Tiếng AnhLớp 5Phần 21. Unit 17: Stories for children

Giáo án Lesson 1

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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 about the main characters in a story with 'Who are the main characters in the story?' and 'They are the fox and the crow.'
- Ask about how an action was done with 'How did the tortoise walk?' and answer with a past verb plus an adverb such as 'It walked slowly.'
- Pronounce and use the words main character, crow, fox, hare, tortoise, quickly, slowly and cleverly.
- Distinguish the adjective 'slow' from the adverb 'slowly'.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to a sentence and choose the correct answer, read and match words with their meanings, and speak a four-turn dialogue using the two target questions.
Language knowledge (pronunciation, vocabulary, grammar): Ss stress the first syllable of 'slowly' and 'quickly', pronounce the final -ly clearly, use the correct word order in questions with 'Who' and 'How did', and use the adverb 'slowly' after the past verb 'walked'.

2. General competences

Self-control and independent learning: Ss complete the matching and listening tasks alone first, then check their answers with a partner before the whole-class check.
Communication and collaboration: Ss work in pairs to practise the question-and-answer patterns and take turns as speaker and listener in the role play.
Problem-solving and creativity: Ss choose the correct question for a given purpose, order the lines of a conversation logically, and create their own short dialogue about a story.

3. Personal qualities

Diligence: Ss actively join every repetition drill and complete all tasks on time.
Responsibility: Ss take turns and complete their assigned role in pair work, and they prepare their dialogue for the next lesson.
Honesty: Ss self-check their answers honestly and admit mistakes so they can correct them.
Kindness: Ss give positive feedback and encouragement to their partners during speaking practice.

II. Resources and materials

1. Teacher

Textbook English 5 (Global Success), Unit 17, Lesson 1
Laptop, projector or interactive board
Flashcards or pictures of a fox, a crow, a hare, a tortoise and a story character
Audio recording for Exercise 4
Digital lesson page: neoedu.vn/learn/5/english/unit-17-lesson-1 (lesson presentation, examples and interactive exercises)
Worksheet No. 1 printed for each pair

2. Pupils

English 5 textbook
Notebook, pencil, eraser, colour pencils
Worksheet No. 1 (in pairs)
Small paper card for writing the dialogue

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Animal Picture Guessing

Aims

To activate prior knowledge of animal names and get Ss ready for the lesson.

Content

T shows a quick series of pictures of animals (fox, crow, hare, tortoise) and asks Ss to guess the names in English. Ss name each animal and say whether it is slow or fast.

Expected outcomes

Ss name the four animals in English and use the words 'fast' or 'slow' to describe them.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play a guessing game. I will show you a picture, and you say the name in English.' T shows a picture of a fox.
Pupils
Ss look at the picture and listen to the instructions.
Teacher
T shows the pictures one by one and asks: 'What is this animal?' T asks: 'Is the tortoise fast or slow?'
Pupils
Ss answer chorally, e.g. 'It's a fox.' 'It's a tortoise.' 'It's slow.'
Teacher
T asks two or three Ss to say the names again without looking at the board.
Pupils
Ss say: 'It's a crow.' 'It's a hare.'
Teacher
T praises Ss and writes the four animal names on the board. T says: 'Today we will learn about the characters in a story.'
Pupils
Ss copy the words into their notebooks.

Activity 2.1: Exploration · 10 minutes

Vocabulary and Pronunciation: Look, Listen and Repeat

Aims

To help Ss pronounce and understand the new words: main character, crow, fox, hare, tortoise, quickly, slowly, cleverly.

Content

T presents the eight words with flashcards and the meanings: main character (nhân vật chính), crow (quạ), fox (cáo), hare (thỏ rừng), tortoise (rùa), quickly (nhanh), slowly (chậm), cleverly (khôn khéo). Ss listen and repeat. Note: 'slowly' and 'quickly' are stressed on the first syllable, and the final -ly is pronounced clearly. Learn each phrase as a whole, e.g. 'main character', not word by word. Do not add the sound /ə/ after a final consonant.

Expected outcomes

Ss can read and say the eight words correctly and can match each word with its Vietnamese meaning.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Look at the picture and listen carefully. Then repeat after me.' T shows the flashcard of 'main character' and says the word slowly once, then at normal speed.
Pupils
Ss look at the flashcard and listen to the teacher.
Teacher
T says the words in groups of meaning: 'fox, crow, hare, tortoise' (animals); 'quickly, slowly, cleverly' (ways of acting). T asks: 'Cover the meaning. Say the word again.' T asks Ss: 'What does crow mean?' T asks Ss to say 'slowly' with the stress on the first syllable.
Pupils
Ss repeat chorally, then individually. Expected answer: 'Crow means quạ.' 'Slowly: chậm.' Ss cover the Vietnamese meaning and say the English word.
Teacher
T asks pairs to take turns: one student says the English word, the other gives the meaning. T checks the pronunciation of 'quickly' and 'slowly'.
Pupils
Pairs take turns. Example: A: 'Tortoise.' B: 'Rùa.' A: 'Quickly.' B: 'Nhanh.'
Teacher
T summarises: 'We learn the phrases together, like main character. Adverbs like slowly and quickly end with -ly.' T plays the audio again if needed.
Pupils
Ss repeat the words once more and write them in their notebooks.

Activity 2.2: Exploration · 8 minutes

Sentence Patterns: Listen, Point and Say

Aims

To help Ss understand and use the questions 'Who are the main characters in the story?' and 'How did ... + base verb?' and the answers with a past verb and an adverb.

Content

T models the mini-dialogue: A: 'Who are the main characters in the story?' B: 'They are the fox and the crow.' Then T models: 'How did the tortoise walk?' 'It walked slowly.' T explains: 'Who is/are the main character(s)?' asks about the main character. 'How did ... + base verb?' asks how an action was done. The answer uses a past verb and an adverb like slowly or quickly. The adjective slow (e.g. a slow tortoise) is different from the adverb slowly (walked slowly).

Expected outcomes

Ss can ask and answer the two target questions correctly and explain the difference between 'slow' and 'slowly'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the sentence pattern on the board or on the lesson page and says: 'Listen and point to the picture that matches the sentence.'
Pupils
Ss look at the board and listen to the model dialogue.
Teacher
T asks: 'Who asks about the main characters?' T asks: 'In the answer, what kind of word is slowly: an adjective or an adverb?' T asks: 'Is slow an adjective or an adverb?'
Pupils
Ss point to the picture and answer. Expected answers: 'It is an adverb.' 'Slow is an adjective, slowly is an adverb.' Ss repeat the lines in pairs: 'Who are the main characters in the story?' 'They are the fox and the crow.'
Teacher
T asks some Ss to say the dialogue again with a different animal: 'How did the hare run?' T corrects if Ss forget the past verb or the -ly ending.
Pupils
Ss answer: 'It ran quickly.' 'It walked slowly.'
Teacher
T writes the key points on the board: 'Who is/are the main character(s)? - How did ... + base verb? - Past verb + -ly adverb.' T reminds Ss: do not drop the auxiliary 'did' in questions.
Pupils
Ss copy the key points into their notebooks.

Activity 3: Practice · 7 minutes

Practice: Matching, Listening and Ordering Lines

Aims

To practise vocabulary, listening and the correct order of a conversation with the target sentences.

Content

Ss complete Worksheet No. 1 in pairs. The worksheet includes: (1) choose the English word meaning main character; (2) choose the word meaning crow; (3) match the words with their meanings; (4) listen and choose the sentence they hear; (5) fill in one word meaning thỏ rừng; (6) order the lines to make a natural conversation; (7) choose the question with the right purpose.

Expected outcomes

Answers: 1 - A (main character); 2 - B (crow); 3 - main character - nhân vật chính; crow - quạ; fox - cáo; hare - thỏ rừng; 4 - A (They are the fox and the crow.); 5 - hare; 6 - Hello! Can we talk? / Who are the main characters in the story? / They are the fox and the crow. / Thank you for telling me.; 7 - A (Who are the main characters in the story?).

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet No. 1 and says: 'Work in pairs. Do the matching first, then listen and choose. Check your answers with your partner.'
Pupils
Ss receive the worksheet and read the instructions.
Teacher
T plays the audio for Exercise 4 twice. T walks around and helps pairs who are stuck on Exercise 6. T asks: 'Which line should come first? Why?'
Pupils
Ss do the tasks in pairs. Expected answer: 'Hello! Can we talk?' comes first because it opens the conversation.
Teacher
T calls on pairs to report answers for Exercises 1, 4 and 6. T asks: 'Why is the answer C wrong in Exercise 7?'
Pupils
Ss report. Expected answer: 'C is wrong because the question asks where the tortoise lives, not about the main characters.'
Teacher
T checks the full answer key on the board and gives feedback on common mistakes, such as forgetting 'did' in 'How did ...?'
Pupils
Ss check their answers, correct their mistakes and record the correct answers.

Activity 4: Application · 5 minutes

Fun Corner: Story Talk Role Play

Aims

To let Ss use the two target questions in a real-life situation: talking with a friend about a story.

Content

In pairs, Ss role-play two friends talking about a story they have read. They write a dialogue of at least four turns using 'Who are the main characters in the story?' and 'How did the ... walk/run?' Then they say it to a partner. Peers use a short checklist: asking the right question (1 point), two suitable answers (1 point), vocabulary and structures (1 point), speaking clearly and changing roles (1 point). The assessment is for feedback only and is not automatic.

Expected outcomes

Each pair performs a four-turn dialogue, for example: A: Who are the main characters in the story? B: They are the fox and the crow. A: How did the tortoise walk? B: It walked slowly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Now you are two friends talking about a story. Write four lines of dialogue on your card, then practise with your partner. Swap roles at the end.'
Pupils
Ss write their dialogue on paper cards and practise in pairs.
Teacher
T invites two pairs to perform in front of the class and gives the checklist to the other Ss to assess.
Pupils
Two pairs perform. The other Ss tick the checklist and give one positive comment.
Teacher
T asks: 'What did you learn about the story questions today?'
Pupils
Ss answer: 'Who are the main characters...?' is used to ask about main characters. 'How did ...?' is used to ask how something was done.
Teacher
T praises the effort of the class, reviews the key structures and says goodbye.
Pupils
Ss repeat the key structures together and say goodbye.

Worksheets

Worksheet No. 1

Exercise 1. Choose the English word that means 'nhân vật chính'.

A. main character
B. fox
C. quickly

Exercise 2. Choose the English word that means 'quạ'.

A. hare
B. crow
C. slowly

Exercise 3. Match each word with its meaning.

main character
crow
fox
hare
Meanings: quạ / cáo / thỏ rừng / nhân vật chính

Exercise 4. Listen and choose the sentence you hear.

A. They are the fox and the crow.
B. It walked slowly.
C. Could you say that again, please?

Exercise 5. Fill in the blank with one word from the vocabulary list that means 'thỏ rừng': ______ (hare)

Exercise 6. Put the lines in the correct order to make a natural conversation.

They are the fox and the crow.
Who are the main characters in the story?
Thank you for telling me.
Hello! Can we talk?

Exercise 7. Which question asks about the main characters in the story?

A. Who are the main characters in the story?
B. How did the tortoise walk?
C. Where does the tortoise live?

Homework

Write a short dialogue of at least four lines about a story you know. Use the two questions 'Who are the main characters in the story?' and 'How did the ... walk/run?'
Practise the dialogue aloud with a family member or a friend. Change roles and say the lines again.
Learn the eight new words by heart. Cover the meaning and say the English word, paying attention to the stress in 'slowly' and 'quickly'.
Look at the lesson page neoedu.vn/learn/5/english/unit-17-lesson-1 and do the interactive exercises to check your understanding before the next lesson.

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