ใบความรู้+Lesson plan unit Home and family-Friends+ป.1+103+dltvengp1+P1 t1 homeandfamily-friends

1. 428
แผนการจัดการเรียนรู้ กลุ่มสาระการเรียนรู้ภาษาต่างประเทศ
ชั้นประถมศึกษาปีที่ 1 ภาคเรียนที่ 1 ปีการศึกษา 2554
หน่วยการเรียนรู้ที่ 1 เรื่อง Home and Family, Friends เวลา .......... ชั่วโมง
1. มาตรฐานการเรียนรู้
มาตรฐาน ต 1.1 เข้าใจและตีความเรื่องที่ฟังและอ่านจากสื่อประเภทต่างๆ และแสดงความคิดเห็นอย่างมีเหตุผล
ตัวชี้วัด ป 1/1 ปฏิบัติตามคำสั่ง คำขอร้อง และคำแนะนำที่ฟังและอ่าน
ป 1/2 อ่านออกเสียงข้อความ นิทาน และบทกลอนสั้นๆ ถูกต้องตามหลักการอ่าน
มาตรฐาน ต 1.2 มีทักษะการสื่อสารทางภาษาในการแลกเปลี่ยนข้อมูลข่าวสาร แสดงความรู้สึก และความคิดเห็น
อย่างมีประสิทธิภาพ
ตัวชี้วัด ป 1/4 พูด/เขียนเพื่อขอ และให้ข้อมูลเกี่ยวกับตนเอง เพื่อน ครอบครัว และเรื่องใกล้ตัว
มาตรฐาน ต 3.1 ใช้ภาษาต่างประเทศในการเชื่อมโยงความรู้กับกลุ่สาระการเรียนรู้อื่นและเป็นพื้นฐานในการพัฒนา
แสวงหาความรู้ และเปิดโลกทัศน์ของตน
ตัวชี้วัด ป 1/1 ค้นคว้า รวบรวมคำศัพท์ที่เกี่ยวข้องกับกลุ่มสาระการเรียนรู้อื่นจากแหล่งเรียนรู้
มาตรฐาน ต 4.1 ใช้ภาษาต่างประเทศในสถานการณ์ต่างๆ ทั้งในสถานศึกษา ชุมชน และสังคม
ตัวชี้วัด ป 1/1 ใช้ภาษาต่างประเทศในสถานการณ์ต่างๆ ที่เกิดขึ้นในห้องเรียนและสถานศึกษา
2. สาระการเรียนรู้
บ้านและครอบครัว
3. จุดประสงค์การเรียนรู้
1. ฟัง พูด อ่าน เขียน แสดงความคิดเห็นได้ตามวัย
2. เขียนผังความคิด และสนทนาได้
3. ทำโครงงาน สัมภาษณ์ และรายงานได้
4. เขียนบทความสั้นๆ คำคล้องจอง ร้องเพลง เล่นเกมได้
5. จัดทำสมุดภาพ รายงานเรื่องราวได้
6. เขียนคำศัพท์ แต่งประโยค และใช้ภาษาได้ถูกต้อง
7. จดบันทึกประจำวันสั้นๆ ได้

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1. ร้องเพลง If You’re Happy and You Know It. (ดูภายนอก)
และกิจกรรมประกอบจังหวะ สนทนาถึงสมาชิกในครอบครัวและกิจกรรมที่ทำ
ร่วมกัน
ดูภาพครอบครัวที่นักเรียนเตรียมมา
ครู นักเรียน
What is this? That’s the father.
What’s he doing? He’s reading.
Who is this? That’s the mother.
What’s she doing? She’s sewing.
Who’s this? That’s the baby.
What’s she doing? She’s playing.
Who’s this? That’s the brother.
What’s he doing? He’s making a kite.
etc.
2. ให้นักเรียนแต่ละกลุ่มถามนักเรียนอีกกลุ่มผลัดกันถาม - ตอบ
ครู Let’s ask her/him/name about the family.
ครู Ask him his father’s name.
กลุ่มที่ 1 What’s your father’s name?
Somsak
กลุ่มที่ 2 ตอบ________________.
ครู Ask him or her mother’s name?
กลุ่มที่ 2 What your mother’s name?
Somsak
กลุ่มที่ 1 ตอบ________________.
ครู Ask him if his father a farmer?
3. นักเรียนช่วยกันเสนอคำศัพท์บุคคลในครอบครัว พร้อมภาพ + บัตรคำ ติดบอร์ด ครู
ให้นักเรียนดูรูปก่อนสนทนา
Teacher Pupil (s)
(Adding the grandfather cutout to the family):
This is the children’s grandfather.
Who is he, class? He’s the children’s grandfather.
He’s Mr. Romero’s father.
He’s the children’s grandfather.
Is he the children’s father? No, he isn’t.
กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
4. การจัดกระบวนการเรียนรู้
สั่งทำสื่อล่วงหน้า เพื่อ
เด็กจะได้เตรียมตัว
โรงเรียนปลายทางควร
เตรียมสื่อให้เรียบร้อย
ก่อนเรียน

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Who is he? He’s the children’s grandfather.
(Adding the grandmother cutout):
This is the children’s grandmother.
Who is she, class? She’s the children’s grandmother.1
She’s Mr. Romero’s mother.
Is she Mr. Romero’s grandmother, Luisa: No, he isn’t. She’s
Luisa? Mr. Romero’s mother.
Whose grandmother is she, class? She’s the children’s grandmother.
The grandfather lives with the family.
The grandmother does, too.
Does the grandfather live with the family? Yes, he does.
Where does the grandfather live? With the family.
(Setting the model): I have a grandfather.
He’s my mother’s father.
He doesn’t live with us.
He lives on the farm.
I have a grandmother
She’s my mother’s mother.
She doesn’t live with us, either.
She lives on the farm, too.
Tell us about your grandmother and
grandfather. (R)
Tell us where they live. (R) Nena: I have a grandfather.
He’s my father’s father.
He lives with us.
I have a grandmother.
She’s my father’s mother.
She lives with us, too.
________________________
1
Help the pupils stress grandfather and grandmother correctly. These words are stressed
on the first syllable, thus /græ´fàdhar/, /græ´nmèdher/. The d in both words is not
sounded. Help the pupils pronounce this rhythm unit /widh dhe fæ´meliy/.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Ben: I have a grandmother
She’s my mother’s mother.
She doesn’t live with us.
She lives in the barrio.
I don’t have a grandfather.
etc.
4. Introduce uncle and aunt, nephew and niece, cousin
1) Introduce uncle and aunt.
Teacher Pupil (s)
(Adding the uncle cutout to the family group):
This is the children’s uncle.
He is Mrs. Romero’s brother.
The children call him Uncle Jose.
Whose brother is he? Mrs. Romero’s brother.
Whose uncle is he? He’s the children’s uncle.
(Adding the aunt cutout):
This is the children’s aunt.
She’s Mr. Romero’s sister.
The children call her Aunt Rosa.
Whose aunt is she? She’s the children’s aunt.
(Adding another aunt cutout):
This is Uncle Jose’s wife.
She is the children’s aunt, too.
The children call her Aunt Nieves.
Whose aunt is she? She’s the children’s aunt.
(Setting the model): I have two uncles.
Uncle1 Jose is my father’s brother.
Uncle Felix is my mother’s brother.
Tell us about your uncles, Raul. (R) Raul: I have only one uncle.
Uncle Mac is my mother’s
brother.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Your turn, Lisa. Lisa: I have two uncles.
Uncle Jose and Uncle Martin
are my father’s brothers.
etc.
(Setting the model again):
I have three aunts.
Aunt1
Rita is my mother’s sister.
Aunt Edna is my father’s sister.
Aunt Josefa is my Uncle Ramon’s wife.
Tell us about your aunts, Clara. Clara: I have two aunts.
Aunt Rosie is my father’s sister.
Aunt Remy is my mother’s sister.
etc.
2) Introduce nephew and niece.
Teacher Pupil (s)
Who is Pepe’s uncle, Carmen? Carmen: Uncle Jose.
Who is his aunt? Carmen: Aunt Rosa.
Listen:
Pepe is Uncle Jose’s nephew.
He’s Aunt Rosa’s nephew, too.
He is Uncle Jose’s and Aunt Rosa’s nephew.
Whose nephew is Pepe, class? Pepe is Uncle Jose’s and Aunt Rosa’s
nephew.
Nena is Uncle Jose’s niece.
She’s Aunt Rosa’s niece, too.
She isn’t their nephew.
She’s their niece.
Is Nena Uncle Jose’s nephew? No, she isn’t. She’s Uncle Jose’s niece.
Check comprehension of nephew and niece further by asking such questions
as:
________________________
1
In English uncle and aunt may be used with proper names just like tiyo and tiya in Tiyo
Pedro and Tiya Juana (Tagalog) and tata and nana in Tata Tiago and Nana Tita
(Visayan, Iloko).

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Do you have an aunt, Joe? Joe: Yes, I have an aunt.
What’s her name? She’s Aunt Clara.
Are you her nephew? Joe: Yes, I’m her nephew.
Is your sister her niece? Joe: Yes, my sister is her niece.
etc.
Introduce cousin
(Adding a girl cutout next to “Aunt Rosa”):
This is Minda.
She’s Aunt Rosa’s daughter.
Whose daughter is she? Aunt Rosa’s.
Minda is Pepe’s cousin.
She’s Nena’s cousin, too.
Whose cousin is Minda? She’s Pepe’s and Nena’s cousin.
Pepe and Nena are Minda’s cousins.
Pepe, Nena, and Minda are cousins.
Who are Minda’s cousins? Pepe and Nena.
Further practice
1) Have the children talk about their uncles and aunts: what their occupations
are; where they live; their sons’ and daughters’ names. Set up the model as
follows:
Uncle Tomas and Aunt Luisa live in the barrio.
Uncle Tomas is a farmer.
Aunt Luisa is a housewife.
They have two sons, Carlos and Lucio.
They have one daughter, Maria.
Carlos, Lucio and Maria are my cousins.
2) Lead the class in asking individual pupils to answer the following questions:
Class, ask Pedro how many How many uncles do you have?
uncles he has.
Pedro: I have two.
Ask him their names. What are their names?
Pedro: Uncle Berto and Uncle Mac.
Ask him where they live. Where do they live?

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Pedro: Uncle Berto lives with us.
Uncle Mac lives in Cebu.
Ask Carlos how many aunts he has. How many aunts do you have?
Carlos: I don’t have any.1
Ask how many cousins he has. How many cousins do you have?
Carlos: I have five.
Ask him their names. What are their names?
Carlos: Lily, Totoy, Roberto, Carlos,
and Boy.
Have the different rows ask the questions for individual pupils to answer. Then
conduct the drill on the individual level.
5. Presentation of with followed by me, you, him, her, them, and it.
Proceed as follows:
a. Elicit me and you in this manner:
Teacher Pupil (s)
(Setting the patterns): I walk to
school in the morning. My sister
goes with me. I walk home in the
afternoon.
(To Rosie): Do you walk or ride Rosie: I walk to school in the morning.
to school in the morning?
Who goes with you? Rosie: My friend.
Say: My friend goes with me. Rosie: My friend goes with me.
What about you, Mila?
Do you walk or ride to school Mila: I ride to school in the morning.
in the morning?
Who goes with you? Mila: My sister goes with me.
Have half of the class ask the first question and the other half the second
question. Have individual pupils answer.
________________________
1
Any may be introduced as vocabulary when a situation like this one arises. Any as
contrasted with some will be introduced later in a separate lesson.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Group I, ask Lina if she walks or Group I: Do you walk or ride to
rides to school in the morning. school in the morning?
Lina: I ride to school in the
morning.
Group II, ask Lina who goes Rows 3 & 4: Who goes with you?
with her. Lina: My cousin goes with me.
b. Elicit her, him, and them in this manner:
Teacher Pupil (s)
(Setting the patterns) : I go to
church with my niece every Sunday.
I went with her last Sunday.
My sister goes to church with my
nephew. She went with him
last Sunday.
(To Nora) : Who do you go to Nora: My mother.
church with every Sunday?
Did she go with her last Sunday? Nora: Yes, I did.
Say: I go to church with my Nora: I go to church with my
mother
mother every Sunday. every Sunday. I went with her
last Sunday.
(To the class) : Who does Nora go
to church with every Sunday?
Say: Nora goes to_________. Nora goes to church with her mother
every Sunday.
Did she go with her last Sunday? Yes, she did.
Repeat: Yes, she went with her Yes, she went with her last Sunday.
last Sunday.
Follow a similar procedure to elicit him and them.
c. Practice: Have individual pupils tell with whom they play, work, eat, go to
school, study, etc. every day at home or at school. After a pupil has finished
his account, have half of the class ask the questions below while the other half
gives short answers.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Teacher Pupil (s)
Renato, do you play every day? Renato: Yes, I do.
Who do you play with? Renato: My friends.
Did you play with them yesterday? Renato: Yes, I did.
Now repeat:
I play with my friends every day.
I played with them yesterday. Ranato: I play with my friends
every day.
I played with them yesterday.
Group I, ask Group II, “Who does Group I: Who does Renato play
Renato play with every day?” with every day?
(To Group II): Say: With his friends. Group II: With his freinds.
Group II, ask Group I, “Did he Group II: Did he play with them
play with them yesterday?” yesterday?
Group I: Yes, he did.
etc.
d. Elicit it in this manner:
1) Show the class a ball, an eraser, and a pencil. Say as you show each object:
Teacher Pupil (s)
This is a ball. I play with it.
This is an eraser. I erase the
blackboard with it.
This is a pencil. I write with it.
Class, what do I do with the ball? You play with it.
etc.
2) Place pictures of these objects on the blackboard ledge: comb, toothbrush,
spoon, soap, hairbrush, towel, broom, clock, coconut husk. Proceed as
follows:
Teacher Pupil (s)
(Holding up the picture of a comb):
What’s this? It’s a comb.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
What do you do with it?
Say: We comb our hair with it. We comb our hair with it.
(Holding up the picture of a bar of soap):
What’s this? It’s soap.
What do you do with it? We wash our face with it.
etc.
Continue the drill by having half of the class ask the questions and the
other half or an individual pupil answer them.
6. Suggested practice
a. Have pictures of members of the family doing things together – e.g. Pepe
working with Grandfather in the garden; Nena going with Aunt Rosa to
market; Pepe playing with Nena and Baby, etc. Have the pupils give two-
sentence stories about the pictures. Set this model:
Teacher Pupil (s)
Pepe is working with Grandfather
in the garden.
He works with him every day.
etc.
b. Have the pupils ask each other questions, following this model:
Teacher Pupil (s)
Luis: Did you play ball last Saturday?
Ben: Yes, I did.
Luis: Did you play with your brothers?
Ben: No, I didn’t play with them.
I played with my friends.
or
Yes, I played with them.
c. A guessing game: Have a pupil hide one of the pictures used in 3c. Have the
rest of the class guess what the object in the picture is.
Teacher Pupil (s)
Estela (who has hidden the picture):
guess what I did.
Lina: Do you comb your hair with it?

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Estela: No, I don’t.
Edna: Do you scrub the floor with it?
Estela: No, I don’t.
Rosia: Do you sweep the room with it?
Estela: No, I don’t.
Rosie: What do you do with it?
Estela: I wipe my face with it.
Rosie: Is it a towel?
Estela: Yes, it’s a towel.
7. Cumulative practice
1. Controlled dialog:
Introduce the word favorite. Have the pupils tell what their favorite fruit or
dish is, their favorite toy or game, and then have them talk about their favorite
uncle or aunt following this model:
Mario: Do you have a favorite aunt?
Rosa: Yes, I do.
Mario: Who is she?
Rosa: She’s Aunt Rita.
She’s my mother’s sister.
Mario: Does she live with you?
Rosa: No, she doesn’t.
She lives with grandmother in the barrio.
Mario: What does she do?
Rosa: She’s a dressmaker.
What about you?
Do you have a favorite aunt, too?
Mario: Yes. She’s Aunt Maria, my father’s sister.
Rosa: Where does she live?
Mario: She lives with us.
Rosa: What does she do?
Mario: She’s a teacher.
2. Riddles:
Have the pupils compose riddles about familiar objects:
Lusi: It’s long. It’s red.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
I write with it.
What is it?
Maria: A pencil.
Nelly: It’s big and round.
I play with it.
I throw it. I roll it.
What is it?
Luisa: A ball.
Rose: It’s small and white.
I wash my face with it.
What is it?
Fred: Soap.
etc.
8. Practice on ride in and ride on
Have pupils make imaginary visits to relatives living in other towns or provinces.
Have them tell what vehicles they rode in (on) to their relative’s home.
Teacher Pupil (s)
Who did you visit last Christmas? Lito: I visited Uncle Lupo and Aunt
Celia last Christmas.
How did you get to their home? (R)
What did you ride in first? Lito: First1
I rode in a calesa to the station.
What did you ride in next? Lito: Next1
I rode on a train to Dagupan.
Then what did you do? Lito: Then I rode in a jeepney to their house.
9. Practice on too and either in compound sentences joined by and.
a. Ask individual pupils to tell what dish what dish, fruit, beverage, or dessert
they like or dislike. Have them tell what member of the family shares their like
or dislike for a particular food, and make statements after these models:
Teacher Pupil (s)
Nora: I like chicos and my sister does, too.
I don’t like coffee and my Aunt Rosa
doesn’t either.
________________________
1
The only new word to be introduced here is next. First and then were introduced in Unit II.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Lily: Uncle Joes likes pansit and I do, too.
I don’t like avocados and my baby
sister doesn’t either.
etc.
b. On the blackboard ledge put pictures showing pairs of animals of the same
size or color. Have the pupils make statements about each pair of animals,
using the and-too pattern.
Teacher Pupil (s)
Prisca: The goose is white and the duck is, too.
Tony: The carabao is big and the cow is, too.
Nena: The puppy is little and the kitten is, too.
Very the drill by having the pupils give statements about what two animals
don’t have or don’t do in common.
Teacher Pupil (s)
Ruben: A hen doesn’t swim and a rooster
doesn’t either.
Lita: A cow doesn’t have claws and a
carabao doesn’t ether.
etc.
c. Beginning reading exercises
(Introductory note: Reading in English should be introduced as soon as the
teacher finds that her pupils are ready to read. Readiness varies with groups
and individuals. Some classes may be ready to begin reading even as early as
Unit I. The teacher, however, should never hurry pupils into reading. She
should make sure that a certain degree of oral control of the basic patterns has
been achieved by the children before they read. Only those patterns which the
children have practiced and mastered orally should be included in these
beginning exercises.
It will be noted that every reading exercise consists of three parts;
namely, (1) Materials – which includes the usual boxed list of teaching aids
and the sentences to be read; (2) Oral preparation – which consists of a brief
oral review on the patterns included in the reading lesson; and (3) the actual
reading activities to be done by the pupils. The oral preparation which
precades actual reading is essential in all reading lessons. This oral drill

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
prepares the class for whatever pronunciation difficulties they will encounter
in the reading lesson.
The following exercises are based on old patterns and vocabulary
developed in Unit II. They are simple and easy enough to give even the
average class a feeling of success. If five sentences are too many for the first
lesson, the teacher should divide the exercise into two so that the first three
sentences are read the first day and all five read the second day, with two new
sentences added. On the third day two more sentences may be added and all
seven read together. One exercise, therefore, may take more than a day.
These exercise are merely suggestive. The teacher is encouraged to make
similar ones more suited to the ability of the class.)
10. Exercise
a. Materials
Pictures of a hen, a pig, Print on flash cards:
a cat, a dog and a carabao
Flash cards This is a hen.
Pocket charts This is a dog.
This is a pig.
This is a cat.
This is a carabao.
b. Oral preparation: Place the pictures in one pocket chart. Have the pupils
identify each animal by having them go the chart, point to a picture, and say,
“This is a_______.”
c. Reading by the pupils: Place the flash cards after each picture. Read the
sentences orally while the pupils follow silently. Follow with oral reading by
the pupils. Rearrange the cards in a second pocket chart. Have the pupils get a
card from the second chart and match it with the right pucture in the first
chart.
Add these two sentences the next day: This is a goose.
This is a rooster.
d. Further reading activities
1) Distribute the flash cards to the children and ask them to match each card
with the appropriate picture.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
2) Distribute the pictures and have the pupils match each picture with the
right sentence.
3) Use cutouts instead of pictures. Have the pupils match the cutouts with the
sentences.
11. Exercise
a. Materials
Colored pictures of the animals Print on flash cards:
in Exercise 1; add a horse,
a cow and a duck. This is a cat. This is a horse.
It’s a black cat. It’s a black horse.
This is a cow. This is a rooster.
It’s a brown cow. It’s brown, too.
This is a duck. This is a goose.
It’s a white duck. It’s white, too.
b. Oral preparation: Show the pictures to the class and ask the pupils to give the
color of each animal. Have them say, “This is a (cat). It’s a (black) (cat).” Tell
the children that they are going to read stories about each picture.
c. Reading by the pupils: Put the flash cards with the sentences in a pocket chart.
Have the pupils read the sentences silently after you, then orally. Check
recognition of new words by having individual children frame with their hands
“the word that gives the color of the duck (or the goose)” or “the name of this
animal” (as the teacher points to a picture). Then have the pupils put under the
picture the two sentences that tell a story about it.
Vary the exercise by rearranging the pictures so that do not match the
sentences after which they appear. Have the children remove the misplaced
pictures and substitute the right ones.
12. Exercise
a. Materials
A red hen, a brown cow, Print on flash cards:
a black horse, a white goose,
a yellow duck, a yellow hen, This is a red hen. This is a black horse.
and a black and white turkey. This is a brown cow. This is a yellow duck.
This is a white goose. This is a black and
white turkey.

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b. Oral preparation: Say, “Show us a red hen.” Have the children go to the chart,
identify the animals and say, “This is a __________.”
c. Reading by the pupils:
1) Have the pupils select from the pictures the one that matches each sentence
in the chart.
2) Print each of the sentences above on three separate flash cards - - e.g.
This is a red hen
Put the animal pictures in one pocket chart. After each picture put the
flash cards containing the words “This is a red (brown, white, etc.)
__________.” In a second pocket chart, put the flash cards containing the
names of the animals. Have the pupils get the word from the second chart
which would complete the sentence that identifies each picture in the first
chart.
3) Check the pupils’ recognition of words for colors by putting the flash cards
containing the names of colors in a separated pocket. The next reading
activity may be matching the color with the name of the animal and the
picture.
Example: This is a red hen
13. Exercise
a. Materials
Stick drawings or cutouts
Pictures
Flash cards
Put up the following reading exercise on the board or on a pocket chart:
What’s that? That’s a pig.
It’s a big pig.
What’s that? That’s a fish.
It’s a big fish.
What’s that? That’s a bird.
It’s a little bird.
What’s that? That’s a kitten.
It’s little, too.
b. Oral preparation: Have a brief oral identification drill on which animals are
big or little.

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Have the children make sentences about each picture using big or little.
c. Reading by the pupils: Have the pupils read the exercise above.
Check comprehension in any of the following ways:
1) Mix the pictures in the exercise with other animal pictures in a pocket
chart. Have the children choose the right picture for each pair of sentences.
2) Jumble the flash cards containing the sentences at the right in a separate
pocket chart. Put in one or two joker sentences. Have the children choose
the sentences that provide the right answers for each picture.
14. Exercise
a. Materials
Colored animal pictures Print on flash cards:
Is this a red hen?
Is this a white kitten?
Is this a green bird?
Is this a black cat?
Is this a pink pig?
etc.
Several cards with Yes, it is.
No, it isn’t.
b. Oral preparation: Show colored animal pictures to the class and ask yes-no
questions. Have them answer with Yes, it is or No, it isn’t.
c. Reading by the pupils: Put flash cards containing the questions in one pocket
chart, the pictures in another, and the cards containing the answers in a third
chart. Have the pupils read the questions silently. Then have them select a
question, put it before the right picture in the second chart, and read the
question orally. Have other pupils get the right answer from the third chart and
put it after the picture in the second chart.
15. Reading Chart
Print the following “stories” in a chart for the pupils to read after the reading
exercises. Have them answer the questions at the end of each “story”.
This is Pepe. This is Nena.
This is his dog. This is her hen.
It isn’t a black dog. It isn’t a white hen.

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It isn’t a brown dog. It isn’t a yellow hen.
It’s a white dog. It’s a red hen.
Is Pepe’s dog black? Is Nena’s hen black?
Is it white? Is it red?
This isn’t a carabao. This isn’t a rooster.
It isn’t a cow. It isn’t a goose.
It’s a horse. It’s a bird.
It’s a big brown horse. It’s a little green bird.
It’s Uncle Ben’s horse. It’s Aunt Rosa’s pet.
16. Suggested Lesson Enrichment
a. Rhymes
Grandmother Grandfather
(finger plays for relaxation)
These are Grandmother’s eyeglasses. This is Grandfaather’s pipe.
(Make circle with thumb and (Place thumb between lips and
forefinger; hold over eyes) raise forefinger)
This is Grandmother’s shawl. This is Grandfather’s hat.
(Place hands on head) (Place hands on head)
This is the way Grandmother folds This is the way Grandfather walks
her hands when she takes a nap. when he is tired.
(Fold hands across breast) (Extend right hand as though leaning
Sh-h-h, don’t wake Grandmother. on a cane, bend forward, and
walk a few steps)
- - Adapted from Finger and Action Poor, old Grandfather!
Plays for Young Children
I Like Them All
I like them all - - Noisy little nephewe,
Old grandfather, Talkative nieces,
Kind grandmothers, Favorite cousins - -
Big strong uncles, I like them all.
Pretty young aunts,
- - Adapted from “I Like People”

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b. Songs
This is Grandmother I Have An Old Grandfather
(A finger play song) (Tune: I Have Ten Little Fingers)
(Tune: This is the Father)
This is grandfather, I have an old grandfather,
This is grandmother, A kind grandmother, too,
This is my uncle tall, I have young aunts and uncles tall,
Oh, how I love them all
This is my aunt, I have some naughty nephews,
And this is my cousin, And pretty nieces, too,
Oh, how I love them all. Some cousins big
Some cousins small,
- - Adapted Oh, yes, I love them all
What I do
(Tune: Little Sister, Come With Me)
1. Let me show you what I do 3. With my nose I smel, smell, smell,
With my head, my eyes, my ears, With my tongue I taste, taste, taste,
With my nose, tongue, and mouth, Smell, smell, smell,
With my hands and with my feet. Taste, taste, taste,
With my mouth I eat, eat, eat.
2. With my head, I nod, nod, nod, 4. With my hands I clap, clap, clap,
With my eyes, I wink, wink, wink, With my feet I walk, walk, walk,
Nod, nod, nod, Clap, clap, clap,
Wink, wink, wink, Walk, walk, walk,
With my ears I hear, hear, hear. With my feet I walk, walk, walk.
- - Adapted

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17. Teacher Background
a. Reference list of patterns
With + noun or noun substitutes
Subject
Verb
Prepositiona
l Phrase
My sister
He
I
walks
rides
played
went
write
with me.
you.
her.
him.
it.
Who
Verb
Prepositiona
l Phrase
who
eats
works
sat
with you?
her?
him?
Subject
Do-not
Verb
Prepositional Phrase
Granfather
Aunt Rosa
doesn’t
lives
live
with the family.
us.
Who
Do
Subject
Verb
Prepositional Phrase
Who
do
does
did
you
he
they
go
to school with?
church?
market?
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