GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 4 WEEK 9 10 PERIOD 33 40 UPDATED ON 2021

 To identify different water sports

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: beach, sail, surf, kayak, windsurf, snorkel, waterski

 Extra vocabulary: water, stand on your hands, fall

Resources and materials

 Student Book p 30

 Workbook p 28

 Audio Tracks 35–36

 Water sports Flashcards 47–53

 A piece of A4 paper with a 3 inch diameter hole cut in it  Worksheet 1: Find the words (one copy for each pair)

Culture note: Water sports in the U.S.A

Americans say in recreation surveys that going to a beach or a lake is their favorite way to vacation The U.S.A has many beautiful beaches, lakes, and rivers where people enjoy water sports such as swimming, surfing, kayaking, and boating

Another water sport, white-water rafting, is a very exciting way to enjoy the water After the snow melts in mountainareas, the water in the rivers in states such as Colorado and Idaho rushes over rocks and boulders, creating “rapids”– powerful currents that take large rafts down the river Everyone in the raft wears a life jacket and helmet And beforestarting down the river in the large raft, rafters learn from an experienced guide how to use the paddles and how to follow the guide’s directions as the raft speeds through the rapids Rivers are classified from 1 to 5, and most people

go on a class 1 to 3 river Only experienced rafters should try a class 4 or 5 because such rivers can be very

 Ask children to stand at their desks

 Call out a series of known action words for children to mime

 Each time you give an instruction, say quickly or slowly as well

 Children must do the actions, e.g., pretending to read, very fast or in slow motion Make sure children have

enough space to do the actions without knocking into furniture or each other

 Children who do the action at the wrong speed are out and have to sit down

Brainstorm

 Ask children to work in groups of four or five and brainstorm activities they like to do at the beach

 Make a list of all these activities on the board

Lead-in

 Tell children they are going to learn the names of some water sports

 Use Flashcards 47–53 to elicit the vocabulary for this lesson Hold the flashcards up one at a time and model any

words the children don’t know For beach, draw on the board a palm tree in the sand and waves in the ocean

 Say all the words again for children to repeat

 Hold the flashcards up in a different order and repeat

 See how many of the activities the children brainstormed in the previous activity

Listen, point, and repeat (Exercise 1)

 Ask children to open their Student Books and look at the pictures of the water sports Ask Do you like doing these things? Do you like going to the beach? (if appropriate for your class) What do you do at the beach?

 Play the first part of the recording (Track 35) 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 for children to listen and point, and then repeat the words in chorus

Transcript (Track 35) Listen and point beach, sail,

surf, kayak, windsurf, snorkel, waterski snorkel,

surf, windsurf, waterski, beach, sail, kayak Listen

and repeat beach, sail, surf, kayak, windsurf,

snorkel, waterski Can you see?

 Cut a hole in a piece of paper or card that is bigger or the same size as the flashcards The hole should be about two inches across or three inches if you have a big class

 Choose a flashcard without showing children, and put the paper with the hole in front of the flashcard

 Move the piece of paper around so that children see glimpses of the flashcard beneath

 Ask What’s this? or another appropriate question

 The first child to call out the answer correctly comes to the front to choose the next flashcard

 Continue until all the words in the vocabulary set have been practiced

Development

Listen and read (Exercise 2)

 Focus children’s attention on the story Talk about each frame with the class and ask questions, e.g., Where are the children? Who is in the picture? Who is Amy talking to? What is Max doing? What does Holly have? Where is Leo? What’s he doing? Is Leo surfing now? Encourage predictions about the story

 Play the recording (Track 36) for children to listen and follow the words of the story in their books

 Ask questions to check comprehension, e.g., What does Amy say about Max? What does she say about Holly? Does Leo like snorkeling? Is he good at surfing? What happens to Leo?

 Play the recording a second time for children to follow in their books again

 Ask children to find the water sports from Exercise 1 that appear in the story (snorkeling and surfing)

Presentation

Flashcard circle

 Give a child one of the flashcards you are studying and ask him / her to say the word and then pass the card on along the line At the end of the line, pass the flashcard to the next row of desks so that they are being passed around the whole classroom

 Each child says the word as he / she receives the card

 After a few children have said the first word, introduce a second flashcard

 Gradually introduce all of the flashcards so that they are going around in a circle or along a line

 Shout Stop! at any point, and ask the children holding each of the cards to hold them up and say the words

Beach skit

 Ask the children to work in small groups and imagine they are at the beach Ask them to write a short skit (about three minutes) about what the group is doing Each child must perform one activity in the skit

 Let the children practice, and then ask the groups to take turns to perform their skit for the rest of the class

 After the skit, ask the children questions to check their comprehension, e.g Is Son surfing?

Worksheet 1: Find the words

 Give out the worksheet to children, one copy for each pair

 Tell them that there are some action words in the word search for them to find When they find each word, they

should write it in the correct box, water sport or other activity

 Give the children five minutes to find and classify as many words as they can Then children compare with anotherpair and see if they can add more words

 The words included in the word search are: surf, kayak, waterski, snorkel, windsurf, sail, read, run, jump, skip, draw, sing

Exercises: Workbook p 28

Story time: A reader of your choice

Consolidation

 To identify the present continuous affirmative and negative

 To understand how the spelling of some verbs changes in the –ing form

 To complete present continuous sentences with the correct form of the verb be  To act out a story

 Water sports Flashcards 48–53

 Pieces of paper with the letters m, n, i, n, and g written on them

 Blank paper  Colored pencils

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play Listen, point, and say to energize the class and review the vocabulary at the start of the lesson

 Place flashcards for the vocabulary around the classroom

 Call out a water sports word, e.g., waterski The children point to the correct flashcard

 Now point to the flashcard The children say the word

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

word

Lead-in

 With books closed, ask children to remember the water sports Leo does in the story (surfing and swimming)

 Ask children what happened in the story Ask Who does Amy phone? What does Max / Holly do? What happens to Leo?

 Tell children to open their Student Books to p 30 and check their answers

Presentation

Listen to the story and repeat Act (Exercise 1)

 Play the recording (Track 36), pausing for children to repeat

 Divide the class into groups of four to play the speaking parts of Amy, Amy’s mom, Max, and Holly If the class does not divide exactly, children can also have miming parts for Leo and Max and Holly’s mom and dad

 As a class, decide on the actions for the story (see suggestions below)

 Play the recording a second time for children to mime the actions as they listen and say their character’s lines

 Groups may act out the story at the same time or you may ask some groups to act out the story in front of the class

Story actions

Picture 1: Max is reading a book Amy and her mom are talking on the phone

Picture 2: Amy and her mom are talking on the phone Leo is surfing Holly is playing with a ball

Picture 3: Leo is standing on his hands (children touch their toes) Amy and her mom are talking on the phone Amy, Max, and Holly are pointing at Leo

Picture 4: Leo is swimming Amy and her mom are talking on the phone Her mom is concerned Holly and Max are

laughing and pointing

Listen and repeat (Exercise 2)

 Ask children to turn to p 31 Focus attention on the picture and ask two children to read the speech bubbles

 Mime swimming and elicit You’re swimming Now mime reading a book and say I’m swimming, gesturing “no” Elicit You aren’t swimming (You’re reading a book)

 Listen to the sentences in the Let’s learn! chart (Track 37), pausing after each one for children to repeat the

sentence

 Ask children to close their books Write the sentences on the board

 Erase the letters in red, and then ask children to come up to the board and write them in

 Listen to the recording again to check answers

 Write I’m… and I’m not… on the board Then hold up the Water sports Flashcards and elicit new sentences

 Copy the spelling box onto the board and underline the letters that are deleted or doubled

 Erase the -ing forms and ask children to come up and write them on the board again

Spelling game

 Stick up the letters m, n, n, i, and g around the room

 Write on the board the infinitives of the verbs from the spelling box and cross out the e for take and ride

 Tell children they have to spell the –ing form of each word by pointing to the letters they need

 As children point to the letters around the room, write each letter on the board to complete the –ing forms Read and write the number (Exercise 3)

 Look at the example with the class

 Children do the rest of the exercise individually

 Check the answers with the class (e.g., by putting the flashcards around the room and asking children to point)

 Look at the example with the class

 Children do the rest of the exercise

individually  Go through the answers

with the class

Development

 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

Mime the actions

 Ask children to work in small groups

 Tell one of the children in each group to mime one of the activities, e.g., kayaking

 Tell another child to say an action that is the same or different to the one being mimed, e.g., He’s surfing

 The other children in the group should correct the sentence, e.g., He isn’t surfing He’s kayaking

 Encourage the children to change roles and repeat the activity a number of times

 If you like, ask children to write a short description of what they are doing at the beach on their pictures

 Display the pictures in the classroom

Exercises: Workbook p 29

Story time: A reader of your choice

 To use the present continuous affirmative and negative to describe and find actions in pictures

 To write present continuous sentences about a picture

 To use the present continuous and activity words in the context of a song

Language

 Language focus: listening, writing, speaking

 Extra vocabulary: sunglasses, look at, sit, sun, little, boat

Resources and materials

 Student Book pp 30, 32

 Workbook p 30

 Audio Track 38

 Water sports Flashcards 48–53

 Worksheet 2: Picture dictation (one copy per child)

Introduction

Weather report: Ask the class about today's weather

Warmer

 Hold a Water sports Flashcard facing you and play True or false?

 Say a true or false sentence, e.g., say I’m swimming while holding the sailing or the surfing card

 Tell children to stand up if they think you are telling the truth and stay seated if they think you are lying

 Show the flashcard

 Give a flashcard to a child and ask him / her to say a true or false sentence

 Continue until you have practiced most of the vocabulary

Lead-in

 Write these sentences on the board: Holly isn’t playing with a ball Amy is surfing Amy is talking to her mom Max isn’t reading a book Holly isn’t surfing Leo is talking on the phone

 Tell children that some of the sentences are false

 Ask children to open their Student Books to p 30 and correct the false sentences

 Ask children to read aloud the correct sentences (Holly is playing with a ball Amy isn’t surfing Amy is talking to her mom Max is reading a book Holly isn’t surfing Leo isn’t talking on the phone.)

Presentation

Look and say (Exercise 1)

 Ask children to open their Student Books to p 32 and look at the pictures in Exercise 1

 Point to the two sets of pictures and ask questions, e.g., What is the boy doing? What is he wearing? What is he eating?

 Ask two children to read the speech bubbles for the class and tell the class to point to the correct picture

 Tell children to work in pairs They have to choose something in picture A or B and say a sentence about it Their partners have to say which picture they are looking at, A or B

 Monitor and help where necessary

 Ask some pairs to ask and answer questions for the class

Write about A or B (Exercise 2)

 Read the example with the children, and ask them to finish the second sentence Check that they understand the exercise

 Ask children to write sentences about either picture A or B, using the example to help them

 Monitor the activity and help where necessary

 Ask some children to read aloud their sentences

Memory game

 Ask children to close their Student Books, and tell them they are going to play a memory game

 Tell children to look at the pictures for one minute, and then ask them to close their books

 Ask a child to read aloud the sentence he / she wrote in Exercise 2 The other children must remember which

picture the sentence is about and call out A or B

Development

Listen and sing (Exercise 3)

 Ask children to look at the pictures and tell you what five water sports they can see

 Point to the pictures and ask questions, e.g., What is he / she doing? Is she playing with the ball? Is it sunny / cold?

 Play the song (Track 38) once for children to listen and follow

 Read each line of the song aloud for children to repeat  Play the recording for children to sing along Sing and

do (Exercise 4)

 Ask children to look at the pictures As a class, decide on the actions for the song (see suggestions below)

 Practice the actions with the class

 Play the recording for children to listen and do the actions

Song actions

playing – mime throwing a beach ball swimming,

snorkeling, diving – mime swimming surfing,

windsurfing – wobble as if you are on a board We’re

sitting in the sun – make a circle with your arms

We’re sailing in our little boat – mime pulling a rope

There are lots of fish to see – put your hands together and move them like a swimming fish

Change the song

 Tell children they are going to sing verse 1 of the song again, but with different words

 Write the first verse on the board, but leave blanks in the third line instead of swimming and surfing

 Hold up two Water sports Flashcards and sing the verse with these two words

 Repeat several times, replacing the two flashcards each time with another two

Consolidation

Worksheet 2: Picture dictation

 Give children the worksheet, one to each child, and ask them to follow the instructions Tell them to keep their worksheet secret from the other children around them

 When children have completed the activity, ask them to sit opposite a partner (so that they cannot see each other’s worksheets)

 Tell them to take turns to describe their pictures in as much detail as possible, and their partner should draw the

picture they hear being described in box 2 Encourage the children to describe where things are, e.g., In the middle of the beach is a dog Next to the dog is an ice cream The sea is on the right of the beach There is a man swimming in the sea He is wearing a hat

 After both children have finished describing their pictures, allow the children to compare and decide whose picture is the closest to the original

Exercises: Workbook p 30

Story time: A reader of your choice

 To pronounce the sound /ɔ:l/

 To associate the sound /ɔ:l/ with the letters all in words

 To identify and repeat the sound /ɔ:l/ in a chant

Language

 Language focus: speaking

 Vocabulary: ball, mall, wall, tall, small

 Extra vocabulary: people, I don’t know, which

Resources and materials

 Student Book p 33

 Workbook p 31

 Audio Tracks 31, 39–40

 Phonics cards 10–11 (ball, wall)

Weather report: Ask the class about today's weather

Warmer

 Draw a star and a car on the board Point to them and ask What’s this?

 Ask children if they can remember which letters they looked at in the last phonics lesson

 Ask children to tell you the words they remember from the last phonics lesson (car, park, shark, star, scarf)

 Play the recording (Track 31) and say the chant from Student Book p 23 to review the /a:r/ sound

Lead-in

 Hold up the phonics cards for ball and wall, saying the words for children to repeat

 Hold one card face down in each hand and quickly flash them at random for children to call out the words

 You may ask children to also do an action when they say the words, e.g., pointing to the wall and throwing an imaginary ball

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 sound and the different words

 Play the first part of the recording (Track 39) for children to listen and point to the pictures

 Play the second part of the recording for children to repeat the sound 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 39) Listen

and point

/ɔːl/ ball, mall, wall, tall, small

wall, ball small, mall, tall Listen

and repeat

/ɔːl/ ball, mall, wall, tall, small

Listen and chant (Exercise 2)

 Ask children to look at the pictures Ask Where are the people? Elicit They’re in a mall Accept They’re in a shop Ask What does the boy want? (a ball)

 Play the recording (Track 40) for children to listen to the chant

 Play the chant again, pausing the recording after each line for children to repeat  Play the chant once more for children to join in and follow in their books

Let’s chant together!

 Play the chant again Ask children to clap when they hear the /ɔ:l/ sound

 Divide the class into 1s and 2s by counting along the rows of children in the class Tell each group to stand up and say the first or second line of every verse

 Children do the chant without the recording, standing up and saying their lines

Development

Read the chant again Circle the words with all (Exercise 3)

 Focus attention on the word mall in Exercise 1 and ask children to find it in the chant  Ask children to find

and circle the other words in the chant that end with -all

 Go through the answers with the class Ask Which word isn’t in Exercise 1? (all)

Answers

mall (x4), tall, small (x3), ball (x4), all (x3)

Match and write (Exercise 4)

 Tell children to look at the first picture Ask What’s this? and ask children to follow the line to check their answer

 Check that children understand the exercise

 Children do the rest of the exercise individually

 Go through the answers with the class, asking individual children to read aloud the words

Tap your desk

 Read aloud these sentences Ask children to tap their desks when they hear the sound /ɔːl/ Holly is short, but Leo

is tall

I like playing with a beach ball

Can you see all the fish in the water?

Leo isn’t surfing, he’s falling

That’s a very tall wall

Let’s go to the shopping mall

Consolidation

Let’s practice!