&lt;p&gt;Lesson aims Pupils practise greeting family and 
friends with affection. Pupils also practise saying the 
sound /d/.
&lt;/p&gt;&lt;p&gt;New language How are you? (I&rsquo;m fine, 
thanks.) | /d/ &ndash; dolphin
&lt;/p&gt;&lt;p&gt;Recycled language red, desk, turtle, doll, teddy 
bear | Hello, (Grandma). | Nice to see you!
&lt;/p&gt;&lt;p&gt;Materials CD2&lt;/p&gt;&lt;p&gt;Pupil&rsquo;s Book page 43
&lt;/p&gt;&lt;p&gt;12 Listen and act&lt;/p&gt;&lt;p&gt;Who&rsquo;s this? Pupils guess how the woman in the photo is 
related to the girl (her mum, aunt, grandma, cousin, etc.) 
&bull; Accept any answers, Play 
the recording. Pupils listen for the correct family member. 
Point to the woman again and ask Who&rsquo;s this? (It&rsquo;s her 
grandma.)&lt;/p&gt;&lt;p&gt;&bull; Pupils act out similar dialogues with the pupils&amp;nbsp;&lt;/p&gt;&lt;p&gt;13 Listen and say. /d/
&bull; In this activity, pupils practise saying the /d/ sound.
&bull;What&rsquo;s this? Elicit or teach It&rsquo;s a 
dolphin. Then point to the desk and ask What&rsquo;s this? (It&rsquo;s 
a desk.) What colour is it? (It&rsquo;s red.)
&bull; Then say dolphin &ndash; /d/ /d/ /d/ &ndash; dolphin. Pupils repeat, 
emphasising the /d/ sound in dolphin.
&bull; Say Listen and say. Play the sound sentence on the 
recording. Pupils listen and repeat, emphasising the /d/ 
sounds in dolphin, red and desk.&lt;/p&gt;&lt;p&gt;&bull; Ask pupils to think of any other words they know which 
begin with the sound /d/, e.g. doll, door, David&lt;/p&gt;&lt;p&gt;Activity Book page 35
10 What&rsquo;s missing? Look and draw. Then stick.
&bull; Pupils look and guess the missing expression on the 
boy&rsquo;s face as he runs to greet his grandma.&lt;/p&gt;&lt;p&gt;11 Trace the letters.
&bull; Pupils trace the letter d in the sound sentence.
12 Listen and circle the d words.
&bull; Play the recording. Pupils listen and circle the words 
which have a /d/ sound in them.&lt;br&gt;&lt;/p&gt;