FIFTH GRADE

LISTENING
Pupils will be surrounded by English and will listen effectively in a variety of situations for a variety of
purposes. They will recognize listening as an active, constructive process and practice the behaviors
of effective, active listeners.
CONVERSATION
They will recognize that talk is an important tool for communicating, thinking, and learning. At school
they will practice the behaviors of effective speakers and speak fluently and confidently in a variety of
situations for a variety of purposes and audiences.
GRAMMAR
To make grammar clear, interesting and easy to understand we have a communicative, activity-based
approach to the learning of grammatical structures, rules and concepts.
WRITING
They will write to express and share feelings, ideas, and opinions; to describe;
to create personal and fictional narratives; to explain, report, and inform; prepare short reports; to
explore ideas and express understanding.
READING
They will read fluently and confidently a variety of texts for a variety of purposes; summarize,
interpret, draw conclusions, express opinions, and note details to improve their reading
comprehension.
SCIENCE
Science is incorporated as a cross-curricular activity which allows children to improve their overall
education while also acquiring language profiency and practice the behaviors of effective, strategic
readers.
LINKS:
http://hwb.wales.gov.uk/
http://www.bbc.co.uk/education/subjects/zbdxvcw
http://www.childrensuniversity.manchester.ac.uk/
http://www.childrensuniversity.manchester.ac.uk/interactives/languages/words/
http://www.harcourtschool.com/index.html
http://owl.english.purdue.edu/
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm
http://www.esl-lab.com/
listening
http://www.studyzone.org/testprep/ela4/h/authorpur.cfm - reading
http://www.classicfairytales.com/en/main - reading listening
http://www.quia.com/cb/7146.html
http://www.eslus.com/LESSONS/READING/READ.HTM
http://www.rockfordsrockopera.com/home/
http://www.abcya.com/friendly_letter_maker.htm - SEPTEMBER
CHECK if you canhttp://www.fossweb.com/
http://www.20q.net/
http://channel4learning.com/
http://www.factmonster.com/
http://www.grammarbook.com/
FIFTH GRADE- AUGUST AND SEPTEMBER
LISTENING
Listening Objectives:
Determine purposes of listening

Understand and follow directions

Listen critically and responsively
Ask and answer questions
Interpret and evaluate what they are listening
Listen responsively to stories
Connect and compare own experiences to story
Apply comprehension skills
Understand major ideas and supporting evidence in spoken messages
Participate in listening activities related to the readings (discussion groups, etc)
Listen to learn to take notes
FIFTH GRADE- AUGUST AND SEPTEMBER
CONVERSATION
STEP UP 5 UNIT 1- FOREVER FRIENDS
Objectives- Expressing likes, dislikes and preferences. Exchanging personal information. Describing
personality. Using phrasal verbs. Describing a person physically and in personality. Describing
yourself and others. Giving opinions. Narrating past events. Taking about animal facts. Speaking
about morals in fables.
Key Vocabulary- Outdoor activities: camping, canoeing, climbing, cooking, cycling, hiking, horseback
riding, swimming. Awesome, biggest, cabin, nightmare, warmest. Personality adjectives: adventurous,
disorganized, friendly, hardworking, lazy, organized, serious, shy, smart. Phrasal verbs: find out, go
back, look for, make out, put on, run out of, set out, wait for. Friendship, happiness, laughter, secret,
trust, blood, engineer, high school. Personality adjectives: creative, easygoing, fun, funny, loyal,
selfish, silly, strict. Parts of a letter: body, closing, greeting, heading, signature. Animals: ant, donkey,
dove, frog, lion, ox, toad. Personality adjectives: cool, mischievous, strange, weird. Verbs: croak, hiss,
slither, bark, chirp, purr, roar, climb, crawl, fly, jump, swing, leap, slide. Frogs: amphibian, lay eggs,
tadpole, shed skin, sticky tongue, slimy, smooth. Parts of a play: act, characters, problem, setting,
stage, title.
FIFTH GRADE- AUGUST AND SEPTEMBER
GRAMMAR
STEP UP GRAMMAR
Present simple: like + -ing
Tag questions
Phrasal verbs
Defining relative clauses
Present simple.
Past simple
THE GRAMMAR LAB
Objective - To speak, read, and write all the structures by themselves
UNIT 9- Be Present and past simple; Use, Positive, Negative and Question form; Contractions; Short
answers; There is/are, There was/were,
UNIT 10- Present simple; Use, Positive, Negative and Question form; Contractions; Short answers;
adverbs of frequency
UNIT 11- Present simple 2- Verbs that are not used in present continuous: like, hate, love, believe,
understand, think, know, want; like, hate, love + ing form
UNIT 33- Phrases of place in, on, next to, between, behind, in front of, under, below, above, near,
far from, opposite, inside, outside
UNIT 8- Adverbs of manner- Spelling rules; irregular adverbs: good-well, fast-fast, hard-hard, Use of
adjectives instead of adverbs after be, look, feel, smell, taste
FIFTH GRADE- AUGUST AND SEPTEMBER
READING
OBJECTIVES:
Read aloud with fluency, self-correct for meaning, and read silently

Build vocabulary by reading, use sentences to determine meaning

Read aloud to improve reading rate, phrasing (natural intonation and rhythm), automatic word
recognition and reading skills
Reading Comprehension; summarize, interpret, draw conclusions, express opinions, note details
Identify the main idea.
Identify narrative elements: characters, setting, problem, important events, solution.
Facts and opinions.
Sequencing
READING SELECTION
Unit 1 The Life Of A Fish
Unit 1 The Science Fair Gadget
Unit 2 Beware Of The Carnivore!
Unit 2 The Tree Flute
FIFTH GRADE- AUGUST AND SEPTEMBER
WRITING
OBJECTIVES- To write properly using all the grammar structures. (SEE GRAMMAR)
To spell properly the given vocabulary.
To write a friendly letter.
To write about personal information, likes, dislikes and preferences.
To write some definitions.
To be aware of punctuation and pauses.
To write an act in a play.
FIFTH GRADE- AUGUST AND SEPTEMBER
BLOCK 1 The human body
Unit 1 What happens if I dont keep a healthy weight?
Lesson 1 How are food and energy related?
Content: Food as a source of energy
(Energyin)
Basal Metabolic Rate (BMR) and physical activity (Energyout)
Food labels
Energy balance and healthy weight
Objective: Demonstrate the relationship between energy balance and a healthy weight
Skills for doing science: Interpret data
Vocabulary: Basal Metabolic Rate (BMR), calories, Energyin, Energyout, energy balance, food label,
serving size
Language focus: Working with words: subject, verb, object; adjectives and adverbs
Scientific attitude: Suspending judgment until data is interpreted and conclusions are drawn.
Cultural connection: Eating habits and daily activities in different countries.
Critical thinking: Evaluating the impact of energy imbalance on the health of a person.
Cross-curricular link: Mathematics: use of equations to interpret data.
Links:
For students:
http://kidshealth.org/kid/nutrition/food/calorie.html
http://kidshealth.org/kid/nutrition/food/sports.html
For teachers
http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/healthy-weight-basics/balance.htm
http://www.precisionnutrition.com/all-about-energy-balance
BLOCK 1 The human body
Unit 1 What happens if I dont keep a healthy weight?
Lesson 2 How does energy imbalance affect my health?
Content: Relationship between body weight and health
Weight problems and eating disorders

Objective: Describe causes and consequences of obesity and other eating disorders
Skills for doing science: Draw conclusions from data
Vocabulary: anorexia nervosa, Body Mass Index (BMI), bulimia, diabetes mellitus, eating disorders,
glucose, insulin, malnutrition, normal weight, obesity, overweight, pancreas, underweight
Language focus: Present perfect with for and since
Scientific attitude: Working collaboratively to evaluate results
Cultural connection: Overweight and obesity as global health concerns.
Critical thinking: Evaluating body weight as healthy or unhealthy
Cross-curricular link: Mathematics: use of pie charts to convey percentages.
Project: How much energy do I need?
Links:
For students:
http://kidshealth.org/kid/nutrition/food/eatdisorder.html
http://kidshealth.org/kid/nutrition/weight/overweight.html
http://www.eatright.org/resources/for-kids
For teachers:
http://www.hsph.harvard.edu/nutritionsource/healthy-weight-full-story/
http://kidshealth.org/parent/diabetes_center/diabetes_basics/weight_diabetes.html
http://www.eatright.org/resources/kids-eat-right-listing?active=videos
NUTRITION
The process of feeding the body with nutrients is called nutrition. Nutrition takes place mainly in the
digestive system. Digestion breaks the food down into substances our bodies can use.
Nutrients are the substances a body uses to build, repair and maintain itself.
There are five main types of nutrients: carbohydrates, proteins, fats (lpidos), minerals and vitamins.
Carbohydrates- energy- cereals and tubers.
Proteins grow, form, and repair tissues (tejidos).- Animal products and legumes.
Fats- energy, stored energy- Animal and plant oils, some seeds.
Minerals and vitamins- vegetables and fruits- keep the body healthy
Fats and Oils are used to help the body store vitamins and build tissue to protect important organs.
Fats are also used by the body as a "backup" fuel system.
Vitamins and Minerals are needed to help body systems function and stay healthy.
Minerals help build bones.
Water dissolves some vitamins and helps bring nutrients to the cells in your body. Water also helps
you swallow and digest foods, and helps keep your body temperature normal.
SEP extension:
Rules for a healthy diet: (Completa, equilibrada, variada, suficiente e inocua)
Variety- Variety means that you must include many different foods because no single food can
supply all of the nutrients that your growing body needs on a daily basis.
Balance- Balance means that you must eat the right amounts of foods from all groups of nutrient
each day. This way you will get all you need for proper growth and development.
Moderation- Moderation means that you are careful not to eat too much of any one type of food.
So in order to maintain a well-balanced diet, you should drink plenty of water, eat healthy portions of
foods from all the food groups and have plenty of physical activity.
Breast milk contains all the vitamins and nutrients a baby needs in the first six months of
life. In addition to, breast milk is packed with disease-fighting substances that protect the
baby from illness.

Underweight: A person weighs less than the healthy range for his or her age, gender, and height.
Healthy weight: A person's weight is in the healthy range for his or her age, gender, and height.
Overweight: A person weighs more than the healthy range for his or her age, gender, and height.

Obese: A person weighs much more than the healthy range for his or her age, gender, and height.
Overweight or obese kids have a greater chance of getting type 2 diabetes mellitus and other health
problems. And later in life, they have a higher risk of getting heart disease.
Eating Disorders
Anorexia nervosa is an eating disorder that makes people lose more weight than is considered
healthy for their age and height.
Persons with this disorder may have an intense fear of weight gain, even when they are underweight.
They may diet or exercise too much or use other ways to lose weight as vomiting after they eat.
Bulimia nervosa is an illness in which a person has regular episodes of overeating and feels a loss of
control. The person then uses different ways, such as vomiting or laxatives to prevent weight gain.
Eating Disorders may cause damage to the heart, liver, and kidneys and even death.
Body Mass Index (BMI) ((ndice de masa corporal (IMC))
Body Mass Index (BMI) is a measure used to determine if our weight is within healthy range for our
height.
The formula is:
BMI = mass (kg) (height (m) x height (m)).
Example:
If you weigh 35kg and your height is 1.35 m.
35 (1.35 x 1.35= 1.82)
35 1.82 = BMI 19.2
Body Mass Index (BMI) 11 to 13 years old
Girls
Less than 14.1
14.1 to 17.5
17.5 to 20.7
20.7 to 22.6
25.4 to 27.8

Boys
Less than 14.3
14.3 to 17.2
17.2 to 20.6
20.6 to 21.9
25.4 to 27.8

(Condicin corporal)
Malnutrition (Desnutricin)
Underweight
Normal weight
Overweight (sobrepeso)
Obesity

Overweight and obesity are defined as abnormal or excessive accumulation of fat that can be harmful to health
and are the result of an imbalance between energyin and energyout.
This imbalance is often caused by ingestion of diets high in energy density, low in fiber, and sweetened
beverages, combined with low physical activity.
According to results from the National Health and Nutrition Survey (ENSANUT) in 2006 compared to those in
1999, the numbers of overweight and obesity in children increased 77% in boys and 47% in girls.

Percentage of obese and overweight population by country.

Mexico has the highest rate of overweight and obese children (aged 5-17) in the world.