5 LP 21-22 Gmail

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Week: 1 Date of teaching

Period: 1 Monday, September 6th 2021- 5B,C
Tuesday, September 7th 2021- 5A
Thursday, September 9th 2021-5D,E
UNIT 1: WHAT’S YOUR ADDRESS?

Lesson 1: Task 1,2,3 (P.6)
I. THE REQUIREMENTS TO ACHIEVE

By the end of the lesson Ps will be able to:
1. Knowledge:
- Ask and answer questions about the other speaker’s address.
- Sentence Patterns: What’s your address? – It’s _______.
- Vocabulary: numbers, address, lane, road, floor, flat, tower
2. Contribute to student development:
a. Quality:
- Be confident in communicating with friends/ teachers.
- Love people and their hometown.
b. General capacities:
- Co-operation (ready to help friends in pair work/ groupwork).
- Self-study ( can perform individual tasks and solve problems by themselves.
- Use language to ask and answer questions about someone’s address.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, Flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Student’s activities
Act 1: Warm up (5’)
* Play game “Slap the board”
Have the class play slap the board, using the - Groupwork, pairwork
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
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Unit 1 by writing the title on the board and
have Ps repeat it aloud.
Act 2: Presentation (9’)
Task 1. Look, listen and repeat
- Ask Ss to look at the pictures introduce the - Ss look at the pictures
story by pointing at each character and elict
their answer to the questions: .
Who’s this ? - Ss answer
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 - Look at the pictures and
language is used. discuss.
- Play the recording for Ss to listen and
repeat. - 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. - Pairwork
Activity 3: Practice (12’)
Task 2: Point and say
* Vocabulary: - Ss look and coppy
+ Address:
+ Lane:
+ Tower:
- Ask Ss to look at the pictures to understand - Ss look
how the language is used in different
contexts.
- Tell the class they are going to practise - Pairwork
asking and answering questions about one’s - Ss practice the dialogue in
address, using What’s your address? pairs.
It’s ……………..
- Review numbers 10 to 100 with the class.
- Point at each picture and ask the question - Ss listen and repeat
What’s your adderss?for Ps to answer
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chorally.
- Have Ss practise asking and asnwering in - Ss practice
pairs using the prompts in the bubbles.
Monitor the activity and offer help, if
necessary.
- Call some pairs to practice in front of the - 2 pairs to practice in front of
class. the class.
- Correct Ss’ mistakes if necessary
Act 4: Production (8’).
Task 3: Let’s Talk
- Tell the class they are going to practise - Ss listen.
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 - Ss work in group of four.
the activity and offer help, if necessary.
- Invite a few Ss to repeat their interviews to - 4 ss practice in front of
the class. Then give feedback. class.
*Consolidation (1’)
- Ask Ss repeat the pattern and vocabulary. - Ss listen and repeat.
- Consolidate the content of the lesson. - Listen and remember.
IV.ADJUSTMENT AFTER THE LESSON
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Period: 2 Friday, September 10th 2021- 3A,B,C

Lesson 2: Task 1, 2, 3 (P.8)

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about what a place like.
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- Sentence Patterns: What’s the _____ like? − It’s ______.

- Vocabulary: city, village, town, island, big, busy, far, quiet, large, crowded,
small, pretty
a. Quality:
- Show pride and love to your hometown and respects to other’s hometown.
- Self-study ( can perform individual tasks and solve problems by themselves).
- Use language to talk about what a village/ town/ city is like.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
III.PROCEDURES
- 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.
- 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 and follow in their
listen and follow in their books books
- Play the recording for Ss
to listen and repeat the lines in the bubble. - Listen and repeat
- Finally, point to each picture for them to say
the words in each bubble. - Say the words in each
- Call some Ss to practice in front of class and bubble.
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check their pronunciation.
Activity 3: Practice (12’) - Read aloud in chorus
Task 2: Point and say - Read the conversation
* Vocabulary:
+ like:
+ quiet: - Listen and repeat then
+ crowded: coppy.
+ pretty:
+ busy:
* Model sentenses:
- Ss are going to practise the questions and
answers describing a place, using
What’s the……….. like?
It’s …………….. - Pairwork
- 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 - Ss listen and repeat.
contexts.
- Point at each picture and ask the question - Ss listen.
What’s the …like? for Ss to answer chorally.
- Have Ss practise asking and asnwering in
pairs using the prompts in the bubbles. - Ss listen and repeat.
necessary. - Ss practice in pairs
- Call some pairs to practice in front of the
class.
- Correct Ss’ mistakes if
Act 4: Production (8’). - Some pairs to practice in
Task 3: Let’s Talk front of the class.
- Tell the class they are going to practise
asking and answering questions about
addresses. Get Ss to work in pair to ask each - Ss work in pair.
other’s addresses. Remind them to use the
questions and answers in their books.
- Set the time limit for the class to . Monitor
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- Invite a few Ss to repeat their interviews to
the class. Then give feedback.
*Consolidation (1’) - 2 pair practice in front of
- Ask Ss repeat the pattern and vocabulary. class.
- Consolidate the content of the lesson.
- Ss listen and repeat

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Lesson 3: Task 1, 2, 3 (P.10)

1. Knowledge:
- Pronounce two-syllable words with the stress on the first syllable: 'city,
'village, 'mountains, 'tower.
- Listen and circle the letters showing the correct words filling the gapped
sentences.
- Say the chant Where do you live?
- Sentence Patterns: Revision
- Vocabulary: Revision
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a. Quality:
- Show pride and love to your hometown and respects to other’s hometown.
- Co-operation (Ready to help friends in pair work/ groupwork).
- Use language to talk about what a village/ town/ city is like, do the listening
task and read the chant.
II. PREPARATION
- 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.
Task 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
Activity 3: Practice (9’) books
Task 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
- Give Ss a few seconds to read the sentences bubble.
in silence before playing the recording for
them to do the task. - Read aloud in chorus
- Set the time limit for the class to do the task. - Read the conversation
necessary.
- Get them to compare their answers in pairs - Listen and repeat
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before checking as a class.
Key:
1. b 2. a 3. a
Task 3. Let’s chant
- Ss are going to say the chant where do you
live?Have Ps to read the chant and check their
comprehension. - Lissten
- 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. - Listen and repeat
- 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
and do actions the chant and do actions
- Ask Ss repeat the pattern and vocabulary. - Ss repeat.
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Period: 4 Thursday, September 16th 2021-5B,C,D,E
Friday, September 17th 2021- 5A
UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU?

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Lesson 1: Task 1, 2, 3 (P.12)

1. Knowledge:
- Ask and answer questions about someone’s daily routine
- Sentence Patterns: What do you do _____?
I always / usually / often / sometimes _____.
- Vocabulary: always brush my teeth, usually do morning exercise, often cook
dinner, sometimes watch TV
a. Quality:
- Should have good habits.
- Love themselves.
- Self-study (can perform individual tasks and solve problems by themselves).
- Use language to talk about daily routine.
II. PREPARATION
III.PROCEDURES
- 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.
- 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 ?
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Who’s talking with online ? - Say about the content of
What does he do in the morning? each picture.
What does he do after school/ in the - Listen
afternoon?
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..
* Vocabulary: - Ss listen and repeat
always:
usually:
often:
sometimes: - Look at the pictures
- Ask Ss to look at the pictures to understand
how the language is used in different - Ss to practise
contexts.
- Ps are going to practise asking and
answering questions about someone’s daily
routine, using What do you do in the
morning/afternoon/evening?
I always/usually/often….. - WC/ individual
- 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 - Listen and read
pronunciation of the words: ’always, ’usually,
’often, and ’sometimes
- Point at each picture and ask the question
What do you do?for Ss to answer chorally, - Ask and answer aloud.
using the information under the picture.
- Have Ss practise asking and asnwering in
necessary. - Pairwork
- Call some pairs to practice in front of the
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class and check preformance.
- 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.
necessary.
- Invite a few pairs to act out their - Some pairs to act out their
conversation. Give them feetback.. conversation
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Lesson 2: Task 1, 2, 3 (P.14)

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1. Knowledge:
- Ask and answer questions about frequency
- Pupils can ask and answer questions about frequency.
- Sentence Patterns: How often do you ____? − I ____ every day / once / twice a
week / month.
- Vocabulary: study with a partner, go to the library, go fishing, ride a bicycle to
school every day, once a week, once a month, twice a week
a. Quality:
- Love themselves.
- Use language to talk about frequency.
II. PREPARATION
III.PROCEDURES
- 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
- Ss are going to read the story. - Look at the picture and
- Ask Ss to look at the pictures and guess guess
what the story is about. Check their
comprehension by pointing at each picture to
elict their answer to these questions: . - Answer individually
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?
to listen and follow in their books - Listen
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- Play it again for them to repeat the lines in - Listen and repeat
the bubbles
then point to each picture for them to say the
words in each bubbles - Say about the content of
- Check their understanding of the story. each picture.
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
* Vocabulary:
once: - Ss listen and repeat.
twice:
partner:
Project:
- Ask Ss to look at the pictures to understand - Look at the pictures
contexts. - Ps to practise
- Ss are going to practise asking and
answering questions about frequency using
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 - WC/ individual
picrure.
- Ask them to pay attention to the
pronunciation of the words - Point at each
picture and ask the question How often do - Listen and read
you.. .?for Ss to answer chorally, using the
information under the picture.
- Have Ss practise asking and asnwering in - T- WC, half- half
necessary.
- Ask Ps to work in pairs: one ask the - Pairwork
question and the other ask the answer the
questions.
- Call some pairs to practice in front of the - Some pairs to practice in
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class. Then give feedback. front of the class
Task 3: Let’s Talk - Ss to practise
- Ss are going to practise further by asking further
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 - Pairwork
- 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.
necessary. - Some pairs to ask and
- Invite a few pairs ask and answer. Give answer
them feetback
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Friday, September 24th 2021- 5A

Lesson 3: Task 1, 2, 3 (P.16)
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1. Knowledge:
- Pronounce the words with the stress on the first syllable: 'always, 'usually,
'often, 'sometimes.
- Listen and circle the correct letters showing the words filling the gapped
sentences.
- Say the chant: What do you do in the morning?
a. Quality:
- Love themselves.
- Co-operation (ready to help friends in pair work/ group work).
- Use language to pronounce the stress of frequency words through doing
listening task and read the chant.
II. PREPARATION
III.PROCEDURES
- Spend a few minutes revising the previous - Pairwork, individually.
lesson by inviting a few Ss to read their
answer in lesson 2, Activity 5.
- Ss are going to practise saying two - syllable
words with the stress on the first syllable: - Listen and guess
’always,’usually, ’often and ’sometimes.
to listen and follow in their books first. Play it
again for them to repeat all the words and
sentences twice. - Answer
’always ’usually
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’often ’sometimes
the sentences aloud.
- Ss are going to listen and circle a or b to - Listen and follow in their
complete the sentences books
- Give Ss a few seconds to read the sentences
in silence before playing the recording for - Listen and repeat
them to do the task.
- Set the time limit for the class to do the task. - Say the words in each
Monitor the activity and offer help, if bubble.
necessary.
- Get them to compare their answers in pairs - Read aloud in chorus
before checking as a class. - Read the conversation
- Ask Ss to read the completed sentences
aloud.
Answerkey: - Listen and repeat
1.a 2.b. 3.a 4.b
- Ss are going to say the chant what do you do
in the morning? Have Ss to read the chant and
check their comprehension. - Lissten
Ss to listen and follow in their books. Then
play it again for them to repeat line by line. - Listen and repeat
- 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 - T- WC, half- half
actions in groups.
- Invite two groups to the front of the class to
say the chant and do actions. The rest of the - Two or three groups to say
class claps along to the rhythm. the chant and do actions
- Ask Ss repeat the pattern and vocabulary.
- Consolidate the content of the lesson. - Ss repeat.
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UNIT 3: WHERE DID YOU GO ON HOLIDAY?
Lesson 1: Task 1, 2, 3 (P.18)

1. Knowledge:
- Pupils can ask and answer questions about where the other speaker went on
holiday.
- Sentence Patterns: Where did you go on holiday? – I went to _____.
- Vocabulary: Ha Long Bay, Phu Quoc Island, Hoi An Ancient Town, Hue
Imperial City
a. Quality:
- Love hometown and country.
- Use language to talk about past holiday.
II. PREPARATION
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (5’) - Play the game
Play “jumbled letters” game
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- Tell the class that they are going to read - Listen
a story in which Mai and Peter talk about
their last summer holiday.
- Ask them to look at the pictures to - Look at the pictures and
identify the characters (Mai and Peter) and answer the T’s questions:
the context in which the language is used. Mai and Peter are talking
- Ask them questions such as Where are on the phone about their
they? What are they doing? (Explain the holidays.
meaning of the question Where did you go?, In Picture a, Peter says he
if necessary. went on a trip with his
- Play the recording once or twice for family.
pupils to listen and repeat. Do choral and In Picture b, Mai asks him
individual repetition, pointing to the Where did you go? and he
characters speaking. answers I went to Ha Long
- Play the recording again, if necessary. Bay.
- Instruct Ps to translate the dialogue into In Picture c, Mai continues
Vietnamese. to ask him about the trip.
In Picture d, Peter asks
Mai Where did you go?
and Mai answers I went to
Ho Chi Minh City.)
Activity 3: Practice (12’) - Listen and copy
Task 2: Point and say + Listen and repeat
- Tell the class that they are going to + Groups, individuals
practise asking and answering questions - Listen and repeat
about where someone went on his/her last
holiday, using Where did you go on
holiday? I went to ...
- Tell them how to say Ha Long Bay, Phu
Quoc Island, Hoi An Ancient Town, Hue - Do as directed
Imperial City and get them to practise
talking about where they went on holiday,
using the words under the pictures. (E.g. I
went to Ha Long Bay.)
- Point to the first picture and ask the
question Where did you go on holiday? for - Listen to the teacher
the class to answer I went to Ha Long Bay.
Repeat the same procedure with the rest of
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the pictures.
- Ask the class to practise in pairs.
necessary. Select some pairs of pupils to act
out the dialogues in front of the class. - Work in pairs
- Tell the class that they are going to
practise further by asking and answering
questions about their classmates’ past
holidays. - Listen to the teacher
- Get them to work in groups of four
and remind them to use the questions and
answers in this section.
- Set a time limit for them to practise.
necessary.
- Select one or two pairs to act out their - Do the task
dialogues. Then give feedback.
- Recall the main content. - Recall
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Friday, October 1st 2021- 5A

Lesson 2: Task 1, 2, 3 (P.20)
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1. Knowledge:
- Ask and answer questions about means of transport.
- Sentence Patterns: How did you get there? − I went by ______.
- Vocabulary: train, taxi, motorbike, underground, coach, plane
a. Quality:
- Love hometown and country.
- Use language to talk about past holiday.
II. PREPARATION
2. Students’: books
III.PROCEDURES
Spend a few minutes having the class play
Bingo, using the words for places and
means of transport learnt in Lesson 1. At
the end of the game, ask pupils to ask and
answer questions, using the words in the
game (e.g. Where did you go on holiday? I
went to Hue Imperial City. How did you
get there? I went by plane.)
- Tell the class that they are going to
read a story in which Tony and Phong are - Listen
talking about their holidays. Ask them to - Look at the pictures and
look at the pictures and guess where they answer:
went on holiday and what they did.
- Tell them to read the story and ask
them questions such as Where did
Phong/Tony go on holiday? How did he
get there?
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- 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. - Listen and repeat
- Check their understanding of the
story.
- Tell the class that they are going to - Do as directed
practise asking and answering questions
about means of transport, using How did - Listen
you get there? I went by ... - Listen and copy
- Have them look at the pictures and + Listen and repeat
teach the words: train, taxi, motorbike and + Groups, individuals
underground. Have them practise the - Listen and copy
sentences with the words (i.e. I went by
train/taxi/motorbike/ underground.)
- Point to the first picture and ask How
did you get there? for the class to answer I
went by train.
- Repeat the same procedure with
other pictures.
- Ask pupils to practise in pairs, using - Practice in pair
the prompts under the pictures. Monitor
- Select some pairs to act out the
exchanges. Then give feedback.
- Tell the class that they are going to - Do as directed
practise further by asking and answering - Listen
questions about means of transport.
- Get them to work in pairs. Remind
them to use the questions in their books. - Work in pairs
Monitor the activity and offer help, if - Some pairs perform in front of
necessary. class
- Select some pairs to act out their
exchanges. Then give feedback.
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- Summary the lesson - Listen to the teacher
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Period: 9 Monday, October 4th 2021- 5B,C
Tuesday, October 5th 2021- 5A
Thursday, October 7th 2021-5D,E

Lesson 3: Task 1, 2, 3 (P.22)
1. Knowledge:
- Pronounce the three-syllable words with the stress on the first syllable:
'motorbike, 'underground, 'holiday, 'family.
- Listen and circle the correct letters showing the words completing the
sentences.
- Say the chant Where did you go?
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a. Quality:
- Love themselves, friends and teachers.
II. PREPARATION
III.PROCEDURES
Play game: Pass the secret!
Task 1. Listen and repeat - Listen to the teacher
- Tell the class that they are going to practise - Listen to the tape
saying three-syllable words with the stress on the first - Listen and repeat in
syllable: 'motorbike, 'underground, 'holiday and choral, groups and
'family. individual
- Play the recording and ask pupils to repeat once
or twice, paying attention to the stressed syllables.
- Do choral and individual repetition of the words
and the sentences until pupils feel confident.
Act 3: Practice (9’)
Task 2. Listen and circle. Then say aloud - Listen to the teacher
- Tell the class that they are going to listen and - Look at the books and
circle a or b to complete the sentences. guess
- Give them a few seconds to read the sentences in - Listen and write
silence before playing the recording for them to do - Listen and check
the task. - Read aloud
- Play the recording for them to listen and circle the
answers.
- Play the recording again for pupils to check their
answers. Monitor the activity and offer help, if
necessary. - Listen to the teacher
- Get them to compare their answers in pairs before
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checking as a class. - Read the chant

- Key: 1a 2a 3b 4a - Do as directed
Task 3. Let’s chant - Practice in groups
- Tell the class that they are going to say the chant
Where did you go? Follow the procedure in - Work in pairs
Teaching the unit components in Introduction. Have
them read the chant and check their comprehension. - The whole class
- Play the recording all the way through for pupils
to listen and follow in their books. Then play it again - Listen
for them to repeat line by line.
- Divide the class into two groups: one group says
the questions and the other says the answers.
- Invite two groups of four to the front of the class
to chant and do actions. The rest of the class claps
along to the rhythm.
- Summary the lesson - Remember
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Period: 10 Thursday, October 7th 2021-5B,C,D,E
Friday, October 8th 2021- 5A
UNIT 4: DID YOU GO TO THE PARTY?

Lesson 1: Task 1, 2, 3 (P.24)

1. Knowledge:
- Ask and answer questions about whether someone did something.
- Sentence Patterns: Did you …….? – Yes, I did. / ̶ No, I didn’t.
- Vocabulary: go on a picnic, enjoy the party, join the funfair, watch TV
a. Quality:
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- Love themselves, friends and teachers.
- Use language to talk about frequency.
II. PREPARATION
III.PROCEDURES
Àct 1: Warm up (5’)
- Have pupils play Slap the board, - Play the game
using pictures of these words:
motorbike, bike, train, bus, taxi,
underground and plane. When the
game is over, get pupils to point at
each picture to ask and answer
questions about means of transport
- Have the class look at the four - Listen
pictures. Introduce the story by
pointing at each character and elicit - Look at the pictures and answer the
their answers to the questions: Who T’s questions:
are the pupils? Where are they? What
are they talking about
- Check their comprehension.
- Play the recording once or twice
for pupils to listen and repeat. Do
choral and individual repetition, + Listen and repeat
pointing to the characters speaking. + Groups, individuals
Play the recording again for pupils to - Listen and repeat
listen and repeat line by line.
- Instruct Ps to translate the
dialogue into Vietnamese. - Do as directed
- Tell the class that they are going - Listen to the teacher
26
to practise asking and answering

questions about past activities, using
Did you ...? Yes, I did./No, I didn’t.
- Teach the past simple forms of
the verbs (i.e. went, enjoyed, joined
and watched).
- Have the class practise the - Work in pairs
questions, using the prompts under
the pictures. Then point at each
picture and ask the question for
pupils to practise answering first with
Yes, I did. then with No, I didn’t.
- Get pupils to work in groups.
necessary.
- Invite two pairs to ask and
answer the questions to check their
performance.
- Tell the class that they are going - Talking in pairs
to practise further by asking and
answering questions about whether
someone did something.
- Get pupils to work in groups of
four to ask and answer the questions
in their books. Then give feedback.
- Give complements - Remember
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27


Lesson 2: Task 1, 2, 3 (P.26)

1. Knowledge:
- Ask and answer questions about whether someone did at a party.
- Sentence Patterns: What did you do at the party? − We _____.
- Vocabulary: had nice food and drink, played hide-and-seek, chatted with
friends, watched cartoons
a. Quality:
- Love their family and friends.
- Use language to talk about what someone did at a party.
II. PREPARATION
III.PROCEDURES
- Spend a few minutes revising the previous - Play the game
lesson by having the class sing the song What
did you do on Teachers’ Day? Invite a group to
do actions in front of the class while the rest are
singing.
- Tell the class that they are going to read a - Listen
28
story in which Quan and Peter are talking about - Look at the pictures and
Mai’s last birthday party. answer:
- Have them look at the pictures and check - Listen and repeat
their comprehension by pointing at the pictures
and eliciting their answers to the questions:
What are their names? What are they talking
about? Did Peter go to Mai’s birthday party? - Do as directed
What did Peter do at the party?
- Play the recording for pupils to listen to the - Listen
story, pointing to the pictures. Play it again for - Listen and copy
them to repeat each line.
- Tell the class that they are going to practise + Listen and repeat
asking and answering questions about activities + Groups, individuals
in the past. - Listen and copy
- Review the past simple forms of the verbs
have, play, chat and watch, and have pupils
practise saying the sentences: We had nice food
and drink. We played hide-and-seek. We chatted - Do as directed
with friends. We watched cartoons. - Listen
- Point at each picture and ask: What did you
do at the party? for the class to answer, using
the prompts under each picture.
- Ask them to work in pairs. Monitor the
activity and offer help, if necessary.
- Invite one or two pairs to ask and answer the
questions. Then give feedback.
- Tell the class that they are going to practise - Work in pairs
further by asking and answering questions about
what they did. - Some pairs perform in
- Set a time limit for pupils to practise talking. front of class
Remind them to answer the questions with
information about themselves.
- Check and correct
Consolidation (1’)
- Summary the lesson - Listen to the teacher
29

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Lesson 3: Task 1, 2, 3 (P.28)

1. Knowledge:
- Pronounce correctly the stress of the two syllable nouns
- Read the paragraph and answer the questions.
- Write about their birthday party, using the guiding questions.
- Work in group to discuss a birthday present for a classmate.
- Colour the stars showing their English competences.
a. Quality:
- Use language to pronounce the stress of two syllable nouns and verbs through
doing listening task and reading the chant.
II. PREPARATION
III.PROCEDURES
30

Play game: Pass the secret! - Play the game
Task 1. Listen and repeat.
- Tell the class that they are going to practise saying - Listen to the
two-syllable words with the stress on different syllables: teacher
'party, 'Sunday, en'joyed and in'vite. - Listen to the tape
- Play the recording for pupils to repeat each word - Listen and repeat
and sentence twice in choral, groups
Act 3: Practice (9’) and individual
Task 2. Mark the word stress. Then say aloud.
- Tell the class that they are going to read and mark
the word stress. Then say the words aloud. - Listen to the
- Give pupils a few seconds to read the words in teacher
silence and do the task. - Look at the books
- Get them to swap and compare their answers in and guess
pairs before checking as a class. - Listen and write
- Invite some pupils to read out all the words. - Listen and check
- If time allows, ask the class to make sentences with - Read aloud
the words.
- Key: 1 -2 -3 -4
'water5 in'vite 'party
6 7
en'joy 8 'picnic
'birthday
9 10 11 12
car'toon 'Sunday re'peat com'plete
- Tell the class that they are going to say the chant
When was your birthday? Follow the procedure in
Teaching the unit components in the Introduction. - Listen to the
- Have pupils repeat each line of the chant. Divide the teacher
class into two halves: one says the questions and the
other says the answers. The two halves swap their roles - Read the chant
after the first round. - Do as directed
- Ask pupils to work in groups. Set a time limit for
them to practise the chant and do actions in groups. - Practice in groups
- Invite two or three groups to say the chant and do
actions. - Work in pairs
*Consolidation (1’) - The whole class
31
- Summary the lesson
- Listen
- Remember
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UNIT 5: WHERE WILL YOU BE THIS WEEKEND?

Lesson 1: Task 1, 2, 3 (P.30)

1. Knowledge:
- Use the words and phrases related to the topic Future activities, ask and answer
questions about where someone will be
- Sentence Patterns: Where will you be this weekend? – I think I’ll be ______.
- Vocabulary: in the countryside, on the beach, at school, by the sea
a. Quality:
- To help Ss loving some activities at the weekend.
- Co-operation love schools about Future activities.
- Self-study ability, ability to operate, live responsibly.
- Using language to talk about activities at the weekend.
II. PREPARATION
32

III.PROCEDURES
- Get the class to say the chant When was your birthday? - Say the chant
Then invite some pupils to work in pairs, asking and - Answer T’s
answering questions like Where were you yesterday? questions
What did you do?
- Tell the class that they are going to read and listen - Look at the pictures
to a story about where someone will be. and answer the T’s
- Have pupils look at the four pictures to discuss the questions:
context in which the language is used. Ask them
questions such as Who are the pupils? Where are they? - Listen and copy
What are they talking about? (Check their + Listen and repeat
comprehension. + Groups, individuals
- Play the recording once or twice for pupils to listen - Listen and repeat
and repeat the language. Do choral and individual - Do as directed
repetition, pointing to the characters speaking.
- Tell the class that they are going to practise asking
and answering questions about where someone will be, - Listen to the teacher
using Where will you be ...? I think I’ll be ...
- Have pupils look at the pictures and teach the new
phrases under the pictures: in the countryside, on the
beach and by the sea. Ask the question Where will you
be this weekend? for pupils to answer, using the
prompts. - Work in pairs
- Get pupils to practise in pairs. Monitor the activity
and offer help, if necessary. Invite a few pairs to act out
the exchanges in front of the class.
- Tell pupils that they are going to practise further by - Listen to the teacher
asking and answering questions about where they will - Do the task
be this weekend.
- Ask pupils to work in pairs: one pupil asks Where
33
will you be this weekend? and the other answers I think

I’ll be ... Monitor the activity and offer help, if
necessary.
- Invite a pair to act out what they have practised.
Then give feedback.
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Lesson 2: Task 1, 2, 3 (P.32)

1. Knowledge:
- Pupils can ask and answer questions about what the other speaker will do at Ha
Long Bay.
- Sentence Patterns: What will you do at Ha Long Bay?
I think I’ll …. / I don’t know. I may… ___
- Vocabulary: explore the caves, take a boat trip around the islands, build
sandcastles, on the beach, swim in the sea.
a. Quality:
- To help Ss loving some activities at the weekend.
34

II. PREPARATION
III.PROCEDURES
- Get the class to say the chant When was your - Say the chant
birthday? Then invite some pupils to work in pairs, - Answer T’s questions
asking and answering questions like Where were
you yesterday? What did you do?
- Tell the class that they are going to read and - Look at the pictures
listen to a story about where someone will be. and answer the T’s
- Have pupils look at the four pictures to discuss questions:
the context in which the language is used. Ask
them questions such as Who are the pupils? Where - Listen and copy
are they? What are they talking about? (Check + Listen and repeat
their comprehension. + Groups, individuals
- Play the recording once or twice for pupils to - Listen and repeat
listen and repeat the language. Do choral and - Do as directed
individual repetition, pointing to the characters
speaking.
Task 2: Point and say - Listen to the teacher
- Tell the class that they are going to practise
asking and answering questions about where
someone will be, using Where will you be ...? I
think I’ll be ...
- Have pupils look at the pictures and teach the
new phrases under the pictures: in the countryside, - Work in pairs
on the beach and by the sea. Ask the question
Where will you be this weekend? for pupils to
answer, using the prompts.
- Get pupils to practise in pairs. Monitor the
activity and offer help, if necessary. Invite a few
pairs to act out the exchanges in front of the class. - Listen to the teacher
Act 4: Production (8’). - Do the task
35

- Tell pupils that they are going to practise
where they will be this weekend.
- Ask pupils to work in pairs: one pupil asks
Where will you be this weekend? and the other
answers I think I’ll be ... Monitor the activity and
offer help, if necessary. - Recall
- Invite a pair to act out what they have
practised. Then give feedback.
- Recall the main content.
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Lesson 3: Task 1, 2, 3 (P.34)

1. Knowledge:
- Pronounce the words with the stress on the first syllable: 'seaside, 'islands,
'countryside.
- Listen and circle the letters showing the words filling the gapped sentences.
- Say the chant Where will you be this weekend?
36

a. Quality:
II. PREPARATION
III.PROCEDURES
Teacher’s activities Students’
activities
- Play game: Pass the secret! - Play the game
Task 1.Listen and repeat
- Tell pupils that they are going to practise
pronouncing two- and three-syllable words with the - Listen to the
stress on the first syllable: 'seaside, 'islands and teacher
'countryside. - Listen to the tape
- Put the words 'seaside, 'islands and 'countryside on - Listen and repeat
the board. Play the recording for pupils to listen. Then in choral, groups
play the recording again for them to repeat the and individual
sentences.
- Do choral and individual repetition of the words and
sentences until they feel confident.
- Get some pupils to say the words and sentences.
Correct the pronunciation, if necessary.
Task 2. Listen and circle a or b. Then say aloud - Listen to the
- Tell the class that they are going to listen to the teacher
recording and circle a or b to complete the - Look at the books
- sentences. and guess
- Give pupils a few seconds to read the sentences in - Listen and write
silence before playing the recording for them to do the - Listen and check
37
task. - Read aloud

- Have them listen to the recording and do the task
independently. Go around and offer help, if necessary.
- Have pupils swap their answers before checking as
a class. Then ask them to read the completed sentences
aloud.
Key: 1 b 2 a 3 b
Tell the class that they are going to say the chant Where - Listen to the
will you be this weekend? Follow the procedure in teacher
Teaching the unit components in Introduction.
- Have pupils read the chant and check - Read the chant
comprehension. - Do as directed
- Play the recording all the way through for pupils to
do choral and individual repetition. Show them how to - Practice in groups
chant and do actions. Invite two groups of four to give a
demonstration. One group chants the questions and the - Work in pairs
other chants the answers. - The whole class
- Call two groups to the front of the class to chant and
do actions. The rest of the class claps their hands along
to the rhythm.
- Summary the lesson - Listen
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REVIEW 1
38

1. Knowledge:
- Perform their abilities in listening, speaking to the topics from units 1-5, using
the phonics, vocabulary and sentence patterns they have learnt.
- Listen and tick the correct pictures.
- Listen and number the pictures.
- Listen and tick the sentences Yes (Y) or No (N).
- Read the paragraph, and circle the letters showing the correct answers to the
questions.
- Write about themselves and tell the class, using the guiding questions.
a. Quality:
- Love reading.
- Use language to do listening, reading, writing and speaking tasks.
II. PREPARATION
III.PROCEDURES
Act 1: Warm up (5’) - Work in group of 5.
Net work game. Greeting Country Nationality
- Have ss find the words and put in to the
right group
- Check some groups.

Task 1. Listen and tick (7’)
- Have pupils look at pictures on page 36 - Ss look and indentify the
of the Student Book. Tell pupils that they charaters in the ps and the
are going to listen to the recording and tick characters’ words. Guess the
the pictures they hear. answer.
- Play the recording 2 times pupils to - Listen and tick. Compare the
listen and tick the boxes. Check their answer with the partner.
guess. - Ss listen and check their
39
- Play the recording again. T give the answers

answer:
- Ask some questions to ensure pupils’ - In chorus, in groups, then
comprehension of the listening text. individual.
Task 2. Listen and number (7’)
- Have Ss read and do the task. - Listen and write number.
Monitor the activity and offer help when Compare the answer with the
necessary partner.
- Call on some Ss to write their answers. - Ss listen and check their
- Correct. answers
Task 3. Listen and tick Yes (Y) or No
(N) (5’)
- Tell the class that they are going to two - Ss listen introduction
dialogues and tick yes or no
- Give them a few seconds to read the -Ss read th satements
statements and guess the anwers
- Play the recording all the way through for - Ss listen and do the task
Ss to listen. Play it again for them to do the
task. - Ss compare and check their
- Get Ss to compare their answers before answers
checking as a class. Give explanations for
answers which Ss find difficult. Play the
recording again for them to listen again, if
necessary. - Ss look and read silently the
Task 4. Read and circle a or b (5’) passage. Then choose the correct
- T introduces the topic “you are going to answer in group
read the sentences to get the information in - Ss read the answers aloud to
order to match the questions to the the class. The others group listen
answers”. and give comments.
Ss read the sentences individually and - Check and correct.
check their prediction. Ss do the task
(match the sentence with a appropriate
picture.)
- Monitor the activity and offer help when
necessary
- Have Ss trade the answers in pairs for - answer some questions to
correction ensure Ss’ comprehension of the
- Call on some Ss to report their answers. listening text
Others listen and comment.
40
- Make a few questions to check Ss’

comprehension of the passage. - Ss listen
-Why Linda didn’t go to school yesterday?
- did they enjoytheir day in the - Ss read the questions and write
countryside? their answers
Task 5. Write about you. Then tell the
class (5’):
- Tell the class that they are going to write
sentences about themselves
- Give them time to read the questions in
silence. Check their understanding
- Get Ss to read their writing in pairs
before inviting two or three pupils to read
their answers aloud.
- Give comments
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Period: 17 Monday, November 1st 2021- 5 A,B,C
Tuesday, November 2nd 2021- 5A
Thursday, November 4th 2021-5D,E
EXERCISE
I. Listening
Ex1. Circle the correct answer
1. What’s your address?- It’s ______
A. 24, Hai Ba Trung street B. 25, Dinh Tien Hoang Street
2. How often do you do morning exercise?- I do morning exercise _____
A. early B. every day
Ex2. Fill in the blanks
41
Tony: (1) ………., Mai. (2) ……….. did you go on holiday?

Mai: I went (3)…. Cat Ba island.
Tony: How did you get there?
Mai: I went by (4)………
II. Reading
Ex3. Read and match:
1. Did you go to the birthday party? a.I think I’ll take photos. 1 .….
2. What did you do at the party? b.He goes to school. 2 …..
3. Where will you be next weekend? c.I sang and danced. 3 …..
4. What does he do in the morning? d.No, I didn’t. I was at 4 …..
5. What will you do at Hoi An Ancient home. 5 …..
Town? e.I think I’ll be in the
countryside.
III. Writing
Ex4. Put the words in correct orders:
1. on/ did/you/Where/ go/ holiday/?
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2. Seaside/ They’ll /be /the/ weekend/ at /this/.
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3. at/ What/ will/ Phu Quoc Island/ you /do/?
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4. My/ will/ the/ family/ sea/ swim/ in/.
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IV. Speaking
Ex5: Choose the answer you like best and the say aloud.
1. Hello. My name is ………. . Last Sunday, I went to …….

A. Ha Long Bay B. Cat Ba island
2. I went with my family by .....
A. coach B. car
3. Next Sunday, I’ll be ………

A. at home B. In the countryside
4. I’ll ……..
A. do my homework B. help my grandparents

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Period: 18 Thursday, November 4th 2021-5B,C,D,E
UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY?
Lesson 1: Task 1, 2, 3 (P.40)
1. Knowledge:
- Ask and answer questions about the number of lessons the other speaker has
that day.
- Sentence Patterns: How many lessons do you have today? – I have _______.
- Vocabulary: have, days of the week (abbreviation), Maths, IT, Science,
Science, Art, Music, Vietnamese, PE, English.
a. Quality:
- Have concentration, listen carefully, express idea during lesson
- Confident in communicating with classmates
- Love school subjects, love to learn English
- Easy to get to know, easy to make friends
- Can perform individual tasks and solve a problem by themselves
- Use language to talk about how often someone has a subject
II. PREPARATION
III.PROCEDURES
- Play “jumbled letters” game - Play the game
- Have the class look at the pictures. - Listen
Introduce the story by pointing at each character - Look at the pictures and
and elicit their answers to these questions: answer
43
Who’s this? Who is he/she talking with? What

are they talking about? - Listen and repeat
them to listen and follow in their books. Play it
again for them to repeat line by line. Finally,
point to each picture for the class to say the
words in each bubble.
- Tell the class that they are going to practise - Listen
asking and answering questions about lessons, - Listen and copy
using How many lessons do you have today? I
have ... - Listen and repeat
- Review the names of the lessons with the - Pratice
class.
- Get them to practise the answers before
introducing the questions. Ask the question - Pratice in pairs
How many lessons do you have today? for the
class to answer chorally. - Some pairs practice in
- Have pupils practise the question and front of class.
answers in pairs. Monitor the activity and offer
help, if necessary.
- Invite one or two pairs to speak to check
their performance. Correct their pronunciation,
if necessary.
- Tell the class that they are going to practise - Listen to the teacher
lessons.
- Set a time limit for pupils to practise. - Work in pairs to do the
Monitor the activity and offer help, if necessary. task
- Invite two or three pairs to act out their - Two or three pairs to
conversations. They can make up the number of act out their
lessons they have so that each pair will have conversations
different answers. Then give feedback.
- give compliments - listen
44

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Period: 19 Monday, November 8th 2021- 5 B,C
Tuesday, November 9th 2021- 5A
Thursday, November 11th 2021-5D,E
Unit 6. How many lessons do you have today?
Lesson 2: Task 1, 2, 3 (P.42)
1. Knowledge:
- Use the words and phrases related to the topic how often someone has a
subject.
- Ask and answer questions about to ask and answer questions about how often
someone has a subject.
a. Quality:
- Students get interested in the lesson and participate actively in all class
activities.
- Students love school subjects.
- Students develop communication, cooperation, self-study, problem-solving
abilities.
- Students develop skills of listening and speaking.
45
- Students know how to combine words with gestures, gestures, facial

expressions when communicating.
II. PREPARATION
III.PROCEDURES
Teacher’ activities Students’ activities
What and where - Write adverbs of
Ss go to the board to write adverbs of frequency frequency expression.
expression.
* Set the context: - Ss students turn their
- Have Ss turn their book to page 42. book
- Focus Ss’attention on
+ The pictures: ask Ss the names of the - Look at the dialogue
characters.
Are they Nam and Mai?
What are they talking about?
+ The text:
Nam and Akiko are talking about how often
Akiko has English lesson.
- Tell Ss that they are going to hear the dialogue - Listen and point to the
between Nam and Akiko. appropriate line in their
- Play the recording all the way through for Ss to books.
listen silently.
- Play the recording all the way through for Ss to
listen, and point to the appropriate line in their - Ss listen and repeat
books.
- Play the recording again for Ss to repeat the - Students take turn to read
lines in the speech bubbles. Pause after each line the dialogue.
for Ss to repeat a few times. - Pairs to read the dialogue
- Divide the class into pairs to take turns to say
the lines from Nam and Akiko. - Find model sentences
- Ask some pairs to demonstrate in front of the
class.
* Presenting new structure:
- T turns to the dialogue of “Look, listen and
46
repeat”. - Read model sentnece in

- T elicits the structures by asking Ss some chorus and in pairs
questions and ask Ss to speak out the model - Give meaning and using
sentences. Write them on the board, get Ss to - Model with T
repeat a few times in turns.
How often do you have (English)?
I have it (four times a week).
- Ask Ss read the model sentences
- Concept check: meaning using, intonation
- T gives more examples
- Have Ss look at the word cues and run through.
- T models first:
T: How often do you have Vietnamese? - Ss take turn to repeat the
S: I have it four times a week. sentence patterns.
- Have Ss to repeat the sentences in the bubbles - Ss make examples.
a few times.
- Have Ss to work in pairs
- Monitor the activity, check the pronunciation
(sound, assimilation of sound and intonation) and - Some pairs perform the
offer help when necessary. task at the front of class.
- Call on some pairs to perform the task at the Others observe and give
front of the class. Others observe and comment. comments
* Pre- task:
- Have Ss turn their book to page 42.
- Run through the guiding questions and the
answers. - Ss take turn to repeat the
- T models with class in order to give Ss what to sentence patterns.
do - Identify the pictures
T: How many lessons do you have today?
S: I have Science, Vietnames, and English. - Ss make examples.
T: How often do you have Vietnamese?
S: I have it every school day.
* Task cycle:
- Ask Ss to take turns to ask and answer. - Pairs
- Call on some pairs to demonstrate the task in - Pairs
47
front of the class. Praise the Ss if they add some

extra language based on what they know.
* Language focus:
Ask Ss to play Slap the board on 6/P43
- Make a few questions to check Ss’ - Play the game in two
comprehension of asking and answering about teams
lessons.
- T comments the lesson. - Recall
- Ask Ss to remember the structures.
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Friday, November 12th 2021-5A
Unit 6. How many lessons do you have today?

Lesson 3: Task 1, 2, 3 (P.44)

1. Knowledge:
- To pronounce correctly the sentences stress of questions and the answers
’How many ’lessons do you ’have to’day? - I ’have ’four.
’How many ’crayons do you ’have? - I ’have ’five.
’How many ’books do you ’have? - I ’have ’six.
’How many ’copybooks do you ’have? - I ’have ’seven).
a. Quality:
- Students foster and develop the qualities of confidence, solidarity and love to
the life and working.
- Students love reading sentences with the right intonation..
48
abilities.
- Ss master in singing in English through learning the stress of words and
sentences.
II. PREPARATION
III.PROCEDURES
Teacher’s Activities Students’ activities
- Game
Whole class play Noughts and crosses game
- Play the game (2 teams)
T gives instruction and the rules of the game.
Divides class into two teams and named
- Ask Ss to open their book on Page 44. Run - Look at the sound, the
through the four sentences and the answers to the words and the sentences
board. Draw Ss’ attention to the stress of the
sound ’how,’lessons, ’have, ’four, ’crayon, ’five
’books, ’six ’copybooks, ’four ’seven. Tell them
to listen and pronounce these stress correctly.
- Ask Ss to look at the stress, words and - Ss practise saying the
sentences on the board. Pronounce the focused stress of questions and the
stress (first in isolation and then in the words: answers
’how,’lessons, ’have, ’four, ’crayon, ’five
’books, ’six ’copybooks, ’four ’seven a few
times as a model.
- Pre- teach: crayon “visual”: bút màu, phấn mầu
- Ask Ss to repeat a few times.
- Play the recording twice for Ss to listen and - Listen
repeat the focused sounds. Repeat the step.
- Ask some Ss to say the sentences, paying
49
particular attention to the pronunciation of the - Ss listen to the recording

stress of ’how,’lessons, ’have, ’four, ’crayon, and repeat.
’five ’books, ’six ’copybooks, ’four ’seven.
- Ss repeat in choral and
Provide help and correct mistakes when
individual repetition of the
necessary.
sound, words and
- T comments. sentences until pupils feel
confident.
- Game: Lucky numbers
T asks Ss to use the question:
- Ss look at the book and
How many… do you have? to ask and answer
answer questions.
about quantity of things by playing Lucky
numbers.
+ How do you play this game?(one student say th - Play the game (2 teams)
way)
+ Divide class into two teams
+ Comment.
Task 2. Listen and circle a or b. Then say the
sentences
* Pre-task
- Ask Ss to look at the uncomplete sentences on
2/P44. - T: How many questions are there? - Ss listen to the recording
How many blanks do you have to fill in? twice and get the
information they hear to
and help them to identify the task.
the complete the sentences
- Tell them that they are going to listen and circle
- Ss listen again to check
to complete the questions and the answers. Then
say the sentences aloud.
- Run through the uncompleted sentences.
* Task cycle - Ss swap their answers
- Ask Ss to listen (3 times) and circle the
uncompleted sentences.
- Ask Ss to exchange their answer with their
partners before reporting them to the class.
50
* Language focus - Ss give answer

individually.
- Ask Ss to report the answers.
- Read out the answers to the class. Provide
explanation(s) when necessary.
- Teacher’s comment.
Act 4: Production (8’)
- Ask Ss to look at the pictures on 3/P44 and ask
them
- Look at the chant
How many subjects are there?
and How often someone has a subject.
- Ss listen to the chant (twice)
- Listen to the chant
- Ask Ss read the chant and sentences by
sentences. - Listen to the chant
- Ss clap the hands forward rythym.

- Ask Ss work in groups/pairs.
- Call out some pairs to demonstrate in front of - Do the chant
the class. (Ask Ss to use the other answers) - Pairs
*Consolidation (1’) - Recall
- What have you leanrt today?
- T comments the lesson.

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51
Period: 21 Monday, November 15th 2021- 5B,C

Thursday, November 18th 2021-5E,D
UNIT 7: HOW DO YOU LEARN ENGLISH?

Lesson 1: Task 1, 2, 3 (P.46)

1. Knowledge:
- Pupils can ask and answer questions about how the other speaker practises
English.
- Sentence Patterns: How do you practise ______? – I _______.
- Vocabulary: speak English / speak English every day, listen to English / watch
English cartoons on TV, write English / write emails to my friends, read English
/ read short stories
a. Quality:
- To help Ss loving English.
- Help Ss find out their most suitable and efficient ways of learning English.
- Use language to talk about how someone learns English.
II. PREPARATION
III.PROCEDURES
Discuss: How do you learn English
Have the class talk about their timetables from - Do as direction
Unit 6, Lesson 3, Activity 6. Get pupils to point
at the timetables and say what classes they have.
Introduce the new lesson by writing the title How
52
do you learn English? on the board and have the

class repeat it once or twice.
Task 1. Look, listen and repeat - Look at the pictures
- Have the class look at the pictures. Introduce the and answer the
story by pointing at each character and elicit their questions.
answers to these questions: Who are they? What are
they talking about? How often does Mai have
English? Does she have English today? How does
she practise reading? - Look, listen and repeat
few times.
- Have Ps repeat the text a few times. Repeat the
procedure with the second picture.
- Do as direction
- Do choral and individual repetition, pointing to the
characters speaking.
- Listen and say along
- Play the recording for Ps to listen and say along. - Find down the new
- Have Ps to find out the new structure: asking and structure
answering questions about how someone learn - Copy down the
English, using: How do you practise....?- I .... structure
- Repeat it for several
- Whole class repeats it for several times times

Sentence Pattern:
How do you practise….?- I …. - Listen introduction
- Tell Ps that they are going to practice asking and
answering questions about how someone learns
- Point, listen and repeat
English, using How do you practise....?- I ....
- Point to each picture and elicit the meaning of new
- Point and repeat
words.
- Point to the first picture and elicit the word to fill
the gap using the information under each picture.
Put the question and the answer on the board and - Listen and answer
have Ps repeat them a few times.
- Then point at each picture, asking the question - Pratice in pairs
for the class to answer.
- Have pupils practise asking and answering the
53
questions in pairs. Then invite one or two pairs to

speak to check what they have done
Task 3: Let’s Talk - Listen
- Tell Ps that they are going to practice further by
asking and answering questions about how someone
learns English with their friends. - Read the questions and
answer
- Give a few seconds for Ps to read the questions
and check comprehension.
- A pair give a
- Call a pair to give a demonstration of the answer
demonstration
before starting the activity.
How often do you have English? - I have
it...........................
Do you have English today? - Yes, I do/ No, I - Work in pairs
don’t.
How do you practise....?- I .... - Talk
- Get pupils to work in pairs to ask and answer the
questions in their books.
- Set a time limit for them to practise. Monitor the - Act out their
activity and offer help, if necessary. conversations
- Invite a few pairs to act out their conversations in
front of the class. Then give feedback.
- Consolidate the content of the lesson
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54
Lesson 2: Task 1, 2, 3 (P.48)

1. Knowledge:
- Pupils can ask and answer questions about the importance of learning English.
- Sentence Patterns: Why do you learn English? − Because I want to ______.
- Vocabulary: watch English cartoons on TV, read English comic books, talk
with my foreign friends
a. Quality:
- To help Ss loving English. Motivate Ss to learn English.
- Use language to talk about how and why someone learns English.
II. PREPARATION
III.PROCEDURES
- sing the song How do you learn English? - Sing the song
- Tell the class that they are going to read a story. - Look at the pictures and
Have them look at the pictures and guess what the guess what the story is
story is about. Check their comprehension by about.
pointing at each picture and eliciting their answers
to these questions: Who are they? What are they - Answer the questions
talking about? What foreign language does Hoa
study at school? Does she like English? Why does
she learn English
- Draw Ps’ attention to the first picture and elicit
- Look, listen and repeat
the names of characters and the activities. Have Ps
few times.
repeat the text a few times. Repeat the procedure
55
with the second picture. Give feedback and check

the new vocabulary.
- Play the recording for Ps to listen and say along. - Listen and say along.
- Have Ps to find out the new structure: answering
questions about how often someone has a subject,
using: Why do you learn English? - Because I
want to...... Whole class repeats it for several times
New words: talk with/to my foreign friends
Sentence Partners: Why do you learn English? - - Find down the new
Because I want to......... structure
- Tell Ps that they are going to practice asking and - Look, listen and repeat
answering questions about the importance of then copy down the
learning English, usingWhy do you learn English? structure.
- Because I want to......... Point to each picture and
elicit the meaning of new words. Point to the first
picture and elicit the word to fill the gap. Put the - Listen and repeat
question and the answer on the board and have Ps
repeat them a few times.
- Ask pupils to work in pairs: one asks the - Point and repeat.
question and the other answers it.
- Invite one or two pairs to perform the activity - Work in pairs
Task 3: Let’s Talk - Perform the activity
- Tell Ps that they are going to practice more with
their friends. Give a few seconds for Ps to read the
questions and find out the answer. - Read the questions and
How do you learn English?- I .... find out the answer.
Why do you learn English? - Because I want
to.........
- Set a time limit for them to practise. Monitor the
- Invite a few pairs to ask and answer questions
- Practice in pairs
about how and why they learn English in front of
the class.
- Few pairs practice in
front of class.
56

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Thursday, November 25th 2021-5E,D

Lesson 3: Task 1, 2, 3 (P.50)

1. Knowledge:
- Say the questions and the answers with the correct sentence stress.
'How do you 'practise 'speaking? ̶ I 'speak 'English 'every 'day.
'How do you 'practise 'reading? ̶ I 'read 'English 'comic 'books.
'How do you 'practise 'writing? ̶ I 'write 'emails to my 'friends.
'Why do you 'learn 'English? ̶ Be'cause I 'want to 'sing 'English
'songs.
- Listen and circle the letters showing the correct verb phrases completing the
sentences. Then say the completed sentences aloud.
- Say the chant How do you learn English?
a. Quality:
- Love school subjects, love to learn English
- Prepare their own school things
- Easy to get to know, easy to make friends, ready to help their friends.
- Apply what they have learned to solve learning tasks
II. PREPARATION
57

III.PROCEDURES
- Spend a few minutes revising the previous Read their answers to Lesson
lesson by inviting some pupils to read their 2, Activity 5 aloud
answers to Lesson 2, Activity 5 aloud
Task 1. Listen and repeat.
- Listen
saying the sentences, paying attention to
sentence stress.
‘How do you ‘practise ‘speaking?- I
‘speak ‘English ‘every’day.
‘How do you ‘practise ‘reading?- I ‘read
‘English ‘comic ’books.
‘How do you ‘practise ‘writing?- I ‘write
‘email to my ‘friends.
‘Why do you ‘learn ‘English? - Be’cause I
‘want to ‘sing ‘English ‘song. - Listen
pupils to listen first. - Listen and repeat
- Play the recording again for them to repeat
the sentences twice.
sentences aloud. - Listen
- Tell the class that they are going to listen to
the recording and circle a or b to complete - Read the sentences in silence
the sentences.
- Give them a few seconds to read the - Listen and do the task
sentences in silence
- Play the recording for pupils to listen and
- Answer in front of class
do the task. Then play it again for them to
check the answers.
- Read the completed
- Get them to compare their answers in pairs
sentences aloud
58
- Ask the class to read the completed

sentences aloud
Key: 1.b 2.a 3.a 4.b - Listen
Task 3. Let’s chant.
- Listen and follow in their
- Tell Ps that they are going to say the chant
books
How do I learn English? Say the chant and
check comprehension.
- Play the recording all the way through for - Practise chanting once or
pupils to listen and follow in their books. twice
Play it again for them to repeat it line by line.
- Put the class into two groups to practise - Practise saying the chant and
chanting once or twice. doing actions in groups
- Have pupils practise saying the chant and - Say the chant and do actions
doing actions in groups
say the chant and do actions. The rest class
claps along the rhythm.
- Consolidate the content of the lesson - Listen and remember
- give compliments
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UNIT 8: WHAT ARE YOU READING?

Lesson 1: Task 1, 2, 3 (P.52)
59

1. Knowledge:
- Ask and answer questions about what story/book someone is reading.
- Sentence Patterns: What are you reading? – I’m reading ____.
- Vocabulary: The Fox and the Crow, The Story of Mai An Tiem, Aladdin and
the Magic Lamp, Snow White and the Seven Dwarfs
a. Quality:
- To help Ss loving English.
- Can perform individual tasks and solve a problem themselves
- Use language to talk about what story/book someone is reading.
II. PREPARATION
III.PROCEDURES
Discuss: Name the story they read - Discuss
Then get them to play Slap the board, using these
words: book, read, favourite, story, like, hobby and
name. Introduce the new lesson by writing the title
on the board and have pupils say it aloud.
- Tell Ps that they are going to read a story about
- Look, listen and
Tony and Peter. Ask pupils to look at the pictures to
answer
identify the characters and the language in the
bubbles. Ask them questions such as Who are they?
Where are they? What are they doing?
- Have Ps repeat the text a few times. Repeat the
procedure with the second picture.
- Repeat the text a few
- Do choral and individual repetition, pointing to the times
60
- Play the recording for Ps to listen and say along. - Do choral and
- Have Ps to find out the new structure: asking and individual repetition
answering questions about what story/book
someone is reading, using: What are you reading?- - Listen and say along.
I’m reading.... Whole class repeats it for several
times - Find out the new
structure
* Language note: Halloween is a festival observed
in some Western countries. It falls on 31 October.
Children and adults attend costume parties, make
lanterns out of big pumpkins, tell scary stories to
each other, watch horror films, etc. People also
- Listen
light bonfires to ward off evil spirits and ghosts.
New words: The Fox and the Crow
The story of Mai An Tiem - Look, read and coppy
Aladdin and the Magic Lamp down
Snow white and the seven Dwarfs
Halloween
a gosh story
fairy tales
main character
Vietnamese story
the story of Tam and Cam.
Sentence Partners: What are you reading?-
I’m reading...
answering questions about what book someone is - Practice asking and
reading, using What are you reading?- I’m answering questions
reading...Have pupils look at the pictures to identify about what book
the books/stories. Teach them how to say the titles someone is reading,
of the books/stories. Explain the meaning of the using What are you
new words. Ask them if they have read these reading?- I’m reading...
stories. If not, briefly tell them the main points of
the stories. Point to the first picture and elicit the
word to fill the gap. Put the question and the answer
61
on the board and have Ps repeat them a few times.

Repeat the same procedure with the rest of the
pictures.
- Ask pupils to practise asking and answering in
pairs. Monitor the activity and offer help, if
necessary. Select some pairs to role-play the
dialogues in front of the class. - Practise in pairs
* Language note: Remind pupils that the first
letters of words in book/story titles are normally in
capital letters. Sometimes, articles, prepositions and
conjunctions are in lower case: Snow White and the - Listen
Seven Dwarfs
answering questions about what book they are
- Practice asking and
reading with their friends. Give a few seconds for
answering questions
Ps to read the questions and check comprehension.
about what book they
- Get pupils to work in groups of four and use the are reading with their
questions and answers in their books. friends
Do you read books in your free time? - Yes, I
do./ No, I don’t. - Work in groups of
What are you reading now? - I’m reading..... four.
What’s your favourite book/story? - It’s.... - Some pairs to
- Set a time limit for them to practise. Monitor the demonstrate their
activity and offer help, if necessary. dialogues in front of the
- Select some pairs to demonstrate their dialogues in class.
- Listen and remember
- Give compliments
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Thursday, December 2nd 2021-5E,D

Lesson 2: Task 1, 2, 3 (P.54)

1. Knowledge:
- Ask and answer questions about what the character in a story is like.
- Sentence Patterns: What’s _____ like? − He’s / She’s ______.
- Vocabulary: An Tiem / hard-working, Snow White / kind, The Fox /
clever, Tam / gentle
a. Quality:
- Love reading books.
II. PREPARATION
III.PROCEDURES
- Spend a few minutes having the class play - Play the game
Bingo, using the titles of books/stories learnt in
Lesson 1. Then ask pupils to ask and answer
questions about what they are reading, using
63
What are you reading? I’m reading ...

- Tell the class that they are going to read about - Listen
Mai and Quan. Ask them to look at the pictures,
listen and repeat the lines in the bubbles.
- Point to the pictures and ask these questions: - Look at the pictures and
Who are they? Where are they? What are they answer:
doing
- Play the recording all the way through for the - Listen
class to listen and follow in their books. Play it
again for them to repeat line by line.
- Check their understanding of the story. - Listen and repeat
asking and answering questions about what the
character of a book/story is like, using What’s ... - Listen and copy
like? He’s/She’s ... + Listen and repeat
- Have pupils look at the pictures and teach + Groups, individuals
them to say the words under each picture. Get - Listen and copy
them to practise the question What’s ... like? using
the names under the pictures. Then have them
practise saying the answers, using the given
adjectives. - Do as directed
- Point to the first picture and ask What’s An - Listen
Tiem like? for the class to answer He’s hard-
working. Repeat the same procedure with the rest - Work in pairs
of the pictures.
- Ask them to practise in pairs. Monitor the - Some pairs perform in
activity and offer help, if necessary. front of class
- Select some pairs to act out the exchanges.
further by asking and answering questions about - talking
books/stories they like reading.
- Get them to work in pairs, using the questions
and answers in their books.
64
- Set a time limit for them to practise. Monitor

- Select some pairs to act out their exchanges in
- give compliments - Remember
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Period: 26 Thursday, December 2nd 2021-5B,C,D,E
Friday, November 3rd 2021-5A

Lesson 3: Task 1, 2, 3 (P.56)

1. Knowledge:
'What are you 'reading? ̶ I’m 'reading The 'Fox and the 'Crow.
'What’s 'Snow 'White 'like ̶ She’s 'kind.
answers. Then say the sentences aloud.
- Say the chant What are you reading?
a. Quality:
65
- Have concentration, listen carefully, express idea during lesson.

- Confident in communicating with classmates.
- Love reading books, love to learn English.
II. PREPARATION
III.PROCEDURES
Play game: Pass the secret!
• Tell the class that they are going to practise - Listen to the teacher
saying questions and answers with the - Listen to the tape
correct sentence stress. - Listen and repeat in
• Play the recording all the way through for choral, groups and
pupils to listen and follow in their books. individual
Then play it again for them to repeat the
sentences twice.
Task 2. Listen and circle. Then say aloud
• Tell the class that they are going to listen and - Listen to the teacher
circle a or b to complete the sentences. - Look at the books
• Give them a few seconds to read the sentences and guess
in silence before playing the recording twice - Listen and write
for them to do the task.
• Get them to compare their answers in pairs - Listen and check
before checking as a class. - Read aloud
Key: 1 a 2 b 3 a 4 b
• Tell the class that they are going to do the - Listen to the teacher
chant What are you reading? Follow the
procedure - Read the chant
in Teaching the unit components in - Do as directed
66
Introduction - Play the recording all the way - Practice in groups

through for pupils to listen and follow in
their books. Play it again for them to repeat - Work in pairs
each line.
• Put the class into two groups to practise - The whole class
chanting the questions and answers
respectively.
• Have them practise saying the chants and
doing actions in groups.
• Invite two or three groups to say the chant and
do actions.
- Summary the lesson - Retell
- Give compliments
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Period: 27 Monday, December 6th 2021- 5B,C
Tuesday, December 7th 2021- 5A
Thursday, December 9th 2021-5E,D
UNIT 9: WHAT ANIMALS DO YOU WANT TO SEE?

Lesson 1: Task 1, 2, 3 (P.58)

1. Knowledge:
- Ask and answer questions about what the other speaker saw at the zoo.
- Sentence Patterns: What did you see at the zoo? – I saw ________.
- Vocabulary: see, saw, pythons, crocodiles, peacocks, gorillas.
67

a. Quality:
- To help Ss loving English, love animals.
- Use language to talk about how anmals.
II. PREPARATION
III.PROCEDURES
- Play “jumbled letters” game
Task 1. Look, listen and repeat - Listen
- Have the class look at the pictures. - Look at the pictures and
- Introduce the story by pointing at each answer:
character and elicit pupils’ answers to these - In Picture a, Linda and
questions: Who are the pupils? Where are Peter are in the school
they? What are they talking aboutCheck their canteen and talking about
comprehension. a school outing to the zoo.
- Play the recording all the way through for - Listen and copy
pupils to listen and follow in their books. Play
it again for them to do choral and individual
repetition, pointing to the characters
speaking.
- Tell the class that they are going to + Listen and repeat
practise asking and answering questions + Groups, individuals
about the animals in a zoo, using What did
you see at the zoo? I saw ...
- Teach the names of the animals and how to
say them: pythons, crocodiles, peacocks and - Do as directed
gorillas.
68
- Ask pupils to practise saying the answer I - Listen

saw ..., using the words under the pictures.
- Point at each picture and ask the question for - Listen and copy
pupils to answer.
- Get pupils to practise asking and answering - Do as directed
in pairs. Monitor the activity and offer help, if
necessary.
- Invite two pairs to ask and answer the questions
in this section.
further by asking and answering questions
about how someone learns English.
- Get pupils to work in pairs to ask and answer
the questions in their books. - Listen to the teacher
- Set a time limit for them to practise. Monitor the - Work in pairs to do the
activity and offer help, if necessary. task
- Invite a few pairs to act out their conversations
in front of the class. Then give feedback.
- Give compliments - Recall
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Period: 28 Thursday, December 9th 2021-5B,C,D,E
Friday, December 10th 2021-5A
UNIT 9: WHAT DID YOU SEE AT THE ZOO?

Lesson 2: Task 1, 2, 3 (P.60)

1. Knowledge:
- Ask and answer questions about what animals did in the zoo.
- Sentence Patterns: What did the ___ do when you were there? − They ___.
- Vocabulary: tigers, roar loudly / peacocks, move beautifully / pythons, move
quietly / pandas, eat slowly
a. Quality:
- To help Ss loving English, love animals.
70

- Use language to talk about animals.
II. PREPARATION
III.PROCEDURES
- Spend a few minutes revising the previous - Sing the song
lesson by having the class sing the song
What did you see at the zoo? Invite a group to
do actions in front of the class during the
singing.
- Tell the class that they are going to read a story - Listen
about Nam and Phong. - Look at the pictures
- Have them look at the pictures and check their and answer:
comprehension by pointing at each picture and - Listen
eliciting their answers to these questions: What are - Listen and repeat
they talking about? Guess what the pythons/the
lions/the pandas did at the zoo. - Do as directed
to listen and follow in their books. Play it again for
them to repeat each line.
- Tell the class that they are going to practise the - Listen
question and answer What did the ... do when you - Listen and copy
were there? They ... + Listen and repeat
- Revise the past simple forms of the verbs: roar + Groups, individuals
(roared), move (moved) and eat (ate), and teach - Listen and copy
the adverbs. Remind them that adverbs take an -ly
ending. Have them practise saying the question
What did the ... do when you were there? with the
names of the animals under the pictures. - Do as directed
- Then point to each picture and ask the question - Listen
for them to practise saying the answer with the
71
verb phrase. - Work in pairs

- Ask pupils to work in pairs. Monitor the activity
and offer help, if necessary. - Some pairs perform
- Invite one or two pairs to ask and answer the in front of class
questions.
further by asking and answering the questions in
their books. If you want to add variety, you can - Remember
invite them to imagine they are in different
schools and give different answers. Tell them to
make their own timetables before practising.
- Set a time limit for pupils to practise. Monitor the
- Invite two or three pairs to act out their
conversations. Then give feedback.
- Give compliments
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UNIT 9: WHAT DID YOU SEE AT THE ZOO?

Lesson 3: Task 1, 2, 3 (P.62)
72

1. Knowledge:
'When did you 'go to the 'zoo? ̶ I 'went there 'yesterday.
'What did the 'tigers 'do when you were 'there? ̶ They 'roared 'loudly.
- Listen and underline the stressed words. Then say the sentences aloud.
- Say the chant At the circus.
a. Quality:
- Should love and protect animals for many reasons.
- Show Ss other kinds of zoos and ways to protect animals.
II. PREPARATION
III.PROCEDURES
Task 1.Listen and repeat
saying questions and answers with the correct - Listen to the tape
sentence stress. - Listen and repeat in
- Play the recording all the way through for pupils to choral, groups and
listen and follow in their books. Then play it again individual
for them to repeat the sentences twice.
Task 2. Listen and underline the stress words.
Then say aloud
- Tell the class that they are going to listen and - Listen to the teacher
circle a or b to complete the sentences. - Look at the books
73
- Give them a few seconds to read the sentences and guess

in silence before playing the recording twice for - Listen and write
them to do the task. - Listen and check
- Get them to compare their answers in pairs before - Read aloud
- Tell the class that they are going to do the chant - Listen to the teacher
At the circus. Follow the procedure in Teaching the
unit components in Introduction. - Read the chant
- Have them repeat each line of the chant. Divide - Do as directed
the class into two groups: one group says the - Practice in groups
questions and the other says the answers. Then the
two groups swap their roles after the first round. - Work in pairs
- Set a time limit for pupils to practise saying the
chant and doing actions in groups. - The whole class
- Invite two groups to say the chant and do actions.
- Give compliments
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UNIT 10: WHEN WILL SPORTS DAY BE?

Lesson 1: Task 1, 2, 3 (P.64)
1. Knowledge:
- Ask and answer questions about when a school event will happen.
- Sentence Patterns: When will ____ be? – It’ll be on ____.
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- Vocabulary: Sports Day, Saturday / Teachers’ Day, Sunday / Independence

Day, Thursday / Children’s Day, Friday
a. Quality:
- To help Ss loving English, love sports and school events.
- Practicing sports do good for your health.
- Can perform individual tasks and solve a problem themselves.
II. PREPARATION
III.PROCEDURES
- Play “jumbled letters” game - Play the game
- Tell the class that they are going to read and - Listen
listen to a story. Have pupils look at the - Look at the pictures
pictures. Ask them questions such as Who are and answer:
the pupils? Where are they? What are they - Listen and copy
talking about Check their comprehension. + Listen and repeat
- Play the recording all the way through for + Groups, individuals
pupils to listen and follow in the their books. - Do as directed
Play it again for them to do choral repetition,
pointing to the characters speaking.
asking and answering questions about when
school events will be, using When will ... be? - Listen and copy
It’ll be on ...
- Have them look at the pictures and read the - Do as directed
names of the days: Sports Day, Teachers’ Day,
Independence Day and Children’s Day. Get
them to practise the question When will ... be?
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using the words under the pictures. Then have

them practise the answer It’ll be on ... Point to
the pictures and ask the questions for the class - Listen to the teacher
to answer, using the prompts.
- Have the class practise asking and answering
in pairs. Monitor the activity and offer help, - Work in pairs to do the
if necessary. task
- Invite a few pairs to act out the dialogues in front
of the class.
further by asking and answering the question
in their books. - talking
- Ask pupils to work in pairs: one pupil asks - work in pairs
When will ... be? and the other answers It’ll be
on ... Monitor the activity and offer help, if
necessary.
- Invite one or two pairs to act out the
exchanges in front of the class, then give
feedback. Correct their pronunciation, if
necessary.
- Give compliments - Recall

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Unit 10. WHEN WILL SPORT DAY BE?

Lesson 2: Task 1, 2, 3 (P.66)

1. Knowledge:
- Use the words and phrases related to the topics what someone is going to do/
play on Sports Day.
- Ask and answer questions about what someone is going to do/ play on Sports
Day.
a. Quality:
- Students get interested in the lesson and participate actively in all class
activities.
- Students love their school’s out door activities and enjoy their friends, school
and their health.
abilities.
- Students know how to combine words with gestures, gestures, facial
expressions when communicating.
II. PREPARATION
III.PROCEDURES
- Spend a few minutes revising the previous - Sing the song
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lesson by calling some pupils to the front of the

class to sing When will Sports Day be? Ask the
rest of the class to sing with them and clap their
hands along to the rhythm.
- Tell the class that they are going to read and - Listen
listen to a story about what someone is going to
do on Sports Day.
- Have pupils look at the pictures and ask them - Look at the pictures
questions: Who are the pupils? Where are they? and answer:
What are they doing? Check their comprehension.
- Play the recording all the way through for pupils - Listen
to listen and follow in their books. Play it again for
them to do choral repetition, pointing to the
- Play the recording again for pupils to listen and - Listen and repeat
repeat. - Do as directed
asking and answering questions about what - Listen
someone is going to do on Sports Day, using
What are you going to do on Sports Day? I’m
going to ...
- Have pupils look at the pictures and read the
phrases. Get pupils to practise saying I’m going to - Listen and copy
..., using the prompts. Point to Picture a and ask + Listen and repeat
What are you going to do on Sports Day? for the + Groups, individuals
class to answer I’m going to play basketball. - Listen and copy
Repeat the same procedure with the rest of the
pictures.
- Ask pupils to practise asking and answering in
pairs. Monitor the activity and offer help, if - Do as directed
necessary.
- Invite a few pairs to act out the exchanges in
front of the class. Correct their pronunciation, if
necessary.
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Task 3: Let’s Talk - Listen
further by asking and answering the questions in
their books. If you want to add variety, you can - Work in pairs
invite them to imagine they are in different
schools and give different answers. Tell them to
make their own timetables before practising. - Some pairs perform in
- Set a time limit for pupils to practise. Monitor the front of class
*Consolidation (1’) - Retell
- give compliments
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Unit 10. WHEN WILL SPORT DAY BE?

Lesson 3: Task 1, 2, 3 (P.68)

1. Knowledge:
- To pronounce correctly the sentences stress and the intonation of questions
and the answers respectively.
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a. Quality:
- Students foster and develop the qualities of confidence, solidarity and love to
the life and working.
abilities.
- Ss master in singing in English through learning the stress of words and
sentences.
II. PREPARATION
III.PROCEDURES
saying questions and answers with the correct - Listen to the tape
sentence stress. - Listen and repeat in
- Play the recording all the way through for choral, groups and
pupils to listen and follow in their books. Then individual
play it again for them to repeat the sentences
twice.
Task 2. Listen and underline the stress words. - Listen to the teacher
Then say aloud - Look at the books and
• Tell the class that they are going to guess
listen and underline the stressed words. - Listen and write
• Play the recording all the way through
for them to listen and follow in their - Listen and check
books. Play it again for them to do the
task. Go around and offer help, if - Read aloud
necessary.
• Have them swap and compare their
answers before checking as a class. Then - Listen to the teacher
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ask the class to read the sentences aloud.

- Tell the class that they are going to chant What - Read the chant
are they going to do? Follow the procedure in - Do as directed
Teaching the unit components in
Introduction.
- Have them say the chant and check their - Practice in groups
comprehension.
pupils to listen and follow in their books. Play it - The whole class
again for them to do choral repetition.
- Get pupils to practise chanting and doing
actions in groups.
- Call two groups to the front of the class to
chant and do actions: one group chants the
questions and the other chants the answers.
The rest of the class claps their hands along to
the rhythm.
- Give compliments
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Period: 33+34 Monday, December 27th 2021- 5B,C
81
REVIEW 2 AND REVIEW UNIT 1- UNIT 10

1. Knowledge:
- Perform their abilities in listening, speaking to the topics from units 6-10,
using the phonics, vocabulary and sentence patterns they have learnt.
- Listen and tick the sentences Yes (Y) or No (N).
- Read a paragraph and write answers to the questions.
- Write about themselves, using the guiding questions.
- Review and learn by heart vocabularies and sentence patterns from unit 1 to
unit 10.
a. Quality:
- Love people, hometown and country.
- Use language to do listening, reading, writing and speaking tasks.
II. PREPARATION
III.PROCEDURES
- Sing the song: When will Sports Day will be? - Sing the song
REVIEW 2
Task 1. Listen and tick.
- Tell the class that they are going to listen to two
conversations and tick the correct pictures. Give
- Listen and look at the
pupils a few seconds to look at the pictures. Ask
pictures
them to identify the subjects in 1 and the
characters in 2.
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to listen and follow in their books. Play it again

for them to do the task.Get them to compare their - Listen and follow in their
answers before checking as a class. Give books
explanations for the answers which pupils find
difficult. Play the recording again to confirm the - Listen and tick
correct answers
Key: 1. c 2. b
Task 2. Listen and number.
- Tell the class that they are going to listen and
number the pictures.
- Give pupils a few seconds to look at the pictures.
- Listen
Ask them to identify each character and what
he/she is doing.
- Play the recording all the way through for pupils - Look at the pictures and
to listen. Play it again for them to do the task. answer
- Get pupils to compare their answers before
checking as a class.
Key: a 3 b4 c1 d2 - listen and number
Task 3. Listen and tick Yes(Y) or No(N).
- Tell the class that they are going to listen to two
conversations and tick Yes or No.
- Give them a few seconds to read the sentences and
guess the answers.
- Play the recording all the way through for - Listen
pupils to listen. Play it again for them to do the
task. - Look at the pictures
- Get them to compare their answers before
- Listen and tick
checking as a class
Key 1. Y 2. N
Task 4. Read and write. - Check
- Tell Ps that they are going to read the text about
Nam’s learning English and write the answers.
- Give them time to read the questions in silence
and underline the key words and phrases. Then ask
them to find the relevant information in the passage - listen
to answer the questions.
- Get them to compare their answers before - Read the questions in
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checking as a class. Give explanations for the silence and underline the
answers which pupils find difficult. key words and phrases
Key: 1. He has it four times a week. - Find the relevant
2. He can read Aladdin and the Magic Lamp information in the passage
in English. to answer the questions.
3. He practises speaking by talking to his - Check their answers
foreign friends.
4. He practises writing by sending emails to
his friend Hakim in Malaysia.
5. Because he wants to watch English
cartoons on TV.
- Listen
Task 5. Write about you. Then tell the class
about it. - Write the answer
- Tell Ps that they are going to write about
themselves. Give them time to read the questions in
silence. Check their understanding and remind them - Read their answer
to write the answers based on the information about
themselves.
- Get them to swap and read what they have written - Listen and answer the
in pairs before inviting two or three pupils to read question
their answers aloud
- Remind them that they can replace run a hundred
metres with other events. - Check
- Give them a time limit to do the task.
- Invite a few pairs to act out their conversations in
front of the class.
* Review and remind Ss learn by heart

vocabularies and sentence patterns from unit 1 to
unit 10.
- Listen and remember

- Give compliments.

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Friday, December 31st 2021-5A
KIỂM TRA ĐỊNH KÌ CUỐI HỌC KÌ I MÔN TIẾNG ANH LỚP 5
I. LISTENING (2,5pts)
Task 1: Listen and number. (1,0pt)
a. (M2-0,25) b. (M3-0,25) c. (M1-0,25) d. (M4-0,25)
Task 2: Listen and tick ( ) (1,5pts)

1. (M2-0,5) 2. (M3-0,5) 3. (M1-0,5)
a. a. a.
b. b. b.
II. READING (2,5pts)

85
Task 3: Read and circle (1,25pts)

Vy likes English very much. At school, she has English on Tuesdays and Fridays. She often
speaks English with her classmates. Sometimes, she talks with her foreign friend, Amy. At home, she
practises listening by watching cartoons on TV. Vy wants to learn English well. She thinks English is
necessary for her future.
1. Vy’s favourite subject is____ . (M1- 2. She has English _____. (M2-
0,25). 0,25).
A. Maths
A. once a week
B. Vietnamese
B. twice a week.
C. English
C. every day.
3. She often speaks English with ___. 4. She listen to English by ____ .
(M3-0,25) (M1-0,25)
A. her sister
A. watching cartoons on TV.
B. her classmates
B. listen to English in free time.
C. her classmates and Amy.
C. listen to English every day.
5. Vy thinks English is _____ (M4-0,25).
A. not necessary yet for her future.
B. unnecessary for her future.
C. important for her future.
Task 4: Read and complete. (1,25pts)
story An Tiem reading hard-working him
My name is Mai. I like (1) ____________ (M1-0,25) books very much in my

free time. My favourite book is the (2) ________________(M2-0,25) of Mai An
Tiem. The main character is (3) ______________ (M3-0,25). I like (4)
________ (M4-0,25) very much because he is (5) _______________(M2-0,25).
II. WRITING (2,5pts)

Task 5: Answer the questions (0,5pt)
1. What did you see at the zoo? (M1-0,25)
 ----------------------------------------------------------------------------------
2. Did you go to school yesterday? (M2-0,25)
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Task 6: Look and write. (1,0pt)
1. (M1-0,25) 2. (M2-0,25) 3. (M3-0,25) 4. (M4-0,25)

Ha Long ______ _____________ We ________ and _______ a ______-
86
is kind. danced. __.

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88
Task 7: Order the word. (1,0pt)

1. reading / What / you/ are /?/ (M1-0,25)
 ----------------------------------------------------------------------------------
2. and / reading / the / the / she/ Crow / is/ Fox /./ (M2-0,25)
 ----------------------------------------------------------------------------------
3. do/ lions/ was /your / there / family/what / the / did /when/?/ (M3-0,25)
 ----------------------------------------------------------------------------------
4. going/ friend/ is/ Day/ table/ my/ to/ tennis/ on/ play/ Sports/./ (M4-0,25)
 ----------------------------------------------------------------------------------
IV. SPEAKING (2,5pts)

Part 1: Getting to know each other. (0,75pt)
Part 2: Talking about familiar objects. (1,0pt)
Part 3: Describing a picture. (0,75pt)

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Period: 37 Tuesday, January 4th 2022- 5A
Thursday, January 6th 2022-5E,D,B,C
UNIT 11: WHAT’S THE MATTER WITH YOU?
Lesson 1: Task 1, 2, 3 (P.6)
1. Knowledge:
- Ask and answer questions about common health problems.
- Pupils can ask and answer questions about the other speaker’s common health
problems.
- Sentence Patterns: What’s the matter with you? – I have ____.
- Vocabulary: a toothache, an earache, a sore throat, a stomach ache
a. Quality:
- Ss know how to take care their healthy.
- Co-operation love schools and about common health problems.
- Using language to talk about common health problems.
II. PREPARATION
III.PROCEDURES
Act 1: Warm up (3’) - The class play: using the pictures and
- Play slap the board names of characters that they have learnt in
90
Act 2: Presentation (10’) unit 1-10.

Task 1. Look, listen and
repeat.
- Introduce the dialogue. - Look at the pictures in the book, identify
the characters in the picture on page 6 and
what they are saying.
- Play the recording
- Listen to Tony and mother’s Tony.
- Ss listen and repeat in chorus two times.
- Check and corect.
- Read in group/ pair: One repeats Tony’s
part, the other repeats mother’s part of
Tony.
- Elicits the structure
- Ss give new structure sentence:
- What’s the matter with you? I have ...
- Note write down new words and read
after T.
Play game: What and where ( Whole class)
- Teach vocabulary: - Pupils guess and complete the speech
bubbles.
Check vocab: what & where
- Look and find out the model sentences
- Model sentence.
- Point the pictures and practise asking and
- Monitor the activity and offer
answering question about one’s address.
help, if necessary.
- 2 - 3 pairs perform their task at the front
of the class. The rest of the class observe
- Check and correct. and give comments.
- Ss work in pairs to practise asking and
- Give tasks.
answering question about one’s address.
- Practise in pairs
- Correct their
- 6-7 pairs perform their task at the front of
pronunciation and mistake. the class. The rest of the class observe and
*Consolidation (2’) give comments.
91
- Summary the lesson.

- Comments according to
Circular 22.
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Period: 38 Thursday, January 6th 2022-5C,D,E,B

Lesson 2: Task 1, 2, 3 (P.8)

1. Knowledge:
- Giving and responding to advice on common heath proplems.
- Pupils can give and respond to advice on common health problems.
- Sentence Patterns: You should / shouldn’t ___.
− Yes, I will. Thanks. / − OK, I won’t. Thanks.
- Vocabulary: go to the doctor, go to the dentist, take a rest, eat a lot of fruit,
carry heavy things, eat a lot of sweets
a. Quality:
- Ss know how to take care their healthy and to care for other people.
- Co-operation love schools and about common health problems.
II. PREPARATION
92
III.PROCEDURES
- Revising the previous lesson by having the
- Sing the song.
class sing What’s the matter with you?
- Tell the class that they are going to read a - Listen to the teacher
story. Check their comprehension by pointing
at each picture to elicit their answers to these
questions: Who’s this? Who’s he/she talking
with? What’s the matter with him? Where’s
he? Who’s with him? (Mai, Quan and Nam
are at the gym. In Picture a, Mai asks Quan
where Nam is. In Picture b, Nam says I don’t
feel well. I have a backache. In Picture c, Mai
says You should go to the doctor now, Nam.
and Nam replies OK, I will. Thanks, Mai. In
Picture d, Nam is at the doctor’s and the
doctor says to him You should take a rest and
shouldn’t play sports for a few days and Nam
replies Thank you, doctor.)
- Listen to the recording.
them to listen and follow in their books.
- Play it again for them to repeat the lines in - Listen and repeat the lines in
bubbles.
the bubbles.
- Point at each bubble and ask the class to say - Say the words aloud.
the words aloud.
- Listen to the teacher.
giving advice on common health problems
and responding, using You
should/shouldn’t ... Yes, I will./OK, I won’t.
- Repeat the words.
- Have them practise giving advice. Point at
each picture and say the words under it for
93
pupils to repeat once or twice. Then have

them practise giving advice and responding
with Yes, I will. Thanks. or OK, I won’t.
Thanks. - Practise in pairs.
- Ask them to work in pairs. Monitor the

- Invite one or two pairs to perform the task.
- Tell the class that they are going to practise - Perform the task.
further by giving advice on health problems
and responding. Get them to act out different
- Practise further in pairs.
illnesses and use the phrases in their books.
necessary.
- Act out their conversations.
- Comments according to Circular 22.

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Period: 39+36 Tuesday, January 10th 2022- 5B,C
Tuesday, January 11h 2022- 5A
94
Thursday, January 13th 2022-5E,D

Lesson 3: Task 1, 2, 3 (P.10)

1. Knowledge:
- Ask and answer questions about health problems.
- Say the questions and the answers with the correct intonation.
What’s the matter with you? ̶ I have a headache.
What’s the matter with you? ̶ I have a toothache.
What’s the matter with you? ̶ I have a stomach ache.
- Listen and circle the letters showing the correct words completing the answers.
Then ask and answer the questions.
- Say the chant: What’s the matter with you?
a. Quality:
- Studious and obedient students and love their hometown, family and friends.
- Educate Ss how to keep healthy.
- Using language to talk about possible accident at home, using Don’t ...! OK, I
won’t.
II. PREPARATION
III.PROCEDURES
- Revising the previous lesson by inviting - Role-play the conversations in
some pupils to role-play the conversations in Lesson 2, Activity 5..
Lesson 2, Activity 5.
95
saying questions and answers with the correct - Listen to the teacher
intonation.
pupils to listen and follow in their books. - Listen to the recording and and
Then play it again for them to repeat the follow in their books.
sentences twice. - Listen and repeat the sentences.
* Note: Wh-questions usually have a falling
intonation, which can be marked with an - Listen to
arrow like this at the end.
Task 2. Listen and cirle a or b. Then ask
and answer:
- Tell the class that they are going to listen
and circle a or b to complete the sentences. - Listen to the teacher.
- Give pupils a few seconds to read the
sentences in silence before playing the - Read the sentences in silence.
recording for them to do the task. Then listen to the recording and do
- Get pupils to compare their answers in pairs the task.
- Tell them to ask and answer the questions in - Compare their answers in pairs
pairs.
Act 4: Production (8’) - Ask and answer in pairs.
Task 3. Let’s chant:
- Tell the class that they are going to say the
chant What’s the matter with you? - Read the chant.
- Have them read it and check their
comprehension.
- Play the recording all the way through for - Listen and repeat.
them to listen and follow in their books. Then
play it again for them to repeat each line.
- Have them practise the chant and do actions
in groups. - Practise the chant and do actions
- Invite two groups to say the chant and do in groups.
actions. One group says the questions and
gives advice. The other gives the answers.
CORRECTION OF THE FIRST TERM- TEST
96

a.3 (M2-0,25) b.4 (M3-0,25) c.1 (M1-0,25) d.2 (M4-0,25)
Tape script
1. Do you like Aladdin?
- Yes, I do. Because he’s generous and brave boy.
2. Who’s the main character in the story of Famous detective Conan?
- It’s intelligent and kind friend of Ran, his name is Conan.
3. What are you reading?
- I’m reading Snow White and the Seven Dwarfs.
Who’s the main character?
- It’s Snow White.
4. Is An Tiem generous and brave person?
- No, he isn’t.
What’s An Tiem like?
- He’s hard-working and miserable.
Task 2: Listen and tick ( ). (1,5pts)
1. a (M2-0,5) 2. b (M3-0,5) 3.a (M1-0,5)
Tape script:
1. How do you learn English?
- I listen to English every day.
Why do you learn English?
- Because I want to watch English cartoons on TV.
2. What do you often do in the morning?
- I do morning exercise.
How often do you do morning exercise?
- I do morning exercise four times a week.
3. What do you do after waking up?
- I brush my teeth.

Task 3: Read and circle (1,25pts)
1. c (M1-0,25) 2. b (M2-0,25)
3. b (M3-0,25) 4. a (M1-0,25) 5. c (M4-0,25)
1. reading (M1-0,25) 2.story (M2-0,25) 3. An Tiem (M3-0,25)
97
4. him (M4-0,25) 5. hard-working (M2-0,25)

Task 5: Answer the questions. (0,5pt)
1. I saw ________ . (M1-0,25)
2. Yes, I did/ No, I didn’t. (M2-0,25)
(Ss answer about themselves)
Task 6: Read and write. (1,0pt)
1. Bay (M1-0,25) 2. Snow White (M2-0,25)
4. sang (M3-0,25) 3. Once- week (M4-0,25)
1. What are you reading? (M1-0,25)
2. She is reading the Fox and the Crow. (M2-0,25)
3. What did the lions do when your family was there? (M3-0,25)
4. My friend is going to play table tennis on Sports Day. (M4-0,25)
Part 1. Getting to know each other. (0,75pt)
+ What’s your name? (M1- 0,25)
+ Where’s your school? (M2- 0,25)
+ What’s your address? (M3- 0,25)
Part 2. Talking about familiar objects. (1,0pt)
Part 3. Describing a picture. (0,75pt)
(Ss talk about themselves)
Subjects Mon. Tues. Wed. Thurs. Fri.
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(Ss talk about themselves)
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______________________________
Period: 40 Thursday, January 13th 2022-5B,C,E,D
UNIT 12: DON’T RIDE YOUR BIKE TOO FAST?

Lesson 1: Task 1, 2, 3 (P.12)

1. Knowledge:
- Ss Say questions and answers with the correct intonation.
- Ss look after, solve problems and study themselves.
- Pupils can express and respond to concerns about possible accidents at home.
103
- Sentence Patterns: Don’t ____! – OK, I won’t.

- Vocabulary: play with matches, ride your bike too fast, climb the tree, run
down
the stairs
a. Quality:
- Educate Ss how to keep safe and prevent accidents.
- Use language to talk about the listening task and read the chant.
II. PREPARATION
III.PROCEDURES
- Have the class report the results of the class
health survey from Unit 11, Lesson 3,
Activity 6. Introduce the new lesson by - Report the results of the
writing the unit title on the board and have class health survey.
pupils repeat it twice.
- Have the class look at the pictures. Point at - Look at the pictures and
each character and elicit the answers to these answer the questions.
questions: Who’s he/she? What’s she doing
with the knife? What’s she doing with the
stove? What does he say to her? What does
she answer? (Tom and Mary are in the
kitchen. In Picture a, Tom asks Mary what
she’s doing and Mary says she’s cutting the
cabbage. In Picture b, Tom says to Mary - Listen to the elicitting
Don’t play with the knife! You may cut
yourself. and Mary says OK. In Picture c,
Tom asks what she’s doing with the stove
and she answers that she wants to cook the
104
cabbage. In Picture d, Tom warns her again

and says Don’t touch the stove! You may get
a burn. and she replies OK, I won’t.)
pupils to listen and follow in their books. - Look at the book and listen
to the recording.
- Play it again for them to repeat line by line.
- Listen and repeat line by
Check their understanding of the story.
line.
- Tell the class that they are going to practise - Listen to the teacher.
expressing and responding to concerns about
possible accidents at home, using Don’t ...!
OK, I won’t. Give the meanings of matches
and run down the stairs.
- Have them look at the pictures and repeat - Look at the pictures and
the phrases once or twice. repeat the phrases
- Point at each picture and have pupils - Practise saying sentences
practise saying sentences with Don’t ..., with Don’t ..., using the
using the information under each picture. information under each
- Get them to practise in pairs. Monitor the picture.
activity and offer help, if necessary. - Practise in pairs.
- Invite one or two pairs to say the sentences
to check how well they have practised.
- Tell the class that they are going to practise - Listen to the teacher.
further by talking about accidents at home.
- Get them to work in pairs and use the
- Work in pairs.
sentences in their books.
necessary.
- Invite a few pairs to act out their - Act out their conversations
conversations in front of the class. Then give
105
feedback. in front of the class.

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________________________________________________________________
Period: 41 Monday, January 17th 2022- 5B,C
Tuesday, January 18th 2022- 5A
UNIT 12: DON’T RIDE YOUR BIKE TOO FAST.

Lesson 2: Task 1, 2, 3 (P.14)

1. Knowledge:
- Ask and answer questions about accident prevention.
- Sentence Patterns: Why shouldn’t I ___? − Because you may ___.
- Vocabulary: play with the knife, cut yourself / play with the stove, get a burn /
ride too fast, fall off your bike / run down the stairs, break your arm.
a. Quality:
- Know what is dangerous and warn others against doing such things
106
- Using language to talk about possible accident at home, using Don’t ...! OK, I
won’t.
II. PREPARATION
III.PROCEDURES
- Revising the previous lesson by having the - Sing the song.
class sing Don’t do that!
- Tell the class that they are going to read a - Look at the pictures and
story. Have them look at the pictures and guess what the story is about.
guess what the story is about. Check their
comprehension by pointing at each picture - Answer the questions.
and eliciting their answers to these questions:
Who’s he/she? What are these children
doing? What’s the boy doing? Should he do - Listen to
that? Why shouldn’t he climb the tree? (The
teacher is showing some pictures to Mai and
Nam. In Pictures a and b, they talk about
what the children are doing. In Picture c, the
teacher asks Should he do that? and Mai
answers No, he shouldn’t. In Picture d, the
teacher asks Why shouldn’t he climb the tree?
and Nam replies Because he may fall and
break his leg.)
- Play the recording all the way through for - Listen to the recording.
pupils to listen and follow in their books.
- Play it again for them to repeat the lines in - Listen and repeat the lines in
the bubbles. the bubble.
- Point to each picture for them to say the - Say the words in each
words in each bubble. bubble.
asking and answering questions about - Listen to the teacher.
accident prevention, using Why shouldn’t
107
I ...? Because you may ...

- Point at the pictures and give the meanings
of cut yourself, get a burn, fall off your bike - Write down
and break your arm.
- Have pupils practise saying the question
Why shouldn’t I ...?, using the first parts of - Practice.
the prompts under the pictures. Then have
them practise saying the answers Because you
may ... with the second parts of the prompts.
- Ask them to work in pairs: one asks the
questions and the other gives the answers. - Practice in pairs.
- Invite one or two pairs to act out their
conversations. - Act out their conversations.
further by talking about accident prevention.
- Get pupils to work in pairs and use the
questions in their books. - Work in pairs.
necessary.
- Invite one or two pairs to act out their
conversations. Then give feedback. - Act out their conversations.
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108

UNIT 12: DON’T RIDE YOUR BIKE TOO FAST?

Lesson 3: Task 1, 2, 3 (P.16)

1. Knowledge:
- Say questions and answers with the correct intonation.
+Don’t play with the knife. ̶ OK, I won’t.
+Don’t play with the matches. ̶ OK, I won’t.
+Why shouldn’t I play with the knife? ̶ Because you may cut yourself.
+Why shouldn’t I play with the stove? ̶ Because you may get a burn.
sentences.
- Say the chant Why shouldn’t he do that?
a. Quality:
- Use language to talk about the listening task and read the chant. II.
PREPARATION
III.PROCEDURES
- Revising the previous lesson by having the - Play Spellng bee with
class play Spelling bee with words such as: words.
don’t, play, ride, knife, stove, should,
shouldn’t, because, may and fall. At the end
of the game, have them make sentences with
109
Don’t ... and Because ... - Make sentences.

saying sentences with falling intonation.
- Explain that a negative command or a wh- - Listen to the teacher.
question is pronounced with a falling tone.
For example,
Don’t play with the knife! and
Why shouldn’t I play with the stove?
- Play the recording all the way through for - Listen to the recording.
- Play it again for them to repeat the - Listen and repeat.
sentences twice.
the sentences.
- Tell the class that they are going to listen
and circle a or b to complete the sentences. - Listen to the teacher.
- Give them a few seconds to read the
sentences in silence. - Read the sentences in
- Play the recording for them to listen. Play it silence.
again for them to do the task.
- Get them to compare their answers in pairs - Listen to the recording and
before checking as a class. do the task.
- Have them read the completed sentences - Compare their answers in
aloud. pairs.
3. Let’s chant: - Read the completed
- Tell the class that they are going to say the sentences aloud.
chant Why shouldn’t he do that? Have them
read the chant and check their
comprehension. - Read the chant.
- Play it again for them to repeat line by line.
- Put the class into two groups to practise - Listen to the recording and
chanting the questions and the answers follow in the book.
110
respectively. - Listen and repeat line by

- Have them practise chanting and doing line.
actions in groups. - Practice chanting in groups.
say the chant and do actions. The rest of the
class claps along to the rhythm. - Practise chanting and doing
*Consolidation (2’) actions in groups.
- Summary the lesson. - Say the chant and do
- Comments according to Circular 22. actions in front of the class.

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Period: 43 Monday, January 24th 2022- 5B,C
Tuesday, January 25th 2022- 5A
UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?

Lesson 1: Task 1, 2, 3 (P.18)

1. Knowledge:
- Ask and answer questions about what the other speaker does in his / her free
time.
- Sentence Patterns: What do you do in your free time? – I ____.
- Vocabulary: surf the Internet, go to the cinema, clean the house, do karate
a. Quality:
111
- Ss will love outdoor activites, take part in activities actively, go out and play
with your friends some time.
- Ss help their parents to do housework.
- Using language to talk about this topics.
II. PREPARATION
III.PROCEDURES
- play bingo game. - The class play Bingo game with phrases
such as: play badminton, play chess, go
fishing... then get to make the sentences
with the phrases in game.
repeat.
- Introduce the dialogue. - Look at the pictures to identify the
characters(Tom and Nam) and the context
in the book guess what the story is about
and point at each picture to elicit their
answers to these questions.
- Play the recording - Listen follow in their book.
- Check and correct. - Read in group/ pair: One repeats Tom’s
part, the other repeats Nam’part.
- Elicits the structure - Ss give new structure sentence:
What do you do in your free time? – I ....
- Teach vocabulary: free time, - Note write down new words and read
karate, surf the internet, clean,.... after T.
- Model sentence. Play game: What and where ( Whole class)
- Monitor the activity and offer - Say phrases under the pictures.
help, if necessary. - Look and find out the model sentences.
- Point the pictures and practise asking and
112
answering question:
What do you do in your free time? – I ....
- Check and correct. - 2 - 3 pairs perform their task at the front
and give comments.
- Give tasks. - Talking about where someone went on
- Monitor the activity and offer his/her last holiday, using:
help, if necessary. What do you do in your free time? – I ....
- Ss work in pairs.
- Pupils practise answering the questions
- Correct their with information about themselves.
pronunciation and mistake. - 6-7 pairs perform their task at the front of
the class. The rest of the class observe and
give comments.
Circular 22.
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Lesson 2: Task 1, 2, 3 (P.20)

113
1. Knowledge:
- Ask and answer questions about what the other speaker’s family member does
in his or her free time.
- Sentence Patterns: What does your do in his / her free time? − He / She
is…….
- Vocabulary: father, go fishing / mother, go swimming / brother, go skating /
sister, go camping
a. Quality:
with other people some time.
- Hobbies can be good for yourself and even better if we can share with other
people.
- Using language to talk about this topics.
II. PREPARATION
III.PROCEDURES
- Chatting with ss. - The class chatting about what they do in their
free time.
repeat
- Introduce the dialogue. - Look at the pictures in the book guess what
the story is about and point at each picture to
elicit their answers to these questions .
- Check and corect. - Read in group/ pair: One repeats Tony’s part,
the other repeats Akiko’spart.
- What does your ... do in his/her free time?
114
He/She ...
- Teach vocabulary: - Note write down new words and read after T.
go camping, go shopping... Play game: What and where ( Whole class)
- Model sentence. - Look and find out the model sentences.
- Monitor the activity and - Point the pictures & practise asking &
offer help, if necessary. answering question: - What does your ... do in
his/her free time? He/She ...
- Check and correct. - 2 - 3 pairs perform their task at the front of the
class. The rest of the class observe and give
comments.
- Give tasks. - Talking about means of transport, using:
What does your ...do in his/her free
time?He/She...
- How often does he/she....? - ... every day/
once...
- Monitor the activity and - Ss work in pairs.
offer help, if necessary. - Pupils practise further asking and answering
the questions about Free time activities.
- Correct their - 6-7 pairs perform their task at the front of the
pronunciation and mistake. class. The rest of the class observe and give
comments.
Circular 22.
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115

Period: 45 Monday, February 7th 2022- 5B,C
Tuesday, February 8th 2022- 5A
Thursday, February 10th 2022-5E,D

Lesson 3: Task 1, 2, 3 (P.22)

1. Knowledge:
- Give intonation correctly when ask and answer about someone does in his/her
free time.
- Listen and circle the letters showing the correct words filling the
gapped sentences.
- Say the chant: What do you do?
- Sentence Pattern: Revision
a. Quality:
with other people some time.
II. PREPARATION
III.PROCEDURES
- Sing a song - The class sing What do you do in your free
Act 2: Presentation (12’) time?
repeat.
- Introduce the sentences
116
with falling intornation.

- Guide Ss produce the - Look at the questions and answwers with
sound of the sentences. falling intornation.
- Listen follow in their book.
- Ss learn to produce the sound of the sentences:
What do you do in your free time?
– I surf the internet.
What do they do in their free time?
They go camping.
- Listen the CD and repeat the words &
- Check and corect. sentences in chorus( do choral)
Act 3: Practice (10’) - Read in groups/ in pairs.
Task 2. Listen and circle a - Give out and check.
or b. Then say the
sentences.. - Read the sentences in silence before listening
- Give tasks. the recording to do the task.
- Play the recording. - Pupils listen the recording 2 times and circle a
- Check and correct. or b to complete sentences.
- Compare the answers each other before
- 3- 4 pupils give the keys. The rest of the class
Act 4: Production (8’) observe and give comments.
- Introduce the Chant : - Ps listen to the tape & read the chant line by
Why should he do that? line.
- Ps practise chanting: one chants the questions
and the other chants the answers.
-Teacher reinforce their - Ps practise chanting and doing actions.
pronunciation - 2 groups to say the chant and do actions. The
*Consolidation (2’) rest of the class claps along to the rhythm.
- Summary the lesson. Summary the lesson
- Comments according to - Ss to do exercises in C, D (WB) .
Circular 22.
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117
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Period: 46 Thursday, February 10th 2022-5B,C,E,D
Friday, February 11th 2022-5A
UNIT 14: WHAT HAPPNED IN THE STORY?

Lesson 1: Task 1, 2, 3 (P.24)

1. Knowledge:
- Ask and answer questions about what happened in a story.
- Pupils can ask and answer questions about what happened in a story.
- Sentence Patterns: What happened in the story? – First, / Then, / Next, / In the
end, _
- Vocabulary: King Hung ordered Mai An Tiem and his family to live on an
island. The island was very far away. One day, An Tiem found some black
seeds and he grew them. The seeds gave watermelons. An Tiem’s family
exchanged the watermelons for food and drink. King Hung heard about the story
and he let An Tiem and his family go back home.
a. Quality:
- Every story has its lesson. Read more to learn more.
- Using language to talk about a story in the past.
II. PREPARATION
III.PROCEDURES
- play game - The class play game: slap the board, using go
118
fishing, go skating, go swimming, go shopping....

Act 2: Presentation
(10’)
repeat
characters(Linda and Phong) and the context in
the book guess what the story is about and point
at each picture to elicit their answers to these
questions.
- Check and corect. - Read in group/ pair: One repeats Phong’s part,
the other repeats Linda’part.
What happened in the story? First,/Then/Next,/In
the end, ...
first, then, next, in the Play game: What and where ( Whole class)
end,... - Say phrases under the pictures.
- Monitor the activity & - Point the pictures and practise asking and
offer help, if necessary. answering question What happened in the story?
First,/Then/Next,/In theend, using the prompts
under the pictures.
comments.
- Give tasks. - Talking about what happened in a story, using
- Monitor the activity & What happened in the story? First,/Then/Next,/In
offer help, if necessary. the end,...
- Ss work in pairs.
- Pupils practise answering the questions with
119
pronunciation and class. The rest of the class observe & give
mistake. comments
Circular 22.
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Period: 47 Monday, February 28th 2022- 5B,C
Tuesday, March 1st 2022- 5A
Thursday, March 3rd 2022-5E,D
UNIT 14: WHAT HAPPENED IN THE STORY?

Lesson 2: Task 1, 2, 3 (P.26)

1. Knowledge:
- Ask and answer questions about someone’s opinions of a book/ story/
character
- Sentence Patterns: What do you think of ___? − I think ___.
- Vocabulary: the mouse, intelligent / An Tiem, hard-working / the older
brother, greedy / Snow White, kind
a. Quality:
- Be a good man.
- Love reading books
120

II. PREPARATION
III.PROCEDURES
- Sing a song - The class sing One upon a time song.
repeat
- Introduce the dialogue. - Look at the pictures in the book guess what the
story is about and point at each picture to elicit
their answers to these questions .
- Check and corect. - Read in group/ pair: One repeats Nam’s part, the
other repeats Linda’part.
- Elicits the structure - Ss give new sentence:
- What do you think of ... ? I think ...
- Monitor the activity and - Point the pictures & practise asking & answering
offer help, if necessary. question: - What do you think of ... ? I think ...
- 2 - 3 pairs perform their task at the front of the
- Check and correct. class. The rest of the class observe and give
comments.
- Give tasks. - Talking about about someone’s opinions of a
book/story/character, using:
- Monitor the activity and What did you do at the party? We ...
offer help, if necessary. - Ss work in pairs.
- Pupils practise further asking and answering the
questions about someone’s opinions of a
121
book/story/character.
*Consolidation (2’) comments.
Circular 22.
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Period: 48 Thursday, March 3rd 2022-5B,C,E,D
Friday, March 4th 2022-5A
UNIT 14: WHAT HAPPENED IN THE STORY?

Lesson 3: Task 1, 2, 3 (P.28)

1. Knowledge:
- Give intonation correctly when tell about the story.
- Listen and circle the letters showing the correct words completing the
sentences.
- Listen to the story The Fox and the Crow.
a. Quality:
- Love reading books and be a good man
122

II. PREPARATION
III.PROCEDURES
Act 1: Warm up (3’) -The class play Bingo game, using words:
- play Bingo game mouse, intelligent, hard- working, greedy,
kind.... then get to make the sentences with the
Act 2: Presentation (12’) phrases in game.
repeat.
- Introduce the sentences - Look at the questions and answwers with
with falling intornation. falling intornation.
- Guide Ss produce the - Listen follow in their book.
sound of the sentences. - Ss learn to produce the sound of the
sentences: What happened in the story?
First King Hung ordered Mai An Tiem and his
family to live on an island.
sentences in chorus( do choral)
- Read in groups/ in pairs.
- Check and corect. - Give out and check.
Task 2. Listen and circle a - Read the sentences in silence before listening
or b. Then say the the recording to do the task.
sentences..
- Give tasks.
- Play the recording. - Pupils listen the recording 2 times and circle
a or b to complete sentences.
- Check and correct. - Compare the answers each other before
observe and give comments.
Task 3. Listen the story
- Introduce the Chant : - Ps listen to the tape & read the chant line by
Why should he do that? line.
123
- Ps practise chanting: one chants the

-Teacher reinforce their questions and the other chants the answers.
pronunciation - Ps practise chanting and doing actions.
- 2 groups to say the chant and do actions. The
rest of the class claps along to the rhythm.
Summary the lesson
- Ss to do exercises in C, D (WB) .
Circular 22.
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Period: 49 Monday, March 7th 2022- 5B,C
Tuesday, March 8th 2022- 5A
Thursday, March 10th 2022-5E,D
UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?

Lesson 1: Task 1, 2, 3 (P.30)

1. Knowledge:
- Ask and answer about what someone would like to be in the future.Pupils can
ask and answer questions about what the other speaker would like to be in the
future
- Sentence Patterns: What would you like to be in the future? – I’d like to be a /
an …
- Vocabulary: pilot, doctor, architect, writer
124

a. Quality:
- Believe in yourself and go for your dream.
- Love themselves.
- Using language to talk about what someone would like to be in the future.
II. PREPARATION
III.PROCEDURES
- The class retell the story The fox and crow. Then
get them to talk about their future job.
repeat
characters(Tony, Mai ) and the context in the book
guess what the story is about and point at each
picture to elicit their answers to these questions.
- Check and corect. - Read in group/ pair: One repeats Tony’s part, the
other repeats Mai’s part .
What would you like to be in the future? I’d like to
be a/an ...
- Teach the future simlpe Play game: What and where ( Whole class)
forms of verb. - Say phrases under the pictures.
- Monitor the activity and - Point the pictures and practise asking and
offer help, if necessary. answering question What would you like to be in
125
the future? I’d like to be a/an ...

Using the prompts under the pictures.
comments.
- Give tasks. - Talking about what someone would like to be in
- Monitor the activity and the future, using What would you like to be in the
offer help, if necessary. future? I’d like to be a/an ...
- Ss work in pairs.
- Pupils practise answering the questions with
comments.
Circular 22.
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Period: 50 Thursday, March 10th 2022-5B,C,E,D

Lesson 2: Task 1, 2, 3 (P.32)

126
1. Knowledge:
- Ask for and give reasons for having a future job.
- Sentence Patterns: Why would you like to be ___? − Because I’d like to ___.
- Vocabulary: a nurse, look after patients / a writer, write stories for children / a
pilot, fly a plane / an architect, design buildings
a. Quality:
- Believe in yourself and go for your dream.
- Love themselves.
II. PREPARATION
III.PROCEDURES
- listen a song. - The class listen What would you like to be
in the future? Song
repeat
- Introduce the dialogue. - Look at the pictures in the book guess
what the story is about and point at each
picture to elicit their answers to these
questions .
- Check and corect. - Read in group/ pair: One repeats Mai’s
part, the other repeats Linda’s part and
Tony’s part.
- Elicits the structure - Ss give new sentence:
Why would you like to be ...? Because I’d
like to...
127
- Teach vocabulary: - Note write down new words and read

after T.
- Model sentence. Play game: What and where ( Whole class)
- Monitor the activity and offer - Look and find out the model sentences.
help, if necessary. - Point the pictures & practise asking &
answering question Why would you like to
be ...? Because I’d like to ...
- Check and correct. - 2 - 3 pairs perform their task at the front
and give comments.
- Give tasks. - Talking about what someone will do,
using
- Monitor the activity and offer 1. What would you like to be....? I’d like to
help, if necessary. be...
2.Why would you like to be ...?Because I’d
like to..
- Ss work in pairs.
- Pupils practise further asking and
answering the questions about what
someone would like to be in the future.
- Correct their - 6-7 pairs perform their task at the front of
pronunciation and mistake. the class. The rest of the class observe and
give comments.
Circular 22.

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Thursday, March 17th 2022- 5E,D

Lesson 3: Task 1, 2, 3 (P.34)

1. Knowledge:
- Say the sentences with the correct intonation.
+ What would you like to be in the future?
+ I’d like to be a nurse.
+ Why would you like to be a nurse?
+ Because I want to look after patients.
- Listen and mark the sentence intonation ( ). Then say the sentences
aloud.
- Say the chant What would you like to be in the future?
a. Quality:
- Ss know about what someone would like to be in the future.
- Co-operation love schools about past holidays
129
II. PREPARATION
III.PROCEDURES
- play Bingo game -The class play Bingo game, using words: pilot,
writer, architect, patient, astronaut,... Then get
to make the sentences with the phrases in game.
Task 1. Look, listen and - Look at the questions and answwers with
repeat. falling intornation.
- Introduce the sentences - Listen follow in their book.
with falling intornation. - Ss learn to produce the sound of the sentences:
- Guide Ss produce the What would you like to be in the future?
sound of the sentences. I’d like to be a nurse.
sentences in chorus( do choral)
- Read in groups/ in pairs.
- Check and corect. - Give out and check.
Task 2. Listen and the - Read the sentences in silence before listening
sentences intonation ( ) . the recording to do the task.
- Give tasks. - Pupils listen the recording 2 times and circle a
- Play the recording. or b to complete sentences.
- Check and correct. - Compare the answers each other before
observe and give comments.
Task 3. Let’s chant - Ps listen to the tape & read the chant line by
- Introduce the Chant : line.
What would you like to be - Ps practise chanting: one chants the questions
in the future? and the other chants the answers.
-Teacher reinforce their - Ps practise chanting and doing actions.
pronunciation - 2 groups to say the chant and do actions. The
*Consolidation (2’) rest of the class claps along to the rhythm.
- Comments according to - Summary the lesson
130
Circular 22.
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REVIEW 3 (P.36)

1. Knowledge:
- Listen and identify specific information related to the theme: Me and my
family.
- Read and identify specific information related to the theme: Me and my family.
- Use simple sentences to write about themselves.
- Listen and write one word in the blank.
- Read the paragraph and complete the table.
a. Quality:
- Studious and obedient students and love their hometown, family and friend
- Ss look after , solve problems and study themselves.
II. PREPARATION
131
III.PROCEDURES
- Play the game “Physical line-up” - Play the game
1. Listen and tick.
• Tell pupils that they are going to listen and tick the - Listen to the
correct pictures. Give them a few seconds teacher
to look at the pictures. Ask them to identify each
character and what’s the matter with him/ - Look and identify
her or what he/she is doing.
• Play the recording all the way through for the class - Listen
to listen. Play it again for them to tick the - Listen and tick
boxes. - Work in pairs
• Get them to compare their answers before checking
as a class. Give explanations for the
answers which pupils find difficult. Play the recording
again to confirm the answers. - Listen
2. Listen and number.
• Tell pupils that they are going to listen and number - Do as directed
the pictures in the order they hear
them. - Individually
• Give them a few seconds to look at the pictures. - Work in pairs
Check comprehension.
• Play the recording all the way through for pupils to - Some Ps read
listen. Play it again for them to number aloud the answers
the pictures.
• Get pupils to compare their answers before checking
as a class.
3. Listen and write one word in the blank.
• Tell pupils that they are going to listen and and write - Listen to the
one word in each gap. teacher
• Give them a few seconds to read the gapped - Listen and do the
sentences and guess the answers based on the task
surrounding words. - Give answers
• Play the recording the first time all the way through
for pupils to listen and write. Play it the - Read aloud
second time for them to check their answers.
• Get pupils to swap and compare their answers before
132
checking as a class. - Read the text

4. Read and complete.
• Tell pupils that they are going to read the text and - Do as directed
complete the table. - Work in pairs
• Give them time to look at the table and think of the - Some Ps read
information needed to fill the gaps. Ask pupils to read aloud the answers
the text in silence and complete the table.
• Get pupils to compare their answers in pairs before
checking as a class. Give explanations, if
necessary. - Listen to the
5. Write about you. teacher
• Tell pupils that they are going to write sentences
about themselves. - Read silently
• Give them time to read the questions in silence.
Check their understanding and remind them when to - Do as directed
use capital letters and where to put full stops and
commas.
• Get pupils to swap and read their writing in pairs - Listen
before inviting two or three pupils to read
their answers aloud. - Remember
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133
UNIT 16: WHERE’S THE POST OFFICE?

Lesson 1: Task 1, 2, 3 (P.40)

1. Knowledge:
- Use the words, phrases related to the topics: asking for and giving directions.
- Sentence Patterns: Excuse me, where’s the ___? – It’s ____.
- Vocabulary: bus stop, next to, stadium / pharmacy, opposite, market /
theatre, between, cinema, supermarket / museum, on the corner of the street.
a. Quality:
- Love friends, teachers.
- Be polite and know more about your place.
- Using language to talk about about directions.
II. PREPARATION
III.PROCEDURES
- Sing a song - The class listen and sing to Where will you be?
Song.
repeat
characters( Akiko, a man and a woman) and the
context in the book guess what the story is
about and point at each picture to elicit their
answers to these questions.
- Check and correct. - Read in group/ pair: One repeats Akiko’s part,
134
the other repeats a woman’spart.

Excuse me, where’s the ...? It’s ...
- Note write down new words and read after T.
- Say phrases under the pictures.
- Teach vocabulary: bus
stop, post office, theatre,
museum, ....
- Monitor the activity and - Point the pictures and practise asking and
offer help, if necessary. answering question
Excuse me, where’s the ...? It’s ...
- 2 - 3 pairs perform their task at the front of the
- Check and correct. class. The rest of the class observe and give
comments.
- Talking about directions, using:
Where’s the ...? It’s ...
- Give tasks. - Ss work in pairs.
- Monitor the activity and - Pupils practise answering the questions with
offer help, if necessary. information about themselves.
comments.
Circular 22.
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135
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Lesson 2: Task 1, 2, 3 (P.42)

1. Knowledge:
- Ask and answer questions about means of transports.
- Sentence Patterns: How can I get to ___? − You can ___.
- Vocabulary: the post office, walk for five minutes / Phu Quoc Island, take a
boat / Sa Pa, take a coach / Ho Chi Minh City, go by plane.
a. Quality:
II. PREPARATION
III.PROCEDURES
- Play game: What and where
-T tells ss what they have to play game. -SS listen.
- SS play game in two teams.
-Have SS play game in two teams.
-T counts the points for each team,
announces the winner and gives
compliment.
- T links to the new lesson.
136

- Elicit the character and have Ss guess
- Guess and answer.
- Set the scene: we are going to ask and - SS listen.
answer questions about means of
transport
- Have Ss listen to the recording then asks - Listen and repeat
they read the lines in the speech bubbles
- Divide the class into two groups to read
the dialogue. - Read in groups.
- T asks ss to read the dialogue in pairs.
- Call some pairs to read the dialogue in
- SS read in pairs.
front of the class.
- Some pairs to read the dialogue
-T corrects pronunciation if necessary.
in front of the class.
*Outcome: SS can find out new words ;
understand the context of the dialogue
and role play the dialogue about means
of transport.
-Have ss look at the picture and identify
- Identify the characters.
the characters and what they are doing.
- T elicits the sentence pattern. - SS answer
- T elicits some newwords.
- T makes model with a student. - Repeat new words.
- Aks ss to work in pairs to ask and - Ss work in pair ask & answer
answer - Perform.
- Call on some pairs to perform their task
at the front of the class.
*Outcome: SS can practise asking and
answeringquestions about means of
transport.
- T ask ss to ask and answerquestions :
How can I get to…? ->You can…. - SS listen.
- T makes model with a student. - SS answer
answerthe question.
- Call on some pairs to perform their task -Some pairs to perform their task
at the front of the class. at the front of the class.
137
*Outcome: SS can practise further asking

and answeringquestions about means of
transport.
-Ss to retell the contents of this
- Summary the lesson. lesson
-SS listen.
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Lesson 3: Task 1, 2, 3 (P.44)
1. Knowledge:
+ Where’s the post office? ̶ It’s opposite the stadium.
+ Where’s the cinema? ̶ It’s next to the post office.
+ Where’s the supermarket? ̶ It’s on the corner of the street.
- Listen and circle the letters showing the correct answers. Then ask and
answer.
- Say the chant: How can we get there?
a. Quality:
138

II. PREPARATION
III.PROCEDURES
- Play game: Brainstorming -SS listen.
-T tells ss what they have to play game. - SS play game in two teams.
- Have SS play game in two teams.
compliment.
- Let Ss pay attention to intonation. - SS pay attention.
- Have Ss learn to practising saying
questions and answerwith the correct
intonation.
- Play the tape and ask Ss to listen. - SS listen.
- Play the tape again and ask Ss to repeat - Listen and repeat.
each line of the text in chorus.
- Have Ss read in groups/ in pairs. - Read in groups./ in pairs.
*Outcome: SS can repeat intonation
correctly.
Task 2: Listen and circle a or b. Then
ask and answer
- Tell the class that they are going to listen -SS listen.
and circle a or b to complete the sentences.
- Have Ss look at the words in part 2 (p. - Look and read the words.
44) to identify where they are and set up - Guess the answer
the task.
- Play the recording 2 times ssto listen and - Listen and circle a or b.
139
circle.
- Play the recording again sscheck their -Check their guess.
answer
- Check and correct.
*Outcome: SS can improve listening skill
about means of transport and giving
direction.
Task 3: Let’s chant
- Introduce the chant: How can we get - Ss listen and read.
there?
-Turn on the tape.
- Ss listen to the tape and repeat the chant. - Ss chant in group and individual.
-Teacher reinforce their pronunciation - Ss chant and do the action.
*Outcome: SS can practise the chant: How
can we get there?
- Summary the lesson. -Ss to retell the contents of this
- Comments according to Circular 22. lesson
pronunciation if necessary. -SS listen.
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Friday, April 1st 2022-5A
UNIT 17: WHAT WOULD YOU LIKE TO EAT?

Lesson 1: Task 1, 2, 3 (P.46)

1. Knowledge:
140
- Ask and answer questions about what the other speaker would like to eat or
drink.
- Sentence Patterns: What would you like to eat / drink? – I’d like ____, please.
- Vocabulary: a packet of biscuits, a bar of chocolate, a glass of orange juice, a
carton of lemonade
a. Quality:
- Educate Ss how to keep healthy
- Positive about eating habits
- Students know how to learn English in right way.
- Co-operation (ready to help friends in pair work / groupwork).
- Using language to talk about what someone would like to eat or drink.
II. PREPARATION
III.PROCEDURES
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
Play game : hangman
*Procedure:
-T tells ss what they have to play game.
compliment. -SS listen.
- T links to the new lesson. - SS play game in two teams.
-Set the scene: we are going to listen to the -SS listen.
dialogue in which the characters to ask and
answer about questions about what
someone would like to eat or drink.
- Ask students to look at the picture in the -Look at the picture and answer
book and ask:
+ What are they taking?
+ Where is it?
141
- Have Ss listen to the recording. -SS listen the recording.

-Play the recording again for Ss to repeat -SS listen and repeat.
each sentence.
-Divide the class into two groups to read - SS read in groups.
the dialogue.
- T asks ss to read the dialogue in pairs. - SS read in pairs.
- Call some pairs to read the dialogue in - SS read the dialogue.
front of the class.
-T corrects pronunciation if necessary
*Outcome: SS can find out new words;
understand the context of the dialogue and
role play the dialogueabout what someone
would like to eat or drink.
- Teach vocabulary: bowl, carton, glass, -SS listen and repeat newword,
packet,bar , biscuits then write on their notebook
- Check vocabulary: rub out and remember -SS play game.
- Have pupils look at pictures. Ask them to - SS listen and identify.
identify the characters in the pictures .
- Elicit sentence Pattern: What would you -SS answer.
like to eat / drink?->? I’d like….., please.
- T models with a student.Then asks ss - Model.Then practise.
practice in pairs
- Have Ss work in pairs to practise and - Practise in pairs.
corrects pronunciation if necessary.
- Invite ss to ask and answer in front of the - SS play game to ask and
class. ( Play game: Noughts and crosses.) answer.
- T gets feedback
*Outcome: SS canss practise asking and
answeringthe questions about what
someone would like to eat or drink.
-Tell ss that they are going to practise more -SS listen.
with their friends to ask and answer
questions about what someone would like
to eat or drink.
- Elicit the words to fill in the gaps and -SS repeat.
142
have ss to repeat. -Pairs work to interact..

-Get ss to works in pairs to interact. -some pairs to act out in front of
-Call some pairs to act out in front of the the class.
class.
- T corrects pronunciation, if
necessary.*Outcome: SS can practise
further asking and answeringthe questions
about what someone would like to eat or
drink.
lesson
- Comments according to Circular 22. -SS listen.
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Period: 57 Monday, April 4th 2022- 5B,C
Tuesday, April 5th 2022- 5A
Thursday, April 7th 2022- 5E,D
UNIT 17: WHAT WOULD YOU LIKE TO EAT?

Lesson 2: Task 1, 2, 3 (P.48)
143

1. Knowledge:
- Ask and answer questions about quantity of food and drink.
- Sentence Patterns: How many / much ___ do you eat / drink every day? − I
eat / drink.
- Vocabulary: bananas, three bananas / rice, four bowls / sausages, two sausages
/ water, three bottles
a. Quality:
Be confident in communicating with friends/ teachers.
- Educate Ss how to keep healthy
- Positive about recipes and eating habits
- Know how to learn English in right way.
- Using language to talk about quantity of food and drink.
II. PREPARATION
III.PROCEDURES
Play game: rub out and remember
-Vocabulary: milk, drink, eat, some -SS listen.
-T tells ss what they have to play game. - SS play game in two teams.
compliment.
- Elicit the character and have Ss guess -Guess and answer.
- Set the scene: we are going to ask and -SS listen.
answer questions about the quantity of
144
food and drink.

- Have Ss listen to the recording then asks -Listen and repeat
-Divide the class into two groups to read -Read in groups
the dialogue.
- Call some pairs to read the dialogue in -Some pairs to read the
front of the class. dialogue in front of the class.
role play the dialogueabout the quantity of
food and drink.
-Teach vocabulary: fresh, glass, bowl, -SS listen and repeat newword,
sausages, bottle. then write on their notebook
- Check vocabulary: What and where -SS play game.
identify the food and drink in the pictures .
- Elicit the sentence Pattern: How many/
much…. do you eat/ drink everyday? -SS answer.
-> I eat/ drink….
- T models with a student.Then asks ss
practice in pairs - Model.Then practise.
- Have Ss work in pairs to practise and
corrects pronunciation if necessary. - Practise in pairs.
- Invite ss to ask and answer in front of the
class. T gets feedback - SS ask and answer.
answeringquestions about the quantity of
food and drink.
- T ask ss to ask and answerquestions : - Listen.
Howmany/much…do you eat/drink every
day? ->I eat/drink….
145
answerthe question. -Some pairs to perform their

- Call on some pairs to perform their task task at the front of the class..
and answeringquestions about the quantity
of food and drink.
*Consolidation (2’) -Ss to retell the contents of this
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Period: 58 Thursday, April 7th 2022-5B,C,E,D
Friday, April 8th 2022-5A
UNIT 17: WHAT WOULD YOU LIKE TO IT?
Lesson 3: Task 1, 2, 3 (P.50)

1. Knowledge:
- Give intonation sentences correctly.
gapped answers. Then say the sentences aloud.
- Say the chant : Healthy food and drink.
a. Quality:
- Educate Ss how to stay healthy.
- Have good eating habits.
146
II. PREPARATION
III.PROCEDURES
Play game: Slap the board
-Vocabulary: banana, orange juice, apple, -SS listen.
vegetable - SS play game in two teams.
compliment.
- Tell the class that they are going to -SS read.
practise saying the sentences, paying
attention to sentence intonation. -SS listen.
- Play the recording all the way through -SS listen and repeat.
for pupils to listen first. Play the
recording again for them to repeat the
sentences twice.
-Call some ss to read in front of the class. -SS read in pairs
- T checks and corrects.
correctly.
ask and answer.
- Tell the class that they are going to -Listen.
listen and circle a or b to complete the
sentences. - Look and read the words.
- Have Ss look at the words in part 2 (p. - Guess the answer
50) to identify where they are and set up - Listen and circle a or b.
147
the task.
- Play the recording 2 times ssto listen -Check their guess.
and circle. 1.a/ 2. b/ ; 3.a/ ; 4.a
- Play the recording again sscheck their
answer
about greeting and responding to
greeting.
- Introduce the chant: Healthy food and - Ss listen and read.
drink
-Turn on the tape. - Ss chant in group and individual.
- Ss listen to the tape and repeat the chant. - Ss chant and do the action.
-Teacher reinforce their pronunciation
*Outcome: SS can practise the chant:
Healthy food and drink
lesson
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Period: 59 Tuesday, April 12th 2022- 5A
Thursday, April 14th 2022- 5E,D,B,C
UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW?
Lesson 1 Task 1, 2, 3 (P.52)

148

1. Knowledge:
- Ask and answer questions about the weather.
- Sentence Patterns: What will the weather be like tomorrow? – It will be ____
and __
- Vocabulary: cold, snowy / hot, sunny / warm, stormy / cool, cloudy
a. Quality:
- Know how to keep body healthy
- Love themselves, love nature.
- Using language to talk about the weather
II. PREPARATION
III.PROCEDURES
- Play game : hangman
-Vocabulary:WEATHER
-Have SS play game in two teams. - SS play game in two teams.
compliment.
answer questions about the weather.
book and ask:
+ What is the weather like?
149
each sentence.
-Divide the class into two groups to read - SS read in groups.
the dialogue.
front of the class. - SS read the dialogue.
- Teach vocabulary: weather forecast, -SS listen and repeat newword,
sunny, rainy, cold, hot, cool ... then write on their notebook
- Check vocabulary: matching -SS play game.
*Outcome: SS can find out new words;
role play the dialogueabout the weather.
-Have ss look at the picture and identify - Identify the characters.
the characters and what they are doing.
- T elicits the sentence pattern. - SS answer
What will the weather be like tomorrow?It
will be..and….. - Repeat new words.
- T elicits some newwords. - SS model
- T makes model with a student. - Ss work in pair ask & answer
- Aks ss to work in pairs to ask and answer -some pairs to perform their
- Call on some pairs to perform their task task at the front of the class.
answeringquestions about the weather
- T ask ss to ask and answerquestions about - SS listen.
answerthe question.
- Call on some pairs to perform their task -Some pairs to perform their
at the front of the class. task at the front of the class.
and answeringquestions about the weather
150
lesson
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Lesson 2: Task 1, 2, 3 (P.54)

1. Knowledge:
- Pupils can ask and answer questions about the seasons in the other speaker’s
country.
- Sentence Patterns: What’s ___ like in your country? − It’s usually ___. There
is / are ___.
- Vocabulary: spring, cold, wind / summer, hot, flowers / autumn, cool, rain /
winter, very cold, snow.
a. Quality:
- Love themselves, love nature.
- Know how to protect yourself
- Using language to talk about the seasons.
II. PREPARATION
151

III.PROCEDURES
- Play game: What and where -SS listen.
-Vocabulary: weather, country, hot, cold, - SS play game in two teams.
usually
compliment.
answer questions about the seasons
- Have Ss listen to the recording then asks -Listen and repeat
- Divide the class into two groups to read
the dialogue. -Read in groups.
- Call some pairs to read the dialogue in - SS read in pairs.
front of the class.
- T corrects pronunciation if necessary -Perform.
and role play the dialogue about the
seasons.
-Teach vocabulary: Spring, summer, -SS listen and repeat newword,
autumn, winter, season. then write on their notebook
- Have pupils look at pictures. Ask them - SS listen and identify.
to identify the address and what it like in
the pictures .
152
- Elicit the sentence Pattern: What’s …

like in your country? It’s usually …. -SS answer.
There is/ are
practice in pairs - Model.Then practise.
corrects pronunciation if necessary. - Practise in pairs.
- Invite ss to ask and answer in front of
the class. T gets feedback - SS ask and answer.
answeringthe questions about the
seasons.
- T ask ss to ask and answerquestions : - SS listen.
Where do you live?; How many seasons
are there?; What are they?; What’s your
favourite season?; What’s
spring/summer….like?
answerthe question. -Some pairs to perform their task
- Call on some pairs to perform their task at the front of the class.
and answeringthe questions about the
seasons.
lesson
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153
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Lesson 3: Task 1, 2, 3 (P.56)
1. Knowledge:
- Give intonation sentences correctly.
gapped answers. Then say the sentences aloud.
- Say the chant: What will the weather be like tomorrow?
a. Quality:
- Educate Ss how to keep your body healthy
II. PREPARATION
III.PROCEDURES
- Play game: Netword
-Vocabulary: Winter, Spring, Summer, -SS listen.
Autumn - SS play game in two teams.
154
compliment.
- Let Ss pay attention to intonation. - SS pay attention.
- Have Ss learn to practising saying
questions and answerwith the correct
intonation.
- Play the tape and ask Ss to listen. - SS listen.
- Play the tape again and ask Ss to repeat - SS listen and repeat.
each line of the text in chorus.
- Have Ss read in groups/ in pairs. - SS read in groups./ in pairs.
correctly.
say the sentences aloud.
- Tell the class that they are going to listen -SS listen.
and circle a or b to complete the sentences.
- Have Ss look at the words in part 2 (p. - Look and read the words.
56) to identify where they are and set up - Guess the answer
the task.
- Play the recording 2 times ssto listen and - Listen and circle a or b.
circle.
- Play the recording again ss check their -Check their guess.
answer
about the weather and the season.
*Aim:help ss practise the chant: What will
the weather be like tomorrow?
*Procedure:
- Introduce the chant: What will the
weather be like tomorrow? - Ss listen and read.
- Ss listen to the tape and repeat the chant.
-Teacher reinforce their pronunciation - Ss chant in group and
*Outcome: SS can practise the chant: individual.
155
What will the weather be like tomorrow? - Ss chant and do the action.
- Summary the lesson. - Ss to retell the contents of this
lesson
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UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT?
Lesson 1: Task 1, 2, 3 (P.58)
1. Knowledge:
- Ask and answer about which place someone would like to visit.
- Sentence Patterns: Which place would you like to visit, __ or __? – I’d like to
visit ____.
- Vocabulary: Thong Nhat Park, the Museum of History / Trang Tien Bridge,
Thien Mu Pagoda / Ben Thanh Market, the City Theatre / Bai Dinh Pagoda,
Hoa Lu Temple
a. Quality:
- Love friends, hometown.
- Know more places in hometown, in country.
- Show pride of our country.
156
- Using language to talk about the places in Nam’s country.

II. PREPARATION
III.PROCEDURES
- Play game : hangman
-Vocabulary:
-T tells ss what they have to play game. - SS listen.
compliment.
- Set the scene: we are going to listen to the -SS play game.
answer questions about which place -SS listen.
someone would like to visit.
- Ask students to look at the picture in the
book and ask:
+ What are they taking? -Look at the picture and answer
+ Where is it?
- Have Ss listen to the recording.
-Play the recording again for Ss to repeat
each sentence. -SS listen the recording.
-Divide the class into two groups to read -SS listen and repeat.
the dialogue.
- T asks ss to read the dialogue in pairs. - SS read in groups.
front of the class. - SS read in pairs.
-T corrects pronunciation if necessary - SS read the dialogue.
- Teach vocabulary: the Museum of - SS listen and repeat newword,
History, Thien Mu Pagoda, the City then write on their notebook
Theatre, Hoa Lu Temple...
- Check vocabulary: rub out and remember
157

identify the characters in the pictures .
Who are in the pictures? What are they
talking? -SS answer.
- Sentence Pattern: Which place would you
like to visit, ________ or __________? I’d
like to visit __________.
practice in pairs
- Invite ss to ask and answer in front of the - SS play game to ask and
class. ( Play game: Lucky numbers) answer.
- T gets feedback
answeringquestions about which place
someone would like to visit
-Tell ss that they are going to practise more
with their friends to ask and answer -SS listen.
questions about which place someone
would like to visit.
- Elicit the words to fill in the gaps and -SS repeat.
have ss to repeat. -Pairs work to interact..
-Get ss to works in pairs to interact. -some pairs to act out in front
-Call some pairs to act out in front of the of the class.
class.
- T corrects pronunciation, if necessary. -SS listen.
answeringquestions about which place
someone would like to visit.
- Comments according to Circular 22
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158
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Lesson 2: Task 1, 2, 3 (P.60)

1. Knowledge:
- Ask and answer questions about the other speaker’s opinions about a place.
- Sentence Patterns: What do you think of ___? − It’s more ___ than I
expected.
- Vocabulary: Ha Long Bay, attractive / Dam Sen Park, exciting / Thu Le Zoo,
interesting / Phu Quoc Island, beautiful.
a. Quality:
II. PREPARATION
III.PROCEDURES
159

- Play game: What and where (5’)
compliment.
answer questions about the seasons.
- Have Ss listen to the recording then
asks they read the lines in the speech -Listen and repeat
bubbles
-Divide the class into two groups to -Read in groups.
read the dialogue.
- Call some pairs to read the dialogue -Some pairs to read the dialogue
in front of the class. in front of the class.
-T corrects pronunciation if necessary.
and role play the dialogue about
someone’s opinions about a place.
-Teach vocabulary: attractive, exciting, -SS listen and repeat newword,
interesting,… then write on their notebook
- Have pupils look at pictures. Ask them - SS listen and identify.
to identify the address and what it like in
the pictures .
- Elicit the sentence Pattern: What do -SS answer.
you think of ____________? It’s more
____________ than I expected.
160
practice in pairs
- Invite ss to ask and answer in front of - SS ask and answer.
the class. T gets feedback
*Outcome: SS can practiseasking and
answeringthe questions about someone’s
opinions about a place.
- Tell ss that they are going to practise -Ss listen.
more with their friends to ask and
answer questions about the seasons. - Listen and repeat.
- Elicit the words to fill in the gaps and
have ss to repeat.
-Get ss to works in pairs to interact. - SS works in pairs to interact.
-Call some pairs to act out in front of the - Some pairs to act out in front of
class. the class.
-T corrects pronunciation, if necessary.
*Outcome: SS can practise further
asking and answeringthe questions
about someone’s opinions about a place.
lesson
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161

Lesson 3: Task 1, 2, 3 (P.62)

1. Knowledge:
- Read, listen and mark the sentence intonation ( or ). Then say the
sentences aloud.
- Say the chant: What do you think of it?
a. Quality:
II. PREPARATION
III.PROCEDURES
- Play game: Slap the board (5’)
compliment.
162
attention to sentence intonation. -SS listen.

- Play the recording all the way through -SS listen and repeat.
for pupils to listen first. Play the
recording again for them to repeat the
sentences twice.
-Call some ss to read in front of the class. -SS read in pairs
- T checks and corrects.
correctly.
Task 2: Listen and mark the sentence
intonation. Then say the sentences
aloud. (8’)
- Tell the class that they are going to -Listen.
listen and mark the sentences intonation
of each sentences. - Look and read the words.
- Have Ss look at the words in part 2 (p. - Guess the answer
56) to identify where they are and set up - Listen and mark.
the task.
- Play the recording 2 times ssto listen -Check their guess.
and circle.
- Play the recording again sscheck their
answer
about someone’s opinions about a place.
- Introduce the chant: What will the - Ss listen and read.
weather be like tomorrow?
- Ss listen to the tape and repeat the chant.
-Teacher reinforce their pronunciation - Ss chant in group and individual.
*Outcome: SS can practise the chant: - Ss chant and do the action.
What do you think of it?
lesson
163
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Period: 65 Thursday, May 5th 2022- 5E,D,B,C
Friday, May 6th 2022- 5A
UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR

LIFE IN THE COUNTRYSIDE?
Lesson 1: Task 1, 2, 3 (P.64)

1. Knowledge:
- Use the words, phrases related to the topics Comparing places. Ask and answer
questions to compare places (adjectives with one or two syllables.
- Sentence Pattern: Which one is __, __ or __? ̶ I think __.
- Vocabulary: small, Hoan Kiem Lake, West Lake / large, Ben Thanh Market,
Dong Xuan Market / noisy, life in the city, life in the countryside / busy, life in
the city, life in the mountains
a. Quality:
164
- Using language to talk about the they have been.

II. PREPARATION
III.PROCEDURES
Play game : hangman
-Vocabulary:COUNTRYSIDE
compliment.
answer questions to compare places
book and identify.
each sentence.
-Divide the class into two groups to read the - SS read in groups.
dialogue.
front of the class. - SS read the dialogue.
-T corrects pronunciation if necessary- - SS listen and repeat
Teach vocabulary: big – bigger, small – newwords, then write on their
smaller, large – larger, noisy – noisier.... notebook
- Check vocabulary:matching -SS play game.

Task 2: Point and say - SS listen and identify.
- Have pupils look at pictures. Ask them to
identify the characters in the pictures. -SS answer.
165
- Elicit sentence Pattern: Which one is ..., ...

or ...? I think ... - Model.Then practise.
practice in pairs - Practise in pairs.
corrects pronunciation if necessary. - SS play game to ask and
- Invite ss to ask and answer in front of the answer.
class. ( Play game: Lucky numbers)
- T gets feedback
answeringquestions to compare places.
Task 3: Let’s Talk -SS listen.
-Tell ss that they are going to practise more
with their friends to ask and answer
questions to compare places -SS repeat.
- Elicit the words to fill in the gaps and have -SS works in pairs to interact.
ss to repeat. -Some pairs to act out in front
-Get ss to works in pairs to interact. of the class.
-Call some pairs to act out in front of the
class.
- T corrects pronunciation, if necessary.
and answeringquestions to compare places.
*Consolidation (2’) -Ss to retell the contents of this
-SS listen.
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Period: 66
166
Monday, May 9th 2022- 5A,B,C (W33)

Lesson 2: Task 1, 2, 3 (P.66)

1. Knowledge:
- Ask and answer questions to compare places, using three-syllable adjectives.
- Sentence Patterns: Which one is more ___, ___ or___? − I think ___.
- Vocabulary: beautiful, Ha Long City, Nha Trang / expensive, life in Da Nang,
life in Ho Chi Minh City / exciting, life in the city, life in the countryside.
a. Quality:
- Using language to talk about the they have been.
II. PREPARATION
III.PROCEDURES
- Play game: What and where (5’)
compliment.
167

- Have Ss listen to the recording then
asks they read the lines in the speech -Listen and repeat
bubbles
-Divide the class into two groups to
read the dialogue. -Read in groups.
- Call some pairs to read the dialogue - SS read in pairs.
in front of the class.
-T corrects pronunciation if necessary. -Perform.
and role play the dialogue about
comparing places.
Act 3: Practice (12’) -SS listen and repeat newword,
Task 2: Point and say then write on their notebook
- Teach vocabulary: expensive – more -SS play game.
expensive, beautiful – more beautiful, .... - SS listen and identify.
- Check vocabulary: What and where
- Have pupils look at pictures. Ask them
to identify the address and what it like in -SS answer.
the pictures .
- Elicit the sentence Pattern: Which one - Model.Then practise.
is more ..., ... or ...? I think ...
- -T models with a student.Then asks ss - Practise in pairs.
practice in pairs
- Have Ss work in pairs to practise and - SS ask and answer.
- Invite ss to ask and answer in front of
the class. T gets feedback
answering questions to compare places
Act 4: Production (8’) -Ss listen.
- Tell ss that they are going to practise
168
more with their friends to ask and - Listen and repeat.

- Elicit the words to fill in the gaps and - SS works in pairs to interact.
have ss to repeat. - Some pairs to act out in front of
-Get ss to works in pairs to interact. the class.
-Call some pairs to act out in front of the
class.
-T corrects pronunciation, if necessary. -Ss to retell the contents of this
*Consolidation (2’) lesson
- Summary the lesson. -SS listen.

____________________________
Thursday, May 5th 2022-5E,D

EXAMINATION GRADE 5-TERM II
Time: 40 minutes
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Task 3: Read and match (1,25pts)
A B Answers
a) We are going to hold a School 1. … (M4-0,25)
1. Where did Hoa go last Sunday?
Festival.
2. What do you usually do in summer? b) Because she can’t go swimming. 2. … (M1-0,25)
173
3. What are you going to do next 3. … (M2-0,25)

c) May 14th, 2011.
week?
4. Why doesn’t your sister like the 4. … (M1-0,25)
d) She went to visit her grandparents.
winter?
e) I usually play sports with my 5. … (M3-0,25)
5. What’s the date today, Nam?
friends.
fishing cold hot national seasons
Linda is from England. There are four (1) ____________ (M2-0,25) in her
country. In summer, it is (2) __________(M2-0,25). She often goes swimming. In
autumn, it is cool and wet. Her father and she sometimes go (3)______________ (M1-
0,25). It is very in (4) _________ (M3-0,25) winter. They usually go skiing in the
mountains. In spring, it is warm and beautiful. They often go camping in the (5)
__________ (M4-0,25) park.
Task 5: Answer the questions (0,5pt)
1. Which one is more exciting, life in the city or life in the countryside? (M1-0,25)
 ----------------------------------------------------------------------------------
2. What’s the weather like today? (M2-0,25)
 ----------------------------------------------------------------------------------
1. (M1-0,25) 2. (M2-0,25) 3. (M3-0,25) 4. (M4-0,25)
It’ll be r _ _ ny I’d like a c_ _ _ _ _ I would like to be a The theater __________
tomorrow. of milk. __________ the cinema and the market.
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1. post/ the / is /office/ Where / ? (M1-0,25)
 ----------------------------------------------------------------------------------
2. isn’t / going / to / Hoi An / Minh / next / week / . (M2-0,25)
 ----------------------------------------------------------------------------------
3. in / spring / what’s / like / the / weather / ? (M3-0,25)
 ----------------------------------------------------------------------------------
4. behind/ trees/ there/ house/ any/ are/ the? (M4-0,25)
 ----------------------------------------------------------------------------------
Part 1: Getting to know each other. (0,75pt)
Part 2: Talking about familiar objects. (1,0pt)
Part 3: Describing a picture. (0,75pt)
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Period: 67 Tuesday, May 10th 2022- 5A,B
EXAMINATION GRADE 5-TERM II

(đã soạn ở tuần 32)
________________________________________________________________
_
Period: 67+ 68 Thursday, May 16th 2022-5B,C,A,D,E

Lesson 2: Task 1,2,3 (P.66)
(Đã soạn ở tuần 32)
______________________________________
Lesson 3: Task 1, 2, 3 (P.68)
178

1. Knowledge:
+ Which one is bigger, London or Hue? ̶ I think London is.
+ Which one is more beautiful, Ha Long City or Nha Trang? ̶ I think
Ha Long City is.
- Listen and mark the sentence intonation ( or ). Then say the sentences
aloud.
- Say the chant Which one is more…?
a. Quality:
- Love themselves.
II. PREPARATION
III.PROCEDURES
Play game: Slap the board
compliment.
179
attention to sentence intonation.

- Play the recording all the way through for -SS listen.
pupils to listen first. Play the recording -SS listen and repeat.
again for them to repeat the sentences
twice.
-Call some ss to read in front of the class.
- T checks and corrects. -SS read in pairs
correctly.
Task 2: Listen and mark the sentence
intonation . Then say the sentences
aloud
- Have ss that they are going to listen and - SS listen.
match the sentence intonation
-Ask ss to read the text in silence before -Read in silence.
listen.
- Play the recording 2 times ss to listen and - Listen and write.
match the sentence intonation,. Check their
guess. Compare the answer with the
partner.
- Play the recording again ss to check their
answers.
- Have ss to practise saying aloud the - Check.
sentences in pairs.
-T checks and coreccts their pronunciation. - Pairworks.
about mark ing the sentence intonation .
Activity 4: Act 4: Production (8’)
- Introduce the Chant: Which one is - SS listen.
more…?
-Have ss to read the chant and check their -SS read.
comprehension.
-Play the recording a few time for ss to -SS listen.
listen.
- Have ss to listen and repeat the chant line - SS listen and repeat.
by line.
- Have ss to chant in group and individual. -Group work.
180
- Have ss to chant and do the action.

-Teacher reinforce their pronunciation -SS chant and do the action
*Outcome: SS can
- Summary the lesson. -Ss to retell the contents of
this lesson
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______________________________

Period: 69+70 Wednesday, May 18th 2022- 5C,E,D
Thursday, May 19th 2022-5B,C,D,E
Friday, May 20th 2022- 5A
REVIEW 4 (P.70)

1. Knowledge:
- Perform their abilities in listening, speaking to the topics from units 16-20,
using the phonics, vocabulary and sentence patterns they have learnt.
- Vocabulary: review
- Grammar: review
181
- Listen and complete the gapped sentences.

- Read the paragraph and complete the table.
a. Quality:
- Ss love English.
- Using language to talk about review.
II. PREPARATION
III.PROCEDURES
Activity 1:Warm –up: Play game: Slap
the board (5’)
compliment.
Activity 2:Listen and tick ( 5’)
- Have pupils look at pictures of the -Look and listen.
Student Book. Give the identification of
the characters in the pictures and the -Identify.
characters’ words.
- Play the recording 2 times pupils to listen
and tick the boxes. Check their guess. Listen and tick
Compare the answer with the partner.
- Play the recording again pupils check
their answers. - Check.
about knowledge that ss learnt
Activity 3: Listen and number ( 5’)
- Have pupils look at pictures a, b, c and d -Look and listen.
of the Student Book. Elicit the
identification of the characters in the -Identify.
182
pictures and the characters’ words.

-Tell pupils that they are going to listen to
the recording and number the boxes. Guess -SS guess.
the answer
- Play the recording 2 times pupils to listen -Listen and number
and number the boxes. Check their guess.
Compare the answer with the partner. -SS check.
- Play the recording again pupils check
their answers. T give the answer:
Activity 4: Listen and complete ( 5’)
-Have pupils look at sentences of the - Look and listen.
Student Book.
-Tell pupils that they are going to listen to
the recording and complete. Guess the
answer
- Play the recording 2 times pupils to listen -Listen and complete.
and tick. Check their guess. Compare the
answer with the partner.
- Play the recording again pupils check -SS check.
their answers. T give the answer:
Activity 5: Read and complete (6’)
- Whole class. Have pupils turn their books - Look and listen.
.Tell pupils that they are going to read the
text and circle a or b.
- Pupils read the sentences individually and
do the task.
- Pair works. Have pupils trade their -Read and do the task.
answers for correction.
- Call on some pupils to read their answers. - Work in pairs.
- T gets feeedback
*Outcome: SS can improve reading skills
about knowledge that ss learnt -SS read.
Activity 6: Write about you (6’)
- Tell the class that they are going to write - Look and listen.
sentences about themselves.
183
- Give Ss a few seconds to read the -SS do the task.

questions in silence. Check comprehension
and give feedback
- Get Ss time to do the task. - SS read.
- Call some Ss to read questions and
answers
-T checks and corrects.
*Outcome: SS can improve writing skill
lesson
_________________________________________
CORRECTION TEST
a.2 (M1-0,25) b.1 (M4-0,25) c.4 (M2-0,25) d.3 (M3-0,25)
Tape script
1. Linda: What's the matter with you?
Mary: I have a toothache.
Linda: Poor you. You should go to the doctor. And you shouldn't eat sweets.
Mary: I know, you're right.
2. Linda: What do you often do in your free time?

Phong: I often go skating in the park.
Linda: Really?
Phong: Yes, because skating is my favourite sport.
3. Linda: What do you want to do now?

Nam: I want to make a paper plane.
Linda: Why?
Nam: Because I like planes and I'd like to be a pilot when I grow up
184
4. Linda: Where are you going?

Quan: I'm going to the park. I'm going to ride my bike with friends there.
Linda: Don't ride your bike too fast! It's dangerous.

Task 2: Listen and tick ( ). (1,5pts)
1. b (M2-0,5) 2. a (M3-0,5) 3. b (M1-0,5)

Tape script
1. Mary: Do you like my new picture, Nam?
Nam: Yes! It's so nice! How often do you draw pictures, Mary?
Mary: I usually draw pictures in my free time.
2. Nam: What do you do in your free time, Linda?

Linda: I often go to the cinema.
Nam: Do you go to the zoo?
Linda: Not very often.
3. Nam: Where were you yesterday, Phong?

Phong: I was at the karate club.
Nam: Oh, can you do karate?
Phong: Yes, of course. I usually do karate in my free time.
Task 3: Read and match (1,25pts)
1. d (M4-0,25) 2. e (M1-0,25)
3. a (M2-0,25) 4. b (M1-0,25) 5. c (M3-0,25)
1. seasons (M2-0,25) 2. hot (M2-0,25)
3. fishing (M1-0,25) 4. cold (M3-0,25) 5. national (M4-0,25)
Task 5: Answer the questions. (0,5pt)
1. I think life in the city is. (M1-0,25)
2. It’s ………. (M2-0,25)
(Ss answer about themselves)
1. ai (M1-0,25) 2. arton (M2-0,25)
4. doctor (M3-0,25) 3. between (M4-0,25)
1. Where is the post office? (M1-0,25)
2. Minh isn’t going to Hoi An next week. (M2-0,25)
3. What’s the weather like in spring? (M3-0,25)
4. Are there any trees behind the house? (M4-0,25)
185
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1

Week: 1 Date of teaching

UNIT 1: WHAT’S YOUR ADDRESS?

I. THE REQUIREMENTS TO ACHIEVE

Teacher’s activities Student’s activities

Teacher’s activities Student’s activities

Week: 1 Date of teaching

UNIT 1: WHAT’S YOUR ADDRESS?

I. THE REQUIREMENTS TO ACHIEVE

- Sentence Patterns: What’s the _____ like? − It’s ______.

Teacher’s activities Student’s activities

Teacher’s activities Student’s activities

- Ss listen and repeat

Week: 2 Date of teaching

UNIT 1: WHAT’S YOUR ADDRESS?

I. THE REQUIREMENTS TO ACHIEVE

Teacher’s activities Student’s activities

Week: 2 Date of teaching

UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU?

Lesson 1: Task 1, 2, 3 (P.12)

I. THE REQUIREMENTS TO ACHIEVE

Teacher’s activities Student’s activities

Teacher’s activities Student’s activities

UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU?

I. THE REQUIREMENTS TO ACHIEVE

Teacher’s activities Student’s activities

Teacher’s activities Student’s activities

Week: 3 Date of teaching

UNIT 2: I ALWAYS GET UP EARLY? HOW ABOUT YOU?

I. THE REQUIREMENTS TO ACHIEVE

Teacher’s activities Student’s activities

I. THE REQUIREMENTS TO ACHIEVE

Task 1. Look, listen and repeat

Week: 4 Date of teaching

UNIT 3: WHERE DID YOU GO ON HOLIDAY?

I. THE REQUIREMENTS TO ACHIEVE

- Play the recording all the way through

Week: 5 Date of teaching

UNIT 3: WHERE DID YOU GO ON HOLIDAY?

- Sentence Patterns: Revision

checking as a class. - Read the chant

UNIT 4: DID YOU GO TO THE PARTY?

I. THE REQUIREMENTS TO ACHIEVE

- Be confident in communicating with friends/ teachers.

to practise asking and answering

Week: 6 Date of teaching

UNIT 4: DID YOU GO TO THE PARTY?

I. THE REQUIREMENTS TO ACHIEVE

IV.ADJUSTMENT AFTER THE LESSON

Week: 6 Date of teaching

UNIT 4: DID YOU GO TO THE PARTY?

I. THE REQUIREMENTS TO ACHIEVE

Teacher’s activities Students’ activities

- Summary the lesson

UNIT 5: WHERE WILL YOU BE THIS WEEKEND?

I. THE REQUIREMENTS TO ACHIEVE

2. Students’: books, notebooks.

will you be this weekend? and the other answers I think

UNIT 5: WHERE WILL YOU BE THIS WEEKEND?

- Sentence Patterns: What’s the _ like? − It’s __.