Giáo án Family and Friends 5

lidation
aSpeaking: Memory game The children work in pairs A and B. A closes their book and B says 4 sentences from Ruby’s day. A says if they are true or false. Then they change and B closes their book and A says 5 sentences about Ruby’s mum’s day.
SEMESTER 1 – Unit 4 – Lesson 5 - Period 60
Lesson 5 – Skills Objectives: - Reading to writing and speaking
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading – writing -speaking
KEY VOCABULARY
Times
Times of the day
get up, go to bed, go to school/work, go by car/bus, go home, play with friends have dinner, help, do homework, watch TV
ADDITIONAL VOCABULARY
School subjects
SENTENCE PATTERN
He/she gets up/ goes to school etc at 
In the morning I 
Resources
WORKBOOK p.32
Teaching Aids:
- PMB p.17
- Flashcards 31-36 everyday activities
- Flashcards 37-40 times of the day
- Extra Practical classroom activities – My day your day
Introduction
aWarm up: Review vocabulary from the last lesson. Ask 10 children to come to the board and put them in 2 lines facing the board. Show the first child in each line a flashcard and they run to the board and write the word. The first team to write it correctly gets a point.
Development
a Ask the children to look at the picture in exercise 1 on p.32 of the workbook and ask them who the 2 people are.
aAsk the children to look at the text and circle the times they see.
a Ask the children to look at exercise 2. Read out the sentences one by one and ask the children to shout out Harry or Dad after each sentence. 
aAsk the children Who gets up at 6 o’clock? Who gets up at 7 o’clock?
Ask the children to read the text again and do exercise 2. 
aFeedback asking individual children for the answers.
aGive the children a copy of PMB p.17. Ask them what they do in the morning, in the evening etc.
aThe children do exercise 1.
Consolidation
aPair work: - Speaking: Ask the children to work in pairs and name them A and B and ask them to sit back to back. Give A and B the correct part of the extra practical activity worksheet. Tell them to fill in the information for me. A tells B what they do at different times of the day and B fills in the information in the table. They change roles. They compare to check the information is correct.
SEMESTER 1 – Unit 4 – Lesson 6 - Period 61
Lesson 6 – Skills Objectives: - Listening to speaking to writing
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening - speaking- writing
KEY VOCABULARY
Time
Times of the day
Everyday activities
ADDITIONAL VOCABULARY
school bag, bedroom, under, chair
SENTENCE PATTERN
He/ she gets up/goes to school etc at 
Resources
CLASSBOOK p.35
Teaching Aids:
- CD track 47
- Flashcards 31-36 everyday activities
- Extra practical classroom activities – Spelling quiz
Introduction
aWarm up: Give out the flashcards 31 - 36 to 6 children. Ask the children around the class What do you do in the morning/evening etc? The children with the flashcards listen for their activity and hold the flashcard up when they hear the word. 
Development
aAsk the children to look at the pictures in exercise 1 on p.35. Ask the children questions about the pictures e.g. What can you see in picture 2? 
aOn the board draw a clock face and ask a child what time they get up. Get another child to draw the time on the clock.
aRecording 47: Play the recording and ask the children to listen and shout out the times they hear.
a Recording 47: Play the track again and stop after the first item and show the time in box one of exercise 1.Continue the track, pausing after each item for the children to draw the time on each clock.
a Recording 47: Play the track again for the children to check their answers.
aSpeaking: exercise 2: Give an example with one child- prompt by saying number 1 and the child says he gets up at 10 o’clock.. Give another example with number 2. Ask the children to work in pairs and continue. 
aOn the board draw a write when, where and what. Ask a child to draw a circle around what, underline when and draw a box around where.
aWriting: The children do exercise 3.
Consolidation
aWriting: Spelling quiz: Put the children into teams of 4. Give each team a hand out – the spelling quiz. Read out the words one by one from page 2 and the teams have to spell the words correctly on their hand out. Teams change hand outs and check each other’s spelling as you write them on the board.
SEMESTER 1 – Unit 4 – Lesson 6 - Period 62
Lesson 6 – Skills Objectives: - Writing 
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing
KEY VOCABULARY
Wash hands/ face, clean teeth, cook, brush hair, have breakfast, watch TV, play
ADDITIONAL VOCABULARY
toys
cousin
SENTENCE PATTERN
I wash/ clean etc in the morning.
Resources
WORKBOOK p.33
Teaching Aids:
- PMB p.15 Values worksheet
- Flashcards 1-10 school subjects and school rooms
- Extra practical classroom activities – It’s time to
Counters and dice
Introduction
aWarm up: Give the children the extra practical activity board game – It’s time to  and get them to play in teams of 4.
Development
a Write the following on the board: What, Where’s, When, Where, What’s, When. Elicit a question for each Wh word and write them on the board, asking the children to correct the questions as you write.
aThe children do exercise 1 on p.33.
a Children compare their questions. 
a The children do exercise 2 – draw pictures.
Consolidation
a Identifying values: Write Personal hygiene on the board. Ask the children what they do to keep clean every day?
aGive the children a copy of p.15 of PMB. Ask them what they can see in the pictures. Ask them which activities they do in the morning.
aThe children do exercise 1. Feedback whole class.
aWriting: The children do exercise 2. Draw pictures and write about what they do to help. Ask a few children to tell the class for feedback.
SEMESTER 1 – Unit 5 – Lesson 1 - Period 63
Lesson 1 – Words Objectives: - To understand a short story and identify different types of weather
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Reading - Speaking
KEY VOCABULARY
hot, sunny, snowing, raining, windy, cold
ADDITIONAL VOCABULARY
Imperatives
hat, sunglasses, raincoat, coat, shorts, T-shirt, sun cream, gloves, key, wet
SENTENCE PATTERN
What’s the weather like?
It’s raining/hot/windy etc.
Put on 
Don’t put on
Resources
CLASSBOOK p.36
Teaching Aids:
- CD track 48 - 50
- Flashcards 41-46 weather 
- PMB p.20
Introduction
aWarm up - Word Relay: Vocabulary Review. Choose some vocabulary from Unit 4. Get 10 children to come to the board and stand in teams of 5 facing the board. Whisper a word to the last child in the line. They whisper it to the next child and so on.. The first team to write it first and correctly gets a point.
aUse flashcards 41 – 46 to introduce the key vocabulary. Hold up the flashcards and elicit the vocabulary. Hold up each one in a different order and say the words for children to repeat. 
Development
aRecording 58&49: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Repeat and the children to repeat the words after the audio.
aRecording 49: Ask the children to listen and repeat. Hold the flashcards up as the words are said.
aRecording 50: With books closed children listen to the story and shout out when they hear any of the words from exercise one when they hear them. 
aRecording 50: Ask the children to tell you what they see in the pictures in exercise 3. Listen and point to the speech bubbles as they hear the sentences.
aThe children read the story again and point to the words from exercise 1.
Consolidation
aWriting: Give the children a copy of PMB p.20. Elicit the following vocabulary: hat, sunglasses, raincoat, coat, shorts, T-shirt, sun cream, gloves, key, wet from the pictures in exercise 1. The children do exercise 1.
aSpeaking: On the board write: Put on your Don’t put on your Show a weather flashcard and ask the children what to wear. Elicit Put on your hat. Don’t put on your gloves. In pairs they take it in turns to point to the pictures and their partner gives them instructions.
SEMESTER 1 – Unit 5 – Lesson 1 - Period 64
Lesson 1 – Words Objectives: - to practice writing and weather vocabulary
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing - Listening
KEY VOCABULARY
sunny, hot, snowing, cold, windy, raining
SENTENCE PATTERN
It’s hot/ sunny/windy etc.
Resources
WORKBOOK p.34
Teaching Aids:
Flashcards 41-46 weather 
Introduction
aWarm up- Miming: Review weather. Put the children in teams of 6. Ask one child from each team to come to you. Show a flashcard of weather. The child goes back to their team and mimes the action- no speaking. The first team to guess gets a point. Repeat with different children.
 aShow the flashcards again one by one and say the words for the children to repeat.
Development
a The children look at the pictures in exercise 1 on page 34 in their workbooks. Elicit the weather. The children do exercise 1.
 aAsk the children to look at the pictures in exercise 2 and ask them what they can see and what the people are wearing. The children do exercise 2.
aAsk individual children what kind of weather they like and what they wear.
aAsk the children to draw a picture of their favourite type of weather.
Consolidation
aWriting practice: Ask the children to give their pictures to their partner. The children look at the pictures and write what they see. Give an example sentence on the board – It’s snowing. Put on your gloves and hat. 
aJump: Play jump with the class with the flashcards. Hold up the flashcards one by one. If the word you say and the flashcard matches the children jump. If it doesn’t match the children shout out the correct word.
SEMESTER 1 – Unit 5 – Lesson 2 - Period 65
Lesson 2 – Grammar Objectives: - Talking and reading about weather. Practicing imperatives.
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening – Writing - Speaking
KEY VOCABULARY
Weather
sunny
snowing
rainy
windy
hot
cold
ADDITIONAL VOCABULARY
coat
window
hat
SENTENCE PATTERN
What’s the weather like?
It’s .
Put on your
Don’t put on your 
Resources
CLASSBOOK p.37
Teaching Aids:
- Flashcards 41-46
- CD track 50
- Grammar reference p.75 Unit 5
Introduction
aWarm up: Review weather. Play slowly reveal with the flashcards 41-46. Cover the front of each card as you show it and uncover slowly as the children guess what the activity is.
a Ask the children some questions about the story from the last lesson. It is sunny or windy in the story? What does Billy put on?
aRecording 50: Play track 50 and pause after each dialogue for the children to repeat.
a Get the children to think of actions for the story from lesson 1.
aRecording 50: Play the recording again and the children do the actions.
aPut the children in groups of 4 and ask them to role play the story.
Development
aThe children look at the pictures in exercise 2 and ask them what they can see.
aThe children point to the pictures as you read the sentences. 
aOn the board write the sentences from exercise 2. Ask the children to repeat after you, whole class and individual children.
aRub out the weather and clothes in each sentence and show the flashcards and ask the children to repeat the sentences with the weather on the flashcard. Repeat a few times with different activities.
aWrite: Ask the children to look at the words and pictures in exercise 3 and do the first sentence as an example. The children do exercise 3.
aPair work: Asking and answering. Give and example of exercise 4 with 2 children. The children do the exercise with their partner.
Consolidation
aWrite: Ask the children to do Unit 5 on p.75 Grammar reference.
SEMESTER 1 – Unit 5 – Lesson 2 - Period 66
Lesson 2 – Grammar Objectives: - To practice word order and writing and describing weather. Imperatives
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing – listening - speaking
KEY VOCABULARY
Weather
Sunny, raining, snowing, cold, hot, windy, coat, raincoat, shorts, hat,
sun cream
ADDITIONAL VOCABULARY
Door, window, umbrella, close, open, sun
SENTENCE PATTERN
I do/have/ go ..
I don’t do/have/go..
Resources
WORKBOOK p.35
Teaching Aids:
Flashcards 41– 46 weather 
Introduction
aPlay Snap with the weather flash cards. Show a flash card and say the activity. If it is the same the children say “SNAP”
Development
aPut the following sentence on the board: weather What’s like the? Ask a child to come to the board and get the rest of the class to help them put the sentences in the correct order.
aAsk the children to do exercise 1 on page 35 in their workbooks. 
aAsk them to compare their answers with their partner before you feedback.
 On the board write the following words – shorts, coat, hat, raincoat, sun cream. aShow the children the weather flashcards and get them to tell you what to wear e.g. It’s sunny wear your hat.
a Ask the children to look at the pictures in exercise 2 and tell you what the weather is like. The children do exercise 2.
aThe children do exercise 2.to work in pairs and name them A and B. A and B take it in turns to point to a picture and their partner says the sentence. 
Consolidation
aSimon says: Tell the children to follow your instructions – they do the action when you say do and don’t do it when you say don’t. e.g. Do stand up. Don’t pick up your pen. Choose a couple of children to give instructions to the class or play in small groups.
SEMESTER 1 – Unit 5 – Lesson 3 - Period 67
Lesson 3 – Song Objectives: - Talking about after weather and weather activities.
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Listening - Speaking
KEY VOCABULARY
fly a kite
make a snowman
wear coats
go outside
cold
sunny
windy
snowing
ADDITIONAL VOCABULARY
play
sky
night
park
slide
together
SENTENCE PATTERN
After school I read/write/help/play
Resources
CLASSBOOK p.38
Teaching Aids:
- CD track 51 - 52
- Flashcards 41-46 after school and 47-50 weather activities
Introduction
aWarm up: Review weather with flashcards 11-16. Play board slap. Ask 10 children to come to the board and make 2 lines in front of the board. Put the flashcards 41 - 46 on the board. Whisper one of the words to the last child in each line. They have to whisper the word to the child in front of them down the line. The child at the front has to slap the correct picture. The first team to slap the correct picture gets a point. Play a few times.
Development
aShow the children the flashcards of weather activities 47-50 and elicit the vocabulary. 
aShow the flashcards one by one again and say the words and ask the children to repeat together and by themselves.
a Recording 51: Ask the children to look at the pictures in exercise 1 on page 38. Ask the children to listen and point to the pictures.
a Recording 51: Ask the children to listen again and repeat.
a Recording 52: With books closed children listen to the song and stand up when they hear the vocabulary from exercise 1.
a Recording 52: Ask the children to open their books on p.38 and look at the pictures in exercise 2. Ask them where the children are and what they are doing. 
aRecording 52: Play the song again twice, pausing for the children to repeat.
aRecording 52: Play the song again for the children to sing along.
Consolidation
aSing and Do: Divide the class into 4 groups. Give each group verse to sing. Ask the children to sing loudly and then softly.
SEMESTER 1 – Unit 5 – Lesson 3 - Period 68
Lesson 3 – Words Objectives: - to practice writing 
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking - Writing
KEY VOCABULARY
weather
cold
hot
snowing
raining
sunny
windy
fly a kite
wear coats
play outside
make a snow man
SENTENCE PATTERN
When it’s windy we 
Resources
WORKBOOK p.36
Teaching Aids:
- Flashcards weather 41- 46 and weather activities 47-50
- Extra practical classroom activities – Song worksheet
- CD track 52 
- Picture dictionary p.70 - weather
- PMB p.18
Introduction
aWarm up: Give the children the extra activity work sheet for the song and then sing the song again for them to check their answers with or without track 52. 
Development
a Review weather and weather activities with the flashcards 41 - 50, eliciting the words from the children.
aAsk the children to do exercise 1 on page 36 in their workbooks.
aThe children do the first part of exercise 2 on page 16, completing the sentences in their workbooks. 
aThe children do exercise 2.
aGive the children a copy of PMB p.18 and the children do exercise 1 and 2.
Consolidation
aWriting practice: the children do Unit 5 on page 70 of the picture dictionary
SEMESTER 2 – Unit 5 – Lesson 4 - Period 71
Lesson 4 – Phonics Objectives: - Sounds – long vowel i with magic e
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking -writing Sounds long vowel i with magic e
KEY VOCABULARY
kite
white
line
nine
bike
figs
bin
ADDITIONAL VOCABULARY
red
count
all together
ride
fly
Resources
WORKBOOK p.37
Teaching Aids:
- Phonics cards 14-18
- CD track 54
- Extra practical classroom activities – Sounds Fun Dictation
Introduction
aWarm up: Divide the children in to pairs A and B. Give each child an A or B extra practical classroom activity worksheet. The children take it in turns to dictate the words. The children listen to their partner and write them in the correct box. Feed back with the whole class.
Development
a Show the phonics cards 14-18, but cover the words and pictures so the children only see the picture. Elicit the words.
aOn the board write hiwte and get a child to write the correct word. Ask the children to open their workbooks on p.37 and say the words in the pictures in exercise 1.Ask them to do exercise 1.
aAsk the children what they remember of the chant from the previous lesson.
aThe children do exercise 2 writing in the missing words to the chant.
a.Recording 54: play the chant for the children to check their answers
a The children do exercise 3. 
a.The children do exercise 4.
Consolidation
aWriting and speaking: Put the following words on the board: white, kite, line, nine, figs, bin, bike
Ask the children to help you make a rhyme with at least 3 of the words e.g. There are 9 white kites. Ask the children to work with a partner and write a rhyme like the one on the board using as many words as possible from the list. Get the children to read their rhymes to the class.
SEMESTER 2 – Unit 5 – Lesson 4 - Period 72
Lesson 4 – Phonics Objectives: - Phonics – long vowel i with magic e
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking and listening skills
Long vowel I with magic e
KEY VOCABULARY
bike
line
kite
white
line
ADDITIONAL VOCABULARY
fly
ride
red
count
nine
children
together
Resources
CLASSBOOK p.39
Teaching Aids:
- Phonics cards 14-18
- CD track 53-55
- Flashcards – weather and weather activities 41 - 50
Introduction
aWarm up: Play Quick Flash with flashcards 41 – 50. Show each flashcard in turn very quickly and the children shout out what it is.
Development
a Hold up the phonics cards 14 - 18 one at a time and say the sound words. Drill each sound with whole class and individuals.
aHold the cards up again - covering the words and the children say the words. 
aRecording 53: Ask the children to open their student books on p 39 and look a