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

Family and Friends Special Edition – 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 in the park Family and Friends Special Edition  – 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 Presentation 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 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 Family and Friends Special Edition      – 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 Consolidation 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 Family and Friends Special Edition – 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 Family and Friends Special Edition – 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 Development 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 the rest of the exercise individually  Go through the answers with the class Answers was were was Family and Friends Special Edition – were Look and write (Exercise 4)    Look at the picture and the example with the class Ask Is there a singer in the picture? (no)  that children understand the exercise Children the rest of the exercise individually Go through the answers with the class Check Answers wasn’t weren’t weren’t was were wasn’t Can you remember?  With books closed, say was / wasn’t and were / weren’t sentences about the picture in Exercise 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 Family and Friends Special Edition – 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 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 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) Family and Friends Special Edition      – 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 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 Development 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 (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 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 – 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 this activity in groups Family and Friends Special Edition  – Ask questions using the transportation and places in town word sets to help children focus on known words 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 Family and Friends Special Edition – 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)      Introduction 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 10 Family and Friends Special Edition     – 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 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 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 Transcript (Track 102) Listen and point night, light, sky, dry, smile, shine smile, shine, dry, sky, light, night Listen and repeat night, light, sky, dry, smile, shine 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 103) 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 Development Read the chant again Circle the words with igh, y and i_e (Exercise 3)     Write the letters igh, y, and i_e on the far right, far left, and in the middle of the board, respectively Focus attention on the word night in the chant Ask children to point to the letters on the board that make the sound /aɪ/ in night Ask children to find and circle the other words with igh, y, and i_e in the chant Go through the answers with the class Answers dry, night, sky, light, white, smile, shines, night 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 /aɪ/ sound Read these sentences: The house is white The house has a light It’s very bright There are stars in the sky They shine at night 11 Family and Friends Special Edition – Match and write (Exercise 4)     Ask children to look at the example and point to the letters in shine Ask children to look at the pictures and write the words and then match them with the letters Children 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 Answers i_e, shine igh, night y, dry i_e, smile igh, light y, sky 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 igh, y, and i_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 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, e.g., sky, queen, dry, night, train, jelly 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 77 Story time: A reader of your choice 12 Family and Friends Special Edition – Week: 33 Periods: 127-128 Date: 24/04/2017 Lesson Five Skills Time! Objectives  Reading: read and understand a story about a Tet holiday; read and understand key information about the story Language Language focus: reading Vocabulary: along, in the middle of, at the top of, between, inside Extra vocabulary: orange trees, lucky money, banh chung, gifts     Structures: Revision Resources and materials Student Book p 82, 84 Workbook p 78 Audio Tracks 101, 104–105 Prepositions Flashcards 133–137     Culture note: Tet holiday Tet Nguyen Dan is the most important celebration of Vietnamese culture Translated to mean “the first morning of the first day,” Tet (in short) is the Vietnamese version of the Lunar New Year and can be considered an all in one festival Introduction Weather report: Ask the class about today's weather Warmer   Ask children to turn to p 82 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 101) and sing the song Our town has a history to energize the class and prepare them for the topic of this lesson Lead-in   Tell children they are going to learn words to talk about where things are Use Flashcards 133–137 to introduce the prepositions of movement and place 13 Family and Friends Special Edition – 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 Play the first part of the recording (Track 104) 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 104) Listen and point along, in the middle of, at the top of, between, inside in the middle of, inside, along, between, at the top of Listen and repeat along, in the middle of, at the top of, between, inside Snap    Write one of the items in the vocabulary set on the board, e.g., between Put the flashcards in a pile and hold them up so the children can only see the facing card Reveal the cards one at a time by putting the front card to the back When children see between, they shout Snap! Repeat with the rest of the words in the set Guess the words     Ask children to work in pairs and to close their books Tell them that they are going to read a story written by a girl about her Tet holiday celebration Ask them to guess five words that they will find in the text You could elicit a few examples, e.g., family, fruit When the children have chosen their words, ask them to scan the text on p 84 and find out if they are correct Ask the children to call out how many words they predicted correctly, and write some of the words on the board Development Listen and read (Exercise 2)   Play the recording (Track 105) for children to listen and follow the text silently in their books Play the recording a second time, and ask children to circle the words from Exercise in the text (all are in the text except inside) Read again and complete the sentence (Exercise 3)      Explain that children are going to complete sentences about the text Look at the example with the class and ask children to find Da Nang in the text Allow time for children to read the text again and complete the other sentences individually Go through the answers with the class Ask children to read aloud the sentences Ask more questions about the text to check comprehension, e.g., Where did Oanh’s family celebrate Tet? Where did her cousins come from? What did she before Tet? When did she visit her friends? What did her teacher say? 14 Family and Friends Special Edition – Answers hometown hill clothes happy Consolidation Listen and point   Put the Prepositions Flashcards up around the room Play the recording for the text again Children listen and point to the prepositions when they hear them Where was it?     Put a number of flashcards face up on the board Give the class five seconds to look at the cards Now turn all the cards over so that they are face down Ask, for example, Where’s “at the top of”? The children try to remember the position of the card Give several children an opportunity to guess Ask them to say the word before they point to the card Exercises: Workbook p 78 Story time: A reader of your choice 15 Family and Friends Special Edition – Week: 33 Periods:129-130 Date: 24/04/2017 Lesson Six Skills Time! Objectives    Listening: understand a conversation about Tet holidays Speaking: make statements about the past with there was / were Writing: understand how texts are organized into paragraphs; write about your Tet holiday Language   Vocabulary: Revision Extra vocabulary: rice cakes, watermelon, bamboo, envelopes  Structures: Revision Resources and materials     Student Book p 84–85 Workbook p 79 Audio Track 106 Prepositions Flashcards 133–137 Introduction Weather report: Ask the class about today's weather Warmer Put the Prepositions Flashcards on the board Ask children to stand up Demonstrate the following actions for each preposition (adapt or change them if your classroom is not suitable): along – pretend to walk in the middle of – turn around as if looking around you at the top of – point upwards between – stretch your arms out on both sides inside – bring your arms together to form a roof above you  Practice all of the actions several times with children  Call out the prepositions randomly Children the actions   16 Family and Friends Special Edition – Lead-in   Tell children to open their books and look at the pictures in Exercise Point to the pictures and ask questions, e.g., Where are the people from? (Viet Nam) What are they doing? (celebrating Tet, playing games), What things can you see in the pictures? Presentation Listen and write the numbers (Exercise 1)     Tell children they are going to hear a recording of two people talking about their writing homework They have to listen and number the pictures in the order they hear them Play the recording (Track 106) the whole way through for children to listen and think about the answers Play the recording again, pausing after each dialogue for children to write the numbers Play the recording again for children to check their answers  Go through the answers with the class Answers c e a b d Development Look at the pictures and say (Exercise 2)     Ask two children to read the speech bubbles for the class, and ask children to find the school in the first picture in Exercise Tell children to work in pairs They must say things about the pictures using the words in the box and find the pictures their partners talk about Tell children to say three things each Ask some children to say something about a picture to the whole class The other children find the picture Look at the text on page 84 How many paragraphs can you find?    Ask the children to read the text again and put numbers next to each paragraph Ask them how many paragraphs there are (six) Ask What is paragraph about? What is paragraph about? You might want to write Tet holiday, before Tet, the first day of Tet, the second day of Tet, and the third day of Tet on the board in a random order Ask children to tell you what each paragraph is about Answers Tet holiday before Tet the first day of Tet the second day of Tet the third day of Tet conclusion Write about your Tet holiday Use paragraphs (Exercise 3) 17 Family and Friends Special Edition     – Ask children to think about their last Tet holiday Tell them to make some notes about what they did Tell them to work individually to write some paragraphs about their holiday Remind them to start each new topic with a new paragraph Allow children time to complete the task Monitor and help where needed When they have completed their paragraphs, ask them to swap with a partner and read each other’s work Consolidation Word chain       Put the Prepositions Flashcards on the board in a sequence, e.g., at the top of, inside, along, in the middle of, between Play Word chain with the prepositions Point to a child He / she says the first word in the sequence, i.e., at the top of Point to another child He or she says the next word in the sequence, i.e., inside Continue in this way, with each child saying the next word in the sequence, returning to the beginning when necessary Option: Remove one flashcard The class repeats the sequence, including the missing word Remove one more flashcard each time, until children are saying the whole sequence from memory True or false    Play True or false? with the children Ask children to close their books Read aloud the sentences below Children have to listen to each sentence and write True or False in their notebooks Go through the answers with the class Oanh’s cousins live in Ho Chi Minh City (T) The party was at their uncle’s house (F) Oanh and her brother got lucky money from their grandparents (T) Oanh walked along the river with her friends (F) Oanh’s teacher said, “See you next year!” (F) Exercises: Workbook p 79 Story time: A reader of your choice Teacher Lê Trần Vân Khánh 18 ... Viet Nam and in other countries in the world Exercises: Workbook p 74  Story time: A reader of your choice Family and Friends Special Edition – Week: 31 Periods: 121-122 Date: 10/04/2017 Lesson. .. your choice Family and Friends Special Edition – 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... and ensure they are the same They can then change roles and repeat the activity Exercises: Workbook p 77 Story time: A reader of your choice 12 Family and Friends Special Edition – Week: 33 Periods: