Tiếng AnhLớp 5Phần 22. Unit 18: Means of transport

Giáo án Lesson 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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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 'How can I get there?' and reply with 'You can get there by + means of transport' or 'on foot'.
use the transport words bus, train, plane, boat, coach, taxi, on foot and by bike correctly.
pronounce Yes/No questions about a trip with rising intonation (↗).
read a short passage and find specific details about a family's trip.
introduce three places and how to get there in a short project.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and say the dialogue, read the passage to find details, answer Yes/No questions about a trip, and write a short introduction of three places and how to get there.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of means of transport, 'by + transport' and 'on foot', the modal 'can' followed by a bare infinitive, and rising intonation in Yes/No questions.

2. General competences

Self-control and independent learning: Ss check their own pronunciation and reading answers against the model and the text, and correct their mistakes without waiting for the teacher to correct every error.
Communication and collaboration: Ss work in pairs and groups to ask and answer, share the project ideas, and listen to and respond to classmates' presentations.
Problem-solving and creativity: Ss choose three places, decide a suitable means of transport for each, and draw or select pictures for their own project.

3. Personal qualities

Responsibility: Ss plan a safe trip and say that they will travel with an adult, and they complete their project tasks on time.
Diligence: Ss practise the dialogue and the intonation pattern regularly, and they try again when their pronunciation is not yet clear.

II. Resources and materials

1. Teacher

Laptop, projector and speakers
Lesson 3 slides of Unit 18 (Means of transport)
Flashcards or pictures of bus, train, plane, boat, coach, taxi, on foot and by bike
Audio recording of the dialogue, the intonation examples and the listening question 'You can get there by train.'
NeoEdu online lesson page for demonstration and interactive exercises: neoedu.vn/learn/5/english/unit-18-lesson-3 (the illustration 'Minh họa chủ đề' on this page is used for the picture-based questions)
Worksheet 1 (reading passage) and Worksheet 2 (vocabulary matching)
Rubric for the project (4 criteria, 1 point each)

2. Pupils

English notebook, pencils, erasers and coloured pens
Drawing paper or printed pictures allowed for use (for the project)
Small whiteboards or cards with the words bus, train, plane and boat (optional)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Transport Guessing Game

Aims

Ss recall the names of means of transport and get ready for the new sentence pattern.

Content

T shows the flashcards quickly. Ss play 'Guess the transport': T mimes one means of transport, and Ss shout out the English word. Then T asks the first question of the lesson.

Expected outcomes

Ss say at least five transport words in English, such as bus, train, plane, boat and taxi.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play Guess the transport! Please shout the English word when you see my action.' T mimes riding a bike, then a train, then a plane.
Pupils
Ss watch the mime and shout the answer: 'by bike', 'train', 'plane'.
Teacher
T shows the flashcards of bus, boat, coach and taxi, and asks: 'What is this?'
Pupils
Ss answer in chorus: 'bus', 'boat', 'coach', 'taxi'. Some Ss do the same in pairs, one shows the card, the partner says the word.
Teacher
T asks: 'Which means of transport do you use to go to school?' and calls on 2–3 Ss.
Pupils
Ss answer, for example: 'I go to school by bike.' / 'I go to school on foot.' / 'I go to school by bus.'
Teacher
T writes the question on the board: How can I get there? and says: 'Today we will learn how to ask and answer about the way to a place.'
Pupils
Ss read the question aloud after T and copy the title into their notebooks.

Activity 2.1: Exploration · 15 minutes

How Can I Get There?

Aims

Ss understand the question 'How can I get there?' and the answer pattern 'You can get there by ...' and 'on foot'.

Content

Look, listen and repeat: T plays the dialogue (A: How can I get there? B: You can get there by train.) and Ss repeat in chorus, then in groups. Key notes: use 'by' + vehicle (by bus, by train, by plane, by boat, by coach, by taxi, by bike); use 'on foot' with no 'by'; after 'can' use a bare verb; do not say 'by a bus' in general statements. Practice: Chain drill and Think-Pair-Share with the pictures.

Expected outcomes

Ss say the dialogue correctly and use the pattern 'You can get there by ...' or 'You can get there on foot' with at least three different means of transport.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the picture of a station and says: 'Imagine I want to visit Hue. How can I get there?' T plays the dialogue twice and asks Ss to listen for the answer.
Pupils
Ss listen carefully and answer: 'You can get there by train.'
Teacher
T models the dialogue and asks Ss to repeat in chorus, then in row groups. T corrects the stress on 'train' and 'get there'. T asks: 'Why do we say by train but on foot?' and points at the board notes.
Pupils
Ss repeat, then one S asks 'How can I get there?' and the partner answers with a different vehicle from the flashcards. Expected answers: 'You can get there by bus.' / 'You can get there on foot.' / 'You can get there by taxi.'
Teacher
T organises a chain drill: Ss stand in a line; the first S asks, the next S answers with a different means of transport, then the question passes to the next pair. T notes any wrong form like 'by a bus' or 'You can by train'.
Pupils
Ss take turns asking and answering with the vehicles: bus, train, plane, boat, coach, taxi, by bike, on foot.
Teacher
T summarises on the board: 'How can I get there? → You can get there by + vehicle / on foot.' T asks: 'Can you say 'You can get there by a bus' in general?' Expected answer: 'No, we say by bus.'
Pupils
Ss copy the pattern into their notebooks and say the rule in their own words.

Activity 2.2: Exploration · 10 minutes

Rising Intonation in Yes/No Questions

Aims

Ss recognise and imitate the rising intonation in Yes/No questions about a trip.

Content

Listen, point and say: T writes two model sentences and draws the rising arrow: Can we get there by coach? ↗ and Will we go there by train? ↗. T explains that the voice goes up at the end to invite the listener to confirm. Volume is not raised and Ss should not shout. Ss point to the arrow as they say the sentence.

Expected outcomes

Ss say both questions with rising intonation and can point to the arrow at the end of each question.

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the two questions on the audio and asks Ss to listen to the end of each sentence: 'Does the voice go up or down?'
Pupils
Ss listen and answer: 'It goes up.' T plays the audio again, and Ss point their hands upward at the end of each question.
Teacher
T says each question and Ss repeat, first in chorus, then individually. T asks two Ss to say the questions alone while the class checks the arrow.
Pupils
Ss repeat: 'Can we get there by coach?' and 'Will we go there by train?' with the voice rising at the end. Some Ss make a wrong sentence and the class says 'Up!' or 'Down!'.
Teacher
T asks Ss to make a new Yes/No question about a trip, for example 'Can we get there by bike?', and says it with the rising intonation.
Pupils
Ss work in pairs, make one question, and check each other's intonation with the arrow.
Teacher
T says: 'Rising intonation in Yes/No questions about a trip means we invite a confirmation. It does not mean shouting.' T praises Ss who used the arrow correctly.
Pupils
Ss say the rule aloud and write the two model questions with a rising arrow in their notebooks.

Activity 2.3: Exploration · 10 minutes

Reading for Details: Minh's Trip to Hue

Aims

Ss read a short passage for the first time to find the main character and topic, and read a second time to find the specific details.

Content

Reading step by step: first, T asks Ss to read the passage quickly to find the character and the topic. Second, Ss underline the words about time, place and activity. Ss then answer the question in Worksheet 1. Ss do not guess information outside the passage. The passage: Minh wants to visit his grandparents in Hue. He can get there by train with his parents. From the station, they will take a taxi. His grandparents live near a park. They often go to the park on foot.

Expected outcomes

Ss complete Worksheet 1 and answer the main question: 'How does the family go to Hue?' Answer: train.

Procedure

Teacher's activities

Pupils' activities

Teacher
T displays the passage and says: 'First, read quickly and tell me who the main character is and what the topic is.' T gives 1 minute.
Pupils
Ss read and answer: 'Minh.' 'Visiting his grandparents in Hue.' / 'A trip to Hue.'
Teacher
T asks Ss to read again and underline the words about time, place and activity (e.g. 'from the station', 'near a park', 'on foot'). T distributes Worksheet 1 to pairs.
Pupils
Ss underline and answer Worksheet 1 in pairs. Expected answers: Q1 Minh; Q2 by train; Q3 a taxi; Q4 on foot.
Teacher
T asks: 'How does Minh's family get to Hue?' and asks one pair to show the sentence in the text.
Pupils
Ss answer in one English word: 'train'. They read the sentence aloud: 'He can get there by train with his parents.'
Teacher
T reminds Ss: 'Only use the information in the text. Do not add new information.' T writes the answer train in bold on the board.
Pupils
Ss check their Worksheet 1 answers and correct any mistakes in a different colour pen.

Activity 3: Practice · 15 minutes

Let's Talk and Practise the Exercises

Aims

Ss consolidate the vocabulary, the question pattern and the listening skill through the exercises in the lesson.

Content

Let's talk: Ss work in pairs; one asks 'How can I get there?' and the partner answers with a suitable means of transport. Then Ss do the exercises: (1) read the passage; (2) choose the word for 'bus' (A. bus; B. plane; C. taxi) → A; (3) choose the word for 'train' (A. boat; B. train; C. on foot) → B; (4) match: bus – xe buýt; train – tàu hỏa; plane – máy bay; boat – thuyền; (5) listen and choose the sentence you hear (A. Could you say that again, please? B. I want to visit Da Nang. C. You can get there by train.) → C; (6) use the word 'boat' to fill in the gap '{{1}}' meaning 'thuyền' → boat; (7) reorder the dialogue: Hello! Can we talk? → How can I get there? → You can get there by train. → Thank you for telling me.; (8) answer from the passage: train; (10) look at the picture and name the long vehicle on the rails: train (the bus is on the left side).

Expected outcomes

Ss complete the exercises with these answers: 2 – A (bus); 3 – B (train); 4 – bus–xe buýt, train–tàu hỏa, plane–máy bay, boat–thuyền; 5 – C (You can get there by train); 6 – boat; 7 – Hello! Can we talk? / How can I get there? / You can get there by train. / Thank you for telling me.; 8 – train; 10 – train.

Procedure

Teacher's activities

Pupils' activities

Teacher
T puts the 'Let's talk' prompt on the screen and says: 'Ask your partner How can I get there? and answer with a means of transport.'
Pupils
Ss work in pairs. Expected dialogue: 'How can I get there?' – 'You can get there by bus.'
Teacher
T shows exercises 2–4 on the screen and sets 3 minutes. Then T plays the listening (exercise 5) and asks Ss to choose the correct sentence. T uses the NeoEdu interactive exercises for quick checking.
Pupils
Ss choose the answers and write them in their notebooks. For exercise 5, Ss listen and choose C: 'You can get there by train.'
Teacher
T calls on Ss to give answers to exercises 6–8 and 10, and asks the class to check the picture in exercise 10.
Pupils
Ss answer: '{{1}} = boat'; 'Hello! Can we talk? – How can I get there? – You can get there by train. – Thank you for telling me.'; 'train'; picture answer: 'train'.
Teacher
T reviews the common mistake: 'Do not drop the auxiliary verb in questions, for example: How I can get there? is wrong.' T gives praise and points to the sentence 'You can get there by train.'
Pupils
Ss correct any wrong answers and repeat the correct sentences in chorus.

Activity 4: Application · 15 minutes

Fun Corner and Project: Places and Transport

Aims

Ss introduce three places and how to get there, using the pattern You can visit ... / You can get there by ..., and ask a Yes/No question for their partner to answer.

Content

Project: Ss choose three places (for example a museum, a park and another city). Each place has an imaginary starting point and a suitable means of transport. Ss may draw the pictures or use allowed pictures. Each introduction has 4–5 sentences, and Ss add one Yes/No question with rising intonation. The sample product is used as a model: museum – by bus; park – on foot; another city – by train. Fun corner: Ss play 'Ask and Answer' in groups of four, while one S checks the intonation. Assessment: the rubric has four criteria, 1 point each. Note: Ss must not say that one means of transport is the only way unless they have checked it.

Expected outcomes

Each S has a short project poster with three places and transport, and gives a 4–5 sentence presentation with one Yes/No question. Model presentation: 'You can visit the museum in our town. From our imaginary school, you can get there by bus. You can also visit the nearby park on foot. For a longer trip to another city, you can travel by train. Can we plan a safe trip with an adult?'

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the rubric and the model presentation on the screen and says: 'You have 10 minutes to draw or choose your three places and write 4–5 sentences. Remember to ask one Yes/No question at the end.'
Pupils
Ss read the model, choose three places and draw or paste pictures on the paper.
Teacher
T walks around, helps Ss with the sentence 'You can get there by ...' and checks that the transport is suitable for each place.
Pupils
Ss write their presentation. Expected sentences: 'You can visit the park in our town. From our school, you can get there on foot.' / 'You can visit Hue. You can get there by train.'
Teacher
T invites 3 pairs to present in front of the class and asks listeners to answer the question asked by the presenter. T uses the rubric to note the marks.
Pupils
Ss present their poster. The listener says one thing they understood and asks one question, for example: 'I understand you can visit the museum by bus. Can we go there by bike?'
Teacher
T praises the good ideas and reminds Ss to finish the project at home and to talk about safety with an adult. T says the homework.
Pupils
Ss listen, write the homework in their notebooks and keep the project poster for the next lesson.

Worksheets

Worksheet 1: Reading for Details

Read the passage and answer the questions.
Minh wants to visit his grandparents in Hue. He can get there by train with his parents. From the station, they will take a taxi. His grandparents live near a park. They often go to the park on foot.

Questions:

1. Who wants to visit his grandparents?
1. How can Minh get there?
1. What will they take from the station?
1. How do the grandparents often go to the park?

Task: Underline the words about time, place and activity in the passage (for example: from the station, near a park, on foot).

Answer key:

1. Minh
1. by train
1. a taxi
1. on foot

Worksheet 2: Vocabulary Matching

Match the English word with the Vietnamese meaning.

1. bus — a. máy bay
1. train — b. xe buýt
1. plane — c. thuyền
1. boat — d. tàu hỏa

Choose the correct word.

5. Which word means 'xe buýt'? A. bus B. plane C. taxi
1. Which word means 'tàu hỏa'? A. boat B. train C. on foot

Answer key: 1-b; 2-d; 3-a; 4-c; 5-A; 6-B

Homework

Finish the project poster: choose three places, draw or paste pictures, and write 4–5 sentences with 'You can visit ...' and 'You can get there by ...'. Add one Yes/No question with rising intonation at the end.
Practise the dialogue 'How can I get there? – You can get there by train.' with a family member, and change the means of transport each time.
Record your voice saying two Yes/No questions about a trip: 'Can we get there by coach?' and 'Will we go there by train?' Listen again and check that your voice goes up at the end.
Talk to an adult about a safe trip, and write one sentence about it in your notebook, for example: 'Can we plan a safe trip with an adult?'

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