GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 12 WEEK 33 34 PERIOD 131 140 UPDATED ON 2021

Week: 33

Periods: 131-132

Date:24/04/2017

Lesson One Words

Objectives

 To identify some adjectives

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: young, handsome, pretty, shy.etc

 Extra vocabulary

Resources and materials

 Student Book p 86

 Workbook p 80

 Audio Tracks 107

 Flashcards

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

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

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 86 (Track 107) 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 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 P.86

Presentation

 Play the first part of the recording (Track 107) 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

Class chant

 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)

 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

 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: 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 to discuss about the tradition in Viet Nam and in other countries in the world

Exercises: Workbook p 86

Story time: A reader of your choice

Consolidation

Week: 34

Periods: 133-134

Date: 03/05/2017

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

Resources and materials

 Student Book p 87

 Workbook p 87

 Audio Tracks 109

 Flashcards

 Large pieces of blank paper

Introduction

Weather report: Ask the class about today's weather

Warmer

 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

 Tell children to open their Student Books to p 87

Presentation

Listen to the story and repeat Act (Exercise 1)

 Play the recording (Track 109), 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/

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 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

Look and write (Exercise 4)

 Look at the picture and the example with the class

 Check that children understand the exercise

 Children do the rest of the exercise individually

 Go through the answers with the class

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!

Story time: A reader of your choice

Development

Week: 34

Periods: 135- 136

Date: 03/05/2017

Lesson Three Grammar and Song

Objectives

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

Language

 Language focus: writing, speaking

 Extra vocabulary

Resources and materials

 Student Book p 88

 Workbook p 88

 Audio Track 110

 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

 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

 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

 Play the recording (Track 110) 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

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

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 in t he past

 You might want to do this activity in groups

Town poster

 Put the children into groups of four or five, and ask them about the pictures

 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 88

Story time: A reader of your choice

Development

Week: 35

Periods: 137-138

Date: 08/05/2017

Lesson Four Phonics

Objectives

 To pronounce the sound /ow/

 To associate the sound /oa/, / o-e/

 To identify words containing the sound in a chant

Language

 Language focus: speaking

 Vocabulary

Resources and materials

 Student Book p 89

 Workbook p 89

 Audio Tracks 111

 Phonics Cards

 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

 Ask children if they can remember any other words with that sound, and give clues where necessary

 Play the recording (Track 111) and say the chant from Student Book p 89 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?

 Put the phonics cards up on the board and point to them several times until children are used to saying the words

Listen, point, and repeat (Exercise 1)

Introduction

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 words

 Check that children understand the picture for dry You may want to tell children that in some countries,

people have a machine to make wet hands dry

 Play the first part of the recording (Track 102) for children to listen and point to the pictures

 Play the second part of the recording for children to repeat the words in chorus

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

Listen and chant (Exercise 2)

 Ask children to look at the picture Ask Is it day or night? Is the boy smiling? What can you see in the sky? Are

the stars shining?

 Play the recording (Track 111) 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 and follow in their books

Read the chant again Circle the words

Ask children to find and circle the other words with o in the chant ow, oa, 0-e

 Go through the answers with the class

Listen and clap

 Tell children you are going to read aloud some sentences They have to listen carefully and clap when you say a word with the sound

 Read these sentences

 Ask children to look at the example and point to the letters

 Ask children to look at the pictures and write the words and then match them with the letters

 Children do the rest of the exercise individually

 Go through the answers with the class, asking individual children to read aloud the words and point to the letters

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

Listen and point

 Write the letters ow, oa, 0-e on pieces of paper and put them around the room

 Ask children to close their books Tell children you are going to read aloud some words They have to point to the correct letters

 Say the words from Exercise 1, including white as well, in random order Children point to the letters

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

Worksheet 2: Word path

 Draw the grid from the worksheet on the board to demonstrate the activity

Development

 Choose a word on the top row and draw a path through the grid from top to bottom, changing direction horizontally along the words sometimes and ending up at one of the words at the bottom

 Say the words, and ask the children to follow it on the grid with their finger

 Ask the children individually to draw a line from the top to the bottom of the grid, following whatever path they like

 Put the children into pairs and ask them to read their word path to their partner who should follow it on the bottom grid Remind them to pronounce the words clearly to avoid mistakes

 When they have finished, they should compare paths and ensure they are the same They can then change roles and repeat the activity

Exercises: Workbook p 89

Story time: A reader of your choice

Week: 35

Periods: 139

Date: 09/05/2017

Lesson Five Skills Time!

Objectives

 Reading: read and understand a story; read and understand key information about the story

Language

 Language focus: reading

 Vocabulary

 Structures: Revision

Resources and materials

 Student Book p 90

 Workbook p 90

 Audio Tracks 114

Weather report: Ask the class about today's weather

Warmer

 Ask children to turn to p 89 in their Student Books and look at the song As a class, remember the actions or think of new actions for the song

 Play the recording (Track 111) and sing the song

Lead-in

 Tell children they are going to learn words to talk about where things are

 Use Flashcards to introduce the prepositions of movement and place

 Say all of the words for children to repeat, using gestures where appropriate to reinforce the words

 Hold the flashcards up in a different order and repeat

 Show the children flashcards at random and ask them to call out the words

Presentation

Listen, point, and repeat (Exercise 1)

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

 Play the first part of the recording (Track 114) for children to listen and point to the appropriate picture

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

Introduction