Lesson Plan English Grade 5 - School year 2016-2017

ead and tick (√) True or False. There is one example (0).
1. False    2. True    3. False    4. True 
Task 3. Read and number the sentences in the correct order. The conversation begins with 0.
1. D    2. B    3. E    4. A 
Task 4. Look and read. Fill each gap with one word from the box. Write the word next to the number. There is one word that you do not need. There is one example (0).
1. home    2. reading    3. bookshop    4. books 
III. WRITING PART
Task 1. Look at the pictures. Read and write one word for each gap. There is one example.
1. Science   2. write   3. Crow   4. monkeys    
Task 2. Order the words. There is one example.
1. I have Music twice a week.    2. How do you practise speaking?    3. What is the main character like?   4. Who did you go to the zoo with?   
Task 3. Read the questions. Write about you. There is one example (0).
IV. SPEAKING PART
Task 1. Look, point and say. There is one example.
Task 2. Listen and answer the questions. There is one example.
Task 3. Let’s talk (Describe a picture)
WEEK 19: (9/1/2017-13/1/2017)
Date of teaching: 10/1/2017
Class: 5B, 5A, 5D, C
Unit 11
Lesson 1(1,2,3)
Period 37
Page 6
UNIT 11: WHAT’S THE MATTER WITH YOU?
I. Objectives
By the end of the lesson, Ss will have been able to:
• use the words and phrases related to the topic Common health problems.
• ask and answer questions about common health problems, using: 
What’s the matter with you?- I have ...
• say questions and answers with the correct intonation
II. Language Focus
1. Vocabulary: headache, fever, toothache, earache, sore throat, stomach ache, matter
2. Sentence patterns: What’s the matter with you? I have .
III. Resources 
Recordings, flash cards, books, pictures, puppets.
IV. Teaching method.
	Teacher – whole class, individual work, pair work, group work, TPR.
V. Procedure
Content –Time
Teacher’s activities
Students’ activities
A. Warm up (4’-5’)
- Invite a few pupils to role play the short story in Review 2. Then introduce the new unit by writing What’s the matter with you? on the board and check pupils’ comprehension. 
- Explain the unit title before they repeat it twice.
- Role play.
- Listen to the teacher.
- Listen and repeat the title.
B. New lesson
1. Look, listen and repeat (8’-10’)
- Have the class look at the pictures. Introduce the story by pointing at each character and elicit their answers to these questions: 
Who’s this? 
Who’s he/she talking with? 
Where’s he/she? 
What are they talking about?
- Play the recording all the way through for the class to listen and follow in the 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.
- Check their understanding of the story
- Look at the pictures.
- Answer the questions:
- Tony.
- With his mother
- At home
- About Tony’s health.
- Listen and look through the dialogue.
- Listen and repeat.
- Work in pairs, read the dialogue.
- Read the dialogue in roles.
2. Point and say
(8’-10’)
a. New words
A headache: đau đầu
A fever: sốt 
a toothache: đau răng
An earache: đau tai
A sore throat: đau họng
A stomach ache: đau bụng
 matter: vấn đề
* Game: 
Throw the ball
b. Model Sentences 
- What’s the matter with you?
- I have a headache. 
- Tell the class that they are going to practise asking and answering questions about common health problems, using What’s the matter with you? I have ...
- Introduce some new words and read them modally.
- Get them to practise the answers before introducing the question. Point to the pictures for pupils to repeat the words under them and check their understanding. Explain the meanings, if necessary. Then ask pupils to practise the complete answers.
- Play game.
- Ask the question What’s the matter with you? for the class to answer chorally.
- Have them practise the question and answers in pairs. Monitor the activity and offer help, if necessary.
- Invite one or two pairs to speak to check how well they have practised the question and answers. Correct their pronunciation, if necessary
- Listen to the teacher.
- Listen and repeat.
- Read all the new words.
- Listen and repeat.
- Work in pairs to practice the model sentences.
- Perform the task in front of the class.
- Give comments.
3. Let’s talk.(5- 6’)
- Tell the class that they are going to practise further by asking and answering questions about common health problems.
- Get them to imagine they have certain health problems and use the question and answers in their books. 
- Set a time limit for them to practise. Monitor the activity and offer help, if necessary.
- Invite two or three pairs to act out their conversations
- Listen to the teacher.
- Practise the model with your partner.
- Free talk about health problem.
- Perform in front of the class.
C. Reinforcement (2-3’)
- Ask some Ss about their health problems.
- Answer the questions.
D. Homelink.(1-2’)
- Read the dialogue at home.
__________________________________________________________________
Date of teaching: 13/1/2017
Class: 5B, 5A, 5C, 5D
Unit 11
Lesson 2(1,2,3)
Period 38
Page 8
UNIT 11: WHAT’S THE MATTER WITH YOU?
I. Objectives.
By the end of the lesson, Ss will have been able to: 
• use the words and phrases related to the topic Common health problems.
• ask and answer questions about common health problems, using: What’s the matter with you?- I have ...
• give and respond to advice on common health problems, using You should/shouldn’t ... Yes, I will./Ok, I won’t.
• say questions and answers with the correct intonation
II. Language Focus
1. Vocabulary: take a rest, carry heavy things
2. Sentence patterns: You should../ You shouldn’t 
III. Resources 
Recordings, flash cards, books, pictures, puppets.
IV. Teaching method.
	Teacher – whole class, individual work, pair work, group work, TPR.
V. Procedure
Content -Time
Teacher’s activities
Students’ activities
A. Warm up (4’-5’)
- Spend a few minutes revising the previous lesson by having the class sing What’s the
matter with you?
- Ask and answer about health problems.
B. New lesson
1. Look, listen and repeat (8’-10’)
- Tell the class that they are going to read a story. Check their comprehension by pointing at each picture to elicit their answers to these questions: 
Who are they? 
Who’s he/she talking with?
What’s the matter with him? 
Where’s he? 
Who’s with him?
- Play the recording all the way through for them to listen and follow in their books. 
- Play it again for them to repeat the lines in the bubbles. 
- Finally, point at each bubble and ask the class to say the words aloud.
- Listen and give feedback.
- Look at the pictures.
- Answer the questions.
- They’re Mai &Quan.
- with Nam.
- He has a backache.
- At the hospital.
- The doctor.
- Listen to the CD.
- Listen and repeat.
- Work in pairs to practice reading the dialogues.
- Read in front of the class.
2. Point and say
(8’-10’)
a. New words
take a rest: nghỉ ngơi
carry heavy things: mang vật nặng
* Game: 
Slap the board
b. Model Sentences 
You should/
shouldn’t ... 
Yes, I will.
Ok, I won’t. 
- Tell the class that they are going to practise giving advice on common health problems and responding.
- Have them practise giving advice. Point at each picture and say the words under it for pupils to repeat once or twice. 
- Ask Ss to read all the new words and check pronunciation.
- Divide class into 2 teams.
- Then have them practise giving advice and responding with Yes, I will. Thanks. or Ok, I won’t. Thanks.
- Give an example with a student.
- Ask them to work in pairs. Monitor the activity and offer help, if necessary.
- Invite one or two pairs to perform the task.
- Check the pronunciation and intonation.
- Listen to the teacher.
- Look at the pictures and read the words or phrases.
- Some Ss read all the words again.
- Play the game.
- Look and repeat the model sentences.
- Listen carefully.
- Work in pairs to practice this model.
- Talk in front of the class.
- Others listen and give comments.
3. Let’s talk.(5- 6’)
- Tell the class that they are going to practise further by giving advice on health problems and responding. 
- Get them to act out different illnesses and use the phrases in their books. 
- Set a time limit for them to practise. Monitor the activity and offer help, if necessary.
- Invite two or three pairs to act out their conversations. Then give feedback.
- Listen to the teacher.
- Work in pairs using the model: 
You should ..
You shouldn’t.
Yes, I will. Thanks.
Ok, I won’t. Thanks.
- Some perform the task in front of the class.
- Others watch and give comments. 
C. Reinforcement (2-3’)
- Ask Ss how to give advice on common health problems and responding.
- Ss do.
D. Homelink.(1-2’)
- Practise the dialogue again at home.
__________________________________________________________________
WEEK 20: (16/1/2017-20/1/2017)
Date of teaching: 17/1/2017 
Class: 5B, 5A, 5D, C
Unit 11
Lesson 3(1,2,3)
Period 39
Page 10
UNIT 11: WHAT’S THE MATTER WITH YOU?
I. Objectives
By the end of the lesson, Ss will have been able to say questions and answers with the correct intonation.
II. Language Focus
1. Vocabulary: Review
2. Sentence patterns: Review
III. Resources 
Recordings, flash cards, books, pictures, puppets.
IV. Teaching method.
	Teacher – whole class, individual work, pair work, group work, TPR.
V. Procedure
Content –Time
Teacher’s activities
Students’ activities
A. Warm up (4’-5’)
- Spend a few minutes revising the previous lesson by inviting some pupils to role-play the conversations in Lesson 2, Activity 1.
- Role-play. 
B. New lesson
1. Listen and repeat. (8’-10’)
- 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.
- T checks the intonation.
- Listen to the teacher.
- Listen and look at the book.
- Listen and repeat.
- Read aloud in front of the class.
2. Listen and circle a or b. Then ask and answer.
(6-7’)
- 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 before playing the recording for them to do the task.
- Get pupils to compare their answers in pairs before checking as a class. Then tell them to ask and answer the questions in pairs.
Key: 1 b 2 b 3 a 4 a
- Listen to the teacher.
- Read silently.
- Listen and circle.
- Trade the answer to the partners.
3. Let’s chant.(8-10’)
- Tell the class that they are going to say the chant What’s the matter with you? Have them read it and check their comprehension.
- Play the recording all the way through for them to listen and follow in their books. Then play it again for them to repeat each line.
- Have them practise the chant and do actions in groups. 
- Invite two groups to say the chant and do actions. One group says the questions and gives advice. The other gives the answers.
- Listen to the teacher.
- Listen to the chant.
- Listen and repeat each line.
- Listen and chant sentence by sentence.
- Chant and do the action.
- Perform the chant in group.
C. Reinforcement (2-3’)
- Ask Ss to practise the chant.
- Demonstrade the chant.
D. Homelink.(1-2’)
- Practise the chant at home.
______________________________________________________________________
Date of teaching: 20/1/2017 
Class: 5B, 5A, 5C, 5D
Unit 12
Lesson 1(1,2,3)
Period 40
Page 12
UNIT 12: DON’T RIDE YOUR BIKE TOO FAST.
I. Objectives
By the end of the lesson, Ss will have been able to: 
- Use the words and phrases related to the topic Preventing accidents at home.
- Express and respond to concerns about possible accidents at home, using 
Don’t ...! OK, I won’t.
- Ask and answer questions about accident prevention, using 
Why shouldn’t I ...? Because you may ...
- Say sentences with the correct intonation.
II. Language Focus
1. Vocabulary: knife, cabbage, stove, get a burn, matches 
2. Sentence patterns: Don’t play with a knife!
III. Resources 
Recordings, flash cards, books, pictures, puppets.
IV. Teaching method.
	Teacher – whole class, individual work, pair work, group work, TPR.
V. Procedure
Content -Time
Teacher’s activities
Students’ activities
A. Warm up (4’-5’)
- Have the class report the results of the class health survey from Unit 11, Lesson 3, Activity 6. 
- Introduce the new lesson by writing the unit title on the board and have pupils repeat it twice. 
- Report the results of the survey.
- Listen to the teacher.
B. New lesson
1. Look, listen and repeat (8’-10’)
- Have the class look at the pictures. Point at each character and elicit the answers to these questions: 
Who’s he/she? 
What’s she doing with the knife? 
What’s she doing with the stove? 
What does he say to her? 
What does she answer?
- 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.
- Look at the picture in the book and say the name of the characters.
- Listen to the recording.
- Listen and repeat.
2. Point and say
(8’-10’)
a. New words
Match: diêm
Cabbage: cải bắp
Cut yourself: đứt tay
Touch the stove: chạm vào bếp/lò
Get a burn: bị bỏng
* Game: 
Throw the ball
b. Model Sentences 
- Don’t play with matches.
- OK, I won’t. 
- Tell the class that they are going to practise expressing and responding to concerns about possible accidents at home, using Don’t ...! OK, I won’t. 
- Give the meanings of matches and run down the stairs.
- Have them look at the pictures and repeat the phrases once or twice.
- Play game.
- Point at each picture and have pupils practise saying sentences with Don’t ..., using the information under each picture.
- Get them to practise in pairs. Monitor the activity and offer help, if necessary.
- Invite one or two pairs to say the sentences to check how well they have practiced.
- T checks the pronunciation and intonation.
- Listen to the teacher.
- Listen and repeat.
- Read the phrases under the pictures.
- Play game.
- Look and listen.
- Work in pairs.
- Some pairs practice the model in front of the class.
3. Let’s talk.(5- 6’)
- Tell the class that they are going to practise further by talking about accidents at home.
- Get them to work in pairs and use the sentences 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 in front of the class. Then give feedback.
- Listen to the teacher.
- Work in pairs.
- Some pairs perform the task.
C. Reinforcement (2-3’)
- Ask and answer questions about accident prevention, using Why shouldn’t I ...? Because you may ...
- Ask and answer.
D. Homelink.(1-2’)
- Practise the dialogue at home
__________________________________________________________________
WEEK 21: (23/1/2017-3/2/2017)
Date of teaching: 24/1/2017
Class: 5B, 5A, 5D, 5C
Unit 12
Lesson 2(1,2,3)
Period 41
Page 14
UNIT 12: DON’T RIDE YOUR BIKE TOO FAST.
I. Objectives
By the end of the lesson, Ss will have been able to: 
- Use the words and phrases related to the topic: Preventing accidents at home.
- Ask and answer questions about accident prevention, using Why shouldn’t I ...? Because you may ...
II. Language Focus
1. Vocabulary: break, fall off
 2. Sentence patterns: Why shouldn’t I plat with the knife?
 Because you may cut yourself.
III. Resources 
Recordings, flash cards, books, pictures, puppets.
IV. Teaching method.
	Teacher – whole class, individual work, pair work, group work, TPR.
V. Procedure
Content -Time
Teacher’s activities
Students’ activities
A. Warm up (4’-5’)
- Ask Ss to read the dialogue of lesson 1, part 1.
- T checks pronunciation and intonation.
- Play roles.
B. New lesson
1. Look, listen and repeat (8’-10’)
- 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 and eliciting their answers to these questions: 
Who’s he/she? 
What are these children doing? 
What’s the boy doing? 
Should he do that? 
Why shouldn’t he climb the tree? 
- 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. Finally, point to each picture for them to say the words in each bubble.
- T listens and checks the intonation.
- Praise Ss who do well.
- Listen to the teacher.
- Look at the pictures and identify the name of the characters.
- Answer:
- She is Mai. He’s Nam.
- They are climbing the tree.
- No, he shouldn’t.
- Because he may fall and break his leg.
- Listen and look at the book.
- Listen and repeat.
- Practise reading in pairs.
- Some pairs read aloud in front of the class.
2. Point and say
(8’-10’)
a. New words
Break: gẫy
* Game: 
Matching
b. Model Sentences 
- Why shouldn’t I plat with the knife?
Because you may cut yourself. 
- Tell the class that they are going to practise asking and answering questions about accident prevention, using 
Why shouldn’t I ...? 
Because you may ...
- Point at the pictures and give the meanings of cut yourself, get a burn, fall off your bike and break your arm. Have pupils practise saying the question Why shouldn’t I ...?, using the first
parts of the prompts under the pictures. Then have them practise saying the answers Because you may ... with the second parts of the prompts.
- Ask them to work in pairs: one asks the questions and the other gives the answers.
- Invite one or two pairs to act out their conversations.
- Check the pronunciation and intonation.
- Listen to the teacher.
- Listen and repeat.
- Read all the new words and phrases.
- Look and listen.
- Work in pairs.
- Some pairs perform the task in front of the class.
3. Let’s talk.(5- 6’)
*Model:
What is he/she doing?
He/She is
He/She shouldn’t do that.
Why shouldn’t he/she.
Because he/she may..
- Tell the class that they are going to practise further by talking about accident prevention.
- Get pupils to work in pairs and use the questions in their books.
- Set a time limit for them to practise. Monitor the activity and offer help, if necessary.
- Invite one or two pairs to act out their conversations. Then give feedback.
- Listen to the teacher.
- Practice in pairs.
- Some pairs demonstrate in front of the class.
C. Reinforcement (2-3’)
- Recall the model again.
- Ss do.
D. Homelink.(1-2’)
Practice the dialogue at home.
______________________________________________________________________
Date of teaching: 3/21/2017
Class: 5B, 5A, 5C, 5D
Unit 12
Lesson 3(1,2,3)
Period 42
Page 16
UNIT 12: DON’T RIDE YOUR BIKE TOO FAST.
I. Objectives
By the end of the lesson, Ss will have been able to: 
- Use the words and phrases related to the topic Preventing accidents at home.
- Say sentences with the correct intonation.
II. Language Focus
1. Vocabulary: Review
2. Sentence patterns: Review
III. Resources 
Recordings, flash cards, books, pictures, puppets.
IV. Teaching method.
	Teacher – whole class, individual work, pair work, group work, TPR.
V. Procedure
Content -Time
Teacher’s activities
Students’ activities
A. Warm up (4’-5’)
- Spend a few minutes revising the previous lesson by having the class play Spelling bee with words such as: don’t, play, ride, knife, stove, should, shouldn’t, because, may and fall. 
At the end of the game, have them make sentences with Don’t ... and Because 
- Ss play.
- Work in pair.
B. New lesson.
1. Listen and repeat (8’-10’)
- Tell the class that they are going to practise saying sentences with falling intonation. 
- Explain that a negative command or a wh-question is pronounced with a falling tone. 
- For example:
 Don’t play with the knife! 
Why shouldn’t I play with the stove?
- Play the recording all the way through for them to listen and follow in their books. 
- Play it again for them to repeat the sentences twice.
- Monitor the activity.
- Listen and check the pronunciation and intonation.
- Listen to the teacher.
- Look at the board.
- Listen to the recording and look through the book.
- Listen and repeat sentence by sentence.
- Practise reading in pairs.
- Some Ss read aloud in front of the class.
2. Listen and circle a or b. Then say the sentence aloud.
(4’-5’)
Audio script
1. Don’t play with the knife!
2. Don’t climb the wall!
3. Why shouldn’t he ride his motorbike too fast?
4. Why shouldn’t she play with the stove!
- Tell the class that they are goin g to listen and circle a or b to complete the sentences.
- Give them a few seconds to read the sentences in silence.
- Play the recording for them to listen. Play it again for them to do the task. 
- Get them to compare their answers in pairs before checking as a class.
- Have them read the completed sentences aloud.
Key: 1 a 2 a 3 b 4b
- Listen to the teacher.
- Read the task silently.
- Listen and circle.
- Trade the answer with the partner.
3. Let’s chant.(8-10’)
- Tell the class that they are going to say the chant Why shouldn’t he do that? Have them 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 class into two groups to practise chanting the questions and the answers
respectively. 
- Have them practise chanting and doing actions in groups. 
- Invite two groups to the front of the class to say the chant and do actions. The rest of the class claps along to the rhythm.
- T listens and gives feedback.
-