GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021

 To identify different food items

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: noodles, cereal, meat, melon, cucumber, onion, lemon

 Extra vocabulary: supermarket, week, need, bread, sure, over there, get, the top

Resources and materials

 Student Book p 58

 Workbook p 54

 Audio Tracks 71–72

 Food Flashcards 90–96

 Worksheet 1: What’s in the basket? (one copy for each child)

Culture note: Ethical food shopping

A lot of food products are imported into the U.S.A from other countries, but many Americans choose to buy local products when they are available because transporting food around the world produces a lot of greenhouse gases

Products like coffee and bananas can’t be grown in the U.S.A., and farmers in countries that grow them are often paid very little money by the import companies However, many Americans make a point of buying “fair trade” products in supermarkets There, products cost more money because the farmers who grow them are paid more money and are able to live a better life

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play a game of Simon says to warm up and energize the class

 Ask the children to stand at their desks

 Explain that you are going to give instructions If the instruction begins with the words Simon says…, children have

to do as you ask If not, they have to stand still and wait for the next instruction Any child who gets this wrong is out

of the game and has to sit down

 Use some food words that children know in your instructions, e.g., Simon says… eat an apple; Simon says… make

Brainstorm

 Put the children into small groups and tell them they have three minutes to think of as many foods as they can

 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 foods They might have thought of the words already, or

they might be new

Lead-in

 Use food Flashcards 90–96 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 foods

 Play the first part of the recording (Track 71) 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 71) Listen

and point

noodles, cereal, meat, melon, cucumber, onion, lemon

lemon, melon, cereal, cucumber, meat, onion, noodles Listen

 Ask children to turn around Remove a card

 Display the cards again and ask What’s missing?

 When children have identified the missing card, shuffle the cards again and repeat the procedure Option: To make the game harder, add a new card from a related lexical set each time

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 with Mom? Where are they? What are they doing? Who takes the melon? What happens? (Elicit or remind children of the word fall from Unit 4.)

 Play the recording (Track 72) for children to listen and follow the words of the story in their books

 Ask comprehension questions, e.g., Does Max like shopping? Does he help his mom every week? What does Amy like?

 Play the recording a second time for children to follow

 Ask children to find the words from Exercise 1 that appear in the story (noodles, onions, cucumber, melons)

Whispers

 Ask children to call out all the food words they can remember

 Give clues or draw pictures to elicit words like banana, apple, pear, sandwich, pizza, ice cream, fish, bread, and

Presentation

 Write the words on the board Give each one a number

 Play a version of Whispers Put the children into teams according to their rows of seats

 Whisper a food word to the first child in each row The last child in the row calls out the number from the board

Worksheet 1: What’s in the basket?

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

 Tell the children there are ten food words hidden in the basket They must find the words and write them on the list

 Give the children time to find the words and allow them to compare with a friend if they need to

 Go through the answers with the class

Lesson Two Grammar

Objectives

 To identify countable and uncountable nouns

 To understand would + like in affirmative sentences and questions  To act out a story

 To use a / an and some with countable and uncountable nouns

Language

 Vocabulary: some melons / bread, I’d like a melon We’d like some meat Would you like some cereal? Yes,

please / No, thanks

 Extra vocabulary: apple, salad, bread, egg, cookie, rice, melon, juice, water, orange

Resources and materials

 Say a sentence that ends with a word or phrase from the vocabulary set, e.g., I’m going to buy a melon

 Choose a child to continue the sentence, adding a new word to the end, e.g., I’m going to buy a melon and some noodles This child then chooses another child, who says the sentence, adding another word to the end of it

 Continue the game until you have practiced all of the words from the vocabulary set, or until someone forgets thewords in the chain

 Put the children into small groups to play the game

Lead-in

 With books closed, write these letters and blanks on the board: n _ _ _ _ _ _ , o_ _ _ _ , c_ _ _ _ _ _ _ , m_ _ _ _ 

Ask children to look at the clues and tell you the food words from the story (noodles, onion, cucumber, melon)

 Ask children what happened in the story Ask Who is with Mom? Where are they? What does Amy want? What happens?

Presentation

Listen to the story and repeat Act (Exercise 1)

 Tell children to open their Student Books and turn to the story on p 58

 Play the recording (Track 72), pausing for children to repeat

 Divide the class into groups of three to play the parts of Amy, Max, and Mom 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

Story actions

Picture 1: Mom pushes the shopping cart Amy looks around Max smiles

Picture 2: Amy points at the bread Mom holds up her shopping list Max walks off to get something

Picture 3: Amy points at the melons Max gestures “yes”

Picture 4: Amy pulls out a melon Max and Amy try to stop them falling down

Listen and repeat (Exercise 2)

 Write I’d like…, please on the board

 Tell children to stand up Tell them they work in a supermarket

 Put a countable noun flashcard in the blank and say, e.g., I’d like (two melons), please

 Children mime giving you two melons Repeat with the other countable flashcards, giving a number each time

 Hold up an uncountable flashcard Say I’d like some (cereal)

 Mime opening a bag and pouring out some cereal Tell children that we can’t count things like cereal, rice, milk, or

water, so we say some

 Tell children to sit down and turn to p 59

 Listen to the sentences in the Let’s learn! chart (Track 73), pausing after each one for children to repeat Copy the

chart onto the board

 Hold up the flashcards and ask children whether you can count the things or not Complete the chart with the other words

 Focus attention on the picture and ask two children to read out the speech bubbles

 Write Would you like a…? on the board, and fill in the blank with any countable noun flashcard to elicit new

sentences

 Repeat with Would you like some…? and an uncountable noun flashcards

Choose a, an, or some Write the words in the correct boxes (Exercise 3)

 Draw two circles on the board Write a / an above one circle and some above the other

 Say I have an onion and I have some cereal, and put these flashcards in each circle

 Hold up the rest of the flashcards and ask children to tell you where to put them

 Ask children to look at the examples in Exercise 3, and check that they understand the exercise

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

Answers

Countable: an apple, a cookie, an egg, a melon, an orange;

Uncountable: some salad, some bread, some rice, some water, some juice

Write (Exercise 4)

 Look at the example with the class

 Children do the rest of the exercise individually Check that children remember the word cakes from Level 2

 Go through the answers with the class

 Have two students demonstrate the question in the speech bubble and the answer in the picture

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

Worksheet 2: I’d like an apple

 Draw two circles on the board Label one a / an and the other some

 Draw a picture of an apple in the first box Draw some noodles in the second box

 Tell children that some words could go into either box, for example, you would say a pizza if you wanted a whole pizza, or some pizza if you wanted just one slice Demonstrate this by drawing a whole pizza in the first box, and a

slice of pizza in the second box

 Give out the colored pencils, and give children time to draw some food items in the circles

 Ask them to work in pairs to talk about the pictures, saying I would like (an apple / some pizza / some noodles)

 If time allows, ask children to change partners and repeat the exercise

Exercises: Workbook p 55 Story

time: A reader of your choice

 To describe people’s shopping, using would like and countable or uncountable nouns

 To write sentences with would like and countable or uncountable nouns

 To use would like and countable and uncountable nouns in the context of a song

Language

 Language focus: writing, speaking

 Extra vocabulary: fresh, sweet (adj), healthy

Resources and materials

 Draw some food items on the board (including words from Levels 1–2) Choose countable and uncountable items

that are easy to draw, e.g., banana, apple, pear, sandwich, pizza, ice cream, meat, fish, bread

 Point to the pictures and elicit the words to check that children remember them, but don’t write the words on the board

 Give children pieces of paper

 Tell them you want to go shopping They should draw the things in your shopping basket They shouldn’t draw things you don’t buy

 Say the items you want to buy, without pointing to the pictures on the board, e.g., I’d like three apples, I’d like a big pizza, I’d like some bread, pausing between each item for children to draw

 Children listen and draw the items on your shopping list

 Ask children to hold up their pictures

Lead-in

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

 Ask children to call out all of the things they can see in the shopping baskets Write the words on the board

 Draw two circles on the board, and write a / an and some above each circle

 Ask children to tell you which circle to put the words in

 You may ask children to come to the board and draw lines to the appropriate circle

Presentation

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

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

 Ask children to find Son Then choose another name and ask children to tell you the food in his / her basket

 Check that children understand the exercise and ask them to work in pairs They should choose several children each

 Monitor and help where necessary

 Ask individual children to describe someone in the picture for the class Children call out the answer

Memory game

 Tell children they are going to play a memory game, and ask them to look at their books for one minute

 Divide the class into two teams

 Choose a shopping basket in the picture and say He / She’d like (all the items in that basket)

 If Team A tells you the correct name, they get a point If they don’t, the other team can try calling out the name

Write about two people (Exercise 2)

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

 Ask children to choose two people and write about them, using the example to help them

 Monitor the activity and help where necessary

 Ask some children to read their sentences aloud I spy

 Put the flashcards up around the room where everyone can see them

 Say I spy a word beginning with (a letter)

 Children call out any words that start with that letter

 The first child to call out the correct word chooses another word

 Put the children into small groups to play the game

Development

Listen and sing (Exercise 3)

 Ask children to tell you the foods in the picture (rice, meat, apples, bread, melons, onions, and lemons)

 Play the recording (Track 74) 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

 Check that children understand fresh, sweet, and healthy

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 74) for children to listen and do the actions

Song actions lemons – squeeze a

lemon meat – grill meat on a

barbecue melon – pick up a big,

heavy melon apples – bite into this,

holding it noodles – twist noodles

on a fork onions – rub your eyes

Consolidation

Cereal or melon

 Put the flashcards for cereal and melon on different walls in the classroom

 Tell children you are going to hold up the other food Flashcards They must point to the melon Flashcard if the word is a countable noun and point to the cereal Flashcard if it is an uncountable noun

 Hold up the other flashcards at random for children to point to the right flashcard

 Ask the children to work in pairs and test each other

Exercises: Workbook p 56

Story time: A reader of your choice

 To pronounce the sounds /nd/, /nt/, and /mp/ and associate them with the letters nd, nt, and mp in word endings 

To identify these consonant clusters in a chant

Language

 Language focus: speaking

 Vocabulary: hand, pond, plant, tent, lamp, camp

 Extra vocabulary: put up, wind (n), light (v), just

Resources and materials

 Student Book p 61

 Workbook p 57

 Audio Tracks 67, 75–76

 Phonics Cards 18–19 (field, belt)

 Phonics Cards 20–22 (pond, tent, lamp)

Weather report: Ask the class about today's weather

Warmer

 Hold up Phonics Cards 18 and 19 (field and belt) from the last phonics lesson, covering the words with your hand, and ask What’s this?

 Ask children if they can remember the letters they learned in the last phonics lesson (ld and lt)

 Show the phonics cards and say the words for children to repeat

 Ask children to remember other words with the letters ld and lt (child, shield, quilt, adult)

 Play the recording (Track 67) and say the chant from Student Book p 55 to review the endings ld and lt

Lead-in

 Hold up the Phonics Cards for pond, tent, and lamp, saying the words for children to repeat

Introduction