GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106 UPDATED ON 2021

Week: 25

Periods: 95-96

Date: 27/02/2017

Lesson One Words

Objectives

 To identify and describe different places

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: lake, mountain, waterfall, ocean, wide, deep, high

 Extra vocabulary: animal, quiz, (in the) world, That’s right!, cheetah

Resources and materials

 Student Book pp 60, 64

 Workbook p 60

 Audio Tracks 74, 80–81

 Describing places Flashcards 102–108

 Worksheet 1: Chopped words (one copy for each child)

Culture note: School academic teams and quiz shows in the U.S.A

American schools often have general knowledge academic teams that challenge teams at other schools There are also state and national championships

Quiz shows are very popular on American TV People on TV quiz shows almost always compete for money and prizes They have to answer general knowledge questions and sometimes very difficult questions Quiz board games are also popular at parties and as family entertainment

Introduction

Weather report: Ask the class about today's weather

Warmer

 Ask children to turn to p 60 of their Student Books Play the recording (Track 74) and sing At the supermarket to

review food vocabulary and energize children at the start of the lesson

 Assign different food words to the children in the class

 Sing the song together again Children stand up when they sing their word

Lead-in

 Tell children they are going to learn some words to describe places

 Use Flashcards 102–108 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 80) 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 80) Listen and point lake,

mountain, waterfall, ocean, wide, deep, high

ocean, deep, mountain, high, lake, wide, waterfall

Listen and repeat

lake, mountain, waterfall, ocean, wide, deep, high Do

the actions

 As a class, decide on actions for the words wide, deep, and high (see suggestions below) Tell children to be careful

not to hit their classmates

 Put up the Flashcards for lake, mountain, waterfall, and ocean around the room

 Tell children you are going to call out words If you call out one of the places, children point to it If you call out an adjective, children do the action

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

 Actions:

wide – spread your arms out wide

high – point to the ceiling deep –

point down at the ground

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 wants to answer the teacher’s question? What does Amy see? What does she do?

 Play the recording (Track 81) for children to listen and follow the words of the story in their books

 Ask comprehension questions, e.g., Why is Max happy? Does he know all the answers? Why is Amy scared?

 Play the recording a second time for children to follow in their books Check that children understand any new

vocabulary, e.g., cheetah

 Ask children to find the places from Exercise 1 that appear in the story (mountain and ocean)

Snap

 Write one of the items in the Describing places Flashcards set on the board, e.g., waterfall

 Put the flashcards in a pile and hold them up so the children can only see the facing card Reveal the cards one at a

time by putting the front card to the back When children see the waterfall, they shout Snap!

 Repeat with the rest of the words in the set

Presentation

Consolidation

 Ask children to close their books

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

 Look at the first box wi and ask children if they can find the missing half of the word (de)

 Tell them to write the full word in the answer section

 Tell children to work individually to find the rest of the words When they have finished, they can check their answers with a partner

Answers

wide, deep, high, lake, mountain, waterfall, ocean

Exercises: Workbook p 60

Story time: A reader of your choice

Week: 25

Periods: 97-98

Date: 27/02/2017

Lesson Two Grammar

Objectives

 To identify comparative and superlative forms of short adjectives

 To notice changes to spelling in the formation of comparative and superlative adjectives  To act out a story

Language

 Vocabulary: A cheetah is faster than a mouse An ocean is wider than a lake What’s the fastest animal in the

world? The fastest animal in the world is the cheetah The Pacific Ocean is the widest ocean in the world 

Extra vocabulary: grape, mice

Resources and materials

 Student Book pp 64–65

 Workbook p 61

 Audio Tracks 80, 82

 Describing places Flashcards 102–108

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play Jump to review the words from Lesson 1 and energize the class at the start of the lesson

 Ask children to stand at their desks

 Hold up a flashcard from the Describing places set and say a word

 If the word is the same as the flashcard, they jump If it isn’t, they don’t move

 Alternatively, ask children to put their hands up if the word you say and the flashcard are the same

Lead-in

 Ask children what happened in the story Ask Where are Max and Amy? What does the teacher have for them?

What does Amy see? Is she happy? What does she do?

 Write the words high and fast on the board

 Tell children to open their Student Books to p 64 and find two words in the story that start with these words

(highest, fastest)

Presentation

Listen to the story and repeat Act (Exercise 1)

 Play the recording (Track 80), pausing for children to repeat

 Divide the class into groups of three to play the parts of the teacher, Max, and Amy If the class does not divide exactly, some children can act twice, or ask a child if he / she wants to be the mouse

 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 and Max walk into the class The teacher waves

Picture 2: Amy sits still Max puts up his hand (twice) The teacher points at him to answer (twice)

Picture 3: The teacher puts her hands on her hips Amy stands up and points to the floor (The mouse moves toward her.) Picture 4: Amy picks up her backpack and runs Max laughs (The mouse runs after Amy.)

Listen and repeat (Exercise 2)

 Ask individual children questions to remind them of the comparative form, e.g., Am I taller than you? Are you

shorter than me than me? Is a mouse faster than a cheetah? Elicit Yes or No

 Focus attention on the picture in the Let’s learn! box, and ask two children to read aloud the speech bubbles

 Draw three mountains on the board, ranging from big to small, across the board from left to right

 Ask children to tell you which name, Leo, Max, or Amy, to write above each mountain

 Ask, for example, Is Max’s mountain bigger than Amy’s mountain? (No.) Is it smaller than Amy’s mountain? (Yes.) 

Ask children to point to the biggest mountain and then to the smallest

 Listen to the sentences in the Let’s learn! chart (Track 82), pausing after each one for children to repeat them

 Copy the sentences onto the board and erase the red letters

 Ask children to read aloud the sentences, filling in the missing letters You may ask children to come up to the board and write the letters

 Write What’s the … in the world? on the board Put the Flashcard for big (Grade 2 Flashcard 92) and one of the

places flashcards in the blank to elicit a new sentence

 Change the places flashcards to elicit more sentences

Fast, faster, fastest

 Draw three cars or stick figures on a racetrack, clearly one in front of the other in a line, and write fast, faster, and

fastest on the board in a row

 Place the Describing places Flashcards 106–108 on the board (wide, deep, and high)

 Ask children to come to the front and write the adjective and its comparative and superlative forms under fast,

faster, and fastest

Read and write T (true) or F (false) (Exercise 3)

 Look at the example with the class

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

Answers

1 T 2 F 3 T 4 F 5 T 6 T

Write (Exercise 4)

 Look at the example with the class

 Children do the rest of the exercise individually Check that children recognize mice as the irregular plural of

mouse

 Go through the answers with the class

Answers

Development

1 bigger

2 highest

3 faster

4 smaller

5 deepest

6 slower

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

I’m the tallest!

 Ask the children to work in groups of four to six Tell them to close their books

 Ask the children in the group to stand in a line with the tallest child on one side and the shortest child on the other side

 Ask them to tell the class about their group, e.g., Phong is taller than Duy Duy is taller than Giang

 Ask them to sit down and write three sentences about their group in their notebooks

Exercises: Workbook p 61

Story time: A reader of your choice

Week: 26

Periods: 99-100

Date: 06/03/2017

Lesson Three Grammar and Song

Objectives

 To ask and answer questions using short superlative adjectives

 To write sentences with superlative adjectives

 To use superlative adjectives and places in the context of a song

Language

 Language focus: writing, speaking

 Extra vocabulary: answer (n)

Resources and materials

 Student Book p 66

 Workbook p 62

 Audio Track 83

 Describing places Flashcards 102–108

 Worksheet 2: Superlatives quiz (one copy for each team)

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play Freeze to energize the class at the start of the lesson

 Ask the children to stand at their desks Give a series of instructions, e.g., swim, waterski, jump Children mime the

actions

 When you say Freeze!, the children have to stop what they are doing and stand still

 The children who are the last to stop are out and have to sit down

 Continue the game until there is one winner left standing or a group of winners if you prefer

Lead-in

 Write the words big, fast, tall, small, and slow in a column on the board

 Write biggest opposite the word big in a second column, and then ask children what to write for the other

adjectives

 You may want to ask children to come to the front and write the words

Presentation

Ask and answer (Exercise 1)

 Write mouse, elephant, and cheetah on the board Ask children What’s the biggest animal? What’s the smallest

animal? What’s the fastest animal?

 Tell children they are going to ask and answer some more quiz questions

 Ask children to open their Student Books to p 66

 Ask two children to read the speech bubbles for the class, and ask the class to find the information in the chart

 Ask children to work in pairs and ask the questions in the chart

 Children do the exercise in pairs Monitor and help where necessary

 Ask some pairs to ask and answer their questions in front of the class

Write three sentences (Exercise 2)

 Read the example with the children, and check that they understand they have to use the chart from Exercise 1

 Ask children to write another three sentences, using the information in the chart and the example to help them

 Ask some children to read aloud their sentences

Memory game

 Tell children they are going to play a memory game

 Ask children to look at the chart again and then close their books

 Ask questions using vocabulary from the chart Children call out the answers

Development

Listen and sing (Exercise 3)

 Point to the pictures in the song and ask What are the children doing? (They’re playing a quiz game.) Is he

thinking? Does he know the answer?

 Play the recording (Track 83) for children to listen and look at the pictures

 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 83) for children to listen and do the actions

Song actions

What’s the biggest country? – make a big circle with both hands to show big

What’s the highest mountain? – mime climbing a mountain

Do you know? – draw a question mark in the air

Listen to my quiz – put your hand up to your ear

What’s the biggest ocean? – move your hand like a boat on the water

What’s the smallest country? – move your hands or fingers together to show small Class

song

 Tell children they are going to invent a new version of the song

 Write these words on the board: long river, fast transportation, big animal, wide ocean

 Elicit new questions (What’s the longest river?, etc.) and write them on the board, with a lot of space in between

the lines

 Between the lines, write Do you know? Do you know? as a chorus for children to repeat This is your new song

 Sing the new song with the class

Class chant

 Write this chant on the board:

A wide, wide ocean,

A deep, deep lake,

A big, big mountain,

A high waterfall

 As a class, decide on actions for each line of the chant

 Say the chant together to practice the actions

 Divide the class into four groups and give each group a line from the chant  Each group says their line of the chant, with everyone doing the actions

Worksheet 2: Superlatives quiz

 Put the children into groups of four to five students

 Give each group a copy of the quiz Ask them to choose a team name, and write the names on the board

 Ask the teams to read through the quiz, and then go through any unknown vocabulary Use the children’s own language if necessary

 Give the teams ten minutes to decide on their answers and mark them on the quiz paper

 When everyone has finished, ask the teams to swap papers with another team

 Read out the answers and ask the teams to mark each other’s answers

 Put the final results on the board and see who the winner is!

Answers

1 b the Antarctic

2 c China

3 a Korea (South)

4 a turtle

5 c elephant 6 b 635kg

Exercises: Workbook p 62

Story time: A reader of your choice

Week: 26

Periods: 101-102

Date: 06/02/2017

Lesson Four Phonics

Objectives

 To pronounce the long vowel sound /eɪ/

 To associate the sound /eɪ/ with the letters ai, ay, and a_e in words

 To practice the sound /eɪ/ in the context of a chant

Language

 Language focus: speaking

 Vocabulary: rain, train, Monday, tray, case, race

Resources and materials

 Student Book p 67

 Workbook p 63

 Audio Tracks 76, 84–85

 Phonics Cards 23–25 (pond, tent, lamp)  Phonics Cards 26–28 (train, tray, race)

Weather report: Ask the class about today's weather

Warmer

 Draw three circles on the board, and write nd, nt, and mp above each circle

 Hold up the Flashcards for pond, tent, and lamp, and ask children to tell you which circle to put the cards in

 Read aloud these words and ask children to point to the correct circle: camp, plant, hand, wind, aunt

 Play the recording (Track 76) and say the chant from Student Book p 61 to review the sounds nd, nt, and mp

Lead-in

 Hold up the phonics Cards for train, tray and race, saying each word several times for children to repeat

 Hold one card in each hand, facing you, and quickly flash them at random for children to repeat

 Put the phonics cards on different sides of the room and point to them at random Children repeat the words

Presentation

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 words

 Play the first part of the recording (Track 84) for children to listen and point to the pictures

Introduction