unit 1 Whats your address

<span class='text_page_counter'>(1)</span>Week 1 Period 1st Date of preparing:3/9/2016 Date of teaching: 5A: 5B: INTRODUCTION I.Aims Students can: - Know the English books, the exercises book, the tape. - Know the way to use books. - Know the characters in the book II. Language focus + Sentences patterns: + Vocabularies III. Teaching aids - T: Student’s book ,pictures, recording… - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Introduce myself. -Introduce some information B. New lesson. about themselves 1/ Introduces the book: English 5 + Theme: 2 themes - The whole class + Unit:20 units + Review: 4 reviews 2/ Show sts the way to write in their notebook. The first term:10 units - Ss listen. The second term:10 units 3/ Show Ss how to greet in English lessons. Good morning teacher: chào cô giáo vào buổi sáng Good afternoon teacher: chào cô giáo vào buổi chiều Goodbye teacher: chào tạm biệt cô giáo 4/ Introduces the book: English 5 - Show the book and say something about it. + Theme: 2 themes + Unit: 20 units + Review: 4 reviews - Ss look and listen. - Introduce the parts of each unit. - Introduce the work book and the tape.. - Ss repeat.. - Ss write.

<span class='text_page_counter'>(2)</span> Teacher’s activities Student’s activities - Introduce the charactors by using the puppets. - Get Ss to repeat the charactors. 5/ Show sts the way to write in their notebook. - Say the way to write and work in each part in - Ss listen English lessons. - Introduce the icons in the book and get Ss to do like that. - Listen and repeat. 6/ Show Ss how to greet in English lessons. - Say “ Good morning teacher / Good afternoon - Ss repeat. teacher.” - Ask Ss to repeat and say greet. - Show how to greet at the end of the lesson. “Good bye, teacher”. - Practice saying greeting the teacher. * Production *Summary. -Ss repeat the way to use books C. Homework: - Ss listen - T ask Ss to prepare new lesson on page 6 Evaluation : ............................................................................................................................................. ............................................................................................................................................. *********************** nd Week 1 Period 2 Date of preparing:3/9/2016 Date ofteaching :5A: 5B:. UNIT 1: WHAT’S Your address? Lesson1 section 1-2-3 (P.6) I. Aims - By the end of this lesson, ss can: - Ask and answer questions about one’s address, using What’s your address? It’s…… II. Language focus + New words: address, lane, tower + Structures: What’s your address? It’s ……………… III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities A.Warm up.. Student’s activities.

<span class='text_page_counter'>(3)</span> Teacher’s activities * Play game “Slap the board” Have the class play slap the board, using the pictures and names of the characters that they have learnt in English 3, 4 like Mai, Nam, Quan, Phong, Linda, Tony, Tom, Hakim and Akiko. When the game is over, get them to point at each picture and say sentenses. For example, This is Mai, She is from VN, She’s Vietnamese.At the end of the game, introduce Unit 1 by writing the title on the board and have Ps repeat it aloud. B. New lesson. 1. Look, listen and repeat. - Ask Ss to look at the pictures introduce the story by pointing at each character and elict their answer to the questions: . Who’s this ? What’s his/her name ? Is he/she a newcomer ? Where is he/she from? Where is he/she living now - Ask Ss to discuss the contents in which the language is used. - Play the recording for Ss to listen and repeat. - Play the recording for students to listen and repeat line by line - Point to each picture for them to say the words in each bubble. - Call some Ss to practice in front of class and check their pronunciation. 2. Point and say. * Vocabulary: Address: Lane: Tower: - Ask Ss to look at the pictures to understand how the language is used in different contexts. - Tell the class they are going to practise asking and answering questions about one’s address, using What’s your address? It’s …………….. - Revise numbers 10 to 100 with the class.. Student’s activities - Groupwork, pairwork. - Ss look at the pictures. - Ss listen and repeat in chorus three times. - Look at the pictures - Listen. - WC/ individual - Pairwork - Ask and answer aloud..

<span class='text_page_counter'>(4)</span> Teacher’s activities - Point at each picture and ask the question What’s your adderss?for Ps to answer chorally. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles. Monitor the activity and offer help, if necessary. - Call some pairs to practice in front of the class. - Correct Ss’ mistakes if necessary 3. Let’s talk . - Tell the class they are going to practise asking and answering questions about addresses. Get Ss to work in groups of four to ask each other’s addresses. Remind them to use the questions and answers in their books. - Set the time limit for the class to . Monitor the activity and offer help, if necessary. - Invite a few Ss to repeat their interviews to the class. Then give feedback. *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: - Learn and write new words and structures and do exercise on page.. Student’s activities. - Pairwork - Ss practice the dialogue in pairs. - Ss practise. - Ss repeat.. - Ss coppy down. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... ****************. Week 1 Period 3rd Date of preparing:5/9/2016 Date ofteaching :5A:.

<span class='text_page_counter'>(5)</span> 5B:. UNIT 1: WHAT’S Your address? Lesson 1: 4, 5, 6( P7) I. Aims - By the end of this lesson, ss can: - Ask and answer questions about one’s address, using What’s your address? It’s…… II. Language focus + New words: address, lane, tower + Structures: What’s your address? It’s ……………… III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the story in - Pairwork Activity 1 by inviting three Ps to act out the story. B. New lesson. 1. Listen and complete. - Tell Ss that they are going to listen to the - Read the conversation recording and complete the addresses. - Play the recording all the way through for Ss - Listen and complete individual to listen. Play it again for them to do the task. - Pairwork - Get them to compare their answers before checking as a class. Play the recording a gain to confirm the answers. Give explanations for answers which Ss find difficult. * Key: 1.208 2. 321 3. White Street 4. the second floor. 2. Read and complete. - Tell the class that they are going to read and - Lissten fill the gaps with street, address, live, and from. Give them a few seconds to read the sentences. Remind them to focus on the context to select the appropriate words from the box. - Read and complete - Set a time limit for Ss to do the task independently. Monitor the activity and offer help, if necessary. - Pairwork - Get them to compare their answers in pairs.

<span class='text_page_counter'>(6)</span> Teacher’s activities before checking as a class. * Key: 1. from 2. lives 3. address 4. Street. Student’s activities. 3. Let’s sing. - Ss are going to sing The wheels on the bus. - Listen and read Have them read the lyrics and teach the - Read the lyrics unfamiliar words. Check comprehension. - Play the recording all the way through for Ss - Listen and follow in their books. 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 - Sing along them to sing along with the music before having them practise singing and doing actions in groups. - Invite the group to sing the song and do - Work in group actions. *Summary - Ask Ss repeat the pattern and vocabulary. - Ss repeat. - Consolidate the content of the lesson. C. Homework: - Learn and write new words and structures - Ss coppy down. and do exercise on page. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... ****************. Week 2 Period 4th Date of preparing: 10/9/2016 Date ofteaching :5A: 5B:. UNIT 1: WHAT’S Your address?.

<span class='text_page_counter'>(7)</span> Lesson 2: 1, 2, 3( P8) I. Aims - By the end of this lesson, ss can:asking and answering questions about what a village/town/city is like, What’s the………like? It’s…….. II. Language focus + New words: like, quiet, crowded, pretty + Structures: What’s the………like? It’s………………….. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes having the class sing - Pairwork, individually. The wheels on the bus. Then get them to play spelling bee with lane, flat, tower, mountains, city and hometown. B. New lesson. 1. Look, listen and repeat . - Ss are going to read the story - Read and guess - Ask Ss to look at the pictures and guess what the story is about. Check their comprehension by pointing at each picture to elicit their answers to these questions: What’s his name ? - Answer Who is he talking with ? Where does he live? What’s the village like. - Play the recording all the way for Ss to listen - Listen and follow in their books and follow in their books - Play the recording for Ss - Listen and repeat to listen and repeat the lines in the bubble. - Finally, point to each picture for them to say - Say the words in each bubble. the words in each bubble. - Call some Ss to practice in front of class and - Read aloud in chorus check their pronunciation. - Read the conversation 2.Point and say * Vocabulary: like: - Listen and repeat quiet: crowded: pretty:.

<span class='text_page_counter'>(8)</span> Teacher’s activities busy: * Model sentenses: - Ss are going to practise the questions and answers describing a place, using What’s the……….. like? It’s …………….. - Revise the adjectives big, far, large and small and teach the new ones quiet, crowded, pretty, busy - Ask Ss to look at the pictures to understand how the language is used in different contexts. - Tell the class they are going to practise asking and answering questions about one’s address, using What’s your address? It’s …………….. - Revise numbers 10 to 100 with the class. - Point at each picture and ask the question What’s your adderss?for Ss to answer chorally. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles. Monitor the activity and offer help, if necessary. - Call some pairs to practice in front of the class. - Correct Ss’ mistakes if *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: - Learn and write new words and structures and do exercise on page.. Student’s activities - WC/ individual. - Pairwork - Ask and answer aloud. - Pairwork. - Ss practice in pairs. - Ss repeat.. - Ss coppy down. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** th. Week 2 Period 5 Date of preparing: 10/9/2016 Date ofteaching :5A: 5B:. UNIT 1: WHAT’S Your address?.

<span class='text_page_counter'>(9)</span> Lesson 2: 4,5,6 ( P9) I. Aims - By the end of this lesson, ss can:asking and answering questions about what a village/town/city is like, What’s the………like? It’s…….. II. Language focus + New words: like, quiet, crowded, pretty + Structures: What’s the………like? It’s………………….. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes having the class sing - Pairwork, individually. The wheels on the bus. Then get them to play spelling bee with lane, flat, tower, mountains, city and hometown. B. New lesson. 1. Look, listen and repeat . - Ss are going to read the story - Read and guess - Ask Ss to look at the pictures and guess what the story is about. Check their comprehension by pointing at each picture to elicit their answers to these questions: What’s his name ? - Answer Who is he talking with ? Where does he live? What’s the village like. - Play the recording all the way for Ss to listen - Listen and follow in their books and follow in their books - Play the recording for Ss - Listen and repeat to listen and repeat the lines in the bubble. - Finally, point to each picture for them to say - Say the words in each bubble. the words in each bubble. - Call some Ss to practice in front of class and - Read aloud in chorus check their pronunciation. - Read the conversation 2.Point and say * Vocabulary: like: - Listen and repeat quiet: crowded: pretty:.

<span class='text_page_counter'>(10)</span> Teacher’s activities busy: * Model sentenses: - Ss are going to practise the questions and answers describing a place, using What’s the……….. like? It’s …………….. - Revise the adjectives big, far, large and small and teach the new ones quiet, crowded, pretty, busy - Ask Ss to look at the pictures to understand how the language is used in different contexts. - Tell the class they are going to practise asking and answering questions about one’s address, using What’s your address? It’s …………….. - Revise numbers 10 to 100 with the class. - Point at each picture and ask the question What’s your adderss?for Ss to answer chorally. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles. Monitor the activity and offer help, if necessary. - Call some pairs to practice in front of the class. - Correct Ss’ mistakes if *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: - Learn and write new words and structures and do exercise on page.. Student’s activities - WC/ individual. - Pairwork - Ask and answer aloud. - Pairwork. - Ss practice in pairs. - Ss repeat.. - Ss coppy down. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** th. Week 2 Period 6 Date of preparing: 11/9/2016 Date ofteaching :5A: 5B:.

<span class='text_page_counter'>(11)</span> UNIT 1: WHAT’S Your address? Lesson 3: 1,2,3 ( P10) I. Aims - By the end of this lesson, ss can: - Pronounce two - syllable words with the stress on the first syllable: ’city, ’village, ’mountains, ’tower. II. Language focus + New words: Review + Structures: Review III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the previous - Pairwork, individually. lesson by inviting a few Ps to read their answers to activity 5. Give feedback and introduce lesson 3. B. New lesson. 1. Listen and repeat . - Ss are going to practise saying two - syllable - Listen and guess words with the stress on the first syllable. Explain that in a word with more than one syllable, one of the syllable is usualy said with more emphasis than the rest( e.g: ’city, ’village, ’mountains, ’tower). - Answer - Play the recording all the way through for Ss to listen and follow in their books. Play it again for them to repeat all the words and sentences twice. - Listen and follow in their books 2. Listen and circle a or b. Then say the sentences aloud: - Listen and repeat - Ss are going to listen and circle a or b to complete the sentences - Say the words in each bubble. - Give Ss a few seconds to read the sentences in silence before playing the recording for - Read aloud in chorus them to do the task. - Read the conversation - Set the time limit for the class to do the task. Monitor the activity and offer help, if necessary. - Listen and repeat - Get them to compare their answers in pairs before checking as a class..

<span class='text_page_counter'>(12)</span> Teacher’s activities. Student’s activities. Key: 1. b 2. a 3. a 3. Let’s chant: - Ss are going to say the chant where do you - Lissten live?Have Ps to read the chant and check their comprehension. - Play the recording all the way through for - Listen and repeat Ss to listen and follow in their books. Then play it again for them to repeat line by line. - Put the class into two groups to practise chanting: one chants the questions and the other chants the answers. - T- WC, half- half - Have Ss to practise chanting and doing actions in groups. - Invite two or three groups to say the chant - Two or three groups to say the chant and do actions and do actions *Summary - Ask Ss repeat the pattern and vocabulary. - Ss repeat. - Consolidate the content of the lesson. C. Homework: - Learn and write new words and structures - Ss coppy down. and do exercise on page. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 2 Period 7th Date of preparing: 16/9/2016 Date ofteaching :5A: 5B:. UNIT 1: WHAT’S Your address? Lesson 3: 4 ,5,6,7 ( P11) I. Aims By the end of this lesson, ss can: - Use the words and phreses related to the topic Adresses and Hometown.. II. Language focus + New words: Review + Structures: Review III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book.

<span class='text_page_counter'>(13)</span> IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes having the class saying - Pairwork. the chant Where do you live? + G: Where do you live? + G2: I live in… - T corrects B. New lesson. 1. Read and tick Yes(Y) or No (N). - Ss are going to read the text and tick Yes or - Listen No. - Get them to read the sentences and - Read underline the key words /phrases before reading the passage to find the relevant - Listen information. Give them an example: in sentence 1, Trung lives with his parents in HN ( but in the passage , the information is: Trung lives with his grandparents in HN). So Ss should tick the box No. - Ss to do the task - Set the time limit for the class to do the task independently. Monitor the activity and offer help, if necessary. - Give them to compare their answers before - Compare checking as a class. Answerkey: 1. N 2. Y 3. N 4. Y 5. Y 2. Write about your friend. - Ss are going to write about one of their - Read the questions friends - write the first draft independently - Give them time to read the questions and - Do the task independently. write the first draft of their answers in their notebooks. - Set the time limit for the class to do the task independently. Monitor the activity and offer help, if necessary. - Remind them to write the first letter of each sentence and the name of their friend in capital letters, and put commas and full stops - Ss to swap and read their writing at the appropriate places. - Get them to swap and read their writing - Ss repeat. before inviting two or three Ss to read their answers aloud and give feedback. 3. Project:.

<span class='text_page_counter'>(14)</span> Teacher’s activities Student’s activities - Ss are going to do a drawing project. They - Lissten should work in groups to discuss the house they are going to draw and its address. Then ask them to draw it on a piece of paper. - Set a time limit for Ps to do the task. Monitor the activity and offer help, if - Groupwork necessary. - Invite a few groups to present their drawing to the class and talk about them - A few groups to present and talk - if there is not enough time , give the activity about the picture as homework and talk about drawing in the next lesson as a warm- up activity. - Display their drawing in the classroom if you wish . 4. Colour the stars. - Have the class read the statements and check - Read the statements their comprehension - Give them time to colour the stars and invete a few Ps to read their statement aloud. - Give further support to Ps who find it difficult to achive certain objectives. *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: Revise: Ask and answer questions about what - Ss coppy down. a village/town/city What’s the………like? It’s…….. - learn by heart the words and structure. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 3 Period 8 Date of preparing: 18 /9/2016 Date ofteaching :5A: 5B:. UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU? Lesson1 section 1-2-3 (P 12) I. Aims.

<span class='text_page_counter'>(15)</span> - By the end of this lesson, ss can: Asking and answering about someone’s dialy routine II. Language focus + New words: brush your teeth, do morning exercise, always, usually… + Structures:What do you do in the afternoon? ? I usually do my homework. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes having the class talk about their house, using the drawing from - Groupwork, pairwork Unit 1 Lesson 3, Activity 6. Get them to point at each drawing and say the address and what it is like. Introduce the new lesson by writing the title on the board and have Ss repeat it one or twice. B. New lesson. 1. Look, listen and repeat. - Ask Ss to look at the pictures introduce the - Answer individually story by pointing at each character and elict their answer to the questions: . Who’s this ? What’s he doing ? Who’s talking with online ? - Say about the content of each What does he do in the morning? picture. What does he do after school/ in the - Listen afternoon? - Play the recording all the way through for Ss to listen and follow in their books - Listen and repeat - Play the recording for students to listen and repeat line by line - Check their understanding of the story.. 2. Point and say. * Vocabulary: - Ss listen and repeat always: usually: often: sometimes: - Ask Ss to look at the pictures to understand - Look at the pictures how the language is used in different contexts. - Ss to practise - Ps are going to practise asking and answering questions about someone’s daily.

<span class='text_page_counter'>(16)</span> Teacher’s activities Student’s activities routine, using What do you do in the morning/afternoon/evening? I always/usually/often….. - Have Ss look at the pictures. Teach them how to read the words and phrases under each - WC/ individual picrure. - Ask them to pay attention to the pronunciation of the words: ’always, ’usually, - Listen and read ’often, and ’sometimes - Point at each picture and ask the question What do you do?for Ss to answer chorally, using the information under the picture. - Ask and answer aloud. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles. Monitor the activity and offer help, if necessary. - Call some pairs to practice in front of the - Pairwork class and check preformance. 3. Let’s talk . - Ps are going to practise further by asking - Ss to practise and answering questions about someone’s further daily routine. - Get Ps to work in pairs. Remind them to use the questions and answer in their books. - Pairwork - Set the time limit for them to practise. Monitor the activity and offer help, if necessary. - Invite a few pairs to act out their - Some pairs to act out their conversation. Give them feetback.. conversation *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. - Ss repeat. C. Homework: -Revise: ask and answer question What do you do…? I always/ usually/ often……………. - Ss coppy down. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 3 Period 9 Date of preparing: 18/9/2016 Date ofteaching :5A:.

<span class='text_page_counter'>(17)</span> 5B:. UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU? Lesson 1: 4, 5, 6( P13) I. Aims - By the end of this lesson, ss can: Asking and answering about someone’s dialy routine II. Language focus + New words: brush your teeth, do morning exercise, always, usually… + Structures: What do you do in the afternoon? ? I usually do my homework. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the previous - Pairwork lesson by inviting one or two pairs of Ss to + S: What do you do in the morning? ask and answer questions about their daily + S2: I often play the piano. routines, using What do you do in the morning/ afternoon/evening? I always/ usually/ often/ sometimes…. B. New lesson. 1. Listen and tick. - Ss are going to listen to the - Listen recording and tick the correct pictures. - Ask them to look at the pictures to identify the characters and their activities. - Ss to identify the characters - Play the recording all the way through for Ss to listen and tick the pictures. Play it again for - Listen and tick them to check their answers. Monitor the activity and offer help, if necessary. - Get Ss to compare their answers before - Ss to compare their answers checking as a class. Play the rrecording a third time to confirm the answers. Answerkey: 1. c 2. b 3. b 4. a 2. Read and complete. - Ss are going to read and fill the gaps with - Lissten like, do, TV, play, and usually. Give them a few seconds to read the text and the words in the box. Remind them to focus on the context - Read the text and the words to select the appropriate words from the box. - Set a time limit for Ss to do the task independently. Monitor the activity and offer - Read and complete.

<span class='text_page_counter'>(18)</span> Teacher’s activities Student’s activities help, if necessary. - Get them to compare their answers in pairs before checking as a class. Answerkey 1. do 2. usually 3. play 4. TV 5. like 3. Let’s sing. - Ss are going to sing the song This is the - Listen and read way we do things. Have them read the lyrics and teach the unfamiliar words. Check - Read the lyrics comprehension. - Play the recording all the way through for Ss to listen and follow in their books. Play it - Listen and follow in their books. 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 - Sing along having them practise singing and doing actions in groups. - Invite the group to sing the song and do - Work in groups actions in front of the class. *Summary - Ask Ss repeat the pattern and vocabulary. - Ss repeat. - Consolidate the content of the lesson. C. Homework: - Revise: ask and answer question What do - Ss coppy down. you do in the morning/…? I always/ usually/. ………….. - learn by heart the song. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 4 Period 10 Date of preparing: 19 /9/2016 Date ofteaching :5A: 5B:. UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU? Lesson 2: 1, 2, 3( P14) I. Aims - By the end of this lesson, ss can: Ask and answer questions about frequency, using How often…? I everyday/ once/twice…a week/a month. II. Language focus.

<span class='text_page_counter'>(19)</span> + New words: once, twice, partner, project. + Structures: How often…? I everyday/ once/twice…a week/a month. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the previous - Ss sing the song. lesson by having the class sing the song This is the way we do things B. New lesson. 1. Look, listen and repeat . - Ss are going to read the story. - Look at the picture and guess - Ask Ss to look at the pictures and guess what the story is about. Check their comprehension by pointing at each picture to - Answer individually elict their answer to these questions: . What’s his/her name ? What’s he/she talking about? What kind of information is Linda looking for ? How often does she come to the library? - Play the recording all the way through for Ss - Listen to listen and follow in their books - Listen and repeat - Play it again for them to repeat the lines in the bubbles then point to each picture for them to say the - Say about the content of each words in each bubbles picture. - Check their understanding of the story. Note: We say come to the library when we are in the library and say go to the library when we are away from the library 2.Point and say * Vocabulary: once: - Ss listen and repeat. twice: partner: Project: - Ask Ss to look at the pictures to understand - Look at the pictures how the language is used in different contexts. - Ss are going to practise asking and - Ps to practise answering questions about frequency using.

<span class='text_page_counter'>(20)</span> Teacher’s activities How often…? I everyday/ once/twice…a week/a month. - Have Ss look at the pictures. Teach them how to read the words and phrases under each picrure. - Ask them to pay attention to the pronunciation of the words - Point at each picture and ask the question How often do you.. .?for Ss to answer chorally, using the information under the picture. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles. Monitor the activity and offer help, if necessary. - Ask Ps to work in pairs: one ask the question and the other ask the answer the questions. - Call some pairs to practice in front of the class. Then give feedback. 3. Let’s talk - Ss are going to practise further by asking and answering questions about someone’s daily routine and how often they do something, using What do you do…? I usually ….and How often..….. I ….once/ twice…..a week/ a month - Get Ss to work in pairs. Remind them to use the questions and answer in their books. - Set the time limit for them to practise. Monitor the activity and offer help, if necessary. - Invite a few pairs ask and answer. Give them feetback *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: -Revise: ask and answer question What do you do…? I always/ usually/ often………… and How often..….. I ….once/ twice…..a week/ a month. Student’s activities. - WC/ individual. - Listen and read - T- WC, half- half. - Pairwork - Some pairs to practice in front of the class - Ss to practise further. - Pairwork. - Some pairs to ask and answer - Ss repeat. - Ss coppy down..

<span class='text_page_counter'>(21)</span> Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 4 Period 11 Date of preparing: 24/9/2016 Date ofteaching :5A: 5B:. UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU? Lesson 2: 4,5,6 ( P15) I. Aims By the end of this lesson, ss can: Asking and answering questions about frequency, using How often…? I everyday/ once/twice…a week/a month. II. Language focus + New words: like, quiet, crowded, pretty + Structures: What’s the………like? It’s………………….. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes having the class sing - Pairwork, individually. The wheels on the bus. Then get them to play spelling bee with lane, flat, tower, mountains, city and hometown. B. New lesson. 1. Look, listen and repeat . - Ss are going to read the story - Read and guess - Ask Ss to look at the pictures and guess what the story is about. Check their comprehension by pointing at each picture to elicit their answers to these questions: What’s his name ? - Answer Who is he talking with ? Where does he live? What’s the village like. - Play the recording all the way for Ss to listen - Listen and follow in their books and follow in their books - Play the recording for Ss - Listen and repeat to listen and repeat the lines in the bubble..

<span class='text_page_counter'>(22)</span> Teacher’s activities - Finally, point to each picture for them to say the words in each bubble. - Call some Ss to practice in front of class and check their pronunciation. 2.Point and say * Vocabulary: like: quiet: crowded: pretty: busy: * Model sentenses: - Ss are going to practise the questions and answers describing a place, using What’s the……….. like? It’s …………….. - Revise the adjectives big, far, large and small and teach the new ones quiet, crowded, pretty, busy - Ask Ss to look at the pictures to understand how the language is used in different contexts. - Tell the class they are going to practise asking and answering questions about one’s address, using What’s your address? It’s …………….. - Revise numbers 10 to 100 with the class. - Point at each picture and ask the question What’s your adderss?for Ss to answer chorally. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles. Monitor the activity and offer help, if necessary. - Call some pairs to practice in front of the class. - Correct Ss’ mistakes if *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: - Learn and write new words and structures and do exercise on page.. Student’s activities - Say the words in each bubble. - Read aloud in chorus - Read the conversation - Listen and repeat. - WC/ individual. - Pairwork - Ask and answer aloud. - Pairwork. - Ss practice in pairs. - Ss repeat..

<span class='text_page_counter'>(23)</span> Teacher’s activities. Student’s activities - Ss coppy down. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 4 Period 12 Date of preparing: 24/9/2016 Date ofteaching :5A: 5B:. UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU? Lesson 2: 4,5,6 ( P15) I. Aims By the end of this lesson, ss can: Asking and answering questions about frequency, using How often…? I everyday/ once/twice…a week/a month. II. Language focus + New words: once, twice, partner, project, get dress. + Structures: How often…? I everyday/ once/twice…a week/a month . III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the previous - Pairwork, individually. lesson by having a few pairs of Ss ask and answer the questions How often…? I everyday/ once/twice…a week/a month. B. New lesson. 1. Listen and number . - Ss are going to listen and number the - Listen pictures. Ask Ss look at the pictures and - Identify the characters and their identify the characters and their activities. activities - Play the recording all the way through for - Listen them to listen. Play it again for Ss to check their answers. - Give them to compare their answers before - Compare checking as a class. - Play the recording a third time to confirm the answers. Answerkey a. 4 b. 1 c. 2 d. 3.

<span class='text_page_counter'>(24)</span> Teacher’s activities 5. Write about your daily routines. - Ss are going to write about their daily routines. Have them read the questions and check their understanding. - Set the time limit for them to write the answers in their notebooks. Monitor the activity and offer help, if necessary. - Get them to swap and read each other’s answers before inviting one or two Ss to read their answers aloud and give feedback. Answerkey 1. I usualy have lessons at school. 2. I always do my homework and after that I play batminton. 3. No, I don’t 4. Four times a week. 3. Let’s play: Do the crossword Puzzle - Ss are going to look at the pictures and complete a crossword puzzle. Remind them how to do it: Ss should look at the pictures and complete the corresponding word, using the given letters as hints. - Get them to look at the crossword puzzle and the pictures. Start with picture 1 and ask them to think of the verb that describes it. Then tell them to check whether the spelling fits the letters/ boxes in the puzzle. Repeat the procedure for the rest of the pictures. The first Ss who completes the puzzle correctly is the winner. - Set a time limit for Ss to work independently. Monitor the activity. - Meanwhile, copy the crossword puzzle on the board and invite one or two Ss to complete it. Ask them to read out the words for the class to repeat. Ask the class to compare their answers to those on the board. - Have the class make sentences with the words and phrases from the puzzle. *Summary - Ask Ss repeat the pattern and vocabulary.. Student’s activities - Read the questions. - Ss complete individual - Ss to swap and read aloud. - Lissten. - Ss to look at the crossword puzzle and the pictures.. - Ss to work independently.. - Ss to make sentences - Ss repeat..

<span class='text_page_counter'>(25)</span> Teacher’s activities Student’s activities - Consolidate the content of the lesson. C. Homework: -Revise: Ask and answer questions about - Ss coppy down. frequency, using How often…? I everyday/ once/twice…a week/a month. - learn by heart the words and structure. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... ****************. Week 4 Period 13 Date of preparing: 24 /9/2016 Date ofteaching :5A: 5B:. UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU? Lesson 3: 1, 2, 3 (P16) I. Aims By the end of this lesson, ss can: Pronounce two - syllable words with the stress on the first syllable: ’always, ’usually, ’often and ’sometimes. II. Language focus + New words: Review + Structures: Review III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the previous - Pairwork, individually. lesson by inviting a few Ss to read their answer in lesson 2, Activity 5. B. New lesson. 1. Listen and repeat . - Ss are going to practise saying two - syllable words with the stress on the first syllable: - Listen and guess ’always,’usually, ’often and ’sometimes. - Play the recording all the way through for Ss.

<span class='text_page_counter'>(26)</span> Teacher’s activities to listen and follow in their books first. Play it again for them to repeat all the words and sentences twice. ’always ’usually ’often ’sometimes 2. Listen and circle a or b. Then say the sentences aloud: - Ss are going to listen and circle a or b to complete the sentences - Give Ss a few seconds to read the sentences in silence before playing the recording for them to do the task. - Set the time limit for the class to do the task. Monitor the activity and offer help, if necessary. - Get them to compare their answers in pairs before checking as a class. - Ask Ss to read the completed sentences aloud. Answerkey: 1.a 2.b. 3.a 4.b 3. Let’s chant: - Ss are going to say the chant what do you do in the morning? Have Ss to read the chant and check their comprehension. - Play the recording all the way through for Ss to listen and follow in their books. Then play it again for them to repeat line by line. - Put the class into two groups to practise chanting: one chants the questions and the other chants the answers. - Have Ss to practise chanting and doing actions in groups. - Invite two groups to the front of the class to say the chant and do actions. The rest of the class claps along to the rhythm. *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: Revise: Practise pronounce two - syllable words with the stress on the first syllable:. Student’s activities - Answer. - Listen and follow in their books - Listen and repeat - Say the words in each bubble. - Read aloud in chorus - Read the conversation - Listen and repeat. - Lissten - Listen and repeat. - T- WC, half- half - Two or three groups to say the chant and do actions - Ss repeat. - Ss coppy down..

<span class='text_page_counter'>(27)</span> Teacher’s activities Student’s activities ’always, ’usually, ’often and ’sometimes. - learn by heart the words and structure. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... ****************. Week 4 Period 13 Date of preparing: /9/2016 Date ofteaching :5A: 5B:. UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU? Lesson 3: 4, 5, 6, 7 (P17) I. Aims By the end of this lesson, ss can: - Pronounce two - syllable words with the stress on the first syllable: ’always, ’usually, ’often and ’sometimes. - Use the words and phrases related to the topic Daily routines. II. Language focus + New words: Review + Structures: Review III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the previous - Ss chant. lesson by having the class say the chant What do you do in the morning? B. New lesson. 1. Read and answer. - Ss are going to read the text and answer the questions.. - Read the text and answer the questions..

<span class='text_page_counter'>(28)</span> Teacher’s activities - Give them a few second to look at the picture and ask: Who’s this? What’s she doing? What’s she watching? - Explain the meaning of the new words: go jogging, programme. - Set the time limit for the class to do the task independently. Monitor the activity and offer help, if necessary. - Give them to compare their answers before checking as a class. Answerkey 1. She’gets up early and usually go jogging. 2. She usually does her homework. Then she often plays badminton … 3. She watch English for kids. 4. She goes shopping twice a week. 2. Write about your day. - Ss are going to write a short paragraph about their daily routines. - Give Ss time to read and complete the sentences, using information about themselves - Set the time limit for the class to do the task independently. Monitor the activity and offer help, if necessary. - Remind them to use adverbs of frequency(’always, ’usually, ’often and ’sometimes) and frequency phrases once…., twice… a week/ a month…) - Get them to read their writing in pairs before inviting two or three Ps to read their answers aloud and give feedback. 3. Project: - Ss are going to work in groups and interview two classmates about their daily routines. - Ask Ss to copy the table below and take notes. - Set a time limit for Ss to do the task. Monitor the activity and offer help, if necessary. - Get one or two Ss to report the result to the class.. Student’s activities - Answer the questions - Read - Do the task independently. - Compare. - Read and complete - write the sentences independently - Do the task independently.. - Ss to interview - Ss to copy the table. - Ss to report the result to the class. - Groupwork.

<span class='text_page_counter'>(29)</span> Teacher’s activities Student’s activities - if there is not enough time, give the activity as homework 4. Colour the stars. - Have the class read the statements and check - Read the statements their comprehension - Give them time to colour the stars and invete a few Ps to read their statement aloud. - Ss to colour the stars - Give further support to Ps who find it difficult to achive certain objectives. *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: -Revise: Use the words and phrases related to the topic Daily routines. - Learn by heart the words and structure. - Ss coppy down. Evaluation : ............................................................................................................................................. ............................................................................................................................................. ******************** Week 4 Period 14 Date of preparing: /9/2016 Date ofteaching :5A: 5B:. UNIT 3: WHERE DID YOU GO ON HOLIDAY? Lesson 1: 1, 2, 3, 7 (P18) I. Aims - By the end of this lesson, ss can: Asking and answering about someone’s dialy routine II. Language focus + New words: island, ancient town, imperial city + Structures: Where did you go on holiday? I went to….. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes revising the previous - Groupwork, pairwork lesson by asking the class to name some famous holiday places and common means of.

<span class='text_page_counter'>(30)</span> Teacher’s activities transport. Then have Ss play Pelmanlism with the words and pictures of car, bike, plane, ship,….Introduce lesson by writing the title on the board and have Ss repeat it aloud. B. New lesson. 1. Look, listen and repeat. - Ss are going to read a story in which Mai and Peter talk about their last summer holiday. - Ask Ss to look at the pictures introduce the story by pointing at each character and elict their answer to the questions: . Where are they ? What are they doing ? - Explain the meaning of the question Where did you go?if necessary - Play the recording all the way through for Ss to listen and follow in their books - Play the recording for students to listen and repeat line by line - Check their understanding of the story. 2. Point and say. * Vocabulary: Island: ancient town: imperial city: - Ask Ss to look at the pictures to understand how the language is used in different contexts. - Ss are going to practise asking and answering questions about where someone went on his/her holiday, using Where did you go on holiday? I went to……………………. - Have Ss look at the pictures. Teach them how to read the words and phrases under each picrure. - Point at each picture and ask the question Where did you go on holiday?for Ds to answer chorally, using the information under the picture. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles.. Student’s activities. - Answer individually - Say about the content of each picture.. - Listen - Listen and repeat. - Ss listen and repeat. - Look at the pictures - Ss to practise. - WC/ individual. - Listen and read - Ask and answer aloud..

<span class='text_page_counter'>(31)</span> Teacher’s activities Student’s activities Monitor the activity and offer help, if necessary. - Call some pairs to practice in front of the class and check preformance. - Pairwork 3. Let’s talk . - Ss are going to practise further by asking and answering questions about their - Ss to practise classmate’s past holidays. further - Get Ss to work in group of four to remind them to use the questions and answer in this section - Pairwork - Set the time limit for them to practise. Monitor the activity and offer help, if necessary. - select one or two pairs to act out their - Some pairs to act out their dialogue. Give them feetback. conversation *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. - Ss repeat. C. Homework: - Revise: - Ask and answer questions about past holidays, using Where did you go on - Ss coppy down. holiday? I went to….. - Learn by heart the words and structure. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 4 Period 15 Date of preparing: /9/2016 Date ofteaching :5A: 5B:. UNIT 3: WHERE DID YOU GO ON HOLIDAY? Lesson 1: 4, 5, 6 (P19) I. Aims - By the end of this lesson, ss can: Asking and answering about someone’s dialy routine II. Language focus + New words: island, ancient town, imperial city + Structures: Where did you go on holiday? I went to….. III. Teaching aids.

<span class='text_page_counter'>(32)</span> - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities A.Warm up. - Spend a few minutes revising the story in Activity 1 by inviting some Ss to act out the story B. New lesson. 1. Listen and match. - Ss are going to listen to the recording and draw the line to match each character to the correct pictures. - Ask them to look at the pictures to identify the characters. Check understanding. - Play the recording all the way through for Ss to listen and draw the line to match. Play it again for them to check their answers. Monitor the activity and offer help, if necessary. - Get Ss to compare their answers before checking as a class. Play the recording a third time to confirm the answers. answerkey: 1. c 2. d 3. b 4. a 2. Read and match. - Ss are going to read and match the questions with the answers. Give them a few seconds to read questions and answers. - Set a time limit for Ss 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. Answerkey: 1. c 2. d 3. a 4. e 5. b 3. Let’s play . - Ss are going to play Find someone who…. Using the names of famous places in VN. - Give each of them a piece of paper with one of the names of the places in activity 2. Then say Find someone who went to Ha Long bay and they should ask each other Where did you. Student’s activities - Ss act out the story.. - Answer individually - Say about the content of each picture.. - Listen. - Lissten - Read the text and the words - Read and match - Pairwork. - Ss play the game.

<span class='text_page_counter'>(33)</span> Teacher’s activities go on holiday? *Summary - Ask Ss repeat the pattern and vocabulary. - Consolidate the content of the lesson. C. Homework: Revise: ask and answer question What do you do in the morning/…? I always/ usually/. ………….. - learn by heart the song. Student’s activities - Ss repeat. - Ss coppy down.. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... **************** Week 4 Period 16 Date of preparing: /9/2016 Date ofteaching :5A: 5B:. UNIT 3: WHERE DID YOU GO ON HOLIDAY? Lesson 2: 1, 2, 3 (P20) I. Aims By the end of this lesson, ss can: Asking and answering questions about means of transport II. Language focus + New words: undergroung, motorbike, coach.. + Structures: How did you get there? I went by plane. III. Teaching aids - T: Student’s book ,pictures, recording . - Ss : Student’s book IV. Procedures Teacher’s activities Student’s activities A.Warm up. - Spend a few minutes having the class play - Ss play the game Bingo B. New lesson. 1. Look, listen and repeat . - Ss are going to read the story - Read and guess - Ask Ss to look at the pictures and guess what the story is about. Check their comprehension by pointing at each picture to.

<span class='text_page_counter'>(34)</span> Teacher’s activities elicit their answers to these questions: How many pics are there? How many Ss are there? Who is he talking with ? Where does he live? What’s the village like. - Play the recording all the way for Ss to listen and follow in their books - Play the recording for Ss to listen and repeat the lines in the bubble. - Finally, point to each picture for them to say the words in each bubble. - Call some Ss to practice in front of class and check their pronunciation. 2.Point and say * Vocabulary: Underground Motorbike coach.. * Model sentenses: - Ss are going to practise the questions and answers describing a place, using + How did you get there? + I went by plane - Ask Ss to look at the pictures to understand how the language is used in different contexts. - Tell the class they are going to practise asking and answering questions about one’s address, using + How did you get there? I went by plane - Point at each picture and ask the question How did you get there ?for Ss to answer chorally. - Have Ss practise asking and asnwering in pairs using the prompts in the bubbles. Monitor the activity and offer help, if necessary. - Call some pairs to practice in front of the class. - Correct Ss’ mistakes if *Summary - Ask Ss repeat the pattern and vocabulary.. Student’s activities - Answer. - Listen and follow in their books - Listen and repeat - Say the words in each bubble. - Read aloud in chorus - Read the conversation - Listen and repeat. - WC/ individual. - Pairwork - Ask and answer aloud. - Pairwork. - Ss practice in pairs + S1: How did you get there? + S2: I went by plane.

<span class='text_page_counter'>(35)</span> Teacher’s activities - Consolidate the content of the lesson. C. Homework: - Review and write new words and structures How did you get there ?. Student’s activities - Ss repeat. - Ss coppy down.. Evaluation : ........................................................................................................................ ............................................................................................................................................. ..................... ****************.

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