Sách giáo viên Tiếng Anh lớp 5

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Bộ giáo dục và đào tạo
Hoàng Văn Vân (Tổng Chủ biên), Phan Hà (Chủ biên)
Đỗ Thị Ngọc Hiền, Đào Ngọc Lộc,
Trương Thị Ngọc Minh, Nguyễn Quốc Tuấn
Với sự cộng tác của Ken Wilson

Nhà xuất bản giáo dục Việt Nam

BOOK MAP
ME AND MY FRIENDS
Competences

Sentence Patterns

Vocabulary

Unit 1 What’s your address?
• Asking and answering
questions about
someone’s address
• Asking and answering
questions about what a
village/town/city is like

• What’s your address?
It’s …
• What’s the … like?
It’s …

Pronunciation

Page 6

address, lane,
tower, like, quiet,
crowded, pretty

Word stress
‘city
‘village
‘mountains
‘tower

Unit 2 I always get up early. How about you?

Page 12

• Asking and answering
questions about
someone’s daily routine
• Asking and answering
questions about
frequency

Word stress
‘always
‘usually
‘often
‘sometimes

• W

hat do you do …?
I always/usually/often …
• How often …?
I … every day/once/twice …
a week/a month.

brush teeth, do
morning exercise,
always, usually,
often, sometimes,
once, twice,
partner, project

Unit 3 Where did you go on holiday?
• Asking and answering
• Where did you go on holiday?
questions about past
I went to …
holidays
• How did you get there?
• Asking and answering
I went by …
questions about means of
transport

Page 18
island, ancient
town, imperial
city, underground,
motorbike, coach,

get

Unit 4 Did you go to the party?
• Asking and answering
questions about whether
someone did something
• Asking and answering
questions about what
someone did at a party

• Did you …?
Yes, I did./No, I didn’t.
• What did you do at the party?
I …

Page 24
enjoy, join, funfair,
chat, cartoon, past
simple of irregular
verbs: did, had, ate,
went, sang

Unit 5 Where will you be this weekend?
• Asking and answering
questions about where
someone will be
• Asking and answering
questions about what
someone will do

• Where will you be …?
I think I’ll be …
• What will you do …?
I think I’ll …
I don’t know. I may …

Review 1

Tiếng Anh 5 – Tập 1

Word stress
‘motorbike
‘underground
‘holiday
‘family

Word stress
‘party
‘Sunday
en’joyed
in’vite

Page 30
will, think, may,
explore, cave, boat,
build sandcastles,
on, in, at, by

Word stress
‘seaside
‘islands
‘countryside

Page 36

ME AND MY SCHOOL
Competences

Sentence Patterns

Vocabulary Pronunciation

Unit 6 How many lessons do you have today?

Page 40

• Asking and answering
questions about lessons
• Asking and answering
questions about how
often someone has a
subject

Sentence stress
‘How many ‘lessons do you
‘have to’day?
I ‘have ‘four.

• How many lessons do you
have today?
I have …
• How often do you have …?
I have it + frequency
expression

revision of days
of the week,
once/twice a
week, three/
four times a
week

Unit 7 How do you learn English?
• Asking and answering
questions about how
someone learns English
• Asking and answering
questions about the
importance of learning
English

• How do you practise …?
I …
• Why do you learn English?
Because I want to …

Page 46

speak, listen,
write, read,
email, short
story, practise,
foreign

Unit 8 What are you reading?
• Asking and answering
questions about what
story/book someone is
reading
• Asking and answering
questions about what the
character in a story is like

•W
hat are you reading?
I’m reading …
• What’s … like?
He’s/She’s …

Page 52
names of books/
stories, kind,
hard-working,
clever, gentle,
generous,
funny, fairy tale

Unit 9 What did you see at the zoo?

• Asking and answering
questions about animals
in a zoo
• Asking and answering
questions about what
animals did in the zoo

•W
hat did you see at the
zoo?
I saw …
• What did the … do when
you were there?
They …

Review 2
Glossary

• W
hen will … be?
It’ll be on …
• What are you going to do
on Sports Day?
I’m going to …

Sentence stress
‘What are you ‘reading?
I’m ‘reading The ‘Fox and
the ‘Crow.
‘What’s ‘Snow ‘White ‘like?

She’s ‘kind.

Page 58
python,
peacock,
gorilla, roar,
move, panda,
quietly,
loudly, slowly,
beautifully

Unit 10 When will Sports Day be?
• Asking and answering
questions about school
events
• Asking and answering
questions about what
someone is going to do/
play on Sports Day

Sentence stress
‘How do you ‘practise
‘speaking?
I ‘speak ‘English ‘every ‘day.
‘Why do you ‘learn ‘English?
Be’cause I ‘want to ‘sing
‘English ‘songs.

Sentence stress
‘When did you ‘go to the ‘zoo?

I ‘went there ‘yesterday.
‘What did the ‘tigers ‘do
when you were ‘there?
They ‘roared ‘loudly.

Page 64
Sports Day,
singing
contest,
Independence
Day, table
tennis

Sentence stress
‘When will ‘Sports ‘Day ‘be?
It’ll be on ‘Saturday.
‘What are you ‘going to ‘do
on ‘Sports ‘Day?
I’m ‘going to ‘play ‘football.

Page 70
Page 74

Book Map

III

BOOK MAP
ME AND MY FAMILY

Competences

Sentence Patterns Vocabulary

Unit 11 What’s the matter with you?
• Asking and answering
questions about common
health problems
• Giving and responding to
advice on common health
problems

• What’s the matter
with you?
I have …
• You should/
shouldn’t …
Yes, I will./OK, I won’t.

Page 6
toothache,
earache, sore
throat, stomach
ache, dentist,
take a rest, carry,
sweet

Unit 12 Don’t ride your bike too fast!
• Expressing and responding
to concerns about possible

accidents at home
• Asking and answering
questions about accident
prevention

• Don’t …!
OK, I won’t.
• Why shouldn’t I …?
Because …

Pronunciation
Intonation
What’s the matter with
you?
I have a headache.

Page 12
knife, matches,
stairs, stove, arm,
leg, climb, run
down, fall off,
break, cut, burn

Intonation
Don’t play with the knife!
OK, I won’t.
Why shouldn’t I play with the
knife?
Because you may cut
yourself.

Unit 13 What do you do in your free time?

Page 18

• Asking and answering
questions about what
someone does in his/her free
time
• Asking and answering
questions about what a
family member does in his/
her free time

Intonation
What do you do in your free
time?
I surf the Internet.

hat do you do in
• W
your free time?
I …
• W
hat does your … do
in his/her free time?
He/She …

free time, karate,
fishing, skating,

camping

Unit 14 What happened in the story?
• Asking and answering
questions about what
happened in a story
• Asking and answering
questions about someone’s
opinions of a book/story/
character

• W
hat happened in
the story?
First,/Then/Next,/In
the end, …
• What

do you think
of …?
I think …

Page 24
order, far away,
watermelon,
seed, intelligent,
greedy

Intonation
What happened in the

story?
First, King Hung ordered Mai
An Tiem and his family to
live on an island.

Unit 15 What would you like to be in the future?

Page 30

• Asking and answering
questions about what
someone would like to be in
the future
• Asking for and giving reasons

Intonation
What would you like to be in
the future?
I’d like to be a nurse.

Review 3

Tiếng Anh 5 – Tập 2

• What

would you like
to be in the future?

I’d like to be a/an …
• Why

would you like
to be …?
Because I’d like to …

pilot, writer,
architect,
patient, look
after, design

Page 36

ME AND THE WORLD AROUND
Competences

Sentence Patterns

Vocabulary

Unit 16 Where’s the post office?
• Asking and answering
questions about directions
• Asking and answering
questions about means of
transport

• E xcuse me, where’s

the …?
It’s …
• How can I get to …?
You can …

Page 40
bus stop, post
office, theatre,
museum, next to,
opposite, between,
on the corner

Unit 17 What would you like to eat?
• Asking and answering
questions about what
someone would like to eat
or drink
• Asking and answering
questions about the
quantity of food and drink

• W
hat would you like to
eat/drink?
I’d like …, please.
• How many/much … do
you eat/drink every
day?
I eat/drink …

Pronunciation
Intonation
Where’s the post
office?
It’s opposite the
stadium.

Page 46
a bowl/packet/bar/
glass/carton/bottle
of …, sausage, egg,
biscuit, chocolate

Intonation
What would you like to
eat?
I’d like a banana,
please.

Unit 18 What will the weather be like tomorrow?

Page 52

• Asking and answering
questions about the
weather
• Asking and answering
questions about the
seasons

Intonation
What will the weather be
like tomorrow?
It will be hot and
sunny.

• W
hat will the weather
be like tomorrow?
It will be … and …
• What’s … like in your
country?
It’s usually …
There is/are …

snowy, wind, foggy,
warm, cool, spring,
summer, autumn,
winter, snow,
forecast, season,
dry, wet, tomorrow

Unit 19 Which place would you like to visit?

Page 58

• Asking and answering
• Which place would you
questions about which
like to visit, … or …?

place someone would like
I’d like to visit …
to visit
• What do you think of …?
• Asking and answering
It’s more … than I
questions about someone’s
expected.
opinions about a place

Intonation
Which place would you
like to visit,
Trang Tien Bridge
or Thien Mu Pagoda?
I’d like to visit Thien Mu
Pagoda.

museum, pagoda,
bridge, temple,
attractive, exciting,
interesting,
expected

Unit 20 Which one is more exciting, life in the city or
life in the countryside?
• Asking and answering
questions to compare
places (adjectives with one
or two syllables)

• Asking and answering
questions to compare
places (adjectives with
three syllables)

Review 4
Glossary

• W
hich one is …, … or …?
I think …
• Which one is more …, …
or …?
I think …

noisy, noisier,
busier, expensive,
exciting, peaceful

Page 64
Intonation
Which one is bigger,
London
or Hue?
I think London is.

Page 70
Page 74

Book Map

Introduction

Contents
IntroductiON

…………………………………………………………………………………… 6

Unit 1

What’s your address? ………………………………………. 20

Unit 2

I always get up early. How about you? ……….. 26

Unit 3

Where did you go on holiday? ………………………. 32

Unit 4

Did you go to the party? …………………………………. 38

Unit 5

Where will you be this weekend? …………………… 44

Review 1

………………………………………………………………………………… 50

Unit 6

How many lessons do you have today? ………. 54

Unit 7

How do you learn English? ……………………………. 60

Unit 8

What are you reading? . …………………………………… 66

Unit 9

What did you see at the zoo? …………………………. 72

Unit 10

When will Sports Day be? ………………………………… 78

Review 2

………………………………………………………………………………… 84

Unit 11

What’s the matter with you? ………………………….. 88

Unit 12

Don’t ride your bike too fast! ……………………….. 94

Unit 13

What do you do in your free time? . ……………. 100

Unit 14

What happened in the story? ……………………….. 106

Unit 15

What would you like to be in the future? …. 112

Review 3

……………………………………………………………………………….. 118

Unit 16

Where’s the post office? ………………………………….122

Unit 17

What would you like to eat? ………………………….128

Unit 18

What will the weather be like tomorrow? …134

Unit 19

Which place would you like to visit? . ……….. 140

Unit 20

Which one is more exciting, life in the city

or life in the countryside? …………………………… 146

Review 4

………………………………………………………………………………..152

GLOSSARY

………………………………………………………………………………..156

Tiếng Anh 5 – Sách giáo viên

INTRODUCTION

TiẾng Anh 5 is the third level of the three-level English textbook series for Vietnamese
primary school pupils learning English as a foreign language (EFL). The series follows the
curriculum approved by the Ministry of Education and Training in August 2010, and covers
a communicative, theme-based and learner-centred approach to the basic English language
skills, with emphasis on listening and speaking for early levels.
UNIT COMPONENTS
Tiếng Anh 5 Student’s Book follows a sequence of presentation, practice and production
to develop English at a basic level through four themes, twenty topic-based units and four
review units. The book is richly illustrated and cross-curricular in format to provide pupils with
easy-to-grasp, memorable lessons and an enjoyable experience of learning English.
Each unit consists of three lessons on a topic related to one of the four themes: Me and My
Friends, Me and My School, Me and My Family and Me and the World Around, all of which are
designed to invoke a sense of familiarity. The activities in the lessons are organized to facilitate
the development of listening, speaking, reading and writing.
Each lesson provides material for two teaching periods (equal to seventy minutes). The first
two lessons focus on two language competences of the units. The lessons contain a wide
range of activities arranged in a logical progression, helping pupils to develop critical thinking,
coordination and the ability to interact with each other as they learn to understand and use
English in both its spoken and written forms.
A variety of extra activities are included such as singing, chanting, TPR (total physical response)
activities and exciting games. A creative project at the end of each unit aims to facilitate pupils’
ability to reproduce language in a fun and engaging way.
The Student’s Book creates a feeling of familiarity through the appearance of both Vietnamese
and foreign characters, such as Mai, Nam, Quan, Phong, Hoa, Linda, Peter, Tom and Tony.
The following is a brief description of how a unit is organized.

Introduction

VII

LESSON 1

Unit 1

What’s your address?

3 Let’s talk.
Ask and answer questions about addresses.
I’m from __________.

Where are you from?
What’s your address?

1 Look, listen and repeat.
a

Hi, Nam! Nice to see
you again.

Hi, Mai. Nice to see
you, too. Mai, this is
Trung. He’s a new
pupil in our class.

Hello, Trung.
Nice to meet you.

Where do you live?

It’s __________.
I live __________.

4 Listen and complete.

1. Linda: ___________________, High Street
2. Tony: ___________________, Green Lane
3. Peter: 765, ___________________

4. Tom: ___________________ of City Tower
Nice to meet
you, too.

Where are you from, Trung?

What’s your
address in Ha Noi?

5 Read and complete.
street

It’s 81, Tran Hung
Dao Street. Where
do you live?

address
lives
from

I’m from Da Nang. But now I live
with my grandparents in Ha Noi.

I live in Flat 18 on the second
ﬂoor of Ha Noi Tower.

What’s your address?

105, Hoa Binh
Lane
6

97, Village Road

It’s _______________.

75, Hai Ba Trung
Street

Flat 8, second ﬂoor,
City Tower

Tiếng Anh 5 – Tập 1

Lesson 1 focuses on the first language
competence of the unit and consists of six
sections.
1. Look, listen and repeat.
This section presents the contexts in which
the first language competence is introduced.
It provides pupils with reading, listening and
oral practice.
2. Point and say.
This section provides for the controlled
practice of the first language competence, key
vocabulary and grammar points. Mechanical
drills such as repetition, substitution and
question-and-answer help pupils to get familiar
with vocabulary and grammar structures before
they learn to reproduce the language in a wider
context.
3. Let’s talk.
This section offers pupils further practice on the
key language and allows them to consolidate
what they have learnt. They interact with their
classmates by asking and answering questions
following the given structures.

VIII

Let’s sing.

The wheels on the bus
The wheels on the bus go round and round,
Round and round, round and round.
The wheels on the bus go round and round all day long.

Point and say.

Trung is a new pupil in Class 5B. He is (1) ___________
Da Nang. Now he (2) ___________ with his grandparents
in Ha Noi. His (3) ___________ is 81, Tran Hung Dao
(4) ___________, Hoan Kiem District.

Tiếng Anh 5 – Sách giáo viên

The bells on the bus go ding, ding, ding,
Ding, ding, ding, ding, ding, ding.
The bells on the bus go ding, ding, ding all day long.
The wheels on the bus go round and round,
Round and round, round and round.
The wheels on the bus go round and round
All day long, all day long, all day long.

Unit 1 What’s your address?

4. Listen and complete/tick/match/
number/circle/write.
This section focuses on improving listening
skills. Pupils look at the pictures/read the text
as they listen to the recording and show their
comprehension by writing/ticking/circling the
correct answers or matching/numbering the
pictures.
5. Read/Look and complete/match/
write.
This section helps pupils to use the vocabulary
and structures they have learnt. They are asked
to write the answers using visual and/or textual
prompts, or match questions and answers.
6. Let’s sing/play.
This section contains an interesting and
easy-to-learn song or a game. The song helps
pupils to practise the pronunciation, stress,
rhythm and intonation of English through TPR
and interaction with each other. The game
allows pupils to use the key vocabulary and/
or grammar structures learnt in the lesson and
fosters cooperation among them.

LESSON 2
4 Listen and circle a or b.
1. Tom lives in a ____________________________.

1 Look, listen and repeat.
What’s your
hometown, Trung?

Oh, I like Da Nang.
Did you live in the city?

2. Tony’s city is _____________________________.

3. Peter’s town is ___________________________.

It’s Da Nang.

a
What’s
your
village
like?

It’s
small
and
quiet.

No, I didn’t. I lived in a
village in the mountains.

Is it beautiful?

4. Linda lives in a

1. What’s your address?

Yes, I think so.

city/big
and busy

village/far
and quiet

town/large
and crowded

6 Let’s play.
island/small and

pretty

b. large and busy
a. big and crowded
b. small and busy
a. big and busy city
b. small and busy city

______________________________

_____________________________________

4. Do you like living there? Why?/Why not? ________________

It’s ________________.

a. crowded and busy

______________________________________

2. What’s your hometown like?
3. Who do you live with?

What’s the ________________ like?

b. pretty and busy town

5 Write about you.

2 Point and say.

___________________________.

a. pretty and quiet village

S p ot

the difference

3 Let’s talk.

Ask and answer questions about where you live.
Where do you live?
What’s it like?
Who do you live with?

I live __________.
It’s __________.
I live with __________.

Tiếng Anh 5 – Tập 1

Lesson 2 focuses on the second language
competence of the unit and consists of six
sections. The components of Sections 1, 2, 3
and 6 in Lesson 2 (1. Look, listen and repeat;
2. Point and say; 3. Let’s talk; and 6. Let’s play/
sing) follow the same pattern as in Lesson 1.

Unit 1 What’s your address?

4.Listen and circle/number/write/
complete/tick.
This section presents pupils with another
listening activity. They listen to the recording
and indicate their comprehension by
circling/writing/ticking the correct answers or
numbering the pictures.
5. W
rite about you./Read and
complete/write.
This section helps pupils to use the vocabulary
and structures they have learnt in Lesson 1
and Lesson 2. They are asked to write about
themselves or complete a passage about the
topic of the unit, using visual and/or textual
prompts.

Introduction

LESSON 3
4 Read and tick Yes (Y) or No (N).
1 Listen and repeat.
Linda lives in a ‘city.

‘city

My best friend lives in a ‘village.

‘village
‘mountains

I live in the ‘mountains.
He lives in a tall and quiet ‘tower.

‘tower

2 Listen and circle a or
b. Then
thea sentences
Listen
and say
circle
or b. Then say the sentences

aloud.

1. Linda lives in a big ____________.
2. They live in the ____________.
3. We live in Binh Minh ____________ .

a. country

b. city

a. countryside

b. mountains

a. Tower

b. Town

3 Let’s chant.
Where do you live?
Where do you live?
I live in Quang Trung Street.
Where do you live?
I live in Green Avenue.
Where do you live?
I live in Green Tower.
What’s Green Tower like?
It’s tall and quiet.

What’s your flat like?
It’s big and pretty.

Tiếng Anh 5 – Tập 1

Lesson 3 focuses on pronunciation, and reading
and writing skills. It contains seven sections.
1. Listen and repeat.
This section teaches pronunciation, focusing on
word stress, sentence stress and intonation.
These features of spoken English are what
might cause problems to young Vietnamese
learners. Words or sentences from Lesson 1 and
Lesson 2 are used as examples. By listening and
repeating, pupils become familiar with stress
and intonation of different words/sentences.
2. Listen and circle/underline
the stressed words/mark the
sentence intonation./Write the
odd one out. Then say the words/
sentences aloud/ask and answer.
This section helps pupils to practise the
stress/intonation patterns that they have learnt.
Pupils listen to the recording and circle/write/
underline the answers or mark the intonation,
then read the words/sentences aloud or practise
asking and answering the questions.
3. Let’s chant./Listen to the story.

This section contains a chant which uses
sounds, words or structures that pupils have

Tiếng Anh 5 – Sách giáo viên

Trung lives with his
grandparents in Ha Noi. His
address is 81, Tran Hung Dao
Street, Hoan Kiem District,
Ha Noi. The family lives on
the fourth floor of Ha Noi
Tower. Their flat is big and
modern. It has a fine view.
Trung likes the new place
because it is in the city centre
and near his new school.

1. Trung lives with his

parents in Ha Noi.
2. He lives in a tower.
3. His flat is far from
the city centre.
4. His new school is

near his home.
5. Trung likes his new
home.

5 Write about your friend.
1. What’s his/her name?

2. Where is he/she from?

3. What’s his/her address?

4. Who does he/she live with?

5. What’s his/her home like?

6. Does he/she like his/her hometown?

Why?/Why not?

6 Project
Draw a house and write its address.

7 Colour the stars.
Now I can …
t ask and answer questions about addresses and
hometowns.
t listen to and understand texts about addresses and
hometowns.
t read and understand texts about addresses and
hometowns.

t write about my friend’s address and hometown.
Unit 1 What’s your address?

learnt in the unit. Like songs, chants are a
helpful way of practising the pronunciation,
stress, rhythm and intonation of English. For
the unit about stories, we ask pupils to listen to
a story in this section to arouse their interest in
English stories.
4. Read and answer/complete/tick/
circle/match/write/do the tasks.
This section aims to improve pupils’ reading
comprehension. It provides pupils with
different types of texts. Pupils show their
understanding of the texts through answering
questions, completing sentences, ticking/
circling/writing the correct answers or matching
the correct pictures. Some reading passages in
later units are followed by two comprehension
activities.
5. Write …/Read and write.
This section aims to improve pupils’ writing
skills. It asks pupils to write about the topic
of the unit. Where possible, this section has
been personalized for pupils. It also provides
an opportunity to revise the main vocabulary/
sentences/structures in the unit. In some units,
pupils are asked to read a short text and write

about the text.

6. Project
This section provides pupils with an interesting
project to carry out independently or in
groups. The purpose of this section is to foster
cooperation and interaction among the class
while offering another opportunity for pupils
to practise what they have learnt in the unit.
7. Colour the stars.
This section gives pupils the opportunity
to review what they have learnt and decide
how confident they are about achieving the
objectives of the unit by colouring the stars
(three stars = very good; two stars = good;
one star = OK). To support pupils who have
difficulty with certain objectives, you may
give additional homework for extra practice
for those objectives. You may also recycle the
target language in later units. (E.g. Recycle
addresses from Unit 1 when you teach Unit 4
Did you go to the party? by asking pupils to tell
you the address where the party is held.) Asking
competent pupils to help others is also a way to
support weaker pupils.
TEACHING THE UNIT COMPONENTS
Look, listen and repeat. (Section 1,
Lesson 1 and Lesson 2)
• Tell the class what they are going to learn

in the lesson, i.e. the English language
competence (e.g. Asking and answering
questions about what a village/town/
city is like). This is very important at the
beginning of the lesson, because pupils
can only perform well if they understand
what is expected.
• Have pupils look at the pictures to discuss
the context or the story in which the
language is used. Ask them questions such
as Who are they? Where are they? What
are they doing/talking about? Explain the
context and draw pupils’ attention to the
target language items.
• Play the recording a few times for pupils to
listen and repeat. Do choral and individual
repetition, pointing to the characters
speaking.

Point and say. (Section 2, Lesson 1
and Lesson 2)
• Tell the class that they are going to practise
using the English language items.
• Have them look at the speech bubbles to
understand how the language is used. Ask
them to look at the pictures to identify how
the language is used in different contexts.
Teach the new words and/or phrases under
the pictures.
• Point to the first picture and ask the

question for the class to answer in chorus,
using the prompts under the pictures.
• Repeat the same procedure with the rest
of the pictures. Then tell pupils to practise
in pairs, using the patterns in the bubbles
and the picture cues.
• Call on a few pairs to act out the dialogue
in front of the class. Check as a class and
correct pronunciation, if necessary.
Let’s talk. (Section 3, Lesson 1 and
Lesson 2)
• Tell the class that they are going to revise
what they have learnt in the lesson(s), using
information about themselves whenever
possible. Remind them how to use the
English language items.
• First, ask them to look at the suggested
question(s) and answer(s). Then ask a pair
to ask and answer the question(s) as an
example. Put the exchanges on the board
and ask the class to do choral and individual
repetition, if necessary.
• Have pupils work in pairs, acting out the
language they have learnt.
• Call on a few pairs to act out the exchanges
in front of the class. Correct the
pronunciation, if necessary.
•

In order to facilitate peer review and

informal learning, encourage pupils to
observe and give comments preferably in
English. Comments may focus on language,
performance and attitude (e.g. All correct./
You made a mistake./Good pronunciation.)

Introduction

Listen and complete/tick/match/
number/circle/write. (Section 3,
Lesson 1 and Section 4, Lesson 2)
• Tell pupils that they are going to listen to the
recording and complete the sentences/tick/
number/circle/write the correct answers
or match the pictures to show their
comprehension.
• Have them look at the pictures to identify
the similarities and differences, or read the
sentences and guess the words/phrases to
fill in the gaps. Check understanding.
• Play the recording a few times. Ask pupils
to listen to the recording and do the task.
Tell them not to worry if they cannot
understand every word, and that they
should focus on the information they need
to complete the task.
• Get them to swap their answers before you

check as a class. Monitor the activity and
offer help, if necessary.
Read and answer/complete/tick/
circle/match/write/do the tasks.
(Section 5, Lesson 1 and Section 4 or
5, Lesson 3)
• Tell pupils that they are going to read the
text and do the task that follows.
• First, get them to look at the tasks/
questions under the text to identify the
information they need. Then ask them
to read the text, focusing on the target
information. Get pupils to work in pairs or
groups, if necessary.
• Give them time to do the task
independently. Go around offering help,
if necessary.
• Get pupils to swap their answers before
checking as a class. If there is enough time,
ask pupils further questions about the
text.
Let’s sing/chant. (Section 6, Lesson
1 and Section 3, Lesson 3)
•

Tell pupils that they are going to sing a
song/say a chant.

XII

Tiếng Anh 5 – Sách giáo viên

•

Have them read each line of the lyrics.
Explain the new words or structures, if
necessary. Check comprehension.
Play the recording all the way through.
Ask pupils to do choral and individual
repetition of the song/chant line by line.
When pupils are familiar with the tune and
rhythm, ask a group to the front of the class
to sing the song/say the chant. The class
may sing/say along and clap hands or do
actions.
Have the class sing the song/say the chant
again and clap their hands or do actions to
reinforce the activity.

Write … (Section 5, Lesson 3)
• Tell pupils that they are going to write
about the topic of the unit by answering
some questions or completing a short
paragraph.
• Give them a few seconds to look at the
picture cues/questions/paragraph in silence.

Have pupils work in pairs or groups to
discuss what they are going to write. Check
comprehension.
• Give them time to do the task
independently. Go around offering help,
if necessary.
• Get pupils to swap their answers and read.
If there is time, ask one pupil to write the
paragraph on the board and discuss it with
the class.
Let’s play. (Section 6, Lesson 2)
• Tell pupils that they are going to play a
game. You may refer to the Games section
for the rules of the games.
• Make sure pupils understand clearly how
to play the game by demonstrating it in
front of the class with a few pupils. Check
comprehension.
• Ask pupils to play the game in teams.
• Team games are more competitive and
exciting. Keep the score on the board and
encourage a spirit of cooperation. You may
prepare small prizes for the winners, such
as sweets or stationery.

Listen and repeat. (Section 1,
Lesson 3)
• Tell pupils that they are going to practise
saying the target words/sentences, paying

attention to the word stress/sentence
stress/intonation.
• First, put the target words/sentences on
the board or have pupils point to them
in their books. Play the recording and ask
them to repeat a few times. Draw their
attention to the word stress/sentence
stress/intonation.
• Do choral and individual repetition of
the words/sentences until pupils feel
confident.
• Get some pupils to perform in front of
the class. Check as a class and correct the
pronunciation, if necessary.
Listen and circle/underline the
stressed words/mark the sentence
intonation./Write the odd one
out. Then say the words/sentences
aloud/ask and answer. (Section 2,
Lesson 3)
• Tell pupils that they are going to listen
to the recording, circle/write/underline
the correct answers or mark the sentence
intonation.
• Give them a few seconds to read the
sentences in silence and guess the
answers.
• Have them listen to the recording and do
the task. If necessary, have them listen to
the recording more than once. Give them

time to do the task independently. Go
around and offer help, if necessary.
• Have pupils swap their answers before
checking as a class. Then tell them to say
the sentences aloud.
Project (Section 6, Lesson 3)
• Tell pupils that they are going to do a
project.
• Explain the project clearly to pupils. Prepare
the necessary materials (e.g. scissors,
crayons, cards, rulers). Then have pupils do

the project in pairs or groups. When the
project is finished, ask pairs or groups to
present their results to the class. If there is
not enough time in class, you may give the
project as homework.
GENERAL TEACHING SUGGESTIONS
•

The following guidelines are for reference
when you first use this coursebook in your
class. Feel free to make any adjustments, as
it is you who knows what you need to teach
and what your pupils need to learn in your
own teaching and learning context.

•

It is advisable to go through the contents

of the lesson and the teaching notes
before you go into the classroom. This will
familiarize you with the material and tell
you what to prepare for the lesson and
what activities to conduct.

Warm-up
You should do a warm-up activity at the start
of every lesson. This is a short activity (from
two to five minutes) to draw pupils’ attention
to the way in which English is used. It is a good
way to revise the previous lesson and to lead
into the new one, as well as to check what
your pupils already know. There are various
warm-up activities you can do with your class.
You can choose one which suits the lesson and
your pupils the best (e.g. You can get pupils to
sing a song or play a game such as Simon says,
Pelmanism, Bingo, Slap the board or Charades.)
classroom management
Pair work
•

It is advisable to vary the pairs of pupils.

•

If the number of pupils is uneven, two
pupils can share one role. Pupils should
change their partners regularly in order to

change the working atmosphere.

•

You can get a “closed pair” (two pupils who
sit next to each other) or an “open pair” (two
pupils who sit apart from each other in the
classroom) to demonstrate an activity, if
necessary.

Introduction

XIII

•

Group work
•

It is useful to divide pupils into groups of
four or six according to some criteria, e.g.
they have the same birthdays or hobbies.
Separate pupils who are disruptive and
encourage them by praising them when
they cooperate.

• As pupils work in pairs or in groups, it is
important to monitor the activity. Walk
around and offer help, if necessary, but

remember not to interfere with pupils’ work
or correct all of their mistakes. Let them
work independently. Look at their ability
to use English, as well as the problems
or difficulties they encounter during the
activity. This will help you to prepare for
revision work later.

Receptive classroom language

Time management
The activities should be timed and stopped
before pupils lose interest or become distracted.
A routine should be established for starting/
stopping an activity, such as putting your hand
up or giving two claps to signal the end of the
activity.
Praise
Young learners love to be praised. When
pupils perform an activity well, it is a good
idea to praise them (Good. Very good. Great.
Well done. Good job. I like your role-play. Your
pronunciation is good., etc). Use specific praise
whenever possible. If a pupil cannot do a task, it
is advisable to encourage him/her (Try again. or
Have another try., etc.)
Classroom language
• English should be used as much as
possible in instructions and classroom
management. This reinforces the language

pupils are learning. In order to help
them understand English, it is useful to
accompany your English with some
gestures. When you introduce more
difficult ideas, you may use Vietnamese.
• The instructions should be simple, clear
and logical to ensure pupils feel
comfortable and know what they are
required to do.

XIV

Tiếng Anh 5 – Sách giáo viên

Classroom language can be divided
into receptive language and productive
language. Pupils can understand and
respond to the receptive classroom
language, and use the productive
classroom language when interacting
with the teacher or with other pupils.
The following phrases are suggested
instructions and expressions for use in your
teaching:

Answer this/the question.
Ask a question.
Ask your neighbour/partner a question.
Check your answers in pairs/groups.
Close your books.
Copy it into your notebook/onto a piece of
paper/onto a sheet of paper.
Correct/Not quite right.
Draw a picture of …
Goodbye/Bye.
Hello/Hi/Good morning/Good afternoon.
Here it is/you are.
How do you spell it in English?
I don’t think so.
Listen to Linda/this/the dialogue/story/
dialogue between Nam and Mai.
Listen.
Look at this/the board/picture(s)/photo(s)/
puppet(s).
Look.
Open your books.
Put up your hands.
Put your books away.
Quiet, please.
Read this/the word(s)/dialogue aloud.
Repeat after me, please.
Repeat, please.
Say it aloud.
Say it in English/Vietnamese.

Say it.

Sit down, please.
Spell it/the word(s).
Stand up, please.
Talk to your partner.
Try again.
Well done/Excellent/That’s right/That’s not
correct.
Work on your own.
Write a question.
Write a sentence of your own.
Write the answer to this/the question.
Write the answers to these/the questions.

Productive classroom language

Not yet./I’ve done it.
Can I borrow your pen/pencil/rubber?
I think it’s …
I understand/I don’t understand.
I’m sorry. I can’t remember.
I’m sorry. I don’t know.
Is this/that right?
It’s my/your go/turn.
I’ve got one wrong/two right.
Me too.
Please.
See you again/tomorrow/on Sunday/next
week.
Thank you/Thanks/Many thanks.
What does it/this word/sentence mean?
What’s … in English?
What’s number one/two/three/four?

How to end the lesson
• In order to establish a classroom routine,
it is advisable to end the lesson in a way
which suits your teaching situation. If
pupils stay in the classroom for other
classes, you can give a signal to end the

lesson such as putting your hand up,

clapping your hands or tapping the board
and saying It’s time to stop, and get pupils
to say Goodbye. See you next time. when
you leave the room.
• If there is time, you can round off the lesson
with a song, rhyme, chant or game that
pupils have learnt in the unit.
ACTIVITIES BANK
Spelling and writing
Write the focus words on the board. Assign
one word to each pupil to copy onto a piece of
paper. Collect the pieces of paper and put them
into a box. Erase the words from the board. Put
pupils into teams of four. Have the teams take
turns picking a piece of paper and say the word
aloud. The quickest team to raise their hands
and spell the word correctly wins a point. The
team with the most points at the end of the
game wins.
Dictation
Apart from reading aloud the focus words in
sample sentences for pupils to spell, you may
put pupils into pairs and ask them to take turns
reading aloud the words while their partners
write them on a piece of paper. They can then
check each other’s answers.
TPR (Total Physical Response)
technique

TPR is a language teaching technique
which helps pupils to associate language
with particular actions, thus enhancing their
understanding. It is a fun way to help pupils
to understand the language without putting
too much emphasis, at this early stage, on
producing accurate English. The procedure of
using TPR as a teaching technique is as follows:
•
•

Play the recording or read the text. Teach
pupils some actions associated with the
text and practise with them a few times.
Have them close their books. Ask them
to say the text again, giving them some
prompts and doing the actions to remind
them of the text.

Introduction

GAMES
Bingo
Draw a word grid on the board and ask pupils to
copy it. Have them tell you the words they have
learnt in their lessons. List the words on the
board. Each pupil chooses nine words from the

list to copy into their grid. While they are doing
this, copy each word onto a piece of paper, put
the pieces of paper into a bag and mix them up.
Select pupils to pick out a piece of paper and
call out the word. Pupils with that word in their
grid can cross it out. The quickest pupil to cross
out an entire row of words in their grid and call
out Bingo is the winner. Alternatively, you can
continue the game until one pupil has crossed
out all the words.

item for pupils to complete (e.g. Where did you
____? How often ____? Why do you ____?) Put
pupils into pairs. One is the X pupil and the
other one is the O pupil. They should take turns
completing one language item. They score an
X (or O) for each sentence that is grammatically
correct. The pupil who is the first to put three Xs
(or Os) in a horizontal, vertical or diagonal row
wins the game.

Find someone who …
Tell pupils that they have to find someone in the
class who fits your description. Use target words
in the unit (e.g. Find someone who always does
morning exercise.) The quickest pupil to find that
person and say his/her name is the winner. You
may also invite a pupil to give the instruction.
Guessing game
Divide the class into groups of four or five. A

pupil in Group 1 says a sentence about an object
or animal, without saying the name of it, while
the other groups guess. Group 1 continues to
say sentences until any of the other groups can
guess the object or animal correctly and wins a
point. The groups take turns saying sentences
about an object or animal. The one which gets
the most points at the end of the game is the
winner.
Pass the secret!
The game is played in groups of six or seven. Ask
pupils to line up in rows. Whisper a sentence to
the first pupil in each row. The first pupil then
whispers the sentence to the second one. The
last pupil in the row says aloud the sentence
she/he heard. The group that says the sentence
correctly in the shortest time wins the game.
Tic-tac-toe
On the board, draw a traditional tic-tac-toe grid
of 3×3 squares. In each square, write a language

XVI

Tiếng Anh 5 – Sách giáo viên

Charades (Miming)
This is a great game to revise vocabulary.
Divide the class into two teams. Show the first
team a vocabulary item. They must act it out.
If the second team can guess the correct word,

they get a point. Switch the teams and let the
second team act out a word while the first team
guesses. You may need to do the actions with
the teams if they are shy at first.
Pelmanism
This is a card game for revising vocabulary
and training memory. Prepare cards, each
with a target vocabulary item on one side,
and equal number of cards, each with
a picture representing one of the target
words. Put pupils into groups of six and
give each group a set of cards. (You may
prepare one set of cards and then photocopy
them.) Each group should shuffle the cards and
distribute them face down on the table. Each
player in turn selects two cards and turns them
face up. If they show a word and a picture which
match, that player wins the pair and continues
to turn over another pair. If the cards do not

match, they are turned face down again and
the next player has a go. The game ends when
all the cards are gone. The winner is the player
with the most cards.
Physical line-up
This is a structure/grammar game. Prepare
slips of paper with target sentences on.
Then cut each of them into two halves and put
all slips into a box. Ask pupils to each draw a slip

of paper from the box. (The number of pupils
should equal the number of slips in the box.)
They should show the paper to the others and
try to find the matching sentence halves, stand
next to each other, and say the sentences aloud.
The quickest group to say the correct sentence
wins a point. You may ask pupils to put the slips
of paper back into the box and start the game
again.

Slap the board
This is a fun game which reinforces the
association between written and spoken words.
Prepare some rolled-up newspapers. Divide the
class into pairs and line them up. Give three
of the pairs each a rolled-up newspaper. Put
flashcards of the target vocabulary on the
board, or write it on the board directly. Call
out a word and the three pairs should slap the
corresponding word or picture on the board. The
quickest pair to slap the correct word/picture
stays in the game and will play with another
two pairs of pupils. The pair which remains till
the end of the game is the winner.

Simon says …
This is a classic and fun game. You can play
this game to revise the target grammar
and/or vocabulary items with pupils. The
teacher (or a pupil) instructs the class to carry

out actions by saying, for example, Simon says
turn left or Simon says turn right. If the teacher
does not begin the instruction with Simon says,
pupils should not follow the instruction.
Anyone who fails to follow an instruction
preceded by Simon says, or follows an instruction
not preceded by Simon says, is out of the game.
The last pupil who remains is the winner.
Kim’s game
•

This is a memory game for revising
vocabulary. Collect a group of items of the
same type, e.g. fruit. Arrange the items on a
desk and cover them with a piece of cloth,
without pupils seeing them. Have a brief
discussion with the class on what might be
under the cloth, based on the shape and
size of what they can see.

•

Divide the class into groups. Show the class
the items under the piece of cloth for 60
seconds. Then cover the items again and
ask each group to write down the names
of as many objects as they can remember.
Groups get a point for each correct item.
The group with the most points wins the
game.

Introduction

XVII

XVIII

Tiếng Anh 5 – Sách giáo viên

Introduction

XIX

Unit 1

What’s your address?

1 Look, listen and repeat.
a

Hi, Nam! Nice to see
you again.

Hi, Mai. Nice to see
you, too. Mai, this is
Trung. He’s a new
pupil in our class.

Hello, Trung.
Nice to meet you.

Nice to meet
you, too.

Where are you from, Trung?

What’s your
address in Ha Noi?

I’m from Da Nang. But now I live
with my grandparents in Ha Noi.

I live in Flat 18 on the second
ﬂoor of Ha Noi Tower.

Point and say.
What’s your address?

105, Hoa Binh
Lane
6
16

It’s 81, Tran Hung
Dao Street. Where
do you live?

97, Village Road

tập 1
Tiếng Anh 5 – Tập

It’s _______________.

75, Hai Ba Trung
Street

Flat 8, second ﬂoor,
City Tower

Objectives

By the end of this unit, pupils can
• use the words and phrases related to the topics Addresses and hometown.
• ask and answer questions about one’s address, using What’s your address? It’s …
• ask and answer questions about what a village/town/city is like, using What’s the … like? It’s …
• pronounce two-syllable words with the stress on the first syllable: ‘city, ‘village, ‘mountains
and ‘tower.
Warm-up: Have the class play Slap the board, using the pictures and names of the characters that
they have learnt in Tieng Anh 3 and Tieng Anh 4, like Mai, Nam, Quan, Phong, Linda, Tony, Tom, Hakim
and Akiko. When the game is over, get them to point at each picture and say sentences. For example,
This is Mai. She’s from Viet Nam. She’s Vietnamese. At the end of the game, introduce Unit 1 by writing
the title on the board and have pupils repeat it aloud.

1. Look, listen and repeat.
• Have the class look at the pictures. Introduce the story by pointing at each character and elicit
their answers to the questions: Who’s this? What’s his/her name? Is he/she a newcomer? Where’s
he/she from? Where’s he/she living now? (In Picture a, Nam is greeting Mai and introducing her
to Trung, a new pupil in their class. In Picture b, Mai and Trung greet each other. In Picture c,
Trung says he’s from Da Nang and he lives in Ha Noi now. In Picture d, Mai asks him What’s
your address in Ha Noi? and he answers It’s 81, Tran Hung Dao Street.)
• Play the recording all the way through for the class to listen and follow in their books. Play it
again for them to repeat line by line. Finally, point to each picture for them to say the words
in each bubble.

2. Point and say.
• T ell the class that they are going to practise asking and answering questions about one’s
address, using What’s your address? It’s …
• Revise numbers 10 to 100 with the class.
• Point at each picture and ask the question What’s your address? for pupils to answer chorally.
• Have pupils practise asking and answering in pairs. Monitor the activity and offer help, if
necessary.

• Invite one or two pairs to speak to check their performance.
Language notes:
• Teach pupils to read the numbers and words under the pictures: 97 (ninety-seven), 105
(one-o-five/one hundred and five), lane, tower, flat and floor.
• Different ways of saying addresses/hometowns: My address is 97, Village Road./I live
at 97, Village Road./My address is Flat 8 on the second floor of City Tower./My hometown
is Da Nang./I’m from Viet Nam.
• Remind the class that the first letter of street, lane and tower are in capital letters if there
is a proper name before it (e.g. Hoa Binh Lane).

Unit 1 What’s your address?

3 Let’s talk.
Ask and answer questions about addresses.
I’m from __________.

Where are you from?
What’s your address?
Where do you live?

It’s __________.
I live __________.

4 Listen and complete.

1. Linda: ___________________, High Street
2. Tony: ___________________, Green Lane
3. Peter: 765, ___________________

4. Tom: ___________________ of City Tower

5 Read and complete.
street
address
lives
from

Trung is a new pupil in Class 5B. He is (1) ___________
Da Nang. Now he (2) ___________ with his grandparents
in Ha Noi. His (3) ___________ is 81, Tran Hung Dao
(4) ___________, Hoan Kiem District.

Let’s sing.

The wheels on the bus
The wheels on the bus go round and round,
Round and round, round and round.
The wheels on the bus go round and round all day long.
The bells on the bus go ding, ding, ding,
Ding, ding, ding, ding, ding, ding.
The bells on the bus go ding, ding, ding all day long.
The wheels on the bus go round and round,
Round and round, round and round.

The wheels on the bus go round and round
All day long, all day long, all day long.

Tiếng Anh 5 – tập 1

Unit 1 What’s your address?

3. Let’s talk.
• Tell the class that they are going to practise further by asking and answering questions about
addresses. Get pupils to work in groups of four to ask each other’s addresses. Remind them to
use the questions and answers in their books.
• Set a time limit for the class to practise. Monitor the activity and offer help, if necessary.
• Invite a few pupils to repeat their interviews to the class. Then give feedback.
Language notes:
• We answer the question Where are you from? with the country or city we live in (e.g. I’m
from Viet Nam/Ha Noi.) We answer the question Where do you live? with the country, city,
town, village, street we live in, or our full address.
• I live in + flat/street/village/town/city/country
I live at + number + street/road/lane
I live on + road/the first/second/third/fourth/fifth floor
Warm-up: Spend a few minutes revising the story in Activity 1 by inviting three pupils to act out the
story.

4. Listen and complete.
• Tell pupils that they are going to listen to the recording and complete the addresses.

• Play the recording all the way through for pupils to listen. Play it again for them to do the
task.
• Get them to compare their answers before checking as a class. Play the recording again to
confirm the answers. Give explanations for answers which pupils find difficult.
Key: 1 208 2 321 3 White Street 4 the second floor
Audio script
1. Phong: What’s your address, Linda?
Linda: It’s 208, High Street.

2. Nam: Where do you live, Tony?
Tony: I live at 321, Green Lane.

3. Mai:
What’s your address, Peter?
Peter: It’s 765, White Street.

4. Quan: Where do you live, Tom?
Tom: I live on the second floor of City Tower.

5. Read and complete.
• Tell the class that they are going to read and fill the gaps with street, address, lives and from.
Give them a few seconds to read the sentences. Remind them to focus on the context to
select the appropriate words from the box.
• Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if
necessary.
• Get them to compare their answers in pairs before checking as a class.
Key: 1 from 2 lives 3 address 4 Street

6. Let’s sing.
• Tell the class that they are going to sing The wheels on the bus. Have them read the lyrics and

teach the unfamiliar words. Check comprehension.
• Play the recording all the way through for pupils to listen and follow in their books. Play it again
for them to repeat line by line. When the class are familiar with the melody, ask them to sing
along with the music before having them practise singing and doing actions in groups.
• Invite a group to sing the song and do actions.
Unit 1 What’s your address?

1 Look, listen and repeat.
What’s your
hometown, Trung?

Oh, I like Da Nang.
Did you live in the city?

It’s Da Nang.

a
What’s
your
village
like?

b
It’s
small
and
quiet.

No, I didn’t. I lived in a
village in the mountains.
Is it beautiful?

Yes, I think so.

2 Point and say.
What’s the ________________ like?

city/big
and busy

It’s ________________.

village/far
and quiet

town/large
and crowded

island/small and
pretty

3 Let’s talk.

Ask and answer questions about where you live.
Where do you live?
What’s it like?
Who do you live with?

Tiếng
Tiếng Anh
Anh 55 –– tập
Tập 11

I live __________.
It’s __________.
I live with __________.

Warm-up: Spend a few minutes having the class sing The wheels on the bus. Then get them to play
Spelling bee with lane, flat, tower, mountains, city, village and hometown. Finally, have pupils make
sentences with the words used in the game.

1. Look, listen and repeat.

• Tell the class that they are going to read a story. Have them look at the pictures and guess
what the story is about. Check their comprehension by pointing at each picture to elicit their
answers to these questions: What’s his name? Who’s he talking with? Where does he live? What’s
the village like? (Nam is talking to Trung. In Picture a, Nam asks what Trung’s hometown is and
Trung says it’s Da Nang. In Picture b, Nam asks about where Trung lived and Trung says he lived
in a village. In Picture c, Nam asks What’s your village like? and Trung answers It’s small and quiet.
In Picture d, Nam asks if it’s beautiful and Trung says it is.)
• Play the recording all the way through for pupils to listen and follow in their books. Play it
again for them to repeat the lines in the bubbles. Finally, point to each picture for them to say
the words in each bubble.

2. Point and say.
• Tell the class that they are going to practise the questions and answers describing a place,
using What’s the … like? It’s …
• Revise the adjectives big, far, large and small and teach the new ones: busy, quiet, crowded and
pretty. Have the class repeat all the adjectives twice before asking them to practise saying
sentences. (E.g. My city is big and busy. My village is far and quiet.)
• Point at the pictures and ask What’s the … like? for the class to answer, using the prompts.
• Ask them to work in pairs. Monitor the activity and offer help, if necessary.
• Invite one or two pairs to perform the activity. Then give feedback.

3. Let’s talk.
• Tell the class that they are going to practise further by asking and answering questions about
where they live.
• Set a time limit for pupils to practise talking. Remind them to answer the questions with
information about themselves.
• Invite one or two pairs to act out their conversations. Then give feedback.

Unit 1 What’s your address?

Page 6address, lane,tower, like, quiet,crowded, prettyWord stress’city’village’mountains’towerUnit 2 I always get up early. How about you?Page 12• Asking and answeringquestions aboutsomeone’s daily routine• Asking and answeringquestions aboutfrequencyWord stress’always’usually’often’sometimes• What do you do …?I always/usually/often …• How often …?I … every day/once/twice …a week/a month.brush teeth, domorning exercise,always, usually,often, sometimes,once, twice,partner, projectUnit 3 Where did you go on holiday?• Asking and answering• Where did you go on holiday?questions about pastI went to …holidays• How did you get there?• Asking and answeringI went by …questions about means oftransportPage 18island, ancienttown, imperialcity, underground,motorbike, coach,getUnit 4 Did you go to the party?• Asking and answeringquestions about whethersomeone did something• Asking and answeringquestions about whatsomeone did at a party• Did you …?Yes, I did./No, I didn’t.• What did you do at the party?I …Page 24enjoy, join, funfair,chat, cartoon, pastsimple of irregularverbs: did, had, ate,went, sangUnit 5 Where will you be this weekend?• Asking and answeringquestions about wheresomeone will be• Asking and answeringquestions about whatsomeone will do• Where will you be …?I think I’ll be …• What will you do …?I think I’ll …I don’t know. I may …Review 1IITiếng Anh 5 – Tập 1Word stress’motorbike’underground’holiday’familyWord stress’party’Sundayen’joyedin’vitePage 30will, think, may,explore, cave, boat,build sandcastles,on, in, at, byWord stress’seaside’islands’countrysidePage 36ME AND MY SCHOOLCompetencesSentence PatternsVocabulary PronunciationUnit 6 How many lessons do you have today?Page 40• Asking and answeringquestions about lessons• Asking and answeringquestions about howoften someone has asubjectSentence stress’How many ‘lessons do you’have to’day?I ‘have ‘four.• How many lessons do youhave today?I have …• How often do you have …?I have it + frequencyexpressionrevision of daysof the week,once/twice aweek, three/four times aweekUnit 7 How do you learn English?• Asking and answeringquestions about howsomeone learns English• Asking and answeringquestions about theimportance of learningEnglish• How do you practise …?I …• Why do you learn English?Because I want to …Page 46speak, listen,write, read,email, shortstory, practise,foreignUnit 8 What are you reading?• Asking and answeringquestions about whatstory/book someone isreading• Asking and answeringquestions about what thecharacter in a story is like•What are you reading?I’m reading …• What’s … like?He’s/She’s …Page 52names of books/stories, kind,hard-working,clever, gentle,generous,funny, fairy taleUnit 9 What did you see at the zoo?• Asking and answeringquestions about animalsin a zoo• Asking and answeringquestions about whatanimals did in the zoo•What did you see at thezoo?I saw …• What did the … do whenyou were there?They …Review 2Glossary• When will … be?It’ll be on …• What are you going to doon Sports Day?I’m going to …Sentence stress’What are you ‘reading?I’m ‘reading The ‘Fox andthe ‘Crow.’What’s ‘Snow ‘White ‘like?She’s ‘kind.Page 58python,peacock,gorilla, roar,move, panda,quietly,loudly, slowly,beautifullyUnit 10 When will Sports Day be?• Asking and answeringquestions about schoolevents• Asking and answeringquestions about whatsomeone is going to do/play on Sports DaySentence stress’How do you ‘practise’speaking?I ‘speak ‘English ‘every ‘day.’Why do you ‘learn ‘English?Be’cause I ‘want to ‘sing’English ‘songs.Sentence stress’When did you ‘go to the ‘zoo?I ‘went there ‘yesterday.’What did the ‘tigers ‘dowhen you were ‘there?They ‘roared ‘loudly.Page 64Sports Day,singingcontest,IndependenceDay, tabletennisSentence stress’When will ‘Sports ‘Day ‘be?It’ll be on ‘Saturday.’What are you ‘going to ‘doon ‘Sports ‘Day?I’m ‘going to ‘play ‘football.Page 70Page 74Book MapIIIBOOK MAPME AND MY FAMILYCompetencesSentence Patterns VocabularyUnit 11 What’s the matter with you?• Asking and answeringquestions about commonhealth problems• Giving and responding toadvice on common healthproblems• What’s the matterwith you?I have …• You should/shouldn’t …Yes, I will./OK, I won’t.Page 6toothache,earache, sorethroat, stomachache, dentist,take a rest, carry,sweetUnit 12 Don’t ride your bike too fast!• Expressing and respondingto concerns about possibleaccidents at home• Asking and answeringquestions about accidentprevention• Don’t …!OK, I won’t.• Why shouldn’t I …?Because …PronunciationIntonationWhat’s the matter withyou?I have a headache.Page 12knife, matches,stairs, stove, arm,leg, climb, rundown, fall off,break, cut, burnIntonationDon’t play with the knife!OK, I won’t.Why shouldn’t I play with theknife?Because you may cutyourself.Unit 13 What do you do in your free time?Page 18• Asking and answeringquestions about whatsomeone does in his/her freetime• Asking and answeringquestions about what afamily member does in his/her free timeIntonationWhat do you do in your freetime?I surf the Internet.hat do you do in• Wyour free time?I …• What does your … doin his/her free time?He/She …free time, karate,fishing, skating,campingUnit 14 What happened in the story?• Asking and answeringquestions about whathappened in a story• Asking and answeringquestions about someone’sopinions of a book/story/character• What happened inthe story?First,/Then/Next,/Inthe end, …• Whatdo you thinkof …?I think …Page 24order, far away,watermelon,seed, intelligent,greedyIntonationWhat happened in thestory?First, King Hung ordered MaiAn Tiem and his family tolive on an island.Unit 15 What would you like to be in the future?Page 30• Asking and answeringquestions about whatsomeone would like to be inthe future• Asking for and giving reasonsIntonationWhat would you like to be inthe future?I’d like to be a nurse.Review 3IVTiếng Anh 5 – Tập 2• Whatwould you liketo be in the future?I’d like to be a/an …• Whywould you liketo be …?Because I’d like to …pilot, writer,architect,patient, lookafter, designPage 36ME AND THE WORLD AROUNDCompetencesSentence PatternsVocabularyUnit 16 Where’s the post office?• Asking and answeringquestions about directions• Asking and answeringquestions about means oftransport• E xcuse me, where’sthe …?It’s …• How can I get to …?You can …Page 40bus stop, postoffice, theatre,museum, next to,opposite, between,on the cornerUnit 17 What would you like to eat?• Asking and answeringquestions about whatsomeone would like to eator drink• Asking and answeringquestions about thequantity of food and drink• What would you like toeat/drink?I’d like …, please.• How many/much … doyou eat/drink everyday?I eat/drink …PronunciationIntonationWhere’s the postoffice?It’s opposite thestadium.Page 46a bowl/packet/bar/glass/carton/bottleof …, sausage, egg,biscuit, chocolateIntonationWhat would you like toeat?I’d like a banana,please.Unit 18 What will the weather be like tomorrow?Page 52• Asking and answeringquestions about theweather• Asking and answeringquestions about theseasonsIntonationWhat will the weather belike tomorrow?It will be hot andsunny.• What will the weatherbe like tomorrow?It will be … and …• What’s … like in yourcountry?It’s usually …There is/are …snowy, wind, foggy,warm, cool, spring,summer, autumn,winter, snow,forecast, season,dry, wet, tomorrowUnit 19 Which place would you like to visit?Page 58• Asking and answering• Which place would youquestions about whichlike to visit, … or …?place someone would likeI’d like to visit …to visit• What do you think of …?• Asking and answeringIt’s more … than Iquestions about someone’sexpected.opinions about a placeIntonationWhich place would youlike to visit,Trang Tien Bridgeor Thien Mu Pagoda?I’d like to visit Thien MuPagoda.museum, pagoda,bridge, temple,attractive, exciting,interesting,expectedUnit 20 Which one is more exciting, life in the city orlife in the countryside?• Asking and answeringquestions to compareplaces (adjectives with oneor two syllables)• Asking and answeringquestions to compareplaces (adjectives withthree syllables)Review 4Glossary• Which one is …, … or …?I think …• Which one is more …, …or …?I think …noisy, noisier,busier, expensive,exciting, peacefulPage 64IntonationWhich one is bigger,Londonor Hue?I think London is.Page 70Page 74Book MapIntroductionContentsIntroductiON…………………………………………………………………………………… 6Unit 1What’s your address? ………………………………………. 20Unit 2I always get up early. How about you? ……….. 26Unit 3Where did you go on holiday? ………………………. 32Unit 4Did you go to the party? …………………………………. 38Unit 5Where will you be this weekend? …………………… 44Review 1………………………………………………………………………………… 50Unit 6How many lessons do you have today? ………. 54Unit 7How do you learn English? ……………………………. 60Unit 8What are you reading? . …………………………………… 66Unit 9What did you see at the zoo? …………………………. 72Unit 10When will Sports Day be? ………………………………… 78Review 2………………………………………………………………………………… 84Unit 11What’s the matter with you? ………………………….. 88Unit 12Don’t ride your bike too fast! ……………………….. 94Unit 13What do you do in your free time? . ……………. 100Unit 14What happened in the story? ……………………….. 106Unit 15What would you like to be in the future? …. 112Review 3……………………………………………………………………………….. 118Unit 16Where’s the post office? ………………………………….122Unit 17What would you like to eat? ………………………….128Unit 18What will the weather be like tomorrow? …134Unit 19Which place would you like to visit? . ……….. 140Unit 20Which one is more exciting, life in the cityor life in the countryside? …………………………… 146Review 4………………………………………………………………………………..152GLOSSARY………………………………………………………………………………..156VITiếng Anh 5 – Sách giáo viênINTRODUCTIONTiẾng Anh 5 is the third level of the three-level English textbook series for Vietnameseprimary school pupils learning English as a foreign language (EFL). The series follows thecurriculum approved by the Ministry of Education and Training in August 2010, and coversa communicative, theme-based and learner-centred approach to the basic English languageskills, with emphasis on listening and speaking for early levels.UNIT COMPONENTSTiếng Anh 5 Student’s Book follows a sequence of presentation, practice and productionto develop English at a basic level through four themes, twenty topic-based units and fourreview units. The book is richly illustrated and cross-curricular in format to provide pupils witheasy-to-grasp, memorable lessons and an enjoyable experience of learning English.Each unit consists of three lessons on a topic related to one of the four themes: Me and MyFriends, Me and My School, Me and My Family and Me and the World Around, all of which aredesigned to invoke a sense of familiarity. The activities in the lessons are organized to facilitatethe development of listening, speaking, reading and writing.Each lesson provides material for two teaching periods (equal to seventy minutes). The firsttwo lessons focus on two language competences of the units. The lessons contain a widerange of activities arranged in a logical progression, helping pupils to develop critical thinking,coordination and the ability to interact with each other as they learn to understand and useEnglish in both its spoken and written forms.A variety of extra activities are included such as singing, chanting, TPR (total physical response)activities and exciting games. A creative project at the end of each unit aims to facilitate pupils’ability to reproduce language in a fun and engaging way.The Student’s Book creates a feeling of familiarity through the appearance of both Vietnameseand foreign characters, such as Mai, Nam, Quan, Phong, Hoa, Linda, Peter, Tom and Tony.The following is a brief description of how a unit is organized.IntroductionVIILESSON 1Unit 1What’s your address?3 Let’s talk.Ask and answer questions about addresses.I’m from __________.Where are you from?What’s your address?1 Look, listen and repeat.Hi, Nam! Nice to seeyou again.Hi, Mai. Nice to seeyou, too. Mai, this isTrung. He’s a newpupil in our class.Hello, Trung.Nice to meet you.Where do you live?It’s __________.I live __________.4 Listen and complete.1. Linda: ___________________, High Street2. Tony: ___________________, Green Lane3. Peter: 765, ___________________4. Tom: ___________________ of City TowerNice to meetyou, too.Where are you from, Trung?What’s youraddress in Ha Noi?5 Read and complete.streetIt’s 81, Tran HungDao Street. Wheredo you live?addresslivesfromI’m from Da Nang. But now I livewith my grandparents in Ha Noi.I live in Flat 18 on the secondﬂoor of Ha Noi Tower.What’s your address?105, Hoa BinhLane97, Village RoadIt’s _______________.75, Hai Ba TrungStreetFlat 8, second ﬂoor,City TowerTiếng Anh 5 – Tập 1Lesson 1 focuses on the first languagecompetence of the unit and consists of sixsections.1. Look, listen and repeat.This section presents the contexts in whichthe first language competence is introduced.It provides pupils with reading, listening andoral practice.2. Point and say.This section provides for the controlledpractice of the first language competence, keyvocabulary and grammar points. Mechanicaldrills such as repetition, substitution andquestion-and-answer help pupils to get familiarwith vocabulary and grammar structures beforethey learn to reproduce the language in a widercontext.3. Let’s talk.This section offers pupils further practice on thekey language and allows them to consolidatewhat they have learnt. They interact with theirclassmates by asking and answering questionsfollowing the given structures.VIIILet’s sing.The wheels on the busThe wheels on the bus go round and round,Round and round, round and round.The wheels on the bus go round and round all day long.Point and say.Trung is a new pupil in Class 5B. He is (1) ___________Da Nang. Now he (2) ___________ with his grandparentsin Ha Noi. His (3) ___________ is 81, Tran Hung Dao(4) ___________, Hoan Kiem District.Tiếng Anh 5 – Sách giáo viênThe bells on the bus go ding, ding, ding,Ding, ding, ding, ding, ding, ding.The bells on the bus go ding, ding, ding all day long.The wheels on the bus go round and round,Round and round, round and round.The wheels on the bus go round and roundAll day long, all day long, all day long.Unit 1 What’s your address?4. Listen and complete/tick/match/number/circle/write.This section focuses on improving listeningskills. Pupils look at the pictures/read the textas they listen to the recording and show theircomprehension by writing/ticking/circling thecorrect answers or matching/numbering thepictures.5. Read/Look and complete/match/write.This section helps pupils to use the vocabularyand structures they have learnt. They are askedto write the answers using visual and/or textualprompts, or match questions and answers.6. Let’s sing/play.This section contains an interesting andeasy-to-learn song or a game. The song helpspupils to practise the pronunciation, stress,rhythm and intonation of English through TPRand interaction with each other. The gameallows pupils to use the key vocabulary and/or grammar structures learnt in the lesson andfosters cooperation among them.LESSON 24 Listen and circle a or b.1. Tom lives in a ____________________________.1 Look, listen and repeat.What’s yourhometown, Trung?Oh, I like Da Nang.Did you live in the city?2. Tony’s city is _____________________________.3. Peter’s town is ___________________________.It’s Da Nang.What’syourvillagelike?It’ssmallandquiet.No, I didn’t. I lived in avillage in the mountains.Is it beautiful?4. Linda lives in a1. What’s your address?Yes, I think so.city/bigand busyvillage/farand quiettown/largeand crowded6 Let’s play.island/small andprettyb. large and busya. big and crowdedb. small and busya. big and busy cityb. small and busy city___________________________________________________________________4. Do you like living there? Why?/Why not? ________________It’s ________________.a. crowded and busy______________________________________2. What’s your hometown like?3. Who do you live with?What’s the ________________ like?b. pretty and busy town5 Write about you.2 Point and say.___________________________.a. pretty and quiet villageS p otthe difference3 Let’s talk.Ask and answer questions about where you live.Where do you live?What’s it like?Who do you live with?I live __________.It’s __________.I live with __________.Tiếng Anh 5 – Tập 1Lesson 2 focuses on the second languagecompetence of the unit and consists of sixsections. The components of Sections 1, 2, 3and 6 in Lesson 2 (1. Look, listen and repeat;2. Point and say; 3. Let’s talk; and 6. Let’s play/sing) follow the same pattern as in Lesson 1.Unit 1 What’s your address?4.Listen and circle/number/write/complete/tick.This section presents pupils with anotherlistening activity. They listen to the recordingand indicate their comprehension bycircling/writing/ticking the correct answers ornumbering the pictures.5. Write about you./Read andcomplete/write.This section helps pupils to use the vocabularyand structures they have learnt in Lesson 1and Lesson 2. They are asked to write aboutthemselves or complete a passage about thetopic of the unit, using visual and/or textualprompts.IntroductionIXLESSON 34 Read and tick Yes (Y) or No (N).1 Listen and repeat.Linda lives in a ‘city.’cityMy best friend lives in a ‘village.’village’mountainsI live in the ‘mountains.He lives in a tall and quiet ‘tower.’tower2 Listen and circle a orb. Thenthea sentencesListenand saycircleor b. Then say the sentencesaloud.aloud.1. Linda lives in a big ____________.2. They live in the ____________.3. We live in Binh Minh ____________ .a. countryb. citya. countrysideb. mountainsa. Towerb. Town3 Let’s chant.Where do you live?Where do you live?I live in Quang Trung Street.Where do you live?I live in Green Avenue.Where do you live?I live in Green Tower.What’s Green Tower like?It’s tall and quiet.What’s your flat like?It’s big and pretty.10Tiếng Anh 5 – Tập 1Lesson 3 focuses on pronunciation, and readingand writing skills. It contains seven sections.1. Listen and repeat.This section teaches pronunciation, focusing onword stress, sentence stress and intonation.These features of spoken English are whatmight cause problems to young Vietnameselearners. Words or sentences from Lesson 1 andLesson 2 are used as examples. By listening andrepeating, pupils become familiar with stressand intonation of different words/sentences.2. Listen and circle/underlinethe stressed words/mark thesentence intonation./Write theodd one out. Then say the words/sentences aloud/ask and answer.This section helps pupils to practise thestress/intonation patterns that they have learnt.Pupils listen to the recording and circle/write/underline the answers or mark the intonation,then read the words/sentences aloud or practiseasking and answering the questions.3. Let’s chant./Listen to the story.This section contains a chant which usessounds, words or structures that pupils haveTiếng Anh 5 – Sách giáo viênTrung lives with hisgrandparents in Ha Noi. Hisaddress is 81, Tran Hung DaoStreet, Hoan Kiem District,Ha Noi. The family lives onthe fourth floor of Ha NoiTower. Their flat is big andmodern. It has a fine view.Trung likes the new placebecause it is in the city centreand near his new school.1. Trung lives with hisparents in Ha Noi.2. He lives in a tower.3. His flat is far fromthe city centre.4. His new school isnear his home.5. Trung likes his newhome.5 Write about your friend.1. What’s his/her name?2. Where is he/she from?3. What’s his/her address?4. Who does he/she live with?5. What’s his/her home like?6. Does he/she like his/her hometown?Why?/Why not?6 ProjectDraw a house and write its address.7 Colour the stars.Now I can …t ask and answer questions about addresses andhometowns.t listen to and understand texts about addresses andhometowns.t read and understand texts about addresses andhometowns.t write about my friend’s address and hometown.Unit 1 What’s your address?11learnt in the unit. Like songs, chants are ahelpful way of practising the pronunciation,stress, rhythm and intonation of English. Forthe unit about stories, we ask pupils to listen toa story in this section to arouse their interest inEnglish stories.4. Read and answer/complete/tick/circle/match/write/do the tasks.This section aims to improve pupils’ readingcomprehension. It provides pupils withdifferent types of texts. Pupils show theirunderstanding of the texts through answeringquestions, completing sentences, ticking/circling/writing the correct answers or matchingthe correct pictures. Some reading passages inlater units are followed by two comprehensionactivities.5. Write …/Read and write.This section aims to improve pupils’ writingskills. It asks pupils to write about the topicof the unit. Where possible, this section hasbeen personalized for pupils. It also providesan opportunity to revise the main vocabulary/sentences/structures in the unit. In some units,pupils are asked to read a short text and writeabout the text.6. ProjectThis section provides pupils with an interestingproject to carry out independently or ingroups. The purpose of this section is to fostercooperation and interaction among the classwhile offering another opportunity for pupilsto practise what they have learnt in the unit.7. Colour the stars.This section gives pupils the opportunityto review what they have learnt and decidehow confident they are about achieving theobjectives of the unit by colouring the stars(three stars = very good; two stars = good;one star = OK). To support pupils who havedifficulty with certain objectives, you maygive additional homework for extra practicefor those objectives. You may also recycle thetarget language in later units. (E.g. Recycleaddresses from Unit 1 when you teach Unit 4Did you go to the party? by asking pupils to tellyou the address where the party is held.) Askingcompetent pupils to help others is also a way tosupport weaker pupils.TEACHING THE UNIT COMPONENTSLook, listen and repeat. (Section 1,Lesson 1 and Lesson 2)• Tell the class what they are going to learnin the lesson, i.e. the English languagecompetence (e.g. Asking and answeringquestions about what a village/town/city is like). This is very important at thebeginning of the lesson, because pupilscan only perform well if they understandwhat is expected.• Have pupils look at the pictures to discussthe context or the story in which thelanguage is used. Ask them questions suchas Who are they? Where are they? Whatare they doing/talking about? Explain thecontext and draw pupils’ attention to thetarget language items.• Play the recording a few times for pupils tolisten and repeat. Do choral and individualrepetition, pointing to the charactersspeaking.Point and say. (Section 2, Lesson 1and Lesson 2)• Tell the class that they are going to practiseusing the English language items.• Have them look at the speech bubbles tounderstand how the language is used. Askthem to look at the pictures to identify howthe language is used in different contexts.Teach the new words and/or phrases underthe pictures.• Point to the first picture and ask thequestion for the class to answer in chorus,using the prompts under the pictures.• Repeat the same procedure with the restof the pictures. Then tell pupils to practisein pairs, using the patterns in the bubblesand the picture cues.• Call on a few pairs to act out the dialoguein front of the class. Check as a class andcorrect pronunciation, if necessary.Let’s talk. (Section 3, Lesson 1 andLesson 2)• Tell the class that they are going to revisewhat they have learnt in the lesson(s), usinginformation about themselves wheneverpossible. Remind them how to use theEnglish language items.• First, ask them to look at the suggestedquestion(s) and answer(s). Then ask a pairto ask and answer the question(s) as anexample. Put the exchanges on the boardand ask the class to do choral and individualrepetition, if necessary.• Have pupils work in pairs, acting out thelanguage they have learnt.• Call on a few pairs to act out the exchangesin front of the class. Correct thepronunciation, if necessary.In order to facilitate peer review andinformal learning, encourage pupils toobserve and give comments preferably inEnglish. Comments may focus on language,performance and attitude (e.g. All correct./You made a mistake./Good pronunciation.)IntroductionXIListen and complete/tick/match/number/circle/write. (Section 3,Lesson 1 and Section 4, Lesson 2)• Tell pupils that they are going to listen to therecording and complete the sentences/tick/number/circle/write the correct answersor match the pictures to show theircomprehension.• Have them look at the pictures to identifythe similarities and differences, or read thesentences and guess the words/phrases tofill in the gaps. Check understanding.• Play the recording a few times. Ask pupilsto listen to the recording and do the task.Tell them not to worry if they cannotunderstand every word, and that theyshould focus on the information they needto complete the task.• Get them to swap their answers before youcheck as a class. Monitor the activity andoffer help, if necessary.Read and answer/complete/tick/circle/match/write/do the tasks.(Section 5, Lesson 1 and Section 4 or5, Lesson 3)• Tell pupils that they are going to read thetext and do the task that follows.• First, get them to look at the tasks/questions under the text to identify theinformation they need. Then ask themto read the text, focusing on the targetinformation. Get pupils to work in pairs orgroups, if necessary.• Give them time to do the taskindependently. Go around offering help,if necessary.• Get pupils to swap their answers beforechecking as a class. If there is enough time,ask pupils further questions about thetext.Let’s sing/chant. (Section 6, Lesson1 and Section 3, Lesson 3)Tell pupils that they are going to sing asong/say a chant.XIITiếng Anh 5 – Sách giáo viênHave them read each line of the lyrics.Explain the new words or structures, ifnecessary. Check comprehension.Play the recording all the way through.Ask pupils to do choral and individualrepetition of the song/chant line by line.When pupils are familiar with the tune andrhythm, ask a group to the front of the classto sing the song/say the chant. The classmay sing/say along and clap hands or doactions.Have the class sing the song/say the chantagain and clap their hands or do actions toreinforce the activity.Write … (Section 5, Lesson 3)• Tell pupils that they are going to writeabout the topic of the unit by answeringsome questions or completing a shortparagraph.• Give them a few seconds to look at thepicture cues/questions/paragraph in silence.Have pupils work in pairs or groups todiscuss what they are going to write. Checkcomprehension.• Give them time to do the taskindependently. Go around offering help,if necessary.• Get pupils to swap their answers and read.If there is time, ask one pupil to write theparagraph on the board and discuss it withthe class.Let’s play. (Section 6, Lesson 2)• Tell pupils that they are going to play agame. You may refer to the Games sectionfor the rules of the games.• Make sure pupils understand clearly howto play the game by demonstrating it infront of the class with a few pupils. Checkcomprehension.• Ask pupils to play the game in teams.• Team games are more competitive andexciting. Keep the score on the board andencourage a spirit of cooperation. You mayprepare small prizes for the winners, suchas sweets or stationery.Listen and repeat. (Section 1,Lesson 3)• Tell pupils that they are going to practisesaying the target words/sentences, payingattention to the word stress/sentencestress/intonation.• First, put the target words/sentences onthe board or have pupils point to themin their books. Play the recording and askthem to repeat a few times. Draw theirattention to the word stress/sentencestress/intonation.• Do choral and individual repetition ofthe words/sentences until pupils feelconfident.• Get some pupils to perform in front ofthe class. Check as a class and correct thepronunciation, if necessary.Listen and circle/underline thestressed words/mark the sentenceintonation./Write the odd oneout. Then say the words/sentencesaloud/ask and answer. (Section 2,Lesson 3)• Tell pupils that they are going to listento the recording, circle/write/underlinethe correct answers or mark the sentenceintonation.• Give them a few seconds to read thesentences in silence and guess theanswers.• Have them listen to the recording and dothe task. If necessary, have them listen tothe recording more than once. Give themtime to do the task independently. Goaround and offer help, if necessary.• Have pupils swap their answers beforechecking as a class. Then tell them to saythe sentences aloud.Project (Section 6, Lesson 3)• Tell pupils that they are going to do aproject.• Explain the project clearly to pupils. Preparethe necessary materials (e.g. scissors,crayons, cards, rulers). Then have pupils dothe project in pairs or groups. When theproject is finished, ask pairs or groups topresent their results to the class. If there isnot enough time in class, you may give theproject as homework.GENERAL TEACHING SUGGESTIONSThe following guidelines are for referencewhen you first use this coursebook in yourclass. Feel free to make any adjustments, asit is you who knows what you need to teachand what your pupils need to learn in yourown teaching and learning context.It is advisable to go through the contentsof the lesson and the teaching notesbefore you go into the classroom. This willfamiliarize you with the material and tellyou what to prepare for the lesson andwhat activities to conduct.Warm-upYou should do a warm-up activity at the startof every lesson. This is a short activity (fromtwo to five minutes) to draw pupils’ attentionto the way in which English is used. It is a goodway to revise the previous lesson and to leadinto the new one, as well as to check whatyour pupils already know. There are variouswarm-up activities you can do with your class.You can choose one which suits the lesson andyour pupils the best (e.g. You can get pupils tosing a song or play a game such as Simon says,Pelmanism, Bingo, Slap the board or Charades.)classroom managementPair workIt is advisable to vary the pairs of pupils.If the number of pupils is uneven, twopupils can share one role. Pupils shouldchange their partners regularly in order tochange the working atmosphere.You can get a “closed pair” (two pupils whosit next to each other) or an “open pair” (twopupils who sit apart from each other in theclassroom) to demonstrate an activity, ifnecessary.IntroductionXIIIGroup workIt is useful to divide pupils into groups offour or six according to some criteria, e.g.they have the same birthdays or hobbies.Separate pupils who are disruptive andencourage them by praising them whenthey cooperate.• As pupils work in pairs or in groups, it isimportant to monitor the activity. Walkaround and offer help, if necessary, butremember not to interfere with pupils’ workor correct all of their mistakes. Let themwork independently. Look at their abilityto use English, as well as the problemsor difficulties they encounter during theactivity. This will help you to prepare forrevision work later.Receptive classroom languageTime managementThe activities should be timed and stoppedbefore pupils lose interest or become distracted.A routine should be established for starting/stopping an activity, such as putting your handup or giving two claps to signal the end of theactivity.PraiseYoung learners love to be praised. Whenpupils perform an activity well, it is a goodidea to praise them (Good. Very good. Great.Well done. Good job. I like your role-play. Yourpronunciation is good., etc). Use specific praisewhenever possible. If a pupil cannot do a task, itis advisable to encourage him/her (Try again. orHave another try., etc.)Classroom language• English should be used as much aspossible in instructions and classroommanagement. This reinforces the languagepupils are learning. In order to helpthem understand English, it is useful toaccompany your English with somegestures. When you introduce moredifficult ideas, you may use Vietnamese.• The instructions should be simple, clearand logical to ensure pupils feelcomfortable and know what they arerequired to do.XIVTiếng Anh 5 – Sách giáo viênClassroom language can be dividedinto receptive language and productivelanguage. Pupils can understand andrespond to the receptive classroomlanguage, and use the productiveclassroom language when interactingwith the teacher or with other pupils.The following phrases are suggestedinstructions and expressions for use in yourteaching:Answer this/the question.Ask a question.Ask your neighbour/partner a question.Check your answers in pairs/groups.Close your books.Copy it into your notebook/onto a piece ofpaper/onto a sheet of paper.Correct/Not quite right.Draw a picture of …Goodbye/Bye.Hello/Hi/Good morning/Good afternoon.Here it is/you are.How do you spell it in English?I don’t think so.Listen to Linda/this/the dialogue/story/dialogue between Nam and Mai.Listen.Look at this/the board/picture(s)/photo(s)/puppet(s).Look.Open your books.Put up your hands.Put your books away.Quiet, please.Read this/the word(s)/dialogue aloud.Repeat after me, please.Repeat, please.Say it aloud.Say it in English/Vietnamese.Say it.Sit down, please.Spell it/the word(s).Stand up, please.Talk to your partner.Try again.Well done/Excellent/That’s right/That’s notcorrect.Work on your own.Write a question.Write a sentence of your own.Write the answer to this/the question.Write the answers to these/the questions.Productive classroom languageNot yet./I’ve done it.Can I borrow your pen/pencil/rubber?I think it’s …I understand/I don’t understand.I’m sorry. I can’t remember.I’m sorry. I don’t know.Is this/that right?It’s my/your go/turn.I’ve got one wrong/two right.Me too.Please.See you again/tomorrow/on Sunday/nextweek.Thank you/Thanks/Many thanks.What does it/this word/sentence mean?What’s … in English?What’s number one/two/three/four?How to end the lesson• In order to establish a classroom routine,it is advisable to end the lesson in a waywhich suits your teaching situation. Ifpupils stay in the classroom for otherclasses, you can give a signal to end thelesson such as putting your hand up,clapping your hands or tapping the boardand saying It’s time to stop, and get pupilsto say Goodbye. See you next time. whenyou leave the room.• If there is time, you can round off the lessonwith a song, rhyme, chant or game thatpupils have learnt in the unit.ACTIVITIES BANKSpelling and writingWrite the focus words on the board. Assignone word to each pupil to copy onto a piece ofpaper. Collect the pieces of paper and put theminto a box. Erase the words from the board. Putpupils into teams of four. Have the teams taketurns picking a piece of paper and say the wordaloud. The quickest team to raise their handsand spell the word correctly wins a point. Theteam with the most points at the end of thegame wins.DictationApart from reading aloud the focus words insample sentences for pupils to spell, you mayput pupils into pairs and ask them to take turnsreading aloud the words while their partnerswrite them on a piece of paper. They can thencheck each other’s answers.TPR (Total Physical Response)techniqueTPR is a language teaching techniquewhich helps pupils to associate languagewith particular actions, thus enhancing theirunderstanding. It is a fun way to help pupilsto understand the language without puttingtoo much emphasis, at this early stage, onproducing accurate English. The procedure ofusing TPR as a teaching technique is as follows:Play the recording or read the text. Teachpupils some actions associated with thetext and practise with them a few times.Have them close their books. Ask themto say the text again, giving them someprompts and doing the actions to remindthem of the text.IntroductionXVGAMESBingoDraw a word grid on the board and ask pupils tocopy it. Have them tell you the words they havelearnt in their lessons. List the words on theboard. Each pupil chooses nine words from thelist to copy into their grid. While they are doingthis, copy each word onto a piece of paper, putthe pieces of paper into a bag and mix them up.Select pupils to pick out a piece of paper andcall out the word. Pupils with that word in theirgrid can cross it out. The quickest pupil to crossout an entire row of words in their grid and callout Bingo is the winner. Alternatively, you cancontinue the game until one pupil has crossedout all the words.item for pupils to complete (e.g. Where did you____? How often ____? Why do you ____?) Putpupils into pairs. One is the X pupil and theother one is the O pupil. They should take turnscompleting one language item. They score anX (or O) for each sentence that is grammaticallycorrect. The pupil who is the first to put three Xs(or Os) in a horizontal, vertical or diagonal rowwins the game.Find someone who …Tell pupils that they have to find someone in theclass who fits your description. Use target wordsin the unit (e.g. Find someone who always doesmorning exercise.) The quickest pupil to find thatperson and say his/her name is the winner. Youmay also invite a pupil to give the instruction.Guessing gameDivide the class into groups of four or five. Apupil in Group 1 says a sentence about an objector animal, without saying the name of it, whilethe other groups guess. Group 1 continues tosay sentences until any of the other groups canguess the object or animal correctly and wins apoint. The groups take turns saying sentencesabout an object or animal. The one which getsthe most points at the end of the game is thewinner.Pass the secret!The game is played in groups of six or seven. Askpupils to line up in rows. Whisper a sentence tothe first pupil in each row. The first pupil thenwhispers the sentence to the second one. Thelast pupil in the row says aloud the sentenceshe/he heard. The group that says the sentencecorrectly in the shortest time wins the game.Tic-tac-toeOn the board, draw a traditional tic-tac-toe gridof 3×3 squares. In each square, write a languageXVITiếng Anh 5 – Sách giáo viênCharades (Miming)This is a great game to revise vocabulary.Divide the class into two teams. Show the firstteam a vocabulary item. They must act it out.If the second team can guess the correct word,they get a point. Switch the teams and let thesecond team act out a word while the first teamguesses. You may need to do the actions withthe teams if they are shy at first.PelmanismThis is a card game for revising vocabularyand training memory. Prepare cards, eachwith a target vocabulary item on one side,and equal number of cards, each witha picture representing one of the targetwords. Put pupils into groups of six andgive each group a set of cards. (You mayprepare one set of cards and then photocopythem.) Each group should shuffle the cards anddistribute them face down on the table. Eachplayer in turn selects two cards and turns themface up. If they show a word and a picture whichmatch, that player wins the pair and continuesto turn over another pair. If the cards do notmatch, they are turned face down again andthe next player has a go. The game ends whenall the cards are gone. The winner is the playerwith the most cards.Physical line-upThis is a structure/grammar game. Prepareslips of paper with target sentences on.Then cut each of them into two halves and putall slips into a box. Ask pupils to each draw a slipof paper from the box. (The number of pupilsshould equal the number of slips in the box.)They should show the paper to the others andtry to find the matching sentence halves, standnext to each other, and say the sentences aloud.The quickest group to say the correct sentencewins a point. You may ask pupils to put the slipsof paper back into the box and start the gameagain.Slap the boardThis is a fun game which reinforces theassociation between written and spoken words.Prepare some rolled-up newspapers. Divide theclass into pairs and line them up. Give threeof the pairs each a rolled-up newspaper. Putflashcards of the target vocabulary on theboard, or write it on the board directly. Callout a word and the three pairs should slap thecorresponding word or picture on the board. Thequickest pair to slap the correct word/picturestays in the game and will play with anothertwo pairs of pupils. The pair which remains tillthe end of the game is the winner.Simon says …This is a classic and fun game. You can playthis game to revise the target grammarand/or vocabulary items with pupils. Theteacher (or a pupil) instructs the class to carryout actions by saying, for example, Simon saysturn left or Simon says turn right. If the teacherdoes not begin the instruction with Simon says,pupils should not follow the instruction.Anyone who fails to follow an instructionpreceded by Simon says, or follows an instructionnot preceded by Simon says, is out of the game.The last pupil who remains is the winner.Kim’s gameThis is a memory game for revisingvocabulary. Collect a group of items of thesame type, e.g. fruit. Arrange the items on adesk and cover them with a piece of cloth,without pupils seeing them. Have a briefdiscussion with the class on what might beunder the cloth, based on the shape andsize of what they can see.Divide the class into groups. Show the classthe items under the piece of cloth for 60seconds. Then cover the items again andask each group to write down the namesof as many objects as they can remember.Groups get a point for each correct item.The group with the most points wins thegame.IntroductionXVIIXVIIITiếng Anh 5 – Sách giáo viênIntroductionXIXUnit 1What’s your address?1 Look, listen and repeat.Hi, Nam! Nice to seeyou again.Hi, Mai. Nice to seeyou, too. Mai, this isTrung. He’s a newpupil in our class.Hello, Trung.Nice to meet you.Nice to meetyou, too.Where are you from, Trung?What’s youraddress in Ha Noi?I’m from Da Nang. But now I livewith my grandparents in Ha Noi.I live in Flat 18 on the secondﬂoor of Ha Noi Tower.Point and say.What’s your address?105, Hoa BinhLane16It’s 81, Tran HungDao Street. Wheredo you live?97, Village Roadtập 1Tiếng Anh 5 – TậpIt’s _______________.75, Hai Ba TrungStreetFlat 8, second ﬂoor,City TowerObjectivesBy the end of this unit, pupils can• use the words and phrases related to the topics Addresses and hometown.• ask and answer questions about one’s address, using What’s your address? It’s …• ask and answer questions about what a village/town/city is like, using What’s the … like? It’s …• pronounce two-syllable words with the stress on the first syllable: ‘city, ‘village, ‘mountainsand ‘tower.Warm-up: Have the class play Slap the board, using the pictures and names of the characters thatthey have learnt in Tieng Anh 3 and Tieng Anh 4, like Mai, Nam, Quan, Phong, Linda, Tony, Tom, Hakimand Akiko. When the game is over, get them to point at each picture and say sentences. For example,This is Mai. She’s from Viet Nam. She’s Vietnamese. At the end of the game, introduce Unit 1 by writingthe title on the board and have pupils repeat it aloud.1. Look, listen and repeat.• Have the class look at the pictures. Introduce the story by pointing at each character and elicittheir answers to the questions: Who’s this? What’s his/her name? Is he/she a newcomer? Where’she/she from? Where’s he/she living now? (In Picture a, Nam is greeting Mai and introducing herto Trung, a new pupil in their class. In Picture b, Mai and Trung greet each other. In Picture c,Trung says he’s from Da Nang and he lives in Ha Noi now. In Picture d, Mai asks him What’syour address in Ha Noi? and he answers It’s 81, Tran Hung Dao Street.)• Play the recording all the way through for the class to listen and follow in their books. Play itagain for them to repeat line by line. Finally, point to each picture for them to say the wordsin each bubble.2. Point and say.• T ell the class that they are going to practise asking and answering questions about one’saddress, using What’s your address? It’s …• Revise numbers 10 to 100 with the class.• Point at each picture and ask the question What’s your address? for pupils to answer chorally.• Have pupils practise asking and answering in pairs. Monitor the activity and offer help, ifnecessary.• Invite one or two pairs to speak to check their performance.Language notes:• Teach pupils to read the numbers and words under the pictures: 97 (ninety-seven), 105(one-o-five/one hundred and five), lane, tower, flat and floor.• Different ways of saying addresses/hometowns: My address is 97, Village Road./I liveat 97, Village Road./My address is Flat 8 on the second floor of City Tower./My hometownis Da Nang./I’m from Viet Nam.• Remind the class that the first letter of street, lane and tower are in capital letters if thereis a proper name before it (e.g. Hoa Binh Lane).Unit 1 What’s your address?6T3 Let’s talk.Ask and answer questions about addresses.I’m from __________.Where are you from?What’s your address?Where do you live?It’s __________.I live __________.4 Listen and complete.1. Linda: ___________________, High Street2. Tony: ___________________, Green Lane3. Peter: 765, ___________________4. Tom: ___________________ of City Tower5 Read and complete.streetaddresslivesfromTrung is a new pupil in Class 5B. He is (1) ___________Da Nang. Now he (2) ___________ with his grandparentsin Ha Noi. His (3) ___________ is 81, Tran Hung Dao(4) ___________, Hoan Kiem District.Let’s sing.The wheels on the busThe wheels on the bus go round and round,Round and round, round and round.The wheels on the bus go round and round all day long.The bells on the bus go ding, ding, ding,Ding, ding, ding, ding, ding, ding.The bells on the bus go ding, ding, ding all day long.The wheels on the bus go round and round,Round and round, round and round.The wheels on the bus go round and roundAll day long, all day long, all day long.Tiếng Anh 5 – tập 1Unit 1 What’s your address?3. Let’s talk.• Tell the class that they are going to practise further by asking and answering questions aboutaddresses. Get pupils to work in groups of four to ask each other’s addresses. Remind them touse the questions and answers in their books.• Set a time limit for the class to practise. Monitor the activity and offer help, if necessary.• Invite a few pupils to repeat their interviews to the class. Then give feedback.Language notes:• We answer the question Where are you from? with the country or city we live in (e.g. I’mfrom Viet Nam/Ha Noi.) We answer the question Where do you live? with the country, city,town, village, street we live in, or our full address.• I live in + flat/street/village/town/city/countryI live at + number + street/road/laneI live on + road/the first/second/third/fourth/fifth floorWarm-up: Spend a few minutes revising the story in Activity 1 by inviting three pupils to act out thestory.4. Listen and complete.• Tell pupils that they are going to listen to the recording and complete the addresses.• Play the recording all the way through for pupils to listen. Play it again for them to do thetask.• Get them to compare their answers before checking as a class. Play the recording again toconfirm the answers. Give explanations for answers which pupils find difficult.Key: 1 208 2 321 3 White Street 4 the second floorAudio script1. Phong: What’s your address, Linda?Linda: It’s 208, High Street.2. Nam: Where do you live, Tony?Tony: I live at 321, Green Lane.3. Mai:What’s your address, Peter?Peter: It’s 765, White Street.4. Quan: Where do you live, Tom?Tom: I live on the second floor of City Tower.5. Read and complete.• Tell the class that they are going to read and fill the gaps with street, address, lives and from.Give them a few seconds to read the sentences. Remind them to focus on the context toselect the appropriate words from the box.• Set a time limit for pupils to do the task independently. Monitor the activity and offer help, ifnecessary.• Get them to compare their answers in pairs before checking as a class.Key: 1 from 2 lives 3 address 4 Street6. Let’s sing.• Tell the class that they are going to sing The wheels on the bus. Have them read the lyrics andteach the unfamiliar words. Check comprehension.• Play the recording all the way through for pupils to listen and follow in their books. Play it againfor them to repeat line by line. When the class are familiar with the melody, ask them to singalong with the music before having them practise singing and doing actions in groups.• Invite a group to sing the song and do actions.Unit 1 What’s your address?7T1 Look, listen and repeat.What’s yourhometown, Trung?Oh, I like Da Nang.Did you live in the city?It’s Da Nang.What’syourvillagelike?It’ssmallandquiet.No, I didn’t. I lived in avillage in the mountains.Is it beautiful?Yes, I think so.2 Point and say.What’s the ________________ like?city/bigand busyIt’s ________________.village/farand quiettown/largeand crowdedisland/small andpretty3 Let’s talk.Ask and answer questions about where you live.Where do you live?What’s it like?Who do you live with?TiếngTiếng AnhAnh 55 –– tậpTập 11I live __________.It’s __________.I live with __________.Warm-up: Spend a few minutes having the class sing The wheels on the bus. Then get them to playSpelling bee with lane, flat, tower, mountains, city, village and hometown. Finally, have pupils makesentences with the words used in the game.1. Look, listen and repeat.• Tell the class that they are going to read a story. Have them look at the pictures and guesswhat the story is about. Check their comprehension by pointing at each picture to elicit theiranswers to these questions: What’s his name? Who’s he talking with? Where does he live? What’sthe village like? (Nam is talking to Trung. In Picture a, Nam asks what Trung’s hometown is andTrung says it’s Da Nang. In Picture b, Nam asks about where Trung lived and Trung says he livedin a village. In Picture c, Nam asks What’s your village like? and Trung answers It’s small and quiet.In Picture d, Nam asks if it’s beautiful and Trung says it is.)• Play the recording all the way through for pupils to listen and follow in their books. Play itagain for them to repeat the lines in the bubbles. Finally, point to each picture for them to saythe words in each bubble.2. Point and say.• Tell the class that they are going to practise the questions and answers describing a place,using What’s the … like? It’s …• Revise the adjectives big, far, large and small and teach the new ones: busy, quiet, crowded andpretty. Have the class repeat all the adjectives twice before asking them to practise sayingsentences. (E.g. My city is big and busy. My village is far and quiet.)• Point at the pictures and ask What’s the … like? for the class to answer, using the prompts.• Ask them to work in pairs. Monitor the activity and offer help, if necessary.• Invite one or two pairs to perform the activity. Then give feedback.3. Let’s talk.• Tell the class that they are going to practise further by asking and answering questions aboutwhere they live.• Set a time limit for pupils to practise talking. Remind them to answer the questions withinformation about themselves.• Invite one or two pairs to act out their conversations. Then give feedback.Unit 1 What’s your address?8T