Giáo án Tiếng Anh 5 - Week 29 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 29 - Năm học 2024-2025

1. Week: 29 Date of planning: 05 /04/2025 Period: 113 Date of teaching: 07/04 – 11/04 UNIT 17: STORIES FOR CHILDREN 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 three statements about the main characters in stories and circle the correct answers. - complete four gapped exchanges with the help of picture cues. - review the target vocabulary and structures related to the topic “Stories for children” by playing the game Who am I? 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening and reading tasks. 3. Attributes - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. MATERIALS - Pupil’s book: Page 47 - Audio track 64 - Teacher’s guide: Pages 240, 241, 242 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structures Who are the main characters in the story? - They’re_____. b. Content - Game: Hidden picture (ppt) c. Expected outcomes - Pupils can correctly remember and say the sentence structures Who are the main characters in the story? - They’re_____. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Hidden picture (ppt) - Tell pupils that they are going - Pupils listen to the Sentence structures: to choose a hidden picture, then teacher’s explanation. Who are the main ask and answer a question characters in the story? about the main characters in a - They’re_____. story. Pictures of stories (Snow - Divide the class into two - Pupils work in two White and the Seven groups. groups. Dwarfs, The Ant and the
2. - Have pairs of pupils from each - Pairs of pupils take Grasshopper, The group take turns playing the turns playing the game. Tortoise and the Hare, game. The Fox and the Crow, - If they ask and answer .) correctly, they will get points for their group. - The group with more points wins. Praise the winner. 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 three statements about the main characters in stories and circle the correct answers to complete the sentences. b. Content - Activity 4. Listen and circle. c. Expected outcomes - Pupils can understand three statements about the main characters in stories and circle the correct answers. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and circle. (Track 64) Step 1: Draw pupils’ attention - Pupils look at the Three gapped sentences, to the pictures and ask pictures and answer each with two picture questions such as What do you questions. options showing different see? to elicit the characters in storybook characters the pictures. For example, the Audio script: fox, the crow, the hare, the 1. Linh is reading a story. tortoise, the ant, and the The main characters in grasshopper. the story are the tortoise Step 2: Play the recording all - Pupils listen to the and the hare. the way through. Then play it recording all the way 2. Ben is reading The Ant again for pupils to listen and through. Then pupils and the Grasshopper. He circle the correct answers. listen to it again and circle likes the ant. He doesn’t Step 3: Get pupils to swap the correct answers. like the grasshopper. books with a partner and check - Pupils swap books with 3. Bill is writing a story. their answers before checking a partner and check their The main characters in as a class. Have pupils explain answers before checking his story are the ant and the answers by asking as a class. Pupils explain the fox. questions, for the answers by answering * Key: 1. b; 2. a; 3. a example, Who are the main the teacher’s questions. characters in the story?, Does Ben like the grasshopper? - Pupils continue the Extension (For advanced story Bill is writing in level): Have pupils continue recording 3. the story Bill is writing in recording 3. For example, One
3. day, the tiny ant met a clever fox. They played together. They became good friends. Size didn’t matter. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete four gapped exchanges with the help of picture cues. b. Content Activity 5. Read and complete. c. Expected outcomes - Pupils can complete four gapped exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Model the first gapped - Pupils follow the - Four picture cues exchange. Have pupils read the teacher demonstrating the - Four gapped exchanges dialogue and guess the missing example. Pupils read the to complete words, for example, the name dialogue and guess the * Key: of a character. Then draw missing words. 1. Snow White pupils’ attention to the picture 2. tortoise and elicit the word to fill in the 3. ant, character / one gap (Snow White). 4. reading, fox Step 2: Give pupils a time limit to complete the gapped in - Pupils complete the Exchanges 2, 3, and 4 gaps in Exchanges 2, 3, independently. Go around the and 4 independently. classroom and help where necessary. Step 3: Get pupils to swap - Pupils swap books with books with a partner and check a partner and check their their answers before checking answers before checking as a class. Invite one pupil to as a class. One pupil write the answers on the board. writes the answers on the Check the board. Pupils explain why answers. Ask questions to have they choose the answers. pupils explain why they choose the answers. For example, for Picture 2, ask Why do you choose the Tortoise? (The picture is the story “The Tortoise and the Hare”). e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes)
4. a. Objectives - To review the target vocabulary and structure related to the topic “Stories for children” by playing the game Who am I? b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can play the game Who am I? to revise the target vocabulary and structure items learnt in Lessons 1 and 2. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Divide the class into 8 - Pupils work in 8 or 10 An illustration of a class or 10 groups. Each group groups. Each group playing Who am I? pretends to be one character and pretends to be one One pupil gives a clue: I prepares one or two sentences character and prepares one won the race with the about the character. Use the or two sentences about the hare. Who am I?, another illustration as an example to character. pupil answers: You are the demonstrate how to play the tortoise. game. - Pupils follow the Suggested answer: Step 2: Each group reads the teacher’s instructions. I am a good cook. I cook sentence aloud and the other food for seven short men. groups guess what character it Who am I? – You are is. The groups raise their hands Snow White. to get a turn to answer. The I am clever. I took the group with the correct answer meat from the crow. Who gets one point. am I? Step 3: After 4 minutes, the - Pupils play the game in – You are the fox. group with the most points is the pairs. I didn’t win the race with winner. the tortoise. Who am I? Step 4: Get pupils to play the – You are the hare. game in pairs. 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: Pictionary (ppt) - Invite a pupil to come to the front of the class and whisper the name of a character he/she has to draw. E.g. Snow White, the seven dwarfs, the ant, the grasshopper, the tortoise, the hare, the fox, the crow - The pupil draws the picture on the board for the rest of the class to guess what it is. - The first pupil to guess the character correctly comes to the front of the class to draw the next picture. - Repeat until all of the target vocabulary has been used. * Option 2: Game: Musical cards
5. - Bring a selection of pictures relating to the main characters to the class (Snow White, the seven dwarfs, the ant, the grasshopper, the tortoise, the hare, the fox, the crow). Hand them out to different pupils around the class. - Play some lively music and ask pupils to pass them around to each other while the music is playing. It doesn’t matter if there is not a picture for every pupil. - Stop the music suddenly and pupils should stop passing the cards. Ask them to look at the card nearest them and say what it is. - Play the music and continue in the same way. Week: 29 Period: 114 UNIT 17: STORIES FOR CHILDREN 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 a character in a story; - correctly say the words for characters cook well, work hard, run fast and sing beautifully and use How did he / she _____? - He / She ____. to ask and answer questions about a character in a story; - use Who are the main characters in the story? – He / She ____. Which character do you like? – I ____. and How did _____? - _____. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about a character in a story 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 - Show their love and interest in reading books, especially Vietnamese fairy tales. - Recognise what the character is like. II. MATERIALS - Pupil’s book: Page 48 - Audio tracks 65, 66 - Teacher’s guide: Pages 242, 243, 244 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structures Who are the main characters in the story? - They’re _____. to ask and answer questions about the main characters in a story. b. Content - Game: Car Racing. (ppt)
6. c. Expected outcomes - Pupils can correctly say sentence structures Who are the main characters in the story? – They’re_____. to ask and answer questions about the main characters in a story. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Car Racing (ppt) - Ask pupils to work in teams. - Pupils work in teams. Pictures of Snow White - Ask them to choose a number - Pupils choose a and the seven dwarfs, from 1 to 5. number. The Ant and the - Ask them to look at the - Pupils look at the Grasshopper, The picture, read the question aloud picture, read the question Tortoise and the Hare, and give the answer. aloud and give the The Fox and the Crow - Click the car to move it answer. forward if the team gives the correct answer and makes questions loudly. 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 a character in a story. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about a character in a story. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 65) Step 1: Ask pupils to look at - Pupils look at Pictures a - Context a: Mary and Pictures a and b, identify the and b, identify the Minh talking about characters and predict who they characters and predict who Snow White in the are talking about. they are talking about. playground Step 2: Play the recording for - Pupils listen to the Mary: Do you like Snow them to listen and check the recording and check the White? predictions. prediction. Minh: Yes, I do. She was Step 3: Play the recording kind. She cooked meals again, encourage pupils and - Pupils listen to the every day for the seven point at the characters while recording again and point at dwarfs. listening. the characters while Context b: Mary asking Step 4: Play the recording listening. about how Snow White again, sentence by sentence, for - Pupils listen to the cooked pupils to listen, point at the recording again, sentence Mary: How did she
7. sentences and repeat. Correct by sentence, point to the cook? their pronunciation where sentences and repeat. Minh: She cooked very necessary. well. Step 5: Draw pupils’ attention - Pupils look at the to the question How did she question and the answer cook? and the answer She and listen to the teacher’s cooked very well. Explain that explanation. they are used to talk about the main characters in a story. - Pupils follow the Extension: Write two or three teacher’s instructions. sentences in the conversation, Pupils listen again and fill delete one word in each in the blanks. sentence. For example, Do you ____ Snow White? She ____ very well. Ask pupils to listen again and fill in the blanks. 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 for characters and use How did _____? - He / She ____. to ask and answer questions about a character in a story. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say words for characters and use How did _____? - He / She ____. to ask and answer questions about a character in a story. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 66) Step 1: Ask pupils to look at - Pupils look at Pictures a, - Picture and word cues: Pictures a, b, c, and d and b, c, and d and describe a. Snow White cooking, describe what they can see in what they can see in each and the words she / cook each picture. picture. / cook well Step 2: Play the first part of - Pupils listen to the first b. The ant working, and the recording for pupils to part of the recording and the words he / work / listen to and repeat the words, repeat the words in chorus work hard in chorus and individually, and individually. Pupils c. The hare running a until they feel confident. Use follow the teacher’s race, and the words he / the flash cards for cook well, explanation. run / run fast work hard, run fast, and sing d. The crow singing, and beautifully to practise the the words he / sing / sing phrases. Tell pupils about the beautifully - Pupils look at the meaning of the adverbs of - Speech bubbles: How picture and choose the manners. did _____? - He / She correct word he or she in
8. Step 3: Draw pupils’ attention the speech bubbles. ____. to the speech bubbles and elicit Pupils listen to the Audio script: the missing words in the recording and repeat the a. she / cook / cook well question and answer by sentences in both bubbles b. he / work / work hard pointing at Picture a. Ask a few times. c. he / run / run fast pupils to look at the picture Pupils follow the d. he / sing / sing and choose the correct word he teacher’s explanation. beautifully or she in the speech bubbles. a. Play the next part of the A: How did she cook? recording for pupils to listen to B: She cooked well. and repeat the sentences in b. both bubbles a few times. Tell A: How did he work? pupils how the verbs changed B: He worked hard. in the answers, e.g. cooked, c. worked, ran, sang. Repeat the - Pupils point at the A: How did he run? same procedure with Pictures pictures and say the B: He ran fast b, c, and d. sentences in pairs. d. Step 4: Let pupils point at the A: How did he sing? pictures and say the sentences - A few pairs act out the B: He sang beautifully. in pairs. Go around the exchanges in front of the classroom to offer help where class. necessary. - Pupils listen to the Step 5: Invite a few pairs to act teacher’s explanation. out the exchanges in front of the class. Note: Tell pupils that in stories, personification is used, so animals are called he or she. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Who are the main characters in the story? – He / She ____. Which character do you like? – I ____. and How did _____? - He / She_____. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use Who are the main characters in the story? – He / She ____. Which character do you like? – I ____. and How did _____? - He / She _____. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk.
9. Step 1: Ask pupils to look at the - Pupils look at the - Picture cues: a picture picture and elicit the titles of the picture and elicit the for prompting four stories and the names of the titles of the stories and storybook characters: main characters. Remind pupils the names of the main Snow White, the crow, that How did _____? and – He / characters. Pupils follow the ant and the hare She ___. are used to ask and the teacher’s - Speech bubbles: answer questions about how explanation. Who are the main someone did something. characters in the story? – He / She ____. Step 2: Demonstrate the Which character do you conversation with one pupil in like? – I ____. front of the class using the three How did __? - He / She suggested question structures in __. the speech bubbles. Suggested answers: Step 3: Give pupils time to Who are the main characters in the story? – work in pairs and take turns - Pupils work in pairs pointing at the pictures and They’re the hare and the and take turns pointing at tortoise. asking and answering questions the pictures. Pupils ask about a character in a story. and answer questions Which character do you Step 4: Invite a few pairs to about a character in a like? – I like the hare. come to the front of the story. How did the hare run in classroom and act out the - A few pairs come to the the race? – He ran fast. exchanges. front of the classroom and act out the exchanges. 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: Flash card walk - Place several flash cards (cook well, word hard, run fast, sing beautifully, ) on the classroom floor. - Divide the class into two groups. - Have pupils from each group come up the front. - Play some music and have the pupils walk around the flash cards. - Stop the music and say the name of one flash card. - Have the pupils pick up the correct flash card and make a question for another pupil to answer. e.g. Pupil A: Who are the main characters in the story? Pupil A invites another pupil of his/ her group to answer that question. Pupil B: They’re the Fox and the Crow. - Give the first group to make a correct sentence at one point. - The group with more points wins the game. * Option 2: Game: Treasure Hunt (ppt) - Pupils work in teams. - Read the riddle and raise their hands to answer. - Give one point to the group with the correct answer.
10. - Praise pupils if they play the game well. Week: 29 Period: 115 UNIT 17: STORIES FOR CHILDREN Lesson 2 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand a story and circle the correct answers. - complete two gapped exchanges with the help of picture cues. - listen to the song The Tortoise and the Hare, complete the lyrics and sing it with the correct pronunciation, rhythm and melody. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening, reading and writing tasks. 3. Attributes - Show their love and interest in reading books, especially Vietnamese fairy tales. - Recognise what the character is like. II. MATERIALS - Pupil’s book: Page 49 - Audio tracks 67, 68 - Teacher’s guide: Pages 244, 245, 246 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentences structures How did _____? - He / She ____. to ask and answer questions about how a character did something in a story. b. Content - Game: What and Where (ppt) c. Expected outcomes - Pupils can correctly say the sentences structures How did _____? - He / She ____. to ask and answer questions about a character in a story. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: “What and Where” (ppt) - Tell pupils that they are going - Pupils listen to the Four words in the four to say and write the words. teacher’s explanation. circles: sing, cook, run, - Draw four circles on the - Pupils look at four work board. Write four words in the words in the circles. Sentence structures: circles. - Pupils read the words How did _____? - He / - Ask pupils to read the words aloud. Pupils follow the She ____. aloud. Delete the words in the teacher’s instruction. circle one by one. - Pupils remember and
11. - Point to the empty circle and read the word again. ask pupils to read it again. - Pupils come to the - Ask pupils to come to the board and rewrite the board and rewrite the words words with the correct with the correct places in the places in the circles. circles. - Pupils use these words - Check the answers as the to ask and answer class. questions about a - Have pairs of pupils use these character in a story. words to ask and answer questions about a character in a story. - Praise pupils to encourage their performance. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand a story and circle the correct answers. b. Content - Activity 4. Listen and circle. c. Expected outcomes - Pupils can understand a story and circle the correct answers. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and circle. (Track 67) Step 1: Ask pupils to read the - Pupils read the Four gapped sentences questions and the answer questions and the with three answer options options. Have them work in options. Pupils work in Audio script: pairs to guess the correct pairs to guess the correct Once upon a time, there options. Check comprehension. options that can be the was an ant and a Step 2: Play the recording all answers. grasshopper. In the the way through so that pupils - Pupils listen to the autumn, the ant worked can become familiar with the recording and circle the hard to collect food for speaker’s voice. Then play the correct options. the winter. The recording again for them to grasshopper was lazy. He listen only sang and danced. and circle the correct options. Then, winter came. The Step 3: Get pupils to swap their - Pupils swap their books Ant had lots of food. The books with a partner and check with a partner and check grasshopper had nothing. their answers before checking their answers before The ant gave the as a class. Then play the checking as a class. Then grasshopper some food. recording again and stop at the pupils listen to the The grasshopper thanked sentence for recording to double- the ant and said: “I’ll the class to double-check their check their answers. work hard like you next answers. Have pupils repeat the Pupils repeat the year.” information in the recording to information in the *Key: 1. c, 2. a, 3. c, 4. c
12. explain their answers, for recording to explain their example, There was an ant and answers. a grasshopper. The Ant worked hard to collect food for the winter. 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: Model the first gapped - Pupils follow the teacher - Two picture cues exchange. Have pupils read the demonstrating the - Two gapped exchanges dialogue and guess the missing example. Pupils read the to complete words, for example, the name dialogue and guess the * Key: of the character, a question missing words. 1. grasshopper, How, word, an adverb of manner. hard Then draw pupils’ attention to 2. fast, Did the picture and elicit the words to fill in the gaps (grasshopper, How, hard). Step 2: Give pupils a time limit - Pupils complete the to complete the gapped gapped Exchange 2 Exchange 2 independently. Go independently. around the classroom and help where necessary. Step 3: Get pupils to swap - Pupils swap books with books with a partner and check a partner and check their their answers before checking answers before checking as a class. Invite one pupil to as a class. One pupil write the answers on the board. writes the answers on the Extension: Tell pupils three board. True or False statements about - A group says a the exchanges. Have a group statement and the other say a statement and have the group calls out True or other group call out True or False. False. For example, The hare won the race. (False)The ant was lazy. (False) e. Assessment - Performance products: Pupils’ answers
13. - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To listen to the song The tortoise and the hare, complete the lyrics and sing it with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Listen, complete and sing. c. Expected outcomes - Pupils can complete the lyrics and sing the song The tortoise and the hare with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Listen, complete and sing. (Track 68) Step 1: Tell pupils the aim of - Pupils listen to the The gapped lyrics and the activity: They listen to the teacher’s explanation. recording of the song The song and fill in the gaps in the tortoise and the hare lyrics and sing it with correct * Key: fast, hare, pronunciation, rhythm, and tortoise melody. - Pupils read the lyrics Step 2: Have pupils read the and guess the word(s) to lyrics and guess the word(s) to fill in the gaps with the fill in the gaps with the help of help of picture. picture. - Pupils listen to the song Step 3: Have them listen to the and fill in the gaps. song and fill in the gaps. Play the recording of the gapped sentences twice for pupils to - Pupils listen to the fill in if necessary. recording and practise Step 4: Play the recording and singing the song, line by let them listen to and practise line. Then pupils listen to singing the song, line by line, and sing the whole song until they feel confident. Then while clapping their have pupils listen to and sing hands. the whole song while clapping - A few groups come to their hands. the front of the class to Step 5: Invite a few groups to sing the song. The class the front of the class to sing the may sing along and clap song. The class may sing along to reinforce the activity. and clap to reinforce the activity. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Board race (ppt) - Divide the class into four groups and have one pupil from each group stand a distance from the board.
14. - Divide the board into four columns. - The teacher asks, e.g. How did the ant work? and have the pupils race to the board, then write their answers, e.g. He worked hard. - The first pupil who has the correct answer gets one point for their group. - Continue with other pupils. - The group that gets the most points wins. * Option 2: Ball circle - Divide the class into groups of five. Each group sits in a circle. Give each group a ball. - One pupil asks, e.g. How did Snow White cook? and throws the ball to another pupil who has to answer, e.g. She cooked very well. - After this pupil answers, he / she continues asking a question and throws the ball to another pupil. - Continue until every pupil has had a turn. Week: 29 Period: 116 UNIT 17: STORIES FOR CHILDREN Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly repeat two Yes / No questions with the rising intonation. - identify the intonation at the end of the questions while listening. - say the chant with the correct pronunciation, stress and rhythm. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and listening tasks. 3. Attributes - Show their love and interest in reading books, especially Vietnamese fairy tales. - Recognise what the character is like. II. MATERIALS - Pupil’s book: Page 50 - Audio tracks 69, 70, 71 - Teacher’s guide: Pages 246, 247 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To motivate the class by singing the song “The tortoise and the hare” on page 49. b. Content - Let’s sing. c. Expected outcomes - Pupils can sing the song with the correct pronunciation, rhythm and melody. d. Organisation
15. TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Track 68) - Introduce the activity. - Pupils listen to the The lyrics and the - Play the song for pupils to teacher’s explanation. recording of the song listen and sing in chorus. - Pupils listen to the “The tortoise and the - Invite a few groups to the song. hare” on page 49 front of the class to sing the and sing in chorus. song. The class may sing along - Pupils come to the front and clap to reinforce the of the class to sing the activity. song. The class may sing along and clap to - Praise pupils if they perform reinforce the activity. well. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly repeat two Yes / No questions with the rising intonation. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly repeat two Yes / No questions with the correct rising intonation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 69) Step 1: Have pupils look at the - Pupils look at the - Is this your storybook? questions. Draw their attention questions, paying ↗ to the arrow (↗) at the end of the attention to the arrow. - Are you reading a questions. Explain that the Pupils listen to the story?↗ questions with this arrow (↗) teacher’s explanation. should be said with a rising tune. Check comprehension. Step 2: Play the recording for pupils to listen and repeat the - Pupils listen to the questions until they feel recording and repeat the confident. Correct the intonation questions. and pronunciation where necessary. Step 3: Let pupils work in pairs - Pupils work in pairs or or groups to practise saying the groups to practise saying questions. Then invite a few the questions. A few pupils to say the language in pupils say the language front of the class. Praise pupils in front of the class. when they perform well. e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers
16. 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To listen and say four Yes / No questions with rising intonation. b. Content Activity 2. Listen and repeat. Pay attention to the intonation. c. Expected outcomes - Pupils can say four Yes / No questions with rising intonation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen and repeat. Pay attention to the intonation. (Track 70) Step 1: Elicit from pupils that - Pupils listen to the Four Yes / No questions 1–4 are all Yes / No questions. teacher’s explanation. Audio script: Then elicit that they learned in 1. Did the hare run fast?↗ the last exercise that Yes / No 2. Was the prince questions need a rising tone at intelligent?↗ the end. 3. Did the ant work Check comprehension. hard?↗ Step 2: Play the recording for - Pupils listen to the 4. Do you like the pupils to listen. Draw their recording. Then pupils story?↗ attention to the rising tone at the listen to the recording end of the questions. Then play again, sentence by it again, sentence by sentence, sentence and repeat in for pupils to listen and repeat in chorus. chorus and individually, until they feel confident. Correct their intonation and pronunciation where necessary. Step 3: Have pupils practise reading the questions in pairs - Pupils practise reading or groups. Then invite a few the questions in pairs or pupils to read aloud the groups. Then a few questions in front of the class. pupils read aloud the Encourage the class to praise or questions in front of the cheer their performance. class. Pupils praise or Extension: Have each pupil cheer their performance. say one Yes / No question that - Each pupil says one Yes they have learnt. For example, / No question that they Do you play football every have learnt, paying day? Ask them to pay attention attention to the rising to the rising tone at the end of tone at the end of the the question. question. 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, stress and rhythm.
17. b. Content - Activity 3. Let’s chant. c. Expected outcomes - Pupils can say the chant with the correct pronunciation, stress and rhythm. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s chant. (Track 71) Step 1: Have pupils read the - Pupils read the lyrics of - Two pictures: lyrics of the chant. Then get the chant. Then pupils Snow White serving a them to look at the pictures to look at the pictures to meal for the seven reinforce their understanding. reinforce their dwarfs, Check comprehension. understanding. the ant and the Step 2: Play the recording all grasshopper the way through for pupils to - Pupils listen to the - The lyrics and listen to whole chant, paying recording of the chant the whole chant. Encourage attention to the stressed them to listen carefully to the words. Pupils listen again stressed words. Play it again line and repeat line by line. by line, for pupils to listen and Pupils clap while repeat. Draw their attention to chanting. the pronunciation and rhythm. Encourage them to clap while chanting. Step 3: Divide the class into two groups to take turns - Pupils work in two listening to and repeating the groups to take turns chant, while the rest of the listening to and repeating class claps along. the chant, while the rest of the class claps along. Extension: If time allows, - A few groups chant in invite a few groups to say the front of the class. The chant in front of the class. The rest of the class chant and rest of the class chant and clap clap along. 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: Inside my bag (ppt) - Teacher prepares some cards (Snow White, the seven dwarfs, the ant, the grasshopper, the tortoise, the hare, the fox, the crow), writes out numbers on one side and characters on the other side, then puts them in four bags. Give each team a bag. - Divide the class into four teams. - Divide each team into pairs. - Have each pair come to the front of the class and choose a card from the bag. - Have one pupil ask, e.g. Who are the main characters in the story? and the other answer, e.g. They’re Snow White and the seven dwarfs. Swap roles. - The first team to ask and answer correctly wins.
18. * Option 2: Game: Slap the board - Stick the flashcards on the board (Snow White, seven dwarfs, the ant, the grasshopper, the tortoise, the hare, the fox, the crow). - Divide the class into three or four teams. Tell pupils how the game is played. Give an example. - Ask pupils to listen to the word, then each pupil from teams runs to the board and slaps the flash card as correctly and quickly as possible. - The first pupil who slaps the correct flash card gets one point for their team and continues playing the game. - The pupil who gets the highest points will be the winner. Praise the winner.