Giáo án Tiếng Anh 5 - Week 26 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 26 - Năm học 2024-2025

1. Week: 26 Date of planning: 15/03/2025 Period: 101 Date of teaching: 17/03 – 21/03 . UNIT 15: OUR HEALTH 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 'What’s the 'matter? and 'What should I 'do?; - 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 - Raise their knowledge of health. - Show pupils how to take care of themselves and prevent common diseases. - Show pupils how to give advice about health problems. II. MATERIALS - Pupil’s book: Page 34 - Audio tracks 48, 49, 50 - Teacher’s guide: Pages 247, 248 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the previous lesson by asking and answering questions about health problems and giving advice about health. b. Content - Game: Zoom it in c. Expected outcomes - Pupils can correctly ask and answer questions about health and give advice for health. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Zoom it in - Prepare some pictures (sore - Pupils listen to the Sentence patterns: throat, headache, stomachache, teacher’s explanation. What’s the matter? toothache) and zoom them in. - Pupils work in two - I have _____. - Divide the class into two teams. You should ____. teams. - Pupils guess what the - Thank you for your - Invite one pair of pupils from picture is and make a free advice. Team 1. conversation about health - Show a zoomed picture. problems. - Ask pupils to guess and say
2. the name of the picture. If their guess is correct, they have to make a free conversation about health problems. E.g. Pupil A: What’s the matter? Pupil B: I have a headache. What should I do? Pupil A: You should take some medicine. Pupil B: Thanks for your advice. - If their guess is not correct, invite a pair from the other team. - Praise pupils to encourage their performance. - Continue the game until all the pictures are used. 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 'What’s the 'matter? and 'What should I 'do? b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can stress the correct words in Wh-questions 'What’s the 'matter? and 'What should I 'do? d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 48) Step 1: Ask pupils to pay - Pupils look at the Two Wh-questions attention to the stressed words stressed words What’s 'What’s the 'matter? and What’s and matter in the and matter in the 'What should I 'do? sentence What’s the matter? sentence What’s the Have them listen to the matter? Pupils listen to recording and repeat the the recording and repeat question until they feel the question. confident. Correct their pronunciation if necessary. Step 2: Repeat the same - Pupils follow the procedure with the second teacher’s instructions. sentence. Step 3: Give pupils a time limit - Pupils practise saying to practise saying the questions the questions in pairs or
3. in pairs or groups. Go around groups. Some pupils say the classroom and give the sentence in front of corrections when necessary. the class. Invite some pupils to say the sentences, then give feedback and correct them when necessary. 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. c. Expected outcomes - Pupils can identify and underline the missing stressed word in four questions, and to say the questions with the correct stress while listening. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen and underline one more stressed word. (Track 49) Step 1: Explain that pupils have - Pupils listen to the Four Wh-questions to listen to the recording and teacher’s explanation. Audio script: underline one more stressed Pupils read Question 1 1. 'How are you 'feeling word in each of the four and guess the other 'today? questions. Have them read stressed word. 2. 'What 'time do you 'go Question 1 and guess the other to 'bed? stressed word. Repeat the same 3. 'When should I 'go to procedure with Questions 2, 3 the 'dentist? and 4. 4. 'What’s 'wrong with Step 2: Play the recording all - Pupils follow the your 'teeth? the way through for pupils to teacher’s instructions. * Key: 1. today, 2. bed, listen to the questions. Play the 3. go, 4. What’s recording again for pupils to underline the answers. Step 3: Get pupils to check - Pupils check their their answers in pairs or groups. answers in pairs or Step 4: Invite a few pupils to groups. read the sentences in front of - A few pupils read the the class. Give corrections and sentences in front of the feedback where necessary. class. 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.
4. 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 50) Step 1: Have pupils scan the - Pupils scan the first The lyrics and the first verse of the chant. Draw verse of the chant. Pupils recording of the chant their attention to the stress in look at the stress in Wh- Wh-questions. questions. Step 2: Play the first part of the recording and ask pupils to - Pupils listen to the first listen to and repeat the first part of the recording and verse, line by line. Show them repeat the first verse, line how to chant and clap their by line. hands. Step 3: Play the recording of - Pupils listen to the the recording of the first first verse again for pupils to do verse again to do choral choral and individual repetition. and individual repetition. Give corrections and feedback where necessary. - Pupils follow the Step 4: Repeat Steps 1 to 3 for teacher’s instructions. the second verse of the chant. Pupils look at the stress Draw pupils’ attention to the in Wh-questions. stress in Wh-questions. - Pupils adjust the last Extension: Replace some of sentence of each verse the health problems in the chant and practise the new with others, for example, a chant. stomach ache, a sore throat, a cold, flu. Have pupils adjust the last sentence of each verse and practise the new chant. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Miming game - Tell pupils that they are going to mime an action for their friends to guess what the matter is. - Invite a volunteer to come and stand in the front of the class. Whisper a word to him/ her, e.g. headache. Have him/ her mime having a headache. - Ask other pupils to guess what common disease he/ she has and say a sentence, e.g. He/ She has a headache. - Continue with other words. - Praise pupils if they play the game well. * Option 2: Game: Musical cards (ppt)
5. - Stick the cards on the board. Ask pupils to say the words related to the cards (toothache, sore throat, headache, stomach ache). - Hand out the cards to different pupils around the class. - Play the song “What’s the matter?” (Track 50). Ask pupils to pass the cards to the pupils next to them while the music is playing. - Stop the music suddenly. Invite a few pupils to ask the question “What’s the matter?”. Ask pupils who are holding the card to answer the questions, e.g. I have a toothache. - Play the music again and repeat the activity. - Ask pupils to check their friends’ pronunciation. Week: 26 Period: 102 UNIT 15: OUR HEALTH 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 the text by matching three common health problems to three pieces of health advice; - write a paragraph of about 40 words about health problems and advice; - present the results of a survey about common health problems and give health advice. 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 health. - Show pupils how to take care of themselves and prevent common diseases. - Show pupils how to give advice about health problems. II. MATERIALS - Pupil’s book: Page 35 - Teacher’s guide: Pages 249, 250 - Website hoclieu.vn - Flashcards/ pictures and posters (Unit 15) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the chant of Unit 15 on page 34. 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 50)
6. - Play the chant for pupils to - Pupils listen to the The lyrics and recording listen. chant. of the chant (Unit 15, - Play the chant again for pupils page 34) 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 understand the text by matching three common health problems to three pieces of health advice. b. Content - Activity 4. Read and match. c. Expected outcomes - Pupils can read and understand the text by matching three common health problems to three pieces of health advice. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and match. Step 1: Set a time limit and ask - Pupils read the advice to - Three photos of children pupils to read the advice to get get a general idea of it. with common health a general idea of it. problems Step 2: Ask pupils to read the - Pupils read the items in - Three pieces of health items in the columns Health the columns. Pupils advice for treating the problems and Advice. underline some keywords children’s health Encourage them to underline that can help them find problems some keywords that can help the correct answers. - Three common health them find the correct Pupils read the advice problems and five short answers. Tell them to read the again to do the matching. pieces of advice, to be advice again to do the Pupils do the activity matched using the matching. Let pupils do the independently, then swap information in the texts activity independently, then their books with a partner * Key: 1. a, d; 2. c, e; 3. swap their books with a partner and check the answers. b and check the answers. Go around the classroom and offer help if necessary. For weaker classes, guide pupils to the - A few pupils read their pieces of advice in the texts. answers in front of the Step 3: Ask a few pupils to class.
7. read their answers in front of the class. Give corrections and feedback where necessary. - Pupils choose some key Extension: Ask pupils to information from the choose some key information texts and work in pairs from the texts and have them and talk about it. work in pairs and talk about it. 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 health problems and advice. b. Content - Activity 5. Let’s write. c. Expected outcomes - Pupils can write a paragraph of about 40 words about health problems and advice. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Ask pupils to read the - Pupils read the - Three short descriptions sentences about Minh, Linda sentences about Minh’s, of characters’ health and Linh’s health problems. Linda’s and Linh’s health problems Tell pupils that they need to problems. Pupils listen to - A short text to give the characters advice. They the teacher’s explanation. complete Suggested should write about 40 words. answer: Step 2: Give pupils enough - Pupils write their Minh has a headache. He time to write their advice. Let advice. Pupils work in should have a rest. Linda pupils work in pairs or groups pairs or groups for cross has a toothache. She to check each other’s work. Go checks. shouldn’t eat too much around the classroom and give ice cream. She should support when necessary. also brush her teeth Step 3: Have some pupils read regularly. Linh has a sore their advice aloud. Give - Some pupils read their throat. She should take corrections and feedback where advice aloud. some medicine and drink necessary. warm water. e. Assessment - Performance products: Pupil’s answer - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To present the results of a survey about common health problems and give health advice. b. Content - Activity 6. Project c. Expected outcomes
8. - Pupils can present the results of a survey about common health problems and give health advice. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project Step 1: Point at the sample - Pupils listen to the - A picture of a pupil survey in the Student’s Book teacher’s explanation. presenting his survey and explain that pupils are results going to report the results of – Speech bubble: Peter their surveys about people’s has a headache. He health problems. They will also should _____. give health advice for treating Suggested presentation: those problems. - Pupils practise their These are the results of Step 2: Revise some words and presentations by my survey about health sentence patterns that pupils themselves and within problems. My brother can use for their presentations. groups. Peter has a headache. He Give pupils some time to should have a rest. My practise their presentations by friend David has a themselves. Then have pupils headache too. He perform their presentations watches too much TV. within groups. Go around the Now, he shouldn’t watch classroom to monitor and offer TV very often. He should support. - A few pupils give their go for a walk. Finally, my Step 3: Select a few pupils to presentations in front of classmate Linh has a give their presentations in front the class. toothache. She should go of the class. Give feedback to the dentist. where necessary. 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 - Explain how to play the game. - Use three posters of Activity 4. Stick three posters on the wall. - Have pupils work in three groups. Ask one pupil of each group to run and find the poster around him/ her, then turn back to his/ her group and tell what he/ she has read. Ask his/ her friend to write down the sentences. - The group with the most correct sentences will win. Praise the winner. * Option 2: Game: Whisper (ppt) - Demonstrate the game by using 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 pupils in each row. E.g. Linh has a sore throat. / Minh has a headache.
9. - Have the first pupil whisper the sentence to the second pupil. Have groups continue whispering the sentence until it reaches the last pupils. - The last pupil in the row has to say out the sentence. - Click the number on the screen to show the answer. - Give the first group saying the sentence correctly one point. - The group with more points wins. Praise the winner. Week: 26 Period: 103 REVIEW 3 Period 1 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to five questions and circle the correct answers a, b or c. - ask and answer questions using picture cues. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions using picture cues correctly and fluently. - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform listening and speaking tasks. 3. Attributes - Study hard to review the vocabulary and sentence patterns they have learnt. - Be honest in the learning tasks. II. MATERIALS - Pupil’s book: Page 36 - Audio track 51 - Teacher’s guide: Pages 251, 252 - Website hoclieu.vn - Flash cards/ pictures and posters (Review 3) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structures from Unit 11 to Unit 15. b. Content - Game: Colourful butterflies c. Expected outcomes - Pupils can correctly say the sentence structures from unit 11 to unit 15. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Colourful butterflies - Tell the class they are going - Listen to the teacher’s Pictures (take a boat trip to look at the pictures, then ask explanation. around the bay, decorate and answer the questions the house, play suitable with the picture. badminton, do morning
10. - Show six colourful butterflies exercise, take some on the board. Each butterfly - Look at six colourful medicine) contains a picture and different butterflies on the board. Sentence structures: points. 1. What did your family - Divide the class into 2 groups. - Work in 2 groups. do in Ha Long Bay? - Have two pupils from each - Play the game in turns. - We took a boat trip group play the game in turns. around the bay. - Have each pair choose a - Choose a butterfly, then 2. Will you decorate the butterfly, then ask and answer ask and answer the house for Tet? the question. question. - Yes, I will. / - No, I - If they ask and answer won’t. correctly, they will get points. 3. What will you do on If they choose a lucky butterfly, Sports Day? they will get points and - We’ll play badminton. continue the next turn. 4. How does she stay - The group with more points - Praise the winner. healthy? wins the game. Praise the - She does morning winner. exercise. 5. You should take some medicine. Thanks for your advice. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to five questions and circle the correct answer a, b or c. b. Content - Activity 1. Listen and circle a, b or c. c. Expected outcomes - Pupils can understand five questions and circle the correct answers a, b or c. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and circle a, b or c. (Track 51) Step 1: Draw pupils’ attention - Pupils pay attention to - Five sets of answers, to the first set of answers. the first set of suggested each with three answer Explain that these are answers answers. Pupils listen to options to questions - they will hear a the teacher’s instruction. Audio script: question in the recording and 1. What drinks will you they have to choose the answer have at the party? that matches the question. 2. What did your family Step 2: Have them read the - Pupils read the answer do in Ha Long? answer options 1a, 1b and 1c. options. 3. Will you make spring Check comprehension. rolls for Tet? Step 3: Play the recording for - Pupils listen to the 4. How often does she Question 1 twice for pupils to recording for Question 1. drink orange juice? do the task. Play the recording Pupils listen to the 5. You should take some a third time for pupils to check recording again and do medicine.
11. their answers. the task. Pupils listen to * Key: 1. c, 2. a, 3. a, Step 4: Repeat Steps 2 and 3 the recording a third time 4. c, 5. b for the rest of the questions. to check their answers. Step 5: Get pupils to swap - Pupils follow the books with a partner, then teacher’s instructions check answers as a class. Play with the rest of the the recording for pupils to questions. double-check their answers. - Pupils swap books with a partner, then check answers as a class. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To ask and answer questions using picture cues. b. Content - Activity 2. Ask and answer. c. Expected outcomes - Pupils can ask and answer questions using picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Ask and answer. Step 1: Draw pupils’ attention - Pupils look at the first - Context 1: to picture. Pupils look at the Ben: What will we do on Picture 1. Get them to look at bubble to identify the Children’s Day? the activity of the children Linh: _____. thought bubble and identify the shown in it. - Context 2: activities (singing and - Pupils look at Question Ben: What did your dancing). 1. Pupils look at the family do in Sa Pa? Check pupils’ comprehension. bubble over Linh’s head Linh: ____. Step 2: Draw pupils’ attention to answer the question. - Context 3: to the question that Ben: How does your accompanies Picture 1 – What brother stay healthy? will we do on Children's Day? Linh: ____. and have them read it. Have - Pupils follow the - Context 4: pupils use the activities in teacher’s instructions Ben: Where will you go Linh’s thought bubble to with the rest of the at Tet? answer the question. questions. Linh: ____. Step 3: Repeat Steps 1 and 2 - Pupils work in pairs to Key: with the rest of the questions. role-play the four 1. We’ll sing and dance. Step 4: Have pupils work in exchanges. 2. We bought souvenirs. pairs to role-play the four - Pairs of pupils stand up 3. He does morning exchanges. Go around the and take it in turns to exercise. classroom to monitor the role-play the target 4. I’ll go to a fireworks activity. exchanges. show. Extension: Invite pairs of pupils to stand up and role-play
12. one of the target exchanges, using their own information. Ask pupils to add or change some details in the questions if needed. e. Assessment - Performance products: Pupils’ talk and interaction - Assessment tools: Observation; Questions & Answers; Peer correction 4. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Spin (ppt) - Tell pupils how the game is played. Give an example. - Draw a grid with six numbers. - Divide pupils into 2 teams. - In turns, each team chooses a number and asks and answers the question. E.g. Pupil A: What did your family do in Phu Quoc island? Pupil B: We swam in the sea. - If they ask and answer correctly, they will get points for their team. - The team with more points wins the game. - Praise the winner. * Option 2: Game: Pass the ball - Give two different coloured balls to two pupils, a blue ball (ask the question) and a white ball (answer the question). - Ask pupils to listen to music and pass the balls. - Stop music suddenly. Have the pupil with a blue ball make a question. Have the pupil with a white ball answer the question. E.g. Pupil A: How does your brother stay healthy? Pupil B: He does morning exercise. - Repeat the game several times. Week: 26 Period: 104 REVIEW 3 Period 2 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read and match pairs of target sentence patterns; - read a paragraph and decide whether the sentences are true or false; - write a short paragraph of 40 words about the last Mid-Autumn Festival using questions and a word cue. 2. Competences - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform reading and writing tasks. 3. Attributes - Study hard to review the vocabulary and sentence patterns they have learnt.
13. - Be honest in the learning tasks. II. MATERIALS - Pupil’s book: Page 37 - Teacher’s guide: Pages 253, 254 - Website hoclieu.vn - Flash cards/ pictures and posters (Review 3) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To motivate the class by saying the chant of Unit 15, page 34. 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 50) - Spend a few minutes revising - Listen to the teacher’s The lyrics and the Unit 15 by having pupils say instructions. recording of the chant the chant on page 34. - Play the chant for pupils to - Listen and chant in listen and chant in chorus. chorus. - Play the chant again for pupils - Chant in chorus and to chant in chorus and clap clap hands to reinforce hands to reinforce the activity. the activity. - Invite one pupil or a team to - Perform the chant in perform the chant in front of front of the class. the class. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read and match pairs of target sentence patterns. b. Content - Activity 3. Read and match. c. Expected outcomes - Pupils can read and match pairs of target sentence patterns. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Read and match.
14. Step 1: Draw pupils’ attention - Pupils look at the Five pairs of sentence to the sentences. Tell them how sentences. Pupils listen patterns, which together to do the activity. Point at to the teacher’s form simple exchanges Sentence 1, elicit the answer instructions. between two pupils. and give feedback. Draw a line * Key: 1. e, 2. c, 3. d, to match Sentence 1 with the 4. a, 5. b letter e. Step 2: Give pupils time to do - Pupils do the task. the task. Go around the classroom to offer support. Step 3: Get pupils to swap - Pupils swap books with books with a partner, then a partner, then check check answers together as a answers together as a class. Write the correct answers class. Pupils look at the on the board. correct answers on the board. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To read a paragraph and decide whether the sentences are true or false. b. Content - Activity 4. Read and tick True or False. c. Expected outcomes - Pupils can read the paragraph and decide whether the sentences are true or false. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and tick True or False. Step 1: Tell pupils that they are - Pupils listen to the 1. What’s the festival? going to read a paragraph. Then teacher’s instruction. 2. Where will the have them focus on the children have the party questions before reading. this year? Step 2: Have pupils read the - Pupils read the 3. Who will dance at the paragraph. Check paragraph while thinking party? comprehension. of the questions. 4. Who will sing songs? Step 3: Have pupils read - Pupils read all the 5. What will the children Sentences 1 – 5. Tell them to sentences under the eat? read Sentence 1 again and pay paragraph. Pupils read 6. What will the children attention to the keywords Sentence 1 and pay drink? Children’s Day party and in the attention to the keywords 7. What will the children playground, then scan the Children’s Day party and get at the end of the paragraph for the information. in the playground, then party? If it is the same, they should scan the paragraph for - A paragraph about what
15. put a tick in the True box. If the the information. the children will do on information is not the same, Children’s Day they should put a tick in the - Pupils follow the - Five sentences with False box. teacher’s instructions True and False boxes Step 4: Repeat Step 3 for with Sentences 2, 3, 4 * Key: Sentences 2, 3, 4 and 5. Set a and 5. Pupils do the 1. True time limit for pupils to do the activity independently. 2. False activity independently. Go 3. False around the classroom and offer - Pupils swap books with 4. False help where necessary. their partners and check 5. True Step 5: Get pupils to swap their answers before books with their partners and checking as a class. check their answers before checking as a class. Have pupils read aloud the words / sentences in the reading text that help them find the information needed to tick True or False. For example, for Sentence 1 the required information is We will have a - Some pupils read the party in the playground., so false sentences aloud and pupils should tick the True box. correct them. Extension: Invite some pupils to read the false sentences aloud and correct them. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To write a short paragraph of 40 words about the last Mid-Autumn Festival using questions and a word cue. b. Content - Activity 5. Let’s write. c. Expected outcomes - Pupils can write a short paragraph of 40 words about the last Mid-Autumn Festival using questions and a word cue. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Tell the class the goal - Pupils follow the - Questions about the of this activity: to read the teacher’s explanation. last questions and the word cue, Mid-Autumn Festival and write about the last Mid- - A short passage to Autumn Festival. Tell pupils complete that they should write about 40 Suggested answer:
16. words. Check comprehension. My last Mid-Autumn Step 2: Read the first question - Pupils look at the first Festival was in as a class (When was the sentence with the gap on September. It was in the festival?). Tell pupils that they the board. Pupils read the school playground. We should answer this question to sentence as a class. had a lot of fun activities. get information to complete the Pupils follow the Giang and Hoa sang first sentence of the paragraph. teacher’s instructions. songs. Linh and Phong Write the incomplete sentence danced. Nam, Thu and I on the board (The last Mid- played hide-and-seek. Autumn Festival was ____.) There was delicious food and elicit what information is and drinks. We ate needed to finish the sentence chicken noodles and (in followed by the month of watermelon. We drank the last Mid-Autumn Festival). water and apple juice. It Step 3: Ask pupils to read the - Pupils follow the was a wonderful party. other questions carefully and teacher’s instructions write their own answers to with the other questions. complete the passage. Pupils read the questions Step 4: If time allows, invite a carefully and write the few pupils to read their answers to complete the paragraphs to the class. Give lines in the passage. feedback where necessary. - A few pupils read the sentences they have completed/written aloud in front of the class. The class observes and praises their work. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Number Race (ppt) - Explain how to play the game. Give an example. - Divide the class into two teams. Each team has five pupils. - Give each pupil in one team a number. - Stick a picture (play badminton) on the board and ask the questions, e.g. “How often does your father play badminton?” and allow time for pupils to think. Then call out a number, have pupils with that number from each team stand up and shout out the answers, e.g. “He plays badminton twice a week.” Praise and give points to the team who has the fastest correct answer. - Continue the game until the last member of the team. - Praise the winner. Give feedback. * Option 2: Game: Throw the dice - Explain how to play the game. - Divide the class into two teams. - Stick a picture on the board, e.g. do yoga - Have two pupils of each group take turns asking and answering about the picture.
17. E.g. Pupil A: How often does your mother do yoga? Pupil B: She does yoga twice a week. - If they ask and answer correctly, they will throw the dice to get points. - The team with the most points wins.