Kế hoạch bài dạy Tiếng Anh Lớp 5 - Tuần 27 - Năm học 2022-2023 - Trần Thị Hương

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 5 - Tuần 27 - Năm học 2022-2023 - Trần Thị Hương

1. WEEK 27 Date of planning: 19/3/2023 Date of teaching: 20/3/2023 REVIEW 3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation learned (setting, participants, topics); 2. Perform their abilities in listening, reading and writing related to the topics from units 11-15, using the phonics, vocabulary and sentence patterns they have learnt. 3. Show interests and love to their friends and their teachers by using appropriate gestures and intonation when asking and answering about sentence patterns learned ( unit 11 to unit 15). B. LANGUAGE FOCUS. Vocabulary Review Key grammatical structure Review C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sach mem .vn ,student’s book page 36,37 - Flashcards for Unit 11 to unit 15 - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation Students’ listen & answer, 1.Listen and tick. Listen & answer interaction Key Observation Students’ listen & answer, 2.Listen and number. Listen & answer interaction Key Observation 3.Listen and write one word in the Students’ listen & write, Listen & write blank. interaction Key Observation Students' read & answer 4.Read and complete. Question & answer interaction Key 5. Write about you. Students' write & answer Observation
2. interaction Question & answer STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and chatting - Ask pupils tochant: What would you like to be in the future? - Lead into new lesson *Activity 1: Listen and tick. - Ask pupilsto identify each character and what’s the matter with him/ her or what he/sheis doing. - Tell pupils that they are going to listen to the recording and write the correct pictures. - Play the recording all the way through for pupils to listen. - Play the second time and ask pupils to do the task. -Ask pupils to give answers -Play the recording again for pupils to listen and check -Give correct answers. * Key: 1. b 2. c *Activity 2: Listen and number - Tell pupils that they are going to listen and number the pictures in the order they here. - Play the recording two times for pupils to listen. - Play it again for them to number the pictures. - Get pupilsto compare their answers before checking as a class. - Give answers. * Key: a 2 b 1 c 4 d 3 *Activity 3: Listen and write one word in the blank - Tell pupilsthat they are going to listen and write one word in each gap. - Ask pupils toread the sentences in silence in their book and guess the answers based on the surrounding words. - Play the recording the first time all the way through for pupils to listen and write. - Play it the second time for pupils to listen and check their answers. - Give the correct answers. * Key: 1 design 2 reading *Activity 4:Task 4. Read and complete. - Tell pupils that they are going to read the text and complete the table. - Give pupils time to look at the table in theirs book and think of the information needed to fill the gaps. - Ask pupils to read the text in silence and complete the table. - Get pupils to compare their answers in pairs before checking as a class. - Give explanations, if necessary.
3. * Key: 1. Pilot 2. wants to fly planes 3. reads books 4. would like to write stories for children5. draws pictures *Activity 5: Write about you - Tell pupils that they are going to write sentences about themselves. - Give them time to read the questions in silence, then complete the sentences about themselves. - Call three pupils to read the answers aloud in front of the class. Ask others to listen and give comments. - Give feedback. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Perform their abilities in listening, reading and writing related to the topics from units 11-15, using the phonics, vocabulary and sentence patterns they have learnt. 2. What’re the core values of the lesson? - Show interests and love to their friends and their teachers by using appropriate gestures and intonation when asking and answering about sentence patterns learened( unit 11 to unit 15). - Remind students to learn new words, story and structure by heart. - Guide Ss to study at home short story Cat and Mouse 3. - Prepare for the next lesson (Unit 16, Lesson 1 on pages 40). D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... WEEK 27 Date of planning: 19/3/2023 Date of teaching: 21/3/2023 Short story : cat and mouse 3 ( page 38, 39) A. OBJECTIVES: By the end of the lesson, Ss will be able to use the words and phrases related to the theme Me and my family, listen and understand a short story. B. LANGUAGE FOCUS: + Vocabulary :Review (Unit 11 – 15)
4. + Sentence patterns: Review(Unit 11 – 15) C.TEACHING AIDS: 1. Teacher’s: student’s and teacher’s book . 2. Students’: books, notebooks. D. PROCEDURES: * Warm up: chatting. 1. Read and Listen to the story. -Ask ss to look at the pictures. - Apart from the cat and mouse, what can you see? -Where are Chit and Miu? -What’s the matter with Miu? -What is Miu going to do with Maurice and Doris? - Can you guess? -Ask ss questions to remind them of the old characters and introduce the new character. -Play the tape and let the ss read and listen -Tell ss that they are going to answer the questions - Roleplay read the story 2. Answer the questions. -Give a few seconds to read the text in silence, and check their comprehension. -Give ss time to do the task. -Ask ss to swap and check their answers before checking as a class. -feedback KEYS: 1.No,He isn’t. 2.He has a headache,a stomachache and a fever. 3.He’s going to the zoo with Maurice and Doris.
5. 4.No,They can’t. 5.He can stay in bed. 3. Unscramble these words from the story. -Tell ss that they are going to read the questions on the left and group them with the answers on the right by drawing a line between them. KEYS: a. Headache b. terrible c. Speaking d. Because e. Matter 4. Read and complete -Give ss time to do the task. -Ask ss to swap and check their answers before checking a class. Keys: 1.well 2.matter 3.have 4.stay 5.note 5. Work in pairs talk about how you feel -Tell ss that they are going to practice the dialogues, using their own names. -Ask groups of ss to sit face to face and practice the dialogue. 6. Read and match. -Call a few pairs to act out the dialogue. -Correct the pronunciation, if necessary. KEYS:
6. 1.e 2.a 3.b 4.c 5.d D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... WEEK 27 Date of planning: 19/3/2023 Date of teaching: 22/3/2023 UNIT 16: WHERE’S THE POST OFFICE? LESSON 1: 1+2+3 (page: 40,41) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation among Akiko and some people (setting, participants, topics); 2. Ask and answer questions about directions, using the sentence patterns “ Excuse me, where’s the ....? – It’s .... ” 3.Know the way to give the directions for some places. B. LANGUAGE FOCUS Vocabulary Bus stop, post office, theatre, museum, next to, opposite, between, on the corner. Key grammatical structure The sentence patterns: Excuse me, where’s the ....? – It’s .... C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5: Student’s book page 40, 41 - Track (Unit 16 ) - 4 pictures of activities (Activity 2 – page 40) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation Students’ answers situation for the conversation Questions & answers
7. among Akiko and some people Key such as setting, participant, topics. 2. Practice a role-play conversation Students' talk and with classmates, using the picture Observation interaction prompts. 3. Ask and answer question about Student’s talk, and Observation directions, using the sentence interaction Questions & answers patterns. 4. Use appropriate attitudes and Student’s interaction and Observation gestures ask and answer question performance Questions& answers about directions STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Present Unit 16. Point at the title and read it twice for Ss to repeat. Check comprehension and give feedback. Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 40) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Akiko and some people) 2. Where are they? ( in the city) 3. What are they doing?( talking about directions) - Tell students that they are going to listen a conversation among Akiko and some people. - Play the recording, 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. - Elicit the sentence pattern : “Excuse me, where’s the ....? – It’s ....” and explain the meaning and the use. Activity 2: full Controlled & less controlled Task 1: Point and say - Elicit the new words: Bus stop, post office, theatre, museum, next to, opposite, between, on the corner. - 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:Where’s the bus stop? Student: It’s next to the stadium.
8. - 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 ask ans answer about. Task 2: Let’s talk - Show some pictures about some places. - Have students practise with the sentence pattern : “Excuse me, where’s the ....? – It’s ....” - Ask them to work in group of two: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role- play in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer question about directions, using the sentence patterns “ Excuse me, where’s the ....? – It’s .... ”) 2. What’re the core values of the lesson? Know the way to give the directions for some places. - Remind students to prepare for the next lesson. D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... WEEK 27 Date of planning: 19/3/2023 Date of teaching: 24/3/2023 UNIT 16: WHERE’S THE POST OFFICE? Lesson 1 : 4-5-6 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Asking for and giving directions , using Excuse me, where’s the ___? – It’s ___. 2. Listen and tick the table.
9. 3. Read and complete the sentences, using the words provided and the map. 4. Sing the song Where’s the bus stop? 5. Show respect and be polite and know more about your place by using appropriate gestures and intonation when talking about about directions. B. LANGUAGE FOCUS. Vocabulary : Revision Key grammatical structure : Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sach mem .vn, student’s book page 41 - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation Questions& 1. Listen and tick Students’ answers answers Key 2. Look, read and complete. Student’s Observation comprehension Observation Student’s 3. Let’s sing. Questions& performance answers 4. Use positive attitudes and appropriate gestures Student’s Observation to talk interaction and Questions& about directions. performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and asking -Spend a few minutes revising the previous lesson by inviting one or two pairs to act out the story in activity 1. - Review new words *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.
10. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. *Key: The museum: next to the stadium The supermarket: go along the street and turn left. The bus stop: opposite the pharmacy The post office: between the supermarket and the cinema. Activity 2: Look, read and complete. Use one of the words/phrases twice - Tell the class thatthey are going to look at a map and fill the gapped sentences with between, on the corner, opposite and next to... - Give time for pupils to read and do the task. Go around and offer help, if necessary. - Ask pupils to give answers - Ask other pupils to give feedback. - Give correct answers. * Keys: Key: 1 opposite 2 between 3 on the corner 4 opposite 5 next to Activity 3: Let’s sing - Tell them that they are going to sing the Where’s the bus stop? 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? - Asking for and giving directions , using Excuse me, where’s the ___? – It’s ____. - Show respect and be polite and know more about your place by using appropriate gestures and intonation when asking and answering questions about directions.2. What’re the core values of the lesson? - Remind students to learn new words, story and structure by heart. - Prepare for the next lesson (Unit 16, Lesson 2: 1-2-3 on page 42). D. ADJUSTMENT
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