Giáo án NLS Tiếng Anh 5 Global Success Review 1

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and circle a, b or c.

a. Objective: To listen to five questions and circle the correct answers.

b. Organisation:

- Teacher draws pupils’ attention to the first set of answers. Have them read the answer options. Check comprehension.

- The teacher instructs pupils to apply simple ways to avoid risks to their physical health by properly adjusting their tablet screen brightness to reduce eye strain and setting their headset volume to a safe level before starting the listening task.- Teacher plays the recording for Question 1. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers.

- Repeat the steps for the rest of the questions.

- Teacher gets pupils to swap books with a partner, then checks answers as a class. Write the correct answers on the board.

- Play the recording for pupils to double-check. Have pupils repeat the questions and answer with their choice.

- Teacher moves on to the next content.

- Pupils read the multiple-choice options carefully to prepare for listening.

- Pupils differentiate and apply simple ways to avoid risks to physical health by safely adjusting the screen brightness and audio volume on their digital devices.

- Pupils listen to the audio and circle the correct answers based on the questions they hear.

- Pupils swap books to peer-check.

- Pupils check answers with the teacher.

- Pupils repeat the full exchanges (e.g., "What's your favourite animal? - It's a dolphin.").

* Key: 1. b - 2. b - 3. c - 4. c - 5. a

[4.3.CB2a]: Differentiate simple ways to avoid risks to physical health when using digital technology.

Activity 2: Ask and answer.

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Activity 3: Read and match.

a. Objective: To read and match pairs of target sentence patterns.

b. Organisation:

- Teacher draws pupils’ attention to the sentences (1-5 questions/statements, a-e responses). Tell them how to do the activity.

- The teacher displays the matching activity as an interactive drag-and-drop task on the smartboard.- Point at Sentence 1 (Can you tell me about yourself?), elicit the answer and give feedback. Draw a line to match Sentence 1 with the reply d (I'm Andy. I'm in Grade 5).

- Teacher gives pupils time to do the task independently. Go around to offer support.

- Teacher gets pupils to swap books with a partner, then checks their answers together as a class. Write the correct answers on the board.

- Teacher moves on to the next content.

- Pupils look at the list of sentence halves.

- Pupils follow the edited digital content on the smartboard, observing how the teacher uses digital tools to demonstrate the matching process.

- Pupils follow the teacher's example to understand the task.

- Pupils work individually to read comprehensively and match the pairs logically.

- Pupils swap books and peer-check.

- Selected pupils read the matched exchanges aloud.

* Key: 1. d - 2. a - 3. e - 4. c - 5. b

[3.1.CB2a]: 

Show how to create and edit content in different formats.

Activity 4: Read and complete.

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Activity 5: Let's write.

a. Objective: To write a passage of about 30 words about personal information using writing prompts.

b. Organisation:

- Teacher tells the class the goal of this activity: to read the writing prompts (Your name, Your address, Your free-time activities, Your future job) and complete the gapped passage about themselves.

- Before pupils write, the teacher opens an Educational AI Text Generator on the smartboard. The teacher models how to write a prompt (e.g., "Write a 30-word introduction for a 5th-grade student named Minh who lives in Hanoi, likes playing football, and wants to be a pilot"). The teacher and pupils analyze the AI's output as an example of good structure.

- Write the first gapped sentence on the board (My name is ____.). Elicit the necessary information (a pupil's name) and ask pupils to write it down.

- Repeat the step for the second sentence (their address). Then ask pupils to read the rest of the writing prompts and write the answers to complete the passage independently.

- If time allows, invite a few pupils to read their passages aloud in front of the class. Praise them if they perform well.

- Teacher moves on to the next content.

- Pupils read the writing prompts to understand the required content.

- Pupils observe the teacher interacting with the AI, analyzing the AI-generated text to understand how to smoothly connect sentences about personal information, hobbies, and future jobs.

- Pupils follow the teacher's model to fill in their own name and address.

- Pupils work independently to write sentences about their own free-time activities and future dreams, aiming for around 30 words.

- Selected pupils confidently stand up and present their self-introduction paragraphs to the class.

* Suggested answer: My name is Binh. My address is 12 Hoa Mai Street. I like surfing the Internet in my free time. I would like to be a writer because I want to write interesting stories.

[6.2.CB2a]: 

Apply AI tools to solve simple problems / interact with basic AI systems.

[1.3.CB2a]: 

Select routine digital tools to organize, store, and retrieve data in a structured digital environment.

3. PRACTICE

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4. APPLICATION

a. Objective: To apply the reviewed language into a highly interactive, creative, and personalized speaking and crafting task.

b. Organisation:

Mission: "My Future ID Card"

- Teacher gives each pupil a blank "ID Card" template (a small piece of paper).

- Pupils must design their future identity. They fill in:

+ Name: _______

+ Nationality: _______

+ Future Job: _______

+ Reason (Why?): _______

- After filling out their cards, teacher organizes a "Networking Party".

- Pupils stand up, walk around the class, and meet 3 different friends. They must introduce themselves using their new ID cards:

+ Pupil A: "Hi, I'm (Ken). I'm (American). I'd like to be a (doctor) because (I want to help patients). What about you?"

- Pupils swap roles and converse.

- Teacher invites 3-4 confident pupils to come to the front and present their "Future ID" to the whole class.

- Teacher gives stars for creativity and fluency.

* CONSOLIDATION

- Teacher reviews and summarizes the main sentence patterns from Units 1 to 5.

- Teacher comments on and evaluates pupils' participation and effort.

* ADVICE

- Review all vocabulary and grammar structures learned in the first 5 units.

- Complete the remaining exercises for Review 1 in the Workbook.

- Prepare for the Mid-term Test.

- Pupils receive the ID card templates.

- Pupils use their imagination to create a fun future persona, writing down their nationality, dream job, and reasons.

- Pupils participate in the "Networking Party", walking around and practicing speaking English actively and dynamically with their peers.

- Selected pupils proudly present their "Future ID Cards" to the class using complete, fluent sentences.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION