Family and Friends Special Edition Grade 5 LESSON PLAN Unit 3 My things ĐÂY LÀ GIÁO ÁN THAM KHẢO CÓ THỂ CHƯA ĐẠT ĐƯỢC ĐỘ HOÀN HẢO NHƯNG CÓ THỂ GIÚP CÁC BẠN ĐỊNH HÌNH ĐƯỢC MỘT GIÁO ÁN LÀ NHƯ THẾ NÀO. Family and Friends Special Edition Grade 5 LESSON PLAN Unit 3 My things ĐÂY LÀ GIÁO ÁN THAM KHẢO CÓ THỂ CHƯA ĐẠT ĐƯỢC ĐỘ HOÀN HẢO NHƯNG CÓ THỂ GIÚP CÁC BẠN ĐỊNH HÌNH ĐƯỢC MỘT GIÁO ÁN LÀ NHƯ THẾ NÀO. Family and Friends Special Edition Grade 5 LESSON PLAN Unit 3 My things ĐÂY LÀ GIÁO ÁN THAM KHẢO CÓ THỂ CHƯA ĐẠT ĐƯỢC ĐỘ HOÀN HẢO NHƯNG CÓ THỂ GIÚP CÁC BẠN ĐỊNH HÌNH ĐƯỢC MỘT GIÁO ÁN LÀ NHƯ THẾ NÀO. Family and Friends Special Edition Grade 5 LESSON PLAN Unit 3 My things ĐÂY LÀ GIÁO ÁN THAM KHẢO CÓ THỂ CHƯA ĐẠT ĐƯỢC ĐỘ HOÀN HẢO NHƯNG CÓ THỂ GIÚP CÁC BẠN ĐỊNH HÌNH ĐƯỢC MỘT GIÁO ÁN LÀ NHƯ THẾ NÀO. Family and Friends Special Edition Grade 5 LESSON PLAN Unit 3 My things ĐÂY LÀ GIÁO ÁN THAM KHẢO CÓ THỂ CHƯA ĐẠT ĐƯỢC ĐỘ HOÀN HẢO NHƯNG CÓ THỂ GIÚP CÁC BẠN ĐỊNH HÌNH ĐƯỢC MỘT GIÁO ÁN LÀ NHƯ THẾ NÀO.
Trang 1 Language focus: listening, reading
Vocabulary: TV, DVD player, CD player, MP3 player, camera, turn on, turn off
Extra vocabulary: thing, please, watch (n), my, boring, use (v), computer, school project, about, space, think, broken, Well…
Resources and materials
Student Book p 20
Workbook p 20
Audio Tracks 26–27
My things Flashcards 35–39
Phrasal verbs Flashcards 40–41 An empty box
Culture note: Homework in the U.S.A
Sometimes children’s backpacks are quite heavy from carrying books for homework However, a lot of children’s homework can be produced on computers at home or at school using word-processing and presentation software Also, some parents can log into their child’s school website and see if he or she has homework to do Kids love technology, but they don’t like this feature very much!
Trang 2 Use the My things Flashcards 35–39 to introduce the vocabulary for the lesson Hold them up one at a time and ask What’s this? Model any words the children don’t know
Demonstrate turn off and turn on with the classroom lights Then show the phrasal verbs Flashcards 40–41 and
ask children to tell you the verbs
Hold the flashcards up in a different order and repeat
Listen, point, and repeat (Exercise 1)
Ask children to look at the pictures in Exercise 1
Play the first part of the recording (Track 26) for children to listen and point to the appropriate picture Repeat if necessary
Play the second part of the recording for children to repeat
Play the recording all the way through again for children to listen and point and then repeat the words in chorus
Transcript (Track 26)
Listen and point
TV, DVD player, CD player, MP3 player, camera, turn on, turn off
MP3 player, TV, camera, CD player, turn on, DVD player, turn off Listen
and repeat
TV, DVD player, CD player, MP3 player, camera, turn on, turn off What’s
in the box?
Bring a large empty box into the classroom Put one of the My things Flashcards 35–39 into the box
Tell the children you’ve got one of the things from Exercise 1 in your box and ask them to guess what it is
Give a clue about the weight to make it more fun, holding the box lightly for an MP3 player, or pretending to havesomething heavy inside for a TV
Children call out guesses When a child guesses correctly, give him / her the box with another flashcard inside Make sure that the other children can’t see the flashcard
Children guess what is in the child’s box
Development
Listen and read (Exercise 2)
Focus children’s attention on the story and ask questions about each frame, e.g., Where are the children? What things can you see? What is (Max) doing? Who has the book now?
Play the recording (Track 27) for children to listen and follow the words of the story in their books
Ask questions to check comprehension, e.g., Does Max want to watch TV? What is his book about? Who has a computer? Who has a school project? Can Holly use the computer? Does she like Max’s book?
Play the recording a second time for children to follow in their books again
Ask children to find a word from Exercise 1 that appears in the story (TV)
Unscramble the words
Write the letters VDPT3DVMCD on the board
Tell the children to make four words from these letters They can only use each letter once, but they can also use
the word player (Answers: MP3 player, TV, DVD player, CD player)
Pictionary
Ask a child to come to the board and show them a My things Flashcard without the rest of the class seeing
Presentation
Consolidation
Trang 3 The child should start to draw the item on the board, and the class call out which item they think he / she is drawing
The first child to guess correctly comes to the board to draw the next item
Put the children into small groups to play the game by themselves
Discussion
Ask the children to look again at the My things items in Exercise 1 Ask them to think about which item is the most
useful, and why
Put the children into small groups to discuss the items, and ask them to try to agree on which one is the most useful item Remind the children to speak in English while discussing the question Monitor and help with any
Trang 4 To understand and use the possessive adjectives your, our, and their
To understand can for permission in sentences, and write short answers for questions with can To
understand can for requests
To act out a story
Language
Vocabulary: This is your CD That’s our camera That’s their CD player Can I use your DVD player? Yes, you can /
No, you can’t
Extra vocabulary: TV, computer, dinner, listen to
Resources and materials
Student Book p 20–21
Workbook p 21
Audio Tracks 27–28
My things Flashcards 35–39
A big empty bag
Worksheet 1: This is my teddy (one copy per child) Colored pencils
Introduction
Weather report: Ask the class about today's weather
Warmer
Tell the children they are robots, and you can turn them on and off with a magic remote control
Demonstrate the “off” position with your hands by your sides and head down
Tell children to stand up at their desks
Call out actions for children to mime, e.g., drink, wave, take a photo, run, swim
Children mime the actions as if they were robots until you say “turn off” Children move to the “off” position
When you say “turn on” children resume miming the action
Trang 5 Play the recording (Track 27), pausing for children to repeat
Divide the class into groups of four to play the parts of Holly, Max, Amy, and Leo If the class doesn’t divide
exactly, children can act twice
As a class, decide on the actions for the story (see suggestions below)
Play the recording a second time for children to mime the actions as they listen and say their character’s lines
Children practice acting out the story in groups Monitor the activity, helping where necessary and checking for correct pronunciation If you wish, ask one or two groups to come to the front of the class and act out the story
Story actions
Picture 1: Max reads a book Leo asks Amy to turn on the TV Amy turns on the TV
Picture 2: Amy watches TV Max reads Holly points to a laptop computer
Picture 3: Leo presses the keys on his laptop and looks worried Max points to his book Amy and Holly look at him Picture 4: Holly holds the book They all look at it
Listen and repeat (Exercise 2)
Hold up your book and say This is my book Then gesture to the children’s books and say Those are your books
Write This is… classroom and That’s… classroom on the board, pointing to your class and then in the direction of other classrooms to elicit our and their
Ask children to open their Student Books to p 21
Listen to the top three sentences in the Let’s learn! chart (Track 28), pausing after each one for children to repeat
Write you, we, and they on the board and point to them, asking children to read aloud the correct sentences
Focus attention on the picture and ask two children to read aloud the speech bubbles
Choose children in your class and ask for things they have, e.g., Can I have your book, (Chi)? Elicit Yes, you can Ask again and gesture no to elicit No, you can’t
Read the questions and short answers at the bottom of the chart, pausing after each one for children to repeat
Write Can I use your computer? on the board, and read it aloud for children to repeat
Erase the word computer and hold up each My things Flashcard to elicit new sentences
Write (Exercise 3)
Look at the example with the children and check that they understand the exercise
Children do the rest of the exercise individually Go through the answers with the class
When you have a number of items in the bag, invite one child to come to the front of the room and take out one
item (without looking) and ask Is this your (pen)?
The child that is asked must respond appropriately If it is not his / her item, the child must guess the owner,
saying No, it isn’t my (pen) It’s (Trung)’s (pen) Continue until the bag is empty
Write (Exercise 4)
Look at the example with the children and check that they understand the exercise
Children do the rest of the exercise individually Go through the answers with the class
Development
Trang 6Answers
Consolidation
Let’s practice!
Ask students to look at the picture and speech bubble Ask Can I use your CD player? Have one student answer Yes, you can
Have a pair of students ask and answer the same question
Have students work in pairs to ask and answer the question Tell them to use other vocabulary words on the page
Worksheet 1: This is my teddy bear
Give out copies of the worksheet and colored pencils, one to each child
Ask children to look at the example Tell them that they must read the sentence and draw a picture to show the meaning
Give children about ten minutes to complete the activity Monitor and help where needed
Put children into small groups to compare their pictures and decide if they show the meaning or not
Exercises: Workbook p 21
Story time: A reader of your choice
Week: 8
Period: 29
Trang 7Date: ………
Lesson Three Grammar and Song
Objectives
To make requests with can
To use can for permission and the My things words in the context of a song
Language
Language focus: listening, writing, speaking
Extra vocabulary: open (v), window, close, door, put on, rainy, play a CD, new, show (n), out in the sun, run
Resources and materials
Tell the children you want to go shopping with them Ask children to think of things they can buy and mime some
possibilities to help them, e.g., a bike, a coat, a book, a toy
Write the words on the board, and also put up the My things Flashcards
Play A long sentence Start by saying I want to go shopping I want a (TV)
Choose another child to repeat the sentence, adding any new item from the board, e.g., I want to go shopping I want a TV and a book
Continue the game until a child cannot remember the sequence or makes a mistake
Put the children into groups to continue playing the game
Lead-in
Write Can you open the window, please? on the board Tell a child to choose a classmate and ask the question
The other child must mime opening the window
Repeat several times You can also do this with put on your coat and close the door
Focus attention on the words Can you in the sentence on the board Then erase these words and ask children to
read aloud the sentence again
Presentation
Ask and answer (Exercise 1)
Ask children to open their Student Books to p 22 and tell you what the objects in the pictures are (TV, window, coat, CD player, door and book, homework or math book as possible answers for the last picture)
Ask individual children to read the speech bubbles for the class, and check that children understand the exercise
Ask children to work in pairs and do the activity Children should ask at least three questions each Monitor and help where necessary
Trang 8 Ask some pairs to ask and answer questions in front of the class
Close your book and write three questions (Exercise 2)
Ask children to look at the example and check that they understand the exercise
Tell children to look at the pictures again, and then ask them to close their books and write down three questions from Exercise 1
Monitor the activity and help where needed
Ask some children to read aloud their sentences to the class
Tell children they are going to practice some weather words Draw a skiing stick man, a cloud with raindrops, a big
sun, and a tall, bending tree on the board Elicit the words snowy, rainy, sunny, and windy
Point to the pictures and ask children to call out the words Go faster and faster until the children can’t keep up
Listen and sing (Exercise 3)
Ask children to open their Student Books and look at the song pictures
Point and ask questions about the pictures, e.g., Where are the children? What does the boy have? What does the girl have? What does he / she want to do? Where are the children now? Is it rainy / sunny?
Play the recording (Track 29) for children to listen and point to the pictures in their books
Play the recording again for children to follow the words
Recite the words of the song with the class, without the recording Say each line and ask children to repeat
Play the song again for children to sing along Repeat (more than once if you wish)
Sing and do (Exercise 4)
As a class, decide on the actions for the song (see suggestions below)
Practice the actions with the class
Play the recording for children to listen and do the actions
Song actions
It’s rainy today – mime holding an umbrella
Can we watch a DVD? – mime putting a DVD into a DVD player
Can we play our new CD? – mime dancing
Can we watch TV? – mime pointing a remote control
It’s sunny today – fan your face as if you are hot
We can have a lot of fun – wave your hands in the air
Can we run and can we play? - stamp your feet
Consolidation
I can clap
Ask children to close their books
Tell them they are going to listen to the song and clap when they hear the word can
Play the song again (Track 29) Children listen and clap
Development
Trang 9Role-play
Tell children that they are going to write a dialogue between themselves and their mother / father
In the dialogue, the child has to ask their mother / father 3 ‘can’ questions They can use vocabulary from the board and add their own ideas
Ask children to work in pairs to act out each other’s dialogue Monitor and help with vocabulary and
Trang 10Objectives
To pronounce the sound /a:r/
To associate the sound /a:r/ with the letters ar in words
To identify the sound /a:r/ in a chant
To match rhyming words
Language
Language focus: speaking
Vocabulary: car, park, shark, star, scarf
Extra vocabulary: after, start, art, arm, farm
Resources and materials
Student Book p 23
Workbook p 23
Audio Tracks 30–31
Phonics Cards 7–12 (space, kite, rope, cube, shark, scarf)
Weather report: Ask the class about today's weather
Warmer
Put the Phonics Cards 7–10 for space, kite, rope, and cube around the room, modeling the words and pointing to
the target letters to elicit the sounds /eɪ/, /aɪ/, /əʊ/, and /u:/ from the previous phonics lesson
Tell the children you are going to call out other words from the previous lesson They must point to the card which has the same sound
Call out bike, face, June, and stone, giving children plenty of time to find the card that has the same sound
Call out the words several times in random order and go faster and faster until children can’t keep up with you
Lead-in
Hold up the Phonics Cards for shark and scarf, saying the words for children to repeat
As a class, decide on actions for shark and scarf (see suggestions below)
Tell children you are going to say some words They should clap for each word but stand up and do the actions for
shark and scarf
Call out these words: class, scarf, garden, art, shark, park, car, scarf, shark, art, park, garden, shark, car, scarf
Suggested actions
shark – open and close the fingers of one hand, like opening and closing jaws
scarf – pretend to put on a scarf
Presentation
Listen, point, and repeat (Exercise 1)
Ask children to look at the words and pictures in their Student Books Tell them that they are going to hear a recording of the /a:/ sound and the different words
Play the first part of the recording (Track 30) for children to listen and point to the appropriate pictures
Play the second part of the recording for children to repeat the sounds and words in chorus
Play the recording all the way through (more than once if necessary) for children to point and repeat again
Introduction
Trang 11Transcript (Track 30) Listen
and point
/a:r/ car, park, shark, star, scarf
shark, star, car, scarf, park Listen
and repeat
/a:r/ car, park, shark, star, scarf
Listen and chant (Exercise 2)
Focus attention on the picture and ask children what words they can see from Exercise 1 (shark, scarf, car, park, and stars)
Play the recording (Track 31) for children to listen to the chant
Play the chant again for children to follow in their books Stop the recording after each line for children to repeat
Play the chant once more for children to join in and follow in their books
Class chant
Divide the class into four groups Tell each group to read aloud a line of the chant
Say the chant together with Student Books open so that each group can learn their line and when to say it
Tell children to close their Student Books and do the chant again, with each group saying one line
Development
Read the chant again Circle the words with ar (Exercise 3)
Focus attention on the circled word car in Exercise 2 and ask children to find it in the chant
Ask children to find and circle the other words with ar Go through the answers with the class
Answers
car, park, scarf, shark
Match the words that rhyme Write (Exercise 4)
Write the word start on the left and the words art and shark on the right side of the board Circle the last three letters of start and ask which word, art or shark, rhymes with it
Focus children’s attention on the example and check that they understand the exercise
Children do the rest of the exercise individually
Go through the answers with the class, asking children to call out the rhyming words
Answers
1 b 2 d 3 a 4 c
Guessing game
Tell children that you are going to choose a secret word from Exercise 4
Explain to children that they should try to guess the secret word, or a word that rhymes with it, but they can only call out two words
If children guess the word or a word that rhymes with it, they get a point If they don’t guess the word, you get a point
Keep Track of the points on the board
Consolidation
Let’s practice!
Ask students to look at the picture and speech bubble Say I have an orange scarf
Have a student read the sentence
Have students work in pairs and take turns saying the sentence Tell them to use other vocabulary words on the page