Giáo án Tiếng Anh 5 - Week 2 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 2 - Năm học 2024-2025

1. Week: 02 Date of planning: 14/09/2024 Period: 05 Date of teaching: 16/09 – 20/09 UNIT 1: ALL ABOUT ME! Lesson 1 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about personal information. - correctly say the words and use Can you tell me about yourself? - I’m in _____.; I live in the _____. to ask and answer questions about personal information. - use Can you tell me about yourself? - I’m in _____.; I live in the ______. in freer contexts. - use the words city, Class 5A, Class 5B, countryside in relation to the topic “All about me!”. 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 personal information and where they live. II. MATERIALS - Pupil’s book: Page 10 - Audio tracks 5, 6 - Teacher’s guide: Pages 18, 19, 20, 21 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the previous lesson by having pupils sing the song Back to school. b. Content - Let’s sing. c. Expected outcomes - Pupils can sing the song Back to school with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Track 1) - 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 7. Back to school - Play the song for pupils to - Listen and sing the listen to and sing in chorus. song in chorus.
2. - Play the song again for pupils - Sing the song in chorus to sing in chorus and clap and clap hands to hands to reinforce the activity. reinforce the activity. - Invite one pupil or a group to - Perform the song in perform the song in front of the front of the class class. individually or in groups. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about personal information. 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 personal information. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 5) Step 1: Have pupils look at - Pupils look at Pictures - Context a: Pictures a and b and identify a and b and identify the Ben: Hello, I’m Ben. the characters in the pictures characters in the pictures. Nice to meet you. (see Input). Lan: Hello, Ben. I’m Step 2: Ask pupils to look at - Pupils look at Picture a Lan. Nice to meet you, Picture a. Play the recording and listen to the too. for them to listen. Play the recording. Pupils listen to - Context b: recording again, sentence by the recording again, Ben: Can you tell me sentence, for pupils to listen sentence by sentence, about yourself, Lan? and repeat individually and in and repeat individually Lan: Well, I’m in Class chorus. Correct their and in chorus. 5C. I live in the pronunciation where necessary. Pupils do the same countryside. Repeat the same procedure procedure with Picture b. Ben: I’m in Class 5B. I with Picture b. live in the city. Step 3: Play the recording - Pupils listen to the again for pupils to listen to and recording again and repeat individually and/ or in repeat individually and/ chorus sentence by sentence. or in chorus sentence by sentence. Step 4: Invite a few pairs to the - Pairs of pupils come to front of the classroom to listen the front of the classroom to and repeat the sentences in to listen to and repeat the the recording. sentences in the Step 5: Draw pupils’ attention recording. to the question Can you tell me - Pupils pay attention to about yourself, Lan? and the the question and the answer Well, I’m in Class 5C. I answer. Pupils listen to
3. live in the countryside. Tell the teacher’s explanation. pupils that they are used to ask and answer questions about personal information. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words and use Can you tell me about yourself? - I’m in _____.; I live in the _____. to ask and answer questions about personal information. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words and use Can you tell me about yourself? - I’m in _____.; I live in the ______. to ask and answer questions about personal information. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 6) Step 1: Have pupils look at the - Pupils look at the - Picture and word cues: pictures and elicit the personal pictures and elicit the a. a girl standing at the information of each character. personal information of door of Class 5A and the each character. words Class 5A Step 2: Have pupils point at - Pupils point at Picture underneath Picture a (a girl standing near a, listen to the recording b. a boy standing at the the door of Class 5A), listen to and repeat the word. door of Class 5B and the the recording and repeat the Pupils follow the words Class 5B word (Class 5A). Repeat the teacher’s instructions underneath same procedure with the other with the other three c. a boy standing in front three pictures. Have pupils pictures. Pupils repeat of high buildings in the repeat the words a few times. the words a few times. city and the word city Check comprehension. underneath Step 3: Point at the first bubble d. a girl standing in front and have pupils listen and of a house in the repeat after the recording (Can - Pupils listen and repeat countryside and the word you tell me about yourself?). after the recording. countryside underneath Point at Picture a and have Pupils look at Picture a - Speech bubbles: pupils listen and repeat after and listen and repeat Can you tell me about the recording (I’m in Class after the recording. yourself? 5A.). Repeat the same Pupils follow the - I’m in _____. procedure with the other three teacher’s instructions I live in the ______. pictures. with the other three Step 4: Have pupils work in pictures. pairs to practise asking and - Pupils work in pairs to Audio script: answering the question Can practise asking and a. Class 5A you tell me about yourself? - answering the question, b. Class 5B I’m in _____.; I live in the using speech bubbles and c. city
4. ______., using speech bubbles Pictures a, b, c and d. d. countryside and Pictures a, b, c and d. a. A: Can you tell me Step 5: Invite a few pairs to - Pairs of pupils point at about yourself? point at the pictures and say the the pictures and say the B: I’m in Class 5A. questions & answers in front of questions & answers in b. A: Can you tell me the class. front of the class. about yourself? B: I’m in Class 5B. c. A: Can you tell me about yourself? B: I live in the city. d. A: Can you tell me about yourself? B: I live in the countryside. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Can you tell me about yourself? - I’m in _____.; I live in the ______. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Can you tell me about yourself? - I’m in _____.; I live in the ______. 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 cue: a picture of to the pictures. Have them look pictures and identify the two pupils showing their at the pictures and identify the character’s information personal information character’s information in each in each picture. (classes they are in and picture. Check comprehension. places they live in). Step 2: Have pupils look at the - Speech bubbles: bubbles to understand how the - Pupils look at the - Can you tell me about sentence pattern is used. Have bubbles to understand yourself? pupils role-play to practise how the sentence pattern - _____. asking the questions and giving is used. Pupils role-play My name’s ___. their answers in pairs, using the to practise asking the I’m in _____. picture cue. Make sure pupils questions and giving I live in the ____. understand the structure and their answers in pairs, My birthday is in ___. say it with the right using the picture cue. pronunciation and intonation. Go around to observe and provide help. Step 3: Invite some pairs of
5. pupils to practise asking and - Pairs of pupils practise answering questions in front of asking and answering the class. Praise them if they questions in front of the perform well. class. e. Assessment - Performance products: Pupil’s talks - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Interview (ppt) - Explain how to play the game. - Demonstrate the game by using an example. - Give each pupil a handout. - Have the pupil go around the classroom and ask five of their friends using Can you tell me about yourself?, then write down the answers. - Have other pupils answer the question, e.g. I’m in Class 5A. I live in the countryside. - Call some pupils to talk about themselves in front of the class. * Option 2: Game: Pass the teddy bears - Give two different coloured teddy bears to two pupils, a black teddy bear (ask the question) and a white teddy bear (answer the question). - Ask pupils to listen to music and pass the teddy bears. - Stop music suddenly. Have the pupil with a black teddy bear make a question. Have the pupil with a white teddy bear answer the question. e.g. Pupil A: Can you tell me about yourself? Pupil B: I’m in Class 5A. I live in the city. - Repeat the game several times. * Preparation for the project: Tell pupils about the project at page 15. Ask them to prepare for it at home by making posters about their favourite things. Remind pupils to bring the posters to class to present them at Project time. Week: 01 Period: 06 UNIT 1: ALL ABOUT ME! 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 two communicative contexts in which pupils ask and answer questions about personal information and tick the correct pictures. - complete four gapped exchanges with the help of picture cues. - sing the song All about me! 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 pronunciation and intonation, listening and reading tasks. 3. Attributes
6. - Show their pride in their personal information and where they live. II. MATERIALS - Pupil’s book: Page 11 - Audio tracks 7, 8 - Teacher’s guide: Pages 21, 22, 23 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the learned sentence structures b. Content - Game: Spin the wheel c. Expected outcomes - Pupils can correctly use the sentence structures Can you tell me about yourself? - I’m in _____.; I live in the _____. to ask and answer questions about personal information. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Spin the wheel - Ask pupils if they remember - Give the sentence Sentence structures: the previous sentence structures structures. Can you tell me about to ask and answer questions yourself? about personal information. - Look at the question - I’m in _____.; I live in - Write the question and and answers on the the _____. answers on the board. board. - Prepare the numbers on the - Ask and answer the wheels to match with pupils’ question Can you tell me numbers in the class. about yourself?. - Spin the wheel to choose two numbers. Invite two pupils with those numbers, one pupil asks the question Can you tell me about yourself?, and one pupil answers the question. - Ask their friends to check their pronunciation. - Continue spinning the wheel - Check their friends’ for pupils to practice sentence pronunciation. structures. - Continue playing the game. e. Assessment - Performance products: Pupils’ answers and interactions - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 4: PRACTICE (5 minutes) a. Objectives
7. - To listen to and understand two communicative contexts in which pupils ask and answer questions about personal information and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about personal information and tick the correct pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 7) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures. Elicit the pictures. Pupils listen to 1a. a boy standing near a personal information of the the recording of the first house in the countryside character (name, grade, place exchange. Pupils listen to and holding a card with of living) in each picture. the recording again to do his name (Peter) and Explain the new word grade. the task. Pupils listen to grade (5) written on it Play the recording of the first the recording a third time 1b. a boy standing near a exchange for pupils to listen. to check their answers. building in the city and Play the recording again for holding a card with his pupils to do the task. Play the name (Peter) and grade recording a third time for (5) written on it pupils to check their answers. - Pupils follow the 1c. a boy standing near a Step 2: Repeat Step 1 for teacher’s instructions. house in the countryside Exchange 2. - Pupils swap books with and holding a card with Step 3: Get pupils to swap their partner, then check his name (Peter) and books with their partner, then answers as a class. grade (4) written on it check answers as a class. Write - Pupils listen to the 2a. a girl standing near a the correct answers on the recording again to house in the countryside board. double-check their and holding a card with Step 4: Play the recording answers. her name (Wendy) and again for pupils to double- - Pupils look at the grade (3) written on it check their answers. picture, recall the 2b. a girl standing near a Extension: Ask pupils to look information about Peter building in the city and at the picture, recall the and Wendy and say some holding a card with her information about Peter and sentences about them. name (Wendy) and grade Wendy and say some sentences (5) written on it. about them, e.g. Peter is a 2c. a girl standing near a pupil. He’s in Grade 5. He building in the city and lives in the countryside. holding a card with her name (Wendy) and grade (3) written on it Audio script: 1. A: Hi. I’m Peter. B: Hi. I’m Mai. Can you tell me about yourself? A: Well, I’m in Grade 5.
8. I live in the countryside. 2. A: Hi. I’m Bill. Are you a new pupil? B: Yes, I am. A: Can you tell me about yourself? B: I’m Wendy. I’m in Grade 3. I live in the city. *Key: 1. a 2. c e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 5: 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. Get them to identify pictures and identify - Four gapped exchanges personal information of the personal information of with the target sentences character in each picture. the character in each to complete Step 2: Ask pupils to look at picture. *Key: the four incomplete exchanges. - Pupils look at the four 1. countryside / village Draw their attention to the incomplete exchanges. 2. Class 5B missing words in the sentences. 3. tell; city Step 3: Model Exchange 1. 4. yourself; mountains Have pupils look at the - Pupils follow the exchange. Ask them what is teacher demonstrating missing in the answer (a place the Exchange 1. of living). Then have them look at the picture and identify the needed information (countryside). Ask them to complete the gap (I live in the countryside.). Follow the same procedure with Exchanges 2, 3 and 4. Step 4: Have pupils complete - Pupils complete the the exchanges individually. Get exchanges individually. pupils to swap books with a Pupils swap books with a partner and check their answers partner and check their before checking as a class. Ask answers before checking questions to have pupils as a class.
9. explain why they choose the - Pupils explain why they answers. For example, for choose the answers. Exchange 1, ask Why did you choose “village”? - I see some parts of a village (a small house with a large yard in front of it, a field behind the house) in the picture e. Assessment - Performance products: Pupils’ answers and explanation - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To sing the song All about me! with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Let’s sing. c. Expected outcomes - Pupils can sing the song All about me! with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 8) Step 1: Draw pupils’ attention - Pupils pay attention to The lyrics and the to the title and lyrics of the the title and lyrics of the recording of the song All song. Encourage them to point song. Pupils point at the about me! at the pictures to reinforce their pictures to reinforce their understanding. understanding. Step 2: Play the recording all - Pupils listen to the the way through. Encourage recording all the way pupils to listen carefully to the through carefully to the pronunciation and the melody. pronunciation and the melody. Step 3: Play the recording - Pupils listen to the again, line by line, for pupils to recording again, line by listen and repeat. Correct their line, and repeat. Pupils pronunciation where necessary. do actions while they Introduce actions for pupils to sing along with the do while they sing along with recording. the recording. Step 4: Play the recording all - Pupils listen to the the way through for pupils to recording all the way sing along. through and sing along. Step 5: Put pupils into groups - Pupils work in groups to make up their own actions to make up their own for the song. Invite groups to actions for the song. the front of the class to Pupils come to the front perform, while the rest of the of the class to perform,
10. class sings and / or claps along. while the rest of the class Encourage the class to praise or sings and / or claps cheer the performers. along. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Roll the dice (ppt) - Divide the class into groups of six. Have each pupil count the numbers from one to six. - Ask a pupil from each group to roll the dice to choose a pupil asking the question. - Ask that pupil to ask the question and invite another pupil of the group to answer the question about his / her personal information. e.g. Pupil A: Can you tell me about yourself? Pupil B: I’m in Class 5B. I live in the countryside. - The pupils giving the correct answer will continue rolling the dice. - The pupils giving the incorrect answer will lose their turns. * Option 2: Game: Spinner game - Prepare a spinner plate and a pen. - Put pupils in groups of six pupils. Have pupils sit in a circle around the spinner plate. - Ask pupils from each group to take turns to put a pen in the middle of the spinner plate, then spin the pen twice to find out the two pupils the pen points to. Then have the two pupils ask and answer the question about personal information. e.g. Pupil A: Can you tell me about yourself? Pupil B: I’m in Class 5A. I live in the city - Ask pupils to continue the game until all pupils in each group can play the game. Praise pupils if they perform well. Week: 01 Period: 07 UNIT 1: ALL ABOUT ME! Lesson 2 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s favourite things. - correctly say the words and use What’s your favourite ___? - It’s ____. to ask and answer questions about someone’s favourite things. - use What’s your favourite ___? - It’s ____. in freer contexts. - use the words dolphin, pink, sandwich and table tennis in relation to the topic “All about me!”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone’s favourite things correctly and fluently.
11. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their love and interest in sports, colours, animals and food. II. MATERIALS - Pupil’s book: Page 12 - Audio tracks 9, 10 - Teacher’s guide: Pages 23, 24, 25, 26 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about sports, colours, animals and food. b. Content - Game: Bingo c. Expected outcomes - Pupils can remember and say the words about sports, colours, animals and food correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Bingo - Prepare pictures of sports, Suggested words: swim, colours, animals and food. table tennis, basketball, - Stick all the pictures on the - Look at the pictures on football, badminton, board. the board. blue, green, brown, pink, - Have pupils say the names of - Say the names of the parrot, rabbit, cat, dog, the pictures. Check pupils’ pictures. meat, egg, chicken, fish. pronunciation. - Give each pupil a bingo grid - Hold a bingo grid. with nine spaces. - Explain that when you call - Listen to the teacher’s out a word, pupils should explanation. search for that word on their bingo card. If they have the word, they should cross it out. The first player to get three words in a row, either vertically, horizontally, or - Play the game. diagonally, will shout out - Read all the words Bingo and win the game. again. - Have pupils play the game. - Afterwards, ask pupils to read all the words again. e. Assessment - Performance products: Pupils’ answers and interactions
12. - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To provide context and get pupils interested 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 someone’s favourite things. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 9) Step 1: Have pupils look at - Pupils look at Pictures - Context a: Pictures a and b and identify a and b and identify the Mai: Where are you the characters in the pictures characters in the pictures. going, Mary? (see Input). Mary: I’m going to the Step 2: Ask pupils to look at - Pupils look at Picture a sports centre. Picture a. Play the recording and listen to the - Context b: for them to listen. Play the recording. Pupils listen to Mai: What’s your recording again, sentence by the recording again, favourite sport? sentence, for pupils to listen sentence by sentence, Mary: It’s basketball. and repeat. and repeat. What about you? Step 3: Repeat the same - Pupils follow the Mai: My favourite sport procedure with Picture b. teacher’s instructions. is swimming. Correct their pronunciation where necessary. - Pairs of pupils come to Step 4: Invite a few pairs to the the front of the classroom front of the classroom to listen to listen to and repeat the to and repeat the sentences in sentences in the the recording. recording. Step 5: Draw their attention to - Pupils pay attention to the question What’s your the question and the favourite sport? and the answer answer. Pupils listen to It’s basketball. Tell pupils that the teacher’s explanation. they are used to asking and answering questions about someone’s favourite sport. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words and use What’s your favourite ___? - It’s ____. to ask and answer questions about someone’s favourite things. b. Content Activity 2. Listen, point and say.
13. c. Expected outcomes - Pupils can correctly say the words and use What’s your favourite ___? - It’s ____. to ask and answer questions about someone’s favourite things. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 10) Step 1: Have pupils look at the - Pupils look at the - Picture and word cues: pictures and elicit the names of pictures and elicit the a. a ping pong table and the things in the pictures. Have names of the things in racquets the class repeat the words a few the pictures. Pupils b. pink colour times. Check comprehension. repeat the words a few c. a dolphin Step 2: Have pupils point at times. d. a sandwich Picture a, listen to the - Pupils point at Picture - Speech bubble: recording, and repeat the words a, listen to the recording What’s your favourite (sport - table tennis). Repeat and repeat the word. ____? - It’s ____. the same procedure with the Pupils follow the Audio script: other three pictures. Have teacher’s instructions a. sport / table tennis pupils repeat the words a few with the other three b. colour / pink times. Check comprehension. pictures. Pupils repeat c. animal / a dolphin Step 3: Point at the bubbles the words a few times. d. food / a sandwich and have pupils listen and - Pupils listen and repeat a. A: What’s your repeat after the recording after the recording. favourite sport? (What’s your favourite sport? - Pupils listen to and B: It’s table tennis. It’s table tennis.). Draw pupils’ repeat the sentences until b. A: What’s your attention to the ping pong table they feel confident. favourite colour? and racquets. Point at Picture a Pupils follow the B: It’s pink. and have pupils listen and teacher’s instructions c. A: What’s your repeat the sentences until they with Pictures b, c and d. favourite animal? feel confident. Follow the same B: It’s a dolphin. procedure with Pictures b, c d. A: What’s your and d. favourite food? Step 4: Have pupils work in B: It’s a sandwich. pairs and practise asking and answering the question What’s - Pupils work in pairs your favourite ___? - It’s ____. and practise asking and using speech bubbles and answering the question, Pictures a, b, c and d. using speech bubbles and Step 5: Invite a few pairs to Pictures a, b, c and d. point at the pictures and say the - Pairs of pupils point at questions & answers in front of the pictures and say the the class. Questions & Answers in front of the class. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives
14. - To use Can you tell me about yourself? - I’m in ___. I live in ___. and What’s your favourite ___? - It’s ____. in freer contexts. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Can you tell me about yourself? - I’m in ___. I live in ___. and What’s your favourite ___? - It’s ____. in freer contexts. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils look at the - Picture cue: to the pictures. Have them say pictures. Pupils say the Linh playing table tennis the actions of the characters in actions of the characters Lucy wearing a pink the pictures. Ask questions to in the pictures. Pupils dress and holding a pink help pupils identify favourite identify favourite things teddy bear things of the characters (see of the characters. Minh watching a dolphin Input). dancing in the lake Step 2: Elicit the missing - Pupils look at the Bill eating a sandwich words in the speech bubbles speech bubbles on the - Speech bubbles: and write them on the board. board and say the Can you tell me about Get pupils to say the completed completed sentences. yourself? - I’m in ___. I sentences. - Pupils look at the live in __. Step 3: Have pupils look at the bubbles to understand What’s your favourite bubbles to understand how the how the sentence pattern ______? - ______. sentence pattern is used. Have is used. Pupils role-play pupils role-play to practise to practise asking and asking and answering questions answering questions about favourite things in pairs, about favourite things in using picture cues. Make sure pairs, using picture cues. pupils understand the structures and say them with the right pronunciation and intonation. Go around to observe and - Pupils practise asking provide help. and answering questions Step 4: Invite some pupils to in front of the class. practise asking and answering questions in front of the class. - Pupils ask and answer Praise them if they perform questions about their well. favourite things (sport / colour / food / animal / Extension (for advanced school subject / book, pupils): Have pupils ask and ), using the structure answer questions about their and vocabulary learnt. favourite things (sport / colour / food / animal / school subject / book ), using the structures and vocabulary learnt. e. Assessment
15. - Performance products: Pupil’s talk and interaction - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Flash card passing (ppt) - Stick the flash cards (sports, colour, animals, food) on the board. Ask pupils to say the words related to the flash cards. - Hand out the flash cards to different pupils around the class. - Play the song All about me! (Track 8). Ask pupils to pass the flash cards to the pupils next to them while the music is playing. - Stop the music suddenly. Invite the pupil holding the flash card to ask the question, e.g. What’s your favourite (animal)? That pupil invites another one to answer the question, e.g. It’s (a dolphin). - Play the music again and repeat the activity. - Ask pupils to check their friends’ pronunciation. * Option 2: Game: Whisper - Divide the class into two teams. Tell each team to form a line. - Explain that when you whisper a sentence to the first pupil in each line, he/ she must in turn whisper it to the second pupil in the line. The second pupil then whispers it to the third, and so on. When the sentence reaches the last pupil in the line, he / she should call it out. A correct sentence scores one point. e.g. My favourite sport is basketball. / My favourite sport is table tennis. My favourite colour is pink. / My favourite colour is blue. My favourite animal is a dolphin. / My favourite animal is a parrot. My favourite food is a pizza. / My favourite food is a sandwich. - Play the game. - Count the points for each team and announce the winner. The team with more points wins. Week: 01 Period: 08 UNIT 1: ALL ABOUT ME! 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 three communicative contexts in which speakers ask and answer questions about favourite things and match the characters with the right pictures. - complete two target gapped exchanges with the help of picture cues. - revise the target vocabulary items and structures through the game. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening, reading and writing tasks. 3. Attributes - Show their love and interest in sports, colours, animals and food.
16. II. MATERIALS - Pupil’s book: Page 13 - Audio track 11 - Teacher’s guide: Pages 26, 27, 28 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structure What’s your favourite ___? - It’s ____. to ask and answer questions about someone’s favourite things. b. Content - Game: Lucky windows c. Expected outcomes - Pupils can correctly say the sentence structure What’s your favourite ___? - It’s ____. to ask and answer questions about someone’s favourite things. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Lucky windows - Prepare pictures of the words There are four windows (table tennis, pink colour, a containing pictures; dolphin, a sandwich). different points and two - Show the windows on the windows containing board/ slide. Each window lucky stars. contains a picture and different - Pictures (table tennis, points. And there are two lucky pink, a dolphin, a windows with two lucky stars. sandwich) - Divide the class into two - Work in two groups. Sentence structures: groups. - Listen to the teacher’s What’s your favourite - Explain how the game is explanation. A pair of ____? played. Have a pair of pupils pupils from each group - It’s ____. from each group choose a chooses a window, looks window, look at the picture, at the picture, then asks then ask and answer questions and answers questions about someone’s favourite about someone’s things. favourite things. e.g. Pupil A: What’s your favourite sport? Pupil B: It’s table tennis. - Give points to the group having the correct answer. - Continue playing the - Continue with the other game. pupils. - The group that gets more points wins. Praise the winner. e. Assessment
17. - Performance products: Pupils’ answers and interaction - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 4: PRACTICE (5 minutes) a. Objectives - To listen to and understand three communicative contexts in which speakers ask and answer questions about favourite things and match the characters with the right pictures. b. Content - Activity 4. Listen and match. c. Expected outcomes - Pupils can listen to and understand three communicative contexts in which pupils ask and answer questions about someone’s favourite things and match the characters with the right pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and match. (Track 11) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures of the three pictures of the three 1. a picture of Bill characters and the favourite characters and the 2. a picture of Ben things (colour / animal / sport). favourite things. 3. a picture of Linh Identify them as a class. a. an image of pink Step 2: Play the recording for colour Exchange 1. Ask pupils to - Pupils listen to the b. a picture of a dolphin listen and identify the correct recording and identify c. a picture of a ping picture (a, b or c) and draw a the correct picture and pong table and two line to match the character draw a line to match the racquets (Bill) to the correct favourite character to the correct Audio script: thing (Picture b). Play the favourite thing. Pupils 1. A: What are you recording again for pupils to do listen to the recording doing, Bill? the task. Play the recording a again to do the task. B:I’m watching a film third time to give pupils Pupils listen to the about animals. another listening opportunity if recording a third time if A: What’s your favourite needed. needed. animal? Step 3: Repeat Step 2 for - Pupils follow the B: It’s a dolphin. I love Exchanges 2 and 3. Go around teacher’s instructions. dolphins very much. the classroom to offer support 2. A: Where were you where necessary. yesterday, Ben? Step 4: Get pupils to swap - Pupils swap books with B: I was at the sports books with a partner, then a partner, then check centre. check answers as a class. Write answers as a class. A: What’s your favourite the correct answers on the - Pupils listen to the sport? board. recording to check their B: My favourite sport is Step 5: Play the recording for answers again. table tennis. pupils to check their answers - Pupils listen to the 3. A: What’s your again. recording, sentence by favourite colour, Minh? Extension: If time allows, play sentence, and repeat B: It’s green. What the recording, sentence by individually and in about you, Linh? sentence, for the class to listen chorus. A: Pink. I like pink very
18. and repeat individually and in much. chorus. Correct their * Key: 1. b 2. c 3. a pronunciation where necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete two target 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 help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Have pupils look at the - Pupils look at the Two picture cues about pictures. Ask them to identify pictures. Pupils identify favourite things and two the characters and their the characters and their incomplete exchanges favourite things (animal / food) favourite things in the *Key: in the pictures. pictures. 1. a dolphin, Why Step 2: Model Exchange 1. - Pupils follow the 2. pizza, don’t, a Have pupils look at the teacher demonstrating sandwich exchange. Ask them what is the Exchange 1. missing in the first gap (favourite animal). Then have them look at the animal in the picture and identify it. Ask them to complete the gap (It’s a dolphin.). Repeat the same procedure with the other gap in the exchange. - Pupils complete gapped Step 3: Give pupils a time limit Exchange 2 to complete gapped Exchange independently. 2 independently. Go around the classroom and help where necessary. Step 4: Get pupils to swap - Pupils swap books with books with a partner and check a partner and check their their answers before checking answers before checking as a class. Ask questions to as a class. Pupils explain have pupils explain why they why they chose their chose their answers. For answers. example, for the first gap in Exchange 1, ask Why did you choose “a dolphin”? - I see a dolphin in the picture.
19. Extension: Make some true and false sentences about the conversation and ask pupils to clap hands when the sentences are false. For example: The girl in Conversation 1 likes tigers. It is a false sentence and pupils should clap their hands. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To revise the target vocabulary items and structures through the game Find someone who b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can revise the target vocabulary items and structures through the game Find someone who 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 how going to play Find someone teacher’s instructions. to play the game: who using the language - A teacher standing at learnt in Lesson 2. the front of the classroom Step 2: Divide the class into - Pupils work in four and saying: Find four teams. Give each team a teams. Pupils find someone who likes task: e.g. Find someone who someone, and write the dolphins. likes dolphins / table tennis / name in the blank - Two pairs of pupils pink / sandwiches. The provided. asking and answering members of each team should questions: What’s your walk around the classroom, ask favourite animal? - It’s a their classmates questions e.g. dolphin. What’s your favourite animal / colour / sport / food? to get information about their favourite things. When they find someone, they write the name in the blank provided. - Pupils play the game. Ask them to find as many different pupils as possible. Step 3: Set time for pupils to play the game. Step 4: The team that finds the most pupils at the end of the game wins.
20. e. Assessment - Performance products: Pupils’ answers and interactions - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Guessing game (ppt) - Stick different pictures of sports, colours, animals and food on the board. - Have pupils say the words related to the pictures. - Invite pairs of volunteers to the board. One pupil asks the question, another one answers the question and points to the suitable picture. e.g. Pupil A: What’s your favourite colour? Pupil B: It’s green. - Continue until practicing all the vocabulary set. Praise pupils if they perform well. * Option 2: Game: Matching - Use pictures and cards. e.g. A ping pong table and racquets - My favourite sport is table tennis. An image of pink colour - My favourite colour is pink. A dolphin - My favourite animal is a dolphin. A sandwich - My favourite food is a sandwich. - Have four pupils hold the pictures and stand in the corners of the classroom. - Give four cards of sentences to four pupils. - Ask pupils holding cards to find and match their cards with the correct pictures. - Praise the one who finishes the matching first. Then ask the class to look and say the sentences aloud.