Family and Friends 4 Syllabus (5th to 6th Grade)

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 signicant 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, speaing, 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 wees" # 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 coee, 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, coee, "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 dierent 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 dierent 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 dierent habits, reading short articles about dierent people's habits -ronunciation: 7ong 8 and 7ong 9 words, dierent 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 dierent people eat in dierent countries, dierent types of ethnic cuisine, where certain foods are grown in the world, favorite meals, how dierent 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, s scary? (ocabulary: concert, drums, instruments, violin, audience, recorder, cheer, stage, programme, trumpet, rock, classical, pop, $a!!, loud, )uiet, theatre, action (lm, romantic (lm, comedy, drama, performance, to perform, how, how much, how many, how often, how old, what, what time, when, where, which, who, whose, why, guitar, language, month, skiing, train station, way, year )rammar: ast simple with have and be@ 2, you, we, they had, +e/she/everyone was, they/all our friends were* ast simple with regular verbs %#ed&, sing appropriate )uestion words *eadin+istenin Comprehension: nderstanding se)uence of events in a past tense story Speakin: Describing your personal preferences, telling a story about an e4perience in the past tense Writin: 8nswering a )uestionnaire about yourself and your famil y Flyers: nit -A, 8sk Me a Buestion %esson )' Family and Friends 4 (nit ), pg. #"4 Con!ersation: What did you do yesterday, last night, last week, two weeks ago, this summer, last year? Do you think it is important to keep a schedule? Why or why not? Do you always plan what you are going to do, or do you prefer to be SC0;809CS? Why? 2s it di3cult or easy for you to make and keep plans? 8re you an organi!ed or a disorgani!ed person? s vs* 2ts *eadin+istenin Comprehension @ ead the article in skills time about the history of basketball, answer comprehension )uestions* Flyers: nit =H, Do you make it or do it? %esson )' Family and Friends (nit 4 -ross"-urricular Enhancement  +ave kids read a simpli1ed science7psychology article about why people en0oy watching sports. +ave them discuss the article together as a class, and make speculations as to -+8 ootball is the most watched sport in the world. Week ".: 8ec# 3&"4 esson ": Family and Friends 4 6nit 2# p# "&$ 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 +8s 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 dierent 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 dierent 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 %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:' Bmaine ;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 imaine 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 imainations, 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 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* 7ncourae 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 miht 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 ;