Giáo án NLS Tiếng Anh 5 Global Success Unit 6: Our school rooms - Lesson 3

1. WARM-UP

a. Objective: To engage pupils and review direction phrases (go upstairs, go downstairs, turn left, turn right) before entering the phonics lesson.

b. Organisation:

- Teacher organises to play the game: "Simon Says: School Directions"

- Teacher greets the class and asks pupils to stand up.

- Teacher explains the rules: Pupils must only follow the teacher's action if the teacher says "Simon says" first. If the teacher just gives a command without "Simon says", pupils must stand still.

- Commands to use: Simon says point up (upstairs), Simon says point down (downstairs), Simon says turn left, turn right, etc.

- Teacher gradually increases the speed to make it fun. Praises the last pupils standing.

- Teacher leads into the lesson: Today we will learn how to pronounce 'upstairs' and 'downstairs' perfectly and explore more about our school rooms.

- Pupils greet the teacher.

- Pupils listen to the rules and stand up.

- Pupils play the game, listen carefully, and perform the actions.

- Pupils sit down when they make a mistake.

- Pupils listen to the teacher's introduction to the new lesson.

2. PRESENTATION

Activity 1: Listen and repeat

a. Objective: To correctly pronounce the two-syllable words up'stairs and down'stairs with the stress on the second syllable.

b. Organisation:

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Activity 2: Circle, listen and check

a. Objective: To identify the word stress in two-syllable words and circle the word with a different stress pattern.

b. Organisation:

- Teacher draws pupils’ attention to the three sets of words. Explain the task.

- Teacher uses an interactive digital polling tool (like Plickers or Mentimeter) projected on the TV to collect pupils' answers for lines 1, 2, and 3 in real-time.

- Ask pupils to look at line 1 (a. up'stairs b. 'active c. 'loudly), read aloud, and circle the word with stress on the second syllable. Play recording to check.

- Repeat Step 2 for lines 2 (a. 'busy b. 'sunny c. down'stairs) and 3 (a. 'music b. a'long c. 'second).

- Tell pupils to swap books to check. Write keys on the board. Play recording again to double-check.

Extension: Invite pupils to read the words aloud, paying attention to stress.

- Teacher moves on to the next content.

- Pupils listen to the instructions.

- Pupils uses their tablets (or holding up Plickers cards) to submit their answers (a, b, or c) to the teacher's digital board.

- Pupils read the words in line 1, circle their answer, and listen to the recording to check.

- Pupils complete lines 2 and 3 independently.

- Pupils swap books with their partners to check answers.

* Key: 1. a; 2. c; 3. b

- Pupils read the words aloud with the correct stress.

[2.1.CB2a]: Choose simple digital technologies to interact.

Activity 3: Let's chant

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

b. Organisation:

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Activity 4: Read and tick True or False

a. Objective: To read a text about rooms in a school and show understanding by deciding whether statements are true or false.

b. Organisation:

- Draw pupils’ attention to the text. Read it together as a class. Check comprehension.

- Teacher instructs pupils to use a safe search engine to quickly look up images of "New York City school" to visualize the context of the reading passage.

- Draw attention to the 4 statements. Give pupils time to read and tick True or False. Guide them to scan the text for keywords (e.g., for Statement 1, find computer room and library in the text).

- Have pupils swap books. Check answers together as a class. Write correct answers on the board.

- Ask pupils to read aloud the sentences from the text that helped them find the answers.

Extension: Have pupils write sentences to compare the location of and directions to the rooms in the reading and the rooms in their own school. For example: Our computer room is on the ground floor, but their computer room is on the second floor.

- Teacher moves on to the next content.

- Pupils read the text aloud with the teacher.

- Pupils finds and viewing images of real schools in New York City on their tablets.

- Pupils read the 4 statements and scan the text to find evidence.

- Pupils tick the True/False boxes.

- Pupils swap books to check.

* Key: 1. True 2. True 3. False 4. True

- Pupils read aloud.

- Pupils follow the teacher’s instruction.

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

Activity 5: Let's write

a. Objective: To read and complete the table about rooms in their own school.

b. Organisation:

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Activity 6: Project

a. Objective: To make a picture of a favourite school and present it to the class.

b. Organisation:

- Teacher explains the goal: Pupils will show pictures of their dream/favourite school and present them.

- Instead of just drawing on paper,  teacher guides pupils to use a safe AI Text-to-Image generator (like Canva Magic Media) to generate visual concepts for their unique dream school rooms based on simple English prompts.

- Teacher instructs pupils to insert their AI-generated images into a single presentation slide (e.g., PowerPoint) to create a digital poster.

- Put pupils in groups of five. Have them use their prepared drawings (or quickly sketch one) and describe it to the group ("This is my favourite school. It has..."). Walk around to support.

- Invite confident pupils to display their pictures on the board and present them to the whole class using the target language. Praise their creativity.

- Teacher moves on to the next content.

- Pupils listen to the task.

- Pupils types simple English descriptions into the AI image generator to visualize their "dream computer room" or "dream library".

- Pupils create simple digital content, designing a digital slide that showcases their AI-generated school rooms.

- Pupils work in groups, showing their drawings and talking about the rooms (library, gym, art room, etc.) and where they are located.

- Selected pupils present in front of the class confidently.

* Suggested presentation:

This is a picture of my favourite school. It's a big and beautiful school. The school has many rooms in it. In the picture, you can see a gym, a computer room, a library, an art room, a music room and our classroom - Class 5D. The gym and the computer room are on the ground floor. The library and Class 5D are on the first floor. The art room and the music room are on the second floor. My favourite room is the art room. I often draw pictures with my friends there.

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

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

3. PRACTICE

a. Objective: To consolidate vocabulary, grammar, and pronunciation learned in Unit 6 in a formal test format.

b. Organisation:

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4. APPLICATION

a. Objective: To creatively apply the lesson's target language (rooms, locations, directions) into a real-life personalized context at home.

b. Organisation:

- Teacher explains the homework assignment: At home, draw a map of your house or a dream house. Include at least 4 different rooms. Write 3-4 sentences giving directions on how to get from the Living Room to the other rooms using the words: upstairs, downstairs, on the left, on the right.

- Teacher provides a link to a shared digital class board (e.g., Padlet) and instructs pupils to safely take a photo of their house map and upload it there for everyone to see.

- Give an example: "From the living room, go upstairs. The bedroom is on the right."

- Remind pupils to bring their maps to the next class for a gallery walk.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson: word stress for up'stairs/down'stairs, and how to describe school room locations.

- Teacher comments on and evaluates pupils' participation and effort during the lesson.

* ADVICE

- Practice reading the chant aloud at home.

- Complete the "My House Map" task.

- Prepare for Unit7.

- Pupils listen to the homework instructions.

- Pupils take notes in their notebooks about the task requirements.

- Pupils takes a photo of their completed map and uploading it to the class Padlet under their safe nickname.

- Pupils ask questions if they don't understand the task.

- Pupils listen to the summary and self-reflect on their learning.

- Pupils pay attention to the teacher's feedback.

- Pupils write down their homework.

[2.2.CB2a]: Identify simple, appropriate digital technologies to share data, information, and digital content.

REFLECTION