Kế hoạch bài dạy Tiếng Anh 5 - Tuần 4 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 5 - Tuần 4 Năm học 2023-2024 (Lê Thị Xuân)

1. Tuesday, September 26, 2023 UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU? Lesson 3 ( Part 1,2,3) A. OBJECTIVES By the end of the lesson, students will be able to: 1. pronounce some two-syllable words with the stress on the first syllable; 2. identify the specific information from 4 sentences about someone daily routine by circling the correct answers; 3. perform the chant “What do you do in the morning?” in interesting ways, using appropriate and meaningful gestures; 4. recognize the benefits of good daily routine B. LANGUAGE FOCUS. 1. Key terms: always, usually, often, sometimes 2. Key grammatical structures The sentence patterns: What do you do ?I always/ usually/ ./or I . once a week/ every week. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5: Student’s book page 16 - Audio track: Unit 3- Lesson 3, activity 1,2,3 page 16 - Computer & Projector LEARNING EXPERIENCES Warm up: Chatting - T asks Ss to ask and answer questions about daily routines. 1. Listen and repeat - Tell the class that they are going to practice saying two-syllable words with the stress on the first syllable. Play the CD and have Ps repeat each words, sentences Focus Ps’ attention on the letters colored differently in the words: always, usually, often, sometimes -Introduce the words: -Have Ps practice the words carefully -Play the CD and have Ps read the words, sentences in chorus. + Ask some Ss read aloud to reinforce their pronunciation. 2. Listen and circle a or b. Then say the sentences aloud - Have pupils look at the sentences and guess the suitable words to fill in the blank. - Play the recording 2 times pupils to listen and circle the answers. Compare the answer with the partner. - Play the recording again pupils check their answers. - Check their guess. - T give the answer:
2. - Have pupils say aloud the sentences for correction. - Ask some questions to ensure pupils’ comprehension of the listening text. Answer: 1.a 2.b 3.a 4.a 3. Let’s chant - Introduce the chant What do you do in the morning? -Turn on the tape. - Ps listen to the tape and repeat the chant. - Ps chant in group and individual. - Ps chant and do the actions. -Teacher reinforce their pronunciation 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (pronounce some two-syllable words with the stress on the first syllable) 1. What are the core values of the lesson? (recognize the benefits of good daily routines) - Check the project Tuesday, September 26, 2023 UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU? Lesson 3 ( Part 4,5,6) A. OBJECTIVES By the end of the lesson, students will be able to: 1. read the paragraph, and answer the questions. 2.write about their days, using the writing frame. 3. interview two classmates about their daily routines. 4. recognize the benefits of good daily routine B. LANGUAGE FOCUS. 1. Key terms: always, usually, often, sometimes 2. Key grammatical structures The sentence patterns: What do you do ?I always/ usually/ ./or I . once a week/ every week. C. INSTRUCTIONAL RESOURCES. • Student’s book, p. 17 • School things for the project LEARNING EXPERIENCES
3. Warm up (5’) Greet Ss. Have the class say the chant What do you do in the morning? / Invite two groups to say and mime the chant. 4. Read and answer. (8’) Present the activity. Tell Ss to read the questions, pay attention to the question words and the time phrases, and then scan the paragraph for the appropriate information to answer. Set time for Ss to do the task. Check answers as a class. Divide the class into two halves to take turns asking and answering the questions. Key: 1 She gets up early and usually goes jogging. 2 She usually does her homework. Then she often plays badminton and sometimes cooks dinner. 3 She watches English for Kids (once a week). 4 She goes shopping twice a week. 5. Write about your day. (7’) Present the activity. Review the writing techniques: word order, capitalization and punctuation. Tell Ss to read the writing frame and think about their personal information to write about the daily routines. Set time for Ss to do the task. Tell them to exchange and read their writings. Invite a few Ss to read their writings aloud. The project presentation 6. Project (15’) Present the activity and check Ss’ interview charts. Set time for Ss to rehearse the presentation, using the interview chart. Sample: Hello, class. My name’s (the presenter’s name). This is (classmate’s name ̶ holds up the interview chart and points at the relevant information when speaking). He / She (frequent activity) in the morning. He / She (frequent activity) in the afternoon. And he / she (frequent activity) in the evening. And this is (classmate’s name). He / She (frequent activity) in the morning. He / She (frequent activity) in the afternoon. And he / she (frequent activity) in the evening. That’s the end of my interview report. Thank you very much for your attention. Invite a few Ss to present their interviews. Get Ss to display their interview charts, and keep them in the portfolios. Self-evaluation Colour the stars. Present the activity. Guide Ss how to colour the stars. Give Ss enough time to read and colour the stars. Invite a few Ss to show and talk about their stars. Wrap up.
4. Thursday, September 28, 2023 UNIT 3: WHERE DID YOU GO ON HOLIDAY? Lesson 1( Part 1,2,3) A. OBJECTIVES By the end of the lesson, students will be able to: ask and answer questions about where the other speaker went on holiday. B. LANGUAGE FOCUS. 1. Key terms: Ha Long Bay, Phu Quoc Island, Hoi An Ancient Town, Hue Imperial City 2. Key grammatical structures The sentence patterns: Where did you go on holiday? – I went to _____. C. INSTRUCTIONAL RESOURCES. - Student’s book, pp. 18 & 19 - Situational pictures and activity pictures - CD1A, Tracks 22 & 23 - Computer & Projector LEARNING EXPERIENCES Warm up Ask the class to name some famous holiday places and common means of transport. Then have Ps play Pelmanism with the words of car, bike, plane, ship 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. - Play Track 22, 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 name of the holiday site under each picture to check comprehension, and give feedback. Have Ss repeat each name twice. - Play Track 23 for Ss to repeat twice. - Interact with Ss to ask and answer questions about the partner’s past holidays. - Get Ss to practise in pairs asking and answering questions about his / her partner’s past holidays. Invite a few pairs to check their performance. Further practice (less controlled) 3. Let’s talk. (10’) - Warm up. 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, using the questions and the answers in the activity. - Wrap up.
5. Inform Ss of the project on p. 23 to interview two classmates about their holidays. Check comprehension and give feedback. Tell Ss the project deadline. Setting the sense: - Have pupils look at pictures. Ask them to identify the characters in the pictures. Who are in the pictures? What are they doing? What are they talking about? - Sentence Partners: A: Where did you go on holiday? B: I went to - Call on a pair and ask them to pretend to be Mai and Peter to act out the asking and answering questions about Peter’s and Mai’s summer holiday. Call on one more pair to act out Mai and Peter to ask and answer questions about someone’s address. Have the class repeat all the phrases in this section and Teacher correct the Ss pronunciation (stress, assimilation of sounds and intonation) - Call on some pairs to perform the task at the front of the class. The rest of the class observe and give comments if possible. - Make a few questions to check pupils’ comprehension of the language. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation 4. Let’s talk - Ask students to look at the sentences in the book. Ask them to work in pairs to ask and answer about someone’s daily routines - Some pairs perform. - T give feedback. ------------------------------------------------------------------------ Thursday, September 28, 2023 UNIT 3: WHERE DID YOU GO ON HOLIDAY? Lesson 1: (4, 5, 6) I. Objectives: By the end of the lesson, Ss will be able to: - Ask and answer questions about past holidays - Develop Ss’ writing and listening skills II. Language focus: Pattern: Where did you go on holiday? – I went to .. Voc.: island, ancient, town, imperial city III. Teaching aids: Pictures, textbook, projector IV. Procedure: 1. Warm-up: - Chatting and greeting together 2. Presentation: * Vocabulary: - island - ancient - town - imperial city
6. - T recalls the vocabulary - Ss follow T’s instructions * Dialogue: S1: Where were you on holiday? S2: I was . S1: Where did you go? S2: I went to S1: What was the trip like? S2: It was . - Some pairs ask and answer about their holidays - T corrects pronunciation 3. Listen and match: - Ss scan the pictures and guess where they went on their holidays - T elicits the dialogue, play the CD several times - Ss listen and match - Some Ss call out the answers - Other give comments Key: 1. C 2. B 3. D 4. a 4. Read and match: - T tells the context and completes the sentences - Give Ss a few seconds to read - Check comprehension and elicit the words to fill the gaps - Ask Ss do the task - Check their answers Key: 1. C 2. D 3. A 4. E 5. b - Do choral and individual repetition 5. Let’s play Find someone who - T guides Ss to play a game - Ss follow T’s instructions