Giáo án Tiếng Anh 5 - Week 10 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 10 - Năm học 2024-2025

1. Week: 10 Date of planning: 09/11/2024 Period: 37 Date of teaching: 11/11 – 15/11 EXTENSION ACTIVITIES I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read six descriptions of jobs and match them to the jobs and places of work. - complete a table about jobs, workplaces and job activities. - talk about future jobs and give reasons for wanting these jobs. 2. Competences - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform speaking, reading and writing tasks. 3. Attributes - Study hard to review the vocabulary and sentence patterns they have learnt. - Play games fair. II. MATERIALS - Pupil’s book: Page 42, 43 - Teacher’s guide: Pages 93, 94 - Website hoclieu.vn - Flash cards/ pictures and posters (Review 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the vocabulary about jobs and places to work. b. Content - Game: Guessing Game c. Expected outcomes - Pupils can remember and say the vocabulary about jobs and places to work. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Guessing Game - Tell pupils that they are going - Listen to the teacher’s Questions and answers: to answer the questions in turn. explanation. 1. The person putting out - Show the questions for pupils. - Look or read the fires is called a ... - Model the game. questions carefully. 2. The person writing - Have pupils give the answer - Give the answer for stories is called a ... for each question. each question. 3. Guess the word - Pay attention to pupils’ D_CT_R pronunciation. 4. Guess the word - Give comments and praise. G_RD_ _ _R 5. Where is it? 6. Where is it? 7. Where is it?
2. *Key: 1. firefighter 2. writer 3. doctor 4. gardener 5. theatre 6. school 7. garden e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read six descriptions of jobs and match them to the jobs and places of work. b. Content - Activity 1. Choose and write the correct words on the lines. c. Expected outcomes - Pupils can read six descriptions of jobs and match them to the jobs and places of work. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Choose and write the correct words on the lines. Step 1: Tell pupils the goal of - Pupils listen to the - Three pictures of places the activity: They need to teacher’s explanation. of work and three match the sentences describing pictures of people doing jobs with the correct photos. jobs Step 2: Have six pupils each - Six pupils each read - Six sentences read one of the sentences one of the sentences describing jobs aloud. Correct their aloud. Pupils guess what *Key: pronunciation as necessary. the jobs being described 1. school Ask pupils to guess what the are. 2. doctor jobs being described are, and 3. theatre accept all answers. 4. reporter Step 3: Draw pupils’ attention - Pupils pay attention to 5. firefighter to Picture a. Ask questions to Picture a. Pupils follow 6. garden elicit what pupils can see, e.g. the teacher’s instructions. What is this place? What are these? Who works here? Have a pupil read the word under the picture aloud (theatre). Step 4: Have pupils work - Pupils work individually to choose the individually to choose sentence that matches Picture a the sentence that matches (Sentence 3). Picture a (Sentence 3). Step 5: Repeat Steps 3 and 4 - Pupils follow the for the rest of the pictures. teacher’s instructions. Step 6: Get pupils to swap - Pupils swap books with books with a partner, then a partner, then check check answers as a class. Write answers as a class.
3. the correct answers on the board. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete a table about jobs, workplaces and job activities. b. Content Activity 2. Complete the table about jobs. c. Expected outcomes - Pupils can complete a table about jobs, workplaces and job activities. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Complete the table about jobs. Step 1: Tell pupils the goal of - Pupils listen to the An incomplete table with the activity: They need to use teacher’s explanation. the headings Jobs, their knowledge of jobs or Working places and information in Activity 1 to Activities, and six rows complete the table. *Key: Step 2: Write the table - Pupils follow the 1. theatre headings Jobs, Working places teacher demonstrating 2. act / tell stories / act and Activities on the board. the examples. and tell stories Point to each heading in turn 3. firefighter and have pupils give examples 4. fire station that fit the categories, e.g. 5. gardener doctor, gardener; hospital, 6. plant / water the garden; help people, water the flowers / trees / plants flowers. - A pupil reads the first 7. office Step 3: Have a pupil read the row of the table aloud. 8. report the news first row of the table aloud: Pupils follow the 9. doctor teacher, school, teach children. teacher’s instructions. 10. help sick people Complete the second row with the class as an example. Point to actor and ask, Where does an actor work? (a theatre). Then ask, What does an actor do? (e.g. act and tell stories). Write these answers on the - Pupils work board. individually to complete Step 4: Have pupils work the rest of the table. individually to complete the - Pupils check their rest of the table. answers in pairs, then Step 5: Get pupils to check check answers as a class. their answers in pairs, then check answers as a class. Write the correct answers on the board, accepting any
4. reasonable answers about working places and activities. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To talk about future jobs and give reasons for wanting these jobs. b. Content - Activity 3. Work in groups. Talk about what you want to be in the future. Say why. c. Expected outcomes - Pupils can talk about future jobs and give reasons for wanting these jobs. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Work in groups. Talk about what you want to be in the future. Say why. Step 1: Tell pupils the goal of - Pupils listen to the - A picture of four pupils the activity: They need to have teacher’s explanation. sitting at a table and a conversation about the jobs talking they want to have in the future - Speech bubbles: and say why they want these I’d like to be a teacher jobs. - Pupils look at the because _____. Step 2: Draw pupils’ attention picture and describe what I want to be _____ to the picture and have them they can see. Pupils read because _____. describe what they can see (see the sentences in the Suggested answer: Input). Have pupils read the speech bubbles aloud. What would you like to sentences in the speech bubbles Pupils name as many be in the future? - I’d like aloud. Have pupils name as jobs as they can and to be a(n) actor / dentist / many jobs as they can and write them on the board. driver / farmer / write them on the board. - Pupils follow the firefighter / gardener / Step 3: Revise the questions teacher’s instructions. reporter / teacher / writer. and answers What would you Pupils stand up and ask Why would you like to like to be in the future? - I’d and answer the questions. be an actor? - Because like to be a _____. and Why I’d like to act in a would you like to be a _____? - theatre. Because I’d like to _____. Why would you like to Write them on the board and be a firefighter? - invite four pupils to stand up - Pupils work in groups Because I’d like to help and ask and answer the of four to take part in people. questions. their conversations. Why would you like to Step 4: Put pupils into groups be a gardener? - Because of four. Let them work together I’d like to make beautiful to take part in their - A few groups of pupils gardens. conversations. Monitor and come to the front of the Why would you like to support pupils as necessary. class and repeat their be a writer? - Because Step 5: Have a few groups of conversations. I’d like to tell stories. pupils come to the front of the class and repeat their
5. conversations. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Lucky numbers (ppt) - Tell pupils they are going to choose numbers and then ask and answer the questions. - Prepare numbers with stars. - Divide the class into two groups. - Prepare the numbers with the questions and stars on their backs. - Have pupils from each group choose a number and ask and answer questions about jobs and places to work. e.g. Pupil A: What would you like to be in the future? Pupil B: I’d like to be a teacher. - Get corresponding points for their group. - Continue with the other pupils. - The group with more points wins the game. * Option 2: Game: Kim’s game - Divide the class into two teams. Say “You are going to play a memory game.” - Display many words and phrases on the board. Give pupils two minutes to memorise these words and phrases. e.g. school, garden, theatre, fire station, hospital, actor, dentist, teacher, doctor, firefighter, gardener, writer, reporter - Turn the word cards face down on the board. In their teams, the pupils try to write down many words as they can remember. - Check the answers as the class. - Count the points for each team and announce the winner. The team with the most points wins. The winning team must then correctly pronounce all of the words and phrases. Week: 10 Period: 38 UNIT 6: OUR SCHOOL ROOMS Lesson 1 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of rooms in a school; - correctly say the phrases first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs in relation to the topic “Our school rooms” and use Where’s the ___? – It’s on the ___. to ask and answer questions about the location of a room in a school; - use Where’s the _____? – It’s on the _____. in a freer context. 2. Competences
6. - Critical thinking and creativity: learn how to ask and answer questions about school rooms. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their love and interest in school. II. MATERIALS - Pupil’s book: Page 44 - Audio tracks 56, 57 - Teacher’s guide: Pages 88, 89, 90 - Website hoclieu.vn - Flash cards / pictures and posters (Unit 6) - Computer, projector, III. PROCEDURES 1. WARM-UP & INTRODUCE NEW WORDS (5 minutes) a. Objectives - To revise the song. - To introduce new words. b. Content - Let’s sing. - New words: * Location: ground floor, first floor, second floor, third floor * School rooms: library, music room, art room, computer room c. Expected outcomes - Pupils can remember and say the words about location at school correctly d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Page 38) - Draw pupils’ attention to the - Pupils look at the screen Lyrics of the song in song on the screen. and take turns singing the page 38 - Divide the class into 2 groups, song. take turns singing two verses of the song. - Praise them and get the class to cheer or clap if they do a good job. INTRODUCE NEW WORDS - Draw pupils’ attention to a - Pupils follow the * Location: ground new friend: Tommy – 9 years teacher’s instructions. floor, first floor, second old – and ask pupils to follow floor, third floor his school tour - Pupils listen to and * School rooms: library, - Introduce school rooms and repeat individually and / music room, art room, the locations at school. or in chorus word by computer room word.
7. e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of rooms in a school. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of a room in a school. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 56) Step 1: Have pupils look at - Pupils look at Pictures a – Context a: In the school Pictures a and b and identify the and b and identify the playground, a foreign boy characters in the pictures. characters in the pictures. asking Mai to show him Step 2: Ask pupils to look at - Pupils look at Picture a around the school. Picture a. Play the recording for and listen to the Boy: Good morning. them to listen. Play the recording. Pupils listen to Could you show us recording again, sentence by and repeat the recording around your school? sentence, for pupils to listen and sentence by sentence Mai: Yes, of course. repeat individually and in individually and in Let’s go! chorus. Correct their chorus. – Context b: The boy and pronunciation where necessary. - Pupils repeat the same Mai talking about the Repeat the same procedure with procedure with Picture b. location of the library. Picture b. - Pairs of pupils come to Boy: Where’s the library? Step 3: Play the recording the front of the classroom Mai: It’s on the second again, sentence by sentence, for to listen to and repeat the floor. pupils to listen to and repeat sentences in the recording. individually and / or in chorus. - Pupils pay attention to Step 4: Invite a few pairs to the the question and the front of the classroom to listen answer and listen to the to and repeat the sentences in teacher’s explanation. the recording. Step 5: Draw pupils’ attention to the question Where’s the library? and the answer It’s on the second floor. Tell pupils that they are used to ask and answer questions about the location of a room in a school. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: LISTEN, POINT AND SAY (10 minutes) a. Objectives
8. - To correctly say the phrases and use “Where’s the ____? – It’s on the ____. to ask and answer questions about the location of a room in a school. b. Content - Activity 2. Listen, point and say. c. Expected outcomes Pupils can correctly say the phrases and use Where’s the ____? – It’s on the ____. to ask and answer questions about the location of rooms in a school. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 57) Step 1: Have pupils look at the - Pupils look at the – Picture and word pictures and elicit the locations pictures and elicit the cues: of the rooms. location and school Step 2: Have pupils point at rooms. a school building includes: the art room on the ground - Pupils point at the floor, listen to the recording pictures, listen to the - an art room on the and repeat the phrases (art recording and repeat the ground floor, and the room – ground floor). Repeat words. Pupils repeat the phrases art room, ground the same procedure with the words a few times. floor nearby other three rooms. Have pupils - Pupils listen and repeat - a library on the first repeat the phrases a few times. after the recording, floor, and the word/ Check comprehension. sentences by sentence, phrase library, first floor Step 3: Point at the first bubble until they feel confident. nearby and have pupils listen and - a computer room on the repeat after the recording second floor, and the (Where’s the art room?). Point phrases computer room, at the art room on the ground second floor nearby floor and have pupils listen and - a music room on the repeat the answer after the third floor, and the recording (It’s on the ground phrases music room, floor.). Repeat the same third floor nearby procedure with the other three - Pupils work in pairs rooms. and practise asking and Speech bubbles: Step 4: Have pupils work in answering the question, Where’s the _______? pairs to practise asking and using speech bubbles. – It’s on the ______. answering the question Where’s Audio script: the ____? – It’s on the ____. - Pairs of pupils point at using the speech bubbles and the pictures and say the art room – ground floor rooms in the pictures. Questions & Answers in library – first floor Step 5: Invite a few pairs to front of the class. computer room – point at the picture and say the second floor questions and answers in front music room – third floor of the class. A: Where’s the art room? B: It’s on the ground floor.
9. A: Where’s the library? B: It’s on the first floor. A: Where’s the computer room? B: It’s on the second floor. A: Where’s the music room? B: It’s on the third floor. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: LET’S TALK (8 minutes) a. Objectives - To use Where’s the ____? – It’s on the ____. in a free context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Where’s the ____? – It’s on the ____. in a free context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils look at the – Picture cue: four rooms to the picture. Have them look pictures. Pupils say the (computer room, art at the pictures and identify the actions of the characters room, music room and location of each room. Pupils in the pictures. library) located on can look back to Activity 2 if different floors of a they need reminding of any of school building. the vocabulary. – Speech bubbles: Step 2: Have pupils look at the Where’s the ___? – bubbles to understand how the - Pupils look at the _____. sentence pattern is used. Have second speech bubble on Suggested answers: pupils role-play to practise the board and say the a. asking the questions and giving completed sentences. A: Where’s the art their answers in pairs, using the - Pupils look at the room? picture cue. Make sure pupils bubbles to understand B: It’s on the second understand the structure and say how the sentence pattern floor. it with the right pronunciation is used. b. and intonation. Go around the A: Where’s the music classroom to observe and room? provide help. B: It’s on the third floor. Step 3: Invite some pairs of c. pupils to practise asking and - Pupils role-play to A: Where’s the computer answering questions in front of practise asking and room? the class. Praise them if they answering questions. B: It’s on the first floor.
10. perform well. d. Extension: For more able A: Where’s the library? - Pupils practise asking classes, have pupils work in B: It’s on the ground and answering questions pairs to ask and answer about floor. in front of the class. the locations of their school rooms. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Preparation for the project: Tell pupils about the project at page 49. Ask them to prepare for it at home by drawing a picture of their favourite school or their dream school in the future. Remind them to bring the pictures to class to present them at Project time. * Option 1: Game: Spin the wheel (ppt) - Divide class into 2 teams: Boys and Girls. - Draw pupils’ attention to the questions on the screen. - In teams, they take turns spinning the wheel and answer the questions. Read the question aloud and answer it. If they have the correct ones, they get the points. - The team with more points wins the game. * Option 2: Game: Hot potato - Pupils pass the ball while the teacher plays the music. When the music stops, the pupil holding the ball says a word or sentence learnt in the lesson. Week: 10 Period: 39 UNIT 6: OUR SCHOOL ROOMS Lesson 1 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand four communicative contexts in which the characters ask and answer questions about the location of a room in a school and tick or cross the correct pictures; - complete four gapped exchanges with the help of picture cues; - sing the song Where are the rooms in our school? with the correct pronunciation, rhythm and melody. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening and reading tasks. 3. Attributes - Understanding the layout and function of different rooms in their school can help pupils develop their spatial awareness and memory skills. - Knowing their way around the school and recognizing different spaces can help pupils feel more comfortable and secure in their learning environment. II. MATERIALS
11. - Pupil’s book: Page 45 - Audio tracks 58, 59 - Teacher’s guide: Pages 90, 91, 92 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the name of some school rooms. b. Content - Game: Guessing game c. Expected outcomes - Pupils can correctly say the names of the school rooms: computer room, music room, art room, library. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Guessing game (ppt) - Ask pupils to look at the - Pupils look at parts of Picture cues: board while showing some the pictures that are school, library, computer parts of the pictures. opened. room, music room, art - Ask pupils to say “Stop” when room they think they can guess the - Pupils say “Stop” and name of the room. give the name of the - Check their pronunciation. rooms when they find the - Give compliments and points answers. to the team when pupils give the correct answers. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand four communicative contexts in which the characters ask and answer questions about the location of a room in a school and tick or cross the correct pictures. b. Content - Activity 4. Listen and tick or cross. c. Expected outcomes Pupils can understand four communicative contexts in which the characters ask and answer questions about the location of a room in a school and tick or cross the correct pictures. d. Organisation
12. TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick or cross. (Track 58) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures. Elicit the pictures then elicit the 1. Class 5D on the location of the room in each locations of the rooms. ground floor picture. (Picture 1: class 5D on 2. Art room on the the second floor, Picture 2: art second floor room on the second floor, 3. Music room on the Picture 3: music room on the first floor first floor, Picture 4: library on 4. Library on the third the third floor). - Pupils listen to the floor Play the recording of the first recording of each exchange for pupils to listen. exchange. Pupils listen to Audio script: 1. A: Where’s Class 5D? Play the recording again for the recording again to do B: It’s on the ground pupils to do the task. If the task. Pupils listen to floor. necessary, play the recording a the recording a third time third time for pupils to check to check their answers. 2. A: Where’s the art their answers. - Pupils swap books with room in your school? Step 2: Repeat Step 1 for their partner, then check B: The art room? It’s Exchange 2. answers as a class. on the first floor. Step 3: Get pupils to swap - Pupils swap book backs 3. A: There’s a big music books with their partner, then and listen to the recording room in our school. check answers as a class. Write again to double-check B: Where is it? the correct answers on the their answers. Girl: It’s over there, on board. - Pupils explain their the second floor. Step 4: Swap books back. answers. 4. A: What do you do at - Pupils listen to each break time? Play the recording again for question in the recording B: I read books in the pupils to double-check their and recall the answer. library. answers. Have pupils repeat the A: Where is it? information in the recording to B: It’s on the third floor. explain their answer, for ✓ ✓ example, Class 5D is on the * Key: 1. 2. 3. 4. ground floor, so they should tick the box in the right corner of Picture 1. Extension: Play the recording, pausing after each question and have pupils recall the answer. Check if they can give the correct answer. Correct their pronunciation where necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives
13. To complete four gapped exchanges with the help of picture cues. b. Content Activity 5. Read and complete. c. Expected outcomes - Pupils can complete four gapped exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Have pupils look at the - Pupils look at the - Four picture cues pictures. Get them to identify pictures and identify the - Four gapped the location of the room in each location of the room in exchanges with the picture. each picture. target sentences to Step 2: Ask pupils to look at the complete four incomplete exchanges. - Pupils look at the four *Key: Draw their attention to the incomplete exchanges. 1. first missing words in the sentences. 2. second Step 3: Model Exchange 1. 3. Where’s; ground Have pupils look at the - Pupils follow the teacher floor exchange. Ask them what is demonstrating the 4. library; third floor missing in the answer. Then Exchange 1. have them look at the picture and identify the necessary information (first). Ask them to complete the gap (It’s on the first floor.). Repeat the same procedure with Exchanges 2, 3 and 4. - Pupils complete the Step 4: Have pupils complete exchanges individually, the exchanges individually. Get then swap books with a pupils to swap books with a partner and check their partner and check their answers answers before checking before checking as a class. as a class. Extension: Nominate a few - Pairs of pupils read the pairs to read the exchanges exchanges aloud. aloud. Correct their pronunciation where necessary, praise the readers, and get the class to clap or cheer if their pronunciation is good. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives To sing the song Where are the rooms in our school? with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Let’s sing.
14. c. Expected outcomes Pupils can sing the song Where are the rooms in our school? with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 59) Step 1: Draw pupils’ attention to - Pupils pay attention to the The lyrics and recording the title and lyrics of the song. title and lyrics of the song. of the song Where are Encourage them to point at the Pupils point at the pictures the rooms in our school? pictures to reinforce their to reinforce their understanding. understanding. Step 2: Play the recording all the way through. Encourage pupils - Pupils listen to the to listen carefully to the recording all the way pronunciation and the melody. through, paying attention to Step 3: Play the recording, line the pronunciation and the by line, for pupils to listen and melody. repeat. Correct their - Pupils listen to the pronunciation where necessary. recording, line by line, and Introduce actions for pupils to do repeat. while they sing along with the Pupils do actions while they recording. sing along with the Step 4: Play the recording all the recording. way through for pupils to sing along and do action. Step 5: Put pupils into groups to - Pupils listen to the make up their own actions for the recording all the way song. Invite groups to the front of through and sing along and the class to perform, while the do action. rest of the class sings and / or - Pupils work in groups to claps along. Encourage the class make up their own actions to praise or cheer the performers. for the song. Pupils come to the front of the class to perform, while the rest of the class sings and / or claps along. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Roll the dice - Divide the class into groups of six. Have each pupil count the numbers from one to six. - Ask a pupil from each group to roll the dice to choose a pupil asking the question. - The pupil asking the question invites another pupil of the group to answer the question about the locations of some school rooms in their school. e.g. Pupil A: Where is the library Pupil B: It’s on the ground floor. - The pupil giving the correct answer will continue rolling the dice.
15. * Option 2: Game: School tour (ppt) - Display the slide of 6 doors. - Put pupils in 3 teams. Each team chooses a door and completes the questions and the answer by looking at the picture cues. - Check pupils’ pronunciation and their answers. Give points as the stars appeared on the screen to the team having the correct answer. - Continue playing until all six doors are opened. Week: 10 Period: 40 UNIT 6: OUR SCHOOL ROOMS Lesson 2 - Period 3 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking for and giving directions in a school. - use the phrases first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs in relation to the topic “Our school rooms”; - use Could you tell me the way to the computer room, please? - ________. to ask for and give directions in a school; - use Where’s ______? – It’s on the ______. and Could you show me the way to _____, please? – ____. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about personal information correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their pride in their school and raise awareness about the location of different rooms in their school. II. MATERIALS - Pupil’s book: Page 46 - Audio tracks 60, 61 - Teacher’s guide: Pages 92, 93, 94 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the previous lesson by playing Lucky candy house game. b. Content- Game: Lucky candy house c. Expected outcomes - Pupils can correctly use the words and structures they have previously learnt.
16. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Lucky candy house - Ask pupils to play Lucky - Pupils listen to the - 6 questions and picture candy house game to review teacher’s instructions and cues. questions and answers about play the game. the locations of rooms in a school. - Divide the class into three or four groups. Ask each group to choose a number, then see the picture and fill in the blank. The group giving the correct answer gets points with the corresponding candies. The group with the most candies - Pupils open their books wins. at page 46 and listen to - Ask pupils to open their the teacher’s instructions. books at page 46 and look at Unit 6, Lesson 2, Activity 1. - Explain that in this lesson they will learn to ask for and give directions at school. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on asking for and giving directions in a school. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking for and giving directions in a school. d. Organisation TEACHER’S ACTIVITIES PUPILS’ CONTENT ACTIVITIES Activity 1. Look, listen and repeat. (Track 60) Step 1: Have pupils look at - Pupils look at Pictures – Context a: In the Pictures a and b and identify the a and b and identify the school corridor, Mr Long characters in the pictures. characters in the meets Ben who is Step 2: Ask pupils to look at pictures. looking for the computer Picture a. Play the recording for - Pupils look at Picture room. them to listen. Play the recording a and listen to the Mr Long: What are you again, sentence by sentence, for recording. Pupils listen looking for, Bill? pupils to listen and repeat. to the recording again, Bill: I’m looking for the Step 3: Repeat the same sentence by sentence, computer room.
17. procedure with Picture b. Correct and repeat individually – Context b: Ben asks Mr their pronunciation where and in chorus. Long for the directions to necessary. - Pupils repeat the same the computer room and Step 4: Invite a few pairs to the procedure with Picture b. Mr Long answers his front of the classroom to listen to - Pairs of pupils come to question. and repeat the sentences in the the front of the recording. classroom to listen to Bill: Could you tell me Step 5: Draw their attention to and repeat the sentences the way to the computer the question Could you tell me in the recording. room, please? the way to the computer room, - Pupils pay attention to Mr Long: Go upstairs. please? and the answer Go the question and the It’s on the first floor. upstairs. It’s on the first floor. answer, then listen to the Bill: Thank you, Mr Tell pupils that they are used to teacher’s explanation. Long. ask for and give directions in a school. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the phrases and use Could you show me the way to the computer room, please? - ______. to ask for and give directions in a school. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the phrases and use Could you tell me the way to the computer room, please? - ______. to ask for and give directions in a school. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 61) Step 1: Have pupils look at the - Pupils look at the Picture and word cues: pictures and elicit the pictures and elicit the a. an arrow showing the directions to the rooms in the directions to the rooms in direction of going pictures. Have the class repeat the pictures. upstairs to the computer the phrases a few times. Ask room and the phrase go questions to check their upstairs underneath comprehension. b. an arrow showing the Step 2: Have pupils point at - Pupils point at Picture direction of going Picture a, listen to the a, listen to the recording downstairs to the recording and repeat the phrase and repeat the word. computer room and the (go upstairs). Repeat the same Pupils follow the phrase go downstairs procedure with the other three teacher’s instructions underneath with the other three pictures. c. an arrow showing the Step 3: Point at the bubbles pictures. Pupils repeat the words a few times. direction of going along and have pupils listen and the corridor and turning repeat after the first exchange - Pupils listen and repeat after the recording. left to reach the computer in the recording (Could you tell room and the phrase go me the way to the computer Pupils look at Picture a
18. room, please? – Go upstairs.). and listen and repeat along the corridor and Draw pupils’ attention to the after the first exchange in turn left underneath arrow showing the direction of the recording. Pupils d. an arrow showing the going upstairs. Point at Picture follow the teacher’s direction of going past a and have pupils listen and instructions with the the library and turning repeat the sentences again until other three pictures. right to reach the they feel confident. Repeat the computer room and the same procedure with Pictures phrase go past the library b, c and d. and turn right Step 4: Have pupils work in underneath pairs and practise asking and – Speech bubbles: answering the question Could Could you show me the you tell me the way to the - Pupils work in pairs to way to the computer computer room, please? - practise asking and room, please? – _____. using speech bubbles answering the question, ______. and Pictures a, b, c and d. using speech bubbles and Audio script: Step 5: Invite a few pairs to Pictures a, b, c and d. point at the pictures and say a. go upstairs the questions and answers in - Pairs of pupils point at b. go downstairs front of the class. the pictures and say the c. go along the corridor Questions & Answers in and turn left front of the class. d. go past the library and turn right a. A: Could you tell me the way to the computer room, please? B: Go upstairs. b. A: Could you tell me the way to the computer room, please? B: Go downstairs. c. A: Could you tell me the way to the computer room, please? B: Go along the corridor and turn left. d. A: Could you tell me the way to the computer room, please? B: Go past the library and turn right. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Could you tell me the way to _____, please? - _____.in a freer context.
19. b. Content - Activity 3. Let’s talk. c. Expected outcomes Pupils can use Could you tell me the way to _____, please? - _____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Ask pupils to look at - Pupils look at the – Picture cue: a school the picture, point to the pictures and identify the building with an art locations of each of the school way to get the school room a computer room, rooms and explain how to get rooms. Class 5A, , a music there. - Pupils listen to the room, and a library in it Step 2: Tell pupils that they are teacher’s instruction. – Speech bubbles: going to ask and answer about Where’s ___? - It’s on the locations of and the the ___. directions to each of the rooms Could you tell me the using Where’s ______? - way to , please? – ____. ______. and Could you tell me the way to ________, please? - _____. Point out to pupils the red star and the sentence You are here. in the centre of the -. Pupils role-play to picture. practise asking the Step 3: Give pupils time to questions and giving work in pairs and take turns their answers in pairs, asking and answering using the picture cue and questions about the locations phrases learnt. and directions of the rooms using the picture cue and - Some pairs of pupils act phrases learnt in both Lessons out the exchanges in 1 and 2. front of the class. Step 4: Invite a few pairs to come to the front of the classroom and act out the - Pupils practise asking exchanges. Praise them if they and answering questions perform well. about giving directions to Extension: Have pupils ask for their own school rooms. and give directions to go to their own school rooms, using the structure and vocabulary learnt. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Preparation for the project: Tell pupils about the project at page 55. Ask them to prepare for it at home by making activities survey.
20. * Option 1: Game: Madagascar (ppt) - Divide the class into 2 teams (boys and girls) - Each team takes turns answering the question. - Pupils pick a crate to get points if they answer the question correctly. - The team with more points is the winner. * Option 2: Game: Pass the teddy bears - Give two different coloured balls to two pupils, a red ball (ask the question) and a yellow ball (answer the question). - Ask pupils to listen to music and pass the ball. - Stop music suddenly. Have the pupil with a red ball make a question. Have the pupil with a yellow ball answer the question. e.g. Pupil A: Could you tell me the way to the computer room, please? Pupil B: Go upstairs and turn right. - Repeat the game several times.