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Giáo án Tiếng Anh 5
Tiếng AnhLớp 5Phần 4. Unit 3: My foreign friends

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 is she like?' with adjectives describing personality (friendly, helpful, clever, active, kind);
    • distinguish 'What nationality is he/she?' (asks about nationality) from 'What is he/she like?' (asks about personality), and 'She is Japanese' from 'She is from Japan';
    • pronounce the words 'active' and 'friendly' with the stress on the first syllable;
    • read the passage about Ken and find the information needed to answer the questions;
    • name three countries and their nationalities for the project poster.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the dialogue, read the passage about Ken to find information, speak in pairs about a friend's personality and write a poster with countries and nationalities.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary Vietnamese, Australian, American, Malaysian, Japanese, friendly, helpful, clever, active, kind; use the pattern 'What is she like?' with the correct auxiliary verb; stress the first syllable of 'active' and 'friendly'.

2. General competences

  • Self-control and independent learning: Ss follow the steps of each task, check their own work with the self-check list and correct their mistakes without being reminded.
  • Communication and collaboration: Ss work in pairs and groups to practise the dialogue, check answers together and present the poster, listening to and responding to their classmates.
  • Problem-solving and creativity: Ss decide which three countries to include in the poster, make a role-play for an imaginary foreign friend and answer a question from their classmates.

3. Personal qualities

  • Diligence: Ss complete all practice tasks and the poster on time and check their work carefully before handing it in.
  • Responsibility: Ss take responsibility for their role in the group poster and finish their part of the presentation.
  • Honesty: Ss give true information about themselves in the role-play and do not copy the sample poster information when they are asked to share their own details.
  • Kindness: Ss listen politely to their friends' presentations, say one thing they have learned and ask one friendly question.

II. Resources and materials

1. Teacher

  • English 5 (Global Success) student's book, Unit 3, Lesson 3
  • Audio recording of the dialogue, the reading passage and the listening items
  • Projector or interactive whiteboard
  • NeoEdu lesson page (neoedu.vn/learn/5/english/unit-3-lesson-3): lesson presentation, examples and interactive exercises
  • Picture cards of a girl and a boy with the adjectives friendly, helpful, clever, active, kind
  • Jumbled dialogue strips written on the board or on cards
  • Worksheet 1 and Worksheet 2 (printed, one set for each pair)
  • Sample poster (Country | Nationality: Viet Nam | Vietnamese; Australia | Australian; Japan | Japanese)
  • Rubric for the project and self-check list

2. Pupils

  • Student's book and notebook
  • Pencils, erasers, colored pens
  • A3 or A4 paper sheet for the poster, glue, scissors
  • Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Mime and guess the adjective

Aims

Ss activate prior knowledge of adjectives describing people and use a simple sentence to talk about a friend.

Content

T mimes five adjectives (friendly, helpful, clever, active, kind) and Ss guess the words. Then T asks Ss about their friends using 'Is your friend...?' (Period 1)

Expected outcomes

Ss name the adjectives correctly and say one sentence such as 'My friend is friendly.'

Procedure

  1. Teacher

    T greets the class and says: 'Let's play Mime and guess. I will mime a word, you guess the word.' T smiles and waves to mime 'friendly'.

    Pupils

    Ss look at T and guess: 'Friendly!' Ss repeat the word together.

  2. Teacher

    T mimes 'helpful', 'clever', 'active' and 'kind' and asks: 'Do you have a friend? Is your friend friendly?'

    Pupils

    Ss answer in pairs. Expected answer: 'Yes, my friend is friendly.' Some Ss may say: 'My friend is clever and kind.'

  3. Teacher

    T calls on three or four Ss to say a sentence about their friend.

    Pupils

    Ss stand up and say: 'My friend is helpful.' / 'My best friend is active and kind.'

  4. Teacher

    T writes the title 'My foreign friends' on the board and says: 'Today we learn how to ask about a friend's personality: What is she like?'

    Pupils

    Ss open their books at Unit 3, Lesson 3 and repeat the title.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: What is she like?

Aims

Ss understand, pronounce and use the pattern 'What is she like?' and distinguish it from 'What nationality is he/she?'.

Content

T shows a picture of a new foreign friend (a girl) and plays the dialogue: A: What is she like? B: She is friendly and helpful. T explains the difference between asking about personality and asking about nationality, and between 'She is Japanese' and 'She is from Japan'. (Period 1)

Expected outcomes

Ss repeat the dialogue with correct pronunciation and intonation and make a new pair dialogue using one new adjective.

Procedure

  1. Teacher

    T shows the picture and asks: 'Who is she?' Then T says: 'Listen and repeat: What is she like? She is friendly and helpful.'

    Pupils

    Ss listen carefully. Expected answer: 'She is my new friend.'

  2. Teacher

    T models the dialogue, then leads chorus and individual repetition. T asks: 'Does What is she like? ask about nationality or personality?'

    Pupils

    Ss repeat in chorus and then individually. Expected answer: 'Personality.'

  3. Teacher

    T writes on the board: 'What nationality is he/she?' and 'What is he/she like?'. T asks: 'Which question gets the answer Japanese? Which question gets the answer friendly?'

    Pupils

    Ss answer: 'What nationality is he/she? gets Japanese.' 'What is he/she like? gets friendly.'

  4. Teacher

    T asks pairs to practise the dialogue with a new adjective (helpful, clever, active or kind) and walks around to check pronunciation.

    Pupils

    Pairs practise. Example: A: What is he like? B: He is clever and kind.

  5. Teacher

    T writes two sentences on the board: 'She is Japanese.' (nationality after is) and 'She is from Japan.' (country after from). T reminds Ss: 'Use a country name after from, but a nationality after am or is.'

    Pupils

    Ss copy the two sentences into their notebooks and say them aloud once.

Activity 2.2: Exploration · 8 minutes

Listen, clap and say: stress in active and friendly

Aims

Ss recognise and produce the first-syllable stress in the words active and friendly.

Content

T says 'active' and 'friendly' and claps on the stressed syllable. The capital letters in AC-tive and FRIEND-ly are only hints for clapping, not the spelling of the words. Ss clap and repeat the words, then say the whole sentence: My new classmate is active and friendly. (Period 1)

Expected outcomes

Ss clap on the first syllable of both words and say the sentence with the correct rhythm.

Procedure

  1. Teacher

    T says: 'Listen. active. Clap on the strong beat.' T claps once on the first syllable and says: 'AC-tive.'

    Pupils

    Ss listen and watch T clap.

  2. Teacher

    T models 'friendly' and asks Ss to clap and repeat. T says: 'The first syllable is longer, louder and higher. The second syllable is light.'

    Pupils

    Ss clap on the first syllable and repeat: 'FRIEND-ly.' Expected answer: 'friendly' sounds like 'FRIEND-ly'.

  3. Teacher

    T asks: 'Which syllable is the strongest in active and friendly?' T says the full sentence and asks Ss to clap while speaking.

    Pupils

    Ss answer: 'The first syllable.' Then Ss say: 'My new classmate is active and friendly.'

  4. Teacher

    T praises Ss and reminds them: 'Do not stress every syllable the same. The first syllable is the strong beat.'

    Pupils

    Ss repeat the sentence once more, with a clap on the strong syllable of each word.

Activity 2.3: Exploration · 10 minutes

Read and find: Ken, my Japanese friend

Aims

Ss read the passage about Ken for the main idea and the details, and answer questions using only the information in the passage.

Content

Ss read the passage: This is my friend Ken. He is Japanese. He is clever and friendly. He helps me learn new words. We play chess after school. His sister is kind. She helps younger children read. Ss first read for the character and topic, then read again to underline the time, place and activities. Ss complete Worksheet 1. (Period 2)

Expected outcomes

Ss answer the questions on Worksheet 1 with Japanese, after school, kind, and say whether the passage tells Ken's age.

Procedure

  1. Teacher

    T says: 'Read the passage once. Who is the person? What is the topic?' T gives out Worksheet 1.

    Pupils

    Ss read silently and answer: 'Ken is my friend. The topic is friends.'

  2. Teacher

    T asks Ss to read again and underline the time (after school), places and activities (play chess, learn new words). T asks: 'When do they play chess?'

    Pupils

    Ss underline and answer: 'After school.'

  3. Teacher

    T asks: 'What nationality is Ken?' and 'Is Ken's sister kind?' T also asks: 'Does the passage tell us Ken's age?'

    Pupils

    Ss answer: 'Japanese.' 'Yes, she is kind.' 'No, the passage does not say.'

  4. Teacher

    T asks pairs to compare answers and check the passage together. T calls on two pairs to read their answers.

    Pupils

    Pairs check each other's answers and show the sentence in the passage that supports their answer.

  5. Teacher

    T reminds Ss: 'Answer only from the passage. Do not guess extra information.'

    Pupils

    Ss write the correct answers in their Worksheet 1.

Activity 3.1: Practice · 12 minutes

Let's talk: Put the conversation in order

Aims

Ss arrange the lines of a natural conversation and practise it in pairs with their own adjectives.

Content

T writes the jumbled lines on the board: She is friendly and helpful. / Thank you for telling me. / Hello! Can we talk? / What is she like? Ss work in pairs to put the lines in the right order, then role-play the conversation about a friend they know. (Period 2)

Expected outcomes

Correct order: Hello! Can we talk? - What is she like? - She is friendly and helpful. - Thank you for telling me. Each pair performs a role-play with one new adjective.

Procedure

  1. Teacher

    T shows the jumbled lines and says: 'Work in pairs. Put the lines in a natural order.'

    Pupils

    Ss read the lines and discuss the order in pairs.

  2. Teacher

    T walks around and helps pairs that are stuck. T asks: 'What do we say first to start a talk?'

    Pupils

    Expected answer: 'Hello! Can we talk?' Ss then arrange the rest of the lines.

  3. Teacher

    T calls one pair to read the conversation in order and checks with the class.

    Pupils

    The pair reads: Hello! Can we talk? / What is she like? / She is friendly and helpful. / Thank you for telling me.

  4. Teacher

    T asks pairs to practise the conversation again, changing 'friendly and helpful' to another adjective such as 'clever and active'.

    Pupils

    Pairs role-play the new conversation and clap the stress on the strong syllables of active and friendly if they use them.

Activity 3.2: Practice · 8 minutes

Quick match and listen: Nationalities and personality

Aims

Ss match words with their meanings, choose the correct word and listen to choose the correct sentence.

Content

Ss complete Worksheet 2: choose the correct answer (exercises 2 and 3), match the nationalities with their meanings (exercise 4), fill in the blank with Malaysian (exercise 6) and listen to choose the correct sentence (exercise 5). (Period 2)

Expected outcomes

Answer key: 2 - A (Vietnamese); 3 - B (Australian); 4 - Vietnamese = người Việt Nam; Australian = người Úc; American = người Mỹ; Malaysian = người Ma-lai-xi-a; 5 - A (She is friendly and helpful.); 6 - Malaysian.

Procedure

  1. Teacher

    T says: 'Work individually first, then check with your partner.' T gives out Worksheet 2.

    Pupils

    Ss read the instructions and start the exercises individually.

  2. Teacher

    T plays the listening track for exercise 5 twice. T asks: 'Which words help you choose the answer?'

    Pupils

    Ss listen and choose A. Expected answer: 'Friendly and helpful are the key words; we do not guess from the topic.'

  3. Teacher

    T calls on Ss to give answers for exercises 2, 3, 4 and 6 and checks the answers on the projector.

    Pupils

    Ss answer: '2 - A, Vietnamese.' '3 - B, Australian.' '6 - Malaysian.' Ss read the matches for exercise 4.

  4. Teacher

    T asks: 'Which word means người Úc?' T confirms the answers and asks Ss to correct any mistakes in red pen.

    Pupils

    Ss correct their mistakes and write the correct answers in their notebooks.

Activity 4: Application · 15 minutes

Project: Countries and nationalities poster

Aims

Ss make a poster of three countries and their nationalities, and present a short introduction in the role of a foreign friend.

Content

Ss work in groups of four. Each group chooses three countries and matches each country with the correct nationality (sample: Viet Nam - Vietnamese; Australia - Australian; Japan - Japanese). Flags are drawn only when the teacher has checked a reliable model; otherwise Ss write the country name. Each member plays a person from one country and says: I am from + country, and I am + nationality. Listeners compare the poster with the presentation and ask one question. The project can be finished at home. (Period 2)

Expected outcomes

A poster with three countries and nationalities, and a 4–5 sentence presentation. Rubric (1 point each): (1) the poster has the right type of product and enough information; (2) the poster and the presentation match; (3) words, sentences and tenses are correct; (4) the presentation is clear and the speaker answers one question. Sample: Our poster shows three countries and nationalities. I am from Viet Nam, and I am Vietnamese. My imaginary friend Amy is from Australia, and she is Australian. Ken is from Japan, and he is Japanese.

Procedure

  1. Teacher

    T shows the sample poster and reads the sample presentation aloud. T explains the rubric and says: 'Choose three countries and their nationalities. Each member will play a foreign friend.'

    Pupils

    Ss look at the sample and ask questions. Expected question: 'Do we write Vietnamese after am or from Viet Nam?' T answers: 'After am or is we use a nationality; after from we use a country.'

  2. Teacher

    T walks around, helps groups choose their countries and checks the spelling of nationalities.

    Pupils

    Groups make their posters and practise their presentations. Each member writes four or five sentences.

  3. Teacher

    T asks two or three groups to present. Other groups listen, compare the poster with the presentation and ask one question.

    Pupils

    Presenters say: 'I am from Viet Nam, and I am Vietnamese.' Listeners say: 'I learned that Ken is Japanese.' and ask: 'What is your friend like?'

  4. Teacher

    T gives feedback with the rubric and reminds Ss to self-check: 'Is the information correct? Did you use from with a country and am/is with a nationality?'

    Pupils

    Ss check their own work with the self-check list and write one thing they learned on a sticky note.

Worksheets

Worksheet 1: Reading - Ken, my Japanese friend

Read the passage.
This is my friend Ken. He is Japanese. He is clever and friendly. He helps me learn new words. We play chess after school. His sister is kind. She helps younger children read.

Answer the questions.

    1. What is Ken's nationality? (Answer: Japanese)
    1. When do Ken and the writer play chess? (Answer: After school.)
    1. What is Ken's sister like? (Answer: She is kind.)
    1. Does the passage tell us Ken's age? (Answer: No, the passage does not say.)

Your answer is correct only if it uses information from the passage.

Worksheet 2: Vocabulary and listening

Exercise 1. Choose the correct answer.

    1. Which word means người Việt Nam? A. Vietnamese B. American C. friendly (Answer: A)
    1. Which word means người Úc? A. Malaysian B. Australian C. helpful (Answer: B)

Exercise 2. Match the words with their meanings.

  • Vietnamese - người Việt Nam
  • Australian - người Úc
  • American - người Mỹ
  • Malaysian - người Ma-lai-xi-a

Exercise 3. Fill in the blank with a word from the vocabulary list. Someone from Ma-lai-xi-a is ______. (Answer: Malaysian)

Exercise 4. Listen and choose the sentence you hear.

  • A. She is friendly and helpful.
  • B. She is Australian.
  • C. Could you say that again, please?
    (Audio: She is friendly and helpful. Answer: A)

Teacher's note: Listen for the key words friendly and helpful. Do not guess from the topic.

Homework

  • Finish the project poster at home. Make sure your poster has three countries and their nationalities, and check the spelling of each nationality.
  • Write four or five sentences about a foreign friend you know or imagine. Use She is / He is and What is he/she like? in your sentences. Example: My friend is from Japan. He is Japanese. He is clever and friendly.
  • Practise the stress in active and friendly by clapping and saying the sentence My new classmate is active and friendly at home, three times a day.
  • Listen to the dialogue on the NeoEdu lesson page (neoedu.vn/learn/5/english/unit-3-lesson-3) and do the interactive exercises for Unit 3, Lesson 3.

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