Tiếng AnhLớp 5Phần 23. Unit 19: Places of interest

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 'What does she think of the old town?' and give opinions with 'She thinks it is peaceful' or 'I think it is beautiful'.
use the vocabulary: beautiful, peaceful, exciting, busy, old, modern, pagoda, bridge.
read a short text about a trip to Hoi An and find the key details.
pronounce wh- questions about opinions and distance with falling intonation (↘).
ask and answer 'How far is it from A to B?' with 'It is about ... kilometres.'
write a short description of a place they want to visit (Project: A place I want to visit).
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and say the model dialogue, read the Hoi An text for detail, and write a 4–5 sentence project presentation.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the structure 'What do/does ... think of ...?', 'I think it is ...', 'She thinks it is ...', use falling intonation in wh- questions, and use the eight key words correctly.

2. General competences

Self-control and independent learning: Ss check their own answers with the key, track their progress on the self-check list and set one goal for their project.
Communication and collaboration: Ss work in pairs and groups to ask questions, give opinions and listen to their partners' answers before reporting.
Problem-solving and creativity: Ss choose a city and three places of interest, use pictures and reasons to support their opinions and answer a question from a classmate.

3. Personal qualities

Responsibility: Ss only give information from the sources they have checked and say clearly when they are giving an example, not a fact (for example, the distance in the practice).
Diligence: Ss finish the reading, the exercises and the project draft on time and check their sentences against the self-check list.
Honesty: Ss report their own results truthfully during pair work and do not copy a model product as their own information.

II. Resources and materials

1. Teacher

Laptop, projector, speakers and the audio file for the dialogue, the falling-intonation model and Exercise 5.
Pictures of Hoi An (old town, river, bridge) and of Ha Noi (Hoan Kiem Lake, a history museum, an old street), and pictures of a pagoda and a modern building.
Flashcards for the eight key words and the reading text written on the board or slide.
Printed Worksheet No. 1 and Worksheet No. 2 (one set per pair or per group).
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/5/english/unit-19-lesson-3

2. Pupils

Textbook English 5 (Global Success), notebook, pencil, coloured pen or highlighter.
Small whiteboard and marker (for the mini-game in Activity 3).
Pictures or printed photos of a city they want to visit (optional, for the project).

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Hot seat: What do you think of it?

Aims

Ss recall the topic Places of interest and the key adjectives, and get ready to ask and answer opinion questions.

Content

T shows pictures of Hoi An, Ha Noi and a pagoda. Ss look at each picture and say one word to describe it. In pairs, Ss ask: 'What do you think of ...?' and answer with one adjective.

Expected outcomes

Ss name at least five adjectives (beautiful, peaceful, busy, old, modern) and make two short questions and answers with 'What do you think of ...?'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the picture of Hoi An old town and asks: 'What do you think of this place?' T models the answer: 'I think it is beautiful.'
Pupils
Ss look at the picture and listen. Ss copy the model question and answer in their notebook.
Teacher
T shows the pictures of the river, the pagoda and a modern building one by one. T asks pairs to take turns: 'What do you think of ...?'
Pupils
Ss work in pairs. Student A asks, Student B answers with an adjective, for example 'I think it is busy' or 'It is modern'. Possible answers: 'peaceful', 'old', 'exciting', 'modern'.
Teacher
T calls on three or four pairs to say their answers aloud and writes the adjectives on the board.
Pupils
Ss report their answers. Example: 'I think the pagoda is peaceful.'
Teacher
T praises the good answers and says: 'Today we will learn how to ask and answer about opinions and distance.'
Pupils
Ss write the title of the lesson in their notebook and repeat after T.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat: The key structure

Aims

Ss understand and use the structure 'What does she think of the old town?' and give opinions with a reason.

Content

Period 1. T presents the dialogue: A: 'What does she think of the old town?' B: 'She thinks it is peaceful.' Ss learn the patterns: 'What do/does ... think of ...?' asks for an opinion; 'I think it is ...' or 'She thinks it is ...' gives an opinion. T teaches the new words beautiful (đẹp), peaceful (yên bình), exciting (hào hứng), busy (nhộn nhịp), old (cổ), modern (hiện đại), pagoda (chùa), bridge (cầu). T reminds Ss to add one reason (for example, 'It is peaceful because there are few cars.') instead of using good for everything.

Expected outcomes

Ss can say the model dialogue with a partner and make one new sentence with a reason, for example 'I think it is exciting because there are many street food stalls.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio of the dialogue twice. T asks: 'Who is talking? What is the topic?' T shows flashcards and models each word with the picture.
Pupils
Ss listen, look at the pictures and answer: 'They are talking about the old town. The topic is places of interest.' Ss repeat each word in chorus and then individually.
Teacher
T asks Ss to open the book at page of Lesson 3. T models the dialogue with a student. T asks Ss to practise in pairs, then switch roles. T explains the patterns and writes them on the board.
Pupils
Ss practise the dialogue in pairs. Ss copy the patterns: 'What do/does ... think of ...?' and 'I think it is ...'. Possible answers: 'She thinks it is peaceful.' 'I think it is beautiful because the houses are old and colourful.'
Teacher
T asks: 'Why do we add a reason after the opinion?' and gives an example: 'It is beautiful' is less convincing than 'It is beautiful because there are small streets and old houses.'
Pupils
Ss answer: 'To make the opinion more convincing.' Some Ss make a new sentence with a reason and say it to the class.
Teacher
T summarises the key structure on the board and checks the form: 'do' for I/you/we/they and 'does' for he/she/it.
Pupils
Ss write the key structure in their notebook and copy the example with a reason.

Activity 2.2: Exploration · 10 minutes

Listen, point and say: Falling intonation and How far?

Aims

Ss pronounce wh- questions about opinions and distance with falling intonation and use 'How far is it from A to B?' correctly.

Content

Period 1. T models two sentences with falling intonation (↘): 'What do you think of the old town?' and 'How far is it from your school to the park?' T explains: these are wh- questions with a neutral tone, so the voice goes down at the end of the group of words. The arrow shows the direction of the pitch, not which word is stressed. T then introduces How far is it from A to B? and the answer It is about ... kilometres. The number in the example is only for practice, not real geographical data.

Expected outcomes

Ss can read the two model questions with falling intonation and ask and answer one 'How far' question with a partner, with a clear start point and end point.

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio twice. T asks Ss to listen and point to the arrow at the end of each question. T sketches the arrow ↘ on the board.
Pupils
Ss listen, point at the arrow in the air with one finger and repeat the questions after T.
Teacher
T models 'How far is it from your school to the museum?' and the answer 'It is about five kilometres.' T asks pairs to practise. T walks around and listens to the intonation.
Pupils
Ss practise in pairs with their hand going down at the end. Pairs ask: 'How far is it from your school to the park?' Partner answers: 'It is about ... kilometres.' (Ss may use different numbers as an example.)
Teacher
T asks two or three pairs to perform in front of the class and gives feedback: 'Your voice goes down at the end. Good.' T asks: 'Do we use How long to ask about distance?'
Pupils
Ss perform. Ss answer: 'No, we use How far to ask about distance.'
Teacher
T reminds Ss: the rising voice is not automatic for a question, and falling intonation is the neutral pattern in this lesson. T asks Ss to tick the pattern in their notebook.
Pupils
Ss write: 'How far is it from A to B? / It is about ... kilometres.' and mark the falling arrow ↘.

Activity 2.3: Exploration · 10 minutes

Read and find the details: Our trip to Hoi An

Aims

Ss read a short text for the main idea and for details, and answer a question using one adjective.

Content

Period 2. Ss read the text: 'We visited Hoi An last month. I think the old town is beautiful. There are small streets and old houses. My sister thinks the river is peaceful. We walked across a bridge and took photos. We did not leave any litter.' Step 1: read once to find the characters and the topic. Step 2: read again and underline words about time, place and activity. Step 3: match the question with the detail. Worksheet No. 1 is used for this activity.

Expected outcomes

Ss answer on Worksheet No. 1: 'How does the sister think the river is?' Answer: peaceful. Ss underline at least three words about time, place and activity.

Procedure

Teacher's activities

Pupils' activities

Teacher
T hands out Worksheet No. 1 and reads the text aloud once. T asks: 'Who are the characters? What is the topic?'
Pupils
Ss listen and answer: 'The characters are the speaker and the sister. The topic is a visit to Hoi An.'
Teacher
T asks Ss to read the text again and underline words about time (last month), places (Hoi An, old town, river, bridge) and activities (visited, walked, took photos). T monitors and reminds Ss not to guess information that is not in the text.
Pupils
Ss read silently and underline. Ss work in pairs to compare their underlining. Possible answers: 'last month', 'old town', 'river', 'walked across a bridge', 'took photos'.
Teacher
T asks: 'What does the sister think of the river?' T checks the answer with the class and asks Ss to show the sentence in the text.
Pupils
Ss answer: 'She thinks the river is peaceful.' Ss point to the sentence 'My sister thinks the river is peaceful.'
Teacher
T praises Ss for finding the detail in the text and reminds them: 'Do not add information that is not in the text.'
Pupils
Ss write the answer on Worksheet No. 1 and check with a partner.

Activity 3: Practice · 15 minutes

Let's talk and word games

Aims

Ss practise the vocabulary, listening, and the structures through the exercises in the textbook and games.

Content

Period 2. Ss do the following exercises: Ex 2 and 3 (choose the word that means 'beautiful' and 'peaceful'); Ex 4 (match the words with their meanings); Ex 5 (listen and choose the sentence); Ex 6 (fill in the word meaning 'busy'); Ex 7 (put the lines in order to make a natural conversation); Ex 10 (choose the intonation). Game 'Whiteboard race': pairs write a word on the whiteboard after T says the Vietnamese meaning. Quick check of the answers.

Expected outcomes

Ss complete the exercises with the correct answers: Ex 2 = B (beautiful); Ex 3 = C (peaceful); Ex 4 = beautiful – đẹp; peaceful – yên bình; exciting – hào hứng; busy – nhộn nhịp; Ex 5 = A (She thinks it is peaceful.); Ex 6 = busy; Ex 7 = Hello! Can we talk? / What does she think of the old town? / She thinks it is peaceful. / Thank you for telling me.; Ex 8 = peaceful; Ex 10 = B (falling intonation ↘).

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives the instructions for each exercise and models Ex 5. T plays the audio once for Ex 5 and asks Ss to choose the sentence they hear.
Pupils
Ss listen and read the instructions. Ss work individually for Ex 2 to 4 and Ex 6 to 7 in their notebook.
Teacher
T monitors and helps Ss who are slow. T starts the Whiteboard race: T says a Vietnamese meaning (đẹp, yên bình, nhộn nhịp, hào hứng), pairs write the English word on their small whiteboard.
Pupils
Pairs race to write the correct word. Possible answers: 'beautiful', 'peaceful', 'busy', 'exciting'. Pairs show their board to T.
Teacher
T checks the answers with the class using the NeoEdu interactive exercise if available, and gives the reason for each answer.
Pupils
Ss check and correct their answers. Ss say: 'Answer A, She thinks it is peaceful.' Ss read the conversation in Ex 7 aloud in pairs.
Teacher
T asks Ss to say the key sentence they got wrong and corrects the pronunciation.
Pupils
Ss write one corrected sentence in their notebook.

Activity 4: Application · 15 minutes

Project: A place I want to visit

Aims

Ss plan and present a short place-of-interest card and opinion about a city they want to visit, using the source information and the key structures.

Content

Choose a city you want to visit. Write three places of interest from a source you have checked (book, website, brochure or a teacher's material). Use pictures to present one interesting feature of each place and give your own opinion with 'I think it is ...' and a reason. If you give a distance, say the start point and end point and use the number from your source. Ask a classmate: 'What do you think of ...?' or 'How far ...?'. Worksheet No. 2 is used to plan the project. Students may finish the presentation at home.

Expected outcomes

Ss complete the project card with: the name of the city, three places (for example, Hoan Kiem Lake, a history museum, an old street), one opinion for each place with a reason, and one question for a classmate. Ss present in 4–5 sentences. Sample: 'I want to visit Ha Noi with my family. I would like to walk near Hoan Kiem Lake because I think it is beautiful. I also want to visit a history museum and learn about the past. The old streets look busy and interesting in the pictures I have seen. We will check travel information with an adult before we go.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet No. 2 and explains the four criteria: complete product, consistent information and pictures, correct words and tenses, clear presentation and answer to a question. T shows the sample product and asks Ss to identify the three places and the opinions.
Pupils
Ss listen and read the sample. Ss answer: 'The city is Ha Noi. The places are Hoan Kiem Lake, a history museum and an old street. The opinions are beautiful, interesting and busy.'
Teacher
T asks Ss to work in groups of four. T reminds Ss to write only the information from their sources and to say the source. T monitors and helps with the structure 'I think it is ... because ...'.
Pupils
Ss write their project card and draft the presentation. Ss practise presenting in groups. Ss ask one question in their group, for example: 'What do you think of the old street?' Possible answers: 'I think it is busy and interesting.'
Teacher
T invites three or four Ss to present to the class. T uses the criteria to give feedback and asks the listeners to ask one question each.
Pupils
Ss present their project. Listeners ask: 'How far is it from the lake to the museum?' The presenter answers using the data from the source and says the source.
Teacher
T summarises the key language of the lesson and congratulates Ss. T reminds Ss to check travel information with an adult before any real trip.
Pupils
Ss write one thing they learned and one question they still have, and hand in the project card.

Worksheets

Worksheet No. 1

Read the text and answer the questions.

Text: We visited Hoi An last month. I think the old town is beautiful. There are small streets and old houses. My sister thinks the river is peaceful. We walked across a bridge and took photos. We did not leave any litter.

Step 1: Who are the characters? What is the topic?
Step 2: Underline the words about time, place and activity.
Step 3: How does the sister think the river is? (Write one adjective.)
Step 4: Write True or False: 1. The speaker visited Hoi An this week. 2. The speaker walked across a bridge. 3. The speaker left litter near the river.

Answer key: Step 3: peaceful. Step 4: 1 False (last month); 2 True; 3 False (we did not leave any litter).

Worksheet No. 2

Project: A place I want to visit

City I want to visit: ............................................
Place 1: ............................................ My opinion: I think it is ............................ because ............................
Place 2: ............................................ My opinion: I think it is ............................ because ............................
Place 3: ............................................ My opinion: I think it is ............................ because ............................
Picture or detail I show: ............................................
Source I checked: ............................................
Distance (optional): From ............................ to ............................ is about ........ kilometres. (Write the number from your source.)
My question for a classmate: What do you think of ............................? / How far is it from ............................ to ............................?

Self-check:

I have three places from my source.
My opinions use I think it is ... with a reason.
My sentences are complete and the tenses are correct.
I can answer one question from my classmate.

Homework

Practise the dialogue 'What does she think of the old town?' with a family member. Change the places and the adjectives, and add one reason for each opinion.
Read the Hoi An text aloud three times with falling intonation at the end of each wh- question. Record your voice and listen to it again.
Finish the project card (Worksheet No. 2). Use only information from a source you have checked, and check the travel information with an adult before you present in class.
Write four sentences about one place you have visited, using at least three of the words: beautiful, peaceful, exciting, busy, old, modern, pagoda, bridge.

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