Giáo án Tiếng Anh 5 - Week 11 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 11 - Năm học 2024-2025

1. Week: 11 Date of planning: 16/11/2024 Period: 41 Date of teaching: 18/11 – 22/11 UNIT 6: OUR SCHOOL ROOMS Lesson 2 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand two communicative contexts in which people ask for and give directions at school and tick the correct pictures; - complete two gapped exchanges with the help of picture cues; - revise the target vocabulary items and structures by playing Memory game. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening, reading and writing 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 47 - Audio track 62 - Teacher’s guide: Pages 88, 89, 90 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise vocabulary learnt in the previous lesson. b. Content - Look, read and say the words. c. Expected outcomes - Pupils can say and correctly pronounce the words. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Bad luck Billy (ppt) - Ask pupils to stand up and - Pupils stand up and Review vocabulary: go read the words on the screen. play the game. downstairs, go upstairs, - If the lightning struck while a turn right, go along the pupil is reading, that pupil has corridor, go past the to sit down. library and turn left, first - At the end of the game, the floor pupil(s) still standing is the winner(s). - Have pupils read all the words - Pupils read the words. one more time.
2. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand two communicative contexts in which people ask for and give directions at school, and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can listen to and understand two communicative contexts in which pupils ask for and give directions at school and tick the right pictures.. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and circle. (Track 20) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures of the three pictures and identify the 1a. a library on the arrows showing the directions three arrows showing the ground floor, an arrow to the art room. Identify them directions. showing the direction of as a class. going downstairs Step 2: Play the recording of - Pupils listen to the first 1b. a library on the first the first exchange for pupils to part of the recording. floor, an arrow showing listen. Play the recording again Pupils listen to the the direction of going for pupils to do the task. Play recording again to do the upstairs the recording a third time for task. Pupils listen to the pupils to check their answers. recording a third time if 1c. a library on the Step 3: Repeat Steps 1 and 2 needed. first floor, an arrow for Exchange 2. - Pupils follow the showing the Step 4: Get pupils to swap teacher’s instructions direction of going books with their partner, then with Exchange 2. downstairs check answers as a class. Write - Pupils swap books with 2a. an arrow showing the correct answers on the a partner, then check the direction of going board. answers as a class. along the corridor, past the music room and Step 5: Play the recording - Pupils listen to the turning right to reach the again for pupils to double- recording to double- art room check their answers. Have check their answers. pupils repeat the information in - Pupils repeat the 2b. an arrow showing the recording to explain their information in the the direction of going answers, for example, Go recording to explain their along the corridor and downstairs. It’s on the first answers. turning right to reach the floor. - Pupils listen and find art room the new information Extension: Read the 2c. an arrow showing the when the teacher reads exchanges aloud to pupils, but direction of going along the exchange change one detail in each. Ask the corridor, past the them to write down the music room and turning information that has been left to reach the art room changed. For example, in Exchange 1: Could you tell me
3. the way to the music room, please? Sure. Go downstairs. It's on the first floor. Thank you. Audio script: The part that’s new is music room. 1. A: Hi, I’m Lan. I’m a new pupil. Could you tell me the way to the library, please? B: Sure. Go downstairs. It’s on the first floor. A: Thank you. 2. A: What are you looking for, Linh? B: I’m looking for the art room. Could you tell me the way there, please? A: Go past the music room and turn right. B: Thank you very much. *Key: 1. c 2. a e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete two gapped exchanges with the help of the picture cues.. b. Content - Activity 5. Read and complete. c. Expected outcomes - Pupils can complete two 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 Two picture cues about pictures. Ask them to identify pictures and identify the directions to school the directions to the rooms in location of the rooms in rooms and two the pictures. the pictures. incomplete exchanges Step 2: Get pupils to look at - Pupils look through the * Key: the two incomplete exchanges. two incomplete 1. way, past Draw their attention to the exchanges. 2 Could, along, right missing words in the sentences. Step 3: Model Exchange 1. Have pupils look at the - Pupils follow the exchange. Ask them what is teacher demonstrating
4. missing in the first gap. Then the Exchange 1. have them look at the whole sentence and complete the gap (Could you tell me the way to the library, please?). Repeat the same procedure with the other gap in the exchange. Step 4: Have pupils complete three gaps in the second - Pupils complete gapped exchange individually. Get Exchange 2 pupils to swap books with a independently. partner and check their - Pupils swap books with answers before checking as a a partner and check their class. answers before checking Extension: Ask a few pairs of as a class. pupils to read the exchanges - Pairs of pupils read the aloud. Correct their exchanges aloud. 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 revise the target vocabulary items and structures by playing Memory game. b. Content - Activity 6. Let’s Play. c. Expected outcomes - Pupils can revise the target vocabulary items and structures by playing Memory game. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Tell pupils that they - Pupils follow the A picture showing how are going to play Memory teacher’s instructions. to play the game: game using the language learnt - a teacher standing near in Lessons 1 and 2. the board and saying: Step 2: Draw a map with Could you tell me the school rooms on the board. way to the library, Divide the class into two teams. please? Have pupils look at the school - a boy standing nearby rooms on the map for 20 saying: Go downstairs seconds, then cover the room and turn left. names with paper / cards. Tell - a girl opening a card to the teams to listen to the your show the word question (e.g. Could you tell LIBRARY on the board me the way to the library,
5. please?), then ask one pupil in - a map of school rooms, a team to give you directions with the names of the while the other pupil in the rooms covered by cards same team follows the directions and opens the right card to find the room. If he / she finds the right room by following the directions, the team gets one point. If he / she doesn't end up at the right room, he / she covers the room name up again and it becomes - Pupils play the game. the other team’s turn. Step 3: The teams take turns to play the game. Set a time limit for pupils to play the game. The team that has the most points at the end of the game wins. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Free practice - Teacher lets pupils play the above games in groups. - Teacher divides the class into groups of 3-4. - Teacher gives each group a paper. - They decide together and draw a school map and cover the rooms with cards. - One pupil is the group leader. Tell the pupils to listen to the leader’s question (e.g. Could you tell me the way to the library, please?), then ask one pupil to give the direction (e.g. to the library), the other pupil follow the direction and open the right card to find the room. * Option 2: Game: Lucky number (ppt) - Teacher divides the class into 2 teams. - Each team takes turns asking and answering about the room on the screen, using the structures learnt. - Teacher checks the answer with the whole class. - Pupils choose a box and get the point(s). - The team with more points is the winner. UNIT 6: OUR SCHOOL ROOMS Lesson 2 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand two communicative contexts in which people ask for and give directions at school and tick the correct pictures; - complete two gapped exchanges with the help of picture cues;
6. - revise the target vocabulary items and structures by playing Memory game. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening, reading and writing 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 47 - Audio track 62 - Teacher’s guide: Pages 88, 89, 90 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise vocabulary learnt in the previous lesson. b. Content - Look, read and say the words. c. Expected outcomes - Pupils can say and correctly pronounce the words. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Bad luck Billy (ppt) - Ask pupils to stand up and - Pupils stand up and Review vocabulary: go read the words on the screen. play the game. downstairs, go upstairs, - If the lightning struck while a turn right, go along the pupil is reading, that pupil has corridor, go past the to sit down. library and turn left, first - At the end of the game, the floor pupil(s) still standing is the winner(s). - Have pupils read all the words - Pupils read the words. one more time. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand two communicative contexts in which people ask for and give directions at school, and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can listen to and understand two communicative contexts in which pupils ask for and give directions at school and tick the right pictures..
7. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and circle. (Track 20) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures of the three pictures and identify the 1a. a library on the arrows showing the directions three arrows showing the ground floor, an arrow to the art room. Identify them directions. showing the direction of as a class. going downstairs Step 2: Play the recording of - Pupils listen to the first 1b. a library on the first the first exchange for pupils to part of the recording. floor, an arrow showing listen. Play the recording again Pupils listen to the the direction of going for pupils to do the task. Play recording again to do the upstairs the recording a third time for task. Pupils listen to the pupils to check their answers. recording a third time if 1c. a library on the Step 3: Repeat Steps 1 and 2 needed. first floor, an arrow for Exchange 2. - Pupils follow the showing the Step 4: Get pupils to swap teacher’s instructions direction of going books with their partner, then with Exchange 2. downstairs check answers as a class. Write - Pupils swap books with 2a. an arrow showing the correct answers on the a partner, then check the direction of going board. answers as a class. along the corridor, past the music room and Step 5: Play the recording - Pupils listen to the turning right to reach the again for pupils to double- recording to double- art room check their answers. Have check their answers. pupils repeat the information in - Pupils repeat the 2b. an arrow showing the recording to explain their information in the the direction of going answers, for example, Go recording to explain their along the corridor and downstairs. It’s on the first answers. turning right to reach the floor. - Pupils listen and find art room the new information Extension: Read the 2c. an arrow showing the when the teacher reads exchanges aloud to pupils, but direction of going along the exchange change one detail in each. Ask the corridor, past the them to write down the music room and turning information that has been left to reach the art room changed. For example, in Exchange 1: Could you tell me the way to the music room, please? Sure. Go downstairs. It's on the first floor. Thank Audio script: you. 3. The part that’s new is music A: Hi, I’m Lan. I’m a room. new pupil. Could you tell me the way to the library, please? B: Sure. Go downstairs. It’s on the first floor. A: Thank you.
8. 4. A: What are you looking for, Linh? B: I’m looking for the art room. Could you tell me the way there, please? A: Go past the music room and turn right. B: Thank you very much. *Key: 1. c 2. a e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete two gapped exchanges with the help of the picture cues.. b. Content - Activity 5. Read and complete. c. Expected outcomes - Pupils can complete two 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 Two picture cues about pictures. Ask them to identify pictures and identify the directions to school the directions to the rooms in location of the rooms in rooms and two the pictures. the pictures. incomplete exchanges Step 2: Get pupils to look at - Pupils look through the * Key: the two incomplete exchanges. two incomplete 1. way, past Draw their attention to the exchanges. 2 Could, along, right missing words in the sentences. Step 3: Model Exchange 1. Have pupils look at the - Pupils follow the exchange. Ask them what is teacher demonstrating missing in the first gap. Then the Exchange 1. have them look at the whole sentence and complete the gap (Could you tell me the way to the library, please?). Repeat the same procedure with the other gap in the exchange. Step 4: Have pupils complete three gaps in the second - Pupils complete gapped exchange individually. Get Exchange 2 pupils to swap books with a independently. partner and check their - Pupils swap books with answers before checking as a a partner and check their
9. class. answers before checking Extension: Ask a few pairs of as a class. pupils to read the exchanges - Pairs of pupils read the aloud. Correct their exchanges aloud. 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 revise the target vocabulary items and structures by playing Memory game. b. Content - Activity 6. Let’s Play. c. Expected outcomes - Pupils can revise the target vocabulary items and structures by playing Memory game. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Tell pupils that they - Pupils follow the A picture showing how are going to play Memory teacher’s instructions. to play the game: game using the language learnt - a teacher standing near in Lessons 1 and 2. the board and saying: Step 2: Draw a map with Could you tell me the school rooms on the board. way to the library, Divide the class into two teams. please? Have pupils look at the school - a boy standing nearby rooms on the map for 20 saying: Go downstairs seconds, then cover the room and turn left. names with paper / cards. Tell - a girl opening a card to the teams to listen to the your show the word question (e.g. Could you tell LIBRARY on the board me the way to the library, - a map of school rooms, please?), then ask one pupil in with the names of the a team to give you directions rooms covered by cards while the other pupil in the same team follows the directions and opens the right card to find the room. If he / she finds the right room by following the directions, the team gets one point. If he / she doesn't end up at the right room, he / she covers the room name up again and it becomes - Pupils play the game. the other team’s turn.
10. Step 3: The teams take turns to play the game. Set a time limit for pupils to play the game. The team that has the most points at the end of the game wins. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Free practice - Teacher lets pupils play the above games in groups. - Teacher divides the class into groups of 3-4. - Teacher gives each group a paper. - They decide together and draw a school map and cover the rooms with cards. - One pupil is the group leader. Tell the pupils to listen to the leader’s question (e.g. Could you tell me the way to the library, please?), then ask one pupil to give the direction (e.g. to the library), the other pupil follow the direction and open the right card to find the room. * Option 2: Game: Lucky number (ppt) - Teacher divides the class into 2 teams. - Each team takes turns asking and answering about the room on the screen, using the structures learnt. - Teacher checks the answer with the whole class. - Pupils choose a box and get the point(s). - The team with more points is the winner. Week: 11 Period: 42 UNIT 6: OUR SCHOOL ROOMS Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills By the end of the unit, pupils will be able to: - correctly stress the two-syllable words up’stairs and down’stairs in isolation and in the sentences He’s going up’stairs. and She’s running down’stairs.; - identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words; - say the chant with the correct pronunciation, word stress and rhythm. 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
11. - Show their pride in their school and raise awareness about the location of different rooms in their school. II. MATERIALS - Pupil’s book: Page 48 - Audio tracks 63, 64, 65 - Teacher’s guide: Pages 97, 98, 99 - 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 target language by having pupils play Guessing game. b. Content - Game: Guessing c. Expected outcomes - Pupils can correctly sing the song with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Guessing Game * Review vocabulary - Pupils look at the - Vocabulary: - Have pupils look at the screen and say the correct Go along the corridor, pictures on the screen and say phrases. go upstairs, go the appropriate phrases. downstairs, turn left, turn - Check the pronunciation - Pupils listen to the right, go past the library when necessary. teacher's instructions and - List of the two-syllable * Review stress and syllable follow. words: - Show some words on the downstairs, along, screen and ask pupils to decide upstairs, second, sunny, whether they are two or three ahead, library, computer, syllable words. Then sort out. corridor - Explain what the word stress and stress mark is, if necessary. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To correctly stress the two-syllable words up'stairs and down'stairs in isolation and in the sentences He’s going up'stairs. and She’s running down'stairs. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly stress the two-syllable words up'stairs and down'stairs in isolation and in the sentences He’s going up'stairs. and She’s running down'stairs. d. Organisation
12. TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 63) Step 1: Draw pupils’ attention - Pupils look at the words - The word up’stairs and to the word up’stairs and the up’stairs and the sentence He’s going sentence I want to go up’stairs. down’stairs., paying up’stairs. Play the recording and attention to the stress - The word down’stairs encourage them to point to the mark on the word and the sentence She’s word and sentence while - Pupils listen to the running down’stairs. listening. Remind pupils what recording. word stress is, in Vietnamese if necessary (Word stress is the emphasis that you put on just one syllable in the word that has more than one syllable, by saying it more loudly). Tell them that we use a stress mark (') to indicate the stressed syllable in a word. - Pupils listen to the Step 2: Play the recording teacher’s explanation. again and encourage pupils to - Pupils listen to and listen and repeat. Do this a few repeat the recording again times until pupils feel individually and in confident. Correct their chorus. pronunciation and word stress where necessary and praise - Pupils do the good pronunciation. same procedure with the Step 3: Repeat Steps 1 and 2 second line. for the second line. - Pupils work in pairs or Step 4: Let pupils work in pairs groups to say the two or groups to say the words lines. up’stairs and down’stairs, and - A few pupils listen to read the sentences He’s going the recording and say the up‘stairs. and She’s running language in front of the down‘stairs. Invite a few pupils class. to listen to the recording and say the language in front of the class. If they perform well, praise them. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words. b. Content Activity 2. Circle, listen and check. c. Expected outcomes
13. - Pupils can identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Circle, listen and check. (Track 64) Step 1: Draw pupils’ attention - Pupils look at the sets of Three sets of two-syllable to the three sets or two-syllable two syllable words, then words, each set words. Explain what pupils listen to the teacher's containing one word with have to do. Check instructions. the stress on the second comprehension. - Pupils read the words in syllable Step 2: Tell pupils to look at the first line aloud and Audio script: the three words in the first line, circle the odd one out, 1. a. upstairs b. active read them aloud and circle the then c. loudly word that has the stress on the listen and check the 2. a. busy b. sunny second syllable. Then play the answer. c. downstairs recording for pupils to listen - Pupils do the same with 3. a. music b. along and check their answer. the other lines. c. second Step 3: Repeat Step 2 for the - Pupils swap books with * Key: 1. a 2. c 3. b second and third lines. a partner before checking Step 4: Tell pupils to swap in as a class. books with a partner, then - Pupils listen to the check the answers as a class. recording again to Write the correct answers on double-check their the board. Play the recording answers. again for pupils to listen and - One or two pupils stand double-check their answers. up, and listen to and Extension: Invite one or two repeat the words. /Pupils pupils to stand up, and listen to find out more two- and repeat the words. For a syllable words with the more stress on the second able class, have pupils find out syllable. two-syllable words with the stress on the second syllable. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To say the chant with the correct pronunciation, word stress, and rhythm. b. Content - Activity 3. Let’s chant. c. Expected outcomes - Pupils can say the chant with the correct pronunciation, word stress, and rhythm. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s chant. (Track 65) Step 1: Draw pupils’ attention - Pupils pay attention to The lyrics and recording to the lyrics of the chant. Check the lyrics of the chant. of the chant
14. comprehension. Step 2: Play the recording all - Pupils listen all the way the way through. Encourage through, paying attention pupils to listen carefully to the to the rhythm, rhythm and pronunciation. pronunciation, and word Draw pupils’ attention to the stress. two-syllable words with the stress on the second syllable in the chant, (upstairs, downstairs), and the sentences containing those words. Step 3: Play the recording - Pupils listen to the again, line by line, for pupils to recording again, line by listen and repeat. Correct their line, and repeat. pronunciation if necessary. Step 4: Play the recording all - Pupils listen to the the way through for pupils to recording all the way chant along. Encourage them to through and chant along. clap while chanting. Pupils clap while chanting. Extension: Divide the class into - Pupils work in two or two or more groups to take turns more groups to take turns listening to and repeating the listening to and repeating chant, while the rest of the class the chant, while the rest of claps along. the class claps along. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation 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. Tell them to bring the pictures to class to present them at Project time. * Option 1: Odd one out (ppt) - Divide the class into two teams. - Each team has a representative to play “Rock, paper, scissors” to play first. - The winning team answers the question first. Pupils get the points if their team answers the question. - The team with more points wins. * Option 2: Review syllables and stress. - Teacher writes a word on the board then says. (two syllable words) - Pupils will clap their hands twice if the stress of that word is on the first syllable. - Pupils will clap their hands once if the stress of that word is on the second syllable. - Invite a pupil to come to the front and draw the stress mark for that word. - Word list: downstairs, second, active, happy, along, ahead, upstairs Week: 11 Period: 43 UNIT 6: OUR SCHOOL ROOMS
15. Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read a text about rooms in a school and show understanding by deciding whether some statements are true or false; - read and complete the table about rooms in their school; - make a picture of a favourite school and present it to the class by using the target language. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform reading and writing tasks. 3. Attributes - Show their knowledge about their schools. II. MATERIALS - Pupil’s book: Page 49 - Teacher’s guide: Pages 99, 100 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To review the vocabulary and structures they’ve learnt in the previous lessons. b. Content - Vocabularies and structures c. Expected outcomes - Pupils can listen and answer the questions. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Collect the pencils - Divide the class into two - Pupils listen to the - Vocabulary: groups. teacher’s explanation. art room, library, - Each team takes turns - In teams, pupils take computer room, music choosing a room in the school turns choosing the rooms room, upstairs, map, answers the questions and and answering the downstairs, past, along, gets points. questions. If they have the turn left, turn right, - The group with more points correct answers, they can - Structures: wins the game. give the mystery box or • Where is the keep it to the other teams. ____? – It’s _____. • Could you show me the way to the ____, please? – ____. e. Assessment
16. - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read a text about rooms in a school and show understanding by deciding whether some statements are true or false. b. Content - Activity 4. Read and tick True or False. c. Expected outcomes - Pupils can read a text about rooms in a school and show understanding by deciding whether some statements are true or false. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and tick True or False. Step 1: Draw pupils’ attention - Pupils pay attention to – A text about rooms in a to the text and read it together the text and read it as a school as a class. Check class. – Four statements with comprehension. - Pupils read the four True and False boxes Step 2: Draw pupils’ attention statements below the to the four statements below the text, and find the *Key: text and four boxes to tick True information in the text to 1. True 2. True or False. Have pupils pay decide the statements are 3. False 4. True attention to the sentences about True or False. the rooms in the school (their locations, the directions to the rooms). Give pupils time to tick the correct boxes. Ask where in the text pupils can find the information they need to decide whether the statements are true or false. For example, for Statement 1, explain that pupils need to find the sentence Our school has a computer room and a library. in the text, then tick the box True near the statement. - Pupils swap books with Step 3: Tell pupils to swap a partner, then check books with a partner, then check answers as a class. answers together as a class. Write the correct answers on the - Pupils read the text board. aloud in front of the Step 4: If time allows, ask class. pupils to read the text aloud in - Pupils read the front of the class. Have pupils sentences in the text that read the sentences in the reading help them find the text that help them find the answers.
17. correct answers. For example, You go upstairs, and it is on the left. - Pupils write the Extension: Have pupils write sentences about the same sentences to compare the rooms in their school, location of and direction to the giving the location and rooms in the reading and the direction to those rooms. rooms in their school. For example: Our computer room is on the ground floor, but their computer room is on the second floor. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To read and complete the table about rooms in their school. b. Content Activity 5. Let’s write. c. Expected outcomes - Pupils can complete the table about rooms in their school. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Tell the class the goal - Pupils listen to the A gapped table about of this activity: pupils are teacher’s explanation. school rooms going to read the table and Suggested answer: complete the gaps in it. Check comprehension. - Pupils follow the Step 2: Read the headings in teacher’s instructions. the table as a class (School rooms / Where? / How to go there from your classroom?). Point to the example in each column and encourage pupils to complete the rest of the - Pupils complete the gaps. table based on their Step 3: Give pupils time to personal information write. Go around the classroom from the guiding to offer help if necessary. questions. Step 4: If time allows, invite a - Pupils stand up and few pupils to read aloud the read aloud their answers. words / phrases they have written in the table to the class. e. Assessment - Performance products: Pupil’s answer
18. - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To make a picture of a favourite school and present it to the class by using the target language. b. Content - Activity 6. Project c. Expected outcomes - Pupils can make a picture of a favourite school and present it to the class by using the target language. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project Step 1: Tell pupils the goal of - Pupils listen to the A picture of a favourite this activity. Explain that they teacher’s explanation. school are going to show pictures that Suggested presentation: they have drawn at home and This is a picture of my tell the class about their favourite school. It’s a favourite schools. - Pupils work in groups big and beautiful school. Step 2: Have pupils work in of five. Pupils show his / The school has many groups of five. Each pupil her pictures that he / she rooms in it. In the picture, shows a picture that he / she has has drawn at home and you can see a gym, a drawn at home and tells the tell the group about his / computer room, a library, group about his / her favourite her favourite school. an art room, a music school, e.g. This is my favourite room and our classroom – school. It has many rooms in it. Class 5D. The gym and Go around the class and offer the computer room are on help if necessary, for example, the ground floor. The when pupils need some more library and Class 5D are vocabulary to talk about their - Pupils show their work on the first floor. The art favourite rooms. and talk about their room and the music room Step 3: Invite some pupils to schools. Pupils stick their are on the second floor. show their work and talk about work on the wall or board My favourite room is the their favourite schools in front as a display. art room. I often draw of the class. Have pupils stick pictures with my friends their pictures on the wall or there. board as a display. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Presentation: Talk to your friend - Pupils show their pictures to their classmates, and present the school to the class at the Project time. - Have pupils work in groups of four. - Call some volunteers to perform in front of the class. - Praise pupils if they perform well.
19. Week: 11 Period: 44 UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES 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 someone’s favourite school activity. - correctly say the phrases and use What school activity does he / she like? – He / She likes ____. to ask and answer questions about someone’s favourite school activity. - use What school activity does he / she like? – He / She likes ______. 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 show their interest in their favourite school activities. II. MATERIALS - Pupil’s book: Page 50 - Audio tracks 66, 67 - Teacher’s guide: Pages 110, 111, 112, 113 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 7) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the previous lesson by playing Collect the letters. b. Content - Game: Collect the letters c. Expected outcomes - Pupils can correctly spell some words they have previously learnt. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Collect the letters (ppt) - Greet the class. Ask pupils to - Pupils listen to the - Vocabulary: play play Collect the letters to teacher’s instructions and football, sing, dance, review the words play football, play the game. play the violin, play the sing, dance, play the violin, guitar, paint. play the guitar, paint. - Ask pupils to unscramble the letters to guess the hidden word
20. “SCHOOL”. - Get pupils to open their books at page 50 and look at Unit 7, - Pupils open their books. Lesson 1, Activity 1. Write the - Pupils listen and repeat title Our favourite school the title. activities on the board and read it for the class to repeat a few times. Tell pupils what they will learn in this lesson. - Invite one pupil or a group to perform the song in front of the class. 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 (pictures) on the phone, focusing on greetings, asking and answering questions about someone’s favourite school activitiy. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering questions about someone’s favourite school activity. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 66) Step 1: Ask pupils to look at - Pupils look at Pictures a – Context a: Mai on the Pictures a and b and identify the and b and identify the phone to Ben, telling him characters and say what they can characters in the pictures. that she’s helping her see in the pictures. brother solve a maths Step 2: Have pupils look at - Pupils look at Picture a problem Picture a and say what the and listen to the recording. Ben: Hi, Mai. What are characters are talking about. you doing? Pupils can use Vietnamese, then Mai: Hello, Ben. I’m you repeat their responses in helping my brother solve a English. - Pupils listen to the maths problem. Step 3: Play the recording and recording again, sentence – Context b: Mai telling encourage pupils to point at the by sentence, and repeat Ben about her brother’s characters while listening. Play individually and in favourite school activity the recording again, sentence by chorus. Ben: What school activity sentence, for pupils to listen and - Pairs of pupils come to does he like? repeat individually and in chorus. the front of the classroom Mai: He likes reading Correct their pronunciation where to listen to and repeat the books. necessary. Repeat the same sentences in the procedure with Picture b. recording.