Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

CYLET Flyers Unit 9 A good year! (continued)

Reading & writing
Topics
 Christmas activities
Functions
 Matching pictures to texts
 Completing texts with blanks
 Numbering texts in the correct order
Vocabulary
 Christmas, grow, pull, push, sledge, snowball, wish
Flyers practice
 Reading and Writing practice
Warmer
 Divide the class into two teams.
 Say three activities to children from each team in turn, or write the activities on the board. For example: riding on
sledges/lying on the beach/skiing down mountains.
 The children have to tell you which activity is the odd one out and why, e.g., Lying on the beach is the odd one out
because you do the other two activities in the winter.
 Award one point for each correct answer.
Lead-in
 Play a spelling game with the class.
 Invite children around the class to say words from the unit for other children in the class to spell orally.
 You can play this as a game in two teams if you like.
1 Harry has written about what he did last Christmas. Draw lines to match the pictures to the writing boxes.
 Show the class the texts and explain that these are pages from Harry’s diary.
 Point to each of the pictures and ask the children to say what they can see and what the people are doing in each
picture.
 Allow the children time to read the texts and draw lines between the pictures and the correct texts.
 Divide the class into small groups. Children check their answers together.
Answers
Picture of a table set for Christmas dinner – Text starting with Then at half past ten
Picture of Holly and William throwing snowballs at each other – Text starting with After lunch
Picture of Harry thinking about presents – Text starting with I _________ that Father Christmas
Picture of a new red and silver sledge – Text starting Then I went downstairs
Picture of a Christmas tree in the garden – Text starting Christmas last year
Picture of a sack full of presents – Text starting The next day
2 Write the missing words on the pages. Then number them in order.
 Show the class the blanks in the texts and explain that they need to choose words from the box to complete each
blank. They will need to use all of the words.
 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 the completed texts aloud.
 Tell the children that after page 1, the pages of Harry’s diary are in the wrong order. Explain that the children need to

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

read the pages, think about when each event took place and number the pages in the correct order.
 Allow the children time to complete the activity in their books.
 Ask the children to read the first sentences of the texts aloud in the correct order.
Answers
1 Text starting with Christmas last year, was growing
2 Text starting with I _________ that Father Christmas, was hoping
3 Text starting with The next day, was looking
4 Text starting with Then I went downstairs, were sleeping
5 Text starting with Then at half past ten, were eating
6 Text starting with After lunch, was snowing
Team quiz
 Ask the children to write five questions about Harry’s Christmas, using the information in the texts, e.g., Where was
the Christmas tree? Who came to Harry’s house for lunch? What presents were in Harry’s bag?
 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 back at page 170 and answer or try to answer from memory.
 Award one point for each correct answer. The team with the most points wins.
Writing: Harry’s Christmas
 Ask the children to write a short paragraph about Harry’s Christmas.
 The children can write their paragraphs in their notebooks, and then read them aloud to the class.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

CYLET Flyers Mini- test

Listening, Part 2
Lead-in
 Ask children around the class whether they have ever been to a museum. Ask the children which museum they went
to, who they went with, and what they saw there.
Flyers tip: In Part 2 of the Flyers Listening Mini-Test, teach the children to check that they have spelled all words
correctly. They can write numerals for numbers (e.g., 3 instead of three).
Listen and write. There is one example. (Track 47)
 Ask children to look at the heading and the notes with blanks. Tell them that the notes are about a museum.
 Ask the children to say whether they will need to write a word or a number for each blank.
 Focus attention on the example. Play the first part of the recording while the children look at the example in their
books.
 Tell the children that they should listen and complete the notes, as in the example.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Invite the children to read the completed notes aloud.
Answers
1 15th
26
3 morning
4 planes
5 525, Hill
Transcript 47
Presenter Listen and look. There is one example.
Man Good morning, Science Museum.
Woman Is that Laketown Science Museum?
Man Yes, that’s right.
Woman How do you spell that?
Man It’s L-A-K-E-T-O-W-N.
Woman Thanks.
Presenter Can you see the answer? This is an example. Now you listen and write.
Woman I’m phoning find out some information about your museum.
Man What do you want to know?
Woman Well, are you open in the school holidays?
Man Of course we are. We’re open every day of the week, but the museum closes for Christmas on the 15th of December
until the New Year.
Woman And what time can we come?
Man We’re open all day from 9 a.m. to 6 p.m. Seven days a week. But it’s best to come in the morning if you want to come
with your children because it does get very busy in the afternoons.
Woman And what is there that’s interesting for children at the museum?
Man Well, there’s lots of information about the history of planes and about the history of the telephone. And they can
pick things up and play with them. That’s very popular with the young ones.
Woman Oh, thank you! That does sound good! Could you tell me where the museum is, please?
Man Have you got a map?
Woman No, sorry, I haven’t.
Man Oh, well, we’re in the centre of town, not far from the shopping centre. Do you know that?
Woman I think so.
Man Well, our address is 525 Green Hill Road. Come to the centre of town and ask anyone. It’s a very famous museum.
Woman Thank you very much
Man You’re welcome … goodbye.
Dialogue writing

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 Tell the children to work in pairs and use the information in the Listening Mini-Test to make a conversation about the
museum, e.g., A What’s the name of the museum? B Laketown Science Museum. A When does the museum close for
Christmas? B It closes on the 15th December.
 The children can practice their dialogue in pairs, and then act it out in front of the class.

Reading & Writing, Part 6

Lead-in
 Point to the picture on page 173 and the title on page 172. Ask children around the class to say what they know about
Egyptian pyramids. Ask questions to children around the class, e.g., Where are the pyramids? Who built them? How
old are they?
Flyers tip: In Part 6 of the Flyers Reading & Writing Mini-Test, remind the children to read the whole text before they
start trying to fill in the blanks.
Read the text. Choose the right words and write them on the lines.
 Ask the children to look at the picture on page 173. Explain that they are going to read a text about the Great Pyramid
of Giza.
 Ask the children to read the example sentence on page 170 and all of the possible answers on page 171. Ask them to
think about why over is the best answer.
 Ask the children to read the rest of the text and choose the best answers. Explain to the children that they must copy
the words onto the lines, and that they must spell the words correctly. Tell the children to copy the words exactly and
not add anything extra. Remind them to read all of the possible answers, even if they think they have found the right
one before they have looked at them all.
 Ask the children to compare their answers with a partner and make any necessary changes.
 Check the answers as a class.
Answers
1 Until
2 tallest
3 took
4 more
5 near
6 has
7 if
8 On
9 how
10 are
Writing: Places of interest
 Ask the children to write a short paragraph about a place of interest in their country. Tell them to think about where
the place is and what you can see and do there.
 The children can write their paragraphs in their notebooks, and then read them aloud to the class.

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Worksheet: Speaking
Speaking activity: What do you do?
 Divide the class into groups of three or four.
 Make copies of the speaking activity on Student’s Book page 174 and hand them out (one copy for each group of
children). Tell the children to cut out the cards, shuffle them, and place them face down on the desk.
 Explain that the children should take turns (moving clockwise around the table) to turn over a card and make an
affirmative or negative sentence about the activity on the card, e.g., If it’s sunny I go to the beach. / If it’s sunny, I
don’t go to the movies.
 If they can say a sentence about the card, they keep the card. The children add up the points on their cards at the end
of the game to see who is the winner.
 Allow the children time to play the game in their groups. Move around the classroom as the children play the game
and help if necessary.
 Ask children around the class to say what they do when it’s sunny/raining/windy, etc.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

CYLET Flyers Unit 9 Our summer holidays

Words
Topics
 Holiday/Vacation items
Functions
 Forming words from jumbled letters
 Listening and matching items to locations
Grammar
 Present simple
Vocabulary
 gloves, should, suitcase, sunglasses, tights
British English American English
spotted shorts shorts with polka dots
trousers pants

Flyers practice
 Listening Parts 1 & 3
 Vocabulary and spelling practice
Materials
 Audio track 48
Warmer
 Play a game to review the language from the previous unit.
 Write Spring, Summer, Autumn, and Winter on the board.
 Divide the class into two teams. Ask children from each team in turn to say a sentence about an activity and when
you can do the activity, e.g., You can ride on sleds in the winter. / You can lie on the beach in the summer.
 Write the activities they say under the correct headings on the board and award one point for each correct sentence.
Flyers tip: Learners will need to spell words correctly in the Flyers Test. To help learners practice spelling, you can
have regular spelling competitions with your class, inviting children to spell words from the Flyers Wordlist.
Lead-in
 Tell the children that they are going to think about vacations in this lesson. Ask children to suggest things that you
might take on vacation. Write their suggestions on the board.
 Ask children around the class to say where and when they last went on vacation and what they took with them.
1 Look at the pictures and the letters. Write the words.
 Point to the picture in item a and ask the children to say the word (gloves).
 Show the children the jumbled letters around the picture and ask them to say the letters in the correct order to spell
gloves. The children write the word on the correct line.
 Say that most of these are nouns, but i and h are adjectives + nouns.
 Allow time for students to do the activity individually.
 Invite children to read and spell each word aloud to check answers.
Answers
a gloves
b soap
c belt
d magazine

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e sunglasses
f tights
g umbrella
h striped shorts
i spotted shorts
2 The Brown family are getting ready for their holiday. Listen to their conversation and draw lines to the rucksack or the
suitcase. (Track 48)
 Explain that the children need to listen and draw lines to match the lettered pictures to the suitcase or the rucksack.
Look at the picture of the rucksack and challenge children to listen carefully and try to match the items to the correct
part of the rucksack – the top pocket or the bottom pocket.
 Play the recording for the children to listen and draw lines.
 Ask Where (is) the (soap)? and invite children around the class to say where each item is.
 Ask which item doesn’t go in the suitcase or rucksack.
Answers
Suitcase – sunglasses, umbrella, belt
Rucksack – soap, gloves, tights, magazine, sunglasses
The shorts don’t go in the suitcase or rucksack.
Transcript 48
Mum Now then, have you got everything you need, children?
Holly Mum, should I take my new lemon soap?
Mum Yes, just put it in the top pocket of the rucksack.
Holly OK, Mum.
Mum And have you got everything, Harry?
Harry Yes, Mum, I think so, but should I put my gloves in the bottom pocket of the rucksack?
Mum You won’t need gloves where we’re going, Harry!
Harry But I want them, Mum!
Mum Oh, OK then … put them in there!
Holly I think I’ve got everything now, Mum… but should I take my umbrella? I’ve put it in the bottom of the suitcase
already!
Mum But I don’t think it’s going to rain, Holly.
Holly Well, never mind. I like my umbrella, and it’s new!
Mum Right. OK then!
Holly What else shall I take… oh yes, my tights!
Mum It’s very hot in Egypt, you know.
Holly But it might be cold in the evenings, Mum. I’ll put them in the bottom pocket of the rucksack.
Mum OK! Now have you put my magazine in the rucksack, Holly?
Holly Yes, Mum… it’s in!
Mum Now … what else shall I take?
Harry Have you got your new sunglasses, Mum?
Mum Oh no, thanks Harry, I’ll need them! Just put them in the top of the suitcase for me, would you please? Now
anything else?
Harry Yes, Mum – I need my belt!
Mum But do you really, Harry?
Harry Yes, Mum – my trousers will fall down without it!
Mum Well, we can’t have that! OK – there’s just a bit of space in the top of the suitcase – put it in there, Harry.
Harry OK, thanks Mum
Mum So, is that everything?
Harry Er … no.
Holly We haven’t quite finished yet, Mum!
Mum Oh dear! What will your father say?

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

CYLET Flyers Story

Topics
 Holidays/Vacation
Functions
 Understanding and acting out a story
 Deciding what to take on different types of holiday/vacations
 Completing a speaking activity
Grammar
 Present simple
 Future
 should; might; can’t
 Imperatives
Vocabulary
 lift, should, spotted, striped, suitcase
Flyers practice
 Reading and Writing practice
 Speaking practice
Materials
 Track 49
Warmer
 Ask children around the class to tell you their favorite place to go on vacation. Ask them when they go there, who
they go with, and what they do there.
Lead-in
 Slowly write the letters for one of the words from page 174 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 pictures on page 174.
 You can play this as a game in two teams if you like.
1 Listen and read. Then act. (Track 49)
 Ask children to look at the pictures in the story. Ask What’s this? Who’s this? Where is Holly/Mum/Harry/Dad? What
is he/she doing? about each picture.
 Play the recording for the children to listen and read the story in their books.
 Play the recording again, pausing after each line for the children to listen and repeat, first chorally, and then
individually.
 Ask children to find and say words from page 175 in the story.
 Divide the class into groups of four and allow the children time to practice acting out the story.
 Invite groups of children to act out the story for the class.
Team dialogue
 Play a memory game. Tell the class to look at the story for one minute and try to remember the lines.
 Tell the class to close their books.
 Divide the class into two teams.
 Ask a child from Team A to say the first line. Ask a child from Team B to say the second line, and so on.
 If a child can’t remember the next line, play passes to the other team. Award one point for each correct line.

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 Flyers tip: To prepare for the Flyers Speaking Test, make sure learners are confident about sharing, discussing, and
comparing ideas.
2 What should you take on these holidays? Write two things. Then talk about it with a friend.
 Tell the class that we use should to ask for and give advice. Ask the children to find examples of should in the story
and say whether each example is asking for or giving advice.
 Tell the children to think about and write two things that they think they should take on each kind of holiday and then
compare answers with a partner.
 Invite children to give advice to the rest of the class about what to take on each type of holiday.

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CYLET Flyers Reading & speaking

Topics
 Holidays/Vacation
Functions
 Putting paragraphs in order
 Matching paragraphs to pictures
 Reading and understanding a conversation
 Making sentences with be going to
 Making questions and answers with the present perfect
Grammar
 be going to
 Present perfect
 Irregular verbs
Vocabulary
 environment, ever
Flyers practice
 Reading practice
 Speaking practice
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 holidays. 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, the other team can have a turn for a bonus point.
Lead-in
 Ask children around the class to make sentences using the words on the board and should or might, e.g., You should
take sunglasses on a beach holiday. / You might need gloves on a camping holiday.
 You can play this as a game in two teams if you like, awarding one point for each grammatically correct sentence.
1 Katy and Sue are having a conversation. Read and make sentences.
 Point to the pictures and ask children to say who they can see (Katy and Sue).
 Invite pairs of children to read the dialogue aloud for the class.
 Show the class the words in columns beneath the dialogue. Explain that they need to choose a word or phrase from
each column to make sentences and questions and then answer the questions in pairs.
 Ask children around the class Have you ever been on holiday? Elicit the short answer Yes, I have. Write the short
answer on the board.
 Ask children around the class Have you ever flown in a spaceship? Elicit the short answer No, I haven’t. Write the
short answer on the board.
 Tell the children to use the short answers on the board to answer the questions.
 Move around the classroom as the children talk in pairs.
 Invite pairs of children to ask and answer in front of the class.
Answers
Holly’s going to fly on a plane. Have you ever flown in a plane?
Holly’s going to ride on a camel. Have you ever ridden on a camel?
Holly’s going to see the pyramids. Have you ever seen the pyramids?
Flyers tip: In the Flyers Speaking Test, learners will need to be familiar with a variety of short answers. Practice short
answers with your class by asking the children questions in a variety of tenses.

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CYLET Flyers Writing & speaking

Topics
 Experiences
Functions
 Matching words to pictures
 Recognizing regular and irregular verbs
 Talking about experiences
Grammar
 Present perfect
 Regular and irregular verbs
Vocabulary
 octopus
Flyers practice
 Reading and writing practice
 Speaking practice
Warmer
 Tell the children to write a list of ten things that they would take on holiday 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 that their partner is taking on holiday with them.
 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 the start of Holly and Harry’s holiday.
 Ask What happened? What did they do? How did they feel? and encourage children to respond with complete
sentences.
1 Write the words under the pictures.
 Ask children to look at the pictures and name the items. Ask a child to read the words in the box aloud.
 Tell the children to copy the words under the correct pictures. Remind them to check that they have copied each
word correctly and not made any spelling mistakes.
 Ask What’s number (1)? and invite children to say and spell the words for the pictures.
Answers
1 chopsticks
2 a mountain
3 a helicopter
4 baseball
5 a finger
6 a competition
7 an octopus
8 a tent
2 Write the past participles in the boxes.
 Show the children the verbs in the word box. Tell the children that some of the verbs are regular and some are
irregular.
 Point to the grammar character and read the speech bubble aloud. Remind the children that we add -ed to form the
past participles of regular verbs, but that irregular verbs have different past participles.

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 Explain that the children need to decide whether the verbs are regular or irregular and then write them in the correct
places in the chart. Remind them to check that they have copied each verb correctly and not made any spelling
mistakes.
 Allow the children time to complete the activity, and then invite children around the class to read verbs from each
column in the chart aloud.
Answers
Regular – climbed, played, burned, stayed
Irregular – eaten, flown, won, seen
Have you ever… ?
 Write the headings Regular and Irregular on the board. Ask the children to think of more verbs for each column.
Write their answers on the board.
 Divide the class into two teams. Ask children from each team in turn to use one of the verbs on the board to ask a
question to another member of their team, e.g., Have you ever made a cake? The other member of the team should
give a short answer.
 Award one point for each grammatically correct question and answer.
Snappy shorts
 Divide the class into two teams.
 Ask questions in a variety of tenses to children from each team in turn, e.g., Have you ever been to Italy? Do you like
beach holidays? Are you going to go on a camping holiday this year? Did you go on a skiing holiday last year? Tell the
children to respond with short answers in the correct tense.
 Award one point for each correct short answer.

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Grammar: Will we be famous?

Aims
 To use will and won’t to express predictions about the future
 To use time expressions to identify a time in the future
Language
 will + verb
 Negative form will not + verb and short form won’t + verb
 Question form will + subject + verb?
 Short answers Yes, subject + will and No, subject + won’t
 next + noun
 in a + noun phrase + ’s / s’ time
 tomorrow
 on + day of the week
 soon
 later
Materials
 One sheet of paper and a set of colored pencils per small group of children
Warmer
 Play a game of Freeze! to energize the class.
 Ask the children to stand by their desks.
 Give a series of instructions, e.g., swim, waterski, jump. Children mime the actions.
 When you say Freeze!, the children must stop what they are doing and stand still.
 The children who are the slowest to stop are out and have to sit down. Continue the game until there is one winner
left standing, or a group of winners if you prefer.
Lead-in
 Ask children to think of some things that people might do in the future, e.g., live on the moon, drive flying cars, work
at home using the Internet. Write their ideas on the side of the board and use them for the Future posters optional
activity later in the lesson.
Will and won’t
 Ask children to look at the picture story. Draw their attention to Charlie’s thought bubble. Ask them who is in the
thought bubble (Charlie). Ask them if it is Charlie now or in the future (in the future). Ask them to look at the picture
and guess what Charlie thinks he will do in the future. They then read and check. Ask them to guess what Toby thinks
and then read and check.
 Ask children to read the explanation box. To check understanding, say a series of sentences about the future, using
will and won’t, e.g., We will have cars that fly. Children won’t go to school to learn. Children stand up if they agree
and sit down if they disagree.
1 Look at the notes about Harry’s life in the future. Write sentences with ’ll or won’t and be, have or live.
 Read the rubric and look at the example with the class. Ask them which of the words in the rubric have been used in
the example (‘ll and be)
 Look at the second sentence with the class. Ask them to read the notes and then the sentence and choose ‘ll or won’t
and one of the verbs from the rubric. Elicit the correct answer (‘ll be) and write in on the board for children to copy
down.
 Children complete the exercise individually. Help if necessary.
 Read the completed sentences aloud for the class to check their answers. Say some of them correctly and some of
them incorrectly, e.g., He won’t have a French wife. Children say yes if the sentence is correct and no if it is wrong. If
the sentence is wrong, nominate a child to give you the correct sentence and explain why it is correct.

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Answers
1 ’ll be
2 ’ll be
3 ’ll have
4 won’t have
5 won’t have
6 won’t live
7 ’ll live
2 Look at the notes. Write sentences about Charlie’s life in the future. Use will and won’t.
 Write I / drive / a fast car  on the board. Explain that this is a sentence Charlie is writing about his life. Point to the
check mark and ask children whether to use will or won’t (will). Write I will on the board and ask children to give you
the rest of the sentence (drive a fast car). Write it on the board.
 Write I / have to / go to school  on the board. Point to the X and ask children whether to use will or won’t (won’t).
Elicit the complete sentence (I won’t have to go to school.) Write the sentence on the board for children to copy
down.
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children check their answers with the partner.
Answers
1 I'll drive a fast car.
2 I won't have to go to school.
3 My Dad will have to work.
4 There will be cartoons on TV all the time.
5 I'll take my friends to the moon.
6 There won't be any pollution.
7 Robots will do all the boring work.
8 People won't travel by plane.
9 Towns and cities will be safe.
10 I won't have to pay for anything.
3 Look at Exercise 2. Write questions and short answers.
 Read the rubric and look at the example with the class. To check understanding, elicit the second question and
answer. Write them on the board for children to copy down.
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children take turns to say the questions and the answers, in order to check their own
answers.
Answers
1 Will I drive a fast car? Yes, I will.
2 Will I have to go to school? No, I won't.
3 Will my Dad have to work? Yes, he will.
4 Will there be cartoons on TV all the time? Yes, there will.
5 Will I take my friends to the moon? Yes, I will.
6 Will there be any pollution? No, there won't.
7 Will robots do all the boring work? Yes, they will.
8 Will people travel by plane? No, they won't.
9 Will towns and cities be safe? Yes, they will.
10 Will I have to pay for anything? No, I won't.
If it’s you
 Ask the children to stand by their desks.
 Give a series of instructions, e.g., Jump if you will get married. Clap your hands if you will buy a car. Stamp your feet if
you will have children.
 Children listen and follow the instructions.
 Continue going faster and faster until children can’t keep up with you.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

Future time expressions

 Ask children to look at the picture and read Harry’s speech bubble. Ask Why is Harry excited? (Because they are going
to go on holiday.) Ask What month is it now? (June).
 Ask children to read the explanation box. To check understanding, divide the class into pairs and call out some time
expressions, e.g., in a week’s time, tomorrow, later. Children tell their partners what they will be doing at these times.
4 Today is Saturday 10th January at 10 o’clock. Match 1–8 with a–h.
 Ask children to read the rubric and underline the date and time.
 Look at the example with the class. To check understanding, look at the second date with the children. Ask them to
look at each time expression in the right hand column and check if it matches the date until they find the correct
answer (next Wednesday).
 Children complete the exercise individually. Help if necessary.
 Say the dates and times aloud one by one. Nominate different children to read their answers aloud for children to
check their answers.
Answers
1d
2g
3e
4h
5a
6f
7b
8c
5 Look at Molly's diary and write sentences. Use time expressions from the box. It is Friday 11th February at 9.55 a.m.
 Ask children to underline the date and the time in the rubric.
 Look at the example with the class. Highlight the phrase do the shopping in the sentence and in the diary. Show
children the phrase five minutes’ time in the word box.
 Look at the second sentence with the class. Ask them to find make the cake in the diary. Tell them to underline the
word on in the sentence. Ask them to look for a phrase in the word box that can follow on which accurately expresses
the time in the diary (Saturday).
 Children complete the exercise individually. Help if necessary.
 Read the completed sentences aloud for the class to check their answers.
Answers
1 five minutes' time
2 Saturday
3 Later
4 tomorrow
5 Soon
6 This evening
7 on Sunday
6 Look at exercise 5. Complete the sentences with will or won’t and on or –.
 Read the rubric and look at the example with the class.
 Write Molly______ ring Tina ______ this afternoon. Ask children to underline ring Tina and this afternoon. Ask them
to look at the diary and see if Molly will ring Tina this afternoon (yes). Elicit whether to use will or won’t (will) and
write it in the first blank. Ask children to look at the second blank and say whether they should write on (no). Write a
dash on the blank.
 Children complete the exercise individually.
 While children are completing the exercise, write the complete exercise on the board. Then invite different children
to come to the front and complete the blanks.
Answers
1 won’t, on

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

2 will, –
3 won’t, on
4 will, –
5 won’t, –
6 won’t, on
7 will, on
Future posters
 Divide the class into small groups. Tell the class that they are going to draw a poster about life in the future using will,
won’t, and time expressions.
 Write some time expressions on the board, e.g., next year, in ten years’ time, soon, in a hundred years’ time.
 Ask children to think of some things that might change in the future, e.g., Next year, smartphones will tell you when
you are sick. In ten years’ time, we will drive flying cars. Soon, the Earth will be hotter. In a hundred years’ time, some
people will live on the moon. Use their ideas from the Lead-in activity to help.
 Children write sentences and draw on their posters.
 Display the posters around the class.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

TOEFL Primary Speaking

1 Listen and point to the picture. (Track 50)
 Ask children to look at the picture of space.
 The children should listen and point to the correct item in the picture.
Transcript 50
Look at the picture. Listen and point.
Boy 1: Look at this space picture. Space is amazing, isn’t it?
Girl: Yes, it is. When I grow up, I want to be an astronaut because I want to go to space in a rocket. I’ll see the stars and
the Earth from space.
Boy 1: Great! I think in the future, lots of people will travel in space in spaceships.
Boy 2: Yes, maybe. I think they’ll go to other planets. But they won’t go to the sun because it’s too hot!
2 Look at the pictures. Listen, point and repeat. (Track 51)
 Play the recording.
 The children should point to each picture and repeat chorally.
Transcript 51
Look at the pictures. Listen, point to the picture and repeat.
Girl: In 200 years, people will go to the moon on vacation.
Boy: In 50 years, robots will help us in our homes.
Girl: In 100 years, people won’t travel by bus.
Boy: In 20 years, people won’t travel by spaceship.
Girl: In 50 years, people won’t live in floating cities.
3 Listen and talk to your partner. (Track 52)
 This task requires the children to work in pairs.
 Ask the children to look at the pictures.
 Play the recording.
 The children should listen to the speaker talking about the two of the pictures.
 The children should take turns to look at the pictures and make a sentence using the prompts given, a future time
expression to predict what will happen in the future.
 Depending on the needs of the children, they could perhaps give an additional sentence or say why (e.g. In 50 years
time, there won’t be any polar bears because they won’t have a home).
Suggested answers
In 10/50/100/200 years / the future/soon/in two weeks, …
….polar bears will/won’t live/die.
…people will/won’t travel in/to space/in spaceships.
…there will/won’t be lots of storms/bad weather/rain.
…people will/won’t live in floating cities/ cities on the sea/in the sky/in space.
…people will/won’t have robots in their homes/robots will/won’t work for us.
…there will/won’t be lots of astronauts/I will/won’t be an astronaut.
Transcript 52
Look at these pictures. Listen, then talk to your partner about the pictures.
Girl: What will happen in the future? Let’s have a look at the pictures. What do you think?
Boy: I think polar bears will die in the future. They won’t live.
Girl: Oh no. Why?
Boy: Because they won’t have a home.
Girl: I hope you’re wrong. My turn. In 100 years, people will have robots in their homes.
Boy: Yes, I think so too.
What do you think? Now talk to your partner about the pictures.
4 Listen, and talk to your partner. (Track 53)

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

 This task requires children to work in pairs.

 Play the recording.
 The children should listen to the speakers doing the activity as a demonstration.
 They should then follow the instructions of the speaker on the recording.
 Children work in pairs to tell each other about the people in the pictures and what they want to be in the future. They
can use the picture prompts given to make three sentences for each picture.
 Encourage the children to use as much language as they can. They could make four or more sentences, for example.
Suggested answers
In the future, Chi wants to be a pilot. She will fly planes, but she won’t fly spaceships. She will wear a uniform.
In the future, Kim wants to play the violin. She will play very well. She will play in/have/do concerts.
In the future, Long wants to be a singer. He will sing for big audiences. He will be very popular.
In the future, Giang wants to play soccer. He will play in a team. They will win lots of trophies.
In the future, Lam wants to play volleyball. He will play in a team. They will be a very good team and they won’t lose.
In the future, Son wants to be a server. He will work in a restaurant. He will serve good food. His customers will be happy.
In the future, Oanh wants to be an astronaut. She will go to space. She will eat space food and wear space clothes.
Transcript 53
Listen, and then talk to your partner about the pictures.
Boy: Let’s look at the first one. This is about Chi, and I can see a picture of a pilot. In the future, Chi wants to be a pilot.
She will fly planes, but she won’t fly spaceships. She will wear a uniform.
Girl: Well done, that’s great.
Now it’s your turn. Work with your partner. Talk about the children. What do they want to do in the future?
5 Listen and ask your partner. (Track 54)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the model.
 They should listen to the instructions on the recording.
 First, the children say what they want to be when they grow up. They should ask questions to their partner about
their future.
 Allow 3-4 minutes for each child.
 Encourage children to ask as many questions as possible. They could perhaps time how long they speak for.
Example answers
When I grow up, I want to be a teacher/pilot/astronaut/fire fighter/etc.
Will you…
have children?
get married?
live in an apartment?
play soccer / volleyball / the piano / etc?
be famous / rich / popular / etc?
Yes, I will.
No, I won’t.
I don’t know.
Transcript 54
Listen to the example.
Boy: Hi Nga. Let me tell you about my future.
Girl: OK. What do you think will happen?
Boy: Well, in the future, I will work at school.
Girl: Really? Why?
Boy: Because I want to be a teacher when I grow up.
Girl: Great. Will you get married?
Boy: Um, yes, I will. I think!
Girl: Oh, OK! Will you have children?
Boy: Er, yes, I will. I love children.

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

Girl: And will you be happy?

Boy: I hope so but I don’t know.
Girl: I think you will be happy!
Now tell your partner what you want to be when you grow up. Then ask your partner about their future. How many
questions can you ask?

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

Worksheet: Language practice

1 Look and write. Use will or won’t.
 Look at the rubric and the example with the class. To check understanding, elicit the second sentence from the class.
 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 will have a robot.
2 I won’t travel to the moon in a rocket or a spaceship.
3 Astronauts will walk on other planets.
4 Astronauts won’t go to the sun or to the stars.
2 Follow. Write sentences with I’ll.
 Write I’ll on the board. Ask children to read the words for the first sentence aloud to you (meet you in the café). Write
them on the board. Ask children to follow the line from this phrase to the correct one in the right hand column (this
evening) and read it aloud to you. Write it on the board. Show children that this is the example.
 Children complete the exercise individually. Help if necessary.
 Divide the class into pairs. Children check their answers with the partner.
Answers
1 I’ll meet you in the café this evening.
2 I’ll see you tomorrow.
3 I’ll go to the movie theater next week.
4 I’ll visit my grandparents in three weeks.
5 I’ll read this book in a month.
6 I’ll start at a new school in a year.
What will you do on the weekend? Write.
 Ask a few children what they will do on the weekend. Ask follow up questions to encourage expansion, e.g., Where
will you go? Who will you be with? Will you do anything else?
 Children complete the exercise individually.
 Divide the class into groups. Children share their writing with each other and look for things they have in common.
Answers
Children’s own answers

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

Unit 9 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 __/3
1 spaceship
2 storm
3 star
4 planets
2 Complete the words.
Answers __/3
1 robot
2 astronaut
3 moon
4 rocket
3 Complete the sentences.
Answers __/5
1 Will
2 won’t
3 Will
4 will
5 won’t
6 will
4 Match.
Answers __/4
1d
2a
3c
4e

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 Family and Friends Special Edition Grade 5 Intensive Program– Unit 9

5b
Total __/15

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