Giáo án Tiếng Anh 5 tuần 1, 2

ME AND MY FRIENDS Week: 1. Date of teaching: Thursday, September 12th, 2013. Period: 1st. UNIT 1: A SUMMER CAMP Lesson 1 Objectives: By the end of this lesson, students will be able to ask and answer questions about where some is from. Develop speaking skill. Teaching methods: Communicative approach. Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. Teaching aids: Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. Students’ aids: books, notebooks, workbooks. Languages focus: Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala Lumpur , Thailand – Bangkok, the USA – New York, Indonesia - Jakarta Structures: A: Where’s he from? B: He’s from Malaysia. A: Where in Malaysia is he from? B: Kuala Lumpur. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 4’ Warm up: Clap the board. Let Ss play the game with the characters in character gallery on P.2 New lesson Look, listen and repeat. Have Ss to look at the book at page 6 and get Ss to identify the familiar characters and the new ones. Have Ss guess what is happening in each picture. Set the scene: These children are at a summer camp in Vietnam.(elicit the word “summer camp”) Use the world map to show where each country or city is (Malaysia, Thailand, Bangkok and Kuala Lumpur) Write the new words on the board and get Ss to read a few times. Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in the speech bubbles two times. Divide the class into groups to take turns to say the lines from Zack and Lawan. Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. Point, ask and answer. Have Ss look at the pictures a, b, c and d on page 6 Set the context: These children come from many countries. Point to P. a and say: This is Zack. He’s from Kuala Lumpur, Malaysia. – Have Ss repeat: Zack, Malaysia, Kuala Lumpur. Repeat the step with other pictures. Ask Ss to read the example and elicit their prompts to complete the text in the speech bubbles Write the questions and answer on the board and get Ss to repeat the lines a few times in turn. Model the task. Point to Zack and ask: Where’s he from? Class: He’s from Malaysia T: Where in Malaysia is he from? Class: Kuala Lumpur. Ask them to act out the dialogue. Repeat the step with some other pairs for pictures b, c, d.( Focus on pronunciation and fluency) Have Ss practice acting out the dialogue in pairs, using the pictures. Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. Call on some pairs to perform the task at the front of the class. Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. Listen and tick. Get Ss to look at the pictures on page 7 and tell them the purpose of the listening. Elicit the information of these pictures. Do the first example with Ss. Play the recording twice: once for listening all the way through and once for them to doing the task. Play it again for Ss to check their answer Ss trade their answers within pairs or groups for correction Ask Ss to report the answers aloud to the class. The others listen and give comments. Make some questions to check Ss’ comprehension Summary and Home- link: Consolidate the content of the lesson. Ask Ss search for the cities and flags of related countries in the unit on the world map or in the internet. T – whole class T – Whole class Group/ pair work T – Whole class T – Whole class Group work Pair- work T – whole class T – whole class Individually Pair- work T – whole class Week: 1 Date of teaching: Friday, September 13th, 2013. Period: 2nd. UNIT 1: A SUMMER CAMP Lesson 2 Objectives: By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ese” and that of the letter “ian”; listen and read for specific information Develop listening, speaking and reading skills. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards. Students’ aids: book, notebook, workbook. Languages focus: * Phonics: Vietnamese Indonesian Procedures: Time Steps/Activities Work arrangement 5’ 5’ 7’ 10’ 10’ 3’ Warm up: Country bingo Let Ss play the game with the grid and a list of countries Vietnam Laos Indonesia Malaysia Thailand The USA The UK Korea Cambodia New lesson Listen and repeat/ Group and say it aloud. Listen and repeat. Have Ss open the book page 8, draw their attention to the letters colored differently in the words Vietnamese and Indonesian Set the scene: “We are going to learn how to produce the sound of letters ese in the word Vietnamese and that of the letter ian in the word Indonesian” Produce the sound of the letter ese and ian a few times Get Ss to repeat the words a few times. Encourage Ss to recall the names of countries (Unit 2 – Tieng Anh 4) which have the end of ese and ian Group and say it aloud Ask Ss to look at the chart and the word box Check if they understand the activity and the meaning of the focused words. Say each word and get Ss to repeat a few times. Set the time and let Ss do the task Ss check their answer in pairs. Call some Ss to report their answers to the class Have the whole class read in chorus all the words in each column. Listen and read together. Have Ss look at Picture a and b on Page 8 and set the context. Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times) Using pictures or translating cultural show mask model twin towers Read each dialogue, stop at times to check Ss’ comprehension. Have Ss repeat each line in the dialogues (clap once for the words with “ese” and clap twice for the words with ian Model and get Ss to clap in the same way then repeat each line of the dialogues. Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words. Device the class into four groups to take turns to repeat the lines from Mai, Akio, Azmi and Zack. Listen and number. Ask Ss to look at Picture a, b, c and d on page 9 Set the scene: “you are going to listen to the recording and number the picture” Elicit the content from Ss: What’s it? P.a: a robotic cat – Doraemon. P.b: the Petronas Twin Towers in Malaysia. P.c: 3 Indonesian masks. P.d: a Chinese lantern. Pre-teach the key words: (Write the words on the board Ss repeat a few times) activity talk display Doraemon. Play the recording twice: once for Ss to listen all the way through, once for them to do the task. Play it again for Ss to check their answers. Have Ss trade their answers in pairs for correction Call some to report their answer to the class Answer: 1 – c 2 – d 3 – b 4 – a Summary and Home- link: Consolidate the content of the lesson. Ask Ss select a favourite flag, draw and colour it at home for a class display in the next lesson. T – whole class T – Whole class Individually Pair – work T – whole class T – whole class T – whole class Individually Group T – whole class T – whole class Individually Pair- work T – whole class T – whole class Week: 2 Date of teaching: Thursday, September 19th, 2013 Period: 3rd UNIT 1 A SUMMER CAMP Lesson 3 Objectives: By the end of this lesson, Students will be able to: Ask and answer about someone’s nationality Read an information text on a summer camp and write an e-mail. Develop speaking and listening skill. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. Teaching aids: Teacher’s aids: audio CD, pictures, poster, flashcards. Students’ aids: book, notebook, workbook. Language focus: Vocabulary: stage, nationality Sentence Patterns: What’s his/ her nationality? He’s/ She’s ……………………….. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 10’ 5’ Warm up: Let Ss display their flags and play the game Pelmalism using names of countries and nationalities. New lesson. Look, listen and repeat. Have Ss to look at the book at page 10. Set the context: This is a cultural activity at the summer camp. Ask Ss to look at the P. a and ask (Who are they?, Who are these children talking about?, What’ s the name of the boy on the stage?, What’s his nationality?) Repeat the step with P.b Pre-teach: stage, nationality(Write the words on the board and ask Ss to repeat a few times) Play the recording all the way through for Ss to listen the dialogue. Play the recording again for Ss to repeat each line of the dialogue a few times. Divide the class into groups to take turns to say the questions and answers in each line. Point, ask and answer. Draw a chart of the country and nationality related to this section on the board and get Ss to repeat each name a few times. Set the scene: These children are at the summer camp. They’re from different countries. Now you practice asking and answering questions about their nationalities. Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) T models: Point to Pa. and ask What’s his nationality Ss: He’s Malaysian. Repeat the step with picture b, c and d. Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. Read and do the tasks.(Choose one of 3 or 4) Tick T (True) or F (False) Ask Ss to look at the picture on P.11 Set the context: Can you guess what you are going to read about? Where is it? What are the children doing? Elicit and recall any vocabulary that Ss will need to understand the text(Write the words on the board and Ss repeat a few times) Play the recording, pause at times to check Ss’ comprehension. Check if Ss understand the task. Do the first for example Give Ss sufficient time to do the task and move around to monitor the activity. Have Ss to check their answers in pairs before call some Ss to report the answer to the class. For the better Ss) Ask Ss to brainstorm the s; ate different kinds of food and drink; ect. Encourage Ss to talk about one thing they liked doing and one thing that they did not like. Set time and get Ss to work in pairs. Monitor the activity Call on some individual students to say their answers to the class. Read and write an e – mail.(Choose one of 3 or 4) Get Ss to look at the example e - mail and have a brief discussion with the class about the picture and the task. Point to the model text and elicit Ss’ answer: Who wrote the e-mail?; Who will receive it?; Read the passage and check Ss’ comprehension: Where was the summer camp? What did the campers do at the camp? … Get Ss to read the model e-mail and read the guide Let Ss do the task. Move around the class to monitor the activity. Get a few Ss to read aloud their e-mail to the class. Have a class display of Ss’ work. Summary and Homelink. Ss have learnt To ask and answer about someone’s nationality, using What’s his/ her nationality? – He’s/ She’s Indonesian. To read about the summer camp and write an e-mail to a friend Encourage Ss to play the City/ Country Bingo and sing along the song Jenny and Harry at home. T – whole class T – whole class Whole class Individually Groups T – whole class Pair – work T – whole class T – whole class Individually Pair – work/ Group work Whole class T – whole class Pair work T – whole class Individually Whole class T – whole class Week: 2 Date of teaching: Friday, September 20th, 2013 Period: 4th UNIT 2 MY FRIEND’S HOUSE Lesson 1 Objectives: By the end of this lesson, students will be able to ask and answer questions about where one lives. Develop speaking skill. Teaching methods: Communicative approach. Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. Teaching aids: Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. Students’ aids: books, notebooks, workbooks. Languages focus: Vocabulary: same area, street, floor, building. Structures: A: Where do you live? B: I live at 52 Ba Trieu Street. I live on the second floor of Ha Noi Tower. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 4’ Warm up: Number Bingo. Let Ss play the game with numbers 21 – 50. New lesson Look, listen and repeat. Have Ss to look at the book at page 6 and get Ss to identify the characters in each picture. Have Ss guess what is happening in each picture: Who is this?; What’s his/her name?; Where are they?; Pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times) same area street floor Tower Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in the speech bubbles two times. Divide the class into groups to take turns to say the lines of Mai and Tony. Point, ask and answer. Have Ss look at the pictures a, b, c and d on page 13 Set the context: We are going to ask and answering about the addresses. Ask Ss to pretend to be Mai and Tony. Read the line in speech bubbles and elicit Ss’ prompts to complete the lines. Write the questions and answers on the board and get Ss to repeat a few times. Pre-teach the vocabulary: avenue road lane numbers: 74, 51, 72 model the task Point to P. a and ask: Where do you live? –Ss: I live in the 2nd floor of Ha Noi Tower. Repeat the step with other pictures. Have Ss to take turns to point to the pictures , ask and answer about addresses. Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. Call on some pairs to perform the task at the front of the class. Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. Listen and match. Get Ss to look at the pictures on page 7 and tell them the purpose of the listening. Elicit the information of these pictures. Have Ss to repeat the characters’ names Have Ss repeat the numbers: 38, 52, 26, 73 Do the first example with Ss. Play the recording twice: once for listening all the way through and once for them to doing the task. Play it again for Ss to check their answer Ss trade their answers within pairs or groups for correction Ask Ss to report the answers aloud to the class. The others listen and give comments. Make some questions to check Ss’ comprehension Summary and Home- link: In this lesson, Ss have learnt to ask and answer questions about where one lives, using Where do you live? – I live at/ on ___________. Encourage Ss to draw his/ her house and writes the address under the picture for the class display in the next lesson. T – whole class T – Whole class Pair work Group T – Whole class Pair- work T – whole class T – whole class Individually Pair- work T – whole class Week: 3 Date of teaching: Thursday, September 26th, 2013. Period: 5th UNIT 2: MY FRIEND’S HOUSE Lesson 2 Objectives: By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “fl” as in flat and that of the letter “bl” as in block; listen and number the pictures in the order they hear Develop listening, speaking and reading skills. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards. Students’ aids: book, notebook, workbook. Languages focus: * Phonics: flat block Procedures: Time Steps/Activities Work arrangement 5’ 5’ 7’ 10’ 10’ 3’ Warm up: Students’ display Let Ss display their drawings on the board. Then ask and answer questions related to the addresses. New lesson Listen and repeat/ Listen, complete and say aloud. Listen and repeat. Have Ss open the book page 8, draw their attention to the letters colored differently in the words flat and block Set the scene: “We are going to learn how to produce the sound of letters fl in the word flat and that of the letter bl in the word block” Produce the sound of the letter fl and bl a few times Get Ss to repeat the words a few times. Encourage Ss to recall the names of countries (Unit 2 – Tieng Anh 4) which have the end of ese and ian Listen, complete and say aloud. Ask Ss to look at the book at P.15 Check if they understand the activity and the meaning of the focused words. Get Ss to guess all the complete words and do the first example Set the time and let Ss do the task Ss check their answer in pairs. Call some Ss to report their answers to the class Have the whole class read in chorus all the words in each column. Listen and read together. Have Ss look at Picture a and b on Page 15 and ask them to identify the characters and the focused words. Set the context:Nga and her friends live in the same blocks of flats. They live on different floors. Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times) Using pictures or translating top fourth third ground floor Ask Ss to guess what the passage is about. Read the passage, stop at times to check Ss’ comprehension. Have Ss repeat each line in the passage (clap once for the words with “fl” and clap twice for the words with “bl” Model and get Ss to clap in the same way then repeat each line of the dialogues. Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words. Listen and number. Ask Ss to look at Picture a, b, c and d on page 16 Set the scene: “You are going to listen to the recording and number the pictures” Elicit the content from Ss: Where does this girl/ boy live? Write the addresses (location words and number) on the board and get Ss to repeat them a few times. Play the recording twice: once for Ss to listen all the way through, once for them to do the task. Play it again for Ss to check their answers. Have Ss trade their answers in pairs for correction Call some to report their answer to the class Answer: 1 – b 2 – d 3 – a 4 – e 5 – c Summary and Home- link: Consolidate the content of the lesson. Ss make sentences with the words from the crossword puzzle for the class display in the next lesson. T – whole class T – Whole class Individually Pair – work T – whole class T – whole class T – whole class Individually Group T – whole class T – whole class Individually Pair- work T – whole class T – whole class Week: 3 Date of teaching: Friday, September 27th, 2013 Period: 6th UNIT 2 MY FRIEND’S HOUSE Lesson 3 Objectives: By the end of this lesson, Students will be able to: Ask and answer about a friend’s house Read a description of a house Write about a friend’s house. Develop speaking and listening skill. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. Teaching aids: Teacher’s aids: audio CD, pictures, poster, flashcards. Students’ aids: book, notebook, workbook. Language focus: Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence, violet, Sentence Patterns: What’s your house like? It’s a big house. It’s got a green gate. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 10’ 5’ Warm up: New lesson. Look, listen and repeat. Have Ss to look at the book at page 17, read the context sentence above the pictures and identify the characters in the pictures Set the context: Ask Ss to look at the P. a and ask (What are Mai doing?, Who’s asking her? Repeat the step with P. b:What colour is Mai’s house? Is it small/ big? Pre-teach: great, what…..like? (Write the words on the board and ask Ss to repeat a few times) Play the recording all the way through for Ss to listen the dialogue. Play the recording again for Ss to repeat each line of the dialogue a few times. Divide the class into groups to take turns to say the questions and answers in each line. Point, ask and answer. Draw Ss’ attention to the picture next to the example in this section Set the scene: imagine this is your house. We’re going to ask and answer about your house. Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) Pre-teach the new vocabulary: cottage yard pond Using pictures or drawing/ gestures roof balcony large Get Ss to repeat the prompt under each picture a few time and make sure they understand them. T models the task: Point to Pa. and ask What’s your house like? Ss: It’s a large cottage. It’s got a large pond. Repeat the step with picture b, c and d. Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary. Call on some pairs to perform the task at the front of the class. Others observe and comment. Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. Read and tick the right picture.(Choose one of 3 or 4) Ask Ss to look at the picture on P.11 and read the title and instruction. Set the context: you are going to read the passage and tick the right picture Elicit and recall any vocabulary that Ss will need to understand the text: comfortable, fence, violet, go fishing (Write the words on the board and Ss repeat a few times) Play the recording, pause at times to check Ss’ comprehension. Check if Ss understand the task. Do the first for example Give Ss sufficient time to do the task and move around to monitor the activity. Have Ss to check their answers in pairs before call some Ss to report the answer to the class. Write about your friend’s house.(Choose one of 3 or 4) Get Ss to look at the passage and have a brief discussion with the class about the picture and the task. Tell them the writing purpose: they are going to read the description of one’s friend’s house and choose the appropriate words from the box to complete the passage. Set the time and let Ss do the task. Move around the class to monitor the activity. Get a few Ss to read aloud their writing to the class. Summary and Home-link. Consolidate the content of the lesson. Encourage Ss to finish their drawing for the class display in the next lesson. T – whole class T – whole class Whole class Individually Groups T – whole class Pair – work T – whole class T – whole class Individually Pair – work/ Group work Whole class T – whole class Individually Whole class T – whole class