Kế hoạch bài dạy Tiếng Anh Lớp 5 (Global Success) - Tuần 25 - Năm học 2024-2025 - Phạm Thị Kim Khánh

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 5 (Global Success) - Tuần 25 - Năm học 2024-2025 - Phạm Thị Kim Khánh

1. English 5 WEEK 25 Period 94th Monday, May 3rd 2025. (ST15B, 2.5A, 3.5C) Unit 14: Staying healthy Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand a conversation in which the speakers talk about someone’s healthy activities and circle the correct answers - complete two gapped exchanges with the help of picture cues; - review the target vocabulary related to the topic “Staying healthy” by playing Frequency Game. - 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 listening and reading tasks. 3. Attitude/ Qualities: - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 230, 231, 232; audio Tracks 37; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 27, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Pass the teddy bears *Aims: to revise the learned sentence structures. *Procedure: - Give two different coloured teddy bears to two ss, a black teddy bear (ask - Ss listen 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:
2. English 5 - Stop music suddenly. Have the student A: How often does he/ she swim? with a black teddy bear make a B: Every day. question. Have the student with a white teddy bear answer the question. - Repeat the game several times. - Continue playing the game. - Say “Open your book page 27” and look at “Unit 14, Lesson 2 (4,5,6)”. - Ss open their books 2.Practice: (25’) Activity 1. Listen and circle: *Aims: Ss will be able to listen to and understand a conversation in which the speakers talk about someone’s healthy activities and circle the correct answers *Procedure: - Ask ss to read the questions and the -Ss read answer options - T ask Ss to guess the answers. -Ss guess the answers + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording - Ss listen to the tape + Play the recording again for pupils to - Ss listen again and do the task. do the task. + Play the recording a third time for - Ss listen and check their answers pupils to check their answers. - Get Ss to swap books with their - Ss swap books with their partner, then partner, then check answers as a class. check answers as a class + Write the answers on the board for Ss + Ss check the answer and the guessing to correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by -Ss listen and repeat sentence, for Ss to listen and repeat individually and in chorus. Key: 1. b 2. a 3. b 4. a Activity 2. Read and complete. *Aims: Ss will be able to complete two gapped exchanges with the help of picture cues.
3. English 5 *Procedure: - Have ss look at the pictures and elicit -Ss look at the picture and say - Have Ss look at the two incomplete -Ss look and follow the teacher exchanges and elicits the missing words demonstrating the exchange 1. in the sentences. - T models with the first gap + Have Ss look at the picture and -Ss answer: (He drink orange juice.) identify the needed information (orange juice). - Have Ss work in groups and complete -Ss complete the sentences - Get Ss to swap books with a partner -Ss swap books with a partner and and check their answers before checking check their answers before checking as as a class. a class. - Invite two pairs of Ss to act out the -Ss read the completed exchanges two completed exchanges in front of the aloud. class Key: 1. orange juice; three times 2 How often; week; vegetables Activity 3. Let’s play *Aims: Ss will be able to revise the target vocabulary and structures related to the topic “Staying healthy” by playing Frequency Game. *Procedure:
4. English 5 - Invite two teams, A and B, to play the - Ss follow the teacher’s instructions game. +Team A asks a question using How often _____? +Team B picks a piece of paper with a number on it, and uses the number to answer the question. Ex: the number one means once a week or once a month. If the question is asked correctly, Team A gets one point. If the answer is correct, Team B gets one - Ss play the game point. If Team A fails to ask the question correctly, Team A does not get a point, and the teacher then asks the question correctly to Team B so that they can still earn a point. Then the - Ss continue playing the game. teams swap roles – Team B asks and Team A answers. - After two minutes, the team with the most points wins. -Ss praise the winner - The game continues with other teams. 3. Fun corner and wrap- up (5’) Game: Quiz time - Tell s they are going to answer different kinds of questions. -Ss listen - Show the questions for the class in turns. - Ask ss to answer the questions -Ss play a game individually. - If they answer the questions correctly, they will get gifts. - Praise ss if they play the game well. -Ss praise the winner D. ADJUSTMENTS (if necessary): . . .. ... Period 95th Tuesday, May 4th 2025. (ST4.5A, CT2.5C, 3.5B)
5. English 5 Unit 14: Staying healthy Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - stress the correct words in Yes / No questions Does she 'eat 'healthy 'food? and Is your 'brother a 'strong 'swimmer? - identify and underline the missing stressed word in four questions, and to say the questions with the correct sentence stress while listening - 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: - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 232, 233, 234; audio Tracks 38, 39, 40; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 28, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Whisper *Aims: to revise the learnt words and structures. *Procedure: - Divide the class into two groups. - Ask ss in each group to stand closely in - Ss listen a straight line. -Ss listen the rules - Teacher says a sentence to the first student in each line, ex: My sister eats vegetables every day. - Then, the first student whispers what
6. English 5 she/ he hears to the second person in the - Ss play the game line and so on until the last student. - The last student will say the sentence out loud. If they say the sentence correctly, they will get points for their group. - The group with more points wins the game. - Say “Open your book page 28” and - Ss open their books look at “Unit 14, Lesson 3 (1,2,3)”. 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to stress the correct words in Yes / No questions Does she 'eat 'healthy 'food? and Is your 'brother a 'strong 'swimmer? *Procedure: - T gives instruction the sentences Does - - Ss pay attention she 'eat 'healthy 'food? and Is your 'brother a 'strong 'swimmer? - Play the recording and encourage Ss to point at the stressed words (eat, healthy - Ss listen and point food, brother, strong, swimmer) in the sentence while listening. - Play the recording again and encourage - Ss listen again and repeat Ss to listen and repeat. - Have Ss work in pairs or groups to do -Ss work in pairs and practice this several times until Ss feel confident. - T invites some Ss to practice. -Ss say the language in front of the class 3.Practice: (17’) Activity 2. Listen and underline one more stressed word. Then repeat *Aims: Ss will be able to identify and underline the missing stressed word in four questions, and to say the questions with the correct sentence stress while
7. English 5 listening. *Procedure: - Explain what ss have to do and tell ss that the two underlined words in each - Ss follow the teacher’s explanation. question are stressed but that one additional stress is missing. - Play the recording for ss to listen. - Play the recording again for ss to listen - Ss listen and underline one more and underline one more stressed word in stressed word in each sentence. each sentence. - Tell ss to swap books with a partner, then check the answers as a class. - Ss swap books and check their - Write the correct answers on the board. answers as a class. - Play the recording again for ss to listen - Ss write the answer into notebooks and check their answers again. - Ss listen to the recording and check - Get some ss to say the sentences aloud the correct answers again. in front of the class. Praise them if they - Ss say the sentences aloud do a good job. Key: 1. once 2. week 3. have 4. chips 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 chant. - Ss listen to the chant - Play the recording for Ss to listen to the whole chant. - Ss listen and repeat line by line
8. English 5 + Have them repeat the title and lyrics without clap their hands line by line. + Ask Ss to atten the word stress in the sentences - Ss note the rhythm and - Play the recording all the way through pronunciation. for Ss to listen to pronunciation and -Ss listen to melody of the chant melody. - Play the recording line by line for Ss to listen and repeat - Ss listen and chant line by line. - Play the recording for Ss to chant and clap along. - Ss chant and clap along. - Ask Ss to practice chant and clap along in pairs or groups. - Ss work in groups (two groups) to - Invite groups to the front of the chant classroom to perform the chant -Ss perform in front of the class. 3. Fun corner and wrap- up (4’) Game: Pass the bag - Explain that ss are going to look at the picture and say the sentence about staying healthy and the frequency of an -Ss listen activity. - Put some flash cards (play sports, drink fresh juice, eat healthy food, do yoga, -Ss play the game play badminton, drink orange juice) in a bag. - Have ss make two circles. - Ask ss to pass the bag around the circle -Ss play the game while music plays. - When the music stops, have the student holding the bag take out a flash card in the bag and ask a question, ex. How does your mother stay healthy? or How often -Ss play the game does your mother eat vegetables? - Teacher invites another ss to answer the question. - Praise ss to encourage their performance. Give gifts if they ask and -Ss praise answer the question correctly. D. ADJUSTMENTS (if necessary):
9. English 5 . . .. ... Period 96th Tuesday, May 4th 2024. (CT1.5A) Wednesday, May 5th 2025. (ST1.5C) Thursday, May 6th 2025. (ST1.5B) Unit 14: Staying healthy Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read and show understanding of the text by choosing the correct answer options to complete the sentences - write a paragraph of about 40 words about healthy habits - make a healthy circle and present their healthy lifestyles to the class. - 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: - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 234, 235, 236; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 29, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Discussion *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure:
10. English 5 - Divide the class into four groups. - Ss listen - Have ss from each group discuss what activities they do to stay healthy. - Ss listen to the rules - Give time for ss to do the task. -Ss play game - Have the presenter of each group come to the front to present what they have discussed. - Give comments and praise ss. - Ss open their books - Say “Open your book page 29” and look at “Unit 14, Lesson 3 (4,5,6)”. 2.Practice: (8’) Activity 1. Read and circle: *Aims: Ss will be able to read and show understanding of the text by choosing the correct answer options to complete the sentences. *Procedure: - S pay attention to the text and - Draw ss’ attention to the text and read it as read it as a class. a class. - Model sentence 1. First, have ss read the - Ss follow the teacher’s gapped sentence and find the information instruction with sentence 1. about the food Peter eats in the text. (fish and vegetables). Then, have ss find the information +Ss choose the correct option + Ask ss to choose the correct option to complete Sentence 1. - Ss do the task - Ask Ss circle with Sentences 2, 3, 4. - Ss swap books and check the - Tell Ss to swap books with a partner, then answers check answers as a class. - Ss look at the board and check - Get Ss to look at the board and check their their answers again. answers again. + Ss read the words / sentences in + Have ss read the words / sentences in the the reading text reading text that help them find the information they need to circle - Ss say about Peter’s healthy - Invite some Ss to say four or five sentences lifestyle about Peter’s healthy lifestyle Ex: Peter likes fish and vegetables. Peter drinks lots of water and fresh juice. He
11. English 5 exercises every morning. He does judo on Tuesdays and Thursdays. Key: 1. a 2. b 3. c 4. b 3.Production: (18’) Activity 2. Let’s write *Aims: Ss will be able to write a paragraph of about 40 words about healthy habits. *Procedure: - Ss listen to the teacher’s - Tell the class the goal of the activity and explanation. explain that they should read and complete the table before writing a paragraph about their healthy habits. - Ss read and elicit some activities - Have ss read the first row and elicit some activities they usually do to stay healthy and the frequency of these activities. Have them read the healthy habit in the second row and - Ss complete the table complete the first gap with their own answers. independently. - Give s time to complete the table - Ss use the information in the independently. table to write about their healthy - Have ss use the information in the table to habits. write about their healthy habits. - Some ss read their paragraphs - Have some ss read their paragraphs aloud. aloud. Give feedback where necessary. Key: Pupil’s answer Ex I have some healthy habits. I eat vegetables every day. My favourite vegetables are carrots and tomatoes. I like drinking fresh juice. I drink orange juice twice a week. I play basketball three times a week. I want to stay healthy. Activity 3. Project. *Aims: Ss will be able to make a healthy habit circle and present their healthy lifestyle to the class *Procedure:
12. English 5 - Ss listen to the teacher’s explanation. - Tell ss about the goal of the activity and explain that they have prepared a healthy habit circle. In the healthy habit circle, there is information about what they eat, drink and do to stay healthy. Ask them to show their - Ss work in groups to practise healthy habit circle and share it to their their presentation. friends. - Ss show their healthy habit - Have ss work in groups to practise their circle and give presentations in presentation. front of the class. - Invite a few ss to show their healthy habit circle and give presentations in front of the class. Praise good performances. Suggested presentation: This is my healthy habit circle. I eat fruit every day. I like apples, grapes and mangoes. I drink lots of water and fresh juice. I like coconut water and apple juice. I do morning exercise with my parents every day. I play badminton with my sister three times a week. I want to stay healthy. -Ss listen to the teacher 4. Fun corner and wrap- up (4’) Game: Lucky balloons - Tell ss they are going to look at the picture, - Ss play the game then ask and answer the question about Ex: staying healthy or the frequency of an A: How does he stay healthy? activity. B: He eats vegetables. - Divide the class into two groups. - Have two ss from each group choose a balloon in turn. - Have them look at the pictures and ask and answer the questions suitable with the pictures. - If they ask and answer correctly, they get -Ss praise the winner
13. English 5 corresponding points for their group. - Continue playing the game with the other ss. - The group that gets more points wins. Praise the winner. D. ADJUSTMENTS (if necessary): . . .. ... Period 97th Thursday, May 6th 2025. (ST2.5B, 3.5A, 4.5C) Unit 15: Our health 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 focused on asking and answering questions about someone’s health. - correctly use the words and phrases toothache, headache, sore throat and stomach ache and the sentence patterns What’s the matter? - I have _____. to ask and answer questions about someone’s health. - correctly use the words for health problems in Act 2 and sentence patterns What’s the matter? and I have _____. to ask and answer questions about someone’s health in a freer context. - Vocabulary: toothache, headache, sore throat and stomach ache - Structures: A: What’s the matter? B: I have a headache. - Skills: speaking and listening 2. Competences: - Critical thinking and creativity: learn how to ask and answer questions about someone’s health correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform pronunciation and speaking tasks. 3. Attitude/ Qualities: - Raise their knowledge of health. - Show ss how to take care of themselves and prevent of common diseases.
14. English 5 B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 237, 238, 239, audio Tracks 41, 42, website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 30, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Sing a song: Head, shoulders, knees and toes *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the video on the screen. - Sing and dance the song together. HmogNyCY - Ask Ss to listen, sing and dance the song. - Ss listen and open their books - Say “Open your book page 30” and look at “Unit 15, 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 -Ss listen and answer + toothache: đau răng (mime) + headache: đau đầu (mime + sore throat: đau họng (mime) + stomach ache: đau dạ dày (mime) + matter: vấn đề (translation) + feel: cảm thấy (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 - Checking: Rub out and remember - Ss look, remember and write
15. English 5 Activity 2. Look, listen and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts focused on asking and answering questions about someone’s health. *Procedure: - Have Ss look at Pictures a and b and -Look at the pictures and say identify the characters and other details. +In picture a: + Who are they? Lucy’s mother: Are you OK, Lucy? + Where are they? Lucy: I don’t feel well. + What are they talking about? + In picture b: Lucy’s mother: What’s the matter? Lucy: Ouch! I have a headache. - 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 use the words and phrases toothache, headache, sore throat and stomach ache and the sentence patterns What’s the matter? - I have _____. to ask and answer questions about someone’s health. *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
16. English 5 - T explains, models and gives meaning. -Ss listen and repeat - Have Ss repeat the structures. -Ss repeat to the structures A: What’s the matter? B: I have a headache. 3.Practice: (7’) *Drill pictures - Have Ss look at the picture and elicit - Ss look, listen and repeat +Picture a: a boy with toothache + Picture b: a girl with a headache + Picture c: a boy with a sore throat + Picture d: a girl with a stomach ache -Ss point at pictures, listen and repeat - Have Ss point at pictures, listen and run through all the pictures. -Ss point at the bubbles, listen and - Have Ss point at the bubbles, listen and repeat run through model sentences. - Have Ss to practise: -Ss practice in chorus + T asks the first picture, Ss answer + Ss asks the second picture, T answers -Ss practice in chorus + Group A asks the third picture, group B answers + Group B asks the last picture, group A -Ss work in pairs to practise asking - Ask Ss to work in pairs to practise asking and answering the question and answering the question What’s the matter? - I have _____. - T controls and corrects. - Pairs of Ss point at the pictures and - Invite a few pairs to point at the pictures say in front of the class and say the questions and answers in front of the class. 4. Production: (6’) Activity 4. Let’s talk. *Aims: Ss will be able to correctly use the words for health problems in Act 2 and
17. English 5 sentence patterns What’s the matter? and I have _____. to ask and answer questions about someone’s health in a freer context. *Procedure: - Have ss look at the picture and ask them the health problems that the characters -Ss look at the picture and answer may have. + A clinic at a primary school where some pupils are waiting to have their health problems checked by the doctor. - Elicit the answer in the speech bubble and write it on the board. Get Ss to say the - Ss say the completed sentences. completed sentences. - Have Ss role-play to practise asking the questions and giving their answers in -Ss work in pairs to ask and answer pairs, using the structures What’s the matter? and I have _____. - Invite a few pairs to point at the pictures -Ss perform in front of the class. and ask and answer questions. 5. Fun corner and wrap- up (4’) Game: Board race - Explain how to play the game. Give an example. - Ss listen - Divide the class into two groups. - Stick the flashcards (toothache, -Ss listen and play the game headache, sore throat, stomach ache) on the board. - Say the word twice so that the ss can hear. - Say “Run” and then the student from each group has to run quickly to find and choose the flashcard the teacher said. Ask the student with the correct flashcard to say the word. - The group with the most flashcards at the end is the winner. Praise the winner. -Ss praise the winner.
18. English 5 D. ADJUSTMENTS (if necessary): . .. ... * Start preparing for the Project: Ask pupils to prepare for the project on page 35 by doing a survey about the health problems that their surrounding people have and giving some advice to them. Ask pupils to do the survey while they learn Unit 15 so that they can present a report during Project time. . . .. ...