the right of
the numbers. Point to each word and children say it.
• Tell children to look at page 14.
• Children name and count the objects on the left.
• Tell them to look at the middle column. Ask them to draw
a line from the picture to the correct number. Then ask
them to draw a line from the number to its word.
• Check the answers aloud as class.
2 Draw.
• Ask children to look at the bottom of page 14.
• Point to the pictures on the left and elicit the names of
the items.
• Explain that they should draw the correct number of
these items in the box on the right.
• Review the number words if necessary.
• Check by asking children to hold up their books.
  PAGE 15 
Lesson objectives
To practise counting from 1 to 4
1 Count and write.
• Write the numbers 1, 2, 3 and 4 in a row across the top of
the board. Point to each number as children say it.
• Tell children to look at page 15.
• Ask children what they can see in the first picture (cats).
Ask How many cats? Children count aloud 1, 2 … Two cats.
• Tell children to write the number 2 below the cats.
• Explain that they should complete the activity in this way,
writing the correct number below each picture.
• Check answers by asking How many ants? Children
respond Four ants. Repeat with tables, doors, windows
and bins.
Unit 2 29
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 3 My Toys

Lesson 1 Vocabulary    CB PAGES 16–17, AB PAGE 18   Look and say.

Lesson objectives
To identify toys
To recognise English sounds and spoken words
To recognise parts of the whole
To count 1 and 2
To develop fine motor control
Vocabulary: ball, balloon, bicycle, boat, car, doll, puzzle,
robot, teddy bear, train
Materials: CD tracks 16–17, flashcards 16–25;
(optional) real toys
Class Book    CB PAGES 16–17  • Ask a child to come to the front. Point to the car and the
Warm-up
• Tell children to look at the picture on pages 16 and 17. Ask
the following questions: Who is the boy in the picture? (Baz),
Who is the girl? (Tess), What are they doing? (Playing with
their toys), Are they playing nicely? (Yes), How do you know?
(They are sharing).
Listen and say.  $ 16
• Tell children that they are going to learn the words for the
toys.
• Play the CD, holding up the flashcard for each toy as its
name is said. Pause after each word so children can point
to the object in their books. Check children are pointing
to the correct object.
• Play the CD again, pausing after each word. Children
repeat the words chorally and individually.
Transcript  $ 16
Listen and say.
teddy bear, boat, ball, bicycle, balloon, robot, car, train, puzzle, doll
Listen and find.  $ 17
• Tell children that you are going to say a word and they
should point to that object in their books.
• Say the words at random, e.g. puzzle, train, bicycle, ball,
teddy bear, doll, robot, car, balloon, boat. As you say each
word, you may like to hold up the flashcard of the object
to give children visual support.
• Check children are pointing to the correct object in their
books.
• Play the CD and pause after each word. Children listen and
point to the object in their books.
• Hold up real toys, or the toy flashcards, and ask the children
to look and name them. Hold up the robot. The children
look and say robot. Do the same for the rest of the toys.
• Put the toys flashcards on the board (or place real toys on
your table). Point to them randomly, and ask children to
look and say the names.
Activity Book    AB PAGE 18 
1 Find and colour.
• Model the activity on the board. Draw a simple road scene
with two lorries, one car and one bike. Above this, in a
box, draw another car, and write a 1 next to it. Next to this,
draw a lorry in a box and write a 2 next to it.
number in the box, and ask the child to find and shade
the one car in the picture.
• Ask another child to come to the front. Point to the lorry
and the number in the box, and ask the child to find,
count and shade that number of lorries in the picture. The
child should shade two lorries.
• Tell children to look at page 18.
• Ask them to tell you what they can see in the picture at
the bottom of the page (a boy playing with his toys).
• Children name the objects they can see in the box at the
top of the page (train, puzzle, robot, car, doll, boat, balloon,
teddy bears). Explain that they should look at the big
picture and find one or two of each of the objects shown
in the box, according to the number next to each object.
• Children locate and colour the objects in the big picture.
Tell them to count the objects aloud as they find and
colour them.
• Check children’s pictures.
Optional activity
• Tell children that you are going to play a game.
• Tell them that you are quickly going to show them
pictures of the toys and they have to remember them
in order.
• Show the flashcards for teddy bear and car. Put them
face down.
• Ask children to say the names of the things they saw
(teddy bear, car).
• Make the game more challenging by adding to the
number of flashcards you show or showing them for a
shorter amount of time.

Transcript  $ 17
Listen and find.
teddy bear, train, ball, car, bicycle, robot, boat, puzzle, balloon, doll

30 Unit 3
© Copyright Oxford University Press

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 Lesson 2 Structure    CB PAGES 16–17, AB PAGE 19  Activity Book    AB PAGE 19
Lesson objectives
To identify belongings
To thank someone
To develop fine motor control
Structure: This is my / This is your …
Vocabulary: Here you are.
Materials: CD track 18, flashcards 16–25
Class Book    CB PAGES 16–17  the first column to the boat in the second column. Ask
Warm-up
• Review the names of the toys. Hold up the flashcard of the
doll. Ask What’s this? Children respond It’s a doll.
• Repeat with the other toy flashcards.
Point and say.
• Tell children to look at the toys in the picture on pages
16 and 17. Say Point to the boat. The children point to the
boat in their books and say the word.
• Do the same with the rest of the toys.
Listen and say.  $ 18
• Tell children to look at the picture. Ask children to say
what they think the characters are doing (Tess and Baz are
giving each other their toys). Play the CD once to check the
answer.
• Play the CD again, pausing after each phrase. Children
repeat the phrases chorally and individually.
• Ask if children can remember what Tess said when she
gave Baz his boat (Here you are).
• Ask if they can remember what Baz said after Tess gave
him his boat (Thank you).
 
1 Match and say.
• Tell children to look at page 19.
• Point to the first column. Explain that these are toys
wrapped up in wrapping paper. Point to the first one and
ask What’s this? The children must figure out what it is
from the shape and answer It’s a train.
• Do the same with the rest of the wrapped toys, and see if
the children can identify all of them.
• Point to the second column of toys. Demonstrate the
activity by tracing the line from the wrapped boat in
children to trace the line with their fingers.
• Do the same for the rest of the toys in the first column,
finding the matching toy on the right.
• Children complete the activity by drawing lines with their
pencils to match the toys in each column.
Optional activity
• Give each child a sheet of paper. Ask them to draw
and then colour their favourite toy of the new toys
introduced in this unit.
• Call a child to the front with his or her picture. Use one
of the flashcards as your toy. Hold the flashcard and the
child’s picture in your hands. Point to your flashcard,
saying This is my (name of toy). Then give the child his or
her picture, saying This is your (name of toy). Here you are.
Encourage the child to say Thank you.
• Give the child the flashcard and the picture to begin the
dialogue.
• Repeat with other pairs of children performing at the
front with their pictures.

Transcript  $ 18
Listen and say.
Tess  This is my doll. This is your boat, Baz. Here you are.
Baz  Thank you, Tess. This is my car.

Say and do.

• Hold up the flashcard of the boat, and ask What’s this?
Children say It’s a boat.
• Call a child to the front. Say This is your boat, (Samy). Here
you are. Give the boat flashcard to the child. Encourage
the child to say Thank you.
• Repeat with other flashcards and other children.
• If any children are confident enough, they can take your
role in handing the flashcard to another child and saying
the lines of the dialogue.

Unit 3 31
© Copyright Oxford University Press

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 Lesson 3 Phonics    CB PAGE 18, AB PAGE 20  Transcript  $ 19
Lesson objectives
To say, recognise and write the letters Ee and Ff
To recognise and say the sounds /e/ and /f/
To develop fine motor control
Vocabulary: egg, elephant, fan, fig
Materials: CD track 19, flashcards 103–104;
(optional) flashcards 10, 17, 20, 22, 25
Class Book    CB PAGE 18  pointing correctly.
Warm-up
• Review the sounds and forms of letters a, b, c and d.
• Write the lower-case letters a and c. Draw writing lines in
place of b and d.
• Ask children which letters are missing (b and d).
• Call a child to the front. Ask him or her to write the b in the
correct place. Call another child to write the d.
• Repeat with capital letters, omitting different letters.
Learn the sounds.
• Hold up the flashcard of the egg. Say egg. The children
repeat the word in chorus and individually. Put the card
on the board.
• Write the letter e on the board under the egg. Write the
letter exactly as it is presented in the Class Book. Point to it
and say /e/ egg.
• Write a capital E on the board. Remind the children that
the letters have the same sound and that we use capital
letters for names and lower-case letters for other words.
• Explain that although the sound of the letter is /e/, the
name of the letter is e. Have children repeat the letter
name and letter sound, along with the word, several times
(e, /e/, egg).
• Present the sound /f/, repeating the steps above and
using the flashcard of the fan.
• Tell the class that they are going to learn how to write the
letters Ee and Ff. Tell them to open their books on page 18
and look at the letters with the dotted lines and arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital E in the air.
• Tell children to copy your action and write a capital E in
the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case e, and for Ff.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 19
• Tell the class that they are going to sing a song to help
them learn the letters Ee and Ff.
• Play the CD. The children listen to the song.
• Play the CD again and pause after each line. Sing the line
and tell children to repeat after you. Tell them to point to
the letters and words in their books as they sing them.
• Play the CD again and ask the class to sing the song.
32 Unit 3
© Copyright Oxford University Press
First Friends TB1.indb 32
Sing.
e, e, e f, f, f
/e/, /e/, /e/ /f/, /f/, /f/
/e/ egg, /e/ egg /f/ fan, /f/ fan
/e/, /e/, /e/ /f/, /f/, /f/
Find and say.
• Ask children to find the letters e and f in the alphabet at
the top of the page.
• Tell them to look at the main picture on the page. Say
egg, and ask them to point to an egg. Check that they are
• Say fan. Check that the children are pointing to the fan
(the ceiling fan).
• Ask children to identify other things in the picture that
begin with e and f. For the objects which are labelled on
the picture, write the word on the board. Run your finger
under the word as you say it. Ask children to point to the
pictures of the objects as you say the words.
• Ask them to find the things beginning with the sounds
/b/ (boat) and /d/ (door).
Activity Book    AB PAGE 20 
1 Trace and write.
• Tell children to look at page 20.
• Draw two sets of writing lines on the board. Put dots
on the lines to show the starting points for forming the
capital E and lower case e. Write the letters on the lines
exactly as they are presented in the Class Book.
• Ask children to practise tracing the letters in their books
with their fingers.
• The children trace and write the letters with their pencils.
Check that they are holding their pencils correctly and
forming the letters correctly.
• Repeat the procedure for Ff.
• Draw more writing lines on the board. Call children to the
board to write Ee and Ff on the lines. Correct as necessary.
2 Trace and say. Colour.
• Ask children to look at the pictures and say the words.
• They trace the first letter of each word with their pencils.
Check that they are forming the letters correctly.
• Ask them to trace the big letters in the pictures with their
fingers and then colour them.
• Ask children to colour the rest of the pictures. They should
try not to colour outside the lines.
Optional activity
• Tell children you are going to say a word, and they have
to tell you the name and sound of the first letter in the
word. You may want to use the flashcards as support.
• Say door. The children say d, /d/. Repeat with boat, car,
doll, balloon and egg.
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 Lesson 4 Values    CB PAGE 19, AB PAGE 21  Act.
Lesson objectives
To consider the importance of sharing
To understand everyday language used to share
To respond appropriately in playtime situations
Everyday English: Let’s share. Here you are. Here you go.
Materials: CD track 20, flashcards 16–25
Class Book    CB PAGE 19  Activity Book    AB PAGE 21
Warm-up
• Review the names of the toys by playing a flashcard game.
• Tell the class that you are going to show them a picture of
a toy very quickly, and they should say what it is.
• Flash the picture of the car and then hide it. Ask children
to say what they saw. Repeat with the other toy flashcards.
Listen and say.  $ 20
• Tell children to open their books to page 19.
• Ask questions about the photo: Where are the children?
(at home), What are they doing? (playing), What toys are in
the picture? (doll, boat, car, robot, teddy bear).
• Present the word share by demonstrating sharing a pencil
or a book with a child in the class. Ask children Why is it
nice to share? How do you feel when a friend doesn’t share?
• Explain that they are going to listen to the children talk as
they play.
• Play the CD. The children listen.
• Play the CD again. Pause after each line and ask children
to repeat it.
Transcript  $ 20
Listen and say.
Boy  Let’s share. Here you are.
Girl  Thank you. Here you go.
Say and do.
• Repeat the conversation with the class in chorus. Say the
first line and prompt children to respond.
• Walk up to a child and give him or her a pencil. Say Let’s
share. Here you are.
• Prompt the child to respond Thank you. Encourage him or
her to offer you something, such as a book.
• Repeat with other children.
© Copyright Oxford University Press
First Friends TB1.indb 33
• Tell the class that they are going to act out the story. Call
two children to the front. Give each child a toy flashcard.
• Help children perform by prompting the lines as
necessary. One of the children hands the other a card
and says Let’s share. Here you are. The other responds with
Thank you and then shares his or her card.
• Repeat with other children.
• Vary the activity by using objects from the classroom or
real toys.
 
1 Trace and say.
• Tell children to open their books to page 21.
• Ask questions about the picture: Where are the children?
(at home), What are they doing? (playing), What toys are in
the picture? (a robot, a boat, a car, a ball, dolls), Are all the
children happy? (no), Why not? (One girl isn’t sharing).
• Ask children to trace the lines in their books. Remind them
to trace in the direction that the arrow is pointing.
• Read the text in the speech bubble aloud. Prompt the
children to repeat Let’s share.
2 Trace and colour.
• Point to the activity at the bottom of the page.
• Ask children to look at the small pictures and decide
which one shows good behaviour and which one shows
bad behaviour.
• Ask what kind of behaviour the boy in the small picture
shows (good). Ask what kind of behaviour the girl in the
small picture shows (bad).
• Tell children to trace the mouths on the faces. They then
colour the pictures.
Optional activity
• Ask children to draw a picture of a sharing situation.
Encourage them to choose a different situation from
the one presented in their books, for example, at snack
time, looking at a picture book, etc.
Unit 3 33
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 Lesson 5 Numbers    CB PAGE 20, AB PAGE 22  Sing.  $ 21
Lesson objectives
To identify, write and use numbers 5 and 6
Vocabulary: numbers 5–6, hide
Materials: CD track 21, flashcards 16, 17, 18, 20, 22, 25, 104
Class Book    CB PAGE 20  • Tell children that they are going to learn a song with all
Warm-up
• Review the words for doll and teddy bear with the
flashcards. Call a child to the front and give him or her the
flashcards. Say Give me the doll, please. The child gives you
the doll flashcard. Repeat with teddy bear.
• Call another child to join you. Say to the first child Give
(name) the teddy bear, please. The first child gives the
second child the teddy bear flashcard. Repeat.
Learn the numbers.
• Tell children that they are going to learn to count further.
• Draw five squares on the board. Say Five. Count One, two,
three, four, five. Write the number 5 under them. Write the
number exactly as it is presented in the Class Book.
• Ask How many? Children answer Five.
• Repeat with 6.
• Write the word five under the five squares. Point to it and
say Five. Repeat with the word six.
• Call a child to the front. Say Five. Encourage the child to
point to the number 5 and word five on the board. Repeat.
• Tell children to open their books at page 20.
• Tell them you are going to say a number and they should
point to the correct picture. Say Five. Check that children
are pointing to the correct picture. Repeat with 6.
• Tell children to look at the numbers 5 and 6 with the
dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 5 in the air.
• Tell children to copy you and write a 5 in the air. Check
that they are forming the number correctly.
• Repeat the procedure for number 6.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Put the flashcards for car, boat, balloon, fan, ball, doll and
teddy bear on the board. Draw an elephant next to them.
Point to each one and prompt children to say the words.
• Tell children to look at the picture at the bottom of the
page. Ask them to find the items in the picture.
• Find the fan with them as an example. Hold up the book
and point to the fan. Write the number 1 next to the
flashcard of the fan on the board.
• Ask children to count the number of the items on the
board in the picture. Elicit the answers and write the
numbers on the board next to the pictures.
34 Unit 3
© Copyright Oxford University Press
First Friends TB1.indb 34
• Ask children to tell you what is happening in the picture
(There are lots of toys; the boy is running behind the sofa).
• Present the word hide. Say hide and then hide behind your
table, or hide your eyes as if playing peek-a-boo. Call a
child to the front and say hide. Encourage the child to hide
behind the table. Ask the other children if they can see the
child. Explain that they can’t because the child is hiding.
the numbers they now know in English.
• Play the CD. Tell children to listen to the song.
• Play the CD again and pause after each line. Sing the line
and tell children to repeat after you. Tell children to do the
actions as they sing. Tell them to hold up their fingers as
they sing Count 1 and 2.
• Encourage them to clap in time with the music for Clap for
you. Encourage them to point to the door for the line Point
to the door. Encourage them to bend down at their seats,
or cover their eyes, for hide.
• Play the CD again and ask children to sing the song as
they do the actions.
Transcript  $ 21
Doll and teddy bear, Doll and teddy bear,
Count 1 and 2. Count 3 and 4.
Doll and teddy bear, Doll and teddy bear
Clap for you. Point to the door.
Doll and teddy bear,
Count 6 and 5.
Doll and teddy bear,
Ready to hide.
1, 2, 3, 4, 5, 6… Hide!
Activity Book    AB Page 22 
1 Count and match.
• Tell children to look at page 22.
• Tell them to look at the birds at the top left of the page.
Say Count. Children count to six. Tell them to draw a line
to the 6.
• Ask children to do the activity. Tell them to count and say
the number of items as they draw their lines.
• Check that children have matched correctly (5 bicycles,
5 balloons, 6 eggs).
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 5. Write
the number on the lines exactly as it is presented in the
Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Draw more writing lines on the board. Call children to the
board to write 5 on the lines. Correct as necessary.
• Repeat with the number 6.
26/11/2013 14:05
 Lesson 6 Story    CB PAGE 21, AB PAGE 23  Listen and act.  $ 22
• Play the CD again, pausing after each frame. Children
Lesson objectives repeat the sentences chorally and individually. Children
To follow the left-to-right sequence of English should repeat the lines they hear, not the text under the
To develop listening skills in English pictures.
To understand and enjoy a story • Tell the class that they are going to act out the story. Stick
the flashcard of the car on the board. Call two children to
To revise numbers 1–4
the front to model the story with you. One child is Jig and
To revise and consolidate language introduced in the unit holds the flashcard of the balloon and the other child is
Pat and holds the flashcard of the fan.
Vocabulary: This is my… balloon, car, sit down
• Help the children to say the lines. The child playing Jig
Materials: CD track 22, flashcards 20, 22, 104 stands next to the flashcard of the car on the board and
the child playing Pat makes a whoosh sound and holds
Class Book    CB PAGE 21  up the fan. The child playing Jig holds up the balloon and
moves backwards.
Warm-up • Call other children to the front to act out the story.
• Review greetings by walking around the class and saying • Help children to perform by prompting the lines and
Hello / Hi to the children. Encourage them to say Hello or telling them to repeat.
Hi to you. (You can explain that Hi is another way of saying
Hello to people that you know quite well.) Activity Book    AB PAGE 23 
• Review commands. Say Stand up. Wait for children to
respond. Repeat with clap and sit down. Say and count. Colour.
• Tell children to look at page 23.
Look and say.
• Point to the first toy in each row and ask What’s this? The
• Tell children to open their books at page 21. children answer It’s a (boat).
• Remind children that English stories are presented from • Point to the first row and the written number one.
left to right. Hold up your book and point at the frames in Demonstrate counting 1 and pointing to the first boat
order. in the row. Do the same for the number two, this time
• Say Point to picture 1. Check that children are pointing to counting to two and pointing to the first two dolls in the
the picture with the 1 in the corner. Say Point to picture 2, row. Repeat with the rest of the numbers and toys.
and so on. • Ask children to colour the toys in each row according to
• Ask children questions about the story: Who are the cat the number. They colour one boat, two dolls, three cars,
and the rabbit? (Pat and Jig), What toys can you see? (a car, etc. Check that they colour the correct number for each
a balloon), What is happening in the story? (Pat turns on the row.
fan and Jig rides in the car). • When they have finished, ask them to say the number of
Listen.  $ 22 each toy (boat – 1, dolls – 2 , cars – 3, balloons – 4, balls – 5).
• Tell children that they are going to listen to the story. Optional activity
• Play the CD and pause between each frame. Don’t ask • Write the numbers 1, 3 and 5 on the board. Draw
children to repeat at this stage of the lesson. writing lines in place of 2 and 4.
• Ask children to tell you what they understood. Play the CD • Ask children which numbers are missing (2 and 4).
again if necessary.
• Call a child to the front. Ask him or her to write the 2 in
Transcript  $ 22 the correct place. Call another child to write the 4.
Listen. Jig and the balloon. • Repeat with other children and other missing numbers.
Jig  Hello, Pat!
Pat  Hi, Jig!
Jig  This is my balloon.
Pat  This is my car.
Pat  Sit down, Jig.
Jig  OK.
Pat  Get ready... 5, 4, 3, 2, 1.
[whoosh of fan]
Jig  Goodbye!

Unit 3 35
© Copyright Oxford University Press

First Friends TB1.indb 35 26/11/2013 14:05

 Unit 3 Review    AB PAGE 24  Maths Book    MB pAGES 16–21
Lesson objectives
To review the unit vocabulary
To think critically by identifying what comes next in a
sequence
To develop fine motor control
Materials: flashcards 16–25
Activity Book    AB PAGE 24  • Point to the numbers in random order, prompting
Warm-up
• Review the toys vocabulary. Hold up a flashcard and ask
the children to name the toy.
• Put three flashcards in a row on the board. The children
name them. Take away one from the sequence. The
children name the missing toy.
• Repeat the activity with different flashcards.
1 Say and match.
• Tell the children to look at page 24 in their Activity Books.
• Ask the children to name the different toys they can see
(balloon, boat, car, doll, etc.)
• Point to the first box on the left and model the activity.
Draw and name the same sequence on the board:
balloon, boat, balloon. Ask the children which toy should
come after balloon (boat). Draw a boat.
• Ask the children to point to the sequence in their books
and name the toys. They trace the line which joins these
to the picture of the boat on the right.
• Point to the next sequence and repeat the procedure,
encouraging the children to name the toys as they look at
the sequence.
• The children complete all the sequences and draw lines to
match the pictures.
Answers: balloon > boat > balloon > boat
train > doll > train > doll
car > car > car > car
balloon > robot > balloon > robot
bicycle > puzzle > bicycle > puzzle
Progress check 3 (photocopiable) (TB page 96)
• Follow the procedure described on page 11 of the
Introduction.
36 Unit 3
© Copyright Oxford University Press
First Friends TB1.indb 36
 
 
  PAGE 16 
Lesson objectives
To count and write numbers 1–4
1 Look and write.
• Write the numbers 1, 2, 3, 4 on the board. Point to each
one as children say the number.
children to say the numbers.
• Tell children to look at page 16.
• Direct children’s attention to the first row. Ask which
numbers they can see (1 and 3).
• Copy the row on the board. Point to the 1. Children say
One.
• Point to the blank space. Prompt children to say Two. Call
a child to the front to write the number 2.
• Point to the 3. Children say Three.
• Point to the blank space. Children say Four. Call a different
child to the front to write the number 4.
• Tell children to complete the other rows in the activity on
their own.
• Check by copying the activity on the board and calling
children to the front to complete the number lines.
2 Count and circle.
• Draw a balloon on the board. Ask What’s this?
• Write the numbers 1, 2, 3, 4 under the balloon. Call a child
to the front to circle the correct number (1).
• Tell children to look at the second activity on the page.
Tell them to count the number of each item and circle the
correct number.
• Check the answers.
  PAGE 17 
Lesson objectives
To recognise numbers 1–4
To develop fine motor control
1 Colour 1, 2, 3 and 4.
• Write the numbers from 1 to 4 on the board for children
to say the words.
• Tell children to look at page 17.
• Ask what they can see inside each shape or space (a letter
or a number). Explain they are going to colour only the
pieces of the picture that have one of the numbers on the
board in them.
• Depending on the level of your class, you may wish to
assign a specific colour for each number, e.g. 1 = red, etc.
• Tell children to stay inside the lines as best as they can
while colouring.
• When children finish, ask them to tell you the toy that is
revealed (a robot).
26/11/2013 14:05

  PAGE 18 
Lesson objectives
To practise counting and writing the numbers 5 and 6
To recognise the words five and six
1 Trace, count and say.
• Tell children to look at page 18.
• Hold up the book and point to the figs. Say Figs. Children
repeat.
• Tell children to count the number of figs aloud (5).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 5. Model writing
the number 5 on the board, exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 6 and the eggs.
2 Trace, write and circle.
• Write the number 5 on the board. Say Five. Write the word
five next to it. Point to it and say Five.
• Repeat with 6 and the word six.
• Point to one of the numbers or words in random order
and prompt the children to say it.
• Tell children to look at the bottom of the page. Tell them
to trace and write the number 5 on the first line. Check
that children are forming the number correctly.
• Tell children to circle the word for five in the first line.
• Repeat with 6.
• Ask children to hold up their books to check quickly.
  PAGE 19  1 Look, count and write.
Lesson objectives
To count from 1 to 6
To develop fine motor control
1 Count and colour.
• Draw six balls in a row on the board. Say Count the balls.
Children count 1, 2, 3, 4, 5, 6.
• Write the number 4 to the left of the balls. Call a child to
the front to circle four balls.
• Tell children to look at page 19.
• Ask them to tell you what they can see on the page. Ask
children to identify the objects in each row.
• Explain that, instead of circling, they should colour
the number of items indicated by the number at the
beginning of the line.
• Tell children to try to stay inside the lines as best as they
can.
• Check by asking children to hold up their books.
© Copyright Oxford University Press
First Friends TB1.indb 37
 
  PAGE 20 
Lesson objectives
To count from 1 to 6
To develop fine motor control
1 Follow the numbers 1–6.
• Write the numbers 1 to 6 in a random order around the
board.
• Point to the number 1. Ask children what comes next (2).
Draw a line from the 1 to the 2. Continue calling out the
numbers and joining them in order until you reach six.
• Tell children to look at page 20.
• Ask them to put their fingers on the 1 at the top left of the
page. Tell them to move their fingers to the next number
(2). Walk around and check that children have their fingers
on the correct number.
• Tell children to draw a line from the 1 to the 2 with their
pencils.
• Ask children to complete the activity on their own, first
with their fingers and then with their pencils.
• Check the answers by asking children to hold up their
books.
 
  PAGE 21 
Lesson objectives
To count from 1 to 6
To locate items within a picture
Materials: flashcards 16–25
• Tell children to look at page 21.
• Ask children to identify the toys they can see in the large
picture (train, teddy bear, boat, robot, bicycle, doll).
• As children identify the toys, stick the flashcard for that
item on the board. If children are not able to identify all
the items, tell them to look at the column of pictures on
the right. Ask them to identify them.
• Explain that children should count the number of each
toy in the large picture.
• Model the activity. Say Trains. Help children to find and
count the trains in the picture. Children respond Five.
Write the number 5 next to the flashcard of the train on
the board.
• Ask children to trace over the number 5 next to the
picture of the train on the right of the page.
• Children complete the activity.
• Check the answers on the board. Call children to the front
to write the number of items next to the appropriate
flashcards (1 robot, 2 dolls, 3 teddy bears, 4 bicycles, 5 trains,
6 boats).
Unit 3 37
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 4 My Things

Lesson 1 Vocabulary    CB PAGES 22–23, AB PAGE 25  Look and say.

• Hold up real classroom objects, or the flashcards, and ask
Lesson objectives children to look and name them. Hold up a book. Children
To identify school things look and say book. Do the same for the rest of the objects.
To recognise English sounds and spoken words • Put the flashcards on the board, or place classroom
To recognise parts of the whole objects on your table. Point to them randomly, and ask
children to look and say the names.
To develop fine motor control

Vocabulary: book, crayon, lunch box, notebook, pen, pencil,
pencil box, rubber, water bottle
Materials: CD tracks 23–24, flashcards 26–34
Class Book    CB PAGES 22–23  top of the page (a book, a pencil box, an eraser, a notebook).
Warm-up
• Tell children to look at the picture on pages 22 and 23. Ask
the following questions: Where are the children? (at school),
Who is the boy at the front of the classroom? (Baz), Who is
with Baz? (Mrs Woodward, his teacher).
Listen and say.  $ 23
• Tell children that they are going to learn the words for the
children’s school things.
• Play the CD, holding up the flashcard for each school
thing as its name is said. Pause after each word so children
can point to the object in their books. Check children are
pointing to the correct object.
• Play the CD again, pausing after each word. Children
repeat the words chorally and individually.
Transcript  $ 23
Listen and say.
pen, lunch box, crayon, pencil, rubber, pencil box, notebook, book,
water bottle
Activity Book    AB PAGE 25 
1 Find and say. Colour.
• Ask children to look at page 25.
• Ask them to tell you what they can see in the box at the
• Put the flashcards for these objects on the board.
• Point to the flashcard for book. Ask children if they can find
a book in the big picture. Have them say book after they
find it. Tell them to colour the book.
• Children locate the other objects and say the words as
they find them. They then colour the other objects in the
big picture. Check that they have coloured the correct
items.
Optional activity
• Ask two children to bring their pencils, books and
rubbers to the front.
• Model the activity. Pick up one child’s book. Say This is
your book. Here you are. Give it to the child. Encourage
the child to say Thank you.
• The children take turns giving each other their pencils
and rubbers.
• Call other children to the front to perform with other
objects, e.g. water bottles, lunch boxes, etc.

Listen and find.  $ 24

• Tell children that you are going to say a word and they
should point to that object in their books.
• Say the words at random, e.g. water bottle, pencil box, book,
pencil, bag, lunch box, notebook, pen, crayon, rubber. As you
say each word, you may like to hold up the flashcard of
the object to give children visual support.
• Check children are pointing to the correct object in their
books.
• Play the CD and pause after each word. Children listen and
point to the object in their books.

Transcript  $ 24
Listen and find.
water bottle, crayon, pencil, notebook, book, pen, rubber, lunch
box, pencil box

38 Unit 4
© Copyright Oxford University Press

First Friends TB1.indb 38 26/11/2013 14:05

 Lesson 2 Structure    CB PAGES 22–23, AB PAGE 26  Say and do.
Lesson objectives
To ask and answer about quantity
To ask and answer about age
To notice the final s in regular plurals
To count from 1 to 4
To develop fine motor control
Structure: How many …? How old are you?
Vocabulary: Point to
Materials: CD track 25, flashcards 26–34
Class Book    CB PAGES 22–23  Activity Book    AB PAGE 26
Warm-up
• Review the names of the school things. Hold up the
flashcard of the bag. Ask What’s this? Children respond It’s
a bag.
• Repeat with the other flashcards.
Point and say.
• Tell children to look at the school things in the picture on
pages 22 and 23. Say Point to the notebook. The children
point to the notebook and say the word.
• Do the same with the rest of the school objects.
Listen and say.  $ 25
• Tell children to look at the picture. Ask children to say
what Baz is doing (pointing at the classroom).
• Tell children that Baz is counting some things. Tell them to
listen for the things he is counting (boys and water bottles).
Play the CD once to check the answers.
• Point out how when you are talking about more than one
boy or water bottle there is a /z/ sound at the end of the
word: boy, boys, water bottle, water bottles. Draw a stick
figure on the board, and then draw two stick figures to the
right of this. Point to the first picture and say boy. Point to
the second picture and say boys. Children repeat chorally
and individually. Make sure they are pronouncing the final
s for the plural word.
• Check that children understand by presenting and drilling
plurals for vocabulary from previous units, e.g. apple / apples,
bird / birds, dog / dogs, etc.
• Play the CD again, pausing after each phrase. Children
repeat the phrases chorally and individually.
• Tell children that Mrs Woodward also asks Baz how old he
is. Ask children if they can identify that question (How old
are you?).
Transcript  $ 25
Listen and say.
Mrs Woodward  Look, Baz. How many boys?
Baz  One… two… three. Three!
Mrs Woodward  How many water bottles?
Baz  One… two… three… four. Four!
Mrs Woodward  Good, Baz. How old are you?
Baz  One… two… three… four… five. I’m five!
© Copyright Oxford University Press
First Friends TB1.indb 39
• Hold up a pencil and ask What’s this? The children respond
It’s a pencil. Call a child to the front of the class. This time
hold up two pencils and ask How many pencils? Encourage
the child to count One, two.
• Hold up four rubbers. Ask How many rubbers? Encourage
the child to count One, two, three, four.
• Finally, ask the child How old are you? Help him or her to
count and say I’m (five).
• Repeat with other items and other children.
• If any of the children are confident enough, they can take
your role in holding up the classroom items and asking
the questions.
 
1 Say and match.
• Hold up a notebook. Ask What’s this? Children respond
It’s a notebook. Hold up one of the children’s lunchboxes.
Motion to put the notebook in the lunchbox. Ask OK?
Children respond No.
• Ask children to open their books at page 26. Ask them to
tell you the names of the things they can see (apple, pencil,
book, crayon, notebook, rubber, bag, lunch box, pencil box).
• Do the first item together. Point to the pencil and then the
lunchbox. Ask OK? Children respond No. Repeat with the
pencil box. Children respond Yes. Tell them to trace the
line from the pencil to the pencil box.
Optional activity
• Take four water bottles from the class. Put them at the
front of the class. Ask How many water bottles? Children
count One, two, three, four. Four water bottles.
• Repeat with 1–4 rubbers, pencils, books, lunch boxes,
bags or pencil boxes.
• Encourage children to pronounce the es ending
correctly for pencil cases and lunch boxes. Model these
words several times for children to repeat. Don’t try to
explain plural forms to children in detail, just encourage
them to repeat correctly, without criticising them for
any errors they may make.
Unit 4 39
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 Lesson 3 Phonics    CB PAGE 24, AB PAGE 27  Transcript  $ 26
Lesson objectives
To say, recognise and write the letters Gg and Hh
To recognise and say the sounds /g/ and /h/
To develop fine motor control
Vocabulary: girl, gloves, hand, horse
Materials: CD track 26, flashcards 105–106
Class Book    CB PAGE 24  to point to the girl. Check that they are pointing correctly.
Warm-up
• Tell children that you are going to draw some letters in the
air and that they must say which letters you are drawing.
• Draw a letter, such as b, and see if the class can say what it
is. Ask them to say words that begin with b (bird, bin, book).
• Do the same with other letters and sounds they have
learned so far (a, c, d, e and f).
Class Book    CB PAGE 24 
Learn the sounds.
• Hold up the flashcard of the girl. Say girl. The children
repeat the word chorally and individually. Put the card on
the board.
• Write the letter g on the board under the flashcard. Write
the letter exactly as it is presented in the Class Book. Point
to it and say /g/ girl.
• Write a capital G on the board. Remind the children that
the letters have the same sound and that we use capital
letters for names and lower-case letters for other words.
• Explain that although the sound of the letter is /g/, the
name of the letter is g. Have children repeat the letter
name and letter sound, along with the word, several times
(g, /g/, girl).
• Present the sound /h/, repeating the steps above using
the flashcard of the hand.
• Tell the class that they are going to learn how to write
letters Gg and Hh. Tell them to open their books to page
24 and look at letters with dotted lines and arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital G in the air.
• Tell children to copy your action and write a capital G in
the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case g and Hh.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 26
• Tell the class that they are going to sing a song to help
them learn the letters Gg and Hh.
• Play the CD. The children listen to the song.
• Play the CD again and pause after each line. Sing the line
and tell children to repeat after you. Tell them to point to
the letters and words in their books as they sing them.
• Play the CD again and ask the class to sing the song.
40 Unit 4
© Copyright Oxford University Press
First Friends TB1.indb 40
Sing.
g, g, g h, h, h
/g/, /g/, /g/ /h/, /h/, /h/
/g/ girl, /g/ girl /h/ hand, /h/ hand
/g/, /g/, /g/ /h/, /h/, /h/
Find and say.
• Ask children to find the letters g and h in the alphabet at
the top of the page.
• Tell them to look at the main picture. Say girl, and ask them
• Say hand. Check that the children are pointing to a hand
in the main picture.
• Ask children to identify other things in the picture that
begin with g and h. For the objects which are labelled on
the picture, write the word on the board. Run your finger
under the word as you say it. Ask children to point to the
pictures of the objects as you say the words.
• Ask them to find the things beginning with the sounds
/æ/ (apple), and /f/ (fan).
Activity Book    AB PAGE 27 
1 Trace and write.
• Tell children to look at page 27.
• Draw two sets of writing lines on the board. Put dots
on the lines to show the starting points for forming the
capital G and lower case g. Write the letters on the lines
exactly as they are presented in the Class Book.
• Ask children to practise tracing the letters in their books
with their fingers.
• The children trace and write the letters with their pencils.
Check that they are holding their pencils correctly and
forming the letters correctly.
• Repeat the procedure for Hh.
• Draw more writing lines on the board. Call children to
the board to write Gg and Hh on the lines. Correct as
necessary.
2 Trace and say. Colour.
• Ask children to look at the pictures and say the words.
• They trace the first letter of each word with their pencils.
Check that they are forming the letters correctly.
• Ask them to trace the big letters in the pictures with their
fingers, and then colour them.
• Ask children to colour the rest of the pictures. They should
try not to colour outside the lines.
Optional activity
• Ask children to think of their favourite school object for
which they know the English name.
• Assign a number from 1–5 to each child by pointing at
each child and counting 1–5.
• Tell children to draw that number of their favourite
school object, e.g. five bags, three lunchboxes, etc.
• When they have finished, call a child to the front of the
class to show his or her picture. Ask How many (pencil
boxes)? The class answers.
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 Lesson 4 Values    CB PAGE 25, AB PAGE 28  • Repeat with other children.
Lesson objectives
To consider the importance of taking care of your
belongings
To understand everyday language used to take care of
your belongings
To respond appropriately to the teacher
Everyday English: Take care of your…
Materials: CD track 27
Class Book    CB PAGE 25  • Ask children to trace the line in their books. Remind them
Warm-up
• Ask children to tell you how to invite their classmates or
friends to share their toys or things.
• Call two children to the front to role play a sharing scene
with classroom objects. Prompt them as necessary to use
the everyday language from Unit 3: Let’s share. Here you
are. Here you go.
Listen and say.  $ 27
• Tell children to open their books on page 25.
• Ask questions about the photo: Where are the people?
(at school), Who is the woman? (a teacher), What are the
children doing? (hanging up their jackets), What happened to
the girl’s jacket? (She dropped it).
• Tell children that it is very important to take care of their
belongings.
• Explain that they are going to listen to the teacher helping
the girl take care of her jacket. Point to the picture and
remind the children of the word jacket.
• Play the CD. The children listen.
• Play the CD again. Pause after each line, and ask children
to repeat it.
Transcript  $ 27
Listen and say.
Teacher  Take care of your jacket.
Girl  Thank you.
• Vary the activity by using other known objects.
Activity Book    AB PAGE 28 
1 Trace and say.
• Tell children to open their books on page 28.
• Ask questions about the picture: Where are the children?
(at home), What are the children doing? (putting their toys
away), Who is vacuuming? (Dad), What is Dad asking the
children to do? (take care of their toys), Where is the boy
putting his toys? (behind the sofa), Is this correct? (no), Where
do the toys belong? (in the box).
to trace in the direction that the arrow is pointing.
• Read the text in the speech bubble aloud. Prompt the
children to repeat it.
2 Draw and colour.
• Point to the activity at the bottom of the page.
• Ask children to look at the small pictures and decide
which one shows good behaviour and which one shows
bad behaviour.
• Tell them to draw a smiling mouth for good behaviour
or a frowning mouth for bad behaviour. Demonstrate by
drawing a smiling and a frowning face on the board.
• Ask what kind of behaviour the boy in the small picture
shows (bad). Ask what kind of behaviour the girl in the
small picture shows (good). Tell children to draw the
appropriate mouths on the faces. They then colour the
pictures.
Optional activity
• Ask children to draw a picture of people taking care
of their things. Encourage them to choose a different
situation, for example, children cleaning up their
lunchboxes at the lunch table, putting away their
clothes, etc.

Say and do.

• Repeat the conversation with the class in chorus. Say the
first line, and prompt the children to respond.
• Walk up to a child and place his or her book on the floor.
Say Take care of your book.
• Prompt the child to respond with Thank you. Help him or
her pick up the book.
• Repeat with other children and different objects.

Act.
• Tell the class that they are going to act out the situation.
Allow them to use one of their jackets, if possible. Call
a child to the front to act the role of the teacher and
say Take care of your jacket. Encourage the other child to
respond and do the action.
• Help children perform by prompting the lines as
necessary.

Unit 4 41
© Copyright Oxford University Press

First Friends TB1.indb 41 26/11/2013 14:05

 Lesson 5 Numbers    CB page 26, AB PAGE 29  Sing.  $ 28
Lesson objectives
To identify, write and use numbers 7 and 8
Vocabulary: numbers 7–8, look
Materials: CD track 28, flashcards 26–34, 53, 104
Class Book    CB PAGE 26  and tell children to repeat after you.
Warm-up
• Review the words for horse and glove by looking back at
page 24.
• Review the school things with the flashcards. Put the
flashcards on the board. Say Point to the (pencil box). Check
that children are pointing to the correct flashcard.
• Call a child to the front to give the command Point to the …
Prompt him or her as necessary.
• Repeat with several children.
Learn the numbers.
• Tell children that they are going to learn to count further.
• Draw seven circles on the board. Say Seven. Count One, two,
three, four, five, six, seven. Write the number 7 under them,
exactly as it is presented in the Class Book.
• Ask How many? Children answer Seven.
• Repeat with 8.
• Write the word seven under the seven circles. Point to it
and say Seven. Repeat with the word eight.
• Call a child to the front. Say Eight. Encourage the child to
point to the number 8 and word eight on the board.
• Tell children to look at page 26.
• Tell them to look at the pictures at the top. Elicit the words
for horse and glove.
• Tell them you are going to say a number and they should
point to the correct picture. Say Seven. Check that children
are pointing to the correct picture. Repeat with Eight.
• Tell children to look at the numbers 7 and 8 with the
dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 7 in the air.
• Tell children to copy you and write a 7 in the air. Check
that they are forming the number correctly.
• Repeat the procedure for number 8.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Put the flashcards for horse, crayon, fan, pen, pencil, rubber,
pencil box, book and notebook on the board. Point to each
one and prompt children to say the words.
• Tell children to look at the picture at the bottom of the
page. Ask them find the items in the picture.
• Find the horses with them as an example. Hold up the
book and point to the horses. Write the number 2 next to
the flashcard of the horse on the board.
• Ask children to count the number of the items in the
flashcards in the picture. Elicit the answers and write the
numbers on the board next to the flashcards.
42 Unit 4
© Copyright Oxford University Press
First Friends TB1.indb 42
• Tell the class they are going to learn a song.
• Present the word look by holding up a pencil. Say Look at
the pencil as you point to it. Make sure all the children are
looking at the pencil.
• Hold up two pencils. Ask How many pencils? (Two).
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line
• Tell children that they are going to act out the song.
• Ask them to look around the room and count the pencils
they can see.
• Repeat with books. If there are too many books, limit their
search to books that are a specific colour on your table.
• Repeat with notebooks, water bottles, etc.
• Play the CD while the children sing.
• When children have finished singing, ask them to tell you
how many of each item they counted.
Transcript  $ 28
How many pencils? Seven pencils,
How many books? Eight books.
Find them. Count them, too.
Count them. How many? How many?
Look, look, look! I can tell you.
Activity Book    AB PAGE 29 
1 Count and colour.
• Tell children to look at page 29.
• Ask them to tell you the numbers at the left of the page
(7, 8, 7, 8). Elicit the names of the items in each row.
• Model the activity. Write the number 7 on the board. Ask
children to tell you the number. Draw eight balloons. Ask
How many balloons? Children say Eight.
• Point to the number 7. Say Count seven. Point to seven of
the balloons and count One, two, three, four, five, six, seven.
Circle seven balloons.
• Ask children to do the activity. Tell them to count and
colour the number of objects indicated by the number at
the beginning of the row.
• Check that children have circled the correct number of
objects.
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 7. Write
the number on the lines exactly as it is presented in the
Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Draw more writing lines on the board. Call children to the
board to write 7 on the lines. Correct as necessary.
• Repeat with the number 8.
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 Lesson 6 Project    CB PAGE 27, AB PAGE 30  Sing.  $ 29
Lesson objectives
To make a number collage
To use English to talk about mathematical concepts
To develop fine motor control
Vocabulary: button, bean, paperclip, glue stick,
numbers 1–3, How many…?
Materials: CD track 29, glue sticks, paperclips, buttons,
dried beans, pre-cut paper number 3s, a completed
number collage to show children
Class Book    CB PAGE 27  One button, two buttons, three buttons,
Warm-up
• Review the numbers from 1 to 8.
• Write a number line on the board with missing numbers,
for example, 1 2 _ 4 _ _ 7 _ .
• Say Count as you point to each number. Children count
with you.
• Point to the blanks and wait for the children to say the
missing number.
• Call a child to the front of the class to write the missing
numbers. Check that he or she is forming them correctly.
Look and say.
• Present the words paperclip, bean, button and glue stick.
Hold up a button. Say It’s a button. Children repeat in
chorus and individually. Repeat using a bean, a paperclip
and a glue stick.
• Hold up a button. Ask What’s this? Children respond It’s a
button. Repeat with a paperclip, a bean and a glue stick.
Make.
• Tell children to look at page 27.
• Explain that they are going to make something special.
Tell them to look at picture 4, and show them the collage
you have made.
• Point to the different items in picture 4 and say Count.
Children respond by counting the items.
• Before you give the children the materials, review the four
pictures, describing each step.
• Explain that they are going to glue three buttons, three
beans and three paperclips to a large number 3.
• Ask them to look at picture 1. Ask them to say the things
they can see.
• Tell children to look at picture 2. Then give each child a
cut-out of the number 3.
• Ask them to look at picture 3. Hand out the buttons,
beans and paperclips (3 for each child) plus glue sticks to
share. Explain that they should glue the buttons on the
large number 3. Allow them to scatter the three buttons
around the cut-out.
• Repeat with the beans and the paperclips.
• Tell children to write the number 3 on their cut-out. Check
that they are forming the number correctly.
• Tell children they are going to learn a song about what
they have just made.
• Play the CD. The children listen to the song.
• Play the CD again and pause after each line. Sing the
line and tell children to repeat after you. Tell children to
count on their fingers, or count the buttons, beans and
paperclips (clips) on their cut-outs as they sing.
Transcript  $ 29
Sing.
One, two, three,
Count with me.
How many buttons can you see?
Yippee!
One, two, three,
Count with me.
How many beans can you see?
One bean, two beans, three beans,
Yippee!
One, two, three,
Count with me.
How many clips can you see?
One clip, two clips, three clips,
Yippee!
Activity Book    AB PAGE 30 
1 Say and match.
• Tell children to open their books at page 30. Ask them to
tell you what they can see in the pictures (chairs, crayons,
pencils, apples, bins, notebooks and pens).
• Ask them to say the numbers and words on the left side of
the page. Hold up the book and point to each line as you
help the children say the numbers and words.
• Explain that children should match the words with the
correct picture.
• Do the first one as an example. Say Seven pencils. Point
to the pencils. Check that children are pointing to the
pencils. Say Count the pencils. Children count to seven. Tell
children to draw a line from the words to the picture of
the pencils.
• Tell children to continue the activity on their own. Walk
round and help as necessary.
• Ask children to hold up their books and check as a class.
Optional activity
• Ask children to add three more items to their cut-out.
Provide them with coins, stickers or other light objects
to glue, or encourage them to draw stars or other
shapes.
• Call children to the front to describe their cut-outs.
• Display children’s art projects on the walls of the room.

Unit 4 43
© Copyright Oxford University Press

First Friends TB1.indb 43 26/11/2013 14:05

 Unit 4 Review    AB PAGE 31  Maths Book    MB PAGES 22–27
Lesson objectives
To review the letters and sounds for Gg and Hh
To review the numbers 1–8
To develop fine motor control
Materials: flashcards 26–34
Activity Book    AB PAGE 31 
Warm-up
• Review the numbers. Tell children to count the number of
time you clap.
• Clap seven times. Children say Seven. Repeat with other
numbers from 1 to 8.
• Call a child to the front to lead the clapping.
1 Find and count. Write the number.
• Tell children to look at page 31 in their Activity Books.
• Ask them to name the small pictures at the top of the
page.
• Explain that these items are hidden in the big picture and
they are going to find and count them.
• Help children locate one of the notebooks hidden on the
boy’s top in the picture. Ask them to find and count the
other notebooks. Ask How many? They answer Three.
• Demonstrate writing the number 3 in the box next to the
notebook at the top of the page.
• Ask children to complete the activity with a partner. Walk
around and give help as needed.
• Put the flashcards for pencil, book, rubber, lunchbox and
notebook on the board. Call on a child to come up and
write the correct number of each item under its card
(8 pencils, 6 books, 2 rubbers (on the boys’ shoes), 1 lunchbox,
3 notebooks).
Progress check 4 (photocopiable) (TB page 97)
• Follow the procedure described on page 11 of the
Introduction.
44 Unit 4
© Copyright Oxford University Press
First Friends TB1.indb 44
 
 
  PAGE 22 
Lesson objectives
To count from 1 to 6
Materials: flashcards 26–34
1 Say, count and match.
• Write the number words from one to six on the board in a
column.
• Point to each word and prompt children to say it.
• Call a child to the front to write the number next to each
number word.
• Erase the numbers but leave the words on the board.
• Ask children to open their books on page 22.
• Ask children to name the school things they can see in
the centre column (water bottle, crayon, pen, rubber, pencil,
lunch box). Put the flashcards on the board as children
name them. Put them to the right of the number words in
the order they appear in the centre column in the book.
• Write the numbers in the order they appear in the activity
in the right column on the board. You now have the same
on the board as in the book.
• Model the activity. Ask children to look at the top left in
their books. Elicit the word at the beginning of the row
(one).
• Ask children which picture in the centre column shows
one of something (the lunch box).
• Tell children to draw a line from the word one to the lunch
box. Draw the line on the board.
• Ask children where the number 1 is in the third column.
Draw the line on the board. Tell them to draw a line in
their books.
• Children complete the activity on their own.
• Check by calling children to the front to draw the lines
connecting the words, pictures and numbers.
  PAGE 23 
Lesson objectives
To count from 1 to 6
To develop fine motor control
1 Join the dots. Colour.
• Write the numbers from 1 to 6 on the board for children
to say the numbers.
• Erase the numbers, then write them again, in a diagonal
line. Ask a child to come to the front and draw a line
connecting the numbers in order.
• Tell children to look at page 23.
• Hold up the book. Ask What’s this? Children respond It’s a
boat.
• Tell children to join the numbers in the correct order to
complete the boat.
• When children finish, tell them to colour the boat. Tell
them to stay inside the lines as best as they can.
26/11/2013 14:05

    PAGE 24 
Lesson objectives
To practise counting and writing the numbers 7 and 8
To recognise the words seven and eight
1 Trace, count and say.
• Tell children to look at page 24.
• Hold up the book and point to the pencils. Say Pencils.
Children repeat.
• Tell children to count the number of pencils aloud (7).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 7. Model writing
the number 7 on the board exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 8 and the crayons.
2 Trace, write and circle.
• Write the number 7 on the board. Say Seven. Write the
word seven next to it. Point to it and say Seven.
• Repeat with 8 and the word eight.
• Point to one of the numbers or words in random order
and prompt the children to say it.
• Tell children to look at the bottom of page 24. Tell them to
trace and write the number 7 on the first line. Check that
children are forming the number correctly.
• Tell children to circle the word seven in the first line.
• Repeat with 8.
• Ask children to hold up their books to check quickly.
  PAGE 25  children to say the numbers.
Lesson objectives
To count from 1 to 8
Materials: flashcards 26–34
1 Count and write.
• Tell children to look at page 25.
• Ask them to name the items in each picture (pencils,
notebooks, books, rubbers, pens, water bottles). Stick the
flashcard for each item on the board.
• Model the activity. Ask How many pencils? Children
respond Seven.
• Write the number 7 on the board under the flashcard for
the pencil.
• Children complete the activity.
• Check the answers on the board. Call children to the front
to write the number of items next to the appropriate
flashcard (4 notebooks, 3 books, 8 rubbers, 6 pens, 2 water
bottles).
© Copyright Oxford University Press
First Friends TB1.indb 45
  PAGE 26 
 
Lesson objectives
To recognise numbers 2–8
To develop fine motor control
Materials: flashcards 26–34
1 Draw, count and write.
• Tell children to look at page 26.
• Children name the objects in each row. As they name
each item, stick the flashcard for that item on the board.
• Tell them to trace the dotted pencil in the first row. Then
say Count the pencils. Children count One, two, three, four,
five.
• Tell them to write the number 5 in the box to the right of
the pencils.
• Children complete the activity. If children finish quickly,
ask them to colour the pictures.
• Check the answers.
 
  PAGE 27 
Lesson objectives
To count and write numbers 1–8
To follow a pattern
To identify missing numbers
1 Look and write.
• Write the numbers 1, 2, 3, 4, 5, 6, 7, 8 on the board. Point
to each one as children say the number.
• Point to the numbers in random order, prompting
•
Tell children to look at page 27.
• Direct children’s attention to the first column. Ask which
numbers they can see (1, 3, 5 and 7).
• Copy the column on the board. Point to the 1. Children
say 1.
• Point to the blank space. Prompt children to say 2. Call a
child to the front to write the number 2.
• Point to the 3. Children say 3.
• Point to the blank space. Children say 4. Call a different
child to the front to write the number 4.
• Continue until numbers 1 to 8 are on the board
• Tell children to complete the other columns in the activity
on their own. Make sure they understand that for some of
the columns they will need to count backwards from 8 to 1.
• Check by copying the activity on the board and calling
children to the front to complete the number lines.
Unit 4 45
26/11/2013 14:05
 5 Shapes and Colours

Lesson 1 Vocabulary    CB PAGES 28–29, AB PAGE 32  Transcript  $ 31

Lesson objectives
To identify basic shapes
To identify colours
To recognise English sounds and spoken words
To recognise parts of the whole
To develop fine motor control
Vocabulary: circle, diamond, heart, rectangle, square, star,
triangle, blue, brown, green, orange, pink, red, yellow
Materials: CD tracks 30–31, flashcards 35–48
Class Book    CB PAGES 28–29  1 Colour.
Warm-up
• Use the flashcards to review colours. Hold up a flashcard
and ask What colour is it? The children name the colour.
Repeat with all of the cards.
• Ask children to look at the picture on pages 28–29. Ask
questions about the picture: Who are the children? (Baz
and two friends/classmates), What are they doing? (painting
pictures with shapes).
Listen and say.  $ 30
• Tell children that they are going to learn the words for the
shapes and the new colours.
• Play the CD, holding up the shape and colour flashcards.
Pause after each word so the children can point to the
shape or colour in their books. Check they are pointing to
the correct shape or colour.
• Play the CD again, pausing after each word. The children
repeat the words in chorus and individually.
Transcript  $ 30
Listen and say.
circle, square, heart, triangle, rectangle, star, diamond, orange,
yellow, blue, red, green, brown, pink
Listen and find.  $ 31
• Tell children that you are going to say a word and they
should find and point to that shape or colour in their
books.
• Say the words randomly, e.g. brown, yellow, star, circle,
green, diamond, triangle, pink, square, rectangle, blue, red,
orange, heart. As you say each word, you may want to hold
up the matching flashcard to give visual support.
• Check that children are pointing to the correct shape or
colour in their books.
• Play the CD and pause after each word. The children listen,
find and point to the shape or colour in their books.
Listen and find.
pink, red, circle, yellow, rectangle, blue, star, heart, triangle, orange,
diamond, green, square, brown
Look and say.
• Hold up the shape and colour flashcards, and ask children
to look and name them.
• Hold up the triangle. The children look and say triangle. Do
the same for the rest of the cards.
• Put the flashcards on the board. Point to them randomly,
and ask children to look and say what they are.
Activity Book    AB PAGE 32 
• Tell children to look at page 32.
• Say Point to the robot. Check that children are pointing to
the robot.
• Put the flashcards for the colours on the board. Point to
the red flashcard and ask What colour is this? Children
respond red. Write red next to the colour. Repeat with the
other colours.
• Explain that each colour has a number and that they
should colour the robot according to the numbers.
• Ask children for the number for red (1). Explain that they
should colour red all the parts of the robot with a 1 in
them.
• Children complete the activity.
• Check children’s colouring.
Optional activity
• Hold up the flashcard of your favourite colour. Say My
favourite colour is (name of colour). Look very pleased
and happy with the flashcard to show that it’s your
favourite.
• Turn to a child and ask What’s your favourite colour?
• Ask each child What’s your favourite colour? Encourage
children to respond My favourite colour is …

46 Unit 5
© Copyright Oxford University Press

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 Lesson 2 Structure    CB PAGES 28–29, AB PAGE 33  Activity Book    AB PAGE 33
Lesson objectives
To recognise shapes
To recognise colours
To develop fine motor control
Structure: It’s + colour. It’s a (pink) (triangle).
Materials: CD track 32, flashcards 27–35
Class Book    CB PAGES 28–29  can colour the shapes accordingly.
Warm-up
• Review the names of the colours. Hold up each colour
flashcard and ask What colour is it? The children name the
colours.
Point and say.
• Tell children to look at the colours and shapes in the
picture on pages 28 and 29. Say Point to the triangle. The
children point to the triangle and say the word.
• Do the same with the rest of the colours and shapes.
Look at the paint pots and elicit the words black, white
and purple, if possible.
 
1 Draw and colour.
• Tell children to look at page 33.
• Point to the first shape in the box and ask What’s this? The
children respond It’s a heart. Do the same for the rest of
the shapes.
• Explain that the shapes and words in the box are a colour
code. Read the words with the class. Point to the rectangle
and ask What colour is it? The children reply Brown. Do the
same with the rest of the colours and shapes. The children
• Ask children to trace the shapes to complete the main
picture of the house and garden. Encourage them to
identify the shapes.
• The children colour the picture according to the colour
code. Model the activity. Point to the roof of the house
and say What’s this? (a triangle) and What colour is it?
(green). The children colour the picture.
• Check the colouring. Call a child to the front of the class
with his or her book. Say Point to a circle. Encourage the
child to point and say It’s a circle. It’s yellow.
• Ask other children to the front of the class to check the
colours of the other shapes.

Listen and say.  $ 32 Optional activity 2

• Ask children to say what Baz is doing in the picture (Baz is • Ask children to identify the colours of other things they
painting a picture. It is a car with different coloured shapes). know in English.
Play the CD once to check the answer. • Collect objects from the children, e.g. books, rubbers,
• Play the CD again, pausing after each phrase. The children bags, water bottles, etc. Be sure to collect objects which
repeat the phrases in chorus and individually. are primarily one colour.
• Ask What’s this? The children respond It’s a bag, etc.
Transcript  $ 32 Encourage them to say the colour of the item, e.g.
Listen and say. It’s pink.
Girl  It’s brown.
Baz  It’s a brown square.
Girl  It’s black.
Baz  It’s a black rectangle.
Girl  It’s pink.
Baz  It’s a pink triangle.
Girl  It’s white.
Baz  It’s a white circle.
Girl  It’s a car! Good job, Baz!

Say and do.

• Hold up the flashcard of the triangle. Say It’s a …
Encourage the children to finish your sentence with
triangle.
• Repeat with the flashcards of the square, rectangle and
circle. The children repeat the sentences It’s a (square), etc.
• Call a child to the front to hold up the flashcards for the
class to name them.

Optional activity 1
• Ask children to describe the pictures of the kite and the
person on page 29.
• Tell children to look at the kite. Ask What can you see?
Children name the shapes and colours.
• Repeat with the painting of a person.

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© Copyright Oxford University Press

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 Lesson 3 Phonics    CB PAGE 30, AB PAGE 34  Transcript  $ 33
Lesson objectives
To say, recognise and write the letters Ii, Jj and Kk
To recognise and say the sounds /ɪ/, /ʤ/ and /k/
To develop fine motor control
Vocabulary: igloo, insect, jam, jar, kangaroo, kite
Materials: CD track 33, flashcards 1–5, 107–109;
(optional) flashcards 99–106
Class Book    CB PAGE 30 
Warm-up
• Review the names of the characters using flashcards 1–5.
• Hand out the flashcards to individual children. Ask them
to stand up and say I’m (Baz). They hold up the card as
they speak.
• Children with flashcards remain standing and hold up
their cards. Say Point to Tess. The children point to the child
holding the Tess card. Repeat with all the names/cards.
Learn the sounds.
• Hold up the igloo flashcard. Say igloo. The children repeat
the word. Put the card on the board.
• Write the letter i on the board under the card, exactly as
presented in the Class Book. Point to it and say /ɪ/ igloo.
The children repeat again.
• Write a capital I on the board. Remind children that the
letters have the same sound and that we use the capital
letters for names and lower-case letters for other words.
• Explain that although the sound of the letter is /ɪ/, the
name of the letter is i. Ask children to repeat the letter
name and sound, and the word, several times (i, /ɪ/, igloo).
• Repeat the procedure for Jj using the jar flashcard.
• Ask which character’s name begins with the sound /ʤ/
(Jig). Say Jig, focusing on the beginning sound /ʤ/. Put
the Jig card on the board and write the letter J below it.
• Repeat the procedure for Kk using kangaroo. Tell children
that Kk and Cc sometimes have the same sound. Tell them
not to worry about this right now.
• Tell the class that they are going to learn how to write the
letters Ii, Jj, Kk. Tell them to open their books to page 30
and look at the letters Ii with the dotted lines and arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital I in the air. Tell children to copy your action.
Check that they are forming the letter correctly.
• Repeat the procedure for the lower case i, Jj, and Kk.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 33
• Tell the class that they are going to sing a song to help
them learn the letters Ii, Jj and Kk.
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line
and tell children to repeat after you. Tell them to point to
the letters and words in their books as they sing them.
• Play the CD again and ask children to sing the song.
48 Unit 5
© Copyright Oxford University Press
First Friends TB1.indb 48
Sing.
i, i, i j, j, j
/ɪ/, /ɪ/, /ɪ/ /ʤ/, /ʤ/, /ʤ/
/ɪ/ igloo, /ɪ/ igloo /ʤ/ jar, /ʤ/ jar
/ɪ/, /ɪ/, /ɪ/ /ʤ/, /ʤ/, /ʤ/
k, k, k
/k/, /k/, /k/
/k/ kangaroo, /k/ kangaroo
/k/, /k/, /k/
Find and say.
• Ask children to find the letters i, j and k in the alphabet at
the top of the page. Ask them for the name and sound of
the letter that comes before the letter i (h, /h/).
• Tell children to look at the main picture on the page. Ask
them to identify other things in the picture that begin
with i, j and k.
• Say insect, and ask them to point to an insect. Check that
they are pointing correctly. Repeat for jam and kite.
• Write the words insect, jam and kite on the board. Run your
finger under each word as you say it. Ask children to point
to the pictures as you say the words.
• Ask children to find the things beginning with the sounds
/b/ (balloon, boy) and /g/ (girl).
Activity Book    AB PAGE 34 
1 Trace and write.
• Tell children to look at page 34. Draw three sets of writing
lines on the board. Put dots on the first set of lines to
show starting points for forming the capital I and lower
case i. Write the letter on the lines exactly as they are
presented in the Class Book.
• Ask children to practise tracing the letters in their books
with their fingers.
• Children trace and write the letters with their pencils.
Check that they are holding their pencils correctly and
forming the letters correctly. Repeat for Jj and Kk.
• Draw more writing lines on the board. Call children to the
board to write Ii, Jj and Kk on the lines. Correct as necessary.
2 Trace and say. Colour.
• Ask children to look at the picture and say the words. They
trace the first letter of each word with their pencils. Check
that they are forming the letters correctly.
• Ask them to trace the letters i, j and k in the picture with
their fingers and then colour them. Ask children to colour
the rest of the pictures.
Optional activity
• Hand out the flashcards for the letters a–k to different
children.
• Say a sound, such as d. The child with the dog flashcard
stands up. The class repeats d, /d/, dog.
• Continue with the other sounds, and different children.
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 Lesson 4 Values    CB PAGE 31, AB PAGE 35  Act.
Lesson objectives
To consider the importance of being neat and tidy
To understand everyday language related to being neat
and tidy
To respond appropriately to working in a group
Everyday English: Clean up. Let’s work together.
Materials: CD track 34
Class Book    CB PAGE 31  Activity Book    AB PAGE 35
Warm-up
• Remind the children of the everyday English they learned
in Unit 4, to take care of their things. Call two children to
the front to act out the scene.
• Give one child a bag to drop on the floor. Prompt the
other child to say Take care of your bag. Encourage the first
child to pick up the bag and say Thank you.
Listen and say.  $ 34
• Tell children to open their books to page 31.
• Ask children questions about the photo: Where are the
children? (at school), Who is the woman? (their teacher),
What are they doing? (cleaning their classroom), Are the
children listening to their teacher? (yes).
• Ask children why it is important to keep their classroom
neat and clean.
• Present the word together by calling two children to the
front to do something together, for example, rub out the
board, put papers in the bin, etc.
• Explain to the class that they are going to listen to the
children in the photo working together.
• Play the CD. The children listen.
• Play the CD again. Pause after each line, and ask children
to repeat it.
Transcript  $ 34
Listen and say.
Teacher  Clean up!
Children  Let’s work together.
Say and do.
• Repeat the conversation with the class in chorus. Say the
first line and prompt the children to respond Let’s work
together.
• Walk to a table of children. Put some pencils and papers
on the table and say Clean up!
• Prompt children to respond. Encourage them to collect
the pencils and papers and give them to you.
• Repeat with other children.
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First Friends TB1.indb 49
• Tell the class that they are going to act out the situation.
Call several children to the front of the class to act out
the scene. Give them something meaningful to do in the
classroom, for example, clearing a shelf, picking up some
toys or rubbing out the board.
• Ask one child to say Clean up! Encourage the other
children to respond and do the action.
• Help children perform by prompting the lines as
necessary.
• Repeat with other children.
 
1 Trace and say.
• Tell children to open their books to page 35.
• Ask children questions about the picture: Where are the
children? (at school), Who is the woman? (their teacher),
What are the children doing? (cleaning their classroom), Are
all the children cleaning? (No, one boy is not).
• Tell children to trace the line in their books. Remind them
to trace in the direction that the arrow is pointing.
• Read the text in the speech bubble aloud. Prompt the
children to repeat it.
2 Draw and colour.
• Point to the activity at the bottom of the page.
• Ask children to look at the small pictures and decide
which one shows good behaviour and which one shows
bad behaviour.
• Tell them to draw a smiling mouth for good behaviour
or a frowning mouth for bad behaviour. Demonstrate by
drawing a smiling and a frowning face on the board.
• Ask what kind of behaviour the boy in the first small
picture shows (bad). Ask what kind of behaviour the
second boy shows (good). Tell children to draw the
appropriate mouths on the faces. They then colour the
pictures.
Optional activity
• Ask children to draw a picture of their classroom or the
front of their school.
• Call several children to the front to show their pictures.
Ask them to describe their pictures using vocabulary
from this unit and previous units.
Unit 5 49
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 Lesson 5 Numbers    CB page 32, AB PAGE 36  Sing.  $ 35
Lesson objectives
To identify, write and use numbers 9 and 10
Vocabulary: numbers 9–10, fly away
Materials: CD track 35, flashcards 99–101;
(optional) a paper for each number 1–10
Class Book    CB PAGE 32 
Warm-up
• Review numbers 1 to 8. Draw a diamond on the board.
Ask What’s this? Say Count. Children count to one. Write
the number 1 under the diamond.
• Drive five diamonds on the board. Say Count. Point to
each diamond as children count aloud.
• Repeat using other numbers and real objects from the
classroom, e.g. books, pens, crayons, etc.
Learn the numbers.
• Draw 9 diamonds on the board. Say Nine. Count One, two,
three, four, five, six, seven, eight, nine. Write the number 9
under them, exactly as it is presented in the Class Book.
• Ask How many? Children answer Nine.
• Repeat with 10.
• Write the word nine under the nine diamonds. Point to it
and say Nine. Repeat with the word ten.
• Call a child to the front. Say Nine. Encourage the child
to point to the number 9 and word nine on the board.
Repeat with other children.
• Tell children to look at page 32. Tell them to look at the
pictures at the top. Elicit the words for kite and insect.
• Tell them you are going to say a number and they should
point to the correct picture. Say Ten. Check that children
are pointing to the correct picture. Repeat with 9.
• Tell children to look at the numbers 9 and 10 with the
dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 9 in the air.
• Tell children to copy you and write a 9 in the air. Check
that they are forming the number correctly.
• Repeat the procedure for number 10.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Put the flashcards for the apple, bird and cat on the board.
Draw an ant, an insect and a kite on the board. Point to
each and prompt children to say the words.
• Tell children to look at the picture at the bottom of the
page. Ask them find the items in the picture.
• Find the apples with them as an example. Hold up the
book and point to the apples. Write the number 2 next to
the flashcard of the apple on the board.
• Ask children to count the number of the items on the
board in the picture. Elicit the answers and write the
numbers on the board next to the pictures.
50 Unit 5
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First Friends TB1.indb 50
• Tell the class they are going to learn a song.
• Present the word fly by flapping your arms like a bird. If
your classroom has a window, look for a bird outside to
illustrate the meaning of fly. Say fly away and as you flap
your arms, move toward the door.
• Tell children to look at the picture at the bottom of
the page Ask How many birds? Children respond 9.
Ask children to tell you why the last bird is flying away
(because the cat is there).
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line
and tell children to repeat after you.
• Tell children that they are going to act out the song.
• Call 10 children to the front to be the birds. Give each
child a paper with a number written on it. Tell them they
should return to their seats when they fly away from the
cat.
• Call another child to the front to be the cat. Give the child
the cat flashcard. Tell the child to hold up their flashcard
when the word cat is sung.
• Encourage the other children to point at the cat and then
flap their arms as the birds fly away.
• Sing the song. If there is time, change parts.
Transcript  $ 35
Nine birds, here with me.
Look at that!
It’s a cat!
Fly away, bird! Fly away, bird!
How many birds here with me?
Eight.
Activity Book    AB PAGE 36 
1 Count and match.
• Tell children to look at page 36.
• Tell them to look at the hearts at the top left of the page.
Ask How many hearts? Children respond Ten. Tell them to
draw a line to match the picture with the number 10.
• Ask children to do the activity. Tell them to count and say
the number of items as they draw their lines.
• Check that children have matched correctly (9 stars,
9 diamonds, 10 circles).
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 9. Write
the number on the lines exactly as it is presented in the
Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Draw more writing lines on the board. Call children to the
board to write 9 on the lines. Correct as necessary.
• Repeat with the number 10.
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 Lesson 6 Story    CB PAGE 33, AB PAGE 37  who plays Jig, holds the coloured hat and hides behind a
Lesson objectives
To follow the left-to-right sequence of English
To develop listening skills in English
To understand and enjoy a story
To revise and consolidate language introduced in the unit
To develop fine motor control
Vocabulary: hat, What’s this?
Materials: CD track 36, flashcards 42–48, a drawing of a
hat coloured red, white and pink
Class Book    CB PAGE 33  • Hold up the colour flashcard for red. Prompt children to
Warm-up
• Review colours using the flashcards. Hold up a card and
ask What colour is it?
• Teach the word white by showing something white (e.g.
a piece of paper).
• Draw a hat on the board and say It’s a hat. Ask children
to repeat the word hat several times, in chorus and
individually.
Look and say.
• Tell children to open their books to page 33.
• Remind them that English stories are presented from left
to right. Hold up your book and point to the frames in
order.
• Say Point to picture 1. Check that the children are pointing
to the picture with the 1 in the corner. Repeat with
pictures 2, 3 and 4.
• Ask children questions about the story: Who is in the story?
(Pat and Jig), What is Jig doing? (hiding behind the wall),
What is Jig wearing? (a hat).
Listen.  $ 36
• Tell the class that they are going to listen to the story.
• Play the CD, and pause between each frame. Don’t ask
children to repeat at this stage of the lesson.
• Ask them to tell you what they understood. Play the CD
again if necessary.
Transcript  $ 36
Listen. It’s a red hat!
Pat  What’s this? It’s a red hat.
Pat  It’s a red and white hat!
Pat  It’s a red, white and pink hat!
Pat  It’s Jig in a hat!
Listen and act.  $ 36
• Play the CD again, pausing after each frame. The children
repeat the sentences in chorus and individually.
• Tell the class they are going to act out the story. Use your
previously drawn and coloured picture of a hat (with a
strip of red at the top, then a strip of white, and then a
strip of pink).
• Call two children to come to the front of the class to act
the roles of Pat and Jig. One child is Pat and the other,
© Copyright Oxford University Press
First Friends TB1.indb 51
chair.
• Help children to act out the story. Help the child playing
Pat to say the lines. The child playing Jig hides behind the
chair and holds up the hat, slowly showing the different
colours.
• Call other children to the front of the class to act out the
story.
• Help children perform by prompting the lines and asking
them to repeat.
Activity Book    AB PAGE 37 
1 Match and colour.
say It’s red. Stick it at the top left of the board. Write red
next to it.
• Repeat with the blue, yellow, green and orange flashcards.
Stick the colour flashcards in a column on the left of the
board (in the same order as the colour words on page 37).
• Tell children to look at page 37.
• Ask them if they can recognise the words in the column
on the left. Explain that these are the colour words as you
have put them on the board.
• Tell children to trace the line from the colour word to the
shape and then colour the shape according to the word.
• Tell children to stay inside the lines as well as they can.
• Check answers. Ask children to say the shape and its
colour: It’s a rectangle. It’s red. It’s a triangle. It’s blue. It’s a
square. It’s yellow. It’s a circle. It’s green. It’s a rectangle. It’s
orange.
2 Look and say. Circle the letter.
• Stick the flashcard of Jig on the board. Write the letters
J, K and I under it.
• Point to each letter and children say its sound: /ɪ/, /ʤ/, /k/.
Ask children which letter is the first sound of Jig’s name (J).
Tell children to circle that letter in their books.
• Children complete the activity. They should say the
children’s names and the letter sounds quietly to
themselves to help them choose the correct letter for
each picture.
• Check answers. Stick the flashcards of Baz and Adam on
the board. Write the capital letters under each as in the
Activity Book.
• Call a child to the front to circle the correct letters (B and A).
Optional activity
• Tell children they are going to practise the sounds of
the letters they know with their classmates’ names.
• Say the name of a child whose name begins with a
sound the children know. Ask that child to stand up.
The other children say the first sound of his or her name.
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 Unit 5 Review    AB PAGE 38  Maths Book    MB PAGES 28–33
Lesson objectives
To review the unit vocabulary
To develop fine motor control
Activity Book    AB PAGE 38  To recognise a pattern
Warm-up
• Review the numbers. Write the number 6 on the board.
Ask children to clap six times.
• Repeat with random numbers from 1 to 10.
1 Find, say and circle.
• On the board, draw a boy or girl using shapes. Use a circle
for the head, a rectangle for the body, rectangles for legs,
triangles for feet, etc. Point to each shape and ask the
class, What’s this? They answer It’s a (circle).
• Tell children to look at page 38 in their Activity Books.
• Ask them what they can see in the first picture (a girl and
two boys made of shapes; a balloon).
• Ask children to look at the second picture. Explain that the
two pictures are slightly different. Point to the circle with a
dotted line around it. Ask What’s this? They reply It’s a circle.
Demonstrate tracing the dotted line.
• Ask children to find more differences between the two
pictures, for example the balloon in the first picture and
the kite in the second picture. Point and ask What’s this?
They reply It’s a (kite). Tell children to circle the kite.
• The children find the differences between the two
pictures and circle the differences in the second picture
(ball on the ground, kite, girl’s feet are triangle-shaped, ball
with a square in it, circle/sun in the sky, boy’s shirt with a circle
on it).
Progress check 5 (photocopiable) (TB page 98)
• Follow the procedure described on page 11 of the
Introduction.
Mid-year progress check (photocopiable)
• This test covers Units 1–5 and can be found on TB
pages104–105.
• Follow the procedure described on page 11 of the
Introduction.
52 Unit 5
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First Friends TB1.indb 52
 
 
  PAGE 28 
Lesson objectives
To recognise shapes
1 Say and match.
• Tell children to look at page 28.
• Ask children what they can see (shapes). Explain that there
is a pattern in each row and they have to work it out.
• Tell them to look at the first row of shapes and put their
finger on the first heart. Children say heart. Tell them to
move their finger to the next picture and say the name of
the shape (star), then the next shape (heart).
• Copy the first sequence onto the board: heart > star >
heart. Draw a blank box after the second heart. Point to
each item, and ask the children to repeat the sequence
heart > star > heart.
• Ask children what they think goes in the blank box: a
picture of a heart or a star? Clarify the sequence heart >
star > heart > star. Show them how to draw a line to the
picture of the star on the right.
• Continue with the next sequence: square > square > circle
> circle.
• The children complete the activity. Go over the answers as
a class, repeating the sequences.
Answers: triangle > triangle > triangle > triangle
diamond > rectangle > rectangle > diamond
star > heart > star > heart
 
  PAGE 29 
Lesson objectives
To count from 1 to 8
To recognise words for colours
To develop fine motor control
Materials: flashcards 42–48
1 Colour, count and write.
• Review the shapes. Draw a triangle, a square, a circle and a
rectangle on the board. Point to the circle. Ask What’s this?
Children respond It’s a circle.
• Repeat by asking about the other shapes.
• Review the colours with the flashcards. Hold up the
flashcard for blue. Prompt children to say the name of the
colour. Repeat with other colours.
• Stick the flashcards on the board and write the
appropriate colour word under each flashcard.
• Tell children to look at page 29.
• Explain that they are going to colour each shape
according to the word next to it.
• Point to the word blue on the board. Ask children to find
the word on the page.
• Ask which shape is next to it on the page (rectangle).
Draw a rectangle next to the blue flashcard on the board.
Repeat with green, red and yellow, and the other shapes.
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 • Tell children to colour the shapes in the main picture
according to the instructions on the board.
• When children have finished, ask How many rectangles?
Children count 1, 2, 3, 4, 5, 6, 7 … Seven rectangles.
• Children count the other shapes and write the correct
number in the boxes.
• Check the answers. Ask How many …? for each shape
and write the correct number next to it on the board
(8 squares, 8 circles, 5 triangles).
  PAGE 30 
Lesson objectives
To practise counting and writing the numbers 9 and 10
To recognise the words nine and ten
1 Trace, count and say.
• Tell children to look at page 30.
• Hold up the book and point to the hearts. Say Hearts.
Children repeat.
• Tell children to count the number of hearts aloud (9).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 9. Model writing
the number 9 on the board, exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 10 and the stars.
2 Trace, write and circle.
• Write the number 9 on the board. Say Nine. Write the word
nine next to it. Point to it and say Nine.
• Repeat with 10 and the word ten.
• Point to one of the numbers or words in random order
and prompt the children to say it.
• Tell children to look at the bottom of page 30. Tell them to
trace and write the number 9 on the first line. Check that
children are forming the number correctly.
• Tell children to circle the word for nine in the first line.
• Repeat with 10.
• Ask children to hold up their books to check quickly.
  PAGE 31  on the board.
Lesson objectives
To recognise numbers 8, 9 and 10
To recognise parts of the whole
To develop fine motor control
1 Colour 8, 9 and 10.
• Write the numbers 8, 9 and 10 on the board. Point to each
one as children say the number.
• Tell children they are going to colour the parts of the
picture that have one of these numbers in it.
• Model the activity. Draw a circle on the board and ask
What’s this? Children respond A circle.
• Draw a square around the circle. Put several lines through
it to make irregular shapes. Explain that the circle is still
there, but it’s hiding.
© Copyright Oxford University Press
First Friends TB1.indb 53
• Write the numbers 8, 9 and 10 in the pieces that form the
circle. Put the numbers 5, 6 and 7 in the extra pieces that
didn’t make up part of the circle.
• Colour the pieces with the numbers 8, 9 and 10. Explain as
you are colouring that you are only going to colour these
pieces. When you have finished colouring, you will find
your original circle.
• Tell children to look at page 31.
• Children complete the activity. Ask them what they can
see (a kite).
  PAGE 32 
Lesson objectives
To practise counting up to 10
To recognise number words
To develop fine motor control
1 Count and colour.
• Draw ten triangles in a row on the board. Say Count the
triangles. Children count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
• Write the word five to the left of the triangles. Point to the
word and prompt the children to say five.
• Call a child to the front to circle five triangles.
• Tell children to look at page 32.
• Explain that instead of circling, they should colour
the number of items indicated by the number at the
beginning of the line.
• Tell children to try to stay inside the lines if they can.
  PAGE 33 
Lesson objectives
To understand simple principles of addition
To count up to 10
1 Count and match.
• Review the shapes. Draw a rectangle on the board. Ask
What’s this? Children say A rectangle.
• Repeat with square, triangle and circle.
• Tell children to look at page 33.
• Model the activity. Copy the first two boxes of diamonds
• Point to the first box. Ask How many diamonds? Children
count one.
• Point to the second box. Ask How many diamonds?
Children count one, two.
• Draw a circle around both boxes together. Ask How many
diamonds? Prompt children to count One, two, three.
• Ask children to find the box in the right column of page
33 that has three diamonds. Prompt children to draw a
line from the first row to the box with three diamonds.
• Children complete the activity on their own.
• Check the answers. Ask children to tell you the total
number of each shape (4 hearts, 4 squares, 3 diamonds,
10 triangles, 9 circles).
Unit 5 53
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 6 My Farm
Lesson 1 Vocabulary    CB PAGES 34–35, AB PAGE 39  Transcript  $ 38
Lesson objectives
To identify farm animals
To identify things found outdoors
To recognise English sounds and spoken words
To recognise parts of the whole
To develop fine motor control
Vocabulary: bee, cow, chicken, donkey, duck, flower, goat,
goose, horse, sun
Materials: CD tracks 37–38, flashcards 49–58;
(optional) a large envelope
Class Book    CB PAGES 34–35  ask What’s this? Children respond It’s a duck. Repeat with all
Warm-up
• Tell children to look at the picture on pages 34 and 35.
Ask the following questions: Who are the children? (Baz and
Tess), Where are they? (outdoors, on a farm), How do we know
it’s a farm? (We can see farm animals), Why do the children
look happy? (Because it is nice to be outside and admire the
scenery and animals).
Listen and say.  $ 37
• Tell children that they are going to learn the words for
some animals on the farm and some outdoor things.
• Play the CD, holding up the flashcard for each animal or
thing as its name is said. Pause after each word so children
can point to the object in their books. Check children are
pointing to the correct object.
• Play the CD again, pausing after each word. Children
repeat the words chorally and individually.
Transcript  $ 37
Listen and say.
bee, flower, sun, cow, horse, donkey, chicken, duck, goose, goat
Listen and find.  $ 38
• Tell children that you are going to say a word and they
should point to that animal or thing in their books.
• Say the words at random, e.g. flower, goose, sun, goat,
donkey, horse, bee, cow, chicken, duck. As you say each
word, you may like to hold up the flashcard to give
children visual support.
• Check children are pointing to the correct thing in their
books.
• Play the CD and pause after each word. Children listen and
point to the animal or thing in their books.
54 Unit 6
© Copyright Oxford University Press
First Friends TB1.indb 54
Listen and find.
cow, bee, sun, chicken, horse, goat, goose, flower, donkey, duck
Look and say.
• Hold up a flashcard and ask What is it? The children reply
and name the animal or insect.
• Put the flashcards on the board. Point to them randomly,
and ask the children to look and say what it is, for
example, It’s a (mouse).
Activity Book    AB PAGE 39 
1 Match and say.
• Put the flashcards for duck, sun, flower, bee, goat and
donkey in a column on the board. Point to the duck and
the pictures.
• Tell children to look at page 39.
• Tell them to look at the first picture in the left column.
Explain that this is a small part of something in the right
column. Ask them to find the larger picture in the right
column (the bee).
• Draw the part of the bee on the board to the left of the
column of flashcards. Draw a line from the part of the bee
to the bee flashcard. Tell children to match the part of the
bee to the whole bee in their books.
• Ask What’s this? Children respond It’s a bee.
• Children complete the activity.
• As children work, draw the other parts on the board.
• Check answers by calling children to the board to match
the parts to the whole.
Optional activity
• Tell children that they are going to play a game.
• Put the flashcard of a flower inside a large envelope.
Hold up the envelope and slowly pull the flashcard out
of the envelope. Children watch carefully and say flower
as soon as they can identify it.
• Repeat with the other farm flashcards.
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 Lesson 2 Structure    CB PAGES 34–35, AB PAGE 40  Activity Book    AB PAGE 40
Lesson objectives
To ask and answer yes / no questions
To develop fine motor control
To review numbers 1–10
Structure: Is it a …? Yes, it is. / No, it isn’t.
Materials: CD track 39, flashcards 49–58
Class Book    CB PAGES 34–35  • Do the first one as an example. Point to the flashcard of
Warm-up
• Review the names of the farm animals and outdoor
vocabulary. Stick the flashcards on the board. Say Point to
the flower. Children respond. Repeat with other words.
Point and say.
• Tell children to look at the animals in the picture on pages
34 and 35. Say Point to the chicken. The children point to
the chicken and say the word.
• Do the same with the rest of the animals.
Listen and say.  $ 39
• Tell children to look at the picture, and ask children to say
what they think the characters are doing (Tess and Baz are
talking about the donkey and the goat). Play the CD once to
check the answer.
• Play the CD again, pausing after each phrase. Children
repeat the phrases chorally and individually.
• Ask if children can remember what Baz thought the
donkey might be (a horse).
 
1 Find and colour. Count.
• Tell children to look at page 40.
• Ask children what they can see in the big picture (a farm
with animals).
• Stick the flashcards for bee, chicken, goose, duck, flower,
donkey, cow and horse on the board. Point to each one
and ask What’s this? Children answer appropriately.
• Explain that children should find each of these things in
the large picture at the bottom of the page.
the bee on the board. Say Colour the bees. Ask children to
choose a colour for the bee, and colour the large picture
of the bee at the top of the page, then all the bees in the
main picture below.
• Say Count the bees. Hold up the book and point to each
bee as you count aloud. Say 9 bees. Write the number 9
next to the flashcard of the bee.
• Tell children to complete the activity on their own.
• Check by calling different children to the front to write the
number of each item next to its flashcard.
Answers: 6 chickens, 4 geese, 8 ducks, 10 flowers, 5 horses,
1 cow, 2 donkeys
Optional activity
• Hold up one of the children’s bags. Ask Is it a book?
Children respond No, it isn’t. It’s a bag.
• Ask Is it blue? Children respond appropriately.
• Repeat with other known objects in the classroom.
Choose objects that are the colours that children know.

Transcript  $ 39
Listen and say.
Tess  Look, Baz. Is it a goat?
Baz  Yes, it is.
Tess  It’s a small goat.

Baz  Is it a horse?
Tess  No, it isn’t.
Baz  What is it?
Tess  It is a donkey.

Say and do.

• Hold up the flashcard of the donkey. Look at it and say
Look! Ask Is it a horse? Encourage children to respond
No, it isn’t. It’s a donkey.
• Hold up the flashcard of the bee. Ask Is it a bee? Children
respond Yes, it is. Ask Is it blue? Children respond No, it isn’t.
• Repeat with the other flashcards, naming some of them
correctly and others incorrectly. Be sure to only use words
that children have already learnt.
• If any children are confident enough, they can take your
role in holding up the flashcards and asking the questions.

Unit 6 55
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 Lesson 3 Phonics    CB PAGE 36, AB PAGE 41  Transcript  $ 40
Lesson objectives
To say, recognise and write the letters Ll, Mm and Nn
To recognise and say the sounds /l/, /m/ and /n/
To develop fine motor control
Vocabulary: lemon, lion, mango, moon, nose, nut
Materials: CD track 40, flashcards 99–111;
(optional) paper, glue, and small pieces of paper, string,
macaroni, or small buttons
Class Book    CB PAGE 36  • Repeat for moon and nose.
Warm-up
• Review the sounds and letters that the children have
learned so far (a–k).
• Hold up the flashcard for apple. Ask What’s this? Children
respond It’s an apple. Remind them of the sound /æ/ and
the name of the letter a. Put the card on the board.
• Repeat with the rest of the flashcards (bird, cat, dog, egg,
fan, girl, hand, igloo, jar, kangaroo).
• Say a letter and sound such as d, /d/. Ask children to name
the corresponding flashcard word (dog). Repeat with the
rest of the sounds.
Learn the sounds.
• Hold up the flashcard of the lion. Say lion. Children repeat
the word. Put the card on the board.
• Write the letter l on the board under the flashcard, exactly
as it is presented in the Class Book. Point to it and say /l/
lion. Then write a capital L on the board.
• Explain that although the sound of the letter is /l/, the
name of the letter is l. Have children repeat the letter
name and letter sound, along with the word, several times
(l, /l/, lion).
• Repeat the procedure with Mm (moon) and Nn (nose).
• Tell the class that they are going to learn how to write the
letters Ll, Mm, Nn. Ask them to open their books on page 36
and look at the letters Ll with the dotted lines and arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital L, exactly as presented in the Class Book.
• Tell children to copy your action and write a capital L in
the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case l, Mm and Nn.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 40
• Tell the class that they are going to sing a song to help
them learn the letters Ll, Mm, Nn.
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line
and tell children to repeat after you. Tell children to point
to the letters and words in their books as they sing them.
• Play the CD again and ask children to sing the song.
56 Unit 6
© Copyright Oxford University Press
First Friends TB1.indb 56
Sing.
l, l, l m, m, m n, n, n
/l/, /l/, /l/ /m/, /m/, /m/ /n/, /n/, /n/
/l/ lion, /l/ lion, /m/ moon, /m/ moon /n/ nose, /n/ nose
/l/, /l/, /l/ /m/, /m/, /m/ /n/, /n/, /n/
Find and say.
• Ask children to find the letters l, m and n in the alphabet at
the top of the page. Ask them for the name and sound of
the letter before l (k, /k/).
• Tell them to look at the main picture on the page. Say
Point to the lion. Check that they are pointing correctly.
• Ask children to identify other things in the picture that
begin with l, m and n. For the objects which are labelled
on the picture (lemon, mango and nut), write the word on
the board. Run your finger under the word as you say it.
Ask children to point to the pictures of the objects as you
say the words.
• Ask children to find something beginning with the sound
/d/ (duck).
Activity Book    AB PAGE 41 
1 Trace and write.
• Tell children to look at page 41.
• Draw three sets of writing lines on the board. Put dots on
the first set to show the starting points for forming the
letters L and l. Write the letters on the lines exactly as they
are presented in the Class Book.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace and write the letters
with their pencils. Check that they are holding their
pencils correctly and forming the letters correctly.
• Repeat the procedure for Mm and Nn.
• Draw more writing lines on the board. Call children to the
board to write Ll, Mm and Nn on the lines.
2 Trace and say. Colour.
• Ask children to look at the pictures and say the words.
• They trace the first letter of each word with their pencils.
Check that they are forming the letters correctly.
• Ask them to trace the big letters in the pictures with their
fingers, and then colour them.
• Tell them to colour the picture. They should try not to
colour outside the lines.
Optional activity
• Give each child a large sheet of paper. Help them to
choose and write a letter from a to n on it. You may
want to assign a letter to each child, to cover all letters.
• Children glue bits of paper, string, macaroni or small
buttons along the lines of their letter. When the collage
is dry, the children run their fingers along the letters.
• Children say the alphabet from a to n and hold up their
letter when it is said.
26/11/2013 14:05
 Lesson 4 Values    CB PAGE 37, AB PAGE 42  • Repeat with other children.
Lesson objectives
To consider the importance of respecting nature
To understand everyday language related to respecting
nature
To respond appropriately to animals’ needs
Everyday English: Be careful. Don’t touch.
Materials: CD track 41, all animal flashcards;
(optional) paper for each child for drawing
Class Book    CB PAGE 37  second picture).
Warm-up
• Tell children to open their books on page 37.
• Say Look at the picture. Point to one of the eggs in the nest.
Ask What’s this? Children respond It’s an egg.
• Introduce the word nest. Elicit that birds make nests.
• Point to the man. Ask Who’s this? Children respond It’s Dad.
Listen and say.  $ 41
• Ask children questions about the picture: Where are Dad
and the girl? (outside, perhaps in a park or garden), What are
they looking at? (eggs in a nest).
• Tell children that it is important to respect nature. Explain
that they shouldn’t touch a nest that they find. Explain
that the birds will get very angry if they touch the nest.
• Explain that the children are going to hear Dad tell the
girl not to do something. Ask if they can guess what it is
(touch the nest).
• Play the CD. Tell children to listen.
• Play the CD again. Pause after each line and ask children
to repeat it.
Transcript  $ 41
Listen and say.
Dad  Be careful. Don’t touch.
Girl  OK.
Say and do.
• Conduct the conversation with the class chorally. Say the
first line and prompt the children to respond.
• Repeat with other children.
• Give a child any flashcard of an animal. Walk up to a
child and pretend to touch the flashcard. Then stop and
withdraw your hand. Prompt the child to say Be careful or
Don’t touch. Respond by saying OK.
• Repeat with other children.
Act.
• Tell the class that they are going to act out the situation.
Call a child to the front to act the role of the dad and
another to act the role of the child.
• Draw a simple nest on the board. Prompt the child playing
the girl to point to the nest without touching it.
• Help children to perform by prompting the lines as
necessary.
© Copyright Oxford University Press
First Friends TB1.indb 57
• Ask children what other things they can do to show
respect for nature (not pick flowers, not chase animals, etc.)
Activity Book    AB PAGE 42 
1 Trace and say.
• Tell children to open their books to page 42.
• Ask them questions about the pictures: What kind of pet
do these children have? (fish), In the first picture, what kind
of care are they giving their fish? (none; the tank is dirty),
In the second picture, what kind of care are they giving their
fish? (cleaning the tank), Which is the correct behaviour? (the
• Ask children to trace the line in their books that shows the
scraper cleaning the tank. Remind them to trace in the
direction that the arrow is pointing.
• Read the text in the speech bubble aloud: Be careful.
Prompt the children to repeat it.
2 Draw and colour.
• Point to the activity at the bottom of the page.
• Ask children to look at the small pictures and decide
which one shows good behaviour and which one shows
bad behaviour.
• Tell them to draw a smiling mouth for good behaviour
or a frowning mouth for bad behaviour. Demonstrate by
drawing a smiling and a frowning face on the board.
• Ask what kind of behaviour the children in the first small
picture are showing (bad). Ask what kind of behaviour
the children in the small picture are showing (good). The
children draw the appropriate mouths on the faces. They
then colour the pictures.
Optional activity 1
• Ask children to draw a picture of a child being kind
to nature. Encourage them to think of a situation that
is different from those they have seen in their books,
for example, walking on a path and not through some
flowers.
Optional activity 2
• Ask children to draw a picture of the pet they would
most like to have. Encourage them to draw the things
that this pet needs. For example, if a child draws a fish,
encourage him or her to draw its tank, food, cleaning
supplies for the tank, etc.
• Call children to the front of the class to talk about their
pictures.
Unit 6 57
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 Lesson 5 Numbers    CB page 38, AB PAGE 43  Sing.  $ 42
Lesson objectives
To identify, write and use numbers 11 and 12
Vocabulary: numbers 11–12, sound, quack, hee haw
Materials: CD track 42, flashcards 49–58, 101
Class Book    CB PAGE 38  • Ask children what sounds ducks and donkeys make
Warm-up
• Review numbers 1–10.
• Tell children you are going to show them a number very
quickly and they have to say it. Write a number on the
board, and immediately erase it, then see if they can tell
you the number. Repeat with other numbers.
• Ask children to count from 1 to 10 chorally and
individually. Then have them count from 10 to 1.
Learn the numbers.
• Tell children that they are going to learn to count further.
• Draw 11 stars on the board. Say Eleven. Count them
aloud. Write the number 11 under them, exactly as it is
presented in the Class Book.
• Ask How many? Children answer Eleven.
• Repeat with 12.
• Write the word eleven under the eleven stars. Point to it
and say Eleven. Repeat with the word twelve.
• Call a child to the front. Say Eleven. Encourage the child
to point to the number 11 and word eleven. Repeat with
other children and number 12.
• Tell children to open their books at page 38 and look at
the pictures at the top. Elicit the words for duck and cat.
• Tell them you are going to say a number and they should
point to the correct picture. Say Twelve. Check that children
are pointing to the correct picture. Repeat with 11.
• Tell children to look at the numbers 11 and 12 with the
dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 11 in the air.
• Tell children to copy you and write 11 in the air. Check that
they are forming the number correctly.
• Repeat the procedure for number 12.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Put the flashcards for bee, duck, cat, horse, goat and donkey
on the board. Prompt children to say the words.
• Tell children to look at the picture at the bottom of the
page. Ask them find the items in the picture.
• Find the goats with them as an example. Hold up the
book and point to the goats. Ask How many goats? Write
the number 3 next to the flashcard of the goat on the
board.
• Ask children to count the number of the items in the
flashcards in the picture. Elicit the answers and write the
numbers on the board next to the flashcards.
58 Unit 6
© Copyright Oxford University Press
First Friends TB1.indb 58
• Tell the class they are going to learn a song with some
English sounds for animals. Pre-teach the word sound by
giving examples.
• Put the flashcards for duck and donkey on the board.
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line
and tell children to repeat after you.
(quack and hee haw).
• Tell children they are going to sing the song again,
counting the number of quacks and hee haws. Encourage
them to count on their fingers as they sing.
• Play the song again and children count the sounds
(11 quacks, 12 hee haws).
Transcript  $ 42
Listen to the animal, animal, animal,
Listen to the animal.
Here is the sound. Count the … with me!
Quack, quack, quack, quack, quack,
Quack, quack, quack, quack, quack, quack.
Is it a duck? A duck? A duck?
Yes, it’s a duck. Yes, it is.
Hee haw, hee haw, hee haw, hee haw, hee haw, hee haw,
Hee haw, hee haw, hee haw, hee haw, hee haw, hee haw.
Is it a donkey? A donkey? A donkey?
Yes, it’s a donkey. Yes, it is.
Activity Book    AB PAGE 43 
1 Count and circle.
• Tell children to look at page 43.
• Ask them to tell you the numbers on the left of the page
(11, 12, 11, 12).
• Model the activity. Write the number 11 on the board.
Ask children to tell you the number (eleven). Draw 12
diamonds to the right of the number. Ask How many
diamonds? Children say Twelve.
• Point to the number 11. Say Count eleven. Point to eleven
of the diamonds and count them. Circle 11 diamonds.
• Ask children to do the activity. Tell them to count and
circle the number of objects indicated by the number at
the beginning of the row.
• Check that children have circled the correct number of
objects. If time, tell them to colour the circled objects.
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 11. Write
the number exactly as it is presented in the Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Draw more writing lines on the board. Call children to the
board to write 11 on the lines. Correct as necessary.
• Repeat with the number 12.
26/11/2013 14:05
 Lesson 6 Story    CB PAGE 39, AB PAGE 44  Listen and act.  $ 43
Lesson objectives
To follow the left-to-right sequence of English
To develop listening skills in English
To understand and enjoy a story
To revise letters b, c, d, e, g, h, i, l
To revise and consolidate language introduced in the unit
Vocabulary: chicken, duck, goose
Materials: CD track 43, flashcard 49, paper for each child
to draw a farm animal or item
Class Book    CB PAGE 39  run back to their seats.
Warm-up
• Ask children to draw a picture of their favourite thing
found on a farm.
• Ask a child to stand up and show his or her picture. Ask
Is it a (donkey)? The child responds appropriately. Repeat
with other children.
• Arrange several of the children’s drawings on the board.
Explain that this is the class farm. Point to the group of
pictures and say farm.
Look and say.
• Tell children to open their books at page 39.
• Remind children that English stories are presented from
left to right. Hold up your book and point at the frames in
order.
• Say Point to picture 1. Check that children are pointing to
the picture with the 1 in the corner. Say Point to picture 2.
Check that children are pointing to the picture with the 2
in the corner. Repeat with pictures 3 and 4.
• Ask children questions about the story: Where are Tess and
Baz? (on the farm), How do we know it’s a farm? (It’s outdoors,
and there are chickens and a goose), Is there a chicken in
each picture? (No).
Listen.  $ 43
• Tell children that they are going to listen to the story.
• Play the CD and pause between each frame. Don’t ask
children to repeat at this stage of the lesson.
• Ask children to tell you what they understood. Play the CD
again if necessary.
Transcript  $ 43
Listen. Is it a goose?
Baz  Look, Tess. Is it a chicken?
Tess  No, it isn’t.
• Play the CD again, pausing after each frame. Children
repeat the sentences chorally and individually. Children
should repeat the lines they hear.
• Ask why Tess and Baz run away (Because the goose is
chasing them and the goose isn’t friendly).
• Tell the class that they are going to act out the story using
the class farm.
• Call two children to come to the front. Encourage one
child to point to an imaginary goose and ask Is it a
chicken? The other child responds No, it isn’t. Continue with
the other lines of the story.
• Tell the children to point to a picture from the class farm
as they say their lines. For the final line, have the children
• Call other children to the front to act out the story.
• Help children to perform by prompting the lines and
telling them to repeat.
Activity Book    AB PAGE 44 
1 Say and write the letter.
• Tell children to look at page 44.
• Ask them what all of the pictures have in common (They
are all animals).
• Ask children to say the name for each animal. Hold up
your book and point to each animal as children say its
name.
• Model the activity for the children. Put the flashcard of the
bee on the board. Ask Is it a bee? Children say Yes, it is.
Say bee, /b/, b. Write the letter b under the picture.
• Children complete the activity.
• Check answers. Ask children to say the name of each
animal and the name and sound of the first letter
(cat – c, /k/; donkey – d, /d/; duck – d, /d/; elephant – e, /e/;
goat – g, /g/; horse – h, /h/; insect – i, /ɪ/; lion – l, /l/).
Optional activity
• Tell children that they are going to play an animal game.
• Explain that you are going to pretend to be an animal
and they have to guess which one and then say its
name.
• Pretend to be an elephant. Use one of your arms as a
trunk and the other as a big floppy ear.
• The first child who guesses correctly can come to the
front to act out the next animal. Have the child whisper
the animal in your ear so that you can help him or her
with the clues if the class can’t guess.
• Sing the animal song from Lesson 5 (CD track 42)..

Baz  Is it a duck?
Tess  No, it isn’t.

Baz  Is it a goose?
Tess  Yes, it is.

Tess  Run, Baz, run!

Unit 6 59
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 Unit 6 Review    AB PAGE 45  Maths Book    MB PAGES 34–39
Lesson objectives
To review the numbers 1–12
Activity Book    AB PAGE 45  To practise counting from 1 to 10
Warm-up
• Review the numbers. Tell children to write the number
they hear.
• Say six, nine, eleven, pausing between each number.
• Write the numbers 1–12 on the board. Call a child to
circle the first number you said (6). Repeat with two other
children for numbers 9 and 11.
1 Count and join.
• Tell children to look at page 45 in their Activity Books.
• Ask children which numbers they can see on the page
(1 to 12).
• Draw the lion’s head (from the centre of the page) on the
board as it appears in the book.
• Ask children which number is first (1). Ask children what
comes after 1 (2). Draw a line to connect the 1 and the 2.
Tell children to complete the activity on their own.
• Ask children to hold up their books to check. Ask children
what the final picture is (a lion).
Progress check 6 (photocopiable) (TB page 99)
• Follow the procedure described on page 11 of the
Introduction.
60 Unit 6
© Copyright Oxford University Press
First Friends TB1.indb 60
 
 
  PAGE 34 
Lesson objectives
1 Count and match.
• Write the numbers 7, 8, 9 and 10 in the centre of the
board. Point to each number as children say it aloud.
• Draw 7 circles above the numbers. Draw 9 hearts below
the numbers.
• Point to the circles. Say Count. Children count the circles:
One, two, three, four, five, six, seven. Draw a line from the
number 7 to the circles.
• Point to the hearts. Say Count. Children count to nine. Call
a child to the front to connect the hearts with the correct
number (9).
• Tell children to look at page 34.
• Tell them to count the number of each object and draw a
line to the correct number.
• If some children finish quickly, ask them to colour the
pictures.
  PAGE 35 
 
Lesson objectives
To practise counting to 5
To recognise pictures as simple sums
To perform simple sums
1 Count and match.
• Tell children to look at page 35.
• Model the activity. Draw two cats’ heads on the board. Ask
How many cats? Children respond Two. Write 2 under the
cats.
• Draw one larger cat’s head to the right of the two heads.
Ask How many? Children respond One. Write 1 under the
cat’s head.
• Draw a circle around the three heads. Ask How many cats?
Children respond Three. Count the cats for the children.
Say One, two, three. Write 3 to the right of the 1.
• Write an addition sign (+) between the 2 and the 1.
Explain that this symbol tells us to add the numbers, or
count the things in the pictures as one group. Explain that
this sign shows the number of cats in the total group.
• Say the sum Two and one is three. Children repeat chorally
and individually.
• Ask children to trace the line from the row of cats to the
correct sum.
• Children complete the activity.
• Check the answers. Ask children to say the sums.
26/11/2013 14:05

  PAGE 36 
Lesson objectives
To practise counting and writing the numbers 11 and 12
To recognise the words eleven and twelve
1 Trace, count and say.
• Tell children to look at page 36.
• Hold up the book and point to the goats. Say Goats.
Children repeat.
• Tell children to count the number of goats aloud (11).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 11. Model writing
the number 11 on the board exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 12 and the ducks.
2 Trace, write and circle.
• Write the number 11 on the board. Say Eleven. Write the
word eleven next to it. Point to it and say Eleven.
• Repeat with 12 and the word twelve.
• Point to one of the numbers or words in random order
and prompt the children to say it.
• Tell children to look at the bottom of the page. Tell them
to trace and write the number 11 on the first line. Check
that children are forming the number correctly.
• Tell children to circle the word for eleven in the first line.
• Repeat with 12.
• Ask children to hold up their books to check quickly.
  PAGE 37  • Point to each circle and ask What’s this? Children respond
Lesson objectives
To count from 1 to 12
To develop fine motor control
1 Say, count and draw.
• Draw a moon, a sun, a lemon, a triangle and a circle on the
board. Ask What’s this? for each item.
• Tell children to look at page 37.
• Ask them to say the numbers in the left column.
• Model the activity. Ask children to look at the first row. Ask
children to tell you the number (4). Ask How many moons?
Children respond Two.
• Explain that they should draw two more moons so
that the number of moons equals the number at the
beginning of the row (4).
• Draw four moons next to the number 4 on the board.
• Children complete the activity on their own.
• Check by asking children to say the number of each item
in each row. If your class has difficulty, ask them to put
their finger on each item in each row and count aloud.
© Copyright Oxford University Press
First Friends TB1.indb 61
 
  PAGE 38 
Lesson objectives
To recognise numbers 5–12
To recognise words from five to twelve
1 Say and circle.
• Write the numbers 5–12 on the board in order. Point to
each number as children say it.
• Write the number words on the board next to each
number. Point to each word as children say it.
• Tell children to look at page 38.
• Ask them to say the words in the left column.
• Explain that they should circle the number that is the
same as the word at the beginning of each row.
• Do the first row as a model. Copy the first row on the
board. Ask children to say the word on the left (five). Circle
the number 5.
• Children complete the activity on their own. Tell them to
look at the numbers and words you wrote on the board
earlier if they need help.
• Check by asking children to hold up their books.
 
  PAGE 39 
Lesson objectives
To recognise relationships between amounts
1 Count. Circle the bigger amount.
• Present the word big by drawing two circles on the board.
One circle should be very big and the other should be
very small.
It’s a circle. Point to the big circle and say It’s big. A big circle.
• Write the numbers 1 and 2 on the board. Point to each as
children say the number.
• Ask children which is the big number, one or two. Prompt
children to say Two.
• Tell children to look at page 39.
• Hold up your book and point to the first picture of a teddy
bear. Ask What’s this? Children respond It’s a teddy bear. Ask
How many teddy bears? Children respond One. Repeat with
the second picture of the teddy bears.
• Ask children which picture has the bigger amount (the
picture with two teddy bears). Tell children to circle that
picture.
• If children have difficulty, do the second one as an
additional model.
• Children complete the activity.
• Check by asking children to tell you the number of each
item in each row and which of the pictures has the bigger
amount.
Unit 6 61
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 7 My Clothes

Lesson 1 Vocabulary    CB PAGES 40–41, AB PAGE 46  Look and say.

Lesson objectives
To identify clothing
To recognise English sounds and spoken words
To recognise parts of the whole
To develop fine motor control
Vocabulary: dress, hat, jumper, pyjamas, shirt, shoes, shorts,
skirt, socks, trousers
Materials: CD tracks 44–45, flashcards 59–68;
(optional) real items of clothing, paper and colouring
pencils
Class Book    CB PAGES 40–41  what is happening in the picture (The clothes are falling out
Warm-up
• Tell children to look at the picture on pages 40 and 41. Ask
the following questions: Who are the children? (Baz, Adam
and Tess), Where are they? (in the bedroom), What are they
doing? (helping their mum by folding the laundry), Why is it
important to help at home? (It shows respect for our parents
and helps them).
Listen and say.  $ 44
• Tell children that they are going to learn the words for
some clothing.
• Play the CD, holding up the flashcard for each item of
clothing as it is said. Pause after each word so children
can point to the clothes in their books. Check children are
pointing to the correct item of clothing.
• Play the CD again, pausing after each word. Children
repeat the words chorally and individually.
Transcript  $ 44
Listen and say.
shirt, hat, trousers, shoes, jumper, pyjamas, dress, skirt, shorts, socks
• Hold up a flashcard (or real items of clothing) and ask
What is it? The children reply and name the clothes.
• Put the flashcard on the board (or place real items of
clothing at the front of the class). Point to these randomly,
and ask the children to look and say what they are.
Activity Book    AB PAGE 46 
1 Find and colour. Say.
• Tell children to look at page 46.
• Ask children to name the clothing at the top of the page
in order from left to right. As the children say each word,
put that flashcard on the board.
• Ask children to look at the picture of Baz below. Ask them
of the laundry basket).
• Model the activity. Point to the shirt at the top of the
page. Ask children to find the shirt (It’s in the basket). Tell
them to colour it. Say shirt. Children repeat.
• Children complete the activity. Remind them to say the
word after they colour it.
• Tell children to stay inside the lines as well as they can
when colouring.
• Check answers by asking children to describe where the
items of clothing are.
Optional activity
• Give each child a sheet of paper. Tell them to draw their
favourite shirt or jumper and colour it.
• Call a child to the front with his or her picture. Ask them
to show it to the class and describe it in English, e.g.
This is my jumper. It’s blue. If a child has used a colour not
known in English, do not expect them to describe the
colour of the item.
• Repeat with other children.

Listen and find.  $ 45

• Tell children that you are going to say a word and they
should point to that item of clothing in their books.
• Say the words at random, e.g. trousers, pyjamas, jumper,
shirt, hat, dress, shorts, socks, skirt, shirt, shoes. As you say
each word, you may like to hold up the flashcard to give
children visual support.
• Check children are pointing to the correct items of
clothing in their books.
• Play the CD and pause after each word. Children listen and
point to the item of clothing in their books.

Transcript  $ 45
Listen and find.
skirt, trousers, shirt, pyjamas, jumper, hat, shorts, dress, socks, shoes

62 Unit 7
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 Lesson 2 Structure    CB PAGES 40–41, AB PAGE 47  Say and do.
• Point to the flashcard of the socks. Ask What colour are
Lesson objectives they? Children respond They’re red.
To ask and answer questions about colour • Point to the jumper. Ask What colour is it? Children
To make polite requests respond It’s green.
To look for similarities and differences • Repeat with the flashcards of other clothing items.
To develop fine motor control • Call two children to the front to play Baz and Tess. Give the
To review colours child playing Tess the socks flashcard and the child playing
Baz the jumper flashcard.
Structure: What colour is it? It’s … What colour are they? • Say the lines of the dialogue for pupils to repeat, and
They’re … encourage them to hand each other the flashcards.
Vocabulary: please, give • To make the role playing more fun, prepare some other
Materials: CD track 46, flashcards 42–48, 59–68 flashcards with socks and a jumper in different colours, so
that children can pretend to look through two or three
items to find the one in the right colour.
Class Book    CB PAGES 40–41 
Warm-up Activity Book    AB PAGE 47 
• Review the names of the clothing and colours. Hold up 1 Find and circle.
the flashcard of the trousers. Children say trousers. Stick • Tell children to look at page 47.
the flashcard at the top of the board.
• Hold up your book and point to the skirt at the top left
• Repeat with the flashcards for shirt, skirt, socks, shoes, of the page.. Ask What’s this? Children respond It’s a skirt.
jumper and shorts. Repeat with the other clothing items on the left of the
• Hold up the flashcard for orange. Ask Is it blue? Children page.
respond No, it isn’t. It’s orange. • Point to the skirt again. Run your fingers along the hearts
• Repeat with the other colour flashcards. at the bottom of it. Ask Hearts or diamonds? Children
respond Hearts.
Point and say.
• Direct children’s attention to the families on the right of
• Tell children to look at the clothing in the picture on the page. Point to the girl in picture 1 and then picture 2,
pages 40 and 41. Say Point to the dress. The children point and then point to the skirt on the left. Ask children to tell
to the dress and say the word. you which girl is wearing the same skirt with the hearts
• Do the same with the rest of the items of clothing. (the girl in the picture 1).
Listen and say.  $ 46 • Circle the girl’s skirt in picture 1 with your finger. Tell the
children to circle it in their books.
• Tell children to look at the picture. Ask children to say
what they think the characters are doing (Tess and Baz are • Explain that not all of the items on the left are shown in
sorting out the pile by giving each other their clothing). Play pictures 1 and 2. If they cannot see an item in the pictures,
the CD once to check the answer. they should leave it.
• Play the CD again, pausing after each phrase. Children • Tell children to complete the activity on their own. Walk
repeat the phrases chorally and individually. around and help children as necessary.
• Ask if children can remember what Baz and Tess say when • Check by saying an item of clothing from the left and
they receive their clothing (Thank you). asking which picture it was in, e.g. Pyjamas with circles?
Children respond Picture 2.
• Tell children that when we ask someone to give us
something, we say please to show politeness. Optional activity
Transcript  $ 46
• Practise the structure with classroom objects. Hold up
three yellow pencils. Ask What colour are they? Children
Listen and say.
respond They’re yellow.
Baz  Please give me my socks.
Tess  What colour are they? • Repeat with other objects (be sure to choose items
Baz  They’re red. Thank you. that are the same colour). Ask about single items too,
e.g. hold up a green rubber and ask What colour is it?
Tess  Please give me my jumper. Children respond It’s green.
Baz  What colour is it? • If any children feel confident enough, allow them to
Tess  It’s green. Thank you. hold up items and ask the questions.
.

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 Lesson 3 Phonics    CB PAGE 42, AB PAGE 48  Transcript  $ 47
Lesson objectives
To say, recognise and write the letters Oo, Pp and Qq
To recognise and say the sounds /ɒ/, /p/, and /kw/
To develop fine motor control
Vocabulary: octopus, ostrich, pear, pen, queen, quilt
Materials: CD track 47, flashcards 113–115
Class Book    CB PAGE 42  Find and say.
Warm-up
• Tell children that you are going to draw some letters in the
air and that they must say which letters you are drawing.
• Draw a letter, such as d, and see if the class can say what
it is and repeat the sound /d/. Ask them to say words that
begin with /d/ (dog, door).
• Do the same with other letters and sounds they have
learned so far (a–n).
Learn the sounds.
• Hold up the flashcard of the ostrich. Say ostrich. The
children repeat the word. Put the card on the board.
• Write the letter o on the board under the flashcard, exactly
as it is presented on the Class Book page. Point to it and
say /ɒ/ ostrich.
• Write a capital O on the board. Explain that although the
sound of the letter is /ɒ/, the name of the letter is o. Ask
children to repeat the letter name and letter sound, along
with the word, several times (o, /ɒ/, ostrich).
• Repeat the procedure with Pp (pen) and Qq (queen).
• Tell the class that they are going to learn how to write the
letters Oo, Pp, Qq. Ask them to open their books on page
42 and look at the letters Oo with the dotted lines and
arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital O in the air. Write the letter exactly as it is
presented in the Class Book.
• Tell children to copy your action and write a capital O in
the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case o, Pp and Qq.
• Ask children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 47
• Tell the class that they are going to sing a song to help
them learn the letters Oo, Pp and Qq.
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line
and tell children to repeat after you. Tell children to point
to the letters and words in their books as they sing them.
• Play the CD again and ask children to sing the song.
64 Unit 7
© Copyright Oxford University Press
First Friends TB1.indb 64
Sing.
o, o, o p, p, p
/ɒ/, /ɒ/, /ɒ/ /p/, /p/, /p/
/ɒ/ ostrich, /ɒ/ ostrich, /p/ pen, /p/ pen
/ɒ/, /ɒ/, /ɒ/ /p/, /p/, /p/
q, q, q
/kw/, /kw/, /kw/
/kw/ queen, /kw/ queen
/kw/, /kw/, /kw/
• Ask children to find the letters o, p and q in the alphabet at
the top of the page. Ask them for the name and sound of
the letter before o (n, /n/).
• Tell them to look at the main picture on the page. Say
Point to the octopus. Check that they are pointing correctly.
• Do the same for pen and queen.
• Ask children to identify other things in the picture that
begin with o, p and q. For the objects which are labelled
on the picture (octopus, pear and quilt), write the word on
the board. Run your finger under the word as you say it.
Ask children to point to the pictures as you say the words.
• Ask children to find something else that begins with p
in the picture (pencil, Pat). Then ask them to find things
beginning with the sound /b/ (bag), and /ʤ/ (Jig).
Activity Book    AB PAGE 48 
1 Trace and write.
• Tell children to look at page 48.
• Draw three sets of writing lines on the board. Put dots on
the first set to show the starting points for forming the
letters O and o. Write the letters on the lines exactly as
they are presented in the Class Book.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace and write the letters
with their pencils. Check that they are holding their
pencils correctly and forming the letters correctly.
• Repeat the procedure for Pp and Qq.
• Draw more writing lines. Call children to the board to
write Oo, Pp and Qq on the lines. Correct as necessary.
2 Trace and say. Colour.
• Ask children to look at the picture and say the words.
• They trace the first letter of each word on the left with their
pencils. Check that they are forming the letters correctly.
• Ask them to trace the letters in the picture with their fingers.
• Tell them to colour the picture..
Optional activity
• Tell children you are going to say some letters very
quietly and they have to listen and write them down.
• Say q, o very quietly. Give children time to write them.
Ask children which letters they heard.
• Call a child to the front of the class to write the letters q
and o on the board.
• Repeat with other letters. Do not give more than one or
two letters at a time.
26/11/2013 14:05
 Lesson 4 Values    CB PAGE 43, AB PAGE 49  Act.
Lesson objectives
To consider the importance of helping at home
To understand everyday language related to helping at
home
To respond appropriately to a request to help in the
home
Everyday English: Please pick up … Please fold … Sure, …
Materials: CD track 48; (optional) an item of clothing
Class Book    CB PAGE 43  1 Trace and say.
Warm-up
• Remind children of the everyday English they learned
previously about taking care of their things.
• Call two children to the front of the class. Give one child a
jacket to drop on the floor. Prompt the other child to say
Take care of your jacket. Encourage the first child to pick up
the jacket and say Thank you.
Listen and say.  $ 48
• Tell children to open their books on page 43.
• Ask them questions about the picture: Where are the
people? (at home), Who is the man? (the boy’s dad), What are
they doing? (laundry).
• Tell children that it is very important to help at home.
Explain that they are going to hear the dad ask the boy to
help with the laundry.
• Play the CD. The children listen.
• Play the CD again. Pause after each line, and ask children
to repeat it. Demonstrate the meaning of pick up and fold
by picking up and folding an item of clothing. Nod your
head for Sure.
Transcript  $ 48
Listen and say.
Dad  Please pick up your shirt. Please fold your clothes.
Boy  Sure, Dad.
Say and do.
• Repeat the conversation with the class in chorus. Say the
first line and prompt the children to nod their heads and
say Sure.
• Encourage the class to mime picking up a shirt and
folding clothes.
• Walk up to a child and say Please pick up your shirt. Prompt
the child to respond. Encourage him or her to do the
action.
• Walk up to another child and say Please fold your clothes.
Prompt the child to respond. Encourage him or her to do
the action.
• Repeat with other children.
© Copyright Oxford University Press
First Friends TB1.indb 65
• Tell the class that they are going to act out the situation.
Call a child to the front of the class to act the role of the
dad. Encourage the other children to respond and do the
actions.
• Help children perform by prompting the lines as
necessary.
• Repeat with other children.
• Vary the activity by telling the children to pick up other
items, e.g. Please pick up your socks.
Activity Book    AB PAGE 49 
• Tell children to open their books on page 49.
• Ask them questions about the picture: Where are the
children? (at home), What are they doing? (laundry), Which
clothing items are in the picture? (dresses, shoes, socks,
jumpers).
• Tell children to trace the line from the unfolded jumper
to the folded jumpers on the bed in their books. Remind
them to trace in the direction that the arrow is pointing.
• Read the text in the speech bubble aloud. Prompt the
children to repeat it.
2 Draw and colour.
• Point to the activity at the bottom of the page.
• Ask children to look at the small pictures and decide if
they show good behaviour or bad behaviour.
• Tell them to draw a smiling mouth for good behaviour
or a frowning mouth for bad behaviour. Demonstrate by
drawing a smiling and a frowning face on the board.
• Ask what kind of behaviour the girl in the small picture
shows (good). Ask what kind of behaviour the boy in
the small picture shows (bad). Tell children to draw the
appropriate mouths on the faces. Then they colour the
pictures.
• Ask children to tell you why the behaviour is good.
Optional activity
• Ask children to draw a picture of their favourite item of
clothing.
• Call several children to the front of the class. Ask them
to put their pictures on the floor carefully.
• Use the everyday English they have just learned to ask
them to pick up the clothing items.
• Call another child to the front of the class to give the
command.
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 Lesson 5 Numbers    CB PAGE 44, AB PAGE 50  Sing.  $ 49
• Tell the class they are going to learn a song.
Lesson objectives • Present the word Yippee! by cheering and looking excited.
To identify, write and use numbers 13 and 14 • Tell children to look at the picture at the bottom of the
page.
Vocabulary: numbers 13–14, Yippee! • Play the CD again, and pause after each line. Sing the line
Materials: CD track 49, flashcards 49, 65, 66, 68 and tell children to repeat after you.
• Ask children to tell you which clothing items are in the
Class Book    CB PAGE 44  song (gloves, socks).
• Children sing the song again on their own.
Warm-up
• Review the numbers 1 to 12. Write numbers 1–12 on the Transcript  $ 49
board. Point to each number as children say it. One, two, three,
• Erase half of the numbers from the board. Call a child to Count with me.
the front to write the first missing number. Call another How many gloves can you see?
child to the front to write the second missing number. Thirteen gloves.
Yippee!
• Repeat with different children until all the numbers have
been replaced.
One, two, three,
Learn the numbers. Count with me.
• Tell children that they are going to learn to count further. How many socks can you see?
Fourteen socks.
• Draw 13 hearts on the board. Say Thirteen. Count them Yippee!
aloud. Write the number 13 under them, exactly as it is
presented in the Class Book.
Activity Book    AB PAGE 50 
• Ask How many? Children answer Thirteen.
• Repeat with 14. 1 Count and match.
• Write the word thirteen under the thirteen hearts. Point to • Tell children to look at page 50.
it and say Thirteen. Repeat with the word fourteen. • Tell them to look at the socks at the top left of the page.
• Call a child to the front. Say Thirteen. Encourage the child Ask How many socks? (14). Tell them to draw a line to the
to point to the number 13 and word thirteen on the board. number 14 below.
Repeat with other children and number 14. • Ask children to complete the activity. Tell them to count
• Tell children to open their books at page 44 and look at and say the number of items as they draw their lines.
the pictures at the top. Elicit the words for hat and sock. • Check that children have matched correctly (13 hats,
• Tell them you are going to say a number and they should 14 shoes, 13 shirts).
point to the correct picture. Say Fourteen. Check that they
are pointing to the correct picture. Repeat with 13. 2 Trace and write.
• Tell children to look at the numbers 13 and 14 with the • Draw writing lines on the board. Put a dot on the lines to
dotted lines and arrows on the page. show the starting point for forming the number 13. Write
the number on the lines exactly as it is presented in the
• Stand with your back to the children as you use your
Class Book.
finger to ‘write’ a number 13 in the air.
• Tell children to copy you and write 13 in the air. Check that
• Tell children to practise tracing over the numbers in their
books with their fingers.
they are forming the number correctly.
• Repeat the procedure for number 14.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
• Tell children to practise tracing over the numbers in their forming the numbers correctly.
books with their fingers, then with their pencils.
• Draw more writing lines on the board. Call children to the
Find and count. board to write 13 on the lines. Correct as necessary.
• Put the flashcards for bee, dress, sock and skirt on the • Repeat with the number 14.
board. Draw a glove and an insect. Elicit the words.
• Tell children to look at the picture at the bottom of the
page. Ask them find the items in the picture.
• Find the dresses with them as an example. Hold up the
book and point to the dresses. Write the number 4 next to
the flashcard of the dress on the board.
• Ask children to count the number of the items in the
flashcards in the picture. Elicit the answers and write the
numbers on the board next to the pictures.

66 Unit 7
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 Lesson 6 Story    CB PAGE 45, AB PAGE 51  Listen and act.  $ 50
Lesson objectives
To follow the left-to-right sequence of English
To develop listening skills in English
To understand and enjoy a story
To revise letters a–q
To revise and consolidate language introduced in the unit
Vocabulary: Please give me …, thank you, sorry
Materials: CD track 50, flashcards 59, 61, 68
Class Book    CB PAGE 45  • Help children to perform by prompting the lines and
Warm-up
• Revise the vocabulary for clothing by pointing to
children’s clothing.
• Children say the name of the item.
• If the children’s clothing is a colour that’s known to them,
ask What colour is it? / What colour are they? Children
respond.
Look and say.
• Tell children to open their books at page 45.
• Remind children that English stories are presented from
left to right. Hold up your book and point at the frames in
order.
• Say Point to picture 1. Check that children are pointing to
the picture with the 1 in the corner. Say Point to picture 2.
Check that children are pointing to the picture with the 2
in the corner. Repeat with pictures 3 and 4.
• Ask children questions about the story: Who are the people
in the story? (Tess, Baz and their mum), What’s their mum
doing? (ironing the clothes), What’s Baz doing? (giving Tess
her clothes), Does Baz give Tess the right clothes? (No, he
doesn’t), How do you know? (The clothes are too small).
Listen.  $ 50
• Tell children that they are going to listen to the story.
• Play the CD and pause between each frame. Don’t ask
children to repeat at this stage of the lesson.
• Ask children to tell you what they understood. Play the CD
again if necessary.
• Play the CD again, pausing after each frame. Children
repeat the sentences chorally and individually. Children
should repeat the lines they hear, not the text under the
pictures.
• Tell the class that they are going to act out the story using
the flashcards for shirt, socks and trousers.
• Call two children to come to the front. Encourage one
child to say Please give me my shirt. The other child
responds What colour is it? The first child responds Yellow.
The other child hands over the flashcard of the yellow
shirt. Continue with the other lines of the story.
• Call other children to the front to act out the story.
telling them to repeat.
Activity Book    AB PAGE 51 
1 Join the dots. Colour.
• Write the letters a–i on the board in a snaking pattern that
makes a circle.
• Point to each letter and children say its name.
• Draw a line connecting the letters in order from a–i.
• Repeat with letters j–q.
• Tell children to look at page 51. Ask children to identify the
clothing (jumper, skirt, socks, trousers).
• Tell them to connect the letters to complete the clothing.
• Children complete the activity by colouring the clothing.
Optional activity
• Tell children that they are going to play a game.
• Explain that you are going to say the name of a piece
of clothing and the children have to touch that item on
their bodies.
• Say shirt, socks, shoes. Children touch their shirt, their
socks and their shoes.
• Repeat with other clothing words and longer lists of
items.
• Say the words more quickly, and then say them very
quietly to calm the children down.

Transcript  $ 50
Listen. What colour?
Tess  Baz, please give me my shirt.
Baz  What colour is it?
Tess  It’s yellow.

Tess  Baz, please give me my trousers.

Baz  What colour are they?
Tess  They’re blue.

Tess  Baz, please give me my socks.

Baz  What colour are they?
Tess  They’re red.

Baz  Oh sorry! They’re my clothes!

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 Unit 7 Review    AB PAGE 52  Maths Book    MB PAGES 40–45
Lesson objectives
To review the unit vocabulary
To develop critical thinking skills by identifying what
comes next in a sequence
To develop fine motor control
Materials: flashcards 59–68
Activity Book    AB PAGE 52  • Write the numbers 1–12 on the board in a zig-zag from
Warm-up
• Review the clothes vocabulary using the flashcards. Hold
up the dress flashcard and ask What’s this? The children
reply It’s a dress. Ask What colour is it? The children respond
It’s green and pink.
• Continue with the rest of the flashcards.
1 Say and match.
• Tell children to look at page 52 in their Activity Books.
• Model the activity. On the board, draw the first sequence:
sock, shoe, sock. Draw a blank box after the sock. Point to
each item, and ask the children to repeat the sequence
sock, shoe, sock.
• Ask children what they think goes in the blank box: a
picture of a shoe or a sock? Clarify the sequence sock >
shoe > sock > shoe. Demonstrate following the line to the
picture of the shoe on the right. The children trace the
line.
• Continue with the next sequence: dress > jumper > dress >
jumper.
• The children complete the activity. Go over the answers as
a class, repeating the sequences.
Answers: shorts > jeans > shorts > jeans
shirt > shirt > shirt > shirt
shirt > dress > shirt > dress
Progress check 7 (photocopiable) (TB page 100)
• Follow the procedure described on page 11 of the
Introduction.
68 Unit 7
© Copyright Oxford University Press
First Friends TB1.indb 68
 
 
  PAGE 40 
Lesson objectives
To count from 1 to 12
To follow a sequence
To develop fine motor control
1 Follow the numbers.
the top left to the lower right corners of the board.
• Point to each number and children say its name.
• Draw a line connecting the numbers in order from 1 to 12.
• Tell children to look at page 40.
• Explain that Baz has to go through the maze to get his
shoe. Tell them to connect the numbers to help Baz get to
his shoe.
• Check by having the children hold up their books.
  PAGE 41 
 
Lesson objectives
To count from 1 to 12
To locate items within a picture
Materials: flashcards 59–68
1 Look, count and write.
• Tell children to look at page 41.
• Ask children which pieces of clothing they can see in the
large picture.
• As children identify the clothing, stick the flashcard for
that item on the board. If children are not able to identify
all the items, tell them to look at the column of pictures
on the right. Ask them to identify them.
• Explain that children should count the number of each
item in the large picture.
• Model the activity. Ask How many jumpers? Help children
to find the jumpers in the picture. Children respond Eight.
Write the number 8 next to the flashcard of the jumper on
the board. Encourage them to trace the example answer 7
next to the small picture of a jumper in their books.
• Children complete the activity.
• Check the answers on the board. Call children to the front
to write the number of items next to the appropriate
flashcard (8 jumpers, 6 skirts, 12 socks, 11 shoes, 3 pairs of
trousers).
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  PAGE 42 
Lesson objectives
To practise counting and writing the numbers 13 and 14
To recognise the words thirteen and fourteen
1 Trace, count and say.
• Tell children to look at page 42.
• Hold up the book and point to the gloves. Say Gloves.
Children repeat.
• Tell children to count the number of gloves aloud (13).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 13. Model writing
the number 13 on the board exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 14 and the socks.
2 Trace, write and circle.
• Write the number 13 on the board. Say Thirteen. Write the
word thirteen next to it. Point to it and say Thirteen.
• Repeat with 14 and the word fourteen.
• Point to one of the numbers or words at random and
prompt the children to say it.
• Tell children to look at the bottom of the page. Tell them
to trace and write the number 13 on the first line. Check
that children are forming the number correctly.
• Tell children to circle the word for thirteen in the first line.
• Repeat with 14.
• Ask children to hold up their books to check quickly.
  PAGE 43 
Lesson objectives
To count from 1 to 14
1 Count and write.
• Tell children to look at page 43.
• Ask them to name the items in each picture (kites,
diamonds, socks, circles, shoes, hearts). Draw each item on
the board.
• Model the activity. Ask How many kites? Children respond
Thirteen. Write the number 13 on the board under the
picture of the kite.
• Children complete the activity.
• Check the answers on the board. Call children to the front
to write the number of items next to the appropriate
pictures (13 kites, 14 diamonds, 11 socks, 12 circles,
10 shoes, 9 hearts).
© Copyright Oxford University Press
First Friends TB1.indb 69
 
  PAGE 44 
Lesson objectives
To count and understand the order of numbers
1 Write the next number.
• Write the number 1 on the board. Point to it and say One.
• Write a line next to the 1. Ask children what comes next.
Children say Two. Do the same with number 3.
• Tell children to look at page 44.
• Do the first one as a model. Copy the first row on the
board.
• Point to the number 4. Say Four. Ask children what comes
next (5). Write the number 5 in the box next to the 4.
• Repeat with 8.
• Children complete the activity on their own.
• Check by calling on children to say the pairs of numbers.
  PAGE 45 
Lesson objectives
To follow a sequence
To develop fine motor control
1 Join the dots. Colour.
• Write the numbers 1–13 on the board in a zig-zag from
the top left to the lower right of the board.
• Point to each number and children say its name.
• Draw a line connecting the numbers in order from 1 to 13.
• Tell children to look at page 45.
• Ask what they can see (a queen). Ask children what the
queen is missing on her head (her crown).
• Tell them to connect the numbers in the correct order to
draw the queen’s crown.
• Repeat with the pattern on the queen’s skirt.
• When children have finished, ask them to colour the
picture. Tell them to stay inside the lines as best as
they can.
Unit 7 69
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 8 My Body
Lesson 1 Vocabulary    CB PAGES 46–47, AB PAGE 53  Look and say.
Lesson objectives
To identify parts of the body
To recognise English sounds and spoken words
To recognise parts of the whole
To develop fine motor control
Vocabulary: arms, ears, eyes, fingers, hair, head, knees, legs,
nose, toes
Materials: CD tracks 51–52, flashcards 69–78
Class Book    CB PAGES 46–47  columns. Point to each flashcard and ask children to say
Warm-up
• Tell children to look at the picture on pages 46 and 47.
Ask the following questions: Who is in the picture? (Pat and
Jig), Where are they? (in the kitchen), What are they doing?
(talking and looking at a picture), What is the picture of?
(a person).
Listen and say.  $ 51
• Tell children that they are going to learn the words for
some parts of the body.
• Play the CD, holding up the flashcard for each part of the
body as its name is said. Pause after each word so children
can point to the part of the body in their books. Check
children are pointing to the correct part of the body (on
either Pat or Jig, or the picture on the wall).
• Play the CD again, pausing after each word. Children
repeat the words chorally and individually.
Transcript  $ 51
Listen and say.
legs, eyes, ears, head, nose, arms, fingers, hair, knees, toes
Listen and find.  $ 52
• Tell children that you are going to say a word and they
should point to that part of the body in their books.
• Say the words at random, e.g. head, arms, fingers, legs, ears,
eyes, hair, nose, toes, knees. As you say each word, you may
like to hold up the flashcard or point to that part of your
body to give children visual support.
• Check children are pointing to the correct thing in their
books.
• Play the CD and pause after each word. Children listen and
point to the part of the body in their books.
Transcript  $ 52
Listen and find.
ears, knees, nose, hair, toes, legs, eyes, head, fingers, arms
70 Unit 8
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First Friends TB1.indb 70
• Put the flashcards on the board. Point to them randomly,
and ask What is it? The children look and name the parts of
the body.
• Point to your own fingers, arms, etc. and encourage the
children to do the same and name the part of the body.
Activity Book    AB PAGE 53 
1 Match and say. Colour.
• Put the flashcards for arms, hair, toes and knees in a column
on the left of the board, and fingers, eyes, head and legs in a
column on the right. Leave an empty space between the
the words for the parts of the body.
• Draw a stick figure on the board, in the space between
the flashcards. The stick figure should have all the body
parts shown in the pictures.
• Tell children to look at the first picture in the left column
on the board (arms). Ask them where the arms are on the
stick figure. Draw a line from the flashcard of the arms to
the arms on your stick figure.
• Tell children to look at page 53.
• Tell children to match the parts of the body in the small
pictures to the boy in the centre of the page. They should
say the words aloud as they match them.
• Children complete the activity.
• Check answers by calling children to the board to match
the parts to the whole.
• Ask children to colour the picture of the boy. Tell them to
stay inside the lines as well as they can.
Optional activity
• Tell children that they are going to play a game.
• Tell them that you are going to say a part of the body
and they have to touch that part of their body.
• Model the activity. Say head. Put your hands on your
head. Encourage children to do the same.
• Repeat with the other parts of the body. Say the words
faster to make the game more challenging. Say the
words quietly to motivate children to pay attention.
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 Lesson 2 Structure    CB PAGES 46–47, AB PAGE 54  Activity Book    AB PAGE 54
Lesson objectives
To talk about one’s body
To develop fine motor skills
Structure: I’ve got …
Materials: CD track 53, flashcards 4–5, 69–78
Class Book    CB PAGES 46–47  body parts such as a neck, a mouth, etc.
Warm-up
• Review the names of the parts of the body. Stick the
flashcards on the board. Say Point to the ears. Children
respond. Repeat with other words.
• Put the flashcards of Pat and Jig on the board. Say Point to
Pat. Children respond. Repeat with Jig.
• Ask children what animals Pat and Jig are (Pat is a cat and
Jig is a rabbit).
• Point to Pat. Say cat. Point to Jig. Say rabbit. Children
repeat chorally and individually.
Point and say.
• Tell children to look at the picture on pages 46 and 47.
Say Point to the toes. The children point to the toes on the
picture on the fridge, and say the word.
• Do the same with the rest of the body parts.
Listen and say.  $ 53
• Tell children to look at the picture. Ask children to say
what they think the characters are saying about the
picture (They are comparing the body in the picture to their
own bodies). Play the CD once to check the answer.
• Play the CD again, pausing after each phrase. Children
repeat the phrases chorally and individually.
• Ask if children can remember what part of the body Jig
doesn’t have (fingers). Ask if they can remember what Pat
said to him about this (Of course not!). Explain that this
means Don’t be silly!
 
1 Draw and match. Colour.
• Place the flashcards of hair, head, arms, fingers, legs, nose
and ears on the board. Point to each one and ask the
children to name each body part. Write the word below
each card.
• Ask the children to look at page 54.
• Explain that they are going to complete the picture,
drawing in the body parts for the labels and adding other
• The children draw the body parts.
• Demonstrate drawing a line to match the word head with
the head. Children trace the line in their books. Ask the
children to use their fingers to match the rest of the words
with their pictures. They then draw lines to match.
• Go through the activity as a class. Then tell the children to
colour the picture.
Optional activity
• Hold up your book. Say I’ve got a book. Hold up your
bag. Say I’ve got a bag.
• Call a child to the front with a few of his or her
belongings, e.g. coat, pencil, water bottle, lunch box.
• Encourage the child to say I’ve got and the name of one
of the objects. Prompt the child if necessary.
• Repeat with other children.
• If children are particularly confident, you may
encourage them to say a sentence about the colour,
e.g. I’ve got a pencil box. It’s red.

Transcript  $ 53
Listen and say.
Jig  I’ve got one head.
Pat  I’ve got one head, too.
Jig  Hmm… I’ve got four legs.
Pat  I’ve got four legs, too.
Jig  Oh, no! I’ve got no fingers!
Pat  Of course not! You’re a rabbit!

Say and do.

• Hold up the flashcard of the eyes. Look at it and say I’ve got
eyes. As you say this, point to your own eyes. Encourage
children to say I’ve got eyes as they point to their own eyes.
• Hold up the flashcard of the ears. Say I’ve got ears as you
point to your own ears. Children repeat I’ve got ears as they
point to their own ears.
• Repeat with the other flashcards, pointing to yourself to
emphasize the I’ve got.

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 Lesson 3 Phonics    CB PAGE 48, AB PAGE 55  Find and say.
Lesson objectives
To say, recognise and write the letters Rr, Ss and Tt
To recognise and say the sounds /r/, /s/ and /t/
To develop fine motor control
Vocabulary: rabbit, radio, seesaw, star, tent, towel
Materials: CD track 54, flashcards 116–118;
(optional) flashcards 99, 103, 107, 113
Class Book    CB PAGE 48 
Warm-up
• Review the capital forms of the letters a–q. Write the
lower-case letters on the board. Call children to the front
of the class to write the corresponding capital letters.
• Ask the class to say the letter name and the sound of each
letter.
Learn the sounds.
• Hold up the flashcard of the radio. Say radio. The children
repeat the word. Put the card on the board.
• Write the letter r on the board under the flashcard, exactly
as it is shown in the Class Book. Point to it and say /r/ radio.
• Write a capital R on the board. Explain that although the
sound of the letter is /r/, the name of the letter is r. Ask
children to repeat the letter name and letter sound, along
with the word, several times (r, /r/, radio).
• Repeat the procedure with Ss (star) and Tt (tent).
• Tell the class that they are going to learn how to write the
letters Rr, Ss, Tt. Ask them to open their books on page 48
and look at the letters Rr with the dotted lines and arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital R in the air. Write the letter exactly as it is
presented in the Class Book.
• Tell children to copy your action and write a capital R in
the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case r, Ss and Tt.
• Ask children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 54
• Tell the class that they are going to sing a song to help
them learn the letters Rr, Ss, Tt.
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line,
and tell children to repeat after you. Tell children to point
to the letters and words in their books as they sing them.
• Play the CD again and ask children to sing the song.
Transcript  $ 54
Sing.
r, r, r s, s, s t, t, t
/r/, /r/, /r/ /s/, /s/, /s/ /t/, /t/, /t/
/r/ radio, /r/ radio /s/ star, /s/ star /t/ tent, /t/ tent
/r/, /r/, /r/ /s/, /s/, /s/ /t/, /t/, /t/
72 Unit 8
© Copyright Oxford University Press
First Friends TB1.indb 72
• Ask children to find the letters r, s and t in the alphabet at
the top of the page. Ask them for the name and sound of
the letter before r (q, /kw/).
• Tell them to look at the main picture on the page. Say
Point to the radio. Check that they are pointing correctly.
• Do the same for star and tent.
• Ask children to identify other things in the picture that
begin with r, s and t. For the objects which are labelled on
the picture (rabbit, seesaw, towel), write the word on the
board. Run your finger under the word as you say it. Ask
children to point to the pictures as you say the words.
• Ask them to look at the picture and find something
beginning with the sounds /k/ (cat), and /m/ (moon).
Activity Book    AB PAGE 55 
1 Trace and write.
• Tell children to look at page 55.
• Draw three sets of writing lines on the board. Put dots on
the first set to show the starting points for forming the
letters R and r. Write the letters on the lines exactly as they
are presented in the Class Book.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace and write the letters
with their pencils. Check that they are holding their
pencils correctly and forming the letters correctly.
• Repeat the procedure for Ss and Tt.
• Draw more writing lines on the board. Call children to
the board to write Rr, Ss and Tt on the lines. Correct as
necessary.
2 Trace and say. Colour.
• Ask children to look at the picture and say the words.
• They trace the first letter of each word on the left with
their pencils. Check that they are forming the letters
correctly.
• Ask them to trace the letters in the picture with their
fingers, and then colour them.
• Tell them to colour the rest of the picture. They should try
not to colour outside the lines.
Optional activity
• Put the flashcards for apple, egg, igloo and ostrich on
the board. Note that these are the vowels children
have learned so far, but you do not need to direct their
attention to this.
• Say a /æ/. Call a child to the front of the class to touch
the correct picture (apple).
• Tell the class to say the letter name a and its sound /æ/
as the child touches the picture.
• Repeat with the other letters and pictures.
26/11/2013 14:05
 Lesson 4 Values    CB PAGE 49, AB PAGE 56  Act.
• Tell the class that they are going to act out the situation.
Lesson objectives Call two children to the front of the class. Ask one of
To consider the importance of playing quietly and them to pretend to read a book and the other to make an
respectfully airplane or train noise.
To understand everyday language used to play quietly • Help the children perform by prompting the lines as
To respond appropriately to a request to be quieter when necessary.
playing • Repeat with other children.

Everyday English: Not so loud, please. Sorry, … Activity Book    AB PAGE 56 
Materials: CD track 55
1 Trace and say.
• Tell children to open their books to page 56.
Class Book    CB PAGE 49  • Ask them questions about the picture: Where are the
Warm-up children? (at home), How many rooms can they see? (two),
What are the boys doing? (playing), What toys are in the
• Present the words loud and quiet by increasing and picture? (drum, ball, car, boat, robot), Who is quiet? (the boy
decreasing the volume of your voice.
with the robot), Who is loud? (the boy with the drum).
• Play a quick game. Tell children they are going to say the • Ask children to trace the line in their books from the drum
name of their school. Explain that you will say loud or quiet
to the toy pile. Remind them to trace in the direction that
and they should speak at that level. Play the game.
the arrow is pointing.
Listen and say.  $ 55 • Read the text in the speech bubble aloud. Prompt the
• Tell children to open their books on page 49. children to repeat it.
• Ask them questions about the picture: Where are the 2 Draw and colour.
people? (at home), Who is the man? (the children’s dad),
• Point to the activity at the bottom of the page.
What is the girl doing? (studying), What is the boy doing?
(playing), How do the girl and dad look? (annoyed). • Ask children to look at the small pictures and decide
which one shows good behaviour and which one shows
• Ask children why the girl might be annoyed. Explain that it
bad behaviour.
is considerate to play quietly, especially when indoors and
around others. • Tell them to draw a smiling mouth for good behaviour
or a frowning mouth for bad behaviour. Demonstrate by
• Explain that the children are going to listen to the dad ask
drawing a smiling and a frowning face on the board.
the boy not to be loud.
• Ask what kind of behaviour the boy with the drum in the
• Play the CD. The children listen.
small picture shows (bad). Ask what kind of behaviour the
• Play the CD again. Pause after each line, and ask children boy with the robot in the small picture shows (good). Tell
to repeat it. children to draw the appropriate mouths on the faces.
Transcript  $ 55 • Ask the class to tell you why the behaviour is good or bad.
Listen and say.
Dad  Not so loud, please.
Optional activity
Boy  Sorry, Dad. • Ask children to think about a quiet toy or game that
they enjoy. Ask them to draw and colour a picture of
Say and do. themselves playing with it.
• Repeat the conversation with the class in chorus. Say the • Call children to the front of the class to show their
first line, and prompt the children to respond. pictures to the rest of the class.
• Ask children to stand by their seats and speak loudly
(within reason). Say Not so loud, please. Prompt the
children to say sorry and speak more quietly.
• Ask children to say when it is appropriate to use loud
voices (outside, in the playground, during an organized
game). Ask them to say when it is appropriate to use quiet
voices (inside, when others are around).

Unit 8 73
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 Lesson 5 Numbers    CB page 50, AB PAGE 57  Sing.  $ 56
Lesson objectives
To identify, write and use numbers 15 and 16
Vocabulary: numbers 15–16, feet
Materials: CD track 56, flashcards 62, 68, 69, 73, 74
Class Book    CB PAGE 50  • Tell them to hold up their fingers and point to their bodies
Warm-up
• Review the numbers and parts of the body. Hold up ten
fingers and ask How many? Children count to ten.
• Point to a child’s arm. Ask What’s this? (an arm). Point to
both of the child’s arms. Ask How many arms? (two).
• Repeat with legs, hands, toes and knees.
Learn the numbers.
• Tell children that they are going to learn to count further.
• Draw 15 triangles on the board. Say Fifteen. Count them
aloud. Write the number 15 under them, exactly as it is
presented in the Class Book.
• Ask How many? Children answer fifteen.
• Repeat with 16.
• Write the word fifteen under the fifteen triangles. Point to
it and say Fifteen. Repeat with the word sixteen.
• Call a child to the front. Say Sixteen. Encourage the child
to point to the number 16 and word sixteen on the board.
Repeat with other children.
• Tell children to open their books at page 50 and look at
the pictures at the top. Elicit the words for sock and glove.
• Tell them you are going to say a number and they should
point to the correct picture. Say Sixteen. Check that they
are pointing to the correct picture. Repeat with Fifteen.
• Tell children to look at the numbers 15 and 16 with the
dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 15 in the air.
• Tell children to copy you and write 15 in the air. Check that
they are forming the number correctly.
• Repeat the procedure for number 16.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Put the flashcards for shoes, socks, arms, legs and nose on
the board. Point to each one and prompt children to say
the words.
• Tell children to look at the picture at the bottom of the
page. Ask them find the items in the picture.
• Find the socks with them as an example. Hold up the
book and point to the socks. Write the number 16 next to
the flashcard of the socks on the board.
• Ask children to count the number of the items in the
flashcards in the picture. For arms and legs, tell them
to only count the items in the picture that the child is
holding in the bottom right. Elicit the answers and write
the numbers on the board next to the flashcards.
74 Unit 8
© Copyright Oxford University Press
First Friends TB1.indb 74
• Tell the class they are going to learn a song.
• Teach the word feet by pointing to your feet. Ask them to
point to their own feet as they repeat the word.
• Tell children to look at the picture at the bottom of the
page. Play the CD. Tell children to listen to the song.
• Play the CD again and pause after each line. Sing the line
and tell children to repeat after you.
as they sing.
• Call four children to the front. Have them stand in pairs
across from each other.
• Tell them to hold up their fingers and point to their toes,
feet and nose at the appropriate points in the song.
• Tell them to point to point to their partner’s legs, toes,
nose and arms during the second verse.
• Sing the song.
• Repeat with other children at the front.
Transcript  $ 56
I’ve got 10 fingers,
I’ve got 10 toes,
I’ve got 2 feet,
And a little nose.
You’ve got 15 legs,
You’ve got 15 toes,
You’ve got 16 arms,
And a little nose.
Activity Book    AB PAGE 57 
1 Count and circle.
• Tell children to look at page 57.
• Tell them to look at the pens at the top left of the page.
Ask How many pens? Children respond Sixteen. Tell them
to circle the 16.
• Ask children to do the activity. Tell them to count and say
the number of items as they work.
• Check that children have circled the correct number.
Ask children to say how many things are in each picture
(15 hearts, 15 bees, 16 figs). Remind children to use the
plural s.
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 15. Write
the number on the lines exactly as it is presented in the
Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Draw more writing lines on the board. Call children to the
board to write 15 on the lines. Correct as necessary.
• Repeat with the number 16.
26/11/2013 14:05
 Lesson 6 Story    CB PAGE 51, AB PAGE 58  Listen and act.  $ 57
Lesson objectives
To follow the left-to-right sequence of English
To develop listening skills in English
To understand and enjoy a story
To develop fine motor control
To revise and consolidate language introduced in the unit
Vocabulary: butterfly, dog, fingers, hands, rabbit
Materials: CD track 57; (optional) a torch
Class Book    CB PAGE 51 
Warm-up
• Draw a vertical line on the board. Leave enough space
above and below it for children to complete a stick figure
using the line as the body.
• Call a child to the front. Say head. Point to the top of the
line where the head should go. Help the child draw a
head.
• Call another child to the front. Say arms. Point to the
where the arms should be drawn. Help the child draw the
arms.
• Repeat with other known body parts.
Look and say.
• Teach the word butterfly by drawing one on the board.
• Tell children to open their books on page 51.
• Remind children that English stories are presented from
left to right. Hold up your book and point at the frames in
order.
• Say Point to picture 1. Check that children are pointing to
the picture with the 1 in the corner. Say Point to picture 2.
Check that children are pointing to the picture with the 2
in the corner. Repeat with pictures 3 and 4.
• Ask children questions about the story: What are the boys
doing? (playing), Is it light or dark in the room? (dark), What
can you see in the first three pictures? (rabbit, dog, butterfly).
Listen.  $ 57
• Tell children that they are going to listen to the story.
• Play the CD and pause between each frame. Don’t ask
children to repeat at this stage of the lesson.
• Ask children to tell you what they understood. Play the CD
again if necessary.
Transcript  $ 57
Listen and say. I’ve got ten fingers.
Boy 1  You’ve got a rabbit!
Boy 1  You’ve got a dog!
Boy 1  You’ve got a butterfly.
Boy 2  Now, I’ve got two hands and ten fingers!
© Copyright Oxford University Press
First Friends TB1.indb 75
• Play the CD again, pausing after each frame. Children
repeat the sentences chorally and individually. Children
should repeat the lines they hear, not the text under the
pictures.
• Tell the class that they are going to act out the story using
pictures of the animals.
• Call four children to come to the front. Give three children
the pictures for butterfly, dog and rabbit. Tell the other
child to point to each picture and say the line.
• Call other children to the front to act out the story.
• Help children to perform by prompting the lines and
telling them to repeat.
Activity Book    AB PAGE 58 
1 Say and match.
• Tell children to look at page 58.
• Ask them to say the name for each part of the body in the
first column. Ask what they can see in the second column
(shadows or shaded parts of the body).
• Explain that they are going to join the pictures on the left
with the matching shadows on the right. Do the first one
as an example. Ask children to use their fingers to join the
picture of the knee with the shaded knee. They then trace
the line with their pencils.
• The children complete the activity.
• Check answers as a class.
Optional activity
• Tell children you are going to teach them how to make
the butterfly from the story.
• Put your hands up with the palms facing you. Your
thumbs are pointing away from you. Bring your hands
toward each other, passing one in front of the other
until the thumbs are touching. Link your thumbs and
flap your hands toward and away from you.
• Help children to do this.
• Switch off the lights and shine the torch behind one of
the ‘butterflies’.
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 Unit 8 Review    AB PAGE 59  Maths Book    MB PAGES 46–51
Lesson objectives
To review the unit vocabulary
To develop critical thinking skills by finding and
identifying differences between two pictures
To develop fine motor control
Activity Book    AB PAGE 59 
Warm-up
• Review the letters r, s and t. Ask children to write the
letters you say.
• Say t, r, s, pausing between each letter.
• Write the letters r, s, t on the board. Ask a child to come to
the front of the class and circle the first letter you said (t).
Repeat with two other children for letters r and s.
1 Find, say and circle.
• Tell children to look at page 59 in their Activity Books.
• Point to the first picture and ask the children to say the
words for the things they can see (octopus, robot, elephant,
turtle, rabbit, cat, clown).
• Explain that the two pictures are similar but that there are
some differences for them to find and circle.
• Model the activity. Point to the octopus in the first picture
and compare it with the second picture. The children
will notice that it has an extra leg in the first picture. They
circle the missing leg in the second picture.
• Go through the rest of the differences, encouraging
children to say the words as they spot the differences.
• Children find the differences between the two pictures
and circle the differences in the second picture (the
smaller ears on the elephant, the missing ears on the rabbit,
the boy instead of the girl, the arms that are out to the sides
on the robot, the missing foot on the monkey, the shorts on
the clown).
Progress check 8 (photocopiable) (TB page 101)
• Follow the procedure described on page 11 of the
Introduction.
76 Unit 8
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First Friends TB1.indb 76
 
 
  PAGE 46 
Lesson objectives
To recognise numbers 13 and 14
To recognise words thirteen and fourteen
To count from 1 to 10
1 Say and circle.
• Write the number 13 on the board. Point to it and prompt
children to say Thirteen. Repeat with 14.
• Write the word thirteen under the number. Point to it and
prompt children to say Thirteen. Repeat with fourteen.
• Tell children to look at page 46.
• Ask them to say the words on the left (thirteen, fourteen).
• Tell them to circle the number for each word. Refer them
to the review on the board if necessary.
• Check by asking children to hold up their books.
2 Count and match.
• Model the activity. Draw your hand on the board. Ask How
many fingers? Children respond Five.
• Draw two fingers to the right of your hand. Ask How
many? Children respond Two. Tell them to point to each
finger and count aloud with you: 1, 2, 3, 4, 5, 6, 7.
• Tell children to look at the second activity. Ask How many
fingers? Children respond Seven. Ask them to trace the line
from the picture to the number 7.
• Children complete the activity.
• Check the answers. Write the numbers 6, 7, 8, 9, 10 on the
board. Call a child to the front. Hold up your fingers as
shown in each picture. The class says the correct number
and the child at the board points to it.
  PAGE 47 
Lesson objectives
To count from 1 to 10
To recognise pictures as simple sums
To perform simple sums
1 Count and write.
• Tell children to look at page 47.
• Model the activity. Draw your hand on the board. Ask How
many fingers? Children respond Five. Write 5 under the hand.
• Show them the picture of the hand at the top left of the
page. Tell them to trace the 5 in the box next to the hand.
• Draw one finger to the right of your hand. Ask How many?
Children respond One. Write 1 under the finger. Tell them
to trace the 1 next to the second hand in their books.
• Draw a circle around all six fingers. Ask How many fingers?
Children respond Six. Count the fingers aloud: 1, 2, 3, 4, 5, 6.
Write 6 to the right of the pictures. Tell children to trace
the 6 in the box in their books.
• Write an addition sign (+) between the 5 and 1. Remind
children that this symbol tells us to add the numbers, or
count the things in the pictures as one group.
26/11/2013 14:05
 • Write the equals sign (=) before the 6. Remind the children
that this sign shows the number of fingers in the total group.
• Say the sum Five and one is six. Children repeat chorally
and individually.
• Children complete the activity.
• Check the answers. Ask children to say the sums as you
write them on the board.
  PAGE 48  count the items and circle the correct words. Refer them
Lesson objectives
To practise counting and writing the numbers 15 and 16
To recognise the words fifteen and sixteen
1 Trace, count and say.
• Tell children to look at page 48.
• Hold up the book and point to the circles. Tell children to
count the number of circles aloud (15).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 15. Model writing
the number 15 on the board exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 16 and the hearts.
2 Trace, write and circle.
• Write the number 15 on the board. Say Fifteen. Write the
word fifteen next to it. Point to it and say Fifteen.
• Repeat with 16 and the word sixteen.
• Point to one of the numbers or words in random order
and prompt the children to say it.
• Tell children to look at the bottom of the page. Tell them
to trace and write the number 15 on the first line. Check
that children are forming the number correctly.
• Tell children to circle the word fifteen in the first line.
• Repeat with 16.
• Ask children to hold up their books to check quickly.
  PAGE 49  • Children complete the activity.
Lesson objectives
To follow a pattern
To identify missing numbers
1 Write the missing numbers.
• Tell children to look at page 49.
• Explain to children that they are going to look at some
patterns of numbers.
• Copy the first row of numbers on the board. Point to the
numbers in the row. Pause for the missing number.
• Ask children to give you the first missing number in the
sequence (14). Call a child to write 14 on the board.
• Repeat with the second missing number (16).
• Children complete the activity.
• Check answers. Copy the rows on the board. Ask children
to come and write the missing numbers in the patterns.
© Copyright Oxford University Press
First Friends TB1.indb 77
2 Count and circle.
• Draw a balloon on the board. Ask What’s this?
• Write the words one and two under the balloon. Call a
child to the front to circle the correct word (one).
• Review the numbers 15 and 16. Write them on the board
as children say them. Write the words for each number
under it. Point to each as children say them.
• Tell children to look at the second activity. Tell them to
to the numbers and words on the board if necessary.
• Check the answers (sixteen hearts, fifteen stars).
 
  PAGE 50 
Lesson objectives
To count from 1 to 16
To locate items within a picture
Materials: flashcards 69–78
1 Look, count and write. Colour.
• Tell children to look at page 50.
• Tell them to look at the small row of pictures at the
bottom of the page. Explain that they show parts of the
body of the animals in the main picture. Put the flashcards
for leg, foot, hand and ear on the board.
• Explain that children should count the number of each
body part in the large picture. Explain that they should
only count the body part which matches the specific
animal shown in the small picture, i.e. the pictures
represent the octopus’s legs, the rabbit’s feet, the
monkey’s hands and the elephant’s ears.
• Model the activity. Say Look at the octopi. Depending on
the level of your class, you may want to explain that we
say octopi instead of octopuses in English, but do not use
grammar terms to explain this.
• Ask How many legs? Help children to find and count the
legs of the octopi. Children respond Sixteen. Write the
number 16 next to the flashcard of the leg on the board.
•
Check the answers on the board. Call children to the front
to write the number of items next to the appropriate
flashcard (16 legs, 12 feet, 14 hands, 8 ears).
  PAGE 51 
Lesson objectives
To count from 1 to 16
1 Follow the numbers.
• Tell children to look at page 51.
• Ask the children what Tess wants to do (cross the lake).
Explain that she has to cross by standing on the stones in
order from 1 to 16.
• Model the activity on the board. Copy a few of the
numbers from the picture and draw circles around them.
Start at 1 and ask children where you should go next.
Draw a line to 2.
• Children complete the activity.
Unit 8 77
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 9 My Family

Lesson 1 Vocabulary    CB PAGES 52–53, AB PAGE 60  Look and say.

Lesson objectives
To identify family members
To recognise English sounds and spoken words
To recognise family relationships
Vocabulary: aunt, baby, brother, cousin, dad, grandma,
grandpa, mum, sister, uncle
Materials: CD tracks 58–59, flashcards 79–88
Class Book    CB PAGES 52–53  grandma).
Warm-up
• Tell children to look at the picture on pages 52–53. Ask the
following questions: Who do you recognise in the picture?
(Tess, Baz, Adam, and their mum and dad), Who do you think
the other people are? (their grandpa, grandma, aunt, uncle
and cousin).
Listen and say.  $ 58
• Tell children that they are going to learn the words for the
members of the family.
• Play the CD, holding up the flashcard for each family
member as the name is said.
• Play the CD again, pausing after each word. Children
repeat the words in chorus and individually.
Transcript  $ 58
Listen and say.
aunt, baby, uncle, mum, sister, dad, grandma, grandpa, brother,
cousin
Listen and find.  $ 59
• Tell children that you are going to say a word and they
should point to the person who represents that member
of the family in their books.
• Say the words randomly, e.g. grandpa, baby, sister, mum,
cousin, uncle, grandma, brother, aunt, dad. As you say each
word, you may want to hold up the flashcard to give
children visual support.
• Check that children are pointing to the correct person
each time.
• Play the CD, and pause after each word. Children listen
and point to the person in their books.
• Hold up a flashcard and ask Who is it? The children reply
and name the family member, e.g. It’s mum.
• Put the flashcards on the board. Point to these randomly
and ask children to look and say who they see.
Activity Book    AB PAGE 60 
1 Say and match.
• Tell children to look at page 60.
• Ask who they can see in the pictures at the top of
the page (uncle, cousin, Adam, Baz, aunt, grandpa and
• Ask children who they can see in the large picture (Tess,
dad and mum). Ask who they think is in the picture with
the white circles in place of their heads (the people in the
box above).
• Point out how there is a line linking the cousin’s head at
the top with her body on the sofa underneath.
• Ask children to trace the line linking the cousin’s head
with her body, and say cousin as they do so.
• Tell children to look at the small pictures at the top of the
page again. Say Point to uncle. Check that children are
pointing to the picture of the uncle (the first picture on
the left).
• Tell children to draw a line to match the small picture of
the uncle to the uncle in the large picture (standing next
to dad). Tell them to say uncle as they match.
• Children complete the activity. Remind them to say the
name of the family member as they match.
• Check answers by saying the name of a family member as
children point to that person in their books.
Optional activity
• Tell children that they are going to play a game.
• Put the flashcards of the family members in a row on
the board.
• Point to a card and say This is (grandpa). Call a child
to the front of the class to introduce another family
member on the board: This is (aunt).
• Repeat with other children introducing the remaining
family members.

Transcript  $ 59
Listen and find.
brother, mum, baby, uncle, grandma, cousin, grandpa, dad, aunt,
sister

78 Unit 9
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 Lesson 2 Structure    CB PAGES 52–53, AB PAGE 61  Activity Book    AB PAGE 61
Lesson objectives
To talk about one’s family
To write simple words in English
To develop fine motor control
Structure: He / She is …, They are …
Materials: CD track 60, flashcards 79–88
Class Book    CB PAGES 52–53  Ask children for the next letter’s sound and name (a, /æ/).
Warm-up
• Review the names of family members. Stick the flashcards
for the family members on the board. Say Point to
grandma. Children respond. Repeat with other words.
• Hold up the flashcard of the grandma. Ask Grandpa?
Shake your head for no. Ask Grandma? Nod your head for
yes.
• Repeat with the flashcards of other family members.
• Leave the flashcards on the board.
Point and say.
• Tell children to look at the family members in the picture
on pages 52 and 53. Say Point to mum. The children point
to the mum and say the word.
• Do the same with the rest of the family members.
Listen and say.  $ 60
• Tell children to look at the picture. Ask children to say who
they think has come to the door (members of the family).
Play the CD once to check the answer.
• Play the CD again, pausing after each phrase. Children
repeat the phrases chorally and individually.
• Ask if children can remember the name of Adam’s cousin
(Mira). Ask if they can remember the two family member
words Baz used for Mira’s parents (uncle, aunt).
 
1 Draw and write.
• Put the flashcards of dad and mum on the board. Point to
each one as children say the words.
• Draw writing lines on the board. Ask children for the name
and sound of the first letter of the word dad (d, /d/). Write
d on the board as children write the letter in the air. Be
sure to form the letter as children learnt it earlier in the
year.
• Say dad again slowly, articulating each sound: /d/ /æ/ /d/.
Write it next to d as children write it in the air. Repeat with
the final d, /d/.
• Move your finger under the word and say dad. Children
repeat chorally and individually as you point.
• Repeat the procedure with mum. (Children haven’t
formally learnt the u, /ʌ/ sound yet, but they should
recognise it from words such as jump, duck and jumper.
Tell them they will learn it properly in the next lesson.)
• Tell children to open their books at page 61.
• Ask if they recognise the words on the page (dad, mum).
• Tell them to trace the faces and words on the page.
• Call children to the front to trace the words dad and mum
on the board.
Optional activity
• Give each child a sheet of paper. Tell them to draw a
member of their family.
• Call a child to the front with his or her drawing. Have
the child ‘introduce’ the person to the class, e.g. This is
(name). She is my sister. Tell children that they don’t need
to give the first names of their parents or grandparents.
Point out that in English, children don’t usually call
adults by their first names.
• Repeat with other children.

Transcript  $ 60
Listen and say.
Grandma  They are here!
Baz  Look, Adam. She is your cousin, Mira.
Mira  Hi, everyone.
Baz  He is your uncle.
Uncle  Hello.
Baz  She is your aunt.
Aunt  Hello, boys. How are you?

Say and do.

• Point to all the flashcards on the board in one motion. Say
This is my family.
• Point to the flashcard of the brother. Say This is (name). He
is my brother. Point to the flashcard of the sister. Say This is
(name). She is my sister.
• Point to the flashcards of the grandpa and grandma. Say
They are my grandpa and grandma.
• Repeat with the other flashcards, identifying the family
members with He is …, She is … or They are … .

Unit 9 79
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 Lesson 3 Phonics    CB PAGE 54, AB PAGE 62  Find and say.
Lesson objectives
To say, recognise and write the letters Uu, Vv and Ww
To recognise and say the sounds /ʌ/, /v/ and /w/
To develop fine motor control
Vocabulary: umbrella, up, van, volcano, watch, water
Materials: CD track 61, flashcards 119–121
Class Book    CB PAGE 54  bottle of water).
Warm-up
• Tell children that you are going to draw some letters in the
air and that they must say which letters you are drawing.
• Draw a letter, such as p, and see if the class can say what it
is and repeat the sound /p/. Ask children to say words that
begin with /p/ (pen, picture, pink, etc.).
• Do the same with other letters and sounds they have
learned so far (a–t).
Learn the sounds.
• Hold up the flashcard for up. Say up. The children repeat
the word. Put the card on the board.
• Write the letter u on the board under the flashcard, exactly
as it presented on the Class Book page. Point to it and say
/ʌ/ up.
• Write a capital U on the board. Explain that although the
sound of the letter is /ʌ/, the name of the letter is u. Have
children repeat the letter name and letter sound, along
with the word, several times (u, /ʌ/, up).
• Repeat the procedure with Vv (volcano) and Ww (water).
• Tell the class that they are going to learn how to write the
letters Uu, Vv, Ww. Ask them to open their books on page
54 and look at the letters Uu with the dotted lines and
arrows.
• Stand with your back to the class as you use your finger
to ‘write’ a capital U in the air. Tell children to copy your
action and write a capital U in the air. Check that they are
forming the letter correctly.
• Repeat the procedure for the lower case u, Vv and Ww.
• Ask children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 61
• Tell the class that they are going to sing a song to help
them learn the letters Uu, Vv, Ww.
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line,
and tell children to repeat after you. Tell children to point
to the letters and words in their books as they sing them.
• Play the CD again, and ask children to sing the song.
Transcript  $ 61
Sing.
u, u, u v, v, v w, w, w
/ʌ/, /ʌ/, /ʌ/ /v/, /v/, /v/ /w/, /w/, /w/
/ʌ/ up, /ʌ/ up /v/ volcano, /v/ volcano /w/ water, /w/ water
/ʌ/, /ʌ/, /ʌ/ /v/, /v/, /v/ /w/, /w/, /w/
80 Unit 9
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First Friends TB1.indb 80
• Ask children to find the letters u, v and w in the alphabet
at the top of the page. Ask them for the name and sound
of the letter before u (t, /t/).
• Ask children to look at the picture on the page and
identify other things that begin with u, v and w. For the
objects which are labelled on the picture, write the word
on the board. Run your finger under the word as you say it.
• Ask children to point to the pictures of the objects as you
say the words. Say Point to the umbrella. Check that they
are pointing correctly. Do the same for van and water (the
• Ask children to find something that begins with /b/ in the
picture (bag). Ask them to count them and say Five bags.
Activity Book    AB PAGE 62 
1 Trace and write.
• Tell children to look at page 62.
• Draw three sets of writing lines on the board. Put dots on
the first set to show the starting points for forming the
letters U and u. Write the letters on the lines exactly as
they are presented in the Class Book.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace and write the letters
with their pencils. Check that they are holding their
pencils correctly and forming the letters correctly.
• Repeat the procedure for Vv and Ww.
• Draw more writing lines on the board. Call children to
the board to write Uu, Vv and Ww on the lines. Correct as
necessary.
2 Trace and say. Colour.
• Ask children to look at the picture and say the words.
• They trace the first letter of each word on the left with
their pencils. Check that they are forming the letters
correctly.
• Ask them to trace the letters in the picture with their
fingers, and then colour them.
• Tell them to colour the rest of the picture. They should try
not to colour outside the lines.
Optional activity
• Tell children that they are going to play a game. Tell
them you are going to say some letters very quietly and
they have to listen carefully and write them down.
• Say w, v very quietly. Give children time to write them
down.
• Ask children which letters they heard.
• Call a child to the front of the class to write the letters w
and v on the board.
• Repeat with other letters learned so far.
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 Lesson 4 Values    CB PAGE 55, AB PAGE 63  Act.
Lesson objectives
To understand everyday language used to respect your
elders
To consider the importance of respecting your elders
To respond appropriately to the needs of older people
Everyday English: After you.
Materials: CD track 62; (optional) paper and pencils for
each child
Class Book    CB PAGE 55  1 Draw and say. Colour.
Warm-up
• Ask children to tell you how they have already learned to
be respectful (respecting nature, respecting their teachers).
• Explain that it is also important to respect their elders. Ask
children to mention some of the older people they know
(family members, neighbours, etc.).
Listen and say.  $ 62
• Ask children to open their books at page 55.
• Ask questions about the picture: Who is in the picture?
(a boy and his grandma), Where are they? (at home),
What is the boy doing? (letting his grandma go first through
the door), Is his grandma happy about this? (Yes).
• Tell children that it is important to respect their elders.
• Explain that the children are going to hear the boy show
respect for his grandma. Tell them to listen for the way
he does this (He says ‘After you’ to invite her to step through
before him).
• Play the CD. Tell children to listen.
• Play the CD again. Pause after each line and ask children
to repeat it.
• Tell the class that they are going to act out the situation.
Call a child to the front to act the role of the boy and
another child to act the role of the grandma.
• Ask the children to perform their role play at the door of
the classroom.
• Help children perform by prompting lines as necessary.
• Ask children to think of other ways they can show respect
for their elders (allowing them to sit down first, serving them
first at the table, etc.).
Activity Book    AB PAGE 63 
• Tell children to open their books on page 63.
• Explain that they are going to draw their families in the
frame. Tell them to draw their mum, dad, brothers and / or
sisters, and grandparents.
• Ask children to stand by their seats or come to the front
of the class to show their pictures and introduce their
families.
Optional activity
• Ask children to draw a picture of how they enjoy
spending time with an older person in their lives, such
as a grandparent, an uncle or an aunt.
• Call children to the front to share their pictures with the
class. Encourage them to say how they enjoy their time
with this person. Assist with vocabulary as necessary.

Transcript  $ 62
Listen and say.
Boy  After you, Grandma.
Grandma  Thank you, Sam.

Say and do.

• Conduct the conversation with the class chorally. Say the
first line and prompt a child to respond.
• Repeat with other children.
• Invite a group of four or five children to come up to the
front. Explain that you are going to give an object, such as
a piece of paper, to each one of them.
• Encourage them to form a line and invite each other to
go ahead of them to collect their piece of paper by saying
After you. They can respond with Thank you.
• Repeat with different groups of children so they can
practise inviting others to go ahead of them.

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 Lesson 5 Numbers    CB PAGE 56, AB PAGE 64  each other. Say love each other as you make a heart motion
Lesson objectives
To identify, write and use numbers 17 and 18
Vocabulary: numbers 17–18, love, picture, family,
come and meet
Materials: CD track 63, flashcards 79–88;
(optional) a small photo of one of your family members
Class Book    CB PAGE 56  and tell children to repeat after you.
Warm-up
• Review numbers 1–16 using real objects, such as crayons,
pens, pencils or rubbers.
• Put children in small groups and give them a collection of
pens, pencils and rubbers, up to 16 of each. Ask children
to sort the items into like objects and count them.
• Ask children to say how many of each object they have got.
Learn the numbers.
• Tell children that they are going to learn to count further.
• Draw 17 rectangles on the board. Say Seventeen. Count
them aloud. Write the number 17 under them, exactly as it
is presented in the Class Book.
• Ask How many? Children answer seventeen.
• Repeat with 18.
• Write the word seventeen under the rectangles. Point to it
and say Seventeen. Repeat with the word eighteen.
• Call a child to the front. Say Seventeen. Encourage the
child to point to the number 17 and word seventeen on
the board. Repeat with other children.
• Tell children to open their books at page 56 and look at
the pictures at the top. Elicit the words for star and heart.
• Tell them you are going to say a number and they should
point to the correct picture. Say Seventeen. Check that they
are pointing to the correct picture. Repeat with eighteen.
• Tell children to look at the numbers 17 and 18 with the
dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 17 in the air. Tell children to copy
you and write 17 in the air. Check that they are forming
the number correctly.
• Repeat the procedure for number 18.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Tell children to look at the picture at the bottom of the
page. Ask what they can see (photos). Ask them look at the
stars and hearts on the photo album.
• Explain that they are going to count the stars and the
hearts. Count the stars with them as an example. Hold up
the book and point to each star in turn.
Sing.  $ 63
• Present the word love. Stick all the flashcards of the
characters and family members on the board. Draw a
giant heart around them all. Say They are a family. They love
82 Unit 9
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10 FF TB1 Unit 9.indd 82
around the flashcards. Children repeat.
• Hold up a small photo of someone in your family and
present the word picture. Then present the phrase come
and meet. Ask one of the children to come to the front.
Say (Name), come and meet my (brother, sister, mum, dad).
• Tell the class they are going to learn a song. Tell children
to look at the picture at the bottom of the page.
• Play the CD. Tell children to listen to the song.
• Play the CD again and pause after each line. Sing the line
Transcript  $ 63
Look at my pictures.   I love my family.
This is my family.   I love my family.
Come and meet my family!   Hearts for my family.
Come and meet my family!   How many hearts can you see?
She is my mum,   I love my family.
He is my dad.   I love my family.
Adam is my brother,   Stars for my family.
Baz is my brother.   How many stars can you see?
We are a family,
We love each other,
Activity Book    AB PAGE 64 
1 Count and colour.
• Tell children to look at page 64.
• Ask them to tell you the numbers on the left-hand side of
the page (17, 18, 17, 18).
• Model the activity. Write the number 17 on the board. Ask
children to tell you the number. Draw 18 diamonds to the
right of the number. Ask How many diamonds?
• Point to the number 17. Say Count seventeen. Point to
seventeen of the balloons and count them aloud. Circle
17 diamonds.
• Ask children to do the activity. Tell them to count and
colour the number of objects indicated by the number at
the beginning of the row.
• Check that they have coloured the correct number.
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 17. Write
17 on the lines exactly as it is presented in the Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Draw more writing lines on the board. Call children to the
board to write 17 on the lines. Correct as necessary.
• Repeat with the number 18.
8/19/14 11:03 AM
 Lesson 6 Story    CB PAGE 57, AB PAGE 65  Listen and act.  $ 64
Lesson objectives
To follow the left-to-right sequence of English
To develop listening skills in English
To understand and enjoy a story
To revise and consolidate language introduced in the unit
To follow a pattern
Vocabulary: dad, mum, grandma, grandpa, baby
Materials: CD track 64, flashcards 79–88
Class Book    CB PAGE 57  • Call other children to the front to act out the story.
Warm-up
• Put the flashcards of the family members in different
places around the room.
• Say Point to mum. Children turn and point to the mum
flashcard.
• Repeat with other family members.
Look and say.
• Tell children to open their books at page 57.
• Remind children that English stories are presented from
left to right. Hold up your book and point at the frames in
order.
• Say Point to picture 1. Check that children are pointing to
the picture with the 1 in the corner. Say Point to picture 2.
Check that children are pointing to the picture with the 2
in the corner. Repeat with pictures 3 and 4.
• Ask children questions about the story: Who are the
characters? (Tess, Baz, and Mira), What are they doing?
(looking at photos), Who might the people in the photos be?
(Accept all answers, but they are mum and dad, grandma
and grandpa, baby Baz), Who is the baby? (We aren’t sure).
Listen.  $ 64
• Tell children that they are going to listen to the story.
• Play the CD and pause between each frame. Don’t ask
children to repeat at this stage of the lesson.
• Ask children to tell you what they understood. Play the CD
again if necessary.
Transcript  $ 64
Listen. This is my family!
Tess  They are my dad and my mum.
Mira  Wow.
• Play the CD again, pausing after each frame. Children
repeat the sentences chorally and individually. Children
should repeat the lines they hear, not the text under the
pictures.
• Tell the class that they are going to act out the story using
flashcards.
• Put the flashcards in separate sections on the board.
The first section should have mum and dad. The second
should have grandma and grandpa. The third should have
the baby.
• Call three children to come to the front to play Tess, Baz
and Mira. Have them point at the flashcards as they act.
• Help children to perform by prompting the lines and
telling them to repeat.
Activity Book    AB PAGE 65 
1 Say and match.
• Tell children to look at page 65.
• Ask children what they see (pictures of different members of
the family). Explain there is a pattern in each row and they
have to figure it out.
• Tell them to look at the first row of pictures and put their
finger on the first picture of the uncle. Children say uncle.
Tell them to move their finger to the next picture and say
aunt. Children continue until the end of the row.
• Ask children what picture should come next (uncle). Ask
them to tell you why (because the pattern is uncle > aunt >
uncle > aunt). Tell children to trace the line from the first
row of pictures to the picture of the uncle on the right.
• Children complete the activity.
• Check answers. Ask the class to tell you the pattern in
each row.
Answers: uncle > aunt > uncle > aunt > uncle
grandma > grandpa > grandma > grandpa > grandma
aunt > grandma > aunt > grandma > aunt
grandpa > uncle > grandpa > uncle > aunt
Optional activity
• Ask the children to draw a picture of their family.
• Call children to the front of the class to introduce their
family. Prompt them to say This is my (mum).

Tess  This is grandma and grandpa!

Mira  Wow!

Tess  This is…

Mira  You, Tess! You’re a baby!

Baz  No, it isn’t Tess. It’s me!

Mira  Sorry, Baz!

Unit 9 83
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 Unit 9 Review    AB PAGE 66  Maths Book    MB PAGES 52–57
Lesson objectives
To review the unit vocabulary
To think critically by identifying objects which do not
belong to a group
Activity Book    AB PAGE 66  1 Look and match.
Warm-up
• Review capital and lower-case letters. Write some random
capital letters on the board, such as B, P, S.
• Point to each letter, and ask the children to say the letter
name and the sound for each one.
• Call a child to the front of the class to write the lower-case
letter b. Repeat with other children for letters p and s.
• Ask the class to say a word for each letter (e.g. bird, picture,
star).
1 Say and circle.
• Tell children to look at page 66 in their Activity Books.
• Point to the first row of pictures and ask children to point
to each one as you say the word. They repeat the word
each time: mum, pencil box, dad, grandma.
• Explain that one of the pictures is the odd-one-out
because it doesn’t belong to the same group as the rest.
Repeat mum, pencil box, dad, grandma and see if the
children can name the odd-one-out (pencil box). Explain
that a pencil box is not a member of the family like the
rest of the pictures.
• Ask them to trace the circle around the pencil box with
their pencils.
• Repeat the procedure with the rest of the pictures.
• The children complete the activity by drawing circles
around each odd-one-out picture in the rows (boy, book,
rectangle, grandpa).
Progress check 9 (photocopiable) (TB page 102)
• Follow the procedure described on page 11 of the
Introduction.
84 Unit 9
© Copyright Oxford University Press
First Friends TB1.indb 84
 
 
  PAGE 52 
Lesson objectives
To recognise similarities and differences
• Tell children to look at page 52.
• Ask the children what they can see in the pictures
(families).
• Explain that the families in the left column are different
from each other, and that there is a matching family for
each of them in the right column.
• Model the activity. Ask children to look at the first picture
and put their finger on the person on the left. Say dad.
Children repeat chorally. Tell them to move their finger to
the next person and say brother. Ask them to name all the
family members, moving from left to right. Ask How many
brothers? Children answer Two. Ask How many sisters?
Children answer No sisters.
• Tell children to look in the right column and find the
picture that looks the same. Children trace the line
connecting the pictures.
• Children complete the activity, naming each person in
each family in the left column, and counting the number
of brothers / sisters / babies / grandmas / grandpas to
help them.
• Check answers by having children hold up their books.
 
  PAGE 53 
Lesson objectives
To count from 1 to 16
To recognise words for numbers eleven to sixteen
1 Say, count and match.
• Review the words and numbers for 11–16. Write the
numbers 11 to 16 on the board. Point to each one as
children say the number.
• Write the word for each number under it. Point to each as
children say the word.
• Tell children to look at page 53.
• Ask children to identify the shapes in the middle column.
• Ask children to say the first word (eleven). Explain that they
should find the picture in the middle column that has 11
items.
• Tell children to count the number of each shape.
• Ask How many triangles? Children respond Eleven. Tell
them to draw a line from the world eleven to the triangles.
Then tell them to find the number 11 in the right-hand
column. Refer them to the review of the numbers and
words on the board if necessary.
• Children complete the activity on their own.
• Check the answers by asking children to say the number
of each shape (12 hearts, 15 diamonds, 16 circles, 13 squares,
14 stars, 11 triangles).
26/11/2013 14:05

  PAGE 54 
Lesson objectives
To practise counting and writing the numbers 17 and 18
To recognise the words seventeen and eighteen
1 Trace, count and say.
• Tell children to look at page 54.
• Hold up the book and point to the pencils. Say Pencils.
Children repeat.
• Tell children to count the number of pencils aloud (17).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 17. Model writing
the number 17 on the board exactly as it is shown on the
Maths Books page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 18 and the crayons.
2 Trace, write and circle.
• Write the number 17 on the board. Say Seventeen. Write
the word seventeen next to it. Point to it and say Seventeen.
• Repeat with 18 and the word eighteen.
• Point to one of the numbers or words in random order
and prompt the children to say it.
• Tell children to look at the bottom of the page. Tell them
to trace and write the number 17 on the first line. Check
that children are forming the number correctly.
• Tell children to circle the word for seventeen in the first line.
• Repeat with 18.
• Ask children to hold up their books to check quickly.
  PAGE 55  1 Write the missing numbers.
Lesson objectives
To count from 1 to 8
Materials: flashcards 29, 68
1 Count and write.
• Tell children to look at page 55.
• Ask them to name the items in each picture (pencils, vans,
socks, rabbits, seesaws, umbrellas). Stick the flashcard or
draw each item on the board.
• Model the activity. Ask How many pencils? Children
respond Seventeen. Write the number 17 on the board
under the picture for pencil.
• Children complete the activity.
• Check the answers on the board. Call children to the front
to write the number of items next to the appropriate
flashcard (17 pencils, 14 vans, 13 socks, 10 rabbits, 16 seesaws,
9 umbrellas).
© Copyright Oxford University Press
First Friends TB1.indb 85
 
  PAGE 56 
Lesson objectives
To count from 1 to 10
To apply number concepts to real life
1 Look, count and trace.
• Tell children to look at the first activity on page 56.
• Ask who the people are (Baz and Tess and their family).
• Ask How many? Children count the people in the picture
and respond Seven. Tell them to trace the number 7.
2 Draw your family. Count and write.
• Tell children to draw their family. If their families are large,
you may want to limit their drawings to their parents and
siblings.
• When children have finished, call a child to the front to
introduce his or her family, e.g. This is my mum. They are my
sisters, etc.
• Ask the child How many? Help the child to count the
people. The child writes the number in the box.
• Children complete the activity.
• Check by calling a few children to the front to introduce
their family and say the number of people.
  PAGE 57 
 
Lesson objectives
To count and write numbers 1–18
To follow a pattern
To identify missing numbers
• Write the numbers 1 to 18 on the board. Point to each one
as children say the number.
• Point to the numbers in random order, prompting
children to say the numbers.
• Tell children to look at page 57.
• Direct children’s attention to the first column. Ask which
numbers they can see (2, 4, 8, 12 and 16).
• Ask if they can see the pattern. If they are having difficulty,
explain that each number is two numbers higher than the
previous number. Some numbers are missing.
• Copy the column on the board. Point to the 2 for children
to say the number. Repeat with the 4. Point to the blank
space. Prompt children to say 6. Call a child to the front to
write the number 6.
• Point to the 8. Children say 8. Point to the blank space.
Children say 10. Call a different child to the front to write
the number 10.
• Continue until numbers 1 to 18 are on the board
• Tell children to complete the other columns in the activity
on their own. Make sure they understand that for some of
the columns they will need to count backwards.
• Check by copying the activity on the board and calling
children to the front to complete the number lines.
Unit 9 85
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 10 My Party
Lesson 1 Vocabulary    CB PAGES 58–59, AB PAGE 67  Transcript  $ 66
Lesson objectives
To identify food
To recognise English sounds and spoken words
To recognise shapes
To develop fine motor control
Vocabulary: banana, biscuit, cake, ice cream, juice, orange,
pizza, sandwich, spaghetti, sweet
Materials: CD tracks 65–66, flashcards 89–98;
(optional) real food items or food packages, a large
envelope
Class Book    CB PAGES 58–59  • Tell children to look at page 67.
Warm-up
• Tell children to look at the picture spread across pages
58–59. Ask the following questions: Who is in the picture?
(Tess, Mira, Baz and Adam), What are they doing? (having a
party), What kind of party is it? (a birthday party), Why do we
think it is a birthday party? (There are hats, balloons and a
cake with a candle).
Listen and say.  $ 65
• Tell children that they are going to learn the words for
some foods in English.
• Play the CD, holding up the flashcard for each food item.
Pause after each word so children can point to the food in
their books. Check they are pointing to the correct food.
• Play the CD again, pausing after each word. Children
repeat the words in chorus and individually.
Transcript  $ 65
Listen and say.
sweet, spaghetti, pizza, juice, orange, cake, banana, biscuit,
ice cream, sandwich
Listen and find.  $ 66
• Tell children that you are going to say a word and they
should point to the food in their books.
• Say the words at random, e.g. ice cream, sweet, biscuit,
spaghetti, pizza, cake, orange, banana, sandwich, juice.
As you say each word, you may want to hold up the
flashcard to give children visual support.
• Check children are pointing to the correct food in their
books.
• Play the CD, and pause after each word. Children listen
and point to the food in their books.
86 Unit 10
© Copyright Oxford University Press
First Friends TB1.indb 86
Listen and find.
pizza, sandwich, orange, spaghetti, juice, ice cream, banana, cake,
sweet, biscuit
Look and say.
• Hold up a flashcard and ask What is it? The children reply
and name the food items.
• Put the flashcards on the board. Point to these at random,
and ask children to look and say what they can see.
• Alternatively, use real food items or food packages.
Activity Book    AB PAGE 67 
1 Draw and colour. Say.
• Ask them to say what food they can see in the picture
(ice cream, banana, orange, biscuits, juice, cake, sandwich,
spaghetti, sweets, pizza).
• Point to the balloon teach the word. Say It’s a circle. Ask
children if they can see any other circles with dotted lines
in the picture (the ice cream, sweets, orange, biscuit, pizza).
• Do the same for triangle (the pieces of cake, sandwiches)
and rectangle (the juice carton).
• Ask children to trace the shapes with their pencils and
then colour the picture. Tell them that the banana and
spaghetti do not have a distinct shape.
• When they have finished, ask them to point to the various
items and shapes and say, e.g. It’s a pizza. It’s a circle. The
children repeat.
• Continue with the rest of the shapes and food items.
Optional activity
• Tell children that they are going to play a game.
• Put the flashcard of the banana inside a large envelope.
Hold up the envelope, and slowly pull the card out
of the envelope. Children watch carefully and say the
name of the food as soon as they can identify it.
• Repeat with the other food flashcards.
26/11/2013 14:05
 Lesson 2 Structure    CB PAGES 58–59, AB PAGE 68  Activity Book    AB PAGE 68
Lesson objectives
To express likes and dislikes
Structure: I like … , I don’t like …
Vocabulary: everything
Materials: CD track 67, flashcards 89–98
Class Book    CB PAGES 58–59  Draw a smiling face and a frowning face next to it. Give
Warm-up
• Review the names of food items. Stick the flashcards
on the board. Say Point to the orange. Children respond.
Repeat with other words.
• Present the word yummy. Mime eating a banana. Pretend
to peel the banana and eat it, looking happy and satisfied.
Say Yummy. My banana’s yummy.
Point and say.
• Tell children to look at the food items in the picture on
pages 58 and 59. Say Point to the sandwich. The children
point to the sandwich and say the word.
• Do the same with the rest of the food items.
Listen and say.  $ 67
• Tell children to look at the picture. Ask children what is
happening (It’s a party. The children are about to eat. They
are talking and looking at the food). Play the CD once to
check the answer.
• Play the CD again, pausing after each phrase. Children
repeat the phrases in chorus and individually.
• Ask if children can remember what Tess likes (pizza), what
Mira likes (spaghetti), and what Adam likes (cake). Explain
the meaning of You like everything.
 
1 Circle and say.
• Tell children to look at page 68.
• Ask them to name the food items (ice cream, cake,
spaghetti, juice, pizza).
• Draw a smiling face and a frowning face on the board.
Point to the smiling face. Say I like. Point to the frowning
face. Say I don’t like.
• Model the activity. Draw some ice cream on the board.
your opinion. Say ice cream. I (like / don’t like) ice cream.
Circle the face that represents your opinion.
• Explain to children that they should circle the face that
represents their opinion about the food.
• Children complete the activity.
• Call children to the front of the class to give their opinion
about the food, saying I like … or I don’t like … about each
item.
Optional activity
• Give each child a sheet of paper. Ask them to draw all
the food items they know the words for.
• Call children to the front of the class to show their
pictures and say the names of the food items.
• Ask other children to come up and add to the list if
possible. (In addition to the new words from this unit,
children also know apple, egg and water.)

Transcript  $ 67
Listen and say.
Tess  Look at the food! Yum! I like pizza!
Mira  I don’t like pizza. I like spaghetti.
Adam  I don’t like spaghetti. I like cake!
Baz  I like pizza and spaghetti and cake and juice and ice cream …
Mira  Baz! You like everything!

Say and do.

• Put the food flashcards on the board.
• Point to the pizza. Look happy. Say I like pizza. Point to the
spaghetti. Look unhappy. Say I don’t like spaghetti. Repeat
with the other flashcards.
• Call four children to the front of the class to play Tess, Mira,
Baz and Adam. Give them the corresponding flashcards
for the food they like (pizza, spaghetti, cake).
• Say the lines for children to repeat and encourage them
to hold up their flashcards when they say I like … The child
playing Baz can point to the other children’s flashcards
and those still on the board.
• Repeat with other children.

Unit 10 87
© Copyright Oxford University Press

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 Lesson 3 Phonics    CB PAGE 60, AB PAGE 69  z, z, z
Lesson objectives
To say, recognise and write the letters Xx, Yy and Zz
To recognise and say the sounds /ks/, /j/ and /z/
To develop fine motor control
Vocabulary: X-ray, fox, yogurt, yo-yo, zebra, zero
Materials: CD track 68, flashcards 122–124
Class Book    CB PAGE 60  correctly. Do the same for yogurt and zebra.
Warm-up
• Review some animal and insect vocabulary with known
letters. Say bird, bee. Ask children to tell you the first letter’s
name and sound (b, /b/).
• Repeat with cat, dog, elephant, horse, kangaroo, lion, mouse,
octopus, rabbit.
• Tell children that they are going to learn two new animal
words in this lesson.
Learn the sounds.
• Hold up the flashcard of the fox. Say fox. The children
repeat the word. Put the card on the board.
• Write the letter x on the board under the flashcard, exactly
as it is shown in the Class Book. Point to it, and say /ks/ fox.
• Explain that x does not begin many words in English and
that it is usually found at the end of words, like fox, or in
the middle of words, like taxi.
• Write the capital X on the board. Explain that although the
sound of the letter is /ks/, the name of the letter is x. Have
children repeat the letter name and letter sound, along
with the word, several times (x, /ks/, fox).
• Repeat the procedure with Yy (yogurt) and Zz (zero).
• Tell the class that they are going to learn how to write the
letters Xx, Yy, Zz. Ask them to open their books on page 60
and look at the letters Xx with the dotted lines and arrows.
• Stand with your back to the class as you use your finger to
‘write’ a capital X in the air.
• Tell the children to copy your action and write a capital X
in the air. Check that they are forming the letter correctly.
• Repeat the procedure for the lower case x, Yy and Zz.
• Ask children to practise tracing the letters in their books
with their fingers. They then trace them with their pencils.
Sing.  $ 68
• Tell the class that they are going to sing a song to help
them learn the letters Xx, Yy, Zz.
• Play the CD. The children listen to the song.
• Play the CD again, and pause after each line. Sing the line,
and tell children to repeat after you. Tell children to point
to the letters and words in their books as they sing them.
• Play the CD again, and ask children to sing the song.
Transcript  $ 68
Sing.
x, x, x y, y, y
/ks/, /ks/, /ks/ /j/, /j/, /j/
/ks/ fox, /ks/ fox /j/ yogurt, /j/ yogurt
/ks/, /ks/, /ks/ /j/, /j/, /j/
88 Unit 10
© Copyright Oxford University Press
First Friends TB1.indb 88
/z/, /z/, /z/
/z/ zero, /z/ zero
/z/, /z/, /z/
Find and say.
• Ask children to find the letters x, y and z in the alphabet at
the top of the page. Ask them for the name and sound of
the letter that comes before x (w, /w/).
• Ask children to look at the picture at the bottom of the
page. Say Point to the fox. Check that they are pointing
• Ask children to identify other things in the picture that
begin with x, y and z. For the objects which are labelled on
the picture, write the word on the board. Run your finger
under the word as you say it. Ask children to point to the
pictures of the objects as you say the words.
• Ask children to find something that begins with l in the
picture (lion) and m (mouse).
Activity Book    AB PAGE 69 
1 Trace and write.
• Tell children to look at page 69.
• Draw three sets of writing lines on the board. Put dots on
the first set to show the starting points for forming the
letters X and x. Write the letters on the lines exactly as they
are presented in the Class Book.
• Tell children to practise tracing the letters in their books
with their fingers. They then trace and write the letters
with their pencils. Check that they are holding their
pencils correctly and forming the letters correctly.
• Repeat the procedure for Yy and Zz.
• Draw more writing lines on the board. Call children to
the board to write Xx, Yy and Zz on the lines. Correct as
necessary.
2 Trace and say. Colour.
• Ask children to look at the picture and say the words.
• They trace the first letter of each word on the left with
their pencils. Check that they are forming the letters
correctly.
• Ask them to trace the letters in the picture with their
fingers, and then colour them.
• Tell them to colour the rest of the picture. They should try
not to colour outside the lines.
Optional activity
• Tell children they are going to play a game.
• Say cat. Ask children teo tell you the name and sound
of the letter they hear at the end of the word (t). Say the
word several more times.
• Repeat with dog (g), lion (n), octopus (s) and duck (k).
26/11/2013 14:05
 Lesson 4 Values    CB PAGE 61, AB PAGE 70  Act.
Lesson objectives
To consider the importance of waiting your turn
To understand everyday language used to take turns
To respond appropriately to a request to take a turn
Everyday English: Is it my turn? Just a minute, please.
Materials: CD track 69
Class Book    CB PAGE 61 
Warm-up
• Review the everyday language for sharing. Call two
children to the front of the class. Give each one a different
classroom object, for example, a pencil or a book. Say Let’s
share.
• Prompt the children to share the items with each other
and you.
Listen and say.  $ 69
• Tell children to open their books on page 61.
• Ask questions about the picture: Where are the children?
(at a party), What are they doing? (standing in a line, waiting
to take some biscuits), How many children are there in the
picture? (four).
• Ask children why it is important to take turns.
• Explain that the children are going to listen to a
conversation at the party.
• Play the CD. The children listen.
• Play the CD again. Pause after each line, and ask children
to repeat it.
• Confirm that children understand the meaning of just a
minute by pointing out that it is not the second boy’s turn
yet.
Transcript  $ 69
Listen and say.
Boy  Is it my turn?
Mum  Just a minute, please.
Say and do.
• Repeat the conversation with the class in chorus. Say the
first line, and prompt the children to respond.
• Explain that it is polite to ask for your turn if you are
unsure.
• Invite a group of four or five children to come up to the
front. Explain that you are going to give an object, such as
a piece of paper, to each one of them.
• Encourage them to form a line as you distribute the
papers. Encourage them to ask Is it my turn? You can
respond with Just a minute, please.
• Repeat with different groups of children.
© Copyright Oxford University Press
First Friends TB1.indb 89
• Tell the class that they are going to act out the situation.
Call several children to the front of the class. Tell them to
stand in a group and come forward to ask to take a turn
to write their name on the board. Say to each child Just a
minute, please, and put them in a line.
• Once all the children are in a line, tell them to ask for a
turn. This time say Yes, and give the child the marker to
write his or her name.
• Help children by prompting the lines as necessary.
• Repeat with other children.
Activity Book    AB PAGE 70 
1 Trace and say.
• Tell children to open their books on page 70.
• Ask questions about the picture: Where are the children?
(at school), What are they doing? (getting books from the
teacher), Are all the children taking their turn? (No. One boy
is not).
• Tell children to trace the line in their books from the
boy to the back of the line. Remind them to trace in the
direction that the arrow is pointing.
• Read the text in the speech bubble aloud. Prompt the
children to repeat it.
2 Draw and colour.
• Point to the activity at the bottom of the page.
• Ask children to look at the small pictures and decide
which one shows good behaviour and which shows bad
behaviour.
• Tell them to draw a smiling mouth for good behaviour
or a frowning mouth for bad behaviour. Demonstrate by
drawing a smiling and a frowning face on the board.
• Ask what kind of behaviour the boy in the first small
picture shows (bad). Ask what kind of behaviour the boy
in the second picture shows (good). Tell children to draw
the appropriate mouths on the faces.
• Ask children to tell you why the behaviour is good or bad.
Optional activity
• Ask children to draw a picture of children taking turns.
Encourage them to choose a different situation, for
example, getting onto the school bus in an orderly
fashion, taking a drink from the water fountain, etc.
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 Lesson 5 Numbers    CB page 62, AB PAGE 71  Sing.  $ 70
Lesson objectives
To identify, write and use numbers 19 and 20
Vocabulary: numbers 19–20, Happy birthday to you
Materials: CD track 70, flashcards for 1, 2, 38, 89, 94
Class Book    CB PAGE 62  • Ask children to act out the song. Use small objects as
Warm-up
• Review the numbers 1–18. Draw a diamond on the board.
Ask What’s this? Count. Draw 18 diamonds on the board.
Say Count. Point to each one as children count aloud.
• Call a child to the front to write the number 18.
• Repeat with other numbers up to 18.
• Vary the activity by using real objects from the classroom,
e.g. books, pens, crayons, etc.
Learn the numbers.
• Tell children that they are going to learn to count further.
• Draw 19 circles on the board. Say Nineteen. Count them
aloud. Write the number 19, exactly as in the Class Book.
• Ask How many? Children answer nineteen.
• Repeat with 20.
• Write the word nineteen under the nineteen circles. Point
to it and say Nineteen. Repeat with the word twenty.
• Call a child to the front. Say Twenty. Encourage the child
to point to the number 20 and word twenty on the board.
Repeat with other children.
• Tell children to look at the pictures at the top of page 62.
Elicit the words for balloon (from Lesson 1) and sweet.
• Tell them you are going to say a number and they should
point to the correct picture. Say Nineteen. Check that
children are pointing to the correct picture. Repeat with 20.
• Tell children to look at the numbers 19 and 20 with the
dotted lines and arrows on the page.
• Stand with your back to the children as you use your
finger to ‘write’ a number 19 in the air.
• Tell children to copy you and write 19 in the air. Check that
they are forming the number correctly.
• Repeat the procedure for number 20.
• Tell children to practise tracing over the numbers in their
books with their fingers, then with their pencils.
Find and count.
• Use the flashcards of Baz and Tess to elicit the words girl
and boy. Put them on the board. Put the flashcards for
cake and triangle on the board. Elicit the words.
• Teach the word present by miming giving or receiving a
present and unwrapping it. Draw a present and a balloon
on the board.
• Ask children to count the items on the board in the
picture at the bottom of the page.
• Find the triangles with them as an example. Hold up the
book and point to the triangles. Write the number 10 next
to the triangle on the board.
• Elicit the answers and write the numbers on the board
next to the flashcards.
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• Ask children to look at the picture at the bottom of the
page. Ask them what is happening in the picture. Elicit
that we often sing a happy birthday song on birthdays.
• Tell the class they are going to learn a song for birthdays.
• Play the CD. Tell children to listen to the song.
• Play the CD again and pause after each line. Sing the line
and tell children to repeat after you.
presents for the children to give to each other, e.g. a pen, a
crayon, a pencil box, etc.
• Call five children to the front, four children to give
presents and one child to receive them. As each verse
is sung, prompt one of the children to give the present
and then return to his or her seat. Continue until all five
children have given their presents and the child receiving
sings the final verse with There are five presents for me.
• If time permits, repeat the song with higher numbers, up
to 20, and allow other children to act out the song.
Transcript  $ 70
Happy birthday to you.
Happy birthday to you.
We all like you.
Happy birthday to you.
Here is a present just for you!
Happy birthday to me.
Happy birthday to me.
I like my party.
There’s one present for me. / There are two presents for me.
Activity Book    AB PAGE 71 
1 Count and match.
• Tell children to look at page 71.
• Tell them to look at the circles at the top left of the page.
Ask How many circles? Children respond 19. Tell them to
draw a line to the number 19.
• Ask children to do the activity. Tell them to count and say
the number of items as they draw their lines.
• Check that children have matched correctly (20 triangles,
19 squares, 20 rectangles).
2 Trace and write.
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the number 19. Write
the number on the lines exactly as it is presented in the
Class Book.
• Tell children to practise tracing over the numbers in their
books with their fingers.
• Children trace and write the numbers with their pencils.
Check that they are holding their pencils correctly and
forming the numbers correctly.
• Draw more writing lines on the board. Call children to the
board to write 19 on the lines. Correct as necessary.
• Repeat with the number 20.
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 Lesson 6 Project    CB PAGE 63, AB PAGE 72  Transcript  $ 71
Lesson objectives
To say the names and sounds of the letters from a to x
To make an alphabet mobile
To develop fine motor control
Materials: CD track 71, paper cut into shapes with a small
hole at the top, a clothes hanger for each child, string,
crayons / pens, a completed alphabet mobile to show
children
Class Book    CB PAGE 63  • Call a child from each of the six groups to the front. Tell
Warm-up
• Write the letters a–z on the board.
• Point to each letter as children say its name and sound.
• Point to each letter again. Ask children to give you a word
beginning with that letter. For x, ask them to give a word
ending in x (box, fox).
Make.
• Tell children to look at page 63 in their books.
• Explain that they are going to make something special.
Tell them to look at picture 4. Ask them to describe the
craft item (a hanger with letters and pictures).
• Show children your completed model. Point to the shapes
and ask children to tell you the names and sounds of the
letters. Ask them to tell you the names of the objects on
the other sides.
• Divide the class into six groups. Assign each group four
letters, e.g. group 1 is a–d, group 2 is e–h, etc.
• Before you give the children the materials, review the four
pictures in the book, describing each step.
• Explain that they are going to write one of the capital
and lower case forms of their four assigned letters on one
side of each shape. They are going to draw a picture of
something beginning with that letter on the other side.
Children can draw anything that begins with that sound.
• Give children their four shapes. If you wish, you can
prepare shapes with the letters ahead of time and ask
children to draw the pictures only.
• When children have finished, help them to put the string
through the hole of their shapes and tie them to their
hanger.
• Hang them around the room.
Sing.  $ 71
• Tell the children they are going to learn a song of all the
alphabet letters they have learnt.
• Play the CD. Tell children to listen to the song.
• Play the CD again and pause as necessary. Sing that part
of the song and tell children to repeat after you.
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First Friends TB1.indb 91
Sing.
A /æ/ J /ʤ/ S /s/
B /b/ K /k/ T /t/
C /k/ L /l/ U /ʌ/
D /d/ M /m/ V /v/
E /e/ N /n/ W /w/
F /f/ O /ɒ/ X /ks/
G /g/ P /p/ Y /j/
H /h/ Q /kw/ Z /z/
I /ɪ/ R /r/
Sing and do.  $ 71
the children to stand so that the letters are in order.
• Ask each child to present the letters and pictures on his or
her mobile, This is a, /æ/, apple. This is b, /b/, balloon, etc.
• Tell the children they are going sing the song again as
they point to the mobile with those letters.
• Sing the song.
• Repeat with other children and their mobiles at the front.
Activity Book    AB PAGE 72 
1 Draw and colour. Say and write.
• Tell children to look at page 72.
• Ask What’s this? Children respond It’s a cake.
• Explain that the cake is a special cake for their birthday.
Ask what we put on top of the cake (candles).
• Ask a child How old are you? When he or she answers,
write the number on the board with the word below it,
for example 5, five. Say Five candles. Do the same for the
other ages of children in the group (six, etc.), and write the
numbers and words on the board.
• Tell children to decorate their birthday cake. Tell them to
draw the correct number of candles on top of the cake for
the age they are now.
• Remind them to stay within the lines and colour neatly.
• When they have finished, point to the writing lines below
the cake and ask children to trace the word I’m with their
finger.
• Then ask them to trace I’m with a pencil and then write
their age next to the word. Point to the board to remind
them of the number words.
Optional activity
• Give each child a piece of paper or cardboard. Instruct
them to fold it in half to create a card. Write the words
Happy Birthday on the board and help the children copy
these on the front of their card.
• Encourage them to decorate the front of their card with
a birthday cake, gifts, or other party pictures.
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 Unit 10 Review    AB PAGE 73  Maths Book    MB PAGES 58–63
Lesson objectives
To review capital and lower-case letters for the alphabet
To review the letters and sounds for the alphabet
Activity Book    AB PAGE 73  To follow a sequence
Warm-up
• Review the entire alphabet. Ask children to say all the
letters in order from Aa to Zz. Ask them to say the names
and sounds of the letters.
• Write the letters on the board as the children say them.
1 Follow the letters.
• Tell children to look at page 73 in their Activity Books.
• Ask children what they can see in the picture (A queen has
lost her necklace). Ask children what is on the beads of the
necklace (letters).
• Tell children to connect the letters in order.
• Children complete the activity.
Progress check 10 (photocopiable) (TB page 103)
• Follow the procedure described on page 11 of the
Introduction.
Final progress check (photocopiable)
• This test covers Units 6–10 and can be found on TB
pages 106–107.
• Follow the procedure described on page 11 of the
Introduction.
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  PAGE 58 
Lesson objectives
To count from 1 to 18
1 Follow the numbers.
• Write the numbers 1–18 on the board in a zigzag from the
top left to the lower right of the board.
• Point to each number and children say its name.
• Draw a line connecting the numbers in order from 1 to 18.
• Tell children to look at page 58.
• Explain that Jig wants to get to the carrots. Tell them to
connect the numbers in order to help Jig get to the
carrots.
2 Look and draw.
• Tell children to look at the second activity. Explain that in
this exercise they will be looking for patterns.
• Copy the first sequence onto the board: banana > sweet >
banana > sweet > banana. Draw a blank box after the third
banana. Point to each item and elicit the words.
• Ask children what they think goes in the blank box: a
picture of a banana or a sweet? Clarify the sequence
banana > sweet > banana > sweet. Show them how to
draw a sweet in the box on the right.
• Children complete the activity. Check the answers:
orange > biscuit > biscuit > orange > biscuit > biscuit;
sandwich > sweet > orange > sandwich > sweet > orange
  PAGE 59 
Lesson objectives
To count from 1 to 19
To recognise pictures as simple sums
To perform simple sums
1 Count and write.
• Tell children to look at page 59.
• Model the activity. Draw five sweets on the board. Ask
How many sweets? Children respond Five. Write 5 under
the sweets. Tell children to trace the 5 in their books.
• Repeat with the second set of five sweets.
• Draw a circle around all ten sweets. Ask How many sweets?
Say 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Write 10 to the right of the
pictures. Tell children to trace the 10 in their books.
• Write a plus sign (+) between the 5 and 5. Remind the
children that this symbol tells us to add the numbers, or
count the things in the pictures as one group.
• Write the equals sign (=) before the 10. Remind them that
this sign shows the number of sweets in the total group.
• Say the sum Five and five is ten. Children repeat chorally
and individually.
• Children complete the activity.
• Check the answers. Ask children to say the sums as you
write them on the board.
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    PAGE 60 
Lesson objectives
To practise counting and writing the numbers 19 and 20
To recognise the words nineteen and twenty
1 Trace, count and say.
• Tell children to look at page 60.
• Hold up the book and point to the biscuits. Say Biscuits.
Children repeat.
• Tell children to count the number of biscuits aloud (19).
• Draw writing lines on the board. Put a dot on the lines to
show the starting point for forming the 19. Model writing
the number 19 on the board, exactly as it is shown on the
Maths Book page, while children trace the number with
their fingers in their books.
• Children trace and write the number with their pencils.
• Repeat with the number 20 and the sweets.
2 Trace, write and circle.
• Write the number 19 on the board. Say Nineteen. Write the
word nineteen next to it. Point to it and say Nineteen.
• Repeat with 20 and the word twenty.
• Point to one of the numbers or words randomly and
prompt the children to say it.
• Tell children to look at the bottom of the page. Tell them
to trace and write the number 19 on the first line. Check
that children are forming the number correctly.
• Tell children to circle the word for nineteen in the first line.
• Repeat with 20.
• Ask children to hold up their books to check quickly.
  PAGE 61 
Lesson objectives
To count from 1 to 20
Materials: flashcards 89, 93, 95, 96, 98, 99 123
1 Look, count and write. Colour.
• Tell children to look at page 61.
• Ask children what they can see (a table of food). Ask them
to name all the food items on the table (apples, biscuits,
bananas, dates, figs, pears, sandwiches, oranges, yogurt,
sweets). As they name each item stick its flashcard or draw
it on the board.
• Ask How many sandwiches? Children respond Two. Write
the number 2 next to the sandwich flashcard. 
Children
complete the activity.
• Check answers. Ask How many …? for each food item
and write the number next to the flashcard on the board.
Although yogurt is normally an uncountable noun, it is
countable in this situation because we are talking about
pots of yogurt. Do not present this to the children –
simply treat it as the other items.
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  PAGE 62 
 
Lesson objectives
To count from 1 to 20
To recognise pictures as simple sums
To perform simple sums
1 Count, match and write.
• Tell children to look at page 62.
• Model the activity. Draw six foxes on the board (or use
circles, if you prefer). Ask How many foxes? Children
respond Six. Write 6 under the foxes.
• Draw four more foxes to the right of the first six. Point to
these and ask How many? Children respond Four. Write 4
under these four foxes.
• Write a plus sign (+) between the 6 and the 4. Remind
children that this symbol tells us to add the numbers, or
count the things in the pictures as one group.
• Ask children to draw a line from the picture of the foxes to
the sum that shows 6 + 4 in their books.
• Draw a circle around all the foxes. Ask How many foxes?
Children respond Ten. Count the foxes for the children:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Write 10 to the right of the 4.
• Tell children to trace the 10 in the sum in their books.
• Write the equals sign (=) between the 2 and 5. Remind the
children that this sign shows the number of foxes in the
total group.
• Say the sum Six and four is ten. Children repeat chorally
and individually.
• Children complete the activity.
• Check the answers. Ask children to say the sums for each
item.
  PAGE 63 
Lesson objectives
To recognise relationships between amounts
1 Count. Circle the bigger amount.
• Ask children to open their books at page 63.
• Hold up your book and point to the picture of the pots
of yogurt on the left. Ask What’s this? Children respond It’s
yogurt. Ask How many yogurts? Children respond Eleven.
• Repeat with the picture of yogurts on the right (ten).
• Ask children which picture has the bigger amount (the
picture on the left). Tell children to circle that picture.
• If children have difficulty, do the second one as an
additional model.
• Children complete the activity.
• Check by asking children to tell you the number of each
item in each row, and which of the pictures has the bigger
amount.
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 1 Progress check
1  Look and circle.

Pat Tess Baz Pat Jig Tess

2  Match.

A B a b B b
b a A B A a
3  Circle.

A a B b A a B b

A a B b A a B b
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 2 Progress check
1  Trace the letter.

bc ad ba
dc ba cd
2  Match.

A B c d b d
c a D B c C
3  Count. Write the number.

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 3 Progress check
1  Match and trace.

A a
B b
C c
D d
E e
F f
2  Count and circle.

3 
4 
5
2
6
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 4 Progress check
1  Trace the letter.

b d g h a h f g
d e b g e a g b
2  Look and write.

H    D   G   A   B   E   C   F
a   b    c    d  
e  f    g    h
3  Count. Write the number.

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 5 Progress check
1  Trace the letter.

i j k I  J   K i j k i j k

2  Colour.

orange blue red yellow green

3  Count. Write the number.

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 6 Progress check
1  Look and write. d    f   g   l   m   n 

2  Write the letters. m    e   l   j   c   h 

a  b    d     f  g
  i    k     n
3  Count and circle.

2

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 7 Progress check
1  Match and write. Q       P   O   N
n
q
j
o
p
2  Write the numbers.

  2           8
3  Count and match.

2
3
4
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 8 Progress check
1  Write the letter. a    l   h   r   s   f

2  Match.

S R T t r T
r s s S R t
3  Count and circle.

6 8 6 7 4  6

5  6 2  3

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 9 Progress check
1  Match and write. V    O   U   F   W
o
f
u
v
2  Trace the letter.
w

d  g  s m p d w m n T A B

3  Count and write.

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 10 Progress check
1  Write the letter. c    f   o   s   y   z

2  Write the letter.

a    c   e f   h   j
  l m   o p   r 
t   v w   y 
3  Count and write.

+ = + =
+ = + =

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 1–5 Mid-year progress check
1  Find and circle.

a D A E H
d B D K
i I E F
g B G K C
e B C F E
2  Write the letter.

a  b  c  d  e  f  g   i  k

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 3  Colour.
red yellow green blue orange

4  Count and circle.

5 6 9  0 2 3

7 8 6 7 4 5

5  Draw.

7

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 6–10 Final progress check
1  Write the letter.

A  bC D e F   g 
h  I   j  k  L   M   n 
O  p  q R  s  t U  
V w X    y Z
2  Write the letter.

l m o p q s t u v w y z

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 3  Write the numbers in order.

8  3  4 6  0 
7  7 20 8  6 9  3   
2  9 4  2 5  5 

4  Count, match and write.

2+6=

5+ 4=

0+ 0=

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 Teaching notes for photocopiable material
Writing staves    TB PAGE 109  Letter cards    TB PAGES 114–117
• These are for extra writing practice (see p10 of the
Introduction).
Phonics game    TB PAGES 110 – 111  To revise the letters of the alphabet and recognize words
Lesson objectives
To say and recognize the letters of the alphabet
To revise the sounds of the letters and recognize words
that begin with those sounds
To revise vocabulary
Materials: flashcards 81–106, pencils
• Tell children that they are going to play a game.
• Put children in groups of three or four players and give
each group a copy of the phonics game (photocopy
pages 110–111 and stick them together to make a game
board). Make sure that each child has a coin or rubber
to use as their counter on the board. Children decide in
which order they will play.
• Hold up a number flashcard between 1 and 4. The first
player should move this number of squares on the board
and land on a letter or a picture. If a player lands on a
letter, they must say a word beginning with this letter,
e.g. if a player lands on d, they could say dog or date. If
a player lands on a picture, they must say the name and
sound of the initial letter, e.g. if a player lands on the
picture of a fig, they must say f /f/.
• Check children’s answers and encourage groups of players
to check each other.
• If a player is incorrect, they move back one square. If a
player is correct, they stay on their square and move
forward from there when it is their turn to play again.
Letter dominoes    TB PAGES 112–113  the word on it, they should put a line through it.
Lesson objectives
To revise vocabulary
To revise the letters of the alphabet and recognize words
that begin with those letters
• Tell children that they are going to play a game.
• Put children in pairs and give each pair one set of domino
cards to share. Tell children to find the starting domino
which has a star and a picture of a lion on it. Tell children
to place this domino face up on the desk.
• Children put the other dominoes face down in a pile on
the desk. Children take turns in taking one card each from
the pile until they find a domino to match with either
the lion or the star. They should look for a domino with
the letter l on it, or a domino with a matching star. They
place the domino next to the one on the desk so that the
matching pictures are together. The game continues until
all the dominoes are laid out on the desk.
• You might like to vary the activity by instructing children
to connect the dominoes in particular shapes.
108 First Friends 1
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First Friends TB1.indb 108
 
Lesson objectives
To revise vocabulary
that begin with those letters
Activity 1
• Put children in pairs and give each pair one set of cards to
share. Call out a sequence of pictures and/or letters, e.g.
dog, b, apple, e, fig, c. Children lay out their cards in order
from left to right. Check the answers.
Activity 2
• Tell children that they are going to play a game.
• Put children in pairs and give each pair one set of cards
to share. Children match the letters and pictures on their
cards. Children should try to complete the activity as
quickly as they can. The first pair to match all of their letter
and picture cards correctly wins.
• You might like to give each child a set of letter and picture
cards to practise with at home.
Bingo boards    TB PAGE 118 
Lesson objectives
To revise the sounds and letters of the alphabet
Materials: flashcards 81–106, pencils
• Tell children that they are going to play a game.
• Put children in groups of four and give each child one
bingo board. Make sure that each child has a pencil.
• Hold up a phonics flashcard. Children say the word and
look at their bingo board. If their card has the first letter of
• Repeat the procedure for other letters. The first player
in each group to put lines through a row of four letters
should shout Bingo! They are the winner of the game.
The alphabet    TB PAGE 119 
Lesson objectives
To revise the letter forms for A–Z
• This page of letters is intended primarily as a resource
for teachers, so that they are able to model forming the
letters accurately for children. However, the page can also
be used to provide extra practice for the class.
• Tell children that they are going to practise writing the
letters A–Z. Give each child a copy of the letter template.
• Ask children to look at the numbers and dots, and tell you
what they think they mean (the dots show where the pen
strokes start and the numbers show what order the pen
strokes should be made in).
• Ask children to trace over the letters on the page, or copy
them onto a separate piece of paper or notebook.
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 Phonics game

a b d

p
r
t v
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 g
i
m j

w y

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 Letter dominoes

✹ b h w

t p g d

n c r

l s o
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 a e k i

m y q j

x u z

v f

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✹ First Friends 1 113
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 Letter cards

Aa Bb Cc

Dd Ee Ff

114 First Friends 1 © Copyright Oxford University Press

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 Gg Hh Ii Jj

Kk Ll Mm Nn

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 Letter cards

Oo Pp Qq

Rr Ss Tt

116 First Friends 1 © Copyright Oxford University Press

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 Uu Vv Ww

Xx Yy Zz

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 Bingo boards

q k a t
f h l e
r b v p
x s n i
g o j n
i r t b
k f p z
m w s h
a j y w
h c v d
o q u g
r i e l
o d q j
b n m x
e i u c
s g a p
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 The alphabet

Aa Bb Cc Dd
2 2
1 2 1 1

Ee Ff
2 2 1 2
1
1 1 1

3 2 3
3 2

1 1 1
2
2 2
2 2
1 1
3
3

2 2
1 1 1

1 2 2
1 1 1

2
2

Yy Zz
1 2 1 2

1 2

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 1
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Photocopying
The Publisher grants permission for the photocopying of those pages marked
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acknowledgements
Teacher’s Book Illustrations by: Paul Gibbs and John Haslam pp.94, 96 (Baz and
Adam), 98 (top), 102 (characters); John Haslam pp.14, 95 (top), 97 (glove),
99 (bees), 101 (bottom), 105 (kites), 113 (rabbit); Cathy Hughes pp.95 (bottom),
97 (top), 99, 105, 112 (table); Lisa Williams pp.96, 97 (bottom), 98 (crayons),100,
101 (top), 102 (top), 103, 104, 106, 107, 110, 111, 112, 113.
Commissioned photography: Haddon Davies p.116 (pen)
The Publishers would also like to thank the following for their kind permission to
reproduce photographs and other copyright material: Alamy pp.114 (tbkmedia.de/
bird, Mark Scheuern/cat), 115 (Arco Images GmbH/kite), 116 (ImageState/
rabbit, WoodyStock/sing, blickwinkel/toes, seesaw/ARISTIDIS VAFEIADAKIS),
117 (Transtock Inc./van, Thomas J Peterson/yo-yo); Getty Images
pp.114 (Vincenzo Lombardo/Taxi/fig), 115 (Mark Moffett/Minden Pictures/
insect); Oxford University Press pp.114 (apple, dog, elephant), 115 (girl, horse,
jump, lion, moon, nut), 116 (octopus, queen), 117 (umbrella, walk, fox, zebra);
Shutterstock p.107 (van/Rob Wilson).
Flashcards: Alamy pp.107 (igloo/Arcticphoto), 117 (star/Andrzej Tokarski),
120 (volcano/Russ Merne), 119 (arrow up/Pegaz), 123 (yoghurt/Bon Appetit);
Getty Images pp.116 (radio/Dorling Kindersley), 124 (numbers/Andy Crawford/
Dorling Kindersley); iStockphoto p.118 (tent/Camilla Wisbauer); Oxford
University Press 108 (jar/John Foxx), 109 (kangaroo/Photodisc), 111 (moon/
Photodisc), 110 (lion/Photodisc), 112 (child/Gareth Boden), 114 (pen/Mark
Mason), 113 (ostrich/Gerry Ellis/Digital Vision), 115 (queen/Image Source),
112 (fox/Digital Vision)
Main illustrations by: Mark Ruffle
Other artwork by: Paul Gibbs (Tess, Baz, Pat, Jig, Adam); Andy Hamilton (car,
teddy, robot, pencil, book, rubber, sun, mum, dad, sister, brother, baby,
grandma, grandpa, sandwich); John Haslam (clock, cupboard, floor, bicycle,
robot, train, puzzle, pen, crayon, notebook, heart, star, diamond, brown, pink,
bee, cow, horse, goose, hat, pajamas, dress, nose, hair, knees, cousin, aunt,
spaghetti, pizza, juice, cake, ice cream)
Posters by: Paul Gibbs

© Copyright Oxford University Press

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