Giáo án Tiếng Anh 5 - Week 13 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 13 - Năm học 2024-2025

1. Week: 13 Date of planning: 30/11/2024 Period: 49 Date of teaching: 02/12 – 06/12 UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES 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 and show understanding of the text by circling the correct options to complete the sentences provided. - write a brief paragraph consisting of about 30 words about your favourite school activities and why their brother / sister / friend likes them with the help of guiding questions and a writing frame. - present to the class a report of a survey on pupils’ favourite school activities. 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 55 - Teacher’s guide: Pages 123, 124, 125 - 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 Rock, paper, scissors game b. Content - Play the game. c. Expected outcomes - Pupils can correctly use some sentences they have previously learned. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Rock, paper, scissors - Greet the class. Ask pupils to - Pupils listen to the - Vocabulary: do play Rock, paper, scissors teacher’s instructions and projects, solve maths review the words: do projects, play the game. problems, play games, solve maths problems, play read stories, useful, games, read stories, useful, interesting, fun, good for interesting, fun, good for group group work
2. work. - Ask pupils to show the sign of Rock, paper, scissors to show the answers they choose. - Pupils open their books - Ask pupils to open their to start the lesson. books at page 55 and look at Unit 7, Lesson 3, Activity 4. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read a text and show understanding of the text by circling the correct options to complete the sentences provided. b. Content - Activity 4. Read and circle. c. Expected outcomes - Pupils can read a text and show understanding of the text by circling the correct options to complete the sentences provided. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and circle. Step 1: Tell pupils the goal of - Pupils pay attention to – A paragraph about four the activity and explain that the paragraph and read friends with different they should read the paragraph them as a class. favourite school activities, and circle the correct options to and the reasons why they complete the sentences like these activities. provided. Check - Pupils look at the comprehension. – Four sentences to Step 2: Use Number 1 as an incomplete sentences and answer options. Pupils complete with three example. Have pupils read answer options read the text again and Sentence 1; then scan the paragraph above quickly to find circle the correct answers. the correct person (Linh). Then tell them to compare with the options given in the sentence provided and circle the letter c. Step 3: Set a time limit for pupils to do the rest of the task independently. Go around the classroom and offer help where necessary. - Pupils swap books with Step 4: Get pupils to swap a partner to check their books with a partner and check answers before checking their answers before checking as as a class. a class. Correct the answers where necessary. - Two pupils take turns to Extension: Invite two pupils to practise asking and
3. take turns asking and answering answering. why Linh, Minh, Lucy and Bill like these school activities, for example, Why does Linh like singing? − Because she wants to be a singer in the future. Correct their pronunciation where necessary. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To write a brief paragraph consisting of about 30 words about favourite school activities and why their brother / sister / friend likes them, with the help of guiding questions and a writing frame. b. Content - Activity 5. Let’s write. c. Expected outcomes - Pupils can write a short paragraph about their favourite school activities and why they like them, with the help of guiding questions and a writing frame. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Tell the class the goal of - Pupils listen to the Guiding questions and a the activity and explain that they teacher’s explanation. writing frame should read the guiding Suggested answer: questions and complete the My sister’s favourite writing frame with their school activities personal information. Tell pupils My sister’s favourite that they should write about 30 school activity is solving words. Check comprehension. maths problems. She Step 2: Use Sentence 1 as an - Pupils read the first likes it because she example. Have pupils read the sentences in the frame and thinks it’s interesting, first sentence in the frame. complete the sentences. and she wants to teach Remind them of the question maths in the future. She words in the first question doesn’t like singing before completing the sentence. because she thinks she Tell them to do the same with does not have a good the rest of the sentences. voice. Step 3: Give pupils time to do the writing task independently. Go around the classroom and offer help where necessary. - Pupils follow the Step 4: Get pupils to swap teacher’s instructions books with a partner and check and do the task their answers before checking as independently.
4. a class. Invite one or two pupils - Pupils swap books with to stand up and read their a partner, then check sentences aloud. answers as a class. - Pupils read aloud the sentences they have completed in front of the class. e. Assessment - Performance products: Pupil’s answer - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To present to the class a report of a survey on pupils’ favourite school activities. b. Content - Activity 6. Project c. Expected outcomes - Pupils can present to the class a report of a survey on pupils’ favourite school activities. d. Organisation TEACHER’S ACTIVITIES PUPILS’ CONTENT ACTIVITIES Activity 6. Project Step 1: Check pupils’ survey - Pupils listen to the A picture of a girl presenting results. teacher’s explanation. the results of her survey in Step 2: Invite a pupil to report front of the class his / her survey results with Suggested presentation: your help. Hello, everyone! My name is Trang, and today I’d like to Step 3: Have pupils work in - Pupils work in groups share with you the results of groups to report their own of five, report their my survey about the favourite results. Go around the classroom and offer help where survey to their friends in school activities of Lan, groups. Minh, and Linh. necessary. - Pupils report their Step 4: Invite a few groups to First, we have Lan. Lan survey in front of the report their survey results in likes reading stories because class. front of the class. Praise them she thinks it’s interesting. when they do a good job. She enjoys storybooks because she believes that they can take her on amazing journeys and teach her so many interesting things. Next, we have Minh. Minh enjoys solving maths problems. He believes that solving maths problems is like solving word puzzles,
5. and it makes him feel super smart! And finally, we have Linh. In her free time, Linh loves playing games, especially with her friends. She finds games to be an excellent means of relaxation and enjoyment. So, it’s so cool to know the favourite school activities of our three classmates: Lan, Minh and Linh. Thank you for listening, and I hope you enjoyed learning about our classmates’ favourite school activities! 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: Lucky number (ppt) - Explain how to play the game. - Tell pupils they are going to look at the pictures and answer the questions. - Divide the class into 2 teams. - Each team takes turns choosing a number and answering the question. - Check the pupils’ answers as a whole class. - If they give the correct answers, they get points for their team. - The team with more points will be the winner. * Option 2: Game: Number race - Divide the class into three groups. Each group has ten pupils. - Give each pupil in one group a number so that each group has equal numbers. - Ask the questions, e.g. What’s your sister’s favourite school activity? / Why does she like it?, and allow time for pupils to think. Then call out a number, have pupils with that number from each group stand up and shout out the answers, e.g. My sister’s favourite activity is doing projects. Praise and give points for the groups. - The group with more points wins the game. Week: 13 Period: 50 UNIT 8: IN OUR CLASSROOM 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 in which
6. characters ask and answer questions about school things and their locations. - correctly say the words and use Where are the ______? – They’re _____. to ask and answer questions about the locations of school things. - use Where are the _____? understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about the locations of school things. - correctly use Where are the ______? - They’re _____. to ask and answer questions about the locations of school things. - use the words beside, under, above, in front of in relation to the topic “In our classroom”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about the locations of school things 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 school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. MATERIALS - Pupil’s book: Page 56 - Audio tracks 76, 77 - Teacher’s guide: Pages 126, 17, 128 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the vocabularies about school things and things around them. b. Content - Game: Kim’s game c. Expected outcomes - Pupils can correctly say the names of school things and things around them. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Kim’s game (ppt) - Tell pupils they are going to - Pupils listen to the Pictures (pen, pencil, remember the pictures and teacher’s explanation. eraser, book, desk, write the pictures’ names. - Pupils follow the teacher clock, pictures, map) - Demonstrate the game by demonstrating the game. using an example. - Pupils work in two groups. - Divide pupils into two - Pupils look at and groups. remember the flashcards - Fly the flashcards on the carefully. board. Ask pupils to look at and - Each member of the remember the flashcards group takes turns running
7. carefully. to the board and writes - Ask each member of the only the name of one group to take turns running to picture. the board and write only the - Pupils praise the winner. name of one picture. - The group with more correct answers will be the winner. Praise the winner. e. Assessment - Performance products: Pupils’ performance and 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 in which characters ask and answer questions about school things and their locations. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about school things and their locations using What are these? - They are ________. and Where are the ______? – They’re _____. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 76) Step 1: Have pupils look at - Pupils look at Pictures a - Context a: Pictures a and b, and identify and b and identify the Miss Hoa asking pupils the characters and their characters and their about school things activities. activities. Miss Hoa: Class, what Step 2: Ask pupils to keep - Pupils look at the are these? looking at the pictures. Play the pictures. and listen to the Class: They are maps. recording for them to listen. recording. Miss Hoa: Well done. Step 3: Play the recording - Pupils listen to the - Context b: again for pupils to listen and recording again, sentence Miss Hoa asking pupils repeat in chorus, sentence by by sentence, and repeat. about the location of sentence. Correct their - Pairs of pupils come to school things pronunciation where necessary. the front of the classroom Miss Hoa: Where are the Step 4: Invite a few pairs to the to listen and repeat the maps? front of the classroom to listen sentences in the recording. Boy: They’re beside the to and repeat the sentences in - Pupils pay attention to board. the recording. the question and the Miss Hoa: That’s right. Step 5: Draw their attention to answer and listen to the the question Where are the teacher’s explanation. maps? And the answer They’re - Pairs of pupils act out beside the board. Tell pupils the conversations in front that they are a question and an of the class. answer about the locations of school things.
8. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words above, beside, in front of, under and use Where are the ______? - They’re _____. to ask and answer questions about the locations of school things. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words above, beside, in front of, under and use Where are the _____? - They’re _____. to ask and answer questions about the locations of school things. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 77) Step 1: Have pupils look at the - Pupils look at the - Picture and word cues: Pictures a, b, c and d and Pictures a, b, c and d and a. five pencils beside identify the locations of the identify the locations of the book and the words school things. school things. pencils / beside / book Step 2: Have pupils point at - Pupils point at Picture a, b. two erasers under the Picture a, listen to the first small listen to the recording and desk and the words section of the recording (pencils repeat the words. Pupils do erasers / under / desk / beside / book) and repeat the the same procedure with words. Point at the words and the other three pictures. c. two pictures above Picture a and have pupils listen the window and the to and repeat the recording. words pictures / above / Follow the same procedure with window the words under the other three d. two pens in front of pictures. - Pupils look at Picture a the clock and the words Step 3: Have pupils look at and listen to and repeat the pens / in front of / clock Picture a again and listen to the questions and answers a - Speech bubbles: first exchange (Where are the few times. Pupils do the Where are the _____? pencils? - They're beside the same procedure with the - They’re _____. book.). Ask them to repeat it. three other pictures. Audio script: Follow the same procedure with a. pencils / beside / the other three pictures and book exchanges. Have the class b. erasers / under / desk repeat the questions and c. pictures / above / answers a few times. - Pairs of pupils practise window Step 4: Have pairs practise asking and answering the d. pens / in front of / asking and answering the question. clock question Where are the _____? a. - They’re _____. Go around the A: Where are the classroom to offer help when - Pairs of pupils point at pencils? necessary. the pictures and say the B: They’re beside the Step 5: Invite a few pairs to questions and answers in book.
9. point at the pictures and say the front of the class. b. questions and answers in front - Each half of the class A: Where are the of the class. takes turns asking and erasers? Extension: Have pupils look at answering. B: They’re under the the pictures again. One half of desk. the class should ask questions c. and the other half should A: Where are the answer. Then, switch roles. pictures? B: They’re above the window. d. A: Where are the pens? B: They’re in front of the clock. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Where are the _____? – They’re _____. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Where are the _____? – They’re _____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils look at the - Picture cues: to the pictures. Ask questions to pictures and identify the two erasers in front of a help them identify the context context. pencil case, two pencils (see Input). beside a notebook, two Step 2: Put pupils into pairs school bags under a desk, and practise asking and - Pupils work in pairs and two maps above a answering questions about the practise asking and bookcase locations of school things. Go answering questions - Speech bubbles: around the classroom to offer about the locations of Where are the ____? - support where necessary. school things. ___. Step 3: Invite a few pairs to the Suggested answer: front of the class to ask and - Pairs of pupils come to Where are the erasers? answer questions about the the front of the class to - They’re in front of the locations of school things, using ask and answer questions pencil case. the picture cues. Praise pupils if about locations of school Where are the pencils? they perform well. things, using the picture - They’re beside the Extension: Invite some pairs of cues. notebook. pupils to ask and answer Where are the school questions about real school - Pairs of pupils ask and bags? - They’re under the things in the classroom. For answer questions about desk. example, Where are the fans? - the real school things in Where are the pictures?
10. They’re above the windows; the classroom. - They’re above the Where’s the projector? bookcase. - It’s in front of the screen. 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: Memory Game (ppt) - Show a picture on the board. - Pupils have to look at the picture and try to remember the position of things in 15 seconds. - Put the picture away. Show a question with 03 answer options A, B and C. Pupils have to choose the correct answer based on what they can remember and call it out. E.g. B. The three books are beside the bag. - Give one score to the pupil with the correct answer. * Option 2: Game: Musical cards - Stick the cards on the board. Ask pupils to say the words related to the cards. - Hand out the cards to different pupils around the class. - Play the song What school activities does she like? (Unit 7). Ask pupils to pass the cards to the pupils next to them while the music is playing. - Stop the music suddenly. Invite a pupil to ask the question Where are the pens? Ask the pupil who is holding the card to answer the question, e.g. It’s in front of the clock. - Play the music again and repeat the activity. - Ask pupils to check their friends’ pronunciation. * Preparation for the project: Tell pupils about the project on page 61, Lesson 3, Activity 6. Ask them to draw their study corners with the locations of school things and present their group’s pictures to the class at Project time. Week: 13 Period: 51 UNIT 8: IN OUR CLASSROOM 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 characters ask and answer about the locations of school things and tick or cross the pictures. - complete four gapped exchanges with the help of the picture cues. - sing the song Where are they? 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 - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. MATERIALS
11. - Pupil’s book: Page 57 - Audio tracks 78, 79 - Teacher’s guide: Pages 129, 130, 131 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structures Where are the _____? – They’re _____. to ask and answer questions about the locations of school things. b. Content - Game: Flower blooming c. Expected outcomes - Pupils can correctly say the sentence structures Where are the _____? – They’re _____. to ask and answer questions about the locations of school things. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Flower blooming (ppt) - Tell pupils that they are going - Pupils listen to the Sentence structures: to look at the picture given and teacher’s explanation. Where are the_____? choose the correct word or - They’re _____. phrase suitable with the picture. Seven pictures about the - Have pupils play the game in - Pupils play the game in locations of school things. two groups. One pupil of each two groups. One pupil of 1. Where are the pencils? group takes turns playing the each group takes turns - They’re _____ the game. playing. book. - If he/ she gives a correct 2. Where are the maps? answer, he/ she will get one - They’re _____ the point and help the seedling board. grow and bloom. 3. Where are the erasers? - If he/ she gives an incorrect - They’re _____ the desk. answer, the teacher will invite a 4. Where are the pens? pupil of another group to - They’re _____ the answer. clock. - Have pupils play the game. 5. Where are the school - The group with more points bags? wins. Praise the winner. - They’re _____ the desk. 6. Where is the clock? - It’s _____ the bookcase. 7. Where is the bookcase? - It’s _____ the board. * Key: 1. beside, 2. above, 3. under, 4. in front of, 5. under, 6. above,
12. 7. beside 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 characters ask and answer about the locations of school things, and tick or cross the pictures. b. Content - Activity 4. Listen and tick or cross. c. Expected outcomes - Pupils can listen to and understand four communicative contexts in which characters ask and answer about the locations of school things, and tick or cross the pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick or cross. (Track 78) Step 1: Draw pupils’ attention - Pupils look at the - Picture cues: to the pictures and elicit the pictures and say the a. two rulers beside a names of the school things and names of the school notebook their locations by asking things and their b. three school bags on a questions, such as What are locations. table these? and Where are they? c. two pictures above a Remind them to look at Pictures window 1, 2, 3, and 4. Elicit the words d. two pencils in a desk rulers, school bags, pictures Audio script: and pencils, and prepositions 1. including beside, on, above, A: Excuse me. Where are under and in. the rulers? Step 2: Play the recording all - Pupils listen to the B: They’re beside the the way through for pupils to recording all the way notebook. listen. Play the recording again through. Then pupils A: Thank you. for them to do the task by listen to the recording 2. ticking or crossing the correct again to do the task by A: I can’t see the school pictures. Then play it a third ticking or crossing the bags. Where are they? time for pupils to check and correct pictures. Pupils B: They’re under the complete the activity. listen to a third time to table. Step 3: Get pupils to swap check and complete the A: I see. Thanks. books with a partner to check activity. 3. their answers before checking - Pupils swap books with A: Where are the as a class. Have pupils explain a partner to check their pictures? the answers by asking answers before checking B: They’re above the questions, for example, Where as a class. window. are the rulers? Are the school A: Thank you. bags under the table? Where 4. are the pictures? and Are the A: Where are the pencils? pencils on the desk? B: They’re on the desk. Correct the answers if A: Oh, I see. Thank you. necessary. * Key: 1. ✔, 2. �,
13. 3. ✔, 4. � 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: Have pupils look at the - Pupils look at the - Four picture cues pictures and identify the pictures. Pupils identify - Four gapped exchanges locations of the school things in the locations of the * Key: the pictures. school things. 1. beside, 2. are; the Step 2: Have pupils look at the - Pupils look at the pencil case, 3. erasers; gapped sentences. Draw their gapped sentences. Pay under, attention to the missing words their attention to the 4. Where; above in the sentences. missing words in the Step 3: Model Exchange 1. sentences. Have pupils look at the - Pupils follow the sentence. Ask them what word teacher demonstrating is missing (beside). Then have Exchange 1. Pupils look pupils complete the sentence at the sentence. Pupils (They’re beside the answer the missing word, notebooks). Repeat the same then complete the procedure with Exchanges 2, 3 sentence. and 4. - Pupils complete the Step 4: Have pupils complete gapped sentences the gapped sentences individually, then swap individually and get them to books with a partner to swap books with a partner to check their answers check their answers before before checking as a checking as a class. class. Step 5: Ask a few pairs to read - Some pairs of pupils read the completed exchanges aloud the completed exchanges in front of the class. Correct aloud in front of the class. their pronunciation where necessary. 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 they? with the correct pronunciation, rhythm and melody.
14. b. Content - Activity 6. Let’s sing. c. Expected outcomes - Pupils can sing the song Where are they? with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 79) Step 1: Draw pupils’ attention - Pupils pay attention to The lyrics and recording to the title and lyrics of the the title and lyrics of the of the song Where are song. Encourage them to point song. Pupils point at the they? at the locations of school things location of school things. to reinforce their understanding. - Pupils listen to the Step 2: Play the recording all whole song. Pupils listen the way through for pupils to carefully to the listen to the whole song. pronunciation, rhythm Encourage them to listen and melody. carefully to the pronunciation, rhythm and melody. - Pupils listen to the Step 3: Play the recording recording line by line and again, line by line, for pupils to repeat. listen and repeat. Correct their pronunciation where necessary. - Pupils listen to the Step 4: Play the recording all recording all the way the way through for pupils to through and sing along. sing along. - Pupils listen to the Step 5: Play the recording recording again to sing again for pupils to sing and and clap along. clap along with the recording. - Some groups come to Extension: Invite some groups the front of the class to to the front of the class to perform while the rest of perform while the rest of the the class sings and / or class sings and / or claps along. claps along. 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 birds (ppt) - Divide the class into 2 groups. - Have pupils take turns choosing the numbers, then look at the picture and answer the questions. E.g. Picture of two books on the desk. Teacher asks “Where are the books? Pupils answer “They’re on the desk.” - Have them look at the pictures and answer the questions. If they have the correct answers, they get the points for their groups. If the answer is not correct, the other group answers and gets points. - The group with more points wins.
15. * Option 2: Game: Who’s faster? - Tell pupils that they are going to play the game Who’s faster? in groups. Explain how the game is played: Each group makes sentences using school things and locations of them and reads them aloud to the class. - Write a word on the board (e.g. beside, under, above, in front of) and a sentence as an example: The pictures are above the bookcase. - Divide the class into groups of five. Ask groups to look at the words and the example on the board. Check comprehension. - Give each group a piece of paper. Have groups make four sentences with the four words and phrases beside, under, above, in front of, then read the sentences aloud to the class. The group that makes correct sentences faster wins. - Continue the game with other sets of location words if time allows. Week: 13 Period: 52 UNIT 8: IN OUR CLASSROOM 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 in which characters ask and answer questions about possession. - correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession. - use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about possession 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 school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. MATERIALS - Pupil’s book: Page 58 - Audio tracks 80, 81 - Teacher’s guide: Pages 131, 132, 133 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives
16. - To revise the structures Where are the ______? - They’re _____. to ask and answer questions about the locations of school things. b. Content - Game: Sentence building c. Expected outcomes - Pupils can make and say the structures Where are the ______? - They’re _____. to ask and answer questions about the locations of school things correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Sentence building (ppt) - Tell pupils that they are going - Pupils listen to the Word cards: to play the game Sentence teacher’s explanation. 1. pictures / are / the / building in groups of four or - Pupils follow the Where / ? five. leader. 2. bookcase / the / - Nominate one pupil in each - Pupils play the game. pictures / are / above / group as a leader. The leader The / . says a sentence and the other - Two groups come to 3. in front of / The / are / group members have to stand in the front of the class to clock / books/ the / . a line, holding the word cards to play the game. 4. behind / are / The / make a sentence. For example: - Pupils give comments pencil case / the / erasers Where are the pictures? and announce the winner. / . - Set a time limit for the groups 5. under / chair / The / to play the game. rulers / are / the / . - Invite two groups to the front of the class to play the game. - Have the class give comments and announce the winner. The group that makes the most correct sentences will win. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about possession. 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 possession. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 80) Step 1: Have pupils look at - Pupils look at Pictures a - Context a: Pictures a and b and identify and b and identify the Mai asking Nam if this is the characters and the locations characters and the his crayon of school things. locations of school Mai: Excuse me? Is this
17. Step 2: Ask pupils to look at things. your crayon? Picture a. Play the recording of - Pupils look at Picture a Nam: No, it isn’t. Context a for them to listen. and listen to the - Context b: Play the recording again, recording. Pupils listen to Mai asking Nam whose sentence by sentence, for pupils the recording again, crayon this is, and he to listen and repeat. Correct sentence by sentence, and answers that it’s Linh’s their pronunciation where repeat. Mai: Whose crayon is necessary. this? Step 3: Follow the same Nam: It’s Linh’s. procedure with Picture b. - Pupils follow the Mai: Thank you. Step 4: Play the recording again teacher’s instructions with for pupils to listen and repeat in Picture b. chorus sentence by sentence. - Pupils listen to the Step 4: Invite a few pairs to the recording again and repeat front of the classroom to listen in chorus sentence by and repeat the sentences in the sentence. recording. - Pairs of pupils come to Step 5: Draw their attention to the front of the classroom the question Whose crayon is to listen and repeat the this? and the answer It’s sentences in the recording. Linh’s. Tell pupils that they are - Pupils pay attention to the question and answer about the question and answer possession. and listen to the teacher’s instruction. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly use Whose ____ is this? - It’s ____. to ask and answer questions about possession. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 81) Step 1: Have pupils look at - Pupils look at Pictures - Picture and word cues: Pictures a, b, c and d and elicit a, b, c and d and say the a. Mary’s glue stick, and the names of characters and names of characters and the words glue stick / their school things. their school things. Mary’s Step 2: Have pupils point at - Pupils point at Picture b. Bill’s crayon, and the Picture a, listen to the a, listen to the recording words crayon / Bill’s recording and repeat the words and repeat the words. c. Nam’s set square, and (glue stick / Mary’s). Point at Pupils listen and repeat
18. the bubbles and Picture a again after the recording. the words set square / and have pupils listen and Nam’s repeat after the recording d. Mai’s pencil sharpener, (Whose glue stick is this? - It’s and the words pencil Mary’s.) - Pupils follow the sharpener / Mai’s Step 3: Follow the same teacher’s instructions - Speech bubbles: procedure with the other three with the other three Whose ___is this? - It’s pictures. Have the class listen pictures. Pupils repeat ___. to and repeat the questions and the questions and Audio script: answers a few times. answers a few times. a. glue stick / Mary’s Step 4: Have pairs practise - Pairs of pupils practise b. crayon / Bill’s asking and answering Whose asking and answering, c. set square / Nam’s ____ is this? - It’s ____. using using picture cues. d. pencil sharpener / picture cues. - Pairs of pupils point at Mai’s Step 5: Invite a few pairs to the pictures and say the a. point at the pictures and say the questions and answers in A: Whose glue stick is questions and answers in front front of the class. this? of the class. - One half of the class B: It’s Mary’s. Extension: Have pupils look at asks questions and the b. the pictures again. One half of other half answers, then A: Whose crayon is this? the class should ask questions switches roles. B: It’s Bill’s. and the other half should c. answer. Then, switch roles. A: Whose set square is this? B: It’s Nam’s. d. A: Whose pencil sharpener is this? B: It’s Mai’s. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk.
19. Step 1: Draw pupils’ attention - Pupils look at the - Picture cues: Minh to the pictures. Ask questions pictures. Pupils answer holding a set square, Mary to help them identify the the questions to identify holding a crayon, Linh context (see Input). the context. holding a pencil sharpener, Step 2: Put pupils into pairs - Pupils work in pairs Bill holding a glue stick and encourage them to ask and and ask and answer - Speech bubbles: answer questions about questions about Is this your ____? - _____. possession. Go around the possession. Whose ____ is this? - classroom to offer support ____. Suggested answer: where necessary. – A: Is this your set Step 3: Invite a few pairs to the - Pairs of pupils come to square? front of the class to perform the front of the class to B: No, it isn’t. their conversations. Praise perform their A: Whose set square is pupils if they perform well. conversations. this? B: It’s Minh’s. – A: Is this your crayon? B: No, it isn’t. A: Whose crayon is this? B: It’s Lucy’s. – A: Is this your pencil sharpener? B: No, it isn’t. A: Whose pencil sharpener is this? B: It’s Linh’s. – A: Is this your glue stick? B: No, it isn’t. A: Whose glue stick is this? B: It’s Bill’s. 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: Disappear! (ppt) - Prepare some pictures (glue stick, crayon, set square, pencil sharpener) and word cards. - Show the pictures and word cards on the board. Have pupils read all the words. - Disappear one picture and one word card. Have a pupil come to the board and write the correct word. If he/ she writes it correctly, he/ she will choose the next pair. If he/ she writes it incorrectly, the teacher will show the picture and the word on the board again. - Praise pupils if they write the words correctly. * Option 2: Game: Flashcard Walk - Place several flashcards (glue stick, crayon, set square, pencil sharpener) on the classroom floor. - Divide the class into two groups. - Have pupils from each group come up the front. - Play some music and have the pupils walk around the flash cards.
20. - Stop the music and say the name of one flash card. - Have the pupils pick up the correct flash card and make a question for another pupil to answer. E.g. Pupil A: Whose crayon is it? Pupil A invites another pupil of his/ her group to answer that question. Pupil B: It’s Mai’s. - Give the first group to make a correct sentence at one point. - The group with more points wins the game.