G4 Selective LessonPlan Starter

Family and Friends Special Edition Grade 4 – Starter: My family
Lesson One
Objectives
 To learn the names of the story characters
 To remind children of family words
Language
 Recycled vocabulary: family words
 Extra vocabulary: family, name
Resources and materials
 Student Book p. 4
 Workbook p. 4
 Audio tracks 1–2
 Pre-cut shapes on cardboard (for name labels)
 Sticky tape (optional)
 Blank paper
 My family Flashcards 1–10
Introduction
Weather report: Ask the class about today's weather.
Warmer
 Greet the children as they come into the classroom. Say Hello/How are you? Good afternoon/Good morning.
Encourage children to say Hello to you.
 If this class is new for you, wait until children are seated, and then say Hello, may name’s (your name). What’s your
name? Go around the class, asking children’s names. Elicit My name’s…
 Encourage children to greet each other in pairs, saying their names.
Name cards
 If this is a new class for you, give each child a pre-cut shape made out of cardboard, e.g., a star or a circle.
 Ask children to write their names on the cards in the English alphabet.
 Monitor and help where necessary.
 Give out sticky tape and help children stick the names to the front of their desks.
Lead-in
 Draw an outline of a family tree on the board to match the one on p. 4 of the Student Book, leaving room to stick the
My family Flashcards in the correct places.
 Tell the class they are going to meet new story characters this year. Hold up the Flashcards of Max and Holly, and say
the names for children to repeat.
 Tell children that Max and Holly are brother and sister, and explain that the children are going to learn about their
family. Say brother and sister for children to repeat.
 Hold up the flashcards one at a time to introduce the other people in Max’s family, e.g., This is Grandpa. For Amy and
Leo, say the family word, e.g., This is Amy. She’s Max’s cousin.
 Stick each flashcard on the board in the correct place.
 Ask questions to check understanding: Is this Grandpa? (pointing at someone else) / Is this Max’s dad?
Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to open their Student Books and look at the family tree.
 Play the first part of the recording (Track 01) for children to listen and point to the appropriate picture.
Note: The first time through, the recording follows the order of the pictures on the page; the second time, the order is
out of sequence. This is true in subsequent word presentations.
 Play the second part of the recording for children to repeat.
© Oxford University Press 2016 1

 Play the recording all the way through again for children to listen and point and then repeat the words in chorus.
 Make sure the children understand aunt and uncle apply to all brothers and sisters of your mom and dad, and cousin
applies to all of their children.
Transcript (Track 01)
Listen and point.
grandma, grandpa, mom, dad, aunt, uncle, brother, sister, cousin
grandpa, sister, grandma, aunt, cousin, uncle, mom, brother, dad
Listen and repeat.
grandma, grandpa, mom, dad, aunt, uncle, brother, sister, cousin
Teacher can’t remember
 Tell children you can’t remember some of the words and ask them to help you.
 Point to the flashcards on the board and say correct or incorrect words.
 If the word is correct the children shout Yes! If it is incorrect, they stand up and shout No! and then tell you the
correct word.
Development
Read and write the names. (Exercise 2)
 Tell the class they are going to write the names of the four children.
 Draw children’s attention to the first speech bubble and ask children to point to Leo in their books.
 Children do the rest of the activity individually.
 Do not check answers with children at this stage.
Listen and check. (Exercise 3)
 Play the recording (Track 02). Children follow the text in their Student Books and check their answers to Exercise 2.
 Go through the answers with the class.
Answers
1 Leo
2 Amy
3 Holly
4 Max
Consolidation
Who am I?
 Ask the children to work in pairs.
 One child closes their book and the other child reads out one of the speech bubbles (without the name). When the
first child remembers the name of the character, they call it out.
 Children swap roles and repeat.
Personalization
 Model how to draw a simple family tree on the board, using your own family as an example.
 Check comprehension by asking the children questions about your family tree, for example, What’s my mom’s name?
Who are my cousins?
 Ask children to draw their own family tree on a piece of blank paper. In small groups of two to four, have children
introduce their family to each other.
 Check vocabulary and use of target language by walking around and asking each group questions about the family
trees.
Exercises: Workbook p. 4
Story time: A reader of your choice

Lesson Two
Objectives
 To review comparative adjectives
 To review the simple past of be
Language
 Vocabulary: animal words; adjectives
 Extra vocabulary: sunny, children, girl, boy, sad, hungry, thirsty
 Workbook p. 5
 My family Flashcards 1–10
 Grade 2 Flashcards 94–96 (elephant, giraffe, donkey); Grade 3 Flashcards 105–108 (cow, goat, horse, donkey)
(optional)
Introduction
Warmer
 Play a game of Jump to energize the class and to review the vocabulary from the last lesson.
 Ask children to stand at their desks.
 Hold up a flashcard from the vocabulary set and say a word.
 If the word is the same as the flashcard, they jump. If it isn’t, they don’t move.
 Draw the family tree on the board again, pointing to the flashcards and asking children to tell you the words.
Lead-in
 Use the relevant animal flashcards. Point to each animal and ask What’s this? Elicit these animals: elephant, monkey,
zebra, giraffe, donkey, cow, goat, horse.
Presentation
Think of a word.
 Tell children to think of all the animal words they have learned in different levels.
 Choose a child and ask him / her to think of an animal. The child calls out the animal they have thought of.
 Ask the child to point to another child in the classroom, who has to think of and say another animal.
 Put the children into small groups to play the game on their own.
Read and write T (true) or F (false). (Exercise 1)
 Tell children to open their Student Books and look at the picture in Exercise 1.
 Point to the green car and ask Is this car big or small? Point to the blue car and ask the same question. Then ask
Which car is bigger? (the green car) Which car is smaller? (the blue car).
 Look at the example with children, and check that they understand the exercise.
 Children do the rest of the exercise individually.
 Go through the answers in class. Ask individual children to read aloud the sentences, and the class to call out True or
False.
Answers
1 F
2 T
3 F
4 T
5 F
6 T
Write. (Exercise 2)

 Point to the picture of the monkey and the elephant and look at the example with the children. Ask Is the monkey
bigger than the elephant? (no) Is the elephant bigger than the monkey? (yes)
 Go through the answers with the class. Ask children to read the sentences aloud.
Answers
1 bigger
2 taller
3 faster
4 smaller
Animal sounds
 Think of actions and sounds for four or five of the animals in Exercise 2.
 Call out the names of the animals. Children do the action and make the sound (if this is appropriate in your class).
 Put children in small groups to say the animal names and make the sound.
Development
Read and write T (true) or F (false). (Exercise 3)
 Ask children to look at the picture in Exercise 3. Ask the children Where were the people last weekend? Elicit the word
beach.
 Ask questions about the picture, e.g., How many people are there? Is it hot? Are the children hungry?
 Look at the example with the children, and check that they understand the exercise.
 Check the answers with the class.
Answers
1 T
2 F
3 T
4 T
5 F
Miming game
 Tell children they are going to mime the adjectives from Exercise 3.
 Mime a sad face for children to shout out the word sad.
 Ask a child to stand up. He / She mimes an adjective from Exercise 3. Other children guess what the word is.
 Put children into small groups to play the game, taking turns to do the miming.
 Make sure children understand that people can be hot, but they can’t be sunny. The weather can be sunny or hot.
Consolidation
Personalization
 Tell the children something that happened to you yesterday and ask them to guess how you felt, e.g., The sun was
shining, and I didn’t have a hat. Children shout You were hot! My lunch fell off my motorbike on the way to work.
Children shout You were hungry!
 Give children a few minutes to think of something that happened to them yesterday and how they felt.
 Put them into pairs to describe the situation and guess the feeling.
 Monitor and help with vocabulary where needed.
Ask a few pairs to repeat their situations for the class.

Lesson Three
Objectives
 To identify the months of the year
Language
 Vocabulary: the months of the year
 Extra vocabulary: month, year
 Workbook p. 6
 Blank paper
 Colored pencils
 Worksheet 1: Months of the year
Introduction
Warmer
 Play a game of A long sentence to warm up the class. Use the animal words from Lesson two.
 Ask the children to open their books to p. 5 so that they can see the animals.
 Say In my little zoo, I have a (monkey).
 Choose a child to continue the sentence, adding another animal from Lesson 2.
 Continue around the class until all of the words from Lesson 2 have been covered, or a child has forgotten the order.
 Put the children into small groups to play again, starting with a different animal.
Lead-in
 Tell children that they are going to learn the months of the year.
 Write the word January on the board, and elicit that this is a month. Children may also know that it is the first month
of the year.
 Write the first letters of the next five months on the board and elicit any months the children know, but don’t try to
fill all of the months in. With a strong class, you may want to do this for all eleven remaining months.
Presentation
Listen and repeat. (Exercise 1)
 Ask children to open their Student Books to p. 6.
 Tell children they are going to hear the months of the year.
 Play the recording (Track 03) and ask the children to point to the correct month.
 Read the months again, pausing after each one for children to repeat the word.
 Repeat (more than once if necessary).
 Play the recording again, pausing after every two months to ask children to call out the next month.
January, February, March, April, May, June, July, August, September, October, November, December
Mark the stress
 Fill in any of the months still missing on the board so that all of the words are complete.
 Say the first word January. Ask the children to count on their fingers how many syllables there are (four). Mark the
word stress on the board above the word using large and small dots January – Oooo.
 Invite a child to come to the board and mark the stress for the next word. Ask the rest of the class to help him / her.
 This child chooses the next person to come to the board. Repeat until all the months have the stress marked.
January – Oooo
February – Oooo

March – O
April – Oo
May – O
June – O
July – oO
August – Oo
September – oOo
October – oOo
November – oOo
December – oOo
 Drill the months, paying attention to the word stress.
Development
Listen and sing. (Exercise 2)
 Play the recording (Track 04) for children to follow in their books.
 Recite the words together with the class, without the recording. Say each line and ask children to repeat.
 Play the recording for children to sing along.
 Repeat (more than once if you wish).
Birthday chart
 Draw a large 3x4 grid on the board, and write the numbers 1–12 in order in the grid.
 Tell children that this is a calendar of the months, and ask children to call out the months of the year.
 Write the months in the grid.
 Ask a child When’s your birthday? Then ask him / her to come to the front and write his / her name under the correct
month in the grid.
 Ask the rest of the class to come to the board and write their names in the grid. You can give out a few pens so a
number of children can be writing at the same time.
 Look at the finished grid with the class, and ask questions about the children in the class, e.g., When is Lam’s
birthday? When is Xuan’s birthday? When is Tet’s?
 Ask the children to work in pairs to ask and answer questions about the birthday grid.
Birthday poster
 Give out paper and colored pencils and ask children to draw a small poster of their birthday month.
 They should include their name and the names of the other children with birthdays in the same month. They can also
draw pictures that represent their month.
 Display the posters around the classroom and give the children opportunity to walk around and look at each other’s
work.
Consolidation
Forward and backward
 Make sure the children are in rows so they can say the words around the class.
 Ask the children to start saying the months of the year, with each child saying the next month.
 Before they get to December, say Change! The children then have to start saying the months backward from
whatever month they had reached.
 Say Change! again, and the children start saying the months forward again.
 Put the children in small groups to play the game again, taking turns to be the child who calls Change!
Worksheet 1: Months of the year
 Ask children to close their books. Erase the board and give out a copy of the worksheet to each child.
 Ask children to work individually to complete the worksheet and then check their answers in pairs.
 Allow children to help each other with any words they have difficulty with.

Lesson Four
Objectives
 To review the numbers 10–100
Language
 Vocabulary: numbers 10–100
 Workbook p. 7
Introduction
Warmer
 Tell children you are going to play the song Twelve months in a year from Lesson 3.
 Ask children to stand up when they hear the month with their birthday.
 Play the song (Track 04). Children stand up when their birthday month is said.
 Call out the months in random order for children to stand up.
 Go faster and faster until children can’t keep up with you.
Lead-in
 Write the numbers 1–10 on the board and elicit the words.
 Ask the children to repeat the words in chorus, and then erase two numbers and repeat.
 Repeat, erasing more words each time until children are saying the numbers 1–10 from memory.
 Write the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, and 100 on the board, and elicit the words from the children.
Give prompts where necessary.
Presentation
Look and match. (Exercise 1)
 Ask children to open their Student Books and look at the numbers in Exercise 1.
 Look at the example with the class.
 Check the answers with the class.
Answers
ten 10
twenty 20
thirty 30
forty 40
fifty 50
sixty 60
seventy 70
eighty 80
ninety 90
one hundred 100
Listen, point, and repeat. (Exercise 2)
 Focus children’s attention on the numbers in Exercise 2.
 Read aloud the first number, 21 (twenty-one) to remind children of the form. Elicit the words for the other numbers.
 Play the first part of the recording (Track 05) for children to listen and point to the appropriate number.
 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, and then repeat the words in chorus.


Listen and point.
twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine
twenty-nine, twenty-one, twenty-four, twenty-two, twenty-seven, twenty-five, twenty-eight, twenty-three, twenty-six
Listen and repeat.
twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine
Development
Bingo
 Ask the children to draw a grid, three by three (or three by two) squares. In each of the squares, they write one of the
numbers 21–29.
 Call out the numbers from 21–29 in any order. Keep a record of the numbers as you say them, so that you don’t say
the same number twice. The children cross off the numbers in their grid as they hear them. The first child to complete
a line of three shouts Bingo!
Write the answer. (Exercise 3)
 Tell children they are going to do some math sums.
 Write these sums on the board:
ten + ten = ?
ten + twenty = ?
 Ask children to point to the answers in Exercise 1.
 Look at the example in Exercise 3, and check that children understand the exercise.
 Check the answers with the class. Children call out the answers.
Answers
1 sixty
2 eighty
3 forty
4 ninety-four
Consolidation
Math sums
 Ask children to work in pairs.
 Tell them to write five sums (without the answers), using the model in Exercise 3.
 When they have completed the sums, they should swap their papers with another pair and answer the questions they
have been given.
 After answering, children return the sums to the pair of children that wrote them for checking.
 Monitor and help where needed.
Guess the number
 Ask one child to come to the front of the class. Tell him / her to choose any number between twenty and thirty and
write it on a piece of paper.
 Ask children to call out numbers. If they get the correct number in five guesses, they win a point. If they don’t, the
child at the front chooses another number.

Worksheet 1: Months of the year
Mya = __ __ __
Jylu = __ __ __ __
Jenu = __ __ __ __
Mrahc = __ __ __ __ __
Ailpr = __ __ __ __ __
Auutgs = __ __ __ __ __ __
Otcbero = __ __ __ __ __ __ __
Jnruaay = __ __ __ __ __ __ __
Fbreauyr = __ __ __ __ __ __ __ __
Dbeeemcr = __ __ __ __ __ __ __ __
Norbeevm = __ __ __ __ __ __ __ __
Steeemrbp = __ __ __ __ __ __ __ __ __

G4 Selective LessonPlan Starter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

G4 Selective LessonPlan Starter

Uploaded by

Copyright:

Available Formats

Family and Friends Special Edition Grade 4 – Starter: My family

© Oxford University Press 2016 1

© Oxford University Press 2016 2

© Oxford University Press 2016 3

© Oxford University Press 2016 4

© Oxford University Press 2016 5

© Oxford University Press 2016 6

© Oxford University Press 2016 7

Transcript (Track 05)

© Oxford University Press 2016 8

Worksheet 1: Months of the year

© Oxford University Press 2016 9

You might also like