Giáo án Tiếng Anh 5 tuần 5, 6

Week: 5 Date of teaching: Thursday, October 10th, 2013 Period: 9th UNIT 3 A BIRTHDAY PARTY 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: review Sentence Patterns: What did you do at the party? We played hide – and - seek. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 10’ 5’ Warm up: Ss sing along the song Happy birthday. New lesson. Look, listen and repeat. Have Ss to look at the book at page 20, get Ss to look at the pictures and set the context: Nam went to Tony’s birthday. Now his sister Hoa is sking him what they did at the party. Read each exchange, stop at times to check Ss’ comprehension. Make sure that Ss can understand the situation and language in each picture 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. Ask Ss to open the book on page 24. Draw Ss’ attention to the picture next to the example in this section Set the scene: Imagine you are Nam. You went to a birthday party with these children. 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) Get Ss to repeat the prompt under each picture a few times and make sure they understand them. T models the task: Point to Pa. and ask What did you do at the party? Ss: We danced. 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 answer.(Choose one of 3 or 4) Ask Ss to look at the picture on P.25 and read the title and instruction. Set the context: You’ve got two invitation cards: one from Lan Huong and one from Peter Brown. Look at the invitation cards and find the answers to these questions(point to the questions) Read each line on the invitation cards, pausing at times to check Ss’ comprehension, using the questions provided Elicit and recall any vocabulary that Ss will need to understand the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times) Read the cards again and get Ss to repeat each line a few times. Ss take turns to ask and answer the questions Call some pairs to report the answer to the class. Write an invitation card.(Choose one of 3 or 4) Set the context: You are going to write your birthday invitation card. Read each line. Do you understand what it say? What should you write? Call on a few Ss and elecit their prompts to fill in the card. Write a model on the board. Read each line and get Ss to repeat a few times. 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 practice singing their own version of the song Happy Birthday 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 Individually Whole class T – whole class Week: 5 Date of teaching: Friday, October 11th, 2013 Period: 10th UNIT 4 MAI’S DAY Lesson 1 Objectives: By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities. 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: have got classes, do morning exercise, have PE in the gym.... Structures: A: What does she often do in the morning? B: She’s got classes at school. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 4’ Warm up: Simon says Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book…. New lesson Look, listen and repeat. Have Ss to look at the book on page 27 and get Ss to look at the title of the unit and the picture. Elicit their answers to identify the people in each picture: Who is this?/ Who’s this boy/ girl? Recall the familiar vocabulary and pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times) have got classes has got classes Set the context: Linda’s asking Phong what Mai, his sister, often does in the morning. He said that Mai has got classes at school. Now listen to Mai talking about what she often does in the morning/ afternoon/ evening. 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 27 Set the context: You are asking your partner about these characters’ daily activities from P.a to P.e. Ask Ss to 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. Recall the familiar vocabulary and pre-teach the vocabulary: gym morning exercise Model the task Point to P. a and ask: What does she often do in the morning? –Ss: She’s got classes at school. 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 tick. Get Ss to look at the pictures on page 28 and tell them the purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities. You should read each sentence in your book, listen and tick the appropriate picture for what Mary does. Have Ss to read each sentence and guess the picture to tick. 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 someone’s daily activities, using What does he/she often do in the morning? - He/ She ……………… Encourage Ss to make a list of their daily activities for the class display. 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: 6 Date of teaching: Thursday, October 17th, 2013. Period: 11th UNIT 4: MAI’S DAY Lesson 2 Objectives: By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “oo” as in afternoon and that of the letter “br” as in brush; 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: afternoon brush Procedures: Time Steps/Activities Work arrangement 5’ 5’ 7’ 10’ 10’ 3’ Warm up: Students’ display Let Ss display their home-link writing. Then ask and answer questions related to the items on the list. New lesson Listen and repeat/ Group and say aloud Listen and repeat. Have Ss open the book page 29, draw their attention to the letters colored differently in the words afternoon and brush Set the scene: “We are going to learn how to produce the sound of letters oo in the word afternoon and that of the letter br in the word brush” Produce the sound of the letter oo and br a few times Get Ss to repeat the words a few times. Listen, complete and say aloud. Ask Ss to look at the book at P.29. 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 read together. Have Ss look at Picture a and b on Page 29 and ask them to identify the characters and the focused words. 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 brush remember bedtime 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 “oo” and clap twice for the words with “br” 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 30 Set the scene: “You are going to listen to an interview of four pupils at Rose Primary School. The interviewer wants to know about their daily activities and number the pictures” Elicit the content from Ss: What can you see in P.a/ b/ c/ d? Recall the key words to understand the text, write 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 – d 2 – a 3 – c 4 – b Summary and Home- link: Consolidate the content of the lesson. Ss select and copy one picture from the crossword puzzle and colour it 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: 6 Date of teaching: Friday, October 18th, 2013 Period: 12th UNIT 4 MAI’ S DAY Lesson 3 Objectives: By the end of this lesson, Students will be able to: Ask and answer questions about past activities Read a comprehension text on a girl’s Sunday and write a diary 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: surfed the Internet, school project Sentence Patterns: What did you do last night? I surfed the Internet for my school project. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 10’ 5’ Warm up: Slap the board Ss play the game with the pictures that they prepared at home New lesson. Look, listen and repeat. Have Ss to look at the book at page 31, read the context sentence above the pictures Set the context: Hoa and Nam are having breakfast with their family. They look sleepy. Point to Hoa in the P. a and ask (Who is she?/ How does she look like?Why? Repeat the step with P. b:Point to Nam and elicit Ss’ answer. Pre-teach: (Write the words on the board and ask Ss to repeat a few times): surfed the Internet, school project 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 context: Last night this boy surfed the Internet for his school project. Ask Ss to read the example and imagine they are the boy , then elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times) 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 did you do last night? Ss: I went to the cinema. 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 complete.(Choose one of 3 or 4) Ask Ss to look at the picture on P.32 and read the title and instruction. Set the context: you are going to read the passage and fill in the blank. Read the title of the passage and look at the picture. Can you guess what you are going to read about? Go through the words on the box and make sure Ss understand them Recall some words: go out, take a bus Read t he passage, pausing at times to check Ss comprehension and ask for their prompts to complete the passage. 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 your diary about what you did yesterday.(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. Draw Ss’ attention to the writing frame and get them to read the instruction and the lines in the diary. Tell them the writing purpose: You are going to write your diary about what you did the day before. You should remember what you did in the morning/ afternoon/ evening to write down. Elicit Ss’ answers, then do the first example with the whole class. Let the called S do the rest lines and other repeat each line a few times. 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 copy the song lyrics and replace the activities in the original lyrics with their own version for the class display. 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