2019 2020 Family and Friends Special Edition Grade 5 UNIT 1 WEEK 3 4 PERIOD 9 TO 14

2019 2020 Family and Friends Special Edition Grade 5 UNIT 1 WEEK 3 4 PERIOD 9 TO 14 2019 2020 Family and Friends Special Edition Grade 5 UNIT 1 WEEK 3 4 PERIOD 9 TO 14 2019 2020 Family and Friends Special Edition Grade 5 UNIT 1 WEEK 3 4 PERIOD 9 TO 14 2019 2020 Family and Friends Special Edition Grade 5 UNIT 1 WEEK 3 4 PERIOD 9 TO 14 2019 2020 Family and Friends Special Edition Grade 5 UNIT 1 WEEK 3 4 PERIOD 9 TO 14

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Week: 3

Period: 9-10

Date:

Lesson Four Phonics

Objectives

 To review pronunciation of the consonant blends cr, br, sp, sn, dr, and pl

 To differentiate between the sounds /kr/, /br/, /sp/, /sn/, /dr/, and /pl/ produced by these consonant blends  To use these sounds in the context of a chant

Language

 Language focus: speaking

 Vocabulary: crayon, brush, spoon, snake, drink, play  Extra vocabulary: cup, eat

Resources and materials

 Student Book p 11

 Workbook p 11

 Audio Tracks 09–12

 Phonics Cards 1–6, Grade 3 Phonics cards 7, 9, 12, 14, and 16 (drum, crayon, frog, plum, cloud)

Weather report: Ask the class about today's weather

Warmer

 Ask children to look at the song Where are you from? on p 10 of their Student Books

 Play the song (Track 09) Children listen and do the actions

 Play the song again for children to sing along Lead-in

 Hold up the phonics cards for brush, spoon, and snake, one at a time, saying the words for children to repeat

 Give three children the phonics cards Ask them to come to the front or stay at their desks and hold the cards up so that everyone in the class can see them

 Point to each child and ask the class to say the word on that child’s card

 Point to the cards at random, and go faster and faster until the children can’t keep up with you

Listen, point, and repeat (Exercise 1)

 Ask children to look at the words and pictures in their Student Books Tell them that they are going to hear a

recording of the different sounds and words

 Play the first part of the recording (Track 10) for children to listen and point to the appropriate pictures

 Play the second part of the recording for children to repeat the sounds and words in chorus

 Play the recording all the way through (more than once if necessary) for children to point and repeat again

Introduction

Presentation



Transcript (Track 10) Listen

and point

/kr/ crayon, /br/ brush, /sp/ spoon, /sn/ snake, /dr/ drink, /pl/ play

/dr/ drink, /sn/ snake, /pl/ play, /sp/ spoon, /br/ brush, /kr/ crayon Listen

and repeat

/kr/ crayon, /br/ brush, /sp/ spoon, /sn/ snake, /dr/ drink, /pl/ play

Listen and chant (Exercise 2)

 Ask children to look at the picture Point to each child and ask What does the boy / girl have? What is he / she doing?

 Play the recording (Track 11) for children to listen to the chant

 Play the chant again for children to follow in their books Stop the recording after each line for children to repeat

 Play the chant once more for children to join in

 Look at the pictures with the class and ask them to find the children to match each line of the chant

Miming game

Play a miming game with the class Tell children they are going to mime the actions in the chant

 Mime drinking from a cup for children to call out the words drink from a cup

 Ask a child to mime another action from the chant The class must guess what the action is

 Put the children in small groups to take turns miming the actions for the other children to guess

Read the chant again Circle the words from 1 (Exercise 3)

 Focus attention on the circled word drink, and ask children to find it in the pictures in Exercise 1

 Ask children to find and circle three more words from Exercise 1 in the chant

 Go through the answers with the class

Answers

drink, spoon, crayon, play

Circle the beginning letters Listen and check (Exercise 4)

 Ask children to look at the first picture Ask What’s the word? Elicit the word drink

 Write the letters br, dr, cl, and tr on the board Say drink, read aloud the options, and ask children to clap when they

hear the correct one

 Check that children understand the exercise Ask them to look at the pictures and circle the beginning letters

 Play the recording (Track 12) for children to listen and check  Go through the answers with the class

Transcript (Track 12)

1 /dr/ drink

2 /kl/ cloud

3 /sp/ spoon

4 /pl/ play

5 /fr/ frog

6 /br/ brush

7 /kr/ crab

8 /sn/ snake

Answers

1 dr

2 cl

3 sp

4 pl

5 fr

Development

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6 br

7 cr

8 sn

Consolidation

Let’s Practice!

 Ask students to look at the picture and speech bubble

 Have a student demonstrate the sentence for the class

 Have students work in pairs to take turns saying the sentence Tell them to use other vocabulary words on the page

Whispers

 Use the phonics Flashcards brush, spoon, snake, frog, drum, crayon, plum, cloud

 Organize children into groups of at least six Show a flashcard to the first child in each group This child whispers the word to the child next to him / her

 Children continue whispering the word to the next child until the word reaches the final child

 The final child says the word aloud (or writes it on the board), and the first child holds up the flashcard to see whether the word and the flashcard are the same

Guess the word

Write words from the unit on the board, showing only the first two letters and the number of missing letters, e.g., fr_ _ (frog)

 Divide the class into two teams A child from Team A chooses a word and tries to guess the correct answer If he / she gets the correct answer, complete the word on the board and give the team a point If the child guesses incorrectly, Team B gets a point Then it’s Team B’s turn to guess the next word

 The winner of the game is the team with the most points

 Put the children into small groups to play the game again

Exercises: Workbook p 11

Story time: A reader of your choice

Week: 3

Periods: 11-12

Date:

Lesson Five Skills Time!

Objectives

 Reading: read and understand a text

Language

 Language focus: reading

 Vocabulary: spring, summer, fall, winter, seasons

 Extra vocabulary: dry, rainy, brown, picnic, raincoats, lose, leaves, noodle soup  Structures: Revision

Resources and materials

 Student Book p 12

 Workbook p 12

 Audio Tracks 13, 14

 Seasons Flashcards 18–22

Weather report: Ask the class about today's weather

Warmer

 Write these words from Lesson 4 on the board: crayon, brush, spoon, snake, drink, and play

 As a class, decide on an action for each word

 Call out the words in random order Children do the actions

 Go faster until children can’t keep up with you

Lead-in

 Tell children they are going to learn about different times of the year

 Use Flashcards 18–22 to elicit the vocabulary for the four seasons Model any words the children don’t know

 Hold the flashcards up in a different order and repeat

 Hold up a flashcard and ask What’s your favorite season? Ask different children to tell you their favorite season

 Hold up Flashcard 22 for seasons and ask What’s this?

 Hold up the flashcards at random again and ask children to call out the words

Listen, point, and repeat (Exercise 1)

 Ask the children to open their Student Books and look at the pictures in Exercise 1

 Play the first part of the recording (Track 13) for children to listen and point to the appropriate picture

 Play the second part of the recording for children to repeat

 Play the recording all the way through again for children to listen and point, and then repeat the words in chorus

Introduction

Presentation

Transcript (Track 13) Listen

and point

spring, summer, fall, winter, seasons winter,

summer, seasons, fall, spring

Listen and repeat spring, summer,

fall, winter, seasons Listen, point,

and say

 Place the flashcards for the key vocabulary around the classroom

 Call out a vocabulary word, e.g., summer The children point to the correct flashcard

 Now point to the flashcard, and children say the word

 Put children into small groups to play the game on their own

Option: Describe the location of the flashcard, e.g., It’s next to the door What is it? The children then say the word

Look at the pictures below What are they wearing? (Exercise 2)

Ask children to work in pairs

 Tell them to look at the two pictures above the texts and discuss what they are wearing and what color they are (pink raincoat, orange jacket)

 Tell them to read the text quickly to find out why they are wearing those clothes

Listen and read (Exercise 3)

 Play the recording (Track 14) for children to listen and follow the texts silently in their books

 Check understanding of the words raincoats, picnics, lose their leaves, and noodle soup

 Play the recording a second time Answer any questions the children have

 Ask questions to check comprehension, e.g., How many seasons are there in Ho Chi Minh City? Is this the same in Ha Noi? What happens to the trees in Ho Chi Minh City in the dry season? Why do people take raincoats when they go out? What do people do in Ha Noi in winter? What happens in spring?

Read again and write a or b (Exercise 4)

 Write on the board a Ho Chi Minh City and b Ha Noi

 Write the first sentence on the board There are four seasons, and elicit which city this refers to (Ha Noi) Write b next

to the sentence

 Ask children to work individually to complete the rest of the sentences

 Allow them to check their answers in pairs before feeding back with the full class

Answers

1 b 2 b 3 a 4 b 5 a 6 a

Consolidation

Extension

 Ask children to work in pairs

 Tell them to write four more sentences using the model in Exercise 4, e.g., People take raincoats when they go out People go for picnics

 Give them time to complete the sentences, and then ask them to swap sentences with another pair who must write

the answer a for Ho Chi Minh City or b for Ha Noi

 When children have completed their answers, swap the papers back to check

Slap Game

 Elicit the months of the year from children and drill pronunciation

 Discuss which months of the year are in the rainy / dry seasons in Ho Chi Minh City, and which months make up the seasons in Ha Noi

Development

 Children stand in small circles (of at least twelve) and say the names of months in order

 As they say the name of the month, the students must slap the hand of the next person The object of the game is to

not be slapped with December

 If the child that says December can slap the next person, that person is out If the next person can pull their hand away, the student saying December is out

 Repeat the game until more students are eliminated

Exercises: Workbook p 12

Story time: A reader of your choice

Week: 4

Periods: 13-14

Date:

Lesson Six Skills Time!

Objectives

 Listening: understand specific information to identify the correct picture

 Speaking: ask and answer questions about you and your favorite season

 Writing: identify and use capital letters in sentences: write about yourself (Workbook)

Language

 Vocabulary: Revision

 Extra vocabulary: favorite  Structures: Revision

Resources and materials

 Student Book p 13

 Workbook p 13

 Audio Tracks 04, 15

 Seasons Flashcards 18–22

 Worksheet 2: Interview (one copy for each child)

Culture note

Birthdays are very important celebrations in the U.S.A Both children and adults celebrate them and receive birthday presents A typical child’s birthday is celebrated at home with family or with children they know Some children have birthday parties at fast-food restaurants, bowling alleys, or community centers as well

Weather report: Ask the class about today's weather

Warmer

 Ask children to open their Student Books to p 6 Say My birthday is in (month) Ask a few children When’s your birthday? around the class

 Tell children you are going to play them the months song again Children must stand up when they hear their birthday month

 Play the song Twelve months in a year from p 6 (Track 04) Children stand up when they hear their birthday month

Lead-in

 Tell children to close their books and put children into small groups Write Ho Chi Minh City and Ha Noi on the board

 Ask children to discuss in their groups what they can remember from the reading on p 12 about the two cities

 Groups take turns to say one thing they can remember about either of the cities from the reading Make a note on

the board under the correct city

 Continue going around the groups until they can’t remember anything else

 Tell children they can open their books and look at p 12 to check that they remembered everything

Introduction

Presentation

Seasons

 Put up the Seasons Flashcards around the room

 Tell children you are going to call out the names of the seasons and also some months in the year

 If children hear a season, they point to the correct flashcard If they hear a month, they tap their desks

 Call out months and seasons randomly, going faster and faster until children can’t keep up

Listen and check ( ) (Exercise 1)

 Tell children they are going to hear a recording of a girl talking about the things in the pictures They must listen and check the correct picture

 Play the recording (Track 15) the whole way through for children to point to the correct picture  Play the recording again, pausing after each dialogue for children to check the correct picture

Play the recording the whole way through again for children to check their answers 

Go through the answers with the class

Transcript (Track 15)

1

Boy: Hello What’s your name?

Nga: My name’s Nga

Boy: How old are you, Nga?

Nga: I’m eight

2

Boy: When’s your birthday?

Nga: It’s in the dry season

Boy: Which month?

Nga: My birthday is in June

3

Boy: Where is your friend from, Nga?

Nga: She’s from the U.S.A

Boy: OK! Where are you from?

Nga: I’m from Viet Nam

4

Boy: What’s your favorite season?

Nga: Well, I don’t like the rainy season It’s too wet in the rainy season! My favorite season is the dry season It’s hot in the dry season

Answers

1 eight (picture 2)

2 June (picture 2)

3 the U.S.A (picture 3)

4 dry season (picture 1)

Development

Ask and answer about you (Exercise 2)

 Ask two children to read the speech bubbles for the class

 Check that the children understand the exercise, and then ask them to work in pairs

 Children take turns asking and answering the questions

 You can ask a few pairs to ask and answer the questions in front of the class

Worksheet 2: Interview

 Write the headings from Worksheet 2 on the board Elicit the questions that the children will need to ask their

classmates to complete the worksheet

 Tell the children to ask you the questions and fill in the answers on the board as an example Leave these answers on the board for a later activity

 Give each child one copy of the worksheet and tell them to mingle and interview eight different classmates They should fill in their answers on the worksheet Monitor and help where needed  Tell the children to keep their worksheet for a later activity

Write sentences about your classmates (Exercise 3)

 Ask children to look at the pictures in Exercise 1 again Ask Who is the girl? When is her birthday? Where is she from?

 Write the answers on the board without capital letters (nga, june, viet nam)

 Ask Are the words correct? Elicit that they have no capital letters, and correct the words with the class

 Focus attention on the examples in the Writing box Ask children to call out one or more countries, months, and names, and write these on the board

 Focus attention on the example sentences in the book and highlight the capital letters Tell children to write four sentences about their classmates using the example sentence as a model

 Children do the exercise individually, copying the sentences into their notebooks

 Invite a few children to come to the board and write a sentence Ask the class to check that the capital letters are in the correct places

Answers

Children’s own answers

My friends

 Refer children back to the headings you wrote on the board for the Interview activity, and your answers Elicit how you can write these answers as full sentences, e.g., Miss Tam is from Viet Nam She’s thirty Her birthday is in August Her favorite season is summer

 Ask the children to use the information from their interviews on Worksheet 2 to write about their classmates

 Monitor and help where needed

 After the activity, allow children to share their work with a partner and compare their sentences

Exercises: Workbook p 13

Story time: A reader of your choice

Consolidation