G5 Selective LessonPlan Unit7

Family and Friends Special Edition Grade 5 – Unit 7: Places to go!
Lesson One Words

Objectives
 To identify places in a town
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: café, library, museum, playground, shopping mall, swimming pool, movie theater
 Extra vocabulary: place, always, surprise, ticket, (the) same (thing)
Resources and materials
 Student Book p. 52
 Workbook p. 48
 Audio Tracks 56, 62–63
 Places in town Flashcards 78–84
 A4 paper with a three inch diameter circle cut in it
 Worksheet 1: Memory cards (one copy for each child)
 Colored pencils and scissors
Culture note: Community recreation facilities in the U.S.A.
Most American towns and cities promote fitness by having indoor and outdoor sports facilities where adults and
children can practice a variety of sports. There are usually recreation and fitness programs all year around that
people can participate in like volleyball, gymnastics, yoga, Pilates, squash, and basketball.
Introduction
Weather report: Ask the class about today's weather.
Warmer
 Sing My day from p. 44 (Track 56) to warm the class up and review the daily routines words.
Brainstorm
 Put the children into small groups and tell them they have three minutes to think of as many places in a town as they
can.
 Monitor and help with spelling and pronunciation.
 Ask the groups to tell you their words and write them on the board.
 Tell the children you are going to teach them some more places in a town. They might have thought of the place
names already, or they might be new.
Lead-in
 Use Flashcards 78–84 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 62) 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 62)
© Oxford University Press 2016 1

Listen and point.

café, library, museum, playground, shopping mall, swimming pool, movie theater
shopping mall, playground, library, café, swimming pool, museum, movie theater
Listen and repeat.
café, library, museum, playground, shopping mall, swimming pool, movie theater
Can you see?
 Cut a hole in a piece of paper or card that is bigger or the same size as the flashcards. The hole should be about two
inches across or three inches if you have a big class.
 Choose a flashcard without showing children and put the paper with the hole in front of the flashcard.
 Move the piece of paper around so that children see glimpses of the flashcard beneath.
 Ask What’s this? or another appropriate question.
 The first child to call out the answer correctly comes to the front to choose the next flashcard.
 Continue until all the words in the vocabulary set have been practiced.
Development
Listen and read. (Exercise 2)
 Focus children’s attention on the story. Talk about each frame with the class and ask questions, e.g., Who is in the
picture? Where are they?
 Encourage predictions about the story. Ask What do you think they’re talking about? What does Dad have?
 Play the recording (Track 63) for children to listen and follow the words of the story in their books.
 Check that children understand the same thing, and ask questions to check comprehension, e.g., Do the children want
to do the same thing? What does (Holly / Amy / Max) want to do? (go to the shopping mall / the playground / the
museum) Does Leo / Max want to go to the shopping mall / playground? What tickets does Dad have? Are the
children happy?
 Play the recording a second time for children to follow in their books.
Find the place.
 Put all seven Places in town Flashcards in random order around the classroom where the children can see them.
 Tell children to close their books. Explain that they are going to listen to the story again and point to the four places
that they hear.
 Play the recording (Track 63) again. Children listen and point to the places (shopping mall, playground, museum,
movie theater).
Consolidation
What’s the word?
 Ask children to close their books, and tell them they are going to play a memory game.
 Show the Places in town Flashcards one by one. Ask children to call out the words, and place each flashcard in order
face down on a surface where all children can see them.
 Pick up one of the flashcards and hold it facing you so that the children can’t see it. Ask them if they can remember
the picture on the card and give them clues if necessary.
 Once children have called out the word, show them the card and place it face up.
 Continue until the children have found all the cards.
Worksheet 1: Memory cards
 Give out copies of the worksheet, one for each child.
 Tell children to draw a picture next to each of the words to show its meaning. It could be a picture of the place or a
picture of the things in the place, e.g., a cup of coffee for the café.
 Next, give the children a pair of scissors and tell them to carefully cut around the cards. They should cut out the words
and the pictures.
 Put the children into pairs. Tell them to choose one child’s cards and to use them to play a memory game.
 The children put the cards face down on the desk and take turns to turn over two cards. If they turn over a matching
word and picture, they keep the pair. If not, they replace them face down in the same place they got them from.
 The winner is the child with the most cards at the end of the game.
 Children can play the game again using the other child’s cards.

Exercises: Workbook p. 48
Story time: A reader of your choice

Lesson Two Grammar

Objectives
 To identify the adverbs of frequency always, sometimes, and never
 To identify and use the prepositions of time in, on, and at
 To act out a story
Language
 Vocabulary: We always go to the playground. I sometimes go to the library. She never goes to the shopping mall. My
birthday is in May. He plays basketball on Fridays. We get up at eight o’clock.
 Student Book p. 52–53
 Workbook p. 49
 Audio Tracks 63–64
 Places in town Flashcards 78–84
Introduction
Warmer
 Play Teacher can’t remember with the Places in town Flashcards to review the vocabulary and energize the class at
the start of the lesson.
 Tell children you can’t remember some of the words from the previous lesson and you are going to show them some
flashcards and say some words.
 If the word is correct, children do an agreed action, such as tapping their desks, clapping, or calling out Yes!
 If the word is incorrect, children do another agreed action, such as standing up, and then they call out the correct
word.
 Show flashcards and say correct or incorrect words, or pretend that you can’t remember at all, for children to call out
the word.
Lead-in
 Put the Places in town Flashcards up around the room.
 Tell children to look at the story on p. 52.
 Point to each flashcard and ask children to shout Stop! when you point to a place from the story.
 Ask children what happened in the story. Ask What are they talking about? Do the children want to do the same
thing? Where does Holly / Amy / Max want to go? What does Dad have?
Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Play the recording (Track 63), pausing for children to repeat the lines.
 Divide the class into groups of six to play the parts of Mom, Holly, Leo, Max, Amy, and Dad. If the class does not divide
exactly, some children can act twice.
 As a class, decide on the actions for the story (see suggestions below).
 Play the recording a second time for children to mime the actions as they listen and say their character’s lines.
 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: Holly holds up her hand and jumps up and down excitedly. Leo puts his hand over his face when he says
“Oh, no!”
Picture 2: Amy holds up her hand and smiles. The others frown.
Picture 3: Max smiles. Amy folds her arms. Mom holds her head. Holly gestures “no”. Leo frowns.
Picture 4: Dad comes in and waves the tickets. Everyone smiles.
Listen and repeat. (Exercise 2)

 Ask children to turn to p. 53 in their Student Books. Focus attention on the picture in the Let’s learn! box and ask a
child to read aloud the speech bubble.
 Listen to the sentences (Track 64) in the two sections of the Let’s learn! chart, pausing after each one for children to
repeat.
 Write the following on the board: ✓✓= always, ✓= sometimes, and ✗= never.
 Copy onto the board the adverbs of frequency sentences from the Let’s learn! chart.
 Erase the words in red and replace them with the correct number of checks or an ✗.
 Ask children to tell you what the missing words are. Then change the number of checks (or change to an ✗) and ask
again to elicit new sentences.
 This time, keep the checks / ✗and erase the places. Use the Places in town Flashcards to elicit new sentences.
 Do not focus on the prepositions of time at this stage.
Development
Read and circle. (Exercise 3)
 Point to the key ✓✓= always, ✓= sometimes, and ✗= never on the board.
 Say sentences about things you do, and ask the children to point to the correct word, e.g., I listen to music every day.
(always); I eat (a food you hate). (never); We have lessons on (Mondays and Thursdays). (sometimes).
 Reinforce the adverbs of frequency each time after children point, e.g., Yes, that’s right. I always listen to music.
 Look at the example with the class.
 Children do the rest of the exercise individually.
 Go through the answers with the class.
Answers
1 always
2 never
3 sometimes
4 sometimes
Write. (Exercise 4)
 Ask individual children when their birthdays are. Repeat children’s replies: Ah, your birthday is in June.
 Read the sentences with in, on, and at in the Let’s learn! chart, pausing after each one for children to repeat.
 Ask Which word do we use with months? Ask the same question for days and times.
 Look at the example with the class.
 Go through the answers with the class. Ask children to read out the sentences.
Answers
1 in
2 at
3 on
4 in
5 on
6 at
Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble. Say I sometimes listen to music.
 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.
I sometimes go to the movie theater.
 Ask the children to write five sentences about themselves using the adverbs of frequency and the places in the town
they have studied in the lesson, e.g., I sometimes go to the movie theater, I always go to a café, I never go to the
shopping mall.
 When they have completed the sentences, ask them to work in pairs. Tell the children to read out their sentences and
find out if any are the same as their partner.

 If they don’t have any matching sentences, they should switch partners until they find someone with at least one
sentence the same.

Lesson Three Grammar and Song

Objectives
 To talk about activities using adverbs of frequency
 To use adverbs of frequency and activities in the context of a song
Language
 Language focus: writing, speaking
 Extra vocabulary: computer game, fly a kite, come, surf the Internet
 Workbook p. 50
 Audio Track 65
 Places in the town Flashcards 78–84
 Worksheet 2: Do you play basketball? (one copy for each child)
Introduction
Warmer
 Tell the children that they are going to be trains. Put the Places in town Flashcards on the board in the order that they
first occur in the chant below.
 Say the first line of the chant a few times, getting children to clap the 1, 2 – 1, 2, 3 rhythm.
 Say the chant line by line, pointing to the flashcards, and with the children repeating.
 Pull on an imaginary train whistle: Choo, choo!
 Children say the whole chant, moving their arms like train wheels going around.
 Repeat the chant several times.
Chant
Playground, shopping mall, playground, shopping mall
Museum, movie theater, museum, movie theater
Café, swimming pool, café, swimming pool
Library, playground, library, playground
Choo, choo!
Lead-in
 Ask children to open their Student Books to p. 54 and tell you the sports in Exercise 1 (soccer, basketball, volleyball).
 Ask individual children Do you like (basketball)? Do you play (soccer)? When do you play (volleyball)? Do you watch
(basketball) on TV? For soccer, you may want to ask children about their teams and favorite players.
Presentation
Choose a boy or a girl. Look and say. (Exercise 1)
 Ask two children to read the speech bubbles for the class.
 Ask questions about the people in the chart to help children understand the information, e.g., Do Xuan, Phong, Huy,
and Thu like doing the same sports? Does Xuan play basketball? Does she play it all the time? Does she play volleyball?
 Tell children they are going to choose people in the chart and say sentences about the sports they do. Their partners
say which person it is.
 Ask children to work in pairs and do the exercise. They should choose two people each. Monitor and help where
necessary.
 You may ask some pairs to do the exercise in front of the class.
Write about a boy or a girl. (Exercise 2)
 Look at the example with the class, and ask children to say what the third sentence is (She always plays basketball).
 Ask children to write sentences about Phong, Huy, or Thu, using the model to help them.
 Monitor and help where necessary.

 Ask some children to read aloud their sentences for the class.
Listen for your name.
 Ask children to work in groups.
 Tell children that when they hear their names, they have to say a sentence about any of the three sports using
always, sometimes, or never.
 Give examples, e.g., I never play soccer. I often play basketball.
 Ask a strong student to say a sentence (help if necessary).
 After the student has spoken, tell him / her to call out a classmate’s name.
 Continue until most of the class have spoken.
Development
Listen and sing. (Exercise 3)
 Ask children to look at the pictures and name the activities they can see. Accept different answers, e.g., play soccer,
ride a bike, watch a DVD, read a book, play the guitar, fly a kite, surf the Internet / send an email / use a computer,
snorkel, watch TV.
 Play the recording (Track 65) for children to listen and point to the pictures in their books.
 Play the recording again for children to follow the words.
 Recite the words of the song with the class, without the recording. Say each line and ask children to repeat.
 Play the recording for children to sing along.
 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 65) for children to listen and do the actions.
Song actions
play computer games – mime using a hand-held game
ride my bike – mime holding handlebars
fly my kite – mime flying a kite
snorkel in the sea – move your arms as if you’re swimming
read a book – open your hands like a book
play my new guitar – mime playing a guitar
cook – mime stirring a saucepan of food
surf the Internet – mime moving a mouse
watch TV – mime holding a remote control
Consolidation
My song
 Copy the first verse of the song onto the board, changing my for a in ride my bike and fly my kite.
 Erase the adverbs of frequency, and ask children to complete the verse to make it true for them.
Worksheet 2: Do you play basketball?
 Give out the worksheets to the children, one for each child.
 Ask the children to choose three activities, places to visit, or sports, and write them in the column on the left side of
the worksheet.
 Ask them to interview four other children. They should write their names in the box at the top and complete the chart
using the key, e.g.
Name Me Thu Hoang Khoa

Play computer games
✗ ✓ ✓✓ ✓✓
Go to the playground
✓✓ ✓✓ ✗ ✗
Do karate
✗ ✓ ✓✓ ✓

You can draw this chart on the board as an example if children need it.
 When children have completed the chart, ask them to use this information to write sentences about their classmates.
 Monitor and help where needed.
 You can call on a few children to read a sentence about one of their classmates for the full class.

Lesson Four Phonics

Objectives
 To pronounce the endings /ld/ and /lt/
 To identify words with /ld/ and /lt/ in a chant
 To differentiate between these sounds
Language
 Language focus: speaking
 Vocabulary: child, shield, field, belt, quilt, adult
 Extra vocabulary: gray, sit down
 Workbook p. 51
 Phonics cards 21–22 (field, belt)
 Paper and colored pencils
Introduction
Warmer
 Draw on the board a house with two big flowers outside it.
 Elicit the words flower and house. Ask children to come to the front and write the words on the board, or write them
yourself.
 Ask children which letters in each word spell /aʊ/.
 Play the recording (Track 58) and say the chant from p. 45 to review the/aʊ/ sound.
Lead-in
 Write on the board the letters ld and lt.
 Hold up the phonics cards for field and belt, saying the words for children to repeat.
 Ask whether the sound comes at the beginning, the middle, or the end of the words.
 Put the two cards face down on a table, and move them rapidly so children find it hard to follow which is which. Then
point to a card and ask children to guess what it is.
 Lift up the card to show children if they are right.
 Repeat several times.
Presentation
 Ask children to look at the words and pictures in their Student Books. Tell them that they are going to hear a
recording of the different sounds and words.
 Play the first part of the recording (Track 66) for children to listen and point to the pictures.
 Play the second part of the recording for children to repeat the sounds and words in chorus.
 Play the recording all the way through (more than once if necessary) for children to point and repeat again.
 You may want to check pronunciation of quilt /kwɪlt/.
Listen and point.
/ld/ child, shield, field
/lt/ belt, quilt, adult
adult, child, quilt, shield, field, belt
Listen and repeat.
/ld/ child, shield, field
/lt/ belt, quilt, adult

/ld/ or /lt/
 Write on the board ld and lt, modeling the sounds, and ask children to close their books.
 Tell children you are going to call out some words. Children must clap if they hear a word with /lt/ and stamp their
feet if they hear a word with /ld/.
 Call out the words from Exercise 1 at random, going faster and faster until children can’t keep up with you.
Listen and chant. (Exercise 2)
 Ask children to look at the picture. Ask Where are the people? (in a field) Is the boy playing? Does he have a shield?
What is the woman doing? What does she have? (a quilt).
 Play the recording (Track 67) 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.
Development
Read the chant again. Circle the words with ld and lt. (Exercise 3)
 Focus attention on the word child in the chant.
 Ask children to find and circle the other words with the letters ld and lt in the chant.
 Ask Which word from Exercise 1 isn’t in the chant? (belt).
Answers
child, adult, field, adult, quilt, child, shield, quilt, shield, adult, child
Class chant
 Divide the class into groups of four, and give each group a line from each verse.
 Say the chant together for children to learn their lines.
 Ask children to close their books.
 Say the chant again. Each group says its own lines.
Match and write. (Exercise 4)
 Ask children to look at the first picture. Ask What’s this?
 Check that children understand they have to draw a line to complete the words with the correct letters and then
write the word.
 Go through the answers with the class, asking children to read aloud the words.
Answers
1 belt
2 child
3 quilt
4 field
5 shield
6 adult
Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble.
 Have a student demonstrate the sentence for the class.
 Have students work in pairs to take turns saying the sentence. Tell them to use other vocabulary words on the page.
Phonics poster
 Tell children they are going to make a phonics poster for one of the two word endings in this lesson, ld or lt.
 Ask children to choose the sound they want. Give them pieces of paper and colored pencils.
 Tell children to draw the three pictures for their letters. They should put the letters somewhere on the page as well,
and decorate them.
 Display the posters around the classroom.


Lesson Five Skills Time!

Objectives
 Reading: read and understand a movie review; read for specific information
Language
 Language focus: reading
 Vocabulary: play, concert, actor, movie, singer
 Extra vocabulary: wonderful, castle, go into, room, princess, ago, try, hide, difficult, adventure, sing
 Structures: Revision
 Workbook p. 52
 Performances Flashcards 85–89
 Paper and colored pencils
Introduction
Warmer
 Tell children they are going to listen to the song Come and play with me! from p. 54 again.
 Play the recording (Track 65) with books shut, asking children to clap every time they hear always, sometimes, or
never.
 Play the song again with books open for children to sing along.
Lead-in
 Use Flashcards 85–89 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.
 Ask questions to check understanding: What can you see in a play? Who are the people in movies? Who are the
people in plays? Where can you listen to music? Who sings songs at a concert?
Presentation
 Ask children to open their Student Books and look at the pictures in Exercise 1.
 Play the first part of the recording (Track 68) 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 point.
play, concert, actor, movie, singer
actor, singer, movie, concert, play
Listen and repeat.
play, concert, actor, movie, singer
People or activities
 Draw two circles on the board. Write People and Activities above the circles.
 Pick up Flashcards 85–89 at random, one by one, holding them so that children can’t see the pictures. Say each word,
and ask children to tell you which circle to put the word in (People: actor, singer; Activities: concert, play, movie).
 If children give the correct answer, show them the flashcard, and then stick it in the correct circle on the board.
 If children don’t know the answer, briefly turn over the flashcard to show the picture and ask Are you sure?

 Continue until children have placed all the flashcards.

Look at the text. Where can you see the movie? (Exercise 2)
 Ask children to look at the picture. Ask what the text is about (a movie / movie review).
 Ask questions to help children make predictions about the text, e.g., What do they find in the room? Where are the
children? Is it a funny movie? Ask Where can you see the movie? Children scan the text quickly to find the answer
(Showtime Movie Theater).
Development
Listen and read. (Exercise 3)
 Play the recording (Track 69) for children to listen and follow the text silently in their books.
 Check the answers to the questions you asked before children read, and answer any questions they have.
 Play the recording a second time, and ask children to circle the words from Exercise 1 in the text (movie, actor).
 Focus attention on the words movie theater and dragon and check that children understand them.
 You may also want to check that children understand hide and adventure.
Read again and answer the question. (Exercise 4)
 Tell children that they are going to answer questions about the text. Look at the example with the class.
 Allow time for children to read the text again and answer the other questions individually.
 You might want to ask more questions to check comprehension, e.g., Who do Thu and Nhan stay with? Where does
their uncle live? Is it a big / old house? Where is the dragon? What is it doing?
Answers
1 No
2 Yes
3 No
4 Yes
5 No
6 Yes
Consolidation
Write a review.
 Ask children to work in pairs.
 Tell them they are going to write a review of a movie, like the review of The Friendly Dragon.
 They can write about a movie they know, or they can use their imagination.
 The children should practice the text in their notebooks. Monitor and help with vocabulary where needed.
 When the text is complete, they can make a poster by copying their text and drawing a picture about the movie.
Remind them to include a heading as well.
 When the movie reviews are finished, display them around the room, and encourage the children to walk around and
look at each other’s work.

Lesson Six Skills Time!

Objectives
 Listening: listen for specific words
 Speaking: ask and answer about activities you like doing and how often you do them
 Writing: identify and writing sentences with nouns, verbs, adjectives, and prepositions; write an email to invite a
friend to the movie theater (Workbook)
Language
 Vocabulary: Revision
 Structures: Revision
 Student Book p. 56–57
 Workbook p. 53
 Audio Track 70
 Places in town Flashcards 79 and 82–83 (library, shopping mall, swimming pool)
 Performances Flashcards 86 and 88 (concert, movie)
 Red, green, and blue colored pencils (for each child, or to share in groups)
 Worksheet 3: Verbs, adjectives, and prepositions
Introduction
Warmer
 Tell children they are going to do a book race. When you say words, the children have to find a picture of the word in
this unit, but they have to be quick!
 Call out words from Lessons 1–5, e.g., museum, dragon, café, child, actor, field, concert, quilt.
 Call out the first words slowly, and gradually reduce the interval until it is a race to keep up with you.
Lead-in
 Play What do I have? Use the Places in town Flashcards for library, shopping mall, and swimming pool and the
Performances Flashcards for concert and movie.
 Show the cards quickly to the children.
 Then 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.
 Continue until all the cards are on the board.
 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.
Presentation
Listen and write ✓or ✗. (Exercise 1)
 Ask children to look at the pictures in Exercise 1 and ask What can you see in the pictures? (a library, a movie, a
swimming pool, a shopping mall, a concert).
 Tell children they are going to hear people talking about these places. They must check the activities the people do
and write an ✗for the activities they don’t do.
 Play the recording (Track 70) the whole way through for children to think about the correct answers.
 Play the recording again, pausing after each dialogue for children to check ✓or write an ✗on the pictures.
 Play the recording the whole way through again for children to check their answers.

1
Girl Do you like watching movies?
Boy Yes, I do!
Girl Do you ever go to the movie theater?
Boy Yes, I sometimes go to the movie theater with my dad.
2
Girl Do you ever go to concerts?
Boy No, I don’t. I never go to concerts, but I like music.
3
Girl Do you like swimming?
Boy Yes, I do.
Girl Do you ever go to the swimming pool?
Boy Yes, I do. I go to the swimming pool every Saturday.
4
Girl Do you like reading?
Boy No, I don’t.
Girl Do you ever go to the library?
Boy No, I don’t. I never go to the library.
5
Girl Do you ever go to the shopping mall?
Boy Yes, I do. I sometimes go to the shopping mall with my mom. It’s boring!
Answers
a✗
b✓
c✓
d✓
e✗
Ask and answer about you. (Exercise 2)
 Ask two children to read the speech bubbles for the class.
 Point out that the two questions in the example are different (Do you like…? Do you ever…?), and the words children
need in the box are different, too (the activity / the place).
 Tell children they are going to ask and answer questions about things they like doing. They must ask about two or
three things each.
 Ask children to work in pairs and do the exercise.
 Ask some pairs to ask and answer their questions for the class.
Development
Circle the verbs in red, the adjectives in blue, and the prepositions in green. (Exercise 3)
 Check that all the children have red, green, and blue pencils. Give out pencils to children who don’t. You may divide
the class into groups to share pencils.
 Read the examples in the Writing box with the class.
 Read the example sentence in Exercise 3 with the class, and ask children what each of the colors is for.
 Check that children remember the words apartment and sunny.
 Children do the rest of the exercise individually or in groups, circling the verbs, adjectives, and prepositions. Monitor
and help where necessary.
Answers
1 v: is riding, adj: new, prep: to
2 v: live, adj: small, prep: in
3 v: go, adj: sunny, prep: to, on

Circle the verbs, adjectives, and prepositions.

 Ask children to turn to the movie review on p. 56 and circle all the verbs, adjectives, and prepositions that they can
find. Tell them to use the same colors as in the last activity.
 Allow children to compare their texts in pairs and see if they can add any more words.
Read the sentences from 3. Write sentences about you. Include a verb, a noun, a preposition, and an adjective. (Exercise
4)
 Ask children to look again at the sentences in Exercise 3. Tell them they are going to write three sentences about
themselves using the same structure.
 Children work individually to complete the sentences. Monitor and help where needed.
 Put the children into groups to share their sentences. Ask a few children to read a sentence to the class.
Answers
Children’s own ideas
Consolidation
Worksheet 3: Verbs, adjectives, and prepositions
 Cut up the worksheets into cards and mix them up. Give one pile of cards to each group of four children.
 Ask the children to classify the cards into verbs, adjectives, and prepositions.
 Monitor and help where needed.
 When the cards have been classified, see if the children can make a sentence using two or three of the words, e.g., I
don’t ride my bike to school on a rainy day.

Worksheet 1: Memory cards
Draw a picture of each of the words.
library
movie theater
shopping mall
swimming pool
museum
café
playground

Worksheet 2: Do you play basketball?
Complete the chart, and then interview your classmates.
Key
✓✓= always, ✓= sometimes, and ✗= never
Name:
Write sentences about your classmates.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________

Worksheet 3: Verbs, adjectives, and prepositions
ride fly play
cook read in
on to at
under tall beautiful
rainy friendly slowly

Family and Friends Special Edition Grade 5– Unit 7
TOEFL Primary Listening

1 Listen. Read and look at the pictures. Circle A, B, or C. (Track 23)
Answers
1C
2B
3A
Transcript 23
Look at the example. Listen.
Boy: Hi, I’m Lam. I’m nine years old and I’m from Ha Noi. Let me tell you about my week. I go to school every day from
Monday to Friday and I do my homework in the evenings.
A is circled because Lam does his homework in the evenings. Now look at the options for questions 1, 2 and 3. Listen and
circle A, B or C for these three questions.
Boy: Hi, I’m Lam. I’m nine years old and I’m from Ha Noi. Let me tell you about my week. I go to school every day from
Monday to Friday and I do my homework in the evenings. On Mondays, I always go to the pool for swimming lessons. We
play sports every Wednesday at school. I sometimes play soccer, but I never play volleyball. I always play soccer on
Sundays, too. On Saturdays, I sometimes go to the shopping mall with my family. We sometimes go to a café and have a
drink and some cake! I love the weekends.
2 Listen. Which sentence is correct? Circle A, B, or C. (Track 24)
Answers
4C
5C
6B
Transcript 24
Look at the three sentences in the example. Listen.
Boy: Hi Chi. Come in!
Girl: Thanks, Vinh. And thank you for inviting me for the weekend.
Boy: You’re welcome. I’m happy you can come!
A is circled because Chi is visiting Vinh for the weekend. Now read the sentences in questions 4, 5 and 6. Listen and circle
the correct sentence for the conversation.
Boy: Hi Chi. Come in!

Girl: Thanks, Vinh. And thank you for inviting me for the weekend.
Boy: You’re welcome. I’m happy you can come!
Question 4
Boy: So what do you want to do this weekend?
Girl: Well, what do you do on the weekend?
Boy: On Saturdays I sometimes get up late, and then I go to the shopping mall with my family. Or sometimes
we go to the pool or the park.
Question 5
Girl: I like shopping and I like the park. I don’t have my swimsuit, so I can’t go swimming.
Boy: OK. Let’s go to the park, then! I love the park. You can play outside and on the swings in the playground.
Girl: Great! I sometimes play on the swings or fly my kite at the park.
Question 6
Boy: Do you like soccer? I always play soccer at the park.
Girl: Yes, I do! Let’s play soccer then.
Boy: Great. I’ll bring my soccer ball!

3 Listen and answer the questions. Circle A, B, or C. (Track 25)

Answers
7B
8B
9C
10 A
Transcript 25
A girl is talking about the man in the picture. His name is Bob. Look at the question in the example.
This is Bob. He’s a famous singer. He’s 25 years old and he’s from the USA. Bob always has a lot to do in the week, so he’s
a busy man!
C is circled because Bob is a famous singer from the USA. Now read questions 7, 8, 9 and 10. Listen and circle the correct
answers for questions 7, 8, 9 and 10.
This is Bob. He’s a famous singer. He’s 25 years old and he’s from the USA. Bob always has a lot to do in the week, so he’s
a busy man! He sings and plays the guitar every day. On Fridays and Saturdays, he sometimes has a concert until late in
the evening. He’s always tired after concerts, so he often gets up late in the morning the next day. In his free time on
Saturdays, he likes meeting and going out with his friends. Sometimes they go to a café for a drink, or they watch a movie
at the movie theatre. On sunny days, he sometimes goes to the beach with his friends, too. His friends love swimming, but
he can’t swim, so he never goes swimming or snorkeling! He just sits in the sun on the beach. On Sundays, Bob never
meets his friends. He likes to stay at home to watch TV or practice singing.

Worksheet: Extra writing

 Colored pencils
1 Join. Write the words on the street.
 Ask children call out some buildings that you might see in a town (supermarket, cinema, etc.) and write them on the
board.
 Ask them to look at the words and see if any of the buildings they called out are mentioned. Give them time to match
up the word halves and label the picture.
 Allow them to check their answers in pairs.
 Go through the answers together.
Answers
1 movie theater
2 playground
3 museum
4 library
5 café
2 Look and write.
 Ask children to look at the key: 
= always, = sometimes, and X = never. Ask them to complete the sentences
using this key and the pictures.
 Give them time to complete the exercise individually.
 Ask individual children around the class to read out the answers.
Answers
1 always, swimming pool on
2 never, playground at
3 sometimes, café on
4 sometimes, stores on
5 always, movie theater in
6 sometimes, museum in
Where do you go? Write a sentence and draw.
 Give children time to draw a picture and write about where they go. Remind them to use an adverb of frequency.
 Put the children into small groups to show their pictures and read their sentences.

Family and Friends Special Edition Grade 5 – Unit 7
Unit 7 test
Testing and evaluation
There is a test at the end of each unit that covers the core vocabulary and grammar content presented. Each test
contains vocabulary activities and grammar activities.
Administering a test
Testing is an important part of the teaching/learning process. Students can become anxious about tests, so it is
important to create a calm and supportive environment. Before giving a test, have a quick warm‐up session on the
language to be covered in the test. Explain the scoring system to the class so that they feel responsible for their own
learning process. All the Unit tests in American Family and Friends Special Edition Grade 4 have a total of 15 points.
Grading for Unit tests is as follows:
14‐15 Excellent
11‐13 Very good
7‐10 Good
4‐6 Satisfactory
0‐3 Needs further work
1 Look and complete the words.

Answers /3
1 playground (example)
2 library
3 café
4 movie theater
2 Match.
Answers /2
1 c (example)
2a
3b
3 Complete with in, at, and on.
Answers /5
1 on (example)
2 in
3 at
4 in
5 on
6 at
4 Circle the correct word.
Answers /5
1 sometimes (example)
2 always
3 never
4 sometimes
5 never
6 always
Total /15 24
© Oxford University Press 2015

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Family and Friends Special Edition Grade 5 – Unit 7: Places to go!

Lesson One Words

© Oxford University Press 2016 1

Listen and point.

© Oxford University Press 2016 2

© Oxford University Press 2016 3

Lesson Two Grammar

© Oxford University Press 2016 4

© Oxford University Press 2016 5

© Oxford University Press 2016 6

Lesson Three Grammar and Song

© Oxford University Press 2016 7

Name Me Thu Hoang Khoa

© Oxford University Press 2016 8

© Oxford University Press 2016 9

Lesson Four Phonics

© Oxford University Press 2016 10

© Oxford University Press 2016 11

© Oxford University Press 2016 12

Lesson Five Skills Time!

© Oxford University Press 2016 13

 Continue until children have placed all the flashcards.

© Oxford University Press 2016 14

Lesson Six Skills Time!

© Oxford University Press 2016 15

© Oxford University Press 2016 16

Circle the verbs, adjectives, and prepositions.

© Oxford University Press 2016 17

Worksheet 1: Memory cards

Draw a picture of each of the words.

© Oxford University Press 2016 18

Worksheet 2: Do you play basketball?

Complete the chart, and then interview your classmates.

Write sentences about your classmates.

© Oxford University Press 2016 19

Worksheet 3: Verbs, adjectives, and prepositions

ride fly play

under tall beautiful

rainy friendly slowly

© Oxford University Press 2016 20

TOEFL Primary Listening

Boy: Hi Chi. Come in!

© Oxford University Press 2015 21

3 Listen and answer the questions. Circle A, B, or C. (Track 25)

© Oxford University Press 2015 22

Worksheet: Extra writing

© Oxford University Press 2015 23

Grading for Unit tests is as follows:

11‐13 Very good

0‐3 Needs further work

1 Look and complete the words.

© Oxford University Press 2015

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