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Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 17/08/2014 Week: 1Te. Date: 19/08/2014

SEMESTER 1 – Starter Unit – Lesson 1 - Period 1

Objectives: - Understanding a short story

Topic – Language target

Resources and Teaching Aids

Key Activities

KEY LANGUAGE FOCUS: Listening Reading

KEY VOCABULARYClass Book characterscousinbrotherbrowngreencurlyhair eyes

ADDITIONAL VOCABULARYfriendseveryonebedroomteddy bearunder

SENTENCE PATTERNI’ve got…He’s got…This is ….This isn’t..Where’s …

Resources: CLASS BOOK p.4WORKBOOK p.4

Teaching Aids:- CD tracks 1-2- Hello flashcards 1-4

Introduction Say Hello to all the children and elicit Hello in response. Ask every child to say Hello to the other children. Ask the children How are you? And ask them to ask and answer each other. Show the flashcards and elicit the names of the characters and some information about them.

Development Recording 1: Say Open your books, and mime the action. Children point to the characters and say the names. Play the first part of the recording and model pointing to the pictures as you listen. Recording 1: Children listen and chant along.Recording 1: With the children think of some actions for the song and play again as they sing along and do the actions.Recording 2: Ask the children to look at the story on p 4 in their Class Book. Who can you see? Ask the children what they can see in each picture. Play the recording and point to the pictures. Play it again and ask children to point to the pictures. Children follow the words as they listen in their Class Books.

Consolidation Write: Do exercise 1 in the Workbook. Find and circle: Do exercise 2 in the Workbook. Personalization: Ask individual children to describe the child sitting next to them He/She’s got ….

Binh Tam Primary School

Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 18/08/2014 Week: 1Te. Date: 20/08/2014 SEMESTER 1 – Starter Unit – Lesson 2 - Period 2

Lesson 2 Objectives: - Listening to descriptions and describing people.



Key Activities

KEY LANGUAGE FOCUS: Listening – Speaking- Writing

KEY VOCABULARYFamily membershaireyescurly straightlong shortbrown greenblackgrey

ADDITIONAL VOCABULARYbed

SENTENCE PATTERN…’s got … eyes/hair.This is ….

Resources: CLASS BOOK p.5WORKBOOK p.5

Teaching Aids:- CD tracks 2-3

Introduction Draw you family tree on the board and elicit the family members. Talk about and describe 2 of your family.Recording 2: Ask the children what they can remember about the story from the last lesson and some questions, Who has got curly hair? Play the track again for the children to listen and act.

DevelopmentCircle true or false: The children do exercise 2, reading the story again to help them. Ask children to look at the vocabulary and picture in Exercise 3. Ask them to guess who the people are. Ask individual children to describe a person in the picture. Recording 3: Play the track and pause after each sentence for the children to write the numbers on the pictures. Play again for the children to check their answers.Pair work: Ask 2 children to read the sentences in exercise 4 to the whole class. Get the children to work in pairs and take it in turns to point to a person in the picture and describe them to their partner.

Consolidation Writing: Ask the children to open their workbooks to page 5. Do exercise 1. Put students in pairs to practice the story. Students then do Exercise 2.Writing: Ask the children to exchange workbooks and look at the picture of their partner drew. Ask them to write 3 sentences about their partner e.g. This is …. He is …. He has got …



Lesson 3 Objectives: - Vocabulary review, Speaking and listening skills



Key Activities

KEY LANGUAGE FOCUS: Listening – Speaking

KEY VOCABULARYNumbers 11-20Colourstigermonkeygiraffeelephantsnake parrot

ADDITIONAL VOCABULARY

SENTENCE PATTERNHow many … are there?There are …What colour is …?It’s ….

Resources: CLASS BOOK p.6

Teaching Aids:- CD track 4- Numbers flashcards 11-20- Extra Practical Classroom Activities - Bingo

Introduction Play Bingo. Give the children the Bingo worksheets. Ask them to cut up the pictures and choose 9 to put on their grid. Call out the words one by one and the children cross them off if they have them. The first child to complete a row of 3 wins.Use the number flashcards to elicit numbers 11-20. Give a flashcard to 10 different students in the class and get them to stand up when they hear their number.

DevelopmentPairwork: Ask the children to open their class book on p 6. Ask them what they can see in the picture and how many. Tell the children to work in pairs and do exercise one, asking and answering about the picture.Recording 4: Look at the pictures in exercise 2 and get the children to point to the cars when you say the number. Play the track and the children listen and point. Ask children what colour number 11 etc is. Ask 2 children to ask and answer across the class. The children work with a partner and ask and answer using the pictures in exercise 2.

Consolidation Writing: The children do exercise 3.Play Count off: Get the children to stand up and count from 1-20 around the class as they clap. Start again when you reach 20, clapping faster. If a child gets the number wrong or doesn’t say it on the clap, they have to sit down.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 19/08/2014 Week: 1Te. Date: 22/08/2014 SEMESTER 1 – Starter Unit – Lesson 3 - Period 4Lesson 3 Objectives: - Writing and speaking skills and practice of the structure there is, there are



Key Activities

KEY LANGUAGE FOCUS: Writing- speaking

KEY VOCABULARYNumbers 1-20animals

ADDITIONAL VOCABULARYzooopen

SENTENCE PATTERNThere is/ are …

Resources: WORKBOOK p.6

Teaching Aids:Numbers flashcards 1-20

Introduction Choose 12 items of vocabulary- singular and plural nouns e.g. books, pen to review. Ask the children to make 2 columns on their paper and to write there is at the top of one column and there are at the top of the other column. Dictate the singular and plural nouns to them. They listen and write the words in the correct column.Show numbers flashcards again and elicit the numbers 1-20. Show the flashcards out of order and ask students to say the numbers together.

DevelopmentExercise 1: Ask the children to open their workbooks on p 6 and look at the picture in exercise 1.Ask them what they can see in the picture and how many. The children do exercise 1.Exercise 2: Children write the numbers.

Consolidation Pair work: Draw a quick picture of a zoo on the board. As a whole class, tell them to draw some animals from your zoo e.g. there are 2 birds. Ask the children to draw 3 different animals for their zoo. The children decide how many of each animal are in their zoo and write the number next to the animal. The children work in pairs A and B and sit back to back. They cannot look at each other’s pictures. A tells B what and how many animals to draw for their zoo e.g. There is one elephant.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 22/08/2014 Week: 2Te. Date: 26/08/2014 SEMESTER 1 – Starter Unit – Lesson 4 - Period 5Lesson 4 Objectives: - Identifying free time activities with can and can’t, Writing and Speaking skills



Key Activities

KEY LANGUAGE FOCUS: Writing - Speaking

KEY VOCABULARYplay tennisskateboardride a horseride a bikeskatesingfly a kiteclimb


SENTENCE PATTERNShe can.. she can’t..Can he…?No he can’t, yes he can

Resources: CLASS BOOK p.7

Teaching Aids:- Extra Practical Classroom Activities –‘ I can, you can’

Introduction Play a mime game with the class to revise free time activities. Mime one of the activities from the key vocabulary and the children guess the activity. Ask individual children to come to the front. Whisper an activity to them or show them the word and they mime for the other children to guess.

DevelopmentAsk the children what they can do e.g. Can you skateboard?Get the children to open their class books on page 7 and look at the pictures in exercise 1. Ask them what they can see in each picture. The children do exercise 1.Pair work speaking: On the board write the following: Can … swim? Can … ride a bike? Yes he can, no he can’t. Ask the children to look at the table in exercise 2. Choose different children and ask, Can Paul swim? Can Milly ride a bike? Make sure the children answer Yes he can or no he can’t. The children work in pairs and take it in turns to ask and answer from the table in exercise 2.

ConsolidationPair work: Cut the extra activity I can, you can work sheet in half. Tell the children to work in pairs. Give the children the worksheet and ask them to fill in the table for themselves. The children then ask their partner and fill in the table for the partner. Give an example with a child for the whole class. Feedback: Choose some of the children to tell the class about their partner.



Lesson 4 Objectives: - Asking and answering questions reading and writing skills



Key Activities

KEY LANGUAGE FOCUS: Reading - Writing

KEY VOCABULARYswimskatedrawride a horseride a bike fly

ADDITIONAL VOCABULARYAnimalsRoll againMiss a turnGo back (2) spacesGo forward (1) space

SENTENCE PATTERNHe can … he can’tCan he..? Yes he can no he can’t

Resources: WORKBOOK p.7 & p.68Picture Dictionary Hello everyone

Teaching Aids:- Colours flashcards 15-21- Natasha’s Extra Activity Handouts: Hello everyoneCounters and dice

Introduction Play Pictionary. Choose some of the vocabulary from the starter unit. Put the children in teams of 5-6. Ask one child from each team to come to the front of the class. Show them a word – they must not say the word. The children run back to their team and draw the word, without speaking. The first team to guess correctly gets a point.

DevelopmentExercise 1: Ask the children to look at p7 of their work book and tell you what activities they can see in each picture in exercise 1. Ask them what the children in each picture can and can’t do. The children do exercise 1. Exercise 2: The children do exercise 2.Feedback: Choose different children to ask and answer the questions they wrote in exercise 2.Tell the children to close their books and ask them questions to see if they can remember e.g. Can Lucy ride a bike?

ConsolidationPicture dictionary: Ask children to open their Workbooks to p.68 and do write the words under each animal. Ask them to colour the animals.Hello everyone board game: Either use the colour version or the black & white one (with the black & white version? Put children in groups of four and give each group a board game. They play the game moving around the board, and saying the words as they land on that square.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 23/08/2014 Week: 2Te. Date: 28/08/2014 SEMESTER 1 – Unit 1 – Lesson 1 - Period 7Lesson 1 – Words Objectives: - To understand a short story and present the vocabulary of school subjects



Key Activities

KEY LANGUAGE FOCUS: Listening and Reading

KEY VOCABULARYSchool subjectsartmathsEnglishsciencePEmusic

ADDITIONAL VOCABULARYourtheirtimewhere

SENTENCE PATTERNWhat have we got on …?When have we got ….?We’ve got ….I can’t ….You can …..

ResourcesCLASSBOOK p.8PMB p.4

Teaching Aids:

- CD track 5,6,7- Flashcards – school subjects 1- 6- Story poster 5

IntroductionWarm up: Review numbers. Numbers dictation. Ask the children to write the numbers they hear. Dictate 8 numbers from 11- 20. The children compare to with their partner. Same or different?Use flashcards 1-6 to introduce the new words. Hold up the flashcards and elicit the subjects from the children. Hold up each one in a different order and say the words for children to repeat.

DevelopmentRecording 5 & 6: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio.Recording 6: Ask the children to listen and repeat. Hold the flashcards up as the words are said. Ask the children to close their books. Show them story poster 5 and talk about each pictureRecording 7: With books closed children listen to the story and put up their hand when they hear one of the words from exercise 1.Recording 7: Ask the children to open their books and listen to track 7 and point to the speech bubbles in the story as they hear the sentences.Ask the children to read the story again and point to the words from exercise 1.

ConsolidationListen and mime: With the children think of an action for each of the school subjects. Play recording 6 again and the children do the actions.Give the children a copy of PMB p 4. Ask them to do exercise 1.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 223/08/2014 Week: 2Te. Date: 29/08/2014 SEMESTER 1 – Unit 1 – Lesson 1 - Period 8Lesson 1 – Words Objectives: - to practice the spelling of school subjects and the structure what have you got on…?



Key Activities

KEY LANGUAGE FOCUS: Writing

KEY VOCABULARYSchool subjectsartmathsEnglishsciencePEmusic

ADDITIONAL VOCABULARYDays of the week

SENTENCE PATTERNWhat have you got on …?I’ve got … and ….

ResourcesWORKBOOK p.8

Teaching Aids:- Flashcards – school subjects 1- 6- Copies of blank word search tables for each child.

IntroductionWarm up: Review school subjects. Spelling Quiz. Put the children in teams of 6. Show a flashcard of a subject. The first team to write the subject correctly wins a point. Continue with all 6 subjects.Ask the children what day it is today and elicit the days of the week.

Development The children do exercise 1 and 2 on page 8 in their workbooks. Word search: ask the children to work in pairs and make a word search including the 6 subjects. The children give their word searches to another pair and they complete them.Ask individual children what subjects they have got on each day e.g. What have you got on Monday? Use the flash cards if necessary as prompts for the children.Open pair work: Choose one child to ask the question and another to answer. Do this a few times with different children asking and answering. Closed pair work: Children in pairs ask and answer what have you got on..? using the pictures in the workbook on page 8.

ConsolidationWriting practice: the children do exercise 3 in the workbook on page 8. The children write one sentence for each day of the week e.g. I’ve got maths and science on Monday.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 30/08/2014 Week: 3Te. Date: 09/09/2014 SEMESTER 1 – Unit 1 – Lesson 2 - Period 9Lesson 2 – Grammar Objectives: - Talking about school subjects with grammar focus and language practice.Topic – Language

targetResources and Teaching Aids

Key Activities

KEY LANGUAGE FOCUS: Listening to speaking and writing

KEY VOCABULARYartmathsEnglishsciencePEmusicDays of the week

ADDITIONAL VOCABULARYourtheirtimeclothes

SENTENCE PATTERNWhat have we got on …?When have we got ….?We’ve got ….These are our/their ..You can …..

ResourcesCLASSBOOK p.9

Teaching Aids:- CD track 7

IntroductionWarm up: Review days of the week. Spelling quiz. Put anagrams on the board for days e.g. Monday - dymaon. Choose 14 children to the board and put them in 2 teams of 7 lined up behind each other. The children have to write the day of the week correctly. The first to finish gets a point for their team. Ask the children some questions about the story from the last lesson. What lessons have the children got? etcRecording 7: Play track 7 and pause after each dialogue for the children to repeat. Give the children actions for the story. Examples in the teacher’s book.Recording 7: Play the recording again and the children do the actions.Put the children in groups of 4 and ask them to role play the story.

DevelopmentThe children look at the pictures in ex 2 and ask them what they can see.The children point to the pictures as you read the questions and answers.On the board write the sentence patterns What have we got on .? We’ve got .. These are our …. You can wear their ….Ask 3 children to come to the front. One stands with you with the other 2 opposite. Hold up a bag and say “This is our bag” Give the other 2 children a book and say, “This is their book.” Repeat a few times with different things.Ask the children to finish the sentences and questions you have written on the board with different subjects, days and clothes.

ConsolidationWrite: Ask the children to do ex.3.Speaking: Give an example of ex. 4 by choosing 2 children to demonstrate with you. The children in pairs take it in turns to ask and answer.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 05/09/2014 Week: 3Te. Date: 10/09/2014


SEMESTER 1 – Unit 1 – Lesson 2 - Period 10

Lesson 2 – Grammar Objectives: - talking about school subjects



Key Activities

KEY LANGUAGE FOCUS: Writing - Reading

KEY VOCABULARYartmathsEnglishsciencePEmusicdays of the week

ADDITIONAL VOCABULARYPE bag lunch box

SENTENCE PATTERNWhat have we got on …?When have we got..?We’ve got … and ….These are their/our..Those are their/our ..


Teaching Aids:- Flashcards – school subjects 1- 6

IntroductionWarm up: Review these and those. Point to things in the classroom, “books” “pictures”. When you point the children have to say “these” or “those”Play Snap with the school subjects’ flash cards. Show a flash card and say the subject. If it is the same the children say “SNAP”

Development Ask the children what they can see in the pictures in exercise 1 on page 9 in their workbooks. The children do exercise 1. Ask them to compare their answers with their partner before you feedback. Reading and Writing: The children do exercise 2 and 3Ask the children to work in pairs and name them A and B. Ask B to close their books. A has the book open and looks at the timetable in exercise 2 and asks B “What have we got on …?” “When have we got…?” B tries to remember and answers “We’ve got…”After a few minutes ask them to change roles.

ConsolidationOn the board draw a table with the days of the week like in exercise 2. Elicit from the children what subjects they have on each day and write them up.Writing practice: ask the children to close their books and write 3 sentences – 2 true and one false. Give an example.Ask the children to give each other their sentences. The children read each other’s sentences and the correct sentences and x the incorrect one.

Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 05/09/2014 Week: 3Te. Date: 11/09/2014 SEMESTER 1 – Unit 1 – Lesson 3 - Period 11Lesson 3 – Song Objectives: - Describing places in a school Listening and speaking



Key Activities

KEY LANGUAGE FOCUS: Listening - Speaking

KEY VOCABULARYschool areasplaygroundsports fieldart roomcomputer room

ADDITIONAL VOCABULARYpaintheadphones

SENTENCE PATTERNIn the ….we have, play, paint, put, jump, do, look hear…At our school we …


Teaching Aids:- CD track 8,9- Flashcards – school subjects 1-6 and school rooms 7-10

IntroductionWarm up: Review school subjects with flashcards 1-6. Play Jump. Show the flashcards one by one and say the subject. If the subject you say matches the flashcard the children jump. If it is different they shout out the correct subject. Ask the children what subjects they have got today and when they have art etc.

DevelopmentShow the children the flashcards of school rooms and elicit the vocabulary. Show the flashcards one by one again and say the words and ask the children to repeat together and by themselves. Recording 8: Ask the children to look at the pictures in ex 1 on page 10. Ask the children to listen and point to the pictures. Recording 8: Ask the children to listen again and repeat. Recording 9: With books closed children listen to the song and stand up when they hear art room, computer room, playground and sports field. Recording 9: Ask the children to open their books on p10 and look at the pictures in ex.2. Ask them where the children are and what they are doing. Recording 9: Play the song again twice, pausing for the children to repeat.Recording 9: Play the song again for the children to sing along.

ConsolidationListen and mime: With the children think of actions for the song. Play recording 9 again and the children do the actions.Sing and Do: Divide the children into 4 groups. Books closed. Give each group a verse of the song. The children sing their verse. Help them to remember by holding up the flashcard of the room.

Pre. Date: 09/09/2014 Week: 3


Family and Friends 5 Hồ Tố Tú QuyênTe. Date: 12/09/2014 SEMESTER 1 – Unit 1 – Lesson 3 - Period 12Lesson 3 – Words Objectives: - to practice the spelling of school rooms and areas and the structure “We’ve got a …in the …”



Key Activities

KEY LANGUAGE FOCUS: Writing- Speaking

KEY VOCABULARYSchool roomscomputer roomsports fieldplaygroundclassroom

ADDITIONAL VOCABULARYpicturesbinballcomputersbooks

SENTENCE PATTERNWe’ve got .. in the …


Teaching Aids:- Flashcards – school subjects 1- 6- Flashcards – school rooms 7-10

Introduction

Warm up: Play Board Slap; Put flashcards 1- 10 of school subjects and school rooms on the whiteboard. Choose 12 children to come to the front and stand in front of the board in 2 teams of 6. Shout out one of the flashcards. The first child in each team has to run to the board and slap the card. The first child to slap the correct card gets a point for their team.Sing the song At our school from the previous period.

Development The children do exercise 1 on page 10 in their workbooks. Review the vocabulary in the pictures, bin, ball, computers and books by asking children “What can you see in the playground/class room/computer room and art room?” The children do exercise 2 on page 10 in their workbooks. Ask individual children what have we got in the classroom? The children answer in full sentences “We’ve got books/a pen/ etc. in the classroom.” The children do exercise 3 on page 10 in their workbooks.

ConsolidationSpeaking practice: ask the children to draw 3 pictures of things they have in the classroom and playground. Tell them not to show the pictures to their friends. Ask the children to work with a partner and name them A and B. A tells be what they have got in their classroom and B listens and draws: “I’ve got a … in the classroom/playground.” Then B dictates and A draws


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 13/09/2014 Week: 4Te. Date: 16/09/2014 SEMESTER 1 – Unit 1 – Lesson 3 - Period 13Lesson 3 – Picture Dictionary Objectives: - describing areas of a school and school subjects



Key Activities


KEY VOCABULARYSchool subjectsartmusicPESciencemathsEnglishSchool areasart roomplaygroundsports fieldcomputer roomclassroom

ADDITIONAL VOCABULARYDays of the week

SENTENCE PATTERNWe’ve got .. on …

ResourcesWORKBOOK picture dictionary p68 ex 1PMB p2

Teaching Aids:- Flashcards – school subjects 1- 6- Flashcards – school rooms 7-10- Extra Practical Classroom Activities Worksheet – school memory cards.

IntroductionWarm up: Ask the children to work in groups of 4 -6. Give each group the school memory cards cut up. The children spread the cards face down on the desk. They take it in turns to turn over 2 cards. If they turn over a word and a picture that matches they keep the cards. If they don’t match they put them back on the table face down. Get the children to play the game a few times in their groups.

Development Give the children a copy of PMB worksheet. Use the picture to elicit the areas of the school and what the children are doing Ask the children to do exercise one – completing the words. Ask the children to look at the timetable in exercise 2 of the PMB. Choose 2 children one to ask and one to answer “What have we got on …?” “We’ve got…”. Ask another 2 children and so on for all the days of the week.Ask the children to complete the sentences in exercise 2 of the PMB

ConsolidationPlay slowly reveal with the flashcards 1- 10. Cover the front of the flashcard with a piece of paper. Slowly move the paper down to show the picture to the children until they can guess what the picture is.Listening: Play Go Fish. Give out the 10 flashcards to 10 different children. Ask the children to show their partner but not you. Explain to the children you have 10 yes no question to ask the children to guess the flashcard they have. The children can only answer yes or no e.g. Is it a school subject? Have we got it in the art room? If you cannot guess they win!


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 13/09/2014 Week: 4Te. Date: 17/09/2014 SEMESTER 1 – Unit 1 – Lesson 4 - Period 14Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and listening skills



Key Activities

KEY LANGUAGE FOCUS: Speaking and listening skillsSounds dr, tr, cr

KEY VOCABULARYdrumdresstrucktreecrayoncrab

ADDITIONAL VOCABULARYdrawfungirlbird

SENTENCE PATTERN


Teaching Aids:- Phonics cards 1- 3- CD track 10,11,12- Flashcards – school subjects 1- 6- Flashcards – school rooms 7-10

IntroductionWarm up: Play Quick Flash with flashcards 1- 10. Show each flashcard in turn very quickly and the children shout out what it is.

Development Hold up the phonics cards 1-3 one at a time and say the sound e.g. dr . Drill each sound with whole class and individuals.Hold the cards up again and say the words e.g. drum and get the children to repeat as a whole class and individuals.Recording 10: Ask the children to open their student books on p 11 and look at the pictures in exercise 1.The children listen and point at the pictures. Recording 11: The children look at the picture in exercise 2 and tell you what they can see. Play the chant and ask the children to put up their hands when they hear any of the words from exercise 1. Recording 11: Play the chant again pausing after each line and ask the children to repeat. Repeat again. Recording 11: Play the chant the whole way through and the children follow in their books. Repeat and the children say the chant with the recording.On the board write “A train and a truck”. Ask a child to come to the board and circle tr in the words. Ask the children to do exercise 3, circling the sounds. Recording 12: The children look at the pictures in exercise 4 and tell you what they see. Play the recording, the children listen and follow the sounds in the exercise with their finger. Play the track again and ask them to draw a line from sound to sound. Ask the children: “What has the boy got?”


Family and Friends 5 Hồ Tố Tú QuyênConsolidation

Recording 11: Ask the children to think of actions e.g. bang a drum. Play the track as they do the actions. Children repeat with the track and do the actions.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 15/09/2014 Week: 4Te. Date: 18/09/2014 SEMESTER 1 – Unit 1 – Lesson 4 - Period 15Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and writing skills



Key Activities

KEY LANGUAGE FOCUS: Speaking -writing Sounds dr, tr, cr

KEY VOCABULARYdrumdresstrucktreecrayoncrab

ADDITIONAL VOCABULARYdrawfungirlbird

SENTENCE PATTERN


Teaching Aids:- Phonics cards 1- 3- CD track 12- Extra Practical Classroom Activities Worksheet for Unit 1- Lesson 4 - Sounds fun dictation

IntroductionWarm up: Give each child an extra activity worksheet. Dictate the key vocabulary words. The children listen and write them in the correct box. Feed back with the whole class.

Development Show the phonics cards 1-3, but cover the words and pictures so the children only see the sound. Elicit the words for each sound e.g. dr – drum dress. Ask the children to open their workbooks on p 11 and say the sounds in exercise 1.Ask them to do exercise 1, drawing a line from the sound to the word. Ask the children to look at the pictures in exercise 2 and tell you what they see. The children do exercise 2, filling in the words with the missing letters.Ask the children if they can remember the chant from the previous class. Tell them the first line and elicit the other lines. The children do exercise 3 writing in the missing words to the chant.

ConsolidationSpeaking practice: divide the children into 4 groups and give each group 2 lines of the chant e.g. Group 1: A train and a truck, A crab and a drum. Get the groups to repeat their lines after you or with the CD track 12. Each group stands up as they say their line of the chant. Repeat again but this time they stand up and do the actions from the previous class for their 2 lines.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 16/09/2014 Week: 4Te. Date: 19/09/2014 SEMESTER 1 – Unit 1 – Lesson 5 - Period 16

Lesson 5 – Skills Objectives: - Reading skills identifying true or false statements



Key Activities

KEY LANGUAGE FOCUS: Reading- writing- speaking

KEY VOCABULARYSchool subjectsDays of the weekcomputer room

ADDITIONAL VOCABULARYpupildrawcolour read writesmallbiglisteneatrunwrite

SENTENCE PATTERNWe’ve got ….


Teaching Aids:- CD track 13- Extra Practical Classroom Activities Worksheet for Unit 1- Lesson 5 - Pair interview

IntroductionWarm up: Sing the song “At our school” from p10

DevelopmentAsk the children if they like computers, if they have got a computer and when they have got a computer lesson and where the lesson is. Ask the children to open their books at p 12 and look at the picture. Ask them to tell you what different subjects the children in the picture are studying.Pairwork: One child points to the children in the picture and their partner tells them the subject. Give an example with one child in front of the class. Recording 13: Ask the children to listen to the track and follow the reading in exercise one in the books Recording 13: Play the track again and ask the children some questions e.g. “Where are the children?” On the board write the example sentence – We’ve got a small computer room. Ask the children if the sentence is correct and get a child to come to the board and circle the incorrect word. Ask a second child to come to the board and write the correct word. Ask the children to read the text again silently and do exercise 3 – circling the false word in the sentence and writing the correct word.Ask the children to check their answers with their partner and then feedback with the whole class.

ConsolidationSpeaking: Ask the children to work in groups of 3. Give each child a room or area at the school e.g. classroom. Get the children to draw a picture and then use the reading text to help them write some sentences about their room or area.Speaking: Pairwork: Information gap. Give the As and Bs their extra worksheet. A tells B what they have and haven’t got and B fills in their timetable and then they change roles.

…



Lesson 5 – Skills Objectives: - Reading to writing



Key Activities

KEY LANGUAGE FOCUS: Reading - writing

KEY VOCABULARYplaygroundball binfriendsbigsquares

ADDITIONAL VOCABULARYclimbing framejumpingpupils

SENTENCE PATTERNThere is/there are…The children can …


Teaching Aids:

IntroductionWarm up: Review vocabulary from the last lesson: pupil, draw, colour, read, write, small, big, listen, eat, run, write, computer room. Divide the class into teams of 4-6 children. One child from each team comes to the front of the class. Show them one of the words and tell them they cannot say the word or speak. They run back to their team and draw the picture. The first team to guess the word correctly gets a point.

Development Ask the children what they have their playground and what they can do and like to play.Ask the children to look at the picture on p12 and tell you where the children are and what they can see in the picture. Make sure they know climbing frame and squares. Ask the children to look at the text and shout out the numbers they see. Ask the children to read the text again and do exercise 2. On the board write the sentence At this school, there are __ playgrounds.Ask the children to read the text and tell you the missing word.Ask the children to do exercise 3.Feedback asking individual children for the answers.

ConsolidationWriting: ask the children to look at the picture again on p12 and write one true and one false sentence about the picture. As an example write these sentences on the board: There are 7 children in the playground. There is a ball in the playground. Ask them which is true and which is false. The children give their sentences to their partner to read and say which is true and false.



Lesson 6 – Skills Objectives: - Listening to speaking to writing



Key Activities

KEY LANGUAGE FOCUS: Listening - speaking- writing

KEY VOCABULARYAreas and rooms at the schoolSchool subjectsDays of the week

ADDITIONAL VOCABULARYfootball netscrayonswhiteboardcomputers

SENTENCE PATTERNWhat have we got in the…?We’ve got ….What have we got on…?We’ve got … on …


Teaching Aids:- CD track 14- Extra Practical Classroom Activities Worksheet for Unit 1- Lesson 6 - Dice and counters

IntroductionWarm up: Play Bingo. Ask the children to draw a 3 by 3 grid. Choose 15 words the children have learnt in unit 1 – for example school subjects, and write them on the board. Ask the children to choose 9 words from the board and write them in the grid. Call out the words on the board one by one. If they have the word, the children cross it off on the bingo grid. When they get 3 words in a row they shout Bingo!

DevelopmentAsk the children some questions about the school e.g. Where do you learn English? What have you got in the playground/computer room/classroom? Ask the children look at the pictures in exercise 1 on p 13. Ask the children questions about the pictures e.g. What can you see in picture 3? Recording 14: Tell the children they will hear a girl talking about the rooms in her school. The children listen and point to the correct. Recording 14: Play the track again and stop after the first item and show the number 1 in the box. Continue the track, pausing after each item for the children to write the numbers in the box. Recording 14: Play the track again for the children to check their answers.Speaking: Give an example by asking a child, What have got in the classroom? Ask the children to work in pairs and ask and answer using the prompts in exercise 2.Writing: The children do exercise 3.

ConsolidationPut the children in groups of 4. Give them the extra activity board game. The children play the game, making sentences when they land on a square.



Lesson 6 – Skills Objectives: - Writing - punctuation



Key Activities


KEY VOCABULARYDays of the weekSchool subjects


SENTENCE PATTERNWe’ve got …on ….What have we got on..?We haven’t got … on …


Teaching Aids:

- PMB p.3 Values worksheet- Flashcards 1-10 school subjects and school rooms- Extra Practical Classroom Activities Worksheet Unit 1 lesson 6 - Spelling Quiz

IntroductionWarm up: Put the children in teams and elicit team names. Give out the spelling quiz and get them to write their team name. Choose 10 words from the unit. Dictate the words one by one and tell the teams to write them on their worksheet, spelling them correctly. Get the teams to give their answers and worksheet to another group. Elicit the spelling for the words onto the board and get the teams to mark the other team’s answers. The winning team is the one with the most correct words.

Development Write the following sentence on the board: we’ve got maths on monday. Ask a child to come to the board and write the capital letters.The children do exercise 1 on p 13. Children compare their sentences. Ask the children what subjects they have got/haven’t got today. The children do exercise 2. Feedback whole class.The children do exercise 3.

Consolidation Identifying values: Write the word “Dangerous” on the board and elicit what the children think can be dangerous in the playground e.g. Falling from the climbing frame.Give the children a copy of p3 of PMB. Ask them what they can see in the pictures –and ask if they can see anything dangerous. Elicit a few ideas.The children do exercise 1. Feedback whole class.Writing: The children do exercise 2. Children compare their answers with their partner. Same or different?


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 23/09/2014 Week: 5Te. Date: 26/09/2014 SEMESTER 1 – Unit 2 – Lesson 1 - Period 20Lesson 1 – Words Objectives: - To understand a short story and present the vocabulary of after school activities



Key Activities

KEY LANGUAGE FOCUS: Listening and Reading

KEY VOCABULARYAfter- school activitieshelpdo my homeworkvisitgo swimmingwatch TVhave a …lesson

ADDITIONAL VOCABULARYDays of the weekgrandmaGood ideaOh Dear

SENTENCE PATTERNCan you play on …?Let’s play after school.How about ..?I … every Tuesday.

ResourcesCLASSBOOK p.14PMB p.4

Teaching Aids:- CD track 15-17- Flashcards – After-school activities 11-20- PMB p.8

IntroductionWarm up - Word Relay: Review days of the week. Choose 10 children to come to the board and stand in teams of 5 facing the board. Whisper a day of the week to the last child in the line. They whisper it to the next child and so on. The first child writes the word on the board. The first team to write it first and correctly gets a point.Use flashcards 11-20 to introduce the key vocabulary. Hold up the flashcards and elicit the after-school activities from the children. Hold up each one in a different order and say the words for children to repeat.

DevelopmentRecording 15&16: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Repeat and the children to repeat the words after the audio.Recording 16: Ask the children to listen and repeat. Hold the flashcards up as the words are said.Recording 17: With books closed children listen to the story and shout the days of the week when they hear them. Recording 17: Ask the children to open their books and tell you what they can see in the pictures in exercise 3. Listen to the track and point to the speech bubbles in the story as they hear the sentences.Ask the children to read the story again and point to the words from exercise 1.

ConsolidationListen and do: With the children think of an action for each of the after school activities. Play recording 17 again and the children do the


Family and Friends 5 Hồ Tố Tú Quyênactions.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 23/09/2014 Week: 6Te. Date: 30/09/2014 SEMESTER 1 – Unit 2 – Lesson 1 - Period 21Lesson 1 – Words Objectives: - to practice the spelling of after school subjects and verb noun collocation.



Key Activities


KEY VOCABULARYAfter school activitieshelpdo my homeworkvisitgo swimmingwatch TVhave a …lesson

ADDITIONAL VOCABULARYgrandmamusic TV


Teaching Aids:- Flashcards – School subjects 11-16

IntroductionWarm up- Miming: Review after-school activities. Put the children in teams of 6. Ask one child from each team to come to you. Show a flashcard of an activity. The child goes back to their team and mimes the action- no speaking. The first team to guess gets a point. Repeat with different children. Show the flashcards again one by one and say the words for the children to repeat.

Development The children do exercise 1 on page 8 in their workbooks. Feedback whole class. Ask the children to look at the pictures in exercise 2 and ask them what they can see. The children do exercise 2.Ask individual children what activities they do after school.Ask the children to draw 3 pictures of activities they do after school.

ConsolidationWriting practice: Ask the children to give their pictures to their partner. The children look at the pictures and write the activity. Tell them to use exercise 2 in the workbook to help them. Jump: Play jump with the class with the flashcards. Hold up the flashcards one by one. If the word you say and the flashcard matches the children jump. If it doesn’t match the children shout out the correct word.



Lesson 2 – Grammar Objectives: - Talking and reading about after school activities.



Key Activities

KEY LANGUAGE FOCUS: Reading – writing - speaking


ADDITIONAL VOCABULARYDays of the weekgrandmaTV

SENTENCE PATTERNI visit my Grandma on ….I don’t watch TV.I go swimming on …


Teaching Aids:- Flashcards 11-16- CD track 17- Grammar reference p.74, Unit 2

IntroductionWarm up: Review after school activities. Play slowly reveal with the flashcards 11-16.Cover the front of each card as you show it and uncover slowly as the children guess what the activity is. Ask the children some questions about the story from the last lesson. What does Alice do after school on Tuesday? etcRecording 17: Play track 17 and pause after each dialogue for the children to repeat. Review the actions for the story from lesson 1.Recording 17: Play the recording again and the children do the actions.Put the children in groups of 4 and ask them to role play the story.

DevelopmentThe children look at the pictures in ex 2 and ask them what they can see.The children point to the pictures as you read the sentences. On the board write the sentences from exercise 2. Ask the children to repeat after you, whole class and individual children.Rub out the activities in each sentence and show the flashcards and ask the children to repeat the sentences with the activity on the flashcard. Repeat a few times with different activities.Write: Ask the children to look at the words and pictures in exercise 3 and do the first sentence as an example. The children do exercise 3.Pair work: Asking and answering. Give and example of exercise with 2 children. The children do the exercise with their partner.

ConsolidationWrite: Ask the children to do Unit 2 on p.74 Grammar reference.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 29/09/2014 Week: 6Te. Date: 02/10/2014 SEMESTER 1 – Unit 2 – Lesson 2 - Period 23Lesson 2 – Grammar Objectives: - to practice word order and writing and describing after-school activities



Key Activities

KEY LANGUAGE FOCUS: Writing - speaking


ADDITIONAL VOCABULARYDays of the weekmumgrandma

SENTENCE PATTERNI do/have/ go …..I don’t do/have/go…..


Teaching Aids:- Flashcards – After–school activities 11-16

IntroductionPlay Snap with the after -school activities flash cards. Show a flash card and say the activity. If it is the same the children say “SNAP”

DevelopmentPut the following sentence on the board: Monday swimming on go I. don’t I homework do Sunday on my. Ask a child to come to the board and get the rest of the class to help them put the sentences in the correct order.Ask the children what they can see in the pictures in exercise 1 on page 15 in their workbooks. The children do exercise 1. Ask them to compare their answers with their partner before you feedback. Reading and Writing: The children do exercise 2.Speaking: Ask the children to work in pairs and name them A and B. Ask B to close their books. A has the book open and looks at the table in exercise 2. A says a sentence e.g. I visit my grandma on Tuesday and B has to say if it is true or false. Give an example, ask the children to close their books and tell you if the sentence you say is correct or not. After a few minutes ask the children to change roles.

ConsolidationVocabulary review: play categories: Put the children in teams of 4. One child in the team is the writer. Tell them a category one at a time e.g. school subjects, after school activities, school rooms and areas, colours, things in the classroom. The teams have one minute to write as many things as they can remember for that category. The winning group has the most for each category.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 01/10/2014 Week: 6Te. Date: 03/10/2014 SEMESTER 1 – Unit 2 – Lesson 3 - Period 24Lesson 3 – Song Objectives: - Talking about after school activities Listening and speaking



Key Activities

KEY LANGUAGE FOCUS: Listening - Speaking

KEY VOCABULARYdo helpwritereadlisten

ADDITIONAL VOCABULARYthingsownemailmusicfun

SENTENCE PATTERNAfter school 1 read/write/help play…


Teaching Aids:- CD track 18,19- Flashcards - After-school activities 11-20

IntroductionWarm up: Review after school activities with flashcards 11-16. Play board slap. Ask 10 children to come to the board and make 2 lines in front of the board. Put the flashcards 11-16 on the board. Whisper one of the words to the last child in each line. They have to whisper the word to the child in front of them down the line. The child at the front has to slap the correct picture. The first team to slap the correct picture gets a point. Play a few times.

DevelopmentShow the children the flashcards of after-school activities 17-20 and elicit the vocabulary. Show the flashcards one by one again and say the words and ask the children to repeat together and by themselves. Recording 18: Ask the children to look at the pictures in exercise 1 on page 16. Ask the children to listen and point to the pictures. Recording 18: Ask the children to listen again and repeat. Recording 19: With books closed children listen to the song and stand up when they hear an after school activity. Recording 19: Ask the children to open their books on p16 and look at the pictures in ex.2. Ask them where the children are and what they are doing. Recording1 9: Play the song again twice, pausing for the children to repeat.Recording 19: Play the song again for the children to sing along.

ConsolidationSing and Do: Divide the class into 2 groups. One group sings the chorus and one group sings the verses. Ask the children to sing loudly and then softly.



Lesson 3 – Words Objectives: - To practice writing verb noun collocation



Key Activities

KEY LANGUAGE FOCUS: Speaking- writing

KEY VOCABULARYAfter school activitiesdo helpwritereadlistenwatchplay

SENTENCE PATTERNAfter school I listen/read/play ….


Teaching Aids:- Flashcards – after-school activities17-20- Extra practical classroom activities – Song worksheet- CD track 19

IntroductionWarm up: Give the children the extra activity work sheet for the song and then sing the song again for them to check their answers with or without track19.

Development Review the after school activities with the flashcards 17–20, eliciting the words from the children.Ask the children to look at the pictures in exercise 1 on p.16 of the workbook. The children do exercise 1 on page 16 in their workbooks.The children do the first part of exercise 2 on page 16, completing the sentences in their workbooks. Tell the children to look at the picture in exercise 2 and point to the correct picture when you say a sentence e.g. I watch TV Pair work: The children take it in turns to say a sentence and their partner points to the correct picture.The children do exercise 2 on page 16 in their workbooks, numbering the pictures.

ConsolidationWriting practice: ask the children to write 3 sentences about what they do after school. The children give their sentences to their partner. The partner reads them and draws a picture for each sentence.



Lesson 3 – Picture Dictionary Objectives: - Describing after school activities



Key Activities

KEY LANGUAGE FOCUS: Listening – writing- speaking

KEY VOCABULARYdo, help, write, read, listen, watch, play, swim,visit, ride

ADDITIONAL VOCABULARYhorse, email, tennis, park, mum, dad

SENTENCE PATTERNI play read write … on …

ResourcesWORKBOOK Picture dictionary p.69 Exercise 2 – After-school activitiesPMB p.6

Teaching Aids:- Flashcards – After-school activities 11-20- Extra practical classroom activities – Bingo

IntroductionWarm up - Bingo: Give each child the bingo worksheet and ask them to cut up the pictures. The children put the pictures in any order on the bingo grid. Using the worksheet read out the words one by one. The children cross off the words one by one on their grid and shout BINGO when they have 3 in a row.

DevelopmentThe picture dictionary: Ask the children to exercise 2 on p.69 - After-school activities.Extra writing: Give the children a copy of PMB p.6. Use the picture to elicit who the people are and what they are doingAsk the children to do exercise 1.Ask the children to do exercise 2.

ConsolidationPlay slowly reveal with the flashcards 11-20. Cover the front of the flashcard with a piece of paper. Slowly move the paper down to show the picture to the children until they can guess what the picture is.Listening and Speaking: Play Pass the Flashcards. Give a flashcard to a child at the front and say the activity e.g. I watch TV. They repeat the phrase and pass it to the next child who says the phrase and passes it on around the class. Give out another to a child at the back and repeat the procedure. Give out the rest to children in different places in the room until you have a chain of 10 cards going around the room.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 06/10/2014 Week: 7Te. Date: 09/10/2014 SEMESTER 1 – Unit 2 – Lesson 4 - Period 27Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and listening skills



Key Activities

KEY LANGUAGE FOCUS: Speaking and listening skillsSounds fl pl,bl

KEY VOCABULARYflowerflatplumplateblanketblue

ADDITIONAL VOCABULARYblackbedpretty


Teaching Aids:- Phonics cards 4 - 6- CD track 20, 21, 22- Flashcards – After-school activities 11-20

IntroductionWarm up: Play Quick Flash with flashcards 11- 20. Show each flashcard in turn very quickly and the children shout out what it is.

Development Hold up the phonics cards 4-6 one at a time and say the sound e.g. fl. Drill each sound with whole class and individuals.Hold the cards up again and say the words e.g. flower children repeat Recording 20: Ask the children to open their student books on p.17 and look at the pictures in exercise 1.The children listen and point at the pictures. Recording 21: The children look at the picture in exercise 2 and tell you what they can see. Play the chant and ask the children to put up their hands when they hear any of the words from exercise 1. Recording 21: Play the chant again pausing after each line and ask the children to repeat. Repeat again. Recording 21: Play the chant the whole way through and the children follow in their books. Repeat and the children say the chant with the recording.On the board write plums on a plate. Ask a child to come to the board and circle pl in the words. Ask the children to do exercise 3, circling the sounds. Recording 22: The children look at the pictures in exercise 4 and tell you what they see. The children do exercise 4. Play track 22 and the children listen and check their answers.

Consolidation Put the children in teams of 4. Tell them a sound e.g. pl and they have one minute to think of as many words as they can beginning with pl.


Family and Friends 5 Hồ Tố Tú QuyênPre. Date: 06/10/2014 Week: 7Te. Date: 10/10/2014 SEMESTER 1 – Unit 2 – Lesson 4 - Period 28Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and writing skills



Key Activities

KEY LANGUAGE FOCUS: Speaking - writing Sounds fl, bl, pl

KEY VOCABULARYflowerflatplumplateblanketblue

ADDITIONAL VOCABULARYblackbedpretty


Teaching Aids:- Phonics cards 4-6- CD track 21- Extra practical classroom activities – Sounds Fun Dictation

IntroductionWarm up: Give each child an extra practical classroom activity worksheet. Dictate the key vocabulary words. The children listen and write them in the correct box. Feed back with the whole class.

Development Show the phonics cards 4-6, but cover the words and pictures so the children only see the sound. Elicit the words for each sound e.g. fl – flower flat Ask the children to open their workbooks on p.17 and say the sounds in exercise 1. Ask them to do exercise 1. Ask the children to look at the pictures in exercise 2 and tell you what they see. The children do exercise 2.Ask the children if they can remember the chant from the previous class. Tell them the first line and elicit the other lines. The children do exercise 3 writing in the missing words to the chant. Recording 21: play the chant for the children to check their answers.

ConsolidationWriting and speaking: Put the following words on the board: flower, flat, plum plate, blanket, blue, drum, dress, truck, tree, crayon, crabAsk the children to help you make a rhyme with at least 3 of the words e.g. The flat flower is blue and on the blanket. Ask the children to work with a partner and write a rhyme like the one on the board using as many words as possible from the list. Get the children to read their rhymes to the class.


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