American Family and Friends 3: Grade 5 Lesson Plans

AMERICAN FAMILY
AND FRIENDS 3
Grade 5 Lesson Plans
ENGLISH TEACHING PLAN
GRADE 5
School year 2014 – 2015
TOPICS LESSONS TARGETS

FAMILY AND Lesson 1 To learn the names of the story characters; to remind children of family words.
FRIENDS 3 Lesson 2 To review comparative adjectives; to review the simple past of be.
Starter: My Family Lesson 3 To identify the months of the year.
Lesson 4 To review the numbers 10 – 100.
FAMILY AND Lesson 1+3 To identify different countries; to understand a short story; to ask and answer simple questions with be;
FRIENDS 3 to use be and countries in the context of a song.
1. They’re From Lesson 2 To review and use the short form of be in affirmative sentences and questions; to review personal pro-
Australia nouns; to act out a story
Lesson 4 To review pronunciation of the consonant blends cr, br, sp, sn, dr, and pl; to differentiate between the
sounds /kr/, /br/, /sp/, /sn/, /dr/, and /pl/ produced by these consonant blends; to use these sounds in the
context of a chant.
Lesson 5+6 Reading: read and understand a story; read for the main idea; understand a sequence of events in a story.
Listening: understand specific information to identify the correct picture. Speaking: ask and answer
questions about you and your favorite season. Writing: identify and use capital letters in sentences; write
about yourself (Workbook)
FAMILY AND Lesson 1+3 To identify different hobbies; to understand a short story; to ask and answer questions with does + like +
FRIENDS 3 -ing; to write sentences with likes / doesn’t like + -ing; to use like + -ing and hobbies words in the con-
2. My Weekend text of a song.
Lesson 2 To identify affirmative, negative and question forms of the simple present: like + -ing; to identify the
third person singular form of like + verb + -ing; to complete sentences with the third person singular and
plural form of like; to act out a story.
Lesson 4 To review the long vowels /eɪ/, /aɪ/, /əʊ/ and /u:/ + consonant + e and remind children of the magic e;
to associate these sounds with the letters a_e, i_e, o_e, and u_e in words; to identify these words and
sounds in a chant.
Lesson 5+6 Reading: read and understand a webpage about penpals; read for specific details. Listening: understand
specific information to match people and their hobbies. Speaking: ask and answer questions about
things you like doing; suggest penpals for a partner based on their preferences. Writing: use the apostro-
phe in contractions; write an e-mail to a penpal (Workbook)
FAMILY AND Lesson 1+3 To identify different posessions and verbs to do with using them; to understand a short story; to make
FRIENDS 3 requests with can; to use can for permission and the My Things words in the context of a song.
3. My Things Lesson 2 To understand and use the possessive adjectives your, our, and their; to understand can for permission in
sentences, and write short answers for questions with can; to understand can for requests; to act out a
story.
Lesson 4 To pronounce the sound /ɑ:/; to associate the sound /ɑ:/ with the letters ar in words; to identify the
sound /ɑ:/ in a chant; to match rhyming words.
Lesson 5+6 Reading: read and understand school projects about collections; find specific details about people in a
text. Listening: understand specific information to match people and the things they collect. Speaking:
ask and answer questions based on information in the listening text. Writing: identify and use question
marks, commas and periods; write about a child’s collection (Workbook)
FAMILY AND Review 1 To review units 1+2+3
FRIENDS 3
Review 1 Review 1 To review units 1+2+3
Extensive reading To review units 1+2+3
FAMILY AND Lesson 1+3 To identify different watersports; to understand a short story; to use the present continuous affirmative
FRIENDS 3 and negative to describe and find actions in pictures; to write present continuous sentences about a pic-
4. We’re Having ture; to use the present continuous and activities words in the context of a song.
Fun at the Beach Lesson 2 To identify the present continuous affirmative and negative; to understand how the spelling of some
verbs changes in the –ing form; to complete present continuous sentences with the correct form of the
verb be; to act out a story.
Lesson 4 To pronounce the sound /ɔ:l/; to associate the sound /ɔ:l/ with the letters all in words; to identify and
repeat the ending /ɔ:l/ in a chant.
Lesson 5+6 Reading: read and understand a vacation brochure; understand and use descriptive adjectives. Listening:
listen for information and put pictures in the correct order. Speaking: ask and answer questions about
what you like doing at the beach. Writing: use the gerund (-ing); write about things you like doing
(Workbook)
FAMILY AND Lesson 1+3 To identify different animals; to understand a short story; to ask and answer present progressive ques-
FRIENDS 3 tions: third person singular; to use present progressive questions (third person plural) and short answers
5. A Funny Monkey in the context of a song.
Lesson 2 To identify present progressive questions and short answers; to respond to present progressive questions
by giving short answers; to act out a story.
Lesson 4 To pronounce the dipthong /ɔɪ/; to associate the sound /ɔɪ/ with the letters oy and oi; to identify the
sound /ɔɪ/ in a chant.
Lesson 5+6 Reading: read and understand a story; read and match specific actions / descriptions with story charac-
ters. Listening: understand descriptions of things happening in pictures using the present progressive.
Speaking: ask and answer questions about pictures. Writing: recognize and use quotation marks; write
about animals (Workbook)
FAMILY AND Lesson 1+3 To identify different daily routines; to understand a short story; to ask and answer questions about times
FRIENDS 3 and routines in the simple present (third person singular); to use the simple present and daily routines in
6. Jim’s Day the context of a song.
Lesson 2 To identify simple present affirmative, negative, and question forms, and short answers; to use third per-
son singular simple present forms to complete sentences; to act out a story.
Lesson 4 To pronounce the sound /aʊ/; to associate the sound /aʊ/ with the letters ow and ou in words; to identify
the sound /aʊ/ in a chant.
Lesson 5+6 Reading: read and understand a web page about cyber schools; read for specific information. Listening:
understand a sequence of events in a person’s daily routine. Speaking: ask and answer questions about
daily routines and times. Writing: understand the difference between nouns and proper nouns and rec-
ognize them in sentences; write information about yourself (Workbook)
FAMILY AND Review 2 To review units 4+5+6
FRIENDS 3 Review 2 To review units 4+5+6
Review 2
Extensive Reading To review units 4+5+6
FAMILY AND Lesson 1+3 To identify places in a town; to understand a short story; to talk about adjectives using adverbs of fre-
FRIENDS 3 quency; to use adverbs of frequency and activities in the context of a song.
7. Places To Go! Lesson 2 To identify the adverbs of frequency always, sometimes, and never; to identify and use the prepositions
of time in, on, and at; to act out a story.
Lesson 4 To pronounce the endings /ɪd/ and /ɪt/; to identify words with /ɪd/ and /ɪt/ in a chant; to differentiate
between these sounds.
Lesson 5+6 Reading: read and understand a movie review; read for specific information. Listening: listen for specif-
ic words. Speaking: ask and answer about activities you like doing and how often you do them. Writ-
ing: identify verbs, adjectives, and prepositions in sentences; write an e-mail to invite a friend to the
movie theater (Workbook).
Starter Lesson 1
Objectives: To learn the names of the story characters; To remind children of family words
Topic – Key Lan-
Resources Key Activities
guage
INTRODUCTION
Resources: Weather Report: Weather song or chant
STARTER Warm up and review: Teacher models greeting while looking at one student “Hello, my name is.... What’s your
Textbook: FAMILY name?” That student then turns to the next student and repeats the greeting. Continue around the room until everyone
MY FAMILY AND has introduced themselves. Have students write and decorate their names on pre-cut shapes to stick on their desks.
FRIENDS 3
Lesson presentation: Introduce the vocabulary by using My Family flashcards 1-10
Student Book p.4 Listen,Teacher
point and repeat:
Lesson 1 Workbook p.4 models greeting while looking at one student “Hello, my name is.... What’s your
Put thename?”
flashcards around the room. Play audio 01. Ask the students to point to the flashcards as they hear the names
of the characters and repeat.
WORDS Teacher models how to draw a simple family tree on the board.
Put the flashcards on the family tree on the board and ask students to use the vocabulary to answer ‘Who is this?’.
Integrated skills:
speaking, listening,
reading Materials: Teacher Can’t Remember
CD Tracks 01-02 Go through the flashcards and tell the students you can’t remember some of the words so you want them to help you.
Key vocabulary: Flashcards 1-10 If you say the correct word they have to do an agreed upon action (clapping, yelling yes, jump up etc.). If you say the
family words, family, Pre-cut shapes on incorrect word the students do a different action and yell out the correct word.
name cardboard
Sentence Patterns:
DEVELOPMENT
My name is... Lead-in: Have students open student book to page 4. Read and write the names of the 4 characters. This can be done
I have... independently.
Order the story: Listen to Audio 02. Students follow along in their text and check their responses.
Practice the dialogue: Put students into groups of four and assign each student a character. They can practice reading
the dialogue in their groups.
CONSOLIDATION
Comprehension Check: Ask questions to check comprehension about teacher’s family tree on the board
Personalization: Ask students to draw their own family tree. In small groups of 2-4, have students introduce their fam-
ily to each other. Teacher checks vocabulary and use of target language by walking around and asking personal ques-
tions about students’ families.
Story time:
Homework = Workbook p.4
Starter Lesson 2
Objectives: To review comparative adjectives, To review the simple past of ‘be’
Topic – Key Lan-
guage
INTRODUCTION
STARTER Warm up and review: Play ‘Jump’ with My Family flashcards. Teacher holds up a flashcard and says a word. If the
Textbook: FAMILY word matches the flashcard, students should jump up at their desk.
MY FAMILY AND
Lesson presentation:
FRIENDS 3
Elicit animal words by using the flashcards from Levels 1 and 2.
Student Book p.5 Teacher holds up the flashcard and asks ‘What’s this?’ for these animals: elephant, monkey, zebra, giraffe, donkey, cow,
Lesson 2 Workbook p.5 goat, horse.
WORDS Student Charades:
Divide the class into two teams. Bring forward 1 student from each team. Show them 1 animal flashcard. The student
Integrated skills: then acts out the animal and the first team to say the correct animal gets a point.
speaking, listening, After each animal is mimed, ask the teams to describe the animal for an extra point.
reading Materials: Write the adjectives elicited on the board so you have a list of adjectives by the end of the game.
My Family Flashcards
Key vocabulary: 1-10; Compare:
animal words, adjec- Level 1 flashcards 94- Hold up two animal flashcards and ask the students to choose an adjective from the list on the board.
tives, sunny, children, 96 (elephant, giraffe, Model how to write a comparative sentence using the adjective and two animals (e.g. The elephant is bigger than the
girl, boy, angry zebra).
monkey) and Level 2 Go through the animal pairs and write comparative sentences as a class.
flashcards 105-108
Sentence Patterns: (cow, horse, goat, DEVELOPMENT
The red car is bigger donkey)-optional Lead-in: Have students open student book to page 5. Point to the green car and ask ‘Is this car big or small? Point to
than the blue car. the blue car and ask the same question. Then ask which car is bigger? Students complete the activity independently.
It was sunny. Write: Point to picture of elephant and monkey. Ask ‘Is the monkey bigger than the elephant?’ (no), ‘Is the elephant
The children were sad bigger than the monkey?’ (yes). Complete exercise independently.
Read and Write: Look at the picture in Exercise 3. Ask ‘Where were the people last weekend?’ Elicit the word
‘beach’. Ask questions about the picture, e.g. How many people are there? Is it hot? Children finish exercise inde-
pendently.
CONSOLIDATION
Comprehension Check: Ask questions to check comprehension about the picture. Make sure students understand that
people can be ‘hot’ but not ‘sunny’.
Personalization: Miming game- have students mime the adjectives from Exercise 3 as you read them out. Then ask
students How did you feel yesterday? Try to elicit the response ‘I was....’
Story time:
Starter Lesson 3
Objectives: To identify the months of the year
Topic – Key Lan-
guage
INTRODUCTION
Weather Report: Weather song or chant
STARTER Resources: Warm up and review:
Textbook: FAMILY Play ‘A Long Sentence’ using the animal words from Lesson 2. Say ‘In my little zoo, I have a (monkey)’. The next
MY FAMILY AND child continues the sentence adding another animal. Continue around the class until all the animals from Lesson 2
have been used.
FRIENDS 3 Lesson presentation:
Student Book p.6 Show students a large calendar (a 3x4 grid on the board) and tack the January paper cutout in the first space. Try to
Lesson 3 Workbook p.6 elicit other months of the year from the students and tack the paper cutouts in the calendar as they say them. Put them
in the proper order on the grid.
WORDS Birthdays: Ask a child ‘When is your birthday’? and have them come up to the board and write their name under the
proper month. When all the children have filled in their birthdays you can ask questions about the months e.g When is
Integrated skills: (Joe’s) birthday? What month is Tet in? What month is Buddha’s birthday?
speaking, listening, Put the months in order: Put the students in small groups with their own mixed up set of month cards. By looking at
reading Materials: the calendar on the board, have the groups put the cards into order on the table or on the floor. Have the groups touch
CD 03-04 each card and repeat after you as you chorus the months of the year. Get them to pay attention to the first letter of the
Key vocabulary: Colored paper rectan- month. Do it a few times, getting faster and faster. Finally, take down the cards on the board and tell the students to
months of the year, gles with the months mix up their cards again. Then have a race to see which group can put their cards in order the fastest.
month, year DEVELOPMENT
written on them in Lead-in: Have students open student book to page 6. Read aloud the months of the year and have them point along in
bold (enough sets that their books. Read again and let them repeat each month for pronunciation practice.
Sentence Patterns: they can work in small Listen and Sing: Play the CD 04. Children follow in their books. Recite the words together, without the recording.
When is your birth- groups) Play the recording again for students to sing along.
day? When is (Joe’s) Paper and colored Write: Have students fill in a months of the year worksheet
birthday? pencils (optional) http://www.eslkidslab.com/worksheets/set3/months/months%20word%20scramble%20and%20sequencing.pdf
CONSOLIDATION
Comprehension Check: Put the month cutouts back up on the board by starting with January and asking ‘What
month comes next’?
Personalization: Have students draw a small poster of their birthday month. Children can write the names of the oth-
er students with birthdays in their month and draw pictures that represent their month
Story time:
Starter Lesson 4
Objectives: To review the numbers 10-100
Topic – Key Lan-
guage
INTRODUCTION
STARTER Warm up and review: CD 04; Play the song ‘Twelve months in a year’ from Lesson 3. Ask children to stand up when
Textbook: FAMILY they hear their birthday month. Call out the months in random order and children have to stand for their birthday. Get
MY FAMILY AND faster and faster until children can’t keep up.
FRIENDS 3 Start by writing the numbers 1-10 on the board and elicit the words. Ask children to repeat the words in chorus then
Student Book p.7 erase two numbers and repeat. Repeat erasing more words each time until they are saying 1-10 from memory. In
Lesson 4 Workbook p.7 rows, have one student say 1, the next say 2 and so on until they reach 10 then start again at 1. If a student is too slow
or gets the number wrong, they sit down.
WORDS 10-100: Write the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, and 100 on the board and elicit the words from children.
Bingo: have children pick any 9 numbers from the page in their student book and play Bingo
Integrated skills: Guess the number: Ask one child to come to the front of the class and pick a number between 20 and 30 and write it on
speaking, listening, a piece of paper. Put children in teams and ask them to call out numbers. If they get the correct number in 5 guesses,
reading Materials: that team gets a point.
CD 04-05 DEVELOPMENT
Key vocabulary: Lead-in: Have students open student book to page 7 and look at Exercise 1. Look at the example with the class. Chil-
numbers 10-100 dren do the rest of the exercise individually. Check the answers with the class.
Listen, point and repeat: CD 05. Look at Exercise 2. Read aloud the first number, 21 (twenty-one) to remind chil-
dren of the form. Elicit the words for the other numbers. Play the first part of the recording for children to listen and
Sentence Patterns: point to the corresponding number. Play the second part of the recording
Write: Tell the children they are going to do some math sums. Write these sums on the board: ten + ten = ? , twenty +
ten = ? Ask children to point to the answers in Exercise 1. Look at the example in Exercise 3 and check children un-
derstand the exercise. Children do the rest of the exercise individually.
CONSOLIDATION
Comprehension Check: Write a selection of numbers on the board between 30-100 and ask students to name them.
Personalization: Students write out 5 of their own sums and give them to their partner to complete.
Story time:
Time to Talk! Student Audio CD- Starter Unit- Tracks 1, 2, 3, 4, 5
My Family test, Tests (Teacher’s Resource CD-ROM)
1. They’re from Australia! Lesson 1+3
Objectives: To identify different countries; to understand a short story; to ask and answer simple questions with be; to use be and countries in the context
of a song.
Topic – Key Language Resources Key Activities
INTRODUCTION
1 Warm up and review: Hold up flashcards 7-10 of Max, Holly, Amy and Leo and ask ‘who is he/she’?
Textbook: FAMILY Draw a family tree on the board and put the flashcards in the correct places at the bottom of the family tree. Hold up
They’re from AND flashcards 3-6 of the parents and ask questions, e.g. Is he Holly’s dad/uncle?
Australia Repeat with flashcards of grandma and grandpa. Point to the flashcards on the family tree and ask children to call out
FRIENDS 3 the family words.
Student Book p.8,10 Lesson presentation:
Workbook p.8,10 Use the Countries flashcards 11-17 to introduce the vocabulary for this lesson. Hold up the flashcard and ask What
Lesson 1 + 3 country is this? Try to elicit the names of countries, but model any that they do not know.
Quick Flash: With the Countries flashcards, quickly flash one card at a time. The student who calls out the correct
WORDS country, gets to flash the next card to the rest of the class.
Sing and Do: CD 09; Point to the song pictures (P. 10) and ask questions, e.g., Are they friends? Are the children talk-
Integrated skills: ing? Play the recording for children to listen and look at the pictures in their book, and again to follow the words. Re-
speaking, listening, Materials: cite the words to the song and have children sing along. As a class decide on actions for the song. Practice the actions
reading CD 06-07; My Family with the class.
DEVELOPMENT
flashcards 1-10; Coun-
Lead-in: CD 06; Children open student books (p. 8) and look at the pictures of the flags from different countries. Play
Key vocabulary: tries flashcards 11-17 the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the re-
Korea, Vietnam, Mex- cording for children to repeat.
ico, Thailand, Austral- Listen and read: Look at the story on P.8. Talk about each frame of the story. Ask questions and encourage predic-
ia, the U.S.A tions about the story. Play the recording CD 07 for children to follow along. Assign children characters and have them
read the dialogue aloud. In groups of 4 they can practice reading the dialogue.
Sentence Patterns: Choose a boy or girl: Students open student book to P.10. Ask children to look at the pictures and ask questions e.g.
Where is she from? What are the girls’ names? Which girls are from Australia? Who is eight years old?
She’s from Korea. Write: Read the example for exercise 2 with the children and check that they understand. Ask the children to write
How old is she? She’s about three more people, using the example to help them. Ask some children to read their sentences aloud.
eight. It’s nice to meet CONSOLIDATION
you. How are you to- Comprehension Check: Ask questions to check comprehension. Ask children to close their books and try to answer
from memory. E.g. Where is Eun-Hee from? How old is Zoe? Where are Holly and Max’s cousins from? Who is from
day? Brazil?
Personalization: Tell children they are going to make up their own version of the song using different countries from
the unit to replace the ones in the song. Model once as a class and then let them make their own in small groups. They
can sing their new versions to the class.
Story time:
Homework = Workbook p. 8,10
1. They’re from Australia! Lesson 2
Objectives: To review and use the short form of be in affirmative sentences and questions; to review personal pronouns; to act out a story
INTRODUCTION
1 Warm up and review: Teacher writes the word 'countries' on the board. Ask the students to take turns naming one
Textbook: FAMILY country in three seconds without repeating any country. If a student can't name a country or repeats a country name,
They’re from AND that student is out.
Australia Lesson presentation:
FRIENDS 3 Find Someone Who:
Student Book p.9 Give each student a flashcard and a worksheet with a name of all the countries. Students should not show their flash-
Workbook p.9 card to anyone, but they must pretend to be from that country. Teacher asks students to walk around the room and ask
Lesson 2 the other students "Where are you from?". Students must write the names of other students next to the names of the
countries.
WORDS Who Am I?
Teacher and students brainstorm famous people from each country and write their names on the board. When the list if
Integrated skills: big enough, one student sits in front of the class with his/her back to the board (this student can't see the names). The
speaking, listening, Materials: Teacher points to one name on the board, and the student at the front of the class assumes this identity. He/She can ask
reading CD 07-08; Countries the other students five questions to figure out who they are, but their classmates can only answer 'yes' or 'no'.
DEVELOPMENT
flashcards 11-17, My Lead-in: With books closed, ask students to name the four children in the story and questions about what happened in
Key vocabulary: Family flashcards 9-10 the story on P. 8. E.g., Who do Max and Holly meet? Where are Leo and Amy from? Ask children to open their Stu-
friend dent books to p. 8 and find three countries mentioned in the story.
Listen to the story and repeat. Act. CD 07; Play the recording for children, pausing for them to repeat. Divide the
Sentence Patterns: class into groups of five and ask them to come up with actions to the dialogue in their groups. They can present their
Where are you from? skits to the class. Monitor the activity for participation and correct pronunciation.
I’m from Korea. Listen and repeat: CD 08; Ask children to look at the picture in the Let’s Learn! box. Ask Where are the children
Where is he from? from? Elicit They’re from Australia. Say I’m from (your country) and ask individual students Where are you from?
He’s from Brazil. Focus children’s attention on the sentences on the right of the chart. Ask what ‘m, ‘s and ‘re are short for (am, is, are).
Where are they from? Write the words separately on the board, and then together. E.g., I am, I’m. Ask children to read aloud the sentences
on the board completing them with the missing letters or words. Write I’m from... on the board and hold up different
They’re from Vi-
Countries flashcards to elicit new sentences. Repeat with He’s from...’and They’re from...
etnam. Write: Write the first sentence from Exercise 4 on the board and ask the class what word should go in the blank.
Check that children understand. Children do the rest of the exercise individually. Go through the answers with the
class.
CONSOLIDATION
Comprehension Check: Hold up flashcard 9 of Amy and ask children to tell you the correct sentence (She’s from
Australia). Repeat with flashcard 10 of Leo. Look at the example of Exercise 3 with children and check that they un-
derstand the exercise. Students complete the exercise individually.
Personalization: Ask students to write three sentences about three different people (friends or family members) fol-
lowing the sentence pattern. E.g. This is Lin. She is nine years old. She is from Vietnam.
Story time:
Homework = Workbook p. 102 (Grammar check), p. 9
1. They’re from Australia! Lesson 4
Objectives: To review pronunciation of the consonant blends cr, br, sp, sn, dr, and pl; to differentiate between the sounds /kr/, /br/, /sp/, /sn/, /dr/, and /pl/
produced by these consonant blends; to use these sounds in the context of a chant.
INTRODUCTION
1 Warm up and review: Look at the song Where are you from? on p. 10 of their Student books. Play the song. Chil-
Textbook: FAMILY dren listen and do the actions. Play the song again for children to sing along.
They’re from AND Lesson presentation:
Australia Mime: Play a miming game where the children mime the actions to the chant. Mime drinking from a cup for children
FRIENDS 3 to call out the words drinking from a cup. Repeat the activity with other children miming other actions.
Student Book p.11 Whispers: Organize class in groups of six or more. Show a phonics flashcard to the first child in each group. This
Workbook p.11 child whispers the word to the child next to them until the word reaches the final child. The final child says the word
Lesson 4 out loud and first child holds up the flashcard to check if they match.
DEVELOPMENT
WORDS Lead-in: Hold up the phonics cards for brush, spoon and snake one at a time, saying the words for children to repeat.
Choose one student to come to the front and hold up the cards, say the word and ask the class to repeat. Do this with a
Integrated skills: few different children.
speaking, listening, Materials: Listen, point and repeat. CD 10; Ask children to look at the words and pictures in their Student Books. Tell them that
reading CD 09-12; Phonics they are going to hear a recording of the different sounds and word. Play the first part of the recording for children to
listen and point to the appropriate pictures. Play the second part for children to repeat the sounds and words in chorus.
cards 1-3 (brush,
Play the recording all the way through (more than once if necessary) for children to point and repeat again.
Key vocabulary: spoon, snake); Level 2 Listen and Chant: CD 11; Ask children to look at the picture. Point to each child and ask What does the boy/girl
crayon, brush, spoon, Phonics cards 11-12 have? What is he/she doing? Play the recording for children to listen and chant. Play the chant again for children to
snake, drink, play, (frog, drum), 14, 16, repeat. Look at the pictures with the class and ask them to find the children to match each line of the chant. Read the
cup, eat and 18 (crayon, plum, chant again. Circle the words from Exercise 1.
cloud) (optional) Circle the beginning letters. Listen and Check: CD 12; Ask children to look at the first picture. Ask What’s the
Sentence Patterns: word? to elicit drink. Write the letters br, dr, cl, and tr on the board. Say drink then read aloud the options and ask
We drink from a cup. children to clap when the hear the correct one. Check that children understand the exercise. Ask them to look at the
We eat with a spoon. pictures and circle the beginning letters. Play the recording for children to listen and check. Go through the answers
We draw with a cray- as a class.
on. We play all after- CONSOLIDATION
noon. Comprehension Check: Write four sentences on the board with the verbs missing. Ask children to fill in the correct
words. E.g. We.... from a cup (drink).
Personalization: Ask children to write four sentences using the phonics words from exercise 4.
Story time:
Homework = Workbook p. 11
1. They’re from Australia! Lesson 5 + 6
Objectives: Reading: read and understand a story; read for the main idea; understand a sequence of events in a story. Listening: understand specific information to iden-
tify the correct picture. Speaking: ask and answer questions about you and your favorite season. Writing: identify and use capital letters in sentences
INTRODUCTION
1 Resources: Weather Report: Weather song or chant
Warm up and review: Teacher draws pictures of each season on the board. Students race to the board and touch the
They’re from Austral- Textbook: FAMILY season that the Teacher says (only 2 students at a time). Repeat the activity by saying a season and allowing the stu-
ia AND dents to race to draw the picture.
Student Book p.12, 13 Slap Game: Students stand in a circle and say the names of months in order. As they say the name of the month, the
Lesson 5 + 6 Workbook p.12, 13 students must slap the hand of the next person. The object of the game is to not be slapped with December. If the stu-
dent that says December can slap the next person, that person is out. If the next person can pull their hand away, the
WORDS student saying December is out. Repeat the game until more students are eliminated.
True/False: Ask students True/False questions about The Selfish Giant, if the answer is True they put their hands on
Integrated skills: their head (or another action), if the answer is false they touch their toes. You can either play in teams (where they can
speaking, listening, discuss and all agree) or individually.
reading Materials: DEVELOPMENT
CD 04,13-15; Seasons/ Lead-in: Use flashcards 18-21 to elicit the vocabulary for the four seasons. Model any words they don’t know. Ask
Key vocabulary: House flashcards 18-22 different children What’s your favorite season? Hold up flashcard 22 for garden and ask What’s this? Hold up all the
spring, summer, fall, flashcards at random and ask children to call out the words.
winder, garden, season Listen and read: Tell children they are going to read a story about a giant. Ask them to look at the pictures and de-
scribe what is happening in the pictures. As questions to elicit predictions about the story e.g., Who is the giant? Is the
Sentence Patterns: giant happy? Who lives in the garden?
What’s your favorite CD 14; Play the recording for children to listen and follow the story silently in their books. Explain ‘build, wall and
season? My favorite hole’. Play the recording a second time. Ask children to underline any words they don’t understand. Answer any ques-
season is summer. tions the children have and check the answers you asked prior to reading. Ask questions to check comprehension.
Read again and put the sentences in the correct order: Look at the example in exercise 4. Check that they under-
stand the exercise. Allow time for children to finish exercise individually.
Listen and Check: p. 13 CD 15; Play the recording and children check the correct picture. Play the recording the
whole way through once, then play again pausing after each dialogue for children to check the correct picture. Go
through the answers with the class.
Write: Ask children to look at the pictures in exercise 1. Ask Who is the girl? When is her birthday? Where is she
from? Write the answers on the board without capital letters (katie, march and u.s.a.). Ask Are the words correct? Elicit
that they have no capital letters and correct the words with the class. Look at the examples in the writing box and cor-
rect them as a class. Children do the rest of the activity individually. Check answers as a class.
CONSOLIDATION
Comprehension Check: Ask questions to check comprehension on all of the key vocabulary
Personalization: Ask children to interview one other student using any of the questions from the unit. They should
write down the answers and then share to the class using the language She is nine years old. She is from Vietnam. Her
favorite season is summer.
Story time:
Homework = Workbook p. 12, 13
2. My Weekend Lesson 1+3
Objectives: To identify different hobbies; to understand a short story; to ask and answer questions with does + like + -ing; to write sentences with likes /
doesn’t like + -ing; to use like + -ing and hobbies words in the context of a song.
INTRODUCTION
2 Warm up and review: Warm up and review: Each student draws and colors one map from p. 8. They should not show
Textbook: FAMILY their map to the other students. After the students finish their maps, they all stand up and ask each other Where are you
My Weekend AND from?, answering with the name of the country of the flag they've drawn. When they find two classmates from the
same country, they can sit down.
Student Book p.14, 16 Charades:
Lesson 1 + 3
Students choose one of the 7 activities from p. 14 and act out the activity in front of the class. They cannot talk while
miming their activities. The other students try and guess which activity is being acted out. Repeat this until all students
WORDS have acted out one activity.
Word Race:
Integrated skills: Students are divided into two teams. One student from each team joins the teacher at the front of the room. Teacher
speaking, listening, Materials: flips over one flashcard, and the first student to name the activity wins a point. Repeat this until all students have taken
reading CD 09, 16-17, 19; a turn.
Countries flashcards Sing and Do: CD 19; Play the recording for children to follow along. In groups, students can decide on actions to the
Key vocabulary: 11-17, Hobbies flash- song. Students present their actions to the class while singing the song.
read comics, do gym- cards 23-29 DEVELOPMENT
nastics, play chess, Lead-in: Use flashcards 23-29 to elicit the hobby vocabulary for this unit. Say all the words and ask the students to
repeat after you. Mime the actions and students should call out the correct hobby.
fish, play basketball, Listen, Point and Repeat: CD 16. Ask students to open their Student Books and look at the pictures of the hobbies.
take photos, play vol- Play the first part of the recording and children point to the appropriate picture. Play the second part of the recording
leyball for children to repeat. Play the recording all the way through.
Listen and Read: CD 17. Look at the story on p. 14 of Student Book. Look at each frame and ask the class questions.
Sentence Patterns: Play the recording for children to listen and follow along. Ask comprehension questions.
I like playing basket- Choose a boy. Ask and Answer: Open their Student Books to p. 16 and look at pictures in Exercise 1 and ask Which
ball. I don’t like fish- hobby does Alex like? (fishing). Ask children Which boys like fishing? (Alex, Max and Jack). Do the same for read-
ing. ing comics and playing basketball. Children can read the speech bubbles. Check understanding. In pairs they can fin-
ish the exercise.
CONSOLIDATION
Comprehension Check: Toss a ball around the room asking questions. Do you like playing basketball? Yes I do/No I
don’t. The student who catches the ball and answers the question then throws the ball to another student, asking an-
other question.
Personalization: Ask children to write about themselves following the example in Exercise 2 on P. 16 in their Student
Books. I like playing basketball. I like reading comics. I don’t like playing chess. Students can share their sentences
with the class.
Story time:
2. My Weekend Lesson 2
Objectives: To identify affirmative, negative and question forms of the simple present: like + -ing; to identify the third person singular form of like + verb + -ing; to
complete sentences with the third person singular and plural form of like; to act out a story.
INTRODUCTION
Warm up and review: Students list all seven activities on a piece of paper using the following sentence patterns:
My Weekend Textbook: FAMILY I like _________________.
AND I don't like _________________.
Lesson 2 Student Book p.15 Interview:
Students work with partners to interview each other and ask about which activities they like. They should ask about all
WORDS 7 activities and use the question pattern:
Do you like _______________________?
Integrated skills: Students must write down their partner's responses.
speaking, listening, Report:
reading Materials: Students report their partner's responses from the previous activity.
CD 17-18 Hobbies DEVELOPMENT
Key vocabulary: flashcards 23-29 Lead-in: Mime the hobbies from the previous lesson and students should call out the correct hobby. Invite students to
Paper and crayons the front of the class and give them a flashcard to mime. Continue until all the hobbies have been reviewed.
Listen to the story and repeat. Act: CD 17. Play the recording, pausing for children to repeat. Divide the class into
Sentence Patterns: groups of 5 to play the parts (Holly, Amy, Max, Leo and David). As a class decide on the actions for the story. Chil-
like + -ing dren practice acting out the story as they say their character’s lines.
don’t like + -ing Listen and repeat: CD 18. Page 15 in Student Books. Focus attention on the picture in the Let’s Learn box and ask
like + verb + -ing two children to read aloud the speech bubbles. Say I like reading comics. Do you like reading comics? Elicit Yes, I do
or No, I don’t.
Read and Circle: Look at the example in Exercise 3 and check understanding. Children complete individually. Go
Write: Look at the example in Exercise 4 and check understanding. Children complete the exercise individually. Go
CONSOLIDATION
Comprehension Check: Write a sentence on the board with grammatical errors and write the number of errors beside
the sentence. Students have to try to find all the errors in the sentence and correct it. Repeat until you have covered all
grammar points from the lesson.
Personalization: Ask children to create their own character. Instruct students to fold their paper into four boxes and
draw four action pictures of their character doing hobbies they like. Students write affirmative sentences on the bottom
of the pictures. On the back, students draw two things their character does not enjoy doing and write the negative sen-
tences on the bottom of each frame.
Story time:
2. My Weekend Lesson 4
Objectives: To review the long vowels /eɪ/, /aɪ/, /əʊ/ and /u:/ + consonant + e and remind children of the magic e; to associate these sounds with the
letters a_e, i_e, o_e, and u_e in words; to identify these words and sounds in a chant.
INTRODUCTION
2 Warm up and review: Mime the actions from the previous phonics lesson and ask the class What am I doing? Elicit
Textbook: FAMILY You’re eating. You’re drawing. Draw on the board a crayon and a spoon and ask students to make sentences using
My Weekend AND these words and the action words eating/drawing. Review the other words (brush, snake and play) in the same ways.
FRIENDS 3 Chant groups: Divide class into five groups: kites, jump ropes, cubes, toys from space, and purple faces. Tell children
Student Book p.17 they are going to say the line of the chant with their words. The whole class will say the first line. Do the chant to-
Lesson 4
gether with Student Books open so that each group can lean their line and when to say it. Repeat the chant with Stu-
WORDS dent Books closed. If you have time you can rotate the groups and lines so each group gets a chance to say each line.
DEVELOPMENT
Integrated skills: Lead-in: Hold up the phonics flashcards for space, kite, rope and cube and say the words for students to repeat. Go
speaking, listening, through the flashcards one at a time asking What’s this? and elicit the words. Repeat several times until the students
reading Materials: know the words.
CD 10, 20-22; Phonics Listen, point and repeat: CD 20; Play the first part of the recording for children to listen and point to the pictures.
Key vocabulary: cards 4-7 (space, kite, Play the second part of the recording for students to listen and repeat the sounds and words in chorus. Play the record-
face, space, kite, bike, rope, cube) ing all the way through for children to point and repeat again.
rope, stone, June, cu- Listen and chant: CD 21; Ask children to look at the picture. Ask questions about the picture. Play the recording for
be children to listen to the chant. Play the chant again, stopping the CD after each line for children to repeat. Explain the
meaning of Jump rope. Play the chant once more for children to join in and follow in their books. Ask children to look
Extra: together, me, at the picture and circle the objects from the chant.
jump rope, toy Complete the words. Listen and check: Ask children to find the blue letters from kite in the box. Children look at
Sentence Patterns: the rest of the pictures and complete the words individually. Play the recording for children to check their answers.
Go through the answers with the class, asking children to read aloud the words.
CONSOLIDATION
Comprehension Check: Place the phonics cards (space, kite, rope, cube) around the room. Tell children you are go-
ing to say the words on the phonics cards or words with the same sounds. Children have to point to the phonics card
with the correct word or the same sounds. Call out face, bike, stone, June as well as the words on the phonics cards.
Go faster and faster until children can’t keep up.
Personalization: Ask children to think of two more words with the same long vowel sounds as each of the four phon-
ics cards. Write a list of words under each word on the board and add to it as students share their words. See how
many you can compile as a class.
Story time:
2. My Weekend Lesson 5,6
Objectives: Reading: read and understand a webpage about penpals; read for specific details. Listening: understand specific information to match people
and their hobbies. Speaking: ask and answer questions about things you like doing; suggest penpals for a partner based on their preferences. Writing: use
the apostrophe in contractions; write an e-mail to a penpal (Workbook)
INTRODUCTION
2 Warm up and review: In front of the class, Teacher holds up flashcard of one activity and asks the students Do you
Textbook: FAMILY like _________?. Students must answer and stand up if they do like that activity. Repeat for all activities.
My Weekend AND Lesson presentation:
2 Truths and a Lie: Students write a list of three things they like or don't like. Two must be true and one must be false.
FRIENDS 3 When they are all finished writing, they take turns to read their list. The other students must guess which one is the lie.
Student Book p.18,19 Repeat for all students.
Lesson 5, 6
Guess Who: Students write down three likes or dislikes about another student in the class without mentioning the oth-
WORDS er student's name. Each student reads their list and the other students must guess who the list is about.
DEVELOPMENT
Integrated skills: Lead-in: Show children flashcards 30-34 and elicit the vocabulary for the new hobbies. Model any words the chil-
speaking, listening, dren don’t know. Play charades with the hobbies and repeat until children understand the new words.
reading Materials: Listen, point and repeat: CD 23; Ask children to open their Student Books and look at the picture in Exercise 1 on
CD 19, 23-25; Hob- pg. 18. Play the recording for children to listen, repeat and repeat again in chorus.
Key vocabulary: bies flashcards 23-34; Read: Look at the text. Ask children what kind of text they think it is (a webpage) and what it’s about (pen pals/the
play the guitar, shop, paper and colored things they like doing). Ask children What’s a pen pal? and explain if necessary. Ask questions to make predictions
cook, play the piano, pencils about the text. Ask students where the children are from.
visit family Listen and read. Answer questions: CD 24; Play the recording for children to listen and follow along in their books.
Check the answers to the questions you asked before. Check that the students understand hate. Read and answer ques-
Extra: pen pal, pet, tions in Exercise 4 individually. Go through the answers with the class.
hate, boring, what, Listen and Match: CD 25; Tell children they are going to hear a recording about four children and what they like do-
love (v), email (v)/(n), ing. They must listen and match the children with the hobbies. Play three times and give students lots of time to match
email address, write, the children with the hobbies. Go through the answers with the class.
Korean, play volley- Ask and Answer: Ask two children to read the speech bubbles for the class. Tell children they are going to ask and
ball, with, send an answer questions about what they like doing and choose pen pals for their partners. Students work in pairs to complete
email the exercise. Ask some pairs to demonstrate to the class.
Sentence Patterns: CONSOLIDATION
Comprehension Check: Write sentences on the board with contractions, minus the apostrophe. Tell children you want
them to help you find the apostrophe. Point to different places in the sentences. If you point to the wrong place, chil-
dren shout COLD! If you point to the right place, they shout HOT!
Personalization: Give out pieces of paper and colored pencils. Tell students they are going to make a poster about
one thing they love doing and one thing they hate doing. Students can use ideas from the textbook or other things like
doing homework. Children write two sentences and draw pictures. Monitor the activity and help where necessary.
Put the posters up around the room when finished.
Story time:
3. My Things Lesson 1,3
Objectives: To identify different possessions and verbs to do with using them; to understand a short story; to make requests with can; to use can for per-
mission and the My Things words in the context of a song.
INTRODUCTION
3 Warm up and review: Give each student a worksheet with a name of all the activities in Unit 2. Teacher asks students
My Weekend
Textbook: FAMILY to walk around the room and ask the other students Do you like _______?. Students must write the names of other stu-
dents if they answer 'yes' to the question. The first student to finish is the winner.
AND
Lesson 1,3 Lesson presentation:
FRIENDS 3 Pictionary: Teacher divides class into two teams. One student from each team comes to the front of the room and
WORDS Student Book p.20, 22 looks at a flashcard from Unit 3. The students must draw the word on the flashcard while the members of their team try
to guess it. The first team to guess the word is the winner. Repeat for all students.
Integrated skills:
Request Game: One student chooses a classmate and gives him/her a request starting with the modal verb 'can'. The
speaking, listening, chosen classmate must stand up and complete the action. Repeat for all students.
reading DEVELOPMENT
Lead-in: Use the My things flashcards 35-39 to elicit the vocabulary for the possessions. Hold the flashcards up one
Key vocabulary: Materials: at a time and ask What’s this?. Model any words the children don’t know. Demonstrate ‘turn off’ and turn on with the
TV, DVD player, CD CD 26-27, 29; My classroom lights. Show the Phrasal verbs flashcards 40-41 and ask children to tell you the verbs. Repeat with all flash-
player, MP3 player, things flashcards 35- cards in different orders.
camera, turn off, turn 39, Phrasal verbs Listen and read: CD 27; Focus children’s attention on the story and ask questions about each frame. Play the record-
on, ing for the children to listen and follow the words of the story in their books. Ask questions to check comprehension,
flashcards 40-41
Extra: thing, please, e.g., Does Max want to watch TV? What is his book about? Who has a computer? Who has a school project? Play the
watch (v), my, boring, recording again for children to follow along.
Ask and Answer: Ask children to open their Student Books to pg. 22 and tell you what the objects in the pictures are
use (v), computer,
(TV, window, coat, CD player, door, book/homework). Ask two children to read the speech bubbles for the class and
school project, about, check they understand the exercise. Children can work in pairs to complete the activity. Some pairs can demonstrate
space, think, broken, asking and answering to the class.
Well... open (v), win- Listen, Sing and Do: CD 29; Ask children to open their Student Books and look at the song pictures. Ask questions
dow, close, door, put about the pictures. Play the recording for the children to listen and point to the pictures. Play again for children to re-
on, rainy, play a CD, peat, and again to sing along. As a class decide on actions for the song. Practice the actions with the class. Play the
new, show (n), out in recording for children to listen and do actions.
the sun, run CONSOLIDATION
Sentence Patterns: Comprehension Check: Mime an action (opening a window) and children have to ask the question that corresponds
I want to go shopping. with the action e.g., Can you open the window please? Continue until they have practiced all the vocabulary. Give
It’s rainy today. Can we students a chance to mime as well.
watch a DVD? Personalization: Tell children they are going to write a dialogue between themselves and their mother/father. In the
dialogue the child has to ask their mother/father 5 ‘can’ questions. They can use the vocabulary from the lesson and
add their own ideas. Students can share their questions with the class.
Story time:
3. My Things Lesson 2
Objectives: To understand and use the possessive adjectives your, our, and their; to understand can for permission in sentences, and write short answers
for questions with can; to understand can for requests; to act out a story.
INTRODUCTION
3 Warm up and review: One student asks the class a questions with the following sentence pattern:
Textbook: FAMILY Can you ____________?
My Weekend AND His/Her classmates must stand up if the answer is yes. Repeat for all students.
FRIENDS 3 Magic Bag: Teacher walks around the room with a big bag. Each student puts one clothing item and one school item
Student Book p.21 inside the bag. When all students have finished, the teacher invites one student to the front of the room to take out one
Lesson 2
item (without looking) and ask:
WORDS Is this your _____________?
The student that is asked must respond appropriately. If it is not his/her item, the student must guess the owner, saying:
Integrated skills: No, it isn't my _______. It is (name)_'s (item).
speaking, listening, DEVELOPMENT
reading Materials: Lead-in: Tell children to keep their books closed and divide the class into two teams. Ask questions about the story
CD 27-28; My things from the previous lesson and whichever team can answer first will gain 1 point. Play until one team gets 5 points.
Key vocabulary: flashcards 35-39; Val- Listen to the story and repeat. Act.: CD 27; Play the recording, pausing for children to repeat. Divide the class into
TV, computer, dinner, ues 1 poster and pho- groups of four to play the parts of Leo, Amy, Max and Holly. In groups, children can practice and decide on actions
listen to for the story. Play the recording again for children to mime the actions. Let them practice acting out the story and say-
tocopiable resources ing their lines. Choose a few groups to share in front of the class.
Sentence Patterns: pages 6-7 (Values 1
Listen and repeat: CD 28; Hold up your book and say This is my book. Then gesture to the children’s books and say
This is your CD. That’s worksheet)
Those are your books. Write This is... classroom. That’s... classroom. on the board, point to your class and then in the
our camera. That’s their
directions of other classrooms to elicit our and their. Open Student Books to pg. 21. Read aloud the top three sentences
CD player. Can I use
in the Let’s Learn! chart. Write you, we and they on the board and point to them, asking children to read aloud the cor-
your DVD player? Yes
rect sentences. Focus attention on the picture and ask two children to read aloud the speech bubbles. Choose children
you can/No you can’t.
in the class and ask for things you see they have, e.g., Can I have your book? Elicit Yes, you can and No, you can’t.
Write Can I use your computer? on the board and read it aloud for children to repeat. Erase computer and hold up each
My Things flashcard for elicit new sentences.
CONSOLIDATION
Comprehension Check: Look at Exercise 3 and 4. Check that children understand the examples and let them com-
plete the activities individually. Ask questions to check comprehension. Go through the answers with the class.
Personalization: Start by asking one child Can I have your ...? and let that child reply Yes, you can or No, you can’t.
That child then turns to the next child and asks them a question. Continue until all students have both asked and an-
swered questions.
Story time:
3. My Things Lesson 4
Objectives: To pronounce the sound /ɑ:/; to associate the sound /ɑ:/ with the letters ar in words; to identify the sound /ɑ:/ in a chant; to match rhyming
words.
INTRODUCTION
3 Warm up and review: Teacher reads words from the phonics lesson in Unit 2 followed by other words. Students raise
Textbook: FAMILY their hands if the words have the same sound.
Rhyme Time: One student starts the game by saying one of the words in Lesson Four. The next student must say a
FRIENDS 3 word that rhymes with that word within five seconds. The first student to fail to say a rhyming word within five sec-
Student Book p.20 onds is out. Repeat for all words on p. 23.
Lesson 4
DEVELOPMENT
WORDS Lead-in: Hold up the Phonics cards for shark and scarf, saying the words for children to repeat. Model the sound for
children to repeat. As a class, decide on actions for shark and scarf. Tell children you are going to say a group of
Integrated skills: words and they must clap for each word but stand up and do the actions for shark and scarf. Use the words: class,
speaking, listening, scarf, garden, art, shark, park, car, scarf, shark, art, park, garden, shark, car, scarf
reading Materials: Listen, point and repeat: CD 30; Ask children to look at the pictures in their Student Books. Play the first part of the
CD 30-31; Phonics recording for children to listen and point to pictures. Play again for children to repeat the sound and word in chorus.
Key vocabulary: cards 4-7 (space, kite, Play all the way through for children to repeat again.
car, park, shark, star, rope, cube), Phonics Listen and chant: CD 31; Focus attention on the picture and ask children what words they can see from Exercise 1
scarf (shark, scarf, car, park and stars). Play the recording for children to listen to the chant. Play the chant again, stopping
cards 8-9 (shark, scarf) for children to repeat. Play the chant once more for children to join in and follow in their books.
Extra: after, start, art,
Match the words that Rhyme: Write the word start on the left and the words art and shark on the right of the board.
arm, farm Circle the last 3 letters of start and ask which word (art or shark) rhymes with it. Focus children’s attention on the ex-
Sentence Patterns: ample and check that children understand the exercise. Children do the rest of the exercise individually. Go through
the answers with the class.
CONSOLIDATION
Comprehension Check: Divide the class into small groups (4 or 5) and give them each one of the words. Tell them
they will have 2 minutes to come up with as many rhyming words as they can for their word. You can repeat this exer-
cise with each word if you have time.
Personalization: Ask children to use the words from this lesson and write 5 sentences, one for each word. They
should say their sentences out loud to friend or family member to practice pronunciation.
Story time:
3. My Things Lesson 5,6
Objectives: Reading: read and understand school projects about collections; find specific details about people in a text. Listening: understand specific information to match people
and the things they collect. Speaking: ask and answer questions based on information in the listening text. Writing: identify and use question marks, commas and periods; write about a
child’s collection (Workbook)
INTRODUCTION
3 Warm up and review: Students list five activities they like to do on rainy days. After they are finished, they read the
Textbook: FAMILY list to each other in pairs.
Pencil Case Mystery: Each student holds up his/her pencil case and makes a sentence with the following pattern:
FRIENDS 3 "I have a/some ____________"
Student Book p.24,25 The other students have to guess if the statement is true or false. Repeat for all students.
Lesson 5,6
My Room: Students draw a picture of their bedrooms with as many details as possible. They must label the items in
WORDS their drawing. When they are finished, all students give their drawings to the teacher, who hands them out to other stu-
dents randomly. Each student describes a drawing using the sentence pattern:
Integrated skills: "I have a/some _____________"
speaking, listening, The rest of the class must guess whose room is being described.
CD 29, 32-33, 34; Lead-in: Ask children to look at the text on p. 24 and elicit that they are school projects. Ask children what they think
Key vocabulary: Collection flashcards the projects are about, elicit collections. Hold up flashcards 42-46 and elicit the vocabulary for collections. Model any
stickers, postcards, words the children don’t know. Ask children Which collection do you like? Do you have a collection? What do you
42-46
posters, pins, shells collect?
Extra: collection, col- Listen, point and repeat: CD 32; Direct children to the pictures in Exercise 1. Play the first part of the recording for
lect, special, give, some children to listen and point to the appropriate picture. Play the second part of the recording for children to repeat. Play
of, on, bedroom, wear, the recording all the way through for children to listen, point and repeat in chorus.
jacket, bag, hat, cool Listen and read: CD 33; Ask children to look at the pictures. Ask questions about the pictures and the text. Play the
recording for children to listen and follow along silently in their books. Check the answers to the questions you asked
Sentence Patterns: prior to playing the recording. Check that children understand cool. Play the recording a second time and ask students
Do you have a collec- to circle the words from Exercise 1 in the text (stickers and pins). Students complete Exercise 4 individually.
tion? What do you col- Listen and match: CD 34; Tell children they are going to hear a recording about four children and their collections.
lect? I collect... They must listen and match the children with the collections. Play the recording multiple times and give plenty of time
for children to write the correct letter. Check answers as a class.
Write the punctuation marks: Read the Writing Box sentences and the example with the class and check that they un-
derstand the exercise. Children do the rest of the activity individually. Go through the answers with the class.
CONSOLIDATION
Comprehension Check: Write different sentences with missing punctuation marks on the board in two separate col-
umns and circle the places where punctuation is needed. Tell children they are going to have a punctuation race and
divide class into two teams. One child at a time from each team comes up to the board to fill in one punctuation mark.
If a child makes a mistake, erase it so the next child in the team has to start from the same place. The winning team is
the first to finish.
Personalization: Ask children to write about their collections. They can bring in a show and tell and present to the
class the following day.
Story time:
Homework = Workbook p. 24,25-27
Writing skills worksheet, Photocopiable resources page 5
Tests- Unit 3 test, summative test 1, Skills test 1
Review 1 Lesson 1
Objectives: To review units 1+2+3
INTRODUCTION
Review 1 Lesson Presentation:
Textbook: FAMILY Country Presentations: Students work in small groups (4 or 5) to choose one foreign country and make a
AND short presentation about the country (not more than five minutes). Students should be encouraged to use
FRIENDS 3 some of the vocabulary and sentence structures found in Review 1.
Lesson 1
Student Book p.26 DEVELOPMENT
Complete the crossword: Ask students to look at the pictures in Exercise 1. Ask questions about the pic-
tures to get children thinking about what they could be. Put students in pairs to complete the crossword to-
Integrated skills: gether. If you have a strong class, you can make it a race to finish the crossword. Then, in pairs ask students
speaking, listening, to use each picture to ask each other questions. Students should go back and forth asking and answering.
reading Write the correct words: Tell children to close their Student Books and play a memory game. In the middle
Materials: of the board write Australia and tell children you are going to try to remember everything you can about Aus-
Key vocabulary: tralia. Let children call out any information they can about Australia while you write it on the board. When
they have said everything they can think of, ask children to open their books and complete Exercise 2.
Sentence Patterns: Read and Write T(true) or F (false): Focus children’s attention on Exercise 3. Ask number 1 to the entire
class to make sure they understand. Children can complete the exercise on their own. When the whole class
is finished, continue asking true/false questions about anything in units 1, 2 or 3. You can do this as a team
game or just to the whole class.
CONSOLIDATION
Comprehension Check: Use this review lesson to check comprehension of the first 3 units. If any exercise
is difficult for the students, spend more time reviewing that skill and consider repeating a lesson on it before
moving on.
Personalization: Ask children to use all the information about Australia on the board to write a short profile
of another made up character from Australia. Follow the example in Exercise 2.
Review 1 Lesson 2
INTRODUCTION
Review 1 Lesson Presentation:
Textbook: FAMILY Find Someone Who: Students write a list of ten activities on a piece of paper. When they are finished writ-
AND ing, the students stand up and move around the room asking other classmates if they like the activities on
FRIENDS 3 their paper. They must listen and write down the answers. For example:
Lesson 2
Student Book p.27 Student A: "Do you like playing volleyball?"
Student B: "No, I don't."
DEVELOPMENT
Integrated skills: Write: Use the Hobbies flashcards and put two up on the board. Put a smiley face over one and a sad face
speaking, listening, over the other. Write a subject in between the two flashcards and ask students if they can make a sentence.
reading Elicit He likes basketball. He doesn’t like playing guitar. Ask students to open their Student Books and com-
Materials: plete Exercise 4 on their own. When the class is finished, continue practicing with the flashcards on the
Key vocabulary: board. When a student makes a correct sentence, let them come up to the board and set up the next one and
choose the next student. Continue until many students have had a chance.
Sentence Patterns: Read and write the numbers: Focus children’s attention on Exercise 5. Make sure they understand and
then let them complete the exercise individually. When all students are complete, tell children to get into
pairs. They are going to use the sentence structure Can I/we ....?’and write an ask and answer dialogue with
their partner. This would also work in groups of three. Give them time to write the dialogue, practice and
add actions if they choose. Some groups can present in front of the class.
Read and complete the words: Tell children they are going to use the letters in the white box to complete
the words. Once children are finished the exercise you can play a hangman game with any of the vocabulary
from the first 3 units. To play hangman, draw an upside-down L and choose a word you want the children to
guess. Write as many _ _ _ _ for the letters in the word. Students then guess the letters. For each wrong
guess, draw a body part hanging from the upside down L (head first, then body, then arms, then legs). Stu-
dents have 6 guesses before they have to guess the full word. Play this as many times as you have time for.
Let students come up and lead the game or they can play in small groups.
CONSOLIDATION
Comprehension Check: Use this review lesson to check comprehension of the first 3 units. If any exercise
is difficult for the students, spend more time reviewing that skill and consider repeating a lesson on it before
moving on.
Personalization: Ask students to write down 5 things they remember learning in the first 3 units. Students
can share a few of their points and as a class you should have covered all the topics for review.
Extensive Reading: Family
INTRODUCTION
Extensive
Textbook: FAMILY DEVELOPMENT
Reading AND Lead-in: Ask children to look at the pictures in the text. Ask questions about the pictures and try to encour-
FRIENDS 3 age predictions about the text. Ask children if they think the two children’s daily routines are the same or
Student Book p. 28, 29 different? How?
Lesson 1 Read: Read the text one time through out loud for the children to listen and follow along. Then tell the chil-
dren you are going to read the text together. Start with a strong student to read the first sentence. He/she
then calls out another student’s name to read the next sentence. Continue until the whole text is finished.
Integrated skills: Then give children a chance to read it out loud in partners where one partner reads about Lin and the other
speaking, listening, reads about Ivan.
reading Materials: Ask questions: Ask the children questions about the text to check comprehension. Children can read again
paper and colored and complete Exercise 4 individually.
Key vocabulary: pencils, internet (if Ask and Answer: Ask Is your day different from Lin’s/Ivan’s day? How? Ask children to describe their daily
available) routines in their partners.
Sentence Patterns: Make a family Poster: Give children paper and colored pencils and tell them to make a family poster like
the one in the example. When they are finished, students can share with the class. Display finished posters
around the classroom.
CONSOLIDATION
Comprehension Check: Ask children what they think a daily routine would look like for a child in Canada?
China? Arctic? Another part of Vietnam?
Personalization: If you have the resources, try to give children an opportunity to research a child’s daily
routine in another country. Ask questions about what they discovered and how they are the same/different
from children in other countries.
4. We’re having fun at the beach! Lesson 1,3
Objectives: To identify different water sports; to understand a short story; to use the present continuous affirmative and negative to describe and find ac-
tions in pictures; to write present continuous sentences about a picture; to use the present continuous and activities words in the context of a song.
INTRODUCTION
4 Warm up and review: Teacher writes a category on the board that corresponds with one of the topics studied in Units
Textbook: FAMILY 1-3. Students must say one word in the category within three seconds. The game continues until one student can't say a
We’re having fun AND word. Repeat for all topics.
at the beach! FRIENDS 3 Lesson presentation:
Brainstorm: Students work in small groups (4 or 5) to brainstorm activities they like to do at the beach. Teacher
Student Book p. 30,32 makes a list of all of these activities on the board and elicits any additional activities that are important.
Lesson 1,3 Beach Skit: Students work in the same small groups to write a short skit (5 minutes) about the group going to the
WORDS beach. Each student must perform one activity in the skit. After the skit, the Teacher asks comprehension questions to
the other students, for example:
Integrated skills: "Is ________ surfing?"
reading Materials: Lead-in: Use flashcards 47-53 to elicit the vocabulary for this lesson. Model any words the children don’t know. Play
CD 35-36, 38; Water a charades game with the water sports once the children understand.
Key vocabulary: sports flashcards 47- Listen, point and repeat: CD 35; Ask children to open their Student Books and look at the pictures of water sports.
Ask Do you like doing these things? Do you like going to the beach? What do you do at the beach? Play the first part
beach, sail, surf, kay- 53,
of the recording for children to listen and follow along. Play again, pausing for children to repeat. Play a third time for
ak, windsurf, snorkel, children to listen, point and repeat in chorus.
waterski, Listen and read: CD 36; Focus children’s attention on the story. Talk about each frame and ask questions. Encourage
Extra: water, stand on predictions about the story. Play the recording for children to listen and follow the words of the story in their books.
your hands, fall, sun- Ask questions to check comprehension, e.g., What does Amy say about Max? What does she say about Holly? Play the
glasses, look at, sit, recording again for children to follow in their books again.
sun, little, boat Look and Say: Ask children to open their Student Books to p. 32 and look at the pictures in Exercise 1. Ask questions
Sentence Patterns: about the pictures. Ask two children to read the speech bubbles for the class while students point to the correct pic-
What is he/she doing? tures. Tell children to work in pairs and choose something in picture A or B and say a sentence about it. Children can
He/She is waterskiing. go back and forth making sentences. Monitor activity and help where needed.
Listen, Sing and Do: CD 38; Ask children to look at the pictures and tell you the five water sports they see. Point to
the pictures and ask questions, e.g., What is he/she doing? Is she playing with the ball? Is it sunny/cold? Play the song
for children to listen a few times. Put students in groups to make up actions for the song. Practice the actions in
groups and singing the song a few times. Groups can present to the class.
CONSOLIDATION
Comprehension Check: Ask children to close their books and play a memory game. Ask questions about the pictures
and see if they can answer. You can divide the class into two teams and give points for correct answers and take away
points for incorrect answers or grammar errors.
Personalization: Ask children to draw a picture of themselves on the beach. Students then come to the front of the
class (or in small groups) and share what they are doing in their pictures.
Story time:
4. We’re having fun at the beach! Lesson 2
Objectives: To identify the present continuous affirmative and negative; to understand how the spelling of some verbs changes in the –ing form; to com-
plete present continuous sentences with the correct form of the verb be; to act out a story.
INTRODUCTION
4 Warm up and review: Students mime present continuous actions until the other students name the correct action. It is
Textbook: FAMILY important they don't stop until the other students guess the correct action in progress.
We’re having fun AND Lesson presentation:
at the beach! FRIENDS 3 Picture Dictation: Students describe action pictures to a partner, and try to draw them from description, changing them
if they are not exactly right. For example, "A man is reading a book."
Student Book p.31 DEVELOPMENT
Lesson 2 Lead-in: Play a True/False trivia game about the pictures from the previous lessons. Divide the class into teams and
WORDS make statements about the pictures. Teams have to collaborate and decide if the statement is True or False. One repre-
sentative of the team can say True or False. Give a point for each correct answer.
Integrated skills: Listen to the story and repeat. Act: CD 36; Play the recording, pausing for children to repeat. Divide the class into
speaking, listening, groups of four to play the speaking parts of Amy, Amy’s mom, Max and Holly. As a class decide on actions for the
reading Materials: story. Play the recording a second time for children to mime the actions as they listen. Groups may act out the story at
CD 36-37; Water the same time, or some groups may want to present in front of the class.
Key vocabulary: sports flashcards 48- Listen and repeat: CD 37; Draw on the board a stick figure swimming and a stick figure reading a book. Draw a big
53; ‘X’ over the swimming figure and a big check mark or smiley face over the figure reading. Write the word You be-
tween the pictures and elicit the sentence You are reading a book. You aren’t swimming. You can repeat this activity
Sentence Patterns: with the water sports flashcards and use different subjects. Ask children to turn to p. 31. Focus attention on the picture
I’m swimming. I’m and ask two children to read the speech bubbles. Read the sentences in Let’s learn! chart, pausing after each one for
not swimming. He’s students to repeat. Continue to elicit new sentences using the above activity.
surfing. He isn’t Read and Match. Write: Look at the example with the class for Exercises 3 and 4. Children do the rest of the activi-
snorkeling. We’re ties individually. Check answers with the class.
sailing. They aren’t CONSOLIDATION
waterskiing. Comprehension Check: Give a water sports flashcard to one student and ask him/her to mime the action. Point to the
child and say an action that is the same or different to the card, e.g., He’s surfing (while the child is miming kayaking).
Elicit He isn’t surfing, he’s kayaking. Repeat and give students plenty of opportunities to practice.
Personalization: Tell children to work in pairs. They cannot talk for this activity. One child will draw two stick fig-
ures, one with an ‘X’ and one with a smiley face and a subject (I, you, we, they) in between the two images. The sec-
ond child will write the sentences below to pictures, e.g., You are waterskiing. You aren’t sailing.
Story time:
Homework = Workbook p. 105 (Grammar Time), 29
4. We’re having fun at the beach! Lesson 4
Objectives: To pronounce the sound /ɔ:l/; to associate the sound /ɔ:l/ with the letters all in words; to identify and repeat the ending /ɔ:l/ in a chant.
INTRODUCTION
4 Warm up and review: Students work in pairs to say words with the same sound. They alternate saying one word at a
Textbook: FAMILY time until one of them can't say a word.
at the beach! FRIENDS 3 Phonics Tic-Tac-Toe:
Students work in pairs. Teacher provides each pair with a blank tic-tac-toe board. Students take turns and use a pencil
Student Book p.33 to write words with the same sound in the board. The first student with three words in a row is the winner. Students
Lesson 4 must say the words as they are written. The first student to win 3 games is the winner.
WORDS DEVELOPMENT
Lead-in: Hold up a ball and gesture for the whole class to call out ball. Point to the wall and get the class to call out
Integrated skills: wall. Tell the class they must call out the correct word according to your actions. Rotate between holding up the ball
speaking, listening, and pointing to the wall quickly. Let students come up and lead the class.
reading Materials: Listen, point and repeat: CD 39; Ask children to look at the words and pictures in their Student Books. Tell them that
CD 30, 39-40; Phonics they are going to hear a recording of the sound and the different words. Play the first part of the recording for children
Key vocabulary: cards 10-11, ball to listen and point to the pictures. Play the second part for children to repeat the sound and words in chorus. Play the
ball, mall, wall, tall, recording all the way through for children to point and repeat again.
Listen and chant: CD 40; Ask children to look at the pictures. As Where are the people? Elicit They’re in a mall. Ask
small What does the boy want? (a ball). Play the recording for children to listen to the chant. Play the chant again, stopping
Extra: people, I don’t after each line for students to repeat. Play the chant once more for children to join in and follow in their books. Read
know, which the chant again and ask children to find and circle all the words that end with ‘-all’. Go through the answers with the
class.
Sentence Patterns: Match and write: Tell children to look at the first picture. Ask What’s this? and ask children to follow the line to
check their answer. Check that children understand the exercise. They can complete the exercise individually. Go
CONSOLIDATION
Comprehension Check: Read aloud a series of sentences and ask students to tap their desks when they hear the
sound. Read: Holly is short, but Leo is tall. I like playing with a beach ball. Can you see all the fish in the water? Leo
isn’t surfing, he’s falling. That’s a very tall wall. Let’s go to the shopping mall.
Personalization: Ask children to brainstorm individually as many other words with the same sound as they can. After
they have had a chance to brainstorm, come together as a class and compile as many words as you can on the board.
Children can come up to the board and add one word, one at a time.
Story time:
4. We’re having fun at the beach! Lesson 5,6
Objectives: Reading: read and understand a vacation brochure; understand and use descriptive adjectives. Listening: listen for information and put pic-
tures in the correct order. Speaking: ask and answer questions about what you like doing at the beach. Writing: use the gerund (-ing); write about things
you like doing (Workbook)
INTRODUCTION
4 Warm up and review: Students list five nouns that each adjective on p. 34 could describe. Teacher holds a discussion
Textbook: FAMILY about their answers.
at the beach! FRIENDS 3 Fantasy Beach Day: Students work in small groups (4 or 5) to draw a scene from their ideal beach day. In the picture,
they must include each member of the group doing an activity from this unit. When they are finished drawing, the stu-
Student Book p.34,35 dents present their picture to the rest of the class. Each students must speak and describe at least one action.
Lesson 5,6 Beach Day Follow-Up: After each group presents their Fantasy Beach Day, the other groups in the class must use at
WORDS least two adjectives from the unit to describe actions in the other group presentations.
DEVELOPMENT
Integrated skills: Lead-in: Use flashcards 54-58 to introduce new adjectives. Model each word for children to repeat. Ask questions to
speaking, listening, check understanding. Hold the cards up in different orders and have the children call out the word.
reading Materials: Listen, point and repeat: CD 41; Ask children to open their Student Books to p.34 and look at the pictures in Exercise
CD 38, 41-42, 43; Ad- 1. Play the first part of the recording for children to listen and follow along. Play the second part for children to repeat.
Key vocabulary: jectives to describe Play the recording all the way through for children to listen, point and repeat the words in chorus.
polluted, clean, dan- place flashcards 54- Listen and read: CD 42; Look at the picture of a dolphin. Ask questions about dolphins, e.g., Do they live in (your
waters)? Are they dangerous/clever? Are they big or small? Use a piece of string to demonstrate 2-3 meters. Ask ques-
gerous, beautiful, ugly 58; internet picture of tions about the text to elicit predictions. Play the recording for children to listen and follow the text in their books.
Extra: dolphin, dream, a dolphin and a 9 foot Answer any questions the children have about the text. Ask questions to check comprehension. Play the recording a
look (for), perfect, piece of string, paper second time and ask children to circle the words from Exercise 1. Read again and complete Exercise 4 individually.
vacation, take, friend- and colored pencils Listen and write the numbers: CD 43; Tell the class they are going to hear some children talking about things they
ly, breathe, underwa- like doing at the beach. They must number the pictures in the order they hear them. Play the recording numerous
ter, minute (n), live times, pausing to give children a chance to write the correct numbers. Go through the answers with the class.
(v), sound (n), call Ask and Answer about you: Tell children they are going to work in pairs to ask and answer questions about what they
(v), make, place, book like doing at the beach. Monitor the activity and correct students as needed. Some pairs can ask and answer in front of
(v) the class.
Write the correct form of the verbs: Look at the writing box and focus attention on the missing ‘e‘ in ‘taking’. Look
at the example with the class and check that they understand. Children can finish the exercise individually. Go
Sentence Patterns:
thought the answers with the class.
Do you like...? CONSOLIDATION
Comprehension Check: Put the Adjectives flashcards around the room and tell the children when you say an adjec-
tive, you want them to call out and point to the opposite adjective. For example, call out ‘beautiful’ and they point to
‘ugly’. You can then call on random students to make a sentence using that adjective.
Personalization: Give children paper and colored pencils and tell them to write a brochure for one of the water sports
they learned about in this unit. Tell children to write Do you like (name of water sport)? at the top of their brochure
and then use a few more sentences to describe the water sport in their brochure. They should also draw pictures.
Story time:
5. A funny monkey! Lesson 1,3
Objectives: To identify different animals; to understand a short story; to ask and answer present progressive questions: third person singular; to use pre-
sent progressive questions (third person plural) and short answers in the context of a song.
INTRODUCTION
5 Warm up and review: Each student writes four present continuous sentences, two grammatically correct and two
Textbook: FAMILY grammatically incorrect. Then, the students work in groups of four. They write down their sentences so that they have
We’re having fun AND all 16 on two pieces of paper. Students then regroup, and a pair from one group is joined with a pair from another
at the beach! FRIENDS 3 group. The pairs of students quiz each other on which sentences are correct from their lists. The pair of students with
the most correct answers is the winning team.
Student Book p. 36,38 Lesson presentation:
Lesson 1,3 Sounds of the Jungle: All students think of their favorite animal without telling the others. Each student makes the
WORDS sound his/her animal makes and the other students try to guess. Teacher makes a list of animals on the board.
Animal Actions: Each student thinks of one animal and imagines what the animal is doing right now. Students must
Integrated skills: write three sentences in the present continuous imagining what the animal is doing at that exact moment. When all stu-
speaking, listening, dents are finished writing, each student reads their sentences and the other students try to guess the animal.
CD 44-45, 47; Zoo Lead-in: Ask children to call out any zoo animals they can remember from previous lessons. Compile a list on the
Key vocabulary: animals flashcards 59- board. Use flashcards 59-65 to elicit the vocabulary for this lesson. Go through the cards again in a different order
penguin, zebra, mon- 65, level 1 flashcards and repeat until children know the animals. You can play a quick charades game.
Listen, point and repeat: CD 44; Ask children to open their Student Books and look at the pictures of zoo animals.
key, kangaroo, camel, 94,95, 100-101; Play the first part of the recording for children to listen and follow. Play again for children to repeat. Play all the way
lizard, crocodile through for children to listen and repeat.
Extra: funny, zoo, Listen and read: CD 45; Focus children’s attention on the story. Talk about each frame and ask questions. Encourage
wait, see, come (here) predictions about the story. Play the recording for children to listen and follow in their books. Ask comprehension
questions, e.g., Can Holly see? What does the monkey take from Leo/ Max/ Amy? Does the monkey eat the sandwich?
Sentence Patterns: Play the recording a second time for children to follow and ask them which two words form Exercise 1 are in the story
Are the penguins (penguin and monkey)
swimming? Are the Listen, Sing and Do: CD 47; As children to look at the pictures and name the animals. Elicit what each pair of ani-
lions sleeping? mals is doing (climbing, running, walking, talking, swimming, sleeping). Play the recording for children to listen and
follow. Play again, pausing after each line for children to repeat. Divide the class into small groups and ask children to
come up with actions for each line of the song. Give them time to practice the actions and sing along. Groups can pre-
sent to the class.
CONSOLIDATION
Comprehension Check: Ask children to look at the song pictures for 30 seconds and then close their books. Ask
questions about the pictures to check comprehension. E.g., Are the lions climbing? What are the parrots doing?
Personalization: Ask children to choose their favorite animal and write 3 sentences about that animal. They can draw
a picture if they choose. Students can present in front of the class.
Story time:
5. A funny monkey! Lesson 2
Objectives: To identify present progressive questions and short answers; to respond to present progressive questions by giving short answers; to act out a
story.
INTRODUCTION
5 Warm up and review: Students work in pairs. Each student thinks about one animal without telling his/her partner.
Textbook: FAMILY The students ask each other questions in the present continuous until they can guess the other's animal.
at the beach! FRIENDS 3 Marionette:
Students work in pairs. Each student writes four questions in the present continuous to ask his/her partner. Students
Student Book p. 37 take turns to ask their partners the questions. Students can answer 'yes' or 'no', but they must do the action that corre-
Lesson 2 sponds with the question. For example,
WORDS Student 1: Are you reading ?
Student 2: Yes, I am. (while doing the action) OR No, I'm not. (while doing another action).
Integrated skills: If the student answers 'no', his/her partner must ask another question to guess what he/she is doing.
reading Materials: Lead-in: With books closed, ask children what happened in the story from the previous lesson. Hold up the zoo ani-
CD 45-46; Zoo animals flashcards and ask if they saw that animal in the story.
Key vocabulary: mals flashcards 59-65 Listen, point and repeat. Act: CD 45; Play the recording, pausing for children to repeat. Divide the class into groups
of 4 to play Amy, Holly, Max and Leo. As a class decide on the actions for the story. Play the recording a second time
for children to mim the actions as they listen and say their lines. Groups may practice acting out the story and then
Sentence Patterns: some groups can present in front of the class.
Are you reading? Yes, Listen and repeat: CD 46; Write Are you sleeping? on the board. As a child to ask you the question. Pretend to sleep
I am./No, I’m not. Is and say Yes, I am. Then pretend to do something else and ask another child to ask the question again and say No, I’m
the monkey eating a not. Ask individual children or the whole class questions to elicit positive or negative short answers, e.g., Are you
sandwich? Yes, it is./ wearing a hat? Are you sleeping? Are you listening to the teacher? Ask children to turn to p. 37 in Student Books. Fo-
No, it isn’t. Are they cus attention on the picture and ask two children to read aloud the speech bubbles. Read the sentences in the Let’s
eating? Yes, they are./ learn! chart, pausing after each one for children to repeat. Write Yes, he is and No, he isn’t on the board, then draw
No, they aren’t. stick figures on the board doing things that the children know. Ask questions for children to choose the correct short
answers on the board.
Read and check. Write: Look at the examples with children and check that they understand Exercises 3 and 4. Chil-
dren complete the activities individually. Check answers as a class.
CONSOLIDATION
Comprehension Check: Go around the class playing mini-charades. One student starts with an action and the next
child asks Are you....?. The child acting replies Yes, I am or No, I’m not and continues acting until the child guessing
gets it correctly. The child guessing then becomes the actor and the next child becomes the guesser. Continue until all
students have demonstrated both asking and replying.
Personalization: Ask students to get into pairs and practice asking and replying 5 times each, using the same acting
style as above. Monitor the activity and help where needed.
Story time:
5. A funny monkey! Lesson 4
Objectives: To pronounce the dipthong /ɔɪ/; to associate the sound /ɔɪ/ with the letters oy and oi; to identify the sound /ɔɪ/ in a chant.
INTRODUCTION
5 Warm up and review: Teacher draws an image on the board from a previous phonics lesson. Beside the image, the
Textbook: FAMILY teacher writes all but one of the sounds in the word. Teacher calls on individual students to provide the missing sound.
We’re having fun AND Repeat until all students have a turn.
at the beach! FRIENDS 3 Lesson presentation:
Phonics Ball/Hat Game:
Student Book p. 39 Each student writes one word on a small piece of paper with the sounds on p. 39 and puts the paper in his/her pocket.
Lesson 4 All students stand up and make a circle (or two with a big class). Students pass around a ball and a hat until the teacher
WORDS calls out "stop". At that time, the student with the ball must read out the sound of the word they've written (not the let-
ters). The student with the hat must guess the letters of the sound the first student read.
Integrated skills: DEVELOPMENT
speaking, listening, Lead-in: Draw two columns on the board, one with ‘OY’ as the heading, the other with ‘OI’ as the heading. Write
reading Materials: ‘boy’ under ‘oy’ and ‘coin’ under ‘oi’. Ask the class if they can think of any other words that fit into these categories.
CD 40, 48-49; Phonics Students can come up to the board and write the words if they come up with any. When they can’t think of any more,
Key vocabulary: cards 12-15 (boy, oys- hold up the Phonics flashcards 12-15 one at a time, saying the words for children to repeat. Put the flashcards up on
boy, toy, oyster, coin, ter, coin, soil) the board in their appropriate categories. Leave the cards on the board. Repeat plenty of times so children get used to
the sound and spelling.
soil Listen, point and repeat: CD 48; Ask children to look at the words and pictures in their Student Books. Tell them that
they are going to hear a recording of the different words. Play the first part of the recording for children to listen and
Sentence Patterns: point to the pictures. Play the second part for children to repeat the words in chorus. Play the recording all the way
through for children to point and repeat again. Make sure children understand the words ‘oyster, oil and soil’.
Listen and chant: CD 49; Ask children to look at the picture. Ask Who can you see? What does he have in his hand?
What can he see? Where is the coin? Play the recording for children to listen to the chant. Play the chant again, stop-
ping after each line for children to repeat. Play once more for children to join in and follow. Ask children to look at the
picture and circle objects from the chant. Read the chant again and ask children to circle the words with ‘oy’ and un-
derline the words with ‘oi’.
Match and write: Ask children to look at the first picture. Ask What’s this? (soil), Which letters are in soil? Children
do the rest of the activity individually. Go through answers as a class.
CONSOLIDATION
Comprehension Check: Hold the phonics cards facing you. Say the words one at a time and students must guess
whether it is spelled with ‘oy’ or ‘oi’. Students who are incorrect sit down. Students who are correct, continue stand-
ing and go on to the next word. Play again until all students get them all correctly.
Personalization: Ask students to write a sentence using as many ‘oy’ words and ‘oi’ words as they can. Students can
share their sentences.
Story time:
5. A funny monkey! Lesson 5,6
Objectives: Reading: read and understand a story; read and match specific actions / descriptions with story characters. Listening: understand descriptions of things happening in pictures
using the present progressive. Speaking: ask and answer questions about pictures. Writing: recognize and use quotation marks; write about animals (Workbook)

INTRODUCTION
Warm up and review: Students stand in a circle. The first student must name one animal and the student next to him/her must use
We’re having fun at the Textbook: FAMILY AND an adjective to describe the animal within three seconds. The game continues until one student can't think of an animal or adjective
beach! FRIENDS 3 within three seconds. Repeat so all students have at least one turn.
Student Book p. 40,41 Lesson presentation:
Lesson 5,6 Story Continuation: One student starts a story about animals by saying one sentence with the present continuous. The next stu-
WORDS dent must continue the story using another present continuous sentence. The story continues from student to student. Teacher en-
courages students to also use the adjectives on p. 40.
Integrated skills: Jungle Stories: Students work in small groups (4 or 5) to write a story about animals of their choice. The students are given 10
speaking, listening, read- minutes to write the story, but they must include at least three animals, four examples of the present continuous, two adjectives
ing Materials: from the unit, and three uses of quotation marks. When they are finished, the students read the stories in front of the class.
CD 47, 50-51, 52; Adjec- DEVELOPMENT
Key vocabulary: tives to describe emotions Lead-in: Use the flashcards 66-70 to introduce the adjectives. Use facial expressions to reinforce where appropriate. Model the
scared, free, sorry, funny, flashcards 66-70 words for children to repeat.
kind Listen, point and repeat: CD 50; Ask children to open their Student Books and look at the pictures in Exercise 1. Play the first
Extra: mouse, run (over), part of the recording for children to listen and point to the appropriate picture. Play the second part of the recording for children to
wake up, laugh, run away, repeat. Play the recording all the way through for children to follow and repeat.
later, jungle, net, over, Listen and Read: CD 51; Focus children’t attention on the text and pictures. Ask questions about each picture trying to encourage
mouth, roar (v), hear, predictions about the text. Play the recording for the children to listen and follow the text in the their books. Check the answers to
chew, watch, teacher, sit the questions you asked before reading. Check that children understand the following vocabulary, using actions or pictures; wake
down, desk up, jungle, net, mouth, roar, and chew. Read again and write the answers in Exercise 4. Children complete the exercise individual-
ly. Go through answers with the class.
Sentence Patterns: Listen and write the numbers: CD 52; Tell children they are going to hear a recording of a boy talking about the pictures. They
have to write numbers to put the pictures in the correct order. Play the recording plenty of times, pausing after each part for chil-
dren to write the numbers. Go through the answers with the class.
Look at the pictures. Ask and answer: Ask two children to read the speech bubbles for the class. Tell children to get into pairs,
follow the example and ask and answer questions about the monkey and tiger. Ask some pairs to ask and answer for the whole
class.
Write the quotation marks: Write the sentences from the Writing box on the board with the quotation marks in place. Ask chil-
dren what the marks mean. Erase the quotation marks and ask children to come to the board and put them in again. Point out that
the comma and period are inside the quotation marks. Look at the example together and check they understand. Children finish
the exercise individually. Check answers as a class.
CONSOLIDATION
Comprehension Check: Write sentences on the board with the quotation marks missing. Ask children to come up and add the
quotation marks.
Personalization: Ask children to choose a picture in Exercise 1 and write one sentence about what the monkey is doing and one
sentence about what the tiger is doing. They can also write one sentence about what they are doing. Children can read their sen-
tences aloud.
6. Jim’s Day! Lesson 1,3
Objectives: To identify different daily routines; to understand a short story; to ask and answer questions about times and routines in the simple present
(third person singular); to use the simple present and daily routines in the context of a song.
INTRODUCTION
6 Warm up and review: Students work in small groups (4 or 5). One student in each group is chosen to go the front of
Textbook: FAMILY the classroom. The other students in the group tell a story about him/her using the present continuous, which the stu-
Jim’s day! AND dent must act out in front of the class. Repeat for all groups.
FRIENDS 3 Interviews: Each students writes 2-hour time slots on the left side of a piece of paper from 8am to 11pm. Example:
Lesson 1,3 Student Book p. 42, 44 8am _____________________________________________
WORDS 10am _____________________________________________
The students work in partners to ask each other what they do at certain times of the day. Students must write their part-
Integrated skills: ner's answers on the paper next to the times.
speaking, listening, False Report: Students report their partner's answers to the rest of the class, including one lie about their daily routine.
reading The other students try to guess the lie.
Materials: DEVELOPMENT
Key vocabulary: CD 53-54, 56; Daily Lead-in: Use flashcards 71-77 to elicit daily routine vocabulary. Say all words for children to repeat. Mime each ac-
have a shower, brush routine flashcards 71- tion for children to say the words.
my teeth, get dressed, 77; paper and colored Listen, point and repeat: CD 53; Ask children to open their Student Books and look at the pictures of the daily rou-
have breakfast, get tines. Play the first part of the recording for children to listen and point to the appropriate picture. Play the second part
pencils.
up, catch the bus, of the recording for children to repeat. Play the recording all the way through for children to listen and repeat the
words in chorus.
walk to school Listen and read: CD 54; Focus children’s attention on the story. Talk about each frame with the class and ask ques-
Extra: jackaroo, work tions. Encourage predictions about the story. Play the recording for children to listen and follow along in their books.
(v), job, early, morn- Ask comprehension questions. Play the recording a second time for children to follow. Ask children to find one ac-
ing, ride (v), look af- tivity from Exercise 1 in the story (get up).
ter, sheep, lucky, Listen, Sing and Do: CD 56; Ask children to look at the pictures and tell you what the girl does in each picture. Play
busy, all day long, the recording for children to listen and point to the pictures as they hear the activities mentioned. Play the recording
lesson, homework, again for children to follow the words in their books. Recite the words of the song with the class, without the record-
outside ing. Say each line for children to repeat. Play the recording again for children to sing along. As a class decide on the
actions for the song. Practice the actions with the class. Play the recording again for children to sing and do the ac-
Sentence Patterns: tions.
I have a shower. I catch CONSOLIDATION
the school bus. I get up Comprehension Check: Ask children questions about what Tom does in the morning (Exercise 2).
early, I don’t get up late. Personalization: Ask children to write out what they do int he morning using the same verbs as Exercise 1 but chang-
ing the times to be true for them. Children can make a small poster about their daily activities. Put the posters up
around the room.
Story time:
6. Jim’s Day! Lesson 2
Objectives: To identify simple present affirmative, negative, and question forms, and short answers; to use third person singular simple present forms to
complete sentences; to act out a story
INTRODUCTION
6 Warm up and review: Before the lesson, Teacher prepares small strips of paper with times written on them (one for
Textbook: FAMILY each student). Students draw a strip of paper out of a hat (or basket), and tell the class what they do at that time.
Jim’s day! AND Lesson presentation:
Family:
FRIENDS 3 Students write four sentences about the daily routine of one of their family members. Each student reads the four sen-
Lesson 2 Student Book p. 43 tences, and the other students try to guess which family member he/she is talking about.
WORDS DEVELOPMENT
Lead-in: As children questions about what happened in the story, e.g., Who is a jackaroo? What does Amy get from
Integrated skills: her cousin? Does Max/Leo want to be a jackaroo?
speaking, listening, Listen to the story, repeat. Act.: CD 54; Play the recording, pausing for children to repeat. Divide the class into
reading groups of four to play the parts of Amy, Max, Leo and Holly. Let the groups decide on actions for the story. Give
Materials: children time to practice acting the story out and saying their lines. Some groups can act in front of the class. Monitor
Key vocabulary: CD 54-55; Daily rou- and check pronunciation.
early, late, start work, tines flashcards 71-77 Listen and repeat: CD 55; Ask children to turn to p. 43 in the Student Books and look at the picture in the Let’s learn!
at night box. Ask two children to read aloud the speech bubbles. Ask Does Amy want to be a jackaroo? Elicit Yes, she does.
Sentence Patterns: No, she doesn’t. Read the sentences in the Let’s learn! chart, pausing after each one for children to repeat it. Copy the
He gets up early. He questions and short answers from the chart onto the board and erase does, doesn’t, do, and don’t. Ask children to tell
doesn’t get up late. you the missing words and check pronunciation. Ask children questions.
Does he live in a big Read and circle. Write: Look at the examples in Exercise 3 and 4. Check that children understand. Children do the
house? Yes, he does./ rest of the activities individually. Check answers as a class.
No, he doesn’t. What CONSOLIDATION
time does he start work? Comprehension Check: Put flashcards 71-77 up around the room. Point to the flashcards and ask children questions
We catch the bus. They with times, e.g., Do you get dressed at seven o’clock? Elicit short answers.
don’t catch the train. Do Personalization: Ask children to work in pairs and look at the flashcards and ask and answer questions. Monitor and
you walk to school? help where necessary.
Yes, I do./ No, I don’t.
What time do you go to
school?
Story time:
Homework = Workbook p. 106 (Grammar time!), 41
6. Jim’s Day! Lesson 4
Objectives: To pronounce the sound /aʊ/; to associate the sound /aʊ/ with the letters ow and ou in words; to identify the sound /aʊ/ in a chant.
INTRODUCTION
6 Warm up and review: Each student writes three words on a piece of paper, two of which must include the same
Textbook: FAMILY sound from p. 45. Students work in partners to read the words and find the one word with a different sound.
Pencil and Eraser:
FRIENDS 3 Each student must have a pencil and an eraser on his/her desk. Teacher designates 'ow' as the pencil sound and 'ou' as
Lesson 4 Student Book p. 45 the eraser sound. Teacher reads words words including these sounds and asks students to raise their pencil or eraser
WORDS depending on which one they hear.
DEVELOPMENT
Integrated skills: Lead-in: Hold up the phonics cards for cow and house, saying the words several times for children to repeat and point-
speaking, listening, ing to the target letters. Write the letters ‘ow’ and ‘ou’ on different sides of the board. Call out the words ‘cow’ and
reading ‘house’ without holding the cards up, asking children to point to the correct letters. Repeat.
Materials: Listen, point and repeat: CD 57; Ask children to look at the words and pictures in their Student Books. Tell them
Key vocabulary: CD 49, 57-58; Phonics they are going to hear a recording of the different words. Play the first part of the recording for children to listen and
cow, clown, flower, cards 12-15 (boy, oys- point to the pictures. Play the second part of the recording for children to repeat the words in chorus. Play the record-
house, round, mouse ter, coin, soil), Phonics ing all the way through for children to point and repeat again.
Extra: only, shoe, Listen and chant: CD 58; Ask children to look at the picture. Ask ‘Where is the clown? What can he see? What does
cards 16-17 (cow, he have?’ Play the recording for children to listen to the chant. Play again, pausing after each line for children to re-
brown, out, down, house); paper and col- peat. Play again for children to join in and follow in their books. Read the chant again and circle the words with ‘ow’
shout ored pencils and underline the words with ‘ou’. Go through the answers with the class.
Circle the odd one out: Look at the example with the class and tell children to find the word where the /aʊ/ sound is
Sentence Patterns: spelled differently. Children do the rest of the exercise individually.
Write the words in the correct box: Look at the example with the class and check that children understand. Children do
the rest of the activity individually. Go through the answers as a class.
CONSOLIDATION
Comprehension Check: Write the letters ‘ow’ and ‘ou’ on different sides of the board. Call out all the vocabulary
from this lesson and have children point to which letters they are spelled with. Ask children if they can think of any
other words with these letters.
Personalization: Hand out paper and colored pencils and ask children to make a phonics poster for the letters ‘ow’
and ‘ou’. Children can choose either ‘ow’ or ‘ou’ and draw pictures of three words with those letters and color them in.
Put the posters up around the room.
Story time:
6. Jim’s Day! Lesson 5,6
Objectives: Reading: read and understand a web page about cyber schools; read for specific information. Listening: understand a sequence of events in a person’s daily routine. Speak-
ing: ask and answer questions about daily routines and times. Writing: understand the difference between nouns and proper nouns and recognize them in sentences; write information
about yourself (Workbook)
INTRODUCTION
Warm up and review: Teacher lists daily routine activities on the board (brush my teeth, go to bed, etc.). One student chooses a
Jim’s day! Textbook: FAMILY AND classmate and asks him/her "What time do you ____________", Choosing one action from the board. The student that answers the
FRIENDS 3 question asks the next question, and this continues until all students have a turn.
Lesson 5,6 Student Book p.46, 47 Lesson presentation:
WORDS The Teacher's Life:
Before the lesson, Teacher writes down 10 sentences about his/her own daily routine in chronological order. Students have to guess
Integrated skills: what the teacher does during a normal day using the words on p. 46 (first, next, then, etc.). When the students guess correctly,
speaking, listening, read- Teacher writes the actions on the board.
ing How-To:
Materials: Students prepare a short (2-3 minutes) how-to presentation about a game or activity they like. Students must use the adverbs of
Key vocabulary: CD 56, 59-61 sequence listed on p. 46. Students read the presentation in front of the class.
first, then, next, finally, DEVELOPMENT
every day Lead-in: Ask for one student volunteer to come up to the front with their daily routine sentences from the previous lesson. Write
Extra: cyber school, a long the words first, next, then and finally on the board in a column. Ask the student to share their daily routine using the adverbs or
way from, town, city, at sequence. Make corrections and ask for another volunteer to try until they get the sequence correct. Then say each line for chil-
home, internet, student, dren to recite together.
hour, miles, close to, feed, Listen, point and repeat: CD 59; Ask children to open their Student Books and look at the words in Exercise 1. Play the first part
chicken, start school, fin- of the recording for children to listen and follow along. Play the second part of the recording, pausing for children to repeat. Play
ish school, film (n) the recording all the way through for children to listen, point to the words and repeat in chorus.
Listen and read: CD 60; Look at the text and ask questions. Try to elicit predictions about the text, e.g., Where does Ellie live? Is
Sentence Patterns: it a town? Is it a farm? What country do you think it is? What do you think Cyber School is? Play the recording for children to lis-
ten and follow along in their books. Check the answers to the questions you asked before you read the text. Ask questions to
check comprehension. Play the recording a second time and ask children to circle the words from Exercise 1 in the text. Children
complete Exercise 4 based on the text.
Listen and write the numbers: CD 61; Tell children they are going to hear Ellie talking to a boy about her daily routine. They
have to listen and number the pictures in the correct order. Play the recording plenty of times, pausing often to give children and
opportunity to write the numbers. Go through the answers with the class.
Read and circle the proper nouns: Ask children to close their books. Write on the board Ellie lives on a sheep farm in Australia.
Ask children to find a name of a person. Then ask them to find a name of a country. Tell children we write the names of people
and countries with capital letters. We don’t use capital letters for other words like ‘sheep‘ or ‘farm’. Read the words in the Writing
box with the class and check that they understand the difference between nouns and proper nouns. Children do the rest of the activ-
ity individually. Go through answers as a class.
CONSOLIDATION
Comprehension Check: Play True or False. Divide the class into two teams and read out sentences about Australia. Teams de-
cide whether the statement is True or False. Read these sentences: Australia is a very small country. Kangaroos live in a Australia.
They have a lot of farms in Australia. Jackaroos live in big cities. There aren’t any snakes in Australia. Some children live a long
way from school. Cyber school student have their lessons on TV.
Personalization: Ask children to write a paragraph about themselves using at least 3 proper nouns. Students can share with the
class.
Story time:
Review 2 Lesson 1
INTRODUCTION
Lesson Presentation:
Review 2
Textbook: FAMILY Guess the Word: Teacher asks each student to write one vocabulary word on the board (depending on the number of
students). Students work in two teams at different sides of the room. One student from each team comes to the front
AND
with his/her back to the board. Teacher points at one of the vocabulary words, and the students from each team de-
FRIENDS 3 scribe/explain the word to their team member at the front of the room. Students are not allowed to say the actual word.
Lesson 2
Student Book p.48 The first student at the front of the room to say the word gets a point for his/her team.
DEVELOPMENT
Complete the crossword: Ask students to look at the pictures in Exercise 1. Ask questions about the pictures to get
Integrated skills: children thinking about what they could be. Put students in pairs to complete the crossword together. If you have a
speaking, listening, strong class, you can make it a race to finish the crossword. Then, in pairs ask students to use each picture to ask each
reading other questions. Students should go back and forth asking and answering.
Materials: Write the correct words: Tell children to close their Student Books and play a memory game. In the middle of the
Key vocabulary: board write Animals and tell children you are going to try to remember all the animals they learned. Let children call
out any animals while you write it on the board. When they have said everything they can think of, ask children to
Sentence Patterns: open their books and complete Exercise 2.
Read and Circle: Focus children’s attention on Exercise 3. Read the first sentence and look at the picture. Ask chil-
dren What is Dad doing? Ask children to circle the correct word in the book. Students can complete the exercise indi-
vidually. When the whole class is finished, randomly hand out Routines and Water sports flashcards to students face
down. Tell students they are going to mime their flashcard. You make a statement about what the student is doing and
the rest of the class either has to correct your statement or agree with it. E.g. (student is miming brushing teeth) You
say Harry is listening to music. The rest of the class will say NO! Harry is brushing his teeth.
CONSOLIDATION
Comprehension Check: Use this review lesson to check comprehension of units 4, 5 and 6. If any exercise is diffi-
cult for the students, spend more time reviewing that skill and consider repeating a lesson on it before moving on.
Personalization: Ask children to choose an animal they learned about and write 3 sentences about that animal. They
can also draw a picture if they want.
Review 2 Lesson 2
INTRODUCTION
Lesson Presentation:
Review 2
Textbook: FAMILY Unscramble: Teacher lists 20 phonics words in two columns on the board (depending on number of students). The
AND words must be scrambled so that they are spelled incorrectly. Students work in two teams to fix the words and write
them correctly one-by-one. The first team to complete their column is the winner.
FRIENDS 3
Lesson 2 DEVELOPMENT
Student Book p.49 Match the questions with the answers: Divide the board into two columns. In column one write I, you, we, they, he,
she, it. In column two write you? you and your friend? Tom? Sally? Donkey? the children? Tell children to match the
subjects with from column one to column two. Check for comprehension. Tell students to open their Student Books
Integrated skills:
and complete Exercise 4 individually. Go through answers as a class.
speaking, listening, Complete the text: Focus children’s attention on Exercise 5. Explain that they should use the words from the white
reading box to fill in the blanks in the story. Check that they understand. Children can finish the exercise individually.
Materials: Read and complete the words: Write the letter combinations from the white box on the board. Ask children to brain-
Key vocabulary: storm as many words from each letter combination that they can. Record the words on the board until children can not
think of anymore. Then ask them to open their books and complete Exercise 6 on their own. When everyone is fin-
Sentence Patterns: ished, go through the answers as a class. Check how many words you guessed before the activity and how many you
missed.
CONSOLIDATION
Comprehension Check: Use this review lesson to check comprehension of the first 3 units. If any exercise is diffi-
cult for the students, spend more time reviewing that skill and consider repeating a lesson on it before moving on.
Personalization: Ask children to write a short paragraph using as many of the words on the board (from the letter
combination activity) as they can. It needs to make sense but they receive 1 point for every word they can use. See
who has the most points in the end and ask the top few students to share their paragraphs in front of the class.
Extensive Reading: Animals
INTRODUCTION
Warm up and review:
Extensive DEVELOPMENT
Textbook: FAMILY
Reading AND Lead-in: Ask children to look at the pictures in the text. Ask questions about the pictures and try to encourage predic-
tions about the text. Ask children where they think the anteaters are?
FRIENDS 3
Read: Read the text one time through out loud for the children to listen and follow along. Then tell the children you
Student Book p. 50,51 are going to read the text together. Start with a strong student to read the first sentence. He/she then calls out another
Lesson 1
student’s name to read the next sentence. Continue until the whole text is finished. Then give children a chance to
read it out loud in partners where one partner reads half and the other reads half.
Ask questions: Ask the children questions about the text to check comprehension. Children can read again and com-
Integrated skills: plete Exercise 4 individually.
speaking, listening, Ask and Answer: Ask Do you want to visit the Sunshine City Aquarium? Why/Why not? Have you ever visited an
reading Materials: aquarium? If so, where?
Make an animal mask and talk about it: Follow the example in the book and let children present their masks and
Key vocabulary: animals in front of the class.
CONSOLIDATION
Comprehension Check: Ask children what animal they would love to see and why? Encourage free talking and dis-
Sentence Patterns:
cussion.
Personalization: If you have the resources, try to give children an opportunity to research their chosen animal and
find out 3 more bits of information. Students can share their findings in small groups or in front of the class.
7. Places To Go! Lesson 1,3
Objectives: To identify places in a town; to understand a short story; to talk about adjectives using adverbs of frequency; to use adverbs of frequency and
activities in the context of a song.
INTRODUCTION
7 Warm up and review: Each student writes four sentences about the daily routine of a classmate. They read the sen-
Textbook: FAMILY tences to the class one-by-one, until the rest of the class can guess which student he/she is talking about.
Brainstorm: Teacher asks the students to brainstorm places in their neighborhood. Teacher makes a list on the board
FRIENDS 3 and elicits more vocabulary when necessary.
Lesson 1,3 Student Book p. 52, 54 2 True/1 False: Students write a list of things that they do always/sometimes/never. Each student should write three
WORDS actions for each word (9 total), and one of them should be a lie. Students read their sentences to the class and their
classmates must guess which one is the lie.
Integrated skills: DEVELOPMENT
speaking, listening, Lead-in: Use flashcards 78-84 to elicit the vocabulary for this lesson. Hold the flashcards up and model any words
reading the children don’t know. Say all the words again for children to repeat. Go through the cards in different orders and
Materials: faster for children to repeat.
Key vocabulary: CD 56, 62-63, 65; Listen, point and repeat: CD 62; Ask children to open their Student Books and look at the pictures of places. Play
cafe, library, museum, Places in town flash- the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the re-
playground, shopping cards 78-84 cording for children to repeat. Play the recording all the way through for children to listen, point and repeat the words
mall, swimming pool, in chorus.
movie theater Listen and read: CD 63; Focus children’s attention on the story. Talk about each frame with the class and ask ques-
tions. Try to elicit predictions about the story. Play the recording for children to listen and follow the words of the
Extra: place, always, story in their books. Check that children understand the same thing, and ask questions to check comprehension, e.g.
surprise, ticket, (the) Do the children want to do the same thing? What does Holly/Amy/Max want to do? Does Leo/Max want to go to the
same (thing), comput- shopping mall/playground? What tickets does Dad have? Are the children happy? Play the recording a second time for
er game, fly a kite, the children to follow in their books.
come, surf the internet Listen, Sing and Do: CD 65; Ask children to look at the pictures and name the activities they can see. Play the re-
Sentence Patterns: cording for children to listen and point to the pictures in their books. Play the recording again for children to follow
the words. Recite the words of the song with the class, without the recording. Say each line and ask children to repeat.
Play the recording for children to sing along. Repeat. As a class decide on the actions for the song. Practice the ac-
tions with the class. Play the recording for children to listen and do the actions.
CONSOLIDATION
Comprehension Check: Tell children that when they hear their names, they have to say a sentence about any of the
three sports using always, sometimes, or never. Give examples, e.g., I never play soccer. I often play basketball. Ask
strong students to say a sentence. After the student has finished, tell him/her to call out another classmate’s name.
Continue until all students have spoken.
Personalization: Ask children to write 3 sentences about themselves. They can use any sports or hobbies and must
also use always, sometimes or never. Some students can share their sentences.
Story time:
7. Places To Go! Lesson 2
Objectives: To identify the adverbs of frequency always, sometimes, and never; to identify and use the prepositions of time in, on, and at; to act out a story.

INTRODUCTION
Warm up and review: Teacher places flashcards from this unit on the ground. Teacher invites two students to come to the front of
Jim’s day! Textbook: FAMILY AND the class. Teacher says something about one of the flashcards and the students have to race to pick it up. For example, "Where can
FRIENDS 3 I drink coffee?"
Lesson 2 Student Book p.53 Lesson presentation:
WORDS All About You:
Students work with a partner. Each student writes five sentences he/she thinks is true about their partner (without asking). Each
Integrated skills: sentence must include an adverb of frequency. Students take turns to read the sentences and their partners tell them if they are true
speaking, listening, read- or false.
ing DEVELOPMENT
Materials: Lead-in: Put the Places in town flashcards up around the room. Tell children you are going to read the story aloud to them and
Key vocabulary: CD 63-64; Places in town they must point to the correct flashcard when they hear it in the story. Ask children to close their books and you walk around the
flashcards 78-84 room pointing to the flashcards. Children yell Stop! when you point to a place that was in the story. Ask questions about the story.
Sentence Patterns: Listen to the story and repeat. Act: CD 63; Play the recording, pausing for children to repeat the lines. Divide the class into
We always go to the play- groups of six to play the parts of Mom, Holly, Leo, Max, Amy, and Dad. Allow groups time to come up with actions for the story.
ground. I sometimes go to Play the recording for children to mime their actions as they listen. Let them practice acting and saying their lines. Some groups
the library. She never may present in front of the class. Monitor the activity and check pronunciation.
goes to the shopping mall. Listen and repeat: CD 64; Ask children to turn to p. 53 in their Student Books. Focus attention on the picture in the Let’s learn!
My birthday is in May. box and ask a child to read aloud the speech bubble. Read the sentences in the two sections of the chart, pausing after each for
He plays basketball on children to repeat. Write the following on the board: 2=always, 1=sometimes, and 0=never. Copy onto the board the adverbs of
Fridays. We get up at frequency sentences from the chart. Erase the words in red and replace them with the correct 2, 1, or 0. Ask children to tell you
eight o’clock. what the missing words are. Then change the numbers and ask again to elicit new sentences. This time, keep the numbers and
erase the places. Use the Places in town flashcards to elicit new sentences.
Read and circle: Point to the 2, 1, 0 key on the board. Say sentences about things you do, and ask children to point to the correct
word, e.g., I listen to music every day (2). I eat spider soup (0). We have lessons on Monday and Thursday (1). Reinforce the ad-
verbs of frequency each time after children point. Look at the example with the class. Children do the rest of the exercise individ-
ually. Go through answers with the class.
Write: Ask individual children when their birthdays are. Repeat children’s replies: Ah, your birthday is in June. Read the sentenc-
es with in, on, and at in the Let’s learn! chart, pausing after each one for children to repeat. Ask Which word do we use for
months/days/times? Children do the rest of the exercise individually. Go through answers with the class.
CONSOLIDATION
Comprehension Check: Write 3 sentences on the board using the incorrect adverb of frequency in each sentence. Give children
3 minutes to write out the correct sentences in their notebooks. Ask the class for the corrections. Do 3 more sentences using in, at
and on incorrectly and give children another 3 minutes to make corrections. Check that they understand.
Personalization: Tell students to write 5 sentences about themselves following the examples in the lesson. Students then get into
pairs and compare how many they have matching their partner and how many are different. If they have none matching, students
switch partners until they find someone with at least one matching sentence.
Story time:
7. Places To Go! Lesson 4
Objectives: To pronounce the endings /ɪd/ and /ɪt/; to identify words with /ɪd/ and /ɪt/ in a chant; to differentiate between these sounds.
INTRODUCTION
7 Warm up and review: Two students go to the board. Teacher says a word from a phonics lesson, and the students
Textbook: FAMILY race to spell the word. The first student to spell the word correctly is the winner. Repeat so all students have a turn.
Phonics Reading:
FRIENDS 3 Teacher writes five of the phonics words on the board. Teacher reads the words and asks the students to repeat. Then,
Lesson 4 Student Book p.55 the Teacher reads through the list of words quickly while the students listen, leaving out one word. Afterwards, the stu-
WORDS dents have to tell the Teacher which word was left out.
Two Sounds:
Integrated skills: Teacher writes 'ld' and 'lt' on the board. Teacher then says words that include one of those two sounds. Students have to
speaking, listening, tell the Teacher which sound to write the word under.
reading
Materials: DEVELOPMENT
Key vocabulary: CD 58, 66-67; Phonics Lead-in: Write on the board the letters ld and lt. Hold up the phonics cards for field and belt, saying the words for
child, shield, field, cards 18-19 (field, children to repeat. Ask whether the sound comes at the beginning, the middle or the end of the words. Put the two
belt, quilt, adult cards face down on the table and move them rapidly so children find it hard to follow which is which. Then point to a
belt); paper and col-
Extra: gray, sit down card and ask children to guess what it is. Lift up the card to show children if they are right. Repeat.
ored pencils Listen, point and repeat: CD 66; Ask children to look at the words and pictures in their Student Books. Tell them that
they are going to hear a recording of the different sounds and words. Play the first part of the recording for children to
Sentence Patterns: listen and point to the pictures. Play the second part of the recording for children to repeat the sounds and words in
chorus. Play the recording all the way through for children to point and repeat once more.
Listen and chant: CD 67; Ask children to look at the picture. Ask Where are the people? Is the boy playing? Does he
have a shield? What is the woman doing? What does she have? Play the recording for the children to listen. Play the
chant again, stopping the CD after each line for children to repeat. Play the chant once more for children to join in.
Read the chant again and circle the word with ld and underline the words with lt.
Match and Write: Ask children to look at the first picture. Ask What’s this? Check that children understand they have
to draw a line to complete the words with the correct letters and then write the word. Children do the rest of the exer-
cise individually. Go through the answers with the class.
CONSOLIDATION
Comprehension Check: Write ld and lt on opposite sides of the board. Read out words and ask children to point to
which letters they think the word uses.
Personalization: Ask children to write four sentences, using two ld and two lt words. Children can then get into pairs
and share their sentences out loud to one another and after each sentence their partner says which letters are in the
word used in the sentence. Monitor for pronunciation.
Story time:
7. Places To Go! Lesson 5,6
Objectives: Reading: read and understand a movie review; read for specific information. Listening: listen for specific words. Speaking: ask and answer
about activities you like doing and how often you do them. Writing: identify verbs, adjectives, and prepositions in sentences; write an e-mail to invite a
friend to the movie theater (Workbook).
INTRODUCTION
7 Warm up and review: Students work in small groups (4 or 5). Students review the places in the neighborhood by ask-
Textbook: FAMILY ing questions about them. For example, "Where can I watch a movie?"
The Big Show: Students work in the same small groups to perform a concert, play or movie in front of the class. Stu-
FRIENDS 3 dents have at least 10 minutes to write their song or script. Any topic will do, but each performance should last for at
Lesson 5,6 Student Book p.56,57 least five minutes.
WORDS
DEVELOPMENT
Integrated skills: Lead-in: Use flashcards 85-89 to elicit the vocabulary for this lesson. Hold the flashcards up one at a time and model
speaking, listening, any words the children don’t know. Say all the words again for children to repeat. Ask questions to check understand-
reading ing: What can you see in a play? Who are the people in movies? Who are the people in plays? Where can you listen to
Materials: music? Who sings songs at a concert?
Key vocabulary: CD 65, 68-69, 70; Per- Listen, point and repeat: CD 68; Ask children to open their Student Books and look at the pictures in Exercise 1.
play, concert, actor, formances flashcards Play the first part of the recording for children to listen and point to the appropriate picture. Play the second part of the
movie, singer 85-89; Places in town recording for children to repeat. Play the recording all the way through for children to listen, point and repeat the
Extra: wonderful, cas- flashcards 79, 82-83; words in chorus.
tle, go into, room, Listen and read: CD 69; Ask questions to encourage predictions about the text. Play the recording for children to lis-
red, green and blue ten and follow in the their books. Check the answers to the questions you asked before the children read the story and
princess, ago, try, colored pencils answer any questions. Play the recording a second time and ask children to circle the words from Exercise 1 in the
hide, difficult, adven- text. Focus attention on the words movie theater, castle, and princess and check that children understand them. Read
ture, sing the text again and answer the questions in Exercise 4. Go through the answers with the class
Listen and write: CD 70; Ask children to look at the pictures in Exercise 1 and ask What can you see in the pictures?
Sentence Patterns: (a library, a movie, a swimming pool, a shopping mall, a concert). Tell children they are going to hear people talking
about these places. They must check the activities the people do and write an ‘X’ for the activities they don’t do. Play
the recording three times through, pausing to give students a chance to write a check or X. Go through the answers
with the class.
Circle the verbs in red, the adjectives in blue and the prepositions in green: Check that all children have colored
pencils, give out pencils to those who don’t. Read the examples in the Writing box with the class. Read the example
sentence in Exercise 3 with the class and ask children what each of the colors is for. Check that children remember the
words apartment and sunny. Children do the rest of the activity individually. Go through the answers with the class.
CONSOLIDATION
Comprehension Check: Write 5 verbs, 5 adjectives and 5 prepositions randomly on the board. Ask children to cate-
gorize them into verbs, adjectives and prepositions in their notebooks. Check for comprehension.
Personalization: Ask children to write a birthday invitation for their next birthday. They have a choice of any of the
places in town they have learned to host their party. They should use verbs, adjectives and prepositions to write their
invitation. Students can present their finished invitations to the class and they can be posted up around the room.
Story time:

American Family and Friends 3: Grade 5 Lesson Plans

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