Giáo án NLS Tiếng Anh 5 Global Success Unit 3: My foreign friends - Lesson 2

1. WARM-UP

a. Objective: To create an engaging atmosphere and introduce the concept of "personality" through actions.

b. Organisation:

- Teacher greets the class.

- Teacher organizes a game called "Charades: Guess the Personality!".

- Teacher prepares 4 hidden cards with actions written on them:

1. Helping a friend pick up books

2. Waving and smiling at everyone

3. Playing sports energetically

4. Reading a book and having a bright idea (pointing to the head)

- Teacher invites one pupil at a time to come to the front, pick a card, and mime the action without speaking.

- The rest of the class guesses what the pupil is doing and describes what kind of person they are in Vietnamese (e.g., hay giúp đỡ, thân thiện, năng động, thông minh).

- Teacher introduces the English equivalents (helpful, friendly, active, clever) and leads into Lesson 2.

- Pupils greet the teacher.

- Pupils listen to the game rules.

- Selected pupils come to the front and mime the actions creatively.

- The class observes carefully, raises their hands, and guesses the actions and personalities.

- Pupils repeat the new English words after the teacher and open their books.

2. PRESENTATION

Activity 1: Look, listen and repeat

a. Objective: To understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about someone’s personality.

b. Organisation:

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Activity 2: Listen, point and say

a. Objective: To correctly say the words for personality and use What’s he / she like? – He’s / She’s ___. to ask and answer questions about someone’s personality.

b. Organisation:

- Teacher asks pupils to look at Pictures a, b, c and d and describe what they can see. Introduce the words: a. friendly, b. helpful, c. clever, d. active.

- Teacher plays the recording to repeat the words. Use flashcards for friendly, helpful, clever and active to practise.

- Teacher projects a Voice AI pronunciation tool on the smartboard to model how to interact with the system to check the pronunciation of the new words.

- Teacher points at Picture a, draws attention to the speech bubbles, and elicits the missing word (What's she like? - She's friendly.). Play the audio to repeat the sentences.

- Teacher repeats the procedure for b, c, d.

- Teacher lets pupils point at the pictures and ask/answer in pairs.

- Teacher invites a few pairs to act out in front of the class.

Extension: Teacher has pupils brainstorm some adjectives to describe people and divide them into two groups: adjectives describing someone's appearance (for example, tall, slim, and young) and adjectives describing personality (for example, friendly, helpful, and clever).

- Teacher moves on to the next content.

- Pupils describe the pictures and learn the new personality vocabulary.

+ friendly (adj): thân thiện

+ helpful (adj): hay giúp đỡ

+ clever (adj): thông minh

+ active (adj): năng động

- Pupils listen and repeat the words. Practise with the teacher's flashcards.

- Pupils speak the new personality adjectives into the simple Voice AI tool on their own devices to receive visual feedback on their pronunciation accuracy.

- Pupils observe Picture a, identify the missing word, listen, and repeat the full exchange.

- Pupils follow the steps for the remaining pictures.

- Pupils work in pairs to practise the structure.

- Selected pairs present their exchanges.

- Pupils follow the teacher’s instruction.

[6.2.CB2b]: Interact with basic AI systems.

Activity 3: Let's talk

a. Objective: To use What’s he / she doing? – He’s / She’s ___. and What’s he / she like? – He’s / She’s ___. in a freer context.

b. Organisation:

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Activity 4: Listen and number

a. Objective: To listen to and understand four communicative contexts in which speakers ask and answer questions about someone’s personality, and number the pictures.

b. Organisation:

- Teacher draws attention to the pictures (a. a friendly boy playing; b. a helpful boy helping; c. a clever boy thinking; d. an active boy playing badminton) and asks questions to elicit the personalities.

- The teacher pushes a simple digital interactive worksheet version of the listening task to the pupils' devices (hoclieu.vn).

- Teacher plays the recording of the first dialogue (about Tom being helpful). Ask: Which picture? Why? (Picture b, because he is helping someone).

- Teacher plays Dialogues 2, 3, and 4 for pupils to listen and number.

- Teacher gets pupils to swap books, check answers, and correct them as a class.

- Teacher moves on to the next content.

- Pupils look at the pictures, contrast them, and identify the personality shown in each.

- Pupils listen to the audio and use basic typing features to input the numbers into the boxes on their digital worksheets.

- Pupils listen to dialogue 1, analyze the clues, and confirm it's picture b.

- Pupils listen to the rest of the audio and number the boxes independently.

- Pupils swap books, check with a partner, and confirm answers with the teacher.

* Key: 1. b   2. a   3. d   4. c. 

* Audio script:

1. A: What's Tom like?

     B: He likes helping his friends. He's very helpful. Look, he's helping a kid over there.

2. A: What's your new friend like?

     B: He's a friendly boy. We like playing together.

3. A: What's Alex like?

     B: Alex is an active boy. He does many things. He's playing badminton now.

4. A: I have a new foreign friend.

     B: What's he like?

      A: He's a clever boy. He learns things quickly.

[3.1.CB2a]: Identify simple ways to create and edit content in simple formats.

Activity 5: Read and complete

a. Objective: To complete two gapped exchanges with the help of picture cues.

b. Organisation:

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Activity 6: Let's play

a. Objective: To revise the target vocabulary by playing the game The longest sentence.

b. Organisation:

- Teacher divides the class into 8-10 teams and gives each a piece of paper.

- Teacher writes a target word on the board (e.g., friendly).

- Teams have one minute to write the longest correct sentence using that word.

- Teams hold up sentences and read them. The longest correct sentence wins a point. Play again with helpful, active, clever.

- Pupils get into teams and prepare their paper.

- Pupils look at the given word on the board.

- Pupils brainstorm and collaborate to write the longest meaningful sentence.

- Teams present their sentences and compete for points.

3. PRACTICE

a. Objective: To consolidate the vocabulary and sentence structures learned in Lesson 2.

b. Organisation:

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4. APPLICATION

a. Objective: To apply the learned language to describe real people in their lives, fostering creativity and writing skills.

b. Organisation:

- Teacher assigns a take-home task: "My Best Friend's Profile"

- Teacher gives the instructions: At home, draw a picture of your best friend or a family member on an A4 paper. Then, write a short paragraph (3-4 sentences) about them.

- The paragraph must answer these questions implicitly:

+ Who is he/she?

+ What does he/she often do? (Action)

+ What is he/she like? (Personality)

For example: "This is my sister, Anna. She often helps my mom cook dinner. She is very helpful and friendly."

- Teacher demonstrates how to use a simple AI image generator (e.g., Canva Magic Media) using basic text prompts (e.g., "a helpful girl cooking dinner") to generate an illustration for their profiles if they prefer not to draw.

- Teacher notes that pupils will present their profiles in front of the class in the next lesson.

* CONSOLIDATION

- Teacher summarizes the lesson's main points: asking and answering about personality using What's he/she like? and the adjectives friendly, helpful, clever, active.

- Teacher praises active pupils and winning teams.

* ADVICE

- Learn the new vocabulary words by heart.

- Complete the "My Best Friend's Profile" drawing and writing task.

- Prepare for Unit 3 - Lesson 3.

- Pupils listen to the task requirements.

- Pupils take notes on the prompt questions to guide their writing.

- Pupils read and understand the teacher's example.

- Pupils take notes on how to safely apply the basic AI image tool at home to create a picture of their friend based on their specific personality traits.

- Pupils prepare to do the task at home and present it later.

- Pupils listen to the summary.

- Pupils write down the homework in their notebooks.

[6.2.CB2a]: Apply AI tools to solve simple problems.

REFLECTION