Giao an ca nam

Week 1
Period 1:

Date of preparing; 3/9/2018.
Date of teaching: 6/9/2018.
UNIT 1: WHAT’S YOUR ADDRESS?
LESSON 1. 1,2,3

I. Objectives
1. Knowledge
By the end of the lesson students will be able to;
- Use the words and phrases related to the topics Addresses and
hometown.
- Asking and answering questions about someone’s address using What’s your
address?. It’s ...
2. Skills
- Develop Ss all four skills
3. Language focus:
- Sentence Patterns: What’s your address?. It’s ...
- Vocabulary: address,
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Tim
Contents
Teacher’s activities
Students’ activities
e
5’
I.Warm up: Play - Have the class play

- Play game Slap the
slap the board
Slap the board, using the board.
pictures and names of
the characters that they
For example,
have learnt in Tieng Anh
This is Mai. 3 and Tieng Anh 4, like
She’s
from Mai, Nam, Quan, Phong,
Viet
Nam. Linda, Tony, Tom, hakim
She’sVietnam and Akiko. When the
ese.
game is over, get them
to point at each picture
and say sentences.
- At the end of the game,
introduce Unit 1 by
writing the title on the
- Look at the pictures
10’
board and have pupils
and answers to the
II.New lesson:
repeat it aloud.
questions.
1.Look,listen and
repeat.
- Have the class look at

the pictures. Introduce


’

8’
2. Point and say
- Teach some
newwords.
- Newcomer:
- Lane:
- Floor:
- Tower

the story by pointing at
each character and elicit
their answers to the
questions:
+Who’s this?
+ What’s his/her name?
+Is he/she a newcomer?
+ Where’ he/she from?
+Where’s he/she living
now?
(In Picture a, Nam is
greeting Mai and
introducing her to Trung,
a new pupil in their
class. In Picture b, Mai
and Trung greet each

other. In Picture c, Trung
says he’s from Da Nang
and he lives in Ha Noi
now. In Picture d, Mai
asks him What’syour
address in Ha Noi? and
he answers It’s 81, Tran
hung Dao Street.).
- 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.
Finally, point to each
picture for them to say
the words in each
bubble.
- Tell the class that 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

+ This is….
+ His/her name is….

+ Yes, no
+She/he is from….
+ He/she is living……

- Listen and follow in
their books
- Listen and repeat
line by line. Finally,
point to each picture
for them to say the
words in each
bubble.
- Listen

- Read aloud numbers 10
to 100
- Answer chorally

- Practise asking and
answering in pairs.
- One or two pairs to
speak to check their
performance.


7’
3. Let’s Talk
- Language
notes:
• I live in +

flat/street/village/t
own/city/country
I live at + number
+ street/road/lane
I live on +
road/the
frst/second/third/f
ourth/ffth floor
3’
2’

and ask the question
What’s your address? for
pupils to answer chorally.
- Have pupils practise
asking and answering in
pairs. Monitor the
activity and offer help, if
necessary.
- Invite one or two pairs
to speak to check their
performance.
* Language notes:
• Remind the class that the frst
letter of street, lane and tower
are in capital letters if there is a
proper name before it (e.g. Hoa
Binh Lane).

• Different ways of saying

addresses/hometowns:
My address is 97, Village
Road./I live at 97, Village
Road./My address is Flat
8 on the second floor of
City Tower./My
hometown is
DaNang./I’m from Viet
Nam
- Listen and work in
groups of four to ask each
other’s addresses
- Listen and copy down in
notebook

-Repeat their interviews
- Tell the class that they are
to the class
going to practise further by
asking and answering questions
.
III.Consolidation aboutaddresses. Get pupils to
work in groups of four to ask
each other’s addresses. Remind
- Do as teacher ask.
them to use the questions and
IV.Homework
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.
- Summary the lesson.
- Learn by heart the new
words and structures
- Do ex in workbook


WEEK 1

Date of preparing; 4/9/2018.
Date of teaching:___________
PERIOD 2. UNIT 1: WHAT’S YOUR ADDRESS?
LESSON 1. 3,4,5

I. Objectives
1. Knowledge
By the end of the lesson students will be able to;
- Use the words and phrases related to the topics Addresses and
hometown.
- Asking and answering questions about someone’s address using What’s your
address?. It’s ...
2. Skills
- Develop Ss all four skills.
3. Language focus:
- Sentence Patterns: revision
- Vocabulary:
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Time
5’

7’

Contents

Teacher’s activities

Students’activities

- Spend a few minutes
- Work in group.
revising the story in
Activity 1 by inviting
three pupils to act out the
II. New lesson. story.
4. Listen and
- Listen
complete.
- Tell pupils that they are
going to listen to the
recording and complete
- Listen and write the
the addresses.
blank.
- Play the recording all

I. Warm up:


8’

10’

3’

the way through for
pupils to listen. Play it
again for them to do the
Key:
task.
1. 208 2 .321 - Get them to compare
3.White Street their answers before
4 .The second checking as a class. Play
floor
the recording again to
confrm the answers. Give
5. Read and
explanations for answers
complete.
which pupils find difficult.

Key:
1. from
2 .lives
3. address
4 .Street

6 Let’s sing.

- Tell the class that they are
going to read and fll the gaps
with street, address, lives 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.
- Set a time limit for pupils to
do the task independently.
Monitor the activity and offer
help, ifnecessary.
- Get them to compare their
answers in pairs before
checking as a class.

- Tell the class that they are
going to sing The wheels on the
bus. 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
III.Production
and doing actions in groups.

- Compare their
answers before
checking.

- Listen

- Read aloud answer.

- Read the lyrics and
teach the unfamiliar
words
- Listen and follow in
their books
- Repeat line by line

- Group to sing the
song and do actions
- Listen


.
IV. Homelink.

2’

- Invite a group to sing the song
and do actions
- Summary the lesson
- Learn by heart the song.
- Do ex in the book.

WEEK I

Date of preparing; 6/9/2018.
Date of teaching:__________.
PERIOD 3. UNIT 1: WHAT’S YOUR ADDRESS?
LESSON 2. 1,2,3

I. Objectives
1. Knowledge: By the end of the lesson students will be able to ask and answer
questions about what a village/town/city is like, using What’s the ...
like? It’s ...
2. Skills
- Develop Ss all four skills.
3. Language focus:
- Sentence Patterns: What’s the ... like? It’s ...
- Vocabulary: hometown, mountain, island, busy, crowded, large, town.
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Time the Contents
What’s
+

place + like?
up.
It’s 5’
+ adjI.Warm
and
+adj

10’

II. New lesson
1. Look, listen and
repeat.

Teacher’s activities
-Spend a few minutes
having the class sing
The wheels on the bus.
Then get them to play
Spelling bee with lane,
flat, tower, mountains,
city, village and
hometown. Finally, have
pupils make sentences
with the words used in
the game.

Students’
activities
- Sing the song
- Play game

- Make
sentences
with the
words used in
the game.

- Look at the
- Tell the class that they
pictures and
are going to read a story. guess what
Have them look at the
the story is
pictures and guess what about.
the story is about.
- Check their
comprehension by


WEEK 1

Date of preparing; 7/9/2018.
Date of teaching:__________.
PERIOD 4. UNIT 1: WHAT’S YOUR ADDRESS?
LESSON 2. 4,5,6

I. Objectives
1. Knowledge:By the end of the lesson students will be able to ask and answer
questions about what a village/town/city is like, using What’s the ...
like? It’s ...
2. Skills

- Develop Ss all four skills.
3. Language focus:
- Sentence Patterns: What’s the ... like? It’s ...
- Vocabulary: review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Time

Contents

Teacher ' s activities

Students 'activities


5’

I. Warm up.

7’

II. New lesson.
4. Listen and
circle a or b.

8’

10’

3’

-Spend a few minutes
having the class play
Bingo with the words: city,
village, town, island, big,
busy, quiet, large,
crowded and small. Then
have them make
sentences with the words
used in the game.
- T feedback.

- Tell the class that they are
going to listen and circle a or b
to complete the sentences. Ask
them to read the sentences and
guess the correct answers.
- Play the recording all the way
through for them to listen. Play it
Key:1a 2b 3b 4a again for them to do the task.
- Get them to compare their
5. Write about
answers before giving feedback.
you.
-Tell the class that they are going
to write about where they live
and who they live with. 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
Key: Answers
their writing before inviting one
vary
or two pupils to read their
6. Let’s play.
answers aloud and give
Key: Picture b is feedback.
different from
Picture a in the
- Tell the class that they are
following ways:
going to play Spot the
- There is one
difference.Tell them that they
more car in the
have to compare the two pictures
road.
and find out the five details
- There is a
which are different. The first
woman in front of
pupil who finds out all the
the yellow
different details is the winner.
building.

- Play game.
- Make sentences
with the words
used in the
game.
(My city is big
and busy. This
village is small
and quiet.)
- Listen
- Listen and read the
sentences and guess
the correct answers
- Listen and do the
task.
- Compare their
answers and give key
- Listen

- Do the task. .
- Read aloud answers

- Listen and play
games


2’

- The sign next to

the yellow
building is blue,
and it reads BUS
STOP.
- There is no logo
of pills on the
pharmacy.
- There is a boy
behind the father
and daughter.

WEEK 2

III. Production.
- Ask Ss some question
+ Are you happy?
+ Are you hungry?
- Summary
IV. Homelink.
- Do ex in work book.
- Prepare well the new lesson.
- Asks students to review the
lesson at home and prepare the
next lesson

- Answer the
question.
- Listen and
remember
- Review the lesson at

home and prepare the
next lesson

Date of preparing:____________.
Date of teaching:____________.
PERIOD 5. UNIT 1: WHAT’S YOUR ADDRESS?
LESSON 3. 1,2,3

I. Objectives
1. Knowledge:By the end of the lesson students will be able to pronounce two-syllable
words with the stress on the frst syllable: 'city, 'village, 'mountains and 'tower.
2. Skills
- Develop Ss all four skills.
3. Language focus:
- Sentence Patterns:
- Vocabulary: review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Time
5’

Stage
I. Warm up.

Teacher’s activities
- Spend a few minutes
revising the previous

Students’activities
- Read aloud
answers to


10’

8’

II.New lesson
1. Listen and
repeat.

2. Listen and
circle a or b.
Then say the
sentences aloud.

Key: 1b 2a 3a
3. Let’s chant.
7’

5’

lesson by inviting a few
pupils to read their
answers to Activity 5.
- Give feedback and
introduce Lesson 3.

Activity 5

- Tell the class that they are
going to practise saying twosyllable words with the stress on
the first syllable. Explain that in
a word with more than one
syllable, one of the syllables is
usually said with more emphasis
than the rest (e.g. 'city, 'village,
'mountains and 'tower).
- Play the recording all the way
through for pupils to listen and
follow in their books. Then play
it again for them to repeat all the
words and sentences twice.
- Call few pupils read aloud.

- Listen

- Tell the class that they are
going to listen and circle a or b
to complete the sentences.
- Give them a few seconds to
read the sentences in silence
before playing the recording for
them to do the task.
- Get them to compare their
answers in pairs before checking
as a class.

- Listen

- Tell the class that they are
going to say the chant Where do
you live? 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.
- Put the class into two groups to
practise chanting: one chants the

- Listen and read the
chant

- Listen and
remember.

- Listen and repeat
chorally.

- Read aloud.

- Read the sentences
in silence
- Compare and read
aloud answers.

- Listen and repeat.

- Practise the chant


questions and the other chants
the answers.
- Have them practise chanting
and doing actions in groups.
III. Production.

- Invite two or three groups to
say the chant and do actions.

IV. Homelink.

- Have pupils say the chant
again.

- Practise chanting
and doing actions in
groups.
- Two or three groups
to say the chant and
do actions.

- Learn by heart the chant and do - Listen and
ex in WB
remember

WEEK 2

Date of preparing:_________.
Date of teaching:__________.
PERIOD 6. UNIT 1: WHAT’S YOUR ADDRESS?
LESSON 3. 4,5,6,7

I. Objectives
1. Knowledge: By the end of the lesson students will be able to review using the
words and phrases related to the topics Addresses and hometown.
- Asking and answering questions about someone’s address using What’s your
address?. It’s ...
- Ask and answer questions about what a village/town/city is like,
using What’s the ... like? It’s ...
- Pronounce two-syllable words with the stress on the frst syllable: 'city, 'village,
'mountains
and 'tower.
2. Skills
- Develop Ss all four skills.
3. Language focus:
- Sentence Patterns: What’s the ... like? It’s ...
- Vocabulary: review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Timee
Contents

Teacher’s activities
Students’activities
5’

I. Warm up:

7’

II. New lesson
4. Read and tick Yes
(Y) or No (N).

-Spend a few minutes
having the class say
the chant Where do
you live?
- Tell the class that they are

- Chant

- Listen


In Sentence 1, Trung
lives with his parents
in ha Noi. But in the
passage, the
information is: Trung
lives with his
grandparents in ha

Noi.

7’

7’

Key: 1N 2Y 3N
4Y 5Y
5. Write about your
friend.

Key: Answers vary
6. Project

going to read the text and
tick Yes or No.
- Get them to read the
sentences and underline the
key words/phrases before
reading the passage to find
the relevant information.
Give them an example: So
pupils should tick the box
No.
- Set a time limit for pupils
to do the task
independently. Monitor the
activity and offer help, if
necessary.
- Have them compare their

answers before checking as
a class.
- Tell the class that they are
going to write about one of
their friends.
- Give them time to read the
questions and write the frst
draft of their answers in
their
notebooks.
- Set a time limit for them to
do the task independently.
Monitor the activity and
offer help, if necessary.
- Remind them to write the
frst letter of each sentence
and the name of their friend
in capital letters, and put
commas and full stops at the
appropriate places.
- Get them to swap and read
their writing in pairs before
inviting two or three pupils
to read their answers aloud.
- Feedback
- Tell the class that they are

-

- Do task

- Read aloud answer.
- Listen and check.
- Listen.

- Do task.

- Listen and do task.

- Read answers aloud.
- Listen and
remember
- Listen.


5’

7. Colour the
stars.

3’
III. Production
1’
IV. Homelink.

going to do a drawing
project. They should work
in groups to discuss the
house they are going to
draw, and its address. Then
ask them to draw it on a

piece of paper.
- Set a time limit for them to
do the task.
- Invite a few groups to
present their drawings to the
class and talk about them.
- If there is not enough time,
give the activity as
homework and talk about
the drawings in the next
lesson as a warm-up
activity.
- 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
difcult to achieve
certain objectives.
- Summary the lesson
- Do activity 5 at home
- Review the lesson at
home and prepare the next
lesson

- Do task.
- Present about
drawing
- Listen and do task.

- Read the
statements
aloud.
- Listen.

- Listen and
remmember
- Listen and
remmember


WEEK 2

Date of preparing:__________.
Date of teaching:__________.

PERIOD 7. UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU
LESSON 1. 1,2,3
I. Objectives
1. Knowledge: By the end of the lesson students will be able to use the words and
phrases related to the topic Daily routines. .
- Ask and answer questions about someone’s daily routine, using
What do you do ...? I always/usually/often/sometimes
2. Skills

- Develop Ss speaking and listening skills.
3. Language focus:
- Sentence Patterns: What do you do ...? I always/usually/often/sometimes
- Vocabulary: always, early, breakfast, brush, teeth, exercise
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Time
Contents
Teacher’s Activities
Students’ Activities
(5’)

I. Warm up.

- Have the class talk
about their houses,
using the drawings
from 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

- Talk about their
houses, using the
drawings from

Unit 1, Lesson 3,
Activity 6

- Listen


II. New lesson.
(10’)
1. Look,
listen and
repeat.

(8’)
2. Point and
say.

title on the board and
have pupils repeat it
once or twice.
- Have the class look
at the pictures.
Introduce the story by
pointing at each
character and elicit
their answers to the
questions.
- 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.
- Check their
understanding of the
story.
- Teach some new
word.
always, early, breakfast,
brush, teeth, exercise
- Tell the class that
they are going to
practise asking and
answering questions
about someone’s daily
routines, using What
do you do in the
morning/afternoon/ev
ening? I
always/usually/often/
sometimes ...
- Have pupils look at
the pictures. Teach
them how to read the
words and phrases
under each picture.
- Ask them to pay
attention to the
pronunciation of the

- Listen and answer

the question.
- Listen and repeat
chorally

- Listen and answer.
- Listen and repeat
chorally, individualy.
- Copy down in
notebook.
- Listen and write
model sentence in
notebook.

- Listen and read the
words and phrases
under each picture
- Listen and read.
- Aswer chorally

- Practise asking
and answering
the questions in
pairs.
- One or two pairs
to speak
- Listen and
remember.


7’

3. Let’s talk.

words: 'always,
'usually, 'often and
'sometimes.
- Point at each picture
and ask the question
What do you do ...? for
pupils to answer
chorally, using the
information under the
picture.
- Listen and practise
- Have them practise
asking and answering further by asking
the questions in pairs. and answering
questions about
someone’s daily
- Then invite one or
routines work in
two pairs to speak
pairs
- check their
performance.
- Practise
- Some pairs practise.

3’
III. Production.

- Tell the class that
they are going to
practise further by
asking and answering
questions about
someone’s daily
routines. - Get pupils
to work in pairs.
Remind them to use
the questions and
answers in their
books.
- Set a time limit for
them to practise.
Monitor the activity
and offer help, if
necessary.
- Invite a few pairs to
act out their
conversations.

- Listen and
remember.
- Answer the
question.
- Listen and
remember.
- Review the lesson at
home and prepare the
next lesson

- Then give feedback.
- What do you do in
the
morning/afternoon/ev
ening?
- Learn by heart the new
word and structurs, do ex in
WB
- Asks students to review
the lesson at home and
prepare the next lesson
WEEK 2
Date of preparing; 13/9/2016.
Date of teaching; 15/9/2016. 5A,5B
PERIOD 8. UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU
LESSON 1. 4,5,6
I. Objectives
1. Knowledge
By the end of the lesson students will be able to;
- Use the words and phrases related to the topic Daily routines. .
- Ask and answer questions about someone’s daily routine, using
What do you do ...? I always/usually/often/sometimes
2. Skills
- Develop Ss speaking and listening skills.
3. Language focus:
- Sentence Patterns: What do you do ...? I always/usually/often/sometimes
- Vocabulary: review
II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processe
III/ Procedures:
Time
5’
5’

Stage
I. Warmer:
Sing
II. Presentation
- Teach the sounds of
the letters “ir”,and that

Teacher’s activities

Students’activities

. Warm up.
- Spend a few minutes
revising the previous
lesson by inviting one or
two pairs of pupils to ask
and answer questions
about their daily

- Work in pairs.

routines, using What do
you do in the
18’ 1.Listen and repeat
morning/afternoon/
evening? I
III. Practice
always/usually/often/so
2. Listen and read
metimes ...
together
II. New lesson
4. Listen and tick.
- Tell the class that they
are going to listen to the
recording and tick the
3. Group and say aloud correct pictures.
Answers:
- Ask them to look at the
Third: bird, shirt,
pictures to identify the
birthday, skirt
characters and their
December: member,
activities.
remember, November,
- Play the recording all
September
the way through for
pupils to listen and tick
the pictures. Play it

again for them to check
their answers. Monitor
the activity and offer help,
if necessary.
4. Listen and number
- Get pupils to compare
their answers before
checking as a class. Play
the recording a third
time to confrm the
Answers: a. 2; b. 4; c. 3;
answers.
d. 1.
Key: 1 c 2 b 3 b
4
a
5. Read and complete.
- Tell the class that they
are going to read and fll
the gaps with like, do,
TV, play and usually.
5’
IV. Production
- Give them a few
5. Fun time (read and
seconds to read the text
role play the story)
and the words in the
box. Remind them to
2’

VI. Home work
focus on the context to
- Review the lesson at
select the appropriate
home and prepare the
words.
next lesson
of the letters “em”

- Listen
- Look and identify
- Listen and tick.

- Listen and check,
copy down in
notebook.

- Listen.
- Read the text.

- Do task.
- Read aloud answer.

- Listen.


- Set a time limit for
pupils to do the task
independently. Monitor
the activity and offer help,

if necessary.
- Get pupils to compare
their answers in pairs
before checking as a
class. If there is enough
time, have the class read
the completed text
aloud.
Key: 1 do
2 usually
3 play 4 TV
5 like
6. Let’s sing.
- Tell the class that they
are going to sing the
song This is the way we
do things. Have pupils
read each line of 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 and ask pupils to
do choral repetition line
by line.
- When pupils are

familiar with the melody,
ask the class to sing
along with the music
before having them
practise singing and
doing actions in groups.
- Invite a group to sing
the song and do actions
in front of the class.
III. Production.
- Have them sing the song
again

- Listen and sing the
song line by line

- Sing the song

- Sing the song in
front of the class
- Sing the song.
- Listen and
remember.
- Review the lesson
at home and prepare
the next lesson