lesson plan for grade 5 intensive family and friends special edition unit 5. lesson plan for grade 5 intensive family and friends special edition unit 5.lesson plan for grade 5 intensive family and friends special edition unit 5. lesson plan for grade 5 intensive family and friends special edition unit 5.
Family and Friends Special Edition Grade Intensive Program– Unit CYLET Flyers Unit At the castle (continued) Mini-test Reading & Writing, Part Lead-in Point to the picture and the title on page 94 and the picture on page 95 Ask children around the class to say what words they think they might read in the text Write their suggestions on the board Ask children around the class to make sentences about castles using the words on the board Flyers tip: In Part of the Flyers Reading & Writing Test, remind learners to read all of the possible answers, even if they think they have found the right one before they have looked at them all Read the text Choose the right words and write them on the lines Tell the children that they are going to read a text about a famous castle in Britain Remind the children to read the whole text before they start trying to fill in the blanks Ask the children to read the example sentence on page 94 and all of the possible answers on page 95 Ask them to think about why most is the best answer Ask the children to read the rest of the text and choose the best answers Explain to the children that they must copy the words onto the lines, and that they must spell the words correctly Tell the children to copy the words exactly and not add anything extra Remind them to think about what kind of word (noun, verb, adverb, adjective, preposition, etc.) fits each blank Ask the children to compare their answers with a partner and make any necessary changes Check the answers as a class Answers when have Would because something through up where must 10 out A famous building Ask the children to write a short paragraph about a castle or famous building they have visited The children can write their paragraphs in their notebooks, then read them out to the class Team Quiz Ask the children to write five questions about Windsor Castle, using the information in the Reading and Writing Test, e.g., What’s the best time of year to visit Windsor Castle? When does a flag fly on top of the castle? Who built the large apartments in the castle? Divide the class into two teams Children from each team in turn ask one of their questions for the other team to answer The children can look at the text and answer or try to answer from memory Award one point for each correct answer The team with the most points wins © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit Worksheet: Speaking Tourist map Hand out copies of the speaking activity (one copy cut in half for each pair of children) Explain to the class that they need to ask and answer questions with their partner to find out where each of the listed places are on the map They then draw the places that are not on their maps Act out a few example exchanges with children around the class, and then allow the children to the activity in pairs Move around the classroom as the children work Monitor their performance and help if necessary Invite some pairs of children to ask and answer questions in front of the class © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit CYLET Flyers Unit Sports day! Words Topics Sports Functions Matching words to pictures Completing sentences with blanks Matching words to definitions Grammar Present simple Past simple Vocabulary competition, fall over, goal, golf, match, partner, prize, race, score, team, volleyball, winner Review words Flyers practice Vocabulary practice Reading & writing Part Warmer Play a game to warm up the class up and review words related to castles Divide the class into two teams Say definitions of words to children from each team in turn For example This flies on top of a castle when the king or queen is at home (flag) Award one point for each correct answer If a child can’t think of the word, you can pass the turn to the other team for a bonus point Lead-in Tell the children that they are going to think about sports in this lesson Ask children around the class what words for sports they can remember Write their answers on the board Leave the words on the board for the second optional activity in this lesson Ask children around the class to say sports they play and when and how often they play them Look at the pictures of sports day and complete the sentences Ask children to look at the pictures and say who and what they can see and what the people are doing in each picture Ask children around the class to read the words in the box aloud Tell the children to use the words from the box to complete the sentences Tell them to check that they have spelled each word correctly once they have copied it Allow the children time to complete the activity in their books, and then check answers by encouraging children around the class to read the completed sentences aloud Answers volleyball fell over, race footballers, match scored, goal golf competition prizes © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit winners Your sports day Ask the children if they have sports day at school Ask them when sports day is, who comes to watch, what kinds of races and competitions there are, and what you can win Ask children around the class to say whether they enjoy sports day and sports competitions and why or why not Match the sentences to the words Ask the children to look at the sentences Explain that the sentences are definitions of the words on the right The children need to read the definitions and match them to the correct words Allow the children time to read the definitions and match them to the correct words by drawing lines Tell the children to compare their answers with a partner and make any necessary changes Check the answers by asking children around the class to say a sentence about each word, e.g., Tennis is a game you can play with a partner Answers volleyball tennis a footballer the score the prize a race What’s the word? Divide the class into two teams Ask a child from Team A to give a definition of one of the words on the board Children from Team B have to choose the correct word Repeat with children from each team in turn and award one point for each correct word © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit CYLET Flyers Listening & reading Topics Sports day Functions Listening and writing checks or Xs by pictures Matching question tags to sentences Grammar Present simple Present continuous (with future meaning) be going to Tag questions Vocabulary competition, explain, match, prize , race, score, team, volleyball, winner Flyers practice Listening Part Materials Audio track 27 Warmer Play a game of Bingo to review the words for sports Tell the children to look at vocabulary they learned last lesson and choose eight words They should write their chosen words in their notebooks Call out words from the previous lesson in random order (keep a note of the words which you have called out) If a child has written a word you call out in their notebooks, they can cross out that word The first child to cross out all their words wins the game Lead-in Ask the children to try to remember as many words from page 97 as possible Write their answers on the board Ask children around the class to give definitions of the words on the board You can play this as a game in two teams if you like, giving words to children from each team in turn and awarding one point for each correct definition Flyers tip: In Part of the Flyers Listening Test, learners will need to choose the correct picture from sets of three Teach learners to listen carefully to make sure they are not distracted by misleading information in this part of the test Listen to Holly explaining what’s going to happen at her school sports day Write a tick () or a cross () next to the pictures Then write ‘m’ for morning or ‘a’ for afternoon (Track 27) Tell the children to look carefully at the pictures Ask the children who they can see and what the people are doing in each picture Point out that they will need to be able to distinguish important details For example, point to pictures and 4, and ask students to identify George and Harry Ask Are they on the same team in 3? (No.) Are they in the same team in 4? (Yes.) Explain that some of the pictures show things that will happen, and others show things that won’t happen The children should listen carefully and tick the pictures that show the things which are going to happen and put Xs by the pictures that show things which aren’t going to happen Play the recording for the children to listen and complete the activity Play the recording again for the children to listen and decide which things are going to happen in the morning and which are going to happen in the afternoon The children should write m next to the things that are going to happen in the morning and a next to the things that are going to happen in the afternoon If necessary, play the recording the © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit third time for children to complete the activity Check answers by asking questions about each of the pictures, e.g., Is there going to be a volleyball match? (Yes, there is.) When is the volleyball match going to be? (In the afternoon) Answers , m , a , m , a , m Transcript 27 Holly Today is our school sports day! And I’m going to explain what happens It’s great fun and very exciting, and it’s going to start soon, at ten o’clock! Man So what’s going to happen in the morning? Holly Well, first there’s going to be a running race That’s going to start soon, and it’s going to be really exciting Harry really wants to win! Man And what’s going to happen after that? Holly Well, then, after the race the football match is going to start There are going to be two teams Harry and George don’t play for the same team but both teams play well so it’s going to be an exciting match Man Harry and George are going to be very tired tonight! Holly Yes! Man And what’s going to happen in the afternoon? Holly There’s going to be a volleyball match I’m playing in that Katy is on my team too Man Oh, I love volleyball! Holly So ! Oh, I forgot about the high jump competition Man The high jump competition? Holly Yes, my friend Katy’s going to win that She’s really good at jumping Man That sounds exciting! When is that? Holly Oh, it’s in the morning After the running race And then later today, after lunch, the head teacher is going to tell us who all the winners are And the winners are going to go up onto the stage and collect their prizes! Man So it’s going to be a great day, isn’t it? Holly Yes, it is! Draw lines to match the question tags to the correct sentences Point to the picture and ask the children to say who they can see and what the people are doing Ask children to read the question tags around the picture aloud Explain that we use question tags at the end of statements to check if someone agrees with us or to check if we are right about something Write some example sentences on the board and ask children around the class to say the correct question tags Invite children around the class to read the completed sentences aloud Answers isn’t it can we aren’t we are we aren’t they does he don’t you is it © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit Grammar: We saw a shark! Aims To express past actions using irregular forms of past simple verbs in affirmative sentences To review the formation of negative sentences, questions, and short answers in the past simple Language Irregular past simple verbs – bought, ate, flew, went, heard, made, saw, though Negative past simple (did not) and short form (didn’t) Question form Did + subject + verb? Short answers Yes, subject + did and No, subject + didn’t Warmer Tell children that you are thinking of the place you last went on holiday Tell them to ask questions with Did you…? to help them guess where you went E.g Did you see the sea? Did you lie on the beach? Did you visit Vinpearl Land? Was it Nha Trang? Divide the class into small groups Ask them to take turns thinking of a place they went on vacation and asking Did you ? questions to guess Lead-in Ask children to think of some places a class could go on a school trip They then guess where the children in the book went on their trip Past simple affirmative and negative: irregular verbs Ask children to look at the picture and say where the children are (at the beach) Ask children to read and find out what the children did on their trip Ask children to read the explanation box To check understanding, give an example from your own life for each verb and ask a few children questions about themselves, e.g., I bought a new dress last week Thi, did you buy anything last week? Match 1–8 with the word endings to make irregular past simple verbs Look at the example with the class Ask them to find the two halves of the word heard in the two word boxes and then cross them out Focus attention on the letters at in the left-hand word box Ask children to look at the chart at the top of the page and find a past simple verb which starts with the letters at (ate) Ask which letter(s) are missing (e) Tell children to check the right-hand word box for the letter e When they find it, they should write ate on the second line and cross out at and e in the word boxes Children complete the exercise individually Help if necessary Ask different children to come to the front of the class to write their answers on the board Answers heard ate made saw flew thought went bought Line jump Ask children to stand in one line Explain to children that you are going to say some regular and irregular past simple verbs If the verb is regular, they must jump to the left If the verb is irregular, they must jump to the right Say past simple verbs that children have learned so far, e.g danced, was, swam, learned, had © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit Get faster and faster, repeating the words in a different order until children can’t keep up with you Write the past simple of the verbs in the box into the correct list Write regular verbs and irregular verbs on the board Say some sentences describing regular and irregular verbs, e.g., You usually form these by adding –ed to the base form These verbs are not made by adding –ed to the base form An example of this type of verb is “was.” If the present simple ends with y, you take off the y and add -ied Children point at regular verbs or irregular verbs on the board and say the words aloud in response Write ask on the board Elicit the past simple form (asked) Ask Is it regular or irregular? (regular) Write the verb asked under regular verbs on the board Write have on the board Elicit the past simple form (had) Ask Is it regular or irregular? (irregular) Write the verb had under irregular verbs on the board Children complete the exercise individually Help if necessary Call out the base form of the verbs one by one Nominate children to tell you the past simple form and say whether it is regular or irregular to check answers You can this as a team game if you wish Answers Regular: asked, lived, hated, waited Irregular: had, heard, went, ate Give me some sense! Divide the class into two teams Say some silly sentences in the past, e.g., I bought a beach Students put their hands up when they can say the negative form of the sentence (I didn’t buy a beach) If they are right, give them one point If they are incorrect, give the other team an opportunity to say the negative form and win the point The winning team is the one with the most points Circle the correct verb form Look at the example with the class and ask children to tell you what they should (circle the correct verb form) Children complete the exercise individually Help if necessary Read the sentences aloud, pausing before the verbs, for children to check their answers Answers ate saw heard bought went made flew thought Look at Exercise Write negative sentences Elicit how negative sentences are formed in the past (did + not + verb) Look at the example with the class and show how it follows this pattern Elicit the second sentence (Eric didn’t see a robot at the exhibition) and ask children to write it down Children complete the exercise individually Help if necessary Nominate different children to read their answers aloud for children to check their answers Answers We didn't eat lunch very early Eric didn't see a robot at the exhibition Holly didn't hear the music Jasper and Ryan didn't buy a sandwich I didn't go to school yesterday Jamie didn't make breakfast this morning The birds didn't fly away The scientist didn't think about the question © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit 5 Complete the text Use the past simple of the verb in brackets Tell children to read the text in Exercise and say if they think it was a good day Look at the rubric and the example with the class Check that children understand what they must Children complete the exercise individually Help if necessary Read the completed sentences aloud for the class to check their answers Say some of them correctly and some of them incorrectly, e.g., We didn’t had very much water Children say yes if the sentence is correct, and no if it is wrong If the sentence is wrong, nominate a child to give you the correct sentence and explain why it is correct Answers went wasn’t bought thought didn’t have saw was ate fell asleep Past simple questions and short answers: irregular verbs Tell children that the picture story shows the children talking about their school trip to the beach Ask them to guess what questions the man is asking They then read and find out Ask children to read the explanation box To check understanding, ask children questions about the recent past, replacing the question pronoun with a clap, e.g., (Clap) did you have for dinner last night? Children say the question pronoun (e.g., What) Nominate one child to answer the question Question my answer Write the following questions on the board: What did you yesterday evening? Where did you go on your last holiday? When did you last visit a friend’s house? Who did you speak to first this morning? How did you meet your best friend? Divide the class into pairs Tell children to take turns giving an answer to one of the questions, without saying which question it is Their partner must guess the questions, e.g., A: Last week B: When did you last visit a friend’s house? A: That’s right! Children take turns giving answers and guessing the questions until both children have answered all the questions Write the words in the correct order to make questions Write you / eat / did / what on the board Elicit the correct question (What did you eat?) and write this on the board as well Show children that this is the example for Exercise Children complete the exercise individually Help if necessary Nominate different children to read their answers aloud to the class Answers What did you eat? Where did Henry and Andy have Lunch? Why did Max buy ten postcards? Where did they find the money? What did you learn about rocks and plants? When did you hear the good news? Which part of the coast did the class go to? Look at the pictures Write questions and short answers Divide the class into pairs With their partners, children talk about what is happening in each picture Write Sally / buy / a postcard on the board Elicit the correct question (Did Sally buy a postcard?) and write this on the board as well Ask children to look at the picture and decide on the answer Elicit the answer from the class (Yes, she did) and write it on the board Show children that this is the example for Exercise © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit Children complete the exercise individually Help if necessary Divide the class into pairs Children take turns saying the questions and the answers in order to check their own answers Answers Did Sally buy a postcard? Yes, she did Did they have lunch in a café? No, they didn't Did Mum and Dad go to a concert? No, they didn't Did the children hear a funny story? Yes, they did Did Poppy find anything interesting? Yes, she did Group survey Ask children to write five questions to ask other people about what they and their family did last week, e.g., Did you visit a friend last week? Did your family go out together? What did your family have for dinner on Saturday? Did you meet anyone new last week? Did your mum and dad go to work last week? If you wish, you can ask for a lot of different ideas for questions from the class first, and write them on the board Divide the class into groups of four Children take turns asking and answering each other’s questions © Oxford University Press 2015 10 Family and Friends Special Edition Grade Intensive Program– Unit TOEFL Primary Reading Look at what the children did on vacation Read the questions and circle A, B, or C Answers 1B 2C 3C Read the letter and answer the questions Circle A, B, or C Answers 4C 5A 6B Read the story and answer the questions Circle A, B, or C Answers 7B 8A 9C 10 A © Oxford University Press 2015 11 Family and Friends Special Edition Grade Intensive Program– Unit Worksheet: Extra Writing Read and add periods or commas Then write the underlined words in the table Write a period and a comma on the board Point to each and elicit their names Write the first sentence from Exercise on the board Ask children to tell you where to put a period and a comma (at the end of the sentence and after “sister”) Write the period and comma in the sentence, with a different color marker, if you have one Show children that this is the example sentence in their book Children write in the punctuation, working individually Help if necessary While children are completing the exercise, write the complete paragraph on the board Then invite different children to come to the front and punctuate the paragraph After children have checked their punctuation, point to each underlined word in turn Encourage children to say the word aloud and clap on each syllable Elicit whether each word has two or three syllables Children complete the exercise individually Help if necessary Call out each of the underlined words again Children clap and say the number of syllables Answers Guy and Emily are brother and sister, but they don’t like the same things Emily likes horses and playing the recorder Guy doesn’t like animals and he doesn’t play an instrument He loves skateboarding, music, and chess He reads books about dinosaurs Emily reads about music and clothes She always has a tomato salad for lunch Guy eats chicken sandwiches for lunch Two syllables: brother, sister, horses, playing, music, salad, chicken Three syllables: recorder, animals, instrument, skateboarding, dinosaurs, tomato, sandwiches Complete the sentences Ask children to read the sentences and say which form of the verb they will use in every blank (-ing form) Look at the example with the class Then write the second sentence on the board and elicit the missing word (making) Write it into your sentence on the board and ask children to copy it down Children complete the exercise individually Help if necessary Read the sentences aloud for children to check their answers Answers riding making getting up swimming running sitting tapping reading Match the sentences with the pictures Divide the class into pairs Ask children to look at the pictures with their partner and say what they can see Look at the example with the class Show children the number in both the picture and next to the sentence Point to the second picture Ask them to look at the picture and then read the sentences in order to decide which sentence fits with the picture (Don’t drop litter!) Tell them to write number next to this sentence Children complete the exercise individually Help if necessary Read the sentences aloud, pausing after each one, for children to say the correct number Answers Sit down! Don’t eat in class! This is great Thank you! No, thanks! Let’s play now! Don’t drop litter! © Oxford University Press 2015 12 Family and Friends Special Edition Grade Intensive Program– Unit Worksheet: Values Behaving in a restaurant Look and read Write the names Tell children to look at the picture and ask them questions, e.g., Where are the people? Who is being good? Who is being bad? Point to specific people and ask What is he/she doing? What are they doing? Tell children they are going to read the sentences and find the people in the picture Look at the example with the class and check that children understand the exercise Children the rest of the exercise individually Go through the answers with the class Answers Joe Phil Mr and Mrs Read Mike Rob Alice and Claudia Fiona Mike and Sasha Read and write Good or Bad Focus children’s attention on the picture again and point to different people Ask questions about what they are doing, e.g., Is Fiona being polite? Is Phil being rude? Look at the example with the class and check that children understand the exercise Children the rest of the exercise individually Go through the answers with the class Answers Bad Good Good Bad Bad Bad Bad Bad © Oxford University Press 2015 13 Family and Friends Special Edition Grade Intensive Program– Unit Worksheet: Values Behaving in a restaurant Write sentences with mustn’t Ask children to look at the pictures and find the people on page 108 in the big picture of the restaurant on page 107 Go through the sentence prompts in the word box, checking that children understand the words Look at the example with the class and check that children understand the exercise Children the rest of the exercise individually Go through the answers with the class Ask children to read their sentences aloud Answers You mustn’t play with your food! You mustn’t throw food You mustn’t shout at the server You mustn’t run in the restaurant You mustn’t put your feet on the chair You mustn’t talk and eat Think about dinner at home Write some rules Ask children to think of how they should behave when eating dinner at home Look at the example and ask Is this what you must in your home? Elicit some more examples of how they are told to behave at home Children the rest of the exercise individually Go through the answers with the class Ask children to read their sentences aloud Answers Children’s own answers © Oxford University Press 2015 14 Family and Friends Special Edition Grade Intensive Program– Unit Worksheet: Language practice Complete the puzzle Find the secret words Point to each of the pictures and ask the children to say and spell the words Show the class how the example word has been written in the first line of the puzzle Explain that each of the words should be written across the puzzle, and then the secret words in the puzzle will appear in the shaded boxes running down the puzzle Allow the children time to complete the puzzle Move around the classroom as the children work and help if necessary Call out a number of a picture Encourage children to say, and then spell, the word Answers museum scary model roar alive scream dinosaur The secret words are: school trip Look and write Look at the example with the class Read the question and two sentences aloud rhythmically, clapping your hands Encourage children to join in, in order to establish the pattern Elicit the question and two sentences for the second item Tell students to look at the picture to get the answers to the question Encourage children to say it rhythmically and clap their hands before writing it down Children complete the exercise individually Say the entire text aloud with the class, so children can check their answers Answers did, go, didn’t go, went did, see, didn’t see, saw did, say, said, didn’t say scream, didn’t laugh, did What is your favorite place to visit? Write Ask a few children what their favorite place to visit is Ask follow up questions to encourage expansion, e.g., Why you like it? How often you go there? When did you last go there? Children complete the exercise individually Divide the class into groups Children share their writing with each other and look for things they have in common Answers Children’s own answers © Oxford University Press 2015 15 Family and Friends Special Edition Grade Intensive Program– Unit Unit test Testing and evaluation There are thirteen one-page Unit Tests which cover the vocabulary and grammar content presented in each core unit, including the Starter unit Each test contains vocabulary and grammar activities The Unit Tests can be administered at the end of each unit Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Unit Tests in American Family and Friends Special Edition Grade have a total of 15 points Grading for Unit Tests is as follows: 14–15 Excellent 11–13 Very good 7–10 Good 4–6 Satisfactory 0–3 Needs further work Write the words Answers /3 museum scientist Earth model Match Answers /6 1d 2a 3g 4e 5f 6c 7b Complete the dialogs Answers /6 did went see did buy/get didn’t bought/got © Oxford University Press 2015 16