🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh Lớp 5 Ebooks Nhóm Zalo Bộ giáo dục và đào tạo Hoàng Văn Vân (Tổng Chủ biên), Phan Hà (Chủ biên) Đỗ Thị Ngọc Hiền, Đào Ngọc Lộc, Trương Thị Ngọc Minh, Nguyễn Quốc Tuấn Với sự cộng tác của Ken Wilson Nhà xuất bản giáo dục Việt Nam BOOK MAP ME AND MY FRIENDS Competences Sentence Patterns Vocabulary Pronunciation Unit 1 What’s your address? Page 6 • Asking and answering questions about someone’s address • Asking and answering questions about what a village/town/city is like • What’s your address? It’s ... • What’s the ... like? It’s ... address, lane, tower, like, quiet, crowded, pretty Word stress 'city 'village 'mountains 'tower Unit 2 I always get up early. How about you? Page 12 • Asking and answering questions about someone’s daily routine • Asking and answering questions about frequency • What do you do ...? I always/usually/often ... • How often ...? I ... every day/once/twice ... a week/a month. brush teeth, do morning exercise, always, usually, often, sometimes, once, twice, partner, project Word stress 'always 'usually 'often 'sometimes Unit 3 Where did you go on holiday? Page 18 • Asking and answering questions about past holidays • Asking and answering questions about means of transport • Where did you go on holiday? I went to ... • How did you get there? I went by ... island, ancient town, imperial city, underground, motorbike, coach, get Word stress 'motorbike 'underground 'holiday 'family Unit 4 Did you go to the party? Page 24 • Asking and answering questions about whether someone did something • Asking and answering questions about what someone did at a party • Did you ...? Yes, I did./No, I didn’t. • What did you do at the party? I ... enjoy, join, funfair, chat, cartoon, past simple of irregular verbs: did, had, ate, went, sang Word stress 'party 'Sunday en'joyed in'vite Unit 5 Where will you be this weekend? Page 30 • Asking and answering questions about where someone will be • Asking and answering questions about what someone will do • Where will you be ...? I think I’ll be ... • What will you do ...? I think I’ll ... I don’t know. I may ... will, think, may, explore, cave, boat, build sandcastles, on, in, at, by Word stress 'seaside 'islands 'countryside Review 1 Page 36 II Tiếng Anh 5 – Tập 1 ME AND MY SCHOOL Competences Sentence Patterns Vocabulary Pronunciation Unit 6 How many lessons do you have today? Page 40 • Asking and answering questions about lessons • Asking and answering questions about how often someone has a subject • How many lessons do you have today? I have ... • How often do you have ...? I have it + frequency expression revision of days of the week, once/twice a week, three/ four times a week Sentence stress 'How many 'lessons do you 'have to'day? I 'have 'four. Unit 7 How do you learn English? Page 46 • Asking and answering questions about how someone learns English • Asking and answering questions about the importance of learning English • How do you practise ...? I ... • Why do you learn English? Because I want to ... speak, listen, write, read, email, short story, practise, foreign Sentence stress 'How do you 'practise 'speaking? I 'speak 'English 'every 'day. 'Why do you 'learn 'English? Be'cause I 'want to 'sing 'English 'songs. Unit 8 What are you reading? Page 52 • Asking and answering questions about what story/book someone is reading • Asking and answering questions about what the character in a story is like • What are you reading? I’m reading ... • What’s ... like? He’s/She’s ... names of books/ stories, kind, hard-working, clever, gentle, generous, funny, fairy tale Sentence stress 'What are you 'reading? I’m 'reading The 'Fox and the 'Crow. 'What’s 'Snow 'White 'like? She’s 'kind. Unit 9 What did you see at the zoo? Page 58 • Asking and answering questions about animals in a zoo • Asking and answering questions about what animals did in the zoo • What did you see at the zoo? I saw ... • What did the ... do when you were there? They ... python, peacock, gorilla, roar, move, panda, quietly, loudly, slowly, beautifully Sentence stress 'When did you 'go to the 'zoo? I 'went there 'yesterday. 'What did the 'tigers 'do when you were 'there? They 'roared 'loudly. Unit 10 When will Sports Day be? Page 64 • Asking and answering questions about school events • Asking and answering questions about what someone is going to do/ play on Sports Day • When will ... be? It’ll be on ... • What are you going to do on Sports Day? I’m going to ... Sports Day, singing contest, Independence Day, table tennis Sentence stress 'When will 'Sports 'Day 'be? It’ll be on 'Saturday. 'What are you 'going to 'do on 'Sports 'Day? I’m 'going to 'play 'football. Review 2 Page 70 Glossary Page 74 Book Map III BOOK MAP ME AND MY FAMILY Competences Sentence Patterns Vocabulary Pronunciation Unit 11 What’s the matter with you? Page 6 • Asking and answering questions about common health problems • Giving and responding to advice on common health problems • What’s the matter with you? I have ... • You should/ shouldn’t ... Yes, I will./OK, I won’t. toothache, earache, sore throat, stomach ache, dentist, take a rest, carry, sweet Intonation What’s the matter with you? I have a headache. Unit 12 Don’t ride your bike too fast! Page 12 • Expressing and responding to concerns about possible accidents at home • Asking and answering questions about accident prevention • Don’t ...! OK, I won’t. • Why shouldn’t I ...? Because ... knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn Intonation Don’t play with the knife! OK, I won’t. Why shouldn’t I play with the knife? Because you may cut yourself. Unit 13 What do you do in your free time? Page 18 • Asking and answering questions about what someone does in his/her free time • Asking and answering questions about what a family member does in his/ her free time • What do you do in your free time? I ... • What does your ... do in his/her free time? He/She ... free time, karate, fishing, skating, camping Intonation What do you do in your free time? I surf the Internet. Unit 14 What happened in the story? Page 24 • Asking and answering questions about what happened in a story • Asking and answering questions about someone’s opinions of a book/story/ character • What happened in the story? First,/Then/Next,/In the end, ... • What do you think of ...? I think ... order, far away, watermelon, seed, intelligent, greedy Intonation What happened in the story? First, King Hung ordered Mai An Tiem and his family to live on an island. Unit 15 What would you like to be in the future? Page 30 • Asking and answering questions about what someone would like to be in the future • Asking for and giving reasons • What would you like to be in the future? I’d like to be a/an ... • Why would you like to be ...? Because I’d like to ... pilot, writer, architect, patient, look after, design Intonation What would you like to be in the future? I’d like to be a nurse. Review 3 Page 36 IV Tiếng Anh 5 – Tập 2 ME AND THE WORLD AROUND Competences Sentence Patterns Vocabulary Pronunciation Unit 16 Where’s the post office? Page 40 • Asking and answering questions about directions • Asking and answering questions about means of transport • Excuse me, where’s the ...? It’s ... • How can I get to ...? You can ... bus stop, post office, theatre, museum, next to, opposite, between, on the corner Intonation Where’s the post office? It’s opposite the stadium. Unit 17 What would you like to eat? Page 46 • Asking and answering questions about what someone would like to eat or drink • Asking and answering questions about the quantity of food and drink • What would you like to eat/drink? I’d like ..., please. • How many/much ... do you eat/drink every day? I eat/drink ... a bowl/packet/bar/ glass/carton/bottle of ..., sausage, egg, biscuit, chocolate Intonation What would you like to eat? I’d like a banana, please. Unit 18 What will the weather be like tomorrow? Page 52 • Asking and answering questions about the weather • Asking and answering questions about the seasons • What will the weather be like tomorrow? It will be ... and ... • What’s ... like in your country? It’s usually ... There is/are ... snowy, wind, foggy, warm, cool, spring, summer, autumn, winter, snow, forecast, season, dry, wet, tomorrow Intonation What will the weather be like tomorrow? It will be hot and sunny. Unit 19 Which place would you like to visit? Page 58 • Asking and answering questions about which place someone would like to visit • Asking and answering questions about someone’s opinions about a place • Which place would you like to visit, ... or ...? I’d like to visit ... • What do you think of ...? It’s more ... than I expected. museum, pagoda, bridge, temple, attractive, exciting, interesting, expected Intonation Which place would you like to visit, Trang Tien Bridge or Thien Mu Pagoda? I’d like to visit Thien Mu Pagoda. Unit 20 Which one is more exciting, life in the city or life in the countryside? Page 64 • Asking and answering questions to compare places (adjectives with one or two syllables) • Asking and answering questions to compare places (adjectives with three syllables) • Which one is ..., ... or ...? I think ... • Which one is more ..., ... or ...? I think ... noisy, noisier, busier, expensive, exciting, peaceful Intonation Which one is bigger, London or Hue? I think London is. Review 4 Page 70 Glossary Page 74 Introduction Book Map V Contents IntroductiON ............................................................................................... 6 Unit 1 What’s your address? ............................................. 20 Unit 2 I always get up early. How about you? .......... 26 Unit 3 Where did you go on holiday? ........................... 32 Unit 4 Did you go to the party? ....................................... 38 Unit 5 Where will you be this weekend? ....................... 44 Review 1 ............................................................................................ 50 Unit 6 How many lessons do you have today? .......... 54 Unit 7 How do you learn English? ................................. 60 Unit 8 What are you reading? ........................................... 66 Unit 9 What did you see at the zoo? ............................... 72 Unit 10 When will Sports Day be? ...................................... 78 Review 2 ............................................................................................ 84 Unit 11 What’s the matter with you? ............................... 88 Unit 12 Don’t ride your bike too fast! ............................ 94 Unit 13 What do you do in your free time? ................. 100 Unit 14 What happened in the story? ............................. 106 Unit 15 What would you like to be in the future? .... 112 Review 3 ...........................................................................................118 Unit 16 Where’s the post office? .......................................122 Unit 17 What would you like to eat? ..............................128 Unit 18 What will the weather be like tomorrow? ..134 Unit 19 Which place would you like to visit? ............ 140 Unit 20 Which one is more exciting, life in the city or life in the countryside? ................................ 146 Review 4 ...........................................................................................152 GLOSSARY ...........................................................................................156 VI Tiếng Anh 5 – Sách giáo viên INTRODUCTION TiẾng Anh 5 is the third level of the three-level English textbook series for Vietnamese primary school pupils learning English as a foreign language (EFL). The series follows the curriculum approved by the Ministry of Education and Training in August 2010, and covers a communicative, theme-based and learner-centred approach to the basic English language skills, with emphasis on listening and speaking for early levels. UNIT COMPONENTS Tiếng Anh 5 Student’s Book follows a sequence of presentation, practice and production to develop English at a basic level through four themes, twenty topic-based units and four review units. The book is richly illustrated and cross-curricular in format to provide pupils with easy-to-grasp, memorable lessons and an enjoyable experience of learning English. Each unit consists of three lessons on a topic related to one of the four themes: Me and My Friends, Me and My School, Me and My Family and Me and the World Around, all of which are designed to invoke a sense of familiarity. The activities in the lessons are organized to facilitate the development of listening, speaking, reading and writing. Each lesson provides material for two teaching periods (equal to seventy minutes). The first two lessons focus on two language competences of the units. The lessons contain a wide range of activities arranged in a logical progression, helping pupils to develop critical thinking, coordination and the ability to interact with each other as they learn to understand and use English in both its spoken and written forms. A variety of extra activities are included such as singing, chanting, TPR (total physical response) activities and exciting games. A creative project at the end of each unit aims to facilitate pupils’ ability to reproduce language in a fun and engaging way. The Student’s Book creates a feeling of familiarity through the appearance of both Vietnamese and foreign characters, such as Mai, Nam, Quan, Phong, Hoa, Linda, Peter, Tom and Tony. The following is a brief description of how a unit is organized. Introduction VII LESSON 1 Unit 1 What’s your address? 3 Let’s talk. Ask and answer questions about addresses. 1 Look, listen and repeat. Where are you from? What’s your address? I’m from __________. It’s __________. a Hi, Nam! Nice to see you again. Hi, Mai. Nice to see you, too. Mai, this is Trung. He’s a new b Hello, Trung. Nice to meet you. Where do you live? 4 Listen and complete. I live __________. pupil in our class. Nice to meet you, too. 1. Linda: ___________________, High Street 2. Tony: ___________________, Green Lane 3. Peter: 765, ___________________ 4. Tom: ___________________ of City Tower 5 Read and complete. c d Where are you from, Trung? I’m from Da Nang. But now I live What’s your address in Ha Noi? It’s 81, Tran Hung Dao Street. Where do you live? street address lives from 6 Let’s sing. Trung is a new pupil in Class 5B. He is (1) ___________ Da Nang. Now he (2) ___________ with his grandparents in Ha Noi. His (3) ___________ is 81, Tran Hung Dao (4) ___________, Hoan Kiem District. with my grandparents in Ha Noi. 2 Point and say. What’s your address? I live in Flat 18 on the second floor of Ha Noi Tower. It’s _______________. The wheels on the bus The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round all day long. The bells on the bus go ding, ding, ding, a b c d 105, Hoa Binh Lane97, Village Road 75, Hai Ba Trung StreetFlat 8, second floor, City Tower 6 Tiếng Anh 5 – Tập 1 Lesson 1 focuses on the first language competence of the unit and consists of six sections. 1. Look, listen and repeat. This section presents the contexts in which the first language competence is introduced. It provides pupils with reading, listening and oral practice. 2. Point and say. This section provides for the controlled practice of the first language competence, key vocabulary and grammar points. Mechanical drills such as repetition, substitution and question-and-answer help pupils to get familiar with vocabulary and grammar structures before they learn to reproduce the language in a wider context. 3. Let’s talk. This section offers pupils further practice on the key language and allows them to consolidate what they have learnt. They interact with their classmates by asking and answering questions following the given structures. VIII Tiếng Anh 5 – Sách giáo viên Ding, ding, ding, ding, ding, ding. The bells on the bus go ding, ding, ding all day long. The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round All day long, all day long, all day long. Unit 1 What’s your address? 7 4. Listen and complete/tick/match/ number/circle/write. This section focuses on improving listening skills. Pupils look at the pictures/read the text as they listen to the recording and show their comprehension by writing/ticking/circling the correct answers or matching/numbering the pictures. 5. Read/Look and complete/match/ write. This section helps pupils to use the vocabulary and structures they have learnt. They are asked to write the answers using visual and/or textual prompts, or match questions and answers. 6. Let’s sing/play. This section contains an interesting and easy-to-learn song or a game. The song helps pupils to practise the pronunciation, stress, rhythm and intonation of English through TPR and interaction with each other. The game allows pupils to use the key vocabulary and/ or grammar structures learnt in the lesson and fosters cooperation among them. LESSON 2 1 Look, listen and repeat. What’s your hometown, Trung? Oh, I like Da Nang. Did you live in the city? 4 Listen and circle a or b. 1. Tom lives in a ____________________________. a. pretty and quiet village b. pretty and busy town 2. Tony’s city is _____________________________. a. crowded and busy b. large and busy 3. Peter’s town is ___________________________. a. big and crowded b. small and busy a c It’s Da Nang. What’s your village like? b It’s small and quiet. d No, I didn’t. I lived in a village in the mountains. Is it beautiful? Yes, I think so. 4. Linda lives in a ___________________________. a. big and busy city b. small and busy city 5 Write about you. 1. What’s your address? ______________________________________ 2. What’s your hometown like? ______________________________ 2 Point and say. What’s the ________________ like? It’s ________________. a b c d 3. Who do you live with? _____________________________________ 4. Do you like living there? Why?/Why not? ________________ and busy village/far 6 Let’s play. Spot the difference city/big and quietisland/small and town/large a b 3 Let’s talk. and crowded pretty Ask and answer questions about where you live. Where do you live? What’s it like? Who do you live with? Tiếng Anh 5 – Tập 1 8 I live __________. It’s __________. I live with __________. Unit 1 What’s your address? 9 Lesson 2 focuses on the second language competence of the unit and consists of six sections. The components of Sections 1, 2, 3 and 6 in Lesson 2 (1. Look, listen and repeat; 2. Point and say; 3. Let's talk; and 6. Let's play/ sing) follow the same pattern as in Lesson 1. 4. Listen and circle/number/write/ complete/tick. This section presents pupils with another listening activity. They listen to the recording and indicate their comprehension by circling/writing/ticking the correct answers or numbering the pictures. 5. Write about you./Read and complete/write. This section helps pupils to use the vocabulary and structures they have learnt in Lesson 1 and Lesson 2. They are asked to write about themselves or complete a passage about the topic of the unit, using visual and/or textual prompts. Introduction IX LESSON 3 4 Read and tick Yes (Y) or No (N). 1 Listen and repeat. Trung lives with his 1. Trung lives with his Y N 'city 'village 'mountains 'tower Linda lives in a 'city. My best friend lives in a 'village. I live in the 'mountains. He lives in a tall and quiet 'tower. grandparents in Ha Noi. His address is 81, Tran Hung Dao Street, Hoan Kiem District, Ha Noi. The family lives on the fourth floor of Ha Noi Tower. Their flat is big and parents in Ha Noi. 2. He lives in a tower. 3. His flat is far from the city centre. 4. His new school is near his home. 2 Listen and circle a or b. Then say the sentences modern. It has a fine view. 5. Trung likes his new aloud. Listen and circle a or b. Then say the sentences aloud. Trung likes the new place because it is in the city centre home. 1. Linda lives in a big ____________. a. country b. city and near his new school. . 2. They live in the ____________ a. countryside b. mountains 5 Write about your friend. . 3. We live in Binh Minh ____________ 3 Let’s chant. a. Tower b. Town 1. What’s his/her name? 3. What’s his/her address? 5. What’s his/her home like? 2. Where is he/she from? 4. Who does he/she live with? 6. Does he/she like his/her hometown? Why?/Why not? Where do you live? Where do you live? 6 Project Draw a house and write its address. 10 I live in Quang Trung Street. 7 Where do you live? I live in Green Avenue. Where do you live? I live in Green Tower. What’s Green Tower like? It’s tall and quiet. What’s your flat like? It’s big and pretty. Tiếng Anh 5 – Tập 1 Colour the stars. Now I can ... t ask and answer questions about addresses and hometowns. t listen to and understand texts about addresses and hometowns. t read and understand texts about addresses and hometowns. t write about my friend’s address and hometown. Unit 1 What’s your address? 11 Lesson 3 focuses on pronunciation, and reading and writing skills. It contains seven sections. 1. Listen and repeat. This section teaches pronunciation, focusing on word stress, sentence stress and intonation. These features of spoken English are what might cause problems to young Vietnamese learners. Words or sentences from Lesson 1 and Lesson 2 are used as examples. By listening and repeating, pupils become familiar with stress and intonation of different words/sentences. 2. Listen and circle/underline the stressed words/mark the sentence intonation./Write the odd one out. Then say the words/ sentences aloud/ask and answer. This section helps pupils to practise the stress/intonation patterns that they have learnt. Pupils listen to the recording and circle/write/ underline the answers or mark the intonation, then read the words/sentences aloud or practise asking and answering the questions. 3. Let’s chant./Listen to the story. This section contains a chant which uses sounds, words or structures that pupils have X Tiếng Anh 5 – Sách giáo viên learnt in the unit. Like songs, chants are a helpful way of practising the pronunciation, stress, rhythm and intonation of English. For the unit about stories, we ask pupils to listen to a story in this section to arouse their interest in English stories. 4. Read and answer/complete/tick/ circle/match/write/do the tasks. This section aims to improve pupils’ reading comprehension. It provides pupils with different types of texts. Pupils show their understanding of the texts through answering questions, completing sentences, ticking/ circling/writing the correct answers or matching the correct pictures. Some reading passages in later units are followed by two comprehension activities. 5. Write .../Read and write. This section aims to improve pupils’ writing skills. It asks pupils to write about the topic of the unit. Where possible, this section has been personalized for pupils. It also provides an opportunity to revise the main vocabulary/ sentences/structures in the unit. In some units, pupils are asked to read a short text and write about the text. 6. Project This section provides pupils with an interesting project to carry out independently or in groups. The purpose of this section is to foster cooperation and interaction among the class while offering another opportunity for pupils to practise what they have learnt in the unit. 7. Colour the stars. This section gives pupils the opportunity to review what they have learnt and decide how confident they are about achieving the objectives of the unit by colouring the stars (three stars = very good; two stars = good; one star = OK). To support pupils who have difficulty with certain objectives, you may give additional homework for extra practice for those objectives. You may also recycle the target language in later units. (E.g. Recycle addresses from Unit 1 when you teach Unit 4 Did you go to the party? by asking pupils to tell you the address where the party is held.) Asking competent pupils to help others is also a way to support weaker pupils. TEACHING THE UNIT COMPONENTS Look, listen and repeat. (Section 1, Lesson 1 and Lesson 2) • Tell the class what they are going to learn in the lesson, i.e. the English language competence (e.g. Asking and answering questions about what a village/town/ city is like). This is very important at the beginning of the lesson, because pupils can only perform well if they understand what is expected. • Have pupils look at the pictures to discuss the context or the story in which the language is used. Ask them questions such as Who are they? Where are they? What are they doing/talking about? Explain the context and draw pupils’ attention to the target language items. • Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. Point and say. (Section 2, Lesson 1 and Lesson 2) • Tell the class that they are going to practise using the English language items. • Have them look at the speech bubbles to understand how the language is used. Ask them to look at the pictures to identify how the language is used in different contexts. Teach the new words and/or phrases under the pictures. • Point to the first picture and ask the question for the class to answer in chorus, using the prompts under the pictures. • Repeat the same procedure with the rest of the pictures. Then tell pupils to practise in pairs, using the patterns in the bubbles and the picture cues. • Call on a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. Let’s talk. (Section 3, Lesson 1 and Lesson 2) • Tell the class that they are going to revise what they have learnt in the lesson(s), using information about themselves whenever possible. Remind them how to use the English language items. • First, ask them to look at the suggested question(s) and answer(s). Then ask a pair to ask and answer the question(s) as an example. Put the exchanges on the board and ask the class to do choral and individual repetition, if necessary. • Have pupils work in pairs, acting out the language they have learnt. • Call on a few pairs to act out the exchanges in front of the class. Correct the pronunciation, if necessary. • In order to facilitate peer review and informal learning, encourage pupils to observe and give comments preferably in English. Comments may focus on language, performance and attitude (e.g. All correct./ You made a mistake./Good pronunciation.) Introduction XI Listen and complete/tick/match/ number/circle/write. (Section 3, Lesson 1 and Section 4, Lesson 2) • Tellpupilsthatthey aregoingtolistentothe recording and complete the sentences/tick/ number/circle/write the correct answers or match the pictures to show their comprehension. • Have them look at the pictures to identify the similarities and differences, or read the sentences and guess the words/phrases to fill in the gaps. Check understanding. • Play the recording a few times. Ask pupils to listen to the recording and do the task. Tell them not to worry if they cannot understand every word, and that they should focus on the information they need to complete the task. • Get them to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Read and answer/complete/tick/ circle/match/write/do the tasks. (Section 5, Lesson 1 and Section 4 or 5, Lesson 3) • Tell pupils that they are going to read the text and do the task that follows. • First, get them to look at the tasks/ questions under the text to identify the information they need. Then ask them to read the text, focusing on the target information. Get pupils to work in pairs or groups, if necessary. • Give them time to do the task independently. Go around offering help, if necessary. • Get pupils to swap their answers before checking as a class. If there is enough time, ask pupils further questions about the text. Let’s sing/chant. (Section 6, Lesson 1 and Section 3, Lesson 3) • Tell pupils that they are going to sing a song/say a chant. XII Tiếng Anh 5 – Sách giáo viên • Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. • Play the recording all the way through. Ask pupils to do choral and individual repetition of the song/chant line by line. When pupils are familiar with the tune and rhythm, ask a group to the front of the class to sing the song/say the chant. The class may sing/say along and clap hands or do actions. • Have the class sing the song/say the chant again and clap their hands or do actions to reinforce the activity. Write ... (Section 5, Lesson 3) • Tell pupils that they are going to write about the topic of the unit by answering some questions or completing a short paragraph. • Give them a few seconds to look at the picture cues/questions/paragraph in silence. Have pupils work in pairs or groups to discuss what they are going to write. Check comprehension. • Give them time to do the task independently. Go around offering help, if necessary. • Get pupils to swap their answers and read. If there is time, ask one pupil to write the paragraph on the board and discuss it with the class. Let’s play. (Section 6, Lesson 2) • Tell pupils that they are going to play a game. You may refer to the Games section for the rules of the games. • Make sure pupils understand clearly how to play the game by demonstrating it in front of the class with a few pupils. Check comprehension. • Ask pupils to play the game in teams. • Team games are more competitive and exciting. Keep the score on the board and encourage a spirit of cooperation. You may prepare small prizes for the winners, such as sweets or stationery. Listen and repeat. (Section 1, Lesson 3) • Tell pupils that they are going to practise saying the target words/sentences, paying attention to the word stress/sentence stress/intonation. • First, put the target words/sentences on the board or have pupils point to them in their books. Play the recording and ask them to repeat a few times. Draw their attention to the word stress/sentence stress/intonation. • Do choral and individual repetition of the words/sentences until pupils feel confident. • Get some pupils to perform in front of the class. Check as a class and correct the pronunciation, if necessary. Listen and circle/underline the stressed words/mark the sentence intonation./Write the odd one out. Then say the words/sentences aloud/ask and answer. (Section 2, Lesson 3) • Tell pupils that they are going to listen to the recording, circle/write/underline the correct answers or mark the sentence intonation. • Give them a few seconds to read the sentences in silence and guess the answers. • Have them listen to the recording and do the task. If necessary, have them listen to the recording more than once. Give them time to do the task independently. Go around and offer help, if necessary. • Have pupils swap their answers before checking as a class. Then tell them to say the sentences aloud. Project (Section 6, Lesson 3) • Tell pupils that they are going to do a project. • Explain the project clearly to pupils. Prepare the necessary materials (e.g. scissors, crayons, cards, rulers). Then have pupils do the project in pairs or groups. When the project is finished, ask pairs or groups to present their results to the class. If there is not enough time in class, you may give the project as homework. GENERAL TEACHING SUGGESTIONS • The following guidelines are for reference when you first use this coursebook in your class. Feel free to make any adjustments, as it is you who knows what you need to teach and what your pupils need to learn in your own teaching and learning context. • It is advisable to go through the contents of the lesson and the teaching notes before you go into the classroom. This will familiarize you with the material and tell you what to prepare for the lesson and what activities to conduct. Warm-up You should do a warm-up activity at the start of every lesson. This is a short activity (from two to five minutes) to draw pupils’ attention to the way in which English is used. It is a good way to revise the previous lesson and to lead into the new one, as well as to check what your pupils already know. There are various warm-up activities you can do with your class. You can choose one which suits the lesson and your pupils the best (e.g. You can get pupils to sing a song or play a game such as Simon says, Pelmanism, Bingo, Slap the board or Charades.) classroom management Pair work • It is advisable to vary the pairs of pupils. • If the number of pupils is uneven, two pupils can share one role. Pupils should change their partners regularly in order to change the working atmosphere. • You can get a “closed pair”(two pupils who sit nextto each other) or an“open pair” (two pupils who sit apart from each other in the classroom) to demonstrate an activity, if necessary. Introduction XIII Group work • It is useful to divide pupils into groups of four or six according to some criteria, e.g. they have the same birthdays or hobbies. Separate pupils who are disruptive and encourage them by praising them when they cooperate. • As pupils work in pairs or in groups, it is important to monitor the activity. Walk around and offer help, if necessary, but remember not to interfere with pupils’ work or correct all of their mistakes. Let them work independently. Look at their ability to use English, as well as the problems or difficulties they encounter during the activity. This will help you to prepare for revision work later. Time management The activities should be timed and stopped before pupils lose interest or become distracted. A routine should be established for starting/ stopping an activity, such as putting your hand up or giving two claps to signal the end of the activity. Praise Young learners love to be praised. When pupils perform an activity well, it is a good idea to praise them (Good. Very good. Great. Well done. Good job. I like your role-play. Your pronunciation is good., etc). Use specific praise whenever possible. If a pupil cannot do a task, it is advisable to encourage him/her (Try again. or Have another try., etc.) Classroom language • English should be used as much as possible in instructions and classroom management. This reinforces the language pupils are learning. In order to help them understand English, it is useful to accompany your English with some gestures. When you introduce more difficult ideas, you may use Vietnamese. • The instructions should be simple, clear and logical to ensure pupils feel comfortable and know what they are required to do. XIV Tiếng Anh 5 – Sách giáo viên • Classroom language can be divided into receptive language and productive language. Pupils can understand and respond to the receptive classroom language, and use the productive classroom language when interacting with the teacher or with other pupils. The following phrases are suggested instructions and expressions for use in your teaching: Receptive classroom language Answer this/the question. Ask a question. Ask your neighbour/partner a question. Check your answers in pairs/groups. Close your books. Copy it into your notebook/onto a piece of paper/onto a sheet of paper. Correct/Not quite right. Draw a picture of ... Goodbye/Bye. Hello/Hi/Good morning/Good afternoon. Here it is/you are. How do you spell it in English? I don’t think so. Listen to Linda/this/the dialogue/story/ dialogue between Nam and Mai. Listen. Look at this/the board/picture(s)/photo(s)/ puppet(s). Look. Open your books. Put up your hands. Put your books away. Quiet, please. Read this/the word(s)/dialogue aloud. Repeat after me, please. Repeat, please. Say it aloud. Say it in English/Vietnamese. Say it. Sit down, please. Spell it/the word(s). Stand up, please. Talk to your partner. Try again. Well done/Excellent/That’s right/That’s not correct. Work on your own. Write a question. Write a sentence of your own. Write the answer to this/the question. Write the answers to these/the questions. Productive classroom language Not yet./I’ve done it. Can I borrow your pen/pencil/rubber? I think it’s ... I understand/I don’t understand. I’m sorry. I can’t remember. I’m sorry. I don’t know. Is this/that right? It’s my/your go/turn. I’ve got one wrong/two right. Me too. Please. See you again/tomorrow/on Sunday/next week. Thank you/Thanks/Many thanks. What does it/this word/sentence mean? What’s ... in English? What’s number one/two/three/four? How to end the lesson • In order to establish a classroom routine, it is advisable to end the lesson in a way which suits your teaching situation. If pupils stay in the classroom for other classes, you can give a signal to end the lesson such as putting your hand up, clapping your hands or tapping the board and saying It’s time to stop, and get pupils to say Goodbye. See you next time. when you leave the room. • If there is time, you can round off the lesson with a song, rhyme, chant or game that pupils have learnt in the unit. ACTIVITIES BANK Spelling and writing Write the focus words on the board. Assign one word to each pupil to copy onto a piece of paper. Collect the pieces of paper and put them into a box. Erase the words from the board. Put pupils into teams of four. Have the teams take turns picking a piece of paper and say the word aloud. The quickest team to raise their hands and spell the word correctly wins a point. The team with the most points at the end of the game wins. Dictation Apart from reading aloud the focus words in sample sentences for pupils to spell, you may put pupils into pairs and ask them to take turns reading aloud the words while their partners write them on a piece of paper. They can then check each other's answers. TPR (Total Physical Response) technique TPR is a language teaching technique which helps pupils to associate language with particular actions, thus enhancing their understanding. It is a fun way to help pupils to understand the language without putting too much emphasis, at this early stage, on producing accurate English. The procedure of using TPR as a teaching technique is as follows: • Play the recording or read the text. Teach pupils some actions associated with the text and practise with them a few times. • Have them close their books. Ask them to say the text again, giving them some prompts and doing the actions to remind them of the text. Introduction XV GAMES Bingo Draw a word grid on the board and ask pupils to copy it. Have them tell you the words they have learnt in their lessons. List the words on the board. Each pupil chooses nine words from the list to copy into their grid. While they are doing this, copy each word onto a piece of paper, put the pieces of paper into a bag and mix them up. Select pupils to pick out a piece of paper and call out the word. Pupils with that word in their grid can cross it out. The quickest pupil to cross out an entire row of words in their grid and call out Bingo is the winner. Alternatively, you can continue the game until one pupil has crossed out all the words. Find someone who … Tell pupils that they have to find someone in the class who fits your description. Use target words in the unit (e.g. Find someone who always does morning exercise.) The quickest pupil to find that person and say his/her name is the winner. You may also invite a pupil to give the instruction. Guessing game Divide the class into groups of four or five. A pupil in Group 1 says a sentence about an object or animal, without saying the name of it, while the other groups guess. Group 1 continues to say sentences until any of the other groups can guess the object or animal correctly and wins a point. The groups take turns saying sentences about an object or animal. The one which gets the most points at the end of the game is the winner. Pass the secret! The game is played in groups of six or seven. Ask pupils to line up in rows. Whisper a sentence to the first pupil in each row. The first pupil then whispers the sentence to the second one. The last pupil in the row says aloud the sentence she/he heard. The group that says the sentence correctly in the shortest time wins the game. Tic-tac-toe On the board, draw a traditional tic-tac-toe grid of 3x3 squares. In each square, write a language XVI Tiếng Anh 5 – Sách giáo viên item for pupils to complete (e.g. Where did you ____? How often ____? Why do you ____?) Put pupils into pairs. One is the X pupil and the other one is the O pupil. They should take turns completing one language item. They score an X (or O) for each sentence that is grammatically correct. The pupil who is the first to put three Xs (or Os) in a horizontal, vertical or diagonal row wins the game. Charades (Miming) This is a great game to revise vocabulary. Divide the class into two teams. Show the first team a vocabulary item. They must act it out. If the second team can guess the correct word, they get a point. Switch the teams and let the second team act out a word while the first team guesses. You may need to do the actions with the teams if they are shy at first. Pelmanism This is a card game for revising vocabulary and training memory. Prepare cards, each with a target vocabulary item on one side, and equal number of cards, each with a picture representing one of the target words. Put pupils into groups of six and give each group a set of cards. (You may prepare one set of cards and then photocopy them.) Each group should shuffle the cards and distribute them face down on the table. Each player in turn selects two cards and turns them face up. If they show a word and a picture which match, that player wins the pair and continues to turn over another pair. If the cards do not match, they are turned face down again and the next player has a go. The game ends when all the cards are gone. The winner is the player with the most cards. Physical line-up This is a structure/grammar game. Prepare slips of paper with target sentences on. Then cut each of them into two halves and put all slips into a box. Ask pupils to each draw a slip of paper from the box. (The number of pupils should equal the number of slips in the box.) They should show the paper to the others and try to find the matching sentence halves, stand next to each other, and say the sentences aloud. The quickest group to say the correct sentence wins a point. You may ask pupils to put the slips of paper back into the box and start the game again. Simon says … This is a classic and fun game. You can play this game to revise the target grammar and/or vocabulary items with pupils. The teacher (or a pupil) instructs the class to carry out actions by saying, for example, Simon says turn left or Simon says turn right. If the teacher does not begin the instruction with Simon says, pupils should not follow the instruction. Anyone who fails to follow an instruction preceded by Simon says, or follows an instruction not preceded by Simon says, is out of the game. The last pupil who remains is the winner. Kim’s game • This is a memory game for revising vocabulary. Collect a group of items of the same type, e.g. fruit. Arrange the items on a desk and cover them with a piece of cloth, without pupils seeing them. Have a brief discussion with the class on what might be under the cloth, based on the shape and size of what they can see. • Divide the classinto groups. Show the class the items under the piece of cloth for 60 seconds. Then cover the items again and ask each group to write down the names of as many objects as they can remember. Groups get a point for each correct item. The group with the most points wins the game. Slap the board This is a fun game which reinforces the association between written and spoken words. Prepare some rolled-up newspapers. Divide the class into pairs and line them up. Give three of the pairs each a rolled-up newspaper. Put flashcards of the target vocabulary on the board, or write it on the board directly. Call out a word and the three pairs should slap the corresponding word or picture on the board. The quickest pair to slap the correct word/picture stays in the game and will play with another two pairs of pupils. The pair which remains till the end of the game is the winner. Introduction XVII XVIII Tiếng Anh 5 – Sách giáo viên Introduction XIX Unit 1 What’s your address? 1 Look, listen and repeat. a Hi, Nam! Nice to see you again. Hi, Mai. Nice to see you, too. Mai, this is Trung. He’s a new pupil in our class. b Hello, Trung. Nice to meet you. Nice to meet you, too. c d Where are you from, Trung? I’m from Da Nang. But now I live What’s your address in Ha Noi? It’s 81, Tran Hung Dao Street. Where do you live? with my grandparents in Ha Noi. 2 Point and say. What’s your address? I live in Flat 18 on the second floor of Ha Noi Tower. It’s _______________. a b c d 105, Hoa Binh Lane97, Village Road 75, Hai Ba Trung StreetFlat 8, second floor, City Tower 166 Tiếng Anh 5 – tập 1 Objectives By the end of this unit, pupils can • use the words and phrases related to the topics Addresses and hometown. • ask and answer questions about one’s address, using What’s your address? It’s ... • ask and answer questions about what a village/town/city is like, using What’s the ... like? It’s ... • pronounce two-syllable words with the stress on the first syllable: 'city, 'village, 'mountains and 'tower. Warm-up: Have the class play Slap the board, using the pictures and names of the characters that they have learnt in Tieng Anh 3 and Tieng Anh 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 sentences. For example, This is Mai. She’s from Viet Nam. She’s Vietnamese. At the end of the game, introduce Unit 1 by writing the title on the board and have pupils repeat it aloud. 1. Look, listen and repeat. • Have the classlook at the pictures. Introduce the story by pointing at each character and elicit their answersto the questions: Who’s this? What’s his/her name? Is he/she a newcomer? Where’s he/she from? Where’s he/she living now? (In Picture a, Nam is greeting Mai and introducing her to Trung, a new pupil in their class. In Picture b, Mai and Trung greet each other. In Picture c, Trung says he’s from Da Nang and he lives in Ha Noi now. In Picture d, Mai asks him What’s your address in Ha Noi? and he answers It’s 81, Tran Hung Dao Street.) • Play the recording all the way through for the class to listen and follow in their books. Play it again for them to repeat line by line. Finally, point to each picture for them to say the words in each bubble. 2. Point and say. • Tell the class that they are going to practise asking and answering questions about one’s address, using What’s your address? It’s ... • Revise numbers 10 to 100 with the class. • Point at each picture and ask the question What’s your address? for pupils to answer chorally. • Have pupils practise asking and answering in pairs. Monitor the activity and offer help, if necessary. • Invite one or two pairs to speak to check their performance. Language notes: • Teach pupils to read the numbers and words under the pictures: 97 (ninety-seven), 105 (one-o-five/one hundred and five), lane, tower, flat and floor. • Different ways of saying addresses/hometowns: My address is 97, Village Road./I live at 97, Village Road./My address is Flat 8 on the second floor of City Tower./My hometown is Da Nang./I’m from Viet Nam. • Remind the class that the first letter of street, lane and tower are in capital letters if there is a proper name before it (e.g. Hoa Binh Lane). Unit 1 What’s your address? 6T 3 Let’s talk. Ask and answer questions about addresses. Where are you from? What’s your address? Where do you live? 4 Listen and complete. I’m from __________. It’s __________. I live __________. 1. Linda: ___________________, High Street 2. Tony: ___________________, Green Lane 3. Peter: 765, ___________________ 4. Tom: ___________________ of City Tower 5 Read and complete. street address lives from 6 Let’s sing. Trung is a new pupil in Class 5B. He is (1) ___________ Da Nang. Now he (2) ___________ with his grandparents in Ha Noi. His (3) ___________ is 81, Tran Hung Dao (4) ___________, Hoan Kiem District. The wheels on the bus The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round all day long. The bells on the bus go ding, ding, ding, Ding, ding, ding, ding, ding, ding. The bells on the bus go ding, ding, ding all day long. The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round All day long, all day long, all day long. 7 Tiếng Anh 5 – tập 1 Unit 1 What’s your address? 7 3. Let’s talk. • Tell the classthat they are going to practise further by asking and answering questions about addresses. Get pupilsto work in groups of four to ask each other’s addresses. Remind them to use the questions and answers in their books. • Set a time limit for the class to practise. Monitor the activity and offer help, if necessary. • Invite a few pupils to repeat their interviews to the class. Then give feedback. Language notes: • We answer the question Where are you from? with the country or city we live in (e.g. I’m from Viet Nam/Ha Noi.) We answer the question Where do you live? with the country, city, town, village, street we live in, or our full address. • I live in + flat/street/village/town/city/country I live at + number + street/road/lane I live on + road/the first/second/third/fourth/fifth floor Warm-up: Spend a few minutesrevising the story in Activity 1 by inviting three pupilsto act out the story. 4. Listen and complete. • Tell pupils that they are going to listen to the recording and complete the addresses. • Play the recording all the way through for pupils to listen. Play it again for them to do the task. • Get them to compare their answers before checking as a class. Play the recording again to confirm the answers. Give explanations for answers which pupils find difficult. Key: 1 208 2 321 3 White Street 4 the second floor Audio script 1. Phong: What’s your address, Linda? Linda: It’s 208, High Street. 3. Mai: What’s your address, Peter? Peter: It’s 765, White Street. 5. Read and complete. 2. Nam: Where do you live, Tony? Tony: I live at 321, Green Lane. 4. Quan: Where do you live, Tom? Tom: I live on the second floor of City Tower. • Tell the class that they are going to read and fill the gaps with street, address, lives and from. Give them a few seconds to read the sentences. Remind them to focus on the context to select the appropriate words from the box. • Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. • Get them to compare their answers in pairs before checking as a class. Key: 1 from 2 lives 3 address 4 Street 6. Let’s sing. • Tell the class that they are going to sing The wheels on the bus. Have them read the lyrics and teach the unfamiliar words. Check comprehension. • Play the recording all the way through for pupilsto listen and follow in their books. Play it again for them to repeat line by line. When the class are familiar with the melody, ask them to sing along with the music before having them practise singing and doing actionsin groups. • Invite a group to sing the song and do actions. Unit 1 What’s your address? 7T 1 Look, listen and repeat. What’s your hometown, Trung? Oh, I like Da Nang. Did you live in the city? a c It’s Da Nang. What’s your village like? b It’s small and quiet. d No, I didn’t. I lived in a village in the mountains. Is it beautiful? Yes, I think so. 2 Point and say. What’s the ________________ like? It’s ________________. a b c d and busy village/far city/big and quietisland/small and town/large 3 Let’s talk. and crowded pretty Ask and answer questions about where you live. Where do you live? What’s it like? Who do you live with? 88 Tiếng Anh 5 – tập 1 Tiếng Anh 5 – Tập 1 I live __________. It’s __________. I live with __________. Warm-up: Spend a few minutes having the class sing The wheels on the bus. Then get them to play Spelling bee with lane, flat, tower, mountains, city, village and hometown. Finally, have pupils make sentences with the words used in the game. 1. Look, listen and repeat. • Tell the class that they are going to read a story. Have them 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? Who’s he talking with? Where does he live? What’s the village like? (Nam is talking to Trung. In Picture a, Nam asks what Trung’s hometown is and Trung saysit’s Da Nang. In Picture b, Nam asks about where Trung lived and Trung says he lived in a village. In Picture c, Nam asks What’s your village like? and Trung answersIt’s small and quiet. In Picture d, Nam asksif it’s beautiful and Trung saysit is.) • Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to repeat the linesin the bubbles. Finally, point to each picture for them to say the words in each bubble. 2. Point and say. • Tell the class that they are going to practise the questions and answers describing a place, using What’s the ... like? It’s ... • Revise the adjectives big, far, large and small and teach the new ones: busy, quiet, crowded and pretty. Have the class repeat all the adjectives twice before asking them to practise saying sentences. (E.g. My city is big and busy. My village is far and quiet.) • Point at the pictures and ask What’s the ... like? for the class to answer, using the prompts. • Ask them to work in pairs. Monitor the activity and offer help, if necessary. • Invite one or two pairs to perform the activity. Then give feedback. 3. Let’s talk. • Tell the classthat they are going to practise further by asking and answering questions about where they live. • Set a time limit for pupils to practise talking. Remind them to answer the questions with information about themselves. • Invite one or two pairs to act out their conversations. Then give feedback. Unit 1 What’s your address? 8T 4 Listen and circle a or b. 1. Tom lives in a ____________________________. a. pretty and quiet village b. pretty and busy town 2. Tony’s city is _____________________________. a. crowded and busy b. large and busy 3. Peter’s town is ___________________________. a. big and crowded b. small and busy 4. Linda lives in a ___________________________. a. big and busy city b. small and busy city 5 Write about you. 1. What’s your address? ______________________________________ 2. What’s your hometown like? ______________________________ 3. Who do you live with? _____________________________________ 4. Do you like living there? Why?/Why not? ________________ 6 Let’s play. Spot the difference a b 9 Tiếng Anh 5 – tập 1 Unit 1 What’s your address? 9 Warm-up: Spend a few minutes having the class play Bingo with the words: city, village, town, island, big, busy, quiet, large, crowded and small. Then have them make sentences with the words used in the game. (E.g. My city is big and busy. this village is small and quiet.) 4. Listen and circle a or b. • Tell the class that they are going to listen and circle a or b to complete the sentences. Ask them to read the sentences and guess the correct answers. • Play the recording all the way through for them to listen. Play it again for them to do the task. • Get them to compare their answers before giving feedback. Key: 1 a 2 b 3 b 4 a Audio script 1. Trung: Where do you live? Tom: I live in a village. Trung: What’s it like? Tom: It’s pretty and quiet. 3. Trung: Where do you live, Peter? Peter: I live in a town. Trung: What’s it like? Peter: It’s small and busy. 5. Write about you. 2. Trung: Where do you live? Tony: I live in a city. Trung: What’s it like? Tony: It’s large and busy. 4. Trung: Where do you live? Linda: I live in a city. Trung: What’s it like? Linda: It’s big and busy. • Tell the class that they are going to write about where they live and who they live with. Have them read the questions and check their understanding. • Set a time limit for them to do the task. Monitor the activity and offer help, if necessary. • Get them to swap and read their writing before inviting one or two pupils to read their answers aloud and give feedback. Key: Answers vary 6. Let’s play. • Tellthe classthatthey are going toplay Spot the difference. Tellthem thatthey have to compare the two pictures and find out the five details which are different. The first pupil who finds out all the different details is the winner. Key: Picture b is different from Picture a in the following ways: • There is one more car in the road. • There is a woman in front of the yellow building. • The sign next to the yellow building is blue, and it reads BUS STOP. • There is no logo of pills on the pharmacy. • There is a boy behind the father and daughter. Unit 1 What’s your address? 9T 1 Listen and repeat. 'city 'village 'mountains 'tower Linda lives in a 'city. My best friend lives in a 'village. I live in the 'mountains. He lives in a tall and quiet 'tower. 2 Listen and circle a or b. Then say the sentences aloud. 1. Linda lives in a big ____________. a. country b. city . 2. They live in the ____________ a. countryside b. mountains . 3. We live in Binh Minh ____________ 3 Let’s chant. a. Tower b. Town 1010 Tiếng Anh 5 – tập 1 Tiếng Anh 5 – Tập 1 Where do you live? Where do you live? I live in Quang Trung Street. Where do you live? I live in Green Avenue. Where do you live? I live in Green Tower. What’s Green Tower like? It’s tall and quiet. What’s your flat like? It’s big and pretty. Warm-up: Spend a few minutes revising the previous lesson by inviting a few pupils to read their answers to Activity 5. Give feedback and introduce Lesson 3. 1. Listen and repeat. • Tell the class that they are going to practise saying two-syllable words with the stress on the firstsyllable. Explain that in a word with more than one syllable, one of the syllablesis usually said with more emphasis than the rest (e.g. 'city, 'village, 'mountains and 'tower). • Play the recording all the way through for pupilsto listen and follow in their books. Then play it again for them to repeat all the words and sentences twice. 2. Listen and circle a or b. Then say the sentences aloud. • Tell the class that they are going to listen and circle a or b to complete the sentences. • Give them a few seconds to read the sentences in silence before playing the recording for them to do the task. • Get them to compare their answers in pairs before checking as a class. Key: 1 b 2 a 3 a Audio script 1. Linda lives in a big city. 2. They live in the countryside. 3. We live in Binh Minh Tower. 3. Let’s chant. • Tell the classthat they are going to say the chant Where do you live? Have them read the chant and check their comprehension. • Play the recording all the way through for pupilsto listen and follow in their books. Then play it again for them to repeat line by line. • Put the class into two groups to practise chanting: one chants the questions and the other chants the answers. • Have them practise chanting and doing actions in groups. • Invite two or three groups to say the chant and do actions. Unit 1 What’s your address? 10T 4 Read and tick Yes (Y) or No (N). Trung lives with his Y N grandparents in Ha Noi. His address is 81, Tran Hung Dao Street, Hoan Kiem District, Ha Noi. The family lives on the fourth floor of Ha Noi Tower. Their flat is big and modern. It has a fine view. Trung likes the new place because it is in the city centre and near his new school. 5 Write about your friend. 1. Trung lives with his parents in Ha Noi. 2. He lives in a tower. 3. His flat is far from the city centre. 4. His new school is near his home. 5. Trung likes his new home. 1. What’s his/her name? 3. What’s his/her address? 5. What’s his/her home like? 6 Project 2. Where is he/she from? 4. Who does he/she live with? 6. Does he/she like his/her hometown? Why?/Why not? Draw a house and write its address. Colour the stars. 7 Now I can ... t ask and answer questions about addresses and hometowns. t listen to and understand texts about addresses and hometowns. t read and understand texts about addresses and hometowns. t write about my friend’s address and hometown. 11 Tiếng Anh 5 – tập 1 Unit 1 What’s your address? 11 Warm-up: Spend a few minutes having the class say the chant Where do you live? 4. Read and tick Yes (Y) or No (N). • Tell the class that they are going to read the text and tick Yes or No. • Get them to read the sentences and underline the key words/phrases before reading the passage to find the relevant information. Give them an example: In Sentence 1, Trung lives with his parents in Ha Noi. But in the passage, the information is: Trung lives with his grandparents in Ha Noi. So pupils should tick the box No. • Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. • Have them compare their answers before checking as a class. Key: 1 N 2 Y 3 N 4 Y 5 Y 5. Write about your friend. • Tell the class that they are going to write about one of their friends. • Give them time to read the questions and write the first draft of their answers in their notebooks. • Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary. • Remind them to write the first letter of each sentence and the name of their friend in capital letters, and put commas and full stops at the appropriate places. • Get them to swap and read their writing in pairs before inviting two or three pupils to read their answers aloud. Key: Answers vary 6. Project • Tell the class that they are going to do a drawing project. They should work in groups to discussthe house they are going to draw, and its address. Then ask them to draw it on a piece of paper. • Set a time limit for them to do the task. • Invite a few groups to present their drawings to the class and talk about them. • If there is not enough time, give the activity as homework and talk about the drawings in the next lesson as a warm-up activity. • Display their drawings in the classroom if you wish. 7. Colour the stars. • Have the class read the statements and check their comprehension. • Give them time to colour the stars and invite a few pupils to read the statements aloud. • Give further support to pupils who find it difficult to achieve certain objectives. Unit 1 What’s your address? 11T Unit 2 I always get up early. How about you? 1 Look, listen and repeat. Hi, Quan! a b You’re up early! Hi, Tom! Yes, I always get up early. How about you? Me too. I get up early and I always have a big breakfast before I go to school. Good idea! c d What do you do in the afternoon? After school? I usually do my So do I. And I often talk with friends online. homework. 2 Point and say. a I can see that. Ha ha! b What do you do _______________? I always/usually/ often/sometimes _______________. morning/always brush my teeth c afternoon/often morning/usually do morning exercise d cook dinnerevening/sometimes watch TV 1612 Tiếng Anh 5 – tập 1 Objectives By the end of this unit, pupils can • use the words and phrases related to the topic Daily routines. • ask and answer questions about someone’s daily routine, using What do you do ...? I always/usually/often/sometimes ... • ask and answer questions about frequency, using How often ...? I ... every day/once/twice ... a week/a month. • pronounce two-syllable words with the stress on the first syllable: 'always, 'usually, 'often and 'sometimes. Warm-up: Have the classtalk about their houses, using the drawingsfrom 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 pupils repeat it once or twice. 1. Look, listen and repeat. • Have the classlook at the pictures. Introduce the story by pointing at each character and elicit their answersto the questions: Who’s this? What’s he doing? Who’s he talking with online? What does he do in the morning? What does he do after school/in the afternoon? • Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to repeat line by line. • Check their understanding of the story. 2. Point and say. • Tell the classthat they are going to practise asking and answering questions aboutsomeone’s daily routines, using What do you do in the morning/afternoon/evening? I always/usually/often/ sometimes ... • Have pupils look at the pictures. Teach them how to read the words and phrases under each picture. • Ask them to pay attention to the pronunciation of the words: 'always, 'usually, 'often and 'sometimes. • Point at each picture and ask the question What do you do ...? for pupils to answer chorally, using the information under the picture. • Have them practise asking and answering the questions in pairs. Then invite one or two pairs to speak to check their performance. Language note: The table below shows what each of the adverbs of frequency means. I always brush my teeth in the morning. She usually goes to school by bus. We often go to the supermarket on Saturdays. He sometimes plays badminton with his brother. My father never drinks tea. Unit 2 I always get up early. How about you? 12T 3 Let’s talk. Ask and answer questions about your daily routines. What do you do in the morning/afternoon/evening? I always/usually/often/sometimes __________. 4 Listen and tick. 1 a b c 3 2 a b c 4 a b c ca b 5 Read and complete. like do TV play usually Hi. My name is Nam. Every morning, I get up early. I (1) ___________ morning exercise, have breakfast and then go to school. After school, I (2) ___________ do homework with my classmates. Then I often go to the sports centre and (3) ___________ football. In the evening, I sometimes watch (4) ___________. I (5) ___________ watching films after dinner. 6 Let’s sing. This is the way we do things This is the way we brush our teeth, Brush our teeth, brush our teeth. This is the way we brush our teeth, So early in the morning. This is the way we wash our face, Wash our face, wash our face. This is the way we wash our face, So early in the morning. This is the way we eat our food, Eat our food, eat our food. This is the way we eat our food, So early in the morning. 13 Tiếng Anh 5 – tập 1 Unit 2 I always get up early. How about you? 13 3. Let’s talk. • Tell the classthat they are going to practise further by asking and answering questions about someone’s daily routines. Get pupils to work in pairs. Remind them to use the questions and answers in their books. • Set a time limit for them to practise. Monitor the activity and offer help, if necessary. • Invite a few pairs to act out their conversations. Then give feedback. Warm-up: Spend a few minutesrevising the previouslesson by inviting one or two pairs of pupilsto ask and answer questions about their daily routines, using What do you do in the morning/afternoon/ evening? I always/usually/often/sometimes ... 4. Listen and tick. • Tell the class that they are going to listen to the recording and tick the correct pictures. • Ask them to look at the pictures to identify the characters and their activities. • Play the recording all the way through for pupils to listen and tick the pictures. Play it again for them to check their answers. Monitor the activity and offer help, if necessary. • Get pupils to compare their answers before checking as a class. Play the recording a third time to confirm the answers. Key: 1 c 2 b 3 b 4 a Audio script 1. Trung: What do you do after getting up, Nam? Nam: I always do morning exercise. 3. Nam: What do you do after school, Mai? Mai: I often play badminton. 5. Read and complete. 2. Nga: What do you do in the afternoon, Quan? Quan: I usually do my homework. 4. Quan: What do you do in the evening, Linda? Linda: I sometimes watch TV. • Tell the class that they are going to read and fill the gaps with like, do, TV, play and usually. • Give them a few seconds to read the text and the wordsin the box. Remind them to focus on the context to select the appropriate words. • Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. • Get pupils to compare their answers in pairs before checking as a class. If there is enough time, have the class read the completed text aloud. Key: 1 do 2 usually 3 play 4 TV 5 like 6. Let’s sing. • Tell the classthat they are going to sing the song This is the way we do things. Have pupilsread each line of the lyrics and teach the unfamiliar words. Check comprehension. • Play the recording all the way through for pupils to listen and follow in their books. Play it again and ask pupils to do choral repetition line by line. • When pupils are familiar with the melody, ask the class to sing along with the music before having them practise singing and doing actions in groups. • Invite a group to sing the song and do actions in front of the class. Unit 2 I always get up early. How about you? 13T 1 Look, listen and repeat. What are you What are you looking for? a c What kind of information are you looking for? doing, Linda? I’m surfing the Internet. d b I’m looking for some information. It’s for my English project. 2 Point and say. How often do you come to the library? a Once a week. Sh! I’m busy. b How often do you _______________? I _______________ every day/once/ twice a week/month. study with a partner/every day c go fishing/ d go to the library/ once a week ride a bicycle to 3 Let’s talk. once a month school/twice a week Ask and answer questions about your daily routines. What do you do in the morning/ afternoon/evening? I always/usually ... How often do you go to the cinema/ go swimming/surf the Internet? Once/Twice a week/month. 14 Tiếng Anh 5 – tập 1 14 Tiếng Anh 5 – Tập 1 Warm-up: Spend a few minutes revising the previous lesson by having the class sing the song This is the way we do things. 1. Look, listen and repeat. • Tell the class that they are going to read a story. Have them 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/her name? What’s he/she talking about? What kind of information is Linda looking for? How often does she come to the library? • Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to repeat the lines in the bubbles. Then point to each picture for them to say the words in each bubble. Language note: We say come to the library when we are in the library and say go to the library when we are away from the library. 2. Point and say. • Tell the classthat they are going to practise asking and answering questions about frequency, using How often ...? I ... every day/once/twice ... a week/a month. • Point at each picture and ask How often do you ...?to getthe classto answer, using the prompts under each picture. • Ask pupils to work in pairs: one asks the question and the other answers the question. (E.g. A: How often do you go to the library? B: I go to the library once a week.) • Invite one or two pairs to perform the activity. Then give feedback. Language notes: • You may copy the following table on the board without the “Frequency” column and ask pupilsto do further practice. (E.g. A: How often do you do project work? B: I do it once a week. A: When do you usually do project work? B: I usually do it on Thursdays.) Mon. Tues. Wed. Thurs. Fri. Sat. Sun. Frequency do project work ✔ once a week go shopping ✔ ✔ twice a week ride your bike to school ✔ ✔ ✔ three times a week have English lessons ✔ ✔ ✔ ✔ four times a week • once = one time; twice = two times; thrice = three times (However, it’s more common to say three times a week/month/year than thrice a week.) 3. Let’s talk. • Tell the class that they are going to practise talking about their daily routines and how often they do something, using What do you do ...? I usually ... and How often ...? I ... once/twice ... a week/a month. • Get pupils to work in pairs. Remind them to use the questions in their books and any other questions they can think of. • Set a time limit for them to practise. Monitor the activity and offer help, if necessary. • Invite a few pairs to ask and answer questions about their daily routines and how often they do something. Then give feedback. Unit 2 I always get up early. How about you? 14T 4 Listen and number. a b c d 5 Write about your daily routines. 1. What do you do in the morning? __________________________________________ 2. What do you do in the afternoon? _________________________________________ 3. Do you go to bed early in the evening? ____________________________________ 4. How often do you watch TV?_______________________________________________ 6 Let’s play. Do the crossword puzzle. 1 2 3 C G D A I E R E D 5 4 H L H Y 6 D H K R 7 G G O U T I H B 8 L T O M N P E S G T L 9 15 Tiếng Anh 5 – tập 1 Unit 2 I always get up early. How about you? 15 Warm-up: Spend a few minutes revising the previous lesson by having a few pairs of pupils ask and answer the questions: How often ...? I ... every day/once/twice ... a week/a month. 4. Listen and number. • Tell the class that they are going to listen and number the pictures. • Ask pupils to look at the pictures and identify the characters and their activities. • Play the recording all the way through for them to listen and number the pictures. Play it again for them to check their answers. • Get pupils to compare their answers before checking as a class. • Play the recording a third time to confirm the answers. Key: a 4 b 1 c 2 d 3 Audio script 1. Tom: What do you do in the morning, Nam? Nam: I usually have lessons at school. Tom: How often do you have Vietnamese? Nam: I have it every day. 3. Tom: Do you like playing computer games, Quang? Quang: Yes, I do. Tom: How often do you play them? Quang: Once a week … at the weekend. 5. Write about your daily routines. 2. Trung: What do you do in the afternoon, Linda? Linda: I always do my homework. And I also work on my English projects. Trung: How often do you work on the projects? Linda: Usually once a week. 4. Trung: Do you like shopping, Mai? Mai: Yes, I do. I like it very much. Trung: How often do you go shopping? Mai: Three times a week. • Tell the class that they are going to write about their daily routines. • Have them read the questions and check their understanding. • Set a time limit for them to write the answers in their notebooks. Monitor the activity and offer help, if necessary. • Get them to swap and read each other’s answers before inviting one or two pupils to read their answers aloud. Key: Answers vary 6. Let’s play. • Tell the class that they are going to complete a crossword puzzle. Remind them how to do it: they should look at each picture and complete the corresponding word, using the given letters as hints. • Get them to look at the crossword puzzle and the pictures. Start with Picture 1 and ask them to think of a verb that describes it. Then tell them to check whether the spelling fits the letters/boxes in the puzzle. Repeat the procedure for the rest of the pictures. The first pupil who completes the puzzle correctly is the winner. • Ask pupils to work independently. Monitor the activity. • Meanwhile, copy the crossword puzzle on the board and invite one or two pupilsto complete it. Ask them to read out the words for the class to repeat. Ask the class to compare their answers to those on the board. • Have the class make sentences with the words and phrases from the puzzle. Key: 1 get dressed 2 cook dinner 3 have lunch 4 do homework 5 go home 6 go to bed 7 listen to music 8 get up 9 go to school Unit 2 I always get up early. How about you? 15T 1 Listen and repeat. 'always 'usually 'often 'sometimes I 'always get up early. I 'usually have dinner at home. I 'often go to bed early. I 'sometimes go swimming on Sundays. 2 Listen and circle a or b. Then say the sentences aloud. 1. I ____________________ go to bed early. a. always b. sometimes 2. He ____________________ plays football after school. a. sometimes b. often 3. She ____________________ goes shopping on Sundays. a. usually b. always 4. We ____________________ go camping at the weekend. a. often b. sometimes 3 Let’s chant. What do you do in the morning? What do you do in the morning? I always brush my teeth. What do you do after getting up? I usually go to school. How often do you go to the library? I go there once a week. How often do you play computer games? I play them every week! 16 16 Tiếng Anh 5 – tập 1 Tiếng Anh 5 – Tập 1 Warm-up: Spend a few minutes revising the previous lesson by inviting a few pupils to read their answers in Lesson 2, Activity 5. 1. Listen and repeat. • Tell the class that they are going to practise saying two-syllable words with the stress on the first syllable: 'always, 'usually, 'often and 'sometimes. • Play the recording all the way through for pupils to listen first. Play the recording again for them to repeat the words and the sentences twice. 2. Listen and circle a or b. Then say the sentences aloud. • Tell the class that they are going to listen and circle a or b to complete the sentences. • Give pupils a few seconds to read the sentences in silence. • Play the recording for them to do the task. • Get them to compare their answers in pairs before checking as a class. • Ask pupils to read the completed sentences aloud. Key: 1 a 2 b 3 a 4 b Audio script 1. I always go to bed early. 2. He often plays football after school. 3. She usually goes shopping on Sundays. 4. We sometimes go camping at the weekend. 3. Let’s chant. • Tell the class that they are going to say the chant What do you do in the morning? Have pupils read the chant and check their comprehension. • Play the recording all the way through for them to listen and follow in their books. Play it again for them to repeat line by line. • Put the classinto two groupsto practise chanting the questions and the answersrespectively. • Have them practise saying the chant and do actions in groups. • Invite two groupsto the front of the classto say the chant and do actions. The rest of the class claps along to the rhythm. Unit 2 I always get up early. How about you? 16T 4 Read and answer. Hoa’s Day In the morning, Hoa gets up early. She usually goes jogging. After breakfast, she rides her bicycle to school. After school, she usually does her homework. Then she often plays badminton and sometimes cooks dinner. In the evening, she sometimes watches TV. She watches English for Kids once a week. She usually goes to bed early. She goes shopping twice a week. 1. What does Hoa do in the morning? 2. What does she do after school? 3. What TV programme does she watch once a week? 4. How often does she go shopping? 5 Write about your day. My name is __________________. In the morning, I always ____________________________________________________. In the afternoon, I usually __________________________________________________. In the evening, I _____________________________________________________________. I _____________________________________________________________________ a week. 6 Project Interview two of your classmates about their daily routines. Colour the stars. 7 Now I can ... t ask and answer questions about daily routines. t listen to and understand texts about daily routines. t read and understand texts about daily routines. t write about my day. 17 Tiếng Anh 5 – tập 1 Unit 2 I always get up early. How about you? 17 Warm-up: Spend a few minutes having the class say the chant What do you do in the morning? 4. Read and answer. • Tell the class that they are going to read the text and answer the questions. • Give them a few seconds to look at the picture and ask: Who’s this? What’s she doing? What’s she watching? • Explain the meanings of the new words: go jogging, programme. • Set a time limit for them to read the text and do the task independently. Monitor the activity and offer help, if necessary. • Have pupils compare their answers before checking as a class. Key: 1 She gets up early and usually goes jogging. 2 She usually does her homework. Then she often plays badminton and sometimes cooks dinner. 3 She watches English for Kids (once a week). 4 She goes shopping twice a week. 5. Write about your day. • Tell the class that they are going to write a short paragraph about their daily routines. • Give pupils time to read and complete the sentences, using information about themselves. • Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary. • Remind pupils to use adverbs of frequency (always, usually, ...) and frequency phrases (once, twice ... a week/a month) in their writing. • Get pupils to read their writing in pairs before inviting some pupils to read their answers aloud. Key: Answers vary 6. Project • Tell the class that they are going to work in groups and interview two classmates about their daily routines. • Ask pupils to copy the table below and take notes. 1DPH What does he/she do in the morning" What does he/she do in the afternoon" What does he/she do in the evening" 1 2 • Get one or two pupils to report the results to the class. • If there is not enough time, give the activity as homework. 7. Colour the stars. • Have the class read the statements and check their comprehension. • Give them time to colour the stars and invite a few pupils to read the statements aloud. • Give further support to pupils who find it difficult to achieve certain objectives. Unit 2 I always get up early. How about you? 17T Unit 3 Where did you go on holiday? 1 Look, listen and repeat. a What did you do on your summer holiday, Peter? I went on a trip with my family. b Where did you go? I went to Ha Long Bay. c d What about you? Where did you go? What was It was really nice. the trip like? I went to Ho Chi Minh City. 2 Point and say. Where did you go on holiday? I went to _______________. a b c d Ha Long Bay Phu Quoc Ancient TownHue Imperial Island Hoi An City 1618 Tiếng Anh 5 – tập 1 Objectives By the end of this unit, pupils can • use the words and phrases related to the topics Past holidays and Means of transport. • ask and answer questions about past holidays, using Where did you go on holiday? I went to ... • ask and answer questions about means of transport, using How did you get there? I went by ... • pronounce three-syllable words with the stress on the first syllable: 'motorbike, 'underground, 'holiday and 'family. Warm-up: Ask the class to name some famous holiday places and common means of transport. Then have pupils play Pelmanism with the words and pictures of car, bike, plane, ship, etc. Introduce the lesson by writing the title on the board and have pupils repeat it aloud. 1. Look, listen and repeat. • Tell the class that they are going to read a story in which Mai and Peter talk about their last summer holiday. • Ask them to look at the pictures to identify the characters (Mai and Peter) and the context in which the language is used. Ask them questionssuch as Where are they? What are they doing? (Mai and Peter are talking on the phone about their holidays. In Picture a, Peter says he went on a trip with his family. In Picture b, Mai asks him Where did you go? and he answers I went to Ha Long Bay. In Picture c, Mai continues to ask him about the trip. In Picture d, Peter asks Mai Where did you go? and Mai answersI went to Ho Chi Minh City.) Explain the meaning of the question Where did you go?, if necessary. • Play the recording once or twice for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. • Play the recording again, if necessary. 2. Point and say. • Tell the class that they are going to practise asking and answering questions 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 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 the class to answer I went to Ha Long Bay. Repeat the same procedure with the rest of the pictures. • Ask the class to practise in pairs. Monitor the activity and offer help, if necessary. Select some pairs of pupils to act out the dialogues in front of the class. Language note: Remind pupils that the first letter of the words for places is normally a capital letter if there is a proper name before it (e.g. Phu Quoc Island). Unit 3 Where did you go on holiday? 18T 3 Let’s talk. Ask and answer questions about your holidays. Where were you on holiday? Where did you go? What was the trip like? 4 Listen and match. I was __________. I went to __________. It was __________. 1 2 3 4 a b c d Read and match. 5 1. Where were you last summer? 2. Where did you go? 3. What did you do? 4. What was the trip like? 5. What’s that? a. I took a boat trip. b. It’s a photo of my trip. c. I was at the seaside. d. I went to Phu Quoc Island. e. It was great. 6 Let’s play. Find someone who ... Find someone who went to the seaside last summer. 19 Tiếng Anh 5 – tập 1 Unit 3 Where did you go on holiday? 19 3. Let’s talk. • Tell the classthat they are going to practise further by asking and answering questions about their classmates’past holidays. • Get them to work in groups of four and remind them to use the questions and answersin this section. • Set a time limit for them to practise. Monitor the activity and offer help, if necessary. • Select one or two pairs to act out their dialogues. Then give feedback. Warm-up: Spend a few minutesrevising the story in Activity 1 by inviting some pupilsto act out the story. 4. Listen and match. • Tell the class that they are going to listen and draw lines to match each character to the correct picture. • Ask them to look at each picture to identify the character (Picture1: Tom, Picture 2: Quan, Picture 3: Linda, Picture 4: Nam) and the place (Picture a: Ho Chi Minh City, Picture b: Ha Noi, Picture c: Ha Long Bay, Picture d: Hue Imperial City). Check their understanding. • Play the recording all the way through for pupils to listen and draw lines to match. Play it again for them to check their answers. • Get them to compare their answers in pairs before checking as a class. Play the recording again to confirm the answers if necessary. Key: 1 c 2 d 3 b 4 a Audio script 1. Mai: Where were you last weekend, Tom? Tom: I was at the seaside. Mai: Where did you go? Tom: I went to Ha Long Bay. 3. Mai: Where did you go last Sunday, Linda? Linda: I went to Ha Noi. Mai: Oh, that’s great. 5. Read and match. 2. Mai: What’s that? Quan: It’s a photo of my trip last summer. Mai: Where did you go, Quan? Quan: I went to Hue Imperial City. 4. Mai: Where did you go last month, Nam? Nam: I went to Ho Chi Minh City. Mai: Did you have a good time? Nam: Yes, I did. • Tell the class that they are going to read and match the questions with the answers. • Set a time limit for them to do the task independently. • Get them to compare their answersin pairs before checking as a class. If there is enough time, have the class read the matched pairs of questions and answers aloud. Key: 1 c 2 d 3 a 4 e 5 b 6. Let’s play. • Tell the class that they are going to play Find someone who ..., using names of famous places in Viet Nam. • Give each of them a piece of paper with one of the names of the placesin Activity 2. Then say Find someone who went to Ha Long Bay and they should ask each other Where did you go on holiday? to find out who went to Ha Long Bay. Continue with the rest of the places. • Set a time limit for them to play the game. Unit 3 Where did you go on holiday? 19T 1 Look, listen and repeat. a b I went to my hometown How did you get there? Where did you go on holiday, Phong? c What about you, Tony? Where did in Hoa Binh Province. d I went by coach. How did you get there? you go? I went back to Australia. I went by plane. 2 Point and say. How did you get there? I went by _______________. a train c b taxi d 3 Let’s talk. motorbike underground Ask and answer questions about how you get to different places. Where were you on holiday?/ Where did you go? I was __________./I went to __________. How did you get there? I went by __________. 2020 Tiếng Anh 5 – Tiếng Anh 5 – tTập 1 ập 1 Warm-up: 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 pupilsto 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.) 1. Look, listen and repeat. • Tell the class that they are going to read a story in which Tony and Phong are talking about their holidays. Ask them to look at the pictures and guess where they 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? (In Picture a, Phong says he went to his hometown on holiday. In Picture b, Tony asks How did you get there? and Phong answers I went by coach. In Picture c, Tony says he went back to Australia. In Picture d, Phong asks How did you get there? and Tony answers I went by plane.) • Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to repeat line by line. • Check their understanding of the story. 2. Point and say. • Tell the class that they are going to practise asking and answering questions about means of transport, using How did you get there? I went by ... • Have them look at the pictures and teach the words: train, taxi, motorbike and underground. Have them practise the 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 pupilsto practise in pairs, using the prompts under the pictures. Monitor the activity and offer help, if necessary. • Select some pairs to act out the exchanges. Then give feedback. 3. Let’s talk. • Tell the classthat they are going to practise further by asking and answering questions about means of transport. • Get them to work in pairs. Remind them to use the questions in their books. • Set a time limit for them to practise. Monitor the activity and offer help, if necessary. • Select some pairs to act out their exchanges. Then give feedback. Unit 3 Where did you go on holiday? 20T 4 Listen and write one word in each blank. 1. Mai went to see her grandparents by _____________________. 2. Linda went to her hometown by _____________________. 3. Nam went to the seaside by _____________________. 4. Trung went to Da Nang by _____________________. 5 Write about your last holiday. 1. Where did you go last holiday? _________________________________________________________________________________ 2. How did you get there? _________________________________________________________________________________ 3. What did you do there? _________________________________________________________________________________ 4. Did you enjoy the trip? _________________________________________________________________________________ 6 Let’s sing. How did you get there? I went by bus, I went by bus To my hometown. I had fun, I had fun All the way home. 21 Tiếng Anh 5 – tập 1 I went by train, I went by train To my hometown. I had fun, I had fun All the way home. Unit 3 Where did you go on holiday? 21 Warm-up: Spend a few minutes revising the story in Activity 1 by inviting two pupils to act out the story. 4. Listen and write one word in each blank. • Tell the class that they are going to listen to Mai, Linda, Nam and Trung talking about their past holidays. Get them to pay attention to the means of transport. • Ask them to read the four gapped sentences and guess the words to complete them. • Play the recording for them to listen and complete the sentences. • Play it again for them to check their answers. Monitor the activity and offer help, if necessary. • Get them to read their answers in pairs before checking as a class. Key: 1 motorbike 2 train 3 taxi 4 plane Audio script 1. Hello. My name’s Mai. I live in Ha Noi, but my grandparents live in a village in Nam Dinh Province. Last weekend, we went to Nam Dinh by motorbike. 2. Hi. I’m Linda. My hometown is a small town in the north of England. I went there by train last holiday. 3. Hello, everyone. My name’s Nam. Last summer, I went to the seaside with my parents by taxi. 4. Hello. My name’s Trung. My hometown is Da Nang. Last month, I went there by plane. 5. Write about your last holiday. • Tell the class that they are going to write about their last holidays. • Have them read the questions and check their understanding. • Set a time limit for them to do the writing. Monitor the activity and offer help, if necessary. • Get them to swap and read their writing before inviting one or two pupils to read their answers aloud. Then give feedback. Key: Answers vary 6. Let’s sing. • Tell the class that they are going to sing the song How did you get there? Teach the song, following the procedure in Teaching the unit components in Introduction. • Have them read each line of the lyrics aloud. Check comprehension. • Play the recording all the way through for pupils to listen and follow in their books. Ask the classto do choral and individual repetition of the song line by line until they are familiar with the pronunciation, the stress, the rhythm and tune of the song. • Play the recording again and get pupils to sing along with the recording. • Divide the class into two groups: one group sings the first verse and the other sings the second. Unit 3 Where did you go on holiday? 21T 1 Listen and repeat. 'motorbike 'underground 'holiday 'family Last summer, I went to the park by 'motorbike. Last Sunday, he went to the countryside by 'underground. She went on 'holiday by coach. Last weekend, I went to Da Nang with my 'family. 2 Listen and circle a or b. Then say the sentences aloud. 1. Last weekend, Linda went to the zoo by _________________________. a. underground b. motorbike 2. We went back to our hometown by _________________________. a. train b. bus 3. Peter went to the beach with his _________________________. a. classmates b. family 4. He had a nice _________________________ in Nha Trang. a. holiday b. weekend 3 Let’s chant. Where did you go? Where did you go? I went to the beach, To the beach Last summer. How did you get there? I went by train, By train All the way there. What did you do? I swam in the sea, Swam in the sea With my friends. 2222 Tiếng Anh 5 – tập 1 Tiếng Anh 5 – Tập 1 Warm-up: Spend a few minutes inviting some pupils to the front of the class to sing the song How did you get there? Have the rest of the class listen and clap their hands. 1. Listen and repeat. • Tell the classthat they are going to practise saying three-syllable words with the stress on the first syllable: 'motorbike, 'underground, 'holiday and 'family. • 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. 2. Listen and circle a or b. Then say the sentences aloud. • Tell the class that they are going to listen and circle a or b to complete the sentences. • Give them a few seconds to read the sentences in silence before playing the recording for them to do the task. • Play the recording for them to listen and circle the answers. • Play the recording again for pupilsto check their answers. Monitor the activity and offer help, if necessary. • Get them to compare their answers in pairs before checking as a class. Key: 1 a 2 a 3 b 4 a Audio script 1. Last weekend, Linda went to the zoo by underground. 2. We went back to our hometown by train. 3. Peter went to the beach with his family. 4. He had a nice holiday in Nha Trang. 3. Let’s chant. • Tell the class that they are going to say the chant Where did you go? Follow the procedure in Teaching the unit components in Introduction. Have them read the chant and check their comprehension. • Play the recording all the way through for pupilsto listen and follow in their books. Then play it again 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 classto chant and do actions. The rest of the class claps along to the rhythm. Unit 3 Where did you go on holiday? 22T 4 Read and complete. Dear Tony, swam island badminton plane by My mother and I went to Phu Quoc (1) _____________ last summer. First, we went from our house to the airport (2) _____________ taxi. Then we went to the island by (3) _____________. It is a wonderful place. In the morning, we played (4) _____________. In the afternoon, we (5) _____________ in the pool. We had a wonderful time there. See you soon, Nam 5 Read and write. Dear Mai, I went back to my hometown to visit my grandparents last weekend. They live in the north of England. I went to King’s Cross railway station by underground. Then I took a train to my hometown. I like going by train because I can enjoy the beautiful views on the way. I walked from the train station to my grandparents’ house. I had a wonderful time in my hometown. Love, Linda 1. Where’s Linda’s hometown? _________________________________________________ 2. How did she get to King’s Cross railway station? __________________________ 3. How did she get to her hometown?_________________________________________ 4. Why does she like going by train? ___________________________________________ 5. Did she have a good time in her hometown? _______________________________ 6 Project Interview two classmates about their holidays. Colour the stars. 7 Now I can ... t ask and answer questions about past holidays and means of transport. t listen to and understand texts about past holidays and means of transport. t read and understand texts about past holidays and means of transport. t write about someone’s past holiday. 23 Tiếng Anh 5 – tập 1 Unit 3 Where did you go on holiday? 23 Warm-up: Spend a few minutesrevising the chant Where did you go? by getting two groups of five to the front of the class to say the chant. Ask the rest of the class to listen and clap their hands. 4. Read and complete. • Tell the class that they are going to complete Nam’s letter to Tony, using the words in the box. • Have them read the gapped sentences and guess the words to fill the gaps. Remind them to focus on the context to get the information needed. • Have them work in pairs or groups to discuss the answers. • Give pupils enough time to do the task. • Get them to read their answers in pairs before checking as a class. If there is time, ask the class to read the completed sentences. Key: 1 Island 2 by 3 plane 4 badminton 5 swam 5. Read and write. • Tell the class that they are going to read Linda’s letter to Mai and write answers to the questions. Explain the meanings of the new words (e.g. take a train, view and wonderful). • Tell them to read the questions first, then read the text and focus on the information needed to answer the questions. If necessary, get pupils to work in pairs or groups. • Give pupils time to do the task independently. Go around and offer help, if necessary. • Get them to compare their answers in pairs before giving the answers to the class. Give explanations, if necessary. Key: 1 It’s in the north of England. 2 She got there by underground. 3 She got there by train. 4 Because she can enjoy the beautiful views on the way. 5 Yes, she did. 6. Project • Tell the class that they are going to interview two classmates about their past holidays. • Ask them to copy the table below to their notebooks and complete it. Names Places By ... Activities 1. 2. • Ask them to work in groups to discuss and brainstorm what questions they should ask to get the information. • Give them time to do the interviews in class and complete the table. • Invite some pupils to the front of the class to repeat their interviews. 7. Colour the stars. • Have the class read the statements and check their comprehension. • Give them time to colour the stars and invite a few pupils to read the statements aloud. • Give further support to pupils who find it difficult to achieve certain objectives. Unit 3 Where did you go on holiday? 23T Unit 4 Did you go to the party? 1 Look, listen and repeat. Are you going to a b Nam’s birthday party? Nam’s birthday party? It was last Sunday. Oh no! I thought it was today! c d How about you, Mai? Did you go to the party? No, I didn’t. I visited my grandparents. Did you go to the party? Yes, I did. I went with Phong. Did you enjoy Nam’s party, Phong? Yes! We had a lot of fun! 2 Point and say. Did you _______________? Yes. I did./ No, I didn’t. a b go on a picnic enjoy the party c d join the funfair watch TV 2416 Tiếng Anh 5 – tập 1 Objectives By the end of this unit, pupils can • use the words and phrases related to the topic Past activities. • ask and answer questions about whether someone did something, using Did you ...? Yes, I did./ No, I didn’t. • ask and answer questions about what someone did at a party, using What did you do at the party? We ... • pronounce two-syllable words with the stress on differentsyllables: 'party, 'Sunday, en'joyed and in'vite. Warm-up: Have pupils play Slap the board, 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. (E.g. Where did you go on your holiday? I went to Phu Quoc Island. How did you get there? I went there by plane.) At the end of the game, introduce this unit. 1. Look, listen and repeat. • Have the classlook at the four pictures. Introduce the story by pointing at each character and elicit their answers to the questions: Who are the pupils? Where are they? What are they talking about? (In picture a, Mai, Linda and Phong are in the room and looking at Tony at the door. He’s holding a present and some flowers. In picture b, Tony and Linda are talking about Nam’s birthday. In picture c,Tony asks MaiDid you go to the party?In picture d,Tony asksDid you enjoy Nam’s party, Phong? and Phong says Yes! We had a lot of fun!) Check their comprehension. • Play the recording once or twice for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. Play the recording again for pupils to listen and repeat line by line. 2. Point and say. • Tell the class that they are going 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 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. Monitor the activity and offer help, if necessary. • Invite two pairs to ask and answer the questions to check their performance. Unit 4 Did you go to the party? 24T 3 Let’s talk. Ask and answer questions about what you did. Did you go on a picnic? Did you enjoy the weekend? Yes, I did. No, I didn’t. Did you watch TV? 4 Listen and tick Yes (Y) or No (N). Y N 1. Did Linda go to the zoo yesterday? 2. Was Mai at the sports festival? 3. Did Tony stay at home yesterday? 5 Read and complete. enjoyed joined festival sports went 6 Let’s sing. Linda and Tom were on their holidays. They (1) ____________ to different places. Linda went to the (2) ____________ of Flowers in Da Lat. Tom (3) ____________ a (4) ____________ festival. They (5) ____________ their holidays very much. What did you do on Teachers’ Day? What did you do? What did you do? What did you do on Teachers’ Day? Did you have fun? Did you have fun? Yes, we did. We had lots of fun! Did you go? Did you go? Did you go on a picnic? No, we didn’t. No, we didn’t. We didn’t go on a picnic. 25 Tiếng Anh 5 – tập 1 Unit 4 Did you go to the party? 25 3. Let’s talk. • Tell the classthat they are going to practise further by asking and answering questions about whether someone did something. • Get pupilsto work in groups of four to ask and answer the questionsin their books. Then give feedback. Warm-up: Spend a few minutes revising the story in Activity 1 by inviting four pupils to act out the story. 4. Listen and tick Yes (Y) or No (N). • Tell the class that they are going to listen to the recording and tick Yes or No. • Have them read the questions in their books. Check their understanding. • Play the recording all the way through for them to listen and tick the boxes. • Get pupils to compare their answers in pairs before checking as a class. Play the recording again to confirm the answers. Give explanations for answers which pupils find difficult. Key: 1 N 2 Y 3 N Audio script 1. Phong: Did you go to the zoo yesterday, Linda? Linda: No, I didn’t. Phong: Did you stay at home? Linda: Yes, I did. 3. Mai: Did you stay at home yesterday, Tony? Tony: No, I didn’t. Mai: Where did you go? Tony: I went to visit my grandparents. 5. Read and complete. 2. Phong: Were you at the sports festival, Mai? Mai: Oh, yes. Phong: Did you enjoy it? Mai: No, I didn’t. It was so crowded. • Tell the classthat they are going to read the text and fill the gaps with enjoyed, joined, festival, sports and went. • Set a time limit for them to do the task independently. • Get pupils to compare their answers in pairs before checking as a class. If there is enough time, have the class read the completed text aloud. Key: 1 went 2 Festival 3 joined 4 sports 5 enjoyed Language note: Here are the past forms of some common irregular verbs: be – was, were go – went drink – drank have – had sing – sang eat – ate 6. Let’s sing. • Tell the class that they are going to sing What did you do on Teachers’ Day? Have them read each line of the lyrics and teach the unfamiliar words. Check comprehension. • Play the recording all the way through for pupils to listen and follow in their books. Play it again and ask them to do choral repetition line by line. • When they are familiar with the melody, ask the class to sing along with the music before having them practise doing actions in groups. • Invite a group to sing the song and do actions in front of the class. Unit 4 Did you go to the party? 25T 1 Look, listen and repeat. What did you do there? Did you go to Mai’s birthday a party yesterday, Peter? Yes, I did. c Did you do anything else? b d I ate a lot of food. It was great. Did you have a good time? We sang and danced happily. Yes, we did. 2 Point and say. a b What did you do at the party? We _______________. had nice food and drinkplayed hide-and-seek c d 3 Let’s talk. chatted with friends watched cartoons Ask and answer questions about what you and your friends did. Did you __________? How was it? What did you do there? Yes, I did. No, I didn’t. It was __________. I/We __________. 2626 Tiếng Anh 5 – Tiếng Anh 5 – tTập 1 ập 1 Warm-up: Spend a few minutes revising the previous 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. 1. Look, listen and repeat. • Tell the class that they are going to read a story in which Quan and Peter are talking about Mai’s last birthday party. • Have them look at the pictures and check their comprehension by pointing at the pictures and eliciting their answersto the questions: What are their names? What are they talking about? Did Peter go to Mai’s birthday party? What did Peter do at the party? (Peter and Quan are talking at school. In Picture a, Quan asks Peter if he went to Mai’s birthday party and Peter says yes. In Picture b, Quan asks What did you do there? and Peter answers I ate a lot of food. In Pictures c and d, they continue to talk about the party and Peter says they sang lots of songs and he had a good time.) • Play the recording for pupils to listen to the story, pointing to the pictures. Play it again for them to repeat each line. 2. Point and say. • Tell the class that they are going to practise asking and answering questions about activities in the past. • Review the pastsimple 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 with friends. We watched cartoons. • 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. 3. Let’s talk. • Tell the classthat they are going to practise further by asking and answering questions about what they did. • Set a time limit for pupils to practise talking. Remind them to answer the questions with information about themselves. • Inviteafewpairstoactouttheirconversations. Thengivefeedback.Correcttheirpronunciation, if necessary. Unit 4 Did you go to the party? 26T Listen and circle a or b. 4 1. Nam’s school had ________________________. 2. Mai bought _______________________________. 3. Phong _____________________________________. a. a sports festival b. a book fair a. story books b. comic books a. enjoyed the films b. enjoyed the food and drink 5 Write about you. 1. Where were you yesterday? ___________________________________________________________________________________ 2. What did you do there? ___________________________________________________________________________________ 3. Did you enjoy it? ___________________________________________________________________________________ 6 Let’s play. Tic-tac-toe Where were you ...? Did you play ...? I ate ... Did you have ...? Did you go ...? I didn’t ... Did you watch ...? What did you do ...?I had ... 27 Tiếng Anh 5 – tập 1 Unit 4 Did you go to the party? 27 Warm-up: Spend a few minutes revising the previous lesson by inviting some pairs to act out the story in Activity 1 in front of the class. 4. Listen and circle a or b. • Tell the class that they are going to listen and circle a or b to complete the sentences. Ask them to read the sentences and guess the answers. Check if they understand the text. • Play the recording all the way through for the classto listen. Play it again for them to circle the answers. Get them to compare their answers in pairs before checking as a class. Key: 1 a 2 b 3 b Audio script 1. Linda: Where were you yesterday, Nam? Nam: I was at school. Linda: What did you do there? Nam: We had a sports festival. 3. Linda: Where were you yesterday, Phong? Phong: I was at Peter’s birthday party. Linda: What did you do there? Phong: We sang, danced and enjoyed the food and drink. Linda: Sounds great! 5. Write about you. 2. Linda: Did you join Sports Day, Mai? Mai: No, I didn’t. I went to the book fair. Linda: Did you buy anything? Mai: Yes, I bought some comic books. • Tell the class that they are going to answer some questions about what they did. • Remind them that they should write about things that really happened to them. • Have pupils read the questions and check their understanding. • Set a time limit for them to do the writing independently. Monitor the activity and offer help, if necessary. • Getthem to swap to read their writing in pairs before inviting one ortwo to read their answers aloud. Key: Answers vary 6. Let’s play. • Tell the class that they are going to play the game Tic-tac-toe, following the procedure in Games in the Introduction. • Explain how the game is played. Tell the class that they have to complete the sentence in order to mark a box with an X or O. • Set a time limit for the class to play the game in pairs. When time is over, invite a few pupils to read aloud their questions and put them on the board. Then invite some pairs to practise asking and answering the questions. Then give feedback. Unit 4 Did you go to the party? 27T 1 Listen and repeat. 'party 'Sunday en'joyed in'vite I went to Mai’s birthday 'party yesterday. They took part in the festival on 'Sunday. We en'joyed the food and drink at the party. I want to in'vite Tony and Phong to my birthday party. 2 Mark the word stress. Then say the words aloud. 1. water 2. party 3. enjoy 4. birthday 5. invite 6. Monday 7. comics 8. picnic 9. cartoon 10. Sunday 11. repeat 12. complete 3 Let’s chant. When was your birthday? When was your birthday? It was last Sunday. Who did you invite? All my best friends. 2828 Tiếng Anh 5 – tập 1 Tiếng Anh 5 – Tập 1 What did you do? We ate cakes and sweets. Did you enjoy it? Yes! It was great! Warm-up: Spend a few minutes revising the previous lesson by inviting some pupils to read their answers in Lesson 2, Activity 5. 1. Listen and repeat. • Tell the class that they are going to practise saying two-syllable words with the stress on different syllables: 'party, 'Sunday, en'joyed and in'vite. • Play the recording for pupils to repeat each word and sentence twice. 2. Mark the word stress. Then say the words aloud. • Tell the class that they are going to read and mark the word stress. Then say the words aloud. • Give pupils a few seconds to read the words in silence and do the task. • Get them to swap and compare their answers in pairs before checking as a class. • Invite some pupils to read out all the words. • If time allows, ask the class to make sentences with the words. Key: 1 'water 2 'party 3 en'joy 4 'birthday 5 in'vite 6 'Monday 7 'comics 8 'picnic 9 car'toon 10 'Sunday 11 re'peat 12 com'plete 3. Let’s chant. • 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. • Have pupils repeat each line of the chant. Divide the class into two halves: one says the questions and the other says the answers. The two halves swap their roles after the first round. • Ask pupils to work in groups. Set a time limit for them to practise the chant and do actions in groups. • Invite two or three groups to say the chant and do actions. Unit 4 Did you go to the party? 28T 4 Read and answer. My name is Nam. It was my birthday last Sunday. I invited some of my classmates to the party. They gave me presents like comic books, robots and a teddy bear. We ate cakes, sweets, fruit and ice cream. We drank fruit juice. We sang English and Vietnamese songs. We danced, too. Phong played the guitar and Linda played the piano. The party ended at 7 p.m. We enjoyed it very much. 1. When was Nam’s birthday party? _____________________________________________ 2. Who went to Nam’s birthday party? _____________________________________________ 3. What did Phong do at the party? _____________________________________________ 4. What did Linda do at the party? _____________________________________________ 5 Write about your birthday party. 1. When was your last birthday party? _________________________________________________________________________________ 2. Who went to your party? _________________________________________________________________________________ 3. What did you and your friends do at the party? _________________________________________________________________________________ 6 Project Discuss in groups what present to give a classmate for his/her birthday. Colour the stars. 7 Now I can ... t ask and answer questions about past activities. t listen to and understand texts about past activities. t read and understand texts about past activities. t write about my birthday party. 29 Tiếng Anh 5 – tập 1 Unit 4 Did you go to the party? 29 Warm-up: Spend a few minutes having the class read the chant when was your birthday? 4. Read and answer. • Tell the class that they are going to read a passage and answer the questions. • Get pupils to read the questions and underline the key words. Then tell them to read the passage and look for the information needed to answer the questions. If necessary, get them to work in pairs or groups. • Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary. • Have pupils swap and compare their answers before checking as a class. Give explanations for the answers, if necessary. Key: 1 It was last Sunday. 2 Some of his classmates went to the birthday party. 3 He played the guitar. 4 She played the piano. 5. Write about your birthday party. • Tell the class that they are going to write about their own birthday parties. • Give them time to read the questions and write the first draft of their answers in the notebooks. • Set a time limit for pupils to do the writing individually. Monitor the activity and offer help, if necessary. • Remind them to use capital letters for the first letter of the word at the beginning of each sentence and the names of people, and to put a comma or full stop in the appropriate places. • Getthem to read their writing in pairs before inviting two orthree pupilsto read their answers aloud. Key: Answers vary 6. Project • Tell the class that they are going to think about what present to give a classmate for his/her birthday. • Get pupilsto work in groups of four. Ask them to choose a classmate who does not belong to their group and discuss what birthday present will suit him/her and why. • Set a time limit for them to do the task. • Invite one or two groups to present their ideas. 7. Colour the stars. • Have the class read the statements and check their comprehension. • Give them time to colour the stars and invite a few pupils to read the statements aloud. • Give further support to pupils who find it difficult to achieve certain objectives. Unit 4 Did you go to the party? 29T Unit 5 Where will you be this weekend? 1 Look, listen and repeat. What will you do this weekend? I think my family and a b I will go for a picnic. Great! That will be a lot of fun. c d What about you, Phong? What about you, Tony? Where will you be on Saturday? I think I’ll be in the mountains. At home? Why? Where will you be? I’ll be at home. Because I have to study. 2 Point and say. Where will you be this weekend? I think I’ll be _______________. a b c d in the countryside on the beach at school by the sea 3016 Tiếng Anh 5 – tập 1 Objectives By the end of this unit, pupils can • use the words and phrases related to the topic Future activities. • ask and answer questions about where someone will be, using Where will you be ...? I think I’ll be ... • ask and answer questions about what someone will do, using What will you do ...? I think I’ll .../ I don’t know. I may ... • pronounce two- and three-syllable words with the stress on the first syllable: 'seaside, 'islands and 'countryside. Warm-up: Get the class to say the chant When was your birthday? Then invite some pupils to work in pairs, asking and answering questionslike Where were you yesterday? What did you do? 1. Look, listen and repeat. • Tell the class that they are going to read and listen to a story about where someone will be. • Have pupilslook at the four picturesto discussthe context in which the language is used. Ask them questions such as Who are the pupils? Where are they? What are they talking about? (In Picture a, Tony asks Mai What will you do this weekend? and Mai answers I think my family and I will go for a picnic. In Picture b, Mai asks Tony Where will you be on Saturday? and he answers I think I’ll be in the mountains. In Pictures c and d, Tony asks Phong the same question and he answers I’ll be at home and explains the reason.) Check their comprehension. • Play the recording once or twice for pupils to listen and repeat the language. Do choral and individual repetition, pointing to the characters speaking. 2. Point and say. • 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, 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. Language note: Explain the use of some prepositions of place: in the countryside/ mountains/village, on the beach, at school/home, by the sea. Unit 5 Where will you be this weekend? 30T 3 Let’s talk. Ask and answer questions about where you will be this weekend. Where will you be this weekend? I think I’ll be __________. 4 Listen and tick. 1 a b c 2 a b c 3 a b c 5 Read and match. 1. Where will you be this weekend? 2. Where will Mai be tomorrow? 3. Where will Phong be next week? 4. Where will Peter and Linda be next month? 6 Let’s sing. a. He’ll be in the mountains. b.They’ll be by the sea. c. I think I’ll be at home. d.She’ll be on the beach. Where will you be? Where will you be next weekend, In the mountains or the countryside? I think I’ll be in the mountains. Where will you be tomorrow, At the seaside or at school? I think I’ll be at the seaside. Where will you be next year, In Viet Nam or England? I think I’ll be in England. 31 Tiếng Anh 5 – tập 1 Unit 5 Where will you be this weekend? 31 3. Let’s talk. • Tell pupils that they are going to practise further by asking and answering questions about 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. • Invite a pair to act out what they have practised. Then give feedback. Warm-up: Spend a few minutes revising Where will you be ...? I think I’ll be ... Get two pairs to act out the exchanges in front of the class. 4. Listen and tick. • Tell the class that they are going to listen and tick the correct pictures. • Have them look at the pictures to identify where the characters are. Check their understanding. • Play the recording all the way through for pupils to listen. Play it again for them to tick the correct pictures. • Get pupils to swap their answers before checking as a class. Go around and offer help, if necessary. Key: 1 c 2 a 3 b Audio script 1. Tony: Hi, Mai. Where will you be tomorrow? Mai: What day is it tomorrow? Tony: It’s Saturday. Mai: Oh, I think I’ll be at the seaside. 3. Linda: Will you be at home next week? Phong: Next week? Linda: Yes. Phong: I don’t know. Maybe I’ll be in the countryside. 5. Read and match. 2. Nam: Do you want to go for a picnic next week? Linda: Where will it be? Nam: It’ll be in the mountains. Linda: Yes, please. That’ll be a lot of fun. • Tell the class that they are going to match the questions with the answers. • Give pupils a few seconds to look at the questions first. Remind them to focus on the people in the questions and the pronouns in the answers (you, Mai, Phong, and Peter and Linda, He, They, I and She). Get pupils to work in pairs and do the task. Go around and offer help, if necessary. • Get pupils to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogues. Key: 1 c 2 d 3 a 4 b 6. Let’s sing. • Tell the classthat they are going to sing the song Where will you be? Teach the song, following the procedure in Teaching the unit components in Introduction. • Play the recording for pupils to do choral and individual repetition of the song line by line. • When they are familiar with the tune, ask two groups of four to go to the front. One group sings the questions and the other sings the answers. • Have the class sing the song again and clap their hands to reinforce the activity. Unit 5 Where will you be this weekend? 31T 1 Look, listen and repeat. a I’ll go for a picnic this weekend. Where will you go? b I think I’ll go to Ha Long Bay. That’s great. d c Will you visit Tuan Chau Island? What will you do there? 2 Point and say. I think I’ll swim in the sea. I don’t know. I may explore the caves. What will you do at Ha Long Bay? I think I’ll _______________. I don’t know. I may _______________. a b c d explore the cavestake a boat trip around the islands 3 Let’s talk. build sandcastles swim in the sea on the beach Ask and answer questions about where you will be and what you will do. Where will you be next week? What will you do? I think I’ll __________. I don’t know. I may __________. 3232 Tiếng Anh 5 – Tiếng Anh 5 – tTập 1 ập 1 Warm-up: Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing Where will you be? Ask the rest of the class to sing along and clap their hands. 1. Look, listen and repeat. • Tell the class that they are going to read the story about Mai’s picnic at the weekend. • Have pupils look at the pictures and elicit their answers to these questions: Who are they? Where are they? What are they doing? (In Picture a, Mai and Tony are talking at school and Mai says I’ll go for a picnic this weekend. In Pictures b and c, Tony asks about Mai’s plans, using Where will you go? and What will you do there? and Mai answers with I think I’ll ... In Picture d, Tony asks Will you visit Tuan Chau Island? and Mai answersI don’t know. I may explore the caves.) Check comprehension. • Play the recording for pupilsto listen and repeat.Do choral and individualrepetition, pointing to the characters speaking. 2. Point and say. • Tell the class that they are going to practise asking and answering questions about what someone will do, using What will you do ...? I think I’ll ... or I don’t know. I may ... • Teach the new phrases: explore the caves, take a boat trip around the islands and build sandcastles on the beach. Have pupils practise saying I think I’ll .../I don’t know. I may ..., using the prompts. • Point to the first picture and ask the question What will you do at Ha Long Bay? Pupils should answer I think I’ll explore the caves or I don’t know. I may explore the caves. Ask them to practise asking and answering in pairs. Monitor the activity and offer help, if necessary. • Invite a few pairs to act out the exchanges in front of the class. Correct their pronunciation, if necessary. Language note: Remind pupils of the differences between will and may for future activities. • Will is used for something you think will surely happen in the future. • May is used for something you think will probably happen in the future. 3. Let’s talk. • Tell the class that they are going to practise further what they have learnt in Lesson 1 and Lesson 2 by asking and answering the questions in their books. • Have pupils work in pairs: one asks the questions Where will you be next week? What will you do? and the other answers. • Select some pairs to role-play the exchanges in front of the class. Correct the pronunciation, if necessary. • Ifthere is enough time, ask some pupilsto talk abouttheirfuture activities, using the language they have learnt. Unit 5 Where will you be this weekend? 32T 4 Listen and number. a b c d 5 Write about you. 1. Where will you be tomorrow? ______________________________________________________________________________ 2. What will you do? ______________________________________________________________________________ 6 Let’s play. Questions and answers 33 Tiếng Anh 5 – tập 1 Unit 5 Where will you be this weekend? 33 Warm-up: Spend a few minutes revising the previous lesson by playing Pass the secret!, using the questions and answers pupils have learnt. Follow the procedure in Games in Introduction. You may ask some pupils to say where they will be and what they will do in the future. 4. Listen and number. • Tell the class that they are going to listen and number the pictures. • Ask them to look at the pictures and identify the place and the activities. Check their understanding. • Play the recording all the way through for pupils to listen. Play it again for them to number the pictures. • Get pupils to swap their answers before checking as a class. Key: a 2 b 3 c 4 d 1 Audio script 1. Dad: Mai, would you like to go away this weekend? Mai: Yes, please. Where will we go? Dad: To Ha Long Bay. Mai: Oh, good! 3. Mai: Will we take a boat around the islands, Dad? Dad: Yes, we will. Mai: When will we do it? Dad: I think we’ll do it in the afternoon. 5. Write about you. 2. Mai: What will we have for breakfast? Dad: I think we’ll have seafood and noodles. Mai: OK! I love seafood. 4. Mai: When will we explore the caves, dad? Dad: Not now, we’ll do it later. Mai: Oh ... OK. Then I’ll go for a swim in the sea. Dad: Good idea. Your mum and I will go for a swim, too. • Tell the class that they are going to write about themselves. • Ask pupils to read the questions and write the answers. Get them to work in pairs, if necessary. • Get them to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogues. Key: Answers vary 6. Let’s play. • Tell the class that they are going to play Questions and answers. • Prepare pieces of paper on which some places are written (e.g. in the mountains, by the sea, on the beach) and put them into a box. • Put pupils into groups of three. Invite two groups to the front of the class. Group 1 should draw a piece of paper from the box and say We’ll be in/at/by ... Group 2 should ask What will you do there? Group 1 then answers We’ll ... After that, the two groups swap their roles. When they finish, invite other groups to continue the game. The group that cannot answer the question correctly is out. The game ends when only one group is left and they’re the winners. Unit 5 Where will you be this weekend? 33T 1 Listen and repeat. 'seaside 'islands 'countryside They’ll be at the 'seaside on Sunday. She’ll visit the 'islands on Monday. The boys will be in the 'countryside next month. 2 Listen and circle a or b. Then say the sentences aloud. 1. I think I’ll visit the _____________________ tomorrow. a. mountains b. islands 2. We’ll go for a picnic _____________________. a. at the seaside b. in the countryside 3. They’ll be in the _____________________ next week. a. city b. countryside 3 Let’s chant. Where will you be this weekend? Where will you be this weekend? I think I’ll be in the countryside. What will you do there? I think I’ll have a picnic. Where will you be next week? I think we’ll be at the seaside. What will you do there? I think we’ll visit the islands. 34 Tiếng Anh 5 – tập 1 Tiếng Anh 5 – Tập 1 Warm-up: Spend a few minutes revising the previous lesson by getting two groups of pupils to play Questions and answers or having the class do a dictation, using the words learnt in the previous lesson. 1. Listen and repeat. • Tell pupils that they are going to practise pronouncing two- and three-syllable words with the stress on the first syllable: 'seaside, 'islands and 'countryside. • Put the words 'seaside, 'islands and 'countryside on the board. Play the recording for pupils to listen. Then play the recording again for them to repeat the 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. 2. Listen and circle a or b. Then say the sentences aloud. • Tell the class that they are going to listen to the recording and circle a or b to complete the sentences. • Give pupils a few seconds to read the sentences in silence before playing the recording for them to do the task. • 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 Audio script 1. I think I’ll visit the islands tomorrow. 2. We’ll go for a picnic at the seaside. 3. They’ll be in the countryside next week. 3. Let’s chant. • Tell the class that they are going to say the chant Where will you be this weekend? follow the procedure in Teaching the unit components in Introduction. • Have pupils read the chant and check comprehension. • Play the recording all the way through for pupilsto do choral and individual repetition. Show them how to chant and do actions. Invite two groups of four to give a demonstration. One group chants the questions and the other chants the answers. • 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. Unit 5 Where will you be this weekend? 34T 4 Read and complete. Hello, I’m Mai. I’ll go to Ha Long Bay with my family next Sunday. It’ll be a lot of fun. In the morning, I think my parents will swim in the sea. They love swimming! My brother and I will build sandcastles on the beach. In the afternoon, my mum and dad will sunbathe. My brother and I will play badminton. Then we’ll have dinner on Tuan Chau Island. Seafood, I hope! Morning Afternoon Evening Mai’s parents will swim in the sea Mai and her brother 5 Write about you. Hi. My name’s ________________________________. Next Sunday, I think I will be ________________________________. In the morning, I will ________________________________. In the afternoon, ________________________________. In the evening, ________________________________. 6 Project Interview three classmates about where they will go and what they will do next weekend. Colour the stars. 7 Now I can ... t ask and answer questions about future activities. t listen to and understand texts about future activities. t read and understand texts about future activities. t write about my future activities. 35 Tiếng Anh 5 – tập 1 Unit 5 Where will you be this weekend? 35 Warm-up: Spend a few minutes revising the previous lesson. Get two groups of pupils to go to the front of the class to say the chant Where will you be this weekend? and do actions. Ask the rest of the class to chant with them. 4. Read and complete. • Tell the class that they are going to read the text about Mai and complete the table. • Get them to read the text and find appropriate information to complete the table, paying attention to what Mai and her family will do in the morning, afternoon and evening. Ask pupils to work in pairs or in small groups. • Give them time to do the task independently. Go around and offer help, if necessary. • Get pupils to swap their answers before checking as a class. If time allows, ask some pupils to report Mai and her family’s activities at Ha Long Bay. (E.g. Mai’s parents will swim in the sea in the morning. They will sunbathe in the afternoon.) Key: Morning Afternoon Evening Mai’s parents will swim in the sea will sunbathe will have dinner on Tuan Chau Island Mai and her brother will build sandcastles (on the beach) will play badminton will have dinner on Tuan Chau Island 5. Write about you. • Tell the class that they are going to write about themselves. • Have pupils work in pairs or in groups to discuss what they will do next Sunday. • Give pupils time to do the task independently. Go around and offer help, if necessary. • Get them to swap their answers before checking as a class. Key: Answers vary 6. Project • Tell the class that they are going to interview their classmates about where they will go and what they will do next weekend. • Each pupil selects three classmates to interview and takes notes. • When they finish interviewing, select three or four pupils to report the results of their interviews to the class. (E.g. Xuan will be in the mountains this weekend. She’ll go there by bus. She’ll play games, sing songs and have lunch with her classmates. It’ll be a lot of fun.) 7. Colour the stars. • Have the class read the statements and check their comprehension. • Give them time to colour the stars and invite a few pupils to read the statements aloud. • Give further support to pupils who find it difficult to achieve certain objectives. Unit 5 Where will you be this weekend? 35T REVIEW 1 1 Listen and tick. 1. a b 2. a b 2 Listen and number. b a c c b c d 36 Tiếng Anh 5 – Tập 1 36 Tiếng Anh 5 – tập 1