giáo án tiếng anh lớp 5 học kỳ i

ME AND MY FRIENDS Week: 1. Period: 1st. Date of teaching: Thursday, September 12th, 2013. UNIT 1: A SUMMER CAMP Lesson ======================================================================== I. Objectives: - By the end of this lesson, students will be able to ask and answer questions about where some is from. - Develop speaking skill. II. Teaching methods: - Communicative approach. - Techniques: + Ask and answer (say individually) + Work in pairs/ groups. + Discuss. III. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IV. Languages focus: - Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala Lumpur , Thailand – Bangkok, the USA – New York, Indonesia - Jakarta - Structures: A: Where’s he from? B: He’s from Malaysia. A: Where in Malaysia is he from? B: Kuala Lumpur. V. Procedures: Time 6’ 10’ Steps/Activities I. Warm up: Slap the board. Let Ss play the game with the characters in character gallery on P.2 II. New lesson 1. Look, listen and repeat. - Have Ss to look at the book at page and get Ss to identify the familiar characters and the new ones. - Have Ss guess what is happening in each picture. - Set the scene: These children are at a summer camp in Vietnam.(elicit the word “summer camp”) Work arrangement T – whole class T – Whole class ======================================================================== 10’ - Use the world map to show where each country or city is (Malaysia, Thailand, Bangkok and Kuala Lumpur) - Write the new words on the board and get Ss to read a few times. - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the lines in the speech bubbles two times. - Divide the class into groups to take turns to say the lines from Zack and Lawan. - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation. 2. Point, ask and answer. - Have Ss look at the pictures a, b, c and d on page - Set the context: These children come from many countries. Point to P. a and say: This is Zack. He’s from Kuala Lumpur, Malaysia. – Have Ss repeat: Zack, Malaysia, Kuala Lumpur. Repeat the step with other pictures. - Ask Ss to read the example and elicit their prompts to complete the text in the speech bubbles - Write the questions and answer on the board and get Ss to repeat the lines a few times in turn. - Model the task. Point to Zack and ask: Where’s he from? Class: He’s from Malaysia T: Where in Malaysia is he from? Class: Kuala Lumpur. - Ask them to act out the dialogue. Repeat the step with some other pairs for pictures b, c, d.( Focus on pronunciation and fluency) - Have Ss practice acting out the dialogue in pairs, using the pictures. - Monitor the activity and offer help. Correct Group/ pair work T – Whole class T – Whole class Group work Pair- work ======================================================================== - 10’ - 4’ Week: Period: 2nd. - pronunciation errors (stress, assimilation of sounds, intonation) when necessary. Call on some pairs to perform the task at the front of the class. Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3. Listen and tick. Get Ss to look at the pictures on page and tell them the purpose of the listening. Elicit the information of these pictures. Do the first example with Ss. Play the recording twice: once for listening all the way through and once for them to doing the task. 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. Make some questions to check Ss’ comprehension III. Summary and Home- link: Consolidate the content of the lesson. Ask Ss search for the cities and flags of related countries in the unit on the world map or in the internet. T – whole class T – whole class Individually Pair- work T – whole class Date of teaching: Friday, September 13th, 2013. UNIT 1: A SUMMER CAMP Lesson I. Objectives: - By the end of this lesson, Students will be able to pronounce correctly the sound of the letter “ese” and that of the letter “ian”; listen and read for specific information - 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: Vietnamese Indonesian V. Procedures: Warm up: Country bingo Let Ss play the game with the grid and a list of countries Vietnam Laos Indonesia Malaysia Thailand The USA The UK Korea Cambodia - - - I. New lesson 1. Listen and repeat/ Group and say it aloud. a. Listen and repeat. Have Ss open the book page 8, draw their attention to the letters colored differently in the words Vietnamese and Indonesian Set the scene: “We are going to learn how to produce the sound of letters ese in the word Vietnamese and that of the letter ian in the word Indonesian” Produce the sound of the letter ese and ian a few times Get Ss to repeat the words a few times. Encourage Ss to recall the names of countries (Unit – Tieng Anh 4) which have the end of ese and ian b. Group and say it aloud - Ask Ss to look at the chart and the word box - Check if they understand the activity and the meaning of the focused words. - Say each word and get Ss to repeat a few times. - Set the time and let Ss the task ======================================================================== - Ss check their answer 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. 2. Listen and read together. - Have Ss look at Picture a and b on Page and set the context. - Pre-teach the new vocabulary (write new words on the board and get Ss to repeat them a few times) • cultural show Using pictures or • mask translating • model • twin towers - Read each dialogue, stop at times to check Ss’ comprehension. - Have Ss repeat each line in the dialogues (clap once for the words with “ese” and clap twice for the words with ian - 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 to take turns to repeat the lines from Mai, Akio, Azmi and Zack. 3. Listen and number. - Ask Ss to look at Picture a, b, c and d on page - Set the scene: “you are going to listen to the recording and number the picture” - Elicit the content from Ss: What’s it? P.a: a robotic cat – Doraemon. P.b: the Petronas Twin Towers in Malaysia. P.c: Indonesian masks. ======================================================================== - - P.d: a Chinese lantern. Pre-teach the key words: (Write the words on the board Ss repeat a few times) • activity • talk • display • Doraemon. Play the recording twice: once for Ss to listen all the way through, once for them to the task. Play it again for Ss to check their answers. Have Ss trade their answers in pairs for correction Call some to report their answer to the class Answer: – c 2–d 3–b 4–a II. Summary and Home- link: - Consolidate the content of the lesson. - Ask Ss select a favourite flag, draw and colour it at home for a class display in the next lesson. Week: Period: 3rd Date of teaching: Thursday, September 19th, 2013 UNIT A SUMMER CAMP Lesson I. Objectives: - By the end of this lesson, Students will be able to: • Ask and answer about someone’s nationality • Read an information text on a summer camp and write an e-mail. - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. ======================================================================== III. Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards. - Students’ aids: book, notebook, workbook. IV. Language focus:  Vocabulary: stage, nationality  Sentence Patterns: What’s his/ her nationality? He’s/ She’s ……………………… V. Procedures: Time Steps/Activities I. 6’ 10’ 10’ Warm up: - Let Ss display their flags and play the game Pelmalism using names of countries and nationalities. II. New lesson. 1. Look, listen and repeat. - Have Ss to look at the book at page 10. - Set the context: This is a cultural activity at the summer camp. • Ask Ss to look at the P. a and ask (Who are they?, Who are these children talking about?, What’ s the name of the boy on the stage?, What’s his nationality?) • Repeat the step with P.b - Pre-teach: stage, nationality(Write the words on the board and ask Ss to repeat a few times) - 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 say the questions and answers in each line. 2. Point, ask and answer. - Draw a chart of the country and nationality related to this section on the board and get Ss to repeat each name a few times. Work arrangement T – whole class T – whole class Whole class Individually Groups T – whole class ======================================================================== 10’ - Set the scene: These children are at the summer camp. They’re from different countries. Now you practice asking and answering questions about their nationalities. - 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) - T models: Point to Pa. and ask What’s his nationality Ss: He’s Malaysian. Repeat the step with picture b, c and d. - 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. 3. Read and the tasks.(Choose one of or 4) a. Tick T (True) or F (False) - Ask Ss to look at the picture on P.11 - Set the context: • Can you guess what you are going to read about? • Where is it? • What are the children doing? - 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) - Play the recording, pause at times to check Ss’ comprehension. - Check if Ss understand the task. Do the first for example - Give Ss sufficient time to the task and move around to monitor the activity. - Have Ss to check their answers in pairs before call some Pair – work T – whole class T – whole class Individually Pair – work/ Group work Whole class ======================================================================== 10’ 5’ Week: Ss to report the answer to the class. b. For the better Ss) - Ask Ss to brainstorm the s; ate different kinds of food and drink; ect. - Encourage Ss to talk about one thing they liked doing and one thing that they did not like. - Set time and get Ss to work in pairs. Monitor the activity - Call on some individual students to say their answers to the class. 4. Read and write an e – mail.(Choose one of or 4) - Get Ss to look at the example e - mail and have a brief discussion with the class about the picture and the task. - Point to the model text and elicit Ss’ answer: Who wrote the e-mail?; Who will receive it?; - Read the passage and check Ss’ comprehension: Where was the summer camp? What did the campers at the camp? … - Get Ss to read the model e-mail and read the guide - Let Ss the task. Move around the class to monitor the activity. - Get a few Ss to read aloud their e-mail to the class. - Have a class display of Ss’ work. III. Summary and Homelink. - Ss have learnt • To ask and answer about someone’s nationality, using What’s his/ her nationality? – He’s/ She’s Indonesian. • To read about the summer camp and write an email to a friend - Encourage Ss to play the City/ Country Bingo and sing along the song Jenny and Harry at home. T – whole class Pair work T – whole class Individually Whole class T – whole class Date of teaching: Friday, September 20th, 2013 ======================================================================== + Work in pairs/ groups. + Discuss. VIII. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets. - Students’ aids: books, notebooks, workbooks. IX. Languages focus:  Vocabularies: translator, difficult, mathematician, spoken English, pianist  Sentence patterns: What subject you like best? - Science. X. Procedures: Time 5’ 10’ Teacher’s activities IV. Warm up - Ask Sts to sing the song My Dear Teacher from Unit on page 75 - Ask Sts to sing in groups - Call on some groups to sing at the class - Check their pronunciation V. New lesson 1. Look, listen and repeat - Ask Ss to look at the pictures to identify the characters in each picture on page 76 - Set the context: You are going to hear Tony, Phong, Mai and Mei Mei talking about the subjects they like learning. - Pre- teach the new vocabulary: ° Translator ° difficult - Play the recording for Sts to read each line in each picture and check Ss’ comprehension at times, using English and Vietnamese to help Sts understand the context. - Play the tapes for Sts to listen and repeat - Divide the class into groups to take turns to say the lines from Working arrangement T – whole class T – whole class Whole class Individually Group work ======================================================================== - 10’ - - Tony, Phong, Mai and Mei Mei Call some pairs to practice in front of class and check Sts’ pronunciation 2. Point, ask and answer. Point to each cover and ask Sts to read the name of subjects and say: You are going to practice asking and answering questions about the school subjects you like best. Ask Sts to read the example Elicit their prompt to complete the sentences in the speech bubbles. Write the question and the answer on the board. Get Sts to repeat each sentence a few times. Then point to each row on the date chart and get Sts to repeat the name of the countries and the dates a few times. Model the task with the whole class: What subject you like best? Class: Vietnamese Give the model: T – whole class What subject you like best? Science. 10’ - Call on some pairs to perform the task at the front of the class. Others observe and comment. - Ask Sts to ask and answer questions about the titles of the books - Have the whole class repeat all the phrases to reinforce their pronunciation. 3. Listen and tick. - Have Ss open the book on page 77 and get them to elicit each picture. - Ask Sts to guess what they are going to hear about. - Set the context: You are going to four dialogues in which children are talking about their favourite school subjects. You should listen and tick the correct pictures - Have Sts repeat the phrases - Play the tape twice for Sts to listen all the way through and Pair – work T – whole class T – whole class ======================================================================== 5’ the task - Do the first example with them - Replay the recording for Sts to check their answers in pairs. Then call on some Sts to report their answers. Read out the correct answers to the class. - Ask Sts about the content of the listening Answers: 1- a; 2-c; 3- c; 4- a VI. Consolidation and Home link. - Consolidate the content of the lesson. - Ask Ss prepare a list of their favourite school subjects and the reason why they like them for the class display in the next lesson. Week: 16 Period: 31st Individually Pair – work/ Group work Whole class T – whole class Date of teaching: Thursday, December 26th, 2013 UNIT 10 HOW I LEARN ENGLISH Lesson I. Objectives: - By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the letters ou in the words count and that of the letters ow as in how - 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: count how V. Procedures: Time Steps/Activities Work ======================================================================== arrangement 5’ 5’ 10’ 7’ IX. - Warm up: Ss display their home-link on the board. Ss ask and answer questions about the books displayed, using the questions they have learnt so far. X. New lesson 1. Listen and repeat - Have Ss open the book page 64, draw their attention to the sound(s) of the letters ou in the words count and that of the letters ow as in how - Get Ss to repeat the words a few times. 2. Listen and read together. - Have Ss look at Picture on Page 78 and elicit the names of the characters in each picture and guess what the dialogues are about. - Set the context: You are going to listen two dialogues. Clap the words in focus: one clap for the word with ou as in the words count and two claps for the word with ow as in how - 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 3. Group and say aloud - Ask Ss to look at the book at P.78. Get Ss to look at the chart and the word box - Check if they understand the activity and the meaning of the focused words. - Get Ss to guess all the complete words and the first example - Set the time and let Ss the task - Ss check their answer in pairs. - Call some Ss to report their answers to the class - Have the whole class read in chorus all the words in each T – whole class T – Whole class T – Whole class Individually Pair – work T – whole class T – whole class Individually Group T – whole class T – whole class ======================================================================== 10’ - - - - - 3’ column. 5. Listen and complete. Ask Ss to look at the chart on page 79. Draw their attention to the chart of character names and the school subjects and guess what they are going to hear. Set the scene: “You are going to hear Alex, Tony, Linda and Lucy talking about their favourite school subjects. Listen and complete the chart with the subject corresponding to each speaker.” Recall the familiar vocabulary (Maths, Art, Music, Science) and teach the new words: ° Artist ° I can see. Play the recording twice: once for Ss to listen all the way through, once for them to select the words on the top row to complete the chart. 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: Alex Maths Tony Science Linda Art Lucy Music XI. Summary and Home- link: - Consolidate the content of the lesson. - Ss make sentences with the words from the crossword puzzle to display in the classroom in the next lesson Week: 16 Period: 32nd Individually Pair- work T – whole class T – whole class Date of teaching: Friday, December 27th, 2013 UNIT 10 HOW I LEARN ENGLISH Lesson ======================================================================== XVI. XVII. XVIII. XIX. XX. Objectives: - By the end of this lesson, Students will be able to: • Ask and answer questions about how one learns English. • Read a comprehension text on how someone learns English and write a description of how one learns English. • 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, poster, flashcards. Students’ aids: book, notebook, workbook. Language focus:  Vocabulary: practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join  Sentence Patterns: How you learn to speak English? I practice speaking English every day. Procedures: Time Steps/Activities XIV. Warm up: 5’ Ss display their home- link work. Ss read, ask and answer questions about the writing. XV. New lesson. 10’ 13.Look, listen and repeat. - Have Ss to look at the pictures on page 80 and read the context sentence. - Point to each picture and elicit the names of characters and what they are talking about. - Set the context: You are going to hear Tony asking Mai about her way of learning English. - Read the line in each picture, pausing at times to check students’ comprehension. Explain the phrase: Work arrangement T – whole class T – whole class Whole class Get Ss to make a few sentences with practise ======================================================================== - 10’ - - - - - - Individually ∗ practise speaking ∗ Practice writing Play the recording all the way through for Ss to listen the text. Play the recording again for Ss to repeat each line a few Groups times. Divide the class into groups to take turns to make the conversation T – whole class 14.Point, ask and answer. Draw Ss’ attention to the example and set the context: You are going to practice talking about your way of learning English. Ask Ss to read the example and elicit their prompts to complete the speech bubbles. Write the question and answer on the board and get Ss to repeat a few times.(Focus on pronunciation and fluently) Get Ss to repeat each prompt under each picture. Recall and pre-teach the new words ∗ vocabulary Get Ss to repeat the ∗ grammar words a few times. ∗ pen friend Model the task with the whole class T: How you learn English? Pair – work Class: I watch cartoons on TV. Repeat the step with picture a, b, c and d. Have Ss to practice in pairs pointing, asking and answering Monitor the activity, check the pronunciation (sound, T – whole class 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. T – whole class Have the whole class repeat the question and answer in chorus to reinforce their pronunciation. 15.Read and the task.(Choose one of or 4) Ask Ss to look at the picture on P.81. Get them to read the title and guess what they are going to read about. Point to the pictures and elicit Ss’ answer to identify the characters(Nam, ======================================================================== 10’ - 10’ - Mai), the location and what they are doing Set the context: you’re going to read a passage on some way of learning English and the task that follow. Let’s Ss a few seconds to read through the task. Recall the familiar vocabulary and teach the key words to understand the passage: (Write the words on the board and Ss repeat a few times) ∗ maybe ∗ join Read the passage, check Ss’ comprehension. Tell them that they should scan the information in the passage to the task . Check if Ss understand the task. Do the first for example Give Ss sufficient time to 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. Answers Task 6. No 7. No 8. No 9. No 10.Yes Task I→Nam she→Mai them→ new words They → Tony, Tom, Linda 16.Write about how you learn English. Ask Ss to open the book on P. 82 and get them read the guiding questions. Check their comprehension. Tell Ss the writing purpose: You are going to write about your way of learning English. Point to the questions and say: You should read the guiding questions and write your own answers Do the first example with the class. Write the writing frame on the board and elicit Ss’ answer to complete the passage. Set the time and let Ss the task individually. Move around the class to monitor the activity. Individually Pair – work/ Group work Whole class T – whole class Whole class Individually T – whole class ======================================================================== - Get a few Ss to complete the bubbles on the large – sized sheet of paper. Others check the lines and get Ss to repeat each line in the speech bubbles. XVI. Summary and Home link. - Consolidate the content of this lesson - Ss write sentences, describing how they learn English (speak, listen, read and write) for the class performance in the next 5’ lesson. T – whole class Date of teaching: Thursday, January 2nd, 2014 Week: 17 Period: 33th REVIEW I/ Objectives: By the end of the lesson, students will be able to revise the topics, the language competences, the language knowledge and the language skill they have learnt from Unit to Unit 10 II/ Teaching aids: worksheet, tape recording III/ Procedures: Time 5’ 5’ 18’ Contents I. Warmer: Slap the board II. Presentation - Topics - Language competences - Language knowledge (phonics, vocabulary, sentence patterns) T’s activities Ss’ activities - Gets students to joint the activity - Introduces the new lesson. - Joint the activity - Helps students to revise the topic, the language competences, the language knowledge - Revise the topic, the language competences, the language knowledge - Listen III. Practice I/ VOCABULARY AND SPELLING ======================================================================== 1. Choose the letters that complete the words blow. Then read the words aloud. Answer: a. skate; b. dragon; c. name; d. water; e. first; f. cloud; g. tower; h. card; i. jumped; j. painted; k. danced. 2. Complete the sentences. Answer: a. visited; b. jumped; c. explored; d. skated; e. game; f. Happy; g. story; h. post office; i. card; j. English. 3. Groups the words of the same group Answer: Animal: giraffe; kangaroo; snake; lion; deer. Sport & Game: volleyball; karate; Bingo; Farm Town; basketball; swimming. Book: Case Closed; Dragon Balls; The Legend of Watermelon; Snow White and the seven Dwarfs; The Starfruit Tree II/ LISTENING 1. Listen and tick Answer: 1.b; 2.c; 3. b; 4. a; 5. a. - Asks students to complete each word under the picture using the letters in this chart individually. - Asks some students to read aloud the words to the class - Provides the answers and explanations - Asks students to write the missing letters to complete the sentences. - Asks some students to read their sentences to the class - Provides the answers and explanations - Asks students to look at the chart and the word box. - Says each word and gets students to repeat. Then lets students the task independently - Asks students to check their answers in pairs. - Complete each word under the picture using the letters in this chart individually. - Read aloud the words to the class - Listen and check answers - Write the missing letters to complete the sentences. - Read their sentences to the class - Listen and check answers - Look at the chart and the word box - Listen and repeat. Then the task independently - Check answers in pairs. - Plays the tape for students to listen and tick the correct answers - Asks students to exchange their answers with their partners - Provides the answers and explanations - Asks students to look at the pictures - Plays the tape for - Listen and tick the correct answers - Exchange and compare their answers with their partners - Listen and check ======================================================================== 2. Listen and number Answer: a. 3; b. 4; c. 1; d. 5; e. 2. III/ READING AND WRITING 1. Draw a line to match each question to the answer. Answer: 1. e; 2. d; 3. a; 4. g; 5. b; 6.c; 7. f. 2. Read and the tasks. Answer: a. Tick T( True) or F (False): 1. F; 2. T; 3. T; 4. T. b. Write short answers: 1. From the market. 2. Another dog carrying a much bigger bone. 3. He wanted to get the bigger bone. IV/ SPEAKING 1. The following pictures describe a trip to the zoo. With a partner, ask students to listen and the task - Asks students to exchange their answers with their partners - Provides the answers and explanations answers - Look at the pictures - Listen and write the number for correct pictures - Exchange and - Asks students to compare their the task individually answers with their - Asks students to partners exchange their answers - Listen and check with their partners answers - Provides the answers and explanations - Asks students to read - Do the task the text and the task individually independently. - Exchange and - Asks students to compare their compare their answers answers with their in pairs partners - Provides the answers - Listen and check and explanations answers - Read the text and - Asks students to. look the task at each picture and say independently. what they see - Asks students to work - Compare their in pairs to ask and answers in pairs answer questions about each picture. - Listen and check - Calls on some pairs to answers demonstrate the task in front of the class - Asks students to look at the pictures, observe - Look at each picture and say what they see - Work in pairs to ask and answer ======================================================================== and answer questions about what happens in each picture. Answer: 1. The children are getting on a bus at 9:00; 2. The children are arriving at the zoo at 10:00; 3. The children are seeing the elephants at 10:20; 4. The children are seeing the monkey at 11:00; 5. The children are watching the animal show at 11:30; 6. The children are having their picnic lunch at 12:30. 2. Find and talk about the four differences between the two pictures Answer: 1. In Picture A there are elephants playing football. In Picture B there are elephants walking on legs. 2. In Picture A there are dancing bears. In Picture B there are cycling bears. 3. In Picture A there are tigers. In Picture B there are lions. 4. In Picture A there is a seal playing with a beach ball. In Picture B there is a dancing cobra 5’ the details in each picture and find the four differences between two pictures - Ask students to work in pairs to point to the pictures and talk about the differences - Calls some students to report the differences - Give students a test - Asks students to review the lesson at home and prepare the next lesson IV. Production Test VI. Home work - Review the lesson at home and prepare the next lesson questions about each picture. - Demonstrate the task in front of the class - Look at the pictures, observe the details in each picture and find the four differences between two pictures - Work in pairs to point to the pictures and talk about the differences - Report the the differences - Do a test - Review the lesson at home and prepare the next lesson 2’ Week: 17 Period: 34th Date of teaching: Friday, January 3rd, 2014 Revision I.Tìm từ khác với từ lại: (1M) 1. A. teacher B. nurse C. cook D. play ======================================================================== 2. 3. 4. A. dining room B. kitchen C. mother D. bedroom A. these B. this C. those D. they A. this B. hi C. nine D. fine II. Hoàn thành từ sau: (1M) 1. What are these? - They are ch_irs. 2. This is the b_throom. 3. What is your tel_phone numb_r ? – It is 0834256. 4. She can a magic tr_ck. III.Chọn từ thích hợp điền vào chỗ trống: (2M) 1. ………….is the sink? It is in the bathroom. A. Who B. Where C. What 2. There ……… five cats under the table. A. Is B. am C. are 3. He can climb a tree , ……….he can’t jump rope. A. But B. and C. too 4. What is ……… ? It is a yo-yo. A. these B. that C. those 5. What can you do? I can …… a kite. A. fly B. play C. 6. Can you ride a pony? Yes, …….can. A. he B. she C. I 7. What is the ………….? I am sick. A. wrong C. matter C. X 8. …….there a sofa in the living room? Yes, there is. A. Am B. Are C. Is IV.Nối câu cột A với câu trả lời tương ứng cột B: (2M) 1. Where is the bed? a. I can’t hit a ball. 2. Good bye. b. Yes, she can. 3. Can she play the piano? c. See you later. 4. What’s wrong ? d. It’s in the bedroom. V.Sắp xếp thành câu hoàn chỉnh: (2M) 1. Is / this / the / kitchen. 2. she / a magic trick / can. 3. are / there / four / dogs / under / the / table. 4. I / see / can’t / board / the. ======================================================================== VI.Đọc câu hỏi trả lời: (2M) 1. What is your name? ____________________________________ 2. How old are you? ____________________________________ 3. Where you live? ____________________________________ 4. What can you do? ____________________________________ Week: 18 Period: 35th + 36th THE FIRST FINAL TEST (PGD đề) I. Circle the odd one out: (2marks) 1. A. American B Vietnamese C April D. Australian 2. A. day B.festival C. month D. week 3. A. sing B. dance C. song D. tell 4. A . they B.what C. when D . why II. Choose A, B, C, or D to complete the following sentences : (3marks) 1. They are football in the school yard. A. play B. playing C. plays D. played 2. Teacher’s Day is on . A. 20th September B. 20th November C. 20th December D. 20th October 3. are you happy?- Because today is my birthday. A. When B. Who C. What D. Why 4. LiLi is from Singapore. She is . A. English B. Sigaporean C. American D. Vietnamese 5. What does your uncle ?- He is an artist. A. does B. C. doing D. be ======================================================================== 6. Did they play some exciting games? – No, they . A. don’t B. weren’t C. didn’t D. aren’t III. Choose A, B, C or D to complete the following passage.(1marks) During the (1)____________we often play (2)___________ the school yard. The boys often (3)____________ football and chess but the girls usually play skipping rope and hide-andseek. My favourite (4)____________is chess so I often play chess with Nam in our classroom. Some of my friends sometimes complete the puzzle. 1. A. freetime B. classtime C. time D. breaktime 2. A at B. in C. on D. from 3. A played B. playing C. play D. plays 4. A game B. sport C. subject D. food IV/ Reorder the words to make sentences. (2marks) 1. you / drawing / picture / a / are / 2. swimming / wants / go / she / to /. 3. you / were / home / at / yesterday? 4. / did/ What/ you / last week ? . VI. Read the passage and then the tasks that follow: (1 marks) Hi. My name is John. I am a student at Oxford Primary School. My school had a sports festival last weekend. All the teachers and students were there. The students played many different sports and games such as football, badminton, swimming, chess, skipping rope, and hide-and-seek. I played badminton very well. I was very happy because I was the best player. 1. What’s his name? A. His name is John. B. My name is John. C. His name was John. D. Its name is John. 2. Where does he study? A. He studies in Oxford Primary School. B. He studies at Oxford Primary School. ======================================================================== C. He studies on Oxford Primary School. D. He studies from Oxford Primary School. 3. What did his school have last weekend? A. It has a sports festival last weekend B. It is having a sports festival last weekend. C. It have a sports festival last weekend. D. It had a sports festival last weekend. 4. Did the students play many different sports and games? A. Yes, they do. B. Yes, they are. C. Yes, they did. ======================================================================== [...]...Period: 4th UNIT 2 MY FRIEND’S HOUSE Lesson 1 I Objectives: - By the end of this lesson, students will be able to ask and answer questions about where one lives - Develop speaking skill II Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss III Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures,... about a friend’s house • Read a description of a house • Write about a friend’s house - Develop speaking and listening skill II Teaching methods: - Communicative method - Techniques: + Work in pairs + Work in groups, discuss + Ask and answer III Teaching aids: - Teacher’s aids: audio CD, pictures, poster, flashcards - Students’ aids: book, notebook, workbook IV Language focus:  Vocabulary: review ========================================================================... two invitation cards: one from Lan Huong and one from Peter Brown Look at the invitation cards and find the answers to these questions(point to the questions) Read each line on the invitation cards, pausing at times to check Ss’ comprehension, using the questions provided Elicit and recall any vocabulary that Ss will need to understand the text: cordially, invited, celebration, celebrating (Write the... the pictures in the order they hear Develop listening, speaking and reading skills Teaching methods: Communicative method Techniques: + Work in pairs + Work in groups, discuss Teaching aids: Teacher’s aids: Tape cassette, pictures, poster, word cards Students’ aids: book, notebook, workbook Languages focus:  Phonics: afternoon brush Procedures: Time 5 5 Steps/Activities I Warm up: Students’ display... 10’ 5 invitation cards and find the answers to these questions(point to the questions) - Read each line on the invitation cards, pausing at times to check Ss’ comprehension, using the questions provided - Elicit and recall any vocabulary that Ss will need to understand the text: cordially, invited, celebration, celebrating (Write the words on the board and Ss repeat a few times) - Read the cards again... class The others listen and give comments Make some questions to check Ss’ comprehension III Summary and Home- link: In this lesson, Ss have learnt to ask and answer questions about someone’s daily activities, using What does he/she often do in the morning? - He/ She ……………… Encourage Ss to make a list of their daily activities for the class display T – whole class Individually Pair- work T – whole... daily activities - Develop speaking skill II Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss III Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets - Students’ aids: books, notebooks, workbooks IV Languages focus: - Vocabulary: have got classes, do morning exercise, have... the rest lines and other repeat each line a few times - Set the time and let Ss do the task Move around the class to monitor the activity - Get a few Ss to read aloud their writing to the class III Summary and Home-link - Consolidate the content of the lesson - Encourage Ss to copy the song lyrics and replace the activities in the original lyrics with their own version for the class display Pair – work/... letter “bl” as in block; 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,... whole class Individually Whole class T – whole class Date of teaching: Friday, October 11th, 2013 UNIT 4 MAI’S DAY Lesson 1 VI Objectives: ======================================================================== VII VIII IX X - By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities - Develop speaking skill Teaching methods: - Communicative approach . listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. + Ask and answer. III. Teaching aids: - Teacher’s aids: audio CD, pictures,. description of a house • Write about a friend’s house. - Develop speaking and listening skill. II. Teaching methods: - Communicative method. - Techniques: + Work in pairs + Work in groups, discuss. . step with picture b, c and d. - Have Ss to practice in pairs pointing, asking and answering - Monitor the activity, check the pronunciation (sound, assimilation of sound and intonation) and offer