giáo án tiếng anh lớp 5 học kỳ i

- 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

Trang 2

I Objectives:

- By the end of this lesson, students will be able to ask and answer questions about where some is from

- Develop speaking skill

II Teaching methods:

- Communicative approach

- Techniques:

+ Ask and answer (say individually)

+ Work in pairs/ groups

+ Discuss

III Teaching aids:

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets

- Students’ aids: books, notebooks, workbooks

IV 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?

I Warm up: Slap the board.

Let Ss play the game with the characters in character gallery

on P.2

II New lesson

1 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”)

T – wholeclass

T – Wholeclass

Trang 3

2 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

Group/ pairwork

T – Wholeclass

Group workPair- work

Trang 4

3 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

III 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 – wholeclass

T – wholeclassIndividually

Pair- work

T – wholeclass

Week: 1 Date of teaching: Friday, September 13 th , 2013.

- Develop listening, speaking and reading skills

- Communicative method

Trang 5

- Techniques: + Work in pairs

+ Work in groups, discuss

- Teacher’s aids: Tape cassette, pictures, poster, word cards

- Students’ aids: book, notebook, workbook

* Phonics: Vietnamese Indonesian

V Procedures:

Warm up: Country bingo

Let Ss play the game with the grid and a list of countries

I New lesson

1 Listen and repeat/ Group and say it aloud.

a Listen and repeat.

- Have Ss open the book page 8, draw their attention to the letters colored differently in the words Vietnam ese and Indones ian

- Set the scene: “We are going to learn how to produce the sound of letters ese in the word Vietnam ese and that

of the letter ian in the word Indones ian ”

- 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

b 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

Trang 6

- 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 eachcolumn

2 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)

- 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 waythrough 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

3 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.

Using pictures or translating

Trang 7

P.d: a Chinese lantern.

- Pre-teach the key words: (Write the words on the board

Ss repeat a few times)

- 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

II Summary and Home- link:

- Ask Ss select a favourite flag, draw and colour it at homefor a class display in the next lesson

Week: 2 Date of teaching: Thursday, September 19 th , 2013

- 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

+ Ask and answer

Trang 8

- Teacher’s aids: audio CD, pictures, poster, flashcards

IV Language focus:

 Vocabulary: stage, nationality

 Sentence Patterns: What’s his/ her nationality?

II New lesson.

- 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

- 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

T – wholeclass

Whole class

Individually

Groups

T – wholeclass

Trang 9

- 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

3 Read and do the tasks (Choose one of 3 or 4)

a 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

Pair – work

T – wholeclass

Individually Pair – work/ Group work

Whole class

Trang 10

5’

Ss to report the answer to the class

b 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

4 Read and write an e – mail. (Choose one of 3

- Get Ss to read the model e-mail and read the guide

- Let Ss do the task Move around the class to monitor theactivity

- Get a few Ss to read aloud their e-mail to the class

- Have a class display of Ss’ work

III 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 mail to a friend

e Encourage Ss to play the City/ Country Bingo and sing

along the song Jenny and Harry at home.

T – wholeclassPair work

T – wholeclass

Individually

Whole class

T – wholeclass

Week: 2 Date of teaching: Friday, September 20 th , 2013

Trang 11

- Develop speaking skill.

- Techniques:

+ Discuss

- Vocabulary: same area, street, floor, building

- Structures:

A: Where do you live?

B: I live at 52 Ba Trieu Street

o I live on the second floor of Ha Noi Tower

I Warm up: Number Bingo.

Let Ss play the game with numbers 21 – 50

II New lesson

- 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

T – wholeclass

T – Wholeclass

Trang 12

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)

- 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

- 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

• numbers: 74, 51, 72

- model the task

Point to P a and ask: Where do you live? –Ss: I live in the 2 nd floor of Ha Noi Tower.

- 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

Pair work Group

T – Wholeclass

Pair- work

Trang 13

4’

- Have the whole class repeat all the phrases in chorus to

reinforce their pronunciation

3 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

- Play the recording twice: once for listening all the way

through and once for them to doing the task

- Ask Ss to report the answers aloud to the class The others

listen and give comments

- 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 – wholeclass

IndividuallyPair- work

T – wholeclass

Week: 3 Date of teaching: Thursday, September 26 th , 2013.

pictures in the order they hear

Trang 14

- Communicative method.

* Phonics: flat block

I Warm up: Students’ display

Let Ss display their drawings on the board Then ask and

answer questions related to the addresses

II New lesson

- Listen and repeat/ Listen, complete and say aloud.

- 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 bl ock”

- Produce the sound of the letter fl and bl a few times

- Encourage Ss to recall the names of countries (Unit 2 –

Tieng Anh 4) which have the end of ese and ian

b Listen, complete and say aloud.

- Ask Ss to look at the book at P.15

- Check if they understand the activity and the meaning ofthe focused words

- Get Ss to guess all the complete words and do the first example

T – wholeclass

T – Wholeclass

IndividuallyPair – work

T – wholeclass

Trang 15

10’

- Ss check their answer in pairs

- 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.

• 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

- Listen and number.

- Set the scene: “You are going to listen to the recording and number the pictures”

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

T – wholeclass

IndividuallyGroup

T – wholeclass

Individually Using pictures or

translating

Trang 16

through, once for them to do the task

Answer: 1 – b 2 – d 3 – a 4 – e 5 – c

- Ss make sentences with the words from the crossword puzzle for the class display in the next lesson

Pair- work

T – wholeclass

Week: 3 Date of teaching: Friday, September 27 th , 2013

• Ask and answer about a friend’s house

• Read a description of a house

• Write about a friend’s house

+ Ask and answer

 Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence, violet,

Trang 17

 Sentence Patterns: What’s your house like?

It’s a big house It’s got a green gate.

II New lesson.

- 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)

- 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.

- Pre-teach the new vocabulary:

• cottage

T – wholeclass

Whole class

Individually

Groups

T – wholeclass

Trang 18

- 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

3 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

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

Pair – work

T – wholeclass

Whole classUsing pictures or drawing/

gestures

Trang 19

appropriate words from the box to complete the passage.

- Set the time and let Ss do the task Move around the class

- Get a few Ss to read aloud their writing to the class

III Summary and Home-link.

- Encourage Ss to finish their drawing for the class display in the next lesson

Whole class

T – wholeclass

Week: 5 Date of teaching: Thursday, October 10 th , 2013

+ Ask and answer

 Vocabulary: review

Trang 20

 Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

Ss sing along the song Happy birthday.

II New lesson.

- 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

- 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.

- Get Ss to repeat the prompt under each picture a few times and make sure they understand them

Point to Pa and ask What did you do at the party?

T – wholeclass

Whole class

Individually

Groups

T – wholeclass

Trang 21

10’

Ss: We danced

3 Read and answer (Choose one of 3 or 4)

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

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

4 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

Pair – work

T – wholeclass

Whole class

Trang 22

- Encourage Ss to practice singing their own version of

the song Happy Birthday at home.

T – wholeclass

Week: 5 Date of teaching: Friday, October 11 th , 2013

Period: 10 th

UNIT 4 MAI’S DAY

Lesson 1

I Objectives:

- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities

- Techniques:

+ Discuss

- 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.

V Procedures:

Trang 23

Time Steps/Activities Work

arrangement

6’

10’

I 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….

II New lesson

- 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

bubbles two times

Mai and Tony

- 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

repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:

T – wholeclass

T – Wholeclass

Pair work Group

T – Wholeclass

Trang 24

4’

• 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.

- Have Ss to take turns to point to the pictures, ask and answer

about addresses

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

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

Pair- work

T – wholeclass

Trang 25

Week: 6 Date of teaching: Thursday, October 17 th , 2013.

- 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

 Phonics: afternoon brush

I Warm up: Students’ display

Let Ss display their home-link writing Then ask and answer

questions related to the items on the list

II New lesson

1 Listen and repeat/ Group and say aloud

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words aftern oo n and

br ush

- Set the scene: “We are going to learn how to produce the sound of letters oo in the word aftern oo n and that of the letter br in the word br ush”

T – wholeclass

T – Wholeclass

Individually

Trang 26

10’

- Produce the sound of the letter oo and br a few times

- Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box

- Set the context:

• brush

• remember

• bedtime

comprehension

the words with “oo” and clap twice for the words with

T – wholeclass

IndividuallyGroup

T – wholeclassUsing pictures or

translating

Trang 27

3’

- 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”

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

Answer: 1 – d 2 – a 3 – c 4 – b

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

T – wholeclass

Individually Pair- work

T – wholeclass

Period: 12 th

UNIT 4 MAI’ S DAY

Lesson 3

I Objectives:

• Ask and answer questions about past activities

• Read a comprehension text on a girl’s Sunday and write a diary

Trang 28

+ Ask and answer

 Vocabulary: surfed the Internet, school project

 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.

I. Warm up: Slap the board

Ss play the game with the pictures that they prepared at home

II New lesson.

- 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

T – wholeclass

Whole class

Individually

Groups

T – whole

Trang 29

10’

dialogue a few times

- 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 andask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few time and make sure they understand them

Point to Pa and ask What did you do last night?

Ss: I went to the cinema

3 Read and complete (Choose one of 3 or 4)

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

class

Pair – work

T – wholeclass

Individually

Trang 30

- Read the 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

4 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

- Encourage Ss to copy the song lyrics and replace the activities in the original lyrics with their own version forthe class display

Pair – work/ Group work

Whole class

T – wholeclass

Whole classIndividually

T – wholeclass

Week: 5 Date of teaching: Thursday, October 10 th , 2013

Period: 9 th

Trang 31

UNIT 3

A BIRTHDAY PARTY

Lesson 3

VI Objectives:

VII Teaching methods:

+ Ask and answer

VIII Teaching aids:

IX Language focus:

 Vocabulary: review

 Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

IV Warm up:

Ss sing along the song Happy birthday.

V New lesson.

- 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

T – wholeclass

Trang 32

- 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.

- Get Ss to repeat the prompt under each picture a few times and make sure they understand them

Point to Pa and ask What did you do at the party?

Ss: We danced

7 Read and answer (Choose one of 3 or 4)

and instruction

- Set the context: You’ve got two invitation cards: one

from Lan Huong and one from Peter Brown Look at the

Whole class

Individually

Groups

T – wholeclass

Pair – work

T – wholeclass

Trang 33

- Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class

8 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

VI Summary and Home-link.

- Encourage Ss to practice singing their own version of

the song Happy Birthday at home.

Whole class

T – wholeclass

Period: 10 th

UNIT 4 MAI’S DAY

Lesson 1

VI Objectives:

Trang 34

- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities.

- Techniques:

+ Discuss

IX 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.

I 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….

II New lesson

- 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

T – wholeclass

T – Wholeclass

Trang 35

• 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

bubbles two times

Mai and Tony

- 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

repeat a few times

- Recall the familiar vocabulary and pre-teach the vocabulary:

• 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.

- Have Ss to take turns to point to the pictures, ask and answer

about addresses

Pair work Group

T – Wholeclass

Pair- work

T – wholeclass

Trang 36

4’

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

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 – wholeclass

Week: 6 Date of teaching: Thursday, October 17 th , 2013.

- 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

Trang 37

- Teacher’s aids: Tape cassette, pictures, poster, word cards.

IX Languages focus:

 Phonics: afternoon brush

IV Warm up: Students’ display

Let Ss display their home-link writing Then ask and answer

questions related to the items on the list

V New lesson

1 Listen and repeat/ Group and say aloud

- Have Ss open the book page 29, draw their attention to the letters colored differently in the words aftern oo n and

br ush

- Set the scene: “We are going to learn how to produce the sound of letters oo in the word aftern oo n and that of the letter br in the word br ush”

- Produce the sound of the letter oo and br a few times

- Ask Ss to look at the book at P.29 Get Ss to look at the chart and the word box

T – wholeclass

T – Wholeclass

IndividuallyPair – work

T – wholeclass

Trang 38

10’

- Set the context:

• brush

• remember

• bedtime

comprehension

the words with “oo” and clap twice for the words with

3 Listen and number.

- 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”

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

Answer: 1 – d 2 – a 3 – c 4 – b

T – wholeclass

IndividuallyGroup

T – wholeclass

Individually Pair- work

T – wholeclassUsing pictures or

translating

Trang 39

VI Summary and Home- link:

- Ss select and copy one picture from the crossword puzzle and colour it for the class display in the next lesson

T – wholeclass

Period: 12 th

UNIT 4 MAI’ S DAY

Lesson 3

VI Objectives:

• Ask and answer questions about past activities

• Read a comprehension text on a girl’s Sunday and write a diary

+ Ask and answer

IX Language focus:

 Vocabulary: surfed the Internet, school project

 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.

X Procedures:

6’

IV. Warm up: Slap the board

Ss play the game with the pictures that they prepared at home

V New lesson.

T – wholeclass

Trang 40

10’

- 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

- 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 andask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few time and make sure they understand them

Point to Pa and ask What did you do last night?

Ss: I went to the cinema

T – wholeclass

Whole class

Individually

Groups

T – wholeclass

Pair – work

T – wholeclass

Định dạng
Số trang	108
Dung lượng	1,35 MB