Tiếng AnhLớp 5Phần 12. Unit 10: Our school trip

Giáo án Lesson 3

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to: ask and answer the question 'What did you do there?' using the past simple.
By the end of the lesson, Ss will be able to: form Yes/No questions with 'Did + subject + base verb?' and answer 'Yes, ... did' or 'No, ... did not'.
By the end of the lesson, Ss will be able to: use past verbs visited, watched and bought to describe a school trip.
By the end of the lesson, Ss will be able to: stress the middle syllable of the three-syllable words November and December.
By the end of the lesson, Ss will be able to: read a short text about a school trip and find specific information such as places, activities and things bought.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and say the pattern 'What did you do there?', read the trip story, and write 4–5 sentences for the farm project.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce November and December with correct stress, use the vocabulary museum, ancient town, stadium, visited, watched, bought, and use Did-questions with base verbs correctly.

2. General competences

Self-control and independent learning: Ss check their own work with the rubric, correct their mistakes and plan their project map without waiting for step-by-step instructions.
Communication and collaboration: Ss work in pairs and groups to ask and answer about a school trip, and they listen to a classmate and ask one follow-up question.
Problem-solving and creativity: Ss use the picture map and key words to create a day-trip plan for a farm and present it clearly in 4–5 sentences.

3. Personal qualities

Diligence: Ss practise the pronunciation and the dialogue patiently at home and in class, and finish the project map on time.
Responsibility: Ss complete their own worksheet and self-check their project using the rubric, and they only describe activities that are safe and suitable for a farm trip.

II. Resources and materials

1. Teacher

Picture flashcards: museum, ancient town, stadium, farm, film, postcards
Audio recording of the model dialogue and the listening sentences (We watched a film; Could you say that again, please?; Yes, I did.)
Projector or interactive whiteboard
Board and coloured markers
Worksheet 1 (Reading) and Worksheet 2 (Farm day-trip map), printed for each pair or group
NeoEdu lesson page for interactive exercises, slides and examples: neoedu.vn/learn/5/english/unit-10-lesson-3

2. Pupils

Textbook Global Success 5, notebook, pencil case
Coloured pencils or markers, A4 paper for the farm project map
Glue and scissors (optional, for drawing pictures)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Our school trip memories

Aims

Ss recall a place they visited and use the past verbs in a short chant to prepare for the new lesson.

Content

Picture game 'Where did we go?' with flashcards of a museum, an ancient town and a stadium. Then a chant with the verbs visited, watched and bought, clapping the rhythm of each word.

Expected outcomes

Ss name at least three places and say one full sentence, for example 'We visited a museum.' Ss can say the three past verbs with the correct rhythm.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcards one by one and asks: 'Where did we go on our school trip?' T models the answer: 'We visited a museum.'
Pupils
Ss look at the picture and answer in chorus or individually, for example: 'We visited a stadium.'
Teacher
T leads a chant: 'Visited, watched, bought!' and claps the rhythm. T writes the three verbs on the board in the past form.
Pupils
Ss chant and clap with T, then repeat the verbs alone, for example: 'visited – watched – bought'.
Teacher
T calls two pairs to stand up and say one sentence about a place they visited last year.
Pupils
Ss stand up and report, for example: 'We watched a film at the museum.' Other Ss listen and say 'Good!' or give a small correction.
Teacher
T confirms that the past verbs are used for finished actions and that the lesson will focus on 'What did you do there?'
Pupils
Ss copy the three verbs and one sample sentence into their notebooks.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat: What did you do there?

Aims

Ss understand the model dialogue and use the pattern 'Did + subject + base verb?' with the short answers 'Yes, ... did' and 'No, ... did not'.

Content

Model dialogue: A: 'What did you do there?' B: 'We watched a film.' Then the Yes/No pattern: 'Did you buy anything?' – 'Yes, we did.' / 'No, we did not.' Grammar note: after did, use the base verb; Was/Were are not used to replace did with every verb.

Expected outcomes

Ss say the dialogue fluently in pairs and write three sentences in their notebook using visited, watched and bought, for example 'We visited the museum. We watched a film. We bought postcards.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio twice and asks: 'What did they do there?' T points to the picture of the film and the museum.
Pupils
Ss listen and point to the correct picture. Answer: 'They watched a film.'
Teacher
T models the dialogue with a strong student, then Ss listen, point and repeat the lines. T corrects the stress and intonation. T writes on the board: 'Did + subject + base verb?' and gives a quick example: 'Did you buy anything?' – 'Yes, we did.'
Pupils
Ss repeat the lines in chorus, then in pairs. Ss answer the Yes/No question with the correct short form, for example: 'Did you visit the farm?' – 'No, we did not.'
Teacher
T asks several pairs to act out the dialogue in front of the class and checks the use of did and the base verb. T asks: 'Can we say Was you watch a film?' and elicits 'No, we say Did you watch a film?'
Pupils
Ss perform the dialogue. Possible answer: 'Did you watch a film?' 'Yes, we did.' Ss explain why 'Did' is used before the base verb.
Teacher
T summarises the pattern on the board and reminds Ss that Was/Were are used to ask about a state or a place, not to replace did with every verb.
Pupils
Ss write the pattern and their three sentences in their notebooks.

Activity 2.2: Exploration · 10 minutes

Listen, point and say: November and December

Aims

Ss recognise and produce the main stress on the middle syllable of the three-syllable words November and December.

Content

Stress pattern: No-VEM-ber and De-CEM-ber. Ss clap the strong beat on the second syllable and then say the word in the sentence 'We visited the farm in November and the museum in December.' Note: the capitals are only a teaching sign; the words are written normally with a capital first letter.

Expected outcomes

Ss clap and say November and December with the correct stress. Ss can say the full sentence with the stress in the correct place.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes November and December on the board, shows the stress pattern with capital letters for the strong syllable, and plays the audio. T asks: 'Which syllable is the strongest?'
Pupils
Ss listen and point to the middle syllable. Answer: 'The second syllable.'
Teacher
T claps the stress pattern with Ss: a soft clap for the first syllable, a loud clap for the second and a soft clap for the third. T models the full sentence and asks Ss to clap while speaking.
Pupils
Ss clap and repeat the words, then say the full sentence while clapping the stress: 'We visited the farm in November and the museum in December.'
Teacher
T asks each row to say the sentence once and listens for the middle stress. T corrects any word where all syllables are stressed equally.
Pupils
Each row repeats the sentence. Ss self-correct, for example by saying the strong syllable louder: 'No-VEM-ber'.
Teacher
T summarises: 'Three-syllable words often have the stress in the middle. Listen for the strong beat.'
Pupils
Ss copy the stress pattern and write the words with a small mark under the strong syllable.

Activity 2.3: Exploration · 10 minutes

Read and find: Class 5A's trip

Aims

Ss read a short text step by step and find specific information about time, place and activities.

Content

Text: 'Yesterday, Class 5A visited a history museum. The pupils watched a film about an old village. They bought small postcards at the shop. They did not buy toys. Their teacher helped them write notes about the trip.' Ss complete Worksheet 1 (Reading). First, read for the characters and topic; second, underline time words, places and activities; then answer the questions.

Expected outcomes

Worksheet 1 completed. Main answer: Q3 – postcards. Ss answer the questions in full sentences.

Procedure

Teacher's activities

Pupils' activities

Teacher
T hands out Worksheet 1 and reads the text aloud once. T asks: 'Who is the text about? What is the topic?'
Pupils
Ss listen and answer: 'Class 5A. A school trip to a museum.'
Teacher
T asks Ss to read the text again in pairs, underlining time words (Yesterday), places (a history museum, the shop) and activities (watched, bought, helped). T walks around to check and helps weaker Ss.
Pupils
Pairs read and underline. Ss complete Worksheet 1 by answering the questions. Possible answers: 'They watched a film about an old village.' 'They bought postcards.' 'No, they did not buy toys.'
Teacher
T calls on two pairs to read their answers. T asks the class: 'Why do we say Did they buy toys? and not Were they buy toys?'
Pupils
Ss report answers. Possible answer: 'We use did with the base verb buy.'
Teacher
T confirms the answers and writes the key word postcards on the board. T reminds Ss to check the detail in the text, not guess.
Pupils
Ss correct their answers and write the new words museum, souvenirs and trip in their notebooks.

Activity 3.1: Practice · 12 minutes

Let's talk and vocabulary exercises

Aims

Ss match vocabulary, complete sentences and order a conversation to use the new language in context.

Content

Textbook exercises 2, 3, 4, 6 and 7. Ex 2: choose the word meaning 'museum'. Ex 3: choose the phrase meaning 'ancient town'. Ex 4: match words with meanings. Ex 6: complete the sentence with the vocabulary item meaning 'visited'. Ex 7: order the lines of a conversation. Then Ss practise 'Let's talk' in pairs with the ordered conversation.

Expected outcomes

Ex 2: B (museum – bảo tàng). Ex 3: C (ancient town – phố cổ). Ex 4: museum – bảo tàng; ancient town – phố cổ; stadium – sân vận động; visited – đã thăm. Ex 6: visited. Ex 7: Hello! Can we talk? → What did you do there? → We watched a film. → Thank you for telling me.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows Exercises 2, 3 and 4 on the projector and asks Ss to work individually for two minutes. T gives the instruction for Ex 6 and Ex 7.
Pupils
Ss read the exercises and work individually in their books.
Teacher
T asks pairs to check their answers, then to order the conversation in Ex 7 and practise it aloud. T monitors and listens for the correct form of did and base verbs.
Pupils
Pairs check answers and practise the conversation: 'Hello! Can we talk?' – 'What did you do there?' – 'We watched a film.' – 'Thank you for telling me.'
Teacher
T checks answers with the whole class. T asks: 'Which word means visited?' and 'Why do we write did before you?'
Pupils
Ss give answers: 'visited', and 'We use did for a question about the past.'
Teacher
T praises correct answers and reminds Ss to use the vocabulary and the pattern in a short conversation.
Pupils
Ss write the correct answers in their notebooks and note the new phrase ancient town.

Activity 3.2: Practice · 8 minutes

Game: Listen and clap

Aims

Ss listen carefully to choose the right sentence and apply the stress rule in a fast game.

Content

Exercise 5: Ss listen and choose the sentence they hear: A. 'Could you say that again, please?' B. 'Yes, I did.' C. 'We watched a film.' Exercise 10: Ss choose the stressed syllable of November (A. first; B. second; C. third). Then the game 'Stress clap': T says the words, Ss clap the strong beat.

Expected outcomes

Exercise 5 answer: C (We watched a film.). Exercise 10 answer: B (second syllable). Ss clap correctly for November and December in the game.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the game: 'Listen and choose the right sentence. Then clap the stress when I say the word.' T plays the audio for Exercise 5.
Pupils
Ss listen and choose the correct sentence. Possible answer: 'We watched a film.'
Teacher
T runs the stress clap game: T says November, December and other three-syllable words from the lesson, and Ss clap only when the stress is in the middle syllable. T then asks Exercise 10 as a quick question.
Pupils
Ss clap in the correct places. For Exercise 10 Ss answer: 'B. The second syllable.'
Teacher
T asks one or two Ss to explain why 'We watched a film' is the correct answer, and checks clapping with the whole class.
Pupils
Ss explain: 'I heard watched and film, and the answer is about a film.'
Teacher
T praises the class and reminds Ss to listen to the key words and not only guess from the topic.
Pupils
Ss say the sentence 'We visited the farm in November and the museum in December.' with correct stress.

Activity 4: Application · 10 minutes

Project: A day trip to a farm

Aims

Ss create a mind map of an imaginary day trip to a farm, with morning and afternoon activities, and present it in 4–5 sentences.

Content

Ss draw a central circle 'A day trip to a farm' with two branches: In the morning and In the afternoon. Under each branch, Ss write or draw two suitable activities (for example planting beans, watering vegetables, playing a team game, drawing farm animals). Ss tell the story in the past simple. This is an imaginary trip. Only safe activities are allowed; do not draw or describe children using chemicals or dangerous machines. Ss complete Worksheet 2 (Farm day-trip map). Groups then present and one classmate asks a question.

Expected outcomes

A completed mind map and a short oral presentation of 4–5 sentences. Sample text: 'Our class went on an imaginary day trip to a farm. In the morning, we planted beans with the farmer. We also watered the vegetables. In the afternoon, we played a team game and drew farm animals. We learned how people care for plants and animals.' Rubric (4 points): content and completeness 1; consistency of pictures and sentences 1; correct words and past tense 1; clear delivery and answering a question 1.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives out Worksheet 2 and shows an example map on the board. T explains that the trip is imaginary and the activities must be safe.
Pupils
Ss look at the example and choose two activities for the morning and two for the afternoon.
Teacher
T asks groups to draw the mind map on A4 paper and write the sentences. T monitors and asks: 'What did you do in the morning?' to encourage the past tense.
Pupils
Groups draw the map and write sentences, for example: 'In the morning, we planted beans. In the afternoon, we played a team game.'
Teacher
T invites two groups to present. T asks a classmate to ask one question after each presentation, for example: 'What did you draw in the afternoon?'
Pupils
Groups present in 4–5 sentences. Listeners say one thing they understood and ask one question. Presenters answer the question.
Teacher
T applies the rubric and gives praise for correct tenses and clear sentences. T reminds Ss to finish the project at home if needed.
Pupils
Ss self-check the project with the four rubric points and note one thing to improve.

Worksheets

Worksheet 1: Reading – Class 5A's trip

Read the text: Yesterday, Class 5A visited a history museum. The pupils watched a film about an old village. They bought small postcards at the shop. They did not buy toys. Their teacher helped them write notes about the trip.

Step 1: Who is the text about? What is the topic?
Step 2: Underline the time words (in the text), circle the places, and put a box around the activities.
Step 3: Answer the questions in full sentences.

Q1: Which place did Class 5A visit?
Q2: What did the pupils watch?
Q3: What did the pupils buy? (Answer with a plural noun.)
Q4: Did they buy toys?
Q5: Who helped them write notes about the trip?

Teacher's key: Q1: They visited a history museum. Q2: They watched a film about an old village. Q3: postcards. Q4: No, they did not. Q5: Their teacher helped them.

Worksheet 2: Farm day-trip map

Central idea: A day trip to a farm

Branch 1: In the morning

Activity 1: ____________________
Activity 2: ____________________

Branch 2: In the afternoon

Activity 1: ____________________
Activity 2: ____________________

Write 4–5 sentences in the past simple:

Our class went on an imaginary day trip to a farm.
In the morning, we ____________________.
We also ____________________.
In the afternoon, we ____________________.
We learned ____________________.

Self-check (tick):

My map has all the required branches.
My pictures and sentences match.
I used the past tense correctly.
I can answer one question from a classmate.

Homework

Write a short paragraph (4–5 sentences) about your imaginary day trip to a farm, using the past simple and the words planted, watered, played and drew.
Practise the dialogue 'What did you do there?' – 'We watched a film.' with a family member or a friend, and ask at least one Yes/No question with did.
Read the text 'Yesterday, Class 5A visited a history museum' aloud three times, and clap the stress on the middle syllable of November and December.
Finish the farm project map at home if you did not finish it in class, and bring it to the next lesson.

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