Giáo án Tiếng Anh 5 - Week 14 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 14 - Năm học 2024-2025

1. Week: 14 Date of planning: 07/12/2024 Period: 53 Date of teaching: 09/12 – 13/12 UNIT 8: IN OUR CLASSROOM 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 characters ask and answer questions about the locations of school things and possession and tick the correct pictures. - complete two gapped exchanges with the help of picture cues. - revise target words about possession and school things by playing the game Whose pen is this? 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 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 59 - Audio track 82 - Teacher‟s guide: Pages 134, 135, 136 - 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 Whose ____ is this? - It’s ____. to ask and answer questions about possession. b. Content - Game: Flower picking! c. Expected outcomes - Pupils can correctly say the sentence structures Whose ____ is this? - It’s ____. to ask and answer questions about possession. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Flower picking! (ppt) - Tell pupils that they are going - Pupils listen to the Pictures (glue stick, to pick up the flowers, then teacher‟s explanation. crayon, set square, pencil look at the things and ask and sharpener) answer questions about Structures: possession. Whose___ is this?
2. - Divide the class into two - Pupils work in two - It’s ____. groups. Two pupils from each groups. Two pupils from group will play the game in each group will play the turns. game in turns. - If pupils ask and answer the questions correctly, they will get points for their group. - Pupils continue playing - Continue the game until all the game until all the the flowers are picked. flowers are picked. - The group with more points - Pupils praise the wins the game. Praise the winner. 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 two communicative contexts in which characters ask and answer questions about the locations of school things and possession 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 characters ask and answer questions about the locations of school things and possession and tick the correct pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 82) Step 1: Draw pupils‟ attention - Pupils look at the - Picture cues: to Pictures 1a, 1b and 1c. Ask Pictures 1a, 1b and 1c 1a. three pencils on a questions to help them identify and identify the locations desk the locations of the three of the three crayons. 1b. three pencils under a crayons. - Pupils listen to the desk Step 2: Play the recording for recording to do Question 1c. three pencils in a pupils to do Question 1 by 1 by ticking the right pencil case ticking the right picture. picture. 2a. Linh‟s set square Step 3: Follow the same - Pupils do the same 2b. Nam‟s set square procedure with Question 2. procedure with Question 2c. Mary‟s set square (Pictures 2a, 2b and 2c.) 2 Audio script: Step 4: Tell pupils to swap - Pupils swap books with 1. books with a partner, then a partner, then check A: Excuse me. Are these check answers as a class. Write answers as a class. Pupils your crayons? the correct answers on the listen to the recording B: Yes, they are. board. Play the recording again again to double-check A: Where are my for pupils to double-check their their answers. crayons? answers. - Pupils raise their hands B: Look! They‟re there, Extension: Read Conversation when they find the under the desk.
3. 1 aloud but change specific different information. A: Thank you. information. For example: 2. A: Excuse me. Are these your A: Is this your set crayons? square? B: Yes, they are. B: No, it isn‟t. A: Where are my crayons? A: Whose set square is B: Look! They‟re there, on the this? desk. B: Let me see. It‟s A: Thank you. Linh‟s. - Have pupils raise their hands * Key: 1. b, 2. a when the information is different. Invite a pupil to correct the information. 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 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 pictures. Get them to identify pictures and identify the - Two gapped exchanges the locations of the school locations of the school to complete things in the pictures. things in the pictures. * Key: Step 2: Have pupils look at the - Pupils look at the two 1. It’s; under, two gapped exchanges. Draw gapped exchanges, 2. Whose; Where’s; their attention to the missing paying attention to the school bag words. missing words. Step 3: Model Exchange 1. - Pupils follow the Have pupils look at the first teacher demonstrating gap. Ask them what word is Exchange 1. missing (It’s). Then have them - Pupils follow the complete the sentence (It’s teacher‟s instructions to Phuong Nga’s.). Get them to do Exchange 2. guess the missing word in the - Pupils swap books with second gap (under). a partner and check their Step 4: Follow Step 3 for answers before checking Exchange 2. as a class. Pairs of pupils Step 5: Get pupils to swap read the completed books with a partner and check exchanges aloud. their answers before checking as a class. Ask a few pairs to
4. read the completed exchanges aloud. e. Assessment - Performance products: Pupils‟ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To revise target words about possession and school things by playing the game Whose pen is this? b. Content - Activity 6. Let‟s play. c. Expected outcomes - Pupils can revise target words about possession and school things by playing the game Whose pen is this? d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Tell pupils that they are - Pupils listen to the A picture of four pupils going to play Whose pen is this? teacher‟s explanation. asking about the school game in groups of four. Divide - Pupils work in two things on the table (a pupils into Team A and Team groups to take turns school bag, a pen, a glue B. Team A holds one of the asking and answering stick, a set square, a school things on the table and about possession. The notebook) asks Whose (pen) is this? Team members of each group B answers It’s (Mai’s). have to remember whose Step 2: The teams take turns school things they are to asking and answering about answer the questions. possession. The members of - The team that gives a each group have to remember correct answer will get one whose school things they are to point. answer the questions. - Pupils work in groups Step 3: When a team gives a of two pairs. A group correct answer, they get one comes to the front of the point. The winning team is the class to play the game. one that gets the most points. Step 4: Have pupils work in groups. Invite two groups to the front of the class to play the game. e. Assessment - Performance products: Pupils‟ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Pass the balls! (ppt) - 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 balls.
5. - 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: Whose pen is this? Pupil B: It’s Linh’s. - Praise pupils if they do the activity well. * Option 2: Game: Jump or clap - Ask pupils to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they clap. If it isn‟t, they jump. Ask them to say the word on the flashcard. Week: 14 Period: 54 UNIT 8: IN OUR CLASSROOM Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly pronounce the two-syllable words aˈbove and beˈside with the stress on the second syllable, in isolation and as in the sentences The picture is aˈbove the window. and The map is beˈside the board. - 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 - 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 60 - Audio tracks 83, 84, 85 - Teacher‟s guide: Pages 136, 137, 138 - 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 previous lesson by asking and answering questions about the locations of school things and possessions.
6. b. Content - Game: Ring the bells c. Expected outcomes - Pupils can correctly ask and answer questions about the locations of school things and possessions. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Ring the bells (ppt) - Tell pupils they are going to - Pupils listen to the Pictures about the look at the picture and choose teacher‟s explanation. locations of school things the correct answer a, b or c. - Pupils work in two and possessions. - Divide the class into two groups. Questions: groups. - Pupils play Rock, 1. The map is ___ the - Have one pupil from each paper, scissors to find board. group play Rock, paper, the group which plays a. on scissors to find the group the game first. b. beside which plays the game first. - Pupils look at the c. under - Have two pupils from two picture and choose the 2. Whose ___ is this? groups look at the picture and correct answer a, b or c - It‟s Nam‟s. choose the correct answer a, b to fill in the blank. a. glue stick or c to fill in the blank. If he/ - Pupils read the b. set square she has the answer, he/ she will questions and answers c. pencil ring the bell to give the answer. aloud. 3. Whose _____ is this? - If he/ she chooses the correct - It‟s Bill‟s. answer, he/ she gets points for a. book his/ her group. The group with b. crayon more points is the winner. c. map - Have pairs of pupils read the 4. The photo is __ the sentences. table. a. in front of b. over c. above * Key: 1. b 2. a 3. b 4. c e. Assessment - Performance products: Pupils‟ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in the sentences The picture is a’bove the window. and The map is be’side the board. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in the sentences The picture is a’bove the window. and The map is be’side the board.
7. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 83) Step 1: Draw pupils‟ attention - Pupils pay attention to - The word a’bove and to the word a’bove and the the word a’bove and the the sentence The picture sentence The picture is a‟bove sentence. Pupils listen to is a’bove the window. the window. Play the recording the recording and point at - The word be’side and for the first line and encourage the word and the the sentence The map is pupils to point at the word and sentence while listening. be’side the board. the sentence while listening. Step 2: Play the recording again and encourage pupils to listen to - Pupils listen to the and repeat the word and the recording again and sentence. Do this several times repeat the word and the until pupils feel confident. sentence. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 for the word be’side and the sentence The map is be’side the - Pupils do the same board. procedure with the word Step 4: Let pupils work in and the sentence in the pairs or groups, saying the second line. words and reading the - Pupils work in pairs to sentences until they feel practise saying the words confident. and the sentences in two lines. 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 84) Step 1: Tell pupils the goal of - Pupils listen to the Three sets of two- the activity. Explain that they teacher‟s explanation. syllable words have to circle the word that has Audio script: stress different from the other 1. a. a„bove words. Check comprehension. b. „under - Pupils circle the odd
8. Step 2: Give pupils a time limit word in each line. c. be„side to do the task individually. - Pupils listen to the 2. a. „over Step 3: Play the recording for recording and check their b. a„bove pupils to listen and check. Play answers. c. „under the recording twice if - Pupils swap books with 3. a. be„hind necessary. a partner, then check the b. „over Step 4: Tell pupils to swap answers as a class. c. a„bove books with a partner, then - Pupils listen to the * Key: 1. b 2. b 3. b check the answers as a class. recording again to Write the correct answers on double-check their the board. answers. Step 5: Play the recording - One or two pupils stand again for pupils to double- up and repeat the correct check their answers. options. Extension: Invite one or two pupils to stand up and repeat the correct options (odd words). 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 85) 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 their comprehension. Step 2: Play the recording all - Pupils listen to the the way through for pupils to whole chant. Pupils listen listen to the whole chant. carefully to the rhythm Encourage them to listen and pronunciation. Pupils carefully to the rhythm and pay attention to the pronunciation. Draw pupils‟ words above and beside. attention to the words above and beside. - Pupils listen to the Step 3: Play the recording line recording line by line and by line for pupils to listen and repeat. repeat. Correct their pronunciation if necessary. - Pupils listen to the Step 4: Play the recording all recording all the way the way through for pupils to through and chant. Pupils
9. chant to. Encourage them to clap along while chanting. clap along while chanting. - Pupils work in two Extension: Divide the class groups to take turns into two groups to take turns listening to and repeating listening to and repeating the the chant, while the rest chant, while the rest of the of the class claps along. class claps along. e. Assessment - Performance products: Pupils‟ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Pictionary (ppt) - Prepare pictures about the locations of school things and a real bag. Put the pictures in the bag. - Divide the class into two groups. - Ask one pupil from each group to choose a picture from the bag, e.g. a picture of a crayon beside the pencil case. - Tell him/ her to draw a picture (a picture of a crayon beside the pencil case) on the board and encourage their group to guess it and say the sentence, e.g. The crayon is beside the pencil case. - The first group to shout the correct answer gets one point. Praise the winner. * 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 Where are they? (Track 79). 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. They’re beside the books. - Play the music again and repeat the activity. - Ask pupils to check their friends‟ pronunciation. Week: 14 Period: 55 UNIT 8: IN OUR CLASSROOM Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read and show understanding of a text about the locations of characters‟ school things by answering the questions. - complete four sentences about someone‟s school things by writing the target words in the gaps with the help of picture cues. - present their group‟s pictures of study corners 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
10. - 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 61 - Teacher‟s guide: Pages 138, 139, 140 - 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 chant of Unit 8 on page 60. b. Content - 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 Let’s chant. (Track 85) - Play the chant for pupils to - Pupils listen to the chant. The lyrics and recording listen. - Pupils listen to the chant of the chant (Unit 8, - Play the chant again for again and chant along. page 60) pupils to listen and chant along. Pupils clap their hands Encourage them to clap their while chanting. hands while chanting. - Pupils take turns - Call two or more groups to listening to and repeating take turns listening to and the chant, while the rest of repeating the chant, while the the class claps their hands. rest of the class claps their hands. - Praise pupils if they perform well. e. Assessment - Performance products: Pupils‟ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read and show understanding of a text about the locations of characters‟ school things by answering the questions. b. Content - Activity 4. Read and answer. c. Expected outcomes - Pupils can read and show understanding of a text about the locations of characters‟ school things by answering the questions. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and answer.
11. Step 1: Have pupils read the - Pupils follow the A short text and four questions carefully. Tell them to teacher‟s instructions. questions to answer read Question 1 and pay * Key: attention to key words such as 1. Trang’s (set square is Whose set square. Then they on her desk). should scan the text for relevant 2. They are on his desk, information. - Pupils do the task in front of his pencil Step 2: Repeat Step 1 for independently. sharpener. Questions 2, 3 and 4. Set a time limit for pupils to do the task 3. Trang’s (storybook is independently. Go around the in her school bag). classroom and offer help where 4. It’s in the desk. necessary. - Pupils swap books with Step 3: Get pupils to swap their partners and check books with their partners and the answers before check the answers before checking as a class. checking as a class. Have - Pupils give the students read the sentences in evidence to explain their the reading text that help them answers. find the correct information. For example, Trang’s set square is on her desk. (for Question 1). Hung’s pencils are on his desk, in front of his pencil sharpener. (for Question 2). Trang has a new storybook. It is in her school bag. (for Question 3). Lan’s storybook is in the desk. (for Question 4) - Pairs of pupils take Step 4: Invite some pairs to turns asking and take turns asking and answering answering the questions. the questions. - Pupils answer some Extension: Ask pupils some additional questions to more questions, for example, demonstrate their Whose pencils are in front of comprehension. his pencil sharpener? Whose school bag is under her desk? Where is Hung’s story book? e. Assessment - Performance products: Pupils‟ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To complete four sentences about someone‟s school things by writing the target words in the gaps with the help of picture cues. b. Content Activity 5. Look and write. c. Expected outcomes
12. - Pupils can complete four sentences about someone‟s school things by writing the target words in the gaps with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Look and write. Step 1: Tell pupils the goal of - Pupils listen to the Two picture cues and the activity. Explain that they teacher‟s instruction. four gapped sentences to have to read the four incomplete complete sentences and fill in the gaps Suggested answer: with specific information about 1. I have some new someone‟s school things and crayons. their locations. - Pupils do the first 2. The crayons are Step 2: Have pupils do the first gapped sentence together beside the notebooks. gapped sentence together as an as an example. Pupils 3. Lan Anh has a new example. Ask them to read the read the sentence and school bag. sentence and elicit the school elicit the school things. 4. Lan Anh’s school bag things. Then have them write Then pupils write the is under the desk. the answer, e.g. crayons in the answer in the gap. gap. - Pupils complete the Step 3: Give pupils time to sentences independently. complete the sentences independently. Go around the classroom and offer help if necessary. - Pupils swap their books Step 4: Get pupils to swap their with a partner and check books with a partner and check their answers before their answers before checking as checking as a class. a class. - Pupils read their Extension: Invite a few pupils completed texts in front of to read their completed texts in the class. 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 their group‟s pictures of study corners to the class by using the target language. b. Content - Activity 6. Project. c. Expected outcomes - Pupils can present their group‟s pictures of study corners to the class by using the target language. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project
13. Step 1: Tell pupils about the - Pupils listen to the Pictures of study corners goal of the activity. Explain teacher‟s explanation. drawn by pupils at home that they have to look at their * Suggested group‟s pictures of study presentation: corners and tell the class about Picture 1: Hello the locations of school things. everyone. Look at this Step 2: Have pupils work in - Pupils work in groups picture. It’s Lan’s study groups of three. Each pupil of three. Each pupil corner. This is Lan’s looks at his/ her picture and looks at his/ her picture notebook. It’s beside the talks about the locations of and talks about the set square. their school things in the locations of their school Picture 2: Look at that picture. things. picture. It’s Kien’s study Step 3: Invite a representative - A presenter from each corner. Those are Kien’s from each group to tell the group looks at their books. They’re on the class about their group's groups‟ pictures of study bookcase. And that is his pictures, e.g. This is Lan’s corners and tells the class school bag. It’s under the notebook. It’s beside the set about them. table. square. - The rest of the class Step 4: Have the rest of the applauds if pupils class applaud if pupils perform perform well. well. e. Assessment - Performance products: Pupil‟s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Missing cards (ppt) - Prepare pictures related to the topic “In our classroom”. Explain how to play the game. - Divide the class into four groups. Take turns sticking eight cards on the board, for example, a glue stick, a crayon, a notebook, a pencil. - Ask the first group to look at the cards and name the things illustrated on the cards. Ask the group to close their eyes for 10 seconds, then take out a card from the set, e.g. a pencil. Then let pupils open their eyes and say out the word for that card. Each group plays two or three sets. - Stick sets of flashcards/ pictures on the board and do the same with other groups. Give one point for each correct answer. - Count the points for each group and announce the winner. * Option 2: Game: Passing the ball - Give a picture of a school thing (in a specific location) to one pupil. - Play music. Ask her/ him to pass the school thing to the second one. The second pupil passes the school thing to the third one, and so on. - Stop the music. Ask the pupil who is holding the school thing to ask a question and invite another one to answer. E.g. Pupil A: a picture of rulers on the desk. Where are the rulers? Pupil B: They’re on the desk. - Continue to play the game. Praise pupils if they do the activity well. Week: 14 Period: 56 UNIT 9: OUR OUTDOOR ACTIVITIES
14. 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 about where someone was in the past. - correctly say the words theatre, aquarium, campsite, funfair and use Were you at the ___ yesterday? - Yes, we were. / No, we weren’t. to ask and answer questions about where someone was in the past. - use Were you at the _____ yesterday? - _______ in a freer context. - use the words theatre, aquarium, campsite, funfair in relation to the topic “Our outdoor activities”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about where someone was in the past correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. 3. Attributes - Show their love and interest in outdoor activities. - Show their knowledge of doing outdoor activities safely. II. MATERIALS - Pupil‟s book: Page 62 - Audio tracks 86, 87 - Teacher‟s guide: Pages 141, 142, 143, 144 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 9) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the phrases about places. b. Content - Game: Matching game c. Expected outcomes - Pupils can remember and say the phrases about places correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Matching game - Tell the class they are going - Pupils listen to the Phrases of places (at to match the phrases with the teacher‟s instructions. home, at school, on the correct pictures. beach, - Stick the pictures and the - Pupils look at the at the campsite, at the phrases on the board. Have pictures on the board. funfair) pupils read the phrases once or Read the phrases once or twice. twice.
15. - Model the Picture 1. Have - Pupils follow the one pupil choose a phrase teacher demonstrating suitable with Picture 1. the example. - If the pupils give the correct answers, they will get stickers. - Continue the game until all the pictures and phrases are - Pupils continue the matched. game. - Lead in the new lesson. e. Assessment - Performance products: Pupils‟ answers 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 focusing on asking and answering about where someone was in the past. 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 about where someone was in the past. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 86) Step 1: Have pupils look at - Pupils look at Pictures - Context a: Pictures a and b and identify a and b and identify the Bill asking Mai where the characters. Let them answer characters and answer she was the questions Where was Mai? the questions. Bill: Hi, Mai. I didn’t see and Where were Mai’s family? you at the campsite Step 2: Ask pupils to look at - Pupils look at Picture a yesterday. Where were Picture a. Play the recording of and b and guess what the you? the first dialogue for them to characters are talking Mai: I was at home. My listen. Play the recording again, about. Pupils can use cousins came to visit. sentence by sentence, for pupils Vietnamese, then repeat - Context b: to listen and repeat. Repeat the their responses in Bill asking Mai where same procedure with Picture b. English. her family were and what Step 3: Invite a few pairs to they did listen to and repeat the - Pupils listen to the Bill: Were all your family sentences in the recording. recording and point at the at home? Correct their pronunciation characters while Mai: Yes, we were. We where necessary. listening. listened to music and Step 4: Draw their attention to - Pupils listen to the cooked lunch together. the question Were all your recording again, sentence family at home? and the answer by sentence, point to the Yes, we were. Explain that sentences and repeat. were is used with you, we, they. - Pupils pay attention to Tell pupils that the question the question and the and answer are about where answer. Pupils listen to
16. someone was in the past. the teacher‟s explanation. Extension: Invite a few pupils - Pairs of pupils act out to the board and write the the conversations in front words they have learnt related of the class. to the topic (e.g. museum, supermarket, backery, zoo, park, ) on the board. Praise the pupil who can write more words in a short time. 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 theatre, aquarium, campsite, funfair and use Were you at the ___ yesterday? - Yes, we were. / No, we weren’t. to ask and answer questions about where someone was in the past. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words theatre, aquarium, campsite, funfair and use Were you at the ___ yesterday? - Yes, we were. / No, we weren’t. to ask and answer questions about where someone was in the past. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 87) Step 1: Have pupils look at the - Pupils look at the - Picture and word cues: pictures and elicit the words pictures and elicit the a. two girls at the theatre theatre, aquarium, campsite words theatre, aquarium, and the words theatre / and funfair. Have the class campsite and funfair yes underneath repeat the words a few times. related to the pictures. b. two boys at the Step 2: Have pupils point at - Pupils listen to the first aquarium and the words Picture a, listen to the part of the recording and aquarium / yes recording and repeat the words repeat the words under underneath theatre and yes. Repeat the the pictures in chorus and c. a campsite and the same procedure with the other individually until they words campsite / no three pictures. feel confident. underneath Step 3: Point at the first speech - Pupils point at Picture d. a funfair and the bubble and have pupils listen a. Pupils listen to the words funfair / no and repeat the question Were next part of the recording underneath you at the theatre yesterday? a few times and repeat - Speech bubbles: Then have them point at the the sentences in both Were you at the _____ second speech bubble, listen to bubbles. yesterday? the recording and repeat the - Pupils follow the Yes, we were. / No, we answer Yes, we were. until they teacher‟s instructions weren’t. feel confident. Explain that with the other three they are a question and an pictures. Audio script: answer about where someone a. theatre / yes
17. was yesterday. Repeat the same b. aquarium / yes procedure with Pictures b, c c. campsite / no and d. Explain that the answers d. funfair / no in Pictures c and d show that a. someone was not in the place A: Were you at the yesterday. - Pupils practise asking theatre yesterday? Step 4: Have pupils work in and answering questions B: Yes, we were. pairs and practise asking and in pairs. b. answering the question Were A: Were you at the you at the ____ yesterday? - aquarium yesterday? Yes, we were. / No, we weren’t. B: Yes, we were. Go around and offer help if c. necessary. Draw pupils‟ A: Were you at the attention to the uses of were campsite yesterday? after we in positive answers - Pairs of pupils point at B: No, we weren‟t. and weren’t in the negative the pictures and ask and d. answers. answer questions about A: Were you at the Step 5: Invite a few pairs to the where someone was in funfair yesterday? front of the class to take turns the past. B: No, we weren‟t. pointing at the pictures and saying the questions and answers. e. Assessment - Performance products: Pupils‟ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Were you at the ______ yesterday? - Yes, we were. / No, we weren’t in a freer context. b. Content - Activity 3. Let‟s talk. c. Expected outcomes - Pupils can use Were you at the _____ yesterday? - Yes, we were. / No, we weren’t 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: two boys to the pictures and say the picture and identify the at a funfair; many words they have learnt. Ask contexts. children at a theatre; two questions to help them identify girls at a campsite; some the contexts (see Input). children at an aquarium Step 2: Have pupils look at the Speech bubbles: first bubble. Read the question - Pupils follow the Were you at the ______ aloud and ask pupils to repeat teacher‟s instructions. yesterday? - ____. it. Explain that they should fill Suggested answers: in the gap with the places they Were you at the cinema have learnt. Ask them to look yesterday?
18. at the second bubble and Were you at the museum identify what the answer yesterday? should be (Yes, we were. / No, Were you on the beach we weren’t.) and write it on the last weekend? board. Get pupils to say the Were you in the answer several times in chorus. mountains last month? Step 3: Set a time limit for pupils to work in pairs, point at - Pupils work in pairs, the pictures, ask and answer point at the pictures, ask Were you at the _____ and answer questions yesterday? - Yes, we were. / about where people in No, we weren’t. Go around the the pictures were in the classroom to observe and offer past. help where necessary. Step 4: Invite a few pairs to point at the pictures, ask and - Pairs of pupils come to answer questions in front of the the front of the class to class. Praise them if they ask and answer the perform well. questions about where Step 5: For a more able class, people in the pictures have pupils ask and answer were in the past. questions about where they were yesterday, using the structures learnt. Extension: Put pupils into pairs and have them take turns asking and answering with the target structure of the activity in a freer context. e. Assessment - Performance products: Pupil‟s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Preparation for the project: Tell pupils about the project on page 67. Ask them to prepare for it at home by making a survey about where one or two of the classmates were and what activities he / she / they did there. Remind pupils to bring the surveys to the class for Project time in Lesson 3. * Option 1: Game: Missing flash card (ppt) - Divide the class into two groups. - Place four flash cards (theatre, aquarium, campsite, funfair) on the board. - Have pupils play the game in turns. Have pupils close their eyes. Teacher removes one picture. - Invite one pupil from each group to speak out the picture which disappears. - Continue the game until all the vocabulary sets are said. - The group with more points wins the game. Praise the winner. * Option 2: Game: Pass the card - Have pupils stand in two lines. - Give a pupil of each group a card.
19. - Play music. Ask the pupil to pass the card to the next one. - Stop music. Ask the pupil holding the card to ask a question. Invite another pupil to answer the question. - If pupils ask and answer the questions correctly, they will get stickers. - Continue the game until all the words are said.