GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 10 WEEK 28 30 PERIOD 107 118 UPDATED ON 2021

 To identify different things in a park

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: path, grass, flowers, garbage can, trees, fountain, litter  Extra vocabulary: pick, catch

Resources and materials

 Student Book p 74

 Workbook p 68

 Audio Tracks 89–90

 In the park Flashcards 114–120

 Paper and colored pencils

 Worksheet 1: Must and mustn’t (one copy for each child)

Introduction

Weather report: Ask the class about today's weather

Warmer

 Mime some action verbs and elicit the words from the children

 Include some mimes that recycle the vocabulary from Unit 9, e.g., walk on the beach (mime walking), climb the

mountain (mime climbing), swim in the lake (mime swimming)

 Ask the children to follow you They copy your actions and call out the words or phrases

 Go faster and faster until children can’t keep up

Lead-in

 Tell children they are going to learn the names of some places in a park

 Use the In the park Flashcards 114–120 to elicit the vocabulary for this lesson Hold the flashcards up one at a

time and model any words children don’t know

 Say all the words again for children to repeat

 Hold the flashcards up in a different order and repeat

Presentation

Listen, point, and repeat (Exercise 1)

 Ask children to open their Student Books and look at the pictures of the places in a park

 Play the first part of the recording (Track 89) 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 89) Listen and point path, grass,

flowers, garbage can, trees, fountain, litter flowers,

garbage can, grass, litter, fountain, trees, path Listen

and repeat path, grass, flowers, garbage can, trees,

fountain, litter

My local park

 Tell children to think about a local park and write things they can see there, using the words from Exercise 1

 Ask children if they can remember any other things in a park Ask them to think about the playground, and elicit

swing, slide, seesaw, and pool from previous levels

 Write My park is… and My park has a / some… on the board, and say a few things about your park

 Ask children to write three sentences about their local park Monitor and help where necessary

 Ask some children to read their sentences aloud

 If children write their sentences on a separate piece of paper rather than in their notebooks, they can add

illustrations to make a poster to be displayed in class

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? What does Leo / Max have? What is Holly looking at? Who is on the grass? Who is playing with a ball? Where is Max? Encourage predictions about the story

 Play the recording (Track 90) for children to listen and follow the words of the story in their books

 Ask questions to check comprehension, e.g., What does Holly want to pick? Where does Amy want to go? Who

falls into the fountain?

 Check that children understand the phrase pick flowers by miming the action

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

 Ask children to find the words from Exercise 1 that appear in the story (flowers, trees, grass, path, playground,

fountain)

Disappearing dialogue

 Write the dialogue from frame 2 on the board and read it together with the class

 Erase the words must and mustn’t and ask children to read the dialogue again, saying the missing words

 Continue to erase parts of the dialogue and repeat until children are saying Holly and Max’s lines from memory

Worksheet 1: Must and mustn’t

 Give out the worksheet to children, one copy for each child Ask children to close their Student Books

 Look at the first sentence with the children Ask them to call out the words in the correct order and write them on

the board, e.g., You mustn’t pick the flowers

 Ask the children to work individually to complete the rest of the sentences

 When they have finished, tell them they can check their answers by finding the sentences in the story on p 74 of

their Student Books

 Ask the children to work in pairs and think of some more rules for the park Tell them to use the same structure as

the sentences they unscrambled and to write the rules on their worksheet

 Put the children into small groups to share their rules Ask them to choose the best rule and come to the front of

the class and write it on the board

Consolidation

Exercises: Workbook p 68

Story time: A reader of your choice

 To understand and use must and mustn’t

 To act out a story

Language

 Vocabulary: We must do our homework They mustn’t talk in class You must walk on the path You mustn’t walk

on the grass

 Extra vocabulary: in front of, walk (a dog), be quiet, wash your hands

Resources and materials

 Student Book p 74–75

 Workbook p 69

 Audio Tracks 90–91

 In the park Flashcards 114–120

 Paper and colored pencils

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play Teacher can’t remember with the In the park Flashcards 114–120

 Tell children you can’t remember some of the words from a particular vocabulary set so you want them to help you

 Tell children 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 Flashcards for grass, flowers, trees, and fountain on the board

 With books closed, ask children these questions about the story, pointing to the flashcards: Who wants to pick the

flowers? Who walks on the grass? Who wants to look at the trees? Who falls into the fountain?

 Tell children to open their Student Books and turn to the story on p 74 Ask children to find the sentences with

the words grass, flowers (two sentences), path, playground, and fountain in the story  Ask individual children to

read the sentences aloud

Listen to the story and repeat Act (Exercise 1)

 Play the recording (Track 90), pausing for children to repeat

 Divide the class into groups of four to play the parts of Amy, Max, Holly, and Leo 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: All the children walk Holly points to a flower and bends down to pick it Leo gestures “no”

Picture 2: All the children walk Holly looks at a tree Max puts his hand up to his mouth to call her

Picture 3: Amy opens her backpack and takes out a ball She throws it at Max Max tries to catch it

Picture 4: Max catches the ball but falls into the fountain The other children laugh and point at him

Listen and repeat (Exercise 2)

 Ask children to turn to p 75 in their Student Books Focus attention on the picture in the Let’s learn box, and ask a

pair of children to read aloud the speech bubbles

 Mime reading and walking at the same time, and ask children to tell you if it’s a good thing to do

 Listen to the sentences in the main part of the Let’s learn! chart (Track 91), pausing after each one for children to

repeat them

 Copy the sentences onto the board

 Point to each sentence and ask Is this good or bad?

 Erase the red words, and ask children to tell you what the missing words are You may ask children to come up to the board and write the letters

 Point to the word you in the sentences on the board, and make sure children understand this means “all people”

 Write You must and You mustn’t on the board, and then hold up the Flashcards for path and litter next to must, and the Flashcards for flowers and fountain next to mustn’t Elicit new rules, helping children where necessary

Must or mustn’t

 Write these sentences from the story on the board: You … pick the flowers You … walk on the path

 Ask children to call out the words to complete the sentences

 Ask children to look at the story on p 74 and underline sentences with must and mustn’t

 Ask individual children to read aloud their sentences

Read and match (Exercise 3)

 Look at the pictures in Exercise 3 with children Point to each picture and ask children to tell you if it’s something

you must or mustn’t do

 Read the first sentence, and ask children to find the correct picture

 Children do the rest of the exercise individually

 Look at the example with the class, and ask

children to think of a place they mustn’t eat (the

library, the classroom)

 Children do the rest of the exercise

individually  Go through the answers

with the class

 Ask students to look at the picture and speech bubble Say You mustn’t eat here

 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

 Give out paper and colored pencils, and give the children 10–15 minutes to complete their posters

 Monitor and help where needed

 Display the posters around the classroom Ask the children to look at each other’s work, and ask them if they agree with all the rules

Exercises: Workbook p 69

Story time: A reader of your choice

 To say and write phrases with must and mustn’t

 To use must and mustn’t in the context of a song

Language

 Language focus: writing, speaking

 Extra vocabulary: keep clean, be good, hours and hours

Resources and materials

 Play Listen, point, and say to review the words from Lesson 2 and energize the class at the start of the lesson

 Place flashcards for the key vocabulary around the classroom

 Call out a vocabulary word, e.g., library 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

 Write You must and You mustn’t on the board

 Hold up the Flashcards for grass, flowers, and path, and ask children to remember the rules from the story Mime the actions and give clues to help (You mustn’t walk on the grass / pick the flowers You must walk on the path.)

 Put the Flashcards for litter and garbage can together on the board next to must and the Flashcard for tree next to

mustn’t

 Ask children to think of two more rules for the park, and mime the actions of putting litter in the garbage can and

climbing trees Elicit You must put litter in the garbage can and You mustn’t climb the trees

Presentation

Look and say (Exercise 1)

 Ask two children to read the speech bubbles for the class  Ask the class to point to the correct pictures inExercise 1

 Ask children to work in pairs and do the exercise They should ask about three pictures each

 Monitor and help where necessary

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

Write four sentences (Exercise 2)

 Read the example with the class, and ask children to find the picture in Exercise 1

 Tell children to choose four more pictures from Exercise 1 and use the phrases in the box to write sentences

 Monitor and help where necessary

 Ask some children to read their sentences for the class

What must you do?

 Ask children to close their books Tell them you are going to read aloud the phrases in Exercise 1, e.g., wash your

hands

 Children say You must or You mustn’t and repeat the phrase, e.g., You must wash your hands  Read the

phrases Children repeat them in chorus, adding You must or You mustn’t

Development

Listen and sing (Exercise 3)

 Ask children to look at the pictures Point to the children walking on the path, climbing the tree, putting litter in

the garbage can, playing with a ball, and picking the flowers Ask What is he / she doing? What are they doing?

 You may wish to elicit four rules for the things in the pictures at this point (You must walk on the path You

mustn’t climb the trees You must put litter in the garbage can You mustn’t pick the flowers.)  Play the recording

(Track 92) 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 for children to listen and do the actions

Song actions

come to the park / walk on the path – mime walking have some fun /

have a lot of fun – wave your hands in the air play games in the sun /

play for hours and hours – mime throwing a ball climb the trees – mime

climbing a tree

put litter in the garbage can – mime dropping litter into the garbage can

 Give the Flashcards for path, trees, litter, garbage can, and flowers to five different children in the class

 Play the recording (Track 92) and sing the song again

 The children with the flashcards hold up their cards when they hear their word and the other children point to theword

 Repeat with five different children

Consolidation

Correct or incorrect

 Tell children you are going to read them some rules, but some of the rules aren’t correct

 If children agree with the rule, they must tap their desks If they disagree, they must stand up

 Say different good and bad rules, e.g., You must walk on the grass You must wash your hands

 When children stand up, ask them to correct your rule by changing must or mustn’t

 To pronounce the sound /i:/

 To associate the sound /i:/ with the letters ea, ee, and y

 To identify the sound /i:/ in a chant

Language

 Language focus: speaking

 Vocabulary: dream, ice cream, queen, green, jelly, happy

 Extra vocabulary: teacher, twenty

Resources and materials

 Student Book p 77

 Workbook p 71

 Audio Tracks 85, 93–94

 Transportation Flashcards 129 and 131

 Phonics Cards 29–31 (ice cream, queen, jelly)

 Worksheet 2: Listen and do (one copy for each child)  Colored pencils

Weather report: Ask the class about today's weather

Warmer

 Ask What day is it today? Write the day on the board, underlining the letters ay

 Hold up the flashcards of train and plane and elicit the words

 Write the words on the board and underline the letters ai and a_e

 Ask children if they can remember the sound they looked at in the last phonics lesson Elicit /eɪ/

 Point to the words on the board, and say the words and the sound /eɪ/ for children to repeat

 Play the recording (Track 85), and say the chant from Student Book p 67 to practice the sound again

Introduction

Lead-in

 Hold up the Phonics Cards for ice cream, queen and jelly, saying the words for children to repeat

 Make sure children understand what jelly is if it is not common in your town (a sweet, spreadable food made fromfruit juice, thickeners, and sugar)

 If there is something green in your classroom, you can also add this word to your lead-in, pointing to the object(s)

and saying green for children to repeat

 Point to the phonics cards (and anything green) several times until children are used to saying the words

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 different words with the sound /iː/

 Play the first part of the recording (Track 93) for children to listen and point to the pictures

 Play the second part of the recording for children to repeat

 Play the recording all the way through (more than once if necessary) for children to point and repeat again

Transcript (Track 93) Listen

and point

dream, ice cream, queen, green, jelly, happy

ice cream, happy, queen, dream, green, jelly

Listen and repeat dream, ice cream, queen,

green, jelly, happy

Listen and chant (Exercise 2)

 Ask children to look at the picture Ask What is the girl doing? Elicit She’s sleeping / dreaming Ask Who is she in

her dream? What is she eating? What color is the jelly?

 Play the recording (Track 94) for children to listen to the chant

 Play the chant again, pausing after each line for children to repeat

 Play the chant once more for children to join in and follow in their books

 Ask children to look at the picture and circle the objects in the chant (dream, queen, green, jelly, ice cream,

happy)

Development

Listen and clap

 Assign the words dream, queen, jelly, ice cream, and happy to children around the class by counting along the

rows so that there are several children with each word

 Do the chant together Each group says their own lines The whole class claps each time they hear the /iː/ sound

Read the chant again Circle the words with ea, ee, and y (Exercise 3)

 Write the letters ea, ee, and y on the board

 Focus attention on the word dream in the chant, and point to the letters on the board Ask Which letters are in

“dream”?

 Ask children to find and circle the other words with ea, ee, and y in the chant

 Go through the answers with the class

Answers

dream, queen (x3), green, jelly, ice cream (x3), happy, dream (x3)

Write the words in the correct boxes (Exercise 4)

 Look at the example with the class, and check that children understand the exercise

 Children do the rest of the exercise individually

Presentation

 Go through the answers with the class, asking individual children to point to the correct letters on the board as you read the words from the box, or by choosing a box and asking children to call out the words

Answers

ea: teacher, eat, please

ee: tree, week, sheep y:

family, funny, twenty

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

Wobbly jelly

 Write the letters ea, ee, and y on pieces of paper, and put them up around the room

 Ask children to close their books and stand up

 Explain that jelly wobbles when you put it on a plate, and show children how to wobble (shake from side to side)

 Tell children you are going to call out the words from this phonics lesson They must repeat the words and point

to the correct letters, except when they hear jelly

 When children hear the word jelly, they must wobble

 Call out the words from Exercises 1 and 4 at random for children to repeat, saying jelly more often than the other

words Go faster and faster Worksheet 2: Listen and do

 Tell the children they are going to practice saying some of the words from recent phonics lessons

 Give out copies of the worksheet, and ask children to name the pictures Drill pronunciation with the class

 Tell the children they should color or draw shapes on the pictures in the top grid Do an example on the board

 Give the children five minutes to personalize their worksheet

 Put the children in pairs, and tell them to sit opposite each other and put a barrier between them (such as a book

or bag) so that they cannot see each other’s worksheets

 Tell them to give instructions to their partner to try to recreate the pictures in the grid they have made, e.g., Color

the lamp red, draw a circle on the boy, color the ice cream blue, draw a cross on the coin

 Their partner listens and follows the instructions When they have finished, the children can compare their grid and see if they are the same

 Children then change roles and repeat the activity

Exercises: Workbook p 71

Story time: A reader of your choice