Giáo án Tiếng Anh 5 (Chương trình cả năm)

on and offer them when necessary. 4. Talk (10) - Ask pls to do the survey - Ask pls to work in pairs to ask and answer the qs on page 21 5. Reinforcement (3’) Show their survey result for the class display 6. Homelink(2’) - Pls select a picture of accidents in their books, copy and colour for the class display in the next lesson Self-valuation: PERIOD 44:UNIT 13. ACCIDENT PREVENTION Lesson 2. (Page 22 - 23) I. OBJECTIVES By the end of the lesson, pls will be able to: Pronouce correctly the sounds of the letters ide as in ride and those of the letters im as in Jim. Listen and circle the correct answers - Pupils know how to protect themselves II. LANGUAGE FOCUS Sentence patterns: - Don’t ride too fast. You may fall off your bike - Ok. Thanks Vocabulary: accident, burn, fall off, fall down, scratch, break, climb, lighter, bite, slide, drown Phonics: ride, Jim III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Pls display their homelink pictures:some types of common accidents. Then thay use pictures to ask and answer questions about possible accidents 2. Listen and repeat (5’) Ask pls to open their books on page 22 and get pls to repeat the words a few times. - Help pls practising the phonics 3. Listen and read together (10’) - Have Sts to look at the picture on page 22 in part 2 and ask them some questions to identify the characters in the picture: What are they doing? (Jim is riding a bike and Tim is swinging) - Ask pls to listen and repeat each line in the dialogue. - Call some pairs to roleplay the dialogue. - Ask pls to change the pairs. 3. Listen and circle (10’) - Ask pls to look at the picture on page 23 and identify the activities in the pictures. - Ask pls to guess the orders of the pictures. - Let pls share their predictions. - Ask pls to listen to the tape and check their predictions. (2 times) - Get feedback - Ask pls to listen and repeat all the sentences in the tape. - Check pls’ pronunciation and offer them when necessary. Answer key: a4 b3 c1 d2 4. Reinforcement (5’) - Ask pls to do fun time (A matching game) 5. Homelink(2’) - Pls play the game at home Self-valuation: PERIOD 45: UNIT 13. ACCIDENT PREVENTION Lesson 3. (Page 24 - 25) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about accident prevetion - Improve speaking skill - Pupils know how to protect themselves II. LANGUAGE FOCUS Sentence patterns: - Why shouldn’t they jump into the river? - Because they may drown Vocabulary: accident, burn, fall off, fall down, scratch, break, climb, lighter, bite, slide, drown Phonics: ride, Jim III. RESOURSES 1.Teacher: poster, flashcards 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (5’) - pls display the word cards and use these cards to play a game of matching 2. Look, listen and repeat (10’) - Have Sts to look at the picture on page 24 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Mr Loc - pupils) What are they doing? (They are talking about Accident Prevention for Children) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue. - Ask pls to give the model sentences: Mr Loc: Why shouldn’t they jump into the river? Pls: Because they may drown Why shouldn’t ___? Because _______ - Ask pls to give other examples to get the form, meaning, intonation, 3. point, ask and answer (15’) - Ask pls to look at the pictures a, b, c and d on page 24 and identify the activities in the pictures. A: Why shouldn’t ____? B: Because _____ a. go barefoot/ get a bad cut b. play with a lighter/ start a room fire c. play with the cat/ scratch his face d. play with the knife/ get a cut - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Reinforcement (3’) - Do the fun time on page 26 5. Homelink(2’) - do the funtime at home. Self-valuation: PERIOD 46 :UNIT 14. MY FAVOURITE STORIES Lesson 1. (Page 27 - 28) I.OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about the main events in a story - Improve speaking skill - Pupils know how to love reading books II. LANGUAGE FOCUS Sentence patterns: - What happened first? - The fox asked: Will you give me some meat? Vocabulary: fox, crow, cowshed, beak, shake. Yummy, forest, hare, tortoise Phonics: crow, cowshed III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Play the game Flap that word, using words for the animals they have learnt such as: dog, cat, mouse, tiger and lion. 2. Look, listen and repeat (7’) - Have Sts to look at the pictures on page 27 in part 1 and ask them some questions to identify the characters in the picture: What are they? (a crow and a fox) What are they talking about? (a peece of meat) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the story - Ask pls to look at the pictures and ask: What happened first/ next/ then/ finally? ____ asked/ said: ____ - Ask pls to give other examples to get the form, meaning, intonation, 3. Point, ask and answer (10’) - Ask pls to look at the table on page 27 and identify the activities. What happened..? The fox asked/ said 1. first Will you give me some meat? 2. next Can you dance? 3. then Can you sing? 4. finally Yummy, yummy - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Talk (10) - Ask pls to read the first part of the story. Then look at the picture to continue: Little Red Riding Hood - Ask pls to work in pairs to ask and answer the qs on page 28 Answer key: a. On the way to her grandmother’s cottage, Little Red Riding Hood met a wolf. She told it about her trip. b. The wolf ran very fast to the grandmother’s cottage. c. It swallowed the grandmother. Then it lay in the bed to pretend Little Red Riding Hood’s grandmother. d. Little Red Riding Hood came to see her grandmother in the bed. The wolf talked to her. Then it jumped out of the bed to swallow her. e. Luckily, a hunter came. He killed the wolf and saved Little Red Riding Hood and her grandmother. 5. Reinforcement (3’) Telling story in front of the class 6. Homelink(2’) - Pls select the cover of their favourite story, copy and colour it for the class display in the next lesson. Self-valuation: PERIOD 47:UNIT 14. MY FAVOURITE STORIES Lesson 2. (Page 29 - 30) I. OBJECTIVES By the end of the lesson, pls will be able to: Pronouce correctly the sounds of the letters ow as in crow and those of the letters ow as in cowshed. Listen and circle the correct answers - Pupils know how to protect themselves II. LANGUAGE FOCUS Sentence patterns: - What happened first? - The fox asked: Will you give me some meat? Vocabulary: fox, crow, cowshed, beak, shake. Yummy, forest, hare, tortoise Phonics: crow, cowshed III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Pls display their favourite story covers. Then they use pictures to ask and answer questions about the stories of which the covers are displayed. 2. Listen and repeat (5’) Ask pls to open their books on page 29 and get pls to repeat the words a few times. - Help pls practising the phonics 3. Listen and read together (10’) - Have Sts to look at the picture on page 29 in part 2 and ask them some questions to identify the characters in the pictures: What are they doing? (father is driving a car in the snowy weather) - Ask pls to listen and repeat each line in the dialogue. - Call some pairs to roleplay the dialogue. - Ask pls to change the pairs. - Ask pls to clap the focused words: one clap for snowy, know, slow, crow and two claps for cowshed 3. Listen and circle (10’) - Ask pls to look at the picture on page 30 and identify the activities in the pictures. - Ask pls to guess the orders of the pictures. - Let pls share their predictions. - Ask pls to listen to the tape and check their predictions. (2 times) - Ask pls to listen to the story of a cat and a mouse. Listen and number the pictures. - Get feedback - Ask pls to listen and repeat all the sentences in the tape. - Check pls’ pronunciation and offer them when necessary. Answer key: a7 b5 c4 d6 e.3 f.1 g.2 4. Reinforcement (5’) - Ask pls to do fun time (Line- up story game) 5. Homelink(2’) - Pls play the game at home Self-valuation: PERIOD 48 :UNIT 14. MY FAVOURITE STORIES Lesson 3. (Page 31 - 33) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about the favourite character in a story and read an animal story and complete the speech bubbles for a comic strip - Improve speaking skill - Pupils know how to love reading books II. LANGUAGE FOCUS Sentence patterns: - What character do you like? - I like ____. _____ Vocabulary: fox, crow, cowshed, beak, shake. Yummy, forest, hare, tortoise Phonics: crow, cowshed III. RESOURSES 1.Teacher: poster, flashcards 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (5’) - pls display their homelink work and tell stories, using their pictures displayed. 2. Look, listen and repeat (10’) - Have Sts to look at the picture on page 31 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Nga - Phong) What are they doing? (They are talking about the story The clever Fox and the Crow) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue. - Ask pls to give the model sentences: Nga: What character do you like? Phong: I like the fox. It’s very clever. What character do you like? I like ___. ____ - Ask pls to give other examples to get the form, meaning, intonation, 3. point, ask and answer (15’) - Ask pls to look at the pictures a, b, c and d on page 31 and identify the activities in the pictures. A: What character do you like? B: I like ___. _____ story character reason The clever fox and the crow fox clever The lion and the mouse mouse intelligent Harry Potter Harry Potter Good-natured Snow White and the seven dwarfs Snow White beautiful Case Closed Conan talented - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Reinforcement (3’) - Do the fun time on page 33 5. Homelink(2’) - do the funtime at home. Self-valuation: PERIOD 49:UNIT 15. MY DREAM HOUSE Lesson 1. (Page 34 - 35) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about a dream house. - Improve speaking skill - Pupils know how to tell about their dreams and love their houses more II. LANGUAGE FOCUS Sentence patterns: - What will your dream house be like? - It’ll be a large house in the countryside. It’s got a yard in the front. Vocabulary: modern, comfartable, hi-fi stereo, cable TV, fridge, view, in front of, behind Phonics: village, comfortable III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Play the game Slap that word, using words for the animals they have learnt from Unit 2 such as: house, cottage, flat, block of flats, garden, floor and balcony. 2. Look, listen and repeat (7’) - Have Sts to look at the pictures on page 34 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Nam and Mai) What are they talking about? (their dream houses) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the story Nam: What will your dream house be like? Mai: It’ll be a large house in the countryside. It’s got a yard in the front. - Ask pls to look at the pictures and ask: What will your dream house be like? It’ll be ______ - Ask pls to give other examples to get the form, meaning, intonation, 3. Point, ask and answer (10’) - Ask pls to look at the table on page 34 and identify the pictures and word cues: a. a large house, village/ nice view b. a modern flat, city/ modern facilities c. a comfortable cottage, mountains/ beautiful view - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Talk (10) - Ask pls to work in pairs to ask and answer the qs on page 35 5. Reinforcement (3’) Some pls tell about their dream houses 6. Homelink(2’) - Pls draw their dream houses and colour them for the class display in the text lesson. They also prepare the answers to possible questions about their drawings Self-valuation: PERIOD 50 :UNIT 15. MY DREAM HOUSE Lesson 2. (Page 36 - 37) I. OBJECTIVES By the end of the lesson, pls will be able to: - Pronouce correctly the sounds of the letters ge as in village and those of the letters ble as in comfortable. - Listen and number - Pupils know how to dream about their houses in the future II. LANGUAGE FOCUS Sentence patterns: - What will your dream house be like? - It’ll be a large house in the countryside. It’s got a yard in the front. Vocabulary: modern, comfartable, hi-fi stereo, cable TV, fridge, view, in front of, behind Phonics: village, comfortable III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Pls display their homelink work. Then they ask and answer questions about the houses in the pictures. 2. Listen and repeat (5’) Ask pls to open their books on page 36 and get pls to repeat the words a few times. - Help pls practising the phonics 3. Listen and read together (10’) - Have Sts to look at the picture on page 36 in part 2 and ask them some questions to identify the characters in the pictures: What are they doing? (They are talking about their dream houses) - Ask pls to listen and repeat each line in the dialogue. - Call some pairs to roleplay the dialogue. - Ask pls to change the pairs. 3. Listen and circle (10’) - Ask pls to look at the picture on page 37 and identify the pictures. - Ask pls to guess the orders of the pictures. - Let pls share their predictions. - Ask pls to listen to the tape and check their predictions. (2 times) - Ask pls to listen to quan’s talking about his dream house. Listen and number the pictures. - Get feedback - Ask pls to listen and repeat all the sentences in the tape. - Check pls’ pronunciation and offer them when necessary. Answer key: a2 b4 c5 d1 e.3 4. Reinforcement (5’) - Ask pls to do fun time (Find someone who has ) 5. Homelink(2’) - Pls make some word cards on which they write names of the facilities or pieces of furniture in their dream houses for the class display in the next lesson Self-valuation: PERIOD 51: UNIT 15. MY DREAM HOUSE Lesson 3. (Page 38 - 40) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about facilities in a dream house - Improve speaking skill - Pupils know how to love their houses II. LANGUAGE FOCUS Sentence patterns: - What will there be in your dream house? - There will be a robot. I’ll use it to do the housework Vocabulary: modern, comfartable, hi-fi stereo, cable TV, fridge, view, in front of, behind Phonics: village, comfortable III. RESOURSE 1.Teacher: poster, flashcards 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (5’) - pls display their homelink work and tell stories, using their pictures displayed. 2. Look, listen and repeat (10’) - Have Sts to look at the picture on page 38 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Nga - Tom) What are they doing? (They are talking about things in their dream houses) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue. - Ask pls to give the model sentences: Tom: What will there be in your dream house? Nga: There will be a robot. I’ll use it to do the housework What will there be in ____? There will be ___. I’ll use it to ____ - Ask pls to give other examples to get the form, meaning, intonation, 3. point, ask and answer (15’) - Ask pls to look at the pictures a, b, c and d on page 38 and identify the pictures. A: What will there be in your dream house? B: There will be a robot. I’ll use it to do the housework a. living room/ cable TV, watch cartoons b. bedroom/ hi-fi stereo, listen to music c. study/ computer, learn English d. kitchen/ fridge, keep food fresh - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Reinforcement (3’) - Do the fun time on page 40 5. Homelink(2’) - Sing the song There’s a car in the Garage at home. Self-valuation: PERIOD 52: LANGUAGE FOCUS 3 (Unit 11 – Unit 15) I. OBJECTIVES Help pls revise the topics, language competences, sentence patterns, vocabulary and phonics they have learnt from Unit 11 to unit 15. Do the tasks related to vocabulary and spelling, listening, reading and writing to consolidate the language knowledge and skills they have learnt in the focuseed units. II. LANGUAGE FOCUS Function: Talk about them and their friends (Me and my family) Sentence patterns: What’s the matter with you? I’ve got a ____. You should/ shouldn’t ____ What do you do in your free time? I often _____ What did you do in ____? First, I ____. Then, ____ Don’t _____. You/ It may ____ Why shouldn’t they ____? Because they may _____ What happened first/ next/ then/ finally? First/ Next/ Then/ Finally _____ What does she/ he often do in the ____? She’s/ He’s got ___ What character do you like? I like ____. ____ What will your dream house be like? It’ll be ____ What will there be in your dream house? I’ll use it to ____ Phonics: arm, ear, draw, star, ride, Jim, crow, cowshed, village, comfortable Vocabulary: words from unit 11 to unit 15, especially past simple tense: have/ has -> had, surf -> surfed, dance -> danced, and some words to retell the stories: First, next, then, finally III. RESOURSE 1.Teacher: poster, recording 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Sing we will go over the mountain song 2. Contents 2.1. Unit 11. What’s the matter with you? (7’) Ask pls to talk about common health problems and give advice. What’s the matter with you? I’ve got a ____. You should/ shouldn’t ____ Headache/ earache/ sore eyes/ backache/ stomachache/ Read the sentences again. 2.2.Unit 12.Our free-time activities (7’) Ask pls to talk about free-time activities A: What do you do in your free time? B: I often _____ Starfruit/ resort/ cable car/ palace/, Read the sentences again. 2.3. Unit 13. Accident prevention(7’) Ask pls to express concerns with possible accidents and giving responses + Don’t _____. You/ It may ____ + Why shouldn’t they ____? Because they may _____ Accident/ burn/ fall off/ fall down/ Read the sentences again. 2.4. Unit 14. My favourite stories(7’) Ask pls to talk about the main events in a story and the favourite character in a story. What happened first/ next/ then/ finally? First/ Next/ Then/ Finally _____ What does she/ he often do in the ____? She’s/ He’s got ___ What character do you like? I like ____. Fox/ crow/ cowshed/ beak/ shake/ yummy/ Read the sentences again. 2.5.Unit 15. My dream house(7’) Ask pls to talk about their dream houses and facilities in their dream houses What will your dream house be like? It’ll be ____ What will there be in your dream house? I’ll use it to ____ Modern/ comfortable/ hi-fi stereo/ cable TV/ fridge/ Read the sentences again. 4. Reinforcement (2’) - Sing the song The bear will go over themountain 5. Homelink(1’) - Prepare the review 3 at home. Self-valuation: Period 53: TEST (35’) I. AIMS AND OBJECTIVES Structure: Review Vocabulary: Review the words they have learnt By the end of the lesson, pls will be able to evaluate their knowledge themselves and have the other ways to be better at English. II. LANGUAGE FOCUS 1.Teacher: questions on papers. 2.Pupils: pens, rulers, III. RESOURSE 1.Teacher: poster, recording 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES I. Complete the words using the given letters. (1.5ps) ar ow ge le ea i 1. _ _ _ache 2. sw_ng 3. st_ _fruit 4. cotta_ _ 5. tab_ _ 6. cr_ _ II. Rearrange the letters to make words. (2ps) Ví dụ: 0. allobons => balloons 1.oerthoars => . 2. ausgeas => 3. xof => . 4. ousme => .. III. Look and read. Put a tick (ü) or a cross (û) in the box. (2ps) ü Ex: 0. I like football. û 00. I like badminton. 1. I live in a flat in a big city. 2. Don’t ride too fast. You may fall off your bike. 3. He often goes shopping with her mother. 4. Her dream house will be in the countryside. IV. Match the questions and the answers. (3ps) 1. What will your dream house be like? a. Because they may drawn 2. What’s the matter with you? b. The fox asked: “Will you give me some meat?” 3. What did you do in Nha Trang? c. I like Snow White 4. What happened first? d. It’ll be a cottage by the sea 5. What character do you like? e. I’ve got a backache 6. Why shouldn’t they jump into the river? f. I went to Tri Nguyen Aquarium 1.. 2.. 3 4 5. 6. V. Answer the questions about you (1.5ps) 1. What do you do in your free time? .. 2. What will your dream house be like? . 3. What will there be in your dream house? . Self-valuation: Period 54: UNIT 16. THE WEATHER AND SEASONS Lesson 1. (Page 47 - 48) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about the weather. - Improve speaking skill - Pupils know how to take care of themselves from bad weather. II. LANGUAGE FOCUS Sentence patterns: - What will the weather be like tomorrow? - It’ll be cold and stormy. Vocabulary: forecast, foggy, cool, stormy, snowy, spring, summer, autumn, winter, seasons Phonics: stormy, cold III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Sing The Weather Song. 2. Look, listen and repeat (7’) - Have Sts to look at the pictures on page 47 in part 1 and ask them some questions to identify the characters in the picture: Who is she? (Mai) What is she watching? (the weather forecast on TV) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the story What will the weather be like tomorrow? It’ll be cold and windy. - Ask pls to look at the pictures and ask: What will the weather be like tomorrow? It’ll be ______ - Ask pls to give other examples to get the form, meaning, intonation, 3. Point, ask and answer (10’) - Ask pls to look at the table on page 34 and identify the pictures and word cues: a. hot, cloudy b. cool, windy c. cool, foggy d. very cold, snowy - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Talk (10) - Ask pls to work in pairs to ask and answer the qs on page 48 5. Reinforcement (3’) Some pls tell about the weather tomorrow 6. Homelink(2’) - Pls copy the weather map of Vietnam and four weather icons and colour them for the class display in the next lesson Self-valuation: Period 55:UNIT 16. THE WEATHER AND SEASONS Lesson 2. (Page 49 - 50) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about the weather. - pronounce correctly the sound of the letters ol in cold and or in stormy - Improve speaking skill - Pupils know how to take care of themselves from bad weather. II. LANGUAGE FOCUS Sentence patterns: - What will the weather be like tomorrow? - It’ll be cold and stormy. Vocabulary: forecast, foggy, cool, stormy, snowy, spring, summer, autumn, winter, seasons Phonics: stormy, cold III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Pls display their homelink work. Then they ask and answer questions about the weather. 2. Listen and repeat (5’) Ask pls to open their books on page 49 and get pls to repeat the words a few times. - Help pls practising the phonics 3. Listen and read together (10’) - Have Sts to look at the picture on page 49 in part 2 and ask them some questions to identify the characters in the pictures: What are they doing? (They are talking about the weather) - Ask pls to listen and repeat each line in the dialogue. - Call some pairs to roleplay the dialogue. - Ask pls to change the pairs. 3. Listen and circle (10’) - Ask pls to look at the picture on page 50 and identify the pictures. - Ask pls to guess the orders of the pictures. - Let pls share their predictions. - Ask pls to listen to the tape and check their predictions. (2 times) - Ask pls to listen to quan’s talking about his dream house. Listen and number the pictures. - Get feedback - Ask pls to listen and repeat all the sentences in the tape. - Check pls’ pronunciation and offer them when necessary. Answer key: a2 b5 c1 d3 e.4 4. Reinforcement (5’) - Ask pls to do fun time (Weather senetnces) 5. Homelink(2’) - Pls make some word cards to play the game The weather sentences and colour for the class display in the next lesson Self-valuation: Period 56:UNIT 16. THE WEATHER AND SEASONS Lesson 3. (Page 51 - 52) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about the weather. - Improve speaking skill - Pupils know how to take care of themselves from bad weather. II. LANGUAGE FOCUS Sentence patterns: - What’s ___ like in your country? - It’s often ___. There is/are ____ Vocabulary: forecast, foggy, cool, stormy, snowy, spring, summer, autumn, winter, seasons Phonics: stormy, cold III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (5’) - pls display their homelink work and ask and answer about the weather 2. Look, listen and repeat (10’) - Have Sts to look at the picture on page 51 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Mai - Akio) What are they doing? (They are talking about things in their dream houses) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue. - Ask pls to give the model sentences: Mai: What’s the summer like in your country? Akio: It’s often cool. There are a lot of flowers. What’s ___ like in your country? It’s often ___. There is/are ____ - Ask pls to give other examples to get the form, meaning, intonation, 3. point, ask and answer (15’) - Ask pls to look at the pictures a, b, c and d on page 51 and identify the pictures. A: What’s the summer like in your country? B: It’s often cool. There are a lot of flowers. a. spring/ warm, flowers b. summer/ hot, rain c. autumn/ cool, wind d. winter/ cold, snow - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Reinforcement (3’) - Do the fun time on page 53 5. Homelink(2’) - Sing the song The weather song at home. Self-valuation: Period 57 :UNIT 17. MY HOMETOWN Lesson 1. (Page 54 - 55) I. AIMS AND OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about means of transport. - Improve speaking skill - Pupils know how to love their hometown. II. LANGUAGE FOCUS Sentence patterns: - How did you get to your hometown? - By coach Vocabulary: hometown, taxi, coach, motorbike, underground, scenery, hour, minute, far Phonics: coach, north III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Sing The Weather Song. 2. Look, listen and repeat (7’) - Have Sts to look at the pictures on page 54 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Tony and Nam) What are they talking about? (means of transport) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the story Tony: How did you get to your hometown? Nam: By coach - Ask pls to look at the pictures and ask: => How did you get to your hometown? By ______ - Ask pls to give other examples to get the form, meaning, intonation, 3. Point, ask and answer (10’) - Ask pls to look at the table on page 54 and identify the pictures and word cues: a. taxi b. bus c. train d. plane e. motorbike f. boat - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Talk (10) - Ask pls to work in pairs to ask and answer the qs on page 55 5. Reinforcement (3’) Some pls ask and answer about their means of transport 6. Homelink(2’) - Pls copy the pictures of transport in the book and colour them for the class display in the next lesson Self-valuation: Period 58:UNIT 17. MY HOMETOWN Lesson 2. (Page 56 - 57) I. AIMS AND OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about means of transport. - pronounce correctly the sound of the letters ch in coach and th in north - Improve speaking skill - Pupils know how to love their hometown. II. LANGUAGE FOCUS Sentence patterns: - How did you get to your hometown? - By coach Vocabulary: hometown, taxi, coach, motorbike, underground, scenery, hour, minute, far Phonics: coach, north III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Pls display their homelink work. Then they ask and answer questions about the means of transport. 2. Listen and repeat (5’) Ask pls to open their books on page 56 and get pls to repeat the words a few times. - Help pls practising the phonics 3. Listen and read together (10’) - Have Sts to look at the picture on page 56 in part 2 and ask them some questions to identify the characters in the pictures: What are they doing? (They are talking about means of transport) - Ask pls to listen and repeat each line in the dialogue. - Call some pairs to roleplay the dialogue. - Ask pls to change the pairs. 3. Listen and complete (10’) - Ask pls to look at the picture on page 57 and identify the pictures. - Ask pls to guess the orders of the pictures. - Let pls share their predictions. - Ask pls to listen to the tape and check their predictions. (2 times) - Ask pls to listen to quan’s talking about his dream house. Listen and number the pictures. - Get feedback - Ask pls to listen and repeat all the sentences in the tape. - Check pls’ pronunciation and offer them when necessary. Answer key: 1. coach 2. train 3. plane 4. motorbike 4. Reinforcement (5’) - Ask pls to do fun time (To-My-Home-Town Song) 5. Homelink(2’) - Pls practise singing the To-My-Home-Town Song, replacing words indicating means of transport in turns. Self-valuation: Period 59: UNIT 17. MY HOMETOWN Lesson 3. (Page 58 - 60) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about a trip duration from one place to another. - Improve speaking skill - Pupils know how to love their hometown. II. LANGUAGE FOCUS Sentence patterns: - How long does it take to get there by train? - Tow hours Vocabulary: hometown, taxi, coach, motorbike, underground, scenery, hour, minute, far Phonics: coach, north III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (5’) - pls display their homelink work and ask and answer about the means of transport 2. Look, listen and repeat (10’) - Have Sts to look at the picture on page 58 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Nga - Linda) What are they doing? (They are talking about their trip duration) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue. - Ask pls to give the model sentences: Linda: How long does it take to get there by train? Nga: Five hours. How long does it take to get there by ___? ______ - Ask pls to give other examples to get the form, meaning, intonation, 3. point, ask and answer (15’) - Ask pls to look at the pictures a, b, c and d on page 51 and identify the pictures. A: How long does it take to get there by train? B: Five hours a. car/ 3 hours b. plane/ 45 minutes c. motorbike/ 5 hours d. boat/ 4 hours - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Reinforcement (3’) - Do the fun time on page 60 5. Homelink(2’) - Do the funtime at home. Self-valuation: Teaching date: 3/4/2015 Period 60: UNIT 18. LIFE IN THE VILLAGE AND CITY Lesson 1. (Page 61 - 62) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about what a village/ town/ city is like - Improve speaking skill - Pupils know how to love their hometown. II. LANGUAGE FOCUS Sentence patterns: - What’s London like? - It’s beautiful. It’s got a lot of parks and public gardens Vocabulary: life,noisy, peaceful, quiet..... Phonics: go, got III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. Procedures 1. Warm up (3’) * Brainstorm - Get pls to brainstorm what they know about life in the countryside and in the city, using words related to people and things in these places 2. Look, listen and repeat (7’) - Have Sts to look at the pictures on page 61 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Linda and Thu) What are they talking about? (their houses) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the story Thu: What’s London like? Linda: It’s beautiful. It’s got a lot of parks and public gardens - Ask pls to look at the pictures and ask: => What’s ___________? It ______ - Ask pls to give other examples to get the form, meaning, intonation, 3. Point, ask and answer (10’) * Picture and word cue drills: - Ask pls to look at the table on page 61 and identify the pictures and word cues: a. Do Son Town/ big, a lot of shops b. Da Lat City/ beautiful, many flowers c. New York/ modern, a lot of buildings d. Tan Phong Village/ small, not many people - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Talk (10) *survey - Ask pls to work in pairs to ask and answer the qs on page 62 and complete the survey: Name Living in the village or The city What ’s it like ( about things and the people ) 5. Reinforcement (3’) Some pls ask and answer about their cities, villages 6. Homelink(2’) - Pls prepare a photo or picture of their hometown for the class display in the next lesson. They also prepare answers to possible questions about their photo os picture * Self-valuation: Period 61: UNIT 18. LIFE IN THE VILLAGE AND CITY Lesson 2. (Page 63 - 64) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about what a village/ town/ city is like - Improve speaking skill - pronounce correctly the sound of the letters o in go and o in got. - Pupils know how to love their hometown. II. LANGUAGE FOCUS Sentence patterns: - What’s London like? - It’s beautiful. It’s got a lot of parks and public gardens Vocabulary: life, mount, bridge, traffic, high, noisy, peaceful, quiet Phonics: go, got III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, V. PROCEDURES 1. Warm up (3’) - Pls display their homelink work. Then they ask and answer questions about their photos or pictures 2. Listen and repeat (5’) Ask pls to open their books on page 63 and get pls to repeat the words a few times. - Help pls practising the phonics 3. Listen and read together (10’) - Have Sts to look at the picture on page 63 in part 2 and ask them some questions to identify the characters in the pictures: What are they doing? (They are talking about the hometown) - Ask pls to listen and repeat each line in the dialogue. - Call some pairs to roleplay the dialogue. - Ask pls to change the pairs. 3. Listen and tick (10’) - Ask pls to look at the picture on page 64 and identify the pictures. - Ask pls to guess the orders of the pictures. - Let pls share their predictions. - Ask pls to listen to the tape and check their predictions. (2 times) - Ask pls to listen to quan’s talking about his dream house. Listen and number the pictures. - Get feedback - Ask pls to listen and repeat all the sentences in the tape. - Check pls’ pronunciation and offer them when necessary. Answer key: 1. Nam 2. David 3. Tom 4. Laura 4. Reinforcement (5’) - Ask pls to do fun time (Word maze) 5. Homelink(2’) - Pls collect some photos or cut outs of big capital cities in the world such as: Tokyo, London, Paris,for the class display in the next lesson Self-valuation: Period 62: UNIT 18. LIFE IN THE VILLAGE AND CITY Lesson 3. (Page 65 - 67) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about how to compare two places or things - Improve speaking skill - pronounce correctly the sound of the letters o in go and o in got. - Pupils know how to love their hometown. II. LANGUAGE FOCUS Sentence patterns: - Which city is bigger, tokyo or London? - Tokyo is. Vocabulary: life, mount, bridge, traffic, high, noisy, peaceful, quiet Phonics: go, go III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (5’) - pls display their homelink then they play the game Slap that picture, using the photos or cut-outs displayed 2. Look, listen and repeat (10’) - Have Sts to look at the picture on page 65 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Nga - Linda) What are they doing? (They are talking about their trip duration) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue. - Ask pls to give the model sentences: Linda: Which city is bigger, tokyo or London? Nga: Tokyo is. Which city is ____ or ____ ? _______ - Ask pls to give other examples to get the form, meaning, intonation, 3. point, ask and answer (15’) - Ask pls to look at the pictures a, b, c and d on page 66 and identify the pictures. A: Which city is bigger, tokyo or London? B: Tokyo is. a. tall, Tower A, Tower B b. long, Bridge A, Bridge B c. large, Hue, Hanoi d. high, Mount Everest - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Reinforcement (3’) - Do the fun time on page 67 5. Homelink(2’) - Do the funtime at home. Self-valuation: Period 63:UNIT 19. ROAD SIGNS Lesson 1. (Page 68 - 69) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about road signs - Improve speaking skill - Pupils know how to travel on the road II. LANGUAGE FOCUS Sentence patterns: - What does this sign mean? - It means we must stop./ It means we mustn’t ride a bike in this street. Vocabulary: mean, zebra crossing, helmet, get on, get off, cross, across, roadsign, observe, slow, hit Phonics: zebra, crossing III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Pls display their homelink writing about their hometowns or villages for classmates to read. 2. Look, listen and repeat (7’) - Have Sts to look at the pictures on page 68 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Miss Hien, Nam) What are they talking about? (Nam was late because he had an accident on his way to school) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the story Thu: What does this sign mean? Linda: It means we must stop./ It means we mustn’t ride a bike in this street. - Ask pls to look at the pictures and ask: => What does this sign mean? It means we must/ mustn’t ____ - Ask pls to give other examples to get the form, meaning, intonation, 3. Point, ask and answer (10’) - Ask pls to look at the table on page 68 and identify the pictures and word cues: a. go (ü) b. park (û) c. stop(ü) d. ride a bike(û) e. use the zebra crossing to cross the street(ü) f. walk in this street(û) - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Talk (10) - Ask pls to work in pairs to ask and answer the qs on page 69 5. Reinforcement (3’) Some pls ask and answer about the road signs 6. Homelink(2’) - Pls select two road signs, draw and colour them for the class display in the next lesson. They also prepare the answers to possible questions about their drawings Self-valuation: Period 64:UNIT 19. ROAD SIGNS Lesson 2. (Page 70 - 71) I. OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about road signs - Improve speaking skill - pronounce correctly the sound of the letters br in zebra and cr in crossing. - Pupils know how to travel on the road II. LANGUAGE FOCUS Sentence patterns: - What does this sign mean? - It means we must stop./ It means we mustn’t ride a bike in this street. Vocabulary: mean, zebra crossing, helmet, get on, get off, cross, across, roadsign, observe, slow, hit III. RESOURSES 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, IV. PROCEDURES 1. Warm up (3’) - Pls display their homelink work. Then they ask and answer questions about their photos or pictures 2. Listen and repeat (5’) Ask pls to open their books on page 70 and get pls to repeat the words a few times. - Help pls practising the phonics 3. Listen and read together (10’) - Have Sts to look at the picture on page 70 in part 2 and ask them some questions to identify the characters in the pictures: What are they doing? (They are talking about the road signs) - Ask pls to listen and repeat each line in the dialogue. - Call some pairs to roleplay the dialogue. - Ask pls to change the pairs. 3. Listen and complete (10’) - Ask pls to look at the picture on page 71 and identify the pictures. - Ask pls to guess the orders of the pictures. - Let pls share their predictions. - Ask pls to listen to the tape and check their predictions. (2 times) - Ask pls to listen to quan’s talking about his dream house. Listen and number the pictures. - Get feedback - Ask pls to listen and repeat all the sentences in the tape. - Check pls’ pronunciation and offer them when necessary. Answer key: 1. must use 2. mustn’t ride 3. must wear 4. football in the street 5. a moving bus 4. Reinforcement (5’) - Ask pls to do fun time (Crossword puzzle) 5. Homelink(2’) - Pls write sentences with must and mustn’t based on the road signs in their books for the class display in the next lesson Self-valuation: TUẦN 34 Ngày soạn: 14/4/2014 Ngày dạy: Thứ hai (5/5): 5A, B,D Period 67 UNIT 19. ROAD SIGNS Lesson 3. Parts 1, 2, 4 (Page 72 - 74) I. AIMS AND OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about how to be safe in the street - Improve speaking skill - Pupils know how to travel on the road safely II. LANGUAGE FOCUS Sentence patterns: - How did it happen? - A motorbike rider hit me. Vocabulary: mean, zebra crossing, helmet, get on, get off, cross, across, roadsign, observe, slow, hit Phonics: zebra, crossing III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, Procedures Tasks Mode Presentation Practice Production 1. Warm up (5’) - pls display their homelink writing of sentences with must and mustn’t for their classmates to read. 2. Look, listen and repeat (10’) - Have Sts to look at the picture on page 72 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Miss Hien - Mai) What are they doing? (They are talking about Nam’s accident) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the dialogue. - Ask pls to give the model sentences: Linda: Which city is bigger, tokyo or London? Nga: Tokyo is. Which city is ____ or ____ ? _______ - Ask pls to give other examples to get the form, meaning, intonation, 3. point, ask and answer (15’) - Ask pls to look at the pictures a, b, c and d on page 66 and identify the pictures. A: Which city is bigger, tokyo or London? B: Tokyo is. a. tall, Tower A, Tower B b. long, Bridge A, Bridge B c. large, Hue, Hanoi d. high, Mount Everest - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Reinforcement (3’) - Do the fun time on page 67 5. Homelink(2’) - Do the funtime at home. Whole class Whole class Whole class Group work Whole class Whole class Whole class Whole class/ T- w.c Pair work Pair work Whole class Whole class Whole class Ngày soạn: 14/4/2014 Ngày dạy: Thứ tư (7/5): 5D; 5B; 5A Period 68 UNIT 20. FINDING THE WAY Lesson 1. Parts 1, 2, 4 (Page 75 - 76) I. AIMS AND OBJECTIVES By the end of the lesson, pls will be able to: - Ask and answer questions about how to find the way - Improve speaking skill - Pupils know how to travel on the road II. LANGUAGE FOCUS Sentence patterns: - Where’s the post office? - Go along the street. It’s by the lake Vocabulary: lost, straight ahead, on the corner, next to, fire station Phonics: right, fire III. RESOURSE 1.Teacher: fresh cards, CD player, 2.Pupils: Mini-boards, Student’s book, Procedures Tasks Mode Presentation Practice Production 1. Warm up (3’) - Pls display their homelink writing about their hometowns or villages for classmates to read. 2. Look, listen and repeat (7’) - Have Sts to look at the pictures on page 75 in part 1 and ask them some questions to identify the characters in the picture: Who are they? (Miss Hien, Nam) What are they talking about? (Nam was late because he had an accident on his way to school) - Tell pls that they are going to listen and repeat. (Two times) - Ask pls to work in groups to take turns to say the lines from the story Thu: Where’s the post office? Linda: Go along the street. It’s by the lake - Ask pls to look at the pictures and ask: => Where’s ______? _______ - Ask pls to give other examples to get the form, meaning, intonation, 3. Point, ask and answer (10’) - Ask pls to look at the table on page 68 and identify the pictures and word cues: a. the opera house/ go along the street, on the next corner b. the bookshop/ turn right, next to the post office c. the cinema/ go straight ahead, between the supermarket and the fire station d. the history museum/ turn left, on the corner of Trang Tien Street and Tran Khanh Du street - Ask pls to practise in chorus. - Tell pls to practise in pairs. - Call some pairs to demonstrate the task in front of the class. - Check pls’ pronunciation and offer them when necessary. 4. Talk (10) - Ask pls to work in pairs to ask and answer the qs on page 76 5. Reinforcement (3’) Some pls ask and answer about the road signs 6. Homelink(2’) - Pls select two road signs, draw and colour them for the class display in the next lesson. They also prepare the answers to possible questions about their drawings Whole class Whole class Whole class Group work Whole class Whole class Pair work Whole class/ T- w.c Pair work individually Whole class