PROGRAM SYLLABUS: Family and Friends Starter
This course is designed to introduce students to the study of English with a Native speaker through fun, dynamic
lessons, designed to build speaking and literacy skills at an early age, as well as reinforce, through English, some of
the subjects children are learning in school. These beginner level lessons teach the vocabulary and grammar
fundamentals necessary to begin preparing for standardized language tests, as well as give students a strong reading
foundation, through custom phonics lessons. In addition to this, students will utilize their new vocabulary to explore
art, math and science topics, as well as begin to construct simple stories and dialogues on their own. Each chapter is
covered thoroughly, with ample time for review. In addition to this, each unit covered is given its own “vocabulary
expansion” lesson, in order to help students increase their existing vocabulary.
PLEASE NOTE: This syllabus is designed for weekly lessons, sometimes once, but ideally twice a week. Because the
program moves slowly, and is meant to be fairly repetitive, the material is organized by week rather than lesson. It is
up to teacher discretion to decide how much material from the week should be covered in each lesson!
Week 1 Testing and Assessment: First grade classes needed do much more than be asked to identify
certain colors and say their name. They can be given test 1 and 2 from the Family and Friends
Testing and Evaluation Book, but they will most likely struggle with it! 2nd
grade students should
be given a few testing pages from the Family and Friends Starter and Family and Friends 1
Testing and Evaluation Book. Pay close attention to their reading level and comprehension when
given the test. Report your observations to the Programs Director, to decide whether to do an
accelerated version of this program, begin with Family and Friends 1, or follow the program as
Week 2 Introducing the Alphabet: Spend some time singing the alphabet song, playing alphabet games,
doing handwriting practice, and familiarizing yourself with the dynamics of your class.
Week 3 Introducing basic classroom language and action verbs: Focus on establishing classroom rules.
Learning how to say your name and how old you are, what the weather is like, the months and
days. Following basic directions; stand up, sit down, go to the ____, point to the _____, jump,
turn around, and dance.
Week 4 Vocabulary: Hello! Goodbye! I'm.... I'm____ years old. He's/She's a girl/boy. He's/She's ____
years old. Girl. Boy, baby. Mommy, teacher, school, one, two
Grammar: I am- I'm, He is- he's, She is- she's/ How many apples? 1 apple, 2 apples. (repeat with
boy, girl, baby, teacher, mommy)
Activities/Games: Have kids continue to practice role plays introducing each other, play a simple
game of charades where the kids practice being boys, girls, babies, mommies, teachers, cats,
dogs, and other very simple animals
Phonics: Letters A and B, a-words (apple, Annie, alligator, astronaut, boy, bat, ball, Billy),
Math/Science: Counting simple sets- you can use the first and second pages of OXFORD’S AT
HOME WITH MATHS for additional practice! This book is in the FFSTARTER extra materials folder
on the cloud.
Week 1 Expansion unit: Hello, my friends.
You can also incorporate “My First Day” from the Playtime B Storybook. The Playtime B class book
and workbook can be consulted for additional materials!
Story sequencing: Do the third story from BEGINNING SEQUENCING (this book is in the
FFSTARTER extra materials folder on the cloud). Have kids look at the pictures of dog in the car.
Read them the little story. Have them cut out the pictures and put them in order. Reinforce key
vocabulary: CLEAN/DIRTY, WASH, WET/DRY
Vocabulary: Review introductions, saying your name and age. Introduce “how are you?” I'm
good, ok, super, fantastic, bad, sad. Have kids practice dialogues from previous week, adding this
question as well. Review boy and girl, introduce big and small. A big boy, a big girl, a small baby.
Grammar: Continue to teach present singular forms of to be, having the kids practice saying
“I'm, he's, and she’s in relation to name, age, gender, and disposition. Continue to review
singular and plural forms of simple words (apples, boys, babies, girls, balls, etc.)
Activities/Games: Introduce the concept of a “friend,” talk about best friends. Have kids draw
their best friend, have them talk about their friends: He's Misha, He's a boy. He's 8. He's big.
Phonics: Additional practice writing letters, identifying letter sounds. Students should be
supplied with a picture and part of a word. They need to decide on their own whether it's an -a
word or a -b word, and supply the appropriate letter. Introduce simple words the kids should be
able to sound out: baby, bad, bat, ant, apple... Try to also get kids to read the words -at and bat,
-an and ban ( if necessary, explain that “t” makes the same sound in Russian and in English)
Math/Science: Do a simple experiment: “from small to BIG”. Put a paper towel or napkin in a
plastic cup. Ask the kids if it is small or big. Take some water and slowly pour it over the paper
towel, into the cup. Watch the paper towel expand and get bigger. If you think your kids can
handle making the experiment on their own without destroying the classroom, you can have
them repeat the directions, and then try on their own!
Week 2 Unit 1: What color is it? Part 1(pgs. 10-12)
Vocabulary: Hello! Goodbye! I’m _____, She’s _____. Red, green, blue, black, white, trace, say,
listen, color, Lego, bat, bottle, apple, crayon
Grammar: What color is it? It’s ______. (Review: I am- I'm, He is- he's, She is- she's (name, age,
gender). Continue practicing singular and plural forms of vocabulary words ( for example red
apples, blue bats, green Legos, black bottles, red crayons)
Activities/Games: Play “find something…red, green, blue, black, white,” Ask kids what it is they
have found, teach basic classroom vocabulary as needed. Give kids a color-by-number activity
page, have them color the picture and tell you what it is. Play a Pictionary game: show kids
clearly identifiable objects that are definite colors, but with black and white images…for
example an apple, strawberry, and a tomato…ask them to guess the color you are thinking of.
After you have put all your pictures on the board, play a simplified version of “I spy.”
Phonics: Review letters A and B and letter sounds (apple, Annie, alligator, astronaut, boy, bat,
ball, Billy), introduce letter C, and letter sounds (cat, car, cap, candy), do C handwriting practice.
Math/Science/Art: Give kids a coloring assignment, similar to the pictures on page 11 in the
Family and Friends Starter student book, let them use the color vocabulary to tell you how to
color the picture, and then present their work.
Week 3 Unit 1: What color is it? Part 2 (pgs. 13-15)
Vocabulary: Introduce: count, 1, 2, 3, 4 boy, apple, car, bat, cat, paint, beautiful, messy Review:
Hello! Goodbye! I’m _____, She’s _____. Red, green, blue, black, white, trace, say, listen, color,
Lego, bat, bottle, apple, crayon
Grammar: What color is it? It’s ________, What is it? It’s a/an ______. Is it beautiful or messy?
It’s _____ Review I am- I'm, He is- he's, She is- she's (name, age, gender) Singular and plural
forms of simple nouns.
Activities/Games: Have kids listen to you telling the unit 1 story (pg. 15 in student book: Look!
It’s Billy. He’s a boy. He is painting with his fingers! He has green paint, he has red paint, and he
has blue paint. It’s funny. His big sister Rosy laughs. His bog brother Tim laughs. But Mommy is
ANGRY. Oh Billy, you need to WASH YOUR HANDS). You can then let them color the story, and try
to have the kids act it out together in groups. Let kids make a vocabulary book with the colors,
numbers, and letter words they have learned so far. Play charades again encouraging kids to act
out the phonics/vocab words they have learned so far (boy, girl, baby, mommy, teacher, cat,
dog, duck, car
Phonics: Introduce letter D and letter sound (dog, duck, door, and drum). Review letters A, B, C
and letter sounds (cat, car, cap, candy, apple, Annie, alligator, astronaut, boy, bat, ball, Billy).
Hand out D Handwriting practice from the workbook.
Math: Counting sets, adding sets together- you can use OXFORD AT HOME WITH MATHS pg. 11
for additional practice.
Week 4 Unit 1 expansion: How to make a rainbow
If you feel it is appropriate for your class, you can read Playtime A Unit 2 story: Melody’s Balloon.
The class book and workbook for Playtime A can be consulted for additional craft/expansion
Note: It’s a good idea to do the color mixing and story sequencing for the first lesson, the
rainbow painting and the phonics game for the second lesson
Story Sequencing: Use the first story from BEGINNING SEQUENCING. Tell kids the little story,
have them cut out the pictures and put them in order. Emphasize key vocabulary: POT, SEED,
WATER, and FLOWER. Have kids color the picture, and ask each kid to tell you what color their
flower is- MY FLOWER IS _____.
Vocabulary: Extended craft and color vocabulary: paper, paint, paintbrush, to paint, to draw, to
cut, to color, to glue, beautiful, messy, rainbow, red, blue, purple, orange, yellow, red, green,
cloud, sky, numbers 1-7
Grammar: Following simple imperatives, developing classroom language
Activities/Games: Show kids colorful pictures of rainbows, and introduce new color vocabulary,
use paints to do a basic color mixing activity…show them that red and blue make purple, yellow
and blue make green, and yellow and red make orange. Let them experiment with color mixing
for themselves. Then give kids a picture of a numbered rainbow, explain that they need to paint
the rainbow by putting the colors in the right order. Color number 1 blue, etc.
Phonics: try to get kids to read basic words CAT, CAB, TAC, DOG, BAG, CAR, RAG, etc. Play a
reading game on the board, encouraging each kid to come up and read a word, kind of like
Week 1 Unit 2: What's this? Part 1
Vocabulary: desk, chair, crayon, pencil, notebook, new, old, listen, sing, trace, egg, elephant, Ellie
(drum, trumpet, hat), shape, dot (review colors: red, blue, purple, orange, yellow, green,
rainbow, as well as basic introductions from previous lessons.) Introduce shapes: square,
rectangle, triangle, circle, diamond, and star. Introduce a few more school things: pencil case,
Grammar: What’s this? It’s a ______. What color is it? It’s _______. Is your pencil new or old?
It’s ____. Review I am- I'm, He is- he's, She is- she's (name, age, gender) Singular and plural
forms of simple nouns.
Activities/Games: for the first lesson, have kids make vocabulary books or cards. Have them find
and match halves of vocabulary pictures, put them together, and write the name of the object
on their book/cards. Also introduce shape vocab, and have them cut out shapes to make
different school things (for example, you can show them that a small circle, long rectangle, and
small triangle make a pencil) Let them experiment with different options, and then glue their
shapes to make a school thing. Present to class. Let kids take out their pencil cases and see what
they have inside them. They can draw a picture of their school things, and talk about it (a red
pencil, a blue crayon, a black pen). You can also play pencil case bingo
Phonics: the letter e, short e sound (elephant, egg, Ellie), long e sound (green, meet, Pete, etc.)
Get kids to read simple 3 letter words with e (bed, bet, set, get, ted, red)
Week 2 Unit 2: What's this? Part 2
Vocabulary: School things: desk, chair, crayon, pencil, notebook, pencil case, pen, ruler
(introduce glue, scissors) Colors: red, blue, yellow, green, purple, orange, pink, black, white,
Numbers: 1-6, Classroom language: listen, sing, say, color, cut, glue, play, count, different, the
same. Review: toy vocabulary- train, ball, car, doll, teddy, puzzle
Grammar: What’s this? It’s a ______. What color is it? It’s ______. ALL TOGETHER: It’s a (blue)
(pencil). How many pencils? Let’s count 1, 2, 3, 4, 5 PENCILS.
Activities/Games: Play school things hide and seek, using pictures of different school things you
hide in various locations around the room. Once the kids have found and identified all the
things you hid around the room, have them count the school things in sets. Look at the unit 2
story (unit 2, lesson 6) together. The teacher should generate a story for the pictures (Look! Tim
has a backpack and a pencil case with many pencils. Rosy has a backpack and two notebooks.
Billy wants the school things! Rosy sys NO BILLY, WE HAVE HOMEWORK. Hey! Where are the
pencils? Billy has them! He made a train!). Ask students questions about the story. Give them
pictures of different school things and have them work together in groups to make a different
toy from the school things. Have students practice finding differences in pictures. Begin with the
exercise from lesson four, then have students practice using other pictures (if you need to print
in color for this activity, and cannot do so at the school, you can do so at the office.
Phonics: Introduce the letter f, and f sound, (fish, farm, four, flower), do handwriting practice.
Review letters a-f, do some short a/e phonics reading (fat, fad, hat, had, mat mad, fed, bed, red,
men, hen, ten). If you have time, get kids to read and illustrate the following story, to build
Fat Cat Sat.
Fat cat sat on a red bed.
Feel free to do several of these exercises!
Week 3 Unit 2 Expansion: Let's get ready for school!
Vocabulary: backpack, pencil case, pencil, pen, ruler, marker, notebook, glue, scissors, desk,
chair, computer, classroom, school, teacher, student. Write, color, cut, glue, count.
Story Sequencing: Do the 13th
story (page 25 in the book) from BEGINNING SEQUENCING: Curly
top. Tell kids the story, have them color and cut the pictures, then put them into order.
Emphasize key vocabulary: girl, hair, cut, scissors, long, short, straight, curly
Grammar: What do you have? I have a _______. How many pencils do you have? I have
Activities/Games: Have kids open their backpacks and draw a picture of what is inside. Give kids
a copy book and let them take turns being the teacher. They can write or draw any
vocabulary/phonics words they have learned so far on the board, and the other kids must copy
them. School tools guessing game: put kids into teams, give them a clue, and have them guess
what tool you’re talking about. The team that guesses first gets to draw the school tool in a
backpack on the board. The team with the most tools at the end wins. Review classroom rules!
Phonics: Continue with reading games (tic-tac-toe or reading lotto) but also try to do another
short comprehension story, for example:
Note: PLEASE feel free to add or change short comprehension stories. The more you
use, the better
Fat cat and sad rat
Sat and sat
Fat cat and sad rat
Ran and ran
HOT cat, HAPPY rat
Week 4 Unit 3: Is it a plane? Part 1
Vocabulary: plane, puppet, robot, balloon, teddy, elephant, car, wheel, tail, leg, ear, top, bottom,
present, girl, boy, guitar, green, go (review: colors and shapes, toys the students already know-
train, doll, ball, bat, etc.)
Grammar: Is it a _____? Yes, it is. No, it isn’t. What is it? It’s a ______. What color is it? It’s
_____. Is it red? Yes, it is. No, it isn’t. What do you want? I want a ____.
Activities/Games: Do mixed up pictures with toys to have kids match the top to the bottom of
the toy (use cut up flashcards). Show kids pictures of wrapped up presents and ask them to
guess what it is. Have kids talk about their toys- what is their favorite toy? What color is it? Play
toy store: Set up toy flashcards on the board, and choose a toy you “want.” Tell the kids what
color it is and whether it’s on top or on bottom. Let them guess which toy you want. Continue
the activity, having individual students come up, choose a toy, and describe it so the other
students can guess.
Phonics: G, letter sound and simple words (girl, guitar, go, gum, gun) play toy Pictionary or
hangman with the toy words)
Week 1 Unit 3: Is it a plane? Part 2
Vocabulary: plane, puppet, robot, balloon, teddy, elephant, car, wheel, tail, ear, leg, top, bottom,
present, go, seven, eight, hat, horse, insect, ill (review: colors and numbers)
Grammar: How many _____? 8 ______s. Is it a _____? Yes, it is. No, it isn’t. What is it? It’s a
______. What color is it? It’s _____. Is it red? Yes, it is. No, it isn’t. What do you want? I want a
Activities/Games: play a “go” game. Have kids learn basic directions (left, right, straight) and
practice counting. Shout out “Go left 3 times, go right 4 times, go straight 2 times, interjected
with other basic commands, jump, sit down, stand up, turn around) Look at pictures and count
how many toys are in the pictures. Have kids practice numbers and colors by telling them a
certain number of cars to color blue, or puppets to color green. Tell kids a story to match unit 3,
lesson 6: It is Tim’s birthday! Happy Birthday Tim! Time has a big present! What is it? It makes a
sound! Billy jumps on the present! Oh, it’s a robot! Billy is a robot too! You can do a coloring
exercise with the story, where you tell kids to color the big present yellow, color the teddy
brown, color the ball blue, color the robot purple, etc.
Phonics: G, H, and I letter sounds and basic words, handwriting practice. Introduce sight words:
a, an, and, the, with, go/goes (in the phonics folder you can find an excellent sight words
memory game, ask for details about location if you need help finding it!
Do another story exercise: A girl and a guitar go bam bam bam, a horse and a hat go hey, hey,
hey, and an insect with ice-cream, goes nom, nom, nom!
Week 2 Unit 3 expansion: How to make a robot.
Story Sequencing: Do the second story from BEGINNING SEQUENCING (page 3 in the book).
Read kids the story, have them color, cut, and glue the pictures into order/ Emphasize key
vocabulary: birthday, present, open, car.
Vocabulary: robot, arms, legs, face, eyes, nose, mouth, hands, feet, tummy. Square, circle,
triangle, rectangle, star, diamond (review colors) happy, sad, angry, to cut, to color, to glue
Grammar: What shape is it? It’s a ______. Is it a circle? Yes, it is. No, it isn’t.
Activities/Games: Look at different pictures of robots, and discuss what they look like, using
target vocabulary. You can transition into this by looking at unit 3, lesson 6 and describing the
robot in the picture. Use some homemade shape flashcards to build a robot together on the
board, then ask kids to get into groups and draw a picture of a robot they want to make. For the
second lesson, revise the vocabulary, and provide students with colored paper, scissors, and
glue, encourage them to make interesting robots using different shapes of colored paper. Have
them give their robots names, and then do dialogues introducing the robots, asking their
names, how they feel, and how old they are.
Phonics: General alphabet review, basic reading practice. You may also wish to do Review 1
during this time period, especially the alphabet matching page.
Note: additional materials for this unit can be taken from Playtime B, unit 2- story, flashcards,
video, and some worksheets may be useful to help kids remember body part vocabulary…
Week 3 General Review and CHRISTMAS CRAFT LESSON
You can use materials from the CHRISTMAS thematic folder in the office. There is a story and
matching flashcards to set up the theme. You can make Christmas cards, and decorate a
Christmas tree on the board!
Week 1 Unit 4: This is my Mum! Part 1
Vocabulary: mum, dad, brother, sister, grandma, grandpa, family, family tree, big, small, to love,
to play, to eat, to have a picnic, to read a book, to play football, jug, juice, jam, cookies, bananas,
water, teddy, football, robot, puppet, big, small, old, young, red, blonde, brown, black hair
Grammar: Who is this? This is my _____. Is he/she big or small, young or old? He/she is_____.
What color is her hair? It’s _____.
Activities/Games: Talk about the picture on page 30. Who is in the picture? Where are they?
What are they doing? Who is playing football? Who is eating a sandwich? Who is reading a
book? Play reading lotto: write family words several times on post-it notes, and put points on
the back of the post-it note. Put kids into two teams and have them choose a team name, then
call one person from each team up to the board at a time, alternating between teams. Students
choose a word, read it, and pull the post-it note off the board to see how much “money” they
have won or lost. Include bonuses, jack-pot, and negative amounts as well. Ask kids to talk about
their families. Do they have sisters or brothers? How many? Is their dad big or small? Is their
grandpa young or old? Have them draw a picture of their family, and tell you what color
everyone’s hair is. Have them present their pictures using target vocabulary (this is my….)
Phonics: J; letter sounds, basic words, and handwriting practice. (juice, jug, jam, jug, June, July)
Week 2 Unit 4: This is my Mum! Part 2
Vocabulary: boy, girl, man, woman, old, young, big, small, mum, dad, brother, sister, grandma,
grandpa, to run, to race, to win, lemonade, family, game, review numbers 1-8, introduce 9-10
and all number spellings, kangaroo, key, lion, lollipop
Grammar: singular and plural nouns: mum/mums, dad/dads, boy/boys, girl/girls, There is/there
Activities/Games: Discuss different pictures of different families, count the people in the
pictures. Play a team game to review vocabulary and phonics from unit so far. Put kids into two
different teams and ask each team basic questions: how many girls are in the room, how many
boys, how many chairs, how many windows, what color is a banana, etc… Look at unit 4, lesson
4- discuss the picture, then have a relay race in class. You can teach prepositions of place if you
Phonics: j, k, l letter sounds and basic words (juice, jug, jam, June, July, kangaroo, Katy, key,
koala, lion, lollipop, leg) Practice sight words: a, an, the, is, are, and, with, for. Play a sight word
memory game. Have kids read and illustrate the following story: Katy is a Kangaroo. Katy has a
Key. Leo is a Lion. Leo has a lollipop. Jenny is a jaguar. Jenny has some juice! Help them with any
sight words they may struggle with.
Week 3 MIDTERM ASSESSMENT
One lesson from this week should be devoted to a test of material covered from units 1-4. The test
should be largely conversational, covering vocabulary and grammar structures from all units.
Students should also be tested on alphabet and word recognition. Most likely, this test should be
administered individually, with the help of a manager. Materials for the written test can be taken
from units 1-3 in the FAMILY AND FRIENDS STARTER TESTING AND EVALUATION BOOK.
Unit 4 expansion: My family photos
Story Sequencing: Do the 4th
story from BEGINNING SEQUENCING (page 9 in book). Read kids
the story, then have them color, cut, and glue the story in order. Emphasize key vocabulary: egg,
hatch, baby, chick
Vocabulary: mum, dad, brother, sister, grandpa, grandma, boy, girl, man, woman, old, young,
big, small, baby, photo, draw, color
Grammar: Who is this? This is my ____. What color is her hair? It’s _____. Is he big or small?
Activities/Games: For lesson 1, Read the unit 4, lesson 6 story together as a class. Talk about the
pictures. Review grammar: Who is this? What color is his hair? Is she young or old? Is he big or
small. Is he a boy or a man? Is she a girl or a woman? How many girls? Then have kids act out
the story. Play charades, where kids get cards with family words on them, and must act like a
dad, mom, brother, baby, etc. For lesson 2, show kids a drawing of your family. Ask similar
questions about your family. Have the kids draw and color a similar family photo (you can even
print out a piece of paper with a frame on it, consult cookie and friends extra materials for an
empty framed photo- ask management for help if you need assistance locating it) related to
their families. After kids have finished, have them show their work to the class.
Phonics: Play a reading lotto game- write simple words for letters A-J on post-it notes (and
amounts of money on the hidden side), and stick them to the board. Put kids into two teams,
and let them take turns coming up and choosing a word. They should read the word, then flip
over the post-it note to see how much money they have earned for their team!
Week 1 Unit 5: He's Happy! Part 1
Vocabulary: happy, sad, hungry, thirsty, hot, cold, mom, dad, brother, sister, baby, grandma,
grandpa, eat, drink, smile, cry, shiver, sweat
Grammar: She’s/He’s/I’m ______. How is she/he? How are you?
Activities/Games: play feeling charades; have kids come up, read a word (or look at a picture
AND read a word) to themselves, and act it out- other kids guess how they feel. Look at picture
differences from unit 4 lesson 2 in the student book, describe how different people feel in each
picture. Play an opposites game- stick post-it notes with different opposite words around the
classroom, kids can have a scavenger hunt to match the opposites. Teach kids action verbs to
match each emotion, and model how to act them out- when you shout a feeling, they need to
do an action verb that matches the feeling- you can do this much like Simon says, if you’d
like….you could also play hot seat- write a feeling on the board (and draw it, for those kids who
still aren’t reading well enough to handle just the word), and have one kid sit in a chair in front
of the board. All the other kids describe the feeling, or act it out, until the kid in the chair can
guess what the feeling is.
Phonics: M, letter sound and basic words (man, mango, mom, milk, mat, moon) Handwriting
practice from workbook.
Week 2 Unit 5: He's Happy! Part 2
Vocabulary: happy, sad, hungry, thirsty, hot, cold, mom, dad, brother, sister, baby, grandma,
grandpa, eat, drink, play, cry, shiver, sweat, eleven, twelve, sandwich, water, laugh, fall down, eat
Grammar: How is she? She’s ____/ How are you? I’m _____. What do you do when you’re
hungry? I eat. (Practice this question and answer structure for all feeling vocabulary and
corresponding verbs) What is she doing? She is _____ing.
Activities/Games: Read the unit five, lesson 6 story from the student book together as a class.
Ask comprehension questions about the pictures. Introduce present continuous tense to
students by asking questions about what each person is doing in the story. Correct children’s
answers and do choral repetition of key sentence structures. Encourage children to work in
teams to recreate a picture from the story. Have kids guess which picture they have recreated.
For the second lesson, put kids in teams, and give them some different magazine pictures. Have
them work in teams to use the pictures to make their own story.
Phonics: M, N, O- letter sounds and basic words (man, mango, mom, milk, mat, moon, nose,
neck, not, nap, nine, new, Nellie, Ollie, orange, octopus, on, over), Handwriting practice from
workbook. For lesson two, have children read the story from lesson five in the student book,
and provide illustrations for each sentence to make a small book (teacher will need to make a
worksheet for this activity): I’m Manny. This my mango! I’m Nellie. This is my nose and my neck.
I’m Ollie. This is my Octopus.
Week 3 The first lesson of the week should be devoted to a review of all alphabet letters learned so far,
and an assessment of student reading abilities established through the course. Gauge student
ability to read three letter words with all short vowel sounds, through games, worksheets, and
activities! Ask management if you need help locating resources for this lesson!
Unit 5 expansion: How to say I love you!
Story Sequencing: Do the 14th
story from BEGINNING SEQUENCING (pg. 27 in the book): BAKE A
CAKE. Read kids the story, have them color, cut, and glue the story into order. Emphasize key
vocabulary: bowl, stir, pan, bake, cake, frosting.
Vocabulary: review family and feeling vocabulary from previous units- introduce; card, flowers,
chocolates, cake, to give, to make, to love, to hug, to kiss, holiday, valentine, give a present, say I
Grammar: On Valentine’s Day I ______. On Women’s day I _______. I love my ______.
Activities/Games: Read kids a homemade Valentine’s Day story (story should be in the Simply
English Stories file, if you cannot find it, ask management for details). Ask comprehension
questions. Have kids make cards and paper flowers for their mothers. Talk about Valentine’s Day
and women’s day, ask kids what they can do for their moms to make them happy. Brainstorm
ideas together as a class, and make a list of good ideas to help your mom.
Phonics: encourage kids to read and remember relevant vocabulary words
Week 4 Unit 6: They're bears! Part 1
Vocabulary: bird, bear, hippo, crocodile, tiger, zoo, jungle, lake, tree, water, forest, meat, fish,
seeds (review colors and numbers)
Grammar: It’s a ____. There is/are _____ (1 tiger, 8 hippos, etc.) What does a tiger eat? It eats
meat. Where does a bear live? It lives in the forest. What color is a crocodile? It’s green. Practice
these basic question and answer structures for all the animals in the chapter.
Activities/Games: Play animal charades. Play animal jeopardy. Make a grid on the board. Choose
12 animals the children should know, then label the top of your grid with letters, and the side
with 10, 20, and 30… put kids into teams and let them choose a place on the grid. Tell the kids
the animal’s color, where it lives, and what it eats, have them guess what animal it is. If they
guess correctly, they win the number of points from the grid. The team with the most points
wins. Look at the picture from unit 6 lesson 2 in the student book, discuss how many animals
are in the picture. Do a coloring exercise, with instructions from teacher (color two birds red,
color 3 birds green, color 1 bear green ,color 3 hippos pink, etc.) have kids match the word to
the animal picture to reinforce sight reading skills
Phonics: P letter sounds and basic words (panda, pen, pig, pan, park, put, pull, pink, purple) Do
handwriting practice from workbook for first lesson. For second lesson, give children several
sentences using P words. Have them read the sentences to themselves and draw corresponding
pictures. Have each kid read his/her sentence, and show the corresponding picture. Make the
sentences interesting and amusing.
Week 1 Unit 6: They’re bears! Part 2
Vocabulary: Panda/pandas, lion/lions, bear/bears, bird/birds, hippo/hippos, thirteen, fourteen,
add, count, river, rainbow, bird, bear, hippo, crocodile, tiger, zoo, jungle, lake, tree, water, forest,
meat, fish, seeds (review colors and numbers)
Grammar: What is it? It’s a ______. What are they? They’re ______. What color is it? What do
they eat? Where do they live? What animal do you like?
Activities/Games: for lesson 1, Read the unit 6 lesson 6 story from the student book, and ask
kids relevant comprehension questions, using target vocabulary from the unit. Have them count
the animals and color them the appropriate colors. Play animal charades- have kids come up,
choose a card with an animal written on it, try to read the word, and act out the animal. For
lesson 2, ask kids questions about all the animals. Then give kids a writing/coloring activity. I like
_____s. ______s are _______. They eat ______. They live in the ______. Put all the words kids
need to write about the animal they like on the board, in categories, so it is easier for them to
complete the assignment. Provide a box on the paper for children to draw their animal.
Phonics: P, Q, and R- letter sounds and basic words, reading sentences and handwriting practice.
You can do a reading/coloring activity as well.
Week 2 Unit 6 expansion: A trip to the zoo, Review units 4-7
Note: Devote lesson 1 to reviewing units 4-6, and completing the review pages in the class book
and workbook. You can also give unit 4, 5, and 6 tests from the Family and Friends Starter
TESTING AND EVALUATION BOOK.
Lesson 2 can be more of an arts and crafts day, where children color pictures of animals and work
together to make a large zoo (group charades activity, see activities for details). You can also play
animal games from previous lessons (charades, jeopardy), and read a zoo story (in stories folder,
ask management if you need help finding it)
Vocabulary: general review of units 4-6 - mum, happy, cold, bears, grandpa, birds, hippos.
Crocodiles, dad, sister, baby, apple, juice, hungry, thirsty, hot, man, jug, kangaroo, octopus, nose,
rainbow, panda, lion, queen
Grammar: This is my _____. He’s/she’s ______. They’re_____. It’s a _____.
Activities/Games: Please do all review pages from workbook and class book, and have students
take them home to show general level of progress. This should comprise the entire first lesson.
The second lesson, review animal games and do animal arts and crafts. Make a class zoo (group
charades- have kids choose the animals they want to be and practice the sounds they make,
then the teacher can be the zookeeper and call out the names of the animals- when they kids
hear the animal, they make their animal sound), make animal masks, read a zoo story.
Phonics: general letter, letter sound, and basic word review A-Q
Week 3 Unit 7: Are they teachers? Part 1
Vocabulary: pupil, teacher, waiter, vet, builder, doctor, helmet, vest, hammer, stethoscope,
uniform, jacket, board, marker, eraser, school, building, clinic, restaurant, help children, help
animals, make a building, serve food
Grammar: Are they teachers? Yes they are/No they aren’t. What does a builder need? A builder
needs a _____. What does a vet wear? A vet wears a _____. Where does a teacher work? A
teacher works at a ___.
Activities/Games: Have children create different little dialogues, with teacher prompting- you
can do at the restaurant, at school, at the vet. Have kids practice playing different roles, and
having different jobs. Discuss what each of the jobs listed in the vocabulary entail. Ask kids what
a vet does, where a vet works, what a vet wears. Ask kids which job they would like, and why.
Have kids complete a writing/drawing worksheet about the job they want. Include a box where
children can draw themselves doing the job they want to have. I want to be a ______. A _____
helps/makes/serves ______. A ____ works at a _______. A _____ uses a _______. A ______
wears a ______. Discuss the answer to the questions first, and list relevant vocabulary on the
board to help students complete the assignment.
Phonics: S- letter sound, basic words, handwriting practice (sofa, sock, snake). Do the unit 7
phonics exercises in the class book. Children should be able to read all the following words: pen,
sofa, river, sock, sister, lion, sad, mango, nose, hat, snake
Week 4 Unit 7: Are they teachers? Part 2
Vocabulary: fifteen, sixteen, helmets, desks, builders, pupils, waiters, vets, teachers ( helmet,
vest, hammer, stethoscope, uniform, jacket, board, marker, eraser, school, building, clinic,
restaurant, help children, help animals, make a building, serve food)
Grammar: What are they? They’re _____s. Are they _____s? Yes they are/No they’re not.
Activities/Games: read the unit 7 lesson 6 story in the student book, ask comprehension
questions, using clothing, workplace, and verb vocabulary from previous lesson. Have students
reenact a portion of the story, using the words from the story to help them. Play occupation
charades and hot seat. Review occupation questions from the previous week.
Phonics: letters T and U, letter sounds, basic words, and handwriting practice (towel, turtle, top,
ten, tug, umbrella, up, under, ugly) Have children read and illustrate the following sentences:
Look at the turtle! It has got a towel. Look at the umbrella. It goes up!
Week 1 Unit 7 Expansion: When I grow up…
Story Sequencing: Tell kids that when you were little you wanted to be an astronaut and go to
space! Then hand out the last story sequencing activity from BEGINNING SEQUENCING (page 29
in the book): Blast off! Read kids the story, have them color, cut, and glue the pictures in order.
Emphasize key vocabulary: spaceship, astronaut, space, go up, come down, blast off, land.
Vocabulary: short/tall, handsome/beautiful, fat/thin, big/small, teacher, builder, doctor, vet,
pilot, nurse, businessman, artist, actor, dancer, engineer, Russia, America, England, France,
Grammar: What do you want to be when you grow up? I want to be a ______. What will you
look like when you grow up? I will be ______. Where will you live when you grow up? I will live
Activities/Games: For lesson 1, review/introduce vocabulary, using flashcards. Play vocabulary
games (hot seat, charades, jeopardy, and reading lotto). For lesson two, have students answer
the questions listed in the grammar section above about themselves, and draw a picture of
themselves when they grow up. Have each kid come up, and give a speech about what they will
be like when they grow up to the class.
Phonics: Letters S, T, and U Review. Reading and handwriting practice.
Week 2 Unit 8: I've got a shirt! Part 1
Vocabulary: jumper, shirt, jacket ,hat, belt, pants, dress, skirt, sweater, socks, t-shirt, shorts,
shoes, boots, sandals, winter, summer, hot, cold, review colors
Grammar: What have you got? I’ve got a _____. Have you got a jumper? Yes, I do/ No, I don’t.
What has he/she got? He’s/she’s got a _______. What color is the belt? It’s _____. Is your shirt
pink? Yes, it is/No, it isn’t.
Activities/Games: Play guess who! Model the activity for children by describing what someone in
the room is wearing, using the above grammar structures (Kids will learn I’m, he’s, she’s wearing
the following week). Then, let kids take turns describing someone in the room, and guessing
who it is. Do a dressing for the season activity- kids need to match the clothes to the
appropriate weather-. This can be done as a worksheet activity, or a flashcard activity on the
board. Give kids magazine pictures of different people wearing colorful clothing. Have kids work
in teams to write down as many clothing items as they can, and what color they are. The team
that can write the most clothing items wins.
Phonics: V, letter sound, basic words, and handwriting practice. (violin, vase, victory, Vicky) Have
kids do a letter v coloring and writing activity.
Week 3 Unit 8: I’ve got a shirt! Part 2
Vocabulary: seventeen, eighteen, hats, belts, shirts, jumpers/sweaters, jackets, stripes, dots,
checks, squiggles, zigzags, patterns, snowflakes, bows, ruffles. (jumper, shirt, jacket ,hat, belt,
pants, dress, skirt, sweater, socks, t-shirt, shorts, shoes, boots, sandals, winter, summer, hot,
cold, review colors)
Grammar: Review grammar from previous week: What have you got? I’ve got a _____. Have
you got a jumper? Yes, I do/ No, I don’t. What has he/she got? He’s/she’s got a _______. What
color is the belt? It’s _____. Is your shirt pink? Yes, it is/No, it isn’t. Introduce: What are you
wearing? I’m wearing ______. What does your shirt look like? It’s______, It’s got______. What
is your favorite outfit? My favorite outfit is ________.
Activities/Games: Play “I spy” with different clothing items around the room. Talk about color
and pattern. Describe the clothing item, and have kids locate it and tell you what it is. For
example: I spy something red with snowflakes. It’s a shirt. It’s Sasha’s shirt! Ask kids to come up
and describe what they are wearing to the class. Explain to kids what an outfit is, and tell them
what your favorite outfit is. Do a drawing/writing activity where kids draw and describe their
favorite outfit, and then present it to the class. Read the unit 8 lesson 6 story from the student
book together as a class, and ask comprehension questions. Do a coloring activity with the story
where children color certain articles of clothing the colors that you tell them to. Ask kids if they
have any NEW CLOTHES, and if so, what they are.
Phonics: W and X- letter sounds, basic words, and handwriting practice. Have children read and
illustrate the following sentences: She’s a woman. It’s a wall. There’s a woman on a wall! What’s
this? It’s a box. What’s that? It’s a fox. Look! A FOX in a BOX!
Week 4 Unit 8 Expansion: Let’s have a costume party!
Story Sequencing: Do the 7th
story from BEGINNING SEQUENCING 9pg. 13): Popcorn. Read kids
the story, or because it is fairly simple, try to have them read it by themselves. Have them color,
cut out, and glue in order the pictures from the story. Emphasize key vocabulary: our, popcorn,
plug, pop, eat.
Vocabulary: princess, pirate, crocodile, cowboy, clown, dress, shirt, shirt, hat, belt, mask, pants +
review of unit 8 vocabulary
Grammar: What is he/she wearing? What is his/her costume? What are you wearing? What
costume do you like/want?
Activities/Games: Play a reading lotto game to practice sight words from unit 8. Bring in a copy
of the “Let’s Dress Up!’ story from playtime A. Read the story together as a class, having
students read as much of the story by themselves as possible. Ask comprehension questions
about the story, and do a coloring activity. This should basically comprise your first lesson. For
the second lesson, encourage children to draw and write what kind of costume they want to
wear to a costume party. Then, make funny masks together as a class (there are party hat, party
glasses, and other mask templates located in the “April Fool’s” files in the additional tmaterials
folder, use them to make crafts with your class!)
Phonics: No phonics this week, as children have a larger reading activity to complete!
Week 5 Unit 9: I like plums! Part 1
Vocabulary: raisins, plums, crisps, cakes, milkshakes, supermarket, apples, oranges, lemons,
juice, eggs, pizza, lollipops, chocolate, strawberry, cherry, banana
Grammar: I like _____. I don’t like _____. Do you like _____? I want some ______. How much
are the _____? ____ Dollars, please.
Activities/Games: Play at the store! Let each kid come up and draw something on the shelf of a
“store” on the board. Discuss how much different things cost in the store. Then do a role play
where each kid comes up and asks for something at the store. Hand out fake money and let
them practice adding together the totals of their purchases. After a few rounds, choose a child
to be the clerk as well as a child to be the customer. Have everyone discuss the different foods
they like and dislike. Hand out a writing exercise for kids to categorize foods they like and dislike.
Have them list three foods they like and 3 foods they dislike, and draw a picture. Then, have
them present their work to the class.
Phonics: Y letter sound and basic words, handwriting practice (yogurt, yo-yo, yes, yak). Have kids
read the following sight words (you can play reading lotto if you would like): umbrella, yes, yo-
yo, nose, girl, yellow, juice, yogurt ,you, panda
Week 1 Unit 9: I like Plums! Part 2
Vocabulary: nineteen, twenty, cupcakes, oranges, healthy, unhealthy, fruit, vegetable, broccoli,
potato, pepper, chicken, fish, meat, breakfast, lunch, dinner, dessert, sandwich, hamburger,
pasta, kasha, raisins, plums, crisps, cakes, milkshakes, supermarket, apples, oranges, lemons,
juice, eggs, pizza, lollipops, chocolate, strawberry, cherry, banana
Grammar: I like, don’t like, do you like? I want, don’t want, do you want? ____s are
healthy/unhealthy. My favorite food is ______. I like ____s for breakfast, lunch, dinner, dessert.
Activities/Games: Discuss which foods are healthy and which foods are unhealthy, as well as
when we eat certain foods (for breakfast or lunch, etc…) play food vocabulary games (hot seat,
food jeopardy, choose a secret food and have kids ask questions to guess what it is), read the
unit 9, lesson 6 story from the student book together as a class, ask comprehension questions.
Discuss food likes and dislikes, have kids work in teams to create menus for different meals in
the day, draw pictures, and present their work to the class.
Phonics: Z letter sounds, basic words, handwriting practice (zebra, zoo, and zero) Read and
illustrate the following sentences: Zebra, zebra at the zoo.” Zzz” says the zebra at the zoo.
Week 2 Unit 9 Expansion: We are going on a picnic! + Year Review, final assessment
For the first lesson of the week, give units 7-9 tests from the Family and Friends Starter TESTING
AND EVALUATION BOOK. Be sure to grade and hand back their tests by the next week!
Story Sequencing: Choose any additional story sequencing activity you would like to do from
BEGINNING SEQUENCING. The sandcastle story on page 19 seems like a great one for the end of
Vocabulary: waiter, vet, jacket, builder, shirt, cake, hat, belt, apple, mango, plum, eighteen,
jumper, fifteen, sixteen, seventeen, zebra, fox, turtle, umbrella, sofa, violin, yo-yo wall, woman,
yogurt, vase, sock and a general review of all concepts covered throughout the year
Grammar: I’ve got/ haven’t got. I like/don’t like. It’s a ____. They’re _____s, and a general review
of all grammar from the year
Activities/Games: complete the final review pages as a test, check student progress. Look at the
picture dictionary together as a class. Have students match pictures to words (you can make
your own document for this). For the second lesson, focus on creating a class party for the end
of the year. Have kids tell you what costumes they want to wear, what foods they want to have,
what games they want to play. You can make masks and party hats at the beginning of lesson
two, and play their favorite games from the year at the end of the lesson!
Phonics: review A-Z, play a reading lotto game to see how many words kids can remember from
Week 3 If students study during this week, just review and play games!
Week 4 If students study during this week, just review and play games!