G5 Selective LessonPlan Unit1

Family and Friends Special Edition Grade 5 – Unit 1: The Ancient Mayans
Lesson One Words

Lesson 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)
Materials
 Student Book p. 8
 Workbook p. 8
 Audio Tracks 04–05
 Verbs Flashcards 1–7
 One sheet of paper per child (optional)
Culture note: Mayan hieroglyphs
The Mayan culture of Ancient Mesoamerica had a complex system of hieroglyphic writing. For many years, those
who studied the hieroglyphs couldn’t agree on whether the writing was a number of simple word pictures or a
sophisticated phonetic system. Then in the 1950s, an epigrapher (glyph expert) determined that it was a fully
functional system based on phonetic signs. Now experts know that all Mayan words are formed from various
combinations of nearly 800 symbols.
Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
 Play Freeze to energize the children at the start of the lesson.
 Ask the children to stand at their desks. Give a series of instructions, e.g., read a comic, watch TV, play the guitar.
Children mime the actions.
 When you say Freeze!, the children must stop what they are doing and stand still.
 The children who are the slowest 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
 Tell children they are going to learn some verbs.
 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 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.
© Oxford University Press 2016 1

Transcript (Track 04)

Listen and point.
start, finish, love, hate, want, use, live
want, live, start, love, use, hate, finish
Listen and repeat.
start, finish, love, hate, want, use, live
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 appear in the story (live, use, and finish).
 You might want to tell children that the Ancient Mayans lived 2,000 years ago.
Development
Key points
 Tell children to close their books and divide children into groups of four.
 Ask children to remember the three things that the message says about the Ancient Mayans.
 Ask different groups to tell you their answers. (They lived 2,000 years ago. They used pictures, not words, in their
writing. They cooked good food.)
What do I have?
 Hold up one of the Verbs Flashcard so that the class can 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.
Who am I?
 Give each child a sheet of paper.
 Write the following sentence stems on the board: I start …; I finish ..; I love …; I hate …; I want …; I use …; I live … .
 Tell children to write down the sentence stems and complete the sentences so that they are true for themselves.
 Divide the class into groups of 5–10. Collect and redistribute the sheets of paper randomly within the groups.
 Children take turns reading the sentences aloud and guessing which person in the group wrote them.
Consolidation
Secret codes
 Ask children to write a short paragraph. Write some 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
Story time: A reader of your choice

Lesson Two Grammar

Lesson 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
Materials
 Workbook p. 9
Introduction
Warmer
 Play Listen, point, and say to energize the class at the beginning of the lesson and review the verbs from Lesson 1.
 Place Verbs Flashcards 1–7 around the room.
 Call out one of the words, e.g., live. Children point to the card and repeat the word.
 Repeat until you have practiced all the words.
 Continue going faster and faster until children can’t keep up with you.
Lead-in
 With books closed, ask children what happened in the 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 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 (see 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.
Story actions
Picture 1: Amy, Max, and Leo look at a message. Max picks up his book.
Picture 2: Max opens his book and points to a page in it. Amy writes on a piece of paper.
Picture 3: Max puts a bowl of soup on the table. Amy smells the food. They leave the room.
Picture 4: Holly is eating. Amy and Max come into the room, look at the empty bowl, and are surprised.
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? Make sure children understand 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 words. Ask children to tell you what the missing words are.
 You may 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
Teacher can’t remember
 Tell children you can’t remember some of the facts about the Mayans so you want them to help you.
 Tell children you are going to say some sentences about the Mayans, e.g., They used cars. They lived 2000 years ago.
They didn’t cook soup.
 If the sentence is correct, children do an agreed action, such as tapping their desks, clapping, or calling out Yes! If the
sentence is incorrect, children do another agreed action, such as standing up, and then they call out the correct word.
Write the answer. (Exercise 3)
 Look at the picture with the class and ask questions, e.g., 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.
Answers
1 Yes, they did.
2 No, she didn’t.
3 Yes, he did.
4 No, they didn’t.
5 Yes, he did.
6 No, she didn’t.
Read and circle. (Exercise 4)
 Look at the example with children and check that they understand the exercise.
Answers
1 finished 2 started 3 didn’t hate 4 didn’t love
Quiz your partner!
 Divide the class into pairs. One partner closes his/her book and the other looks at Exercise 4.
 The partner with their book open asks questions E.g. Did Ly finish her homework last night? Did Dad finish reading a
book yesterday? The other then answers, e.g., Yes, she did. No, he didn’t.
 After a few questions, the pairs swap roles.
Consolidation
Let’s Practice!
 Ask students to look at the picture and speech bubble. Say 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.

Did or didn’t?
 Tell children they are going to write some sentences about life among the Mayans.
 Write these things on the board: use cell phones, watch DVDs, cook soup, ride motorcycles, use pictures in their
alphabet.
 Write The Mayans… on the board and elicit the first sentence, They didn’t use cell phones.
 Check that children understand the activity and ask them to write the other four sentences.
 Go through the answers in class. (They didn’t watch DVDs. They cooked soup. They didn’t ride motorcycles. They used
pictures in their alphabet.)
NOTE: Now go to Workbook p. 88 for children to practice the grammar structure before doing Workbook p. 9.

Lesson Three Grammar and Song

Lesson 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
Materials
 Workbook p. 10
 Audio Track 07
 Paper and colored pencils (optional)
Introduction
Warmer
 Divide the class into two teams and play Cross the river with children, using the Verbs Flashcards.
 Draw a river on the board, with two sets of four stepping stones across the river. You may want to add “dangers” like
crocodiles, eels, or snakes in the river.
 Write Team A and Team B underneath the two sets of stepping stones.
 Divide the class into two teams.
 Tell children you are going to show each team different flashcards. Each team must guess their words correctly to
move across the river.
 Show one team a flashcard and choose a child in that team to give the answer. Allow him/her to consult friends first
to avoid embarrassment if the answer is incorrect.
 If the child answers correctly, write the word on that team’s first stepping stone. If the child answers incorrectly, ask
the other team to tell you the word, and write the word on that team’s first stepping stone.
 The first team to complete the four stepping stones with words crosses the river and wins.
Lead-in
 Play a miming game. With books closed, mime the 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 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
What’s the mime?
 Play a miming game with children.
 Mime two things from Exercise 1, one at a time, and ask children to say what you did yesterday.
 Then ask children to look at Exercise 1 and say the things you didn’t do yesterday.
 Choose another child to mime two actions.
 The rest of the class should say what he/she did and didn’t do yesterday. Repeat with several children.
Poster making
 Give out pieces of paper and colored pencils.
 Tell children they are going to make a poster about what their friend did yesterday, using the chart in Exercise 1.
 Tell children to write two sentences about their friend’s day and draw pictures.
 Collect the finished posters and put them on the wall.
Listen and sing. (Exercise 3)
 Ask children to look at the song pictures. Ask What are 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.
 Do not focus on the irregular form of had and sang, but make sure children understand these words.
Sing and do. (Exercise 4)
 As a class, decide on the actions for the song (see below).
 Practice the actions with the class.
 Play the recording for children to listen and do the actions.
Song actions
I had a great day yesterday – point to yourself
I didn’t shop or cook – mime cooking, indicating “no”
I didn’t work, I didn’t swim – mime swimming, indicating “no”
I didn’t read a book – mime reading a book, indicating “no”
I didn’t play computer games – mime playing on a computer, indicating “no”
I didn’t go to school – mime walking to school, indicating “no”
I didn’t help my mom at home – mime doing the dishes, indicating “no”
It was my birthday yesterday – mime blowing out candles
I had a party with my friends – wave hands in the air
We sang and danced all day! – dance
Consolidation
Simon did
 Play Simon says to practice the past tense.
 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.

Lesson Four Phonics

Lesson 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
Language
 Vocabulary: moon, boot, blue, glue, tune, tube
 Extra vocabulary: Tuesday, flute, June
Materials
 Workbook p. 11
 Phonics Cards 1–3 (moon, blue, tune)
 Worksheet 1: Listen and write (one copy per student)
Introduction
Warmer
 Write the alphabet on the board with the vowels (a, e, i o, u) missing. Ask students to say the missing letters.
 Have individual students come to the board to fill in the missing vowels.
Lead-in
 Mime playing a flute and elicit or remind children of the 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 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 point.
moon, boot, blue, glue, tune, tube
blue, glue, moon, tube, boot, tune
Listen and repeat.
moon, boot, blue, glue, tune, tube
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 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, and u_e. (Exercise 3)
 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.
Answers
Tuesday, school, glue, tubes, blue, flute, moon, June, tune
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.
Answers
1 glue - ue
2 tube - u_e
3 moon - oo
4 blue - ue
5 tune - u_e
6 boot - oo
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 with you.
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 TPR
 Tell children you are going to say some sentences. They should jump up every time they hear the /uː/ sound.
 Read these sentences aloud: I have a flute, and I’m playing a tune. The sky is blue in June. You have some glue on your
boots. I can make a flute from this tube. I’m going to the moon. Do you want to come, too?
 Note that children may jump when they hear the word you. It contains the /uː/ sounds, but it is not a letter
combination presented in this lesson.
Worksheet 1: Listen and write
 Give each child a copy of Worksheet 1: Listen and write.
 Tell children you are going to read the sentences from the previous activity again, but this time they need to listen
and write down the words in the blanks.
 Allow time for children to read the sentences with blanks. Encourage them to predict which words might go in the

blanks.
 Read the sentences again. Children listen and write. Repeat if necessary.
Answers
1 flute, tune
2 blue, June
3 glue, boots
4 flute, tube
5 moon, too

Lesson Five 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
Materials
 Workbook p. 12
 Audio Tracks 07, 10
 Worksheet 2: Adjectives (one copy per student)
Introduction
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 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)
 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.
 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 meanings and then check them in the dictionary. (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.
Answers
1 light 2 easy 3 heavy 4 difficult 5 soft 6 easy
Worksheet 2: Adjectives
 Give each child a copy of Worksheet 2: Adjectives.
 Look at the example with children and check that they understand the worksheet. They must write the correct word
in each blank and then draw a picture of the sentence.
 Children complete the worksheet individually.
Answers
1 heavy 2 difficult 3 soft 4 easy 5 light
Consolidation
Mime time
 Choose one of the adjectives and mime it, e.g, mime 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.

Lesson Six Skills Time!

Skill 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)
Language
 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
Materials
 Workbook p. 13
 Audio Track 11
 Paper and colored pencils (optional)
Introduction
Warmer
 Play Quickly, slowly! to energize children at the start of the lesson.
 Mime an action and ask What am I doing?
 Repeat the action, this time doing it very slowly, and ask How am I doing it? Elicit slowly.
 Repeat with a different action, this time doing it very quickly. Ask How am I doing it? Elicit quickly.
 Ask a child to mime an action.
 Ask another child to give the instruction Quickly or Slowly.
Lead-in
 Tell children to open their books and look at the pictures 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 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?
1
Man Hello, Duy. How are you?
Duy Not great. I had a terrible day yesterday.
Man Why?
Duy Well, I had a math lesson in the morning. The questions were very difficult, and I didn’t know the answers.
Man Oh dear.
2

Duy I had an English lesson in the afternoon.

Man That’s good. You like English.
Duy Yes, but I didn’t have my homework, so the teacher was angry.
Man Oh no.
3
Duy I played basketball with my friends in the park after school.
Man That’s nice.
Duy It was nice, but then it started to rain. I was very wet and very cold.
Man Oh no!
4
Duy I had lots of difficult homework yesterday, too.
Man Oh no.
Duy So I worked for three hours!
Man Poor Duy.
Answers
1c 2b 3a 4d
Development
Look at the pictures and say. (Exercise 2)
 Ask two children to read the speech bubbles. Then ask 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.
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.
Answers
a. Food b. Houses c. Children
True or False?
 Tell children you are going to play a game of True or False?
 Ask children to close their books. Make true and false statements about Viet Nam, e.g., Food is important. (T) Houses
in Viet Nam are short. (F) Some people in cities live in apartments. (T) Children start school late in the morning. (F)
Some schools have two schools days in one day. (T) Children have a lot of homework. (T) Some children do housework.
(T) Children listen and call out True! or False!
Consolidation
Topic writing
 Write the topics food, work, hammocks on the board.
 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.
Guess the word
 Write adjectives from Lesson 5 on the board, showing only the first two letters and the number of missing letters,
e.g., ea _ _ (easy).
 Divide the class into two teams. A child from Team A chooses an incomplete word on the board and tries to guess the
correct answer.
 If he/she gets the correct answer, complete the word on the board and give the team a point. If the child guesses
incorrectly, Team B gets a point.
 The winner of the game is the team with the most points.
Option: you may ask children to come up to the board and complete the words themselves.
NOTE: Now go to Workbook p. 13 for children to practice dividing a text into paragraphs and writing about the Mayans
and homes and families today.

Worksheet 1: Listen and write

Worksheet 2: Adjectives
Write and Draw.
soft light heavy easy difficult
1 I can’t carry this! It’s very heavy. Twenty
kilograms!
2 My math teacher gave us some ____________
homework, so I asked my older sister for help.
3 I have a new bed. I love it! It’s very
_______________.
4 My brother is good at playing soccer. He says
that it is _____________ for him.
5 I had a ____________ bag on vacation because
my dad put some of my things in his bag.

G5 Selective LessonPlan Unit1

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Family and Friends Special Edition Grade 5 – Unit 1: The Ancient Mayans

Lesson One Words

© Oxford University Press 2016 1

Transcript (Track 04)

© Oxford University Press 2016 2

Lesson Two Grammar

© Oxford University Press 2016 3

© Oxford University Press 2016 4

© Oxford University Press 2016 5

Lesson Three Grammar and Song

© Oxford University Press 2016 6

activity and help where necessary.

© Oxford University Press 2016 7

Lesson Four Phonics

 To pronounce the sound /uː/

© Oxford University Press 2016 8

© Oxford University Press 2016 9

© Oxford University Press 2016 10

Lesson Five Skills Time!

© Oxford University Press 2016 11

words they don’t know.

© Oxford University Press 2016 12

Lesson Six Skills Time!

© Oxford University Press 2016 13

Duy I had an English lesson in the afternoon.

© Oxford University Press 2016 14

© Oxford University Press 2016 15

Worksheet 1: Listen and write

© Oxford University Press 2016 16

Write and Draw.

soft light heavy easy difficult

1 I can’t carry this! It’s very heavy. Twenty

2 My math teacher gave us some ____________

homework, so I asked my older sister for help.

3 I have a new bed. I love it! It’s very

4 My brother is good at playing soccer. He says

that it is _____________ for him.

5 I had a ____________ bag on vacation because

my dad put some of my things in his bag.

© Oxford University Press 2016 17

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