Giáo án NLS Tiếng Anh 5 Global Success Unit 4: Our free-time activities - Lesson 3

1. WARM-UP

a. Objective: To warm up the class and introduce the concept of word stress in a physical, engaging way.

b. Organisation:

- Teacher greets the class.

- Teacher explains the rules: The teacher will say a two-syllable word. Pupils must listen carefully and clap their hands loudly on the stressed syllable, and softly on the unstressed syllable.

- Teacher models with a familiar word in Vietnamese or English (e.g., 'morn-ing -> LOUD-soft).

- Teacher calls out words from previous lessons: mu-sic, 'sto-ry, to-'day, a-'gain.

- Teacher uses an AI voice assistant (e.g., Google Assistant or a Text-to-Speech tool) connected via Bluetooth to model familiar words with perfect native stress patterns.

- Teacher transitions into the lesson: "Today, we will focus on how to stress adverbs of frequency correctly."

- Pupils greet the teacher.

- Pupils listen to the rules.

- Pupils watch the teacher's model.

- Pupils listen and clap according to the stress of the words.

- Pupils actively listen to the AI-generated voice model and respond by clapping loudly on the stressed syllables output by the smart speaker.

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

[6.2.CB2a]: Interact with an AI voice assistant to recognize native pronunciation and stress patterns.

2. PRESENTATION

Activity 1: Listen and repeat

a. Objective: To correctly pronounce the two-syllable words 'always and 'sometimes with the stress on the first syllable, in isolation and in sentences.

b. Organisation:

…………………………………………..

…………………………………………..

…………………………………………..

…………………………………………..

…………………………………………..

…………………………………………..

Activity 2: Circle, listen and check

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

b. Organisation:

- Teacher tells pupils the goal of the activity. Explain that they have to circle the word that has a different stress from the other words.

- Teacher gives pupils a time limit to do the task independently. Have them read the words and circle the one that is different in each line.

- Teacher plays the recording for pupils to listen and check their answers.

- Teacher tells pupils to swap books with a partner to check their answers, then checks the answers as a class.

- Teacher plays the recording again for pupils to double-check their answers.

Extension: Invite one or two pupils to stand up and repeat the words that have a different stress (1. tonight; 2. enjoy; 3. always).

- Teacher moves on to the next content.

- Pupils listen to the teacher's instructions.

- Pupils read the words silently and circle the odd one out independently.

- Pupils listen to the recording.

- Pupils swap books and check answers.

* Key: 1. c, 2. b, 3. b

- Pupils listen again to double-check.

- Selected pupils stand up and repeat the targeted words.

Activity 3: Let's chant

a. Objective: To say the chant with the correct pronunciation, word stress and rhythm.

b. Organisation:

…………………………………………..

…………………………………………..

…………………………………………..

Activity 4: Read and answer

a. Objective: To read and show understanding of a text by answering four questions about Laura’s free-time activities at the weekend.

b. Organisation:

- Teacher has pupils read Question 1 carefully and identify keywords (What, Laura, always, weekend). Then they should scan the text for relevant information to answer (She always plays the violin.).

- Teacher uses the digital highlight tool on the projector to highlight keywords in real-time as pupils find them.

- Teacher repeats Step 1 for Questions 2, 3 and 4, explaining the type of information needed for each answer.

- Teacher sets a time limit for pupils to do the task independently. Goes around the classroom and offers help where necessary.

- Teacher gets pupils to swap books with a partner and check answers before checking as a class.

- Teacher invites some pairs to take turns asking and answering the questions.

Extension: Ask pupils some more questions to check their comprehension of the text. For example, Who likes listening to music? (Laura) Does she like playing sports and games? (Yes, she does.) What does she help her mother do? (She helps her mother with the cooking.).

- Teacher moves on to the next content.

- Pupils read Question 1, identify keywords, and scan the text to find the answer.

- Pupils follow the digital highlighting on the screen and replicate the process in their own textbooks.

- Pupils analyze Questions 2, 3, and 4 with the teacher.

- Pupils work independently to write the answers.

- Pupils swap books and check answers with peers.

- Pairs stand up to ask and answer the questions.

- Pupils follow the teacher’s instruction.

[2.1.CB2b]: Follow and interact with real-time digital annotations on a shared display.

Activity 5: Let's write

a. Objective: To complete a letter to a penfriend about someone’s free-time activities at the weekend by writing the target words in the gaps using picture cues.

b. Organisation:

…………………………………………..

…………………………………………..

…………………………………………..

Activity 6: Project

a. Objective: To present their free-time activities to the class.

b. Organisation:

- Teacher tells pupils about the goal of the activity. Explains that they have to present the list of free-time activities and adverbs of frequency they have prepared at home.

- Teacher helps pupils cast or display their digitally prepared lists/images from a class tablet to the projector.

- Teacher has pupils present their lists in their groups. Each pupil looks at his or her list and tells the group about his or her free-time activities.

- Teacher invites a few pupils to present their lists in front of the class and talk about them.

- Teacher has the rest of the class applaud if pupils perform well.

- Teacher moves on to the next content.

- Pupils listen to the teacher's instructions.

- Pupils manage their digital files by opening their prepared visual lists on the tablet and sharing them to the main screen for their presentation.

- Pupils present their lists within their small groups.

- Selected pupils present in front of the whole class.

- The class claps to encourage their friends.

[1.3.CB2a]: Retrieve and cast digital visual assets to a shared screen for presentation.

3. PRACTICE

a. Objective: To consolidate vocabulary and pronunciation (word stress) learned in the unit.

b. Organisation:

…………………………………………..

…………………………………………..

…………………………………………..

4. APPLICATION

a. Objective: To apply adverbs of frequency to track their real habits at home.

b. Organisation:

- Teacher assigns a fun, simple task: 

+ Draw a chart in your notebook. For the next 3 days, tick (v) what you do in your free time (e.g., watch TV, read stories, play sports).

+ Write 3 simple sentences using always, usually, often, or sometimes to describe your chart."

(Example: I always watch TV. I sometimes read stories.)

- Teacher introduces a basic IoT concept by explaining how smart devices (like a smartwatch or digital screen time tracker) can also record our "free-time activities" automatically.

- Tell pupils they will share their tracker in the next lesson.

* CONSOLIDATION

- Teacher reviews word stress ('always, 'sometimes) and adverbs of frequency.

- Teacher evaluates pupils' participation and praises active groups.

* ADVICE

- Practice reading the chant aloud at home.

- Complete the Free-Time Tracker task.

- Prepare for Unit 5 – Lesson 1.

- Pupils listen to the instructions.

- Pupils take notes on the chart layout and the sentence requirements.

- Pupils discuss briefly how devices they use at home might track activities (e.g., steps taken, hours watching TV).

- Pupils listen to the summary.

- Pupils write down their homework.

[6.4.CB2a]: Recognize how basic IoT devices track and collect data regarding daily activities.

REFLECTION