Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

CYLET Flyers Unit 7

Review (continued)
Aims
 Review topics, grammar, and test skills from previous units
Flyers practice
 The Review sections prepare learners for all parts of the Flyers Tests
Materials
 Audio track 38
 Colored pencils
1 Listen to the conversation and look at the pictures. Who does each thing, Bill or his mum? Draw lines. (Track 38)
 Ask the class to look at the pictures and say what they can see. Explain that the people in the pictures are Bill and his
mum. The children need to listen and draw lines to match the items to the correct people, according to who does
each thing, or who is going to do each thing.
 Play the first part of the recording. Stop the recording and point to the sandwiches. Ask Who is going to make them?
(Bill’s mum). Tell students to draw a line from the picture of the sandwiches to the picture of Bill’s mum.
 Play the rest of the recording for the children to listen and draw lines to match the rest of the items to Bill or his
mum.
 Check answers by asking questions to children around the class. Ask Who (washed the football shirt)? and encourage
children to answer Mum (washed the football shirt).
Answers
Bill – medicine, egg and apple, school bag, glasses
Mum – sandwiches, football shirt, letter/envelope, shoes
Transcript 38
Bill Mum … where are my sandwiches?
Mum Oh, I’ll just make them now.
Bill Quickly Mum! We need to go or I’ll be late.
Mum OK, Bill!
Bill You’ve washed my football shirt, haven’t you, Mum?
Mum It’s over there Bill, on the kitchen table. It’s nice and clean!
Bill Oh, thanks, Mum… and have you written a letter to my teacher about my trip to the dentist?
Mum Oh – I forgot about that! I’ll do that now.
Bill Oh and Mum … could you clean my school shoes? They’re really dirty!
Mum I’ve already done them, Bill
Bill Oh, thanks Mum.
Mum Bill … have you taken that medicine for your cough?
Bill Oh – I forgot that.
Mum Well, do it before you go, please! And have you eaten your breakfast?
Bill I had eggs and fruit, Mum.
Mum That’s good … oh yes … And have you made sure you’ve put everything in your school bag?
Bill Yes, Mum.
Mum So you’ve remembered your glasses, haven’t you?
Bill Oh no … thanks Mum.
Mum And Bill …
Bill What Mum?
Mum Hurry up … or we really will be late!
Bill OK, Mum … I’m coming!

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True or false?
 Divide the class into two teams.
 Say true or false sentences about Bill and his mum to children from each team in turn, e.g., Bill took some medicine.
Mum packed Bill’s school bag.
 The children should say Yes if the sentence is true and No if the sentence is false. Ask the children to correct the false
sentences.
 Award one point for each correct answer. The team with the most points wins the game.
2 What have you done today? Write sentences.
 Tell the children to think about the things they have already done today and the things they haven’t done yet.
 Tell the children to complete the sentences in their books about themselves.
 Invite children around the class to read out their sentences.
Answers
Children’s own answers

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

CYLET Flyers Mini-test

Aims
 This section prepares learners for all parts of the Flyers Speaking Test
Warmer
 Ask children around the class questions about themselves, e.g., What’s your name? How do you spell that? How many
brothers and sisters do you have? What’s your favorite animal? Where do you usually go on holiday?
 Divide the children into pairs. Tell the children to make short dialogues asking and answering questions about
themselves, and then invite pairs of children to act out their dialogues in front of the class.
Lead-in
 Ask the class to say what words they can remember for places in a town. Write their suggestions on the board.
 Point to the words on the board and ask questions to children around the class, e.g., What can you do at the
(theatre)?
Flyers tip: Remind learners to speak in English throughout the Speaking Test. Encourage them to speak English as
much as possible in class. Use greetings naturally at the beginning and end of the class. Teach learners how to ask to
go to the bathroom, to ask for a pen, etc.
1 Write about a day out. Then ask and answer with a friend.
 Point to the picture of Holly and Harry and read the example exchange aloud.
 Ask children to work individually to make notes about a day out. They should include the following information: who
went, where they went, when they went, and how they traveled.
 Working in pairs, the children ask and answer questions, following the example, to find out about their friend’s day
out.
 Ask children around the class to talk about their friend’s day out.
2 Find ten more differences. Talk to your friend about the pictures.
 Ask children to look at the pictures and say what things they can see and where the things are.
 Tell the children that there are eleven differences between the two pictures.
 Tell students to look at the example. Ask What’s different?
 Have students work individually to find and circle ten more difference.
 Tell the children that they then need to work in pairs. They should look at the pictures and tell their partner about the
differences.
 Move around the class as the children complete the activity in pairs. Monitor their performance.
 Invite some children to talk about the differences between the two pictures to the class.
Answers
The boy 1) is wearing glasses / 2) isn’t wearing glasses.
A girl is dressed as 1) a policeman / 2) a firewoman.
The box with clothes in it is 1) closed / 2) open.
There’s a toy 1) castle / 2) airport on the floor.
There 1) is a swing in the garden / 2) isn’t a swing in the garden.
There 1) are two flags / 2) is one flag on the wall.
It’s 1) quarter past four / 2) quarter past six.
There’s a 1) drum kit / 2) violin in the room.
There’s a model 1) spider / 2) swan on the desk.
There’s a 1) (teddy) bear on the bookcase / 2) lion on the bookcase.
The rubbish is 1) in the bin / 2) on the floor.
Draw your own differences
 Tell the children to draw items to make five more differences between the pictures.
 The children can then swap books with their partners and find the five new differences. They can write sentences in
their notebooks.
 Invite children around the class to talk about the five new differences in their (or their partner’s) pictures.

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3 Use these words and talk about what you did last weekend and what you’re going to do next weekend.
 Tell the children to look at the words in the box and think about what they did last weekend and what they are going
to do next weekend. Tell the children to talk in pairs.
 Move around the class as the children do the activity. Monitor their performance.
 Invite some children to talk about their weekends in front of the class.
Answers
Children’s own answers

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

Our camping adventure

Words
Topics
 A school camping trip
Functions
 Matching words to items in a picture
Grammar
 Present simple
Vocabulary
 bat, biscuits, bridge, cave, fire, hill, magazine, moon, newspaper, pocket, river, rock, rucksack, swan, stars, tent, torch,
umbrella, wing
British English American English
torch flashlight

Flyers practice
 Vocabulary practice
Warmer
 Play a game to warm up the class and review sports.
 Divide the class into two teams.
 Tell a child from Team A to choose a sport without telling the other team what it is. Children from the other team
take turns asking questions and trying to guess the sport, e.g., Do you play it with a partner? Do you use a stick? How
many people are on each team? The child from Team A can only answer Yes or No.
 Repeat with children from each team in turn and award one point for each correct guess. If you like, you can give
teams a limit of five questions to ask before they make their final guess.
Flyers tip: Learners will need to describe pictures in the Flyers Speaking Test. To help learners practice this, you can
bring in pictures from magazines or the Internet. Tell the children to look at the pictures in pairs or small groups and
list as many words to describe the picture as possible in one (or two) minute(s).
Lead-in
 Tell the children that they are going to think about a camping trip in this lesson. Ask children to suggest things that
you might need/see/do on a camping trip. Write their suggestions on the board.
 Ask the children if they have ever been on a camping trip and if so, what they saw and did on their trip.
 Leave the words on the board for the second optional activity in this lesson.
1 Harry and Holly are on the school camping trip. Find things in the picture and draw lines.
 Point to the picture of the camping trip. Ask children to say as many words for things in the picture as they can.
 Ask children to read the words around the picture aloud and point to the correct items in the picture. Tell the
children to draw lines to match the words to the things in the picture.
 Allow the children time to complete the activity in their books, and then check answers by pointing to items in the
picture and asking the children to say the correct words.

Answers

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What am I writing?
 Slowly write the letters for one of the words in Exercise 1 on the board, pausing after each letter. The children try to
guess the word before you have written the whole word.
 When a child guesses the word correctly, they should spell the rest of the word for you to complete it on the board,
and then find the item in the picture in Exercise 1.
 You can play this as a game in two teams if you like.
What’s missing?
 Tell the children to look at the words in Exercise 1 and the words on the board from the Lead-in activity.
 Ask the children to say which words on the board are not in the picture in Exercise 1. Circle the extra words on the
board.
 Ask the children to draw a picture of a camping trip and include the circled words on the board.
 Invite children to show their pictures to the class and describe their camping trip scenes.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

Speaking & words

Topics
 A camping trip
Functions
 Completing a speaking activity
 Forming words from jumbled letters
 Completing sentences with blanks
Grammar
 Present simple
 Past simple
 shouldn’t
Vocabulary
 alone, bright, dark, frightened, heavy, horrible, large, soft, strange, together
Flyers practice
 Reading & Writing Parts 1, 4, 5, 6, & 7
 Speaking practice
Warmer
 Play a game of Hangman to warm up the class and review the words from page 136.
 Divide the class into two teams. Draw a line for each letter in your chosen word on the board.
 Invite children from each team in turn to guess one of the missing letters. If the team correctly guesses a missing
letter, write the letter on the correct line(s) on the board. If the team guesses a letter which is not in the word, draw
the first part of a simple picture (a flower with five petals, a stem and two leaves / a house with three windows, a
door and a chimney).
 If a team guesses the word before you have completed the picture, award them one point. If not, continue the game
with another word.
Lead-in
 Divide the class into two teams. Tell the children to look at the picture on page 136 for one minute and then close
their books.
 Ask questions to children from each team in turn about what there is in the picture. Use the words from page 134
and other words from previous units. Ask Is there a ring in the picture? Are there any pockets in the picture?
 The children try to answer from memory. Encourage them to give short answers (Yes there is/are. / No, there isn’t/
aren’t.) Award one point for each correct answer.
1 Look at the pictures and the letters. Write the words that describe the people or things.
 Point to the picture in item 1 and ask the children to think of an adjective that describes the picture. Prompt the
children by saying Harry isn’t alone. Harry and Holly are… (together).
 Show the children the jumbled letters next to the picture and ask them to call out the letters in the correct order to
spell the word together. Show the class the example.
 Move around the class as the children complete the activity. Help if necessary.
 Invite children around the class to read and spell the word aloud for each item.
Answers
1 together
2 heavy
3 bright
4 alone
5 soft

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6 large
7 dark
8 strange
9 frightened
10 horrible
Flyers tip: Make sure learners are confident about using a variety of adjectives. This will help them to describe the
pictures and tell the story in Part 3 of the Flyers Speaking Test.
2 Write the words from Exercise 1 in these sentences.
 Show the children the sentences with blanks and explain that they need to use the words from Exercise 1 to complete
the sentences.
 Move around the class as the children complete the activity. Help if necessary.
 Invite children around the class to read the completed sentences aloud.
Answers
1 bright
2 large
3 strange
4 together
5 soft
6 heavy
7 alone
8 frightened
9 horrible
10 dark

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CYLET Flyers Reading & writing

Topics
 A camping trip
Functions
 Completing a text with blanks
 Matching sentences to pictures
Grammar
 Past simple and past continuous
Vocabulary
 cave, decide, magazine, newspaper, path, pocket, rock, stars, whisper, whistle, woods
Flyers practice
 Reading & Writing Parts 4, 5, 6, & 7
Warmer
 Divide the class into two teams. Write Team A on one side of the board and Team B on the other side of the board.
 Ask children from each team in turn to say a word connected to a camping trip. Write the words they say under the
name of their team.
 Award one point for each word. If a child can’t think of a word, play can pass to the other team for a bonus point.
Lead-in
 Ask children to look at Exercises 1 & 2 on page 137 again.
 Ask children around the class to tell you an adjective which could describe a
cave/backpack/star/bird/tree/forest/bat/rabbit/soccer ball, etc.
 You can play this as a game in two teams if you like, awarding one point for each logical answer.
Flyers tip: In Parts 4, 5, 6, & 7 of the Flyers Reading & Writing Test, learners will need to think about what tense each
sentence is in to help them choose the correct answer for the blanks. Make sure the children are confident about
recognizing tenses in sentences and texts.
1 This is the story of the start of Holly and Harry’s adventure. Write the missing words.
 Tell the children that Holly is telling the story of her adventure with Harry on the camping trip.
 Show the class the blanks in the text and explain that they need to choose the best word from the box to complete
each blank.
 Explain that the children will need to read the information around each blank and think about what they have already
learned about Holly and Harry’s adventure in order to complete the text.
 Ask a child to read the words in the box aloud. Ask the children what parts of speech the words in the box are (verbs)
and what tense they are in (past simple). Ask children to say which verbs are regular and which are irregular.
 Allow the children time to complete the activity in their books. Move around the classroom as the children work and
help if necessary.
 Invite children around the class to read sentences from the completed text aloud.
Answers
1 whispered
2 put
3 walked
4 hurt
5 arrived
6 decided
2 Match the sentences with the pictures.

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 Ask children to look at the pictures and say who and what they can see, where the people are, and what the people
are doing in each picture.
 Tell the children to read the sentences. Ask the children to say what tense is used in the sentences (past continuous).
 Point to the picture of the grammar character and read the speech bubble aloud. Explain that we use the past
continuous to describe what was happening at a time in the past.
 Tell the children to read the sentences and match them to the pictures.
 Move around the classroom as the children complete the activity and help if necessary.
 Invite children around the class to read the sentences aloud and say the numbers for the correct pictures.
Answers
a1b3c6d2e4f5
Which picture?
 Tell the children to cover the text in Exercise 2.
 Invite a child to describe one of the pictures for the rest of the class to guess.
 The first child to guess the number of the picture correctly can take a turn to describe another picture to the class.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

CYLET Flyers Listening & writing

Topics
 A camping trip
Functions
 Completing a text with missing sentences
 Listening and completing a text with missing words
Grammar
 Past simple
 Past continuous
 Present simple
 Present perfect
Vocabulary
 camp fire, cave, heavy, hill, kilometre, missing, path, pocket, rock, rucksack, torch, whisper
Flyers practice
 Listening Part 2
 Reading and writing practice
Materials
 Audio track 39
Warmer
 Tell the children to write a list of ten things which they would take on a camping trip with them.
 The children should then ask and answer in pairs to find out what their partner is taking and make another list of the
things which their partner is taking on the trip.
 Invite children around the class to tell you what things they and their partner are both taking and what things their
partner is taking that they are not taking.
Lead-in
 Ask children around the class to tell you what they can remember about Holly and Harry’s camping adventure.
 Ask Where did they go? What did they see? What happened? What did they do? How did they feel? and encourage
children to respond with complete sentences. The children can look back at pages 136 – 138 if they like.
1 Holly is writing about the adventure she had with Harry. Put the missing sentences from page 138 in her story.
 Ask children to look at the text with blanks. Explain that there are six sentences missing from the dialogue. The
children need to read the dialogue and choose the best sentence from Exercise 2 on page 138 to complete each
blank.
 Ask children to read the first paragraph with the example aloud, and then allow the children time to complete the
text in their books.
 Move around the class as the children work and help if necessary.
 Invite children to read sentences from the completed text aloud.
 Ask children what they think about the story. Were Holly and Harry brave, or were they silly?
Answers
1a2f3e4c5b6d
2 The head teacher is phoning Mrs Brown, who is writing down some information for her husband. Listen and write the
missing words. (Track 39)
 Show the children the text with blanks. Tell the children that this note was written by Holly and Harry’s mum after
she spoke to the head teacher about Holly and Harry’s adventure.

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 Explain that the children need to listen and complete the text with the missing words.
 Play the recording twice for the children to complete the activity.
 Check answers by inviting children around the class to read sentences from the completed text aloud.
Answers
1 two
2 hospital
3 toe
4 finger
5 Swan
6 White
7 pizza
Transcript 39
Head teacher Good morning. Could I speak to Mrs Brown, please?
Mrs Brown Speaking.
Head teacher Oh, now Mrs Brown, I don’t mean to worry you but it’s about Holly and Harry.
Mrs Brown What about Holly and Harry?
Head teacher Well, I’m afraid there was a bit of a problem on the camping trip.
Mrs Brown Really? What’s happened?
Head teacher Now, there’s nothing for you to worry about, but Holly and Harry were missing on Sunday night. The
teachers and the children were very worried about them.
Mrs Brown What do you mean, missing?
Head teacher Well, they decided to have an adventure. That’s what Harry said anyway. They went to visit a cave not too
far from where we were camping.
Mrs Brown How far?
Head teacher Er … two kilometres.
Mrs Brown Two kilometres?
Head teacher Er, yes, that’s right.
Mrs Brown And when did you find them?
Head teacher Early this morning, but they’re fine, don’t worry.
Mrs Brown So they spent all night outside in the dark … alone?
Head teacher Well yes, but they found a nice dry cave and they were sleeping there quite happily when we found them.
Mrs Brown They were sleeping in a cave? All night? My children?
Head teacher Er … yes. But they are all right you know. They’re warm and …
Mrs Brown So where are they now?
Head teacher Well, they’re at the hospital in town.
Mrs Brown At the hospital?
Head teacher Yes … but the doctors are looking after them. Harry’s broken his toe.
Mrs Brown He’s done what?
Head teacher Er … he’s broken his toe I’m afraid … he fell over and there was a rock, you see and …
Mrs Brown And what about Holly?
Head teacher Well, she’s hurt her finger.
Mrs Brown And how did she hurt her finger?
Head teacher They made a fire to keep warm in the night and she burned it a little.
Mrs Brown Oh dear! I’m coming right now.
Head teacher Er … Mrs Brown. Do you know where the hospital is?
Mrs Brown Of course I do.
Head teacher Well, the visiting hours are between six o’clock and half past eight, so you can see the children this evening.
Mrs Brown Never mind that! They’re my children. I’m coming to see them now!
Head teacher Well, I’m sure that will be all right. Er … when you get to the hospital, go to the desk and ask for the Swan
room. That’s where they are. You need to talk to the nurse there, Nurse White that’s her name. There are other children
with them. They’re having a good time so please don’t worry.
Mrs Brown Have they eaten anything?
Head teacher Sorry?
Mrs Brown Have the children eaten anything?

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Head teacher Oh yes … they had pizza and chips for lunch. But Mrs Brown … I don’t know why Holly and Harry thought
it was all right to leave their teachers, but I hope it won’t happen again.
Mrs Brown Don’t worry Mr Pepper. It won’t ever happen again! Holly and Harry are staying at home in future! No
more school trips for them!
Head teacher Oh now Mrs Brown … please don’t be too …

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

CYLET Flyers Words

Topics
 Vocabulary and spelling focus
Functions
 Completing a crossword with picture clues
Vocabulary
 cave, dark, fire , frightened, heavy, key, path, pocket, torch, star, wing
Flyers practice
 Vocabulary and spelling practice
Warmer
 Play a game to warm up the class and review the vocabulary learned so far.
 Write the headings Food, School subjects, Jobs, Sports, and Adjectives on the board.
 Say words for each heading to children from each team in turn. The children come to the board and write the words
under the correct headings. Award one point for each correctly placed and spelled word.
 Alternatively, you can invite children from each team in turn to think of their own words to write under one of the
headings on the board.
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 Look at the pictures in the first grid. Write the first letter of each word in the second grid to complete the crossword.
 Ask children to look at the pictures in the first grid and say the correct word for each picture. Ask the children to say
what letter each word begins with.
 Show the class how the example word has been written in the second grid, and then allow the children time to
complete the second grid in their books.
 Move around the classroom as the children work and help if necessary.
 Call out numbers from the grid. Invite children to respond with the correct word and then spell it.
Answers
1 star
2 wing
3 cave
4 dark
5 frightened
6 fire
7 torch
8 key
9 pocket
10 path
11 heavy
Secret messages
 Tell the children to make a secret message for their partner. The children should draw small pictures like the ones in
Exercise 1, with the first letter of each illustrated word representing a letter in their secret message.
 Alternatively, you can make a number code on the board, assigning a number for each letter of the alphabet. The
children can use the code on the board to write their secret messages.
 The children can then swap messages with a partner and try to decipher each other’s secret messages.

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 Invite children to read their partners’ secret message to the class.

Guess the word
 Divide the class into two teams.
 Ask children from each team in turn to choose a word from the unit. The children should say a definition for the
word.
 Children from the other team try to guess the word.
 If the children on the other team guess correctly, they win a point. If they don’t guess correctly, the first team wins a
point.
Pictionary
 Divide the class into two teams.
 Invite a child from Team A to come to the board and draw a picture to represent a word from the unit. The rest of
Team A try to guess what the word is as quickly as possible. If you like, you can set a time limit for the team to guess
the word. If the team fails to guess the word in the time limit, Team B can try to guess the word.
 Repeat with children from each team in turn and award one point for each correctly guessed word.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

Extended reading: Holly’s diary

Topics
 A diary entry
Functions
 Reading and ordering events, completing a text with blanks
Grammar
 Review of structures presented so far
Vocabulary
 alone, biscuits, burn, cave, dark, decide, fire, horrible, pocket, strange, together, torch

Flyers practice
 Reading and Writing Parts 4, 6, & 7
Warmer
 Ask the class to think about what they have learned in this unit.
 Ask children around the class to say what words they have learned and what happened on Holly and Harry’s camping
trip.
Lead-in
 Ask the children to suggest what happened to Holly and Harry when they were in the cave. Ask the children to
suggest what Holly and Harry saw in the cave, what they heard, what they did, and how they felt.
 Write the children’s suggestions on the board.
1 Read Holly’s diary. Order the pictures.
 Ask children to look at the pictures and say what they can see.
 Tell the children that the pictures all show events from Holly and Harry’s camping adventure. Explain that they need
to read Holly’s diary entry, look at the pictures, and number them in the correct order.
 Allow the children time to complete the activity in their books.
 Ask the children to point to the pictures in the correct order. Encourage them to make sentences about Holly and
Harry’s adventure, such as First, Holly and Harry saw lots of paintings on the walls of the cave. Then everything went
dark and they couldn’t see. Next, a big storm started. After that, they ate some biscuits and chocolate.
Answers
4, 3, 1, 2
Picture story
 Tell the children to cover the diary text and talk about Holly and Harry’s adventure using the pictures to guide them.
You can ask the children to talk about one picture each, or you can encourage children to tell as much of the story as
they can before another child takes over the narration.
2 Write the missing words.
 Show the class the blanks in the text and explain that they need to choose the best words from the box to complete
the blanks. They will need to use all of the words.
 Remind the class to think about what kind of word fits each blank and to think about the meaning of the sentence.
 Go over the example with the class.
 Allow the children time to complete the activity in their books. Move around the classroom as the children work and
help if necessary.
 Invite children around the class to read sentences from the completed text aloud.
Answers

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1 were living
2 was walking
3 wasn’t working
4 was raining
5 was crying
6 were shouting
Team quiz
 Ask the children to write five questions about Holly’s diary entry, e.g., What did they see on the cave walls? What was
walking up Holly’s arm? How did Holly hurt her finger?
 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 diary entry and answer or try to answer from memory.
 Award one point for each correct answer. The team with the most points wins.
My adventure
 Ask the children to think about an interesting/exciting/scary thing which happened to them recently and to tell the
class about it.
 The children can write a short diary entry about their adventure, using the diary entry in Exercise 1 as a model.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

CYLET Flyers Mini-test

Reading & Writing, Part 3
Lead-in
 Prompt the children to think about questions, statements and responses by inviting pairs or groups of learners to act
out stories from the Student’s Book units so far.
 Encourage the children to act without their books and ask other learners to call out prompts if they forget their lines.
Flyers tip: In Part 3 of the Flyers Reading & Writing Mini-test, remind the children to read all the options before
choosing the most appropriate answer.
Vicky is talking to her friend, Mary. What does Mary say? Read the conversation and choose the best answer. Write the
letter (A–H) for each answer. You do not need to use all the letters.
 Tell the children to look at the picture and say who/what they can see, where the people are, and what they are
doing.
 Explain to the class that Vicky is talking to her friend, Mary, and that they need to complete the conversation using
options from the box.
 Show the class the example. Tell the class to look at the options in the box and say why B is the best answer.
 Tell the children to read the rest of the conversation and choose the best responses.
 Allow the children time to complete the test in their books.
 Check answers by reading Vicky’s lines aloud and asking children around the class to read the correct responses.
Answers
1F2H3D4E5A
Whose line is it?
 Write the responses from the box on page 142 on strips of paper and hand them to children around the class.
 Read Vicky’s lines from the conversation aloud, one at a time. The child with the correct response should read his/her
line aloud.
 Shuffle the lines and hand them out to different children to repeat the activity.

Listening, Part 5
Lead-in
 Review colors. Tell the children to take out their colored pencils. Say Show me (orange). The children hold up the
correct colors.
Flyers tip: In Flyers Listening Part 5 of the Mini-test, tell learners that they can put a dot of color on the items to be
colored during the first playing of the recording, and then color the items properly once they have listened for a
second time and checked their answers.
Listen and colour and write and draw. (Track 40)
 Ask children to look at the picture and say what they can see, where the objects are, and what the people in the
picture are doing, wearing, or holding.
 Focus attention on the plate on the table that is closest to the man. Play the first part of the recording while the
children look at the picture in their books and listen. Ask What color is the plate by the man? (yellow). Give students
time to color the plate orange.
 Play the rest of the recording. 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.
 Remind learners that it is important in a test for them to be able to listen carefully and to color the correct part of the
object if necessary. For example, in this Mini-test, they have to color a bird’s wings, not the whole bird. As the color is
not specified here, you can prompt the students to use a color that they are less familiar with, or let them choose
which color to use – the important thing at this stage is to identify the wings.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask What color is the man’s plate?
Answers

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

1 The plate near the man is orange.

2 The bowl between the bottle and the spoon is pink.
3 The unfinished dinosaur has a tail.
4 The word “wild” is written above the word “animals” on the wall.
5 The bird in the entrance to the cave has colored wings.
6 The larger bat on the roof of the cave has got an orange body.
Transcript 40
Presenter Listen and look at the picture. Listen and colour and write and draw.
1 Boy That’s a really nice picture. Do you think the family lives in that cave?
Woman Yes, I think so. Would you like to colour the picture for me?
Boy Oh, yes please! Look! That man’s waiting for his dinner! His plate’s empty.
Woman Yes. Colour his plate yellow.
Boy OK, I’m doing that now.
Woman That’s very good!
2 Boy That’s his wife there, the woman who’s cooking the meat. And that’s their baby. The baby’s got a very strange toy!
Woman Yes – can you see the bowls?
Boy The baby’s got a bowl.
Woman Yes, but not that bowl.
Boy Do you mean the bowls on the shelf? Shall I colour them?
Woman Well, can you colour the one between the bottle and the spoon? Colour it pink, please.
Boy OK then.
3 Boy Look at that girl there. She’s painting pictures on the wall of the cave. They’re very good.
Woman Yes, I think they’re dinosaurs.
Boy But they’re extinct, aren’t they? Do you think she’s seen one?
Woman Well, I don’t know.
Boy And look at that one there. It hasn’t got a tail!
Woman No, she hasn’t finished that dinosaur yet. Do you want to draw a tail on it?
Boy OK then.
Woman That’s very good!
4 Boy Look, the girl’s written ‘animals’ on the wall.
Woman: Oh, yes… can you write something above that word for me, please?
Boy OK, I’ll try.
Woman Write the word ‘wild’ for me.
Boy OK – I can do that!
Woman Great!
5 Boy Now can I colour something please?
Woman OK then. What do you want to colour?
Boy Well, those birds are very unusual.
Woman Yes, they’re really strange, aren’t they? Can you see the bird in the entrance to the cave?
Boy Yes, shall I colour that one?
Woman Well, colour its wings.
Boy Right, I’m doing that now!
6 Woman Now just one more thing? Can you see the bats?
Boy Yes – they’re on the roof of the cave. They look very strange, don’t they?
Woman Yes, they do. Can you see the larger bat?
Boy Oh yes, shall I colour its body?
Woman Yes, that’s a good idea.
Boy Shall I colour it orange?
Woman Oh! OK then.
Boy It’s an excellent picture now, I think!
Woman Yes, it is! Well done!
Visual memory
 Play a memory game. Tell the children to look at the picture in the Listening Mini-test for one minute and try to

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

remember the picture.

 The children close their books. Ask questions about the picture, e.g., What colour is the larger bat’s body? / Where is
the pink bowl? 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.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

Grammar: We have to hurry!

Aims
 To use have to and imperatives in the context of giving and following directions
 To use why and because to express reasons
Language
 have to for expressing a necessary action
 Imperative sentences to give instructions
 why to ask about reasons
 because to explain reasons
 Directions: turn left/right, go left right, go back to, go over the bridge/railways line, at the traffic lights, go straight
(for 200 metres), at the roundabout, it’s by…, it’s another ___ metres
British English American English
city centre downtown
petrol station gas station
railway line railroad track
roundabout traffic circle

Warmer
 Play a game to review left and right and energize the class at the start of the lesson.
 Ask children to stand by their desks.
 Give a series of instructions using right and left, e.g., wave your left hand, touch your right ear, raise your right arm,
tap your left foot.
 Children listen and follow the instructions.
 Get faster and faster, repeating the instructions in a different order until children can’t keep up with you.
Lead-in
 Establish a series of gestures to represent the phrases for giving directions, e.g., turn left – turn your body left, turn
right – turn your body right, go over the bridge – make a motion like going over a bridge with your arm, at the traffic
lights – open and close your hands three times, go straight – push your hand away from your body with your fingers
straight, at the roundabout – make a circular motion with your hand. Draw pictures to clarify any vocabulary that
children are not confident with.
 Once children are comfortable with the gestures, continue saying them in a random order for children to do the
gestures without you modeling.
 Make the gestures without saying anything, and have children give you the correct phrase for each gesture.
Have to and the imperative
 Ask children to look at the picture story, read the speech bubble, and say where the children are going (the Science
Museum). Ask them to look at the map in the picture again and say how to get to the science museum (go straight
on/go straight).
 Ask children to read the explanation box. To check understanding, ask children to look at the picture story again. Say
You have to turn right at the traffic light for the hospital. Ask children if this is true or false (false). Then say You have
to turn left at the traffic light for the hospital. Ask children if this is true or false (true). Then ask children to tell the
person sitting next to them how to get to the city centre (You have to turn right at the traffic light.) Nominate a
member of the class to tell you.
Household chores in my home and yours
 Ask children to think of some common household chores, e.g., doing the washing up, going shopping, sweeping the
floor. Write their suggestions on the board.
 Ask a few children what household chores they have to do at home.
 Divide the class into pairs. Children tell their partners what they have to do at home.
1 Look at the list of jobs. Write sentences with the correct form of have to.
 Ask children to look at the list of jobs. Ask where the children have to do these jobs (at home).

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

 Draw a chart with two columns on the board. Write have to at the top of one column and has to at the top of the
other.
 Call out the subjects from Exercise 1, one by one (Jamie, Bob and Paul, etc). Ask children to tell you whether you use
have to or has to with each subject. Write the subjects in the correct column on the board.
 Draw children’s attention to Exercise 1 and look at the example with them. Check that they understand what they
must do.
 Children complete the exercise individually. Help if necessary.
 Say the sentences in random order, but give each sentence with the wrong subject, e.g., Amy has to was the car.
Nominate different children to correct the sentences.
Answers
1 Jamie has to help Dad in the garden.
2 Bob and Paul have to wash the car.
3 Amy has to make lunch.
4 You and I have to go shopping.
5 I have to do my homework.
6 You have to clean the kitchen.
2 Complete the conversation. Use have to and the verbs in brackets.
 Ask children to read the conversation and use the gestures you established earlier to follow the instructions.
 Look at the example with the class. Ask children what they have to do for each blank (write have to and add the verb
in brackets).
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children check their answers with their partners.
Answers
1 have to go
2 have to turn
3 have to turn
4 have to go
5 have to go
3 Look at the map. Give directions from the school to the Science Museum. Use have to and the words from the box.
 Read the rubric with the children. Ask them to point to the school on the map and check they are pointing to the
same place as others around them (the school is the building in the bottom right corner). Divide the class into pairs
and ask them to talk together about how to get from the school to the science museum (the science museum is the
building in the top left corner).
 Look at the example with the class. Show them go straight on crossed out in the phrase box and the phrase used with
have to on the line.
 Tell children to read the sentences, look at the map, and match the phrases in the box to the blanks. Elicit that phrase
for the second blank (turn right) to check understanding.
 Children complete the exercise individually. Help if necessary.
 Read the completed text aloud for children to check their answers.
Answers
1 have to go straight on
2 have to turn right
3 have to go over
4 have to go straight on
5 have to turn left
Can you remember the way?
 Divide the class into pairs. One child in each pairs closes his/her book.
 The child describes the route from the school to the Science Museum. The other child listens and tells them whether
they have gotten each instruction right or wrong.
 Children then swap roles.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

4 Look at Exercise 3. Write about the journey in the past. Use I had to.
 Ask children to read the rubric and look at the example. To check understanding, elicit the second sentence (Then, I
had to turn right at the bank.)
 Children complete the exercise individually. Help if necessary.
 Nominate different children to read their answers aloud for children to check their answers.
Answers
1 I had to go straight on
2 I had to turn right at the bank
3 I had to go over the bridge
4 I had to go straight on at the traffic lights
5 I had to turn left at the roundabout
5 Change the instructions into the imperative.
 Look at the example with the class and elicit the difference between the two sentences (the second one does not
have the words “You have to”). Tell children this will be the same for the whole exercise.
 Elicit the second answer (Turn left at the roundabout) to check understanding.
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children check their answers with their partners.
Answers
1 Go straight on.
2 Turn left at the roundabout.
3 Go back to the city centre.
4 Turn right at the traffic lights.
5 Go over the railway line.
6 Go straight on at the roundabout.
My journey to school
 Divide the class into pairs. Tell children to describe their journey to school to their partner.
 While one child talks about his/her journey, the other does the gestures you established earlier in the lesson.
 Monitor and help if necessary.
Why and because
 Ask children to read the picture story. Ask How is Charlie feeling? (worried) What is he worrying about? (the museum
closing at three o’clock)
 Ask children to read the explanation box. To check understanding, ask the class Why is Charlie worried about the
museum closing at three o’clock? Encourage children to look at the picture for the answer (Because it’s quarter past
two now.)
6 Match 1–8 with a–h.
 Look at the example with the class. Ask them to underline key words in the question (you, waiting, here) and in the
answer (meet, Alice, here).
 Look at the second question with the class. Ask them which key words to underlines (tired, today). Tell them to read
all the answers and find an answer that gives an explanation (h). Tell children to write h on the blank next to the
second question.
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children take turns saying the questions and the answers, in order to check their own
answers.
Answers
1f
2h
3g
4a
5b

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

6c
7e
8d
7 Write the words in the correct order to make questions.
 Write why / hungry / are / you on the board. Elicit the correct question (Why are you hungry?) and write this on the
board as well. Show children that this is the example for Exercise 7.
 Children complete the exercise individually. Help if necessary.
 Nominate different children to read their answers aloud to the class.
Answers
1 Why are you hungry?
2 Why is England so green?
3 Why do you drive so fast?
4 Why is Harriet crying?
5 Why did we get lost?
6 Why does Frank score lots of goals?
7 Why do you and Jason enjoy camping?
8 Why did Penny and Tina arrive late at the concert? / Why did Penny and Tina arrive at the concert late?
9 Why is Cara always tired?
8 Look at Exercise 7. Write answers. Use Because, a pronoun and the words from the box.
 Divide the class into small groups. In their groups, children look at each question in Exercise 7 and come up with
several possible answers to the question.
 Ask children to look at the phrases in the phrase box for Exercise 8 and match them to the questions in Exercise 7.
 Look at the example with the class. Ask why I is used in the answer (because it says “you” in the question). Highlight
the use of tense.
 Look at the second question with the class. Elicit which phrase will be in the answer (it rain a lot there). Elicit the full
sentence (Because it rains a lot there.) Write it on the board for children to copy down. Highlight the use of tense and
point out that it’s different from number 1.
 Children complete the exercise individually. Help if necessary.
 Ask the questions from Exercise 7 in a random order. Nominate different children to give the answers. You may wish
to focus on any answers that a number of children appear to have written inaccurately, in order to explain it to them.
Answers
1 Because I didn’t eat breakfast.
2 Because it rains a lot there.
3 Because I’m in a hurry.
4 Because she’s sad.
5 Because we went the wrong way.
6 Because he’s a good player.
7 Because we like being outside.
8 Because they didn’t leave home on time.
9 Because she goes to bed late.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

TOEFL Primary Listening

1 Listen. Read and look at the pictures. Circle A, B, or C. (Track 41)
Answers
1C
2A
3A
Transcript 41
Look at the pictures in the example. Listen.
Girl: When you come to my house, you come by train to the station, right? It’s not far from the station to my house.
B is circled because this is a picture of a house. The girl is talking about how to get from the station to her house. Now
look at the pictures for questions 1, 2 and 3. Listen and circle A, B or C for these three questions.

Girl: When you come to my house, you come by train to the station, don’t you? It’s not far from the station to my house.
Let me show you on the map. From the station, go straight. Go over the big bridge. You have to be careful on the bridge,
because there are lots of cars. After the bridge, turn left at the traffic lights. My house is in front of the school. That’s why
I’m never late for school!
2 Listen. Which sentence is correct? Circle A, B, or C. (Track 42)
Answers
4A
5C
6C
Transcript 42
Look at the three sentences in the example. Listen.
Woman: Everyone, please put your homework on my desk at the end of the lesson today.
B is circled because the teacher asks the students to put their homework on her desk. Now read the sentences in
questions 4, 5 and 6. Listen and circle the best sentence for the conversation.

Woman: Everyone, please put your homework on my desk at the end of the lesson today.
Question 4.
Woman: Yes, Duy?
Boy: I don’t have my homework, Miss Nhung.
Woman: Why don’t you have it?
Boy: Because I didn't do it. I was sick yesterday.
Woman: I see. Please give it to me tomorrow.
Boy: Yes, Miss Nhung.
Question 5.
Woman: Yes, Linh? Why didn’t you do your homework?
Girl: I did my homework, Miss Nhung. But I forgot to put it in my bag.
Question 6.
Woman: Why?
Girl: Er, because I got up late. I forgot to turn on my alarm. My mom couldn’t take me to school so I had to
walk. When I arrived at school, I couldn’t find my homework in my bag. I’m sorry.
Woman: OK. Please give it to me tomorrow. And don’t forget it next time!
3 Listen and answer the questions. Circle A, B, or C. (Track 43)
Answers
7A
8C
9B
10 A

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

Transcript 43
Look at the question in the example. Listen.

Don’t miss our school show! This year, the students in Class 5 are doing a shadow puppet show.

C is circled because the girl says they are doing a shadow puppet show. Now read questions 7, 8, 9 and 10. Listen and
circle the correct answers for questions 7, 8, 9 and 10.

Don’t miss our school play! This year, the students in Class 5 are doing a shadow puppet show. We will act out a story
about a dragon and a farmer behind a screen. Ly plays the dragon puppet and Phong is the farmer. The children in our
class also play different characters and help with music and lights. Some of the children helped our teacher to make the
puppets.
The stage is at the big sports hall in our school. Go straight from the school gate for about three minutes and you will see
it. The show is on Saturday and again on Sunday from six to eight PM. You must arrive before six o’clock to find your seat.
Please don’t be late!
For tickets, please call Mr. Son. We can give you a map so you can find our school. See you there!

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

Worksheet: Language practice

1 Read. Where is she? She’s
 Divide the class into pairs. Ask them to look at the map and say what they can see.
 Ask children to point to the starting point on the map and check where they are pointing with others around them.
Monitor and check.
 Tell children to work with their partner to read and follow the girl’s directions.
 Children complete the exercise in pairs. Help if necessary.
 Call out some places on the map, e.g., the gas station, the library, the shopping mall. Ask children to raise their hands
if they think the girl is at these places. If a number of children have the answer wrong, allow more time, before asking
them to raise their hands again.
Answer
She is at the museum.
Where am I?
 Ask children to pick a different location on the map. Tell them that they are going to tell their partner where they are,
using the text in Exercise 1 as a model, starting at the same point.
 Allow children time to prepare.
 Divide the class into pairs. Children describe the route to their location. Their partner follows and says where they
are. They then swap roles.
2 Match. Complete the answers with Because.
 Divide the class into small groups. In their groups, children look at each question in Exercise 2 and come up with
several possible answers to the question.
 Ask children to look at the phrases in the right-hand column and match them to the questions.
 Look at the example with the class. Check that they understand what they have to do.
 Look at the second question with the class. Elicit which phrase will be in the answer (we were late). Elicit the
complete answer (Because we were late.) Write it on the board for children to copy down.
 Children complete the exercise individually. Help if necessary.
 Ask the questions in a random order. Nominate different children to give the answers.
Answers
1 e, Because we got lost.
2 a, Because we were late.
3 b, Because we had to buy food.
4 f, Because we have to wait at a red traffic light.
5 c, Because we have to be quiet in the library.
6 d, Because she can’t find her keys.
Write directions to the library.
 Ask children to find the library on the map. Tell them that they need to write instructions telling someone how to get
to the library from the starting point. Remind them that they can use the text in Exercise 1 to help them.
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children follow their partners’ instructions and check that they end at the library.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 7

Unit 7 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 turn right
2 traffic lights
3 go straight
4 map
5 turn left
6 go back
2 Complete the sentences.
Answers __/6
1 had to
2 has to
3 had to
4 have to
5 has to
6 have to
7 had to
3 Match the questions and answers.
Answers __/4
1b
2e
3d
4a
5c

Total __/15

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