ae HOANG VAN VAN (Téng Chi bién) - TRAN HƯƠNG GUỲNH (Chủ biên) PHAN HÀ - ĐỒ THỊ NGỌC HIỄN - ĐẢO NGỌC LỘC GL BAL NGUYEN MINH TUAN - NGUYEN QUOC TUAN. + a“ macmillan | 4 aBẢN OF NHÀX T DỤCVIỆT NAM UẤGIÁO education | # = HOANG VAN VAN (Téng Chủ biên) - TRẦN HƯƠNG QUỲNH [Chủ biên) 21 đc BAL PHAN HÀ - DO THI NGOC HIEN - ĐÀO NGỌC LỘC J} NGUYEN MINH TUAN - NGUYEN QUOC TUAN SUCESS) tiến = TH NHh2 SÁCH GIÁO VIÊN ZA macmillan PAA NHÀ XUẤT BẢN GIÁO DUCVIET NAM EQUGHHOI Page Introduction 3 Starter 12 Unit 1: All about me! 18 Unit 2: Our homes 33 Unit 3: My foreign friends 46 Unit 4: Our free-time activities 61 Unit 5: My future job 75 Review 1 89 Unit 6: Our school room 95 Unit 7: Our favourite school activities 110 Unit 8: In our classroom 126 Unit 9: Our outdoor acti 141 Unit 10: Our school trip 156 Review 2 171 Unit 11: Family time 178 Unit 12: Our Tet holiday 192 Unit 13: Our special days 207 Unit 14: Staying healthy 222 Unit 15: Our health 237 Review 3 251 Unit 16: Seasons and the weather 257 Unit 17: Stories for children 272 Unit 18: Means of transport 286 Unit 19: Places of interest 300 Unit 20: Our summer holidays 315 Review 4 329 Tiéng Anh 5 - Sach bai tap, Audio script 336 Tiếng Anh 5 - Sach bai tap, Answer keys 343 Worksheets for further practice 357 __4_) INTRODUCTION Tiéng Anh 5 - Global Success has been developed to teach English as a foreign language (EFL) to Grade 5 pupils at primary level. The book follows the curriculum approved by the Ministry of Education and Training in December 2018. Tiếng Anh5 - Global Success is communication-based and topic-based in design, and learning-centred in teaching methodology.
Its aim is to acquaint pupils with very basic English language components and skills, with an emphasis on listening and speaking. Note: English words can be transcribed phonetically in different ways. We use the pronunciations given by Oxford Learner's Dictionaries to create the phonetic transcription of the English words in Tiéng Anh5 (as well as Tiéng Anh 3 and Tiếng Anh 4) - Global Success. The Student's Book has a basic sequence of presentation, practice and production to develop English for primary school pupils.
It is comprised of a Starter unit, 20 topic-based learning units and four Review sections. These are richly illustrated and contain cross-curricular elements to provide pupils with easy-to-grasp and memorable lessons, as well as an enjoyable English language learning experience. Each unit consists of three lessons on a topic related to one of the following four themes: Me and My Friends, Me and My School, Me and My Family and Me and the World Around. All are designed to invoke a sense of familiarity, with activities organised so as to provide plenty of opportunity for pupils to practise their listening, speaking, reading and writing skills.
Each lesson provides material for two teaching periods (equal to 70 minutes in total). Lessons contain concise and clear instructions for a wide range of activities arranged in logical order, helping pupils to develop critical thinking, interaction and coordination among themselves as they practise using English in both spoken and written forms. Each unit also aims to develop pupils’ ability to reproduce language in a variety of fun and engaging activities including a chant, a song and a game, as well as a project at the end of the unit. The suggested teaching periods for each unit are as follows: Period 1 | Lesson 1 (Activities 1, 2, 3) Period 2 Lesson 1 (Activities 4, 5, 6) Period 3 | Lesson 2 (Activities 1, 2, 3) Period 4 Lesson 2 (Activities 4, 5, 6) Period 5 | Lesson 3 (Activities 1, 2, 3) Period 6 Lesson 3 (Activities 4, 5, 6) The appearance of both Vietnamese and Western characters in the book, such as Linh, Mai, Minh, Nam, Ben, Bill, Lucy and Mary, creates a feeling of familiarity and makes the book more authentic.
The main components of the units in the Student's Book are briefly described below. Look, listen and repeat. This activity presents target vocabulary and structures in cartoon form to provide pupils with visual support for reading, listening and speaking practice. Listen, point and say.
This activity provides controlled practice of target vocabulary and structures. Pupils listen to the teacher's model or the recording, point at each visual and textual prompt and repeat the new words and structures. Then they practise using the vocabulary in the new structures in some mechanical drills such as repetition, substitution and question-and-answer in pairs. This activity presents different situations in which pupils practise the vocabulary and structures they have learnt in a freer context.
Visual and textual prompts guide pupils as they interact with their peers. This activity also encourages pupils to use the language in real contexts. Listen and circle / number / tick / tick or cross / match. This activity focuses on improving listening skills.
In some units, pupils look at sets of pictures as they listen to the recording and show their understanding by circling the correct picture or putting a tick (“) in the appropriate box. In other units, pupils tick () or cross (*), match or number the pictures while listening. Read and complete / circle. This activity provides an opportunity for pupils to use the vocabulary and structures they have learnt in Lesson 1, supported by visual and / or textual prompts.
Let's play / sing. / Listen, complete and sing. This activity is an opportunity for pupils to practise using and responding to English in a fun and engaging way. Easy-to-learn songs help pupils practise the pronunciation, rhythm and melody of English, while easy-to-play games encourage pupils to apply the language in real contexts.
Through singing songs and playing games, pupils also interact and cooperate with each other. The activities in Lesson 2 follow the same pattern as in Lesson 1. The difference is that the activities in Lesson 1 focus on the first competence of the unit while the ones in Lesson 2 concentrate on the second competence. In some units, the vocabulary and structures in Lesson 1 are combined with those in Lesson 2.
Listen and repeat. This activity focuses on stress, rhythm and intonation which appear frequently in the target vocabulary or structures of the unit, with a particular focus on those that young Vietnamese learners might find problematic. Pupils become familiar with the stress of words and rhythm of sentences by listening and repeating. In the last five units, pupils familiarise themselves with sentence intonation.
Circle, listen and check. / Listen and underline one more stressed word. / Listen and repeat. Pay attention to the intonation.
From Unit 1 to Unit 10, pupils show their recognition and understanding of the word stress they have learnt by circling the word which has a different stress pattern from the other two words. From Unit 11 to Unit 15, pupils identify the sentence stress and underline one more stressed word in each sentence. From Unit 16 to Unit 20, pupils listen to the sentences, pay attention to the intonation and repeat to practise the intonation. This activity is a chant that contains the word stress, sentence rhythm and intonation and the target vocabulary and structures that pupils have learnt in the unit.
Learning through chants is a useful way for pupils to practise the pronunciation and rhythm of English, which are very different to those of Vietnamese. Read and match / answer / circle / complete / tick True or False. This activity provides pupils with a simple introduction to reading. Pupils show their understanding of the text by matching text with pictures, filling the gaps, answering the questions, choosing the correct answers or putting a tick (“) in True or False boxes.
In others, pupils are asked to read and choose the correct answers, complete the gaps or write the answers. This activity provides freer writing practice by asking pupils to use the target vocabulary and structures of the unit to complete a gapped text, sometimes using suggested questions or prompts. Project In this activity, pupils are guided through a creative project closely linked with the topic of the unit. The purpose of the project is to foster cooperation and interaction within the class by getting pupils to work on a task together before presenting it to the class.
Teachers can use the following criteria to assess the pupils’ projects. Speaking clearly and confidently 2. Using correct topic-related vocabulary 3. Using grammatically correct sentences 4.
Organising their presentation 5. Creating attractive and neat work ‘Good ® Very good : Excellent A Review section follows each set of five units. These sections aim to help pupils revise the target language they have learnt through completing a diverse range of activities. They generally consist of five activities: 1.
Listen and circle a, b or c/ tick. Ask and answer. Read and match. Read and complete / number / tick True or False / circle.
Within the Reviews are Extension activities designed to help pupils apply the target language they have learnt through doing Content and Language Integrated Learning (CLIL) activities. TEACHING THE LESSONS AND REVIEWS The following guidelines are for you to refer to when you first use this coursebook with your class. Feel free to make any adjustments, as you know best what you need to teach and what your pupils need to learn, within your own teaching and learning contexts. It is advisable to go through the activities of each unit and the teaching notes before you go into the classroom.
This will help you familiarise yourself with the material, know what to prepare for the lesson and identify which activities to teach. As mentioned, the teaching and learning of English at primary level follows the learning-centred approach. To enable this, each activity contains four components: a goal, an input, a procedure and an outcome (G-I-P-O). G-I-P-O is a logical sequence in which the goal of the activity is set, the input (the context and the language) is presented, a step-by-step procedure is followed (through which pupils practise and produce the target language) and the outcome is subsequently achieved.
Activity types vary, with pupils carrying them out independently, in pairs, in groups and / or as a whole class. This provides pupils with speaking and writing practice, and the opportunity to develop the ability to interact with each other in English. The following is a brief description of G-I-P-O: Goal: A clear goal should be established before starting an activity. A goal is what your pupils will achieve - that is, what they will be able to do - by the end of the activity.
This is very important, allowing both you and your pupils to know what is expected in order to perform well. Input: The input is the language (written and / or spoken) and the particular context(s) (visual prompts, guides / cues) in which the target language items are used or presented, and which will enable pupils to complete the activity. Language items should be introduced in a clear and authentic way, and illustrations should be attractive and colourful. To help pupils understand the context of a particular activity, ask questions such as Who is in the picture? Where are they? and What are they doing? You could also use gestures or show related pictures.
Use English or Vietnamese flexibly, depending on the language proficiency of the class. __4_} Procedure: The procedure is a step-by-step breakdown of what you should do and how pupils can achieve the objective (outcome). Steps vary depending on the activity, but all are designed to enable pupils to understand the context and target language and to provide plenty of listening, speaking, reading and writing practice.