GIAO AN

Thứ năm - 03/05/2018 10:49
GIAO AN TUẠN 35

      Week : 34                                               Teaching date  : 07/5/2018

      Period : 66

      Class: 5A+5B

 

UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR LIFE IN THE COUNTRYSIDE?

Lesson 2:

 

1. Look, listen and repeat.

2. Point and say.

3. Let’s talk.

 

 

 

 

 

 

OVERVIEW

Objectives

After the lesson, students are able to:

+ Ask and answer questions to compare places (adjectives with three syllables).

+ Develope listening and speaking skill.

Language focus

Vocabulary:  holiday, live, back, large, small, noisy, busy, west, life, mountain, sure, may be.

Sentence Patterns:    Which one is…,… or…? – I think…

Resources

Pictures, Puppets, Sts’ book.

PROCEDURE

Steps and time

Sts’ and T’s activities

Language focus

Modes

I. Warm-up: 3’

 - Spend a few minutes revising the previous lesson by calling two groups of five to the front of the class to sing Which one is ...?

 - Ask the rest of the class to sing with them and clap their hands along to the rhythm.

 

W-Class

Pairs

II. New lesson  * Vocabulary:

2’

- Follow the steps of presenting new words.

- Follow T’s instructions.

- Read first

- Ask sts to repeat some times.

- Check the stress words and pronunciation.

- Call some sts to read in front of the class.

- Correct and feedback

- beautiful

  -> more beautiful

- expensive

  -> more expensive

- exciting

  -> more exciting

W-class

Individual

1. Look, listen and repeat : 10’

- Tell the class that they are going to listen to a story. Have them look at the pictures and ask them these questions:

   + Who are they?

   + Whe-re are they?

    +  What are they doing?

Check their comprehension.

- Play the recording all the way through for them to listen and follow in their books.

- Play it again for them to do choral repetition, pointing to the c-haracters speaking.

Practice dialogue

Which one is more beautiful , Ha Long City or Nha Trang?

I think Ha Long City is

 

 

W-class

Pairs

Individual

2.  Point and say: 10’

- Guide the way to do P2, using Which one is more ..., ... or ...? I think ...

- Get them to read the language note in the book about forming the comparative forms of longer adjectives and check their comprehension. Then have them look at the pictures and teach the adjectives and their comparative forms: beautiful/more beautiful, expensive/more expensive, exciting/more exciting. Finally, point to the pictures and ask the questions for them to answer.

- Have the class practise asking and answering in pairs. Monitor the activity and offer help, if necessary.

- Invite a few pairs to act out the exchanges in front of the class.

 

- Which one is more ………., …………. or ………….?

->I think …….

W-class

Groups

Pairs

W-class

III. Consolidation

 3. Let’s talk :8’

- Tell the class that they are going to practise further by asking and answering questions to compare two cities/provinces.

- Have them work in pairs: one asks the question and the other answers

-  Se-lect some pairs to role-play the dialogues in front of the class. Give feedback and correct their pronunciation, if necessary.

 

Which one is………., …………. or ………….

I think New York City is

 

Pairs

W-class

IV. Homelink :2’

-Tell the homelink, Ss take note.

-Ask Ss to learn by heart the new words at home.

W-class

         

      Week : 34                                               Teaching date  : 07/5/2018

      Period : 67

      Class: 5A+5B

 

UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR LIFE IN THE COUNTRYSIDE?

Lesson 3:

 

1. Listen and repeat.

2. Listen and mark…

3. Let’s chant.

 

 

 

 

 

 

I. OVERVIEW

Objectives

After the lesson, students are able to:

+ Use the words and phrases related to the topic Comparing places.

+ Ask and answer questions to compare places (adjectives with

Language focus

Intonation:    -  Which one is bigger, London or Hue?

- I think London is

     -----------------------------------------------

Sentence patterns: review

Resources

Pictures, Puppets, Sts’ book.

PROCEDURE

Steps and time

Sts’ and T’s activities

Language focus

Modes

 

I. Warm-up: 5’

 

 

 

    Spend a few minutes revising the previous lesson by getting two groups of pupils to play Pass the secret!. You may give a dictation for the class to do, using the sentences learnt in the previous lessons.

 

Play game

W-Class

Group

 

II. New lesson

 

 

1. Listen and repeat: 10’

- Tell the class that they are going to practise saying the questions and answers, focusing on

the intonation.

- Play the recording all the way through for the class to listen. Play it again for them to do choral repetition until they feel confident.

- Get some pairs to say the questions and answers. Correct the pronunciation, if necessary.

-  Which one is bigger, London or Hue?

- I think London is

 

 

W-class

Individual

2. Listen and mark the sentences intination Then say the sentences aloud: 10’

- Tell the class that they are going to listen and mark the intonation of the sentences.

- Play the recording all the way through for them to listen. Play it again for them to do the task. Go around offering help, if necessary.

- Have pupils swap and compare their answers before checking as a class. Then ask the class to read the sentences aloud.

 

 

 

 

W-class

Individual

W-class

 

III. Consolidation

 

 

3. Let’s chant :8’

- Tell the class that they are going to say the chant Which one is more ...? Follow the procedure

in Teaching the unit components in Introduction.

- Have them read the chant and check their comprehension.

- Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to do choral repetition. Then get them to practise chanting and doing actions.

- Call two groups to the front of the class to say the chant and do actions: one group says the questions and the other says the answers. The rest of the class claps their hands along to the rhythm.

 

 

Chant

 

 

 

W-class

Individual

Group

 

IV. Homelink :2’

 

 

 

-T tells the homelink, Ss take note.

Have Ss to practise the chant at home.

 

W-class

         

 

 

 

 

 

 

Week: 35

Period: 68

Class: 5A + 5B

        Date of teaching: 14/5/2018

 

REVIEW  4

 

I.Objectives

By the end of this unit, pupils can

•        listen and identify specific information related to the theme Me and the world around.

•        read and identify specific information related to the theme Me and the world around.

•        use simple sentences to write about themselves.

•        read, listen to and understand a short story.

II.Language focus

Pattern: review;

 Vocab: review

III.Resources

Pictures, Puppets, Sts’ book.

IV. Procedure

 

Steps and time

Sts’ and T’s activities

Language focus

 

1. Warm-up: 5’

- Have Ss sing the song

Sing the song

W- class

Pairworks

 

2. Vocabulary:

4’

- Recall all the new words.

- Sts follow T’s instructions.

Review

W- class

Pairworks

 

3. Listen and tick: 5’

- Tell the class that they are going to listen and tick the correct boxes.

- Give them a few seconds to look at the pictures.

- Play the recording all the way through for pupils to listen. Play it again for them to do the task.

- Get them to swap and compare their answers before checking as a class. Give explanations for the answers which pupils find difficult.

Key:

1/b

2/c

W- class

Pairworks

 

4. Listen and number: 5’

- Tell the class that they are going to listen and number the pictures in the order they hear.

- Give them a few seconds to look at the pictures. Ask them to identify the details.

- Play the recording all the way through for pupils to listen. Play it again for them to do the task.

- Get them to swap and compare their answers before checking as a class.

 

Answers:

a- 2

b-1

c-4

d-3

W- class

Pairworks

 

5. Listen and complete. 5’

- Tell the class that they are going to listen and complete the sentences.

- Give them a few seconds to read the sentences and guess the words to fill the gaps. Check their understanding.

- Play the recording all the way through for pupils to listen. Play it again for them to do the task.

- Get them to swap and compare their answers before checking as a class.

 

Key:

1. cold, windy

2. rice, fish, milk

W- class

Pairworks

 

6. Read and complete. 5’

- Tell the class that they are going to read the passage and complete the table.

- Give them a few seconds to read the questions in the table. Check their understanding. Then ask them to read the text in silence and do the task independently.

- Get them to swap and read their answers before checking as a class. Announce the answers to the class. Give explanations for the answers which pupils find difficult.

 

W- class

Pairworks

 

7. Write about you. 5’

- Tell the class that they are going to write about themselves.

- Give a time limit for them to do the task independently. Go around offering help, if necessary.

- Get pupils to swap and read what they have written before asking a few to read their answers aloud. If there is enough time, call one pupil to write what he/she has written on the board.

 

 

Ss’s own answers

 

8. Homelink :1’

-T tells the homelink, Ss take note.

Review

 

         

 

 

 

 

 

 

 

 

 

 

 

 

 

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