Giáo án Tiếng Anh lớp 5 Global Success Unit 15 Lesson 3

Giáo án Tiếng Anh lớp 5 Global Success Unit 15 Lesson 3

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I. OBJECTIVES

By the end of this lesson, pupils will be able to:

1. Knowledge and skills

- stress the correct words in Wh-questions 'What’s the 'matter? and 'What should I 'do?;

- identify and underline the missing stressed word in four questions, and to say the questions with the correct stress while listening;

- 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

- Raise their knowledge of health.

- Show pupils how to take care of themselves and prevent common diseases.

- Show pupils how to give advice about health problems.

II. MATERIALS

- Pupil’s book: Page 34

- Audio tracks 48, 49, 50

- Teacher’s guide: Pages 247, 248

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 15)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To revise the previous lesson by asking and answering questions about health problems and giving advice about health.

b. Content

- Game: Zoom it in

c. Expected outcomes

- Pupils can correctly ask and answer questions about health and give advice for health.

d. Organisation

TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	CONTENT
Game: Zoom it in
- Prepare some pictures (sore throat, headache, stomachache, toothache) and zoom them in. - Divide the class into two teams. - Invite one pair of pupils from Team 1. - Show a zoomed picture. - Ask pupils to guess and say the name of the picture. If their guess is correct, they have to make a free conversation about health problems. E.g. Pupil A: What’s the matter? Pupil B: I have a headache. What should I do? Pupil A: You should take some medicine. Pupil B: Thanks for your advice. - If their guess is not correct, invite a pair from the other team. - Praise pupils to encourage their performance. - Continue the game until all the pictures are used.	- Pupils listen to the teacher’s explanation. - Pupils work in two teams. - Pupils guess what the picture is and make a free conversation about health problems.	Sentence patterns: What’s the matter? - I have _____. You should ____. - Thank you for your advice.

e. Assessment

- Performance products: Pupils’ answers and pronunciation

- Assessment tools: Observation; Questions & Answers

2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes)

a. Objectives

- To stress the correct words in Wh-questions 'What’s the 'matter? and 'What should I 'do?

b. Content

- Activity 1. Listen and repeat.

c. Expected outcomes

- Pupils can stress the correct words in Wh-questions 'What’s the 'matter? and 'What should I 'do?

d. Organisation

TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	CONTENT
Activity 1. Listen and repeat. (Track 48)
Step 1: Ask pupils to pay attention to the stressed words What’s and matter in the sentence What’s the matter? Have them listen to the recording and repeat the question until they feel confident. Correct their pronunciation if necessary. Step 2: Repeat the same procedure with the second sentence. Step 3: Give pupils a time limit to practise saying the questions in pairs or groups. Go around the classroom and give corrections when necessary. Invite some pupils to say the sentences, then give feedback and correct them when necessary.	- Pupils look at the stressed words What’s and matter in the sentence What’s the matter? Pupils listen to the recording and repeat the question. - Pupils follow the teacher’s instructions. - Pupils practise saying the questions in pairs or groups. Some pupils say the sentence in front of the class.	Two Wh-questions 'What’s the 'matter? and 'What should I 'do?

e. Assessment

- Performance products: Pupils’ pronunciation

- Assessment tools: Observation; Questions & Answers

3. ACTIVITY 2: PRACTICE (10 minutes)

a. Objectives

- To identify and underline the missing stressed word in four questions, and to say the questions with the correct stress while listening.

b. Content

- Activity 2. Listen and underline one more stressed word.

c. Expected outcomes

- Pupils can identify and underline the missing stressed word in four questions, and to say the questions with the correct stress while listening.

d. Organisation

TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	CONTENT
Activity 2. Listen and underline one more stressed word. (Track 49)
Step 1: Explain that pupils have to listen to the recording and underline one more stressed word in each of the four questions. Have them read Question 1 and guess the other stressed word. Repeat the same procedure with Questions 2, 3 and 4. Step 2: Play the recording all the way through for pupils to listen to the questions. Play the recording again for pupils to underline the answers. Step 3: Get pupils to check their answers in pairs or groups. Step 4: Invite a few pupils to read the sentences in front of the class. Give corrections and feedback where necessary.	- Pupils listen to the teacher’s explanation. Pupils read Question 1 and guess the other stressed word. - Pupils follow the teacher’s instructions. - Pupils check their answers in pairs or groups. - A few pupils read the sentences in front of the class.	Four Wh-questions Audio script: 1. 'How are you 'feeling 'today? 2. 'What 'time do you 'go to 'bed? 3. 'When should I 'go to the 'dentist? 4. 'What’s 'wrong with your 'teeth? * Key: 1. today, 2. bed, 3. go, 4. What’s

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 50)
Step 1: Have pupils scan the first verse of the chant. Draw their attention to the stress in Wh-questions. Step 2: Play the first part of the recording and ask pupils to listen to and repeat the first verse, line by line. Show them how to chant and clap their hands. Step 3: Play the recording of the first verse again for pupils to do choral and individual repetition. Give corrections and feedback where necessary. Step 4: Repeat Steps 1 to 3 for the second verse of the chant. Draw pupils’ attention to the stress in Wh-questions. Extension: Replace some of the health problems in the chant with others, for example, a stomach ache, a sore throat, a cold, flu. Have pupils adjust the last sentence of each verse and practise the new chant.	- Pupils scan the first verse of the chant. Pupils look at the stress in Wh-questions. - Pupils listen to the first part of the recording and repeat the first verse, line by line. - Pupils listen to the recording of the first verse again to do choral and individual repetition. - Pupils follow the teacher’s instructions. Pupils look at the stress in Wh-questions. - Pupils adjust the last sentence of each verse and practise the new chant.	The lyrics and the recording of the 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: Miming game

- Tell pupils that they are going to mime an action for their friends to guess what the matter is.

- Invite a volunteer to come and stand in the front of the class. Whisper a word to him/ her, e.g. headache. Have him/ her mime having a headache.

- Ask other pupils to guess what common disease he/ she has and say a sentence, e.g. He/ She has a headache.

- Continue with other words.

- Praise pupils if they play the game well.

* Option 2: Game: Musical cards (ppt)

- Stick the cards on the board. Ask pupils to say the words related to the cards (toothache, sore throat, headache, stomach ache).

- Hand out the cards to different pupils around the class.

- Play the song “What’s the matter?” (Track 50). Ask pupils to pass the cards to the pupils next to them while the music is playing.

- Stop the music suddenly. Invite a few pupils to ask the question “What’s the matter?”. Ask pupils who are holding the card to answer the questions, e.g. I have a toothache.

- Play the music again and repeat the activity.

- Ask pupils to check their friends’ pronunciation.

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