Page 1 of 183 Semester 1 – Week 1 – Lesson 1 Objectives: Students can identify everyday activities and understand a short story get up, have breakfast, go to school, go home, have INTR
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American Family and Friends
Lesson Plans and Worksheets
Grade 4
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Semester 1 – Week 1 – Lesson 1
Objectives: Students can identify everyday activities and understand a short story
get up, have breakfast, go
to school, go home, have
INTRODUCTION Weather Report: Weather song or chant
Warm up and review: Teach the children the song ‘This is the way ’(see
http://learnenglishkids.britishcouncil.org/en/songs/the-way ) if you are
unsure of the tune The lyrics and activities can be found in worksheet one This will warm the class up and introduce the idea of everyday activities Ask the children what other things they do everyday to elicit today’s vocabulary
Lesson presentation: Introduce the vocabulary by using flashcards 64-68 Listen, point and repeat:
Put the flashcards around the room Play audio 83 Ask the students to point
to the flashcards as they hear the words and repeat
Take the flashcards down and give them to different children Ask them to come and put the flashcards on the board in the order that the activities happen in a day Drill the pronunciation, focusing especially on the end consonant sounds
What’s Missing?
Put the flashcards on the board Ask the students to close their eyes and put their heads on their desks Take away one flash card Shout “What’s Missing?” Students look at the board and put their hand up when they know which
everyday activity is missing
Practice through a chant:
Track 84- Play the recording and teach the chant Play the recording again for the students to repeat the phrases in the pauses in the chant Students say the
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Order the story: Hide the poster Photocopy and cut-up the six story-pictures
from student book p.54 Give one set of story pictures to each pair Play track
85 Students listen and order the story Check in their books Students listen again and repeat each line after the character
Practice the dialogue: Put students into groups of four and assign each
student a character (mom, dad, Rosy, Alice)
CONSOLIDATION
Comprehension Check: Ask questions to check comprehension, e.g What does
Alice want to do? Who gets up / has dinner at seven o’clock? Can the girls
listen to music?
Personalization: Look again at the pictures on the top of page 54 Ask
questions such as What is the boy wearing? Do you wear blue pajamas to bed?
How do you go to school? What do you have for breakfast Elicit the
differences between the pictures and what your students do / have / wear etc Now ask students to draw pictures to represent them getting up / having breakfast / going to school
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Unit 8 Lesson 1
1 Match them up!
Match the actions and pictures
comb our hair
brush our teeth
2 Draw a picture!
What else do you do in the morning? Draw a picture Now sing the song again
with your action!
This is the way we
on a warm and sunny morning!
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Song Words
This is the way we brush our teeth
Brush our teeth, brush our teeth
This is the way we brush our teeth
On a warm and sunny morning
This is the way we wash our face
Wash our face, wash our face
This is the way we wash our face
On a warm and sunny morning
This is the way we comb our hair
Comb our hair, comb our hair
This is the way we comb our hair
On a warm and sunny morning
This is the way we put on our clothes
Put on our clothes, put on our clothes
This is the way we put on our clothes
On a warm and sunny morning
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Semester 1 - Week 1 – Lesson 2
Objectives: Students can say what people do at different times of the day; ask and answer what time it is
gets up, has breakfast,
goes to school, has
dinner, gets home
INTRODUCTION Weather Report: Weather song or chant
Warm up and review: Students sing the song and do the actions for ‘This is the
way’ from the previous lesson
Hand-out the cut-up story from the previous class Students put it in order, listen to track 85 and check
Lesson presentation:
Lead-in Introduce the sentence patterns
Draw a big clock on the board Draw hands on it pointing to seven o’clock Ask
students ‘What time is it?’ Students tell the time using the structure ‘It’s …
o’clock’ Get one student to play teacher – they draw the hands on the clock
and ask ‘What time is it?’ They choose students to answer Students then play this game at their desks in pairs
Human clocks Show children how they can become clocks using their bodies,
with their arms being the hands of the clock Say different times Students make the time using their bodies Then in pairs, one student makes the time, and asks their partner ‘What time is it?’ Their partner guesses the time
Ask children to look at the pictures in the Let’s Learn! Box Ask What can you
see?
Listen to the story and make the times Students listen again to the story on
page 54 When they hear a time, they make the clock with their bodies
DEVELOPMENT Listen and say
Ask students to look at the pictures in the Let’s Learn! Box Ask What can you
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example, the flashcard ‘go to school’ and the clock reading 8 o’clock – He goes
to school at eight o’clock Make sure you drill the third person /s/
Look and say Ask the students to look at the clocks in the pictures Ask one
student to stand up Point to the first clock and ask What time is it? to elicit It’s
five o’clock The class repeats in chorus Drill the pronunciation, paying close
attention to the /s/, /v/ and /k/ sounds Repeat with the other times Students ask and answer in pairs
Write Draw the time on the clocks Ask students to look at the pictures and
identify the different activities Ask one student to read the example for the class Show them the time on the clock next to the picture Ask students to look at the pictures, complete the sentences, and draw the times on the clocks Monitor and help where necessary Have the students check their answers in pairs before checking whole class
CONSOLIDATION Comprehension Check: Mime game Have two students come to the front of
the class One student makes a clock with their arms, the other student mimes
an everyday action The rest of the class guesses the sentence
Consolidation: Listen to Time to Talk! Student Audio CD Unit 8 Tracks 48 &49
Personalization: Extra Worksheet – students draw the times on the clock then
write sentences about themselves
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Unit 8 Lesson 2
1) Listen to your teacher and draw the right time on the clocks
2) Answer the questions
a) What time do you get up?
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Semester 1 – Week 1 - Lesson 3
Objectives: Students can identify different times of the day and use these phrases in the context of a song
in the morning, in the
afternoon, in the evening
Sentence Patterns:
What do you do (in the
morning), I get up / have /
of the Day
INTRODUCTION Weather Report: Weather song or chant
Warm up and review:
Put the children into teams Hand out mini white-boards and markers (or big pieces of scrap paper if you don’t have any mini white-boards) Tell them you are going to write a sentence on the board and they have to try and be the first team to write the correct sentence on their mini white-board / paper When they have corrected the sentence, they should hold it up so you can see it Use these sentences:
What time is?
It’s seven clock
I go school at eight o’clock
He have breakfast
He has dinner seven o’clock
He go to school at nine o’clock
Award points to the team who corrects the sentences first
Lesson presentation:
Lead-in
Use flashcards 69-71 to introduce the new vocabulary Hold up the cards one
at a time and say the phrases for times of the day for students to repeat Drill the pronunciation by clapping out the rhythm Have students clap out the rhythm with you
Matching: Put flashcards 68-71 on the board Give flashcards 64-68 to five
different students They come to the front of the class and put their activity
below the appropriate time of the day, e.g the student with the flashcard gets
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up puts their flashcard below in the morning
DEVELOPMENT Categorize: (see extra worksheet) Put students into pairs Hand out one cut-
up worksheet per pair Pairs put the activities under the correct heading – in the morning / in the afternoon / in the evening Be aware that there may be
some differences depending on the students’ differing timetables
Listen and Check: Students listen to the song and check their activities are in
the correct column They then listen again and hold up the correct sentence when they hear it
Listen and Sing: Play track 88 (song) the whole way through once for children
to listen Then play it again as they follow the words in their books
Read each line in the song aloud for children to repeat after you Play the recording for the children to sing along
Sing and do: Ask the students to look at the pictures and tell you which action
they should do for each verse of the song (see below) Play the recording for the students to listen and do their actions
Song actions
Divide the class into four groups to do actions as follows:
Group 1: What do you do in the morning / afternoon / evening? - mime a
ticking clock with hands
Group 2: I get up – stretch; I have my breakfast – eat; I go to school – walk Group 3: I have my lunch – eat; I learn at school – open a book; I go home –
walk
Group 4: I do my homework – write; I have my dinner – eat; I go to bed – pull
the covers over
CONSOLIDATION
Extra writing worksheet, Photocopiable Resources page 16 (TR CD-ROM) Cut and make 1, Photocopiable Resources page 34 (TR CD-ROM) – Students work in groups to cut out the clocks and hands and put them together
Students can then use their clocks to ask each other questions about their daily
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Unit 8 Lesson 3
Put the activities under the correct heading:
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Semester 1 – Week 1 - Lesson 4
Objectives: Students can differentiate and pronounce sounds /sm/, /sn/, /st/, and /sk/
snow, star, sky)
INTRODUCTION Weather Report: Weather song or chant
Warm up and review: Mime game Have two students come to the front of
the class One student makes a clock with their arms, the other student mimes
an everyday action The rest of the class guesses the sentence
Stop the Bus
Put the class into teams, and make sure each team has a pen and piece of paper Draw the following table on the board:
Outside
Action
Students should copy the table on their piece of paper Say a letter Students have to race to write one thing beginning with that letter on their paper, e.g Animal
Cat
Food
Cake
Something Outside
Lesson presentation:
Lead-in: Teach the sounds and letters for this lesson using the phonics cards
Hold up the first card and say Letters s and m make the sound /sm/ Say the
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sound for the children to repeat several times Repeat the procedure with the other phonics cards
Hold up each card one at a time and say the words for the students to repeat
Listen, point and repeat: Ask students to look at the pictures in their student
books Play track 89 Students listen and point then repeat the sounds and words
Listen and Chant: Play track 90 for students to listen to the chant the whole
way through
Play the chant again, stopping after each line for children to repeat, following
in their book as they do so
DEVELOPMENT
Read the chant again Circle the sounds sm, sn, st, and sk: Ask children to
look at the chant again Write the first line on the board Ask students to find
an example of the letters sm, st, sn, or sk One student comes to the front to circle the sn in snake
Students read the rest of the chant and circle the other examples in their books Monitor and help where necessary Students check with their partners before whole class feedback
Listen and circle the correct sounds: Ask students to look at the pictures and
say what they see in each one Play track 91 Students listen and circle the sounds at the beginning of each word Go over the answers with the class
CONSOLIDATION Sound students: Go around the room, assigning the letters sm, sn, st and sk to
each student Play the recording again When children hear their sound they stand up If they hear their sound a second time, they sit down again
Use the extra worksheet(s) for consolidation: Ask the students to try and
match the pictures to the words Help them where necessary Now students should write the words under the correct sounds Finally, students can try and
find the words in the word search
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Story time:
Homework = Workbook p.57
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sky smart stamp skip
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Semester 1 – Week 2 – Lesson 5
Objectives: Students can read about someone’s daily routine and find specific details in a text
Review vocabulary and
structures seen previously
Warm up and review:
Review /sm/, /st/, /sk/, /sn/ sounds from previous lesson – you draw or mime one of the words, students guess the word
Sing ‘What do you do in the morning’ from p.56 (track 88)
Task individual students some questions about their daily routine – e.g What
do you do every day? What time do you get up / have breakfast / go to school? What does your mom / dad do every day?
Lesson presentation:
Lead-in: Use worksheet 5 to review / introduce the vocabulary for today’s
class Students write the words under the correct picture, then talk to their partner about the pictures Have individual students stand up and talk about each picture as feedback You can also take this opportunity to introduce the
words ‘cereal’ and ‘go by bus’ Students then work by themselves to answer
the questions Monitor and help where necessary
Look at the pictures Say what the girl and her mom do: Students look at the
pictures on p.58 Ask the students What does Sadie do everyday? What does
Sadie’s mom do everyday?
DEVELOPMENT Listen and read
Play track 92 as the students read and follow the text in their books
Play again and answer any questions
Ask comprehension questions to check understanding, e.g What does Sadie do
in the morning? How does she get to school? What does Sadie’s mom do in the
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Story time:
Homework = Workbook p.58
morning / evening?
Read again Circle the false word and write the correct word
Ask children to close their books Copy the example sentence from the Student Book on the board Ask students if it is right or wrong? Ask one student to circle the incorrect word (eight) and a second student to write the correct word (seven)
Write some of your own sentences on the board and repeat – e.g She has
breakfast – cereal, bread and eggs She goes to the park at eight o’clock Her mom starts work at two o’clock
Now ask students to complete exercise 3, p.58 in their books Have them check their answers with their partner before checking whole class
CONSOLIDATION Reading Race: Put the students into teams Give each team a mini white
board / some scrap paper Ask students questions about the text (see below) The first team to write and hold up the correct answer gets a point for their team
Questions
What time does Sadie get up?
What does she have for breakfast?
What does she take to school?
What is her mom’s job?
When does Sadie see her mom?
What does Sadie’s mom do after work?
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Unit 8 Lesson 5
1) Write the words under the correct picture
_ _
_
get up cook dinner go to school a doctor
have breakfast
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2) Talk to your partner about what you can see in the pictures
Example: There is a man He is tired There is a clock It is six o’clock
3) Answer the questions:
a) What time do you get up?
b) What do you have for breakfast?
c) Do you go to school by bus?
d) Is your dad a doctor?
e) Does your mom cook dinner?
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Semester 1 – Week 2 - Lesson 6
Objectives: Listening: Listen for times when people do different activities
Speaking: Talk about what someone does at different times of the day
Writing: Identify and write the questions words What, When and Where; write about your day (Workbook)
Review vocabulary and
structures seen previously
Warm up and review:
Review /sm/, /st/, /sk/, /sn/ sounds from previous lesson: teach the students the following tongue twister ‘The small snake stands and skates’ Drill it chorally / individually / in groups Have the children repeat it 3 times slowly and then getting faster and faster
Class mingle (see extra worksheet 6) Give each student a copy of the worksheet Tell students that they are going to ask their classmates some questions Elicit the questions and write them on the board so that students can refer to them during the task This will also give students practice of forming questions which will be useful for today’s lesson The questions are:
What time do you get up?
What do you have for breakfast?
How do you go to school?
What time do you go home?
What time do you have dinner?
Monitor and check the students are answering in full sentences
When students have asked and answered their questions, they can then work individually to write about one of their classmates Have early finishers draw a picture of their classmate
Lesson presentation:
Lead-in: Ask students what they can remember about Sadie and her mom’s
day from the previous lesson Ask What does Sadie do in the morning /
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afternoon? What does her mom do?
Allow students to check the text on page 58 of their Student Books to see how much they remembered correctly
Ask students to look at the pictures of Sadie’s dad in exercise 1 and to predict what they are going to hear
Listen and draw the time: Tell students they are going to listen to Sadie’s dad
talking about what he does every day Play track 93 and have the students
point to the pictures as the activities are mentioned
Play the recording again, pausing for students to draw the times on the clocks Have the students check their answers in pairs before checking with the whole class
DEVELOPMENT Look and say: Ask children to read the phrases in the word box Focus
attention on the speech bubbles Ask a child to stand up Read the first speech bubble for him / her to respond Children repeat the dialogue in chorus
ask children to work in pairs They take turns saying the times or saying what Sadie’s dad does Monitor and help with pronunciation as necessary
Circle What and underline When Draw a square around Where:
Ask children to close their Student Books Copy the three example questions and answers onto the board
Ask three students to come to the front of the class Ask one to circle What, another to underline When, and the third one to draw a square around Where Write some of your own questions and answers on the board, e.g Where’s
Phuong? She’s in the house / When do you go to bed? I go to bed at six o’clock Invite individual children to come and identify What, Where and When
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Story time:
Homework = Workbook p.59
Happy Pairs: Children work in groups of six Put question and answer strips
from Exercise 3 face down in front of each group Each student takes a question from one pile and an answer from the other pile without letting anyone see
Each child reads out his / her question one at a time The child with the correct answer reads it and then gives it to the person with the question By the end, everyone should have a matching question and answer
Pelmanism: Students can use the same question / answer cards to play a game
of pelmanism
Tic Tac Toe: Draw the following tic tac toe grid on the board:
why ? when ? where who ? what how what
time ?
do ? does ?
Divide the class into two teams and assign them 0 and X One student from the first team chooses a square and has to make a question beginning with that
question word, e.g when – When do you have English class? If they are
correct, erase the word and put a 0 / X in the square Now it is the other team’s turn The first team to get three in a row are the winners
Unit 8 Tests (Teacher’s Resource CD-ROM) Time to Talk! Student Audio CD – Unit 8, Tracks 47, 50, 51, 52
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Unit 8 Lesson 6
1) Ask your classmates questions about their everyday activities:
Example: What time do you get up?
I get up at 6 o’clock
breakfast?
go to school?
dinner?
2) Now write about one of your classmates:
Example: Hoang gets up at 7 o’clock Then he has breakfast He has rice and
vegetables for breakfast
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Self-reading
Maths & Science
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Semester 1 – Week 3 – Lesson 1 & 3
Objectives: To identify different places and understand a short story To use place words in the context of a song
Hospital, airport, police
station, fire station, store,
station, zoo, bank
Sentence Patterns:
We go to the ******
We see some ******
Does your ***** work?
Yes, she does
INTRODUCTION Weather Report: Weather song or chant
Warm up and review: Review story Use story poster 8 to retell the story from
the last unit with the class Ask Where are Rosy and Alice? Why is Dad in bed?
How do the girls listen to music?
Guessing game Write some times on the board for example 6am, 9pm, 11pm
Split the students into teams Tell the teams to guess the question for each time which is true for you For example ‘9pm – what time do you go to bed?’ The question must be factually and grammatically correct to win one point
Lesson presentation: Introduce the vocabulary by using flashcards 72 - 76
Hold them up one at a time for children to name the places Model the word if they don’t know
Listen, point and repeat:
Put the flashcards around the room Play track 94 Ask the students to point to the flashcards as they hear the words and repeat
Take the flashcards down and nominate one child to be the teacher Ask them
to come to the front of the class and lift up the flashcards in a random order while the other children say the words Drill the pronunciation
Practice through a chant:
Track 95 - Play the recording and teach the chant Play the recording again for the students to repeat the phrases in the pauses in the chant Students say the chant as a class without the recording
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No, she doesn’t
She / He works in a **** Add extra vocabulary
Ask students what other names they know for places in the town See if they can name the vocabulary on flashcards 77, 78,79 Play track 98, drill and repeat
DEVELOPMENT Lead-in: Use story poster 9 to present the story Talk about each frame one at
a time Encourage predictions about the story from different members of the class
Story: Ask the children to look at page 60 in their student’s book and underline
the names of places in the text Play track 96, students follow the words in the speech bubbles
Comprehension check: Ask questions to check comprehension, e.g Where are
the boys? Does Tim’s mom work? Where does she work?
CONSOLIDATION
Miming game: Give flashcards 72 – 79 to eight different pairs Allow a few
minutes for children to think of their mimes Invite the first pair to come to the front of the room and pretend to be in the place shown on their card for the
class to guess, e.g if they have the store card one might be waiting on the
other at the cash register
Listen and sing: Ask children to look at the pictures on pg 62 Point to the
different pictures for the children to name the places Ask children to predict what the song is about (places a boy goes to)
Play track 99 the whole way through for the children to listen to Then play it again as they follow the words in their books Play again for the children to sing
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Story time:
Homework = Workbook p.60 + 62
to
Listen and do: Ask children to look at the pictures and tell you which action
they should do for each verse of the song (see below for examples) Play the recording for children to listen and do their actions
Song actions: Mime the following actions for the children to copy
Places to go – walk Things to see – Shade eyes as if looking Out and about, my mom and me – hold out arms
We go to the bank – count money
We go to the park – mime sitting on a swing
We go to the zoo – wave arm in front of face, like an elephant’s trunk
We go to the airport / we see some planes – hold out arms like airplane wings
We go to the station / And see some trains – move arm’s in a circular motion
like a train’s wheels
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Unit 9 Lessons 1 & 3
Draw a picture of each of the different places in the town
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Semester 1 – Week 3 – Lesson 2
Objectives: To ask and answer questions about where people work
INTRODUCTION Weather Report: Weather song or chant
Warm up and review:
Lesson presentation:
Listen to the story and repeat Act
Ask children what they can remember about the story from last week then look
at pg 60 in their student’s books to check Play track 96 pausing after each line
of text for the children to repeat Ask children to look at the different actions that people do in the story As a class, decide on the actions for the story
Divide the class into groups of five to play the parts of Tim, Tim’s friend, his Dad, Grandma and Tim’s mom Play the recording again so children can practice miming the story as they listen Ask children to practice acting out the story in their groups *Note that Grandma, and Tim’s friend’s dad don’t have speaking parts] Monitor and listen for good pronunciation
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No, she doesn’t
Listen and say: Ask the children to look at the pictures in the Let’s learn! Box
Ask What can you see? Play track 97 pausing after each question and answer
for the children to point to the picture and repeat Write the sentences on the board Play the recording again, miming the actions in the pictures to reinforce meaning
Erase the places in each sentence and replace with flashcards 72 - 76 Elicit the
sentences again using the same pattern e.g He works in a school Does your
mom work in a fire station / hospital
Invite different children to come to the front and change the flashcard
Extension: Erase the sentences from the board and hold up just the flashcard
Encourage students to ask you the whole sentence Add flashcards 77 – 79 [station, zoo, bank] and encourage students to make the sentences
Give the flashcards to a child He / She stands up, chooses another child and asks a question about where the person works Repeat with the rest of the flashcards
Look and say: Ask the children to look at pg 61 in their student’s book Point to
the speech bubbles in exercise 3 Point to the woman in picture 1 and ask the
question Where does she work? Encourage students to answer She works in a
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Look again and write: Point to the first picture in Exercise 3 again Ask Does she
work in a store? Elicit No, she doesn’t Ask children to look at exercise 4 Show
children the example and that Exercise 1 asks about picture 1 above Allow time for children to look at the pictures in Exercise 3 and write the answers to the questions in Exercise 4 Go over the answers with the class Ask questions for the children to answer in chorus
Personalization: Draw a stick figure on the board Ask children to guess who it
is [It’s your mom] Ask children to ask you questions about your mom i.e Does
your mom work? Where does she work? Ask children to choose one member
of their family and draw a stick figure to represent them Encourage the students to mingle and ask questions about the figures
Story time:
Homework = Workbook p 61
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Reading circle
Maths & Science
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Semester 1 – Week 4 – Lesson 4
Objectives: To pronounce sounds /ei/ in the middle of words
INTRODUCTION Weather Report: Weather song or chant
Warm up and review:
Vocabulary review: Put students into small groups Each group has a pile of
scrap paper and a pen Hold up any flashcard from the last two lessons [72 – 79] and students write the word on the paper and hold it in the air Give points
to the first team to hold up a correct word [spelling must be correct too]
Phonics review: Ask students which sounds they learned in their last phonics
lesson /sm/ /sn/ /st/ /sk/ Repeat the chant from student’s book pg 57 to energize the class Play track 90 so they can chant along with the music
Lesson presentation:
Lead-in: Teach the sounds and letters for the lesson using the phonics cards
Hold up phonics card 4 and elicit the word cat Say What’s the sound? Then hold up card 25 and say the word lake and the sound /ei/ for the children to
repeat in chorus
Say cat and lake several times so that children can hear the different vowel sounds Say Magic e makes the vowel sound long Point to the magic e and
move your finger back to the a Repeat with the rest of the cards
Listen, point and repeat: Ask children to look at the pictures on pg 63 in their
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student’s books Tell them they are going to hear a recording of the different sounds Play the first part of track 100 for children to listen and point to the picture Play the second part for children to repeat the sounds and words Play the track all the way through for children to point and then repeat
DEVELOPMENT
Listen and chant: Play track 101 so students can listen to the chant Play the
recording again stopping the CD after each line for children to repeat Play the chant again and encourage children to follow it in their books
Read the chant again Circle the sound a_e: Write the first line of the chant on
the board Ask a child to come to the front and find an example of the letters a_e Draw a circle around the letters Allow time for the children to read the rest of the chant and circle the other examples Monitor the activity and help where necessary
CONSOLIDATION
Game: Ask students to stand up Tell them you are going to say a word If the
word contains a magic e they must jump up and call out Magic e! If it does not contain a magic e they stay still
Call out the following words: face, cat, lake, man, make, cake, hat, gate, plane,
fan
Listen and complete the words: Look at page 63 in the student’s book Ask
children to look at the pictures and identify what they see Tell them they are going to hear a recording of the words They must listen and write the missing letters
Play the beginning of track 102 and pause after the first word Show children
how the word has been completed with the letters c and k Play the rest of the
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recording stopping after each word for children to complete the answers
Go over the answers with the class
Optional extension activity: Ask children to look back at the previous units in
their student’s book Can they find any more examples of the magic e?
Story time:
Homework = Workbook p 63