ENGLISH 4A

TEACHER’S SYLLABUS
I. COURSE OVERVIEW
1. Main resources:
• Couse book: Our World 4 2nd edition Units 1-3
• Supplementary book: English 4A 4.0
• Supplementary worksheet

2. Duration: 48 hours/ 32 sessions/ 1.5 hours per session

3. Course structure:

Content Number of lessons

Units 1-3 3 x 9 = 27
Review Units 1-2 1
Mid-term test 1
Review Units 1-3 1
Final test 1
Test result +
1
Course completion
Total 32

II. ABBREVIATION

SB Our World 4 Student’s Book E4A English 4A

WB Our World 4 Work Book pp Pages

TR Audio Track WS Supplementary worksheet

TR CDROM Teacher’s Resource CD-ROM

CPT Class Presentation Tool

LP Lesson Planner

U Unit

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III. DETAILED SCHEDULE

OBJECTIVES
UNIT SESSION CONTENT RESOURCES & MATERIALS
(Students will)
● SB pp. 6-7
U1 Opener ● analyze a photograph for information ● LP pp. 38-39
● make inferences ● Resources: Video Sc. 1; Home-School
Connection Letter, Unit Opener Poster, CPT
relatives
older
different ● SB pp. 8-9
shorter ● identify the meaning and reproduce
bigger the spelling and pronunciation of the ● LP pp. 40-43
smaller
Vocabulary 1 cuter target vocabulary
UNIT 1 smarter ● Resources: TR: 1.1-1.2; Video Sc. 2-3; Activity
faster ● use the target vocabulary in both Worksheet 1.1; Graphic Organizer: Two-
ALL IN 1 stronger spoken and written communication
friendlier column chart; OP
OUR younger
FAMILY slower
● SB pp. 10-11
● LP pp. 44-45
Song ● listen to and sing a song about family
We’re different ● Resources: TR: 1.3; Video Sc. 7; OP
(optional) members
* Note for teachers: If there is not enough time,
this song can be used in other lessons of the unit.
• WB pp. 2-4
Homework • WS Vocabulary 1 pp. 1-4
• Bookworm ORC: I Want To Be My Sister pp. 2-4

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

• check student’s homework • WB pp. 2-4

Homework
• quickly correct exercises most students • WS Vocabulary 1 pp. 1-4
Check
struggle with • Bookworm ORC: I Want To Be My Sister pp. 2-4

form comparatives ● recognize and understand the meaning

with -er of target grammatical structures in ● SB pp. 12-13
My best friend is bigger than written and spoken form ● LP pp. 46-49
I am. ● use target grammatical structures ● Resources: TR: 1.4; Video Sc. 5; Graphic
Grammar 1
I’m shorter than he is. meaningfully and appropriately in oral Organizer: Word web; The Sounds of English
My dog is friendlier than my and written production Cards 33, 37; OP
sister’s cat. ● self-correct when using target ● Materials: pictures of animals (optional)
My dog is cuter than her cat. grammatical structures
UNIT 1
ALL IN ● consolidate the unit's target
2 vocabulary and grammar structures
OUR Integrated • Tom, Jerry & Spike ● E4A U1 SB pp.41-42
● practice to gain consistent and
FAMILY Review 1 • Guess who ● E4A U1 TB pp. 1-2
appropriate use of target vocabulary
and grammar in extended contexts

● WB pp. 5
Homework ● WS Grammar 1 & Integrated Review 1 pp. 5-14
● Bookworm ORC: I Want To Be My Sister pp. 5-7

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

● WB pp. 5
Homework ● check student’s homework
● WS Grammar 1 & Integrated Review 1 pp. 5-14
Check ● quickly correct exercises most students
● Bookworm ORC: I Want To Be My Sister pp. 5-7
struggle with
blond hair ● identify the meaning and reproduce ● SB pp. 14
curly hair the spelling and pronunciation of the
● LP pp. 50-51
Vocabulary 2 glasses target vocabulary
● use the target vocabulary in both
● Resources: TR: 1.5-1.6; Video Sc. 4; Activity
straight hair
spoken and written communication Worksheet 1.2; OP
wavy hair
express future plans using
UNIT 1 the present progressive
ALL IN tense ● recognize and understand the meaning
3
OUR of target grammatical structures in
FAMILY written and spoken form ● SB pp. 15
What are you doing on
Saturday? I’m going to my ● use target grammatical structures ● LP pp. 52-53
Grammar 2
family reunion. meaningfully and appropriately in oral ● Resources: TR: 1.7; Video Sc. 6; Activity
What are they doing at and written production Worksheet 1.3; OP
7:00? ● self-correct when using target
They’re having dinner grammatical structures
with
their neighbors.
● WB pp. 6-7
● WS Vocabulary 2 & Grammar 2 pp. 15-22
Homework
● Bookworm ORC: I Want To Be My Sister pp. 8-10

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 ● WB pp. 6-7
Homework ● check student’s homework
● WS Vocabulary 2 & Grammar 2 pp. 15-22
Check ● quickly correct exercises most students
● Bookworm ORC: I Want To Be My Sister pp. 8-10
struggle with

• consolidate the unit's target vocabulary

and grammar structures E4A U1 SB pp. 43-46
Integrated ●
The princesses • practice to gain consistent and
Review 2 ● E4A U1 TB pp. 3-4
appropriate use of target vocabulary and
grammar in extended contexts
● E4A U1 SB pp. 6-9
• be provided with digital multimedia ● E4A U1 TB pp. 5-6
input about a current topic
UNIT 1 ● Reading material: MOM OF 12 SHARES ABOUT
Trendy day We’re all families! • explore different angles of the topic and
discuss ADOPTING KIDS WITH A SPECIAL PROBLEM
ALL IN 4
OUR • produce a reflective writing piece ● Videos: Time to Explore A, Time to Explore B
FAMILY Video 1, Time to Explore B Video 2

● E4A U1 SB pp. 10-12

Homework ● WS Integrated Review 2 pp. 23-27
● Bookworm ORC: I Want To Be My Sister pp. 11

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

● E4A U1 SB pp. 10-12

Homework ● check student’s homework
● WS Integrated Review 2 pp. 23-27
Check ● quickly correct exercises most students
● Bookworm ORC: I Want To Be My Sister pp. 11
struggle with

● SB pp. 16-17
● read and answer reading
● LP pp. 54-57
comprehension questions using the
Where do your Eyes Come information from the text ● Resources: TR: 1.8; Graphic Organizer: Two-
Reading
UNIT 1 from? column chart; OP
● explore different angles of the subject
ALL IN 5 in spoken communication ● Materials: markers or colored pencils in two
OUR colors, magazines with photographs of people
FAMILY
● identify the target writing
● SB p. 18
genre/strategy
Writing Journal Entries ● LP pp. 58-60
● read and analyze a writing model
● Resources: Graphic Organizer: Word web; OP
● quick write and revise in groups
● WB pp. 8-11
Homework ● WS Reading pp. 28-31
● Bookworm ORC: I Want To Be My Sister pp. 12-13

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)
● WB pp. 8-11
Homework ● check student’s homework ● WS Reading pp. 28-31
Check ● quickly correct exercises most students ● Bookworm ORC: I Want To Be My Sister pp. 12-
struggle with 13
● evaluate and synthesize information
from multiple sources for use in
presentations and/or projects
● prepare and deliver presentations and
reports in various content areas,
including a purpose, point of view,
UNIT 1 introduction, coherent transitions, and
ALL IN appropriate conclusions ● E4A U1 SB pp. 13-16
6
OUR ● exchange, support, and discuss
Watching Different Kinds of Families ● E4A U1 TB pp. 7-8
FAMILY opinions and individual perspectives
with peers on a variety of topics dealing ● Video: Different Kinds of Families
with content area information or issues
● listen and respond appropriately to
presentations and performances of
peer or published works such as
original essays or narratives,
interpretations of poetry, or individual
or group performances of scripts

● E4A SB pp. 17
Homework
● Bookworm ORC: A happy family pp. 1-6

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

Homework ● check student’s homework ● E4A SB pp. 17

Check ● quickly correct exercises most students ● Bookworm ORC: A happy family pp. 1-6
struggle with

UNIT 1 ● check their comprehension

ALL IN ● analyze to see how the language
7 ● E4A U1 SB pp. 18-33
OUR introduced in the writing session was
Language Arts I Want To Be My Sister
FAMILY used in the book extract ● E4A U1 TB pp. 9-11
● write to consolidate their writing skill
from the previous lesson

● E4A U1 SB pp. 34
Homework
● Bookworm ORC: A happy family pp. 8-13

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

Homework ● check student’s homework ● E4A U1 SB pp. 34

Check ● quickly correct exercises most students ● Bookworm ORC: A happy family pp. 8-13
struggle with
● consolidate the unit's target
vocabulary and grammar structures
Integrated ● WB pp. 12-13
Review 3 ● practice to gain consistent and
● WS Unit Review pp. 32-38
appropriate use of target vocabulary
and grammar in extended contexts
UNIT 1 ● complete the quiz in class ● E4A U1 Quiz
ALL IN Unit Quiz ● check their answers with the teacher
8
OUR at the end of the session
FAMILY

Homework ● Bookworm ORC: A happy family pp 14-19

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 ● check student’s homework
Homework check ● quickly correct exercises most students ● Bookworm ORC: A happy family pp 14-19
struggle with

● from multiple sources for use in

presentations and/or projects
● prepare and deliver presentations and
reports in various content areas,
including a purpose, point of view,
UNIT 1 introduction, coherent transitions, and
ALL IN appropriate conclusions
9 ● E4A U1 SB pp. 35-39
OUR ● exchange, support, and discuss
FAMILY Project opinions and individual perspectives ● E4A U1 TB pp. 12-13
with peers on a variety of topics dealing ● A4 papers for each student
with content area information or issues
● listen and respond appropriately to
presentations and performances of
peer or published works such as
original essays or narratives,
interpretations of poetry, or individual
or group performances of scripts

Homework ● E4A U1 pp. 40

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES & MATERIALS
(Students will)

● SB pp. 22-23
● LP pp. 68-69
U1 Opener ● analyze a photograph for information
● Resources: Video Sc. 1; Home-School
● make inferences
Connection Letter, Unit Opener Poster, CPT

cabbage pick
cucumber
plant
dig
pumpkin ● identify the meaning and reproduce ● SB pp. 24-25
eggplant
ready the spelling and pronunciation of the
green ● LP pp. 70-73
UNIT 2 Vocabulary 1 target vocabulary
beans grow ripe
● use the target vocabulary in both ● Resources: TR: 2.1-2.3; Video Sc. 2-3; Activity
FRESH 10 hot Worksheet 2.1
water spoken and written communication
FOOD peppers
lettuce weed
onion zucchini

● SB pp. 26-27
● LP pp. 74-75
Song ● listen to and sing a song about family
Something’s Growing ● Resources: TR: 2.3; Video Sc. 7; OP
(optional) members
* Note for teachers: If there is not enough time,
this song can be used in other lessons of the unit.

• WB pp. 14-16
Homework • WS Vocabulary 1 pp. 1-7
• Bookworm ORC: Farms pp. 3-5, 20-21

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

• check student’s homework • WB pp. 14-16

Homework
• quickly correct exercises most students • WS Vocabulary 1 pp. 1-7
Check
struggle with • Bookworm ORC: Farms pp. 3-5, 20-21

Express obligation with

have to + verb ● recognize and understand the meaning
I have to water the of target grammatical structures in ● SB pp. 28-29
written and spoken form ● LP pp. 76-79
vegetables every day.
● use target grammatical structures ● Resources: TR: 2.4; Video Sc. 5; Graphic
Grammar 1 She has to plant the
meaningfully and appropriately in oral Organizer: Two-column chart; The Sounds of
tomatoes in a sunny and written production English Cards 33, 37; OP
place. ● self-correct when using target ● Materials: pictures of animals (optional)
UNIT 2
I don’t have to buy any grammatical structures
FRESH 11 more seeds.
FOOD
● consolidate the unit's target
vocabulary and grammar structures ● E4A U2 TB pp. 1
Integrated
My Garden ● practice to gain consistent and ● Material: For each group: 1 piece of paper
Review 1
appropriate use of target vocabulary (preferably A3) + 1 set of color pencils
and grammar in extended contexts

● WB pp. 17
Homework ● WS Grammar 1 & Integrated Review 1 pp. 8-15
● Bookworm ORC: Farms pp. 6-7, 22-23

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

● WB pp. 17
Homework ● check student’s homework
● WS Grammar 1 & Integrated Review 1 pp. 8-15
Check ● quickly correct exercises most students
● Bookworm ORC: Farms pp. 6-7, 22-23
struggle with
every day
how often ● identify the meaning and reproduce ● SB pp. 30
the spelling and pronunciation of the ● LP pp. 80-81
on (Friday)
Vocabulary 2 target vocabulary ● Resources: TR: 2.5; Video Sc. 4; Activity
once (a month)
● use the target vocabulary in both Worksheet 2.2; The Sounds of English Card 24;
three times (a week) spoken and written communication OP
twice (a year)

UNIT 2 ● recognize and understand the meaning

Order using would like of target grammatical structures in
FRESH 12
written and spoken form ● SB pp. 31
FOOD What would you like for
● use target grammatical structures ● LP pp. 82-83
Grammar 2 lunch?
meaningfully and appropriately in oral ● Resources: TR: 2.6; Video Sc. 6; Activity
I’d like a bowl of and written production Worksheet 2.3; OP
vegetable soup. ● self-correct when using target
grammatical structures

● WB pp. 18-19
● WS Vocabulary 2 & Grammar 2 pp. 16-25
Homework
● Bookworm ORC: Farms pp. 8-9, 24-25

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 ● WB pp. 18-19
Homework ● check student’s homework
● WS Vocabulary 2 & Grammar 2 pp. 16-25
Check ● quickly correct exercises most students
● Bookworm ORC: Farms pp. 8-9, 24-25
struggle with

● E4A U2 TB pp. 2-3

● Material:
- Weekly menu for each group (size A3)
• consolidate the unit's target vocabulary
and grammar structures - Paper money for each group (size A4)
Integrated
Home Economy • practice to gain consistent and - Food group names and photos for each
Review 2
appropriate use of target vocabulary and
grammar in extended contexts group (size A4, cut)
UNIT 2
- Glue for each group
FRESH 13
FOOD
• be provided with digital multimedia ● E4A U2 SB pp. 6-9
input about a current topic ● Reading material: A TEEN'S LOVE FOR
Trendy day Sustainable Farming • explore different angles of the topic and SUSTAINABLE AGRICULTURE IN THE CITY
discuss ● Videos: Time to Explore Part A, Teen grows
• produce a reflective writing piece sustainable hydroponic farm at home
● E4A U2 SB pp. 10-11
● WS Integrated Review 2 pp. 26-30
● Bookworm ORC: Farms pp. 10-11, 26-27
Homework

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

● E4A U2 SB pp. 10-11

Homework ● check student’s homework
● WS Integrated Review 2 pp. 26-30
Check ● quickly correct exercises most students
● Bookworm ORC: Farms pp. 10-11, 26-27
struggle with
● read and answer reading
comprehension questions using the ● SB pp. 32-33
Reading Where’s Your Food From? information from the text ● LP pp. 84-87
UNIT 2 ● explore different angles of the subject ● Resources: TR: 2.7; OP
FRESH 14 in spoken communication
FOOD ● identify the target writing ● SB p. 34
genre/strategy ● LP pp. 88-90
Writing Paragraphs of Opinion
● read and analyze a writing model ● Resources: Graphic Organizer: Three-column
● quick write and revise in groups chart; OP

● WB pp. 20-23
Homework ● WS Reading pp. 31-34
● Bookworm ORC: Farms pp. 12-13, 28-29

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

● WB pp. 20=23
Homework ● check student’s homework
● WS Reading pp. 31-34
Check ● quickly correct exercises most students
● Bookworm ORC: Farms pp. 12-13, 28-29
struggle with
● evaluate and synthesize information
from multiple sources for use in
presentations and/or projects
● prepare and deliver presentations and
reports in various content areas,
including a purpose, point of view,
introduction, coherent transitions, and
appropriate conclusions ● E4A U2 SB pp. 12-16
UNIT 2 ● exchange, support, and discuss
Watching From Farm to Table ● E4A U2 TB pp. 6-7
FRESH 15 opinions and individual perspectives
FOOD with peers on a variety of topics dealing ● Video: From Farm to Table
with content area information or issues
● listen and respond appropriately to
presentations and performances of
peer or published works such as
original essays or narratives,
interpretations of poetry, or individual
or group performances of scripts
● E4A SB pp. 17; Video: A day in the life – Farmer
(https://www.youtube.com/watch?v=1bIsFIfz9
Homework _A&pp=ugMICgJ2aRABGAHKBRpvbmUgZGF5IG
luIHRoZSBsaWZlIGZhcm1lcg%3D%3D)
● Bookworm ORC: Farms pp. 14-15, 30-31

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

Homework ● check student’s homework ● E4A SB pp. 17

Check ● quickly correct exercises most students ● Bookworm ORC: Farms pp. 14-15, 30-31
struggle with

● check their comprehension

UNIT 2
● analyze to see how the language
FRESH 16 ● E4A U2 SB pp. 18-30
introduced in the writing session was
FOOD Language Arts Farms
used in the book extract ● E4A U2 TB pp. 8-9
● write to consolidate their writing skill
from the previous lesson

● E4A U2 SB pp. 31
Homework
● Bookworm ORC: Farms pp. 16-17, 32-33

17 | Page
 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

Homework ● check student’s homework ● E4A U2 SB pp. 31

Check ● quickly correct exercises most students ● Bookworm ORC: Farms pp. 16-17, 32-33
struggle with
● consolidate the unit's target
vocabulary and grammar structures
Integrated ● WB pp. 12-13
Review 3 ● practice to gain consistent and
● WS Unit Review pp. 35-41
appropriate use of target vocabulary
and grammar in extended contexts

● complete the quiz in class ● E4A U2 Quiz

UNIT 2
Unit Quiz ● check their answers with the teacher
FRESH 17
at the end of the session
FOOD

Homework ● Bookworm ORC: Farms pp. 18-19, 34-35

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 ● check student’s homework
Homework check ● quickly correct exercises most students ● Bookworm ORC: A happy family pp 14-19
struggle with

● from multiple sources for use in

presentations and/or projects
● prepare and deliver presentations and
reports in various content areas,
including a purpose, point of view,
introduction, coherent transitions, and
appropriate conclusions
● E4A U2 SB pp. 32-37
● exchange, support, and discuss
UNIT 2 Project opinions and individual perspectives ● E4A U2 TB pp. 10-11
FRESH 18 with peers on a variety of topics dealing ● A4 papers for each student
FOOD with content area information or issues
● listen and respond appropriately to
presentations and performances of
peer or published works such as
original essays or narratives,
interpretations of poetry, or individual
or group performances of scripts

Homework ● E4A U2 pp. 38

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 ● review vocabulary and grammatical • Teacher prepares review materials focusing on
19 Review Units 1-2 points learned in Units 1-2 what students are weak at.
UNIT 2
FRESH
MID-TERM TEST*
FOOD
20 *Before students take the mid-term test, teacher returns the graded papers of Unit 2 Quiz to students and helps them revise difficult knowledge
and skills.

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES & MATERIALS
(Students will)

● SB pp. 38-39
U1 Opener
● analyze a photograph for information ● LP pp. 98-99
● make inferences ● Resources: Video Sc. 1; Home-School
Connection Letter, Unit Opener Poster, CPT
begin
cell phone sew
chores spend time ● SB pp. 40-41
● identify the meaning and reproduce
electric tell stories the spelling and pronunciation of the ● LP pp. 100-103
Vocabulary 1 lights things target vocabulary
UNIT 3 ● Resources: TR: 3.3-1.2; Video Sc. 2-3; Graphic
fire town ● use the target vocabulary in both organizers: T-chart, Time line; Activity
LONG learn spoken and written communication Worksheet 3.1; OP
video game
AGO 21
life wash
AND
make
TODAY
● SB pp. 42-43
● LP pp. 104-105
Song ● listen to and sing a song about family ● Resources: TR: 3.3; Graphic Organizer: T-chart;
Yesterday and Today
(optional) members OP
* Note for teachers: If there is not enough time, this
song can be used in other lessons of the unit.

• WB pp. 26-28
• WS Vocabulary 1 pp. 1-6
Homework
• Bookworm ORC: Machines Then and Now pp.3-
5, pp.24-25

21 | Page
 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

• WB pp. 26-28
• check student’s homework • WS Vocabulary 1 pp. 1-6
Homework
• quickly correct exercises most students
Check • Bookworm ORC: Machines Then and Now pp.3-5,
struggle with
pp. 24-25

● recognize and understand the

Contrast with but and with
meaning of target grammatical
instead
structures in written and spoken form ● SB pp. 44-45
Long ago, children walked to
● use target grammatical structures ● LP pp. 106-109
Grammar 1 school, but I ride my bike.
meaningfully and appropriately in ● Resources: TR: 3.4; Video Sc. 5; Graphic Organizer:
Many years ago, people oral and written production Time line; OP
didn’t have TV. They told
UNIT 3 ● self-correct when using target
stories instead.
grammatical structures
LONG
AGO 22 ● consolidate the unit's target
AND vocabulary and grammar structures
Integrated
TODAY Then & Now ● practice to gain consistent and ● E4A U1 TB pp. 1
Review 1
appropriate use of target vocabulary ● Then & Now Worksheet for each group (size A4)
and grammar in extended contexts

● WB pp. 29
● WS Grammar 1 & Integrated Review 1 pp. 7-16
Homework
● Bookworm ORC: Machines Then and Now pp.6-9,
pp.26-29

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)
● WB pp. 29
Homework ● check student’s homework ● WS Grammar 1 & Integrated Review 1 pp. 7-16
Check ● quickly correct exercises most ● Bookworm ORC: Machines Then and Now pp.6-9,
students struggle with pp.26-29
modern ● identify the meaning and reproduce ● SB pp. 46
difficult the spelling and pronunciation of the ● LP pp. 110-111
Vocabulary 2 expensive target vocabulary ● Resources: TR: 3.5; Video Sc. 4; Graphic Organizer:
old-fashioned ● use the target vocabulary in both Three-column chart; Activity Worksheet 3.2;
UNIT 3 important spoken and written communication Minimal Pair Card 55, OP
LONG ● recognize and understand the
AGO 23 Comparatives with more +
meaning of target grammatical
AND adjective
structures in written and spoken form ● SB pp. 47
TODAY
● use target grammatical structures ● LP pp. 112-113
Grammar 2 Life was more difficult
meaningfully and appropriately in oral ● Resources: TR: 3.6; Video Sc. 6; Activity Worksheet
back then.
and written production 3.3; OP
That cell phone is more
● self-correct when using target
expensive than this one.
grammatical structures
● WB pp. 30-31
● WS Vocabulary 2 & Grammar 2 pp. 17-27
Homework
● Bookworm ORC: Machines Then and Now pp. 10-
13, pp. 30-33

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 ● WB pp. 30-31
Homework ● check student’s homework ● WS Vocabulary 2 & Grammar 2 pp. 17-27
Check ● quickly correct exercises most students ● Bookworm ORC: Machines Then and Now pp. 10-
struggle with 13, pp. 30-33

• consolidate the unit's target vocabulary
and grammar structures
Integrated
Sentence Chain • practice to gain consistent and
Review 2
appropriate use of target vocabulary and
grammar in extended contexts
● E4A U2 TB p. 2
● Material:
- An object to be used as the ‘hot potato’
(e.g. a ball) and a playlist of fun music
- or a random selector (crocodile dentist)

UNIT 3 - or https://wheelofnames.com/
LONG ● E4A U2 TB pp. 3-4
AGO 24
● E4A U2 SB pp. 6-9
AND
• be provided with digital multimedia ● Reading material: ANYONE CAN EXPLORE AI IN
TODAY
input about a current topic THE NEW MINECRAFT HOUR OF CODE
Learning Through Video
Trendy day • explore different angles of the topic and GENERATION AI; CYBER SAFE GOOD GAME
Games
discuss TEACHES DIGITAL CITIZENSHIPS SKILLS THROUGH
• produce a reflective writing piece ONLINE GAMING
● Videos: Time to Explore Part B, Using Minecraft
as an Educational Tool

● E4A U2 SB pp. 9-10

● WS Integrated Review 2 pp. 28-32
Homework
● Bookworm ORC: Machines Then and Now pp.14-
17, pp. 34-37

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)
● E4A U2 SB pp. 9-10
Homework ● check student’s homework ● WS Integrated Review 2 pp. 28-32
Check ● quickly correct exercises most students Bookworm ORC: Machines Then and Now pp.14-17,
struggle with pp. 34-37
● read and answer reading ● SB pp. 48-49
comprehension questions using the
The World in the Palm of information from the text ● LP pp. 114-117
Reading
UNIT 3 Your Hand ● Resources: TR: 3.7; Graphic Organizer: Flow chart;
● explore different angles of the subject
LONG in spoken communication OP
AGO 25
AND ● identify the target writing
● SB p. 50
TODAY genre/strategy
Writing Paragraph Unity ● LP pp. 118-120
● read and analyze a writing model
● Resources: Graphic Organizer: World Web; OP
● quick write and revise in groups

● WB pp. 32-35
● WS Reading pp. 33-36
Homework
● Bookworm ORC: Machines Then and Now pp. 18-
21, pp. 38-41

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 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)
● WB pp. 32-35
Homework ● check student’s homework ● WS Reading pp. 33-36
Check ● quickly correct exercises most students ● Bookworm ORC: Machines Then and Now pp.
struggle with 18-21, pp. 38-41
● evaluate and synthesize information
from multiple sources for use in
presentations and/or projects
● prepare and deliver presentations and
reports in various content areas,
including a purpose, point of view,
UNIT 3 introduction, coherent transitions, and
LONG appropriate conclusions ● E4A U2 SB pp. 11-14
AGO 26 ● exchange, support, and discuss
Watching Kids Meet a … Years Old ● E4A U2 TB pp. 5-6
AND opinions and individual perspectives
TODAY with peers on a variety of topics dealing ● Video: Kids Meet a 101-Year-Old
with content area information or issues
● listen and respond appropriately to
presentations and performances of
peer or published works such as
original essays or narratives,
interpretations of poetry, or individual
or group performances of scripts

● E4A SB pp. 15
Homework ● Bookworm ORC: Machines Then and Now pp.
22-23, pp. 42-43

26 | Page
 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

● E4A SB pp. 15
Homework ● check student’s homework
Check ● Bookworm ORC: Machines Then and Now pp.
● quickly correct exercises most students
22-23, pp. 42-43
struggle with

UNIT 3
● check their comprehension
LONG ● analyze to see how the language
AGO 27 ● E4A U2 SB pp. 16-24
introduced in the writing session was
AND Language Arts Machines Then and Now
used in the book extract ● E4A U2 TB pp. 7-10
TODAY
● write to consolidate their writing skill
from the previous lesson

● E4A U2 SB pp. 25
Homework
● Bookworm ORC: Machines Then and Now pp. 44

27 | Page
 OBJECTIVES
UNIT SESSION CONTENT RESOURCES
(Students will)

Homework ● check student’s homework ● E4A U2 SB pp. 25

Check ● quickly correct exercises most students ● Bookworm ORC: Machines Then and Now pp. 44
struggle with
● consolidate the unit's target
vocabulary and grammar structures
Integrated
Review 3 ● practice to gain consistent and
● WS Unit Review pp.37-39
appropriate use of target vocabulary
and grammar in extended contexts
UNIT 3
● complete the quiz in class ● E4A U3 Quiz
LONG Unit Quiz ● check their answers with the teacher
AGO 28
at the end of the session
AND
TODAY ● Bookworm ORC: Machines Then and Now pp. 45

Homework

28 | Page
 ● check student’s homework
Homework check ● quickly correct exercises most students ● Bookworm ORC: Machines Then and Now pp. 45
struggle with

● from multiple sources for use in

presentations and/or projects
● prepare and deliver presentations and
reports in various content areas,
including a purpose, point of view,
introduction, coherent transitions, and
appropriate conclusions ● E4A U2 SB pp. 36-31
UNIT 3 ● exchange, support, and discuss ● E4A U2 TB pp. 11-12
LONG Project opinions and individual perspectives
29 with peers on a variety of topics dealing ● Scissors, color pencils/crayon, craft
AGO papers/colored paper for each group
AND with content area information or issues
TODAY ● listen and respond appropriately to
presentations and performances of
peer or published works such as
original essays or narratives,
interpretations of poetry, or individual
or group performances of scripts

Homework ● E4A U2 pp. 32

29 | Page
 • Teacher prepares review materials focusing on
● review vocabulary and grammatical
Review 2 30 Review Units 3 what students are weak at.
points learned in Units 1-2

Final Test*
FINAL 31 *Before students take the final test, teacher returns the graded papers of Unit 3 Quiz to students and helps them revise difficult knowledge and
skills.

Video Project ● deliver their presentation ● As prepared by students & teacher

COURSE ● write an essay with a topic from Units

Extra Writing ● As prepared by teacher
COMPLE- 32 1-3
TION
● receive their test results with teacher’s
● Student Assessment Report (Soft copy is
Test Result & Course Completion feedback for the test and the whole
available for teachers)
course

30 | Page