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Trang chủ Giáo án - Bài giảng Tiểu học Giáo án tiếng anh family and friends lớp 5 đầy đủ...

Tài liệu Giáo án tiếng anh family and friends lớp 5 đầy đủ

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tailieuonthi SEMESTER 2 – Unit 6 – Lesson 1 - Period 78 Lesson 1 – Words Objectives: - To understand a short story and identifying clothes Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.42 Warm up - Word Relay: Review days of the week and weather. Choose 10 FOCUS: children to come stand in teams of 5 facing the board. Whisper a word to the last Listening – Reading children in each line, they whisper it to the next child and so on. The first child Speaking to write the correct word on the board gets a point for the team. KEY VOCABULARY Teaching Aids: Clothes - CD track 58 - 60 Development skirt, scarf, gloves - Flashcards – clothes 51-56 Use flashcards 51 - 56 to introduce the key vocabulary. Hold up the jeans, boots, - PMB extra activity work flashcards and elicit the clothes. Hold up each one in a different order and say shirt sheet p.24 the words for children to repeat. Recording 58 & 59: Ask children to look at the pictures on page 42 in exercise 1 and 2. Play the first and second parts of the recording as children ADDITIONAL point to the words. Repeat and the children repeat the words after the audio. VOCABULARY Time Recording 59: The children listen and repeat. Hold the flashcards up as the people words are said. aunt Recording 60: Books closed children listen and shout the colours they hear. cousins Recording 60: Ask the children to open their books and tell you what they train can see in the pictures in exercise 3. Listen to the track and point to the red speech bubbles in the story as they hear the sentences. blue The children read the story again and point to the words from exercise 1. yellow black SENTENCE PATTERN What are you wearing? What’s he/she wearing? He/She’s wearing ….. Consolidation Speaking: Divide the children into A and B pairs. Give the children the cut up copies of PMB p.24 – Pupil A and Pupil B. The children write the sentences and colour their pictures. A then dictates the sentences for what the boy is wearing and B listens and colours the picture of the boy. Then they change roles. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 1 - Period 79 Lesson 1 – Words Objectives: - to practice the spelling of clothes and review these and this. Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORKBOOK p.40 Warm up: Review clothes. Put the children in teams of 6. Ask one child FOCUS: from each team to come to you. Put anagrams for each of the clothes one at a Writing – Speaking time on the board e.g. kistr (skirt). The first child to write it correctly gets a Listening point. Show the flashcards of the clothes one by one and say the words for the KEY VOCABULARY Teaching Aids: Clothes Flashcards – 51-56 Clothes children to repeat. gloves skirt Development shirt  Ask the children to look at exercise 1 on page 40 in their workbooks and boots elicit what they can see in the pictures. scarf  The children do exercise 1. jeans On the board this and these. Show the flashcards of the clothes and ask the children to tell you if it is this or these and write in the correct column. SENTENCE PATTERN The children do exercise 2. These are ..  Hold the flashcards 51 - 56 up one at a time with a piece of paper covering This is a …. the picture. Slowly reveal the picture and elicit a sentence for each one. e.g. These are boots. Consolidation Jump: Play jump with the class with the flashcards. Hold up the flashcards one by one. If the word you say and the flashcard matches the children jump. If it doesn’t match the children shout out the correct word. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 2 - Period 80 Lesson 2 – Grammar Objectives: - Identifying and talking about what people are wearing Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.43 Warm up: Review colours. Ask the children to run and touch something blue FOCUS: in the classroom. Repeat a few times with other colours. Reading – Writing  Ask the children some questions about the story from the last lesson. What is Speaking Joe wearing? Where is the family? Recording 60: Play track 60. Pause after each dialogue. The children repeat. KEY VOCABULARY Clothes  Get the children to think of some actions for the story from lesson 1. Teaching Aids: gloves - Flashcards 51 - 56 Clothes Recording 60: Play the track again and the children do the actions. boots - CD track 60 Put the children in groups of 4 and ask them to role play the story. scarf - Grammar reference p.75 shirt Unit 6 Development skirt On the board write the questions What are you wearing? What’s he/she T’shirt wearing? Write the answers. Drill the children. Use the flashcards to substitute jeans the vocabulary for the answers. The children look at ex 2 on page 43. Ask them about children in the class, ADDITIONAL What’s …. wearing?. VOCABULARY The children look again at the story on page 42 and elicit the names of the green, black, blue characters and what they are wearing. brown, red The children do exercise 3 on page 43. The children work in pairs. Using the pictures in exercise 3 the children ask SENTENCE PATTERN and answer. Give an example with 2 children across the class. What are you wearing? What is he/she wearing? Consolidation I am wearing… On the board write – What …. you wearing? Ask a child to complete the He/she is wearing …. sentence Write: Ask the children to do Unit 4 on p.75 Grammar reference. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 2 - Period 81 Lesson 2 – Grammar Objectives: - to practice word order and describing what people are wearing Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORKBOOK p.41 Play Snap with the clothes flash cards. Show a flash card and say the clothes FOCUS: and the colour e.g. a green scarf. If it is the same the children say “SNAP” Speaking - Writing KEY VOCABULARY Clothes dress skirt scarf gloves jeans boots shirt SENTENCE PATTERN What are you wearing? What is he/she wearing? I am wearing … He/She is wearing … Teaching Aids: Flashcards 51-56 – clothes Development Give a flashcard to 6 children and ask them to stand up and hold the flashcard so the class can see. Ask the children What is he/she wearing? The children respond, He/She is wearing…. Get the children to ask and answer across the class. Ask the children what the children are wearing in the pictures in exercise 1 on page 41 in their workbooks. The children do exercise 1. Ask them to compare their answers with their partner before you feedback.  Writing: On the board write, …. is ….. green gloves. …. am I ….? And get the children to complete the sentences. The children do exercise 2. Consolidation Vocabulary review: play categories: Put the children in teams of 4. One child in the team is the writer. Tell them a category one at a time e.g. clothes, school subjects, after school activities, school rooms and areas, colours, things in the classroom, party objects and everyday activities. The teams have one minute to write as many things as they can remember for that category. The winning group has the most for each category. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 3 - Period 82 Lesson 3 – Song Objectives: - To identify times. Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.44 Warm up: Review clothes with flashcards 51 - 56. Play board slap. Ask 10 FOCUS: children to come to the board and make 2 lines in front of the board. Put the Listening - Speaking flashcards 51 - 56 on the board. Whisper one of the words to the last child in each line. They have to whisper the word to the child in front of them down the KEY VOCABULARY Clothes line. The child at the front has to slap the correct picture. The first team to slap o’clock the correct picture gets a point. Play a few times. Teaching Aids: half past - CD track 61 - 62 quarter to - Flashcards 57-60 Time Development quarter past - Flashcards 51-56 Clothes Show the children the flashcards of the times 57 - 60 and elicit the vocabulary. Show the flashcards one by one again and say the times and ask the children ADDITIONAL to repeat together and by themselves. VOCABULARY platform  Recording 61: Ask the children to look at the pictures in ex 1 on page 44. train Ask the children to listen and point to the pictures. short  Recording 61: Ask the children to listen again and repeat. fast  Recording 62: With books closed children listen to the song clap when they stop hear a time. slow  Recording 62: Ask the children to open their books on p44 and look at the pictures in ex.2. Ask them some questions about the pictures e.g. Where are SENTENCE PATTERN the people? What time is it on the clocks? What‘s the time? Recording 62: Play the song twice, pausing for the children to repeat. It’s …. Recording 62: Play the song again for the children to sing along. Consolidation Sing and Do: Divide the class into 4 groups – A, B, C and D. The groups sing their verse of the song. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 3 - Period 83 Lesson 3 – Words Objectives: - to practice telling the time Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORKBOOK p.42 Warm up: Give the children the extra activity work sheet for the song and FOCUS: then sing the song again for them to check their answers with or without track Reading – Writing 62. The children then draw the times on the clocks. Speaking KEY VOCABULARY Numbers o’clock half past quarter past quarter to SENTENCE PATTERN What’s the time? It’s …. Teaching Aids: - Flashcards 57-60 Time - Extra practical classroom activities – Song worksheet CD track 62 Development  Review the times with the flashcards 57 - 60, eliciting the words from the children. On the board draw 3 clocks with times. Ask the children to come to the board and write the time under the clock. Ask the children to do exercise 1 on page 42 of the workbook. Get the children to look at the clocks in exercise 2 on page 42 and tell you what the time is. The children do exercise 2.  Pair work: The children take it in turns to point to a clock and ask their partner What’s the time? Consolidation Speaking: Ask the children to draw 4 clocks with times but don’t show their partner. Divide the class into pairs A and B and ask them to sit back to back. A dictates the times on their 4 clocks to B and B listens and draws a clock with the time. B checks with A that they are correct and then B dictates to A and A draws the clocks. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 3 - Period 84 Lesson 3 – Picture Dictionary Objectives: - Telling the time and describing what people are wearing Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction PICTURE DICTIONARY Warm up - Bingo: Give each child the bingo worksheet and ask them to cut FOCUS: Listening – Writing p.71 exercise 6 up the pictures. The children put the pictures in any order on the bingo grid. Speaking Using the worksheet and read out the times one by one. The children cross off the words one by one on their grid and shout BINGO when they have 3 in a row. Teaching Aids: - Flashcards Clothes 51-56 KEY VOCABULARY quarter past - Flashcards Times 57-60 Development quarter to - PMB p.22 Review clothes vocabulary with the flashcards 51 – 56, eliciting the words half past - Extra practical classroom from the children. o’clock activities – Bingo The picture dictionary: Ask the children to exercise 6 on p.71- everyday boots - Colour pencils activities. scarf Show the children the time flashcards and elicit the vocabulary. shirt Extra writing: Give the children a copy of PMB p.22. Get the children to tell skirt you the times on the clocks in exercise 1. jeans Ask the children to do exercise 1. gloves Ask the children to do exercise 2. ADDITIONAL VOCABULARY Colours SENTENCE PATTERN What’s the time? It’s …. He/She ‘s wearing ….. Consolidation Listening and Speaking: Play Pass the Flashcards. Using flashcards 51 – 60. Give a flashcard to a child at the front and say the time or the clothes e.g. It’s half past 6 or He’s wearing jeans. They repeat the phrase and pass it to the next child who says the phrase and passes it on around the class. Give out another to a child at the back and repeat the procedure. Give out the rest to children in different places in the room until you have a chain of 10 cards going around the room. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 4 - Period 85 Lesson 4 – Phonics Objectives: - Phonics magic e with o. Speaking and listening skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.45 Warm up: Play Quick Flash with flashcards 51 - 60. Show each flashcard in FOCUS: Speaking and listening turn very quickly and the children shout out what it is. skills Magic e with o Development  Hold up the phonics cards 19 - 23 one at a time and say the words and then the isolated 0 sound. Drill each sound with whole class and individuals. KEY VOCABULARY Teaching Aids: rope - Phonics cards 19-23 Hold the cards up again and say the words and the children repeat. nose - CD track 63-65 Recording 63: The children look at the pictures in exercise 1 on page 45.The stone - Flashcards 51–56 Clothes children listen and point at the pictures. Play again for the children to repeat. bone - Flashcards 57-60 Times  Recording 64: The children look at the picture in exercise 2 and tell you home what they can see. Play the chant. The children put up their hands when they hear any of the words from exercise 1.  Recording 64: Play the chant again pausing after each line and ask the ADDITIONAL children to repeat. Repeat again. VOCABULARY dog  Recording 64: Play the chant the whole way through and the children follow Hurry up! in their books. Repeat and the children say the chant with the recording. cold On the board write The dog has got my rope. The dog is on the stone. Ask a cake child to come to the board and circle the “ o “ sound and the magic e in the words. The children do exercise 3, circling the sounds.  Recording 64: The children look at the pictures in exercise 4 and tell you what they see. The children do exercise 4. Play track 64 to check answers. Consolidation Ask children to stand at their desks. Tell them you are going to call out a word. If the word contains a magic e they must shout Magic e. Shout out the following words: rope, nose, stone, bone, home, not, hop, mop, stop, son, tailieuonthi SEMESTER 2 – Unit 6 – Lesson 4 - Period 86 Lesson 4 – Phonics Objectives: - Magic e with o Resources and Teaching Topic – Language target Aids KEY LANGUAGE Resources WORKBOOK p.43 FOCUS: Speaking - Writing Magic e with o KEY VOCABULARY home nose rope bone stone ADDITIONAL VOCABULARY cat, van plane, gate, name, lake snake, cake, face, make, dog Teaching Aids: - Phonics cards 19 - 23 - CD track 64 - Extra practical classroom activities – Sounds Fun Dictation Key Activities Introduction Warm up: Ask the children to work in pairs – A and B. Give each child an A or B extra practical classroom activity worksheet. The children take it in turns to dictate the key vocabulary words to each other and fill in their worksheet. Development  Show the phonics cards 19 - 23, but cover the words so the children only see the picture. Elicit the words. Write meho (home) on the board and ask the children what the word is. Ask the children to open their workbooks on p 43 and do exercise 1.  Ask the children to look at the picture in exercise 2 and tell you what they see. The children do exercise 2. Write this sentence on the board a dog has got a bone. There is a mop in my home. Ask a child to come to the board the children and underline o and circle o _ e. The children do exercise 3.  The children do exercise 4. Recording 64: Ask the children if they remember the chant from the last class. Play it again for the children to sing along with. Consolidation Play stand up sit down. Tell the children when they hear a word with a magic e they stand up and when there is no magic e they sit down. Read out the following words: plane, gate, name, lake, snake, cake, face, make, cat, van, bone, home, mop, rope stone, nine, line, pin, fig, bin, stone, kite, dog tailieuonthi SEMESTER 2 – Unit 6 – Lesson 5 - Period 87 Lesson 5 – Skills Objectives: - Reading a poem Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.46 Warm up: Sing the song “Here comes the train” from p.44 of the class book, FOCUS: track 62. Reading - Listening – Writing - Speaking Development Ask different children what they are wearing today and to describe a couple KEY VOCABULARY big, small, short, coats, of children in the class e.g. He has got short hair. He is tall. Teaching Aids: tall, red, yellow green, CD track - 62 Ask the children to open their books at p 46 and look at the picture and tell blue, coach, station ,long, you what they see. Ask them to describe the people, what they look like, what short, curly, bags they are wearing. Describe 3 of the people and the children point to the correct person in the picture e.g. She has got long hair. She is wearing a green short and ping skirt. ADDITIONAL Recording 62: Ask the children what time it is in the picture and what colour VOCABULARY seaside, aunt, wave the coach is. Play the track and the children listen and read. Recording 62: Play the track again and ask the children some questions e.g. What time does the coach come? What colour is the coach? What are the people wearing? On the board write: They are at the train station. Ask a child to come and correct the sentence. The children do exercise 3. Ask the children to check their answers with their partner. Consolidation Speaking: Memory game Tell the children they have 5 minutes to look at the picture on page 46 and write 2 true sentences and one false sentence about the picture. The children work in pairs A and B. A closes their book and B says their 3 sentences about the picture. A says if they are true or false. Then they change and B closes their book and A says their 3 sentences. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 5 - Period 88 Lesson 5 – Skills Objectives: - Reading a poem Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORKBOOK p.44 Warm up: Review vocabulary from the last lesson. Ask 10 children to come FOCUS: to the board and put them in 2 lines facing the board. Show the first child in Reading – Writing each line a flashcard and they run to the board and write the word. The first team Speaking to write it correctly gets a point. KEY VOCABULARY Teaching Aids: skirt, jeans, shirt, clothes, - PMB p.25 Development toys, farm, station, zoo, - Flashcards 51 - 56 clothes  Ask the children to look at the picture in exercise 1 on p.44 of the workbook school, aunt, mum, friend, - Extra Practical classroom and ask them what the time is and what they can see in the picture. sister, swings, bus, train, activities – What are we Ask the children to look quickly at the text and shout out the clothes and toys slide, goat, teddy, rabbit, wearing? they see. The children do exercise 2. cow, sad, happy, angry,  On the board write The girl is at the farm, station, zoo school. Ask a child to scared come to the board and circle the correct word. The children do exercise 3. Feedback asking individual children for the answers. Ask the children to work in groups of 4. Give the groups a copy of PMB p.25 ADDITIONAL with the cards cut up. The children put the cards face down on the table and take VOCABULARY front, end it in turns to turn over 2. If the time and the sentence match they keep the cards. SENTENCE PATTERN It’s quarter to/past/half past/o’clock … I’m wearing …. Consolidation Pair work: - Speaking: Ask the children to work in pairs and name them A and B and ask them to sit back to back. Give A and B the correct part of the extra practical activity worksheet. Tell them to fill in the information for me. A tells B what they do at different times of the day and B fills in the information in the table. They change roles. They compare to check the information is correct. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 6 - Period 89 Lesson 6 – Skills Objectives: - Listening to descriptions to identify people Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.47 Warm up: Play I’ve got it. Give out the flashcards 51 - 56 to the children and FOCUS: 7 colour pencils – pink, white, green, brown, blue, red, orange. Tell them to put Listening – Speaking the card on the forehead or hold up the pencils so you can see them. Say the Writing words one by one and when they hear their word they have to stand up and sit down. Play a few times with different children. KEY VOCABULARY Time Teaching Aids: dress, socks, scarf, boots, - CD track 67 Development hat, gloves, jeans, shirt, - Flashcards 51-56 clothes Ask the children to look at the pictures in exercise 1 on p 47.and ask skirt, T-shirt, pink, white, - Colour pencils questions about the pictures e.g. What are the people wearing? Describe a green, brown, blue, red, - Extra practical classroom person on the picture e.g. She is wearing a pink dress and long white socks. Ask orange, long, hat, trousers activities – Spelling quiz the children to tell you which number it is. Recording 67: Play the recording, the children listen and shout out the clothes they hear. ADDITIONAL  Recording 67: Play the track again and stop after the first item and show the VOCABULARY uncle, cousin number in the box in exercise 1.Continue the track, pausing after each item for the children to write the numbers next to the people.  Recording 67: Play the track again for the children to check their answers. SENTENCE PATTERN She/He’s wearing ….. Speaking: exercise 2: Give an example with one child- She is wearing a pink It’s quarter to/past/half dress and long white socks. Who is it? The children work in pairs and continue. past/o’clock On the board draw a clock and write the correct time and the incorrect time. Ask a child to circle the correct time. The children do exercise 3. Consolidation Writing: Spelling quiz: Put the children into teams of 4. Give each team a hand out – the spelling quiz. Read out the words from page 2.The teams spell the words correctly. Teams change hand outs and check each other’s spelling. tailieuonthi SEMESTER 2 – Unit 6 – Lesson 6 - Period 90 Lesson 6 – Skills Objectives: - Writing and identifying how to take care of things Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORKBOOK p.45 Warm up: Give the children the extra practical activity board game – What FOCUS: am I wearing and get them to play in teams of 4. Writing KEY VOCABULARY Time Colours skirt, shoes, scarf, trousers, boots, shorts, Tshirt, socks, hat ADDITIONAL VOCABULARY toys cousin SENTENCE PATTERN It’s quarter to/past/half past/o’clock I’m wearing …. Teaching Aids: - PMB p.23 Values worksheet - Extra practical classroom activities – What am I wearing? - Counters and dice Development  Review time. Show the children a real clock and change the times. Elicit the correct time from the children e.g. It’s quarter past 4. The children do exercise 1 on p 45  Children compare their questions.  Ask the children to tell you what you are wearing today. The children do exercise 2. Exercise 3. The children draw a picture of themselves and then write sentences to describe what they are wearing. Consolidation  Identifying values: Write Let’s take care of our things on the board. Ask the children what they do to take care of their toys and clothes? Give the children a copy of p.23 of PMB. Ask them what they can see in the pictures. Ask them which activities are good and bad. The children do exercise 1. Feedback whole class. Writing: The children do exercise 2. Draw pictures and write about their favourite things. Ask a few children to tell the class for feedback. tailieuonthi SEMESTER 2 – Review 2 - Period 91 Review Objectives: - Reviewing target language and structures, Reading and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORK BOOK p.46&47 Play Pictionary. Model the activity first, drawing an object on the board, FOCUS: slowly, asking students to guess what the animal is. Then ask one student to Reading – Writing come to the front of the class. Whisper an object to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it KEY VOCABULARY Recycle vocabulary from is. The first child to guess correctly comes to the front and draws the next word Unit 3 to end of Unit 6 you whisper. Teaching Aids: - All flashcards from Unit 3 Development – Unit 6 Review activities: Tell children they have 15 minutes to complete all the exercises, working in pairs. When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class. Consolidation Game: Play Bingo. Elicit as many words from the 3 units studied so far (showing flashcards to remind students if necessary) and write up approximately 20 on the board. Ask children to draw a bingo grid in their notebooks, a square with nine boxes, three across and three down. Ask them to choose nine words and write one word in each box. Either, read out the words, spell them or even describe what they are in order for children to listen and cross it off if they have it in their grid. The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct. tailieuonthi SEMESTER 2 – Review 2 - Period 92 Review Objectives: - Reviewing target language and structures, Reading and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASS BOOK p.48 & 49 Play a miming game with a selection of the vocabulary. Mime once to FOCUS: demonstrate the activity and ask students to guess the word. Put all the Reading – Writing flashcards on the board. Divide the class into groups of four. Give each child in the group a number. Tell number ones to choose a word and to keep it secret. KEY VOCABULARY Recycle vocabulary from They then mime the word to their group. The student who guesses it firsts gets a Unit 3 to the end of Unit 6 point. Then number twos do the same thing and so on. Teaching Aids: - All flashcards from Unit 3 Development – Unit 6 Review activities: Photocopy and cut up the activities on p.48 & 49 of the Class Book. Have a copy of each exercise for each group of 4 children. Put children into groups of four. Hand out exercise 1 and give students 3 minutes to complete the activity together. When completed, ask them to pass their worksheet to another group of children to correct. Check the answers together as a class. The children then pass it back to the original group. Do this with all six exercises, children completing them in groups one at a time and correcting each other’s. Consolidation Play Pictionary. Model the activity first, drawing an object on the board, slowly, asking students to guess what the animal is. Then ask one student to come to the front of the class. Whisper an object to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it is. The first child to guess correctly comes to the front and draws the next word you whisper. tailieuonthi SEMESTER 2 – Unit 7 – Lesson 1 - Period 95 Lesson 1 – Words Objectives: - To understand a short story and identify what people are doing Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.52 Warm up - Word Relay: Vocabulary Review. Choose some vocabulary FOCUS: from Unit 6. 10 children come to the board and stand in teams of 5 facing the Listening to reading board. Whisper a word to the last child in the line. They whisper it to the next child and so on. The first team to write it first and correctly gets a point. KEY VOCABULARY wedding, guests, cake, Sing Here comes the train from Unit 6 with track 62. Ask the children some bride, band, invitation questions about the story on p.42 from Unit 6 Teaching Aids: - CD track 62& 68 - 70 - Flashcards 61-66 ADDITIONAL Development Celebrations Use flashcards 61 - 66 to introduce the key vocabulary. Hold up the VOCABULARY music, watch, video, - PMB extra activity work flashcards and elicit the vocabulary. Hold up each one in a different order and singing, sleeping, talking sheet p.28 say the words for children to repeat. Recording 68&69: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Repeat and the SENTENCE PATTERN I/He/She/They/ We children repeat the words after the audio. am/is/are ….ing Recording 69: Ask the children to listen and repeat. Hold the flashcards up What’s he doing? as the words are said. Recording 70: With books closed children listen to the story and shout out when they hear any of the words from exercise one when they hear them. Recording 70: Ask the children to tell you what they see in the pictures in exercise 3. Listen and point to the speech bubbles as they hear the sentences. The children read the story again and point to the words from exercise 1. Consolidation Writing: Ask the children to look at p.28 of the PMB. Ask them what the people are doing in the pictures and what are the differences. The children do exercise 1. The children find and circle the differences between the 2 pictures. tailieuonthi SEMESTER 2 – Unit 7 – Lesson 1 - Period 96 Lesson 1 – Words Objectives: - To practice writing and identify wedding vocabulary Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORKBOOK p.48 Warm up- Miming: Review verb - ing. Put the children in teams of 6. Ask FOCUS: one child from each team to come to you. Show them a sentence e.g. You are Speaking – Writing sleeping. The child goes back to their team and mimes the action- no speaking. The first team to guess gets a point. Repeat with different children. KEY VOCABULARY wedding, guest, band, invitation, cake, bride Teaching Aids: Development - Flashcards 61-66 Show the celebrations flashcards one by one and elicit the words from the Celebrations children. ADDITIONAL  The children look at the pictures in exercise 1 on page 48 in their workbooks. VOCABULARY eat, sing, dance, dress Elicit the vocabulary. The children do exercise 1. Ask the children to look at the pictures in exercise 2 and ask them what they can see. The children do exercise 2. Consolidation Writing practice: In pairs ask the children to make their own crosswords using the one in exercise 2 as an example. They choose 8 words from unit 6 and this lesson and the previous lesson. The pairs exchange crosswords and complete them. tailieuonthi SEMESTER 2 – Unit 7 – Lesson 2 - Period 97 Lesson 2 – Grammar Objectives: - Talking and reading about what people are doing with the present continuous. Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.53 Warm up: Review celebration vocabulary. Play slowly reveal with the FOCUS: flashcards 61 – 66.Cover the front of each card as you show it and uncover Listening – Writing slowly as the children guess what the activity is. Speaking  Ask the children some questions about the story from the last lesson. What is Dad doing? What are Grandma and Grandpa doing? KEY VOCABULARY guests, cake, band, Recording 70: Play track 70 and pause after each dialogue. The children Teaching Aids: invitation, dance, watch, - Flashcards 61-66 repeat. video, eat ,talk, read, sing, Celebrations  Get the children to think of actions for the story from lesson 1. bride, dress, sleep - CD track 70 Recording 70: Play the recording again and the children do the actions. - Grammar reference p.76 Put the children in groups of 4 and ask them to role play the story. Unit 7 ADDITIONAL VOCABULARY Development SENTENCE PATTERN The children look at the pictures in exercise 2 and ask them what they can What’s he/ she doing? see. He/She’s … The children point to the pictures as you read the sentences. What are they doing? On the board write the sentences from exercise 2. Ask the children to repeat They’re …. after you, whole class and individual children. What are you doing? Rub out the verbs in each sentence and write the following on the board – I ‘m … run, sleep, work, play, sing, and ask the children to repeat the sentences with the verbs on the board. Write: The children look at the pictures in exercise 3.What can they see in each picture. Do the first sentence as an example. The children do exercise 3. Pair work: In pairs the children ask and answer about the pictures e.g. What is she doing? She’s reading. Consolidation Write: Ask the children to do Unit 7 on page 76 Grammar reference. tailieuonthi SEMESTER 2 – Unit 7 – Lesson 2 - Period 98 Lesson 2 – Grammar Objectives: - To practice yes/no questions and short answers with the present continuous. Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction WORKBOOK p.49 Play Snap with the celebration flash cards. Show a flash card and say the FOCUS: word. If it is the same the children say “SNAP” Listening – Writing Speaking Development Put the following question and short answer on the board: they dancing are? KEY VOCABULARY dance, sing, drink, eat, are Yes they Ask a child to come to the board and get the rest of the class to help Teaching Aids: sleep, - Flashcards 61-66 them put the sentences in the correct order. Celebrations Ask the children to do exercise 1 on page 49 in their workbooks. Ask them to compare their answers with their partner before you feedback. SENTENCE PATTERN Are they ….? Ask the children to look at the picture again in exercise 1. Read out some Is he/she ….? sentences about the picture, some true and some false e.g. The baby is playing. Yes they’re/No they’re not The bride is dancing. And the children respond yes she is or no she isn’t. The Yes, he/she is. children do exercise 2. Consolidation  Ask the children to work in pairs and draw 4 pictures of people doing different actions. Give an example by drawing a boy playing football on the board. The pairs the work with another pair. They show their pictures and the other pair ask Is he/ she …ing? The pair respond, Yes. He/she is. No, he/she isn’t tailieuonthi SEMESTER 2 – Unit 7 – Lesson 3 - Period 99 Lesson 3 – Song Objectives: - Talking about after getting ready for a wedding. Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction CLASSBOOK p.54 Warm up: Review celebrations with flashcards 61 - 66. Play board slap. Ask FOCUS: 10 children to come to the board and make 2 lines in front of the board. Put the Listening - Speaking flashcards 61 - 66 on the board. Whisper one of the words to the last child in each line. They have to whisper the word to the child in front of them down the KEY VOCABULARY Celebrations line. The child at the front has to slap the correct picture. The first team to slap make a cake the correct picture gets a point. Play a few times. Teaching Aids: wash the car - CD track 71 - 72 brush my hair - Flashcards 61-66 Development take photos Celebrations and 67-70 Show the children the flashcards of getting ready 67 - 70 and elicit the Getting ready vocabulary. Show the flashcards one by one again and say the words and ask the children ADDITIONAL to repeat together and by themselves. VOCABULARY cousin, wedding  Recording 71: Ask the children to look at the pictures in ex 1 on page 54. lovely, suit, tie, dress, Ask the children to listen and point to the pictures. excited, can’t wait  Recording 71: Ask the children to listen again and repeat.  Recording 72: With books closed children listen to the song and stand up when they hear the vocabulary from exercise 1. SENTENCE PATTERN I am …ing  Recording 72: Ask the children to open their books on p.54 and look at the He/She‘s …ing pictures in exercise 2. Ask them what the family members are doing. They’re … ing Recording 72: Play the song again twice, pausing for the children to repeat. Recording 72: Play the song again for the children to sing along. Consolidation Sing and Do: Divide the class into 3 groups. Give each group a verse to sing and get each group to think of actions for their verse. Ask the children to sing with the actions.
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