English Chest 5_Lesson Plan

English Chest 5 Weekly Lesson Plan

This lesson plan is suitable for
12 week courses. Students will
study one lesson each week.

Abbreviation

Guidelines for the lesson H.W. – Homework

L – Listening
1. Outline of each 45 minute lesson S – Speaking
R – Reading
Procedure Teaching and Learning Activities Time W – Writing
L/S – Students will focus on listening and
 Test
speaking activities.
Warm-up  Homework check 15 min
p.6B – Section B on page 6
 Lesson introduction
 Main target grammar
Main Lesson 20 min
 Activities
 Lesson check up
Wrap-up 10 min
 Assignment

2. Check points for each lesson

 Every 1st day of the lesson, students will get a word list of the lesson.
 Every 2nd day of the lesson, students will have a word test.
 Every 4th day of the lesson, students will have a speaking quiz about the Talk Chest dialogue.
(It does not have to be a formal one. Put students in pairs and have them ask and answer.)
 Every 5th day of the lesson, students will have a dictation test about the texts of the Reading Chest, a review test.
 At the end of the weekly lesson, an achievement test needs to be taken.

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 English Chest 5_Lesson Plan

Week 1
Unit 1 - Lesson 1: Who Is Taller?
Objective Students will learn how to compare things and ask for the opinions of others.
New taller, shorter, stronger, weaker, better, worse, faster, slower, smoother, rougher, cleaner, dirtier, larger, smaller, softer, harder, younger, older, lighter, heavier,
Vocabulary rocks, plate, wooded chair, armchair, feather, brick, agree, disagree
 Comparative adjectives: taller, shorter
Grammar  Expressing agreement/disagreement
Day 1 Test Homework Warm-up Main Lesson Wrap-up
1. Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W:Workbook p.6
p.12 2. Workbook Draw two stick figures on the board - Listen and number p.12
p.6B one very tall and one short. Label Look at the pictures again. Play Track 1.
them Joe and Fred. ‘Ask who is Students number the pictures in the book.
taller?’ and stretch your arms up and
apart to gesture ‘taller.’ 2. L/S: Word Chest Follow-up
Point to the taller stick figure and say Divide class into pairs. Have them
‘Fred is taller than Joe. Joe is shorter compare each other and other things in the
than Fred.’ Next, ask for 2 student classroom using the comparative
volunteers to come to the front of the adjectives from the Word Chest.
class. Compare how tall they are. Example
Point to the taller student and say ‘S1 S1: I am taller than Mary.
is taller than S2. S2 is shorter than S2: I am shorter than Jane.
S1.’ S1: This pencil is better than that one.
★Select several students to demonstrate
2. L/S: Word Chest their ideas.
Look at the pictures with the students.
Ask questions: 3. L/S: Language Chest Warm-up
•What does he/she look like? Look at the pictures on p.12 and ask
- He is big and strong. / She is tall and questions:
thin. • What is he doing?
• Which dog is bad? - He is measuring her.
- The white dog is bad. • What are they using?
• Which person is short? - They are using a computer.
- Paula is short. • What do you think they are doing?
- I think they are shopping/looking at
shoes.

Ask and answer

Practice the question and answer with the
class. Use the pictures in the Word Chest
to practice the target language.
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 English Chest 5_Lesson Plan
Point to a set of pictures and have
students raise their hands as they think of
a question.
Example:
T: (Points to the men.) Ask a question.
S1: Who is stronger?
All: I think Ken is stronger than Bob.
T: Good! Ask another question.
S2: Who is weaker?
All: I think Bob is weaker than Ken.
★Draw the students’ attention to the box
at the bottom of p.12. Explain that -er is
added to adjectives with one syllable. At
this point there is no need to explain the
rules in more detail. Explain that good
and bad are irregular and have different
forms in the comparative. Keep the
explanation appropriate for the level of
your students.
After H.W. Workbook 1. H.W. check 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: p.7D 2. Word test Look at the pictures with the students. 2. R/W: Workbook p.7C
p.13 Word Test Listen, read, and talk p.13
Play Track 2 and read the conversation.
Have the students practice in groups.

2. L/S: Listening Chest Follow-up 1

The students look at pictures of people or
animals and ask questions.
Example:
• Who is taller?
- I think the boy is taller than the girl.
• Which is longer?
- I think the snake is longer than the cat.

3. L/S: Listening Chest Follow-up 2

The students ask each other about
members of their family, friends, cartoon
characters, or famous people.
Example:
• Who is taller, your mother or your
father?
- My father is taller than my mother.
• Who is older, your brother or your
sister?
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 English Chest 5_Lesson Plan
- My sister is older than my brother.
Memorizing: 1. H.W. check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.8E
Day 3 Talk Chest 2. L: Talk Chest Look and say p.14
p.14 dialogue Look at the picture and ask questions.
• What are the boy and girl doing?
- They are looking at/watching the horses.
• What are these men doing?
- They are riding the horses.
• Which horse is darker?
- This horse is darker than that horse
★Practice the dialog. Have the students
practice with three different partners.
Shout ‘Change’ each time you want them
to change.

2. L/S: Picture prompts p.14

Look at the pictures with the students.
Practice reading the words. Play track 3.
Have the students role play the
conversations, using Guide for help.
★Draw students’ attention to the box at
the bottom of the page. Explain that for
adjectives ending in ‘y’ the spelling is
changed to an ‘i.’

3. L/S: Talk Chest Follow-up

Use students or objects in the classroom
to practice the target language.
Example:
T: Kelly and Nick, come here please. Now
everyone look at their hands. Which are
cleaner?
Ss: We think Kelly’s hands are cleaner
than Nick’s hands.
Others: We don’t agree. We think Nick’s
hands are cleaner than Kelly’s hands.
At the Writing the 1. H.W. check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Workbook p.8F, 9G
Day 4 beginning of whole Reading 2. L/S/R: Reading Chest Read and answer the questions. p.15 2. R/W: Writing Chest Extension
p.15 the class: Chest Ask questions about the picture. Play Track 4 and practice the reading. Activity
Speaking • Where is this story? Is it in a ★Speed Reading Divide students into small groups,
Quiz(pair) magazine? Choose a time limit. Tell the students to and have the groups write down 3
- No, it’s in the newspaper. see how many times they can read the text questions similar to those found in
• What are the boys doing? aloud during the time limit. When the activity I. Then, talk about all of the
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 English Chest 5_Lesson Plan
- They are playing soccer. time is up shout ‘Stop.’ Ask the students questions as a class. Each group
• What is the date? how many times they read the whole text. should present their questions and
- It’s Tuesday, November 1st. Applaud the students who have managed record the answers that their
to read it the most times. classmates give.
Examples:
2. L/S: Reading Chest Follow-up • Which is lighter, a pen or a pencil?
Ask students personal questions based on • Which is better, a chocolate bar or
the passage. a lollipop?
Example: • Which is smoother, paper or
T: Who has been in a tournament? cardboard?
What kind of tournament was it?
S1: I was in a chess tournament.
S2: I was in a baseball tournament.
T: What do you practice hard?
S3: I practice the piano hard. I practice
for two hours every day.
T: Who are you proud of?
S4: I’m proud of my dad. He works hard.

3. R/W: Writing Chest Warm-up

Ask questions about the pictures.
• What kind of ball is this?
- It’s a baseball/tennis ball.
• What color is this bag?
- It’s brown/red.
• What does she look like?
- She has dark brown hair and blue eyes.
★Have students complete I and H.

4. R/W: Writing Chest Follow-up

Ask questions about the passage.
• Which is smaller, a tennis ball or a
baseball?
- A tennis ball is smaller than a baseball.
• Which bag is smoother, the red bag or
the light brown bag?
- The red bag is smoother than the light
brown bag.
• How many students (in our classroom)
like winter more than summer?
• _ students like winter more than
summer.
After H.W. 1. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. L/R/W: Activity Chest K
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.17.
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 English Chest 5_Lesson Plan
p.16 & p.17 Dictation achievement Materials: a box, objects, or flashcards
test Place some objects (or flashcards) in the
2. Workbook box that can act as clues to trigger a
p.9H conversation using the target language.
1. Divide the class into two teams.
2. Select two students from one team to
come to the front of the class. They
should select an object of their choice
from the box. In the example below, the
two students select a ruler.
3. These students should use the target
language to have a conversation related to
the object.
S1: Who is taller?
S2: I think I’m taller than you are.
S1: I don’t agree. I think you’re shorter
than I am.
4. The students try to use as many
different adjectives as possible. For
example, the ruler could trigger the
additional questions.
‘Which are longer, my arms or your
arms?’
‘Which are bigger, my feet or your feet?’
5. Next, select two students from the other
team to come to the front of the room.
6. Play the game until everyone has had a
chance to choose an object from the box.
7. The objects/flashcards in the box could
include items not covered by this unit.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.

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 English Chest 5_Lesson Plan

Week 2
Unit 1 - Lesson 2: I Want to Be a Photographer
Objective Students will learn some more professions and talk about their dreams for the future.
photographer, architect, lifeguard, computer programmer, soldier, president, artist, lawyer, professional basketball player, musician, veterinarian (vet), astronaut,
New
write computer programs, make our country better, design unique houses, paint and draw, help people in trouble, play in a band, take care of animals, visit
Vocabulary another planet, play basketball all the time
• Giving reasons for things
Grammar • Using want to to talk about the future: want + infinitive
Day 1 Test Homework Warm-up Main Lesson Wrap-up
Unit 1 Lesson 1 1. Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.10A
p.18
Achievement 2. Workbook On the whiteboard, write ‘Now’ (or Listen and number p.18
Test p.10B the current year) and ‘2020.’ Look at the pictures again. Play Track 5.
Stick or draw a picture of a child the Students number the pictures in the book.
age of your students on the board
under ‘Now.’ Introduce this child, e.g. 2. L/S: Language Chest Warm-up
‘This is Gina. She is a student. She Ask questions about the pictures:
likes computers.’ Move the picture to • What is she doing?
‘2020’ and put flashcard for - She is taking a picture of herself.
‘computer programmer’ on the board. • What is he dressed like?
Say ‘She wants to be a computer - He is dressed like a soldier.
programmer.’ Ask the students ‘Is • Do you think he is a real soldier?
Gina a computer programmer?’ They - No, I don’t. He’s too young.
should answer no. Praise this reply
and say again ‘Gina wants to be a Ask and answer p.18
computer programmer.’ Emphasize Practice the question and answer with the
‘wants’ when you repeat the sentence. class.

2. L/S: Word Chest Warm-up 3. L/S: Language Chest Follow-up

Look at the pictures with the students. Use the flashcards to practice the target
Ask questions: language. Divide the class into two
• What is he/she doing? groups. Hold up a picture, and have each
- He/She is drawing/taking a group say part of the dialog.
picture/typing/giving a speech. Example:
• Where does he/she work? T: (Holds up the computer programmer
- He/She works outside/in an office. flashcard.) Group one, you start.
• What is his/her job? G1: What does he/she want to be?
- He/She is a G2: He/she wants to be a (computer
lifeguard/photographer/soldier. programmer).
After H.W. Workbook 1. H.W check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: p.11C 2. Word test Look at the pictures with the students.
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 English Chest 5_Lesson Plan
p.19 Word Test 3. L/S: Language Chest Review Listen, read, and talk p.19
Mime game: have the students take it Play Track 6 and have the students
in turns to ask the question ‘What does practice the conversation. Choose several
he/she want to be?’ then mime one of pairs to demonstrate the conversation.
the occupations from Word Chest.
Students can do this in groups or as a 2. L/S: Listening Chest Follow-up
whole class if the students need more The students ask and answer questions
monitoring. about the dialogs.
Example: Example:
S1: What does he want to be? • What does Katie want to be?
(S1 mimes making a salute) - She wants to be a computer
Other students: He wants to be a programmer.
soldier. • Why?
- She thinks computers are interesting.
Memorizing: 1. H.W. check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.11D
Day 3 Talk Chest 2. L: Talk Chest Warm-up Look and say: p.20
p.20 dialogue Ask the students questions about the Practice the dialog.
picture:
• Where are they? 2. L/S: Picture prompts p.20
- They are in a dining room. Look at the pictures with the students.
• What are they drinking? Practice reading the jobs. Play track 7.
- They are drinking milk. Have the students role play the
• Do you like these houses? conversations, using Guide for help.
- Yes, I do. They look interesting.
3. L/S: Talk Chest Follow-up
Have students ask one another about their
dreams for the future using the target
language.
Example:
T: John is first.
All: What do you want to be, John?
S1: I want to be a veterinarian.
All: Why?
S1: I want to help sick animals.
At the 1. Workbook 1. H.W check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest Extension
Day 4 beginning of p.12 2. L/S/R:Reading Chest Read and complete the sentences. p.21 Activity
p.21 the class: 2. Writing the Ask questions about the picture: Play Track 8 and read with the students. After completing I, do another
Speaking whole Reading • What is she doing? activity with because. Write a few
Quiz(pair) Chest - She is writing in her diary. 2. L/S: Reading Chest Follow-up clues on the board and have students
• How old do you think she is? The students look at the text and ask each write the answers in their notebooks.
- I think she is about 12 years old. other questions in pairs or around the Examples:
• What do you think she wants to be? class. 1. architect - design buildings in the
- I think she wants to be a Example: city (Maybe he/she wants to be an
writer/fashion designer. • What did they do first? architect because he/she wants to
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 English Chest 5_Lesson Plan
- First, they fed the animals. design buildings in the city.)
• How many cats and dogs are there? 2. president - make the world better
- There are a lot. (Maybe he/she wants to be a
president because he/she wants to
3. R/W: Writing Chest Warm-up make the world better.)
Ask questions based on the picture. 3. computer programmer - write
• What is this? computer programs (Maybe he/she
- It’s a rocket/planet/baseball bat, ball, wants to be a computer programmer
and glove. because he/she wants to write
• What planet is this? computer programs.)
- It is Saturn.
★Have students complete I and H.

4. R/W: Writing Chest Follow-up

Ask questions about the writing activities.
• Why does B want to be an astronaut?
- He/She wants to visit another planet.
• Why does A want to be a professional
baseball player?
- He/She wants to play baseball all the
time.
• Name four jobs that help people.
How do they help people?
- Lawyers help people in trouble.
- Doctors help sick people.
- Lifeguards save people from drowning.
- Dentists help people with hurting teeth.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. R/W: Workbook p.13
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.22.
p.22 Dictation achievement Preparation: Divide class into pairs
test Materials: coins
1. Give each set of partners a coin.
2. Show students that they flip a coin to
move along the board. One side of the
coin (heads) means they can move one
space, while the other side of the coin
(tails) means they can move two spaces.
3. Have each students place a small object
(an eraser, a game piece...) on START.
4. Students should take turns flipping the
coin and moving along the board.
5. At each space on the board, students
must follow the sample dialog.
S1: (Flips the coin.) Architect!
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 English Chest 5_Lesson Plan
S2: What do you want to be?
S1: I want to be an architect.
S2: Why?
S1: I want to design beautiful buildings.
The students can also choose to answer.
S2: I don’t want to be an architect.
S1: Why?
S2: I don’t want to design buildings.
6. Students must return to start when they
land on a Go back to START! space.
7. The first student to reach FINISH
wins.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.

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 English Chest 5_Lesson Plan

Week 3
Unit 1 - Lesson 3: My Brother Is Smart and Athletic
Objective Students will describe people based on personal characteristics, and practice asking follow-up questions.
New smart, athletic, quiet, energetic, serious, nice, honest, shy, friendly, funny, talkative, hard-working, outgoing, fun, read a lot, have a lot of friends, tell a lot of
Vocabulary jokes, talk to everyone, have a lot of fun, work all the time
• Adjectives: smart, athletic…
Grammar • Using like to ask for descriptions of personalities
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.24 Unit 1 Lesson 2 1. Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.14A
Achievement 2. Workbook Put pictures of athletes or sports Listen and number p.24
Test p.14B players on the board. Ask students Look at the pictures again. Play Track 9.
questions about what they see. Point Students number the pictures in the book.
to one picture and say ‘He’s athletic.’
Point to the other sports players and 2. L/S: Word Chest Extension Activity
repeat. Put the flashcards for Word Chest on the
Put a picture of Einstein on the board board. Point to random cards and ask
and of other scholarly people. Point to ‘What’s he/she like?’ Students shout out
one and say ‘He’s smart.’ the correct reply. Speed up the pointing to
challenge the students.
2. L/S: Word Chest
Look at the pictures with the students. 3. L/S: Language Chest Warm-up p.24
Ask questions: Look at the pictures and ask questions:
• What does he like? • Where do you think they are going?
- He likes sports/school. Why?
• What is she doing? - I think they’re going to school. They
- She is studying/jumping up and have backpacks.
down. • Does she like her sister?
- Yes, she does.
• What is he doing?
- He is doing his math homework/studying
math.
★Practice the question and answer on
p.24 with the class.

4. L/S: Language Chest Follow-up

The students ask each other about
members of their family.
Example:
S1: What’s your sister like?
S2: She’s smart and energetic.
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 English Chest 5_Lesson Plan
After H.W. Workbook 1. H.W check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: p.15D, p.16E 2. Word test Look at the pictures with the students. 2. R/W: Workbook p.15C
p.25 Word Test 3. Language Chest Review Listen, read, and talk p.25
Play Track 10 and have the students
★Hangman practice the conversation.
Choose one of the new words. Choose several pairs to demonstrate the
Place one dash on the board for each conversation.
letter of the word. Leave a space
between words. 2. L/S: Listening Chest Follow-up
Draw a ‘gallows’ at the top of the The students ask and answer questions
board - draw a horizontal line at the about the dialogs.
bottom, a vertical line coming up out Example:
of its center, and then a short line off • Does Eric want a little brother or a little
to the right at the top (so that you now sister?
have an upside-down ‘L’ on the - Maybe a little brother.
horizontal line). Draw a short vertical • Is he excited?
line off the end of the top line - this is - Yes, he is. He’s nervous, too.
your ‘noose.’
Have the students in two teams take
turns to guess one letter at a time. Fill
in the letter on the appropriate dash
each time a team guesses correctly.
Add one body part to the drawing
each time an incorrect letter is chosen.
The team which guesses the word
before the complete body is drawn
wins.
Memorizing: 1. H.W. check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.16F
Day 3 Talk Chest 2. L: Talk Chest Look and say p. 26
p.26 dialogue Ask questions about the picture: Practice the dialog.
• Where are they?
- They are in the park/playground. 2. L/S: Picture prompts p.26
• What are they doing? Look at the pictures with the students.
- They are walking, talking, and eating Practice reading the names. Play track 11.
ice cream. Have the students role play the
• What is this woman doing? conversations, using Guide for help.
- She is paying for/buying something.
• What does the man see? 3. L/S: Talk Chest Follow-up
- He sees money on the floor. The students ask each other about friends,
• What does the man do? cartoon characters, or famous people.
- He gives the money to the woman. Example:
S1: What’s (famous person) like?
S2: I think she’s funny and friendly.
What’s (a different famous person) like?
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 English Chest 5_Lesson Plan
S1: I think he’s smart and athletic.
★ Explain the difference between fun and
funny:
1. A funny person is someone who makes
people laugh. For example, my cousin is
funny. She is a comedian.
2. A fun person is someone who is
enjoyable, entertaining, or amusing.
For example, my cousin is fun. She likes
to play games with me.
At the 1. Workbook 1. H.W. check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest Extension
Day 4 beginning of p.17G 2. L/S/R: Reading Chest Warm-up Read and answer the questions. p. 27 Activity: Write some questions on
p.27 the class: 2. Writing the Ask questions about the picture: Play Track 12 and read with the students. the board and have students answer
Speaking whole Reading • What is this? Is it a diary entry? Answer the questions. Have the students them in their notebooks.
Quiz(pair) Chest - No, it’s a conversation on instant practice the conversation in pairs. Make Examples:
messenger (such as Skype, Google sure everyone practices their speed, 1. What is your aunt/grandma like?
Chat, or Windows Messenger). intonation, and pronunciation. 2. What is your uncle/grandpa like?
• Who is talking? 3. What is your bus driver/principal
- Kelly and George are talking. 2. L/S: Reading Chest Follow-up like?
Act as if you have forgotten the text and
get the children to correct your sentences.
If possible, get them to say loudly after
each incorrect sentence:
No! …!
Example:
George went camping last winter.
His brother is very serious.
His cousins live in Brazil.

3. R/W: Writing Chest Warm-up

Ask questions about the picture.
• What is he/she like?
- He is talkative. / She is energetic/shy.
• What does he do?
- I think he is a lawyer/secretary.
• What does she look like?
- She is small and cute/pretty and blond.
★Have students complete I and H.

4. W: Writing Chest Follow-up

The students write pairs of sentences
about members of their family, friends,
cartoon characters, or famous people.
Examples:
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 English Chest 5_Lesson Plan
My sister is very smart. She studies all the
time.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. R/W:Workbook p.17H
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.28. 2. L/S/W: Activity Chest K
p.28 Dictation achievement Preparation:
test Materials: a box, small pieces of paper
1. Hand out a small piece of paper to each
student. They should all write their names
on the pieces of paper and place them in
the box.
2. Divide the class into teams, perhaps
boys vs. girls.
3. Select a student from one of the teams
to come to the front of the room.
4. This student should pick a name out of
the box without peeking at the names.
5. Then, he/she should describe the
student on the piece of paper.
S1: This person is friendly and athletic.
6. The teams get to take turns guessing the
person.
S2: Is it Todd?
S1: No, it’s not Todd.
7. For every wrong answer, the student
with the piece of paper should describe
one more thing about the person.
S1: Sometimes, this person helps me with
my homework.
8. Each team tries to guess the correct
answer first.
S3: I know! It’s Susan!
S1: Yes, it is.
9. The team with the most points wins.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.

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 English Chest 5_Lesson Plan

Week 4
Unit 1 - Lesson 4: I Went Ice Skating with My Family
Objective Students will talk about past activities and practice asking follow-up questions.
New played rugby, played badminton, went to football camp, learned how to surf, learned how to water-ski, went ice skating, helped my dad at work, built a tree
Vocabulary house, traveled to Germany, hung out with my friends, went to space camp, see any sharks, get paid, paint it, study German, enjoy it, wear a space suit
• Past tense
Grammar • Past tense time expressions: yesterday, yesterday morning/afternoon/evening, last week/month/summer (season)
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.30 Unit 1 Lesson 3 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.18A
Achievement Brainstorm all the different types of Listen and number p.30
Test sports the students know in English. Look at the pictures again. Play Track 13.
Write them on the board. Students number the pictures in the book.

2. L/S: Word Chest 2. L/S: Language Chest Warm-up

Look at the pictures with the students. Look at the pictures and ask questions:
Ask questions: • What sport does he/she like?
• Which activity do you do in the - He/She likes football/to go ice skating.
winter? • What do you think he/she is like?
- We ice skate/go ice skating in the - I think he is nice and athletic/she is
winter. friendly and fun.
• Do you do any of these sports?
- Yes, I play badminton. 3. L/S: Language Chest
• What is he wearing? Ask and answer p.30
- He is wearing a yellow shirt and red Practice the question and answer with the
shorts/brown shorts and a life jacket. class.

4. L/S: Language Chest Follow-up

Call a volunteer to the front of the room.
Whisper one of the activities from the
Word Chest and a past tense time
expression to him/her. Other than the
drawing, the volunteer is not allowed to
give any clues to students.
Example:
T: (Whispers) Last summer. Surf.
The volunteer draws a girl and a sun on
the board.
S1: What did she do last summer?
T: Correct!
The volunteer draws a wave and a
15
 English Chest 5_Lesson Plan
surfboard on the board.
S2: She went surfing last summer.
T: Good job!
After H.W. Workbook 1. H.W check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: p.19C 2. Word test Look at the pictures with the students. 2. R/W: Workbook p.18B
p.31 Word Test 3. Language Chest Review Listen, read, and talk p.31
Divide the students into groups of Play Track 14 and have the students
three. Give each group a set of the six practice the conversation. Choose several
sports from p.30. The students take it pairs to demonstrate the conversation.
in turns to pick a card and act out the
sport. To make the activity more 2. L/S: Listening Chest Follow-up
challenging, try to get the students to The students ask each other questions
spell the word, too. about the picture and the dialog.
Example:
• What does Katie want to see?
- She wants to see the pictures and videos
of Jeff water-skiing.
• What languages do Katie and Claire
speak?
- They speak English and French.
• Did Jeff go with the girls to the ice
cream shop?
- No, he didn’t.
• What did Katie and Claire do almost
every day?
- They played badminton almost every
day.
Memorizing: 1. H.W check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.19D
Day 3 Talk Chest 2. L: Talk Chest Look and say p.32
p.32 dialogue Ask questions about the picture. Practice the dialog.
• What season is it?
- It is fall/autumn. 2. L/S: Picture prompts p.32
• What are they doing? Look at the pictures with the students.
- They are raking leaves. Practice reading the names. Play track 15.
• What are these boys doing? Have the students role play the
- They are playing rugby. conversations, using Guide for help.

3. L/S: Talk Chest Follow-up

Divide students into pairs and give each
pair a flashcard. Have students close their
books and think of conversations to go
with their flashcards. Each set of partners
should share their conversation with the
class.
16
 English Chest 5_Lesson Plan
Example:
S1: (holding up the space camp flashcard)
What did he do during the vacation?
S2: He went to space camp.
S1: Did he meet any astronauts?
S2: Yes, he did.
At the 1. Workbook 1. H.W. check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest Extension
Day 4 beginning of p.20 2. L/S/R: Reading Chest Read and complete the sentences. p.33 Activity
p.33 the class: 2. Writing the Ask questions about the picture: Play Track 16 and read with the students. Write some sentences on the board
Speaking whole Reading • What is this? Is it a newspaper? ★Speed Reading and have students change them to the
Quiz(pair) Chest - No, it’s a letter. Have students work in pairs and time each past tense in their notebooks.
• What is he/she doing? other as they read the passage. If students Examples:
- He is playing football. / She is ice do not have watches or a clock with a 1. We are surfing. (last week)
skating. second hand, set a time limit and tell 2. They learn to play soccer.
• What is the date of the letter? students to read the passage as many (yesterday afternoon)
- It is January 15th. times as they can within the limit. Praise 3. He is helping his dad at work.
students who read the quickest. (last summer)
The students look at the text and ask each 4. She sees a shark in the aquarium.
other questions in pairs or around the (last month)
class. Answers:
Example: 1. We learned how to surf last week.
Who does he miss? 2. They learned to play soccer
What did Nancy do last week? yesterday afternoon.
What did Colin do yesterday? 3. He helped his dad at work last
summer.
2. R/W: Writing Chest Warm-up 4. She saw a shark in the aquarium
Ask questions about the picture. last month.
• What can you see in the pictures?
- I can see (an elephant).
• What are they doing?
- They are (making a bird house).
• Which country is this?
- I think it’s (Thailand).
★Have students complete I and H.

3. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• Where did they put the birdhouse?
- They put it in a tree.
• Who rode an elephant in Thailand?
- His/Her sister rode an elephant in
Thailand.
• Are they playing badminton now?
- No, they played badminton yesterday
17
 English Chest 5_Lesson Plan
afternoon.

After H.W. Review of 1. H.W check: Workbook 1.L/S: Activity Chest 1. R/W: Workbook p.21
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.34.
p.34 Dictation achievement Preparation: Divide class into pairs.
test Materials: erasers
1. Explain that the colored spaces (blue,
green, and orange) have different point
values. As the diagram on the left lists,
the blue spaces are worth 2 points, the
green (yellow) spaces are worth 4 points,
and the orange space is worth 10 points
2. Show students that they stand above the
game board and drop their erasers onto
the board. They must drop their erasers
from as high above the board as they can.
3. Students should take turns dropping the
eraser and trying to earn points.
S1: (eraser lands on cook dinner)
What did you do yesterday evening?
S2: I helped my mom cook dinner.
S1: Did you make spaghetti?
S2: No, we didn’t. (Notice that the picture
is not of spaghetti.)
T: You get 2 points!
4. Students should record their points in
the spaces provided. The first student with
20 points wins.
5. To make the game more difficult, have
students put the game board on the floor
and stand above the board as they drop
their eraser. This will make it more
difficult to drop the eraser accurately.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.

18
 English Chest 5_Lesson Plan

Week 5
Unit 2 - Lesson 1: Did You Finish Your Homework?
Objective Students will learn how to ask for help, and talk about school subjects.
New muscles, heart, brain, blood, health class, PE (Physical Education), geography, drama club, science class, finish the project, study for the English test, learn the
Vocabulary song , music class, learn the formulas, math class, make an animal, art class, history class
• Past tense
Grammar • Modal Auxiliary: can
- Can you help me?
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.38 Unit 1 Lesson 4 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.24A
Achievement Draw a stick figure on the board and Listen and number p.38
Test brainstorm various body arts that the Look at the pictures again. Play Track 17.
students already know. Students number the pictures in the book.

2. L/S: Word Chest 2. S: Word Chest Extension Activity

Look at the pictures with the students. Slow Reveal - hide the flashcards behind
Ask questions: a book. Very slowly reveal part of the
• What can you see in the pictures? card. Students try to guess which word it
- I can see (a brain) is. Make sure they students can only see a
• Where is your (heart)? small part of the cards at a time.
- It’s here.
3. L/S: Language Chest Warm-up
Ask questions about the pictures.
• What season is it?
- It is summer/fall/autumn.
• What are they doing?
- They are riding their bikes.
• What is he thinking about?
- He is thinking about school
things/sports.

4. L/S: Language Chest

Ask and answer p.38
Practice the question and answer with the
class.

5. W/S: Language Chest Follow-up

Have students make a list of class subjects
(that they already know) on the board.
Then, use this vocabulary to have students
19
 English Chest 5_Lesson Plan
practice the target language.
Example:
S1: Kara, did you study English at school
today?
S2: Yes, I did.
S3: Tony, did you have science class
today?
S4: No, I didn’t.
After H.W. Workbook 1.H.W check: word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: p.25C 2.Word list test Look at the pictures with the students. 2. R/W: Workbook p.24B
p.39 Word Test 3. Language Chest Review Listen, read, and talk p.39
Put a picture of the human body on the Ask the students about the picture:
board. Have students identify the Play Track 18 and have the students
various parts using the vocabulary practice the conversation.
form the previous day’s lesson and Choose several pairs to demonstrate the
body parts they already know. conversation.

2. L/S: Listening Chest Follow-up

The students ask each other questions
about the picture and the dialog.
Example:
• Did Amy finish the project?
- No, she didn’t.
• Who helped her?
- Eric did.
• What is Amy doing?
- She is making a mountain.
Memorizing: 1. H.W check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.25D
Day 3 Talk Chest 2. L: Talk Chest Look and say p. 40
p.40 dialogue Ask questions about the picture: Practice the dialog. Have students
• What can you see? demonstrate in pairs.
- I can see…
• What are they doing? 2. L/S: Picture prompts p.40
- I think they are practicing. Look at the pictures with the students.
Practice reading the names. Play track 19.
Have the students role play the
conversations, using Guide for help.

3. R/S: Talk Chest Follow-up

Write a few conversations on the board
using the target language, but leave blanks
for some of the words. Have students
work together to fill in the missing words.
Then, have everyone say the conversation
20
 English Chest 5_Lesson Plan
together.
Example:
A: Did you study for the history test?
B: No, I didn’t. It’s difficult. Can you help
me?
A: No problem!
At the 1. Workbook 1. H.W check: Speaking test in pairs 1.L/S/R: Reading Chest 1. R/W: Writing Chest Extension
Day 4 beginning of p.26 2. L/S/R: Reading Chest Warm-up Read and answer the questions. p. 41 Activity
p.41 & 42 the class: 2. Writing the Ask questions about the picture: Play Track 20 and read with the students. Write a few more questions about
Speaking whole Reading • What can you see? Martin on the board and have
Quiz(pair) Chest - I can see… 2. W/S: Reading Chest Follow-up students answer the questions in their
• Who wrote this? The students write or speak about another notebooks.
- Jared Moore did. class they had recently. They can write in Examples:
• What’s it about? the same kind of format as in the ‘Health • Who helped Martin study for the
- It’s about health class. Class’ reading passage or they can prepare test in health class? Who helped
some ideas and then make a speech. Ryan?
- Ryan helped Martin study for the
3. R/W: Writing Chest Warm-up test in health class and Martin helped
Ask questions about the picture: Ryan.
• What is he/are they doing? • What did he do for music class?
- He is painting/they are studying. - He memorized a song for music
• What class do you think he is/they are class.
in? • Who had more homework last
- I think he is in art class/they are in weekend, you or Martin?
geography class. - I/Martin had more homework than
• What is this? Martin/I did last weekend.
- It’s a rocket.
• Is it a big rocket?
- No, it’s a small rocket.
★Have students complete I and H.

4. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• Did the boy get help with his dinosaur?
- Yes, he did.
• What class does she need help with?
- She needs help with geography class.
• When did Martin have a lot of
homework?
- He had a lot of homework last weekend.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. S/W: Activity Chest K
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.43. 2. R/W:Workbook P.27
p.43 Dictation achievement Materials: flashcards
test
21
 English Chest 5_Lesson Plan
1. Have everyone line up.
2. Place the flashcards on a desk/table
near the last student in line. The cards
should be spread out and easy to see.
3. Whisper a question (from the target
language) to the first student in line.
T: Did you learn the formulas for math
class last week?
4. This student should whisper the same
thing to the student behind him/her, and
the message should pass down the line
from student to student.
5. The last student in line should search
through the flashcards, find the correct
one, and answer the question.
S1: Did you learn the formulas for math
class last week?
S2: Yes, I did.
6. Rotate by having the student at the
front of the line move to the back of the
line, and play again.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.

22
 English Chest 5_Lesson Plan

Week 6
Unit 2 - Lesson 2: Do You Know How to Play Tennis?
Objective Students will learn how to talk about skills and abilities.
New drive a car, fence, knit a scarf, play the flute, whistle, play table tennis, ice fish, sail a boat, use chopsticks, play chess, do a cartwheel, do laundry, make cookies,
Vocabulary fold a paper airplane
Grammar • Infinitive verbs: to drive, to knit

Day 1 Test Homework Warm-up Main Lesson Wrap-up

p.44 Unit 2 Lesson 1 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W:Workbook p.28A
Achievement Start the lesson by demonstrating a Listen and number p.44
Test skill or ability that you have. e.g. Look at the pictures again. Play Track 21.
whistling, knitting, playing a musical Students number the pictures in the book.
instrument. Demonstrate the activity,
then ask ‘Do you know how to (insert 2. L/S: Language Chest warm up
activity?’ Repeat if students do not Look at the pictures and ask questions:
understand. Students should respond • What can you see?
‘Yes, I do/No, I don’t.’ - I can see…
• What are they doing?
2. L/S: Word Chest - I think they are taking a picture, using
Look at the pictures with the students. the Internet, watching a movie.
Ask questions:
• What can you see? 3. L/S: Language Chest
- I can see… Ask and answer p.44
• What is he/she doing? Practice the question and answer with the
- He/she is (driving a car) class.
• What is he/she wearing?
- He/she is wearing (a purple 4. L/S: Language Chest Follow-up
sweater). The students ask each other ‘Do you know
how to…?’ questions.
Example:
Do you know how to play the piano?
Do you know how to speak Chinese?
Do you know how to use chopsticks?
Do you know how to whistle?
After H.W. Workbook 1. H.W. check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: p.29 2. Word test Look at the pictures with the students. 2. R/W: Workbook p.28B
p.45 Word Test 3. Language Chest Review Listen, read, and talk p.45
★Mill Activity Play Track 22 and have the students
Have the students stand up and move practice the conversation. Choose several
round the classroom asking questions pairs to demonstrate the conversation.

23
 English Chest 5_Lesson Plan
to other students about their abilities. 2. L/S: Listening Chest Follow-up
Encourage them to ask as many The students look at the pictures and the
different students as they can. dialog and ask each other questions.
Example: Example:
S1: Do you know how to knit? • What can you see?
S2: Yes, I do. - I can see…
S1: Do you know how to drive? • What is Rachel doing on Saturday?
S3: No, I don’t. - She’s going ice fishing.
S1: Do you know how to….? • Does Max know how to fish?
S4:….. - Yes, he does.
★Set a time limit. • What time do they usually leave home?
- They usually leave home at four thirty in
the morning.
★In higher level classes, have students
ask each other questions about skills they
have/things they often do at the weekend.
Memorizing: 1. H.W. check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.30
Day 3 Talk Chest 2. L: Talk Chest Look and say p. 46
p.46 dialogue Ask questions about the picture. Practice the dialog.
• What can you see?
- I can see… 2. L/S: Picture prompts p.46
• What are they doing? Look at the pictures with the students.
- They are (looking at magazines). Practice reading the names. Play track 23.
Have the students role play the
conversations, using Guide for help.

3. L/S: Talk Chest Follow-up

Have students ask one another personal
questions based on the target language.
Example:
T: Chopsticks, Mary!
All: Mary, do you know how to use
chopsticks?
Mary: No, I don’t. John, do you know how
to use chopsticks?
John: Yes, I do.
Mary: Can you teach me?
John: Of course!
At the 1. Workbook 1. H.W check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Reading Chest Extension
Day 4 beginning of p.31 2. L/S/R: Reading Chest Read and answer the questions p.47 Write these questions on the board.
p.47 & 48 the class: 2. Writing the Ask questions about the picture: Play Track 24 and read with the students. The students write their answers:
Speaking whole Reading • What can you see? What did you learn to do last year?
Quiz(pair) Chest - I can see… 2. L/S: Reading Chest Follow-up What did you learn to do this year?
• Is he speaking or writing? Ask questions about the passage. What don’t you know how to do?
24
 English Chest 5_Lesson Plan
- He’s speaking • What questions does his dad always (three things)
• What’s he wearing? ask? What is your new goal?
- He’s wearing… • What didn’t they know how to do last
year?
• What did they learn to do this year?
• What are their new goals?

3. R/W: Writing Chest Warm-up p.48

• What is she learning to do?
- She is learning to play the guitar/fly an
airplane.
• Does he know how to play the guitar?
- Yes, he does.
• What animals do you see? What
material are they made out of?
- I see a bird and an elephant. They are
made out of (blue and light brown/tan)
paper.
★Have students complete I and H.

4. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• What does she want to learn to do?
- She wants to learn to play the guitar/fly
an airplane.
• Who knows how to fly an airplane?
- The boy’s/girl’s dad knows how to fly an
airplane.
• What will A teach B in part?
- A will teach B how to fold a paper bird.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. Activity Chest K
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.49. 2. R/W: Writing Chest Extension
p.49 Dictation achievement Materials: paperclips, pencils Activity
test 1. Divide students into pairs. Write some clues on the board, and
2. Give each pair a paperclip, and make have students work together to figure
sure they have a pencil. out the questions that they should
3. Show students how to use the write down in their notebooks. After
paperclip. Students should loop one end they figure out all of the questions,
of the paperclip over the eraser end of a students should answer the questions
pencil. They can make the paperclip spin with their own information.
by flicking the free end of the paperclip. Examples:
4. Have each student place a small object 1. This is a musical instrument that
(an eraser, a game piece...) on START. has keys. The keys are usually black
5. Students take turns spinning the and white. We touch the keys like we
25
 English Chest 5_Lesson Plan
paperclip on the first spinner to move are typing on a computer.
along the board. 2. This is what you do when you have
S1: (spins the paperclip and lands on the dirty clothes. After you do it, they are
number1) Do you know how to swim? clean and they smell good.
6. S2 either gives his/her true answer or 3. This is a sport you do with a ball.
spins the paperclip on the second spinner You can’t kick the ball. You throw
to figure out his/her response. the ball at a basket.
S2: (spins the paper clip and lands on yes) Answers:
Yes, I do. 1. Do you know how to play the
7. Students must return to START and piano?
begin again if they land on a space 2. Do you know how to do laundry?
marked Go back to START! 3. Do you know how to play
8. The first student to reach FINISH basketball?
wins.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.

26
 English Chest 5_Lesson Plan

Week 7
Unit 2 - Lesson 3: Why Did He Go to the Dentist?
Objective Students will learn about injuries and sicknesses and talk about some of their own past injuries.
New toothbrush, dental floss, cavity, hospital, x-ray, broken bone, stomachache, headache, flu, bloody nose, fever, need braces, sore throat, earache, toothache, nurse,
Vocabulary doctor, dentist, everything
• Subordinating conjunction: because
Grammar • Information questions with why
- Why did __?
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p. 50 Unit 2 Lesson 2 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.32A
Achievement Pretend you have a headache and hold Listen and number p.50
Test your head as if it hurts. Say ’Ooh, my Look at the pictures again. Play Track 25.
head hurts. I have a…’ Try to elicit Students number the pictures in the book.
the word ‘headache.’ Next, hold the Have students practice the pronunciation of
side of your face as if your tooth hurts. the words.
Point to your tooth and elicit the word
‘tooth.’ Next, say ‘My tooth hurts. I 2. Word Chest Extension Activity
have a toothache. Why do I have a ★Hangman (see directions for Unit 1,
toothache? Oh no ! I have a cavity.’ Lesson 3, Day 2)
See if students can explain that a
cavity is a hole in your tooth. 3. L/S: Language Chest Warm-up
Look at the pictures and ask questions
2. L/S: Word Chest
Look at the pictures with the students. 4. L/S: Language Chest
Ask questions: Ask and answer p.50
• How often do you brush/floss your Practice the question and answer with the
teeth? class. The children ask each other questions
- I brush/floss my teeth twice a using the target language. Reasons for going
day/four times a week. to the hospital can sometimes be a private,
• What is a hole in your tooth called? make sure students know that they don’t have
- It’s called a cavity. to share information if it is private.
• Who works in hospitals?
- Doctors and nurses work in 5. L/S: Language Chest Follow-up
hospitals. Example:
S1: Susan, did you go to the dentist last year?
S2: Yes, I did.
S1: Why did you go to the dentist?
S2: I went to the dentist because my tooth
hurt.

27
 English Chest 5_Lesson Plan
After H.W. Workbook 1. H.W. check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question
Day 2 check: p.33C 2. Word test Look at the pictures with the students. D
p.51 Word Test 3. Language Chest Review Listen, read, and talk p.51 2. R/W: Workbook p.32B
★Quick Draw Play Track 26 and have the students practice
Choose one of the items from Word the conversation. Choose several pairs to
Chest. Start to draw a picture of the demonstrate the conversation.
word on the board. Students must ★Reading Race
shout out the correct vocabulary item. Have the students line up in teams of 4. Each
Depending on the size and dynamics student reads one line then runs to the back of
of the class, either let a student draw the line. Students continue taking turns to
the next picture, or draw it yourself to read until they have completed both dialogs.
save time. As soon as a team has finished the whole
dialog they should sit down. The first team to
sit is the ‘winner’.

2. L/S: Listening Chest Follow-up

The students look at the pictures and the
dialog and ask each other questions.
Example:
• What can you see?
- I can see…
• Why did Katie go to the doctor?
- Because she had a stomachache and a
headache.
• What’s wrong with Katie?
- She has the flu.
Memorizing: 1. H.W check: Workbook 1. L/S: Talk Chest 1. R/W:Workbook p.33D & p.34E
Day 3 Talk Chest 2. L: Talk Chest Look and say: p. 52
p.52 dialogue Ask questions about the picture: Practice the dialog.
• What can you see?
- I can see… 2. L/S: Picture prompts p.52
• What are they wearing? Look at the pictures with the students.
- He/she’s wearing a… Practice reading the names. Play track 27.
Have the students role play the conversations,
using Guide for help. Encourage students to
have additional conversations using their own
ideas, e.g. headache, nosebleed, cavity - it
might be helpful to write additional ideas on
the whiteboard to assist students. Choose
some students to demonstrate conversations
they have practiced.

3. L/S: Talk Chest Follow-up

Select a volunteer to come to the front of the
28
 English Chest 5_Lesson Plan
room. Whisper a few words to this student,
and have him/her mime clues to the class
until they guess the correct place and
symptom. Then, have everyone say the
conversation together.
Example:
T: (whispers into S1’s ear) Doctor. Fever.
S1 pretends to enter an office.
S2: Dentist!
T: No. S1 pretends to be a doctor.
S3: The doctor.
T: Yes!
S1 pretends to be very hot.
S4: Fever!
Half the class: Why did (S1’s name) go to the
doctor?
Other Half: She went to the doctor because
she had a fever.
At the 1. Workbook 1. H.W check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest
Day 4 beginning of p.34F 2. L/S/R: Reading Chest Warm-up Read and complete the sentences. p. 53 Extension
p.53 & p.54 the class: 2. Writing the Ask questions about the picture: Play Track and read with the students. Write some sentences on the
Speaking whole Reading • Where is this girl? Play the track a second time and have the board with mistakes in them.
Quiz(pair) Chest - She is at the dentist. students read along with the CD to practice Have students find and fix the
• What are these? speed and intonation. mistakes. They could fix the
- They are braces. mistakes on the board or in their
• Why do you think she went to the 2. R: Reading Chest Follow-up notebooks.
dentist? Write a few definitions on the board, and Examples:
- I think she needed braces. have students work together in small groups 1. She went to the hospital
to figure out the correct words. because she has (had) the flu.
Example: 2. Is (Are) they OK now?
1. This is a pain in your tooth. 3. He breaking (broke) a bone in
2. This is a pain in your ear. his foot.
3. This is a small hole in your tooth. 4. His mom called the dentist why
4. This is a kind of photograph of your bones. (because) he had a toothache.
5. These help straighten your teeth. 5. I brush my teeth with a dental
6. This is the place you go if you are hurt very floss (toothbrush).
badly.
Answers:
1. toothache
2. earache
3. cavity
4. X-ray
5. braces
6. hospital
29
 English Chest 5_Lesson Plan
3. R/W: Writing Chest Warm-up p.54
Ask questions about the picture:
• Who is she?
- She is a doctor or a nurse.
• What is he looking at?
- He is looking at an X-ray.
• Did he break his leg?
- No, he broke his arm/hand.
★Have students complete I and H.

4. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• What was wrong with Susan?
- She had a sore throat and a fever.
• What was wrong with Travis?
- He had a broken bone in his hand.
• What did the doctor show him?
- He showed him an X-ray.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. R/W: Workbook p.35
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.55. 2. Activity Chest K
p.55 Dictation achievement Materials: flashcards, a ball, a bucket or
test empty trash can & chalk
1. Place the bucket/empty trash can on the
floor in the front of the classroom.
2. Use the chalk (or set some things on the
ground) to make lines on the floor.
3. Assign a point value to each line. The
closest line to the basket should be the least
amount of points, and the farthest line from
the basket should be the most amount of
points.
4. Divide students into teams, and select a
student to go first.
5. Put some flashcard clues up for the student.
The teacher puts the doctor flashcard and the
ear word card on the board.
6. Give the student the ball, and allow him/
her to choose how many points she/she will
try for. If no ball is available, tightly wad up
some paper to use as a ball.
S1 stands behind the line worth 3 point.
7. Whenever the student is ready, he/she
should say the correct line based on the
flashcard clues and try to make a basket by
30
 English Chest 5_Lesson Plan
throwing the ball at the bucket.
S1: I went to the doctor’s office because I had
an earache.
8. Award points to the student’s team if
he/she makes the basket, and if everyone
completes the dialog correctly.
T: Why did he go to the doctor’s office?
S1’s Team: He went to the doctor’s office
because he had an earache.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make questions
and answers using the prompts.
2. Students listen to the teacher and repeat.
3. Students talk about themselves using the
sentences starters.

31
 English Chest 5_Lesson Plan

Week 8
Unit 2 - Lesson 4: What Are You Going to Do for Your Birthday?
Objective Students will talk about their future birthday plans.
New Ferris wheel, roller coaster, bumper cars, amusement park, horseback riding, water park, go out to dinner, go bowling, invite some friends to my house, open
Vocabulary presents and eat cake, have a sleep over, play mini golf, go on a treasure hunt, have a party
• Future: be going to
Grammar • Ordinal numbers (1st -31st )
• Information questions with when and what
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.56 Unit 2 Lesson 3 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1.R/W:Workbook p.36A
Achievement Ask students about a well-known Listen and number p. 56
Test theme park or amusement park in Look at the pictures again. Play Track 29.
your city/country. Brainstorm Students number the pictures in the book.
various rides and things people
can do there. Don’t worry too 2. L/S: Language Chest Warm-up p.56
much about students being able to Look at the pictures and ask questions:
sue the correct English terms. Ask • What are they doing?
the students if any of them have - They are eating dessert.
ever visited an amusement park • What’ she going to do?
for their birthday. - I think she is going to go horseback riding/to a
water park.
2. L/S: Word Chest
Look at the pictures with the 3. L/S: Language Chest
students. Ask questions: Ask and answer
• What can you see? Practice the question and answer with the class.
- I can see … Have the students practice the questions with
• What are they doing? different partners.
- They are (horseback riding).
4. L/S: Language Chest Follow-up
Whisper an activity to each student. Then, give
students a few minutes to find everyone that has
the same activity. Students should use the target
language to talk to one another and find the
students who are going to do the same activities.
As students find their matches, they should stay
together as a group.
Example:
The teacher uses the six activities from the Word
Chest to whisper an activity to each student. To
student one (S1), the teacher whispers water park.
32
 English Chest 5_Lesson Plan
To S2 and S3, the teacher whispers bumper cars.
S1: What are you going to do for your birthday,
Tom?
S2: I’m going to go on the bumper cars. What are
you going to do, Kate?
S1: I’m going to go to the water park.
S3: What are you going to do for your birthday,
Tom?
S2: I’m going to go on the bumper cars.
S3: Me, too!
S2 and S3 link arms and continue to talk to other
students.
After H.W. Workbook 1.H.W check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question
Day 2 check: p.37D 2.Word test Look at the pictures with the students. D
p.57 Word Test 3. Language Chest Review Listen, read, and talk p.57 2. R/W: Workbook p.36B, 37C
★Whiteboard Target Play Track 30 and have the students practice the
Draw a box, 3 squares by 3 conversation. Choose several pairs to demonstrate
squares, on the board. Write a the conversation.
number in each square. Divide the
class into 2 teams. A student from 2. L/S: Listening Chest Follow-up
Team 1 picks up a flashcard from The students look at the pictures and the dialog
Word Chest. If S1 can say the and ask each other questions.
word correctly, he/she throws a • What can you see?
sticky ball or scrunched up - I can see…
newspaper at the board. Note the • When is Amy’s birthday party?
number in the square the ball hits - It’s on July 20th.
and award points to its value to • What are they going to do?
the student. Next, choose a - They are going to a water park.
student from Team 2. Continue • Can Eric go?
until everyone has a turn. The - No, he can’t.
team with the most points wins. • Why?
- He’s going to his grandmother’s house.
Memorizing: 1. H.W. check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.38
Day 3 Talk Chest 2. L: Talk Chest Warm-up Look and say p. 58
p.58 dialogue Ask questions about the picture: Practice the dialog.
• Where are they?
- They are in a music store. 2. L/S: Picture prompts p.58
• What is she wearing? Look at the pictures with the students. Practice
- She is wearing a yellow shirt, a reading the names. Play track 31.
pink jacket, and a yellow hat with Have the students role play the conversations,
red stars. using Guide for help. Students should practice
• What is he thinking about? with three different partners. Encourage them to
- He is thinking about dinner with use ideas of their own the third time they practice.
his family and a present.
33
 English Chest 5_Lesson Plan
3. L/S: Talk Chest Follow-up
Tape the flashcards to the walls of the classroom.
Spread them out, and make sure they are all
touching the floor. Then have students line up
pretty far away from the flashcards. Use a long
ruler or a stick as a golf club, and something
small as a golf ball. Have students take turns
playing a modified version of mini golf. Each
student should try to hit a flashcard with the ball.
No one should be allowed to take a giant golf
swing by raising the golf club over his/her head.
The head of the golf club should not be higher
than a few inches from the ground.
Example:
S1 hits the golf ball which makes contact with the
water park flashcard.
All: What are you going to do for your birthday?
S1: I’m going to go to a water park.
All: When is it?
S1: It’s on December 10th.
At the 1. Workbook 1. H.W check: Speaking test in 1. L/S/R: Reading Chest 1. R/W: Writing Chest
Day 4 beginning of p.39G pairs Read and answer the questions. p. 59 Extension Activity
p.59 & p.60 the class: 2. Writing the 2. L/S/R: Reading Chest Play Track 32 and read with the students Dictate a conversation to students
Speaking whole Reading Ask questions about the picture: in the past tense. They should
Quiz(pair ) Chest • What can you see? 2. L/S: Reading Chest Follow-up write it in their notebooks. Then,
- I can see… Ask questions about the passage. have them change the
• What is it? Example: conversation to the future.
- It’s an invitation. • When is her birthday party? Examples:
• What are they? - It’s on Saturday March 1st. A: What did you do for your
- They are balloons. • Where is the party? brother’s birthday?
- It’s at the amusement park. B: We had cake and saw a movie.
• How long is the party? A: When was it?
- It’s five hours. B: It was July 15th.
• What does the amusement park have?
- It has bumper cars, a Ferris wheel, roller
coasters…

3. R/W: Writing Chest Warm-up p.60

Ask questions about the picture.
• What is he doing?
- He is playing mini golf/looking at a map.
• What are they wearing?
- They are wearing pajamas.
• What is this?
34
 English Chest 5_Lesson Plan
- It’s a bumper car.
★Have students complete I and H.

4. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• When is Luke’s birthday party?
- It’s on September11th.
• Why are they going to go on the bumper cars?
- They are going to go on the bumper cars for his
sister’s birthday.
• Where will the treasure hunt be?
- It will be in the forest.
After H.W. Review of 1.H.W check: Workbook 1. L/S: Activity Chest 1. R/W: Workbook p.39H
Day 5 check: lesson for 2.Dictation test: Reading Chest ☞Play p.61. 2. R/W: Activity Chest K
p.61 Dictation achievement Materials: dice
test 1. Divide the class into partners.
2. Give each set of partners a die.
3. Have students place a small object on START
to mark their places.
4. Students should take turns rolling the die to
moving along the board.
5. At each space on the board, students must
follow the sample dialog.
S1: (Rolls die and goes to new space on game
board.)
S2: What are you going to do on your birthday?
S1: I’m going to go horseback riding.
S2: When is it?
S1: It’s on July 19th.
6. If a student lands on a Go back to
START! space, they must begin over at START.
7. The first student to reach FINISH wins.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make questions and
answers using the prompts.
2. Students listen to the teacher and repeat.
3. Students talk about themselves using the
sentences starters.

35
 English Chest 5_Lesson Plan

Week 9
Unit 3 - Lesson 1: How Do I Get to the Library?
Objective Students will be able to ask for and give directions
New left, crosswalk, right, block, hill, bridge, go straight for (two) blocks, cross the street at the crosswalk, around the corner, walk up/down the hill, under/over the
Vocabulary bridge, turn right/left, through the park, straight on Keller Street
• Commands
Grammar • Coordinating conjunction: and
• Information questions with how
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.64 Unit 2 Lesson 4 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.42A
Achievement Introduce the words ’left’ and ‘right’ Listen and number p.64
Test When students have mastered left and Look at the pictures again. Play Track 33.
right, practice simple commands by Students number the pictures in the book.
playing ‘Simon Says.’ Tell students
they can only perform an action when 2. L/S: Language Chest warm up
you say ‘Simon Says.’ Look at the pictures and ask questions:
Example • Where’s she going?
T: Simon Says stand up. - She’s going to the library.
Ss: (all students stand) • Where are they?
T: Move to your left. - I think they are on a bridge.
Ss: (some students move) • Where are they going?
T: Oh, I didn’t say “Simon Says.’ Tom - They are going to the park.
and Jane - please, sit down.
Simon says….. 3. L/S: Language Chest
Ask and answer p.64
2.L/S: Word Chest Practice the question and answer with the
Look at the pictures with the students. class.
Ask questions:
• What can you see? 4. L/S: Language Chest Follow-up
- I can see… The students ask each other how to get to
• What’s it doing? places nearby. The directions can be very
- It’s turning left/right simple at this stage.
• Where is a bridge/hill/crosswalk Example:
near here? S1: How do I get to the toy shop?
- There’s a bridge/hill/crosswalk… S2: Turn left at the corner.
S1: How do I get to the station?
S2: Go over the bridge and turn right.
After H.W. Workbook 1.H.W check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: p.43D 2.Word test Look at the pictures with the students 2. R/W: Workbook p.42B, 43C
p.65 Word Test 3. Language Chest Review Listen, read, and talk p.65
36
 English Chest 5_Lesson Plan
★Where Is It? Play Track 34 and have the students
Divide class in pairs. Students choose practice the conversation. Choose several
places near the school. They take turns pairs to demonstrate the conversation.
giving directions to the place. Their
partners must guess what the place is. 2. L/S: Listening Chest Follow-up
Example The students look at the pictures and the
S1: Go straight. Turn left at the dialog and ask each other questions.
corner. Where is it? Example:
S2: Is it the convenience store? • What can you see?
S1: Yes! - I can see…
• Who is lost?
- Katie is lost.
• Where does she want to go?
- She wants to go to the video store.
• Did she go over the bridge?
- Yes, she did.
Memorizing: 1. H.W. check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.44
Day 3 Talk Chest 2. L: Talk Chest Look and say: p.66
p.66 dialogue Ask questions about the picture: Practice the dialog.
• What can you see?
- I can see… 2. L/S: Picture prompts p.66
• Where do the girls want to go? Look at the pictures with the students.
- They want to go to Gloria’s Practice reading the names. Play track 35.
Hamburgers. Have the students role play the
• Where is Gloria’s Hamburgers? conversations, using Guide for help.
- It’s near the coffee shop.
3. L/S: Talk Chest Follow-up
Put students in groups of 3 or 4. Have
each group make a simple map with the
shops, layout, and features of their choice.
Then, select a group to come to the front
of the class and share their map. Next, the
group should select a starting point, and
ask for directions to the rest of the class.
Practice with each group’s map.
Example:
G1: We are here. How do we get to the
camera shop?
All: Go straight on First Street, and walk
down the hill. You can’t miss it.
G1: Thanks!
At the 1. Workbook 1. H.W check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest Extension
Day 4 beginning of p.45G 2. L/S/R: Reading Chest Warm-up Read and answer the questions. p. 67 Activity
p.67 &p. 68 the class: 2. Writing the Ask questions about the picture: Play Track 36 and read with the students. Put some flashcards on the board as
37
 English Chest 5_Lesson Plan
Speaking whole Reading • Is this a letter? What is it? 2. L/S: Reading Chest Follow-up clues, and have students write
Quiz(pair) Chest - No, it’s an e-mail. Ask the students questions about the text. directions in their notebooks.
• Who is it from? Example: Examples:
- It’s from Natalie. • What is Natalie’s e-mail address? 1. Flashcards: bridge, crosswalk
• What color is the house? - [email protected] A: How do I get to the bank?
- It’s yellow and white. • What is the subject of the e-mail? B: Go over the bridge, and cross the
- The volleyball game street at the crosswalk. You can’t
• What is Natalie’s address? miss it!
- 364 Lewis Street A: Thank you!
2. Flashcards: block, left, down hill
3. R/W: Writing Chest Warm-up p.68 A: How do I get to the donut shop?
Ask questions based on the picture. B: Go straight for four blocks, and
• What can you see? turn left at the corner. Then, walk/go
- I can see… down the hill. You can’t miss it!
• Look at the photographs. A: Thanks!
• Where is this?
- I think it’s (a park, in a city center).
★Have students complete I and H.

4. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• How do you get to the music store?
- Go over the bridge and turn right.
• How do you get to Big Sports?
- Go straight for two blocks, and walk
down the hill.
• What does the history museum look like?
- It’s a big, white building.
After H.W. Review of 1. H.W check: Workbook 1. L/S: Activity Chest 1. R/W: Workbook p.45H
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.69. 2. R/W: Activity Chest K
p.69 Dictation achievement Preparation: Tape some destination
test flashcards up around the room.
Materials: flashcards, a blindfold, tape
1. Select a student to go first, and put the
blindfold on him/her.
2. Spin this student around a few times so
that he/she is disoriented, and whisper a
destination in his/her ear.
T: (whisper) Post office!
S1: How do I get to the post office?
3. Have his/her classmates give the
student directions to his/her destination. If
it is a big class, select a few students to
give directions, and change these students
38
 English Chest 5_Lesson Plan
every time so that everyone has a chance
to give directions.
S2: Go straight three steps and turn left.
S3: Go under the desk.
S4: Go straight two steps. You’re there!
S1: Thank you!
4. Remove the blindfold, and select
another volunteer.
5. Play the game until everyone has had a
chance to be blindfolded.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.

39
 English Chest 5_Lesson Plan

Week 10
Unit 3 - Lesson 2: It’s Three Dollars and Fifty Cents
Objective Students will be able to ask about the prices of different items.
New
dollars, cents, magazines, DVD, newspaper, shampoo, conditioner, crackers, gum, toothpaste, batteries, soap, expensive, cheap
Vocabulary
• Written numbers: 1-100
Grammar • Exclamations: That’s cheap/expensive!
• Information questions with how much
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.70 Unit 3 Lesson 1 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.46A
Achievement Write numbers 10, 20, 30, 40, & 50 Listen and number p.70
Test (studied in EC4) on the board. Have Look at the pictures again. Play Track 37.
the students say the numbers together. Students number the pictures in the book.
Next write 60, 70, 80, 90, & 100 on If possible show the students dollars and
the board. Practice the pronunciation. cents, or bring in pictures of dollars and
Throw a ball to one of the students, cents from the Internet. Students might be
saying ‘One’ as you do so. Encourage interested to know the value of $1 in their
the student to say the next number own currency.
“Two.” Have the students continue
throwing the ball around the class 2. L/S: Language Chest Warm-up p.70
with each student saying the next Look at the pictures and ask questions:
number. Continue until the ball is • Where are they/is he?
dropped, or until you feel students - They are in a supermarket/He is in a
have practiced the numbers music store.
adequately. • What do you think he/she wants?
- I think he/she wants a new movie/some
2. L/S: Word Chest cereal.
Look at the pictures with the students.
Ask questions: 3. L/S: Language Chest
• What can you see? Ask and answer
- I can see… Practice the question and answer with the
• How much is this? class. Explain to the students that 100
- It’s (twenty five dollars). cents equal $1. Write some examples of
prices in dollar and cents on the board and
practice reading these different prices
with the students.

4. L/S: Language Chest Follow-up

Write some prices on small pieces of
paper and put them in a box.
40
 English Chest 5_Lesson Plan
Show a flashcard of one of the items from
the Word Chest to everyone. Then, select
a volunteer to pick a piece of paper from
the hat. Practice the conversation with
everyone.
Example:
T: (shows the tooth brush flashcard)
All: How much is that toothbrush?
S1: (selects a piece of paper from the hat
with $1.50) It’s one dollar and fifty cents.
After H.W. Workbook p.47 1. H.W check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question D
Day 2 check: 2. Word test Look at the pictures with the students. 2. R/W: Workbook p.46B
p.71 Word Test 3. Language Chest Review Listen, read, and talk p.71
★The Price is Right (may be used as Play Track 38 and have the students
extension at the end of the lesson practice the conversation. Choose several
instead) pairs to demonstrate the conversation.
Bring some common items to class
e.g. book, CD, gum, pen 2. L/S: Listening Chest Follow-up
Prepare a price tag for each item. Do The students look at the pictures and the
not let the students see the tags. dialog and ask each other questions.
Divide the class into three teams. Example:
Select 1 student from each team. • What can you see?
Show the students one item. Each - I can see…
student must guess the price on the tag • What can horses do?
using dollars and cents. The student - They can sleep standing up.
whose guess is closest to the tag price • How much is the magazine?
wins a point for his/her team. Choose - It’s a dollar.
three new students and show a • What are they reading about?
different item. Continue until all the - Horses and motorcycles.
items have been used.
Memorizing: 1. H.W check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.48E
Day 3 Talk Chest 2. L: Talk Chest Look and say p.72
p.72 dialogue Ask questions about the picture: Practice the dialog.
• Where are they?
- They are in a store/supermarket. 2. L/S: Picture prompts p.72
• What does he want? Look at the pictures with the students.
- He wants some shampoo. Practice reading the names. Play track 39.
• What is on his shirt? Have the students role play the
- There is a hamburger on his shirt. conversations, using Guide for help.
• What is her job? ★Extension
- She is a shopkeeper/cashier/clerk. Put students in groups of 5 or 6. Have one
student in the group be a shopkeeper, and
have the other students divide up the

41
 English Chest 5_Lesson Plan
language items between them (each
student should have 2 items). The group
members should take turns asking the
shopkeeper for the prices of things. The
shopkeeper can either make up the prices,
or choose pieces of paper from a box with
prices on them.
Example:
S1: How much is this toothpaste?
S2: It’s seventy five cents.
S1: That’s cheap! I’ll take three.
S2: OK. Your total is two dollars and
twenty-five cents.
S3: How much are those batteries?
S1: They’re six dollars and ten cents.
S3: That’s expensive! No thanks!
At the 1. Workbook 1. H.W check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest Extension
Day 4 beginning of p.48F, p.49G 2. L/S/R: Reading Chest Read and answer the questions. p. 73 Activity
p.73 &p.74 the class: 2. Writing the Ask questions about the picture: Play Track 40 and read with the students. Tape some flashcards of some items
Speaking whole Reading • What can you see? Answer the questions. of which you know the price. Then,
Quiz(pair) Chest - I can see… write the prices in a list on the board
• What does he have? 2. L/S: Reading Chest Follow-up (in random order). Have students
- He has some money. The students ask each other questions work with a partner to match the
• What do you think he is going to about the reading passage. prices and items. Students should
buy? Example: write all of their answers down. Then,
- I think he is going to buy… • How often does his mom buy expensive reveal the prices of the items as
things? students tell their guesses.
- She never buys expensive things. Examples:
• What did he and his dad buy last week? Flashcards:
- They bought some toothpaste and a soap, batteries, magazine
DVD. Prices:
• How much was the toothpaste? $3.98 (magazine),
- It was $7.50. $1.75 (soap),
$6.00(batteries)
2. R/W: Writing Chest Warm-up p.74 T: (points to the soap)
• What is this? All: How much is the soap?
- It’s a newspaper/DVD. S1 & S2: It’s $4.50.
• How many batteries are there? T: That’s too expensive!
- There are four batteries. S3 & S4: It’s $0.99.
• What is the DVD is about? T: That’s too cheap!
- I think it’s about an elephant.
★Have students complete I and H.

3. L/S: Writing Chest Follow-up

42
 English Chest 5_Lesson Plan
Ask questions about the writing activities.
• How much is the newspaper?
- It’s three dollars and twenty-seven
cents
• How much are the batteries?
- They are one dollar and fifteen cents.
• How much is the DVD?
- It’s five dollars and thirty-three cents.
• How much are the crackers?
- They are two dollars and eighteen cents.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. R/W: Workbook p.49H
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.75.
p.75 Dictation achievement Materials: dice
test 1. Divide the class into partners.
2. Give each set of partners a die.
3. Have students place a small object on
START to mark their places.
4. Students should take turns rolling the
die and moving along the board.
5. At each space on the board, students
must decide if they are going to buy
anything. If they decide to buy anything,
they must also decide on the quantity.
S1: (rolls die and goes to new space on
game board) How much is that magazine?
S2: It’s sixty cents.
S1: That’s cheap! I’ll take four.
S2: OK. Your total is two dollars and
forty cents.
6. All of the purchases should be recorded
on the shopping lists.
7. The game is over once a student
reaches FINISH.
8. The student that buys the most things
with fifteen dollars wins.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and
repeat.
3. Students talk about themselves using
the sentences starters.
43
 English Chest 5_Lesson Plan

Week 11
Unit 3 - Lesson 3: It’s White with Orange Stripes
Objective Students will learn how to give detailed descriptions of clothing and accessories.
New
dots, stripes, patterned, buttons, zipper, wallet, purse, swim shorts, pockets, swimsuit, belt, tights, vest, scarf, raincoat, shoelaces, sunglasses
Vocabulary
• Preposition: with
Grammar • Look like
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.76 Unit 3 Lesson 2 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.50A
Achievement Brainstorm vocabulary for clothing - Listen and number p.76
Test have the students shout out the Look at the pictures again. Play Track 41.
English words they know for the Students number the pictures in the book.
clothing and accessories they are
wearing. 2. L/S: Language Chest warm up p.76
Look at the pictures and ask questions:
2. L/S: Word Chest • What color is her shirt?
Look at the pictures with the students. - It’s pink.
Ask questions: • What do you think she is doing?
• What are these/is this? - I think she is doing her
- They are buttons. / It is a zipper. homework/daydreaming.
• How many different colors is the
sweater? 3. L/S: Language Chest
- It is four different colors. It is white, Ask and answer
yellow, dark pink, and teal. Practice the question and answer with the
• When do you wear a coat? class.
- I wear a coat in winter.
4. L/S: Language Chest Follow-up
The students try to find examples of the
different patterns and clothing items on this
page. They can look at what other students
are wearing, look in books or magazines, or
search the Internet.
Example:
S1: (points at a striped shirt) I found a shirt
with red stripes.
After H.W. Workbook 1. H.W. check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question
Day 2 check: p.51D 2. Word test Look at the pictures with the students. D
p.77 Word Test 3. L/S: Listening Chest Warm-up p. Listen, read, and talk 2. R/W: Workbook p.50B
77 Play Track 42 and have the students practice
Ask questions about the pictures. the conversation.
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 English Chest 5_Lesson Plan
•Where are they? Choose several pairs to demonstrate the
-They are in a store. conversation.
•What are they looking at?
-They are looking at accessories. 2. L/S: Listening Chest Follow-up
•What color are the sunglasses? The students look at the pictures and the
- They are…. dialog and ask each other questions.
Example:
• What can you see?
- I can see…
• What do the sunglasses look like?
- They have red and black hearts.
• What does Amy’s wallet look like?
- It has a purple and white pattern.

3. L/S: Listening Chest Extension

Divide the class into two teams. Stick
pictures of various items of clothing and
accessories that you have cut from magazines
in the board. Have one student from each
team stand in front of the board. Call out one
of the items on the board. The first student to
touch the picture wins a pint for his or her
team.
Example.
T: Ready? A blue sweater with green dots.
S1: Got it!
T: Ok, 1 point for team 1.Next students
please. (two new students come to the board)
Memorizing: 1. H.W check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.51C
Day 3 Talk Chest 2. L: Talk Chest Warm-up p.78 Look and say
p.78 dialogue Ask questions about the picture. Practice the dialog.
•Where are they?
- They are at the beach/ocean. 2. L/S: Picture prompts p.78
•What does the umbrella look like? Look at the pictures with the students.
-It has blue, orange, yellow, and Practice reading the names. Play track 43.
green stripes. Have the students role play the conversations,
•What color are these shorts? using Guide for help.
-They are yellow and green.
•What are they going to do? 3. S: Talk Chest Follow-up
- I think they are going to go Students take turns to parade up and down as
swimming. if they were fashion models. One or more of
the other students describe what they are
wearing.
Example:
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 English Chest 5_Lesson Plan
Carla’s wearing a blue blouse with light
green stripes. She has a green skirt…
At the 1. Workbook 1. H.W check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest
Day 4 beginning of P.52 2. L/S/R: Reading Chest p.79 Read and answer the questions. p.79 Extension Activity
p.79 & p.80 the class: 2. Writing the Ask questions about the picture: Play Track 44 and read with the students. Dictate the description of some
Speaking whole Reading • What are they wearing? Answer the questions. additional items to students.
Quiz(pair) Chest - They are wearing school uniforms. Everyone should write in their
• Is this a diary? 2. R/W: Reading Chest Follow-up notebooks. Then, have students
- No, it’s a survey. Make a survey for your class to take. draw each object next to the
• What is the survey about? Write the survey on the board, and have description in their notebooks.
- It’s about school uniforms. everyone write their answers on a blank piece Examples:
of paper. After everyone has finished, collect Descriptions:
the surveys, mix them up, and hand out one 1. My hat is brown with small
survey to each student. No one should have white diamonds on it.
their own survey. No one should know whose 2. His shoes are red with black
survey they have. shoelaces.
Go over the survey together, and have 3. Her dress has a pink, white, and
different students read the surveys that they gray pattern.
have in front of them. 4. Their tights are purple with
Example: green stripes.
Clothing Survey:
1. What is your favorite pattern for clothing?
Stripes? Hearts? Dots?
2. What do you use/wear more often?
A raincoat or an umbrella?
3. Describe one of your sweaters/T-shirts.
4. Describe your idea of a perfect school
uniform.

3. R/W: Writing Chest Warm-up p.48

Ask questions about the picture.
• Which one of these things has a red and
white pattern?
- The hat has a red and white pattern.
• Which one of these things do you like best?
- I like the boots/socks/scarf/hat.
• What do you think he is thinking about?
- I think he is thinking about his favorite
shirt/hat.
★Have students complete I and H.

4. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• What color are the boots?
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 English Chest 5_Lesson Plan
- They are red with white dots.
• What did he lose?
- He lost his rain coat.
• What does it look like?
- It’s gray with blue dots. / It has black button
sand a blue zipper.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. R/W: Workbook p.53
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.81. 2. R/W: Activity Chest K
p.81 Dictation achievement Preparation: Find some pictures of
test clothing in magazines, and write some
sentences describing the clothing. Cut up the
sentences describing the clothing so that each
word is on a separate piece of paper. Keep the
words for each sentence together. Make
enough copies of each sentence so that you
can divide the class into small groups and
give each group a copy of the same sentence.
Materials: cut up sentences, pictures
1. Divide the class into small groups of 3 or 4.
2. Put two pictures of clothing on the board. If
you couldn’t find any pictures, use the
flashcards.
3. Give a copy of the cut up sentences for
both pictures to each group. Make sure the
words are not in order.
4. Do not let students touch the cut up
sentences until you signal them to begin.
T: Ready, set, go!
5. The students must race to put the sentences
together so that they describe the pictures of
clothing on the board.
6. When the students have finished making
the sentences, they read them aloud to the
class.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make questions
and answers using the prompts.
2. Students listen to the teacher and repeat.
3. Students talk about themselves using the
sentences starters.

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 English Chest 5_Lesson Plan

Week 12
Unit 3 - Lesson 4: We Need a Carton of Eggs and Jug of Water
Objective Students will practice making shopping lists, and learn about different containers or quantities of food.
New soup, soda, butter, mayonnaise, ketchup, bread, eggs, jam, tuna, rice, cereal, milk, juice, water, potato chips, cookies, ice cream, sugar, beans, potatoes, hotdogs,
Vocabulary honey, chocolate, a can of, a bag of, a pack of, a jar of, a carton of, a bottle of, a jug of, a tub of, a loaf of, a box of, a bar of
• Uncountable nouns
Grammar • Partitives: a ____ of
Day 1 Test Homework Warm-up Main Lesson Wrap-up
p.82 Unit 3 Lesson 3 Word list 1. L/S: Lesson Introduction 1. L/S: Word Chest 1. R/W: Workbook p.54A
Achievement Bring some common food containers Listen and number p.82
Test to class, e.g. soda can, tuna can, egg Look at the pictures again. Play Track 45.
carton, plastic bag, jam jar, plastic Students number the pictures in the book.
bottle. Hold up the items and see how
many the students can name. Teach 2. L/S: Language Chest warm up
the names if the students do not know Look at the pictures and ask questions:
them. • What is she thinking about?
- She is thinking about a carton of eggs and
2. L/S: Word Chest a jug of water.
Look at the pictures with the students. • Where is he?
Ask questions: - He’s in front of the refrigerator in the
• What things are in cans? kitchen.
- Coke/Soda/Pop/Soup/ • What do you think he is eating?
Vegetables/Beans are in cans. - I think he is eating ice cream.
• What kind of juice is this?
- It’s orange juice. 3. L/S: Language Chest
- Which of these are glass? Ask and answer p.82
- I think the jars and bottles are glass. Practice the question and answer with the
class.

4. L/S: Language Chest Follow-up

Write the different containers on the board
and brainstorm with students to make lists
of things that come in those containers.
Then, point to two items on the list and
practice the target language with students.
Example:
T: (writes jug, can, carton, bottle, bag, jar on
the board) What comes in a jug?
S1: A jug of juice!
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 English Chest 5_Lesson Plan
S2: A jug of water!
S3: A jug of milk!
T: Good! (Goes through all of the other
containers with students and writes down
everything that the students can think of.
Then, the teacher points to two items on the
board.) What do we need from the
supermarket?
All: We need a bag of rice and a jar of
peanut butter.
After H.W. Workbook 1. H.W. check: Word list 1. L/S: Listening Chest Warm-up 1. R/W: Listening chest Question
Day 2 check: p.55C 2. Word test Look at the pictures with the students. D
p.83 Word Test 3. Language Chest Review Listen, read, and talk p.83 2. R/W: Workbook p.54B
Divide the class into small groups. Play Track 46 and have the students practice
Call out a container name. Students the conversation. Choose several pairs to
must raise their hands to answer. Pick demonstrate the conversation.
a student from the first group to raise
their hands. The student must name 2. L/S: Listening Chest Follow-up
something usually in that container. The students look at the pictures and the
Example dialog and ask each other questions.
T: Carton Example:
S1: Eggs. • What can you see?
T: Good. One point! Jar. - I can see…
S2: Juice. • What do they need from the supermarket?
T: Sorry, not juice. Jar. - They need six cans of soda and a jar of
S3: Jam honey.
• What kind of soda does she want?
- She wants orange soda.
Memorizing: 1. H.W check: Workbook 1. L/S: Talk Chest 1. R/W: Workbook p.55D
Day 3 Talk Chest 2. L: Talk Chest p.84 Look and say: p.84
p.84 dialogue Ask questions about the picture. Practice the dialog.
• Where are they?
- They are in a kitchen. 2. L/S: Picture prompts p.84
• What are they doing? Look at the pictures with the students.
- They are making a shopping list. Practice reading the names. Play track 47.
• What does she have in her hand? Have the students role play the
- A jar of mayonnaise. conversations, using Guide for help.

3. L/S: Talk Chest Follow-up

Divide students into small groups and pass
out a few of the flashcards to all of the
groups. Have the groups take turns talking
about their flashcards with the rest of the
class.
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 English Chest 5_Lesson Plan
Example:
T: Group one, you’re first.
G1: (shows two of their flashcards: a box of
cereal and a can of tuna)
All: What do we need from the
supermarket?
G1: We need a box of cereal and a can of
tuna.
All: Is that everything?
G1: (shows the tub of ice cream card) No, it
isn’t. We also need a tub of ice cream.
At the 1. Workbook 1.H.W. check: Speaking test in pairs 1. L/S/R: Reading Chest 1. R/W: Writing Chest Extension
Day 4 beginning of p.56 2. L/S/R: Reading Chest Read and answer the question. p.85 Activity
p.85 & p.86 the class: 2. Writing the Ask questions about the picture: Play Track 48 and read with the students. Put students in small groups and
Speaking whole Reading • What is this? give the groups some time to make
Quiz(pair) Chest - It’s a diary. 2. L/S: Reading Chest Follow-up a shopping list. Then, compare
• What’s the date? The students ask each other questions about shopping lists and have students
- It’s January 12th. the diary entry. correct any mistakes that they
• What do you think it’s about? Example: might have made. Give extra praise
- I think it’s about camping/food… • What is he doing nest week? to the group with the most delicious
- He’s going camping with his dad. shopping list.
• When do they go fishing?
- They go fishing every morning.
• When do they go hiking?
- They go hiking every afternoon.
• When do they cook over a campfire?
- They cook over a campfire every night.

3. R/W: Writing Chest Warm-up p.86

Ask questions about the picture.
• What is this?
- It’s a shopping list.
• When do we make shopping lists?
- We make them before we go to the
supermarket.
• What did she get at the supermarket?
- She got a loaf of bread, some lettuce, some
carrots, and a tomato.
★Have students complete I and H.

4. L/S: Writing Chest Follow-up

Ask questions about the writing activities.
• How many things are on the shopping list?
- There are ten things on the shopping list.
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 English Chest 5_Lesson Plan
• How many boxes of cereal do you think
they will get?
- I think they will get 2 or 3 boxes of cereal.
• What do they need at the supermarket?
- They need a few boxes of cereal, a tub of
ice cream, a bag of sugar, and some cans of
soup.
After H.W. Review of 1. H.W. check: Workbook 1. L/S: Activity Chest 1. R/W:Workbook p.57
Day 5 check: lesson for 2. Dictation test: Reading Chest ☞Play p.86.
p.87 Dictation achievement Materials: dice
test 1. Divide the class into partners.
2. Give each set of partners a die.
3. Have students place a small object on
START to mark their places.
4. Students should take turns rolling the die
to move along the board.
5. At each space on the board, students must
follow the sample dialog.
S1: (rolls die and goes to new space on
game board)
S2: What do we need from the supermarket?
S1: We need two cans of soup and a pack of
cookies.
S2: Is that everything?
S1: Yes, it is.
6. If students land on a Go back to
START! square, they must begin over at
START.
7. If students land on a Go forward __
spaces! square, they get move forward that
many spaces.
8. The first student to reach FINISH wins.

2. L/S: Fluency Builder

Additional speaking practice.
1. Students work in pairs and make
questions and answers using the prompts.
2. Students listen to the teacher and repeat.
3. Students talk about themselves using the
sentences starters.

51