Stages/ Time

Content

Interaction

1. Warm –up.

     Check up.

7ms

- Have Ps to play the game: “ Bingo”

Whole class

2 pairs

2. Look, listen and repeat.

13ms

- Have pupils look at the four pictures and identify the characters and the context in which the language is used.

-   Introduce the situation of the story by pointing to each character and ask: Where are they? What are they doing?

-   Explain the patterns:  

                     What animal do you want to see?

                      I want to see…………………..

-   Play the recording for pupils to listen.

-   Mime the dialogue and have pupils repeat.

-  Divide the class into 2 groups. Have one group repeat the role of Mai and the other repeat the role ofNam.

-   Have pupils work in 2 groups.

-   Have pupils work in pairs.

-   Have some pairs perform at the front of the class.

-   Elicit new words from Ps.

- Teacher models: 3 times, choral repetition: twice, individual: 3 times.

* Vocabulary: Explain by pictures

+ kangaroos

+ crocodiles

+ tigers

+ elephants

I.- Read.

Checking vocabulary:  Matching game

Whole class

Answer

Group work

Pair work

Whole class

Listen

Repeat

3. Point and say.

10ms

-  T gives structure and explains.

-  T models/ Ps repeat in chorus - Individually.

*Sentences pattern:

 A: What animal do you want to see?

 B: I want to see…………………...

-   Have pupils repeat the pattern.

-   Have pupils practice the pattern in 2groups, in pairs.

-  Ask Ps to look at the four pictures to identify what the girl can do in each picture and repeat each twice.

- Model 3 times, then have class repeat in chorus 3 times.

- Model with a pupil (T asks - P answers; P asks - T answers).

-  Call on 2 Ps to model.

-  Ask the class to work in pairs with their partners what animal they want to see at the zoo.

-  T corrects pronunciation.

Whole class

Whole class

Group work

Pair work

4. Consolidation.

5ms

-  Have Ss consolidate the lesson.

-  Comment and consolidate it again.

Consolidate the lesson

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Have pairs to act out the questions and the answers in front of the class about someone’s desire.

Whole class

2. Listen and tick.

10ms

- Have Ps look at the pictures and listen to three dialogues about what animals Tony, Tom and Linda want to see and match each character to the correct picture.

- T points to each picture and asks Ps some questions

-    Have pupils guess the `answers.

-    Have pupils listen to the first dialogue, teacher models the way to do the exercise and checks the answer with the class.

-    Play CD, have pupils listen and match.

-    Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key: :   1 c    2a     3 b.

Whole class

Individually

Whole class

Individually

Pair work

3. Look and write.

10ms

 - Have Ps look at the pictures and answer the questions about what animal the children want to see in each picture, using the picture cues.

 - Give a few seconds for pupils to read the questions.

- Ask Ps to read the questions and write the answers.

- Have Ps to work in pair.

 - Get Ps to do the task.

 - Get Ps to swap and check their answers.

 - Invite some Ps to write the correct answers on the board and read aloud.

- Comment and correct if wrong.

- Call Ss to read aloud the complete question and answer aloud.

Key: 1. He wants to see crocodiles

         2. She wants to see monkeys.

         3. They want to see kangaroos.

         4. They want to see tigers.

- Listen and do what the T asked.

- Do the task.

- Act out.

- Look at the board and copy.

- Read.

4. Let’s play.

10ms

- Play the game: “ Charades”

-Explain the game.

- Show a pupil the name of a zoo animal. That pupil must act out the animal for the rest of the class to guess. The quickest pupil to say the name gets a point. Then select another pupil to mine another animal. The pupil who gets the most point at the end of the game is the winner.

- Comment.

- Listen.

- Listen and play game.

- Listen.

- Practice the game.

Stages/ Time

Content

Interaction

1. Warm-up.

   Check up.

7ms

- Play the game “Charades” with the words for zoo animals.

Some pairs

2. Look, listen and repeat.

10ms

- Ask Ps to open their books on page 60 and read the story. Get them to look at the three pictures and answer the following questions.

- T asks: Who’s the boys? Where are they?

               What are they doing?

- Ps : answer

- Introduce the situation of the dialogue.

- Play the recording for pupils to listen.

- Mime the dialogue and have pupils repeat.

- Divide the class into 2 groups. Have one group repeat the role ofNamand the other repeat the role of Linda.

 ( change role )

-  Call some pairs to read.

Whole class

Answer

Group work

 Some pairs

3. Point and say.

10ms

-  T gives structure and explains.

-  T models/ Ps repeat in chorus - Individually.

* Sentence pattern

A: I like zebra because they are beautiful.

B:  I don’t like tiger because they are scary.

 Note: do not = don’t

-   Have pupils repeat the pattern.

-   Have pupils practice the pattern in 2groups, in pairs.

- Model with a pupil (T asks - P answers; P asks - T answers).

-  Call on 2 Ps to model.

-  Ask the class to work in pairs.

-  T corrects pronunciation

- Ask Ps to look at the bubbles and the pictures to understand how the languages is used, after that point to the pictures and teach the new phrases:

     + monkey

     + tiger

     + scary

- Model 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the pattern chorally and individual by using the new words.

- Ask Ps to work in pairs.

- Invite a few pairs to demonstrate the task in front of the class.

- T corrects pronunciation.

Whole class

Whole class

Group work

Pair work

Pair work

4. Let’s talk.

8ms

- Review what they have learnt in lessons 1 and 2.

- T models the task with one pupil, for ex:

  T: What animals do you want to see?

  P: I want to see zebras. I like zebras because they’re beautiful. I don’t like crocodiles because they’re scary.

- T models with one Ps after that write the sentences on the board and give the class read choral, individual repetition.

-Ask Ps work in pairs.

- Call some pairs to role-play in front of the class.

* Game: Lucky number

Group work

2 groups

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Ask some Ps to explain why they like and do not like some animals.

 - Comment.

- Ask and answer

- Listen

2. Listen and write.

10ms

- Tell Ps that they are going to listen to four dialogues and complete the sentences about Linda, Peter, Mai andNam.

- Ask them to look at the four incomplete sentences and guess the possible reasons.

- Have pupils guess the answers.

- Have pupils listen the first of the text and teacher models the way to do the exercise and check the answer with the class.

- Play CD, have pupils listen and tick.

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

 Key:  1.big      2. fast       3. funny      4. scary

- Comment and motivate.

Whole class

Individually

Individually

Pair work

3. Look and write.

10ms

 - Instruct Ps to complete the sentences about animals, using the picture cues.

 - Ask Ps to look at the four pictures to identify the zoo animals and the possible adjectives to express the reasons.

 - Then ask them to read the sentences and complete them.

- Give Ps time to do the task.

 - Get Ps to swap to check their answers.

- Get Ps to work in pairs, if necessary.

 - Correct.

 - Comment and motivate.

 - Call some pairs to act out the complete dialogues.

- Listen

- Read in silence

- Listen

- Do the task

- Swap

- Look at the board and copy

- Listen

4. Let’s sing.

10ms

- Have the class sing the song: “Why or why not?”

- Have Ps read each line of the lyrics.

- Play the recording for Ps to listen.

- Ask Ps to read the song line by line.

- When they are singing, show them how to mime the lyrics.

- Play the recording again and get Ps to sing along with the recording.

- Divide the class into two groups: one sings the questions and the other sings the answers.

- Have the class sing and mime the song in groups.

- Whole class

Group work

Stages/ Time

Content

Interaction

1. Warm-up.

    Check up.

7ms

- Sing the song: Why or why not?

- Call some Ps to ask and answer questions about Zoo animal.

Whole class

2 pairs

2. Listen & repeat.

10ms

-  Have Ps to practice pronouncing the following words: ‘crocodile, ‘elephant, ‘wonderful, and ‘beautiful.

- Write the four words and play the recording and ask Ps to repeat a few times.

 - Write the four sentences in the book on the board and

play the recording and let pupils say the words and the sentences

- Have Ps do chorus and individually repetition of the words and sentences until Ps feel confident..

- Call some Ps to say the sentences, while the rest of the class claps at the stressed syllables of the target words.

- Correct the pronunciation, if necessary.

Whole class

Individually

3. Listen and circle. Then write and say aloud.

10ms

-Tell Ps that they are going to listen to the recording and circle the correct words, and then read the sentences aloud.

-Ask Ps to read the sentences and guess the correct words answer.

-Have Ps listen and do the task. Then compare the answers with a partner.

-Call some Ps to read aloud the completed sentences.

Key: 1. b         2.b        3. a             4. b

Whole class

Pair work

4. Let’s chant.

8ms

- T reads the chant “ I want to go to the zoo? first.

- Have Ps read the chant line by line and check comprehension.

- Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions.

- Divide the class into 2 groups to chant and do actions.

- Call some pairs to front of the class to chant and do actions. The rest of the class claps along to the rhythm.

- Correct pronunciation.

Whole class

Group work

Pair work

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Revise the chant: “ I  want to go to the zoo”

- Comment

- Revise the chant.

- Listen.

2. Read and tick.

      10ms

- Ask Ps are going to read the email about main d Nam’s visit to the zoo and complete the paragraph, explain the meaning of the new words perhaps and dangerous.

- Ask them to read the incomplete paragraph first and then read the email and focusing on the information they need to fill the gaps.

- Have Ps to work in pair.

- Get Ps time to do the task independently.

- Get Ps to swap to check their answers.

- Correct and comment.

 Key:

 1. animals         2. beautiful/ friendly/ scary

3. big/ dangerous        4. monkeys                5. funny

Whole class

Group work

3. Let’s write

8ms

- Ask Ps to write a short paragraph about why they want to go to the zoo, what animal(s) they like and do not like, and the reasons.

- Remind them to use the guided questions and the words in the box.

- Have Ps work in pairs or groups to discuss what they are going to write.

- Get Ps time to do the task independently.

- Go around to offer help

- Get Ps to swap to check their answers.

- Call one Ps to write the answers on the board.

- Comment.

Whole class

Pair work

4. Project.

7ms

-Ask Ps that they are going to draw and color their favorite animal(s), and tell the class why they like it/them.

- Give Ps enough time to do the drawing. If there is not enough time, T may ask Ps to do the task as homework.

- Ask Ps to work in pairs or groups to brainstorm possible sentences to describe their favorite animal(s)

- Get some Ps to do a demonstration in front of the class.

- Call some Ps to front of the class to describe their photo.

- Listen.

- Do the project.

5.Consolidation. 

5ms

-  Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

Stages/ Time

Content

Interaction

1. Warm –up.

     Check up.

7ms

- Have Ps to play the game: “ Bingo”

Whole class

2 pairs

2. Look, listen and repeat.

13ms

- Have pupils look at the four pictures and identify the characters and the context in which the language is used.

-   Introduce the situation of the story by pointing to each character and ask: Where are they? What are they doing?

-   Explain the patterns:  

                     Where are you going to do this summer?

                      I’m going to …………………..

-   Play the recording for pupils to listen.

-   Mime the dialogue and have pupils repeat.

-  Divide the class into 2 groups. Have one group repeat the role of Mai and the other repeat the role ofNam.

-   Have pupils work in 2 groups.

-   Have pupils work in pairs.

-   Have some pairs perform at the front of the class.

-   Elicit new words from Ps.

- Teacher models: 3 times, choral repetition: twice, individual: 3 times.

Whole class

Answer

Group work

Pair work

Whole class

Listen

Repeat

3. Point and say.

10ms

-  T gives structure and explains.

-  T models/ Ps repeat in chorus - Individually.

*Sentences pattern:

 A: Where are you going to do this summer?

 B: I’m going to …………………..

-   Have pupils repeat the pattern.

-   Have pupils practice the pattern in 2groups, in pairs.

-  Ask Ps to look at the four pictures to identify what the girl can do in each picture and repeat each twice.

- Model 3 times, then have class repeat in chorus 3 times.

- Model with a pupil (T asks - P answers; P asks - T answers).

-  Call on 2 Ps to model.

-  Ask the class to work in pairs with their partners what animal they want to see at the zoo.

-  T corrects pronunciation.

Whole class

Whole class

Group work

Pair work

4. Consolidation.

5ms

-  Have Ss consolidate the lesson.

-  Comment and consolidate it again.

Consolidate the lesson

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Have pairs to act out the questions and the answers in front of the class about someone’s desire.

Whole class

2. Listen and tick.

10ms

- Have Ps look at the pictures and listen to three dialogues about what animals Tony, Tom and Linda want to see and match each character to the correct picture.

- T points to each picture and asks Ps some questions

-    Have pupils guess the `answers.

-    Have pupils listen to the first dialogue, teacher models the way to do the exercise and checks the answer with the class.

-    Play CD, have pupils listen and match.

-    Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key: :   1 c    2a     3 b.

Whole class

Individually

Whole class

Individually

Pair work

3. Look and write.

10ms

 - Have Ps look at the pictures and answer the questions about what animal the children want to see in each picture, using the picture cues.

 - Give a few seconds for pupils to read the questions.

- Ask Ps to read the questions and write the answers.

- Have Ps to work in pair.

 - Get Ps to do the task.

 - Get Ps to swap and check their answers.

 - Invite some Ps to write the correct answers on the board and read aloud.

- Comment and correct if wrong.

- Call Ss to read aloud the complete question and answer aloud.

Key: 1. I am going to Danang.

         2. He’s going to Hoi An.

         3. They’re going to Hue.

- Listen and do what the T asked.

- Do the task.

- Act out.

- Look at the board and copy.

- Read.

4. Let’s sing.

10ms

Sing the song: You’re happy in summer holiday !

- Have Ps read the song and check comprehension.

- Play the recording all the way through.

- Have Ps do choral and individual repetition of each line.

- Show Ps how to sing the song and do the actions.

- Have groups of pupils to sit face to face and practice singing and clapping hands.

- Play the recording again and get Ps to sing along with the recording.

- Divide the class into two groups: one sing the questions and the other sings the answers

- Get some groups to sing the song.

- Comment.

- Whole class

   Pair work

Stages/ Time

Content

Interaction

1. Warm-up.

   Check up.

7ms

- Play the game “Charades” with the words for zoo animals.

Some pairs

2. Look, listen and repeat.

10ms

- Ask Ps to open their books on page 60 and read the story. Get them to look at the three pictures and answer the following questions.

- T asks: Who’s the boys? Where are they?

               What are they doing?

- Ps : answer

- Introduce the situation of the dialogue.

- Play the recording for pupils to listen.

- Mime the dialogue and have pupils repeat.

- Divide the class into 2 groups. Have one group repeat the role ofNamand the other repeat the role of Linda.

 ( change role )

-  Call some pairs to read.

Whole class

Answer

Group work

 Some pairs

3. Point and say.

10ms

-  T gives structure and explains.

-  T models/ Ps repeat in chorus - Individually.

* Sentence pattern

A: What are you going to do?

B: I’m going to …………………..

 - Have pupils repeat the pattern.

-   Have pupils practice the pattern in 2groups, in pairs.

- Model with a pupil (T asks - P answers; P asks - T answers).

-  Call on 2 Ps to model.

-  Ask the class to work in pairs.

-  T corrects pronunciation

- Ask Ps to look at the bubbles and the pictures to understand how the languages is used, after that point to the pictures and teach the new phrases:

- Model 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the pattern chorally and individual by using the new words.

- Ask Ps to work in pairs.

- Invite a few pairs to demonstrate the task in front of the class.

- T corrects pronunciation.

Whole class

Whole class

Group work

Pair work

Pair work

4. Let’s talk.

8ms

- Review what they have learnt in lessons 1 and 2.

- T models the task with one pupil, for ex:

  T: What animals do you want to see?

  P: I want to see zebras. I like zebras because they’re beautiful. I don’t like crocodiles because they’re scary.

- T models with one Ps after that write the sentences on the board and give the class read choral, individual repetition.

-Ask Ps work in pairs.

- Call some pairs to role-play in front of the class.

* Game: Lucky number

Group work

2 groups

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Ask some Ps to explain why they like and do not like some animals.

 - Comment.

- Ask and answer

- Listen

2. Listen, circle and write.

10ms

- Tell Ps that they are going to listen to four dialogues and complete the sentences about Linda, Peter, Mai andNam.

- Ask them to look at the four incomplete sentences and guess the possible reasons.

- Have pupils guess the answers.

- Have pupils listen the first of the text and teacher models the way to do the exercise and check the answer with the class.

- Play CD, have pupils listen and tick.

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

 Key:  1.a      2. b       3. a      4. a

- Comment and motivate.

Whole class

Individually

Individually

Pair work

3. Look and write.

10ms

 - Instruct Ps to complete the sentences about animals, using the picture cues.

 - Ask Ps to look at the four pictures to identify the zoo animals and the possible adjectives to express the reasons.

 - Then ask them to read the sentences and complete them.

- Give Ps time to do the task.

 - Get Ps to swap to check their answers.

- Get Ps to work in pairs, if necessary.

 - Correct.

 - Comment and motivate.

 - Call some pairs to act out the complete dialogues.

- Listen

- Read in silence

- Listen

- Do the task

- Swap

- Look at the board and copy

- Listen

4. Let’s play.

10ms

- Have the game Pelmanism.

- Explain the game: Ask Ss to play in small group. Prepare two sets of cards for each group, one with activities in the present tense, and the other with the same activities in the past tense. First, one player in each group shuffles the cards and lays them face down on the table. Each player in turn select two cards and turns them over. If the cards show the same activity in the present and past tenses, that player wins the pair and goes on to turn over another pair of cards. If the cards show different activities, that player should turn them face again and the next player has a turn.

 The game will end when all the cards are gone. The winner is the player with the most pairs.

- Whole class

Group work

Stages/ Time

Content

Interaction

1. Warm-up.

    Check up.

7ms

- Sing the song.

- Call some Ps to ask and answer questions about places.

Whole class

2 pairs

2. Listen & repeat.

10ms

-  Have Ps to practice pronouncing the following words: ‘crocodile, ‘elephant, ‘wonderful, and ‘beautiful.

- Write the four words and play the recording and ask Ps to repeat a few times.

 - Write the four sentences in the book on the board and

play the recording and let pupils say the words and the sentences

- Have Ps do chorus and individually repetition of the words and sentences until Ps feel confident..

- Call some Ps to say the sentences, while the rest of the class claps at the stressed syllables of the target words.

- Correct the pronunciation, if necessary.

Whole class

Individually

3. Listen, circle and write.

10ms

-Tell Ps that they are going to listen to the recording and circle the correct words, and then read the sentences aloud.

-Ask Ps to read the sentences and guess the correct words answer.

-Have Ps listen and do the task. Then compare the answers with a partner.

-Call some Ps to read aloud the completed sentences.

Key: 1. b         2.b        3. a             4. a

Whole class

Pair work

4. Let’s chant.

8ms

- T reads the chant “ I want to go to the zoo? first.

- Have Ps read the chant line by line and check comprehension.

- Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions.

- Divide the class into 2 groups to chant and do actions.

- Call some pairs to front of the class to chant and do actions. The rest of the class claps along to the rhythm.

- Correct pronunciation.

Whole class

Group work

Pair work

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Revise the chant: “ Where are you going?”

- Comment

- Revise the chant.

- Listen.

2. Read and complete.

      10ms

- Ask Ps are going to read the email about main d Nam’s visit to the zoo and complete the paragraph, explain the meaning of the new words perhaps and dangerous.

- Ask them to read the incomplete paragraph first and then read the email and focusing on the information they need to fill the gaps.

- Have Ps to work in pair.

- Get Ps time to do the task independently.

- Get Ps to swap to check their answers.

- Correct and comment.

 Key:

 1. Halong bay         2. A nice hotel (by the sea)

3.Swim (in the sea) 4. A boat cruise 5.(delicious)seafood

Whole class

Group work

3. Write about the plan for your summer holidays

8ms

- Ask Ps to write a short paragraph about why they want to go to the zoo, what animal(s) they like and do not like, and the reasons.

- Remind them to use the guided questions and the words in the box.

- Have Ps work in pairs or groups to discuss what they are going to write.

- Get Ps time to do the task independently.

- Go around to offer help

- Get Ps to swap to check their answers.

- Call one Ps to write the answers on the board.

- Comment.

Whole class

Pair work

4. Project.

7ms

-Ask Ps that they are going to draw and color their favorite animal(s), and tell the class why they like it/them.

- Give Ps enough time to do the drawing. If there is not enough time, T may ask Ps to do the task as homework.

- Ask Ps to work in pairs or groups to brainstorm possible sentences to describe their favorite animal(s)

- Get some Ps to do a demonstration in front of the class.

- Call some Ps to front of the class to describe their photo.

- Listen.

- Do the project.

5.Consolidation. 

5ms

-  Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

 I. Warm up: Play “jumbled letters” game

II. New lesson:

1. Look, listen and repeat.

• Have the class look at the pictures. Introduce the story by pointing at each character and elicit pupils’ answers to these questions: Who are they? Where are they? What are they talking about? Check their comprehension.

• Play the recording all the way through for pupils to listen and follow in their books. Play it

again for them to do choral repetition, pointing to the characters speaking.

2.Point and say

• Tell the class that they are going to practise asking and answering questions about visiting a place of interest, using Which place would you like to visit, ... or ...? I’d like to visit ... Teach the meanings of the words under each picture and how to say them.

• Ask pupils to practise saying the answer I’d like to visit ... with the words under the pictures.

Point at each picture and ask the question Which place would you like to visit, ... or ...? for pupils to answer.

• Get them to practise asking and answering in pairs. Monitor the activity and offer help, if necessary.

• Invite two pairs to ask and answer the questions in this section.

3. Let’s talk

• Tell the class that they are going to practise further by asking and answering questions about the places they would like to visit. Get them to work in groups of four.

• Set a time limit for them to practise. Monitor the activity and offer help, if necessary.

• Invite two or three groups to ask and answer. Then give feedback.

III. Consolidation

- Recall the main content.

V. Homework:

- Do exercises in workbook, learn by heart the new words

- Play the game

- Look at the pictures and answer:

-In Picture a, Tom and Nam are walking in the street in Hanoi and talking about the weather.

-In Picture b, Nam’s asking if Tom would like to go somewhere.

-In Picture c, Nam’s suggesting some places for Tom to choose, using Which place would you like to visit, a museum or a pagoda? and Nam says I’d like to visit a pagoda.

-In Picture d, Tom’s agreeing to go to Tran Quoc Pagoda.

 - Listen and copy

+ Listen and repeat

+ Groups, individuals

- Listen

- Listen

- Do as directed

- Practise in pairs

+ Ask and answer questions about  the places they would like to visit

+ Practise in groups

- Listen to the teacher

- Recall

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Play the game “jumbled letters”

II. New lesson:

4. Listen and circle a or b.

• Tell the class that they are going to listen and circle a or b to answer the questions. Remind them to pay attention to the names of places when they listen.

• Play the recording all the way through for pupils to listen. Play it again for them to do the task.

• Get pupils to swap and compare their answers in pairs before checking as a class.

Key: 1 b 2 a 3 a

5. Read and complete.

• Tell the class that they are going to read the conversation and fill the gaps with park, museum, centre, would and somewhere. Remind them to focus on the context to select the appropriate

words. Check their understanding of the text.

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

• Get them to swap and compare their answers before checking as a class. If there is enough time, have the class read the completed conversation aloud.

Key: 1 somewhere 2 would 3 Park 4 museum 5 centre

6. Let’s sing.

Tell pupils that they are going to sing Which place would you like to visit? Have them read the lyrics. 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 do choral repetition line by line. When they are familiar with the melody,

ask the class to sing along with the music before practising doing actions.

• Invite two groups to sing the song and do actions in front of the class.

III. Consolidation

- Retell the content of the lesson.

IV. Homework

- Do exercises in the workbook.  Prepare the next period.

- Play the game

- Listen to the tape

- Listen and circle

- Answer the question.

- Listen to the teacher

- Work Individually

- Do the task

- Listen to the teacher

- Read each line of the lyrics

- Listen to the tape

- Listen and repeat each line

- The whole class

- Practice in groups

- The whole class

- Retell

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Spend a few minutes revising the previous lesson by having the class sing Which place would you like to visit? in Lesson 1, Activity 6.

II. New lesson:

1. Look, listen and repeat

• Tell the class that they are going to read a story. Have them look at the pictures and check their comprehension by eliciting their answers to these questions: What are their names?

What are they talking about? What does Tom think of the visit to Tran Quoc Pagoda?

• Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to repeat each line.

2Point and say

• Tell the class that they are going to practise the questions and answers What do you think of ...? It’s more ... than I expected. Teach them the meanings of the words under the pictures and how to say them.

• Explain the comparative forms of the long adjectives: attractive, exciting, interesting and beautiful.

• Have pupils practise saying the questions What do you think of ...?, using the first parts of the prompts. Then point at the pictures to ask the questions for them to answer, using It’s more ... than I expected.

• Invite one or two pairs to ask and answer the questions.

3.Let’s talk:

• Tell the class that they are going to practise further by asking and answering questions about the places that they would like to visit and what they think of them.

• Set a time limit for them to do the task, using the questions and answers in their books.

• Invite a few pairs to act out their exchanges in front of the class. Give feedback and correct their pronunciation, if necessary.

III. Consolidation:

- Summary the lesson

IV. Homework:

-  Do exercises in workbook, learn by heart the new words

- Sing the song

- Look at the pictures and answer:

Tom is talking with Linda about what he did yesterday.

-In Picture a, Tom said he visited Tran Quoc

Pagoda.

-In Picture b, Tom tells the location of the pagoda.

-In Picture c, Linda asks him What do you think of it? and he answers It’s more beautiful than I expected.

 -In Picture d, Linda says she’ll visit it one day.

 - Listen and copy

- Do as directed

- Listen

- Listen and copy

- Do as directed

- Listen

- Work in pairs

- Some pairs perform in front of class

- Listen to the teacher

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Play the game: Order the words

II. New lesson:

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 gapped sentences and guess the answers. Check their understanding.

• Play the recording all the way through for pupils to listen. Play it again for them to do the task.

• Get them to swap and compare their answers in pairs before checking as a class.

Key: 1 b 2 b 3 a

5. Read and complete.

• Tell the class that they are going to read and complete the conversation between Nam and Tom. Have them read the words given and the incomplete conversation.

• Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary.

• Get them to swap and compare their answers before checking as a class. If there is enough time, have the class read the completed conversation aloud.

Key: 1 Can Tho 2 exciting 3 delicious 4 friendly 5 again

6. Let’s play.

• Tell pupils that they are going to play Tic-tac-toe. Follow the procedure in Games in Introduction.

• Put a tic-tac-toe grid on the board. Write an incomplete sentence in each of the boxes. (E.g. What do you think ...? The pagoda is more ...) Set a time limit for the class to play the game in

pairs. They have to complete the sentence in order to mark a box with an X or O. When time is over, invite a few pupils to read their sentences aloud and put them on the board.

III. Consolidation

- Summary the lesson

IV. Homework

-  Do exercises in workbook, prepare the next period.

- Play game

- Listen to the teacher

- Listen to the tape

- Listen and circle

- Answer the T’s questions

- Individually

- Work in pairs to do the task

- Some Ps

- Do as directed

- Listen

- Play in groups

- The whole class

- Listen

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Play game:  Palmanism

II. New lesson:

1.Listen and repeat

• Tell the class that they are going to practise saying the questions and answers. Explain that

wh-questions and answers have falling intonation.

• Play the recording all the way through for pupils to listen and follow in their books. Play it

again for them to do choral and individual repetition of the questions and answers until they

feel confident.

• Get some of them to perform the activity in front of the class. Correct the pronunciation, if

necessary.

2. Listen and mark the sentence intonation ( or ) . Then say the sentences aloud.

• Tell the class that they are going to listen and mark the intonation of each sentence. Show them how to mark the sentence intonation by writing the questions and answers on the board and mark them with arrows.

• Play the recording all the way through for pupils to listen. Play it again for them to do the task. Go around and offer help, if necessary.

• Have pupils swap and read their answers before checking as a class. Then ask a few pupils to read the sentences aloud.

3. Let’s chant

• Tell the class that they are going to say the chant What do you think of it? Follow the procedure in Teaching the unit components in Introduction.

• Have pupils repeat each line of the chant. Divide the class into two groups: one group says the first four lines and the other says the last five lines. Then the two halves swap their roles

after the first round.

• Set a time limit for pupils to practise saying the chant and doing actions in groups.

• Invite two groups to say the chant and do actions in front of the class.

III. Consolidation

- Summary the lesson

IV. Homework

-  Do exercises in workbook, prepare the next period.

- Play the game

- Listen

- Listen to the teacher

- Listen to the tape

- Listen and repeat in choral, groups and individual

- Listen to the teacher

- Read individually

- Listen and mark

- Listen and check

- Read aloud

- Listen to the teacher

- Read the chant

- Do as directed

- Practice in groups

- Work in pairs

- The whole class

- Listen

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Spend a few minutes having the class do the chant What do you think of it? in Activity 3.

II. New lesson:

4. Read and do the tasks.

1. Complete the passage.

• Tell the class that they are going to read the passage and fill the gaps with beautiful, friends,

pagoda, centre and a lot of. Remind them to focus on the context to select the appropriate

words.

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

if necessary.

• Get them to swap and 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 Pagoda 2 centre 3 beautiful 4 a lot of 5 friends

2. Answer the questions.

• Tell the class that they are going to read the passage again and answer the questions.

• Get them to read the questions and underline the key words. Then pupils should read the

passage and look for the relevant information to answer the questions. Get pupils to work

in pairs or in 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 Tom visited it yesterday.

2 It’s on an island in the middle of West Lake.

3 It is more beautiful than he expected.

4 They learnt more about the history of Ha Noi after the visit.

5. Write about your last summer holiday.

• Tell the class that they are going to write about their last summer holiday.

• Set a time limit for pupils to do the task individually. Monitor the activity and offer help, if

necessary.

• Remind them when to use capital letters and where to put a comma or a full stop.

• Get them to swap and read what they have written 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 find a picture of their favourite place, show them to the

class and talk about it.

• Ask pupils to work in groups of five. They should choose five places and discuss what to talk

about. They can use more than one picture for each place if they want.

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.

III. Consolidation

- Summary the lesson

IV. Homework

-  Do exercises in workbook, prepare the next period.

- Read the chant

- Listen to the teacher

- Read the text

- Work in pairs to do the task

- Some Ps

- The whole class

- Listen to the teacher

- Work individually

- Some Ps read aloud the answers

- Listen to the teacher

- Take note

- Do as directed

- Some Ps

- Listen

-         Read the statements

-         Colour the stars

- Listen

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

 I. Warm up: Play “jumbled letters” game

II. New lesson:

1. Look, listen and repeat.

• Tell the class that they are going to read and listen to a story. Have pupils look at the pictures.

Ask these questions:

Who are they?

Where are they?

What are they talking about?

Check pupils’ comprehension.

• Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to do choral repetition, pointing to the characters speaking.

2.Point and say

• Tell the class that they are going to practise asking and answering questions to compare two places, using Which one is ..., ... or ...? I think ...

• Have pupils look at the pictures and teach the words small, smaller, large, larger, noisy, noisier, busy and busier. Get them to practise the answers with I think ..., using the first geographical names in the second parts of the prompts. Then point at each picture and ask the question for the class to answer, using the prompts under it.

• Have the pupils 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.

3. Let’s talk

• Tell the class that they are going to practise further by asking and answering questions to compare two cities or towns.

• Ask them to work in pairs: one pupil asks Which one is ..., ... or ...? and the other answers

I think ... Monitor the activity and off er help, if necessary.

• Invite some pairs to perform the activity in front of the class. Then give feedback.

III. Consolidation

- Recall the main content.

V. Homework:

- Do exercises in workbook, learn by heart the new words

- Play the game

- Look at the pictures and answer:

Mai and Tom are at school.

-In Picture a, Mai asks Tom where he is going for his summer holiday and Tom answers he’s going back to his hometown.

-In Picture b, Mai asks Tom where in the USA he lives and Tom says in New York City.

-In Picture c, Mai asks what New York City is like and Tom says it’s very big.

-In Picture d, Mai asks Which one is bigger, New York City or Sydney? and Tom says I think New York City is.

- Listen and copy

+ Listen and repeat

+ Groups, individuals

- Listen and repeat

- Do as directed

- Practise in pairs

+ Ask and answer questions  to compare two cities or towns.

+ Practise in pairs

- Listen to the teacher

- Recall

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Play the game “jumbled letters”

II. New lesson:

4 Listen and write.

• Tell the class that they are going to listen to the dialogues and write one word in each gap.

• Give them a few seconds to read the sentences and guess the words to write in the gaps. Tell them that the first blanks are for names of places and the second ones for adjectives.

• Play the recording all the way through for pupils to listen. Play it again for them to write the words in the gaps.

• Get them to swap and compare their answers before checking as a class. Play the recording

for them to listen again, if necessary.

Key: 1 Sydney, noisier 2 London, larger 3 New York City, busier

5.Read and complete

Tell the class that they are going to read and complete sentences to compare cities.

• Give them a few seconds to read the sentences and ask them to guess the words to complete these sentences. If necessary, get them to work in pairs or in groups.

• Give pupils time to do the task. Go around and off er help, if necessary.

• Get them to swap and compare their answers before checking as a class.

Key: 1 bigger/larger 2 noisier 3 smaller

6. Let’s sing.

• Tell the class that they are going to sing Which one is ...? Teach the song, following the

procedure in Teaching the unit components in Introduction.

• Have pupils read the lyrics. 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 do choral repetition of the song line by line.

• Invite two groups of four to go to the front of the class to sing the song and do actions:

one group sings the questions and the other sings the answers. Have the class sing with the

groups and clap their hands along to the rhythm.

III. Consolidation

- Retell the content of the lesson.

IV. Homework

- Do exercises in the workbook.  Prepare the next period.

- Play the game

- Listen to the tape

- Listen and write

- Answer the question.

- Listen to the teacher

- Individually

- Work in pairs

- Listen to the teacher

- Read each line of the lyrics

- Listen to the tape

- Listen and repeat each line

- The whole class

- Practice in groups

- Retell

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Spend a few minutes revising the previous lesson by calling two groups of five to the front of the class to sing Which one is ...?

II. New lesson:

1. Look, listen and repeat

• Tell the class that they are going to listen to a story. Have them look at the pictures and ask them these questions:

Who are they?

Where are they?

What are they doing?

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 do choral repetition, pointing to the characters speaking.

2. Point and say.

• Tell the class that they are going to practise asking and answering questions to compare two cities/provinces, using Which one is more ..., ... or ...? I think ...

• Get them to read the language note in the book about forming the comparative forms of longer adjectives and check their comprehension. Then have them look at the pictures and

teach the adjectives and their comparative forms: beautiful/more beautiful, expensive/more expensive, exciting/more exciting.

• Get pupils to practise the questions Which one is more ..., ... or ...? and then practise the answer I think ..., using the prompts. Finally, point to the pictures and ask the questions for them to answer.

• Have the class 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.

3. Let’s talk.

• Tell the class that they are going to practise further by asking and answering questions to compare two cities/provinces.

• Have them work in pairs: one asks the question Which one is (more) ..., ... or ...? and the other

answers I think ...

• Select some pairs to role-play the dialogues in front of the class. Give feedback and correct

their pronunciation, if necessary.

III. Consolidation:

- Summary the lesson

IV. Homework:

-  Do exercises in workbook, learn by heart the new words

- Play the game

- Look at the pictures and answer:

Linda and Mai are at school.

-In Picture a, Linda wants to know what Mai’s going to do on her summer holiday and Mai says that she’s going to stay with her grandparents.

-In Picture b, Linda wants to know where in Viet Nam Mai’s grandparents live and Mai says that they live in Ha Long

City.

-In Picture c, Linda asks Mai to tell her about the place.

-In Picture d, Linda asks Which one

is more beautiful, Ha Long City or Nha Trang? and Mai says I think Ha Long City is.

 - Listen and repeat

- Do as directed

- Listen

- Work in pairs

- Some pairs perform in front of class

-Listen

- Work in pairs

- Some pairs perform in front of class

- Listen to the teacher

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Play the game: Order the words

II. New lesson:

4. Listen and circle a, b or c.

• Tell the class that they are going to listen and circle a, b or c to complete the sentences.

• Play the recording all the way through for pupils to listen. Play it again for them to do the task.

• Get them to swap and compare their answers before checking as a class. Play the recording

again to confirm the answers.

Key: 1 c 2 a 3 b 4 c

5. Read and complete.

• Tell the class that they are going to read and complete a dialogue.

• Ask them to read the dialogue and work in pairs or groups, if necessary. Check their comprehension.

• Give a time limit for them to do the task independently. Go around and offer help, if necessary.

• Get pupils to swap and read their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogue.

Key: 1 come 2 city 3 bigger 4 beautiful 5 than

6. Let’s play.

• Tell the class that they are going to play Pass the secret!. Follow the procedure in Games in Introduction.

• Divide pupils into groups of six or seven. Ask them to line up in rows. Then whisper a sentence to the first pupil in each row. (E.g. I think London is more beautiful than New York City.) The first pupil

then whispers the sentence to the second one. The last pupil in the row says aloud the sentence that he/she heard. If he/she says the sentence correctly, the group will score one point.

• Set a time limit for the game. The group with the most points wins.

• To make the game more competitive, select some pupils to whisper the sentence to the first pupils. They should say sentences that they have learnt from Lessons 1 and 2..

III. Consolidation

- Summary the lesson

IV. Homework

-  Do exercises in workbook, prepare the next period.

- Play game

- Listen to the teacher

- Listen to the tape

- Listen and circle

- Answer the T’s questions

- Do the task individually

- Work in pairs

- Some Ps give answer

- Listen to the teacher

- Play in groups

- Listen

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Play game:  Palmanism

II. New lesson:

1.Listen and repeat

Tell the class that they are going to practise saying questions and answers with the correct intonation.

• Play the recording all the way through for pupils to listen and follow in their books. Then play

it again for them to repeat the sentences twice.

2. Listen and mark the sentence intonation ( or ) . Then say the sentences aloud.

• Tell the class that they are going to listen and mark the intonation of the sentences.

• Play the recording all the way through for them to listen. Play it again for them to do the task. Go around offering help, if necessary.

• Have pupils swap and compare their answers before checking as a class. Then ask the class to read the sentences aloud.

3. Let’s chant

• Tell the class that they are going to say the chant Which one is more ...? 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 the class to listen and follow in their books. Play it again for them to do choral repetition. Divide the class into two groups: one group says the questions and the other says the answers.

• Call two groups of four to the front of the class to chant and do actions. The rest of the class claps their hands along to the rhythm.

III. Consolidation

- Summary the lesson

IV. Homework

-  Do exercises in workbook, prepare the next period.

- Play the game

- Listen to the teacher

- Listen to the tape

- Listen and repeat in choral, groups and individual

- Listen to the teacher

- Read individually

- Listen and mark

- Listen and check

- Read aloud

- Listen to the teacher

- Read the chant

- Do as directed

- Practice in groups

- Work in pairs

- The whole class

- Listen

- Remember

Class

Teaching date

Attendances

5a

5B

5C

Teacher’s activities

Students’ activities

I. Warm up: Spend a few minutes revising the previous lesson by getting the class to say the chant Which one is more ...? in Activity 3 and do actions

II. New lesson:

4. Read and answer.

• Tell the class that they are going to read the passage and answer the questions.

• Get them to read the questions and underline the key words. Ask pupils to work in pairs or

small groups, if necessary.

• Give a time limit for them to do the task. Go around and off er help, if necessary.

• Get pupils to swap and compare their answers before checking as a class. If time allows, let

some of them summarize the passage. (E.g. Anna lives in Liverpool. She often goes to King’s Lynn

during her summer holidays. It’s much smaller and quieter than Liverpool. Things in Liverpool are

more expensive than in King’s Lynn.)

Key: 1 She lives in Liverpool.

2 3 King’s Lynn is.

4 Liverpool is.

5 Things in Liverpool are more expensive than in King’s Lynn.

5. Write about where you live.

• Tell the class that they are going to write about where they live.

• Have them work in pairs or groups to discuss what they are going to write. Tell them to focus

on the places where they live and what these places are like. Check their comprehension.

• Give a time limit for pupils to do the task independently. Go around and off er help, if

necessary.

• Get pupils to swap and read what they have written before inviting two or three pupils to

read their writing aloud.

Key: Answers vary

6. Project

• Tell the class that they are going to compare the place where they live with another place.

• Ask them to work in groups to discuss and select a place to compare with their place.

Encourage them to fi nd pictures of the two places to illustrate their ideas. Invite two or three

groups of pupils to talk to the class about the places.

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.

III. Consolidation

- Summary the lesson

IV. Homework

-  Do exercises in workbook, prepare the next period.

- Read the chant

- Listen to the teacher

- Read the text

- Work in pairs

- Some Ps

- The whole class

- Listen to the teacher

- Do the task

- Work individually

- Some Ps read aloud the answers

- Listen to the teacher

- Take note

- Do as directed

- Some Ps

- Listen

-         Read the statements

-         Colour the stars

- Listen

- Remember