Giáo án Tiếng Anh 5 - Week 7 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 7 - Năm học 2024-2025

1. Week: 07 Date of planning: 19/10/2024 Period: 25 Date of teaching: 21/10 – 25/10 UNIT 4: OUR FREE-TIME ACTIVITIES 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 what someone does at the weekend; - correctly say the words and use What do you do at the weekend? – I ____. to ask and answer questions about what someone does at the weekend; - use What do you do at the weekend? – I ______. in a freer context; - understand and correctly use adverbs of frequency always, usually, often, sometimes, rarely, never in relation to the topic “Our free-time activities”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone’s free-time activities at the weekend correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform speaking tasks. 3. Attributes - Explore new interests and develop a healthier and balanced lifestyle, then improve general well-being. II. MATERIALS - Pupil’s book: Page 30 - Audio tracks 38, 39 - Teacher’s guide: Pages 66, 67, 68 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about free-time activities. b. Content - Game: Lucky number c. Expected outcomes - Pupils can remember and say the words about free-time activities correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Lucky number - Explain that students will play - Listen to the teacher’s Pictures (read stories, this game in three teams. There explanation. water the flowers, ride are six numbers, they have to - Choose the number. my bike, surf the Internet, choose the number and answer - Say the activity listen to music, play the free-time activity behind the revealed behind the table tennis)
2. number. If the answer is number. correct, their team can get the point. The number of candies behind the picture will be the points they get. - Play the game. - Play the game. - Afterwards, ask pupils to read - Read all the words all the words again. again. e. Assessment - Performance products: Pupils’ 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 what someone does at the weekend. 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 does at the weekend. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 38) Step 1: Have pupils look at - Pupils look at Pictures a – Context a: Pictures a and b and identify and b and identify the Bill asking Mai about her the characters in the pictures characters and their activity at the weekend and their activities (see Input). activities in the pictures. Bill: What do you do at the weekend? Step 2: Ask pupils to look at - Pupils look at Picture a Mai: I usually listen to Picture a. Play the recording and listen to the music for them to listen. Play the recording. Pupils listen to – Context b: recording again, sentence by the recording again, sentence, for pupils to listen sentence by sentence, and Mai asking Bill about his and repeat. Follow the same repeat. Follow the same activity at the weekend procedure with Picture b. procedure with Picture b Mai: How about you, Correct their pronunciation Bill? What do you do at where necessary. - Pupils follow the the weekend? Step 3: Play the recording teacher’s instructions. Bill: I often play table again for pupils to listen and tennis. repeat in chorus, sentence by - Pairs of pupils come to sentence. the front of the classroom Step 4: Invite a few pairs to to listen to and repeat the the front of the classroom to sentences in the listen and repeat the sentences recording. - Pupils pay attention to in the recording. the question and the Step 5: Draw their attention to answer. Pupils listen to the question What do you do at the teacher’s explanation.
3. the weekend? and the answer I usually listen to music. Tell pupils that they are used to asking and answering about what someone does at the weekend. 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 do you do at the weekend? – I ____. to ask and answer questions about what they do at the weekend. b. Content Activity 2. Listen, point and say. c. Expected outcomes Pupils can correctly say the words and use What do you do at the weekend? - I____. to ask and answer questions about what they do at the weekend. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 39) Step 1: Have pupils look at - Pupils look at the Picture and word cues: Pictures a, b, c and d and elicit pictures and elicit elicit a. a boy reading a story the activities of the characters. the activities of the and the words always / Step 2: Have pupils point at characters. read stories underneath - Pupils point at Picture Picture a, listen to the b. a girl watering the a, listen to the recording, flowers and the words recording and repeat the words and repeat the word. (always / read stories). Point usually / water the Point at the bubbles and flowers underneath at the bubbles and Picture a Picture a again and listen c. a girl riding her bike in again and have pupils listen and repeat after the the park and the words and repeat after the recording recording. - Pupils listen and repeat often / ride my bike (What do you do at the after the recording. underneath weekend? - I always read Pupils listen and repeat a. d. a boy surfing the stories.) the questions and Internet and the words Step 3: Follow the same answers a few times. sometimes / surf the procedure with the other three Pupils follow the Internet underneath pictures. Have the class repeat teacher’s instructions – Speech bubbles: What the questions and answers a with Pictures b, c and d. do you do at the few times. - Pupils work in pairs and weekend? Step 4: Have pairs practise practise asking and – I _____. asking and answering the answering the question Audio script: question What do you do at the What do you do at the weekend? - I _____. using the weekend? - I _____, a. always / read stories picture cues. using speech bubbles and b. usually / water the Pictures a, b, c and d. flowers
4. Step 5: Invite a few pairs to - Pairs of pupils point at c. often / ride my bike point at the pictures and say the the pictures and say the d. sometimes / surf the questions and answers in front questions & answers in Internet of the class. front of the class. Extension: Introduce two - Pupils listen to a. A: What do you do at the weekend? more adverbs of frequency in teacher’s instructions. the chart, which are rarely and Pupils make some B: I always read stories. sentences about never, for pupils to contrast b. A: What do you do at someone’s free-time the weekend? with the other adverbs of activities at the weekend frequency they have learnt. using the two adverbs of B: I usually water the Have them make some frequency. flowers. sentences about someone’s - Pupils look at the c. A: What do you do at free-time activities at the pictures and say the name the weekend? weekend using the two of the activities. Choose B: I often ride my bike. the correct answer. adverbs of frequency. For - Pupils read the question d. A: What do you do at example, Thu rarely plays and the answer out loud. the weekend? table tennis in her free time. B: I sometimes surf the She never goes roller skating Internet. in her free time. Key: More practice: 1. I always ride a bike. Ask pupils to look at the 2. I sometimes surf the pictures, say the name of the Internet. activities. Then, ask them to 3. I rarely water the choose the correct option to flowers. complete the answer using 4. I usually read stories. adverbs of frequency. Invite a pair of pupils to read 5. I never play table tennis. the question and answer before moving to the next question. Check their pronunciation. Repeat these steps for the next five questions. 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 do at the weekend? – _____. to ask and answer questions about what they do at the weekend in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes Pupils can correctly use What do you do at the weekend? – ____. to ask and
5. answer questions about what they do at the weekend in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Ask pupils to look at - Pupils look at the – Picture cues: a girl the picture and elicit the picture. Pupils say the playing the violin; a boy activity each character is doing actions of the characters riding his bike; a boy in the picture. Use the in the pictures. Pupils surfing the net; a girl questions What do you like identify the free-time doing in your free time? and activities of the reading a story What do you do at the characters. – Speech bubbles: weekend? to elicit the answers. What do you like doing Tell them to look at the - Work in pairs, ask and in your free time? – activities the answer questions about ____. characters are doing to give what someone does at the What do you do at the their answers. Remind pupils weekend. that these structures are used to weekend? – ____. ask and answer questions about someone’s free-time activity. - Pupils follow the Step 2: Demonstrate the teacher’s instructions. conversation with one pupil in front of the class using the two suggested questions. - Pairs of pupils ask and Step 3: Put pupils into pairs answer questions about and encourage them to ask and what someone likes answer questions about what doing in their free time someone likes doing in their and what someone does free time and what someone at the weekend. does at the weekend. Go around the classroom to offer support where necessary. - Pairs of pupils come to Step 4: Invite a few pairs to the front and perform the front of the class to their conversations. perform their conversations. 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 has more correct answers? (ppt) - Divide the class into three teams. - Show a picture of a free-time activity with a hint of an adverb of frequency. In each turn, ask one representative from each team to come to the front. They look at the picture, read the sentence and ring the bell to get the chance to answer. - Ask the pupils to read the full sentences. - Ask pupils to check their friends’ pronunciation. - Play the game.
6. - Count the points for each team and announce the winner. The team with more points wins. Key: 1. A 2. C 3. B 4. C 5. A 6. C * Option 2: Role play (ppt) - Draw pupils’ attention to the pictures and say the free-time activities. - Put pupils into pairs and encourage them to ask and answer questions about what someone does at the weekend. Go around the classroom to offer support where necessary. - Invite a few pairs to the front of the class to perform their conversations. Week: 07 Period: 26 UNIT 4: OUR FREE-TIME ACTIVITIES 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 about what someone does at the weekend and tick the correct pictures; - complete two gapped exchanges with the help of picture cues; - listen to and complete the song What do you like doing in your free time? and to sing it with the correct pronunciation, rhythm and melody. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening, reading and writing tasks. 3. Attributes - Explore new interests and develop healthier and balanced lifestyle, then improve general well-being. II. MATERIALS - Pupil’s book: Page 31 - Audio tracks 40, 41 - Teacher’s guide: Pages 69, 70 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words playing the violin, surfing the Internet, going for a walk, watering the flowers. b. Content - Game: Lucky number c. Expected outcomes - Pupils can correctly say the words related to free-time activities. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Lucky number
7. - Divide the class into three - Work in three teams. Pictures of free-time teams. - Listen to the teacher’s activities: - Have pupils take turns to explanation. read stories, ride my choose a number. - Look at the picture and bike, watch cartoons, - Ask pupils to look at the say the activity. surf the Internet picture and say the activity. - Continue playing the - If the answer is correct, game. Teacher clicks the picture to open the hidden points. - Praise the winner. - The team that gets more points wins. 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 two communicative contexts about what someone does at the weekend and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can understand two communicative contexts about what someone does at the weekend and tick the correct pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 40) Step 1: Draw pupils’ attention - Pupils look at the – Picture cues: to Pictures 1a, 1b and 1c. Ask pictures of the three 1a. a girl playing the questions to help them identify characters and their free- violin the characters and their free- time activities. 1b. a girl watching a time activities. cartoon on TV Step 2: Play the recording for 1c. a girl listening to pupils to do Question 1 by - Pupils listen to the music ticking the right picture. recording and identify 2a. a boy surfing the net Step 3: Repeat Steps 1 and 2 the correct picture and 2b. a boy roller skating in for Pictures 2a, 2b and 2c. tick the right picture. the park Step 4: Tell pupils to swap - Pupils listen to the 2c. a boy playing football books with a partner, then recording again to do the Audio script: check answers as a class. Write task. Pupils listen to the 1. the correct answers on the recording a third time if A: What are you doing, board. Play the recording again needed. Kate? for pupils to double-check their - Pupils swap books with B: I’m watching a new answers. a partner, then check cartoon. Extension: Read Conversation answers as a class. A: Do you often watch 1 aloud but change specific - Pupils listen to the cartoons at the weekend? information. For example, recording to check their B: Yes, I do. I like What are you doing, Kate? – answers again. watching cartoons very I’m playing the violin. Have - Pupils read much.
8. pupils stand up when the Conversation 1 aloud information is different. Invite with different specific a student to correct the information. Pupils stand 2. information. up when the information A: What are you doing, is different. A student David? B: I’m reading a corrects the information. story. A: Do you usually read stories at the weekend? B: No, I don’t. I usually surf the net. I like it very much. Key: 1. b 2. a e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete two gapped exchanges with the help of picture cues. b. Content Activity 5. Read and complete. c. Expected outcomes - Pupils can complete two gapped exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Have pupils look at the - Pupils look at the - Two picture cues pictures. Get them to identify pictures. Pupils identify - Two gapped exchanges the characters and their the characters and their to complete activities in the pictures. activities in the pictures. * Key: Step 2: Have pupils look at the - Pupils pay attention to 1. like watching; do you; two gapped exchanges. Draw the missing words. cartoons their attention to the missing 2. What; the flowers; Do words. Step 3: Model with Exchange - Pupils follow the 1. Have pupils look at the first teacher demonstrating gap. Ask them what words are the Exchange 1. missing (like watching). Then have them complete the sentence (I like watching films.). Get them to guess the missing words in the following sentences (do you; cartoons). Step 4: Follow Step 3 for - Pupils complete gapped Exchange 2. Exchange 2 Step 5: Get pupils to swap independently. books with a partner and check - Pupils swap books with their answers before checking a partner and check their as a class. Ask a few pairs to answers before checking
9. read the completed exchanges as a class. aloud. - Pairs of pupils read the completed exchanges aloud. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To listen to and complete the song What do you like doing in your free time? and to sing it with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Listen, complete and sing. c. Expected outcomes - Pupils can listen to and complete the song What do you like doing in your free time? and to sing it with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Listen, complete and sing. (Track 41) Step 1: Draw pupils’ attention - Pupils guess the - Picture cues: a girl to the gapped sentences. missing words with the playing the violin and a Encourage pupils to guess the help of picture cues. boy riding his bike missing words with the help of - The gapped lyrics and picture cues. - Pupils listen all the way recording of the song Step 2: Play the recording all through carefully to the What do you like doing the way through for pupils to rhythm and in listen to the whole song. Then pronunciation. Then your free time? play the recording again for listen to the recording Audio script: them to fill in the gaps with again to fill in the gaps What do you like doing missing words. with missing words. in your free time? Step 3: Check answers as a - Pupils listen to the What do you like doing class. Play the recording line recording, line by line, in your free time? by line for pupils to listen and and repeat. I like playing the violin. repeat. Correct their Do you like playing the pronunciation where necessary. - Pupils listen to the guitar? Step 4: Play the recording all recording all the way No, I don’t. I never play the way through for pupils to through and sing along. the guitar. sing along and clap along with Pupils clap while What do you do at the the recording. singing. weekend? I ride my bike in the park. Do you always ride your bike in the park? Yes, I do. Yes, I do. Key: 1. guitar 2. weekend 3. always e. Assessment - Performance products: Pupils’ answers and pronunciation
10. - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: - Place different pictures of free time activities on the board. - Have pupils say the words related to the pictures. - Tell pupils they are going to ask and answer the question about someone’s free-time activities in a freer context. Invite pairs of volunteers to the board. One pupil asks the question, another one answers the question and points to the suitable picture. E.g. Pupil A: What do you like doing in your free time? Pupil B: I like playing the violin. - Continue until practicing all the vocabulary set. Praise pupils if they perform well. * Option 2: Game: The football game (ppt) - Divide the class into 3 teams. - Tell pupils that they are going to play football. - Call on one pupil from each team to come to the board, play rock, paper, scissors to decide which team will play first. - Pupils take turns to choose a number, read the question and say the answer. - If the answer is correct, they will get points for their teams. - If not, move to another team. - The group with more points wins the game. Week: 07 Period: 27 UNIT 4: OUR FREE-TIME ACTIVITIES 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 ꞌalways and ꞌsometimes with the stress on the first syllable, in isolation and in the sentences I ꞌalways listen to music. and She ꞌsometimes plays the violin.; - identify the stress on some 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 pronunciation and listening tasks. 3. Attributes - Explore new interests and develop healthier and balanced lifestyle, then improve general well-being. II. MATERIALS - Pupil’s book: Page 32 - Audio tracks 42, 43, 44 - Teacher’s guide: Pages 71, 72, 73 - Website hoclieu.vn
11. - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about free-time activities. b. Content - Game: Choose the best answer in particular time. c. Expected outcomes - Pupils can remember and correctly say the words about free-time activities. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Choose the best answer in particular time. - Tell pupils they are going to - Listen to the teacher’s Pictures (surf the look at the picture and choose instructions. Internet, play table the correct answer a, b or c. tennis, play the violin, - Divide the class into two - Work in two teams. read stories, water the teams. - Play rock, paper, flowers, play the guitar, - Have one pupil from each scissors to find the team listen to music, play team play rock, paper, scissors which plays the game volleyball, ride my bike, to find the team which plays first. go for a walk) the game first. - Look at the picture and - Have each team look at the choose the correct picture and choose the correct answer a, b or c. answer a, b or c. - If they choose the correct answer, they get points for their team. The team with more points is the winner. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Pictures & Answers 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) a. Objectives - To correctly pronounce the two-syllable words ꞌalways and ꞌsometimes with the stress on the first syllable, in isolation and in the sentences I ꞌalways listen to music. and She ꞌsometimes plays the violin. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly pronounce the two-syllable words ꞌalways and ꞌsometimes with the stress on the first syllable, in isolation and in the sentences I ꞌalways listen to music. and She ꞌsometimes plays the violin. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 42) Step 1: Draw pupils’ attention - Pupils point to the word – The word ꞌalways and to the word ꞌalways and the and sentence while the sentence I ꞌalways
12. sentence I ꞌalways listen to listening. Pupils listen to listen to music. music. Play the recording and the teacher’s explanation. – The word ꞌsometimes encourage pupils to point at the and the sentence She word and the sentence ꞌsometimes plays the while listening. - Pupils listen to the violin. Step 2: Play the recording recording again and again and encourage pupils to repeat. listen and repeat the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. - Pupils follow the Step 3: Repeat Steps 1 and 2 teacher’s instructions. for the word ꞌsometimes and the - Pupils work in pairs or sentence She ꞌsometimes plays groups to say the words the violin. and read the sentences. Step 4: Let pupils work in pairs or groups, saying the words and reading the sentences until they feel confident. 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 identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two words. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Circle, listen and check. (Track 43) Step 1: Tell pupils the goal of - Pupils pay attention to Three sets of two- the activity. Explain that they the three sets of two- syllable words, each set have to circle the word that has syllable words. Pupils contains one word with a different stress from the other listen to the teacher’s the stress on the second words. explanation. syllable Step 2: Give pupils a time limit - Pupils look at three Audio script: to do the task individually. words in the first line, 1. a. ꞌalways b. Have them read the words and read them aloud and ꞌsometimes circle the one that is different circle the word that has c. toꞌnight in each line Step 3: Play the the stress on the second 2. a. ꞌnever b. enꞌjoy recording for pupils to listen syllable. Then pupils c. ꞌsometimes and check. listen to the recording 3. a. addꞌress b. ꞌalways
13. Step 4: Tell pupils to swap and check their answer. c. aꞌgain books with a partner, then - Pupils follow the * Key: 1. c 2. b 3. b check the answers as a class. teacher’s instructions. Step 5: Play the recording - Pupils swap books with again for pupils to double- a partner, then check the check their answers. answers as a class. Pupils Extension: Invite one or two listen to the recording pupils to stand up and repeat again and check their the words that have a different answers again. stress (1. tonight; 2. enjoy; 3. - Pupils stand up and always). repeat the words that have a different stress. 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 44) Step 1: Draw pupils’ attention - Pupils pay attention to The lyrics and recording to the lyrics of the chant. Check the lyrics of the chant. of the chant their comprehension. Step 2: Play the recording all - Pupils listen all the way the way through for pupils to through carefully to the listen to the whole chant. rhythm and Encourage them to listen pronunciation. carefully to the rhythm and pronunciation. Draw pupils’ attention to the words always and sometimes. Step 3: Play the recording, line - Pupils listen to the by line, for pupils to listen and recording, line by line, repeat. Correct their and repeat. pronunciation, if necessary. Step 4: Play the recording all - Pupils listen to the the way through for pupils to recording all the way chant to. Encourage them to through and chant along. clap along while chanting. Pupils clap while chanting. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers
14. 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Jump - Flash cards (football, table tennis, Japan, England, dolphin, giraffe) - Tell pupils they are going to play the game Jump. If the word is the same as the flash card, 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: Spin the wheel (ppt) - Tell pupils they are going to look at the pictures and answer the questions. - Divide the class into 3 teams. - Pupils take turns to choose a number and answer the question. - Check the pupils’ answers as a whole class. - If they give the correct answers, they can spin the wheel to get points. - The team with the most points will be the winner. Week: 07 Period: 28 UNIT 4: OUR FREE-TIME ACTIVITIES 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 understanding of a text by answering four questions about Laura’s free- time activities at the weekend; - complete a letter to a penfriend about someone’s free-time activities at the weekend by writing the target words in the gaps using picture cues; - present their free-time activities to the class. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform speaking, reading and writing tasks. 3. Attributes - Show their love and interest in leisure activities and entertainment. II. MATERIALS - Pupil’s book: Page 33 - Teacher’s guide: Pages 72, 73, 74 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the new words and structures from previous lessons. b. Content
15. - Play Mystery Box game (ppt) c. Expected outcomes - Pupils can remember and answer all the questions correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Play the game. (ppt) To play the game, divide the Pupils play in two teams. pupils into two teams and have Pupils take turns them take turns choosing a choosing a letter and letter and answering a question. answering a question. After answering the question, After answering the the pupils have a choice. They question, the pupils have can either KEEP the box or a choice. They can either GIVE the box to the other KEEP the box or GIVE team. Inside the box can be the box to the other team. good points (e.g. +1000) or bad points (e.g. -1000). 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 understanding of a text by answering four questions about Laura’s free-time activities at the weekend. b. Content - Activity 4. Read and answer. c. Expected outcomes - Pupils can read and show understanding of a text by answering four questions about Laura’s free-time activities at the weekend. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and circle. Step 1: Have pupils read the - Pupils read Question 1 - A text and four questions carefully. Tell them and pay attention to questions about Laura. to read Question 1 and identify keywords such as What, * Key: the keywords such as What, Laura, always and 1. She always plays the Laura, always and weekend. weekend. Then they violin (at the weekend). Then they should scan the text should scan the text for 2. She usually plays for relevant information (She relevant information. volleyball (on always plays the violin). Saturdays). Step 2: Repeat Step 1 for - Pupils repeat Step 1 for 3. She often goes for a Questions 2, 3 and 4. Explain Questions 2, 3 and 4. walk on Sundays. the type of information they Pupils teacher to the 4. She helps her mother need for each answer. For techer’s explanation. with the cooking on Question 2, you need a phrase - Pupils read the text Sundays. to describe Laura’s activity again and write the (plays volleyball). For Question correct answers. 3, you need a phrase that tells
16. you when she does her activity (on Sundays). For Question 4, you have to find out who Laura helps with the cooking on Sundays (her mother). - Pupils swap books with Step 3: Set a time limit for a partner, then check pupils to do the task answers as a class. independently. Go around the classroom and offer help where - Pupils in pairs take necessary. turns asking and Step 4: Get pupils to swap answering the questions. books with a partner and check the answers before checking as a class. Step 5: Invite some pairs to take turns asking and answering the questions. Extension: Ask pupils some more questions to check their comprehension of the text. For example, Who likes listening to music? (Laura) Does she like playing sports and games? (Yes, she does.) What does she help her mother do? (She helps her mother with the cooking.) e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To complete a letter to a penfriend about someone’s free-time activities at the weekend by writing the target words in the gaps using picture cues. .b. Content Activity 5. Let’s write. c. Expected outcomes - Pupils can complete a letter to a penfriend about someone’s free-time activities at the weekend by writing the target words in the gaps using picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Ask pupils to read the - Pupils listen to the - A writing frame with gapped letter and explain that teacher’s explanation. seven blanks to complete they need to fill in the gaps - Four picture cues. with information about the boy * Key:
17. in the pictures’ free-time Suggested answer: activities. Check Hi Tom, comprehension. - Pupils complete the My name is Duc. I like first, second and third listening to music in my Step 2: Have pupils complete gaps with names and an free time. I usually play the first, second and third gaps activity of their choice the guitar on Saturdays. I with names and an activity of from the pictures. often ride my bike on their choice from the pictures. Sundays. I sometimes Ask them to read the sentences help my mum with the and elicit the names they chose cooking in my free time. (for Gaps 1 and 2) and the What about you? What do you like doing in your activity they chose (for Gap 3). - Pupils complete the rest free time? Step 3: Give pupils time to of the letter Love, complete the rest of the letter independently. Duc independently. Go around the classroom and offer help if necessary. - Pupils swap their Step 4: Get pupils to swap books with a partner their books with a partner and check each other’s and check each other’s spelling spelling before checking before checking as a class. as a class. e. Assessment - Performance products: Pupil’s answer - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To present their free-time activities to the class. b. Content - Activity 6. Project c. Expected outcomes - Pupils can present their free-time activities to the class. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Project Step 1: Tell pupils about the - Pupils listen to the An illustration of a girl goal of the activity. Explain teacher’s explanation. presenting her free-time that they have to look at the list activities in front of the class of free-time activities and Suggested adverbs of frequency they have presentation: prepared at home and present Hi, everybody. Here are their free-time activities to the my free-time activities. I class. - Pupils work in groups like playing the violin. I Step 2: Have pupils work in of five. Pupils show his / usually play it in my free groups. Each pupil looks at her lists that they have time. I like taking
18. their lists and tells the group made at home and tell photos. I often take about their free-time activities. the group about their photos with my friends Step 3: Invite a few pupils to free-time activities. on Sundays. I also like - Pupils show their work watering the flowers. I look at their lists and tell the and talk about their free- sometimes water the class about them, e.g. I like time activities in front of flowers at the weekend. playing the violin. I usually the class. Pupils stick play it in my free time. Have their lists on the wall (or the rest of the class applaud if board) as a display. pupils perform well. 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: Slap the board - Divide the class into two or three teams. - Teacher puts up a set of pictures or words on a board. - A pupil from each team comes up to the board with fly swatters. - They listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team. - Team with the most points is the winner. * Option 2: Game: Hot Seat Game - Divide the class into 2 or 3 teams. - Call a pupil to come up to the front and pick a flashcard. - He/ She has to use gestures to show their friends what the word or phrase is. - A pupil from each team asks a question to find out the answer. - The team that has the correct answer gets a point.