Giáo án Tiếng Anh 5 - Week 3 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 3 - Năm học 2024-2025

1. Week: 03 Date of planning: 22/09/2024 Period: 09 Date of teaching: 23/09 – 27/09 UNIT 1: ALL ABOUT ME! Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly pronounce the two-syllable words with the stress on the first syllable as ‘dolphin and ‘tennis in isolation and as in the sentences I like ‘dolphins. and He plays ‘tennis on Sundays. - 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 - Show their love and interest in sports, colours, animals and food. II. MATERIALS - Pupil’s book: Page 14 - Audio tracks 12, 13, 14 - Teacher’s guide: Pages 29, 30 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about countries, sports and animals. b. Content - Game: Who is faster? c. Expected outcomes - Pupils can remember and correctly say the words about countries, sports and animals. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Who is faster? - Tell pupils they are going to - Listen to the teacher’s Questions: look at the picture and choose instructions. 1. A: What’s your the correct answer a, b or c. favourite ____? - Divide the class into two -Work in two teams. B: It’s basketball. teams. - Play Rock, Paper, a. food - Have one pupil from each Scissors to find the team b. animal team play Rock, Paper, which plays the game c. sport Scissors to find the team which first. 2. A: What’s your plays the game first. - Look at the picture and favourite animal? - Have each team look at the choose the correct B: It’s ____. picture and choose the correct answer a, b or c to fill in a. cat answer a, b or c to fill in the the blank. b. a cat
2. blank. c. cats - If they choose the correct 3. A: What’s your answer, they get points for their favourite colour? team. The team with more B: ____ red. points is the winner. - Read the questions and a. It - Have pairs of pupils read the answers aloud. b. A questions and answers aloud. c. It’s 4. A: My favourite food is hamburger. Do you like hamburger, too? B: No, I ____. a. don’t b. do c. am *Key: 1. c, 2. b, 3. c, 4. a e. Assessment - Performance products: Pupils’ answers and interactions - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly pronounce the two-syllable words with the stress on the first syllable as ‘dolphin and ‘tennis in isolation and in the sentences I like ‘dolphins. and He plays ‘tennis on Sundays. with the correct pronunciation and intonation. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly pronounce the two-syllable words with the stress on the first syllable as ‘dolphin and ‘tennis in isolation, and in the sentences I like ‘dolphins. and He plays ‘tennis on Sundays. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 12) Step 1: Draw pupils’ attention - Pupils point to the word - The word dolphin and to the word ‘dolphin and the and sentence while the sentence I like sentence I like dolphins. Play listening. Pupils listen to ‘dolphins. the recording and encourage the teacher’s explanation. - The word ‘tennis and them to point to the word and the sentence He plays sentence while listening. ‘tennis on Sundays. Explain to pupils what word stress is, in Vietnamese if necessary (word stress is the emphasis that you put on a syllable by saying it more loudly). Tell them that we use the stress mark (‘) to indicate word stress. - Pupils listen to the Step 2: Play the recording recording again and again and encourage pupils to repeat.
3. listen and repeat. Do this a few times until pupils feel confident. Correct their pronunciation where necessary and praise them when their pronunciation is good. - Pupils follow the Step 3: Repeat Steps 1 and 2 teacher’s instructions. for the second line. - Pupils work in pairs or Step 4: Let pupils work in groups to say the words pairs or groups to say the and read the sentences. words ‘dolphin and ‘tennis, and Pupils listen to the read the sentences I like recording and say the ‘dolphins. and He plays ‘tennis language in front of the on Sundays. Invite a few pupils class. to listen to the recording and say the language in front of the class. If they perform well, praise them. e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two words. b. Content Activity 2. Circle, listen and check. c. Expected outcomes - Pupils can circle the words with the stress on the first syllable. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Circle, listen and check. (Track 13) Step 1: Draw pupils’ attention - Pupils pay attention to Three sets of two- to the three sets or two-syllable the three sets or two- syllable words, each set words. Explain what pupils syllable words. Pupils contains one word with have to do. Check listen to the teacher’s the stress on the first comprehension. explanation. syllable Step 2: Tell pupils to look at - Pupils look at three Audio script: three words in the first line, words in the first line, 1. a. dolphin b. giraffe read them aloud and circle the read them aloud and c. behind word that has the stress on the circle the word that has 2. a. Japan b. July first syllable. Then play the the stress on the first c. England recording for pupils to listen syllable. Then pupils 3. a. tennis b. hello and check their answer. listen to the recording c. goodbye and check their answer. *Key: 1. a, 2. c, 3. a Step 3: Repeat Step 2 for the - Pupils follow the second and third lines. teacher’s instructions. Step 4: Tell pupils to swap - Pupils swap books with
4. books with a partner, then a partner, then check the check the answers as a class. answers as a class. Pupils Write the correct answers on listen to the recording the board. Play the recording again and check their again for pupils to listen and answers again. check their answers again. Extension: Invite one or two - Pupils stand up, listen pupils to stand up, listen to and to and repeat the words. repeat the words. For a more Pupils find out two- able class, have pupils find out syllable words with the two-syllable words with the stress on the first stress on the first syllable. syllable. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To say the chant with the correct pronunciation, word stress and rhythm. b. Content - Activity 3. Let’s chant. c. Expected outcomes - Pupils can say the chant with the correct pronunciation, word stress and rhythm. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s chant. (Track 14) Step 1: Draw pupils’ attention - Pupils pay attention to Picture cues: to the lyrics of the chant. the lyrics of the chant. a girl playing football Check comprehension. a boy holding a dolphin Step 2: Play the recording all - Pupils listen all the way stuffed animal the way through. Encourage through carefully to the The lyrics and recording pupils to listen carefully to the rhythm and of the chant rhythm and pronunciation. pronunciation. Draw pupils’ attention to two- syllable words with the stress on the first syllable in the chant, e.g. pandas, dolphins, tennis and football, and the sentences containing those words. - Pupils listen to the Step 3: Play the recording, line recording, line by line, by line, for pupils to listen and and repeat. repeat. Correct their pronunciation, if necessary. - Pupils listen to the Step 4: Play the recording all recording all the way the way through for pupils to through and chant along. chant along. Encourage them to Pupils clap while clap while chanting. chanting. Extension: Have pupils write - Pupils write their own
5. their own chants by replacing chants by replacing the the animal and sports in the animal and sports in the chant and using their favourite chant and using their ones. Ask pupils practise the favourite ones. Pupils new chants. practise the new chants. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Jumping (ppt) - Stick the flash cards (football, table tennis, Japan, England, dolphin, giraffe) on the board. - Tell pupils they are going to play the game “Jumping”. If the teacher reads a word that is the same as a flash card on the board, pupils jump. If it is not, they keep still. For example, if the word “England” is the same as the flash card “the flag of England”, pupils jump. If it isn’t, they keep still. Ask them to say the word on the flash card. - Ask pupils to stand at their desks. - Hold up a flash card from the vocabulary set and say a word. Have pupils play the game. - Afterwards, raise all the flash cards for pupils to say the words. * Option 2: Game: Put the sentences in the correct order - Tell pupils they are going to rearrange the given sentences to make a conversation. - Ask the pupils to work in four groups. - Give each group a different set of sentences and ask them to make a meaningful conversation. + Suggested conversation: Nam: Do you like pandas? Mai: No, I don’t. Nam: What’s your favourite animal? Mai: It’s a dolphin. - Give them enough time to do the task. - Invite each group to present their conversation. Have the class vote the best presentation. Praise the winner. Week: 03 Period: 10 UNIT 1: ALL ABOUT ME! Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read two paragraphs and circle the correct options. - make Questions & Answers about personal information and favourite things. - revise the target language by making a poster and presenting it to the class. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks.
6. - Self-control & independent learning: perform reading and writing tasks. 3. Attributes - Show their love and interest in sports, colours, animals and food. II. MATERIALS - Pupil’s book: Page 15 - Audio Track 14 - Teacher’s guide: Pages 31, 32 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the chant of Unit 1. b. Content - Chant and do actions. c. Expected outcomes - Pupils can say the chant with the correct rhythm and pronunciation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Chant and do actions. (Track 14) - Play the recording for pupils - Listen to the chant. The lyrics and recording to listen. of the chant - Play the recording again for - Listen to the chant pupils to listen and chant along. again and chant along. Encourage them to clap or do Clap or do the actions the actions while chanting. while chanting. - Call two or more groups to take turns listening to and repeating the chant, while the - Take turns listening to rest of the class claps or do the and repeating the chant, actions. while the rest of the class - Praise pupils if they perform claps or do the actions. well. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read two paragraphs and circle the correct options. b. Content - Activity 4. Read and circle. c. Expected outcomes - Pupils can read the paragraphs and circle the correct answers d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and circle. Step 1: Draw pupils’ attention - Pupils pay attention to - Two paragraphs about
7. to the two paragraphs and read the two paragraphs and Tom and Lan them as a class. Check read them as a class. - Four incomplete comprehension. sentences, each with Step 2: Draw pupils’ attention three answer options to the incomplete sentences and - Pupils look at the *Key: 1. b, 2. c, 3. b, 4. a answer options. Explain what incomplete sentences and pupils have to do. Have them answer options. Pupils pay attention to the sentences read the text again and about personal information of circle the correct Tom and Lan. Have pupils read answers. the text again and circle the correct answers. Step 3: Tell pupils to swap - Pupils swap books with books with a partner, then a partner, then check check answers as a class. Write answers as a class. the correct answers on the board. - Pupils look at the board Step 4: Get pupils to look at and check their answers the board and check their again. answers again. If time allows, ask them to read the paragraph aloud in front of the class. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To complete a paragraph with pupils’ personal information and favourite things. b. Content Activity 5. Let’s write. c. Expected outcomes - Pupils can complete a paragraph with pupils’ personal information and favourite things. d. Organisation TEACHER’S PUPILS’ ACTIVITIES CONTENT ACTIVITIES Activity 5. Let’s write. Step 1: Tell pupils the goal - Pupils listen to the A gapped paragraph of this activity: they are teacher’s explanation. about personal information. going to look at the gapped paragraph and complete it using their own information. Check comprehension. - Pupils read the sentence as Step 2: Write the sentence a class and identify the
8. with the first gap on the information needed to board: My name is ____. complete. Pupils complete Read the sentence as a the sentence. Then read the class. When you reach the sentence as a class. gap, ask pupils to identify the information needed to complete the gap (their names) and encourage pupils to say the whole sentence (e.g. My name is Nam.). Give pupils time to complete the sentence. Read the sentence as a class. - Pupils complete the other Step 3: Repeat Step 2 for sentences. the other sentences. - A few pupils read the sentences they have Step 4: If time allows, completed in front of the invite a few pupils to read class. the sentences they have completed in front of the class. Have the class observe and praise their work. e. Assessment - Performance products: Pupil’s answer - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To revise the target language by making a poster about favourite things and presenting it to the class. b. Content - Activity 6. Project. c. Expected outcomes - Pupils can revise the target language by making posters about favourite things and presenting them to the class. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project Step 1: Tell pupils the goal of - Pupils listen to the A picture of a boy this activity. Explain that they teacher’s explanation. holding a poster and are going to show posters that saying My favourite they have made at home and colour is red. tell the class about their
9. favourite things. - Pupils work in groups Step 2: Have pupils work in of five. Pupils show his / groups of five. Each pupil her poster that he / she shows his / her poster that he / has made at home and she has made at home and tells tells the group about their the group about their favourite favourite things. things, e.g. My favourite sport is chess. My favourite food is chicken. Go around the class and offer help if necessary (e.g. when pupils need some more vocabulary to talk about - Pupils show their work favourite things). and talk about their Step 3: Invite some pupils to favourite things in front show their work and talk about of the class. Pupils stick their favourite things in front of their posters on the wall the class. Have pupils stick (or board) as a display. their posters on the wall (or board) as a display. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: I’m a presenter - Have pupils work in groups of four. - Have one pupil from each group tell the others about his/ her personal information and favourite things. Ask their friends to check their pronunciation. - Call some volunteers to perform in front of the class. e.g. Hi, I’m Minh. I’m in Class 5A. I live in the countryside. My favourite sport is football. My favourite food is fish. - Praise pupils if they perform well. * Option 2: Game: Number race (ppt) - Divide the class into two groups. In turns, each group chooses five pupils to play the game. - Give each pupil in one group a number so that each group has equal numbers. - Ask the questions, e.g. What’s your favourite animal?, and allow time for pupils to think. Then call out a number, have pupils with that number from each group stand up and say the answers, e.g. It’s a monkey. Pupils are not allowed to give the same answers as their friends. Praise and give points for the groups. - The group with more points wins the game. Week: 03 Period: 11 UNIT 2: OUR HOMES Lesson 1 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills
10. - use the words building, flat, house, tower and the numbers 23, 38, 93, and 116 in relation to the topic “Our homes”; - correctly say the words and use Do you live in this / that? – Yes, I do. / No, I don’t. to ask and answer questions about someone’s home; - use Do you live in ____? – Yes, / No, ____. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about personal information correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their pride in their personal information and where they live. II. MATERIALS - Pupil’s book: Page 16 - Audio tracks 15, 16 - Teacher’s guide: Pages 33, 34, 35 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the previous lesson by playing a game. b. Content - Game: Collect the letters. c. Expected outcomes - Pupils can correctly say and spell some words they have previously learned. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Collect the letters. - - Greet the class. Ask pupils - Pupils play the game. - Vocabulary: to look at the pictures and - Pupils look at the street, road, village, city guess the words (street, road, pictures to find the word. village, city). When pupils say and and If students can correctly say spell the word correctly, and spell the word, they get a they get a letter. After letter. After guessing all of the guessing all of the words, they look at the letters, words, they look at the letters, unscramble to find out unscramble to find out the key the key word. word of the lesson. - Get pupils to open their - Pupils open their books at page 16 and look at books. Unit 2, Lesson 1, Activity 1. - Pupils listen and Write the title Our homes on repeat the title.
11. the board and read it for the class to repeat a few times. Tell pupils what they will learn in this lesson. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on greetings, and asking and answering questions about someone’s home. 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 greetings, and asking and answering questions about someone’s home. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 15) Step 1: Ask pupils to look at - Pupils look at Pictures a – Context a: Pictures a and b, identify the and b and identify the Ben and Mai meeting in characters and say what they characters in the pictures. front of Sunset Building can see in the pictures. Ben: Hello, Mai. Nice to Step 2: Have pupils look at - Pupils look at Picture a see you again. Picture a and say what the and identify what the Mai: Hi, Ben. Nice to see characters are talking about. characters are talking you, too. Pupils can use Vietnamese about. – Context b: where necessary, then repeat in Ben and Mai meeting in English after the teacher. front of Sunset Building Step 3: Play the recording and - Pupils listen to the Ben: Do you live in this encourage pupils to point at the recording. building? characters while listening. Mai: Yes, I do. I live in Step 4: Play the recording - Pupils listen to the that flat. again, sentence by sentence, for recording again, sentence pupils to listen and repeat by sentence, and repeat. individually and in chorus. individually and in Correct their pronunciation chorus. Pupils do the where necessary. Repeat the same with picture b. same procedure with Picture b. Step 5: Draw their attention to - Pupils pay attention to the question Do you live in this the question and the building? and the answers Yes, answer. Pupils listen to I do. I live in that flat. Tell the teacher’s explanation. pupils that the question and answer are used to ask and answer about someone’s home. Extension: Invite a few pairs - Pairs of pupils stand up
12. of pupils to stand up at their or come to the front of places, listen to and repeat the the classroom to listen to Exchanges a and b. and repeat the sentences in the recording. 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 Do you live in this / that ? – Yes, I do. / No, I don’t. to ask and answer questions about someone’s home. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words and use Do you live in this / that ? – Yes, I do. / No, I don’t. to ask and answer questions about someone’s home. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 6) Step 1: Have pupils look at - Pupils look at the – Picture and word cues: Pictures a, b, c and d, say what pictures and elicit the a. a finger pointing to a they can see in the pictures. personal information of nearby house and the Point at each picture / word for each character. words house / yes pupils to look at and say the underneath word and its meaning. Explain that tower is another word b. a finger pointing to a referring to a tall building in nearby flat and the words this context. - Pupils point at Picture flat / no underneath Step 2: Play the first part of the a, listen to the recording c. a finger pointing to a recording for pupils to listen to and repeat the word. building far away and the and repeat the words under the Pupils follow the words building / yes pictures in chorus and teacher’s instructions underneath individually until they feel with the other three confident. Use the flash cards pictures. Pupils repeat the d. a finger pointing to a for the class to practise words a few times. tower far away and the speaking. - Pupils listen and repeat words tower / no Step 3: Draw pupils’ attention after the recording. underneath to the speech bubbles and elicit Pupils look at Picture a – Speech bubbles: the missing words in the and listen and repeat after answer by pointing at Picture a. the recording. Pupils Do you live in this / that? Play the second part of the follow the teacher’s – Yes, I do. / No, I don’t. recording for pupils to listen to instructions with the Audio script: and repeat the sentences in both other three pictures. a. house / yes bubbles a few times. Repeat the b. flat / no same procedure with Pictures - Pupils work in pairs to c. building / yes b, c, and d. practise asking and d. tower / no Step 4: Let pupils practise answering the question, asking and answering using speech bubbles and a. A: Do you live in this
13. questions in pairs. Go around Pictures a, b, c and d. house? the classroom to offer help - Pairs of pupils point at B: Yes, I do. where necessary. the pictures and say the Step 5: Invite a few pairs to questions & answers in b. A: Do you live in this stand up and point at each front of the class. flat? picture in their books to ask B: No, I don’t. and answer the questions. c. A: Do you live in that Extension: Invite a few pairs building? of pupils to the front of the B: Yes, I do. class to ask and answer questions about their homes. d. A: Do you live in that tower? B: No, I don’t. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use Do you live in this / that ___? – Yes, I do. / No, I don’t. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes Pupils can use Do you live in this / that ___? – Yes, I do. / No, I don’t. 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 the – Picture cue: Types of to the picture. Ask questions to picture and identify the homes: a tower and a revise the relevant words (see character’s information house Input). in the picture. Step 2: Elicit pupils’ answers – Speech bubbles: to the questions and write them - Pupils look at the Do you live in _____? on the board. Get pupils to say bubbles to understand - Yes, / No, ____. the completed sentences. how the sentence pattern Step 3: Put pupils into pairs to is used. ask and answer questions about - Pupils role-play to each home type in the practise asking the illustration. Go around the questions and giving classroom to offer support their answers in pairs, where necessary. using the picture cue. Step 4: Invite a few pairs to the - Pairs of pupils practise front of the classroom. They asking and answering can use the pictures in relation questions in front of the to this section to ask and class. answer questions about their homes. Suggested answer: a. A: (points at King Tower)
14. Do you live in this tower? B: No, I don’t. I live in a house in the countryside. b. A: (points at the house) Do you live in that house? B: Yes, I do. It’s my house. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Preparation for the project: Tell pupils about the project on page 21. Ask them to prepare for it at home by doing a survey. They can use the questions they have learnt in Lesson 1 and later in Lesson 2 to ask five or six classmates about their homes and addresses. Then, they will report the results of their surveys to the class, using a chart, at the Project time. * Option 1: Game: Lucky Letter (ppt) - Divide the class into 2 teams. - Each team takes turns to choose a letter, then asks and answers using the clues shown on the screen and gets points for their teams. * Option 2: Game: Pass the teddy bears - Give two different colored teddy bears to two pupils, a black teddy bear (ask the question) and a white teddy bear (answer the question). - Ask pupils to listen to music and pass the teddy bears. - Stop music suddenly. Have the pupil with a black teddy bear make a question. Have the pupil with a white teddy bear answer the question. e.g. Pupil A: Do you live in this house? Pupil B: Yes, I do. - Repeat the game several times. Week: 03 Period: 12 UNIT 2: OUR HOMES Lesson 1(4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand four communicative contexts in which speakers ask and answer questions about their homes and number the pictures; - complete four gapped exchanges with the help of picture cues; - reinforce understanding of the words and sentences related to the topic “Our homes” by playing Guessing game. 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 their personal home and address.
15. II. MATERIALS - Pupil’s book: Page 17 - Audio track 17 - Teacher’s guide: Pages 36, 37 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - use the words building, flat, house, tower in relation to the topic “Our homes” - revise the sentence structures Do you live in this / that ? – Yes, I do. / No, I don’t. to ask and answer questions about someone’s homes. b. Content - Game: Slap the board c. Expected outcomes - Pupils can correctly say the sentence structures Do you live in this / that ? – Yes, I do. / No, I don’t. to ask and answer questions about someone’s homes. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Slap the board - Ask pupils if they remember - Pupils say the words Sentence structures: the words and sentence and sentence structures. Do you live in this / that structures to ask and answer ? questions about someone’s – Yes, I do. / No, I don’t. homes. - Pupils look at the - Show the questions and questions, read and slap answer choices on the screen. the correct answers. - If the screen is not big - Pupils continue playing enough, teachers write A, B, C the game. on the board. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand four communicative contexts in which speakers ask and answer questions about their homes 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 speakers ask and answer questions about their homes and number the pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and number. (Track 17) Step 1: Draw pupils’ attention - Pupils look at the Picture cues: to the pictures and ask pictures.
16. questions to elicit the home in - Pupils follow the a. Sunset Building the pictures, for example, What teacher’s instructions. b. King Tower can you see in this picture? Is c. a two-floor private house it a house? Is it a tower? d. Hoa Binh Building Audio script: 1. A: Do you live in this Step 2: Play the recording all - Pupils listen to the flat? the way through. Then play it recording and do the B: No, I don’t. I live in again for pupils to listen and task. that house. number the pictures. 2. A: Do you live in this Step 3: Get pupils to swap building? books with a partner and check - Pupils swap books with their answers before checking their partner, then check B: Yes, I do. I live in that as a class. Correct the answers answers as a class. flat. where necessary. 3. A: Do you live in King Extension: If time allows, play Tower? the recording, sentence by - Pupils listen to the B: Yes, I do. sentence, for pupils to listen recording, sentence by and repeat individually and in sentence, and repeat 4. A: Do you live in this chorus. Correct their individually and in building? pronunciation where necessary. chorus. B: No, I don’t. I live in Sunset Building. * Key: 1. c 2. d 3. b 4. a e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To read and 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 Exchange 1 as - Pupils look at the Four picture cues and an example. Have pupils read pictures and identify four gapped exchanges to the question and answer, and personal information of complete guess the missing word in the the character in each * Key: question. Draw their attention picture. Pupils pay 1. this to the picture, and explain that attention to the hand 2. that pupils should pay attention to pointing at the house. 3. flat the hand pointing at the house - Pupils look at the four 4. building; don’t to decide the missing word to incomplete exchanges. fill in the gap (this). For Pupils read the question
17. Exchanges 3 and 4, point at and answer and guess the each picture in focus to elicit missing word. the words flat and building. - Pupils follow the Step 2: Give pupils time to do teacher demonstrating the task independently. Go the Exchange 1. around the classroom to offer - Pupils complete the help where necessary. exchanges individually. Step 3: Get pupils to swap - Pupils swap books with books with a partner to check a partner and check their their answers before checking answers before checking as a class. Invite a pupil to as a class. write the answers on the board. Extension: Invite four pairs of - Pairs of pupils read the pupils to act out the four completed exchanges completed exchanges in front aloud. of the class. Correct their pronunciation where necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To play a guessing game to reinforce the words and sentences related to the topic Our homes. b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can play a guessing game to reinforce the words and sentences related to the topic Our homes. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Draw pupils’ attention - Pupils pay attention to - On the left of the to the game input on the board. the game input on the illustration are pupils in Introduce and explain how to board. Group A. A girl is play the game: The class is - Pupils work into groups asking her counterpart divided into groups A and B. A and B. Each member in Group A and - Pupils follow the in Group B: Do you live B writes a question to guess the teacher’s instructions. ___? home type that his / her - On the right of counterpart in the other group illustration are the lives in. Their work should be players in Group B. A written on paper slips and girl is answering her handed to the teacher when the counterpart: No, I don’t. time limit is over. After that, the teacher invites two groups - A female teacher is at random to interact using the standing by Group B
18. questions and answers. with a paper sheet in her Step 2: Give pupils a time limit - Pupils prepare for the hand to check what has for the class to prepare for the game. been written. game and go around the class to offer help where necessary. Step 3: When the time is over, - Pupils play the game. nominate a pair from different - Pupils cheer up groups to check their whenever the guess is interaction. Have the correct. counterpart group stand up at their places, make the guesses, and encourage the rest of pupils to cheer up whenever the guess is correct. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Zootopia (ppt) - Divide the class into 2 teams. - Tell pupils that they will explore Zootopia and catch 3 criminals: Bellwether (escaped prison), Finnick (robbed a bank), Flash (stole a car). - Ask pupils to choose a number and answer the question to help find the criminals. If their answer is correct, they can get points. - The teams with the most points will be the winner. - Teacher cheers up pupils when they answer all the questions that help catch all the wanted criminals. * Option 2: Game: Roll the dice - Divide the class into groups of six. Have each pupil count the numbers from one to six. - Ask a pupil from each group to roll the dice to choose a pupil asking the question. - Ask that pupil to put up a picture and ask the question and invite another pupil of the group to answer the question about their homes. e.g. Pupil A: Do you live in this house? Pupil B: Yes, I do. - The pupil who answers the correct answers will continue rolling the dice.