Lesson Plan Family and Friends 5 Special Edition - Unit 1

Nhuan Duc Primary School Grade 5 Pham Thi Ngoc Huyen
Unit 1: The Ancient Mayans

Lesson 1: Words
Objectives To understand new and recycled verbs

To understand a short story
Language Language focus: listening, reading
Vocabulary: start, finish, love, hate, want, use, live
Extra vocabulary: ancient, Mayan, look, writing (n), secret
message, word, alphabet, bring, dish (meal)
Resources and materials Student Book p. 8
Workbook p. 8
Audio Tracks 04–05
Verbs Flashcards 1–7
Powerpoint slides
Stage Procedure Interaction Time

Warmer Weather report: Ask the class about today’s weather. Whole class 5
Song: Play a warm-up song.
Lead-in Tell children they are going to learn some verbs. Whole class 10
Use Flashcards 1–7 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 Whole class 10
pictures in Exercise 1. Play the first part of the recording
(Track 04) 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.
Listen and read. (Exercise 2)
Focus children’s attention on the story. Talk about each
frame with the class and ask questions, e.g., What are the
children looking at? Do you think they understand it? Are
they doing homework? What does Max have? Is Holly
hungry? Encourage predictions about the story.
Play the recording (Track 05) for children to listen and

follow the words of the story in their books. Ask
questions to check comprehension, e.g., Can Amy and
Max read the message? What is their homework? What
do Amy and Max cook? Who eats it?
Play the recording a second time for children to follow in
their books.
Ask children to find the words from Exercise 1 that
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appear in the story (live, use, and finish).
Tell children that the Ancient Mayans lived 2,000 years
ago.
Development What do I have? Whole class
Hold up one of the Verbs Flashcard so that the class can 5
only see the back of it.
Ask What do I have? for children to make guesses.
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.
Consolidatio Secret codes
n Ask children to write a short paragraph. Write some Whole class 5
suggestions for paragraph topics on the board, e.g., what
you did on the weekend, your family, your last vacation,
your favorite food.
Ask children to choose five words from their paragraph
that they can change to word pictures. Tell them to
rewrite the paragraphs using word pictures instead of their
chosen words.
Children show their completed paragraphs to a partner.
The partner has to guess what the word pictures mean.
Exercises: Workbook p. 8
REFLECTION:
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Lesson 2: Grammar
Objectives To understand the simple past of regular verbs (affirmative and

negative)
To act out a story
Language Language focus: listening, reading, writing
Vocabulary: They lived 2,000 years ago. They didn’t live in
apartments.
Extra vocabulary: cake, dinner, man, woman
Workbook p. 9
Powerpoint slides

Lead-in With books closed, ask children what happened in the Whole class 10
story. Ask Can Amy and Max read the secret message?
What do they cook? Who eats the soup?
Ask children what they can remember about the Mayans,
and ask questions to help them, e.g., What did they use in
their alphabet?
Presentation Listen to the story and repeat. Act. (Exercise 1)
Play the recording (Track 05), pausing for children to Whole class 10
repeat.
Divide the class into groups of three to play the parts of
Amy, Max, and Holly. If the class does not divide exactly,
some children can act out two parts or you can ask
children to play Leo, who doesn’t speak and is only in the
first frame of the story.
As a class decide on the actions for the story
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.
Listen and repeat. (Exercise 2)
Ask children to turn to p. 9 in their Student Books. Focus
attention on the picture in the Let’s learn! box and ask
two children to read the speech bubbles.
Ask Do Vinh and his Dad want to eat the dinner?
Play the recording (Track 06) and have students follow
along with the sentences in the Let’s learn! chart.
Play the recording again, pausing after each sentence for
children to repeat them.
Copy the sentences onto the board and erase the red
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words. Ask children to tell you what the missing words
are.
Ask children to come up to the board and write the words.
Write The Mayans … soup on the board. Hold up the
Flashcards for love and hate and elicit the new sentences.
Write loved and hated on the board, underlining the d.
Hold up the flashcards for the other verbs, one by one,
and elicit the verbs, and then their simple past forms.
Write each one on the board.
Write a false sentence on the board, e.g., The Mayans
used cars, and ask children to correct it.
Point to each of the past verbs on the board and ask
children to say the negative form.
Development Write the answer. (Exercise 3) Whole class
Look at the picture with the class and ask questions, e.g., 5
What is the mom doing? (She’s cooking.) What is the girl
doing? (She’s playing.) Are they living in a house?
Look at the example with the class and check that
children understand the exercise.
Children do the rest of the exercise individually.
Go through the answers with the class.
Read and circle. (Exercise 4)
Look at the example with children and check that they
understand the exercise.
Consolidatio Let’s Practice!
n Ask students to look at the picture and speech bubble. Say Whole class 5
I didn’t study English yesterday.
Have a student read the sentence.
Have students work in pairs and take turns saying the
sentences. Tell them to use other vocabulary words on the
page.
REFLECTION:
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Lesson 3: Grammar and song
Objectives To use simple past regular verbs to talk and write about things
you did and didn’t do
To use the simple past in the context of a song
Language Language focus: listening, speaking, writing
Extra vocabulary: Hurray!, had (have) sang (sing), dance
Workbook p. 10
Audio Track 07
Powerpoint slides

Lead-in Play a miming game. With books closed, mime the Whole class 10
actions in Exercise 1 and elicit the words.
Choose children to mime one of the actions you have
demonstrated. The class guesses the correct word.
Presentation Look and say. Write  or . (Exercise 1)
Ask children to open their Student Books and look at the Whole class 10
pictures in Exercise 1.
Point to the pictures and ask What is the boy doing? Elicit
He’s watching TV/playing soccer. Ask What is the girl
doing? Elicit She’s listening to music/cooking/playing the
guitar.
Ask a child to read the speech bubble for the class. Point
to the picture of the boy watching TV and ask check or
X?
Ask children to work in pairs. They have to tell their
friend what they did/didn’t do yesterday and write a check
or an  under the pictures for their friend.
If the children didn’t do any of the activities, tell them to
imagine they did two of these things.
Monitor and help where necessary.
Write four sentences about you. (Exercise 2)
Read the example with the children and check that they
understand the exercise.
Ask children to write four sentences about what they did
yesterday, using their answers in Exercise 1. Monitor the
activity and help where necessary.
Ask some children to read their sentences aloud for the
class.
Development Listen and sing. (Exercise 3) Whole class
Ask children to look at the song pictures. Ask What are 5
5
the children doing? Elicit They’re singing and dancing.
Ask What things can you see? Elicit balloons, a cake,
presents, and a book.
Play the recording (Track 07) for children to listen and
follow in their books.
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.
Sing and do. (Exercise 4)
As a class, decide on the actions for the song
Practice the actions with the class.
Play the recording for children to listen and do the
actions.
Consolidation Simon did
Play Simon says to practice the past tense. Whole class 5
Say affirmative and negative sentences, e.g., Simon
cooked some food yesterday. Simon didn’t watch TV
yesterday.
Children mime the affirmative actions and stand still for
the negative actions.
Use the verbs on this page and other regular verbs that
children know.
REFLECTION:
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Lesson 4: Phonics
Objectives To pronounce the sound /uː/

To associate the sound /uː/ with the letters oo, ue, and u_e in
words
To identify the sound /uː/ in a chant
Vocabulary: moon, boot, blue, glue, tune, tube
Extra vocabulary: Tuesday, flute, June
Workbook p. 11
Phonics Cards 1–3 (moon, blue, tune)
Powerpoint slides

Lead-in Mime playing a flute and elicit or remind children of the Whole class 10
word flute.
Say I’m playing a flute and write the word on the board,
underlining the letters u and e.
Hold up the phonics cards for moon and blue, saying the
words several times for children to repeat.
Put the phonics cards on the board.
Point to the phonics cards and the word flute (or mime
flute) at random for children to repeat several times, until
they are used to saying the words.
Presentation Listen, point, and repeat. (Exercise 1)
Ask children to look at the words and pictures in their Whole class 10
books. Tell them that they are going to hear a recording of
the different words.
Play the first part of the recording (Track 08, Listen and
point) for children to listen and point to the pictures.
Play the second part of the recording (Track 08, Listen
and repeat) 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. Check
that children understand the illustrations for boot, tune,
tube, and glue.
Listen and chant. (Exercise 2)
Ask children to look at the picture. Ask What does the
boy have? (a flute), What can you see on the table? (glue
and tubes), What can you see in the sky? (the moon).
Play the recording (Track 09) for children to listen to the
chant.
Play the chant again, stopping the recording after each
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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 oo, ue, Whole class
and u_e. (Exercise 3) 5
Write the letters oo, ue, and u_e in different places on the
board or put them on pieces of paper around the room.
Focus attention on the word school in the chant and ask
children to point to the correct letters on the board.
Ask children to find and circle the other words with oo,
ue, and u_e in the chant.
Match and write. (Exercise 4)
Ask children to look at the first picture. Ask What’s this?
(glue)
Tell children they have to write the words and then match
them with the letters that make the sound /uː/.
Go through the answers with the class, asking children to
say the words and point to the correct letters on the board.
Listen and point.
Write the letters oo, ue, and u_e on pieces of paper and
put them up around the classroom. Call out these words
from this lesson and ask children to point to the correct
letters: moon, Tuesday, glue, tube, boot, flute, school,
blue, tune, June. Children listen and point to the correct
letters.
Repeat in random order, going faster and faster until
children can’t keep up.
Consolidatio Let’s Practice!
n Ask students to look at the picture and speech bubble. Whole class 5
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.
REFLECTION:
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Lesson 5: Skills Time!
Skills development Reading: read and understand a factual text about hammocks;
read and understand descriptions of things in a text
Language Language focus: reading
Vocabulary: heavy, light, soft, easy, difficult
Recycled vocabulary: vocabulary and structures seen previously
Extra vocabulary: bark, bed, carry, rainforest, bugs, ground,
sailors, comfortable, still, all over the world, thousands,
everywhere
Workbook p. 12
Audio Tracks 07, 10
Powerpoint slides

Warmer
Sing the song My birthday! (Track 07) from Student
Book p. 10 to energize the class at the start of the lesson
and review the simple past.
Lead-in Draw a hammock on the board and elicit or teach the Whole class 10
word.
Ask children Do you have a hammock in your house? Ask
where in the house children have hammocks and if they
use them.
Ask children to tell you some more places where there are
hammocks.
Presentation Look at the text below. Who made hammocks?
(Exercise 1) Whole class 10
Ask children to look at the pictures. Ask Is the text about
English settlers? Elicit No, it’s about the Mayans.
Ask children if they can remember anything about the
Mayans from the story in Lesson 1.
Ask children to look at the pictures and point to the
modern hammock. Ask children What is this kind of bed
called? Elicit Hammock. Point to the title if necessary to
prompt children.
Ask Who made hammocks? Elicit or explain that the
Mayans used a tree to make a kind of bed called a
hammock.
Listen and read. (Exercise 2)
Tell children they are going to hear a text about
hammocks.
Play the recording (Track 10) once all the way through as
children follow the text in their books.
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Play the recording again, pausing at regular intervals.
Answer any questions they have.
Ask simple questions to check comprehension, e.g., What
did the Mayans use to make hammocks? Where did the
Mayans live? Who took hammocks to Europe? What do
people in Viet Nam do in hammocks?
Development Underline these words in the text. Guess their Whole class
meanings and then check them in the dictionary. 5
(Exercise 3)
Ask children to read the list and find and underline the
new words in the text.
Encourage children to guess their meanings by looking at
the surrounding text.
Children look up the words in the dictionary to check
whether their guesses were correct or find meanings for
any words they don’t know.
Go through the meanings of the words with the class.
Read again and complete the sentence. (Exercise 4)
Ask children to read the incomplete sentences silently.
Look at the example and explain that they have to write
missing words for each sentence.
Children do the exercise individually.
Consolidatio Mime time
n Choose one of the adjectives and mime it, e.g, mime Whole class 5
struggling with a difficult piece of written work or trying
to lift something heavy.
Children guess the answer.
The first child to guess correctly comes to the front of the
class and mimes a different adjective.
Continue until several children have had a turn.
REFLECTION:
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10
Lesson 6: Skills Time!
Skills development Listening: understand a sequence of events

Speaking: ask and answer questions about the events in pictures
Writing: match paragraphs with their topics; write about homes
and families (Workbook)
Recycled vocabulary: vocabulary and structures seen previously
Extra vocabulary: terrible, Oh dear, yesterday, math, question,
poor, so…, artist, writer, living room, parent, especially, festival,
brightly-colored, normal, floors, normally
Workbook p. 13
Audio Track 11
Powerpoint slides

Lead-in Tell children to open their books and look at the pictures Whole class 10
in Exercise 1. Ask questions about the pictures, e.g., What
are they playing? What class is it? What is he doing? Is he
tired? Ask children to predict what the listening is about
(the boy’s day at school).
Presentation Listen and write the numbers. (Exercise 1)
Tell children they are going to hear a recording of a boy Whole class 10
talking about yesterday at school. They have to listen and
number the pictures in the order they hear them.
Play the recording (Track 11) the whole way through for
children to point to the correct picture.
Play the recording again, pausing after each dialogue for
children to write the correct number next to each picture.
Play the recording the whole way through again for
children to check their answers.
Go through the answers with the class. Ask Was it a nice
day?
Development Look at the pictures and say. (Exercise 2) Whole class
Ask two children to read the speech bubbles. Then ask 5
children to point to the correct picture in Exercise 1.
Tell children to look at the pictures and say things about
the boy’s day, using the words in the box. Their friend
must find the correct picture.
Ask children to work in pairs and do the exercise. Tell
them to choose three things each.
Ask some children to say things about the boy’s day in
front of the whole class. The class has to call out the
picture.
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Match the topics to the paragraphs. Underline things
that are different from you. (Exercise 3)
Ask children to look at p. 12 and look at the reading text
from Lesson 5 again. Ask children to tell you how many
paragraphs there are in the text (five).
Tell children to turn to p. 13. Ask them how many
paragraphs are in the text (three).
Read the Writing box with the class and check that they
understand the word topic.
Ask children to do the first part of the exercise and match
the topics to the paragraphs. Monitor and help where
necessary.
Go through the answers with the class. You might also
want to ask comprehension questions to check children
have understood the paragraphs, e.g., What is food in Viet
Nam made from? What are houses in Viet Nam like?
Where do people live in apartments? How much
homework do children have?
Now say A normal house might have four floors. Ask
Does your house have four floors? Tell students if to
underline the sentence if their house does NOT have four
floors.
Have students read the text again and underline any
sentences that are NOT true from them. Students then can
compare answers with a partner.
Consolidatio Topic writing
n Write the topics food, work, hammocks on the board. Whole class 5
Tell children they are going to do a project about the
Mayans.
Tell children to choose two topics from the board to write
about. They have to write two sentences about each topic,
using any facts from the unit.
Tell children to draw pictures to illustrate their projects at
home.
Ask children to bring their projects to the next class and
put them up around the classroom.
REFLECTION:
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Nhuan Duc Primary School Grade 5 Pham Thi Ngoc Huyen

Unit 1: The Ancient Mayans

Objectives To understand new and recycled verbs

Stage Procedure Interaction Time

Play the recording (Track 05) for children to listen and

Objectives To understand the simple past of regular verbs (affirmative and

Stage Procedure Interaction Time

Stage Procedure Interaction Time

Objectives To pronounce the sound /uː/

Stage Procedure Interaction Time

Stage Procedure Interaction Time

Skills development Listening: understand a sequence of events

Stage Procedure Interaction Time

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