Giáo án Tiếng Anh 5 - Week 6 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 6 - Năm học 2024-2025

1. Week: 06 Date of planning: 12/10/2024 Period: 21 Date of teaching: 14/10 – 18/10 UNIT 3: MY FOREIGN FRIENDS Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly repeat with correct stress in the two syllable words, as in the words „active and „friendly, and in the sentences He‟s an active boy. and She‟s a friendly girl. - identify the word stress on the two syllable words and circle the word with a different stress pattern from the other two words. - 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 listening tasks. 3. Attributes - Raise their awareness of good personality. II. MATERIALS - Pupil‟s book: Page 26 - Audio tracks 32, 33, 34 - Teacher‟s guide: Pages 53, 54 - 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 structures about someone‟s personality. b. Content - Game: Find someone who is... c. Expected outcomes - Pupils can remember the words and sentence structures about someone‟s personality. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Find someone who is... - Tell pupils that they are to - Listen to the teacher‟s Worksheet walk around the classroom and explanation. find people who have the personality described on the sheet. - Hold the sheets. - Distribute the “Find Someone Who is ...” sheets. - Play the game until two - Play the game. Continue until or three pupils complete two or three pupils complete the worksheet. the worksheet. - Return to their seats. - Ask pupils to return to their - Check their pupils‟
2. seats. worksheet. - Check their pupils‟ worksheet. - Praise pupils if they do the activity well. e. Assessment - Performance products: Pupils‟ answers - Assessment tools: Observation; Answer keys 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly repeat with correct stress in the two syllable words, as in the words „active and „friendly, and in the sentences He‟s an active boy. and She‟s a friendly girl. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly say the words with the stress on the first syllable as in the words „active and „friendly, and in the sentences He‟s active. and She‟s friendly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 32) Step 1: Have pupils point at - Pupils point to the word The words „active and the word „active and the and sentence. Pupils „friendly the sentence sentence He‟s active. Play the listen to the recording of The sentences: He‟s recording of the word and the word and sentence „active. and She‟s sentence for them to listen and and repeat in chorus and „friendly repeat in chorus and individually. individually until they feel confident. Correct their pronunciation where necessary. Step 2: Invite a few pupils to - Pupils listen and repeat listen and repeat the stressed the stressed word and the word and the sentence in front sentence in front of the of the class. Praise good class. pronunciation. - Pupils follow the Step 3: Repeat Steps 1 and 2 teacher‟s instructions. for the word „friendly and the sentence She‟s friendly. Go - Pupils work in pairs or around the classroom and groups to say the words correct their pronunciation if and read the sentences necessary. until they feel confident. Step 4: Let pupils work in pairs or groups, say the words and read the sentences until they feel confident. e. Assessment - Performance products: Pupils‟ pronunciation - Assessment tools: Observation; Questions & Answers
3. 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To identify the word stress on the 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 identify the stress on the two syllable words. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Circle, listen and check. (Track 33) Step 1: Tell pupils the goal of - Pupils listen to the Two sentences, each with the activity. Explain that this is teacher‟s explanation. three answer options an „odd one out‟ activity. Pupils read three options Audio script: Pupils read three options and and circle the word 1. a. friendly b. fifteen circle the word which has a which has a different c. active different stress pattern from the stress pattern from the 2. a. sixteen b. eighteen other two words. other two words. c. clever Step 2: Give pupils a time limit - Pupils do the task 3. a. helpful b. about to do the task individually. individually. Pupils read c. nineteen Have them read the words and the words and odd out *Key: 1. c 2. c 3. a odd out the ones that have the the ones that have the stress different from the other stress different from the two. Then get pupils to swap other two. Then pupils books with a partner to check swap books with a their answers. partner to check their answers. Step 3: Play the recording and - Pupils listen to the have pupils listen and check the recording and check the options. Correct the answers options. where necessary. Step 4: Invite a few pupils to - Pupils read aloud the read aloud the words in front of words in front of the the class. Correct the word class. stress where necessary. 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.
4. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s chant. (Track 34) Step 1: Have pupils look at the - Pupils look at the - Two pictures: picture and state activity the picture and state activity The first picture showing characters do and the words to the characters do and the a girl playing basketball show their personality. words to show their with friends Step 2: Have pupils read the personality. The second picture first verse of the chant and - Pupils read the first showing a boy helping draw their attention to the verse of the chant and his dad stress of the words active and pay attention to the stress - The lyrics and the friendly as in words and in of the words active and recording of the chant sentences. Check friendly as in words and comprehension. in sentences. Step 3: Play the recording of the first verse for pupils to - Pupils listen to the listen. Play it again, line by recording of the first line, for pupils to listen and verse. Pupils listen to the repeat. Draw their attention to recording again, line by the rhythm, word stress and line, and repeat. Pupils pronunciation. Encourage them clap or do actions while to clap or do actions while chanting. chanting. Step 4: Repeat Steps 2 and 3 - Pupils follow the for the second verse of the teacher‟s instructions. chant. Draw pupils‟ attention to the words helpful and clever to practice the word stress as in words and in sentences. Step 5: Play the recording all - Pupils listen to the the way through for pupils to recording all the way chant and clap their hands. through to chant and clap Extension (For their hands. consolidation): Replace two - Pupils follow the adjectives in the chant with teacher‟s instructions and other adjectives which have the practice the new chant. stress on the first syllable for example, happy, busy, quiet, tidy, gentle. Have pupils practice the new chant. e. Assessment - Performance products: Pupils‟ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: A happy circle (ppt) - Write the question and answer on the board. - Explain that they are going to make a circle, then ask and answer the questions about their friends‟ personality.
5. - Put pupils in groups of six. - Model the game. Have two pupils of each group make a question and answer about their friends‟ personality. e.g. Pupil A: What‟s Mai (she) like? Pupil B: She‟s helpful. - Have the class play the game. - Invite one or two groups to perform in the front of the class. Praise pupils to encourage their performance. * Option 2: Game: Circle jump - Divide the class into groups. Have two groups make two lines to play the game. - Draw four large circles on the floor. - Place some word cards (active, friendly, clever, helpful) in each circle. - Call out a word, and a pupil from each group has to run and stand inside the corresponding circle as quickly as possible. - Ask pupils to say the word when standing in the circle. - The first pupil saying the correct word gets a point for their group. The group with more points wins the game. Week: 06 Period: 22 UNIT 3: MY FOREIGN FRIENDS Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read and show the understanding of the text by completing the table. - fill in the form with some information about a foreign friend. - work in groups, search and find the names of five countries and their nationality adjectives, use the information to make a poster and give a presentation. 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. - Raise their awareness of good personality. II. MATERIALS - Pupil‟s book: Page 27 - Teacher‟s guide: Pages 54, 55, 56 - 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 previous lesson by having pupils sing the song “My friends”.
6. b. Content - Let‟s sing. c. Expected outcomes - Pupils can correctly sing the song with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. (Track 29) - Spend a few minutes revising - Listen to the teacher‟s The lyrics and the the previous lesson by having instructions. recording of the song pupils sing the song on page “My friends” 23. - Listen and sing the - Play the song for pupils to song in chorus. listen and sing in the chorus. - Sing the song in chorus - Play the song again for pupils and clap hands to to sing in chorus and clap reinforce the activity. hands to reinforce the activity. - Perform the song in - Invite one pupil or a group to front of the class. perform the song in front of the class. e. Assessment - Performance products: Pupils‟ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read and show the understanding of the text by completing the table. b. Content - Activity 4. Read and complete. c. Expected outcomes - Pupils can read and show their understanding of the text by completing the table. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and complete. Step 1: Tell pupils the goal of - Pupils listen to the - A short text about the activity and explain that teacher‟s explanation. Emma they should read the text and Pupils study the table. - A table to fill in complete the table with the information about Emma information in the text. Ask *Key: 1. American, 2. pupils to study the table. Make long, 3. helpful, 4. sure that they understand the friends information in each column. In weaker classes, explain that in the first column, they are main information you need to find about Emma such as her name, her nationality, her appearance and personality. The second column is the information - Pupils follow the about Emma. teacher demonstrating
7. Step 2: Do blank 1 as an the example. Then, example. First, have pupils pupils find the read the information in the information about table and decide what Emma‟s nationality in information they need the text. (nationality). Then, have pupils find the information about Emma‟s nationality in the text. Write the word to fill in blank - Pupils do the task 1. independently. Step 3: Set a time limit for pupils to do the task independently. Go around the - Pupils swap their books classroom and offer help where with a partner and check necessary. their answers before Step 4: Get pupils to swap checking as a class. their books with a partner and check their answers before checking as a class. Explain the type of information they need for each gap, e.g. For gap 2, you need a word to describe Emma‟s hair. For gap 3, you need a word to tell what Emma - Pupils choose five is like. For gap 4, it is an keywords about Emma. example to show that Emma is Pupils work in pairs and friendly. Look for the word talk about Emma. meeting in the reading. Extension (For advanced level): Ask pupils to choose five keywords about Emma (American, hair, classmates, dishes, and friendly). Have pupils work in pairs and talk about Emma. e. Assessment - Performance products: Pupils‟ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To fill in the form with some information about a foreign friend. b. Content Activity 5. Let‟s write. c. Expected outcomes - Pupils can fill in the form with some information about a foreign friend. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write.
8. Step 1: Tell the class the goal - Pupils listen to the A form with some of the activity and explain that teacher‟s explanation. suggested information they should read and fill in the Suggested answer: form with the information My Rosie about a foreign friend. Check foreign comprehension. friend‟s Step 2: Have pupils fill in the - Pupils fill in the first name first blank together as an blank together as an His / Her 10 example. Ask them to read the example. Pupils read the age first line in the form and elicit first line in the form and His / Her Australian possible answers. Then have elicit possible answers. nationalit them write the answer in the Then pupils write the y gap. answer in the gap. His / Her fair hair, Step 3: Give pupils time to - Pupils complete the appearanc tall complete the form form independently. e independently. Go around the His / Her friendly classroom and offer help where - Pupils swap their books personalit and necessary. with a partner and check y helpful Step 4: Get pupils to swap their answers before their books with a partner and checking as a class. check their answers before - Pupils read their checking as a class. completed form in front Extension: Invite one or two of the class. pupils to read their completed form in front of the class. e. Assessment - Performance products: Pupil‟s answer - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To work in groups, search and find the names of five countries and their nationality adjectives, use the information to make a poster and give a presentation. b. Content - Activity 6. Project. c. Expected outcomes - Pupils can search and find the names of some countries and their nationality adjectives, make a poster and give a presentation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project. Step 1: Tell pupils about the - Pupils listen to the A pupil‟s poster about goal of the activity. Restate the teacher‟s explanation. five countries and steps in the project. Explain nationalities that they have searched for the Use the suggested names of five countries and checklist for assessment their nationality adjectives and in the introduction. prepared a poster to present in Suggested presentation: class. In the poster, there are Pupil 1: Look at this
9. the names of the countries and poster. There are 5 their nationality adjectives. If countries and possible, there is some nationalities. Japan - information about the countries Japanese. Malaysia - such as people, flags, maps. Malaysian, Italy - Italian, Step 2: Have groups put the - Pupils work in groups China - Chinese, Canada posters on the desk and practice to put the posters on the - Canadian. the presentation. Encourage all desk and practice the Pupil 2: This is Zara. members in the group to presentation. He‟s Malaysian. He present. Go around the - Two groups work comes from Kuala classroom and offer help where together and take turns to Lumpur, Malaysia. necessary. give their presentations. Step 3: Get two groups to work Pupils show their poster together and take turns to give and give their their presentations. Invite a few presentations in front of groups to show their poster and the class. give their presentations in front of the class. Praise good performances. e. Assessment - Performance products: Pupil‟s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Who’s faster? (ppt) - Tell pupils that they are going to look at pictures or word cards and answer the teacher's questions. - Prepare sets of pictures (Australian, Malaysian, American, Japanese) and word cards (friendly, helpful, clever, active). - Ask pupils to work in two groups. - Show a picture or a word card on the board and ask a question related to the picture or the word card. Ask pupils to raise their hands as fast as they can to answer the question. - The pupil with the correct answer will get points for their group. - Remark pupils‟ pronunciation. Praise the winner. * Option 2: Game: Rock, paper, scissors - Ask pupils to give the sentence structures about someone‟s nationality and personality. Write the sentence structures on the board. - Tell pupils they are going to ask and answer questions about their nationality and personality. - Put pupils into pairs. - Encourage the pupils to play rock, paper, scissors. The loser asks the question. The winner gives the answer. e.g. Pupil A: What nationality is Akiko? Pupil B: She‟s in Japanese. Pupil A: What‟s she like? Pupil B: She‟s friendly. - Call a few pupils to perform in front of the class. - Praise pupils to encourage their performance.
10. Week: 06 Period: 23 UNIT 4: OUR FREE-TIME ACTIVITIES Lesson 1 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about personal information; - correctly say the words and use What do you like doing in your free time? – I like _____. to ask and answer questions about hobbies; - enhance the correct use of What do you like doing in your free time? – I like _____ . to ask and answer questions about hobbies in freer contexts; - use the phrases play the violin, surf the Internet, go for a walk, water the flower in relation to the topic “Hobby”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about hobbies 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 - Explore new interests and develop healthier and balanced lifestyle, then improve general well-being. II. MATERIALS - Pupil‟s book: Page 28 - Audio tracks 35, 36 - Teacher‟s guide: Pages 61, 62, 63, 64 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURES 1. WARM-UP (5 minutes) a. Objectives - To review and get pupils ready for the new lesson. b. Content - Sing a song/ Answer the questions. c. Expected outcomes - Pupils can sing the song and answer the questions. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Sing a song - Greet the class. - Then have pupils sing along - Pupils sing the song. the song My friends and clap their hands.
11. - Ask pupils the lead-in - Pupils listen and answer questions: the questions. + Do you go to school in the evenings or at the weekends? + What do you do when you are free? - Pupils listen and repeat. - Write the title Our free-time activities on the board and model 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 in which characters ask and answer questions about what someone likes doing in their free time. 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 what someone likes doing in their free time. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 35) Step 1: Have pupils look at - Pupils look at Pictures – Context a: Pictures a and b, identify the a and b and identify the Mary phoning Nam characters and their activities. characters and their asking what he‟s doing Step 2: Ask pupils to look at activities in the pictures. Mary: What are you the pictures. Play the recording doing, Nam? for them to listen. Play the - Pupils look at the Nam: I‟m watching a recording again, sentence by pictures and listen to the cartoon. I like watching sentence, for pupils to listen recording. Pupils listen to cartoons in my free time. and repeat. Correct their the recording again, pronunciation where necessary. sentence by sentence, – Context b: Step 3: Play the recording and repeat. Mary answering Nam‟s again for pupils to listen and - Pupils listen to the question repeat in chorus, sentence by recording again and Nam: What do you like sentence. repeat in chorus, doing in your free time, Step 4: Invite a few pairs to the sentence by sentence. Mary? front of the classroom to listen - Pairs of pupils come to Mary: I like playing the to and repeat the sentences in the front of the classroom violin. the recording. to listen to and repeat the Step 5: Draw their attention to sentences in the
12. the question What do you like recording. doing in your free time, Mary? - Pupils pay attention to and the answer I like playing the question and the the violin. Tell pupils that they answer. Pupils listen to are the question and the answer the teacher‟s explanation. about what someone likes doing in their free time. e. Assessment - Performance products: Pupils‟ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words and use What do you like doing in your free time? – I like _____. to ask and answer questions about what someone likes doing in their free time. b. Content Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words and use What do you like doing in your free time? – I like ________. to ask and answer questions about what someone likes doing in their free time. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 36 ) Step 1: Have pupils look at the - Pupils look at the – Picture and word cues: Pictures a, b, c and d and pictures and identify the a. a girl playing the identify the characters and their characters and their violin and the words play activities. Step 2: Have pupils activities. the violin underneath point at Picture a, listen to the - Pupils point at Picture b. a boy surfing the recording and repeat the words a, listen to the recording Internet and the words (playing the violin). Point at the and repeat the word. surf the Internet words and Picture a and have Pupils follow the underneath pupils listen and repeat after teacher‟s instructions c. a boy going for a walk the recording (What do you with the other three and the words go for a like doing in your free time? - I pictures. Pupils repeat walk underneath like playing the violin). the words a few times. d. a girl watering the Step 3: Follow the same - Pupils listen and repeat flowers and the words procedure with the other three after the recording. water the flowers pictures. Have the class repeat Pupils look at Picture a underneath the questions and answers a and listen and repeat – Speech bubbles: What few times. after the recording. do you like doing in your Step 4: Have pairs practise Pupils follow the free time? I like asking and answering the teacher‟s instructions ________. question What do you like with the other three Audio script: doing in your free time? - I like pictures. a. play the violin _____. - Pupils work in pairs to b. surf the Internet Step 5: Invite a few pairs to practise asking and c. go for a walk point at the pictures and say the answering the question, d. water the flowers questions and answers in front using speech bubbles and a.
13. of the class. Pictures a, b, c and d. A: What do you like Extension: Have pupils look at - Pairs of pupils point at doing in your free time? the pictures again. One half of the pictures and say the B: I like playing the the class should ask questions questions & answers in violin. and the other half should front of the class. b. answer. Then switch roles. - Pupils look at the A: What do you like pictures again. One half doing in your free time? of the class should ask B: I like surfing the questions and the other Internet. half should answer. Then c. switch roles. A: What do you like doing in your free time? B: I like going for a walk. d. A: What do you like doing in your free time? B: I like watering the flowers. e. Assessment - Performance products: Pupils‟ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives To correctly use What do you like doing in your free time? - ____. to ask and answer questions about what someone likes doing in their free time in a freer context. b. Content - Activity 3. Let‟s talk. c. Expected outcomes - Pupils can correctly use What do you like doing in your free time? - ____. to ask and answer questions about what someone likes doing in their free time 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 cues: a boy to the pictures. Ask questions to pictures and answer the surfing the Internet, a girl help them identify the context questions. watering the flowers, a (see Input). boy going for a walk, a Step 2: Point at the first girl playing the violin character and elicit the question - Pupils look at the – Speech bubbles: What in the first speech bubble (What bubbles to understand do you like doing in your do you like doing in your free how the sentence pattern free time? -______. time?). Using the boy who is is used. Pupils follow the surfing the Internet as the cue, teacher‟s instruction. elicit an answer to complete the - Pupils role-play to second speech bubble (I like practise asking the surfing the Internet.) as an questions and giving example. Then write the their answers in pairs,
14. question and answer on the using the picture cue. board. Get pupils to say them. Repeat the same procedure with three other pictures. Step 3: Put pupils into pairs and - Pairs of pupils practise have them practise asking and asking and answering answering questions about what questions in front of the someone likes doing in their class. free time. Go around the - Pairs of pupils ask and classroom to offer support answer questions about where necessary. the real activities they Step 4: Invite a few pairs to the like doing in their free front of the class to ask and time. answer questions about what someone likes doing in their free time, using the picture cues. Praise pupils if they perform well. Extension: Invite some pairs of pupils to ask and answer questions about the real activities they like doing in their free time. For example, What do you like doing in your free time? – I like listening to music.; What do you like doing in your free time? – I like playing football. e. Assessment - Performance products: Pupil‟s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (5 minutes). * Option 1: Game: Racing car (ppt) - The teacher divides the class into two teams. - Each team takes turns choosing the number and answering the question. -The team that drives the car to the finish line first is the winner. * Option 2: Game: Hot potato - Pupils pass the ball while the teacher plays the music. When the music stops, a pupil holding the ball says the sentence: “I like _________ in my free time”. Week: 06 Period: 24 UNIT 4: OUR FREE-TIME ACTIVITIES Lesson 1 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to:
15. 1. Knowledge and skills - listen to and understand four communicative contexts about what someone likes doing in their free time and number the pictures; - complete four gapped exchanges with the help of picture cues; - revise target words about free-time activities by playing Who has more correct answers? 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 information and what they like doing in their free time. II. MATERIALS - Pupil‟s book: Page 29 - Audio track 37 - Teacher‟s guide: Pages 64, 65, 66 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise vocabularies. b. Content - Game: Guesing game c. Expected outcomes - Pupils can correctly say the words about free-time activities. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Guessing game - Draw pupils‟ attention to the - Pupils follow the Vocabularies: Free-time screen. teacher‟s instructions. activities: - Explain the rules of the game: swim – surf the Internet – Pupils look at the clue and ride a bike – water the guess - Pupils look at the flowers – watch TV – + 1 open-picture: get 3 points screen and guess what play the violin – play + 2 open-pictures: get 2 points the word is. basketball – go for a + All pictures left: 1 point walk – play the guitar 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 about what someone likes doing in their free time and number the pictures. b. Content
16. - Activity 4. Listen and number. c. Expected outcomes - Pupils can understand four communicative contexts about what someone likes doing in their free time and number the pictures according to what they hear. d. Organisation TEACHER’S ACTIVITIES PUPILS’ CONTENT ACTIVITIES Activity 4. Listen and number. (Track 37) Step 1: Draw pupils‟ attention to - Pupils look at the Picture cues: the pictures and ask questions such pictures and answer the a. a boy watching a as What‟s he/she doing? and What questions. cartoon. - Pupils listen to the does he/she like doing in their free b. a boy going for a recording to do the walk in the park. time? to elicit the activities of the task. Pupils listen to c. a girl watering the characters. For example, the boy in the recording a third flowers. Picture a is watching a cartoon. He time to check their d. a girl playing the likes watching cartoons. The boy in answers. violin. Picture b is going for a walk. He Audio script: likes going for a walk. The girl in 1. Picture c is watering the flowers. A: What do you like She likes watering the flowers. The doing in your free girl in Picture d is playing the time? B: I like playing the violin. violin. She likes playing the violin. 2. Step 2: Play the recording for - Pupils swap books A: What do you like pupils to do the task by numbering doing in your free the pictures. Play the recording with their partner, then check answers as a time? B: I like again to give pupils another watering the flowers. listening opportunity. class. - Pupils listen to the 3. Step 3: Check answers together as A: What do you like a class. Play the recording a third recording again to double-check their doing in your free time for pupils to double-check time? B: I like going their answers and correct their answers. - Pupils explain the for a walk in the park. answers in pairs. Have pupils explain the answers by asking answers by answering questions. 4. questions. For example, for Picture A: What do you like d, ask, What‟s she doing? What - Pupils listen to the recording, sentence by doing in your free does she like doing in her free time? B: I like time? sentence, and repeat in chorus. watching cartoons. Extension: If time allows, play the Key: 1. d 2. c recording, sentence by sentence, 3. b 4. a for the class to listen and repeat in chorus. Correct their pronunciation where necessary. e. Assessment - Performance products: Pupils‟ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes)
17. 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: Have pupils look at the - Pupils look at the - Four picture cues pictures. Get them to identify pictures and identify the - Four gapped exchanges the activities of the characters activities of the with the target sentences in the pictures. characters in the pictures. to complete Step 2: Have pupils look at the - Pupils look at the four Key: gapped sentences. Draw their incomplete exchanges. 1. going for a walk attention to the missing words 2. surfing 3. the violin; playing in the sentences. 4. What; guitar Step 3: Do Exchange 1 with - Pupils follow the the class as an example. Have teacher demonstrating the pupils read the question. Then Exchange 1. ask them to look at the gapped answer and the picture cue. Ask them what words are missing (going for a walk). Then have pupils complete the sentence (I like going for a walk.). - Pupils complete the Step 4: Follow the same exchanges individually. procedure with Exchanges 2, 3 Pupils swap books with a and 4. partner and check their Step 5: Have pupils complete answers before checking the gapped sentences as a class. individually and ask pupils to read the completed exchanges - Pairs of pupils read the aloud. completed exchanges Extension: Nominate a few aloud. pairs to read the exchanges aloud. Correct their pronunciation where necessary, praise the readers, and get the class to clap or cheer if their pronunciation is good. e. Assessment - Performance products: Pupils‟ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes)
18. a. Objectives - To revise target words about free-time activities by playing Who has more correct answers? b. Content - Activity 6. Let‟s play. c. Expected outcomes - Pupils can revise target words about free-time activities by playing Who has more correct answers? d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Tell pupils that they are - Pupils follow the - An illustration of teacher‟s instructions. pupils playing the going to play Who has more - In groups, pupils discuss game correct and make as many - Paper and markers answers? in groups. They will sentences as possible to for groups to discuss and make as many answer the questions: make sentences sentences as possible to answer “What do you like doing the question (asked by the in your free time?” teacher) What do you like doing in your free time?. Step 2: The groups will write as - The representative of many sentences as possible about each group read aloud their free-time activities within their sentences in their five minutes on their paper, e.g. group. In our free time, we like reading books. We like watering the flowers. We like surfing the Internet. The representative of each group will read aloud the sentences they have made in their group. The group that gets more correct sentences is the winner. Step 3: Have pupils work in - Work in groups of five groups of five or six. Set a time or six to discuss and write limit for them to discuss and down their sentences on write down their sentences on the paper. the paper. - Representatives of two groups to the front of the Step 4: Invite representatives of class read their sentences two groups to the front of the aloud. class to read their sentences aloud. Check answers together as a class and decide which group is
19. the winner. e. Assessment - Performance products: Pupils‟ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Spinner the wheel (ppt) - Divide the class into 2 teams. - In teams, they take turns to look at the picture and answer the questions. If they have the correct ones, they will get the points. - The team with more points wins the game. * Option 2: Game: Spinner game - Prepare a spinner plate and a pen. - Put pupils in groups of six pupils. Have pupils sit in a circle around the spinner plate. - Ask pupils from each group to take turns to put a pen in the middle of the spinner plate, then spin the pen twice to find out the two pupils the pen points to. Then have the two pupils ask and answer the question about free-time activities. - Ask pupils to continue the game until all pupils in each group can play the game.