Giáo án Tiếng Anh 5 - Week 24 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 24 - Năm học 2024-2025

1. Week: 24 Date of planning: 01/03/2025 Period: 93 Date of teaching: 03/03 – 07/03 UNIT 14: STAYING HEALTHY Lesson 2 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about the frequency of an activity; - correctly say the phrases and use How often does he / she ____? -____. to ask and answer questions about the frequency of an activity; - use How does your ____ stay healthy? – He / She ____. and How often does your ____? – He / She ____. in a freer context; - use the phrases once a week, twice a week, three times a week and every day in relation to the topic “Staying healthy”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about the frequency of an activity 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 drink. - Show their awareness of doing morning exercise regularly. II. MATERIALS - Pupil’s book: Page 26 - Audio tracks 35, 36 - Teacher’s guide: Pages 227, 228, 229, 230 - 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 vocabulary about staying healthy. b. Content - Game: Look and choose c. Expected outcomes - Pupils can remember and choose the vocabulary about staying healthy correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Look and choose. - Tell pupils that they are going - Pupils listen to the Pictures (do morning to look at the picture and teacher’s explanation. exercise, play sports, choose the correct option A, B drink fresh juice, eat
2. or C. - Pupils follow the healthy food) - Model the first picture. Show teacher demonstrating the the picture and three options. activity. Have a volunteer choose the correct option for the picture given. - Continue the game with other - Pupils continue playing pupils. the game. - Praise pupils if they remember all the vocabulary about staying healthy. e. Assessment - Performance products: Pupils’ answers - 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 the frequency of an activity. 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 the frequency of an activity. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 35) Step 1: Ask pupils to look at - Pupils look at Pictures a - Context a: Ben and Mai Pictures a and b, identify the and b, identify the at a swimming pool characters and predict who they characters and predict talking about Mai’s are talking about. who they are talking brother Step 2: Play the recording for about. Ben: Your brother’s a them to listen and check the - Pupils listen to the strong swimmer. prediction. recording and check the Mai: Yes, he is. He wants Step 3: Play the recording prediction. to join the swimming again, encourage pupils to - Pupils listen to the team at his school. point at the characters while recording again to point - Context b: Ben asking listening. at the characters while Mai about her brother’s listening. habit Step 4: Play the recording - Pupils listen to the Ben: That’s great! How again, sentence by sentence, for recording again, sentence often does he swim? pupils to listen, point to the by sentence, point to the Mai: Every day. Even at sentences and repeat. Correct sentences and repeat. the weekend. their pronunciation where necessary. - Pupils look at the Step 5: Draw pupils’ attention question and the answer. to the question How often does Pupils listen to the he swim? and the answer Every teacher’s explanation. day. Explain that they are used
3. to talk about the frequency of an activity. 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 often does he / she ____? -____. to ask and answer questions about the frequency of an activity. b. Content - Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the phrases and use How often does he / she ____? - ____. to ask and answer questions about the frequency of an activity. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 36) Step 1: Ask pupils to look at - Pupils look at Pictures - Picture and word cues: Pictures a, b, c, and d and a, b, c and d and describe a. a girl doing yoga and describe what they can see in what they can see in each the phrases do yoga / each picture. picture. once a week Step 2: Play the recording for - Pupils listen to and b. a boy playing pupils to listen to and repeat the repeat the phrases in badminton and the phrases in chorus and chorus and individually. phrases play badminton / individually until they feel twice a week confident. Use the flash cards c. a boy drinking orange for do yoga / once a week, play juice and the phrases badminton / twice a week, drink drink orange juice / three orange juice / three times a times a week week, eat vegetables / every d. a girl eating vegetables day to practise the phrases. - Pupils follow the and the phrases eat Step 3: Draw pupils’ attention teacher’s instructions. vegetables / every day to the speech bubbles and elicit Pupils look at the picture - Speech bubbles: How the missing words in the and choose the correct often does he / she ____? question and answer by word he or she in the -____. pointing at Picture a. Ask speech bubbles. Pupils Audio script: pupils to look at the picture and listen to the recording a. do yoga / once a week choose the correct word he or and repeat the sentences b. play badminton / twice she in the speech bubbles. Play in both bubbles a few a week the second part of the recording times. c. drink orange juice / for pupils to listen to and repeat three times a week the sentences in both bubbles a d. eat vegetables / every few times. Repeat the same day procedure with Pictures b, c, - Pupils point at the a. and d. pictures and say the A: How often does she Step 4: Let pupils point at the sentences in pairs. do yoga? pictures and say the sentences B: Once a week. in pairs. Go around the b.
4. classroom to offer help where - A few pairs act out the A: How often does he necessary. exchanges in front of the play badminton? Step 5: Invite a few pairs to act class. B: Twice a week. out the exchanges in front of c. the class. A: How often does he drink orange juice? B: Three times a week. d. A: How often does she eat vegetables? B: Every day. 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 ____. and How often does your ____? – 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 ____. and How often does your ____? – He / She ____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Ask pupils to look at - Pupils look at the - Picture cues: four the pictures and elicit the pictures and elicit the pictures, each containing activities. Remind pupils that activities. Pupils listen to a character, an activity How does your ____ stay the teacher’s explanation. and a timetable healthy? – ____. and How often - Speech bubbles: does your ____? – ____. are How does your ____ stay used to ask and answer healthy? – ____. questions about someone’s How often does your healthy habits and the ____? – ____. frequency with which they do Suggested answers: their healthy activity. - Pupils work in pairs and – How does your brother Step 2: Give pupils time to take turns pointing at the stay healthy? work in pairs and take turns pictures and asking and He plays football. pointing at the pictures and answering questions – How often does your asking and answering questions about the character’s brother play football? about the character’s habits. habits. Once a week Step 3: Invite a few pairs to - A few pairs come to the come to the front of the front of the classroom classroom and act out the and act out the exchanges. exchanges. Extension: Turn the questions and answers into a personalised - Pupils talk about what
5. talk. Have pupils talk about their family members do what their family members do every day. every day. 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: Tic-Tac-Toe (ppt) - Place several flash cards in the grid with nine squares. - Divide the class into two groups. - Have two pupils from each group choose a picture, then ask and answer the question about the frequency of an activity. E.g. Pupil A: How often does he play badminton? Pupil B: He plays badminton twice a week. - If they ask and answer the question correctly, they will get points for their group. - Continue with other pupils. - The group with more points wins the game. * Option 2: Game: Slap the board - Divide the class into two groups. Ask pupils to stand in two lines. - Stick the cards (do morning exercise, play sports, drink fresh juice, eat healthy food, play football, do yoga, play badminton, drink orange juice, eat vegetables) on the board. - Call out a word and have the first pupil from each group race to slap the correct card on the board and say it correctly. - The first pupil to slap the correct card wins a point for their group. - The group with the most points wins. Praise the winner. Week: 24 Period: 94 UNIT 14: STAYING HEALTHY Lesson 2 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills
6. - listen to and understand a conversation in which the speakers talk about someone’s healthy activities and circle the correct answers; - complete two gapped exchanges with the help of picture cues; - review the target vocabulary related to the topic “Staying healthy” by playing Frequency 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 - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. II. MATERIALS - Pupil’s book: Page 27 - Audio track 37 - Teacher’s guide: Pages 230, 231, 232 - 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 about the frequency of an activity. b. Content - Game: Quiz Time c. Expected outcomes - Pupils can correctly say the sentence structures about the frequency of an activity. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Quiz Time - Tell pupils they are going to - Pupils listen to the Quiz Time answer different kinds of teacher’s explanation. 1. Yes - No Statement questions. My father plays - Show the questions for the - Pupils look at the badminton once a week. class in turns. questions in turns. 2. True - False Statement - Ask pupils to answer the - Pupils answer the My mother drinks orange questions individually. questions individually. juice every day. - If they answer the questions - Pupils get gifts. 3. Answer the question correctly, they will get gifts. How often does your - Praise pupils if they play the mother do yoga? game well. 4. Multiple Choice My mother listens to music ______. A. once a week B. twice a week C. three times a week D. every day 5. Fill in the blank
7. My brother eats vegetables ______. 6. Enumeration List 2 activities you do twice a week. 7. Answer the question How often does your brother play basketball? e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand a conversation in which the speakers talk about someone’s healthy activities and circle the correct answers. b. Content - Activity 4. Listen and circle. c. Expected outcomes - Pupils can understand a conversation in which the speakers talk about someone’s healthy activities and circle the correct answers. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and circle. (Track 37) Step 1: Ask pupils to read the - Pupils read the Four questions, each with questions and the answer questions and the two answer options options. Have them work in options. Pupils work in Audio script: pairs to guess the correct pairs to guess the correct A: Hi, Mai. What’s Tony options that can be the answers. options that can be the doing? Check comprehension. answers. B: He’s doing a project. Step 2: Play the recording all - Pupils listen to the A: What’s it about? the way through so that pupils recording all the way B: It’s about staying can become familiar with the through and circle the healthy. characters’ voices. Then play correct options. A: How does he stay the recording for them to listen healthy? and circle the correct options. B: He eats healthy food Step 3: Get pupils to swap their - Pupils swap their books like fish and vegetables. books with a partner and check with a partner and check A: Does he drink their answers before checking their answers before lemonade every day? as a class. Then play the checking as a class. Then B: No, he doesn’t. He recording and stop at the pupils listen to the drinks lemonade twice a sentence for the class to recording to double- week. double-check their answers. check their answers. A: Does he do morning Have pupils repeat the Pupils repeat the exercise? information in the recording to information in the B: No, he doesn’t, but he explain their answer in a full recording to explain their plays basketball three sentence, for example, He’s answer. times a week. doing a project. He eats A: Wow!
8. healthy food like fish and Key: 1. b 2. a 3. b 4. vegetables. He drinks lemonade a twice a week. He plays basketball three times a week. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete two gapped exchanges with the help of picture cues. b. Content - Activity 5. Read and complete. c. Expected outcomes - Pupils can complete two gapped exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Complete the first - Pupils follow the - Two picture cues gapped teacher demonstrating the - Two 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 guess the missing missing words. 1. orange juice; three words. Then draw pupils’ times attention to the picture and 2 How often; week; elicit the answers (orange vegetables juice; three times). - Pupils complete the Step 2: Give pupils a time limit gapped Exchange 2 to complete Exchange 2 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 to check answers as a class. One their answers. Invite one pupil pupil writes the answers to write the answers on the on the board. board and check as a class. - Pupils work in pairs to Extension: Work in pairs. Ask change one detail in the pairs to change one detail in the conversation and role- exchange and role-play it. Ask play. Pupils listen and the class to listen and write write down the down the information that is information that is different. For example, He different. drinks lemonade. instead of He drinks orange juice. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes)
9. a. Objectives - To revise the target vocabulary and structures related to the topic “Staying healthy” by playing Frequency Game. b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can revise the target vocabulary and structures related to the topic “Staying healthy” by playing Frequency Game. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Invite two teams, A and - Pupils work in two An illustration of two B, to play the game. Tell the teams to play the game. groups playing the game teams the rules, using the Pupils listen to the rules. – Five flash cards of illustration as an example to Pupils follow the teacher healthy activities on the demonstrate how it works. demonstrating the board Team A asks a question using example. – One pupil asks: How How often _____? Team B then often does she do picks a piece of paper with a aerobics? number on it, and uses the – Another pupil holding number to answer the question. up a '1' and answering: For example, the number one Once a week. means once a week or once a month. If the question is asked correctly, Team A gets one point. If the answer is correct, Team B gets one point. If Team A fails to ask the question correctly, Team A does not get a point, and the teacher then asks the question correctly to Team B so that they can still earn a point. Then the teams swap roles – Team B asks and Team A answers. - Pupils praise the Step 2: After two minutes, the winner. team with the most points wins. Step 3: The game continues - Pupils continue playing with other teams. the game. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Pass the ball (ppt) - Explain how to play the game. Give an example. - Give a ball to one pupil. - Play the music. Ask her/ him to pass the ball to the second one. The second pupil passes the ball to the third one, and so on.
10. - Stop the music. Ask the pupil who is holding the ball to ask a question, then invite another pupil to answer the question. If they ask and answer the questions correctly, they will get stickers from the teacher. E.g. Pupil A: How often does your father play football? Pupil B: He plays football twice a week. - Continue to play the game until all the words are said. - Praise pupils if they do the activity well. * Option 2: Game: Whisper - Divide the class into two groups. - Ask pupils in each group to stand closely in a straight line. - Teacher says a sentence to the first pupil in each line, e.g. My mother eats vegetables every day. - Then, the first pupil whispers what she/ he hears to the second person in the line and so on until the last pupil. - The last pupil will say the sentence out loud. If they say the sentence correctly, they will get points for their group. - The group with more points wins the game. Week: 24 Period: 95 UNIT 14: STAYING HEALTHY 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 Yes / No questions Does she 'eat 'healthy 'food? and Is your 'brother a 'strong 'swimmer?; - identify and underline the missing stressed word in four questions, and to say the questions with the correct sentence 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 - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. II. MATERIALS - Pupil’s book: Page 28 - Audio tracks 38, 39, 40 - Teacher’s guide: Pages 232, 233, 234 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes)
11. a. Objectives - To revise the sentence patterns by singing the song “Staying healthy”. b. Content - Let’s sing. c. Expected outcomes - Pupils can correctly sing the song “Staying healthy” with the correct melody and pronunciation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Track 34) - Tell pupils they are going to - Pupils listen to the The lyrics and the sing the song. teacher’s explanation. recording of the song - Play the song for pupils to - Pupils listen and sing “Staying healthy” listen and sing the song in the song in chorus. chorus. - Pupils sing the song in - Play the song again for pupils chorus and clap along to sing the song in chorus and with the recording. clap along with the recording. - Pupils come to the front - Invite some groups to the of the class and perform front of the class and perform the song. the song. - Praise pupils to encourage their performance. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To stress the correct words in Yes / No questions Does she 'eat 'healthy 'food? and Is your 'brother a 'strong 'swimmer? b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can stress the correct words in Yes / No questions Does she 'eat 'healthy 'food? and Is your 'brother a 'strong 'swimmer? d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 38) Step 1: Have pupils look at the - Pupils look at the first Two Yes / No questions first question. Draw their question. Pupils look at Does she 'eat 'healthy attention to the stressed words the stressed words. Pupils 'food? and Is your (eat, healthy and food). Explain listen to the teacher’s 'brother a 'strong that they are the most important explanation. 'swimmer? words in the question so they need to be stressed. Check comprehension. Step 2: Play the recording for - Pupils listen to the pupils to listen and repeat, in recording and repeat, in
12. chorus and individually, until chorus and individually. they feel confident. Correct Pupils follow the their stress and pronunciation if teacher’s instructions. necessary. Repeat Steps 1 and 2 for the second question. Step 3: Let pupils work in pairs - Pupils work in pairs or or groups, practising saying the groups, say questions questions with correct sentence with correct stressed stress. Go around the classroom words and pronunciation. to offer help if necessary. Step 4: Invite a few pupils to - A few pupils listen to listen to and repeat the and repeat the questions questions in front of the class. in front of the class. Praise them when their - Pupils use other words pronunciation is good. to replace healthy food Extension: Ask pupils to and strong swimmer in replace healthy food and strong the sentences, practice swimmer in the sentences, and reading the sentences practise reading the sentences aloud. aloud. Pay attention to the sentence stress. 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 sentence 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 to say the questions with the correct sentence stress while listening. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen and underline one more stressed word. Then repeat. (Track 39) Step 1: Draw pupils’ attention - Pupils look at the four Four Yes/ No questions to the four sentences. Explain sentences. Pupils listen to Audio script: what pupils have to do. Check the teacher’s explanation. 1. Does she 'swim 'once a comprehension. 'week? Step 2: Play the recording for - Pupils listen to the 2. Does he 'cycle 'twice a pupils to listen and underline recording and underline 'week? one more stressed word in each one more stressed word 3. Did you 'have 'bread question. Play the recording in each question. Pupils and 'milk? again for them to listen and listen to the recording 4. Will you 'eat 'fish and check. again and check. 'chips? - Pupils swap books with Key: Step 3: Tell pupils to swap a partner, then check the 1. once 2. week
13. books with a partner, then answers as a class. Pupils 3. have 4. chips check their answers as a class. look at the correct Write the correct answers on answers on the board. the board. Then discuss with pupils if they can spot a pattern to what words are stressed in Yes / No questions (keywords such as the main verb, frequency words and - Pupils work in pairs or nouns). groups, read the Step 4: Get pupils to work in questions aloud with pairs or groups, reading the correct word stress. questions aloud with the correct stress. Go around the classroom and correct their - A few pupils read aloud pronunciation if necessary. the questions in front of Step 5: Invite a few pupils to the class. read the questions in front of the class. Praise them when they read the sentences correctly. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To say the chant with the correct pronunciation, word stress and rhythm. b. Content - Activity 3. Let’s chant. c. Expected outcomes - Pupils can say the chant with the correct pronunciation, word stress and rhythm. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s chant. (Track 40) Step 1: Have pupils read the - Pupils read the lyrics of The lyrics and the lyrics of the chant. Then get the chant. Pupils look at recording of the chant them to look at the pictures to the picture to reinforce reinforce their understanding. their understanding. Check comprehension. Step 2: Play the recording all - Pupils listen to the the way through for pupils to whole chant. Pupils listen listen to carefully to the stressed the whole chant. Encourage words. Pupils listen to them to listen carefully to the the recording again line stressed words. Play it again by line and repeat. Pupils line by line, for pupils to listen clap while chanting. and repeat. Draw their attention to the pronunciation and
14. rhythm. Encourage them to clap while chanting. - Pupils work in two Step 3: Divide the class into groups to take turns two groups to take turns listening and repeating listening to and repeating the the chant, while the rest chant, while the rest of the of the class claps along. class claps along. - A few groups say the chant in front of the Extension: If time allows, class. The rest of the invite a few groups to say the class chant and clap chant in front of the class. The along. rest of the class chant and clap 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: Discussion - Divide the class into four groups. - Have pupils from each group discuss what activities they do to stay healthy. - Give time for pupils to do the task. - Have the presenter of each group come to the front to present what they have discussed. - Give comments and praise pupils. * Option 2: Game: Pass the bag - Explain that pupils are going to look at the picture and say the sentence about staying healthy and the frequency of an activity. - Put some flash cards (do morning exercise, play sports, drink fresh juice, eat healthy food, do yoga, play badminton, drink orange juice, eat vegetables) in a bag. - Have pupils make two circles. - Ask pupils to pass the bag around the circle while music plays. - When the music stops, have the pupil holding the bag take out a flash card in the bag and ask a question, e.g. How does your mother stay healthy? or How often does your mother eat vegetables? - Teacher invites another pupil to answer the question. - Praise pupils to encourage their performance. Give gifts if they ask and answer the question correctly. Week: 24 Period: 96 UNIT 14: STAYING HEALTHY Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills
15. - read and show understanding of the text by choosing the correct answer options to complete the sentences; - write a paragraph of about 40 words about healthy habits; - make a healthy circle and present their healthy lifestyles to the class. 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 - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. II. MATERIALS - Pupil’s book: Page 29 - Teacher’s guide: Pages 234, 235, 236 - 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 chant of Unit 14 on page 28. 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 40) - Play the chant for pupils to - Pupils listen to the The lyrics and recording listen. chant. of the chant (Unit 14, - Play the chant again for pupils page 28) 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. take turns listening to and - Pupils take turns repeating the chant, while the listening to and repeating rest of the class claps their the chant, while the rest hands. of the class claps their - Praise pupils if they perform hands. well. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read and show understanding of the text by choosing the correct answer options to complete the sentences.
16. b. Content - Activity 4. Read and circle. c. Expected outcomes - Pupils can read and show understanding of the text by choosing the correct answer options to complete the sentences. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and circle. Step 1: Tell pupils the goal of - Pupils listen to the - A short text about the teacher’s explanation. Peter’s healthy lifestyle activity – explain that they - Four gapped sentences, should each with three answer read the text and complete the options sentences by choosing the Key: 1. a 2. b 3. c 4. correct - Pupils follow the b answer options. Check teacher demonstrating the comprehension. example. First, pupils Step 2: Do Sentence 1 as an read the gapped sentence example. First, have pupils read and the three options. the gapped sentence and the Then, pupils find the three options. Then, have information about what pupils find the information the food Peter eats in the about the food Peter eats in the text. Pupils listen to the text. Ask where in the text they teacher’s explanation. can find the information. Elicit that pupils need to find the keyword fish in the reading text and read the words after that to find the information. Ask pupils to choose the correct - Pupils do the task option to complete Sentence 1. independently. Step 3: Set a time limit for pupils to do the rest of the task independently. Go around the classroom and offer help where - Pupils swap their books necessary. with a partner and check Step 4: Get pupils to swap their their answers before books with a partner and check checking as a class. their answers before checking Pupils read aloud the as a class. Have pupils read sentences in the reading aloud the sentences in the text that helped them find reading text that helped them the correct information. find the correct information. For example, Peter likes fish and vegetables. Peter drinks lots of water and fresh juice. He exercises every morning. - Pupils write one He does judo on Tuesdays and sentence to compare
17. Thursdays. Peter’s healthy lifestyle Extension: Have pupils write and their own lifestyle one sentence to compare using and or but. Peter’s lifestyle with their own using and or but. For example, Peter’s favourite juice is apple juice, but I like coconut water. Peter and I do morning exercise every day. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To write a paragraph of about 40 words about healthy habits. b. Content - Activity 5. Look and write. c. Expected outcomes - Pupils can write a paragraph of about 40 words about healthy habits. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Look and write. Step 1: Tell the class the goal - Pupils listen to the A table with two columns of the activity – explain that teacher’s explanation. to help pupils write about they should read and complete their healthy habits the table before writing a Suggested answer: paragraph about their healthy habits. Check comprehension. Step 2: Have pupils read the - Pupils read the first row first row and elicit some and elicit some activities I have some healthy activities they usually do to they usually do to stay habits. I eat vegetables stay healthy and the frequency healthy and the every day. My favourite of these activities. Have them frequency of these vegetables are carrots read the healthy habit in the activities. Then pupils and tomatoes. I like second row and complete the read the healthy habit in drinking fresh juice. I first gap with their own the second row and drink orange juice twice answers. complete the first gap a week. I play basketball Step 3: Give pupils time to with their own answers. three times a week. I complete the table - Pupils complete the want to stay healthy. independently. Go around the table independently. classroom and offer help where - Pupils use the necessary. information in the table Step 4: Have pupils use the to write about their information in the table to write healthy habits. about their healthy habits. Tell pupils that they should write about 40 words. Go around the classroom and offer
18. help where necessary. - Some pupils read their Step 5: Have some pupils read paragraphs aloud. their paragraphs aloud. Give feedback where necessary. e. Assessment - Performance products: Pupil’s answer - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To make a healthy habit circle and present their healthy lifestyle to the class. b. Content - Activity 6. Project c. Expected outcomes - Pupils can make a healthy habit circle and present their healthy lifestyle to the class. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project Step 1: Tell pupils about the - Pupils listen to the A pupil’s healthy goal of the activity. Restate the teacher’s explanation. lifestyle and a speech steps in the project. Explain Pupils show their healthy bubble: This is my that they have prepared a habit circle and share it healthy lifestyle. I eat a healthy habit circle. In the to their friends. lot of fruit. _______. healthy habit circle, there is Suggested presentation: information about what they This is my healthy habit eat, drink and do to stay circle. I eat fruit every healthy. Ask them to show their day. I like apples, grapes healthy habit circle and share it - Pupils work in groups and mangoes. I drink lots to their friends. to practise their of water and fresh juice. I Step 2: Have pupils work in presentation. like coconut water and groups to practise their apple juice. I do morning presentation. Go around the exercise with my parents classroom and offer help where every day. I play necessary. - A few pupils show their badminton with my sister Step 3: Invite a few pupils to healthy habit circle and three times a week. I show their healthy habit circle give presentations in want to stay healthy. and give presentations in front front of the class. of the class. Praise good performances. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Lucky balloons (ppt) - Tell pupils they are going to look at the picture, then ask and answer the question about staying healthy or the frequency of an activity. - Divide the class into two groups. - Have two pupils from each group choose a balloon in turn.
19. - Have them look at the pictures and ask and answer the questions suitable with the pictures. E.g. Pupil A: How does he stay healthy? Pupil B: He eats vegetables. - If they ask and answer correctly, they get corresponding points for their group. - Continue playing the game with the other pupils. - The group that gets more points wins. Praise the winner. * Option 2: Game: Memory chain - Divide the class into groups of four. - Have Pupil A ask Pupil B a question. Have Pupil B answer the question. - Next, have Pupil B turn to Pupil C and ask the question, then have Pupil C answer using Pupil B’s answer with one extra activity. - Have Pupil C repeat the question to the next pupil, and so on. - 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.