Giáo án NLS Tiếng Anh 5 Global Success Unit 6: Our school rooms - Lesson 1

1. WARM-UP

a. Objective: To create an engaging atmosphere, activate prior knowledge about school rooms, and lead into the new lesson.

b. Organisation:

- Teacher greets the class. 

- Teacher organises to play the game “Hidden Picture”

- Teacher divides the class into 2 teams. Shows a covered picture of a school building on the TV screen. 

- Slowly reveals the picture puzzle piece by piece. Teams must raise their hands to guess the rooms they see (e.g., library, computer room).

- Teacher checks the answers and praises the winning team. 

- Teacher asks pupils to open their books at Unit 6, Lesson 1. Tell pupils what they will learn in this lesson. 

- Pupils greet the teacher. 

- Pupils work in teams, look at the screen carefully, and quickly guess the names of the rooms.

- Pupils observe and check with the teacher. 

- Pupils open their books and listen to the teacher's introduction. 

2. PRESENTATION

Activity 1: Look, listen and repeat

a. Objective: To understand and correctly repeat the sentences focusing on asking and answering questions about the location of a room.

b. Organisation:

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Activity 2: Listen, point and say

a. Objective: To correctly say the phrases and use Where’s the ____? – It’s on the ___. to ask and answer questions about the location of rooms in a school.

b. Organisation:

- Teacher asks pupils to look at the pictures and elicit the locations of the rooms. 

- Teacher instructs pupils to navigate a simple 3D virtual tour of a school on their devices to visually locate the computer room and music room.

- Teacher introduces the vocabulary: art room - ground floor, library - first floor, computer room - second floor, music room - third floor.

- Teacher plays the recording for pupils to listen to and repeat the words, in chorus and individually. 

Note: Point out the difference between British and American English floor naming.

- Point at the first bubble and play the recording (Where's the art room? - It's on the ground floor).

- Teacher lets pupils point at the pictures and say the sentences in pairs. Go around to offer help. 

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

- Teacher moves on to the next content.

- Pupils look at the pictures and describe what they see. 

* Picture cues: a school building which includes:

+ an art room on the ground floor, and the phrases art room, ground floor.

+ a library on the first floor, and the word library and phrase first floor.

+ a computer room on the second floor, and the phrases computer room, second floor.

+ a music room on the third floor, and the phrases music room, third floor.

- Pupils swipe and explore the 3D school map to match the rooms with their respective floors.

- Pupils practice saying the rooms and floors.

- Pupils note the difference in British/American English floor terminology.

- Pupils listen and repeat the complete sentences. 

- Pupils work in pairs, point at the pictures and practice asking and answering. 

- Pairs act out the exchanges in front of the class. 

[1.1.CB2b]: Find data, information, and content through simple searches in the digital environment.

Activity 3: Let's talk

a. Objective: To use Where’s the ___? – It’s on the ___. in a freer context.

b. Organisation:

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Activity 4: Listen and tick or cross

a. Objective: To listen to and understand four communicative contexts and tick or cross the correct pictures.

b. Organisation:

- Draw pupils' attention to the pictures. Elicit the location of the room in each picture.

- Teacher plays the recording of the first exchange for pupils to listen. Playing the recording again for pupils to do the task. If necessary, play the recording a third time for pupils to check their answers.

- Have pupils do the task. Repeat for exchanges 2, 3, and 4.

- Get pupils to swap books with their partner, then check answers as a class. 

- Pupils look at the pictures and pay attention to the room locations.

* Picture cues:

1. Class 5D on the ground floor

2. an art room on the second floor

3. a music room on the first floor

4. a library on the third floor

- Pupils listen to the recording.

- Pupils tick or cross the boxes independently.

- Pupils swap books and check answers with partners. 

* Key: 1. Tick, 2. Cross, 3. Cross, 4. Tick.

* Audio script:

1. A: Where's Class 5D?

     B: It's on the ground floor.

2. A: Where's the art room in your school? 

      B: The art room? It's on the first floor.

3. A: There's a big music room in our school.

     B: Where is it? 

     A: It's over there, on the second floor.

4. A: What do you do at break time?

     B: I read books in the library.

     A: Where is it?

     B: It's on the third floor.

Activity 5: Read and complete 

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

b. Organisation:

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Activity 6: Let's sing 

a. Objective: To sing the song "Where are the rooms in our school?" with correct pronunciation, rhythm and melody.

b. Organisation:

- Draw pupils' attention to the title and lyrics of the song.

- Play the recording all the way through.

- Play the recording line by line for pupils to listen and repeat.

- Put pupils into groups to make up their own actions for the song. Invite groups to the front to perform. 

- Teacher moves on to the next content.

- Pupils read the lyrics and look at the pictures.

- Pupils listen to the melody.

- Pupils repeat line by line.

- Groups come to the front of the class to perform with actions. 

3. PRACTICE

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

b. Organisation:

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4. APPLICATION

a. Objective: To apply the learned sentence structures to describe room locations creatively at home.

b. Organisation:

- Teacher assigns the task: Imagine you are designing an educational English computer game for children! Your first task is to design the "Map Interface".

- Teacher instructs pupils to use a drag-and-drop web mockup tool (simulating a Bootstrap 5.3 layout) to visually map out 4 special rooms for the 3D animal characters (e.g., Music Room, Art Room, Library, Computer Room).

- Instead of writing sentences manually below the map, the teacher guides pupils on how to use a text-to-speech AI generator to create a female Hanoi voiceover audio file describing the locations (e.g., "Welcome to my game. The computer room is on the second floor.").

* CONSOLIDATION

- Teacher reviews and summarizes the main points.

- Teacher evaluates pupils' participation and praises active groups. 

* ADVICE

- Remind pupils to bring their "Game Maps" to the next class for an exhibition.

- Prepare for Unit 6 – Lesson 2.

- Pupils listen to the instructions for the "Game Map" task.

- Pupils create simple digital content, utilize a digital mockup tool to professionally design the 3D animal school interface with minimal text and high visual engagement.

- Pupils type their descriptive sentences into the AI voice generator, selecting a female Hanoi voice, and saving the audio clip to embed into their game interface design.

- Pupils listen to the summary. 

- Pupils listen to the teacher's feedback.

- Pupils write down their homework.

[3.1.CB2b]: Choose a way to express oneself by creating simple digital content.

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

REFLECTION