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Giáo án Tiếng Anh 5
Tiếng AnhLớp 5Phần 5. Unit 4: Our free-time activities

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 do you do at the weekend?" and use the verb in the base form after I (e.g., I often ride my bike).
  • use the adverbs of frequency always, usually, often, sometimes before ordinary verbs.
  • name six free-time activities: reading, gardening, walking, surfing the Internet, playing chess, riding a bike.
  • identify and practise the first-syllable stress in always and sometimes.
  • read a short text about Linh's weekend and find specific information.
  • make a My free-time activities table and write a short paragraph about their own free time.
  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer about weekend activities, listen to choose the correct sentence, read Linh's text for specific details, and write a short paragraph with a frequency table.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce always and sometimes with stress on the first syllable, use the new vocabulary correctly, and place adverbs of frequency before the main verb.

2. General competences

  • Self-control and independent learning: Ss check their own answers in the reading and listening tasks and revise the pronunciation of the two target words at home.
  • Communication and collaboration: Ss work in pairs to practise the dialogue, take turns asking and answering, and give feedback to a classmate after the presentation.
  • Problem-solving and creativity: Ss choose their own true activities and frequency words for the project, and use context and key words to solve the listening and reading tasks.

3. Personal qualities

  • Diligence: Ss complete all practice tasks and the project on time and revise the new words at home.
  • Honesty: Ss write activities and frequency words that are true about themselves and do not copy the sample answers.
  • Kindness: Ss listen politely to classmates' presentations and give encouraging comments.

II. Resources and materials

1. Teacher

  • Global Success 5 textbook, Unit 4, Lesson 3, and the audio track for the listening exercise
  • Flashcards or picture cards of the six activities and the four frequency words
  • Projector or interactive whiteboard
  • Worksheet 1 and Worksheet 2 (printed or displayed)
  • Sticky notes or small paper balls for the warm-up game
  • NeoEdu digital resource: neoedu.vn/learn/5/english/unit-4-lesson-3 (lesson slides, examples and interactive exercises)

2. Pupils

  • Textbook and notebook
  • Pencil, eraser, coloured pens or pencils
  • A4 sheet of paper or the project notebook page for the Activities–Frequency table
  • Pencil case and a set of small cards for the matching game

III. Procedures

Activity 1: Warm-up and review · 6 minutes

Free-time guessing game

Aims

Ss recall the free-time vocabulary they already know and get ready for the lesson topic.

Content

T divides the class into two teams. T secretly writes one activity on the board, and each team sends one student to mime the activity. The other team guesses in English, for example: "Are you reading?" Ss use the words they know from Grade 4 and previous lessons.

Expected outcomes

Ss name at least four free-time activities in English and say what they like doing in their free time.

Procedure

  1. Teacher

    T explains the game rules and shows the first picture card. T says: "Let's play a guessing game. Mime the activity and I want you to guess it in English."

    Pupils

    Ss listen carefully and form two teams. Ss ask: "Can we use Vietnamese?" (Answer: No, use English only.)

  2. Teacher

    T gives a card to the first student of each team. T encourages the guessing team: "Try to ask a full question, for example: Are you playing chess?"

    Pupils

    One student mimes an activity (e.g., riding a bike). The other team guesses: "Are you riding a bike?" Ss take turns for about four rounds.

  3. Teacher

    T asks the class: "What activities did we see today? Which activity do you like?"

    Pupils

    Ss answer: "We saw reading and walking. I like walking in the park." Expected answers: reading, gardening, walking, playing chess, riding a bike, surfing the Internet.

  4. Teacher

    T writes the six target activities on the board and says: "Today we will learn how to talk about what we do at the weekend."

    Pupils

    Ss copy the title and the six activities into their notebooks.

Activity 2.1: Exploration · 14 minutes

Look, listen and repeat: What do you do at the weekend?

Aims

Ss understand and use the question What do you do at the weekend? and the answer pattern I often/usually/sometimes + base verb.

Content

T presents the dialogue from the textbook: A: What do you do at the weekend? B: I often ride my bike. T explains that the question uses do, the answer uses the base verb after I, and adverbs such as often and usually come before the verb. T also reminds Ss that like + V-ing is used to talk about likes (e.g., I like reading).

Expected outcomes

Ss repeat the dialogue correctly and make at least two new sentences with the frequency adverbs and the base verb.

Procedure

  1. Teacher

    T shows the picture of the dialogue and asks: "Who are they? Where are they?" T says: "Listen and repeat after me."

    Pupils

    Ss look at the picture and answer: "Two friends. They are talking." Ss listen to T and repeat the sentences chorally, then individually.

  2. Teacher

    T displays the grammar box and asks: "Why do we say I ride, not I rides?" T models a pair dialogue with a student. Then T asks Ss to practise in pairs with the six activity cards.

    Pupils

    Ss answer: "Because the subject is I, we use the base verb." In pairs, Ss ask and answer, for example: A: What do you do at the weekend? B: I usually play chess. Expected answer: I usually play chess / I often read books / I sometimes go walking.

  3. Teacher

    T calls on four pairs to perform in front of the class and gives feedback on pronunciation and word order. T asks: "Which word comes before the verb: often or ride?"

    Pupils

    Pairs perform the dialogue. Ss answer: "Often comes before the verb." Ss correct each other's word order with the help of T.

  4. Teacher

    T summarises the structure on the board: What do you do at the weekend? / I + adverb + base verb. T reminds Ss: "Do not forget do in the question."

    Pupils

    Ss copy the structure into their notebooks and repeat the question and answer once together.

Activity 2.2: Exploration · 10 minutes

Listen, point and say: stress in always and sometimes

Aims

Ss recognise and practise the first-syllable stress in always and sometimes.

Content

T pronounces always (AL-ways) and sometimes (SOME-times) and asks Ss to clap the stronger syllable. T explains that the stressed syllable is longer, louder and often higher, while the second syllable is lighter. T uses the example sentences I sometimes read comics and I always put my books away, and asks Ss to clap the rhythm.

Expected outcomes

Ss clap the stress pattern correctly and say always and sometimes with stress on the first syllable.

Procedure

  1. Teacher

    T writes always and sometimes on the board and says: "Listen to me, then clap the strong beat." T models: AL-ways, SOME-times.

    Pupils

    Ss listen and clap the strong beat. Ss may ask: "Is the second part weaker?" (Answer: Yes, the second syllable is lighter.)

  2. Teacher

    T says the two example sentences and asks Ss to clap and repeat. T points to the words and says: "Point to the word and say it."

    Pupils

    Ss point to the words and say them while clapping, first chorally, then in pairs. Ss say: "AL-ways" and "SOME-times."

  3. Teacher

    T asks: "Which syllable is the strongest in always?" and "Which syllable is the strongest in sometimes?" T gives praise and corrects pronunciation.

    Pupils

    Ss answer: "The first syllable in always." "The first syllable in sometimes." Ss repeat the words after T's correction.

  4. Teacher

    T reminds Ss: "Always and sometimes are stressed on the first syllable. The stress rhythm helps you sound natural."

    Pupils

    Ss write the stressed syllable in capital letters in their notebooks, for example: AL-ways, SOME-times.

Activity 2.3: Exploration · 12 minutes

Reading for details: Linh's weekend

Aims

Ss read a short text for the main idea and specific information about Linh's free-time activities.

Content

Ss use Worksheet 1 to read the text in three steps. First, Ss read to find the character and the topic. Second, Ss underline time expressions, places and activities. Third, Ss answer the question: What does Linh like growing? Ss must find the answer in the text and must not guess beyond the text.

Expected outcomes

Ss complete Worksheet 1 with the correct answers: a) Linh; b) free-time activities; c) flowers (one word).

Procedure

  1. Teacher

    T distributes or displays Worksheet 1 and says: "Read the text once. Who is the main character? What is the text about?"

    Pupils

    Ss read the text silently and answer: "The main character is Linh. The text is about her weekend and free-time activities."

  2. Teacher

    T asks Ss to read again and underline time words, places and activities. T walks around and helps weaker Ss by pointing to key words such as Saturdays, Sundays, garden, Internet.

    Pupils

    Ss underline: On Saturdays, on Sundays, in her free time, in the garden, on the Internet, usually, often. Ss work in pairs and compare their underlined words.

  3. Teacher

    T asks: "What does Linh like growing?" and "Does Linh spend all day on the Internet?" T asks Ss to show the sentence that gives the answer.

    Pupils

    Ss answer: "She likes growing flowers." Expected answer: flowers. Ss answer: "No, she does not spend all day on the Internet." Ss read the sentence aloud.

  4. Teacher

    T confirms the answer flowers and says: "Good reading means finding the key words and checking the text, not guessing."

    Pupils

    Ss write the answer on Worksheet 1 and check their work with a partner.

Activity 3: Practice · 14 minutes

Let's play: vocabulary, listening and dialogue games

Aims

Ss consolidate the new vocabulary, listening skills and the dialogue structure through games and exercises.

Content

Ss complete the textbook exercises: (1) Choose the word with the meaning reading; (2) Choose the word with the meaning gardening; (3) Match the words with their meanings (reading, gardening, walking, surfing the Internet); (4) Listen and choose the sentence you hear; (5) Complete the sentence: My brother spends an hour every day ____ the Internet; (6) Put the lines of the conversation in order to make a natural dialogue; (7) Stress game: T says a word, Ss clap the stress.

Expected outcomes

Ss complete the exercises with the following answers:

  • Q1: B (reading means đọc sách)
  • Q2: C (gardening means làm vườn)
  • Q3: reading – đọc sách; gardening – làm vườn; walking – đi bộ; surfing the Internet – lướt Internet
  • Q4: C – I often ride my bike.
  • Q5: surfing the Internet
  • Q6: Hello! Can we talk? / What do you do at the weekend? / I often ride my bike. / Thank you for telling me.
  • Q7: always – first syllable (AL-ways); sometimes – first syllable (SOME-times)

Procedure

  1. Teacher

    T explains the activities for the group: "We will do the exercises in pairs. Use the answer key I show after each exercise." T plays the audio for Exercise 4.

    Pupils

    Ss open their textbooks at the practice page and listen carefully to the audio.

  2. Teacher

    T guides Ss through the exercises one by one. For the listening, T plays the recording twice and asks: "Which key word tells you the answer?" For the ordering task, T asks Ss to read the lines aloud and find the question and answer.

    Pupils

    Pairs complete the matching and choice exercises. For listening, Ss answer: "I often ride my bike." Ss arrange the dialogue: Hello! Can we talk? – What do you do at the weekend? – I often ride my bike. – Thank you for telling me.

  3. Teacher

    T checks answers with the class and asks one pair to read the completed dialogue aloud. T asks: "Why is the answer surfing the Internet and not surfing only?"

    Pupils

    Pairs report their answers. Ss answer: "Because surfing the Internet is a full phrase, we keep the three words together."

  4. Teacher

    T praises the class and says: "Remember the question do and the base verb after I." T reminds Ss to keep the frequency adverb before the verb.

    Pupils

    Ss correct their mistakes in red pen and write the key sentence in their notebooks.

Activity 4: Application · 14 minutes

Project: My free-time activities

Aims

Ss make a personal Activities–Frequency table and present a short paragraph about their own free time, using true information.

Content

Ss complete Worksheet 2: write at least three activities they do in their free time with the frequency word always, usually, often or sometimes that is true for them. Ss write 4–5 sentences using like + V-ing and the frequency adverbs, then ask a classmate one question about the weekend. Sample sentence for reference only: I like reading stories in my free time. I usually read after finishing my homework. I often ride my bike with my father at the weekend. I sometimes water the flowers in our garden. Ss must not copy the sample information.

Expected outcomes

Ss hand in a completed Worksheet 2 (Activities–Frequency table) and present 4–5 sentences, answer one question from a classmate. Rubric (4 points): 1) complete product with at least three activities and frequency words; 2) information consistent with the presentation; 3) correct words, sentences and tenses; 4) clear presentation and an answer to a classmate's question.

Procedure

  1. Teacher

    T distributes Worksheet 2 and reads the task aloud. T says: "Write only the activities that are true for you. Do not use always if you only do the activity sometimes."

    Pupils

    Ss read the task and ask: "Can I write an activity that I do with my family?" (Answer: Yes, if it is true.)

  2. Teacher

    T walks around and checks the tables. T helps Ss with the frequency words: "If you do it every weekend, which word do you use?"

    Pupils

    Ss fill in the table, for example: reading stories – usually; riding my bike – often; watering the flowers – sometimes. Ss write sentences and practise them aloud with a partner.

  3. Teacher

    T invites four to five Ss to present in front of the class. After each presentation, T asks the class: "Can you ask one question about the weekend?"

    Pupils

    Ss present, for example: "I like reading stories in my free time. I usually read after finishing my homework." Classmates ask: "What do you do at the weekend?" The presenter answers: "I often ride my bike with my father."

  4. Teacher

    T gives feedback using the rubric and praises good sentences. T says: "Next time, check that the frequency word matches how often you really do the activity."

    Pupils

    Ss listen to the feedback, correct their Worksheet 2 at home, and keep it in the project folder.

Worksheets

Worksheet No. 1: Reading for details

Read the text: On Saturdays, Linh usually helps in the garden. She likes growing flowers. In her free time, she reads stories. On Sundays, she often rides her bike with her father. She does not spend all day on the Internet.

Task 1. Answer the questions.

  • a) Who is the main character? ______
  • b) What is the text about? ______
  • c) What does Linh like growing? (one English word) ______

Task 2. Underline the words that show time, places and activities.

  • Time words: ______
  • Place words: ______
  • Activity words: ______

Worksheet No. 2: My free-time activities (Activities–Frequency table)

Task 1. Complete the table with your own true information. Write at least three activities.

  • Activity 1: ______ | Frequency: always / usually / often / sometimes
  • Activity 2: ______ | Frequency: always / usually / often / sometimes
  • Activity 3: ______ | Frequency: always / usually / often / sometimes

Task 2. Write 4–5 sentences about your free time.

  • Use like + V-ing to talk about your likes.
  • Use a frequency word before the verb.

Task 3. Write one question to ask your classmate about the weekend.

Homework

  • Finish Worksheet 2 at home and check that every frequency word is true for you. Do not use always for an activity you do only sometimes.
  • Practise the stress in always and sometimes: clap the strong beat and say the sentences I sometimes read comics and I always put my books away.
  • Ask a family member the question What do you do at the weekend? Write their answer in one sentence with the correct frequency word.
  • Be ready to present your project in the next lesson in 4–5 sentences, and answer one question from a classmate.

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