Giáo án Tiếng Anh 5 - Family & Friends - Tuần 4

( Tuần 4) (9/9-13/9/2013)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 3 - Period 13
Lesson 3 – Picture Dictionary Objectives: - describing areas of a school and school subjects
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Writing
KEY VOCABULARY
School subjects
art
music
PE
Science
maths
English
School areas
art room
playground
sports field
computer room
classroom
ADDITIONAL VOCABULARY
Days of the week
SENTENCE PATTERN
We’ve got .. on 
Resources
WORKBOOK picture dictionary p68 ex 1
PMB p2
Teaching Aids:
- Flashcards – school subjects 1- 6
- Flashcards – school rooms 7-10
- Extra Practical Classroom Activities Worksheet – school memory cards.
Introduction
aWarm up: Ask the children to work in groups of 4 -6. Give each group the school memory cards cut up. The children spread the cards face down on the desk. They take it in turns to turn over 2 cards. If they turn over a word and a picture that matches they keep the cards. If they don’t match they put them back on the table face down. Get the children to play the game a few times in their groups. 
Development
a Give the children a copy of PMB worksheet. Use the picture to elicit the areas of the school and what the children are doing
 aAsk the children to do exercise one – completing the words.
 a Ask the children to look at the timetable in exercise 2 of the PMB. Choose 2 children one to ask and one to answer “What have we got on ?” “We’ve got”. Ask another 2 children and so on for all the days of the week.
aAsk the children to complete the sentences in exercise 2 of the PMB
Consolidation
aPlay slowly reveal with the flashcards 1- 10. Cover the front of the flashcard with a piece of paper. Slowly move the paper down to show the picture to the children until they can guess what the picture is.
aListening: Play Go Fish. Give out the 10 flashcards to 10 different children. Ask the children to show their partner but not you. Explain to the children you have 10 yes no question to ask the children to guess the flashcard they have. The children can only answer yes or no e.g. Is it a school subject? Have we got it in the art room? If you cannot guess they win!
SEMESTER 1 – Unit 1 – Lesson 4 - Period 14
Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and listening skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking and listening skills
Sounds dr, tr, cr
KEY VOCABULARY
drum
dress
truck
tree
crayon
crab
ADDITIONAL VOCABULARY
draw
fun
girl
bird
SENTENCE PATTERN
Resources
CLASSBOOK p.11
Teaching Aids:
- Phonics cards 1- 3
- CD track 10,11,12
- Flashcards – school subjects 1- 6
- Flashcards – school rooms 7-10
Introduction
aWarm up: Play Quick Flash with flashcards 1- 10. Show each flashcard in turn very quickly and the children shout out what it is.
Development
a Hold up the phonics cards 1-3 one at a time and say the sound e.g. dr . Drill each sound with whole class and individuals.
aHold the cards up again and say the words e.g. drum and get the children to repeat as a whole class and individuals.
aRecording 10: Ask the children to open their student books on p 11 and look at the pictures in exercise 1.The children listen and point at the pictures.
a Recording 11: The children look at the picture in exercise 2 and tell you what they can see. Play the chant and ask the children to put up their hands when they hear any of the words from exercise 1.
a Recording 11: Play the chant again pausing after each line and ask the children to repeat. Repeat again.
a Recording 11: Play the chant the whole way through and the children follow in their books. Repeat and the children say the chant with the recording.
aOn the board write “A train and a truck”. Ask a child to come to the board and circle tr in the words. Ask the children to do exercise 3, circling the sounds.
a Recording 12: The children look at the pictures in exercise 4 and tell you what they see. Play the recording, the children listen and follow the sounds in the exercise with their finger. Play the track again and ask them to draw a line from sound to sound. Ask the children: “What has the boy got?”
Consolidation
aRecording 11: Ask the children to think of actions e.g. bang a drum. Play the track as they do the actions. Children repeat with the track and do the actions.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 15
Lesson 4 – Phonics Objectives: - Phonics consonant blends practice. Speaking and writing skills
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Speaking -writing Sounds dr, tr, cr
KEY VOCABULARY
drum
dress
truck
tree
crayon
crab
ADDITIONAL VOCABULARY
draw
fun
girl
bird
SENTENCE PATTERN
Resources
WORKBOOK p.11
Teaching Aids:
- Phonics cards 1- 3
- CD track 12
- Extra Practical Classroom Activities Worksheet for Unit 1- Lesson 4 - Sounds fun dictation
Introduction
aWarm up: Give each child an extra activity worksheet. Dictate the key vocabulary words. The children listen and write them in the correct box. Feed back with the whole class.
Development
a Show the phonics cards 1-3, but cover the words and pictures so the children only see the sound. Elicit the words for each sound e.g. dr – drum dress.
 aAsk the children to open their workbooks on p 11 and say the sounds in exercise 1.Ask them to do exercise 1, drawing a line from the sound to the word. a Ask the children to look at the pictures in exercise 2 and tell you what they see. The children do exercise 2, filling in the words with the missing letters.
aAsk the children if they can remember the chant from the previous class. Tell them the first line and elicit the other lines.
a The children do exercise 3 writing in the missing words to the chant. 
Consolidation
aSpeaking practice: divide the children into 4 groups and give each group 2 lines of the chant e.g. Group 1: A train and a truck, A crab and a drum. Get the groups to repeat their lines after you or with the CD track 12. Each group stands up as they say their line of the chant. Repeat again but this time they stand up and do the actions from the previous class for their 2 lines.
SEMESTER 1 – Unit 1 – Lesson 5 - Period 16
Lesson 5 – Skills Objectives: - Reading skills identifying true or false statements
Topic – Language target
Resources and Teaching Aids
Key Activities 
KEY LANGUAGE FOCUS: 
Reading- writing- speaking
KEY VOCABULARY
School subjects
Days of the week
computer room
ADDITIONAL VOCABULARY
pupil
draw
colour 
read 
write
small
big
listen
eat
run
write
SENTENCE PATTERN
We’ve got .
Resources
CLASSBOOK p.12
Teaching Aids:
- CD track 13
- Extra Practical Classroom Activities Worksheet for Unit 1- Lesson 5 - Pair interview
Introduction
aWarm up: Sing the song “At our school” from p10 
Development
aAsk the children if they like computers, if they have got a computer and when they have got a computer lesson and where the lesson is. 
aAsk the children to open their books at p 12 and look at the picture. Ask them to tell you what different subjects the children in the picture are studying.
aPairwork: One child points to the children in the picture and their partner tells them the subject. Give an example with one child in front of the class. 
aRecording 13: Ask the children to listen to the track and follow the reading in exercise one in the books
a Recording 13: Play the track again and ask the children some questions e.g. “Where are the children?” 
aOn the board write the example sentence – We’ve got a small computer room. Ask the children if the sentence is correct and get a child to come to the board and circle the incorrect word. Ask a second child to come to the board and write the correct word. Ask the children to read the text again silently and do exercise 3 – circling the false word in the sentence and writing the correct word.
aAsk the children to check their answers with their partner and then feedback with the whole class.
Consolidation
aSpeaking: Ask the children to work in groups of 3. Give each child a room or area at the school e.g. classroom. Get the children to draw a picture and then use the reading text to help them write some sentences about their room or area.
aSpeaking: Pairwork: Information gap. Give the As and Bs their extra worksheet. A tells B what they have and haven’t got and B fills in their timetable and then they change roles.