Giáo Án Tiếng Anh Lớp 5 Chương Trình Mới Nhất Cả Năm (Full)

Date of preparation:
UNIT 1: WHAT’S YOUR ADDRESS?

Lesson 1: Part 1-2-3
I. Objectives:
1. Knowledge:
By the end of this unit, pupils can:
• use the words and phrases related to the topics Addresses and hometown.
• ask and answer questions about one’s address, using What’s your address? It’s ...
2. Skills:
- Develop Ps speaking and listening skills
3. Language focus:
- Sentence Pattern: What’s your address? It’s ...
- Vocabulary: address, village, tower
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
2. Oral test:
3. New leson:
Teacher’s activities Students’ activities

I. Warm up: Play “jumbled letters” game - Play the game
II. New lesson:
1. Look, listen and repeat.
- Have the class look at the pictures. Introduce the story - Listen
by pointing at each character and elicit their answers to
the questions: - Look at the pictures and answer:
Who’s this? - In Picture a, Nam is greeting Mai
What’s his/her name? and introducing her to Trung, a
Is he/she a newcomer? new pupil in their class.
Where’s he/she from? - In Picture b, Mai and Trung
greet each other. In Picture c,
Where’s he/she living now?. Trung says he’s from Da Nang
- Teach some new words: and he lives in Ha Noi now.
Address: địa chỉ
- In Picture d, Mai asks him
Tower: tháp What’s your address in ha Noi?
+ Teacher read first as a model and ask the Ps to repeat and he answers It’s 81, Tran hung
+ Have the Ps repeat in groups and individuals Dao Street.)
- Open the tape and have the Ps listen the sound of the words.
- Play the recording a few times for pupils to listen and - Listen and copy
repeat. Do choral and individual repetition, pointing to the + Listen and repeat
characters speaking + Groups, individuals
- Instruct Ps to translate the dialogue into Vietnamese.
2. Point and say
- Tell the class that they are going to practise asking and - Do as directed
answering questions about one’s address, using What’s
your address? It’s ... - Listen
- Revise numbers 10 to 100 with the class.
- Point at each picture and ask the question What’s your - Listen and copy
address? for pupils to answer chorally.
- Have pupils practise asking and answering in pairs. - Do as directed
Monitor the activity and offer help, if necessary.
- Invite one or two pairs to speak to check their performance.
3. Let’s talk
- Tell the class that they are going to practise further by
asking and answering questions about addresses. Get - Listen to the teacher
pupils to work in groups of four to ask each other’s - Work in pairs to do the task
addresses. Remind them to use the questions and answers
in their books.
- Set a time limit for the class to practise. Monitor the
activity and offer help, if necessary.
- Invite a few pupils to repeat their interviews to the class.
Then give feedback.
III. Reinforcement: - Recall
- Recall the main content.
V. Homework: - Remember
- Do exercises in workbook, learn by heart the new words
I. Objectives:
1. Knowledge:
- use the words and phrases related to the topics Addresses and hometown.
- ask and answer questions about one’s address, using What’s your address? It’s ...
2. Skills:
3. Language focus:
- Vocabulary and structures: review
II. Teaching aids:
2. Oral test:
3. New leson:

I. Warm up: Play the game “jumbled letters” - Play the game
II. New lesson:
4. Listen and complete
• Tell pupils that they are going to listen to the recording and - Listen
complete the addresses.
• Play the recording all the way through for pupils to - Listen to the tape
listen. Play it again for them to do the task. - Listen and do the task
• Get them to compare their answers before checking as a - Answer the question.
class. Play the recording again to confirm the answers. Give
explanations for answers which pupils find difficult.
Key: 1 .208 2 .321 3. White Street4 .the second floor
5. Read and complete - Listen to the teacher
• - Tell the class that they are going to read and fill the gaps with
street, address, lives and from. Give them a few seconds to - Do as directed.
read the sentences. Remind them to focus on the context to - Individually
select the appropriate words from the box. - Work in pairs
• Set a time limit for pupils to do the task independently.
• Get them to compare their answers in pairs before checking as a
class. - The whole class read aloud
Key: 1. from 2. lives3 .address 4 .Street
6. Let’s sing
- Tell Ps that they are going to sing the song “The wheels on the
bus.”. - Listen to the teacher
- Have Ps read each line of the lyrics. Check comprehension.
- Open the tape and have the Ss listen the sound of the words. - Read each line of the lyrics
- Play the tape again for Ps to do choral and individual repetition of - Listen to the tape
the song by line.
- Ask Ps to sing in choral - Listen and repeat each line
- Have Ps practice singing in groups. - The whole class
- Have class sing the song again to reinforce their pronunciation. - Practice in groups
III. Consolidation - The whole class
- Retell the content of the lesson.
IV. Homework
- Do exercises in the workbook. Prepare the next period. - Retell
- Remember
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I. Objectives:
1. Knowledge:
- By the end of the lesson, Ps will be able to• ask and answer questions about what a
village/town/city is like, using What’s the ... like? It’s ...
2. Skills:
- Develop Ps speaking and listening skills.
3. Language focus:
- Vocabulary: city, village, busy, quiet..
- Structures: What’s the ... like? It’s ...
II. Teaching aids:
I. Warm up: Sing the song “The wheel on the bus?” - Sing the song
II. New lesson:
1. Look, listen and repeat
• Tell the class that they are going to read a story. - Listen
• Have them look at the pictures and guess what the story is - Look at the pictures and answer:
about. Check their comprehension by pointing at each • Nam is talking to Trung. In Picture
picture to elicit their answers to these questions: What’s his a, Nam asks what Trung’s
name? Who’s he talking with? Where does he live? What’s the hometown is and Trung says it’s
village like? ( Da Nang.
• Play the recording all the way through for pupils to • In Picture b, Nam asks about where
listen and follow in their books. Play it again for them to Trung lived and Trung says he
repeat the lines in the bubbles. Finally, point to each lived in a village.
picture for them to say the words in each bubble. • In Picture c, Nam asks What’s your
- Instruct Ps to translate the dialogue into Vietnamese. village like? and Trung answers It’s
small and quiet.
• In Picture d, Nam asks if it’s
beautiful and Trung says it is.)
2. Point and say - Listen
• - Tell the class that they are going to practise the
questions and answers describing a place, using What’s - Listen and repeat
the ... like? It’s ...
• Revise the adjectives big, far, large and small and teach
the new ones: busy, quiet, crowded and pretty. Have - Do as directed
the class repeat all the adjectives twice before asking
them to practise saying sentences. (E.g. My city is big - Listen
and busy. My village is far and quiet.) - Listen and copy
• Point at the pictures and ask What’s the ... like? for the + Listen and repeat
class to answer, using the prompts. + Groups, individuals
• Ask them to work in pairs. Monitor the activity and - Listen and copy
offer help, if necessary.
Invite one or two pairs to perform the activity. Then give
feedback
3. Let’s talk:
- Tell Ps that they are going to revise what they have learnt in - Do as directed
Lessons 1 and 2, using facts about themselves. - Listen
- Ask them to work in pairs and ask and answer the questions:
What time is it? What time do you + activity? - Work in pairs
- Call on a few pairs to role-play in front of the class. Correct
pronunciation, if necessary. - Some pairs perform in front of class
III. Consolidation:
- Summary the lesson - Listen to the teacher
IV. Homework:
- Do exercises in workbook, learn by heart the new words - Remember
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I. Objectives:
1. Knowledge:
By the end of the lesson, Ps will be able to•:
- use the words and phrases related to the topics Addresses and hometown.
- ask and answer questions about what a village/town/city is like, using What’s the ...
like? It’s ...
2. Skills:
- Develop Ss reading, writing and listening skills
3. Language focus:
- Vocabulary: Review
II. Teaching aids:
I. Warm up: Play the game: Order the words - Play game
II. New lesson:
4. Listen and circle a or b.
• - Tell the class that they are going to listen and circle a or b to - Listen to the teacher
complete the sentences. Ask them to read the sentences and
guess the correct answers. - Listen to the tape
• Play the recording all the way through for them to - Listen and do the task
listen. Play it again for them to do the task.
• Get them to compare their answers before giving feedback.
Key: 1 a 2b 3b 4a
5. Write about you
• - Tell the class that they are going to write about where
they live and who they live with. Have them read the - Listen
questions and check their understanding. - Do the task
- Individually
• Set a time limit for them to do the task. Monitor the activity
- Work in pairs
and offer help, if necessary.
- Some Ps
• Get them to swap and read their writing before inviting one
- The whole class
or two pupils to read their answers aloud and give feedback.
Key: Answers vary
6. Let’s play:
• Tell the class that they are going to play Spot the difference.
Tell them that they have to compare the two pictures and find out
the five details which are different. The first pupil who finds out all - Listen
the different details is the winner.
Key: Picture b is different from Picture a in the following ways: - Do as directed
• There is one more car in the road.
• There is a woman in front of the yellow building. - Listen
• The sign next to the yellow building is blue, and it reads
BUS STOP. - Play in groups
• There is no logo of pills on the pharmacy.
• There is a boy behind the father and daughter.
III. Consolidation
- Summary the lesson
IV. Homework
- Do exercises in workbook, prepare the next period. - Listen
- Remember
I. Objectives:
1. Knowledge:
• - By the end of the lesson, Ps will be able to pronounce two-syllable words with the stress
on the first syllable: 'city, 'village, 'mountains and 'tower.
2. Skills:
- Develop Ps writing and listening skills
3. Language focus:
- Vocabulary and structures: Review
• - Phonics: stress on the first syllable: 'city, 'village, 'mountains and 'tower.
II. Teaching aids:
I. Warm up: Play game: Pass the secret! - Play the game
II. New lesson:
1. Listen and repeat
• Tell the class that they are going to practise saying two-syllable - Listen to the teacher
words with the stress on the first syllable. Explain that in a - Listen to the tape
word with more than one syllable, one of the syllables is usually - Listen and repeat in choral,
said with more emphasis than the rest (e.g. 'city, 'village, groups and individual
'mountains and 'tower).
• Play the recording all the way through for pupils to listen and
follow in their books. Then play it again for them to repeat all
the words and sentences twice.
2. Listen and circle. Then say aloud
- Listen to the teacher
• - Tell the class that they are going to listen and circle a or b to - Look at the books and guess
complete the sentences. - Listen and write
• Give them a few seconds to read the sentences in silence
before playing the recording for them to do the task. - Listen and check
• Get them to compare their answers in pairs before checking - Read aloud
as a class.
Key: 1 b 2 a 3 a
3. Let’s chant
• - Tell the class that they are going to say the chant Where do - Listen to the teacher
you live? Have them read the chant and check their
comprehension. - Read the chant
- Do as directed
• Play the recording all the way through for pupils to listen
and follow in their books. Then play it again for them to
repeat line by line.
- Practice in groups
• Put the class into two groups to practise chanting: one
chants the questions and the other chants the answers.
- Work in pairs
• Have them practise chanting and doing actions in groups.
• Invite two or three groups to say the chant and do actions. - The whole class
III. Consolidation
IV. Homework - Listen
- Do exercises in workbook, prepare the next period.
- Remember
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Lesson 3: Part 4-5-6-7
I. Objectives:
2. Knowledge:
- By the end of the lesson, Ps will be able to use words and phrases related to
the topic about addresses and hometowns.
2. Skills:
3. Language focus:
II. Teaching aids:
I. Warm up: Spend a few minutes having the class say the chant - Read the chant
Where do you live?chant
II. New lesson:
4. Read and tick Y/N
• Tell the class that they are going to read the text and tick Yes - Listen to the teacher
or No.
• Get them to read the sentences and underline the key - Read the paragraph
words/phrases before reading the passage to find the relevant
information. Give them an example: In Sentence 1, Trung - Individually
lives with his parents in ha Noi. But in the passage, the
information is: Trung lives with his grandparents in ha Noi. - Work in pairs
So pupils should tick the box No. - Some Ps
Monitor the activity and offer help, if necessary. - Answer the T’s question
• Have them compare their answers before checking as a
class. - The whole class
Key: 1 N 2 Y 3 N 4 Y 5 Y
5. Write about your friend
• - Tell the class that they are going to write about one of their
friends.
• Give them time to read the questions and write the first draft - Do as directed
of their answers in their notebooks.
• Set a time limit for them to do the task independently. - Write
Monitor the activity and offer help, if necessary. - Work in pairs
• Remind them to write the first letter of each sentence and
the name of their friend in capital letters, and put commas - The whole class
and full stops at the appropriate places.
• Get them to swap and read their writing in pairs before - Listen
inviting two or three pupils to read their answers aloud.
Key: Answers vary
6. Project
• Tell the class that they are going to do a drawing project.
They should work in groups to discuss the house they are
going to draw, and its address. Then ask them to draw it on - Work in groups
a piece of paper.
• Set a time limit for them to do the task. - Do the task
• Invite a few groups to present their drawings to the class and
talk about them.
• If there is not enough time, give the activity as homework
and talk about the drawings in the next lesson as a warm-up
activity.
• Display their drawings in the classroom if you wish.
7. Colour the star
• 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. - Read the statements
• Give further support to pupils who find it difficult to achieve - Colour the stars
certain objectives.
III. Consolidation
IV. Homework
- Remember
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UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
I. Objectives:
3. Knowledge:
- By the end of the lesson Ps will be able to :
• ask and answer questions about someone’s daily routine, using What do you
do ...?
I always/usually/often/sometimes. . .
• ask and answer questions about frequency, using How often ...? I ... every
day/once/twice ... a week/a month.
• pronounce two-syllable words with the stress on the first syllable: 'always, 'usually, 'often
and 'sometimes.
2. Skills:
3. Language focus:
- Sentence Partners: What do you do ...? I always/usually/often/sometimes ...
- Vocabulary: Always, breakfast, late, get up..
II. Teaching aids:
II. New lesson:
- Have the class look at the pictures. Introduce the - Listen
story by pointing at each character and elicit their
answers to the questions: Who’s this? What’s he - Look at the pictures and answer
doing? Who’s he talking with online? What does he the T’s questions
do in the morning? What does he do after school/in - Listen and copy
the afternoon?
- Teach some new words: + Listen and repeat
+ brush one teeth: đánh răng.. + Groups, individuals
+ do morning exercise: tập thể dục - Listen
+ talk: nói chuyện
• Play the recording all the way through for pupils
- Listen and repeat
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 the class that they are going to practise asking
and answering questions about someone’s daily
routines, using What do you do in the - Do as directed
morning/afternoon/evening? I always/usually/often/
sometimes ... - Listen to the teacher
• Have pupils look at the pictures. Teach them how to read
the words and phrases under each picture.
• Ask them to pay attention to the pronunciation of the - Work in pairs
words: 'always, 'usually, 'often and
'sometimes.
• Point at each picture and ask the question What do
you do ...? for pupils to answer chorally, using the
information under the picture.
• Have them practise asking and answering the
questions in pairs. Then invite one or two pairs to
speak to check their performance.
•
3.Let’s talk
• Tell the class that they are going to practise further by
asking and answering questions about someone’s daily - Listen to the teacher
routines. Get pupils to work in pairs. Remind them to use - Do the task
the questions and answers in their books.
• Set a time limit for them to practise. Monitor the activity
• Invite a few pairs to act out their conversations. Then give
feedback.
III. Reinforcement: - Recall

V. Homework: - Remember
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I. Objectives:
3. Knowledge:
By the end of the lesson Ps will be able to :
• ask and answer questions about someone’s daily routine, using What do you
do ...?
I always/usually/often/sometimes. . .
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and tick
• Tell the class that they are going to listen to the - Listen
recording and tick the correct pictures.
• Ask them to look at the pictures to identify the - Listen to the tape
characters and their activities. - Listen and do the task
• Play the recording all the way through for pupils to - Answer the question.
listen and tick the pictures. Play it again for them to
check their answers. Monitor the activity and offer
help, if necessary.
• Get pupils to compare their answers before checking
as a class. Play the recording a third time to confirm
the answers.
Key: 1 c 2 b 3 b 4 a
5. Read and complete
• Tell the class that they are going to read and fill the gaps
with like, do, TV, play and usually. - Do as directed.
• Give them a few seconds to read the text and the words - Individually
in the box. Remind them to focus on the context to - Work in pairs
select the appropriate words. - The whole class read aloud
• Get pupils to compare their answers in pairs before
checking as a class. If there is enough time, have the
class read the completed text aloud.
• Key: 1 do 2 usually 3 play 4 TV 5 like
6Let’s sing
- Read each line of the lyrics
• - Tell the class that they are going to sing the song
This is the way we do things. Have pupils read each - Listen to the tape
line of the lyrics and teach the unfamiliar words.
Check comprehension. - Listen and repeat each line
• Play the recording all the way through for pupils - The whole class
to listen and follow in their books. Play it again - Practice in groups
and ask pupils to do choral repetition line by line. - The whole class
• 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. - Retell
• Invite a group to sing the song and do actions in front - Remember
of the class.
•
III. Consolidation
IV. Homework
- Do exercises in the workbook. Prepare the next period.
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I. Objectives:
1. Knowledge:
• - By the end of the lesson, Ps will be able to :
• pronounce two-syllable words with the stress on the first syllable: 'always, 'usually, 'often
and 'sometimes.
2. Skills:
3. Language focus:
- Vocabulary: usually, study, go fishing, once..
• - Structures: How often ...? I ... every day/once/twice ... a week/a month.
II. Teaching aids:
I. Warm up: Spend a few minutes revising the previous - Sing the song
lesson by having the class sing the song
This is the way we do things.
II. New lesson:
• Tell the class that they are going to read a story. - Listen
Have them look at the pictures and guess what the - Look at the pictures and answer
story is about. Check their comprehension by - Listen
pointing at each picture to elicit their answers to these
questions: What’s his/her name? What’s he/she - Listen and repeat
talking about? What kind of information is Linda
looking for? How often does she come to the library?
• Play the recording all the way through for pupils to
listen and follow in their books. Play it again for
them to repeat the lines in the bubbles. Then point to
each picture for them to say the words in each
bubble.
2Point and say

• Tell the class that they are going to practise asking and - Do as directed
answering questions about frequency, using How often ...?
I ... every day/once/twice ... a week/a month. - Listen
• Point at each picture and ask Howoftendoyou...? to get the - Listen and copy
class to answer, using the prompts under each picture. + Listen and repeat
• Ask pupils to work in pairs: one asks the question and the + Groups, individuals
other answers the question. (E.g. - Listen and copy
• A: How often do you go to the library? B: I go to the
library once a week.)
• Invite one or two pairs to perform the activity. Then give
feedback
3.Let’s talk:
• - Tell the class that they are going to practise talking
about their daily routines and how often they do - Do as directed
something, using What do you do ...? I usually ... and - Listen
How often ...? I ... once/twice ... a week/a month.
• Get pupils to work in pairs. Remind them to use the - Work in pairs
questions in their books and any other questions
they can think of. - Some pairs perform in front of class
• Set a time limit for them to practise. Monitor the
• Invite a few pairs to ask and answer questions about
their daily routines and how often they do
something. Then give feedback.
.
III. Consolidation: - Listen to the teacher
IV. Homework: - Remember
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I. Objectives:
1. Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
4. Listen and number
• Tell the class that they are going to listen and number the - Listen to the teacher
pictures.
• Ask pupils to look at the pictures and identify the characters - Listen to the tape
and their activities. - Listen and do the task
• 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 pupils to compare their answers before checking as a
class.
• Play the recording a third time to confirm the answers.
Key: a 4 b1 c2 d3
5. Write about your daily routines
• Tell the class that they are going to write about their daily
routines. - Listen
• Have them read the questions and check their understanding. - Do the task
• Set a time limit for them to write the answers in their - Individually
notebooks. Monitor the activity and offer help, if necessary. - Work in pairs
• Get them to swap and read each other’s answers before - Some Ps
inviting one or two pupils to read their answers aloud. - The whole class
• Key: Answers vary
6Let’s play:
• • Tell the class that they are going to complete a
crossword puzzle. Remind them how to do it: they
should look at each picture and complete the
corresponding word, using the given letters as hints. - Listen
• Get them to look at the crossword puzzle and the pictures.
Start with Picture 1 and ask them to think of a verb that - Do as directed
describes it. Then tell them to check whether the spelling
fits the letters/boxes in the puzzle. Repeat the procedure - Listen
for the rest of the pictures. The first pupil who completes
the puzzle correctly is the winner.
- Play in groups
• Ask pupils to work independently. Monitor the activity.
• Meanwhile, copy the crossword puzzle on the board and
invite one or two pupils to complete it. Ask them to read
out the words for the class to repeat. Ask the class to
compare their answers to those on the board.
• Have the class make sentences with the words and phrases
from the puzzle.
Key: 1 get dressed 2 cook dinner 3 have lunch 4 do
homework 5 go home
6 go to bed 7 listen to music 8 get up 9 go
to school
III. Consolidation
IV. Homework
- Remember
I. Objectives:
1Knowledge:
• - pronounce two-syllable words with the stress on the first syllable: 'always, 'usually,
'often and 'sometimes.
2. Skills:
3. Language focus:
• - Phonics stress on the first syllable: 'always, 'usually, 'often and 'sometimes.
• II. Teaching aids:
II. New lesson:
• Tell the class that they are going to practise saying two-syllable - Listen to the teacher
words with the stress on the first syllable: 'always, 'usually, - Listen to the tape
'often and 'sometimes. - Listen and repeat in choral,
• Play the recording all the way through for pupils to listen first. groups and individual
Play the recording again for them to repeat the words and the
sentences twice.
• . - Listen to the teacher
2. Listen and circle. Then say aloud - Look at the books and guess
• - Tell the class that they are going to listen and circle a or b to - Listen and write
complete the sentences. - Listen and check
• Give them a few seconds to read the sentences in silence - Read aloud
before playing the recording for them to do the task.
• Get them to compare their answers in pairs before checking
as a class.
Key: 1 a 2b 3a 4b - Listen to the teacher
3. Let’s chant
• Tell the class that they are going to say the chant What do you - Read the chant
do in the morning? Have pupils - Do as directed
read the chant and check their comprehension.
and follow in their books. Play it again for them to repeat - Practice in groups
line by line.
- Work in pairs
• Put the class into two groups to practise chanting the questions
and the answers respectively.
- The whole class
• Have them practise saying the chant and do actions in
groups.
• Invite two groups to the front of the class to say the chant - Listen
and do actions. The rest of the class claps along to the
rhythm. - Remember
III. Consolidation
IV. Homework
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I. Objectives:
4. Knowledge:
the topic Daily routines
2. Skills:
3. Language focus:
II. Teaching aids:
I. Warm up: Spend a few minutes having the class say the - Read the chant
chant What do you do in the morning?
II. New lesson:
4. Read and answer
• Tell the class that they are going to read the text and answer the - Listen to the teacher
questions.
• Give them a few seconds to look at the picture and ask: Who’s - Read the paragraph
this? What’s she doing? What’s she watching?
• Explain the meanings of the new words: go jogging, - Individually
programme.
• Set a time limit for them to read the text and do the task
- Work in pairs
independently. Monitor the activity and offer help, if - Some Ps
necessary.
• Have pupils compare their answers before checking as a - Answer the T’s question
class.
- The whole class
Key: 1 She gets up early and usually goes jogging.
2 She usually does her homework. Then she often
plays badminton and sometimes cooks dinner.
3 She watches English for Kids (once a week). - Listen to the teacher
4 She goes shopping twice a week.
5. Write about your day - Do as directed
• Tell the class that they are going to write a short paragraph
about their daily routines. - Write
• Give pupils time to read and complete the sentences, using - Work in pairs
information about themselves.
• Set a time limit for them to do the task independently. - The whole class
• Remind pupils to use adverbs of frequency (always, - Listen
usually, ...) and frequency phrases (once, twice ... a week/a
month) in their writing.
• Get pupils to read their writing in pairs before inviting
some pupils to read their answers
aloud.
Key: Answers vary
6. Project
• Tell the class that they are going to work in groups and interview
two classmates about their daily routines.
• Ask pupils to copy the table below and take notes. - Work in groups
What does What does What does
1DPH he/she do in he/she do in he/she do in - Do the task
the the the evening"
1.
morning" afternoon"
2.
• Get one or two pupils to report the results to the class.

• If there is not enough time, give the activity as homework.
•
7Colour the star
comprehension.
• Give them time to colour the stars and invite a few pupils to - Read the statements
read the statements aloud. - Colour the stars
• Give further support to pupils who find it difficult to achieve
certain objectives.
III. Consolidation
IV. Homework
- Remember
UNIT 3: WHERE DID YOU GO ON HOLIDAY?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topics Past holidays and Means of transport.
• ask and answer questions about past holidays, using Where did you go on holiday? I went
to ...
2. Skills:
3. Language focus:
• - Sentence Partners: Where did you go on holiday? I went to ...
- Vocabulary: railway, ancient town, enjoy, countryside…
II. Teaching aids:
II. New lesson:
• - Tell the class that they are going to read a story in - Listen
which Mai and Peter talk about their last summer
holiday. - Look at the pictures and answer
• Ask them to look at the pictures to identify the the T’s questions:
characters (Mai and Peter) and the context in which Mai and Peter are talking on the
the language is used. phone about their holidays.
• Ask them questions such as Where are they? What In Picture a, Peter says he went
are they doing? (Explain the meaning of the on a trip with his family.
question Where did you go?, if necessary. In Picture b, Mai asks him Where
• Play the recording once or twice for pupils to listen
did you go? and he answers I went
and repeat. Do choral and individual repetition,
pointing to the characters speaking. to Ha Long Bay.
• Play the recording again, if necessary.
In Picture c, Mai continues to ask
- Instruct Ps to translate the dialogue into Vietnamese. him about the trip.
In Picture d, Peter asks Mai Where
did you go? and Mai answers I
went to Ho Chi Minh City.)
- Listen and copy
+ Listen and repeat
+ Groups, individuals
2.Point and say - Listen and repeat
• Tell the class that they are going to practise
asking and answering questions about where
someone went on his/her last holiday, using Where - Do as directed
did you go on holiday? I went to ...
• Tell them how to say Ha Long Bay, Phu Quoc - Listen to the teacher
Island, Hoi An Ancient Town, Hue Imperial City and
get them to practise talking about where they went
on holiday, using the words under the pictures. (E.g. - Work in pairs
I went to Ha Long Bay.)
• Point to the first picture and ask the question Where
did you go on holiday? for the class to answer I
went to Ha Long Bay. Repeat the same procedure
with the rest of the pictures.
• Ask the class to practise in pairs. Monitor the
activity and offer help, if necessary. Select some
pairs of pupils to act out the dialogues in front of
the class.
3.Let’s talk - Listen to the teacher
• Tell the class that they are going to practise further by - Do the task
asking and answering questions about their classmates’
past holidays.
• Get them to work in groups of four and remind them to
use the questions and answers in this
section.
• Select one or two pairs to act out their dialogues. Then - Recall
give feedback.
III. Reinforcement: - Remember
V. Homework:
*************************************************************************
I. Objectives:
5. Knowledge:
• use the words and phrases related to the topics Past holidays and Means of transport.
• ask and answer questions about past holidays, using Where did you go on holiday? I went
to ...
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and match
• Tell the class that they are going to listen and draw - Listen
lines to match each character to the correct picture.
• Ask them to look at each picture to identify the - Listen to the tape
character (Picture1: Tom, Picture 2: Quan, Picture 3: - Listen and do the task
Linda, Picture 4: Nam) and the place (Picture a: Ho - Answer the question.
Chi Minh City, Picture b: Ha Noi, Picture c: Ha Long
Bay, Picture d: Hue Imperial City). Check their
understanding.
listen and draw lines to match. Play it again for them
to check their answers.
• Get them to compare their answers in pairs before
checking as a class. Play the recording again to - Listen to the teacher
confirm the answers if necessary.
Key: 1 c 2 d 3 b 4 a
- Do as directed.
- Individually
5. Read and match - Work in pairs
• Tell the class that they are going to read and match - The whole class read aloud
the questions with the answers.
• Set a time limit for them to do the task independently.
checking as a class. If there is enough time, have the
class read the matched pairs of questions and - Listen to the teacher
answers aloud.
Key: 1 c 2 d 3 a 4 e 5 b - Practice in groups
- The whole class
6Let’s play
• Tell the class that they are going to play Find
someone who ..., using names of famous places in
Viet Nam.
• Give each of them a piece of paper with one of the
names of the places in Activity 2. Then say Find
someone who went to Ha Long Bay and they should - Retell
ask each other Where did you go on holiday? to find - Remember
out who went to Ha Long Bay. Continue with the rest
of the places.
• Set a time limit for them to play the game.
•
III. Consolidation
IV. Homework
**********************************************
I. Objectives:
1. Knowledge:
use the words and phrases related to the topics Past holidays and Means of transport.
ask and answer questions about past holidays, using Where did you go on
holiday? I went to ...
ask and answer questions about means of transport, using How did you get there? I went
by ...
pronounce three-syllable words with the stress on the first syllable: 'motorbike,
'underground, 'holiday and 'family.
2. Skills:
3. Language focus:
- Vocabulary: usually, study, go fishing, once..
• - Structures: How often ...? I ... every day/once/twice ... a week/a month.
II. Teaching aids:
I. Warm up: Spend a few minutes having the class play - Play the game
Bingo, using the words for places and means of transport
learnt in Lesson 1. At the end of the game, ask pupils to ask
and answer questions, using the words in the game (e.g.
Where did you go on holiday? I went to Hue Imperial City.
How did you get there? I went by plane.)
II. New lesson: - Listen

1. Look, listen and repeat - Look at the pictures and answer:
• Tell the class that they are going to read a story in • In Picture a, Phong says he went to
which Tony and Phong are talking about their his hometown on holiday.
holidays. Ask them to look at the pictures and guess • In Picture b, Tony asks How did
where they went on holiday and what they did. you get there? and Phong answers I
• Tell them to read the story and ask them questions went by coach.
such as Where did Phong/Tony go on holiday? How • In Picture c, Tony says he went
did he get there? back to Australia.
• Play the recording all the way through for pupils to • In Picture d, Phong asks How did
listen and follow in their books. Play it again for you get there? and Tony answers I
them to repeat line by line. went by plane.
• Check their understanding of the story. - Listen and repeat
- Do as directed
- Listen
2Point and say - Listen and copy
• Tell the class that they are going to practise asking and + Listen and repeat
answering questions about means of transport, using How + Groups, individuals
did you get there? I went by ... - Listen and copy
• Have them look at the pictures and teach the words: train,
taxi, motorbike and underground. Have them practise the
sentences with the words (i.e. I went by
train/taxi/motorbike/ underground.)
• Point to the first picture and ask How did you get there? for
the class to answer I went by train.
• Repeat the same procedure with other pictures.
- Do as directed
• Ask pupils to practise in pairs, using the prompts under the
pictures. Monitor the activity and offer help, if necessary. - Listen
• Select some pairs to act out the exchanges. Then give
- Work in pairs
feedback.
3Let’s talk:
- Some pairs perform in front of class
• - Tell the class that they are going to practise further
by asking and answering questions about means of - Listen to the teacher
transport.
• Get them to work in pairs. Remind them to use the - Remember
questions in their books.
• Select some pairs to act out their exchanges. Then give
feedback.
III. Consolidation:
IV. Homework:
*************************************************************************
I. Objectives:
1. Knowledge:
ask and answer questions about means of transport, using How did you get there? I went
by ...
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
4. Listen and write one word in blank
• Tell the class that they are going to listen to Mai, Linda, - Listen to the teacher
Nam and Trung talking about their past holidays. Get them
to pay attention to the means of transport. - Listen to the tape
• Ask them to read the four gapped sentences and guess the - Listen and do the task
words to complete them.
• Play the recording for them to listen and complete the
sentences.
• Play it again for them to check their answers. Monitor the
• Get them to read their answers in pairs before checking as a
class. - Listen
- Do the task
Key: 1 motorbike 2 train 3 taxi 4 plane - Individually
- Work in pairs
5. Write about your last holiday - Some Ps
• Tell the class that they are going to write about their last - The whole class
holidays.
• Have them read the questions and check their
understanding.
• Set a time limit for them to do the writing. Monitor the
- Listen
• Get them to swap and read their writing before inviting
one or two pupils to read their answers aloud. Then give
feedback. - Do as directed
Key: Answers vary
- Listen
6Let’s sing:
- Play in groups
• • Tell the class that they are going to sing the song
How did you get there? Teach the song, following the
procedure in Teaching the unit components in
Introduction.
• Have them read each line of the lyrics aloud. Check
comprehension.
- Listen
listen and follow in their books. Ask the class to do
choral and individual repetition of the song line by line - Remember
until they are familiar with the pronunciation, the stress,
the rhythm and tune of the song.
• Play the recording again and get pupils to sing along with
the recording.
• Divide the class into two groups: one group sings the
first verse and the other sings the
second.
III. Consolidation
IV. Homework
I. Objectives:
1Knowledge: By the end of the lesson, pupils can:
• ask and answer questions about means of transport, using How did you get there? I went
by ...
• pronounce three-syllable words with the stress on the first syllable: 'motorbike,
'underground, 'holiday and 'family.
2. Skills:
3. Language focus:
• - Phonics : the stress on the first syllable: 'motorbike, 'underground, 'holiday and 'family
II. New lesson:
1Listen and repeat
• Tell the class that they are going to practise saying three- - Listen to the teacher
syllable words with the stress on the first syllable: 'motorbike, - Listen to the tape
'underground, 'holiday and 'family. - Listen and repeat in choral,
• Play the recording and ask pupils to repeat once or twice, groups and individual
paying attention to the stressed syllables.
• Do choral and individual repetition of the words and the
sentences until pupils feel confident.
- Look at the books and guess
• Tell the class that they are going to listen and circle a or b to - Listen and write
complete the sentences. - Listen and check
• Give them a few seconds to read the sentences in silence - Read aloud
• Play the recording for them to listen and circle the answers.
• Play the recording again for pupils to check their answers.
as a class. - Listen to the teacher
Key: 1 a 2 a 3 b 4 a - Read the chant
- Do as directed
3. Let’s chant
• Tell the class that they are going to say the chant Where did
you go? Follow the procedure in Teaching the unit - Practice in groups
components in Introduction. Have them read the chant and
check their comprehension.
- Work in pairs
and follow in their books. Then play it again for them to - The whole class
repeat line by line. - Listen
• Divide the class into two groups: one group says the - Remember
questions and the other says the answers.
• Invite two groups of four to the front of the class to chant
and do actions. The rest of the class claps along to the
rhythm.
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
1Knowledge:
- By the end of the lesson, Ps will be able to use words and phrases related to the
topic past holidays and means of transport.
2. Skills:
3. Language focus:
II. Teaching aids:
Warm up: Spend a few minutes revising the chant Where did you - Read the chant
go? by getting two groups of five to the front of the class to say
the chant. Ask the rest of the class to listen and clap their hands.
I.
II. New lesson: - Listen to the teacher
4. Read and answer
• Tell the class that they are going to complete Nam’s - Read the paragraph
letter to Tony, using the words in the box.
• Have them read the gapped sentences and guess the - Individually
words to fill the gaps. Remind them to focus on the
context to get the information needed. - Work in pairs
• Have them work in pairs or groups to discuss the answers. - Some Ps
• Give pupils enough time to do the task.
- Answer the T’s question
• Get them to read their answers in pairs before checking as
a class. If there is time, ask the class to read the completed - The whole class
sentences.
Key: 1 Island 2 by 3 plane 4 badminton 5 swam - Listen to the teacher
5. Read and write - Do as directed
• Tell the class that they are going to read Linda’s letter to
Mai and write answers to the questions. Explain the - Write
meanings of the new words (e.g. take a train, view and - Work in pairs
wonderful).
• Tell them to read the questions first, then read the text and - The whole class
focus on the information needed to answer the questions. If
necessary, get pupils to work in pairs or groups. - Listen
• Give pupils time to do the task independently. Go around
• Get them to compare their answers in pairs before giving
the answers to the class. Give explanations, if necessary.
Key: 1 It’s in the north of England. 2 She got there by
underground.
- Work in groups
3 She got there by train. 4 Because she can enjoy
the beautiful views on the way. - Do the task
5 Yes, she did.
6. Project
• Tell the class that they are going to interview two classmates
about their past holidays.
• Ask them to copy the table below to their notebooks and
complete it.
Names Places By ... Activitie
s
1.
2.
- Read the statements
- Colour the stars
• Ask them to work in groups to discuss and brainstorm what
questions they should ask to get the information.
• Give them time to do the interviews in class and complete the
table.
• Invite some pupils to the front of the class to repeat their
interviews
7Colour the star - Listen
comprehension. - Remember
read the statements aloud.
certain objectives.
III. Consolidation
IV. Homework
*************************************************************************
UNIT 4: DID YOU GO TO THE PARTY?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topic Past activities.
• ask and answer questions about whether someone did something, using Did you ...?
Yes, I did./ No, I didn’t.
2. Skills:
3. Language focus:
- Sentence Partners: Did you ...? Yes, I did./ No, I didn’t.
- Vocabulary: a lot of, cartoon, chat….
II. Teaching aids:
I. Warm up: Have pupils play Slap the board, using - Play the game
pictures of these words: motorbike, bike, train, bus, taxi,
underground and plane. When the game is over, get
pupils to point at each picture to ask and answer
questions about means of transport
II. New lesson:

• Have the class look at the four pictures. Introduce
the story by pointing at each character and elicit - Listen
their answers to the questions: Who are the pupils?
Where are they? What are they talking aboutCheck - Look at the pictures and answer
their comprehension. the T’s questions:
• Play the recording once or twice for pupils to listen
and repeat. Do choral and individual repetition, In picture a, Mai, Linda and Phong
pointing to the characters speaking. Play the are in the room and looking at
recording again for pupils to listen and repeat line Tony at the door. He’s holding a
by line.
present and some flowers.
In picture b, Tony and Linda are
talking about Nam’s birthday.
In picture c, Tony asks Mai
Didyougototheparty?
In picture d, Tony asks
Didyouenjoy Nam’s party, Phong?
2.Point and say and Phong says Yes! We had a lot
• Tell the class that they are going to practise asking of fun!)
and answering questions about past activities, using - Listen and copy
Did you ...? Yes, I did./No, I didn’t. + Listen and repeat
• Teach the past simple forms of the verbs (i.e. went, + Groups, individuals
enjoyed, joined and watched). - Listen and repeat
• Have the class practise the questions, using the
prompts under the pictures. Then point at each
picture and ask the question for pupils to practise - Do as directed
answering first with Yes, I did. then with No, I
didn’t. - Listen to the teacher
• Get pupils to work in groups. Monitor the activity and
• Invite two pairs to ask and answer the questions to - Work in pairs
check their performance.
3.Let’s talk
asking and answering questions about whether
someone did something.
• Get pupils to work in groups of four to ask and answer
the questions in their books. Then give feedback.
III. Reinforcement: - Listen to the teacher
- Recall the main content. - Do the task
V. Homework:
- Recall
- Remember
*************************************************************************
I. Objectives:
1Knowledge:
• ask and answer questions about whether someone did something, using Did you ...?
Yes, I did./ No, I didn’t.
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and tick Y/N
• Tell the class that they are going to listen to the - Listen
recording and tick Yes or No.
• Have them read the questions in their books. Check - Listen to the tape
their understanding. - Listen and do the task
• Play the recording all the way through for them to - Answer the question.
listen and tick the boxes.
• Get pupils to compare their answers in pairs before
checking as a class. Play the recording again to
confirm the answers. Give explanations for answers
which pupils find difficult.
Key: 1 N 2 Y 3 N
• Tell the class that they are going to read the text and
fill the gaps with enjoyed, joined, festival, sports and - Do as directed.
went. - Individually
• Set a time limit for them to do the task independently. - Work in pairs
• Get pupils to compare their answers in pairs before - The whole class read aloud
checking as a class. If there is enough time, have
the class read the completed text aloud.
Key: 1 went 2 Festival 3 joined 4 sports 5
enjoyed
6Let’s sing
• Tell the class that they are going to sing What did - Listen to the teacher
you do on Teachers’ Day? Have them read each
line of the lyrics and teach the unfamiliar words. - Practice in groups
Check comprehension. - The whole class
• Play the recording all the way through for pupils
to listen and follow in their books. Play it again
and ask them to do choral repetition line by line.
• When they are familiar with the melody, ask the
class to sing along with the music before having
them practise doing actions in groups.
• Invite a group to sing the song and do actions in front
of the class.
III. Consolidation
- Retell the content of the lesson. - Retell
IV. Homework - Remember
**********************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about what someone did at a party, using What did you
do at the party? We ...'party, 'Sunday, en'joyed and in'vite.
2. Skills:
3. Language focus:
- Vocabulary: chat, hide-and-seek….
• - Structures: What did you do at the party? We….
II. Teaching aids:
I. Warm up: Spend a few minutes revising the previous - Play the game
lesson by having the class sing the song What did you do on
Teachers’ Day? Invite a group to do actions in front of the
class while the rest are singing.
- Listen
II. New lesson: - Look at the pictures and answer:
• Peter and Quan are talking at
• Tell the class that they are going to read a story in school.
which Quan and Peter are talking about Mai’s last
• In Picture a, Quan asks Peter
birthday party.
if he went to Mai’s birthday
• Have them look at the pictures and check their party and Peter says yes.
comprehension by pointing at the pictures and eliciting
• In Picture b, Quan asks What
their answers to the questions: What are their names?
did you do there? and Peter
What are they talking about? Did Peter go to Mai’s
answers I ate a lot of food. I
birthday party? What did Peter do at the party?
• n Pictures c and d, they
• Play the recording for pupils to listen to the story,
continue to talk about the
pointing to the pictures. Play it again for them to
party and Peter says they sang
repeat each line.
lots of songs and he had a
good time.)
- Listen and repeat
2Point and say
• Tell the class that they are going to practise asking and - Do as directed
answering questions about activities
in the past. - Listen
• Review the past simple forms of the verbs have, play, - Listen and copy
chat and watch, and have pupils practise saying the + Listen and repeat
sentences: We had nice food and drink. We played + Groups, individuals
hide-and-seek. We chatted with friends. We watched - Listen and copy
cartoons.
• Point at each picture and ask: What did you do at the
party? for the class to answer, using the prompts under
each picture.
• Ask them to work in pairs. Monitor the activity and
• Invite one or two pairs to ask and answer the questions.
Then give feedback. - Do as directed
3Let’s talk: - Listen
asking and answering questions about what they did. - Work in pairs
• Set a time limit for pupils to practise talking. Remind
them to answer the questions with information about - Some pairs perform in front of class
themselves.
• Check and correct
III. Consolidation: - Remember
IV. Homework:
*************************************************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about what someone did at a party, using What did you
do at the party? We ...
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
4. Listen and circle a,b
• Tell the class that they are going to listen and circle a or - Listen to the teacher
b to complete the sentences. Ask them to read the
sentences and guess the answers. Check if they - Listen to the tape
understand the text. - Listen and do the task
• Play the recording all the way through for the class to
listen. Play it again for them to circle the answers. Get
them to compare their answers in pairs before checking as
a class.
Key: 1 a 2 b 3 b
5. Write about you - Listen

• Tell the class that they are going to answer some questions - Do the task
about what they did. - Individually
• Remind them that they should write about things that - Work in pairs
really happened to them. - Some Ps
• Have pupils read the questions and check their - The whole class
understanding.
• Set a time limit for them to do the writing independently.
• Get them to swap to read their writing in pairs before
inviting one or two to read their answers
aloud.
Key: Answers vary
- Listen
6Let’s play:
• • Tell the class that they are going to play the game - Do as directed
Tic-tac-toe, following the procedure in
Games in the Introduction. - Listen
• Explain how the game is played. Tell the class that they - Play in groups
have to complete the sentence in order to mark a box with
an X or O.
• Set a time limit for the class to play the game in pairs.
When time is over, invite a few pupils to read aloud their
questions and put them on the board. Then invite some
pairs to practise asking and answering the questions. Then
- Listen
give feedback.
- Remember
III. Consolidation
IV. Homework
I. Objectives:
• pronounce two-syllable words with the stress on different syllables: 'party, 'Sunday,
en'joyed and
in'vite.
2. Skills:
3. Language focus:
• - Phonics : stress on different syllables: 'party, 'Sunday, en'joyed and
in'vite.
II. New lesson:
1Listen and repeat - Listen to the teacher
• Tell the class that they are going to practise saying two- - Listen to the tape
syllable words with the stress on different syllables: 'party, - Listen and repeat in choral,
'Sunday, en'joyed and in'vite. groups and individual
- Play the recording for pupils to repeat each word and sentence
twice
2. Mark the word stress. Then say aloud
• Tell the class that they are going to read and mark the - Listen to the teacher
word stress. Then say the words - Look at the books and guess
aloud. - Listen and write
• Give pupils a few seconds to read the words in silence and
- Listen and check
do the task. - Read aloud
• Get them to swap and compare their answers in pairs before
checking as a class.
• Invite some pupils to read out all the words.
• If time allows, ask the class to make sentences with the
words. - Listen to the teacher
Key: 1 'water 2 'party 3 4 'birthday
5 in'vite en'joy
6 'Monday 7 'comics 8 'picnic - Read the chant
- Do as directed
9 car'toon 10 'Sunday 11 12
3. Let’s chant re'peat com'plete
• Tell the class that they are going to say the chant When was - Practice in groups
your birthday? Follow the procedure in Teaching the unit
components in the Introduction. - Work in pairs
• Have pupils repeat each line of the chant. Divide the class - The whole class
into two halves: one says the questions and the other says
the answers. The two halves swap their roles after the first
round. - Listen
• Ask pupils to work in groups. Set a time limit for them to - Remember
practise the chant and do actions in groups.
• Invite two or three groups to say the chant and do actions.
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
1Knowledge:
topic party activities
2. Skills:
3. Language focus:
II. Teaching aids:
II. Warm up: Spend a few minutes having the class read the - Read the chant
chant When was your birthday?
II. New lesson:
4. Read and answer
• Tell the class that they are going to read a passage and - Listen to the teacher
answer the questions.
• Get pupils to read the questions and underline the key - Read the paragraph
words. Then tell them to read the passage and look for the
information needed to answer the questions. If necessary, - Individually
get them to work in pairs or groups.
Monitor the activity and offer help, if necessary. - Some Ps
• Have pupils swap and compare their answers before
checking as a class. Give explanations for the answers, if
necessary.
- The whole class
Key: 1 It was last Sunday.
2 Some of his classmates went to the birthday party.

3 He played the guitar.
4 She played the piano.
5. Write about your birthday party
• Tell the class that they are going to write about their own - Listen to the teacher
birthday parties.
• Give them time to read the questions and write the first - Do as directed
draft of their answers in the notebooks.
• Set a time limit for pupils to do the writing individually. - Write
• Remind them to use capital letters for the first letter of the
- The whole class
word at the beginning of each sentence and the names of
people, and to put a comma or full stop in the appropriate
places. - Listen
• Get them to read their writing in pairs before inviting two or
three pupils to read their answers
aloud.
Key: Answers vary
- Work in groups
6. Project
• Tell the class that they are going to think about what - Do the task
present to give a classmate for his/her birthday.
• Get pupils to work in groups of 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.
• Set a time limit for them to do the task.
• Invite one or two groups to present their ideas.
7Colour the star
comprehension.
• Give them time to colour the stars and invite a few pupils to - Read the statements
read the statements aloud. - Colour the stars
certain objectives.
- Listen
III. Consolidation
- Summary the lesson - Remember
IV. Homework
*************************************************************************
UNIT 5: WHERE WILL YOU BE THIS WEEKEND?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topic Future activities.
• ask and answer questions about where someone will be, using Where will you be ...? I
think I’ll be ...
2. Skills:
3. Language focus:
• - Sentence Partners: Where will you be ...? I think I’ll be ...
- Vocabulary: cave, explore, island, hope…
II. Teaching aids:
Warm up: Get the class to say the chant When was your - Say the chant
birthday? Then invite some pupils to work in pairs, asking and - Answer T’s questions
answering questions like Where were you yesterday? What did
you do?II. New lesson:
- Look at the pictures and answer
1. Look, listen and repeat. the T’s questions:
• Tell the class that they are going to read and listen to a In Picture a, Tony asks Mai What
story about where someone will be. will you do this weekend? and Mai
• Have pupils look at the four pictures to discuss the answers I think my family and I will
context in which the language is used. Ask them go for a picnic.
questions such as Who are the pupils? Where are In Picture b, Mai asks Tony Where
they? What are they talking about? (Check their will you be on Saturday? and he
comprehension. answers I think I’ll be in the
• Play the recording once or twice for pupils to listen mountains.
and repeat the language. Do choral and individual In Pictures c and d, Tony asks
repetition, pointing to the characters speaking.
Phong the same question and he
answers I’ll be at home and
explains the reason. - Listen and
copy
+ Listen and repeat
2.Point and say - Listen and repeat
• Tell the class that they are going to practise asking
and answering questions about where someone
will be, using Where will you be ...? I think I’ll be ...
• Have pupils look at the pictures and teach the new
phrases under the pictures: in the countryside, on the - Do as directed
beach and by the sea. Ask the question Where will
you be this weekend? for pupils to answer, using the - Listen to the teacher
prompts.
• Get pupils to practise in pairs. Monitor the activity
and offer help, if necessary. Invite a few pairs to act - Work in pairs
out the exchanges in front of the class.
3.Let’s talk
• Tell pupils that they are going to practise further by
asking and answering questions about where they
will be this weekend.
• Ask pupils to work in pairs: one pupil asks Where will - Listen to the teacher
you be this weekend? and the other answers I think I’ll - Do the task
be ... Monitor the activity and offer help, if necessary.
• Invite a pair to act out what they have practised. Then
give feedback.
III. Reinforcement:
V. Homework:
- Recall
- Remember
*************************************************************************
I. Objectives:
1Knowledge:
• ask and answer questions about where someone will be, using Where will you be ...? I
think I’ll be ...
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and tick
• Tell the class that they are going to listen and tick the - Listen
correct pictures.
• Have them look at the pictures to identify where the - Listen to the tape
characters are. Check their understanding. - Listen and do the task
• Play the recording all the way through for pupils to - Answer the question.
listen. Play it again for them to tick the correct
pictures.
• Get pupils to swap their answers before checking as a
class. Go around and offer help, if necessary.
Key: 1 c 2 a 3 b
5. Read and match - Listen to the teacher

• Tell the class that they are going to match the
questions with the answers. - Do as directed.
• Give pupils a few seconds to look at the questions - Individually
first. Remind them to focus on the people in the - Work in pairs
questions and the pronouns in the answers (you, Mai,
Phong, and Peter and Linda, He, They, I and She). - The whole class read aloud
Get pupils to work in pairs and do the task. Go
around and offer help, if necessary.
• Get pupils to swap their answers before checking
as a class. If there is enough time, invite some
pairs to act out the dialogues.
Key: 1 c 2 d 3 a 4 b
6Let’s sing
• Tell the class that they are going to sing the song - Listen to the teacher
Where will you be? Teach the song, following the
procedure in Teaching the unit components in - Practice in groups
Introduction. - The whole class
• Play the recording for pupils to do choral and
individual repetition of the song line by line.
• When they are familiar with the tune, ask two
groups of four to go to the front. One group sings
the questions and the other sings the answers.
• Have the class sing the song again and clap their
hands to reinforce the activity.
III. Consolidation
IV. Homework - Retell
- Do exercises in the workbook. Prepare the next period. - Remember
**********************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about what someone will do, using What will you do ...?
I think I’ll .../ I don’t know. I may ...
.2. Skills:
3. Language focus:
- Vocabulary: explore, landscape, trip…
- Structures: What will you do ...? I think I’ll .../ I don’t know. I may ...
lesson by calling some pupils to the front of the class to sing
Where will you be? Ask the rest of the class to sing along and
clap their hands.
• Tell the class that they are going to read the story about In Picture a, Mai and Tony are talking
Mai’s picnic at the weekend. at school and Mai says I’ll go for a
• Have pupils look at the pictures and elicit their picnic this weekend.
answers to these questions: Who are they? Where are In Pictures b and c, Tony asks about
they? What are they doing Check comprehension. Mai’s plans, using Where will you go?
• Play the recording for pupils to listen and repeat. Do and What will you do there? and Mai
choral and individual repetition, pointing to the answers with I think I’ll ...
characters speaking. In Picture d, Tony asks Will you visit
Tuan Chau Island? and Mai answers I
2Point and say don’t know. I may explore the caves.)
• Tell the class that they are going to practise asking - Listen and repeat
and answering questions about what someone will
do, using What will you do ...? I think I’ll ... or I don’t
know. I may ... - Do as directed
• Teach the new phrases: explore the caves, take a boat
trip around the islands and build sandcastles on the - Listen
beach. Have pupils practise saying I think I’ll .../I - Listen and copy
don’t know. I may ..., using the prompts. + Listen and repeat
• Point to the first picture and ask the question What will + Groups, individuals
you do at Ha Long Bay? Pupils should answer I think - Listen and copy
I’ll explore the caves or I don’t know. I may explore the
caves. Ask them to practise asking and answering in
pairs. Monitor the activity and offer help, if
necessary.
• Invite a few pairs to act out the exchanges in front of
the class. Correct their pronunciation, if necessary.
3Let’s talk:
• Tell the class that they are going to practise further - Do as directed
what they have learnt in Lesson 1 and Lesson 2 by - Listen
asking and answering the questions in their books.
• Have pupils work in pairs: one asks the questions - Work in pairs
Where will you be next week? What will you do? and
the other answers. - Some pairs perform in front of class
• Select some pairs to role-play the exchanges in front
of the class. Correct the pronunciation, if necessary.
• If there is enough time, ask some pupils to talk about
their future activities, using the language they have
learnt.
III. Consolidation:
IV. Homework: - Listen to the teacher
- Remember
*************************************************************************
I. Objectives:
1. Knowledge:
• • use the words and phrases related to the topic Future activities.
• ask and answer questions about what someone will do, using What will you do ...? I
think I’ll .../ I don’t know. I may ...
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
pictures.
• Ask them to look at the pictures and identify the place - Listen to the tape
and the activities. Check their understanding. - Listen and do the task
• Play the recording all the way through for pupils to listen.
Play it again for them to number the pictures.
class.
Key: a 2 b3 c4 d1
5. Write about you

• Tell the class that they are going to write about themselves.
- Listen
• Ask pupils to read the questions and write the answers. - Do the task
Get them to work in pairs, if necessary. - Individually
• Get them to swap their answers before checking as a - Work in pairs
class. If there is enough time, invite some pairs to act out - Some Ps
the dialogues.
- The whole class
Key: Answers vary
6Let’s play:
• Tell the class that they are going to play Questions and - Listen
answers.
• Prepare pieces of paper on which some places are written - Do as directed
(e.g. in the mountains, by the sea, on the beach) and put
them into a box. - Listen
• Put pupils into groups of three. Invite two groups to the
front of the class. Group 1 should draw a piece of paper - Play in groups
from the box and say We’ll be in/at/by ... Group 2 should
ask What will you do there? Group 1 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. - Listen
III. Consolidation
IV. Homework
I. Objectives:
• pronounce two- and three-syllable words with the stress on the first syllable:
'seaside, 'islands and 'countryside.
2. Skills:
3. Language focus:
• - Phonics : stress on different syllables: 'party, 'Sunday, en'joyed and
in'vite.
II. New lesson:
1.Listen and repeat
• Tell pupils that they are going to practise pronouncing two-
and three-syllable words with the stress on the first syllable: - Listen to the tape
'seaside, 'islands and 'countryside. - Listen and repeat in choral,
• Put the words 'seaside, 'islands and 'countryside on the groups and individual
board. Play the recording for pupils to listen. Then play the
recording again for them to repeat the sentences.
• Do choral and individual repetition of the words and
sentences until they feel confident.
• Get some pupils to say the words and sentences. Correct the
pronunciation, if necessary.
2. Listen and circle a or b. Then say aloud - Listen to the teacher
• Tell the class that they are going to listen to the recording
- Listen and write
and circle a or b to complete the
- Listen and check
sentences.
- Read aloud
• Give pupils a few seconds to read the sentences in silence
• Have them listen to the recording and do the task
independently. Go around and offer help, if necessary.
• Have pupils swap their answers before checking as a
class. Then ask them to read the completed sentences
aloud.
Key: 1 b 2 a 3 b - Listen to the teacher
3. Let’s chant - Read the chant

• Tell the class that they are going to say the chant Where will - Do as directed
you be this weekend? Follow the procedure in Teaching the
unit components in Introduction. - Practice in groups
• Have pupils read the chant and check comprehension.
• Play the recording all the way through for pupils to do - Work in pairs
choral and individual repetition. Show them how to chant - The whole class
and do actions. Invite two groups of four to give a
demonstration. One group chants the questions and the
other chants the answers.
• Call two groups to the front of the class to chant and do
actions. The rest of the class claps their hands along to the - Listen
rhythm. - Remember
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
1Knowledge:
topic future activities.
2. Skills:
3. Language focus:
II. Teaching aids:
Warm up: Spend a few minutes revising the previous lesson. - Read the chant
Get two groups of pupils to go to the front of the class to say the
chant Where will you be this weekend? and do actions. Ask the
rest of the class to chant with them.
II. New lesson: - Listen to the teacher
• Tell the class that they are going to read the text about Mai - Read the paragraph
and complete the table.
• Get them to read the text and find appropriate information - Individually
to complete the table, paying attention to what Mai and her
family will do in the morning, afternoon and evening. Ask - Work in pairs
pupils to work in pairs or in small groups. - Some Ps
• Give them time to do the task independently. Go around
and offer help, if necessary. - Answer the T’s question
- The whole class
class. If time allows, ask some pupils to report Mai and
her family’s activities at Ha Long Bay. (E.g. Mai’s parents
will swim in the sea in the morning. They will sunbathe in
the afternoon.)
Key:
Mornin After Evening
Mai’s g in
will swim will noon will have - Listen to the teacher
parents the sea sunbathe dinner on Tuan
Mai will build will play Chau Island
will have - Do as directed
and sandcastles badminton dinner on Tuan
5.her (on
Write about you the beach) Chau Island - Write
brot• Tell the class that they are going to write about themselves. - Work in pairs
her • Have pupils work in pairs or in groups to discuss what they
- The whole class
will do next Sunday.
• Give pupils time to do the task independently. Go around - Listen
• Get them to swap their answers before checking as a class.
Key: Answers vary
6. Project
• Tell the class that they are going to interview their
classmates about where they will go and what they will do - Work in groups
next weekend.
• Each pupil selects three classmates to interview and takes
- Do the task
notes.
• When they finish interviewing, select three or four pupils to
report the results of their interviews to the class. (E.g. Xuan
will be in the mountains this weekend. She’ll go there by
bus. She’ll play games, sing songs and have lunch with her
classmates. It’ll be a lot of fun.)
7Colour the star
• Have the class read the statements and check their - Read the statements
comprehension. - Colour the stars
certain objectives.
III. Consolidation - Listen

*************************************************************************
UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY?
I. Objectives:
4. Knowledge:
By the end of this unit, pupils can
• use the words and phrases related to the topic School lessons.
• ask and answer questions about school lessons, using How many lessons do you have
today? I have ...
2. Skills:
3. Language focus:
• - Sentence Pattern: How many lessons do you have today? I have ...
- Vocabulary: trip, on holiday, still….
II. Teaching aids:
5. Oral test:
6. New leson:

II. New lesson:
1. Look, listen and repeat. - Listen
• - Have the class look at the pictures. Introduce - Look at the pictures and answer:
the story by pointing at each character and • Mai is talking to Long
elicit their answers to these questions: Who’s on the Internet.
this? Who is he/she talking with? What are they • In Picture a, Mai asks
talking about? Long about his trip
• Play the recording all the way through for home. In Picture b, Mai
them to listen and follow in their books. Play says she has school
it again for them to repeat line by line. today.
Finally, point to each picture for the class to • In Picture c, Long asks
say the words in each bubble. How many lessons do
you have today? and Mai
answers I have four:
Maths, Vietnamese,
Music and PE.
• In Picture d, Long says
2. Point and say he doesn’t have school
today.)
• - Tell the class that they are going to practise
asking and answering questions about lessons,
using How many lessons do you have today? I - Listen and copy
have ... + Listen and repeat
• Review the names of the lessons with the class. + Groups, individuals
• 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, - Do as directed
Science, Vietnamese and English.)
- Listen
• Ask the question How many lessons do you have
today? for the class to answer chorally. - Listen and copy
• Have pupils practise the question and answers
in pairs. Monitor the activity and offer help, - Do as directed
if necessary.
• Invite one or two pairs to speak to check their
performance. Correct their pronunciation,
if necessary.
- Work in pairs to do the task
3. Let’s talk
by asking and answering questions about
lessons.
• Set a time limit for pupils to practise. Monitor the
• Invite two or three pairs to act out their
conversations. They can make up the number of - Recall
lessons they have so that each pair will have
different answers. Then give feedback. - Remember
III. Reinforcement:
V. Homework:
I. Objectives:
1Knowledge:
• ask and answer questions about school lessons, using How many lessons do you have
today? I have ...
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and tick
• Tell the class that they are going to listen to the recording - Listen to the tape
and tick the timetable in their books. - Listen and do the task
• Ask them to read the names and lessons in the timetable. - Answer the question.
Then play the recording all the way through for them to
listen. Play it again for them to do the task. - Listen to the teacher
class. Give explanations for answers which pupils find
difficult. Play the recording again to confirm the answers.
Key: Long: Maths, IT and Science
Minh: Science, Music, Art and IT
Lan: Vietnamese, English, Maths, IT and PE - Do as directed.
- Individually
5. Read and complete - Work in pairs
• 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. - The whole class read aloud
• Get pupils to compare their answers in pairs before checking as
a class. - Listen to the teacher
• Key: 1 Tuesday 2 lessons 3 Wednesday 4 four
5 Art - Read each line of the lyrics
6Let’s sing - Listen to the tape
• - Tell the class that they are going to sing How many lessons - Listen and repeat each line
do you have today? Have them read the lyrics and teach the - The whole class
unfamiliar words. Check their comprehension. - Practice in groups
- The whole class
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. - Retell
• Invite a group to sing the song and do actions in front of the
class. - Remember
•
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about how often someone has a subject, using How often
do you have ...? I have it + frequency expression.
2. Skills:
3. Language focus:
- Vocabulary: break, once, twice…
• - Structures: How often do you have ...? I have it + frequency expression.
II. Teaching aids:
I. Warm up: Spend a few minutes having the class sing How - Sing the song
many lessons do 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. - Listen
- Look at the pictures and answer:
II. New lesson: • In Picture a, Akiko is talking
1. Look, listen and repeat to Nam on the Internet.
• Tell the class that they are going to read a story. • In Picture b, Nam says he’s at
Check comprehension by pointing at each picture to school and it’s break time.
elicit their answers to these questions: What’s his/her
• In Picture c, Akiko says she’s
name? Who is he/she talking with? What are they at home and studying for her
talking about English lesson.
• In Picture d, Nam asks How
listen and follow in their books. Play it again for often do you have English? and
them to repeat the lines in the bubbles. Finally, point Akiko answers I have it four
to each picture for the class to say the words in each times a week.
bubble.
- Listen
- Listen and repeat
- Do as directed
2Point and say
• - Tell the class that they are going to practise asking - Listen
and answering questions about how many times they - Listen and copy
have a lesson in a week, using How often do you have + Listen and repeat
...? I have it ... + Groups, individuals
• Have them practise the questions, using a substitution - Listen and copy
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. - Do as directed
- Listen
• Ask pupils to work in pairs. Monitor the activity and
- Work in pairs
• Invite one or two pairs to perform the activity.
3Let’s talk: - Some pairs perform in front of class
by asking and answering the questions in their - Listen to the teacher
books. If you want to add variety, you can invite
them to imagine they are in different schools and - Remember
give different answers. Tell them to make their own
timetables before practising.
• Invite two or three pairs to act out their conversations.
Then give feedback.
III. Consolidation:
IV. Homework:
*************************************************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about how often someone has a subject, using How often
do you have ...? I have it + frequency expression.
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
• Tell the class that they are going to listen and circle a or b - Listen to the teacher
to complete the sentences. Ask them to read the
sentences and guess the answers. - Listen to the tape
• Play the recording all the way through for pupils to - Listen and do the task
class.
Key: 1 a 2a 3b 4a
- Listen
5. Write about you - Do the task
- Individually
• Tell the class that they are going to write about their lessons.
Have pupils read the questions and check their understanding. - Work in pairs
- Some Ps
• Set a time limit for them to do the writing independently.
Monitor the activity and offer help, if necessary. - The whole class
• Get pupils to swap and read their writing before inviting two
or three pupils to read their answers aloud.
• Key: Answers vary
6Let’s play:
• • Tell the class that they are going to play Slap the - Listen
board. Practise the names of the subjects and the
frequency expressions with them first. Display the - Do as directed
pictures on the board as in the Student’s Book. Then ask
two groups of four pupils to stand at the board. Call out the - Listen
subjects or frequency expressions for the groups to slap.
The slower group is out and the quicker group will play - Play in groups
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. - Listen
III. Consolidation - Remember

IV. Homework
I. Objectives:
1Knowledge: By the end of this lesson. Pupils can:
• say questions and answers with the correct sentence stress.
2. Skills:
3. Language focus:
• - Phonics: stress on questions and answers
II. Teaching aids:
II. New lesson:
1Listen and repeat
• Tell the class that they are going to practise saying - Listen to the teacher
questions and answers with the correct sentence stress. - Listen to the tape
• Play the recording all the way through for pupils to listen - Listen and repeat in choral,
and follow in their books. Then play it again for them to groups and individual
repeat the sentences twice.
• 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 - Listen to the teacher
before playing the recording twice for them to do the task. - Look at the books and guess
• Get them to compare their answers in pairs before checking as a - Listen and write
class.
- Listen and check
Key: 1 a, b 2 b, a
- Read aloud
3. Let’s chant
• Tell the class that they are going to say the chant How
often do you have ...? Have them read the chant and check
- Read the chant
their comprehension.
- Do as directed
• Play the recording all the way through for pupils to listen - Practice in groups
and follow in their books. Play it again for them to repeat
each line. - Work in pairs
• Put the class into two groups to practise chanting the
questions and answers respectively. - The whole class
• Have them practise saying the chants and doing actions in
groups.
• Invite two or three groups to say the chant and do actions. - Listen
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
6. Knowledge:
the topic about addresses and hometowns.
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
• Tell the class that they are going to read the passage and - Listen to the teacher
• Get them to read the sentences and guess the answers - Read the paragraph
before looking for the relevant information in the reading
passage. - Individually
- Some Ps
• Have pupils compare their answers before checking as a
class. - Answer the T’s question
Key: 1 August 2 Saturday and Sunday 3 four
- The whole class
4 Maths, Vietnamese, Music and English 5 once a
week 6 four
times a week
5. Write about your school and lesson
• Tell the class that they are going to write about their school - Do as directed
and lessons.
• Give them time to read the gapped text and write the first draft. - Write
• Set a time limit for them to do the writing independently. - Work in pairs
• Remind them about punctuation and when to use capital - The whole class
letters.
• Get them to work in pairs and swap to read what they have - Listen
written before inviting two or three pupils to read their
writing aloud.
Key: Answers vary
6. Project
- Work in groups
• Tell the class that they are going to write a letter to a pen friend
to talk about their timetables.
- Do the task
• Get pupils to work in pairs or groups to discuss what they should
include in their letters.
• 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 - Read the statements
photo. Today is Friday. I have three lessons: Maths, Vietnamese - Colour the stars
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,
8. Colour the star - Listen
comprehension. - Remember
certain objectives.
III. Consolidation
IV. Homework
UNIT 7: HOW DO YOU LEARN ENGLISH?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topic How do you learn English?
• ask and answer questions about how someone learns English, using How do you
practise ...? I ...
2. Skills:
3. Language focus:
• - Sentence Pattern: How do you practise ...? I ...
- Vocabulary: comics, notebook, practice…
II. Teaching aids:
1Class organization:
2Oral test:
3New leson:

II. New lesson:
• - Have the class look at the pictures. Introduce - Listen
the story by pointing at each character and - Look at the pictures and answer:
elicit their answers to these questions: Who are • - In Picture a, Tom asks
they? What are they talking about? How often Mai how often she has
does Mai have English? Does she have English English and she says she
today? How does she practise reading? has it four times a week.
• Play the recording all the way through for the • In Picture b, Mai says
class to listen and follow in their books. Play it she has English today.
again for them to repeat line by line. • In Picture c, Tom asks
• Check their understanding of the story. How do you practise
reading? and Mai
answers I read English
comic books.
• In Picture d, Tom
continues to ask How do
you learn vocabulary?
and Mai answers I write
new words in my
notebook and read them
2.Point and say aloud.)
asking and answering questions about how - Listen and copy
someone learns English, using How do you
+ Listen and repeat
practise ...? I ...
• Have pupils look at the pictures and read aloud the
phrases under each picture. - Do as directed
• Remind them of the use of practise
reading/speaking/listening/writing. - Listen
• Point at each picture and introduce the question
How do you practise ...? for pupils to practise - Listen and copy
saying the complete question, using the
information under each picture. Then point at
- Do as directed
each picture, asking the question for the class to
answer.
• Have pupils practise asking and answering the
questions in pairs. Then invite one or two pairs
to speak to check what they have done.
3. Let’s talk
• Tell the class that they are going to practise further - Listen to the teacher
by asking and answering questions about how - Work in pairs to do the task
someone learns English.
• Get pupils to work in pairs to ask and answer the
• Invite a few pairs to act out their conversations in - Recall
front of the class. Then give feedback.
- Remember
III. Reinforcement:
V. Homework:
I. Objectives:
1Knowledge:
• By the end of this unit, pupils can :
• ask and answer questions about how someone learns English, using How do you
practise ...? I ...
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and tick
• Tell the class that they are going to listen to the recording - Listen
and tick the correct pictures.
• Ask them to look at the pictures to identify the characters - Listen to the tape
and what they do to practise English. - Listen and do the task
• Play the recording all the way through for pupils to listen - Answer the question.
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. - Listen to the teacher
Key: 1 b 2 c 3 a 4 b
- Do as directed.
5. Read and complete - Individually
• Tell the class that they are going to read the text and fill the - Work in pairs
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. - The whole class read aloud
• Set a time limit for them to do the task independently. Monitor
the activity and offer help, if necessary.
• Get them to compare their answers in pairs before checking as
a class. If there is enough time, have the class read the - Listen to the teacher
completed text aloud. - Read each line of the lyrics
• Key: 1 because 2 speaks 3 writes 4 - Listen to the tape
singing 5 hobby
- Listen and repeat each line
6Let’s sing
- The whole class
• - Tell the class that they are going to sing How do you
learn English? Have them read each line of the lyrics.
- The whole class
Check comprehension.
and follow in their books. Play it again and ask pupils to - Retell
do choral repetition line by line.
• When pupils are familiar with the melody, ask the class to - Remember
sing along with the music before having them practise
singing and doing actions in groups.
• Invite a group to sing the song and do actions in front of the
class.
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
1. Knowledge:
• - By the end of the lesson, Ps will be able to:
• ask and answer questions about the importance of learning English, using Why do
you learn English? Because I want to ...
2. Skills:
3. Language focus:
- Vocabulary: understand, vocabulary, email…
• - Structures: Why do you learn English? Because I want to ...
II. Teaching aids:
I. Warm up: Sing the song How do you learn English? - Sing the song
II. New lesson:

1. Look, listen and repeat - Listen
• Tell the class that they are going to read a story. - Look at the pictures and answer:
Have them look at the pictures and guess what the • Akiko and Hoa are talking in
story is about. Check their comprehension by the library.
pointing at each picture and eliciting their answers to • In Pictures a and b, Hoa says
these questions: Who are they? What are they talking she has English at school and
about? What foreign language does Hoa study at Akiko says she has French.
school? Does she like English? Why does she learn • In Picture c, Hoa says
English? English is her favourite
• Play the recording all the way through for pupils to subject.
listen and follow in their books. Play it again for • In Picture d, Akiko asks Why
them to repeat line by line chorally. do you learn English? and
Hoa answers Because I want
to sing English songs.
2Point and say - Listen
• - Tell the class that they are going to practise asking
and answering questions about the importance of - Listen and repeat
learning English, using Why do you learn English?
Because I want to ...
• Point at each picture and ask the class Why do you - Do as directed
learn English? for them to answer, using the prompts
under each picture. - Listen
• Ask pupils to work in pairs: one asks the question and - Listen and copy
the other answers it. + Listen and repeat
• Invite one or two pairs to perform the activity. + Groups, individuals
Invite one or two pairs to perform the activity. Then give - Listen and copy
feedback
3Let’s talk:
• Tell the class that they are going to practise talking
about how and why they learn English, using How do
you learn English? and Why do you learn English? - Do as directed
• Get pupils to work in pairs. Remind them to use the - Listen
• Set a time limit for them to practise. Monitor the - Work in pairs
• Invite a few pairs to ask and answer questions about - Some pairs perform in front of class
how and why they learn English in front of the class.
Then give feedback. - Listen to the teacher
III. Consolidation:
IV. Homework:
*************************************************************************
I. Objectives:
1. Knowledge:
• By the end of the lesson, Ps will be able to:
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
pictures.
• Ask them to look at the pictures and identify the characters - Listen to the tape
and their activities. - Listen and do the task
and number the pictures. Play it again for them to check
their answers.
class.
Key: a 2 b4 c1 d3
5. Write about you
• - Tell the class that they are going to write about where
they live and who they live with. Have them read the - Listen
questions and check their understanding. - Do the task
• Set a time limit for them to do the task. Monitor the activity - Individually
and offer help, if necessary. - Work in pairs
• Get them to swap and read their writing before inviting one - Some Ps
or two pupils to read their answers aloud and give feedback. - The whole class
Key: Answers vary
6Let’s play:
• • Tell the class that they are going to play How do 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 - Listen
the game. Make sure pupils understand how to play it.
• Divide the class into two teams. Show the first team a - Do as directed
word. One pupil of this team must act it out. If the second
team guesses the word correctly, they get a point. Then let - Listen
the second team act out a word while the first team
guesses. Put all the words used in the game on the board. - Play in groups
• Set a time limit for pupils to 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.
III. Consolidation
IV. Homework
- Remember
I. Objectives:
1Knowledge:
2. Skills:
3. Language focus:
• - Phonics: say questions and answers with the correct sentence stress.
•
II. Teaching aids:
II. New lesson:
1Listen and repeat
• Tell the class that they are going to practise saying the - Listen to the teacher
sentences, paying attention to sentence stress. - Listen to the tape
first. Play the recording again for them to repeat the groups and individual
sentences twice.
• 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. - Listen to the teacher
• Play the recording for pupils to listen and do the task.
Then play it again for them to check the answers. - Listen and write
- Listen and check
as a class. - Read aloud
• Ask the class to read the completed sentences aloud.
Key: 1 b 2 a 3 a 4. b
3. Let’s chant
• - Tell the class that they are going to say the chant How do - Listen to the teacher
you learn English? Have them read the chant and check their
comprehension. - Read the chant
• Play the recording all the way through for pupils to listen - Do as directed
and follow in their books. Then play it again for them to
repeat line by line.
• Put the class into two groups to practise chanting: one - Practice in groups
chants the questions and the other chants the answers.
- Work in pairs
• Invite two or three groups to say the chant and do actions. - The whole class
III. Consolidation
IV. Homework
- Remember
*************************************************************************
I. Objectives:
7. Knowledge:
the topic how and why someone learns English.
2. Skills:
3. Language focus:
II. Teaching aids:
I. Warm up: Spend a few minutes having the class say the chant - Say the chant
How do you learn English?chant
II. New lesson:
4. Read and tick T/F - Listen to the teacher
• Tell the class that they are going to read the text about
how and why Mai and Akiko learn English, and tick T or - Read the paragraph
F.
• Give them a few seconds to look at the picture and ask: - Individually
Who’s this? What’s she doing? How does she learn English?
• Explain the meaning of understand each other. - Work in pairs
- Some Ps
• Have pupils compare their answers before checking as a
Key: 1 T 2 F 3 T 4 T 5 F
5. Write about your friend learn 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.
• Remind pupils to use the structure learn ... by -ing ... in their
writing.
- Do as directed
• Get them to read their writing in pairs before inviting some
pupils to read their answers aloud.
- Write
Key: Answers vary - Work in pairs
6. Project - The whole class
• Tell the class that they are going to work in groups of three and
discuss how they practise listening, speaking, reading and writing - Listen
English.
• Ask pupils to copy the table below and then take notes.
How How How we How we
Name
we we learn learn
1. learn lear to to
to n to read write
2. - Work in groups
listen spea
3. k - Do the task
• 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.
7Colour the star

comprehension.
- Colour the stars
certain objectives.

*************************************************************************
UNIT 8: WHAT ARE YOU DOING?
I. Objectives:
1Knowledge:
• 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 ...
2. Skills:
3. Language focus:
- Sentence Pattern: What are you reading? I’m reading ...
- Vocabulary: ghost, scare, brave….
II. Teaching aids:
8. Oral test:
9. New leson:

II. New lesson:
1. Look, listen and repeat. - Listen
• Tell the class that they are going to read a story - Look at the pictures and answer:
about Tony and Peter. Tony and Peter are in their
• Ask pupils to look at the pictures to identify the classroom.
characters and the language in the bubbles. Ask - In Picture a, Tony asks Peter to play
them questions such as Who are they? Where chess with him.
are they? What are they doing? - In Pictures b and c, Tony and Peter
• Explain the meaning of the new words. talk about the book that Peter’s
• Play the recording all the way through for the reading. - In Picture d, a black cat is
class to listen and follow in their books. Play it
standing on the window sill and the
again for them to do choral and individual
repetition, pointing to the characters speaking. boys are frightened.
- Listen and copy
• Check their understanding of the story. + Listen and repeat
2.Point and say

asking and answering questions about what
book someone is reading, using What are you
reading? I’m reading ... - Do as directed
• Have pupils look at the pictures to identify the
books/stories. Teach them how to say the titles - Listen
of the books/stories. Explain the meaning of the
new words. Ask them if they have read these - Listen and copy
stories. If not, briefly tell them the main points
of the stories. - Do as directed
• Get the class to practise saying what they are
reading, using the titles under the pictures.
• 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
necessary. Select some pairs to role-play the
dialogues in front of the class.
3. Let’s talk
asking and answering questions about what book
they are reading. - Listen to the teacher
• Get pupils to work in groups of four and use the - Work in pairs to do the task
questions and answers in their books.
• Select some pairs to demonstrate their dialogues in
III. Reinforcement:
V. Homework:
- Do exercises in workbook, learn by heart the new words - Recall
- Remember
UNIT 8: WHAT ARE YOU READING?
I. Objectives:
1Knowledge:
• By the end of this unit, pupils can
• ask and answer questions about what story/book someone is reading, using What
are you reading? I’m reading ...
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and tick
• Tell the class that they are going to listen and tick the correct - Listen to the tape
answers. - Listen and do the task
• Ask them to identify the characters and the titles of the - Answer the question.
stories. Check their understanding.
• Play the recording all the way through for the class to listen. - Listen to the teacher
Play it again for them to do the task.
as a class.
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
5. Read and complete - Do as directed.
• Tell the class that they are going to read the text and fill the - Individually
gaps with snow, like, reading, free - Work in pairs
and seven. Give them a few seconds to read the text.
as a class. If there is enough time, have the class read the - The whole class read aloud
completed conversation aloud.
Key: 1 free 2 reading 3 Snow 4 Seven 5 like
6Let’s play - Listen to the tape
• - Tell pupils that they are going to play The Guessing Game - Listen and repeat each line
to find out the titles of some famous books/stories for - The whole class
children. Follow the procedure in Games in Introduction. - Practice in groups
• Divide the class into two groups. One group says three to - The whole class
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. - Retell
• Each group takes turns giving the clues or guessing. The
one that gets more points wins. - Remember
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge:
• ask and answer questions about what the character in a story is like, using
What’s ... like? He’s/She’s ...
2. Skills:
3. Language focus:
- Vocabulary: clever, detective, fairy tale….
• - Structures: What’s ... like? He’s/She’s ...
II. Teaching aids:
Students’ activities
I. Warm up: Spend a few minutes having the class play -Play the game
Bingo, using the titles of books/stories learnt in Lesson 1.
Then ask pupils to ask and answer questions about what
they are reading, using What are you reading? I’m reading ...
• Tell the class that they are going to read about Mai and • Mai and Quan are at school.
Quan. Ask them to look at the pictures, listen and • In Picture a, Mai asks Quan
repeat the lines in the bubbles. what he’s reading and he
• Point to the pictures and ask these questions: Who are answers Aladdin and the
they? Where are they? What are they doing Magic Lamp.
• Play the recording all the way through for the class to • In Picture b, Quan says the
listen and follow in their books. Play it again for them main character is a boy called
to repeat line by line. Aladdin.
• Check their understanding of the story. • In Picture c, Mai continues to
ask What’s he like? and Quan
answers I think he’s generous.
• In Picture d, Quan says Mai
2Point and say can borrow the book when he
• - Tell the class that they are going to practise Tell the finishes it.)
class that they are going to practise asking and - Listen
answering questions about what the character of a - Listen and repeat
book/story is like, using What’s ... like? He’s/She’s ...
• Have pupils look at the pictures and teach them to - Do as directed
say the words under each picture. Get them to - Listen
practise the question What’s ... like? using the names - Listen and copy
under the pictures. Then have them practise saying the + Listen and repeat
answers, using the given adjectives. + Groups, individuals
• Point to the first picture and ask What’s An Tiem like? - Listen and copy
for the class to 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. - Do as directed
• Select some pairs to act out the exchanges. - Listen
3Let’s talk:
• Tell the class that they are going to practise further by - Work in pairs
asking and answering questions about books/stories
they like reading. - Some pairs perform in front of class
• Get them to work in pairs, using the questions and
answers in their books. - Listen to the teacher
• Select some pairs to act out their exchanges in front of
the class. Then give feedback.
III. Consolidation:
- Remember
IV. Homework:
*************************************************************************
I. Objectives:
1. Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
4. Listen and write one word in blank
• Tell the class that they are going to listen to Hoa, Phong, - Listen to the teacher
Mai and Tony talking about their favourite books/stories.
Get pupils to pay attention to the main characters of the - Listen to the tape
books/stories. - Listen and do the task
• 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
• Get pupils to swap and read their answers in pairs before
Key: 1 kind 2 clever 3 hard-working 4
generous
- Listen
5. Number the sentences in the correct number - Do the task
• Tell the class that they are going to number the sentences in - Individually
the correct order. - Work in pairs
• Have them read the sentences and check their - Some Ps
understanding. - The whole class
• Get them to swap and read their answers before inviting one
or two pupils to read the sentences aloud in the correct
order.
Key: 1 Minh’s my classmate.
2 She likes reading fairy tales in her free time.
3 Her favourite fairy tale is The Story of Tam and
Cam.
4 It’s a Vietnamese story about two girls.
5 Their names are Tam and Cam.
6Let’s sing: - Listen
• Tell the class that they are going to sing Snow White and
Aladdin. Teach the song, following the procedure in - Do as directed
Teaching the unit components in Introduction.
• Have them read each line of the lyrics aloud. Check - Listen
comprehension.
• Play the recording all the way through for pupils to listen - Play in groups
and follow in their books. Play it again for the class to do
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.
- Listen
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge: By the end of this unit, pupils can
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
1Listen and repeat
- Listen and write
class. - Listen and check
Key: 1 a 2b 3a 4b - Read aloud
3. Let’s chant
• Tell the class that they are going to do the chant What are - Listen to the teacher
you reading? Follow the procedure
in Teaching the unit components in Introduction - Play the - Read the chant
recording all the way through for pupils to listen and follow - Do as directed
in their books. Play it again for them to repeat each line. - Practice in groups
• Put the class into two groups to practise chanting the
questions and answers respectively. - Work in pairs
• Have them practise saying the chants and doing actions in
groups. - The whole class
• Invite two or three groups to say the chant and do actions.
III. Consolidation
- Summary the lesson - Listen
IV. Homework
- Do exercises in workbook, prepare the next period. - Remember
*************************************************************************
I. Objectives:
8. Knowledge:
the topic texts about favourite books.
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
4. Read and tick Y/N
• Tell the class that they are going to read about Tom’s - Listen to the teacher
favourite book and tick Yes or No. Explain the meanings of
schoolboy and police. - Read the paragraph
• Tell pupils to read the five sentences first, then read the
passage to look for the information needed. If necessary, - Individually
get them to work in pairs or groups.
• Give pupils time to do the task. Go around and offer help, if - Work in pairs
necessary. - Some Ps
• Get them to swap and read their answers in pairs before
giving the answers to the class. - Answer the T’s question
Key: 1 Y 2N 3Y 4N 5Y
- The whole class
5. Write about your favourite book

• Tell the class that they are going to write about their
favourite books. - Listen to the teacher
• Have them read the gapped sentences and think about the
words to write. Give enough time for pupils to do the task. - Do as directed
• Get them to swap and read their writing in pairs before
- Write
asking two or three pupils to read their answers aloud.
- Work in pairs
Key: Answers vary
- The whole class
6. Project
• Tell the class that they are going to interview three of their
classmates about their favourite books and characters. Ask them - Listen
to copy the table below and take notes.
Nam Name of book Main character(s)
e
- Work in groups
- Do the task
• Give them time to do the interviews in class and complete the
table.
• Invite some pupils to report their results to the class.
7Colour the star - Read the statements
• Have the class read the statements and check their - Colour the stars
comprehension.
certain objectives.
- Listen
III. Consolidation
IV. Homework
UNIT 9: WHAT DID YOU SEE AT THE ZOO?
I. Objectives:
1Knowledge:
• 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 ...
2. Skills:
3. Language focus:
• - Sentence Pattern: What did you see at the zoo? I saw ...
- Vocabulary: python, crocodile, peacock
II. Teaching aids:
1Class organization:
2Oral test:
3New leson:

II. New lesson:
• Have the class look at the pictures. - Listen
• Introduce the story by pointing at each - Look at the pictures and answer:
character and elicit pupils’ answers to these - In Picture a, Linda and Peter are in
questions: Who are the pupils? Where are they? the school canteen and talking about
What are they talking aboutCheck their a school outing to the zoo.
comprehension. - In Picture b, Peter asks Linda What
• Play the recording all the way through for did you see at the zoo? and Linda
pupils to listen and follow in their books. Play answers I
it again for them to do choral and individual
sawababyelephantandsomeotheran
imals.
- In Picture c, Linda is telling Peter
about the noisy monkeys.
- In Picture d, Peter asks Linda if she
saw any tigers.)
- Listen and copy
+ Listen and repeat
2.Point and say
asking and answering questions about the
animals in a zoo, using What did you see at the - Do as directed
zoo? I saw ...
• Teach the names of the animals and how to say - Listen
them: pythons, crocodiles, peacocks and
gorillas. Ask pupils to practise saying the - Listen and copy
answer I saw ..., using the words under the
pictures. - Do as directed
• 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 questions in
this section.
3. Let’s talk
• Tell the class that they are going to practise further
by asking and answering questions about how
someone learns English. - Listen to the teacher
• Get pupils to work in pairs to ask and answer the - Work in pairs to do the task
• Invite a few pairs to act out their conversations in
- Recall
III. Reinforcement: - Remember

V. Homework:
I. Objectives:
1Knowledge:
• By the end of this unit, pupils can
• ask and answer questions about animals in a zoo, using What did you see at the zoo? I
saw ...
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and tick
• Tell the class that they are going to listen to the recording - Listen to the tape
and tick the timetable in their books. - Listen and do the task
• Ask them to read the names and lessons in the timetable. - Answer the question.
Then play the recording all the way through for them to
listen. Play it again for them to do the task. - Listen to the teacher
Key: 1.b 2.a 3.b

• Tell the class that they are going to read and fill the gaps with - Do as directed.
intelligent, gorillas, elephants, do - Individually
and like. - Work in pairs
as a class. If there is enough time, have the class read the
completed text aloud. - The whole class read aloud
Key: 1 like 2 gorillas 3 intelligent 4 do 5 elephants
6Let’s sing - Listen to the teacher

• 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 - Read each line of the lyrics
them any unfamiliar words. Check their comprehension. - Listen to the tape
• Play the recording all the way through for them to listen and - Listen and repeat each line
follow in their books. Play it again for them to do choral - The whole class
repetition line by line. - Practice in groups
• When they are familiar with the melody, ask the class to - The whole class
sing along with the music. Invite two groups to sing the
song and do 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. - Retell
•
III. Consolidation - Remember
IV. Homework
*************************************************************************
I. Objectives:
1.Knowledge: By the end of this unit, pupils can
• ask and answer questions about what animals did in the zoo, using What did the ...
do when you were there? They ...
2. Skills:
3. Language focus:
- Vocabulary: quickly, quietly, roar, swan…
• - Structures: What did the ... do when you were there? They ...
II. Teaching aids:
lesson by having the class sing the song
What did you see at the zoo? Invite a group to do actions
in front of the class during the singing.
- Listen
II. New lesson: - Look at the pictures and answer:
1. Look, listen and repeat • Nam and Phong are talking at
• Tell the class that they are going to read a story about school.
Nam and Phong. • In Picture a, Phong says that
• Have them look at the pictures and check their he went to the zoo last week
comprehension by pointing at each picture and and it was great.
eliciting their answers to these questions: What are • In Picture b, Nam asks What
they talking about? Guess what the pythons/the did the lions do when you
lions/the pandas did at the zoo. were there? and Phong
• Play the recording all the way through for pupils to answers They roared loudly.
listen and follow in their books. Play it again for them • In Pictures c and d, Phong
to repeat each line. 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.)
- Listen
- Listen and repeat
2Point and say
• Tell the class that they are going to practise the - Do as directed
question and answer What did the ... do when you were
there? They ... - Listen
• Revise the past simple forms of the verbs: roar - Listen and copy
(roared), move (moved) and eat (ate), and teach the + Listen and repeat
adverbs. Remind them that adverbs take an -ly ending. + Groups, individuals
Have them practise saying the question What did the - Listen and copy
... do 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
• Invite one or two pairs to ask and answer the questions.
3Let’s talk:
• - Tell the class that they are going to practise further - Do as directed
by asking and answering the questions in their - Listen
books. If you want to add variety, you can invite
them to imagine they are in different schools and - Work in pairs
give different answers. Tell them to make their own
timetables before practising. - Some pairs perform in front of class
Then give feedback. - Listen to the teacher
III. Consolidation:
IV. Homework:
*************************************************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about what animals did in the zoo, using What did the ...
do when you were there? They ...
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
• Tell the class that they are going to listen and circle a or b - Listen to the teacher
to complete the sentences. Ask them to read the
sentences and guess the answers. - Listen to the tape
• Play the recording all the way through for pupils to - Listen and do the task
class.
Key: 1 a 2b 3b
5. Write about your visit to the zoo

- Listen
• Remind the class that they should write about things that
really happened to them. - Do the task
• Have pupils read the questions and check their - Individually
understanding. - Work in pairs
• Set a time limit for them to do the writing. Monitor the - Some Ps
activity and offer help, if necessary. - The whole class
• Get them to swap and read their writing in pairs before
inviting one or two to read their answers aloud.
Key: Answers vary
6Let’s play:
• • Tell pupils that they are going to play Charades.
- Listen
• Divide the class into Team A and Team B. Stick a large
sheet of paper on the board with the following words - Do as directed
written on it: slowly, noisily, quickly, loudly, quietly and
beautifully. Explain how the game is played. One pupil of
- Listen
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 - Play in groups
from Team A mimes an action which that animal does
and asks What did they do there? Team B gives the
answer. If the answer is correct, Team B wins another
point. Then it is Team B’s turn to mime and ask questions.
Set a time limit. The two teams take turns to mime and ask
questions. The team that gets more points wins.
III. Consolidation
- Remember
I. Objectives:
1Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
1.Listen and repeat
2. Listen and underline the stress words. Then say aloud
- Listen and write
- Listen and check
- Read aloud
What did you see at the zoo?
I saw lots of animals. - Listen to the teacher
What did the peacocks do when you were there?
They moved beautifully. - Read the chant
- Do as directed
• 3. Let’s chant - Practice in groups
• Tell the class that they are going to do the chant At the
circus. Follow the procedure in Teaching the unit - Work in pairs
components in Introduction.
• Have them repeat each line of the chant. Divide the class - The whole 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. - Listen
• Set a time limit for pupils to practise saying the chant and
doing actions in groups.
- Remember
• Invite two groups to say the chant and do actions.
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
1.Knowledge:
the topic about animals at the zoo..
2. Skills:
3. Language focus:
II. Teaching aids:
I. Warm up: Spend a few minutes having the class say - Read the chant
the chant in Activity 3.
II. New lesson:
4. Read and match - Listen to the teacher

• Tell the class that they are going to read the text and match
the sentences with First, Then, Next and In the end. - Read the paragraph
• Get them to read the sentences and then read the text to
find out their order. - Individually
- Work in pairs
- Some Ps
• Have them swap and compare their answers before
checking as a class. Give explanations for the answers, if - Answer the T’s question
necessary.
Key: 1 b 2d 3a 4c - The whole class
5. Write about your last visit to the zoo

• Tell the class that they are going to write about their last - Listen to the teacher
visit to the zoo.
• Give them time to read and write their answers. - Do as directed
• Set a time limit for them to do the task individually.
Monitor the activity and offer help, if necessary. - Write
- Work in pairs
• 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 - The whole class
places.
- Listen
• Get pupils to swap and read their writing in pairs before
Key: Answers vary
6. Project
• Tell the class that they are going to draw their dream zoos. Ask - Work in groups
them to work in groups of five to discuss what animals to
put in their dream zoos and who should draw which animal. - Do the task
• Have the class display their drawings. Invite one or two groups to
talk to the class about their dream zoos.
7.Colour the star
- Colour the stars
comprehension.
certain objectives.
- Listen
III. Consolidation
IV. Homework
UNIT 10 : WHEN WILL SPORTS DAY BE?
I. Objectives:
1.Knowledge:
• use the words and phrases related to the topic School events and Future activities.
• ask and answer questions about school events, using When will ... be? It’ll be on ...
2. Skills:
3. Language focus:
- Sentence Pattern: When will ... be? It’ll be on ...
- Vocabulary: take part in, look for, independence….
II. Teaching aids:
11. Oral test:
12. New leson:

II. New lesson:
• - Tell the class that they are going to read and - Listen
listen to a story. Have pupils look at the
pictures. Ask them questions such as Who are - Look at the pictures and answer:
the pupils? Where are they? What are they - In Picture a, Mai asks Tony where
talking about Check their comprehension. Phong is and Tony answers Phong is
• Play the recording all the way through for in the gym.
pupils to listen and follow in the their books. - In Picture b, Mai asks what Phong is
Play it again for them to do choral repetition,
doing there and Tony says he is
pointing to the characters speaking.
practising for Sports Day.
- In Picture c, Mai asks When will
2. Point and say Sports Day be? and Tony answers On
Saturday.
asking and answering questions about when
school events will be, using When will ... be? - In Picture d, Tony says he will take
It’ll be on ... part in Sports Day.)
• Have them look at the pictures and read the - Listen and copy
names of the days: Sports Day, Teachers’ Day, + Listen and repeat
Independence Day and Children’s Day. Get + Groups, individuals
them to practise the question When will ... be?
using the words under the pictures. Then have
them practise the answer It’ll be on ... Point to
the pictures and ask the questions for the class - Do as directed
to answer, using the prompts.
• Have the class practise asking and answering in - Listen
necessary. - Listen and copy
• Invite a few pairs to act out the dialogues in front of
the class. - Do as directed
3. Let’s talk
further by asking and answering the question
in their books.
• Ask pupils to work in pairs: one pupil asks - Listen to the teacher
When will ... be? and the other answers It’ll be - Work in pairs to do the task
on ... Monitor the activity and offer help, if
necessary.
• Invite one or two pairs to act out the exchanges
in front of the class, then give feedback. Correct
their pronunciation, if necessary.
III. Reinforcement:
V. Homework: - Recall
- Remember
I. Objectives:
1Knowledge:
• ask and answer questions about school events, using When will ... be? It’ll be on ...
2. Skills:
3. Language focus:
II. Teaching aids:
2. Oral test:
3. New leson:

II. New lesson:
4. Listen and match
• Tell the class that they are going to listen and draw lines to - Listen to the tape
match Pictures 1–3 with Pictures a–c. - Listen and do the task
• Have pupils look at the pictures to identify the people - Answer the question.
and activities (1. Mai’s singing.
2. Phong and Tony are playing table tennis. 3. Linda is - Listen to the teacher
playing the piano.), and the school events (a. Teachers’ Day.
b. Children’s Day. c. Independence Day). Check their
understanding.
Play it again for them to do the task. Tell them that they
should pay attention to the activities and the school events.
• Get them to swap and compare their answers before
checking as a class. Go around and offer help, if necessary.
Key: 1 c 2 a 3 b
5. Read and match

• Tell the class that they are going to read and match the
questions with the answers.
• Give them a few seconds to read and do the task. If - Do as directed.
necessary, get them to work in pairs or in groups. Go - Individually
around and offer help, if necessary. - Work in pairs
class. If there is enough time, invite some pairs to ask and
Key: 1 b 2c 3e 4a 5d - The whole class read aloud
6Let’s sing
• Tell the class that they are going to sing When will Sports - Listen to the teacher
Day be? Teach the song, following the procedure in
Teaching the unit components in Introduction. - Read each line of the lyrics
• Have pupils read the lyrics. Check their comprehension. - Listen to the tape
• Play the recording all the way through for pupils to do
- Listen and repeat each line
choral repetition of the song line by line. When they are
familiar with the melody, ask two groups of four to go to - The whole class
the front of the class to sing the song: one group sings the - Practice in groups
questions and the other sings the answers. - The whole class
• Ask the rest of the class to sing with them and clap their
hands along to the rhythm.
•
III. Consolidation
- Remember
*************************************************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about what someone is going to do/play on Sports Day,
using
What are you going to do on Sports Day? I’m going to ...
2. Skills:
3. Language focus:
- Vocabulary: play, great…
- Structures: What are you going to do on Sports Day? I’m going to ...
II. Teaching aids:
lesson by calling some pupils to the front of the class to
sing When will Sports Day be? Ask the rest of the class to
sing with them and clap their hands along to the rhythm.
• Tell the class that they are going to read and listen to a - In Picture a, Mai, Linda and Tony are
story about what someone is going to do on Sports at school and talking about Sports Day.
Day. - In Picture b, Mai asks where Sports
• Have pupils look at the pictures and ask them Day will be and Linda answers that it
questions: Who are the pupils? Where are they? What will be in the sports ground near their
are they doing? Check their comprehension.
school.
- In Picture c, Linda asks What are you
listen and follow in their books. Play it again for them to
do choral repetition, pointing to the characters going to do on Sports Day, Mai? and
speaking. Mai answers I’m going to play table
• Play the recording again for pupils to listen and repeat. tennis.
- In Picture d, Linda asks Tony the same
question and he answers Phong and I
are going to play football.)
- Listen
2Point and say - Listen and repeat
• Tell the class that they are going to practise asking - Do as directed
and answering questions about what someone is
going to do on Sports Day, using What are you going - Listen
to do on Sports Day? I’m going to ... - Listen and copy
• Have pupils look at the pictures and read the phrases. + Listen and repeat
Get pupils to practise saying I’m going to ..., using the + Groups, individuals
prompts. Point to Picture a and ask What are you going - Listen and copy
to do on Sports Day? for the class to answer I’m going
to play basketball. Repeat the same procedure with the
rest of the pictures.
• Ask pupils to practise asking and answering in pairs. - Do as directed
Monitor the activity and offer help, if necessary. - Listen
• Invite a few pairs to act out the exchanges in front of
the class. Correct their pronunciation, if necessary. - Work in pairs
3Let’s talk:
• - Tell the class that they are going to practise further - Some pairs perform in front of class
by asking and answering the questions in their
books. If you want to add variety, you can invite - Listen to the teacher
them to imagine they are in different schools and
give different answers. Tell them to make their own - Remember
timetables before practising.
Then give feedback.
III. Consolidation:
IV. Homework:
*************************************************************************
I. Objectives:
1. Knowledge:
• ask and answer questions about what someone is going to do/play on Sports Day,
using
What are you going to do on Sports Day? I’m going to ...
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
pictures.
• Ask pupils to look at the pictures and help them to identify - Listen to the tape
the meanings of the symbols in the pictures (a. Basketball. - Listen and do the task
b. Badminton. c. Table tennis. d. Sports Day.) Check their
understanding.
• Get them to swap and compare their answers before
Key: a 4 b2 c3 d1
5. Write about you

• Tell the class that they are going to write the answers to the
questions. - Listen
• Ask them to read the questions and think about the answers. - Do the task
Get pupils to work in pairs, if necessary. - Individually
• Give pupils time to do the task independently. Go around - Work in pairs
and offer help, if necessary. - Some Ps
• Get them to swap and read their answers before checking
- The whole class
as a class. If there is enough time, invite some pairs to act
out the dialogues.
Key: Answers vary
6.Let’s play:
• • Tell the class that they are going to play Pass the
secret! Follow the procedure in Games in
Introduction.
• Divide pupils into groups of seven. Ask them to line up in - Listen
rows. Whisper a sentence to the first pupil in each row.
(E.g. We’re going to play table tennis on Sports Day.) The - Do as directed
first pupil then whispers the sentence to the second one, and
so on. The last pupil in the row says aloud the sentence he/ - Listen
she heard. If the sentence is correct, the team wins one
point. The team with the most points at the end of the game - Play in groups
is the winner.
• To make the game more competitive, select one pupil from
each group to act as teachers. These pupils should say the
sentences that the class has learnt from Lessons 1 and 2, and
they have to whisper different sentences to the teams.
III. Consolidation
IV. Homework
- Listen
- Remember
I. Objectives:
1Knowledge: By the end of this unit, pupils can
2. Skills:
3. Language focus:
II. Teaching aids:
II. New lesson:
1Listen and repeat
2. Listen and underline the stress words. Then say aloud
• Tell the class that they are going to listen and underline the
stressed words.
• Play the recording all the way through for them to listen and
follow in their books. Play it again for them to do the task. - Look at the books and guess
Go around and offer help, if necessary. - Listen and write
• Have them swap and compare their answers before checking
- Listen and check
as a class. Then ask the class to read the sentences aloud.
- Read aloud

A: When will Sports Day be?
B: It’ll be on Sunday. - Read the chant
A: What are you going to do on Sports Day? - Do as directed
B: I’m going to play table tennis. - Practice in groups
3. Let’s chant - Work in pairs

• Tell the class that they are going to chant What are they going
to do? Follow the procedure in - The whole class
• Have them say the chant and check their comprehension.
- Listen
and follow in their books. Play it again for them to do choral - Remember
repetition.
• Get pupils to practise chanting and doing actions in groups.
• Call two groups to the front of the class to chant and do
actions: one group chants the questions and the other
chants the answers. The rest of the class claps their hands
along to the rhythm.
III. Consolidation
IV. Homework
*************************************************************************
I. Objectives:
9. Knowledge:
the topic about school events and future activities.
2. Skills:
3. Language focus:
II. Teaching aids:
I. Warm up: Spend a few minutes revising the chant What are - Read the chant
they going to do? by getting two groups of five to the front of the
class to say the chant and do actions. Ask the rest of the class to
listen and clap their hands along to the rhythm.
4. Read and stick - Listen to the teacher
• Tell the class that they are going to read and tick the correct
symbols. - Read the paragraph
• Get them to read the text and pay attention to what the
characters are going to do on Sports Day. Ask pupils to - Individually
work in pairs or small groups, if necessary.
• Give them time to do the task. Go around and offer help, if
- Work in pairs
necessary. - Some Ps

5. Write about Sports Day - The whole class
• Tell the class that they are going to write about Sports Day
at their own school.
• Have pupils work in pairs or groups to discuss what they
are going to write. Tell them to focus on what they are
going to play/do in the event. - Listen to the teacher
• Give them time to do the task independently. Go around and
offer help, if necessary. - Do as directed
• Get them to swap and read what they have written
before inviting two or three pupils to read their answers - Write
aloud. - Work in pairs
Key: Answers vary
- The whole class
6. Project
- Listen
• Tell the class that they are going to draw three sports.
• Ask them to work in groups of three to discuss and select
three sports. Then they will decide who will do what:
drawing symbols, writing sentences about the sports and
telling the class about them.
• Give each group a piece of paper to draw the symbols - Work in groups
and write the sentences. Encourage them to colour the
symbols. - Do the task
• Give them time to do the project.
• Invite one or two groups to present their drawings to the
class and talk about the sports. (E.g. This is
swimming. Ha and Lan in our group like swimming very
much. They go swimming every week.)
7.Colour the star
certain objectives.

UNIT 11: WHAT’S THE MATTER WITH YOU?
I. Objectives:
5. Knowledge:
• use the words and phrases related to the topic Common health problems.
• ask and answer questions about common health problems, using What’s the
matter with you? I have ...
2. Skills:
3. Language focus:
- Sentence Partners: What’s the matter with you?I have ...
- Vocabulary: a toothache, an earache, a headache, a sore throat, a stomach ache
II. Teaching aids:
Class Teaching Attendances

date
5a
5B
5C
2. Oral test:
- Have pupils write the new words.
3. New lesson

II. New lesson:
1. Look, listen and repeat. - Look at 2 pictures and answer:
- Tell Ps that they are going to learn to ask and + In Picture a, Tony is in bed
answer questions about someone’s job. and he tells his mum he can’t
- Ask Ps to identify the characters in 4 pictures on have breakfast.
page 12 and ask: + In Picture b, his mum asks
Who’s this? What’s the matter with you? and
Who’s he/she talking with? he answers I don’t feel well. I
Where’s he/she? have a
What are they talking about? headache.
+ Teacher read first as a model and ask the Ps to + In Picture c, his mum says Oh,
repeat you have a fever, too.
+ Have the Ps repeat in groups and individuals + In Picture d, Tony’s father
- Open the tape and have the Ps listen the sound of asks
the words. What’s the matter with Tony?
- Play the recording a few times for pupils to listen and his mother says He has a
and repeat. Do choral and individual repetition, fever. I’ll take him to the doctor
pointing to the characters speaking after
- Instruct Ps to translate the dialogue into breakfast.)
Vietnamese. - Listen and copy
+ Listen and repeat
6. Point and say + Groups, individuals
Tell the class that they are going to practise asking - Listen
and answering questions about common
health problems, using What’s the matter with you? - Listen and repeat
I have ...
• Get them to practise the answers before
introducing the question. Point to the pictures for
pupils to repeat the words under them and check - Listen
their understanding. Explain the meanings,
if necessary. Then ask pupils to practise the
complete answers. - Do as directed
• Ask the question What’s the matter with you? for
the class to answer chorally.
• Have them practise the question and answers in - Practise in pairs
necessary.
• Invite one or two pairs to speak to check how well
they have practised the question and
answers. Correct their pronunciation, if necessary.
3. Let’s talk
-Tell the class that they are going to practise further + Ask and answer questions
by asking and answering questions about common about health problems
health problems.
• Get them to imagine they have certain health + Practise in pairs
problems and use the question and answers in
their books.
• Invite two or three pairs to act out their
conversations.
III. Consolidation
- Recall the main content. - Listen to the teacher
- Do exercises in workbook, learn by heart the new - Remember
words
*******************************************************************
******
I. Objectives:
10. Knowledge:
• ask and answer questions about common health problems, using
What’s the matter with you?
I have ...
2. Skills:
3. Language focus:
II. Teaching aids:
Class Teaching date Attendances

5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and tick
Tell pupils that they are going to listen to the recording and - Listen to the tape
tick the problem of each character. - Listen and tick
• Play the recording all the way through for pupils to listen. - Answer the question.
Key: Nam: toothache Peter: stomach ache Linda: headache
Tony: sore throat
Tell the class that they are going to read the text and fill the
gaps with earache, sore throat, stomach ache, fever and - Listen to the teacher
toothache. Remind them to focus on the context to select
the appropriate words from the box. - Individually
• Get pupils to swap and compare their answers in pairs
before checking as a class. - Work in pairs
Key: 1 toothache 2 fever 3 earache 4 stomach ache 5 sore
throat
7. Let’s sing
- Tell the class that they are going to sing What’s the matter
with you? Have them read the lyrics. - Listen to the teacher
Check their comprehension. - Read each line of the
• Play the recording all the way through for pupils to listen lyrics
and follow in their books. Play it again for them to repeat - Listen to the tape
line by line. When they are familiar with the melody, ask
them to sing along with the music before practising doing - Listen and repeat each
actions. line
• Invite one or two groups to sing the song and do actions - The whole class
in front of the class - Practice in groups
- The whole class
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge:
• give and respond to advice on common health problems, using You
should/shouldn’t ...
Yes, I will./Ok, I won’t.
2. Skills:
3. Language focus:
- Vocabulary: dentist, doctor, rest, sweet
- Structures: You should/shouldn’t ...Yes, I will./Ok, I won’t.
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes revising the - Sing the song
previous lesson by having the class sing What’s the
matter with you?
II. New lesson:
- Tell the class that they are going to read a story. - Look at the pictures and
Check their comprehension by pointing at each picture answer:
to elicit their answers to these questions: Mai, Quan and Nam are at the
Who’s this? gym.
Who’s he/she talking with? In Picture a, Mai asks Quan
What’s the matter with him? where Nam is. In Picture b,
Where’s he? Nam says I don’t feel well. I
Who’s with him? have a
• Play the recording all the way through for them to backache. In Picture c, Mai
listen and follow in their books. Play it again for them says You should go to the
to repeat the lines in the bubbles. Finally, point at each doctor now, Nam. and Nam
bubble and ask the class to say the words aloud. replies OK, I
will. Thanks, Mai. In Picture d,
Nam is at the doctor’s and the
doctor says to him You should
take
a rest and shouldn’t play sports
for a few days and Nam replies
3. Point and say Thank you, doctor.)
- Tell the class that they are going to practise giving - Listen and copy
advice on common health problems and responding, - Do as directed
using You should/shouldn’t ... Yes, I will./OK, I won’t.
• Have them practise giving advice. Point at each - Listen
picture and say the words under it for pupils - Listen and copy
to repeat once or twice. Then have them practise - Do as directed
giving advice and responding with Yes, I will.
Thanks. or OK, I won’t. Thanks.
• Ask them to work in pairs. Monitor the activity and
Invite one or two pairs to perform the task.
4. Let’s talk:
- Tell the class that they are going to practise further - Listen
by giving advice on health problems and responding.
Get them to act out different illnesses and use the - Work in pairs
phrases in their books.
activity and offer help, if necessary. - Some pairs perform in front
• Invite two or three pairs to act out their of class
conversations. Then give feedback.
III. Consolidation:
- Do exercises in workbook, learn by heart the new
words - Remember
******************************************************************
******
I. Objectives:
1. Knowledge:
• give and respond to advice on common health problems, using You
should/shouldn’t ...
Yes, I will./Ok, I won’t.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and complete
•Tell the class that they are going to listen and complete - Listen to the teacher
the table. Ask them to read the information and guess the - Listen to the tape
advice. - Listen and complete
• Play the recording all the way through for them to listen.
Play it again for them to complete the table. - Answer the T’s questions
class.
Key: 1 Quan: should go to the doctor 2 Tony: shouldn’t go
to school
3 Phong: shouldn’t eat ice cream 4 Mrs Green: shouldn’t
carry heavy things
5. Read and complete. Then say aloud.
• Tell the class that they are going to read the text and
complete the conversations. Tell them to read and guess - Read the text and do the
the words to fill the blanks. task
• Get them to read what their partner has written before - Individually
Then give feedback. - Work in pairs
Key: 1 matter 2 has 3 doctor 4 stomach 5 rest - Some Ps
6. Let’s play: - The whole class

Tell the class that they are going to play Charades. Follow
the instructions in Games in
Introduction.
• Revise the names of the body parts before starting the - Listen
game.
• Have the class play the game in groups of six. Pupils in - Do as directed
each group take turns to mime the illness while the others
guess. The quickest pupil to guess the illness correctly gets
one point.
Set a time limit for them to play the game. Those with the
most points at the end of the game are the winners.
III. Consolidation
IV. Homework
- Remember
******************************************************************
******
I. Objectives:
2. Knowledge:
• say questions and answers with the correct intonation.
2. Skills:
3. Language focus:
- Phonics: say questions and answers with the correct intonation
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Play game: Palmanism - Play the game
II. New lesson:
Tell the class that they are going to practise saying - Listen
questions and answers with the correct intonation. - Listen to the teacher
• Play the recording all the way through for pupils to listen - Listen to the tape
and follow in their books. Then play it again for them to - Listen and repeat in
repeat the sentences twice. choral, groups and
individual
2. Listen and circle. Then say sentences with the circled

words
• Tell the class that they are going to listen and circle a or b
to complete the sentences. - Listen to the teacher
• Give pupils a few seconds to read the sentences in silence
before playing the recording for them to do the task. - Read individually
• Get pupils to compare their answers in pairs before - Listen and circle
checking as a class. Then tell them to ask and answer the
questions in pairs. - Listen and check
Key: 1 b 2 b 3 a 4 a - Read aloud
3. Let’s chant
• Tell the class that they are going to say the chant What’s
the matter with you? Have them read it and check their
comprehension. - Listen to the teacher
and follow in their books. Then play it again for them to - Read the chant
repeat each line. - Do as directed
• Have them practise the chant and do actions in groups.
• Invite two groups to say the chant and do actions. One - Practice in groups
group says the questions and gives advice. the other gives - Work in pairs
the answers.
- The whole class
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
11. Knowledge:
topic Common health problems
2. Skills:
3. Language focus:
II. Teaching aids:
date
5a
5B
5C
2. Oral test:
3. New lesson

chant What’s the matter with you?
II. New lesson:
4. Read and match. Then say.
• Tell the class that they are going to read the text and - Listen to the teacher
match the sentence halves. - Read the text
• Get pupils to read the sentence halves. Explain the
unfamiliar words, if necessary.
Monitor the activity and offer help, if necessary. - Some Ps
• Have pupils swap and compare their answers before
checking as a class. - The whole class
• Ask them to work in pairs and tell each other how to stay
healthy. - Listen to the teacher
Key: 1 f 2 d 3 e 4 a 5 c 6 b
5. Write your advice.
• Tell the class that they are going to write some advice for
the characters. - Work individually
• Give them time to read the health problems of the
characters in the book.
• Set a time limit for them to write the answers. Monitor - Some Ps read aloud the
the activity and offer help, if necessary. answers
• Remind them about punctuation and when to use capital
letters.
• Get them to read their advice in pairs before inviting two
Suggested answers:
1 Tony should brush his teeth after meals. He shouldn’t eat
ice cream.
2 Quan should keep warm. He shouldn’t go out.
3 Phong should eat healthy foods. He shouldn’t eat too
much chocolate.
4 Phong should keep warm. He shouldn’t talk too much or
eat ice cream.
6. Project - Listen to the teacher
• Tell the class that they are going to talk about two
common health problems and give advice. - Take note
• Get pupils to work in groups to decide which health
problems to talk about and what advice to give. - Do as directed
• Remind them to use information from this unit and write - Some Ps
their advice on paper. - Listen
• Select a few groups to give their advice.
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.
- Listen
III. Consolidation
IV. Homework
UNIT 12: DON’T RIDE YOUR BIKE TOO FAST!
I. Objectives:
1Knowledge:
• use the words and phrases related to the topic Preventing accidents at home.
• express and respond to concerns about possible accidents at home, using Don’t
...! OK, I won’t.
2. Skills:
3. Language focus:
- Sentence Partners: Don’t ...! OK, I won’t.
- Vocabulary: stove, burn, cabbage, touch, matches
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1. Look, listen and repeat. - Look at the pictures and
• Have the class look at the pictures. Point at each answer:
character and elicit the answers to these Tom and Mary are in the
questions: Who’s he/she? What’s she doing with the kitchen.
knife? What’s she doing with the stove? What + In Picture a, Tom
does he say to her? What does she answer asks Mary what she’s doing and
• Play the recording all the way through for pupils to Mary says she’s cutting the
listen and follow in their books. Play it cabbage.
again for them to repeat line by line. + In Picture b, Tom says
• Check their understanding of the story. to Mary Don’t play with the
knife! You may cut yourself. and
Mary says OK. + In Picture c,
Tom
asks what she’s doing with the
stove and she answers that she
wants to cook the cabbage.
+ In Picture d, Tom warns her
again and says Don’t touch the
2.Point and say stove! You may get a burn. and
Tell the class that they are going to practise she
expressing and responding to concerns about replies OK, I won’t.
possible accidents at home, using Don’t ...! OK, I - Listen and copy
won’t. Give the meanings of matches and run + Listen and repeat
down the stairs. + Groups, individuals
• Have them look at the pictures and repeat the - Listen
phrases once or twice.
• Point at each picture and have pupils practise - Listen and repeat
saying sentences with Don’t ..., using the
information under each picture.
• Get them to practise in pairs. Monitor the activity
and offer help, if necessary. - Listen
• Invite one or two pairs to say the sentences to
check how well they have practised.
- Do as directed
3. Let’s talk
• Tell the class that they are going to practise further - Practise in pairs
by talking about accidents at home.
• Get them to work in pairs and use the sentences in
their books. + Ask and answer questions
• Set a time limit for them to practise. Monitor the accidents at home
• Invite a few pairs to act out their conversations in + Practise in pairs
III. Consolidation
words
*******************************************************************
******
I. Objectives:
1Knowledge:
• express and respond to concerns about possible accidents at home, using Don’t ...! OK, I
won’t.
• ask and answer questions about accident prevention, using Why shouldn’t I ...? Because you
may ...
• say sentences with the correct intonation.
2. Skills:
3. Language focus:
II. Teaching aids:

5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and tick.
• Tell the class that they are going to listen to the recording and tick - Listen to the tape
the correct pictures.
• Play the recording all the way through for pupils to listen. Play it
- Listen and tick
again for them to do the task. - Answer the question.
• Get them to compare their answers before checking as a class.
Play the recording a third time
for them to listen again, if necessary.
Key: 1 b 2 c 3 a 4 b
5. Read and complete.

• Tell the class that they are going to read the text and fill the gaps
with the words in the box. - Listen to the teacher
• Give them a few seconds to read the text and the words in the box.
Remind them to focus on - Individually
the context to select the appropriate words. Give the meaning of
heard him running down.
• Set a time limit for them to do the task independently. Monitor the
activity and offer help, if
- Work in pairs
necessary.
class. If there is enough time,
have the class read the completed text aloud.
Key: 1 room 2 cooking 3 answered 4 run 5 won’t
6. Let’s sing
• Tell the class that they are going to sing Don’t do that! Have them
read the lyrics. Check their - Listen to the teacher
comprehension. - Read each line of the
• Play the recording all the way through for pupils to listen and follow
in their books. Play it lyrics
again for them to do choral repetition line by line. - Listen to the tape
• When pupils are familiar with the melody, ask them to sing along
with the music before
having them practise singing and doing actions in groups.
- Listen and repeat each
• Invite a group to sing the song and do actions in front of the class. line
- The whole class
- The whole class
III. Consolidation
- Remember
I. Objectives:
1. Knowledge:
may ...
2. Skills:
3. Language focus:
- Vocabulary: fall, break, cut, burn, scratch
- Structures: Why shouldn’t I ...? Because you may ...
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I.Warm up: Spend a few minutes revising the previous - Sing the song
lesson by having the class sing Don’t do that!
II. New lesson:
1. Look, listen and repeat - Look at the pictures and
• Tell the class that they are going to read a story. Have them
look at the pictures and guess
answer:
The teacher is showing some
what the story is about. Check their comprehension by pointing
pictures to Mai and Nam. In Pictures
at each picture and eliciting
a and b, they talk about what the
their answers to these questions: Who’s he/she? What are
children are doing. In
these children doing? What’s the
Picture c, the teacher asks Should
boy doing? Should he do that? Why shouldn’t he climb the
he do that? and Mai answers No, he
tree?
shouldn’t. In Picture d, the
teacher asks Why shouldn’t he climb
follow in their books. Play it
the tree? and Nam replies Because
again for them to repeat the lines in the bubbles. Finally, point
he may fall and break his
to each picture for them to say
leg.)
the words in each bubble
- Listen and copy
- Do as directed
2.Point and say
• Tell the class that they are going to practise asking and - Listen
answering questions about accident
prevention, using Why shouldn’t I ...? Because you may ... - Work in pairs
• Point at the pictures and give the meanings of cut yourself,
get a burn, fall off your bike and
break your arm. Have pupils practise saying the question Why - Some pairs perform in front
shouldn’t I ...?, using the first of class
parts of the prompts under the pictures. Then have them
practise saying the answers Because
you may ... with the second parts of the prompts.
• Ask them to work in pairs: one asks the questions and the
other gives the answers.
• Invite one or two pairs to act out their conversations.
3. Let’s talk:
Tell the class that they are going to practise further by talking
about accident prevention.
• Get pupils to work in pairs and use the questions in their - Work in pairs
books. - Act our their
• Set a time limit for them to practise. Monitor the activity and conversations
• Invite one or two pairs to act out their conversations. Then
give feedback.
14T
III. Consolidation:
IV. Homework:
words
******************************************************************
******
I. Objectives:
1. Knowledge:
may ...
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and complete with one word.
• Tell the class that they are going to listen and complete each - Listen to the teacher
sentence with one word.
• Ask them to read the sentences and try to guess the word to fill
- Listen to the tape
each gap. - Listen and complete
again for them to do the - Answer the T’s questions
task.
• Play the recording a third time for them to listen again, if
necessary.
Key: 1 sharp 2 wall 3 burn 4 arm
• Tell the class that they are going to read and complete the
conversation between Tom and - Read the text and do the
Phong. task
• Have them read the words given and the conversation.
- Individually
necessary.
• Get them to compare their answers in pairs before checking as a - Work in pairs
class. If there is enough time, - Some Ps
have the class read the completed conversation aloud.
Key: 1 knife 2 Don’t 3 Why 4 yourself 5 see
6. Let’s play: - The whole class
• Tell the class that they are going to play a matching game. Tell
them that the aim of the game
is to review vocabulary on accident prevention.
• Explain how to play the game: ask pupils to work in groups of five.
One pupil is the leader - Listen
and each of the other four holds a word card with part of a
sentence, such as: Don’t/play with - Do as directed
matches/ride too fast/run down the stairs/You may/get a burn/fall off
your bike/break your leg.
The leader says aloud two sentences and the other four have to
stand in a line, holding the
word cards to make the two sentences. For example, Don’t play
with matches. You may get a
burn.
• Set a time limit for the groups to play the game. Monitor the
activity.
• Call on two groups to play the game in front of the class.
Remember to praise pupils who do
well.
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
3. Knowledge:
• say sentences with the correct intonation.
2. Skills:
3. Language focus:
- Phonics: say sentences with the correct intonation.
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1Listen and repeat
• Tell the class that they are going to practise saying sentences with - Listen
falling intonation. Explain
that a negative command or a wh-question is pronounced with a
falling tone. For example, - Listen to the tape
Don’t play with the knife! and Why shouldn’t I play with the stove? - Listen and repeat in
• Play the recording all the way through for them to listen and follow choral, groups and
in their books. Play it
again for them to repeat the sentences twice.
individual
2. Listen and circle a or b. Then say the sentences aloud. - Listen to the teacher
• Tell the class that they are going to listen and circle a or b to - Read individually
• Give them a few seconds to read the sentences in silence. - Listen and circle
• Play the recording for them to listen. Play it again for them to do the
task. - Listen and check
class.
- Read aloud
• Have them read the completed sentences aloud.
Key: 1 a 2 a 3 b 4 b
3. Let’s chant
Tell the class that they are going to say the chant Why shouldn’t he - Listen to the teacher
do that? Have them read
the chant and check their comprehension.
• Play the recording all the way through for them to listen and follow - Read the chant
in their books. Play it - Do as directed
again for them to repeat line by line.
• Put the class into two groups to practise chanting the questions and
the answers - Practice in groups
respectively. - Work in pairs
• Invite two groups to the front of the class to say the chant and do
actions. The rest of the class
- The whole class
claps along to the rhythm.
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
12. Knowledge:
topic accident preventation.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Read and do the tasks.
1. Circle the best title. - Listen to the teacher
• Tell the class that they are going to read the text and circle the
best title.
- Read the text
• Give them time to read the text and check their comprehension.
Give the meanings of
common, accidents, sofa and tips, if necessary. - Work in pairs
• Set a time limit for them to do the task. Monitor the activity and
offer help, if necessary. - Some Ps
Key: b
2. Tick True (T) or False (F). - The whole class
• Ask pupils to read the text again and tick the boxes.
Key: 1 T 2 F 3 T 4 F 5 F
5. Write what may happen.
• Tell the class that they are going to write sentences about
accidents that may happen to Tony,
Linda and Quan. - Listen to the teacher
• Give them time to read and do the task.
• Set a time limit for them to write sentences independently. Monitor
the activity and offer
help, if necessary.
• Get them to read their sentences in pairs before inviting some - Work individually
pupils to read their answers
aloud.
Key: Answers vary
- Some Ps read aloud the
6. Project answers
• Tell the class that they are going to make a poster about accidents
at home and how to avoid
them.
• Have them work in groups. They should decide which accidents to
select and discuss how to avoid them. Ask pupils to copy the table - Listen to the teacher
below and write notes in it. Then ask them to illustrate their ideas on
a poster. - Take note
Accidents How to avoid the accidents
- Do as directed
• Set a time limit for them to do the task. - Some Ps
• Select a few groups to present the results of their discussions. - Listen
• If there is not enough time, give the project as homework.
comprehension.
- Colour the stars
III. Consolidation
- Listen
IV. Homework
- Remember
UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topic free time activities.
• ask and answer questions about what someone does in his/her free time, using What do
you do in your free time? I ...
2. Skills:
3. Language focus:
- Sentence Partners: What do you do in your free time? I ...
- Vocabulary: free time, programme, do karate, surf…
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
Tell the class that they are going to read a story in which answer:
Nam and Tom talk about their free - In Picture a, Tom is visiting Nam’s
time activities. house.
• Ask them to look at the pictures to identify the characters - In Picture b,
and ask them the questions Who are Tom wants to know what Nam is
they? Where are they? What’s Nam doing? doing.
Explain the meanings of world and programme. Check -In Pictures c and d, they are talking
comprehension. about what they
• Play the recording all the way through for pupils to listen like doing in their free time, using Do
and follow in their books. Play it you like ...? and What do you do in
again for them to do choral and individual repetition, pointing your free time?)
to the characters speaking.
- Listen and copy
2.Point and say + Listen and repeat
• Tell the class that they are going to practise asking and + Groups, individuals
answering questions about what
someone does in his/her free time, using What do you do in
- Listen
your free time? I ...
• Have them look at the pictures and teach them the
meaning of surf the Internet, go to the
cinema, clean the house and do karate. Then have them
repeat the phrases once or twice.
• Get the class to practise saying what they do in their free - Listen
time, using words under the pictures.
(E.g. I surf the Internet).
• Point to the first picture and ask What do you do in your
free time? for them to answer chorally - Do as directed
and individually. Repeat the same procedure with the rest of
the pictures.
• Ask them to practise asking and answering the question in
pairs. Monitor the activity and
- Practise in pairs
• Select some pairs to act out the exchanges.
3. Let’s talk
• Tell the class that they are going to practise asking and + Ask and answer questions
answering questions about activities
in their free time. Get them to work in groups and use the about activities
questions and answers in their
books. + Practise in pairs
• Set a time limit for them to practise. Monitor the activity and
III. Consolidation
words
*******************************************************************
******
I. Objectives:
1Knowledge:
• ask and answer questions about what someone does in his/her free time, using What do
you do in your free time? I ...
.2. Skills:
3. Language focus:
II. Teaching aids:

5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and tick
• Tell the class that they are going to listen and tick the right pictures. - Listen to the tape
• Ask them to look at the pictures and identify the characters (1.
Mary. 2. Linda. 3. Phong.) and
- Listen and tick
what they are doing in the pictures. Check understanding. - Answer the question.
• Play the recording for pupils to listen. Play it again for them to do
the task.
• Get pupils to check their answers in pairs before checking as a
class. Play the recording again
to confirm the answers.
Key: 1 b 2 a 3 b
• Tell the class that they are going to read the text and - Listen to the teacher
• Give them a few seconds to read the text and the given - Work Individually
words. Remind them to focus on the
context to guess the words to fill the gaps. - Do the task
Monitor the activity and offer help, if
necessary.
Key: 1 free 2 watch 3 go 4 Twice 5 songs
6. Let’s play.
• Tell the class that they are going to play a matching game.
• Divide the class into groups of ten. Give each pupil in each group a - Do as directed
piece of paper with one
of the following words/phrases: go, surf, clean, play, watch,
cartoons, the Internet, badminton, - Listen
the room and to the cinema. When one pupil in the group holds up
the piece of paper with go - Play in groups
and says the word aloud, the pupil who has the piece of paper with
to the cinema holds it up
and says the phrase aloud. The game continues until all the pieces
of paper are matched.
• Set a time limit for pupils to play the game. The group that finishes
the game the quickest
wins.
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge:
• ask and answer questions about what a family member does in his/her free time, using
What does your ... do in his/her free time? He/She ...
.2. Skills:
3. Language focus:
- Vocabulary: question, survey, go camping, go fishing, go skating…
- Structures: What does your ... do in his/her free time? He/She ...
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes having the class play - Sing the song
Pass the secret!, using the words learnt in
Lesson 1. When the game is over, ask them to ask and answer
the question What do you do in your
free time?, using the words in the game.
II. New lesson:
• Tell the class that they are going to read a story about Tony answer:
and Akiko. Tony is collecting information for his survey. Ask (Tony and Akiko are in the park.
pupils to look at the pictures and elicit their answers to these - In Picture a, Tony wants to ask
questions: Who are the characters in the pictures? Where are Akiko some questions for his survey
they? What are they doing? and she agrees.
• Play the recording all the way through for pupils to listen and -In Picture b, he asks what she does
follow in their books. Play it in her free time and she says she
again for them to repeat line by line. watches
• Check their understanding of the story. cartoons on TV.
-In Picture c, he goes on and asks
How about your mother? What does
she do in her free time? and Akiko
answers She goes shopping.
-In Picture d, Tony thanks Akiko.)
- Listen and copy
2Point and say - Do as directed
• Tell the class that they are going to practise asking and
answering questions about what their
family members do in their free time, using What does your ...
- Listen
do in his/her free time? He/She ... - Listen and copy
• Teach the phrases for activities under the pictures. Ask pupils - Do as directed
to practise saying the questions
What does your ... do in his/her free time?, using the word for
family members under each picture.
Then point at each picture and ask the question for them to
practise saying the answer.
• Ask pupils to practise asking and answering in pairs. Monitor
the activity and offer help, if
necessary.
Select some pairs to act out the exchanges.
3Let’s talk:
• Tell the class that they are going to practise further by asking
and answering questions about
what their family members do in their free time.
- Listen
• Get pupils to work in pairs and remind them to use the
questions and answers in their - Work in pairs
books.
• Select some pairs to role-play the conversations in front of the - Some pairs perform in front
class. of class
III. Consolidation:
IV. Homework:
words
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask and answer questions about what a family member does in his/her free time, using
What does your ... do in his/her free time? He/She ...
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and circle a, b or c.
• Tell the class that they are going to listen and circle a, b or c to - Listen to the teacher
• Ask them to read the gapped sentences and guess the answers.
• Play the recording for pupils to listen. Play it again for them to do - Listen and complete
the task. Monitor the activity
and offer help, if necessary. - Answer the T’s questions
• Get pupils to read their answers in pairs before checking as a
class. Play the recording again
to confirm the answers.
Key: 1 c 2 a 3 b 4 c
5. Write about what your family members do in their free - Individually
time.
• Tell the class that they are going to write about what their family
members do in their free
- Work in pairs
time. - Some Ps
• Have them read the questions and check their understanding.
• Get them to swap their answers with a partner and read them
before inviting one or two
pupils to read their answers aloud. Then give feedback.
Key: Answers vary
6. Let’s sing.
• Tell the class that they are going to sing the song What do you do
in your free time? Teach the - Listen to the teacher
song, following the procedure in Teaching the unit components in - Read each line of the
Introduction. lyrics
• Have them read the lyrics and check their comprehension.
• Play the recording all the way through for pupils to listen and - Listen to the tape
follow in their books. Play it
again for them to repeat line by line until they are familiar with the - Listen and repeat each
melody. Divide the class line
into two groups: one sings the questions and the other sings the
answers. - The whole class
• Have them practise singing and doing actions in groups. - Practice in groups
• Invite two groups to perform the song: one group sings the
questions and the other sings the
answers. The rest of the class claps along to the rhythm.are the
winners.
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
1Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1Listen and repeat
• Tell the class that they are going to practise saying the questions - Listen
and answers. Explain that
wh-questions and answers have falling intonation. - Listen to the tape
- Listen and repeat in
again for them to do choral and individual repetition of the questions choral, groups and
and answers until they individual
feel confident.
• Get some of them to perform the activity in front of the class.
Correct the pronunciation, if
necessary.
2. Listen and circle a or b. Then say the sentences aloud.
• Tell the class that they are going to listen and circle a or b to - Listen to the teacher
complete the sentences. - Read individually
• Play the recording all the way through for them to listen. Play it
again for them to do the task. - Listen and circle
• Get them to swap and read their answers in pairs before checking - Listen and check
as a class. - Read aloud
• Have them read the completed sentences aloud.
Key: 1 a 2 a 3 b 4 a
3. Let’s chant
• Tell the class that they are going to say the chant What do you do?
Follow the procedure in - Listen to the teacher
• Have them read the chant and check their comprehension.
• Play the recording all the way through for them to listen and follow - Read the chant
again for them to do choral repetition until they are familiar with the
chant. Show pupils how - Practice in groups
to chant and do actions.
• Get them to practise chanting and doing actions in groups. - Work in pairs
• Invite two groups to chant and do actions. The rest of the class - The whole class
claps along to the rhythm.
******************************************************************
******
I. Objectives:
13. Knowledge:
topic free time activities.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Read and draw lines to match.
• Tell the class that they are going to read and draw lines to match - Listen to the teacher
the people with the
things. Explain the meanings of the new words camp, forest, go
- Read the text
hiking and return.
• Tell them to look at the people and the things to match before - Work in pairs
reading the text. If necessary, - Some Ps
get pupils to work in pairs or groups.
• Give them time to do the task independently. Go around offering
help, if necessary. - The whole class
• Get them to compare their answers in pairs before announcing the
answers to the class. - Listen to the teacher
Provide explanations, if necessary.
Key: 1 c 2 a 3 b
5. Write about what your family do at weekends.
• Tell the class that they are going to write about what their family do
at weekends. - Work individually
• Have them read the gapped sentences and think about what their
family usually do at
weekends.
• Give them enough time to do the task.
• Get them to swap and read their answers in pairs before inviting - Some Ps read aloud the
two or three pupils to read answers
their answers aloud.
Key: Answers vary
6. Project
• Tell the class that they are going to interview two of their
classmates about what they do in - Listen to the teacher
their free time.
• Ask them to work in groups and copy the table below. Give them - Take note
time to do their interviews
in class and complete the table. Then ask individual pupils to report
their results. - Do as directed
Name Activities - Some Ps
- Listen
• Invite two or three pupils to repeat their interviews in front of the

class.

UNIT 14: WHAT HAPPENED IN THE STORY?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topic 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, …
2. Skills:
3. Language focus:
- Sentence Partners: What happened in the story? First,/Then/Next,/In the end, …
- Vocabulary: story, find, seed, grow, watermelon, exchange, island..
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
• Have the class look at the pictures. Introduce the story by answer:
pointing at each character and elicit (Linda is at Phong’s home. In Picture
pupils’ answers to these questions: Who are they? Where a, Phong tells Linda about The Story
are they? What are they talking about? of Mai An Tiem. In
Check theircomprehension. Pictures b, c and d, Phong continues
• Play the recording all the way through for pupils to listen to tell her what happened in the
and follow in their books. Play it
story.) - Listen and copy
again for them to repeat line by line, pointing to the
characters speaking. + Listen and repeat
2Point and say
answering questions about what - Listen
happened in a story, using What happened in the story?
First,/Then/Next,/In the end, ...
• Ask the question What happened in the story? and invite - Listen and repeat
pupils to tell the story by joining the
sentences under the pictures with First, Then, Next and In - Do as required
the end.
• Get them to practise in groups. Monitor the activity and
offer help, if necessary. - Practise in groups and pairs
• Invite two pairs to demonstrate the question and answers
in this section. Then give
feedback.
3. Let’s talk
asking and answering questions about The story of Mai An
Tiem.
Have them look at the pictures in Activity 2 for the language.
• Get pupils to practise in pairs. + Ask and answer questions
• Set a time limit for them to practise. Monitor the activity and about The story of Mai An Tiem.
• Invite one or two pairs to perform the task in front of the
class, using the pictures in their
books. + Practise in pairs
III. Consolidation
V. Homework:
- Do exercises in workbook, learn by heart the new - Listen to the teacher
words - Recall
- Remember
*******************************************************************
******
I. Objectives:
1Knowledge:
• ask and answer questions about what happened in a story, using What happened in the
story? First,/Then/Next,/In the end, …
2. Skills:
3. Language focus:
II. Teaching aids:
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and number.
• Tell the class that they are going to listen and number the pictures. - Listen to the tape
Tell them that they should
focus on the order of the events in the story.
- Listen and number
• Play the recording all the way through for pupils to listen. Play it - Answer the question.
again for them to do the task.
class. Explain the answers, if
necessary. Play the recording for them to listen again, if necessary.
Key: a 4 b 1 c 5 d 2 e 3
• Tell pupils that they are going to read the text and fill the gaps with
in the end, apple, got - Listen to the teacher
up, legs and princess. Give them a few seconds to do the task.
Remind them to focus on the
context to select the appropriate words. - Individually
necessary.
- Work in pairs
• Get pupils to compare their answers in pairs before checking as a
class. If there is enough
time, have the class read the completed text aloud.
Key: 1 princess 2 legs 3 apple 4 got up 5 In the end
6. Let’s sing
• Tell the class that they are going to sing Once upon a time, ... Have
them read the lyrics and - Listen to the teacher
teach the unfamiliar words. Check their comprehension. - Read each line of the
• Play the recording all the way through for them to listen and follow lyrics
• When they are familiar with the melody, ask them to sing along with
the music before having - Listen and repeat each
them sing and do actions in groups.
• Invite a group to sing and do actions in front of the class. The rest
line
of the class claps their - The whole class
hands along to the rhythm.
- The whole class
III. Consolidation
- Remember
I. Objectives:
1. Knowledge:
• ask and answer questions about someone’s opinions of a book/story/character, using
What do you think of … ? I think …
2. Skills:
3. Language focus:
- Vocabulary: kind, intelligent, greedy, hard-working…
- Structures: What do you think of … ? I think …
II. Teaching aids:


date
5a
5B
5C
2. Oral test:
3. New lesson

lesson by having the class sing the song Once
upon a time, ... Invite a group to sing and do actions in front of
the class. The rest of the class claps
their hands along to the rhythm. At the end of the song,
introduce Lesson 2.
II. New lesson:
• Have the class look at the pictures. Introduce the story by - Look at the pictures and
pointing at each character and
elicit answers to these questions: Who are they? Where are
answer:
they? What are they talking about? Quan and Linda are in the park.
• Play the recording all the way through for pupils to listen and -In Picture a, Quan asks What are
follow in their books. Play the you doing, Linda? and Linda
recording again for them to repeat line by line. answers I’m reading The Golden
• Check their understanding of the story. Starfruit Tree.
-In Pictures b, c and d, Linda tells
Quan what she
thinks of the characters and the
story.
- Listen and copy
- Do as directed
2.Point and say
answering questions about characters
in stories, using What do you think of ...? I think ...
• Teach the adjectives under the pictures: intelligent, hard-
- Listen
working, greedy and kind. Then have - Listen and copy
pupils repeat them once or twice. - Do as directed
• Point at each picture for them to practise asking the question
What do you think of ...?, using
the first part of the prompt. Then get them to practise saying
the answer I think ..., using the
second part of the prompt.
necessary.
• Invite one or two pairs to perform the task. - Listen
3.Let’s talk:
• Tell the class that they are going to practise further by asking - Work in pairs
a book, a story or a character.
• Have pupils work in pairs and use the questions and answers
in their books. - Some pairs perform in front
• Set a time limit for them to do the task. of class
• Invite a few pairs to act out their exchanges in front of the
class. Correct their pronunciation,
if necessary.
III. Consolidation:
IV. Homework:
words
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask and answer questions about someone’s opinions of a book/story/character, using
What do you think of … ? I think …
.2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and tick.
• Tell the class that they are going to listen and tick the correct - Listen to the teacher
pictures.
again for them to do the - Listen and tick
task.
class.
Key: 1 c 2 a 3 a
5. Write about your favourite book.
• Tell the class that they are going to write about their favourite
books.
• Have them read the questions and check their understanding. -Do the task
• Set a time limit for them to do the writing. Monitor the activity and
offer help, if necessary. - Individually
• Get them to swap and read their writing in pairs before inviting one
or two to read their
answers aloud. - Work in pairs
Key: Answers vary - Some Ps
6. Let’s play:
• Tell pupils that they are going to play Storytelling. Follow the - The whole class
instructions for Physical line-up in Games in Introduction.
• Divide the class into two teams. Give each team sheets with the
same set of phrases from a - Listen to the teacher
story. Each member of the teams should have one sheet. Say a
sentence from the story. Pupils - Work in groups
with the phrases should line up to form the sentence. (E.g. One day,
King Hung got angry
with Mai An Tiem.) The first team that shows the correct sentence - Do as directed
wins a point. The game
continues until the teacher finishes the story. The team which has
the most points wins the
game. This is a fun way for pupils to practise their English in a
competitive way.
III. Consolidation
- Remember
******************************************************************
******
I. Objectives:
1Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1.Listen and repeat
• Tell the class that they are going to practise saying the question - Listen
and answers which have
falling intonation.
• Play the recording all the way through for them to listen and follow - Listen to the tape
in their books. Play it - Listen and repeat in
again for them to do choral and individual repetition until they feel choral, groups and
confident.
individual
• Tell the class that they are going to listen to the recording and circle
a or b to complete the
sentences. - Listen to the teacher
Go around offering help, if necessary. - Read individually
• Have them compare their answers before checking as a class. - Listen and circle
Then ask them to read the
completed sentences aloud.
Key: 1 b 2 b 3 a 4 a
- Listen and circle
3. Listen to the story. - Read aloud
• Tell the class that they are going to listen to the story The Fox and
the Crow. Teach them unfamiliar words. Check their comprehension
of the story. Play the recording all the way through for them to listen
and follow in their books. Play it again for them to repeat each - Listen to the teacher
line of the story. Divide the class into three teams: one says the
narrator’s words; one says the - Repeat the story
Fox’s words and one says the Crow’s words. The three teams swap
their roles after the first - Do as directed
round. - Practice in groups
• Let pupils work in groups. Set a time limit for them to practise telling - Work in pairs
the story and doing
actions.
• Invite three groups to tell the story and do actions. - The whole class
III. Consolidation
- Remember
******************************************************************
******
I. Objectives:
14. Knowledge:
topic Talking about stories.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes having the class tell the story - Tell the story
The Fox and the Crow in Activity 3.
II. New lesson:
4. Read and write.
• Tell the class that they are going to read the passage and answer
the questions.
• Give the meanings of unfamiliar words and get pupils to read the - Read the text
questions and underline
the key words in the passage. If necessary, get pupils to work in
pairs or groups.
• Set a time limit for pupils to do the task independently. Monitor the
- Work in pairs
activity and offer help, - Some Ps
if necessary.
• Have them compare their answers before checking as a class. - The whole class
Give explanations, if
necessary.
Key: 1 She likes reading folk tales. - Listen to the teacher
2 She thinks they are usually short and interesting.
3 She thinks the characters are sometimes honest, sometimes
greedy, sometimes
wise, sometimes stupid.
4 She thinks the fox was clever and the crow was not.
5 Because each of them gives her a lesson in life.
5. Write about the characters in your favourite story.
• Tell the class that they are going to write about the characters in
their favourite story.
• Have them work in pairs or groups to decide on a story and - Work individually
discuss what they are going to
write. Set a time limit for them to do the writing individually. Monitor
the activity and offer
help, if necessary. - Some Ps read aloud the
• Remind them when to use capital letters. Also remind them to put answers
commas or full stops in the
appropriate places.
• Get them to swap and read what they have written in pairs before
inviting two or three pupils
to read their answers aloud.
Key: Answers vary
6. Project
• Tell the class that they are going to tell a story and say what they
think of the characters. - Listen to the teacher
• Get them to work in groups of five and decide which story to tell - Take note
the class and what they - Do as directed
think of the characters.
• Set a time limit for them to discuss and write notes. Select two or
- Some Ps
three groups to tell the - Listen
stories and their opinions on the characters

UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topic 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 ...
2. Skills:
3. Language focus:
- Sentence Partners: What would you like to be in the future? I’d like to be a/an ...
- Vocabulary: architect, pilot, scared, height…
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
• Tell the class that they are going to read a story about what answer:
Tony wants to do in the future. Tony and Mai are in the school gym. -
• Have them look at the pictures and elicit their answers to - In Picture a,
these questions: Who are they? Mai asks What would you like to be in
Where are they? What are they talking about? the future, Tony? and Tony answers
Check their comprehension. I’d like to be a pilot.
• Play the recording all the way through for pupils to listen -In Picture b, Mai wants to know why
and follow in their books. Play it he works out so much. Tony says
again for them to do choral repetition, pointing to the that pilots have to
characters speaking. be strong.
-In Pictures c and d, Tony says that
he would like to fly a plane but he is
scared of
heights.
- Listen and copy
+ Listen and repeat
2.Point and say + Groups, individuals
• Tell the class that they are going to practise asking and - Listen
answering questions about their
future jobs, using What would you like to be in the future? I’d
like to be a/an ...
• Have them look at the pictures and teach the new words:
pilot, architect and writer. Get pupils - Listen
to practise saying the sentence I’d like to be a/an ..., using
the prompts under the pictures.
Then point at the pictures and ask What would you like to be
in the future? - Do as directed
• Have them practise asking and answering in pairs. Monitor
necessary.
• Invite a few pairs to act out their exchanges. - Practise in pairs
3. Let’s talk
asking and answering questions about their future jobs.
• Tell them to work in pairs, using the question and answer
in their books. Monitor the activity + Ask and answer questions
and offer help, if necessary. about someone’s future jobs
• Invite one or two pairs to act out their exchanges. Then ask
a pupil to tell the class about what
his/her partner would like to be in the future. Give feedback + Practise in pairs
to their performance.
III. Consolidation
V. Homework: - Listen to the teacher
- Do exercises in workbook, learn by heart the new - Recall
words - Remember
*******************************************************************
******
I. Objectives:
1Knowledge:
• 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 ...
.2. Skills:
3. Language focus:
II. Teaching aids:

5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and tick
pictures.
• Have them look at the pictures to identify the jobs (1a. A
dentist/doctor. 1b. A writer. 1c. A - Listen and tick
teacher. 2a. An architect. 2b. A farmer. 2c. A teacher. 3a. A taxi
driver. 3b. A footballer. 3c. a - Answer the question.
pilot.)
again for them to do the
task.
Key: 1 b 2 a 3 c
5. Look and write.
• Tell the class that they are going to answer questions about future - Listen to the teacher
jobs.
• Give time for them to do the task in pairs. Go around and offer
help, if necessary.
- Work Individually
Key: 1 like to be a teacher 2 like to be a doctor 3 like to be architects - Do the task
6. Let’s sing.
• Tell the class that they are going to sing the song What would you - Listen to the teacher
like to be in the future? Teach - Read each line of the
the song, following the procedure in Teaching the unit components
in Introduction. lyrics
again for them to do choral repetition line by line. Then have them
practise in groups: one
sings the questions and the other sings the answers. line
• Invite two groups of four pupils to go to the front to sing and do - The whole class
actions and the class to clap - Practice in groups
their hands along to the rhythm.
- The whole class
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge:
• ask for and give reasons, using Why would you like to be ...? Because I’d like to ...
.2. Skills:
3. Language focus:
- Vocabulary: design, fly, patient, nurse…
- Structures: Why would you like to be ...? Because I’d like to ...
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

lesson by asking two groups to come to the front of the class to
sing What would you like to be in the future? and do actions.
Have the rest of the class sing with them and clap their hands
along to the rhythm.
II. New lesson:
• Tell the class that they are going to read the story to find out answer:
what Mai and Tony would like to -In Picture a, Mai says she would
be and why. like to be a writer.
• Have them look at the pictures and ask them these questions: -In Picture b, Linda asks Why
Who are they? What does Linda want to know? What would would you like to be a writer? and
Mai like to be in the future? Why? What would Tony like to be Mai answers Because I’d like to
in the future? Why? write stories for children.
Check pupils’ comprehension. -In Picture c, Tony says he would
• Play the recording all the way through for pupils to listen and like to be a pilot.
follow in their books. Play it -In Picture d, Linda asks Why? and
again for them to do choral repetition, pointing at the Tony answers
characters speaking. Because I’d like to fly a plane.
- Listen and copy
- Do as directed
2Point and say

• Tell the class that they are going to practise asking for and - Listen
giving reasons, using Why would
you like to be ...? Because I’d like to ...
• Ask them to look at the pictures and teach the phrases under - Listen and copy
them. Then have them practise
saying the question Why would you like to be ...? before - Do as directed
practising saying the answer Because
I’d like to ...
• Point to the pictures respectively and ask the questions for
the class to answer, using the
prompts under the pictures. Repeat the same procedure but
this time divide the class into
two groups: one group asks and the other answers the
question.
• Get pupils to practise asking and answering the question in
their books. Monitor the activity
• Invite one or two pairs to act out the exchanges in front of the
class.
3.Let’s talk:
• Tell the class that they are going to practise further by asking - Listen
for and giving reasons.
• Have them work in pairs, using the questions and answers in
their books. - Work in pairs
• Invite a few pairs to perform the task. Then ask some of them
to tell the class what they would - Some pairs perform in front
like to be in the future and give their reasons. Give feedback to
their performance of class
III. Consolidation:
IV. Homework:
words
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask for and give reasons, using Why would you like to be ...? Because I’d like to ...
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
Tell them that they should focus on the future jobs that Trung, Mai,
Tony and Tom would like - Answer the T’s questions
to have.
• Get pupils to compare their answers before checking as a class.
Key: 1 c 2 a 3 b 4 c
• Tell the class that they are going to read the text and fill the
gapped sentences. - Individually
• Have them read the dialogue and check their comprehension.
Give the meanings of unfamiliar
words, if necessary. - Work in pairs to do the
• Give them time to do the task independently. Go around and offer task
help, if necessary.
• Get them to compare their answers before checking as a class. If
- Some Ps
there is enough time, invite
some pairs to act out the dialogue.
Key: 1 nurse 2 look after 3 hospital 4 do 5 write
6. Let’s play.
• Tell the class that they are going to play Pelmanism. Follow the
procedure in Games in
Introduction.
• Ask them to play in small groups. Prepare two sets of cards for - Do as directed
each group, one with jobs and
the other with work places.
• One player in each group shuffles the cards and lays them face - Listen
down on the table. Each player
takes turns to select two cards and turns them over. If the cards - Play in groups
show the job and the relevant
work place, that player wins the pair and goes on to turn over
another pair of cards. If the cards - The whole class
do not match, the player should turn them face down again and the
next player has a turn. The
game ends when all the cards are gone. The winner is the player
with the most cards.
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
1Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1.Listen and repeat
wh-questions and answers have falling intonation.
• Play the recording all the way through for pupils to listen and follow - Listen to the tape
and answers until they
feel confident.
individual
necessary.
2. Listen and mark the sentence intonation ( ). Then say
the sentences aloud.
• Tell the class that they are going to listen to the recording and mark - Listen to the teacher
the intonation with - Read individually
arrows. - Listen and mark
• Play the recording all the way through for them to listen. Play it - Listen and check
again for them to mark the
intonation. - Read aloud
• Have pupils swap and check their answers before checking as a
class. Then ask the class to
read the sentences aloud.
3. Let’s chant - Listen to the teacher
• Tell the class that they are going to say the chant What would you
like to be in the future?
Follow the procedure in Teaching the unit components in - Read the chant
Introduction. - Do as directed
• Have pupils read the chant and check their comprehension.
in their books. Play it - Practice in groups
again for them to do choral repetition. Get them to practise chanting - Work in pairs
and doing actions in - The whole class
groups.
• Call two groups to the front of the class to chant and do actions:
one group chants the
questions and the other chants the answers. The rest of the class
claps their hands along to
the rhythm.
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
1.Knowledge:
topic Future plans.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes revising the previous lesson - Read the chant
by getting two groups of pupils to say the chant What would you like
to be in the future?
II. New lesson:

4. Read and tick True (T) or False (F).
• Tell the class that they are going to read about David’s future job - Listen to the teacher
and tick True (T) or False (F). - Read the text
• Get them to read the passage and check their comprehension.
Give the meanings of
unfamiliar words. - Work in pairs to do the
• Give pupils time to do the task independently. Go around offering task
help, if necessary. - Some Ps
time allows, get some
pairs to ask and answer questions about David’s future job.
Key: 1 T 2 T 3 F 4 T 5 T
5. Write about what you would like to be and do in the
future. - The whole class
• Tell the class that they are going to write about what they would
like to be and do in the
future. - Listen to the teacher
• Have them work in pairs or groups to discuss their ideas.
• Give them time to do the task independently. Go around offering
help, if necessary.
- Work individually
there is time, invite some - Some Ps read aloud the
pupils to read their writing aloud. answers
Key: Answers vary
6. Project
• Tell the class that they are going to make a poster about what they
would like to be in the
future and tell the class about it. - Listen to the teacher
• Ask pupils to discuss in groups of three. They should draw pictures
to represent the jobs and
write sentences about them. - Take note
• Invite two or three groups to show their posters and talk about - Do as directed
them. (E.g. Minh would like to
be a pilot because he’d like to fly a plane. Hung would like to be an
- Some Ps
architect because he’d like to - Listen
design buildings. Hanh would like to be a nurse because she’d like
to look after patients.)
comprehension. - Read the statements
• Give them time to colour the stars and invite a few pupils - Colour the stars

REVIEW 3
I. Objectives:
15. Knowledge:
• listen and identify specific information related to the theme Me and my family.
• read and identify specific information related to the theme Me and my family.
• use simple sentences to write about themselves.
• read, listen to and understand a short story.
2. Skills:
- Develop Ps listening and reading skills
3. Language focus:
II. Teaching aids:
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Play the game “Physical line-up” - Play the game
II. New lesson:
1. 1. Listen and tick.
• Tell pupils that they are going to listen and tick the correct pictures. - Listen to the teacher
Give them a few seconds
to look at the pictures. Ask them to identify each character and
what’s the matter with him/ - Look and identify
her or what he/she is doing.
• Play the recording all the way through for the class to listen. Play it
again for them to tick the - Listen
boxes. - Listen and tick
• Get them to compare their answers before checking as a class. - Work in pairs
Give explanations for the
answers which pupils find difficult. Play the recording again to
confirm the answers.
Key: 1 b 2 c
2. Listen and number. - Listen
• Tell pupils that they are going to listen and number the pictures in
the order they hear
them. - Do as directed
• Give them a few seconds to look at the pictures. Check
comprehension. - Individually
again for them to number
- Work in pairs
the pictures.
• Get pupils to compare their answers before checking as a class. - Some Ps read aloud the
Key: a 2 b 1 c 4 d 3 answers
3. Listen and write one word in the blank.
• Tell pupils that they are going to listen and and write one word in
each gap.
• Give them a few seconds to read the gapped sentences and
guess the answers based on the
surrounding words. - Listen to the teacher
• Play the recording the first time all the way through for pupils to
listen and write. Play it the - Listen and do the task
second time for them to check their answers. - Give answers
• Get pupils to swap and compare their answers before checking as
a class.
Key: 1 design 2 reading
- Read aloud
• Tell pupils that they are going to read the text and complete the
table. - Read the text
• Give them time to look at the table and think of the information
needed to fill the gaps. Ask pupils to read the text in silence and
complete the table. - Do as directed
• Get pupils to compare their answers in pairs before checking as a - Work in pairs
class. Give explanations, if - Some Ps read aloud the
necessary. answers
Key: 1 pilot 2 wants to fly planes 3 reads books
4 would like to write stories for children 5 draws pictures
5. Write about you.
• Tell pupils that they are going to write sentences about
themselves. - Listen to the teacher
• Give them time to read the questions in silence. Check their
understanding and remind them when to use capital letters and
where to put full stops and commas. - Read silently
• Get pupils to swap and read their writing in pairs before inviting
two or three pupils to read
their answers aloud. - Do as directed
Key: Answers vary
III. Consolidation
IV. Homework
- Do exercises in workbook, prepare the next period.. - Remember
UNIT 16: WHERE’S THE POST OFFICE?
I. Objectives:
1.Knowledge:
• use the words and phrases related to the topic Asking for and giving directions.
• ask and answer questions about directions, using Excuse me, where’s the ...? It’s ...
2. Skills:
3. Language focus:
- Sentence Partners: Excuse me, where’s the ...? It’s ...
- Vocabulary: next to, opposite, on the corner, go straight, near..
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
• Tell the class that they are going to read and listen to a answer:
story. Point at the pictures and elicit Akiko is asking for directions.
their answers to these questions: Who is it? What is she -In Picture a, Akiko wants to go to the
doing? Where does she want to go? park.
• Play the recording all the way through for pupils to listen -In Picture b, she
and follow in their books. Play it wants to go to the toilet.
again for them to repeat line by line. -In Picture c, she wants to go to the
Check their understanding of the story. museum.
-In Picture d, she wants
to go to the post office.
- Listen and copy
+ Listen and repeat
2.Point and say
answering questions about directions, - Listen and repeat
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 - Do as directed
of the prompts. Then point at each picture and ask the
question Where’s the ...? for them to
answer, using the second parts of the prompts. (E.g. Excuse
me, where’s the bus stop? It’s next to - Practise in pairs
the stadium.)
• Have pupils practise asking and answering in pairs.
Monitor the activity and offer help,
if necessary.
• Invite one or two pairs to ask and answer the questions in
this section.
40T
3. Let’s talk
asking and answering questions about directions. Get them + Ask and answer questions
to work in pairs to ask and answer the question in their about directions
books.
offer help, if necessary. + Practise in pairs
class. Then give feedback.
III. Consolidation
words
*******************************************************************
******
I. Objectives:
1.Knowledge:
• ask and answer questions about directions, using Excuse me, where’s the ...? It’s ...
2. Skills:
3. Language focus:
II. Teaching aids:

5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and tick
• Ask them to read the text in the table. Then play the recording all - Listen to the tape
the way through for them to
- Listen and tick
• Get them to swap and compare their answers before checking as a - Answer the question.
class. Play the recording
again to confirm the answers.
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
5. Look, read and complete. Use one of the words/phrases
twice.
• Tell the class that they are going to look at a map and fill the
gapped sentences with between, - Listen to the teacher
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 - Individually
the places on the map and help them to identify their names.
a class.
Key: 1 opposite 2 between 3 on the corner 4 opposite 5 next to
6. Let’s sing
• Tell the class that they are going to sing Where’s the bus stop? - Listen to the teacher
Have them read the lyrics. Check - Read each line of the
their comprehension.
• Play the recording all the way through for pupils to listen and follow lyrics
in their books. - Listen to the tape
• 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 do actions in front of the class. line
The rest of the class claps - The whole class
their hands along to the rhythm. - Practice in groups
- Retell
III. Consolidation
- Retell the content of the lesson. - Remember
IV. Homework
I. Objectives:
1. Knowledge:
• ask and answer questions about means of transport, using How can I get to ...? You can ...
2. Skills:
3. Language focus:
- Vocabulary: take a boat, take a couch, go by plane, minute..
- Structures: How can I get to ...? You can ...
II. Teaching aids:


date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes having the class sing - Sing the song
Where’s the bus stop? before introducing
Lesson 2.
II. New lesson:
look at the pictures and guess what the story is about. Check - Look at the pictures and
their comprehension by pointing at each picture to elicit their answer:
answers to these questions: Who are they? Where are they? Akiko and Tony want to go to the
What are they talking about? Where do Tony and Akiko want to zoo.
go? How can they get there? -In Picture a, Akiko asks How can
• Play the recording all the way through for pupils to listen and we get to the zoo, Nam? and Nam
follow in their books. Play it answers You can take a bus.
again for them to repeat the lines in the bubbles. -In Pictures b, c and d, Nam tells
them where the bus stop is and
which bus to take.)
- Listen and repeat
2.Point and say - Do as directed
answering questions about means of - Listen
transport, using How can I get to ...? You can ...
• Check their understanding of the phrases under the pictures
and have them say these phrases - Work in pairs
once or twice.
• Point at the pictures for pupils to practise saying the question
How can I get to ...?, using the - Some pairs perform in front
first parts of the prompts. Then repeat the procedure with the
answers You can ..., using the
of class
second parts of the prompts.
• Ask pupils to practise asking and answering in pairs, pointing
at the pictures in this section.
Invite one or two pairs to perform the activity.
3.Let’s talk:
how to get to different places. - Listen to the teacher
• 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 - Remember
class.
III. Consolidation:
IV. Homework:
words
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask and answer questions about means of transport, using How can I get to ...? You can ...
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and write one word in each box.
• Tell the class that they are going to listen and write one word in - Listen to the teacher
each box.
• Ask them to look at the pictures and identify the means of
transport. - Listen and write
again for them to do the - Answer the T’s questions
task.
Key: 1 Akiko: boat 2 Tony: taxi 3 Mai: coach 4 Linda: plane
5. Read and complete. Then say aloud. - Read the text and do the
• Tell the class that they are going to read and fill the gapped task
sentences.
• Have them read the conversations and check their understanding.
• Set a time limit for them to do the task. Monitor the activity and - Individually
a class.
- Work in pairs
• Divide the class into three groups to act out the conversations. - Some Ps
Key: 1 trip 2 zoo 3 foot 4 How 5 Have 6 welcome
6. Let’s play:
• Tell the class that they are going to play Giving directions in
groups of eight to ten.
• Explain how to play the game: S1 in each group asks directions to
a place on the map. S2 - The whole class
gives the directions. If the directions are correct, S2 will ask S3
directions to another place.
If the directions are wrong, S2 is out of the game and S1 asks S3
directions. The game ends
when all pupils are out except one in each group. Then these pupils - Listen
can continue the game
until there is only one pupil left, and he/she will be the winner.
• To make it more challenging, you may create different versions of
- Do as directed
the map, with different
buildings missing in them. Pupils in each group then take turns to
tell the directions to
different buildings, until all places on the map have been used
.III. Consolidation
IV. Homework
- Listen
- Remember
******************************************************************
******
I. Objectives:
1.Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson
II. New lesson:
1.Listen and repeat
questions and answers with the correct intonation. - Listen to the teacher
• Play the recording all the way through for pupils to listen - Listen to the tape
and follow in their books. Then play - Listen and repeat in
it again for them to repeat the sentences twice. choral, groups and
individual
2. Listen and circle a or b. Then ask and answer.
• Tell the class that they are going to listen to the recording and circle
a or b to answer the
questions.
• Give them a few seconds to read the questions and answers in
silence. - Read individually
• Play the recording for pupils to listen and do the task. Then play it - Listen and circle
again for them to check
the answers.
• Get them to swap and compare their answers before checking as a - Listen and check
class. - Read aloud
• If there is enough time, divide the class into two groups to ask and
answer these questions.
Key: 1 b 2 b 3 a
3. Let’s chant
• Tell the class that they are going to say the chant How can we get - Listen to the teacher
there? Have them read the
chant in silence and check their comprehension.
- Read the chant
again for them to repeat line by line.
• Put the class into two groups to practise chanting: one group says - Practice in groups
the questions and the
other says the answers. - Work in pairs
• Have them practise saying the chant and doing actions in groups.
• Invite two groups to the front of the class to say the chant and do - The whole class
actions. The rest of the class
claps their hands along to the rhythm.
III. Consolidation
- Listen
IV. Homework
- Remember
******************************************************************
******
I. Objectives:
16. Knowledge:
topic directions
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

How can we get there? and do actions.
II. New lesson:
1. Label the places.
• Tell the class that they are going to read the passage and label the
places on the map. - Read the text
• Explain the unfamiliar words, if necessary.
• Set a time limit for pupils to do the task. Monitor the activity and
• Have pupils compare their answers before checking as a class. - Work in pairs
Key: 1 bus stop 2 Pear Street 3 pharmacy 4 Tony’s house - Some Ps
2. Answer the questions.
• Tell pupils that they are going to answer the questions about the - The whole class
text.
• Get pupils to read the questions and underline the key words.
• Have pupils swap and compare their answers before checking as - Do the task
a class.
Key: 1 She should take bus Number 12. 2 She should get off at the
fifth stop.
3 It’s Pear Street. 4 A pharmacy is opposite
5. Write the directions.
• Tell the class that they are going to write the directions, using the
map. - Work individually
• Give them time to read the map and the questions.
• Ask them to work in pairs. Monitor the activity and offer help, if
necessary.
• Get pupils to swap and compare what they have written before - Some Ps read aloud the
checking as a class. answers
• Invite one or two pairs to act out the exchanges and give
feedback.
Key: 1 Go straight ahead. Turn right at Orange Street. The park is
on the corner of Orange
Street and Apple Street.
2 Go straight ahead. Turn right at Pear Street. The pharmacy is on
the corner of Pear
Street and Apple Street/opposite the cinema.
6. Project
• Tell the class that they are going to draw a simple map to show the - Listen to the teacher
way to their home from
their school.
• Ask them to work in groups and decide whose home they will use - Take note
to draw the map. They
should write notes to give directions from the home to their school. - Do as directed
• Have the class display their maps, and select a few groups to give
the directions
- Some Ps
- Listen
comprehension.
• Give them time to colour the stars and invite a few pupils - Read the statements
to read the statements aloud. - Colour the stars

UNIT 17: WHAT WOULD YPU LIKE TO EAT?
I. Objectives:
1.Knowledge:
• use the words and phrases 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.
2. Skills:
3. Language focus:
- Sentence Partners: What would you like to eat/drink? I’d like ..., please.
- Vocabulary: a carton, a glass, a packet, a bowl…
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
story. Have the class look at the pictures. Introduce the story Mai and Nam are in the school
by pointing at each picture and elicit their answers to these canteen, ordering food and drink.
questions: Who is he/she? Where are they? What would -In Picture a, Mai says I’d like some
he/she like to eat? What would he/she like to drink? rice with fish, please.
• Play the recording all the way through for pupils to listen -In Picture b, the lady asks Nam
and follow in their books. Play it again for them to repeat line What would you like
by line. to eat? and Nam answers I’d like a
• Check their understanding of the story. bowl of noodles, please.
-In Picture c, the lady asks Mai What
would you like to drink? and she
answers I’d like a carton of apple
juice, please.
-In Picture d, Nam says I’d like a
glass of water, please.
2.Point and say - Listen and copy
• Tell the class that they are going to practise asking and + Listen and repeat
answering questions about healthy + Groups, individuals
food and drink, using What would you like to eat/drink? I’d
like ..., please.
- Listen
• Teach the meanings of a packet of biscuits, a bar of
chocolate and a carton of lemonade. - Listen and repeat
• Point at the pictures for pupils to practise saying the
answers I’d like ..., please, using the
phrases under the pictures.
• Have them practise asking and answering the questions in - Listen
pairs. Monitor the activity and - Do as directed
offer help, if necessary. - Practise in pairs
• Invite one or two pairs to speak to check their performance.
3. Let’s talk
asking and answering questions about healthy food and + Ask and answer questions
drink. about healthy food and drink.
• Get them to work in pairs and use the question and answer
in their books.
• Invite a few pairs to act out their conversations in front of
the class.
III. Consolidation
V. Homework: - Listen to the teacher
- Do exercises in workbook, learn by heart the new - Recall
words - Remember
*******************************************************************
******
UNIT 17: WHAT WOULD YOU LIKE TO EAT?
I. Objectives:
1.Knowledge:
• 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.
2. Skills:
3. Language focus:
II. Teaching aids:

5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. Listen and tick
pictures.
• Ask them to look at the pictures to identify the foods and drinks.
- Listen and tick
• Play the recording all the way through for pupils to listen. Play it - Answer the question.
a class.
Key: 1 b 2 a 3 b 4 c
• Tell the class that they are going to read the passage and fill the
gaps with food, healthy, eat, - Listen to the teacher
sandwich and lunch.
• Give them a few seconds to read the text and the words in the box.
Remind them to focus on - Work individually
the context to select the appropriate words. Give the meanings of
nowadays and canteen.
- Work in pairs
Key: 1 lunch 2 sandwich 3 food 4 healthy 5 eat
6.Let’s sing
• Tell the class that they are going to sing Healthy eating and
drinking. Have them read each line - Listen to the teacher
of the lyrics. Check their comprehension. - Read each line of the
• Play the recording all the way through for pupils to listen and follow lyrics
• When pupils are familiar with the melody, ask them to sing along
with the music before - Listen and repeat each
having them practise singing and doing actions in groups. line
• Invite two groups to sing the song and do actions in front of the
class. The rest of the class - The whole class
claps their hands along to the rhythm. - Practice in groups
- The whole class
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge:
• ask and answer questions about the quantity of food and drink, using How many/much ... do
you eat/drink every day? I eat/drink ...
2. Skills:
3. Language focus:
- Vocabulary: sausages, much, many..
- Structures: How many/much ... do you eat/drink every day? I eat/drink ...
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

lesson by having the class sing Healthy eating and drinking.
II. New lesson:
look at the pictures and introduce the story by pointing at each
answer:
Linda and Mai are at the
character and elicit their answers to these questions: Who are
supermarket.
these girls? Where are they? What are they talking about?
-In Picture a, they see some apples
and Mai says she likes apples.
follow in their books. Play it again for them to repeat line by line
-In Picture b, Linda asks Mai
chorally.
How many apples do you eat every
day? and Mai answers Two.
-In Picture c, Mai says milk is her
favourite drink.
-In Picture d, Linda asks Mai How
much milk do you drink every day?
and Mai answers Two glasses.
- Listen and copy
2.Point and say - Do as directed
answering questions about the quantity of food and drink, using
How many/much ... do you eat/drink every day? I eat/drink ...
• Give the meanings of the words bowls, sausages and bottles. - Listen
Have pupils repeat the words and phrases under the pictures
once or twice before getting them to practise the answers with
I eat/drink ... - Work in pairs
• Explain the language notes to pupils. Check their
comprehension and give more examples,
if necessary. Then have them practise the question How
many/much ... do you eat/drink every day?, using the first parts - Some pairs perform in front
of the prompts. Then have them practise the answers, using of class
the second parts of the prompts. If they wish, they can give
answers about what they really eat and drink.
• Invite one or two pairs to perform the activity.
3. Let’s talk:
and answering the question in their book. Remind them of the
language notes before starting the activity. - Work in pairs
• Get pupils to work in pairs. Remind them to use the question
and answer in their books.
• Set a time limit for pupils to practise. Monitor the activity and - Some pairs perform in front
offer help, if necessary. of class
• Invite a few pairs to act out the questions and answers in front
of the class.
III. Consolidation:
IV. Homework:
- Remember
words
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask and answer questions about the quantity of food and drink, using How many/much ... do
you eat/drink every day? I eat/drink ...
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson
II. New lesson:
• Tell the class that they are going to listen and circle a, b or c for - Listen to the teacher
the answers. Ask them to read the questions and try to guess the
answers.
• Play the recording all the way through for pupils to listen. Play it - Listen and circle
• Get them to compare their answers before checking as a class. - Answer the T’s questions
Key: 1 b 2 c 3 b 4 b
conversation between Mai and - Read the text and do the
Tom about Tom’s breakfast. task
• Have them read the words given and the incomplete conversation.
Give the meanings of the
new words butter and healthy. - Individually
activity and offer help,
if necessary.
- Work in pairs
• Get them to swap and compare their answers before checking as - Some Ps
a class. If there is enough
time, have the class read the completed conversation aloud.
Key: 1 How many 2 How much 3 milk 4 shouldn’t 5 healthy
6. Let’s play:
• Tell the class that they are going to label the foods and drinks in
the food pyramid and then tell the class about a healthy diet. - The whole class
• 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. - Listen
• Invite a pupil from each group to tell the class what a healthy diet
is.
• If there is not enough time, give the activity as homework. Have - Do as directed
pupils talk about a healthy diet in the next class.
Key:
Eat most: rice, apples, bread, carrots, sweet corn, oranges,
tomatoes, bananas, cabbage
Eat some: fish, milk, chicken, eggs, cheese, jam
Eat only a little: chocolate, cola, ice cream, sweets
III. Consolidation
IV. Homework
- Remember
******************************************************************
******
I. Objectives:
1.Knowledge:
• say questions and answers with the correct intonation
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1.Listen and repeat
questions and answers with the correct - Listen to the teacher
intonation. - Listen to the tape
• Play the recording all the way through for pupils to listen - Listen and repeat in
and follow in their books. Then play choral, groups and
it again for them to repeat the sentences twice. individual
• Tell the class that they are going to listen to the recording and circle - Listen to the teacher
a or b to complete the
sentences.
• Play the recording for them to listen. Play it again for them to do the - Read individually
task. - Listen and circle
• Get pupils to swap and compare their answers before checking as a
class.
• Ask the class to read the completed sentences aloud. - Listen and check
Key: 1 a 2 b 3 a 4 a - Read aloud
3. Let’s chant
• Tell the class that they are going to say the chant Healthy food and - Listen to the teacher
drink. Have pupils read the chant and check their comprehension.
in their books. Play it again for them to repeat line by line. - Read the chant
• Put them into two groups: one group practises the questions and - Do as directed
the other practises the answers. Then the two groups swap their
roles.
• Have pupils practise chanting and doing actions in groups.
• Invite two groups to the front of the class to say the chant and do - Work in pairs
actions. The rest of the class claps their hands along to the rhythm.
III. Consolidation - The whole class
IV. Homework
******************************************************************
******
I. Objectives:
1.Knowledge:
topic Healthy food and drink.
2. Skills:
3. Language focus:
II. Teaching aids:
date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes having the class say the - Do the task
II. New lesson:
1. Match the headings with the paragraphs.
• Tell the class 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. Then check their comprehension. Explain the meaning
of the new word vitamin.
• Have pupils swap and compare their answers before checking as
a class.
Key: 1 b 2 c 3 a
• Tell the class to read the passages again to answer the questions.
Remind them to read the questions and underline the key words. - Listen to the teacher
• Set a time limit for pupils to do the task. - Read the text
• Have them swap and compare their answers before checking as a
class.
Key: 1 We should have some orange or apple juice.
2 We should drink a lot of water between meals. - Work in pairs
3 Because vegetables have vitamins. We need vitamins for a - Some Ps
healthy body.
4 Because it has a lot of fat and sugar.
5 We should eat rice, bread and lots of vegetables and fruit. We - The whole class
also need some meat, fish or eggs.
5. Write about your eating habits. - Listen to the teacher
• Tell the class that they are going to write about their eating habits.
offer help, if necessary. - Work individually
• Get them to swap and read what they have written before inviting
some pupils to read their answers aloud. - Some Ps read aloud the
Key: Answers vary
6. Project answers
• Tell the class 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. - Take note
• They should discuss which foods and drinks belong to which
groups.
• You can use these words for the flashcards: water, rice, milk, - Do as directed
banana, butter, apple, chocolate, bread, sugar, chicken, beef, - Some Ps
sandwich, fruit juice, fish, sausage, orange, grape, cabbage and - Listen
egg.
Suggested answers:
Very healthy: orange, grape, cabbage, fish, fruit juice, sandwich,
apple, banana, water, rice, bread
Not very healthy: beef, chicken, egg, sausage, chocolate, milk,
sugar, butter
comprehension.
• Give them time to colour the stars and invite a few pupils - Read the statements
to read the statements aloud. - Colour the stars

UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW?
I. Objectives:
1.Knowledge:
• use the words and phrases 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 ...
2. Skills:
3. Language focus:
- Sentence Partners: What will the weather be like tomorrow? It will be ... and ...
- Vocabulary: forecast, foggy, warm…
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
story. Ask pupils to look at the pictures and elicit pupils’ Linda is watching the weather
answers to these questions: Who is she? What is she forecast on TV.
doing? Explain the meanings of the new words. -In Picture a, the weather forecast
• Play the recording all the way through for the class to listen starts.
and follow in their books. Play it again for them to do choral -In Picture b, the lady is talking about
repetition, pointing to the weather presenter speaking. the weather in Ha Noi, Hue and Ho
Chi Minh City.
-In Pictures c and d, the lady asks
What will the weather be like
tomorrow? and goes on and tells the
weather forecast, saying It will be
cold and rainy in Ha Noi. It will be
warm and foggy in Hue. In Ho Chi
Minh City, it will be hot and sunny.) -
Listen and copy
+ Listen and repeat
2.Point and say

• Tell the class that they are going to practise asking and - Listen and repeat
answering questions 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 will be ... and ... - Do as directed
• Point to the first picture and introduce the question What
will the weather be like tomorrow? for the class to answer,
using the prompts. Repeat the same procedure with the rest
of the pictures. - Practise in pairs
• Ask pupils to practise asking and answering in pairs.
• Invite some pairs to role-play the exchanges in front of the
class.
3. Let’s talk
answering questions about the weather. + Ask and answer questions
• Get them to work in groups of four and use the questions
and answers in their books. about the weather
• Select some pairs to act out the exchanges. Then give
feedback.
III. Consolidation
V. Homework:
words - Recall
- Remember
*******************************************************************
******
I. Objectives:
1.Knowledge:
• ask and answer questions about the weather, using What will the weather be like tomorrow?
It will be ... and ...
2. Skills:
3. Language focus:
II. Teaching aids:
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
• Tell the class that they are going to listen and circle a, b or c to - Listen to the tape
• Play the recording all the way through for the class to listen. Play it
- Listen and circle
again for them to do the - Answer the question.
task.
again to confirm the answers, if necessary.
Key: 1 b 2 a 3 c
• Tell the class that they are going to read the text and complete the
gapped sentences with - Listen to the teacher
the words in the box.
activity and offer help, - Individually
if necessary.
class. If there is enough
- Work in pairs
time, have them read the completed conversation aloud.
Key: 1 go 2 weather 3 stormy 4 forecast 5 watch
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.
(E.g. H for hot, C for cold, W for warm, S for sunny). - The whole class
Pupil 1 in each group selects and arranges two or more letter cards - Play in groups
on the desk (e.g. H and S), and asks What will the weather be like
tomorrow? Pupil 2 answers It will be hot and sunny.
Pupil 3 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. If time allows, these
winners can continue the game until there is only one winner left.
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge:
• ask and answer questions about the seasons, using What’s ... like in your country? It’s usually
...
There is/are ...
2. Skills:
3. Language focus:
- Vocabulary: spring, summer, autumn, winter..
- Structures: What’s ... like in your country? It’s usually ...There is/are ...
II. Teaching aids:


date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes having the class play - Play the game
Bingo, using the weather words learnt in Lesson 1. At the end
of the game, ask pupils to make sentences with these words
before introducing Lesson 2.
II. New lesson:
• Tell the class that they are going to read a story in which Nam answer:
and Peter are talking about the seasons and weather. Elicit (Nam and Peter are on the balcony.
answers to these questions: Where are they? What are they -In Pictures a and b, Peter asks
talking about? • Play the recording all the way through for the Nam about the summer weather in
class to listen and follow in their books. Play it again for them Viet Nam and Nam says it’s usually
to repeat line by line. hot and it rains a lot.
-In Picture c, Nam asks What’s
summer like in your country, Peter?
and Peter answers It’s cooler than
here. But it’s very green. There are
lots of flowers and plants.
-In Picture d, Nam says he’d like to
visit Peter’s country in summer.)
- Listen and repeat
- Do as directed
2.Point and say
answering questions about the seasons and weather, using - Listen
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 - Work in pairs
... like in your country? with the first parts of the prompts (i.e.
names of the seasons). Then have them practise saying the
answers, using the second parts of the prompts. Point to
Picture a and ask What’s spring like in your country? for the
- Some pairs perform in front
class to answer It’s usually cold. There is a lot of wind. Repeat of class
the same procedure with the rest of the
pictures.
• Ask pupils to practise in pairs. Monitor the activity and offer
help, if necessary.
3.Let’s talk:
and answering questions about Listen
the seasons and weather.
• Get them to work in pairs, using the questions and answers in
their books. - Work in pairs
• Select some pairs to act out their exchanges in front of the
class. Then give feedback. - Some pairs perform in front
of class
III. Consolidation:
words - Remember
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask and answer questions about the seasons, using What’s ... like in your country? It’s usually
...
There is/are ...
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4. 4. Listen and write one word in each blank.
• Tell the class that they are going to listen and write one word in - Listen to the teacher
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 - Listen and write
• Get pupils to swap and read their answers before checking as a
class. Play the recording again to confirm the answers.
- Answer the T’s questions
Key: 1 wind 2 winter 3 snow 4 hot 5 rain
5. Write about your favourite season and the weather.
• Tell the class that they are going to write about their favourite - Do the task individually
season and weather.
• Have them read the questions and check their understanding.
• Set a time limit for them to do the writing. Monitor the activity and - Work in pairs
• Get them to swap and read their writing before inviting one or two - Some Ps give answer
pupils to read their answers
aloud. Then give feedback.
Key: Answers vary
6. Let’s sing.
• Tell the class that they are going to sing The weather song. Teach
the song, following the - Listen to the teacher
procedure in Teaching the unit components in Introduction.
• Have them read each line of the lyrics aloud. Check their
- Read each line of the
comprehension. lyrics
• Play the recording all the way through for pupils to listen and - Listen to the tape
follow in their books. Play it again
for them to do choral repetition until they get familiar with the
melody of the song. Play the - Listen and repeat each
recording again and get pupils to sing along with the music. line
• Get them to practise singing and doing actions in groups. - The whole class
• Invite two groups to sing the song: one sings the questions and - Practice in groups
the other sings the answers. The
rest of the class claps their hands along to the rhythm.
.III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
1.Knowledge:
• say questions and answers with the correct intonation..
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1.Listen and repeat
Tell the class that they are going to practise saying - Listen to the teacher
questions and answers with the correct intonation. - Listen to the tape

again for them to do the task. - Read individually
• Get pupils to compare their answers in pairs before checking as a - Listen and circle
class. - Listen and check
• Ask the class to say the completed sentences aloud.
Key: 1 a 2 b 3 b 4 a
- Read aloud
3. Let’s chant
• Tell the class that they are going to say the chant What will the - Listen to the teacher
weather be like tomorrow? Follow the procedure in Teaching the unit
components in Introduction. - Read the chant
• Play the recording all the way through for the class to listen and - Do as directed
follow in their books. Play it again for them to do choral repetition.
Divide the class into two groups: one group says the questions and
the other says the answers. - Work in pairs
• Call two groups of four to the front of the class to chant and do
actions. The rest of the class claps their hands along to the rhythm. - The whole class
III. Consolidation
- Remember
******************************************************************
******
I. Objectives:
17. Knowledge:
topic Weather and seasons.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson
I. Warm up: Spend a few minutes revising the chant What will - Read the chant
the weather be like tomorrow? by getting two groups of five to say
the chant and do actions
II. New lesson:
4. Read and do the tasks. - Listen to the teacher
1. Complete the passage.
• Tell the class that they are going to read the text and complete the - Read the text
gapped passage with the words from the box. Explain the verb last.
• Set a time limit for them to do the task. If necessary, get them to
work in pairs or groups.
• Get pupils to swap and read their answers in pairs before giving - Work in pairs
the answers to the class. - Some Ps
Key: 1 south 2 November 3 picnic 4 season 5 wind
2. Answer the questions. - The whole class
• Tell the class that they are going to read the passage again and
• Ask pupils to read the questions and underline the key words. - Listen to the teacher
Then they should read the passage to look for the relevant - Do the task
information.
• Give pupils time to do the task independently. Go around offering
help, if necessary.
• Get them to swap and read their writing in pairs before asking two
Key: 1 There are two. 2 They’re the dry season and the rainy
season.
3 It’s usually cool and dry. 4 It’s usually hot and wet.
5 Because he can go for a picnic with his friends.
5.Write about the seasons and weather.
• Tell the class that they are going to write about the seasons and - Work individually
weather.
• Have them read the gapped sentences and think about the words - Some Ps read aloud the
to fill the gaps. Give enough time for pupils to do the task. answers
• Get them to swap and read what they have written before asking
two or three pupils to read their answers aloud. Then give feedback.
Key: Answers vary
6. Project
• Tell the class that they are going to watch the weather forecast for - Listen to the teacher
tomorrow.
• Ask them to copy the table below and choose two places in Viet - Take note
Nam to complete it.
Place Hot Warm Cool Rainy Sunny Stormy Foggy Cloudy Windy - Do as directed
- Some Ps
• This project requires pupils to watch TV at home. You may give it - Listen
as homework or show a video in class. Invite a few pupils to report
their results.

UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT?
I. Objectives:
1Knowledge:
• use the words and phrases related to the topics Places to visit and Opinions on places.
• 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 ...
2. Skills:
3. Language focus:
- Sentence Partners: Which place would you like to visit, ... or ...? I’d like to visit ...
- Vocabulary: market, pagoda, bridge, park..
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson
II. New lesson:
• Have the class look at the pictures. Introduce the story by answer:
pointing at each character and elicit pupils’ answers to these -In Picture a, Tom and Nam are
questions: Who are they? Where are they? What are they walking in the street in Hanoi and
talking about? Check their comprehension. talking about the weather.
• Play the recording all the way through for pupils to listen -In Picture b, Nam’s asking if Tom
and follow in their books. Play it would like to go somewhere.
again for them to do choral repetition, pointing to the -In Picture c, Nam’s suggesting some
characters speaking. places for Tom to choose, using
Which place would you like to visit, a
museum or a pagoda? and Nam says
I’d like to visit a pagoda.
-In Picture d, Tom’s agreeing to go to
Tran Quoc Pagoda.
- Listen and copy
2.Point and say + Listen and repeat
• Tell the class that they are going to practise asking and + Groups, individuals
answering questions about visiting a place of interest, using - Listen
Which place would you like to visit, ... or ...? I’d like to visit ...
Teach the meanings of the words under each picture and
how to say them.
• Ask pupils to practise saying the answer I’d like to visit ... - Listen
with the words under the pictures.
Point at each picture and ask the question Which place - Do as directed
would you like to visit, ... or ...? for pupils to answer.
• Get them to practise asking and answering in pairs.
Monitor the activity and offer help, if necessary. - Practise in pairs
• Invite two pairs to ask and answer the questions in this
section.
3. Let’s talk + Ask and answer questions
asking and answering questions about the places they would about the places they would like to
like to visit. Get them to work in groups of four. visit
offer help, if necessary. + Practise in groups
• Invite two or three groups to ask and answer. Then give
feedback.
III. Consolidation
words
*******************************************************************
******
I. Objectives:
1Knowledge:
• 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 ...
.2. Skills:
3. Language focus:
II. Teaching aids:

5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
• Tell the class that they are going to listen and circle a or b to - Listen to the tape
answer the questions. Remind them to pay attention to the names of
places when they listen.
• Get pupils to swap and compare their answers in pairs before - Answer the question.
Key: 1 b 2 a 3 a
• Tell the class that they are going to read the conversation and fill - Listen to the teacher
the gaps with park, museum, centre, would and somewhere. Remind
them to focus on the context to select the appropriate
words. Check their understanding of the text. - Work Individually
activity and offer help, if necessary. - Do the task
• Get them to swap and compare their answers before checking as a
class. If there is enough time, have the class read the completed
conversation aloud. - Listen to the teacher
Key: 1 somewhere 2 would 3 Park 4 museum 5 centre - Read each line of the
6. Let’s sing. lyrics
Tell pupils that they are going to sing Which place would you like to - Listen to the tape
visit? Have them read the lyrics. 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 do choral repetition line by - Listen and repeat each
line. When they are familiar with the melody, line
ask the class to sing along with the music before practising doing - The whole class
actions.
• Invite two groups to sing the song and do actions in front of the
III. Consolidation
IV. Homework
I. Objectives:
1. Knowledge:
• ask and answer questions about someone’s opinions about a place, using What do you think
of ...? It’s more ... than I expected.
.2. Skills:
3. Language focus:
- Vocabulary: attractive, interesting, beautiful, exciting…
- Structures: What do you think of ...? It’s more ... than I expected.
II. Teaching aids:
date
5a
5B
5C
2. Oral test:
3. New lesson

lesson by having the class sing Which place would you like to
visit? in Lesson 1, Activity 6.
II. New lesson:
look at the pictures and check their comprehension by eliciting - Look at the pictures and
their answers to these questions: What are their names? answer:
What are they talking about? What does Tom think of the visit Tom is talking with Linda about what
to Tran Quoc Pagoda? he did yesterday.
• Play the recording all the way through for pupils to listen and -In Picture a, Tom said he visited
follow in their books. Play it again for them to repeat each line. Tran Quoc
Pagoda.
-In Picture b, Tom tells the location
of the pagoda.
-In Picture c, Linda asks him What
do you think of it? and he answers
It’s more beautiful than I expected.
-In Picture d, Linda says she’ll visit
2Point and say it one day.
• Tell the class that they are going to practise the questions
and answers What do you think of ...? It’s more ... than I - Listen and copy
expected. Teach them the meanings of the words under the - Do as directed
pictures and how to say them.
• Explain the comparative forms of the long adjectives:
attractive, exciting, interesting and beautiful.
- Listen
• Have pupils practise saying the questions What do you think
of ...?, using the first parts of the prompts. Then point at the - Listen and copy
pictures to ask the questions for them to answer, using It’s
more ... than I expected.
• Invite one or two pairs to ask and answer the questions. - Do as directed
3.Let’s talk:
and answering questions about the places that they would like
to visit and what they think of them. - Work in pairs
• Set a time limit for them to do the task, using the questions
and answers in their books.
class. Give feedback and correct their pronunciation, if of class
necessary.
III. Consolidation: - Listen to the teacher
IV. Homework:
words
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask and answer questions about someone’s opinions about a place, using What do you think
of ...? It’s more ... than I expected.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
complete the sentences. Ask them to read the gapped sentences
and guess the answers. Check their understanding.
• Get them to swap and compare their answers in pairs before - Answer the T’s questions
Key: 1 b 2 b 3 a
conversation between Nam and Tom. Have them read the words - Individually
given and the incomplete conversation.
activity and offer help, if necessary. - Work in pairs to do the
• Get them to swap and compare their answers before checking as task
a class. If there is enough time, have the class read the completed - Some Ps
conversation aloud.
Key: 1 Can Tho 2 exciting 3 delicious 4 friendly 5 again
6. Let’s play.
• Tell pupils that they are going to play Tic-tac-toe. Follow the - Do as directed
procedure in Games in Introduction.
• Put a tic-tac-toe grid on the board. Write an incomplete sentence - Listen
in each of the boxes. (E.g. What do you think ...? The pagoda is
more ...) Set a time limit for the class to play the game in
pairs. They have to complete the sentence in order to mark a box - Play in groups
with an X or O. When time is over, invite a few pupils to read their
sentences aloud and put them on the board. - The whole class
III. Consolidation
IV. Homework
- Remember
******************************************************************
******
I. Objectives:
1Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1.Listen and repeat
wh-questions and answers have falling intonation.
• Play the recording all the way through for pupils to listen and follow - Listen to the tape
and answers until they
feel confident. individual
necessary.
2. Listen and mark the sentence intonation ( or ) . Then say
the sentences aloud.
• Tell the class that they are going to listen and mark the intonation of
each sentence. Show them how to mark the sentence intonation by - Read individually
writing the questions and answers on the board and mark them with - Listen and mark
arrows. - Listen and check
again for them to do the task. Go around and offer help, if necessary. - Read aloud
• Have pupils swap and read their answers before checking as a
class. Then ask a few pupils to read the sentences aloud.
3. Let’s chant
• Tell the class that they are going to say the chant What do you think
of it? Follow the procedure in Teaching the unit components in
Introduction. - Read the chant
• Have pupils repeat each line of the chant. Divide the class into two - Do as directed
groups: one group says the first four lines and the other says the last - Practice in groups
five lines. Then the two halves swap their roles
after the first round. - Work in pairs
• Set a time limit for pupils to practise saying the chant and doing - The whole class
actions in groups.
• Invite two groups to say the chant and do actions in front of the
class.
III. Consolidation
- Listen
IV. Homework
- Remember
******************************************************************
******
I. Objectives:
1.Knowledge:
topic Places to visit and Opinions on places.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes having the class do the chant - Read the chant
What do you think of it? in Activity 3.
II. New lesson:
1. Complete the passage.
• Tell the class that they are going to read the passage and fill the
gaps with beautiful, friends,
pagoda, centre and a lot of. Remind them to focus on the context to - Listen to the teacher
select the appropriate
words.
- Read the text
activity and offer help, - Work in pairs to do the
if necessary. task
checking as a class. If there is - Some Ps
enough time, have the class read the completed text aloud.
Key: 1 Pagoda 2 centre 3 beautiful 4 a lot of 5 friends
• Tell the class that they are going to read the passage again and
• Get them to read the questions and underline the key words. Then
pupils should read the
passage and look for the relevant information to answer the
questions. Get pupils to work
in pairs or in groups.
activity and offer help,
if necessary.
• Have pupils swap and compare their answers before checking as
a class. Give explanations
for the answers, if necessary.
Key: 1 Tom visited it yesterday.
2 It’s on an island in the middle of West Lake.
3 It is more beautiful than he expected.
4 They learnt more about the history of Ha Noi after the visit.
5. Write about your last summer holiday.
• Tell the class that they are going to write about their last summer - The whole class
holiday.
• Set a time limit for pupils to do the task individually. Monitor the
activity and offer help, if - Listen to the teacher
necessary.
• Remind them when to use capital letters and where to put a
comma or a full stop.
- Work individually
• Get them to swap and read what they have written in pairs before
inviting two or three - Some Ps read aloud the
pupils to read their answers aloud. answers
Key: Answers vary
6. Project
• Tell the class that they are going to find a picture of their favourite - Listen to the teacher
place, show them to the - Take note
class and talk about it. - Do as directed
• Ask pupils to work in groups of five. They should choose five - Some Ps
places and discuss what to talk
about. They can use more than one picture for each place if they - Listen
want.
- Listen
III. Consolidation
IV. Homework
UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY
OR LIFE IN THE COUNTRYSIDE?
I. Objectives:
1.Knowledge:
• use the words and phrases related to the topic Comparing places.
• ask and answer questions to compare places (adjectives with one or two syllables), using
Which one is ..., ... or ...? I think ...
2. Skills:
3. Language focus:
- Sentence Partners: Which one is ..., ... or ...? I think ...
- Vocabulary: city, countryside, mountain….
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
story. Have pupils look at the pictures. Mai and Tom are at school.
Ask these questions: -In Picture a, Mai asks Tom where he
Who are they? is going for his summer holiday and
Where are they? Tom answers he’s going back to his
What are they talking about? hometown.
Check pupils’ comprehension. -In Picture b, Mai asks Tom where in
• Play the recording all the way through for pupils to listen the USA he lives and Tom says in
and follow in their books. Play it again for them to do choral New York City.
repetition, pointing to the characters speaking. -In Picture c, Mai asks what New
York City is like and Tom says it’s
very big.
-In Picture d, Mai asks Which one is
bigger, New York City or Sydney?
and Tom says I think New York City
is.
- Listen and copy
+ Listen and repeat
2.Point and say

• Tell the class that they are going to practise asking and - Listen and repeat
answering questions to compare two places, using Which
one is ..., ... or ...? I think ...
• Have pupils look at the pictures and teach the words small,
smaller, large, larger, noisy, noisier, busy and busier. Get - Do as directed
them to practise the answers with I think ..., using the first
geographical names in the second parts of the prompts.
Then point at each picture and ask the question for the class
to answer, using the prompts under it. - Practise in pairs
• Have the pupils practise asking and answering in pairs.
• Invite a few pairs to act out the exchanges in front of the
class.
3. Let’s talk
asking and answering questions to compare two cities or + Ask and answer questions to
towns.
compare two cities or towns.
• Ask them to work in pairs: one pupil asks Which one is ...,
... or ...? and the other answers + Practise in pairs
I think ... Monitor the activity and off er help, if necessary.
• Invite some pairs to perform the activity in front of the
class. Then give feedback.
III. Consolidation
words
*******************************************************************
******
I. Objectives:
1.Knowledge:
• ask and answer questions to compare places (adjectives with one or two syllables), using
Which one is ..., ... or ...? I think ...
2. Skills:
3. Language focus:
II. Teaching aids:
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
4 Listen and write.
• Tell the class that they are going to listen to the dialogues and write - Listen to the tape
one word in each gap.
• Give them a few seconds to read the sentences and guess the
- Listen and write
words to write in the gaps. Tell them that the first blanks are for - Answer the question.
names of places and the second ones for adjectives.
again for them to write the words in the gaps.
for them to listen again, if necessary.
Key: 1 Sydney, noisier 2 London, larger 3 New York City, busier
5.Read and complete
Tell the class that they are going to read and complete sentences to - Listen to the teacher
compare cities.
• Give them a few seconds to read the sentences and ask them to - Individually
guess the words to complete these sentences. If necessary, get
them to work in pairs or in groups.
• Give pupils time to do the task. Go around and off er help, if - Work in pairs
necessary.
class.
Key: 1 bigger/larger 2 noisier 3 smaller
6. Let’s sing.
• Tell the class that they are going to sing Which one is ...? Teach - Listen to the teacher
the song, following the - Read each line of the
procedure in Teaching the unit components in Introduction. lyrics
• Have pupils read the lyrics. Check their comprehension.
again for them to do choral repetition of the song line by line. - Listen and repeat each
• Invite two groups of four to go to the front of the class to sing the line
song and do actions:
one group sings the questions and the other sings the answers. - The whole class
Have the class sing with the - Practice in groups
groups and clap their hands along to the rhythm.
III. Consolidation - Retell
I. Objectives:
1. Knowledge:
• ask and answer questions to compare places (adjectives with three syllables), using
Which one is more ..., ... or ...? I think ...
2. Skills:
3. Language focus:
- Vocabulary: expensive, beautiful, more,exciting…
- Structures: Which one is more ..., ... or ...? I think ...
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

lesson by calling two groups of five to the front of the class to
sing Which one is ...?
II. New lesson:
• Tell the class that they are going to listen to a story. Have - Look at the pictures and
them look at the pictures and ask them these questions:
Who are they?
answer:
Linda and Mai are at school.
Where are they?
-In Picture a, Linda wants to know
What are they doing?
what Mai’s going to do on her
Check their
summer holiday and Mai says that
comprehension.
she’s going to stay with her
• Play the recording all the way through for them to listen and
grandparents.
follow in their books. Play it again for them to do choral
-In Picture b, Linda wants to know
where in Viet Nam Mai’s
grandparents live and Mai says that
they live in Ha Long
City.
-In Picture c, Linda asks Mai to tell
her about the place.
-In Picture d, Linda asks Which one
is more beautiful, Ha Long City or
Nha Trang? and Mai says I think Ha
Long City is.
- Listen and repeat
- Do as directed
2. Point and say.
answering questions to compare two cities/provinces, using
Which one is more ..., ... or ...? I think ... - Listen
• Get them to read the language note in the book about forming
the comparative forms of longer adjectives and check their
comprehension. Then have them look at the pictures and - Work in pairs
teach the adjectives and their comparative forms:
beautiful/more beautiful, expensive/more expensive,
exciting/more exciting.
• Get pupils to practise the questions Which one is more ..., ...
or ...? and then practise the answer I think ..., using the of class
prompts. Finally, point to the pictures and ask the questions for
them to answer.
• Have the class practise asking and answering in pairs.
• Invite a few pairs to act out the exchanges in front of the
class.
3. Let’s talk.
and answering questions to compare two cities/provinces.
• Have them work in pairs: one asks the question Which one is -Listen
(more) ..., ... or ...? and the other
answers I think ... - Work in pairs
• Select some pairs to role-play the dialogues in front of the
class. Give feedback and correct
their pronunciation, if necessary. of class
III. Consolidation:
IV. Homework:
- Do exercises in workbook, learn by heart the new - Listen to the teacher
words
- Remember
******************************************************************
******
I. Objectives:
1. Knowledge:
• ask and answer questions to compare places (adjectives with three syllables), using
Which one is more ..., ... or ...? I think ...
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
• Get them to swap and compare their answers before checking as
a class. Play the recording - Answer the T’s questions
again to confirm the answers.
Key: 1 c 2 a 3 b 4 c
• Tell the class that they are going to read and complete a dialogue.
• Ask them to read the dialogue and work in pairs or groups, if - Do the task individually
necessary. Check their comprehension.
• Give a time limit for them to do the task independently. Go around
and offer help, if necessary. - Work in pairs
• Get pupils to swap and read their answers before checking as a
class. If there is enough time, invite some pairs to act out the - Some Ps give answer
dialogue.
Key: 1 come 2 city 3 bigger 4 beautiful 5 than
6. Let’s play.
• Tell the class that they are going to play Pass the secret!. Follow
the procedure in Games in Introduction. - Listen to the teacher
• Divide pupils into groups of six or seven. Ask them to line up in
rows. Then whisper a sentence to the first pupil in each row. (E.g. I
think London is more beautiful than New York City.) The first pupil
then whispers the sentence to the second one. The last pupil in the - Play in groups
row says aloud the sentence that he/she heard. If he/she says the
sentence correctly, the group will score one point.
• Set a time limit for the game. The group with the most points wins.
• To make the game more competitive, select some pupils to
whisper the sentence to the first pupils. They should say sentences
that they have learnt from Lessons 1 and 2..
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
1.Knowledge:
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

II. New lesson:
1.Listen and repeat
Tell the class that they are going to practise saying - Listen to the teacher
questions and answers with the correct intonation. - Listen to the tape
2. Listen and mark the sentence intonation ( or ) . Then say

the sentences aloud. - Listen to the teacher
• Tell the class that they are going to listen and mark the intonation of - Read individually
the sentences.
• Play the recording all the way through for them to listen. Play it - Listen and mark
again for them to do the task. Go around offering help, if necessary. - Listen and check
• Have pupils swap and compare their answers before checking as a - Read aloud
class. Then ask the class to read the sentences aloud.
3. Let’s chant
• Tell the class that they are going to say the chant Which one is
more ...? Follow the procedure in Teaching the unit components in - Listen to the teacher
Introduction.
- Read the chant
• Play the recording all the way through for the class to listen and - Do as directed
follow in their books. Play it again for them to do choral repetition. - Practice in groups
Divide the class into two groups: one group says the questions and - Work in pairs
the other says the answers.
• Call two groups of four to the front of the class to chant and do
actions. The rest of the class claps their hands along to the rhythm. - The whole class
III. Consolidation
IV. Homework
******************************************************************
******
I. Objectives:
18. Knowledge:
topic Comparing places.
2. Skills:
3. Language focus:
II. Teaching aids:

date
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Spend a few minutes revising the previous lesson - Read the chant
by getting the class to say the chant Which one is more ...? in
Activity 3 and do actions
II. New lesson:
4. Read and answer.
• Tell the class that they are going to read the passage and answer
the questions. - Listen to the teacher
• Get them to read the questions and underline the key words. Ask - Read the text
pupils to work in pairs or
small groups, if necessary.
• Give a time limit for them to do the task. Go around and off er help,
if necessary. - Work in pairs
• Get pupils to swap and compare their answers before checking as - Some Ps
a class. If time allows, let
some of them summarize the passage. (E.g. Anna lives in Liverpool.
She often goes to King’s Lynn
during her summer holidays. It’s much smaller and quieter than
Liverpool. Things in Liverpool are
more expensive than in King’s Lynn.)
Key: 1 She lives in Liverpool.
2 3 King’s Lynn is.
4 Liverpool is.
5 Things in Liverpool are more expensive than in King’s Lynn.
5. Write about where you live.
• Tell the class that they are going to write about where they live.
• Have them work in pairs or groups to discuss what they are going - The whole class
to write. Tell them to focus
on the places where they live and what these places are like. Check - Listen to the teacher
their comprehension. - Do the task
• Give a time limit for pupils to do the task independently. Go around
and off er help, if
necessary. - Work individually
• Get pupils to swap and read what they have written before inviting - Some Ps read aloud the
two or three pupils to
read their writing aloud.
answers
Key: Answers vary
6. Project
• Tell the class that they are going to compare the place where they - Listen to the teacher
live with another place. - Take note
• Ask them to work in groups to discuss and select a place to
compare with their place. - Do as directed
Encourage them to fi nd pictures of the two places to illustrate their - Some Ps
ideas. Invite two or three - Listen
groups of pupils to talk to the class about the places.

REVIEW 4
I. Objectives:
1.Knowledge:
• listen and identify specific information related to the theme Me and the world around.
• read and identify specific information related to the theme Me and the world around.
• use simple sentences to write about themselves.
• read, listen to and understand a short story.
2. Skills:
- Develop Ps listening and reading skills
3. Language focus:
II. Teaching aids:
5a
5B
5C
2. Oral test:
3. New lesson

I. Warm up: Play the game “Physical line-up” - Play the game
II. New lesson:
1. . Listen and tick.
• Tell the class that they are going to listen and tick the correct - Listen to the teacher
boxes.
• Give them a few seconds to look at the pictures. Ask them to
identify the details in these pictures (1a. A sandwich. 1b. Two - Look and identify
sandwiches. 1c. Three sandwiches. 2a. A zoo. 2b. A pagoda. 2c. A
museum.) Check their understanding. - Listen
- Listen and tick
• Get them to swap and compare their answers before checking as - Work in pairs
a class. Give explanations for the answers which pupils
find difficult.
Key: 1 b 2 c
2. Listen and number.
• Tell the class that they are going to listen and number the pictures - Listen
in the order they hear.
• Give them a few seconds to look at the pictures. Ask them to - Do as directed
identify the details. (a. A bus in a busy street. b. A post office
between a supermarket and a cinema. c. Animals in a zoo.
d. A symbol of hot weather.) Check understanding. - Individually
• Play the recording all the way through for pupils to listen. Play it - Work in pairs
a class.
Key: a 2 b 1 c 4 d 3 answers
3. Listen and complete.
• Tell the class that they are going to listen and complete the
sentences. - Listen to the teacher
• Give them a few seconds to read the sentences and guess the
words to fill the gaps. Check their understanding. - Listen and do the task
• Play the recording all the way through for pupils to listen. Play it - Give answers
a class.
- Read aloud
Key: 1 cold, windy 2 rice, fish, milk
Read and complete.
• Tell the class that they are going to read the passage and
complete the table.
• Give them a few seconds to read the questions in the table. Check
- Read the text
their understanding. Then ask them to read the text in silence and
do the task independently. - Do as directed
• Get them to swap and read their answers before checking as a - Work in pairs
class. Announce the answers to the class. Give explanations for the
answers which pupils find difficult.
Key: answers
Where do they live? Where do they live?
Tony TSydney big/modern/
noisy/exciting
Tony’s Brooklyn small/quiet/peaceful/
grandparent
s
5. Write about you.

• Tell the class that they are going to write about themselves.
• Ask them to read the questions and write the answers based on
the information about themselves.
• Give a time limit for them to do the task independently. Go around
offering help, if necessary. - Read silently
• Get pupils to swap and read what they have written before asking
a few to read their answers aloud. If there is enough time, call one
pupil to write what he/she has written on the board.
- Do as directed
III. Consolidation
IV. Homework
- Do exercises in workbook, prepare the next period.. - Listen
- Remember

Giáo Án Tiếng Anh Lớp 5 Chương Trình Mới Nhất Cả Năm (Full)

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UNIT 1: WHAT’S YOUR ADDRESS?

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

III. Reinforcement: - Recall

Teacher’s activities Students’ activities

2Point and say

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

Teacher’s activities Students’ activities

II. New lesson: - Listen

1. Look, listen and repeat.

Teacher’s activities Students’ activities

5. Write about you - Listen

2 Some of his classmates went to the birthday party.

Teacher’s activities Students’ activities

5. Read and match - Listen to the teacher

5. Write about you

3. Let’s chant - Read the chant

III. Consolidation - Listen

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

III. Consolidation - Remember

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

II. New lesson:

5. Write about your friend learn English

7Colour the star

III. Consolidation - Listen

Teacher’s activities Students’ activities

• Tell the class that they are going to practise

Teacher’s activities Students’ activities

5. Write about your favourite book

Teacher’s activities Students’ activities

III. Reinforcement: - Remember

Teacher’s activities Students’ activities

5. Read and complete

6Let’s sing - Listen to the teacher

5. Write about your visit to the zoo

4. Read and match - Listen to the teacher

5. Write about your last visit to the zoo

Teacher’s activities Students’ activities

Teacher’s activities Students’ activities

5. Read and match

5. Write about you

- Listen to the teacher

3. Let’s chant - Work in pairs

- Answer the T’s question

III. Consolidation - Listen

Class Teaching Attendances

Teacher’s activities Students’ activities

Class Teaching date Attendances

Teacher’s activities Students’ activities

Class Teaching Attendances

Teacher’s activities Students’ activities

Class Teaching Attendances

Teacher’s activities Students’ activities

6. Let’s play: - The whole class

Class Teaching Attendances