Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Lesson One Words

Objectives
 To identify different adjectives to describe people
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: young, handsome, pretty, short, tall, shy, friendly
 Extra vocabulary: still (adv), baby, different, (not) at all
Resources and materials
 Student Book p. 86
 Workbook p. 80
 Audio Tracks 101, 107–108
 Transportation Flashcards 126–132
 Adjectives to describe people Flashcards 138–144
 Photographs of you and several family members of the same sex as children
 Worksheet 1: Describing adjectives (one copy for each child)

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Play Musical cards with the Transportation Flashcards from Unit 11 to energize the children at the start of the lesson.
 Play the song Our town has a history (Track 101) from p. 82 or your own music as children pass the cards around the
room.
 Hand the flashcards out to different children around the class. They pass the cards to children next to them around
the class while the music is playing.
 Stop the music suddenly. Ask the children who are holding cards What’s this? (or another appropriate question) to
elicit the words.
 Play the music and continue in this way.
Lead-in
 Tell children they are going to look at some words to describe people.
 Use Flashcards 138–144 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.
 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.
 Play the first part of the recording (Track 107) 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 again for children to listen and point and then repeat the words in chorus.
Transcript (Track 107)
Listen and point.
young, handsome, pretty, short, tall, shy, friendly
shy, short, friendly, tall, handsome, young, pretty
Listen and repeat.
young, handsome, pretty, short, tall, shy, friendly
Worksheet 1: Describing adjectives

© Oxford University Press 2016 1

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

 Ask the children to close their books and give out copies of the worksheet.
 Ask them to try to remember the missing letters from the words in the previous activity. Tell them they can check
with a partner but to try not to look back in their book.
 When they have filled in the letters, ask them to try to complete the sentences below.
 Let the children check their answers in pairs and then feedback with the class.
Answers
friendly, tall, short, young, handsome, shy, pretty

1 friendly
2 shy
3 tall
4 pretty, handsome
5 young
6 short

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 are the
people on the sofa? (left to right: Dad, Grandma, and Grandpa) What are the children looking at? What is Dad doing?
Who do you think the baby in the photo is?
 Encourage predictions about the story.
 Play the recording (Track 108) for children to listen and follow the words of the story in their books.
 Ask comprehension questions, e.g., What does Grandpa say about Grandma? What color was Grandpa’s hair when he
was young? What color is it now? Was Max different when he was a baby?
 Play the recording a second time for children to read and follow again.
 Ask children to find the words from Exercise 1 that appear in the story (young, handsome, pretty).
Family photos
 Pass around child photographs of yourself and a couple of other family members (male if you are male and female if
you are female), or put them on the board and invite the children to come and look in groups.
 Ask children to guess which photograph is yours.
 Ask children why they think that, giving help where necessary. Ask What color was my hair then? Was it long or short
then? Am I the same now? Am I different now?

Consolidation
Say the number.
 Put the Adjectives to describe people Flashcards on the board and write a number next to each one.
 Call out a number and ask children to say the word. Alternatively, say the word and ask children to call out the
number.
 Repeat several times until children are sure of the words.
 Turn two cards over so that they are face down, and repeat.
 Gradually turn all of the cards over until children remember the position of all the cards and are doing the whole
activity from memory.
 Lift up the cards each time to show children if they remembered correctly.
Jump
 Ask children to stand at their desks.
 Hold up an Adjectives to describe people Flashcard from the vocabulary set and say a word.
 If the word is the same as the flashcard, they jump. If it isn’t, they don’t move.
 Alternatively, ask children to put their hands up if the word you say and the flashcard are the same.
Exercises: Workbook p. 80
Story time: A reader of your choice

© Oxford University Press 2016 2

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Lesson Two Grammar

Objectives
 To identify affirmative and negative simple past forms of be
 To identify and use the affirmative and negative simple past forms of have
 To act out a story
Language
 Vocabulary: He was handsome then. I wasn’t tall when I was five. We were happy when you were young. You weren’t
shy when you were six. He had a book when he was a baby. You didn’t have white hair when you were young.
 Extra vocabulary: pizza, picnic
Resources and materials
 Student Book pp. 86–87
 Workbook p. 81
 Audio Tracks 108–109
 Adjectives to describe people Flashcards 138–144
 Worksheet 2: Write about the picture (one copy for groups of three to four students)
Culture note: Weekends in the U.S.A.
The weekend in the U.S.A. is from Saturday to Sunday, but many people work on Saturdays, and all the stores are
open. Sundays are family days, and many smaller shops are closed. Eating with family and friends on Sunday is a
great tradition in the U.S.A.

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Play Teacher can’t remember to review the words from Lesson 1 and energize the class at the start of the lesson.
 Tell children you can’t remember some of the words from the Adjectives to describe people set so you want them to
help you.
 Tell children you are going to show them some flashcards and say some words.
 If the word is correct, children do an agreed action, such as tapping their desks, clapping, or calling out Yes!
 If the word is incorrect, children do another agreed action, such as standing up, and then they call out the correct
word.
 Show flashcards and say correct or incorrect words, or pretend that you can’t remember at all, for children to call out
the word.
Lead-in
 With books closed, ask children what happened in the story. Ask What do the children look at? Who do they see in the
photos? (Dad, Grandma, Grandpa, and Max) What color was Grandpa’s hair? What color is it now? Was Max different
then?
 Tell children to open their Student Books and turn to the story on p. 86.

Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Play the recording (Track 108), pausing for children to repeat.
 Divide the class into groups of six to play the parts of Holly, Max, Dad, Amy, Grandpa, and Leo. If the class does not
divide exactly, some children can act twice or a child can play the silent part of Grandma.
 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.
Monitor and check pronunciation of was /wɒz/.

© Oxford University Press 2016 3

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Story actions
Picture 1: Dad reads the paper. Grandpa reads a book. (Grandma knits.) Max holds the photos. Amy comes in. Holly calls
her over and points to the photo.
Picture 2: Max turns the page in the photo album. Holly points at another photo. The kids look at Grandma.
Picture 3: Max and Leo point to the photo. Grandpa touches his hair.
Picture 4: Holly holds up a photo and points. Amy and Leo laugh.
Listen and repeat. (Exercise 2)
 Write some words for toys on the board, e.g., teddy bear, doll, bike, ball, kite, and ask questions to check that children
remember the words.
 Say I had lots of toys when I was a baby. I had a (ball).
 Ask children to tell you something they had when they were babies.
 Repeat with I didn’t have, and something you have now, like a cell phone.
 Ask children to turn to p. 87 in their Student Books.
 Focus attention on the picture in the Let’s learn box and ask two children to read aloud the speech bubbles.
 Listen to the sentences in the Let’s learn! chart (Track 109), pausing after each one for children to repeat the
sentence.
 Copy the sentences in the Let’s learn! chart onto the board, and then erase the red letters.
 Ask children to tell you what the missing letters are. You may ask children to come up to the board and write them.
 Play the recording again for children to listen and repeat the sentences.
 Erase handsome and tall in the first two sentences, and place suitable Flashcards from 138–144 next to each space to
elicit new sentences, e.g., He was young then.

Development
Read and circle. (Exercise 3)
 Look at the picture with the class. Ask Where are they? Is the water hot? How many children are there? What are they
eating?
 Look at the example with the class.
 Children do the rest of the exercise individually.
 Go through the answers with the class.
Answers
1 weren’t
2 was
3 wasn’t
4 were
5 weren’t
Write. (Exercise 4)
 Look at the example with the class.
 Children do the rest of the exercise individually.
 Go through the answers with the class.
Answers
1 had
2 had
3 didn’t have
4 had
Rewrite the sentences.
 Ask children to change the three positive sentences in Exercise 4 to make them negative.
 Go through the answers with the class.

Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble. Say My grandparents were very happy when they were young.

© Oxford University Press 2016 4

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

 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.
Worksheet 2: Write about the picture
 Ask the children to work in groups of three to four students. Give one copy of the worksheet to each group.
 Tell the children to look at the picture and think of some things they could write. Encourage them to think about the
words they have learnt in the unit.
 Let the children decide together how to complete the sentences. Remind them to use the past tense. Monitor and
help where needed.
 Encourage children to swap their worksheets with other groups around them and compare what they have written.
Exercises: Workbook p. 81
Story time: A reader of your choice

© Oxford University Press 2016 5

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Lesson Three Grammar and Song

Objectives
 To talk about a person in the past using was and had
 To use was and had in the context of a song
Language
 Language focus: writing, speaking
 Extra vocabulary: like (adj), game
Resources and materials
 Student Book p. 88
 Workbook p. 82
 Audio Track 110
 Adjectives to describe people Flashcards 138–144
 Paper and colored pencils

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Play Simon says to energize the class at the start of the lesson.
 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. Give an instruction, e.g., Simon says… brush your teeth; Simon says… read books; Simon
says… eat cereal.
 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.
Lead-in
 Hold up the Adjectives to describe people Flashcards one at a time and ask children to tell you the words.
 Play What’s missing? to review the adjectives.
 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.
 Ask questions about the story characters to practice some of the words children will need in this lesson, e.g., Is Holly
tall or short? Has Amy got short hair or long hair? Is Leo shy or friendly?

Presentation
Look and say. (Exercise 1)
 Ask children to open their Student Books and look at the pictures in Exercise 1.
 Tell children that the girl’s name is Mai, and ask how old she is in each picture.
 Ask a pair of children to read the speech bubbles for the class. The rest of the class point to the correct picture.
 Check that children understand the exercise, and ask them to work in pairs. Children should say two or three things
each.
 Children do the exercise. Monitor and help where necessary.
Memory game
 Ask children to close their books, and tell them they are going to play a memory game.
 Say different things about Mai, and ask the class to tell you how old she was. The class has to call out She was two /

© Oxford University Press 2016 6

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

eight years old.

Write about Mai. (Exercise 2)
 Read the example with the children, and ask them to tell you the third sentence about Mai when she was two. (She
was shy.)
 Ask children to write three sentences about Mai when she was eight years old. Children should use the example
sentences to help them.
 Monitor the activity and help where necessary.
 Ask some children to read aloud their sentences for the class.
Suggested answers
When she was eight years old, Mai had long hair. She was tall. She was friendly.

Development
Listen and sing. (Exercise 3)
 Point to the pictures in the song and ask questions, e.g., Where is the boy? Who is he with? What is he doing? (having
lessons, playing, reading a book, playing a game).
 Make sure children understand the word games for board games.
 Play the recording (Track 110) 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.
 Repeat (more than once if you wish).
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 110) for children to listen and do the actions.
Song actions
He was a lot like me – point to yourself
He had a nice apartment – put your hands over your head like a roof
They had lessons every day – mime writing something in a notebook
And they had fun on weekends / He had fun every day – wave your arms in the air
He had lots of books to read – mime opening a book
And lots of games to play – mime throwing dice
Class song
 Assign the numbers 1 to 4 by counting along the rows in your class, and ask children to sing that line from each verse.
 Practice the song together several times with books open for children to learn their lines.
 Tell children to close their books.
 Sing the song again. Each group stands and sings their lines in each verse.

Consolidation
When I was two
 Give out pieces of paper and colored pencils.
 Ask children to draw a picture of themselves when they were two years old.
 Tell children to write one sentence with I was… and one sentence with I had… to put under the picture.
 Children draw pictures and write their sentences. Monitor and help where necessary.
 Put up the pictures around the class.
Exercises: Workbook p. 82
Story time: A reader of your choice

© Oxford University Press 2016 7

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Lesson Four Phonics

Objectives
 To pronounce the sound /əʊ/
 To associate the sound /əʊ/ with the letters ow, oa, and o_e in words
 To identify words containing the sound /əʊ/ in a chant
Language
 Language focus: speaking
 Vocabulary: snow, elbow, coat, soap, nose, stone
 Extra vocabulary: go out, boat, goat, bone, those
Resources and materials
 Student Book p. 89
 Workbook p. 83
 Audio Tracks 103, 111–112
 Phonics Cards 32–34 (elbow, soap, nose)
 Phonics Cards 35–37 (night, dry, shine)

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Draw some stars and a moon on the board. Put houses at the bottom of your picture with some lights in them (fill in
some of the windows with white chalk).
 Point to the picture and ask Is it night? Are there stars in the sky? Are they bright? Are there any lights?
 Write each target word that you mention on the board, underlining the letters that form the sound /aɪ/.
 Ask children to tell you what sound they studied last time.
 Play the recording (Track 103), and say the chant from Student Book p. 83 to review the /aɪ/ sound.
Lead-in
 Hold up the Phonics Cards for elbow, soap and nose, saying each word several times for children to repeat it, and
pointing to the letters ow, oa and o_e.
 Write the letters ow, oa and o_e on opposite sides of the board.
 Point to your elbow, saying the word several times. Then write the word and the letters ow in the middle of the
board.
 Point to your elbow and your nose, and mime washing your hands with soap. Ask children to say the word and point
to the correct letters each time.
 Repeat several times until children are used to saying the words. (Leave the letters written on the board.)

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 words with the sound /əʊ/.
 Play the first part of the recording (Track 111) for children to listen and point to the pictures.
 Play the second part of the recording for children to repeat the words in chorus.
 Play the recording all the way through (more than once if necessary) for children to point and repeat again.
Transcript (Track 111)
Listen and point.
snow, elbow, coat, soap, nose, stone
elbow, nose, soap, stone, coat, snow
Listen and repeat.
snow, elbow, coat, soap, nose, stone
Listen and chant. (Exercise 2)

© Oxford University Press 2016 8

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

 Ask children to look at the picture. Ask children What’s the weather like? (It’s snowing.) What is the girl wearing? (a
coat) What does she have on her elbow / nose? (snow).
 Play the recording (Track 112) for children to listen to the chant.
 Play the chant again, pausing the recording after each line for children to repeat.
 Play the chant once more for children to join in and follow in their books.
Listen and clap.
 Ask children to close their books and play the chant again.
 Tell children to clap every time they hear the /əʊ/ sound.

Development
Read the chant again. Circle the words with ow, oa, and o_e. (Exercise 3)
 Focus attention on the word coat in the chant, and ask children to find it in Exercise 1. Ask children to tell you what
the blue letters are.
 Ask children to find and circle the other words with ow, oa, or o_e in the chant.
 Go through the answers with the class.
Answers
coat, snow (x2), nose, elbow
Circle the odd-one-out. (Exercise 4)
 Look at the example with the class, and check that children understand the exercise.
 Children do the rest of the exercise individually.
 Go through the answers with the class, asking individual children to call out the answers and point to the letters on
the board.
Answers
1 soap
2 snow
3 rope
4 bone
Write the words in the correct boxes. (Exercise 5)
 Look at the example with the class, and check that children understand the exercise.
 Children do the rest of the exercise individually.
 Go through the answers by writing the letters ow, oa, and o_e on the board and asking children to tell you all the
words with those letters.
Answers
ow: show, slow, snow
oa: boat, coat, goat
o_e: home, those, bone

Consolidation
Listen, point, and say.
 Place flashcards for this lesson and the previous phonics lesson around the classroom.
 Call out a vocabulary word, e.g., soap. The children point to the correct flashcard.
 Now point to the flashcard. The children say the word. Option: Describe the location of the flashcard, e.g., It’s next to
the door. What is it? The children then say the word.
Let’s practice!
 Ask students to look at the picture and speech bubble.
 Have a student demonstrate the sentence for the class.
 Have students work in pairs to take turns saying the sentence. Tell them to use other vocabulary words on the page.
Make a sentence.
 Ask children to work in small groups.

© Oxford University Press 2016 9

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

 Tell them to look at the six words for the unit and try to make sentences that use two or more of the words, e.g., I
wear my coat in the snow.
 Ask the children to write three sentences.
 When they have finished, ask each group to swap their sentences with another group. The group should read the new
sentences and practice saying them out loud.
 Monitor and help where needed.
 Ask some groups to read a sentence to the full class.
Exercises: Workbook p. 83
Story time: A reader of your choice

© Oxford University Press 2016 10

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Lesson Five Skills Time!

Objectives
 Reading: read and understand a poem about a member of the family; read for specific information
Language
 Language focus: reading
 Vocabulary: cheerful, relaxed, worried, mean, generous
 Extra vocabulary: eyes, bright, straight, be like, be like someone, wedding day, bride, groom, glad, all the time
 Structures: Revision
Resources and materials
 Student Book pp. 88, 90
 Workbook p. 84
 Audio Tracks 110, 113–114
 Adjectives to describe people Flashcards 145–149

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Play the recording (Track 110) and sing the song When my grandpa was a boy from Student Book p. 88.
Lead-in
 Tell children they are going to learn some more words to describe people.
 Use Flashcards 145–149 to introduce the new vocabulary, modeling the words. Use facial gestures and mimes when
you introduce the words cheerful, relaxed, and worried.
 To check children have understood mean and generous, write the words on the board, and then say I want / don’t
want to give you my candy and ask children to tell you the words.
 Hold the flashcards up in a different order and repeat the words.
 Show the children flashcards at random and ask them to call out the words.

Presentation
Good or bad?
 Draw two circles on the board and write good above one and bad above the other.
 Hold up the flashcards one at a time and ask children to tell you the words.
 Hold you the cards again, and ask Is this good or bad? for each one. Children tell you which circle to put the card in.
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 113) 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 113)
Listen and point.
cheerful, relaxed, worried, mean, generous
mean, worried, relaxed, generous, cheerful
Listen and repeat.
cheerful, relaxed, worried, mean, generous
Describe what you can see in the pictures below. (Exercise 2)
 Ask children to look at the pictures. Ask children what kind of text it is (a poem) and what it’s about (a grandma).
 Ask children to tell you what they can see in the photos (a young girl, a bride, an old woman). Ask Which photo is
Grandma now? Which photo is Grandma when she was a girl? Which photo is Grandma’s wedding? Tell children to

© Oxford University Press 2016 11

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

point to the correct pictures.

Development
Listen and read. (Exercise 3)
 Play the recording (Track 114) for children to listen and follow the text silently in their books.
 Answer any questions children have, and then play the recording a second time. Ask children to find two words from
Exercise 1 in the text (cheerful and generous).
Read again and write T (true) or F (false). (Exercise 4)
 Tell children that they are going to read some sentences about the text and decide if they are true or false. They
should write T or F for each sentence.
 Ask children to find the photo of Grandma when she was a girl, and then look at the example with the class.
 Allow time for children to read the text again and write T or F for the other sentences individually.
 Go through the answers with the class. Ask children to read aloud the sentences. The class should call out True or
False.
Answers
1 F
2 T
3 T
4 F
Change the sentence.
 Write the incorrect sentences from Exercise 4 on the board (sentences 1 and 4).
 Underline the words that need to change, and ask children to write correct sentences in their notebooks.
 Monitor and help where necessary.
 Ask children to read aloud the new sentences.

Consolidation
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.
Family project
 Ask children to do a project about a person in their family.
 Children should find one photo of the person in the past and one photo of the person now, and write two things
about each photo, using adjectives and was or had for the photo in the past.
 Children should do this at home and bring it into class for the next lesson.
 Children can ask their parents to photocopy any photographs they need for the project.
Exercises: Workbook p. 84
Story time: A reader of your choice

© Oxford University Press 2016 12

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Lesson Six Skills Time!

Objectives
 Listening: listen for specific words to choose the correct picture
 Speaking: make true and false statements about a person from memory
 Writing: understand and use the linkers and and but in sentences; write about the people in a family photo
(Workbook)
Language
 Vocabulary: Revision
 Structures: Revision
Resources and materials
 Student Book p. 91
 Workbook p. 85
 Audio Track 115
 Adjectives to describe people Flashcards 138–149

Introduction
Weather report: Ask the class about today's weather.
Warmer
 Play Opposites snap (a variation on Snap!) to review the adjectives from this unit.
 Put up the Flashcards for young, short, shy, cheerful, relaxed, and mean on the board.
 Tell children they are going to call out the words on the board, and you are going to hold up a flashcard. If the words
are opposite, they should shout Snap!
 Ask children to call out words on the board. Hold up flashcards, choosing opposites about half of the time.
 Now hold up the flashcards and call out the words. Children listen and call out their opposites from the words on the
board.
Lead-in
 Tell children to open their books and look at the pictures in Exercise 1.
 Tell children to point to the correct picture. Say things to describe the pictures, e.g., His hair is black / brown. His bike
is red / blue. His house is big / small. He is very mean / cheerful.

Presentation
Listen and check (). (Exercise 1)
 Tell children they are going to hear a recording of two people talking about some old photos. They should listen and
check the correct pictures.
 Play the recording (Track 115) the whole way through for children to point to the correct answer.
 Play the recording again, pausing after each dialogue for children to check the correct picture.
 Play the recording the whole way through again for children to check their answers.
 Go through the answers with the class, asking children to point to the correct picture each time.
Transcript (Track 115)
1
Girl Is this a photo of you when you were a boy, Grandpa?
Grandpa Yes, it is.
Girl Wow. You were good-looking.
Grandpa Ha ha. Thank you. I had brown hair, then. My hair is white now.
2
Girl Here’s a picture of you on your bike.
Grandpa Oh, yes. I had a bike when I was a boy.
Girl It was a great bike.
Grandpa Yes, it was. My bike was blue. My sister had a bike, too. My sister’s bike was red.

© Oxford University Press 2016 13

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

3
Girl Oh, look. Is this a photo of your house?
Grandpa Yes, it is. This was my house when I was a boy.
Girl It’s very nice.
Grandpa Yes. It was very small, but it was very nice.
4
Girl I like your photos, Grandpa. You had lots of fun when you were a boy.
Grandpa Yes. They were good days. I was very cheerful then.
Girl You’re cheerful now, too.
Grandpa Yes, I am.
Answers
1 second picture (brown hair)
2 first picture (blue bike)
3 second picture (small house)
4 first picture (cheerful boy)
Look at the pictures. Play the game. (Exercise 2)
 Ask two children to read the speech bubbles for the class.
 Tell children they are going to say true and false things about Grandpa in Exercise 1.
 Tell children they have to listen to their friends and say true or false. If the sentence is false, they should correct it.
 Check that children understand. Look at another example with the class if necessary.
 Children work in pairs and do the exercise. Monitor and help where necessary.
 Ask some children to say true or false things about Grandpa for the whole class. The class calls out true or false.
Choose children to correct any false statements.

Development
Word chain
 Play a version of Word chain with the Adjectives to describe people Flashcards. Choose six cards to start the game.
 Place the cards on the board in a given sequence, e.g., handsome, shy, friendly, pretty, tall, mean.
 Point to a child. He / she says the first word in the sequence, i.e., handsome.
 Point to another child. He or she says the next word in the sequence, i.e., shy.
 Continue in this way, with each child saying the next word in the sequence, returning to the beginning when
necessary.
 Option: Remove one flashcard. The class repeats the sequence, including the missing word. Remove one more
flashcard each time, until children are saying the whole sequence from memory.
 Put the children into small groups to continue playing the game.
Write and or but. (Exercise 3)
 Read the sentences in the Writing box with the children.
 Ask children to tell you two good things about Ly, and then write happy and cheerful on the board. Write + + above
the words.
 Ask children to tell you one good and one bad thing about Huy, and then write handsome, but he is mean on the
board. Write + and – above the words.
 Look at the example with the class, and check that they understand the exercise.
 Children do the rest of the exercise individually. Monitor and help where necessary.
 Go through the answers with the class. Ask individual children to read aloud the sentences.
Answers
1 but
2 and
3 but
4 and
Write sentences about your family. Use and or but. (Exercise 4)
 Ask children to look again at the sentences in Exercise 3. Tell them they are going to write four sentences about their
family using the same structure.

© Oxford University Press 2016 14

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

 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
Define it!
 Ask children to look back through the vocabulary in the whole Student Book and choose three words. Tell them they
are going to describe these words to other children, and they can use words (but not the word they are describing),
pictures, or mimes to help the children guess the word.
 Do an example. Say in a loud voice This is when you say something very loudly (shout). Take a pen and draw a picture
of a mountain on the board (mountain). Mime the walk of a penguin (penguin).
 Put the children into small groups, and ask them to take turns to define one of the words from the book using words,
pictures, or mimes.
 Continue until most children have defined their words.
Exercises: Workbook p. 85
Story time: A reader of your choice

© Oxford University Press 2016 15

 Family and Friends Special Edition Grade 5 – Unit 12: A clever baby!

Worksheet 1: Describing adjectives

Fill in the missing letters to complete the words.

fri_nd_y _ _ ll s_o_t _ou_g

_and_o_ _ s_ _ _ _ _ tty

Use the words to complete the sentences.

1. My first day of school was very happy. The other children are
_______________.
2. My brother doesn’t like talking to new people. He’s _______________.
3. I’m the biggest in my class. I’m _______________.
4. The girl in the movie was _______________, and the boy was
_______________, too!
5. When my grandma was _______________, she loved playing badminton.
6. My cousin is not tall, she’s _______________.

© Oxford University Press 2016 16

 Family and Friends Special Edition Grade 4 – Unit 12: A clever baby!

Worksheet 2: Write about the picture

Saturday

Write about what was happening in the picture. Use your own ideas.

1. The girls ______________________________________________.

2. The boys ______________________________________________.

3. The man ______________________________________________.

4. The bicycle ____________________________________________.

5. _____________________________________________________.

6. _____________________________________________________.

© Oxford University Press 2016 17

 Family and Friends Special Edition Grade 5 – Unit 12

TOEFL Primary Speaking

1 Listen, and point to the pictures. (Track 57)
 Ask children to look at the four pictures.
 The children should listen and point to the correct image.
Transcript 57
Look at the pictures. Listen and point.
Boy: This is Huy. Yesterday he didn’t have breakfast with his family. He had breakfast in the kitchen.
Girl: Huy had lunch with his friends at school. He had a sandwich and an apple.
Boy: He didn’t have dinner with his friends. He had dinner at home with his family.
Girl: And Huy didn’t have a soccer class yesterday. He had a swimming class.
2 Look at the pictures. Listen, point and repeat. (Track 58)
 Play the recording.
 The children should point to each picture and repeat chorally.
Transcript 58
Look at the pictures. Listen, point to the picture and repeat.
Boy: This is my brother. He’s shy.
Girl: This is my sister. She’s short.
Boy: This is my grandpa when he was young. He was handsome.
Girl: This is my cousin when he was young. He was friendly.
3 Listen, and talk to your partner. (Track 59)
 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 model - the speaker is talking about the first picture.
 The children should take turns to look at the pictures and make a sentence using an adjective and is/was.
 Depending on the needs of the children, they can use as many different adjectives and/or tenses as they wish. They
could also use superlatives or comparatives (e.g. My grandma is short. She’s shorter than my grandpa).
Suggested answers
1 My grandpa/dad/brother/Mr. Chu/he was/is handsome/relaxed.
2 The boy/my brother/he is worried. My grandma/she isn’t happy.
3 My dad/he is worried/relaxed.
4 My grandma/she is short/old/isn’t happy/cheerful.
Transcript 59
Look at these pictures. Listen, and then talk to your partner about the pictures.
Girl: Let me see. This looks like a picture of Mr. Chu when he was young.
Boy: Yes, I think so, too. He was handsome.
Girl: Yes. And in this picture, the boy is worried.
Now talk to your partner about the pictures.
4 Listen. Talk to your partner. (Track 60)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the two children doing the activity as a demonstration.
 They should then follow the instructions of the speaker on the recording.
 Children work in pairs to ask each other questions using the words in the table and the information it shows.
 Encourage the children to use as much language as they can. They could use more nouns than shown on the table, for
example. An example is given to help children if they need it.

Suggested answers

© Oxford University Press 2015 18

 Family and Friends Special Edition Grade 5 – Unit 12

When Trang was two years old, she was short /shy / she had short hair.
Now Trang is tall/friendly / she has long hair.
Transcript 60
Listen, and then talk to your partner.
Boy: Let’s look at the two pictures of the girl. Her name is Trang.
Girl: OK. I’ll start. When Trang was two years old, she was short.
Boy: Yes. Now she’s eight years old. She’s tall.
Now it’s your turn. Work with your partner. Talk about Trang.
5 Listen to your partner and draw. (Track 61)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the model.
 They then describe themselves when they were three.
 They listen to each other and draw a picture of their partner in the box provided.
 They should write their partner’s name under the picture.
 Give them 5 minutes for each child (10 minutes in total).
Example answers
When I was three years old, I was/wasn’t short/friendly/young/shy/etc.
When I was three years old, I had long/short hair/toys/etc.
Transcript 61
Listen to the example.
Girl: OK, me first. When I was three years old, I wasn’t shy. I was friendly and cheerful. I was short. I had short hair. I
had a toy train and a doll.
Boy: That’s great. I’ll draw a picture of you here. How do you spell your name?
Girl: T-A-M, Tam.
Boy: Thanks, I’ll write it here, under the picture.
Now tell your partner about when you were three years old. Listen to your partner and draw a picture of him or her. Then
write his or her name under the picture.

© Oxford University Press 2015 19

 Family and Friends Special Edition Grade 5– Unit 12

Worksheet: Extra writing

1 Circle the best word.
 Write the example sentence on the board (without the answer) and encourage the children to select the correct
word.
 Give them time to complete the activity individually.
 Write the numbers 1–6 on the board and invite individual children to come and write the correct word.
Answers
1 or
2 and
3 or
4 or
5 and
6 and
2 Read and mark the paragraphs 1, 2, and 3. Match the topics.
 Ask children to read the text quickly and tell you what it is about (planes).
 Elicit from the children the reason we use paragraphs (to separate ideas or topics). Ask the children to find the places
where we could start a new paragraph.
 Ask the children to read the headings and decide on the titles for each paragraph.
 Go through the answers together.
Answers
1 There were no planes
2 The Wright brothers
3 The first planes
3 Match the sentences. Write them again with and or but.
 Look at the example sentence together.
 Ask children to first match the sentences. Tell them to match all the sentences before they write them out to be sure
that they choose the correct sentence halves.
 Give them time to write the full sentences with and or but.
 Invite individual children to write their sentences on the board.
 Check the answers with the full class.
Answers
1d
2e
3a
4c
5b
1 In 1900 there were cars, but there were no planes.
2 People had dreams, but they didn’t have good ideas.
3 The first plane was lighter, and it was easier to move.
4 Old planes were small, and they were dangerous.
5 New planes are big, and they can go a long way.

© Oxford University Press 2015 20

 Family and Friends Special Edition Grade 5 – Unit 12

Worksheet: Values
Resources and materials
 Colored pencils
1 Circle the good behavior in red and the bad behavior in blue.
 Ask children to look at the picture in pairs and talk about which behaviors are good and which are bad.
 Tell them to circle the behaviors as requested in the instructions.
 Tell the children to compare their pictures with another pair and see if their answers are the same. There may be
some discussion.
Answers
Children’s own ideas
2 How do they feel? Circle the best word.
 Tell children to look at the pictures and choose the best word.
 Give them time to complete the activity.
 Go through the answers with the class.
Answers
1 worried
2 shy
3 generous
4 mean
5 happy
6 cheerful

© Oxford University Press 2015 21

 Family and Friends Special Edition Grade 5 – Unit 12

Worksheet: Values
Resources and materials
 Colored pencils

1 Write must or mustn’t.

 Ask children to read the sentences and decide on the best word.
 Tell them to write it in the blank to complete the sentence.
 Go through the answers with the class and discuss the reasons we must or mustn’t do the things.
Answers
1 must
2 mustn’t
3 must
4 must
5 mustn’t
2 Are you a good friend? Write and draw.
 Tell children to think about how they are a good friend. Tell them to use colored pencils to draw a picture and write a
sentence to show this.
 Put the children into small groups to read their sentences and show their pictures.
 Ask each group to choose one child to share their sentence and picture with the class.

© Oxford University Press 2015 22

 Family and Friends Special Edition Grade 5 – Unit 12

Unit 12 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 Match the opposites.

Answers /4
1 b (example)
2e
3a
4c
5d
2 Underline the correct word.
Answers /6
1 was (example)
2 wasn’t
3 was
4 were
5 was
6 were
7 was
3 Circle the correct word.
Answers /5
1 Did (example)
2 were
3 did
4 were
5 was
6 had
Total /15

© Oxford University Press 2015 23

 Family and Friends Special Edition Grade 5 – Review 4

Summative test 4
1 Look and complete the words.
Answers /5
1 litter (example)
2 trees
3 fountain
4 garbage can
5 grass
6 flowers
2 Circle.
Answers /5
1 train (example)
2 helicopter
3 trolley
4 motorcycle
5 plane
6 taxi
3 Check () the correct sentence.
Answers /3
1 You must be quiet. (example)
2 You mustn’t eat.
3 You mustn’t drop litter.
4 You mustn’t talk.
4 Write was, wasn’t, were or weren’t.
Answers /6
1 wasn’t (example)
2 were
3 was
4 wasn’t
5 was
6 were
7 weren’t
5 Choose the correct word.
Answers /5
1 Were (example)
2 was
3 Did
4 didn’t
5 had
6 wasn’t
6 Complete the words.
Answers /3
1 smile (example)
2 dry
3 night
4 shine

© Oxford University Press 2015 24

 Family and Friends Special Edition Grade 5 – Review 4

7 Complete the words.

Answers /3
1 happy (example)
2 sunny
3 ice cream
4 queen

Test total /30

© Oxford University Press 2015 25

 Family and Friends Special Edition Grade 5 – Review 4

Skills test 4
Resources and materials
 Tracks 62-63
Listening
1 Listen and check (). (Track 62)
Answers /5
1 a (example)
2a
3a
4b
5b
6a
Transcript 62
My name’s Joe. I had a strange day yesterday in a strange town called Brownville. It was very quiet, and there were
trolleys and old-fashioned cars. In the town square there was a small caf . I had a coffee and an ice cream. It was a hot
day, and after about half an hour I was thirsty again. This time I had an orange uice. On the walls of the caf there were
photos of the caf owner, imitri, and his family. He had a big family, so there were lots of photos. Some of them were
from forty years ago, when Dimitri was young. He had black hair then and was very handsome. It was interesting to look at
all the old photos.
2 Listen and write. (Track 63)
Answers /3
1 long (example)
2 helicopter
3 litter
4 cheerful
Transcript 63
1 My grandma was tall and had long hair.
2 In the transport museum there was a helicopter and a trolley.
3 The park was very dirty and there was litter on the grass.
4 She’s always so cheerful and relaxed.
Reading
3 Underline the correct words.
Answers /4
1 cheerful (example)
2 worried
3 generous
4 mean
5 friendly
4 Read the text. Circle T (true) or F (false).
Answers /5
1F
2T
3T
4F
5T
6T
Writing

© Oxford University Press 2015 26

 Family and Friends Special Edition Grade 5 – Review 4

5 Look and complete the words.

Answers /3
1 grass (example)
2 motorcycle
3 handsome
4 trolley
6 Complete the sentences.
Answers /5
1 train (example)
2 park, trees
3 plane, helicopter
4 chasing, catch
5 long, young
6 between, and
Speaking
7 Answer the questions.
Suggested answers /5
Children’s own answers

Test total / 30

© Oxford University Press 2015 27