Giáo án NLS Tiếng Anh 5 Global Success Unit 8: In our classroom - Lesson 3

1. WARM-UP

a. Objective: To create an energetic learning atmosphere, revise the previous lesson's grammar (Whose pen is this?), and introduce the concept of word stress.

b. Organisation: 

- Teacher greets the class.

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher asks the class to play the game Whose pen is this? on page 59. Divide pupils into Team A and Team B. Team A holds one of the school things on the table and asks "Whose (pen) is this?" Team B answers "It's (Mai's)." (As done in Lesson 2).

- Teacher writes the words a'bove and be'side on the board. Point out that these words are important for today's phonics lesson.

- Ask pupils to open their books at page 60 and look at Unit 8, Lesson 3, Activity 1. Tell pupils what they will learn in this lesson.

- Pupils greet the teacher.

- Students watch the AI-generated video and answer the questions about it.

- Pupils actively participate in the game, picking up items and practicing the possessive structure.

- Pupils observe the words on the board.

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

[2.1.CB2a]:

Choose simple digital technologies for interaction.

2. PRESENTATION

Activity 1: Listen and repeat.

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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 is stressed differently from the other words. Check comprehension.

- The teacher pushes the multiple-choice phonics task to the pupils' tablets via a digital quizzing platform. - Teacher gives pupils a time limit to do the task independently.

- Teacher plays the recording for pupils to listen and check. Play the recording twice if necessary.

- Teacher tells pupils to swap books with a partner, then checks the answers as a class. Write the correct answers on the board. Play the recording again for pupils to double-check.

Extension: Invite one or two pupils to stand up and repeat the odd ones out (1. 'under, 2. a'bove, 3. 'over).

- Teacher moves on to the next content.

- Pupils read the three sets of words silently and try to pronounce them to find the odd stress pattern.

- Pupils show how to edit content by tapping the radio buttons on their tablet screens to select the word with the odd stress pattern.

- Pupils circle their predicted answers.

- Pupils listen carefully to the audio to confirm their choices.

- Pupils swap books to peer-check.

- Selected pupils read the odd words aloud.

- Pupils check answers with the teacher.

* Key: 1. b ('under) - 2. b (a'bove) - 3. b ('over)

[3.1.CB2a]: 

Show how to create and edit content in different formats.

Activity 3: Let's chant.

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Activity 4: Read and answer.

a. Objective: To read and show understanding of a text about the locations of characters' school things by answering the questions.

b. Organisation:

- Teacher asks pupils to read all of the questions carefully. Then tell them to read Question 1 again and pay attention to keywords, such as Whose set square and on her desk. Then they should scan the text for relevant information to help them answer the question.

- The teacher instructs pupils to apply simple ways to avoid risks to physical health by ensuring they are sitting with proper posture and adjusting the screen brightness of their tablets before reading the digital text.

- Teacher sets a time limit for pupils to do the rest of the task independently. Go around the classroom and offer help where necessary.

- Teacher gets pupils to swap books with their partners and checks the answers before checking as a class. Have pupils read aloud the sentences in the reading text that helped them find the correct information.

Extension: Ask pupils some more questions, e.g. Whose pencils are in front of his pencil sharpener? Whose school bag is under her desk? Where is Hung's storybook?

- Teacher moves on to the next content.

- Pupils focus on the reading passage and the 4 questions.

- Pupils follow the teacher's scanning technique for the first question.

- Pupils differentiate simple ways to avoid physical risks by straightening their backs and adjusting their tablet's screen brightness to a comfortable level for reading.

- Pupils work independently to read, locate specific information, and write the answers.

- Pupils swap books to check answers.

- Pupils stand up, state their answers, and point to the sentence in the text that proves it.

- Pupils answer the teacher's extra comprehension questions.

Key: 1. Trang's (set square is on her desk). 2. They are on his desk, in front of his pencil sharpener. 3. Trang's (storybook is in her school bag). 4. It's in the desk.

[4.3.CB2a]: Differentiate simple ways to avoid risks to physical health when using digital technology.

Activity 5: Look and write.

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Activity 6: Project

a. Objective: To present their group's pictures of study corners to the class by using the target language.

b. Organisation:

- Teacher tells pupils the goal of the activity. Explain that they have to look at their group's pictures of study corners (drawn at home) and tell the class about the locations of school things.

- Teacher has pupils work in groups of three. First, each pupil presents his/her own picture to the group and talks about the locations of the school things in their picture.

- Teacher invites a representative from each group to tell the class about their group's pictures, e.g., "This is Lan's notebook. It's beside the set square."

- Have the rest of the class applaud if pupils perform well.

- Teacher moves on to the next content.

- Pupils take out their prepared drawings of study corners.

- Pupils work in small groups, taking turns presenting their pictures and describing the locations of items in English.

- Selected pupils come to the front, display their artwork, and confidently present to the whole class.

- The class claps and encourages the presenters.

3. PRACTICE

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4. APPLICATION

a. Objective: To apply the learned language (asking about locations and giving directions using prepositions) in a highly interactive, fun, and communicative activity.

b. Organisation:

Mission: "The Blindfolded Finder" 

- Teacher clears a small safe space at the front of the classroom.

- Teacher places a specific school item (e.g., a bright yellow pencil case) somewhere visible (e.g., under a chair, beside a desk).

- Teacher asks for 2 volunteers. Pupil A is blindfolded. Pupil B is the "Guide".

- Pupil A asks: "Where is the yellow pencil case?"

- Pupil B must use English prepositions to guide Pupil A to the item (e.g., "Go straight. It is under the chair.").

- Pupil A carefully follows the instructions. Once they find it, they hold it up and ask: "Whose pencil case is this?"

- The owner in the class shouts: "It's mine!" or "It's Lan's!"

- Teacher praises the pair for good communication and teamwork.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson (stress in a'bove, be'side, writing about locations).

- Teacher comments on and evaluates pupils' participation.

* ADVICE

- Review the phonics, vocabulary, and grammar structures learned in Unit 8.

- Practice describing where things are in your room at home.

- Prepare for Unit 9.

- Pupils listen to the exciting game instructions.

- Volunteers step up. One wears the blindfold.

- Pupil A asks the target question clearly.

- Pupil B uses target prepositions to give directions.

- Pupil A navigates and finds the item, then asks the possession question.

- The class participates by answering who the owner is.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

REFLECTION