Giáo án Tiếng Anh 5 - Week 27 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 27 - Năm học 2024-2025

1. Week: 27 Date of planning: 22/03/2025 Period: 105 Date of teaching: 24/03 – 28/03 EXTENSION ACTIVITIES I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - show understanding of food types by colouring in a picture. - categorise a wider range of food and drink items by their food types. 2. Competences - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform speaking, reading and writing tasks. 3. Attributes - Study hard to review the vocabulary and sentence patterns they have learnt. - Play games fair. II. MATERIALS - Pupil’s book: Page 38, 39 - Teacher’s guide: Pages 254, 255, 256 - 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 song of Unit 15 on page 31. b. Content - Let’s sing. c. Expected outcomes - Pupils can sing the song with the correct pronunciation and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Track 44) - Spend a few minutes revising - Listen to the teacher’s The lyrics and the Unit 15 by having pupils sing instructions. recording of the song the song on page 31. “What’s the matter?” - Play the song for pupils to - Listen and sing the listen and sing in chorus. song in chorus. - Play the song again for pupils - Sing the song in chorus to sing in chorus and clap and clap hands to hands to reinforce the activity. reinforce the activity. - Invite one pupil or a team to - Perform the song in perform the song in front of the front of the class. class. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation
2. 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To show understanding of food types by colouring in a picture. b. Content - Activity 1. Look, read and colour. c. Expected outcomes - Pupils can show understanding of food types by colouring in a picture. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, read and colour. Step 1: Tell the class the goal - Pupils listen to the - A key with colours and of this activity: They need to teacher’s explanation. words: Dairy (blue); identify the food types by Protein (red); Grains colouring in the picture, (yellow); Fruit and according to the key above. vegetables (green) Check comprehension. - A black and white Step 2: Write the four food - Pupils look at the four picture of a fish, some types given in the activity on food types given in the rice, an apple, some peas, the board. Have pupils say activity on the board. and some milk them aloud and elicit some Pupils answer the * Key: fish: protein / red; examples of each food type. questions. milk: dairy / blue; rice: Draw pupils’ attention to the grains / yellow; apple and key and have them identify the peas: fruit and vegetables colours. Ask questions to check / green comprehension, such as What colour is protein? (red) and What colour should bread be? (yellow). Point at each food / drink and have pupils say its name. Correct pronunciation - Pupils follow the where necessary. teacher’s instructions. Step 3: Make sure that pupils - Pupils complete the each have access to blue, red, activity independently. yellow and green crayons. Put pupils into pairs and have them decide which colour each food / drink item should be. Remind them that they need to colour the food and drink with corresponding colours that match their types. Set a time for pupils to complete the activity independently. - Pupils check the Step 4: Check answers as a answers. Pupils call out class by pointing to the food / the food, the correct food drink items and having pupils type and the colour. call out the food, the correct food type and the colour (e.g.
3. fish, protein, red). - A few pupils come to Step 5: Invite a few pupils to the front of the class and the front of the class and have present their work to the them present their work to the class. class. Model what they need to say, e.g. Fish is protein. Rice is grains. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To categorise a wider range of food and drink items by their food types. b. Content - Activity 2. Look and write. c. Expected outcomes - Pupils can categorise a wider range of food and drink items by their food types. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Look and write. Step 1: Tell the class the goal - Pupils listen to the - Picture cues: 16 of this activity: They need to teacher’s explanation. different food and drink categorise the foods by writing items and their names the names of the food and drink - A table with the items in the correct columns of headings Grains, Protein, the table. Check Dairy and Fruit & comprehension. - Pupils look at the table vegetables Step 2: Write the table on the on the board and say the board and have pupils say the four headings aloud. four headings aloud. Draw Pupils answer the pupils’ attention to the pictures questions. and have them say the names of the food / drink items aloud. Correct their pronunciation where necessary. Ask questions to check comprehension, such as What’s this? and Is this protein or grains? Step 3: Set a time limit for - Pupils complete the pupils to complete the activity. table independently, then Have them complete the table check answers in pairs. independently, then check answers in pairs. Step 4: Check answers as a - Pupils check answers as class by pointing to the pictures a class. Pupils call out the and having pupils call out the correct food type. correct food type. As they do so, complete the table on the - A few pupils come to
4. board. the front of the class and Step 5: Invite a few pupils to present their work to the the front of the class and have class. them present their work to the class. Ask questions about the table, e.g. What is cheese? (Cheese is dairy.) What are noodles? (Noodles are grains.). e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (5 minutes) a. Objectives - To create a healthy breakfast and present it to the class. b. Content - Activity 3. Write and say. c. Expected outcomes - Pupils can create a healthy breakfast and present it to the class. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Write and say. Step 1: Tell the class that they - Pupils listen to the - A picture of a bowl are going to create a healthy teacher’s explanation. with four spaces in it to breakfast and present it to the write food and drink class. They need to think of items four food and drink items to - A picture of Ben create the breakfast. presenting his healthy Step 2: Draw pupils’ attention - Pupils look at the breakfast to the picture and have them picture, identify the bowl - Speech bubble: identify the bowl and the blank and the blank spaces. This is my healthy spaces. Tell them they will Pupils answer the breakfast. I’d like to have need to write the food and questions. _____. drink items in the spaces. Have Suggested answers: This a pupil identify Ben and read is my healthy breakfast. his speech bubble aloud. I’d like to have noodles, Step 3: Ask pupils what they - Pupils listen and answer green beans and fish. I’d usually eat for breakfast. Make the questions. like to drink milk. a list of their answers on the board. Ask Is this food/drink healthy? And allow pupils to respond. If they identify an unhealthy item, ask them for a healthy replacement. Step 4: Have pupils create their - Pupils write down the healthy breakfast by writing food and drink items. down the food and drink items. If time allows, encourage pupils to draw their breakfasts.
5. Step 5: Have pupils check their answers in pairs. Go around the - Pupils work in pairs. A classroom to check that the few pupils come to the foods/drinks used are healthy front of the class and and that the words are spelt present their work to the correctly. Invite a few pupils to class. share their healthy breakfasts with the class. Model your own healthy breakfast if necessary, e.g. This is my healthy breakfast. I’d like to have bread, an egg and an apple. Put pupils into groups of four and have them present their healthy breakfasts to each other. Monitor and provide support if necessary. Extension: Have pupils create a healthy lunch and dinner and present them to the class. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Board race - Tell pupils that they are going to play the game Board race. Write Food/ Drinks and Fruit/ Vegetables on opposite sides of the board. - Have two teams play the game. When you say “Go”, the teams have to race to write the name of a suitable item. Each pupil writes one word at a time, before passing the marker / chalk to the next pupil and going to the back of the line. - Explain that a pupil who makes spelling mistakes or writes a word under the wrong category will be out of the game. - At the end of the game, announce the winner for the team that has written more correct words. - Praise the winner. Give feedback. * Option 2: Game: Kim’s game (ppt) - Divide the class into two teams. Say “You are going to play a memory game.” - Display many words and phrases on the board. Give pupils two minutes to memorise these words and phrases. E.g. butter, bread, apple, chicken, grapes, egg, noodles, yogurt, green beans, cheese, carrot, milk, water, apple juice, corn, rice, fish, meat, orange juice, etc. - Turn the word cards face down on the board. In their teams, the pupils try to write down and draw as many words and pictures as they can remember. - Check the answers as the class. - Count the points for each team and announce the winner. The team with the most points wins. The winning team must then correctly pronounce all the words and phrases.. Week: 27
6. Period: 106 UNIT 16: SEASONS AND THE WEATHER Lesson 1 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the weather in different seasons; - correctly say the words summer, autumn, winter, spring, hot, cool, cold and warm and use How’s the weather in Ha Noi in ___? - It’s____. to ask and answer questions about the weather in Ha Noi in different seasons; - use How’s the weather in Ha Noi in ___? – It’s ___. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about the weather in Ha Noi in different seasons correctly and fluently. - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their love and interest in the weather and seasons. - Express their knowledge about the weather of each season. - Show their knowledge of choosing suitable clothes in different seasons. II. MATERIALS - Pupil’s book: Page 40 - Audio tracks 52, 53 - Teacher’s guide: Pages 222, 223, 224, 225 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise Unit 15 by asking the class to present the project from Lesson 3. b. Content - Game: Project Presentation (ppt) c. Expected outcomes - Pupils can present their surveys of “Health problems and giving advice” fluently. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Project Presentation (ppt) - Tell pupils they are going to - Pupils listen to the A picture of a pupil present about their surveys of teacher’s explanation. presenting his survey “Health problems and giving results advice” in class. - Have pupils work in teams to - Pupils work in teams to practise their presentation. Go practise their presentation. around the classroom and offer
7. help where necessary. - Invite a few pupils to show - Pupils give presentations their surveys of “Health in front of the class. problems and giving advice” and give presentations in front of the class. - Praise good performances. 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 focusing on asking and answering questions about the weather in different seasons. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the weather in different seasons. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 52) Step 1: Ask pupils to look at - Pupils look at Pictures a - Context a: Linh and Bill Pictures a and b and identify the and b. Pupils identify the talking on the phone about characters and say what they can characters and say what the weather in Sydney see in the pictures. Pupils can they can see in the Linh: Hi, Bill. Is it cold use Vietnamese, then repeat pictures. there? their responses in English. Bill: Yes, it is. It’s winter Step 2: Play the recording all in Sydney, you know. the way through and encourage - Pupils listen to the - Context b: Bill and Linh pupils to point at the characters recording and point at the talking about the weather while listening. characters while listening. in Ha Noi Step 3: Play the recording Bill: How’s the weather in again, sentence by sentence, for - Pupils listen to the Ha Noi? pupils to listen and repeat recording again, sentence Linh: It’s very hot. individually and in chorus. by sentence and repeat It’s summer here. Correct their pronunciation individually and in chorus. where necessary. Step 4: Draw their attention to - Pupils look at the the question How’s the weather question and the answer in Ha Noi? and the answer It’s and listen to the teacher’s very hot. It’s summer here. Tell explanation. pupils that the question and answer are used to ask and answer about the weather and seasons. Step 5: Invite a few pairs of
8. pupils to take turns listening to - A few pairs of pupils the questions and answers and take turns listening to the repeat in front of the class. questions and answers and repeat in front of the class. 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 words and use How’s the weather in Ha Noi in ___? - It’s ____. to ask and answer questions about the weather in Ha Noi in different seasons. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words and use How’s the weather in Ha Noi in ___? - It’s ____. to ask and answer questions about the weather in Ha Noi in different seasons. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 53) Step 1: Have pupils look at - Pupils look at Pictures a, - Words and picture cues: Pictures a, b, c and d and say b, c and d and say what a. Ha Noi’s One-Pillar what they can see in the they can see in the Pagoda in summer, and pictures. Check their pictures. Pupils listen to the word summer / hot understanding of the seasons the teacher’s explanation. b. Ha Noi’s One-Pillar and the adjectives related to Pagoda in autumn, and temperature that are under the the word autumn / cool pictures. Tell them about One- c. Ha Noi’s One-Pillar Pillar Pagoda, Ha Noi (One Pagoda in winter, and the Pillar Pagoda is situated next to word winter / cold Ho Chi Minh Mausoleum, about d. Ha Noi’s One-Pillar 3 km far from Hoan Kiem Lake). Pagoda in spring, and the Elicit the meaning of the nouns word spring / warm for seasons and the adjectives - Speech bubbles: How’s for temperature under the - Pupils listen to the the weather in Ha Noi in pictures. recording and repeat the ___? -It’s ____. Step 2: Play the recording for words under the pictures Audio script: pupils to listen to and repeat the in a. summer, hot words under the pictures in chorus and individually. b. autumn, cool chorus and individually until c. winter, cold they feel confident. Use the d. spring, warm related flash cards for the class a. to - Pupils look at the A: How’s the weather in practise speaking. speech bubbles. Pupils Ha Noi in summer? Step 3: Draw pupils’ attention listen to the recording B: It’s hot. to the speech bubbles, point at and repeat the sentences b. Picture a and elicit the missing in both bubbles a few A: How’s the weather in words in the question and times. Ha Noi in autumn? answer. Play the recording for B: It’s cool.
9. pupils to listen to and repeat the c. A: How’s the weather sentences in both bubbles a few in Ha Noi in winter? times. Repeat the same B: It’s cold. procedure with Pictures b, c, - Pupils listen to the d. A: How’s the weather and d. teacher’s explanation. in Ha Noi in spring? Note: Tell pupils that How’s B: It’s warm. the weather in Ha Noi in summer. is similar to What’s - Pupils work in pairs, the weather like in Ha Noi in take turns asking and summer? answering questions Step 4: Have pupils work in about the weather in Ha pairs, take turns asking and Noi in different seasons. answering questions about the weather in Ha Noi in different - A few pairs stand up at seasons. Go around the their places, take turns classroom to offer help where asking and answering necessary. questions about the Extension: Invite a few pairs to weather in their city / stand up at their places, take town / area in different turns asking and answering seasons. questions about the weather in their city / town / area in different seasons. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use How’s the weather in Ha Noi in ___? - _It’s ______.in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use How’s the weather in Ha Noi in ___? – It’s _____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils look at each - Picture cues: the Huc to each picture. Ask questions picture and answer the Bridge across Hoan to revise the relevant seasons questions to revise the Kiem Lake, Ha Noi, in and the weather concepts. relevant seasons and the different seasons: winter, Step 2: Elicit pupils’ answers to weather. spring, summer and the questions and write them on - Pupils follow the autumn. the board. Get pupils to say the teacher’s instructions. - Speech bubbles: How’s completed questions and Pupils say the completed the weather in Ha Noi in answers. questions and answers. ____? - _____. Step 3: Put pupils into pairs to - Pupils work in pairs to Suggested answers: take turns asking and take turns asking and - A: How’s the weather answering questions about the answering questions in Ha Noi in winter?
10. weather in different seasons about the weather in B: It’s cold. pointing at the pictures. Go different seasons pointing - A: How’s the weather around the classroom to offer at the pictures. in Ha Noi in spring? support where necessary. - A few pairs come to the B: It’s warm. Step 4: Invite a few pairs to the front of the classroom, - A: How’s the weather front of the classroom. They take turns asking and in Ha Noi in summer? can use the pictures in relation answering questions B: It’s hot. to this section to take turns about the weather in - A: How’s the weather asking and answering questions different seasons. in Ha Noi in autumn? about the weather in different B: It’s cool. seasons. 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 45. Ask them to prepare for it at home by making posters about the weather of their favourite seasons and what they usually wear in these seasons. They can use the language they have learnt in Lesson 1 & Lesson 2 to prepare for their presentation at the Project time. * Option 1: Game: Guess the picture (ppt) - Tell the class they are going to take turns looking at a part of the picture and guess the name of the season. - Use pictures (spring, summer, autumn, winter). - In turn, show a part of the picture. Ask pupils to raise their hand to say the name of the season. - If they say the correct word, they will get stickers from the teacher. - Praise pupils. * Option 2: Game: Slap the board - Divide the class into two teams. Each team has eight pupils. - Have each team stand in a line. - Tell pupils how the game is played. Give an example. - Stick the flashcards (spring, summer, autumn, winter) on the board. - Teacher says a word. Ask two pupils from two teams to listen to the word and slap the flash card as correctly and quickly as possible. - The first pupil who slaps the correct flash card gets one point and continues playing the game. - The pupil who gets the highest points will be the winner. Praise the winner. Week: 27 Period: 107 UNIT 16: SEASONS AND THE WEATHER 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 characters ask and answer questions about different seasons and weather conditions, and number the pictures;
11. - complete four exchanges with the help of picture cues; - sing the song How’s the weather in Ha Noi? with the correct pronunciation, rhythm and melody. 2. Competences - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform listening and reading tasks. 3. Attributes - Show their love and interest in the weather and seasons. - Express their feelings about the weather of each season. - Show their knowledge of choosing suitable clothes in different seasons. II. MATERIALS - Pupil’s book: Page 41 - Audio tracks 54, 55 - Teacher’s guide: Pages 225, 226, 227 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structures How’s the weather in Ha Noi in ___? - It’s____. to ask and answer questions about the weather in Ha Noi in different seasons. b. Content - Game: Multiple choice (ppt) c. Expected outcomes - Pupils can correctly remember the sentence structures How’s the weather in Ha Noi in ___? - It’s____. to ask and answer questions about the weather in Ha Noi in different seasons. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Multiple choice (ppt) - Tell pupils that they are going - Pupils listen to the Questions: to read the sentences and choose teacher’s explanation. 1. How’s the weather in the correct answers. Ha Noi in ______? - It’s - Have pupils look at the - Pupils give the answer cold. gapped sentences and give the for each question. a. spring b. autumn answer for each question. c. winter - If they give the correct 2. How’s the weather in answers, they will get gifts Hue in ____? - It’s warm. from the teacher. a. winter b. spring - If they don’t give the correct c. summer answers, teacher invites other 3. How’s the weather in pupils to give the answers. Da Nang in _____? - It’s - Afterwards, have a few pairs - Pair of pupils ask and hot. ask and answer the questions. answer the questions. a. summer b. autumn - Praise pupils if they play the c. winter game well. 4. How’s the weather in
12. Ho Chi Minh City in ___? - It’s cool. a. winter b. summer c. autumn * Key: 1. c; 2. b; 3. a; 4. c 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 characters ask and answer questions about different seasons and weather conditions, and number the pictures. b. Content - Activity 4. Listen and number. c. Expected outcomes - Pupils can listen to and understand four communicative contexts in which characters ask and answer questions about different seasons and weather conditions, and number the pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and number. (Track 54) Step 1: Draw pupils’ attention - Pupils look at each Picture cues: to each picture and ask picture and answer the a. Hoan Kiem Lake in questions to elicit the place and teacher’s questions to summer the season illustrated by the elicit the place and the b. Hoan Kiem Lake in sceneries. Give Picture a as an season illustrated by the spring example: In Picture a, look at sceneries. c. Hoan Kiem Lake in the pretty red flowers on the winter trees. It’s bright and sunny. That d. Hoan Kiem Lake in tells us it’s summer. Repeat the summer same procedure with Pictures b, Audio script: c and d. 1. Step 2: Play the recording all - Pupils listen to the A: Hello, Linda. I’m on the way through. Then play it recording all the way holiday in Ha Noi now. again for pupils to listen and through, then listen to the B: Wow! Hello, Bill. number the pictures. recording again to How’s the weather Step 3: Get pupils to swap number the pictures. there? books with a partner and check - Pupils swap books with A: It’s warm here in their answers before checking a partner and check their spring. as a class. Correct the answers answers before checking 2. where necessary. as a class. A: Are you in Ha Noi, Extension: If time allows, play - Pupils listen to the Mary? the recording, sentence by recording, sentence by B: Yes, I am. sentence, for pupils to listen sentence and repeat A: How’s the weather and repeat individually and in individually and in now? chorus. Correct their chorus. B: It’s cool and cloudy in
13. pronunciation where necessary. autumn. 3. A: It’s very cold in Sydney today. B: Is it? Ha Noi’s in summer now. A: How’s the weather now? B: It’s very hot. 4. A: How’s the weather in New York, John? B: It’s warm in summer. How about the weather in Ha Noi. A: It’s very cold in winter. *Key: 1. b, 2. d, 3. a, 4. c e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete four exchanges with the help of picture cues. b. Content Activity 5. Read and complete. c. Expected outcomes - Pupils can complete four exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Do Exchange 1 as an - Pupils follow the Four picture cues and example. Draw pupils’ teacher demonstrating the four gapped exchanges to attention to the season in the example. complete picture, particularly the peach * Key: blossom. Elicit the name of the 1. in spring season which has this flower 2. How’s the weather (spring). Have pupils read the 3. How’s the weather, question and answer. Ask them cold what type of word is missing (a 4. autumn, windy season). Elicit the missing word to fill the gap (in spring). Step 2: Give pupils time to do the task independently. Go - Pupils do the task around the classroom to offer independently. help where necessary. Step 3: Get pupils to swap
14. books with a partner and check - Pupils swap books with their answers before checking a partner and check their as a class. Ask them how to answers before checking identify the missing words. as a class. Pupils answer (Exchange 2: Relying on the how to identify the answer to guess the missing missing words. words in the question; Exchange 3: Reminding them of the sentence patterns about the weather (How’s the weather ?) and the scenery (cold); Exchange 4: Relying on the scenery - yellow leaves and - A pupil writes the winds). Invite a pupil to write answers on the board. the answers on the board Then check answers as a class. Step 4: Invite four pairs of - Four pairs of pupils take pupils to take turns role- turns role-playing the playing the four completed four completed exchanges in front of the class. exchanges in front of the Correct their pronunciation class. where necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To sing the song How’s the weather in Ha Noi? with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Let’s sing. c. Expected outcomes - Pupils can sing the song How’s the weather in Ha Noi? with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 55) Step 1: Have pupils read the - Pupils read the song The lyrics and recording song lyrics and point at the lyrics and point at the of the song How’s the relevant pictures. relevant pictures. weather in Ha Noi? Step 2: Play the recording for - Pupils listen to the Pictures representing the them to listen to and become recording. four seasons in Ha Noi: familiar with the melody and spring, summer, autumn rhythm. - Pupils listen to the and winter Step 3: Play the recording again recording again and sing for pupils to listen and sing along before practising the along before practising the song song in teams or in pairs.
15. in teams or in pairs. - Pupils work into teams Step 4: Put pupils into groups to to practise singing the practise singing the song and do song and do actions. actions. - A few teams come to Step 5: Invite a few groups to the front of the class to the front of the class to take take turns singing the turns singing the questions and questions and answers of answers of the song. The rest of the song. The rest of the the class can clap along or do class can clap along or do actions. actions. 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: A matching game (ppt) - Tell the class that they are going to play a matching game. Tell them that the aim of the game is to review vocabulary and structures about asking and answering the question about the weather in different seasons. - Explain how to play the game: ask pupils to work in teams of five. T gives the same sets of word cards for groups to make sentences - Set a time limit for the teams to play the game. Monitor the activity. - Call on two teams to play the game in front of the class. Remember to praise pupils who do well. * Option 2: Game: Questions and answers - Tell pupils that they are going to look at the pictures and ask and answer questions about the weather in different seasons. - Model the activity. Stick a picture (summer) on the board. Invite a pair of volunteers to ask and answer the question about the picture, e.g. How’s the weather in spring? - It’s hot and sunny. - Divide the class into teams of four. Give them a set of pictures. Have them practice asking and answering questions about the weather in different seasons. - Call some teams to perform in front of the class. - Praise good pairs. Week: 27 Period: 108 UNIT 16: SEASONS AND THE WEATHER 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 related to the weather and clothing choices during a specific season; - correctly say the words blouse, trousers, jeans and jumper and use What do you usually wear in ____? - I wear _____. to ask and answer questions about what someone wears in different seasons; - use What do you usually wear in ___? - I wear _____. in a freer context. 2. Competences
16. - Critical thinking and creativity: learn how to ask and answer questions about what someone wears in different seasons correctly and fluently. - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their love and interest in the weather and seasons. - Express their feelings about the weather of each season. - Show their knowledge of choosing suitable clothes in different seasons. II. MATERIALS - Pupil’s book: Page 42 - Audio tracks 56, 57 - Teacher’s guide: Pages 227, 228, 229 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the structures How’s the weather in Ha Noi in ___? - It’s____. to ask and answer questions about the weather in Ha Noi in different seasons. b. Content - Game: Yes or No (ppt) c. Expected outcomes - Pupils can remember the structures How’s the weather in Ha Noi in ___? - It’s____. to ask and answer questions about the weather in Ha Noi in different seasons. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Yes or No game (ppt) - Tell pupils that they are going - Pupils listen to the Pictures and sentences to look at the picture and the teacher’s explanation. 1. a picture of winter sentence, then identify whether The weather is hot and they’re matched or not. sunny in winter. - Show a picture and a sentence - Pupils look at a picture 2. a picture of spring on the board. Invite a pupil to and a sentence on the The weather is warm and identify whether they are board and say Yes / No to sunny in spring. matched or not. If they are identify whether they are 3. a picture of autumn matched, he/ she will say matched or not. The weather is cool and “Yes”. If they are not matched, windy in autumn. he / she will say “No”. - Pupils continue playing 4. a picture of summer - Continue the game until all the game. The weather is cold and the pictures are said. snowy in summer. - Give stickers for pupils who * Key: give the correct answers. 1. No, 2. Yes, 3. Yes, 4. No e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers
17. 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts related to the weather and clothing choices during a specific season. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts related to the weather and clothing choices during a specific season. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 56) Step 1: Ask pupils to look at - Pupils look at Pictures a - Context a: Pictures a and b, and to identify and b to identify the Ben: How’s the weather the characters (Ben and Nam) characters (Ben and Nam) in Ha Noi in winter? and say what they are talking and say what they are Nam: It’s cold and dry. about. talking about. - Context b: Step 2: Ask pupils to look at - Pupils look at Picture a, Minh: What do you Picture a. Draw their attention to the question and the usually wear in winter? the question How’s the weather answer, and listen to the Ben: I wear a jumper. in Ha Noi in winter? and the teacher’s explanation. answer It’s cold and dry. Explain that the question and the answer are used to discuss weather conditions in a particular location. - Pupils listen to the Step 3: Play the recording for recording and follow the the class to listen and follow the question and answer. question and answer. Play the Pupils listen to the recording again, sentence by recording again, sentence sentence, for pupils to listen and by sentence and repeat repeat individually and in individually and in chorus. Correct their chorus. pronunciation where necessary. - Pupils follow the teacher’s instructions with Step 4: Repeat the same Picture b. Pupils listen to procedure with Picture b. Draw the teacher’s explanation. pupils’ attention to the question What do you usually wear in summer? and the answer I wear a jumper. Explain that the question and the answer are used to focus on what someone wears in a season (in this - A few pairs come to the instance, wearing a jumper front of the classroom to during winter). listen to and repeat the Step 5: Invite a few pairs to the exchanges.
18. front of the classroom to listen to and repeat the exchanges. 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 words and use What do you usually wear in ____? - I wear ____. to ask and answer questions about what someone wears in a season. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can say the words and use What do you usually wear in ____? - I wear ___. to ask and answer questions about what someone wears in a season. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 57) Step 1: Ask pupils to look at - Pupils look at Pictures a, - Words and picture cues: Pictures a, b, c and d and say b, c and d and say what a. a blouse, and the what they can see in each they can see in each words spring / a blouse picture. picture. b. a pair of trousers, and Step 2: Play the recording for - Pupils listen to the the words summer/ pupils to listen to and repeat the recording and repeat the trousers words in chorus and words in chorus and individually until they feel individually. c. a pair of jeans, and the confident. Use the flash cards words autumn / jeans to reinforce the vocabulary d. a jumper, and the associated with the images. words winter / a jumper Step 3: Draw pupils’ attention - Pupils follow the - Speech bubbles: What to the speech bubbles and elicit teacher’s instructions. do you usually wear in the missing word for season in Pupils listen to the ____? - I wear ____. the question and word(s) for the recording and repeat the Audio script: piece of clothing in the answer sentences in both bubbles a. spring, a blouse by pointing at Picture a. Play the a few times with Pictures b. summer, trousers recording of Exchange a for a, b, c, and d. c. autumn, jeans pupils to listen to and repeat the d. winter, a jumper sentences in both bubbles a few a. times. Repeat the same A: What do you usually procedure with Exchanges b, c, wear in spring? and d. B: I wear a blouse. - Pupils work in pairs, b. Step 4: Set a time limit for A: What do you usually pupils to work in pairs, take take turns pointing at the pictures, asking and wear in summer? turns pointing at the pictures, B: I wear trousers. asking and answering about the answering about the pieces of clothing c. pieces of clothing someone A: What do you usually wears in different seasons. Go someone wears in different seasons. wear in autumn? around the classroom to offer B: I wear jeans. help where necessary.
19. Extension: Invite a few pairs d. to take turns role-playing the - A few pairs take turns A: What do you usually exchanges in front of the class. role-playing the wear in winter? Then encourage them to ask exchanges in front of the B: I wear a jumper. and answer about what they class. Pupils can ask and wear in different seasons in answer about what they their city / town / area. wear in different seasons in their city / town / area. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use How’s the weather in Ha Noi in ____? – It’s ____. and What do you usually wear in ____? - I wear ____. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use How’s the weather in Ha Noi in ____? – It’s ____. and What do you usually wear in ____? - I wear ____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Ask pupils to look at the - Pupils look at the - Picture cues: four pictures and elicit the seasons pictures and elicit the pictures showing the and pieces of clothing. seasons and pieces of outfits of characters in Encourage them to answer the clothing. Pupils listen to spring, summer, autumn questions What’s the weather the teacher’s explanation. and winter (a girl wearing like in Ha Noi in ____? and Pupils take turns asking a blouse and a skirt; a boy What do you usually wear in and answering the wearing a T-shirt and ____? Correct their answers questions in chorus. trousers, a boy wearing a where necessary. Remind pupils jumper and jeans, a girl that these questions and wearing a jumper and a responses are used to talk about long skirt) the weather and clothing choices - Speech bubbles: in different seasons in Ha Noi. How’s the weather in Ha Write the words to complete the Noi in ____? – ____. questions and answers on the What do you usually wear board. Divide the class into two in _____. - _____. groups, telling them to take Suggested answers: turns asking and answering the - A: How’s the weather in questions in chorus. Ha Noi in spring? Step 2: Give pupils time to - Pupils work in pairs and B: It’s warm and sunny. work in pairs and take turns take turns pointing at each A: What do you usually pointing at each picture to ask picture to ask and answer. wear in spring? and answer. Circulate around B: I wear a skirt and a the classroom and provide blouse.
20. assistance where necessary. - A: How’s the weather in Step 3: Invite a few pairs to - A few pairs come to the Ha Noi in summer? come to the front of the class to front of the class to take B: It’s hot and sunny. take turns role-playing the turns role-playing the A: What do you usually exchanges. exchanges. wear in summer? Extension: Invite a few pairs to - A few pairs take turns B: I wear trousers and a take turns asking and answering asking and answering T-shirt. about the weather and what they about the weather and - A: How’s the weather in wear in different seasons in their what they wear in Ha Noi in autumn? own city / town / area. different seasons in their B: It’s cool and windy. own city / town / area. A: What do you usually wear in autumn? B: I wear jeans and a jumper. - A: How’s the weather in Ha Noi in winter? B: It’s cold and dry. A: What do you usually wear in winter? B: I wear a long skirt and a jumper. 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: Who’s faster? - Tell the pupils the goal of the game and how to play it. Ask them to revise all vocabulary about clothes. - Divide the class into groups of four pupils. Each group has 30 seconds to write as many words as possible about pieces of clothing in four seasons. - The groups with more correct words will be the winner. * Option 2: Game: Board race (ppt) - Divide the class into two teams. - Arrange the flash cards on the board. - Invite a pupil from each team to go to the board. - Teacher says a word and the pupils run to tap the right card as quickly as possible. - If they tap the right card, they will get 1 point for their team. - The team with more points wins.