Giáo án Tiếng Anh 5 - Week 15 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 15 - Năm học 2024-2025

1. Week: 15 Date of planning: 14/12/2024 Period: 57 Date of teaching: 16/12 – 20/12 UNIT 9: OUR OUTDOOR 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 communicative contexts in which characters ask and answer questions about where someone was in the past. - complete four gapped exchanges with the help of picture cues. - revise the target vocabulary items and structures through the game Memory game. 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 love and interest in outdoor activities. - Show their knowledge of doing outdoor activities safely. II. MATERIALS - Pupil’s book: Page 63 - Audio tracks 88 - Teacher’s guide: Pages 144, 145, 146 - 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 sentence structures 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 - Game: Secret boxes c. Expected outcomes - Pupils can correctly say the sentence structures 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 Game: Secret boxes - Ask pupils if they remember - Give the sentence - Sentence structures: the previous sentence structures structures about where Were you at the ___ to ask and answer questions someone was in the past. yesterday? - Yes, we about where someone was in were. / No, we weren’t. the past. - Pictures (theatre, - Write the question and - Look at the question aquarium, campsite, answers on the board. and answers on the funfair, beach, school) - Divide the class into two board.
2. groups. Have a pupil from each - Work in two groups. group play one, two, three to Play one, two, three to find the group going first. find the group going first. - Have two pupils from each group choose a box, then look - Choose a box, then look at the picture given and ask and at the picture given and answer questions about where ask and answer the someone was in the past. question about where - Ask the class to check their someone was in the past. friends’ pronunciation. If they - Check their friends’ ask and answer the questions pronunciation. correctly, they will get points from the boxes for their groups. - Continue the game until all the pictures are asked and - Continue playing the answered. game. - The group with more points - Praise the winner. wins the game. Praise 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 communicative contexts in which characters ask and answer questions about where someone was in the past. 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 questions about where someone was, and they can tick or cross the pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick or cross. (Track 88) Step 1: Draw pupils’ attention - Pupils look at the - Picture cues: to the pictures and ask them to pictures and ask them to 1. Minh and Nam at the identify the characters and the identify the characters funfair places. For example, the boys and the places. 2. Mary and her friends at in Picture 1 are at the funfair. the cinema The children in Picture 2 are at 3. Mai and Mary at the the cinema. The girls in Picture sports centre 3 are at the sports centre. The 4. A boy and his father at boy and his father in Picture 4 the aquarium are at the aquarium. Step 2: Do Picture 1 together as an example. Play the - Pupils follow the - Audio script: recording of the first exchange teacher demonstrating the 1.
3. (Were you at the funfair example. A: Were you at the funfair yesterday? – Yes, we were.). yesterday? The exchange means that the B: Yes, we were. children were at the funfair. 2. Draw pupils’ attention to A: Were you and your Picture 1, where they can see cousins at the theatre? two boys at B: No, we weren’t. We the funfair. So they should put were at the sports centre. a tick in the box. 3. Step 3: Play the recording all - Pupils listen to the A: I didn’t see you and the way through. Then play the recording all the way Mai at the gym. Where recording again for pupils to through. Then pupils were you? listen and tick or cross the listen and tick or cross B: We were at the pictures. the pictures. campsite. Step 4: Get pupils to swap - Pupils swap books with 4. books with a partner to check a partner to check their A: Was your brother at their answers before checking answers, then check as a home yesterday? as a class. Correct the answers, class. B: No, he wasn’t. if necessary. A: Where was he? Extension: If time allows, play - Pupils listen to the B: He was at the the recording, sentence by recording, sentence by aquarium. sentence, for pupils to listen sentence and repeat in * Key: 1. ✔, 2. �, 3. �, and repeat in chorus and chorus and individually. 4. ✔ individually. Correct their pronunciation where necessary. You may ask pupils to point at the pictures and say where the characters were yesterday (e.g. Look at Picture 1. The boys (or Minh and Nam) were at the funfair yesterday. Look at Picture 2. The children were at the cinema yesterday.) 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: Do Exchange 1 - Pupils follow the - Picture cues together as an example. Have teacher demonstrating the 1. At the funfair
4. pupils read the exchange. Draw example. 2. Lucy and Nam at the their attention to the first gap in theatre the question and explain that 3. At the sports centre the gap refers to the place Linh 4. Mary and Ben at the and her friend(s) were last aquarium weekend. Let them look at the - Four gapped exchanges picture and identify the place to complete (funfair). Then have pupils * Key: look at the answer and identify 1. funfair, we were that the answer should be we 2. we weren’t, theatre were. Give pupils time to 3. We were complete the gaps with funfair 4. We were at the and we were. aquarium Step 2: Give pupils time to do - Pupils do the rest of the the rest of the task task independently. independently. Go around the classroom to offer help where necessary. - Pupils swap books with Step 3: Get pupils to swap a partner and check their books with a partner and check answers before checking their answers before checking as a class. as a class. - A few pairs act out the Step 4: Invite a few pairs to act completed exchanges in out the completed exchanges in front of the class. 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 revise the target vocabulary items and structures through the game Memory game. b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can revise the target vocabulary and structure items learnt in Lessons 1 through the game Memory game. 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 showing two going to revise the target teacher’s explanation. groups of pupils playing vocabulary items and structures the game they have learnt in Lesson 1. - The teacher saying the Explain how the game is topic At the campsite played (in Input). Check - The first group comprehension. - Two groups come to the consisting of three Step 2: Invite two groups front of the class. Pupils pupils:
5. (three pupils each) to the front listen to the topic. Pupils A girl (Pupil 1): We were of the class. Have them listen follow the teacher’s at the campsite to the topic (At the campsite). instructions. yesterday. The first member of the first A boy (Pupil 2): They group (a girl) tells the place were at the campsite where she and her friends were yesterday. yesterday (e.g. We were at the A girl (Pupil 3): They campsite yesterday.) The were at the campsite second member (a boy) listens yesterday and we were at to the girl, repeats the the campsite, too. information about the place - The second group still where she and her friends were discussing yesterday (e.g. They were at the campsite yesterday.) The third member (a girl) repeats the boy’s information and adds in the place she and her friends were yesterday (e.g. They were at the campsite yesterday. We - Pupils work in groups were at the campsite, too). of three. Pupils play the Check comprehension. game. Praise the winner. Step 3: Divide the class in groups of three. Set a time limit for pupils to play the game. The group members discuss and decide the order of the speakers in the group. The game ends when all group members have done their roles. The group that says the most sentences in the shortest time will win the game. 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: Three guesses - Divide the class into two groups. - Have a pupil from Group A stand in front of the class facing away from the board. - Stick a flash card (e.g. campsite) on the board. - Call on another pupil to ask a question to find out the place. - Have the pupil from Group A try to guess the answer. The pupil has three guesses before the other pupils tell them the answer. - Have pupils from each group take turns playing the game. - The pupil getting a correct answer will get points for their group. - The group with more points wins the game. Praise the winner. * Option 2: Game: Throw a dice (ppt)
6. - Explain how to play the game. Tell the pupils they are going to ask and answer the questions about where someone was in the past. - Give an example. - Divide the class into two groups. - Ask two pupils from each group to play the game in turns. - If they ask and answer the question correctly, they will throw the dice to get points for their groups. E.g. Pupil A: Were you on the beach yesterday? Pupil B: No, I wasn’t. - The group with more points wins the game. Praise the winner. Week: 15 Period: 58 UNIT 9: OUR OUTDOOR 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 in which characters ask and answer questions about activities someone did in the past. - correctly say the phrases listen to music, watch the fish, dance around the campfire, play chess and use What did you do yesterday? - We ____. to ask and answer questions about activities someone did in the past. - use What did you do yesterday? - We ____. in a freer context. - use the phrases listen to music, watch the fish, dance around the campfire, play chess in relation to the topic “Our outdoor activities”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about activities someone did 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 doing free-time activities. - Be friendly when doing activities with their friends. II. MATERIALS - Pupil’s book: Page 64 - Audio tracks 89, 90 - Teacher’s guide: Pages 147, 148, 149 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 9) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives
7. - To revise the words and sentence structure 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 - Game: Memory Game c. Expected outcomes - Pupils can correctly say the words and sentence structure 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 Game: Memory Game - Tell pupils they are going to - Listen to the teacher’s - Sentence structures: ask and answer questions about explanation. Were you at the ___ where someone was in the past. yesterday? - Yes, we - Ask pupils to write many - Write many words were. / No, we weren’t. words about places on the about places on the - Places: school, zoo, board. board. theatre, campsite, - In turns, invite two pupils to - Ask and answer the aquarium, funfair, ask and answer the question questions about where supermarket, bookshop, about where someone was in someone was in the past. ... the past. Have them use the Use the places on the places on the board. board. - Give stickers if they ask and answer correctly and fluently. - Continue the game until all - Continue playing the the words on the board are said. game. 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 activities someone did 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 in which characters ask and answer questions about activities someone did in the past. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 89) Step 1: Ask pupils to look at - Pupils look at Pictures a – Context a: Bill asks Pictures a and b and identify and b, identify the Mai where she and Minh the characters. Let the class characters and answer the were last Saturday and answer the question Where question. Mai were Mai and Minh last answers. Saturday? Check Bill: I didn’t see you and
8. comprehension. - Pupils listen to the Minh last Saturday. Step 2: Ask pupils to look at recording, point at the Where were you? Picture a. Play the recording of characters while Mai: We were at the the first dialogue for them to listening. sports centre. listen and familiarise - Pupils listen to the – Context b: Bill asks themselves with the characters’ recording again, sentence Mai what she and Minh voice. Play the recording again, by sentence, point to the did there and Mai sentence by sentence, for pupils sentences and repeat. answers. to listen and repeat. Correct Bill: What did you do their pronunciation where there? necessary. Draw pupils’ Mai: We played attention to the use of were badminton. after We. - Pupils listen to the Step 3: Repeat the same teacher’s explanation. procedure for Picture b. Draw pupils’ attention to the question What did you do there? and the answer We played badminton. Explain that they are used to asking and answering about the activity Minh and Mai did in the past (on Saturday). Step 4: Invite a few pairs to the - A few pairs of students front of the classroom to listen listen to and repeat both to and repeat both dialogues. dialogues in front of the Correct their pronunciation class. where necessary. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the phrases listen to music, watch the fish, dance around the campfire, play chess and use What did you do yesterday? - We ____. to ask and answer questions about activities someone did in the past. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the phrases and use What did you do yesterday? - We ____. to ask and answer questions about activities someone did in the past. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 30) Step 1: Ask pupils to look at - Pupils look at Pictures - Picture and word cues: Picture a. Draw their attention a, b, c, and d and a. two girls at the theatre to two girls listening to music describe what they can and the phrase listen to at the theatre. Play the first part see in each picture. music underneath of the recording for pupils to - Pupils listen to the b. two girls at the
9. listen and repeat the phrase recording and repeat the aquarium and the phrase (listen to music) under the phrases in chorus and watch the fish underneath picture, in chorus and individually. c. two boys at the individually, until they feel campsite and the phrase confident. - Pupils listen to the dance around the Step 2: Have pupils look at the recording and repeat the campfire underneath speech bubbles and elicit the sentences in both bubbles d. two boys playing missing words in the answer a few times. Pupils chess and the phrase play (listened to music). Play the follow the teacher’s chess underneath second part of the recording for instructions. - Speech bubbles: pupils to listen to and repeat the What did you do question (What did you do yesterday? - We ___. yesterday?) and the answer (We Audio script: listened to music.) until they a. listen to music feel confident. Explain that the b. watch the fish question and answer are used to c. dance around the express the activity someone campfire did in the past and that listened d. play chess is the past tense of the verb a. listen. Check comprehension. A: What did you do Step 3: Repeat Steps 1 and 2 - Pupils point at the yesterday? for Pictures b, c and d. Go pictures and say the B: We listened to music. around the classroom and offer sentences in pairs. b. help if necessary. A: What did you do Step 4: Invite a few pairs to - Pairs of pupils act out yesterday? point at the pictures and act out the exchanges in front of B: We watched the fish. the exchanges in front of the the class. c. class. Praise good performance. - Pupils work into groups A: What did you do Extension: Put pupils into and make two sentences, yesterday? groups and have each group using the past tense of B: We danced around the make two sentences, using the the verbs in the activity. campfire. past tense of the verbs in the d. activity (e.g. We listened to the A: What did you do radio yesterday. We watched a yesterday? film on TV yesterday. They B: We played chess. danced at the party last weekend. Yesterday afternoon, we played football after school.). Set a time limit of one minute. The group with two correct sentences is the winner. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use What did you do yesterday? - We ____. in a freer context. b. Content
10. - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use What did you do yesterday? - We ____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Ask pupils to look at - Pupils look at the - Picture cues: two girls the pictures and identify the picture, identify the dancing around the places and characters. Let places and characters and campfire at the campsite, pupils answer the questions answer the questions. two boys listening to such as Who can you see? music at the theatre, two Where are they? What are they girls watching the fish at doing? Remind them that the the aquarium, two boys first exchange is used to ask playing badminton at the and answer questions about sports centre where someone was yesterday - Speech bubbles: and the second about activities Where were you someone did there. yesterday? – ____. Step 2: Ask them to repeat the - Pupils listen to and What did you do questions in chorus. Then point repeat the questions and yesterday? - ____. at each bubble and give an the answers a few times, Suggested answer: example answer for pupils to individually and in The first picture: repeat in chorus (e.g. Where chorus. Where were they were you yesterday? – We were yesterday? – They were at the campsite?, What did you at the park. do there? We danced around What did they do there? the campfire.) Let pupils listen – They sang and danced. to and repeat the questions and the answers a few times, individually and in chorus. Step 3: Give pupils time to work in pairs and take turns - Pupils work in pairs and asking and answering questions take turns pointing and about where the characters asking and answering were and what they did with questions about where the help of the picture cues. the characters were and Remind them to use the verbs what they did with the in the past tense. help of the picture cues. Step 4: Invite a few pairs to the - Pairs of pupils come to front of the class and point at the front of the classroom the pictures and act out the and act out the exchanges. exchanges. Extension: Put pupils into pairs and have them point at each picture and take turns asking and answering with the target structure of the activity in a freer context.
11. 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: Pass the ball (ppt) - Tell pupils how the game is played. Give an example. - 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. - Stop music suddenly. - Have the pupil with a red ball fill in the question. Have the pupil with a yellow ball fill in the answer. E.g. Pupil A: What did you do yesterday? Pupil B: We played football. - Praise pupils if they do the activity well. * Option 2: Game: Slap the board - Divide the class into two groups. Ask pupils to stand in two lines. - Stick the cards with words they have learnt on the board. - Call out a phrase, e.g. listen to music and have the first pupil from each group race to 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 more points wins. Praise the winner. Week: 15 Period: 59 UNIT 9: OUR OUTDOOR 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 a text / passage in which the character talks about activities she and her friends did at the campsite and circle the correct options. - complete two gapped exchanges with the help of picture cues. - To sing the song What did you do? 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 tasks. 3. Attributes - Show their love and interest in doing free-time activities. - Be friendly when doing activities with their friends. II. MATERIALS - Pupil’s book: Page 65 - Audio track 91 - Teacher’s guide: Pages 150, 151 - Website hoclieu.vn
12. - Flash cards/ pictures and posters (Unit 9) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structure What did you do yesterday? - We ____. to ask and answer questions about activities someone did in the past. b. Content - Game: Hot Seat c. Expected outcomes - Pupils can correctly say the sentence structure What did you do yesterday? - We ____. to ask and answer questions about activities someone did in the past. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Hot seat - Tell pupils that they are going - Listen to the teacher’s Sentence structures: to listen to music and answer explanation. What did you do the question. yesterday? - We ____. - Divide the class into five - Work in five groups. groups. - Elect one pupil from each - Sit in the Hot Seat, group to sit in the Hot Seat, facing the classroom with facing the classroom with the the board behind him/her. board behind him/her. - Write a word on the board. - Follow the teacher’s One of the group members of instructions. the pupil in the Hot Seat must help the pupil guess the word by describing it. They have a limited amount of time and cannot say, spell or draw the word. - Continue playing the - Continue until each group game. member has described a word to the pupil in the Hot Seat. 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 a recording in which the character talks about activities she and her friends did at the campsite, and circle the correct answers. b. Content - Activity 4. Listen and circle. c. Expected outcomes - Pupils can understand a recording in which the character talks about the activities she and her friends did at the campsite, and circle the correct answers. d. Organisation
13. TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and circle. (Track 91) Step 1: Ask pupils to read the - Pupils read the Picture cues: questions and the answers. questions and the Four questions and four Draw their attention to the gaps answers. Pupils work in gapped answers with two in the answers and the options pairs to guess the correct options to circle given. Have them work in pairs options that can be used Audio script: to guess the correct options that to fill the gaps. My friends and I were at can be used to fill the gaps. the campsite last Sunday. Check comprehension. We did a lot of activities. Step 2: Play the recording all In the morning, we the way through so that pupils - Pupils listen to the walked around the lake. can become familiar with the recording to become In the afternoon, we character’s voice. Then play the familiar with the visited the zoo near the recording again for them to character’s voice. Pupils campsite. We watched listen and circle the correct listen to the recording peacocks, birds, and options. again and circle the elephants. In the evening, Step 3: Get pupils to swap their correct options. I played the guitar and books with a partner and check - Pupils swap their books my friends danced their answers before checking with a partner and check around the campfire. We as a class. Then play the their answers, then check had a lot of fun. recording and stop at the key as a class. Then listen to * Key: 1. a, 2. b, 3. b, 4. sentence for the class to the recording to double- a double-check their answers. check their answers. Correct the answers if needed. - Pupils retell the texts Extension: If time allows, have with the help of the pupils retell the texts with the answers they have done. help of the answers they have done (e.g. We were at the campsite last Sunday. In the morning, we walked around the lake. In the afternoon, we visited the zoo. In the evening, I played the guitar.) 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: Do the first gapped - Pupils follow the - Picture cues:
14. exchange together as an teacher demonstrating the 1. Ben playing football at example. Have pupils read the example. the sports centre first question and guess the 2. Two girls listening to missing word in the answer music at the theatre (the place Ben was). Draw - Two gapped exchanges pupils’ attention to the picture to complete and fill in the gap (e.g. sports * Key: 1. sports centre, centre). Then have pupils read played football 2. we the second question and guess were, do, listened to the missing words in the music answer (the activity Ben did). Ask them to look at the picture and elicit the missing words in the gap (played football). Give pupils time to read the exchange, look at the picture and fill in the gaps. - Pupils complete the Step 2: Give pupils a time limit gapped exchange 2 to do the second exchange. Go independently. around the classroom and give help where necessary. Draw their attention to the use of we in the answers. Explain that we put -ed after the verb to show an activity in the past. - Pupils swap books with Step 3: Get pupils to swap a partner and check their books with a partner and check answers, then check as a their answers before checking class. One pupil writes as a class. Invite one pupil to the answers on the board. write the answers on the board. - Pupils use other words Extension: Ask pupils to use to fill in the gaps in the other words to fill in the gaps two exchanges. Then one in the two exchanges. Then pair of pupils acts out the invite one pair of pupils to act completed exchanges in out the completed exchanges in front of the class. front of the class. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To sing the song What did you do? with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Let’s sing. c. Expected outcomes - Pupils can sing the song What did you do? with the correct pronunciation, rhythm and melody. d. Organisation
15. TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 92) Step 1: Draw pupils’ attention - Pupils work in groups. Two pictures showing to the title and lyrics of the song. Each group holds a piece where the children were Remind them the questions and of paper. and what they did answers in the lyrics are used to - Pupils look at the word The lyrics and recording talk about the places the on the board and write a of the song What did you children were and the activities sentence using the word do? they did in the past (yesterday). within one minute. Pupils Remind them the similarity of remember to make the the questions but the differences sentence as long as in the answers in two verses of possible. the lyrics. Encourage them to - Pupils say the sentences point at the pictures to reinforce aloud. their understanding. Check comprehension. Step 2: Play the recording all - Pupils continue playing the way through for pupils to the game. listen carefully to the pronunciation and melody. Then play the recording line by line for them to listen and repeat. Correct their pronunciation where necessary. Step 3: Play the recording all the way through and have pupils sing and clap along. Step 4: Put pupils into two groups. One group sings the questions and the other group sings the answers. Extension: Invite a few groups to the front of the class to sing. Encourage them to use other words to replace the place in the second line (e.g. I was on the beach) and the activities in the fourth and fifth lines (e.g. I played football, I played football on the beach). e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Matching game (ppt) - Tell the class they are going to match the phrases with the correct pictures. - Stick the pictures and the phrases on the board. Have pupils read the phrases once or twice.
16. - Model the Picture 1 (walk around the lake). Have one pupil choose a phrase, e.g. walked around the lake suitable with Picture 1. - If the pupils give the correct answers, they will get stickers. - Continue the game until all the pictures and phrases are matched. * Option 2: Questions and answers - Tell pupils they are going to ask and answer the questions about where their friends were and what they did there. - Invite pairs of volunteers to the board. One pupil asks the question about where his/ her friend was and what he / she did there, another one answers the question. E.g. Pupil A: Where were you last weekend? Pupil B: I was at the campsite. Pupil A: What did you do there? Pupil B: I danced around the campfire. - Have pairs of pupils continue practising with other friends. - Praise pupils if they perform well. Week: 15 Period: 60 UNIT 9: OUR OUTDOOR ACTIVITIES 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 three-syllable words with the stress on the first syllable as in ˈcinema and ˈbakery in isolation and as in the sentences I was at the ˈcinema yesterday. and We were at the ˈbakery yesterday. - identify the stress on some three-syllable words and circle the word with a different stress pattern from the other two words. - say the chant with the correct word stress, rhythm, and pronunciation. 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 love and interest in doing free-time activities. - Be friendly when doing activities with their friends. II. MATERIALS - Pupil’s book: Page 66 - Audio tracks 93, 94, 95 - Teacher’s guide: Pages 152, 153 - 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 previous lesson by having pupils sing the song What did you do?
17. b. Content - Let’s sing. c. Expected outcomes - Pupils can correctly sing the song What did you do? with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Track 92) - Spend a few minutes revising - Listen to the teacher’s The lyrics and the the previous lesson by having instructions. recording of the song pupils sing the song on page What did you do? 65. - Listen and sing the - Play the song for pupils to song in chorus. listen to and sing in chorus. - Sing the song in chorus - Play the song again for pupils and clap hands to to sing in chorus and clap reinforce the activity. hands to reinforce the activity. - Perform the song in - Invite one pupil or a group to front of the class. perform the song in front of the class. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly pronounce the three-syllable words with the stress on the first syllable as in ꞌcinema and ꞌbakery in isolation and as in the sentences I was at the ꞌcinema yesterday. and We were at the ꞌbakery yesterday. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly pronounce the three-syllable words with the stress on the first syllable as in ꞌcinema and ꞌbakery in isolation and as in the sentences I was at the ꞌcinema yesterday. and We were at the ꞌbakery yesterday. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 93) Step 1: Have pupils point at the - Pupils point to the word The word ꞌcinema and word ꞌcinema and the sentence and the sentence. Pupils the sentence I was at the I was at the ꞌcinema yesterday. listen to the recording of ꞌcinema yesterday. Draw attention to the stress on the word and sentence The word ꞌbakery and the first syllable of the word and repeat in chorus and the sentence We were at ꞌcinema. Play the recording of individually. the ꞌbakery yesterday. the word and the sentence for pupils to listen and repeat in chorus and individually, until they feel confident. Correct their stress and pronunciation if
18. necessary. - Pupils listen and repeat Step 2: Invite a few pupils to the stressed word and the listen to and repeat the word sentence in front of the and the sentence in front of the class. class. Praise them when they do the - Pupils follow the task well. teacher’s instructions. Step 3: Repeat Steps 1 and 2 for the word and the sentence in the second line. Go around the classroom and correct their pronunciation if necessary. - Pupils practise saying Step 4: Give pupils a time limit the words and reading the to practise saying the words sentences in pairs or and reading the sentences in groups. pairs or groups. 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 three-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 identify the stress on some three-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 94) Step 1: Tell pupils the goal of - Pupils listen to the Three groups of three the activity. Explain that they teacher’s explanation. syllable words with one have to odd out the words with option to odd out the first stress among the three Audio script: syllable words. Then they listen 1. a. bakery b. tomorrow to the recording and check the c. pagoda correct options. Check 2. a. cinema b. October comprehension. - Pupils do the task c. tomorrow Step 2: Give pupils a time limit individually. Pupils read 3. a. bakery b. stadium to do the task individually. the words and odd out c. afternoon Have them read the words and the ones that have the * Key: odd out the ones that have the stress on the first 1. ꞌbakery stress on the first syllable. Then syllable. Then pupils 2. ꞌcinema get pupils to swap books with swap books with a 3. ꞌafternoon a partner to check their partner to check their answers. answers. Step 3: Play the recording and - Pupils listen to the
19. have pupils listen and check the recording and check the options. Correct the answers options. where necessary. - Pupils read aloud the Step 4: Invite a few pupils to words in front of the read aloud the words in front of class. the class. Correct the stress in the words where 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 word stress, rhythm, and pronunciation. b. Content - Activity 3. Let’s chant. c. Expected outcomes - Pupils can say the chant with the correct word stress, rhythm, and pronunciation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s chant. (Track 95) Step 1: Have pupils read the - Pupils read the first Two pictures: first verse of the chant and draw verse of the chant and Mai watching a film at the their attention to the first stress pay attention to the stress cinema on the words yesterday, cinema of the words yesterday, Mary and Nam buying and interesting. Check cinema and interesting. cakes at the bakery comprehension. - Pupils listen to the The lyrics and recording Step 2: Play the recording of the recording of the first of the chant first verse for pupils to listen. verse. Pupils listen to the Play the recording again, lineby recording again, line by line, for pupils to listen and line, and repeat. Pupils repeat. Draw their attention to clap while chanting. the stress of the words, the rhythm and pronunciation. Encourage them to clap while - Pupils follow the chanting. teacher’s instructions. Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw pupils’ attention to the first stress on the words - Pupils listen to the yesterday and bakery. Check recording all the way comprehension. through to chant and clap Step 4: Play the recording all their hands. the way through for pupils to chant and clap. e. Assessment - Performance products: Pupils’ performance and pronunciation
20. - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Stand up - Sit down (ppt) - Tell pupils how to play the game. - Have five pupils in each group take turns playing the game. - Have them listen to the words and stand up or sit down. If they hear the word with the first syllable, they will stand up. If they hear the word with the second syllable, they will sit down. - Repeat the game until all the words are said. * Option 2: Game: Number race - Divide the class into two groups. Each group has five pupils. - Give each pupil in one group a number so that each group has equal numbers. - Say “first syllable word” and have pupils raise their hand to say a word with the first syllable. - Repeat the game until all the words are said.