GIAO AN i LEARN SMART START 5

PLANING:
WEEK:

TEACHING:

THEME 1: SCHOOL
Lesson 1 - Objectives: - Talk about what I did in the past
I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
go camping, go to the beach, go to the farm, learn how to cook, learn how to swim
2. STRUCTURE
What did you do in the summer?
I (learned how to swim).
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
Student Book p.6-7
2. TEACHING AIDS
- CD1 tracks 02-07
- Flashcards: go camping, go to the beach, go to the farm, learn how to cook, learn
how to swim
III. KEY ACTIVITIES
1. Introduction
A. Listen, point and say (CD1 – Track 02):
1. Arrange the flashcards on the board, play audio and have students listen and
repeat. Point to the flashcards along with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point to the pictures in their
books.
2. Play audio again and have students listen, repeat and point to the pictures in their
books.
4. Divide the class into two teams. Play the game “Heads up. What’s missing?”.
Arrange the flashcards on the board and remove one card when students are not

looking. Have one student from each team call out the missing flashcard.
2. Development
B1. Listen and read (CD1- Track 03):
1. Introduce the situation “The children meet at school…”
2. Have students call out the activities and people they can see.
3. Have students listen and read.


B2. Listen and draw lines (CD1 – Track 04):
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and draw lines.
3. Play audio again and check answers as a whole class.
B3. Practice the structure (CD1 – Track 05):
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
C. Listen. Sing along (CD1 - Track 06):
1. Play audio and have students listen.
2. Play audio and have students point to the pictures in Part A.
3. Play audio and have students sing the song as a whole class.
4. Divide the class into two groups, group A sings the questions, group B sings the
answers.
5. Swap roles and repeat.
Pronunciation tip (CD1 -Track 07):
1. Focus on the example sentence and briefly explain the focus.
2. Tell students they must listen and notice the pronunciation feature.
3. Play the audio once and draw attention to the pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus on the feature.
3. Consolidation
D. Practice. Point, ask and answer.

3.1. Practice.
1. Divide the class into Group A and Group B.
T: I say, “summer/went/beach”.
Group A, you say, “What did you do in the summer?”
Group B, you say, “I went to the beach.”
T: I say, “summer/went/camping”.
Group A, you say, “What did you do in the summer?”
Group B, you say, “I went camping.” OK?
T: summer/went/beach
Group A: What did you do in the summer?
Group B: I went to the beach.
T: summer/went/camping
Group A: What did you do in the summer?


Group B: I went camping.
Continue whole class/group/individual drills with:
• summer/went/beach • summer/went/zoo • summer/went/farm
• summer/learned/swim • summer/learned/dance
3.2. Point, ask and answer.
2. Demonstrate the activity using the example.
3. Divide the class into pairs.
4. Have Student A point and ask, have Student B answer.
5. Swap roles and repeat.
6. Afterwards, have some pairs demonstrate the activity in front of the class.
E. Play the “Memory chain” game.
1. Demonstrate the game.
2. Divide the students into groups of four or five.
3. Have Student A ask “What did you do in the summer?” and Student B answer
with e.g. “I learned how to swim.”

4. Have Student C repeat Student B’s sentence and add their own answer e.g. “He
learned how to swim. I went camping.”
5. Continue with the whole group until all students have taken a turn.

PLANING:

TEACHING:


WEEK:
THEME 1: SCHOOL
Lesson 2 – Objectives: - Talk about what my friends are doing
I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
study, talk with friends, play chess, eat snacks, play with friends
2. STRUCTURE
What's (he) doing?
(He)'s (studying).
What are they doing?
They're (playing chess).
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
Student Book p.8-9
2. TEACHING AIDS
- CD1 tracks 08-14
- Flashcards: study, talk with friends, play chess, eat snacks, play with friends
III. KEY ACTIVITIES
1. Introduction
A. Listen, point and say (CD1 – Track 08):
1. Arrange the flashcards on the board, play audio and have students listen and

repeat. Point to the flashcards along with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point to the pictures in their
books.
3. Change the order of the flashcards, point to them individually and have students
say the words, correct pronunciation when needed.
4. Play the “Word Tennis” game. Have one student come to the front and play
"Tennis" with you.
5. As you say a word, hit it to the student and have the student respond with
another word and hit it back to you.
6. Divide the students into pairs and have them play with each other. Have some
pairs demonstrate the game in front of the class.
2. Development
B1. Listen and read (CD1 – Track 09


1. Review the story from the previous lesson “The children met at school.”
2. Now introduce the situation “The children are talking about their friends…”
3. Have students call out the activities they can see.
4. Have students listen and read.
B2. Listen and tick (CD1 – Track 10):
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick the box.
3. Play audio again and check answers as a whole class.
B3. Practice the structure (CD1 – Track 11):
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
C. Listen. Sing along (CD1 - Track 12):
1. Play audio and have students listen.
2. Play audio and have students point to the pictures in Part A.

3. Play audio and have students sing the song as a whole class.
4. Divide the class into two groups, group A sings the questions, group B sings the
answers.
5. Swap roles and repeat.
Pronunciation tip (CD1 -Track 13):
1. Focus on the example sentence and briefly explain the focus.
2. Tell students they must listen and notice the pronunciation feature.
3. Play the audio once and draw attention to the pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus on the feature.
3. Consolidation
D. Listen and tick. Practice. Point, ask and answer (CD1 – Track 14):
3.1. Listen and tick.
1. Have students look at the pictures and call out the people and activities they can
see.
2. Play audio and demonstrate the activity using the example.
3. Play audio and have students listen and tick the box.
4. Play audio and check answers as a whole class.
3.2. Practice.
5. T: I say, “she”. You say, “What’s she doing?”
T: I say, “Tom”. You say, “What’s Tom doing?” OK?


T: She
Class: What’s she doing?
T: Tom
Class: What’s Tom doing?
6. Divide the class into Group A and Group B.
T: I say, “she/studying”.
Group A, you say, “What’s she doing?”
Group B, you say, “She’s studying.”

T: I say, “they/eating snacks”.
Group A, you say, “What are they doing?”
Group B, you say, “They’re eating snacks.” OK?
T: she/studying
Group A: What’s she doing?
Group B: She’s studying.
T: they/eating snacks
Continue whole class/group/individual drills with:
• he/playing with friends • Charlie/playing chess • Jane/talking with friends
• John/playing soccer • Daisy/reading books
3.3. Point, ask and answer.
7. Demonstrate the activity using the example.
8. Divide the class into pairs.
9. Have Student A point and ask, have Student B answer.
10. Swap roles and repeat.
11. Afterwards, have some pairs demonstrate the activity in front of the class.
E. Play the “Three guesses” game.
1. Divide the class into two teams.
2. Have a student from Team A stand in front of the class facing away from the
board.
3. Stick a flashcard on the board e.g. “eat snacks”.
4. Have another student ask a question e.g. “What's he doing?”
5. Have the student from team A try to guess the answer e.g. “He's eating snacks.”
6. The student has three guesses before the other students tell them the answer.


PLANING:
WEEK:

TEACHING:

THEME 1: SCHOOL
Lesson 3 – Objectives: - Ask someone to play a sport or game with me
I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
play badminton, play basketball, play soccer, play volleyball, jump rope
2. STRUCTURE
Do you want to (play soccer)?
Yes, sure./No, thanks.
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
Student Book p.10-11
2. TEACHING AIDS
- CD1 tracks 15-21
- Flashcards: play badminton, play basketball, play soccer, play volleyball, jump
rope
III. KEY ACTIVITIES
1. Introduction
A. Listen, point and say (CD1 – Track 15):
1. Arrange the flashcards on the board, play audio and have students listen and
repeat. Point to the flashcards along with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point to the pictures in their
books.
3. Change the order of the flashcards, point to them individually and have students
say the words, correct pronunciation when needed.
4. Play the “Guess” game. Arrange the flashcards on the board and write a number
under each card.
5. Have students look at the flashcards for the count of ten. Turn the flashcards
over to face the board when the students are not looking.
6. Call out a number and have students take turns to guess the face down card.

Turn the card over after each guess.
2. Development
B1. Listen and read (CD1 – Track 16):


1. Review the story from the previous lesson “The children were talking about
their friends.”
2. Now introduce the situation “The children want to play sports...”
3. Have students call out the activities and people they can see.
4. Have students listen and read.
B2. Listen and tick or cross (CD1 – Track 17):
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick or cross.
3. Play audio again and check answers as a whole class.
B3. Practice the structure (CD1 – Track 18):
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
C. Listen. Sing along (CD1 - Track 19):
1. Play audio and have students listen.
2. Play audio and have students point to the pictures in Part A.
3. Play audio and have students sing the song as a whole class.
4. Divide the class into two groups, group A sings the questions, group B sings the
answers.
5. Swap roles and repeat.
Pronunciation tip (CD1 -Track 20):
1. Focus on the example sentence and briefly explain the focus.
2. Tell students they must listen and notice the pronunciation feature.
3. Play the audio once and draw attention to the pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus on the feature.

3. Consolidation
D. Listen and circle. Practice. Ask and answer (CD1 - Track 21):
3.1. Listen and circle.
1. Have students call out the activities they can see.
2. Play audio and demonstrate the activity using the example.
3. Play audio again and have students listen and circle.
4. Play audio again and check answers as a whole class.
3.2. Practice.
5. T: I say, “play badminton”. You say, “Do you want to play badminton?”
T: I say, “go skateboarding”. You say, “Do you want to go skateboarding?”. OK?


T: play badminton
Class: Do you want to play badminton?
T: go skateboarding
Class: Do you want to go skateboarding?
6. Divide the class into Group A and Group B.
T: I say, “play badminton/yes”.
Group A, you say, “Do you want to play badminton?”
Group B, you say, “Yes, sure.”
T: I say, “go skateboarding/no”.
Group A, you say, “Do you want to go skateboarding?”
Group B, you say, “No, thanks.” OK?
T: play badminton/yes
Group A: Do you want to play badminton?
Group B: Yes, sure.
T: go skateboarding/no
Continue whole class/group/individual drills with:
• play basketball/yes
• jump rope/no

• play hide-and-seek/yes
Ask and answer.
7. Demonstrate the activity using the example.
8. Divide the class into pairs.
9. Have Student A point and ask, have Student B answer.
10. Swap roles and repeat.
11. Afterwards, have some pairs demonstrate the activity in front of the class.
E. Play the “Tic, tac, toe” game.
1. Divide the class into groups of four, with two students in each team.
2. Have teams play rock, paper, and scissors. The winning team chooses a square,
asks and answers.
3. Have the teams take turns.
4. Swap roles and repeat until the game is finished.
5. Before the end of the lesson, check the answers as a whole class.

PLANING:

TEACHING:


WEEK:
THEME 1: SCHOOL
Lesson 4 – Objectives: - Talk about what I am going to do
I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
martial arts, tennis, ballet, art, yoga
2. STRUCTURE
Where are you going?
I'm going to (ballet class).
II. RESOURSES AND TEACHING AIDS

1. RESOURSES
Student Book p.12-13
2. TEACHING AIDS
- CD1 tracks 22-28
- Flashcards: martial arts, tennis, ballet, art, yoga
III. KEY ACTIVITIES
1. Introduction
A. Listen, point and say (CD1 – Track 22):
1. Arrange the flashcards on the board, play audio and have students listen and
repeat. Point to the flashcards along with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point to the pictures in their
books.
3. Change the order of the flashcards, point to them individually and have students
say the words, correct pronunciation when needed.
4. Divide the class into two teams. Play the game “Heads up. What’s missing?”.
Arrange the flashcards on the board and remove one card when students are not
looking. Have one student from each team call out the missing flashcard
2. Development
B1. Listen and read (CD1 – Track 23):
1. Review the story from the previous lesson “The children wanted to play sports.”
2. Now introduce the situation “The children say where they go after school...”
3. Have students call out the activities and people they can see.
4. Have students listen and read.
B2. Listen and circle (CD1 – Track 24):


1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and circle.
3. Play audio again and check answers as a whole class.
B3. Practice the structure (CD1 – Track 25):

1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
C. Listen. Sing along (CD1 - Track 26):
1. Play audio and have students listen.
2. Play audio and have students point to the pictures in Part A.
3. Play audio and have students sing the song as a whole class.
4. Divide the class into two groups, group A sings the questions, group B sings the
answers.
5. Swap roles and repeat.
Pronunciation tip (CD1 -Track 27):
1. Focus on the example sentence and briefly explain the focus.
2. Tell students they must listen and notice the pronunciation feature.
3. Play the audio once and draw attention to the pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus on the feature.
3. Consolidation
D. Listen and tick. Practice. Point, ask and answer (CD1 – Track 28):
3.1. Listen and tick.
1. Have students look at the pictures and call out the people and activities they can
see.
2. Play audio and demonstrate the activity using the example.
3. Play audio and have students listen and tick the box.
4. Play audio and check answers as a whole class.
3.2. Practice.
5. T: I say, “Going/martial arts class”.
Group A, you say, “Where are you going?”
Group B, you say, “I’m going to martial arts class.” OK?
T: I say, “Going/ballet class”.
Group A, you say, “Where are you going?”
Group B, you say, “I’m going to ballet class.”

T: Going/martial arts class


Group A: Where are you going?
Group B: I’m going to martial arts class.
T: Going/ballet class
Continue whole class/group/individual drills with:
• Going/art class • Going/yoga class
3.3. Point, ask and answer.
6. Demonstrate the activity using the example.
7. Divide the class into pairs.
8. Have Student A point and ask, have Student B answer.
9. Swap roles and repeat.
10. Afterwards, have some pairs demonstrate the activity in front of the class.
E. Play the “Pretend” game.
1. Divide the class into pairs or small groups.
2. Have the class ask “Where are you going?” and then have one student act out an
activity.
3. Have the other students take turns to guess the answer “You’re going to
_______.”
4. Swap roles and repeat..

PLANING:

TEACHING:


WEEK:
THEME 1: SCHOOL
Lesson 5 – Objectives: - Talk about why I like learning English

I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
sing English songs, read English stories, watch English movies, play English
games
2. STRUCTURE
Why do you like learning English?
I like learning English because I like (watching English movies).
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
Student Book p.14-15
2. TEACHING AIDS
- CD1 tracks 29-31
- Flashcards: sing English songs, read English stories, watch English movies, play
English games
III. KEY ACTIVITIES
1. Introduction
New words: Listen, point and say (CD1 - Track 29):
1. Arrange the flashcards on the board, play audio and have students listen and
repeat. Point to the flashcards
along with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point to the pictures in their
books.
3. Change the order of the flashcards, point to them individually and have students
say the words, correct pronunciation when needed.
4. Play the “Guess” game. Arrange the flashcards on the board and write a number
under each card.
5. Have students look at the flashcards for the count of ten. Turn the flashcards
over to face the board when the students are not looking.
6. Call out a number and have students take turns to guess the face down card.
Turn the card over after each guess.

2. Development


Listening: Listen and tick (CD1 – Track 30):
1. Introduce the situation “The children say why they like learning English..."
2. Have students call out the activities and people they can see.
3. Demonstrate the activity using the example.
4. Play audio and have students listen and tick the box.
5. Play audio and check answers as a whole class.
Useful language (CD1 – Track 31):
1. Have students look at the useful language box.
2. Play audio and have students listen and repeat.
Reading: Read and fill in the blanks.
1. Have students read the text individually.
2. Read the text as a whole class.
3. Demonstrate the activity using the example.
4. Have students look and fill in the blanks.
5. Check answers as a whole class.
Speaking: Point, ask and answer.
1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Have Student A point and ask, have Student B answer.
4. Swap roles and repeat.
5. Afterwards, have some pairs demonstrate in front of the class.
3. Consolidation
Writing: Ask your friend. Write your answers down.
1. Demonstrate the activity.
2. Have students write down a reason they like learning English.
3. Divide the class into pairs.
4. Have Student A ask and Student B answer. Have Student A write the answer

down.
5. Swap roles and repeat.
6. Afterwards, have some students read out their sentences.

PLANING:

TEACHING:


WEEK:
THEME 1: SCHOOL
Lesson 6 – Objectives: - Review and practice
I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
All vocabs from Lessons 1-5
2. STRUCTURE
All structures from Lessons 1-5
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
Student Book p.16-17
2. TEACHING AIDS
- CD1 tracks 32-33
III. KEY ACTIVITIES
Introduction
1. Listening
Listen and draw lines (CD1 – Track 32):
1. Have students look at the pictures and call out the people and activities they can
see.
2. Play audio and demonstrate the activity using the example.
3. Play audio and have students listen and draw lines.

4. Play audio again.
5. Play audio again and check answers as a whole class.
2. Reading and Writing
Read the sentences. Choose a word from the box. Write the correct words
next to the letters A – D.
1. Demonstrate the activity using the example.
2. Have students look at the pictures, read the statements and fill in the blanks
using words from the box.
3. Check answers as a whole class.
4. Afterwards, have some students read their answers to the class.
3. Song
Listen. Sing along (CD1 – Track 33):
1. Have students turn their Student’s Book to page 102.


2. Read lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again, have students listen and sing along.
4. Game
Play the board game.
1. Demonstrate playing the game.
2. Divide the class into groups of four, with two students in each team.
3. Have teams play rock, paper, scissors. The winning team goes forward two
spaces and the losing team goes forward one space.
4. Have students match the symbol to the structure, ask and answer or practice (if
the question or answer is incorrect, that team move back one space).
5. Swap roles and repeat until the game is finished (rock, paper, scissors is played
each turn).
6. Before the end of the lesson, check the answers as a whole class.
“I can” statements

1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly
practice.
3. Ask students to color one, two or three stars, to show how well they can perform
the tasks.
(3 stars = Great; 2 stars = Good; 1 star = Needs more study)
For students with two or fewer stars, recommend that they review the theme at
home, or do the Workbook or Activity Multi-ROM (if they have it).

PLANING:

TEACHING:


WEEK:
THEME 2: ANIMALS
Lesson 1 - Objectives: - Talk about what an animal is doing
I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
cow, chicken, goat, duck, horse, sheep
2. STRUCTURE
Is the (horse) (running)?
Yes, it is./No, it isn’t.
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
Student Book p.18-19
2. TEACHING AIDS
- CD1 tracks 34-39
- Flashcards: cow, chicken, goat, duck, horse, sheep
III. KEY ACTIVITIES

1. Introduction
A. Listen, point and say (CD1 – Track 34):
1. Arrange the flashcards on the board, play audio and have students listen and
repeat. Point to the flashcards along with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point to the pictures in their
books.
3. Change the order of the flashcards, point to them individually and have students
say the words, correct pronunciation when needed.
4. Divide the class into two teams. Play the game “Heads up. What’s missing?”.
Arrange the flashcards on the board and remove one card when students are not
looking. Have one student from each team call out the missing flashcard.
2. Development
B1. Listen and read (CD1 - Track 35):


1. Introduce the situation “Tom and Alfie are at Tom’s grandparents’
2. Have students call out the animals they can see.
3. Have students listen and read.
B2. Listen and tick or cross (CD1 – Track 36):
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick or cross.
3. Play audio again and check answers as a whole class.
B3. Practice the structure (CD1 – Track 37):
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
C. Listen. Sing along (CD1 - Track 38):
1. Play audio and have students listen.
2. Play audio and have students point to the pictures in Part A.
3. Play audio and have students sing the song as a whole class.

4. Divide the class into two groups, group A sings the questions, group B sings the
answers.
5. Swap roles and repeat.
Pronunciation tip (CD1 -Track 39):
1. Focus on the example sentence and briefly explain the focus.
2. Tell students they must listen and notice the pronunciation feature.
3. Play the audio once and draw attention to the pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus on the feature.
3. Consolidation
D. Practice. Point, ask and answer.
Practice.


1. T: I say, “cow/eat”. You say, “Is the cow eating?”
T: I say, “chicken/walk”. You say, “Is the chicken walking?” OK?
T: cow/eat
Class: Is the cow eating?
T: chicken/walk
Class: Is the chicken walking?
Continue whole class/group/individual drills, with:
• goat/run

• duck/fly

• horse/jump

• sheep/eat

2. Divide the class into group A and group B.
T: I say, “cow/eat/yes”.

Group A, you say, “Is the cow eating?”
Group B, you say, “Yes, it is.”
T: I say, “chicken/walk/no”.
Group A, you say, “Is the chicken walking?”
Group B, you say, “No, it isn’t.” OK?
T: cow/eat/yes
Group A: Is the cow eating?
Group B: Yes, it is.
T: chicken/walk/no
Continue whole class/group/individual drills with:
• goat/run/yes

• duck/fly/no

• horse/jump/yes

• sheep/eat/no

Point, ask and answer.
3. Demonstrate the activity using the example.
4. Have Student A point to a picture and ask, have Student B answer.
5. Swap roles and repeat.
6. Afterwards, have some pairs demonstrate the activity in front of the class.


E. Play the “Tic, tac, toe” game.
1. Divide the class into groups of four, with two students in each team.
2. Have teams play rock, paper, scissors. The winning team chooses a square, asks
and answers.
3. Have the teams take turns.

4. Swap roles and repeat until the game is finished.
5. Before the end of the lesson, check the answers as a whole class.

PLANING:
WEEK:

TEACHING:


I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
2. STRUCTURE
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
2. TEACHING AIDS
III. KEY ACTIVITIES
Introduction

PLANING:
WEEK:

TEACHING:


I. TOPIC – LANGUAGE TARGET
1. VOCABULARY
2. STRUCTURE
II. RESOURSES AND TEACHING AIDS
1. RESOURSES
2. TEACHING AIDS

III. KEY ACTIVITIES
Introduction