Giáo án Tiếng Anh 5 - Week 20 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 20 - Năm học 2024-2025

1. Week: 20 Date of planning: 18/01/2025 Period: 77 Date of teaching: 20/01 - 24/01 UNIT 11: FAMILY TIME Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - stress the correct words in Wh-questions in the questions 'When did they 'go to 'London? and 'What did they 'do in 'Finland?; - identify and underline the missing stressed word in four questions, and to say the questions with the correct stress while listening; - 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 love and interest in outdoor activities. - Raise their awareness of doing outdoor activities carefully. II. MATERIALS - Pupil’s book: Page 10 - Audio tracks 8, 9, 10 - Teacher’s guide: Pages 188, 189, 190 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence patterns by singing the song “Did you swim last Sunday?” b. Content - Let’s sing. c. Expected outcomes - Pupils can sing the song “Did you swim last Sunday?” with the correct melody and pronunciation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Track 4) - Tell pupils they are going to - Pupils listen to the The lyrics and the sing the song and do the teacher’s explanation. recording of the song actions. - Pupils listen and sing “Did you swim last - Play the song for pupils to the song in chorus. Sunday?” listen and sing the song in - Pupils sing the song in chorus. chorus and clap along - Play the song again for pupils with the recording. to sing the song in chorus and - Pupils come to the front clap along with the recording. of the class and perform
2. - Invite some groups to the the song. front of the class and perform the song. - Praise pupils to encourage their performance. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To stress the correct words in Wh-questions in the questions 'When did they 'go to 'London? and 'What did they 'do in 'Finland? b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can stress the correct words in Wh-questions in the questions 'When did they 'go to 'London? and 'What did they 'do in 'Finland? d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 8) Step 1: Draw pupils’ attention - Pupils look at the When did they ‘go to to the question 'When did they question. Pupils listen to ‘London? 'go to 'London? Play the the recording and point at ‘What did they ‘do in recording and encourage pupils the stressed words in the ‘Finland? to point at the stressed words in question while listening. the question Pupils listen to the while listening. Explain that teacher’s explanation. they are the most important words in the Wh-question and need to be stressed. Check - Pupils listen to the comprehension. recording of the first Step 2: Play the recording of question again and repeat the first question again and exactly. encourage pupils to listen and repeat exactly. Do this several times until pupils feel - Pupils follow the confident. Correct their teacher’s instructions for pronunciation where necessary. the question 'What did Step 3: Repeat Steps 1 and 2 they 'do in 'Finland? for the question 'What did they - Pupils work in pairs or 'do in 'Finland? groups to say the words Step 4: Have pupils work in with stressed syllables pairs or groups, saying the and read the questions words with stressed syllables until they feel confident. and reading the questions until - A few pupils listen to they feel confident. and repeat the questions Step 5: Invite a few pupils to in front of the class listen to and repeat the
3. questions in front of the class. Praise them when their pronunciation is good. e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To identify and underline the missing stressed word in four questions, and to say the questions with the correct stress while listening. b. Content Activity 2. Listen and underline one more stressed word. Then repeat. c. Expected outcomes - Pupils can identify and underline the missing stressed word in four questions, and say the questions with the correct stress while listening. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Circle, listen and check. (Track 9) Step 1: Tell pupils the goal of - Pupils listen to the Four questions for the activity. Explain that they teacher’s explanation. marking stressed have to listen to the recording syllables. and underline one more Audio script: stressed word. Check 'When did you 'go to comprehension. - Pupils listen to the 'Sydney? Step 2: Play the recording all questions. Pupils listen to 'What did he 'do in the way through for pupils to the recording again to 'Paris? listen to the questions. Play the underline one more 'When did she 'go to recording again for pupils to stressed word of the 'England? underline one more stressed questions. 'What did they 'do in word of the questions. - Pupils swap books with 'Thailand? Step 3: Tell pupils to swap a partner, then check the Key: 1. Sydney 2. Paris books with a partner, then answers as a class. Pupils 3. When 4. do check the answers together as a listen to the teacher’s class. Then discuss with pupils instruction. if they can spot a pattern to - Pupils listen to the what words are stressed in Wh- recording again to questions (the wh-question double-check their word, the main verb and the answers. place). - One or two pupils stand Step 4: Play the recording up and repeat the correct again for pupils to double- answers. check their answers. Extension: Invite one or two pupils to stand up and repeat the correct answers. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction
4. 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 10) Step 1: Draw pupils’ attention - Pupils look at the lyrics The lyrics and recording to the lyrics of the chant. Check 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, word look at the word stress in stress and pronunciation. Draw the questions. pupils’ attention to the word stress in the Wh-questions. - Pupils listen to the Step 3: Play the recording line recording line by line and by line while pupils 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 to chant. Pupils chant. clap along while Encourage them to clap along chanting. while chanting. - Pupils work in two Extension: Divide the class groups to take turns into two groups and have them listening and repeating take turns listening to and the chant, while the rest repeating the chant, while the of the class claps along. rest of the 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: Memory Chain (ppt) - Tell pupils they are going to remember the four questions in a chain. - Divide the class into two groups. Each group has eight pupils. - Ask eight pupils from each group to take turns playing the game. - Have Pupil A say the first question, then have Pupil B say the next question and so on. E.g. 'When did you 'go to 'Sydney?
5. 'What did he 'do in 'Paris? 'When did she 'go to 'England? 'What did they 'do in 'Thailand? - If a pupil forgets a sentence, the group must start from Pupil A again. - The winning group is the first one to have all members finish speaking. Praise the winner. * Option 2: Game: Whisper - Tell pupils how the game is played. Give an example. - Divide the class into two groups. - Have pupils from each group stand or sit in a row. - Whisper a sentence to the first pupil in each row. E.g. Round 1. 'When did you 'go to 'Sydney? / 'What did he 'do in 'Paris? Round 2. 'When did she 'go to 'England? / 'What did they 'do in 'Thailand? - Have the first pupil whisper the sentence to the second pupil. - Have groups continue whispering the sentence until it reaches the last pupil. - The last pupil in the row has to say out the correct sentence. - Give the first group saying the sentence correctly one point. - The group with more points wins. Praise the winner. Week: 20 Period: 78 UNIT 11: FAMILY TIME Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read and understand a paragraph about a family trip in the past by answering four questions; - complete a paragraph about someone’s family’s weekend trip by writing the target words in the gaps; - make a photo journal by sticking some photos/pictures of the activities he/ she did somewhere with friends the previous summer, and tell the class about it. 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 - Show their love and interest in outdoor activities. - Raise their awareness of doing outdoor activities carefully. II. MATERIALS - Pupil’s book: Page 11 - Teacher’s guide: Pages 190, 191, 192 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes)
6. a. Objectives - To motivate the class by saying the chant of Unit 11 on page 10. 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 10) - Play the chant for pupils to - Pupils listen to the The lyrics and recording listen. chant. of the chant (Unit 11, - Play the chant again for pupils page 10) to listen and chant along. - Pupils listen to the Encourage them to clap their chant again and chant hands while chanting. along. Clap their hands - Call on two or more groups to while chanting. perform the chant while the rest - Pupils perform the of the class claps their hands. chant while the rest of - Praise pupils to encourage the class claps their their performance. hands. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read and understand a paragraph about a family trip in the past by answering four questions. b. Content - Activity 4. Read and answer. c. Expected outcomes - Pupils can read and understand a paragraph about a family trip in the past by answering four questions. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and answer. Step 1: Have pupils read the - Pupils read the A text and four questions questions carefully. Tell them questions carefully. Key: to read Question 1 and pay Pupils read Question 1 1. They went to Ha Long attention to keywords such as and look at keywords. Bay. Where, Linda’s family, go. Pupils scan the text for 2. They sunbathed, took Then they should scan the text relevant information. some photos and swam in for relevant information and to the sea. answer the question. 3. They took a boat trip Step 2: Set a time limit for - Pupils follow the around the bay on pupils to do the rest of the task teacher’s instructions. Sunday. independently. Go around the Pupils do the task 4. They bought some classroom and offer help where independently. souvenirs for their
7. necessary. friends. Step 3: Get pupils to swap - Pupils swap books with books with the partner and their partners and check check the answers before the answers before checking as a class. checking as a class. Step 4: Invite some pairs to - Some pairs take turns take turns asking and asking and answering the answering the questions. questions. Extension: Ask pupils some - Pupils answer the more questions. For example, questions. When did Linda’s family go to Ha Long Bay? What did they do there on Sunday? Did they explore the caves and eat seafood? Have them answer these questions. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To complete a paragraph about someone’s family’s weekend trip by writing the target words in the gaps. b. Content Activity 5. Let’s write. c. Expected outcomes - Pupils can complete a paragraph about someone’s family’s weekend trip by writing the target words in the gaps. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Ask pupils to read the - Pupils read the gapped The writing frame with gapped sentences and fill in the sentences and fill in the six blanks to complete gaps with information about gaps with information Suggested answer: someone’s family’s weekend about someone’s family’s Last weekend, my family trip. Tell pupils that the gaps in weekend trip. Pupils went to Sa Pa. On the paragraph focus on their follow the teacher’s Saturday, we visited Sa activities the previous instructions. Pa Town and went to see weekend, but that they don't the mountains. We took have to use real information. lots of photos there. On Check comprehension. Sunday, we went Step 2: Ask pupils to read the - Pupils do the first shopping in the town. My first sentence, then elicit where gapped sentence. Pupils brother bought a shirt and they went the previous read the first sentence I bought some souvenirs weekend (for example, Sa Pa). and elicit where they for my friends. Our trip Remind pupils that they can went the previous was a lot of fun! make up any answer they like. weekend. Then pupils Then have them write the first write the first sentence.
8. sentence (Last weekend, my family went to Sa Pa.) Step 3: Give pupils time to complete the rest of the - Pupils complete the paragraph independently. Go paragraph independently. around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check - Pupils swap their books their spelling. with a partner and check Step 5: Invite a pupil to write their spelling. his / her completed paragraph - A few pupils read their on the board or read it aloud in completed paragraphs in front of the class. Give front of the class. corrections and feedback where - In groups, pupils share necessary. the activities that their Extension: In groups, have family did last weekend. pupils share the activities that Each group then uses the their family did last weekend information to create a (or on a recent trip if you mind map about all the prefer). Each group then uses activities they and their the information to create a families did. Then share mind map about all the with the class. activities they and their families did. Then share with the class. e. Assessment - Performance products: Pupil’s answer - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To make a photo journal by sticking some photos/pictures of the activities he/ she did somewhere with friends the previous summer, and tell the class about it. b. Content - Activity 6. Project. c. Expected outcomes - Each pupil can make a photo journal by sticking some photos/pictures of the activities he/ she did somewhere with friends the previous summer, and tell the class about it. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project.
9. Step 1: Explain that each pupil - Pupils listen to the A photo journal of a girl has to show his/her photo teacher’s explanation. and her friends at Ba Na journal which includes some Hills, with some photos / photos/ pictures of friends and pictures of what they did their activities (they have there. prepared at home) and tell the Suggested presentation: class about where they went Hi, everyone. This is my and what they did there. photo journal. Last Step 2: Have pupils work in - Pupils work in groups summer, I went to Ba Na groups of five or six. Each of five. Each pupil shows Hills in Da Nang with pupil shows his / her photo his / her photo journal to my friends. We took a journal to the group and the group and describes cable car. We took a lot describes what he/she and what he/she and friends of photos there. We friends did somewhere last did somewhere last visited the beautiful summer. summer. buildings. We also went Step 3: Invite a few pupils - A few pupils to see Golden Bridge. representing some groups to representing some groups We had a lot of fun there. show their photo journals and show their photo journals tell the class about the activities and tell the class about of the friends in the photos/ the activities of the pictures, e.g. I went to Ba Na friends in the photos/ Hills last summer with my pictures. friends. We took the cable car. We visited Golden Bridge - The rest of the class Step 4: Have the rest of the give comments and class give comments and praise praise pupils if they pupils if they perform well. perform 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: Running dictation (ppt) - Ask pupils to look at the text and tell their friends to write down the text. - Stick four texts on the walls around the classroom. - Divide the class into two groups. - Have one group choose a leader to write the text Ask the other pupils to run and find the text around them, then turn back to their group and tell what they have seen. Ask their leader to write down the sentence he/ she has heard. - The group finishing first with more correct sentences wins. Praise the winner. * Option 2: Game: Serial reading - Show the text on the board. - Divide the class into groups of four. - Have pupils work in groups and read the text serially. - Invite some groups to the front of the class and perform their work. - Praise pupils to encourage their performance. Week: 20
10. Period: 79 UNIT 12: OUR TET HOLIDAY 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 whether someone will do something for Tet; - use the phrases buy roses, buy a branch of peach blossoms, decorate the house, do the shopping, make banh chung, make spring rolls in relation to the topic“Our Tet holiday”; - use Will you ____ for Tet? – Yes, I will. / No, I won’t. I’ll _____. to ask and answer questions about whether someone will do something for Tet; - use Will you ____ for Tet? – Yes, I will. / No, I won’t. I’ll _____. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about whether someone will do something for Tet. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their interest in activities for Tet holiday. II. MATERIALS - Pupil’s book: Page 12 - Audio tracks 11, 12 - Teacher’s guide: Pages 192, 193, 194, 195 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To elicit the topic by a picture. b. Content - Guessing the topic. c. Expected outcomes - Pupils can guess the topic of Unit 12: Our Tet holiday. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Guessing the topic. - Greet the class. Ask pupils to - Pupils listen to the Picture about Tet holiday look at the picture and guess teacher’s instructions and the topic of this unit. guess the topic. - Ask pupils to open their - Pupils open their books. books at page 12 and look at - Pupils listen and repeat Unit 12, Lesson 1, Activity 1. the title.
11. Write the title “Our Tet holiday” on the board and read it for the class to repeat a few times. Tell pupils what they will learn in this lesson. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about whether someone will do something for Tet. 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 whether someone will do something for Tet. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 11) Step 1: Have pupils look at - Pupils look at Pictures a - Context a: Mai and a Pictures a and b and identify and b and identify the foreign boy, Andy, the characters in the pictures. characters in the pictures. standing in the street and Step 2: Ask pupils to look at talking about Tet Picture a. Play the recording - Pupils look at Picture a Mai: Look! Pretty peach for them to listen. Play it again, and listen to the blossoms! Tet is coming. sentence by sentence, for recording. Pupils listen Andy: What is Tet? pupils to listen and repeat to the recording again, Mai: It’s our New Year individually and in chorus. sentence by sentence, and Festival. Correct their pronunciation repeat individually and in - Context b: Andy where necessary. Repeat the chorus. looking at the branch of same procedure with Picture b. peach blossoms and Step 3: Invite a few pairs to the asking Mai about it front of the classroom to listen Andy: Will you buy a to and repeat the sentences in - Pairs of pupils come to branch of peach the recording. the front of the classroom blossoms for Tet? Step 4: Draw pupils’ attention to listen to and repeat the Mai: Yes, I will. It will to the question Will you buy a sentences in the bring good luck to my branch of peach blossoms for recording. family. Tet? and the answer Yes, I will. - Pupils pay attention to Tell pupils that they are used to the question and the ask and answer questions about answer. Pupils listen to whether someone will do the teacher’s explanation.
12. something for Tet. 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 phrases and use Will you _____ for Tet? – Yes, I will. / No, I won’t. I’ll _____. to ask and answer questions about whether someone will do something for Tet. b. Content - Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the phrases and use Will you _____ for Tet? – Yes, I will. / No, I won’t. I’ll _____. to ask and answer questions about whether someone do something for Tet. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 12) Step 1: Have pupils look at the - Pupils look at the - Picture and word cues: pictures and elicit the activity pictures and elicit the a. a family decorating in each picture. activity in each picture. their house for Tet, and Step 2: Have pupils point at - Pupils point at Picture the phrase decorate the Picture a (a family decorating a, listen to the first part house / yes the house), listen to the first of the recording and b. some people doing the part of the recording and repeat repeat the phrase. Pupils shopping for Tet, and the the phrase (decorate the follow the teacher’s phrase do the shopping / house). Repeat the same instructions with the yes procedure with the other three other three pictures. c. a woman making pictures. Have pupils repeat the Pupils repeat the phrases spring rolls, and the phrases a few times. Check a few times. phrase make banh chung comprehension. / no / make spring rolls Step 3: Point at the first bubble - Pupils listen to the next d. a woman and a boy and have pupils listen to the part of the recording and buying a branch of peach next part of the recording and repeat. Pupils look at blossoms, and the phrase repeat Will you decorate the Picture a and listen and buy roses / no / buy a house for Tet?. Point at Picture repeat after the recording. branch of peach a, draw pupils’ attention to the Pupils follow the blossoms word yes under the picture and teacher’s instructions - Speech bubbles: have pupils listen to and repeat with the other three Will you _______ for Yes, I will. Repeat the same pictures. Tet? – Yes, I will. / No, I procedure with the other three won’t. I’ll ______. pictures. Audio script: Step 4: Have pupils work in - Pupils work in pairs to a. decorate the house / pairs to practise asking and practise asking and yes answering the question Will answering the question, b. do the shopping / yes you _____ for Tet? – Yes, I using the phrases and c. make banh chung / no will. / No, I won’t. I’ll _____. Pictures a, b, c and d. / make spring rolls using the phrases and Pictures - Pairs of pupils point at d. buy roses / no / buy a
13. a, b, c and d. the pictures and say the branch of peach Step 5: Invite a few pairs to questions and answers in blossoms point at the pictures and say the front of the class. a. questions and answers in front A: Will you decorate the of the class. house for Tet? B: Yes, I will. b. A: Will you do the shopping for Tet? B: Yes, I will. c. A: Will you make banh chung for Tet? B: No, I won’t. I’ll make spring rolls. d. A: Will you buy roses for Tet? B: No, I won’t. I’ll buy peach blossoms. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Will you _____ for Tet? – Yes, I will. / No, I won’t. I’ll _____. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Will you _____ for Tet? – Yes, I will. / No, I won’t. I’ll _____. 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 cue: a boy to the pictures. Have them look pictures and identify the decorating his house for at the pictures and identify the activity in each picture. Tet; a boy making spring activity in each picture. Check rolls; a father and his comprehension. daughter buying a branch Step 2: Have pupils look at the - Pupils look at the of peach blossoms; a bubbles to understand how the bubbles to understand mother and her daughter sentence pattern is used. Have how the sentence pattern doing the shopping for pupils role-play to practise is used. Pupils role-play Tet asking the questions and giving to practise asking the their answers in pairs, using the questions and giving picture cue. Make sure pupils their answers in pairs, understand the structure and using the picture cue. say it with the right
14. pronunciation and intonation. Go around to observe and provide help. Step 3: Invite some pairs of - Pairs of pupils practise pupils to practise asking and asking and answering answering questions in front of questions in front of the the class. Praise them if they class. perform well. Extension: In groups, have pupils brainstorm some more activities that people often do at Tet (for example: plant young trees, give lucky money, go to their hometown, wear new clothes, ), then ask and answer questions about Tet activities using the sentence pattern learnt in this lesson. 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 17. Ask them to prepare for it at home by making a poster about Tet activities that they will do for / at Tet. Remind them to bring the posters to class to present them at Project time. * Option 1: Game: Help Kitchen Gods - Explain how to play the game. - Tell pupils it’s the end of year, so they are going to help the Kitchen God collect all the reports. - Pupils take turns to choose the houses, look at the pictures, ask and answer the questions. - Check the pupils’ answers as a whole class. - If they give the correct answers, they can get a report. - Pupils take turns to choose all the houses and collect all the reports. - After they get all the reports, teacher acts as the Kitchen God and say: “Well done! You helped me to collect all reports. Now I will go and report good things that you did this year to the King of Heaven. Happy New Year!” * 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: Will you decorate the house for Tet? Pupil B: Yes, I will. - Repeat the game several times. Week: 20
15. Period: 80 UNIT 12: OUR TET HOLIDAY 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 characters ask and answer questions whether someone will do something for Tet, and tick the correct pictures; - complete four gapped exchanges with the help of picture cues; - sing the song Tet is a happy time for us. with the correct pronunciation, rhythm and melody. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening and reading tasks. 3. Attributes - Show their pride and love for the national traditional holiday ‘Tet’. II. MATERIALS - Pupil’s book: Page 13 - Audio tracks 13, 14 - Teacher’s guide: Pages 195, 196, 197 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the vocabulary about what people will do on Tet holiday ‘buy roses, buy a branch of peach blossoms, decorate the house, do the shopping, make banh chung, make spring rolls’. - Game: Make banh chung c. Expected outcomes - Pupils can correctly say the vocabulary in relation to the topic “Our Tet holiday”. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Make banh chung
16. - Ask pupils if they remember - Pupils name the Pictures (buy roses, buy the previous vocabulary about activities people do for peach blossoms, decorate the topic “Our Tet holiday” – Tet. the house, do the what people do to prepare for shopping, make banh Tet. chung, make spring rolls) - Explain how the game is - Pupils listen to the played. Have a pupil choose a rules. gift, look at the picture, then - Pupils choose a gift, choose an action that people answer the questions to will do for Tet. After each get ingredients. correct answer, pupils will open the gift to get the ingredients to make banh chung. Pupils keep answering questions to get enough ingredients. When pupils collect all the ingredients, they can make banh chung. - Have pupils read the words - Pupils read aloud the aloud. words. 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 whether someone will do something for Tet and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can understand two communicative contexts in which characters ask and answer questions about whether someone will do something for Tet and tick the correct pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 13) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures. Tell them to pictures to identify the 1a. a mother and her look at Pictures a, b and c to activities. Pupils listen to daughter doing the identify the activities. For the recording of the first shopping example, have pupils explain exchange. Pupils listen to 1b. a mother and her that the girl and her mother in the recording again to do daughter buying a branch Picture a are doing the the task. Pupils listen to of peach blossoms shopping at the supermarket. In the recording a third time 1c. a mother and her Picture b, they are buying a to check their answers. daughter making spring branch of peach blossoms. In - Pupils follow the rolls Picture c, they are making teacher’s instructions. 2a. a boy decorating the
17. spring rolls. Play the recording - Pupils swap books with house of the first exchange for pupils their partner, then check 2b. a boy making spring to listen. Play it again for answers as a class. rolls pupils to do the task. Play the - Pupils listen to the 2c. a boy buying a branch recording a third time for recording again to of peach blossoms with pupils to check their answers. double-check their his father Step 2: Repeat Step 1 for answers. Audio script: Exchange 2. - Pupils explain the 1. Step 3: Get pupils to swap answers by repeating the A: Tet is coming soon! books with their partner, then information in the B: Yes, it is. I love it check answers as a class. Write recording. very much. the correct answers on the - Pupils clap their hands A: Will you do the board. when the information is shopping for Tet? Step 4: Play the recording different. A pupil B: Yes, I will. I’ll do the again for pupils to double- corrects the information. shopping with my mum check their answers. Have in the supermarket. pupils explain the answers by 2. asking them to repeat the A: What’s your favourite information in the recording to holiday? check their answers, for B: It’s Tet. example: I’ll do the shopping A: Will you buy a branch with my mum in the of peach blossoms for supermarket. Tet? Extension: Read the B: No, I won’t. I’ll stay conversations aloud but change at home and make spring some specific information. For rolls. example: I’ll do the shopping A: I like spring rolls. with my dad in the They’re so delicious! supermarket. Have pupils clap Key: 1. a 2. b their hands 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 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 the - Four gapped exchanges
18. the activity of the character(s) activity of the to complete in each picture. character(s) in each Key: Step 2: Ask pupils to look at picture. 1. decorate; Yes the four incomplete exchanges. - Pupils look at the four 2. make spring rolls Draw their attention to the incomplete exchanges. 3. do the shopping; I will missing words in the sentences. 4. Will; buy a branch of Step 3: Do Exchange 1 with peach blossoms the class. Have pupils look at - Pupils follow the the exchange. Ask them what is teacher demonstrating the missing in the question (the Exchange 1. boy’s activity). Then have them look at the picture and identify the necessary information (decorate). Ask them to complete the gap (Will you decorate the house for Tet?). Repeat the same procedure with the second gap of Exchange 1. Step 4: Repeat Step 3 with - Pupils repeat the same Exchanges 2, 3 and 4. procedure with the Step 5: Have pupils complete second gap of Exchange the rest of the exchanges 1. independently. Get pupils to - Pupils complete the swap books with a partner and exchanges individually. check their answers before Pupils swap books with a checking as a class. Have partner and check their pupils explain the answers by answers before checking asking questions, for example: as a class. Why did you write “decorate” - Pupils explain the in the first gap of Question 1? – answers by asking Because the boy in the picture questions. is decorating his house. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To sing the song Tet is a happy time for us. with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Let’s sing. c. Expected outcomes - Pupils can sing the song Tet is a happy time for us. with the correct pronunciation, rhythm and melody d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
19. Activity 6. Let’s sing. (Track 14) 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 Tet song. Encourage them to point song. Pupils point at the is a happy time for us. 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 Step 3: Play the recording, line melody. by line, for pupils to listen and - Pupils listen to the repeat. Correct their recording, line by line, pronunciation where necessary. and repeat. Pupils do Introduce actions for pupils to actions while they sing do while they sing along with along with the recording. the recording. - Pupils listen to the Step 4: Play the recording all recording all the way the way through for pupils to through and sing along sing along with. with. 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, 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: Racing - Divide the class into three groups. Each group has equal numbers of pupils. - Ask pupils to stand in lines. Set the timer. - Ask the first pupil from each line “Will you for Tet?” he/ she must answer and in turn ask the second pupil in the line. The second pupil then answers and asks the third, and so on. - The group which has the shortest time to finish asking and answering wins the game. E.g. Pupil A: Will you do the shopping for Tet? Pupil B: Yes, I will. Pupil B: Will you buy a branch of peach blossoms for Tet? Pupil C: Yes, I will. / No, I won’t. * Option 2: Game: Get the lucky money (ppt) - Tell pupils that they are going to play in 2 teams. - Choose a number and answer the questions about whether someone will do something for Tet.
20. - If their answers are correct, pupils will get 10 points. There are two lucky numbers with 20 points for each correct answer. - Teams with more points will be the winner.