Giáo án NLS Tiếng Anh 5 Global Success Unit 6: Our school rooms - Lesson 2

1. WARM-UP

a. Objective: To create interest, review directional verbs, and smoothly lead into the main lesson.

b. Organisation:

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2. PRESENTATION

Activity 1: Look, listen and repeat.

a. Objective: To understand and correctly repeat the sentences in two communicative contexts focusing on asking for and giving directions in a school.

b. Organisation:

- Teacher has pupils look at Pictures a and b and identify the characters in the pictures.

- Teacher asks pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat.

- Teacher repeats the same procedure with Picture b. Correct their pronunciation where necessary.

- Teacher invites a few pairs to the front of the class to listen to and repeat the sentences in the recording.

Extension: Teacher draws their attention to the question Could you tell me the way to the computer room, please? and the answer Go upstairs. It's on the first floor. Tell pupils that they are used to ask for and give directions in a school.

- Teacher moves on to the next content.

- Pupils look at the pictures and identify the characters (Mr Long and Bill).

* Picture cues:

+ Context a: Mr Long meets Bill, who is looking for the computer room.

+ Context b: Bill asks Mr Long for directions and Mr Long answers.

- Pupils listen to the recording and follow along.

- Pupils repeat the sentences individually and in chorus.

- Pairs go to the front and role-play the exchanges.

- Pupils listen to the teacher's explanation on the target structure.

Activity 2: Listen, point and say

a. Objective: To correctly say the phrases and use Could you tell me the way to the computer room, please? – ____. to ask for and give directions in a school.

b. Organisation:

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Activity 3: Let's talk

a. Objective: To use Where’s ___? – It’s on the ___. and Could you tell me the way to ___, please? – ___. in a freer context.

b. Organisation:

- Teacher asks pupils to look at the picture, point to the locations of each of the school rooms and explain how to get there.

- Teacher tells pupils that they are going to ask and answer about the locations and directions to each of the rooms using the target structures. Point out the red star and the sentence You are here. in the centre of the picture.

- Teacher demonstrates how to interact with a basic AI Voice Assistant (e.g., Google Assistant or Siri) on a smartphone/tablet, asking it loudly: "Could you tell me the way to the library, please?" to show how AI processes spoken English directions.

- Give pupils time to work in pairs and take turns asking and answering questions about the locations and directions.

- Invite a few pairs to come to the front of the classroom and act out the exchanges. Praise them if they perform well.

Extension: Teacher has pupils ask for and give directions to go to their own school rooms, using the structure and vocabulary learnt.

- Teacher moves on to the next content.

- Pupils look at the school map picture and identify the art room, computer room, Class 5A, music room, and library.

- Pupils observe the teacher's model and the "You are here" starting point.

- Pupils take turns speaking into the tablet's AI voice assistant: "Could you tell me the way to the music room, please?" to practice their pronunciation and see if the AI transcribes it correctly.

- Pupils work in pairs, asking and answering using both structures learned.

- Selected pairs come to the front to perform their conversations.

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

Activity 4: Listen and tick

a. Objective: To listen to and understand two communicative contexts in which people ask for and give directions at school, and tick the correct pictures.

b. Organisation:

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Activity 5: Read and complete

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

b. Organisation:

- Teacher has pupils look at the pictures and identify the directions to the rooms.

- Do Exchange 1 with the class as an example. Ask what is missing in the first gap, then have them complete the gap. Repeat for the other gap.

- Have pupils complete the three gaps in the second exchange independently. 

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

- Teacher moves on to the next content.

- Pupils look at the pictures.

- Pupils look at the example.

- Pupils do the task independently.

- Pupils check the answers.

* Key: 1. way; past – 2. Could; along; right

Activity 6: Let's play

a. Objective: To revise the target vocabulary items and structures by playing Memory game.

b. Organisation:

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3. PRACTICE

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

b. Organisation:

- Teacher distributes a digital multiple-choice quiz via a platform like Quizizz/Blooket/kenhhoctap and reminds pupils to use safe, fictional nicknames to join the online room instead of their real full names to protect their privacy.

Question 1. Could you tell me the ________ to the music room, please?

A. road     B. way     C. street

Question 2. ________ upstairs. It’s on the second floor.

A. Go     B. Turn     C. Look

Question 3. Go along the corridor and ________ left.

A. go     B. walk     C. turn

Question 4. What are you looking ________, Bill? - I'm looking for the computer room.

A. at     B. for     C. to

Question 5. Go ________ the library and turn right.

A. past     B. pass     C. across

Question 6. A: ________ the art room?

B: It’s on the ground floor.

A. When's     B. What's     C. Where's

- Teacher calls on pupils to read their answers aloud and explains the correct choices to the class based on the digital leaderboard.

- Teacher moves on to the next content.

- Pupils create safe, anonymous nicknames before entering the digital quiz room.

- Pupils check their answers and take notes if they made mistakes.

* Key: 1. B, 2. A, 3. C, 4. B, 5. A, 6. C

[4.2.CB2a]: Select simple ways to protect personal data and privacy in digital environments.

4. APPLICATION

a. Objective: To apply the learned language creatively in a personalized context.

b. Organisation:

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REFLECTION