GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 7 WEEK 19 21 PERIOD 71 82 UPDATED ON 2021

 To identify places in a town

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: café, library, museum, playground, shopping mall, swimming pool, movie theater

 Extra vocabulary: place, always, surprise, ticket, (the) same (thing)

Resources and materials

 Student Book p 52

 Workbook p 48

 Audio Tracks 56, 62–63

 Places in town Flashcards 78–84

 A4 paper with a three inch diameter circle cut in it

 Worksheet 1: Memory cards (one copy for each child)  Colored pencils and scissors

Culture note: Community recreation facilities in the U.S.A

Most American towns and cities promote fitness by having indoor and outdoor sports facilities where adults and children can practice a variety of sports There are usually recreation and fitness programs all year around that people can participate in like volleyball, gymnastics, yoga, Pilates, squash, and basketball

 Monitor and help with spelling and pronunciation

 Ask the groups to tell you their words and write them on the board

 Tell the children you are going to teach them some more places in a town They might have thought of the place

names already, or they might be new

Lead-in

 Use Flashcards 78–84 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 places

 Play the first part of the recording (Track 62) 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 62)

Listen and point

café, library, museum, playground, shopping mall, swimming pool, movie theater

shopping mall, playground, library, café, swimming pool, museum, movie theater

Listen and repeat café, library, museum, playground, shopping mall, swimming

pool, movie theater 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., Who is in the picture? Where are they?

 Encourage predictions about the story Ask What do you think they’re talking about? What does Dad have?

 Play the recording (Track 63) for children to listen and follow the words of the story in their books

 Check that children understand the same thing, and ask questions to check comprehension, e.g., Do the children want to do the same thing? What does (Holly / Amy / Max) want to do? (go to the shopping mall / the playground / the museum) Does Leo / Max want to go to the shopping mall / playground? What tickets does Dad have? Are the children happy?

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

Find the place

 Put all seven Places in town Flashcards in random order around the classroom where the children can see them

 Tell children to close their books Explain that they are going to listen to the story again and point to the four places that they hear

 Play the recording (Track 63) again Children listen and point to the places (shopping mall, playground, museum, movie theater)

Consolidation

What’s the word?

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

Presentation

 Show the Places in town Flashcards one by one Ask children to call out the words, and place each flashcard in

order face down on a surface where all children can see them

 Pick up one of the flashcards and hold it facing you so that the children can’t see it Ask them if they can

remember the picture on the card and give them clues if necessary

 Once children have called out the word, show them the card and place it face up

 Continue until the children have found all the cards

Worksheet 1: Memory cards

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

 Tell children to draw a picture next to each of the words to show its meaning It could be a picture of the place or

a picture of the things in the place, e.g., a cup of coffee for the café

 Next, give the children a pair of scissors and tell them to carefully cut around the cards They should cut out the words and the pictures

 Put the children into pairs Tell them to choose one child’s cards and to use them to play a memory game

 The children put the cards face down on the desk and take turns to turn over two cards If they turn over a

matching word and picture, they keep the pair If not, they replace them face down in the same place they got them from

 The winner is the child with the most cards at the end of the game  Children can play the game again using the other child’s cards

Exercises: Workbook p 48

Story time: A reader of your choice

 To identify the adverbs of frequency always, sometimes, and never

 To identify and use the prepositions of time in, on, and at  To act out a story

Language

 Vocabulary: We always go to the playground I sometimes go to the library She never goes to the shopping mall

My birthday is in May He plays basketball on Fridays We get up at eight o’clock

Resources and materials

 Play Teacher can’t remember with the Places in town Flashcards to review the vocabulary and energize the class

at the start of the lesson

 Tell children you can’t remember some of the words from the previous lesson and you are going to show them some flashcards and say some words

 If the word is correct, children do an agreed action, such as tapping their desks, clapping, or calling out Yes!

 If the word is incorrect, children do another agreed action, such as standing up, and then they call out the correct word

 Show flashcards and say correct or incorrect words, or pretend that you can’t remember at all, for children to call out the word

Lead-in

 Put the Places in town Flashcards up around the room

 Tell children to look at the story on p 52

 Point to each flashcard and ask children to shout Stop! when you point to a place from the story

 Ask children what happened in the story Ask What are they talking about? Do the children want to do the same thing? Where does Holly / Amy / Max want to go? What does Dad have?

Presentation

Listen to the story and repeat Act (Exercise 1)

 Play the recording (Track 63), pausing for children to repeat the lines

 Divide the class into groups of six to play the parts of Mom, Holly, Leo, Max, Amy, and Dad If the class does not divide exactly, some children can act twice

 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: Holly holds up her hand and jumps up and down excitedly Leo puts his hand over his face when he says “Oh,no!”

Picture 2: Amy holds up her hand and smiles The others frown

Picture 3: Max smiles Amy folds her arms Mom holds her head Holly gestures “no” Leo frowns Picture

4: Dad comes in and waves the tickets Everyone smiles

Listen and repeat (Exercise 2)

 Ask children to turn to p 53 in their Student Books Focus attention on the picture in the Let’s learn! box and ask a

child to read aloud the speech bubble

 Listen to the sentences (Track 64) in the two sections of the Let’s learn! chart, pausing after each one for children

to repeat

 Write the following on the board: ✓✓ = always, ✓ = sometimes, and ✗ = never

 Copy onto the board the adverbs of frequency sentences from the Let’s learn! chart  Erase the words in red and replace them with the correct number of checks or an ✗

 Ask children to tell you what the missing words are Then change the number of checks (or change to an ✗) and ask again to elicit new sentences

 This time, keep the checks / ✗ and erase the places Use the Places in town Flashcards to elicit new sentences

 Do not focus on the prepositions of time at this stage

Development

Read and circle (Exercise 3)

 Point to the key ✓✓ = always, ✓ = sometimes, and ✗ = never on the board

 Say sentences about things you do, and ask the children to point to the correct word, e.g., I listen to music every day

(always); I eat (a food you hate) (never); We have lessons on (Mondays and Thursdays) (sometimes)

 Reinforce the adverbs of frequency each time after children point, e.g., Yes, that’s right I always listen to music

 Look at the example with the class

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

 Ask individual children when their birthdays are Repeat children’s replies: Ah, your birthday is in June

 Read the sentences with in, on, and at in the Let’s learn! chart, pausing after each one for children to repeat

 Ask Which word do we use with months? Ask the same question for days and times

 Look at the example with the class

 Children do the rest of the exercise individually

 Go through the answers with the class Ask children to read out the sentences

Answers

 Ask students to look at the picture and speech bubble Say I sometimes listen to music

 Have a student read the sentence

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

I sometimes go to the movie theater

 Ask the children to write five sentences about themselves using the adverbs of frequency and the places in the

town they have studied in the lesson, e.g., I sometimes go to the movie theater, I always go to a café, I never go to the shopping mall

 When they have completed the sentences, ask them to work in pairs Tell the children to read out their sentences and find out if any are the same as their partner

 If they don’t have any matching sentences, they should switch partners until they find someone with at least one sentence the same

Exercises: Workbook p 49

Story time: A reader of your choice

 To talk about activities using adverbs of frequency

 To use adverbs of frequency and activities in the context of a song

Language

 Language focus: writing, speaking

 Extra vocabulary: computer game, fly a kite, come, surf the Internet

Resources and materials

 Student Book p 54

 Workbook p 50

 Audio Track 65

 Places in the town Flashcards 78–84

 Worksheet 2: Do you play basketball? (one copy for each child)

Introduction

Weather report: Ask the class about today's weather

Warmer

 Tell the children that they are going to be trains Put the Places in town Flashcards on the board in the order that

they first occur in the chant below

 Say the first line of the chant a few times, getting children to clap the 1, 2 – 1, 2, 3 rhythm

 Say the chant line by line, pointing to the flashcards, and with the children repeating

 Pull on an imaginary train whistle: Choo, choo!

 Children say the whole chant, moving their arms like train wheels going around

 Repeat the chant several times

Chant

Playground, shopping mall, playground, shopping mall

Museum, movie theater, museum, movie theater

Café, swimming pool, café, swimming pool

Library, playground, library, playground Choo,

Choose a boy or a girl Look and say (Exercise 1)

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

 Ask questions about the people in the chart to help children understand the information, e.g., Do Xuan, Phong, Huy, and Thu like doing the same sports? Does Xuan play basketball? Does she play it all the time? Does she play volleyball?

 Tell children they are going to choose people in the chart and say sentences about the sports they do Their partners say which person it is

 Ask children to work in pairs and do the exercise They should choose two people each Monitor and help where necessary

 You may ask some pairs to do the exercise in front of the class

Write about a boy or a girl (Exercise 2)

 Look at the example with the class, and ask children to say what the third sentence is (She always plays

basketball)

 Ask children to write sentences about Phong, Huy, or Thu, using the model to help them  Monitor and help where necessary

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

Listen for your name

 Ask children to work in groups

 Tell children that when they hear their names, they have to say a sentence about any of the three sports using

always, sometimes, or never

 Give examples, e.g., I never play soccer I often play basketball

 Ask a strong student to say a sentence (help if necessary)

 After the student has spoken, tell him / her to call out a classmate’s name  Continue until most of the class have spoken

Listen and sing (Exercise 3)

 Ask children to look at the pictures and name the activities they can see Accept different answers, e.g., play soccer, ride a bike, watch a DVD, read a book, play the guitar, fly a kite, surf the Internet / send an email / use a computer, snorkel, watch TV

 Play the recording (Track 65) for children to listen and point to the pictures in their books

 Play the recording again for children to follow the words

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

 Play the recording for children to sing along  Repeat (more than once if you wish)

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 (Track 65) for children to listen and do the actions

Song actions

play computer games – mime using a hand-held game

ride my bike – mime holding handlebars

fly my kite – mime flying a kite

snorkel in the sea – move your arms as if you’re swimming

read a book – open your hands like a book play my new

guitar – mime playing a guitar cook – mime stirring a

Development

saucepan of food surf the Internet – mime moving a

mouse watch TV – mime holding a remote control

Consolidation

My song

 Copy the first verse of the song onto the board, changing my for a in ride my bike and fly my kite

 Erase the adverbs of frequency, and ask children to complete the verse to make it true for them

Worksheet 2: Do you play basketball?

 Give out the worksheets to the children, one for each child

 Ask the children to choose three activities, places to visit, or sports, and write them in the column on the left side

of the worksheet

 Ask them to interview four other children They should write their names in the box at the top and complete the chart using the key, e.g

You can draw this chart on the board as an example if children need it

 When children have completed the chart, ask them to use this information to write sentences about their

classmates

 Monitor and help where needed

 You can call on a few children to read a sentence about one of their classmates for the full class

Exercises: Workbook p 50

Story time: A reader of your choice

 To pronounce the endings /ld/ and /lt/

 To identify words with /ld/ and /lt/ in a chant

 To differentiate between these sounds

Language

 Language focus: speaking

 Vocabulary: child, shield, field, belt, quilt, adult

 Extra vocabulary: gray, sit down

Resources and materials

 Student Book p 55

 Workbook p 51

 Audio Tracks 58, 66–67

 Phonics cards 21–22 (field, belt)

 Paper and colored pencils

Introduction

Weather report: Ask the class about today's weather

Warmer

 Draw on the board a house with two big flowers outside it

 Elicit the words flower and house Ask children to come to the front and write the words on the board, or write

them yourself

 Ask children which letters in each word spell /aʊ/

 Play the recording (Track 58) and say the chant from p 45 to review the/aʊ/ sound

Lead-in

 Write on the board the letters ld and lt

 Hold up the phonics cards for field and belt, saying the words for children to repeat

 Ask whether the sound comes at the beginning, the middle, or the end of the words

 Put the two cards face down on a table, and move them rapidly so children find it hard to follow which is which Then point to a card and ask children to guess what it is

 Lift up the card to show children if they are right  Repeat several times

Listen, point, and repeat (Exercise 1)

Presentation

 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 66) for children to listen and point to the 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

 You may want to check pronunciation of quilt /kwɪlt/

Transcript (Track 66) Listen

and point

/ld/ child, shield, field /lt/ belt,

quilt, adult adult, child, quilt,

shield, field, belt Listen and repeat

/ld/ child, shield, field

/lt/ belt, quilt, adult

/ld/ or /lt/

 Write on the board ld and lt, modeling the sounds, and ask children to close their books

 Tell children you are going to call out some words Children must clap if they hear a word with /lt/ and stamp theirfeet if they hear a word with /ld/

 Call out the words from Exercise 1 at random, going faster and faster until children can’t keep up with you

Listen and chant (Exercise 2)

 Ask children to look at the picture Ask Where are the people? (in a field) Is the boy playing? Does he have a shield? What is the woman doing? What does she have? (a quilt)

 Play the recording (Track 67) 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

Development

Read the chant again Circle the words with ld and lt (Exercise 3)

 Focus attention on the word child in the chant

 Ask children to find and circle the other words with the letters ld and lt in the chant

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

Answers

child, adult, field, adult, quilt, child, shield, quilt, shield, adult, child

Class chant

 Divide the class into groups of four, and give each group a line from each verse

 Say the chant together for children to learn their lines

 Ask children to close their books

 Say the chant again Each group says its own lines

Match and write (Exercise 4)

 Ask children to look at the first picture Ask What’s this?

 Check that children understand they have to draw a line to complete the words with the correct letters and then write the word

 Children do the rest of the exercise individually

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

Answers

1 belt

2 child