Giáo án Tiếng Anh 5 tuần 13 đến 16

Week: 13 Date of teaching: Thursday, December 5th, 2013 Period: 25th UNIT 8 MY FAVOURITE BOOK Lesson 2 I. Objectives: By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters a in the words watermelon and that of the letters a as in dragon Listen and number the pictures in the order they hear. Develop listening, speaking and reading skills. II. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. III. Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards. Students’ aids: book, notebook, workbook. IV. Languages focus: * Phonics: watermelon dragon V. Procedures: Time Steps/Activities Work arrangement 5’ 5’ 10’ 7’ 10’ 3’ Warm up: Ss display their home-link on the board. Ss ask and answer questions about the books displayed, using the questions they have learnt so far. New lesson Listen and repeat Have Ss open the book page 64, draw their attention to the sound(s) of the letters a in the words watermelon and that of the letters a as in dragon Get Ss to repeat the words a few times. Listen and read together. Have Ss look at Picture on Page 64 and elicit the names of the characters in each picture and guess what the dialogues are about. Set the context: You are going to listen two dialogues. Clap the words in focus: one clap for the word with a as in the words watermelon and two claps for the word with a as in dragon Play recording; stop at times to check Ss’ comprehension. Have Ss repeat each line in the dialogues 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 for competition Group and say aloud Ask Ss to look at the book at P.64. Get Ss to look at the chart and the word box 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 number. Ask Ss to look at Picture a, b, c and d on page 65 Set the scene: “This is an interview with four Ss at Binh Minh Primary School. The interviewer wants to know the books that these Ss often read in their free time. You are going to listen to listen and number the books.” Point to each picture and elicit the answer What do you see in the Picture a/ b/ c/ d P. i: Aladdin and the Magic Lamp P. b:The Legend of Watermelon P. c: The Starfruit Tree P. d: Ali Baba and The Forty Thieves. Play the recording twice: once for Ss to listen all the way through, once for them to do the task (notice Ss to focus on the order of the text and the contextual information of each picture) Have Ss trade their answers in pairs for correction Play it again for Ss to check their answers. Call some to report their answer to the class Key: 1 – b 2 – d 3 – a 4 – c Summary and Home- link: Consolidate the content of the lesson. Ss draw a table with two columns: one for the title of the stories they have read and one for the main character’ s name in each book for the class display in the next lesson T – whole class T – Whole class T – Whole class Individually Pair – work T – whole class T – whole class Individually Group T – whole class T – whole class Individually Pair- work T – whole class T – whole class Week: 13 Date of teaching: Friday, December 6th, 2013 Period: 26th UNIT 8 MY FAVOURITE BOOKS Lesson 3 Objectives: By the end of this lesson, Students will be able to: Ask and answer question about what a story character is like Read a comprehension text on a favourite character and write about a favourite book character. 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: intelligent, brave, patriotic, clever, brilliant, good-natured, miserable Sentence Patterns: What is Son Goku like? He’s intelligent and brave. Procedures: Time Steps/Activities Work arrangement 5’ 10’ 10’ 10’ 10’ 5’ Warm up: Ss display their home- link work. Ss ask and answer questions about the books and characters displayed, using the language they have learnt. New lesson. Look, listen and repeat. Have Ss to look at the pictures on page 66 and read the lines in each picture. Point to each picture and elicit the names of characters and the location. Set the context: Mai and Tony are in the library. They are looking for some story books. You are going to hear them talking about these books. Recall the familiar vocabulary and teach the new word: Get Ss to repeat the words a few times. main character brave intelligent Play the recording all the way through for Ss to listen the text. Play the recording again for Ss to repeat each line a few times. Divide the class into groups to take turns to make the conversation Point, ask and answer. Draw Ss’ attention to the picture on the right of the example. Point to the picture of Son Goku and ask Ss to read the example. Set the scene: Imagine you are reading this book. Let’s practice talking about the character in this book Ask Ss to read the example and elicit their prompts to complete the speech bubbles. Write the question and answer on the board and get Ss to repeat a few times. Recall and pre-teach the prompt under each picture Get Ss to repeat the words a few times. brave intelligent patriotic clever brilliant good-natured miserable 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) Model the task with the whole class T: What’s Thanh Giong like? Class: He’s brave and patriotic.. - Repeat the step with picture a, b, c, d and e. 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 task.(Choose one of 3 or 4) Ask Ss to look at the picture on P.67 Set the context: you’re going to a passage and do the task that follow. Recall the familiar vocabulary and teach the key words to understand the passage: (Write the words on the board and Ss repeat a few times) free e – book case detective series change fight organization Read the passage, check Ss’ comprehension. Tell them that they should scan the information in the passage to do the task 1. 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. Answers: 1. Yes 2. No 3. Yes 4. Yes 5. No Write about your favourite book. Ask Ss to open the book on P. 68 and draw their attention to the passage. Tell Ss the writing purpose: You are going to read and complete a passage about your favourite book with support from the guide. Do the first example with the class. Write the wrting frame on the board and elicit Ss’ answer to complete the passage. Set the time and let Ss do the task individually. Move around the class to monitor the activity. Get a few Ss to complete the bubbles on the large – sized sheet of paper. Others check the lines and get Ss to repeat each line in the speech bubbles. Summary and Home link. Consolidate the content of this lesson Ss practice miming their favourite sports and games at home for the class performance 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 Whole class Individually T – whole class T – whole class Week: 14 Date of teaching: Thursday, December 12th, 2013 Period: 27th UNIT 9 OUR TEACHER’S DAY Lesson 1 Objectives: By the end of this lesson, students will be able to ask and answer the questions about the date of Teacher’s Day in some countries. Develop listening, reading and 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: Vocabularies: Wear, bested clothes, celebrate, special event, celebration Sentence patterns: When is Teacher’s Day in Malaysia? It’s on May 16th. Procedures: Time Steps/ Activities Work arrangement 6’ 10’ 10’ 10’ 4’ Warm- up Ss display their home-link pictures from Unit 8. Ss play the game “Slap the board”, using the displayed pictures Present the new lesson Look, listen and repeat. Focus Ss’ attention on the title of the unit and the pictures. Ask Ss to identify the characters in the pictures Set the context: “you are going to hear Zack, Mai and Mei Mei talking about Teacher’s Day in some countries.” Recall how to say the date: November 20th, May 16th and September 10th. Present new words (pictures): Write them on the board and get Ss to say each word a few times wear best clothes celebrate Play the recording for Ss to listen Play the recording again for Sts to repeat sentence by sentence. Divide the class into groups to take turns, then opened pairs and close pair practice Point, ask and answer Draw Ss’ attention to the world map and the date chart in this section. Point to the word map and ask Ss to read the name of the countries in focus. Set the context: “You are going to practice asking and answering questions about the dates of Teacher’s Day in some countries.” Ask Ss to read example and elicit their prompts to complete the bubbles. Write the question and answer on the board and get Ss to repeat them a few times. Point to each row on the date chart and get Ss to repeat the name of the countries and the dates a few times. Model the task with the whole class Point to Australia on the chart and ask: When is Teacher’s Day in Australia? Class: It’s on the last Friday of October Repeat the step a few times. Go through the task with the other pictures (focus on pronunciation and fluency) Ask Sts to work in pair, asking and answering the questions. Monitor the activity, check pronunciation and offer Ss help when necessary. Ask some pairs to ask and answer in front of the class while others observe and give comments (using the character flashcards) Listen and circle Get Ss to look at the date provided on P. 70 and guess what they are going to hear about. Set the context: “ You are going to hear a passage about the dates of Teacher’s Day in some countries. You should listen and circle the appropriate dates.” Write the words on the board and get Ss to repeat each of them a few times Pre-teach the key words: celebrate special event celebration Play the recording 1st time for Ss to listen all the way through Play the recording 2nd time, pause after each part for Ss to have sufficient time to select and tick the picture. 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. Give feedback: 1 – c 2 – c 3 – a 4 - a Make some questions to check Ss’ comprehension Summary and Home- link: Consolidate the content of the lesson. Ask Ss to select, copy and colour a flag for the class display in the next lesson. T – whole class T – whole class Whole class Individually Pairs T – whole class Pair – work T – whole class T – whole class Individually Pair – work/ Group work Whole class T – whole class Week: 14 Date of teaching: Thursday, December 13th, 2013 Period: 28th UNIT 9 OUR TEACHER’S DAY Lesson 2 I. Objectives: By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters rd in the words card and that of the letters st as in just Listen and number the pictures in the order they hear. Develop listening, speaking and reading skills. II. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. III. Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards. Students’ aids: book, notebook, workbook. IV. Languages focus: * Phonics: card just V. Procedures: Time Steps/Activities Work arrangement 5’ 5’ 10’ 7’ 8’ 3’ Warm up: * Chatting Ask Sts to ask and answer questions about the flags, the country names and the dates of Teacher’s Day in some countries Listen and correct their mistakes New lesson Listen and repeat Have Ss open the book page 71, look at the words card, just and notice the letter colored differently in both words. Produce the sounds of the letters rd in the word card and the letter st in the word just Ask Ss to say what they think about when they hear the sound Play the recording all the way through for Ss to listen while they are reading the words in their books Get Sts to repeat the words a few times Listen and read together. Have Ss look at picture on page 71. Ask Sts to read the lines on the cards and the poem. Check Sts’ comprehension. Ask Sts to read the poem and teach vocabulary: look forward arrive devoted helpful Check vocabulary: what and where Set the context: You are going to hear the poem and clap the words: one clap for the words with “rd”pronunced and two claps for the words with “st” pronounced. Play the recording all the way through for Ss to listen while they are reading Have Ss practice the text in groups and clap the syllables Ask Ss to read each sentence and repeat each line a few times Divide class into two groups to take turns to say and clap the lines Call on a few groups to perform the task in front of the class Group and say aloud Get Sts to look at the chart and the word box. Say: You are going to group the words according to the pronunciation of their “rd” and “st”. Say each word and get Sts to repeat it a few times. Do the first example with the class Set time and let Sts do the task in groups Ask Sts to check their answers in groups Call on some Sts to report their answers Card /kɑ:d/ Just /dʤʌst/ third fist board honest forward breakfast bird August Have the whole class read in chorus all the completed words. Listen and number. Have Ss look at Pictures on page 72. Ask them to say what they see. T asks Ss to work in pairs to guess. Ask Ss to listen to the recording and match the information they hear to the pictures and number the pictures. 1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books 2nd: play the recording for Ss to listen and number. 3rd: play the recording for Ss to check their answers. Have Ss trade their answers in pairs for correction Ask some questions to ensure Ss’ comprehension of the listening text. Answers: 1 – c; 2 – d; 3 – a; 4 – b; 5- e Summary and Home- link: Consolidate the content of the lesson. Ss make and decorate a card for Teacher’s Day to display in their classroom in the next lesson. T – whole class T – Whole class T – Whole class Individually Pair – work T – whole class T – whole class Individually Group T – whole class T – whole class Individually Pair- work T – whole class T – whole class Week: 15 Date of teaching: Thursday, December 19th, 2013 Period: 29th UNIT 9: OUR TEACHER’S DAY Lesson 3 Objectives: At the end of the period, Students will be able to express and respond to wishes Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese primary school Write a card for Teacher’s Day Develop four skills. 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: head teacher, deliver a speech, honour, exciting, memorable Sentence Patterns: These flowers are for you. Thank you. Procedures: Time Steps/Activities Working arrangement 2’ 8’ 12’ Warm up Ask Sts to read the poem “ To Our Teacher” together on page71 Listen and check pronunciation Introduces the new lesson. New lesson. Look, listen and repeat Ask Ss to look at each picture on page 73 and set the context: The Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s Day. They have a present for Miss Hien Pre- teach the new words: + Happy Teacher’s Day Write the words on the board and repeat Play the recording for Sts to read each line in the pictures and check Ss’ comprehension at times, using English and Vietnamese when necessary. Play the tapes for Sts to listen and repeat Call some pairs to practice in front of class and check Sts’ pronunciation. Point, ask and answer Have Ps look at the prompts under each picture on page 73. Get them to repeat each prompt a few times and say: You are going to practise expressing wishes and responding to or replying wishes. Imagine you are the Sts in Miss Hien’s class. Ask Sts to read the example Model the task: Point to picture a: The class has got a story book for you. Class: Thank you. Give the usage and meaning of model _______ for you! Thank you. Call on some pairs to perform the task at the front of the class. Ask Sts to ask and answer about their future jobs in pairs Have the whole class repeat all the phrases to reinforce their pronunciation. Read and do the task. Ask Sts to open the book on page 74. Get Sts to look at the picture. Set the context: You are going to read a passage and do the tasks that follow Elicit their answer to identify the characters Pre – teach vocabulary: head teacher: deliver a speech honour exciting memorable praise: Read the passage, pausing at times to check Ps’ comprehension. Task 1: Ask Sts to read the context and match the words that go together Have Ss exchange their answer in pairs. Call on Sts to demonstrate at the class. Give the answer to the class. Provide explanation when necessary. Key: 1. c 2. d 3. a 4. b Act2: Ask Sts to read the passage again and tick True or False independently Have Ss exchange their answer in pairs. Call on Sts to demonstrate at the class. Key: 1- F; 2- F; 3- T; 4- T Write Ask Sts to open the book on page 75. Get them to read the task, look at the cards and read the lines on them. Explain the writing purpose: You are going to write a card for your teacher on Teacher’ Day. Now you should read the models and decide what to write. Pre- teach the new vocabulary: candle consume light others inspire inspirer Give Sts some more useful expressions: Happy Teacher’s Day. Thank you for teaching me; Have a happy Teacher’ Day and best wishes……. Set time for Sts to work individually Call on Sts to read their work to the class. Listen and check their mistakes Consolidation and Home link. Consolidate the content of the lesson. Ss practice singing the song My Dear Teacher 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 Whole class Individually T – whole class T – whole class Week: 15 Date of teaching: Friday, December 20th, 2013 Period: 30th UNIT 10: HOW I LEARN ENGLISH Lesson 1: Objectives: By the end of this lesson, students will be able Ask and answer about one’s favourite school subject Listen and tick the correct pictures Develop listening and speaking skills. 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: Vocabularies: translator, difficult, mathematician, spoken English, pianist Sentence patterns: What subject do you like best? Science. Procedures: Time Teacher’s activities Working arrangement 5’ 10’ 10’ 10’ 5’ Warm up Ask Sts to sing the song My Dear Teacher from Unit 9 on page 75 Ask Sts to sing in groups Call on some groups to sing at the class Check their pronunciation New lesson Look, listen and repeat Ask Ss to look at the pictures to identify the characters in each picture on page 76 Set the context: You are going to hear Tony, Phong, Mai and Mei Mei talking about the subjects they like learning. Pre- teach the new vocabulary: Translator difficult Play the recording for Sts to read each line in each picture and check Ss’ comprehension at times, using English and Vietnamese to help Sts understand the context. Play the tapes for Sts to listen and repeat Divide the class into groups to take turns to say the lines from Tony, Phong, Mai and Mei Mei Call some pairs to practice in front of class and check Sts’ pronunciation Point, ask and answer. Point to each cover and ask Sts to read the name of subjects and say: You are going to practice asking and answering questions about the school subjects you like best. Ask Sts to read the example Elicit their prompt to complete the sentences in the speech bubbles. Write the question and the answer on the board. Get Sts to repeat each sentence a few times. Then point to each row on the date chart and get Sts to repeat the name of the countries and the dates a few times. Model the task with the whole class: What subject do you like best? What subject do you like best? Science. Class: Vietnamese Give the model: Call on some pairs to perform the task at the front of the class. Others observe and comment. Ask Sts to ask and answer questions about the titles of the books Have the whole class repeat all the phrases to reinforce their pronunciation. Listen and tick. Have Ss open the book on page 77 and get them to elicit each picture. Ask Sts to guess what they are going to hear about. Set the context: You are going to four dialogues in which children are talking about their favourite school subjects. You should listen and tick the correct pictures Have Sts repeat the phrases Play the tape twice for Sts to listen all the way through and do the task Do the first example with them Replay the recording for Sts to check their answers in pairs. Then call on some Sts to report their answers. Read out the correct answers to the class. Ask Sts about the content of the listening Answers: 1- a; 2-c; 3- c; 4- a Consolidation and Home link. Consolidate the content of the lesson. Ask Ss prepare a list of their favourite school subjects and the reason why they like them for the class display in the next lesson. T – whole class T – whole class Whole class Individually Group work T – whole