Lesson One Words: Family and Friends Special Edition Grade 5 - Unit 9: What's The Fastest Animal in The World?

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

Objectives
 To identify and describe different places
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: lake, mountain, waterfall, ocean, wide, deep, high
 Extra vocabulary: animal, quiz, (in the) world, That’s right!, cheetah
Resources and materials
 Student Book pp. 60, 64
 Workbook p. 60
 Audio Tracks 74, 80–81
 Describing places Flashcards 102–108
 Worksheet 1: Chopped words (one copy for each child)
Culture note: School academic teams and quiz shows in the U.S.A.
American schools often have general knowledge academic teams that challenge teams at other schools. There are
also state and national championships.
Quiz shows are very popular on American TV. People on TV quiz shows almost always compete for money and prizes.
They have to answer general knowledge questions and sometimes very difficult questions. Quiz board games are
also popular at parties and as family entertainment.
Introduction
Weather report: Ask the class about today's weather.
Warmer
 Ask children to turn to p. 60 of their Student Books. Play the recording (Track 74) and sing At the supermarket to
review food vocabulary and energize children at the start of the lesson.
 Assign different food words to the children in the class.
 Sing the song together again. Children stand up when they sing their word.
Lead-in
 Tell children they are going to learn some words to describe places.
 Use Flashcards 102–108 to elicit the vocabulary for this lesson. Hold the flashcards up one at a time and model any
words the children don’t know.
 Say all the words again for children to repeat.
 Hold the flashcards up in a different order and repeat.
Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to open their Student Books and look at the pictures of the places.
 Play the first part of the recording (Track 80) for children to listen and point to the appropriate picture.
 Play the second part of the recording for children to repeat.
 Play the recording all the way through for children to listen and point, and then repeat the words in chorus.
Transcript (Track 80)
Listen and point.
lake, mountain, waterfall, ocean, wide, deep, high
© Oxford University Press 2016 1

ocean, deep, mountain, high, lake, wide, waterfall

Listen and repeat.
lake, mountain, waterfall, ocean, wide, deep, high
Do the actions.
 As a class, decide on actions for the words wide, deep, and high (see suggestions below). Tell children to be careful
not to hit their classmates.
 Put up the Flashcards for lake, mountain, waterfall, and ocean around the room.
 Tell children you are going to call out words. If you call out one of the places, children point to it. If you call out an
adjective, children do the action.
 Call out the words at random, going faster and faster until children can’t keep up with you.
 Actions:
wide – spread your arms out wide
high – point to the ceiling
deep – point down at the ground
Development
Listen and read. (Exercise 2)
 Focus children’s attention on the story. Talk about each frame with the class and ask questions, e.g., Where are the
children? Who wants to answer the teacher’s question? What does Amy see? What does she do?
 Play the recording (Track 81) for children to listen and follow the words of the story in their books.
 Ask comprehension questions, e.g., Why is Max happy? Does he know all the answers? Why is Amy scared?
 Play the recording a second time for children to follow in their books. Check that children understand any new
vocabulary, e.g., cheetah.
 Ask children to find the places from Exercise 1 that appear in the story (mountain and ocean).
Snap
 Write one of the items in the Describing places Flashcards set on the board, e.g., waterfall.
 Put the flashcards in a pile and hold them up so the children can only see the facing card. Reveal the cards one at a
time by putting the front card to the back. When children see the waterfall, they shout Snap!
 Repeat with the rest of the words in the set.
Consolidation
Worksheet 1: Chopped words
 Ask children to close their books.
 Give out copies of the worksheet, one for each child.
 Look at the first box wi and ask children if they can find the missing half of the word (de).
 Tell them to write the full word in the answer section.
 Tell children to work individually to find the rest of the words. When they have finished, they can check their answers
with a partner.
Answers
wide, deep, high, lake, mountain, waterfall, ocean
Exercises: Workbook p. 60
Story time: A reader of your choice

Lesson Two Grammar

Objectives
 To identify comparative and superlative forms of short adjectives
 To notice changes to spelling in the formation of comparative and superlative adjectives
 To act out a story
Language
 Vocabulary: A cheetah is faster than a mouse. An ocean is wider than a lake. What’s the fastest animal in the world?
The fastest animal in the world is the cheetah. The Pacific Ocean is the widest ocean in the world.
 Extra vocabulary: grape, mice
 Student Book pp. 64–65
 Workbook p. 61
 Audio Tracks 80, 82
Introduction
Warmer
 Play Jump to review the words from Lesson 1 and energize the class at the start of the lesson.
 Ask children to stand at their desks.
 Hold up a flashcard from the Describing places set and say a word.
 If the word is the same as the flashcard, they jump. If it isn’t, they don’t move.
 Alternatively, ask children to put their hands up if the word you say and the flashcard are the same.
Lead-in
 Ask children what happened in the story. Ask Where are Max and Amy? What does the teacher have for them? What
does Amy see? Is she happy? What does she do?
 Write the words high and fast on the board.
 Tell children to open their Student Books to p. 64 and find two words in the story that start with these words (highest,
fastest).
Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Play the recording (Track 80), pausing for children to repeat.
 Divide the class into groups of three to play the parts of the teacher, Max, and Amy. If the class does not divide
exactly, some children can act twice, or ask a child if he / she wants to be the mouse.
 As a class, decide on the actions for the story (see suggestions below).
 Play the recording a second time for children to mime the actions as they listen and say their character’s lines.
 Groups may act out the story at the same time, or you may ask some groups to act out the story in front of the class.
Monitor and check pronunciation.
Story actions
Picture 1: Amy and Max walk into the class. The teacher waves.
Picture 2: Amy sits still. Max puts up his hand (twice). The teacher points at him to answer (twice).
Picture 3: The teacher puts her hands on her hips. Amy stands up and points to the floor. (The mouse moves toward her.)
Picture 4: Amy picks up her backpack and runs. Max laughs. (The mouse runs after Amy.)
Listen and repeat. (Exercise 2)
 Ask individual children questions to remind them of the comparative form, e.g., Am I taller than you? Are you shorter
than me than me? Is a mouse faster than a cheetah? Elicit Yes or No.

 Focus attention on the picture in the Let’s learn! box, and ask two children to read aloud the speech bubbles.
 Draw three mountains on the board, ranging from big to small, across the board from left to right.
 Ask children to tell you which name, Leo, Max, or Amy, to write above each mountain.
 Ask, for example, Is Max’s mountain bigger than Amy’s mountain? (No.) Is it smaller than Amy’s mountain? (Yes.)
 Ask children to point to the biggest mountain and then to the smallest.
 Listen to the sentences in the Let’s learn! chart (Track 82), pausing after each one for children to repeat them.
 Copy the sentences onto the board and erase the red letters.
 Ask children to read aloud the sentences, filling in the missing letters. You may ask children to come up to the board
and write the letters.
 Write What’s the … in the world? on the board. Put the Flashcard for big (Grade 2 Flashcard 92) and one of the places
flashcards in the blank to elicit a new sentence.
 Change the places flashcards to elicit more sentences.
Development
Fast, faster, fastest
 Draw three cars or stick figures on a racetrack, clearly one in front of the other in a line, and write fast, faster, and
fastest on the board in a row.
 Place the Describing places Flashcards 106–108 on the board (wide, deep, and high).
 Ask children to come to the front and write the adjective and its comparative and superlative forms under fast, faster,
and fastest.
Read and write T (true) or F (false). (Exercise 3)
 Look at the example with the class.
 Children do the rest of the exercise individually.
 Go through the answers with the class.
Answers
1 T 2 F 3 T 4 F 5 T 6 T
Write. (Exercise 4)
 Look at the example with the class.
 Children do the rest of the exercise individually. Check that children recognize mice as the irregular plural of mouse.
Answers
1 bigger
2 highest
3 faster
4 smaller
5 deepest
6 slower
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.
I’m the tallest!
 Ask the children to work in groups of four to six. Tell them to close their books.
 Ask the children in the group to stand in a line with the tallest child on one side and the shortest child on the other
side.
 Ask them to tell the class about their group, e.g., Phong is taller than Duy. Duy is taller than Giang.
 Ask them to sit down and write three sentences about their group in their notebooks.


Lesson Three Grammar and Song

Objectives
 To ask and answer questions using short superlative adjectives
 To write sentences with superlative adjectives
 To use superlative adjectives and places in the context of a song
Language
 Language focus: writing, speaking
 Extra vocabulary: answer (n)
 Student Book p. 66
 Workbook p. 62
 Audio Track 83
 Worksheet 2: Superlatives quiz (one copy for each team)
Introduction
Warmer
 Play Freeze to energize the class at the start of the lesson.
 Ask the children to stand at their desks. Give a series of instructions, e.g., swim, waterski, jump. Children mime the
actions.
 When you say Freeze!, the children have to stop what they are doing and stand still.
 The children who are the last to stop are out and have to sit down.
 Continue the game until there is one winner left standing or a group of winners if you prefer.
Lead-in
 Write the words big, fast, tall, small, and slow in a column on the board.
 Write biggest opposite the word big in a second column, and then ask children what to write for the other adjectives.
 You may want to ask children to come to the front and write the words.
Presentation
Ask and answer. (Exercise 1)
 Write mouse, elephant, and cheetah on the board. Ask children What’s the biggest animal? What’s the smallest
animal? What’s the fastest animal?
 Tell children they are going to ask and answer some more quiz questions.
 Ask children to open their Student Books to p. 66.
 Ask two children to read the speech bubbles for the class, and ask the class to find the information in the chart.
 Ask children to work in pairs and ask the questions in the chart.
 Children do the exercise in pairs. Monitor and help where necessary.
 Ask some pairs to ask and answer their questions in front of the class.
Write three sentences. (Exercise 2)
 Read the example with the children, and check that they understand they have to use the chart from Exercise 1.
 Ask children to write another three sentences, using the information in the chart and the example to help them.
 Ask some children to read aloud their sentences.
Memory game
 Tell children they are going to play a memory game.
 Ask children to look at the chart again and then close their books.
 Ask questions using vocabulary from the chart. Children call out the answers.

Development
Listen and sing. (Exercise 3)
 Point to the pictures in the song and ask What are the children doing? (They’re playing a quiz game.) Is he thinking?
Does he know the answer?
 Play the recording (Track 83) for children to listen and look at the pictures.
 Play the recording again for children to follow the words.
 Recite the words of the song with the class, without the recording. Say each line and ask children to repeat.
 Play the recording for children to sing along.
 Repeat (more than once if you wish).
Sing and do. (Exercise 4)
 As a class, decide on the actions for the song (see suggestions below).
 Practice the actions with the class.
 Play the recording (Track 83) for children to listen and do the actions.
Song actions
What’s the biggest country? – make a big circle with both hands to show big
What’s the highest mountain? – mime climbing a mountain
Do you know? – draw a question mark in the air
Listen to my quiz – put your hand up to your ear
What’s the biggest ocean? – move your hand like a boat on the water
What’s the smallest country? – move your hands or fingers together to show small
Class song
 Tell children they are going to invent a new version of the song.
 Write these words on the board: long river, fast transportation, big animal, wide ocean.
 Elicit new questions (What’s the longest river?, etc.) and write them on the board, with a lot of space in between the
lines.
 Between the lines, write Do you know? Do you know? as a chorus for children to repeat. This is your new song.
 Sing the new song with the class.
Consolidation
Class chant
 Write this chant on the board:
A wide, wide ocean,
A deep, deep lake,
A big, big mountain,
A high waterfall.
 As a class, decide on actions for each line of the chant.
 Say the chant together to practice the actions.
 Divide the class into four groups and give each group a line from the chant.
 Each group says their line of the chant, with everyone doing the actions.
Worksheet 2: Superlatives quiz
 Put the children into groups of four to five students.
 Give each group a copy of the quiz. Ask them to choose a team name, and write the names on the board.
 Ask the teams to read through the quiz, and then go through any unknown vocabulary. Use the children’s own
language if necessary.
 Give the teams ten minutes to decide on their answers and mark them on the quiz paper.
 When everyone has finished, ask the teams to swap papers with another team.
 Read out the answers and ask the teams to mark each other’s answers.
 Put the final results on the board and see who the winner is!
Answers
1 b. the Antarctic

2 c. China
3 a. Korea (South)
4 a. turtle
5 c. elephant
6 b. 635kg

Lesson Four Phonics

Objectives
 To pronounce the long vowel sound /eɪ/
 To associate the sound /eɪ/ with the letters ai, ay, and a_e in words
 To practice the sound /eɪ/ in the context of a chant
Language
 Language focus: speaking
 Vocabulary: rain, train, Monday, tray, case, race
 Workbook p. 63
 Phonics Cards 23–25 (pond, tent, lamp)
 Phonics Cards 26–28 (train, tray, race)
Introduction
Warmer
 Draw three circles on the board, and write nd, nt, and mp above each circle.
 Hold up the Flashcards for pond, tent, and lamp, and ask children to tell you which circle to put the cards in.
 Read aloud these words and ask children to point to the correct circle: camp, plant, hand, wind, aunt.
 Play the recording (Track 76) and say the chant from Student Book p. 61 to review the sounds nd, nt, and mp.
Lead-in
 Hold up the phonics Cards for train, tray and race, saying each word several times for children to repeat.
 Hold one card in each hand, facing you, and quickly flash them at random for children to repeat.
 Put the phonics cards on different sides of the room and point to them at random. Children repeat the words.
Presentation
 Ask children to look at the words and pictures in their Student Books. Tell them that they are going to hear a
recording of the different words.
 Play the first part of the recording (Track 84) for children to listen and point to the pictures.
 Play the second part of the recording for children to repeat the words in chorus.
 Play the recording all the way through (more than once if necessary) for children to point and repeat again.
Listen and point.
rain, train, Monday, tray, case, race
case, race, rain, Monday, tray, train
Listen and repeat.
rain, train, Monday, tray, case, race
Point to the words.
 Write the letters ai, ay, and a_e on pieces of paper and put them up around the room.
 Call out the words from Exercise 1, and ask children to point to the correct letters with books open if necessary.
Listen and chant. (Exercise 2)
 Ask children to look at the picture. Ask Where is the boy? What is he doing? (playing with a toy train) Is it sunny
outside?

 Play the recording (Track 85) for children to listen to the chant.
 Play the chant again, pausing the recording after each line for children to repeat.
 Play the chant once more for children to join in and follow in their books.
 Ask children to circle the objects in the picture from the chant (rain and trains).
Development
Action chant
 Divide the class into three different groups.
 Tell each group to do a different action, e.g., Group 1 clap your hands, Group 2 stand up, Group 3 wave your hands in
the air. Practice the actions.
 Do the chant together, and tell the groups to do their action every time they hear the /eɪ/ sound.
 Change the actions between groups and repeat.
Read the chant again. Circle the words with ai, ay, and a_e. (Exercise 3)
 Focus attention on the word Monday in the chant and ask children to find it in Exercise 1. Ask children to tell you
what the blue letters are.
 Ask children to find and circle the other words with ai, ay, or a_e in the chant.
Answers
Monday, today, play, rain, trains, case, trains, race
Match and write. (Exercise 4)
 Ask children to look at the first picture and tell you the words they can see (Monday) (and Tuesday / Wednesday /
Thursday).
 Ask What letters are in “Monday”? and check that children understand the example.
 Ask children to do the rest of the exercise individually.
 Write ai, ay, and a_e in different places on the board.
 Go through the answers with the class, asking individual children to point to the correct letters.
Answers
1 Monday
2 rain
3 case
4 tray
5 train
6 race
Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble. Say I have a train in a case.
 Have a student read the sentence.
 Have students work in pairs and take turns saying the sentence. Tell them to use other vocabulary words on the page.
Listen for the sound.
 Tell children you are going to read them some sentences.
 Ask children to tap their desks every time they hear the /eɪ/ sound.
 Read these sentences.
It’s Monday today.
Look at the rain.
I have my case.
We’re sitting on a train.
He’s running in a race.
Make a sentence.
 Ask children to work in small groups.

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

Lesson Five Skills Time!

Objectives
 Reading: read and understand a website about Viet Nam’s records; read for specific information
Language
 Language focus: reading
 Vocabulary: world, cave, river, plant, building
 Extra vocabulary: near, flowers, famous, tourists, floating, restaurants, offices, hotels
 Structures: Revision
 Workbook p. 64
 Pieces of paper
Culture note: Time zones in the U.S.A.
Some countries are so large that they have more than one time zone. The 50 U.S. states have six: Eastern Standard
Time, Central Standard Time, Mountain Standard Time, Pacific Standard Time, Alaska Standard Time, and Hawaii-
Aleutian Standard Time. Three time zones beyond the 50 states are Atlantic Standard Time (Puerto Rico and the U.S.
Virgin Islands), Samoa Standard Time (American Samoa), and Chamorro Standard Time (Guam and Northern Mariana
Islands). American time zones run east to west, so when a child in Maine has lunch at 11:00 a.m., another in Hawaii is
still asleep because it is only 5:00 a.m.
Introduction
Warmer
 Sing the song My quiz from Student Book p. 66 (Track 83) to energize the class and review superlatives and places.
Lead-in
 Tell children they are going to learn some more words to describe places.
 Use Flashcards 109–113 to elicit the vocabulary. Model any words the children don’t know.
 Say all the words again for children to repeat.
 Hold the flashcards up in a different order and repeat.
Presentation
 Ask children to open their Student Books and look at the pictures in Exercise 1.
 Play the first part of the recording (Track 86) for children to listen and point to the appropriate picture.
 Play the second part of the recording for children to repeat.
 Play the recording all the way through for children to listen and point and then repeat the words in chorus.
Listen and point.
world, cave, river, building, island
island, building, river, cave, world
Listen and repeat.
world, cave, river, building, island
Slow reveal

 Put a flashcard on the board and cover it with a piece of paper or card.
 Very slowly move the paper to reveal the picture, bit by bit.
 Ask What’s this? or another appropriate question, such as What does he like? The first child to guess correctly comes
to the front to choose the next card.
 Continue the game until you have practiced all the words.
Describe what you can see in the pictures below. (Exercise 2)
 Ask children to look at the pictures and the title. Ask What is the text about? (records, facts, places in Viet Nam).
 Ask What can you see in the pictures? (a mountain, a cave, a river, a building).
Development
Listen and read. (Exercise 3)
 Play the recording (Track 87) for children to listen and follow the text silently in their books.
 Answer any questions children have and check that they understand feet and floors.
 Play the recording a second time and ask children to circle the words from Exercise 1 in the text (they are all in the
text).
 Ask questions to check comprehension, e.g., Where is Fansipan mountain? How tall is it? Where is one of the largest
caves in the world? Where is the longest river in Viet Nam?
Read again and match the sentence halves. (Exercise 4)
 Look at the example with the class, and check that children understand the exercise.
 Allow time for children to read the text again and match the other sentence halves.
 Go through the answers with the class. Ask children to read out the sentences.
Answers
1c
2d
3b
4a
Extension
 Put children into small groups, and ask them to think of some records about their own town.
 Brainstorm some ideas on the board, e.g., biggest park, best cafe, longest road, loudest playground, etc.
 Encourage children to use their imagination.
 After five minutes, ask the groups to share some of their ideas with the class.
Consolidation
Listening dictation
 Give each child a piece of paper. Tell children they are going to listen to you and draw a picture. Children must draw
the things you say, but they can draw them anywhere in their picture.
 Tell children to draw these things: a wide river, a small cave, a big mountain, a tall building, a high waterfall, an old
house.
 Ask children to hold up their pictures. Collect them in.
 Put the pictures up around the classroom before the next lesson so that children can walk around and see them.

Lesson Six Skills Time!

Objectives
 Listening: listen for specific words and match them to information in a chart
 Speaking: ask and answer questions about places
 Writing: understand where the adverbs of frequency always, sometimes, and never can go in sentences; write about
things you do (Workbook)
Language
 Vocabulary: Revision
 Structures: Revision
 Workbook p. 65
 Audio Track 88
Introduction
Warmer
 Play Flashcard tic-tac-toe with nine of the flashcards from Lessons 1 and 5.
 Draw a 3x3 grid on the board, and write 1–3 along the top and a–c down the side.
 Put nine flashcards facedown in the squares on the board.
 Divide the class into two teams, A and B.
 Ask a child in Team A to call out a grid reference, e.g., 2b.
 Turn over the flashcard to reveal the picture (or just show a little of the picture for a strong class).
 Ask another child in Team A to guess the word. Allow him / her to consult friends to avoid embarrassment if the
answer is incorrect.
 If the child answers correctly, take the flashcard away and write A in that square. If they guess incorrectly, choose a
child in Team B to answer the question.
 The winning team is the team that wins any row of three squares, vertically, horizontally, or diagonally.
Lead-in
 Write country, lake, river, and mountain on the board above four circles.
 Write the names of two countries, two lakes, two rivers, and two mountains randomly around the board, outside the
circles. Use local names that children will know.
 Point to the words and ask children to tell you if they are countries, lakes, rivers, or mountains.
 You may ask children to come to the board and draw lines from the names to the circles.
 Ask children questions about the words, e.g., Is it a high mountain? Is it the longest river in (your country)?
Presentation
Listen and complete the table. (Exercise 1)
 Tell children they are going to hear a recording of a teacher asking a class quiz questions.
 Look at the table with children. Tell them they must find the correct place in the table and then write the country.
 Play the recording (Track 88) the whole way through for children to find the correct place in the table each time.
 Play the recording again, pausing after each dialogue for children to complete the table with the countries in the box.
 Play the recording the whole way through again for children to check their answers.
1.
Teacher: What’s the highest mountain in Vietnam?

Girl: Is it in Lào Cai province?

Teacher: Yes, it is. And what’s it called?
Boy: It’s Fansipan mountain.
Teacher: That’s right.
2.
Teacher: What’s the biggest lake in Vietnam?
Girl: Is it Ba Be lake?
Teacher: Yes, it is. And where is it?
Boy: It’s in Bac Kan province.
Teacher: Yes!
3.
Teacher: What’s the longest beach?
Boy: Is it Tra Co beach?
Teacher: Yes. Great!
4.
Teacher: What’s the largest island in Vietnam?
Boy: Is it Cat Ba island?
Teacher: No, it isn’t.
Girl: I know it! It’s Phu Quoc island!
Teacher: Yes, it is. Very good.
Answers
1 highest mountain
2 biggest lake
3 longest beach
4 largest island
Ask and answer. (Exercise 2)
 Tell children they are going to ask and answer questions about the table in Exercise 1.
 Ask two children to read the speech bubbles for the class and check that children understand the exercise.
 Ask children to work in pairs and do the exercise. They should ask about two places each.
 You may ask some pairs to ask and answer their questions for the class.
Mime it.
 As a class, decide on a mime for each type of place in the table, e.g., flying to an island, sunbathing on a beach,
kayaking on a lake, and climbing a mountain.
 Call out the names of beaches, islands, mountains, and lakes, e.g., Tra co, Phu Quoc, Fansipan, Ba Be.
 Children should mime the correct action for each one.
Development
Are these sentences correct? Read and write ✓or ✗. (Exercise 3)
 Write ✓✓, ✓, and ✗in different places on the board.
 Say always, sometimes, and never, and ask children to point to the correct symbol(s) on the board.
 Write on the board I get up at six o’clock. Then read aloud the sentence, inserting always, i.e., I always get up at six
o’clock.
 Point to the sentence and ask children where to put always. You can do this by moving your hand along the sentence
or asking a child to come up and point to the place.
 Repeat with another sentence for never.
 Read the sentences in the Writing box, pausing for children to repeat them.
 Ask children which word can go in different places (sometimes).
 Look at the example with the class, and check that they understand the exercise.
 Children do the rest of the exercise individually. Monitor and help where necessary.

Answers
1 ✓
2 ✗
3 ✓
4 ✓
5 ✗
6 ✓
Write about you. Complete the sentence. (Exercise 4)
 Ask children to look again at the sentences in Exercise 3. Tell them they are going to write four sentences about
themselves using the same structure.
 Children work individually to complete the sentences. Monitor and help where needed.
 Put the children into groups to share their sentences. Ask a few children to read a sentence to the class.
Answers
Children’s own ideas
Consolidation
Incorrect sentences
 Ask children to work in pairs.
 Tell them to write five sentences about themselves. Some should be grammatically correct, and some should contain
mistakes.
 When they have finished, they should swap sentences with another pair. Tell them to read the sentences and check
the ones which are correct and to correct the ones which are not.
 They should then return the sentences to the original pair to check again.

Worksheet 1: Chopped words
The table below contains words that have been chopped in half.
Find the words and write them in the answer area.
wi hi oce de
an ke de water
ep gh la moun
tain fall
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________

Worksheet 2: Superlatives quiz
Talk about the questions with your team, and circle your answer.
1. What is the coldest place on Earth? 4. Which animal lives the longest?
a. the Arctic a. turtle
b. the Antarctic b. monkey
c. Siberia c. parrot
2. What country in the world has the 5. What is the heaviest animal in the
most people living there? world?
a. Viet Nam a. rhino
b. Singapore b. hippo
c. China c. elephant
3. What country in the world has the 6. How heavy was the heaviest person
least people living there? in the world?
a. Korea (South) a. 335kg
b. Australia b. 635kg
c. Canada c. 935kg

Family and Friends Special Edition Grade 5 – Unit 9
TOEFL Primary Speaking

1 Listen, and point to the pictures. (Track 46)
 Ask children to look at the picture of the three boys.
 Check the names of the boys.
 The children should listen and point to the correct part of the image.
Transcript 46
Look at the picture. Listen and point.
Boy: Look at these boys. This is Adam, this is Ben and this is Carl. Adam is taller than Ben. He is also taller than Carl. Adam
is the tallest boy in the picture. Ben is taller than Carl, but shorter than Adam. Carl is the shortest boy in the picture.
2 Look at the pictures. Listen, point and repeat. (Track 47)
 Play the recording.
 The children should point to each picture and repeat chorally.
Transcript 47
Look at the pictures. Listen, point to the picture and repeat.
Boy: This is a high waterfall.
Girl: This is a high mountain.
Boy: This is a wide lake.
Girl: This is a deep lake.
3 Listen. Then test your partner. (Track 48)
 This task requires the children to work in pairs.
 Ask the children to look at the pictures.
 The children should listen to the speaker talking about the first picture.
 The children should take turns to look at the picture and make a sentence. The sentence can be true or false.
 Their partner should listen to the sentence and respond using ‘Yes, that’s right.’ or ‘No, they aren’t.’ (and give the
correct sentence). They should talk about one thing each time, in turns.
 Depending on the needs of the children, they can use as many different adjectives as they wish. They can also use
superlatives or comparatives.
Suggested answers
Animals:
Cheetahs are faster than mice/elephants.
Cheetahs are the fastest (animals).
Mice are smaller than elephants/cheetahs.
Elephants are bigger than cheetahs/mice.
Transportation:
Planes are faster/bigger than cars/bikes.
Planes are the fastest (transportation).
Cars are bigger/faster than bikes.
Cars are smaller/slower than planes.
Bikes are slower/smaller than cars/planes.
Bikes are the slowest/smallest (transportation).
Note: the children should compare animals with animals and vehicles with vehicles. They shouldn’t compare animals with
vehicles.
Transcript 48
Look at these pictures. Listen, and then talk to your partner about the pictures using a true or a false sentence.
Girl: Let me see. Cheetahs are faster than elephants.
Boy: Yes, that’s right. My turn. Planes are the slowest transportation.
Girl: No, they aren’t! Planes are the fastest transportation.
Now talk to your partner about the pictures using the information.

4 Listen. Ask and answer your partner. (Track 49)

 This task requires children to work in pairs.
 The children should listen to the two children doing the activity as a demonstration.
 They should then follow the instructions of the speaker on the recording.
 Children work in pairs to ask each other questions using the words in the table and the information it shows.
 Encourage the children to use as much language as they can. They could use more nouns than shown on the table, for
example, from their general knowledge.
Suggested answers
Are horses/cats/ants bigger/smaller than horses/cats/ants?
Are horses/cats/ants the smallest/biggest?
Is Thailand/China/South Korea bigger/smaller than Thailand/China/South Korea?
Is Thailand/China/South Korea the biggest/smallest?
Is Tam’s dad/big sister/little sister taller/shorter than Tam’s dad/big sister/little sister?
Is Son’s grandma/mom/baby cousin older/younger than Son’s baby cousin/grandma/mom?
Yes, he/she is.
No, he/she isn’t.
Transcript 49
Listen, and then ask your partner.
Boy: Let’s look at the information in the table.
Girl: OK. I’ll ask you a question. Are horses bigger than cats?
Boy: Yes, they are. Is Tam’s dad the shortest?
Girl: [laughs] No, he isn’t. He’s the tallest!
Now it’s your turn. Work with your partner. Look at the information. Ask questions to your partner.
5 Listen and circle. Then make a quiz about Viet Nam! (Track 50)
 This task requires children to work in pairs.
 The children should listen to the quiz questions about Canada and circle the pictures they hear about.
 Ask the children to make a quiz about Viet Nam. They should ask three or four questions.
 Pairs can make quiz questions for the whole class or another pair, or students can make questions for each other in a
pair.
 It is a good idea to ask the children to write their quiz questions on paper. Give them ten minutes to do this.
 The children can use the pictures to help them or they can write questions about their own topic.
 When all the questions are ready, the children can do their quiz (in pairs, groups or as a class).
Example answers
What’s the tallest building in Viet Nam? Answer: Keangnam Ha Noi Landmark Tower
What’s the longest river in Viet Nam? Answer: Dong Nai
What’s the biggest cave in Viet Nam? Answer: Son Doong
What’s the highest mountain in Viet Nam? Answer: Fansipan
Transcript 50
Listen and circle the pictures you hear about.
Girl: Me first. I have a question for you in our quiz about Canada. What’s the highest mountain in Canada?
Boy: It’s Mount Logan.
Girl: Yes, well done! Your turn.
Boy: OK. What’s the longest river in Canada?
Girl: Er… I don’t know.
Boy: It’s the Mackenzie River.
Well done, they asked about mountains and rivers. Now make some quiz questions about your country, Viet Nam. Ask
and answer the quiz questions with your partner.

Worksheet: Extra writing

 Colored pencils: red, blue, green
1 Circle the verbs in red, the adjectives in blue, and the prepositions in green. Write them in the table.
 Ask children to read the text quickly and tell you whether Jack likes his city (yes, he does).
 Ask the children to give you an example of a verb, an adjective, and a preposition.
 Give them time to circle the relevant words in the text with the correct color.
 Go through the answers together.
Answers
Verbs: am, live, to be, go, drive, catch, play, swim, like
Adjectives: beautiful, pretty, small, big, famous
Prepositions: in, near, at, on
2 Complete the sentences. Write the adjectives in the right order.
 Ask children if they can remember which order we place adjectives in a sentence. Do a couple of examples on the
board.
 Ask children to complete the sentences.
 Invite children to come to the board and write their answers, and then go through the answers with the class.
Answers
1 small, red
2 big, blue
3 wide, brown
4 high, green
3 Read. Write the sentences with adverbs of frequency to make them true for you.
 Write on the board I go to school on Tuesdays. Ask them which adverb of frequency they should use (always) and
where it should be placed in the sentence (I always go to school on Tuesdays).
 Ask children to complete the remaining sentences so that they are true for them.
 Allow children to compare sentences with their partner.
Answers
Children’s own ideas

Worksheet: Values
Behaving in public
1 Match. Then write sentences with is or are.
 Ask children to look at the picture in pairs. Have them talk about what the people are doing and then write the names
in the correct spaces beneath.
 Ask the children to work individually to complete the sentences.
 Call on children around the class to read out their sentences.
Answers
1 Rob and Dan are dropping litter.
2 Ed is holding the door open.
3 Sara is shutting the door in someone’s face.
4 Simon and Jen are offering to help an older person.
5 Mrs. Green is pushing to the front.
6 Lee and Tim are helping visitors to their country.
7 Jo is shouting and being rude.
8 Ruth is waiting her turn.
2 Who’s being polite? Who’s being rude? Write the names.
 Put the children into small groups to discuss the values.
 Tell them to agree together whether the people are being polite or rude.
 Allow the groups to discuss and see if everyone agrees.
Answers
Polite: Ed, Simon, Jen, Lee, Tim, Ruth
Rude: Rob, Dan, Sara, Mrs. Green, Jo

Worksheet: Values
Behaving in public
 Colored pencils
1 What do they say? Join and match.
 Ask the children to look at the pictures and think about what is happening.
 Ask them to look at the beginnings, middles, and ends of the sentences and give them time to match them.
 Go through the answers as a class, allowing individual children to read the sentences aloud.
Answers
1 Please, Mom, I’d like some ice cream. Can I have some?
2 They’d like a pizza with cheese and mushrooms.
3 Hello. I’d like a melon and some grapes, please.
4 Would you like some help with your bags?
5 Excuse me, is this the end of the line?
2 Write rules for good behavior in town.
 Discuss some ideas with the class about what they could write and draw. Tell them they can use ideas from the
previous activity or ideas of their own.
 Give them time to draw and write on their poster.
 Put the children into small groups to show and talk about their poster and why they chose it.

Unit 9 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 5 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 Circle.
Answers /3
1 river (example)
2 island
3 waterfall
4 mountain
2 Circle the correct word.
Answers /3
1 deep (example)
2 very old
3 high
4 tall
3 Check () the correct sentence.
Answers /4
1 Gina is smaller than Tim.
(example) 2 Steve is taller than
Anna.
3 Tim is shorter than Steve.
4 Gina is the smallest.
5 Steve is the tallest.
4 Underline the correct words.
Answers /5
1 the longest (example)
2 the highest
3 the tallest
4 the biggest
5 the fastest
6 the deepest
Total /15 24
© Oxford University Press 2015

Family and Friends Special Edition Grade 5 – Review 3
Summative test 3
 Track 51
1 Look and complete the words.

Answers /5
1 museum (example)
2 café
3 play
4 library
5 singer
6 concert
2 Match.
Answers /5
1 d (example)
2f
3b
4e
5a
6c
3 Check () the correct sentence.
Answers /5
1 We always catch the bus to school. (example)
2 You sometimes go to the beach in June.
3 She never goes shopping with her mom.
4 Do they ever go to the library?
5 I play soccer on Saturdays.
6 He gets up at eight o’clock.
4 Write the odd one out.
Answers /5
1 bread (example)
2 lemon
3 onion
4 meat
5 melon
6 pastry
5 Look and complete.
Answers /3
1 bigger (example)
2 the oldest
3 slower
4 the fastest
6 Circle the ai and ay sounds.
Answers /3
© Oxford University Press 2015
25
1 Monday (example)
2 train
3 rain
4 tray
7 Listen and underline the sound. (Track 51)
Answers /4
1 nt (example)
2 mp
3 nt
4 mp
5 nd
Transcript 51
1 aunt
2 jump
3 plant
4 lamp
5 and
Test total /30

Skills test 3
 Tracks 52–53
Listening
1 Listen and circle. (Track 94)
Answers /7
1 does the shopping (example)
2 supermarket
3 the library
4 soccer
5 housework
6 movie theater
7 swimming pool
8 have a picnic
Transcript 52
Every Monday, I do all the shopping for the week. I go to the supermarket and the shopping mall. On Tuesdays, I usually
take my book back to the library. I read a new book every week. On Wednesday afternoons, I play soccer with my friend
Max at the park. On Thursdays, I do lots of housework, and I meet my friend Max in a café. On Fridays, I’m also very busy,
but I often go to the movie theater. The children love swimming, so every Saturday I take them to the swimming pool. If
the weather is nice on Sunday, we have a picnic in the park.
2 Listen and check (). (Track 53)
Answers /3
1 a (example)
2b
3b
4a
Transcript 53
1 Car B is the biggest and car A is the smallest.
2 Hotel 1 is the oldest and Hotel 2 is the tallest.
3 Door number 3 is the widest and door number 5 is the highest.
4 The kangaroo is the fastest. The penguin is the slowest.
Reading
3 Read and circle YES or NO.
Answers /3
1 NO (example)
2 YES
3 NO
4 YES
Writing
4 Look and write.
Answers /4
1 mountain (example)
2 lake
3 ocean
4 bridge
5 waterfall
5 Read and match. Choose the correct words and write them on the lines.

Answers /5
1 a melon (example)
2 c library
3 b lake
4 e sauce
5 d cereal
6 f café
Speaking
6 Talk about the pictures.
Suggested answers /8
1 It’s a cat. It likes milk. (example)
2 He’s running. He’s tired / hot.
3 It’s cold / winter. The bags are heavy.
4 She’s in class. She knows the answer. She likes school.
5 They love shopping. They’re buying some clothes.
Test total / 30

Lesson One Words: Family and Friends Special Edition Grade 5 - Unit 9: What's The Fastest Animal in The World?

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

Lesson One Words

© Oxford University Press 2016 1

ocean, deep, mountain, high, lake, wide, waterfall

© Oxford University Press 2016 2

Lesson Two Grammar

© Oxford University Press 2016 3

© Oxford University Press 2016 4

Story time: A reader of your choice

© Oxford University Press 2016 5

Lesson Three Grammar and Song

© Oxford University Press 2016 6

© Oxford University Press 2016 7

© Oxford University Press 2016 8

Lesson Four Phonics

© Oxford University Press 2016 9

© Oxford University Press 2016 10

© Oxford University Press 2016 11

Lesson Five Skills Time!

© Oxford University Press 2016 12

© Oxford University Press 2016 13

Lesson Six Skills Time!

© Oxford University Press 2016 14

Girl: Is it in Lào Cai province?

© Oxford University Press 2016 15

© Oxford University Press 2016 16

Worksheet 1: Chopped words

© Oxford University Press 2016 17

Worksheet 2: Superlatives quiz

a. the Arctic a. turtle

b. the Antarctic b. monkey

a. Viet Nam a. rhino

a. Korea (South) a. 335kg

© Oxford University Press 2016 18

TOEFL Primary Speaking

© Oxford University Press 2015 19

4 Listen. Ask and answer your partner. (Track 49)

© Oxford University Press 2015 20

Worksheet: Extra writing

© Oxford University Press 2015 21

© Oxford University Press 2015 22

© Oxford University Press 2015 23

Grading for Unit tests is as follows:

11-13 Very good

0-3 Needs further work

© Oxford University Press 2015

Resources and materials

1 Look and complete the words.

© Oxford University Press 2015

© Oxford University Press 2015 26

© Oxford University Press 2015 27

© Oxford University Press 2015 28

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