Giáo án tiếng anh family friends lớp 5

( Tuần 1 ) (19/8-23/8/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Starter Unit – Lesson 1 - Period 1
Lesson 1 Objectives: - Understanding a short story
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening Reading
KEY VOCABULARY
Class Book characters
cousin
brother
brown
green
curly
hair eyes
ADDITIONAL
VOCABULARY
friends
everyone
bedroom
teddy bear
under
SENTENCE PATTERN
I’ve got…
He’s got…
This is ….
This isn’t

Where’s …
Resources:
CLASS BOOK p.4
WORKBOOK p.4
Teaching Aids:
- CD tracks 1-2
- Hello flashcards 1-4
Introduction
 Say Hello to all the children and elicit Hello in response. Ask every child to
say Hello to the other children. Ask the children How are you? And ask them to
ask and answer each other.
 Show the flashcards and elicit the names of the characters and some
information about them.
Development
 Recording 1: Say Open your books, and mime the action. Children point to
the characters and say the names. Play the first part of the recording and model
pointing to the pictures as you listen.
Recording 1: Children listen and chant along.
Recording 1: With the children think of some actions for the song and play
again as they sing along and do the actions.
Recording 2: Ask the children to look at the story on p 4 in their Class Book.
Who can you see? Ask the children what they can see in each picture. Play the
recording and point to the pictures. Play it again and ask children to point to the
pictures. Children follow the words as they listen in their Class Books.
Consolidation
 Write: Do exercise 1 in the Workbook.
 Find and circle: Do exercise 2 in the Workbook.
 Personalization: Ask individual children to describe the child sitting next to
them He/She’s got ….
SEMESTER 1 – Starter Unit – Lesson 2 - Period 2

Lesson 2 Objectives: - Listening to descriptions and describing people.
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking-
Writing
KEY VOCABULARY
Family members
hair
Resources:
CLASS BOOK p.5
WORKBOOK p.5
Teaching Aids:
- CD tracks 2-3
Introduction
 Draw you family tree on the board and elicit the family members. Talk about
and describe 2 of your family.
Recording 2: Ask the children what they can remember about the story from
the last lesson and some questions, Who has got curly hair? Play the track again
for the children to listen and act.
Development
Circle true or false: The children do exercise 2, reading the story again to
SEMESTER 1 – Starter Unit – Lesson 3 - Period 3
Lesson 3 Objectives: - Vocabulary review, Speaking and listening skills
Topic – Language target
Resources and Teaching
Aids

Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Numbers 11-20
Colours
tiger
monkey
giraffe
elephant
snake
parrot
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
How many … are there?
There are …
What colour is …?
It’s ….
Resources:
CLASS BOOK p.6
Teaching Aids:
- CD track 4
- Numbers flashcards 11-20
- Extra Practical Classroom
Activities - Bingo
Introduction
 Play Bingo. Give the children the Bingo worksheets. Ask them to cut up the
pictures and choose 9 to put on their grid. Call out the words one by one and the

children cross them off if they have them. The first child to complete a row of 3
wins.
Use the number flashcards to elicit numbers 11-20. Give a flashcard to 10
different students in the class and get them to stand up when they hear their
number.
Development
Pairwork: Ask the children to open their class book on p 6. Ask them what
they can see in the picture and how many. Tell the children to work in pairs and
do exercise one, asking and answering about the picture.
Recording 4: Look at the pictures in exercise 2 and get the children to point
to the cars when you say the number. Play the track and the children listen and
point.
 Ask children what colour number 11 etc is. Ask 2 children to ask and answer
across the class. The children work with a partner and ask and answer using the
pictures in exercise 2.
Consolidation
 Writing: The children do exercise 3.
Play Count off: Get the children to stand up and count from 1-20 around the
class as they clap. Start again when you reach 20, clapping faster. If a child gets
the number wrong or doesn’t say it on the clap, they have to sit down.
SEMESTER 1 – Starter Unit – Lesson 3 - Period 4
Lesson 3 Objectives: - Writing and speaking skills and practice of the structure there is, there are
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing- speaking
KEY VOCABULARY

Numbers 1-20
animals
ADDITIONAL
VOCABULARY
zoo
open
SENTENCE PATTERN
There is/ are …
Resources:
WORKBOOK p.6
Teaching Aids:
Numbers flashcards 1-20
Introduction
 Choose 12 items of vocabulary- singular and plural nouns e.g. books, pen to
review. Ask the children to make 2 columns on their paper and to write there is
at the top of one column and there are at the top of the other column. Dictate the
singular and plural nouns to them. They listen and write the words in the correct
column.
Show numbers flashcards again and elicit the numbers 1-20. Show the
flashcards out of order and ask students to say the numbers together.
Development
Exercise 1: Ask the children to open their workbooks on p 6 and look at the
picture in exercise 1.Ask them what they can see in the picture and how many.
The children do exercise 1.
Exercise 2: Children write the numbers.
Consolidation
 Pair work: Draw a quick picture of a zoo on the board. As a whole class, tell
them to draw some animals from your zoo e.g. there are 2 birds. Ask the
children to draw 3 different animals for their zoo. The children decide how
many of each animal are in their zoo and write the number next to the animal.

The children work in pairs A and B and sit back to back. They cannot look at
each other’s pictures. A tells B what and how many animals to draw for their
zoo e.g. There is one elephant.
( Tuần 2 ) (26/8-30/8/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Starter Unit – Lesson 4 - Period 5
Lesson 4 Objectives: - Identifying free time activities with can and can’t, Writing and Speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing - Speaking
KEY VOCABULARY
play tennis
skateboard
ride a horse
ride a bike
skate
sing
fly a kite
climb
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
She can she can’t
Can he…?
No he can’t, yes he can
Resources:

CLASS BOOK p.7
Teaching Aids:
- Extra Practical Classroom
Activities –‘ I can, you can’
Introduction
 Play a mime game with the class to revise free time activities. Mime one of
the activities from the key vocabulary and the children guess the activity. Ask
individual children to come to the front. Whisper an activity to them or show
them the word and they mime for the other children to guess.
Development
Ask the children what they can do e.g. Can you skateboard?
Get the children to open their class books on page 7 and look at the pictures in
exercise 1. Ask them what they can see in each picture. The children do exercise
1.
Pair work speaking: On the board write the following: Can … swim? Can …
ride a bike? Yes he can, no he can’t. Ask the children to look at the table in
exercise 2. Choose different children and ask, Can Paul swim? Can Milly ride a
bike? Make sure the children answer Yes he can or no he can’t. The children
work in pairs and take it in turns to ask and answer from the table in exercise 2.
Consolidation
Pair work: Cut the extra activity I can, you can work sheet in half. Tell the
children to work in pairs. Give the children the worksheet and ask them to fill in
the table for themselves. The children then ask their partner and fill in the table
for the partner. Give an example with a child for the whole class.
Feedback: Choose some of the children to tell the class about their partner.
SEMESTER 1 – Starter Unit – Lesson 4 - Period 6
Lesson 4 Objectives: - Asking and answering questions reading and writing skills
Topic – Language target
Resources and Teaching
Aids

Key Activities
KEY LANGUAGE
FOCUS:
Reading - Writing
KEY VOCABULARY
swim
skate
draw
ride a horse
ride a bike
fly
ADDITIONAL
VOCABULARY
Animals
Roll again
Miss a turn
Go back (2) spaces
Go forward (1) space
SENTENCE PATTERN
He can … he can’t
Can he ? Yes he can
no he can’t
Resources:
WORKBOOK p.7 & p.68
Picture Dictionary Hello
everyone
Teaching Aids:
- Colours flashcards 15-21
- Natasha’s Extra Activity
Handouts: Hello everyone

Counters and dice
Introduction
 Play Pictionary. Choose some of the vocabulary from the starter unit. Put the
children in teams of 5-6. Ask one child from each team to come to the front of
the class. Show them a word – they must not say the word. The children run
back to their team and draw the word, without speaking. The first team to guess
correctly gets a point.
Development
Exercise 1: Ask the children to look at p7 of their work book and tell you
what activities they can see in each picture in exercise 1. Ask them what the
children in each picture can and can’t do. The children do exercise 1.
Exercise 2: The children do exercise 2.
Feedback: Choose different children to ask and answer the questions they
wrote in exercise 2.
Tell the children to close their books and ask them questions to see if they can
remember e.g. Can Lucy ride a bike?
Consolidation
Picture dictionary: Ask children to open their Workbooks to p.68 and do
write the words under each animal. Ask them to colour the animals.
Hello everyone board game: Either use the colour version or the black &
white one (with the black & white version? Put children in groups of four and
give each group a board game. They play the game moving around the board,
and saying the words as they land on that square.
SEMESTER 1 – Unit 1 – Lesson 1 - Period 7
Lesson 1 – Words Objectives: - To understand a short story and present the vocabulary of school subjects
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE

FOCUS:
Listening and Reading
KEY VOCABULARY
School subjects
art
maths
English
science
PE
music
ADDITIONAL
VOCABULARY
our
their
time
where
SENTENCE PATTERN
What have we got on …?
When have we got ….?
We’ve got ….
I can’t ….
You can …
Resources
CLASSBOOK p.8
PMB p.4
Teaching Aids:
- CD track 5,6,7
- Flashcards – school
subjects 1- 6
- Story poster 5

Introduction
Warm up: Review numbers. Numbers dictation. Ask the children to write the
numbers they hear. Dictate 8 numbers from 11- 20. The children compare to
with their partner. Same or different?
Use flashcards 1-6 to introduce the new words. Hold up the flashcards and
elicit the subjects from the children. Hold up each one in a different order and
say the words for children to repeat.
Development
Recording 5 & 6: Ask children to look at the pictures and play the first and
second parts of the recording as children point to the words. Play again for
children to repeat the words after the audio.
Recording 6: Ask the children to listen and repeat. Hold the flashcards up as
the words are said.
 Ask the children to close their books. Show them story poster 5 and talk
about each picture
Recording 7: With books closed children listen to the story and put up their
hand when they hear one of the words from exercise 1.
Recording 7: Ask the children to open their books and listen to track 7 and
point to the speech bubbles in the story as they hear the sentences.
Ask the children to read the story again and point to the words from
exercise 1.
Consolidation
Listen and mime: With the children think of an action for each of the school
subjects. Play recording 6 again and the children do the actions.
Give the children a copy of PMB p 4. Ask them to do exercise 1.
( Tuần 3 ) (2/9-6/9/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 1 - Period 8
Lesson 1 – Words Objectives: - to practice the spelling of school subjects and the structure what have you got on…?
Topic – Language target

Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing
KEY VOCABULARY
School subjects
art
maths
English
science
PE
music
ADDITIONAL
VOCABULARY
Days of the week
SENTENCE PATTERN
What have you got on …?
I’ve got … and ….
Resources
WORKBOOK p.8
Teaching Aids:
- Flashcards – school
subjects 1- 6
- Copies of blank word
search tables for each child.
Introduction
Warm up: Review school subjects. Spelling Quiz. Put the children in teams of
6. Show a flashcard of a subject. The first team to write the subject correctly

wins a point. Continue with all 6 subjects.
Ask the children what day it is today and elicit the days of the week.

Development
 The children do exercise 1 and 2 on page 8 in their workbooks.
Word search: ask the children to work in pairs and make a word search
including the 6 subjects.
 The children give their word searches to another pair and they complete
them.
Ask individual children what subjects they have got on each day e.g. What
have you got on Monday? Use the flash cards if necessary as prompts for the
children.
Open pair work: Choose one child to ask the question and another to
answer. Do this a few times with different children asking and answering.
Closed pair work: Children in pairs ask and answer what have you got on ?
using the pictures in the workbook on page 8.
Consolidation
Writing practice: the children do exercise 3 in the workbook on page 8.
The children write one sentence for each day of the week e.g. I’ve got maths
and science on Monday.
SEMESTER 1 – Unit 1 – Lesson 2 - Period 9
Lesson 2 – Grammar Objectives: - Talking about school subjects with grammar focus and language practice.
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening to speaking
and writing

KEY VOCABULARY
art
maths
English
science
PE
music
Days of the week
ADDITIONAL
VOCABULARY
our
their
time
clothes
SENTENCE PATTERN
What have we got on …?
When have we got ….?
We’ve got ….
These are our/their
You can …
Resources
CLASSBOOK p.9
Teaching Aids:
- CD track 7

Introduction
Warm up: Review days of the week. Spelling quiz. Put anagrams on the board
for days e.g. Monday - dymaon. Choose 14 children to the board and put them in
2 teams of 7 lined up behind each other. The children have to write the day of
the week correctly. The first to finish gets a point for their team.

 Ask the children some questions about the story from the last lesson. What
lessons have the children got? etc
Recording 7: Play track 7 and pause after each dialogue for the children to
repeat.
 Give the children actions for the story. Examples in the teacher’s book.
Recording 7: Play the recording again and the children do the actions.
Put the children in groups of 4 and ask them to role play the story.
Development
The children look at the pictures in ex 2 and ask them what they can see.
The children point to the pictures as you read the questions and answers.
On the board write the sentence patterns What have we got on .? We’ve got
These are our …. You can wear their ….
Ask 3 children to come to the front. One stands with you with the other 2
opposite. Hold up a bag and say “This is our bag” Give the other 2 children a
book and say, “This is their book.” Repeat a few times with different things.
Ask the children to finish the sentences and questions you have written on the
board with different subjects, days and clothes.
Consolidation
Write: Ask the children to do ex.3.
Speaking: Give an example of ex. 4 by choosing 2 children to demonstrate
with you. The children in pairs take it in turns to ask and answer.
SEMESTER 1 – Unit 1 – Lesson 2 - Period 10
Lesson 2 – Grammar Objectives: - talking about school subjects
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing - Reading

KEY VOCABULARY
art
maths
English
science
PE
music
days of the week
ADDITIONAL
VOCABULARY
PE bag lunch box
SENTENCE PATTERN
What have we got on …?
When have we got ?
We’ve got … and ….
These are their/our
Those are their/our
Resources
WORKBOOK p.9
Teaching Aids:
- Flashcards – school
subjects 1- 6
Introduction
Warm up: Review these and those. Point to things in the classroom, “books”
“pictures”. When you point the children have to say “these” or “those”
Play Snap with the school subjects’ flash cards. Show a flash card and say the
subject. If it is the same the children say “SNAP”
Development
 Ask the children what they can see in the pictures in exercise 1 on page 9 in
their workbooks.

The children do exercise 1. Ask them to compare their answers with their
partner before you feedback.
 Reading and Writing: The children do exercise 2 and 3
Ask the children to work in pairs and name them A and B. Ask B to close
their books. A has the book open and looks at the timetable in exercise 2 and
asks B “What have we got on …?” “When have we got…?” B tries to remember
and answers “We’ve got…”After a few minutes ask them to change roles.
Consolidation
On the board draw a table with the days of the week like in exercise 2. Elicit
from the children what subjects they have on each day and write them up.
Writing practice: ask the children to close their books and write 3 sentences
– 2 true and one false. Give an example.
Ask the children to give each other their sentences. The children read each
other’s sentences and the correct sentences and x the incorrect one.
SEMESTER 1 – Unit 1 – Lesson 3 - Period 11
Lesson 3 – Song Objectives: - Describing places in a school Listening and speaking
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening - Speaking
KEY VOCABULARY
school areas
playground
sports field
art room
computer room
ADDITIONAL

VOCABULARY
paint
headphones
SENTENCE PATTERN
In the ….we have, play,
paint, put, jump, do, look
hear…
At our school we …
Resources
CLASSBOOK p.10
Teaching Aids:
- CD track 8,9
- Flashcards – school
subjects 1-6 and school
rooms 7-10
Introduction
Warm up: Review school subjects with flashcards 1-6. Play Jump. Show the
flashcards one by one and say the subject. If the subject you say matches the
flashcard the children jump. If it is different they shout out the correct subject.
Ask the children what subjects they have got today and when they have art
etc.
Development
Show the children the flashcards of school rooms and elicit the vocabulary.
Show the flashcards one by one again and say the words and ask the children
to repeat together and by themselves.
 Recording 8: Ask the children to look at the pictures in ex 1 on page 10. Ask
the children to listen and point to the pictures.
 Recording 8: Ask the children to listen again and repeat.
 Recording 9: With books closed children listen to the song and stand up
when they hear art room, computer room, playground and sports field.

 Recording 9: Ask the children to open their books on p10 and look at the
pictures in ex.2. Ask them where the children are and what they are doing.
Recording 9: Play the song again twice, pausing for the children to repeat.
Recording 9: Play the song again for the children to sing along.
Consolidation
Listen and mime: With the children think of actions for the song. Play
recording 9 again and the children do the actions.
Sing and Do: Divide the children into 4 groups. Books closed. Give each
group a verse of the song. The children sing their verse. Help them to remember
by holding up the flashcard of the room.
( Tuần 4 ) (9/9-13/9/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 3 - Period 12
Lesson 3 – Words Objectives: - to practice the spelling of school rooms and areas and the structure “We’ve got a …in the …”
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing- Speaking
KEY VOCABULARY
School rooms
computer room
sports field
playground
classroom
ADDITIONAL
VOCABULARY
pictures

bin
ball
computers
books
SENTENCE PATTERN
We’ve got in the …
Resources
WORKBOOK p.10
Teaching Aids:
- Flashcards – school
subjects 1- 6
- Flashcards – school rooms
7-10
Introduction
Warm up: Play Board Slap; Put flashcards 1- 10 of school subjects and school
rooms on the whiteboard. Choose 12 children to come to the front and stand in
front of the board in 2 teams of 6. Shout out one of the flashcards. The first child
in each team has to run to the board and slap the card. The first child to slap the
correct card gets a point for their team.
Sing the song At our school from the previous period.

Development
 The children do exercise 1 on page 10 in their workbooks.
Review the vocabulary in the pictures, bin, ball, computers and books by
asking children “What can you see in the playground/class room/computer
room and art room?”
 The children do exercise 2 on page 10 in their workbooks.
Ask individual children what have we got in the classroom? The children
answer in full sentences “We’ve got books/a pen/ etc. in the classroom.”
 The children do exercise 3 on page 10 in their workbooks.

Consolidation
Speaking practice: ask the children to draw 3 pictures of things they have in
the classroom and playground. Tell them not to show the pictures to their
friends. Ask the children to work with a partner and name them A and B. A tells
be what they have got in their classroom and B listens and draws: “I’ve got a …
in the classroom/playground.” Then B dictates and A draws
SEMESTER 1 – Unit 1 – Lesson 3 - Period 13
Lesson 3 – Picture Dictionary Objectives: - describing areas of a school and school subjects
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing
KEY VOCABULARY
School subjects
art
music
PE
Science
maths
English
School areas
art room
playground
sports field
computer room
classroom
ADDITIONAL

VOCABULARY
Days of the week
SENTENCE PATTERN
We’ve got on …
Resources
WORKBOOK picture
dictionary p68 ex 1
PMB p2
Teaching Aids:
- Flashcards – school
subjects 1- 6
- Flashcards – school rooms
7-10
- Extra Practical Classroom
Activities Worksheet –
school memory cards.
Introduction
Warm up: Ask the children to work in groups of 4 -6. Give each group the
school memory cards cut up. The children spread the cards face down on the
desk. They take it in turns to turn over 2 cards. If they turn over a word and a
picture that matches they keep the cards. If they don’t match they put them back
on the table face down. Get the children to play the game a few times in their
groups.
Development
 Give the children a copy of PMB worksheet. Use the picture to elicit the
areas of the school and what the children are doing
Ask the children to do exercise one – completing the words.
 Ask the children to look at the timetable in exercise 2 of the PMB. Choose 2
children one to ask and one to answer “What have we got on …?” “We’ve
got…”. Ask another 2 children and so on for all the days of the week.

Ask the children to complete the sentences in exercise 2 of the PMB
Consolidation
Play slowly reveal with the flashcards 1- 10. Cover the front of the flashcard
with a piece of paper. Slowly move the paper down to show the picture to the
children until they can guess what the picture is.
Listening: Play Go Fish. Give out the 10 flashcards to 10 different children.
Ask the children to show their partner but not you. Explain to the children you
have 10 yes no question to ask the children to guess the flashcard they have. The
children can only answer yes or no e.g. Is it a school subject? Have we got it in
the art room? If you cannot guess they win!
SEMESTER 1 – Unit 1 – Lesson 4 - Period 14
Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and listening skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Speaking and listening
skills
Sounds dr, tr, cr
KEY VOCABULARY
drum
dress
truck
tree
crayon
crab
ADDITIONAL
VOCABULARY

draw
fun
girl
bird
SENTENCE PATTERN
Resources
CLASSBOOK p.11
Teaching Aids:
- Phonics cards 1- 3
- CD track 10,11,12
- Flashcards – school
subjects 1- 6
- Flashcards – school rooms
7-10
Introduction
Warm up: Play Quick Flash with flashcards 1- 10. Show each flashcard in
turn very quickly and the children shout out what it is.
Development
 Hold up the phonics cards 1-3 one at a time and say the sound e.g. dr . Drill
each sound with whole class and individuals.
Hold the cards up again and say the words e.g. drum and get the children to
repeat as a whole class and individuals.
Recording 10: Ask the children to open their student books on p 11 and look
at the pictures in exercise 1.The children listen and point at the pictures.
 Recording 11: The children look at the picture in exercise 2 and tell you
what they can see. Play the chant and ask the children to put up their hands when
they hear any of the words from exercise 1.
 Recording 11: Play the chant again pausing after each line and ask the
children to repeat. Repeat again.
 Recording 11: Play the chant the whole way through and the children follow

in their books. Repeat and the children say the chant with the recording.
On the board write “A train and a truck”. Ask a child to come to the board
and circle tr in the words. Ask the children to do exercise 3, circling the sounds.
 Recording 12: The children look at the pictures in exercise 4 and tell you
what they see. Play the recording, the children listen and follow the sounds in
the exercise with their finger. Play the track again and ask them to draw a line
from sound to sound. Ask the children: “What has the boy got?”
Consolidation
Recording 11: Ask the children to think of actions e.g. bang a drum. Play the
track as they do the actions. Children repeat with the track and do the actions.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 15
Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Speaking -writing
Sounds dr, tr, cr
Resources
WORKBOOK p.11
Introduction
Warm up: Give each child an extra activity worksheet. Dictate the key
vocabulary words. The children listen and write them in the correct box. Feed
back with the whole class.

SEMESTER 1 – Unit 1 – Lesson 5 - Period 16
Lesson 5 – Skills Objectives: - Reading skills identifying true or false statements
Topic – Language target

Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Reading- writing-
speaking
KEY VOCABULARY
School subjects
Days of the week
computer room
ADDITIONAL
VOCABULARY
pupil
draw
colour
read
write
small
big
listen
eat
run
write
SENTENCE PATTERN
We’ve got ….
Resources
CLASSBOOK p.12
Teaching Aids:
- CD track 13

- Extra Practical Classroom
Activities Worksheet for
Unit 1- Lesson 5 - Pair
interview
Introduction
Warm up: Sing the song “At our school” from p10
Development
Ask the children if they like computers, if they have got a computer and when
they have got a computer lesson and where the lesson is.
Ask the children to open their books at p 12 and look at the picture. Ask them
to tell you what different subjects the children in the picture are studying.
Pairwork: One child points to the children in the picture and their partner tells
them the subject. Give an example with one child in front of the class.
Recording 13: Ask the children to listen to the track and follow the reading in
exercise one in the books
 Recording 13: Play the track again and ask the children some questions e.g.
“Where are the children?”
On the board write the example sentence – We’ve got a small computer room.
Ask the children if the sentence is correct and get a child to come to the board
and circle the incorrect word. Ask a second child to come to the board and write
the correct word. Ask the children to read the text again silently and do exercise
3 – circling the false word in the sentence and writing the correct word.
Ask the children to check their answers with their partner and then feedback
with the whole class.
Consolidation
Speaking: Ask the children to work in groups of 3. Give each child a room
or area at the school e.g. classroom. Get the children to draw a picture and then
use the reading text to help them write some sentences about their room or area.
Speaking: Pairwork: Information gap. Give the As and Bs their extra
worksheet. A tells B what they have and haven’t got and B fills in their

timetable and then they change roles.
( Tuần 5 ) (16/9-20/9/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 5 - Period 17
Lesson 5 – Skills Objectives: - Reading to writing
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Reading - writing
KEY VOCABULARY
playground
ball
bin
friends
big
squares
ADDITIONAL
VOCABULARY
climbing frame
jumping
pupils
SENTENCE PATTERN
There is/there are…
The children can …
Resources
WORKBOOK p.12
Teaching Aids:

Introduction
Warm up: Review vocabulary from the last lesson: pupil, draw, colour, read,
write, small, big, listen, eat, run, write, computer room. Divide the class into
teams of 4-6 children. One child from each team comes to the front of the class.
Show them one of the words and tell them they cannot say the word or speak.
They run back to their team and draw the picture. The first team to guess the
word correctly gets a point.
Development
 Ask the children what they have their playground and what they can do and
like to play.
Ask the children to look at the picture on p12 and tell you where the children
are and what they can see in the picture. Make sure they know climbing frame
and squares.
 Ask the children to look at the text and shout out the numbers they see.
Ask the children to read the text again and do exercise 2.
 On the board write the sentence At this school, there are __ playgrounds.
Ask the children to read the text and tell you the missing word.
Ask the children to do exercise 3.
Feedback asking individual children for the answers.
Consolidation
Writing: ask the children to look at the picture again on p12 and write one
true and one false sentence about the picture. As an example write these
sentences on the board: There are 7 children in the playground. There is a ball
in the playground. Ask them which is true and which is false. The children give
their sentences to their partner to read and say which is true and false.
SEMESTER 1 – Unit 1 – Lesson 6 - Period 18
Lesson 6 – Skills Objectives: - Listening to speaking to writing
Topic – Language target
Resources and Teaching
Aids

Key Activities
KEY LANGUAGE
FOCUS:
Listening - speaking-
writing
KEY VOCABULARY
Areas and rooms at the
school
School subjects
Days of the week
ADDITIONAL
VOCABULARY
football nets
crayons
whiteboard
computers
SENTENCE PATTERN
What have we got in
the…?
We’ve got ….
What have we got on…?
We’ve got … on …
Resources
CLASSBOOK p.13
Teaching Aids:
- CD track 14
- Extra Practical Classroom
Activities Worksheet for
Unit 1- Lesson 6 - Dice and
counters

Introduction
Warm up: Play Bingo. Ask the children to draw a 3 by 3 grid. Choose 15
words the children have learnt in unit 1 – for example school subjects, and write
them on the board. Ask the children to choose 9 words from the board and write
them in the grid. Call out the words on the board one by one. If they have the
word, the children cross it off on the bingo grid. When they get 3 words in a row
they shout Bingo!
Development
Ask the children some questions about the school e.g. Where do you learn
English? What have you got in the playground/computer room/classroom?
Ask the children look at the pictures in exercise 1 on p 13. Ask the children
questions about the pictures e.g. What can you see in picture 3?
Recording 14: Tell the children they will hear a girl talking about the rooms
in her school. The children listen and point to the correct.
 Recording 14: Play the track again and stop after the first item and show the
number 1 in the box. Continue the track, pausing after each item for the children
to write the numbers in the box.
 Recording 14: Play the track again for the children to check their answers.
Speaking: Give an example by asking a child, What have got in the
classroom? Ask the children to work in pairs and ask and answer using the
prompts in exercise 2.
Writing: The children do exercise 3.
Consolidation
Put the children in groups of 4. Give them the extra activity board game. The
children play the game, making sentences when they land on a square.
SEMESTER 1 – Unit 1 – Lesson 6 - Period 19
Lesson 6 – Skills Objectives: - Writing - punctuation
Topic – Language target
Resources and Teaching
Aids

Key Activities
KEY LANGUAGE
FOCUS:
Writing
KEY VOCABULARY
Days of the week
School subjects
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
We’ve got …on ….
What have we got on ?
We haven’t got … on …
Resources
WORKBOOK p.13
Teaching Aids:
- PMB p.3 Values worksheet
- Flashcards 1-10 school
subjects and school rooms
- Extra Practical Classroom
Activities Worksheet Unit 1
lesson 6 - Spelling Quiz
Introduction
Warm up: Put the children in teams and elicit team names. Give out the
spelling quiz and get them to write their team name. Choose 10 words from the
unit. Dictate the words one by one and tell the teams to write them on their
worksheet, spelling them correctly. Get the teams to give their answers and
worksheet to another group. Elicit the spelling for the words onto the board and
get the teams to mark the other team’s answers. The winning team is the one
with the most correct words.

Development
 Write the following sentence on the board: we’ve got maths on monday. Ask
a child to come to the board and write the capital letters.
The children do exercise 1 on p 13.
 Children compare their sentences.
Ask the children what subjects they have got/haven’t got today.
 The children do exercise 2. Feedback whole class.
The children do exercise 3.
Consolidation
 Identifying values: Write the word “Dangerous” on the board and elicit
what the children think can be dangerous in the playground e.g. Falling from the
climbing frame.
Give the children a copy of p3 of PMB. Ask them what they can see in the
pictures –and ask if they can see anything dangerous. Elicit a few ideas.
The children do exercise 1. Feedback whole class.
Writing: The children do exercise 2. Children compare their answers with
their partner. Same or different?
( Tuần 6 ) (23/9-27/9/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 2 – Lesson 1 - Period 20
Lesson 1 – Words Objectives: - To understand a short story and present the vocabulary of after school activities
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening and Reading
KEY VOCABULARY
After- school activities

help
do my homework
visit
go swimming
watch TV
have a …lesson
ADDITIONAL
VOCABULARY
Days of the week
grandma
Good idea
Oh Dear
SENTENCE PATTERN
Can you play on …?
Let’s play after school.
How about ?
I … every Tuesday.
Resources
CLASSBOOK p.14
PMB p.4
Teaching Aids:
- CD track 15-17
- Flashcards – After-school
activities 11-20
- PMB p.8
Introduction
Warm up - Word Relay: Review days of the week. Choose 10 children to
come to the board and stand in teams of 5 facing the board. Whisper a day of the
week to the last child in the line. They whisper it to the next child and so on. The
first child writes the word on the board. The first team to write it first and

correctly gets a point.
Use flashcards 11-20 to introduce the key vocabulary. Hold up the flashcards
and elicit the after-school activities from the children. Hold up each one in a
different order and say the words for children to repeat.
Development
Recording 15&16: Ask children to look at the pictures and play the first and
second parts of the recording as children point to the words. Repeat and the
children to repeat the words after the audio.
Recording 16: Ask the children to listen and repeat. Hold the flashcards up
as the words are said.
Recording 17: With books closed children listen to the story and shout the
days of the week when they hear them.
Recording 17: Ask the children to open their books and tell you what they
can see in the pictures in exercise 3. Listen to the track and point to the
speech bubbles in the story as they hear the sentences.
Ask the children to read the story again and point to the words from
exercise 1.
Consolidation
Listen and do: With the children think of an action for each of the after
school activities. Play recording 17 again and the children do the actions.
SEMESTER 1 – Unit 2 – Lesson 1 - Period 21
Lesson 1 – Words Objectives: - to practice the spelling of after school subjects and verb noun collocation.
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing
KEY VOCABULARY

After school activities
help
do my homework
visit
go swimming
watch TV
have a …lesson
ADDITIONAL
VOCABULARY
grandma
music
TV
Resources
WORKBOOK p.14
Teaching Aids:
- Flashcards – School
subjects 11-16
Introduction
Warm up- Miming: Review after-school activities. Put the children in teams
of 6. Ask one child from each team to come to you. Show a flashcard of an
activity. The child goes back to their team and mimes the action- no speaking.
The first team to guess gets a point. Repeat with different children.
Show the flashcards again one by one and say the words for the children to
repeat.
Development
 The children do exercise 1 on page 8 in their workbooks. Feedback whole
class.
Ask the children to look at the pictures in exercise 2 and ask them what they
can see. The children do exercise 2.
Ask individual children what activities they do after school.

Ask the children to draw 3 pictures of activities they do after school.

Consolidation
Writing practice: Ask the children to give their pictures to their partner. The
children look at the pictures and write the activity. Tell them to use exercise 2 in
the workbook to help them.
Jump: Play jump with the class with the flashcards. Hold up the flashcards
one by one. If the word you say and the flashcard matches the children jump. If
it doesn’t match the children shout out the correct word.
SEMESTER 1 – Unit 2 – Lesson 2 - Period 22
Lesson 2 – Grammar Objectives: - Talking and reading about after school activities.
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Reading – writing -
speaking
KEY VOCABULARY
After school activities
help
do my homework
visit
go swimming
watch TV
have a …lesson
ADDITIONAL
VOCABULARY
Days of the week

grandma
TV
SENTENCE PATTERN
I visit my Grandma on ….
I don’t watch TV.
I go swimming on …
Resources
CLASSBOOK p.15
Teaching Aids:
- Flashcards 11-16
- CD track 17
- Grammar reference p.74,
Unit 2
Introduction
Warm up: Review after school activities. Play slowly reveal with the
flashcards 11-16.Cover the front of each card as you show it and uncover slowly
as the children guess what the activity is.
 Ask the children some questions about the story from the last lesson. What
does Alice do after school on Tuesday? etc
Recording 17: Play track 17 and pause after each dialogue for the children to
repeat.
 Review the actions for the story from lesson 1.
Recording 17: Play the recording again and the children do the actions.
Put the children in groups of 4 and ask them to role play the story.
Development
The children look at the pictures in ex 2 and ask them what they can see.
The children point to the pictures as you read the sentences.
On the board write the sentences from exercise 2. Ask the children to repeat
after you, whole class and individual children.
Rub out the activities in each sentence and show the flashcards and ask the

children to repeat the sentences with the activity on the flashcard. Repeat a few
times with different activities.
Write: Ask the children to look at the words and pictures in exercise 3 and do
the first sentence as an example. The children do exercise 3.
Pair work: Asking and answering. Give and example of exercise with 2
children. The children do the exercise with their partner.
Consolidation
Write: Ask the children to do Unit 2 on p.74 Grammar reference.
SEMESTER 1 – Unit 2 – Lesson 2 - Period 23
Lesson 2 – Grammar Objectives: - to practice word order and writing and describing after-school activities
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing - speaking
KEY VOCABULARY
After school activities
help
do my homework
visit
go swimming
watch TV
have a …lesson
ADDITIONAL
VOCABULARY
Days of the week
mum
grandma

SENTENCE PATTERN
I do/have/ go …
I don’t do/have/go…
Resources
WORKBOOK p.15
Teaching Aids:
- Flashcards – After–school
activities 11-16
Introduction
Play Snap with the after -school activities flash cards. Show a flash card and
say the activity. If it is the same the children say “SNAP”

Development
Put the following sentence on the board: Monday swimming on go I. don’t I
homework do Sunday on my. Ask a child to come to the board and get the rest of
the class to help them put the sentences in the correct order.
Ask the children what they can see in the pictures in exercise 1 on page 15 in
their workbooks.
The children do exercise 1. Ask them to compare their answers with their
partner before you feedback.
 Reading and Writing: The children do exercise 2.
Speaking: Ask the children to work in pairs and name them A and B. Ask
B to close their books. A has the book open and looks at the table in exercise
2. A says a sentence e.g. I visit my grandma on Tuesday and B has to say if it
is true or false. Give an example, ask the children to close their books and tell
you if the sentence you say is correct or not. After a few minutes ask the
children to change roles.
Consolidation
Vocabulary review: play categories: Put the children in teams of 4. One child
in the team is the writer. Tell them a category one at a time e.g. school subjects,

after school activities, school rooms and areas, colours, things in the classroom.
The teams have one minute to write as many things as they can remember for
that category. The winning group has the most for each category.
( Tuần 7 ) (30/9-04/10/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 2 – Lesson 3 - Period 24
Lesson 3 – Song Objectives: - Talking about after school activities Listening and speaking
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening - Speaking
KEY VOCABULARY
do
help
write
read
listen
ADDITIONAL
VOCABULARY
things
own
email
music
fun
SENTENCE PATTERN
After school 1
read/write/help play…

Resources
CLASSBOOK p.16
Teaching Aids:
- CD track 18,19
- Flashcards - After-school
activities 11-20
Introduction
Warm up: Review after school activities with flashcards 11-16. Play board
slap. Ask 10 children to come to the board and make 2 lines in front of the
board. Put the flashcards 11-16 on the board. Whisper one of the words to the
last child in each line. They have to whisper the word to the child in front of
them down the line. The child at the front has to slap the correct picture. The
first team to slap the correct picture gets a point. Play a few times.
Development
Show the children the flashcards of after-school activities 17-20 and elicit the
vocabulary.
Show the flashcards one by one again and say the words and ask the children
to repeat together and by themselves.
 Recording 18: Ask the children to look at the pictures in exercise 1 on page
16. Ask the children to listen and point to the pictures.
 Recording 18: Ask the children to listen again and repeat.
 Recording 19: With books closed children listen to the song and stand up
when they hear an after school activity.
 Recording 19: Ask the children to open their books on p16 and look at the
pictures in ex.2. Ask them where the children are and what they are doing.
Recording1 9: Play the song again twice, pausing for the children to repeat.
Recording 19: Play the song again for the children to sing along.
Consolidation
Sing and Do: Divide the class into 2 groups. One group sings the chorus and
one group sings the verses. Ask the children to sing loudly and then softly.

SEMESTER 1 – Unit 2 – Lesson 3 - Period 25
Lesson 3 – Words Objectives: - To practice writing verb noun collocation
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Speaking- writing
KEY VOCABULARY
After school activities
do
help
write
read
listen
watch
play
SENTENCE PATTERN
After school I
listen/read/play ….
Resources
WORKBOOK p.16
Teaching Aids:
- Flashcards – after-school
activities17-20
- Extra practical classroom
activities – Song worksheet
- CD track 19
Introduction

Warm up: Give the children the extra activity work sheet for the song and
then sing the song again for them to check their answers with or without track19.
Development
 Review the after school activities with the flashcards 17–20, eliciting the
words from the children.
Ask the children to look at the pictures in exercise 1 on p.16 of the workbook.
The children do exercise 1 on page 16 in their workbooks.
The children do the first part of exercise 2 on page 16, completing the
sentences in their workbooks.
Tell the children to look at the picture in exercise 2 and point to the correct
picture when you say a sentence e.g. I watch TV
 Pair work: The children take it in turns to say a sentence and their partner
points to the correct picture.
The children do exercise 2 on page 16 in their workbooks, numbering the
pictures.
Consolidation
Writing practice: ask the children to write 3 sentences about what they do
after school. The children give their sentences to their partner. The partner reads
them and draws a picture for each sentence.