GIAO AN 5 CT BGD MOI

Week: 12
-Planing date: 28/10/2016
-Teaching date: 14/11 - 18/11/2016
-Period: 67+68
UNIT 8: What are you reading?
Lesson 1

I.Objectives: By the end of this unit, pupils can • use the words and phrases related to the topic Favourite books. • ask and answer questions about what story/book someone is reading, using What are you reading? I’m reading ... II.Teaching aids:
Teacher’s aids: student’s and teacher’s book, word cards, pictures, CD player.
Languages focus:
Vocabulary: names of books / stories
Structures: What are you reading? I’m reading ...
III.Procedures:

Time
Teacher’s activities
Students’ activities

5’




25’












































































5’

I.Warm up: get two groups of pupils to play Slap the board, using these words: book, read, favourite, story, like, hobby and name
II.New lesson :
1. Look, listen and repeat. Who are they? Where are they? What are they doing? (Tony and Peter are in their classroom. In Picture a, Tony asks Peter to play chess with him. In Pictures b and c, Tony and Peter talk about the book that Peter’s reading. In Picture d, a black cat is standing on the window sill and the boys are frightened.) Explain the meaning of the new words. • Play the recording all the way through for the class to listen and follow in their books. Play it again for them to do choral and individual repetition, pointing to the characters speaking. • Check their understanding of the story.
2. Point and say. What are you reading? I’m reading ... • Have pupils look at the pictures to identify the books/stories.Teach them how to say the titles of the books/stories. Explain the meaning of the new words. Ask them if they have read these stories. If not, briefly tell them the main points of the stories. • Get the class to practise saying what they are reading, using the titles under the pictures. (E.g. I’m reading The Fox and the Crow.) • Point to the frst picture and introduce the question What are you reading? for the class to answer I’m reading The Fox and the Crow. Repeat the same procedure with the rest of the pictures. • Ask pupils to practise asking and answering in pairs. Monitor the activity and help, if necessary. Select some pairs to role-play the dialogues in front of the class. 3. Let’s talk. • Tell the class that they are going to practise asking and answering questions about what book they are reading. • Get pupils to work in groups of four and use the questions and answers in their books. • Set a time limit for them to practise. Monitor the activity and help, if necessary. • Select some pairs to demonstrate their dialogues in front of the class. Then give feedback. 4. Listen and tick. • Tell the class that they are going to listen and tick the correct answers. • Ask them to identify the characters and the titles of the stories. Check their understanding. • Play the recording all the way through for the class to listen. Play it again for them to do the task. • Get them to compare their answers in pairs before checking as a class. Key: Nam: The Fox and the Crow Mai: Aladdin and the Magic Lamp Linda: Snow White and the Seven Dwarfs Tom: The Story of Mai An Tiem 5. Read and complete. • Tell the class that they are going to read the text and fll the gaps with snow, like, reading, free and seven. Give them a few seconds to read the text. • Set a time limit for them to do the task independently. • Get them to compare their answers in pairs before checking as a class. If there is enough time, have the class read the completed conversation aloud. Key: 1 free 2 reading 3 Snow 4 Seven 5 like 6. Let’s play. Follow the procedure in Games in Introduction. • Divide the class into two groups. One group says three to five sentences (one by one) about a story as clues to help the other group guess what story it is.

III)Extension:
Game: Show and tell