Kế hoạch bài dạy Tiếng Anh Lớp 5 Global Success theo CV2345 - Review 2

 sentence reaches the last pupil in He likes reading English 
 the line, he/she should call it out. short stories.
 A correct sentence scores one Round 3. His notebooks are 
 point. - Continue playing the in the desk.
 - Have pupils play the game. game. Her books are on the desk.
 - Praise the winner. The Round 4. They danced 
 - Count the points for each team winning team must say all around the campfire.
 and announce the winner. The three sentences aloud for They listened to music.
 team with more points wins. The the rest of the class.
 winning team must say all three 
 sentences aloud for the rest of the 
 class.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives 
- To listen to and understand five communicative contexts in which characters talk about familiar 
topics such as our school, our favourite school activities, location of school things, where someone 
went, what someone did, and tick the correct pictures.
b. Content
- Activity 1. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand five communicative contexts and tick the correct pictures.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 1. Listen and tick. (Track 106)
 Step 1: Draw pupils’ attention to - Pupils pay attention to Picture cues:
 Pictures 1a, 1b and 1c. Elicit the Pictures 1a, 1b and 1c. 1a. a music room on 1st 
 school room and the floors. floor
 Then play the recording for - Pupils listen to the 1b. a music room on 2nd 
 Question 1 for pupils to listen. recording for Question 1. floor
 Play the recording again for Pupils listen to the 1c. a music room on 3rd 
 pupils to do the task. Play the recording again and do the floor
 recording a third time for pupils task. Pupils listen to the 2a. Nam solving a maths 
 to check their answers. Repeat the recording a third time to problem
 same procedure with check their answers. Pupils 2b. Nam doing a project
 the rest of the questions. follow the teacher’s 2c. Nam reading a book
 (Questions 2, 3, 4, 5) instructions. 3a. two notebooks on a 
 - Pupils swap books with a desk
 Step 2: Get pupils to swap books partner, then check answers 3b. two notebooks in a 
 with a partner, then check as a class. school bag
 answers as a class. Write the 3c. two notebooks in a desk
 correct answers on the board. - Pupils listen to the 4a. Minh and Mai watering 
 Step 3: Play the recording again recording to double-check the flowers
 for pupils to double-check their their answers. 4b. Minh and Mai planting 
 answers. - Pupils read Conversation trees
 Extension: Read Conversation 1 1 aloud with different 4c. Minh and Mai walking 
 aloud but change specific specific information. around Hoan Kiem Lake
 information. - Pupils raise their hand 5a. Lucy and her friends 
 For example: when the information is dancing
 5b. Lucy playing the guitar TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 2. Ask and answer.
 Step 1: Draw pupils’ attention to - Pupils pay attention to Picture cues and four 
 Question 1. Get the class to read it Question 1. Pupils read it questions
 in chorus. Have pupils look at the in chorus. Pupils role-play *Suggested answers:
 picture. Elicit the answer (e.g. She the exchange. Pupils follow 1. She likes drawing 
 likes drawing pictures.) and give the teacher’s instructions. pictures.
 feedback. Then get pupils to role- 2. They’re on the desk.
 play the exchange. Repeat the 3. It’s Mai’s.
 same procedure with the rest of 4. (Pupils’ answers) For 
 the questions. (Questions 2, 3, 4) - Pupils work in pairs to example: Yes, I do. 
 Step 2: Give pupils time to take it role-play the four Because I think it’s 
 in turns to role-play the four exchanges. interesting.
 exchanges. Go around the
 classroom to offer support where 
 necessary. - Pairs of pupils stand up 
 Step 3: Invite a few pairs of and take it in turns to role-
 pupils to stand up and take it in play the target exchanges.
 turns to role-play the target
 exchanges. 
e. Assessment
- Performance products: Pupils’ talk and interaction
- Assessment tools: Observation; Questions & Answers; Peer correction
4. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Kim’s game (ppt)
- Divide the class into two teams. Say “You are going to play a memory game.” 
- Display many words and phrases on the board. Give pupils two minutes to memorise these words 
and phrases.
e.g. draw pictures, play the guitar, dance around the campfire, listen to music, read books, water 
the flowers, plant trees, crayon, glue stick, friendly, active, clever, pencil sharpener, set square, ...
- Turn the word cards face down on the board. In their teams, pupils try to write down many words 
as they can remember.
- Check the answers as the class.
- Count the points for each team and announce the winner. The team with the most points wins. 
The winning team must then correctly pronounce all of the words and phrases. 
* Option 2: Game: Pass the teddy bears
- Give two different teddy bears to two pupils, a white teddy bear (ask the question) and a black 
teddy bear (answer the question).
- Ask pupils to listen to music and pass the teddy bears.
- Stop music suddenly. Have the pupil with a white teddy bear make a question. Have the pupil 
with a black teddy bear answer the question. 
e.g. Pupil A: What did you do last Sunday?
 Pupil B: I planted trees.
- Repeat the game several times.
 Week: 
 Period: 
 Date of teaching:
 LESSON PLAN
 (Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
 REVIEW 2 - Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives 
- To read and match five pairs of target sentence patterns
b. Content
- Activity 3. Read and match.
c. Expected outcomes
- Pupils can read and match five pairs of target sentence patterns.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 3. Read and match.
 Step 1: Draw pupils’ attention to - Pupils pay attention to the Five pairs of sentence 
 the questions and answers. Tell questions and answers. patterns, which together 
 them how to do the activity. Pupils listen to the form simple exchanges 
 Point at Question 1 (Could you teacher’s explanation. between two pupils.
 show me the way to the art *Key: 1. e, 2. d, 3. a, 4. b, 
 room?) and elicit the answer (Go 5. c
 upstairs. It’s on the first floor.) 
 Have pupils read the answer and - Pupils read the answer.
 give feedback. Have pupils draw 
 a line to match Question 1 with 
 Sentence e. - Pupils do the task 
 Step 2: Give pupils time to do the individually. 
 task individually. Go around the 
 classroom to offer support. - Pupils swap books with a 
 Step 3: Get pupils to swap books partner, then check answers 
 with a partner, then check together as a class.
 answers together as a class. Write 
 the correct answers on the board.
 Extension: Invite a few pairs of - Pairs of pupils stand up 
 pupils to stand up and read the and read the matched 
 matched exchanges aloud. exchanges aloud.
e. Assessment
- Performance products: Pupils’ answers 
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives 
- To read a text about Lan’s class trip to Ba Na Hills and number the sentences in
order (from 1 to 4).
b. Content
Activity 4. Read and complete.
c. Expected outcomes
- Pupils can read a text about Lan’s class trip to Ba Na Hills and number the sentences in order.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 4. Read and complete.
 Step 1: Draw pupils’ attention to - Pupils pay attention to the - A text and four jumbled 
 the activities in sequence in the activities in sequence in the and unnumbered sentences
 text. Elicit the words showing the text. Pupils follow the *Key: 
 sequences of activities, e.g. first, teacher’s instructions. 1. c, 2. a, 3. d, 4. b
 then, after that, etc. - Explain how to play the game. Give an example.
- Divide the class into two teams. Each team has five pupils. 
- Give each pupil in one team a number so that each team has equal numbers. 
- Stick a picture (at the campsite) on the board and ask the questions, e.g. “Where were you 
yesterday?”, and allow time for pupils to think. Then call out a number, have pupils with that 
number from each team stand up and shout out the answers, e.g. “I was at the campsite.”. Praise 
and give points for the teams.
- Continue the game until the last member of the team.
- Praise the winner. Give feedback.
* Option 2: Game: Pass the cards
- Give a card to a pupil.
- Play music. Have that pupil pass the card to the next one.
- Stop music suddenly. Have the pupil holding a card to ask a question and invite another pupil to 
answer the question. 
e.g. Pupil A: Where did you go last Sunday?
 Pupil B: I went to Ba Na Hills.
- Repeat the game several times. Praise pupils to encourage their speaking skill. 3. What did you do in the 
 afternoon?
 a. They played games.
 b. I drew a picture. 
 c. I draw a picture.
 4. How was your trip?
 a. We went home late.
 b. We was in a restaurant.
 c. It was a lot of fun. 
 *Key: 
 1. b, 2. a, 3. b, 4. c
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives 
- To revise vocabulary related to activities by correctly categorising activities.
b. Content
- Activity 1. Write the activities in the correct places.
c. Expected outcomes
- Pupils can revise vocabulary related to activities by correctly categorising activities.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 1. Write the activities in the correct places.
 Step 1: Have pupils read the - Pupils read the activities – A word box containing 
 activities in the word box aloud. in the word box aloud. eight activities 
 Correct pronunciation where Pupils come to the front of – Four boxes with the 
 necessary. To check the class in turn and category headings 
 understanding, have pupils come silently act out the Adventure holiday, Beach 
 to the front of the class in turn and activities while the rest of holiday, Sightseeing 
 silently act out the activities while the class guesses what they holiday and Winter holiday
 the rest of the class guesses what are. *Key: 
 they are. While they do this, copy Adventure holiday: horse 
 the four category boxes onto the riding; mountain biking 
 board. Beach holiday: swimming 
 Step 2: Do ice skating with the in the sea; playing beach 
 class as an example. Ask: When - Pupils answer the volleyball 
 do you do ice skating? Where? questions. Sightseeing holiday: taking 
 What kind of holiday is it? Elicit photos; visiting a museum 
 winter holiday and write ice Winter holiday: ice 
 skating under that heading on the skating; skiing
 board. 
 Step 3: Have pupils work in pairs - Pupils work in pairs to 
 to complete the activity. Ask them complete the activity. 
 to check their answers in groups Pupils check their answers 
 of four. Then ask a pupil from in groups of four. Then a 
 each group to come to the front of pupil from each group 
 the class and write an answer on comes to the front of the 
 the board, taking turns until the class and writes an answer 
 category boxes are complete. on the board.
 Each time, ask the other groups if 
 they agree. Tell the class that - Activity 3. Board game. Roll a dice. Listen and answer.
c. Expected outcomes
- Pupils can review the target vocabulary and sentence patterns by playing a board game.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 3. Board game. Roll a dice. Listen and answer.
 Step 1: Play the game as a whole - Pupils work in four - A board game with 12 
 class. Divide pupils into four groups. spaces
 groups. Determine which group Questions:
 goes first, second, third and 1. What type of holiday is 
 fourth. it? 
 Step 2: Each group rolls the dice - Pupils follow the 2. What do people do on a 
 in turn. A member of each group teacher’s instructions. sightseeing holiday? 
 moves the group’s counter 4. Do people usually go 
 forward by the number of spaces hiking on an adventure 
 indicated by the dice. holiday? 
 Step 3: When a counter lands on 6. What type of holiday is 
 a space with a picture, ask the - Pupils give the answers. it? 
 corresponding question below. If 8. What do people do on a 
 the group gives a correct answer, camping holiday? 
 their counter stays on the space. If 10. Did Nam and Minh go 
 they do not give a correct answer, to Hoan Kiem Lake 
 their counter must be moved back yesterday? 
 two spaces and their turn ends. 11. Were Linh and Mai at 
 Explain that there are some spaces the campsite last weekend? 
 with instructions such as Back to 12. What did they do at the 
 Start, Move ahead one space, campsite? 
 Miss a turn, and Move ahead two *Key: 
 spaces. When landing on these 1. It’s a beach holiday. 
 spaces, the instructions must be 2. They take photos. 
 followed. Check comprehension. 4. Yes, they do. 
 Step 4: The game continues until 6. It’s a winter holiday. 
 one or all groups reach the - Pupils play the game. 8. They put up a tent. 
 “Finish” space. 10. Yes, they did. 
 Step 5: Write the questions on the 11. Yes, they were. 
 board. Have pupils sit in groups - Pupils look at the 12. They danced around 
 of three or four and repeat Steps questions on the board. the campfire.
 1–4 to play again in their groups. Pupils sit in groups of three 
 or four and play the game.
e. Assessment
- Performance products: Pupils’ answers 
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Pass the balls
- Tell pupils how the game is played. Give an example.
- Give two different coloured balls to two pupils, a red ball (ask the question) and a yellow ball 
(answer the question).
- Ask pupils to listen to music and pass the balls.
- Stop music suddenly.
- Have the pupil with a red ball make a question. Have the pupil with a yellow ball answer the 
question. 
e.g. Pupil A: Where did you go last summer?