Kế hoạch bài dạy Tiếng Anh Lớp 5 (Global Success) - Tuần 11 - Năm học 2024-2025 - Phạm Thị Kim Khánh

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 5 (Global Success) - Tuần 11 - Năm học 2024-2025 - Phạm Thị Kim Khánh

1. English 5 WEEK 11 Period 38th Monday, November 18th 2024. (ST15B, 2.5A, 3.5C) Unit 6: Our school rooms Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which people ask for and give directions at school and tick the correct pictures - complete two gapped exchanges with the help of picture cues - revise the target vocabulary items and structures by playing Memory game. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. 3. Attitude/ Qualities: - Show their pride in their school and raise awareness about the location of different rooms in their school. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 88, 89, 90; audio Tracks 62; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 47, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Bad luck Billy *Aims: to revise the learned words *Procedure: - Ask Ss to stand up and read the words on the screen. -Ss listen to the teacher - If the lightning struck while a student is reading, that student as to sit down. -Ss play the game - At the end of the game, the Ss still standing is the winner(s). -Ss read the words - Have Ss read all the words one more time. - Ss open their books
2. English 5 - Say “Open your book page 47” and look at “Unit 6, Lesson 2 (4,5,6)”. 2.Practice: (25’) -Look at the pictures and say: Activity 1. Listen and tick: + Picture 1a: a library on the ground *Aims: Ss will be able to listen to and floor, an arrow showing the direction of understand two communicative contexts going downstairs in which people ask for and give + Picture 1b: a library on the first directions at school, and tick the correct floor, an arrow showing the direction of pictures. going upstairs *Procedure: + Picture 1c: a library on the first - Draw Ss’ attention to the pictures of floor, an arrow showing the direction of the three arrows showing the directions going downstairs to the art room. + Picture 2a: an arrow showing the direction of going along the corridor, past the music room and turning right to reach the art room + Picture 2b: an arrow showing the direction of going along the corridor and turning right to reach the art room + Picture 2c: an arrow showing the direction of going along the corridor, past the music room and turning left to reach the art room -Ss guess the answers - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: - Ss listen to the tape + Play the recording - Ss listen again and do the task. + Play the recording again for pupils to do the task. - Ss listen and check their answers + Play the recording a third time for pupils to check their answers. - Ss swap books with their partner, then - Get Ss to swap books with their check answers as a class and guessing partner, then check answers as a class. -Ss write the answer on the board + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. -Ss listen and repeat - If time allows, play the recording,
3. English 5 sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. c 2. a Activity 2. Read and complete *Aims: Ss will be able to complete two gapped exchanges with the help of the picture cues *Procedure: -Ss look at the picture and say - Have Ss look at the pictures and identify the directions to the rooms in the pictures. -Ss follow the teacher - Model sentences: have Ss read the question and ask what words are missing (way) - Ss do the task independently. - Give Ss a time limit to read the gapped dialogues, look at the pictures and do the task independently. - Ss swap books with a partner and - Get Ss to swap books with a partner check their answers. and check their answers before checking as a class. - Ss write the answers on the board + Invite one student to write the answers on the board. - Pairs of Ss read the completed - Invite two pairs of Ss to act out the dialogues aloud completed dialogues. Key: 1. way, past 2 Could, along, right Activity 3. Let’s play *Aims: Ss will be able to revise the target vocabulary items and structures by playing Memory game. *Procedure:
4. English 5 - Tell Ss that they are going to play Memory game using the language learnt -Ss listen to the teacher in Lessons 1 and 2. - Draw a map with school rooms on the board. + Divide the class into two teams. Have Ss look at the school rooms on the map - Ss play the game. for 20 seconds, then cover the room names with paper / cards. (Ex: Could you tell me the way to the library, please?), then ask one student in a team to give you directions while the other pupil in the same team follows the directions and opens the right card to find the room. + If he / she finds the right room by following the directions, the team gets one point. + If he / she doesn't end up at the right room, he / she covers the room name up again and it becomes the other team’s turn. - Ss praise the winner. - The team that has the most points at the end of the game wins. 3. Fun corner and wrap- up (5’) Game: Guessing Game * Review vocabulary - Have Ss look at the pictures on the -Ss listen to the teacher screen and say the appropriate phrases. - Check the pronunciation when necessary. * Review stress and syllable - Show some words on the screen and - Ss play the game. ask pupils to decide whether they are
5. English 5 two or three syllable words. Then sort out. - Explain what the word stress and stress mark is, if necessary. D. ADJUSTMENTS (if necessary): . . .. ... Period 39th Tuesday, November 19th 2024. (ST4.5A, CT2.5C, 3.5B) Unit 6: Our school rooms Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly stress the two-syllable words up’stairs and down’stairs in isolation and in the sentences He’s going up’stairs. and She’s running down’stairs. - identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words - say the chant with the correct pronunciation, word stress and rhythm. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform pronunciation and listening tasks. 3. Attitude/ Qualities: - Show their pride in their school and raise awareness about the location of different rooms in their school. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 97, 98, 99; audio Tracks 63, 63, 65; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 48, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Chatting
6. English 5 *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Teacher divides the class into 2 teams. - Each team takes turns asking and - Follow the T’s instructions. answering about the room on the screen, using the structures learnt. - Teacher checks the answer with the whole class. -Ss play the game - Pss choose a box and get the point(s). - The team with more points is the winner. - Say “Open your book page 48” and - Ss open their books look at “Unit 6, Lesson 3 (1,2,3)”. 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly stress the two-syllable words up'stairs and down'stairs in isolation and in the sentences He’s going up'stairs. and She’s running down'stairs. *Procedure: - Have Ss point at the words up'stairs - - Ss point and pay attention and down'stairs with the stress on the second syllable, in isolation and in the sentences He’s going up'stairs. and She’s running down'stairs. - Ss listen to the recording again and - Play the recording for Ss to listen and repeat. repeat in chorus and individually until they feel confident. -Ss work in pairs and practice - Let Ss work in pairs or groups, saying the words and reading the sentences. -Ss say the words and sentences - T invites some Ss to practice. 3.Practice: (17’) Activity 2. Circle, listen and check. *Aims: Ss will be able to identify the word stress on some two-syllable words
7. English 5 and circle the word with a different stress pattern from the other two words. *Procedure: - Tell Ss circle the word having a different stress from each line. Then - Ss pay and listen to the teacher’s listen to the recording to check their explanation. answers. - Set a time for Ss to do the task. - Ss do the task - Play the recording, once or twice, for - Ss listen to the recording to check Ss to listen and check their answers. their answers (individual) - Get Ss to swap books with a partner - Ss swap books with a partner and and check their answers before checking check the answers as a class. - Play the recording again for Ss to - Ss listen to the recording again and double-check their answers. check their answers again. - Invite a few Ss to read aloud all the - Ss stand up and read aloud the words in the words. words. Key: 1. a 2. c 3. b Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct pronunciation, word stress, and rhythm *Procedure: - Introduce the title and lyrics of the - Ss look and listen. chant. - Play the recording for Ss to listen to - Ss listen to the chant the whole chant. + Have them repeat the title and lyrics - Ss listen and repeat line by line line by line. without clap their hands + Ask Ss to attend to two-syllable words with the stress on the second syllable in - Ss note the rhythm and the chant, upstaisr and downstairs. pronunciation. - Play the recording all the way through -Ss listen to melody of the chant
8. English 5 for Ss to listen to pronunciation and melody. - Play the recording line by line for Ss to - Ss listen and chant line by line. listen and repeat - Play the recording for Ss to chant and - Ss chant and clap along. clap along. - Ask Ss to practice chant and clap along - Ss work in groups (two groups) to in pairs or groups. chant - Invite groups to the front of the -Ss perform in front of the class. classroom to perform the chant 3. Fun corner and wrap- up (4’) Review syllables and stress. - T writes a word on the board then says. -Ss listen (two syllable words) - Ss will clap their hands twice if the stress of that word is on the first syllable. -Ss play the game - Ss will clap their hands once if the stress of that word is on the second syllable. - Invite a student to come to the front and -Ss play the game draw the stress mark for that word. - Word list: downstairs, second, active, happy, along, ahead, upstairs. D. ADJUSTMENTS (if necessary): . . .. ... Period 40th Tuesday, November 19th 2024. (CT1.5A) Wednesday, November 20th 2024. (ST1.5C) Thursday, November 21st 2024. (ST1.5B) Unit 6: Our school rooms Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge:
9. English 5 - read a text about rooms in a school and show understanding by deciding whether some statements are true or false; - read and complete the table about rooms in their school; - make a picture of a favourite school and present it to the class by using the target language. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform reading and writing tasks. 3. Attitude/ Qualities: - Show their knowledge about their schools. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 99, 100; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 49, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Odd one out *Aims: to revise the new words and structures from previous lessons. *Procedure: - Divide the class into two teams. - Each team has a representative to play - Ss listen “Rock, paper, scissors” to play first. - The winning team answers the question -Ss play game first. Ss get the points if their team answers the question. - Say “Open your book page 49” and look at - Ss open their books “Unit 6, Lesson 3 (4,5,6)”. 2.Practice: (8’) Activity 1. Read and tick True or False: *Aims: Ss will be able to read a text about rooms in a school and show understanding by deciding whether some statements are true or
10. English 5 false. *Procedure: - Draw Ss’ attention to the text and read it - Ss pay attention to the text and together as a class. read - Draw ss’ attention to the four statements - Ss read the four statements and below the text and four boxes to tick True or find the information False. - Have ss pay attention to the sentences about -Ss pay attention the rooms in the school. - Give Ss time to tick the correct boxes. -Ss do the task - Tell ss to swap books with a partner, then - Ss swap books and check check answers together as a class. - Ask Ss to read the text aloud in front of the - Ss read the text aloud in front of class. the class. - Have Ss write sentences to compare the location of and direction to the rooms in the - Ss write the sentences reading and the rooms in their school. Ex: Our computer room is on the ground floor, but their computer room is on the second floor. Key: 1. True 2. True 3. False 4. True 3.Production: (18’) Activity 2. Let’s write *Aims: Ss will be able to read and complete the table about rooms in their school. *Procedure: - Ask Ss to read the gapped letter and explain - Ss listen to the teacher that they need to fill in the gaps with information about the boy in the pictures’ free-time activities. - Ss complete the first, second - Have Ss complete the first, second and third and third gaps with names and an gaps with names and an activity of their activity choice from the pictures. - Ss complete the rest of the letter - Give Ss time to complete the rest of the independently. letter independently. - Get Ss to swap their books with a partner - Ss swap their and check and check each other’s spelling before checking as a class. Key: Pupil’s answer
11. English 5 Activity 3. Project. *Aims: Ss will be able to make a picture of a favourite school and present it to the class by using the target language. *Procedure: - Tell Ss about the goal of the activity. - Have Ss work in groups. Each student - Ss listen to the teacher shows a picture that he / she has drawn at - Ss work in groups of five. home and tells the group about his / her favourite school, - Invite a few ss show their work and talk about their favourite schools in front of the - Ss show their work and talk class, ex: This is my favourite school. It has many rooms in it. -T gives feedback - Ss listen 4. Fun corner and wrap- up (4’) * Presentation: Talk to your friend - Ss show their pictures to their classmates, and present the school to the class at the -Ss listen to the teacher Project time. - Have Ss work in groups of four. -Ss play the game - Call some volunteers to perform in front of the class. - Praise Ss if they perform well. -Ss congratulate the winner D. ADJUSTMENTS (if necessary):
12. English 5 . . .. ... Period 41st Thursday, November 22nd 2024. (ST2.5B, 3.5A, 4.5C) Unit 7: Our favourite school activities Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s favourite school activity. - correctly say the phrases and use What school activity does he / she like? – He / She likes ____. to ask and answer questions about someone’s favourite school activity. - use What school activity does he / she like? – He / She likes ______. in a freer context - Vocabulary: do projects, read books, play games, solve maths problems, activity. - Structures: A: What school activity does he / she like? B: He/ she likes reading books. - Skills: speaking and listening 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform speaking tasks. 3. Attitude/ Qualities: - Show their pride in their school and show their interest in their favorite school activities. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 101, 102, 103, audio Tracks 66, 67; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 50, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (3’) Game: Guessing game *Aims: to revise the vocabulary about
13. English 5 different activities. *Procedure: - T introduces and explains the game. - How to play: -Ss listen and pay attention + T will show some pictures which is hidden about different activities. + Ss look at the pictures in the screen. + Ss tell what someone is doing. - Ss listen to the teacher - T models. (painting a mask) - Ss play the game. -Ss play the game - T gives feedback. . - Say “Open your book page 50” and look - Ss listen and open their books at “Unit 7, Lesson 1 (1,2,3)”. 2. Presentation (15’) Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in the new lesson. *Procedure: -T elicits the new words + do projects : làm các bài tập dự án (explain) + read books : đọc sách (picture) -Ss listen and answer + play games : chơi trò chơi (picture) + solve maths problem : giải các bài toán (explain) + activity :hoạt động (translation) - - Ss listen and repeat - T models (3 times). + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Ss take note - Ss look and match - Checking: Matching Activity 2. Look, listen and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) on the phone, focusing on greetings, asking and answering questions about someone’s favourite school activitiy. *Procedure:
14. English 5 - Have Ss look at Pictures a and b and -Look at the pictures and say. identify the characters and what they can + In picture a: see in the pictures. Ben: Hi, Mai. What are you doing? + Who is he/ she? Mai: Hello, Ben. I’m helping my + Where is he/ she? brother solve a maths problem. + What is he/ she doing? + In picture b: Ben: What school activity does he like? Mai: He likes reading books. - Play the audio twice (sentence by -Ss listen and repeat in chorus sentence). Correct their pronunciation (twice) where necessary. - Have Ss to practice the dialogue -Ss work in pairs to practice - T invites a few pairs to the front of the -Ss come to the front of the class to practice. classroom to practice. - T checks pronunciation for ss. -Ss listen Activity 3 Listen, point and say. *Aims: Ss will be able to correctly say the phrases and use What school activity does he / she like? – He / She likes . to ask and answer questions about someone’s favourite school activity. *Procedure: * Structures: - T asks Ss look at picture b in activity 1 - Ss look at the picture and answer. and helps Ss know the structure from the dialogue. - T introduces new structures for Ss. -Ss listen - T explains, models and gives meaning. -Ss listen and repeat - Have Ss repeat the structures -Ss repeat to the structures A: What school activity does he / she like? B: He/ she likes reading books. 3.Practice: (7’) *Drill pictures - Have Ss look at the pictures and identify
15. English 5 the characters and their activities. - Ss look, listen and repeat +Picture a: a boy doing a project + Picture b: a girl - reading a book + Picture c: a girl playing a game in class with her classmates + Picture d: a boy - solving a maths problem at the board - Tell Ss that in the question, the verb like -Ss listen to the teacher follows does, so is in the base form (like). But in the answer, like + s must be used after He or She, like + Verb with -ing - Have Ss point at pictures, listen and run -Ss point at pictures, listen and repeat through all the pictures. - Have Ss point at the bubbles, listen and -Ss point at the bubbles, listen and run through model sentences. repeat - Have Ss to practise: -Ss practice in chorus + T asks the first picture, Ss answer + Ss asks the second picture, T answers + Group A asks the third picture, group B -Ss practice in chorus answers + Group B asks the last picture, group A - Ask Ss to work in pairs to practise asking -Ss work in pairs to practise asking and answering the What school activity does he / she like? – He / She likes . and answering the question - T controls and corrects. - Invite a few pairs to point at the pictures - Pairs of Ss point at the pictures and and say the questions and answers in front say in front of the class of the class. 4. Production: (6’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of What school activity does he/ she like? - He/ she likes to ask and answer questions about school activity in freer contexts. *Procedure:
16. English 5 - Ask Ss to look at the pictures and elicit -Ss look at the picture and say the context - Point at the first picture and elicit the - Ss look at the first picture and elicit question in the first speech bubble What the missing words in speech bubbles school activity does he/ she like? and the and say the completed sentences. answer in the second speech He/ she likes .. as an example. - Give Ss time to work in pairs and take - Ss role-play to practise asking and turns pointing at each picture to ask and answering questions answer using What school activity does he/ she like? - .. - Invite a few pairs to come to the front of - Ss practise asking and answering the classroom and act out the exchanges. questions in front of the class. 5. Fun corner and wrap- up (4’) Game: Pass the teddy bears - Give two different colored teddy bears to -Ss listen to the teacher two Ss, a black teddy bear (ask the question) and a white teddy bear (answer the question). - Ask Ss to listen to music and pass the -Ss play the game teddy bears. Ex: - Stop music suddenly. Have the student A: What school activity does she with a black teddy bear make a question. like? Have the student with a white teddy bear B: She likes doing projects. answer the question. - Repeat the game several times. -Ss read all the words again. D. ADJUSTMENTS (if necessary): . . .. ...