Giáo án Tiếng Anh 5

- T set a time limit for the class to play the game in pairs. When time is over, invite a few Ps to read aloud their questions and put them on the board. Then invite some pairs to pra[r]

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Week 1

Date of planning: 10/9/2018 Date of teaching: 12/9/2018

Period 1, class 5A Period 3, class 5B

INTRODUCTION I Overview.

1 Objectives:Students can:

- Know the English book grade 5, the exercises book, the tape - Know the way to use books

- Know the characters in the book

Teaching aids:

- Student’s book, workbook, lesson plan, puppets

II Procedures. 1 Warm up:

- Introduce myself New lesson:

Teacher and students’s activities Contents 1 Introduces the book: English 5

- Show the book and say something about it + Theme: themes

+ Unit: 20 units + Review:4 reviews - Ss look and listen

- Introduce the parts of each unit - Introduce the work book and the tape - Introduce the charactors by using the puppets

- Get Ss to repeat the charactors

2 Show sts the way to write in their notebook.

- Say the way to write and work in each part in English lessons

- Introduce the icons in the book and get Ss to like that

- Listen and repeat

3 Show Ss how to greet in English lessons.

- Say “ Good morning teacher / Good afternoon teacher.”

-Ask Ss to repeat and say greet

- Show how to greet at the end of the

+ Theme: themes

+ Unit:20 units The first term:10 units

The second term:10 units

+ Review:4 reviews

Good morning teacher: chào cô giáo vào buổi sáng

(2)

lesson

“Good bye, teacher”

- Practice saying greeting the teacher

4 Comment and home link.

When you come back home, please tell to your mother or farther or your friends about this book

Goodbye teacher: chào tạm biệt cô giáo

When you come back home, please tell to your mother or farther or your friends about this book

* Evaluation:

Unit 1: WHAT’S YOUR ADRESS? Period 1: Lesson - Part 1, 2 I Objectives:

By the end of this lesson Ps can use the vocabulary, tructures and speaking.

+ Use the words and phrase related to the topic Address and Hometown.

+ Ask and answer questions about one’s address, using What’s your address? It’s …

II The language focus:

+ Vocabularies: address, tower, lane, road, street, flat, city, village, crowded + Structure: What’s your address? It’s …

III.Resources:

* Teacher: Lesson plan, teacher's book, recording, computer, projector/pictures * Students: Students books, notebooks, pens

IV Teaching procedure: 1 Class organization:

Greeting & Checking for the students's attendance

2 New lesson:

Steps Learning activities Language focus Modes

Warm up

- Greetings

- Spend a few minutes to play the

game Slap the board using the pictures

and names of characters Mai, Nam, Quan, …and say some sentences, ex

Mai is from Viet Nam.

Whole class and groups

1 Look, listen and repeat.

- Have the class look at the pictures Introduce the story by pointing at each and elicit their answers to the

questions: Who’s this?

What’s his/her name? Is he/she a newcomer? Where he/she from?

Where’s he/she living now?

(In Picture a, Nam is greeting Mai and introducing her to Trung, …)

- Play the recording all the way

(3)

through for the class to listen and follow in their books

Play it again for them to repeat line by line

Finally, point to each picture for them to say the words in each bubble

2 Point and say

- Tell pupils that they are going to practise asking and answering question

about one’s address, using What’s

your address? It’s …

- Review numbers 10 to 100 with the class

- Point to each picture and ask the

question What’s your address? For Ps

to answer chorally

- Have pupils practise asking and answering the question in pairs - Invite one or two pairs to speak to check their performance

* Language notes:

- Teach numbers: 97, 105 (one oh five, one hundred and five)

- The ways to say address:

+ My address is 97, Village Road + I live at 97, Village Road

+ Vocabularies: address, tower, lane, road, street, flat, city, village, crowded

+ Structure: What’s your address? It’s …

Whole class Individual Pairs / groups Pairs / groups Whole class

Home-link

- When you come back home, please tell to your mother or farther or your

friends about topic Address and

Hometown using What’s your address? It’s …

- Do exercises in workbook

Whole class

* Evaluation:

Unit 1: WHAT’S YOUR ADRESS? Period 2: Lesson - Part 3, 4, 5, 6 I Objectives:

By the end of this lesson Ps can review the vocabulary, tructures about the

topic Address and Hometown to listening and speaking.

II The language focus: + Vocabularies: review + Structure: review

III Resources:

(4)

IV Teaching procedure:

1 Class organization: Greeting & Checking for the students's attendance

2 New lesson:

Steps Learning activities Languagefocus Modes

Warm up

- Greetings

- Spend a few minutes revising the story in Activity

* Preventive plan:

call three Ps to act out the question What’s your address? It’s …

Review

3 Let’s talk

- T tells the class that they are going to practice further by asking and answering questions abour address

- set a time limit for the class to practice - Invite a few Ps to repeat their interviews to the class

- Give feedbacks

Whole class Pairs/groups

4 Listen and complete

- T tells the class that they are going to listen to the recording and complete the addresses

- T plays the recording all the way through for the class to listen

- T plays it again for Ps to the task - T gets them to compare their answers before checking as a class

- Play the recording again to confirm the answers

Whole class Individuals Pairs

Whole class

5 Read and complete

- T tells pupils that they are going to read and fill the gaps with street, address, lives and from

- T gives them a few seconds to read the sentences

- T reminds them to focus on the context to select the appropriate words

- Ps the task independently Monitor the activity and offer help

- T gets them to compare their answers in pairs before checking as a class

Individuals Groups

6 Let’s sing

- T tells the class that they are going to

sing The wheels on the bus

Have them read the lyrics and teach the

The song “The wheels on the bus”.

(5)

unfamiliar words

- T plays the recording all the way through for Ps to listen and follow in their books

- Play it again for them to repeat line by line

- When the class are familiar with their melody, ask them to sing a long with the music before having them practise

singing and doing actions in groups - T invites a group to sing the song and actions

Home-link

- When you come back home, please tell to your mother or farther or your friends

about topic Address and Hometown using

What’s your address? It’s …

Whole class Do exercise

* Evaluation:

Unit 1: WHAT’S YOUR ADRESS? Period 3: Lesson - Part 1, 2, 3 I Objectives:

By the end of this lesson Ps can practise the vocabulary, strutures to

speaking.

+ Use the words and phrase related to the topic Address and Hometown.

+ Ask and answer questions about a village/town/city, using What’s the… like? It’s …

II The language focus: the vocabulary and speaking

+ Vocabulary: crowded

+ Structure: What’s the… like? It’s …

III Resources:

IV Teaching procedure

2 New lesson:

Warm up

- Greetings

- Spend a few minutes to have the class Review

(6)

sing the song The wheels on the bus. * Preventive plan: play Spelling bee with lane, flat, tower, mountains, city, village and hometown.

the song groups

1. Look listen and repeat

- Ps looks at the pictures and guess what the story is about

- T checks their comprehension by pointing at each picture to ecilit their answers to these questions:

What’s her/his name? Who’s he talking about? Where’s he/ she living now? What’s the village like?

- Teacher plays the recording all the way through for the class to listen and follow in books

- Teacher plays it again for Ps to repeat the lines in the bubbles

Whole class Pairs/groups Whole class Individuals groups

2. Point

and say

- T tells pupils that they are going to practise asking and answering

describing a place using What’s the…

like? It’s…

- Ps revises the adjectives big, far,

large, and small and T teaches the new

ones: busy, quite, crowded and pretty

- T haves the class repeat all the adjectives twice

- Ps points at each picture and ask the

questions What’s the… like? and

answer chorally

- Ps practise asking and answering in pairs

- One or two pairs to speak to check their performance

Whole class Individuals Pairs / groups Whole class

3. Let's

talk

- T tells the class that they are going to practise further by asking and

answering questions about where they live

- Ps work in groups of four to ask each other’s addresses

- T sets a time limit for the class to practise

- T invites a few Ps to repeat their interviews to the class, then give feedback

Individuals Pairs / groups Groups

(7)

link tell to your mother or farther or your

Hometown using What’s the … like? It’s …

* Evaluation:

By the end of this unit Ps can the vocabulary to listening and speaking.

Use the words and phrase related to the topic greeting and responding to greeting formally Saying and responding to goodbye

Using the structure: Nice to meet you, too Nice to see you again See you tomorrow

II The language focus:

Review the vocabulary, tructures

III Resources:

IV – Teaching procedure: 1 Class organization:

- Greeting & Checking for the students's attendance

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising the

question Address and Hometown using

What’s the … like? It’s …

* Preventive plan: play the game bingo with the pictures in activity in page 8.

4. Listen and circle

- T tells the class that they are going to listen and circle a or b to complete the sentences

- T asks them to read the sentences and guess the correct answers

Whole class Pairs Whole class Ind groups

5 Write

- T tells pupils that they are going to

(8)

about you

they live with

- T gives them a few seconds to read the questions and check their

understanding

- T sets a time limit for them to the task

- T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

class Individual s

Pairs / groups Whole class

6. Let's

play

play Spot the difference

- T tells them that they have to compare the two pictures and find out the five details which are different

- The first Ps who finds out all the different details is winner

Key: Picture b is different from picture a in the following ways

- There is one more car in the road - There is a woman in front of the yelloe building

- The sign next to the yellow building is blue, and it reads BUS STOP

There is a boy behind the father and daughter

Whole class Individual Pairs / groups Whole class

Home-link

When you come back home, please tell to your mother or farther or your

friends about what did you say or what you did at school

Then exercises in workbook

Whole class

* Evaluation:

Week 2

By the end of this lesson Ps can practise the pronounce two syllable words with the stress on the first syllable: ‘city, ‘village, ‘mountaina and ‘tower

(9)

+ Structure: Review III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising Activity learnt

Review

1 Listen and repeat.

- Tell pupils that they are going to practise saying two syllable words with the stress on the first syllable Explain that in a word with more than one syllable, one of the syllables is usually said with more emphasis than the rest (eg: ‘city, ‘village, ‘mountaina and ‘tower) - Play the recording all the way through for Ps to listen and follow in their books.Ask Ps to repeat twice and more

‘city, ‘village, ‘mountaina and ‘tower

Whole class Pairs / groups Whole class Individual groups

2. Listen

and cirle

- Tell pupils that they are going to listen and circle a or b to complete sentences

- Give them a few seconds to read the sentences in silence before playing the recording for them to the stask

- Get Ps to compare their answers in pairs before checking as a class

Whole class Ind groups Whole class

3. Let's chant

- Tell pupils that they are going to say the

Where you live? Have them read the chant and check comprehension

- Play the recording all the way through for Ps to listen and follow in their books

Then play it again for them to repeat lineb y line

- Practice chanting: one chants the questions and the other chants the answers

- Have them practice chanting and doing actions in groups

Individuals Groups

Home-link

When you come back home, please tell to your mother or farther or your friends about what did you say or what you did at school Then exercises in workbook

Whole class

* Evaluation:

(10)

Unit 1: WHAT’S YOUR ADRESS?

Period 6: Lesson - Part 4, 5, 6, 7 I Objectives:

By the end of this lesson Ps can practise writing sth about your friend (name, address)

II The language focus: + Vocabulary: Review + Structure: Review III Resources:

IV Teaching procedure 1 Class organization:

2 New lesson:

Steps/

Time Learning activities

Language

focus Modes

Warm up

- Greetings

- Spend a few minutes having the class say

the chant Where you live? Reviewthe chant

4 Read and tick Yes or No

- Tell pupils that they are going to read and

tick Yes or No.

- Underline the key words/phrases before reading the passage to find the relevant in formation

- Do the task independently

- Have Ps to compare their answers in pairs before checking as a class

- Checking the answers

5 Write about your friend

- Tell pupils that they are going to write about one of their friends

- Read the questions and write the first draft of their answers in their notebooks

- Do the task independently

- Get them to swap and read their writing in pairs

Whole class Individual s

Pairs / groups

6. Project

- Tell pupils that they are going to make a card about your then look at your

classmate’s card and tell the teacher about him/her

- Give Ps time to the task Go around to offer, if necessary

Individuals Groups

(11)

Colour the stars

checks their comprehension

- T gives them time to colour the stars and invite a few Ps to read the statements aloud - T gives further support to Ps who difficult to achieve certain objectives

Ind

Home-link

When you come back home, please tell to your mother or farther or your friends about what did you say or what you did at school If you like you can exercises in workbook

Whole class

* Evaluation:

Unit 2: I ALWAYS GET UP EARLY HOW ABOUT YOU?

Period 7: Lesson - Part 1, 2 I Objectives:

By the end of this lesson Ps can use the vocabulary, tructures and speaking.

+ Use the words and phrase related to the topics Daily routines.

+ Ask and answer questions about someone’s daily routine, using What you

do…? I always/usually/often/sometimes …. II The language focus:

+ Vocabularies: always, usually, often, sometimes

+ Structure: What you do…? I always/usually/often/sometimes …

III Resources:

2 New lesson:

Warm up

- Greetings

- Have the class talk about their houses, using the drawings from Unit

* Preventive plan: Give some new words for good students(take part in IOE contest), such as: rarely, never, …

1 Look, listen

(12)

and repeat.

and elicit their answers to the questions:

Who’s this? What’s he doing? Who’s he talking with online? What does he in the morning/in the afternoon? (In Picture a , …)

- Play the recording all the way through for the class to listen and follow in their books Play it again for them to repeat line by line

- Check their understanding of the story

2 Point and say

- Tell pupils that they are going to practise asking and answering question about someone’s daily routine, using

What you do…? I

always/usually/often/sometimes ….

- Have Ps look at the picture Teach them how to read the words and phrases under each picture

- Ask them to pay attention to the pronunciation of the words: ‘always, ‘usually, ‘often, ‘sometimes, ‘never - Point to each picture and ask the

question What you …? For Ps to

answers chorally, using the information under the picture

- Have Ps to work in pairs

* Language notes:

Tell the way how to use adverds always, usually, often, sometimes, never

+ Vocabularies: always, usually, often, sometimes + Structure: What you

do…? I

always/usually/o ften/sometimes …

Whole class Individua l

Pairs / groups Pairs / groups Whole class

5.

Home-link

about topic Daily routines, using What do

you do…? I

always/usually/often/sometimes ….

Whole class

* Evaluation:

Unit 2: I ALWAYS GET UP EARLY.

HOW ABOUT YOU?

By the end of this lesson Ps can review the vocabulary, tructures about the

topics Daily routines to listening and speaking.

(13)

+ Vocabularies: review + Structure: review

III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising the topic

Daily routines, using What you do…? I always/usually/often/sometimes ….

Review

- Tell pupils that they are going to listen to the recording and tick the correct pictures - Ask them to look at the picture to

indentify the characters and answer activities

- Play the recording all the way through for Ps to listen and tick the pictures - Get Ps to compare and listen again to confirm the answers

Whole class Pairs/gro ups Whole class Ind groups

4 Listen and tick

- T tells the class that they are going to listen to the recording and tick the correct

pictures with like, do, TV, play and

usually

- T asks PS to look at the pictures to identify the characters and their activities - T plays the recording all the way through for the class to listen and tick the pictures - T plays it again for Ps to the task - T gets them to compare their answers before checking as a class

Whole class Ind

- T tells pupils that they are going to read

and fill the gaps with like, do, TV, play

and usually.

- T gives them a few seconds to read the text and the words in the box

- Ps the task independently

(14)

Monitor the activity and offer help

- If have enough time, have the class read the completed text aloud

sing This is the way we things.

Have them read the lyrics and teach the unfamiliar words

- T plays the recording all the way through for Ps to listen and follow in their books - Play it again for them to repeat line by line

- When the class are familiar with their melody, ask them to sing a long with the music before having them practise singing and doing actions in groups

- T invites a group to sing the song and actions

The song “This is the way we do things”

Groups Whole class

Home-link

about topic Address and Hometown.

Whole class

* Evaluation:

Week 3

Period 9: Lesson - Part 1, 2, 3 I Objectives:

By the end of this lesson Ps can practise the vocabulary, strutures to

speaking.

+ Use the words and phrase related to the topics Address and Hometown.

+ Ask and answer questions about a village/town/city, using What’s the… like? It’s …

III Resources:

(15)

* Students: Students books, notebooks, pens

2 New lesson:

Warm up

- Greetings

- Spend a few minutes to have the class

sing the song The wheels on the bus.

* Preventive plan: call a groupto act out the song “The wheels on the bus”.

Review the song

Whole class and

groups

- T tells the class that they are going to read to story

- T checks their comprehension by pointing at each picture to ecilit their

answers to these questions: What’s

her/his name? Who’s he talking about? What kind of information is Linda looking for? How often does she come to the library?

- Teacher plays it again for Ps to repeat the lines in the bubbles Then point to each picture for them to say the words in each bubble

2. Point

and say

- T tells pupils that they are going to practise asking and answering

describing a place using How often…?

I…every day/ once/ twice… a week/a month.

questions How often…? and answer

chorally

- One or two pairs to speak to check their performance Then T gives feedback

3. Let's

talk

- T tells the class that they are going to practise further by asking and

answering questions about their daily routines and how often they

something, using How often…? I…

(16)

every day/ once/ twice… a week/a month.

- Ps work in groups of four to ask each other’s daily routines

- T invites a few Ps to repeat their daily routines and how often they

something, then give feedback

Groups

Home-link

Hometown using What’s the … like? It’s …

Whole class

* Evaluation:

By the end of this unit Ps can the vocabulary to listening and speaking.

Use the words and phrase related to the topic greeting and responding to greeting formally Saying and responding to goodbye

Using the structure: Nice to meet you, too Nice to see you again See you tomorrow

Review the vocabulary, tructures

III Resources:

IV – Teaching procedure: 1 Class organization:

2 New lesson:

Warm up

- Greetings

question Address and Hometown using

What’s the … like? It’s …

* Preventive plan: play the game bingo with the pictures in activity in page 8.

(17)

4. Liste

and numbe

r

- T tells the class that they are going to listen and number the pictures

- T asks them to look at the pictures and identify the characters and their activities

- T plays the recording a third time to confirm the answers

Key:a b c d 3

Whole class Pairs/grou ps

Whole class Individuals groups

5. Write about you

- T tells pupils that they are going to write about their daily routines - T gives them a few seconds to read the questions and check their

understanding

- T sets a time limit for them to the task Monitor the activity and offer help

6. Let's

play

- T tells the class that they are going to complete a crossword puzzle

- T reminds them how to it: they should look at each picture and complete the corresponding word, using the given letters as hints

- Start with Picture and ask them to think of a verb that describes it Then tell them to check whether the spelling fits the letters/boxes in the puzzle

- The first Ps who completes the puzzle correctly is the winner

- T askes Ps to work independently - Have them make sentences with the words and phrases from the puzzle

Key:1 get dressed cook dinner have lunch do

Homework go home go to bed listen to music get up go to school

(18)

-link to your mother or farther or your

friends about what did you say or what you did at school Then exercises in workbook

class

* Evaluation:

By the end of this lesson Ps can practise the pronounce two syllable words

with the stress on the first syllable: ‘always, ‘usually, ‘often and ‘sometimes

II The language focus: + Vocabulary: Review + Structure: Review III Resources:

2 New lesson:

Warm up

- Greetings

- T spends a frew minutes revising the revious lesson by inviting a few Ps to read their answers in Lesson 2, Activity learnt

Review

- T tells the class that they are going to practise saying two-syllable words with the

stress on the first syllable: ‘always, ‘usually,

‘often and ‘sometimes

- Explain that in a word with more than one syllable, one of the syllables is usually said with more emphasis than the rest

‘always, ‘usually, ‘often and

‘sometimes

(19)

- Teacher plays it again for Ps to repeat all the words and sentences twice

2. Listen

and circle a

or b. Then say the

senten ces aloud

- T tells pupils that they are going to listen and circle a or b to complete the sentences - T gives them a few seconds to read the sentences in silence before playing the recording for them to the task

- T gets them to compare their answers in pair before checking as class

Whole class

- T tells the class that they are going to say

the chant What you in the morning? T

has them read the chant

- T plays it again for them to repeat line by line

- T puts the class into groups to practise chanting: one chants the questions and the other chant the answers

- T has them practise chanting

Chant What

do you in the morning?

Individual s

Groups

Home-link

Whole class

* Evaluation:

Unit 2: I ALWAYS GET UP EARLY

HOW ABOUT YOU?

By the end of this lesson Ps can practise writing sth about your friend (name, daily routines)

(20)

1 Class organization:

2 New lesson:

Warm up

- Greetings

- Class say the chant What you in the

morning?

Reviewthe chant

4 Read and answer

- T tells the class that they are going to read the text and answer the questions

- T explain the meanings of the new words:

go jogging, programme

- T sets a time limit for Ps to the task indepently

- T gets them to compare their answers before checking as a class

1 She gets up early and usua lly goes jogging

2 She usually does her homework Then she often plays badminton and

sometimes cooks dinner

3 She watches English for Kids She goes shopping twice a week

5 Write about your friend

- T tells pupils that they are going to write about their daily routines

- T gives them a few seconds to read and complete the sentences, using information about themselves

- T reminds them to use adverbs of frequency and frequency phrases

Pairs / groups

6

Project

- T tells the class that they are going to work in groups and interview two classmates about their daily routines

- T asks Ps to copy the table beloew and take notes

Name What does he/

she in the morning?

What does he/ she in the afternoon?

What does he/ she in the evening?

2

Individuals Groups

(21)

Colour the stars

checks their comprehension

Individual s

Home-link

Whole class

* Evaluation:

Week 4

Unit 3: WHERE DID YOU GO ON HOLIDAY? Period 13: Lesson - Part 1, 2

I Objectives:

By the end of this lesson Ps can:

+ Use the words and phrase related to the topics Past holidays and Means of

transport.

+ Ask and answer the questions about past holidays, using Where did you go on

holiday? I went to II The language focus:

- Vocabulariesy: island, ancient town, imperial city, underground, motorbike,

coach, get

- Structure: Where did you go on holiday? I went to

III Resources:

2 New lesson:

Warm up

- Greetings

- The class name some famous holiday places and common means of transport

- Introduce the new lesson

* Preventive plan: play the game slap the board: city, town, village, …

Review

(22)

1 Look, listen and repeat.

- Ps looks at the pictures

- Teacher introduces the story by pointing at each character and elicits answers to the questions:

Where are they? What are they doing?

- Explain the meaning of the question Where

did you do?

- Teacher plays it again for Ps

- Check Ps understanding of the story

-

Vocabularies y: island, ancient town, imperial city,

underground , motorbike, coach, get

- Structure:

Where did you go on holiday? I went to

- Teacher tells pupils that they are going to practise asking and answering questions about

past holidays, using Where did you go on

holiday? I went to

- Ps look at the pictures T teaches them how to read the words and phrases under each picture

- T tells them how to say Ha Long Bay,

Phu Quoc Island, Hoi An Ancient Town, Hue Imperial City.

- Ps points at each picture and ask the questions

Where did you go on holiday? and answer - Ps practise asking and answering in pairs - One or two pairs to speak to check their performance

Where did you go on holiday? I went to island, ancient town, imperial city,

underground motorbike, coach, get

Whole class Pairs / groups Whole class

Home-link

When you come back home, please tell to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

Whole class

* Evaluation:

Unit 3: WHERE DID YOU GO ON HOLIDAY? Period 14: Lesson - Part 3, 4, 5, 6

I Objectives:

transport.

+ Ask and answer the questions about past holidays, using Where did you go on

(23)

- Vocabulary: island, ancient town, imperial city, underground, motorbike, coach,

get

- Structure: Where did you go on holiday?

I went to III Resources:

New lesson:

Warm up

- Greetings

- Class ask and answer the questions

about past holidays, using Where did

you go on holiday? I went to

Review

3. Let’s

talk

- T tells the class that they are going to practise further by asking and answering questions about their classmates’ past holidays

- Ps work in groups, use the questions and answers

Where did you go on holiday? I went to

4 Listen and match

- T tells the class that they are going to listen and draw lines to match each character to the correct picture - T asks Ps to look at each picture to identify the character and the place - T plays the recording all the way

through for the class to listen and tick the pictures

Key: 1 c 2 d 3 b 4 a

5 Read and

- T tells pupils that they are going to read and match the questions

- T gives them a few seconds to read the

Key: 1 c 2 d

(24)

match text and the words in the box - Ps the task independently Monitor the activity and offer help

3 a 4 e 5 b

6. Let’s

play

play Find someone who , using names

of famous places in Viet Nam

- Tgives each of them a piece of paper with one of the names of the places

Then say Find someone who went to Ha

Long Bay and they should ask each other

Where did you go on holiday? to find out who went to Ha Long Bay

Continue with the rest of the places - Set a time limit for them to play the game

Find someone who

Whole class Pairs / groups Whole class Whole class

Home-link

When you come back home, please tell to your mother or farther or your friends about what did you say or what you did at shool

Do exercise in workbook

Whole class

* Evaluation:

Unit 3: WHERE DID YOU GO ON HOLIDAY? Period 15: Lesson - Part 1, 2, 3

I Objectives:

transport.

+ Ask and answer the questions about mean of transport, using How did you get

there? I went by

- Vocabularies: island, ancient town, imperial city, underground, motorbike, coach,

get

- Structure: How did you get there? I went by

(25)

2 New lesson:

Warm up

- Greetings

- The class sing the song This is the way

we things. * Preventive plan:

call a group of four sing the song This is the way we things.

Review

answers to these questions: Where did

Phong/ Tony go on holiday? How did he get there?

How did you get there? I went

by Whole

class Pairs / groups Whole class Ind groups

- T tells pupils that they are going to practise asking and answering describing

mean of transport, using How did you get

there? I went by

questions How did you get there? and

answer I went by train.

How did you get there? I went by

3. Let’s

talk

- T tells the class that they are going to practise further by asking and answering questions about mean of transport, using

How did you get there? I went by

How did you get there? I went by

(26)

Whole class

Home -link

Whole class

* Evaluation:

Unit 3: WHERE DID YOU GO ON HOLIDAY? Period 16: Lesson - Part 4, 5, 6

I Objectives:

transport.

+ Ask and answer the questions about mean of transport, using How did you get

there? I went by

- Vocabularies: island, ancient town, imperial city, underground, motorbike, coach,

get

- Structure: How did you get there? I went by

III Resources:

2 New lesson:

Warm up

- Greetings

- Class revising the story in Activity by inviting three Ps to act out the story

Review

4. Listen and write one word in each

- T tells the class that they are going to listen Mai, Linda, Nam and Trung - T asks them to read the four gapped sentences and guess the words to complete them

Key:

1 motorbike 2 train 3 taxi 4 plane

(27)

blank - T plays it again for Ps to the task - T gets them to compare their answers before checking as a class

Whole class

5 Write about your last holiday

- T tells pupils that they are going to write about their last holiday

- T gives them a few seconds to read the questions and check their understanding - T sets a time limit for them to the task Monitor the activity and offer help - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

Key:

Answers vary Whole class Pairs / groups Whole class

sing How did you get there? Have them

read the lyrics and teach the unfamiliar words

- T plays the recording all the way

through for Ps to listen and follow in their books

How did you get there?

Whole class

Home-link

When you come back home, please tell to your mother or farther or your friends about what did you say or what you did at shool

Do exercise in workbook

Whole class

* Evaluation:

Week 5

(28)

transport.

+ Pronounce two-syllable words with the stress on the first syllable: ‘motorbike,

‘underground, ‘holiday and ‘family II The language focus:

- Vocabularies: ‘motorbike, ‘underground, ‘holiday and ‘family

- Structure: Review

III Resources:

2 New lesson:

Warm up

- Greetings

- T spends a frew minutes revising the revious lesson by inviting a few Ps to sing

the song How you get there?

Review

1 Listen and repeat.

- T tells the class that they are going to practise saying two-syllable words with the

stress on the first syllable: ‘motorbike,

‘underground, ‘holiday and ‘family

‘motorbike, ‘undergroun d, ‘holiday

and ‘family

2 Listen and circle a or b Then say the

sentences aloud.

- T tells pupils that they are going to listen and circle a or b to complete the sentences - T gives them a few seconds to read the sentences in silence before playing the recording for them to the task

Key: 1a 2a 3b 4a

3 Let’s chant

the chant Where did you go? T has them

read the chant

- T plays the recording all the way through

(29)

for Ps to listen and follow in their books - T plays it again for them to repeat line by line

Homelink

Whole class

* Evaluation:

Unit 3: WHERE DID YOU GO ON HOLIDAY? Period 18: Lesson - Part 4, 5, 6, 7

I Objectives:

transport.

+ Pronounce two-syllable words with the stress on the first syllable: ‘motorbike,

‘underground, ‘holiday and ‘family. II The language focus:

- Vocabulary: ‘motorbike, ‘underground, ‘holiday and ‘family

III Resources:

New lesson:

Warm up

- Greetings

- Class say the chant Where did you go? Review

4 Read and comple

- T tells the class that they are going to complete Nam’s letter to Tony, using the words in the box

- T has them read the gapped sentences and quess the words to fill the gaps Remind them to focus on the context to get the information

Key: 1 Island 2 by 3 plane 4 badminton 5 swam

(30)

te needed

- T has them work in pair or groups to discuss the answers

class

5 Read and write

- T tells pupils that they are going to read Linda’s letter to Mai and write answers to the questions

- Explain the meanings of the new words - T tells them to read the questions first, then read the text and focus on the information needed to answer the questions

- T gets them to compare their answers to the class

1 It’s in the north of England

2 she got there by underground 3 She got there by train

4 Because she can enjoy the beautiful views on the way 5 Yes, she did

Whole class

6. Project

- T tells the class that they are going to work in groups and interview two classmates about their past holidays

- T asks Ps to copy the table beloew and take notes

Name Places By Activities

1

Interview past holidays

7. Colour

the stars

- T has the clss read the statements and checks their comprehension

The past holidays

Whole class

Home -link

Whole class

* Evaluation:

(31)

Date of teaching: 10/10/2018

Unit 4: DID YOU GO to the party? Period 19: Lesson - Part 1, 2 I Objectives:

+ Use the words and phrase related to the Past activities.

+ Ask and answer the questions about whether someone did something, using Did

you ? Yes, I did./ No, I didn’t. II The language focus:

- Vocabularies: enjoy, join, funfair, chat, cartoon, past simple of irregular verbs:

did, had, ate, went, sang

- Structure: Did you ? Yes, I did./ No, I didn’t.

III Resources:

2 New lesson:

Warm up

- Greetings

- The class play Slap the board game, using the drawings

Review

- Teacher introduces the story by pointing at each character and elicit answers to the

questions: Who are the Ps? Where are

they? What are they talking about?

Did you ? Yes, I did./ No, I

didn’t. Whole

class Pairs / groups Whole class Individual groups

- Teacher tells pupils that they are going to practise asking and answering

questions about whether someone did

something, using Did you ? Yes, I did./

No, I didn’t

- T asks them to pay attention to the

simple of irregular verbs: did, had, ate,

enjoy, join, funfair, chat, cartoon, past simple of irregular verbs:

did, had, ate, went, sang Did you ? Yes, I did./ No, I didn’t

(32)

went, sang

questions Did you ? and answer chorally

Home-link

Whole class

* Evaluation:

Unit 4: DID YOU GO to the party? Period 20: Lesson - Part 3, 4, 5, 6 I Objectives:

+ Use the words and phrase related to the Past activities

+ Ask and answer the questions about whether someone did something, using Did

you ? Yes, I did./ No, I didn’t. II The language focus:

- Structure: Did you ?

Yes, I did./ No, I didn’t. III Resources:

* Teacher: Lesson plan, teacher's book, recording, computer, projector/pictures… * Students: Students books, notebooks, pens

2 New lesson:

Warm up

- Greetings

- Class ask and answer the questions about

someone’s daily routine, using Did you ?

Yes, I did./ No, I didn’t.

Review

3. Let’s

talk

- T tells the class that they are going to practise further by asking and answering questions about wherther someone did something

- Ps work in groups, use the questions and

Did you ? Yes, I did./ No, I didn’t

(33)

answers

- T sets a time limit for the class to practise - T invites a few Ps to repeat their interviews to the class, then give feedback

4 Listen and tick Yes(Y ) or No (N)

- T tells the class that they are going to listen to the recording and tick Yes or No - T asks PS to look at the pictures to identify the characters and their activities

- T plays the recording all the way through for the class to listen and tick the pictures

- T plays it again for Ps to the task

Key: 1 N 2 Y 3 N 4 a

5 Read and compl ete

- T tells pupils that they are going to read and

fill the gaps with enjoyed, joined, festival,

sports and went

Key: 1 went 2 Festival 3 joined 4 sports 5 enjoyed

6. Let’s

sing

- T tells the class that they are going to sing

What did you on Teacher’s day?. Have them read the lyrics and teach the unfamiliar words

- Play it again for them to repeat line by line - When the class are familiar with their melody, ask them to sing a long with the music before having them practise singing and doing actions in groups

What did you do on

Teacher’s day?.

Whole class

(34)

e-link your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

class

* Evaluation:

Week 6

Unit 4: DID YOU GO to the party? Period 21: Lesson - Part 1, 2, 3 I Objectives:

+ Ask and answer the questions about whether someone did at a party, using What

did you at the party? We II The language focus:

- Structure: What did you at the party? We

III Resources:

2 New lesson:

Warm up

- Greetings

- The class sing the song What did you

do on Teachers’ Day?

* Preventive plan:call a group of four Ps to sing the song What did you on Teachers’ Day?

Review

answers to these questions: What are

their names? What are they talking about? Did Peter go to Mai’s birthday party? What did Peter at the party?

What did you do at the

(35)

groups

- T tells pupils that they are going to practise asking and answering about whether someone did at a party, using

What did you at the party? We

questions What did you at the party?

and answer chorally

What did you do at the party? We

3. Let’s

talk

- T tells the class that they are going to practise further by asking and answering questions about whether someone did at

a party, using What did you at the

party? We

What did you do at the party? We Did you ? How was it? It was

Home -link

Whole class

* Evaluation:

+ Ask and answer the questions about whether someone did at a party, using What

(36)

- Structure: What did you at the party? We

III Resources:

2 New lesson:

Steps Learning activities Language

focus Modes

Warm

up - Greetings

Review

4 Listen and circle a or b.

Key: 1 a 2 b 3 b

5 Write about you

- T tells pupils that they are going to answer some question about what they did

- Remind them that they should write about things that really happened to them - T gives them a few seconds to read the questions and check their understanding - T sets a time limit for them to the task Monitor the activity and offer help - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

Key:

Answers vary Whole class

6 Let’s play

play Tic-tac-toe, following the procedure

in Games in the Introduction

What did you do at the party? We

(37)

- T explains how the game is played T tell the clas that they have to complete the sentence in order to mark a box with an X or O

- T set a time limit for the class to play the game in pairs When time is over, invite a few Ps to read aloud their questions and put them on the board Then invite some pairs to practise asking and answering the questions

groups Whole class

Whole class

Home-link

- When you come back home, please tell to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

Whole class

+ Use the words and phrase related to the topics Past activities.

+ Pronounce two-syllable words with the stress on different syllable: ‘party,

‘Sunday, en‘joyed and in‘vite II The language focus:

- Vocabulary:‘party, ‘Sunday, en‘joyed and in‘vite

III Resources:

2 New lesson:

Warm up

- Greetings

- T spends a frew minutes revising the revious lesson by inviting a few Ps to read their answers in Lesson

Review

Whole class and groups - T tells the class that they are going to

practise saying two-syllable words with the

(38)

stress on the first syllable:‘party, ‘Sunday,

en‘joyed and in‘vite

- Explain that in a word with more than one syllable, one of the syllables is usually said with more emphasis than the rest - Teacher plays the recording all the way through for the class to listen and follow in books

en‘joyed and

in‘vite

2 Mark the word stress Then say the words aloud

- T tells pupils that they are going to read and mark the word stress Then say the words aloud

- T gives them a few seconds to read the words in silence before playing the recording for them to the task

- T invites some Ps to read out all the words

Key: 1 ‘water 2 ‘party 3 en’joy 4 ‘birthday 5 in’vite 6 ‘Monday 7 ‘comics 8 ‘picnic 9 car’toon 10 ‘Sunday 11 re’peat 12 com’plete

3. Let’s chant

the chant When was your birthday?

T has them read the chant

- T plays the recording all the way through for Ps to listen and follow in their books - T plays it again for them to repeat line by line

When was your birthday?

Home-link

Whole class

* Evaluation:

(39)

+ Use the words and phrase related to the topics Past activities.

+ Pronounce two-syllable words with the stress on different syllable: ‘party,

‘Sunday, en‘joyed and in‘vite. II The language focus:

- Vocabulary:‘party, ‘Sunday, en‘joyed and in‘vite

III Resources:

2 New lesson:

focus Modes

Warm up

- Greetings

- Class say the chant When was your

birthday?

* Preventive plan: call a group to say the chant When was your birthday?

Review

4 Read and answer

- T tells the class that they are going to read a passage and answer the questions

- T gets Ps to read the questions and

underline the key words Then tell them to read the passage and look for the

information needed to answer the questions - T sets a time limit for Ps to the task indepently

1 It was last Sunday

2 Some of his classmates went to the birthday party

3 He played the guitar She played the piano

5 Write about your birthd

- T tells pupils that they are going to write about their own birthday parties

- T gives them a few seconds to read the questions and write the first draft of their answers in the notebooks

Key:

(40)

ay party

- T reminds them to use capital letters for the first letter of the word at the beginning of each sentence and the names of people - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

6. Project

- T tells the class that they are going to think about what present to give a classmate for his/her birthday

- T gets Ps to work in groups four Ask them to choose a classmate who does not belong to their group and discuss what birthday present will suit him/her and why - T sets a time limit for them to the task

What present to give a classmate for his/her

birthday?

7. Colour

the stars

Daily routines Whole class

Whole class

Home-link

When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

Whole class

* Evaluation:

Week 7

Unit 5: WHERE WILL YOU BE THIS WEEKEND? Period 25: Lesson - Part 1, 2

I Objectives:

+ Use the words and phrase related to the Future activities.

+ Ask and answer the questions about whether someone will be, using Where will

(41)

- Vocabularies: will, think, may, explore, cave, boat, build sandcastles, on, in, at, by

- Structure: Where will you be ? I think I’ll be

III Resources:

* Teacher: Lesson plan, teacher's book, recordin, computer, projector/pictures * Students: Students books, notebooks, pens

New lesson:

Warm up

- Greetings

- The class say the chant When was your

birthday? then asking and answering

questions like Where were you yesterday?

What did you do?

Review

1 Look, listen and repeat .

questions: Who are the Ps? Where are they?

What are they talking about?

Where will you be ? I think I’ll

be Whole

class Pairs / groups Whole class Individual groups

- Teacher tells pupils that they are going to practise asking and answering questions

about whether someone will be, using Where

will you be ? I think I’ll be

- Ps look at the pictures T teaches them how to read the words and phrases under each

picture: in the coutryside, on the beach and

by the sea

questions Where will you be ? and answer

chorally

- Ps practise asking and answering in pairs - One or two pairs to speak to check their performance

will, think, may, explore, cave, boat, build sandcastles, on, in, at, by

Where will you be ? I think I’ll be

Home -link

Whole class

* Evaluation:

(42)

Unit 5: WHERE WILL YOU BE THIS WEEKEND?

you be ? I think I’ll be II The language focus:

- Structure: Where will you be ? I think I’ll be

III Resources:

2 New lesson:

Warm up

- Greetings

- Class ask and answer the questions about someone’s daily routine, using the question:

Did you ?

Yes, I did./ No, I didn’t.

Review

3. Let’s

talk

- T tells the class that they are going to practise further by asking and answering questions about whether someone will be,

using Where will you be ? I think I’ll

be

Where will you be ? I think I’ll be

4 Listen and tick

- T tells the class that they are going to listen to the recording and tick the correct pictures

- T asks Ps to look at the pictures to identify the characters and their activities - T plays the recording all the way

through for the class to listen and tick the pictures

Key: 1 c 2 a 3 b

(43)

class

5 Read and match

Key: 1 c 2 d 3 a 4 b

6. Let’s

sing

sing Where will you be? Have them read

the lyrics and teach the unfamiliar words - T plays the recording all the way

through for Ps to listen and follow in their books

Where will you be?

Whole class

Home-link

Whole class

* Evaluation:

(44)

I Objectives:

+ Ask and answer the questions about whether someone will do, using Where will

you ? I think I’ll / I don’t know, I may II The language focus:

- Structure:

Where will you ? I think I’ll / I don’t know, I may III Resources: computer, projector/pictures

2 New lesson:

1. Warm

up

- Greetings

- The class sing the song What did you do

on Teachers’ Day?

Review

answers to these questions: Who are

they? Where are they?What are they doing?

Where will you ? I think I’ll / I don’t know, I may

- T tells pupils that they are going to practise asking and answering about

whether someone will be, using Where

will you be ? I think I’ll be

- T teaches the new phrases: explore the

cavves, take a boat trip around the islands and build sancastleson the beach

questions What will you at Ha Long

(45)

Bay? and answer I think I’ll / I don’t know I may using the prompts - Ps practise asking and answering in pairs

class

- T tells the class that they are going to practise further by asking and answering questions about whether someone will do,

using Where will you ? I think I’ll /

I don’t know, I may

Home-link

Whole class

* Evaluation:

Unit 5: WHERE WILL YOU BE THIS WEEKEND? Period 28: Lesson - Part 4, 5, 6

I Objectives:

you ? I think I’ll / I don’t know, I may II The language focus:

- Vocabulary: will, think, may, explore, cave, boat, build sandcastles, on, in, at, by

- Structure: Where will you ? I think I’ll / I don’t know, I may

III Resources:

2 New lesson:

Warm up

- Greetings

- Class revising the previous lesson by

playing Pass the secret!

Review

(46)

Using the questions and answers Ps have learnt

4 Listen and number

- T tells the class that they are going to listen and number the pictures

- T asks them to look at the pictures and identify the characters and their

activities

Key: a 2 b 3 c 4 d 1

5 Write about you

- T tells pupils that they are going to write about themselves

- T gives them a few seconds to read the questions and check their understanding - T sets a time limit for them to the task Monitor the activity and offer help - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

Key:

Answers vary Whole class Pairs / groups Whole class

play Questions and answers

- T prepares pieces of paper on which some places are written and put them into a box

- T put Ps into groups of three Invite two groups to the front of the class Group should draw a piece of paper

from the box and say We’ll be in/at/by

Group should ask What will you

there? Groups then answers We’ll

After that, the two groups swap their roles When they finish, invite other groups to continue the game The group that cannot answer the question

correctly is out The game ends when only one group is left and they’re the winners

Questions and answers

(47)

Home-link

Whole class

* Evaluation:

Week 8

Unit 5: WHERE WILL YOU BE THIS WEEKEND? Period 29: Lesson - Part 1, 2, 3

I Objectives:

+ Use the words and phrase related to the topics Future activities.

+ Pronounce two-syllable words with the stress on different syllable: ‘seaside,

‘island and ‘countryside II The language focus:

- Vocabulary:‘seaside, ‘island and ‘countryside

III Resources:

2 New lesson:

Warm up

- Greetings

- T spends a frew minutes revising the revious lesson by inviting a few Ps to read their answers in Lesson

Review

- T tells the class that they are going to practise saying two-syllable words with the stress on the first syllable:

‘seaside, ‘island and ‘countryside

‘seaside, ‘island

and ‘countryside

(48)

2 Listen and circle a or b.Then say the sentence s aloud.

- T tells pupils that they are going to listen and circle a or b to complete the sentences

- T gives them a few seconds to read the sentences in silence before playing the recording for them to the task - T gets them to compare their

answers in pair before checking as class

Key: 1b 2a 3b

- T tells the class that they are going

to say the chant Where will you be

this weekend?

T has them read the chant

Where will you be this weekend?

Home-link

Whole class

* Evaluation:

Unit 5: WHERE WILL YOU BE THIS WEEKEND? Period 30: Lesson - Part 4, 5, 6, 7

I Objectives:

+ Use the words and phrase related to the topics Future activities.

+ Pronounce two-syllable words with the stress on different syllable: ‘seaside,

‘island and ‘countryside II The language focus:

- Vocabularies :‘seaside, ‘island and ‘countryside

(49)

III Resources:

2 New lesson:

Warm up

- Greetings

- Class say the chant

Where will you be this weekend?

Review

4 Read and comple te

- T tells the class that they are going to read the text about Mai and complete the table

- T has them read the text and find appropriate information to complete the table, paying attention to what Mai and her family will in the morning,

afternoon and evening Ask Ps to work in pairs or in small groups

- T has them work in pair or groups to discuss the answers

Key:

Mornin g

Afternoon Evening Mai’s

parents

will swim in the sea

will sunbath e

will have dinner on Tuan Chau Island

Mai and her brother

will build sandcast les (on the beach)

will play badmint on

will have dinner on Tuan Chau Island

- T tells pupils that they are going to write about themselves

- T gives them a few seconds to read the questions and write the first draft of their

Key:

Answers vary

`

(50)

answers in the notebooks

- T sets a time limit for them to the task Monitor the activity and offer help - T reminds them to use capital letters for the first letter of the word at the beginning of each sentence and the names of people - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

6. Project

- T tells the class that they are going to think about what present to give a classmate for his/her birthday

- T gets Ps to work in groups four Ask them to choose a classmate who does not belong to their group and discuss what birthday present will suit him/her and why

- T sets a time limit for them to the task

What present to give a classmate for his/her

birthday?

7. Colour

the stars

- T gives them time to colour the stars and invite a few Ps to read the statements aloud

- T gives further support to Ps who difficult to achieve certain objectives

Daily routines Whole class Whole class

Home-link

- When you come back home, lease tell to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

Whole class

* Evaluation:

Period 31: REVIEW

I Objectives

By the end of the lesson, pupils will be able to:

• listen and identify specific information related to the theme Me and my friends

• read and identify specific information related to the theme Me and my friends

(51)

• read, listen to and understand a short story

II Language focus: III Resources:

Books, posters, flash cards, puppets, CD, smart pen, computer, projector/pictures

IV Procedures:

1 Warm

up

previous lesson by calling some sts to the front of the class to sing a song

Groups

2 Listen and tick

• Tell the class that they are going to listen to two dialogues and tick the correct pictures Give them a few seconds to look at the pictures

• Play the recording all the way through for pupilsto listen Play it again for them to the task

• Get pupilsto compare their answers before checking as a class Give

explanationsfor answers which pupils find difficult Play the recording again for them to listen again, if necessary

Key: b c

- Practice vocabulary, stucture and function.

Whole class

3. Listen &

number

• Tell the class that they are going to listen to four dialogues and number them

• Play the recording all the way through for pupilsto listen Play it again for them to the task

• Get pupils to compare their answers before checking as a class

Key: a b c d

Individua ls Pairs Groups

4 Listen &

tick Yes (Y) or No (N)

• Tell the class that they are going to listen to two dialogues and tick Yes or No • Give them a few seconds to read the statements and guess the answers • Play the recording all the way through for pupils to listen Play it again for them to tick the boxes • Get pupils to compare their answers before checking as a class Key: N Y

- Practice vocabulary, stucture and

function. Whole

class

5 Read &

circle a or b.

• Tell the class that they are going to read a text and circle the correct answers • Give them time to read the questions and answers in silence Remind them to

underline the key words and phrases in the answers to compare with the information in the passage • Get pupils to compare

Key: b b a b a

(52)

their answers in pairs before checking as a class Give explanations, if necessary

• Tell the class that they are going to write sentences about themselves • Give them time to read the questions in silence Check their understanding • Get pupils to read their writing in pairs before inviting two or three pupils to read their answers aloud

Individua ls Pairs Groups

7.

Home-link

Revise the lesson by reviewing all the units

- Review Whole

class

* Evaluation:

PERIOD 32: SHORT STORY: CAT & MOUSE 1 I Objectives

By the end of the lesson, pupils will be able to read, listen, understand and tell a short story

II Language focus: III Resources:

Books, posters, flash cards, puppets, CD, smart pen, … IV Procedures:

Steps Learning activities Language focus Models

1. Warm

up

- Call some sts to repeat the content in the unit to

Ind Pairs Groups

2 Read &

listen the story

• Tell the class that they are going to read and listen to the story

• Before they listen, ask them to look at the pictures and ask them questions to remind them of the characters (E.g What’s the name of the black-and-white cat? What’s the name of the white mouse? Can you see the brown cat and the red cat? Who are they? Do you know the grey mouse? Can you remember his name?)

• Ask them to read the story in silence Then play the recording all the way through for them to listen and follow in their books

Review

3 Answer

the

• Tell the class that they are going to read the story again and answer the questions

(53)

question s

• Give them a few seconds to read the story again and check their comprehension • Give them a time limit to the task • Ask them to swap and compare their answers before checking as a class • Invite a group of seven to act out the story

they did He went on holiday with Maurice and Doris They went to the

mountains No, they didn’t

because it was cold and it rained all the time

4 Unscra

mble these words

….

• Tell the class that they are going to look at the scrambled letters and write the words

• Have them look at the scrambled letters and find the words from the story

• Set a time limit for the task Give them the first letters of the words if they find the task too difficult

• Ask pupils to compare their answers before checking as a class

• Invite a few pairs to read the words aloud

Key: a holiday b beach c family d mountains e rained

5. Read

and complet

e.

• Tell the class that they are going to read and complete a conversation

• Give them a few seconds to read it and check their comprehension

• Give them a time limit to the task • Ask them to compare their answers before checking as a class

• Invite a few pairs to read the conversation aloud

Key: did went enjoy did didn’t

Work in

pairs. Talk about

your last holiday.

• Tell the class that they are going to write a similar conversation to the one in

Activity

• Ask them to work in pairs and give them a time limit to the task

• Invite a few pairs to act out their conversation

7. Read &

match

• Tell the class that they are going to read and match the questions with the answers • Have them read the text and check their comprehension

• Give them a time limit to the task • Ask pupils to compare their answers before checking as a class

• Invite a few pairs to read the questions

(54)

and answers aloud

8.

Home-link

- Ask ats to review carefully to the test well

Date of planning: 04/11/2018 Week xem ngay, sua toi tang 71 Date of teaching: 05/11/2018

UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Period 33: Lesson - Part 1,

I Objectives:

At the end of the lesson, pupils will be able to use the words and phrases related to

the topic School lessons; Ask and answer questions about school lessons, using How

many lessons you have today? I have II Language focus:

- New words: lesson, still

- Model sentences: How many lessons you have today? I have

III Resources: Books, posters, flash cards, puppets, CD, smart pen, …

IV Procedures:

1 Warm

up

Invite a few pupilsto role-play the shortstory in Review Then introduce the new unit by writing How many lessons you have today? on the board and check their

comprehension Explain the word lesson(s) Have pupils repeat the unit title twice

Individual Group

2 Look, listen & reapeat

• Have the class look at the pictures Introduce the story by pointing at each character and elicit their answers to these questions: Who’s this? Who is he/she talking with? What are they talking about? (Mai istalking to Long on the Internet In Picture a, Mai asks Long about histrip home In Picture b, Mai says she has school today In Picture c, Long asks How many lessons you have today? and Mai answers I have four: Maths, Vietnamese, Music and PE In Picture d, Long says he doesn’t have school today)

• Play the recording all the way through for them to listen and follow in their books Play it again for them to repeat line by line Finally, point to each picture for the class to say the words in each bubble

Whole class, pairs

3 Point &

• Tell the class that they are going to practise asking and answering questions

- New words: lesson, still

(55)

say

about lessons, using How many lessons you have today? I have

• Review the names of the lessons with the class

• Get them to practise the answers before introducing the questions Point to the

timetable for the class to say I have (E.g I have Maths, IT, Science, Vietnamese and English.)

• Ask the question How many lessons you have today? for the class to answer chorally

• Have pupils practise the question and answers in pairs Monitor the activity and offer help, if necessary

• Invite one or two pairs to speak to check their performance Correct their

pronunciation, if necessary

- Model sentences:

How many lessons you have today? I have

Groups

4. Let’s

talk

• Tell the classthat they are going to practise further by asking and answering questions about lessons

• Set a time limit for pupils to practise Monitor the activity and offer help, if necessary

• Invite two or three pairs to act out their conversations They can make up the number of lessons they have so that each pair will have different answers Then give feedback

5.

Home-link

Revising the story in Activity by inviting two pupils to act out the story

Whole class

* Evaluation:

UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Period 34: Lesson - Part 3, 4, 5

I Objectives:

At the end of the lesson, pupils will be able to use the words and phrases related to the topic School lessons; Ask and answer questions about school lessons,

using How many lessons you have today? I have

II Language focus:

- New words: way, North, South, early, so

(56)

IV Procedures:

Steps Learning activities Languagefocus Models

1. Warm

up

Revising the story in Activity by inviting two pupils to act out the story

- Listening Individual

Group

2 Listen & tick.

• Tell the class that they are going to listen to the recording and tick the timetable in their books

• Ask them to read the names and lessonsin the timetable Then play the recording all the way through for them to listen Play it again for them to the task

• Get pupilsto compare their answers before checking as a class Give explanationsfor answers which pupils find difficult Play the recording again to confirm the answers Key: Long: Maths, IT and Science Minh: Science, Music, Art …

- Listening to tick

Whole class Individuals

Pairs Groups

3 Read & complet

e

• Tell the class that they are going to read the text and fill the gaps with Art, four, lessons, Wednesday and Tuesday Give them a few seconds to read Remind them to focus on the context to select the appropriate words from the box

• Set a time limit for them to the task independently

• Get pupils to compare their answers in pairs before checking as a class Key: Tuesday lessons Wednesday four Art

- New words:

way, North, South, early, so

- Model sentences:

My/his/her school is….

4 Let’s

sing

• Tell the classthat they are going to sing How many lessons you have today? Have them read the lyrics and teach the unfamiliar words Check their comprehension • Play the recording all the way through for them to listen and follow in their books Play it again for them to repeat line by line When pupils are familiar with the melody, ask them to sing along with the music before having them practise doing actions • Invite a group to sing the song and actions in front of the class

5.

Home-link

- Ask class to sing How many lessons you have today? Then ask them to spell these words: Akiko, Nam, school, class, have,

(57)

lessons, today, week, once, twice and times Have pupils make sentences with the words Date of planning: 01/11/2017

UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Period 35: Lesson - Part 1, 2,

I Objectives:

At the end of the lesson, pupils will be able to asking and answering the questions about how often someone has a subject, using How often you have ? I have it + frequency expression

- New words: four times a week, every school day

- Model sentences: How often you have ?

I have it + frequency expression

IV Procedures:

Steps Learning activities Languagefocus Models

1. Warm

up

- Ask class to sing How many lessons you have today? Then ask them to spell these words: Akiko, Nam, school, class, have, lessons, today, week, once, twice and times Have pupils make sentences with the words

- Sing the song Whole class

• Tell the class that they are going to read a story Check comprehension by pointing at each picture to elicit their answers to these questions: What’s his/her name? Who is he/she talking with? What are they talking about? (In Picture a, Akiko is talking to Nam on the Internet In Picture b, Nam says he’s at school and it’s break time In Picture c, Akiko says she’s at home and studying for her English lesson In Picture d, Nam asks How often you have English? and Akiko answers I have it four times a week.) • Play the recording all the way through for pupils to listen and follow in their books Play it again for them to repeat the linesin the bubbles Finally, point to each picture for the classto say the words in each bubble

Whole class

2 Point • Tell the classthat they are going to practise asking and answering questions

(58)

and say about how many times they have a lesson in a week, using How often you

have ? I have it

• Have them practise the questions, using a substitution drill Point at each picture for them to say the question Explain the words under each picture and have pupils repeat them once or twice before practising the answers Finally, point to each picture and say the question for the class to answer • Ask pupils to work in pairs Monitor the activity and offer help, if necessary • Invite one or two pairs to perform the activity

week, every school day - Model

sentences:

How often you have ? I have it + frequency expression

Tell the class that they are going to practise further by asking and answering the questions in their books If you want to add variety, you can invite them to imagine they are in different schools and give different answers Tell them to make their own timetables before practising • Set a time limit for pupils to practise Monitor the activity and offer help, if necessary • Invite two or three pairs to act out their conversations Then give feedback

Whole class Ins Pairs / groups

4

Home-link

When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool

Whole class

* Evaluation:

I Objectives:

By the end of this unit Ps can use the vocabulary, tructures and speaking Use the

words and phrase related to write the Qs about School lessons

(59)

IV Procedures:

1. Warm

up

Spend a few minutes having the class revise the story in Activity Invite one or two pairs to act it out

Review

Groups

2. Listen

and circle

• Tell the class that they are going to listen and circle a or b to complete the sentences Ask them to read the sentences and guess the answers • Play the recording all the way through for pupils to listen Play it again for them to the task • Get pupils to compare their answers before checking as a class Key: a a b a

Whole class Pairs / groups

• Tell the class that they are going to write about their lessons Have pupils read the questions and check their understanding • Set a time limit for them to the writing

independently Monitor the activity and offer help, if necessary • Get pupils to swap and read their writing before inviting two or three pupils to read their answers aloud

Whole class Ins Groups Pairs

4. Let’s

play

• Tell the class that they are going to play Slap the board Practise the names of the subjects and the frequency expressions with them first Display the pictures on the board as in the Student’s Book Then ask two groups of four pupilsto stand at the board Call out the subjects or frequency expressions for the groups to slap The slower group is out and the quicker group will play against a new group The team that stays in the game until the end is the winner

• Have the class make sentences with the names of the subjects and the frequency expressions

Groups Whole class

5.

Home-link

Spend a few minutes revising the previous lesson by inviting a few pupils to ask and

answer the questions in Activity Whole

class

* Evaluation:

(60)

Period 1, class 5B Period 3, class

I Objectives:

By the end of this unit Ps can say questions and answers with the correct sentence stress

II The language focus: +Vocabulary: copybook + Structure:

IV Procedures:

1 Warm

up

Spend a few minutes revising the previous lesson by inviting a few pupils to ask and answer the questions in Activity

Review

Groups

2. Listen

and repeat

• Tell the class that they are going to practise saying questions and answers with the correct sentence stress

• Play the recording all the way through for pupilsto listen and follow in their books Then play it again for them to repeat the sentences twice

3 Listen

and circle

• Tell the class that they are going to listen and circle a or b to complete the sentences • Give them a few seconds to read the sentences in silence before playing the recording twice for them to the task • Get them to compare their answers in pairs before checking as a class

* Preventive plan: ask a Ps says his/her answer before checking as a class.

Key: a, b b, a

4 Let’s chant

• Tell the class that they are going to say the chant How often you have ? Have them read the chant and check their

comprehension

• Play the recording all the way through for pupils to listen and follow in their books Play it again for them to repeat each line • Put the class into two groups to practise chanting the questions and answers respectively

(61)

• Have them practise saying the chants and doing actions in groups •

Invite two or three groups to say the chant and actions

5.

Home-link

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool

- Do exercise in workbook (if you have time)

Whole class

* Evaluation:

I Objectives:

By the end of this unit Ps can say questions and answers with the correct sentence streess

II The language focus: +Vocabulary: review + Structure: review

IV Procedures:

1. Warm

up

Spend a few minutes having the class say the chant How often you have ?

Review

Groups

2. Read

and complet

e

• Tell the class that they are going to read the passage and complete the sentences • Get them to read the sentences and guess the answers before looking for the relevant information in the reading passage

•Set a time limit for pupils to the task independently

• Have pupils compare their answers before checking as a class

Key: August Saturday and Sunday four Maths, Vietnamese, Music and English once a week four times a week

3. Write about

• Tell the class that they are going to write about their school and lessons

• Give them time to read the gapped text

(62)

your school lessons

and write the first draft

• Set a time limit for them to the writing independently Monitor the activity and offer help, if necessary

• Remind them about punctuation and when to use capital letters

• Get them to work in pairs and swap to read what they have written before inviting two or three pupils to read their writing aloud

groups Whole class Ins Groups Pairs

4. Project

• Tell the class that they are going to write a letter to a pen friend to talk about their timetables

• Get pupils to work in pairs or groups to discuss what they should include in their letters

• Set a time limit for them to the task • Invite a few pairs/groups to read their letters to the class and give feedback

Suggested answer: Dear Yumi, Thanks for your beautiful photo of Tokyo You look great in the photo Today is Friday I have three lessons: Maths,

Vietnamese and English I have Maths and

Vietnamese every school day I have English four times a week I like English very much because I can use it to write to you! Tell me about your timetable and your favourite lesson Best wishes, Ha 7.

Groups Pairs Whole class

5. Colour

the stars

• Have the class read the statements and check their comprehension

• Give them time to colour the stars and invite a few pupils to read the statements aloud

• Give further support to pupils who find it difficult to achieve certain objectives

6.

Home-link

- When you come back home Please tell to your mother or farther or your friends about

(63)

class

* Evaluation:

Period 1, class 5B Period 3, class 5A

UNIT 7: HOW DO YOU LEARN ENGLISH? Period 39: Lesson - Part 1, 2

I Objectives:

By the end of this unit, ss can:

• use the words and phrases related to the topic How you learn English?

• ask and answer questions about how someone learns English, using How you practise ? I

+ Vocabulary: vocabulary, cartoon, email, + Structure: How you practise ? I III.Resources:

* Teacher: Lesson plan, teacher's book, recording * Students: Students books, notebooks, pens

2 New lesson:

1. Warm

up

Have the class talk about their timetables from Unit 6, Lesson 3, Activity Get pupils to point at the timetables and say what classes they have Introduce the new lesson by writing the title How you learn English? on the board and have the class repeat it once or twice

2. Look,

listen and repeat.

Have the class look at the pictures Introduce the story by pointing at each character and elicit their answers to these questions: Who are they? What are they talking about? How often does Mai have English? Does she have English today? How does she practise reading? (In Picture a, Tom asks Mai how often she has English and she saysshe hasit four

(64)

times a week In Picture b, Mai says she has English today In Picture c, Tom asks How you practise reading? and Mai answers I read English comic books In Picture d, Tom continues to ask How you learn vocabulary? and Mai answers I write new words in my notebook and read them aloud.)

• Play the recording all the way through for the class to listen and follow in their books Play it again for them to repeat line by line

• Check their understanding of the story

3. Point and say

Tell the class that they are going to practise asking and answering questions about how someone learns English, using How you practise ? I

• Have pupils look at the pictures and read aloud the phrases under each picture • Remind them of the use of practise reading/speaking/listening/writing

• Point at each picture and introduce the question How you practise ? for pupils to practise saying the complete question, using the information under each picture Then point at each picture, asking the question for the class to answer

• Have pupils practise asking and answering the questionsin pairs Then invite one or two pairs to speak to check what they have done

+ Vocabulary: vocabulary, cartoon, email, + Structure:

How you practise ? I

4. Let’s

talk

• Tell the classthat they are going to practise further by asking and answering questions about how someone learns English

• Get pupils to work in pairs to ask and answer the questions in their books • Set a time limit for them to practise Monitor the activity and offer help, if necessary

• Invite a few pairs to act out their

conversations in front of the class Then give feedback

5

Home-When you come back home Please tell to your mother or farther or your friends

(65)

link about what did you say or what you did at shool Do exercise in workbook

* Evaluation:

UNIT 7: HOW DO YOU LEARN ENGLISH? Period 40: Lesson - Part 3, 4, 5

I Objectives:

By the end of this unit, ss can:

• use the words and phrases related to the topic How you learn English?

• ask and answer questions about how someone learns English, using How you practise ? I

+ Vocabulary: practice, hobby + Structure (review):

III.Resources:

2 New lesson:

1 Warm

up

Revising the previous lesson by inviting one or two pairs to ask and answer questions about how they learn English, using How you practise ? I

* Preventive plan: Play the game “A nice flower”

Review

2. Listen and tick

Tell the class that they are going to listen to the recording and tick the correct pictures

• Ask them to look at the pictures to identify the characters and what they to practise English

• Play the recording all the way through for pupils to listen and tick the pictures Play it again for them to complete the task Monitor the activity and offer help, if necessary

• Get them to compare their answers before checking as a class

Play the recording again to confirm the answers

Key: b c a b

(66)

3. Read & complete

Tell the class that they are going to read the text and fill the gaps with hobby, singing, writes, because and speaks

• Give them a few seconds to read the text and the words in the box

Remind them to focus on the context to select the appropriate words

Give the meaning of newcomer

Monitor the activity and offer help, if necessary

• Get them to compare their answersin pairs before checking as a class

If there is enough time, have the class read the completed text aloud

Key: because speaks writes singing hobby

Whole class Ind Pairs / groups Whole class

4 Let's

sing

• Tell the class that they are going to sing How you learn English?

Have them read each line of the lyrics Check comprehension

• Play the recording all the way through for pupils to listen and follow in their books

Play it again and ask pupils to choral repetition line by line

• When pupils are familiar with the melody, ask the class to sing along with the music before having them practise singing and doing actions in groups • Invite a group to sing the song Do actions in front of the class Group

Pair

Ind Groups

5

Home-link

Revising the previous lesson by having the

class sing How you learn English?

Do exercises

Whole class

* Evaluation:

Week 11

(67)

I Objectives:

By the end of this unit, ss will be able to ask and answer questions about the importance of learning English, using Why you learn English? Because I want to

+ New words: foreign, language

+ Structure: Why you learn English? Because I want to

III.Resources:

2 New lesson:

1 Warm

up

- Greeting

revising the previous lesson by having the class sing How you learn English?

Review the

song I like doing

things.

• Tell the class that they are going to read a story Have them look at the pictures and guess what the story is about Check their comprehension by pointing at each picture and eliciting their answers to these questions: Who are they? What are they talking about? What foreign language does Hoa study at school? Does she like English? Why does she learn English? (Akiko and Hoa are talking in the library In Pictures a and b, Hoa says she has English at school and Akiko says she has French In Picture c, Hoa says English is her favourite subject In Picture d, Akiko asks Why you learn English? and Hoa answers

Because I want to sing English songs.) • Play the recording all the way through for pupils to listen and follow in their books

Play it again for them to repeat line by line chorally

Whole class

Pairs/group s

Whole class

Individuals groups

3. Point

and

• Tell the class that they are going to practise asking and answering

questions about the importance of

+ New words: foreign,

language

(68)

say learning English, using Why you learn English? Because I want to • Point at each picture and ask the class Why you learn English?for them to answer, using the prompts under each picture

• Ask pupils to work in pairs: one asks the question and the other answers it • Invite one or two pairs to perform the activity

+ Structure:

Why you learn English? Because I want to

Individuals Pairs / groups Whole class

4. Let's

talk

Tell the class that they are going to practise talking about how and why they learn English, using How you learn English? and Why you learn English?

• Get pupils to work in pairs Remind them to use the questions in their books

• Set a time limit for them to practise Monitor the activity and offer help, if necessary

• Invite a few pairs to ask and answer questions about how and why they learn English in front of the class Then give feedback

5.

Home-link

Spend a few minutes revising the previous lesson by having a few pairs of pupils ask and answer questions about the importance of learning English, using Why you learn English? Because I want to

Whole class

* Evaluation:

I Objectives:

By the end of this unit, ss will be able to ask and answer questions about the importance of learning English, using Why you learn English? Because I want to

Review the vocabularies and structure about hobbies

III Resources:

(69)

2 New lesson:

1 Warm

up

Spend a few minutes revising the previous lesson by having a few pairs of pupils ask and answer questions about the importance of learning

English, using Why you learn

English? Because I want to

- Review Whole class

and groups

2. Listen

and number

• Tell the class that they are going to listen and number the pictures

• Ask them to look at the pictures and identify the characters and their

activities

• Play the recording all the way through for them to listen and number the pictures Play it again for them to check their answers

• Get them to compare their answers before checking as a class

• Play the recording a third time to confirm the answers

Key: a b c d

3 Whole class

Pairs/groups Whole class Individuals groups

• Tell the class that they are going to write answers to the questions about how they practise English and why they learn it

• Have them read the questions and check their understanding

• Set a time limit for pupilsto the writing independently

• Get pupils to swap and read their writing before inviting one or two pupils to read their answers aloud

Key: Answers

4. Let's

play

• Tell the class that they are going to play How I learn English? Remind them how to play Charades, a guessing game using movements and facial expressions to indicate words Call on one or two pupils to demonstrate the game Make sure pupils understand

(70)

how to play it

• Divide the class into two teams Show the first team a word One pupil of this team must act it out If the second team guesses the word correctly, they get a point Then let the second team act out a word while the first team guesses Put all the words used in the game on the board

• Set a time limit for pupilsto play the game The team with more points at the end of the game wins

• Have the class make sentences with the words on the board

5.

Home-link

Spend a few minutes revising the previous lesson by inviting some pupils to read their answers to Lesson 2, Activity aloud

Whole class

* Evaluation:

UNIT 7: HOW DO YOU LEARN ENGLISH? Period 43: Lesson - Part 1, 2,

I Objectives:

By the end of this unit, ss will be able to say questions and answers with the correct sentence stress

II The language focus: +Vocabulary: Review + Structure: Review III Resources:

2 New lesson:

1 Warm

up

- Greetings

Spend a few minutes revising the previous lesson by inviting some pupils to read their

(71)

answers to Lesson 2, Activity aloud

2. Listen

and repeat.

Tell the class that they are going to practise saying the sentences, paying attention to sentence stress

• Play the recording all the way through for pupils to listen first Play the recording again for them to repeat the sentences twice

Whole class Pairs / groups Whole class Ind groups

3. Listen

and cirle. Then say the sentenc

es.

Tell the class that they are going to listen to the recording and circle a or b to complete the sentences

• Give them a few seconds to read the sentences in silence

• Play the recording for pupils to listen and the task Then play it again for them to check the answers

• Get them to compare their answers in pairs before checking as a class

• Ask the class to read the completed sentences aloud Key: b a a b

Key:

1 b a a b Whole class Ind Pairs / groups Whole class

4 Let's chant

Tell the class that they are going to say the chant How you learn English? Have pupils read the chant and check their comprehension

• Play the recording all the way through for pupils to listen and follow in their books Play it again for them to repeat it line by line

• Put the class into two groups to practise chanting once or twice

• Have pupils practise saying the chant and doing actions in groups

• Invite two groupsto the front of the classto say the chant and actions The rest of the class claps their hands along to the rhythm

Ind Groups

5.

Home-link

Spend a few minutes having the class say the chant How you learn English? and actions

Whole class

* Evaluation:

(72)

UNIT 7: HOW DO YOU LEARN ENGLISH?

- By the end of the lesson, ss will be able to say questions and answers with the correct sentence stress

II The language focus: +Vocabulary: Review + Structure: Review III Resources:

2 New lesson:

1. Warm

up

- Greetings

- Spend a few minutes having the class say the chant How you learn English? and actions

4. Read and tick

….

Tell the class that they are going to read the text about how and why Mai and Akiko learn English, and tick T or F

• Give them a few secondsto look at the picture and ask: Who’s this? What’s she doing? How does she learn English? • Explain the meaning of understand each other

• Set a time limit for pupils to the task independently Monitor the activity and offer help, if necessary

• Have pupils compare their answers before checking as a class

Key: T F T T F

Whole class Individual groups

5 Write about how your friend learns English

• Tell the class that they are going to write about how their friends learn English • Give them time to read and complete the gapped sentences, using information about their friends

• Set a time limit for them to the task independently Monitor the activity and offer help, if necessary

• Remind pupils to use the structure learn by -ing in their writing

Key: Answers

vary Whole

class Individual s

(73)

• Get them to read their writing in pairs before inviting some pupils to read their answers aloud

Whole class

6

Project

• Tell the class that they are going to work in groups of three and discuss how they practise listening, speaking, reading and writing English

• Ask pupils to copy the table below and then take notes

• Get one or two pupils to report their results to the class

• If there is not enough time, give the activity as homework Have pupils report their results in the next class

Ind Groups

7. Colour the stars

7 Colour the stars

Ind Groups

7.

Home-link

Have pupils report the results of their discussion for Unit 7, Lesson 3, Activity Then get them to play Slap the board, using these words: book, read, favourite, story, like, hobby and name Introduce the new lesson by writing the title on the board and have pupils say it aloud

Whole class

* Evaluation:

Week 12

UNIT 8: WHAT ARE YOU READING? Period 45: Lesson - Part 1, 2, 3 I Objectives:

At the end of the lesson, pupils will be able to use the words and phrases related to the topic Favourite books

(74)

are you reading? I’m reading

- New words: Fox, Crow, Magic lamp, Snow White, Seven Dwarfs

- Model sentences: What are you reading? I’m reading

IV Procedures:

1 Warm

up

Have pupils report the results of their discussion for Unit 7, Lesson 3, Activity Then get them to play Slap the board, using these words: book, read, favourite, story, like, hobby and name Introduce the new lesson by writing the title on the board and have pupils say it aloud

Individua l

Group

2 Look, listen &

reapeat

• Tell the class that they are going to read a story about Tony and Peter

• Ask pupils to look at the pictures to identify the characters and the language in the bubbles Ask them questions such as Who are they? Where are they? What are they doing? (Tony and Peter are in their classroom In Picture a, Tony asks Peter to play chess with him In Pictures b and c, Tony and Peter talk about the book that Peter’s reading In Picture d, a black cat is standing on the window sill and the boys are frightened.) Explain the meaning of the new words

• Play the recording all the way through for the class to listen and follow in their books Play it again for them to choral and individual repetition, pointing to the characters speaking

• Check their understanding of the story

Whole class, pairs

3 Point &

say

• Tell the class that they are going to practise asking and answering questions about what book someone is reading, using What are you reading? I’m reading

• Have pupilslook at the picturesto identify the books/stories Teach them how to say the titles of the books/stories Explain the meaning of the new words Ask them if they have read these stories If not, briefly tell them the main points of the stories

- New words:

Fox, Crow, Magic lamp, Snow White, Seven Dwarfs - Model

sentences: What

are you reading? I’m reading

Individua l

(75)

• Get the classto practise saying what they are reading, using the titles under the pictures (E.g I’m reading The Fox and the Crow.)

• Point to the first picture and introduce the question What are you reading? for the class to answer I’m reading The Fox and the Crow Repeat the same procedure with the rest of the pictures

• Ask pupils to practise asking and answering in pairs Monitor the activity and offer help, if necessary Select some pairs to role-play the dialogues in front of the class

1. Let’s

talk

• Tell the class that they are going to practise asking and answering questions about what book they are reading

• Get pupils to work in groups of four and use the questions and answers in their books

• Set a time limit for them to practise Monitor the activity and offer help, if necessary

• Select some pairs to demonstrate their dialogues in front of the class Then give feedback

5.

Home-link

Spend a few minutes revising the story in Activity by inviting some pairs to act it out in front of the class

Whole class

* Evaluation:

UNIT 8: WHAT ARE YOU READING? Period 46: Lesson - Part 4, 5, 6 I Objectives:

At the end of the lesson, pupils will be able to use the words and phrases related to the topic Favourite books • ask and answer questions about what story/book

someone is reading, using What are you reading? I’m reading

- New words: fairy, tales,character

- Model sentences: Review

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Steps Learning activities Language focus Models 1.

Warm up

Spend a few minutes revising the story in Activity by inviting some pairs to act it out in front of the class

* Preventive plan: play the game “Do actions”

Individual Group

2 Listen

& tick.

• Tell the class that they are going to listen and tick the correct answers

• Ask them to identify the characters and the titles of the stories Check their

understanding

• Play the recording all the way through for the class to listen Play it again for them to the task

- Listening

Key: Nam: The Fox and the Crow Mai: Aladdin and the Magic Lamp Linda: Snow White and the Seven Dwarfs Tom: The Story of Mai An Tiem

Whole classInd Pairs Groups

3 Read

& compl

ete.

• Tell the class that they are going to read the text and fill the gaps with snow, like, reading, free and seven Give them a few seconds to read the text

• Get them to compare their answersin pairs before checking as a class If there is enough time, have the class read the completed conversation aloud

Key: free reading Snow Seven like

4 Let’s

play

• Tell pupilsthat they are going to play The Guessing Game to find out the titles ofsome famous books/stories for children Follow the procedure in Games in Introduction • Divide the classinto two groups One group saysthree to five sentences(one by one) about a story as clues to help the other group guess what story it is The group gets one point if they can guess the story

correctly with one sentence, and two points with two sentences, and so on The group with the fewest points at the end of the game wins

• Each group takes turns giving the clues or guessing The one that gets more points

(77)

wins

5. Home

-link

Spend a few minutes having the class play Bingo, using the titles of books/stories learnt in Lesson Then ask pupils to ask and answer questions about what they are reading, using What are you reading? I’m reading

Whole class

* Evaluation:

UNIT 8: WHAT ARE YOU READING? Period 47: Lesson - Part 1, 2,

I Objectives:

At the end of the lesson, pupils will be able to ask and answer questions about what the character in a story is like, using What’s like? He’s/She’s

- New words: main, generous, borrow, hard working, kind, clever, gentle

- Model sentences: What’s like? He’s/She’s

IV Procedures:

Steps Learning activities Language focus Models

1 Warm up

Spend a few minutes having the class play Bingo, using the titles of books/stories learnt in Lesson Then ask pupils to ask and answer questions about what they are reading, using What are you reading? I’m reading

Whole class

• Tellthe classthatthey are going to read about Mai andQuan Ask them to look atthe pictures, listen and repeat the lines in the bubbles

• Point to the pictures and ask these

questions: Who are they? Where are they? What are they doing? (Mai and Quan are at school In Picture a, Mai asks Quan what he’s reading and he answers Aladdin and the Magic Lamp In Picture b, Quan says the main character is a boy called Aladdin In Picture c, Mai continues to ask What’s he like? and Quan answers I think he’s

Whole class

(78)

generous In Picture d, Quan says Mai can borrow the book when he finishes it.) • Play the recording all the way through for the class to listen and follow in their books Play it again for them to repeat line by line • Check their understanding of the story

3 Point &

say

Tell the class that they are going to practise asking and answering questions about what the character of a book/story is like, using What’s like? He’s/She’s

• Have pupils look at the pictures and teach them to say the words under each picture Get them to practise the question What’s like? using the names under the pictures Then have them practise saying the answers, using the given adjectives • Point to the first picture and ask What’s An Tiem like?for the classto answer He’s hard-working Repeat the same procedure with the rest of the pictures

• Ask them to practise in pairs Monitor the activity and offer help, if necessary

• Select some pairs to act out the exchanges

- New words:

studying, lesson, on

- Model

sentences:

When you have…? I have it on…

Ind Pairs Groups

4 Let’s talk

• Tell the classthat they are going to practise further by asking and answering questions about books/stories they like reading

• Get them to work in pairs, using the questions and answers in their books • Set a time limit for them to practise Monitor the activity and offer help, if necessary

• Select some pairs to act out their

exchanges in front of the class Then give feedback

5

Home-link

Spend a few minutes revising the story in Activity by inviting two pupils to act out the story

Ind

* Evaluation:

(79)

I Objectives:

At the end of the lesson, pupils will be able to ask and answer questions about what the character in a story is like, using What’s like? He’s/She’s

- New words: bright

- Model sentences: Review

IV Procedures:

1 Warm

up

Spend a few minutes revising the story in Activity by inviting two pupils to act out the story

Whole class

2 Listen

& write….

• Tell the class that they are going to listen to Hoa, Phong, Mai and Tony talking about their favourite books/stories Get pupils to pay attention to the main characters of the books/stories

• Ask pupils to read the gapped sentences and guess the answers

• Play the recording for them to listen and complete the sentences

• Play it again for the class to check their answers Monitor the activity and offer help, if necessary

• Get pupils to swap and read their answers in pairs before checking as a class

-Listening to number.

Key: kind clever hard-working generous

Whole class Ind

3 Number

the sentence

s in the correct order.

• Tell the class that they are going to number the sentences in the correct order • Have them read the sentences and check their understanding

• Get them to swap and read their answers before inviting one or two pupilsto read the sentences aloud in the correct order

. Key: Minh’s

my classmate She likes reading fairy tales in her free time Her favourite fairy tale is The Story of Tam and Cam It’s a

Vietnamese story about two girls Their names are Tam and Cam

Whole class Ind

4 Let’s

sing

• Tell the class that they are going to sing Snow White and Aladdin Teach the song, following the procedure in Teaching the unit components in Introduction

(80)

• Have them read each line of the lyrics aloud Check comprehension

• Play the recording all the way through for pupils to listen and follow in their books Play it again for the class to choral and individual repetition until they get familiar with the melody of the song • Play the recording again and get pupils to sing along with the music

• Divide the class into two groups: one sings the first four lines and the other sings the rest

5.

Home-link

Spend a few minutes calling some pupils to sing Snow White and Aladdin Have the class listen and clap their hands

Whole class, Ind

* Evaluation:

Week 13

UNIT 8: WHAT ARE YOU READING? Period 49: Lesson - Part 1, 2, 3 I Objectives

At the end of the lesson, pupils will be able to say questions and answers with the correct sentence stress

II Language focus

- New words: Review - Model sentence: Review

III Resources:

Books, posters, flash cards, puppets, CD, smart pen, …

IV Procedures:

Steps Learning activities Language focus Models

1. Warm

up

Spend a few minutes calling some pupils to sing Snow White and Aladdin Have the class listen and clap their hands

Group

2 Listen

& reapeat

Tell the class that they are going to practise saying the questions and answers, paying attention to the sentence stress

• Put the sentences on the board Play the recording all the way through for pupils to repeat a few times

(81)

• Do choral and individual repetition of the questions and answers until pupils feel confident

• Get some pupils to perform the activity Correct the pronunciation, if necessary

3 Listen & tick.

• Tell the class that they are going to listen and circle a or b, then say the completed sentences aloud

Ask them to read the sentences and guess the answers

• Play the recording for them to listen and the task Monitor the activity and offer help, if necessary

• Play the recording again for pupils to check their answers

• Get pupils to compare their answers in pairs before checking as a class

• Ask the class to read the completed sentences aloud

- Listening to tick

Key: a b a b

Whole class, pairs, ind

4 Let’s chant.

Tell the class that they are going to the chant What are you reading? Follow the procedure in Teaching the unit components in Introduction

• Have pupils read the chant and check comprehension

• Play the recording all the way through for the class to listen and follow in their books Play it again for them to choral and individual repetition Show pupils how to chant and actions Divide the classinto two groups: one group saysthe questions and the othersaysthe answers

• Invite two groups of four to the front of the class to chant The rest of the class claps their hands

Whole class, pairs, ind

5.

Home-link

Spend a few minutes revising the chant What are you reading? by getting two groups of four to the front of the class to say the chant and actions Ask the rest of the class to listen and clap their hands

Whole class

* Evaluation:

(82)

I Objectives:

At the end of the lesson, pupils will be able to practice the vocabularies and structure/function some more

- New words: police, good at, brave - Model sentence: Review

IV Procedures:

1. Warm

up

Spend a few minutes revising the chant What are you reading? by getting two groups of four to the front of the class to say the chant and actions Ask the rest of the class to listen and clap their hands

Pairs or groups

2. Read

& tick….

• Tell the class that they are going to read about Tom’s favourite book and tick Yes or No Explain the meanings of

schoolboy and police

• Tell pupils to read the five sentences first, then read the passage to look for the information needed If necessary, get them to work in pairs or groups • Give pupils time to the task Go around and offer help, if necessary • Get them to swap and read their answers in pairs before giving the

answers to the class Key: Y N Y N Y

- New words: police, good at, brave

- Model sentence: Review

Key: Y N Y

4 N Y Whole

class Indi Pairs Groups

3. Write about you…

• Tell the class that they are going to write about their favourite books

• Have them read the gapped sentences and think about the wordsto write Give enough time for pupils to the task • Get them to swap and read their writing in pairs before asking two or three pupils to read their answers aloud

- Writing

(83)

4 Project

Tell the class that they are going to interview three of their classmates about their favourite books and characters Ask them to copy the table below and take notes Name Name of book Main character(s)

• Give them time to the interviews in class and complete the table

Whole class

Ind Pairs Groups

5. Colour

the stars.

Colour the stars

5.

Home-link

Spend a few minutes having the class report the results of their interviews in Unit 8, Lesson 3, Activity and the chant in Activity Invite two or three groups to say the chant and actions in front of the class

Whole class

Ind

UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 51: Lesson - Part 1, 2

I Objectives: By the end of this unit ps can

- Use the words and phrases related to the topic Animals at the zoo

- Ask and answer questions about animals in a zoo, using What did you see at the zoo? I saw

+ Vocabulary: fast, pythons, peacooks, gorillas. + Structure: What did you see at the zoo? I saw III.Resources:

(84)

2 New lesson:

1 Warm

up

- Greetings

Spend a few minutes having the class report the results of their interviews in Unit 8, Lesson 3, Activity and the chant in Activity Invite two or three groups to say the chant and actions in front of the class

Then introduce Lesson

2. Look,

• Have the classlook at the pictures Introduce the story by pointing at each character and elicit pupils’ answers to these questions: Who are the pupils? Where are they? What are they talking about? (In Picture a, Linda and Peter are in the school canteen and talking about a school outing to the zoo In Picture b, Peter asks Linda What did you see at the zoo? and Linda answers I saw a baby elephant and some other animals In Picture c, Linda istelling Peter aboutthe noisy monkeys In Picture d, Peter asks Linda if she saw any tigers.) Check their comprehension

• Play the recording all the way through for pupils to listen and follow in their books Play it again for them to choral and individual repetition, pointing to the characters speaking

+ Vocabulary: fast, pythons, peacooks,

gorillas.

+ Structure:

What did you see at the zoo? I saw

Review

Individuals Groups

3. Point and say

• Tellthe classthatthey are going to practise asking and answering questions aboutthe animals in a zoo, using What did you see at the zoo? I saw

• Teach the names of the animals and how to say them: pythons, crocodiles, peacocks and gorillas Ask pupils to practise saying the answer I saw , using the words under the pictures

• Point at each picture and ask the question for pupils to answer • Get pupils to practise asking and answering in pairs Monitor the activity and offer help, if necessary

• Invite two pairs to ask and answer the

+ Vocabulary: fast, pythons, peacooks,

gorillas.

+ Structure:

What did you see at the zoo? I saw

(85)

questions in this section

4. Let’s

talk

Tell the classthat they are going to

practise further by asking and answering questions about the animals in the zoo Get pupils to work in groups of four • Set a time limit for them to practise Monitor the activity and offer help, if necessary

• Invite a few pairs to act out the

exchanges in front of the class Then give feedback Correct their pronunciation, if necessary

Work in pairs

4.

Home-link

revising the story in Activity by inviting two or three pairs to act out the story Listen and tick

Whole class

* Evaluation:

UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 52: Lesson - Part 3, 4, 5

I Objectives: By the end of this unit can

- Use the words and phrases related to the topic Animals at the zoo

- Ask and answer questions about animals in a zoo, using What did you see at the zoo? I saw

+ Vocabulary: intelligent, truck, spray, + Structure: Review

III.Resources:

2 New lesson:

1 Warm

up

- Greeting

revising the story in Activity by inviting two or three pairs to act out the story Listen and tick

Some pairs act out the story.

Whole class and pairs

2 Listen and tick

Tell the class that they are going to listen and tick the correct pictures

• Have pupils read the questions in their books Check their understanding

.

- Listening to tick

(86)

• Play the recording all the way through for them to listen Play it again for them to the task

• Get them to compare their answers in pairs before checking as a class Play the recording again to confirm the answers Key: b a b

3 Read

and complete

• Tell the classthat they are going to read and fill the gaps with intelligent, gorillas, elephants, and like

• Set a time limit for pupils to the task independently

• Get them to compare their answersin pairs before checking as a class If there is enough time, have the class read the completed text aloud

Key: like gorillas intelligent elephants

4. Let's

sing

• Tell pupils that they are going to sing What did you see at the zoo? Have them read each line of the lyrics and teach them any unfamiliar words Check their comprehension

• Play the recording all the way through for them to listen and follow in their books Play it again for them to choral repetition line by line

• When they are familiar with the

melody, ask the class to sing along with the music Invite two groups to sing the song and actions in front of the class: one group sings the questions and the other sings the answers The rest of the class clap their hands along to the rhythm

Whole class Individuals Groups

5

Home-link

Spend a few minutes revising the

previous lesson by having the class sing the song What did you see at the zoo? Invite a group to actions in front of the class during the singing

* Evaluation:

Week 14

(87)

I Objectives: By the end of this unit ps can ask and answer questions about what animals did in the zoo, using What did the when you were there? They

+ Vocabulary: pandas, cute, roer alodly, move beautifully, move quietly, eat slowly. + Structure: What did the when you were there? They

III.Resources:

2 New lesson:

1. Warm

up

Spend a few minutes revising the previous lesson by having the class sing the song What did you see at the zoo? Invite a group to actions in front of the class during the singing

Tell the class that they are going to read a story about Nam and Phong • Have them look at the pictures and check their comprehension by pointing at each picture and eliciting their answers to these questions: What are they talking about? Guess what the pythons/the lions/the pandas did at the zoo (Nam and Phong are talking at school In Picture a, Phong says that he went to the zoo last week and it was great In Picture b, Nam asks What did the lions when you were there? and Phong answers They roared loudly In Pictures c and d, Phong continues to talk about other animals and says I saw a python too It moved really quietly And I saw two pandas They were really cute and did things slowly.) • Play the recording all the way

through for pupils to listen and follow in their books Play it again for them to repeat each line

Whole class Pairs groups Whole class

Individuals groups

(88)

Point and

say

practise the question and answer What did the when you were there? They

• Revise the pastsimple forms of the verbs: roar (roared), move (moved) and eat (ate), and teach the adverbs Remind them that adverbs take an -ly ending Have them practise saying the question What did the when you were there? with the names of the animals under the pictures

• Then point to each picture and ask the question for them to practise saying the answer with the verb phrase

• Ask pupils to work in pairs Monitor the activity and offer help, if

necessary • Invite one or two pairs to ask and answer the questions

pandas, cute, roer alodly, move

beautifully, move quietly, eat slowly. + Structure:

What did the when you were there? They

Whole class

4. Let's

talk

• Tell the classthat they are going to practise further by asking and

answering the questionsin their books • Set a time limit for pupils to the task

• Invite a few pairs to act out the exchanges in front of the class Then give feedback

. Individuals

Pairs / groups Groups

5.

Home-link

Spend a few minutes revising the previous lesson by inviting some pairs to act out the story in Activity in front of the class

Whole class

* Evaluation:

I Objectives: By the end of this unit ps can ask and answer questions about what animals did in the zoo, using What did the when you were there? They

+ Vocabulary: practice some more + Structure: Review

III.Resources:

(89)

2 New lesson:

1 Warm

up

Spend a few minutes revising the previous lesson by inviting some pairs to act out the story in Activity in front of the class

2. Listen

or b

• Tell the classthat they are going to listen and circle a or b Ask them to read the questions and guess the answers Check their understanding • Play the recording all the way through for them to listen Play it again for them to the task

Key: a b b

Whole class Pairs groups Whole class Ind groups

3 Write about your visit to the zoo.

• Remind the class that they should write about things that really happened to them •

Have pupils read the questions and check their understanding

• Set a time limit for them to the writing Monitor the activity and offer help, if necessary

• Get them to swap and read their writing in pairs before inviting one or two to read their answers aloud Key: Answers vary

4 Let's

play

Tell pupils that they are going to play Charades

• Divide the class into Team A and Team B Stick a large sheet of paper on the board with the following words written on it: slowly, noisily, quickly, loudly, quietly and beautifully Explain how the game is played One pupil of Team A mimes a zoo animal and asks What did I see at the zoo? The pupils of Team B answer the question If the answer is correct, Team B wins one point Another pupil from Team A mimes an action which that animal does and asks What did they there? Team B gives the answer If the answer

(90)

is correct, Team B wins another point Then it is Team B’sturn to mime and ask questions Set a time limit The two teamstake turns to mime and ask questions The team that gets more points wins

5.

Home-link

Spend a few minutes revising the previous lesson by inviting a few pupils to read what they wrote in Lesson 2, Activity

Whole class

* Evaluation:

I Objectives:

- By the end of this unit, ss will be able to say questions and answers with the correct sentence stress

- Practice listening and writing

II The language focus: +Vocabulary: Review + Structure: Review III Resources:

2 New lesson:

1 Warm

up

Spend a few minutes revising the previous lesson by inviting a few pupils to read what they wrote in Lesson 2, Activity

The song What

are they doing?

2-1. Listen

and repeat.

Tell the class that they are going to practise saying the questions and the answers Tell pupils to pay attention to the sentence stress • Play the recording all the way through so that they can

(91)

listen and follow in their books Play it again for them to repeat all the

sentences twice

groups

3-2. Listen

and cirle…

Tell the class that they are going to listen and underline the stressed words in each sentence

• Play the recording for them to listen and follow in their books Play it again for them to the task Go around and offer help, if necessary

• Have pupils swap and read their answers before checking as a class Then ask them to read the sentences aloud

Whole class

4-3. Let's chant

Tellthe classthatthey are going to the chant At the circus Follow the procedure in Teaching the unit components in Introduction

• Have them repeat each line of the chant Divide the class into two groups: one group says the questions and the other says the answers Then the two groups swap their roles after the first round

• Set a time limit for pupils to practise saying the chant and doing actions in groups

• Invite two groups to say the chant and actions

Individuals Groups

5.

Home-link

Spend a few minutes having the class say the chant in Activity

Whole class

* Evaluation:

UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 56: Lesson - Part 4, 5, 6, 7

I Objectives: By the end of the lesson, ss will be able to read the letter and complete sentences

II The language focus: +Vocabulary: Review + Structure: Review III Resources:

(92)

2 New lesson:

1 Warm up

- Greetings

Spend a few minutes having the class say the chant in Activity

Review the chant “What's he doing?”. Whole class and groups 2 Read and match

• Tell the class that they are going to read the text and match the sentences with First, Then, Next and In the end

• Get them to read the sentences and then read the text to find out their order

• Have them swap and compare their answers before checking as a class Give explanations for the answers, if necessary Key: b d a c

Notes: 1 playground. 2.jumping 3 play badminton 4 skipping 5 plaing basketsball Keys: 1 F 2 F 3 F 4 T5 T

Whole class Pairs / groups Whole class Ind groups 3. Write about your last visit to the

zoo.

• Tell the class that they are going to write about their last visit to the zoo

• Give them time to read and write their answers

• Set a time limit for them to the task individually

Monitor the activity and offer help, if necessary

• Remind them to write the first letter of the word beginning each sentence and the names of people in capital letters, and put commas or full stops in the appropriate places

• Get pupils to swap and read their writing in pairs before inviting two or three pupils to read their answers aloud

Key: Answers vary

Example: The teacher is drawing the picture

- The girl are paintingmasks and - The boys are drawing the pictureand Whole class Ind Pairs / groups Whole class 4 Project

- Tell the class that they are going to draw their dream zoos

- Ask them to work in groups of five to discuss what animals to put in their dream zoos and who should draw which animal • Set a time limit for them to the task

Example: My father is doing My mother is doing My brother is

(93)

• Have the class display their drawings Invite one or two groups to talk to the class about their dream zoos

doing

5. Colour the

stars.

Have the class read the statements and check their comprehension

Ind Groups

5 Home-link

Spend a few minutes revising the previous lesson by asking the class to the chant At the circus

Then get some pupils to talk about where they were and what they did the day before

Whole class

* Evaluation:

Week 15

UNIT 10: WHEN WILL SPORTS DAY BE? Period 57: Lesson - Part 1, 2

I Objectives:

- By the end of this lesson Ps can:

+ Use the words and phrase related to the topics School events and Future activities

+ Ask and answer the questions about one’s address, using:

When will……be? It’s be on……

- Vocabulary: Sport day, Teacher’s day, Independence Day, Children’s day

- Structure: When will……be? It’s be on……

III Resources

- Greeting&Checking for the students's attendance

(94)

Steps Learning activities Languagefocus Modes 1.

Warm up

- Greetings

- Asking the class to the chant At the circus Then get some Ss to talk about where they were and what they did the day before

Review

and repeat.

- Teacher introduces the story by pointing at each character and elicit answers to the questions such as: Who are the pupil? Where are they? What are they talking about?

( In picture a, Mai asks Tony where Phong is and Tony answer………)

Example: When will

sport day be? Whole

class

Pairs /

groups Whole class Individual groups

- Teacher tells pupils that they are going to practice asking and answering questions

using When will… be? It’s be on……

- Have them look at the pictures and read the names of the days:

Example: Sport day, Teacher’s day,

Independence Day, Children’s day.

questions When will… be? It’s be

on…… ? and answer chorally

- Ps practice asking and answering in pairs - One or two pairs to speak to check their performance

Example:

Sport day, Teacher’s day, Independence Day,

Children’s day.

Whole class

Pairs /

groups Whole class

- T tells the class that they are going to practice further by asking and answering questions about address

Example:

When will… be? It’s be on……

- Ps work in groups of four to ask each other’s address

- T sets a time limit for the class to practice

- T invites a few Ps to repeat their

interviews to the class, then give feedback - Correct their pronunciation, if necessary

Example:

When will… be? It’s be on…….

Pairs /

groups Whole class

5 Home-link

- When you come back home Please tell to your mother or farther or your friends

Write it on notebook

(95)

about what did you say or what you did at shool

- Do exercise in workbook

* Evaluation:

Unit 10: WHEN WILL SPORTS DAY BE? Period 58: Lesson - Part 3, 4, 5 I Objectives:

+ Ask and answer the questions about one’s address, using: When will……be? It’s be

on…….

+ Practice listening and reading

- Vocabulary: Sport day, Teacher’s day, Independence Day, Children’s day

- Structure: When will ……be? It’s be on…….

III Resources:

2 New lesson:

focus Modes

1. Warm

up

- Greetings

- Answer some questions

Review

Whole class and

groups

2 Listen and match

- T tells the class that they are going to listen to the recording and complete the addresses

Example: Phong and Tony are playing table tennis

- Teacher plays the recording all the way through for the class to listen

Key: 1.c 2.a 3.b

Whole class

Pairs /

(96)

3. Read

and match

-T tells pupils that they are going to read and fill the gaps with street, address, lives and from

- T gives them a few seconds to read the sentences

Example:

When will Sports Day be?

Will you take park in the singing contest

Key:

1.b 2.c 3.e 4.a 5.d

Whole class

Pairs /

groups Whole class

4 Let’s

sing

sing When will Sports Day be? Have them

read the lyrics and teach the unfamiliar words

- When the class are familiar with their melody, ask them to sing a long with the music before having them practice singing and doing actions in groups

- T invites a group to sing the song and the actions

When will Sports Day be?

Whole class

Pairs /

groups Whole class

Whole class

5 Home-link

Whole class

* Evaluation:

(97)

UNIT 10: WHEN WILL SPORTS DAY BE? Period 59: Lesson - Part 1, 2, 3

I Objectives:

What are you going to on Sports Day?

I’m going to………….

+ Practice listening and reading

- Vocabulary: Review

- Structure: What are you going to on Sports Day? I’m going to………….

III Resources:

2 New lesson:

1. Warm

up

- Greetings

- The class sing When will Sports Day be?

previous lesson by calling some Ss to the front of the class to sing

Review

2. Look,

- T checks their comprehension by pointing at each picture to excilit their answers to these questions:

Questions: Who are the pupil? Where are they?

What are they talking about?( In picture a, Mai asks Tony where Phong is and Tony answer………)

Answer:

I’m going to play football Phong and I are going to football

Whole class

Pairs /

(98)

3. Point

and say

- Teacher tells pupils that they are going to practice asking and answering describing a place using

What are you going to on Sports Day? I’m going to…………

- Ps revises the new words and T teaches

the new ones

- T haves the class repeat all the adjectives twice

questions What’s the… like ?and answer

chorally

-Read words again

Play basketball Play football Play table tennis\play badminton

Whole class

Pairs /

groups Whole class

4. Let’s

talk

- T tells the class that they are going to practice further by asking and answering questions about where they live

Example: What are you going to on Sports Day? I’m going to…………

- Ps work in groups of four to ask each other’s addresses

Example:

What are you going to on Sports Day? I’m going to play basketball Play football Play table tennis\play badminton 5.

Home-link

Whole class

* Evaluation:

UNIT 10: WHEN WILL SPORTS DAY BE? Period 60: Lesson - Part 4, 5, 6

I Objectives:

+ Use the words and phrase related to the topics School events and Future activities.

I’m going to…………

(99)

III Resources:

2 New lesson:

1. Warm

up

- Greetings

Example:

What are you going to on Sports Day? I’m going to…………

Review Example:

What are you going to on Sports Day?

I’m going

to………….

2. Listen

and numbe

r.

Key: 1 d 2 b 3 c 4 a

Whole class

Pairs /

groups Whole class

-T tells pupils that they are going to write about where they live and who they live with

- T gives them a few seconds to read the questions and check their understanding

Example:

When will Sports Day be at your school? Where will it be?

- T sets a time limit for them to the task Monitor the activity and offer help - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

Example:

When will Sports Day be at your school? Where will it be?

Whole class

Pairs /

groups Whole class

play Pass the secret! Let’s play Pass

(100)

4 Let’s

play

- T tells them that they have to compare the two pictures and find out the five details which are different

- The first Ps who finds out all the different details is winner

Key: Picture b is different from picture a in the following ways

- There is one more car in the road

-There is a woman in front of the yellow building

- There is a boy behind the father and daughter

the secret! Example:

We are going to play table

tennis on

Sports Day

Pairs /

groups Whole class

Whole class

5.

Home-link

Whole class

Week 16

Unit 10: WHEN WILL SPORTS DAY BE? Period 61: Lesson 3: Part 1, 2, 3 I Objectives: By the end of this unit Ps can:

I’m going to………….

+ Practice listening and writing

III Resources:

2 New lesson:

focus Modes

(101)

Warm up - T spends a few minutes revising the review lesson by inviting a few Ps to read their answers to Activity

- Give feedback and introduce Lesson

Review and groups

- T tells the class that they are going to practice saying two-syllable words with the stress on the first syllable - Explain that in a word with more than one syllable, one of the syllables is usually said with more emphasis than the rest

Example:

‘When will ‘Sports ‘Day ‘be? It’ll be on ‘Saturday.

‘What are you ‘going to ‘do on ‘Sports

‘Day? I’m ‘going to ‘play ‘football

Example: ‘When will

‘Sports ‘Day

‘be?

It’ll be on

‘Saturday.

‘What are you

‘going to ‘do on ‘Sports

‘Day?

I’m ‘going to

‘play ‘football

3 Listen and Underline

…Then say

- T gives them a few seconds to read the sentences in silence before playing the recording for them to the task - T gets them to compare their answers in pair before checking as class

Example: ‘When will

‘Sports ‘Day

‘be?

It’ll be on

‘Saturday.

Whole class

say the chant What are they going to

do? T has them read the chant

- T puts the class into groups to practice chanting: one chants the

(102)

questions and the other chant the answers

- T has them practice chanting

5 Home-link

Whole class

* Evaluation:

Unit 10: WHEN WILL SPORTS DAY BE? Period 62: Lesson 3: Part 4, 5, 6 I Objectives:

+ Ask and answer the questions about one’s address, using: What are you going to

on Sports Day? I’m going to………….

+ Practice listening and writing

- Structure: What are you going to on Sports Day?

I’m going to…………. III Resources:

2 New lesson:

focus Modes

1. Warm up

- Greetings

- Class say the chant What are they

going to do?

- Ask the rest of the class to listen and clap their hands along to the rhythm

Review What are they going to do?

Whole class and

groups

(103)

2 Read and tick

read the text and tick Yes or No

- T gets them to read the sentences and underline the key words/phrases before reading the passage to find relevant information

T gives Ps an example

- T sets a time limit for Ps to the task independently

- T sets a time limit for Ps to the task

1 Mai 2 Nam 3 Phong 4 Linda 5 Tony 6 Peter 7 Tom

Whole class

Pairs /

groups Whole class

3 Write about Sports

Day

-T tells pupils that they are going to write about one of their friends

- T gives them a few seconds to read the questions and write the first draft of their answers in their notebooks - T sets a time limit for them to the task Monitor the activity and offer help

- T reminds them to write the first letter of other sentence and the name of their friend in capital letters

*Questions: What are you going to on Sports Day? I’m going to… Key:

Answers vary

Whole class

Pairs /

groups Whole class

4 Project - T tells the class that they are going to a drawing project Ps should work in groups to discuss the house they are going to draw, and its address

- Ps draw it on a piece of paper

- T sets a time limit for Ps to the task

- T invites a few groups to present their drawings to the class and talk about them

Draw three sports and talk about them Example: -Football -Table tennis - Badminton

Whole class

Pairs /

groups Whole class Whole class

5 Colour the stars

- T has the class read the statements and checks their comprehension

- T gives them time to colour the stars and invite a few Ps to read the

Write about Sports Day

Whole class

(104)

statements aloud

5 Home-link

Continue to review Whole class

* Evaluation:

\

PERIOD 63, 64: REVIEW I Objectives: By the end of period Ss can use

- Listen and identify specific information

- Read and identify specific information

a, Vocabulary: Review

b, Structure: Review

III Resources

IV.Teaching procedure

1.Class organization: Greeting & Checking for the students's attendance

2 New lesson:

1. Listen

and tick

- Tell Ps that they are going to listen and tick the correct boxes

- Give Ps a few seconds to look at the pictures Check comprehension and ecilit information in the pictures and give feedback

- Play the recording three times for Ps to listen, task and check their answers

Key: 1c 2b

2. Read

and numbe

r

- Tell pupils that they are going to read the text then An the Qs

- Give pupils the meaning of the words asks ps read the text in silence

- Check comprehension and give feedback - Give pupils time to the task Go around to offer help, if necessary

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

Whole class Ins

(105)

- Get pupils to swap and check their answers before checking as a class Call a few pairs to read the completed sentences aloud

groups Whole class

3 Listen

and tick Yes(Y)

or No(N)

- Tell Ps that Ps look at the pictures and read the text in silence Check comprehension and ecilit the words to complete the situations and give feedback - Give pupils time to the task Go around to offer help, if necessary

- Call a few Ps to read the sentences aloud Give feedback and praise Ps who did well and encourage Ps to listen and make improvement

Key: 1 Y 2 N

Whole class Ins Groups Whole class

- Tell pupils that they are going to write about you following these situations

Example:My name’s Lan I study at La Bằng Primary school I go to school from Monday to Friday…I have

- Give Ps time to the task Go around to offer, if necessary.Give a few Ps to read their answers in front of the class Then call a few Ps to write their answers on the board and correct their spelling, if necessary

Example: My name’s Lan I study at Binh Thuan primary

school.I go to school from Monday to Friday…I have

Ins Groups Whole class

6.

Home-link

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at school

* Evaluation:

Week 17

PERIOD 65, 66: SHORT STORY I Objectives: By the end of period Ss can use

- Listen and identify specific information

- Read and identify specific information.

- Read and identify general ideas

- Read, listen and understand a short story

(106)

a, Vocabulary: Review

b, Structure: Review

III Resources

IV.Teaching procedure 1 Class organization:

2 New lesson:

1. Read

and listen to the story.

- Tell Ps that they are going to read the story and

- Ask Ps to work in small groups Then play the recording for them to read along -Let’s act out the story

Do you remember? - Hello

- Nice to meet you

- How are you?

Can you …?

Whole class and Groups Pairs Groups

2. Answe

r the questi

n

- Tell pupils that they are going to read the open dialuoge to complete the conversation

- Give them time read and write the key words Then ask them to read the story again

- Give Ps time to the task

- Ask Ps to swap and check their answers before checking as a class

Key: 1:They’re practice for 2.He’s going to run…. 3.She’s going to

4 She’s going to

5 No.heisn’t

Whole class Pairs Groups Whole class Individual

3. Unscra

mble these words

from the story

- Tell pupils that they are going to working groups of three read the conversation then act it out with your own names

- Give them a few seconds to read the text and check comprehension

- Give Ps time to the task

Keys: a hundred b Saturday c watch d badminton e practicing

4. Read

and

- Tell pupils that they are going to put the letters in the correct order to make words, and that they can find the words from the

Key: 1.will

(107)

comple te.

story

- Do the first word as an example - Give Ps time to the task

- Ask a few pairs to read aloud the correct words

2.going 3.am 4.run 5.not

Ins Pairs Groups Whole class

5. Read

and match

-T tells pupils that they are going to read and fill the gaps with street, address, lives and from T gives them a few seconds to read the sentences

Example: When will Sports Day be?

Will you take park in the singing contest

Key:

1.b 2.c 3.e 4.a 5.d

Whole class

Pairs /

groups Whole class

5.

Home-link

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at school

* Evaluation:

PERIOD 67, 68: WITTEN THE FIRRST TERM TEST THE ENGLISH FIRST TERM TEST SUMMARY * Evaluation:

Week 18

(108)

PERIOD 69, 70: REVIEW

Question 1: Listen and circle (1pt)

1 a big and busy b large and busy c small and busy

2 a 95, Hai Ba Trung Street b 208, High Street c 765, White Street

3 a generous b gentle c cheerful

4 a school festival b sports festival c sports day

5 a on the beach b by the sea c at the seaside

Question

A Reading: Read and the tasks

Nam is a student at Sunrise Primary School He usually walks to school every morning He has five lessons a day Today is Monday He has Vietnamese, Maths, IT and English He has Vietnamese and Maths every school day He has IT twice a week and English four times a week English is his favourite subject He often read English comics to practise reading He learns to speak by talking with his foreign friends Yesterday, his brother and he visited his grandparents in the countryside He went there by motorbike He went fishing with his grandfather He had a wonderful time there

Question 6: Tick Yes or No (1pt) Yes No

1 He often goes to school on foot

2 He visited his grandparents with his family He practise reading by read English comic books He went fishing with his brother

Question 3: Read the passage again and answer the questions (1pt) What day is it today?

It’s Monday

2 How often does he have English?

……….………

3 How does he practise speaking?

……….………

(109)

4 Did he have a great time?

……….………

Question 4: Answer these questions (1pt) What’s your name?

What’s your address?

3 How many lessons you have today? Do you have English today?

* Evaluation:

UNIT 11: WHAT’S THE MATTER WITH YOU? Period 71: Lesson 1: Part 1, 2, 3

I Objectives: By the end of this unit Ps can:

+ Use the words and phrase related to the topics Common health problem.

+ Ask and answer the questions about common health problem, using What’s the

matter with you? I have ……

-Say question and answer with the correct intonation. - Practice listening and speaking.

- Vocabulary: a toothache, an earache, a sore throat, a stomach ache

- Structure: What’s the matter with you ?I have……

III Resources

2 New lesson: Steps/

Language

focus Modes

1. Warm

- Greetings

- Invite a few Ss to role play the short Review

(110)

up story in Review

groups

2. Look,

listen and repeat

.

questions: Who’s this? What’s he doing?

Who is talking with online/ What’s the matter with Tony? Teacher explain the meaning of What’s the matter, fell well, headache and fever.

What’s the matter with Tony …? He has a fever

Whole class

Pairs /

groups Whole class Individual groups

3. Point

and say

-Teacher tells pupils that they are going to practice asking and answering questions about someone’s daily routine, using

What’s the matter with you? I have……

pronunciation of the words: a toothache,

an earache, a sore throat, a stomach ache - Ps points at each picture and ask the

questions What you do…? and answer

chorally

- Ps practice asking and answering in pairs

New words:

a toothache, an earache, a sore throat, a stomach ache

Structure;

What’s the matter with you?

I have……

Whole class

Pairs /

groups Whole class

4. Let’s

talk

- T tells the class that they are going to practice further by asking and answering questions about someone’s daily routine - Ps work in groups, use the questions and answers

- T invites a few Ps to repeat their

Structure:

I have……

Pairs /

(111)

interviews to the class, then give feedback

5. Home

-link

Whole class

* Evaluation:

+ Use the words and phrase related to the topics Common health problem

matter with you? I have……

- Say question and answer with the correct intonation - Practice listening and speaking

III Resources

2 New lesson:

1. Warm

up

- Greeting

- Invite a few Ss to role play the short story in Activity by inviting three Ss to act out the story

Review

2. Listen

- T asks Ps to look at the pictures to identify the characters and their activities

Key: Nam: Toothache Peter:

Stomach ache

Whole class

(112)

and tick

- T plays the recording all the way through for the class to listen and tick the pictures

- T plays it again for Ps to the task - T gets them to compare their answers before checking as a class Play the recording again to confirm the answers

Linda: headache Tony: sore throat

groups Whole class

3. Read

and comple

te

-T tells pupils that they are going to read and fill the gaps with a toothache, an earache, a sore throat, a stomach ache -T gives them a few seconds to read the text and the words in the box

Key:

1.toothache, 2.fever 3.earache 4.stomach ache 5.a sore throat,

Whole class

Pairs /

groups Whole class

4 Let’s

sing

sing What’s the matter with you?

- Have them read the lyrics and teach the

unfamiliar words

Whole class

Pairs /

groups Whole class

Whole class

5.

Home-link

Whole class

(113)

+ Ask and answer the questions about common health problem, using:

You should/ shouldn’t……… Yes, I will Thanks. No, I won’t Thanks.

-Say question and answer with the correct intonation - Practice listening and speaking

- Vocabulary: go to the doctor, go to the dentist, take e rest, eat a lot of fruit, carry heavy things, eat a lot of sweets

- Structure: You should/ shouldn’t……….

III Resources

2 New lesson:

focus Modes

1. Warm

up

- Greeting

- Invite a few Ss to role play the short story in Review

Review

and repeat.

- Teacher introduces the story by pointing at each character and elicit

answers to the questions: Who’s this?

What’s he doing? Who is talking with online/ What’s the matter with Nam? Teacher explain the meaning of What’s the matter? fell well, headache and fever.

- Teacher plays the recording all the

What’s the matter with Nam …? He has a backache

Whole class

Pairs /

(114)

way through for the class to listen and follow in books

-Teacher tells pupils that they are going to practice asking and answering questions about someone’s daily

routine, using What’s the matter with

you?

I have……

- Ps look at the pictures

T teaches them how to read the words and phrases under each picture

pronunciation of the words: a

toothache, an earache, a sore throat, a stomach ache

questions What you do…? and

answer chorally

New words:

go to the doctor, go to the dentist, take e rest, eat a lot of fruit, carry heavy things, eat a lot of sweets Structure;

You should/ shouldn’t…….

Yes, I will. Thanks No, I won’t.

Thanks

Whole class

Pairs /

groups Whole class

4 Let’s

talk

- T tells the class that they are going to practice further by asking and answering questions about someone’s daily routine

Structure:

Yes, I will. Thanks No, I won’t. Thanks

Pairs /

groups Whole class

5 Home-link

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

Whole class

(115)

- Say question and answer with the correct intonation - Practice listening and speaking

- Structure: You should/ shouldn’t………

III Resources:

IV.Teaching procedure: 1 Class organization:

2 New lesson:

1. Warm up

- Greetings

* Preventive plan: play the game bingo with the pictures in activity in page 6.

Review

- T tells the class that they are going to listen and complete the table

- T plays it again for Ps to the task

Key:

1.Quan: should go to the doctor

2 Tony:

shoudn’t go to school

3.Phong:shoud

Whole class

Pairs /

(116)

- T gets them to compare their answers before checking as a class - T plays the recording a third time to confirm the answers

n’t eat ice cream

Mr Green:… 3

Read and complete

-T tells pupils that they are going to write about their daily routines

Example:

What’s the matter with you?

Example:

*Keys: 1 matter 2 has 3 doctor 4.stomach 5 rest

Whole class

Pairs groups Whole class

- T tells the class that they are going to play Charades

- Start with Picture and ask them to think of a verb that describes it Revise the name of the body parts before starting the game

- have the class play the game in groups of six Ss in each group take turn to mime the illness while the others guess

The quickest Ss to guess the illness correctly gets one point

- Set a time limit for them to play game Those with the most points at the end of the game are the winners

Game:

What’s the matter with you?

( Charades)

Whole class Pairs

groups Whole class

Whole class

5 Home-link

(117)

* Evaluation:

III Resources:

2 New lesson:

1. Warm

up

- Greetings

- T spends a few minutes revising the review lesson by inviting a few Ps to read their answers in Lesson 2, Activity

Review

2 Listen

and repeat.

- T tells the class that they are going to practice saying two-syllable words with the stress on the first syllable:

Example:

1.What’s the matter with you? I have a headache.

2.What’s the matter with you?

Example: What’s the matter with you?

I have

a……….

Whole class

Pairs /

(118)

I have a toothache.

Whole class Individual groups

3 Listen

or b. Then say the sentence

s aloud.

-T tells pupils that they are going to listen and circle a or b to complete the sentences - T gives them a few seconds to read the sentences in silence before playing the recording for them to the task

Key: 1b 2b 3a 4a

Whole class

Pairs /

groups Whole class

say the chant What’s the matter with you?

- T has them read the chant

- T puts the class into groups to practice chanting: one chants the questions and the other chant the answers

5.

Home-link

Whole class

* Evaluation:

(119)

Period 76: Lesson 3: Part 4, 5, 6 I Objectives: By the end of this unit Ps can:

You should/ shouldn’t……… Yes, I will Thanks

No, I won’t Thanks

III Resources:

2 New lesson:

1. Warm

up

- Greetings

Review

2. Read

and match

- T tells the class that they are going to read the text and answer the questions - T explain the meanings of the new words:

- Ask them to work in pairs and tell each other how to stay healthy

- Asks Ss read aloud

You should/ shouldn’t…… …………

Thanks

Key:

1.f 2.d 3.e 4.a c b

Whole class

Pairs /

groups Whole class

3. Write

your advice

- T gives them a few seconds to read and complete the sentences, using information

Key:

(120)

about themselves

- T sets a time limit for them to the task Monitor the activity and offer help - T reminds them to use adverbs of frequency and frequency phrases

Pairs /

groups Whole class

4. Projec

t

- T tells the class that they are going to work in groups and interview two classmates about their daily routines - T asks Ps to copy the table below and take notes

Name You

should

Shouldn ’t

other

2

Interview daily routines

Whole class

Pairs /

groups Whole class Whole class

5. Colou

r the stars

Whole class

Home -link

Whole class

Week 20

UNIT 12: DON’T RIDE YOUR BIKE TOO FAST! Period 77: Lesson 1: Part 1, 2

(121)

-Say question and answer with the correct intonation. - Practice listening and speaking.

III Resources

2 New lesson: Steps/

Language

focus Modes

1. Warm

up

- Greetings

Review

2. Look,

- Teacher introduces the story by pointing at each character and elicit answers to the questions:

Who’s this?

What’s he doing? Who is talking with online?

What’s the matter with Tony?

Teacher explain the meaning of What’s the matter, fell well, headache and fever - Teacher plays the recording all the way through for the class to listen and follow in books

- Teacher plays it again for Ps - Check understanding

What’s the matter with Tony …? He has a fever

Whole class

Pairs groups Whole class Individual groups

3. Point

and say

-Teacher tells pupils that they are going to practice asking and answering questions about someone’s daily routine, using

What’s the matter with you?I have……

New words:

a toothache, an earache, a sore throat, a stomach ache

Structure;

What’s the

Whole class

(122)

pronunciation of the words: a toothache, an earache, a sore throat, a stomach ache - Ps points at each picture and ask the

questions What you do…? and answer

chorally

matter with you?

I have……

4. Let’s

talk

- T tells the class that they are going to practice further by asking and answering questions about someone’s daily routine - Ps work in groups, use the questions and answers

- T invites a few Ps to repeat their interviews to the class

- Then give feedback

Structure:

I have……

5. Home

-link

Whole class

* Evaluation:

UNIT 12: DON’T RIDE YOUR BIKE TOO FAST! Period 78: Lesson 1: Part 3, 4, 5

matter with you? I have……

- Say question and answer with the correct intonation - Practice listening and speaking

III Resources

(123)

2 New lesson:

1. Warm

up

- Greeting

- Invite a few Ss to role play the short story in Activity by inviting three Ss to act out the story

Review

2. Listen

and tick

- T asks Ps to look at the pictures to identify the characters and their activities - T plays the recording all the way through for the class to listen and tick the pictures

- T plays it again for Ps to the task - T gets them to compare their answers before checking as a class Play the recording again to confirm the answers

Key: Nam: Toothache Peter:

Stomach ache Linda:

headache Tony: sore throat

Whole class Pairs Groups Whole class

3. Read

and comple

te

-T tells pupils that they are going to read and fill the gaps with a toothache, an earache, a sore throat, a stomach ache -T gives them a few seconds to read the text and the words in the box

Key:

1.toothache, 2.fever 3.earache 4.stomach ache 5.a sore throat,

Whole class

Pairs Groups Whole class

4

sing What’s the matter with you?

unfamiliar words

(124)

Let’s sing

Whole class

5.

Home-link

Whole class

* Evaluation:

You should/ shouldn’t……… Yes, I will Thanks.

No, I won’t Thanks.

III Resources

(125)

2 New lesson:

focus Modes

1. Warm

up

- Greetings

Review

and repeat

- Teacher introduces the story by pointing at each character and elicit

answers to the questions: Who’s this?

What’s he doing? Who is talking with online/ What’s the matter with Nam? Teacher explain the meaning of What’s the matter? fell well, headache and fever.

What’s the matter with Nam …? He has a backache

Whole class

Pairs Groups Whole class Individual groups

- Teacher tells pupils that they are going to practice asking and answering questions about someone’s daily

routine, using What’s the matter with

you?

I have……

pronunciation of the words: a

toothache, an earache, a sore throat, a stomach ache

questions What you do…? and

answer chorally

- Ps practice asking and answering in

New words:

go to the doctor, go to the dentist, take e rest, eat a lot of fruit, carry heavy things, eat a lot of sweets Structure;

Thanks

Whole class

(126)

pairs

4 Let’s

talk

- T tells the class that they are going to practice further by asking and answering questions about someone’s daily routine

Structure:

Yes, I will. Thanks No, I won’t. Thanks

5 Home-link

Whole class

* Evaluation:

You should/ shouldn’t……… Yes, I will Thanks.

III Resources:

(127)

2 New lesson:

1. Warm up

- Greetings

* Preventive plan:

play the game bingo with the pictures in activity in page 6.

Review

- T tells the class that they are going to listen and complete the table

- T plays it again for Ps to the task - T gets them to compare their answers before checking as a class - T plays the recording a third time to confirm the answers

Key:

1.Quan: should go to the doctor

2 Tony:

shoudn’t go to school

3.Phong:shoud n’t eat ice cream

Mr Green:…

Whole class

Pairs /

groups Whole class

3 Read and

complete

Example: What’s the matter with

you?

- T gets them to swap and read their writing before inviting Ps to read their answers aloud and give feedback

Example:

*Keys: 1 matter 2 has 3 doctor 4.stomach 5 rest

Whole class

Pairs /

groups Whole class

- T tells the class that they are going to play Charades

- T reminds them how to it: they should look at each picture and

Game:

What’s the matter with you?

Whole class Pairs

(128)

complete the corresponding word, using the given letters as hints

- have the class play the game in groups of six Ss in each group take turn to mime the illness while the others guess The quickest Ss to guess the illness correctly gets one point - Set a time limit for them to play game Those with the most points at the end of the game are the winners

( Charades) Whole class

Whole class

5 Home-link

Whole class

* Evaluation:

Week 21

+ Use the words and phrase related to the topics Free time activities.

+ Ask and answer questions about what some one does in his/her free time, using What

do you in your free time?

+ Practice listening and speaking

- Vocabularies: surf the Internet, go to the cinema, clean the house, karate.

- Structure: What you in your free time? I ………

III Resources:

(129)

2 New lesson:

1. Warm

up

- Ask the class to give words for their free time activities and have them play Bingo

Introduce the new lesson by writing the unit title on the board and have Ss repeat it twice

* Preventive plan: call a group to play the game Charades.

Review

and repeat

- Teacher introduces the story by pointing at each character and elicits

answers to the questions: Who are

they?/ Where are they?/ What ‘s Nam doing?

- Explain the meaning of the questions - Teacher plays the recording all the way through for the class to listen and follow in books

* Questions:

Who are

they?/ Where are they?/ What ‘s Nam doing?

Whole class

Pairs /

groups Whole class Individua l

groups

-Teacher tells pupils that they are going to practice asking and answering questions about past holidays, using :

What you in your free time? I………

- Ps points at each picture and ask the questions and answer

- One or two pairs to speak to check their performanc

Example: What you do in your free time? I……….

*Practice:

Surf the

Internet, go to the cinema,

clean the

house, do karate.

Whole class

Pairs /

groups Whole class

(130)

talk practice further by asking and

answering questions about their

classmates’ past holidays Example:

What you in your free time? I surf the Internet

Do you like……… ?

Yes, I (No, I don’t )

What you do in your free time? I surf the Internet

Do you

like……… ? Yes, I do/ No, I don’t

groups Whole class

5 Home-link

Whole class

You should/ shouldn’t ……… Yes, I will Thanks.

III Resources:

(131)

Steps Learning activities Languagefocus Modes 1.

Warm up

- Greetings

Review

2 Read and match

- T tells the class that they are going to read the text and answer the questions - T explain the meanings of the new words:

- Ask them to work in pairs and tell each other how to stay healthy

Key:

1.f 2.d 3.e 4.a c b

You should/ shouldn’t…… …………

Thanks

Whole class

Pairs /

groups Whole class

3 Write your advice

- T reminds them to use adverbs of frequency and frequency phrases

Key:

Pairs /

groups Whole class

4. Project

- T tells the class that they are going to work in groups and interview two classmates about their daily routines - T asks Ps to copy the table below and take notes

Name You

should

Shouldn ’t

other

Interview daily routines

Whole class

Pairs /

(132)

2 Whole class

5. Colour the stars

Whole class

Home-link

Whole class

* Evaluation:

UNIT13: WHAT DO YOU DO IN YOUR FREE TIME? Period 83: Lesson 1: Part 1, 2, 3

+ Use the words and phrase related to the topics Free time activities

- Vocabulary: surf the Internet, go to the cinema, clean the house, karate.

- Structure: What you in your free time?

I……… III Resources:

2 New lesson:

(133)

1. Warm

up

- Ask the class to give words for their free time activities and have them play Bingo Introduce the new lesson by writing the unit title on the board and have Ss repeat it twice

Review

and repeat

- Teacher introduces the story by pointing at each character and elicits answers to the questions:

Who are they? Where are they? What ‘s Nam doing?

* Questions:

Who are

they?/ Where are they?/ What ‘s Nam doing?

Whole class Pairs Groups Whole class Ind groups

- Teacher tells pupils that they are going to practice asking and answering questions about past holidays, using :

What you in your free time? I………

Example: What you do in your free time? I……….

*Practice:

Surf the

Internet, go to the cinema,

clean the

house, do karate

Whole class

Pairs Groups Whole class

- T tells the class that they are going to practice further by asking and

answering questions about their

classmates’ past holidays Example:

Do you like……… ?

Example

What you do in your free time? I surf the Internet

Do you

like……… ?

(134)

Yes, I do

No, I don’t

Yes, I do/ No, I don’t

5 Home-link

Whole class

* Evaluation:

UNIT13: WHAT DO YOU DO IN YOUR FREE TIME?

Period 84: Lesson 1: Part 4, 5, 6 I Objectives: By the end of this unit Ps can:

- Vocabulary: surf the Internet, go to the cinema, clean the house, karate.

- Structure: What you in your free time? I………

III Resources:

2 New lesson:

1. Warm up

- Greetings

- Class ask and answer the questions about your free time using :

Review Example; What you …

(135)

listen and draw lines to match each character to the correct picture

- T asks Ps to look at each picture to identify the character and the place - T plays the recording all the way through for the class to listen and tick the pictures

1 b 2 2 3 b

3. Read and

complete

- T gets them to compare their answers in pairs before checking as a class - If have enough time, have the class read the completed text aloud

Key: 1 free 2 watch 3 go 4 twice 5 songs

- T tells the class that they are going to play a matching game

- have the class play the game in groups of six Ss in each group take turn to mime the illness while the others guess The quickest Ss to guess the illness correctly gets one point

Game: Matching Example:

Go, surf, clean, play, watch, cartoons, the Internet,

badminton, the room, to the cinema

*Key:

1.Go to the cinema

Whole class

(136)

link tell to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

notebook class

* Evaluation:

Week 22

does your …… in his/her free time? He/She….

- Vocabulary: Review

- Structure: What does your ……do in his/her free time? He/She…

III Resources:

* Teacher: Lesson plan, teacher's book, recording * Students:Students books, notebooks, pens

2 New lesson:

1. Warm

up

- Greetings

- The class play game: Pass the secret! - Introduce the new lesson

* Preventive plan: call a group toplay the game “matching”.

Review

2.

Example: What are these

children

(137)

Look, listen and repeat

- T checks their comprehension by pointing at each picture to eliciting their answers to these questions:

Example: What are these children doing? What the boy doing? What does your mother in her free time?

- Then point to each picture for them to say the words in each bubble

doing? What

the boy

doing? What does your mother in her free time?

3. Point

and say

- Tells pupils that they are going to practice asking and answering describing mean of

accident prevention, using What does your

……do in his/her free time? He/She… Example:

What does your mother in her free time?

He/She goes swimming

- Then T gives feedback

Example: What does your father do in his free time? He/She goes fishing

Whole class

4. Let’s

talk

- T tells the class that they are going to practice further by asking and answering questions about mean of transport, using

What does your mother in her free time?

He/She goes swimming.

- T invites a few Ps to repeat their daily routines and how often they something, then give feedback

Example: What does your father do in his free time? He/She goes fishing

Whole class Whole class

Whole class

(138)

Home-link

to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

notebook class

* Evaluation:

does your ……do in his/her free time? He/She….

III Resources:

2 New lesson:

Warm up

- Greetings

Example:

What does your father in his free time?

Review He/She goes fishing

4. Listen

and Circle a, b or c

- T tells the class that they are going to listen about Phong’s mother, Phong’s father, sister

- T asks them to read the four gapped sentences and guess the words to complete them

- T plays it again for Ps to the task - T gets them to compare their answers

Key: 1 C 2 A 3 B 4 C

(139)

before checking as a class

5. Write about what your family membe rs in their

free time

- T gives them a few seconds to read the questions and check their understanding - T sets a time limit for them to the task

- Monitor the activity and offer help - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

Key: 1.I play…. 2 once twice/ a week

3 My father…

4. My

mother…

Whole class

6. Let‘s

sing

sing What you in your free time?

unfamiliar words

- When the class are familiar with their melody, ask them to sing a long with the music before having them practice singing and doing actions in groups - T invites a group to sing the song and actions

Let’s sing: What you do in your free time?

Whole class

7.

Home-link

Whole class

* Evaluation:

(140)

III Resources:

2 New lesson:

1. Warm

up

- Greetings

- T spends a few minutes revising the review lesson by inviting a few Ps to read their answers in Lesson 2, Activity - Have them make sentences with

What does your ……do in his/her free time? He/She….

Review

What does your …….do in his/her free time?

He/She…

2. Listen

and repeat.

Example:

1.What you in your free time? 2 What does he in his free time? 3 What does she in her free time? 4 What they in their free time?

Example: 1.What you do in your free time? 2 What does he in his free time? 3 What does she in her free time? 4 What do they in their free time?

Whole class

(141)

Listen and circle a

or b. Then say the sentenc

es aloud.

and circle a or b to complete the sentences

- T gives them a few seconds to read the sentences in silence before playing the recording for them to the task

1.a 2.a 3.b 4.a

say the chant What you do?

- T has them read the chant

- T puts the class into groups to practice chanting: one chants the questions and the other chant the answers

Let’s chant:

What you do?

5.

Home-link

Whole class

* Evaluation:

+ Practice reading and writing

III Resources:

(142)

2 New lesson:

1. Warm up

- Greeting T spends a few minutes revising the review lesson by inviting a few Ps to read their answers in Lesson 2, Activity

What you do?

Review

What you do?

2 Read and

draw lines to

match

- T explain the meanings of the new

words: camp, forest, go hiking and

return

- T gets them to compare their answers before checking as a class - Ask them to work in pairs and tell each other how to stay healthy

Key: 1.c 2.a 3.b

3 Write About

what your family do

at weekends

- T reminds them to use adverbs of frequency and frequency phrases - T gets them to swap and read their writing before inviting one or two Ps to read their answers aloud and give feedback

Key:

4 Project - T tells the class that they are going to work in groups and interview two classmates about their daily routines - T asks Ps to copy the table below

Interview two classmates about what they in their

(143)

and take notes

Name My father My

mother

My sister

2

free time

- T has the class read the statements and checks their comprehension - T gives them time to colour the stars and invite a few Ps to read the statements aloud

Whole class

6.

Home-link

Whole class

* Evaluation:

Week 23

UNIT14: WHAT HAPPENED IN THE STORY? Period 89: Lesson 1: Part 1, 2, 3

+ Use the words and phrase related to the topics Talking about stories.

+ Ask and answer questions about what happened in a story, using What happened in

the story? First/ Then/ Next/ In the end……….

- Structure: What happened in the story? First/ Then/ Next/ In the end……….

III Resources:

(144)

2 New lesson:

1. Warm

up

- Ask the class to give words for their free time activities and have them play Bingo Introduce the new lesson by writing the unit title on the board and have Ss repeat it twice

Review

2. Look,

- Teacher introduces the story by pointing at each character and elicits answers to the

questions: Who are they?/ Where are

they?/ What ‘s Phong doing?What are they talking about?

* Questions:

Who are

they?/ Where are they?/

What ‘s

Phong doing? What are they talking about?

3. Point

and say

- Teacher tells pupils that they are going to practice asking and answering questions about past holidays, using:

What happened in the story?

Example: First/ Then/ Next/ In the end……….

Whole class

4. Let’s

talk

- T tells the class that they are going to practice further by asking and answering questions about their classmates’ past holidays

Example:

First/ Then/ Next/ In the end……….

Example

What

happened in the story? First/ Then/ Next/

In the end……

(145)

5. Home

-link

Whole class

* Evaluation:

- Structure: What happened in the story? First/ Then/ Next/ In the end……….

III Resources:

2 New lesson:

1. Warm

up

- Greetings

- Class ask and answer the questions about the story using :

First/ Then/ Next/ In the end……….

Review What

happened in the story?

First/ Then/ Next/ In the end……….

(146)

questions and answer

2. Listen

and numbe

r

- T tells the class that they are going to listen and draw lines to match each character to the correct picture

- T asks Ps to look at each picture to identify the character and the place

- T plays the recording all the way through for the class to listen and tick the pictures - T plays it again for Ps to the task - T gets them to compare their answers before checking as a class

Key: a.4 b.1 c.5 d.2 e.3

3. Read

and compl

ete

-T tells pupils that they are going to read and match the questions

Key: 1 princess 2 legs 3 apple 4 got up 5 In the end

4. Let’s

sing

sing once upon a time.

unfamiliar words

Let’s sing: Once upon a time

Whole class

5.

Home-link

- When you come back home Please tell to your mother or farther or your friends about what did you say or what you did at

(147)

shool Do exercise in workbook Date of planning: 17/02/2019

- Vocabulary: the mouse, greedy, Snow White, kind

- Structure: What you think of………? I think……….

III Resources:

2 New lesson:

1. Warm

up

- Greetings

- T invites a group of four to sing the song and actions

* Preventive plan: T invites the class to sing the song and actions.

Review

2. Look,

Who are they?/ Where are they?/ What ‘s Phong doing? What are they talking about?

- Teacher plays it again for Ps to repeat the

Example: Who are they?/

Where are they?/ What ‘s Phong doing? What are they talking

about?

Whole class

(148)

lines in the bubbles

3. Point

and say

- Tells pupils that they are going to practice asking and answering describing mean of

accident prevention, using What you

think of………? I think………. Example:

What you think of the mouse? I think It’s intelligent

Example: What you think of the mouse? I think It’s intelligent

4. Let’s

talk

What you think of………? I think……….

Example: What you think of the mouse? I think It’s intelligent

Whole class Whole class Whole class

5.

Home-link

Whole class

* Evaluation:

(149)

- Structure: What you think of………? I think………. III Resources:

2 New lesson:

Warm up

- Greetings

Example:

Review

What you think

of………? I

think………

4. Listen

and tick

- T tells the class that they are going to listen about these pictures

- T asks them to read the four gapped sentences and guess the words to complete them

Key: 1 C 2 A 3 A

5. Write about Your favourit

e book

Key:

Pairs groups Whole class - T tells the class that they are going to

play a storytelling game

Game: storytelling

(150)

6. Let‘s

play

Whole class

7.

Home-link

Whole class

* Evaluation:

Week 24

Unit 14: WHAT HAPPENED IN THE STORY? Period 93: Lesson 3: Part 1, 2, 3

III.Resources:

(151)

2 New lesson:

1. Warm

up

- Greetings

What happened in the story? First/ Then/ Next/ In the end……….

Review What

happened in the story? First/ Then/ Next/ In the end……….

2. Listen

and repeat.

Example:

Example: 1.What

happened in the story?

Whole class

3. Listen

or b. Then say the sentenc

es aloud.

- T gets them to compare their answers in pair before checking as class.Monitor the activity and offer help

- T gets them to swap and read their writing before inviting one or two Ps to

Key: 1.b 2.b 3.a 4.a

(152)

read their answers aloud and give feedback

4. Listen

to the story

T tells the class that they are going to practice further by asking and answering

questions about the Fox and the Crow,

using What you think of………? I

think……….

Story:

The Fox and the Crow

5.

Home-link

Whole class

* Evaluation:

UNIT 14: WHAT HAPPENED IN THE STORY? Period 94: Lesson 3: Part 4, 5, 6

III Resources:

2 New lesson:

focus Modes

(153)

Warm up - Asking and answering questions about the Fox and the Crow, using

Review

Telling the story

class and groups

2 Read and

write

- T explain the meanings of the new words

- T gets them to compare their answers before checking as a class - Ask them to work in pairs and tell each other how to stay healthy

Key:

1.She likes reading folk table.

2 She thinks they are…. 3 She thinks the

characters… 4 She thinks… 5 Because …

3 Write About

The charcaters

in favourite

story

Key:

4 Project - T tells the class that they are going to work in groups and interview two classmates about their daily routines - T asks Ps to copy the table below and take notes

- Get them to work in groups of five and decide which story to tell the class and what they think of the characters

- Set a time limit for them to discuss and write notes

Interview two classmates about the story

(154)

- Select two or three groups to tell the stories and their opinions on the characters

Whole class

6.

Home-link

Whole class

* Evaluation:

UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Period 95: Lesson 1: Part 1, 2, 3

1. + Use the words and phrase related to the topics Future plans.

2. + Ask and answer questions about what someone would like to be in the future,

using What would you like to be in the future? I’d like to be a/an…….

- Vocabulary: pilot, doctor, architect, writer

- Structure: What would you like to be in the future? I’d like to be a/an…….

III Resources:

2 New lesson:

(155)

1. Warm

up

previous lesson by having the class retell

the story The Fox and Crow.

- Introduce the new lesson by writing the unit title on the board and have Ss repeat it twice

Review

the story The Fox and Crow

2. Look,

- Teacher introduces the story by pointing at each character and elicits

answers to the questions: Who are they?/

Where are they?/ What ‘s Tony doing? What are they talking about?

* Questions:

Who are

they?/ Where are they?/ What ‘s Tony doing?

What are they talking about?

Whole class Pairs groups Whole class Individua l

groups

- Teacher tells pupils that they are going to practice asking and answering questions about past holidays, using:

What happened in the story? Example:

What would you like to be in the future? I’d like to be a/an…….

* New words: pilot, doctor, architect, writer Example: What would you like to be in the future? I’d like to be a/an…….

Whole class

- T tells the class that they are going to practice further by asking and answering questions about their classmates’ past holidays

Example:

What would you like to be in the future? I’d like to be a/an…….

Example

What would you like to be in the future? I’d like to be a

Pilot/ an

architect

(156)

5.

Home-link

Whole class

* Evaluation:

+ Use the words and phrase related to the topics Future plans

+ Ask and answer questions about what someone would like to be in the future, using

What would you like to be in the future? I’d like to be a/an…….

- Vocabulary: pilot, doctor, architect, writer

- Structure: What would you like to be in the future? I’d like to be a/an…….

III Resources:

2 New lesson:

1. Warm

up

previous lesson by having the class What

would you like to be in the future? I’d like to be a/an…….

- Introduce the new lesson by writing the unit title on the board and have Ss repeat it twice

Review

What would you like to be in the future? I’d like to be a/an…….

(157)

2. Listen

and tick

- T tells the class that they are going to listen and draw lines to match each character to the correct picture

- T asks Ps to look at each picture to identify the character and the place

- T plays the recording all the way through for the class to listen and tick the pictures - T plays it again for Ps to the task - T gets them to compare their answers before checking as a class

Key: 1.b 2.a 3.c

Whole class

Pairs /

groups Whole class

3. Look

and write

Example:

A:What would you like to be in the future, Hoa?

B: I’d like to be a teacher

Key:

1.like to be a teacher

2 like to be a doctor

3 like to be a architect

Whole class

Pairs /

groups Whole class

4. Let’s

sing

sing Would you like to be in the future?

unfamiliar words

Let’s sing: Would you like to be in the future?

Whole class

Pairs /

groups Whole class

Whole class

(158)

Home-link

to your mother or farther or your friends about what did you say or what you did at shool Do exercise in workbook

notebook class

* Evaluation:

Week 25

UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Peeriod 97: Lesson 2: Part 1, 2, 3

+ Use the words and phrase related to the topics Future plans.

Why would you like to be in the future? Because I’d like to …….

- Vocabulary: look after patients, write stories for children, fly a plane, design

building

- Structure: Why would you like to be in the future? Because I’d like to …….

III Resources:

2 New lesson:

1. Warm

up

- Greetings

- T invites a group to sing the song and

actions Would you like to be in the

future?

Let’s sing: Would you like to be in the future?

2.

Example:

Who are

they?/ Where are they?/

(159)

Look, listen and repeat

Who are they?/ Where are they?/ What does Linda want to know? What would Mai like to be in the future? Why?

What does Linda want to know? What would Mai like to be in the future? Why?

3. Point

and say

-Ttells pupils that they are going to practice asking and answering describing mean of

accident prevention, using ….

Example:

Why would you like to be… in the future? Because I’d like to …….

* New words: look after patients, write stories for children, fly a plane, design building Example: Why would you like to be… in the future?

Because I’d like to …….

Whole class

4. Let’s

talk

Why would you like to be… in the future? Because I’d like to …….

Example: Why would you like to be doctor in the future?

Because I’d like to look after patients

Whole class

(160)

Home-link

to your mother or farther or your friends about what did you say or what you did at shool.Do exercise in workbook

notebook class

* Evaluation:

+ Use the words and phrase related to the topics Future plans

Why would you like to be in the future? Because I’d like to …….

building.

III Resources:

1 Class organization: Greeting&Checking for the students's attendance

2 New lesson:

Warm up

- Greetings

Example:

Why would you like to be doctor in the future? Because I’d like to look after patients.

Review

Why would you like to be doctor in the future?

Because I’d like to look …

4. Listen

and circle a,b or c

- T tells the class that they are going to listen about these pictures

- T asks them to read the four gapped sentences and guess the words to complete them.T plays the recording all the way through for the class to listen T plays it again for Ps to the task

- T gets them to compare their answers before checking as a class T plays the

Key: 1 C 2 A 3 B 4 C

Whole class

Pairs /

(161)

recording a third time to confirm the answers

5. Read

and complet

e

-T tells pupils that they are going to write about their last holiday

Key: 1.nurse 2.look after 3.hospital 4 do 5 write

Whole class

Pairs /

groups Whole class

6. Let‘s

play

- T tells the class that they are going to play a Pelmanism game

Game: Pelmanism

Whole class

Pairs /

groups Whole class

Whole class

7.

Home-link

-Do exercise in workbook

Whole class

* Evaluation:

(162)

+ Say questions and answers with the correct intonation

building.

III Resources:

2 New lesson:

1. Warm

up

- Greetings

Why would you like to be doctor in the future? Because I’d like to look ….

Review

Why would you like to be doctor in the future?

Because I’d like to look ….

2. Listen

and repeat.

Example:

1.What would you like to be in the future? I’d like to be a nurse.

- Teacher plays the recording all the way through for the class to listen and follow

Example: 1 What would you like to be in the future? I’d like to be a nurse

Whole class

(163)

in books

3 Listen

and Mark

the sentenc

e intonati

on.

Example:

1 What would you like to be in the future? I’d like to be a nurse.

Example: 1.What would you like to be in the future? I’d like to be a nurse

T tells the class that they are going to practice further by asking and answering questions:

What would you like to be in the future?

Let’s chant

What would you like to be in the future?

5.

Home-link

Whole class

* Evaluation:

(164)

+ Say questions and answers with the correct intonation

III Resources:

1 Class organization: Greeting&Checking for the students's attendance

2 New lesson:

1. Warm up

- Greetings

- T spends a few minutes revising the review lesson by inviting a few Ps to read their answers in Lesson 2, Activity

- Have them make sentences with

Why would you like to be doctor in the future? Because I’d like to look ….

Review

Why would you like to be doctor in the future?

Because I’d like to look ….

2 Read and

Tick True (T) or False (F)

- T explain the meanings of the new words.T sets a time limit for Ps to the task independently

- T gets them to compare their answers before checking as a class Ask them to work in pairs and tell each other would you like to be…… Asks Ss read aloud

Key: 1.T 2.T 3.F 4.T 5.T

3 Write about what you would like

to be and do in the future

Key:

(165)

Whole class

4 Project - T tells the class that they are going to work in groups and interview two classmates about their daily routines - T asks Ps to copy the table below and take notes

- Get them to work in groups of five and decide which story to tell the class and what they think of the characters

- Set a time limit for them to discuss and write notes

- Select two or three groups to tell the stories and their opinions on the characters

Interview two classmates about the story

Whole class Pairs groups Whole class Whole class

Whole class

6.

Home-link

Whole class

* Evaluation:

Week 26

(166)

By the end of period ss can use:

+ listen and identify specific information to the theme Me and my family.

+ read and identify specific information related to the theme Me and my family.

+ describe pictures

+ read, listen and understand a short story

a Vocabulary: Review

b Structure: Review

III Resources:

2 New lesson:

Listen and number

- Tell ss that they are going to listen to the text and number items in the picture -Give them a few seconds to look at the picture Check comprehension and by poiting to the items and asking questions:

Are there any flowers in the room? What time is it? What are the parents doing? …

- Play the recording three times for Ps to listen, task and check their answers - Get Ps to swap and check their answers before checking as a class Explain the answers and give further support to Ps who got more than half of the answers wrong

Key: a2 b1 c5 d4 e4

Are there any flowers in the room? What time is it? What are the parents doing? …

- Tell pupils that they are going to read the text about Hoa’s family

- Ask ps to guess what Hoa’s family does in the morning and read the text to check their answer Give a few time for them to read the text in silence

- Set a time limit for the task

- Have ss to swap and check their answer before checking as a class

Key: Thirty drinking seven family orande juice

What time is it?

What is the family doing? …

Whole class In Pairs groups Whole class

3 Read and match

- Tell pupils that they are going to read and match the questions on the left with the answers on the right by drawing a

(167)

line between them Give a few seconds for ss to read the questions and answers in silence Check comprehension and give feedback

- Get ss to swap and check their answer before checking as a class

Whole class

4 Look and write

- Tell ss that they are going to look at the pictures and complete sentences Check comprehension

+ What can you see in this picture? + What time is it?

+ What’s his job? + …

- Get ss to swap and check their answer before checking as a class

- Invite one/two ss to read the sentences aloud

+ What can you see in this picture? + What time is it?

+ What’s his job?

+ …

Whole class Ins Groups Whole class ss

5 Write about your father/m other

- Tell pupils that they are going to

complete the paragraph about their father or mother Give them a few seconds to read the paragraph in silence and check understanding

- Set a time limit for the task - Get ps to read their paragraph

My

father/mother is …He/she is … years old ….

Ins Groups Whole class

6 Home-link

SHORT STORY I Objectives:

By the end of period ss can use:

+ listen and identify specific information to the theme Me and my family.

+ read and identify specific information related to the theme Me and my family.

+ describe pictures

+ read, listen and understand a short story

a Vocabulary: Review

b Structure: Review

III Resources:

(168)

2 New lesson:

Read and listen to the story. Then fill the gaps

- Tell Ps that they are going to read the story and listen to the story, then fill the gaps

- Before ps listen, ask them to look at the pictures and ask them some

questions

- Then ask ps to read the story, and guess the words to fill the gaps Then play the recording for ps listen to the story and fill the gaps

- Play the recording again and let ps check their answer

What your parents do? What are they like?

…

Whole class and Groups Pairs Groups

2

Number the

sentences

- Tell pupils that they are going to read the conversation and fill the gaps - Give ps a few seconds to read the text in silence Check comprehension and elicit the words to fill the gaps

- Give ss time to the task - Ask Ps to swap and check their answers before checking as a class

Whole class Pairs Groups Whole class Individual

3 Work in

pair.Ans wer these questions.

- Tell pupils that they are going to read and answer the questions

- Give ps a few seconds to look at the story again, then read the questions and answer them in pairs Check

comprehension

- Give ss time to the task

- Invite pairs to say the answers aloud Encourage them to use

completesentences

4

Unscram ble these words from the conversati on.

- Tell pupils that the five statements are the answers to the questions in Activity but they are wrong, and that they should correct them

- Give them a few seconds to read the first correct answer as an example, then read the rest of the statements and ask ps to correct them Ask them further questions to help them, if necessary

(e.g. Are three cats playing the games?

Are there three cats, or are there more than three?) Check comprehension and give feedback

(169)

- Give Ps time to the task - Ask Ps to swap and check their answers before checking as a class

5 Home-link

* Evaluation:

Unit 16: WHERE’S THE POST OFFICE? Period 103: Lesson - Part 1, 2 I Objectives:

By the end of this lesson Ps can use the vocabulary, structures and speaking.

+ Use the words and phrase related to the topic Asking for and giving directions.

+ Ask and answer questions about one’s directions, using Excuse me, where’s the …?

It’s …

+ Vocabularies: direction, excuse me, straight, ahead, toilet, post office, theatre, turn, opposite

+ Structure: Excuse me, where’s the …? It’s …

III Resources:

2 New lesson:

Warm up - Greetings

- Spend a few minutes to role-play the short story in Review

1 Look, listen and repeat.

- Tell the class that they are going read and listen to a story Point at the pictures and elicit their answers to

these questions: Who is it? What is

she doing? Where does she want to

go? (Akio is asking for directions In

picture a, Akio wants to go to the park In picture c, she wants to go to the toilet In picture c, she wants to go to the …)

(170)

through for pupils to listen and follow in their book

- Check their understanding

- Tell the class they are going to practice asking and answering questions about directions, using

Excuse me, where’s the…? It’s…

- Teach the meanings of the words and phrases under the pictures Have pupils say them once or twice before getting them to practise saying

Excuse me, where’s the…? using the

first parts of the prompts

- Have pupils practise asking and answering in pairs

- Invite one or two pairs to ask and answer the question in this section

+ Vocabularies: direction, excuse me, straight, ahead, toilet, post office, theatre, turn, opposite + Structure: Excuse me, where’s the …? It’s …

Whole class Individual Pairs groups Pairs groups Whole class

5 Home-link

friends about topic Asking for and

giving directions, using Excuse me, where’s the …? It’s …

Whole class

Unit 16: WHERE’S THE POST OFFICE? Period 104: Lesson - Part 3, 4, 5, 6 I Objectives:

By the end of this lesson Ps can review the vocabulary, structures about the

topic Asking for and giving directions to listening and speaking.

III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising question

about directions, using Excuse me,

where’s the …? It’s …

* Preventive plan: Play the game slap theboard with words: direction, excuse me, straight, ahead, toilet, post office, theatre, turn, opposite

Review

(171)

further by asking and answering questions about directions Get them to work in parks to ask and answer the question in their books

- Set a time limit for them to practise Monitor the activity and offer help, if necessary

- Invite a few pairs to act out their

Whole class Pairs groups Whole class Individu als groups

- Tell pupils that they are going to listen to the recording and tick the boxes

- Ask them to read the text in the table Then play the recording all the way

through for them to listen Play it again for them to the task

- Get them to swap and compare their answers before checking as a class - Key:

The museum: Next to the stadium

The supermarket: Go along the street and turn left

The bus stop: Opposite the pharmacy

The post office: Between the supermarket and the cinema

Whole class Ind Pairs groups Whole class

5 Look, read and complete Use …

- Tell the class that they are going to look at a map and fill the gapped sentences with

between, on the corner, opposite and next to.

- Give pupils a few seconds to read the text and the words in the box Remind them to focus on the places on the map and help them to identify their names - Set a time limit for them to the task independently

- Get pupils to swap and compare their answers before checking as class

Key: opposite between on the corner opposite next to

Ind Groups

- Tell the class that they are going to sing

Where’s bus stop? Have them read the lyrics Check their comprehension - Play the recording all the way through for pupil to listen and follow in their

The song Where’s bus stop?

(172)

books

- When they are familiar with the melody, ask them to sing along with the music before having them practise singing and doing actions in groups

- Invite a group to sing the song and actions in front of the class

7 Home-link

about topic Asking for and giving

directions, using Excuse me, where’s the …? It’s …

* Evaluation:

Week 27

Unit 16: WHERE’S THE POST OFFICE? Period 105: Lesson - Part 1, 2, 3 I Objectives:

By the end of this lesson Ps can practise the vocabulary, strutures to speaking.

+ Use the words and phrase related to the topic Asking for and giving directions.

+ Ask and answer questions about means of transport, using How can I get to …? You

can …

+ Vocabularies: take, couch, entrance, by + Structure: How can I get to …? You can …

III Resources:

2 New lesson:

- Spend a few minutes to have the

class sing the song Where’s the

Review the song

Whole class and

(173)

bus stop? 1. Look

listen and repeat

- Tell pupils that they are going to read the story Have them look at the pictures and guess what the story is about Check their comprehension by

pointing at each picture to elicit their answer to these questions:

Who are they? Where are they? What are they talking about? Where Tony and Akiko want to go? How can they get there?

through for pupil to listen and follow in their books Play it again for them to repeat the lines in the bubbles

- Tell pupils that they are going to practise asking and answering questions about means of

transport, using How can I get

to…?, You Can…

Check their understanding of the phrases under the picture and have them say these phrases once or twice

- Point at the picture for pupils to

practise saying the question How

can I get to…?, using the first parts of the prompts Then repeat the

procedure with the answers You

can…, using the second parts of the prompts

- Ask pupils to practise asking and answering in pairs, pointing at the picture in this section

- Invite one or two pairs to perform the activity

+ Vocabularies: take, couch, entrance, by + Structure: How can I get to …? You can …

3 Let's talk

- Tell pupils that they are going to practise further by asking and answering questions about how to get to different places

- Get pupils to work in pairs Remind them to use the question and answer in their books

- Set a time limit for them to

(174)

practise Monitor the activity and offer help, if necessary

- Invite a few pairs to act out their exchanges in front of the class

5 Home-link

- When you come back home, please tell to your mother or farther or your friends about topic

Asking for and giving directions,

using How can I get to …? You

can …

Whole class

* Evaluation:

By the end of this unit Ps can the vocabularies and structures about topic Asking

for and giving directions to listening and speaking. II The language focus:

Review the vocabularies, structures

III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising the previous lesson by having some Ps act out the story in activity

4 Listen and write one

word in each box.

- Tell pupils that they are going to listen and write one word in each box

- Ask them to look at the picture and identify the means of transport - Play the recording all the way through for pupil to listen Play it again for them to the task - Get them compare their answer before checking as a class

- Play the recording a third time to confirm the answer

(175)

and complete Then say aloud.

read and fill the gapped sentences - Have them read the conversations and check their understanding - Set a time limit for them to the task Monitor the activity and offer helf, if necessary

- Get pupils to swap and compare their answers before checking as a class

- Divide the class into three groups to act out the conversations

Key: trip zoo foot How Have

6 welcome

6 Let's play

Tell pupils that they are going to play

Giving directions in groups of eight to ten

Explain how to play the game: P1 in each group asks directions If the dictations are correct, P2 will ask P3 directions to another place If the dictations are wrong, P2 is out of the game and P1 asks P3 directions

Whole class Individual Pairs groups Whole class

5 Home-link

Whole class

* Evaluation:

By the end of this lesson Ps can say questions and answers with the correct intonation

(176)

III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising the previous lesson by inviting three Ps act out the conversation in activity

Review

- Tell pupils that they are going to practise saying the questions and answers with the correct intonation

- Play the recording all the way through for pupil to listen and follow in their books Play it again for them to repeat the questions and answers twice

Whole class Pairs groups Individual

2 Listen and cirle

- Tell pupils that they are going to listen the recording and circle a or b to answer the questions

- Give them a few seconds to read the question and answers in silence

- Play the recording for pupils to listen and the task Then play it again for them to check the answers

- Get them to swap and compare their answers before checking as a class

- If there enough time, divide the class into two groups to ask and answer these

questions

Whole class Individuals P

groups Whole class

3 Let's chant

- Tell pupils that they are going to say the chant in silence and check their

comprehension

- Play the recording all the way through for pupils to listen and follow in their books Play it again for them to repeat line by line - Put the class into to practise chanting: one group says the questions and the other says the answer

- Have them practise saying the chant and doing actions

Individuals Groups

5 Home-link

When you come back home, please tell to your mother or farther or your friends about

(177)

what did you say or what you did at school Then exercises in workbook

* Evaluation:

Unit 16: WHERE’S THE POST OFFICE? Period 108: Lesson - Part 4, 5, 6, 7 I Objectives:

By the end of this lesson Ps can practise writing sth about topic directions

2 New lesson:

Warm up

- Greetings

the chant How can we get there? and

action

* Preventive plan: Invite a few pairs to act out the model sentences, their exchanges in front of the class

Review the chant

4 Read and the tasks

- Tell pupils that they are going to read the places on the map

- Explain the unfamiliar words, if necessary - Set a time limit for pupils to the task Monitor the activity and offer help, if necessary

Key: bus stop Pear Street pharmacy Tony’s house

Whole class Pairs groups Whole class Individu al

groups

5 Write

the direction

s

- Tell pupils that they are going to write the directions, using the map

- Give them time to read the map and the questions

- Ask them to work in pairs

- Get pupils to swap and compare what they have written before checking as a class - Invite one or two pairs to act out the

(178)

exchanges and give feedback

Project

- Tell pupils that they are going to draw a simple map to show the way to their home from their school

- Ask them to work in groups and decide whose home they will use to draw the map They should write notes to give directions from the home to their school

- Have the class display their maps, and select a few groups to give the directions

Ind Groups

7 Colour the stars

- Have the class read the staments and check their comprehension

- Give them time to colour the stars and invite a few pupils to read the statements aloud

- Give further support to pupils who find it difficult to achieve certain objectives

Ind

5 Home-link

Whole class

* Evaluation:

Week 28

Unit 17: WHAT WOULD YOU LIKE TO EAT? Period 109: Lesson - Part 1, 2

I Objectives:

+ Use the words and phrase related to the topic Healthy food and drink.

+ Ask and answer questions about what someone would like to eat or drink, using

What would you like to eat/drink? I’d like …, please. II The language focus:

+ Vocabularies: carton, packet, bar, glass of …, bowl of …

+ Structure: What would you like to eat/drink? I’d like …, please

III Resources:

(179)

2 New lesson:

Warm up

- Greetings

- Spend a few minutes to asking some

Ps the question Do you like

apple/banana/milk/…?

- Have the class that they are going to read and listen to a story Have the class look at the picture

Introduce the story by pointing at each picture and elicit their answers to these question:

Who is he/she? Where are they? What would he/she like to eat? What would he/she like to drink?

- Play the recording all the way through for Ps to listen and follow in their books? Play it again for them to repeat line by line

about Healthy food and drink, using

What would you like to eat/drink? I’d like …, please.

- Teach the meanings of a packet of

biscuits, a bar of chocolate and carton of lemonade.

- Point at the picture for pupils to

practise saying the answers I’d like …,

please, using the phrase s under the picture

- Have them practise asking and answering the questions in pairs Monitor the activity and offer help, if necessary

- Invite one or two pairs to speak to check their performance

* Preventive plan:

Call two or four Ps come to the board

to play the game Slap the board with

words: packet of biscuits, a bar of

+ Vocabularies: carton, packet, bar, glass of …, bowl of …

+ Structure: What would you like to eat/drink? I’d like …, please

(180)

chocolate and carton

of lemonade Then ask the whole class to read those words

5.

Home-link

friends about topic Healthy food and

drink, using What would you like to eat/drink? I’d like …, please.

Whole class

* Evaluation:

Unit 17: WHAT WOULD YOU LIKE TO EAT? Period 110: Lesson - Part 3, 4, 5, 6

I Objectives:

topic Healthy food and drink to listening and speaking

II The language focus: + Vocabularies: canteen + Structure: review

III Resources:

2 New lesson:

Warm up

- Greetings

question about what someone would like

to eat or drink, using What would you like

to eat/drink? I’d like …, please.

Review

- Tell pupils that they are going to practise further by asking and answering questions about healthy food and drink

- Get them to work in pairs and use the question and answer in their books - Set a time for them to practise - Invite a few pairs to act out their conversations in front of the class

Whole class Pairs groups

- Tell pupils that they are going to listen and tick the correct pictures

- Ask them to look at the pictures to

(181)

identify the food and drink

- Play the recording all the way through for Ps to listen

- Get Ps to swap and compare their answers before checking as a class

Ind

- Tell the class that they are going to read

the passage and fill the gaps with food,

healthy, eat, sandwich and lunch.

- Give them a few seconds to read the text and the words in the box

- Set a time limit for Ps to the task independently

- Get Ps to work in pairs

Ind Groups

the song Healthy eating and drinking.

- Play the recording all the way through for Ps to listen and follow in their books - When Ps a familiar with the melody, ask them to sing along with the music before having them practise singing and doing actions in groups

- Invite two groups to sing the song and actions

The song Groups

Whole class

7 Home-link

about topic Healthy food and drink

* Evaluation:

Unit 17: WHAT WOULD YOU LIKE TO EAT? Period 111: Lesson - Part 1, 2, 3

I Objectives:

+ Use the words and phrase related to the topic Healthy food and drink.

+ Ask and answer questions about the quantity of food and drink, using How

many/much you eat/drink? I’d like …, please.

+ Vocabulary: fresh, sausage

+ Structure: How many/much you eat/drink? I’d like …, please

III Resources:

(182)

2 New lesson:

Warm up

- Greetings

sing the song Healthy eating and

drinking.

Review the song

Whole class and

groups

- Tell pupils that they are going to read a story Have them look at the pictures and introduce the story by pointing at each character and elicit their answers to these question:

Who are these girls? Where are they?

What are they talking about?

- Play the recording all the way through for Ps to listen and follow in their books

2. Point

and say

- Tell pupils that they are going to practise asking and answering questions about the quantity of food and drink, using How many/much …do you eat/drink every day? I eat/drink … - Give the meaning of the words bowls, sausages and bottles Have Ps repeat the words and phrases

- Explain the language notes to Ps - Ask Ps to practise asking and answering in pairs

- Invite one or two pairs to perform the activity

* Preventive plan: Invite the whole class act out the model sentences, their exchanges in front of the class

+ Vocabulary: fresh, sausage + Structure: How many/much you

eat/drink? I’d like …, please

3. Let's

talk

- Tell pupils that they are going to practise further by asking and answering questions in their books - Get pupils to work in pairs

Remind them to use the question and answer in their books

- Set a time limit for them to practise Monitor the activity and offer help (if necessary)

(183)

- Invite a few pairs to act out the questions and answers in front of the class

5.

Home-link

friends about topic Healthy food and

drink, using How many/much you eat/drink? I’d like …, please.

Whole class

* Evaluation:

I Objectives:

By the end of this unit Ps can use the vocabularies and structures about topic

Healthy food and drink to listening and speaking. II The language focus:

Review the vocabulary, structures

III Resources:

2 New lesson:

question Healthy food and drink,

using How many/much you

eat/drink? I’d like …, please.

4 Listen and circle

- Tell pupils that they are going to listen and circle a, b and c for the answers Ask them to read the questions and try to guess the answers

- Get them to compare their answers before checking as a class

- Tell pupils that they are going to read and complete the conversation between Mai and tom about Tom’s

(184)

breakfast

- Have them to read the words given and the incomplete conversation Give the meaning of the new words

butter and healthy.

- Set a time limit for them to the task Monitor the activity and offer helf, if necessary

- Get pupils to swap and compare their answers before checking as a class

Individual s

6 Let's play

- Tell pupils that they are going to label the foods and drinks in the food pyramid and then tell the class about a healthy diet

- Ask them to work in groups and discuss the names of the foods and drinks Remind them to take notes for their report to the class

- Invite a Ps from each group to tell the class what a healthy diet is

* Preventive plan:

Invite three ps from each group to tell the class what a healthy diet is

Whole class Individual Pairs groups Whole class

5 Home-link

Whole class

* Evaluation:

Week 29

Date of planning:30/4/2019 Date of teaching: 01/4/2019

I Objectives:

By the end of this lesson Ps can say questions and answers with the correct intonation

(185)

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising lesson Activity learnt

Review

- Tell pupils that they are going to practise saying the questions and answers with the correct intonation

- Play the recording all the way through for pupil to listen and follow in their books Play it again for them to repeat the questions and answers twice

2. Listen

and circle

- Tell pupils that they are going to listen the recording and circle a or b to answer the questions

- Give them a few seconds to read the question and answers in silence

- Play the recording for pupils to listen and the task Then play it again for them to check the answers

- Get them to swap and compare their answers before checking as a class - Ask the class to read the completed sentences aloud

* Preventive plan:

Invite two Ps to read the completed sentences aloud.

Whole class Ind groups

Whole class

chant Healthy food and drink and check their

comprehension

- Play the recording all the way through for pupils to listen and follow in their books Play it again for them to repeat line by line - Put the class into to practise chanting: one group says the questions and the other says the answer

Then the two groups swap their roles - Have them practise saying the chant and doing actions

Ind Groups

5.

Home-When you come back home, please tell to your mother or farther or your friends about

(186)

link what did you say or what you did at school Then exercises in workbook

* Evaluation:

Unit 17: WHAT WOULD YOU LIKE TO EAT? Period 114: Lesson - Part 4, 5, 6, 7

I Objectives:

By the end of this lesson Ps can practise writing sth about your eating habits

2 New lesson:

Warm up

- Greetings

the chant Healthy food and drink and

actions.

* Preventive plan: Invite ag roups of four Ps to read the completed sentences aloud.

4 Read and the tasks

- Tell pupils that they are going to read the paragraphs and match them with the

headings

- Give them a few seconds to read the headings and the three paragraphs

- Set a time limit for pupils to the task Monitor the activity and offer help, if necessary

(187)

5 Write about your eating habits

- Tell pupils that they are going to write about their eating habits

- Give them time to the task

- Get pupils to swap and read what they have written before inviting some Ps to read their answers aloud

Whole class Individual s Pairs

Project

- Tell pupils that they are going to work in groups and put words for foods and drinks

into the appropriate groups: very healthy and

not very healthy.

- Prepare flashcards of foods and drinks and pass them to the groups

- They should discuss which foods and drinks belong to which groups

Ind Groups

7 Colour the stars

- Give them time to colour the stars and invite a few pupils to read the statements aloud - Give further support to pupils who find it difficult to achieve certain objectives

Ind

5.

Home-link

Whole class

* Evaluation:

UNIT18: WHAT WILL THE WEATHER BE LIKE TOMORROW? Period 115: Lesson - Part 1, 2

I Objectives:

+ Use the words and phrase related to the topic Weather and seasons.

+ Ask and answer questions about the weather, using What will the weather be like

tomorrow? It will be … and … II The language focus:

+ Vocabularies: forecast, foggy Review: sunny, rainy, cloudy, windy, stormy, snowy, hot, warm, cool, cold

+ Structure: What will the weather be like tomorrow?

III Resources:

(188)

2 New lesson:

Warm up

- Greetings

- Spend a few minutes to play the

game Slap the board using the weather

words

- Have the class that they are going to read and listen to a story Ask pupils to look at the pictures and elicit pupils` answers to these questions: Who is she? What is she doing? Explain the meanings of the new words

Play the recording all the way through for the class to listen and follow in their books Play it again for them to choral repetition, pointing to the weather presenter speaking

Whole class Pairs groups Whole class Individual groups

about the weather, using What will the

weather be like tomorrow? It will be … and …

- Have them repeat the words under the pictures before getting the class to

practise saying sentences with It with

be… and…

- Point to the first picture and

introduce the question What with the

weather be like tomorrow?

for the class to answer, using the prompts Repeat the same procedure with the rest of the pictures

- Ask Ps work in pairs

+ Vocabularies: forecast, foggy Review: sunny, rainy, cloudy, windy, stormy, snowy, hot, warm, cool, cold

+ Structure: What will the weather be like tomorrow?

Whole class Individual Pairs groups Pairs groups Whole class

5.

Home-link

friends about topic Weather and

seasons, using What will the weather be like tomorrow? It will be … and …

Whole class

* Evaluation:

(189)

UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW? Period 116: Lesson - Part 3, 4, 5, 6

I Objectives:

By the end of this lesson Ps can review the vocabulary, structures about the topic

Weather and seasons to listening and speaking. II The language focus:

+ Vocabulary: popcorn + Structure: review

III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising the story in Activity

Review

- Tell pupils that they are going to practise asking and answering questions about the weather

- Get them to work in groups of for and use the questions and answer in their books

- Set a time limit for them to practise - Select some pairs to act out the exchanges

Whole class Pairs groups Ind

4 Listen and circle

- Tell pupils that they are going to listen and circle a, b and c to complete

sentences

- Get them to compare their answers before checking as a class

Whole class Ind Pairs groups

- Tell pupils that they are going to read and complete the gapped sentences with the words in the box

- Set a time limit for them to the task indepently

- Get pupils to compare their answers before checking as a class

(190)

6 Let’s play

- Tell the class that they are going to play Making sentences

Explain how to play the game: Put pupils into groups of six Give each group pictures and letter cards representing different weather Pupil in each group selects and arranger two or more letter

cards on the desk, and asks What will the

weather be like tomorrow? Pupil answers it will be hot and sunny Pupil then arranges the weather pictures in the correct order Pupils who did not get the correct answers / pictures are out of the game Continue the game until there is only one pupil left in each group, and they are the winners

Groups Whole class

7 Home-link

about topic Weather and seasons, using

What will the weather be like tomorrow? It will be … and …

* Evaluation:

Week 30

UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW? Period 117: Lesson - Part 1, 2, 3

I Objectives:

+ Use the words and phrase related to the topic Weather and seasons.

+ Ask and answer questions about seasons, using What’s … like in your country? It’s

usually … There is/are … II The language focus:

+ Vocabularies: season, plant

+ Structure: What’s … like in your country? It’s ususlly … There is/are …

III Resources:

(191)

2 New lesson:

Warm up

- Greetings

to play the game of Slap the board,

using the weather words

Review the song

Whole class and

groups

- Tell pupils that they are going to read the story in which Nam and Peter are talking about seasons and weather

Elicit answer to these questions: What

are they? What are they talking about?

- Play the recording all the way through for the class to listen and follow in their books Play it again for them to repeat line by line

2. Point

and say

- Tell pupils that they are going to practise asking and answering questions about the season and the

weather, using What’s …like in your

country? It’s usually … There is/are …

- Have Them look at the pictures and teach them how to say the words under them Get them to practise the

questions What’s …like in your

country? with the first parts of the prompts

- Ask Ps to practise in pairs - Select some pairs to act out the exchanges

+ Vocabularies: season, plant + Structure: What’s … like in your country? It’s usually … There is/are …

3. Let's

talk

- Tell pupils that they are going to practise further by asking and answering questions about books/stories they like reading

- Get them to work in pairs, using the questions and answers in their books - Set a time limit for them to practise

5.

Home-link

friends about topic weather and

seasons using What’s … like in your country? It’s usually … There is/are …

Whole class

* Evaluation:

(192)

UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW? Period upload.123doc.net: Lesson - Part 4, 5, 6

I Objectives:

By the end of this unit Ps can the vocabularies and structures about topic

weather and seasons to listening and speaking. II The language focus:

Review the vocabulary, structures

III Resources:

2 New lesson:

Warm up

- Greetings

question weather and seasons.

4 Listen and write …

- Tell pupils that they are going to listen and write one word in each blank Ask pupils to guess the words to fill the gaps Tell them to pay attention to the weather and seasons when they listen

- Play the recording all the way through for them to listen Play it again for them to the task - Get pupils to swap and read their answers before checking as a class Play the recording again to confirm the answers

Key : wind wind 3snow hot rain

Whole class Pairs/grou ps

groups

5 Write about your favourite season and the weather.

- Tell pupils that they are going to write about their favourite season and weather

- Have them read the questions and check their understanding

- Set a time limit for them to the writing Monitor the activity and offer help, if necessary

- Get them to swap and read their writing before inviting one or two pupils to read their answers aloud Then give feedback

(193)

6 Let's sing

- Tell the class that they are going to

sing The weather song Teach the

song, folllowing the procedure in Teaching the unit components in introduction

- Have them read each line of the lyrics aloud Check their

comprehension

- Play the recording all the way through

For pupils to listen and follow in their books Play the for them to choral repetition until they get

familiar with the melody of the song Play the

recording again and get pupils to sing along with the music

- Get Ps to sing and di actions

5 Home-link

Whole class

* Evaluation:

Date of planning:9/4/2019 Date of teaching:10/4/2019

UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW? Period 119: Lesson - Part 1, 2, 3

I Objectives:

By the end of this lesson Ps can say questions and answers the correct intonation

(194)

+ Vocabulary: Review + Structure: Review III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes revising the song The

weather song.

* Preventive plan: Call two or four Ps come

to the board to play the game Slap the board

with words about topic the weather.

Review

- Tell pupils that they are going to practise saying the questions and answer Tell them to pay attention to the intonation

- Write the sentences on the board Play the recording all the way through for pupils to listen and follow in their books Play it again for them to choral repetition of the

questions and answer until they feel confident

- Get some pupil to say the sentences in front of the class

2. Listen

and circle

- Tell pupils that they are going to listen and circle a or b to complete the sentences

- Play the recording all the way through for pupils to listen Play it again for them to the task

- Get pupil to compare their answer in pairs before checking as a class

- Ask the class to say the completed sentences aloud

Whole class Individual s groups

Whole class

chant What will the weather be like

tomorrow?

- Call two groups of four to the front of the class to chant and actions The rest of the class claps their hands along to the rhythm

Ind Groups

5.

Home-link

When you come back home, please tell to your mother or farther or your friends about what did you say or what you did at school

(195)

Then exercises in workbook

* Evaluation:

UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW? Period 120: Lesson - Part 4, 5, 6, 7

I Objectives:

By the end of this lesson Ps can practise writing sth about the seasons and weather

2 New lesson:

Warm up

- Greetings

- Spend a few minutes having the class

say the chant What will the weather be

like tomorrow?

4 Read and the tasks

* Complete the passage:

- Tell pupils that they are going to read the text and complete the gapped passage with the words from the box Explain the

verb last.

- Set a time limit for them to the task If necessary, get them to work in pairs or groups

- Get pupil to swap and read their answers in pairs before giving the giving the answers

* Answer the questions:

-Tell the class that they are going to read the passage again and answer the

questions

(196)

- Ask pupils to read the questions and underline the key words Then they should read the passage to look for the relevant information

- Give pupils time to the task

5 Write about the seasons

and weather

- Tell pupils that they are going to write about the season and weather

- Have them read the gapped sentences and thing about the words to fill the gaps Give enough time for pupils to the task

- Get them to swap and read what they have written before asking two or three pupils to read their answers aloud - Then give feedback

Whole class Ind Pairs groups

6.

Project

- Tell pupils that they are going to watch the weather forecast for tomorrow

- Ask them to copy the table below and choose two places in Viet Nam to complete it

- This project requires pupils to watch TV at home You may give it as homework or show a video in class Invite a few pupils to report their results

Ind Groups

7 Colour the stars

- Give them time to colour the stars and invite a few pupils to read the statements aloud

- Give further support to pupils who find it difficult to achieve certain objectives

Ind

5 Home-link

Whole class

Evaluation:

Week 31

(197)

Unit 19: WHICH PLACE WOULD YOU LIKE TO VISIT? Period 121: Lesson - Part 1, 2

I Objectives:

+ Use the words and phrase related to the topic Places to visit.

+ Ask and answer questions about which place someone would like to visit, using

Which place would you like to visit, …or …? I’d like to visit … II The language focus:

+ Vocabularies: bridge, pogoda, temple, theatre

+ Structure: Which place would you like to visit, …or …? I’d like to visit …

III Resources:

2 New lesson:

Warm up - Greetings.- Spend a few minutes to read the

chant What will the weather be like

tomorrow?

Whole class and

groups

1 Look, listen and repeat.

- Tell the class that they are going read and listen to the story by

pointing at each Ps’ answers to these

questions: Who are they? Where are

they? What are they talking about?

Check their comprehension - Play the recording all the way through for pupils to listen and follow in their books

- Tell the class they are going to practice asking and answering questions about visiting a place of

interest, using Which place would

you like to visit, …or …? I’d like to visit …

- Ask pupil to practise saying the

answer I’d like to visit… with the

words under the pictures Point at each picture and ask the question

Which place would you like to visit, …or …? for Ps to answer

+ Vocabularies: bridge, pogoda, temple, theatre + Structure: Which place would you like to visit, …or …? I’d like to visit …

(198)

- Get pupils practise asking and answering in pairs

- Invite one or two pairs to ask and answer the question in this section

* Preventive plan: Call two or four Ps come to the board to play the game Slap the board with words: bridge, pogoda, temple, theatre

Then ask the whole class to read those words

5 Home-link

- When you come back home, please tell to your mother or farther or your friends about topic visiting a place of

interest, using Which place would

you like to visit, …or …? I’d like to visit …

Whole class

* Evaluation:

Unit 19: WHICH PLACE WOULD YOU LIKE TO VISIT? Period 122: Lesson - Part 3, 4, 5, 6

I Objectives:

topic Places to visit to listening and speaking.

III Resources:

2 New lesson:

Warm up

- Greetings

- Spend a few minutes by revising question about topic visiting a place of

interest, using Which place would you

like to visit, …or …? I’d like to visit …

Review

- Tell pupils that they are going to

practise further by asking and answering questions about topic visiting a place of interest Get them to work in parks to ask

(199)

and answer the question in their books - Set a time limit for them to practise Monitor the activity and offer help, if necessary

- Invite a few pairs to act out their

4 Listen and circle

- Tell pupils that they are going to listen and circle a or b to answer the questions Remind them to pay attention to the names of places when they listen

- Play the recording all the way through for pupils to listen Play it again for them to the task

- Get pupils to swap and compare their answers in pairs before checking as a class

Whole class Individuals Pairs groups

5 Read and

complete Use …

- Tell the class that they are going to look at a map and fill the gapped sentences

with park, museum, centre, would, and

somewhere.

- Set a time limit for them to the task independently

- Get pupils to swap and compare their answers before checking as class - Correct

- Feedback

Individuals Groups

Which place would you like to visit?

Have them read the lyrics Check their comprehension

- Play the recording all the way through for pupil to listen and follow in their books

- When they are familiar with the

melody, ask them to sing along with the music before having them practise singing and doing actions in groups - Invite a group to sing the song and actions in front of the class

* Preventive plan: Invite two Ps to sing the song and actions in front of the class

The song Which place would you like to visit?

Groups Whole class

7 Home-link

about the song Which place would you

(200)

like to visit?

Evaluation:

Unit 19: WHICH PLACE WOULD YOU LIKE TO VISIT? Period 123: Lesson - Part 1, 2, 3

I Objectives:

By the end of this lesson Ps can practise the vocabulary, structures to speaking.

+ Use the words and phrase related to the topic Opinions on places.

+ Ask and answer questions about someone’s opinions about a place, using What do

you think of …? It’s more … than I expected. II The language focus:

+ Vocabularies: attractive, exciting, interesting

+ Structure: What you think of …? It’s more … than I expected

III Resources:

2 New lesson:

Warm up

- Greetings

sing the song Which place would you

like to visit?

Review the song

Whole class and

groups

- Tell pupils that they are going to read the story Have them look at the

pictures and check their comprehension by eliciting their answers to these

questions: What are their names? …

- Play the recording all the way through

for pupil to listen and follow in their books Play it again for them to repeat the lines

2. Point

and say

- Tell pupils that they are going to practise asking and answering

questions about someone’s opinions

about a place, using What you think

of …? It’s more … than I expected.

Teach them the meanings of the words under the picture and how to say them

+ Vocabularies: attractive, exciting, interesting + Structure: What you think of …? It’s

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