Family and Friends Special Edition Grade 5 LESSON PLAN Unit 3 My things

Family and Friends Special Edition Grade 5 – Unit 3: My things

Week: 7
Periods: 27
Date:………………..
Lesson One Words
Objectives
To identify different possessions and verbs associated with them  To understand a short story



Language




Language focus: listening, reading
Vocabulary: TV, DVD player, CD player, MP3 player, camera, turn on, turn off
Extra vocabulary: thing, please, watch (n), my, boring, use (v), computer, school project, about, space, think,
broken, Well…

Resources and materials
Student Book p. 20
Workbook p. 20
Audio Tracks 26–27
My things Flashcards 35–39
Phrasal verbs Flashcards 40–41  An empty box








Culture note: Homework in the U.S.A.

Sometimes children’s backpacks are quite heavy from carrying books for homework. However, a lot of children’s
homework can be produced on computers at home or at school using word-processing and presentation software.
Also, some parents can log into their child’s school website and see if he or she has homework to do. Kids love
technology, but they don’t like this feature very much!

Introduction
Weather report: Ask the class about today's weather.
Warmer




Play a miming game to energize the children at the start of the lesson. Use the hobbies words from the previous
unit, and add other simple actions that the children know, e.g., swim, run, ride a bike, jump rope.
Mime one of the activities and ask children to guess the activity. The first child to guess correctly mimes the next
activity for the class to guess.
Put the children into groups to play the game.

Lead-in


Tell children that they are going to learn the names of some possessions.

© Oxford University Press

1


Family and Friends Special Edition Grade 5 – Unit 3: My things




Use the My things Flashcards 35–39 to introduce the vocabulary for the lesson. Hold them up one at a time and
ask What’s this? Model any words the children don’t know.
Demonstrate turn off and turn on with the classroom lights. Then show the phrasal verbs Flashcards 40–41 and ask
children to tell you the verbs.
Hold the flashcards up in a different order and repeat.

Presentation
Listen, point, and repeat. (Exercise 1)





Ask children to look at the pictures in Exercise 1.
Play the first part of the recording (Track 26) for children to listen and point to the appropriate picture. Repeat if
necessary.
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 26)
Listen and point.
TV, DVD player, CD player, MP3 player, camera, turn on, turn off

MP3 player, TV, camera, CD player, turn on, DVD player, turn off Listen
and repeat.
TV, DVD player, CD player, MP3 player, camera, turn on, turn off What’s
in the box?







Bring a large empty box into the classroom. Put one of the My things Flashcards 35–39 into the box.
Tell the children you’ve got one of the things from Exercise 1 in your box and ask them to guess what it is.
Give a clue about the weight to make it more fun, holding the box lightly for an MP3 player, or pretending to have
something heavy inside for a TV.
Children call out guesses. When a child guesses correctly, give him / her the box with another flashcard inside.
Make sure that the other children can’t see the flashcard.
Children guess what is in the child’s box.
Repeat.

Development
Listen and read. (Exercise 2)






Focus children’s attention on the story and ask questions about each frame, e.g., Where are the children? What
things can you see? What is (Max) doing? Who has the book now?

Play the recording (Track 27) for children to listen and follow the words of the story in their books.
Ask questions to check comprehension, e.g., Does Max want to watch TV? What is his book about? Who has a
computer? Who has a school project? Can Holly use the computer? Does she like Max’s book?
Play the recording a second time for children to follow in their books again.
Ask children to find a word from Exercise 1 that appears in the story (TV).

Unscramble the words.



Write the letters VDPT3DVMCD on the board.
Tell the children to make four words from these letters. They can only use each letter once, but they can also use
the word player. (Answers: MP3 player, TV, DVD player, CD player).

Consolidation
Pictionary


Ask a child to come to the board and show them a My things Flashcard without the rest of the class seeing.

© Oxford University Press

2


Family and Friends Special Edition Grade 5 – Unit 3: My things




The child should start to draw the item on the board, and the class call out which item they think he / she is
drawing.
The first child to guess correctly comes to the board to draw the next item.
Put the children into small groups to play the game by themselves.

Discussion





Ask the children to look again at the My things items in Exercise 1. Ask them to think about which item is the most
useful, and why.
Put the children into small groups to discuss the items, and ask them to try to agree on which one is the most
useful item. Remind the children to speak in English while discussing the question. Monitor and help with any
vocabulary needed.
Ask each group which item they have decided is the most useful, and why. See if groups have all agreed on the
same item or have chosen different ones.

Exercises: Workbook p. 20
Story time: A reader of your choice

© Oxford University Press

3


Family and Friends Special Edition Grade 5 – Unit 3: My things

Week: 7

Periods: 28
Date: ………………..
Lesson Two Grammar
Objectives




To understand and use the possessive adjectives your, our, and their
To understand can for permission in sentences, and write short answers for questions with can 
understand can for requests
To act out a story

To

Language



Vocabulary: This is your CD. That’s our camera. That’s their CD player. Can I use your DVD player? Yes, you can. /
No, you can’t.
Extra vocabulary: TV, computer, dinner, listen to

Resources and materials
Student Book p. 20–21
Workbook p. 21
Audio Tracks 27–28
My things Flashcards 35–39
A big empty bag
Worksheet 1: This is my teddy. (one copy per child) 








Colored pencils

Introduction
Weather report: Ask the class about today's weather.
Warmer
Tell the children they are robots, and you can turn them on and off with a magic remote control.
Demonstrate the “off” position with your hands by your sides and head down.
Tell children to stand up at their desks.
Call out actions for children to mime, e.g., drink, wave, take a photo, run, swim.
Children mime the actions as if they were robots until you say “turn off”. Children move to the “off” position.
When you say “turn on” children resume miming the action.







Lead-in



Ask children what they can remember about the story. Ask Who has a computer? Who has a book? Can Holly use
the computer? What is Max’s book about? Does Holly like it?
Ask children to turn to the story on p. 20 of their Student Books and check their answers.

Presentation
Listen to the story and repeat. Act. (Exercise 1)
© Oxford University Press

4


Family and Friends Special Edition Grade 5 – Unit 3: My things






Play the recording (Track 27), pausing for children to repeat.
Divide the class into groups of four to play the parts of Holly, Max, Amy, and Leo. If the class doesn’t divide exactly,
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.
Children practice acting out the story in groups. Monitor the activity, helping where necessary and checking for
correct pronunciation. If you wish, ask one or two groups to come to the front of the class and act out the story.

Story actions
Picture 1: Max reads a book. Leo asks Amy to turn on the TV. Amy turns on the TV.
Picture 2: Amy watches TV. Max reads. Holly points to a laptop computer.
Picture 3: Leo presses the keys on his laptop and looks worried. Max points to his book. Amy and Holly look at him. Picture

4: Holly holds the book. They all look at it.
Listen and repeat. (Exercise 2)

Hold up your book and say This is my book. Then gesture to the children’s books and say Those are your books.

Write This is…. classroom and That’s…. classroom on the board, pointing to your class and then in the direction of
other classrooms to elicit our and their.

Ask children to open their Student Books to p. 21.

Listen to the top three sentences in the Let’s learn! chart (Track 28), pausing after each one for children to repeat.

Write you, we, and they on the board and point to them, asking children to read aloud the correct sentences.

Focus attention on the picture and ask two children to read aloud the speech bubbles.

Choose children in your class and ask for things they have, e.g., Can I have your book, (Chi)? Elicit Yes, you can. Ask
again and gesture no to elicit No, you can’t.

Read the questions and short answers at the bottom of the chart, pausing after each one for children to repeat.

Write Can I use your computer? on the board, and read it aloud for children to repeat.

Erase the word computer and hold up each My things Flashcard to elicit new sentences.

Development
Write. (Exercise 3)



Look at the example with the children and check that they understand the exercise.
Children do the rest of the exercise individually.  Go through the answers with the class.

Answers
1
your
2
our
3
Their
4
Our
5
your
6
their
Magic bag




Walk around the classroom with a big empty bag. Ask children to put something small belonging to them in the
bag, e.g., a piece of clothing, a school item such as pen, book etc.
When you have a number of items in the bag, invite one child to come to the front of the room and take out one
item (without looking) and ask Is this your (pen)?
The child that is asked must respond appropriately. If it is not his / her item, the child must guess the owner, saying
No, it isn’t my (pen). It’s (Trung)’s (pen). 
Continue until the bag is empty.

Write. (Exercise 4)



Look at the example with the children and check that they understand the exercise.

© Oxford University Press

5


Family and Friends Special Edition Grade 5 – Unit 3: My things


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

Answers
1
Yes, he can.
2
No, you can’t.
3
No, you can’t. 4 Yes, you can.

Consolidation
Let’s practice!




Ask students to look at the picture and speech bubble. Ask Can I use your CD player? Have one student answer
Yes, you can.

Have a pair of students ask and answer the same question.
Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.

Worksheet 1: This is my teddy bear.





Give out copies of the worksheet and colored pencils, one to each child.
Ask children to look at the example. Tell them that they must read the sentence and draw a picture to show the
meaning.
Give children about ten minutes to complete the activity. Monitor and help where needed.
Put children into small groups to compare their pictures and decide if they show the meaning or not.

Exercises: Workbook p. 21
Story time: A reader of your choice

© Oxford University Press

6


Family and Friends Special Edition Grade 5 – Unit 3: My things

Week: 8
Period: 29
Date: ………………..
Lesson Three Grammar and Song
Objectives

To make requests with can
To use can for permission and the My things words in the context of a song




Language
Language focus: listening, writing, speaking
Extra vocabulary: open (v), window, close, door, put on, rainy, play a CD, new, show (n), out in the sun, run




Resources and materials
Student Book p. 22
Workbook p. 22
Audio Track 29
My things Flashcards 35–39






Introduction
Weather report: Ask the class about today's weather.
Warmer








Tell the children you want to go shopping with them. Ask children to think of things they can buy and mime some
possibilities to help them, e.g., a bike, a coat, a book, a toy.
Write the words on the board, and also put up the My things Flashcards.
Play A long sentence. Start by saying I want to go shopping. I want a (TV).
Choose another child to repeat the sentence, adding any new item from the board, e.g., I want to go shopping. I
want a TV and a book.
Continue the game until a child cannot remember the sequence or makes a mistake.
Put the children into groups to continue playing the game.

Lead-in




Write Can you open the window, please? on the board. Tell a child to choose a classmate and ask the question. The
other child must mime opening the window.
Repeat several times. You can also do this with put on your coat and close the door.
Focus attention on the words Can you in the sentence on the board. Then erase these words and ask children to
read aloud the sentence again.

Presentation
Ask and answer. (Exercise 1)

© Oxford University Press

7

Family and Friends Special Edition Grade 5 – Unit 3: My things





Ask children to open their Student Books to p. 22 and tell you what the objects in the pictures are (TV, window,
coat, CD player, door and book, homework or math book as possible answers for the last picture).
Ask individual children to read the speech bubbles for the class, and check that children understand the exercise.
Ask children to work in pairs and do the activity. Children should ask at least three questions each. Monitor and
help where necessary.
Ask some pairs to ask and answer questions in front of the class.

Close your book and write three questions. (Exercise 2)





Ask children to look at the example and check that they understand the exercise.
Tell children to look at the pictures again, and then ask them to close their books and write down three questions
from Exercise 1.
Monitor the activity and help where needed.
Ask some children to read aloud their sentences to the class.

Miming game





Mime an action (opening a book) and ask children to call out a sentence that goes with the action, e.g., Can you
open your book, please?
Put children into groups to play the game. One child mimes an action and the rest of the group call out a sentence
that goes with the action.
Make sure each child gets a turn to mime.

Development
Weather words



Tell children they are going to practice some weather words. Draw a skiing stick man, a cloud with raindrops, a big
sun, and a tall, bending tree on the board. Elicit the words snowy, rainy, sunny, and windy.
Point to the pictures and ask children to call out the words. 
Go faster and faster until the children can’t
keep up.

Listen and sing. (Exercise 3)







Ask children to open their Student Books and look at the song pictures.
Point and ask questions about the pictures, e.g., Where are the children? What does the boy have? What does the
girl have? What does he / she want to do? Where are the children now? Is it rainy / sunny?

Play the recording (Track 29) 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 song again for children to sing along. 
Repeat (more than once if you wish).

Sing and do. (Exercise 4)




As a class, decide on the actions for the song (see suggestions below).
Practice the actions with the class.
Play the recording for children to listen and do the actions.

Song actions
It’s rainy today – mime holding an umbrella
Can we watch a DVD? – mime putting a DVD into a DVD player
Can we play our new CD? – mime dancing
Can we watch TV? – mime pointing a remote control
It’s sunny today – fan your face as if you are hot
We can have a lot of fun – wave your hands in the air
Can we run and can we play? - stamp your feet

© Oxford University Press

8


Family and Friends Special Edition Grade 5 – Unit 3: My things

Consolidation
I can clap.




Ask children to close their books.
Tell them they are going to listen to the song and clap when they hear the word can.
Play the song again (Track 29). Children listen and clap.

Role-play




Tell children that they are going to write a dialogue between themselves and their mother / father.
In the dialogue, the child has to ask their mother / father 3 ‘can’ questions. They can use vocabulary from the
board and add their own ideas.
Ask children to work in pairs to act out each other’s dialogue. 
Monitor and help with vocabulary and
pronunciation.

Exercises: Workbook p. 22
Story time: A reader of your choice

© Oxford University Press

9

Family and Friends Special Edition Grade 5 – Unit 3: My things

Week: 8
Period:30
Date: ………………………………
Lesson Four Phonics
Objectives
To pronounce the sound /a:r/
To associate the sound /a:r/ with the letters ar in words.
To identify the sound /a:r/ in a chant
To match rhyming words






Language
Language focus: speaking
Vocabulary: car, park, shark, star, scarf
Extra vocabulary: after, start, art, arm, farm





Resources and materials
Student Book p. 23
Workbook p. 23

Audio Tracks 30–31
Phonics Cards 7–12 (space, kite, rope, cube, shark, scarf)






Introduction
Weather report: Ask the class about today's weather.
Warmer





Put the Phonics Cards 7–10 for space, kite, rope, and cube around the room, modeling the words and pointing to
the target letters to elicit the sounds /eɪ/, /aɪ/, /əʊ/, and /u:/ from the previous phonics lesson.
Tell the children you are going to call out other words from the previous lesson. They must point to the card which
has the same sound.
Call out bike, face, June, and stone, giving children plenty of time to find the card that has the same sound.
Call out the words several times in random order and go faster and faster until children can’t keep up with you.

Lead-in





Hold up the Phonics Cards for shark and scarf, saying the words for children to repeat.

As a class, decide on actions for shark and scarf (see suggestions below).
Tell children you are going to say some words. They should clap for each word but stand up and do the actions for
shark and scarf.
Call out these words: class, scarf, garden, art, shark, park, car, scarf, shark, art, park, garden, shark, car, scarf.

Suggested actions
shark – open and close the fingers of one hand, like opening and closing jaws scarf
– pretend to put on a scarf
© Oxford University Press

10


Family and Friends Special Edition Grade 5 – Unit 3: My things

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 /a:/ sound and the different words.
Play the first part of the recording (Track 30) for children to listen and point to the appropriate 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 30) Listen
and point.

/a:r/ car, park, shark, star, scarf
shark, star, car, scarf, park Listen
and repeat.
/a:r/ car, park, shark, star, scarf
Listen and chant. (Exercise 2)





Focus attention on the picture and ask children what words they can see from Exercise 1. (shark, scarf, car, park,
and stars).
Play the recording (Track 31) for children to listen to the chant.
Play the chant again for children to follow in their books. Stop the recording after each line for children to repeat.
Play the chant once more for children to join in and follow in their books.

Class chant




Divide the class into four groups. Tell each group to read aloud a line of the chant.
Say the chant together with Student Books open so that each group can learn their line and when to say it.
Tell children to close their Student Books and do the chant again, with each group saying one line.

Development
Read the chant again. Circle the words with ar. (Exercise 3)



Focus attention on the circled word car in Exercise 2 and ask children to find it in the chant.
Ask children to find and circle the other words with ar.  Go through the answers with the class.

Answers
car, park, scarf, shark
Match the words that rhyme. Write. (Exercise 4)





Write the word start on the left and the words art and shark on the right side of the board. Circle the last three
letters of start and ask which word, art or shark, rhymes with it.
Focus children’s attention on the example and check that they understand the exercise.
Children do the rest of the exercise individually.
Go through the answers with the class, asking children to call out the rhyming words.

Answers
1b 2d 3a 4c
Guessing game




Tell children that you are going to choose a secret word from Exercise 4.
Explain to children that they should try to guess the secret word, or a word that rhymes with it, but they can only
call out two words.
If children guess the word or a word that rhymes with it, they get a point. If they don’t guess the word, you get a
point.

© Oxford University Press

11


Family and Friends Special Edition Grade 5 – Unit 3: My things


Keep Track of the points on the board.

Consolidation
Let’s practice!




Ask students to look at the picture and speech bubble. Say I have an orange scarf.
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.

Make your own sentences.





Ask children to use the words from this lesson and write five sentences, one for each word, e.g., I’m wearing an
orange scarf.
When they have finished, they can compare their sentences with a partner.

Ask them to practice reading the sentences aloud.
Ask a few children to read a sentence for the class.

Rhyme time





Ask the children to work in pairs.
One child starts the game by saying one of the words in Lesson Four.
The next child must say a word that rhymes with that word within five seconds. The first child to fail to say a
rhyming word within the time limit loses the game.
Repeat the game until the children have practiced all of the words.

Exercises: Workbook p. 23
Story time: A reader of your choice

© Oxford University Press

12


Family and Friends Special Edition Grade 5 – Unit 3: My things

Week: 8
Periods: 31
Date: …………………..
Lesson Five Skills Time!
Objectives

Reading: read and understand school projects about collections; find specific details about people in a text



Language




Language focus: reading
Vocabulary: posters, postcards, pins, shells, collection
Extra vocabulary: dragon, collect, special, give, some of, on, bedroom, wear, jacket, bag, hat, cool 
Revision

Structures:

Resources and materials
Student Book p. 22, 24
Workbook p. 24
Audio Tracks 29, 32–33
Collections Flashcards 42–46
Blank paper
Colored pencils








Culture note

Collecting things is one of the most popular hobbies with both children and adults in the U.S.A., and people collect
lots of different things. As well as the things in this unit, people collect things like stamps, old toys, coins, autographs,
dolls, models, and antiques of all kinds. There are many specialist magazines, shops, and websites for collectors.

Introduction
Weather report: Ask the class about today's weather.
Warmer





Tell children they are going to sing It’s rainy today from Lesson 3.
Tell them to open their Student Books to p. 22 and look at the song.
Ask children to remember or decide on new actions for the song.
Play the recording (Track 29) and sing the song to warm up the class and review Can we…? and the My things
words.

Lead-in


Ask children to look at the texts on p. 24 in their Student Books and tell you what they are. Elicit They’re school
projects.

© Oxford University Press

13

Family and Friends Special Edition Grade 5 – Unit 3: My things




Ask children what they think the projects are about. Elicit collections.
Hold up Collections Flashcards 42–46 one at a time to elicit the vocabulary for collections. Model any words the
children don’t know.
Hold up the flashcards in a different order and repeat.

Presentation
Listen, point, and repeat. (Exercise 1)





Ask the children to look at the pictures in Exercise 1.
Play the first part of the recording (Track 32) 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 32) Listen
and point.
posters, postcards, pins, shells, collection
postcards, shells, collection, posters, pins Listen
and repeat.
posters, postcards, pins, shells, collection

What’s missing?






Display the Collections Flashcards on the board. Point at 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 the children have identified the missing card, shuffle the cards around again and repeat the procedure.
Option: To make the game harder, add flashcards from other lexical sets to the game.

Describe what you can see in the pictures below. (Exercise 2)



Ask children to look at the pictures in the school projects. Ask What do the children collect? (puppets and pins) Do
they have them at school? Do they put them in their bedrooms?
Ask children to look quickly through the text and try to find the answers.

Development
Listen and read. (Exercise 3)




Play the recording (Track 33) for children to listen and follow the texts silently in their books.
Check the answers to the questions you asked before they read, and answer any questions the children have.

Check that children understand cool.
Play the recording a second time, and ask children to circle the words from Exercise 1 in the text.

Read again and write. (Exercise 4)




Explain that children are going to complete the sentences with the names of the children in the text. Look at the
example and check that they understand the exercise.
Allow time for children to read the text again and complete the sentences individually.
Go through the answers with the class. You may wish to ask extra questions to check comprehension, e.g., How
old is Trang / Anh? Where are Trang’s puppets? Where are Anh’s pins?

Answers
1 Trang 2 Anh 3 Anh 4 Trang 5 Trang 6 Anh
Lip reading


Choose a Collections Flashcard and hold it facing you so that children can’t see it.

© Oxford University Press

14


Family and Friends Special Edition Grade 5 – Unit 3: My things







Say the word silently to the children, exaggerating the movements of your mouth. You may want to give small
miming or gestural clues.
Ask children to tell you the word.
Turn over the card to show children the word you were saying.
Repeat until you have practiced all the words.
If you like, children can play the game themselves in pairs, taking turns to say the word silently and point to the
picture in their books.

Consolidation
My collection






Give children a blank piece of paper and ask them to write about their collections. Tell them to use the model in
Exercise 4.
The children can practice what they will write in their notebooks and copy it out onto the paper when they are
happy with it.
Give out the colored pencils and ask them to decorate their writing with pictures of their collection.
Put children into small groups to present their work and talk about their collection.
Display their writing around the classroom.

Exercises: Workbook p. 24
Story time: A reader of your choice

© Oxford University Press

15


Family and Friends Special Edition Grade 5 – Unit 3: My things

Week: 8
Periods: 32
Date: ……………………………..
Lesson Six Skills Time!
Objectives
Listening: understand specific information to match people and the things they collect
Speaking: ask and answer questions based on information in the listening text
Writing: identify and use question marks, commas, and periods; write about a child’s collection (Workbook)





Language
Vocabulary: Revision 



Structures: Revision

Resources and materials
Student Book p. 25
Workbook p. 25

Audio Track 34
Collections Flashcards 42–46
Worksheet 2: Squashed sentences (one copy per child)







Introduction
Weather report: Ask the class about today's weather.
Warmer

Play What do I have? using the Collections Flashcards.

Hold up one card so that the class can only see the back of it.

Ask What do I have? for children to make guesses.

When the card has been guessed correctly, put it on the board.

Hold up a second card and repeat the procedure.
Variation: To make the game more exciting, limit children to three guesses. If they name the card within three guesses, the
class wins the card. If they don’t, the teacher wins the card. Put the cards the class has won and the cards the teacher has
won on opposite sides of the board. At the end of the game, add up the scores with the class.
Lead-in






Ask children to open their Student Books. Tell them to look at the pictures of the collections, and focus attention
on the numbers.
Tell children that when you call out a number, they have to shout out the correct word, posters, postcards, shells,
puppets.
Call out the numbers several times in random order.
Ask children Which collection do you like? Do you have a collection? What do you collect?

© Oxford University Press

16


Family and Friends Special Edition Grade 5 – Unit 3: My things

Presentation
Listen and match. What do they collect? (Exercise 1)






Tell children they are going to hear a recording about four children and their collections. They must listen and
match the children with the collections.
Play the recording (Track 34) all the way through for children to listen and point to the correct pictures.
Play the recording again, pausing after each item for children to write the correct letter a, b, c, or d.
Play the recording the whole way through again for children to check their answers.
Go through the answers with the class.

Transcript (Track 34)
1
Boy: The children in our class have lots of collections.
Girl: I know! Look! Duy has a shell collection.
Boy: How many shells does he have?
Girl: He has one hundred shells. Boy:
Wow!
2
Boy: Does Xuan have a collection?
Girl: Yes, she does. She has a postcard collection.
Boy: How many postcards does she have?
Girl: She has fifty postcards.
3
Boy: Do Khoa and Lan have a collection?
Girl: Yes, they do. They have a puppet collection. Look.
Boy: Wow! They have thirty puppets!
Girl: That’s a great collection!
4
Boy: Does Chi have a collection?
Girl: Yes, she does. She has a poster collection.
Boy: How many posters does she have? Girl:
She has twenty posters.
Answers
1
c
2
a
3
d

4
b
True or false


With books closed, call out true / false statements for children to write the answers, e.g., Duy has fifty shells (F),
Xuan collects posters (F), Khoa and Lan have a puppet collection (T), Chi likes posters (T).

Development
Look at the pictures. Ask and answer. (Exercise 2)




Ask two children to read the speech bubbles for the class.
Check that the children understand the exercise, and then ask them to work in pairs.
Children take turns asking and answering the questions about the people in Exercise 1. 
pairs to ask and answer the questions in front of the class.

© Oxford University Press

17

You can ask a few


Family and Friends Special Edition Grade 5 – Unit 3: My things
Write the punctuation marks. (Exercise 3)









Ask children to close their books.
Write the sentences from the Writing box on the board, without the punctuation marks.
Draw large punctuation marks on the board separately, and ask children where to put them in the sentences.
Ask children to open their books and check their answers in the Writing box.
Read the Writing box sentences and the example with the class, and check that they understand the exercise.
Children do the rest of the exercise individually.
Go through the answers with the class. You may wish to write the sentences on the board, and then ask children
to come to the front and write in the punctuation marks.

Answers
1
.
2
?
3
,,.
Punctuation race






Write different sentences with missing punctuation marks on the board in two different columns, and circle the

places where punctuation is needed. The sentences must have the same number of missing punctuation marks.
Tell children you are going to have a punctuation race and divide the class into two teams.
One child at a time from each team comes up to the board and writes in one punctuation mark. The rest of the
team can help by calling out. Be sure the children do not run.
If a child makes a mistake, erase it so that the next child in the team has to start from the same place.
The winning team is the first team to complete their sentences.

Consolidation
Write the things you collect. Use the punctuation marks. (Exercise 4)



Write the example sentence on the board and underline the punctuation marks.
Ask the children to complete the sentence below so that it is true for them and make sure they use the
punctuation marks. If children don’t have a collection, they can use their imagination.  Ask a few children around the
class to read out their sentence.

Worksheet 2: Squashed sentences






Give out the worksheets, one for each child.
Tell the children to work out the sentences and write them out using capital letters and correct punctuation.
Children can check their sentences with a partner. Monitor and help where needed.
Ask children to write a sentence without punctuation and swap with their partner.
Their partner should work out the answer and write it on the worksheet.

Exercises: Workbook p. 25
Story time: A reader of your choice
Teacher

© Oxford University Press

18


Family and Friends Special Edition Grade 5 – Unit 3: My things
Worksheet 1: This is my teddy.

This is my teddy bear.

That’s their dog.

This is his TV.

That’s her ice cream.

This is my book.

This is our school.

© Oxford University Press

19


Family and Friends Special Edition Grade 5 – Unit 3: My things

© Oxford University Press

20


Family and Friends Special Edition

Grade 4

Unit 3: My things

Worksheet 2: Squashed sentences

Separate the words and add the punctuation.
1.

mynameisvan

_______________________________________________________________

2.

imfromdalat

_______________________________________________________________

3.

mybestfriendsarechiandoanh

_______________________________________________________________

4.

myfavoritesubjectsareenglishandmath

_______________________________________________________________

5.

ilovetocollectpostcards

_______________________________________________________________

Now write a squashed sentence for a friend.

© Oxford University Press 2016

–


Family and Friends Special Edition

–

_________________________________________________________________
Answer: __________________________________________________________

17

© Oxford University Press 2016