Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Lesson One Words

Objectives
 To identify different food items
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: noodles, cereal, meat, melon, cucumber, onion, lemon
 Extra vocabulary: supermarket, week, need, bread, sure, over there, get, the top
Resources and materials
 Student Book p. 58
 Workbook p. 54
 Audio Tracks 71–72
 Food Flashcards 90–96
 Worksheet 1: What’s in the basket? (one copy for each child)
Culture note: Ethical food shopping
A lot of food products are imported into the U.S.A. from other countries, but many Americans choose to buy local
products when they are available because transporting food around the world produces a lot of greenhouse gases.

Products like coffee and bananas can’t be grown in the U.S.A., and farmers in countries that grow them are often
paid very little money by the import companies. However, many Americans make a point of buying “fair trade”
products in supermarkets. There, products cost more money because the farmers who grow them are paid more
money and are able to live a better life.

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Play a game of Simon says to warm up and energize the class.
 Ask the children to stand at their desks.
 Explain that you are going to give instructions. If the instruction begins with the words Simon says…, children have to
do as you ask. If not, they have to stand still and wait for the next instruction. Any child who gets this wrong is out of
the game and has to sit down.
 Use some food words that children know in your instructions, e.g., Simon says… eat an apple; Simon says… make a
sandwich.
 Intermittently, insert an instruction which is not preceded by “Simon says…” to see which children are really paying
attention.
 Continue the game until there is one winner left standing or a group of winners if you prefer.
Brainstorm
 Put the children into small groups and tell them they have three minutes to think of as many foods as they can.
 Monitor and help with spelling and pronunciation.
 Ask the groups to tell you their words and write them on the board.
 Tell the children you are going to teach them some more foods. They might have thought of the words already, or
they might be new.
Lead-in
 Use food Flashcards 90–96 to elicit the vocabulary for this lesson. Hold the flashcards up one at a time and model any
words the children don’t know.
 Say all the words again for children to repeat.

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

 Hold the flashcards up in a different order and repeat.

Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to open their Student Books and look at the pictures of the foods.
 Play the first part of the recording (Track 71) for children to listen and point to the appropriate picture.
 Play the second part of the recording for children to repeat.
 Play the recording all the way through for children to listen and point, and then repeat the words in chorus.
Transcript (Track 71)
Listen and point.
noodles, cereal, meat, melon, cucumber, onion, lemon
lemon, melon, cereal, cucumber, meat, onion, noodles
Listen and repeat.
noodles, cereal, meat, melon, cucumber, onion, lemon
What’s missing?
 Display the flashcards from the vocabulary set on the board. Point to each one in turn for children to say the words.
Give the class a few seconds to look at them.
 Ask children to turn around. Remove a card.
 Display the cards again and ask What’s missing?
 When children have identified the missing card, shuffle the cards again and repeat the procedure.
Option: To make the game harder, add a new card from a related lexical set each time.

Development
Listen and read. (Exercise 2)
 Focus children’s attention on the story. Talk about each frame with the class and ask questions, e.g., Who is with
Mom? Where are they? What are they doing? Who takes the melon? What happens? (Elicit or remind children of the
word fall from Unit 4.)
 Play the recording (Track 72) for children to listen and follow the words of the story in their books.
 Ask comprehension questions, e.g., Does Max like shopping? Does he help his mom every week? What does Amy like?
 Play the recording a second time for children to follow.
 Ask children to find the words from Exercise 1 that appear in the story (noodles, onions, cucumber, melons).
Whispers
 Ask children to call out all the food words they can remember.
 Give clues or draw pictures to elicit words like banana, apple, pear, sandwich, pizza, ice cream, fish, bread, and
chicken.
 Write the words on the board. Give each one a number.
 Play a version of Whispers. Put the children into teams according to their rows of seats.
 Whisper a food word to the first child in each row. The last child in the row calls out the number from the board.

Consolidation
Worksheet 1: What’s in the basket?
 Give out copies of the worksheet, one for each child.
 Tell the children there are ten food words hidden in the basket. They must find the words and write them on the list.
 Give the children time to find the words and allow them to compare with a friend if they need to.
 Go through the answers with the class.
Answers
noodles, cereal, bread, cucumber, sandwich, apple, banana, meat, salad, cake
Exercises: Workbook p. 54
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Lesson Two Grammar

Objectives
 To identify countable and uncountable nouns
 To understand would + like in affirmative sentences and questions
 To act out a story
 To use a / an and some with countable and uncountable nouns
Language
 Vocabulary: some melons / bread, I’d like a melon. We’d like some meat. Would you like some cereal? Yes, please. /
No, thanks.
 Extra vocabulary: apple, salad, bread, egg, cookie, rice, melon, juice, water, orange
Resources and materials
 Student Book p. 58–59
 Workbook p. 55
 Audio Tracks 72–73
 Food Flashcards 90–96
 Worksheet 2: I’d like an apple (one copy for each child)
 Colored pencils

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Play A long sentence with the Food Flashcards to review the vocabulary and energize the class at the start of the
lesson.
 Say a sentence that ends with a word or phrase from the vocabulary set, e.g., I’m going to buy a melon.
 Choose a child to continue the sentence, adding a new word to the end, e.g., I’m going to buy a melon and some
noodles. This child then chooses another child, who says the sentence, adding another word to the end of it.
 Continue the game until you have practiced all of the words from the vocabulary set, or until someone forgets the
words in the chain.
 Put the children into small groups to play the game.
Lead-in
 With books closed, write these letters and blanks on the board: n _ _ _ _ _ _ , o_ _ _ _ , c_ _ _ _ _ _ _ , m_ _ _ _ .
 Ask children to look at the clues and tell you the food words from the story (noodles, onion, cucumber, melon).
 Ask children what happened in the story. Ask Who is with Mom? Where are they? What does Amy want? What
happens?

Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Tell children to open their Student Books and turn to the story on p. 58.
 Play the recording (Track 72), pausing for children to repeat.
 Divide the class into groups of three to play the parts of Amy, Max, and Mom. If the class does not divide exactly,
some children can act twice.
 As a class, decide on the actions for the story (see suggestions below).
 Play the recording a second time for children to mime the actions as they listen and say their character’s lines.
 Groups may act out the story at the same time, or you may ask some groups to act out the story in front of the class.
Story actions
Picture 1: Mom pushes the shopping cart. Amy looks around. Max smiles.
Picture 2: Amy points at the bread. Mom holds up her shopping list. Max walks off to get something.
Picture 3: Amy points at the melons. Max gestures “yes”.
Picture 4: Amy pulls out a melon. Max and Amy try to stop them falling down.

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Listen and repeat. (Exercise 2)

 Write I’d like…, please. on the board.
 Tell children to stand up. Tell them they work in a supermarket.
 Put a countable noun flashcard in the blank and say, e.g., I’d like (two melons), please.
 Children mime giving you two melons. Repeat with the other countable flashcards, giving a number each time.
 Hold up an uncountable flashcard. Say I’d like some (cereal).
 Mime opening a bag and pouring out some cereal. Tell children that we can’t count things like cereal, rice, milk, or
water, so we say some.
 Tell children to sit down and turn to p. 59.
 Listen to the sentences in the Let’s learn! chart (Track 73), pausing after each one for children to repeat. Copy the
chart onto the board.
 Hold up the flashcards and ask children whether you can count the things or not. Complete the chart with the other
words.
 Focus attention on the picture and ask two children to read out the speech bubbles.
 Write Would you like a…? on the board, and fill in the blank with any countable noun flashcard to elicit new
sentences.
 Repeat with Would you like some…? and an uncountable noun flashcards.

Development
Choose a, an, or some. Write the words in the correct boxes. (Exercise 3)
 Draw two circles on the board. Write a / an above one circle and some above the other.
 Say I have an onion and I have some cereal, and put these flashcards in each circle.
 Hold up the rest of the flashcards and ask children to tell you where to put them.
 Ask children to look at the examples in Exercise 3, and check that they understand the exercise.
 Children do the rest of the exercise individually.
 Go through the answers with the class.
Answers
Countable: an apple, a cookie, an egg, a melon, an orange;
Uncountable: some salad, some bread, some rice, some water, some juice
Write. (Exercise 4)
 Look at the example with the class.
 Children do the rest of the exercise individually. Check that children remember the word cakes from Level 2.
 Go through the answers with the class.
Answers
1 a
2 some
3 some
4 an

Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble.
 Have two students demonstrate the question in the speech bubble and the answer in the picture.
 Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.
Worksheet 2: I’d like an apple
 Draw two circles on the board. Label one a / an and the other some.
 Draw a picture of an apple in the first box. Draw some noodles in the second box.
 Tell children that some words could go into either box, for example, you would say a pizza if you wanted a whole
pizza, or some pizza if you wanted just one slice. Demonstrate this by drawing a whole pizza in the first box, and a
slice of pizza in the second box.
 Give out the colored pencils, and give children time to draw some food items in the circles.
 Ask them to work in pairs to talk about the pictures, saying I would like (an apple / some pizza / some noodles).

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

 If time allows, ask children to change partners and repeat the exercise.
Exercises: Workbook p. 55
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Lesson Three Grammar and Song

Objectives
 To describe people’s shopping, using would like and countable or uncountable nouns
 To write sentences with would like and countable or uncountable nouns
 To use would like and countable and uncountable nouns in the context of a song
Language
 Language focus: writing, speaking
 Extra vocabulary: fresh, sweet (adj), healthy
Resources and materials
 Student Book p. 60
 Workbook p. 56
 Audio Track 74
 Food Flashcards 90–96
 Pieces of paper

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Draw some food items on the board (including words from Levels 1–2). Choose countable and uncountable items that
are easy to draw, e.g., banana, apple, pear, sandwich, pizza, ice cream, meat, fish, bread.
 Point to the pictures and elicit the words to check that children remember them, but don’t write the words on the
board.
 Give children pieces of paper.
 Tell them you want to go shopping. They should draw the things in your shopping basket. They shouldn’t draw things
you don’t buy.
 Say the items you want to buy, without pointing to the pictures on the board, e.g., I’d like three apples, I’d like a big
pizza, I’d like some bread, pausing between each item for children to draw.
 Children listen and draw the items on your shopping list.
 Ask children to hold up their pictures.
Lead-in
 Ask children to open their Student Books and look at the pictures in Exercise 1.
 Ask children to call out all of the things they can see in the shopping baskets. Write the words on the board.
 Draw two circles on the board, and write a / an and some above each circle.
 Ask children to tell you which circle to put the words in.
 You may ask children to come to the board and draw lines to the appropriate circle.

Presentation
Choose a boy or a girl. Look and say. (Exercise 1)
 Ask two children to read the speech bubbles for the class.
 Ask children to find Son. Then choose another name and ask children to tell you the food in his / her basket.
 Check that children understand the exercise and ask them to work in pairs. They should choose several children each.
 Monitor and help where necessary.
 Ask individual children to describe someone in the picture for the class. Children call out the answer.
Memory game
 Tell children they are going to play a memory game, and ask them to look at their books for one minute.
 Divide the class into two teams.
 Choose a shopping basket in the picture and say He / She’d like (all the items in that basket).
 If Team A tells you the correct name, they get a point. If they don’t, the other team can try calling out the name.

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Write about two people. (Exercise 2)

 Read the example with the children and check that they understand the exercise.
 Ask children to choose two people and write about them, using the example to help them.
 Monitor the activity and help where necessary.
 Ask some children to read their sentences aloud.
I spy
 Put the flashcards up around the room where everyone can see them.
 Say I spy a word beginning with (a letter).
 Children call out any words that start with that letter.
 The first child to call out the correct word chooses another word.
 Put the children into small groups to play the game.

Development
Listen and sing. (Exercise 3)
 Ask children to tell you the foods in the picture (rice, meat, apples, bread, melons, onions, and lemons).
 Play the recording (Track 74) for children to listen and point to the pictures in their books.
 Play the recording again for children to follow the words.
 Recite the words of the song with the class, without the recording. Say each line and ask children to repeat.
 Play the recording for children to sing along.
 Check that children understand fresh, sweet, and healthy.
Sing and do. (Exercise 4)
 As a class, decide on the actions for the song (see suggestions below).
 Practice the actions with the class.
 Play the recording (Track 74) for children to listen and do the actions.
Song actions
lemons – squeeze a lemon
meat – grill meat on a barbecue
melon – pick up a big, heavy melon
apples – bite into this, holding it
noodles – twist noodles on a fork
onions – rub your eyes

Consolidation
Cereal or melon
 Put the flashcards for cereal and melon on different walls in the classroom.
 Tell children you are going to hold up the other food Flashcards. They must point to the melon Flashcard if the word is
a countable noun and point to the cereal Flashcard if it is an uncountable noun.
 Hold up the other flashcards at random for children to point to the right flashcard.
 Ask the children to work in pairs and test each other.
Exercises: Workbook p. 56
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Lesson Four Phonics

Objectives
 To pronounce the sounds /nd/, /nt/, and /mp/ and associate them with the letters nd, nt, and mp in word endings
 To identify these consonant clusters in a chant
Language
 Language focus: speaking
 Vocabulary: hand, pond, plant, tent, lamp, camp
 Extra vocabulary: put up, wind (n), light (v), just
Resources and materials
 Student Book p. 61
 Workbook p. 57
 Audio Tracks 67, 75–76
 Phonics Cards 18–19 (field, belt)
 Phonics Cards 20–22 (pond, tent, lamp)

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Hold up Phonics Cards 18 and 19 (field and belt) from the last phonics lesson, covering the words with your hand, and
ask What’s this?
 Ask children if they can remember the letters they learned in the last phonics lesson (ld and lt).
 Show the phonics cards and say the words for children to repeat.
 Ask children to remember other words with the letters ld and lt (child, shield, quilt, adult).
 Play the recording (Track 67) and say the chant from Student Book p. 55 to review the endings ld and lt.
Lead-in
 Hold up the Phonics Cards for pond, tent, and lamp, saying the words for children to repeat.
 Repeat several times until children are used to saying the words.
 Divide the class into three groups and assign each group one of the words. Tell children to stand up and say the word
when you hold up their phonics card.
 Silently hold up the phonics cards at random. Children stand up and say their words.

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 the different sounds and words.
 Play the first part of the recording (Track 75) for children to listen and point to the pictures.
 Play the second part of the recording for children to repeat the sounds and words in chorus.
 Play the recording all the way through (more than once if necessary) for children to point and repeat again.
Transcript (Track 75)
Listen and point.
/nd/ hand, pond /nt/ plant, tent /mp/ lamp, camp
lamp, pond, tent, plant, camp, hand
Listen and repeat.
/nd/ hand, pond /nt/ plant, tent /mp/ lamp, camp
Listen and chant. (Exercise 2)
 Ask children to look at the picture and tell you the words they can see from Exercise 1 (tent, camp, lamp, pond, plant).
 Play the recording (Track 76) for children to listen to the chant.
 Play the chant again, pausing the recording after each line for children to repeat.

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

 Play the chant once more for children to join in and follow in their books.
Phonics TPR
 Ask children to clap when they hear a word with nd, stand up when they hear a word with nt, and hold up their hands
when they hear a word with mp.
 Play the chant (Track 76). Children listen and do the actions.

Development
Read the chant again. Circle the words with nd, nt, and mp. (Exercise 3)
 Write the letters nd, nt, and mp in different places on the board.
 Focus attention on the word tent in the chant, and ask children to point to the correct letters on the board.
 Ask children to find and circle the other words with nd, nt, and mp in the chant.
 Go through the answers with the class. Children call out the words.
Answers
tent, camp, wind, lamp, pond, plants, aunt
Circle the end letters nd, nt, and mp below. (Exercise 4)
 Ask children to look at the first picture. Ask What’s this? (a plant) What letters does it have?
 Children do the rest of the exercise individually.
 Go through the answers with the class, asking children to point to the letters on the board.
Answers
1 nt 2 nd 3 nd 4 nt 5 mp 6 mp

Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble. Say I have a plant in my hand.
 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.
Point to the word.
 Put the Flashcards for nd, nt, and mp in different places in the room.
 Tell children you are going to call out words. They should point to the word or to a word that has the same end sound.
 Call out words from the phonics lesson, including the phonics card words, at random.
 Go faster and faster until children can’t keep up with you.
Make a sentence.
 Ask children to work in small groups.
 Tell them to look at the six words for the unit and try to make a sentence which uses each word, e.g., for hand, they
could write My hand is on the end of my arm. Or, Everyone’s hand has five fingers. Or, When I meet someone new, I
shake their hand.
 Give the groups time to write six sentences, and then feedback with the full class.
 Ask each group to tell you the sentence they have written for each word. If you like, you could choose the best
sentence for each word as a class and the winning group could write their sentence on the board.
Exercises: Workbook p. 57
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Lesson Five Skills Time!

Objectives
 Reading: read and understand a recipe; read for specific information about ingredients and instructions
Language
 Language focus: reading
 Vocabulary: sauce, mushrooms, pastry, garlic, bean sprouts
 Extra vocabulary: pot, fry (v), pan, dish, fold, bowl
 Structures: Revision
Resources and materials
 Student Book p. 62
 Workbook p. 58
 Audio Tracks 77–78
 Food Flashcards 97–101
 Several plastic shopping bags with holes cut in them

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Divide the class into four or five groups and give each group the name of a fruit, e.g., apples, oranges, pears, melons,
lemons.
 Play Do it! and call out instructions for each group, e.g., Apples – touch your nose. Oranges – stamp your feet, etc.
 Continue calling out the fruit words, faster and faster until children can’t keep up with you.
Lead-in
 Tell children they are going to learn some more food words.
 Use Flashcards 97–101 to elicit the vocabulary for the food. Model any words the children don’t know.
 Say all the words again for children to repeat.
 Hold the flashcards up in a different order and repeat.

Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to open their Student Books and look at the pictures in Exercise 1.
 Play the first part of the recording (Track 77) for children to listen and point to the appropriate picture.
 Play the second part of the recording for children to repeat.
 Play the recording all the way through for children to listen and point, and then repeat the words in chorus.
Transcript (Track 77)
Listen and point.
sauce, mushrooms, pastry, garlic, bean sprouts
pastry, bean sprouts, mushrooms, garlic, sauce
Listen and repeat.
sauce, mushrooms, pastry, garlic, bean sprouts
Guess what I’m thinking of.
 Tell children you are thinking of a fruit or a vegetable.
 Write three questions on the board, and tell children they can only ask these three questions:
Is it a fruit or a vegetable? How big is it? What color is it?
 Make sure children understand the meaning of fruit and vegetable. Elicit some examples of each.
 Children try to guess your word. Gesture with your hands to show how big it is and give clues if necessary.
What food can you see in the pictures below? (Exercise 2)

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

 Say My favorite dish is (something you like).

 Check that children understand the word dish, and ask a few children what their favorite dish is. They should give the
name in their language and not try to describe it, e.g., My favorite dish is bun bo hue / pho bo / banh xeo.
 Ask children to look at the pictures. Ask What is the text about? (how to cook a dish / cooking spring rolls) What do
you need to cook the dish? (sauce, mushrooms, pastry, onion, garlic, chicken, and bean sprouts).

Development
Listen and read. (Exercise 3)
 Play the recording (Track 78) for children to listen and follow the text silently in their books. Ask them to point to the
ingredients as they hear them named.
 Ask questions to check comprehension, e.g., What is the sauce made of? What do you do with the chicken? What do
you put in the pastry?
 Answer any questions children have, and check that they understand the words pan, pot, bowl, and fry.
 Play the recording a second time and ask children to circle the words from Exercise 1 in the text.
Read again and write T (true) or F (false). (Exercise 4)
 Explain that children are going to read sentences about the dish and decide if they are true or false.
 Look at the example with the class, and check that they understand the exercise.
 Allow time for children to read the text again and write T or F for the sentences.
 Go through the answers with the class.
Answers
1 F
2 T
3 T
4 F
5 T
6 F

Consolidation
What’s in the bag?
 Play What’s in my shopping bag? Choose four of the flashcards from this lesson and four from Lesson 1 and put them
into two plastic shopping bags with a few holes cut in them.
 Tie the top of the plastic bags, but make sure you can untie them again.
 Pass the shopping bags around the class. Tell children to move the cards around inside the plastic bags and try to see
what they are, and then pass the bag on.
 When children call out a word that they can see, untie that bag and put that card on the board.
 Give the bag back to the children for them to pass to another desk.
 You may prefer to do this with all the flashcards and four bags to involve more people at the same time.
Exercises: Workbook p. 58
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Lesson Six Skills Time!

Objectives
 Listening: listen for and understand specific words
 Speaking: perform a shopping dialogue
 Writing: identify and order adjectives by size and color; write instructions for making a sandwich (Workbook)
Language
 Vocabulary: Revision
 Structures: Revision
Resources and materials
 Student Book p. 63
 Workbook p. 59
 Audio Track 79
 Food Flashcards 90–101
 Paper and colored pencils
Culture note: Farmers’ markets in the U.S.A.
A lot of towns and cities have “farmers’ markets” once a week from May until October. Vendors pay for a license to
set up their stands, usually in a town square or other area for pedestrians only. They sell locally grown produce and
meat, baked goods, and gifts. The market is also a place to socialize.

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Put up the Food Flashcards from Lessons 1 and 5 on the board.
 Draw a 3x3 grid on the board. Ask children to copy and complete it with any of the food words on the board.
 Play Bingo to review the food words for this unit and energize the class.
 Call out words from the vocabulary set in any order. Keep a record of the words 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!
Lead-in
 Tell children to open their books and look at the pictures in Exercise 1.
 Ask children to tell you the food in the pictures (rice, meat, melon, noodles, onions, lemon).
 Ask What is the woman doing? (She’s shopping.) Ask questions, e.g., Where can she buy the (rice)? Ask children to
point to the supermarket.

Presentation
Listen and write A or B. (Exercise 1)
 Tell children they are going to hear a recording of a woman shopping. They have to listen to each dialogue and choose
whether it’s about picture A or picture B.
 Play the recording (Track 79) the whole way through for children to point to the correct answer.
 Play the recording again, pausing after each dialogue for children to write A or B.
 Play the recording the whole way through again for children to check their answers.
 Go through the answers with the class.
Transcript (Track 79)
1
Man: Hello. Can I help you?
Woman: Oh, yes. I’d like a lemon, please.
Man: OK – here you are.

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Woman: Thank you.

2
Man: Hello. Can I help you?
Woman: Yes, please. I’d like some meat.
Man: Is this meat OK?
Woman: Yes, that’s fine. Thank you.
3
Man: Hello! What would you like?
Woman: I’d like a melon, please.
Man: Would you like this one?
Woman: Yes, please. It looks very nice.
4
Man: Hello! What would you like?
Woman: I’d like some onions, please.
Man: OK. Here you are.
Woman: Thank you!
5
Man: Hello. Can I help you?
Woman: Yes, please. I’d like some rice.
Man: OK. Here you are.
Woman: Thank you.
6
Man: What would you like?
Woman: I’d like some noodles, please!
Man: These noodles are very nice. Would you like them?
Woman: Yes. Thank you very much.
Answers
1 B
2 A
3 A
4 B
5 A
6 B
Look at the pictures. Ask and answer. (Exercise 2)
 Ask two children to read the speech bubbles for the class.
 Tell children they are going to go shopping. They should take turns saying what they would like.
 Ask children to work in pairs. Tell them they should ask for two things each time and keep changing roles until you tell
them to stop.
 Children do the exercise in pairs. Monitor and help where necessary.
 Tell some pairs to ask and answer their questions for the class. Alternatively, you may wish to do the whole exercise
with the class.

Development
Put the words in the correct columns. Then write the sentences. (Exercise 3)
 Ask children to close their books. Write this sentence on the board: I have a big, yellow melon and a small, white
mushroom.
 Ask one child to come to the board and underline the colors.
 Ask another child to come to the board and underline the words for size.
 Ask children to open their books. Look at the Writing box with the class. Read the sentence for children to repeat.
 Ask children to look at the examples in Exercise 3, and check that they understand both parts of the exercise.
 Children do the rest of the exercise individually. Monitor and help where necessary.
 Go through the answers with the class. Ask children to read the sentences aloud.
Answers

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Size: big, small, little, tall

Color: green, red, pink, blue
1 big, red
2 little, pink
3 tall, green
4 small, blue
Find it!
 Ask children to find these things in the unit:
a big, yellow fruit (melon)
a long, green vegetable (cucumber)
small, white vegetables (mushrooms)
a long, brown food that you use for sandwiches (bread)
Write three sentences about things you would like. Describe the size and the color. (Exercise 4)
 Ask children to look again at the sentences in Exercise 3. Tell them they are going to write three sentences about
themselves using the same structure.
 Children work individually to complete the sentences. Monitor and help where needed.
 Put the children into groups to share their sentences. Ask a few children to read a sentence to the class.
Answers
Children’s own ideas

Consolidation
My favorite food
 Ask children to tell you their favorite food. Children can choose an item from this unit or something they know from
Levels 1 and 2.
 Give children pieces of paper and colored pencils.
 Tell children they are going to make a poster about their favorite food. Tell children to write My favorite food is… at
the top of their poster and draw a picture.
 Ask children to write two adjectives on the poster to describe their favorite food. Put some ideas on the board, e.g.,
nice, healthy, great, cool, fresh, sweet.
Exercises: Workbook p. 59
Story time: A reader of your choice

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 Family and Friends Special Edition Grade 5 – Unit 8: I’d like a melon

Worksheet 1: What’s in the basket?

u c u k b a n a n a
s r a h z f o n a m
d a v k r x o a p c
b g n p e r d b p e
m r x d o u l s l r
e t e a w h e r e e
a x q a w i s c c a
t u f f d n c a q l
s a l a d i c h k e
e w c u c u m b e r
Write the words in the list:

1. _________________________

2. _________________________

3. _________________________

4. _________________________

5. _________________________

6. _________________________

7. _________________________

8. _________________________

9. _________________________

10. ________________________

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 Family and Friends Special Edition Grade 4 – Unit 8: I’d like a melon

Worksheet 2: I’d like an apple

Draw pictures of some food. Use the correct box.

a / an

some

Talk to your partner about their pictures. Say what you would like.
Use a/an or some.

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 Family and Friends Special Edition Grade 5 – Unit 8 

TOEFL Primary Reading  
1 Read the recipe and choose the correct answer. Circle A, B, or C. 
Answers 
1 A 
2 A 
3 C 
2 Read the conversation and answer the questions. Circle A, B, or C. 
Answers 
4 A 
5 B 
6 C 
3 Read the advertisement for The Corner Cafe and answer the questions. Circle A, B, or C. 
Answers 
7 B 
8 B 
9 C 
10 A 

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 Family and Friends Special Edition Grade 5  – Unit 8 

Worksheet: Extra writing 
1 Complete the puzzle. 
 Ask children to look at the pictures around the crossword puzzle and name them with a partner.
 Give them time to complete the crossword. Allow them to discuss and check with the children around them if they
need to.
 Go through the answers with the class.
Answers 
Across 
1 peas 
6 meat 
7 cucumber 
9 lemon 
10 potato 
11 cheese 
Down 
2 salt 
3 cereal 
4 pepper 
5 butter 
6 melon 
8 onion 
2 Read and write  or X. Correct the mistakes. 
 Ask children to look at the sentences and decide which are correct and which are incorrect.
 Allow the children time to correct the sentences individually and check with their partner.
 Go through the answers with the class.
Answers 
1  
2 X an egg 
3  
4 X some cheese 
5 X a cookie 
6  
7 X some rice 
8  X some bread 
What’s your favorite food? Write a sentence and draw. 
 Do an example on the board by writing a sentence about your favorite food and drawing it, e.g., I love eating
(noodles).
 Ask children to write a sentence and draw their favorite food.
 Put children into small groups to read their sentences and show each other their pictures.
 Find out how many children have the same favorite food by saying Stand up if you love eating bananas, etc. Find out
if anyone has a favorite food that no one else has chosen.

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 Family and Friends Special Edition Grade 5  – Unit 8 

Unit 8 test
Testing and evaluation 
There is a test at the end of each unit that covers the core vocabulary and grammar content presented. Each test 
contains vocabulary activities and grammar activities.  

Administering a test 
Testing is an important part of the teaching/learning process. Students can become anxious about tests, so it is 
important to create a calm and supportive environment. Before giving a test, have a quick warm‐up session on the 
language to be covered in the test. Explain the scoring system to the class so that they feel responsible for their own 
learning process. All the Unit tests in American Family and Friends Special Edition Grade 5 have a total of 15 points.  

Grading for Unit tests is as follows: 

14‐15  Excellent 

11‐13  Very good 

7‐10  Good 

4‐6  Satisfactory 

0‐3  Needs further work 

1 Check () the foods you see. Then write the words. 
Answers /4 
1 bread (example) 
2 cereal 
3 melon 
4 lemon 
5 cucumber 
2 Write a, an, or some. 
Answers /7 
1 some (example) 
2 an 
3 a 
4 some 
5 a 
6 some 
7 an 
8 some 
3 Complete. 
Answers /4 
1 ‘d like (example) 
2 Would you 
3 No, thanks 
4 would like 
5 Yes, please 
Total /15 

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