Kế hoạch bài dạy Tiếng Anh Lớp 5 - Tuần 25 - Năm học 2022-2023 - Trần Thị Hương

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 5 - Tuần 25 - Năm học 2022-2023 - Trần Thị Hương

1. UNIT 15:WHATWOULD YOU LIKE TO BE IN THE FUTURE? Lesson 1: 1-2-3 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and Competence) 1.Identify the situation for the conversation between Tony and Mai (setting, participants, topics); 2. Ask and answer about what someone would like to be in the future. 3.Showbelieving in yourself and go for your dream. Using appropriate gestures and intonation toask and answer about what someone would like to be in the future. B. LANGUAGE FOCUS Vocabulary :pilot, doctor, architect, writer Key grammatical structure: What would you like to be in the future? – I’d like to be a / an C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 30, Sachmem.vn, Teacher’s guide. - Flashcards - A computer, a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Answer the questions about the Observation situation for the conversation between Questions & Students’ answers Tony and Mai such as setting, answers participant, topics. Key 2. Practice a role-play conversation with Students' talks and Observation classmates, using the picture prompts. interaction 3.Ask and answer questions about Observation Student’s talks, and someone’s opinions of a book/ story/ Questions & interaction character.Using the sentence patterns. answers 4. Use positive attitudes and appropriate Observation gestures to ask and answer questions Student’s interaction Questions & about what someone would like to be in and performance answers the future. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and - Tell some jobs and talk about job’s family members. - Lead into new lesson Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 30) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tony and Quan) 2. What are they doing? (They are in the gym). 3. What are they talking about? (They are talking about job in the future)
2. - Ask students to look at picture b (Activity 1) (page 30) and answer the following questions: 4. What does Mai ask Tony?( What would you like to be in the future?). 5.How does Tony answer? (I’d like to be a pilot) - Elicit the sentence patterns:What would you like to be in the future? – I’d like to be a / an - Ask pupils to look at the book - Play the recording for pupils listen to the tape - Play the recording again and ask them to repeat a few times. - Ask pupils to practice in pairs. - Go round and check pupils can repeat and understand the dialogue. - Check some pairs. Ask pupils to give comments. - Give comments. Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit:pilot, doctor, architect, writer - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher:What would you like to be in the future? St– I’d like to be a teacher - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice.( Activity 3: Let’s talk) - Tell the class that they are going to practice further by asking and answering questions about future jobs. - Get pupils to work in groups of four to ask each other’s future jobs. Remind them to use the pattern in their books - Set a time limit for the class to practice - Call some groups to practice in front of the class. - Give feedback. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer questions aboutwhat someone would like to be in the future.). 2. What’re the core values of the lesson? (Show believing in yourself and go for your dream. Using appropriate gestures and intonation toask and answer about what someone would like to be in the future.) - Remind students to do exercises in the workbook. - Prepare for the next lesson unit 15. Lesson 1.4 -6 on page 31. D. ADJUSTMENT.
3. UNIT 15:WHATWOULD YOU LIKE TO BE IN THE FUTURE? Lesson 2: 4-5 -6 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and Competence) 1. Ask and answer about what someone would like to be in the future. 2. Listen and tick the correct pictures. 3. Read and fill the gapped exchanges, using the pictures. 4. Sing the song: What would you like to be in the future? 5. Show believing in yourself and go for your dream. Using appropriate gestures and intonation toask and answer about what someone would like to be in the future. B. LANGUAGE FOCUS Vocabulary :Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 31, Sachmem.vn, Teacher’s guide. - Posters, pictures - A computer, a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1. Listen and tick Students' asnwers Key Student’s aswers and Observation 2. Look and write. performance Student’s Observation 3 .Let’s sing. performance Key 4. Use positive attitudes and appropriate gestures Student’s Observation to ask and answer about what someone would interactionand Questions& like to be in the future. performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up:Greeting and asking - Review the structure: What would you like to be in the future? I’d like to be a/ an.... by getting two pairs to act out the exchange in front of the class. - Lead into new lesson Activity 1: Listen and tick. - Ask pupils to look at the pictures in their book, identify the characters in the picture and guess what they are saying. - Tell pupils that they are going to listen to the recording and tick the correct pictures. - Play the recording the second time. - Ask pupils to listen again and do the task. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Activity 2: Look and write.
4. - Tell the class that they are going to answer questions about future jobs. - Give time for pupils to do the task in pairs. Go around and offer help, if necessary. - Ask pupils to give answers - Ask other pupils to give feedback. - Give correct answers. - Key: 1. like to be a teacher 2. like to be a doctor. 3. like to be architects Activity 3: Let’s sing. - Tell them that they are going to sing the: What would you like to be in the future? song. - Play the recording all the way through for pupils to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song. - Play the recording again, pausing after each line for pupils to repeat. - Play the recording once more for pupils to repeat the whole song. - Then have them practice in groups: one sings the questions and other sings the answers. - Call on some groups to sing the song in front of the class. The rest of the class clap their hands at rhythms. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1.What have you learnt from the lesson today? ( Learnaboutwhat someone would like to be in the future.). 2. What’re the core values of the lesson? (Show believing in yourself and go for your dream. Using appropriate gestures and intonation toask and answer about what someone would like to be in the future.) - Remind students to do exercises in the workbook. - Prepare for the next lesson unit 15. Lesson 2. 1-3. D. ADJUSTMENT. UNIT 15: What would you like tobe in the future? LESSON 2- Part 1,2,3 (page: 32) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to:
5. 1.identify the situation for the conversation among Tony, Linda and Mai (setting, participants, topics); 2. ask for and give reasons, using “Why would you like to be .? Because I’d like ” 3. show pride in their future jobs and great respect for others future jobs by using appropriate gestures and intonation when talking about future jobs. B. LANGUAGE FOCUS Key terms/ Vocabulary look after patients, design buildings. Key grammatical structure “Why would you like to be .? Because I’d like ” C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 32, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 15, poster for Unit 15. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1.Answer the questions about the Observation situation for the conversation among Students’ answers Questions & answers Tony, Linda and Mai such as setting, participant, topics. Key 2. Practice a role-play conversation with Students' talks and Observation classmates, using the picture prompts. interaction 3. ask for and give reasons, using the Student’s talks, Observation sentence patterns. and interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greetings and games. - Greet the students. Then get the class to sing the song: “What would you like tobe in the future?.” - Tell students that they are going to read a dialogue in which students ask for and give reasons, using “Why would you like to be .? Because I’d like ” Activity 1: Language input (Activity 1: Look, listen and repeat.)
6. - Ask students to look at the four pictures (page 32) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tony, Linda and Mai ) 2. Where are they? (at school) 3. What are they doing? (about the reason why for their future jobs.) - Ask students to look at picture b (Activity 1) (page 32) and answer the following questions: 4. What does Linda ask Mai? (Why would you like to be a writer?) 5. What does Mai answer? (Because I’d like to write stories for children.) - Elicit the sentence patterns: Why would you like to be a/a ? Because I’d like to - Tell students that they are going to practise asking for and giving reasons - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: a. a nurse/look after patients. b. a writer/write stories for children. c. a pilot/fly a plane. d. an architect/design buildings. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: What would you like to be a nurse? Student: Because I’d like to look after patients.. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role -play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice (information gap activity) Tell your partners about your future jobs.
7. - Have students think about future jobs. - Ask students to work in pairs asking and answering questions about future jobs using: What would you like tobe in the future? I’d like to be a/an Why would you like to be a/a ? Because I’d like to - Go around offering help, if necessary. - Call on some pairs to demonstrate the task in front of the class. - Give constructive feedback and comments on the reports and correct Ss’ mistakes if necessary. Eg: S1: What would you like tobe in the future? S2: I’d like to be a doctor. S1: Why would you like to be a doctor? S2: Because I’d like to look after patients - Monitor the activity and offer help if necessary. - Ask students to give their feedback. Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask for and give reasons, using “Why would you like to be .? Because I’d like ”) 2. What’re the core values of the lesson? (show pride in their future jobs and great respect for others future jobs by using appropriate gestures and intonation when talking about future jobs.) D. ADJUSTMENT.
8. UNIT 15: What would you like tobe in the future? LESSON 2- Part 4,5,6 (page: 33) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify specific information through listening to conversations about what some one would like to be in the future. 2. . read and complete the dialogue using the words given; 3. Play the game:Pelmanism. B. LANGUAGE FOCUS Key terms/ Vocabulary look after patients, design buildings. Key grammatical structure “Why would you like to be .? Because I’d like ” C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 33, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 15, poster for Unit 15. - Computer, projector/TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. ask for and give reasons, using the Student’s talks, and sentence patterns. interaction Questions & answers 2.Read and complete the dialogue. Students’ answers Observation; Key Questions & 3. Play the game:Pelmanism. Students’ play answers
9. 4.Use positive attitudes and Observation Student’s interaction appropriate gestures to talk about and performance Questions & future jobs. answers Warmer: Greetings and games. - Play a game: Pass the secret. Using questions and answers they have learnt in Lesson 1, 2 Activity 1: Listening practice (Activity 3: Listen andcircle a,b or c.) - Have them read the dialogue and check their understanding. - Set a time limit fsk Ss to open their books on page 33. Tell Ss that they are going to listen to four dialogues about what some one would like to be in the future. and number the pictures. - Ask Ss to look at the pictures so that they can understand how the language is used. Help them to identify the characters - Ask Ss to guess the answers in their groups. - Play the recording all the way through for ss to listen, as they look closely at the pictures in their books. - Play the recording again for Ss to listen and number the correct pictures. - Replay the recording for Ss to check their answers. Have ss trade their answer in pairs, groups for correction. - Groups perform their answers and comments * Key: 1.c 2. a 3. b 4. c Activity 2: reading practice (Activity 5: Read and complete) - Tell the class that they are going to read thor them to do the task independently. Monitor the activity and offer help, if necessary. - Get them to compare their answers in pairs before checking as a class. If there is enough time, have the class read the answers aloud. Keys: 1.nurse 2.look after 3.hospital 4.do 5.write Activity 3. Let’s play - Tell the class that they are going to play game: Pelmanism. -Ask pupils to play in small group with two sets of cards about jobs and places. - Each player takes turns to select two cards and turns them over.
10. + If the cards show the job and the relevant workplace, that player wins the pair and goes on to turn over another pair of cards. + If the cards do not match, the player should turn them face down again and the next player has a turn. - The game ends when all the cards are gone. - The winner is the player with the most cards. Activity 4: Wrap -up & Assignments 1. What have you learnt from the lesson today? (Identify the specific information by listening conversations about what some one would like to be in the future. 2. What’re the core values of the lesson? show pride in their future jobs and great respect for others future jobs by using appropriate gestures and intonation when talking about future jobs.) - Draw a picture to describe your future jobs.) D.ADJUSTMENT.
11. A ctivity 3: reading practice (Activity 5: Read and complete) - Tell the class that they are going to read the text and fill in the gaps. - Have them read the dialogue and check their understanding. - Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary. - Get them to compare their answers in pairs before checking as a class. If there is enough time, have the class read the answers aloud. Keys: 1.nurse 2.look after 3.hospital 4.do 5.write Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask for and give reasons, using “Why would you like to be .? Because I’d like ”) 2. What’re the core values of the lesson? (show pride in their future jobs and great respect for others future jobs by using appropriate gestures and intonation when talking about future jobs.) - Remind students to do part 4 (listen and circle), part 6 (Let’s play.)