Kế hoạch bài dạy Tiếng Anh Lớp 5 - Tuần 13 - Unit 7 + Unit 8 - Năm học 2024-2025 - Đinh Thị Linh Nhâm

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 5 - Tuần 13 - Unit 7 + Unit 8 - Năm học 2024-2025 - Đinh Thị Linh Nhâm

1. Week: 13 Teaching date: 2 / 12 /2024 Period :49 UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES Lesson 3- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - Read two paragraphs and circle the correct options about someone’s favourite school activity. - Write a short paragraph about favourite school activities and why their sister or brother likes them with the help of guiding questions and a writing. -Do a survey of Ss’ favourite school activites 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss show pride in their school and show their interest in their favorite school activities. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills 4. Competences: Ss can develop some competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ 1
2. Game: Guess the actions *Aims: to help ss to remember the chant. *Teaching techniques: - techniques in teaching chanting *Procedure: - Call out one student to come to the front - Ss listen and do the task. of class and whisper to him or her and actions (Ex: reading books) - Ask him or her to do the action without making any sounds. - Let other Ss in the class guess the actions. - Give points for the team that has the student do the action and the one gives the correct answers. -Say “Open your book page 55 and look at -Ss open their book. lesson 3- activity 4, 5, 6” 2. New lesson Activity 1. - 4. Read and circle :9’ *Aims: to read two paragraphs and circle the correct options. *Context: – A paragraph about four friends with different favourite school activities and why they like these activities. – Four sentences with three options to complete *Teaching techniques - techniques in teaching reading -individual, pairworks, using recording, pictures *Procedure: - Tell Ss the goal of the activity and -Look at the picture, listen and explain that they should read the paragraph answer. and circle the correct options to complete the sentences provided. Check comprehension. -Give an example with Number 1. Have Ss read the sentence Number 1; then scan the 2
3. paragraph above quickly to find the correct fact (Linh). Then tell them to compare with the option given in the sentence provided and circle the letter c. - Have time for Ss to do the task. Go -Ss read and do the task. around the classroom to offer support if necessary. - Get Ss to swap with a partner. -Ss swap. -Ask Ss to check answers together as a -Ss check. class. - Ask Ss to write their answers on the -Ss write their answers board. - T gets feedback and correct the answers. -Ss read aloud. - Call some ss to read aloud in front of the class. *Key: 1. b, 2. c, 3. b, 4. a *Outcome: Ss can read two paragraphs and circle the correct options. Activity 2 - 5. Let’s write :9’ *Aims: to write a short paragraph about favourite school activities and why their sister or brother likes them with the help of guiding questions and a writing *Context: Guiding questions and a writing frame *Teaching techniques: - techniques in teaching writing -individual, pairworks, pictures *Procedure: -Tell Ss the goal of this activity: they are 3
4. going to look at the gapped paragraph and -Look and listen. complete it using their own information. Check comprehension. -Elicit the context and the missing words -Ss look and answer. and give feedback. - Give Ss time to do the task. Go around -Ss do the task. the classroom to offer support if necessary. - Get Ss to swap books with a partner, then -Ss swap. check the answers together as a class. - Ask Ss to write their answers on the -Ss write their answers. board -T gets feedback and corrects the answer. * Key: Ss’s answer. *Outcome: Ss can write a short paragraph about favourite school activities and why their sister or brother likes them with the help of guiding questions and a writing Activity 3. - 6. Project :7’ *Aims: to do a survey of Ss’ favourite school activites *Context: A girl is presenting the result of her survey in front of the class on the board is the chart with three columns: - Name: Lan - Favourite school activity: reading stories - Reason: interesting *Teaching techniques - techniques in teaching base on project - individual, groupworks, using recording, pictures 4
5. *Procedure: -T introduces the activity. Check Ss’ -Ss look and listen. survey results. - Invite a student to report his /her survey result with your help. - Have SS work in groups to report their -Ss do the task. own surveys. Go around the classroom and offer help where necessary. -Ss report their survey results in - Invite a few groups to report their survey front of the class. results in front of the class. Praise them when they do a good job. *Outcome: Ss can do a survey of Ss’ favourite school activites 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the -Ss listen. lesson. -T tells Ss about the educational aims of the lesson. 4. Homelink .2’ - Practice more at home. -Ss listen. - Prepare for the next lesson. V. COMMENT ********************************* 5
6. Week:13 Teaching date: 2 / 12 /2024 Period :50 UNIT 8: IN OUR CLASSROOM Lesson 1- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: - Understand and correctly repeat the sentences in simple communicative contexts in relation to the topic “In our classroom” in which ss ask and answer questions about the locations of school things - Correctly say the words and use Where are the ..? -> They’re ...to ask and answer questions about locations of school things - Enhance the correct use of Where are the ..? -> They’re ...to ask and answer questions about locations of school things in a freer context. 1. Knowledge/ Language focus: - Vocabulary: beside, under, above, in front of - Sentence patterns: Where are the ..? -> They’re ... 2. Skills: - Listening and speaking. 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness 4. Competences: Ss can develop some competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: 6
7. Teacher’s activities Students’ activities 1.Warm- up: 5’ - Game: Kim’s game *Aims: to help ss to happy to play game. *Teaching techniques - technique in teaching playing game *Procedure: - Tell Ss they are going to remember the -Ss listen. pictures and write the pictures’ names. - Demonstrate the game by using an example. - Divide Ss into two groups. - Fly the flashcards on the board. Ask Ss to look at and remember the flashcards carefully. - Ask each member of the group to take -Ss play game. turns running to the board and write only the name of one picture. - The group with more correct answers will be the winner. Praise the winner. -Say “Open your book page 56 and look at -Ss open their book. Unit 8, Lesson 1- Activity 1, 2, 3” 2. New lesson Activity 1. - 1. Look, listen and repeat:9’ *Aims: To understand and correctly repeat the sentences in two communicative contexts (pictures) in which ss ask and answer questions about locations of school things *Context: - Context a: Miss Hoa: Class, what are these? Class: They are maps. Miss Hoa: Well done. - Context b: Miss Hoa: Where are the maps? Boy: They’re beside the board. Miss Hoa: That’s right. *Teaching techniques 7
8. - techniques in teaching listening and speaking, - individual, pairworks, ask and answer - using flashcards, recording, pictures *Procedure: -Set the scene: we are going to listen to the -Look at the picture and listen. dialogue in which the characters ask and answer questions about locations of school things - Ask students to look at the picture in the -Ss look at the picture and identify book and identify the characters in the the characters in the pictures. pictures: + Who is he / she? + What are they talking about? - Play the recording again for Ss to listen and repeat in chorus, sentence by sentence. -Ss listen and repeat sentence by -Divide the class into two groups to read the sentence. dialogue. -Ss read in groups. -Have time for ss to point and read in pairs. T goes around the classroom to offer -Ss point and read in pairs. support where necessary. - Invite some pairs to practise in front of the -Ss practise in front of the class. class. - T get feedback. *Outcome: Ss can understand and correctly repeat the sentences in two communicative contexts (pictures) in which ss ask and answer questions about locations of school things Activity 2 - 2. Listen, point and say:10’ *Aims: to correctly say the words and use 8
9. Where are the ..? -> They’re ... to ask and answer questions about locations of school things *Context: - Picture cues: a. 5 pencils beside the book. b. 2 erasers under the desk c. 2 pictures above the window d. 2 pens in front of the clock – Speech bubbles: Where are the ..? -> They’re ... *Teaching techniques - techniques in teaching speaking, pairworks, groupworks, ask and answer - using flashcards, recording, pictures *Procedure: - Teach vocabulary:beside, under, above, in -Ss listen and repeat new words, then front of (Using pictures) write on their notebook -Check vocabulary: matching -Ss play game. - Have Ss look at pictures. Ask ss to look at -Look at the picture and answer. Pictures a, b, c, and d and identify the locations of school things - Sentence Pattern: Where are the .?-> They’re . -Play the recording for Ss to listen to and -Ss listen and repeat. repeat the words under the pictures in chorus and individually until they feel confident. - T models with a student. Then asks Ss -A student model. practice in pairs - Have time for Ss to practise in pairs and -Ss practise in pairs. corrects pronunciation if necessary. - Invite ss to ask and answer in front of the -Ss practise in front of the class. 9
10. class. - T gets feedback *Outcome: Ss can correctly say the words and use Where are the ..? -> They’re ...to ask and answer questions about locations of school things Activity 3. Let’s talk :7’ *Aims: To enhance the correct use of Where are the ..? -> They’re ...to ask and answer questions about locations of school things in a freer context. *Context: - Picture cues: 2 erasers in front of the pencil case, 2 pencils beside the notebook, 2 school bags under the desk, 2 maps above the bookcase – Speech bubbles: Where are the ..? -> They’re ... *Teaching techniques: - techniques in teaching speaking, groupworks, ask and answer - using flashcards, pictures *Procedure: -Tell Ss that they are going to practise more -Ss look and listen. with their friends to ask and answer questions about locations of school things in a freer context. - Elicit the words to fill in the gaps and have -Ss repeat. ss to repeat. -Have time for ss to practise in pairs. Go -Ss practise in pairs. around the classroom to offer support where necessary. -Call some pairs to act out in front of the -Ss act out in front of the class. 10
11. class. - T corrects pronunciation, if necessary. -T gets feedback. *Outcome: Ss can enhance the correct use of Where are the ..? -> They’re ...to ask and answer questions about locations of school things in a freer context. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the lesson. -Ss listen. - T tells Ss about the educational aims of the lesson. 4. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -Ss listen. V. COMMENT . *********************************** Week: 13 Teaching date: 3 / 12 /2024 Period :51 UNIT 8: IN OUR CLASSROOM Lesson 1- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - Listen to and understand four communicative contexts in which the characters talk about the location of school things. - Complete seven gapped sentences with the help of the picture cues. - Sing the song Where are they? with the correct pronunciation, rhythm and melody. 1. Knowledge/ Language focus: 11
12. - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills 4. Competences: Ss can develop some competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: Pgame: Memory Game5’ *Aims: to help ss to review some words and sentence pattern about locations of school things *Teaching techniques - techniques in teaching playing game *Procedure: - Show a picture on the board. - Ss listen - Ss have to look at the picture and try to remember the position of things in 15 seconds. 12
13. - Put the picture away. Show a question with 03 answer options A, B and C. Ss have to choose the correct answer based on what -Ss play game. they can remember and call it out. e.g. B. The three books are beside the bag. - Give one score to the student with the correct answer. - Have ss to play game. -Say “Open your book page 57 and look at -Ss open their book. lesson 1 – Activity 4, 5, 6” 2. New lesson Activity 1. - 4. Listen and tick or cross:9’ *Aims: to listen, understand and tick or cross the correct pictures relevant to two communicative contexts in which two Ss ask and answer about locations of school things *Context: - Picture cues: a. 2 rulers beside the notebook b. 3 school bags on the table c. 2 pictures above the window d. 2 pencils in the desk *Audio script: 1. Boy: Excuse me. Where are the rulers? Girl: They’re beside the notebook. Boy: Thank you. 2. Boy: I can’t see the school bags. Where are they? Girl: They’re under the table. Boy: I see. Thanks. 3. Girl: Where are the pictures? Boy: They’re above the window. Girl: Thank you. 4. Girl: Where are the pencils? Boy: They’re on the desk. Girl: Oh, I see. Thank you. *Teaching techniques - techniques in teaching listening -individual, pairworks, using recording, 13
14. pictures *Procedure: -Aks ss to look at the pitures and identify -Look at the picture, listen and the locations of school things in each answer. picture. Point at the pictures respectively to explain the context. - Play the recording for ss to do the task. Go -Ss listen and do the task. around the classroom to offer support if necessary. - Get Ss to swap with a partner. -Ss swap. -Ss listen and repeat. - Play the recording again to check answers together as a class. -Ask ss to write their answers on the board -Ss write their answers and correct their answers. - Play the recording all the way through for -Ss check the answers. Ss to double-check all the answers. *Key: 1. ✔, 2. , c. ✔, d.  *Outcome: Ss can listen, understand and tick or cross the correct pictures relevant to two communicative contexts in which two Ss ask and answer about locations of school things Activity 2 - 5. Read and complete:9’ *Aims:to complete seven gapped sentences with the help of the picture cues. *Context: - Four picture cues - Seven gapped sentences *Teaching techniques - techniques in teaching reading -individual, pairworks, pictures *Procedure: - Get Ss to look at the pictures. Get them to -Look at the picture and identify. identify locations of school things of the character in each picture. 14
15. - Have Ss look at the four incomplete -Ss look and listen. sentences and guess the missing word. Ask them what is missing in the answer (beside). Then have pupils complete the sentence (They’re beside the notebooks). - Model with a sentence. - Have Ss complete the sentences -Ss do the task. individually. Go around the classroom to offer support where necessary. -Ask ss to write their answers on the board -Ss write their answers. and correct their answers. -Ask a few Ss to read the correct answers in -Ss read in front of the class. front of the class. -T gets feedback. *Key: 1. beside 2. are; the pencil case, 3. erasers; under, 4. Where; above *Outcome: Ss can complete seven gapped sentences with the help of the picture cues. Activity 3. - 6. Let’s sing :7’ *Aims: to sing the song Where are they? with the correct pronunciation and melody. *Context: The lyrics and the recording of the song Where are they? *Teaching techniques - techniques in teaching singing the song - individual, groupworks, using recording, pictures 15
16. *Procedure: -Draw student’s attention to the title and -Ss look and listen. lyrics of the song. Check comprehension of the lyrics and give feedback. - Play the recording all the way through for -Ss listen and pay attention to the Ss to listen to the whole song again. Tell pronunciation and melody. them to pay attention to the pronunciation and melody. - Play the recording line by line for Ss to -Ss listen and repeat line by line. listen, repeat and point at the relevant character. Correct their pronunciation where necessary. - Give Ss time to practice singing and doing -Ss practise singing and doing actions in pairs actions in pairs. - Invite some groups to perform in front of the class and the rest of the class claps along -Ss perform in front of the class. the song. *Outcome: Ss can sing the song Where are they? with the correct pronunciation and melody. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the -Ss listen. lesson. - T tells Ss about the educational aims of the lesson. 4. Homelink .2’ - Practice more at home. -Ss listen. - Prepare for the next lesson. 16
17. V. COMMENT . *********************************** Week: 13 Teaching date: 3 / 12 /2024 Period :52 UNIT 8: IN OUR CLASSROOM Lesson 2- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: - Understand and correctly repeat the sentences in simple communicative contexts in relation to the topic “In our classroom” in which ss ask and answer questions about possession - Correctly say the words and use Whose is this? - It’s ..to ask and answer questions about possession - Enhance the correct use of Whose is this? - It’s ..to ask and answer questions about possession in a freer context. 1. Knowledge/ Language focus: - Vocabulary: whose, glue stick, crayon, set square, pencil sharpener - Sentence patterns:Whose is this? - It’s .. 2. Skills:speaking. 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to show pride in where they come from and great respect for possession Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness 4. Competences: Ss can develop some competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks 17
18. II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Who’s faster? *Aims: to help ss to be happy to learn new lesson. *Teaching techniques - techniques in teaching playing game. *Procedure: - Tell Ss that they are going to play the -Ss look and listen. game Who’s faster? in groups. Explain how the game is played: each group makes sentences using school things and locations of them and reads them aloud to the class. - Write a word on the board (e.g. beside, under, above, in front of) and a sentence as an example: The pictures are above the bookcase. - Divide the class into groups of five. Ask groups to look at the words and the example on the board. Check comprehension. - Give each group a piece of paper. Have - Ss play game. groups make four sentences with the four words and phrases beside, under, above, in front of, then read the sentences aloud to the class. The group that makes correct sentences faster wins. - Continue the game with other sets of location words if time allows. -Say “Open your book page 58 and look at -Ss open their book. Unit 8, Lesson 2 – Activity 1, 2, 3” 18
19. 2. New lesson Activity 1. - 1. Look, listen and repeat:9’ *Aims: To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering about possession *Context: - Context a: Mai: Excuse me? Is this your crayon? Nam: No, it isn’t. - Context a: Mai: Whose crayon is this? Nam: It’s Linh’s. Mai: Thank you. *Teaching techniques: - techniques in teaching listening and speaking, - individual, pairworks, ask and answer - using flashcards, recording, pictures *Procedure: -Set the scene: we are going to listen to the -Look at the picture and listen. dialogue in which the characters ask and answer about possession - Ask students to look at the picture in the -Ss look at the picture and identify book and identify the characters in the the characters in the pictures. pictures: +Who are they in the picture? +What are they talking about? - Play the recording again for Ss to listen -Ss listen and repeat sentence by and repeat in chorus, sentence by sentence. sentence. -Divide the class into two groups to read -Ss read in groups. 19
20. the dialogue. -Have time for Ss to point and read in -Ss point and read in pairs. pairs. T goes around the classroom to offer support where necessary. - Invite some pairs to practise in front of -Ss practise in front of the class. the class. - T get feedback. *Outcome: Ss can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering possession Activity 2 - 2. Listen, point and say:10’ *Aims: to correctly say the words and use Whose is this? - It’s ..ask and answer questions about possession. *Context: - Picture cues: a. Mary’s glue stick b. Bill’s crayon c. Nam’s set square d. Mai’s pencil sharpener - Speech bubbles:Whose is this? - It’s .. *Teaching techniques - techniques in teaching speaking, pairworks, ask and answer - using flashcards, recording, pictures *Procedure: - Teach vocabulary: whose, glue stick, -Ss listen and repeat new words, then crayon, set square, pencil sharpener write on their notebook. (Using pictures) -Check vocabulary: game slap the board -Ss play game. - Have Ss look at pictures. Ask them to -Look at the picture and answer. identify the possession in the pictures. - Sentence Pattern: + Whose is this? - It’s .. 20