Level 5 Activity Worksheets - oupjapan.co.jp€¦ · Level 5 Activity Worksheets These worksheets...

Level 5 Activity Worksheets

These worksheets are for Tracks 02-33 of CD 3 and correspond to the syllabus of Let’s Go Fourth Edition Level 5.

Songs and chants by Carolyn Graham

Activity worksheets by Lesley Ito

Teacher's Notes

This is a collection of 96 chants and songs by Carolyn Graham, each based on a frequently used language function or grammatical structure. You will find this collection useful for previewing, reinforcement, review, or simply as a way to add some fun to your classes. Though it can be used independently, Let’s Chant, Let’s Sing Greatest Hits corresponds to the syllabus of Let’s Go Fourth Edition.

On the recording, the songs and chants are each recorded twice to provide children with clear models. Each chant is heard first by an adult solo voice, to model the rhythm and intonation. Then it is repeated in call-and-response style by a group of children. Each song is heard first by the group of children. This is followed by a karaoke version (music only). After students have mastered the songs, this version provides a challenging opportunity to sing along without the recorded lyrics. It can also be used to do original variations.

Presenting the Chants

Step 1Review the main structure found in the chant (or introduce it, if you haven’t already done so). Use pictures or actual objects whenever possible.

Step 2Play the first version on the recording once to allow students to become familiar with the chant.

Step 3Prepare copies of the “Let's Chant!” worksheets. Before the students look at their worksheets, begin teaching the chant line by line. Say one line, then have the students repeat after you. Include the claps, which are indicated by asterisks (*). You can use the recording to model each line, if you prefer.

Step 4Have the students look at their worksheets. Play the recording again from the beginning. At first, have the class read along silently with the text to get acquainted with the speed and rhythm of the chant. Then the students can join in. Repeat the chant several times.

Step 5Once the students are comfortable with the chant, divide them into two groups. Most of the chants are designed to be interactive. Have the first group chant the questions, and the second group chant the answers. In other words,

group 1 chants the lines on the left, and group 2 chants the lines that are indented. After a few chants, the students will become familiar with this pattern.

Step 6Follow the instructions for extension activities on the “Let’s do an activity!” page.

Presenting the Songs

Step 1Review or introduce the main structure found in the song (follow Step 1 as outlined in “Presenting the Chants”).

Step 2Play the first version on the recording once to allow students to become familiar with the song.

Step 3Prepare copies of the “Let's Sing!” worksheets. Before the students look at their worksheets, present the song line by line. Sing each line, then have the students repeat after you. Use the recording to model each line, if you prefer.

Step 4Have the students open their books. Play the recording again from the beginning. At first, have the students read along with the lyrics to become acquainted with the speed and rhythm of the song. Play the first recording of the song several times and invite students to join in.

Step 5Once students have mastered the song, they will be able to try singing along with the karaoke version. At first they can do this as a group. As they become more confident, they may wish to try it in pairs or individually. The karaoke version can also be used for variations or additional verses written by the students.

Step 6Like the chants, the songs can also be done interactively. Divide the class into appropriate groups for each song.

Follow the instructions for extension activities on the “Let’s do an activity!” page.

Note: Bring in percussion instruments whenever possible, such as tambourines, maracas, and bells. Let students help you create interesting arrangements to accompany both the songs and the chants. 1

Level 5© Oxford University Press. Permission granted to reproduce for instructional use.

Let’s chant!

What’s in the Picnic Basket?1 CD 3 Track 02 (solo)

Track 03 (group)

2Level 5 © Oxford University Press. Permission granted to reproduce for instructional use.

What’s in the picnic basket, Joe?

What’s in the basket?

I don’t know.

What’s in the picnic basket, Joe?

What’s in the basket?

Don’t ask me.

What’s in the picnic basket, Andy?

There’s some peanut butter,

And some chocolate candy.

What’s in the picnic basket, Anna?

There’s a ham and cheese sandwich,

And a big banana.

What’s in the picnic basket, Ted?

There’s an apple, some cheese,

And a loaf of bread.

Let’s do an activity!

New Verses (for What’s in the Picnic Basket?)

1. Write the following sentences on the board:

What’s in the picnic basket, _____?

There’s a/an/some ___________ and a/an/some

_________.

2. Students should make a new verse for the chant,

talking about what they eat when they go on a

picnic and substituting their real names.

3. Students say their new verse to a partner a few

times to practice. S1: What’s in the picnic basket,

Yuki? S2: There are some rice balls and some

eggs.

4. In pairs, students say their new verse to the class.

5. Next, students can make new verses about a very

healthy picnic lunch and a very unhealthy one.

3Level 5© Oxford University Press. Permission granted to reproduce for instructional use.

Let’s sing!

Are There Any Cookies in the Cookie Jar?

1 CD 3 Track 04 (group) Track 05 (karaoke)


1

32

4



Dice Game (for Are There Any Cookies in the Cookie Jar?)

1. Brainstorm with students six new suggestions

for new verses. Think about containers found in

kitchens and the kinds of food that go in them.

(e.g. rice/rice bin, bread/bread box, salt/salt

shaker, crackers/cracker box, butter/ butter dish,

apples/fruit bowl).

2. Write the ideas on the board and number them

1 - 6. Talk about which ones are singular and

should use Is there….? and which ones are plural

and should use Are there...?

3. Students make pairs or small groups.

4. Each group or pair will roll a die and sing a new

verse, using the idea on the board that matches

the number they rolled.

Let’s sing!

An Elephant Is Bigger Than a Flea


© Oxford University Press. Permission granted to reproduce for instructional use.6

Level 5

Let’s sing!

2

© Oxford University Press. Permission granted to reproduce for instructional use.7

Level 5

8Level 5


Animal Flashcards in a Bag (for An Elephant Is Bigger Than a Flea)

© Oxford University Press. Permission granted to reproduce for instructional use.

1. On the board, write the following sentences:

A/An ______ is bigger than a ______.

A/An ______ is stronger than a ______.

A/An ______ lives longer than a ______.

2. Put a stack of animal or insect flashcards in an

opaque bag.

3. Ask students to make pairs. Each pair will draw

two cards from the bag at random. Then they

work together to make a sentence about their

animals or insects, using the example on the

board.

4. Each pair says the new sentence to the class; for

example, A horse is stronger than a cat. Continue

until all students have had a turn.

Let’s chant!

Cheetah Chant2 CD 3 Track 08 (solo)

Track 09 (group)


A greyhound is fast,

Faster than a cat,

But a cheetah is the fastest of all. * *

A racehorse is fast,

Faster than a fox,


A rabbit is fast,

Faster than a cat,


The jackrabbit’s faster than a baby kangaroo,



Stand up, Sit down (for Cheetah Chant)


1. Assign students to each of the animals in the

chant (e.g. greyhound, cat, cheetah, racehorse,

fox, rabbit, cat, jackrabbit, and baby kangaroo).

2. Tell students that they have to stand up and then

sit down when they hear their animal’s name.

3. Do the chant slowly once to practice, giving

students time to listen and stand up when they

hear their animal. Then have all students do the

chant at normal speed and stand and sit when

their animal appears.

4. Encourage students to do the chant faster and

faster until it becomes difficult for them to keep

up!

Let’s chant!

Last Summer, What Did You Do?

3 CD 3 Track 10 (solo) Track 11 (group)


Last summer, what did you do? I went to Hawaii.I did, too.Did you buy anything? Yes, I did. I bought a two-dollar tie.So did I.

Last winter, where did you go? I went to London.So did Joe.Did you buy anything? Yes, I did. I bought English tea.So did he.

Next winter, what are you going to do? We’re going to go skiing.We are, too.Next summer, where are you going to be? We’re going to stay home.So are we.

1. Give each student a piece of paper. Have students

fold it in half and write Last summer, Last winter,

Next winter, or Next summer on the top flap.

2. On the inside fold, students write or draw a

picture of where they went and what souvenir

they bought or where they are going for the time

they wrote.

3. Have a student stand up, hold up his/her paper,

and make a new verse with the class. After the

class asks the question, the student lifts up the

flap to reveal the answer. Ss: Last winter, where

did you go? S1: I went to Thailand. Ss: Did you buy

anything? S1: Yes, I did. I bought a doll.

4. Continue until every student has made a new

verse.

12Level 5


New Verses (for Last Summer, What Did You Do?)

© Oxford University Press. Permission granted to reproduce for instructional use.

Let’s sing!



12

What Were You Doing When the Telephone Rang?


Ball Questions (for What Were You Doing When the Telephone Rang?)


1. Review the questions and answers in the song.

2. Throw a soft ball (or balled-up piece of paper) to

a student. Ask him or her one of the questions

in the song. The student answers according to

the lyrics, or makes up his/her own answer.

T: What were you doing when it started to snow?

S1: I was taking a sunbath when it started to snow.

3. That student throws the ball to another student

and asks a different question. Continue until

every student in the class has asked a question.

4. If time permits, think up new questions and

answers and play the game again.


Let’s sing!


Tom Came Home and Turned On the Radio

Let’s sing!

4



Charades (for Tom Came Home and Turned On the Radio)


1. Brainstorm with students about things you

turn on or put on (e.g. the computer, a CD) and

household chores (e.g. did the laundry, dusted

the furniture). Write them on the board.

2. Act out one of the activities and have students

guess. Sing a new version of the song based on

what you acted out. T and Ss: The teacher came

home and set the table...

3. Invite a student to act out one of the activities.

Then, have the class sing a new version of the

song based on what the student acted out, using

his/her name.

4. Continue until each student has had a chance to

act out an activity.

Let's chant!

My Friend Joe Is Very Slow4 CD 3 Track 16 (solo)

Track 17 (group)

My friend Joe is very slow.He talks slowly, very slowly.He walks slowly, very slowly.Hurry up, Joe, let’s go! * *

My friend Joe is very slow.He eats slowly, very slowly.He works slowly, very slowly.He drives slowly, very slowly.Hurry up, Joe, let’s go! * *

My friend Rick is very quick.He talks quickly, very quickly.He walks quickly, very quickly.Slow down, Rick, slow down! * *

My friend Rick is very quick.He eats quickly, very quickly.He works quickly, very quickly.He drives quickly, very quickly.Slow down, Rick, slow down! * *



Echoes (for My Friend Joe Is Very Slow)


1. Divide the class into two groups, and have each

group stand on opposite sides of the classroom.

2. Have one group chant the verses about Joe very

slowly, pausing after each line so the other group

can repeat after them, like an echo.

3. Switch parts. Have the other group chant the

verses about Rick very quickly, pausing after

each line so the other group can repeat after

them, like an echo.

4. Have all students chant the first two verses very

slowly and the last two verses very quickly.

Let’s chant!

You’ll Need a Jacket5 CD 3 Track 18 (solo)

Track 19 (group)


Where are you going? To San Francisco.Lucky you! San Francisco!When are you going? In August. *You’ll need a jacket at night. * * A jacket in August?Yes, that’s right!You’ll need a jacket at night. * *

Where are you going? I’m going to Paris.Lucky you! You’re going to Paris!When are you going? In April. *You’ll need a jacket at night. * * A jacket in April?Yes, that’s right!You’ll need a jacket at night. * *

Don’t forget your raincoat,Take an umbrella,And you’ll need a jacket at night!


New Verses (for You’ll Need a Jacket)


1. Tell students that you are going to Moscow in

December. If possible, show a picture from the

Internet of St. Basil’s Cathedral covered in snow

and tell them you’ll need a coat.

2. Say your version of the chant for the students.

T: Where are you going? To Moscow. Lucky you!

Moscow! When are you going? In December.

You’ll need a coat at night. A coat in December?

Yes, that’s right! You’ll need a coat at night.

3. Students choose a place, a month, and necessary

clothing to make a new chant. Provide a world

map for students to look at and remind them

that seasons are different in the northern and

southern hemispheres.

4. Have each student say his/her new verse for the

class.

Let’s chant!

Tomorrow She’ll Go Camping5 CD 3 Track 20 (solo)

Track 21 (group)


Tomorrow she’ll go campingWith her cousins Bob and Kevin.Tomorrow I’ll stay home in bedWatching Channel Seven.

Tomorrow she’ll go swimming.She loves the cold blue sea.Tomorrow I’ll stay home in bedWatching Channel Three.

Tomorrow she’ll be happyIn her new canoe.Tomorrow I’ll stay home in bedWatching Channel Two.


Dice Game (for Tomorrow She’ll Go Camping)


1. Brainstorm six outdoor activities with students

that the girl in the chant could do (e.g. go

horseback riding, go rafting, etc.). Write them on

the left side of the board and number them from

1 to 6.

2. Brainstorm six indoor activities (e.g. read a book,

sew, etc.). Write them on the right side of the

board and number them from 1 to 6.

3. Have a student roll a die twice and use those

numbers to make a new version of the chant.

S1:Tomorrow she’ll (go trekking). Tomorrow I’ll

(bake a cake).

4. Continue until all students have had a chance to

roll the dice and make a new version of the chant.

Let’s chant!

What’s Your Favorite Season?



What’s your favorite season? I love winter.I don’t like winter at all. * * What’s wrong with winter?I hate the cold.I like spring or fall. * *

What’s your favorite season? I love summer.I don’t like summer at all. * * What’s wrong with summer?I hate the heat.I don’t like summer at all. * *

I hate winter.I love fall.I don’t like winter at all. * * I love winter.I hate winter.I don’t like winter at all. * *


New Verses (for What’s Your Favorite Season?)


1. Chant the first verse. Ask students the reason

given for hating winter (the cold). Ask them to

think of another reason to hate winter. Make a

new chant using that reason and chant it as a

class.

2. Say the second verse. Using the instructions

in number 1, make a new chant for why you hate

summer.

3. Brainstorm reasons why people would hate fall or

spring. Divide the class into two groups. Have one

group make a new verse for spring and the other

group make a new verse for fall.

4. Have each group perform their new verse for the

other group.

Let’s sing!

What Did You Do?6 CD 3 Track 24 (group)

Track 25 (karaoke)

12


Let’s sing!

6



Question Line (for What Did You Do?)

1. Have students ask you, What did you do last night?

Where did you go last night? Give two answers.

Tell students that only one of the answers is true

and have them guess which one.

2. Have students secretly write down one true and

one false sentence about what they did last night

and where they did it.

3. Invite a volunteer to stands up. Other students ask

him or her, What did you do last night? Where did

you go last night? The student reads both

sentences: I went to China and saw a panda. I

stayed home and read a book.

4. Ask the class, What did he/she do last night?

Where did he/she go? The class responds by

telling you which answer they think is true: He

stayed home and read a book. Then the student

reveals which answer is true. Continue with other

students.


Let's chant!

It Looks Like a Steak7 CD 3 Track 26 (solo)

Track 27 (group)


It looks like a steak,It smells like a steak,But it tastes like an old shoe. * *

It looks like pudding,It smells like pudding,But it tastes like a pot of glue. * *

It looks like coffee,It smells like coffee,But it tastes like a cup of tea. * *

It looks like a fish,It smells like a fish,But it tastes like a bumblebee. * *


New Verses (for It Looks Like a Steak)

1. Write on the board: It looks like a/an _________.

It smells like a/an ________. But it tastes like a/an

__________.

2. Have students write down the names of food on

blank cards and put them in a bag. Then have

them write down things that would not taste good

on blank cards and put them in a different bag.

3. Invite one student to draw a card from each bag

and make a new verse using those cards. S1: It

looks like an apple. It smells like an apple. But it

tastes like a newspaper.

4. Continue until all students have had a chance to

draw cards from the bags and make a new verse.


Let's chant!

I Smell Smoke7 CD 3 Track 28 (solo)

Track 29 (group)

I smell smoke.Something’s burning.It smells terrible.It smells awful.

I hear music.Somebody’s singing.It sounds wonderful.It sounds beautiful.

I see a horse.Somebody’s riding.It looks wonderful.It looks beautiful.

I hear English.Somebody’s speaking.It sounds interesting.It sounds beautiful.



New Verses (for I Smell Smoke)

1. Write on the board:

I smell ______. Something’s ______. It smells _______.

It smells _______.

I hear ______. Somebody’s ______. It sounds _______.

It sounds ________.

I see _______. Somebody’s ______. It looks ______.

It looks ______.

2. Have students make pairs and create their own

chant. S1 and S2: I smell cookies. Something’s

baking. It smells good. It smells great.

3. Have the pairs chant their new chant to each other.

4. Have each pair say their new chants to the class.


Let’s sing!

Have You Ever Broken Your Elbow?



123


Let’s sing!

8


Question and Answer Strips (for Have You Ever Broken Your Elbow?)

1. Type up the questions and answers from the song

on separate pages and then cut them into strips.

2. Hand each student one question strip and one

answer strip. Make sure that they do not match.

3. Tell students that they need to ask their

classmates the question on the question strip

until they find the classmate with the correct

answer. When they are asked a question by a

classmate, they must read their answer strip and

decide if it is correct.

4. When two students find that they have a question

and an answer that match, they should go up to

the teacher and read the question and answer.


Let’s chant!

Have You Ever Stayed Up All Night?



Have you ever stayed up all night? * *Have you ever seen a crocodile fight? * *

Have you ever watched a kangaroo dance? * *Have you ever lived in Paris, France? * *

Have you ever heard a camel cry? * *Have you ever heard a bat say, “Hi!”? * *

Have you ever flown across the sea? * *Have you ever bitten a bumblebee? * *

No, I’ve never stayed up all night, * *And I’ve never seen a crocodile fight. * *

No, I’ve never watched a kangaroo dance, * *And I’ve never lived in Paris, France. * *

No, I’ve never heard a camel cry, * *And I’ve never heard a bat say, “Hi!” * *

No, I’ve never flown across the sea, * *And I’ve never bitten a bumblebee. * *


New Verses (for Have You Ever Stayed Up All Night?)

1. Write on the board:

Have you ever stayed ________?

Have you ever seen ________?

Have you ever watched ________?

Have you ever lived ________?

Have you ever heard ________?

Have you ever flown ________?

Have you ever bitten ________?

2. Have students make pairs and create their own

chant. S1: Have you ever heard a hippopotamus

speak? S2: No, I’ve never heard a hippopotamus

speak.

3. Have the pairs say their new chant to each other.

4. Have each pair say their new chants to the class.


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