Kế hoạch bài dạy Tiếng Anh 5 - Tuần 26 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 5 - Tuần 26 Năm học 2023-2024 (Lê Thị Xuân)

1. Tuesday, March 5, 2024 Unit 14: WHAT HAPPENED IN THE STORY? Lesson 3: Part 1-2-3 I. OBJECTIVES: By the end of the lesson pupils will be able to: 1. say questions and answers with the correct intonation. 2. listen and circle the letters showing the correct words completing the sentences. 3. listen to the story The Fox and the Crow. 4. ss look after, solve problems and study themselves. 5. studious and obedient students and love their hometown, family and friends. II. LANGUAGE FOCUS. Key terms. Key grammatical structure The sentence patterns: - Phonetic: What happened in the story? - First, King Hung ordered Mai An Tiem and his family to live on an island. - Then one day, An Tiem found some black seeds and he grew them. - Next, An Tiem’s family exchanged the watermelons for food and drink. - In the end, King Hung let An Tiem and his family go back home. III. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5 tap 2: Student’s book page 24 - Audios (Unit 14-page 24), - a laptop and a TV. IV. LEARNING EXPERIENCES Warm-up: play Bingo game -The class play Bingo game, using words: mouse, intelligent, hard- working, greedy, kind.... then get to make the sentences with the phrases in game. 1. Look, listen and repeat. - Introduce the sentences with falling intonation. - Guide Ss produce the sound of the sentences. - Ss learn to produce the sound of the sentences: What happened in the story? First King Hung ordered Mai An Tiem and his family to live on an island. - Listen the CD and repeat the words & sentences in chorus ( do choral) - Read in groups/ in pairs. - Give out and check. - Check and corect. 2. Listen and circle a or b. Then say the sentences.. - Give tasks. - Play the recording. - Ss read the sentences in silence before listening the recording to do the task. - Ss listen the recording 2 times and circle a or b to complete sentences. - Compare the answers each other before checking as a class. - 3- 4 pupils give the keys. The rest of the class observe and give comments. - Check and correct. 1.a 2.a 3. b 4.b 3.Listen the story - Present the story The Fox and the Crow. Tell Ss to read the story in silence. Check comprehension and give feedback.
2. - Play Track 41 for Ss to listen and repeat each line twice. - Divide the class into three groups to take turns role playing the story. (Ref. Tiếng Anh 5, Teacher’s book, p. 28T) - Wrap up. - Check the project progress. -------------------------------------------------------------------------------------------------- Tuesday, March 5, 2024 Unit 14: WHAT HAPPENED IN THE STORY? Lesson 3: Part 4-5-6 I. OBJECTIVES: By the end of this unit pupils can - read the paragraph, and write the answers to the questions. - write about the characters in their favourite story. - tell a story and say what they think of the characters, using the writing frame. II. LANGUAGES FOCUS: - Phonetic: III. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5 tap 2: Student’s book page 29 - Audios (Unit 14-page 29), - a laptop and a TV. IV. LEARNING EXPERIENCES Warm up: Spend a few minutes having the class read the story “The Fox and the Crow” 4. Read and write. • Tell the class that they are going to read the passage and answer the questions. • Give the meanings of unfamiliar words and get Ss to read the questions and underline the key words in the passage • Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary. • Have pupils swap and compare their answers before checking as a class. Key: 1. She likes reading folk tales. 2. She think they are usually short and interesting. 3. She think the characters are sometimes honest, sometimes greedy, sometimes wise, sometimes stupid 4. She think the fox was clever and the crow was not. 5. Because each of them give her a lesson in life. 5. Write about the characters in your favorite story. • Tell the class that they are going to write about the characters in their favorite story • Have them work in pairs to decide on a story and discuss what they are going to write. • Set a time limit for them to write the answers. Monitor the activity and offer help, if necessary. • Remind them about punctuation and when to use capital letters. • Get them to swap and read what they have written before inviting two or three Ss to read their answer aloud. 6. Project - Tell the class that they are going to tell a story and say what they think of the characters.
3. - Get pupils to work in groups to decide which story to tell the class and say what they think of the characters. - Set a time limit. Sample: Hello, class. My name’s (presenter’s name, points at the relevant information / picture(s) when talking). I’m telling you the story (the story title). It’s about (story in brief). The character is (character’s name) / The characters are (characters’ names). Well, I think (character’s name) is (adjective) / (characters’ names) are (adjectives). I like this story very much because (reason / reasons). That’s the end of my storytelling. Thank you very much for your attention. - Invite a few Ss to tell the story and say their opinions of the story character(s). - Get the class to display the stories, and keep them in the portfolios. Thursday, March 7, 2024 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 1: Part 1-2-3 I. OBJECTIVES After the lesson, students are able to: - ask and answer questions about what the other speaker would like to be in the future. - Co-operation (ready to help friends in pair work/ groupwork). - Self-study (can perform individual tasks and solve problems by themselves). - Using language to talk about what someone would like to be in the future. II. SENTENCE PATTERNS What would you like to be in the future? – I’d like to be a / an ____. III. VOCABULARY pilot, doctor, architect, writer IV. TEACHING AIDS Student’s book, pp. 30 & 31 Situational pictures and pictures for speaking practice CD2A, Tracks 42 & 43 V. PROCEDURE Introduction (7’) Greet Ss. Divide the class into three groups: one is the narrator, one is the fox, and one is the crow. Get the three groups to read the story The Fox and the Crow in Activity 3, Lesson 3, Unit 14. Present Unit 15. Point at the title and read it twice for Ss to repeat. Check comprehension and give feedback. Input presentation 1. Look, listen and repeat. (8’) Present Lesson 1: Point at the pictures a, b, c, and d respectively to present the story, and explain what each character says. Check comprehension and give feedback.
4. Play Track 42, pointing at each corresponding speech bubble for Ss to listen and repeat the sentence(s) twice. Point at each bubble for Ss to read the sentence(s). Sentence pattern practice (full controlled) 2. Point and say. (10’) Present the activity. Tell Ss the meaning of the sentences in practice. Point at the word under each picture, check comprehension, and give feedback. Have Ss repeat each word twice. Play Track 43 for Ss to repeat twice. Interact with Ss to ask and answer questions about what the partner would like to be in the future. Get Ss to practise in pairs asking and answering questions about what the partner would like to be in the future. Invite a few pairs to check their performance. Further practice (less controlled) 3. Let’s talk. (10’) - Get one or two pairs to role play the story in 1. Look, listen and repeat. - Present the activity. Describe the task: Ss interact in pairs to ask and answer questions about what the partner would like to be in the future. - Wrap up. Inform Ss of the project on p. 35 to make a poster about what they would like to be in the future, and tell the class about it. Check comprehension and give feedback. Tell Ss the project deadline. .. Thursday, March 7, 2024 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 1: Part 4-5-6 I. OBJECTIVES - By the end of this unit, pupils can use the words and phrases related to the topic Future plans. - Pupils can ask and answer questions about what someone would like to be in the future. - Pupils can develop listening, reading and writing skills. II. LANGUAGES FOCUS: - Sentence Pattners: Why would you like to be ...? Because I’d like to ... - Vocabulary: look after, design, building... III. TEACHING AIDS: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. IV. PROCEDURES *Warm up: Spend a few minutes revising the previous lesson. 4. Listen and tick - Ask pupils to look at the pictures to identify the jobs.
5. - Playing the recording all the way through for pupils to listen and tick the pictures. - Play it again for them to check their answers. - Get them to compare their answers. - Key: 1b 2a 3c 5. Look and write - Give pupils a few seconds to look at the questions. - Give time for them to do the task in pairs. - Get pupils to compare their answers. - Key: 1 like to be a teacher 2 like to be a doctor 3 like to be architects 6. Let’s sing - Have pupils read the lyrics and teach the unfamiliar words. - Play the recording all the way through for pupils to listen. - Play it again for pupils to repeat line by line. - Have pupils practice singing and doing action in groups. - Invite a group to sing the song and do actions.