Kế hoạch bài dạy Tiếng Anh 4+5 - Tuần 11, NH 2024-2025 (GV: Trần Thị Ngọc Hiền)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4+5 - Tuần 11, NH 2024-2025 (GV: Trần Thị Ngọc Hiền)

1. Grade 5 WEEK : 11 Teaching date: Monday , November 18th, 2024 Unit 6: Our school rooms Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which people ask for and give directions at school and tick the correct pictures - complete two gapped exchanges with the help of picture cues - revise the target vocabulary items and structures by playing Memory game. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. 3. Attitude/ Qualities: - Show their pride in their school and raise awareness about the location of different rooms in their school. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 88, 89, 90; audio Tracks 62; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 47, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Bad luck Billy *Aims: to revise the learned words *Procedure: - Ask Ss to stand up and read the words on the screen. -Ss listen to the teacher - If the lightning struck while a student is reading, that student as to sit down. -Ss play the game - At the end of the game, the Ss still standing is the winner(s). -Ss read the words
2. - Have Ss read all the words one more time. - Ss open their books - Say “Open your book page 47” and look at “Unit 6, Lesson 2 (4,5,6)”. 2.Practice: (25’) -Look at the pictures and say: Activity 1. Listen and tick: + Picture 1a: a library on the ground *Aims: Ss will be able to listen to and floor, an arrow showing the direction of understand two communicative contexts going downstairs in which people ask for and give + Picture 1b: a library on the first directions at school, and tick the correct floor, an arrow showing the direction of pictures. going upstairs *Procedure: + Picture 1c: a library on the first - Draw Ss’ attention to the pictures of floor, an arrow showing the direction of the three arrows showing the directions going downstairs to the art room. + Picture 2a: an arrow showing the direction of going along the corridor, past the music room and turning right to reach the art room + Picture 2b: an arrow showing the direction of going along the corridor and turning right to reach the art room + Picture 2c: an arrow showing the direction of going along the corridor, past the music room and turning left to reach the art room -Ss guess the answers - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: - Ss listen to the tape + Play the recording - Ss listen again and do the task. + Play the recording again for pupils to do the task. - Ss listen and check their answers + Play the recording a third time for pupils to check their answers. - Ss swap books with their partner, then check answers as a class and guessing
3. - Get Ss to swap books with their -Ss write the answer on the board partner, then check answers as a class. + Write the answers on the board for Ss to correct their answers. Then checks -Ss listen and repeat Ss’ guessing. - If time allows, play the recording, sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. c 2. a Activity 2. Read and complete *Aims: Ss will be able to complete two gapped exchanges with the help of the picture cues -Ss look at the picture and say *Procedure: - Have Ss look at the pictures and identify the directions to the rooms in the pictures. -Ss follow the teacher - Model sentences: have Ss read the question and ask what words are - Ss do the task independently. missing (way) - Give Ss a time limit to read the gapped dialogues, look at the pictures and do - Ss swap books with a partner and the task independently. check their answers. - Get Ss to swap books with a partner and check their answers before checking - Ss write the answers on the board as a class. + Invite one student to write the answers - Pairs of Ss read the completed on the board. dialogues aloud
4. - Invite two pairs of Ss to act out the completed dialogues. Key: 1. way, past 2 Could, along, right Activity 3. Let’s play *Aims: Ss will be able to revise the target vocabulary items and structures by playing Memory game. *Procedure: - Tell Ss that they are going to play -Ss listen to the teacher Memory game using the language learnt in Lessons 1 and 2. - Draw a map with school rooms on the board. + Divide the class into two teams. Have - Ss play the game. Ss look at the school rooms on the map for 20 seconds, then cover the room names with paper / cards. (Ex: Could you tell me the way to the library, please?), then ask one student in a team to give you directions while the other pupil in the same team follows the directions and opens the right card to find the room. + If he / she finds the right room by following the directions, the team gets one point. + If he / she doesn't end up at the right room, he / she covers the room name up again and it becomes the other team’s - Ss praise the winner. turn.
5. - The team that has the most points at the end of the game wins. 3. Fun corner and wrap- up (5’) Game: Guessing Game * Review vocabulary -Ss listen to the teacher - Have Ss look at the pictures on the screen and say the appropriate phrases. - Check the pronunciation when necessary. * Review stress and syllable - Ss play the game. - Show some words on the screen and ask pupils to decide whether they are two or three syllable words. Then sort out. - Explain what the word stress and stress mark is, if necessary. Teaching date: Tuesday , November 19th, 2024 Unit 6: Our school rooms Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly stress the two-syllable words up’stairs and down’stairs in isolation and in the sentences He’s going up’stairs. and She’s running down’stairs. - identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words - say the chant with the correct pronunciation, word stress and rhythm. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform pronunciation and listening tasks. 3. Attitude/ Qualities:
6. - Show their pride in their school and raise awareness about the location of different rooms in their school. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 97, 98, 99; audio Tracks 63, 63, 65; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 48, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Chatting *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Teacher divides the class into 2 teams. - Each team takes turns asking and - Follow the T’s instructions. answering about the room on the screen, using the structures learnt. - Teacher checks the answer with the whole class. -Ss play the game - Pss choose a box and get the point(s). - The team with more points is the winner. - Say “Open your book page 48” and - Ss open their books look at “Unit 6, Lesson 3 (1,2,3)”. 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly stress the two-syllable words up'stairs and down'stairs in isolation and in the sentences He’s going up'stairs. and She’s running down'stairs. *Procedure: - - Ss point and pay attention
7. - Have Ss point at the words up'stairs and down'stairs with the stress on the second syllable, in isolation and in the - Ss listen to the recording again and sentences He’s going up'stairs. and repeat. She’s running down'stairs. - Play the recording for Ss to listen and repeat in chorus and individually until -Ss work in pairs and practice they feel confident. - Let Ss work in pairs or groups, saying -Ss say the words and sentences the words and reading the sentences. - T invites some Ss to practice. 3.Practice: (17’) Activity 2. Circle, listen and check. *Aims: Ss will be able to identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words. *Procedure: - Ss pay and listen to the teacher’s - Tell Ss circle the word having a explanation. different stress from each line. Then listen to the recording to check their - Ss do the task answers. - Ss listen to the recording to check - Set a time for Ss to do the task. their answers (individual) - Play the recording, once or twice, for - Ss swap books with a partner and Ss to listen and check their answers. check the answers - Get Ss to swap books with a partner and check their answers before checking - Ss listen to the recording again and as a class. check their answers again. - Play the recording again for Ss to - Ss stand up and read aloud the double-check their answers. words. - Invite a few Ss to read aloud all the words in the words. Key: 1. a 2. c 3. b Activity 3. Let’s chant
8. *Aims: Ss will be able to say the chant - Ss look and listen. with the correct pronunciation, word stress, and rhythm *Procedure: - Introduce the title and lyrics of the chant. - Ss listen to the chant - Ss listen and repeat line by line without clap their hands - Play the recording for Ss to listen to the whole chant. - Ss note the rhythm and + Have them repeat the title and lyrics pronunciation. line by line. + Ask Ss to attend to two-syllable words -Ss listen to melody of the chant with the stress on the second syllable in the chant, upstaisr and downstairs. - Play the recording all the way through - Ss listen and chant line by line. for Ss to listen to pronunciation and melody. - Ss chant and clap along. - Play the recording line by line for Ss to listen and repeat - Ss work in groups (two groups) to - Play the recording for Ss to chant and chant clap along. -Ss perform in front of the class. - Ask Ss to practice chant and clap along in pairs or groups. - Invite groups to the front of the classroom to perform the chant -Ss listen 3. Fun corner and wrap- up (4’) Review syllables and stress. - T writes a word on the board then says. -Ss play the game (two syllable words) - Ss will clap their hands twice if the stress of that word is on the first syllable. -Ss play the game
9. - Ss will clap their hands once if the stress of that word is on the second syllable. - Invite a student to come to the front and draw the stress mark for that word. - Word list: downstairs, second, active, happy, along, ahead, upstairs. Teaching date: Wednesday , November 20th, 2024 Unit 6: Our school rooms Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read a text about rooms in a school and show understanding by deciding whether some statements are true or false; - read and complete the table about rooms in their school; - make a picture of a favourite school and present it to the class by using the target language. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform reading and writing tasks. 3. Attitude/ Qualities: - Show their knowledge about their schools. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 99, 100; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 49, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Odd one out
10. *Aims: to revise the new words and structures from previous lessons. *Procedure: - Divide the class into two teams. - Each team has a representative to play - Ss listen “Rock, paper, scissors” to play first. - The winning team answers the question -Ss play game first. Ss get the points if their team answers the question. - Say “Open your book page 49” and look at - Ss open their books “Unit 6, Lesson 3 (4,5,6)”. 2.Practice: (8’) Activity 1. Read and tick True or False: *Aims: Ss will be able to read a text about rooms in a school and show understanding by deciding whether some statements are true or false. *Procedure: - Draw Ss’ attention to the text and read it - Ss pay attention to the text and together as a class. read - Draw ss’ attention to the four statements - Ss read the four statements and below the text and four boxes to tick True or find the information False. - Have ss pay attention to the sentences about -Ss pay attention the rooms in the school. - Give Ss time to tick the correct boxes. -Ss do the task - Tell ss to swap books with a partner, then - Ss swap books and check check answers together as a class. - Ask Ss to read the text aloud in front of the - Ss read the text aloud in front of class. the class. - Have Ss write sentences to compare the location of and direction to the rooms in the - Ss write the sentences reading and the rooms in their school.
11. Ex: Our computer room is on the ground floor, but their computer room is on the second floor. Key: 1. True 2. True 3. False 4. True 3.Production: (18’) Activity 2. Let’s write *Aims: Ss will be able to read and complete the table about rooms in their school. *Procedure: - Ss listen to the teacher - Ask Ss to read the gapped letter and explain that they need to fill in the gaps with information about the boy in the pictures’ - Ss complete the first, second free-time activities. and third gaps with names and an - Have Ss complete the first, second and third activity gaps with names and an activity of their - Ss complete the rest of the letter choice from the pictures. independently. - Give Ss time to complete the rest of the letter independently. - Ss swap their and check - Get Ss to swap their books with a partner and check each other’s spelling before checking as a class. Key: Pupil’s answer Activity 3. Project. *Aims: Ss will be able to make a picture of a favourite school and present it to the class by using the target language. *Procedure:
12. - Ss listen to the teacher - Ss work in groups of five. - Tell Ss about the goal of the activity. - Have Ss work in groups. Each student shows a picture that he / she has drawn at home and tells the group about his / her - Ss show their work and talk favourite school, - Invite a few ss show their work and talk about their favourite schools in front of the - Ss listen class, ex: This is my favourite school. It has many rooms in it. -T gives feedback 4. Fun corner and wrap- up (4’) -Ss listen to the teacher * Presentation: Talk to your friend - Ss show their pictures to their classmates, -Ss play the game and present the school to the class at the Project time. - Have Ss work in groups of four. -Ss congratulate the winner - Call some volunteers to perform in front of the class. - Praise Ss if they perform well. Teaching date: Thursday , November 21st , 2024 Unit 7: Our favourite school activities Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s favourite school activity.
13. - correctly say the phrases and use What school activity does he / she like? – He / She likes ____. to ask and answer questions about someone’s favourite school activity. - use What school activity does he / she like? – He / She likes ______. in a freer context - Vocabulary: do projects, read books, play games, solve maths problems, activity. - Structures: A: What school activity does he / she like? B: He/ she likes reading books. - Skills: speaking and listening 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform speaking tasks. 3. Attitude/ Qualities: - Show their pride in their school and show their interest in their favorite school activities. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 101, 102, 103, audio Tracks 66, 67; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 50, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (3’) Game: Guessing game *Aims: to revise the vocabulary about different activities. *Procedure: - T introduces and explains the game. - How to play: -Ss listen and pay attention + T will show some pictures which is hidden about different activities. + Ss look at the pictures in the screen. + Ss tell what someone is doing. - Ss listen to the teacher - T models. (painting a mask) - Ss play the game. -Ss play the game - T gives feedback. . - Say “Open your book page 50” and look - Ss listen and open their books at “Unit 7, Lesson 1 (1,2,3)”.
14. 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 + do projects : làm các bài tập dự án (explain) + read books : đọc sách (picture) -Ss listen and answer + play games : chơi trò chơi (picture) + solve maths problem : giải các bài toán (explain) + activity :hoạt động (translation) - - Ss listen and repeat + Choral repetition (3 times). - T models (3 times). + Individual repetition (3 ss) - Ss take note - T writes the words on the board. - 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 (pictures) on the phone, focusing on greetings, asking and answering questions about someone’s favourite school activitiy. *Procedure: - Have Ss look at Pictures a and b and -Look at the pictures and say. identify the characters and what they can + In picture a: see in the pictures. Ben: Hi, Mai. What are you doing? + Who is he/ she? Mai: Hello, Ben. I’m helping my + Where is he/ she? brother solve a maths problem. + What is he/ she doing? + In picture b: Ben: What school activity does he like?
15. Mai: He likes reading books. -Ss listen and repeat in chorus (twice) - Play the audio twice (sentence by sentence). Correct their pronunciation -Ss work in pairs to practice where necessary. -Ss come to the front of the - Have Ss to practice the dialogue classroom to practice. - T invites a few pairs to the front of the -Ss listen class to practice. - T checks pronunciation for ss. Activity 3 Listen, point and say. *Aims: Ss will be able to correctly say the phrases and use What school activity does he / she like? – He / She likes . to ask and answer questions about someone’s favourite school activity. *Procedure: - Ss look at the picture and answer. * Structures: - T asks Ss look at picture b in activity 1 and helps Ss know the structure from the -Ss listen dialogue. -Ss listen and repeat - T introduces new structures for Ss. -Ss repeat to the structures - T explains, models and gives meaning. - Have Ss repeat the structures A: What school activity does he / she like? B: He/ she likes reading books. 3.Practice: (7’) *Drill pictures - Ss look, listen and repeat +Picture a: a boy doing a project + Picture b: a girl - reading a book + Picture c: a girl playing a game in class with her classmates
16. - Have Ss look at the pictures and identify + Picture d: a boy - solving a maths the characters and their activities. problem at the board -Ss listen to the teacher -Ss point at pictures, listen and repeat -Ss point at the bubbles, listen and - Tell Ss that in the question, the verb like repeat follows does, so is in the base form (like). -Ss practice in chorus But in the answer, like + s must be used after He or She, like + Verb with -ing - Have Ss point at pictures, listen and run -Ss practice in chorus through all the pictures. - Have Ss point at the bubbles, listen and run through model sentences. -Ss work in pairs to practise asking - Have Ss to practise: + T asks the first picture, Ss answer and answering the question + Ss asks the second picture, T answers + Group A asks the third picture, group B - Pairs of Ss point at the pictures and answers say in front of the class + Group B asks the last picture, group A - Ask Ss to work in pairs to practise asking and answering the What school activity does he / she like? – He / She likes . - 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 enhance the -Ss look at the picture and say correct use of What school activity does
17. he/ she like? - He/ she likes to ask and answer questions about school activity in freer contexts. *Procedure: - Ask Ss to look at the pictures and elicit the context - Ss look at the first picture and elicit the missing words in speech bubbles and say the completed sentences. - Ss role-play to practise asking and - Point at the first picture and elicit the answering questions question in the first speech bubble What school activity does he/ she like? and the answer in the second speech He/ she - Ss practise asking and answering likes .. as an example. questions in front of the class. - Give Ss time to work in pairs and take turns pointing at each picture to ask and answer using What school activity does he/ -Ss listen to the teacher she like? - .. - Invite a few pairs to come to the front of the classroom and act out the exchanges. 5. Fun corner and wrap- up (4’) -Ss play the game Game: Pass the teddy bears Ex: - Give two different colored teddy bears to A: What school activity does she two Ss, a black teddy bear (ask the like? question) and a white teddy bear (answer B: She likes doing projects. the question). - Ask Ss to listen to music and pass the -Ss read all the words again. teddy bears. - Stop music suddenly. Have the student with a black teddy bear make a question. Have the student with a white teddy bear answer the question. - Repeat the game several times.
18. Grade 4. WEEK : 11 Teaching date: Tuesday , November 19th , 2024 UNIT 6: OUR SCHOOL FACILITIES Lesson 2 - Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - Listen and tick the correct answers about the quantity of school facilities. - Look, complete and read the correct answers the quantity of school facilities. - Sing the song Garden and buildings at my school with the correct pronunciation, rhythm and melody. 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, reading and speaking 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to show pride and responsibility in the facilities they have at their school. Kindness: help partners to complete learning tasks Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills 4. Competences: SS can develop some competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Review
19. *Aims: to help ss to be happy and play game *Teaching techniques: - techniques in teaching playing game *Procedure: -T asks ss to revise the sentence patterns - SS listen and do the task. How many .. are there at your school? – > There is . / There are . to ask and answer questions about the quantity of school facilities. -Say “Open your book page 47 and look at -SS open their book. lesson 2 – Activity 4, 5, 6” 2. New lesson Activity 1. - 4. Listen and tick :9’ *Aims: to listen to and understand two communicative contexts in which Ss ask and answer questions about the quantity of school facilities and tick the correct pictures. *Context: Picture cues: 1a. a school with a red building and a green building 1b. a school with three buildings 2a. a school with a computer room 2b. a school with two computer rooms Audio script: 1. A: This is my school. B: Oh, it’s big! How many buildings are there at your school? A: There are two. One is red and one is green. 2. A: This is my school. B: It’s small. How many computer rooms are there at your school? A: There is one. But it’s very big. *Teaching techniques - techniques in teaching listening
20. -individual, pairworks, using recording, pictures *Procedure: -Look at the picture, listen and -Draw student’s attention to the sentences answer. 1and 2. Tell them about the activity. Elicit the names of the quantity of school facilities in each picture. Point at the pictures respectively to explain the context. - Play the recording for ss to do the task. -Ss listen and do the task -Ss swap. - Get Ss to swap with a partner. -Ss listen and repeat. -Play the recording again to check answers together as a class. -Ask ss to write their answers on the board -SS write their answers and correct their answers. - T gets feedback. * Key: 1.a 2. a *Outcome: Ss can listen to and understand two communicative contexts in which pupils ask and answer questions about the quantity of school facilities and tick the correct pictures. Activity 2 - 5. Look, complete and read :9’ *Aims: to complete the gapped sentences and read them aloud with the help of the picture cues. *Context: Two picture cues and and two dialogues to complete *Teaching techniques - techniques in teaching reading -individual, pairworks, pictures *Procedure: -Look at the picture and identify. - Get Ss to look at the pictures. Get them to identify the characters. - Have Ss look at the four incomplete sentences and guess the missing word. Then