GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 11 WEEK 31 33 PERIOD 118 130 UPDATED ON 2021

Week: 31

Periods: 119-120

Date:10/04/2017

Lesson One Words

Objectives

 To identify different types of transportation

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: bus, helicopter, motorcycle, plane, taxi, train, trolley

 Extra vocabulary: horse bus, hundred, skateboard(n), cool

Resources and materials

 Student Book p 80

 Workbook p 74

 Audio Tracks 92, 98–99

 Transportation Flashcards 126–132

 A piece of paper with about 7cm hole cut in it

 Worksheet 1: Transportation matching game (one copy for each child)  Colored pencils and scissors

Culture note: Trolleys in the U.S.A

Trolleys, also called street cars or cable cars, were originally called horse cars because they were pulled by

horses in the early 1800s In 1873, a steam engine and a cable that pivoted around a trolley wheel made the cars move without the use of horses Trolleys get their name from the small trolley wheel that conducts electric current through a connecting cable

Trolleys were usually limited to service within or around a single city and ran on rails on the street surface San Francisco, California, still uses trolleys for mass public transportation And many American cities have

reintroduced trolleys as part of a revival of downtown areas

Introduction

Weather report: Ask the class about today's weather

Warmer

 Ask children if they can remember some things you must and mustn’t do in the park

 Sing You must come to the park from Student Book p 76 (Track 92) to warm the class up and review must

and mustn’t Lead-in

 Tell children they are going to learn the names of some types of transportation

 Use Flashcards 126–132 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 types of transportation

 Play the first part of the recording (Track 98) 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 again for children to listen and point and then repeat the words in chorus

Transcript (Track 98)

Listen and point bus, helicopter, motorcycle,

plane, taxi, train, trolley trolley, plane, taxi,

helicopter, train, bus, motorcycle Listen and

repeat bus, helicopter, motorcycle, plane, taxi,

train, trolley

Class chant

 Put the Transportation Flashcards on the board in the order they first occur in the chant below

 Point to the flashcards and say each line of the chant

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

helicopter, motorcycle, taxi, bus, plane

helicopter, motorcycle (point to these flashcards

again) taxi, trolley, train

 Assign children in the class the words bus, plane, taxi, trolley, and train by counting along the rows of

children in the class

 Children say the chant again, standing up when they hear their words Everyone says the other lines

 Do the chant with children several times

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? (in a museum), Who takes a photo? (Leo), Where is Leo’s skateboard? (next to the old

skateboards)  Play the recording (Track 99) for children to listen and follow the words of the story in their books

 Ask comprehension questions, e.g., What bus do they see? (a horse bus), Were there skateboards 50 years ago? (yes), How old is Leo’s skateboard? (two years old)

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

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 7cm across

 Choose a flashcard without showing children, and put the paper with the hole in front of the flashcard

Presentation

 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

Worksheet 1: Transportation matching game

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

 Tell children to draw a picture next to each of the transportation words to show its meaning

 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

 Encourage children to play the game at home with their family

Extension

 Ask children if they can think of any other transportation words not mentioned in this unit Encourage them

to think of transportation in Viet Nam, e.g., cyclo, motorbike taxi, boat, ferry

 Ask children to discuss which are the most popular methods of transportation in Viet Nam and in other countries in the world

Exercises: Workbook p 74

Story time: A reader of your choice

Consolidation

Week: 31

Periods: 121-122

Date: 10/04/2017

Lesson Two Grammar

Objectives

 To understand there was / were and there wasn’t / weren’t for talking about things in the past

 To understand simple past time expressions

 To understand the use of the quantifiers lots of, some, and any with there was / were and there wasn’t / weren’t  To act out a story

Language

 Vocabulary: There was / wasn’t a … in our town fifty years ago There were some / weren’t any … two hundred years ago yesterday, last week / year / Monday, (fifty years) ago, then, there were + lots of / some, there weren’t + any  Extra vocabulary: hotel, party

Resources and materials

 Student Book p 80–81

 Workbook p 75

 Audio Tracks 99–100

 Transportation Flashcards 126–132

 Large pieces of blank paper

Introduction

Weather report: Ask the class about today's weather

Warmer

 Put the Transportation Flashcards up on the board and play A long sentence Say I’m going around the world I’m going by train Go around the class, with children adding other transportation words one by one, e.g., I’m going by train and taxi, etc

 Put the children into small groups to continue playing the game

Lead-in

 With books closed, ask children to look at the flashcards on the board

 Ask children if they can remember what transportation words were in the story (trolley, bus, train,

motorcycle)

 Ask questions about what happened in the story, e.g., Where were the children? Were there skateboards in the museum? What was the bus in the museum? (a horse bus)

 Tell children to open their Student Books to p 80 and find the transportation words

Presentation

Listen to the story and repeat Act (Exercise 1)

 Play the recording (Track 99), pausing for children to repeat the lines

 Divide the class into groups of five to play the parts of Holly, Max, Amy, Leo, and the man If the class does not divide exactly, children can have non-speaking parts (Mom and Dad) or 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

 Check pronunciation of were /w ːr/

Story actions

Picture 1: Holly points to the horse bus Max gestures toward the horse bus Leo is holding his skateboard

Picture 2: Amy and Max point to a train Leo puts down his skateboard

Picture 3: Amy poses for a photo Leo takes a photo

Picture 4: The man points at Leo’s skateboard Leo runs and picks his skateboard up Amy, Max, and Holly point and laugh

Listen and repeat (Exercise 2)

 Draw three circles on the board Write There were and There weren’t on the left and right and a question mark (?) in the middle

 Tell children you are going to say some words They must tell you which things there were or weren’t 200 years ago

 Say computers and elicit There weren’t computers

 Repeat with other words, and write them in the circles, e.g., TVs, horses, phones, houses, helicopters, books, skateboards Reinforce the children’s answers by saying That’s right There were / weren’t houses / cell phones

200 years ago

 If children are unsure about a word, write it in the ? circle

 Hold up the Transportation Flashcards and repeat Place any flashcards children don’t know in the ? circle

 Ask children to turn to p 81 in their Student Books Ask two children to read aloud the speech bubbles

 Ask Are Vinh and Anh in Ha Long Bay now? Were they in Ha Long Bay one year ago?

 Listen to the sentences in the Let’s learn! chart (Track 100), pausing after each one for children to repeat the

sentence

 Copy the sentences onto the board Erase the red letters

 Ask children to tell you what the missing letters are You may ask children to come up to the board and write them

Read and circle (Exercise 3)

 Look at the example with children Ask How many parks are there? (one) Repeat the sentence, but change it

to two parks Check that children understand the difference between was and were

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

Answers

Development

Look and write (Exercise 4)

 Look at the picture and the example with the class Ask Is there a singer in the picture? (no)  Check that children understand the exercise

 Children do the rest of the exercise individually

 Go through the answers with the class

Answers

Can you remember?

 With books closed, say was / wasn’t and were / weren’t sentences about the picture in Exercise 4 for children to say T (true) or F (false), e.g., There wasn’t any music (F)

Consolidation

Let’s practice!

 Ask students to look at the picture and speech bubble Say There were lots of bicycles 30 years ago

 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

20 years ago

 Put children into small groups, and give them a large piece of blank paper

 Ask them to copy three circles onto their paper like the ones on the board Write was / were, ?, and wasn’t / weren’t above the circles

 Give the groups five minutes to think of what there was / wasn’t or were / weren’t 20 years ago and write them in the circles Tell them to write anything they cannot agree on in the ? box

 After five minutes, ask the children to compare their paper with another group They can add words they

don’t have and discuss the items in each group’s ? box

 Ask children to share some of their ideas with the class and add them to the circles on the board

Exercises: Workbook p 75

Story time: A reader of your choice

Week: 32

Periods: 123-124

Date: 17/04/2017

Lesson Three Grammar and Song

Objectives

 To describe pictures using there was + lots of, some, and any

 To use there was / wasn’t and there were / weren’t in the context of a song

Language

 Language focus: writing, speaking

 Extra vocabulary: history, shop, market

Resources and materials

 Student Book p 82

 Workbook p 76

 Audio Track 101

 An old photo of your town from the Internet, printed or copied for groups of four  Paper and colored pencils

Introduction

Weather report: Ask the class about today's weather

Warmer

 Play What’s the picture? with the transportation words from Lesson 1 to review the words and energize the

class at the start of the lesson

 Invite a child to come to the front of the class Whisper the name of an object he / she has to draw

 The child draws the picture on the board for the rest of the class to guess what it is

 The first child who guesses correctly comes to the front of the class to draw the next picture

 Repeat until all of the target vocabulary has been used

 Put the children into small groups to continue playing the game

Lead-in

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

 Ask children to call out things they can see in the pictures, and write them on the board (shops, houses, people, a plane, a car, a bus, a motorcycle)

Presentation

Look and say (Exercise 1)

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

 Ask children which picture doesn’t have a motorcycle

 Say a positive sentence, e.g., There were planes Ask Which picture has a plane?

 Ask children to work in pairs and do the exercise Children should say two or three things each

 Monitor and help where necessary

Write four sentences (Exercise 2)

 Read the example with the children, and check that they understand the exercise They can write positive or negative sentences

 Ask children to write another four sentences about the pictures, using the example to help them

 Monitor the activity and help where necessary

 Ask some children to read their sentences for the class

Listen and sing (Exercise 3)

 Ask children to look at the pictures and name the places and things they can see (a theater, a shop, a hotel, a horse, a park, a bank)

 Play the recording (Track 101) for children to listen and look at 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

 Check that children understand market

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

Our town has a history – mime opening a book

Here’s a picture of our town – mime pointing to a picture in the book

There weren’t any buses then – mime holding a steering wheel

And there weren’t any trains – move your arms like train wheels

There weren’t any taxis – mime holding a steering wheel

And there weren’t any planes – open your arms like wings

There were shops and markets then – mime carrying a basket

There was a lot to do – hold your hands up in the air

Class song

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

 Sing the first and last verse together For the second verse, children stand up and sing their lines

Consolidation

Town photograph

 Find a historical photograph of a place in your town on the Internet, and print or photocopy enough copies for groups of four Ideally the photo should be about 20 years old

 Ask children to think of two things that were different about your town in (the date of the photo) and two things that were the same

 You might want to do this activity in groups

 Ask questions using the transportation and places in town word sets to help children focus on known words

Development

Town poster

 Put the children into groups of four or five, and ask them to make a poster about your town 20 years ago

 Tell them to think about the things they have discussed in the previous activity

 When they have finished, display the posters around the classroom

Exercises: Workbook p 76

Story time: A reader of your choice

Week: 32

Periods: 125-126

Date: 17/04/2017

Lesson Four Phonics

Objectives

 To pronounce the sound /aɪ/

 To associate the sound /aɪ/ with the letters igh, y, and i_e

 To identify words containing the sound /aɪ/ in a chant

Language

 Language focus: speaking

 Vocabulary: night, light, sky, dry, smile, shine

Resources and materials

 Student Book p 83

 Workbook p 77

 Audio Tracks 94, 102–103

 Phonics Cards 32–34 (night, dry, shine)

 Worksheet 2: Word path (one copy for each child)

Weather report: Ask the class about today's weather

Warmer

 Draw an ice cream cone on the board and elicit the word Then point to something green and ask What color

is it? Underline the target letters ea and ee

 Ask children if they can remember what sound they learned in the last phonics lesson (/iː/)

 Ask children if they can remember any other words with that sound, and give clues where necessary (dream, queen, jelly, happy)

 Play the recording (Track 94) and say the chant from Student Book p 77 to review the /iː/ sound

Lead-in

 Draw a picture of the moon and stars on the board, and ask Is it day or night?

 Hold up the phonics card for night, dry and shine, saying the words for children to repeat

 Point to the phonics cards and ask Is the sun shining? Are the stars shining?

Introduction