Giáo án NLS Tiếng Anh 5 Global Success Review 2

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and tick.

a. Objective: To listen to and understand five communicative contexts in which characters talk about familiar topics, and tick the correct pictures.

b. Organisation:

- Teacher draws pupils’ attention to Pictures 1a, 1b, 1c. Elicit the school room and the floors (a music room on the 1st/2nd/3rd floor).

- Teacher selects simple digital technologies to interact by deploying the listening task through an interactive digital quiz platform on the smartboard.

- Teacher plays the recording for Question 1 for pupils to listen. Play it again for pupils to do the task by ticking the correct box.

- Repeat the same procedure with Questions 2, 3, 4, and 5.

- Have pupils swap books with a partner, then check answers as a class. Write the correct answers on the board. Play the recording again for pupils to double-check.

Extension: Read Conversation 1 aloud but change information (e.g., "It's on the SECOND floor"). Have pupils raise their hand to correct it.

- Teacher moves on to the next content.

- Pupils analyze the picture options for each question to prepare for listening.

- Pupils select simple digital technologies to interact by using their personal tablets to select and submit the correct picture options in real-time.

- Pupils listen to the audio carefully and tick the correct boxes based on what they hear.

- Pupils swap books to peer-check.

- Pupils check answers with the teacher.

- Pupils listen attentively to the teacher's altered script and correct the false information.

* Key: 1. a (1st floor) - 2. a (solving maths) - 3. c (in a desk) - 4. b (planted trees) - 5. a (danced around the campfire)

[2.1.CB2a]: 

Select simple digital technologies to interact.

Activity 2: Ask and answer.

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Activity 3: Read and match.

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

b. Organisation:

- Teacher draws pupils’ attention to the questions (1-5) and answers (a-e). Tell them how to do the activity.

- Teacher identifies ways to create and edit simple content in simple formats by preparing a drag-and-drop matching activity on the interactive smart TV.

- Point at Question 1 (Could you tell me the way to the art room?) and elicit the answer that matches it (Go upstairs. It's on the first floor.). Have pupils read aloud the answer. Draw a line to match Question 1 with option e.

- Give pupils time to do the rest of the task independently. Go around to offer support.

- Get pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board.

- Teacher moves on to the next content.

- Pupils look at the two columns of sentences.

- Pupils identify ways to create and edit simple content in simple formats by coming to the smart TV and dragging the lines to connect the questions and answers digitally.

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

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

- Pupils swap books to check.

- Selected pupils read the matched exchanges aloud.

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

[3.1.CB2a]: 

Identify ways to create and edit simple content in simple formats.

Activity 4: Read and number.

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Activity 5: Let's write.

a. Objective: To write a short paragraph of about 30 words about a trip last Sunday.

b. Organisation:

- Teacher asks pupils to read the four guiding questions (Where did you go? What did you do in the morning/afternoon? How was your trip?). Tell them that they should write a short paragraph of about 30 words about their trip last Sunday. Tell pupils they can make up an answer or use real information.

- Teacher selects simple digital tools and technologies for collaborative processes by creating a shared digital bulletin board (e.g., Padlet) for pupils to type and post their writing.- Have pupils answer the first question together as an example. Elicit where they went and complete the first sentence (Last Sunday, I went to Hoan Kiem Lake.).

- Give pupils time to complete the rest of the paragraph independently.

- Get pupils to swap their paragraphs with a partner, then invite a few pupils to read their paragraphs in front of the class.

- Teacher moves on to the next content.

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

- Pupils select simple digital tools and technologies for collaborative processes by typing their short paragraphs onto the shared digital board and reading their peers' posts.

- Choose a way to express oneself by creating simple digital content by adding relevant emojis or digital stickers to their online posts.

- Pupils follow the teacher's model to form the topic sentence.

- Pupils work independently to write sentences describing their own past trip using Past Simple tense verbs.

- Pupils swap books to peer-edit.

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

* Suggested answer: Last Sunday, I went to Hoan Kiem Lake with my friends. In the morning, we walked around the lake. In the afternoon, we saw a puppet show. Our trip was lots of fun.

[2.4.CB2a]: 

Select simple digital tools and technologies for collaborative processes.

[3.1.CB2b]: 

Choose a way to express oneself by creating simple digital content.

3. PRACTICE

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4. APPLICATION

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

b. Organisation:

Mission: "Classroom Survey: Our Favorites & Memories"

- Teacher gives pupils a survey table with 3 columns: Name, Favourite School Activity (Why?), and Last Weekend Trip.

- Teacher instructs pupils to stand up, mingle, and interview 3 classmates using the review structures:

Q1: What school activity do you like? Why?

Q2: Where were you last weekend? What did you do there?

- Pupils must listen and note down their friends' answers.

- Teacher invites 2-3 pupils to stand up and report their findings to the class. Emphasize the shift to 3rd person singular (e.g., "Mai likes reading books because it's interesting. Last weekend, she was at the zoo...").

- Teacher praises the pupils for applying the language fluently.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson.

- Teacher comments on and evaluates pupils' participation.

* ADVICE

- Review all vocabulary and grammar structures learned from Unit 6 to Unit 10.

- Complete the remaining exercises for Review 2 in the Workbook.

- Prepare for the Term Test.

- Pupils receive the survey table and listen to the instructions.

- Pupils stand up, walk around the class, and actively interview their peers using the target questions.

- Pupils practice listening and taking notes in English.

- Selected pupils present their reports to the class, practicing the grammar changes accurately.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION