G4 Selective LessonPlan Unit6

Family and Friends Special Edition Grade 4 – Unit 6: Jim’s day
Lesson One Words

Objectives
 To identify different daily routines
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: have a shower, brush my teeth, get dressed, have breakfast, get up, catch the bus, walk to school
 Extra vocabulary: jackaroo, work (v), job, early, morning, ride (v), look after, sheep, lucky
Resources and materials
 Student Book p. 42
 Workbook p. 40
 Audio Tracks 53–54
 Daily routine Flashcards 71–77
 Paper and colored pencils
 Worksheet 1: Daily routine (one copy for each child)
Culture note: Dude ranches
The work of real American cowboys and ranchers can be experienced at ranches called dude ranches. Dudes, or “city
people,” pay to participate in real ranch activities such as moving a herd of cattle from one place to another, roping
and branding cattle or horses, and staying out in the wilderness at night guarding sheep. Being a cowboy for a short
time can be a lot of fun.
Introduction
Weather report: Ask the class about today's weather.
Warmer
 Divide the class into five or six groups and give each group an animal from Unit 5.
 Play Do it! to review the animals and energize the class at the start of the lesson.
 Give instructions, e.g., Kangaroos, jump! Camels, stamp your feet! Children who have that word assigned to them do
the action.
Lead-in
 Mime sleeping. Ask the children What am I doing? Elicit You’re sleeping.
 Mime getting up and eating breakfast, and elicit get up and have breakfast (which children know from Grade 3).
 Tell children they are going to learn some more words for daily routines.
 Use Flashcards 71–77 to elicit the vocabulary for this lesson. Hold the flashcards up one at a time and model any
words the children don’t know.
 Say all the words again for children to repeat.
 Hold the flashcards up in a different order and repeat.
Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to open their Student Books and look at the pictures of the daily routines.
 Play the first part of the recording (Track 53) for children to listen and point to the appropriate picture.
 Play the second part of the recording for children to repeat.
 Play the recording all the way through for children to listen and point, and then repeat the words in chorus.
Transcript (Track 53)
Listen and point.
have a shower, brush my teeth, get dressed, have breakfast, get up, catch the bus, walk to school
© Oxford University Press 2016 1

catch the bus, get up, get dressed, have a shower, have breakfast, brush my teeth, walk to school
Listen and repeat.
have a shower, brush my teeth, get dressed, have breakfast, get up, catch the bus, walk to school
Order the activities.
 Put Flashcards 71–77 for the first five daily routines on the board in random order and elicit the words.
 Tell children to write the words in their notebooks in the order they do them. (This will vary for each child.)
Development
Transportation survey
 Draw a motorbike, a car, a bus, a bicycle, and a stick figure walking.
 Ask How do you come to school? Tell children to raise their hands when you point to the correct picture, and remind
them of the words car, bicycle, and motorbike.
 Count up the totals for each type of transportation.
Listen and read. (Exercise 2)
 Focus children’s attention on the story. Talk about each frame with the class and ask questions, e.g., What is Amy
doing? What can you see on the computer? (an email / a picture) Who do you think the boy is? What is he doing?
What does he have? Encourage predictions about the story.
 Play the recording (Track 54) for children to listen and follow the words of the story in their books.
 Ask comprehension questions, e.g., Who is the email from? Where does a jackaroo work? What does he do? Does he
see a lot of snakes? Is it a dangerous job?
 Play the recording a second time for children to follow.
 Ask children to find one activity from Exercise 1 in the story (get up).
Jackaroo poster
 Ask children to look at the story and tell you things that the jackaroos do (work on sheep farms, get up early, ride a
horse, look after sheep, see snakes).
 Give out pieces of paper and colored pencils.
 Tell children they are going to draw a picture of Jim and write two sentences about jackaroos.
 Display the children’s posters on the wall.
Consolidation
Worksheet 1: Daily routine
 Give out the worksheet to children, one copy for each child. Check that children understand the meaning of the
words daily routine (the things you do that are the same every day).
 Ask children to work individually to complete the section My daily routine. Monitor and help with vocabulary. If you
like, you can write some ideas on the board.
 Put the children in pairs, ask children to work with someone they don’t usually work with.
 Elicit the question What do you do at 6:00 a.m.? and write it on the board. Ask children to interview each other and
write their partner’s answers on the worksheet (Ensure that they don’t read the answers directly from their partner’s
worksheet!).
 When the worksheet is completed, ask the children to compare routines. They should discuss with their partner
which things are the same and which are different.
 Feedback with the full class. Encourage a few pairs to tell you about their similarities and differences.
Exercises: Workbook p. 40
Story time: A reader of your choice

Lesson Two Grammar

Objectives
 To identify the present affirmative, negative, question forms, and short answers
 To use third person singular simple present forms to complete sentences
 To act out a story
Language
 Vocabulary: He gets up early. He doesn’t get up late. Does he live in a big house? Yes, he does. / No, he doesn’t. What
time does he start work? We catch the bus. They don’t catch the train. Do you walk to school? Yes, I do. / No, I don’t.
What time do you go to school?
 Extra vocabulary: early, late, start work, at night
 Student Book p. 42, 43
 Workbook p. 41
 Audio Tracks 54–55
 Daily routine Flashcards 71–77
Introduction
Warmer
 Use the Daily routines Flashcards to play Miming Flashcards and Miming snap to review the words from Lesson 1.
 For Miming Flashcards, pick a flashcard and mime the word for children to guess.
 Give a child a flashcard and tell him / her not to show the class.
 Tell the child to mime the word on the flashcard. Tell the rest of the class to guess the word. Put the children into
small groups to play the game.
 Next, play Miming snap. Choose a daily routine word and mime the action. If the word matches the mime, children
shout Snap! If the word doesn’t match the mime, children can be silent or do an agreed action.
 Choose a child from the class to mime another action. The child must say a correct or incorrect word while he / she is
miming the action. Tell the children to continue the game in their groups.
 Option: If the word doesn’t match the mime and you have a strong class, ask children to call out the correct word.
Lead-in
 Ask children questions about what happened in the story, e.g., Who is a jackaroo? What does Amy get from her
cousin? Does Max / Leo want to be a jackaroo?
 Tell children to open their Student Books and find three animals in the story on p. 42 (horse, sheep, snake).
Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Play the recording (Track 54), pausing for children to repeat.
 Divide the class into groups of four to play the parts of Amy, Max, Leo, and Holly. If the class doesn’t divide equally,
you can give children the part of Jim the jackaroo.
 As a class, decide on the actions for the story (see suggestions below).
 Play the recording a second time for children to mime the actions as they listen and say their character’s lines.
 Groups may act out the story at the same time, or you may ask some groups to act out the story in front of the class.
Monitor and check pronunciation.
Story actions
Picture 1: Amy opens the laptop and touches the keys.
Picture 2: Holly, Max, and Leo get up and stand near Amy. They point at the picture on the screen. Amy touches the
keys. (The jackaroo rides a horse.)
Picture 3: Leo smiles. Holly and Max look scared. Amy touches the keys. (The jackaroo holds up a snake.)
Picture 4: Leo, Amy, and Holly smile. Max looks worried. (The jackaroo talks to his friends.)

Listen and repeat. (Exercise 2)

 Say I get up early. I don’t get up late. Ask children Do you get up early? Elicit Yes, I do or No, I don’t.
 Write I … breakfast with my family and I … breakfast late on the board and elicit have and don’t have.
 Ask children to turn to p. 43 in their Student Books and look at the picture in the Let’s learn! box. Ask two children to
read aloud the speech bubbles.
 Ask Does Vinh want to be a farmer? Does he get up early?
 Elicit Yes, he does. No, he doesn’t.
 Listen to the recording of the sentences in the Let’s learn! chart (Track 55), pausing after each one for children to
repeat it.
 Write I … to school, and then put Daily routines Flashcards in the blank to elicit new sentences.
 Change the pronoun and repeat. Gesture “no” sometimes to elicit negative sentences.
 Copy the questions and short answers from the chart onto the board and erase does, doesn’t, do, and don’t.
 Ask children to tell you the missing words, and check pronunciation of does /dʌ z/ and doesn’t /ˈ dʌ z(ə)nt/.
 Ask children questions, e.g., Do you walk to school? Do you catch the bus? and elicit short answers.
Development
Short answers
 Put Flashcards 71–77 up around the room.
 Point to the flashcards and ask children questions with times, e.g., Do you get dressed at seven o’clock? Elicit short
answers.
 Ask children to work in pairs. Children look at the flashcards and ask and answer questions.
 Monitor and help where necessary.
Read and circle. (Exercise 3)
 Look at the example with children and check that they understand they have to choose the correct form.
 Children do the rest of the exercise individually.
 Go through the answers with the class.
Answers
1 gets up
2 have
3 Does
4 don’t
5 doesn’t
6 Do
Write. (Exercise 4)
 Look at the example with the children, and check that they understand the exercise.
 Children do the rest of the activity individually.
Answers
1 gets up
2 brushes
3 don’t catch
4 has
Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble. Ask Do you walk to school? Have one student answer Yes, I do.
 Have a pair of students ask and answer the same question.
 Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.
My family
 Ask children to write four sentences about the daily routine of one of their family members.
 Put the children into small groups. Each child reads their sentences, and the rest of the group try to guess which

family member he/she is describing.


Lesson Three Grammar and Song

Objectives
 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
Language
 Language focus: writing, speaking
 Extra vocabulary: busy, all day long, lesson, homework, outside
 Workbook p. 42
 Audio Track 56
 Daily routines Flashcards 71–77
 Worksheet 2: My morning (one copy for each child)
 Colored pencils
Introduction
Warmer
 Play Follow me to review the daily routines words from Lesson 1 and energize the class at the start of the lesson.
 Mime the actions and elicit the words from the children.
 Once you have mimed the actions once, ask children to follow you. They must copy your actions and call out the
words.
Lead-in
 Put the Daily routines Flashcards up on the wall and ask children to open their Student Books to p. 44.
 Ask children to look at the flashcards and tell you which one isn’t in the pictures (walk to school).
 Take that flashcard down.
 Call out the other words and ask children to point to the correct flashcard. Go faster and faster until children can’t
keep up with you.
Presentation
Ask and answer. (Exercise 1)
 Point to the clocks in Exercise 1 and ask individual children to tell you what time it is in each clock.
 Ask two children to read the speech bubbles for the class, and tell children to find the correct picture and clock.
 Tell children to work in pairs, choose pictures, and ask and answer questions about the times.
 Monitor and help where necessary.
 Ask some pairs to ask and answer questions for the class.
Write about Nhan. (Exercise 2)
 Read the example with the children and check that they understand the exercise.
 Ask children to write the other things Nhan does in the morning, using the example to help them.
 Monitor the activity and help where necessary.
 Ask some children to read aloud their sentences for the class.
Answers
Nhan gets up at five thirty. He has a shower at five forty-five. He gets dressed at six o’clock. He has breakfast at six fifteen.
He brushes his teeth at six thirty. He catches the bus (to school) at six forty-five.
Worksheet 2: My morning
 Give out copies of the worksheet, one for each child.
 Ask children to look at the sentences and read the instructions. Do the first sentence together, and ask children What

time do you get up? Ask them to draw the hands on the clock to show the time and complete the sentence. Then tell
them to draw a picture of themselves getting up in the box.
 Ask children to complete the rest of the sentences so that they are true for them. Tell them it doesn’t matter if they
do things in a different order.
 When children have finished, put the posters around the room. Invite children to look at each other’s posters and
discuss them. Remind them to use the third person singular, e.g., Oh, Huy gets up at seven fifteen. That’s late!
 Monitor and help where needed.
Development
Listen and sing. (Exercise 3)
 Ask children to look at the pictures and tell you what the girl does in each picture (she gets up, has a shower, eats
breakfast, catches the bus, sees / meets her friends, has lessons, reads a book / does her homework, and plays
outside).
 Play the recording (Track 56) for children to listen and point to the pictures as they hear the activities mentioned.
 Play the recording again for children to follow the words in their books.
 Recite the words of the song with the class, without the recording. Say each line and ask children to repeat.
 Play the recording again for children to sing along.
 Repeat (more than once if you wish) and make sure children understand busy.
Sing and do. (Exercise 4)
 As a class, decide on the actions for the song (see suggestions below).
 Practice the actions with the class.
 Play the recording for children to listen and do the actions.
Song actions
I get up early every day – stretch and yawn
I have a shower – mime turning on the shower
I have my breakfast – mime eating breakfast
I catch the school bus – mime stepping onto a bus
I have my lessons – mime writing
I see my school friends – mime chatting with someone
I do my homework – mime opening a book
I go outside and play – stamp your feet
Consolidation
Group song
 Divide the class into numbers 1–4 by counting along the rows of children in the class.
 Tell children they are going to sing lines 1, 2, 3, or 4 of each verse of the song. Everyone does the actions.
 Practice the song together so that children can learn their lines.
 Sing the song, with each group saying their own lines and everyone doing the actions.

Lesson Four Phonics

Objectives
 To pronounce the sound /aʊ /
 To associate the sound /aʊ / with the letters ow and ou
 To identify the sound /aʊ / in a chant
Language
 Language focus: speaking
 Vocabulary: cow, clown, flower, house, round, mouse
 Extra vocabulary: only, shoe, brown, out, down, shout
 Workbook p. 43
 Audio Tracks 49, 57–58
 Phonics Cards 15–20 (boy, oyster, coin, soil, cow, house)
 Paper and colored pencils
Introduction
Warmer
 Hold up the phonics cards for boy, oyster, coin, and soil one at a time, covering the words as you hold them up and
eliciting the words.
 Ask children if they can remember the sound from the last phonics lesson (/ɔ ɪ /).
 Write oi and oy on opposite sides of the board.
 Hold up the flashcards again, saying the words for children to repeat and point to the correct spelling of /ɔ ɪ /.
 Play the recording (Track 49) and say the chant from Student Book p. 39 to practice the /ɔ ɪ / sound.
Lead-in
 Hold up the phonics cards for cow and house, saying the words several times for children to repeat and pointing to
the target letters.
 Write the letters ow and ou on different sides of the board.
 Call out the words cow and house without holding the cards up, asking children to point to the correct letters.
 Repeat several times.
Presentation
 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 (Track 57) for children to listen and point to the appropriate 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 (more than once if necessary) for children to point and repeat again.
Listen and point.
cow, clown, flower, house, round, mouse
mouse, house, cow, flower, clown, round
Listen and repeat.
cow, clown, flower, house, round, mouse
Listen and chant. (Exercise 2)
 Ask children to look at the picture. Ask Where is the clown? What can he see? What does he have?
 Play the recording (Track 58) for children to listen to the chant.

 Play the chant again, pausing the recording after each line for children to repeat.
 Play the chant once more for children to join in and follow in their books.
Development
Read the chant again. Circle the words with ow and ou. (Exercise 3)
 Focus attention on the word clown in the chant, and ask children to point to the letters ow or ou on the board.
 Ask children to find and circle the other words with ow and ou in the chant.
Answers
clown, flowers, round, house, mouse
Listen and clap.
 Ask children to close their Student Books.
 Tell children they are going to hear the chant again. They must stand up and clap every time they hear the /aʊ /
sound.
 Play the chant with books closed. Children stand up and clap.
Circle the odd-one-out. (Exercise 4)
 Look at the example with the class and tell children to find the word where the /aʊ / sound is spelled differently.
 Go through the answers with the class, asking individual children to read aloud the words.
Answers
1 house
2 round
3 flower
4 clown
Write the words in the correct boxes. (Exercise 5)
 Look at the example with the class, and check that children understand the exercise.
 Go through the answers with the class, asking individual children to read aloud the words.
Answers
ow: brown, down, clown, flower
ou: out, shout, house, round
Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble.
 Have a student demonstrate the sentence for the class.
 Have students work in pairs to take turns saying the sentence. Tell them to use other vocabulary words on the page.
Make a poster.
 Give out paper and colored pencils and ask children to make a phonics poster for the letters ow or ou.
 Children choose either ow or ou and draw pictures of three words with those letters.
 They should also draw the letters somewhere on their poster and color them in.
 Put the phonics posters up around the room.

Lesson Five Skills Time!

Objectives
 Reading: read and understand a webpage about a school; read for specific information
Language
 Language focus: reading
 Vocabulary: Revision
 Extra vocabulary: mountain school, a long way from, town, city, at home, student, hour, miles, close to
 Structures: Revision
 Workbook p. 44
 Audio Tracks 56, 59–60
 Daily routines Flashcards 71, 73, 75, and 77 (have a shower, get dressed, get up, walk to school)
Culture note: Compulsory education
Education is compulsory from age five to sixteen in the U.S.A. That means that the law says that all children have to
go to school and their parents must make sure that they do. Public schools are provided free for all children and
most attend this type of school. A few children go to state-certified private schools or follow an approved home-
school program. In most schools, education is divided into three levels: elementary school, middle or junior high
school, and high school. Children are usually divided by age groups into grades, ranging from kindergarten and first
grade for the youngest children, up to twelfth grade as the final year of high school.
After high school, if children get good grades, they can attend colleges or university, but these cost a lot of money to
attend.
Introduction
Warmer
 Tell children they are going to sing My day from p. 44 to review daily routines words.
 Ask children to remember the actions from the song or decide on new actions.
 Play the song (Track 56). Children listen and do the actions.
 Play the song again for children to sing.
Lead-in
 Draw a stick figure boy on the board and write first, next, then, and finally on the board in a column.
 Hold up the flashcards for get up, have a shower, get dressed, and walk to school and elicit the phrases.
 Ask children to tell you what the boy does first in the morning. Elicit He gets up, and stick the flashcard next to the
word First.
 Say First, he gets up for children to repeat.
 Continue with the other flashcards.
 Say each line for children to recite and understand the sequence.
Presentation
 Ask children to open their Student Books and look at the words in Exercise 1.
 Play the first part of the recording (Track 59) for children to listen and point to the appropriate word.
 Play the second part of the recording for children to repeat.
 Play the recording all the way through again for children to listen and point to the words, and then repeat in chorus.


Listen and point.
first, then, next, finally, every day
finally, next, first, every day, then
Listen and repeat.
first, then, next, finally, every day
On the weekend
 Draw two circles on the board. Write on the weekend above one and every day above the other.
 Call out these sentences and ask children to point to the correct circle: I have breakfast. I get up late. I don’t go to
school. I go to bed. I brush my teeth. I visit family. I don’t have lessons. I get dressed.
 Ask children if they can think of any other activities to go in the two circles.
Look at the text. Where does Thi live? (Exercise 2)
 Ask children to look at the pictures. Ask children Is it a photo of a town? Is it a farm? Where do you think it is?
 Ask children to quickly look at the text and see if they can find out where Thi lives (in Sa Pa / on a farm).
Development
Listen and read. (Exercise 3)
 Ask a child to read the title, Mountain School, and encourage children to predict what a mountain school is. Ask
Where is it? Is it in a town? Do children go to mountain school by bus? Play the recording (Track 60) for children to
listen and follow the text silently in their books.
 Check the answers to the questions you asked before children read, then answer any questions they have.
 Ask questions to check comprehension, e.g., Does Thi live on a farm? Can she go to school by car? What does she do
in the afternoon? Where do her school friends live?
 Play the recording a second time, and ask children to circle the words from Exercise 1 in the text.
 Write a long way on the board, and ask Is it one kilometer / 100 kilometer? to check that children understand the
phrase.
Read again and answer the question. (Exercise 4)
 Explain that children are going to answer questions about the text and write yes or no.
 Look at the example with the class, and check that they understand the exercise.
 Allow time for children to read the text again and answer the other questions individually.
Answers
1 No
2 Yes
3 No
4 Yes
5 No
6 No
Consolidation
The teacher's life
 Before the lesson, write down ten sentences about your own daily routine in chronological order. Students have to
guess what you do during a normal day, using the words on p. 46 (first, next, then, etc.).
 When the students guess correctly, write the actions on the board.
How-to
 Ask children to think about a simple game or activity they like. The game or activity should have a few different
phases.
 Tell children to prepare a short (–two-three minute) how-to presentation about their chosen game or activity. Tell
them to use the adverbs of sequence listed on p. 46.
 Give children time to practice their presentation, and then put them into small groups to listen to each other.
 Each group could choose one child to give their presentation to the whole class.


Lesson Six Skills Time!

Objectives
 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 recognize them in sentences; write
information about yourself (Workbook)
Language
 Vocabulary: Revision
 Extra vocabulary: start school, finish school, film (n)
 Structures: Revision
 Workbook p. 45
 Audio Track 61
Introduction
Warmer
 Tell children you are going to give them some instructions. They have to copy your actions.
 Say the lines below and do the actions. Repeat each line for children to do the action with you.
 Repeat the chant several times, saying the lines faster and faster, until children can’t keep up with you.
First, stand up.
Then, touch your toes. Next, sit down.
And finally, touch your nose!
Lead-in
 Ask children questions about the pictures, e.g., Who is she? (Thi, from Lesson 5) Where does she live? Does she go to
school? When does she do her homework?
Presentation
Listen and write the numbers. (Exercise 1)
 Tell children they are going to hear Thi talking to a boy about her daily routine. They have to listen and number the
pictures in the correct order.
 Play the recording (Track 61) the whole way through for children to point to the correct picture.
 Play the recording again, pausing after each dialogue, for children to number the correct picture.
 Play the recording the whole way through again for children to check their answers.
1
Boy Do you get up early every day, Thi?
Thi Yes, I do. It’s a long walk to school.
Boy What time do you get up?
Thi I get up at five o’clock!
2
Boy Do you have breakfast with your family every morning?
Thi Yes, I do. We have breakfast before we go to school.
3
Thi After breakfast I go to school.

Boy Is it a long walk?

Thi Yes, it is. But I like it a lot!
4
Boy Do you stay at school all day, Thi?
Thi No, I don’t. I come home in the afternoon and help on the farm.
5
Boy What do you do before you go to bed?
Thi I read a book before I go to bed.
Boy What do you read about?
Thi I read about everything!
Answers
1 c
2 e
3 d
4 a
5 b
Development
Ask and answer about you. (Exercise 2)
 Say I get up at (your time). Ask a few children in the class What time do you get up?
 Ask two children to read the speech bubbles for the class.
 Tell children they are going to ask and answer questions about what time they do the activities in the box.
 Check that children understand, and then ask them to work in pairs and do the exercise.
 Choose some pairs to ask and answer their questions for the class.
Read and circle the proper nouns. (Exercise 3)
 Ask children to close their books.
 Write on the board Thi lives on a farm in Sa Pa.
 Ask children to find a name of a person. Then ask them to find a name of a place.
 Tell children we write the first letter of the names of people and places with a capital letter. We don’t use capital
letters for other words like farm.
 Read the words in the Writing box with the class, and check that they understand the difference between nouns and
proper nouns.
 Look at the example and check that children understand the exercise.
 Children do the rest of the exercise individually. Monitor and help where necessary.
Answers
1 Thi, Viet Nam
2 Mrs. Thanh, teacher
3 Carlos, Mexico
Write about you. Use proper nouns. (Exercise 4)
 Ask children to look at the questions and think of the answers. Remind them to use proper nouns for names and
places.
 Give children time to complete the answers individually.
 Ask children around the room to call out their answers.
Answers
Children’s own answers
Consolidation
True or false
 To round off the section about mountain schools, tell the children they are going to play True or False.

 Read aloud the sentences below. Children listen and call out True or False (or write T or F in their notebooks).
1 Sa Pa is a big city. (F)
2 There are a lot of rice farms in Sa Pa. (T)
3 The farms are far from towns or cities. (T)
4 There are no hills in Sa Pa. (F)
5 Some children live a long way from school. (T)
6 Children in Sa Pa don’t get any homework. (F)

Worksheet 1: Daily routine
Write about your daily routine, and then interview your partner.
My partner’s
My daily routine
daily routine
6:00 a.m. 6:00 a.m.
8:00 a.m. 8:00 a.m.
10:00 a.m. 10:00 a.m.
12:00 p.m. 12:00 p.m.
2:00 p.m. 2:00 p.m.
4:00 p.m. 4:00 p.m.
6:00 p.m. 6:00 p.m.
8:00 p.m. 8:00 p.m.
Talk to your partner about your routines. Which things are the same and which are
different?

Worksheet 2: My morning
Read the sentence and complete the time so that it is true for you. Then add
the arms on the clock and draw a picture.
I get up at ____________________.
I have a shower at __________________.
I get dressed at _____________________.
I have breakfast at _____________________.
I brush my teeth at _____________________.
I go to school at _____________________.

G4 Selective LessonPlan Unit6

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G4 Selective LessonPlan Unit6

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Family and Friends Special Edition Grade 4 – Unit 6: Jim’s day

Lesson One Words

© Oxford University Press 2016 1

© Oxford University Press 2016 2

Lesson Two Grammar

© Oxford University Press 2016 3

Listen and repeat. (Exercise 2)

© Oxford University Press 2016 4

family member he/she is describing.

© Oxford University Press 2016 5

Lesson Three Grammar and Song

© Oxford University Press 2016 6

© Oxford University Press 2016 7

Lesson Four Phonics

© Oxford University Press 2016 8

© Oxford University Press 2016 9

Lesson Five Skills Time!

© Oxford University Press 2016 10

Transcript (Track 59)

© Oxford University Press 2016 11

© Oxford University Press 2016 12

Lesson Six Skills Time!

© Oxford University Press 2016 13

Boy Is it a long walk?

© Oxford University Press 2016 14

© Oxford University Press 2016 15

Worksheet 1: Daily routine

6:00 a.m. 6:00 a.m.

8:00 a.m. 8:00 a.m.

10:00 a.m. 10:00 a.m.

12:00 p.m. 12:00 p.m.

2:00 p.m. 2:00 p.m.

4:00 p.m. 4:00 p.m.

6:00 p.m. 6:00 p.m.

8:00 p.m. 8:00 p.m.

© Oxford University Press 2016 16

I have a shower at __________________.

I get dressed at _____________________.

I have breakfast at _____________________.

I brush my teeth at _____________________.

© Oxford University Press 2016 17

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