Bài giảng Lớp 5 - Môn Tiếng Anh - Tuần 1 - Bài 1 - Unit 1: A summer camp

class
T – whole class
Individually 
Pair- work
T – whole class
T – whole class
Week: 8	 Date of teaching: Thursday, October 31st 2013
Period: 15th 
UNIT 5
OUR PICNIC TO THE SEASIDE
Lesson 3
Objectives:
By the end of this lesson, Students will be able to: 
Ask and answer question about what one will be in the future;
Read a comprehension text on a girl’s dream job;
Write about their dream jobs;
 Develop speaking and listening skill.
Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
 + Ask and answer.
Teaching aids:
Teacher’s aids: audio CD, pictures, poster, flashcards.
Students’ aids: book, notebook, workbook.
Language focus:
Vocabulary: - a mechanic, an astronaut, a dancer, an architect, a business person, an engineer, a technician; 
- spaceship, planet;
- tobe real
Sentence Patterns: What will you be in the future?
 I’ll be a doctor/ an astronaut.
Procedures:
Time
Steps/Activities
Work
arrangement
6’
10’
10’
10’
10’
5’
Warm up: 
Ss display their home – link pictures on the board. Then they ask and answer questions about these pictures. 
New lesson.
Look, listen and repeat.
Have Ss to look at the book at page 38. 
Get Ss to read the context sentence
Set the context: You are going to listen to Linda and Tony talking about their future jobs.
Pre-teach: (Write the words on the board and ask Ss to repeat a few times)
in the future
a mechanic 
Play the recording all the way through for Ss to listen the dialogue.
Play the recording again for Ss to repeat each line of the dialogue a few times.
Divide the class into groups to take turns to make the conversation 
Be sure Ss understand the content of the text by making questions
Does Linda like singing? 
Does she want to be a singer?
Does Tony want to be a mechanic or a singer?
Point, ask and answer.
Set the scene: Imagine you are the character in the pictures.
Pre-teach: (Write the words on the board and ask Ss to repeat a few times)
(using picture cards)
an astronaut
a dancer
an architect
a business person 
Ask Ss to read the example and elicit their prompts to complete the speech bubbles (write the question and answer on the board and ask Ss to repeat a few times)
Model the task with the whole class
T: What will you be in the future?
 Class: I’ll be a singer.
 - Repeat the step with picture a, b, c, d, e and f.
Have Ss to practice in pairs pointing, asking and answering
Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer help when necessary.
Call on some pairs to perform the task at the front of the class. Others observe and comment.
Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.
Read and answer.(Choose one of 3 or 4)
Tick T (True) or F (False)
Ask Ss to look at the picture on P.39
Set the context:
Who are they?
Where are they?
Elicit and recall any vocabulary that Ss will need to understand the text(Write the words on the board and Ss repeat a few times)
an astronaut
an engineer
a technician
space
spaceship
planet
tobe real
Read the passage, check Ss’ comprehension.
What is Mai’s dream job?
Will she be a dentist on a spaceship?
Will she travel around the world?
Will she visit other planets?
Check if Ss understand the task. Do the first for example
Give Ss sufficient time to do the task and move around to monitor the activity.
Have Ss to check their answers in pairs before call some Ss to report the answer to the class.
b. Interview two of your classmates
Get Ss to the instruction, draw an interview chart on the board
Name
Dream job
Nam
doctor
..
.......
Model with a student
T: What’s your name?
S: ................
T: What will you do in the future?
 What’s your dream job?
S: ................
Do with the other one. Then report the result in the class: I interview two my classmates for their dream jobs. Nam’s dream job is a doctor.
Ask Ss to work in group of fours and interview two of them.
Monitor and help if necessary
Call on some Ss and report their result in the class.
Encourage if student have done a good job 
Write about your dream job.(Choose one of 3 or 4)
Have a brief discussion with the class about the writing purpose:
What are your going to write about?
What’s your dream job?
What will you do in your dream job?
...............
Do an e. g with the class in case of weak Ss and fill in the writing frame on the board with information from Ss.
Get Ss to read the guides in the frame
Set the time and let Ss do the task individually. Move around the class to monitor the activity.
Get a few Ss to read aloud their work to the class.
Summary and Homelink.
Ss have learnt 
Ask and answer question about what one will be in the future
Write about their dream jobs;
What will you be in the future?
 I’ll be a doctor/ an astronaut.
Ss practice singing the song We will go over the mountain at home
T – whole class 
T – whole class 
Whole class 
Individually 
 Groups
T – whole class
Pair – work
T – whole class
T – whole class
Individually 
Pair – work/ 
Group work
Whole class
T – whole class
Whole class
Individually 
T – whole class
T – whole class
Whole class
Individually 
T – whole class
Week: 8	 Date of teaching: Friday, November 1st 2013
Period: 16th 
REVIEW 1
Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related to the topics from Unit 1 to Unit 5, using the phonics, vocabulary and sentence patterns they have learnt.
Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
 + Ask and answer.
Teaching aids:
Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence patterns written on them; audio and flashcards.
Students’ aids: book, notebook, workbook.
Language focus:
Me and My friend
Unit 1: A Summer camp
Competences 
Asking and answering questions about where someone is from
Asking and answering questions about someone’s nationality 
Sentence patterns
Where’s he from?
He’s from Malaysia. 
Where in Malaysia is he from?
Kuala Lumpur.
What’s his/ her nationality?
He’s/ She’s Indonesia
Vocabulary
Summer, camp, different, country ( countries), Malaysia, Thailand, Bangkok, Kuala Lumpur, The UK, The USA, Indonesia, Thai, Laotian, Cambodian. Cultural display 
Phonics 
Vietnamese
Indonesian
Unit 2: My Fiend’s house.
Competences 
Asking and answering questions about where one lives
Asking and answering questions about one’s house.
Sentence patterns
Where do you live?
I live at 52 Ba Trieu Street.
I live on the second floor of Ha Noi Tower.
What’s your house like?
It’s a big house. It’s got a green gate.
Vocabulary
cardinal number: 50 – 100, avenue, road, lane, flat, block, top, ground, floor, gate, yard, roof, balcony, fence, favourite, cottage, town, village 
Phonics 
flat
block
Unit 3: A Birthday Party.
Competences 
Asking and answering questions about a birthday 
Asking and answering questions about what one did at a birthday party.
Sentence patterns
What present did you give Mai?
A pink clock
What did you do at the party?
We played hide – and – seek.
Vocabulary
Present, dictionary, jigsaw puzzle, paint, paint brush, coloured, balloon, cartoon, remember
Phonics
third
December 
Unit 4: Mai’s day
Competences 
Asking and answering about daily activities
Asking and answeringquestions about past activities
Sentence patterns
What does she often do in the morning?
She’ s got classes at school
What did you do last night?
I surfed the internet for my school project.
Vocabulary
Have classes, morning exercise, brush, gym, forget, way, attend, tooth (teeth), wash, surf the internet, project
Phonics 
afternoon
brush
Unit 5: A Picnic To The Seaside
Competences 
Asking and answering about what people will do in the future
Asking and answering questions about what one will be in the future
Sentence patterns
What will we do in the morning?
We’ll cruise around the islands.
What will you be in the future?
I’ ll be a singer.
Vocabulary
Explore, seafood, aquarium, sunbathe, set up, campfire, sandcastle, windmill, will, future, mechanic, astronaut, dentist, nurse, architect, business person, dream, engineer, spaceship, planet
Phonics
will
small 
Procedures:
Time 
Steps/ Activities
Work arrangement
5’
10’
10’
10’
Warm up:
Let Ss sing the song that they like.
Review: 
Phonics:
Put the piece of paper with the phonics written on the board and play the recording (two times). 
Ss listen and repeat the words in chorus.
Draw Ss’ attention to the sounds that are difficult to pronounce 
Have Ss to practice reading the words aloud in pairs.
Have some pairs demonstrate. Correct their pronunciation when necessary.
Call on some pairs to demonstrate at the front of the class. Have the rest of the class observe and give comment
Vocabulary:
Put the vocabulary sheet of paper on the board.
Ask Ss recall the meaning of the words by reading aloud or playing a game (Name cards/ Stand up when you hear/ Physical Line- up) using flashcards.
Have Ss say the words aloud again. Encourage them to group words into Get Ss male sentences with some of the words they have learnt.
Structures:
Put the sheet of paper which contains the sentences patterns on the board.
Ss repeat the patterns aloud as they follow the text on the board.
Ask Ss to make short dialogues with the sentence patterns
Have some pairs act out their dialogues at the front of the class. The others listen and comment.
Home link:
Encourage Ss to practice more at home and well- prepare for the test.
T- whole class
Individually
Pair- work
Whole class
Individually
Pair- work
Week: 9 Date of teaching: Thursday, November 7th, 2013 
Period: 17th
THE FIRST ENGLISH TEST
Aim: Ss do Review in class.
Duration: 1 period
Procedure: 
Have Ss turn to page  in the Student book.
Ss work individually to complete Parts I – V. then have them trade their work for correction.
Call on some volunteers to read their answers. Elicit comments from the rest of the class.
Correct Ss’ work.
Look and tick( Ö ) or cross ( X ). See example.
Ö
sandcastles
XÖ
house
beach
blocks of flats
Saturday
Vietnamese 
 Circle the different word.
artist
engineer
worker
factory
ride
play
bike
sing
English 
Vietnamese 
Japanese 
China 
restaurant
postman
nurse
chef
visited
went
explored
sailed
Match 
Where do you live?
I’ ll explore some caves.
What’ present did you give Lan?
It’s a small, beautiful house
What does she often do in the morning?
I live at 142 Phu Minh.
What will you be in the future?
We gave her some coloured balloons. 
What your house like?
I often do morning exercise.
1 - . 2- .. 3 - .. 4 - . 5 - 
4. Choose the correct words to complete the sentences 
 dances / sang writing candles bicycle 
A: What is she doing? 
B: She is. 
A: What present did your parents give you?
 B: They gave me a
A: What did they do?
B: They . .and  
A: How many . were there on your birthday cake?
B: There were twelve candles on my birthday cake
Read and write ONE or more words in the gap. 
was come birthday dictionary
Mary: Hi, Linda. Did you go to Mai’s (1) party last night?
Linda: Yes, I did. Why didn’t you (2) .?
Mary: Because I (3) busy. I looked after my younger sister at home. 
 But I sent Mai a (4) What about you?
Linda: I gave her a teddy bear.
Answers.
Look and tick ( Ö ) or cross ( X ). See example.
Ö
XÖ
Ö
Ö
XÖ
Ö
 Circle the different word.
1 – D 2 - C 3 – D 4 – A 5 – B 
Match 
1 – C 2 - D 3 – E 4 – A 5 – B 
Choose the correct words to complete the sentences 
1– writing 2 - bicycle 3 – danced/ sang 4 – candles 
Read and write ONE or more words in the gap. 
1 – birthday 2 - come 3 – was 4 – dictionary 
Week: 9 Date of teaching: Friday, November 8th 2013.
Period: 18th 
UNIT 6
A VISIT TO THE ZOO
Lesson 1
Objectives:
By the end of this lesson, students will be able to ask and answer the questions about what people did at the zoo.
Develop listening, reading and speaking skill.
Teaching methods:
Communicative approach.
Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
Teaching aids:
Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
Students’ aids: books, notebooks, workbooks.
Languages focus:
Vocabularies: 
Took at the zoo, walked around, anything special, had a picnic lunch, animal show
Sentence partern:
What did you do at the zoo?
We took pictures. 
Procedures:
Time
Steps/ Activities 
Work
arrangement
6’
10’
10’
10’
4’
Warm- up
Ss sing the song We will go over the mountain from Unit 5..
Present the new lesson
Look, listen and repeat.
Focus Ss’ attention on the title of the unit, situations of the lesson by pictures and the texts in the book. 
Ask Ss to identify the characters in the pictures
Set the scene: “Nam’s class had a visit to the zoo in the morning. Now Nga is asking him about the trip” 
Write the phrase on the board.
Get Ss to repeat each of them a few times
Present new words (pictures): 
took us to the zoo
walked around
anything special
had a picnic lunch
Play the recording for Sts to listen 
Play the recording again for Sts to repeat sentence by sentence.
Divide the class into groups to take turns, then opened pairs and close pair practice
Point, ask and answer
Set the context: “Imagine you went to the zoo yesterday. We’re going to practice asking and answering questions about your visit to the zoo”
Point and ask Ss to look at the picture, recall the vocabulary and teach the new word: animal show 
Group the verbs into two columns on the board: one column is the base form of the verbs and the other is the past form. Get Ss to pay attention to the difference between the verb form
Model the task with the whole class
Point to the girl in P.a and ask:
 What did you do at the zoo?
Class: We took pictures
Repeat the step a few times 
Write the model on the board & get Ss to repeat
Go through the task with the other pictures (focus on pronunciation and fluency)
Ask Sts to work in pair, asking and answering the questions. Monitor the activity, check pronunciation and offer Sts help when necessary.
Ask some pairs to ask and answer in front of the class while others observe and give comments (using the character flashcards)
Listen and tick
Get Ss to look at the picture and tell them the purpose of listening : You are going to listen and tick the correct picture in each number
Ask Ss to look at the pictures and guess what they indicate.
Run through all the pictures (using elicit qs)
What’s this/ Who’s this/ 
Note:
1. a. two children at the zoo entrance 
 b. a girl watching a giraffe
 c. a family at the lion enclosure
2. a. two children playing with a ball
 b. two children walking around the zoo to see the animals
 c. two children going downtown
3. a. a sandwich and a loaf of bread
 b. a sandwich and a sausage
 c. a loaf of bread and sausage
4. a. a girl singing
 b. a girl watching an elephant show
 c. a girl watching TV
Do the first example with Ss.
Play the recording 1st time for Ss to listen all the way through
Play the recording 2nd time, pause after each part for Ss to have sufficient time to select and tick the picture. 
Play it again for Ss to check their answer
Ss trade their answers within pairs or groups for correction
Ask Ss to report the answers aloud to the class. The others listen and give comments.
Give feedback: 
 1 – a 2 – b 3 – c 4 - b
Make some questions to check Ss’ comprehension 
Summary and Home- link: 
Consolidate the content of the lesson.
Ask Ss to select and draw one of the animals they like for the class display in the next lesson.
T – whole class 
T – whole class 
Whole class 
Individually 
 Groups
T – whole class
Pair – work
T – whole class
T – whole class
Individually 
Pair – work/ 
Group work
Whole class
T – whole class
Week: 10 Date of teaching: Thursday, October 25th 2013
Period: 19th 
UNIT 6
A VISIT TO THE ZOO
Lesson 2 
I. Objectives:
By the end of this lesson, Students will be able to pronounce correctly the verb – ending with ed as in played, visited, watched; listen and number the pictures in the order they hear. 
 Develop listening, speaking and reading skills.
II. Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
III. Teaching aids:
Teacher’s aids: Tape cassette, pictures, poster, word cards.
Students’ aids: book, notebook, workbook.
IV. Languages focus: 
* Phonics:	played visited watched 
V. Procedures:
Time
Steps/Activities
Work
arrangement
5’
5’
10’
7’
10’
3’
Warm up: 	
Ss display their home-link drawings on the board.
Ss play Slap the animals, using the pictures displayed.
New lesson
Listen and repeat
Have Ss open the book page 50, draw their attention to the sound(s) of the letters ed in the words played , visited, watched
Set the scene: “We are going to learn how to produce the sound of letters ed in the word played , visited, watched Pronounce the sound of the letters ed a few times 
Get Ss to repeat the words a few times.
Listen and read together.
Have Ss look at Picture on Page 50 and elicit their answers to identify the animals in this section. 
Pre-teach the new vocabularies (write new words on the board and get Ss to repeat them a few times)
bent low
goose
moose
stairs
Set the context: A student went to an animal show at the zoo. He wrote this poem at home after his visit to the zoo. You’re going to listen and clap the verbs ending with “ed”: one clap for “ed” pronounced as in “played”, two s for “ed” pronounced as in “visited” and three clasp for “ed” pronounced as in “watched”
Play recording; stop at times to check Ss’ comprehension. 
Have Ss repeat each line in the dialogues 
Model and get Ss to clap in the same way then repeat each line of the dialogues.
Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words.
Device the class into four groups for competition
Listen, complete and say it aloud
Make sure Ss understand the instruction
Ask Ss to guess all the complete words
Do the first e.g with them 
Play the recording twice: once for Ss to listen all the way through and once for them to clap at the focused words.
Replay the disc for Ss to check their answers in pairs.
Call some Ss to report their answers to the class
Have the whole class read in chorus all the words in each column.
Key: 
Watched: danced, looked, walked 
Visited: painted, pointed, needed
Played: stayed, climbed, numbered
Listen and number.
Ask Ss to look at Picture a, b, c and d on page 51 
Set the scene: “you are going to hear a St talking about his visit to the zoo. You should number the pictures in the order they hear”. 
Point to each picture and elicit the answer
What do you see in the Picture a/ b/ c/ d/ e?
P. a: a group of children at the elephant enclosure
P. b: children at a gorilla show
P. c: children at a lion show
P. d: children at a tiger show
P. e: two bears on the bikes
Play the recording twice: once for Ss to listen all the way through, once for them to do the task (notice Ss to focus on the order of the text and the contextual information of each picture)
Have Ss trade their answers in pairs for correction
Play it again for Ss to check their answers.
Call some to report their answer to the class
Key: 1 – a; 2 – e; 3 – b; 4 – c; 5 – d
Summary and Home- link: 
Consolidate the content of the lesson.
Ss learn to spell the animal words at home.
T – whole class
T – Whole class
Individually
Pair – work
T – whole class
T – whole class
Individually
Group 
T – whole class
T – whole class
Individually 
Pair- work