GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64

GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021GRADE 5 FAMILY AND FRIENDS SPECIAL EDITION UNIT 6 WEEK 14 16 PERIOD 53 64 UPDATED ON 2021

 To identify different daily routines

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: have a shower, brush my teeth, get dressed, have breakfast, get up, catch the bus, walk to school

 Extra vocabulary: jackaroo, work (v), job, early, morning, ride (v), look after, sheep, lucky

Resources and materials

 Student Book p 42

 Workbook p 40

 Audio Tracks 53–54

 Daily routine Flashcards 71–77

 Paper and colored pencils

 Worksheet 1: Daily routine (one copy for each child)

Culture note: Dude ranches

The work of real American cowboys and ranchers can be experienced at ranches called dude ranches Dudes, or “city people,” pay to participate in real ranch activities such as moving a herd of cattle from one place to another, roping and branding cattle or horses, and staying out in the wilderness at night guarding sheep Being a cowboy for a short time can be a lot of fun

Introduction

Weather report: Ask the class about today's weather

Warmer

 Divide the class into five or six groups and give each group an animal from Unit 5

 Play Do it! to review the animals and energize the class at the start of the lesson

 Give instructions, e.g., Kangaroos, jump! Camels, stamp your feet! Children who have that word assigned to them

do the action Lead-in

 Mime sleeping Ask the children What am I doing? Elicit You’re sleeping

 Mime getting up and eating breakfast, and elicit get up and have breakfast (which children know from Grade 3)

 Tell children they are going to learn some more words for daily routines

 Use Flashcards 71–77 to elicit the vocabulary for this lesson Hold the flashcards up one at a time and model any words the children don’t know

 Say all the words again for children to repeat

 Hold the flashcards up in a different order and repeat

Listen, point, and repeat (Exercise 1)

 Ask children to open their Student Books and look at the pictures of the daily routines

 Play the first part of the recording (Track 53) 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 53) Listen and point have a shower, brush my teeth, get dressed, have

breakfast, get up, catch the bus, walk to school catch the bus, get up, get dressed, have a shower,

have breakfast, brush my teeth, walk to school Listen and repeat

have a shower, brush my teeth, get dressed, have breakfast, get up, catch the bus, walk to school

Order the activities

 Put Flashcards 71–77 for the first five daily routines on the board in random order and elicit the words

 Tell children to write the words in their notebooks in the order they do them (This will vary for each child.)

Development

Transportation survey

 Draw a motorbike, a car, a bus, a bicycle, and a stick figure walking

 Ask How do you come to school? Tell children to raise their hands when you point to the correct picture, and remind them of the words car, bicycle, and motorbike

 Count up the totals for each type of transportation

Listen and read (Exercise 2)

 Focus children’s attention on the story Talk about each frame with the class and ask questions, e.g., What is Amy doing? What can you see on the computer? (an email / a picture) Who do you think the boy is? What is he doing? What does he have? Encourage predictions about the story

 Play the recording (Track 54) for children to listen and follow the words of the story in their books

 Ask comprehension questions, e.g., Who is the email from? Where does a jackaroo work? What does he do? Does

he see a lot of snakes? Is it a dangerous job?

 Play the recording a second time for children to follow

 Ask children to find one activity from Exercise 1 in the story (get up)

Jackaroo poster

 Ask children to look at the story and tell you things that the jackaroos do (work on sheep farms, get up early, ride

a horse, look after sheep, see snakes)

 Give out pieces of paper and colored pencils

 Tell children they are going to draw a picture of Jim and write two sentences about jackaroos

 Display the children’s posters on the wall

Worksheet 1: Daily routine

 Give out the worksheet to children, one copy for each child Check that children understand the meaning of the

words daily routine (the things you do that are the same every day)

Presentation

Consolidation

 Ask children to work individually to complete the section My daily routine Monitor and help with vocabulary If you like, you can write some ideas on the board

 Put the children in pairs, ask children to work with someone they don’t usually work with

 Elicit the question What do you do at 6:00 a.m.? and write it on the board Ask children to interview each other

and write their partner’s answers on the worksheet (Ensure that they don’t read the answers directly from their

partner’s worksheet!)

 When the worksheet is completed, ask the children to compare routines They should discuss with their partner

which things are the same and which are different

 Feedback with the full class Encourage a few pairs to tell you about their similarities and differences

Exercises: Workbook p 40

Story time: A reader of your choice

Week: 14

Period: 53-54

Date: 28/11/16

Lesson Two Grammar

Objectives

 To identify the present affirmative, negative, question forms, and short answers

 To use third person singular simple present forms to complete sentences  To act out a story

Language

 Vocabulary: He gets up early He doesn’t get up late Does he live in a big house? Yes, he does / No, he doesn’t What time does he start work? We catch the bus They don’t catch the train Do you walk to school? Yes, I do / No, I don’t What time do you go to school?

 Extra vocabulary: early, late, start work, at night

Resources and materials

 Use the Daily routines Flashcards to play Miming Flashcards and Miming snap to review the words from Lesson 1

 For Miming Flashcards, pick a flashcard and mime the word for children to guess

 Give a child a flashcard and tell him / her not to show the class

 Tell the child to mime the word on the flashcard Tell the rest of the class to guess the word Put the children into small groups to play the game

 Next, play Miming snap Choose a daily routine word and mime the action If the word matches the mime,

children shout Snap! If the word doesn’t match the mime, children can be silent or do an agreed action

 Choose a child from the class to mime another action The child must say a correct or incorrect word while he / she is miming the action Tell the children to continue the game in their groups

 Option: If the word doesn’t match the mime and you have a strong class, ask children to call out the correct word

Lead-in

 Ask children questions about what happened in the story, e.g., Who is a jackaroo? What does Amy get from her cousin? Does Max / Leo want to be a jackaroo?

 Tell children to open their Student Books and find three animals in the story on p 42 (horse, sheep, snake)

Listen to the story and repeat Act (Exercise 1)

 Play the recording (Track 54), pausing for children to repeat

Presentation

 Divide the class into groups of four to play the parts of Amy, Max, Leo, and Holly If the class doesn’t divide

equally, you can give children the part of Jim the jackaroo

 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 Monitor and check pronunciation

Story actions

Picture 1: Amy opens the laptop and touches the keys

Picture 2: Holly, Max, and Leo get up and stand near Amy They point at the picture on the screen Amy touches the keys.(The jackaroo rides a horse.)

Picture 3: Leo smiles Holly and Max look scared Amy touches the keys (The jackaroo holds up a snake.)

Picture 4: Leo, Amy, and Holly smile Max looks worried (The jackaroo talks to his friends.)

Listen and repeat (Exercise 2)

 Say I get up early I don’t get up late Ask children Do you get up early? Elicit Yes, I do or No, I don’t

 Write I … breakfast with my family and I … breakfast late on the board and elicit have and don’t have

 Ask children to turn to p 43 in their Student Books and look at the picture in the Let’s learn! box Ask two children

to read aloud the speech bubbles

 Ask Does Vinh want to be a farmer? Does he get up early?

 Elicit Yes, he does No, he doesn’t

 Listen to the recording of the sentences in the Let’s learn! chart (Track 55), pausing after each one for children to

repeat it

 Write I … to school, and then put Daily routines Flashcards in the blank to elicit new sentences

 Change the pronoun and repeat Gesture “no” sometimes to elicit negative sentences

 Copy the questions and short answers from the chart onto the board and erase does, doesn’t, do, and don’t

 Ask children to tell you the missing words, and check pronunciation of does /dʌz/ and doesn’t /ˈdʌz(ə)nt/

 Ask children questions, e.g., Do you walk to school? Do you catch the bus? and elicit short answers

Short answers

 Put Flashcards 71–77 up around the room

 Point to the flashcards and ask children questions with times, e.g., Do you get dressed at seven o’clock? Elicit short

answers

 Ask children to work in pairs Children look at the flashcards and ask and answer questions

 Monitor and help where necessary Read and circle (Exercise 3)

 Look at the example with children and check that they understand they have to choose the correct form

 Children do the rest of the exercise individually  Go through the answers with the class

 Look at the example with the children, and

check that they understand the exercise

 Children do the rest of the activity

individually  Go through the answers

with the class

Development

 Have a pair of students ask and answer the same question

 Have students work in pairs to ask and answer the question Tell them to use other vocabulary words on the page

My family

 Ask children to write four sentences about the daily routine of one of their family members

 Put the children into small groups Each child reads their sentences, and the rest of the group try to guess which family member he/she is describing

Exercises: Workbook p 41

Story time: A reader of your choice

 Language focus: writing, speaking

 Extra vocabulary: busy, all day long, lesson, homework, outside

Resources and materials

 Student Book p 44

 Workbook p 42

 Audio Track 56

 Daily routines Flashcards 71–77

 Worksheet 2: My morning (one copy for each child)  Colored pencils

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play Follow me to review the daily routines words from Lesson 1 and energize the class at the start of the lesson

 Mime the actions and elicit the words from the children

 Once you have mimed the actions once, ask children to follow you They must copy your actions and call out the words

Lead-in

 Put the Daily routines Flashcards up on the wall and ask children to open their Student Books to p 44

 Ask children to look at the flashcards and tell you which one isn’t in the pictures (walk to school)

 Take that flashcard down

 Call out the other words and ask children to point to the correct flashcard Go faster and faster until children can’tkeep up with you

Presentation

Ask and answer (Exercise 1)

 Point to the clocks in Exercise 1 and ask individual children to tell you what time it is in each clock

 Ask two children to read the speech bubbles for the class, and tell children to find the correct picture and clock

 Tell children to work in pairs, choose pictures, and ask and answer questions about the times

 Monitor and help where necessary

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

Write about Nhan (Exercise 2)

 Read the example with the children and check that they understand the exercise

 Ask children to write the other things Nhan does in the morning, using the example to help them

 Monitor the activity and help where necessary

 Ask some children to read aloud their sentences for the class

Answers

Nhan gets up at five thirty He has a shower at five forty-five He gets dressed at six o’clock He has breakfast at six fifteen

He brushes his teeth at six thirty He catches the bus (to school) at six forty-five

Worksheet 2: My morning

 Give out copies of the worksheet, one for each child

 Ask children to look at the sentences and read the instructions Do the first sentence together, and ask children

What time do you get up? Ask them to draw the hands on the clock to show the time and complete the sentence

Then tell them to draw a picture of themselves getting up in the box

 Ask children to complete the rest of the sentences so that they are true for them Tell them it doesn’t matter if they do things in a different order

 When children have finished, put the posters around the room Invite children to look at each other’s posters and

discuss them Remind them to use the third person singular, e.g., Oh, Huy gets up at seven fifteen That’s late!

 Monitor and help where needed

Listen and sing (Exercise 3)

 Ask children to look at the pictures and tell you what the girl does in each picture (she gets up, has a shower, eats breakfast, catches the bus, sees / meets her friends, has lessons, reads a book / does her homework, and plays

outside)

 Play the recording (Track 56) for children to listen and point to the pictures as they hear the activities mentioned

 Play the recording again for children to follow the words in their books

 Recite the words of the song with the class, without the recording Say each line and ask children to repeat

 Play the recording again for children to sing along

 Repeat (more than once if you wish) and make sure children understand busy

Sing and do (Exercise 4)

 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

I get up early every day – stretch and yawn

I have a shower – mime turning on the shower

I have my breakfast – mime eating breakfast

I catch the school bus – mime stepping onto a bus

I have my lessons – mime writing

I see my school friends – mime chatting with someone

I do my homework – mime opening a book

I go outside and play – stamp your feet

Consolidation

Group song

Development

 Divide the class into numbers 1–4 by counting along the rows of children in the class

 Tell children they are going to sing lines 1, 2, 3, or 4 of each verse of the song Everyone does the actions

 Practice the song together so that children can learn their lines

 Sing the song, with each group saying their own lines and everyone doing the actions

Exercises: Workbook p 42

Story time: A reader of your choice

Week: 15

Periods: 57-58

 Language focus: writing, speaking

 Extra vocabulary: busy, all day long, lesson, homework, outside

Resources and materials

 Student Book p 44

 Workbook p 42

 Audio Track 56

 Daily routines Flashcards 71–77

 Worksheet 2: My morning (one copy for each child)  Colored pencils

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play Follow me to review the daily routines words from Lesson 1 and energize the class at the start of the lesson

 Mime the actions and elicit the words from the children

 Once you have mimed the actions once, ask children to follow you They must copy your actions and call out the words

Lead-in

 Put the Daily routines Flashcards up on the wall and ask children to open their Student Books to p 44

 Ask children to look at the flashcards and tell you which one isn’t in the pictures (walk to school)

 Take that flashcard down

 Call out the other words and ask children to point to the correct flashcard Go faster and faster until children can’tkeep up with you

Presentation

Ask and answer (Exercise 1)

 Point to the clocks in Exercise 1 and ask individual children to tell you what time it is in each clock

 Ask two children to read the speech bubbles for the class, and tell children to find the correct picture and clock

 Tell children to work in pairs, choose pictures, and ask and answer questions about the times

 Monitor and help where necessary

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

Write about Nhan (Exercise 2)

 Read the example with the children and check that they understand the exercise

 Ask children to write the other things Nhan does in the morning, using the example to help them

 Monitor the activity and help where necessary

 Ask some children to read aloud their sentences for the class

Answers

Nhan gets up at five thirty He has a shower at five forty-five He gets dressed at six o’clock He has breakfast at six fifteen

He brushes his teeth at six thirty He catches the bus (to school) at six forty-five

Worksheet 2: My morning

 Give out copies of the worksheet, one for each child

 Ask children to look at the sentences and read the instructions Do the first sentence together, and ask children

What time do you get up? Ask them to draw the hands on the clock to show the time and complete the sentence

Then tell them to draw a picture of themselves getting up in the box

 Ask children to complete the rest of the sentences so that they are true for them Tell them it doesn’t matter if they do things in a different order

 When children have finished, put the posters around the room Invite children to look at each other’s posters and

discuss them Remind them to use the third person singular, e.g., Oh, Huy gets up at seven fifteen That’s late!

 Monitor and help where needed

Listen and sing (Exercise 3)

 Ask children to look at the pictures and tell you what the girl does in each picture (she gets up, has a shower, eats breakfast, catches the bus, sees / meets her friends, has lessons, reads a book / does her homework, and plays

outside)

 Play the recording (Track 56) for children to listen and point to the pictures as they hear the activities mentioned

 Play the recording again for children to follow the words in their books

 Recite the words of the song with the class, without the recording Say each line and ask children to repeat

 Play the recording again for children to sing along

 Repeat (more than once if you wish) and make sure children understand busy

Sing and do (Exercise 4)

 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

I get up early every day – stretch and yawn

I have a shower – mime turning on the shower

I have my breakfast – mime eating breakfast

I catch the school bus – mime stepping onto a bus

I have my lessons – mime writing

I see my school friends – mime chatting with someone

I do my homework – mime opening a book

I go outside and play – stamp your feet

Consolidation

Group song

 Divide the class into numbers 1–4 by counting along the rows of children in the class

 Tell children they are going to sing lines 1, 2, 3, or 4 of each verse of the song Everyone does the actions

 Practice the song together so that children can learn their lines

 Sing the song, with each group saying their own lines and everyone doing the actions

Development