Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Lesson One Words

Lesson objectives
 To identify words for talking about birthdays
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: birthday card, batteries, have a costume party, have a bowling party, sing karaoke, remote control car,
have fireworks, blow out candles
Materials
 Student Book p. 86
 Workbook p. 80
 Audio Tracks 105–106
 Birthday parties Flashcards 87–94
 Worksheet 1: A birthday party! (one copy per small group)
Culture note: Birthday cakes
Children’s birthdays in the U.S.A. almost always feature a cake for guests to enjoy. Cakes can be decorated in many
ways, and the shape of the cake can be anything a child might want: a favorite animal, toy, superhero, or something
related to a sport or hobby. People make all kinds of cakes at home, but professional cake-making is a big business in
the U.S.A.

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
 Write these letters on the board: SACGIRIDTSLMEVQHYMNBECEOPNUWT
 Ask children if they can remember any audio-visual entertainment words from the previous unit.
 Point to letters a-d-v-e-r-t-i-s-e-m-e-n-t, one by one, and write the word on the board.
 Ask them to find more words relating to audio-visual entertainment in the letters.
 If children find it difficult, mime words or give clues to help them remember (possible words are news, documentary,
advertisement, TV, cell phone).
 You may prefer to play this in teams.
Lead-in
 Tell children they are going to learn some new words for talking about birthdays.
 Use the Birthday parties Flashcards 87–94 to introduce the vocabulary.
 Hold up the cards one at a time and ask What’s this? Try to elicit the words, but model any words children don’t
know.
 Say all the words for children to repeat.
 Hold up the flashcards in a different order and repeat.
 Ask comprehension questions, e.g., What makes a remote control car work? What can you send in the mail?

Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to open their Student Books and look at the pictures and words.
 Play the first part of the recording (Track 105, Listen and point) for children to listen and point to the pictures.
 Play the second part of the recording (Track 105, Listen and repeat) for children to repeat the words in chorus. Repeat

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

as often as necessary.
 Ask individual children to say the words for the class.
Transcript (Track 105)
Listen and point. / Listen and repeat.
birthday card, batteries, have a costume party, have a bowling party, sing karaoke, remote-control car, have fireworks,
blow out candles
Whispers
 Organize children in groups of at least six.
 Show a flashcard to the first child in each group.
 This child whispers the word to the child next to him/her.
 Children continue whispering the word to the child next to them until the word reaches the final child.
 The final child says the word aloud, and the first child holds up the flashcard to see whether the word and the
flashcard are the same.

Development
Listen and read. (Exercise 2)
 Focus children’s attention on the story.
 Ask questions about each frame of the story. Ask What is Max asking Mom? What present does Max open? What do
they put in the car? What happens to the cake? Encourage predictions about the story.
 Play the recording (Track 106) for children to listen to and follow the dialogue in their books.
 Ask questions to check comprehension, e.g., What shape cake is Mom making? What do Holly and Max do with his
present? Why is Mom upset?
 Play the recording a second time for children to follow and read along.
 Ask children to find the words from Exercise 1 that appears in the story (batteries, remote-control car).
Flashcard circle
 If possible, have students form a circle in your classroom. If not, students can do this activity in a line or rows of lines
at their desks.
 Give a child one of the Birthday parties Flashcards and ask him/her to say the word, and then pass the card on.
 Each child says the word as he/she receives the card.
 After a few children have said the first word, introduce a second flashcard.
 Gradually introduce all of the flashcards so that they are going around in a circle or along the line.
 Shout Stop! at any point and ask the children holding each of the cards to hold them up and say the words.

Consolidation
True or false?
 With books closed, say a true or false sentence about the story.
 If children think the sentence is true, they call out True! If they don’t, they call out False!
 Say these sentences:
Mom is making a round cake. (T)
Max opens all his presents. (F)
The children put batteries in the car. (T)
The car doesn’t work. (F)
Holly puts the cake on the table. (F)
Mom tells Max to be careful. (T)
They all laugh. (F)
Worksheet 1: A birthday party!
 Tell children that they are going to plan a birthday party for a friend.
 Divide the class into small groups.
 Give each group a copy of Worksheet 1: A birthday party!
 Go through each section with the class, eliciting what kind of information they need to include, e.g., For When will the
party be?, children should write a date.

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

 Groups complete the worksheet individually.

 Pair groups together to compare their plans.
Exercises: Workbook p. 80
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Lesson Two Grammar 1

Lesson objectives
 To learn to make suggestions
 To complete sentences with the correct form of the present perfect (affirmative)
 To act out a story
Language
 Language focus: listening, speaking, writing
 Vocabulary: Let’s put in the batteries now. Why don’t you open your presents? How about making a car-shaped cake?
Materials
 Student Book pp. 86, 87
 Workbook p. 81
 Audio Tracks 106–107
 Birthday parties Flashcards 87–94

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
 Play What’s missing? to review the words from Lesson 1 and energize the class.
 Remove a flashcard and hide it.
 Display the rest of the flashcards on the board.
 Point to each one in turn for children to say the words. Then ask What’s missing?
 When children have identified the missing card, shuffle the cards again and repeat.
Lead-in
 With books closed, ask children to remember who was in the story in the previous lesson.
 Ask children what happened in the story. Ask What did Mom make? What does Max do? Who made the car go? What
did the car do?
 Tell children to open their Student Books on p. 86 to check their answers.

Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Play the recording (Track 106), pausing for children to repeat each line.
 Divide the class into groups of three to play the parts of Mom, Max, and Holly.
 If the class doesn’t divide exactly, some children can act out two parts.
 As a class, decide on the actions for the story.
 Play the recording a second time for children to say their lines and mime the actions.
 Children practice acting out the story. Monitor the activity, checking for correct pronunciation.
 If you wish, ask one or two groups to come to the front of the class to act out the story.
Story actions
Picture 1: Max walks into the kitchen. Mom makes a cake. Holly looks at Max's presents.
Picture 2: Holly leads Max to the presents. Max picks up a present box and opens it. Mom takes the cake out from the
oven.
Picture 3: Holly gives Max batteries. Max puts the batteries in the car. Mom puts the cake on the dining table.
Picture 4: Max and Holly are surprised. Mom is also surprised. Holly points at the ruined cake.
Listen and repeat. (Exercise 2)
 Focus children’s attention on the picture and the example sentences in the grammar boxes.
 Play the recording (Track 107) for students to listen and repeat.

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 Ask children to identify the suggestion in each sentence.

 Make sure students understand the rule and example responses to suggestions.
 Give children a minute to study the rule and sentences silently.
 Ask them to give you more examples of making suggestions.
 Write correct sentences on the board for children to repeat in chorus.

Development
Complete the suggestions. (Exercise 3)
 Look at the pictures with children. Talk about what is happening in each one.
 Talk about what the suggestion for the first picture would be.
 Check that they understand they need to complete each sentence with a suggestion.
 Go through the answers with the class.
Answers
1 Let’s sing karaoke.
2 Why don’t you have a bowling party?
3 Let’s have fireworks.
4 How about blowing out the candles?
Bingo
 Write a list of verbs children know on the board, in particular the ones in the lesson.
 Ask the children to draw a grid, 3x3 squares. In each of the squares, they write a verb from the board.
 Call out a suggestion using the verbs in the list in random order for children to check against their grids. Keep a record
of the verbs as you say them, so that you don’t say the same word twice.
 The children cross off the words in their grid as they hear them.
 The first child to complete a line of three shouts Bingo!
Make suggestions with your friends. (Exercise 4)
 Look at the suggestion phrases in the box with children.
 Ask two children to read the speech bubbles aloud.
 Check that children understand the exercise.
 Children do the exercise in pairs.
 Have pairs of children to read their completed dialogues to the class.

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 from Lessons
1 and 2.
Suggestion relay
 Ask children to look at the dialogue and word box in Exercise 4 again.
 Write a list of different activities on the board.
 Have children come to the front in pairs and make suggestions and give responses for the different activities.
Exercises: Workbook p. 81
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Lesson Three Grammar 2 and Song

Lesson objectives
 To learn the ordinal numbers
 To use ordinal numbers in the context of a song
Language
 Language focus: listening, speaking, writing
 Vocabulary: 1st/first, 2nd/second, 3rd/third, 4th/fourth, 5th/fifth, 6th/sixth, 7th/seventh, 8th/eighth
Materials
 Student Book p. 88
 Workbook p. 82
 Audio Tracks 108–109
 Birthday parties Flashcards 87–94
 1st, 2nd, and 3rd place ribbons (real or ones you’ve made from paper)
 Eight large pieces of paper, each with an ordinal number 1st – 8th on it (optional)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
 Play Can you see? to review the words from Lesson 1 and energize the class.
 Cut a hole in a piece of paper or card which is bigger or the same size as the flashcards.
 The hole should be about 5 cm across, or 7 cm if you have a big class.
 Choose a flashcard without showing children and put the paper with the hole in front of the flashcard.
 Move the piece of paper around so that children see glimpses of the flashcard beneath.
 Ask What’s this? or another appropriate question.
 The first child to call out the answer correctly comes to the front to choose the next flashcard.
 Continue until all the words in the vocabulary set have been practiced.
Lead-in
 Bring in or make 1st, 2nd, and 3rd place ribbons.
 Tell children they are going to learn words for saying the order of things.
 Hold up the ribbons and ask if children know what they are.
 Explain the ribbons are to show who came first/second/third in, for example, a race or a contest.
 Say the words aloud with the class.
 Hold up each ribbon and ask individual children to say what place number they are for.

Presentation
Listen and repeat. (Exercise 1)
 Focus children’s attention on the grammar box. Play the recording (Track 108) for students to listen and repeat.
 Point out that each ordinal number can be written in two ways.
 Give children a minute to study the different forms silently.
 Write several ordinal numbers on the board and ask children to put them in order.
 Write them in correct order on the board for the class to repeat in chorus.

Development
Ask and answer about the Spring Festival results. (Exercise 2)
 Point to the chart of results in the Student Book.
 Go through the different results with the class, focusing on the order of the teams.
 Ask two children to read the speech bubbles to the class.

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 Ask children to tell you what they have to do to complete the exercise.
 Children do the exercise in pairs. Monitor and help where necessary.
 Ask some of the pairs to ask and answer their questions for the class.
Now write a report about the Spring Festival results. (Exercise 3)
 Tell children to write sentences about the Spring Festival, based on the questions and answers they asked each other
in Exercise 2.
 Look at the example together before children do the exercise individually.
 Go through the sentences with the class.
Answers
At the Spring Festival, the Green team came in first/1st.
The Blue team came in second/2nd.
The Orange team came in third/3rd.
The Purple team came in fourth/4th.
The Red team came in fifth/5th.
The Yellow team came in sixth/6th.
The White team came in seventh/7th.
The Brown team came in eighth/8th.
Listen and sing. (Exercise 4)
 Focus children’s attention on the picture. Ask What is the song about? (a race).
 Play the song (Track 109) the whole way through.
 Then play it again as children follow the words in their books.
 Read each line of the song aloud for children to repeat after you.
 Play the recording several times for children to sing along.

Consolidation
Jump
 Divide the class into eight groups.
 Give each group an ordinal number on a large piece of paper (hand them out in a random order).
 Call out an ordinal number. The group whose ordinal number matches jumps in the air.
 Repeat with all the ordinal numbers learned in this lesson, in a random order.
 As a final activity, children sort their groups into the right order, from first to eighth.
Exercises: Workbook p. 82
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Lesson Four Phonics and Spelling

Lesson objectives
 To learn that words spelled with ur and ir sound the same (/ə/)
 To identify this sound in three texts
 To match this sound to specific words
Language
 Language focus: listening, reading
 Vocabulary: hurt, Thursday, nurse, curtains, circle, girl, shirt, bird
Materials
 Student Book pp. 83, 89
 Workbook p. 82
 Audio Tracks 101–102, 110–111
 Phonics cards 39–40 (mother, visitor), 41–42(hurt, circle)
 Paper and colored pencils (optional)

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
 Play a version of Rhyming words with Phonics cards 39 and 40 to review the words with er and or from the previous
phonics lesson.
 Put Phonics cards 39 and 40 up around the room, saying the words for children to repeat.
 Ask children to stand up by their desks.
 Tell them you are going to call out words which have er or or endings.
 Call out other words from the previous phonics lessons with er or or endings.
 Children point to the correct card on the wall.
 With a strong class, you may also ask them to repeat the words.
 Gradually get faster and faster. Children who point to the wrong card are out and have to sit down.
 Play the recordings (Tracks 101 and 102) from Student Book p. 83 to review the words with er and or endings.
Lead-in
 Hold up the Phonics cards for hurt and circle one at a time and elicit the words.
 Repeat several times until children are used to saying the words.
 Explain that in certain words where the letters ur and ir appear in the middle of a word, they have the same sound.
 Put the phonics cards on different sides of the room and point to them at random.
 Children say the words as you point.

Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to look at the words and pictures in their Student Books.
 Tell them that they are going to hear a recording of different words.
 Play the first part of the recording (Track 110, Listen and point) for children to listen and point to the pictures.
 Play the second part of the recording (Track 110, Listen and point) for children to repeat in chorus.
 Play the recording all the way through for children to point and repeat again. Repeat as necessary.
Transcript (Track 110)
Listen and point. / Listen and repeat.
hurt, Thursday, nurse, curtains, circle, girl, shirt, bird
Lip reading

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 Take Phonics cards 41 and 42. Choose one and hold it facing you so that children can’t see it.
 Say the word silently to the children, exaggerating the movements of your mouth. You may also like to give small
miming or gestural clues.
 Ask children to tell you the word.
 Turn over the card to show children the word you were saying.

Development
Listen and read. (Exercise 2)
 Point to the pictures. Ask children to look at the pictures.
 Ask Where is the girl in picture 1? What is the girl in picture 2 wearing? What is the boy in picture 3 pointing to?
 Tell children they are going to hear three short texts.
 Play the recording (Track 111) once all the way through.
 Play the recording again, stopping after each line for children to read and repeat.
 Ask children to look at the pictures and point to the objects from Exercise 1 (nurse, girl, hurt, shirt, circle, curtains,
bird).
Who’s got the card?
 Give Phonics cards 39–42 to different children in the class.
 Ask them to hold the cards up for the class to see and repeat the word.
 Ask these children to give their cards to someone near them so that the cards move around the class. This time the
children should not show their cards.
 Call out one of the target words and ask children to tell you who has the card.
 Each time you call out a word, only the person that the children point to shows his/her card.
 The other cards are not shown so it will become increasingly difficult to keep track of all the cards.
Read again. Circle the words with ur sounds and underline the words with ir sounds. (Exercise 3)
 Focus attention on the words hurt and circle in Exercise 1 and ask children to find the words in the stories.
 Ask children to find and circle all the words that have ur in them and underline the words that have ir in them.
 Look at the example together before the children do the exercise individually.
 Go through the answers with the class.
Answers
1 Last Thursday this girl hurt her arm. She had to see the nurse. The girl was sad because it was her birthday.
2. Today was the first time I wore my purple skirt and new green shirt. Look, the skirt has lots of circles on it.
3 My curtains are purple. Look! There are lots of birds on them.

Consolidation
Complete the words with ur or ir. (Exercise 4)
 Look at the example with children. Point to the picture of the curtains and the example.
 Say curtains and check that children understand the exercise.
 Children do the exercise individually.
 Go through the answers with the class.
Answers
1 curtains 2 Saturday 3 bird 4 skirt 5 nurse 6 circles 7 first 8 shirt
Let’s Practice!
 Ask students to look at the picture and speech bubble. Say My birthday is this Thursday.
 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.
Poster making
 Tell children they are going to make a phonics poster.
 Hand out sheets of paper and colored pencils.
 Children choose either the ur or ir spellings.

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 They must draw pictures of two or three words with their chosen letters. Somewhere on the poster, they should write
the letters, e.g., ur and ir, and color them in.
 Put the phonics posters around the classroom.
Exercises: Workbook p. 82
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Lesson Five Skills Time!

Skills development
 Reading: read and understand online instructions on how to send an email; identify words and their meanings in a
text; check the meanings of words in a dictionary; match sentences and pictures
Language
 Language focus: reading
 Vocabulary: type the address, subject, send, mouse, message, click on
 Recycled vocabulary: vocabulary and structures seen previously
 Extra vocabulary: message, bowling, look forward to, afterwards
Materials
 Student Book pp. 88, 90
 Workbook p. 83
 Audio tracks 109, 112

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
 Sing There was a race (Track 109) from Lesson 3 to energize the class at the start of the lesson.
Lead-in
 With books closed, write these words on the board: email, mouse.
 Ask children to guess the word that these words relate to (computers).
 Ask Who likes sending emails? Find out which children have an email address (if any).

Presentation
Look at the email. What is it about? (Exercise 1)
 Point to the email screen in Exercise 2. Establish that there are two emails and ask who they are from (Thi and Tam).
 Explain that the first email came from Tam, and this is the lower one. When Thi replied, her email appeared above
Tam’s.
 Ask children to read silently. Answer any questions they may have.
 Ask two children to read the emails to the class.
 Ask questions to find out what the emails are about (a birthday party).
Listen and read. (Exercise 2)
 Tell children they are going to read and hear the description of an email and an email exchange between two friends.
 Play the recording (Track 112) once all the way through as children follow the text in their books.
 Play the recording again, pausing at regular intervals, for students to read along.
 Ask children what the texts are about. Answer any questions they have.
 Ask questions to check comprehension, e.g., What do you use a mouse for? What do you write in the subject line?
What can you send with an email? What is Tam’s email about? What is Thi’s reply to her?

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.

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Order the stages.

 Write these words on the board in this order:
click on Send (5)
write the message (3)
send a photo (4)
type the address (1)
click on Subject (2)
 Establish that these are stages of writing an email but that they are in the wrong order. Ask children to work in pairs
and put the stages in the correct order.
 Go through the answers with the class.
Rewrite the invitation.
 Write the invitation from Tam on the board.
 Erase the following words: swimming, Dam Sen Park, swimming. Elicit new words to replace those that were erased,
e.g., birthday, my house, birthday, or skating, ice rink, skating, etc.
 Tell children to change Tam’s email by replacing the missing words with the words on the board or words of their own
choosing.
 Children do this individually. Then they write a reply to Tam based on Thi’s reply, accepting the invitation.
 Children read their emails to the class or in groups if you have a large class.
Read again. Answer the question. (Exercise 4)
 Ask children to read the questions silently.
 Explain that they have to find the answers in the email.
 Children do the exercise individually.
 Go through the answers with the class.
Answers
1 It’s Tam’s party.
2 It’s a swimming party.
3 It’s on May 8th.
4 It’s at Dam Sen Park.
5 It starts at 3 o’clock.
6 Yes, she can.

Consolidation
Bingo
 Ask the children to draw a grid, 3x2 squares. In each of the squares, they write a different word from Exercise 3.
 Say the following sentences:
This is what you use in your hand when you use a computer. (mouse)
This is how you choose something on a computer. (click on)
This how you tell the computer where you want the email to go. (type the address)
This is what you write at the top of your email, like a title. (subject)
This is how you make your email go to the other person. (send)
This is most of the writing in the email. (message)
 The children cross off the words in their grid as they hear the sentences that describe the words. The first child to
complete a line of three shouts Bingo!
Exercises: Workbook p. 83
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Lesson Six Skills Time!

Skills development
 Listening: identify what children do at parties
 Speaking: ask and answer questions about parties
 Writing: parts of speech: subject, object, verb
Language
 Language focus: listening, speaking, writing
 Recycled vocabulary: vocabulary and structures seen previously
Materials
 Student Book p. 91
 Workbook pp. 84–85
 Audio Track 113
 Birthday parties Flashcards 87–94
Culture note: Texting on cell phones
Texting is a popular way for American children to communicate with their friends. They can text a friend to invite
him/her to a party and get a quick answer back. However, schools do not permit texting during class time. And some
people think that too much texting causes children to be poor spellers because they use too many abbreviations. For
example, CUB4class means “See you before class” – which is clear in spoken language, but it is not the correct way to
spell in formal writing. Children should be reminded to differentiate between the two “languages” – formal vs.
informal – and spell accordingly.

Introduction
Weather report: Ask the class about today’s weather.
Song: Play a warm-up song.
Warmer
 Play Guess the word with some of the new vocabulary from Lesson 5.
 Write words from Exercise 3 on the board, showing only the first two letters and the number of missing letters, e.g., s
u _ _ _ _ _ (subject).
 Divide the class into two teams. A child from Team A chooses a word 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.
Lead-in
 Ask children to tell you what they do at parties.
 Elicit as many examples as possible and write them on the board (blow out candles, sing, wear costumes, etc).

Presentation
Listen and number. (Exercise 1)
 Tell the class they are going to hear a recording of three children talking about parties.
 Play the recording (Track 113) the whole way through.
 Play the recording again, pausing after each dialogue for children to number the pictures as they hear them.
 Go through the answers with the class.
Transcript (Track 113)
1 Minh My name’s Minh. It was my tenth birthday last Saturday. I invited my family and friends to my house and we had a

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

karaoke party. It was great! We sang all our favorite songs. Grandma and Grandpa sang old songs, and Dad made a DVD.
2 Quang I’m Quang. Last Sunday, I had a pizza party in a restaurant near my house. We ate pizza and my mom said we
could have ice cream, too, because it was my birthday. My mom took lots of photos. This morning, I sent an email to my
friends to say thank you for coming to my party.
3 Lam Hi. I’m Lam. On May 8th, I had a swimming party at Dam Sen Park. There were eight children. We had some races.
The winner was my friend Vinh. I came in third. After swimming, we went to a café, and I blew out the candles on my cake.
Then everyone sang Happy Birthday to me. It was a great day.
Answers
a3 b1 c2
Listen again and write Quang, Lam, or Minh. (Exercise 2)
 Ask children to look at the exercise and tell you what they have to do.
 Play the recording (Track 113) again, pausing after each dialogue for children to read the sentence and write Quang,
Lam, or Minh.
 Go through the answers with the class.
Answers
1 Lam 2 Quang 3 Minh 4 Minh 5 Lam 6 Quang

Development
Ask and answer about a party you went to. (Exercise 3)
 Explain that children are going to ask each other questions about parties.
 Ask children to tell you what the prompts mean, and then ask them to work in pairs.
 Children take turns asking questions about what they do at parties. Move around the class, checking their
pronunciation and giving models where necessary.
 You may choose to ask a few pairs to demonstrate in front of the class.
Write two sentences about you and your friends at a party. (Exercise 4)
 Ask children to give you the names of some friends they have been to a birthday party with. Ask what their friends did
at the party.
 Write some example sentences on the board using the information they give you.
 Children do the exercise individually.
 Ask some children to read their sentences aloud to the class.
Write S, V, or O under the words. (Exercise 5)
 Read the rules and check that children understand.
 Write the example on the board and go through it with the class. Point out that some words in the sentence aren’t
subjects, verbs, or objects, and these words are not labeled.
 If necessary, do one or two more examples with the class.
 Check that children understand the exercise.
 Children do the exercise individually.
 Divide the class into pairs. Children compare their answers.

Consolidation
Label the sentence.
 Write a sentence from Exercise 2 on the board, e.g., Lam blew out candles at his party.
 Ask a child to come to the board and write S (subject), V (verb) and O (object) over the correct words (S = Lam, V =
blew out, O = candles).
 If the child finds it difficult or makes a mistake, allow children to help him/her and to call out the correction.
 Repeat with the remaining sentences.
 You may wish to play this in teams or as an open class activity.
Word hunt
 Ask children to look back through the unit and find pictures of these words: nurse, mouse, curtains, email, bird.
 Tell them to make a note of the page numbers and give them one minute to do the task.

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 Go through the answers with the class.

Exercises: Workbook pp. 84–85
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 12: Let’s open this present first!

Worksheet 1: A birthday party!

Birthday Party Planning Sheet

When will the party be? _____________________

Where will the party be? _________________________________

What presents should

What will we eat? What will we do?
we buy?

Draw a picture of your party.

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