GRADE 5 LESSON PLAN FAMILY AND FRIENDS SPECIAL EDITION UNIT 9 WEEK 25 27 PERIOD 95 106

Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?

Week: 25
Periods: 95-96
Date: 27/02/2017
Lesson One Words
Objectives
To identify and describe different places
To understand a short story

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Language
Language focus: listening, reading
Vocabulary: lake, mountain, waterfall, ocean, wide, deep, high
Extra vocabulary: animal, quiz, (in the) world, That’s right!, cheetah

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Resources and materials
Student Book pp. 60, 64
Workbook p. 60
Audio Tracks 74, 80–81
Describing places Flashcards 102–108
Worksheet 1: Chopped words (one copy for each child)

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Culture note: School academic teams and quiz shows in the U.S.A.

American schools often have general knowledge academic teams that challenge teams at other schools. There are
also state and national championships.
Quiz shows are very popular on American TV. People on TV quiz shows almost always compete for money and prizes.
They have to answer general knowledge questions and sometimes very difficult questions. Quiz board games are also
popular at parties and as family entertainment.

Introduction
Weather report: Ask the class about today's weather.
Warmer
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Ask children to turn to p. 60 of their Student Books. Play the recording (Track 74) and sing At the supermarket to
review food vocabulary and energize children at the start of the lesson.
Assign different food words to the children in the class.
Sing the song together again. Children stand up when they sing their word.

Lead-in
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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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Tell children they are going to learn some words to describe places.
Use Flashcards 102–108 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 places.
Play the first part of the recording (Track 80) 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.

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Transcript (Track 80) Listen and point. lake,
mountain, waterfall, ocean, wide, deep, high
ocean, deep, mountain, high, lake, wide, waterfall
Listen and repeat.
lake, mountain, waterfall, ocean, wide, deep, high Do
the actions.
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As a class, decide on actions for the words wide, deep, and high (see suggestions below). Tell children to be careful
not to hit their classmates.
Put up the Flashcards for lake, mountain, waterfall, and ocean around the room.
Tell children you are going to call out words. If you call out one of the places, children point to it. If you call out an
adjective, children do the action.
Call out the words at random, going faster and faster until children can’t keep up with you.
Actions:
wide – spread your arms out wide
high – point to the ceiling deep –
point down at the ground

Development
Listen and read. (Exercise 2)
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Focus children’s attention on the story. Talk about each frame with the class and ask questions, e.g., Where are the
children? Who wants to answer the teacher’s question? What does Amy see? What does she do?
Play the recording (Track 81) for children to listen and follow the words of the story in their books.
Ask comprehension questions, e.g., Why is Max happy? Does he know all the answers? Why is Amy scared?
Play the recording a second time for children to follow in their books. Check that children understand any new
vocabulary, e.g., cheetah.
Ask children to find the places from Exercise 1 that appear in the story (mountain and ocean).

Snap
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Write one of the items in the Describing places Flashcards set on the board, e.g., waterfall.
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 the waterfall, they shout Snap!
Repeat with the rest of the words in the set.

Consolidation
Worksheet 1: Chopped words
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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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Ask children to close their books.
Give out copies of the worksheet, one for each child.
Look at the first box wi and ask children if they can find the missing half of the word (de).
Tell them to write the full word in the answer section.
Tell children to work individually to find the rest of the words. When they have finished, they can check their
answers with a partner.

Answers
wide, deep, high, lake, mountain, waterfall, ocean
Exercises: Workbook p. 60
Story time: A reader of your choice

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?

Week: 25
Periods: 97-98
Date: 27/02/2017
Lesson Two Grammar
Objectives
To identify comparative and superlative forms of short adjectives
To notice changes to spelling in the formation of comparative and superlative adjectives 

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To act out a story

Language
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Vocabulary: A cheetah is faster than a mouse. An ocean is wider than a lake. What’s the fastest animal in the
world? The fastest animal in the world is the cheetah. The Pacific Ocean is the widest ocean in the world. 
Extra vocabulary: grape, mice

Resources and materials
Student Book pp. 64–65
Workbook p. 61
Audio Tracks 80, 82
Describing places Flashcards 102–108

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Introduction
Weather report: Ask the class about today's weather.
Warmer
Play Jump to review the words from Lesson 1 and energize the class at the start of the lesson.
Ask children to stand at their desks.
Hold up a flashcard from the Describing places set and say a word.
If the word is the same as the flashcard, they jump. If it isn’t, they don’t move.
Alternatively, ask children to put their hands up if the word you say and the flashcard are the same.

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Lead-in
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Ask children what happened in the story. Ask Where are Max and Amy? What does the teacher have for them?
What does Amy see? Is she happy? What does she do?
Write the words high and fast on the board.
Tell children to open their Student Books to p. 64 and find two words in the story that start with these words
(highest, fastest).

Presentation
Listen to the story and repeat. Act. (Exercise 1)
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Play the recording (Track 80), pausing for children to repeat.

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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Divide the class into groups of three to play the parts of the teacher, Max, and Amy. If the class does not divide
exactly, some children can act twice, or ask a child if he / she wants to be the mouse.
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. Monitor and check pronunciation.

Story actions
Picture 1: Amy and Max walk into the class. The teacher waves.

Picture 2: Amy sits still. Max puts up his hand (twice). The teacher points at him to answer (twice).
Picture 3: The teacher puts her hands on her hips. Amy stands up and points to the floor. (The mouse moves toward her.)
Picture 4: Amy picks up her backpack and runs. Max laughs. (The mouse runs after Amy.)
Listen and repeat. (Exercise 2)
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Ask individual children questions to remind them of the comparative form, e.g., Am I taller than you? Are you
shorter than me than me? Is a mouse faster than a cheetah? Elicit Yes or No.
Focus attention on the picture in the Let’s learn! box, and ask two children to read aloud the speech bubbles.
Draw three mountains on the board, ranging from big to small, across the board from left to right.
Ask children to tell you which name, Leo, Max, or Amy, to write above each mountain.
Ask, for example, Is Max’s mountain bigger than Amy’s mountain? (No.) Is it smaller than Amy’s mountain? (Yes.) 
Ask children to point to the biggest mountain and then to the smallest.
Listen to the sentences in the Let’s learn! chart (Track 82), pausing after each one for children to repeat them.
Copy the sentences onto the board and erase the red letters.
Ask children to read aloud the sentences, filling in the missing letters. You may ask children to come up to the
board and write the letters.
Write What’s the … in the world? on the board. Put the Flashcard for big (Grade 2 Flashcard 92) and one of the
places flashcards in the blank to elicit a new sentence.
Change the places flashcards to elicit more sentences.

Development
Fast, faster, fastest
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Draw three cars or stick figures on a racetrack, clearly one in front of the other in a line, and write fast, faster, and
fastest on the board in a row.
Place the Describing places Flashcards 106–108 on the board (wide, deep, and high).
Ask children to come to the front and write the adjective and its comparative and superlative forms under fast,
faster, and fastest.

Read and write T (true) or F (false). (Exercise 3)
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Look at the example with the class.
Children do the rest of the exercise individually.  Go through the answers with the class.

Answers
1 T
2 F

3 T

4 F

5 T

6 T

Write. (Exercise 4)
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Look at the example with the class.
Children do the rest of the exercise individually. Check that children recognize mice as the irregular plural of
mouse.
Go through the answers with the class.

Answers
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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
1
2
3
4
5
6

bigger
highest
faster
smaller
deepest
slower

Consolidation
Let’s practice!
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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.

I’m the tallest!
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Ask the children to work in groups of four to six. Tell them to close their books.
Ask the children in the group to stand in a line with the tallest child on one side and the shortest child on the other
side.
Ask them to tell the class about their group, e.g., Phong is taller than Duy. Duy is taller than Giang.
Ask them to sit down and write three sentences about their group in their notebooks.

Exercises: Workbook p. 61
Story time: A reader of your choice

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?

Week: 26
Periods: 99-100
Date: 06/03/2017
Lesson Three Grammar and Song
Objectives
To ask and answer questions using short superlative adjectives
To write sentences with superlative adjectives
To use superlative adjectives and places in the context of a song

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Language
Language focus: writing, speaking
Extra vocabulary: answer (n)

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Resources and materials
Student Book p. 66
Workbook p. 62
Audio Track 83
Describing places Flashcards 102–108
Worksheet 2: Superlatives quiz (one copy for each team)

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Introduction
Weather report: Ask the class about today's weather.
Warmer
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Play Freeze to energize the class at the start of the lesson.
Ask the children to stand at their desks. Give a series of instructions, e.g., swim, waterski, jump. Children mime the
actions.
When you say Freeze!, the children have to stop what they are doing and stand still.
The children who are the last to stop are out and have to sit down.
Continue the game until there is one winner left standing or a group of winners if you prefer.

Lead-in
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Write the words big, fast, tall, small, and slow in a column on the board.
Write biggest opposite the word big in a second column, and then ask children what to write for the other
adjectives.
You may want to ask children to come to the front and write the words.

Presentation
Ask and answer. (Exercise 1)
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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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Write mouse, elephant, and cheetah on the board. Ask children What’s the biggest animal? What’s the smallest
animal? What’s the fastest animal?
Tell children they are going to ask and answer some more quiz questions.
Ask children to open their Student Books to p. 66.
Ask two children to read the speech bubbles for the class, and ask the class to find the information in the chart.
Ask children to work in pairs and ask the questions in the chart.
Children do the exercise in pairs. Monitor and help where necessary.
Ask some pairs to ask and answer their questions in front of the class.

Write three sentences. (Exercise 2)
Read the example with the children, and check that they understand they have to use the chart from Exercise 1.
Ask children to write another three sentences, using the information in the chart and the example to help them.
Ask some children to read aloud their sentences.

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Memory game
Tell children they are going to play a memory game.
Ask children to look at the chart again and then close their books.
Ask questions using vocabulary from the chart. Children call out the answers.

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Development
Listen and sing. (Exercise 3)
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Point to the pictures in the song and ask What are the children doing? (They’re playing a quiz game.) Is he
thinking? Does he know the answer?
Play the recording (Track 83) for children to listen and look at the pictures.
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. 
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 (Track 83) for children to listen and do the actions.

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Song actions
What’s the biggest country? – make a big circle with both hands to show big
What’s the highest mountain? – mime climbing a mountain
Do you know? – draw a question mark in the air
Listen to my quiz – put your hand up to your ear
What’s the biggest ocean? – move your hand like a boat on the water
What’s the smallest country? – move your hands or fingers together to show small Class
song
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Tell children they are going to invent a new version of the song.
Write these words on the board: long river, fast transportation, big animal, wide ocean.
Elicit new questions (What’s the longest river?, etc.) and write them on the board, with a lot of space in between
the lines.
Between the lines, write Do you know? Do you know? as a chorus for children to repeat. This is your new song.
Sing the new song with the class.

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?

Consolidation
Class chant
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Write this chant on the board:
A wide, wide ocean,
A deep, deep lake,
A big, big mountain,
A high waterfall.
As a class, decide on actions for each line of the chant.
Say the chant together to practice the actions.
Divide the class into four groups and give each group a line from the chant. 
the chant, with everyone doing the actions.

Each group says their line of

Worksheet 2: Superlatives quiz
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Put the children into groups of four to five students.
Give each group a copy of the quiz. Ask them to choose a team name, and write the names on the board.
Ask the teams to read through the quiz, and then go through any unknown vocabulary. Use the children’s own
language if necessary.
Give the teams ten minutes to decide on their answers and mark them on the quiz paper.
When everyone has finished, ask the teams to swap papers with another team.
Read out the answers and ask the teams to mark each other’s answers.
Put the final results on the board and see who the winner is!

Answers
1
b. the Antarctic
2
c. China
3
a. Korea (South)
4
a. turtle
5
c. elephant 6 b. 635kg
Exercises: Workbook p. 62
Story time: A reader of your choice

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?

Week: 26

Periods: 101-102
Date: 06/02/2017
Lesson Four Phonics
Objectives
To pronounce the long vowel sound /eɪ/
To associate the sound /eɪ/ with the letters ai, ay, and a_e in words
To practice the sound /eɪ/ in the context of a chant

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Language
Language focus: speaking
Vocabulary: rain, train, Monday, tray, case, race

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Resources and materials
Student Book p. 67
Workbook p. 63
Audio Tracks 76, 84–85
Phonics Cards 23–25 (pond, tent, lamp)  Phonics Cards 26–28 (train, tray, race)

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Introduction
Weather report: Ask the class about today's weather.
Warmer
Draw three circles on the board, and write nd, nt, and mp above each circle.
Hold up the Flashcards for pond, tent, and lamp, and ask children to tell you which circle to put the cards in.
Read aloud these words and ask children to point to the correct circle: camp, plant, hand, wind, aunt.
Play the recording (Track 76) and say the chant from Student Book p. 61 to review the sounds nd, nt, and mp.

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Lead-in
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Hold up the phonics Cards for train, tray and race, saying each word several times for children to repeat.
Hold one card in each hand, facing you, and quickly flash them at random for children to repeat.
Put the phonics cards on different sides of the room and point to them at random. Children repeat the words.

Presentation
Listen, point, and repeat. (Exercise 1)
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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.
Play the first part of the recording (Track 84) for children to listen and point to the pictures.

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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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 84) Listen
and point.
rain, train, Monday, tray, case, race case,
race, rain, Monday, tray, train Listen and
repeat.
rain, train, Monday, tray, case, race Point
to the words.
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Write the letters ai, ay, and a_e on pieces of paper and put them up around the room.
Call out the words from Exercise 1, and ask children to point to the correct letters with books open if necessary.

Listen and chant. (Exercise 2)
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Ask children to look at the picture. Ask Where is the boy? What is he doing? (playing with a toy train) Is it sunny
outside?
Play the recording (Track 85) 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.
Ask children to circle the objects in the picture from the chant (rain and trains).

Development
Action chant
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Divide the class into three different groups.
Tell each group to do a different action, e.g., Group 1 clap your hands, Group 2 stand up, Group 3 wave your hands
in the air. Practice the actions.
Do the chant together, and tell the groups to do their action every time they hear the / eɪ/ sound.  Change the
actions between groups and repeat.

Read the chant again. Circle the words with ai, ay, and a_e. (Exercise 3)
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Focus attention on the word Monday in the chant and ask children to find it in Exercise 1. Ask children to tell you
what the blue letters are.
Ask children to find and circle the other words with ai, ay, or a_e in the chant.
Go through the answers with the class.

Answers

Monday, today, play, rain, trains, case, trains, race
Match and write. (Exercise 4)
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Ask children to look at the first picture and tell you the words they can see (Monday) (and Tuesday / Wednesday /
Thursday).
Ask What letters are in “Monday”? and check that children understand the example.
Ask children to do the rest of the exercise individually.
Write ai, ay, and a_e in different places on the board.
Go through the answers with the class, asking individual children to point to the correct letters.

Answers
1
Monday
2
rain
3
case
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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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tray

train 6 race

Consolidation
Let’s practice!
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Ask students to look at the picture and speech bubble. Say I have a train in a case.
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.

Listen for the sound.
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Tell children you are going to read them some sentences.
Ask children to tap their desks every time they hear the /eɪ/ sound.
Read these sentences.
It’s Monday today.
Look at the rain.
I have my case.
We’re sitting on a train. He’s
running in a race.

Make a sentence.
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Ask children to work in small groups.
Tell them to look at the six words for the unit and try to make sentences that use two or more of the words, e.g.,
When I travel by train, I put my case on the tray.
Ask the children to write three sentences.
When they have finished, ask each group to swap their sentences with another group. The group should read the
new sentences and practice saying them out loud.
Monitor and help where needed.
Ask some groups to read a sentence to the full class.

Exercises: Workbook p. 63
Story time: A reader of your choice

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?

Week: 27
Periods: 103-104
Date: 13/03/2017
Lesson Five Skills Time!
Objectives
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Reading: read and understand a website about Viet Nam’s records; read for specific information

Language
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Language focus: reading
Vocabulary: world, cave, river, plant, building
Extra vocabulary: near, flowers, famous, tourists, floating, restaurants, offices, hotels 

Structures: Revision

Resources and materials
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Student Book p. 68
Workbook p. 64
Audio Tracks 83, 86–87
Describing places Flashcards 109–113 

Pieces of paper

Culture note: Time zones in the U.S.A.

Some countries are so large that they have more than one time zone. The 50 U.S. states have six: Eastern Standard
Time, Central Standard Time, Mountain Standard Time, Pacific Standard Time, Alaska Standard Time, and HawaiiAleutian Standard Time. Three time zones beyond the 50 states are Atlantic Standard Time (Puerto Rico and the U.S.
Virgin Islands), Samoa Standard Time (American Samoa), and Chamorro Standard Time (Guam and Northern Mariana

Islands). American time zones run east to west, so when a child in Maine has lunch at 11:00 a.m., another in Hawaii is
still asleep because it is only 5:00 a.m.

Introduction
Weather report: Ask the class about today's weather.
Warmer
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Sing the song My quiz from Student Book p. 66 (Track 83) to energize the class and review superlatives and places.

Lead-in
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Tell children they are going to learn some more words to describe places.
Use Flashcards 109–113 to elicit the vocabulary. Model any words the children don’t know.
Say all the words again for children to repeat.

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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Hold the flashcards up in a different order and repeat.

Presentation
Listen, point, and repeat. (Exercise 1)
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Ask children to open their Student Books and look at the pictures in Exercise 1.
Play the first part of the recording (Track 86) 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 86) Listen and
point. world, cave, river, building,
island island, building, river, cave,
world Listen and repeat.
world, cave, river, building, island
Slow reveal
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Put a flashcard on the board and cover it with a piece of paper or card.
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Very slowly move the paper to reveal the picture, bit by bit.
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Ask What’s this? or another appropriate question, such as What does he like? The first child to guess correctly
comes to the front to choose the next card.
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Continue the game until you have practiced all the words.
Describe what you can see in the pictures below. (Exercise 2)
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Ask children to look at the pictures and the title. Ask What is the text about? (records, facts, places in Viet Nam).
Ask What can you see in the pictures? (a mountain, a cave, a river, a building).

Development
Listen and read. (Exercise 3)
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Play the recording (Track 87) for children to listen and follow the text silently in their books.
Answer any questions children have and check that they understand feet and floors.
Play the recording a second time and ask children to circle the words from Exercise 1 in the text (they are all in the
text).
Ask questions to check comprehension, e.g., Where is Fansipan mountain? How tall is it? Where is one of the
largest caves in the world? Where is the longest river in Viet Nam?

Read again and match the sentence halves. (Exercise 4)
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Look at the example with the class, and check that children understand the exercise.
Allow time for children to read the text again and match the other sentence halves.
Go through the answers with the class. Ask children to read out the sentences.

Answers
1
c
2
d
3

b
4
a
Extension
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Put children into small groups, and ask them to think of some records about their own town.
Brainstorm some ideas on the board, e.g., biggest park, best cafe, longest road, loudest playground, etc.
Encourage children to use their imagination.

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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After five minutes, ask the groups to share some of their ideas with the class.

Consolidation
Listening dictation
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Give each child a piece of paper. Tell children they are going to listen to you and draw a picture. Children must
draw the things you say, but they can draw them anywhere in their picture.
Tell children to draw these things: a wide river, a small cave, a big mountain, a tall building, a high waterfall, an

old house.
Ask children to hold up their pictures. Collect them in.
Put the pictures up around the classroom before the next lesson so that children can walk around and see them.

Exercises: Workbook p. 64
Story time: A reader of your choice

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?

Week: 27
Periods: 105-106
Date: 13/03/2017
Lesson Six Skills Time!
Objectives
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Listening: listen for specific words and match them to information in a chart
Speaking: ask and answer questions about places
Writing: understand where the adverbs of frequency always, sometimes, and never can go in sentences; write
about things you do (Workbook)

Language
Vocabulary: Revision 

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Structures: Revision

Resources and materials
Student Book p. 69
Workbook p. 65
Audio Track 88
Describing places Flashcards 102–113

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Introduction
Weather report: Ask the class about today's weather.
Warmer
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Play Flashcard tic-tac-toe with nine of the flashcards from Lessons 1 and 5.
Draw a 3x3 grid on the board, and write 1–3 along the top and a–c down the side.
Put nine flashcards facedown in the squares on the board.

Divide the class into two teams, A and B.
Ask a child in Team A to call out a grid reference, e.g., 2b.
Turn over the flashcard to reveal the picture (or just show a little of the picture for a strong class).
Ask another child in Team A to guess the word. Allow him / her to consult friends to avoid embarrassment if the
answer is incorrect.
If the child answers correctly, take the flashcard away and write A in that square. If they guess incorrectly, choose a
child in Team B to answer the question.
The winning team is the team that wins any row of three squares, vertically, horizontally, or diagonally.

Lead-in
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Write country, lake, river, and mountain on the board above four circles.

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
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Write the names of two countries, two lakes, two rivers, and two mountains randomly around the board, outside
the circles. Use local names that children will know.
Point to the words and ask children to tell you if they are countries, lakes, rivers, or mountains.
You may ask children to come to the board and draw lines from the names to the circles.
Ask children questions about the words, e.g., Is it a high mountain? Is it the longest river in (your country)?

Presentation

Listen and complete the table. (Exercise 1)
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Tell children they are going to hear a recording of a teacher asking a class quiz questions.
Look at the table with children. Tell them they must find the correct place in the table and then write the country.
Play the recording (Track 88) the whole way through for children to find the correct place in the table each time.
Play the recording again, pausing after each dialogue for children to complete the table with the countries in the
box.
Play the recording the whole way through again for children to check their answers.
Go through the answers with the class.

Transcript (Track 88) 1.
Teacher: What’s the highest mountain in Vietnam?
Girl: Is it in Lào Cai province?
Teacher: Yes, it is. And what’s it called?
Boy: It’s Fansipan mountain.
Teacher: That’s right.
2.
Teacher: What’s the biggest lake in Vietnam?
Girl: Is it Ba Be lake?
Teacher: Yes, it is. And where is it?
Boy: It’s in Bac Kan province.
Teacher: Yes!
3.
Teacher: What’s the longest beach?

Boy: Is it Tra Co beach?
Teacher: Yes. Great!
4.
Teacher: What’s the largest island in Vietnam?
Boy: Is it Cat Ba island?
Teacher: No, it isn’t.
Girl: I know it! It’s Phu Quoc island! Teacher:
Yes, it is. Very good.
Answers
1
highest mountain
2
biggest lake
3
longest beach
4
largest island
Ask and answer. (Exercise 2)
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Tell children they are going to ask and answer questions about the table in Exercise 1.
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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
Ask two 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 exercise. They should ask about two places each.
You may ask some pairs to ask and answer their questions for the class.

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Mime it.
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As a class, decide on a mime for each type of place in the table, e.g., flying to an island, sunbathing on a beach,
kayaking on a lake, and climbing a mountain.
Call out the names of beaches, islands, mountains, and lakes, e.g., Tra co, Phu Quoc, Fansipan, Ba Be.
Children should mime the correct action for each one.

Development
Are these sentences correct? Read and write ✓ or ✗. (Exercise 3)
Write ✓✓, ✓, and ✗ in different places on the board.
Say always, sometimes, and never, and ask children to point to the correct symbol(s) on the board.
Write on the board I get up at six o’clock. Then read aloud the sentence, inserting always, i.e., I always get up at
six o’clock.
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Point to the sentence and ask children where to put always. You can do this by moving your hand along the
sentence or asking a child to come up and point to the place.
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Repeat with another sentence for never.
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Read the sentences in the Writing box, pausing for children to repeat them.
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Ask children which word can go in different places (sometimes).
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Look at the example with the class, and check that they understand the exercise.
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Children do the rest of the exercise individually. Monitor and help where necessary. 
Go through the
answers with the class.
Answers
1
✓
2
✗
3
✓
4
✓
5
✗
6
✓
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Write about you. Complete the sentence. (Exercise 4)
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Ask children to look again at the sentences in Exercise 3. Tell them they are going to write four 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
Incorrect sentences
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Ask children to work in pairs.
Tell them to write five sentences about themselves. Some should be grammatically correct, and some should
contain mistakes.
When they have finished, they should swap sentences with another pair. Tell them to read the sentences and
check the ones which are correct and to correct the ones which are not.
They should then return the sentences to the original pair to check again.
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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
Exercises: Workbook p. 65
Story time: A reader of your choice
Worksheet 1: Chopped words

The table below contains words that have been chopped in half.
Find the words and write them in the answer area.

wi hi

oce

de

an ke

de water

ep gh

la moun

tain

fall

___________________

___________________

___________________

___________________

___________________

___________________

___________________

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Family and Friends Special Edition Grade 5 – Unit 9: What’s the fastest animal in the world?
Worksheet 2: Superlatives quiz

Talk about the questions with your team, and circle your answer.
1. What is the coldest place on Earth?

4. Which animal lives the longest?

a.

the Arctic

a.

turtle

b.

the Antarctic

b.

monkey

c.

Siberia

c.

parrot

2. What country in the world has the
most people living there?

5. What is the heaviest animal in the
world?

a.

Viet Nam

a.

rhino

b.

Singapore

b.

hippo

c.

China

c.

elephant

3. What country in the world has the
least people living there?

6. How heavy was the heaviest
person in the world?

a.

Korea (South)

a.

335kg

b.

Australia

b.

635kg

c.

Canada

c.

935kg

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