May: LIFE IN SPACE
During this unit we are going to explore how astronauts live on the International Space Station . We will watch videos and read texts about astronauts' daily life and habits. We will compare life in space with life on earth. At the end of the unit, students will select relevant information from class activities and use them to describe a day on the International Space Station, as if they were astronauts.
Focus:
Vocabulary: space related vocabulary such as SPACESHIP GRAVITY TO ORBIT TO FLOAT DISPOSABLE
CREW SUNRISE MISSION ABOARD IN SHAPE SWALLOW RINSE ( Life in space student booklet in the binder
Grammar: Present tense for routines
Speaking activities (Competency 1- observed every class) : Interview classmates about their routines, team discussions during group readings, Would You rather- expressing opinions, Board game about astronauts' routines
Comprehension and reinvestment (Competency 2) :
Group work (observed during oral interaction)-Read texts about aspects of daily life and find key information, then share with other groups of students what you have learned
Compare and contrast life on earth with life on the ISS
Writing (Competency 3- final week):
Describe a day in your life as if you were an astronaut
MARCH- APRIL: What’s for lunch?
Our next unit is centred around food and daily menus. Students will categorise food according to the meals of the day, they will learn about countable and uncountable nouns, quantifiers related to food, and review the plural. At the end of the unit, students will design a 5 meal plan for a week.
Vocabulary : meals (breakfast, lunch, dinner, snack), food categories (vegetables and fruit, grain foods, milk and milk products, and protein foods), quantifiers (a slice, a cup, a glass, a bowl, a piece, a spoonful, a stick, a handful, etc.).
Grammar: Countable and Uncountable Nouns, Plural Nouns- regular and irregular forms
Competency 1 (Oral interaction- observed throughout the unit)- Food battleship game (quantifiers and meals of the day), Information Gap- read a weekly menu and ask your partner questions to find out the missing information, Food Board Game- answer questions about self
Competency 2 (Comprehension- evaluated in week 4)- a. Read a meal plan and answer questions
b. Use the vocabulary and ideas from the unit to design a new meal plan
Competency 3 (writing a text): Design a Meal Plan for a week
SPORTS UNIT -JANUARY (second week of school)-FEBRUARY
During this unit we are going to explore unusual sports. Through various listening, reading and collaborative speaking activities, students will learn about the origin of some uncommon sports, their rules, equipment, way to score points and win, etc. At the end of the unit, students will select relevant information from class activities and use them to invent their own unusual sport.
FOCUS:
Vocabulary: sports, equipment, location, type (Sports -student booklet in the English binder)
Grammar: Modal verbs to describe rules: can, must, should, have to.
Verbs play, do, go with various sports
Speaking activities (Competency 1- observed every class) : Find someone who can (interview your classmates), My favourite sports-pair interview, Sports board game, Cooperative sports riddles, Guess the sport action- HOT SEAT game
Understanding and reinvestment (Competency 2) :
1. Jigsaw reading -In groups, read a text about unusual sports and find key information (origin, equipment, rules, location, type, inventor, etc); next, share with other groups of students what you have learned
2. Read about unusual sports and answer questions from the text (written evaluation, week 4, or 5)
3. Invent your own sport (end of unit)- use ideas and information from class texts to invent a new sport
Writing (Competency 3- final week): Write riddles about different sports (not evaluated)
Use ideas and information from class texts and activities to Invent your own sport (evaluated)
CHARACTER FUN- OCTOBER- NOVEMBER
Our next unit focuses on character description. Several speaking and reading activities will help us review/learn various adjectives used to describe physical appearance and personality traits. Students will give and ask for information about different characters, they will practice vocabulary during matching and guessing activities, and they will read texts in order to find out what certain characters are like. At the end of the unit, students must select and use vocabulary and ideas they have seen throughout the unit, to invent a new character.
Overview:
Vocabulary: adjectives to describe appearance and personality traits (resource pages and activities in the Character Fun Student Booklet)
Grammar: Adjectives , Present tense simple- To be, to have (Grammar section in English binder)
Evaluations
Speaking activities (Competency 1- observed every class) : Who am I , Guess who, Picture dictation, Describing a classmate-memory game, etc
Comprehension and reinvestment (Competency 2) :
1. Character profiles-Read texts about 3 characters and complete a profile card with key information (practice)
2. Read comprehension test (evaluated in week 3 or 4)- similar to the Character profile activity
Writing (Competency 3- final week): Invent a new character. Describe his/ her appearance, personality traits, age, peculiarity, etc
TREE HOUSE PROJECT- SEPTEMBER
Get ready for our first unit : My Tree House! In this project, you'll design your own tree house. Imagine picking the perfect tree, planning out the design and layout, thinking about cool ways to get inside, designing windows and doors, and even choosing what furniture and fun stuff to have inside. We will watch videos and read texts about various tree houses, we'll compare them to regular houses, and in the end, you will add your personal touch and turn your creative ideas into your very own ultimate tree house!
Focus
Vocabulary: parts of a tree house, materials, rooms, and furniture, shapes and colors
Grammar: There is/There are; Prepositions of Place
Competency 1 (Oral interaction): Find the differences in pictures- pair work; Describe your house to your partner so he?she can draw it; Answer WH-questions about your tree house
Competency 2 (Text Comprehension): Read a text and answer questions
Competency 3 (Writing): Design your own tree house