Giáo án Tiếng Anh Lớp 5 - Tuần 9 - Unit 5: My future job - Lesson 3. Period 33 - Hoàng Bích Như

Nội dung text: Giáo án Tiếng Anh Lớp 5 - Tuần 9 - Unit 5: My future job - Lesson 3. Period 33 - Hoàng Bích Như

1. WEEK 9 Teaching date: Tuesday, November 5th 2024. Period 33 Unit 5: MY FUTURE JOB Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly pronounce the two-syllable words with the stress on the first syllable as in ꞌteacher and ꞌdentist in isolation and as in the sentences My mother’s a ꞌteacher. and My father’s a ꞌdentist. - identify the 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: - Show their interest in their future job. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 85, 86; audio Tracks 52, 53, 54; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 38, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Chatting *Aims: to revise the words about jobs. *Procedure: - Place different pictures of free time - Follow the T’s instructions. jobs on the board. - Have Ss say the words related to the pictures.
2. - Tell Ss they are going to ask and - Ss pay attention and say. answer the question about someone’s Ex: future jobs in a freer context. A: What would you like to be in the - Invite pairs of volunteers to the board. future? One asks the question, another one B: I’d like to be a .. answers the question and points to the suitable picture. - Continue until practicing all the vocabulary set. Praise Ss if they perform well. - Say “Open your book page 38” and look at “Unit 5, Lesson 3 (1,2,3)”. - Ss open their books. 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly pronounce the two-syllable words with the stress on the first syllable as in ꞌteacher and ꞌdentist in isolation and as in the sentences My mother’s a ꞌteacher. and My father’s a ꞌdentist. *Procedure: - Have Ss point at the words ꞌteacher and ꞌdentist with the stress on the first syllable, in isolation and in the sentences- - Ss point and pay attention. My mother’s a ꞌteacher. and My father’s a ꞌdentist - Play the recording for Ss to listen and - Ss listen to the recording again and repeat in chorus and individually until repeat. they feel confident. - Let Ss work in pairs or groups, saying -Ss work in pairs and practice. the words and reading the sentences. - T invites some Ss to practice. -Ss say the words and sentences. 3.Practice: (17’)
3. Activity 2. Circle, listen and check. *Aims: Ss will be able to identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two words. *Procedure: - Tell Ss circle the word having a - Ss pay and listen to the teacher’s different stress from each line. Then explanation. listen to the recording to check their answers. - Set a time for Ss to do the task. - Ss do the task. - Play the recording, once or twice, for - Ss listen to the recording to check Ss to listen and check their answers. their answers (individual). - Get Ss to swap books with a partner - Ss swap books with a partner and and check their answers before checking check the answers. as a class. - Play the recording again for Ss to - Ss listen to the recording again and double-check their answers. check their answers again. - Invite a few Ss to read aloud all the - Ss stand up and read aloud the words in the words. words. Key: 1. c 2. a 3. a Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct pronunciation, word stress and rhythm. *Procedure: - Introduce the title and lyrics of the - Ss look and listen. chant. - Play the recording for Ss to listen to - Ss listen to the chant. the whole chant.
4. + Have them repeat the title and lyrics - Ss listen and repeat line by line line by line. without clap their hands. + Ask Ss to attend to two-syllable words with the stress on the first syllable in the - Ss note the rhythm and chant, teacher future and dentist. pronunciation. - Play the recording all the way through for Ss to listen to pronunciation and - Ss listen to melody of the chant. melody. - Play the recording line by line for Ss to - Ss listen and chant line by line. listen and repeat - Play the recording for Ss to chant and - Ss chant and clap along. clap along. - Ask Ss to practice chant and clap along - Ss work in groups (two groups) to in pairs or groups. chant. - Invite groups to the front of the - Ss perform in front of the class. classroom to perform the chant 3. Fun corner and wrap- up (4’) Game: Chanting game - Tell Ss to close their book, listen to the -Ss listen chant - Ask Ss to listen again and clap their -Ss listen and clap the hands hands on the word stress. - Ask Ss to chant like a robot. -Ss chant D. ADJUSTMENTS (if necessary): . .. ... Teaching date: Tuesday, November 5th 2024. Period 34 Unit 5: MY FUTURE JOB Lesson 3 (4, 5, 6) D. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read an email and complete three gapped sentences about future jobs - complete a gapped letter about people’s future jobs
5. - conduct a report about the future jobs that the class members would like to do in the future and use it to ractice talking in the class during Project time. - 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 interests in their future jobs. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 87, 88; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 39, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Pictionary *Aims: to revise the new words and structures from previous lessons. *Procedure: - Call a member from each team and give them a clue. - Ss listen. - Give a chalkboard or marker for that member to draw a clue so the entire class can - Ss listen to the rules. see the clue. - If the team member guessed the word, they would get one point. If the other team member guessed the word, they would get the - Ss play game. point. - Ss clap their hands on the stress of the word that they guess to get extra points for their team. - Say “Open your book page 39” and look at - Ss open their books. “Unit 5, Lesson 3 (4,5,6)”.
6. 2.Practice: (8’) Activity 1. Read and circle: *Aims: Ss will be able to read and show understanding of a text by answering four questions about Laura’s free-time activities at the weekend. *Procedure: - Set a time limit and ask Ss to read through - Ss pay attention to the email and the email to get a general idea of it. read. - Tell Ss to read the email again to choose - Ss look at the incomplete the correct answer sentences and answer options. - Set a time limit for Ss to do the task - Ss read the text again and circle independently. the correct answers. - Get Ss to swap books with a partner and - Ss swap books and check check the answers before checking answers. as a class. - Ask a few Ss to read the sentences in front - Ss read the sentences. of the class. - Ask Ss to choose key information about - Ss work in pairs and talk. Peter and Mary, ex. Firefighter, help people, work in a team, take care of other people, gardener, plant trees, flowers, beautiful gardens. Have Ss work in pairs and talk about them. Key: 1. B 2. C 3. A 3.Production: (18’) Activity 2. Let’s write *Aims: Ss will be able to write an email about future jobs using a gapped paragraph *Procedure: - Ask Ss to read the rubrics and think about the jobs that they would like to do in the - Ss read the rubrics and think. future. - Ask Ss to read the questions and use them as
7. clues to complete the email. - Ss read the questions and - Give Ss enough time to write their emails. complete the email. (work in pairs or groups) - Ss write their emails. - Have some Ss read their completed email aloud. - Ss read their completed email Key: Pupil’s answer aloud Ex: Hi Peter, In the future, I would like to be a gardener. I want to plant a lot of trees and flowers. My brother Minh loves travelling and meeting people. He would like to be a pilot in the future. Bye! Kitty Activity 3. Project. *Aims: Ss will be able to carry out a survey on the jobs that the classmates would like to do in the future and present a report to the class. *Procedure: - Point at the sample survey and explain that Ss are going to report the results of their surveys about their classmates’ future jobs -Ss listen to the teacher and the reasons why they would like to do the jobs. - Give Ss some time to ractice their presentations by themselves and within groups. - Ss work in groups and tell the - Select a few Ss to give their presentations in group about their friend’s future jobs.
8. front of the class. - Ss talk about their future jons in 4. Fun corner and wrap- up (4’) front of the class. Game: Pass the ball - T gives Ss a ball. - T asks Ss to listen to music and transfer a ball around the class. - Ss listen to the teacher. - When the music stops, Ss who keep a ball have to answer the question using: I’d would - Ss play the game. like to be a teacher in the future. - T gives feedback. D. ADJUSTMENTS (if necessary): . .. _______________________________ Teaching date: Tuesday, November 5th 2024. Period 35 REVIEW 1 Parts 1, 2, 3, 4, 5 A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to five questions and circle the correct answers a, b or c. - ask and answer questions using picture cues. - read and match pairs of target sentence patterns. - read and complete a gapped table about a boy named Henry. - read, understand and complete the passage using word cues. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control and independent learning: perform reading and writing tasks. 3. Attitude/ Qualities: - Study hard to review the vocabulary and sentence patterns they have learnt. - Be honest in the learning tasks.
9. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 84,85, 86, 87; Track 55; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 40, 41, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Whispering *Aims: to revise the sentence structures they have learnt. *Procedure: - Divide class into 2 groups. -Ask 5 Ss in each group stand in a straight line. - Ss listen - T says a word or phrase to the first student - Ss play game. in this line. - Then, the first student whispers what she/ he hear to the second person in line; the second one whispers what he/ she hears to the third one and so on until the last student in group hears the word or phrase. - The last student says the word or phrase out loud. - The faster group has correct word or - Ss praise the winner. phrase is the winner. - Say “Open your book page 40, 41” and - Ss open their books. look at Review 1. 2.Practice: (52’) Activity 1. Listen and circle a, b or c: *Aims: Ss will be able to listen to five questions and circle the correct answers a, b or c.
10. *Procedure: - Ss read the answer options. - Draw Ss’ attention to the first set of suggested answers and have ss read the answer options. - Ss listen to the recording and do - Play the recording for Ss to do the task. the task. (three times) - Ss swap books with a partner, then - Get Ss to swap books with a partner, then check answers as a class. check answers as a class. - Write the correct answers on the board. - Ss listen to the recording to - Play the recording for S to double-check double-check their answers. their answers. - Ss listen to the recording and - Play the recording, have Ss listen and repeat. repeat in chorus. Key: 1. b, 2. b, 3. c, 4. c, 5. a Activity 2. Ask and answer: *Aims: Ss will be able to ask and answer questions using picture cues. - Look at the pictures and say: *Procedure: + Picture 1: - Get Ss to look at the bubble to identify the Nam: What’s your address? activity shown in it Lucy: . + Picture 2: Nam: What’s your brother like? Lucy: .. + Picture 3: Nam: What do you do at the weekend? Lucy: . + Picture 4: Nam: What’s your favourite colour? Lucy: .. - Have Ss look at the picture to answer the - Ss look at and answer. question. - Have Ss work in pairs to role-play the four - Ss work in pairs to role play. exchanges.
11. - Invite pairs of Ss to stand up and take it in - Ss role play. turns to role-play the target exchanges. Key: 1. It’s 25 Queen Street. 2. He’s clever. 3. I water the flowers. 4. It’s / I like pink. Activity 3. Read and match *Aims: Ss will be able to read and match pairs of target sentence patterns. *Procedure: - Ss look at the sentence 1 and say. - Tell Ss about this activity. Point at sentence 1, elicit the answer and models. - Ss work in pairs and match. - Give Ss work in pairs to do the sentence 2,3,4,5. - Tell Ss to swap their books with their - Ss swap their books and match. partners, then check answers together as a class. - Ss check their answer. - Write the correct answers on the board for Ss to correct their answers. - Ss read aloud. - Invite some pairs to stand up and read the matched exchanges aloud. Key: 1.d, 2. a, 3. e, 4. c, 5. b Activity 4. Read and complete *Aims: Ss will be able to read and complete a gapped table about a boy named Henry *Procedure: - Ss read the passage. - Have Ss read the passage about Henry. - Ss look at the passage. - Have Ss look at the gapped passage. - Ss point at the first gap and read. - Point at the sentence with the first gap and read it as a class. - Ss complete the missing word. - Elicit the missing word and give feedback. Complete the sentence and get Ss to read the completed sentence in chorus. - Ss swap their books and check - Get Ss to swap books with a partner, then their answer. check answers as a class. Write the correct answer on the board. - Ss read aloud.
12. - Invite some Ss to stand up and read the completed passage aloud. Key: 1. 5 2. Australian 3. 72 4. surfing the Internet 5. gardener 3.Production: (10’) Activity 5. Let’s write *Aims: Ss will be able to complete a gapped text with the help of picture cues. *Procedure: -Tell the class the goal of this activity: to - Ss pay attention. read the gapped text and fill in the gaps using picture cues. - Write the sentence with the first gap on the - Ss point and answer the first gap. board. Read the sentence as a class. When you reach the gap, ask pupils to point at the picture and write (My name is ). - Ask Ss complete the other sentences. - Ss complete the sentences. - Invite a few Ss to read the sentences they - Ss read aloud. have completed aloud in front of the class. Key: Pupil’s answer 4. Fun corner and wrap- up (3’) Game: “Pass the ball” - Give two different colored balls to two pupils, a blue ball (ask the question) and a - Ss listen to the teacher. white ball (answer the question). - Ask Ss to listen to music and pass the - Ss play the game. balls. Ex: A: What’s your favourite food? - Stop music suddenly. Have the student B: It’s chicken. with a blue ball make a question. Have the student with a white ball answer the question. - Repeat the game several times. - Ss continue playing the game. D. ADJUSTMENTS (if necessary):
13. . .. ... . ____________________________ Teaching date: Thursday, November 7th 2024. Period 36 TEST