LESSON PLAN

FAMILY AND FRIENDS NATIONAL EDITION GRADE 5

School: Subject: English

Grade: Unit 12: Something new to watch!

Period: Lesson 1: Words

Week:
Teacher:
Lesson duration:

I. OBJECTIVES:
By the end of this lesson, students will be able to:
- identify words for entertainment and technology
- understand a short story
1. General competences
- Communication and collaboration: work in pairs/groups to find a solution
- Problem-solving and creativity: find out the solution
2. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

II. LANGUAGE FOCUS AND SKILLS:

1. Vocabulary:
- Vocabulary: video game, tablet, singer, movie star, DVD, remote control, TV show,
smartphone
- Extra: argue, boring
2. Structures
3. Skills: Listening, Speaking, Reading and Writing.
III. RESOURCES AND MATERIALS:
- SB page 88
- WB page 80
- Audio Tracks 133–135;
- Audio-visual entertainment flashcards 152–159;
- In space flashcards 139–146

IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greeting the class

- Play Teacher can’t remember with the in space
flashcards from Unit 11 to energize the class at the
start of the lesson.
- Tell children you can’t remember some of the words
from a particular vocabulary set so you want them to
help you.
- make fun
- Tell children you are going to show them some
Warm up
flashcards and say some words.
(5 mins)
- If the word is correct, children do an agreed action,
- whole class
such as tapping their desks, clapping, or calling out
Yes!
- If the word is incorrect, children do another agreed
action, such as standing up, and then they all call out
the correct word.
- Show flashcards and say correct or incorrect words.
- Children say the word.
Presentation - Tell children they are going to learn some new words - whole class
(5 mins) for talking about entertainment and technology.
- Use the flashcards to elicit the vocabulary
- Hold up the cards one at a time and ask What’s this? -individuals
- Try to elicit the words, but model any words children
 don’t know.
- Say all the words for children to repeat.
- Hold up the flashcards in a different order and repeat
Guided Practice 1. Listen, point, and repeat. Track 133
(10mins - Ask children to open their Student Books on page 88 - whole class
and look at the pictures and words.
- Play the first part of the recording for children to listen
and point to the pictures. -groups
- Play the second part of the recording for children to
repeat the words in chorus.
- Repeat as often as necessary.
- Ask individual children to say the words for the class.
Differentiation - whole class
- Below level: Play I spy (see Games bank) using the
flashcards from the lesson but remain the “spy” for the
first round. When children feel more confident, have
one of them be the spy instead.
- At level: Invite a child to come to the front of the class.
Whisper one of the words from Exercise 1. The child
draws the picture on the board for the rest of the class
to guess what it is, e.g. tablet, smartphone. The first
child who guesses correctly comes to the front of the
class to draw the next picture. Repeat until all the
lesson vocabulary has been used.
- Above level: Do the “at level” activity, but have the
child who guesses correctly spell the word.
2. Listen and chant. track 134
- Play the recording for children to listen to the chant.
- Play the chant again for children to say the words.
Repeat.
- This time they point to the correct flashcard as they
hear it.
- Ask children to close their books.
 - Encourage the class to say the chant from memory.
- Begin the chant again, faster than before.
- Continue in this way until the chant is so fast that
children can’t keep up.
3 Listen and read. What did they watch? track 135
- Focus children’s attention on the story.
- Ask questions about each frame of the story. Ask
Where are they? What does Leo want to do? What does
Aunt give them?
- Encourage predictions about the story.
- Play the video or the recording for children to watch or
Production listen.
(8 mins) - Ask What did they watch? Elicit the answer. (a DVD of
their vacation).
- Then ask further questions to check comprehension,
e.g. Why are the children arguing? What did Amy want
to watch? What did Max want to do? Who took the
remote control? Did the children like the DVD?
- Play the recording a second time for children to follow
and read along.
Card Grab
- This game can be played individually or in small
groups.
- Give a set of word cards to each student or group.
- Students spread the cards out face-up. Call out one of - group
Free practice
the words.
(7 mins)
- Students race to touch the card.
- In groups, ties can be broken with a quick round of - whole class
Rock, Paper, Scissors.
- Option: When students play the game individually,
they can simply hold up the card.
Conclusion - Review the lesson students have leart today. - whole class
(5 mins) - Do the exercises in Workbook p. 80; Classroom
 Presentation Tool; Values worksheet

V. REFLECTION
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 LESSON PLAN
FAMILY AND FRIENDS NATIONAL EDITION GRADE 5

School: Subject: English

Grade: Unit 12: Something new to watch!

Period: Lesson 2: Grammar

Week:
Teacher:
Lesson duration:

I. OBJECTIVES:
By the end of this lesson, students will be able to:
- use be going to to talk about future plans
- act out a story
1. General competences
- Communication and collaboration: work in groups to share each other about future plans
- Problem-solving and creativity: find out the future plans
2. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

II. LANGUAGE FOCUS AND SKILLS:

1. Vocabulary:
- Extra: go on vacation, visit a museum, take a photo
2. Structures
What are you / they going to do? I’m / They’re going to watch a TV show. What is he going to
do? He’s going to play a video game. Are you / they going to help me? Yes, I am. / No, I’m not. Yes,
they are. / No, they aren’t. Is she going to use her tablet? Yes, she is. / No, she isn’t.
3. Skills: Listening, Speaking, Reading and Writing.
III. RESOURCES AND MATERIALS:
- SB page 89
- WB page 81
- Audio Tracks 135–136; Audio-visual entertainment flashcards 152–159

IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greeting the class

- Play Quick flash with the entertainment and
technology flashcards 152–159.
- Take the flashcards and hold them facing you so that
the children can’t see them. - make fun
Warm up - Tell the children they are going to see a flashcard for a
(5 mins) very short time. They must call out the word.
- Choose a flashcard, reveal it for a few seconds only and - whole class
ask What’s this?
- Children call out the word.
- Choose a child to select the next card and “flash” to
his/her friends.
- With books closed, ask the class to tell you why the
children were arguing in the story in the previous
Presentation - whole class
lesson.
(5 mins) -individuals
- Ask questions to check comprehension, e.g. What did
Amy want to watch? What did Holly want to watch?
Guided Practice 1 Listen to the story and repeat. Track 135
(10mins - Play the recording, pausing for children to repeat each - whole class
line.
- Divide the class into groups of five to play the parts of
Aunt, Max, Holly, Amy, and Leo. If the class doesn’t -groups
 divide exactly, some children can act out two parts.
- As a class, decide on the actions for the story.
- Children practice acting out the story.
2. Listen and say. Track 136
- Focus children’s attention on the picture in the
grammar box, and ask two children to read aloud the
speech bubbles.
- Ask Is lunch ready? (no) Elicit that it’s going to be
ready soon.
- Point to the structure in the question and write be
going to on the board.
- Ask whether we use it to talk about the present, the
past or the future. (the future)
- Children then listen to the wh- questions and answers,
and repeat them.
- Point out the word order.
- Then they listen to the yes/no questions and short
answers, and repeat them. - whole class
- Ask What are you going to do after school today?
Children answer the question in pairs.
- Elicit ideas from different children.
- Match and write the letter.
- Look at the example with children.
- Check that they understand they have to match the
sentence halves.
- Children do the exercise individually.
ANSWERS
1e
2c
3a
4d
5b
Production 4. Look and write.
 - Point to the pictures and elicit what children can see.
- Look at the example with the class.
- Children do the exercise individually.
Differentiation
- Below level: Read out the questions and elicit yes/no
answers before children write the answers.
- At level: Children complete the activity.
(8 mins)
- Above level: After children finish, ask them to think of
another question about each picture using be going to.
ANSWERS
1 No, she isn’t.
2 Yes, they are.
3 Yes, he is.
4 No, she isn’t.
Let’s talk!
- Ask children to look at the picture and speech bubble.
Free practice - Have a child demonstrate the sentence for the class. - group
(7 mins) - Children work in pairs to take turns saying the
sentence. - whole class
- Tell them to use other words from Lessons 1 and 2.
- Review the lesson students have leart today.
Conclusion
- Do the exercises in Workbook p. 81; Classroom - whole class
(5 mins)
Presentation Tool

V. REFLECTION
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 LESSON PLAN
FAMILY AND FRIENDS NATIONAL EDITION GRADE 5

School: Subject: English

Grade: Unit 12: Something new to watch!

Period: Lesson 3: Grammar and song

Week:
Teacher:
Lesson duration:

I. OBJECTIVES:
By the end of this lesson, students will be able to:
- ask and talk about future plans
- write sentences with be going to
- use be going to in the context of a song
1. General competences
- Communication and collaboration: work in pairs/groups to talk about future plans
- Problem-solving and creativity: find out future plans
2. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

II. LANGUAGE FOCUS AND SKILLS:

1. Vocabulary:
2. Structures
I’m / We’re (not) going to … What are you going to do (this summer)? He / She isn’t going to …
He’s / She’s going to …
3. Skills: Listening, Speaking, Reading and Writing.
III. RESOURCES AND MATERIALS:
- SB page 90
- WB page 82
- Audio Track 137; Audio-visual entertainment flashcards 152–159

IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greeting the class

- Play Cross the river to review the words from Lesson
1 and energize the class at the start of the lesson.
- Draw a river on the board, with two sets of four
stepping stones across it.
- You could add dangers like crocodiles in the river.
- Write Team A and Team B underneath the two sets of
stepping stones.
- Divide the class into two teams. Tell children you are
- make fun
going to show each team different flashcards.
Warm up
- Each team must guess their words correctly to move
(5 mins)
across the river.
- whole class
- Show one team a flashcard and choose a child in that
team to give the answer.
- If the child answers correctly, write the word on that
team’s first stepping stone.
- If the child answers incorrectly, ask the other team to
tell you the word, and write the word on that team’s
first stepping stone.
- The first team to complete the four stepping stones
with words crosses the river and wins.
Presentation - Hold up the tablet flashcard and say I’m going to buy a - whole class
(5 mins) tablet. Then elicit why you need a tablet, e.g. because I
like watching videos / listening to music / playing
 games.
- Point to a child and encourage him/her to tell you
whether he/she is going to buy a tablet and why. Elicit
answers with because, e.g. I’m going to buy a tablet
-individuals
because I like (taking photos).
- Place all the flashcards on the board.
- Go around the class eliciting other things children are
going to buy and reasons why.
Guided Practice 1. Read. Check () the true sentences for you.
(10mins - Focus children’s attention on the boy and the pictures - whole class
showing his future plans.
- Elicit what the boy is going to do.
- Read out the sentences and have children repeat. -groups
- Allow children time to read the sentences again and
decide whether they have the same plans. They put a
check for the ones that are true for them.
- Ask children to compare their ideas in pairs.
- Point out there are no right or wrong answers. - whole class
2. Talk to a friend.
- Focus children’s attention on the speech bubbles.
- Ask a child to read out the dialogue with you.
- Demonstrate another example with a different child.
- Ask, e.g. What are you going to do on the weekend?
Invite the child to say what they are and aren’t going to
do, e.g. I’m not going to watch TV. I’m going to visit my
grandparents.
- Children do the exercise in pairs.
- Ask some children to report their partner’s plans to the
class.
3. Write three sentences about your friend’s answers.
- Tell children to write sentences based on the plans
their friend made in Exercise 2.
- Ask a child to read the example sentence.
 - Children do the exercise individually.
- Go through the answers with the class
4. Listen and sing. Track 137
- Focus children’s attention on the pictures.
- Ask What is the song about? (the girl’s plans).
- Ask questions about the pictures, e.g. What is the girl
Production going to do? Is she going to go to the mountains?
(8 mins) - Play the song as children follow the words in their
books.
- Read each line of the song aloud for children to repeat
after you.
- Play the recording again for children to sing along.
4. Sing and do.
- As a class, decide on the actions for the song.
Free practice - group
- Practice the actions with the class.
(7 mins)
- Play the recording for children to sing and do the
- whole class
actions.
- Review the lesson students have leart today.
Conclusion
- Do the exercises in Workbook p. 82; Classroom - whole class
(5 mins)
Presentation Tool

V. REFLECTION
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 LESSON PLAN
FAMILY AND FRIENDS NATIONAL EDITION GRADE 5

School: Subject: English

Grade: Unit 12: Something new to watch!

Period: Lesson 4: Phonics

Week:
Teacher:
Lesson duration:

I. OBJECTIVES:
By the end of this lesson, students will be able to:
- identify sentence stress in wh- questions and yes/no questions with be going to
- practice correct intonation in wh- questions and yes/no questions with be going to in a
chant
1. General competences
- Communication and collaboration: work in pairs/groups about future plans
- Problem-solving and creativity: find out future plans in a chant
2. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

II. LANGUAGE FOCUS AND SKILLS:

1. Vocabulary:
- Extra: play soccer, play in the sun, fun for everyone
2. Skills: Listening, Speaking, Reading and Writing.

III. RESOURCES AND MATERIALS:

- SB page 91 WB page 83
 - Audio Tracks 129, 138–139
IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greeting the class

Warm up - make fun
- Play the recording and say the chant from Student
(5 mins) - whole class
Book page 85 to review the connected speech.

- Write What are you going to do? and Are you going to
play? on the board.
- Ask children to read the questions in pairs and decide
if the questions sound the same or different when they
say them. - whole class
- Say the questions out loud for the children to check.
Presentation
- Elicit the difference that your intonation goes down at
(5 mins)
the end of the first question, but goes up at the end of -individuals
the second question.
- Point to the questions one at a time and have children
say them chorally.
- Choose smaller groups of children to say a question out
loud to practice the intonation.
Guided Practice 1. Listen, point, and repeat. track 138
(10mins - Ask children to look at the questions and the arrows in - whole class
the orange box.
- Explain that the arrows show how our voices go up or
down at the end of the question. This is called -groups
intonation.
- Play the recording for the children to listen and point
to the questions.
- Play the second part of the recording for children to
repeat the questions. - whole class
2 Listen and chant. Track 139
 - Ask children to look at the picture.
- Ask What’s the weather like? Where are the boys? What
are they doing?
- Play the recording for children to listen to the chant
and follow in their books.
- Play it once more for children to join in.
3. Read the chant again. Then say.
- Focus children’s attention on the questions in the first
verse of the chant.
- Ask children to underline the wh- questions and circle
the yes/no questions.
- Children complete the activity individually or in pairs.
- Go through the answers with the class.
Read out each question for children to repeat.
- Children practise reading out lines from the chant in
pairs.
Production 4. Say the sentences. Draw arrows.
(8 mins) - Look at the example with the class.
- Children do the rest of the exercise individually.
Differentiation
- Below level: Read out the questions once before
children complete the activity. Encourage children to
read the questions out loud and notice the different
intonation.
- At level: Children complete the activity.
- Above level: After children finish, ask them to write
three more be going to questions with who, what, is
and are. Then they dictate their questions to a partner
using the correct intonation.
ANSWERS
1 arrow pointing down
2 arrow pointing down
3 arrow pointing down
 4 arrow pointing up
5 arrow pointing up
Let’s talk!
- Ask children to look at the picture and speech bubble.
- group
Free practice - Have a child demonstrate the question for the class.
(7 mins) - Children work in pairs to take turns saying the
question.
- whole class
- Tell them to use other words on the page.
- Review the lesson students have leart today.
Conclusion
- Do the exercises in Workbook p. 83; Classroom - whole class
(5 mins)
Presentation Tool

V. REFLECTION
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 LESSON PLAN
FAMILY AND FRIENDS NATIONAL EDITION GRADE 5

School: Subject: English

Grade: Unit 12: Something new to watch!

Period: Lesson 5: Skills Time

Week:
Teacher:
Lesson duration:

I. OBJECTIVES:
By the end of this lesson, students will be able to:
- read and understand a TV guide
- talk about favorite TV shows
1. General competences
- Communication and collaboration: work in pairs/groups to talk about a recipe.
- Problem-solving and creativity: find out a recipe.
2. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

II. LANGUAGE FOCUS AND SKILLS:

1. Vocabulary:
- Recycled: vocabulary and structures seen previously
- Core: stadium, cartoon, team, quiz program, channel
- Extra: meet, change, clever, vs. (versus)
2. Structures: revision
3. Skills: Listening, Speaking, Reading and Writing.
III. RESOURCES AND MATERIALS:
- SB page 92
- WB page 84
- Audio Tracks 137, 140–141; TV and sport flashcards 160–164

IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greeting the class.

Warm up - make fun
- Sing Are you going to play with me? from Lesson 3 to
(5 mins) - whole class
energize the class at the start of the lesson.

Presentation - Tell children they are going to think and read about TV - whole class
(5 mins) shows in this lesson. -individuals
Guided Practice 1. Listen, point, and repeat. track 140
(10mins - Ask children to open their Student Books on page 92 - whole class
and look at the pictures in Exercise 1.
- Play the first part of the recording for children to listen
and point to the appropriate picture. -groups
- Play the second part of the recording for children to
repeat.
2. Look at the text. What can you see in the pictures?
- Point to the TV guide and ask children to look at the
pictures and the titles of the shows. - whole class
- Put children in pairs to talk about the pictures. What
type of TV shows can they see?
- Invite children to talk about each picture and TV show.
3. Listen and read. Track 141
- Tell children they are going to hear and read a
description of these TV shows.
- Play the recording as children follow and read the text
silently in their books.
 - Answer any questions children have.
- Ask simple questions to check comprehension, e.g.
Why does Gru’s life change? Who does Tom like chasing?
Which two teams are playing a soccer game? What do
you have to do to win the quiz program?
4. Read again and write T (true) or F (false). Then
correct the false sentences.
- Ask children to read the sentences silently.
- Explain that they have to write T for true sentences
and F for false sentences.
- They also have to correct the false sentences in their
notebooks.
- Children do the exercise individually.
Differentiation
- Below level: Turn the sentences into comprehension
questions, e.g. What does Gru want to take? Does Tom
Production
usually catch Jerry? Is the soccer game in Viet Nam?
(8 mins)
Does the quiz program start at six o’clock?
- At level: Children complete the activity.
- Above level: After children finish, ask them to write
one more true or false sentence about each TV show.
They share their sentences with a partner and decide if
they are true or false.
ANSWERS
1T
2 F – Tom is going to chase Jerry.
3 F – The soccer game is in Viet Nam.
4T
Free practice 5 What TV shows do you like watching?
(7 mins) - Write four TV categories in a chart on the board: - group
Movie, Cartoon, Sports, Quiz program.
- Ask children what TV shows they like to watch.
- Write some shows in the chart. - whole class
 - Add another category if they suggest a different one.
- At the end, take a class vote and find the most popular
TV show
- Review the lesson students have leart today.
Conclusion
- Do the exercises in Workbook p. 84; Classroom - whole class
(5 mins)
Presentation Tool

V. REFLECTION
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 LESSON PLAN
FAMILY AND FRIENDS NATIONAL EDITION GRADE 5

School: Subject: English

Grade: Unit 12: Something new to watch!

Period: Lesson 6: Skills Time

Week:
Teacher:
Lesson duration:

I. OBJECTIVES:
By the end of this lesson, students will be able to:
- identify details about children’s favorite TV shows
- ask and answer questions about favorite TV shows
- write a description of a TV show
1. General competences
- Communication and collaboration: work in pairs/groups to talk about favourite TV shows
- Problem-solving and creativity: find out their favourite TV shows
2. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

II. LANGUAGE FOCUS AND SKILLS:

1. Vocabulary:
- Recycled: vocabulary seen previously
2. Structures: revision.
3. Skills: Listening, Speaking, Reading and Writing.

III. RESOURCES AND MATERIALS:

 - SB page 93 WB page 85
- Audio Track 142

IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greeting the class

- Write the new vocabulary from Lesson 5 on the board. - make fun
Warm up - Ask children to think of a future plan using one of the
(5 mins) words from the board.
- Children share their ideas in pairs and then with the - whole class
class.
- Ask children to look at the four pictures in Exercise 1. - whole class
Presentation - Children guess which kind of TV shows the four
(5 mins) pictures represent. -individuals
- Write their suggestions on the board.
Guided Practice 1. Listen and write T (Thanh), H (Huy), A (Anh), or K
(10mins (Khoa). Track 142 - whole class
- Tell the class they are going to hear a recording of four
children talking about their favorite TV shows.
- Play the recording, pausing after each dialogue for -groups
children to match the names with the pictures.
- Make sure children have the correct answers before
going on to Exercise 2.
ANSWERS
aA - whole class
bH
cK
dT
2 Listen again and write T (true) or F (false).track 142
- Play the recording again, pausing after each
 monologue for children to read the sentences and
write T or F.
- There are two sentences for each speaker.
Differentiation
- Below level: Ask children questions about the
recording, e.g. When does Khoa watch cartoons –
sometimes or always? Does he want to go to Africa?
etc. Play the recording again for children, if necessary.
Children complete the activity by themselves.
- At level: Children complete the activity.
- Above level: After children finish, ask them to correct
the false sentences in their notebooks. Monitor their
work and check answers together.
ANSWERS
1F
2F
3F
4T
5F
6T
7T
8F
3. Ask and answer.
- Demonstrate the questions and answers in the speech
Production bubbles with a confident child.
(8 mins) - Elicit different answers, helping where necessary.
- Children work in pairs, taking turns asking and
answering the questions about their favorite show.
Free practice 4 Write about a TV show. Use the example to help you.
(7 mins) - Focus children’s attention on the heading with the - group
channel, the time, and the type of TV show.
- Ask children to read the text once.
- Point out that the writer of the text describes the quiz - whole class
 program and invites readers to watch it.
- Allow children time to think about a TV show they
would like to describe.
- Have them describe it orally in pairs.
- Help with language if necessary.
- Children write their descriptions.
- When they have written their descriptions, ask them
to swap with a partner and read each other’s work.
Would they like to watch the TV show their partner
described? Elicit reasons why or why not.
- Review the lesson students have leart today.
Conclusion
- Do the exercises in Workbook p. 85; Classroom - whole class
(5 mins)
Presentation Tool; Unit 12 Test; End of Year Test

V. REFLECTION
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