BỘ GIÁO DỤC VÀ ĐÀO TẠO
Ho n V n V n Tổng Chủ biên) - Phan Hà (Chủ i n
Hi n - Nguyễn Song H ng - Tr ng Th Ng Minh
Nguyễn Qu TUẤN

Tập HAI

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

ỗ Th Ng
Ng L -

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óp ý,

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The publisher and authors are grateful for the special assistance of the British Council in Viet Nam
and, in particular, to the British EFL consultants for their invaluable contribution to the development
and completion of this primary English textbook series.

CONTENTS
Introduction

4

Unit 11

What's the Matter with You?

24

Unit 12

Our Free-time Activities

34

Unit 13

Accident Prevention

43

Unit 14

My Favourite Stories

52

Unit 15

My Dream House

61

Review 3

Unit 16

The Weather and Seasons

78

Unit 17

My Hometown

87

Unit 18

Life in the Village and City

96

Unit 19

Road Signs

105

Unit 20

Finding the Way

115

Review 4

3

INTRODUCTION
Tieng Anh 5 is the third of the three-level English coursebooks for Vietnamese
primary school pupils learning English as a foreign language (EFL). The book
follows a systematic, cyclical and theme-based syllabus approved by the Ministry of
Education and Training in August, 2010, which covers a thorough development of
skills but gives particular emphasis to listening and speaking at the early stages.

UNIT COMPONENTS
The whole Tieng Anh 5 - Student's
Book – reflects the carefully sequenced
pedagogy of warm-up, presentation,
practice, and application to develop
English for basic levels and skills
through the twenty units and four
reviews. The twenty richly illustrated,
cross-curricular and theme-based units
focus on offering pupils motivation,
memorable lessons and a joyful
learning experience of English.

The characters in the Student's Book
are built up from Tieng Anh 3 and
Tieng Anh 4 creating a feeling of
child-friendly and familiar contact.
Clear lessons follow a logical
progression and include a wide range
of activities that help pupils develop
interaction, coordination, critical
thinking, and pre-language skills as
they learn to understand and use
English in its spoken and written forms.

Each unit contains three lessons which are
organized around a topic under one of the themes – Me and My Friends, Me and
My School, Me and My Family, and Me and the World Around – and offers pupils
a sense of security through predictable activities which are systematically
sequenced from listening to speaking, reading and writing. Each lesson provides
materials for two periods (or eighty minutes) of class contact.
Singing activities, total physical response (TPR), chants, and exciting games are
included to reinforce previously learnt English, motivate and support pupils in
building their confidence in communicating.
The following is a brief description of how a unit is organized and the purpose of
each part of the lesson.
4

LESSON 1
1. Look, listen and repeat.
The aim of this section is to present
some new language to pupils in a
context. After a warm-up activity,
Lesson 1 introduces pupils to the new
(target) language and vocabulary
through a series of dialogues. These
are usually connected to a particular
situation (context) which helps pupils
undertand the purposes for using the
new language and the meanings of
the dialogues. The context is created
through the attractive illustrations,
using child characters many of whom
pupils already know. The language is
presented in comic speech bubbles to
attract pupils' interest.

The dialogues contain the new
words and structures which pupils
are expected to understand and use
in their communication. The teacher
can use a mixture of Vietnamese
and English, where necessary,
when helping pupils understand the
context for the dialogues.

2. Point, ask and answer.
The aim of this section is to practise the new vocabulary, structure(s) and competence(s)
introduced in Look, listen and repeat in different contexts. New vocabulary is introduced
through sentence and picture prompts for practice in communicative and controlled
frameworks. Pupils will produce this new language in the later activities such as listening,
speaking, reading and writing. With sufficient support and careful preparation from the
teacher, the activity offers pupils the feelings of security, achievement and confidence in
interactive practice and using the new language.

5

3. Listen and circle.
The aim of this section is to provide
listening practice embedding the new
language structures and vocabulary.
Listening is an important part of
communicating with others. Pupils need
to understand what someone says so
that they can respond appropriately.
This is why in Tieng Anh 5 we give a lot
of importance to listening. The
development of listening skills follows
the pattern established in Tieng Anh 3
and Tieng Anh 4 - a listening task in
Lesson 1 and another in Lesson 2.
The tasks are varied from Listen and
tick in most of the units to Listen and
circle or Listen and complete in later
units which require non-verbal
or verbal responses. In non-verbal
responses, pupils tick or circle one of
the prompted pictures which are
motivating and provide helpful support
for listening. In verbal responses pupils
read words/sentences and circle the
correct answers or fill incomplete
sentences with the correct prompts or
the information from the recording.

4. Talk.
The aim of this section is to provide practice for developing pupils' speaking skills. Pupils are
given opportunities to practise using the learnt language in less controlled situations. For
example, in Unit 1, they will choose one of the foreign pupils in the pictures and introduce
her/him to a partner. In Units 7, 10, and in some of the later units, pupils ask each other about
their favourite sports, or dream house, or about their own village, using the new language
they have learnt and role play a given situation with their partners, and so on.

These activities create interest, allow some choice and possibility of extemporizing and
personalizing language and provide some options in using creatively the language they
have learnt in oral interaction.
6

LESSON 2

1. Listen and repeat.
The aim of this section is to
provide a useful tool for
pupils to practise English
spelling. Pupils are exposed
explicitly to an aspect of
English pronunciation via
the spelling. Troublesome
sounds to Vietnamese are
carefully selected to be
treated, usually two features
at a time (except Unit 6),
through words, dialogues
or chants. Phonics is a
useful tool for pupils to rely
on when they come across
new vocabulary in listening,
speaking, reading and
spelling, e.g. Unit 1
(Vietnamese, Indonesian),
Unit 2 (flat, block), Unit 6
(played, visited, watched), etc.

2 &3.
The activities in these sections require pupils to listen and respond in different ways such as
clapping, grouping, saying aloud, and completing the missing letters in the words provided.

7

4. Listen and number.
This section exposes pupils to a
listening activity for the second
time. Pupils number the pictures or
events according to the order in
which they hear from the recording.
The skill here is also listening for
details but this type of task is more
demanding than the earlier one in
Lesson 1, in most units from Unit 1 to
Unit 10, pupils listen to the recording
and then number the pictures. The
types of task are varied in later units
such as Listen and complete and
Listen and answer. The responses
vary from simple (one word) to more
complex (phrases) which are graded
gradually: from monologues to
dialogues, and within dialogues, from
short dialogues to long ones.
The activity is supported through
pictures or verbal contexts in the
Student's Book and through the
teacher's explanation.

5. Fun time
This section aims to provide more sources of spoken input including chants, poems, songs
and games to encourage pupils to participate in the use of English for entertainment.

Most Fun time activities in this section are games such as Bingo, information gap, funny
story or crossword puzzle to change the learning pace from previous activities. The
responses are varied, from non-verbal, e.g. in Bingo, TPR , information gap, matching,
etc., to verbal, e.g. fun story, guessing and flash card game. There are also crossword
puzzles in 8 units, and they vary in type from picture-clued base to word-clued base.

8

LESSON 3
1. Look, listen and repeat.
Like the Look, listen and repeat in Lesson 1, this
section aims to provide additional and contextualized
language input. The extra language is also presented
in comic format and is sequenced or linked to Lessons
1 and 2 with familiar characters but in new situations
which create contexts in which the language is used.
(Read more in the similar section in Lesson 1.)

2. Point, ask and answer.
This section is similar to the Point, ask and answer
section in Lesson 1. It aims to provide pupils with an
opportunity to practise, using the additional language
in the same way as they have done in Lesson 1.
Pupils use the new language structure and
vocabulary together with the language that they have
learnt in a variety of activities such as reading and
writing as well as speaking and listening.
(Read more in the similar section in Lesson 1.)

3. Read the passage and do the tasks.
This section aims to provide a communicative and
purposeful context for pupils to practise reading. It
also helps to motivate pupils and to provide real
language use with a title and richly illustrated texts.

The reading tasks are read alone or combined
with a writing activity. They are designed to
develop pupils' reading skills su h as reading for
specific information, reading for gist, deciding on
True or False statements or Yes-No, sequencing,
completing, transferring, writing the answers to
the questions and referencing.
In many units, the follow-up oral tasks help pupils
apply the new content and language to speaking
or discussing in order to lead into writing. Pupils
can express their own experience in relation to the
topic via communicative interactions.

9

4. Write.
This section aims to develop
pupils' writing skills. Pupils
practise writing to reinforce
their ability to use the
English that they have
acquired through oral and
aural activities in the
previous sections. Through
the writing tasks, pupils are
given opportunities to make
use of the vocabulary and
the sentence patterns they
have learnt to express their
ideas and experience in
relation to the topic of the
unit.
At this level, pupils are
required to write simple
entences with supports
provided such as a controlled
writing framework, useful
expressions, and guiding
questions.

5. Fun time
This section aims to make pupils learn English better through singing. Pupils enjoy songs
because they provide fun and bring about a different experience of language besides the
formal practice in Look, listen and repeat. Songs occur in 12 out of 20 units and are
spread across the textbook to change the pace from reading and writing activities. Most of
the song lyrics are adapted from the original ones to suit the language and the topic of the
unit (Units 1, 3, 5, 9, etc.) and the Vietnamese teaching and learning contexts.

10

NOTES ON TEACHING ENGLISH
IN PRIMARY CLASSES
The following notes aim to give support to the teacher and are not mandatory.
To suit the teaching and learning context of each school/province/region, the
teaching of every unit or lesson can be varied and the teaching steps can be
adapted. However, there are some key steps the teacher should keep in mind.

1. Preparation and timing (Lesson plan)
• It is important to go through the content(s) of the lesson and the teaching notes
before you go into the class. This will help you familiarize yourself with the
materials and know what materials to prepare for the lesson and what activities to
conduct at the lesson. You should look for the answer key for rather complicated
activities such as games and crossword puzzles before you teach.
• For some activities you should prepare some teaching materials which are not part
of the normal classroom materials such as an atlas for use in Unit 1, some felt-tip
coloured pens for Units 2, 3, 4, etc., family photos (Unit 4), postcards (Unit 5),
animal cut-outs from magazines (Unit 6), some students' ooks Unit 8), etc.

2. Warm-up
• You should do a warm-up activity at the beginning of every lesson. This is a
short activity (which is normally from two to five minutes) to draw pupils' attention
to the use of English. This activity is a good way to revise the old lesson and to
lead in the new one. The warm-up activites can vary in some way to suit the
teaching purpose, for example, the teacher can get pupils to sing a known song
or play a non-verbal game such as Simon says, Flower game (hangman), Bingo,
Slap the board, Doing actions, Charades (guesssing game), etc.

3. Classroom management
• Pair work
It is advisable to get pupils to work in varied pairs as shown in the diagrams below. In
case 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.
The teacher can get a “ losed pair” two pupils sit next to ea h other or an “open pair” two
pupils sit apart from each other in the classroom) to model an activity as necessary.
11

• Group work
It is useful to divide pupils into groups of four or six or according to some criteria
such as: they are friends or those who have the same birthdays and hobbies.
Separate pupils who are disruptive.

Pair work
(varied)

Group work of
4 or 6 (varied)

• As pupils work in pairs or in groups, it is important to monitor the activity.
Circulate and offer help when necessary and remember not to interfere with
pupils' work or orre t all of their mistakes. Let them work independently and
observe their ability to use English as well as the problems or difficulties they
encounter during the activity to prepare for remedial work later.
• The activity should be timed and stopped before pupils lose interest or
become distracted. Class routines should be established for that such as
putting hands up or giving two claps to signal stopping the activity.
• Young learners do love praise. When pupils do well in front of the class or do a
good job, it is useful to praise them: Good, Very good, Great, Well done, Good
job, etc. If a pupil cannot do a task, it is advisable to encourage him/her: Try
again or Have another try, Not quite right, etc.

4. Classroom language
• English should be used as much as possible in instructions and classroom management.

This is a systematic approach to establish the interaction between the teacher
and the pupils and to reinforce the language the pupils have learnt. In order to
help pupils understand English, it is useful to accompany your English with
some gestures, movement, or even Vietnamese for the first times.
• The instructions should be simple, clear and consistent to help pupils feel
secure and know what they are required to do. If pupils are confused,
Vietnamese should be used to make them understand and to check their
understanding to make sure that they can perform the activities successfully.
• Classroom language can be considered as receptive language and productive
language. Pupils can understand and respond to the receptive classroom
language, and understand and use the productive classroom language in order
to express what they mean in interactions with the teacher or with other pupils.
• The following phrases are suggested instructions and expressions for use in
Tieng Anh 3, 4 and 5:
12

Receptive classroom language

Say it.

Answer this / the question.

Sit down, please,

Ask a question.

Spell it / the word(s).

Ask your neighbour/partner a question.

Stand up, please.

Check your answers in pairs / groups.

Talk to your partner.

Close your books.

Try again.

Copy it into your copybook / onto a piece / onto a sheet of paper.

Well done / Excellent / That's right / That's not correct.

Correct / Not quite right / Wrong.

Work on your own.

Draw a picture of ...

Write a question.

Goodbye/Good night.
Hello / Hi / Good morning / afternoon / evening.

Write a sentence of your own.

Here it is / you are.

Write the answers to these / the questions.

Write the answer to this / the question.

How do you spell it in English?
I don't think so.
Listen to Linda / this / the dialogue /
story / dialogue between Nam and Mai.

Productive classroom language

Listen.

I think it's …

Look at this / the board / picture(s) /
photo(s) / puppet(s).
Look.

I understand / I don't understand.
I'm sorry. I can't remember.

Open your books.

Is this/that right?

Put up your hand.

It's my / your go / turn.

Put your books away.

I've got one wrong / two right.

Quiet, please.

Me too.

Read this / the word(s) / dialogue aloud.

Please.

Repeat after me, please.

See you again / tomorrow / on Sunday / next week.

Repeat, please.

Thank you / Thanks / Many thanks.

Say it aloud.

What does it / this word / sentence mean?

Say it in English.

What's … in English?

Say it in Vietnamese.

What's number one / two / three / four?

Already. / Not yet. / I've done it.

Can I borrow your pen/ pencil/rubber?

I'm sorry. I don't know.

5. How to end the lesson
• In order to establish the classroom routine, it is advisable to end the lesson in some
way to suit your teaching situations and the level of your pupils. If pupils stay in the
classroom for other classes, you can signal to end the lesson by putting hands up,
clapping hands or tapping the board and saying It's time to stop, and getting pupils to
say Goodbye. See you the next time when you leave the room.

• If there is time, you can round off the lesson with a song/rhyme or a chant that
pupils have learnt during the unit.
13

TEACHING LANGUAGE SKILLS IN
TIENG ANH 5
1. TEACHING LISTENING
• Listening plays a very important part in early language learning. Through
listening, pupils become familiar with the sounds, rhythms and intonation of
English. When they listen, they use their natural instinct to understand and work
out what the words might mean. It is, therefore, important to present listening
activities in a context in which the purpose of the activity makes sense and in
which the teacher provides plenty of support for understanding such as using
gestures, actions, pictures, puppets, real objects, and even Vietnamese.
• Pupils can respond non-verbally in the early stages of listening with
ticking/circling or colouring/ drawing simple pictures or doing actions. In later
stages, pupils can respond verbally with reading and selecting or completing
simple statements or giving answers to particular questions.
• Here is a three-staged approach to teaching listening:

a. Before listening
• Focus pupils' attention on the title of the unit or the task instru tion and set
up the context or the purpose of the activity. Go through each dialogue or
picture and the target language or the word prompts. Elicit any words or ideas
that pupils know related to a particular situation, Do you understand the title of
the unit? What can you see in this picture? Who is this? What is it? Do you
know it/him/her/them? What's he/she doing? What's happening?, etc.
• Make sure pupils understand what the task is (Listen and repeat, Listen and tick
/ match / circle / complete / number / answer, etc.) and what words or phrases to
focus on as they listen. Tell pupils that they do not need to understand every
word to carry out the activity.
• Pre-teach any words that pupils need to understand the listening text. Make
use of the pictures in the coursebook, flashcards, real objects (realia), puppets,
posters, gestures, movements or even Vietnamese. Then write the new
words/phrases on the board and have pupils repeat them a few times.
• Do the first example with pupils and check whether they know what to do and
what to listen for.

b. While listening
• Play the recording three times: once for pupils to listen to the whole text, once
for them to do the task, and once for them to check their answers. Leave
enough time between the listenings for pupils to do what they are required to.

• Monitor the activity and check whether pupils are doing the right thing. If they
seem confused, do the first example with them.

14

c. After listening
• Get pupils to show and compare their answers. It is advisable to ask individual
pupils to explain how they come to the answers (pupils can use Vietnamese to
explain) because they need to share their listening strategy with their classmates.
• If many pupils have got an item wrong, replay the recording and help them understand.

2. TEACHING SPEAKING
Like listening, speaking plays a very important part in early language learning. Pupils
can use their appropriate English to express what they mean in interactions with the
teacher or with their peers. Here is a three-staged approach to teaching speaking.

a. Before speaking
• Put the activity in context: focus pupils' attention on the pi ture s or the dialogue s
(Look, listen and repeat; Point, ask and answer; Talk). Point to each picture and
elicit pupils' answers to predi tion questions such as What is this? Who's this?
Where is he/ she? What does this mean? When do you use it?, etc. or ask pupils
to prompt the words to complete the sentences in the speech bubbles or ask them
to work in closed pairs (read more in Class Management) or in groups.

• Use a variety of appropriate techniques which suit the level of the pupils to
teach the meaning of the new vocabulary. Encourage pupils to guess the
meaning through pictures and context.

b. While speaking
• Make sure pupils understand what the task is (Repeat, Point, Ask and answer,
Talk, Sing, Chant, Recite a poem, etc.).
• Play the recording or read the text twice (Look, listen and repeat): once for
students to listen all the way through and once for them to follow in their books.
Check their comprehension through gist questions.
• Get pupils to read the example(s) (Point, ask and answer) before they work in
pairs or groups.
• Model the example with the whole class or use an “open pair” or a “ losed pair”
for the first time.
• Divide the class into groups/pairs, with each group/pair having a different role in
the dialogue/exchange. Play the recording or read the text. Each group/pupil says
the assigned character/line. Encourage pupils to perform actions as they speak.
• Repeat the step without the recording and encourage pupils to remember their lines.

• Move on to practise in pairs or in groups. Monitor the activity and offer help
when necessary. Focus on the pronunciation and, in particular, the stress and
intonation patterns.

c. After speaking
• Call groups/pairs to the front of the class to act out the dialogues or say the
topic required.
• Follow up the activity with freer activities based on the language of the current unit and
the earlier ones to provide pupils with good opportunities to communicate by relating
15

the language to their own situation, or create their own messages (Talk, Discussion,
Survey, Say the differences, Guess, Information gap, etc.). This also includes teacher
instructions and teacher-pupil interaction at the beginning or at the end of lessons.

Notes: The dialogues in each unit in Tieng Anh 5 contain both productive and receptive
English. Pupils are expected to learn and produce only the productive language and to
understand the receptive one. They do not need to remember and reproduce all the words
and structures in the unit. The productive speaking and listening are mostly in the Point,
Ask and answer, Talk, Role-play, Game(s), Chant(s), Poem(s), Song(s) sections and in
the interactions between the teacher and pupils and among pupils themselves.

3. TEACHING READING
The reading texts in Tieng Anh 5 are based on the familiar language materials
that have been orally/aurally practised, and the use of whole-word sign
recognition as well as phonics. In addition, the written words will support
pupils' understanding in listening and speaking and make them feel more
secure and get familiar with conventions of print and text.
The procedure of teaching reading for specific information (reading for details)
and reading for gist (reading for general idea) in class can be staged into
before, while and after reading.

a. Before reading
• Set up the context and prepare a motivating and interesting atmosphere. Elicit
pupils' responses to questions a out the title and the pi tures in their ooks.
Encourage pupils to guess what the text is about before they start their reading.
• Encourage pupils to work out the meaning of new words through contexts or
relate their clues together to understand the meaning of the text. Pre-teach
the key words that pupils cannot guess, using pictures, gestures, antonyms,
synonyms and even Vietnamese for abstract notions. Write the key words on
the board and get pupils to repeat them a few times.
• Make sure pupils understand the tasks before they start reading. Encourage
pupils to work independently.

b. While reading
• It is advisable to establish a classroom routine in the earlier lessons in which pupils put
up their hand in case they need the teacher's support as they do the reading tasks.

• Tell pupils not to worry if they cannot understand every single word because
that does not prevent them from doing the tasks. Ask some simple questions
to check if they understand the general point of the text (reading for gist) and
the details (reading for specific information).
• Give pupils sufficient time to read the text and let them work in silence.
Monitor the activity and offer help as necessary.
• Get pupils to check their answers in pairs or in groups. In case pupils in a pair
or a group disagree with each other on any answer, tell them to read the
instructions and the text again.
16

c. After reading
• Check the answers with the whole class. Ask some individual pupils how they
come to the answers. They can explain in Vietnamese.
• Get some pupils to write the answers on the board if time is available.
• Conduct an oral practice of questions and answers without looking at the
lines in their books.
• Do any follow-up activity/extension suggested in the Teacher's Book.

4. TEACHING WRITING
In Tieng Anh 5, initial writing emphasis is on supporting and reinforcing oralaural work, particularly the spelling of familiar vocabulary and sentence
patterns. The writing tasks often follow a model text or relate what the pupils
have read to their personal experience, interests and hobbies. Pupils love to
see their work displayed and read by their peers and the teacher.

a. Before writing
• Set the context or the purpose of writing: elicit pupils' answers to the questions related
to the writing content. Be sure that pupils know what they are going to write. In case
they have no idea, get them to read the reading passage or the model text carefully in
order to piece together the ideas that they need for their writing task.
• Elicit pupils' answers to he k their omprehension of the related language. Write on
the board the key words or structures necessary for pupils to do the task. For some
tasks, pupils have to discuss in pairs or in groups before they work individually.

• Get pupils to be aware of spelling, punctuation and capitalization.

b. While writing
• It is useful to suggest that pupils should write their draft before they copy their
work onto a neat and clean sheet of paper because good pieces of writing will
be used for class display later.
• Pupils work individually. Monitor the activity and help pupils correct any mistakes.

c. After writing
• Get pupils to exchange their work in pairs. Ask a few individual pupils to read
their work to the class.
• Have a classroom display, make use of the board or the space in a corner of the classroom.

5. TEACHING VOCABULARY
Teaching vocabulary helps pupils understand, memorise and use the words/phrases
appropriately in specific contexts. Young pupils learn English words and chunks
(words/ phrases) that combine vocabulary and grammatical patterns in an unanalysed
way. Therefore, it is crucial to give pupils plenty of time to practise, memorise, recycle,
and extend their vocabulary and grammar in meaningful contexts. Teach the form of
the word (sound and spelling) as well as its meaning and other related aspects of
words such as grammatical changes in forms and collocations (words that go together).

• Use a picture/ puppet/real object/a flashcard/gestures or even Vietnamese (for
abstract meaning) to help pupils recognise the meaning of the word/phrase.
• Say/Play the recording for pupils to listen and repeat the word/phrase a few times.
• Get pupils to practise using the word in a wide range of spoken or written
activities in pairs or in groups.
17

6. TEACHING PRONUNCIATION
In Tieng Anh 5, the pronunciation activities relate the language introduced in
the unit to the language in the earlier ones. They vary in types: phonics, songs,
rhymes, chants, and games.

a. Phonics
Phonics enables pupils to recognise the relationship between letters or letter
combinations and the sounds they make, e.g. blue, flat (Unit 2), watched,
visited, played (Unit 6), etc. With the knowledge of phonics, pupils are able to
improve their speaking and reading skills because they can identify the spelling
and the pronunciation patterns of the text they hear and decode them quickly.
• Draw pupils' attention to the letter s and its/their sound s in words, and
model the new sound(s) a few times for pupils to repeat.
• Elicit pupils' answers to he k their omprehension of the dialogues/ hants/poems.
Show them how to respond as they listen to the recording (e.g. to repeat or to do
actions). Play the recording or read the text twice: once for pupils to listen to the text all
the way through, and once for them to clap the focused sounds or to repeat each line.

• Divide the class into groups to say different lines or roles in the dialogues
with or without the recording.
• Make sure pupils u...