FAMILY AND FRIENDS GRADE 5 CLASS BOOK

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Family and Friends 5 - Class Book - Free download as PDF File .pdf) or read online for free. English. Family and Friends 6 Class Book Edition - Teaching and learning English Family and Friends 5 Audio Class CD1 5th Class, Learn English, Friend Book, .. Family and Friends Starter Class Book First Grade Reading Comprehension. Welcome to the Family and Friends Learning Resources page. Level 3 Family and Friends Level 4 Family and Friends Level 5 Family and Friends Level 6.


Family And Friends Grade 5 Class Book

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Class Book; Workbook; Workbook and Online Practice; Teacher's Book Plus , Family and Friends Level 5 Class Book New Edition. Описание: Family and Friends от издательства Оксфордского университета это Family and Friends Class Book plus Student Multi-ROM . and Friends 2d Edition 5 Teacher's Book Pack - ISBN: ; Family and Friends 2d. كل ما يخص منهج family and friends للصف الخامس. Family and Friends 5 Class Book kipentoriber.ga Family and Friends 5 Workbook.

Students need to raise this body part such as left arm, right arm, left leg Lesson presentation: Introduce song Hockey Pokey by asking students to look for some words that describe the body parts. Students take turns to find words and underline with their pencils or markers.

Ask student to look at the chart when introducing the song to children and demonstrating actions with body follow same steps for introducing song and students repeat. Ask students to stand in a circle in the classroom and perform the song. Place the poster with the lyrics on the board and cover up words for body parts and position on body. Students try some different words to make up a new verse for the song.

Tell students they dont have to follow the same order as the song. Open workbook on page 3: Ask student to write the names of these body parts.

I love my mother Homework:. Review clothes topic and do some exercises related to Cambridge Test. Items of clothing Sentence patterns: What are you wearing? I am wearing Hes wearing. UNIT 1: Page 1. Yes 3. No Read and write yes or no. Yes No 2.

Yes No. Listen and write. Complete the crossword. Skirt 2. Suit 3. Shirt 4. Handbag 5. Pants 6. Jeans 7. Dress Find the questions and write the answers. What is he wearing? Hes wearing a shirt. Is she wearing a skirt? No, she isnt. Write a word. Beach 2. Sun 3. Tree 4. Listen and write a word or a number. Billy 2. Lucy 3. Eight 4. Have students write personal information about their location on the page of the book. Making a Back - to - school book. Semester 1- Week 8 Objectives: Students can be familiar with addition.

How many? Numbers cards Picture cards models of happy and sad cats Sets of different numbers of black cat faces for group activity between Papers, markers, crayons, scissors, glue Copies of questions for problems solving for each group. Answer sheets for each group. Scatter numbers cards face up on the table. Then have them close their eyes and take away one card. Ask students Which cat look happy? Students respond. Hold up other picture and ask How does this cat feel?

Hold up pictures and ask students to say whether the cat is happy or sad.

Family and Friends 1 Testing and Evaluation Book

Do this a few times. Count the cats: Put up chart with mixture of happy and sad cats. Ask students How many happy cats? One student gives answer and checks by counting cats. The student points to each one as other students count. Open Pupil book on page 8 Check answers by swapping books with their partners. Group problem solving How many cats: Each group is given a pile of cat faces without expressions.

Each member of group has to fill in the cats face and make it happy or sad. Students paste their cats onto chart paper. Ask students to paste on questions How many cats are happy? How many cats are sad? How many cats altogether? Display complete chart on the wall. Solving problems: Groups take response sheet and move around classroom.

Each group will try to answer questions on problem solving question charts belonging to other groups. Once all groups have had an opportunity to record answers to questions, the whole class will check the answers.

Semester 1- Week 8 Objective: Large poster of body Flashcards with key Key vocabulary: Colored pencils or crayons. Workbook activity: Trace and cut out your hand Ask students to hold up one hand. Explain that in this lesson they will trace around their hand and cut it out. Students will engage in activity.

Ask students to work in groups. They compare hands and organize them in order from biggest to smallest.

When all in group agree on order, ask them to paste onto a large paper. Display final presentation on classroom wall. All groups check each others work.

Family and Friends 5 - Class Book

Encourage students to discuss the displays using the words big and small. Trace and cut out your foot Explain that in this lesson they will trace around their foot and cut it out.

Ask students to work with partner for activity. Partner will trace around foot and then student cuts out traced foot. They compare the feet and organize them in order from shortest to longest. When all in group agree on the order, ask them to paste onto a large sheet of paper. Encourage students to discuss the displays using the words short and long. Body parts touch: Play the music and students move around the room. When the music stops the teacher calls out the name of a body part and students have to find a partner and the pair have to make only those body parts touch.

Students can only touch hands together no other part of their bodies. This game only for body parts as hand, foot, head, leg, and arm. How many happy cats?

How many sad cats? Group 1: Group 2: Group 3: Group 4: Group 5: Group 6: Semester 1- Week 9 Objective: Elementary school students can make a wonderful book at the beginning of the school year. Topic- Key language. This is a wonderful book that elementary school students can make at the beginning of the school year. In this book the students write about themselves, their families, and their favorite things. Step 1: Students create a cover of the book.

Week 4 Periods 5 - 6 Step 2: Students write personal information and trace their hand on the page of the book. Week 5 Periods 5 - 6 Step 3: Students write personal information about the place to live on the page of the book Week 6 Period 5 6 Step 4: Students write about their favorite things.

Week 7 Periods 7 - 8 Step 5: Students write about their school in this year. Week 7 Periods 7 - 8 - Bind the pages of the book together by stapling them or by punching holes in the left margin and tying the pages together with a ribbon. Or punch holes and put the book in a folder or a notebook.

Extra activity: A rebus story answer key. Students can name the numbers from one to ten Topic- Key language Resources and Materials. Vocabulary revision: Counting Rhyme: Ss listen to the rhyme on CD. Read each line and ask Ss to repeat. Ss practice saying in chorus. Introduce flashcards for number names 0 10 -T puts cards on blackboard, face up.

On the other side of blackboard, T puts cards with number in figures. Hold the word card and say the name of the number - Ss repeat twice for each number. Ss play game Make a match Make a match: Workbook Activity p.

Number names. T and Ss check answers Game: Number Concentration Group Activity - Give each group 2 sets of cards - one set with figures 0 and the other with words from zero to ten and ask Ss face them down. If not correct, cards must be turned back down. Ss continue the game until all pairs are matched. Number Name Word Find: Ss have to find number names in the word.

Ss can complete for homework activity and return next lesson. I love you , Mother. Students can say the names of the parts of the head. Give Ss a series of commands beginning with Touch your. Ss follow the commands e. Touch your nose. Point to different parts of the head and ask Ss if they know the word for this part of the head in English. Tell Ss the names of the different parts of the head. Hold up the flashcards, say the words. Ask Ss to come up and point to this part of the head on the chart.

Call out different parts of the head and Ss have to touch the part called e.

Put up a chart of the head on the board which labels are covered - Flashcard labels are placed face up on the board. Ss take turns selecting a word, reading it aloud to the class and then placing it in the correct place on the chart. Workbook Activity: Cut and paste labels and place next to correct part of the head. Ss take turns reading a flashcard and then draw in that part of the face. Put up the chart with a face and has cutouts of the different parts.

Ss read flashcard and find matching part. Put it on the face. Homework Activity: Review parts of the head Ss draw a face at home and label parts then can bring to school to display in classroom. Semester 1- Week 10 Objectives: Sing the song Hello, How do you do? Guessing Game: Divide the class into groups. Stick the flashcards on the board dress , socks , pants then give students the clue to guess the word Ex: This word has 5 letters.

Create a List

The first is D and the last is S. Students race to the board, getting the correct picture then say it aloud. The group that has the most cards is the winner.

Students listen, point to the pictures p54 and repeat. What can you see in the dining room? They listen, say and hold the words in the air. Dialogue presentation: Ask questions to encourage predictions from different members of the class Whos this? What happens? What room are they in? Students listen and practice. Students work in groups of 6, acting out the story.

Ask some questions to check their understanding. What does Rosy have? Is grandma in the kitchen? Is Dad in the living room? Where are Rosys family members? My groups house: Students work in groups of 6, draw and color a big house with some rooms. Then, each group comes to the front and talk about the house by using simple sentences. T sticks their works on the Works from our heart corner.

This is my groups house.

This is a kitchen. These are 2 bedrooms. I love you , Mother Homework: Workbook page Rooms in a house. Members of a family Sentence patterns: Wheres grandma?

Shes in the bedroom. Where are Dad and Billy? Theyre in the kitchen.

Family and Friends 5 - Class Book

Is she in the bedroom? Are they in the living room? Students sing the song In my family p. Mime the action of going to bed. Students call out Bedroom! The others guess. Repeat with the other house words. Gives a meaningful context to lead in the patterns Children! Lets visit Rosys family again. Rosy is holding a certificate that she has been awarded and she wants to show it to her family.

Is Grandma in the kitchen? Are Dad and Billy in the living room? Wheres Grandma? Replace the picture of grandma with grandpa and write the word Hes Put flashcards of at least 2 other family members on the board and write Theyre next to the pictures. Repetition Drill and Substitution Drill.

Put the family flashcards , in each room of the house. Look and Say: Ask students to work in pairs - take turns asking and answering about the pictures on p. Ask students to look the exercise in their class books and complete the sentences individually. Go over the activities with the class. Give each student a worksheet with questions and answers. Check their answers to know how they combine the sentences with hes, shes and theyre. Divide class into groups. Show a sentence to the last student from each group.

Rosy is in the dining room. Dad and Grandma are in the living room. Hold up the cards, playing the recording and ask students to listen. Put flashcards 69 77 in different places around the room.

Students race and get the correct pictures. The group getting the most pictures is the winner. Present the song: Ask students look at the picture of the house on p. Use pictures to explain some new words. Play the recording, say the words and ask students to repeat. Ask individual students to say the words again. Song actions: Come into my house arms open to welcome What can you see? Students walk around the class to interview the others by using questions: Wheres your bedroom?

Whats in your bedroom? I love you , Mother Project based activity: Sheets of paper with the simple 8- shaped mask. Students cut the simple 8 shapes out of the papers. Cut the pattern from construction paper. Fold the pumpkin along the vertical dotted line. With scissors, cut along the horizontal lines. Carefully open them. Make the pumpkin three- dimensional by pushing on strip forward and the next backward.

Alternate the strips in this way until you have done them all. Attach a piece of yarn to the top and hang in the classroom. You may want to have students write spooky vocabulary words on the strip sections before cutting. Semester 1 - Week 10 Objective: Students can count the number of letters in names Topic- Key language Resources and Materials.

How many letters in your name? Have a student count and write the number on the board. Repeat the activity with another Ss names.

Who has the shortest name? Ngoc Bich 8 - Put up charts with a number from 2 12 around the room. Ss look at the number of letters in their name and paste their name card onto the chart with the same number. Who has the longest name? Student Resource Book P. Key Vocabulary revised - Sentence maker to hold flashcards eyes, nose, ears, mouth, - Pictures and word cards teeth, tongue, hair - Flashcards Additional vocabulary: Song Head, shoulders, knees and toes Concentration Matching Game: When a pair of cards has been matched correctly, they are put together on the board.

Another child has an opportunity to make a match. What is missing? Ask What part is missing from the face? Workbook Activity 1: Whats missing? Workbook Activity 2: Draw a monster face - Ask Ss to open their workbooks - p. Say the name of one part of the head and ask Ss to draw that part on the face. Ss will swap workbooks and look at each others completed Monster faces.

Each student will take turns telling their partner about the different parts of the head that they have drawn. Find the pairs - Give each group 2 sets of cards. Ask Ss to put the word cards face down on one side of the table and picture cards face down on the other side.

Ss must say the word and if they make a match they keep the cards. Ss can practice drawing a funny face and describing the parts of someones head in English.

Ss can bring drawings done to school to display. Semester 1- Week 11 Objectives: Song The Alphabet rock Circle the words: Write a lot of words on the board that students have studied. Ask students to say them again to check their pronunciation. The group having the most correct answers is the winner. Use phonics flashcards 30 or real objects to introduce the letters and the sound of ch. Play the recording. Students listen, point to the pictures p.

Listen and chant: Ask students to look at the picture of the chant. Ask some questions to encourage predictions from students. Whos this? Read the chant line by line and ask students to repeat. Play the chant again for students to chant along. Chant actions: My names Charlie. Play the recording for students to chant and do the actions.

Circle the ch sounds: Ask them to find the others of ch at the beginning or ending of words. Exercise 4 - p. Go over the answer with the class. Give each group some phonics sound cards and phonics picture cards. Ask students to match the sounds to the correct pictures - in 30 seconds, the group with the most correct answers is the winner. Rooms in a house Members in a family Sentence Patterns: Review the previous ones. Song Come into my house Bingo: Give each student a bingo sheet.

Students write down any room in a house or member of a family on the sheet. Students listen and check the words called. When the words in rows or in columns are checked, they shout Bingo.

Do you live in a house or an apartment? Can you name the rooms in your house? Whats your favorite room? What can you do there? Today we will visit a beautiful and interesting place. Do you know that place? Lets visit Suzys family. Present the reading: Ask questions to encourage their predictions. Whos Suzy? Does Suzy live in a house or an apartment?

Who does she live with? Can you name the rooms in Suzys house? Play the recording for Ss to listen and point to the pictures. Play the recording again for Ss to listen and repeat the reading line by line in chorus.

Have Ss look at the question at the end of the homepage and find Suzys brother. Check students understanding: Students work in pairs to finish the task. Where does Suzy live? Where is Suzys family? Is the dining room big? Is the bedroom big for Suzy?

What can you see from the window? Write True or false: Give each student a worksheet, ask Ss to read and write T if the sentence is true or F if it is false. Students read the sentences carefully and fill in the blanks Go over the answers with the class.

My favorite room: Some Ss come to the front and tell the class about their favorite rooms. Review Additional vocabulary: TV Sentence Patterns: Class book p. Song Come into my house My House: Students work in groups of 6. Each group has a sheet of paper A3 size.

Students name the room in Suzys apartment and tell the class what room they can remember. Students listen carefully and number the rooms in order. Answers Key: Bedroom 2.

Bathroom 3. Kitchen 4. Living room 5. Dining room Speaking: Look at the picture again.

Ask and answer. Read the speech bubbles aloud for Ss to repeat. Model and drill correct intonation. Hold up the upstairs and downstairs flashcards. Say the name of each room in the picture and ask Ss upstairs or. Students look at the picture and say each room is upstairs or downstairs. They take turns to ask and answer questions about the rooms in the picture. Ask some pairs to come to the front and practice.

Say the letters. Circle the vowels in the words. Point to the vowels for Ss to say the letter names in chorus. Circle the letters as Ss say them. Allow time for Ss to finish. Students work in groups of 6 or 8. Give each group 2 dices one is members of a family and the other is rooms in a house. Students take turns tossing the dice, making questions who has the dice of members of a family and answering who has the dice of rooms in a house Unscramble sentences: Give each group a set of word cards.

Set a limit time and ask Ss to put the words in correct order to make sentences. Step 2: Affix the paper mask to a piece of recycled cardboard to make it more durable. Then, use scissors to cut the mask out.

Semester 1- Week 11 Objective: Students can use maths language and signs. Counting Book: Read counting book to Ss once and then Ss read the book. Key Vocabulary: Cards for matching activity: Bunny hops on the number line: Put blue plastic number line on the floor and demonstrates activity on board first.

Put up number line on board. Call out how many hops on the number line the first bunny hops that number. Call out the next number of hops child hops. Ask Ss How many bunny hops altogether? Continue activity with at least 3 more Ss.

Each student wears bunny headband as they do this activity. Write up what Ss have been doing and show Ss how we can use maths language and signs. Hold up flashcards and introduce new vocabulary and maths signs to Ss. Ss repeat words as T introduces each word. Student Book pages 14 Ss record answers in their notebooks.

T and Ss check answers together. Ss can swap their notebooks to check each others work. Make a match: Semester 1 - Week 11 Objective: Students can find and say what is the same or different about their partners.

Song Head , shoulders , knees and toes Lesson presentation: Picture Chart Same and Different - Put picture 1 on the blackboard and ask Ss What can you tell me about the children in the picture?

Point to one student and says Does this girl have brown eyes? The two girls have brown eyes we can say they have the same eye color. Are the two girls TALL? What about the hair? Have Ss find some things that are different. Find a partner who has something the SAME as you. Same or Different Drawing: Put the chart with 2 blank faces on the board. Ask a student to choose one flashcard with a part of the face. Then the student draws the eyes on each face and they must be the same.

Ss have to look at the faces and decide what is missing. They have to draw in the missing part of the face. They have to write the name of that missing part underneath. Two sets of cards are placed face down in two places on the childrens tables. Ss take turns turning up 2 cards to make a match. Winner is the person with the most pairs. Ask Ss to look at picture of 2 girls in book and practice finding what is the same and what is different.

Practice saying the words: I love you, Mother. Review words of places in a home Sentence patterns: Sort these words and say. TV, chair, desk, sofa, computer Look, read and write. Dinning room 2. Bathroom Write yes or no. Yes 2.

Listen, number and write. Read and write. Then color. Read the text again. Write the answer with one or two words. What is there in the kitchen? Is the bed in the living room? Where is the TV? What is next to the bathtub? Are there chairs in the dining room? Choose True T or False F. Project- based activity: Step 3: Decorate the masks with crayons, markers and many different kinds of stickers to make them more colorful and attractive. Staple string or ribbon onto the mask so it can be tied around the head.

Hold a Halloween party for Ss. Divide Ss into groups. Each group will come to the front to show their masks for a fancy dress party. Members in each group will talk about their colorful masks by using simple sentences. Give Ss candy then decorate the class with Ss colorful masks. Present the phrase used on Halloween Day: From a bird to a beast to a sad happy clown , mask make you laugh , make you jump , make you frown. Using paper and scissors and objects you find , You can make masks of all colors and kinds.

Spider and Fly This simple outdoor game will delight students. Ask the students to stand in a circle and hold hands. These students are the web. Choose one student to be the spider and another student to be the fly.

The fly stand inside the circle and the spider stands outside. The students forming the web move the circle clockwise. When the teacher claps her hands the circle stops moving and the spider darts inside the web to chase the fly.

The fly may run outside the circle. As the spider tries to tag the flyby raising and lowing their arms so that the fly can dart in and out. They can use their arms to block the spider. The teacher may need to set a time limit so that several students have the opportunity to be the spider or fly. Halloween Word Find The teachers explain the meaning and ask the students to find these hidden words: Semester 1- Week 12 Objective: Key vocabulary: Number and Symbol Vocabulary to revise: Counting rhyme One elephant: Ss listen to ryhme on CD.

Teacher puts up wall chart.

Ss practice each line. Then say the rhyme with Ss acting it out. Ss can wear elephant masks to make the activity more fun. Make an addition: Teacher models the addition in the first verse of the Counting Rhyme. Ss then take cards and make an addition for the next verse. Give Ss practice with at least 5 verses. If Ss have difficulty, have them act verse out first and then make addition.

Ss have to say the numbers aloud and then add together. Ss can use number strips to help with this activity. One page of the workbook could be given as a homework activity. Matching Game Group Activity: Ss take turns to turn up one card and find a match. If the two cards match, the student keeps the cards.

The winner is the student in group with. Picture Source: Show and tell Mystery box: Give Ss opportunity to respond. This is a toothbrush.

We use toothbrush to clean our teeth. Role play Keeping clean: Teacher confirms Ss responses. In pairs Ss will come out and role play different activities for keeping clean.

Teacher will show each pair a card with a phrase action and picture and the Ss will then role play this action. When the pairs have finished their role play, other Ss put their hands up to say what the role play was about. Ss can use objects teacher brought in for the lesson, for their role play.

Teacher and Ss confirm guesses by displaying their card on the blackboard and then pointing to the larger picture chart. English Program for Primary Level -Keeping clean Diaries for children to complete at home 1 copy per child. Paired talking using pictures in Ss Resource Book page 7. Picture labeling using large picture charts and flashcards: Match picture to label: Ss use Resource Book to check that they have matched picture and labels correctly.

Picture Discussion: Not only is this book stunning, it opens important discussions about acceptance. It turns out love from his brother is just what he needs, though. The Five Forms by Barbara McClintock When a young girl ignores the warning on an ancient book, she unlocks a herd of wild animals, and chaos ensues! Will she be able to get everything under control before she is found out? The thrill of independence sharpens her observations of her neighborhood. This book will definitely resonate with students.

Creepy Pair of Underwear! This follow-up to the crowd-pleasing Creepy Carrots is hysterical and good for discussions about expectations, growing up, and managing fears. Maurice the Unbeastly by Amy Dixon Kale-eating, a cappella—singing Maurice encourages readers to be themselves in this creative and appealing celebration of individuality.

Hattie and Hudson by Chris Van Dusen Level-headed and independent Hattie sets an example for her whole community when it comes to accepting an unexpected neighbor. The updated ending conveys an anti-bullying message.Find The Water Horse at your local library. What happens? Back to school Book Maths: Along with his eyewitness accounts, there is information about what scientists currently know about how and why hurricanes form, how they are tracked, and how they impact coastal areas.

Her secret-agent stories take on a new reality when she happens upon a real spy ring. Teacher introduces actions for each line. Students can be familiar with addition.

Play the recording.

CONCEPTION from Santa Ana
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