Giáo án môn học Tiếng Anh lớp 5 - Tuần 3

ion by Vietnamese
- Listen to the teacher’s explanation.
Ss do the same
Activity 3: Students’ practice(15’)
Mode : T↔Ss
 individual 
Materials: flashcards, new words (on print out-papers)
1. Listen and read:
- Play the CD and ask Ss to listen.
- Ask Ss listen to the story and read.
- Play the CD again with pauses and have Ss listen and repeat in chorus.
- Play the CD again for the children to pose like the characters. 
- Ask Ss read the story again in pairs (silent).
- Call some pairs read the story out loud
+ T will read each sentence of the story but with some wrong words and ask students to clap the table if T reads wrong and correct. (T may be use the words in other lesson)
. In the first picture: What are they? But T reads: What is this?. So students will say “no” when hearing word: is this and say: are they)
They’re teddy bear and robots. But T. reads They‘re actors and cook.
. In the second picture: Let’s play together. But T will read: Let’s play each other.
Go on with other pictures.
* My value: Co-operation play together!
- Ask Ss: Why we need to play together?
- T. talk with the Ss about the importance of sharing and working together.
Ask the Ss to think of different team games and sports.
Ask them Why it is important to play together and help each other.
Allow the Ss to answer in L1 to help them better think of different team games and sports.
- Ask Ss What other things they can do together (go on school trips, study, watch a movie,)
2. Read the story again. Then count and write. 
- Divide class into three groups.
Have the Ss look at the story pictures again.
Practice counting the toys orally.
Then ask the Ss to complete the numbers in their book.
Check answers orally.
Answers: 1 two, 2 three, 3 two.
Listen and read
Listen and repeat in chorus
Listen and practice
Work in pairs
- Some pairs read the story out loud
- Listen to the teacher, find out the mistake and correct.
Ss answer
Ss listen to the teacher
Think of different team games and sports.
Ss answer
Answer: go on school trips, study, watch a movie,
Make two groups
Look at the story
- Say the word in 
Group to complete sentences.
- Answers: 1 two, 2 three, 3 two.
* Summary:
- Repeat the value of cooperation and Why we need to play together? For the Ss
- Read aloud the story and have the children to act it out, 
- Learn about the value of cooperation
 - Know when we need to play together.
 - Act out the story.
4. ConsolidationL2’
- T. asks and retells the story
- Guide them to do exercise in workbook, page 39.
5. HomeworkL1’
- Do ex in workbook
- Prepare for next lesson (lesson 5)
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WEEK 3
Group 3 Monday, September 21st 2015
UNIT 2: WHAT’S YOUR NAME?
LESSON 2: 1,2,3 - Period 10
Time:35minutes
I.Objectives: 
 -By the end of this lesson, students will be able to:
+ Ask and respond to the question: What’s your name?
 +Spell a name and ask how to spell a name,using How do you spell your name? 
 -Develop listening and speaking skills.
II.Language focus:
 -New words: How ,do,spell.
 -New structure: How do you spell your name?
 L-I-N-D-A.
III.Teaching aids:
Teacher’s aids:Student’s book, word cards, recording, puppets.
Student’s aids: book, notebook, workbook. 
IV.Procedures:
Time
Steps/Activities
Language focus
Modes
1’
4’
6’
10’
10’
4’
I.Class organization.
II.New lesson:
1.Warm up: 
 - Revising : What’s your name?
 I’m(My name’s)+name.
By call some pairs to do the dialogue in front of class.
-Say the activities Bank in the introduction for more activities.
2.Look, Listen and repeat
-Have Ss open the book page 14, look at the picture a and b. 
-Tell ps that they are going to spell names.
Draw ps ‘attention to the first picture and elicit the names of the characters and what they say.
-T gives feedback.
 -Get ps to repeat the text in the bubbles a few times.
-Repeat the procedure with the second picture.
-Explain how to spell one’s name .
Ex: Linda 
-have ps practise spell several names: Linda,Peter,Mary.(read louder underline sounds-they are stressed)
-Do choral and individual repetition of the language,point the characters speaking.
 -Play the recording for ps to listen and say along. 
3.Point and say.
 -Tell ps that they are going to practise spell the names.
-Draw ps’attention to the first picture,elicit the name of characters and what each one says.fill the bubbles.
-write the question and answer on the board,have ps to repeat the language a few times.repeat the procedure with the second picture.
-Do choral and individual repetition of the letters in focus: L,i,n,d,a,q,u,pe,r before having ps drill the spelling.
-Get ps to work in pairs.check as class.
4.Let’s talk.
-Have Ss look at the pictures on page 12-part 3 and identify the characters in the pictures. 
-Point to Peter and Hoa and elicit what they say.
-Fill the gap and write the sentences on the board.
-Get ss to do choral and individual repetition a few times.
-Get a pair to do the dialogue.
-Get ss to work in pairs or groups ,using the characters’names in the book and Ps’names.
-Call some pairs to act out in front of the class.
5.Home- link: 
-Review The ABC Song on page13 at home.
-Practice ask and answer with model sentences.
What’s your name?
My name’s..
LINDA
How do you spell your name?
N-A-M
L-IN-D-A
Q-U-A-N
P-E-T-E-R
T-WC
T-WC
Pairs
T-WC
Whole class, group and individual.
T-WC
Group work
Individual 
T – whole class
T – whole class
Pair- work
Individually 
T – whole class
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WEEK 3
Group 3 Tuesday morning, September 22nd 2015
UNIT 2: WHAT’S YOUR NAME?
LESSON 2: 4,5,6 - Period 11
Time:35minutes
I.Objectives: 
 -By the end of this lesson, students will be able to:
+ Ask and respond to the question: What’s your name?
 +Spell a name and ask how to spell a name,using How do you spell your name? 
 -Develop listening and speaking skills.
II.Language focus:
 -New words: How ,do,spell.
 -New structure: How do you spell your name?
 L-I-N-D-A.
III.Teaching aids:
Teacher’s aids:Student’s book, word cards, recording, puppets.
Student’s aids: book, notebook, workbook. 
IV.Procedures:
Time/ Steps
Learning Activities
Language focus
MODES
1Warm up: 5’
2.
Listen and number
8’
3.
Read and match .
10’
4.Let’s write.8’
5.Home- link: 4’
-Have ss make a dialogue using model sentences in unit 1.
-Tell ss that they are going to listen and number the correct boxes.
-Guide to do exercise.
 -Have Ss look at Pictures ,elicit what happening in the pictures. 
-Ask Ss to listen to the recording 3 times.
-Call ss to give answers.
-Comment and correct.
*Key:
a-4 b-2 c-1 d-3
-Tell ss that they are going to read the sentences then match the sentences in columnA with suitable sentences in column B.
-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 book.
 -Call some pairs to read the sentences aloud. 
-Guide ss to read and fill in the gaps.
-Ask ss to do exercise.
-Call ss to give answers.
-Call some pairs to read aloud the sentences.
-Call some pairs to act out the dialogue.
-Guide ss to practice with exercises in workbook page 9.
1.
Peter:My name’s Peter.
Mai: Hello,Peter. My name’s Mai.
2.Linda: My name’s Linda.What’s your name?
Quan: Hi,Linda. My name’s Quan.
3.Mai: How do you spell your name?
 Linda:L-I-N-D-A.
4.Quan: How do you spell your name?
Peter: P-E-T-E-R
1-c
2-b
3-a
Boy: What’s your name?
Girl: My name’s Linh
Boy: How do you spell your name?
Girl: L-I-N-H
T-WC
T-WC
individual
T-WC
Individual
 pairs
Groups
T-WC
Pair- work
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WEEK 3
GROUP 2 Wednesday morning ,September 23rd 2015
Unit: 5 – Lesson 5- Period 6
Time :35minutes
	I. Objective: By the end of the lesson, students will be able to:
+ Unit objective: Learn to identify toys and learn the colors
 	+ Lesson objective: Introduce and practice colors.
 Vocabulary: gray, yellow, white, green, red, blue, pink, black, orange, brown. 
 Grammar review: This is my 
 II. Materials required for the lesson: 
 Textbook, page 52, CD, flashcar
 III. Procedures: 
 1. Class organization: 
 Checking attendance: 
 Checking about school things for English Subjects.
 2. New lesson
Activity 1: Warm up (5’)
 What teacher will do
What students will do
Mode : 
Materials: 
Ask Ss sing a song
- Sing the song.
T walks around the classroom showing colored pencils.
- Encourage the Ss to say the color in Vietnamese. 
Ss say the color in vietnamese.
Activity 2: Teacher’s presentation(10’)
Mode: T↔Ss
Materials: textbook, page 52, CD, chalkboard.
1.Present the vocabulary:
- Ask one student a question: 
- How many colors are there?
- What are they?
- What color do you like?
- Show the students flashcards and ask them to guess the colors in the flashcards:
- Show the picture of gray and ask: 
What color is this? 
+ Show students flashcards of 10 colors (gray, yellow, white, green, red, blue, pink, black, orange, and brown) one by one and ask again.
-Stick ten pictures of color on the board next to each word.
 - Play the tape and get students to repeat after it in chorus.
 - Get students to look at the board and repeat after the teacher.
- Call some students to read again
Ss answer the teacher’s questions
Ss look and guess the color
Look and answer
- Answer the teacher, and then repeat the new words.
Ss read the words again
Listen and repeat
Activity 3: Students’ practice (15’)
Mode : T↔Ss
 individual 
Materials: flashcards, new words (on print out-papers), 
1. Play game:
+Divide the class into 2 groups, A and B
 - Get students to make two lines
 - Stick the flashcards on the board
 - Say a word at random (black).
+ Have the class to make a circle.
 - Pass the flashcards to other student and say a word: red.
 - Get the students to pass the pictures to the other ones and say the same word (red).
.+ Use a classroom object to introduce: It’s (color). (Ex: Pick up a pencil case and say: it’s my pencil case. It’s red.)
- Ask students to work in pair and use their own classroom objects to practice.
.2. Listen and color. Then say which color is missing:
- Divide the class into two groups: Blue and Green
- Call two students of two groups to come to the board and give each of them a series of pictures with 10 colors. 
- Play the CD and pause after color, invite them to listen and stick the right color into the right number in the carpet 
- At the same time, ask whole students to listen and color the carpet in their textbook.
- The student who sticks exactly the colors in the carpet will get one star for their group.
- Elicit which color is missing (white)
Make two lines and stand at the same distance from the board. 
Run to the board and slap on correct picture (black).
+ Make a circle.
 - Say a word (red) and pass the flashcard to other.
Pay attention to teacher.
- Work in pair work in pair and use their own classroom objects to practice
Make class into 2 groups
- Two students of two groups come to the board and get a series of pictures with 10 colors from teacher.
- Listen to the CD and stick the right color into the right number in the carpet 
- Elicit which color is missing (white)
* Summary:
- Guide Ss to do exercises in Workbook
- Stick flash cards of colors on the board and have Ss to read aloud again
- Look at the flash cards and read aloud
4. ConsolidationL4’
- T. talks about ten colors again.
- Guide them to do exercise in workbook, page 40.
5. HomeworkL1’
- Learn by heart the colors
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WEEK 6
GRADE 1 Wednesday afternoon ,September 23rd 2015
 Unit: 1 - Lesson 2 - Period 5
	 Time: 35 minutes.
 Previous knowledge: Know how to introduce themselves.
 Objective: By the end of the lesson, students will be able to:
 Lesson objective: ask and answer about name.
 Students know the structures: What’s your name? /wc:ts jc: neim/
 - My name’s /mai neimz/
 Materials required for the lesson: 
 textbook , two puppets ,CD, flash cards.
Activity 1: Warm up(5’)
 What teacher will do
What students will do
. Play the What’s your name? song, have Ss to listen and sing along two times.
. Listen the song.
Activity 2: Teacher’s presentation(15’)
Mode: pair work
T↔Ss
1.Review: 
- Show the two puppets and say Hello, I’m Alan; Hi, I’m Mai to all class, then practice with some students.
1. Reply two puppets and respond to the teacher.
Materials: textbook page 9, puppets CD, chalkboard.
2. - Make a short conversation by two puppets: 
Hello, I’m Peter. What’s your name? 
– Hi, my name’s Tom.
 Repeat 2 or 3 times to let students get acquainted with the question What’s your name?
- Put the lyric of the song Hello, What’s your name? On the board and play the CD. Play the first times, have Ss to listen; play the second times, have Ss to listen and sing a long.
- Ask What’s your name? And have Ss to answer I’m/My name’s do the same with different Ss.
- Have students to open the book, page 9, then play CD and get students to listen and repeat in chorus or in individual.
2. - Listen to the teacher.
- Look at the board, listen to the CD and sing along.
- Try to answer the teacher I’m/My name’s
- Open the book, listen and repeat in chorus or in individual.
Activity 3: Students’ practice(15’)
Mode : T↔Ss
 Pair work, Group work 
1. 
- Write the structure What’s your name? – My name’s/I’m  on board, then speak aloud and let students repeat in chorus. Invite Ss to answer the question.
- Rub out some words of the structure and have students to say again.
- Read aloud the conversation in page 9, makes some mistakes and have students repair them.
- Have students to work in pair to practice the structure.
- Get 2 or 3 pairs go to the board to present their dialogue.
- Take a puppet and ask one student to make conversation, then again with others.
2. Play game: Reorder.
- Put each word your, What’s, name on a paper, invite three Ss go to the board, each child hold one paper, ask them to reorder to make the right sentence and they have to finish while the whole class count from 1 to 10. 
- After they finish, ask Ss if it is true or false, and have the whole class to repeat aloud.
- Repeat with some other Ss, for more fun, ask them to do quickly (the class count from 1 to 5 only).
3. Have students to do the exercise on page 9 (Match the question to the correct answer) in individual, then get some to give their answers. Give the final answer to let them check.
4. Guide them to do the exercises in Workbook, page 5.
1.
- Look at the board and read aloud.
- Respond to the teacher.
- Listen to the teacher and correct the mistakes.
- Work in pair.
 - Some pairs go to the board to present.
 - Respond to the teacher.
2. Play the game, try to reorder quickly.
3. Do the exercises and check.
4. Do the exercises in Workbook.
Materials: textbook page 9, puppets CD.
*Summary: 
- Play the song Hello. What’s your name?, again and have Ss to sing along. 
- Sing the song to review the question What’s your name? And the way to answer I’m/My name’s
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WEEK 3
GRADE 3 Thursday morning, September 24th 2015
 UNIT 2: WHAT’S YOUR NAME? 
 Lesson 3:1,2,3-Period 12
TIME:35 minutes
 I.Objective: 
 - By the end of the lesson, pupils will be able to ask and answer about the names.
 And pronounce the sounds of the letters m,p in the words mai ,Peter respectively. 
II.Language focus:
 -Vocabularies: - What, name, your, my, is
 -Structure: -What’s your name ?
 - My name’s ....
 (I’m Linda.)
III.Teaching aids:
Teacher’s aids:Student’s book, recording.
Student’s aids: book, notebook, workbook. 
 IV. Teaching aids:	
 Teacher’s book, student’s book, cassette player, posters, pictures.
V.Procedure.
Time
Steps/Teacher’s activities
Language focus
Modes
5’
8’
7’
10’
5’
1.Warm up: 
-Sing a song :The alphabet song.
Get Ps to play game:The spelling and writing game:
 2.Listen and repeat: 
-Tell Ps that they are going topractise saying the letters,words and sentences in the book.
-Write the phonics letters ‘m, p’ on the board and say them a few times.
-Ask Ps to repeat after teacher.
-Prompt Ps to say the words and sentences,paying attention to the target phonics letters.
-Do choral repetition of the words and sentences until Ps fell confident . .
- Turn on the tape and ask Ss to listen and repeat.
( three times).
- Call some Ss to read aloud before class
3. Listen and write: 
- Tell Ps that they are going to do dictation.
-Give ps a few second to read the text in silent .
-Have Ps listen and write in the blanks.
-Have ps swap and check their answers .
-checking as a class.
-Write the correct answers on the board for Ps to copy down on their notebooks.
-Get Ps to work in pairs to practise saying sentences.
4.Let’s chant: 
- Tell Ps that they are going to say ‘What’s your name?’chant. read the chant and check comprehention.
Play the recording 3 times for Ps to do choral and individual repetition.
-Show Pshow to chant and do actions.
-Call 2 groups of 4 to give a demonstration.
5. Home-link: 
- Learn by heart:
 What’s your name ? chant.
-Guide Ps to practise exercises part C –page 10 in workbook .
M, p,Mai,Peter; 
My name’s Mai.
Hello,Peter
1-Hello,..
2-my name’s.
Keys: 1-Peter
 2-Mai
What’s your name? chant.
Whole class
Individual
T-Whole class
Individual
Individual
Pair work
T-whole class
Individual
Groups
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WEEK 3
GRADE 1 Thursday afternoon, September 25th 2014
 Unit 1 - Lesson 2-Period 6
Time: 35 minutes.
Objective: By the end of the lesson, students will be able to:
+ Unit objective: give their names and identify others.
+ Lesson objective: ask and answer about name.
Previous knowledge: Know how to introduce themselves.
Students know the structures: 
 -What’s your name? 
 - My name’s 
Materials required for the lesson: 
 - Textbook
 - Two puppets
 - CD, flash cards
Time, materials and steps
What teacher will do
What students will do
 Warm up(5’) 
- Greet the whole class “Hello, students.” 
- Greet the teacher “Hi, teacher.”
-Play the Hello, What’s your name? song, have Ss listen and sing along, repeat two times.
-Sing the song.
 Teacher’s presentation(12’)
- Make a short conversation by two puppets: Hello, I’m Peter. What’s your name? – Hi, my name’s Linda. Repeat 2 or 3 times to make students get acquainted with the question What’s your name? 
and answer: My name’s
- Listen to the teacher.
- Ask What’s your name? And have Ss answer I’m/My name’s do the same with different Ss.
- Try to answer the teacher I’m/My name’s
- Have students open the books, page 9, then play CD and get students to listen and repeat in chorus or in individual.
- Open the book, listen and repeat in chorus or in individual.
 Students’ practice(15’)
Mode : T↔Ss
 Pair work, Group work 
- Write the structure What’s your name? – My name’s/I’m  on board, then speak aloud and let the students repeat in chorus. Invite Ss to answer the question.
- Look at the board and read aloud.
- Have students work in pairs to practice the structure.
- Work in pairs.
- Play game: Reorder.
- Put each word your, What’s, name,My, name’s, Hannah. on a paper, invite 5 Ss to the board, each child holds one paper, ask them to reorder to make the right sentence and they have to finish while the whole class count from 1 to 10. 
-Play the game, try to reorder quickly.
- After they finish, ask Ss if it is true or false, and have the whole class repeat aloud.
- Guide them to do the exercises in Workbook, page 5.
-Do the exercises in Workbook.
 Summary:(3’)