Giáo án Tiếng Anh 5 - Week 9 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 9 - Năm học 2024-2025

1. Week: 09 Date of planning: 02/11/2024 Period: 33 Date of teaching: 04/11 – 08/11 UNIT 5: MY FUTURE JOB Lesson 3 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly pronounce the two-syllable words with the stress on the first syllable as in ꞌteacher and ꞌdentist in isolation and as in the sentences My mother’s a ꞌteacher. and My father’s a ꞌdentist.; - 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 - Show their interest in their future job. II. MATERIALS - Pupil’s book: Page 38 - Audio tracks 52, 53, 54 - Teacher’s guide: Pages 85, 86 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the words about jobs. b. Content - Game: Unscramble the letters c. Expected outcomes - Pupils can remember and correctly say the words about jobs. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Unscramble the letters - Tell pupils they are going to - Listen to the teacher’s Letters (doctor, writer, look at the letters and instructions. teacher, dentist, unscramble the letters to guess firefighter, gardener, the job. -Work in two teams. reporter) - Divide the class into two - Play rock, paper, teams. scissors to find the team - Have one pupil from each which plays the game team play rock, paper, scissors first. to find the team which plays - Look at the letters and
2. the game first. guess the words. - Have each team look at the given letters. - If they guess the correct job, they get points for their team. The team with more points is the winner. - Have pupils look and say the extra jobs shown on the screen. - Remind pupils about syllables by watching a video clip from YouTube. - Elicit all the 2 or 3 syllable words have stresses and pupils will learn words that have stresses on the first syllable in this lesson. 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 with the stress on the first syllable as in ꞌteacher and ꞌdentist in isolation and as in the sentences My mother’s a ꞌteacher. and My father’s a ꞌdentist. b. Content - Activity 1. Listen and repeat. c. Expected outcomes - Pupils can correctly pronounce the two-syllable words with the stress on the first syllable as in ꞌteacher and ꞌdentist in isolation and as in the sentences My mother’s a ꞌteacher. and My father’s a ꞌdentist. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and repeat. (Track 52) Step 1: Have pupils look at the - Pupils point to the word – The word ꞌteacher and word ꞌteacher with its first and sentence while the sentence My mother’s syllable marked as stressed, listening. Pupils listen to a ꞌteacher. listen to the recording and the teacher’s explanation. – The word ꞌdentist and repeat the word until they feel the sentence My father’s confident. Correct their a ꞌdentist. pronunciation if necessary. Step 2: Get pupils to point at - Pupils listen to the the sentence My mother’s a recording again and ꞌteacher., listen to the recording repeat. and repeat it several times. Then get a few pupils to listen and repeat the sentence in front of the class.
3. Step 3: Repeat the procedure - Pupils follow the with the word ꞌdentist, and the teacher’s instructions. sentence My father’s a ꞌdentist. Step 5: Give pupils a time limit - Pupils work in pairs or to practise pronouncing the groups to say the words words, saying the words, and and read the sentences. reading the sentences in pairs Pupils listen to the or groups. recording and say the language in front of the class. 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 53) Step 1: Have pupils read the - Pupils pay attention to Three sets of two- three words in each line. the three sets or two- syllable words, each set Explain that they have to find syllable words. Pupils contains one word with out the word with different listen to the teacher’s the stress on the second stress patterns from the other explanation. syllable two, and circle the odd word. Audio script: Step 2: Play the recording and 1. a. teacher b. artist have pupils listen and check - Pupils look at three c. address their answers. Then get pupils words in the first line, 2. a. dentist b. arrive to check their answers in pairs read them aloud and c. because or groups. Correct their circle the odd word. 3. a. farmer b. prefer answers if necessary. Then pupils listen to the c. enjoy Step 3: Invite a few pupils to recording and check their Key: 1. c 2. a 3. a read the three circled words in answers. front of the class. Give - Pupils swap books with corrections and feedback where a partner, then check the necessary. answers as a class. Extension: Invite one or two - Pupils read the three pupils to stand up and repeat circled words in front of the correct option (odd words). the class. - Pupils stand up and repeat the correct option (odd words).
4. 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 54) Step 1: Have pupils scan the - Pupils scan the first The lyrics and recording first verse of the chant. Draw verse of the chant. Pupils of the chant their attention to the words pay attention to the teacher and future. words teacher and future. Step 2: Play the recording and - Pupils listen to the ask pupils to listen and repeat recording and repeat the the first verse, line by line. first verse, line by line. Show them how to chant and clap their hands Step 3: Play the recording of - Pupils listen to the the entire verse again for pupils recording of the entire to do choral and individual verse again to do choral repetition. Give corrections and and individual repetition. feedback where necessary. - Pupils repeat Steps 1 to Step 4: Repeat Steps 1 to 3 for 3 for the second verse of the second verse of the chant. the chant. Draw pupils’ attention to the - Pupils replace some words dentist and future. jobs in the chant with Extension: Replace some jobs words which have the in the chant with words which stress on the first have the stress on the first syllable. Pupils adjust the syllable, for example, doctor, last sentence of each farmer, driver and pilot. Have verse and practise the pupils adjust the last sentence new chant. of each verse and practise the new chant. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Pictionary - Call a member from each team and give them a clue. - Give a chalkboard or marker for that member to draw a clue so the entire class can see the clue.
5. - If the team member guessed the word, they would get one point. If the other team member guessed the word, they would get the point. - Pupils clap their hands on the stress of the word that they guess to get extra points for their team. * Option 2: Game: Chanting game (ppt) - Tell pupils to close their book, listen to the chant. - Ask pupils to listen again and clap their hands on the word stress. - Ask pupils to chant like a robot. Week: 09 Period: 34 UNIT 5: MY FUTURE JOB Lesson 3 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read an email and complete three gapped sentences about future jobs; - complete a gapped letter about people’s future jobs; - conduct a report about the future jobs that the class members would like to do in the future and use it to practise talking in the class during Project time. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform reading and writing tasks. 3. Attributes - Show their interests in their future jobs. II. MATERIALS - Pupil’s book: Page 39 - Teacher’s guide: Pages 87, 88 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the chant of Unit 5. b. Content - Chant and do actions. c. Expected outcomes - Pupils can say the chant with the correct rhythm, word stress and pronunciation. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Chant and do actions. (Track 54) - Play the recording for pupils - Listen to the chant. The lyrics and recording to listen. of the chant - Play the recording again for - Listen to the chant pupils to listen and chant along. again and chant along.
6. Encourage them to clap or do Clap or do the actions the actions while chanting. while chanting. - Call on two or more groups to take turns listening to and - Take turns listening to repeating the chant, while the and repeating the chant, rest of the class claps or do the while the rest of the class actions. claps or does the actions. - Praise pupils if they perform well. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read an email and complete three gapped sentences about future jobs. b. Content - Activity 4. Read and circle. c. Expected outcomes - Pupils can read an email and complete three gapped sentences about future jobs. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and circle. Step 1: Set a time limit and ask - Pupils pay attention to An email about future pupils to read through the the email and read them jobs and three email to get a general idea of it. as a class. incomplete sentences, Step 2: Ask pupils to read - Pupils look at the each with Sentence 1. Encourage them to incomplete sentences and three answer options. underline some key words that answer options. Pupils * Key: 1. b 2. c 3. a can help them find the correct read the text again and answer. Tell them to read the circle the correct email again to choose the answers. correct answer. Follow the - Pupils swap books with same procedure with Sentences a partner, then check 2 and 3. Let pupils do the answers as a class. activity independently, then check the answers in pairs. Go around the class and offer help if necessary. Step 3: Ask a few pupils to - Pupils read the read the sentences in front of sentences in front of the the class. Give corrections and class. feedback where necessary. Extension: Ask pupils to choose key information about - Pupils choose key Peter and Mary, e.g. firefighter, information about Peter help people, work in a team, and Mary and talk about take care of other people, them. gardener, plant trees, flowers,
7. beautiful gardens. Have pupils work in pairs and talk about them. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 3. ACTIVITY 2: PRODUCTION (10 minutes) a. Objectives - To write an email about future jobs using a gapped paragraph. b. Content - Activity 5. Let’s write. c. Expected outcomes - Pupils can write an email about the future jobs that they would like to do. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Ask pupils to read the - Pupils read the rubrics Two questions as clues rubrics and think about the jobs and think about the jobs and an email with gaps that they would like to do in that they would like to do for pupils to fill in the future. in the future. Suggested answer: Step 2: Ask pupils to read the - Pupils read the Hi Peter, questions and use them as clues questions and use them In the future, I would like to complete the email. Tell as clues to complete the pupils that they should write email. to be a gardener. I want about 30 words. to plant a lot of trees and Step 3: Give pupils enough flowers. My brother Minh time to write their emails. Let - Pupils write their loves travelling and pupils work in pairs or groups emails. and work in pairs meeting people. He for cross checks. Go ground the or groups for cross would like to be a pilot in class and give support when checks. necessary. the future. Bye! Step 4: Have some pupils read Nam their completed email aloud. - Pupils read their Give corrections and feedback completed email aloud where necessary. 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 carry out a survey on the jobs that the classmates would like to do in the future and present a report to the class. b. Content - Activity 6. Project c. Expected outcomes - Pupils can carry out a survey on their classmates’ future jobs and present it to the class. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
8. Activity 6. Project Step 1: Point at the sample - Pupils listen to the A picture of a pupil survey and explain that pupils teacher’s explanation. presenting his survey are going to report the results results of their surveys about their Suggested presentation: classmates’ future jobs and the Here are the results of reasons why they would like to my survey. Long would do the jobs. - Pupils work in groups like to be a doctor Step 2: Revise some words and of five. Pupils show their because he’d like to help sentence patterns that pupils poster that they have people. Linda would like may use for their presentations. made at home and tell to be a gardener. She Give pupils some time to the group about their loves planting trees and practise their presentations by friend’s future jobs. flowers. And Minh themselves and within groups. dreams of being a pilot. Go around the classroom to He’d like to travel monitor and offer support. - Pupils show their work around the world. Step 3: Select a few pupils to and talk about their give their presentations in front future jobs in front of the of the class. Give corrections class. Pupils stick their and feedback where necessary. posters on the wall (or board) as a display. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Test your friend - Have pupils work in groups of four. - Have one pupil from each group tell the others about his/ her future jobs. Ask their friends to check their pronunciation. - Call on some volunteers to perform in front of the class. e.g. Hi, I’m Minh. I’m in Class 5A. I’d like to be a teacher because I want to teach children. - Praise pupils if they perform well. * Option 2: Game: Lucky number (ppt) - Divide the class into two teams (boys and girls) - Call 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: 09 Period: 35 REVIEW 1 Period 1 I. OBJECTIVES
9. By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to five questions and circle the correct answer a, b or c. - ask and answer questions using picture cues. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions using picture cues correctly and fluently. - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform listening and speaking tasks. 3. Attributes - Study hard to review the vocabulary and sentence patterns they have learnt. - Be honest in the learning tasks. II. MATERIALS - Pupil’s book: Page 40 - Audio track 55 - Teacher’s guide: Pages 89, 90 - Website hoclieu.vn - Flash cards/ pictures and posters (Review 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the vocabulary they have learnt. b. Content - Game: The Memory Game c. Expected outcomes - Pupils can remember and say the words correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: The Memory Game - Tell pupils that they are going - Listen to the teacher’s Pictures (house, flat, to find pairs of pictures and explanation. countryside, city, surf the words as quickly as possible. Internet, play the violin, - Divide the class into two - Work in two groups. water the flowers, groups. - Follow the teacher Malaysia, Australia) - Stick the picture cards face demonstrating the game. down in the row above and the word cards face down in the row below on the board. - Play the game. - Invite one pupil from each group to play the game by selecting a picture card and a word card, turning them over. If two cards are a matching pair, ask the pupil to say the word aloud, he/ she gets a point for their group. The pupil can
10. continue to take another turn. If the cards do not make a match, ask the pupil to turn them face down again and invite another - Continue playing the pupil from the other group to game. take the next turn. - Let pupils play the game until all pairs have been matched. - Praise the winner. Play the game several times if there is enough time. - The group with more points wins the game. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to five questions and circle the correct answer a, b or c. b. Content - Activity 1. Listen and circle a, b or c. c. Expected outcomes - Pupils can listen to five questions and circle the correct answer a, b or c. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and circle a, b or c. (Track 55) Step 1: Draw pupils’ attention - Pupils look at the first - Five sets of suggested to the first set of suggested set of suggested answers. answers, each with three answers. Have them read the Pupils read the answer answer options answer options. Check options. - Audio script: comprehension. - Pupils listen to the 1. What’s your favourite Step 2: Play the recording for recording for Question 1. animal? Question 1. Play the recording Pupils listen to the 2. Do you live in this again for pupils to do the task. recording again and do building? Play the recording a third time the task. Pupils listen to 3. What would you like for pupils to check their the recording a third time to be in the future? answers. to check their answers. 4. What’s your friend - Pupils follow the like? teacher’s instructions. 5. What do you like Step 3: Repeat Steps 1 and 2 - Pupils swap books with doing in your free time? for the rest of the questions. a partner, then check *Key: 1. b, 2. b, 3. c, 4. Step 4: Get pupils to swap answers as a class. c, 5. a books with a partner, then check answers as a class. Write - Pupils listen to the the correct answers on the recording to double- board. check their answers. Step 5: Play the recording for - Pupils listen to the pupils to double-check their recording, sentence by answers. sentence, and repeat the
11. Extension: If time allows, play questions in the the recording, sentence by recording to explain their sentence, for the class to listen choice of answers a, b or and repeat the questions in the c. recording to explain their choice of answers a, b or c, for example, What’s your favourite animal? (answer b). e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To ask and answer questions using picture cues. b. Content Activity 2. Ask and answer. c. Expected outcomes - Pupils can ask and answer questions using picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Ask and answer. Step 1: Draw pupils’ attention - Pupils look at the first – Context 1: to the first picture. Get them to picture. Pupils look at the Nam: What’s your look at the bubble to identify thought bubble to address? the place shown in it. Check identify the place shown Lucy: _____. pupils’ comprehension. in it. – Context 2: Step 2: Draw pupils’ attention Nam: What’s your to Question 1. Have pupils look - Pupils look at Lucy’s brother like? at Lucy’s thought bubble to thought bubble to answer Lucy: ____. answer the question. the question. – Context 3: Step 3: Repeat Steps 1 and 2 Nam: What do you do at with the rest of the questions. - Pupils follow the the weekend? Step 4: Have pupils work in teacher’s instructions. Lucy: ____. pairs to role-play the four - Pupils work in pairs to – Context 4: exchanges. Go around the role-play the four Nam: What’s your classroom to monitor the exchanges. favourite colour? activity. Lucy: ____. Extension: Invite pairs of - Pairs of pupils role-play *Key: pupils to role-play the target the target exchanges 1. It’s 25 Queen Street. exchanges using their own using their own 2. He’s clever. information. information. 3. I water the flowers. 4. It’s / I like pink. e. Assessment - Performance products: Pupils’ talk and interaction - Assessment tools: Observation; Questions & Answers; Peer correction 4. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Noughts and Crosses
12. blue blue clever go for a 31 Nguyen Hue 17 Hoa Binh walk Street Street active orange surf the Internet - Tell pupils how the game is played. Give an example. - Draw a grid with 9 cues. - Divide pupils into 2 teams: one team is X, one team is O. - Ask a pupil from each team to select a number on the grid, then 2 representatives ask and answer based on the word cues. If they ask and answer correctly, the teacher draws X or O on the grid (depending on which team is answering). - The first team to get three Xs or three Os in a row wins! - Praise the winner. * Option 2: Game: Pass the balls (ppt) - Give two different coloured balls to two pupils, a blue ball (ask the question) and a white ball (answer the question). - Ask pupils to listen to music and pass the balls. - Stop music suddenly. Have the pupil with a blue ball make a question. Have the pupil with a white ball answer the question. e.g. Pupil A: What’s your favourite colour? Pupil B: It’s orange. - Repeat the game several times. REVIEW 1 Period 1 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to five questions and circle the correct answer a, b or c. - ask and answer questions using picture cues. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions using picture cues correctly and fluently. - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform listening and speaking tasks. 3. Attributes - Study hard to review the vocabulary and sentence patterns they have learnt. - Be honest in the learning tasks. II. MATERIALS - Pupil’s book: Page 40 - Audio track 55 - Teacher’s guide: Pages 89, 90 - Website hoclieu.vn - Flash cards/ pictures and posters (Review 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives
13. - To revise the vocabulary they have learnt. b. Content - Game: The Memory Game c. Expected outcomes - Pupils can remember and say the words correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: The Memory Game - Tell pupils that they are going - Listen to the teacher’s Pictures (house, flat, to find pairs of pictures and explanation. countryside, city, surf the words as quickly as possible. Internet, play the violin, - Divide the class into two - Work in two groups. water the flowers, groups. - Follow the teacher Malaysia, Australia) - Stick the picture cards face demonstrating the game. down in the row above and the word cards face down in the row below on the board. - Play the game. - Invite one pupil from each group to play the game by selecting a picture card and a word card, turning them over. If two cards are a matching pair, ask the pupil to say the word aloud, he/ she gets a point for their group. The pupil can continue to take another turn. If the cards do not make a match, ask the pupil to turn them face down again and invite another - Continue playing the pupil from the other group to game. take the next turn. - Let pupils play the game until all pairs have been matched. - Praise the winner. Play the game several times if there is enough time. - The group with more points wins the game. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to five questions and circle the correct answer a, b or c. b. Content - Activity 1. Listen and circle a, b or c. c. Expected outcomes - Pupils can listen to five questions and circle the correct answer a, b or c. d. Organisation
14. TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Listen and circle a, b or c. (Track 55) Step 1: Draw pupils’ attention - Pupils look at the first - Five sets of suggested to the first set of suggested set of suggested answers. answers, each with three answers. Have them read the Pupils read the answer answer options answer options. Check options. - Audio script: comprehension. - Pupils listen to the 1. What’s your favourite Step 2: Play the recording for recording for Question 1. animal? Question 1. Play the recording Pupils listen to the 2. Do you live in this again for pupils to do the task. recording again and do building? Play the recording a third time the task. Pupils listen to 3. What would you like for pupils to check their the recording a third time to be in the future? answers. to check their answers. 4. What’s your friend - Pupils follow the like? teacher’s instructions. 5. What do you like Step 3: Repeat Steps 1 and 2 - Pupils swap books with doing in your free time? for the rest of the questions. a partner, then check *Key: 1. b, 2. b, 3. c, 4. Step 4: Get pupils to swap answers as a class. c, 5. a books with a partner, then check answers as a class. Write - Pupils listen to the the correct answers on the recording to double- board. check their answers. Step 5: Play the recording for - Pupils listen to the pupils to double-check their recording, sentence by answers. sentence, and repeat the Extension: If time allows, play questions in the the recording, sentence by recording to explain their sentence, for the class to listen choice of answers a, b or and repeat the questions in the c. recording to explain their choice of answers a, b or c, for example, What’s your favourite animal? (answer b). e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To ask and answer questions using picture cues. b. Content Activity 2. Ask and answer. c. Expected outcomes - Pupils can ask and answer questions using picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Ask and answer. Step 1: Draw pupils’ attention - Pupils look at the first – Context 1:
15. to the first picture. Get them to picture. Pupils look at the Nam: What’s your look at the bubble to identify thought bubble to address? the place shown in it. Check identify the place shown Lucy: _____. pupils’ comprehension. in it. – Context 2: Step 2: Draw pupils’ attention Nam: What’s your to Question 1. Have pupils look - Pupils look at Lucy’s brother like? at Lucy’s thought bubble to thought bubble to answer Lucy: ____. answer the question. the question. – Context 3: Step 3: Repeat Steps 1 and 2 Nam: What do you do at with the rest of the questions. - Pupils follow the the weekend? Step 4: Have pupils work in teacher’s instructions. Lucy: ____. pairs to role-play the four - Pupils work in pairs to – Context 4: exchanges. Go around the role-play the four Nam: What’s your classroom to monitor the exchanges. favourite colour? activity. Lucy: ____. Extension: Invite pairs of - Pairs of pupils role-play *Key: pupils to role-play the target the target exchanges 1. It’s 25 Queen Street. exchanges using their own using their own 2. He’s clever. information. information. 3. I water the flowers. 4. It’s / I like pink. e. Assessment - Performance products: Pupils’ talk and interaction - Assessment tools: Observation; Questions & Answers; Peer correction 4. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Noughts and Crosses blue blue clever go for a 31 Nguyen Hue 17 Hoa Binh walk Street Street active orange surf the Internet - Tell pupils how the game is played. Give an example. - Draw a grid with 9 cues. - Divide pupils into 2 teams: one team is X, one team is O. - Ask a pupil from each team to select a number on the grid, then 2 representatives ask and answer based on the word cues. If they ask and answer correctly, the teacher draws X or O on the grid (depending on which team is answering). - The first team to get three Xs or three Os in a row wins! - Praise the winner. * Option 2: Game: Pass the balls (ppt) - Give two different coloured balls to two pupils, a blue ball (ask the question) and a white ball (answer the question). - Ask pupils to listen to music and pass the balls. - Stop music suddenly. Have the pupil with a blue ball make a question. Have the pupil with a white ball answer the question. e.g. Pupil A: What’s your favourite colour? Pupil B: It’s orange. - Repeat the game several times. Week: 09
16. Period: 36 REVIEW 1 Period 2 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - read and match pairs of target sentence patterns. - read a passage about a boy named Henry and complete some notes. - complete a gapped passage using writing prompts. 2. Competences - Communication and collaboration: work in pairs and teams to complete the learning tasks. - Self-control & independent learning: perform reading and writing tasks. 3. Attributes - Study hard to review the vocabulary and sentence patterns they have learnt. - Be honest in the learning tasks. II. MATERIALS - Pupil’s book: Page 41 - Teacher’s guide: Pages 91, 92 - Website hoclieu.vn - Flash cards/ pictures and posters (Review 1) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To motivate the class by singing the song “What would you like to be in the future?”. b. Content - Let’s sing. c. Expected outcomes - Pupils can sing the song with correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Let’s sing. - Spend a few minutes revising - Listen to the teacher’s The lyrics and the Unit 5 by having pupils sing instructions. recording of the song the song on page 35. “What would you like to - Play the song for pupils to - Listen and sing the be in the future?” listen to and sing in chorus. song in chorus. - Play the song again for pupils - Sing the song in chorus to sing in chorus and clap and clap hands to hands to reinforce the activity. reinforce the activity. - Invite one pupil or a team to - Perform the song in perform the song in front of the front of the class. class. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation
17. 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To read and match pairs of target sentence patterns. b. Content - Activity 3. Read and match. c. Expected outcomes - Pupils can read and match pairs of target sentence patterns. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Read and match. Step 1: Draw pupils’ attention - Pupils look at the Five pairs of sentence to the sentences. Tell them how sentences. Pupils listen to patterns, which together to do the activity. Point at the teacher’s explanation. form simple exchanges Sentence 1, elicit the answer between two pupils. and give feedback. Draw a line * Key: 1. d, 2. a, 3. e, to match Sentence 1 with the 4. c, 5. b reply d. - Pupils do the task. Step 2: Give pupils time to do the task. Go around the classroom to offer support. - Pupils swap books with Step 3: Get pupils to swap a partner, then check books with a partner, then answers together as a check answers together as a class. class. Write the correct answers on the board. - Pairs of pupils stand up Extension: Invite pairs of and read the matched pupils to stand up and read the exchanges aloud. matched exchanges aloud. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To read a passage about a boy named Henry and complete some notes. b. Content Activity 4. Read and complete. c. Expected outcomes - Pupils can read a passage about a boy named Henry and complete some notes. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Read and complete. Step 1: Have pupils read the - Pupils read the passage - A passage about Henry passage about Henry. Check about Henry. - Some gapped notes
18. comprehension. * Key: Step 2: Have pupils look at the - Pupils look at the 1. 5 gapped notes. Draw pupils’ gapped notes. Pupils 2. Australian attention to the gaps. Point at follow the teacher 3. 72 the line containing the first gap demonstrating the first 4. surfing the Internet and read it as a class. Elicit the gap. Pupils complete the 5. doctor missing word and give gap. feedback. Ask pupils to complete the gap. Step 3: Repeat Step 2 with the - Pupils follow the rest of the gaps. Go around the teacher’s instructions. classroom to offer support where necessary. Step 4: Get pupils to swap - Pupils swap books with books with a partner, then a partner, then check check answers as a class. Write answers as a class. the correct answers on the board. - Pupils stand up, look at Extension: Invite some pupils the completed notes and to stand up, look at the say 4 – 6 sentences about completed notes and say 4 – 6 Henry. sentences about Henry. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRODUCTION (8 minutes) a. Objectives - To complete a gapped passage using writing prompts. b. Content - Activity 5. Let’s write. c. Expected outcomes - Pupils can complete a gapped passage using writing prompts. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Let’s write. Step 1: Tell the class the goal - Pupils listen to the Four writing prompts and of this activity: to read the teacher’s explanation. a short gapped passage writing prompts and complete with target sentences to the gapped passage. Tell pupils complete that they should write about Suggested answer: themselves using about 30 My name is Binh. My words. Check comprehension. address is 12 Hoa Mai Step 2: Write the first gapped - Pupils look at the first Street. In my free time, I sentence on the board (My gapped sentence on the like surfing the Internet name is ___.). Read the board. Pupils read the and playing chess. In the sentence sentence as a class. future, I would like to be as a class. When you reach the Pupils complete the a writer because I want gap, ask pupils to elicit the sentence. to write interesting
19. necessary information (a stories for children. pupil’s name) and write it down to complete the sentence. Step 3: Repeat Step 2 for the - Pupils follow the second sentence. Then ask teacher’s instructions. pupils to read the writing Pupils read the writing prompts and write the answers prompts and write the to complete the passage. answers to complete the Encourage them to write passage. Pupils write about 30 words. about 30 words. Step 4: If time allows, invite a - Pupils read the few pupils to read the sentences sentences they have they have completed / written completed / written aloud aloud in front of the class. The in front of the class. The class observes and praises their class observes and work. praises their work. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Kim’s game - Divide the class into two teams. Say “You are going to play a memory game.” - Display many words and phrases on the board. Give pupils two minutes to memorise these words and phrases. e.g. dolphin, table tennis, sandwich, pink, pizza, Japanese, American, building, tower, helpful, friendly, active, play the violin, go for a walk, water the flowers, surf the Internet, firefighter, gardener. - Turn the word cards face down on the board. In their teams, the pupils try to write down many words as they can remember. - Check the answers as the class. - Count the points for each team and announce the winner. The team with the most points wins. The winning team must then correctly pronounce all of the words and phrases. * Option 2: Game: Number race (ppt) - Explain how to play the game. Give an example. - Divide the class into two teams. Each team has five pupils. - Give each pupil in one team a number so that each team has equal numbers. - Stick a picture (watering the flowers) on the board and ask the questions, e.g. “What do you do at the weekend?”, and allow time for pupils to think. Then call out a number, have pupils with that number from each team stand up and shout out the answers, e.g. “I water the flowers.”. Praise and give points for the teams. - Continue the game until the last member of the team. - Praise the winner. Give feedback.