Giáo án Tiếng Anh 5 tuần 7, 8

Week: 7 Date of teaching: Thursday, October 24th 2013. Period: 13th UNIT 5 OUR PICNIC TO THE SEASIDE Lesson 1 Objectives: By the end of this lesson, students will be able to ask and answer the questions about what people will do in the future. 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: to cruise, to explore, seafood, to run on the beach, an aquarium, to sunbathe, to set up a campfire, some loaves of bread, to go hiking, to build a sandcastle Sentence partern: What will you do in the morning/ afternoon/ evening? I/We will cruise around the island. Procedures: Time Steps/ Activities Work arrangement 6’ 10’ 10’ 10’ 4’ Warm- up Song: This is the way we do things. Present the new lesson Look, listen and repeat. Focus Ss’ attention on the title of the unit, situations of the lesson by pictures and the texts in the book. Ask Ss to identify the people in the pictures Set the scene: Mai, Linda, Peter and Tony are planning their picnic to Ha Long Bay next week. Present new words (pictures): to cruise around the island to explore some caves, to eat rice and seafood Play the recording for Sts to listen Play the recording again for Sts to repeat sentence by sentence. Divide the class into two groups to take turns, then opened pairs and close pair practice Ask a few questions to check their comprehension. Who are planning to have a picnic? Will they going to Ha Long Bay? What will they do in the morning/ afternoon? What will they eat? Point, ask and answer Set the context: Point and ask Ss to look at the picture, example and introduce: Imagine you are going to plan a picnic to Ha Long Bay. You will do a lot of things there. Pre-teach new words to run on the beach, to visit an aquarium, to sunbathe, to set up a campfire) Ask Ss to repeat cued words all the pictures Ask Ss to read the example Model the task with the whole class What will you do in the morning? I/We will cruise around the island. Note: (I/ You/ We/ They/ He/ She/ It) will (I/ We) shall Write the model on the board & get Ss to repeat 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 Sts 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 tick Get Ss to look at the picture and tell them the purpose of listening : You are going to listen some children planning their food, activities and games for their picnic and tick the correct picture in each number Run through all the pictures (using elicit qs) What’s this/ Who’s this/ What’s he doing?... Note: 1. a. some loaves of bread and some bananas on the table b. some loaves of bread and sausages for a picnic meal c. some loaves of bread and chicken on the table 2. a. go hiking/ b. cook their picnic meal/ c. explore a cave 3. a. build a sandcastle/ b. go swimming/ c. fly kites Play the recording 1st time for Ss to listen all the way through Play the recording 2nd time for Ss to do 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. Give feedback: 1 – a 2 – c 3 – a Make some questions to check Ss’ comprehension Summary and Home- link: Consolidate the content of the lesson. Ask Ss to write a list of four things they plan to do on a picnic. They will display them 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 Week: 7 Date of teaching: Friday, October 25th 2013 Period: 14th UNIT 5 OUR PICNIC TO THE SEASIDE Lesson 2 I. Objectives: By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ill” as in will and that of the letter “all” as in small; listen and number the pictures 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: will small V. Procedures: Time Steps/Activities Work arrangement 5’ 5’ 7’ 10’ 10’ 3’ Warm up: Chatting: What will you do in the afternoon/ evening? What about this weekend? What will you have for lunch/ dinner? Will you go out for lunch/ dinner? ……. New lesson Listen and repeat/ Listen, complete and say it aloud. Listen and repeat. Have Ss open the book page 36, draw their attention to the letters colored differently in the words will and small Set the scene: “We are going to learn how to produce the sound of letters ill in the word will and that of the letter all in the word small” Pronounce the sound of the letter ill and all a few times Get Ss to repeat the words a few times. Listen, complete and say it aloud Make sure Ss understand the instruction Ask Ss to guess all the complete words Do the first e.g with them Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words. Replay the disc for Ss to check their answers 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. Key: + ill: 1: hill; 2,5; wall/will; 6: mill + all: 2,5: wall/will 3: small 4: tall Listen and read together Have Ss look at Picture on Page 36 and elicit: Who/ Where are they? What activities will they have? (cruise around the Bay, build a sandcastle, visit the windmill) Pre-teach the new vocabularies (write new words on the board and get Ss to repeat them a few times) + windmill (using picture) Set the context: This is the dialogue between Mai and Quan. They are on the beach. You are going to listen the dialogue and clap the words with “ill” and “all”. Play dialogue; stop at times to check Ss’ comprehension. Have Ss repeat each line in the dialogues (clap once for the words with “ill” and clap twice for the words with “all”) 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 Listen and number. Ask Ss to look at Picture a, b, c and d on page 37 Set the scene: “you are going to listen to the recording and number the picture”. Run through the pictures: What ill they do? P. a: go swimming P. b: go to Ha Long Bay P. c: cruise around the Bay P. d: build a sandcastle P. e: have seafood in a restaurant 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 – e; 3 – d; 4 – a; 5 – c III. Summary and Home- link: Consolidate the content of the lesson. Ask Ss to select and make a copy of one of the pictures in this section to colour and write the words under it 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: 8 Date of teaching: Thursday, October 31st 2013 Period: 15th UNIT 5 OUR PICNIC TO THE SEASIDE Lesson 3 Objectives: By the end of this lesson, Students will be able to: Ask and answer question about what one will be in the future; Read a comprehension text on a girl’s dream job; Write about their dream jobs; 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: - a mechanic, an astronaut, a dancer, an architect, a business person, an engineer, a technician; - spaceship, planet; - tobe real Sentence Patterns: What will you be in the future? I’ll be a doctor/ an astronaut. Procedures: Time Steps/Activities Work arrangement 6’ 10’ 10’ 10’ 10’ 5’ Warm up: Ss display their home – link pictures on the board. Then they ask and answer questions about these pictures. New lesson. Look, listen and repeat. Have Ss to look at the book at page 38. Get Ss to read the context sentence Set the context: You are going to listen to Linda and Tony talking about their future jobs. Pre-teach: (Write the words on the board and ask Ss to repeat a few times) in the future a mechanic 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 make the conversation Be sure Ss understand the content of the text by making questions Does Linda like singing? Does she want to be a singer? Does Tony want to be a mechanic or a singer? Point, ask and answer. Set the scene: Imagine you are the character in the pictures. Pre-teach: (Write the words on the board and ask Ss to repeat a few times) (using picture cards) an astronaut a dancer an architect a business person 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 will you be in the future? Class: I’ll be a singer. - Repeat the step with picture a, b, c, d, e and f. 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) Tick T (True) or F (False) Ask Ss to look at the picture on P.39 Set the context: Who are they? Where are they? 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) an astronaut an engineer a technician space spaceship planet tobe real Read the passage, check Ss’ comprehension. What is Mai’s dream job? Will she be a dentist on a spaceship? Will she travel around the world? Will she visit other planets? 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. b. Interview two of your classmates Get Ss to the instruction, draw an interview chart on the board Name Dream job Nam doctor …….. ....... Model with a student T: What’s your name? S: ................ T: What will you do in the future? What’s your dream job? S: ................ Do with the other one. Then report the result in the class: I interview two my classmates for their dream jobs. Nam’s dream job is a doctor…. Ask Ss to work in group of fours and interview two of them. Monitor and help if necessary Call on some Ss and report their result in the class. Encourage if student have done a good job Write about your dream job.(Choose one of 3 or 4) Have a brief discussion with the class about the writing purpose: What are your going to write about? What’s your dream job? What will you do in your dream job? ............... Do an e. g with the class in case of weak Ss and fill in the writing frame on the board with information from Ss. Get Ss to read the guides in the frame Set the time and let Ss do the task individually. Move around the class to monitor the activity. Get a few Ss to read aloud their work to the class. Summary and Homelink. Ss have learnt Ask and answer question about what one will be in the future Write about their dream jobs; What will you be in the future? I’ll be a doctor/ an astronaut. Ss practice singing the song We will go over the mountain 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 Whole class Individually T – whole class Week: 8 Date of teaching: Friday, November 1st 2013 Period: 16th REVIEW 1 Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the topics from Unit 1 to Unit 5, using the phonics, vocabulary and sentence patterns they have learnt. Teaching methods: Communicative method. Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. Teaching aids: Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards. Students’ aids: book, notebook, workbook. Language focus: Me and My friend Unit 1: A Summer camp Competences Asking and answering questions about where someone is from Asking and answering questions about someone’s nationality Sentence patterns Where’s he from? He’s from Malaysia. Where in Malaysia is he from? Kuala Lumpur. What’s his/ her nationality? He’s/ She’s Indonesia Vocabulary Summer, camp, different, country ( countries), Malaysia, Thailand, Bangkok, Kuala Lumpur, The UK, The USA, Indonesia, Thai, Laotian, Cambodian. Cultural display Phonics Vietnamese Indonesian Unit 2: My Fiend’s house. Competences Asking and answering questions about where one lives Asking and answering questions about one’s house. Sentence patterns Where do you live? I live at 52 Ba Trieu Street. I live on the second floor of Ha Noi Tower. What’s your house like? It’s a big house. It’s got a green gate. Vocabulary cardinal number: 50 – 100, avenue, road, lane, flat, block, top, ground, floor, gate, yard, roof, balcony, fence, favourite, cottage, town, village Phonics flat block Unit 3: A Birthday Party. Competences Asking and answering questions about a birthday Asking and answering questions about what one did at a birthday party. Sentence patterns What present did you give Mai? A pink clock What did you do at the party? We played hide – and – seek. Vocabulary Present, dictionary, jigsaw puzzle, paint, paint brush, coloured, balloon, cartoon, remember Phonics third December Unit 4: Mai’s day Competences Asking and answering about daily activities Asking and answeringquestions about past activities Sentence patterns What does she often do in the morning? She’ s got classes at school What did you do last night? I surfed the internet for my school project. Vocabulary Have classes, morning exercise, brush, gym, forget, way, attend, tooth (teeth), wash, surf the internet, project Phonics afternoon brush Unit 5: A Picnic To The Seaside Competences Asking and answering about what people will do in the future Asking and answering questions about what one will be in the future Sentence patterns What will we do in the morning? We’ll cruise around the islands. What will you be in the future? I’ ll be a singer. Vocabulary Explore, seafood, aquarium, sunbathe, set up, campfire, sandcastle, windmill, will, future, mechanic, astronaut, dentist, nurse, architect, business person, dream, engineer, spaceship, planet Phonics will small Procedures: Time Steps/ Activities Work arrangement 5’ 10’ 10’ 10’ Warm up: Let Ss sing the song that they like. Review: Phonics: Put the piece of paper with the phonics written on the board and play the recording (two times). Ss listen and repeat the words in chorus. Draw Ss’ attention to the sounds that are difficult to pronounce Have Ss to practice reading the words aloud in pairs. Have some pairs demonstrate. Correct their pronunciation when necessary. Call on some pairs to demonstrate at the front of the class. Have the rest of the class observe and give comment Vocabulary: Put the vocabulary sheet of paper on the board. Ask Ss recall the meaning of the words by reading aloud or playing a game (Name cards/ Stand up when you hear/ Physical Line- up) using flashcards. Have Ss say the words aloud again. Encourage them to group words into Get Ss male sentences with some of the words they have learnt. Structures: Put the sheet of paper which contains the sentences patterns on the board. Ss repeat the patterns aloud as they follow the text on the board. Ask Ss to make short dialogues with the sentence patterns Have some pairs act out their dialogues at the front of the class. The others listen and comment. Home link: Encourage Ss to practice more at home and well- prepare for the test. T- whole class Individually Pair- work Whole class Individually Pair- work