Giáo án Tiếng Anh Lớp 5 - Unit 1+2 - Năm học 2019-2020

Teaching date: 16/9/2019
Period 5. UNIT 1: WHAT’S YOUR ADDRESS?
Lesson 3 (1- 3)
Objectives: 
By the end of this period, pupils can pronounce two-syllable words with the stress on the first syllable: 'city, 'village, 'mountains and 'tower.
B. Resources: Textbook, chalk, board, speaker, computer, ect. 
C. Procedures:
Warm-up: (5 minutes)
 Spend a few minutes revising the previous lesson by inviting a few pupils to read their answers to Activity 5. 
Listen and repeat. (10 minutes)
- Tell the class that they are going to practise saying two-syllable words with the stress on the first syllable. Explain that in a word with more than one syllable, one of the syllables is usually said with more emphasis than words the rest (e.g. 'city, 'village, 'mountains and 'tower).
- Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat all the and sentences twice.
Listen and circle a or b. Then say the sentences aloud. (7 minutes)
- Tell the class that they are going to listen and circle a or b to complete the sentences.
- Give them a few seconds to read the sentences in silence before playing the recording for them to do the task.
- Get them to compare their answers in pairs before checking as a class.
Key:	1 b	2 a	3 a
Let’s chant. (13 minutes)
- Tell the class that they are going to say the chant Where do you live? Have them read the chant and check their comprehension.
- Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat line by line.
- Put the class into two groups to practise chanting: one chants the questions and the other chants the answers.
- Have them practise chanting and doing actions in groups.
- Invite two or three groups to say the chant and do actions.
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Teaching date:17/9/2019
Period 6. UNIT 1: WHAT’S YOUR ADDRESS?
Lesson 3 (4- 7)
Objectives: 
By the end of this period, pupils can read, write and speak about one’s address.
B. Resources: Textbook, chalk, board, speaker, computer, ect. 
C. Procedures:
Warm-up: (3 minutes)
Spend a few minutes having the class say the chant Where do you live?
Read and tick Yes (Y) or No (N). (12 minutes)
- Tell the class that they are going to read the text and tick Yes or No.
- Get them to read the sentences and underline the key words/phrases before reading the passage to find the relevant information. 
- Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary.
- Have them compare their answers before checking as a class.
Key:	1 N	2 Y	3 N	4 Y	5 Y
5. Write about your friend. (10 minutes)
- Tell the class that they are going to write about one of their friends.
- Give them time to read the questions and write the first draft of their answers in their notebooks.
- Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary.
- Remind them to write the first letter of each sentence and the name of their friend in capital letters, and put commas and full stops at the appropriate places.
- Get them to swap and read their writing in pairs before inviting two or three pupils to read their answers aloud.
6. Project. (8 minutes)
- Tell the class that they are going to do a drawing project. They should work in groups to discuss the house they are going to draw, and its address. Then ask them to draw it on a piece of paper. Set a time limit for them to do the task.
- Invite a few groups to present their drawings to the class and talk about them.
- If there is not enough time, give the activity as homework and talk about the drawings in the next lesson as a warm-up activity.
- Display their drawings in the classroom if you wish.
7. Colour the stars.(2 minutes)
- Have the class read the statements and check their comprehension.
- Give them time to colour the stars and invite a few pupils to read the statements aloud.
- Give further support to pupils who find it difficult to achieve certain objectives.
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Teaching date: 19/9/2019
Period 7. UNIT 2: I ALWAYS GET UP EARLY
HOW ABOUT YOU?
Lesson 1 (1- 3)
Objectives: 
By the end of this period, pupils can use the words and phrases related to the topic Daily routines; ask and answer questions about someone’s daily routine, using What do you do ...? I always/usually/often/sometimes ...
B. Resources: Textbook, chalk, board, speaker, computer, ect. 
C. Procedures:
Warm-up: (5 minutes)
Have the class talk about their houses, using the drawings from Unit 1, Lesson 3, Activity 6. Get them to point at each drawing and say the address and what it is like. Introduce the new lesson by writing the title on the board and have pupils repeat it once or twice.
Look, listen and repeat. (8 minutes)
- Have the class look at the pictures. Introduce the story by pointing at each character and elicit their answers to the questions: Who’s this? What’s he doing? Who’s he talking with online? What does he do in the morning? What does he do after school/in the afternoon?
- Play the recording all the way through for pupils to listen and follow in their books. 
- Play it again for them to repeat line by line. Check their understanding of the story.
Point and say.(12 minutes)
- Tell the class that they are going to practise asking and answering questions about someone’s daily routines. 
- Have pupils look at the pictures. 
- Teach them how to read the words and phrases under each picture.
- Ask them to pay attention to the pronunciation of the words: 'always, 'usually, 'often and'sometimes.
- Point at each picture and ask the question What do you do ...? for pupils to answer chorally, using the information under the picture.
- Have them practise asking and answering the questions in pairs. 
- Then invite one or two pairs to speak to check their performance.
Let’s talk. (10 minutes)
- Tell the class that they are going to practise further by asking and answering questions about someone’s daily routines. 
- Get pupils to work in pairs. 
- Remind them to use the questions and answers in their books. Set a time limit for them to practise.
- Monitor the activity and offer help, if necessary. Invite a few pairs to act out their conversations. Then give feedback.
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Teaching date: 19/9/2019
Period 8. UNIT 2: I ALWAYS GET UP EARLY
HOW ABOUT YOU?
Lesson 1 (4- 6)
A. Objectives: 
By the end of this period, pupils can listen, read and speak about someone’s daily routine.
B. Resources: Textbook, chalk, board, speaker, computer, ect.
C. Procedures:
Warm-up: (5 minutes)
Spend a few minutes revising the previous lesson by inviting one or two pairs of pupils to ask and answer questions about their daily routines, using What do you do in the morning/afternoon/ evening? I always/usually/often/sometimes ...
Listen and tick. ( 8 minutes)
- Tell the class that they are going to listen to the recording and tick the correct pictures.
- Ask them to look at the pictures to identify the characters and their activities.
- Play the recording all the way through for pupils to listen and tick the pictures. Play it again for them to check their answers. Monitor the activity and offer help, if necessary.
- Get pupils to compare their answers before checking as a class. Play the recording a third time to confirm the answers.
Key:	1 c	2 b	3 b	4 a
Read and complete. (10 minutes)
- Tell the class that they are going to read and fill the gaps with like, do, TV, play and usually.
- Give them a few seconds to read the text and the words in the box. Remind them to focus on the context to select the appropriate words.
- Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary.
- Get pupils to compare their answers in pairs before checking as a class. If there is enough time, have the class read the completed text aloud.
Key:	1 do	2 usually	3 play	4 TV	5 like
Let’s sing. (12 minutes)
- Tell the class that they are going to sing the song This is the way we do things. Have pupils read each line of the lyrics and teach the unfamiliar words. Check comprehension.
- Play the recording all the way through for pupils to listen and follow in their books. Play it again and ask pupils to do choral repetition line by line.
- When pupils are familiar with the melody, ask the class to sing along with the music before having them practice singing and doing actions in groups.
- Invite a group to sing the song and do actions in front of the class.
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