GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94

GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 8 WEEK 22 24 PERIOD 82 94 UPDATED ON 2021

Family and Friends Special Edition Grade – Unit 8: I’d like a melon Week: 22 Periods: 83-84 Date: 06/02/17 Lesson One Words Objectives To identify different food items To understand a short story   Language Language focus: listening, reading Vocabulary: noodles, cereal, meat, melon, cucumber, onion, lemon Extra vocabulary: supermarket, week, need, bread, sure, over there, get, the top    Resources and materials     Student Book p 58 Workbook p 54 Audio Tracks 71–72 Food Flashcards 90–96  Worksheet 1: What’s in the basket? (one copy for each child) Culture note: Ethical food shopping A lot of food products are imported into the U.S.A from other countries, but many Americans choose to buy local products when they are available because transporting food around the world produces a lot of greenhouse gases Products like coffee and bananas can’t be grown in the U.S.A., and farmers in countries that grow them are often paid very little money by the import companies However, many Americans make a point of buying “fair trade” products in supermarkets There, products cost more money because the farmers who grow them are paid more money and are able to live a better life Introduction Weather report: Ask the class about today's weather Warmer       Play a game of Simon says to warm up and energize the class Ask the children to stand at their desks Explain that you are going to give instructions If the instruction begins with the words Simon says…, children have to as you ask If not, they have to stand still and wait for the next instruction Any child who gets this wrong is out of the game and has to sit down Use some food words that children know in your instructions, e.g., Simon says… eat an apple; Simon says… make a sandwich Intermittently, insert an instruction which is not preceded by “Simon says…” to see which children are really paying attention Continue the game until there is one winner left standing or a group of winners if you prefer Family and Friends Special Edition Grade – Unit 8: I’d like a melon Brainstorm     Put the children into small groups and tell them they have three minutes to think of as many foods as they can Monitor and help with spelling and pronunciation Ask the groups to tell you their words and write them on the board Tell the children you are going to teach them some more foods They might have thought of the words already, or they might be new Lead-in   Use food Flashcards 90–96 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 Presentation  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 foods Play the first part of the recording (Track 71) 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 71) Listen and point noodles, cereal, meat, melon, cucumber, onion, lemon lemon, melon, cereal, cucumber, meat, onion, noodles Listen and repeat noodles, cereal, meat, melon, cucumber, onion, lemon What’s missing?     Display the flashcards from the vocabulary set on the board Point to each one in turn for children to say the words Give the class a few seconds to look at them Ask children to turn around Remove a card Display the cards again and ask What’s missing? When children have identified the missing card, shuffle the cards again and repeat the procedure Option: To make the game harder, add a new card from a related lexical set each time 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., Who is with Mom? Where are they? What are they doing? Who takes the melon? What happens? (Elicit or remind children of the word fall from Unit 4.) Play the recording (Track 72) for children to listen and follow the words of the story in their books Ask comprehension questions, e.g., Does Max like shopping? Does he help his mom every week? What does Amy like? Play the recording a second time for children to follow Ask children to find the words from Exercise that appear in the story (noodles, onions, cucumber, melons) Whispers   Ask children to call out all the food words they can remember Give clues or draw pictures to elicit words like banana, apple, pear, sandwich, pizza, ice cream, fish, bread, and chicken Family and Friends Special Edition Grade – Unit 8: I’d like a melon Write the words on the board Give each one a number Play a version of Whispers Put the children into teams according to their rows of seats Whisper a food word to the first child in each row The last child in the row calls out the number from the board    Consolidation Worksheet 1: What’s in the basket? Give out copies of the worksheet, one for each child Tell the children there are ten food words hidden in the basket They must find the words and write them on the   list   Give the children time to find the words and allow them to compare with a friend if they need to Go through the answers with the class Answers noodles, cereal, bread, cucumber, sandwich, apple, banana, meat, salad, cake Exercises: Workbook p 54 Story time: A reader of your choice Week: 22 Periods: 85-86 Date: 06/02/17 Family and Friends Special Edition Grade – Unit 8: I’d like a melon Lesson Two Grammar Objectives To identify countable and uncountable nouns To understand would + like in affirmative sentences and questions  To use a / an and some with countable and uncountable nouns    To act out a story Language   Vocabulary: some melons / bread, I’d like a melon We’d like some meat Would you like some cereal? Yes, please / No, thanks Extra vocabulary: apple, salad, bread, egg, cookie, rice, melon, juice, water, orange Resources and materials Student Book p 58–59 Workbook p 55 Audio Tracks 72–73 Food Flashcards 90–96 Worksheet 2: I’d like an apple (one copy for each child)       Colored pencils Introduction Weather report: Ask the class about today's weather Warmer      Play A long sentence with the Food Flashcards to review the vocabulary and energize the class at the start of the lesson Say a sentence that ends with a word or phrase from the vocabulary set, e.g., I’m going to buy a melon Choose a child to continue the sentence, adding a new word to the end, e.g., I’m going to buy a melon and some noodles This child then chooses another child, who says the sentence, adding another word to the end of it Continue the game until you have practiced all of the words from the vocabulary set, or until someone forgets the words in the chain Put the children into small groups to play the game Lead-in   With books closed, write these letters and blanks on the board: n _ _ _ _ _ _ , o_ _ _ _ , c_ _ _ _ _ _ _ , m_ _ _ _  Ask children to look at the clues and tell you the food words from the story (noodles, onion, cucumber, melon) Ask children what happened in the story Ask Who is with Mom? Where are they? What does Amy want? What happens? Presentation Listen to the story and repeat Act (Exercise 1)      Tell children to open their Student Books and turn to the story on p 58 Play the recording (Track 72), pausing for children to repeat Divide the class into groups of three to play the parts of Amy, Max, and Mom 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 Family and Friends Special Edition Grade – Unit 8: I’d like a melon  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 Story actions Picture 1: Mom pushes the shopping cart Amy looks around Max smiles Picture 2: Amy points at the bread Mom holds up her shopping list Max walks off to get something Picture 3: Amy points at the melons Max gestures “yes” Picture 4: Amy pulls out a melon Max and Amy try to stop them falling down Listen and repeat (Exercise 2)             Write I’d like…, please on the board Tell children to stand up Tell them they work in a supermarket Put a countable noun flashcard in the blank and say, e.g., I’d like (two melons), please Children mime giving you two melons Repeat with the other countable flashcards, giving a number each time Hold up an uncountable flashcard Say I’d like some (cereal) Mime opening a bag and pouring out some cereal Tell children that we can’t count things like cereal, rice, milk, or water, so we say some Tell children to sit down and turn to p 59 Listen to the sentences in the Let’s learn! chart (Track 73), pausing after each one for children to repeat Copy the chart onto the board Hold up the flashcards and ask children whether you can count the things or not Complete the chart with the other words Focus attention on the picture and ask two children to read out the speech bubbles Write Would you like a…? on the board, and fill in the blank with any countable noun flashcard to elicit new sentences Repeat with Would you like some…? and an uncountable noun flashcards Development Choose a, an, or some Write the words in the correct boxes (Exercise 3)      Draw two circles on the board Write a / an above one circle and some above the other Say I have an onion and I have some cereal, and put these flashcards in each circle Hold up the rest of the flashcards and ask children to tell you where to put them Ask children to look at the examples in Exercise 3, and check that they understand the exercise Children the rest of the exercise individually  Go through the answers with the class Answers Countable: an apple, a cookie, an egg, a melon, an orange; Uncountable: some salad, some bread, some rice, some water, some juice Write (Exercise 4)    Look at the example with the class Children the rest of the exercise individually Check that children remember the word cakes from Level Go through the answers with the class Answers a some some an Consolidation Let’s practice!  Ask students to look at the picture and speech bubble Family and Friends Special Edition Grade – Unit 8: I’d like a melon   Have two students demonstrate the question in the speech bubble and the answer in the picture Have students work in pairs to ask and answer the question Tell them to use other vocabulary words on the page Worksheet 2: I’d like an apple       Draw two circles on the board Label one a / an and the other some Draw a picture of an apple in the first box Draw some noodles in the second box Tell children that some words could go into either box, for example, you would say a pizza if you wanted a whole pizza, or some pizza if you wanted just one slice Demonstrate this by drawing a whole pizza in the first box, and a slice of pizza in the second box Give out the colored pencils, and give children time to draw some food items in the circles Ask them to work in pairs to talk about the pictures, saying I would like (an apple / some pizza / some noodles) If time allows, ask children to change partners and repeat the exercise Exercises: Workbook p 55 Story time: A reader of your choice Family and Friends Special Edition Grade – Unit 8: I’d like a melon Week: 23 Periods: 87-88 Date: 13/02/17 Lesson Three Grammar and Song Objectives To describe people’s shopping, using would like and countable or uncountable nouns To write sentences with would like and countable or uncountable nouns To use would like and countable and uncountable nouns in the context of a song    Language Language focus: writing, speaking Extra vocabulary: fresh, sweet (adj), healthy   Resources and materials Student Book p 60 Workbook p 56 Audio Track 74 Food Flashcards 90–96 Pieces of paper      Introduction Weather report: Ask the class about today's weather Warmer        Draw some food items on the board (including words from Levels 1–2) Choose countable and uncountable items that are easy to draw, e.g., banana, apple, pear, sandwich, pizza, ice cream, meat, fish, bread Point to the pictures and elicit the words to check that children remember them, but don’t write the words on the board Give children pieces of paper Tell them you want to go shopping They should draw the things in your shopping basket They shouldn’t draw things you don’t buy Say the items you want to buy, without pointing to the pictures on the board, e.g., I’d like three apples, I’d like a big pizza, I’d like some bread, pausing between each item for children to draw Children listen and draw the items on your shopping list Ask children to hold up their pictures Lead-in     Ask children to open their Student Books and look at the pictures in Exercise Ask children to call out all of the things they can see in the shopping baskets Write the words on the board Draw two circles on the board, and write a / an and some above each circle Ask children to tell you which circle to put the words in Family and Friends Special Edition Grade – Unit 8: I’d like a melon  You may ask children to come to the board and draw lines to the appropriate circle Presentation Choose a boy or a girl Look and say (Exercise 1)      Ask two children to read the speech bubbles for the class Ask children to find Son Then choose another name and ask children to tell you the food in his / her basket Check that children understand the exercise and ask them to work in pairs They should choose several children each Monitor and help where necessary Ask individual children to describe someone in the picture for the class Children call out the answer Memory game  Tell children they are going to play a memory game, and ask them to look at their books for one minute  Divide the class into two teams  Choose a shopping basket in the picture and say He / She’d like (all the items in that basket)  If Team A tells you the correct name, they get a point If they don’t, the other team can try calling out the name Write about two people (Exercise 2)     Read the example with the children and check that they understand the exercise Ask children to choose two people and write about them, using the example to help them Monitor the activity and help where necessary Ask some children to read their sentences aloud I spy      Put the flashcards up around the room where everyone can see them Say I spy a word beginning with (a letter) Children call out any words that start with that letter The first child to call out the correct word chooses another word Put the children into small groups to play the game Development Listen and sing (Exercise 3)       Ask children to tell you the foods in the picture (rice, meat, apples, bread, melons, onions, and lemons) Play the recording (Track 74) 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 Check that children understand fresh, sweet, and healthy Sing and (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 74) for children to listen and the actions Family and Friends Special Edition Grade – Unit 8: I’d like a melon Song actions lemons – squeeze a lemon meat – grill meat on a barbecue melon – pick up a big, heavy melon apples – bite into this, holding it noodles – twist noodles on a fork onions – rub your eyes Consolidation Cereal or melon     Put the flashcards for cereal and melon on different walls in the classroom Tell children you are going to hold up the other food Flashcards They must point to the melon Flashcard if the word is a countable noun and point to the cereal Flashcard if it is an uncountable noun Hold up the other flashcards at random for children to point to the right flashcard Ask the children to work in pairs and test each other Exercises: Workbook p 56 Story time: A reader of your choice Family and Friends Special Edition Grade – Unit 8: I’d like a melon Week: 23 Periods: 89-90 Date: 13/02/17 Lesson Four Phonics Objectives To pronounce the sounds /nd/, /nt/, and /mp/ and associate them with the letters nd, nt, and mp in word endings  To identify these consonant clusters in a chant  Language Language focus: speaking Vocabulary: hand, pond, plant, tent, lamp, camp Extra vocabulary: put up, wind (n), light (v), just    Resources and materials Student Book p 61 Workbook p 57 Audio Tracks 67, 75–76 Phonics Cards 18–19 (field, belt) Phonics Cards 20–22 (pond, tent, lamp)      Introduction Weather report: Ask the class about today's weather Warmer      Hold up Phonics Cards 18 and 19 (field and belt) from the last phonics lesson, covering the words with your hand, and ask What’s this? Ask children if they can remember the letters they learned in the last phonics lesson (ld and lt) Show the phonics cards and say the words for children to repeat Ask children to remember other words with the letters ld and lt (child, shield, quilt, adult) Play the recording (Track 67) and say the chant from Student Book p 55 to review the endings ld and lt Lead-in  Hold up the Phonics Cards for pond, tent, and lamp, saying the words for children to repeat 10 Family and Friends Special Edition Grade – Unit 8: I’d like a melon    Repeat several times until children are used to saying the words Divide the class into three groups and assign each group one of the words Tell children to stand up and say the word when you hold up their phonics card Silently hold up the phonics cards at random Children stand up and say their 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 sounds and words Play the first part of the recording (Track 75) for children to listen and point to the pictures Play the second part of the recording for children to repeat the sounds and words in chorus Play the recording all the way through (more than once if necessary) for children to point and repeat again Transcript (Track 75) Listen and point /nd/ hand, pond /nt/ plant, tent /mp/ lamp, camp lamp, pond, tent, plant, camp, hand Listen and repeat /nd/ hand, pond /nt/ plant, tent /mp/ lamp, camp Listen and chant (Exercise 2)     Ask children to look at the picture and tell you the words they can see from Exercise (tent, camp, lamp, pond, plant) Play the recording (Track 76) 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 Phonics TPR   Ask children to clap when they hear a word with nd, stand up when they hear a word with nt, and hold up their hands when they hear a word with mp Play the chant (Track 76) Children listen and the actions Development Read the chant again Circle the words with nd, nt, and mp (Exercise 3)     Write the letters nd, nt, and mp in different places on the board Focus attention on the word tent in the chant, and ask children to point to the correct letters on the board Ask children to find and circle the other words with nd, nt, and mp in the chant Go through the answers with the class Children call out the words Answers tent, camp, wind, lamp, pond, plants, aunt Circle the end letters nd, nt, and mp below (Exercise 4)    nt Ask children to look at the first picture Ask What’s this? (a plant) What letters does it have? Children the rest of the exercise individually Go through the answers with the class, asking children to point to the letters on the board Answers nd nd nt mp mp Consolidation Let’s practice! 11 Family and Friends Special Edition Grade – Unit 8: I’d like a melon    Ask students to look at the picture and speech bubble Say I have a plant in my hand 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 Point to the word     Put the Flashcards for nd, nt, and mp in different places in the room Tell children you are going to call out words They should point to the word or to a word that has the same end sound Call out words from the phonics lesson, including the phonics card words, at random Go faster and faster until children can’t keep up with you Make a sentence     Ask children to work in small groups Tell them to look at the six words for the unit and try to make a sentence which uses each word, e.g., for hand, they could write My hand is on the end of my arm Or, Everyone’s hand has five fingers Or, When I meet someone new, I shake their hand Give the groups time to write six sentences, and then feedback with the full class Ask each group to tell you the sentence they have written for each word If you like, you could choose the best sentence for each word as a class and the winning group could write their sentence on the board Exercises: Workbook p 57 Story time: A reader of your choice 12 Family and Friends Special Edition Grade – Unit 8: I’d like a melon Week:24 Periods:91-92 Date:20/02/17 Lesson Five Skills Time! Objectives Reading: read and understand a recipe; read for specific information about ingredients and instructions  Language Language focus: reading Vocabulary: sauce, mushrooms, pastry, garlic, bean sprouts Extra vocabulary: pot, fry (v), pan, dish, fold, bowl  Structures: Revision    Resources and materials Student Book p 62 Workbook p 58 Audio Tracks 77–78 Food Flashcards 97–101 Several plastic shopping bags with holes cut in them      Introduction Weather report: Ask the class about today's weather Warmer    Divide the class into four or five groups and give each group the name of a fruit, e.g., apples, oranges, pears, melons, lemons Play Do it! and call out instructions for each group, e.g., Apples – touch your nose Oranges – stamp your feet, etc Continue calling out the fruit words, faster and faster until children can’t keep up with you Lead-in    Tell children they are going to learn some more food words Use Flashcards 97–101 to elicit the vocabulary for the food Model any words the children don’t know Say all the words again for children to repeat 13 Family and Friends Special Edition Grade – Unit 8: I’d like a melon  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 in Exercise Play the first part of the recording (Track 77) 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 77) Listen and point sauce, mushrooms, pastry, garlic, bean sprouts pastry, bean sprouts, mushrooms, garlic, sauce Listen and repeat sauce, mushrooms, pastry, garlic, bean sprouts Guess what I’m thinking of     Tell children you are thinking of a fruit or a vegetable Write three questions on the board, and tell children they can only ask these three questions: Is it a fruit or a vegetable? How big is it? What color is it? Make sure children understand the meaning of fruit and vegetable Elicit some examples of each Children try to guess your word Gesture with your hands to show how big it is and give clues if necessary What food can you see in the pictures below? (Exercise 2)  Say My favorite dish is (something you like)  Check that children understand the word dish, and ask a few children what their favorite dish is They should give the name in their language and not try to describe it, e.g., My favorite dish is bun bo hue / bo / banh xeo  Ask children to look at the pictures Ask What is the text about? (how to cook a dish / cooking spring rolls) What you need to cook the dish? (sauce, mushrooms, pastry, onion, garlic, chicken, and bean sprouts) Development Listen and read (Exercise 3)     Play the recording (Track 78) for children to listen and follow the text silently in their books Ask them to point to the ingredients as they hear them named Ask questions to check comprehension, e.g., What is the sauce made of? What you with the chicken? What you put in the pastry? Answer any questions children have, and check that they understand the words pan, pot, bowl, and fry Play the recording a second time and ask children to circle the words from Exercise in the text Read again and write T (true) or F (false) (Exercise 4)     Explain that children are going to read sentences about the dish and decide if they are true or false Look at the example with the class, and check that they understand the exercise Allow time for children to read the text again and write T or F for the sentences Go through the answers with the class Answers F 14 Family and Friends Special Edition Grade – Unit 8: I’d like a melon T T F T6 F Consolidation What’s in the bag?       Play What’s in my shopping bag? Choose four of the flashcards from this lesson and four from Lesson and put them into two plastic shopping bags with a few holes cut in them Tie the top of the plastic bags, but make sure you can untie them again Pass the shopping bags around the class Tell children to move the cards around inside the plastic bags and try to see what they are, and then pass the bag on When children call out a word that they can see, untie that bag and put that card on the board Give the bag back to the children for them to pass to another desk You may prefer to this with all the flashcards and four bags to involve more people at the same time Exercises: Workbook p 58 Story time: A reader of your choice 15 Family and Friends Special Edition Grade – Unit 8: I’d like a melon Week: 24 Periods: 93-94 Date: 20/02/17 Lesson Six Skills Time! Objectives    Listening: listen for and understand specific words Speaking: perform a shopping dialogue Writing: identify and order adjectives by size and color; write instructions for making a sandwich (Workbook) Language  Vocabulary: Revision  Structures: Revision Resources and materials      Student Book p 63 Workbook p 59 Audio Track 79 Food Flashcards 90–101 Paper and colored pencils Culture note: Farmers’ markets in the U.S.A A lot of towns and cities have “farmers’ markets” once a week from May until October Vendors pay for a license to set up their stands, usually in a town square or other area for pedestrians only They sell locally grown produce and meat, baked goods, and gifts The market is also a place to socialize Introduction Weather report: Ask the class about today's weather Warmer   Put up the Food Flashcards from Lessons and on the board Draw a 3x3 grid on the board Ask children to copy and complete it with any of the food words on the board 16 Family and Friends Special Edition Grade – Unit 8: I’d like a melon   Play Bingo to review the food words for this unit and energize the class Call out words from the vocabulary set in any order Keep a record of the words as you say them, so that you don’t say the same word twice The children cross off the words in their grid as they hear them The first child to complete a line of three shouts Bingo! Lead-in    Tell children to open their books and look at the pictures in Exercise Ask children to tell you the food in the pictures (rice, meat, melon, noodles, onions, lemon) Ask What is the woman doing? (She’s shopping.) Ask questions, e.g., Where can she buy the (rice)? Ask children to point to the supermarket Presentation Listen and write A or B (Exercise 1)      Tell children they are going to hear a recording of a woman shopping They have to listen to each dialogue and choose whether it’s about picture A or picture B Play the recording (Track 79) the whole way through for children to point to the correct answer Play the recording again, pausing after each dialogue for children to write A or B Play the recording the whole way through again for children to check their answers Go through the answers with the class Transcript (Track 79) Man: Hello Can I help you? Woman: Oh, yes I’d like a lemon, please Man: OK – here you are Woman: Thank you Man: Hello Can I help you? Woman: Yes, please I’d like some meat Man: Is this meat OK? Woman: Yes, that’s fine Thank you Man: Hello! What would you like? Woman: I’d like a melon, please Man: Would you like this one? Woman: Yes, please It looks very nice Man: Hello! What would you like? Woman: I’d like some onions, please Man: OK Here you are Woman: Thank you! Man: Hello Can I help you? Woman: Yes, please I’d like some rice Man: OK Here you are Woman: Thank you Man: What would you like? Woman: I’d like some noodles, please! Man: These noodles are very nice Would you like them? Woman: Yes Thank you very much 17 Family and Friends Special Edition Grade – Unit 8: I’d like a melon Answers B A A B A B Look at the pictures Ask and answer (Exercise 2)      Ask two children to read the speech bubbles for the class Tell children they are going to go shopping They should take turns saying what they would like Ask children to work in pairs Tell them they should ask for two things each time and keep changing roles until you tell them to stop Children the exercise in pairs Monitor and help where necessary Tell some pairs to ask and answer their questions for the class Alternatively, you may wish to the whole exercise with the class Development Put the words in the correct columns Then write the sentences (Exercise 3)        Ask children to close their books Write this sentence on the board: I have a big, yellow melon and a small, white mushroom Ask one child to come to the board and underline the colors Ask another child to come to the board and underline the words for size Ask children to open their books Look at the Writing box with the class Read the sentence for children to repeat Ask children to look at the examples in Exercise 3, and check that they understand both parts of the exercise Children the rest of the exercise individually Monitor and help where necessary Go through the answers with the class Ask children to read the sentences aloud Answers Size: big, small, little, tall Color: green, red, pink, blue big, red little, pink tall, green small, blue Find it!  Ask children to find these things in the unit: a big, yellow fruit (melon) a long, green vegetable (cucumber) small, white vegetables (mushrooms) a long, brown food that you use for sandwiches (bread) Write three sentences about things you would like Describe the size and the color (Exercise 4) 18 Family and Friends Special Edition Grade – Unit 8: I’d like a melon    Ask children to look again at the sentences in Exercise Tell them they are going to write three sentences about themselves using the same structure Children work individually to complete the sentences Monitor and help where needed Put the children into groups to share their sentences Ask a few children to read a sentence to the class Answers Children’s own ideas Consolidation My favorite food     Ask children to tell you their favorite food Children can choose an item from this unit or something they know from Levels and Give children pieces of paper and colored pencils Tell children they are going to make a poster about their favorite food Tell children to write My favorite food is… at the top of their poster and draw a picture Ask children to write two adjectives on the poster to describe their favorite food Put some ideas on the board, e.g., nice, healthy, great, cool, fresh, sweet Exercises: Workbook p 59 Story time: A reader of your choice Worksheet 1: What’s in the basket? us db me at se cr uak b a h z agv fkrxpe rt n r d o u a x x whawi uae f d n a d qf i l wc 19 ucumb n a n a a o n mpc o a pelr dl bse e c esr a cc c q l k a he e r Family and Friends Special Edition Grade – Unit 8: I’d like a melon Write the words in the list: _ _ _ _ _ _ _ _ _ 10 Grade Worksheet 2: I’d like an apple 20 Unit 8: I’d like a melon Family and Friends Special Edition Grade – Unit 8: I’d like a melon Draw pictures of some food Use the correct box a / an some Talk to your partner about their pictures Say what you would like Use a/an or some © Oxford University Press 2016 21 16 ... sandwich, apple, banana, meat, salad, cake Exercises: Workbook p 54 Story time: A reader of your choice Week: 22 Periods: 85 - 86 Date: 06/02/17 Family and Friends Special Edition Grade – Unit 8: ... partners and repeat the exercise Exercises: Workbook p 55 Story time: A reader of your choice Family and Friends Special Edition Grade – Unit 8: I’d like a melon Week: 23 Periods: 87 -88 Date:... flashcards and four bags to involve more people at the same time Exercises: Workbook p 58 Story time: A reader of your choice 15 Family and Friends Special Edition Grade – Unit 8: I’d like a melon Week: