Date of planning: 14/03/2019 WEEK 26 UNIT: 15 WHAT WOULD YOU LIKE TO BE
IN THE FUTURE?
Lesson 3 (1, 2, 3) I. Objectives:
- By the end of the lesson Ps can:
- Pronounce two-and four-syllable words with the stress on the first syllsble: pilot, teacher, doctor, architect.
II. Language focus:
- Sentence patterns: What would you like to be in the future?
- Vocabulary: I’d like to be a/an ………
III. Resources:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:
Class Date of teaching Absent pupils
5A Mon, March 18th, 2019 ………
5B Mon, March 18th, 2019 ………
IV. Procedure:
Teacher’s and Students’ activities Content I. Warm up: (5’)
Spend a few minutes revising the previous lesson by getting two groups of Ps to play Questions and answers or having the class do a dictation, using the words learnt in the previous lesson.
Play Questions and answers.
II. New lesson: (30’) 1. Listen and repeat. (8’)
Put the words What would you like to be in the future ? I’d like to be …… on the board. Play the recording for Ps to listen. Then play the recording again for them to repeat the sentences.
Do choral and individual repetition of the words and sentences until they feel confident.
Get some Ps to say the words and sentences.
Correct the pronunciation, if necessary.
Ps listen.
Ps look and listen.
Do choral and individually.
Ps say the words and sentences.
1. Listen and repeat.
Tell the class that they are going to listen to recoding and underline to complete the sentences.
Give Ps a few seconds to read the sentences in silence before playing the recording for them to do the task.
Have them listen to the recording and do the task indipendently. Go around and ofer help, if necessary.
Have Ps swap their answers before checking as a class. Then ask them to read the completed sentences aloud. Ps listen.
Ps read the sentences in silence and do the task.
Listen to and do the task indipendently.
Swap their answers and read the completed sentences aloud.
- Ss thuy Listen and mark the sentences intonation.
Then say the sentences aloud - Ss manh listen and repeat.
3. Let’s chant. (15’)
Tell the class that they are going to say the chant
“What would you like to be in the future ?” Follow the procedure in Teaching the unit components in Introduction.
Play the recording all the way through for Ps to do choral and individual repetition. Show them how to chant and do actions. Invite two groups of four to give a demonstration. One group chants the questions and the other chants the answers.
Call two groups to the front of the class to chant and do actions. The rest of the class claps their hands along to the rhythm.
Listen
Sing the chant.
Listen and sing the chant Groups sing.
- Ss manh and thuy let’s chant.
3. Let’s chant.
III. Consolidation: (3’)
? What would you like to be in the future?
? Why would you like to be in a nurse ? IV. Home-link: (2’)
Do exercises in the workbook. Learn by heart the new words and structures.
Date of planning: 14/03/2019 WEEK 26 UNIT: 15 WHAT WOULD YOU LIKE TO BE
IN THE FUTURE?
Lesson 3 (4, 5, 6, 7) I. Objectives:
- By the end of the lesson Ps can:
- Pronounce two-and three-syllable words with the stress on the first syllsble: pilot, teacher, doctor, architect.
II. Language focus:
- Sentence patterns:What would you like to be in the future ? - Vocabulary: I’d like to be a/an ………
III. Resources:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks. 3.
Class organization:
Class Date of teaching Absent pupils
5A Tues, March 19th, 2019 ………
5B Thurs, March 21st, 2019
………
IV. PROCEDURE:
Teacher’s and Students’ activities Content I. Warm up: (5’)
Spend a few minutes revising the previous lesson by lesson. Get two groups of Ps to go to the front of the class to say the chant What would you like to be in the future? And do actions.
.
II. New lesson: (30’)
4. Read and tick true (T) or Flase ( F) . (19’) Get the class that they are going to read Get them to read the text and find appropriate
information to complete the tablewhat would you like to be in the future ?
Read and tick T or F Work in pair
Answer T’s questions.
Give them time to do the task independently. Go around and offer help, if necessary.
Get Ps to swap their answers before checking as a class.
- Ss thuy read and tick true (T) or Flase ( F).
- Ss manh read and copy.
(10’) 5. Write about What would you like to be and
4. Read and tick true (T) or Flase ( F) .
5. Write about What
Ask Ps to answer T’s questions.
Tell the class that they are going to write about themselves.
Have Ps works in pairs or in groups to discuss What would you like to be in the future?
Give them time to do the independently, Go around and offer help, if necessary.
Get them to swap their answers before checking as a class. Work in individually.
Swap their answers
Ps read their writing in pairs the read aloud.
- Ss thuy write about What would you like to be and do in the future.
- Ss manh look and copy.
6. Project: (6’)
Tell the class that they are going to interview their classmates about What would you like to be in the future?
Each Pupil selects three classmates to interview and takes notes.
Ps listen and answer T’s questions.
- Ss thuy and manh project.
7. Colour the stars: (5’)
Have the class read the statements and check their comprehension.
Give them time to colour the stars and invite a few Ps to read the statements aloud.
Give further support to Ps who find it difficult to achieve certain objectives.
Colour the stars.
- Ss thuy and manh colour the star.
and do in the future.
6. Project.
III. Consolidation: (3’)
What would you like to be in the future?
IV. Home-link: (2’)
Do exercises in the workbook. Learn by heart the new words and structures.
Date of planning: 14/03/2019 WEEK 26 REVIEW 3 - PART (1, 2, 3, 4, 5)
I. AIMS
- Knowledge: By the end of this lesson, Pupils can:
- Listen and identify specific information related to the thme Me and my friends.
- Read and identify specific information related to the thme Me and my friends.
- Use simple sentences to write about themselves.
- Skills: speaking, listening, reading and writing.
II. LANGUAGE FOCUS
- Sentence patterns: revision - Vocabulary: revision III. TEACHING AIDS
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:
Class Date of teaching Absent pupils
5A Fri, March 22nd, 2019 ………
5B Thurs, March 21st, 2019 ………
IV. Procedure:
Teacher’s and Students’ activities Content I. Warm up: (5’)
Read the chant What would you like to be in the future?
Read the chant What are they going to do?
II. New lesson: (30’) 1. Listen and tick . (5’)
Tell the class that they are going to listen to two dialogues and tick the correct pictures. Give them a few seconds to look at the pictures.
Play the recording all the way through for Ps to listen.
Play it again for them to do the task. Listen to two dialogues and tick the correct pictures.
Listen and do the task.
Get Ps to find difficult. Play the recording again for them to listen again, if necessary.
Answer T’s questions.
Key:1. B 2. C
- S thuy listen and tick - Ss manh listen and copy.
1. Listen and tick .
Tell the class that they are going to listen four the dialogues and number them.
Play the recording all the way through for Ps to listen.
Play it again for them to do the task.
Get Ps to compare their answers before checking as a class.
Key: a.2 b.1 c. 4 d. 3
- Ss thuy listen and number.
- Ss manh listen and copy.
3. Listen and write one word in the blank. (4’) Tell the class that they are going to listen and one write words in the blank.
Give them a few seconds to read the statements and guess the answers.
Play the recording all the way through for Ps to listen.
Play it again for them to tick the boxes.
Get Ps to compare their answers before checking as a class.
Key: 1-N 2-Y
- Ss thuy listen and write one word in the blank.
- Ss manh listen and copy.
4. Read and complete. (6’)
Tell the class that they are going to read and complete the corect answers.
Give them time to read the questions and answers in silence. Remind them to underline the key words and phrases in the answers to compare with the information in the passage.
Get Ps to compare their answer in pairs before checking as a class. Give explanations, if necessary.
- Ss thuy read and complete.
- Ss manh read and copy.
5. Write about you. (10’)
Tell the class that they are going to write sentences about themselves.
Give them time to read the questions and answes in silence. Check their understanding.
Get Ps to read their writing in pairs before inviting two or three Ps to read their answers aloud.
Look at the book and write sentences Read the questions and answes.
Work in pairs.
- Ss thuy write about you.
a.2 b.1 c. 4 d. 3
3. Listen and write one word in the blank.
1-N 2-Y
4. Read and complete.
5. Write about you.
- Ss manh copy.
III. Consolidation: (3’) IV. Home-link: (2’)
Do exercises in the workbook. Learn by heart the new words and structures.
Date of planning: 14/03/2019 WEEK 26
SHORT STORY CAT AND MOUSE 3 PART (1, 2, 3)
I. AIMS
- Knowledge: By the end of this lesson, Pupils can:
- Read, listen to and understand a short story.
- Skills: speaking, listening, reading and writing.
II. LANGUAGE FOCUS
- Sentence patterns: revision - Vocabulary: revision III. TEACHING AIDS
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:
Class Date of teaching Absent pupils
5A Fri, March 22nd, 2019 ………
5B Fri, March 22nd, 2019 ………
IV. PROCEDURE:
Teacher’s and Students’ activities Content I. Warm up: (5’)
Answer some questions:
? How many cats do you have?
? Do you like them?
? Do you like cats and mouses?
II. New lesson: (28’)
1. Read and listen to the story. (10’)
Tell the class that they are going to read and listen to the story.
Before they listen, ask them to look at the pictures and ask them questions to remind them of the characters.
(E.g. What’s the name of the black-and-white cat?
1. Read and listen to the story.
.
Do you know the grey mouse? Can you remenber his name?) Look at the book and listen.
Look at the pictures and answer T’s questions.
Read the story in silence. Then listen and follow in their books.
Ask them to read the story in silence. Then play the recording all the way through for them to listen and follow in their books.
Audio script
Chit: Good morning MIU. How are you to day?
Cat: Hello, CHIT. I’m not very well.
Chit: What is the matter with you|?
Cat: I have a headeach, a storemach ache, and a fever.
Chit : oh ,That’s terrible. You should go black to bed.
Cat : I can’t .I have to go out . Chit : Why .
Cat :Because, I going to the zoo with Maurice and Doris .
Cat : Hello miu speaking
Maurice: hello miu . It’s Maurice here.
Cat : hello Maurice . How are you?
Maurice: I’m ill. And doris ill , too. We can going to the zoo next week.
Cat: Maurice and Doris is ill. They can’t go to the zoo.
Chit: Good Cat: Good
Chit: You can stay home and go to bed.
2. Answer the questions. (12’)
Tell the class that they are going to read the story again and answer the questions.
Give a few seconds to read the story again and check their comprehension.
Give them a time limit to do the task.
Ask them to swap and compare their asnwers before checking as a class.
Invite a group of seven to act out the story. Do the task.
Work in group Key
2. Answer the questions.
1. No, he isn’t.
2. He has a headeach , a storemach each , and a fever.
3. He is going to the zoo with Maurice and Doris.
4. No, they can’t.
5. He can stay in bed.
3. Unscramble these words from the story: (8’) Tell the class that they are going to look at the unscramble letters and write the words.
Have them look at the unscramble letters and find the words from the story.
Set a time limit for the task. Give them the first letters of the words if they find the task too difficult.
Ask Ps to compare their asnwers before checking as a class.
Invite a few pairs to read the words aloud. Look at the unscramble letters and write the words.
Key: headeach b: terrible c. speaking d. because e. matter
3. Unscramble these words from the story
III. Consolidation: (5’) What is the matter with you?
IV. Home-link: (2’)
Do exercises in the workbook. Learn by heart the new words and structures.
Evaluation
Good points: ...
Points can be improved: ...
