5th grade 2 Drtinova


Georgia Squires

tel .:  +420 608 353 940
email:  georgia@youngeducators.eu


On this website you will read what the children did in English lessons, what they could practice at home, what they should study for the tests they will write during the lessons, and you will also learn other important information about teaching. Therefore, we ask you to view this site regularly. If you have any further questions, you can call or email us at any time.

Here are instructions  for registering for the Cambridge Learning Management System, which children also have embedded in the textbook. The activation code can be found inside the Student's Book.  These are materials supplementing the textbook for the purpose of home practice and are voluntary. 





In this class, we:

- Asked and answered the question, "What's your favourite thing to eat for dessert?" and practiced using stressed syllables with homophones (words which sound the same) eg. DESert (a dry place) versus deSSERT (a sweet treat after a meal).

- Sang "Enemy" by Imagine Dragons at the students' request (https://www.youtube.com/watch?v=QOQlBgKxc5w)

- Checked homework: p.53 E (students own answers) and checked which part of speech was necessary for each gap (2. preposition (by), 3. noun (place), 4. adjective (good, great, amazing), 5. noun (form of transport).

- Completed a listening exercise - say if actions are possible or impossible based on visual clues in a picture (p.54 D)

- Practiced reading aloud and following along while listening by reading one sentence each of the story on p.55 E, then answered the reading comprehension questions in F.

- Matched pictures to word circles using vocabulary keywords (p.56 A)

- Filled the gaps with one word (p.56 B)

- Studied relative pronouns (who, when, where, which, whose) with two online games: https://wordwall.net/play/12675/888/464 and https://wordwall.net/play/12992/866/575

- Chose the correct responses to questions (p.56-7 C)

- Studied the three main narrative tenses: past simple, past continuous and present perfect. Students learned a chant to help them remember the structure of each: "Simple, continuous, perfect. Did, was doing, have done."

- Completed a listening exercise of the kind used in the Flyers test (p.57 E) 

Homework: P.58 B


In this class, we:

- Practiced natural conversation by discussing our weekend activities

- Asked and answered the question, "What's your favourite thing to eat for dinner?"

- Sang "Lemon Tree" by Fools Garden (https://www.youtube.com/watch?v=l2UiY2wivTs)

- Checked homework: p.51 write a story of 20 or more words based on three pictures. We corrected any spelling and grammar mistakes, and discussed the importance of using the same tense (present or past) throughout the whole story.

- Used context and grammar clues to fill the gaps in sentences about transport (p.52 A), and reinforced test taking skills (in this case, counting the words in the vocabulary list and the gaps to see if words must be used more than once, there are extra words, or if all words are used once).

- Practiced speaking skills for the Flyers test by stating the differences between two pictures (p.52 B). Students were reminded to copy the vocabulary and grammar of the assessor in their answers.

- Expanded transportation vocabulary by identifying common synonyms (p.53 C)

- Labelled pictures of places and completed a listening exercise to match them with forms of transport (p.53 D)

- Students practiced pronunciation and cadence by reading aloud a short story in the present tense (p.54 A)

- Completed a listening dictation exercise where students wrote down 10 things to take on a trip (p.54 C)

- Played an online game to practice the Flyers transport vocabulary list (including British and American variations - lorry/truck, fire engine/fire truck: https://wordwall.net/play/12218/152/855


In our first class of 2022, we:

- Discussed our Christmas and New Year holiday

- Asked and answered the question, "What did you get for Christmas?"

- Sang "Get Off Of My Cloud" by The Rolling Stones (https://www.youtube.com/watch?v=qUDMzhlefMs)

- Checked homework: p.47 E (1. of, 2. bikes/bicycles, 3. the, 4. was, 5. made/built/started) & p.49 E (student's own information relating to numbers, eg height, birthday, minutes/kilometers to school)

- Used grammar clues to fill in the gaps about record holders for the oldest/youngest person to achieve something unusual. This practiced dependent prepositions (eg. in/on/at), tense recognition (eg. doing/does/did), and discourse markers (because/and/after).

- Matched work, weather and world around us vocabulary with definitions (p.50 A)

- Added appropriate information of the students' own choice to a business email requiring reading comperehension and logic (p.50 B). 

- Looked at common contractions (there's, I've, who's, we're) and identified that they were all 2 words (p.51 D). We discussed the two uses of appostrophies especially with s (is and possessive) and which to chose for it (it's = it is, its = belonging to it)

- Students were given the homework of writing a story of 20 words or more based on three picture prompts (p.51 C). Students were reminded to state where, who, what happened, and how the people feel, and to choose either the present tense OR the past to tell the entire story.



In our last class of the year, we celebrated Christmas by watching the movie 'Elf' in English with no subtitles. Students were asked comprehension questions throughout the film and had to describe what had happened and what they thought would happen next.

Elf trailer on YouTube: https://www.youtube.com/watch?v=a54yC1etmVc


In our 11th class, we:

- Asked and answered the question, "What is your favourite thing to eat for lunch?" and sang "Paint it Black" by The Rolling Stones (https://www.youtube.com/watch?v=O4irXQhgMqg)

- Wrote 7 jobs (journalist, photographer, manager, chef/cook, doctor, mechanic, actor) in vocabulary portfolios from the clues given on p.38 (B).

- Checked the H/W (p.40 C): 1. art, 2. factories, 3. skiing, 4. use, 5. later. We identified the parts of speech of the possible answers: classmates (plural noun), family (noun), borrowing (verb), later (adjective or adverb), art (noun), hour (noun), factory (noun), skiing (verb), fetch (verb0), use (verb). Students then identified which part of speech was required by the grammar of the sentences with gaps.

- Repeated the exercise of categorising the given answers into parts of speech for Unit 19 (p.42) A, with students moving to the correct corner of the room to indicate noun, verb, adjective or adverb. We discussed how many words can be nouns or verbs (light, project, building) and that with some 2 syllable verbs the stress changes (proJECT for what the projector does - verb, PROject for a science project - noun). 

- Ss completed the gap fill for P.42 A, then listened and coloured the picture by standing at the board to listen, then going back to their books to colour.

- Ss practiced relative pronouns by completing p. 43 C, filling in questions with the relevant words. We discussed the use of many/much for countable/uncountable nouns, and what/which for things where what is an open question and which gives a list of options to choose from. 

- We practiced adding auxiliary verbs (did, does) to question prompts to make grammatically correct questions (p.45 D). 

Homework: p.45 C (Ss should use the internet to research)


In our 10th class, we:

- Asked and answered the question, "When is your birthday?" and sang "Friday I'm In Love" by The Cure (https://www.youtube.com/watch?v=tJ4b99-aujI)

- Wrote four eating utensils (knife, fork, spoon, chopsticks), four drinking vessels (cup, glass, bottle, mug) and three things for holding food (plate, bowl, box) in portfolios

- Completed a crossword using pictures of jobs as clues, then matched the jobs with their descriptions (Unit 17 p.38 A & B). We completed a listening exercise to identify jobs (p.38 C) and students were given the homework of ranking 8 jobs from the ones they like least to most (p.38 D).

- Completed a listening exercise to match common objects to pictures of locations (shop, office, fair, supermarket, castle, hotel, cafe, carpark) (p.39 E).

- Discussed the different ways of describing the time (eg. 09:45am, 09:45 in the morning, a quarter to ten) (Unit 18 p.40 A) and listened to four conversations to match them to the times given (p.40 B).

- Students were given p.40 C as homework - read the story and fill in the gaps using the given words, then choose the best name for the story. 



In our 9th class, we:

- Asked and answered the question, "Do you have any pets?" and sang "Octopuses Garden" by The Beatles (https://www.youtube.com/watch?v=_c0CjJINvAs)

- Had a spelling competition using words related to places in the natural world (Unit 11 A, p.26)

- Identified words related to food and drink, and matched them with their definitions (Unit 14 A, p.32)

- Matched food with descriptions and filled in missing words to complete a description of fries (p.32 B)

- Completed a listening exercise related to food (p.33 C)

- Competed to fill in the missing words in survey questions related to diet, exercise and lifestyle (p.33 D)

- Completed a listening exercise to match names to animals based on their descriptions and actions (Unit 15 p.34 A). 

- Used grammar clues to choose the correct words to complete a description of swans, and drilled the correct pronounciation (swons with a short o sound)

- Identified the pattern in alliterative sentences (using words which all start with the same letter) (p.35 E - Homework is to write sentences using S words for Sue on Saturday and Sophia on Sunday).

- Competed to identify dishes and utensils from a picture and match them with their descriptions (Unit 16 p.36 A).

- Students took turns reading a sentence each from a story (p.37 C) and assigned the reading comprehension questions as homework.

HOMEWORK: P.35 E & P.37 C


In our 8th class, we:

- Asked and answered the question, “What’s your favourite song?” and sang “Lemon Tree” by Fools Garden (https://www.youtube.com/watch?v=l2UiY2wivTs)

- Used the question prompts on p.27 (exercise F) to write grammatically correct questions in students’ portfolios. We discussed the use of have/has for third person singular (he/she/it) and how questions (and negative answers) use ‘have’ (How many moons does it have?) while positive answers use ‘has’ (It has one moon).

- Checked the H/W (p.27 C): 1 G, 2 C, 3 H, 4 E, 5 D

- Played “Back to the Board” with weather vocabulary

- Raced to identify the weather words on p.30 (exercise A) then guessed which words complete the sentences in exercise B before listening to check. We looked at whether a noun (storm), verb (rain), or adjective (foggy) would fit in the gaps.

- Completed a listening exercise to identify people from their descriptions and actions (p.30 C)

- Practiced identifying and describing the differences between similar pictures (p.31 D)

- Listened to the first half of a story about some of the people from the pictures, identifying who said what (p.31 E) which was made more difficult by giving both the speaker and the person spoken to.

- Listened to the second half of the story (p.31 F) and identified which picture showed the next part of the story.

- Played pictionary to practice food and drink vocabulary

H/W: P.32 A & B



In our 7th class, we:

- Had a spelling test of words with “ee” and “ea” which we studied last week (p.23 C)

- Checked the answers to the homework and discussed identifying this/these to see if a singular or plural noun is required (p.25 D): 1. Instruments, 2. Swimsuits, 3. Wings, 4. Languages, 5. A camel, 7. Fur, 8. A pocket, 9. A college, 10. A crown

- Learned/reviewed places vocabulary (p.26 A): grass, hills, fields, sand, villages, leaves, forest, island, shells, sky.

- Completed a listening exercise which required colouring/writing words on items using prepositions to identify them (p.26 B)

- In two teams, used logic to choose which situation best calls for vocabulary items - a picnic near a hill in the green backpack, and camping in the desert in the red backpack (p.27 D).

- Completed sentences about a picture and highlighted test taking skills - 11 possible words were given for 7 sentences, so learners should count questions and answers to see if they can use the process of elimination to help them in a test environment (p.28 A).

- Practiced spelling names from dictation where made-up names were given with unusual combinations of letters (p.28 B).

Homework: P.27 C




In our sixth class, we:

  • Checked answers to last week’s homework (p.20): art, geography, history, sport, languages, maths, music, science. B: 1 history, 2 maths, 3 geography, 4 languages, 5 music. C: 1 draw, 2 drawing, 3 paints, 4 paintings, artists.

  • Learned and practiced school vocabulary: glue, scissors, a dictionary, a bin, a calendar, a file (p.22 A) by matching the first and second halves of definitions of each.

  • Completed a listening exercise targeted to recognising and using this vocabulary (p. 22 B).

  • Looked at common words which use ee or ea for long e vowel sounds (1-4) and short e vowel sounds (5-6) (p.23 E). All words were spelled with ea except those in number 1.

  • Practiced animal, object and body vocabulary by finding things in the picture which begin with specific letters (p.24 C). 

Homework: P.25 D



In our fifth class, we:
  • Reviewed nouns, verbs, adjectives and adverbs
    (Noun: person, place, animal, thing. Verb: doing word. Adjective: more info about a noun. Adverb: more info about a verb.)
  • Practiced skills for telling a story in present simple and continuous using 5 pictures as prompts. Students listened to a model answer and wrote down the verbs (p.18 C)
  • Learned/reviewed common body action verbs and matched them with the body parts used (p.18 A)
  • Used context clues to fill the gaps in sentences with verbs (p.18 B)
  • Filled the gaps in a story using context and grammar clues, and categorized the given words as past tense verbs, singular nouns and plural nouns (p.19 D & E)
  • Learned/reviewed school subjects and ways to describe them in a single sentence (p.20 A & B)
  • Completed a listening exercise for practical details of arrangements (p.21 E)
  • Used context clues to practice common collocations: had to, years old, find out, pictures of, more than (p.21 F)
Homework: P.20 B, C & D 


In our fourth class, we:

  • Practiced animal and adjective vocabulary by writing the name of an animal (or an adjective + animal, eg. hungry lion) for each letter of the alphabet.
  • Put animals into categories based on how they move - run, hop, jump, fly, swim.
  • Matched animals with their descriptions
  • Discussed how to use context clues to chose between different forms of verbs and comparatives to fill gaps in a text
  • Reinforced clothing/accessories vocabulary, and completed a listening exercise to match animal motifs with items.
  • Used context clues and listening for meaning to match two halves of sentences which describe the information given in the previous listening activity
  • Practiced answering questions in full form, repeating the wording of the question.

        Homework: P.15 C & D




In our third class, we:

  • Reinforced the clothing vocabulary from last week with a dictation exercise.
  • Introduced pattern and descriptive vocabulary by describing flags and the differences between pictures.
  • We practiced using prepositions of place to identify people within an image.
  • We discussed friends and family using questions which encourage creative vocabulary, and completed a listening exercise which required paraphrasing information
  • We completed a listening exercise which required careful attention to detail in order to spell names correctly.

        Homework: P.10 D, p.12 C, p.13 D.



In our second class, we:

  •  We had a new member join our class, so we re-introduced ourselves and asked the question of the day - What’s your favourite kind of ice-cream?

  • Students competed to write down as many clothing/accessories words as possible in three minutes, which were then collated in students’ portfolios.

  • Students matched outdoor vocabulary with a picture, then practiced the speaking format of identifying differences between two similar pictures. They reinforced the vocabulary with a gap-fill exercise, then completed a listening exercise to identify details within a conversation.

  • In Unit 2, students worked together to match clothing/accessories vocabulary with descriptions.

  • Students completed the listening portion of the ‘Fun for Movers’ end-of-level test.

    Homework: Unit 1 p.7 exercise E. Unit 2 p.8 exercise A. Unit 2 p.9 exercise C.


For our first class, we:

  • Got to know eachother by introducing ourselves and asking the Question of the Day: Do you like dogs or cats more?
  • We sang the class song ("Yellow Submarine" by The Beatles)
  • We decorated the cover of writing portfolios
  • We discussed the rules of the class and the Star System for rewarding good behaviour
  • Two teams of students competed to see how many past tense verbs they could remember from the previous year’s vocabulary list
  • Students completed Reading & Writing Parts 1-4 (out of 6) of the Movers Revision Test
  • Students received their new Fun for Flyers books, and completed Unit 2 Listening exercise D on page 9.
  • Students played “Snowball Fight” where they randomly received 3 “rules” which were either real or fake. They read the rules and put them in the correct category.
  • Students received their homework - to complete an All About Me poster with information about themselves and their families.
  • Yellow Submarine: https://www.youtube.com/watch?v=m2uTFF_3MaA

aktualizováno: 20.01.2022 23:52:05