level 4 activity worksheets - oxford university press€¦ · teacher's notes this is a...

Level 4 Activity Worksheets

These worksheets are for Tracks 34-65 of CD 2 and correspond to the syllabus of Let’s Go Fourth Edition Level 4.

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

Let’s sing!

The Weatherman Song1 CD 2 Track 34 (group)

Track 35 (karaoke)

2Level 4 © Oxford University Press. Permission granted to reproduce for instructional use.

Let’s sing!

1

3Level 4© Oxford University Press. Permission granted to reproduce for instructional use.

Let’s sing!

1



Let’s do an activity!

Weather Guessing Game (for The Weatherman Song)

1. Prepare picture cards for the following

vocabulary words: rain, sun, snow, stars, and

moon.

2. Invite one student to the front to be the

“weatherman”. Ask the “weatherman” to secretly

choose a card and not show it to others.

3. Ask the students to chant with you: Weatherman,

weatherman, listen to me. How will the weather be?

Students should take turns asking the

“weatherman” questions, S1: Will the sun come

out? or Will it rain? until someone guesses

correctly.

4. The student who guesses correctly comes up to

the front to secretly choose a card and be the new

“weatherman”.

Let’s chant!

What Are You Going to Do After School Today?

1 CD 2 Track 36 (solo) Track 37 (group)

What are you going to do after school today?

Are you going to play tennis with Gus? * *

Are you going to do your homework with Sue today?

Or are you going to eat pizza with us? * *

I’m not going to play after school today.

I’m not going to study with Sue. * *

I’m not going to do my homework today.

I’m going to eat pizza with you! * *

What are you going to do after school today?

Are you going to go swimming with Jill? * *

Are you going to go shopping with your brother Lou?

Are you going to go jogging with Bill? * *

I’m not going to swim with Jill today.

I’m not going to shop with Lou. * *

I’m not going to jog with Bill today.

I’m going to eat pizza with you! * *



1. Brainstorm ideas about what you can do after

school and food you can eat. Write them on the

board.

2. Then, write the following sentences on the board:

I’m not going to ________ today.

I’m not going to _________ with Sue.

I’m not going to _________ today.

I’m going to eat ___________ with you!

3. Make a new verse for the chant, using some of the

verb phrases and foods the students

brainstormed. Say your new chant to the class.

4. Students should make their own new verse in

the same way, and say it to a partner a few times

to practice.

5. Have volunteers say their new verse to the class.


New Verses (for What Are You Going to Do After School Today?)

Let’s chant!

What Do You Want to Do?2 CD 2 Track 38 (solo)

Track 39 (group)

What do you want to do?What do you want to be? I want to be an astronaut.An astronaut? Not me!I don’t want to be an astronaut.Oh, no. Not me, not me!

What do you want to do?What do you want to be? I want to be a movie star.A movie star? Not me!I don’t want to be a movie star.Oh, no. Not me, not me!



Not Me! (for What Do You Want to Do?)

1. One student (S1) stands on one side of the room

and says, I want to be a/an (occupation). It can be

any occupation the student thinks of.

2. If other students also want to be that occupation,

they should stand near the student. If they don’t,

they should stand on the other side of the room.

Continue until all students are divided into two

groups.

3. The students on the other side of the room say,

What do you want to do? The students with S1 say,

I want to be a/an (occupation). The students on the

other side of the room say, A/An (occupation)? Not

me!

4. Repeat with a new student. Continue until all

students have had a chance to say what they want

to do.


Let’s sing!

She Wants to Be an Engineer2 CD 2 Track 40 (group)

Track 41 (karaoke)


Let’s sing!

2



Sticky Note Occupation Chain (for She Wants to Be an Engineer)

1. Give each student two sticky notes. Students write an

occupation on each note. Collect them.

2. Write She wants to be ______. on one side of the board

and She doesn’t want to be ______. on the other.

3. Ask students to line up on one side of the board. Give

the first student two of the sticky notes with occupations

written on them. The student sticks one under each

sentence and says the sentences aloud Then he/she

goes to the back of the line. Repeat until all students

have had a chance.

4. Change the sentences to He and repeat the activity.


Let’s chant!

January First3 CD 2 Track 42 (solo)

Track 43 (group)

January first.February second.March third, March third.

April first.May second.June third, June third.

July first.August second.September third, September third.

October first.November second.December third, December third.


1. Prepare picture cards for numbers (1–12) and

months (January–December).

2. Give each student a number card or a month

card.

3. Have them say the chant using the ordinals that

match the number of the month. For example,

April fourth, May fifth, June sixth, June sixth.

4. Students stand up quickly when they hear their

month or number and then sit down. Repeat twice

and then have students exchange cards and

repeat again.


Ordinal Game (for January First)


Let’s sing!

January, February, March3 CD 2 Track 44 (group)

Track 45 (karaoke)



Birthday Sequencing (for January, February, March)

1. Have students draw a calendar for their

birthday month. For example, if Julie’s

birthday is January 2nd, she draws the

month of January and circles ‘2’.

2. After all students have finished drawing

their calendars, have them carry the

calendars and arrange themselves in

a line in the order their birthdays occur.

Ask the first student in line, When is your

birthday? S1: My birthday is (January

2nd).

3. Then the first student asks the next

student in line, S1: When is your

birthday? S2: My birthday is (January

26th). Have the students continue asking

the next student about their birthday

down the line.

4. Ask students to figure out and say which

students have the same birthday month.

Ss: (Jerry), (Peggy), and (Sue)’s birthdays

are in (June).


Let’s sing!

History Is Easier Than Math4 CD 2 Track 46 (group)

Track 47 (karaoke)


Let’s sing!

4



Stand Up/Sit Down (for History Is Easier Than Math)

1. Review the school subjects in the song.

2. Say, Science is harder than history for me. If

students agree, they should stand up and repeat

the sentence. If they disagree, they should remain

seated and silent. Repeat a few more times using

different sentences from the song.

3. Ask a student to come to the front of the class and

say, ______ is harder/easier than ______ for me,

using the school subjects from the song or other

subjects he/she thinks of. The other students

stand up and repeat or sit down and stay silent.

4. Continue until all students have had a chance to

come to the front and say a sentence.


Let's chant!

Winter, Spring, Summer, Fall4 CD 2 Track 48 (solo)

Track 49 (group)

Winter, spring, summer, fall,I like winter best of all.Silver sky, snowflakes fall,I like winter best of all.

Winter, spring, summer, fall,I like spring best of all.Flowers bloom, raindrops fall,I like spring best of all.

Winter, spring, summer, fall,I like summer best of all.Swimming, playing basketball,I like summer best of all.

Winter, spring, summer, fall,I like fall best of all.Sweet September, red leaves fall,I like fall best of all.



Guess the Season (for Winter, Spring, Summer, Fall)

1. Brainstorm with students about things present in

each season.

2. Divide the class into small groups. Have each

group choose a season and make a new third

line for that verse in the chant with the things you

brainstormed.

3. Have each group say their new chant in front of

the other students but clap instead of saying the

season. For example, Winter, spring, summer, fall,

I like *clap* best of all. Pick apples from a tree, I

like *clap* best of all. (Answer: fall)

4. The other students listen and guess which season

the group is chanting about.

5. Continue until all groups have had a chance to

chant their new verse.


Let’s sing!

What Did You Do on Sunday?5 CD 2 Track 50 (group)

Track 51 (karaoke)



Question Line (for What Did You Do on Sunday?)

1. Have the students make pairs. Ask, What

did you do on Sunday? Students should tell

their answer to their partner. Ask about the

other days of the week.

2. Have the students make two lines of seven

people each, facing each other.

3. Assign each student in the line on the left

a day of the week. Those students should

ask the student facing them, What did you

do on ______? The students in the other line

respond and ask the same question back.

4. The first student in the line on the left goes

to the back of the line. That line shifts

forward the same question is asked to the

next student. Repeat.


Let's chant!

The Jogging Chant5 CD 2 Track 52 (solo)

Track 53 (group)

Jogging, jogging, up and down.Up and down and all around.Jogging, jogging, up and down.Up and down and all around.

Under the bridge,Into the town,Jogging, jogging, up and down.

Through the tunnel,Down the hill,There goes Bob, there goes Bill.

Out of the woods,Into the street,Here comes Patty, here comes Pete.Jogging up, jogging down.Jogging, jogging all around.


1. Brainstorm with students about things you can do

in the park, other than jogging (e.g. running,

riding, walking). Write them on the board.

2. Ask a volunteer to choose a verb and three

students. The three students stand in different

corners of the room. Make a new chant with the

verb and the four students’ names.

3. Have the class say the new chant together as the

four students act it out. When they get to a

student’s name, they should wave to that student.

4. Ask a new student to choose a verb and three

new students. Continue until each student has

been in a new chant at least once.


What Can You Do in the Park? (for The Jogging Chant)


Let’s chant!

Her Uncle Is the Man with Glasses

6 CD 2 Track 54 (solo) Track 55 (group)

Her uncle is the man with glasses.Her mother is the woman in blue.Her cousin is the boy in the T-shirt,Standing by the barbecue.

Her aunt is the woman with the baby.Her brother is the boy in red.Her sister is the girl in sneakers,Sitting with her Uncle Fred.



My Family (for Her Uncle Is the Man with Glasses)

1.Have each student bring a photo or draw a

picture of their family at a family gathering, party,

or barbecue.

2. Students work in pairs and talk about who is who

in the photo or picture they drew of their family.

3. Have two pairs work together. One student tells

the pair about his or her partner’s family, (e.g.

Her mother is the woman in the polka-dot dress.)

as the other student holds up the photo/picture.

The pair listens and points to the correct people

in the picture. Then switch roles and repeat.

4. Have two new pairs of students work together.

Repeat step 3.


Let’s sing!

The Pony Tail Song6 CD 2 Track 56 (group)

Track 57 (karaoke)

12



Question Line (for The Pony Tail Song)

1. On a piece of paper, draw a simple, bald, unisex

face. Give each student a photocopy of this

drawing.

2. Students draw hair on the person. They can draw

hair as described in the song or another kind

Students should name their person and write the

name at the bottom.

3. Have the students stand in a circle, holding up

their drawings. One student says the name of the

person in another student’s drawing and what

kind of hair he/she has. S1: Kathy has short, red,

curly hair.

4. The other students listen and point to that

drawing. Then the student holding that drawing

has to describe another drawing. Continue until

all drawings have been described.


Let's chant!

What’ll I Need?7 CD 2 Track 58 (solo)

Track 59 (group)

I’m going camping.What’ll I need?I’m going camping.What’ll I need?I’m going camping.What’ll I need? You’ll need a tent And a flashlight. * * *

I’m going swimming.What’ll I need?I’m going swimming.What’ll I need?I’m going swimming.What’ll I need? You’ll need a towel And a bathing suit. * * *



New Verses (for What’ll I Need?)

1. Brainstorm different activities with the students

(e.g. skiing, skateboarding, fishing) and what they

would need for those activities (e.g. skis, a coat, a

skateboard, a helmet, a fishing rod, a bucket).

2. Students choose an activity and write down two

things they’ll need for that activity.

3. Have students make pairs. The students give

each other their lists and chant a new version of

the chant. S1: I’m going skiing. What’ll I need? S2:

You’ll need skis and a coat. I’m going fishing.

What’ll I need? S1: You’ll need a fishing rod and a

bucket.

4. Have students find a new partner. Repeat.


Let's chant!

Is He Going to Go?7 CD 2 Track 60 (solo)

Track 61 (group)

Are you going to rent a bikeOr are you going to buy one? Are you going to watch the planes Or are you going to fly one?

Is he going to goOr is he going to stay? Is he going to work Or is he going to play?

Is she going to walk her bikeOr is she going to ride it? Is she going to take her purse Or is she going to hide it?

Are they going to laughOr are they going to cry? Are they going to take the train Or are they going to fly?




Echoes (for Is He Going to Go?)

1. Teach students how to contract going to so that

it sounds like gonna. Explain that this is natural-

sounding English.

2. Divide the class into two groups and have each

group stand on opposite sides of the classroom.

3. Have one group say the chant using going to,

pausing after each sentence so the other group

can repeat after them, like an echo.

4. Switch parts. Have one group say the chant using

gonna, pausing after each line so the other group

can repeat after them, like an echo.

5. Have all the students say the chant together

both ways, first with going to, then with gonna.

Let’s chant!

Where’s Mary?8 CD 2 Track 62 (solo)

Track 63 (group)

Where’s Larry? He went to the dentist.Why did he go to the dentist? Because he had a toothache.Poor Larry. Poor Larry.He went to the dentist because he had a toothache.

Where’s Mary? She went to the doctor.Why did she go to the doctor? Because she had a cold.Poor Mary. Poor Mary.She went to the doctor because she had a cold.




Gerture Game (for Where’s Mary?)

1. Brainstorm different illnesses with the students

(e.g. headache, stomachache, backache).

2. Hold your stomach to mime that you have a

stomachache. Have the students guess what’s

wrong with you.

3. Do a new version of the chant about your

stomachache with the class. Where’s the teacher?

He/She went to the doctor. Why did he/she go to

the doctor? Because he/she had a stomachache.

Poor teacher. Poor teacher. He/She went to the

doctor because he/she had a stomachache.

4. Invite a student to stand up and mime an illness,

and have the other students guess what it is. Make

a new version of the chant using that illness and

the student’s name.

5. Continue with other students.

Let’s sing!

Do You Like to Go Camping?8 CD 2 Track 64 (group)

Track 65 (karaoke)


Let’s sing!

8



Question Line (for Do You Like to Go Camping?)

1. On the board, write the question: Do you like to

________?

2. Students write a question using the activity of

their choice on a piece of paper.

3. Students stand up and walk around the room,

asking each of their classmates the question and

writing down how many students said, Yes, I do.

and how many said, No, I don’t.

4. After students have asked their classmates the

question, they take turns reporting their results.

S1: Ten students like to surf the Internet. Eight

students don’t like to surf the Internet.


level 4 activity worksheets - oxford university press€¦ · teacher's notes this is a...

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