Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 32

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 32

1. GIÁO ÁN KHỐI 2 Period 59. FUN TIME 4 Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - identify and say the words they have learnt correctly - write letters to complete the learnt words II. INPUT Language: Vocabulary: bananas, noodles, nuts, top, teddy bear, tiger, turtle Resources/Material: - Student’s book p.64 - Sachmem.vn - Teacher’s guide pp.157-158 - Flashcards to play games - Computer, projector III. PROCEDURE Warm-up – Write and say – Let’s play – Home link Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class Have pupils play a vocabulary game on sachmem. Individual work Ask pupils to say out loud all of the words they have learnt and played with. Option 2: Have pupils play Mystery bag game.Remember to ask them to read Whole class aloud both the letters and the words. Individual work - Lead to Activity 3, Fun time 2. 3. Write and say.12 minutes
2. Step 1 Have pupils look at the pictures. Explain how to do the activity.Pupils look Whole class at each picture and complete the words by writing themissing letters. After that, they read the words out loud. Step 2 Model one word with the whole class. Whole class Step 3 Have pupils do the activity individually. Go around to offer help,if needed. Individual work Step 4 Get pupils to check their answers in pairs. Then ask some pairsto give their Pair work answers. Give comments and confirm the correct answers. Whole class Step 5 Have pairs practise saying the words. Go around to check their Pair work pronunciation. KEY: 1. noodles, 2. nuts, 3. tiger, 4. bananas 4. Let’s play: Pictionary13 minutes Step 1 Have pupils look at the pictures and ask them to guess how to play in the Whole class game (they may speak out their guesses). Explain how to play this game: Pupils will play the game in teams. Give a pupil a word card, and he/she draws the word. Other team members have to guess the word the team member is drawing on the board. Step 2 Divide the class into two big teams and draw a line down the middle of Whole class the board.
3. Step 3 Call two pupils, one from each team to the board. Give each of them a Individual work/Group word card. Remember the two words are the same work Step 4 Tell the pupils to draw a picture which is the same picture from the word Group work card on the board and encourage their team to guess the word. The first team who shouts the correct answer gets a point. Step 5 The pupils who has completed drawing should then nominate someone Individual work else to draw for their team. Repeat this until all the words are gone. Step 6 Keep record of the stars/points for each team. Announce the winning Whole class/ Group team. work Extension Divide the class into groups. After pupils finish playing the game, have Whole class/ Group the groups write down the words they have encountered in the game. The work group with the most words wins. Homelink 5 minutes Option 1: Whole class Stick some flashcards and write some words on the board. Have pupils Individual work draw lines to match the pictures and the words. Then ask them to say the words aloud. Option 2: Write incomplete words on the board. Invite some pupils to go to the board and write the letters to complete the words.
4. - Tell pupils to practise saying the words and make sentences at home. Period 60. Unit 15. At the football match - Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter F/f in isolation. - say the words face, father, foot, football. II. INPUT Language: - Sound /f/ - Vocabulary: face, father, foot, football III. PROCEDURE Warm-up – Listen and repeat. – Point and say. – Fun corner – Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Singing the song in Unit 14, Lesson 3. Whole class - Ask pupils to sing the song in Unit 14, Lesson 3 and make some gesture when singing (e.g. gesture of a boy holding a teddy bear). - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands along. Option 2: Reviewing Unit 14. - Ask pupils to open their workbooks on Page 45. - Have them do Activity 7, Unit 14 in pairs. Then select some pupils and ask them to show their Pair work colouring and say the sentence aloud.
5. Option 3: - Let pupils play Find the odd one out, using the words they have learnt in Unit 14 and the previous units. Whole class 1. Listen and repeat. 10 minutes Step 1: Have pupils look at the picture, saying Look at the Whole class picture, please! and describe it. Draw pupils’ attention to the letter F/f, the words next to the person, the things and the colour of the letter F/f. Check comprehension. Ask pupils to point to the letter F/f. Have them listen Step 2: to the recording and repeat the sound of the letter F/f Individual saying Point to the letter F/f, listen and repeat, work please! Tell pupils to point to the boy’s face and the word face, saying Point to the boy’s face and the word “face”, please! Ask them to listen and repeat the word, saying Listen and repeat, please! Individual Step 3: Repeat the same procedure with the words father, work foot and football. Correct pronunciation, if necessary. Play the recording again and have pupils listen, point to the letter F/f, the words face, father, foot and Whole class Step 4: football and repeat until they feel confident. Play the recording again and call a few pupils to say the letter F/f and the words face, father, foot and football in front of the class, saying Excellent! or Whole class Step 5: Fantastic! when they performed well. Language note: The word football can refer to: - a game played between two teams, where each team tries to win by kicking a ball into the other team’s Individual Step 6: goal. work
6. - a large ball made of leather or plastic and filled with air, used in games of football. For better pupils, let them play Jumbled letters using the new vocabulary. Then ask them say the words aloud. Individual work Extension: 2. Point and say. 7 minutes Step 1: Have pupils look at the picture again, saying Look at Whole class the picture again, please! Ask them to describe it. Draw their attention to the letter F/f and the words they have learnt in 1. Listen and repeat. Individually, get them to point to the letter F/f and Step 2: say it, saying Point to the letter F/f and say it, please! Individual Let them point to the boy’s face and say the word face work as a model, saying Point to the face and say “face” please! Remind them of the sound of the letter f in Step 3: the word face. Then ask one pupil to point to the face Individual and to say the word face in front of the class. Check work comprehension. Follow the same procedure with other things/person. Give further support to those pupils who find it difficult to do the task. Ask pupils to work in pairs or in groups to look at the picture, point to the letter F/f and the person/things, Whole class Step 4: say the sound of the letter and the words, saying Point to the picture and say, please! Go around and offer help or correct pronunciation, if necessary. Invite a few pupils to point to the picture and say the Group/ Step 5: sound of the letter and the words in front of the class. If they performed well, praise them, saying Perfect! Pair work
7. Individual Step 6: work Fun corner: Missing flashcard 8 minutes Step 1: Explain how to play the game Missing flashcard, Whole class saying Now, let’s play the game Missing flashcard. Look at the flashcards/pictures, say the words. Then close your eyes and I will take away one card. Then open your eyes and say out the word for that card. Divide the class into four groups. Stick a lexical set Group work of four cards on the board, e.g., a pencil, a pen, Step 2: a book, a bag. Ask the first group to look at the cards and name the Group work things illustrated on the cards. Ask the group to close Step 3: their eyes for 10 seconds, then take out a card of the set. Then let pupils open their eyes and say out the word for that card. Each group plays two or three sets. Stick sets of flashcards/pictures on the board and do Group work the same with other groups. Give one point for each correct answer. Step 4: Count the points for each group and announce the winner. Whole class Step 5: Homelink 5 minutes
8. - Revise the main teaching point of the lesson: the Whole class sound of the letter F/f and the words face, father, foot, football. Option 1: Using sachmem, have pupils look at the things in the Individual picture in 1. Listen and repeat. and repeat the words work after the recording. Option 2: Using Poster for Unit 15, ask pupils to point to the Individual picture and say the words. For better pupils, teacher work may cover the words and ask them to point to the things/person and say aloud the words. Individual Option 3: work/Whole Using pictures and flashcards, get some pupils to class match the words face, father, foot, football and the pictures. Then ask the class to say the words aloud. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? P. 125. Lesson 2: Part 1, 2, 3 Objectives: By the end of the lesson Ss will be able to express reasons. II. Language focus: - New words: scary, bear, zebra, fast, funny - Structures: I like/ don’t like _________ – because _________. III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ - Introduce the game “Pelmanism” - Prepare some cards with images of animal Whole class and the matching words for the items. Put
9. pupils in groups of six. Give each group a set of cards. Group work - Each group should distribute the cards on the table and face down. A pupil turns over a pair of cards. If the cards show an image and a word that match with each other (the image of elephant and the word elephant), the pupil takes the cards and continues to turn over another pair of cards. If the cards do not match, they should be turned face down again and the next pupil should have a go. The pupil with the most cards at the end of the game is the winner. - Set a time limit for pupils to play the game - Invite a few pairs to ask and answer questions about the clothing items on the cards 2.Look, listen and - Tell them that they are going to find out Whole class repeat: 10’ about how to ask and answer questions about animal and express reasons - Ask Ps to look at the pictures to identify the characters and read the text in silence - Get them to identify the characters and the Whole class content of the dialogue by asking Who are they? What are they talking about? Where are they? - Play the recording and ask Ps to listen and repeat. Do choral and individual repetition - Call some pairs to read the dialogue aloud, the rest of the class listen and give comments Individual Whole class
10. 3. Point and say: - Tell pupils that they are going to practice Whole class 13’ asking and answering questions about prices of clothes - Ask them to look at the pictures and the words under them - Teach new words: Bears scary zebras beautiful fast - Teach modal sentence: Whole class I like/ don’t like _______ Because ___________. - Point to the first picture and model the task with one pupil - Get Ps to work in pairs to do the task - Go around to offer help when necessary Pair work - Call on some pairs to act the dialogue out Whole class - Listen and give comments 4. Let’s talk: 10’ - Tell pupils that they are going to revise what Whole class they have learnt in Lessons 1 and 2 in real contexts. Remind Ps of the questions: What animal do you want to see .? I like because . I don’t like because And how to respond to them. - Ask them to work in pairs and ask and Pair work answer the above questions. - Go around to offer help and correct the pronunciation, if necessary
11. - Call a few pairs to act out the dialogue in Whole class front of the class. The rest of the class listen and give comments 5.Home –link : 2’ - Do exercises in the workbook. Learn by heart Whole class the new words UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? P 126. Lesson 2: Part 4, 5, 6 Objectives: By the end of the lesson Ss will be able to ask and answer the questions about animal and express reasons I. Language focus. Revision of: - New words: - Structures: II. Resources: - Students’ book, puppets, recording III. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Chatting -Call few pairs of pupils to the front of the class Whole Class to ask and answer the questions about animal, Pair work express reasons 2. Listen and - Tell pupils that they are going to listen to four Whole class write: 10’ dialogues and complete the sentences - Ask them to read the text guess the words
12. - Play the recording 2 times for Ps to listen and write the answers - Get them to swap their answers with their Individual partner Pair work - Play the recording again and check the correct answers Whole class Key: 1. Big 2. Fast 3. Funny 4. scary 3.Look and - Tell pupils that they are going to complete the Whole class write: 13’ sentences about animals, using the picture cues - Give a few seconds for pupils to look at the pictures and the incomplete sentences to identify the missing information - Ask Ps to do the task individually - Go around to help when necessary - Get pupils to swap and check their answers Individual - Call some Ps to write the answers on the board Pair work - Correct the answers Answer: 1. Zebras, they are beautiful 2. crocodiles, they are scary 3. bears, they are big. 4. kangaroos, they are fast 4. Let’s sing: 10’ - Introduce the song “Why or why not” Whole class - Ask Ps to read each line of the lyrics aloud and check their comprehension
13. - Play the recording all the way through and ask Ps to do choral and individual repetition of Group work the song line by line - Ask them to repeat after T a few times - Ask Ps to work in groups to sing the song - Go around to offer help when necessary - Call on 2 groups to perform the song in the front of the class. The rest of the class listen Whole class and give comments - Ask the whole class to sing the song and clap their hands 5.Home –link : 2’ - Do exercises in the workbook. Learn by heart Whole class the song. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? P127. Lesson 3: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to pronounce correctly three syllable words with the stress on the first syllable. II. Language focus: Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ The song : Why or why not? Whole class
14. - Have the class sing the song Group work - Call 2 groups to the front of the class to sing the song and clap their hands 2. Listen and - Tell pupils that they are going to pronounce Whole class repeat: 10’ the words: ‘crocodile, ‘elephant, ‘wonderful and ‘beautiful. - Explain to pupils what word stress is, in Vietnamese, if necessary. Tell them that we use the stress mark (‘) to indicate word stress - Write the words with the stress marks on the board - Play the recording a few times and let Ps say the words and the sentences Whole class - Do choral and individual repetition of the sounds, words and sentences Individual - Get some Ps to say the sentences in front of the class. Correct the pronunciation if necessary 3. Listen and - Tell pupils that they are going to listen and Whole class circle. Then say circle the correct answers the sentences - Give them a few seconds to read the aloud: 10’ sentences in silence - Play the recording three times for pupils to listen and circle the correct answer. Ask them to pay attention to the underlined words and Individual clap at the stressed syllables - Call few pupils to read aloud the sentences while the rest of the class claps at the stressed Pair work
15. syllables. Correct the pronunciation, if necessary. Whole class 4. Let’s chant: - Introduce the chant: I want to go to the zoo. Whole class 13’ - Ask Ps to read the chant and check comprehension - Play the recording for Ps to listen - Do choral and individual repetition Individual - Show them how to chant and do actions - Get Ps to work in groups to practice chanting and doing actions Group work - Go around offering help if necessary Whole class - Call two groups of three to the front of the class to chant and do actions. The rest of the class claps along to the rhythm 5. Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the chant UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? P128. Lesson 3: Part 4, 5, 6 I. Objectives: By the end of the lesson Ps will be able to pronounce correctly three syllable words with the stress on the first syllable. II. Language focus Revision of: - New words: dangerous, funny
16. - Structures: III. Resources - Students’ book, puppets, recording IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ - Call two groups to go to the front of the class to Whole Class say the chant “I want to go to the zoo” and do Group work actions - Introduce the new lesson 2. Read and - Tell pupils that they are going to read the text Whole class complete: 10’ and complete the paragraph - Give a few seconds for pupils to read the text in silence. Check their comprehension - Give pupils time to do the task individually - Go around to offer help when necessary - Get them to swap their answer with their partner Individual - Call some Ps to read the answer aloud - Correct the answer Pair work - Do choral about the subjects Answer: 1. Animals 2. Beautiful/ friendly/ scary 3. Big/ dangerous 4. Monkeys 5. Whole class funny 3. Let’s write: -Tell Ps that they are going to write a short Whole class 13’ paragraph about why they want to go to the zoo, what animal(s) they like and do not like, and the reasons. - Remind them to use the guided questions and Group work the words in the box
17. - Get Ps time to do the task independently Individual - Go around offering help, if necessary. - Get Ps to swap and check their answers before checking as a class. Whole class - Call Ps to write their paragraphs on the board - The class look and give comments Key: Ps’ own answers 4.Project: 10’ -Tell Ps that they are going to draw and colour Whole class their favorite animals, and tell the class why they like it/ them. Whole class - Ask each of Ps to prepare a piece of paper , crayons, pencil - Give them time to do the task - Ask pupils to work in pairs to brainstorm possible sentences to describe their favorite Individual animals Whole class - Call some of them to the front of the class to talk about their favorite animals 5.Home –link : 2’ - Do exercises in the workbook and prepare the Whole class new lesson GIÁO ÁN KHỐI 5 Period: 125 UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT? Lesson 2: Part 1, 2, 3 I. OBJECTIVES
18. 1. Language focus/ Knowledge: - Vocabulary: attractive, exciting, interesting - Sentence patterns:What do you think of _______?-> It’s more ________ 2. Competences: + Remember and say some new words: attractive, exciting, interesting + Look, listen and repeat the dialogue about someone’s opinions about a place. + Asking and answeringthe questions about someone’s opinions about a place. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about someone’s opinions about a place. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: What and where (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: what, beautiful, think, where *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams.
19. -T counts the points for each team, announces the winner and gives -SS listen. compliment. - SS play game in two teams. - T links to the new lesson. Activity 2:Look, listen and repeat ( 12’) *Aim: help Ss to find out new words ; understand the context of the dialogue and role play the dialogue about someone’s opinions about a place. + What do you think of _______? -> It’s more ________ *Procedure: - Elicit the character and have Ss guess what they are saying. - Set the scene: we are going to ask and answer questions about the seasons. - Have Ss listen to the recording then asks they read the lines in the speech bubbles -Divide the class into two groups to read the dialogue. -Guess and answer. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in front of the class. -SS listen. -T corrects pronunciation if necessary. *Outcome: SS can find out new words ; understand the context of the dialogue
20. and role play the dialogue about -Listen and repeat someone’s opinions about a place. -Read in groups. Activity 3: Point and say (8’) *Aim: help ss practiseasking and - SS read in pairs. answeringthe questions about someone’s opinions about a place. -Some pairs to read the dialogue in front of the class. + What do you think of _______? -> It’s more ________ *Procedure: -Teach vocabulary: attractive, exciting, interesting, - Check vocabulary: What and where - Have pupils look at pictures. Ask them to identify the address and what it like in the pictures . - Elicit the sentence Pattern: What do you think of ____________? It’s more ____________ than I expected. - T models with a student.Then asks ss practice in pairs - Have Ss work in pairs to practise and corrects pronunciation if necessary. - Invite ss to ask and answer in front of the class. T gets feedback -SS listen and repeat newword, then *Outcome: SS can practiseasking and write on their notebook answeringthe questions about someone’s -SS play game. opinions about a place. - SS listen and identify.