Start using the textbooks: Unit 1, pg. 11

Online workbook pg. 5

A Picture's Worth activity

• Prepare a variety of interesting pictures to share with the class.

• Put students in small groups.

• Hand out the pictures to each group and have them describe what is happening in the images one by one.

Introduce topic with students in the classroom (He, She, I, It)

Look at student book pg. 8 Activities 1-3

Take out Flashcards 20–34 and place them face down in a pile. Gather several objects from the classroom, such as a pencil, a marker, an eraser, a book, and so on, and place them near the pile of cards. • Call on a student to draw a card and choose one of the classroom objects. Have the student create a sentence using the word on the card and the object. For example: He has a pencil. or It’s her marker. Continue to call on students until everyone has had a chance to create a sentence.

Student book pg. 8

Workbook pg. 3

Have students complete the worksheet

Review pronouns by watching the trailer and then rewatching it and answering questions. 

Finish completing the worksheet we started last afternoon class. Complete the first activity together and see if students can complete the second one on their own. Go over the answers together.

Ask students, "What am I doing?" to prompt them to give present continuous verbs. Write them on the board. 

Play charades

• Have each student write 3 verbs on 3 pieces of paper.

• Fold the pieces of paper and put them in a pile.

• Divide students into 2 teams.

• One person from each team comes up and draws verbs from the pile to act out for their team to guess. Time them to see which team can guess the most verbs.

Worksheet: Give students the worksheet to complete. Do the first exercise in each part together.

Start by asking students questions, such as: "Is there a computer in the classroom?" Write the structure on the board.

Play the game on pg. 19 as a class. Then have students complete activity 1 individually.

Reading Comprehension

• Read the story on pg. 20 as a class.

• Ask students questions about the reading. Complete activity 2.

Students will make a Chinese paper lantern to hang in the classroom. Show them an example. Play the video and pause for students to complete the step.

Describe the different types of weather. Write the terms on the board: It is ______

Discuss what types of clothing items you wear during different types of weather. Write these words on the board.

Have students draw clothing on their pumpkin and label the clothing items. Make sure they use colors.

Review topics in Units 0-2.

Begin by asking students, "What's the weather like?" "It's _______." Write the question and answers on the board.

Ask students questions about what they are wearing. Explain the difference between using "they're" and "it's" (plural vs. singular). Students complete activity 1 on pg. 34.

Make a chart on the board with the types of weather and types of clothing. Ask students for the types of weather and what clothes they would wear for it.

Give each student a whiteboard and marker. Show them a weather picture and have them write "It's + the type of weather." Next, show them a weather picture and have them write an article of clothing they would wear.

Go over the imperative verbs on pg. 35. Complete activity 1 together as a class.

Group Activity

• Put students in small groups and give them the pieces of paper with different imperatives, clothing items and types of weather.

• Show them a picture of a type of weather. Students must create two sentences with the words they have:

  • It's + type of weather

  • Imperative + clothing item

Introduce the topic by asking students what they like to play outside.

Open books to pg. 44. Play audio #1 and ask students to repeat. Ask them which of these activities they enjoy playing.

Play the song on pg. 46 and ask students to sing along after hearing it 1-2 times.

Play charades to practice these vocabulary words. Students can act them out in pairs. Ask the rest of the students, "What are they doing?"

Ask students, "What do you like to do?" by passing a ball around. Write the question and answers on the board.

Complete Activity 1 & 2 on pg. 48 together.

Have students interview a partner to practice using "like + to + activity" using the worksheet and write their answers.

Pass back the Units 0-2 exam. Go over the answers and answer questions.

Introduce the topic of Thanksgiving and how it is celebrated. Discuss how it is to think about what we are thankful for and ask students what they are thankful for.

Students complete the worksheet by writing something they are thankful for on each feather. Then they may color it how they like afterward.

To warm up, ask students questions about what they like to do.

Complete Activities 1 & 2 on pg. 48 together.

Have students complete the poster activity on pg. 57 about what they like to do outside in a small group. Each group will present their poster to the class.

To warm up, students complete Activity 2 on pg. 50

Introduce the grammar of "Let's" to propose an activity. Complete Activity 1 on pg. 51 together.

Have students work with a partner to read the story on pg. 52 and complete the corresponding activities. Discuss as a class afterwards.

Students open their book to pg. 62.

• Ask students to describe the picture and what they see.

• Tell students this is a type of house called a "yurt" in Kazakhstan. Show students a map of where the country is located

• Then ask students if they would live in a house like this.

Look at the house on pg. 64.

• Explain this is a floor plan of a house.

• Point to the different items in the picture and have students repeat the words. Ask students if they have these items in their house.

• Name each of the rooms in the house (e.g., kitchen, living room, bedroom, bathroom). Ask students if they have other rooms in their house.

Play the song on pg. 66.

• Play the song a few times and ask students to sing along.

Ask students to clean up, push in their chairs and make a line to go to recess.

Complete various holiday-related activities.

Review the names of the household items on pg. 64-65 in the book. Explain this is a floorplan and go over the names of the different rooms in the house.

Create your own dream house.

• Put students in small groups of 3-4. Ask them to create a floor plan of their dream house. They can use the construction paper on the shelves in front of the computer and the colored pencils. It must include a kitchen, living room, bedroom, and bathroom. They must also label the different items in their house that are on pg. 64. Students present at the end of class.

Ask students to describe a "fun" house.

Read the story on pg. 72 together as a class. Ask the students questions about the reading. Complete Activity 2 together and have students Complete Activity 3 on their own and go over the answers together.

Students work with a partner to create their own fun house. Encourage students to be creative.

Instructions: Complete the activities to review Unit 4 on the National Geographic platform.

Due Date: Monday, January 15th at 11:59 PM.

Instructions: Write a diary about how you feel each day and what made you feel that way. You should write how you feel for at least 3 days. Write at least 5 sentences for each day.

Due: Next Tuesday, January 30th 

Due: Thursday, February 8

Instructions: Finish Units 4-6 worksheets if not finished in class.

Complete the Units 4-6 review worksheets. May work with a partner.

Check the answer key when finished.

Search for items that begin with each letter of the alphabet. Draw a picture of them.

Go over pages 114-117 in the book. Start asking the students questions about what the animals can and can't do.

Song page 118-119. Read the lyrics first and then play the video. Ask students what the song says about what some animals can and cannot do. Complete the activity on page 120 together.

Play charades. Ask students to volunteer and they must act out the animal for the other students to guess.

Watch the video and then play it again and answer the questions.

Complete Activity 1 on pg. 122. First watch the video. Then students will listen and answer True or False on their own. Review the answers as a class.

Complete Activity 1 on pg. 123. Students listen and check the box if the animal has that feature. Write sentences on the board using the grammar.

Play a guessing game with students where they have to ask Yes/No questions to try to guess what the animal is.

Students choose their favorite animal and create a small poster for it.

It should include:

• A drawing of the animal

• A short paragraph about the animal that says...

  • My favorite animal is...

  • It has...

  • It can...

  • It can't...

Put students in 5 groups. They will move around the different stations to complete the activities to review Units 4-6. Review the answers as a class at the end.

Read one of the two books assigned on the Scholastic platform.

Due: Sunday, March 24th.

Put students into two teams.

Play the Jeopardy review game to prepare for the upcoming exam.

Briefly review Units 4-6 and answer students' questions.

Students take the exam. When they finish, they complete the writing activity.

Exchange exams and have students grade another student's exam.

Complete the grammar and listening exercises on page 86 of the worksheet packet to practice the Unit 7 grammar.

Complete the rest of the worksheet packet from class (pages 88-90).

Due Date: Thursday, April 4th.

Write the word "tub" on the board and ask students how to say it. Then write the word "tube" and ask students how to say it. Explain adding the "e" to the end makes the "U" pronounced differently.

Practice the short and long "U" sounds with the following PowerPoint.

Watch the video for additional practice.

Collect the worksheets students completed for homework.

Pass back exams for students to take home.

Pass out the worksheet. Review what was discussed in class on Tuesday about the short and long "U" sounds. Have students write some examples on the worksheet.

Replay the "Y" song from the video on Tuesday. Start at 13:00.

Write the different sounds on the board in 4 columns and write examples. Ask students if they can think of any other examples.

Play the "Fly Guy" audiobook. Point out examples of "Y". Ask students to write on their worksheets any more examples they hear. Review together.

Put students into 4 teams. Give each team slips of paper with the 4 Y sounds and examples. Students must group the words correctly. Once I have checked they are correct they write the words on the board.

Read the book assigned on the Scholastic platform.

Take the LitPro test if not already completed.

Due: Tuesday, April 9th

Complete the assignment on the National Geographic platform to practice what we have started learning in Unit 8.

Due Date: Monday, April 15th.

Review the sounds of "Y" and write examples on the board.

Begin by defining what a job is. Ask students for examples of jobs and write them on the board. For ideas, ask students what jobs their parents do.

Go over any jobs introduced in the beginning of the unit on page 130 that were not previously mentioned.

Ask students what job they want to have when they grow up.

Pass out the worksheet where students check all the jobs they may like to have one day. Then they draw a picture of the job and write the name of the job.

Review the Unit 8 grammar and vocabulary with students and write examples on the board.

Pass out the worksheet packets for students to complete on their own. Review the answers as a class when they are finished.

Warm-Up: Students complete the Jobs and Occupations worksheet. Review the answers.

Play the quiz game for students to guess the jobs based on the clues.

Complete the reading activities on pages 141-142.

Complete the poster activity on pages 144-145.

Write words with the long and short "O" sounds and ask students to pronounce them. Point out the difference between the long and short "O" sounds. Pass out the worksheets and go through the presentation to have students group the words between the long and short "o" sounds.

Students watch the video and write any additional words they see or hear with the short or long "o" sounds. Pause throughout the video to ask students.

Students complete the other side of the worksheet by themselves. Check their answers when they are finished.

Introduce the topic by asking students what they favorite foods are. Write the names on the board. Ask students if they like to cook, and what they like to cook.

Turn to page 147 in the book and ask students about the pictures and what they are doing. Then review the food vocabulary on page 148-149. Ask students if they like them.

Play the song on pages 150-151 and have students complete the worksheet as they listen and sing along.

Students complete the Units 1-9 review with a partner to prepare for the exam. Go over the answers together and answer any questions.