WEEK 4 ( From 23/ 9 to 27/ 9 / 2024)

Grade 5: UNIT 2: OUR HOMES

Lesson 2: Part 1, 2, 3
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Listen to and understand four communicative contexts in which speakers ask and
answer questions about their homes and number the pictures;
- Complete four gapped exchanges with the help of picture cues;
- Reinforce understanding of the words and sentences related to the topic “Our homes”
by playing Guessing game.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.18
- Situational pictures and activity pictures on page 18
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Kim’s game ”
- Ss work in groups of four
- T gives the comments to the group.
- Ss look at the pictures about 5 minutes, remember and write them down.
+ T/Ss assessesment by observation while ss listen
2. Discover to build up the new knowledge/structure
Activity1: Look, listen and repeat (Identify the situations for a conversation)
(Questions & answers )
Discover the picture:
Who are the pupils? ( Nam and Lucy)
Where are they? ( at school)
What are they talking about ? ( Talk about someone’s address)
-T plays the recording and Ss listen and repeat once or twice.
- Have Ss repeat in chorus or in pairs if necessary.
- T asks Ss to role play the conversation in groups.
- Call some groups present in front of the class.
- T feedbacks.
3. Practice
Activity 1: Listen, point and say ( Identify the words, phrases and structure)
(Observation and game)
- T uses pictures to run through the vocabulary: 116, 38, 93, 23
- T elicits to give model sentences
- T points to the first picture and model the task with one student, using the expressions
in the bubbles and the word under the picture.
Teacher: What’s your address?
Student: It’s 116 Hoa Binh Street.
- Ss say the phrases chorally and individually. Repeat the same pricedure with the rest of
the pictures.
- Ss practice in pairs, using the prompts in the bubbles and the pictures.
 - Some pairs do role - play the dialogue in front of the class. T monitors the activity and
offers help, if necessary.
- T gives assessment: Pass the ball
4. Application
Activity 1: Let’s talk. (speaking practice )(Observation, questions & answers)
- Work in pairs , ask and answer about someone’s age.
- Set a time limit for the class to practice.
- Select some pairs to act out the exchanges.
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
5. Wrap-up & Assignments/ home-link
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(Ask and answer about someone’s age, use the sentence patterns “ How old are you ?
I’m …………………… ”. to ask and answer)
2. What’re the core values of the lesson?
(show their national pride and respect for other language )
- Remind students to do exercises in the workbook and to prepare for the next
IV. REGULATION
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Grade 5: UNIT 2: OUR HOMES
Lesson 2: Part 4,5,6
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Revise the words of how to spell a name through listening, reading and writing the
sentences.
- Read and match about names and how to spell a name.
- Write about name and sppell a name.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.19
- Situational pictures and activity pictures on page 19
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ who is quicker ? ”
- Ss work in groups of four
- T gives the comments to the group.
+ T/Ss assessesment by observation while ss listen
2. Discover and genelize the knowledge/structure
Activity 1: Listen and circle
Step 1: Discover the pictures
- How many pictures are there?
- Who are they in picture ... ?
 - What are they doing?
Step 2: Listen and circle
- Tell the class that they are going to listen and number the correct pictures.
- Play the recording all the way through for pupils to listen. Play it again for them to do
the task. Monitor the activity and offer help, if necessary.
Step 3: Share ideas
- Get pupils to swap and compare their answers before checking as a class.
Step 4: Feedback.
Activity 2: Read and complete
Step 1:
- Ask Ss to read the sentences.
- T models.
Step 2: Read and complete
Step 3: Share ideas
Step 4: Feedback.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
3. Practice
Activity 1: Listen, complete and sing.
- T greets the students to ss discover the picture:
What are they doing ?
Step 1: Read the lyrics and teach the unfamiliar words.
Step 2: Play the recording
Step 3: Play it again for pupils to repeat line by line.
Step 4: Practice singing and doing action in groups.
Step 5: Invite a group to sing the song and do actions.
** Assessement: Ss’s pronunciation, intonation and melody.
4. Wrap-up & Assignments/ home-link
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(Ask and answer about someone’s age, use the sentence patterns “ How old are you ?
I’m …………………… ”. to ask and answer)
2. What’re the core values of the lesson?
(show their national pride and respect for other language )
- Remind students to do exercises in the workbook and to prepare for the next
IV. REGULATION
……………………………………………………………………………………………
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Grade 5: UNIT 2: OUR HOMES
Lesson 3: Part 1,2,3
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Correctly pronounce the two-syllable words with the stress on the second syllable as in
fif’teen and six’teen in isolation and as in the sentences I live at fifteen Ba Dinh Street;
She lives at sixteen London Street;
 - Identify the stress on some two-syllable words and circle the word with a different
stress pattern from the other two words;
- Say the chant with the correct pronunciation, word stress and rhythm.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.20
- Situational pictures and activity pictures on page 20
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
Song: Big Numbers - Greet the class, then have the class listen and sing the song Big
Numbers.
- Pupils sing the song.
- Review numbers Matching Game. Explain how to play the game: Pupils take turns to
open two cards, trying to find the pairs of numbers (as numbers and words). If the cards
don’t match, teacher clicks to turn them back. If the cards match, praise students and give
them points for their team.
2. Discover to build up the new knowledge/structure
Activity 1: Listen and repeat
Step 1: Ss point at the word fif'teen and the sentence I live at fif'teen Ba Dinh Street. Play
the recording for them to listen and repeat in chorus and individually.
Step 2: Invite a few pupils to listen to and repeat the word and the sentence. Praise them
when they have good pronunciation.
Step 3: Repeat Steps 1 and 2 for the word six'teen and the sentence She lives at six'teen
London Street. Go around the classroom and correct pupils’ pronunciation where
necessary.
Step 4: Let pupils work in pairs or groups, saying the words and reading the sentences.
Activity 2: Listen, circle and check
Step 1: Read the sentences in silence and guess the words to fill the gaps.
Step 2: Listen and circle.
Step 3: Share answers.
Step 4: Feedback.
3. Practice
Activity 1: Let’s chant
Step 1: Teacher introduces the chant.
Step 2: Play the tape for Ss to listen and repeat.
Step 3: Work in groups to compete together.
Step 4: Demonstration and do actions.
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
4. Wrap-up & Assignments/ home-link
* Small project: Say the chant with your friends.

Excellent Good Ok
Design
Spelling
 Presentation
IV. REGULATION
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Grade 5: UNIT 2: OUR HOMES
Lesson 3: Part 4,5,6
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Read a letter and show understanding by deciding if the sentences are true or false;
- Write the answers to the guiding questions based on their personal information;
- Present the results of a survey of pupils’ homes to the class.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.20
- Situational pictures and activity pictures on page 20
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- Greet the class to play: Who’s faster ?.
- Show the hidden pictures and let pupils look, guess and say aloud the words.

2. Discover to build up the new knowledge/structure

Activity 1: Read and tick True or False
Step 1: Ss read the letter and tick True or False for the sentences provided. Check
comprehension.
Step 2: Give an example with Number 1. Have pupils read the sentence Number 1; then
scan the letter above quickly to find the correct fact (Sydney). Then tell them to compare
with the information given in the sentence provided (London). Tell the pupils to tick the
box False.
Step 3: Set a time limit for pupils to do the task independently. Go around the classroom
and offer help where necessary.
Step 4: Get pupils to swap books with a partner and check their answers before checking
as a class. Correct the answers where necessary.
Activity 2: Let’s write
Step 1: Ss read the questions and write the answers based on their personal information.
Step 2: Give an example with Question 1. Invite a pupil to read Question 1 and write
the answer on the board and read it aloud. Correct the spelling and pronunciation where
necessary.
Step 3: Ss do the writing task independently. Go around the classroom and offer help
where necessary.
Step 4: Ss swap books with a partner and check their answers before checking as a
class. If time allows, invite one or two pupils to stand up and read aloud their answers.
3. Practice
Activity 1: Project
Step 1: Check pupils’ preparation of their survey.
 Step 2: Invite a pupil to report his / her survey with your help.
Step 3: Have pupils work in groups to practise reporting their own surveys. Go around
the classroom and offer help where necessary.
Step 4: Invite a few pupils to report their surveys in front of the class. Praise them when
they do a good job.
4. Wrap-up & Assignments/ home-link
- To present the results of a survey of pupils’ homes to the class.
IV. REGULATION
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Grade 4: UNIT 2: TIME AND DAILY ROUTINES
Lesson 3: Part 1,2,3
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Correctly repeat the sounds of the letters t and d in isolation, in the words get and bed,
and in the questions What time do you get up? and What time do you go to bed?
- Identify the sounds of the letters t and d in sentences while listening.
- Say the chant with the correct rhythm and pronunciation.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.20
- Situational pictures and activity pictures on page 20
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “Pass the ball ”
- T gives Ss a ball.
- T asks Ss to listen to music and transfer a ball around the class.
- When the music stops, Ss who keep a ball have to answer the question using: What
time do you …….and I ……..
2. Discover and genelize the new knowledge/structure
Activity 1. Listen and repeat
- T gives instruction to the letter t and d, the word get and bed , and the sentences What
time do you get up? and What time do you go to bed?
- Have pupils look at the letter t, d, listen to the recording and repeat the letter until they
feel confident.
- Have pupils point at the word get, listen to the recording and repeat the word until they
feel confident.
- Get pupils to point at the sentence What time do you get up?, What time do you go to
bed?
listen to the recording and repeat it several times.
- Invite a few pupils to stand up to listen to and repeat the sentence.
- Give pupils a time limit to practise pronouncing the letters, saying the words, and
reading the sentences in pairs or groups.
Activity 2. Listen and circle
 - Have pupils read the incomplete sentences.
- Explain that they must listen to the recording and circle the correct options to complete
the sentences.
- Play the recording and have pupils listen and circle the correct options.
- Get pupils to swap books with a partner to check their answers before checking as a
class.
- Invite a few pupils to stand up and read the completed sentences.
Key: 1.c 2.a
3. Practice
Activity 1. Let’s chant
- Introduce the title and lyrics of the chant.
- Play the recording for Ss to listen to the whole chant.
+ Have them repeat the title and lyrics line by line.
+ Ask Ss to attend to the sounds of the letters t and d and the words get and bed.
- Play the recording all the way through for Ss to listen to pronunciation and melody.
- Play the recording line by line for Ss to listen and repeat
- Play the recording for Ss to chant and clap along.
- Ask Ss to practice chant and clap along in pairs or groups.
- Invite groups to the front of the classroom to perform the chant
-T gives feedback.
4. Wrap-up & Assignments/ home-link
- Prepare the new lesson: Unit 2, Lesson 3 (4,5,6).
IV. REGULATION
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Grade 4: UNIT 2: TIME AND DAILY ROUTINES
Lesson 3: Part 4,5,6
I. DESIRED OBJECTIVES
By the end of this lesson, students will be able to:
- Read and match the activities in a paragraph with the clocks showing the corresponding
time.
- Complete a paragraph about pupils’ daily routines.
- Draw pictures of their daily routines at home and present them to the class by using the
target language.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.21
- Situational pictures and activity pictures on page 21
- Flashcards of location, CD2
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to chant.
- Ask Ss chant and do the actions in Unit 2, Lesson 3 page 20 in groups.
- Give point for the groups and encourage them.
2. Discover and genelize the new knowledge/structure
 Activity 1. Read and match
- Show the pictures and ask Ss some questions:
+ What’s this?
+ What time is it?
- Have pupils read the paragraph, the sentences, and the time on the clocks.
- Model Sentence 1 (clock d).
- Set a time limit for pupils to do the activity independently.
- Get pupils to swap books with a partner and check their answers before checking as a
class.
- Invite some pupils to stand up to read the paragraph aloud.
-Tgives feedback.
Key: 1. d 2. c 3. b 4. a
Activity 2. Let’s write
- Tell pupils what they are going to do.
- Ask pupils what the paragraph is about (daily routines).
- Set a time limit for pupils to complete the paragraph independently.
- Get pupils to swap books and check their answers in pairs or groups before checking as
a class.
- T gives feedback.
3. Practice
Activity 1. Project
- Ask Ss to draw pictures of their daily routines at home as homework before learning
Unit 2 -Lesson 3 (4,5,6)
- Explain that pupils have to show simple pictures of their daily routines (getting up,
having breakfast, etc.)
- Invite a pupil to the front of the class to model the presentation.
- Put the key presentation language on the board (ex: I get up at six fifteen.).
- Have pupils repeat the key presentation language a few times to make them feel
confident when they present their daily routines before an audience.
- Set a time limit for pupils to work in groups.
- Invite a few pupils to the front of the class to present the project.
4. Wrap-up & Assignments/ home-link
- Prepare the new lesson: Unit 3, Lesson 1 (1,2,3).
IV. REGULATION
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