Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

CYLET Flyers Unit 3 A day out (continued)

Mini-test
Listening, Part 5
Lead-in
 Review the words for colors by asking the children to take out their colored pencils. Say Show me (blue). The children
hold up the correct colors.
Flyers tip: In Flyers Listening Part 5, remind learners to listen to the instructions carefully, as they may need to do
more than one thing for each part of the recording, e.g., draw AND color.
Listen and colour and write and draw. (Track 10)
 Ask children to look at the picture and say what people and things they can see.
 Tell the children that they should listen, find the correct items in the picture, and then color items, draw an item, or
write a word.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask What color is the (dress of the girl who’s lying down)?
Answers
1 The boy’s guitar is yellow.
2 The goat on the right is purple.
3 The woman going out of the theatre is wearing a blue hat.
4 The word “exit” is written in the space above the door.
5 The butterfly next to the bird is red.
Transcript 10
Woman That’s a really nice picture!
Boy I went to the theatre yesterday. I saw a famous actor there … and I’ve drawn this picture. Do you like it?
Woman It’s a great picture … but are you going to colour it?
Boy OK then. Look at that girl who’s lying down listening to the music. Shall I colour her dress?
Woman Yes … can you colour it orange?
Boy OK then … That looks good!
Presenter This is an example. Now you listen and colour and write and draw.
1 Boy They’re all singing a song about their favourite things.
Woman Yes … and the actress is playing a guitar. Do you want to colour it?
Boy Well, there’s a boy next to her. He’s playing one, too. Can I colour that one?
Woman Yes. Colour it yellow.
Boy OK, great!
2 Boy So, what else shall I colour?
Woman Well, there are some hills in the picture …
Boy Yes, and there are two goats in the picture … can I colour them?
Woman Well, colour the one on the right.
Boy OK … can I colour it purple?
Woman That’s a strange colour for an animal! But OK then!
Boy It looks really lovely!
3 Woman Now then, next I’d like you to draw something for me, please.
Boy OK. I’ll try!
Woman It’s quite easy. Draw a hat on the woman.
Boy OK … but there are lots of women!
Woman Oh, yes. Sorry! Well, there’s a woman going out of the theatre because her little boy’s crying – can you see her?
Can you draw one on her head?

© Oxford University Press 2015 1

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

Boy OK – but what colour?

Woman Well, I like the colour blue.
Boy OK, I’ll do it that colour then!
Woman Thanks!
4 Woman Now I’d like you to write something – do you think you can do that?
Boy Yes, I think so!
Woman Well, can you see above the door … there’s a space to write something?
Boy Oh … yes, I can.
Woman Well, write the word ‘exit’ in that space.
Boy OK. I’m doing that now!
Woman That’s very good!
5 Woman Now then … one more thing. Can you see the butterflies?
Boy Yes, there’s one next to the bird. Can you see that one?
Woman Yes … colour that one red.
Boy That’s a good idea. I like that colour.
Woman So do I.
Boy There … it’s done!
Woman That’s really excellent. Well done!
Visual memory
 Play a memory game. Tell the children to look at the picture in the Listening Test for one minute.
 The children close their books. Ask questions about the picture, such as What color is the goat on the right? How
many butterflies are there? Where are the goats? and invite a child to answer from memory.
 Repeat with other children around the class. Alternatively, you could play this as a game in two teams, awarding one
point for each correct answer.

Reading & writing, Part 2

Lead-in
 Say true or false sentences about people and things in the classroom, e.g., There are two doors in the cinema. / One
boy is standing up. Ask children around the class to say Yes if a sentence is correct and No if a sentence is incorrect.
Ask the children to correct the false sentences.
Flyers tip: Teach learners to look carefully at where each person or thing is in the picture in Part 2 of the Flyers
Reading & Writing Test and make sure they are answering about the correct people or things.
Look and read. Write yes or no.
 Tell the children to look at the examples. Point to the picture and read the sentences aloud. Ask the children to say
whether each sentence is correct (yes) or not (no).
 Show the class the example answers.
 Tell the children to look at the pictures, read the sentences, decide whether each sentence is true or false, and then
write yes or no.
 Allow the children time to complete the test in their books.
 Check answers by reading the sentences and asking children around the class to say Yes or No.
 Ask children around the class to correct the false sentences.
Answers
1 yes 2 yes 3 no 4 no 5 no 6 yes 7 no
Team quiz
 Ask the children to write five questions about the picture in the Reading and Writing Test, e.g., How many monsters
are there? Is the woman selling cake? Where is the orange monster?
 Divide the class into two teams. Children from each team in turn ask one of their questions for the other team to
answer. The children can look at the picture and answer or try to answer from memory.

© Oxford University Press 2015 2

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

Worksheet: Speaking
Speaking activity: Days out
 Hand out copies of the speaking activity (one copy cut in half for each pair of children).
 Explain to the class that they need to ask and answer questions with their partner to find the information about
David/Betty.
 Act out a few example exchanges with children around the class, and then allow the children time to ask and answer
questions in pairs to complete the activity.
 Check answers by asking children to ask and answer questions in front of the class or to tell the class about
David’s/Betty’s day out.

© Oxford University Press 2015 3

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

CYLET Flyers Unit 3 Dream jobs

Words
Topics
 Jobs
Functions
 Matching words to pictures
 Copying words
 Talking about jobs
Grammar
 Present simple
 I’d like/I wouldn’t like
 like/love/hate + gerunds
Vocabulary
 artist, dentist, engineer, footballer, job, journalist, mechanic, painter, photographer, policeman, singer, teacher, tennis
player
British English American English
footballer soccer player
journalist reporter
policeman/policewoman police officer

Flyers practice
 Vocabulary revision
 Speaking Part 4
Warmer
 Play a game to warm up the class and review words for entertainment.
 Divide the class into two teams. Address children from each team in turn. Say Tell me something you see / do at the
cinema / museum / theatre / circus / zoo.
 Encourage children to respond with complete sentences, e.g., You can see cages at the zoo.
 Award one point for each correct sentence.
1 Write the words under the pictures.
 Tell the children that they are going to think about jobs in this lesson. Ask children around the class what words for
jobs they can remember. Write their answers on the board.
 Ask children around the class to say what jobs their parents do. Write the words under the pictures.
 Ask children to look at the pictures and say which jobs they can see.
 Ask children around the class to read the words in the box aloud.
 Tell the children to copy the words from the box and write them under the correct pictures. Tell them to write one
letter in each square and to check that they have spelled each word correctly once they have copied it.
 Allow the children time to complete the activity, and then check answers by encouraging children around the class to
point to the pictures and then say and spell the words.
Answers
1 artist
2 mechanic
3 footballer
4 engineer

© Oxford University Press 2015 4

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

5 dentist
6 journalist
7 singer
8 painter
9 photographer
10 tennis player
11 policeman
12 teacher
Look and remember
 Play a memory game. Tell the children to look at the pictures and words in Exercise 1 for one minute and then close
their books.
 Divide the class into two teams. Ask questions to children from each team in turn. Say What’s number (3)? The
children should try to remember and say the correct job.
 Alternatively, you can invite children from each team in turn to ask questions to the other team.
 Award one point for each correct answer. If children can’t answer, or if they answer incorrectly, the question can pass
to the other team for a bonus point.
2 Which job would you like to do? Which job wouldn’t you like to do? Why? Talk to a friend about it.
 Point to the picture of Holly and Harry and ask children to read the speech bubbles aloud.
 Tell the children to think about themselves and work with a partner to talk about the jobs they’d like to do and the
jobs they wouldn’t like to do.
 Tell the children to give reasons for wanting or not wanting to do each job. Remind the class that we use -ing forms
with like/love/hate, e.g., I like/love/hate wearing a uniform/getting up early/using a computer.
 Move around the class as the children talk in pairs and monitor their performance.
 Invite some children to tell the class what jobs they’d like to do and what jobs wouldn’t like to do.
Tell us about you
 Ask questions to children around the class. Say Would you like to be a (dentist)?
 Encourage the children to answer and give a reason for their answer, e.g., No, I wouldn’t because I don’t like looking
at people’s teeth.

© Oxford University Press 2015 5

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

CYLET Flyers Words & speaking

Topics
 Jobs
 Places of work
Functions
 Matching words to pictures
 Looking up words in a dictionary
 Asking and answering about where people work
 Completing a speaking activity
Grammar
 Present simple
 Questions with Where
Vocabulary
 actor, cook, clown, doctor, fireman/firewoman, office, pilot, policeman/policewoman, secretary, teacher, waiter
 Recycled vocabulary for places
Flyers practice
 Vocabulary practice
 Speaking Part 2
Materials
 Dictionaries
Warmer
 Play a game of Bingo to review the words for jobs from page 55.
 Tell the children to write eight jobs in their notebooks.
 Call out the words for the jobs, making a note of the words you have called out.
 If a child has the word you call out in their notebooks, they should cross out that word. The first child to cross out all
their words is the winner.
Lead-in
 Ask the children to remember as many places in a town (places where people work) as possible. Write their answers
on the board.
 Ask children around the class to say which of the places on the board they would or wouldn’t like to work in and why.
Remind them to use like/love/hate + -ing forms to give their reasons.
1 Draw lines to match the words with the pictures.
 Tell the children to look at the pictures. Ask the children which places they know the words for.
 Ask children to read the words around the pictures aloud.
 Tell the children to draw lines in their books to match the words to the pictures.
 When the children have finished matching the words to the pictures, point to each picture, and ask What’s this? for
children around the class to answer.
Flyers tip: In Part 2 of the Flyers Speaking Test, learners will need to ask for information about people, objects or
situations. Make sure learners are confident about asking about people, places and things.
Answers
a airport
b restaurant

© Oxford University Press 2015 6

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

c fire station
d circus
e theatre
f office
g kitchen
h police station
i hospital
j classroom
2 Look in your dictionary for these jobs. Ask and answer.
 Ask children to read the words in the box aloud. Ask children around the class to say which jobs they know the
meaning of and which jobs they don’t know the meaning of.
 Tell the children to look up the words in their dictionaries and make a note of where each person works.
 Point to the picture of Holly and Harry and ask children to read the speech bubbles aloud.
 Tell the children to work in pairs and ask and answer questions about where the people work.
 Move around the class as the children ask and answer and monitor their performance.
 Invite some pairs to ask and answer questions in front of the class.
Answers
Where does a pilot work? At an airport.
Where does a waiter work? At a restaurant.
Where does a doctor work? At a hospital.
Where does a secretary work? In an office.
Where does a fireman/firewoman work? At a fire station.
Where does a clown work? In a circus.
Where does an actor work? In a theatre.
Where does a policeman/policewoman work? In a police station.
Where does a cook work? In a kitchen.
Where does a teacher work? In a classroom.
Review quiz
 Divide the class into two teams. Ask questions to children from each team in turn, e.g., Where does (an actor) work?
 Award one point for each correct answer. The team with the most points wins.

© Oxford University Press 2015 7

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

CYLET Flyers Story

Topics
 Jobs
 Dreams
 Describing people
Functions
 Understanding and acting out a story
 Matching adjectives to people
 Describing people
Grammar
 I’d like… ; could (for possibility)
 Present simple
 Present continuous
 have got
Vocabulary
 engineer, fireman/firewoman, footballer, job, lazy, poor, rich, teacher
Flyers practice
 Reading & Writing (all parts)
 Speaking (all parts)
Materials
 Audio Track 11
Warmer
 Divide the class into two teams. Ask questions to children from each team in turn about jobs and work places, e.g.,
Who works in (a theatre)?
 Award one point for each correct answer. The team with the most points wins.
Lead-in
 Tell the class that in the story in this lesson, Harry is thinking about his dream job. Ask the children if they know what
“dream job” means (the perfect job for you – a job you dream of doing).
 Ask children around the class to tell you what their dream jobs are and why they want to do them. Write their
suggestions on the board.
 Ask children to suggest adjectives for each of the jobs on the board, e.g., fireman – brave, strong; teacher – kind,
clever.
1 Listen and read. Then act. (Track 11)
 Ask children to look at the pictures in the story. Ask What’s this? Who’s this? Where is Harry? What is he doing? How
does he feel? about each picture.
 Play the recording for the children to listen and follow the story in their books.
 Play the recording again, pausing after each line for the children to listen and repeat, first chorally, and then
individually.
 Ask children to say what jobs are in the story.
 Divide the class into pairs to play the parts of Harry and Mr. Black and allow the children time to practice acting out
the story.
 Invite pairs of children to act out the story for the class.

© Oxford University Press 2015 8

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

Whose line is it?

 Play a memory game. Tell the class to look at the story for one minute and try to remember the lines.
 Tell the class to close their books.
 Divide the class into two teams.
 Ask a child from Team A to read a line from the story aloud. Ask a child from Team B to say who said that line.
 The teams take turns reading sentences and naming the speakers. Award one point for each correct answer.
Flyers tip: Being able to describe people will help learners in Part 4 of the Flyers Speaking Test, when learners will
need to be able to talk about themselves and people they know. Make sure the children are confident about using
adjectives to describe appearances and personalities.
2 Write the words under the pictures.
 Ask children to look at the pictures and say what they can see and what the people are doing.
 Ask children to read the adjectives in the box aloud.
 Tell the children to write the correct word under each picture. They can use their dictionaries to find the meanings of
the adjectives if necessary.
 Move around the classroom as the children complete the activity and help if necessary.
 Invite children around the class to use the adjectives to make sentences about the people in each picture, e.g., These
people are very rich. They’ve got a fast car, and they’ve got lots of money.
Answers
1 rich 2 brave 3 poor 4 lazy
Think of someone…
 Ask the children to think of some more adjectives which we can use to describe people. Write their suggestions on
the board.
 Ask children around the class to use one of the adjectives on the board to make a sentence about a person – it could
be someone they know, or a group of people in general, such as firemen/engineers/teachers, etc.

© Oxford University Press 2015 9

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

CYLET Flyers Writing & listening

Topics
 Jobs
Functions
 Completing a text with blanks
 Matching words to pictures
 Listening and matching people to their jobs
Grammar
 Review of all structures learned so far
Vocabulary
 artist, businessman/businesswoman, dentist, engineer, farmer, journalist, look after, meeting, nurse, office,
photographer, secretary
British English American English
look after take care of

Flyers practice
 Reading & Writing Parts 3, 4, 6 & 7
 Listening Parts 3 & 4
Materials
 Audio Track 11
Warmer
 Play a game to warm up the class and review jobs and places of work.
 Divide the class into two teams. Describe a job to a child from Team A, but don’t say the actual word. For example,
you could say I work in a kitchen in a big restaurant. I make food for lots of people every day. What’s my job?
 If the child guesses the correct job (cook), award them one point. If the child doesn’t guess the correct job, you can
pass the turn to the other team for a bonus point.
 Repeat, describing different jobs to each team in turn.
Lead-in
 Ask children around the class to tell you what jobs their parents do, where their parents work, and what their parents
do when they are at work.
Flyers tip: In Parts 3, 4, 6 & 7 of the Flyers Reading and Writing Test, recognizing first or third person forms of verbs
can help learners to choose the correct options. Make sure children are able to identify different forms of verbs in
sentences or texts.
1 The children are talking together about the jobs their parents do. Put the words next to the pictures and write verbs in
the spaces.
 Tell the children to look at the words in each box. Ask children to say what parts of speech the words in each box are
(Box 1 – nouns / Box 2 – verbs).
 Point to the picture of the grammar character and read the speech bubble aloud. Remind the class that we usually
form the third person form of verbs in the present simple by adding -s to the end of the verb.
 Show the class that some of the blanks in the text (the blanks with no pictures next to them) are for the verbs in the
second box, and some of the blanks in the text (the blanks next to the pictures) are for the nouns in the first box.
 Tell the children to write the nouns from the first box in the blanks next to the pictures in the text first and then write

© Oxford University Press 2015 10

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

the verbs from the second box in the remaining blanks.

 Check answers by asking children around the class to read sentences aloud from the completed text.
Answers
1 journalist 2 works 3 office 4 writes 5 newspaper 6 night 7 businesswoman 8 meetings 9 travels
2 Listen to the children and write the jobs under the people. (Track 12)
 Ask children to read the words in the box aloud. Check that the children understand the meaning of each job.
 Point to the pictures and explain that the people in the pictures are the children’s parents.
 Explain that the children won’t hear the actual jobs, but they will hear clues about each job.
 Play the recording for the children to listen and write the jobs from the box under the correct people.
 Ask children around the class to say what each person’s job is. Ask What’s (Holly and Harry’s dad’s) job? Encourage
the children to respond with (He’s) (a journalist).
Answers
Holly and Harry’s dad – businessman
George’s mum – journalist
George’s dad – dentist
Helen’s mum – nurse
Helen’s dad – engineer
David’s mum – artist
David’s dad – farmer
Transcript 12
David So, what does your dad do, Holly?
Holly Guess! He goes to town every day, and he works in an office. He’s got a big desk with a computer on it, and there’s a
secretary who writes letters for him …
Holly What does your dad do, David?
David My dad works with animals and he spends all day outside in the fields near our house.
Holly That sounds like a lovely job!
Holly And what about your mum?
David She goes to the castle and all the different places in and near our town … and she paints pictures of everything she
sees. She’s got a shop in town and sometimes people buy the pictures she paints.
George She’s very clever to do that! My mum’s got a job a bit like that!
Holly What does she do, George?
George: Well, she goes to see what’s happening in the town, and then she takes pictures of everything. And sometimes
her photos are in the newspaper.
Holly Wow! What about your dad, George?
George Oh … he’s got a horrible job. He spends all day looking into people’s mouths, and he looks after their teeth!
Holly Oh … I think that’s an interesting job, actually. What does your mum do, Helen?
Helen She works at the hospital in town, and she looks after the people there. She’s very kind to them. But she has to
wear a uniform and I wouldn’t want to do that!
George And what does your dad do, Helen?
Helen Oh, he works outside, and he builds roads and big bridges over rivers.
Harry Wow! That sounds like a wonderful job. Perhaps I won’t be a teacher after all!

© Oxford University Press 2015 11

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

CYLET Flyers Words

Topics
 Vocabulary and spelling focus
Functions
 Completing a word puzzle
 Matching word halves
Vocabulary
 astronaut
Flyers practice
 Vocabulary practice
Warmer
 Divide the class into two teams.
 Say true or false sentences about jobs to children from each team in turn, e.g., A fireman works in a police station. / A
teacher works in a classroom. The children answer Yes if the sentence is true or No if the sentence is false.
 Ask the children to correct the false sentences. Award one point for each correct answer.
Lead-in
 Play a spelling game with the class.
 Invite children around the class to say words from the unit for other children in the class to spell orally.
 You can play this as a game in two teams if you like.
1 Write the words in the puzzle to find the name of the job in the picture.
 Point to each of the pictures and ask the children to say and spell the words.
 Show the class how the example word has been written in the first line of the puzzle. Explain that each of the words
should be written across the puzzle, and then the name of the job in the picture will appear in the shaded boxes
running diagonally down the puzzle.
 Allow the children time to complete the puzzle in their books. Move around the classroom as the children work and
help if necessary.
 Call out a number of a picture. Encourage children to say, and then spell, the word.
Answers
1 ambulance
2 scissors
3 letter
4 pyramid
5 cartoon
6 spoon
7 stamp
8 museum
9 airport
The name of the job in the picture is: astronaut.
What am I writing?
 Divide the class into two teams.
 Ask children from each team in turn to come to the board and start writing a word from the unit on the board for
their team. The other children in the team should try to guess the word as quickly as possible and then spell the
word.

© Oxford University Press 2015 12

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

 If the rest of the team guess the word before it is completed and spell it correctly, they win two points. If they guess
the word but spell it incorrectly, they get one point. You can ask the other team to spell the word for a bonus point.
2 Join the word halves to find the places where people work.
 Show the class the word halves and explain that each pair of halves makes a word for a place where people work.
 Tell the children to look at the example in their books.
 Give students time to complete the exercise individually. Move around the classroom as the children work and help if
necessary.
 Invite children around the class to say and spell the completed words.
Answers
1 school
2 hotel
3 factory
4 office
5 circus
6 restaurant
7 theatre
8 hospital
Word halves
 Write some more jumbled word halves on the board. Use words from this unit, e.g., teacher, dentist, artist, painter,
doctor, fireman.
 Invite children to come to the board in turn and circle word halves to make a word.
 You can play this as a game in two teams if you like, awarding one point for each correctly matched word.

© Oxford University Press 2015 13

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

CYLET Flyers Mini-test

Listening, Part 3
Lead-in
 Ask children around the class to say talk about their parents’ jobs. Ask What’s your dad’s/mom’s job? Where does
he/she work? What does he/she do at work?
Flyers tip: In Part 3 of the Flyers Listening Test, teach learners that for each question, the pictures on the left will be
mentioned first, then the pictures on the right, and that they could be mentioned in any order.
Where do Betty and her family work? Listen and write a letter in each box. There is one example. (Track 13)
 Ask children to look at the pictures. Ask them to say who they can see in the pictures on the left and what places they
can see in the pictures on the right.
 Focus attention on the example. Play the first part of the recording while the children look at the example in their
books.
 Tell the children that they should listen, choose the correct place for each person, and then write the correct letter
for each place in the box next to each name, as in the example.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask Where does (Betty’s father) work? and invite the children to answer.
Answers
Betty – C
Betty’s mother – A
Cousin Robert – F
Uncle Richard – E
Betty’s father – H
Aunt Susan – B
Transcript 13
Man So Betty … do you work in town?
Girl Yes, I do. I’m a student, but I’ve got a job this summer, and I like it! I work at the post office in town. It’s not far from
the bank. Do you know where I mean? Well, anyway, it’s a good job – I have to walk a lot and take all the letters to
people’s houses … and I get up very early in the morning, but I don’t mind that really, because the money’s good!
Presenter Can you see the letter C? This is an example. Now you listen and write a letter in each box.
Man And what does your dad do?
Girl Oh, well, he’s got an exciting job. He’s a pilot so he’s often at the airport. But then he flies to other countries so he’s
away a lot. Mum’s sometimes unhappy when he goes away for a long time.
Man And what does your mum do?
Girl Oh, well, she’s very busy too. She’s a nurse at the hospital in town. She looks after people who are ill. She has to work
very hard, you know. And sometimes she works late at night.
Man And who’s that man, there?
Girl That’s Mum’s brother. He’s my uncle Richard. He’s got a very interesting job. He’s a fireman, so he works at the fire
station. And his job can be dangerous. There was a big fire at the castle last year, you know, and he went there to help. He
likes his job, because he can help other people.
Man Now who’s that woman there?
Girl Oh, that’s my Aunt Susan. She’s Dad’s sister. She’s very friendly. I like her. She’s an actor and she really is very famous!
Sometimes Mum and Dad take me to London to see her. She works on the stage at a theatre there. It’s really exciting,
going to London!
Man And that boy there. Is he your brother?
Girl You mean Robert? No, he’s my cousin, my Uncle Richard’s son. He’s going to go to university next year. He wants to
be an engineer. But this year he’s working in a factory. They make biscuits there, and sometimes he brings some for us to
try. They’re really lovely! Anyway, that’s my family! What about your family, then?
Follow up questions

© Oxford University Press 2015 14

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

 Ask the children questions about the Listening Test, e.g., Does Betty work at the hospital? Where does Richard work?
 Invite children around the class to look at their books and answer with complete sentences.
 Alternatively, you could play a memory game in two teams, asking questions for children from each team in turn to
answer with their books closed and awarding one point for each correct answer.

© Oxford University Press 2015 15

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

Grammar: We’re having ice cream!

Aims
 To distinguish between and use the present simple and present continuous
 To use adverbs of frequency with the present simple
Language
 Present simple to express habits and things that are always true
 Present continuous to express present actions
 Adverbs of frequency – never, rarely, sometimes, usually, always
 Vocabulary: recycled vocabulary for food and eating out
Materials
 Sheets of paper (one per child, optional)
Warmer
 Play a miming game to energize the class at the start of the lesson.
 Mime eating a type of food, e.g., ice cream, noodles, an apple, soup. Ask the class What am I eating?
 The first child to call out the answer correctly comes to the front to mime eating a different type of food and continue
the game.
Lead-in
 Divide the class into pairs. Tell children to look at the picture at the top of page 61.
 Children say what each person in the picture is eating or drinking, using the present continuous
The present simple and present continuous
 Ask children to look at the picture at the top of page 61 and tell you what the family is doing (eating and drinking in a
café).
 Ask children to read the speech bubble in the story. Ask comprehension questions, e.g., Is the boy eating cake now?
What is he eating? Does he always eat ice cream?
 Tell children to read the explanation box. To check understanding, ask children for some things that happen in your
class every lesson, e.g. We say “hello.” We usually sing a song. We play a game. Ask children to say something things
that are different today, or what people in the room are doing exactly at that moment, e.g., Thu is sitting by Minh.
You are writing with a red marker. We are talking about the present continuous.
1 Complete the sentences. Use the present simple or the present continuous.
 Write Look at that boy! He ________ (run) really fast! on the board. Ask children if they think the sentence is about
something that is always true, or true only for a short time (only for a short time). Ask them whether you should use
the present simple or present continuous (present continuous). Elicit the verb phrase (‘s running) and write it in the
blank. Show children that this is the example in the book.
 Copy the second sentence onto the board. Ask children if they think the sentence is about something that is always
true, or true only for a short time (only for a short time). Ask them whether you should use the present simple or
present continuous (present continuous). Elicit the verb phrase (are staying) and write it in the blank. Tell children to
write this in their book.
 Children complete the exercise individually. Help if necessary.
 Nominate different children to read their sentences aloud for children to check their answers.
Answers
1 ’s running
2 are staying
3 ’s using
4 don’t give

© Oxford University Press 2015 16

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

5 ’s
6 ’s listening
7 walk
8 likes, doesn’t eat
9 ’s talking
Adverbs of frequency
 Ask children to look at the story at the top of the page. Draw children’s attention to the speech bubble. Ask them
where the family is going to sit (next to the window). Ask them how they know this (They always sit next to the
window).
 Ask children to read the explanation box. To check understanding, say some true or false sentences about children in
the class, e.g., Thu usually sits next to An. Thai never has a pencil. Thi sometimes has her hair in a ponytail. Children
stand up if the sentence is true and sit down if it is false.
Who am I talking about?
 Describe a child in the class using adverbs of frequency, but without using their name, e.g., She always smiles. She
rarely speaks Vietnamese in class. She usually comes to class early. She sometimes sits next to Thuy. Children guess
who you are speaking about.
 Divide the class into pairs. Children take turns describing a member of the class in the same way.
2 Write the words in the correct order. Use short forms when possible.
 Write never / go / on Saturdays / I / to school on the board. Elicit the correct sentence (I never go to school on
Saturdays.) and write this on the board as well. Show children that this is the example for Exercise 2.
 Children complete the exercise individually. Help if necessary.
 Nominate different children to read their answers aloud to the class.
Answers
1 I never go to school on Saturdays.
2 The teachers are never late.
3 Dad always looks at the menu for a long time.
4 Jack always finishes his meal.
5 The meal isn’t usually very expensive. / The meal usually isn’t very expensive.
6 We rarely go to our local café.
7 I’m usually hungry after football practice.
3 Look at the table. Write sentences. Use the present simple and the present continuous. Use usually and today.
 Ask children to read the rubric and look at the table. Ask them whether they should use the present simple or present
continuous for the usually column (present simple). Then ask them whether they should use the present simple or
present continuous for the today column (present continuous).
 Look at the example with the class. Show them that the two clauses are linked with a comma and but.
 Elicit the second sentence from the class and write it on the board (Molly usually has some bread, but today she’s
having a bowl of soup.) Ask children to copy this into their books.
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children check their answer with their partner.
Answers
1 The waitress usually wears a red uniform, but today she’s wearing a blue uniform.
2 Molly usually has some bread, but today she's having a bowl of soup.
3 Harry usually drinks milk, but today he’s drinking orange juice.
4 Charlie and Molly usually eat pasta, but today they’re eating salad.
5 We usually sit by the window, but today we're sitting in the corner.
6 Toby usually comes with us, but today Toby isn't here.
7 Dad usually pays the bill, but today Mum’s paying the bill.
8 We usually walk to the café, but today we’re going by car to the café.

© Oxford University Press 2015 17

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

Read and draw

 Distribute sheets of paper. Tell children they are going to read the sentences again and draw two pictures. One for
the usual family meal, and one for today’s family meal.
 Children work individually and then compare their pictures in groups.
4 Complete the sentences. Use the present simple or the present continuous of the verbs in brackets.
 Write I usually _______ (go) swimming on Saturdays. on the board. Ask children if they think the sentence is about
something that is always true, or true only for a short time (always true). Ask them whether you should use the
present simple or present continuous (present simple). Elicit the verb phrase (go) and write it in the blank. Tell
children to write this in their book.
 Copy the second sentence onto the board. Ask children if they think the sentence is about something that is always
true, or true only for a short time (only for a short time). Ask them whether you should use the present simple or
present continuous (present continuous). Elicit the verb phrase (is sending) and write it in the blank. Tell children to
write this in their book.
 Children complete the exercise individually. Help if necessary.
 Read the completed sentences aloud for the class to check their answers.
Answers
1 go
2 ’s sending
3 eat
4 brings
5 ’s talking
6 play
7 ’m doing
8 make
9 eat
10 ’s running
5 Look and write. Use the present simple or the present continuous of eat and the words in the box.
 Look at the example with the class. Ask them why the sentence is in the present simple (because “sometimes” is used
for a habit) and why the word pasta is correct (because there is pasta in the picture and in the word box).
 Children complete the exercise individually. Help if necessary.
 Read the completed sentences aloud for the class to check their answers. Say some of them correctly and some of
them incorrectly, e.g., Caroline eats fruit right now. Children say yes if the sentence is correct, and no if it is wrong. If
the sentence is wrong, nominate a child to give you the correct sentence and explain why it is correct.
Answers
1 Amy's mum and dad sometimes eat pasta.
2 Caroline’s eating some fruit right now.
3 People in India often eat rice.
4 We never eat cake before lunch.
5 The baby's eating his toy.
6 Jane isn't eating noodles today.
Who?
 Divide the class into pairs. One child in each pairs closes their book.
 The child who has their book open says one of the sentences from Exercise 5, but without saying the name for the
person (e.g., They often eat rice). The child with their book closed has to give a complete sentence, including the
name (People in India often eat rice).
 Children then swap roles.

© Oxford University Press 2015 18

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

6 Write the words in the correct order. Use the present simple or the present continuous.
 Write at the moment / cook / my mum / dinner on the board. Ask children whether they should use the present
simple or continuous for this sentence and why (present continuous – because “at the moment” is used for something
happening now). Elicit the correct sentence (My mum’s cooking dinner at the moment.) and write this on the board as
well. Show children that this is the example for Exercise 6.
 Children complete the exercise individually. Help if necessary.
 Nominate different children to read their answers aloud to the class.
Answers
1 My mum's cooking dinner at the moment.
2 Molly always eats a lot of fruit.
3 I sometimes have a shower after school.
4 Harry's wearing the wrong trousers today.
5 The waiter's bringing the bill at the moment.
6 The waiter usually brings the bill after the meal.

© Oxford University Press 2015 19

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

TOEFL Primary Speaking

1 Listen and point to the picture. (Track 14)
 Ask children to look at the picture of the family in the restaurant.
 The children should listen and point to the correct item in the picture.
Transcript 14
Look at the picture. Listen and point.
Boy: Thanh and Quang are at the restaurant with their mom and dad. Look, two servers are working today. One server is
carrying some food and the other server is showing the menu to the family. On the table, I can see bowls, glasses and a
bottle of water.
2 Look at the pictures. Listen, point and repeat. (Track 15)
 Play the recording.
 The children should point to each picture and repeat chorally.
Transcript 15
Look at the pictures. Listen, point to the picture and repeat.
Girl: Nga is eating noodles now.
Boy: Son usually does his homework in the evening. But today he’s sleeping.
Girl: Duy always helps his mom.
Boy: Hoang usually has a sandwich for lunch. But today he’s having soup.
3 Listen and talk to your partner about the pictures. (Track 16)
 This task requires the children to work in pairs.
 Ask the children to look at the pictures.
 Play the recording.
 The children should listen to the speaker talking about the first two pictures.
 The children should take turns to look at the pictures and make a sentence using the prompts given in either present
simple or present continuous.
 Depending on the needs of the children, they could perhaps give an additional sentence (e.g. I never have pasta and
salad for lunch. I usually have…).
Suggested Answers
She never has pasta and salad for lunch.
He’s playing the guitar right now.
He always does his homework in the evenings.
The family/they sometimes go to a restaurant on Saturdays.
They’re playing volleyball now.
She/he usually has soup for dinner.
Transcript 16
Look at these pictures. Listen, and then talk to your partner about the pictures.
Girl: This girl is eating noodles and she has a salad. Under the picture it says never for lunch. So, she never has noodles
and salad for lunch.
Boy: Yes. And this boy is playing the guitar right now!
Now talk to your partner about the pictures.
4 Listen. Talk to your partner. (Track 17)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the children doing the activity as a demonstration.
 They should then follow the instructions of the speaker on the recording.
 Children work in pairs to talk to each other about the people named in the table. They should use the picture and

© Oxford University Press 2015 20

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

word prompts.
 Encourage the children to use as much language as they can. They could use write more adverbs into the table and
make more sentences, perhaps.
Suggested Answers
Thu usually has rice for dinner. (But) today she’s having noodles. She rarely has soup.
Khoa usually has noodles for dinner. (But) today he’s having soup. He always has (a bottle of) water.
Xuan sometimes has a glass of milk/juice (with dinner). She never has soup. Today she’s having rice.
Trung always has rice for dinner. Today he’s having noodles. He never has a glass of milk/juice (with dinner).
Transcript 17
Listen, and then talk to your partner.
Boy: Let’s look at the table. The first one is Thu. Look, Thu usually has rice for dinner. But today she’s having noodles.
She rarely has soup.
Girl: Well done, that’s great.
Now it’s your turn. Work with your partner. Talk about what the children have for dinner.
5 Listen to your partner. Write check or X. (Track 18)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the model.
 They should listen to the instructions on the recording.
 They talk to their partner about the food and drink they have for different meals.
 The partner should listen and circle or cross the pictures.
 They should write their partner’s name on the worksheet.
 Give them 3-4 minutes for each child.
 Encourage children to talk more about what they eat at each meal using any other food vocabulary they know.
Depending on their level, they could ask each other questions about the food they eat, such as Do you drink milk?
Example answers
I always/usually/sometimes/rarely/never have [food] for breakfast/lunch/dinner.
Transcript 18
Listen to the example.
Girl: Every day I have noodle soup for breakfast. I love it. I sometimes have bread for lunch but I never have melon. I
don’t like melon. I often have meat or fish for dinner.
Boy: OK. I put a check next to noodle soup, bread and meat. I put an X next to melon.
Girl: That’s right. I never eat melon!
Now tell your partner about the food you eat. Listen to your partner and put a check or an X next to the food.

© Oxford University Press 2015 21

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

Worksheet: Language practice

1 Look and complete.
 Divide the class into pairs. Ask children to look at the picture with their partner and say what they can see. They then
look at the phrases in the box and match them to the picture.
 Look at the example with the class. Show them bottle of water crossed out in the word box. Ask them to look at the
picture and then find the phrase for the second blank in the word box (glass of milk).
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children check their answer with their partner.
Answers
1 That server is carrying a bottle of water and glass of milk.
2 This server is carrying a plate of salad/bowl of soup and a bowl of soup/plate of salad.
3 The customer has a cup of coffee. She’s looking at the menu.
2 Write.
 Write my mom / usually / make / dinner on the board. Ask children whether they should use the present simple or
continuous for this sentence and why (present simple – because “usually” is used for a habit). Elicit the correct
sentence (My mom usually makes dinner.) and write this on the board as well. Show children that this is the example
for Exercise 2.
 Children complete the exercise individually. Help if necessary.
 Nominate different children to read their answers aloud to the class.
Answers
1 My mom usually makes dinner.
2 She’s reading at the moment.
3 My dad isn’t cooking today.
4 He’s helping my brother right now.
5 I always make breakfast.
6 We sometimes play chess.
Who makes the food in your house? Write.
 Ask children about who makes the food in their house. Encourage expansion by asking follow up questions, e.g., Does
someone different cook on the weekend? Is there a day you usually go out to eat? Who’s cooking dinner in your house
tonight?
 Children complete the exercise individually. Help if necessary.
 Divide the class into groups. Children share their writing with each other and look for things they have in common.
Answers
Children’s own answers

© Oxford University Press 2015 22

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

Unit 3 Test
Testing and evaluation
There are thirteen one-page Unit Tests which cover the vocabulary and grammar content presented in each core unit,
including the Starter unit. Each test contains vocabulary and grammar activities. The Unit Tests can be administered
at the end of each unit.

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 /5
1 menu
2 server
3 bottle of water
4 bowl of soup
5 customer
6 cup of coffee
2 Complete the sentences.
Answers /4
1 drinking
2 have
3 eating
4 wears
5 reading
3 Complete the words.
Answers /2
1 today
2 right now
3 at the moment
4 Complete the words.
Answers /4
1 always
2 usually

© Oxford University Press 2015 23

 Family and Friends Special Edition Grade 5 Intensive Program– Unit 3

3 sometimes
4 rarely
5 never

Total /15

© Oxford University Press 2015 24