Kế hoạch bài dạy Tiếng Anh Lớp 5 (Global Success) - Tuần 8 - Năm học 2024-2025 - Phạm Thị Kim Khánh

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 5 (Global Success) - Tuần 8 - Năm học 2024-2025 - Phạm Thị Kim Khánh

1. English 5 WEEK 8 Period 29th Monday, October 28th 2024. (ST15B, 2.5A, 3.5C) Unit 5: My future job Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words firefighter, reporter, gardener and writer and the sentence patterns What would you like to be in the future? -I’d like to be a ________. to ask and answer questions about someone’s future job. - Vocabulary: firefighter, reporter, gardener, writer, future. - Structures: A: What would you like to be in the future? B: I’d like to be a doctor. - Skills: speaking and listening 2. Competences: - Critical thinking and creativity: learn how to ask and answer questions about personal information correctly and fluently. - Self-control and independent learning: perform speaking tasks. 3. Attitude/ Qualities: - Show their love and interest in a certain job in the future. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 75, 76, 77, audio Tracks 45, 46, website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 34, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (3’) Game: Slap the board *Aims: to revise the vocabulary about different jobs that pupils have learnt in English 4. *Procedure: - Prepare some flashcards about different -Ss listen and pay attention jobs and stick on the board (doctor, nurse, teacher, driver, singer ) - Divide class into 2 groups: Tom and Jerry. - Ss listen to the teacher - How to play:
2. English 5 + Each group chooses five Ss to play. -Ss play the game + Class will read aloud. . + Look at the picture, listen and slap the -Ss continue playing the game picture you heard. + Who faster will get 1 mark. + Which group with higher mark is the winner. - Say “Open your book page 34” and look - Ss listen and open their books at “Unit 5, 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 + firefighter : lính cứu hỏa (picture) + reporter : phóng viên (picture) + gardener : người làm vườn (picture) + writer : nhà văn (picture ) + future: tương lai (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 focusing on asking and answering questions about someone’s future job. *Procedure: -Look at the pictures and say. - Have Ss look at Pictures a and b and + In picture a: Linh and Bill in identify the characters and say what they Linh’s living room. A photo of are talking and thinking about. Linh’s parents on the wall. + Who is he/ she? Linh: That’s my father. + Where is he/ she? Bill: What’s his job? + What is Linh thinking about? Linh: He’s a doctor.
3. English 5 Bill: Cool! + In picture b: Linh and Bill talking about future jobs. Linh thinking of being a doctor in the future. Bill: What would you like to be in the future? Linh: I’d like to be a doctor, too. - 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 words firefighter, reporter, gardener and writer and use sentence patterns What would you like to be in the future? – I’d like to be a _______ . to ask and answer questions about someone’s future job. *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 would you like to be in the future? B: I’d like to be a doctor. 3.Practice: (7’) *Drill pictures - Have Ss look at the pictures and say - Ss look, listen and repeat what they can see in the pictures. +Picture a: a firefighter saving a person from a fire
4. English 5 + Picture b: a reporter reporting the news in the street + Picture c: a gardener working in a garden + Picture d: a writer working at his desk -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 practice in chorus + Ss asks the second picture, T answers + Group A asks the third picture, group B -Ss work in pairs to practise asking answers and answering the question + Group B asks the last picture, group A - Ask Ss to work in pairs to practise asking - Pairs of Ss point at the pictures and and answering the What would you like to say in front of the class be in the future? – I’d like to be a ____. - T controls and corrects. - Invite a few pairs to point at the pictures 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 jobs in Act 2 and sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer questions about someone’s future job in a freer context. *Procedure: - Ask Ss to look at the pictures and elicit -Ss look at the picture and say the context + A job fair at a school where the pupils are wearing the uniforms and
5. English 5 accessories of different jobs. - Ss look at the first people and elicit the missing words in speech bubbles - Point at the first people and elicit the and say the completed sentences. question in the first speech bubble What would you like to be in the future? and the answer in the second speech bubble I’d - Ss role-play to practise asking and like to be . as an example. answering questions - Give Ss time to work in pairs and take turns pointing at each picture to ask and - Ss practise asking and answering answer using structures. questions in front of the class. - Invite a few pairs to come to the front of the classroom and act out the exchanges. 5. Fun corner and wrap- up (4’) Game: Pass the balls -Ss listen to the teacher - Give two different colored balls to two Ss, one ball (ask the question) and another -Ss play the game one (answer the question). - Ask Ss to listen to music and pass the balls. -Ss continue the game - Stop music suddenly. Have one student ask, the other answers the question. - Repeat the game several times. D. ADJUSTMENTS (if necessary): . . .. ... Period 30th Tuesday, October 29th 2024. (ST4.5A, CT2.5C, 3.5B) Unit 5: My future job Lesson 1 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand four communicative contexts in which speakers ask and answer questions about about people’s future jobs and number the pictures;
6. English 5 - complete the target sentence patterns about future jobs with the help of picture cues; - listen to and complete the song What would you like to be in the future? and to sing it with the correct pronunciation, rhythm and melody. - 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: - Show their interest in future jobs. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 78, 79, 80; audio Tracks 47, 48; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 35, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Number race *Aims: to revise the learned different jobs. *Procedure: - Divide the class into two groups. Each -Ss listen to the teacher group has five Ss. - Give each student in one group a number so that each group has equal numbers. -Ss play the game - Ask the questions, ex: “What would you like to be in the future? and allow time for Ss to think. Then call out a number, have Ss with that number from each group stand up and shout out the answers, ex: “I .”. - The group with more points wins the -Ss praise the winner game. - Say “Open your book page 35” and - Ss open their books look at “Unit 5, Lesson 1 (4,5,6)”.
7. English 5 2.Practice: (25’) Activity 1. Listen and number: *Aims: Ss will be able to listen to and understand four communicative contexts in which characters ask and answer questions about people’s future jobs, and number the pictures in the order *Procedure: - Draw Ss’ attention to the pictures and -Look at the pictures and say: ask questions + Picture a: a male gardener growing + How many pictures are there? flowers in a garden + What job can you see in each picture? + Picture b: a female writer writing something at her desk + Picture c: a female reporter reporting the news outdoors + Picture d: a male firefighter at a fire - T ask Ss to guess the answers. + T writes Ss’guessing on the board. -Ss guess the answers - Listen to the tape: + Play the recording + Play the recording again for pupils to - Ss listen to the tape do the task. - Ss listen again and do the task. + Play the recording a third time for pupils to check their answers. - Ss listen and check their answers - Get Ss to swap books with their partner, then check answers as a class. - Ss swap books with their partner, then + Write the answers on the board for Ss check answers as a class and guessing to correct their answers. Then checks Ss’ guessing. - If time allows, play the recording, sentence by sentence, for Ss to listen -Ss listen and repeat and repeat individually and in chorus Key: 1. c 2. a 3. b 4. d Activity 2. Read and complete *Aims: Ss will be able to complete the target sentence patterns about future
8. English 5 jobs with the help of picture cues *Procedure: - Have Ss read the sentences and elicit the answer to fill in the gap. (ex: gardener). -Ss look at the picture and read, fill the gap - Give Ss a time limit to read the gapped dialogues, look at the pictures and do - Ss do the task independently. the task independently. - Get Ss to swap books with a partner and check their answers before checking - Ss swap books with a partner and as a class. check their answers. + Invite one student to write the answers on the board. - Ss write the answers on the board + Ask questions to have Ss explain why they choose the options. Ex: for picture -Ss explain why 3, ask How do you know the answer is “firefighter”? – Because he’s wearing the uniform of a firefighter and there’s a fire. - Invite two pairs of Ss to act out the completed dialogues. - Pairs of Ss read the completed Key: 1. gardener dialogues aloud 2. writer 3. to be; firefighter 4. would you like; reporter Activity 3. Listen, complete and sing *Aims: Ss will be able to listen to and complete the song What would you like to be in the future? and to sing it with
9. English 5 the correct pronunciation, rhythm and melody. *Procedure: - Tell Ss that they will listen to the song - Ss follow the teacher and fill in the gaps in the lyrics - Have Ss read the lyrics and guess the - Ss read the lyrics and guess the words words to fill in the gaps. - Have Ss listen to the song and fill in - Ss listen to the song and fill in the the gaps (twice). gaps. - Play the recording and let Ss listen to - Ss listen to the recording and practise and practise singing the song, line by line, until they feel confident. - Have Ss listen to and sing the whole - Ss listen to and sing the whole song song while clapping their hands. - Invite a few groups to the front of the - A few groups of Ss sing the song in class to sing the song. front of the class. - Encourage Ss to change some of the - Ss change some of the words for jobs words for jobs and sing the new version and sing the new version of the song of the song. Key: 1. firefighter 2. writer 3. driver 3. Fun corner and wrap- up (5’) Game: Roll the dice - Divide the class into groups of six. -Ss listen to the teacher Have each student count the numbers from one to six. - Ss play the game. - Ask a student from each group to roll Ex. A: What would you like to be in the the dice to choose a pupil asking the future? question. B: I’d like to be a ______. - Have that student ask the question and invite another student of the group to - Ss continue playing the game. answer the question about future jobs. - The student who gives the correct - Ss praise the winner.
10. English 5 answers will continue rolling the dice. D. ADJUSTMENTS (if necessary): . . .. ... Period 31st Tuesday, October 29th 2024. (CT1.5A) Wednesday, October 30th 2024. (ST1.5C) Thursday, October 31st 2024. (ST1.5B) Unit 5: My future job Lesson 2 (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 why someone would like to have a certain job in the future - correctly say and use the phrases teach children, report the news, grow flowers and write stories and the sentence patterns Why would you like to be a ______ ? and Because I’d like to ________. to ask and answer questions about the reasons why someone would like to be a certain job in the future - use Why would you like to be ___? – Because I like to____. to ask and answer questions about someone’s future jobs in a freer context. - Vocabulary: help people, teach children, report the news, grow flowers, write stories. - Structures: A: Why would you like to be a doctor? B: Because I’d like to help people. - Skills: speaking and listening 2. Competences: - Critical thinking and creativity: learn how to ask and answer questions about personal information correctly and fluently. - Self-control and independent learning: perform pronunciation and speaking tasks. 3. Attitude/ Qualities: - Show their love and interest in a certain job in the future. B. TEACHING AIDS:
11. English 5 - Teacher: Teacher’s guide Pages 81, 82, 83, audio Tracks 49, 50; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 36, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (3’) Game: Guessing game *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Draw Ss’ attention to the screen. -Ss listen and pay attention - Explain the rules of the game: Ss look at the clue and guess + 1st clue: get 3 points -Ss play the game + 2nd clue: get 2 points + 3rd clue: get 1 point - Say “Open your book page 36” and look - Ss listen and open their books at “Unit 5, Lesson 2 (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 + help people: giúp mọi người (situation) + teach children: dạy trẻ em (picture) + report the new: đưa tin (situation) + grow flowers: trồng hoa (picture) + write stories: viết truyện (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, remember and write - Checking: Rub out and remember Activity 2. Look, listen and repeat:
12. English 5 *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about why someone would like to be a certain job in -Look at the pictures and say. the future. + In picture a: Nam and Mary talking *Procedure: in their schoolyard. Mary thinking of - Have Ss look at Pictures a and b and being a doctor in the future identify the characters Nam: What would you like to be in + What can you see in the picture? the future? + What are they talking about? Mary: I’d like to be a doctor. Nam: Cool! + In picture b: Nam and Mary talking about the reasons for future jobs. Mary thinking of helping people as a doctor Nam: Why would you like to be a doctor? Mary: Because I’d like to help people. -Ss listen and repeat in chorus - Play the audio twice (sentence by (twice) sentence). Correct their pronunciation where necessary. -Ss work in pairs to practice - Have Ss to practice the dialogue -Ss come to the front of the - T invites a few pairs to the front of the classroom to practice. class to practice. -Ss listen - T checks pronunciation for ss. Activity 3 Listen, point and say. *Aims: Ss will be able to correctly say the words, phrases and use sentence patterns Why would you like to be a .? – Because I’d like to ______. to ask and answer questions about the reasons for someone to choose a certain job in the future. *Procedure: * Structures:
13. English 5 - T asks Ss look at picture b in activity 1 and helps Ss know the structure from the - Ss look at the picture and answer. 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: Why would you like to be a doctor? B: Because I’d like to help people. 3.Practice: (7’) *Drill pictures - Have Ss look at the pictures and say what they can see in the pictures. - Ss look, listen and repeat +Picture a: a female teacher teaching children in a classroom + Picture b: a male reporter reporting the news + Picture c: a female gardener working in a garden + Picture d: a male writer writing something at his desk - 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: + T asks the first picture, Ss answer -Ss practice in chorus + 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 question Why would and answering the question you like to be a .? – Because I’d like to ______. - 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.
14. English 5 4. Production: (6’) Activity 4. Let’s talk. *Aims: Ss will be able to correctly use the sentence patterns Why would you like to be a _______? - Because I’d like a ______. to ask and answer questions about the reasons why someone would like to do a certain job in a freer context. *Procedure: - Ask Ss to look at the pictures and elicit -Ss look at the picture and say the personality of each character in the picture. - Remind Ss that Why would you like to be - Ss listen to the teacher a _______? are used to ask and answer questions about the reasons why someone would like to be a certain job. - 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 would you like to be in the future? And Why would you like to be a _______? - 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: Look and say - Divide the class into 2 teams: boys and -Ss listen to the teacher girls. - Draw Ss’ attention to the questions on -Ss play the game the screen. - In teams, they take turns looking at the -Ss play the game picture and answer the questions. Read the question aloud and answer it. If they have the correct ones, they will get the points. - The team with more points wins the -Ss congratulate the winner.
15. English 5 game. D. ADJUSTMENTS (if necessary): . . .. ... Period 32nd Thursday, October 31st 2024. (ST2.5B, 3.5A, 4.5C) Unit 5: My future job Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use listen to and understand two communicative contexts in which speakers ask and answer questions about future jobs and tick the correct pictures. - complete two conversations with the help of the picture cues - revise the target vocabulary items through the 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: - Show their interest in a certain job in the future. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 83, 84, 85; audio Tracks 51; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 37, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Lucky numbers *Aims: to revise the words and structures about topic jobs. *Procedure: - Have Ss give the sentence structures to ask and answer questions about - Ss listen to the teacher
16. English 5 someone’s future job. - Show sets of six magnifying glasses - Ss play the game on the board/ slide. Each magnifying Ex: glass contains a conversation with A: Why would you like to be a teacher? pictures, options and different points. B: Because I’d like to teach children. - Divide the class into three groups. - Explain how the game is played. - Give points for the group having the correct answer. - The group that gets more points wins. -Ss congratulate the winner Praise the winner. - Say “Open your book page 37” and - Ss open their books look at “Unit 5, Lesson 2 (4,5,6)”. 2.Practice: (25’) Activity 1. Listen and tick: *Aims: Ss will be able to listen to and understand two communicative contexts in which characters ask and answer questions about future jobs, and tick the correct pictures. -Look at the pictures and say: *Procedure: + Picture 1a: a male teacher teaching - Draw Ss’ attention to the pictures and children in a classroom ask questions to elicit the personalities + Picture 1b: a male doctor of the people in the pictures. + Picture 1c: a male reporter reporting + How many pictures are there? the news + What jobs can you see in each + Picture 2a: a female gardener picture? working in a garden + Picture 2b: a female writer writing something at her desk + Picture 2c: a female dentist checking her patient's teeth - 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
17. English 5 do the task. - Ss listen again and do the task. + Play the recording a third time for pupils to check their answers. - Ss listen and check their answers - Get Ss to swap books with their partner, then check answers as a class. - Ss swap books with their partner, then + Write the answers on the board for Ss check answers as a class and guessing to correct their answers. Then checks Ss’ guessing. -Ss check their guesing - If time allows, play the recording, sentence by sentence, for Ss to listen and repeat individually and in chorus -Ss listen and repeat Key: 1. a 2. b Activity 2. Read and complete. *Aims: Ss will be able to complete the target sentence patterns in two conversations about future jobs with the help of picture cues. *Procedure: - Have Ss read the dialogue and identify the jobs of the characters. -Ss look at the picture and identify the jobs - Model the first gapped + Elicit the missing word + Ask What would you like to be in the - Ss follow the teacher’s instruction. future? – I’d like to be a reporter. - Give Ss a time limit to read the gapped dialogues, look at the pictures and fill in the gaps independently. - Ss complete the gapped - Get Ss to swap books with a partner independently. and check their answers before checking as a class. + Invite one student to write the answers - Ss swap books with a partner and check their answers.
18. English 5 on the board. - Invite two pairs of Ss to act out the -Ss write the answers on the board. completed dialogues. Key: 1. reporter; Because - Pairs of Ss read the completed 2. gardener; I’d like dialogues aloud Activity 3. Let’s play *Aims: Ss will be able to review vocabulary about jobs by playing the game Job word bank. *Procedure: - Tell Ss that two groups are going to play the game Job word bank within three minutes. - T listen to the teacher - Give a piece of chalk to the pupils at the front of the lines. Ask What would you like to be in the future? and let them - Ss work in groups of five and play the write a word for a job on the board. game - When the time is up, count the jobs that have been written correctly by each group. - Reward the group with more correctly - Which group has more correct words written jobs. will be the winner. 3. Fun corner and wrap- up (5’) - Praise the winner. Game: Matching game - Use pictures and cards. - Have four Ss hold the pictures and stand in the corners of the classroom. - Give four cards of sentences to four Ss. -Ss listen to the teacher - Ask Ss holding cards to find and match their cards with the correct -Ss play the game Ex:
19. English 5 pictures. A picture of a teacher – I’d like to teach - Praise the ones who finish the children. matching. Then ask the class to look A picture of a reporter – I’d like to report and say the sentences aloud. the news. A picture of a gardener – I’d like to grow flowers. A picture of a writer – I’d like to write stories D. ADJUSTMENTS (if necessary): . . .. ...