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

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

1. Week: 05 Date of planning: 06/10/2024 Period: 17 Date of teaching: 07/10 – 11/10 UNIT 3: MY FOREIGN FRIENDS 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 in which characters ask and answer questions about someone’s nationality. - correctly say the words for nationalities and use What nationality is he / she? - He’s / She’s _____. to ask and answer questions about someone’s nationality. - enhance the correct use of What nationality is he / she? - _____. to ask and answer questions about someone’s nationality in a freer context. - use the words nationality, Australian, Malaysian, American, Japanese in relation to the topic “My foreign friends”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone’s nationality correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. 3. Attributes - Show their pride in where they come from and great respect for where someone comes from by asking and answering about nationality. II. MATERIALS - Pupil’s book: Page 22 - Audio tracks 25, 26 - Teacher’s guide: Pages 44, 45, 46 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the vocabulary about different countries that pupils have learnt in Tieng Anh 4. b. Content - Game: Slow reveal c. Expected outcomes - Pupils can say the names of the countries correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Slow reveal! - Tell the class they are going to - Pupils listen to the Flags (Britain, Viet Nam, play a vocabulary game to teacher’s instructions. America, Australia, Japan, activate the names of some Singapore, Malaysia, countries that they have learnt in Thailand,) Tieng Anh 4. - Pupils look at the pictures - Prepare the pictures about facing down on the board. countries. Stick the pictures facing down on the board. - Pupils follow the teacher - Model the first picture, e.g. Viet demonstrating the activity.
2. Nam. Put a picture on the board - Pupils observe the picture, and cover it with a piece of paper. little by little. - Very slowly move the paper to - Pupils say the name of the reveal the picture, little by little. country - Ask Which country is this?. Ask pupils to guess the name of the - Pupils come to the front country, e.g. This is Viet Nam. to choose the next picture. - The first pupil to guess correctly comes to the front to choose the next picture. - Continue the game until all of the words of the countries are said. e. Assessment - Performance products: Pupils’ answers 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 in which characters ask and answer questions about someone’s nationality. 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 someone’s nationality. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 25) Step 1: Ask pupils to look at - Pupils look at Pictures a - Contexts: Pictures a and b and identify the and b and identify the a. Minh and mum in the characters and say what they can characters and say what kitchen, talking Minh’s see in the pictures. they can see in the pictures. new friend Step 2: Have pupils look at - Pupils look at Picture a b. Dad joining the Picture a and b and guess what and b and guess what the conversation, asking about the characters are talking about. characters are talking the nationality of Minh’s Pupils can use Vietnamese, then about. Pupils can use new friend repeat their responses in English. Vietnamese, then repeat - Speech bubbles: their responses in English. a. Minh: Mum, I have a Step 3: Play the recording and - Pupils listen to the new foreign friend. encourage pupils to point at the recording to point at the Mum: Do you? Where’s he characters while listening. characters while listening. from? Step 4: Play the recording again, - Pupils listen to the Minh: He’s from Australia. sentence by sentence, for pupils to recording again, sentence b. Dad: What nationality is listen, point to the sentences and by sentence, for pupils to he? repeat. Correct their pronunciation listen, point to the Minh: He’s Australian. where necessary. sentences and repeat. Step 5: Draw pupils’ attention to - Pupils pay attention to the the question What nationality is question and the answer. he? and the answer He’s Pupils listen to the Australian. Explain that they are teacher’s explanation. used to talk about someone’s nationality.
3. 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 nationalities and use What nationality is he / she? - He’s / She’s _____. to ask and answer questions about someone’s nationality. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words for nationalities and use What nationality is he / she? - He’s / She’s _____. to ask and answer questions about someone’s nationality. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 26) Step 1: Have pupils look at the - Pupils look at the - Picture cues: pictures, say what they can see in pictures, say what they can a. Ben, Australian flag, a the pictures and identify the see in the pictures and kangaroo and the word countries. Explain the word under identify the countries. Australian underneath each picture is not the name of the b. a girl, Malaysian flag, country, but it is the nationality. Petronas Twin tower and Step 2: Play the first part of the - Pupils listen to the first the word Malaysian recording for pupils to listen and part of the recording and underneath repeat the words under the repeat the words under the c. Mary, American flag, the pictures in chorus and pictures in chorus and Statue of Liberty and the individually until they feel individually until they feel word American underneath confident. Use the flash cards for confident. d. a girl, Japanese flag, Australian, Malaysian, American Sakura blossoms and the and Japanese to practise the word Japanese underneath words. - Pupils point at Picture a. - Speech bubbles: Step 3: Have pupils point at Pupils listen to the next part What nationality is he / Picture a. Draw pupils’ attention of the recording a few she? - He’s / She’s _____. to the speech bubbles and elicit times and repeat the Audio script: the missing words (What sentences in both bubbles. a. Australian nationality is he? - He’s - Pupils follow the b. Malaysian Australian.) Play the next part of teacher’s instructions. c. American the recording a few times for - Pupils practise asking and d. Japanese pupils to repeat the sentences in answering questions in a. both bubbles. pairs. A: What nationality is he? Step 4: Repeat Step 3 with B: He’s Australian. Pictures b, c, and d. Then let b. pupils practise asking and A: What nationality is she? answering questions in pairs. Go B: She’s Malaysian. around the classroom to offer help c. if necessary. - Pairs of pupils point at the A: What nationality is she? Step 5: Invite a few pairs to point pictures and ask and B: She’s American. at the pictures and ask and answer answer questions about d. questions about someone’s someone’s nationality. A: What nationality is she? nationality. B: She’s Japanese. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers
4. 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To enhance the correct use of What nationality is he / she? - _____. to ask and answer questions about someone’s nationality in freer contexts. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can enhance the correct use of What nationality is he / she? - _____. to ask and answer questions about someone’s nationality in freer contexts. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention to - Pupils look at the picture - Picture cue: Picture of the picture. Ask questions to help and identify the context. four characters at the them identify the context (see exhibition introducing their Input). countries. Step 2: Point at the first character - Pupils follow the teacher - Speech bubbles: and elicit the question in the first demonstrating the example. What nationality is he / speech bubble (e.g. What Pupils say the completed she? - _____. nationality is she?) and the sentences. Pupils follow the Suggested answer: answer in the second speech teacher’s instructions with What nationality is she? bubble (She’s Malaysian.) as an other pictures. - She’s Malaysian. example. Then write the sentences What nationality is he? on the board. Get pupils to say the - He’s Australian. completed sentences. Repeat the What nationality is she? same procedure with other - She’s American. pictures. What nationality is he? Step 3: Put pupils into pairs to ask - Pupils work in pairs to - He’s Japanese. and answer questions about the ask and answer questions nationality of each character in the about the nationality of picture. Go around and offer each character in the support where necessary. picture. Step 4: Invite a few pairs to the - Pairs of pupils come to front of the classroom to ask and the front of the classroom answer questions about someone’s to ask and answer questions nationality. about someone’s nationality. 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: Sentence Puzzle (ppt) - Divide the class into groups of four. - Give each group a sentence that is broken/cut into pieces. - Ask them to arrange them to make a complete sentence, then read it aloud. is What nationality he ? e.g. - The group who makes it first will be the winner. * Option 2: Game: Flashcard walk - Divide the class into four groups. - Place several word cards on the classroom floor. - Have pupils from each group come up the front.
5. - Play some music and have the pupils walk around the word cards. - Stop the music and say the name of one flashcard, e.g. he / Japanese. - Have the pupils pick up the correct word card and say a sentence using the word on the word card, e.g. He’s Japanese. - Give the first group to make a correct sentence at one point. - The group with the most points wins the game. * Preparation for the project: Tell pupils about the project on page 27. Ask them to spend time outside of the class searching for the names of at least five countries and their nationality adjectives. Then, make a poster to show the names of the countries and the nationalities they have found. They may add some information about the countries such as people, flags, maps. Next, each group gives a presentation to introduce the poster in class at Project time. Week: 05 Period: 18 UNIT 3: MY FOREIGN FRIENDS 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 someone’s nationality and tick the correct pictures. - circle correct words in four exchanges with the help of picture cues. - sing the song My friends with 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 tasks. 3. Attributes - Show their pride in where they come from and great respect for where someone comes from by asking and answering about nationality. II. MATERIALS - Pupil’s book: Page 23 - Audio tracks 27, 28 - Teacher’s guide: Pages 47, 48 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence structure What nationality is he / she? - He’s / She’s _____. to ask and answer questions about someone’s nationality. b. Content - Game: Lucky stars c. Expected outcomes - Pupils can correctly say the sentence structure What nationality is he / she? - He’s / She’s _____. to ask and answer questions about someone’s nationality.
6. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Lucky stars - Ask pupils if they remember the - Give the sentence - Sentence structures: previous sentence structures to structures about someone’s What nationality is he / ask and answer questions about nationality. she? - He’s / She’s _____. someone’s nationality. - Flags (Australia, - Write the question and answers - Look at the question and Malaysia, America, Japan) on the board. answers on the board. - Four stars (each star - Divide the class into two groups. - Work in two groups. Play contains a flag and a Have a pupil from each group one, two, three to find the picture of a boy or a girl.) play one, two, three to find the group going first. - Two stars (each star group going first. contains a lucky star.) - Have two pupils from each - Choose a colour star, look group choose a colour star, look at at the picture given and ask the picture given and ask and and answer the question answer the question about about someone’s someone’s nationality. nationality. - Ask the class to check their - Check their friends’ friends’ pronunciation. If they are pronunciation. correct, they will get points for their group. - Continue the game until all the - Continue playing the words are said. game. - The group with more points - Praise the winner. wins the game. Praise the winner. e. Assessment - Performance products: Pupils’ answers 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 someone’s nationality and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can listen to and understand two communicative contexts in which speakers ask and answer questions about someone’s nationality and tick the correct picture according to what they hear. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 27) Step 1: Draw pupils’ attention to - Pupils look at the pictures - Picture cues: the pictures and ask questions and answer the questions. 1a. a Japanese boy playing such as What nationality is she? Pupils look at the pictures football What’s he doing? to elicit the a, b and c to contrast. 1b. an American boy nationalities of the characters and playing football the activities they are doing in the 1c. an Australian boy pictures. Remind them to look at playing badminton the pictures a, b and c to contrast. 2a. a British girl standing For example, have pupils explain in front of Big Ben that the boy in picture a is playing 2b. an Australian girl
7. football. He’s Japanese. The boy standing in front of Sydney in picture b is playing football. Opera House He’s American. The boy in picture 2c. a Malaysian girl c is playing badminton. He’s standing in front of Australian. Petronas twin tower Step 2: Play the recording all the - Pupils listen to the - Audio script: way through. Then play the recording all the way 1. recording again for pupils to listen through. Then listen to the A: Look at Sam. and choose correct pictures that recording again and choose B: Who? Is he playing show the nationalities of the correct pictures that show football? characters mentioned in the the nationalities of the A: Yes, he is. conversations. characters mentioned in the A: What nationality is he? Step 3: Get pupils to swap books conversations. B: He’s Japanese. with a partner and check their - Pupils swap books with a 2. answers before checking as a partner and check their A: Is your new friend from class. Have pupils explain the answers before checking as Malaysia? answers by asking questions, for a class. pupils explain the B: No, she isn’t. example, What’s Sam doing? answers by answering A: What nationality is she? What nationality is he? questions. B: She’s Australian. Extension (For advanced level): - Pupils stand up when the * Key: 1. a 2. b Read conversation 1 aloud but information is different. A change specific information. For pupil corrects the example, Look at Sam? - Who? information. Is he playing basketball? Have pupils stand up when the information is different. Invite a pupil to correct the information. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To circle correct words in four exchanges with the help of picture cues. b. Content Activity 5. Read and circle. c. Expected outcomes - Pupils can circle correct options in the sentences and exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and circle. Step 1: Do sentences 1 together - Pupils follow the teacher - Picture cues as an example. Draw pupils’ demonstrating the example. a. a girl holding the flag of attention to the picture (A girl Pupils read the sentences. America holding the flag of America) and Pupils give the answer to b. a boy holding the flag of elicit the words such as America fill in the gap. Malaysia and American. Have pupils read c. a girl holding the flag of the sentences. Elicit the answer to Japan fill in the gap (America). d. a boy holding the flag of Step 2: Give pupils time to do the - Pupils do the task Australia task independently. Go around the independently. - Two pairs of sentences classroom to offer help where and two exchanges with necessary. options to circle
8. Step 3: Get pupils to swap books - Pupils swap books with a *Key: with a partner and check their partner and check their 1. America answers before checking as a answers before checking as 2. Malaysian class. Nominate some pupils to a class. Pupils write the 3. What; Japanese write the answers on the board. answers on the board. 4. is; Australian Check the answers. Ask questions Pupils explain why they to have pupils explain why they choose the options. choose the options. For example, for picture B, ask why do you choose Malaysian? - Because there’s a flag of Malaysia. Step 4: Invite four pairs of pupils - Four pairs of pupils act to act out the completed out the completed exchanges 3 and 4 in front of the exchanges 3 and 4 in front class. Correct their pronunciation of the 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 My friends with correct pronunciation, rhythm and melody. b. Content - Activity 6. Let’s sing. c. Expected outcomes - Pupils can sing the song My friends with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 28) Step 1: Draw pupils’ attention to - Pupils pay attention to the The lyrics and the the title and lyrics of the song. title and lyrics of the song. recording of the song My Encourage them to point at the Pupils point at the pictures friends pictures to say what they see. to say what they see. Step 2: Have pupils read and - Pupils read and listen to listen to the song, draw their the song, pay their attention attention to the pronunciation, to the pronunciation, rhythm and melody. rhythm and melody. Step 3: Play the recording again - Pupils listen to the and let them listen to and practise recording again and singing the song, line by line, practise singing the song, while doing actions or clapping line by line, while doing their hands when they hear the actions or clapping their keywords such as British, Britain, hands. land, see in the first verse and - Pupils listen to and sing Australian, Australia, land, see in the whole song while doing the second verse. actions or clapping their Step 4: Ask pupils to listen to and hands. sing the whole song while doing - Pupils come to the front actions or clapping their hands. of the class to sing the Go around the classroom and song. The class may sing offer help where necessary. along to reinforce the Step 5: Invite a few groups to the activity.
9. front of the class to sing the song. The class may sing along to reinforce the activity. 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: Yes or No? (ppt) - Divide the class into two groups. - Have a pupil from Group A stand in front of the class facing away from the board. - Stick a flashcard (a boy or a girl and his/ her country) on the board. - Call another pupil to ask a question to find out his/ her nationality. - Have the pupil from Group A try to guess the answer. The pupil has three guesses before the other pupils tell them the answer. e.g. Is he/ she Japanese? Is he/ she Malaysian? Is he/ she American? - Have pupils from each group take turns playing the game. - The pupil getting a correct answer will get points for their group. - The group with more points wins the game. Praise the winner. * Option 2: Game: Circle the words - Divide the class into groups of three. - Have each group take out one paper and two pens with different colours. - Ask one pupil to write down the eight words of countries and nationality in random order then give it to his/ her friends. - When he/ she calls out one word (e.g. Japanese), the other two pupils try to circle that word as fast as possible. - The pupil who circles more words wins. - Have some groups demonstrate the activity in front of the class. Praise the winner. Week: 05 Period: 19 UNIT 3: MY FOREIGN FRIENDS 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 someone’s personality. - correctly say the words and use What’s he / she like? - He’s / She’s ____. to ask and answer questions about someone’s personality. - enhance the correct use of What’s he / she like? - _____. to ask and answer questions about someone’s personality in freer contexts. - use the words friendly, helpful, clever, active in relation to the topic “My foreign friends”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone’s personality correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks.
10. 3. Attributes - Raise their awareness of good personality. II. MATERIALS - Pupil’s book: Page 24 - Audio tracks 29, 30 - Teacher’s guide: Pages 49, 50, 51 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words and sentence structure What does he/ she look like? - He’s/ She’s _____. to ask and answer questions about someone’s appearance. b. Content - Game: Whack watermelons c. Expected outcomes - Pupils can correctly say the words and sentence structure What does he/ she look like? - He’s/ She’s _____. to ask and answer questions about someone’s appearance. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Watermelon whacking - Ask pupils to give the sentence - Give the sentence - Sentence structures: structures about someone’s structures about someone’s What does he/ she look appearance. Write the sentence appearance. like? - He’s/ She’s _____. structure on the board. - Pictures (tall, short, slim, - Tell pupils that they are going to - Listen to the teacher’s big, long hair, big eyes, a choose watermelons, then look at explanation. round face, short hair) the pictures and ask and answer - Watermelons with points the questions about someone’s (5, 5, 10, 10, 15, 15, 20, 20 appearance. points) - Divide the class into two groups. - Work in two groups. - Have two pupils from each - Take turns to play the group take turns to play the game. game. - If they ask and answer the questions correctly, they can whack a watermelon to get points for their groups. - The group with more points - Praise the winner. wins the game. Praise the winner. 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 in which characters ask and answer questions about someone’s personality. 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 someone’s personality.
11. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 29) Step 1: Ask pupils to look at - Pupils look at Pictures a - Contexts: Pictures a and b, identify the and b, identify the a. Linh and Nam talking characters and predict what Lily’s characters and predict what about a new friend in their nationality is. Lily’s nationality is. class. Step 2: Play the recording for - Pupils listen to the b. Nam asking about the them to listen and check the recording and check the new friend’s personality. prediction. prediction. - Speech bubbles: Step 3: Play the recording again, - Pupils listen to the a. Linh: There’s a new encourage pupils to point at the recording again, point at pupil in our class. Her characters while listening. the characters while name’s Lily. Step 4: Play the recording again, listening. Nam: What nationality sentence by sentence, for pupils to - Pupils listen to the is she? listen, point to the sentences and recording again, sentence Linh: She’s British. repeat. Correct their by sentence, point to the b. Nam: What’s she like? pronunciation where necessary. sentences and repeat. Linh: She’s friendly. Step 5: Draw pupils’ attention to - Pupils listen to the the question What’s she like? and teacher’s explanation. the answer She’s friendly. Explain that they are used to talk about someone’s personality. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words and use What’s he / she like? - He’s / She’s ____. to ask and answer questions about someone’s personality. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words and use What’s he / she like? - He’s / She’s ____. to ask and answer questions about someone’s personality. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 30) Step 1: Ask pupils to look at - Pupils look at Pictures a, - Picture cues: Pictures a, b, c, and d and b, c, and d and describe a. a friendly girl talking to describe what they can see in each what they can see in each her friends and the word picture. picture. friendly underneath - Pupils listen to the b. a helpful girl doing the Step 2: Play the recording for recording and repeat the dishes and the word helpful pupils to listen to and repeat the phrases in chorus and underneath phrases in chorus and individually individually. c. a clever boy reading and until they feel confident. Use the thinking of a new idea and flash cards for a friendly girl, a the word clever underneath helpful girl, a clever boy and an d. an active boy exercising active boy to practise the phrases. and the word active Step 3: Draw pupils’ attention to - Pupils listen to the underneath the speech bubbles and elicit the recording and repeat the - Speech bubbles:
12. missing words in the question and sentences in both bubbles a What’s he / she like? answer by pointing at Picture a. few times. Pupils follow - He’s / She’s ____. Play the recording for pupils to the teacher’s instructions. Audio script: listen to and repeat the sentences a. a friendly girl in both bubbles a few times. b. a helpful girl Repeat the same procedure with c. a clever boy Pictures b, c, and d. d. an active boy Step 4: Let pupils point at the - Pupils point at the a. A: What’s she like? pictures and say the sentences in pictures and say the B: She’s friendly. pairs. Go around the classroom to sentences in pairs. b. A: What’s she like? offer help where necessary. B: She’s helpful. Step 5: Invite a few pairs to act c. A: What’s he like? out the exchanges in front of the - Pairs of pupils act out the B: He’s clever. class. exchanges in front of the d. A: What’s he like? Extension: Have pupils brainstorm class. B: He’s active. some adjectives to describe - Pupils brainstorm some someone’s appearance that they adjectives to describe have learnt to contrast with the someone’s appearance that adjectives to describe someone’s they have learnt to contrast personality, for example, tall, slim, with the adjectives to and young. describe someone’s personality. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To enhance the correct use of What’s he / she like? - _____. to ask and answer questions about someone’s personality in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can enhance the correct use of What’s he / she like? - _____. to ask and answer questions about someone’s personality 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 - Picture cues: Pupils in a picture and elicit the personality and elicit the personality of class doing different of each character in the picture. each character in the activities that can tell their Remind pupils that What’s he / picture. personality. she like? and - ___. are used to - Speech bubbles: ask and answer questions about What’s he / she like? someone’s personality. - _____. Step 2: Give pupils time to work - Pupils work in pairs and Suggested answer: in pairs and take turns pointing take turns pointing and What’s he like? and asking and answering asking and answering - He’s helpful. questions about the personality of questions about the or each character in the picture. personality of each Look at him. He’s opening Remind them to look at the character in the picture. the door for the teacher. activities the characters do. He’s helpful. Step 3: Invite a few pairs to come - Pairs of pupils come to
13. to the front of the classroom and the front of the classroom act out the exchanges. 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: Whisper (ppt) - Divide the class into two groups. Have each group stand in a line. - Model the activity. Give the first pupil in each line a flash card. Explain that he/she must read the word (without saying it out loud!) and then whisper it to the next pupil in the line. The second pupil must then whisper it to the third, and so on. When the word reaches the last pupil in the line, he/she should call it out. The first group to call out a correct word wins. - Play the game. - Praise the winner. Give feedback. * Option 2: Game: Slap the board - Divide the class into two groups. Ask pupils to stand in two lines. - Stick the cards with words on the board. - Call out a word and have the first pupil from each group race to slap the correct card on the board and say it correctly. - The first pupil to slap the correct card wins a point for their group. - The group with the most points wins. Praise the winner. Week: 05 Period: 20 UNIT 3: MY FOREIGN FRIENDS 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 two communicative contexts in which pupils ask and answer questions about someone’s personality and number the pictures. - complete two gapped exchanges with the help of picture cues. - review the target vocabulary related to the topic “My foreign friends” by playing the game The longest sentence. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. 3. Attributes - Raise their awareness of good personality. II. MATERIALS - Pupil’s book: Page 25 - Audio track 31 - Teacher’s guide: Pages 51, 52 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about someone’s appearance and personality.
14. b. Content - Game: Crossword puzzle c. Expected outcomes - Pupils can correctly say the words about someone’s appearance and personality. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Crossword puzzle - Tell pupils that they are going to - Look at the pictures and Appearance and complete the crossword puzzle. say the words. personality words (friendly, - Have pupils work in two groups. - Work in two groups. helpful, clever, active, slim, Give each group a crossword tall, young) puzzle. - Follow the teacher’s Crossword puzzle: - Model with the first word, e.g. instructions. personality. - Look at the crossword - Ask two groups to look at the puzzle carefully, then crossword puzzle carefully, then complete the words in it. complete the words in it. - Do the task in two - Give pupils two minutes to do minutes. the task. Go around and give further support to the group who - Check the answers in the *Key: find it difficult to do the task. class. 0. personality 1. clever - Check the answers as the class. - Praise the winner. 2. round 3. slim 4. short - The group with more correct 5. friendly 6. active words wins the game. - Read all the words aloud. 7. helpful 8. big - Ask pupils to read all the words 9. tall 10. young aloud. 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 someone’s personality 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 someone’s personality and number the pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and number. (Track 31) Step 1: Draw pupils’ attention to - Pupils look at the pictures Picture cues: the pictures and ask questions to and give the personalities a. a friendly boy talking to elicit the personalities of the of the people in the his friends people in the pictures. Remind pictures. Pupils predict b. a helpful boy helping a them to look at the pictures to which picture is number 1. child contrast. Have pupils predict c. a clever boy thinking of which picture is number 1. a new idea Step 2: Play the recording of the - Pupils listen to the d. an active boy playing first dialogue for pupils to listen recording of the first badminton and check the prediction. Ask dialogue and check the Audio script: What picture, everyone? Is your prediction. Then listen to 1. A: What’s Tom like?
15. prediction correct? What’s Tom the recording again and B: He likes helping his like? - He’s very helpful. Why do check. friends. He’s very helpful. you choose picture b? - Because Look, he’s helping a kid the boy is helping a kid. Then over there. play the recording again for pupils 2. A: What’s your new to listen and check. friend like? Step 3: Play the recordings of - Pupils listen to the B: He’s a friendly boy. dialogues 2, 3 and 4, and have recordings of dialogues 2, 3 We like playing together. pupils number the pictures. and 4, and number the 3. A: What’s Alex like? pictures. B: Alex is an active boy. Step 4: Get pupils to swap their - Pupils swap their books He does many things. Now, books with a partner and check with a partner and check he’s playing badminton. their answers before checking as a their answers before 4. A: I have a new foreign class. Correct the answers if checking as a class. friend. needed. B: What’s he like? A: He’s a clever boy. He learns things quickly. *Key: 1. b 2. a 3. d 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 two gapped exchanges with the help of picture cues. b. Content Activity 5. Look, complete and read. 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. Look, complete and read. Step 1: Model the first gapped - Pupils follow the teacher - Two picture cues exchange as an example. Have demonstrating the example. - Two gapped exchanges to pupils read the dialogue and guess complete the missing words. Ask What * Key: 1. Malaysia nationality is a new friend? - He’s 2. helpful 3. American Malaysian. Where is he from? 4. like - He’s from Malaysia. Then draw pupils’ attention to the picture and elicit the words to fill in the gaps, for example, ask What’s the boy doing? - He’s helping the teacher. He’s carrying some notebooks for his teacher. What’s he like? - He’s helpful. Step 2: Give pupils a time limit to - Pupils complete the complete the gapped exchange 2 gapped exchange 2 independently. Go around the independently. classroom and help where necessary. Step 3: Get pupils to swap books - Pupils swap books with a with a partner and check their partner and check their
16. answers before checking as a answers before checking as class. Invite one pupil to write the a class. One pupil writes answers on the board. the answers on the board. Extension (For advanced level): - Pupils look at some true Make some true and false and false sentences about sentences about the conversations. the conversations and call For example, The new maths out True or False. teacher is from America (False), The new English teacher is friendly (True). Say a sentence and have pupils call out True or False. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To review the target vocabulary related to the topic My foreign friends by playing the game The longest sentence. b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can play the game The longest sentence 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 groups. An illustration of a class 10 groups. Give each group a Each group holds a piece of playing The longest piece of paper. paper. sentence Step 2: Write a word on the board - Pupils look at the word on The word, friendly, is on (e.g. friendly) and ask the groups the board and write a the board. to write a sentence using the word sentence using the word One group holding a within one minute. Remind the within one minute. Pupils sentence: Minh is friendly. groups to make the sentence as remember to make the Another group holding a long as possible. sentence as long as sentence: My sister is Step 3: After one minute, the possible. friendly. groups hold up the sentences and - Pupils say the sentences say them aloud. The group with aloud. the longest sentences wins. Step 4: Play the game with - Pupils continue playing another word. the game. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Whisper - Divide the class into two groups. - Ask pupils in each group to stand closely in a straight line. - Teacher says a sentence to the first pupil in each line, e.g. He’s clever. - Then, the first pupil whispers what she/ he hears to the second person in the line and so on until the last pupil.
17. - The last pupil will say the sentence out loud. If they say the sentence correctly, they will get points for their group. - The group with more points wins the game. * Option 2: Game: Spin the wheel! - Tell pupils they are going to ask and answer the question about their friends’ personality in a freer context. - Invite pairs of volunteers to the board. One pupil asks the question about his/ her friend, another one answers the question about him/ her. e.g. Pupil A: What’s he like? Pupil B: He’s active. - Have pairs of pupils continue practising with other friends. - Praise pupils if they perform well.