Giáo án môn học Tiếng Anh lớp 5 - Tuần 11

ups, give group2,3 pictures of toys/ objects in Activity 1
- G1: Do you have....?
- G2 Yes, I do. I have.../ No, I don’t. I don’t have...
 - Ask them to do activity 1 under T’s guidance
2.
- Do activity 1 in pairs
Activity 3: Students’ practice: part 2,3 : 
20’
Mode :
 T↔ Ss
Group work
2- Call some pairs of Ss to read the questions and answer them in Activity 2
- Check again 
3-Ask ss to do exercise part 3.
-Ask ss to check their answers.
. Do activity 2
.Do exercise part 3.
5’
Activity 4:Correct homework in workbook
Ask them to do exercises in workbook .
Correct the exercises.
Do exercises in workbook
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WEEK 11
GRADE 3	 Monday,November 16th 2015
UNIT 7:THAT’S MY SCHOOL
 LESSON 1:1,2,3-PERIOD 42
Time: 35 minutes
I.Objectives:
 By the end of this lesson, students can use the words and phrases related to the topic My school.
 -Talk about school facilities,using That is the+(school facility).
II.Teaching aids:
Teacher’s aids: student’s book, tape, TV
Students’ aids: books, notebooks.
III.Languages focus:
 -Vocabulary: School, classroom, big, small, gym, library, computer room, playgroun 
 -Sentence Patterns:
 1-A:That’s my school / classroom /........
 B: is it big?
 A: Yes,it is (No,it isn’t.It’s small)
IV.Procedures:
Time
Steps / Learning Activities
Language focus
Modes
5’
 8’
10’
9’
3’ 
I.Warm up: 
Have Ps to play game:Simon say
 -T say: +Stand up,please
 + Simon say.Open your book.
 +Close your book.
Ss listen and do actions quickly.If ss do incorrect will have to sing a song.
II.New lesson 
1.Look, listen and repeat.
Encourage Ss to say the name of the characters and what they say.
-Give feedback.
-Have ps repeat the dialogues in the bubbles a few times with 2 pictures.
-Do choral and idividual repetition,pointing to the character speaking.
-Explain the dialogue.
-Play the recording all the way through for Ss to listen. 
-Play the recording for Ss to listen and repeat each line of the text .
2.Point, say and do actions.
-Teach new words.
-Tell Ps that they are going to practise introduce with model sentence: That’s gym /library/computer room / playground.
- Ask ss to identify the pictures and read the words many times.
 -Write the sentences on the board and have ss to repeat a few times
-Do choral and individual repetition,pointing to each picture.
-Get ss to do actions with sentences.
3.Let’s talk.
-Have Ss look at the pictures on page 46-part 3 and identify the pictures.
- Elicit the words to Fill the gap and write the sentences on the board.
-Get ss to do choral and individual repetition a few times.
-Get ss to say and do the actions 
-Get ss to work in groups ,using the actions in the book.
-Call some groups to act out the actions in front of the class.
III. Consolidation
-Encourage ss to summarize the main points of the lesson.
a)Mai: That’s my school.
Linda: Is it big?
Mai: Yes,it is
b) Mai: That’s my clasroom.
Linda: Is it big?
Mai: No,it isn’t.It’s small.
Gym -phòng tập thể dục
Library-thư viện
Computer room-phòng máy tính
Playground-sân trường.
a-That’s the gym.
b-That’s the library.
c- That’s the computer room.
d-That’s the play ground 
1-That’s the library.
2- That’s the classroom.
3- That’s the computer room.
4-That’s the gym.
.
T – WC 
Whole class, individual.
T – whole class 
T – whole
individual
T- whole class
whole class
individual
Pairs
Group work
whole class
******************************************************
WEEK 11
GRADE 3	 Tuesday morning, November 17th 2015
UNIT 7:THAT’S MY SCHOOL
 LESSON 1:4,5,6 - PERIOD 43
Time: 35 minutes
I.Objectives:
 By the end of this lesson, students can use the words and phrases related to the topic My school.
 -Talk about school facilities,using That is the+(school facility).
 -Practise listening, reading skills.
II.Teaching aids:
Teacher’s aids: student’s book, tape, TV
Students’ aids: books, notebooks.
III.Languages focus:
 -Vocabulary: School, classroom, big, small, gym, library, computer room, playgroun 
 -Sentence Patterns:
 1-A:That’s my school / classroom /........
 B: is it big?
 A: Yes,it is (No,it isn’t.It’s small)
IV.Procedures:
Time
Steps/ Learning Activities
Language focus
Modes
5’
8’
12’
8’
2’
 1. Warm up 
-Have class to play game: Slap the board.
-Write words: gym,library, computer room, playground on the board then introduce the way to play game.
-Let ss to play game.
 2.Listen and tick.
-Say with ss :They are going to listen and tick the correct boxes under the picture.
-Show ss how to carry out the task and tick the box(v) .
-Draw ss’ attention to the pictures.
-Elicit the names of the school facilities.
-Give feedback:
-Guide ss to listen and do the task.
-Play the recording 3 times for ss to listen and tick.
-Get ss to swap and check their answers .
-Check as a class
Key: 1b 2c 3a
3.Look, read and write.
-Tell ss that they are going to look at the pictures and fill the gaps.
-Give ss a few times to read and to do the task.
 -Get ss to swap and check their answers .
 -Checking as a class and write the correct answers on the board for Ps copy in their notebook.
 -Call some pairs to read the text aloud. 
4.Let’s sing.
-Tell ss that they are going to sing the “This is the way we go to school.” song.
-Guide ss to read the lyrics.
-Open the CD for ss listen the song.
-Encourage ss to sing chorally
-Call some Ps to sing in front of the class.
5. Home- link:
Tell with Ps to : Learn by heart model sentences. 
1-Linda: That’s the computer room.
Nam: Is it big?
Linda: Yes,it is.
2- Linda: That’s the gym.
Nam: Is it big?
Linda: No,it isn’t. It’s small.
3-Linda: And That’s the classroom
Nam: Is it big?
Linda: Yes,it is.
1-classroom
2-library
3-computer room
4-gym
“This is the way we go to school.” song.
T-WC
T-WC
individuals
T-WC
Whole class
Pairs 
Groups
Individuals
WEEK 11
GRADE 2	 Tuesday afternoon, November 17th 2015
 Unit: 7-Lesson 1-Period 22
Time: 35minutes
 Objectives: by the end of the lesson, students will be able to:
 + Unit objective: Learn to identify parts of the face and body.
 + Lesson objective: practice to identify parts of the face.
 New vocabulary: hair, eyes, ears, nose, mouth, teeth, touch.
 Grammar review: It’s my , There’re my .
 Materials required for the lesson: 	
 - textbook (page 68) 
 -flash cards of 6 parts of the face above), Picture of Unit opener,CD
Activity 1: Warm up(5’)
Time
Modes
What teacher will do
What students will do
5’
T↔Ss
Picture of Unit opener
1. Show the picture of an Indian dancer in Textbook page 67 and ask:
- Who is this?
 - Point to her eyes and say: eyes.
- - Ask students to look at her eyes and ask: What color are they? (Mắt của cô ấy có màu gì?) 
- - Now look at her eyes and her traditional costume and guess ‘Where is she from? - Welcome to India, 
- Point to the body part and say head, eyes, nose, mouth, hair, hand, arm and finger. Repeat one or twice. Then ask students to point to their own features.
- Introduce the new lesson: Can you guess what the topic today is? 
1. Answer teacher’s question
- A dancer.
- Brown/ black.
- She’s from Indian
- Listen and repeat after Teacher.
- Point to the body part and repeat after Teacher.
- Topic today is parts of the face 
2. Stick the word: India on the board and teach students to pronounce. 	
2. Read after teacher.
Activity 2: Teacher’s presentation : (Activity 1 in textbook)
15’
Mode:
T↔Ss
Materials: textbook, flashcards of 6 parts of face, CD.
1.Pre teach New words:
 - hair -tóc ( visual )
- eyes - mắt ( visual )
- ears -tai ( visual )
- nose - mũi ( visual )
- Mouth /mauθ/: miệng. ( visual )
- Teeth /tiθ/: răng. ( visual )
 (1. Eliciting from children: Show the students flashcards and ask them to guess the name of each parts of face in the flashcards. (Show 1 part of flashcard about parts of the face in order to make surprised for ss ). 
 2. T models 2 or 3 times.
 3. Choral repetition.
 4. Individual repetition.
 5. Teacher corrects mistakes if any.
 6. Copying the words
7. T checks understanding ( stress, intonation, meaning)
- put the picture of that word behind.
1.- Guess the parts of the face in the flashcards and answer teacher’s question: 
tóc, mắt, tai, mũi, miệng,
răng.
- Listen to Teacher.
- Repeat after teacher in chorus.
- Individual repition.
- correct their pronunciation if they say wrong.
- check meaning, stress, intonation with teacher.
2. Stick pictures of those parts of the face on the board next to each word.
 - Play the CD and get students to repeat after it in chorus.
 - Get students to look at the board and repeat after the teacher
 - Call whole class, each group and each student to read again.
2- Repeat after the tape and the teacher in chorus.
.
Activity 3: Students’ practice (Activity 2 in textbook): Listen and do.
1’
1. - Say “Hair. Touch your hair”. Ask the children to touch their hair and say “It’s my hair”.
- Repeat with eyes and say “These are my eyes”. 
1. - Look at the teacher and do the same with her (touch their hair). Read after teacher.
- Do the same with teacher to touch their eyes and say “These are my eyes”. 
5’
Mode : Ss↔Ss
Whole class work.
Material: CD.
2.- Then play the CD and ask students to do Activity 2 together.
- Repeat the activity once more. And then repeat faster and faster to make it fun.
Audio script: 
1. Hair. Touch your hair. Say, “It’s my hair”.
2. Eyes. Touch your eyes. Say, “They’re my eyes”.
3. Ears. Touch your ears. 
4. Nose. Touch your nose.
5. Mouth. Touch your mouth.
6. Teeth. Touch your teeth.
2- Listen to the CD and do Activity 2 together.
- Repeat once more and then do faster and faster.
Activity 4: Production: Simon says.
6’
T↔Ss
Whole class work.
1. Simon says.
- Say “Simon says. Touch your hair”, model it and ask students to do it. 
- Repeat with all the face vocabulary.
- Review “leg” and “arm”. And continue repeat with “arm” and “leg”.
- Repeat once more with all the face vocabulary.
- Repeat faster and faster to make it fun.
- Say: “Please look at me. I will do it deliberate incorrectly. Be careful! If you’re wrong you will hop 5 times” . 
1- Listen to the Teacher and follow her instruction.
- Do the same with the teacher with all the face vocabulary.
- Do the same with “arm” and “leg”.
- Play faster and faster.
- Listen to Teacher’s advice and then play the game carefully.
2. – Ask a student to act as “teacher” and continue choose what Simon says..
- The winner is the last one who plays correctly.
2. Continue to play the game with some their friends.
- Praise the winner by clapping hands.
Closing
2’
Point to the parts of the face and ask students to call out the name of each parts of the face.
Ask them draw a face of a monster in their creative imagination at home and ask them bring it to the next lesson. T gives an example: A monster with 4 eyes, 2 mouths and 4 teeth and so on.
Guide them to do the homework
Call out names of six parts of the face..
Listen to teacher’s instruction.
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WEEK 11
Grade 1 Wednesday afternoon, November 18th 2015
Unit: 2- Lesson 2(2.1;2.2) - Period 21
 Time:35 minutes 	
 Objectives: by the end of the lesson, students will be able to:
 + Unit objective: Discover how to say and ask what things are
 + Lesson objective: Ask and answer “What’s this? It’s a/ an.
 Previous knowledge: how to introduce ourselves.
 Students know the structures:-What is it?
 It’s a/ an..
 An + vowels
 Materials required for the lesson: 
 - textbook, page 19
 -Flash cards for name of animals
Activity 1: Warm up (6’)
Time
Teacher’s activities
Student’s activities
6’
Animal cards.
T-Ss
1. -Hold an animal card secretly and ask What is it?.
- Have children guess the answer as fast as possible. Then have children choose an animal card for other children to guess.
2. -Panda, tiger, fish, monkey, elephant, octopus in choral
2. - Praise the pairs that done before the set time: 
 A and B have done very well, a big hand for them . 
3. Get teacher’s feedback:
 Clap hands.
Activity 2:Teacher’s presentation.
1.Listen and read. Then say
-Stick the Ps on the board and ask pupils
-What can you see in the Ps?
-Where’s Beakie? Where’s Eddie?
-What are they talking about?
-Feedback back and correct
-Play the CD and ask the children to listen and point
1. -Answer the question
-Beakie, Eddie, monkey, elephant
-They are in a hot air balloon
-They are talking about animals
- Listen the CD and repeat it in choral, impair and then individual
12’
Mode:
T↔ Ss
-Play the CD again with pauses and ask them to repeat in choral impair and individual
-Explain the sentence:
 +What is it?
 + It’s an elephant
. +It’s a monkey
-Write an + a, e, i, o, u on the board
-Explain that in English we use an with these five letters
-Have the children practice the sentence in pairs 
- Answer the teacher’s question: 
-Listen and repeat it in choral/ individual
flashcards cassette tape, textbook (page 11)
2.Connect the words to make correct sentences.
-Divide the class into 2 groups ,ask and answer the structure: 
+ What is it? It’s a/ an.
-Hand the Ps about fish: 
- G1: What is i
-G2: It’s a fish
-Ask the class practicing the sentence more times and then impair
-Write It’s aand It’s an..on the board
-Give children animal word cards to stick under the correct column
-Have them connect the words in their book to make sentences .Check answers orally. 
2.
-G1: What is it?
-G2: It’s a monkey
-Continue with some groups.
-Work in group and answer the question from the teacher
Activity 3: Students’ production: free talking
7’
Mode : 
Ss↔ Ss
-Play a memory game with a/an and the animal vocabulary
-Begin with the sentence At the zoo there is.(a monkey)
-Have a child repeat and add another animal
-eg: At the zoo there is a monkey and an elephant
-continue around the class if children make a mistake with a or an they are out
1. Play the game
 Activity5: Consolidation 
2’
-Encourate ss to say the main points of the lesson.
Say the main points.
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WEEK 11 Thursday morning, November 19th 2015
Grade 3 UNIT 7:THAT’S MY SCHOOL
 LESSON 2:1,2,3-Period 44
 Time: 35minutes
I.Objective.
 -By the end of this lesson, students can: Ask and answer the question: 
 Is the (school facility) +adjective?
 Yes, it is (No,it isn’t. It’s..)
II.Teaching aids:
Teacher’s aids: student’s book, tape, TV.
Students’ aids: books, notebooks, workbooks.
III.Languages focus:
Vocabulary: Review words: School, classroom, big, small, gym, library, computer room, playground, new, old 
 -Sentence Patterns:
 1-A:That’s my school / classroom /........
 B: is it big?
 A: Yes,it is (No,it isn’t.It’s small)
 IV.Procedure.
Time
Learning activities
Language focus
modes
5’
8’
12’
 8’
2’
1.Warm up: 
Get Ps to listen and sing along the song:This is way we go to school.
2.Look, Listen and repeat: 
- Look at the pictures in the book and read the text.
-Point to the first picture and elicit what each character says.
-Give feedback and have Ps repeat the text a few times
-Repeat the procedure with the second picture.
-Do choral and individual repetition,pointing to the characters.
-Play the record for Ps to listen and say along.
- Call some pairs to read aloud before class
2. Point and say.
- Tell Ps that they are going to practise asking and answering the question:Is the+ school facility +adjective ?
-Point to each school facility and elicit the meaning of the words under picture. and write the model questions and answers on the board.
-Have Ps repeat sentences a few times.
Do choral and individual repetition,pointing to the pictures
-Get Ps to work in pairs
-.Check as a class.
4.Let’s talk: 
-Tell Ps that they are going to practise more with their friends.
-Ask them to look at the pictures and elicit the words to fill the gaps.
-write the question and answer on the board.
-Have Ps repeat them some times.
-Get Ps to work in pairs using the characters’ actions in the book 
5.Consolidation: 
-Encourage ss to say the main point of the lesstion.
 Asking and answering with model sentences many times.
The song: This is way we go to school.
a)Mai:Is your school big?
 Girl:Yes,it is.
b)Mai:Is your classroom big?
 Girl: No,it isn’t.it’s small.
Ex.
a. A:Is your school new?
 B:Yes,it is.
b. A:Is your gym big?
 B:Yes,it is.
c. A:Is your library old?
 B:No,it isn’t.It’s new.
d. A:Is yourplayground large?
 B:No,it isn’t.It’s small.
Is the classroom big?
 Yes ,it is
Is the library small/ big?
Is the gym?
d. Is thecomputer room..?
Whole class
Whole class
Whole class
pairs
Whole class
Whole class
Individual
pairs
Individual
Groups, 
pairs
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WEEK 11 Thursday afternoon, November 19th 2015
 Grade 1 Unit: 2- Lesson 2(2.3) - Period 22
 Time:35 minutes 	
 Objectives: by the end of the lesson, students will be able to:
 + Unit objective: Discover how to say and ask what things are
 + Lesson objective: Ask and answer “What’s this? It’s a/ an.
 Previous knowledge: how to introduce ourselves.
 Students know the structures:-What is it?
 It’s a/ an..
 An + vowels
 Materials required for the lesson: 
 - textbook, page 19
 -Flash cards for name of animals
Activity 1: Warm up 
Time
Teacher’s activities
Student’s activities
2’
1. - Greet the whole class:
1. Greet the teacher:
5’
Mode:Pair works.
T↔ Ss
2. -Hold some animal cards and point at every picture then ask: What is it?.
- Have children listen and answer as fast as possible: It’s a/ an..
2. -Panda, tiger, fish, monkey, elephant, octopus in choral
3. - Praise the pairs that done before the set time: 
3. Get teacher’s feedback:
 Clap hands.
Activity 2: Students’ practice 
8’
Mode: T↔ Ss
Group work
1.Connect the words to make correct sentences:
-Guide the children to connect the words to make sentences.
-call 4 ss to connect on the board.
-call ss to comment.
-Correct.
-Divide the class in groups of three
-Children take turns acting out animals, asking What is it?. And answering It’s a/ an(animal)
-Monitor and make sure a/an are used correctly`1
-Do the same as the teacher’s require.
 octopus
It’s an monkey
 It’s a Fish 
 elephant
Activity 3: Students’ production(10’): free talking
Mode 
Ss- Ss
-Divide the class in groups of three
-Children take turns acting out animals, asking What is it?. And answering It’s a/ an(animal)
-Monitor and make sure a/an are used correctly`1
- Praise the class: 
(A big hand for the whole class). 
. Play the game
Activity4: Consolidation and do exercises in workbook- page13
12’
Work
book
 -Encourate ss to say the main points of the lesson.
-Guide for ss to do exercises in workbook -page 13
Say the main points.
-Do exercise in wokbook
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WEEK 11
GRADE 3 Friday afternoon, November 20th 2015
 UNIT 7:THAT’S MY SCHOOL
 LESSON 2:4,5,6 -Period 45
 Time: 35minutes
I.Objective.
 -By the end of this lesson, students can: Ask and answer the question: 
 Is the (school facility) +adjective?
 Yes, it is (No,it isn’t. It’s..)
 -Ss practice listening and writing skills
II.Teaching aids:
Teacher’s aids: student’s book, tape, TV.
Students’ aids: books, notebooks, workbooks.
III.Languages focus:
Vocabulary: Review words: School, classroom, big, small, gym, library, computer room, playground, new, old 
 -Sentence Patterns:
 1-A:That’s my school / classroom /........
 B: is it big?
 A: Yes,it is (No,it isn’t.It’s small)
IV.Procedure.
Time 
Steps/ Learning Activities
Language focus
Modes 
 5’
8’
10’
10’
2’
1Warm up: 
-Have ss make a dialogue using model sen