Family and Friends 4 Course Syllabus Main text: Family and Friends 4 Class book and Workbook Supplementary materials” Fun for Flyers, teacher created writ in and speakin acti!ities This course is aimed at students with a solid intermediate level of English vocabulary. vocabulary. They can read and understand basic texts with ease, but may need signicant help with grammar in conversation. It uses Family Family and Friends Friends 4 as a primary text, with supplementary help from Fun Fun For For Flyers. Teachers are encouraged to incorporate writing, speaing, debate, and conversational topics into each lesson. Fun For For Flyers, while important, needn!t be touched on in every lesson, although relevant chapters are listed in the syllabus. Teachers should generally aim to cover two or three pages of text in a lesson, with an extra cross"curricular extension lesson for each chapter. chapter. This means that usually, usually, one unit of Family Family and Friends Friends is taught over two wees" # lessons from the boo, and one teacher"created extension lesson. $lease pay close attention to the syllabus, though, as this structure does sometimes change in order to accommodate school holidays and other time constraints. Every # chapters, a rev iew unit is done, with an additional extension activity. activity. Week ": Sept# $%& $' %esson &' Family and Friends Friends 4 (nit &, rst two t wo pages eat at restaurants restaurants or eat at home? Do you think it's better to eat at at Con!ersation: Do you like to eat a restaurant restaurant or eat at home? What are the advantages advantages and disadvantages disadvantages of both? What kind of restaurants do you like like to do go? go? What are are the best best and worst worst restaurants restaurants in Moscow? Why? So you think it it is easy easy or hard hard to be a waiter/chef? waiter/chef? Why? What is your favorite food? What foods do you like/dislike?
waitress, uniform, menu, customer, bottle of water cup of coee, glass of (ocabulary: waiter, waitress, mile, bowl of soup/pasta, plate of salad/pi!!a, apple, banana, bean, biscuit, bread, burger, butter, cake, carrot, cheese, chicken, chocolate, coconut, coee, "our, grapes, ice#cream, $am, $uice, lemon, lime, mango, meat, onion, orange, or ange, pasta, pea, pear, pepper, pineapple, pi!!a, potato, rice, salt, sandwich, sausage, snack, soup, sugar, sweets, tea, tomato, vegetable, water, watermelon, breakfast, dinner, dinner, lunch, picnic, spoon, hungry, to have, to wear, to sit, to drink, to play, to share )rammar: present simple and present continuous with time markers %usually, never, sometimes, always& eading about people's regular habits, (lling in the *eadin+istenin Comprehension: eading appropriate verb, listening to stories about every day lives, answering comprehension )uestions
day* Where do you usually go? What/When What/Whe n do you eat? Writin: Write about your normal day* Speakin: +ave students construct dialogs between waiters and customers and dierent kinds of restaurants* Flyers: nit -., ood and Drink %esson )' Family and Freinds (nit &, pg. #"4 is something something you always do? Sometimes eat? sually wear? arely arely play? play? Con!ersation: What is 0ever go? What about your friends? friends? What do you know about their habits? habits? Do you know anyone anyone who always does something something they shouldn't? +ow often should we do dierent things, things, like eat a Mcdonalds, play play football? What are things we should should make make sure to do do every day? 1an you list what things are most important in a daily schedule? Do you think it is important to follow a routine? Why or why not? 2f you follow a routine, how easy/di3cult easy/di3cult is it to change change what you do? (ocabulary: habit, schedule, chart, routine, delicious, wonderful, boring, depressing, become, begin, hear, prefer, stay, careful, e4tinct, high, strong, billion, million, thousand %review foods from previous lesson&
)rammar: 1omparing and contrasting present simple and present continuous5 2 usually 66666, but today/right now 2'm 66666ing* *eadin+istenin Comprehension: 1harting information about dierent habits, reading short articles about dierent people's habits -ronunciation: 7ong 8 and 7ong 9 words, dierent spellings Speakin: +ave kids practice long vowel rhyming words Writin: 2ntroduce children to a simple poetry structure, have them create short poems using rhyming words Flyers: nit -:, What they eat
Week $: Sept# %.& /ct# 4 %esson &' Family and Friends 4 (nit &, pg. *"+ Con!ersation: Discussing what dierent people eat in dierent countries, dierent types of ethnic cuisine, where certain foods are grown in the world, favorite meals, how dierent foods taste, when it is appropriate to eat certain foods5 would you eat soup for breakfast or eggs for dinner? What are are the strangest foods foods in the world? ;he most delicious? ;he most disgusting? (ocabulary: 9gypt, Scotland,
0reak: /ct# '&"" Week %: /ct# "4&"1 %esson &' Family and Friends 4 (nit ) pg. &") like to listen to? +ave you ever gone to a concert? concert? Con!ersation: What kind of music do you like Who did you see? see? Do you like like going to the theatre theatre or watching watching movies? What kinds of movies do
you like? +ave you ever been in a performance? What kind? Do you like performing in front of other people, or do you think it>s scary? (ocabulary: concert, drums, instruments, violin, audience, recorder, cheer, stage, programme, trumpet, rock, classical, pop, $a!!, loud, )uiet, theatre, action (lm, romantic (lm, comedy, drama, performance, to perform, how, how much, how many, how often, how old, what, what time, when, where, which, who, whose, why, guitar, language, month, skiing, train station, way, year )rammar: ast simple with have and be@ 2, you, we, they had, +e/she/everyone was, they/all our friends were* ast simple with regular verbs %#ed&, sing appropriate )uestion words *eadin+istenin Comprehension: nderstanding se)uence of events in a past tense story Speakin: Describing your personal preferences, telling a story about an e4perience in the past tense Writin: 8nswering a )uestionnaire about yourself and your famil y Flyers: nit -A, 8sk Me a Buestion %esson )' Family and Friends 4 (nit ), pg. #"4 Con!ersation: What did you do yesterday, last night, last week, two weeks ago, this summer, last year? Do you think it is important to keep a schedule? Why or why not? Do you always plan what you are going to do, or do you prefer to be SC0;809CS? Why? 2s it di3cult or easy for you to make and keep plans? 8re you an organi!ed or a disorgani!ed person?
clock, half past )rammar: past simple with time markers@ last week, last night, yesterday, two weeks ago, four weeks ago, (ve days ago, last month* roperly describing picture dierences# 2n this picture it is/there are##### but in that picture it is/there are*E Speakin@ pronouncing long 2, C, and words, eectively reading simple poetry with rhyming words, paying attention to meter and rhythm* ;ongue twistersF Writin: sing a calendar template to recall important days and events in the last month* Writing a paragraph about the last month of your life, and the dierent things you did* *eadin+istenin Comprehension: eading about a se)uence of events in the past, reading and understanding a poem Flyers: nit GH, icture dierences Week 4: /ct# $"&$2 %esson &' Family and Friends 4 (nit ). pg. *"+ Con!ersation: 1an you play an instrument? What can you play? Do you want to be in a band? Why or why not? What are some e4citing things about playing/listening to music? What are some negative aspects about performing music for/with others? Would you rather play sports or be in a band? Why? What sports do you en$oy? What onomatopoeias can we use to describe both playing/watching a sport and playing/listening to a band? (ocabulary: sound, beat, band, thump, bang, clang, cymbals, trumpet, tapping/ tap your feet, honk, rhythm, thunder, to pu %cheeks&, wonder, sparkle, wings, ground, crack, whack, smack, ice, skis, sledge, snow, snowball, snowman, badminton, baseball, basketball, competition, (shing, "ag, game, golf, hockey, player, race, sailing, skating, skiing, soccer, sport, sports centre, swimming, table tennis, team, tennis, volleyball, hit, move, pull, score, skate, ski
)rammar: eview of present simple/present continuous, past simple with time markers *eadin+istenin Comprehension: 7istening to a story in the past tense, se)uencing events, reading poetry for vocabulary understanding, using narrative devices@ onomatopoeia Speakin: 8sking and answering )uestions about yourself with a partner, drawing comparisons, presenting results Writin: sing onomatopoeia to enhance writing, describing an e4citing event in the past, understanding doubled consonants with present continuous verbs %dd, tt, pp& Flyers: nit .=, +aving un %esson )' Family and Friends 4 (nit ) -ross" -urricular Enhancement $ead a music review o a recent concert in oscow. Ask lots o comprehension questions, have the kids discuss whether they agree or disagree with the opinion o the writer. -hy or why not Then put kids in groups and have them construct their own concert reviews or diferent types o bands. Give each group diferent styles and age groups o musicians, both $ussian and -estern. /ncourage them to use as many descriptive ad0ectives in their reviews as possible. Discuss relevant ad0ectives with them 1rst, and put them on the board "e!citing, interesting, boring, enthralling, horrible, noisy, strange, inspiring, uninspiring, in#tune, out#o#tune, etc.*
Week 2: /ct# $3& o!# " %esson &' Family and Friends (nit #, pg. &") Con!ersation: Do you like to go to museums? What kind of museums do you prefer, art, history, or science museums? +ave you ever been to a museum where you were allowed to touch the e4hibits? Why are you not allowed to touch the e4hibits at most museums? Do you have a favorite period of history? +ow was life dierent =H, -HH, =HH, -HHH, GHHH years ago? 2f you had to live in a dierent historical period, which would it be and why? (ocabulary: dinosaur, museum, model, skeleton, scary, scream, roar, alive, dead, robot, bones, e4citing, controls, brilliant, funE, historical period, art, history, science, allowed to, not allowed to, e4hibits, tunics, buy#bought, eat#ate, go#went, hear#heard, learn#learnt, make#made, see#saw, think#thought, wear#wore, write#wrote %from "yers# butter"y, camel, dinosaur, fur, insect, octopus, swan, cave, desert, group, time, clever, dangerous, e4tinct, fast, friendly, same, ago, usually, across, during& )rammar: past simple# regular and irregular verbs, positive and negative forms *eadin+istenin Comprehension: ead the dialogue on pg* - together, work with a group to tell a story about a school trip to a dierent museum, read and complete the short article about life GHHH years ago* ead and complete the animal fact sheet from "yers unit :* Writin: 1hoose a dierent time period from the past, use teacher created fact sheets to write short paragraphs as a group about what children did during these time periods, present your work to the class* Flyers: nit :, 8bout 8nimals %esson )' Family and Friends (nit #, pg. #"4 Con!ersation: Do you en$oy going on school trips? What are some dierent school trips you have gone on? What was the most interesting? ;he most boring? What about vacations# where have you gone on vacation? What is your favorite kind of vacation, one where you rela4 or one where you e4plore? 2f you could design the perfect school trip, what would it be and why? 2f you could design the perfect family vacation, what would it be and why? What are some important )ualities of good school trips? Cf good vacations? +ow are they dierent/ the same?
(ocabulary: school trip %from "yers@ rock, inside, never, climb, could, decide, terrible, arrive, comb, (nish, get undressed, leave home, make a wish, speak with friends, study 9nglish, turn o the lights, write a letter& )rammar: past simple# irregular verbs with )uestions *eadin+istenin Comprehension: f/ph words, reading and pronouncing, read the song on pg . as though it were a poem, ask about rhyming words* ead the short story from lyers unit GI about what 0ick>s summer vacation Writin+Speakin: work together in teams to come up with the best school trip for your class Flyers: nit GI, 0ick>s +oliday 7ast Summer Week 5: o!# 4&1 %esson &' Family and Friends (nit #, pg. *"+ Con!ersation: What do you know about dinosaurs? What kinds of dinosaurs were there? Were all dinosaurs the same? What happened to dinosaurs? Why were they so big? What are some theories about why they died? Did you ever see the movie Jurassic ark? What would happen if dinosaurs came back to life? What other e4tinct animals can you think of? Why do animals become e4tinct? Do you think it is dangerous for animals to become e4tinct? Why? (ocabulary: theories, millions of years, scientists, dinosaur bones, type, carnivores, omnivores, herbivores, pattern, skin, earth, disappear, rock, asteroid, fall %fell&, tyrannosaurus re4, other dinosaur names if teacher wishes to e4pand )rammar: sing e4clamation marks to show e4citement, surprise, or oer instruction *eadin+istenin Comprehension: ead the article about dinosaurs on pg, =, answer comprehension )uestions together as a class Flyers: nit :H, what has $ust happened? esson $: Family and Friends 6nit % Cross&curricular 7nhancement 'tart a tourist agency2 Design a trip around the world. 3ist monuments, museums, and other e!cursions your tour will include. ame prices4 speak about accommodation, meals, and other services provided by your tourist agency. +ave a class vote or the best tour, and win money to start your agency2
Week ': o!# ""&"2 %esson &' Family and Friends (nit &"# eview Con!ersation: Where did you go yesterday? When do you usually get up? +ow do you normally go to school? What restaurants do you like to visit, and why? +ow do you like to rela4? What are your favorite hobbies? Where did you go on vacation last summer? What would your ideal vacation be like? What are some fun things to do in Moscow? Where are some interesting places to visit? What is your favorite kind of school trip? What is the best school trip you have ever been on? (ocabulary: review of foods, restaurant vocabulary, music and musical instruments, recreational vocabulary, museum vocabulary, hobbies )rammar: eview of present simple, present continuous, and past simple with irregular verbs *eadin+istenin Comprehension: 9K;90S2<9 98D20L, what are fossils? ;he story of Mary 8nning, g* G#GA in amily and riends : %see note for lesson GF&
%esson )' ssessment Test/ -ross"-urricular $01E-T 20TE' if you would lie to hold o3 on the second extended reading article and do it this wee, you can It can either be part of your testing, or done in lieu of it. It is also possible to combine both together into a single test
8ssign a workbook review page from unit -#. as a short mini# test, have children )uickly complete it* 5ut kids into groups and give them inormation sheets about diferent museums in oscow, as well as some images related to the museums. +ave kids work in groups to make advertisements or the museums, and then present their work to the class. 6 'ergey can provide you with poster board, have students put their advertisements on poster board, so they can be displayed at school.
0reak: o!# "1&$" Week 1: o!# $2&%. %esson &' Family and Friends 4 (nit 4, pg. &") Con!ersation: Do you like to play sports? Do you like to watch sports? What are your favorite sports to play/ watch? What sports do you think are boring? Do you think chess is a sport? What about bowling? Why/why not %you could have a debate here&? What e)uipment do you need to play football, basketball, tennis, etc? Do you like to play board games? What are your favorite games to play? Do you prefer logical games or active games? Why?
sentences about the pictures as you canF resent them to the class Flyers: nit Q, 8re you called +elen? Week 3: 8ec# $&5 %esson &' Family and Friends 4 (nit 4 pg. *"+ Con!ersation: What do you know about basketball? Do you think you need to be tall to play basketball well? Why or why not? %you could have a debate here& 2s basketball popular in ussia? Why do you think it is/isn>t? What sports are popular in ussia? Why do people like them? 8re there any sports you think should be more popular in ussia? +ow could you advertise them so that people might be more likely to watch them? (ocabulary: start %started&, bounce, invent %invented&, fruit basket, balconies, score %scored&, point, court, ladder, hole, fall through, continue %continued&, basketball hoop, mistake, do homework, make lunch, do/take e4ams, play/do sports, make a mistake, doing/making things, make your bed )rammar@ two word verbs with play, make, and do, 2t>s vs* 2ts *eadin+istenin Comprehension @ ead the article in skills time about the history of basketball, answer comprehension )uestions* Flyers: nit =H, Do you make it or do it? %esson )' Family and Friends (nit 4 -ross"-urricular Enhancement +ave kids read a simpli1ed science7psychology article about why people en0oy watching sports. +ave them discuss the article together as a class, and make speculations as to -+8 ootball is the most watched sport in the world. Week ".: 8ec# 3&"4 esson ": Family and Friends 4 6nit 2# p# "&$ 1onversation@ Do you ever get lost? What can you do to stop yourself from getting lost? +ow do you feel when you get lost? What should you do if you get lost? 2s there anything you +8<9 to do if you get lost? What are some dierent things you have to do in your life? 2f someone robs you, what do you have to do? 2f you hurt yourself very badly, what do you have to do? 2f you want to do something or make something correctly, what do you have to follow? Do you usually follow directions? +ave you ever 0C; followed directions, and had something bad happen? When you are cooking, do you think it is important to 87W8NS follow all the directions? Why or why not? What about if you are putting together a bed from 2O98? What about if you are trying to go somewhere in a city you have never been to before? What about if your MCM told you to do something a certain way? (ocabulary: read a map, turn left, go back, tra3c light, hurry, roundabout, get lost, turn right, go straight on, petrol station, %from "yers@ bicycle, bike, boat, bus, car, helicopter, lorry, motorbike, plane, ride, ta4i, train, truck, museum, drop, meet, sound, take time, closed, e4citing, e4pensive, open, )uick )rammar: have to/ had to *eadin+istenin Comprehension: read the dialogue at the beginning of lesson (ve, and discuss it as a class* ;hen giver students small maps of dierent city centers, and have them give directions about how to get to dierent places in the city* 2f your group is strong enough, you can have them guess the city or the famous monumentR Flyers: nit G:, 7eaving and 8rriving esson $: amily and riends : nit =, pg* .#: 1onversation@ Why do you think people get lost? Why do you think people don>t like to follow
directions? Why do teachers ask so many )uestions? 1an you think of any interesting )uestions to ask? 2 want you to get into two big groups, and think of =why )uestionsE about a dierent topic, let>s say animals and nature* Nou can use your phones or the computers in class to look up interesting information* 8fter each team has thought of = interesting )uestions that 180 be answered, we will play $eopardyRyou will ask your )uestions to the other team, and answer some of mineRremember that your answer must start with 918S9 (ocabulary: be late, get lost, read a map, get wet, forget your umbrella, hold a map upside down* Lrammar@ using why and because to formulate and answer )uestions %from "yers@ student, grandparent, dierence, tape recorder, skip, naughty, right, right, strange& *eadin+istenin Comprehension: look at dierent pictures from the book, as well as maga!ine pictures, and have students work in groups to formulate )uestions and answers about the pictures, using why and becauseR Flyers@ unit .:, What a strange lanetF Week "": 8ec# "5&$" esson ": Family and Friends 4 6nit 2 p# 2&5 Con!ersation: +ave you ever seen a shadow puppet theatre? What other kinds of puppets do you know about? Do you en$oy going to the theatre? What is the most interesting performance you have ever seen? Do you know anyone who is scared of puppets? Why do you think some people are scared of puppets? Do you know how to make any kind of puppet? 1an you tell the class? %Nou can give the kids dierent pictures of dierent kinds of puppets, and have them create directions about how to make the puppets& (ocabulary: sock puppet, bag puppet, stick puppet, hand puppet, string puppet, shadow puppet, shadow, popular, event, stick, screen, voice, lift up, thousands of years ago, 0owadays, traditional, modern, animal skins %from "yers@ bookshop, circus, factory, library, post o3ce, super market, e4ample, game, stamp, post, also, before, yet, at, for ,from, in, inside, over, to, and, because, if, or& )rammar: using imperatives to give directions %have kids do speaking e4ercise . from lesson si4 for e4tra practice, this can be presented as an oral activity&* *eadin+istenin Comprehension: read the skills time article about how to make a shadow puppet, answer )uestions and discuss, bring a "ashlight to school, and have kids attempt to make their own shadow puppets* 7ook up directions for shadow puppets other than the tiger one listed in the chapter, and have kids follow the directions to try and make their own shadow puppets* Flyers: nit .G, laces to Lo esson $: Family and Friends 4 6nit 2 Cross&Curricular 7nhancement egin lesson by discussing what students will do for their +oliday vacation, if they will go anywhere interesting* ;hen tell them that you can>t decide what you want to do for your +oliday
-7S7 /;7: 0ecause there are a number of 9olidays this year, in order to units 5, 3, and "$? and some units are co!ered in two lessons rather than three# ;here are also fewer cross&curricular acti!ities this semester, due to time restraints# -7S7 /;7 the number of paes written in t he weekly subheadin@ lso note: the semester actually starts on Aanuary 3# Bf we actually start on this date, there will only be " lesson that week# 6se it to re!iew, ask about students holidays, and play ames# Week ": Aan# "%&"' esson ": Family and Friends 6nit 5#" >p# 4$&44& % -)7S? Con!ersation: What is the most comfortable piece of furniture in your house? What is the most uncomfortable? 2s your house more modern or more classic? What is the most e4pensive thing in your house? What is the cheapest? What is your bed made of? What about your cupboards? 2 you could design your own house, what would it be like? Would it be modern or classic? Would it be wooden or metal? Would it be e4pensive or cheap? 2f you were like the boy in the story, would you repair your old bed, or get a new one? Do you like your bed? What do you like about it? (ocabulary: break, repair, comfortable, hard, soft, e4pensive, cheap, wooden, metal, modern %from "yers@ bin, card, envelope, fan, glass, gold, metal, paper, plastic, wood, wool&, good, better, the best, bad, worse, the worst )rammar: comparatives and superlatives# more/less/#er, #ier than, the most/the least/#est, #iest *eadin+istenin Comprehension: ead and discuss the dialogue from unit Q lesson - in the class book, have kids look at dierent pictures of houses and furniture and compare them, choosing the ones they like the best* ead the poem from unit Q, lesson . in the classbook together as a class* Discuss, and have kids think of the worst and the best day ever, and describe it to the class* Writin: Do unit Q lesson - in the workbook, have kids use as many ad$ectives as possible to describe their own room* Flyers: unit GA# What>s it made of? esson $: Family and Friends 4 6nit 5#$ >ps# 42&4'& % -)7S@? Con!ersation: Do you know what a fable is? 2t>s a famous story that teaches you a lesson* Cne famous fable is the tortoise and the hare* Do you know this fable? What happens in the story? ables always have a moral, or lesson* What is the moral in the tortoise in the hare# always go as fast as you can, or it>s better to go slowly and (nish what you start? 1an you think of any other fables? What are their morals? (ocabulary: enormous, prepare, worry, thick, dig, generous, la!y, tired, hot, less, plenty, to share, kind, generous, fable, moral, to become, to behave )rammar: singular and plural forms of regular and irregular nouns *eadin+istenin Comprehension: ead the 8nt and the Lrasshopper, %nit Q lesson = in the class book&* 8fter reading, discuss and answer comprehension )uestions* e#tell the story and put the pictures from lesson Q in the class book in order* or more practice with fables, you can also read lesson = from the workbook, ;he oy Who 1ried Wolf* se the pictures at the bottom of lesson Q in the class book to re#tell a modern version of ;he boy who cried wolf* 8fterwards, get into groups and make your own modern fable for the class* emember to include a lesson for everyone to learn* Writin: Do unit Q, lesson Q in the workbook, using the pictures to re#tell the fable*
Week $: Aan# $.&$4 esson ": Family and Friends 4, 6nit 4&5 re!iew >p# 41&43? Con!ersation: What is the most dangerous sport? What is the most boring sport? What is the easiest sport? What is the most di3cult sport? What is your favorite sport? What e)uipment do need to play the sport? What do you have to do if you want to win the game? +ow do you get to school? What do you have to do to get ready for school? 1an you give me directions to a stadium in Moscow? 1an you give me directions to a museum in Moscow? +ow can 2 get to the metro? What is the most e4pensive thing in your rucksack? Where is the most comfortable bathroom at your school? 8re the chairs at your school harder than the ones at home? Why are your chairs at home more comfortable? 2s your bed hard or soft? 2s your room classic or modern? (ocabulary: review from units :#Q %sports, directions, ad$ectives of comparison&@ team, $acket, trainers, trophy, player, kick, score a goal, racket, rucksack, win, swimming, riding a bike, football, basketball, volleyball, gymnastics, skating ,skateboarding, bounce, invent, balcony, court, point, throw, ladder, hole, read a map, turn left/right, go back, tra3c light, hurry, roundabout, turn right, go straight ahead/on, petrol station, shadow, puppet, popular, event, stick, screen, voice, lift up, go upstairs/downstairs, in front of, behind, ne4t to, the (rst/second/third door, break, repair, comfortable, hard, soft, e4pensive, cheap, wooden, metal, modern )rammar: review from units :#Q5 possessive pronouns and ad$ectives, have to/had to, why/because, more/less than, the most/the least *eadin+istenin Comprehension: after going over review G in the class book together as a class, assign review G from the workbook for students to complete either individually, or in groups* ;he person/team with the least number of mistakes are the champions, and can tell the losing team something they must do %for e4ample, meow like cats, dance like ballerinas, act like monkeys, etc*& Flyers: nit .H/.- %if time permits& esson $: 94tensive eading G %pg* =H#=-& T cross#curricular pro$ect for unit Q Con!ersation: What do you know about 8merican football? 2s it more like football or rugby? Why? Do you watch 8merican football? Why or why not? 8re you e4cited for the Clympics? Do you prefer the winter or the summer Clympics? Which events do you like the best in the winter Clympics? +ow many medals do you think ussia will when? Do you know any athletes who are going to Sochi? Who are they? Do you think they will win? (ocabulary: century, score goals, rugby, si4ty minutes of play, stop the timing, touchdown, dangerous, helmets, Super owl, popular, dangerous, famous, cricket, ama!ing, to break a record, lightning bolt
*eadin+istenin Comprehension: read, discuss, and answer comprehension )uestions for both articles from e4tensive reading G Cross&curricular proDect: ;ell kids that they are on the Clympic committee, and that they have been asked to delete one sport from the Clympics, and add a completely new one* Which sport will they get rid of, and why? What is the name of their new sport? +ow many players are there on the teams? What are the rules of the game %list at least three&? ;o get kids started, you can e4plain to them about ice#footballE or some other made#up sport as an e4ample* 9ncourage them to be funny and creative with their new sportsF Week %: Aan $'&%" esson ": '#">p# 2$&2%& $ -)7S@@@? Con!ersation: Would you like to travel to space? Why or why not? Why is space travel dangerous? Why is it interesting? Do you believe in aliens? Why or why not? +ow do you think
our lives will be dierent in =H years? What will be able to do then that we can>t do now? What about in -HH years? What is the most interesting invention from the GH th/G-st century? Why? 2f you could predict a new invention that will happen in your life time, what would it be? (ocabulary: the future, travel, satellite, the moon, the sun, planets, rocket, astronaut, star, spaceship %from lyers5 cloud, night, sky, space, star, century, golf, ocean, temperature, going to, keep, look after, look like, other, until& )rammar: ;he future with will and won>t *eadin+istenin Comprehension: read the dialogue from unit I lesson -, discuss* 9ncourage kids to come up with other inventions that don>t e4ist yet, but may e4ist one day* ;hen turn to lesson G in the class book, and complete the passage about travel to the moon* 8sk kids if they would like to take a vacation to the moon# why would it be interesting? Why would it be dangerous* 2f time permits, have kids start space tour agencies, and present a vacation to a dierent planet* +ave them describe accommodation, e4cursions, restaurants, and prices for their vacation Flyers: nit -H esson $: '#$ >p# 24&22& $ -)7S@@@@? Con!ersation: What will you do in a month>s time? What will you do in two weeks> time? What will you do ne4t week? What will you do on Monday? What will you do tomorrow? What will you do soon? What will you do later? Do you believe in fortune tellers? Why or why not? Would you want to know what happens in the future? Why or why not? What are some positive things about knowing what will happen in the future? What are some negative things? %it might be fun to split kids into groups and have a debate about time travelR& (ocabulary: tomorrow, ne4t Monday, this evening, on Saturday, in three days> time, in -HH years, fortune teller, time travel, the future )rammar: using time markers to e4press when things will happen in the future eading/7istening 1omprehension@ +ave kids look at the calendar from unit I lesson . in the class book, and speak about what will happen on a trip to the moon* 0e4t, tell kids that they are going to be fortune tellers, and that they need to predict what will happen in the ne4t year of your life* 9ncourage them to use as many future time markers as possible, and to be funny and creative with their presentations* 2f your group needs to be given an e4ample, present your own e4ample by predicting what will happen to Sergei in the coming year* Flyers: nit --# what will happen ne4t? %p# 25&2'& $ -)7S@@@? Con!ersation: What do you think life will be like in -HH years> time? Will life be better or worse? What are some ways our lives could be better? What are some ways our lives could be worse? Do you think it will be more interesting to live your life now, or to live -HH years from now? Why? Do you like to read science (ction stories? Who are some of the best science (ction writers that you have read? Do you like to watch science (ction (lms? What are some of your favorite science (ction (lms? Some science (ction stories are utopic, or show us a future that is positive, and some science (ction novels are dystopic# they show us a very negative future* 7et>s think about science (ction stories we have read or seen, and make some e4amples of some utopic visions of the future, and some dystopic ones* %8fter doing this, you can either put kids in groups, and have them create their own utopic or dystopic visions of the future, or you can have a debate about whether or not they think the future will be utopic or dystopic, depending on whether your kids respond better to creative or critical tasksR& •
8 )uick note on utopic/dystopic@ if you would rather teach your kids the utopian/dystopianE
variant, go ahead and do so* 2 happen to simply like the sound of the former variant better, and tend to think language is )uite elastic, and evolves to have space for things like this* 2f you disagree, by all means, teach the more classical variant* (ocabulary: housework, feelings, illness, crowded, road, storm, e4tinct, dangerous, utopic, dystopic )rammar: using will/won>t T time markers to speak about the future *eadin+istenin Comprehension: read the story from lesson = in the class book, and discuss* Which child do you agree with more? Why? +ave kids look at the reading from lesson Q in the workbook, and discuss schools of the future* Do they agree with the writer? What do they think schools will be like in -HH years? Flyers: nit :.#2n the future, 2 might be a farmerR %
esson $: 1#" >p# 21&5.& %-)7S@@@@? Con!ersation: +ow often do you travel by plane? Do you (nd travelling by plane e4citing? Why or why not? What are some fun things about going to the airport? What are some boring or negative things about travelling by plane? What is the longest "ight you have ever taken? When you pack your suitcase, what are some important things you must remember to take? What do you like to wear when you travel? Do you like to shop at duty free? What do you usually buy there? Would you rather eat at a restaurant in the airport or on the plane? What do you think about airline food? What is the best thing about travelling by plane? What is the worst thing about travelling by plane? (ocabulary: money, passenger, arrivals, departures, luggage, passport, suitcase, maga!ine, newspaper, coin, departure gate, lots of, much, many, any, )rammar: +ow much/ +ow many, some/any *eadin+istenin Comprehension: ead the dialogue from nit , lesson - in the class book, discuss* 8lso have kids complete the dialogue from lesson G in the class book, and then work in teams to make their own airport dialogues, perhaps between a bag inspector or customs o3cial, and a passenger* 9ncourage them to use how much and how many as many times as possible in the dialogues, being sure to discuss how much is used with uncountable nouns, and many is used with countable nous* 8lso have them practice using some and any for appropriate answers* Flyers: nit G=@ what are they going to do? %p# 5"&5%& % -)7S@@@? Con!ersation: Where did you go on your last holiday? What did you do there? What did you like about your holiday? Was there anything you didn>t like about your holiday? 2f you could travel anywhere in the world for your ne4t holiday, where would you go? Why would you go there? What would you do there? (ocabulary: unusual, $ourney, fall asleep, whistle, hotel, disappointed, (reworks, fair, to book a hotel, to miss a station/stop, disappointed, une4citing, to check in, fantastic, brilliant )rammar: how to address a post card properly %see the bottom of lesson Q in the class book&
eading/7istening 1omprehension@ read the story from lesson = in the class book, and discuss* ;hen turn to lesson = in the workbook, and have the kids (ll in the blanks to complete 8lisa>s letter* 2f time permits, have kids do the post card writing e4ercise from lesson Q in the workbook*
Flyers: nit :Q# ostcards %vocab@ grown#up, a lot, again, then, dear& esson $: 6nits ' and 1 Cross&curricular proDect -hoose one or two of the following ideas to discuss with your class 5 I would highly recommend doing the second activity, 6wish you were here,7 as it incorporates units 8 and 9 the best:' Bmaine ;hat
What is it like in outer space? Nour students will have to use their imaginations to answer that )uestion, even if they have already learned e4tensive content about the universe beyond* nless they have actually taken a rocket into orbit, your students will have to speculate what those outer regions are like* 8i!ide your students into roups of four to talk about what they imaine outer space to be like * During
their discussions, your students should try to use sensory descriptions when sharing their ideas* Nou can ask them )uestions like the following* -hat does it eel like in space -hat can you see Do you hear anything -hat 9an you smell anything -hat does it smell like 6s there any taste in the air -hat will you eat while you are there Living students some informational books about space may help them put
detail in their descriptions* 9ncourage your students to be creative and use their imaginations in this activity* ;hey may say they can smell green cheese when they are near the moon* ;hey may see bits of ash "oating by that have come loose from the sun* 0ecause your students are usin their imainations, there are no wron answers here as lon as they can i!e ood explanations for their ideas# Wish Eou Were 9ere
Do you ever send post cards when you are on vacation? +ave your students ever sent a postcard to someone from the *S*? 9a!e a!ailable for your class a collection of postcards from as many places as you can
they have a message written on them* ;hen give your class some time to look at the post cards and read the messages that the senders have written* sk your students what they would want to say to their friends and family if they were to send a post card from outer space * Would they use the usual, +aving a great time. -ish you were here ,E or something more original? ;ell your students that they are
going to write postcards to three people from outer space* Cbviously they will not actually go into space, but they must imagine themselves there when they write the post cards* Live your students some pieces of card stock that are four inches by si4 inches, the si!e of a typical post card* ;hen have each student write three post cards to people, imagining that they are writing from space* Nour students should also either
draw or paste a picture onto the front of the card $ust as an actual post card would have* Nou can have your students drop their post cards into a classroom mailbo4* ;hen post the cards on a bulletin board so the rest of the class can en$oy what their peers have written* Nou should post some cards with the message facing out and others with the pictures facing out* Cnce you take down your class> post cards, encourage them to send the post cards to the people they wrote to, but make sure they e4plain the purpose of the class pro$ect when they do* Someday, Someday Soon
or many years, people have dreamt of the day that human beings would live in outer space* Whether it was the moon, another planet or a man made space station, people have imagined themselves living in outer space for generations* ;here are plenty of movies and television shows to prove it, too* 7ncourae your students to think about the future * 1an they picture themselves living somewhere other than planet
earth? -air your students with one another and i!e them time to discuss what it miht be like to li!e some place other than earth * 9ach pair should work
together to think about, discuss and describe what it would be like to live in this other place* ;he pair should draw a picture of their farfetched home and then present to the class the details about this place* Live each pair a chance to work on their public speaking, and then ask your class to vote on which scenario they think is most realistic or most likely to come true* *7: Feb "'&$" Week 5: Feb# $4&$1 Family and Friends 6nit 3 esson "&3#" Con!ersation: +ow often do you watch ;
class* ;ell them that they are going to be on a news program, interviewing interesting people from Moscow* 2f you think your group would do better with this activity, give them role cards %you are a man who rescues pigeons on the street, and is building a pigeon !oo, you are a woman who making a (lm about the pollution in the Moscow river, you are a man who is opening a vegetarian shwarma restaurant close to red s)uare, you are a beautiful model who has cut o her hair to give to cancer patients, you are an 8merican chef who is opening a burger restaurant in Lorky ark, you are 9dward Snowden, etc& esson $& 3#$ Con!ersation: +ow often do you watch ;
Week ': March %&' Family and Friends 6nit 3 esson " 3#% Con!ersation: +as there ever been a time when you felt lucky? What happened? What about when you felt 071ON? Split into two big groups and work together to create a character# one team will make the world>s luckiest man, and another will make the world>s luckiest man* Live your character a name5 tell me where he lives, what his $ob is, and how old he is* ;hen tell me = things that have happened to him to make him the world>s most lucky/unlucky man* ;ell me about a place you (nd very comfortable* What is a place you (nd very uncomfortable? Do you know anything who is unfriendly? +ow do they act? Do you think it is important to always be friendly? Why or why not? %you can have a debate with this )uestion&* What is something that makes you unhappy? Why does it make you unhappy? Do you think it is important to be popular? Why or why not? (ocabulary: friendly, unfriendly, comfortable, uncomfortable, lucky, unlucky, well %as in healthy&, unwell %as in sickRor maybe cra!y if you feel like teaching it&, known, unknown, popular, unpopular, happy, unhappy, usual, unusual )rammar: working with the pre(4 unE# see conversation for activities* *eadin+istenin Comprehension: read the ;< guide from unit A lesson Q in the workbook %page Q:& 8fter having kids locate the words with unE pre(4es, ask them which programs they think are interesting and why* 94plain to the kids that you have already recorded all the programs, and that we can watch them in any order we would like* +ave a debate about which show we should watch (rst, and why* Make sure each kid has a chance to speak about the program they (nd the most interesting, and why, before having the class vote about the order of the programs
they will watch Writin: +ave kids complete the second page of unit A lesson Q in the workbook %page Q=&* ;his assignment can be done individually or in groups* ;ell kids that they need to make a ;< program with three shows that start at A@HH, [email protected], and -H M* ;hey can choose whatever kind of program they would like to write about %there are notes at the top of the page to give them ideas, but they do not +8<9 to use them to write&* 8t the end of class, have kids present their ;< schedules to the class, and describe which programs they have written about* Write notes on the board* ;hen, have kids choose which programs they want to watch at which time* esson $ eview # 5units 8";:< =I>TE= TE?T 8ssign review pages from the workbook as well as a few pages from a 7N9S reading and writing test for kids to complete in class* 7et Oaty know if you need help locating or choosing appropriate pages from the lyers e4am to test your kids* 0o listening or speaking work is necessary, but if you would like to do a listening e4ercise as well, contact Oaty for more details* Week 1: March ".&"4 Family and Friends 4 esson " extensi!e readin % Con!ersation: Where do you usually go on holiday? What do you usually do on +oliday? 2f you could go anywhere in the world for holiday, where would you go? Do you prefer vacations where you can go sightseeing, walk around in a city, and learn new things, or vacations where you simply rela4 on the beach? 2f you went to 9gypt, what would you do there? Would you stay in a resort and swim in the sea, or would you travel to see the pyramids and the sphin4? What do you think most 8mericans would do if they went to 9gypt? Why do you think 8mericans and ussians have such dierent ideas about holidays in 9gypt? retend you own a travel agency* Work with partners to recommend a vacation for your teacher* Nou need to choose a place, describe how long the holiday is for, what your teacher can do there, the kinds of food/restaurants you can go to, and how much the trip will cost* ;he teacher will choose the holiday he/she (nds most interesting* (ocabulary: arri!e+arri!ed, ancient, enormous, bade, fantastic, tra!ellin, Doin+Doined, sail+sailed, islands, south pacis travels* 8fter reading the article, ask students to outline a fantastical adventure in groups* Where will they go? What will they do? $%E?E 20TE' unit :;, ::, and :< will be covered in two classes each, as opposed to =. This means at least = pages rom the student book will need to be covered in one lesson2 There will be one lesson devoted to reviewing units :; and :: beore moving on to unit :<2 esson $: ".#" Con!ersation: +ow often do you use the computer to do your homework? Do you have to write a lot of essays for your ussian literature classes? Do you write them out or do you type them? 8re you good at typing, or do you make a lot of mistakes? 1an you type in 9nglish? 2s it di3cult to type in 9nglish, and if so, why? Do you need to do research on the internet to do some of your homework? What classes do you need to do research for? What are some dierent websites that you use to do research for your school classes? Do you think it is safe to use Wikipedia to help with school reports? Why or why not? What about google translate? (ocabulary: printer, screen, mouse, log on, speakers, click on, memory stick, save a document, search the internet, write a report, research a sub$ect )rammar: introduction to the present perfect with regular and irregular past participles, asking and answering simple )uestions in the present perfect tense % play never have 2 everF& eading/7istening 1omprehension@ read the dialogue from unit -H lesson - in the student book
together as a class* ;hen, have a debate@ should children be allowed to play before they do their homework and chores, or should they do t he things they need to do 2S;, even if they are too tired to play afterwards? Writin+)rammar: have kids complete pages QA/IH from the workbook in class* 2f you do not have time to cover all of this material, assign one page as homework* Flyers: nit Week 3: March "'&$" Family and Friends 6nit ". esson "&".#$ 1onversation@ +ow often do you send emails? What is the dierence between an email and a message on facebook/vkontakte? Who do you send emails to? Who do you send messages to? When you write an email, do you think you need to be polite, or can you write informally? 2s it important to check your spelling when you send an email? Why or why not? Do you think it would be interesting to have a pen pal? Why or why not? +ow often do you use the internet to talk to people from other countries? Do you have any foreign friends? 2f you could have a pen pal, where would he/she be from? What would he/she be like? Do you think it is more interesting to have a pen pal who is totally dierent from you, or completely similar? (ocabulary: type the address, sub$ect, keyboard, spell checker, attach a photo, a website, send a message, email address, )rammar: more work with the present perfect, reviewing parts of speech# verb, sub$ect, and ob$ect* ;his would be the perfect time to play adlibs with kidsF http@//arts# humanities*s)uidoo*com/teach#parts#of#speech#with#mad#libs *eadin+istenin Comprehension: read the article on page I in the student book, unit -H lesson =, discuss the emails, and answer )uestions Writin: Do unit -H lesson si4 in the workbook* or additional practice, have kids work in pairs to write and respond to their own emails* Flyers: nit A esson $ ""#" Con!ersation: 2n the future, we may be able to travel to space on vacation* 2s this something you would want to do? Why or why not? Work in groups to design a moon hotelF +ave you ever been to desert? +ave you ever been to an island? Which one? Where do you think the most dangerous place in the world is? 2f you were going there, what would you need to bring with you? Would there be any rules you would need to follow? Where is the most interesting place you have ever been? Where is the most boring place you have ever been? When is the most dangerous, e4citing, overwhelming place you have ever been? (ocabulary: town, ocean, volcano, village, oasis, rainforest, capital city, desert, island, cave, a rainforest, a desert, space
)rammar: the present perfect with ever# has he ever 6666ed? Nes he has/0o he hasn>t* eel free to play never have 2 ever again with kids* ;hey usually like this game, and get better at it when they have an opportunity to repeat it* Nou can also play truth or dare, where kids practice answering have you everE )uestions, or doing silly things* 2t may be a good idea to prepare a list of )uestions/dares for this activity, depending on the creativity and willingness to communicate of your group* *eadin+istenin Comprehension: read the dialogue from unit -- lesson - in the student book %page H&* Discuss the )uestions asked in the dialogue together as a class, and then put kids
into pairs to interview each other* Flyers: nit G. Week ".: March $4&$1 Family and Friends 6nit "" esson "&""#$ Con!ersation: What is something you have never done before that you would like to try? Why would you like to try it? Do you think it is important to try new things? Why or why not? 8re you an adventurous person? 2f you could go on any adventure, what sort would you want to go on and why? +ave you ever gone sailing? Do you think it would be interesting to be an e4plorer? 8re there any areas left in our world to e4plore? What do you think a modern e4plorer would want to e4plore? (ocabulary: e4plorer, melt, fro!en, sink/sank, lifeboat, survive, storm, wave, rescue )rammar@ resent perfect with 0ever# again, either of the games mentioned from the previous week can be played again to practice using this structure* Nou can also have kids play a version of two truths and a lie using only 2 have never 66666edE statements* 8lso, please be sure to cover the speaking activity from unit -- lesson . in the student book % page G& *eadin+istenin Comprehension: ead the skills time article from unit -- lesson = in the student book* Discuss the article, and ask students what they would do if there were in Shakleton>s position* Writin: Do the activity listed in unit --, lesson Q in the workbook* ;his can be assigned for homework if necessary* Flyers: nit .A esson $& 6nit ". and "" cross&curricular acti!ity& 87S7*; BS8@@@@ •
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8sk students if they know of any ;< programmes, (lms or books based on desert islands e*g* ;he each, 1astaway, obinson 1rusoe, Survivor* 2n groups of . get students to e4plain the programme / (lm / book to each other* ;ry to get some feedback on the dangers and di3culties the main character faced living on these islands* ;ell the students that they are going to design an island* Students work in .s* G students draw - island together on the same 8. piece of paper following instructions from the .rd student %e*g* Draw sharks in the sea&* 1hange roles every few minutes* 8llow ten minutes overall* ;ell them they have to decide on rules for living on their island %e*g* Nou must build a (re at Q o'clock in the evening&* Students write = rules* 9licit rules they have for living in their homes* 8sk the students to give a presentation to the whole class describing the island and e4plaining the rules for living on it* 94plain that someone will arrive at their island and they must decide if they want to allow the person onto the island* ;hey must make a )uestionnaire to ask the new arrivals* 9licit some good )uestions e*g* +ow do you make a (re? +ow do you defend yourself against a shark? Students write Q# )uestions in their groups* 1hoose one person from each group and tell them that their boat has sunk and they are swimming around looking desperately for an island* ;ell students to go to an island where they will be interviewed ;he students swim / go to the other islands and are interviewed at each one* ;he group of students for each island decides which person they have chosen to live on their island and why* ;ogether the swimmers decide which island they want to live on and why*
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inish with some feedback on how well they did the tasks and how di3cult it was*
Flyers: nit =0*7 March %"& pril 4 Week "": pril '&"" Family and Friends 4 esson "$#" Con!ersation: +ow often do you get sick? Do you believe in folk medicineE or do you think people should always go to the doctor when they get sick? Work with a partner or small group to think of (ve e4amples of ussian folk medicine*E Who do you trust more when you are sick, your grandmother or a doctor? Why? What should 2 do if 2 have a sore throat? What should 2 do if 2 have a stomach ache? (ocabulary: a headache, feel sick, feel di!!y, a cold, a cough, an earache, a stomach ache, a sore throat, take medicine )rammar: using should/shouldn>t to give advice* Nou can play a game on the board, similar to $eopardy, where students earn points for giving good advice in dierent situations* 8lso, here is a link to a board game you can play with your class to practice giving advice@ http@//www*eslh)*com/forums/worksheets/esl#worksheets/board#games/should#shouldnt#-QQ=/ *eadin+istenin Comprehension: read the dialogue from unit -G lesson - together as a class* Discuss the story, and have students tell you whether they think the boy in the story should or shouldn>t be punished for eating all of the cakes* ;hey can have a debate, where one group takes the boy>s side, and the other takes the mom>s side* 0e4t, have students get into pairs to make dialogues of their own, between a doctor and a patient* Cne student needs to complain of an illness, and the doctor needs to make three suggestions for the patient using should/shouldn>t Flyers: nit Gesson $& "$#$ Con!ersation: +ow important is it to be (t and healthy? Why do you do to stay (t? When managing your weight, what is more important# getting lots of e4ercise or eating well? +ow often do you e4ercise? What are dierent ways you e4ercise? Do you eat healthy food? What is your favorite guilty pleasureE food, something you know is bad for you, but that you en$oy eating anyway? +ave students work in groups to take a normally unhealthy food, like pi!!a, hamburgers, rench fries, or milkshakes, and reinventE the food to make it healthy* (ocabulary: healthy, (t, energy, crisps, sugar, cabbage, calcium, sardine Lrammar@ could/couldn>t to describe things in the past vs* can/can>t to describe things in the present# be sure to cover the material from unit -G lesson . in the classbookF +ave students work in groups to create as many sentences about how they are dierent now from when they were babies* ;he team that can create the most sentences winsF Nou can also revise con$unctions becauseE and soE with students*
*eadin+istenin Comprehension: read the article from unit -G lesson = together as a class and discuss* +ave students work in groups to create a top -H listE of advice for staying healthy, using should/shouldn>t* Nou may also wish to e4plain to your students that could/couldn>t are not $ust the past tense forms of can/can>t, but also can be used as modal verbs to e4press possibility* Students can switch their list of advice with the other team* ;hey can e4pand on their lists of shouldE by giving e4amples using could# for e4ample if the (rst team wrote you should
e4ercise,E the second team can they say# you could go for a run, do yoga, or play football* 2f they said you shouldn>t eat $unk food,E they can say# you could eat carrots instead of crispsE* Writin: Do the unit -G lesson Q activity listed in the workbook Flyers: nit .. Week "$: pril "4&"1 Family and Friends esson " re!iew 4 >units 3&"$? Do the review pages from the classbook together as a class, and then assign the corresponding workbook pages as a mini#test* ;hen, play a game or do an activity* 2f you need help thinking of a fun activity to do with your students, contact Oaty for ideas Flyers: nit .I esson $: e4tensive reading : %page A:#A= in the class book& Con!ersation: Where is the most e4citing place you have ever traveled to? Where in the world can you (nd $ungles? Where can you (nd deserts? Where can you (nd rainforests? What do you think the weather is like in the desert? What do you think it is like in the rainforest? Do you think all desterts are the same? Which habitats do you (nd the most interesting, $ungles, forests, the ocean, the desert, or the rainforest? Why? What can you see or do in each place? +ave a debate with your students about where would be more interesting to go for vacation, the rainforest or the desert %you may wish to do this after reading both of the e4tensive reading articles, as your students will be better prepared with information and vocabulary for the debate&* (ocabulary: ama!ing, colorful, weird, toucans, parrots, the black guan, insects, beetles, butter"ies, camp(re, howler monkeys, suddenly, underground, oasis/oases, sand dunes, survive, cactus/cacti, nocturnal Writin: +ave students write a paragraph about where they would like to visit# a desert or a rainforest# and why* ;ell them to make sure their paragraph has an introduction, a conclusion, and (ve good sentences* Nou may wish to give them an e4ample of your own before beginning the activity* *eadin+istenin Comprehension: ead both of the e4tensive reading articles in the student book, pages A:#A=, together as a class* Discuss both articles, and answer comprehension )uestions* 8sk students to vote on the article they found most interesting*
-7S7 /;7: units "%, "4, and "2 return to the usual structure of ;9*77 7SS/S -7* C9-;7*@ ;he last three lessons of the year will be de!oted to re!iew, a test, and a
ob$ect pronouns help avoid redundancy* +ere is an e4ample@ take some cheese, some bread, and some butter from the refrigerator* Let a grater and the cheese, and grate the cheese up* ;ake a knife and the bread, and cut the bread into two slices* ;ake the butter and a small knife, and spread the butter across the bread* ;hen, take the cheese and put the cheese between the bread* ;urn on the stove, put your sandwich in a pan, and toast the sandwich until both sides are golden* *eadin+istenin Comprehension: read the dialogue from unit -., lesson - together as a class* Discuss and answer comprehension )uestions* ;hen, have a debate# is it always important to follow the directions when you do something, or is it better to improvise? Flyers: nit -Q esson $&"%#$ Con!ersation: what is your favorite meal? Do you know how to make it? +ow do you get the ingredients to make it? +ow does food get to the grocery store? 1an you describe the whole process of how milk gets from a cow into your refrigerator? 1an you describe how an orange gets to a Moscow super market? Do you think it is better to buy food that is shipped from other countries, or is it better to eat things that grow near where you live? Do you think the food in Moscow supermarkets is very fresh? Why or why not? (ocabulary: make, sell, grow, buy, carry, ship, look after )rammar: using relative pronouns, who and which *eadin+istenin Comprehension: +ave kids look at the speaking activity from unit -. lesson . together as a class, and use relative pronouns to tell the story* ;hen split the kids into teams and provide them with random maga!ine pictures they must use to create a story* Make sure they use who and which as much as possible* 2f you have time, also address lesson :, phonics and spelling in the class book and work book* Flyers: nit -I
Week@ -: 8pril G# May G esson "& "%#% Con!ersation: 1an you think of some dierent $obs where you help people? +ow do teachers help people? +ow do doctors help people? +ow do farmers help people? Do you think that actors or singers help people? 2f so, how? Do you think it is important to help people? Would you want to have a $ob where you helped people? Why or why not? Work with a group to create a charity# who will you help, why will you help them, and how will you help them % list at least . ways&? +ow much money do you need to start your charity? (ocabulary: hero, classmate, earth)uake, collapse, carry, ceremony, bubble, pri!e, destroyed, brave, tsunami, teacher, nurse, (reman, housewife, pilot, farmer, actor, singer, waiter )rammar: more work with relative pronouns, using sub clauses with who and which in writing# have students recall as much information about the child heroes from the article using who and which as possible# 7in +ao is a boy who saved his classmates, the tsunami which was in ;hailand was very dangerous, etc* Nou can put kids into two groups and have them report on one of the stories# see which team can generate the largest number of sentences* *eadin+istenin Comprehension: read the unit -. lesson = skills time article in the student book, Discuss and answer comprehension )uestions* Writin: do unit -. lesson Q in the workbook, pages AG#A. Flyers: nit -
esson $: "4#" Con!ersation: What were you doing at -G noon today? What were you doing at M last night? Do you en$oy looking at family photos? Why or why not? +ave you ever had to look at someone else>s vacation photos? Was it interesting for you? Why or why not? 8re you close with your cousins, aunts, uncles, and other e4tended family members? Do you have an nieces or nephews? 8re you parents close with their mother in laws or father in laws? Why do you think some wives don>t get along with their mother in laws? Why do you think some husbands don>t get along with their mother in laws? Do you think it is true that sons get along better with their mothers, but that daughters get along better with their fathers? Why or why not? (ocabulary: mother in law, father in law, wife, husband, son, daughter, niece, nephew )rammar: using the past continuous to describe an action happening at a certain time in the past *eadin+istenin Comprehension: ead the dialogue from unit -:, lesson - in the classbook* Discuss the story, and then have kids work in groups recall a memory from this year at school, and present a dialogue about it to the class* Flyers: nit GQ Week "2: May 2&3 Family and Friends esson "&"4#$ Con!ersation: What were you doing when the Clympics started this year? When were you born? When does school end? When does your ne4t vacation start? When did your last vacation start? When was utin born? When was the (rst personal computer sold? Spellin words: addition, subtraction, invitation, invention, condition, rendition, medication, fashion, suspicion, passion, cushion, motion, action, impression, (ssion, fusion, poison )rammar: written vs* spoken dates* Live kids a list of famous historical moments, and have them use the grammar structures from unit -: lesson . to say when these things happened* Nou can play a game with this, where the groups who guess closest to the actual date get points* Some )uestions to consider asking# when did Stalin die? When did the (rst olshevik revolution begin, when was Oennedy shot, when was the World ;rade 1enter attacked, when did Moscow host the Clympics, When did 0apoleon invade ussia, when was your teacher born, when was us founded? *eadin+istenin Comprehension: do the phonics and spelling activity from unit -: lesson : in the student book and class book, but teach some dierent endings as well Ution, #shion, #sion, #scion* 8fter teaching the material, have a spelling bee using as many tion and shion words as you can think of* lay until you have a class championF Flyers: nit . esson $& "4#% Con!ersation: have you ever had many relatives visit you? 2f so, how did you feel? What is the best thing about having your family come and stay with you? What is the worst thing? 2f your entire family came to Moscow, would it be better to have them stay at your house, or put them in a hotel* +ave a debate where students choose a side and think of = reasons to support their argument* (ocabulary: relatives, toddler, normal, cute, s)uee!e, )ueue, stay in touch, miss someone, cushions, camp bed Lrammar@ understanding verse and rhyme in poetry* Nou may wish to do an additional poetry writing activity with this lesson, for e4ample, haikuF +ere is a sample lesson plan to look through for ideas@ http@//www*hsa#haiku*org/9ducationalesources/Workshop#ichmond#+aiku#lesson#
plans*pdf *eadin+istenin Comprehension: read the poem from unit -:, lesson = in the class book, discuss, answer comprehension )uestions* Writin: 1omplete unit -:, lesson Q in the workbook, pages A#AA Flyers: nit :G Week "5: May "$& "5 Family and Friends 4 esson ": "2# " 1onversation@ Do you know what your parent>s $obs are? Do you think their work is interesting or boring? Why? Do you think you would en$oy being a $ournalist? Why or why not? What about being a mechanic? Do you know what kind of $ob you want to have when you grow up? Do you think it would be interesting to be your own boss, to own your own company? What would be good about being your own boss? What would be bad? 2magine you are going to start a company# you can open any business you like# a pi!!a restaurant, a travel company, a design (rm# work in teams to design your business# how many employees do you need, what e)uipment do you need, what kind of space do you need for your business, what kind of business will you start, what will it be called, what will its logo look like? ;he team that designs the most successful sounding business gets -H,HHH dollars to start itF
Spellin: homophones# see/sea, hear/here, wear/where, write/right, and any others you would like to introduce or your class can think of* +ave students see how many pairs of homophones they can (t into one small story* ;hey can then present their small stories to the class* 8lso, here is a homophone card game you can use as the basis of several dierent types of games@ http@//www*skillsworkshop*org/resources/homophone#card#game#ii
Nou could use these cards to play homophone black#$ackE either where students match the pairs of homophones or the homophones and their de(nitions* ;hey can each choose to take a new card three times in a row, but if after three turns they have no match, they go bustE and have to start over completely* Nou could also play homophone go (shE where kids need to match the two homophones and their de(nitions in order to get a set of four* Nou could also $ust play a memory
game %or memory gameT truth or dare& where if you match two homophones, you get to choose someone to either answer any )uestion or do something silly )rammar: there, they>re their# run through the e4ercises from lesson . in the class book, then assign lesson G from the workbook %page -HG in the book, -HA in the (le# a )uick note, in our downloaded version of the workbook, there is a small problem# unit -= is split in half, with the book>s dictionary in between, scroll past the dictionary section to get back into unit -=# sorry for any inconvenienceF&* Nou may also wish to do some work from the Lrammar ;ime e4ercises in the book# they>re on page --= in the workbookF 8fter working through the grammar material, play a grid game on the board, similar to battle ships, give each team a blank grid and let them assign points on it, without showing the other team* ill the grid on the board with there, they>re and their* Students from opposing teams choose a grid, make a sentence, and make or lose the number of points the opposing team has written on their grid* *eadin+istenin Comprehension: read the following very short story as a class# >ohn went to the '/A to '// the beautiul sunset his girlriend is always talking about. +e took a 5A6$ o 5/A$' as a snack because he was too health conscious to take any 0unk ood like chips or soda. /ven though he was health conscious, he sufered rom low sel esteem. +e elt that he -/6G+/D a lot or someone his si)e and age. ?ut as he -AD/ into the water, he reali)ed he elt lighter because the water was carrying much o his mass. This thought AD/ him smile. Ater he came out o the water, he rela!ed on the sand, watched the sunset and went home. The ne!t morning, his new A6D called him and told him he was going to be sick and would not be able to come to clean his apartment. +e wished the maid well and hung up the phone. +e then went to get the A63 and laughed at the act that his new maid was a A3/.
sing this story as an e4ample, have students see how many pairs of homophones they can (t into one small story* ;hey can then present their small stories to the class* Flyers: nit :: Week "': May "3& $% Family and Friends 4 esson "& "2#% Con!ersation: Do you en$oy reading folk tales or fairy tales? Do you have a favorite folk tale? What happens in the story kolubok> or the enourmous turnipE? Do you have a favorite fairy tale? What happens in Snow White or 1inderella? +ave you ever heard the folk tale about a man who caught a golden (sh? 2magine that a magical (sh has given you three wishes* What will you wish for and why? %Students can work individually or in groups to answer this )uestion, although it might be more fun to work in small groups&* (ocabulary: (sherman, speak %spoke&, silly, surprised, sausage, delicious, to wish for, pull )rammar: work with punctuation# )uotations, commas, and )uestion marks *eadin+istenin Comprehension: ead three wishesE from lesson = in the class book* 8sk students comprehension )uestion about the story, and if you have time, do page -H. in the workbook* Writin: students should complete the lesson = writing activity from unit -=, on page -H:#-H= in the workbook* ;hey may work with partners or in groups to tell the story of 1inderella* Flyers: nit :A esson $: 7xtensi!e readin: )/8 Con!ersation: Do you like learning about ancient history? Why or why not? What do you know about ancient 9gypt? Who was buried in the pyramids? What where they buried with? Do you know anything about the 2ncans? Where did they live? Why are they famous? 8 few years ago,
there was an V2ncan LoldE e4hibit at the ushkin Museum* Would you be interested in seeing this e4hibit? Why or why not? What would you do if you found a lost city from an ancient civili!ation? What do you know about ancient Lreece? 1an you think of any famous ancient Lrecians? Why are they famous? 9C9 98D20L O20L M2D8S 80D ;+9 LC7D90 ;C1+E tell kids that in 9nglish we have an idiom@ to have the Midas touch,E ask kids to work in groups or pairs to think of plausible meanings for this idiom, and then read the story about Oing Midas, see if any of your kids were able to guess the correct meaning of the idiom* (ocabulary: ancient civili!ation, discovered, gold, $ewelry, ancient, tombs, bury/buried, ;utankhamun, 9gyptians, 2ncans, south 8merica, 8ndes Mountains, statues, lost city, Mapungubwe, Shashe iver, gold rhino, Oing Midas, 8ncient Lreece, enormous, greedy, a wish come true,
*eadin+istenin Comprehension: ead both articles in the extensi!e readin: old section of the class book %pages --Q#--I& and answer comprehension )uestions* 8sk kids which article they found most interesting, and then, put kids into groups and tell them that you have a time machine* ;hey can visit any of the ancient civili!ations mentioned in the e4tensive reading section* ;hey need to choose one civili!ation, and think of = reasons why they want to visit it* 8t the end of class, take a vote to see which civili!ation is overall the most interesting, then crush your students dreams by telling them that time machines are silly and will never e4ist, and that they shouldn>t believe you when you say such silly things* etter luck ne4t year, suckers* Ch, also, they should study over the weekend, because the ne4t lesson there will be a (nal test, and since we>ve already taken care of that whole time machine thing, they>ve only got one shot at glory* Week "1: May $5& %" Family and Friends esson ": *e!iew 2+Final test Live your kids a (nal testF ull a page from each review section in the class book or work book, and then throw in some e4ercises from the reading and writing section of a lyers test* 8sk Oaty for assistance if you need help making a test* esson $: Final proDect Do this murder mystery pro$ect@ http@//www*onestopenglish*com/community/lesson#share/lesson# share#archive/speaking/speaking#murder#in#the#classroom/-=:G=H*article
