Giáo án NLS Tiếng Anh 5 Global Success Unit 10: Our school trip - Lesson 3

1. WARM-UP

a. Objective: To create an energetic learning atmosphere, revise the previous lesson's past tense structures, and introduce the concept of word stress.

b. Organisation: 

- Teacher greets the class.

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher holds a small, soft ball and explains the rules. The teacher plays upbeat music. Pupils pass the ball around. When the music stops, the pupil holding the ball must answer two questions from the teacher:

+ Q1: Where did you go last weekend?

(Pupil: I went to the zoo.)

+ Q2: What did you do there?

(Pupil: I saw many animals.)

- Teacher repeats the game 4-5 times to revise the past tense.

- Teacher writes the words No-vem-ber and De-cem-ber on the board. Clap hands to demonstrate the stress on the 2nd syllable (soft - LOUD - soft).

- Ask pupils to open their books at page 72 and look at Unit 10, Lesson 3, Activity 1. Tell them what they will learn in this lesson.

- Pupils greet the teacher.

- Students watch the AI-generated video and answer the questions about it.

- Pupils listen to the rules and get ready.

- Pupils pass the ball quickly while the music plays.

- The pupil holding the ball stands up and answers the questions fluently, applying the past tense (went, played, visited...).

- Pupils listen, observe the board, and practice clapping to the rhythm of the new words.

- Pupils open their books and prepare for the phonics lesson.

[2.1.CB2a]:

Choose simple digital technologies for interaction.

2. PRESENTATION

Activity 1: Listen and repeat.

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Activity 2: Circle, listen and check.

a. Objective: To identify the stress on some three-syllable words and circle the word with a different stress pattern from the other words.

b. Organisation:

- Teacher tells pupils the goal of the activity. Explain that they have to identify one word in each line that is stressed differently from the others. Then they will listen to the recording and check their answers.

- Select simple digital technologies to interact by deploying the phonics task via an interactive classroom polling tool (e.g., Quizizz).  - Teacher gives pupils a time limit to do the task independently. Then get pupils to swap books with a partner.

- Teacher plays the recording and has pupils listen and check their answers. Write the correct answers on the board.

- Invite a few pupils to read the words aloud in front of the class. Correct the stress if necessary.

Extension: Have pupils brainstorm other three-syllable words and create their own sentences.

- Teacher moves on to the next content.

- Pupils read the three sets of words silently and try to pronounce them to find the odd stress pattern.

- Pupils circle their predicted answers.

- Select simple digital technologies to interact by submitting their stress pattern answers through the polling app on their devices.

- Pupils listen carefully to the audio to confirm their choices.

- Pupils swap books to peer-check.

- Pupils check answers with the teacher.

- Selected pupils read the odd words aloud with correct intonation.

- Pupils create new sentences using the phonics words.

* Key: 1. a (Sep'tember) - 2. b ('Saturday) - 3. a (ba'nana)

[2.1.CB2a]: 

Select simple digital technologies to interact.

Activity 3: Let's chant.

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Activity 4: Read and circle.

a. Objective: To read and show understanding of a text by completing the gapped sentences.

b. Organisation:

- Teacher tells pupils the goal of the activity and explains that they should read the text (about Minh's class eco-tour) and choose the correct options (a, b, or c) to complete the sentences.

- Teacher identifies ways to create and edit simple content in simple formats by sharing the reading text on a collaborative digital whiteboard. - Teacher does Sentence 1 with the class as an example. First, have pupils read the sentence and the options given (They visited a farm near their school last _____.). Then have them read the text to find the appropriate information (Minh's class went on an eco-tour last Sunday.) and select the correct option to fill the gap (c. Sunday).

- Teacher sets a time limit for pupils to do the rest of the task independently.

- Teacher gets pupils to swap their books with a partner and checks their answers as a class.

- Teacher moves on to the next content.

- Pupils focus on the reading passage about the eco-tour and the 4 multiple-choice sentences.

- Pupils choose a way to express oneself by creating simple digital content when using digital highlighter tools to mark keywords on the smartboard.

- Pupils follow the teacher's scanning technique for the first sentence to locate the keyword "Sunday".

- Pupils work independently to read, locate specific information, and circle the correct answers.

- Pupils swap books to check answers.

- Pupils correct answers with the teacher.

* Key: 1. c (Sunday) - 2. a (planted) - 3. b (farm) - 4. c (some games)

[3.1.CB2a]: 

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

[3.1.CB2b]: 

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

Activity 5: Let's write.

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Activity 6: Project

a. Objective: To present a mind map about a school trip to the class using the target language.

b. Organisation:

- Teacher explains that pupils should select some pictures illustrating the activities they did on a trip (prepared at home). Then they stick the pictures on a mind map and present it to their groups.- Teacher has pupils work in groups of five. Each pupil shows his/her mind map and tells the group about it.

- Teacher invites a few pupils to show their mind maps and tell the class about them (e.g., "Our class went on a day trip to a farm yesterday. In the morning, we planted trees..."). Praise good performances.

- Teacher moves on to the next content.

- Pupils take out their prepared pictures and mind map layouts.

- Pupils work in small groups, taking turns presenting their mind maps and describing the sequence of past activities in English.

- Confident pupils come to the front and present their reports to the whole class. The class applauds.

3. PRACTICE

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4. APPLICATION

a. Objective: To apply the learned language (locations, past activities, sequence of events) in a highly interactive, creative, and personalized speaking task.

b. Organisation:

Mission: "The Junior Tour Guide" 

- Teacher gives each pupil a piece of A4 paper and asks them to quickly draw a simple 3-step mind map of a dream school trip they want to take the class on.

(Format: Circle 1: Morning... / Circle 2: Noon... / Circle 3: Afternoon...)

- Teacher assigns pupils into pairs. Pupil A is the "Tour Guide" who just finished leading a tour. Pupil B is the "Reporter".

+ Reporter: "Hello! Where did your class go yesterday?"

+ Tour Guide: "We went to (Cat Ba Beach)."

+ Reporter: "Wow! What did you do there?"

+ Tour Guide (using their mind map): "In the morning, we (swam in the sea). At noon, we (ate seafood). In the afternoon, we (played games on the beach)."

- Pupils swap roles.

- Teacher invites 2-3 enthusiastic pairs to perform their interview in front of the class.

- Teacher praises the pupils for their creativity, fluency, and confident body language.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson (stress in No'vember, De'cember, writing about school trips).

- Teacher comments on and evaluates pupils' participation.

* ADVICE

- Review the phonics, vocabulary, and grammar structures learned in Unit 10.

- Tidy up your study corner and write 3 sentences about your last trip in your notebook.

- Prepare for the Review lesson.

- Pupils receive the paper and use their creativity to quickly sketch a simple 3-step itinerary for a trip.

- Pupils practice speaking in pairs, applying the target grammar to ask and answer dynamically.

- Pupils practice using sequential words (In the morning, At noon, In the afternoon) combined with past tense verbs.

- Selected pairs proudly perform their interview and speak English loudly in front of the class.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION