Giáo án tiếng anh 5 thí điểm học kì 2 năm học 2017 2018

Unit 11: What’s the matter with you? Lesson 2.1
Week: 19
Period: 73
Date of teaching: Monday, January 9th 2017
Teacher’s and students’
Contents
activities
Sts and T greet each
I/ Class order:
other
Greeting and
checking attendance
T asks sts to sing the
Warm up: sing What’s
song
the
Sts sing the song.
matter with you?
T introduces the new
lesson and gives new
words
T reads new words a
few times, sts repeat.
T asks Sts to read. T
corrects their
pronunciation.

II/ New lesson:
* New words:
dentist,
take a rest

carry
sweet
Model sentences:
A: you should go to the doctor.
B: Yes, I will. Thanks.

T explains the model
sentences then asks Sts A: you shouldn’t carry heavy things.
to translate and try to
B: OK, I won’t. Thanks.
practice with their
friends.
1 Look, listen and
repeat.
Mai: Where’s Nam? I
can’t see him here.
Quan: He’s sitting over
there, in the corner of
the gym.
Have the class look at Mai: Hi, Nam. Why
the pictures. Introduce aren’t you practising
the story by pointing at karate?
each character and ask Nam: I don’t feel well.
the Sts answer some
I have a backache.
questions. Play the
Mai: Sorry to hear that.
recording all the way
You should go to the
through for the class to doctor now, Nam

listen and follow in
Nam: OK, I will.
their books. Play it
Thanks, Mai
again for them to
Doctor: You should
repeat line by line. If
take a rest and
there is enough time,
shouldn’t play sports
sts can role play to say for a few days
aloud.
Nam: Thank you,


doctor
2 Point and say.
a. go to the doctor
You should go to the
doctor
Yes, I will. Thanks.
Tell the class that they b. go to the dentist
are going to practise
You should go to the
asking and answering
dentist
the sentence patterns
Yes, I will. Thanks.
of the lesson. Point at
c. take a rest

each picture and ask
You should take a rest
the question for pupils Yes, I will. Thanks.
to answer chorally.
d. eat a lot of fruit
Have pupils practise
You should eat a lot of
asking and answering
fruit
in pairs. Monitor the
Yes, I will. Thanks.
activity and offer help, e. carry heavy things
if necessary. Invite one You shouldn’t carry
or two pairs to speak to heavy things
check their
OK, I won’t. Thanks
performance.
f. eat a lot of sweets
You shouldn’t eat a lot
of sweets
OK, I won’t. Thanks
Language notes:
• We can say go to the
doctor/dentist or go to
the doctor’s/dentist’s.
• Pupils should say
thank you/thanks when
they receive advice.

Tell the class that they

are going to practise
further by asking and
answering sentence
patterns of the lesson.
Get pupils to work in
groups. Remind them
to use the questions
and answers in their
books. Set a time limit
for the class to
practise. Monitor the

3 Let’s talk
Your friend is not well.
Tell him/her what
he/she
should/shouldn’t do.
I have a/an
.
You should
.
Yes, I will. Thanks.
You shouldn’t
__________.
OK, __________.
Thanks.
III/ Consolidation:
Focusing on the
structure once again.
Retelling the content

activity and offer help,
if necessary. Invite a
few pupils to repeat
their interviews to the
class. Then give
feedback.
T asks Sts to focus on
the structure once
again and retells the
content of the lesson
Teacher asks Sts to
learn at home and
prepare for the next
part.

of the lesson
IV/ Assignments:
Learn the lesson by
heart
Prepare for the next
part


Unit 11: What’s the matter with you? Lesson 2.2
Week: 19
Period: 74
Date of teaching: Wednesday, January 12th 2017
Teacher’s and students’ activities

Sts and T greet each other
Spend a few minutes having the class revise the
story in Activity 1. Invite four pupils to act out
the story.

Contents
I/ Class order:
Greeting and checking attendance
Warm up: Activity 1

II/ New lesson:
Tell pupils that they are going to listen to the
4. Listen and complete.
recording and do the task. Play the recording all Key: 1 Quan: should go to the doctor
the way through for pupils to listen. Play it again 2 Tony: shouldn’t go to school
for them to do the task. Get them to compare
3 Phong: shouldn’t eat ice cream
their answers before checking as a class. Play
4 Mrs Green: shouldn’t carry heavy things
the recording again to confirm the answers. Give Audio script
explanations for answers which pupils find
1. Quan: I don’t feel very well.
difficult.
Mai: What’s the matter with you?
Quan: I have a stomach ache.
Mai: Sorry to hear that. You should go to the
doctor now, Quan.
Quan: OK, I will. Thanks
2. Tony’s mother: You don’t look very well.
What’s the matter with you?

Tony: I have a fever.
Tony’s mother: Let me see. Oh, you’re
very hot. You shouldn’t go to school today.
3. Mai: Let’s have ice cream.
Nam: Great idea!
Phong: Sorry, I can’t.
Mai: What’s the matter with you, Phong?
Phong: I have a bad toothache.
Mai: Oh, then you shouldn’t eat ice cream. How
about milk?
Phong: Good idea. Thanks, Mai
4. Nam: Hi, Mrs Green. What’s the matter with
you?
Mrs Green: I have a backache.
Nam: Sorry to hear that. Oh, you shouldn’t carry
heavy things. Let me help you.
Mrs Green: Thanks, Nam. That’s very kind of
you.
Tell the class that they are going to read and do
the task. Give them a few seconds to read the
sentences. Remind them to focus on the context
to select the appropriate words. Set a time limit
for pupils to do the task independently. Monitor
the activity and offer help, if necessary. Get

5. Read and complete. Then say aloud.
Quan: Where’s Phong?
Mai: He can’t go to school today.
Quan: Why not? What’s the (1) matter with him?
Mai: He (2) has a bad cough and is going to

see the (3)doctor this morning.


them to compare their answers in pairs before
checking as a class. Sts read aloud

Quan: Oh, really? Poor him!
Mai: What’s the matter with you, Tony?
Tony: I have a pain in my (4) stomach.
Mai: Oh, dear. You should take a (5) rest. now
and go to the doctor later.
Tony: Yes, I will. Thanks, Mai
6. Let’s play.
What’s the mattter with you? (Charades)

T tells sts that they are going to play the game.
T reminds sts how to play the game and let the
game begin. T announces the winner.

T asks Sts to focus on the structure once again
and retells the content of the lesson

III/ Consolidation:
Focusing on the structure once again.
Retelling the content of the lesson

Teacher asks Sts to learn at home and prepare
for the next part.

IV/ Assignments:

Learn the lesson by heart
Prepare for the next part


Unit 11: What’s the matter with you? Lesson 3.1
Week:19
Period: 75
Date of teaching: Thursday, January 13th 2017
Teacher’s and students’ activities
Sts and T greet each other
T spend a few minutes revising the previous
lesson by inviting some pupils to role-play the
conversations in Lesson 2, Activity 5.
Tell the class that they are going to practise
saying questions and answers with the correct
intonation.. 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.

Contents
I/ Class order:
Greeting and checking attendance
Warm up: Lesson 2, Activity 5.
II/ New lesson:
1. Listen and repeat
1. What’s the matter with you?
I have a headache. v
2. What’s the matter with you?
I have a toothache.

v
3. What’s the matter with you?
I have a stomach ache

v
v
v

v

Language note: Wh-questions usually have a
falling intonation, which can be marked
with an arrow like this at the end.
2. Listen and circle a or b. Then ask and answer.
Tell pupils that they are going to listen to the
Key: 1 b 2 b 3 a 4 a
recording and do the task. Play the recording all Audio script
the way through for pupils to listen. Play it again 1. What’s the matter with you? I have a
for them to do the task. Get them to compare
headache.
their answers before checking as a class. Play
2. What’s the matter with you? I have a
the recording again to confirm the answers. Give backache.
explanations for answers which pupils find
3. What’s the matter with you? I have a stomach
difficult.
ache.
4. What’s the matter with you? I have a pain in
my stomach.
3. Let’s chant. What’s the matter with you?

Tell the class that they are going to say the
chant. Have them read the chant and check their
comprehension. Play the recording all the way
through for pupils to listen and follow in their
books. Then play it again for them to repeat line
by line. Have them practise chanting and doing
actions in groups. Invite two or three groups to
say the chant and do actions.

T asks Sts to focus on the structure once again
and retells the content of the lesson

What’s the matter with you?
I have a toothache.
You should go to the dentist.
You shouldn’t eat lots of sweets.
What’s the matter with you?
I have a headache.
You should go to the doctor.
You shouldn’t watch too much TV
III/ Consolidation:
Focusing on the structure once again.
Retelling the content of the lesson


Teacher asks Sts to learn at home and prepare
for the next part

IV/ Assignments:
Learn the lesson by heart

Prepare for the next part


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 16/1/2017
Class: 5
Unit 11: What’s the matter with you? Lesson 3.2
Week: 19
Period: 76
Date of teaching: Friday, January 16th 2017
Teacher’s and students’ activities
Sts and T greet each other
T asks sts to chant and do the actions

Tell the class that they are going to read and do
the task. Give them a few seconds to read the
sentences. Remind them to focus on the context
to select the appropriate words. Set a time limit
for pupils 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.

Contents
I/ Class order:
Greeting and checking attendance
Warm-up: chant What’s the matter with you?
II/ New lesson:
4. Read and match. Then say.

Key: 1 f 2 d 3 e 4 a 5 c 6 b
How to stay healthy
1. Wash your hands
2. Eat
3. Do
4. Brush
5. Keep your nails
6. Take
a. your teeth twice a day.
b. a shower every day.
c. short and clean.
d. healthy foods.
e. morning exercise regularly.
f. before having meals.
5. Write your advice.

Tell the class that they are going to write some
advice for the characters. Have them read the
questions and check their understanding. Set a
time limit for them to do the task. Monitor the
activity and offer help, if necessary. Get them to
swap and read their writing before inviting one
or two pupils to read their answers aloud and
give feedback.

Tell the class that they are going to do a project.
They should work in groups to discuss. Set a

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
Talk about two health problems and give advice.


time limit for them to do the task. Invite a few
groups to present their project to the class and
talk about them. If there is not enough time, give
the activity as homework and talk about that in
the next lesson as a warm-up activity.

Have the class read the statements and check
their comprehension. Give them time to colour
the stars and invite a few pupils to read the
statements aloud. Give further support to pupils
who find it difficult to achieve certain
objectives.

7. Colour the stars.
Now I can ...
• ask and answer questions about common
health problems and give advice. 
• listen to and understand texts about common
health problems. 
• read and understand texts about common

health problems. 
• write advice on common health problems. 
III/ Consolidation:
Focusing on the structure once again.
Retelling the content of the lesson

T asks Sts to focus on the structure once again
and retells the content of the lesson
Teacher asks Sts to learn at home and prepare
for the next part

IV/ Assignments:
Learn the lesson by heart
Prepare for the next part


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 17/1/2017
Class: 5
Unit 12: Don’t ride your bike too fast. Lesson 1.1
I/ Objectives:
By the end of the lesson students can:
- Asking and answering questions about possible accidents at home
- Asking and answering questions about accident prevention
II/ Language contents:
1/ Grammar:
Don’t ...! - OK, I won’t.
Why shouldn’t I ...? - Because ...
2/ Vocabularies:

knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn
3/ Pronunciation:
Intonation
Don’t play with the knife! v
OK, I won’t. v
Why shouldn’t I play with the knife? v
Because you may cut yourself
v
III/ Techniques:
Eliciting and suggestion
IV/ Teaching aids:
Pictures, text book, cassette player and lesson plan
V/ Procedures:
Week: 20
Period: 77
Date of teaching: Monday, January 17th 2017
Teacher’s and students’
Contents
activities
Sts and T greet each
I/ Class order:
other
Greeting and checking
attendance
Have the class report
Warm up: Unit 11,
the results of the class Lesson 3,
health survey from
Activity 6.
Unit 11, Lesson 3,

Activity 6. Introduce
the new lesson by
writing the unit title on II/ New lesson:
the board and have
* New words:
pupils repeat it twice.
Knife
matches
T introduces the new
stairs
lesson and gives new
stove
words
climb
T reads new words a
run
few times, sts repeat.
down


T asks Sts to read. T
corrects their
pronunciation.

cut
burn
Model sentences:
A: Don’t play with matches
B: OK. I won’t.

1. Look, listen and
repeat.
T explains the model
Tom: What are you
sentences then asks Sts doing, Mary?
to translate and try to
Mary: I’m cutting the
practice with their
cabbage
friends.
Tom: Don’t play with
the knife! You may cut
yourself.
Have the class look at Mary: OK
the pictures. Introduce Tom: What are you
the story by pointing at doing with the stove?
each character and ask Mary: I want to cook
the Sts answer some
the cabbage.
questions. Play the
Tom: Don’t touch the
recording all the way
stove!
through for the class to You may get a burn.
listen and follow in
OK, I won’t.
their books. Play it
again for them to
2. Point and say
repeat line by line. If

a. play with matches
there is enough time,
Don’t play with
sts can role play to say matches
aloud.
OK, I won’t.
b. ride your bike too
fast
Don’t ride your bike
too fast
OK, I won’t.
Tell the class that they c. climb the tree
are going to practise
Don’t climb the tree
asking and answering
OK, I won’t.
the sentence patterns
d. run down the stairs
of the lesson. Point at
Don’t run down the
each picture and ask
stairs
the question for pupils OK, I won’t.
to answer chorally.
Have pupils practise
3. Let’s talk.
asking and answering
Ask and answer
in pairs. Monitor the
questions about

activity and offer help, accidents at home and
if necessary. Invite one give advice.
or two pairs to speak to What are you doing
check their
?
performance.
I want to
Don’t
OK, I won’t.


Tell the class that they
are going to practise
further by asking and
answering sentence
patterns of the lesson.
Get pupils to work in
groups. 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.
T asks Sts to focus on

the structure once
again and retells the
content of the lesson
Teacher asks Sts to
learn at home and
prepare for the next
part.

III/ Consolidation:
Focusing on the
structure once again.
Retelling the content
of the lesson
IV/ Assignments:
Learn the lesson by
heart
Prepare for the next
part


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 18/1/2017
Class: 5
Unit 12: Don’t ride your bike too fast. Lesson 1.2
Week: 20
Period: 78
Date of teaching: Wednesday, January 18th 2017
Teacher’s and students’ activities
Sts and T greet each other

T spends a few minutes revising the previous
lesson by inviting one or two pairs of pupils to
talk about accidents at home and give advice in
front of the class, using Don’t ...! and OK, I
won’t

Contents
I/ Class order:
Greeting and checking attendance
Warm up: Revising the last lesson

II/ New lesson:
4. Listen and tick.
Tell pupils that they are going to listen to the
recording and do the task. Play the recording all Key: 1 b 2 c 3 a 4 b
the way through for pupils to listen. Play it again Audio script
1. Mother: What are you doing with the knife,
for them to do the task. Get them to compare
Mary?
their answers before checking as a class. Play
the recording again to confirm the answers. Give Mary: I’m cutting the fruit.
Mother: Don’t play with the sharp knife! You
explanations for answers which pupils find
may cut yourself!
difficult.
Mary: OK, I won’t, Mum.
2. Phong: I’m going to run down the stairs.
Tom: Don’t do it!
Phong: Why not?
Tom: It’s dangerous.

Phong: OK.
3. Linda: Hey, Trung. Where are you going?
Trung: I’m riding to the sports centre.
Linda: Don’t ride your bike too fast!
Trung: Don’t worry. I won’t.
4. Mai: What are you doing here, Nam?
Nam: Look. I’m going to climb the tree to pick
some apples.
Mai: Don’t climb the tree!
Nam: OK, I won’t.
Tell the class that they are going to read and do
the task. Give them a few seconds to read the
sentences. Remind them to focus on the context
to select the appropriate words. Set a time limit
for pupils to do the task independently. Monitor
the activity and offer help, if necessary. Get

5. Read and complete.
One day, Peter was bored. He was in his (1)
room and his mother
was (2) cooking in the kitchen. She asked loudly
“Where are you,
Peter?” He (3)answered, “I’m upstairs, Mum.”
His mother heard him


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

Tell the class that they are going to sing a song.

Have them read the lyrics and teach the
unfamiliar words. Check comprehension. Play
the recording all the way through for pupils to
listen and follow in their books. Play it again for
them to repeat line by line. When the class 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.

running down and said “Don’t (4) run down the
stairs!” Peter
replied “OK, I (5) won’t do it again, Mum.”
6. Let’s sing.
Don’t do that!
What are you doing?
I’m going to run down the stairs.
Don’t do that! It’s dangerous.
Really? Yes! OK, I won’t.
What are you doing?
I’m going to climb that tree over there.
Don’t do that! It’s dangerous.
Really? Yes! OK, I won’t.
What are you doing?
I’m going to ride my bike down this busy road.
Don’t do that! It’s dangerous.
Really? Yes! OK, I won’t.

T asks Sts to focus on the structure once again
and retells the content of the lesson

III/ Consolidation:
Focusing on the structure once again.
Retelling the content of the lesson

Teacher asks Sts to learn at home and prepare
for the next part.

IV/ Assignments:
Learn the lesson by heart
Prepare for the next part


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 19/1/2017
Class: 5
Unit 12: Don’t ride your bike too fast. Lesson 2.1
Week: 20
Period: 79
Date of teaching: Thursday, January 19th 2017
Teacher’s and
students’ activities
Sts and T greet each
other
T asks sts to sing the
song
Sts sing the song.
T introduces the new
lesson and gives new

words
T reads new words a
few times, sts repeat.
T asks Sts to read. T
corrects their
pronunciation.
T explains the model
sentences then asks
Sts to translate and try
to practice with their
friends.
Have the class look at
the pictures. Introduce
the story by pointing
at each character and
ask the Sts answer
some questions. Play
the recording all the
way through for the
class to listen and
follow in their books.
Play it again for them
to repeat line by line.
If there is enough
time, sts can role play
to say aloud.

Contents
I/ Class order:
Greeting and checking

attendance
Warm up: Let’s sing:
Don’t do that!
II/ New lesson:
* New words:
arm
leg
Model sentences:
A: Why shouldn’t I play with the knife?
B: Because you may cut yourself
1. Look, listen and
repeat.
Look. What are these
children doing, class?
They’re looking at the
apples on the tree
What is this boy doing?
He’s climbing the apple
tree.
Should he do that?
No, he shouldn’t.
Why shouldn’t he
climb the tree?
Because he may fall
and break his leg.
2. Point and say.
a. play with the knife/
Why shouldn’t I play
with the knife
Because you may cut

yourself


b. play with the stove/
get a burn
Why shouldn’t I play
with the stove
Tell the class that they Because you may get a
are going to practise
burn
asking and answering c. ride too fast/ fall off
the sentence patterns
your bike
of the lesson. Point at Why shouldn’t I ride
each picture and ask
too fast
the question for pupils Because you may fall
to answer chorally.
off your bike
Have pupils practise
d. run down the stairs/
asking and answering break your arm
in pairs. Monitor the
Why shouldn’t I run
activity and offer help, down the stairs
if necessary. Invite one Because you may break
or two pairs to speak
your arm
to check their
3. Let’s talk.

performance.
Ask and answer
questions about why
someone shouldn’t do
something.
What is he/she doing?
He/She is __________.
Tell the class that they He/She shouldn’t do
are going to practise
that!
further by asking and
Why shouldn’t he/she
answering sentence
…?
patterns of the lesson. Because he/she may
Get pupils to work in
__________.
groups. Remind them
to use the questions
III/ Consolidation:
and answers in their
Focusing on the
books. Set a time limit structure once again.
for the class to
Retelling the content of
practise. Monitor the
the lesson
activity and offer help,
if necessary. Invite a
IV/ Assignments:

few pupils to repeat
Learn the lesson by
their interviews to the heart
class. Then give
Prepare for the next
feedback.
part
T asks Sts to focus on
the structure once
again and retells the
content of the lesson
Teacher asks Sts to
learn at home and
prepare for the next


part.


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 20/1/2017
Class: 5
Unit 12: Don’t ride your bike too fast. Lesson 2.2
Week: 20
Period: 80
Date of teaching: Friday, January 20th 2017
Teacher’s and students’ activities
Sts and T greet each other
T spends a few minutes revising the previous

lesson by inviting a few pairs of pupils to act out
the story in Activity 1.

Contents
I/ Class order:
Greeting and checking attendance
Warm up: Activity 1.

II/ New lesson:
4. Listen and complete with one word.
Tell pupils that they are going to listen to the
recording and do the task. Play the recording all Key: 1 sharp 2 wall 3 burn 4 arm
the way through for pupils to listen. Play it again Audio script
1. Mother: You shouldn’t use that knife!
for them to do the task. Get them to compare
Tony: Why not?
their answers before checking as a class. Play
the recording again to confirm the answers. Give Mother: Because it’s very sharp.
Tony: OK, Mum. Sorry.
explanations for answers which pupils find
2. Linda: Hey, Nam. You shouldn’t climb the
difficult.
wall!
Nam:Why not?
Linda: Because you may fall and break your leg.
Nam: OK, I won’t.
3. Peter: You shouldn’t play with the stove, Mai.
Mai: Why not?
Peter: Because you may get a burn.
Mai: Right. Thank you, Peter.

4. Linda: Tom, don’t ride too fast!
Tom: Why not?
Linda: Because you may fall off your bike and
break your arm.
Tom: OK. I’ll slow down.

Tell the class that they are going to read and do
the task. Give them a few seconds to read the
sentences. Remind them to focus on the context
to select the appropriate words. Set a time limit
for pupils 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.

5. Read and complete.
Tom: What are you holding in your hand?
Phong: A (1) knife
Tom: Oh, no. It’s dangerous. (2) Don’t play with
it!
Phong: (3) Why shouldn’t I play with it?
Tom: Because you may cut (4) yourself.
Phong: I can (5) see that. Thank you, Tom.
6. Let’s play.


T tells sts that they are going to play the game.
T reminds sts how to play the game and let the
game begin. T announces the winner.

T asks Sts to focus on the structure once again
and retells the content of the lesson
Teacher asks Sts to learn at home and prepare
for the next part.

III/ Consolidation:
Focusing on the structure once again.
Retelling the content of the lesson
IV/ Assignments:
Learn the lesson by heart
Prepare for the next part


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 6/2/2017
Class: 5
Unit 12: Don’t ride your bike too fast. Lesson 3.1
Week: 21
Period: 81
Date of teaching: Monday, February 6th 2017
Teacher’s and students’ activities
Sts and T greet each other
T spends a few minutes revising the previous
lesson by having the class play Spelling bee with
words such as: don’t, play, ride, knife, stove,
should, shouldn’t, because, may and fall. At the
end of the
game, have them make sentences with Don’t ...
and Because ..

Contents
I/ Class order:
Greeting and checking attendance
Warm up: game: Spelling bee

Tell the class that they are going to practise
saying sentences with falling intonation. 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 sentences twice.

II/ New lesson:
1. Listen and repeat
1. Don’t play with the knife! v
OK, I won’t.
2. Don’t play with matches.
OK, I won’t.
3. Why shouldn’t I play with the knife?
Because you may cut yourself.
4. Why shouldn’t I play with the stove? Because
you may get a burn.

Tell pupils that they are going to listen to the
recording and do the task. Play the recording all
the way through for pupils to listen. Play it again
for them to do the task. Get them to compare
their answers before checking as a class. Play
the recording again to confirm the answers. Give
explanations for answers which pupils find

difficult.

2. Listen and circle a or b. Then say the
sentences aloud.
Key: 1 a 2 a 3 b 4 b
Audio script
1. Don’t play with the knife!
2. Don’t climb the wall!
3. Why shouldn’t he ride his motorbike too fast?
4. Why shouldn’t she play with the stove?

Tell the class that they are going to say the
chant. Have them read the chant and check their
comprehension. Play the recording all the way
through for pupils to listen and follow in their
books. Then play it again for them to repeat line
by line. Have them practise chanting and doing
actions in groups. Invite two or three groups to
say the chant and do actions.

3. Let’s chant
Why shouldn’t he do that?
Look at Jim.
What’s he doing?
He’s riding his bike too fast.
Should he ride it too fast?
No, he shouldn’t.
Why not?
He may fall off his bike.

Look at Mary.
What’s she doing?
She’s playing with a cat on the street.
Should she play with the cat?
No, she shouldn’t.
Why not?
It may scratch her face
T asks Sts to focus on the structure once again
and retells the content of the lesson
Teacher asks Sts to learn at home and prepare
for the next part

III/ Consolidation:
Focusing on the structure once again.
Retelling the content of the lesson
IV/ Assignments:
Learn the lesson by heart
Prepare for the next part


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 8/2/2017
Class: 5
Unit 12: Don’t ride your bike too fast. Lesson 3.2
Week: 21
Period: 82
Date of teaching: Wednesday, February 8th 2017
Teacher’s and students’ activities

Sts and T greet each other
T asks sts to chant and do the actions

Tell the class that they are going to read and do
the task. Give them a few seconds to read the
sentences. Remind them to focus on the context
to select the appropriate words. Set a time limit
for pupils 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.

Tell the class that they are going to write
sentences about accidents that may happen to
Tony, Linda and Quan.. Have them read the
questions and check their understanding. Set a
time limit for them to do the task. Monitor the

Contents
I/ Class order:
Greeting and checking attendance
Warm up: chant Why shouldn’t he do that?
II/ New lesson:
4. Read and do the tasks.
1. Circle the best title
Key: b
a. Common accidents
c. How to be safe at home
b. Preventing children from falling
Falling is a common type of accident for young

children at home. Your
baby brother or sister may fall off a bed or a
sofa. He or she may also fall
down the stairs. The following tips can help to
keep your baby brother or
sister safe:
• Make sure he or she can’t roll off the bed.
• Make sure he or she can’t open any windows.
• Don’t let him or her go near the stairs.
• Don’t let him or her out on the balcony.
2. Tick True (T) or False (F).
Key: 1 T 2 F 3 T 4 F 5 F
1. Babies may roll off a sofa.
2. You shouldn’t stop your baby brother or sister
when he
or she climbs the stairs.
3. You should make sure he or she can’t roll off
the bed.
4. Do not open any windows at home.
5. Allow him or her to play on the balcony alone
sometimes
5. Write what may happen.
1. Tony’s playing with a sharp knife. He may cut
himself
2. Linda’s playing with a neighbour’s cat. It may
scratch her face
3. Quan’s riding his bike too fast. He may fall


activity and offer help, if necessary. Get them to

swap and read their writing before inviting one
or two pupils to read their answers aloud and
give feedback.
Tell the class that they are going to do a project.
They should work in groups to discuss. Set a
time limit for them to do the task. Invite a few
groups to present their project to the class and
talk about them. If there is not enough time, give
the activity as homework and talk about that in
the next lesson as a warm-up activity.

off his bike and break his arm

6. Project
Make a poster about home accidents and how to
avoid them.

Have the class read the statements and check
their comprehension. Give them time to colour
the stars and invite a few pupils to read the
statements aloud. Give further support to pupils
who find it difficult to achieve certain
objectives.

7. Colour the stars.
Now I can ...
 ask and answer questions about preventing
accidents at home. 
listen to and understand texts about preventing
accidents at home. 

 read and understand texts about preventing
accidents at home. 
write about possible accidents. 

T asks Sts to focus on the structure once again
and retells the content of the lesson

III/ Consolidation:
Focusing on the structure once again.
Retelling the content of the lesson

Teacher asks Sts to learn at home and prepare
for the next part

IV/ Assignments:
Learn the lesson by heart
Prepare for the next part


Lesson Plan
Teacher: Văn Ngọc Trân
Day: 9/2/2017
Class: 5
Unit 13: What do you do in your free time? Lesson 1.1
I/ Objectives:
By the end of the lesson students can:
- Asking and answering questions about what someone does in his/her free time
- Asking and answering questions about what a family member does in his/ her free time
II/ Language contents:
1/ Grammar:

What do you do in your free time? - I ...
What does your ... do in his/her free time? - He/She ...
2/ Vocabularies:
free time, karate, fishing, skating, camping
3/ Pronunciation:
Intonation
What do you do in your free time?
v
I surf the Internet. v
III/ Techniques:
Eliciting and suggestion
IV/ Teaching aids:
Pictures, text book, cassette player and lesson plan
V/ Procedures:
Week: 21
Period: 83
Date of teaching: Thursday, February 9th 2017
Teacher’s and students’
activities

Contents

Sts and T greet each
other
T asks Sts to chant and
do the actions

I/ Class order:
Greeting and checking
attendance

Warm up: Let’s chant
Why shouldn’t he do
that?

T introduces the new
lesson and gives new
words
T reads new words a
few times, sts repeat.
T asks Sts to read. T
corrects their
pronunciation.

T explains the model

II/ New lesson:
* New words:
free time
karate
fishing
skating
camping
Model sentences:
A: What do you do in your free time?
B: I surf the Internet
1. Look, listen and


sentences then asks sts
to translate and try to

practice with friends

repeat.
a. Tom: Hi, Nam.
Hi, Tom. Come in.
What are you doing?
I’m watching The
Have the class look at World of Animals.
the pictures. Introduce Do you like watching
the story by pointing at animal programmes?
each character and ask Yes. I often watch
the Sts answer some
them
questions. Play the
in my free time.
recording all the way
What about you? What
through for the class to do
listen and follow in
you do in your free
their books. Play it
time?
again for them to
I ride my bike in the
repeat line by line. If
park.
there is enough time,
sts can role play to say 2. Point and say.
aloud.
a. surf the Internet

What do you do in
your free time?
I surf the Internet
b. go to the cinema
What do you do in
your free time?
Tell the class that they I go to the cinema
are going to practise
c. clean the house
asking and answering
What do you do in
the sentence patterns
your free time?
of the lesson. Point at
I clean the house
each picture and ask
d. do karate
the question for pupils What do you do in
to answer chorally.
your free time?
Have pupils practise
I do karate
asking and answering
in pairs. Monitor the
3. Let’s talk
activity and offer help, Ask and answer
if necessary. Invite one questions about what
or two pairs to speak to you and your friends
check their
do in your free time.

performance.
Do you like
__________?
Yes, I do. No, I don’t.
What do you do in
your free time?
I
Tell the class that they
are going to practise
further by asking and
answering sentence
patterns of the lesson.

III/ Consolidation:
Focusing on the
structure once again.