Tiếng AnhLớp 5Phần 24. Unit 20: Our summer holiday

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:
use the structure am/is/are going to + base verb to talk about future plans, and form wh- questions with am/is/are before the subject (e.g. What are you going to do?).
pronounce wh- questions about summer plans with falling intonation (↘).
read a short text about a summer trip and find specific information (time, place, activity).
write and present a 4–5 sentence description of their own summer holiday plan, using the vocabulary: going to, visit, join, music club, swim, beach, holiday, plan.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat a dialogue, read Nga's summer plan, ask and answer about holiday plans, and write labels and sentences for their poster.
Language knowledge (pronunciation, vocabulary, grammar): Ss use am/is/are going to correctly with I, he/she, you/we/they; pronounce falling intonation in wh- questions; use the target vocabulary accurately in context.

2. General competences

Self-control and independent learning: Ss complete the reading task in two steps, underline key information on their own and check their answers against the text before sharing with a partner.
Communication and collaboration: Ss work in pairs and groups to ask and answer questions about summer plans, give feedback to classmates using the rubric, and listen actively to peers' presentations.
Problem-solving and creativity: Ss design a three-picture summer holiday poster with their own choices of place and activities, and use the question words Where/What to ask follow-up questions.

3. Personal qualities

Diligence: Ss practise the target sentences patiently and complete all exercises and the poster carefully, checking their grammar before presenting.
Responsibility: Ss keep their poster tasks on time, share the work fairly in pairs, and take responsibility for their own answers during peer evaluation.

II. Resources and materials

1. Teacher

Laptop, projector and speakers
Audio recording of the dialogue 'What are you going to do there? / I am going to swim.' and the listening item (exercise 5)
Picture flashcards: beach, museum, swimming pool, music club, Da Nang, Nha Trang
Mind-map drawn on the board, coloured markers
Pre-printed Worksheet 1 and Worksheet 2 (one set per pair)
Peer evaluation rubric (4 criteria, 1 point each)
NeoEdu online lesson page for interactive exercises and listening practice: neoedu.vn/learn/5/english/unit-20-lesson-3

2. Pupils

English textbook 5 (Unit 20, Lesson 3), notebook, pencil, eraser, coloured pencils
A3 or A4 sheet of paper (or cardboard) for the three-picture summer holiday poster, glue, scissors
Small card set for the matching exercise (vocabulary cards)

III. Procedures

Activity 1: Warm-up and review · 7 minutes

Summer Mind-map: Warm-up and Review (Period 1)

Aims

Ss activate prior knowledge about summer holidays and review the target vocabulary (holiday, beach, swim, visit, plan).

Content

T draws a mind-map with the words 'Our summer holiday' in the centre. Ss brainstorm places and activities in pairs, then share with the whole class. T models the target question 'What are you going to do there?' with a picture of the beach.

Expected outcomes

A completed class mind-map with at least 6 places and activities; Ss can say at least one sentence with 'I am going to ...' in a chant-like echo.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Summer is coming! Where do you want to go this summer?' T draws the mind-map and points to the picture of the beach. T asks: 'What do you do at the beach?'
Pupils
Ss look at the picture and listen. Ss answer in Vietnamese or simple English: 'Swim.' 'Play in the sand.'
Teacher
T asks pairs to brainstorm 4 places and 4 activities for summer. T walks around and helps with vocabulary (visit, beach, holiday, museum).
Pupils
Ss work in pairs, write words on paper or say them aloud. Expected answers: 'Da Nang – visit a museum', 'beach – swim', 'holiday – plan'.
Teacher
T invites 3–4 pairs to add words to the mind-map and asks: 'Who is going to swim? Who is going to visit a museum?'
Pupils
Ss come to the board, add words and answer: 'I am going to swim.' 'We are going to visit Da Nang.'
Teacher
T praises Ss, repeats the key words chorally and links to the lesson: 'Today we will learn how to talk about our summer plans.'
Pupils
Ss repeat the key words chorally and copy the title 'Our summer holiday' into their notebooks.

Activity 2.1: Exploration · 13 minutes

Look, Listen and Repeat: What are you going to do there? (Period 1)

Aims

Ss understand and repeat the structure am/is/are going to and the wh- question form What are you going to do there?

Content

T presents the dialogue: A: What are you going to do there? B: I am going to swim. T explains the structure: am/is/are going to + base verb; am with I, is with he/she, are with you/we/they; in questions, am/is/are comes before the subject: What are you going to do?

Expected outcomes

Ss can repeat the dialogue accurately, form questions with am/is/are before the subject, and complete two sentences using am, is or are correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows two pictures (a girl at the beach and a boy at a museum). T says: 'Look at Nam. Where is he going? What is he going to do there?' T reads the dialogue twice as a model.
Pupils
Ss look and listen carefully. Expected answer: 'He is going to visit a museum.' 'He is going to swim.'
Teacher
T guides Ss to the grammar box: 'I am / he, she is / you, we, they are + going to + verb.' T writes on the board: 'What ___ you going to do?' and asks Ss to choose am/is/are.
Pupils
Ss repeat after T, then work in pairs to complete the gap: What are you going to do? / Where is she going to stay? Expected answer: 'are' with you, 'is' with she.
Teacher
T uses a chain-game: the first pair asks 'What are you going to do there?' and answers with a picture; the next pair continues the chain.
Pupils
Ss in pairs ask and answer in a chain around the class: 'What are you going to do there?' 'I am going to swim.' 'What is she going to do there?' 'She is going to visit a museum.'
Teacher
T writes the structure on the board and asks: 'Which word comes before the subject in a question?' T gives feedback on mistakes.
Pupils
Ss answer: 'am/is/are', and copy the structure into their notebooks: am/is/are going to + base verb.

Activity 2.2: Exploration · 10 minutes

Listen, Point and Say: Falling Intonation in Wh- Questions (Period 2)

Aims

Ss recognise and produce falling intonation (↘) at the end of wh- questions about summer plans.

Content

T models 'Where are you going to stay this summer?' ↘ and 'What are you going to do at the beach?' ↘. T explains that the wh- question uses falling intonation in this neutral pattern and that the arrow shows the pitch direction, not capital letters or emotion.

Expected outcomes

Ss can point to the falling arrow in the question, repeat both questions with falling intonation, and say one new question with a falling arrow to a partner.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the two questions on the board with arrows ↘ at the end. T draws a large arrow in the air, moving down, and says the question slowly.
Pupils
Ss look at the arrows and listen. Ss point to the arrow in the air with T and copy the downward movement of their hand.
Teacher
T plays the audio and asks Ss to point to the arrow when they hear the falling pitch. Then T leads a 'Whisper and Echo' drill: T whispers the question, Ss echo it with falling intonation.
Pupils
Ss point and repeat in chorus and then individually. Expected answer when asked: 'The voice goes down at the end.'
Teacher
T asks each pair to practise the two questions and invites 3 pairs to model them in front of the class. T gives feedback on intonation only.
Pupils
Pairs practise and perform: 'Where are you going to stay this summer?' ↘ and 'What are you going to do at the beach?' ↘.
Teacher
T summarises: 'Wh- questions about plans end with a falling tone in this lesson.' T reminds Ss that a question mark does not always mean rising intonation.
Pupils
Ss repeat the rule and note the arrow symbol in their notebooks.

Activity 2.3: Exploration · 10 minutes

Reading Step by Step: Nga's Summer Plan (Period 2)

Aims

Ss read a short text about Nga's summer plan and find specific information about activities, places and time.

Content

Ss read the text 'This summer, Nga is going to visit Da Nang with her family...' in two steps. Step 1: read once to find the character and topic. Step 2: read again and underline the time words, places and activities. Ss then answer the question in Worksheet 1.

Expected outcomes

A completed Worksheet 1 with correct answers: time (This summer), place (Da Nang; near the beach), activities (swim with her father; join a reading club), and the answer to the key question: reading.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet 1 to each pair and explains the two steps: 'First, read to find the characters and topic. Then, read again and underline time, places and activities.' T reads the text aloud once.
Pupils
Ss listen and follow the text. Expected answer for Step 1: 'The character is Nga; the topic is her summer holiday.'
Teacher
T asks Ss to underline in two colours: time words in one colour, places and activities in another. T monitors and checks that Ss do not guess information beyond the text.
Pupils
Ss read silently, underline key information and answer the questions in Worksheet 1 with their partners.
Teacher
T asks: 'What club is Nga going to join when she comes home?' T invites one pair to answer and asks the class to check the text.
Pupils
Pairs answer: 'reading'. Other Ss point to the sentence 'She is also going to join a reading club when she comes home.'
Teacher
T praises careful reading and reminds Ss to use the text as evidence in their answers.
Pupils
Ss self-check their Worksheet 1 answers and correct any mistakes in pen.

Activity 3: Practice · 15 minutes

Let's Talk and Check: Mix, Match and Order (Period 2)

Aims

Ss practise the target vocabulary and structures through pair talk, matching, listening, reordering and reading comprehension.

Content

Let's Talk: 'Summer Plan Chain' in pairs with the question 'What are you going to do there?' and answers using the vocabulary. Exercises: vocabulary matching (going to, visit, join, music club); multiple choice (exercises 2 and 3); listening choice (exercise 5); dialogue ordering (exercise 7); fill in the gap (exercise 6); reading question (exercise 8); intonation choice (exercise 10).

Expected outcomes

Answer key: Exercise 2: C (going to = dự định sẽ). Exercise 3: A (visit = thăm). Exercise 4: going to – dự định sẽ; visit – thăm; join – tham gia; music club – câu lạc bộ âm nhạc. Exercise 5: C (I am going to swim.). Exercise 6: music club. Exercise 7: Hello! Can we talk? / What are you going to do there? / I am going to swim. / Thank you for telling me. Exercise 8: reading. Exercise 10: C (↘).

Procedure

Teacher's activities

Pupils' activities

Teacher
T introduces the 'Summer Plan Chain': each pair asks and answers using the picture cards, then changes partners and continues. T shows the rules and models with one Ss.
Pupils
Ss listen to the rules, form pairs and prepare to ask: 'What are you going to do there?' Expected answer: 'I am going to visit a museum.'
Teacher
T projects exercises 2–4 and 6 on the screen and checks individually. T plays exercise 5 twice and asks Ss to choose the sentence they hear. T gives the dialogue cards for exercise 7.
Pupils
Ss work individually on the matching and multiple-choice items, then compare with a partner. Ss listen and choose 'I am going to swim.' Ss arrange the dialogue cards in a logical order.
Teacher
T calls on 3–4 Ss to give answers and asks the class to check. T asks Ss to read exercise 8 and answer: 'Which club is Nga going to join?'
Pupils
Ss give answers: 'C', 'A', 'music club', 'reading', and the dialogue order. Class repeats the correct answers together.
Teacher
T uses the NeoEdu page for quick self-check of the interactive exercises and gives feedback on common mistakes (missing the auxiliary verb).
Pupils
Ss complete the online quiz on the NeoEdu page and note their mistakes in their notebooks.

Activity 4: Application · 15 minutes

Project: Our Summer Holiday Poster (Period 2, continued at home)

Aims

Ss design a three-picture poster about their planned summer holiday and present 4–5 sentences with am/is/are going to.

Content

Ss make a poster with three pictures: (1) a place to visit, (2) one sightseeing activity, (3) one rest or sport activity. Ss write a label under each picture, then present using am/is/are going to. Ss ask one follow-up question with Where/What are you going to ...? Peers evaluate with the rubric (4 criteria, 1 point each). Ss use Worksheet 2 to plan.

Expected outcomes

A three-picture summer holiday poster with labels; a 4–5 sentence presentation such as: This summer, I am going to visit Da Nang with my family. We are going to stay there for three days. I am going to visit a museum and learn about the city. I am also going to swim with my father in a safe area. What are you going to do during your holiday? Rubric: content and complete information (1); consistent pictures and introduction (1); correct words, sentences and tenses (1); clear presentation and answering a question (1).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the sample poster and the sample presentation. T explains the rubric and the three picture tasks. T gives Worksheet 2 to each pair for planning.
Pupils
Ss look at the sample, read the rubric and ask: 'Can I choose any place?' T answers: 'Yes, but use the target structure correctly.'
Teacher
T circulates and checks that each Ss writes complete sentences, not just place names. T prompts: 'Why are you going there?' 'Who are you going with?'
Pupils
Ss draw and write labels on the poster, fill in Worksheet 2, and practise their presentation with a partner. Expected label: 'Da Nang – visit a museum.'
Teacher
T invites 3–4 Ss to present in front of the class. After each presentation, T asks the class: 'What is the speaker going to do? Where?' Peers give one point of praise and one question.
Pupils
Presenters speak in 4–5 sentences and answer one question. Listeners fill the rubric for the presenter and say: 'I understood your plan. My question is: Where are you going to stay?'
Teacher
T collects the rubrics as feedback, praises Ss' efforts and reminds Ss to finish the poster and paragraph at home.
Pupils
Ss hand in the rubric feedback and write down one improvement for next time.

Worksheets

Worksheet 1: Reading Nga's Summer Plan

Read the text: This summer, Nga is going to visit Da Nang with her family. They are going to stay near the beach. Nga is going to swim with her father. She is also going to join a reading club when she comes home.

Task 1: Read once. Who is the character? What is the topic?

Character: ___
Topic: ___

Task 2: Read again. Underline and complete.

Time: ___
Place: ___
Activities: ___
Activity for after she comes home: ___

Task 3: Answer the question in one English word.

What club is Nga going to join when she comes home? ___

Task 4: Check. Write T (true) or F (false).

Nga is going to visit Nha Trang. ___
Nga is going to swim with her father. ___

Worksheet 2: Our Summer Holiday Poster Planning

Step 1: Choose three pictures.

Picture 1 (a place to visit): ___
Picture 2 (a sightseeing activity): ___
Picture 3 (a rest or sport activity): ___

Step 2: Write one full sentence for each picture with am/is/are going to.

Picture 1: I am going to ___.
Picture 2: We are going to ___.
Picture 3: I am going to ___.

Step 3: Write one follow-up question for your partner.

Where / What are you going to ___?

Step 4: Practise your presentation (4–5 sentences). Tick when done.

I included a place.
I included an activity to visit.
I included a rest or sport activity.
I used am/is/are correctly.
I asked one question at the end.

Homework

Finish your Our Summer Holiday poster and check all labels for spelling and correct use of am/is/are going to.
Write a paragraph of 4–5 sentences about your summer holiday plan, using the sample presentation as a model. Do not copy the sample; change the place and activities to match your own plan.
Practise the wh- questions 'Where are you going to stay this summer?' and 'What are you going to do at the beach?' with falling intonation (↘) for 5 minutes each day, recording your voice if possible.
Ask one family member 'What are you going to do this summer?' and write down their answer in one English sentence with going to.
Review the vocabulary: going to, visit, join, music club, swim, beach, holiday, plan. Write each word and its meaning in your notebook.

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