Giáo án Tiếng Anh 5 - Week 12 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 12 - Năm học 2024-2025

1. Week: 12 Date of planning: 23/11/2024 Period: 45 Date of teaching: 25/11 – 29/11 UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES 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 exchanges in which the speakers ask and answer questions about someone’s favourite school activities and number the pictures. - complete four gapped exchanges with the help of picture cues. - listen to and complete What school activities does she like? song and to sing it with the correct pronunciation, rhythm and melody. 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 51 - Audio tracks 68, 69 - Teacher’s guide: Pages 113, 114, 115, 116 - 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 structure by asking and answering questions about someone’s activity by playing Lucky number b. Content - Game: Lucky number c. Expected outcomes - Pupils can correctly ask and answer questions about someone’s favourite activity. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Lucky number - Tell pupils they are going to - Pupils listen to the Sentence structures: choose a number, look at the teacher’s instruction and What school activity does picture and answer the question play the game. he / she like? – He / She or complete the question. likes ___. - Divide pupils into 2 teams What school activity do and play the game. they like? - They like
2. - Give points as the diamonds ____. shown on the screen. - Which team has more diamonds will be the winner. 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 exchanges in which the speakers ask and answer questions about someone’s favourite school activities and number the pictures. b. Content - Activity 4. Listen and number. c. Expected outcomes - Pupils can listen to and understand four exchanges in which the speakers ask and answer questions about someone’s favourite school activities and number the pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and number. (Track 68) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures and ask pictures. Pupils listen to a. a boy playing chess questions to elicit what each the recording of the first b. a girl reading a book child is doing. exchange. Pupils listen to Then say that it is his / her the recording again to do c. a boy solving a maths favourite school activity, for the task. Pupils listen to problem at the board example: the recording a third time d. a girl making a paper T: What’s he / she doing? to check their answers. craft C: He’s / She’s ___. Audio script: T: Very good. He / She likes it. 1. It’s his / her favourite school A: What is your sister activity. - Pupils follow the doing? Step 2: Play the recording all teacher’s instructions. B: She’s reading a book. the way through. Then play the recording again for pupils to A: Does she like reading listen and number the pictures. - Pupils swap books with books? Step 3: Get pupils to swap their partner, then check B: Yes, she does. It’s her books with a partner and check answers as a class. favourite school activity. their answers before checking 2. as a class. Correct the answers A: Does your brother like where necessary. - Pupils listen to the English? Extension: Play the recording, recording again to double- B: No, he doesn't. pausing after each question and check their answers. A: What school activity have pupils recall the answer. - Pupils listen to the does he like? Check if they can give the recording, sentence by correct answer. Correct their sentence, and repeat B: He likes solving pronunciation where necessary. individually and in maths problems. chorus. 3.
3. A: Does your brother like doing projects? B: No, he doesn't. A: What school activity does he like? B: He likes playing chess. 4. A: Does your sister like solving maths problems? B: No, she doesn’t. A: What school activity does she like? B: She likes doing projects. Look at the picture. She’s making a paper puppet for her school project. * Key: 1. b 2. c 3. a 4. d e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - 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: Model gapped Exchange - Pupils look at the pictures * Key: 1. Have pupils look at the picture and identify personal 1. doing projects above it, read the question and information of characters 2. doing word puzzles in each picture. answer, and guess the missing 3. solving a maths problem word in the answer. Elicit the - Pupils look at the four incomplete exchanges. 4. reading books missing word to fill the gap (doing projects). Then put the class into two halves to take turns asking and answering. Correct their pronunciation where necessary. - Pupils follow the teacher Step 2: Give pupils time to do the demonstrating the Exchange 1.
4. task independently. Go around the classroom to offer help where - Pupils complete the necessary. exchanges individually. Step 3: Get pupils to swap books Pupils swap books with a with a partner and check their partner and check their answers before checking as a answers before checking as class. Invite a pupil to write the a class. answers on the board. Give further support to those who find it - Pairs of pupils read the difficult to do the task. exchanges aloud. Step 4: Invite four pairs of pupils to act out four completed exchanges in front of the class. Correct their pronunciation where necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To listen to and complete the song What school activities does she like? and to sing with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Listen, complete and sing. c. Expected outcomes - Pupils can complete the song What school activities does she like? and to sing it with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Listen, complete and sing. (Track 69) Step 1: Have pupils read the - Pupils pay attention to Picture cues: a girl with song lyrics, look at the relevant the title and lyrics of the a word puzzle, and a boy picture and guess the missing song. Pupils guess the with a poster on the words. Use Number 1 as an missing words. board, to represent doing example (playing word a project puzzles). Fill in the gap. * Key: - Pupils listen to the Step 2: Repeat Step 1 for 1. playing word puzzles Number 2. Tell pupils to pay recording all the way 2. he attention to the answer before through and complete the deciding the missing word in song. 3. doing projects the question (he). For Number 3, ask pupils what the boy is doing to guess the missing phrase (doing projects). - Pupils listen to the Step 3: Play the recording all recording, line by line, the way through for pupils to and repeat. Pupils can do listen to the whole song. Then actions while they sing
5. play the recording again for along with the recording. them to fill in the gaps with the - Each half of the class missing words. sings the questions, and Step 4: Check answers the other half sings the together as a class. Play the answers, then switches recording line by line for roles. pupils to listen and repeat. Correct their pronunciation where necessary. Step 5: Divide the class into two halves to take turns singing the questions and answer. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Snakes and ladders (ppt) - Divide the class into 2 teams. - Ask the first team a question from a unit you’re learning, for example, What school activity do you like? If they get the answer right, they roll a dice. - Move their marker along the Snakes and Ladders board. - Now ask the other team a new question, if they get the answer correct, then they move along the Snakes and Ladders board, too. - Whenever a team lands on a square where the bottom of the ladder is, then their marker climbs up to the top of the ladder. Whenever a team arrives on a square at the head of a snake, then their marker slides down all the way to the bottom of the snake. - The first team to reach the end is the winner. * Option 2: Game: Slap the board - Divide the class into two groups. Ask pupils to stand in two lines. - Stick the cards with words on the board. - Call out a word and have the first pupil from each group slap the correct card on the board and say it correctly. - The first pupil to slap the correct card wins a point for their group. - The group with the most points wins. Praise the winner. Week: 12 Period: 46 UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES Lesson 2 (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 why someone likes a school activity. - correctly say the words and phrases and use Why does he / she like ____? – Because he / she thinks it’s ____. to ask and answer questions about why someone likes a school activity.
6. - use Why does he / she like ___? – Because he / she thinks it’s _____. 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 interest in school subjects when talking about school subjects and school activities. II. MATERIALS - Pupil’s book: Page 52 - Audio tracks 70, 71 - Teacher’s guide: Pages 116, 117, 118 - 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 having pupils sing the song “What school activities does she like?”. b. Content - Let’s sing. c. Expected outcomes - Pupils can correctly sing the song with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Option 1: Let’s sing. (Track 69) - Greet the class, then divide - Pupils take turns - The song in Activity 3, the class into two halves to take singing the questions and page 51 turns singing the questions and the answer of the song the answers of the song What What school activities school activities does she like? does she like? Option 2: Look and guess. Explain the rules: Pupils look at - Pupils follow the - Six hidden pictures the hidden pictures and guess. teacher’s instructions. Each image is revealed slowly. - Pupils look at the Pupils work in groups of four screen and guess what or five to say when they can the word is. answer the question. Pupils guess the mystery words to describe the pictures. The group having the fastest and correct answer wins the game. - Get pupils to open their books - Pupils open their books at page 52 and look at Unit 7, at page 52.
7. Lesson 2, Activity 1. - Tell pupils what they will learn in this lesson. 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 and answering questions about why someone likes a school activity. 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 why someone likes a school subject. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 70) Step 1: Ask pupils to look at - Pupils look at Pictures a – Context a: Pictures a and b, identify the and b and identify the Linh asking Tom what characters and say what they characters in the pictures. Minh is doing are Linh: Hi, Tom. I can’t talking about. Draw pupils’ - Pupils look at Picture a see Minh. What’s he attention to the question Why and listen to the doing? does he like solving maths recording. Pupils listen to Tom: He’s solving maths problems? and the answer the recording again, problems in the library. Because he thinks it’s useful. sentence by sentence, and He likes maths. Tell pupils that questions repeat individually and in – Context b: beginning with Why are used to chorus. Linh asking Tom why ask about the reason; and Minh likes solving maths Because is the answer to a problems question about reason. - Pupils listen to the Linh: Why does he like Step 2: Ask pupils to look at recording again and solving maths problems? Pictures a. Play the recording repeat individually and/ Tom: Because he thinks for them to listen and follow or in chorus sentence by it’s useful. the sentence. language. Play the recording - Pairs of pupils come to again for pupils to listen and the front of the classroom repeat the sentences to listen to and repeat the individually sentences in the and in chorus. Correct their recording. pronunciation where necessary. - Pupils pay attention to Repeat the same procedure the question and the with answer. Pupils listen to Picture b. the teacher’s explanation. Step 3: Invite a few pairs to the front of the classroom to listen to
8. and repeat the Exchanges a and b. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words and use Why does he / she like ____? – Because he / she thinks it’s ____. to ask and answer questions about why someone likes a school activity. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can say the words and use Why does he / she like ____? – Because he / she thinks it’s ____. to ask and answer questions about why someone likes a school activity. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 71) Step 1: Ask pupils to look at - Pupils look at the – Picture and word Pictures a, b, c and d and say pictures and elicit the cues: what they can see in each personal information of a. a girl playing games, picture. each character. and the words play and elicit the meaning of the - Pupils point at Picture a, games / fun adjectives fun, interesting and listen to the recording and b. a boy doing a project useful and the phrase good for repeat the word. Pupils with his friends, and the group work. Have the class follow the teacher’s repeat instructions with the other words do projects / good the words under the pictures a three pictures. Pupils for group work few times. repeat the words a few c. a girl reading a book Step 2: Play the first part of the times. and, and words read recording for pupils to listen to - Pupils listen and repeat books / interesting and repeat the phrases and after the recording. Pupils d. a boy solving a maths words in chorus and look at Picture a and listen problems, and the words individually until they feel and repeat after the solve maths problems / confident. Use the flash cards to recording. Pupils follow useful practise the phrases and the teacher’s instructions – Speech bubbles: words under the pictures. with the other three Why does he / she like Step 3: Draw pupils’ attention pictures. ___? – Because he / she to the speech bubbles and elicit - Pupils work in pairs to thinks it’s ____. the missing word or phrase in practise asking and Audio script: the answering the question, a. play games / fun question and then in the answer using speech bubbles and b. do projects / good for by pointing at Picture a. Remind Pictures a, b, c and d. group work them of like+ Verb + -ing. Play - Pairs of pupils point at c. read books / interesting the second part of the recording the pictures and say the d. solve maths problems / for pupils to listen to and repeat Questions & Answers in useful the sentences in both bubbles a front of the class. a. few times. Repeat the same A: Why does she like procedure playing games?
9. with Pictures b, c, and d. B: Because she thinks it’s Step 4: Let pupils point at the fun. pictures and say the sentences in b. pairs. Go around the classroom A: Why does he like to offer help where necessary. doing projects? Step 5: Invite a few pairs to act B: Because he thinks it’s out the exchanges in front of the good for group work. class. c. A: Why does she like reading books? B: Because she thinks it’s interesting. d. A: Why does he like solving maths problems? B: Because he thinks it’s good for group work. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Why does he / she like ___? – Because he / she thinks it’s _____. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Why does he / she like ___? – Because he / she thinks it’s ___. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ CONTENT ACTIVITIES Activity 3. Let’s talk. Step 1: Have pupils look at - Pupils look at the – Picture cues: a boy doing the pictures and elicit what pictures and identify the a word puzzle, a girl each pupil is doing. Use the character’s information reading a book, a boy picture of the boy doing a in each picture. solving a maths problem at crossword puzzle as an the board, two girls example to make the question presenting a project in front and answer: What school of the class activity does he like? He likes – Speech bubbles: playing games. Why does he What school activity does like doing crossword puzzles? he / she like? - _____. Because he thinks it’s fun. Why does he / she like Step 2: Write the question and - Pupils look at the ______? – _____. answer on the board and bubbles to understand Suggested answers: complete it. Divide the class how the sentence A: What school activity into two halves and have them pattern is used. Pupils does he like?
10. take turns asking and role-play to practise B: He likes doing word answering a few times before asking the questions and puzzles. setting a time limit for the class giving their answers in A: Why does he like doing to do the task in pairs. pairs, using the picture word puzzles? Step 3: Invite a few pairs to cue. B: Because he thinks it’s come to the front of the class fun. and act out the exchanges. A: What school activity Extension: Turn the questions does she like? and answers into a personal - Pairs of pupils practise B: She likes reading books. exchange about a pupil’s asking and answering A: Why does she like favourite school activity and questions in front of the reading books? why he / she likes a particular class. B: Because she thinks it’s school activity. interesting. A: What school activity does he like? B: He likes solving maths problems. A: Why does he like solving maths problems? B: Because he thinks it’s useful. A: What school activity does she like? B: She likes doing projects. A: Why does she like doing projects? B: Because she thinks it’s good for group work. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Angry bird (ppt) - Divide the class into 2 teams. - Each team takes turns choosing a number and answering the question. - Pupils 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 ask a question. Have the pupil with a yellow ball answer the question. E.g. Pupil A: Why does she like reading books? Pupil B: Because she thinks it’s interesting. - Repeat the game several times.
11. Week: 12 Period: 47 UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES 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 pupils ask and answer questions about why someone likes a school activity, and to tick the correct pictures. - complete two gapped dialogues with the help of picture cues. - review the target language by asking why someone likes a school activity by playing a game of Making sentences. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone's favourite school activity. - 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 activities. II. MATERIALS - Pupil’s book: Page 53 - Audio track 72 - Teacher’s guide: Pages 119, 120, 121 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 7) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise vocabulary and structures to ask and answer about someone’s school activities. b. Content - Game: Guessing game c. Expected outcomes - Pupils can remember the words and practise structures to ask and answer about someone’s school activities. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Guessing game (ppt) - Draw pupils’ attention to the - Pupils follow the Vocabulary: School screen. teacher’s instructions. activities - Explain the rules of the game: - Pupils look at the do projects, play games, Pupils look at the hidden screen and guess what read books, solve maths pictures and guess. the word is. problems, sing, dance, - Have pupils practise the play the piano, paint
12. structures to ask and answer the - Pupils look at the Structures: question about his/ her friends’ pictures and practice the Why does he / she like favourite activities through the structures in pairs. ...? picutures. Because he / she thinks ... e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 4: LISTEN AND TICK. (5 minutes) a. Objectives - To listen to and understand two communicative contexts in which pupils ask and answer questions about why someone likes a school activity, and to 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 and answer questions about the reasons why someone likes a school activity, and tick the correct pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 72) Step 1: Draw pupils’ attention to - Pupils look at Pictures a Picture cues: the pictures and ask questions to and b and identify the 1a. a girl is reading in the elicit what each pupil is doing. characters in the pictures. library Have pupils predict which - Pupils look at Picture a 1b. a girl and a boy are picture is mentioned in and b and listen to the presenting a project Conversation 1 (b). recording. Pupils listen to 1c. a girl is solving a the recording and choose Step 2: Play the recording all maths problem on the the correct answers. the way through for pupils to board check their prediction. Then - Pupils follow the 2a. a boy drawing a play the recording again for teacher’s instructions. picture pupils to listen and tick the - Pupils pay attention to correct picture. the question and the 2b. a boy solving a maths answer. Pupils listen to problem on the board Step 3: Repeat Steps 1 and 2 the teacher’s explanation. 2c. a boy singing a song for Conversation 2. Step 4: Get pupils to swap Audio script: books with a partner and 1. check their answers before A: My sister doesn't like checking as a class. Correct maths. the answers where necessary. B: What school activity Extension: Have pupils does she like? explain why they chose the A: She likes doing answers. For example: projects. 1. The correct picture is b: B: Why does she like it? Hoa and Long are working together at Project time. A: Because she thinks it's good for group work.
13. Long’s holding the poster while Hoa’s presenting the 2. project. A: Why doesn't Minh like 2. The correct picture is a: The solving maths problems? boy is drawing a beautiful picture. B: Because he thinks it's difficult. A: What school activity does he like? B: He likes drawing pictures. A: Why does he like it? B: Because he thinks it's fun and easy. * Key: 1. b 2. a e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 5: READ AND COMPLETE. (10 minutes) a. Objectives - To read and complete two gapped dialogues with the help of picture cues. b. Content Activity 5. Read and complete. c. Expected outcomes Pupils can complete two gapped dialogues with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Use Dialogue 1 as an - Pupils do Dialogue Two gapped dialogues example. Have pupils read it together. Pupils look at the and picture cues. and guess the missing words. pictures and elicit the * Key: Remind them to pay attention to names of the things in the 1. doing projects what the picture illustrates. (A pictures and guess the 2. solving maths girl is presenting a project in missing words. problems; he thinks front of the class with a boy holding the poster). Step 2: Repeat Step 1 for the - Pupils do the other gaps second dialogue. in Dialogue 2 Step 3: Give pupils a time independently. limit to read the dialogues, look at the pictures and fill in the gaps independently. Go around the classroom and offer support where necessary. Step 4: Get pupils to swap books with a partner and check - Pupils swap books with their answers before checking a partner and check their
14. as a class. Invite one pupil to answers before checking write the answers on the board. as a class. Invite two pairs of pupils to -Two pairs of pupils take take turns role-playing the turns role-playing the completed dialogues. Check completed dialogues. pronunciation where necessary. Extension: Put the class into - Pupils work into groups groups to make similar to make similar dialogues dialogues with their personal with their personal information and act them out. information and act them out. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: LET’S PLAY. (8 minutes) a. Objectives - To review the target language by asking why someone likes a school activity by playing a game of Making sentences. b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can review the target language by asking why someone likes a school activity by playing a game of Making sentences. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Draw pupils’ attention - Pupils look at the A picture of two teams to the game input on the board. pictures. Pupils say the taking turns making Introduce and explain how to actions of the characters sentences with the words play the game: The class is in the pictures. and phrases on the board divided into groups of 3 - 4. - Pupils practise asking Pair up the groups, so that each and answering questions group plays against another in front of the class. group. Each group member must select a school activity and say why his or her sister or brother likes it. The group that makes sentences faster and says them correctly will be the winners. Step 2: Give pupils a time limit to play the game and go around the class to offer help where necessary. Step 3: When the time is up, nominate pairs of groups to come to the board to check the answers. Encourage the rest of
15. the pupils to cheer when they answer correctly. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Game 1: Lucky number (ppt) - Divide the class into 2 teams. - Draw pupils’ attention to the questions on the screen. - In teams, they take turns choosing the number and looking at the picture then answer the questions. Read the question aloud and answer it. If they have the correct one, they roll the dice and get the points. - The team with more points wins the game. * Game 2: Pass the ball - Give two different coloured balls to two pupils, one ball (ask the question) and another one (answer the question). - Ask pupils to listen to music and pass the balls. - Stop music suddenly. Have one pupil ask, and the other answer the question. - Repeat the game several times. Week: 12 Period: 48 UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly stress the words 'solving and 'reading in isolation and in the sentences He likes 'solving maths problems. and Her favourite school activity is 'reading books. - identify the 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 - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and listening tasks. 3. Attributes - Explore their talents and critical think about skills they can get from each school activities II. MATERIALS - Pupil’s book: Page 54 - Audio tracks 73, 74, 75 - Teacher’s guide: Pages 121, 122, 123 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 7) - Computer, projector, III. PROCEDURES
16. 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about school activities and the structures What school activity do you like? - I like ___.; and Why do you like it? - Because I think it’s ___. b. Content - Game: Interview c. Expected outcomes - Pupils can remember and correctly ask and answer about school activities. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Interview (ppt) - Invite a few pairs to the front - Pupils work in pairs. Structures: of the class to take turns asking - Pupils take turns asking - What school activity do and answering questions about and answering questions you like? - I like ____. his or her favourite school about favourite school - Why do you like it? - activity and the reasons. activities and the reasons. Because I think it’s ____. - Shows the structures of What - Pupils look at and use school activity do you like? - I the structures on the like ___. and Why do you like board to ask and answer it? - Because I think it’s __. on correctly. the board to help pupils remember and use the structures correctly. - Check their pronunciations and give compliments after they finish. Embrace all the different ideas from pupils. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly stress the words 'solving and 'reading in isolation and in the sentences He likes 'solving maths problems. and Her favourite school activity is 'reading books. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly stress the words 'solving and 'reading in isolation and in the sentences He likes 'solving maths problems. and Her favourite school activity is 'reading books. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 73) Step 1: Have pupils point at the - Pupils point to the word The word 'solving and word 'solving and the sentence and sentence while the sentence He likes He likes 'solving maths listening. Pupils listen to 'solving maths problems. problems. Play the recording the teacher’s explanation. The word 'reading and
17. for them to listen and repeat in the sentence Her favourie chorus and individually until school activity is 'reading they feel confident. Correct books. their pronunciation where necessary. - Pupils listen to the Step 2: Invite a few pupils to recording again and listen to and repeat the word repeat. and the sentence. Praise them when they have good pronunciation. - Pupils follow the Step 3: Repeat Steps 1 and 2 teacher’s instructions. for the word 'reading and the sentence Her favourie school activity is 'reading books. Go around the classroom and correct pupils’ pronunciation where necessary. - Pupils work in pairs or Step 4: Let pupils work in groups to say the words. pairs or groups, saying the words and reading the sentences. - Pupils make more Extension: Ask pupils to make sentences, replacing more sentences, replacing 'solving and 'reading 'solving and 'reading with with verbs ending with - verbs ending with -ing and ing and having the having the similar stress similar stress pattern, for pattern, for example, talking, example, talking, drawing, riding, playing, etc. drawing, riding, playing, and practise reading the etc. and practise reading sentences aloud. Pay attention the sentences aloud. to the correct sentence stress. e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To identify the 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 - Pupils can identify the 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 74) Step 1: Tell pupils that this is - Pupils circle the word Three sets of two-syllable an odd-one-out exercise. Pupils having a different stress words
18. need to circle the word having from each line. Audio script: the different stress to the other 1. a. 'solving two in each line. Then they b. down'stairs listen to the recording to check c. be'cause their answers. 2. a. good'bye Step 2: Set a time limit for b. 'swimming pupils to do the task. - Pupils listen to the c. en'joy Step 3: When the time is up, recording to check. 3. a. be'fore play the recording, once or - Pupils follow the b. gui'tar twice, for pupils to listen and teacher’s instructions. c. 'writing check their answers. Get pupils - Pupils swap books with * Key: 1. a 2. b 3. c to swap books with a partner a partner, then check the and check their answers before answers as a class. checking as a class. Play the - Pupils listen to the recording again for pupils to recording again and check double-check their answers. their answers again. Step 4: Invite a few pupils to - Pupils stand up, listen read aloud all the words in the to and repeat the words. three lines. Correct their pronunciation and word stress if necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 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 75) Step 1: Have pupils look at the - Pupils pay attention to The lyrics and recording pictures and identify the school the lyrics of the chant. of the chant activities. Step 2: Have pupils read the - Pupils read the first first verse of the chant and verse of the chant. draw their attention to the words 'reading, 'dancing, 'drawing, 'painting. Check - Pupils listen to the comprehension. recording for the first Step 3: Play the recording of verse, line by line, and the first verse. Play the repeat. recording again, line by line, - Pupils listen to the for pupils to listen and repeat. recording and clap and Draw their attention to the do the actions while
19. rhythm, word stress and chanting. pronunciation. Encourage them to clap and do actions while chanting. - Pupils do the same with Step 4: Repeat Steps 2 and 3 the second verse. for the second verse of the chant, but draw their attention to the words 'reading, 'singing, 'drawing, 'swimming. - Pupils listen all the Step 5: Play the recording all way through to chant and the way through for pupils to clap. chant and clap their hands. Extension: Replace 'reading, - Pupils work in two or 'dancing, 'drawing, 'painting in more groups to replace the first verse of the chant with 'reading, 'dancing, other gerunds which have the 'drawing, 'painting in the stress on the first syllable, for first verse of the chant example, swimming, writing, with other gerunds which talking and hiking. Have pupils have the stress on the do the same thing with the first syllable. Pupils do second verse and practise the same with the second chanting the new one. verse of the chant and practice chanting the new chant. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Guess the actions - Call out one student to come to the front of class and whisper to him or her the name of an action, e.g. reading books - Ask him or her to do the action without making any sounds. - Let other pupils in the class guess the actions. - Give points to the team that has the pupil do the action and the one gives the correct answers. * Option 2: Game: Lucky number (ppt) - Tell pupils they are going to choose a letter and answer the question or complete the question using picture cues. - Divide pupils into teams and play the game. - Give points as the stars shown on the screen. - Check their pronunciations. - Which team has more points will be the winner.