Giao an tieng anh lop 5 moi

ME AND MY FRIENDS
Week: 1. Date of teaching: Thursday, September 12th
, 2013.
Period: 1st
.
UNIT 1:
A SUMMER CAMP
Lesson 1
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I. Objectives:
- By the end of this lesson, students will be able to ask and answer questions about
where some is from.
- Develop speaking skill.
II. Teaching methods:
- Communicative approach.
- Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
III. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette,
puppets.
- Students’ aids: books, notebooks, workbooks.
IV. Languages focus:
- Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala
Lumpur , Thailand – Bangkok, the USA – New York, Indonesia - Jakarta
- Structures:
A: Where’s he from?
B: He’s from Malaysia.
A: Where in Malaysia is he from?
B: Kuala Lumpur.
V. Procedures:
Time Steps/Activities
Work
arrangement
6’
10’
I. Warm up: Clap the board.
Let Ss play the game with the characters in character gallery
on P.2
II. New lesson
1. Look, listen and repeat.
- Have Ss to look at the book at page 6 and get Ss to
identify the familiar characters and the new ones.
- Have Ss guess what is happening in each picture.
- Set the scene: These children are at a summer camp in
Vietnam.(elicit the word “summer camp”)
T – whole
class
T – Whole
class
========================================================================

10’
- Use the world map to show where each country or city is
(Malaysia, Thailand, Bangkok and Kuala Lumpur)
- Write the new words on the board and get Ss to read a
few times.
- Have Ss listen to the recording as they read the lines in
the speech bubbles
- Play the recording again for Ss to repeat the lines in the
speech bubbles two times.
- Divide the class into groups to take turns to say the lines
from Zack and Lawan.
- Play the recording again for the whole class to repeat
each line in the speech bubbles to reinforce their
pronunciation.
2. Point, ask and answer.
- Have Ss look at the pictures a, b, c and d on page 6
- Set the context: These children come from many
countries.
• Point to P. a and say: This is Zack. He’s from
Kuala Lumpur, Malaysia. – Have Ss repeat: Zack,
Malaysia, Kuala Lumpur.
• Repeat the step with other pictures.
- Ask Ss to read the example and elicit their prompts to
complete the text in the speech bubbles
- Write the questions and answer on the board and get Ss
to repeat the lines a few times in turn.
- Model the task.
• Point to Zack and ask: Where’s he from?
• Class: He’s from Malaysia
• T: Where in Malaysia is he from?
• Class: Kuala Lumpur.
- Ask them to act out the dialogue. Repeat the step with
some other pairs for pictures b, c, d.( Focus on
pronunciation and fluency)
- Have Ss practice acting out the dialogue in pairs, using
the pictures.
Group/ pair
work
T – Whole
class
T – Whole
class
Group work
Pair- work
========================================================================

10’
4’
- Monitor the activity and offer help. Correct
pronunciation errors (stress, assimilation of sounds,
intonation) when necessary.
- Call on some pairs to perform the task at the front of the
class.
- Have the whole class repeat all the phrases in chorus to
reinforce their pronunciation.
3. Listen and tick.
- Get Ss to look at the pictures on page 7 and tell them the
purpose of the listening.
- Elicit the information of these pictures.
- Do the first example with Ss.
- Play the recording twice: once for listening all the way
through and once for them to doing the task.
- Play it again for Ss to check their answer
- Ss trade their answers within pairs or groups for
correction
- Ask Ss to report the answers aloud to the class. The
others listen and give comments.
- Make some questions to check Ss’ comprehension
III. Summary and Home- link:
- Consolidate the content of the lesson.
- Ask Ss search for the cities and flags of related countries
in the unit on the world map or in the internet.
T – whole
class
T – whole
class
Individually
Pair- work
T – whole
class
Week: 1 Date of teaching: Friday, September 13th
, 2013.
Period: 2nd
.
UNIT 1:
A SUMMER CAMP
Lesson 2
I. Objectives:
- By the end of this lesson, Students will be able to pronounce correctly the sound of the
letter “ese” and that of the letter “ian”; listen and read for specific information
- Develop listening, speaking and reading skills.
========================================================================

- Communicative method.
- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids:
- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.
* Phonics: Vietnamese Indonesian
V. Procedures:
Work
arrangement
5’
5’
7’
I. Warm up: Country bingo
Let Ss play the game with the grid and a list of countries
Vietnam Laos Indonesia
Malaysia Thailand The USA
The UK Korea Cambodia
II. New lesson
1. Listen and repeat/ Group and say it aloud.
a. Listen and repeat.
- Have Ss open the book page 8, draw their attention to
the letters colored differently in the words Vietnamese
and Indonesian
- Set the scene: “We are going to learn how to produce
the sound of letters ese in the word Vietnamese and that
of the letter ian in the word Indonesian”
- Produce the sound of the letter ese and ian a few times
- Get Ss to repeat the words a few times.
- Encourage Ss to recall the names of countries (Unit 2 –
Tieng Anh 4) which have the end of ese and ian
b. Group and say it aloud
- Ask Ss to look at the chart and the word box
- Check if they understand the activity and the meaning of
the focused words.
T – whole
class
T – Whole
class
Individually
Pair – work
T – whole
class
T – whole
class
========================================================================

10’
10’
- Say each word and get Ss to repeat a few times.
- Set the time and let Ss do the task
- Ss check their answer in pairs.
- Call some Ss to report their answers to the class
- Have the whole class read in chorus all the words in
each column.
2. Listen and read together.
- Have Ss look at Picture a and b on Page 8 and set the
context.
- Pre-teach the new vocabulary (write new words on the
board and get Ss to repeat them a few times)
• cultural show
• mask
• model
• twin towers
- Read each dialogue, stop at times to check Ss’
comprehension.
- Have Ss repeat each line in the dialogues (clap once for
the words with “ese” and clap twice for the words with
ian
- Model and get Ss to clap in the same way then repeat
each line of the dialogues.
- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
- Device the class into four groups to take turns to repeat
the lines from Mai, Akio, Azmi and Zack.
3. Listen and number.
- Ask Ss to look at Picture a, b, c and d on page 9
- Set the scene: “you are going to listen to the recording
and number the picture”
- Elicit the content from Ss:
What’s it?
P.a: a robotic cat – Doraemon.
T – whole
class
Individually
Group
T – whole
class
T – whole
class
========================================================================
Using pictures or
translating

3’
P.b: the Petronas Twin Towers in Malaysia.
P.c: 3 Indonesian masks.
P.d: a Chinese lantern.
- Pre-teach the key words: (Write the words on the board
Ss repeat a few times)
• activity
• talk
• display
• Doraemon.
through, once for them to do the task.
- Play it again for Ss to check their answers.
- Have Ss trade their answers in pairs for correction
- Call some to report their answer to the class
Answer: 1 – c 2 – d 3 – b 4 – a
- Ask Ss select a favourite flag, draw and colour it at
home for a class display in the next lesson.
Individually
Pair- work
T – whole
class
T – whole
class
Week: 2 Date of teaching: Thursday, September 19th
, 2013
Period: 3rd
UNIT 1
A SUMMER CAMP
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to:
• Ask and answer about someone’s nationality
• Read an information text on a summer camp and write an e-mail.
- Develop speaking and listening skill.
========================================================================

+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: audio CD, pictures, poster, flashcards.
IV. Language focus:
 Vocabulary: stage, nationality
 Sentence Patterns: What’s his/ her nationality?
He’s/ She’s ………………………..
V. Procedures:
Work
arrangement
6’
10’
I. Warm up:
- Let Ss display their flags and play the game Pelmalism
using names of countries and nationalities.
II. New lesson.
- Have Ss to look at the book at page 10.
- Set the context: This is a cultural activity at the summer
camp.
• Ask Ss to look at the P. a and ask (Who are
they?, Who are these children talking about?,
What’ s the name of the boy on the stage?,
What’s his nationality?)
• Repeat the step with P.b
- Pre-teach: stage, nationality(Write the words on the
board and ask Ss to repeat a few times)
- Play the recording all the way through for Ss to listen
the dialogue.
- Play the recording again for Ss to repeat each line of the
dialogue a few times.
- Divide the class into groups to take turns to say the
questions and answers in each line.
T – whole
class
T – whole
class
Whole class
Individually
Groups
========================================================================

10’
10’
- Draw a chart of the country and nationality related to
this section on the board and get Ss to repeat each name
a few times.
- Set the scene: These children are at the summer camp.
They’re from different countries. Now you practice
asking and answering questions about their
nationalities.
complete the speech bubbles (write the question and
answer on the board and ask Ss to repeat a few times)
- T models:
• Point to Pa. and ask What’s his nationality Ss:
He’s Malaysian.
• Repeat the step with picture b, c and d.
- Have Ss to practice in pairs pointing, asking and
answering
- Monitor the activity, check the pronunciation (sound,
assimilation of sound and intonation) and offer help
when necessary.
class. Others observe and comment.
- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.
3. Read and do the tasks.(Choose one of 3 or 4)
a. Tick T (True) or F (False)
- Ask Ss to look at the picture on P.11
- Set the context:
• Can you guess what you are going to read about?
• Where is it?
• What are the children doing?
- Elicit and recall any vocabulary that Ss will need to
understand the text(Write the words on the board and
Ss repeat a few times)
- Play the recording, pause at times to check Ss’
comprehension.
- Check if Ss understand the task. Do the first for example
T – whole
class
Pair – work
T – whole
class
T – whole
class
Individually
Pair – work/
Group work
========================================================================

10’
5’
- Give Ss sufficient time to do the task and move around
to monitor the activity.
- Have Ss to check their answers in pairs before call some
Ss to report the answer to the class.
b. For the better Ss)
- Ask Ss to brainstorm the s; ate different kinds of food
and drink; ect.
- Encourage Ss to talk about one thing they liked doing
and one thing that they did not like.
- Set time and get Ss to work in pairs. Monitor the
activity
- Call on some individual students to say their answers to
the class.
4. Read and write an e – mail.(Choose one of 3
or 4)
- Get Ss to look at the example e - mail and have a brief
discussion with the class about the picture and the task.
- Point to the model text and elicit Ss’ answer: Who wrote
the e-mail?; Who will receive it?;
- Read the passage and check Ss’ comprehension: Where
was the summer camp? What did the campers do at the
camp? …
- Get Ss to read the model e-mail and read the guide
- Let Ss do the task. Move around the class to monitor the
activity.
- Get a few Ss to read aloud their e-mail to the class.
- Have a class display of Ss’ work.
III. Summary and Homelink.
- Ss have learnt
• To ask and answer about someone’s nationality,
using What’s his/ her nationality? – He’s/ She’s
Indonesian.
• To read about the summer camp and write an e-
mail to a friend
- Encourage Ss to play the City/ Country Bingo and sing
along the song Jenny and Harry at home.
Whole class
T – whole
class
Pair work
T – whole
class
Individually
Whole class
T – whole
class
========================================================================

, 2013
Period: 4th
UNIT 2
MY FRIEND’S HOUSE
Lesson 1
I. Objectives:
where one lives.
- Techniques:
+ Discuss.
III. Teaching aids:
puppets.
- Vocabulary: same area, street, floor, building.
- Structures:
A: Where do you live?
B: I live at 52 Ba Trieu Street.
o I live on the second floor of Ha Noi Tower.
V. Procedures:
Work
arrangement
6’
I. Warm up: Number Bingo.
Let Ss play the game with numbers 21 – 50.
II. New lesson
T – whole
class
========================================================================

10’
10’
- Have Ss to look at the book at page 6 and get Ss to identify the
characters in each picture.
- Have Ss guess what is happening in each picture: Who is
this?; What’s his/her name?; Where are they?;
- Pre-teach the vocabulary(Write the words on the board and
ask Ss to repeat a few times)
• same area
• street
• floor
• Tower
- Have Ss listen to the recording as they read the lines in the
speech bubbles
- Play the recording again for Ss to repeat the lines in the speech
bubbles two times.
- Divide the class into groups to take turns to say the lines of
Mai and Tony.
- Set the context: We are going to ask and answering about the
addresses.
- Ask Ss to pretend to be Mai and Tony. Read the line in speech
bubbles and elicit Ss’ prompts to complete the lines.
- Write the questions and answers on the board and get Ss to
repeat a few times.
- Pre-teach the vocabulary:
• avenue
• road
• lane
• numbers: 74, 51, 72
- model the task
• Point to P. a and ask: Where do you live? –Ss: I live in
the 2nd
floor of Ha Noi Tower.
- Have Ss to take turns to point to the pictures , ask and answer
about addresses.
T – Whole
class
Pair work
Group
T – Whole
class
Pair- work
========================================================================

10’
4’
- Monitor the activity and offer help. Correct pronunciation
errors (stress, assimilation of sounds, intonation) when
necessary.
- Call on some pairs to perform the task at the front of the class.
3. Listen and match.
purpose of the listening.
- Elicit the information of these pictures. Have Ss to repeat the
characters’ names
- Have Ss repeat the numbers: 38, 52, 26, 73
- Ss trade their answers within pairs or groups for correction
- Ask Ss to report the answers aloud to the class. The others
listen and give comments.
- In this lesson, Ss have learnt to ask and answer questions
about where one lives, using Where do you live? – I live at/ on
___________.
- Encourage Ss to draw his/ her house and writes the address
under the picture for the class display in the next lesson.
T – whole
class
T – whole
class
Individually
Pair- work
T – whole
class
Week: 3 Date of teaching: Thursday, September 26th
, 2013.
Period: 5th
UNIT 2:
MY FRIEND’S HOUSE
Lesson 2
I. Objectives:
========================================================================

letter “fl” as in flat and that of the letter “bl” as in block; listen and number the pictures
in the order they hear
III. Teaching aids:
* Phonics: flat block
V. Procedures:
Work
arrangement
5’
5’
7’
I. Warm up: Students’ display
Let Ss display their drawings on the board. Then ask and
answer questions related to the addresses.
II. New lesson
- Listen and repeat/ Listen, complete and say
aloud.
the letters colored differently in the words flat and block
the sound of letters fl in the word flat and that of the
letter bl in the word block”
- Produce the sound of the letter fl and bl a few times
- Encourage Ss to recall the names of countries (Unit 2 –
Tieng Anh 4) which have the end of ese and ian
b. Listen, complete and say aloud.
- Ask Ss to look at the book at P.15
T – whole
class
T – Whole
class
Individually
Pair – work
T – whole
class
========================================================================

10’
10’
the focused words.
- Get Ss to guess all the complete words and do the first
example
each column.
- Listen and read together.
- Have Ss look at Picture a and b on Page 15 and ask them
to identify the characters and the focused words.
- Set the context:Nga and her friends live in the same
blocks of flats. They live on different floors.
• top
• fourth
• third
• ground floor
- Ask Ss to guess what the passage is about.
- Read the passage, stop at times to check Ss’
comprehension.
- Have Ss repeat each line in the passage (clap once for
the words with “fl” and clap twice for the words with
“bl”
- Listen and number.
- Set the scene: “You are going to listen to the recording
and number the pictures”
T – whole
class
T – whole
class
Individually
Group
T – whole
class
T – whole
class
========================================================================
Using pictures or
translating

3’
Where does this girl/ boy live?
- Write the addresses (location words and number) on the
board and get Ss to repeat them a few times.
Answer: 1 – b 2 – d 3 – a 4 – e 5 – c
- Ss make sentences with the words from the crossword
puzzle for the class display in the next lesson.
Individually
Pair- work
T – whole
class
T – whole
class
, 2013
Period: 6th
UNIT 2
MY FRIEND’S HOUSE
Lesson 3
I. Objectives:
• Ask and answer about a friend’s house
• Read a description of a house
• Write about a friend’s house.
+ Ask and answer.
III. Teaching aids:
========================================================================

IV. Language focus:
 Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence,
violet,
 Sentence Patterns: What’s your house like?
It’s a big house. It’s got a green gate.
V. Procedures:
Work
arrangement
6’
10’
10’
I. Warm up:
II. New lesson.
- Have Ss to look at the book at page 17, read the context
sentence above the pictures and identify the characters
in the pictures
- Set the context:
• Ask Ss to look at the P. a and ask (What are Mai
doing?, Who’s asking her?
• Repeat the step with P. b:What colour is Mai’s
house? Is it small/ big?
- Pre-teach: great, what…..like? (Write the words on the
board and ask Ss to repeat a few times)
the dialogue.
- Draw Ss’ attention to the picture next to the example in
this section
- Set the scene: imagine this is your house. We’re going
to ask and answer about your house.
T – whole
class
T – whole
class
Whole class
Individually
Groups
T – whole
class
========================================================================

10’
- Pre-teach the new vocabulary:
• cottage
• yard
• pond
• roof
• balcony
• large
- Get Ss to repeat the prompt under each picture a few
time and make sure they understand them.
- T models the task:
• Point to Pa. and ask What’s your house like? Ss:
It’s a large cottage. It’s got a large pond.
answering
when necessary.
3. Read and tick the right picture.(Choose one
of 3 or 4)
- Ask Ss to look at the picture on P.11 and read the title
and instruction.
- Set the context: you are going to read the passage and
tick the right picture
understand the text: comfortable, fence, violet, go fishing
(Write the words on the board and Ss repeat a few times)
- Play the recording, pause at times to check Ss’
Pair – work
T – whole
class
T – whole
class
Individually
Pair – work/
Group work
========================================================================
Using pictures or drawing/
gestures

10’
5’
comprehension.
- Give Ss sufficient time to do the task and move around to
monitor the activity.
4. Write about your friend’s house.(Choose one
of 3 or 4)
- Get Ss to look at the passage and have a brief discussion
with the class about the picture and the task.
- Tell them the writing purpose: they are going to read the
description of one’s friend’s house and choose the
appropriate words from the box to complete the passage.
- Set the time and let Ss do the task. Move around the class
- Get a few Ss to read aloud their writing to the class.
III. Summary and Home-link.
- Encourage Ss to finish their drawing for the class
display in the next lesson.
Whole class
T – whole
class
Individually
Whole class
T – whole
class
Week: 5 Date of teaching: Thursday, October 10th
, 2013
Period: 9th
UNIT 3
A BIRTHDAY PARTY
Lesson 3
I. Objectives:
========================================================================

+ Ask and answer.
III. Teaching aids:
IV. Language focus:
 Vocabulary: review
 Sentence Patterns: What did you do at the party?
o We played hide – and - seek.
V. Procedures:
Work
arrangement
6’
10’
10’
I. Warm up:
Ss sing along the song Happy birthday.
II. New lesson.
- Have Ss to look at the book at page 20, get Ss to look at
the pictures and set the context: Nam went to Tony’s
birthday. Now his sister Hoa is sking him what they did
at the party.
- Read each exchange, stop at times to check Ss’
comprehension.
- Make sure that Ss can understand the situation and
language in each picture
the dialogue.
- Ask Ss to open the book on page 24. Draw Ss’ attention
to the picture next to the example in this section
- Set the scene: Imagine you are Nam. You went to a
birthday party with these children.
T – whole
class
T – whole
class
Whole class
Individually
Groups
T – whole
class
========================================================================

10’
10’
times and make sure they understand them.
• Point to Pa. and ask What did you do at the party?
Ss: We danced.
answering
when necessary.
3. Read and answer.(Choose one of 3 or 4)
and instruction.
- Set the context: You’ve got two invitation cards: one
from Lan Huong and one from Peter Brown. Look at the
invitation cards and find the answers to these
questions(point to the questions)
- Read each line on the invitation cards, pausing at times to
check Ss’ comprehension, using the questions provided
understand the text: cordially, invited, celebration,
celebrating (Write the words on the board and Ss repeat
a few times)
- Read the cards again and get Ss to repeat each line a few
times.
- Ss take turns to ask and answer the questions
- Call some pairs to report the answer to the class.
4. Write an invitation card.(Choose one of 3 or
Pair – work
T – whole
class
T – whole
class
Individually
Pair – work/
Group work
Whole class
========================================================================

5’
4)
- Set the context: You are going to write your birthday
invitation card. Read each line. Do you understand what
it say? What should you write?
- Call on a few Ss and elecit their prompts to fill in the
card. Write a model on the board. Read each line and get
Ss to repeat a few times.
- Encourage Ss to practice singing their own version of
the song Happy Birthday at home.
T – whole
class
Individually
Whole class
T – whole
class
Week: 5 Date of teaching: Friday, October 11th
, 2013
Period: 10th
UNIT 4
MAI’S DAY
Lesson 1
I. Objectives:
someone’s daily activities.
- Techniques:
+ Discuss.
III. Teaching aids:
puppets.
========================================================================

- Vocabulary: have got classes, do morning exercise, have PE in the gym....
- Structures:
A: What does she often do in the morning?
B: She’s got classes at school.
V. Procedures:
Work
arrangement
6’
10’
10’
I. Warm up: Simon says
Let Ss play the game with the word phrase: put up your hands, put
down your hands, clap your hands, stand up, sit down, open your
book, close your book….
II. New lesson
- Have Ss to look at the book on page 27 and get Ss to look at
the title of the unit and the picture.
- Elicit their answers to identify the people in each picture: Who
is this?/ Who’s this boy/ girl?
- Recall the familiar vocabulary and pre-teach the
vocabulary(Write the words on the board and ask Ss to repeat
a few times)
• have got classes
• has got classes
- Set the context: Linda’s asking Phong what Mai, his sister,
often does in the morning. He said that Mai has got classes at
school. Now listen to Mai talking about what she often does in
the morning/ afternoon/ evening.
speech bubbles
bubbles two times.
Mai and Tony.
T – whole
class
T – Whole
class
Pair work
Group
T – Whole
========================================================================

10’
- Set the context: You are asking your partner about these
characters’ daily activities from P.a to P.e.
- Ask Ss to Read the line in speech bubbles and elicit Ss’
prompts to complete the lines.
repeat a few times.
- Recall the familiar vocabulary and pre-teach the vocabulary:
• gym
• morning exercise
- Model the task
• Point to P. a and ask: What does she often do in the
morning? –Ss: She’s got classes at school.
- Have Ss to take turns to point to the pictures, ask and answer
about addresses.
necessary.
3. Listen and tick.
purpose of the listening: You are going to hear Mary, an
Australian girl, talking about her daily activities. You should
read each sentence in your book, listen and tick the
appropriate picture for what Mary does.
- Have Ss to read each sentence and guess the picture to tick.
class
Pair- work
T – whole
class
T – whole
class
Individually
Pair- work
========================================================================

4’
about someone’s daily activities, using What does he/she often
do in the morning? - He/ She ………………
- Encourage Ss to make a list of their daily activities for the
class display.
T – whole
class
, 2013.
Period: 11th
UNIT 4:
MAI’S DAY
Lesson 2
I. Objectives:
letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the
pictures in the order they hear
III. Teaching aids:
 Phonics: afternoon brush
V. Procedures:
Work
arrangement
5’
I. Warm up: Students’ display
Let Ss display their home-link writing. Then ask and answer
questions related to the items on the list.
II. New lesson
T – whole
class
========================================================================

5’
7’
10’
1. Listen and repeat/ Group and say aloud
the letters colored differently in the words afternoon and
brush
the sound of letters oo in the word afternoon and that of
the letter br in the word brush”
- Produce the sound of the letter oo and br a few times
- Ask Ss to look at the book at P.29. Get Ss to look at the
chart and the word box
the focused words.
example
each column.
- Set the context:
• brush
• remember
• bedtime
comprehension.
T – Whole
class
Individually
Pair – work
T – whole
class
T – whole
class
T – whole
class
========================================================================
Using pictures or
translating

10’
3’
the words with “oo” and clap twice for the words with
“br”
- Set the scene: “You are going to listen to an interview of
four pupils at Rose Primary School. The interviewer
wants to know about their daily activities and number
the pictures”
What can you see in P.a/ b/ c/ d?
- Recall the key words to understand the text, write on the
Answer: 1 – d 2 – a 3 – c 4 – b
- Ss select and copy one picture from the crossword
puzzle and colour it for the class display in the next
lesson.
Individually
Group
T – whole
class
T – whole
class
Individually
Pair- work
T – whole
class
T – whole
class
, 2013
Period: 12th
UNIT 4
MAI’ S DAY
========================================================================

Lesson 3
I. Objectives:
• Ask and answer questions about past activities
• Read a comprehension text on a girl’s Sunday and write a diary
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
 Vocabulary: surfed the Internet, school project
 Sentence Patterns: What did you do last night?
I surfed the Internet for my school project.
V. Procedures:
Work
arrangement
6’
10’
I. Warm up: Slap the board
Ss play the game with the pictures that they
prepared at home
II. New lesson.
sentence above the pictures
- Set the context: Hoa and Nam are having breakfast with
their family. They look sleepy.
• Point to Hoa in the P. a and ask (Who is she?/
How does she look like?Why?
• Repeat the step with P. b:Point to Nam and elicit
T – whole
class
T – whole
class
Whole class
========================================================================

10’
Ss’ answer.
- Pre-teach: (Write the words on the board and ask Ss to
repeat a few times)
• surfed the Internet
• school project
the dialogue.
this section
- Set the context: Last night this boy surfed the Internet
for his school project.
- Ask Ss to read the example and imagine they are the boy
, then elicit their prompts to complete the speech
bubbles (write the question and answer on the board and
• Point to Pa. and ask What did you do last night?
Ss: I went to the cinema.
answering
when necessary.
3. Read and complete.(Choose one of 3 or 4)
Individually
Groups
T – whole
class
Pair – work
T – whole
class
========================================================================

10’
10’
5’
and instruction.
fill in the blank. Read the title of the passage and look at
the picture. Can you guess what you are going to read
about?
- Go through the words on the box and make sure Ss
understand them
- Recall some words:
• Go out
• Take a bus
- Read the passage, pausing at times to check Ss
comprehension and ask for their prompts to complete the
passage.
4. Write your diary about what you did
yesterday.(Choose one of 3 or 4)
with the class about the picture and the task. Draw Ss’
attention to the writing frame and get them to read the
instruction and the lines in the diary.
- Tell them the writing purpose: You are going to write
your diary about what you did the day before. You should
remember what you did in the morning/ afternoon/
evening to write down.
- Elicit Ss’ answers, then do the first example with the
whole class. Let the called S do the rest lines and other
repeat each line a few times.
T – whole
class
Individually
Pair – work/
Group work
Whole class
T – whole
class
Whole class
Individually
T – whole
class
========================================================================

- Encourage Ss to copy the song lyrics and replace the
activities in the original lyrics with their own version for
the class display .
, 2013
Period: 9th
UNIT 3
A BIRTHDAY PARTY
Lesson 3
VI. Objectives:
VII. Teaching methods:
+ Ask and answer.
VIII. Teaching aids:
IX. Language focus:
 Vocabulary: review
 Sentence Patterns: What did you do at the party?
o We played hide – and - seek.
X. Procedures:
Work
arrangement
6’ IV. Warm up: T – whole
========================================================================

10’
10’
Ss sing along the song Happy birthday.
V. New lesson.
- Have Ss to look at the book at page 20, get Ss to look at
the pictures and set the context: Nam went to Tony’s
birthday. Now his sister Hoa is sking him what they did
at the party.
- Read each exchange, stop at times to check Ss’
comprehension.
- Make sure that Ss can understand the situation and
language in each picture
the dialogue.
- Ask Ss to open the book on page 24. Draw Ss’ attention
to the picture next to the example in this section
- Set the scene: Imagine you are Nam. You went to a
birthday party with these children.
times and make sure they understand them.
• Point to Pa. and ask What did you do at the party?
Ss: We danced.
answering
when necessary.
class
T – whole
class
Whole class
Individually
Groups
T – whole
class
Pair – work
========================================================================

10’
10’
5’
and instruction.
- Set the context: You’ve got two invitation cards: one
from Lan Huong and one from Peter Brown. Look at the
invitation cards and find the answers to these
questions(point to the questions)
- Read each line on the invitation cards, pausing at times to
check Ss’ comprehension, using the questions provided
understand the text: cordially, invited, celebration,
celebrating (Write the words on the board and Ss repeat
a few times)
- Read the cards again and get Ss to repeat each line a few
times.
- Ss take turns to ask and answer the questions
- Call some pairs to report the answer to the class.
8. Write an invitation card.(Choose one of 3 or
4)
- Set the context: You are going to write your birthday
invitation card. Read each line. Do you understand what
it say? What should you write?
- Call on a few Ss and elecit their prompts to fill in the
card. Write a model on the board. Read each line and get
Ss to repeat a few times.
VI. Summary and Home-link.
- Encourage Ss to practice singing their own version of
the song Happy Birthday at home.
T – whole
class
T – whole
class
Individually
Pair – work/
Group work
Whole class
T – whole
class
Individually
Whole class
T – whole
class
========================================================================

, 2013
Period: 10th
UNIT 4
MAI’S DAY
Lesson 1
VI. Objectives:
someone’s daily activities.
- Techniques:
+ Discuss.
puppets.
IX. Languages focus:
- Vocabulary: have got classes, do morning exercise, have PE in the gym....
- Structures:
A: What does she often do in the morning?
B: She’s got classes at school.
X. Procedures:
Work
arrangement
6’
I. Warm up: Simon says
Let Ss play the game with the word phrase: put up your hands, put
down your hands, clap your hands, stand up, sit down, open your
book, close your book….
II. New lesson
T – whole
class
========================================================================

10’
10’
- Have Ss to look at the book on page 27 and get Ss to look at
the title of the unit and the picture.
- Elicit their answers to identify the people in each picture: Who
is this?/ Who’s this boy/ girl?
- Recall the familiar vocabulary and pre-teach the
vocabulary(Write the words on the board and ask Ss to repeat
a few times)
• have got classes
• has got classes
- Set the context: Linda’s asking Phong what Mai, his sister,
often does in the morning. He said that Mai has got classes at
school. Now listen to Mai talking about what she often does in
the morning/ afternoon/ evening.
speech bubbles
bubbles two times.
Mai and Tony.
- Set the context: You are asking your partner about these
characters’ daily activities from P.a to P.e.
- Ask Ss to Read the line in speech bubbles and elicit Ss’
prompts to complete the lines.
repeat a few times.
- Recall the familiar vocabulary and pre-teach the vocabulary:
• gym
• morning exercise
- Model the task
• Point to P. a and ask: What does she often do in the
morning? –Ss: She’s got classes at school.
- Have Ss to take turns to point to the pictures, ask and answer
T – Whole
class
Pair work
Group
T – Whole
class
Pair- work
========================================================================

10’
4’
about addresses.
necessary.
6. Listen and tick.
purpose of the listening: You are going to hear Mary, an
Australian girl, talking about her daily activities. You should
read each sentence in your book, listen and tick the
appropriate picture for what Mary does.
- Have Ss to read each sentence and guess the picture to tick.
about someone’s daily activities, using What does he/she often
do in the morning? - He/ She ………………
- Encourage Ss to make a list of their daily activities for the
class display.
T – whole
class
T – whole
class
Individually
Pair- work
T – whole
class
, 2013.
Period: 11th
UNIT 4:
MAI’S DAY
Lesson 2
VI. Objectives:
========================================================================

letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the
pictures in the order they hear
 Phonics: afternoon brush
X. Procedures:
Work
arrangement
5’
5’
7’
IV. Warm up: Students’ display
Let Ss display their home-link writing. Then ask and answer
questions related to the items on the list.
V. New lesson
1. Listen and repeat/ Group and say aloud
the letters colored differently in the words afternoon and
brush
the sound of letters oo in the word afternoon and that of
the letter br in the word brush”
- Produce the sound of the letter oo and br a few times
- Ask Ss to look at the book at P.29. Get Ss to look at the
chart and the word box
the focused words.
T – whole
class
T – Whole
class
Individually
Pair – work
T – whole
class
========================================================================

10’
10’
example
each column.
- Set the context:
• brush
• remember
• bedtime
comprehension.
the words with “oo” and clap twice for the words with
“br”
- Set the scene: “You are going to listen to an interview of
four pupils at Rose Primary School. The interviewer
wants to know about their daily activities and number
the pictures”
What can you see in P.a/ b/ c/ d?
T – whole
class
T – whole
class
Individually
Group
T – whole
class
T – whole
class
Individually
========================================================================
Using pictures or
translating

3’
- Recall the key words to understand the text, write on the
Answer: 1 – d 2 – a 3 – c 4 – b
VI. Summary and Home- link:
- Ss select and copy one picture from the crossword
puzzle and colour it for the class display in the next
lesson.
Pair- work
T – whole
class
T – whole
class
, 2013
Period: 12th
UNIT 4
MAI’ S DAY
Lesson 3
VI. Objectives:
• Ask and answer questions about past activities
• Read a comprehension text on a girl’s Sunday and write a diary
+ Ask and answer.
IX. Language focus:
 Vocabulary: surfed the Internet, school project
========================================================================

 Sentence Patterns: What did you do last night?
I surfed the Internet for my school project.
X. Procedures:
Work
arrangement
6’
10’
10’
IV. Warm up: Slap the board
Ss play the game with the pictures that they
prepared at home
V. New lesson.
sentence above the pictures
- Set the context: Hoa and Nam are having breakfast with
their family. They look sleepy.
• Point to Hoa in the P. a and ask (Who is she?/
How does she look like?Why?
• Repeat the step with P. b:Point to Nam and elicit
Ss’ answer.
repeat a few times): surfed the Internet, school project
the dialogue.
this section
- Set the context: Last night this boy surfed the Internet
for his school project.
- Ask Ss to read the example and imagine they are the boy
, then elicit their prompts to complete the speech
bubbles (write the question and answer on the board and
• Point to Pa. and ask What did you do last night?
Ss: I went to the cinema.
T – whole
class
T – whole
class
Whole class
Individually
Groups
T – whole
class
========================================================================

10’
10’
answering
when necessary.
7. Read and complete.(Choose one of 3 or 4)
and instruction.
fill in the blank. Read the title of the passage and look at
the picture. Can you guess what you are going to read
about?
- Go through the words on the box and make sure Ss
understand them
- Recall some words: go out, take a bus
- Read t he passage, pausing at times to check Ss
comprehension and ask for their prompts to complete the
passage.
8. Write your diary about what you did
yesterday.(Choose one of 3 or 4)
with the class about the picture and the task. Draw Ss’
attention to the writing frame and get them to read the
instruction and the lines in the diary.
- Tell them the writing purpose: You are going to write
your diary about what you did the day before. You should
remember what you did in the morning/ afternoon/
evening to write down.
- Elicit Ss’ answers, then do the first example with the
whole class. Let the called S do the rest lines and other
repeat each line a few times.
Pair – work
T – whole
class
T – whole
class
Individually
Pair – work/
Group work
Whole class
T – whole
class
Whole class
Individually
========================================================================

5’
VI. Summary and Home-link.
- Encourage Ss to copy the song lyrics and replace the
activities in the original lyrics with their own version for
the class display.
T – whole
class
2013.
Period: 13th
UNIT 5
OUR PICNIC TO THE SEASIDE
Lesson 1
I. Objectives:
- By the end of this lesson, students will be able to ask and answer the questions
about what people will do in the future.
- Develop listening, reading and speaking skill.
- Techniques:
+ Discuss.
III. Teaching aids:
puppets.
 Vocabularies:
to cruise, to explore, seafood, to run on the beach, an aquarium, to sunbathe, to
set up a campfire, some loaves of bread, to go hiking, to build a sandcastle
 Sentence partern:
What will you do in the morning/ afternoon/ evening?
I/We will cruise around the island.
V. Procedures:
========================================================================

Time Steps/ Activities
Work
arrangement
6’
10’
10’
I. Warm- up
Song: This is the way we do things.
II. Present the new lesson
I. Look, listen and repeat.
- Focus Ss’ attention on the title of the unit, situations of the
lesson by pictures and the texts in the book.
- Ask Ss to identify the people in the pictures
- Set the scene: Mai, Linda, Peter and Tony are planning their
picnic to Ha Long Bay next week.
- Present new words (pictures):
∗ to cruise around the island
∗ to explore some caves,
∗ to eat rice and seafood
- Play the recording for Sts to listen
- Play the recording again for Sts to repeat sentence by sentence.
- Divide the class into two groups to take turns, then opened pairs
and close pair practice
- Ask a few questions to check their comprehension.
∗ Who are planning to have a picnic?
∗ Will they going to Ha Long Bay?
∗ What will they do in the morning/ afternoon?
∗ What will they eat?
II. Point, ask and answer
- Set the context:
- Point and ask Ss to look at the picture, example and introduce:
- Imagine you are going to plan a picnic to Ha Long Bay. You
will do a lot of things there.
- Pre-teach new words to run on the beach, to visit an aquarium,
to sunbathe, to set up a campfire)
- Ask Ss to repeat cued words all the pictures
- Ask Ss to read the example
- Model the task with the whole class
What will you do in the morning?
T – whole
class
T – whole
class
Whole class
Individually
Groups
T – whole
class
========================================================================

10’
4’
I/We will cruise around the island.
Note:
(I/ You/ We/ They/ He/ She/ It) will
(I/ We) shall
- Write the model on the board & get Ss to repeat
- Go through the task with the other pictures (focus on
- Ask Sts to work in pair, asking and answering the questions.
Monitor the activity, check pronunciation and offer Sts help
when necessary.
- Ask some pairs to ask and answer in front of the class while
others observe and give comments (using the character
flashcards)
III. Listen and tick
- Get Ss to look at the picture and tell them the purpose of
listening : You are going to listen some children planning their
food, activities and games for their picnic and tick the correct
picture in each number
- Run through all the pictures (using elicit qs)
- What’s this/ Who’s this/ What’s he doing?...
Note:
1. a. some loaves of bread and some bananas on the table
b. some loaves of bread and sausages for a picnic meal
c. some loaves of bread and chicken on the table
2. a. go hiking/ b. cook their picnic meal/ c. explore a cave
3. a. build a sandcastle/ b. go swimming/ c. fly kites
- Play the recording 1st
time for Ss to listen all the way through
- Play the recording 2nd
time for Ss to do the task
- Ask Ss to report the answers aloud to the class. The others listen
and give comments.
- Give feedback:
1 – a 2 – c 3 – a
Pair – work
T – whole
class
T – whole
class
Individually
Pair – work/
Group work
Whole class
========================================================================

- Ask Ss to write a list of four things they plan to do on a picnic.
They will display them in the next lesson. T – whole
class
2013
Period: 14th
UNIT 5
Lesson 2
I. Objectives:
letter “ill” as in will and that of the letter “all” as in small; listen and number the
pictures
III. Teaching aids:
* Phonics: will small
V. Procedures:
Work
arrangement
5’
I. Warm up:
Chatting:
∗ What will you do in the afternoon/ evening?
∗ What about this weekend?
T – whole class
========================================================================

5’
7’
10’
∗ What will you have for lunch/ dinner?
∗ Will you go out for lunch/ dinner?
…….
II. New lesson
I. Listen and repeat/ Listen, complete and say it aloud.
- Have Ss open the book page 36, draw their attention to the
letters colored differently in the words will and small
- Set the scene: “We are going to learn how to produce the
sound of letters ill in the word will and that of the letter all in
the word small”
- Pronounce the sound of the letter ill and all a few times
b. Listen, complete and say it aloud
- Make sure Ss understand the instruction
- Ask Ss to guess all the complete words
- Do the first e.g with them
- Replay the disc for Ss to check their answers in pairs.
- Have the whole class read in chorus all the words in each
column.
Key:
+ ill: 1: hill; 2,5; wall/will; 6: mill
+ all: 2,5: wall/will 3: small 4: tall
II. Listen and read together
- Have Ss look at Picture on Page 36 and elicit:
Who/ Where are they?
What activities will they have? (cruise around the Bay, build
a sandcastle, visit the windmill)
- Pre-teach the new vocabularies (write new words on the board
and get Ss to repeat them a few times)
+ windmill (using picture)
- Set the context: This is the dialogue between Mai and Quan.
They are on the beach. You are going to listen the dialogue
T – Whole
class
Individually
Pair – work
T – whole class
T – whole class
T – whole class
Individually
Group
T – whole class
========================================================================

10’
3’
and clap the words with “ill” and “all”.
- Play dialogue; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues (clap once for the
words with “ill” and clap twice for the words with “all”)
- Model and get Ss to clap in the same way then repeat each line
of the dialogues.
- Device the class into four groups for competition
III. Listen and number.
- Set the scene: “you are going to listen to the recording and
number the picture”.
- Run through the pictures:
What ill they do?
P. a: go swimming
P. b: go to Ha Long Bay
P. c: cruise around the Bay
P. d: build a sandcastle
P. e: have seafood in a restaurant
through, once for them to do the task (notice Ss to focus on
the order of the text and the contextual information of each
picture)
Key: 1 – b; 2 – e; 3 – d; 4 – a; 5 – c
- Ask Ss to select and make a copy of one of the pictures in this
section to colour and write the words under it for a class
display in the next lesson.
T – whole class
Individually
Pair- work
T – whole class
T – whole class
Week: 8 Date of teaching: Thursday, October 31st
2013
========================================================================

Period: 15th
UNIT 5
Lesson 3
I. Objectives:
• Ask and answer question about what one will be in the future;
• Read a comprehension text on a girl’s dream job;
• Write about their dream jobs;
• Develop speaking and listening skill.
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
 Vocabulary: - a mechanic, an astronaut, a dancer, an architect, a business person,
an engineer, a technician;
- spaceship, planet;
- tobe real
 Sentence Patterns: What will you be in the future?
I’ll be a doctor/ an astronaut.
V. Procedures:
Work
arrangement
6’
I. Warm up:
Ss display their home – link pictures on the board. Then they ask
and answer questions about these pictures.
II. New lesson.
- Have Ss to look at the book at page 38.
T – whole class
T – whole class
========================================================================

10’
10’
- Get Ss to read the context sentence
- Set the context: You are going to listen to Linda and Tony
talking about their future jobs.
repeat a few times)
∗ in the future
∗ a mechanic
- Play the recording all the way through for Ss to listen the
dialogue.
- Divide the class into groups to take turns to make the
conversation
- Be sure Ss understand the content of the text by making
questions
Does Linda like singing?
Does she want to be a singer?
Does Tony want to be a mechanic or a singer?
- Set the scene: Imagine you are the character in the pictures.
repeat a few times)
∗ an astronaut
∗ a dancer
∗ an architect
∗ a business person
complete the speech bubbles (write the question and answer
on the board and ask Ss to repeat a few times)
T: What will you be in the future?
Class: I’ll be a singer.
- Repeat the step with picture a, b, c, d, e and f.
- Have Ss to practice in pairs pointing, asking and answering
Whole class
Individually
Groups
T – whole class
Pair – work
========================================================================
(using picture cards)

10’
assimilation of sound and intonation) and offer help when
necessary.
Others observe and comment.
a. Tick T (True) or F (False)
- Set the context:
• Who are they?
• Where are they?
understand the text(Write the words on the board and Ss
repeat a few times)
∗ an astronaut
∗ an engineer
∗ a technician
∗ space
∗ spaceship
∗ planet
∗ tobe real
- Read the passage, check Ss’ comprehension.
What is Mai’s dream job?
Will she be a dentist on a spaceship?
Will she travel around the world?
Will she visit other planets?
- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.
b. Interview two of your classmates
- Get Ss to the instruction, draw an interview chart on the board
T – whole class
T – whole class
Individually
Pair – work/
Group work
Whole class
T – whole class
========================================================================

10’
5’
Name Dream job
Nam doctor
…….. .......
- Model with a student
T: What’s your name?
S: ................
T: What will you do in the future?
What’s your dream job?
S: ................
- Do with the other one. Then report the result in the class: I
interview two my classmates for their dream jobs. Nam’s
dream job is a doctor….
- Ask Ss to work in group of fours and interview two of them.
- Monitor and help if necessary
- Call on some Ss and report their result in the class.
- Encourage if student have done a good job
4. Write about your dream job.(Choose one of 3 or 4)
- Have a brief discussion with the class about the writing
purpose:
What are your going to write about?
What’s your dream job?
What will you do in your dream job?
...............
- Do an e. g with the class in case of weak Ss and fill in the
writing frame on the board with information from Ss.
- Get Ss to read the guides in the frame
- Set the time and let Ss do the task individually. Move around
the class to monitor the activity.
- Get a few Ss to read aloud their work to the class.
III. Summary and Homelink.
- Ss have learnt
∗ Ask and answer question about what one will be in the
future
∗ Write about their dream jobs;
Whole class
Individually
T – whole class
T – whole class
Whole class
Individually
T – whole class
========================================================================

What will you be in the future?
I’ll be a doctor/ an astronaut.
- Ss practice singing the song We will go over the mountain at
home
Week: 8 Date of teaching: Friday, November 1st
2013
Period: 16th
REVIEW 1
I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing
related to the topics from Unit 1 to Unit 5, using the phonics, vocabulary and sentence
patterns they have learnt.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the
sentence patterns written on them; audio and flashcards.
IV. Language focus:
Me and My friend
Unit 1: A Summer camp
Competences
∗ Asking and
answering
questions about
Sentence patterns
∗ Where’s he from?
- He’s from Malaysia.
∗ Where in Malaysia is he
Vocabulary
Summer, camp, different,
country ( countries),
Malaysia, Thailand,
Phonics
Vietnamese
Indonesian
========================================================================

where someone is
from
∗ Asking and
answering
questions about
someone’s
nationality
from?
- Kuala Lumpur.
∗ What’s his/ her
nationality?
- He’s/ She’s
Indonesia
Bangkok, Kuala Lumpur,
The UK, The USA,
Indonesia, Thai, Laotian,
Cambodian. Cultural
display
Unit 2: My Fiend’s house.
Competences
∗ Asking and
answering
questions about
where one lives
∗ Asking and
answering
questions about
one’s house.
Sentence patterns
∗ Where do you live?
- I live at 52 Ba Trieu
Street.
- I live on the second
floor of Ha Noi Tower.
∗ What’s your house like?
- It’s a big house. It’s
got a green gate.
Vocabulary
cardinal number: 50 –
100, avenue, road, lane,
flat, block, top, ground,
floor, gate, yard, roof,
balcony, fence, favourite,
cottage, town, village
Phonics
flat
block
Unit 3: A Birthday Party.
Competences
∗ Asking and
answering
questions about a
birthday
∗ Asking and
answering
questions about
what one did at a
birthday party.
Sentence patterns
∗ What present did you
give Mai?
- A pink clock
∗ What did you do at the
party?
- We played hide –
and – seek.
Vocabulary
Present, dictionary,
jigsaw puzzle, paint,
paint brush, coloured,
balloon, cartoon,
remember
Phonics
third
December
Unit 4: Mai’s day
Competences
• Asking and
answering about
daily activities
Sentence patterns
∗ What does she often do
in the morning?
- She’ s got classes at
Vocabulary
Have classes, morning
exercise, brush, gym,
forget, way, attend, tooth
Phonics
afternoon
brush
========================================================================

• Asking and
answeringquestion
s about past
activities
school
∗ What did you do last
night?
- I surfed the internet
for my school project.
(teeth), wash, surf the
internet, project
Unit 5: A Picnic To The Seaside
Competences
• Asking and
answering about
what people will
do in the future
• Asking and
answering
questions about
what one will be
in the future
Sentence patterns
∗ What will we do in the
morning?
- We’ll cruise around the
islands.
∗ What will you be in the
future?
- I’ ll be a singer.
Vocabulary
Explore, seafood,
aquarium, sunbathe, set
up, campfire, sandcastle,
windmill, will, future,
mechanic, astronaut,
dentist, nurse, architect,
business person, dream,
engineer, spaceship,
planet
Phonics
will
small
V. Procedures:
Time Steps/ Activities Work
arrangement
5’
10’
10’
1. Warm up:
Let Ss sing the song that they like.
2. Review:
 Phonics:
− Put the piece of paper with the phonics written on the
board and play the recording (two times).
− Ss listen and repeat the words in chorus.
− Draw Ss’ attention to the sounds that are difficult to
pronounce
− Have Ss to practice reading the words aloud in pairs.
− Have some pairs demonstrate. Correct their pronunciation
when necessary.
− Call on some pairs to demonstrate at the front of the
class. Have the rest of the class observe and give
comment
 Vocabulary:
T- whole
class
Individually
Pair- work
Whole class
========================================================================

10’
− Put the vocabulary sheet of paper on the board.
− Ask Ss recall the meaning of the words by reading aloud
or playing a game (Name cards/ Stand up when you hear/
Physical Line- up) using flashcards.
− Have Ss say the words aloud again. Encourage them to
group words into Get Ss male sentences with some of the
words they have learnt.
 Structures:
− Put the sheet of paper which contains the sentences
patterns on the board.
− Ss repeat the patterns aloud as they follow the text on the
board.
− Ask Ss to make short dialogues with the sentence patterns
− Have some pairs act out their dialogues at the front of the
class. The others listen and comment.
3. Home link:
− Encourage Ss to practice more at home and well- prepare
for the test.
Individually
Pair- work
Week: 9 Date of teaching: Thursday, November 7th
, 2013
Period: 17th
THE FIRST ENGLISH TEST
I. Aim: Ss do Review in class.
II. Duration: 1 period
III. Procedure:
• Have Ss turn to page … in the Student book.
• Ss work individually to complete Parts I – V. then have them trade their work for
correction.
• Call on some volunteers to read their answers. Elicit comments from the rest of the class.
• Correct Ss’ work.
1. Look and tick( √ ) or cross ( X ). See example.
========================================================================

sandcastles house beach
blocks of flats Saturday Vietnamese
2. Circle the different word.
1. A. artist B. engineer C. worker D. factory
2. A. ride B. play C. bike D. sing
3. A. English B. Vietnamese C. Japanese D. China
4. A. restaurant B. postman C. nurse D. chef
5. A. visited B. went C. explored D. sailed
3. Match
1. Where do you live? A. I’ ll explore some caves.
2. What’ present did you give Lan? B. It’s a small, beautiful house
3. What does she often do in the morning? C. I live at 142 Phu Minh.
4. What will you be in the future? D. We gave her some coloured
balloons.
5. What your house like? E. I often do morning exercise.
1 - …. 2- ….. 3 - ….. 4 - …. 5 - ……
4. Choose the correct words to complete the sentences
========================================================================
√ X
√

dances / sang writing candles bicycle
1. A: What is she doing?
B: She is……………….
2. A: What present did your parents give you?
B: They gave me a………………
3. A: What did they do?
B: They …. ……….and …………
4. A: How many ……………. were there on your birthday cake?
B: There were twelve candles on my birthday cake
5. Read and write ONE or more words in the gap.
Mary: Hi, Linda. Did you go to Mai’s (1)…………… party last night?
Linda: Yes, I did. Why didn’t you (2) …………….?
Mary: Because I (3)…… busy. I looked after my younger sister at home.
But I sent Mai a (4)………………………… What about you?
Linda: I gave her a teddy bear.
IV. Answers.
1. Look and tick ( √ ) or cross ( X ). See example.
1. 2.
4. 5.
2. Circle the different word.
1 – D 2 - C 3 – D 4 – A 5 – B
3. Match
1 – C 2 - D 3 – E 4 – A 5 – B
4. Choose the correct words to complete the sentences
1– writing 2 - bicycle 3 – danced/ sang 4 – candles
========================================================================
was come birthday dictionary
√ X
√
√
√ √X
√

5. Read and write ONE or more words in the gap.
1 – birthday 2 - come 3 – was 4 – dictionary
Week: 9 Date of teaching: Friday, November 8th
2013.
Period: 18th
UNIT 6
A VISIT TO THE ZOO
Lesson 1
VI. Objectives:
- By the end of this lesson, students will be able to ask and answer the questions
about what people did at the zoo.
- Develop listening, reading and speaking skill.
- Techniques:
+ Discuss.
puppets.
 Vocabularies:
Took at the zoo, walked around, anything special, had a picnic lunch, animal
show
 Sentence partern:
What did you do at the zoo?
We took pictures.
X. Procedures:
Time Steps/ Activities
Work
arrangement
6’ I. Warm- up
Ss sing the song We will go over the mountain from Unit 5..
II. Present the new lesson
IV. Look, listen and repeat.
- Focus Ss’ attention on the title of the unit, situations of the
lesson by pictures and the texts in the book.
T – whole
class
T – whole
class
========================================================================

10’
10’
- Ask Ss to identify the characters in the pictures
- Set the scene: “Nam’s class had a visit to the zoo in the
morning. Now Nga is asking him about the trip”
- Present new words (pictures):
∗ took us to the zoo
∗ walked around
∗ anything special
∗ had a picnic lunch
- Play the recording for Sts to listen
- Play the recording again for Sts to repeat sentence by sentence.
- Divide the class into groups to take turns, then opened pairs and
close pair practice
V. Point, ask and answer
- Set the context: “Imagine you went to the zoo yesterday. We’re
going to practice asking and answering questions about your
visit to the zoo”
- Point and ask Ss to look at the picture, recall the vocabulary and
teach the new word: animal show
- Group the verbs into two columns on the board: one column is
the base form of the verbs and the other is the past form. Get Ss
to pay attention to the difference between the verb form
• Point to the girl in P.a and ask:
What did you do at the zoo?
Class: We took pictures
• Repeat the step a few times
- Write the model on the board & get Ss to repeat
- Go through the task with the other pictures (focus on
- Ask Sts to work in pair, asking and answering the questions.
Monitor the activity, check pronunciation and offer Sts help
when necessary.
- Ask some pairs to ask and answer in front of the class while
others observe and give comments (using the character
flashcards)
Whole class
Individually
Groups
T – whole
class
Pair – work
T – whole
class
========================================================================
Write the phrase on the
board.
Get Ss to repeat each of
them a few times

10’
4’
VI. Listen and tick
- Get Ss to look at the picture and tell them the purpose of
listening : You are going to listen and tick the correct picture in
each number
- Ask Ss to look at the pictures and guess what they indicate.
- Run through all the pictures (using elicit qs)
- What’s this/ Who’s this/ …
Note:
1. a. two children at the zoo entrance
b. a girl watching a giraffe
c. a family at the lion enclosure
2. a. two children playing with a ball
b. two children walking around the zoo to see the animals
c. two children going downtown
3. a. a sandwich and a loaf of bread
b. a sandwich and a sausage
c. a loaf of bread and sausage
4. a. a girl singing
b. a girl watching an elephant show
c. a girl watching TV
- Play the recording 1st
time for Ss to listen all the way through
- Play the recording 2nd
time, pause after each part for Ss to have
sufficient time to select and tick the picture.
- Ask Ss to report the answers aloud to the class. The others listen
and give comments.
- Give feedback:
1 – a 2 – b 3 – c 4 - b
- Ask Ss to select and draw one of the animals they like for the
class display in the next lesson.
T – whole
class
Individually
Pair – work/
Group work
Whole class
========================================================================

T – whole
class
2013
Period: 19th
UNIT 6
A VISIT TO THE ZOO
Lesson 2
I. Objectives:
- By the end of this lesson, Students will be able to pronounce correctly the verb – ending
with ed as in played, visited, watched; listen and number the pictures in the order they
hear.
III. Teaching aids:
* Phonics: played visited watched
V. Procedures:
Work
arrangement
5’
5’
III. Warm up:
- Ss display their home-link drawings on the board.
- Ss play Slap the animals, using the pictures displayed.
IV. New lesson
1. Listen and repeat
sound(s) of the letters ed in the words played , visited,
watched
- Set the scene: “We are going to learn how to produce the
T – whole class
T – Whole
class
Individually
========================================================================

10’
7’
sound of letters ed in the word played , visited, watched
Pronounce the sound of the letters ed a few times
- Have Ss look at Picture on Page 50 and elicit their answers to
identify the animals in this section.
- Pre-teach the new vocabularies (write new words on the board
and get Ss to repeat them a few times)
+ bent low
+ goose
+ moose
+ stairs
- Set the context: A student went to an animal show at the zoo.
He wrote this poem at home after his visit to the zoo. You’re
going to listen and clap the verbs ending with “ed”: one clap
for “ed” pronounced as in “played”, two s for “ed”
pronounced as in “visited” and three clasp for “ed”
pronounced as in “watched”
- Play recording; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues
of the dialogues.
3. Listen, complete and say it aloud
- Make sure Ss understand the instruction
- Ask Ss to guess all the complete words
- Do the first e.g with them
- Replay the disc for Ss to check their answers in pairs.
column.
Pair – work
T – whole class
T – whole class
Individually
Group
T – whole class
T – whole class
Individually
Pair- work
T – whole class
T – whole class
========================================================================

10’
3’
Key:
 Watched: danced, looked, walked
 Visited: painted, pointed, needed
 Played: stayed, climbed, numbered
- Set the scene: “you are going to hear a St talking about his
visit to the zoo. You should number the pictures in the order
they hear”.
- Point to each picture and elicit the answer
What do you see in the Picture a/ b/ c/ d/ e?
P. a: a group of children at the elephant enclosure
P. b: children at a gorilla show
P. c: children at a lion show
P. d: children at a tiger show
P. e: two bears on the bikes
picture)
Key: 1 – a; 2 – e; 3 – b; 4 – c; 5 – d
V. Summary and Home- link:
- Ss learn to spell the animal words at home.
Individually
Pair- work
T – whole class
Week: 10 Date of teaching: Friday, October 31st
2013
Period: 20th
UNIT 6
A VISIT TO THE ZOO
Lesson 3
VI. Objectives:
========================================================================

• Ask and answer question about what one saw at an animal show;
• Read an animal story and write in the speed bubbles
+ Ask and answer.
IX. Language focus:
 Vocabulary: wake somebody up, catch, beg, too small, never, forget, net
 Sentence Patterns: What did you see at the animal show?
I saw a monkey riding a horse.
X. Procedures:
Work
arrangement
6’
10’
IV. Warm up:
Ss play the game.
V. New lesson.
- Have Ss to look at the book at page 52 and draw their
attention on the pictures and the text.
- Get Ss to identify the characters in each pictures and read the
context sentence
- Set the context: Mai’s class had a visit to the zoo in the
morning. Now her brother Phong is asking her about the
animal show.
repeat a few times)
∗ burning hoop
- Play the recording all the way through for Ss to listen the
dialogue.
T – whole class
T – whole class
Whole class
Individually
Groups
========================================================================

10’
10’
- Divide the class into groups to take turns to make the
conversation
- Set the scene: Imagine you went to see an animal show
yesterday. You saw many animal tricks.
complete the speech bubbles.
- Write the question and answer on the board and get Ss to
repeat a few times.
- Recall and pre-teach the prompt under each picture
∗ P. a: a monkey riding a horse dancer
∗ P. b: a horse dancing
∗ P. c: a snake dancing
∗ P. d: a seal playing with a beach ball.
complete the speech bubbles (write the question and answer
on the board and ask Ss to repeat a few times)
T: What did you see at the animal show?
Class: I saw two tigers jumping through burning hoop.
- Repeat the step with picture a, b, c, d, e and f.
- Have Ss to practice in pairs pointing, asking and answering
assimilation of sound and intonation) and offer help when
necessary.
Others observe and comment.
7. Read and number the pictures.(Choose one of 3 or 4)
- Set the context: you’re going to read an animal story. Can
you guess what the story about?
T – whole class
Pair – work
T – whole class
T – whole class
========================================================================

10’
5’
understand the text(Write the words on the board and Ss
repeat a few times)
∗ wake somebody up
∗ catch, beg, too small
∗ never
∗ forget
∗ net
- Read the passage, check Ss’ comprehension.
- Tell them that they should scan the information in the passage
that related to the picture and number the pictures in the order
of the events in the story.
- Ss read and number the pictures.
- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.
8. Read the passage again. Write in the speech bubbles.
- Ask Ss to look at the pictures and guess what each animal
would say.
- Have Ss read the passage again and underline each saying in
the story. After that they relate each saying to the
corresponding picture.
- Do the first example with the Ss.
- Set the time and let Ss do the task individually. Move around
the class to monitor the activity.
- Get a few Ss to complete the bubbles on the large – sized
sheet of paper. Others check the lines and get Ss to repeat
each line in the speech bubbles.
VI. Summary and Home link.
- Consolidate the content of this lesson
- Ss collect the name of animals they leant in the previous
units.
Individually
Pair – work/
Group work
Whole class
T – whole class
Whole class
Individually
T – whole class
T – whole class
========================================================================

Week: 13 Date of teaching: Thursday, December 5th
, 2013
Period: 25th
UNIT 8
MY FAVOURITE BOOK
Lesson 2
I. Objectives:
- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of
the letters a in the words watermelon and that of the letters a as in dragon
- Listen and number the pictures in the order they hear.
III. Teaching aids:
* Phonics: watermelon dragon
V. Procedures:
Work
arrangement
5’
5’
VI. Warm up:
- Ss display their home-link on the board.
- Ss ask and answer questions about the books displayed,
using the questions they have learnt so far.
VII. New lesson
1. Listen and repeat
sound(s) of the letters a in the words watermelon and that of
T – whole class
T – Whole
class
========================================================================

10’
7’
10’
the letters a as in dragon
- Have Ss look at Picture on Page 64 and elicit the names of the
characters in each picture and guess what the dialogues are
about.
- Set the context: You are going to listen two dialogues. Clap
the words in focus: one clap for the word with a as in the
words watermelon and two claps for the word with a as in
dragon
- Play recording; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues
of the dialogues.
3. Group and say aloud
- Ask Ss to look at the book at P.64. Get Ss to look at the chart
and the word box
- Check if they understand the activity and the meaning of the
focused words.
example
column.
- Set the scene: “This is an interview with four Ss at Binh Minh
Primary School. The interviewer wants to know the books that
these Ss often read in their free time. You are going to listen to
listen and number the books.”
- Point to each picture and elicit the answer
T – Whole
class
Individually
Pair – work
T – whole class
T – whole class
Individually
Group
T – whole class
T – whole class
========================================================================

3’
What do you see in the Picture a/ b/ c/ d
P. i: Aladdin and the Magic Lamp
P. b:The Legend of Watermelon
P. c: The Starfruit Tree
P. d: Ali Baba and The Forty Thieves.
picture)
Key: 1 – b 2 – d 3 – a 4 – c
VIII. Summary and Home- link:
- Ss draw a table with two columns: one for the title of the
stories they have read and one for the main character’ s name
in each book for the class display in the next lesson
Individually
Pair- work
T – whole class
T – whole class
Week: 13 Date of teaching: Friday, December 6th
, 2013
Period: 26th
UNIT 8
MY FAVOURITE BOOKS
Lesson 3
XI. Objectives:
• Ask and answer question about what a story character is like
• Read a comprehension text on a favourite character and write about a
favourite book character.
XII. Teaching methods:
+ Ask and answer.
========================================================================

Giao an tieng anh lop 5 moi

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