Giáo án Tiếng Anh lớp 5 Chương trình mới học kì 1

ME AND MY FRIENDSWeek: 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/ActivitiesWork

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”)

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- 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 MalaysiaT: 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.

- Monitor the activity and offer help. Correct

Group/ pair work

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Group workPair- work

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10’

4’

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.

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Individually

Pair- work

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Week: 1 Date of teaching: Friday, September 13th, 2013.Period: 2nd.

UNIT 1:A SUMMER CAMP

Lesson 2I. 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.II. Teaching methods :

- Communicative method.

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- 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.

IV. Languages focus : * Phonics: Vietnamese Indonesian

V. Procedures :


arrangement

5’

5’

7’

I. Warm up : Country bingoLet Ss play the game with the grid and a list of countries

Vietnam Laos IndonesiaMalaysia Thailand The USAThe 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.

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IndividuallyPair – work

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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.

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IndividuallyGroup

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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.

- Play the recording twice: once for Ss to listen all the way 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

III. Summary and Home- link :

- Consolidate the content of the lesson.- Ask Ss select a favourite flag, draw and colour it at

home for a class display in the next lesson.

Individually

Pair- work

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Week: 2 Date of teaching: Thursday, September 19th, 2013Period: 3rd

UNIT 1A 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.II. Teaching methods :

- Communicative method.- Techniques: + Work in pairs

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+ Work in groups, discuss. + Ask and answer.

III. Teaching aids :- Teacher’s aids: audio CD, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

IV. Language focus : Vocabulary: stage, nationality Sentence Patterns: What’s his/ her nationality?

He’s/ She’s ………………………..V. Procedures :


arrangement

6’

10’

10’

I. Warm up : - Let Ss display their flags and play the game Pelmalism

using names of countries and nationalities.II. New lesson .

1. Look, listen and repeat.- 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.2. Point, ask and answer.

- Draw a chart of the country and nationality related to

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Groups

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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.

- Ask Ss to read the example and elicit their prompts to 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.

- Call on some pairs to perform the task at the front of the 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- Give Ss sufficient time to do the task and move around

class

Pair – work

T – whole class

T – whole class

Individually Pair – work/ Group work

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10’

5’

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

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Pair work

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Individually

Whole class

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Week: 2 Date of teaching: Friday, September 20th, 2013Period: 4th

UNIT 2MY FRIEND’S HOUSE

Lesson 1


where one lives.- Develop speaking skill.





IV. Languages focus :- 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 :


arrangement

6’I. Warm up : Number Bingo.

Let Ss play the game with numbers 21 – 50.II. New lesson 1. Look, listen and repeat.

- Have Ss to look at the book at page 6 and get Ss to identify

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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



- Divide the class into groups to take turns to say the lines of Mai and Tony.

2. Point, ask and answer. - Have Ss look at the pictures a, b, c and d on page 13- 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 taskPoint to P. a and ask: Where do you live? –Ss: I live in the 2nd floor of Ha Noi Tower.Repeat the step with other pictures.

- Have Ss to take turns to point to the pictures , ask and answer about addresses.

- Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when

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Pair work

Group

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Pair- work

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10’

4’

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 match.

- Get Ss to look at the pictures on page 7 and tell them the 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- 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 : - 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.

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Individually

Pair- work

T – whole class

Week: 3 Date of teaching: Thursday, September 26th, 2013.Period: 5th

UNIT 2:MY FRIEND’S HOUSE


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- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “fl” as in flat and that of the letter “bl” as in block; listen and number the pictures in the order they hear



+ Work in groups, discuss.III. Teaching aids :

- Teacher’s aids: Tape cassette, pictures, poster, word cards.- Students’ aids: book, notebook, workbook.

IV. Languages focus : * Phonics: flat block

V. Procedures :


arrangement

5’

5’

7’

I. Warm up : Students’ displayLet 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.a. Listen and repeat.

- Have Ss open the book page 8, draw their attention to the letters colored differently in the words flat and block

- Set the scene: “We are going to learn how to produce 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 - 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. Listen, complete and say aloud. - Ask Ss to look at the book at P.15

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10’

10’

- Check if they understand the activity and the meaning of the focused words.

- Get Ss to guess all the complete words and do the first example

- 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.

- 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.

- Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times)

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.

- Ask Ss to look at Picture a, b, c and d on page 16 - Set the scene: “You are going to listen to the recording

and number the pictures”

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IndividuallyGroup

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3’

- Elicit the content from Ss: 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


- Consolidate the content of the lesson.- Ss make sentences with the words from the crossword

puzzle for the class display in the next lesson.

Individually

Pair- work

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Week: 3 Date of teaching: Friday, September 27th, 2013Period: 6th

UNIT 2MY FRIEND’S HOUSE

Lesson 3


Ask and answer about a friend’s house Read a description of a house Write about a friend’s house.




III. Teaching aids :

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- Teacher’s aids: audio CD, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

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 :


arrangement

6’

10’

10’

I. Warm up :

II. New lesson .1. Look, listen and repeat.

- 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)- 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.2. Point, ask and answer.

- 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.

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Groups

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- 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. Repeat the step with picture b, c and d.





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

- Elicit and recall any vocabulary that Ss will need to 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’ comprehension.

Pair – work

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T – whole class


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Using pictures or drawing/ gestures

10’

5’

- Check if Ss understand the task. Do the first for example- 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.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 to monitor the activity.

- Get a few Ss to read aloud their writing to the class.III. Summary and Home-link.

- Consolidate the content of the lesson.- 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, 2013Period: 9th

UNIT 3A BIRTHDAY PARTY

Lesson 3






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IV. Language focus : Vocabulary: review Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

V. Procedures :


arrangement6’

10’

10’

I. Warm up : Ss sing along the song Happy birthday.II. New lesson .

1. Look, listen and repeat.- 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

- 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.

2. Point, ask and answer. - 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.- Ask Ss to read the example and elicit their prompts to

complete the speech bubbles (write the question and

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Individually

Groups

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10’

answer on the board and ask Ss to repeat a few times)- Get Ss to repeat the prompt under each picture a few

times and make sure they understand them.- T models the task:

Point to Pa. and ask What did you do at the party? Ss: We danced. Repeat the step with picture b, c and d.





3. Read and answer .(Choose one of 3 or 4) - Ask Ss to look at the picture on P.25 and read the title

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

- Elicit and recall any vocabulary that Ss will need to 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 4)

- Set the context: You are going to write your birthday

Pair – work

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5’

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.



- Consolidate the content of the lesson.- Encourage Ss to practice singing their own version of

the song Happy Birthday at home.

Individually

Whole class

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Week: 5 Date of teaching: Friday, October 11th, 2013Period: 10th

UNIT 4MAI’S DAY

Lesson 1


someone’s daily activities.- Develop speaking skill.





IV. Languages focus :- Vocabulary: have got classes, do morning exercise, have PE in the gym....

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- Structures: A: What does she often do in the morning?B: She’s got classes at school.

V. Procedures :


arrangement

6’

10’

10’

I. Warm up : Simon saysLet 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….


- 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.




2. Point, ask and answer. - Have Ss look at the pictures a, b, c and d on page 27- Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

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Group

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- Ask Ss to 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.

- Recall the familiar vocabulary and pre-teach the vocabulary: gym morning exercise

- Model the taskPoint to P. a and ask: What does she often do in the morning? –Ss: She’s got classes at school.Repeat the step with other pictures.

- Have Ss to take turns to point to the pictures, ask and answer about addresses.

- Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.




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.- Do the first example with Ss.- Play the recording twice: once for listening all the way




Pair- work

T – whole class

T – whole class

Individually

Pair- work

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4’ - In this lesson, Ss have learnt to ask and answer questions 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.

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Week: 6 Date of teaching: Thursday, October 17th, 2013.Period: 11th

UNIT 4:MAI’S DAY


- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in the order they hear



+ Work in groups, discuss.III. Teaching aids :


IV. Languages focus : Phonics: afternoon brush

V. Procedures :


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 1. Listen and repeat/ Group and say aloud a. Listen and repeat.

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5’

7’

10’

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words aftern oo n and brush

- Set the scene: “We are going to learn how to produce the sound of letters oo in the word aftern oo n and that of the letter br in the word brush”

- Produce the sound of the letter oo and br a few times - Get Ss to repeat the words a few times.

b. Listen, complete and say aloud. - Ask Ss to look at the book at P.29. Get Ss to look at the

chart and the word box - Check if they understand the activity and the meaning of

the focused words.- Get Ss to guess all the complete words and do the first

example- 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.



- Set the context:- Pre-teach the new vocabulary (write new words on the

board and get Ss to repeat them a few times) brush remember bedtime



the words with “oo” and clap twice for the words with “br”

T – Whole class


T – whole class

T – whole class

T – whole class

IndividuallyGroup

========================================================================


10’

3’




- Ask Ss to look at Picture a, b, c and d on page 30 - 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”

- Elicit the content from Ss: What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the board and get Ss to repeat them a few times.



Answer: 1 – d 2 – a 3 – c 4 – b


- Consolidate the content of the lesson.- Ss select and copy one picture from the crossword

puzzle and colour it for the class display in the next lesson.

T – whole class

T – whole class

Individually

Pair- work

T – whole class

T – whole class


UNIT 4MAI’ S DAY

Lesson 3

I. Objectives :

========================================================================

- By the end of this lesson, Students will be able to: Ask and answer questions about past activities Read a comprehension text on a girl’s Sunday and write a diary Write about a friend’s house.





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 :


arrangement

6’

10’

I. Warm up : Slap the board Ss play the game with the pictures that they prepared at home


- Have Ss to look at the book at page 31, read the context 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.

- Pre-teach: (Write the words on the board and ask Ss to repeat a few times)

T – whole class

T – whole class

Whole class

Individually

========================================================================

10’

surfed the Internet school project




2. Point, ask and answer. - Draw Ss’ attention to the picture next to the example in

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 ask Ss to repeat a few times)


- T models the task:Point to Pa. and ask What did you do last night? Ss: I went to the cinema. Repeat the step with picture b, c and d.





3. Read and complete .(Choose one of 3 or 4) - Ask Ss to look at the picture on P.32 and read the title

and instruction.- Set the context: you are going to read the passage and fill

Groups

T – whole class

Pair – work

T – whole class

T – whole

========================================================================

10’

10’

5’

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.

- 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.

4. Write your diary about what you did yesterday. (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. 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.



- Consolidate the content of the lesson.- Encourage Ss to copy the song lyrics and replace the

activities in the original lyrics with their own version for the class display .

class


Whole class

T – whole class

Whole class

Individually

T – whole class

========================================================================

Week: 5 Date of teaching: Thursday, October 10th, 2013Period: 9th

UNIT 3A BIRTHDAY PARTY

Lesson 3

VI. Objectives :- By the end of this lesson, Students will be able to:


- Develop speaking and listening skill.VII. Teaching methods :



VIII. Teaching aids :- Teacher’s aids: audio CD, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

IX. Language focus : Vocabulary: review Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

X. Procedures :


arrangement6’

10’

IV. Warm up : Ss sing along the song Happy birthday.V. New lesson .

5. Look, listen and repeat.- Have Ss to look at the book at page 20, get Ss to look at

T – whole class

========================================================================

10’

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




6. Point, ask and answer. - 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.- Ask Ss to read the example and elicit their prompts to

complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few times and make sure they understand them.

- T models the task:Point to Pa. and ask What did you do at the party? Ss: We danced. Repeat the step with picture b, c and d.





T – whole class

Whole class

Individually

Groups

T – whole class

Pair – work

T – whole class

========================================================================

10’

10’

5’

7. Read and answer .(Choose one of 3 or 4) - Ask Ss to look at the picture on P.25 and read the title

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

- Elicit and recall any vocabulary that Ss will need to 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.


- Get a few Ss to read aloud their writing to the class.VI. Summary and Home-link.

- Consolidate the content of the lesson.- Encourage Ss to practice singing their own version of

the song Happy Birthday at home.

T – whole class


Whole class

T – whole class

Individually

Whole class

T – whole class


========================================================================

UNIT 4MAI’S DAY

Lesson 1

VI. Objectives :- By the end of this lesson, students will be able to ask and answer questions about

someone’s daily activities.- Develop speaking skill.

VII. Teaching methods :- Communicative approach.- Techniques:


VIII. Teaching aids :- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette,


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 :


arrangement

6’

10’

I. Warm up : Simon saysLet 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….


- 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:

T – whole class

T – Whole class

========================================================================

10’

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.




5. Point, ask and answer. - Have Ss look at the pictures a, b, c and d on page 27- 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.- Write the questions and answers on the board and get Ss to

repeat a few times.- Recall the familiar vocabulary and pre-teach the vocabulary:

gym morning exercise

- Model the taskPoint to P. a and ask: What does she often do in the morning? –Ss: She’s got classes at school.Repeat the step with other pictures.

- Have Ss to take turns to point to the pictures, ask and answer about addresses.

- Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.

Pair work

Group

T – Whole class

Pair- work

========================================================================

10’

4’




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.- Do the first example with Ss.- Play the recording twice: once for listening all the way



III. Summary and Home- link : - In this lesson, Ss have learnt to ask and answer questions

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

Week: 6 Date of teaching: Thursday, October 17th, 2013.Period: 11th

UNIT 4:MAI’S DAY

Lesson 2VI. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in the order they hear

========================================================================

- Develop listening, speaking and reading skills.VII. Teaching methods :


+ Work in groups, discuss.VIII. Teaching aids :


IX. Languages focus : Phonics: afternoon brush

X. Procedures :


arrangement

5’

5’

7’

IV. Warm up : Students’ displayLet 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 a. Listen and repeat.

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words aftern oo n and brush

- Set the scene: “We are going to learn how to produce the sound of letters oo in the word aftern oo n and that of the letter br in the word brush”

- Produce the sound of the letter oo and br a few times - Get Ss to repeat the words a few times.

b. Listen, complete and say aloud. - Ask Ss to look at the book at P.29. Get Ss to look at the

chart and the word box - Check if they understand the activity and the meaning of

the focused words.- Get Ss to guess all the complete words and do the first

example- Set the time and let Ss do the task

T – whole class

T – Whole class


T – whole class

T – whole class

========================================================================

10’

10’

- 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.



- Set the context:- Pre-teach the new vocabulary (write new words on the

board and get Ss to repeat them a few times) brush remember bedtime



the words with “oo” and clap twice for the words with “br”




- Ask Ss to look at Picture a, b, c and d on page 30 - 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”

- Elicit the content from Ss: What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the board and get Ss to repeat them a few times.

- Play the recording twice: once for Ss to listen all the way

T – whole class

IndividuallyGroup

T – whole class

T – whole class

Individually

Pair- work

========================================================================


3’

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 – d 2 – a 3 – c 4 – b

VI. Summary and Home- link :

- Consolidate the content of the lesson.- Ss select and copy one picture from the crossword

puzzle and colour it for the class display in the next lesson.

T – whole class

T – whole class


UNIT 4MAI’ S DAY

Lesson 3

VI. Objectives :- By the end of this lesson, Students will be able to:

Ask and answer questions about past activities Read a comprehension text on a girl’s Sunday and write a diary Write about a friend’s house.

- Develop speaking and listening skill.VII. Teaching methods :




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 :

========================================================================


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 .5. Look, listen and repeat.

- Have Ss to look at the book at page 31, read the context 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.

- Pre-teach: (Write the words on the board and ask Ss to repeat a few times): surfed the Internet, school project




6. Point, ask and answer. - Draw Ss’ attention to the picture next to the example in

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 ask Ss to repeat a few times)


- T models the task:Point to Pa. and ask What did you do last night? Ss: I went to the cinema. Repeat the step with picture b, c and d.


- Monitor the activity, check the pronunciation (sound,

T – whole class

T – whole class

Whole class

Individually

Groups

T – whole class

Pair – work

========================================================================

10’

10’

assimilation of sound and intonation) and offer help when necessary.



7. Read and complete .(Choose one of 3 or 4) - Ask Ss to look at the picture on P.32 and read the title

and instruction.- Set the context: you are going to read the passage and 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.

- 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.

8. Write your diary about what you did yesterday. (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. 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.


- Get a few Ss to read aloud their writing to the class.VI. Summary and Home-link.

- Consolidate the content of the lesson.

T – whole class

T – whole class


Whole class

T – whole class

Whole class

Individually

T – whole

========================================================================

5’- Encourage Ss to copy the song lyrics and replace the

activities in the original lyrics with their own version for the class display.

class

Week: 7 Date of teaching: Thursday, October 24th 2013.Period: 13th

UNIT 5OUR PICNIC TO THE SEASIDE


- 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.II. Teaching methods :

- Communicative approach.- Techniques:




IV. Languages focus : 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

arrangement6’ I. Warm- up

Song: This is the way we do things.T – whole

class

========================================================================

10’

10’

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? 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

T – whole class

Whole class

Individually

Groups

T – whole class

========================================================================

10’

4’

- Go through the task with the other pictures (focus on pronunciation and fluency)

- 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 tableb. some loaves of bread and sausages for a picnic mealc. some loaves of bread and chicken on the table2. a. go hiking/ b. cook their picnic meal/ c. explore a cave3. 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- 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.- Give feedback: 1 – a 2 – c 3 – a - Make some questions to check Ss’ comprehension

III. Summary and Home- link : - Consolidate the content of the lesson.- Ask Ss to write a list of four things they plan to do on a picnic.

They will display them in the next lesson.

Pair – work

T – whole class

T – whole class


Whole class

T – whole class

========================================================================

Week: 7 Date of teaching: Friday, October 25th 2013Period: 14th


Lesson 2I. Objectives:

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ill” as in will and that of the letter “all” as in small; listen and number the pictures

- Develop listening, speaking and reading skills.II. Teaching methods:


+ Work in groups, discuss.III. Teaching aids:


IV. Languages focus: * Phonics: will small

V. Procedures:


arrangement

5’I. Warm up :

Chatting: What will you do in the afternoon/ evening? What about this weekend? What will you have for lunch/ dinner? Will you go out for lunch/ dinner?

…….II. New lesson

T – whole class

========================================================================

5’

7’

10’

I. Listen and repeat/ Listen, complete and say it aloud.a. Listen and repeat.

- 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 - Get Ss to repeat the words 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 - Play the recording twice: once for Ss to listen all the way

through and once for them to clap at the focused words.- Replay the disc for Ss to check their answers 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.Key: + ill: 1: hill; 2,5; wall/will; 6: mill+ all: 2,5: wall/will 3: small 4: tallII. 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 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”)

T – Whole class


T – whole class

T – whole class

T – whole class

IndividuallyGroup

========================================================================

10’

3’



- Device the class into four groups for competitionIII. Listen and number.- Ask Ss to look at Picture a, b, c and d on page 37 - 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 swimmingP. b: go to Ha Long BayP. c: cruise around the BayP. d: build a sandcastleP. e: have seafood in a restaurant

- Play the recording twice: once for Ss to listen all the way 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)

- Have Ss trade their answers in pairs for correction- Play it again for Ss to check their answers.- Call some to report their answer to the class

Key: 1 – b; 2 – e; 3 – d; 4 – a; 5 – cIII. Summary and Home- link: - Consolidate the content of the lesson.- 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

T – whole class

Individually

Pair- work

T – whole class

T – whole class

Week: 8 Date of teaching: Thursday, October 31st 2013Period: 15th


Lesson 3

========================================================================


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.

II. Teaching methods :- Communicative method.- Techniques: + Work in pairs



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 :


arrangement

6’

10’

I. Warm up : Ss display their home – link pictures on the board. Then they ask and answer questions about these pictures. II. New lesson .

1. Look, listen and repeat.- Have Ss to look at the book at page 38. - Get Ss to read the context sentence- Set the context: You are going to listen to Linda and Tony

talking about their future jobs.- Pre-teach: (Write the words on the board and ask Ss to

repeat a few times)

T – whole class

T – whole class

========================================================================

10’

in the future a mechanic



- Divide the class into groups to take turns to make the conversation

- Be sure Ss understand the content of the text by making questionsDoes Linda like singing? Does she want to be a singer?Does Tony want to be a mechanic or a singer?

2. Point, ask and answer.- Set the scene: Imagine you are the character in the pictures.- Pre-teach: (Write the words on the board and ask Ss to

repeat a few times) an astronaut a dancer an architect a business person


- Model the task with the whole classT: 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- Monitor the activity, check the pronunciation (sound,




Whole class

Individually

Groups

T – whole class

Pair – work

T – whole

========================================================================

(using picture cards)

10’

3. Read and answer.(Choose one of 3 or 4)a. Tick T (True) or F (False)

- Ask Ss to look at the picture on P.39- Set the context:

Who are they? Where are they?

- 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)

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?

- Check if Ss understand the task. Do the first for example- 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. Interview two of your classmates

- Get Ss to the instruction, draw an interview chart on the board

Name Dream jobNam doctor…….. .......

- Model with a studentT: What’s your name?

class

T – whole class


Whole class

T – whole class

========================================================================

10’

5’

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;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

Whole class

Individually

T – whole class

T – whole class

Whole class

Individually

T – whole class

Week: 8 Date of teaching: Friday, November 1st 2013Period: 16th

========================================================================

REVIEW 1I. 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.



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.- Students’ aids: book, notebook, workbook.

IV. Language focus :

Me and My friendUnit 1: A Summer campCompetences Asking and

answering questions about where someone is from

Asking and answering questions about someone’s nationality

Sentence patterns Where’s he from?- He’s from Malaysia.

Where in Malaysia is he from?

- Kuala Lumpur. What’s his/ her

nationality?- He’s/ She’s Indonesia

VocabularySummer, camp, different, country ( countries), Malaysia, Thailand, Bangkok, Kuala Lumpur, The UK, The USA, Indonesia, Thai, Laotian, Cambodian. Cultural display

Phonics VietnameseIndonesian

Unit 2: My Fiend’s house.Competences Asking and

answering questions about where one lives

Asking and

Sentence patterns Where do you live?

- I live at 52 Ba Trieu Street.- I live on the second floor of Ha Noi Tower.

Vocabularycardinal number: 50 – 100, avenue, road, lane, flat, block, top, ground, floor, gate, yard, roof, balcony, fence,

Phonics flatblock

========================================================================

answering questions about one’s house.

What’s your house like?- It’s a big house. It’s got a green gate.

favourite, cottage, town, village

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.

VocabularyPresent, dictionary, jigsaw puzzle, paint, paint brush, coloured, balloon, cartoon, remember

PhonicsthirdDecember

Unit 4: Mai’s dayCompetences Asking and

answering about daily activities

Asking and answeringquestions about past activities

Sentence patterns What does she often do

in the morning?- She’ s got classes at

school What did you do last

night?- I surfed the internet

for my school project.

VocabularyHave classes, morning exercise, brush, gym, forget, way, attend, tooth (teeth), wash, surf the internet, project

Phonics afternoonbrush

Unit 5: A Picnic To The SeasideCompetences Asking and

answering about what people will do in the future

Asking and answering questions about

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.

VocabularyExplore, seafood, aquarium, sunbathe, set up, campfire, sandcastle, windmill, will, future, mechanic, astronaut, dentist, nurse, architect, business person, dream,

Phonicswillsmall

========================================================================

what one will be in the future

engineer, spaceship, planet

V. Procedures :Time Steps/ Activities Work

arrangement5’

10’

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 :

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.

T- whole class

Individually

Pair- work

Whole classIndividually

Pair- work

========================================================================

Week: 9 Date of teaching: Thursday, November 7th, 2013 Period: 17th

THE FIRST ENGLISH TESTI. Aim: Ss do Review in class.II. Duration: 1 periodIII. 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. factory2. A. ride B. play C. bike D. sing3. A. English B. Vietnamese C. Japanese D. China 4. A. restaurant B. postman C. nurse D. chef5. A. visited B. went C. explored D. sailed

3. Match

========================================================================

X

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

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.

========================================================================

was come birthday dictionary

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. 3.

4. 5. 6.

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

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 6A VISIT TO THE ZOO


- 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.VII. Teaching methods :




puppets.

========================================================================

X

X

- Students’ aids: books, notebooks, workbooks.IX. Languages focus :

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 :


arrangement6’

10’

10’

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. - 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 practiceV. 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

T – whole class

T – whole class

Whole class

Individually

Groups

T – whole class

========================================================================

Write the phrase on the board.Get Ss to repeat each of them a few times

10’

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

- Model the task with the whole class 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

pronunciation and fluency)- Ask Sts to work in pair, asking and answering the questions.

Monitor the activity, check pronunciation and offer Sts help when necessary.


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 enclosure2. a. two children playing with a ball b. two children walking around the zoo to see the animals c. two children going downtown3. a. a sandwich and a loaf of bread b. a sandwich and a sausage c. a loaf of bread and sausage4. a. a girl singing b. a girl watching an elephant show c. a girl watching TV

Pair – work

T – whole class

T – whole class

========================================================================

4’

- Do the first example with Ss.- 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. - 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.- Give feedback: 1 – a 2 – b 3 – c 4 - b- Make some questions to check Ss’ comprehension

III. Summary and Home- link : - Consolidate the content of the lesson.- Ask Ss to select and draw one of the animals they like for the

class display in the next lesson.


Whole class

T – whole class

Week: 10 Date of teaching: Thursday, October 25th 2013Period: 19th


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.

- Develop listening, speaking and reading skills.II. Teaching methods:


+ Work in groups, discuss.

========================================================================

III. Teaching aids:- Teacher’s aids: Tape cassette, pictures, poster, word cards.- Students’ aids: book, notebook, workbook.

IV. Languages focus: * Phonics: played visited watched

V. Procedures:


arrangement

5’

5’

10’

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

- Have Ss open the book page 50, draw their attention to the sound(s) of the letters ed in the words played , visited, watched

- Set the scene: “We are going to learn how to produce the sound of letters ed in the word played , visited, watched Pronounce the sound of the letters ed a few times

- Get Ss to repeat the words a few times.2. Listen and read together.

- 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”

T – whole class

T – Whole class


T – whole class

T – whole class

========================================================================

7’

10’

- Play recording; stop at times to check Ss’ comprehension. - Have Ss repeat each line in the dialogues - 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 for competition

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 - Play the recording twice: once for Ss to listen all the way

through and once for them to clap at the focused words.- Replay the disc for Ss to check their answers 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.Key:

Watched: danced, looked, walked Visited: painted, pointed, needed Played: stayed, climbed, numbered

4. Listen and number.- Ask Ss to look at Picture a, b, c and d on page 51 - 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 answerWhat do you see in the Picture a/ b/ c/ d/ e?

P. a: a group of children at the elephant enclosureP. b: children at a gorilla showP. c: children at a lion showP. d: children at a tiger showP. e: two bears on the bikes

- Play the recording twice: once for Ss to listen all the way through, once for them to do the task (notice Ss to focus on the order of the text and the contextual information of each

IndividuallyGroup

T – whole class

T – whole class

Individually

Pair- work

T – whole class

T – whole class

Individually

========================================================================

3’

picture)- Have Ss trade their answers in pairs for correction- Play it again for Ss to check their answers.- Call some to report their answer to the class

Key: 1 – a; 2 – e; 3 – b; 4 – c; 5 – dV. Summary and Home- link : - Consolidate the content of the lesson.- Ss learn to spell the animal words at home.

Pair- work

T – whole class

Week: 10 Date of teaching: Friday, October 31st 2013Period: 20th



- By the end of this lesson, Students will be able to: Ask and answer question about what one saw at an animal show; Read an animal story and write in the speed bubbles Develop speaking and listening skill.

VII. Teaching methods :- Communicative method.- Techniques: + Work in pairs



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 :

========================================================================


arrangement

6’

10’

10’

IV. Warm up : Ss play the game. V. New lesson .

5. Look, listen and repeat.- 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.

- Pre-teach: (Write the words on the board and ask Ss to repeat a few times)

burning hoop- 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 make the

conversation 6. Point, ask and answer.

- Set the scene: Imagine you went to see an animal show yesterday. You saw many animal tricks.

- Ask Ss to read the example and elicit their prompts to 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.

- Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer

T – whole class

T – whole class

Whole class

Individually

Groups

T – whole class

========================================================================

10’

on the board and ask Ss to repeat a few times)- Model the task with the whole class

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- Monitor the activity, check the pronunciation (sound,




7. Read and number the pictures.(Choose one of 3 or 4)

- Ask Ss to look at the picture on P.53- Set the context: you’re going to read an animal story. Can

you guess what the story about?- 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)

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.- Check if Ss understand the task. Do the first for example- Give Ss sufficient time to do the task and move around to


to report the answer to the class.

Pair – work

T – whole class

T – whole class


Whole class

========================================================================

10’

5’

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.

T – whole class

Whole class

Individually

T – whole class

T – whole class

Week: 13 Date of teaching: Thursday, December 5th, 2013 Period: 25th

UNIT 8MY FAVOURITE BOOK

Lesson 2I. 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. - Develop listening, speaking and reading skills.

II. Teaching methods:

========================================================================




IV. Languages focus: * Phonics: watermelon dragon

V. Procedures:


arrangement5’

5’

10’

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- Have Ss open the book page 64, draw their attention to the

sound(s) of the letters a in the words watermelon and that of 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



through and once for them to clap at the focused words.

T – whole class

T – Whole class

T – Whole class

IndividuallyPair – workT – whole

class

========================================================================

7’

10’

3’

- Device the class into four groups for competition3. 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.

- Get Ss to guess all the complete words and do the first example

- 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.4. Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 65 - 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 answerWhat do you see in the Picture a/ b/ c/ dP. i: Aladdin and the Magic LampP. b:The Legend of WatermelonP. c: The Starfruit TreeP. d: Ali Baba and The Forty Thieves.

- Play the recording twice: once for Ss to listen all the way 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 – d 3 – a 4 – cVIII. Summary and Home- link :

- Consolidate the content of the lesson.- Ss draw a table with two columns: one for the title of the

T – whole class

IndividuallyGroup

T – whole class

T – whole class

Individually

Pair- work

T – whole class

T – whole class

========================================================================

stories they have read and one for the main character’ s name in each book for the class display in the next lesson

Week: 13 Date of teaching: Friday, December 6th, 2013Period: 26th

UNIT 8MY FAVOURITE BOOKS

Lesson 3XI. Objectives :

- By the end of this lesson, Students will be able to: 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. Develop speaking and listening skill.

XII. Teaching methods :- Communicative method.- Techniques: + Work in pairs


XIII. Teaching aids :- Teacher’s aids: audio CD, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

XIV. Language focus : Vocabulary : intelligent, brave, patriotic, clever, brilliant, good-natured, miserable Sentence Patterns : What is Son Goku like?

He’s intelligent and brave.XV. Procedures :


arrangement

5’VII. Warm up :

- Ss display their home- link work.- Ss ask and answer questions about the books and

characters displayed, using the language they have learnt.

T – whole class

========================================================================

10’

10’

VIII. New lesson .9. Look, listen and repeat.

- Have Ss to look at the pictures on page 66 and read the lines in each picture.

- Point to each picture and elicit the names of characters and the location.

- Set the context: Mai and Tony are in the library. They are looking for some story books. You are going to hear them talking about these books.

- Recall the familiar vocabulary and teach the new word: main character brave intelligent

- Play the recording all the way through for Ss to listen the text.

- Play the recording again for Ss to repeat each line a few times.


10.Point, ask and answer.- Draw Ss’ attention to the picture on the right of the example.

Point to the picture of Son Goku and ask Ss to read the example.

- Set the scene: Imagine you are reading this book. Let’s practice talking about the character in this book


- 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 brave intelligent patriotic clever brilliant good-natured

T – whole class

Whole class

Individually

Groups

T – whole class

========================================================================

Get Ss to repeat the words a few times.


10’

miserable- Ask Ss to read the example and elicit their prompts to

complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times)

- Model the task with the whole classT: What’s Thanh Giong like?

Class: He’s brave and patriotic.. - Repeat the step with picture a, b, c, d and e.- Have Ss to practice in pairs pointing, asking and answering- Monitor the activity, check the pronunciation (sound,




11.Read and do the task.(Choose one of 3 or 4)- Ask Ss to look at the picture on P.67- Set the context: you’re going to a passage and do the task

that follow.- Recall the familiar vocabulary and teach the key words to

understand the passage: (Write the words on the board and Ss repeat a few times)

free e – book case detective series change fight organization


passage to do the task 1.- Check if Ss understand the task. Do the first for example- Give Ss sufficient time to do the task and move around to

Pair – work

T – whole class

T – whole class


========================================================================

10’

5’


to report the answer to the class.Answers: 1. Yes 2. No 3. Yes 4. Yes 5. No

12.Write about your favourite book.- Ask Ss to open the book on P. 68 and draw their attention to

the passage. Tell Ss the writing purpose: You are going to read and complete a passage about your favourite book with support from the guide.

- Do the first example with the class. Write the wrting frame on the board and elicit Ss’ answer to complete the passage.

- 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.

IX. Summary and Home link. - Consolidate the content of this lesson- Ss practice miming their favourite sports and games at home

for the class performance in the next lesson.

Whole class

T – whole class

Whole class

Individually

T – whole class

T – whole class


UNIT 9OUR TEACHER’S DAY


- By the end of this lesson, students will be able to ask and answer the questions about the date of Teacher’s Day in some countries.

- Develop listening, reading and speaking skill.II. Teaching methods :


========================================================================





Wear, bested clothes, celebrate, special event, celebration Sentence patterns:

When is Teacher’s Day in Malaysia?It’s on May 16th.

V. Procedures :


arrangement6’

10’

I. Warm- up - Ss display their home-link pictures from Unit 8.- Ss play the game “Slap the board”, using the displayed

pictures II. Present the new lesson

1. Look, listen and repeat.- Focus Ss’ attention on the title of the unit and the pictures. - Ask Ss to identify the characters in the pictures- Set the context: “you are going to hear Zack, Mai and Mei Mei

talking about Teacher’s Day in some countries.”- Recall how to say the date: November 20th, May 16th and

September 10th.- Present new words (pictures):

wear best clothes celebrate

- Play the recording for Ss 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

2. Point, ask and answer

T – whole class

T – whole class

Whole class

Individually Pairs

========================================================================

Write them on the board and get Ss to say each word a few times

10’

10’

- Draw Ss’ attention to the world map and the date chart in this section.

- Point to the word map and ask Ss to read the name of the countries in focus.

- Set the context: “You are going to practice asking and answering questions about the dates of Teacher’s Day in some countries.”

- Ask Ss to read example and elicit their prompts to complete the bubbles.

- Write the question and answer on the board and get Ss to repeat them a few times.

- Point to each row on the date chart and get Ss to repeat the name of the countries and the dates a few times.

- Model the task with the whole class Point to Australia on the chart and ask:

When is Teacher’s Day in Australia?Class: It’s on the last Friday of October

Repeat the step a few times.- Go through the task with the other pictures (focus on

pronunciation and fluency)- Ask Sts to work in pair, asking and answering the questions.

Monitor the activity, check pronunciation and offer Ss help when necessary.


3. Listen and circle

- Get Ss to look at the date provided on P. 70 and guess what they are going to hear about.

- Set the context: “ You are going to hear a passage about the dates of Teacher’s Day in some countries. You should listen and circle the appropriate dates.”

- Pre-teach the key words: celebrate special event

T – whole class

Pair – work

T – whole class

T – whole class

========================================================================

Write the words on the board and get Ss to repeat each of them a few times

4’

celebration- 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. - 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.- Give feedback: 1 – c 2 – c 3 – a 4 - a- Make some questions to check Ss’ comprehension

III. Summary and Home- link : - Consolidate the content of the lesson.- Ask Ss to select, copy and colour a flag for the class display in

the next lesson.


Whole class

T – whole class


UNIT 9OUR TEACHER’S DAY


the letters rd in the words card and that of the letters st as in just- Listen and number the pictures in the order they hear. - Develop listening, speaking and reading skills.

II. Teaching methods:- Communicative method.- Techniques: + Work in pairs



IV. Languages focus: * Phonics: card just

========================================================================

V. Procedures:


arrangement5’

5’

10’

I. Warm up : * Chatting- Ask Sts to ask and answer questions about the flags, the

country names and the dates of Teacher’s Day in some countries

- Listen and correct their mistakesII. New lesson

1. Listen and repeat- Have Ss open the book page 71, look at the words card, just

and notice the letter colored differently in both words.- Produce the sounds of the letters rd in the word card and the

letter st in the word just- Ask Ss to say what they think about when they hear the sound- Play the recording all the way through for Ss to listen while

they are reading the words in their books- Get Sts to repeat the words a few times

2. Listen and read together.- Have Ss look at picture on page 71. Ask Sts to read the lines

on the cards and the poem. Check Sts’ comprehension.- Ask Sts to read the poem and teach vocabulary:

look forward arrive devoted helpful

- Check vocabulary: what and where- Set the context: You are going to hear the poem and clap the

words: one clap for the words with “rd”pronunced and two claps for the words with “st” pronounced.

- Play the recording all the way through for Ss to listen while they are reading

- Have Ss practice the text in groups and clap the syllables- Ask Ss to read each sentence and repeat each line a few times- Divide class into two groups to take turns to say and clap the

lines - Call on a few groups to perform the task in front of the class

3. Group and say aloud

T – whole class

T – Whole class

T – Whole class


class

========================================================================

7’

8’

3’

- Get Sts to look at the chart and the word box. Say: You are going to group the words according to the pronunciation of their “rd” and “st”. Say each word and get Sts to repeat it a few times.

- Do the first example with the class - Set time and let Sts do the task in groups- Ask Sts to check their answers in groups- Call on some Sts to report their answers

Card/kɑ:d/

Just/dʤʌst/

third fistboard honest

forward breakfastbird August

- Have the whole class read in chorus all the completed words.4. Listen and number.

- Have Ss look at Pictures on page 72. Ask them to say what they see.

- T asks Ss to work in pairs to guess.- Ask Ss to listen to the recording and match the information

they hear to the pictures and number the pictures.- 1st:Play the recording all the way through for Ss to listen

while they are looking the pictures in their books- 2nd: play the recording for Ss to listen and number.- 3rd: play the recording for Ss to check their answers.- Have Ss trade their answers in pairs for correction- Ask some questions to ensure Ss’ comprehension of the

listening text.Answers: 1 – c; 2 – d; 3 – a; 4 – b; 5- e

III. Summary and Home- link : - Consolidate the content of the lesson.- Ss make and decorate a card for Teacher’s Day to display in

their classroom in the next lesson.

T – whole class

IndividuallyGroup

T – whole class

T – whole class

Individually

Pair- work

T – whole class

T – whole class

========================================================================

Week: 15 Date of teaching: Thursday, December 19th, 2013Period: 29th

UNIT 9: OUR TEACHER’S DAYLesson 3

I. Objectives : - At the end of the period, Students will be able to express and respond to wishes- Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese

primary school- Write a card for Teacher’s Day- Develop four skills.




X. Language focus : Vocabulary : head teacher, deliver a speech, honour, exciting, memorable Sentence Patterns : These flowers are for you.

o Thank you.

XI. Procedures :Time Steps/Activities Working

arrangement2’

8’

I. Warm up - Ask Sts to read the poem “ To Our Teacher” together on page71- Listen and check pronunciation- Introduces the new lesson.II. New lesson.

1. Look, listen and repeat - Ask Ss to look at each picture on page 73 and set the context: The

Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s Day. They have a present for Miss Hien

- Pre- teach the new words:

T – whole class

T – whole class

========================================================================

12’

+ Happy Teacher’s Day- Write the words on the board and repeat- Play the recording for Sts to read each line in the pictures and

check Ss’ comprehension at times, using English and Vietnamese when necessary.

- Play the tapes for Sts to listen and repeat - Call some pairs to practice in front of class and check Sts’

pronunciation.2. Point, ask and answer

- Have Ps look at the prompts under each picture on page 73. Get them to repeat each prompt a few times and say: You are going to practise expressing wishes and responding to or replying wishes. Imagine you are the Sts in Miss Hien’s class.

- Ask Sts to read the example- Model the task: Point to picture a:- The class has got a story book for you.- Class: Thank you.- Give the usage and meaning of model

- Call on some pairs to perform the task at the front of the class. - Ask Sts to ask and answer about their future jobs in pairs- Have the whole class repeat all the phrases to reinforce their

pronunciation. 3. Read and do the task.

- Ask Sts to open the book on page 74. Get Sts to look at the picture.

- Set the context: You are going to read a passage and do the tasks that follow

- Elicit their answer to identify the characters - Pre – teach vocabulary:

head teacher: deliver a speech honour exciting

Whole class

Individually

Groups

T – whole class

Pair – workT – whole

class

T – whole class

========================================================================

_______ for you!Thank you.

memorable praise:

- Read the passage, pausing at times to check Ps’ comprehension. Task 1:

- Ask Sts to read the context and match the words that go together - Have Ss exchange their answer in pairs. - Call on Sts to demonstrate at the class.- Give the answer to the class. Provide explanation when

necessary.Key: 1. c 2. d 3. a 4. b

Act2: - Ask Sts to read the passage again and tick True or False

independently- Have Ss exchange their answer in pairs. - Call on Sts to demonstrate at the class.Key: 1- F; 2- F; 3- T; 4- T

4. Write - Ask Sts to open the book on page 75. Get them to read the task,

look at the cards and read the lines on them.- Explain the writing purpose: You are going to write a card for

your teacher on Teacher’ Day. Now you should read the models and decide what to write.

- Pre- teach the new vocabulary: candle consume light others inspire inspirer

- Give Sts some more useful expressions:- Happy Teacher’s Day. Thank you for teaching me; Have a

happy Teacher’ Day and best wishes…….- Set time for Sts to work individually- Call on Sts to read their work to the class.- Listen and check their mistakesIII. Consolidation and Home link.


Whole class

T – whole class

Whole class

Individually

========================================================================

- Consolidate the content of the lesson.- Ss practice singing the song My Dear Teacher at home

T – whole class

T – whole class


UNIT 10: HOW I LEARN ENGLISHLesson 1:

I. Objectives :- By the end of this lesson, students will be able Ask and answer about one’s favourite

school subject- Listen and tick the correct pictures- Develop listening and speaking skills.






translator, difficult, mathematician, spoken English, pianist Sentence patterns:

What subject do you like best?- Science.

V. Procedures :

========================================================================

Time

Teacher’s activities Working arrangement

5’

10’

10’

I. Warm up- Ask Sts to sing the song My Dear Teacher from Unit 9 on page

75- Ask Sts to sing in groups- Call on some groups to sing at the class- Check their pronunciationII. New lesson

1. Look, listen and repeat- Ask Ss to look at the pictures to identify the characters in each

picture on page 76- Set the context: You are going to hear Tony, Phong, Mai and

Mei Mei talking about the subjects they like learning. - Pre- teach the new vocabulary:

Translator difficult

- Play the recording for Sts to read each line in each picture and check Ss’ comprehension at times, using English and Vietnamese to help Sts understand the context.

- Play the tapes for Sts to listen and repeat - Divide the class into groups to take turns to say the lines from

Tony, Phong, Mai and Mei Mei- Call some pairs to practice in front of class and check Sts’

pronunciation2. Point, ask and answer.

- Point to each cover and ask Sts to read the name of subjects and say: You are going to practice asking and answering questions about the school subjects you like best.

- Ask Sts to read the example- Elicit their prompt to complete the sentences in the speech

bubbles.- Write the question and the answer on the board. Get Sts to

repeat each sentence a few times. Then point to each row on the date chart and get Sts to repeat the name of the countries and the dates a few times.

T – whole class

T – whole class

Whole class

Individually

Group work

T – whole class

========================================================================

10’

5’

- Model the task with the whole class:- What subject do you like best?- Class: Vietnamese - Give the model:


- Ask Sts to ask and answer questions about the titles of the books

- Have the whole class repeat all the phrases to reinforce their pronunciation.

3. Listen and tick.- Have Ss open the book on page 77 and get them to elicit each

picture. - Ask Sts to guess what they are going to hear about.- Set the context: You are going to four dialogues in which

children are talking about their favourite school subjects. You should listen and tick the correct pictures

- Have Sts repeat the phrases- Play the tape twice for Sts to listen all the way through and do

the task- Do the first example with them- Replay the recording for Sts to check their answers in pairs.

Then call on some Sts to report their answers. Read out the correct answers to the class.

- Ask Sts about the content of the listeningAnswers: 1- a; 2-c; 3- c; 4- aIII. Consolidation and Home link.- Consolidate the content of the lesson.- Ask Ss prepare a list of their favourite school subjects and the

reason why they like them for the class display in the next lesson.

Pair – work

T – whole class

T – whole class

Individually

Pair – work/ Group workWhole class

T – whole class

Week: 16 Date of teaching: Thursday, December 26th, 2013 Period: 31st

========================================================================

What subject do you like best?Science.

UNIT 10HOW I LEARN ENGLISH


the letters ou in the words count and that of the letters ow as in how- Listen and number the pictures in the order they hear. - Develop listening, speaking and reading skills.




IV. Languages focus: * Phonics: count how

V. Procedures:


arrangement5’

5’

10’

I. 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.II. New lesson


sound(s) of the letters ou in the words count and that of the letters ow as in how



- Set the context: You are going to listen two dialogues. Clap

T – whole class

T – Whole class

T – Whole class

========================================================================

7’

10’

the words in focus: one clap for the word with ou as in the words count and two claps for the word with ow as in how




3. Group and say aloud- Ask Ss to look at the book at P.78. Get Ss to look at the chart

and the word box - Check if they understand the activity and the meaning of the

focused words.- Get Ss to guess all the complete words and do the first

example- 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.4. Listen and complete.

- Ask Ss to look at the chart on page 79. Draw their attention to the chart of character names and the school subjects and guess what they are going to hear.

- Set the scene: “You are going to hear Alex, Tony, Linda and Lucy talking about their favourite school subjects. Listen and complete the chart with the subject corresponding to each speaker.”

- Recall the familiar vocabulary (Maths, Art, Music, Science) and teach the new words:

Artist I can see.

- Play the recording twice: once for Ss to listen all the way through, once for them to select the words on the top row to complete the chart.


class

T – whole class

IndividuallyGroup

T – whole class

T – whole class

Individually

Pair- work

========================================================================

3’


Key:

Alex Maths Tony Science Linda Art Lucy Music

III. Summary and Home- link : - Consolidate the content of the lesson.- Ss make sentences with the words from the crossword puzzle

to display in the classroom in the next lesson

T – whole class

T – whole class

Week: 16 Date of teaching: Friday, December 27th, 2013Period: 32nd



- By the end of this lesson, Students will be able to: Ask and answer questions about how one learns English. Read a comprehension text on how someone learns English and write a

description of how one learns English. Develop speaking and listening skill.



III. Teaching aids :- Teacher’s aids: audio CD, poster, flashcards.- Students’ aids: book, notebook, workbook.

IV. Language focus : Vocabulary : practice + speaking/ writing…, vocabulary, grammar, pen friend,

maybe, join

========================================================================

Sentence Patterns : How do you learn to speak English? I practice speaking English every day.

V. Procedures :


arrangement5’

10’

10’

I. Warm up : - Ss display their home- link work.- Ss read, ask and answer questions about the writing.


- Have Ss to look at the pictures on page 80 and read the context sentence.

- Point to each picture and elicit the names of characters and what they are talking about.

- Set the context: You are going to hear Tony asking Mai about her way of learning English.

- Read the line in each picture, pausing at times to check students’ comprehension. Explain the phrase:

practise speaking Practice writing




2. Point, ask and answer.- Draw Ss’ attention to the example and set the context: You

are going to practice talking about your way of learning English.


- Write the question and answer on the board and get Ss to repeat a few times.(Focus on pronunciation and fluently)

- Get Ss to repeat each prompt under each picture.- Recall and pre-teach the new words

T – whole class

T – whole class

Whole class

Individually

Groups

T – whole class

========================================================================

Get Ss to make a few sentences with practise

10’

vocabulary grammar pen friend

- Model the task with the whole classT: How do you learn English?

Class: I watch cartoons on TV. - Repeat the step with picture a, b, c and d.- Have Ss to practice in pairs pointing, asking and answering- Monitor the activity, check the pronunciation (sound,




3. Read and do the task.(Choose one of 3 or 4)- Ask Ss to look at the picture on P.81. Get them to read the

title and guess what they are going to read about. Point to the pictures and elicit Ss’ answer to identify the characters(Nam, Mai), the location and what they are doing

- Set the context: you’re going to read a passage on some way of learning English and do the task that follow.

- Let’s Ss a few seconds to read through the task.- Recall the familiar vocabulary and teach the key words to


maybe join


passage to do the task .- Check if Ss understand the task. Do the first for example- Give Ss sufficient time to do the task and move around to


to report the answer to the class.

Pair – work

T – whole class

T – whole class


========================================================================


10’

5’

Answers

Task 1 1. No 2. No 3. No 4. No 5. Yes

Task 2 INam sheMai them new words

They Tony, Tom, Linda

4. Write about how you learn English.- Ask Ss to open the book on P. 82 and get them read the

guiding questions.- Check their comprehension. - Tell Ss the writing purpose: You are going to write about

your way of learning English.- Point to the questions and say: You should read the guiding

questions and write your own answers- Do the first example with the class. Write the writing frame

on the board and elicit Ss’ answer to complete the passage.- Set the time and let Ss do the task individually. Move



III. Summary and Home link. - Consolidate the content of this lesson- Ss write sentences, describing how they learn English

(speak, listen, read and write) for the class performance in the next lesson.

Whole class

T – whole class

Whole class

Individually

T – whole class

T – whole class

Week: 15 Date of teaching: Thursday, December 19th, 2013Period: 29th

UNIT 9: OUR TEACHER’S DAYLesson 3

IV. Objectives :

========================================================================

- At the end of the period, Students will be able to express and respond to wishes- Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese

primary school- Write a card for Teacher’s Day- Develop four skills.

V. Teaching methods :- Communicative method.- Techniques: + Work in pairs


VI. Teaching aids :- Teacher’s aids: audio CD, pictures, poster, flashcards.- Students’ aids: book, notebook, workbook.

XII. Language focus : Vocabulary : head teacher, deliver a speech, honour, exciting, memorable Sentence Patterns : These flowers are for you.

o Thank you.

XIII. Procedures :Time Steps/Activities Working

arrangement2’

8’

IV. Warm up - Ask Sts to read the poem “ To Our Teacher” together on page71- Listen and check pronunciation- Introduces the new lesson.V. New lesson.

5. Look, listen and repeat - Ask Ss to look at each picture on page 73 and set the context: The

Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s Day. They have a present for Miss Hien

- Pre- teach the new words:+ Happy Teacher’s Day

- Write the words on the board and repeat- Play the recording for Sts to read each line in the pictures and

check Ss’ comprehension at times, using English and Vietnamese when necessary.

- Play the tapes for Sts to listen and repeat

T – whole class

T – whole class

Whole class

Individually

========================================================================

12’

- Call some pairs to practice in front of class and check Sts’ pronunciation.6. Point, ask and answer

- Have Ps look at the prompts under each picture on page 73. Get them to repeat each prompt a few times and say: You are going to practise expressing wishes and responding to or replying wishes. Imagine you are the Sts in Miss Hien’s class.

- Ask Sts to read the example- Model the task: Point to picture a:- The class has got a story book for you.- Class: Thank you.- Give the usage and meaning of model

- Call on some pairs to perform the task at the front of the class. - Ask Sts to ask and answer about their future jobs in pairs- Have the whole class repeat all the phrases to reinforce their

pronunciation. 7. Read and do the task.

- Ask Sts to open the book on page 74. Get Sts to look at the picture.

- Set the context: You are going to read a passage and do the tasks that follow

- Elicit their answer to identify the characters - Pre – teach vocabulary:

head teacher: deliver a speech honour exciting memorable praise:

- Read the passage, pausing at times to check Ps’ comprehension. Task 1:

- Ask Sts to read the context and match the words that go together - Have Ss exchange their answer in pairs.

Groups

T – whole class

Pair – workT – whole

class

T – whole class

========================================================================

_______ for you!Thank you.

- Call on Sts to demonstrate at the class.- Give the answer to the class. Provide explanation when

necessary.Key: 1. c 2. d 3. a 4. b

Act2: - Ask Sts to read the passage again and tick True or False

independently- Have Ss exchange their answer in pairs. - Call on Sts to demonstrate at the class.Key: 1- F; 2- F; 3- T; 4- T

8. Write - Ask Sts to open the book on page 75. Get them to read the task,

look at the cards and read the lines on them.- Explain the writing purpose: You are going to write a card for

your teacher on Teacher’ Day. Now you should read the models and decide what to write.

- Pre- teach the new vocabulary: candle consume light others inspire inspirer

- Give Sts some more useful expressions:- Happy Teacher’s Day. Thank you for teaching me; Have a

happy Teacher’ Day and best wishes…….- Set time for Sts to work individually- Call on Sts to read their work to the class.- Listen and check their mistakesVI. Consolidation and Home link. - Consolidate the content of the lesson.- Ss practice singing the song My Dear Teacher at home


Whole class

T – whole class

Whole class

Individually

T – whole class

T – whole class

========================================================================


UNIT 10: HOW I LEARN ENGLISHLesson 1:

VI. Objectives :- By the end of this lesson, students will be able Ask and answer about one’s favourite

school subject- Listen and tick the correct pictures- Develop listening and speaking skills.

VII. Teaching methods :- Communicative approach.- Techniques:




IX. Languages focus : Vocabularies:

translator, difficult, mathematician, spoken English, pianist Sentence patterns:

What subject do you like best?- Science.

X. Procedures :

Time

Teacher’s activities Working arrangement

5’ IV. Warm up T – whole

========================================================================

10’

10’

- Ask Sts to sing the song My Dear Teacher from Unit 9 on page 75

- Ask Sts to sing in groups- Call on some groups to sing at the class- Check their pronunciationV. New lesson

1. Look, listen and repeat- Ask Ss to look at the pictures to identify the characters in each

picture on page 76- Set the context: You are going to hear Tony, Phong, Mai and

Mei Mei talking about the subjects they like learning. - Pre- teach the new vocabulary:

Translator difficult

- Play the recording for Sts to read each line in each picture and check Ss’ comprehension at times, using English and Vietnamese to help Sts understand the context.

- Play the tapes for Sts to listen and repeat - Divide the class into groups to take turns to say the lines from

Tony, Phong, Mai and Mei Mei- Call some pairs to practice in front of class and check Sts’

pronunciation2. Point, ask and answer.

- Point to each cover and ask Sts to read the name of subjects and say: You are going to practice asking and answering questions about the school subjects you like best.

- Ask Sts to read the example- Elicit their prompt to complete the sentences in the speech

bubbles.- Write the question and the answer on the board. Get Sts to

repeat each sentence a few times. Then point to each row on the date chart and get Sts to repeat the name of the countries and the dates a few times.

- Model the task with the whole class:- What subject do you like best?- Class: Vietnamese

class

T – whole class

Whole class

Individually

Group work

T – whole class

========================================================================

10’

5’

- Give the model:


- Ask Sts to ask and answer questions about the titles of the books

- Have the whole class repeat all the phrases to reinforce their pronunciation.

3. Listen and tick.- Have Ss open the book on page 77 and get them to elicit each

picture. - Ask Sts to guess what they are going to hear about.- Set the context: You are going to four dialogues in which

children are talking about their favourite school subjects. You should listen and tick the correct pictures

- Have Sts repeat the phrases- Play the tape twice for Sts to listen all the way through and do

the task- Do the first example with them- Replay the recording for Sts to check their answers in pairs.

Then call on some Sts to report their answers. Read out the correct answers to the class.

- Ask Sts about the content of the listeningAnswers: 1- a; 2-c; 3- c; 4- aVI. Consolidation and Home link.- Consolidate the content of the lesson.- Ask Ss prepare a list of their favourite school subjects and the

reason why they like them for the class display in the next lesson.

Pair – work

T – whole class

T – whole class

Individually

Pair – work/ Group workWhole class

T – whole class

Week: 16 Date of teaching: Thursday, December 26th, 2013 Period: 31st

========================================================================

What subject do you like best?Science.



the letters ou in the words count and that of the letters ow as in how- Listen and number the pictures in the order they hear. - Develop listening, speaking and reading skills.




IV. Languages focus: * Phonics: count how

V. Procedures:


arrangement5’

5’

10’

IX. 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.X. New lesson


sound(s) of the letters ou in the words count and that of the letters ow as in how



- Set the context: You are going to listen two dialogues. Clap

T – whole class

T – Whole class

T – Whole class

========================================================================

7’

10’

the words in focus: one clap for the word with ou as in the words count and two claps for the word with ow as in how




3. Group and say aloud- Ask Ss to look at the book at P.78. Get Ss to look at the chart

and the word box - Check if they understand the activity and the meaning of the

focused words.- Get Ss to guess all the complete words and do the first

example- 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.5. Listen and complete.

- Ask Ss to look at the chart on page 79. Draw their attention to the chart of character names and the school subjects and guess what they are going to hear.

- Set the scene: “You are going to hear Alex, Tony, Linda and Lucy talking about their favourite school subjects. Listen and complete the chart with the subject corresponding to each speaker.”

- Recall the familiar vocabulary (Maths, Art, Music, Science) and teach the new words:

Artist I can see.

- Play the recording twice: once for Ss to listen all the way through, once for them to select the words on the top row to complete the chart.


class

T – whole class

IndividuallyGroup

T – whole class

T – whole class

Individually

Pair- work

========================================================================

3’


Key:

Alex Maths Tony Science Linda Art Lucy Music

XI. Summary and Home- link : - Consolidate the content of the lesson.- Ss make sentences with the words from the crossword puzzle

to display in the classroom in the next lesson

T – whole class

T – whole class

Week: 16 Date of teaching: Friday, December 27th, 2013Period: 32nd


Lesson 3XVI. Objectives :

- By the end of this lesson, Students will be able to: Ask and answer questions about how one learns English. Read a comprehension text on how someone learns English and write a

description of how one learns English. Develop speaking and listening skill.

XVII. Teaching methods :- Communicative method.- Techniques: + Work in pairs


XVIII. Teaching aids :- Teacher’s aids: audio CD, poster, flashcards.- Students’ aids: book, notebook, workbook.

XIX. Language focus :

========================================================================

Vocabulary : practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join

Sentence Patterns : How do you learn to speak English? I practice speaking English every day.

XX. Procedures :


arrangement

5’

10’

10’

XIV. Warm up : - Ss display their home- link work.- Ss read, ask and answer questions about the writing.

XV. New lesson .13.Look, listen and repeat.

- Have Ss to look at the pictures on page 80 and read the context sentence.

- Point to each picture and elicit the names of characters and what they are talking about.

- Set the context: You are going to hear Tony asking Mai about her way of learning English.

- Read the line in each picture, pausing at times to check students’ comprehension. Explain the phrase:

practise speaking Practice writing




14.Point, ask and answer.- Draw Ss’ attention to the example and set the context: You

are going to practice talking about your way of learning English.


- Write the question and answer on the board and get Ss to

T – whole class

T – whole class

Whole class

Individually

Groups

T – whole class

========================================================================

Get Ss to make a few sentences with practise

10’

repeat a few times.(Focus on pronunciation and fluently)- Get Ss to repeat each prompt under each picture.- Recall and pre-teach the new words

vocabulary grammar pen friend

- Model the task with the whole classT: How do you learn English?

Class: I watch cartoons on TV. - Repeat the step with picture a, b, c and d.- Have Ss to practice in pairs pointing, asking and answering- Monitor the activity, check the pronunciation (sound,




15.Read and do the task.(Choose one of 3 or 4)- Ask Ss to look at the picture on P.81. Get them to read the

title and guess what they are going to read about. Point to the pictures and elicit Ss’ answer to identify the characters(Nam, Mai), the location and what they are doing

- Set the context: you’re going to read a passage on some way of learning English and do the task that follow.

- Let’s Ss a few seconds to read through the task.- Recall the familiar vocabulary and teach the key words to


maybe join


passage to do the task .- Check if Ss understand the task. Do the first for example- Give Ss sufficient time to do the task and move around to

Pair – work

T – whole class

T – whole class

Individually

========================================================================


10’

5’


to report the answer to the class.Answers

Task 1

6. No 7. No 8. No 9. No 10.Yes

Task 2

INam sheMai them new words

They Tony, Tom, Linda

16.Write about how you learn English.- Ask Ss to open the book on P. 82 and get them read the

guiding questions.- Check their comprehension. - Tell Ss the writing purpose: You are going to write about

your way of learning English.- Point to the questions and say: You should read the guiding

questions and write your own answers- Do the first example with the class. Write the writing frame

on the board and elicit Ss’ answer to complete the passage.- Set the time and let Ss do the task individually. Move



XVI. Summary and Home link. - Consolidate the content of this lesson- Ss write sentences, describing how they learn English

(speak, listen, read and write) for the class performance in the next lesson.

Pair – work/ Group work

Whole class

T – whole class

Whole class

Individually

T – whole class

T – whole class

Week: 17 Date of teaching: Thursday, January 2nd, 2014

Period: 33th

========================================================================

REVIEW 2I/ Objectives:

By the end of the lesson, students will be able to revise the topics, the language competences, the language knowledge and the language skill they have learnt from Unit 6 to Unit 10II/ Teaching aids: worksheet, tape recordingIII/ Procedures:

Time Contents T’s activities Ss’ activities

5’

5’

18’

I. Warmer:Slap the board

II. Presentation- Topics- Language competences- Language knowledge (phonics, vocabulary, sentence patterns)

III. PracticeI/ VOCABULARY AND SPELLING 1. Choose the letters that complete the words blow. Then read the words aloud.Answer: a. skate; b. dragon; c. name; d. water; e. first; f. cloud; g. tower; h. card; i. jumped; j. painted; k. danced.

2. Complete the sentences.Answer: a. visited; b. jumped; c. explored; d. skated; e. game; f.

- Gets students to joint the activity- Introduces the new lesson.

- Helps students to revise the topic, the language competences, the language knowledge

- Asks students to complete each word under the picture using the letters in this chart individually.- Asks some students to read aloud the words to the class- Provides the answers and explanations- Asks students to write the missing letters to complete the sentences.- Asks some students

- Joint the activity

- Listen

- Revise the topic, the language competences, the language knowledge

- Complete each word under the picture using the letters in this chart individually.

- Read aloud the words to the class

- Listen and check answers

- Write the missing letters to complete the sentences.

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Happy; g. story; h. post office; i. card; j. English.

3. Groups the words of the same groupAnswer: Animal: giraffe; kangaroo; snake; lion; deer.Sport & Game: volleyball; karate; Bingo; Farm Town; basketball; swimming.Book: Case Closed; Dragon Balls; The Legend of Watermelon; Snow White and the seven Dwarfs; The Starfruit TreeII/ LISTENING 1. Listen and tickAnswer: 1.b; 2.c; 3. b; 4. a; 5. a.

2. Listen and numberAnswer: a. 3; b. 4; c. 1; d. 5; e. 2.

to read their sentences to the class - Provides the answers and explanations- Asks students to look at the chart and the word box.- Says each word and gets students to repeat. Then lets students do the task independently- Asks students to check their answers in pairs.

- Plays the tape for students to listen and tick the correct answers- Asks students to exchange their answers with their partners- Provides the answers and explanations- Asks students to look at the pictures- Plays the tape for students to listen and do the task- Asks students to exchange their answers with their partners- Provides the answers and explanations

- Asks students to do the task individually- Asks students to

- Read their sentences to the class - Listen and check answers

- Look at the chart and the word box

- Listen and repeat. Then do the task independently

- Check answers in pairs.

- Listen and tick the correct answers

- Exchange and compare their answers with their partners- Listen and check answers

- Look at the pictures- Listen and write the number for correct pictures- Exchange and compare their answers with their partners- Listen and check answers

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III/ READING AND WRITING 1. Draw a line to match each question to the answer.Answer: 1. e; 2. d; 3. a; 4. g; 5. b; 6.c; 7. f.

2. Read and do the tasks.Answer: a. Tick T( True) or F (False): 1. F; 2. T; 3. T; 4. T. b. Write short answers: 1. From the market. 2. Another dog carrying a much bigger bone. 3. He wanted to get the bigger bone.

IV/ SPEAKING 1. The following pictures describe a trip to the zoo. With a partner, ask and answer questions about what happens in each picture.Answer: 1. The children are getting on a bus at 9:00; 2. The children are arriving at the zoo at 10:00; 3. The children are seeing the elephants at 10:20; 4. The children are seeing the monkey at 11:00; 5. The children are watching the animal show at 11:30; 6. The children are having their picnic lunch at 12:30. 2. Find and talk about the four differences between the two picturesAnswer:

exchange their answers with their partners- Provides the answers and explanations- Asks students to read the text and do the task independently.- Asks students to compare their answers in pairs- Provides the answers and explanations

- Asks students to. look at each picture and say what they see- Asks students to work in pairs to ask and answer questions about each picture.- Calls on some pairs to demonstrate the task in front of the class

- Asks students to look at the pictures, observe the details in each picture and find the four differences between two pictures

- Ask students to work in pairs to point to the pictures and talk about the differences

- Do the task individually- Exchange and compare their answers with their partners- Listen and check answers

- Read the text and do the task independently.

- Compare their answers in pairs

- Listen and check answers

- Look at each picture and say what they see- Work in pairs to ask and answer questions about each picture.- Demonstrate the task in front of the class

- Look at the pictures, observe the details in each picture and find the four differences

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5’

2’

1. In Picture A there are 4 elephants playing football. In Picture B there are 4 elephants walking on 2 legs. 2. In Picture A there are 2 dancing bears. In Picture B there are 2 cycling bears. 3. In Picture A there are 3 tigers. In Picture B there are 3 lions. 4. In Picture A there is a seal playing with a beach ball. In Picture B there is a dancing cobra

IV. ProductionTestVI. Home work- Review the lesson at home and prepare the next lesson

- Calls some students to report the differences

- Give students a test

- Asks students to review the lesson at home and prepare the next lesson

between two pictures- Work in pairs to point to the pictures and talk about the differences- Report the the differences

- Do a test

- Review the lesson at home and prepare the next lesson

Week: 17 Date of teaching: Friday, January 3rd, 2014Period: 34th

RevisionI.Tìm từ khác với các từ còn lại: (1M)

1. A. teacher B. nurse C. cook D. play2. A. dining room B. kitchen C. mother D. bedroom3. A. these B. this C. those D. they4. A. this B. hi C. nine D. fine

II. Hoàn thành các từ sau: (1M)1. What are these? - They are ch_irs.2. This is the b_throom.3. What is your tel_phone numb_r ? – It is 0834256.4. She can do a magic tr_ck.III.Chọn từ thích hợp điền vào chỗ trống: (2M)1. ………….is the sink? It is in the bathroom.A. Who B. Where C. What2. There ……… five cats under the table.A. Is B. am C. are

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3. He can climb a tree , ……….he can’t jump rope.A. But B. and C. too4. What is ………..? It is a yo-yo.A. these B. that C. those5. What can you do? I can …….. a kite.A. fly B. play C. do6. Can you ride a pony? Yes, …….can.A. he B. she C. I7. What is the ………….? I am sick.A. wrong C. matter C. X8. …….there a sofa in the living room? Yes, there is.

A. Am B. Are C. IsIV.Nối câu ở cột A với câu trả lời tương ứng ở cột B: (2M)

1. Where is the bed? a. I can’t hit a ball.2. Good bye. b. Yes, she can.3. Can she play the piano? c. See you later.4. What’s wrong ? d. It’s in the bedroom.

V.Sắp xếp thành câu hoàn chỉnh: (2M)1. Is / this / the / kitchen.2. she / do a magic trick / can.3. are / there / four / dogs / under / the / table.4. I / see / can’t / board / the.

VI.Đọc câu hỏi và trả lời: (2M)1. What is your name?

____________________________________2. How old are you?

____________________________________3. Where do you live?

____________________________________4. What can you do?

____________________________________

Week: 18 Period: 35th + 36th

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THE FIRST FINAL TEST(PGD ra đề)

I. Circle the odd one out: (2marks)1. A. American B Vietnamese C April D. Australian2. A. day B.festival C. month D. week3. A. sing B. dance C. song D. tell4. A . they B.what C. when D . why

II. Choose A, B, C, or D to complete the following sentences : (3marks)

1. They are football in the school yard.A. play B. playing C. plays D. played2. Teacher’s Day is on .A. 20th September B. 20th November C. 20th December D. 20th October 3. are you happy?- Because today is my birthday.A. When B. Who C. What D. Why4. LiLi is from Singapore. She is .A. English B. Sigaporean C. American D. Vietnamese5. What does your uncle ?- He is an artist.A. does B. do C. doing D. be6. Did they play some exciting games? – No, they .A. don’t B. weren’t C. didn’t D. aren’t

III. Choose A, B, C or D to complete the following passage.(1marks)

During the (1)____________we often play (2)___________ the school yard. The boys often (3)____________ football and chess but the girls usually play skipping rope and hide-and-seek. My favourite (4)____________is chess so I often play chess with Nam in our classroom. Some of my friends sometimes complete the puzzle.

1. A. freetime B. classtime C. time D. breaktime2. A at B. in C. on D. from3. A played B. playing C. play D. plays4. A game B. sport C. subject D. food

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IV/ Reorder the words to make sentences. (2marks) 1. you / drawing / picture / a / are / 2. swimming / wants / go / she / to /. . .3. you / were / home / at / yesterday?

4. do / did/ What/ you / last week ? .

VI. Read the passage and then do the tasks that follow: (1 marks)Hi. My name is John. I am a student at Oxford Primary School. My school had a sports festival last weekend. All the teachers and students were there. The students played many different sports and games such as football, badminton, swimming, chess, skipping rope, and hide-and-seek. I played badminton very well. I was very happy because I was the best player.1. What’s his name?A. His name is John. B. My name is John.C. His name was John. D. Its name is John.2. Where does he study?A. He studies in Oxford Primary School. B. He studies at Oxford Primary School.C. He studies on Oxford Primary School. D. He studies from Oxford Primary School.3. What did his school have last weekend?A. It has a sports festival last weekend B. It is having a sports festival last weekend.C. It have a sports festival last weekend. D. It had a sports festival last weekend.4. Did the students play many different sports and games?A. Yes, they do. B. Yes, they are. C. Yes, they did.

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Education

Giáo án Tiếng Anh lớp 5 Chương trình mới học kì 1