Giáo án Tiếng Anh 5 - Week 23 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 23 - Năm học 2024-2025

1. Week: 23 Date of planning: 23/02/2025 Period: 89 Date of teaching: 24/02 – 28/02 UNIT 13: OUR SPECIAL DAYS Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly say the stressed words in the questions ‘What ‘food will you ‘have at the ‘party? and ‘What ‘drinks will you ’have at the ‘party? - identify and underline the stressed words in four questions while listening - say the chant with the correct stressed words, pronunciation and rhythm. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Critical thinking and creativity: learn how to ask and answer questions about someone’s food and drinks at an event correctly and fluently. - Self-control & independent learning: perform pronunciation and listening tasks. 3. Attributes - Enhance understanding of different kinds of food and drinks at different styles of events. II. MATERIALS - Pupil’s book: Page 22 - Audio Tracks 28, 29, 30 - Teacher’s guide: Pages 193, 194, 195 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about countries, sports and animals. b. Content - Game: “Guess the food and drinks” c. Expected outcomes - Pupils can remember and correctly say the words about food and drinks. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: “Guess the food and drinks” - Tell the pupils that they are -Work in three teams. Picture hints: going to play in 3 teams. In Cake each round, 1 representative - Listen to the teacher’s Lemonade from each team will choose a instructions. Chips color relatively to the boxes - Look at the picture and Pizza they want to open. Try to guess guess the food or drinks. water the food or drink shown on the screen. If the correct answer is given, their team will get 1
2. point. Teacher checks their pronunciation and lets the - Practise pronouncing whole class repeat the word the words. before moving to the next round. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly say the stressed words in the questions ‘What ‘food will you ‘have at the ‘party? and ‘What ‘drinks will you ’have at the ‘party? b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly repeat the stressed words in the questions ‘What ‘food will you ‘have at the ‘party? and ‘What ‘drinks will you ’have at the ‘party? d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 28) Step 1: Have pupils look at the - Pupils point to the word The questions: first question. Draw their and sentence while ‘What ‘food will you attention to the stress on the listening. Pupils listen to ‘have at the ‘party? words (e.g. What, food, have, the teacher’s explanation. and party). Explain that they are ‘What ‘drinks will you the “content” (important) words ’have at the ‘party? in the question and need to be stressed. Check comprehension. Step 2: Play the recording for - Pupils listen to the pupils to listen to and repeat, in recording again and chorus and individually, until repeat. they feel confident. Correct the - Pupils follow the stress and pronunciation if teacher’s instructions. necessary. Repeat Steps 1 and 2 with the second question. Step 3: Let pupils work in pairs or groups, saying questions with - Pupils work in pairs or correct stressed words and groups to say the words pronunciation. Go around the and read the sentences. classroom to offer help if Pupils listen to the necessary. recording and say the Step 4: Invite a few pupils to language in front of the say the questions in front of the class. class. Praise them when they perform well. e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers
3. 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To identify and underline the stressed words in four questions while listening. b. Content Activity 2. Listen and underline one more stressed word. Then repeat. c. Expected outcomes - Pupils can identify the stressed words in the questions and say them with correct stress. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen and underline one more stressed word. Then repeat. (Track 29) Step 1: Tell pupils the goal of - Pupils listen to the Four questions: the activity. Explain that they teacher’s instructions Audio script: should listen to the recording 1. ‘What ‘food will you and underline one more ‘have at the ‘party? stressed word in each question. 2. ‘What ‘drinks will Check comprehension. they ‘have at the ‘party? Step 2: Play the recording for - Pupils listen to the 3. ‘What will you ‘do at pupils to listen. Play it again audio. Listen and the ‘party? for pupils to listen and underline the stressed 4. ‘What will we ‘do at underline the stressed words. words. their ‘party? Then get pupils to swap books - Pupils swap books with with a partner and check their a partner, then check the answers before checking as a answers as a class. Pupils class. listen to the recording Step 3: Have pupils read aloud again and check their the questions in pairs or groups. answers again. Go around the classroom and - Pupils stand up, listen correct the stress in the to and repeat the questions if necessary. questions. Step 4: Invite a few pupils to read aloud the questions in front of the class. Praise when they perform well. Extension: Have pupils write - Pupils write two or two or three questions with the three questions with the mark on stressed words (e.g. mark on stressed words. ‘What did you ‘do ‘yesterday?, ‘Where did they ‘go last ‘month?) 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 stressed words, pronunciation and rhythm. b. Content - Activity 3. Let’s chant. c. Expected outcomes - Pupils can say the chant with correct stressed words, pronunciation and rhythm. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s chant. (Track 30) Step 1: Have pupils read the - Pupils pay attention to - Some food and drinks lyrics of the chant. Then get the picture and name the at an event them to look at the food and food and drinks on the - The lyrics and drinks on the table to reinforce table. recording of the chant their understanding. Check comprehension. Step 2: Play the recording all the way through for pupils to - Pupils pay attention to listen to the whole chant. draw the lyrics of the chant, their attention to the stressed stressed words, words' pronunciation and pronunciation and rhythm. play it again line by rhythm. line, for pupils to listen and repeat and encourage them to - Pupils listen all the way clap while chanting. through carefully to the Step 3: Invite a few groups to rhythm and say the chant in front of the pronunciation. class. The rest of the class chant and clap along. - Pupils listen to the Extension: Encourage pupils recording, line by line, to make the chant of their own and repeat. by replacing some food in the - Pupils listen to the first verse (e.g. Grapes and recording all the way mangoes. / We’ll have grapes. / through and chant along. We’ll have mangoes. We’ll Pupils clap while have grapes and mangoes.) chanting. and drinks in the second verse - Pupils work in two or (e.g. Fruit juice and milk. / more groups to make the We’ll have fruit juice. / We’ll chant of their own by have milk. / We’ll have fruit replacing some food in juice and milk.) the first verse. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: “Food party game” - Tell pupils that they are going to play in 2 teams.
5. - Choose a chips pack and answer the questions about food / drinks they will have at the party. - If their answers are correct, click on the sellers and serve some burgers. If not, click on the burglar to go back to the questions board. - Teams with more points will be the winner. Pictures hints: Cakes, pizza, fish, apple juice, water, chicken and rice, vegetables, milk tea, chips, lemonade. * Option 2: Game: “Odd one out” - Tell pupils that they are going to look at some pictures with food and drinks. - Ask them to choose the odd by looking at the pictures. - Teacher checks their pronunciation and asks the whole class to repeat . Suggested answers: Chips burger vegetables milk tea Key: milk tea (because it’s a drink and we can’t eat it) Week: 23 Period: 90 UNIT 13: OUR SPECIAL DAYS Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly say the stressed words in the wh-questions: ‘What ‘food will you ‘have at the ‘party? and ‘What ‘drinks will you ’have at the ‘party? - use What will you do ___? – We’ll ___. and What food / drinks will you have at the party? – We’ll have ___. to ask and answer questions about what someone will do for a special day, and the food and drinks someone will have at an event; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Our special days”; - read and write about what people will do and have at an event; - make a menu s for a class party and present it to the class at Project time. 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 - Enhance understanding of different kinds of food and drinks at different styles of events. II. MATERIALS - Pupil’s book: Page 23 - Teacher’s guide: Pages 195, 196 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector,
6. 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 chant. c. Expected outcomes - Pupils can correctly sing the song with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s chant. - Greet the class. - The lyrics and - Invite one or two groups of - Listen to the teacher’s recording of the chant. pupils to the front of the class instructions. to say the chant in Lesson 3, - Chant in groups. Activity 3. The rest of the class may chant and clap along. - Have students look at the - Look and answer the questions on the screen and questions. answer. - Ask pupils to open their - Open the book books at page 23 and look at Unit 13, Lesson 3, Activity 4. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read and show the understanding of the letter by answering the questions. b. Content - Activity 1. Read and complete. c. Expected outcomes - Pupils can read and show understanding of the letter and answer the question. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Read and answer. Step 1: Tell pupils the goal of -. Pupils pay attention to – A short letter about the activity and explain that the letter and read them food and drinks at Mai’s they should read the letter as a class. birthday party and answer the questions. – Four question to Check comprehension. answer Step 2: Answer the first - Answer the first Key: question as an example. Have question with the whole 1. It’s Mai’s birthday on pupils look at the first question. class. Sunday. Explain that the word When in 2. Her party will be at 15 the question When is Mai’s Quang Trung Street. birthday? expresses the time of 3. They’ll have pizza, the birthday. Then let them burgers and chips.
7. read the letter and find the 4. They’ll drink appropriate information / lemonade, apple juice sentence to match the question and milk tea. (It’s my birthday on Sunday). Invite one or two pupils to answer the question (e.g. Her birthday is on Sunday or It’s Mai’s birthday on Sunday.) Step 3: Set a time limit for pupils to do the task - Answer the question independently. Go around the individually. classroom and offer help if - Swap their books and necessary. check. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers where necessary. If time allows, invite one or two pupils to read the letter in front of the class. Extension: Divide pupils into groups and have them retell the main ideas of the letter using answers to the questions (e.g. It’s Mai’s birthday on Sunday. Her party will be at 15 Quang Trung Street. They’ll have pizza, burgers and chips. They’ll drink lemonade, apple juice and milk tea.) e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To write a text about food and drinks pupils will have at their birthday parties with the help of the suggested questions and gapped sentences. b. Content Activity 2. Let’s write. c. Expected outcomes -Pupils can write a text about food and drinks they will have at their birthday parties with the help of the suggested questions and gapped sentences. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Let’s write. Step 1: Tell the class the goal - Read the suggested
8. of the activity. Explain that questions and answer in Three suggested questions they should answer the pairs. Two gapped sentences as suggested questions and use a guide (My birthday is the gapped sentences (see ____________. At my Input) to write the text, using birthday party, we’ll their own information. Tell _____.) pupils that they should write Suggested answer: about 40 words. Check My birthday is in May comprehension. - Do the first gapped (It’s my birthday in Step 2: Have pupils do the first sentence. May). I will invite some gapped sentence together as an friends to my party. example. Let them answer the It will be at my home. first question and elicit the We’ll have cakes, time of their birthday. Then candies and fruit. I’ll have them fill in the gap of the have mineral water, first sentence (e.g. My birthday lemonade and milk tea. is in May.) We’ll sing and dance. I Step 3: Give pupils time to think we’ll have a lot of write the text independently. - Write the text fun. Go around the classroom and individually (about 40 offer help if necessary. words). Step 4: Get pupils to swap - Swap their books and their books with a partner and check. check their writing before - Check with the whole checking as a class. class. Extension: If time allows, invite one or two pupils to read their completed texts in front of the class. e. Assessment - Performance products: Pupils’ writing - Assessment tools: Observation; Suggested answers 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To make a menu for the class party and present it to the class b. Content - Activity 3. Project. c. Expected outcomes - Pupils can make a menu for her / his class party and present it to the class. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Project Step 1: Tell pupils about the - Pupils listen to the - A menu with three goal of the activity. Explain teacher’s explanation. columns to write the that they have to look at the names of the fruit, food, menu they have prepared at and drinks
9. home and oresent it to the - A girl pointing at the class. - Pupils work in groups menu, saying: Our class Step 2: Have pupils work in of five. Pupils show his / party will be ________. groups of three or four. Each her poster that they have We’ll have ________. pupil shows the menu and tells made at home and tell the the group about it. group about their menu. E.g. Our class party will be next Saturday. We’ll have burgers, pizza, apples and grapes. We’ll drink mineral water and milk tea. We’ll have apples and grapes. Thank you for listening. Go around the classroom and offer help if - Pupils show their work necessary. and talk about their menu Step 3: Invite one pupil to hold in front of the class. up her / his menu and present it Pupils stick their posters to the class. Praise pupils when on the wall (or board) as they do the task well. a display.
10. 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: “Hot potatoes” - Teacher plays the music. - Pupils pass the ball. - Teacher stops music suddenly. Have the pupil with a ball talk about their menu for the next birthday party. - Repeat the game several times. * Option 2: Game: “Lucky number” - Divide the class into two teams. - Each team takes turns choosing the number and answering the question to get the stars. - At the end of the game, the team with more stars is the winner. Week: 23 Period: 91 UNIT 14: STAYING HEALTHY Lesson 1 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about a family member’s lifestyle; - correctly say the phrases and use How does he / she stay healthy? - He / She _____. to ask and answer questions about someone’s lifestyle; - use How does your _____ stay healthy? – He / She _____. in a freer context; - use the phrases do morning exercise, play sports, drink fresh juice and eat healthy food in relation to the topic “Staying healthy”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about a family member’s lifestyle 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 - Raise their knowledge of using healthy food and drinks. - Show their awareness of doing morning exercise regularly. II. MATERIALS - Pupil’s book: Page 24 - Audio tracks 31, 32 - Teacher’s guide: Pages 222, 223, 224, 225 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. PROCEDURES
11. 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To identify what healthy or unhealthy food is. b. Content - Game: Healthy Food or Unhealthy Food c. Expected outcomes - Pupils can correctly identify what healthy or unhealthy food is. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Healthy Food or Unhealthy Food - Tell pupils they are going to - Pupils listen to the Pictures of healthy food identify what healthy and teacher’s explanation. and unhealthy food unhealthy food is. - Show pictures of food and - Pupils listen to the explain healthy or unhealthy teacher’s instruction. food. - Pupils look at the - Show the pictures and have pictures and identify pupils identify whether the whether the pictures are pictures are healthy or healthy or unhealthy unhealthy food. food. - Invite volunteers to give the - Pupils give the answers. answers. If they give the correct answers, they will get stickers from the teacher. - Give comments and praise - Pupils listen to the pupils. teacher. 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 a family member’s lifestyle. 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 a family member’s lifestyle. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 31) Step 1: Ask pupils to look at - Pupils look at Pictures a - Context a: Lucy and Pictures a and b and identify and b. Pupils identify the Nam jogging, and Lucy’s the characters and say what characters and say what brother doing morning they can see in the pictures. If they can see in the exercise in the park pupils use Vietnamese, repeat pictures. Nam: I want to stay their responses in English. healthy, Lucy. I eat
12. Step 2: Play the recording and vegetables and drink a encourage pupils to point at the - Pupils listen to the lot of water. Is that your characters while listening. recording and point at the brother over there? Step 3: Play the recording characters while Lucy: Yes, that’s my again, sentence by sentence, for listening. brother, Tom. He also pupils to listen, point to the - Pupils listen to the wants to stay healthy. sentences and repeat. Correct recording again, point to - Context b: Lucy and their pronunciation where the sentences and repeat. Nam talking about necessary. Lucy’s brother, Tom Step 4: Draw pupils’ attention Nam: How does he stay to the question How does he - Pupils listen to the healthy? stay healthy? and the answer teacher’s explanation. Lucy: He does morning He does morning exercise exercise every day. every day. Explain that they are Nam: Yeah, me too. used to ask and answer questions about someone’s lifestyle. 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 How does he / she stay healthy? - He / She _____. to ask and answer questions about someone’s lifestyle. b. Content - Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the phrases and use How does he / she stay healthy? - He / She _____. to ask and answer questions about someone’s lifestyle. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 32) Step 1: Have pupils look at the - Pupils look at the - Picture and word cues: pictures, say what they can see pictures, say what they a. a woman doing in the pictures and identify the can see in the pictures morning exercise, and the activities the characters do. and identify the activities phrase do morning Step 2: Play the first part of the the characters do. exercise recording for pupils to listen to - Pupils listen to the first b. a man playing sports, and repeat the phrases under the part of the recording and and the phrase play sports pictures in chorus and repeat the phrases under c. a woman holding a individually until they feel the pictures in chorus and glass of fresh juice, and confident. Use the flashcards individually. the phrase drink fresh for do morning exercise, play juice sports, drink fresh juice and eat d. a boy with a bowl of healthy food to practise the healthy food, and the phrases. phrase eat healthy food Step 3: Have pupils point at - Pupils point at Picture a. - Speech bubbles: How Picture a. Draw pupils’ Pupils pay attention to the does he / she stay
13. attention to the speech bubbles speech bubbles and elicit healthy? and elicit the missing words the missing words. Pupils - He / She _____. (does morning exercise). Draw listen to the next part of Audio script: pupils’ attention to the change the recording and repeat a. do morning exercise in verb form in the answer the sentences. b. play sports (does instead of do). Play the c. drink fresh juice next part of the recording a few d. eat healthy food times for pupils to listen to and a. repeat the sentences in A: How does she stay Exchange a. - Pupils follow the healthy? Step 4: Repeat Step 3 for teacher’s instructions. B: She does morning Pictures b, c, and d. Then let Then pupils practise exercise. pupils practise asking and asking and b. answering questions in pairs. answering questions in A: How does he stay Go around the classroom to pairs. healthy? offer help if necessary. B: He plays sports. Step 5: Invite a few pairs to - A few pairs point at the c. point at the pictures and ask and pictures and ask and A: How does she stay answer questions about a family answer questions about a healthy? member’s lifestyle. family member’s B: She drinks fresh juice. Extension: Elicit additional lifestyle. d. vocabulary items related to the - Pupils elicit additional A: How does he stay topic from the pupils, then use vocabulary items related healthy? them to play a miming game. to the topic and play B: He eats healthy food. After a correct guess, ask How miming game. does he / she stay healthy?, to encourage pupils to provide answers using the vocabulary in the game. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use How does your _____ stay healthy? - He / She _____. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use How does your _____ stay healthy? - He / She _____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils pay attention to - Picture cues: activities to the pictures. Ask questions the pictures and answer people do to stay healthy to help them identify the the questions to identify and healthy food and context. the context. drinks Step 2: Point at the first picture - Pupils follow the - Speech bubbles: How and elicit the question (e.g. teacher’s instructions. does your _____ stay
14. How does your sister stay Then pupils look at the healthy? – _____. healthy?) and an answer (She sentences on the board. Suggested answers: does morning exercise.). Then Pupils say the completed How does your mother / write the answer on the board. sentences. father / sister / brother Repeat the same procedure stay healthy? with the other pictures. Get the He / She drinks fresh pupils to say the four juice / does morning completed sentences. - Pupils work in pairs to exercise / eats healthy Step 3: Put pupils into pairs to ask and answer questions food / plays sports every ask and answer questions about about how their family day. how their family members or members or friends stay friends stay healthy. Go around healthy. and offer support where - A few pairs come to the necessary. front of the class to ask Step 4: Invite a few pairs to the and answer questions front of the classroom to ask about a family member’s and answer questions about a lifestyle. family member’s lifestyle. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Start preparing for the project: Tell pupils about the project on page 29. Ask them to make a healthy habit circle about what they eat, drink and do to stay healthy. Tell them they will present their healthy habits to the class at Project time. * Option 1: Game: Lucky fruits (ppt) - Tell pupils they are going to look at the pictures and ask and answer the questions about how someone stays healthy. - Divide the class into two groups. - Have two pupils from each group take turns to choose a fruit and ask and answer the question. - If the group chooses a lucky fruit, they will get points and continue the next turn. E.g. Pupil A: How does your sister stay healthy? Pupil B: She does morning exercise. - Continue the game with the other pupils. - The group that gets the most points wins. Praise the winner. * Option 2: Game: Musical cards - Stick the cards on the board. Ask pupils to say the words related to the cards. - Hand out the cards to different pupils around the class. - Play the song “Staying healthy” (Unit 14). Ask pupils to pass the cards to the pupils next to them while the music is playing. - Stop the music suddenly. Invite a pupil to ask the question “How does he stay healthy?”. Ask a pupil who is holding the card to answer the question, e.g. He plays sports. - Play the music again and repeat the activity. - Ask pupils to check their friends’ pronunciation Week: 23
15. Period: 92 UNIT 14: STAYING HEALTHY 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 speakers ask and answer questions about a family member’s lifestyle and match the characters with the activities they do to stay healthy; - complete four gapped exchanges with the help of picture cues; - listen to and complete the song Staying healthy and sing it 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 - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. II. MATERIALS - Pupil’s book: Page 25 - Audio tracks 33, 34 - Teacher’s guide: Pages 225, 226, 227 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structures How does your _____ stay healthy? - He / She _____. to ask and answer questions about a family member’s lifestyle. b. Content - Game: Questions and answers c. Expected outcomes - Pupils can correctly remember and say the sentence structures How does your _____ stay healthy? - He / She _____. to ask and answer questions about a family member’s lifestyle. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Questions and answers - Tell pupils that they are going - Pupils listen to the Sentence structures: to look at the picture given and teacher’s explanation. How does your _____ ask and answer questions about stay healthy? - He / She a family member’s lifestyle. _____. - Model the first picture. Have - Pupils follow the Pictures (do morning pupils look at the picture and teacher demonstrating the exercise, play sports,
16. ask pupils “What does your activity. drink fresh juice, eat brother stay healthy?”. Have healthy food) one pupil answer the question, e.g. He eats healthy food. Give stickers if they ask and answer the questions correctly. - Invite a few pairs to ask and answer the questions in front of - Pupils ask and answer the class. the questions in front of - Praise pupils to encourage the class. their performance. 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 speakers ask and answer questions about a family member’s lifestyle and match the characters with the activities they do to stay healthy. b. Content - Activity 4. Listen and match. c. Expected outcomes - Pupils can understand four communicative contexts in which speakers ask and answer questions about a family member’s lifestyle and match the characters with the activities they do to stay healthy according to what they hear. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and match. (Track 33) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures and ask pictures. Pupils answer a. a mother questions such as What do you questions to elicit the b. a father see? to elicit the characters and characters and the c. a sister the activities in the pictures. activities in the pictures. d. a brother Tell them that they need to Pupils follow the 1. sports match Pictures 1, 2, 3 and 4 teacher’s instructions. 2. fresh juice with Pictures a, b, c and d in 3. morning exercise correspondence with what they 4. healthy food hear in the recording. Elicit the Audio script: words mother, father, sister and 1. brother in the first set of A: How does your pictures, and sports, fresh juice, mother stay healthy? morning exercise and healthy B: She plays sports food in the second set. - Pupils listen to the regularly. She likes Step 2: Play the recording all recording all the way volleyball and the way through for pupils just through. Then pupils badminton. to listen. Then play the listen to the recording 2. recording again for pupils to again and match the A: Does your father play listen again and match the correct pictures that the football regularly?
17. correct picture to each characters in the B: No, he doesn’t. character. conversations do to stay A: How does he stay Step 3: Get pupils to swap healthy. healthy? books with a partner and check - Pupils swap books with B: He does morning their answers before checking a partner and check their exercise every day. as a class. Have pupils explain answers before checking 3. the answers by asking as a class. Pupils explain A: How does your sister questions, for example, Who the answers by answering stay healthy? are they talking about? How questions. B: She drinks fresh juice does he / she stay healthy? - Pupils listen to the regularly. What does he / she do? recording again and recall 4. Extension: Play the recording, the answer. A: How does your pausing after each question, and brother stay healthy? have pupils recall the answer B: He eats healthy food. before you play it. Check if Key: 1. a 2. c 3. b 4. they can give the correct d answer. Correct their pronunciation where necessary. 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: Complete the first - Pupils follow the teacher - Four picture cues gapped demonstrating the - Four gapped exchanges exchange with the class as an example. Pupils read the to complete example. Have pupils read the exchange and guess the Key: exchange and try to guess the missing words. 1. juice missing word. Then draw 2. morning exercise pupils’ attention to the picture 3. plays sports; volleyball and elicit the answer (juice). 4. How does; food Step 2: Give pupils a time limit - Pupils complete the to complete the gapped gapped Exchanges 2, 3, Exchanges 2, 3, and 4 and 4 independently. independently. Go around the classroom and 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. One pupil
18. as a class. Invite one pupil to writes the answers on the write the answers on the board. board. Pupils explain why Check the answers. Ask they choose the answers. questions to have pupils explain why they choose the answers. For example, for picture B, ask Why do you choose morning exercise? - Because in the picture, she’s doing morning exercise. What is he/ she doing in the picture? e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To listen to and complete the song Staying healthy and to sing it with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Listen, complete and sing. c. Expected outcomes - Pupils can complete the song Staying healthy and to sing it with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Listen, complete and sing. (Track 34) Step 1: Tell pupils the aim of - Pupils listen to the The gapped lyrics and the activity: They listen to the teacher’s explanation. recording of the song song, fill in the gaps in the Staying healthy lyrics and sing it with the Key: 1. morning exercise correct pronunciation, rhythm 2. sports 3. fruit and melody. Step 2: Have pupils read the - Pupils read the lyrics lyrics and guess the word(s) to and guess the word(s) to fill in the gaps with the help of fill in the gaps with the pictures. help of pictures. Step 3: Have them listen to the - Pupils listen to the song song and fill in the gaps. Play and fill in the gaps. the recording of the gapped sentences twice for pupils to fill in if necessary. Step 4: Play the recording and - Pupils listen to the song let them listen to and practise and practise singing the singing the song, line by line, song, line by line. Then until they feel confident. Then pupils listen to and sing have pupils listen to and sing the whole song while the whole song while clapping clapping their hands. their hands. - A few groups come to
19. Step 5: Invite a few groups to the front of the class to the front of the class to sing the sing the song. The class song. The class may sing along may sing along and clap and clap to reinforce the to reinforce the activity. activity. 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: Whisper game (ppt) - Divide the class into two groups. Each group chooses five pupils. - Ask the pupils to form two lines. - Whisper a sentence to the first pupil from each group. Then ask them to whisper the sentence into the ear of the pupil standing next to them. They continue whispering the sentence until the end of the line. The last pupil has to say it out loud. E.g. Round 1: My mother does morning exercise every day. Round 2: My father plays sports every day. Round 3: My grandmother drinks fresh juice every day. Round 4: My grandfather eats healthy food every day. - The pupil saying the correct sentence wins a point for their group. The group with more points will win the game. * Option 2: Game: Angry birds - Divide the class into 2 groups: Boys and Girls. - Have pupils take turns to choose the numbers, then look at the picture and answer the questions. E.g. picture of a woman drinking fresh juice. Teacher asks “How does your mother stay healthy? Have a pupil answer “She drinks fresh juice.” - Have them look at the pictures and answer the questions. If they have the correct answers, they get the points for their groups. If the answer is not correct, the other group answers and gets points. - The group with more points wins.