Kế hoạch bài dạy Tiếng Anh Lớp 5 Global Success theo CV2345 - Unit 4: Our free time activities

 - Ask pupils the lead-in questions: 
 + Do you go to school in the - Pupils listen and answer 
 evenings or at weekends? the questions. 
 + What do you do when you are 
 free?
 - Write the title Our free-time - Pupils listen and repeat.
 activities on the board and model 
 it for the class to repeat a few 
 times.
 - Tell pupils what they will learn 
 in this lesson.
e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives 
- To understand and correctly repeat the sentences in two communicative contexts in which 
characters ask and answer questions about what someone likes doing in their free time.
b. Content
- Activity 1. Look, listen and repeat. 
c. Expected outcomes
- Pupils can understand and correctly repeat the sentences in two communicative contexts in which 
characters ask and answer questions about what someone likes doing in their free time.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 1. Look, listen and repeat. (Track 35)
 Step 1: Have pupils look at - Pupils look at Pictures a – Context a:
 Pictures a and b, identify the and b and identify the Mary phoning Nam asking 
 characters and their activities. characters and their what he’s doing
 Step 2: Ask pupils to look at the activities in the pictures. Mary: What are you doing, 
 pictures. Play the recording for Nam? 
 them to listen. Play the recording - Pupils look at the pictures Nam: I’m watching a 
 again, sentence by sentence, for and listen to the recording. cartoon. I like watching 
 pupils to listen and repeat. Correct Pupils listen to the cartoons in my free time. 
 their pronunciation where recording again, sentence 
 necessary. by sentence, and repeat. – Context b: 
 Step 3: Play the recording again - Pupils listen to the Mary answering Nam’s 
 for pupils to listen and repeat in recording again and repeat question
 chorus, sentence by sentence. in chorus, sentence by Nam: What do you like 
 Step 4: Invite a few pairs to the sentence. doing in your free time, 
 front of the classroom to listen to - Pairs of pupils come to Mary? 
 and repeat the sentences in the the front of the classroom Mary: I like playing the 
 recording. to listen to and repeat the violin.
 Step 5: Draw their attention to the sentences in the recording.
 question What do you like doing - Pupils pay attention to the 
 in your free time, Mary? and the question and the answer. 
 answer I like playing the violin. Pupils listen to the 
 Tell pupils that they are the teacher’s explanation.
 question and the answer about 
 what someone likes doing in their 
 free time. A: What do you like doing 
 in your free time? 
 B: I like watering the 
 flowers.
e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers 
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives 
To correctly use What do you like doing in your free time? - ____. to ask and answer questions 
about what someone likes doing in their free time in a freer context. 
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can correctly use What do you like doing in your free time? - ____. to ask and answer 
questions about what someone likes doing in their free time in a freer context.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 3. Let’s talk.
 Step 1: Draw pupils’ attention to - Pupils look at the pictures Picture cues: a boy surfing 
 the pictures. Ask questions to help and answer the questions. the Internet, a girl watering 
 them identify the context (see the flowers, a boy going for 
 Input). a walk, a girl playing the 
 Step 2: Point at the first character - Pupils look at the bubbles violin 
 and elicit the question in the first to understand how the – Speech bubbles: What do 
 speech bubble (What do you like sentence pattern is used. you like doing in your free 
 doing in your free time?). Using Pupils follow the teacher’s time? -______.
 the boy who is surfing the Internet instruction.
 as the cue, elicit an answer to - Pupils role-play to 
 complete the second speech practise asking the 
 bubble (I like surfing the questions and giving their 
 Internet.) as an example. Then answers in pairs, using the 
 write the question and answer on picture cue. 
 the board. Get pupils to say them. 
 Repeat the same procedure with 
 three other pictures. 
 Step 3: Put pupils into pairs and 
 have them practise asking and - Pairs of pupils practise 
 answering questions about what asking and answering 
 someone likes doing in their free questions in front of the 
 time. Go around the classroom to class.
 offer support where necessary. - Pairs of pupils ask and 
 Step 4: Invite a few pairs to the answer questions about the 
 front of the class to ask and real activities they like 
 answer questions about doing in their free time.
 what someone likes doing in their 
 free time, using the picture cues. 
 Praise pupils if they perform well. 
 Extension: Invite some pairs of 
 pupils to ask and answer 
 questions about the real Week: 
 Period: 
 Date of teaching:
 LESSON PLAN
 (Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
 UNIT 4: OUR FREE-TIME ACTIVITIES
 Lesson 1 - Period 2
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts about what someone likes doing in their 
free time and number the pictures;
- complete four gapped exchanges with the help of picture cues; 
- revise target words about free-time activities by playing Who has more correct answers?
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Show their pride in their personal information and what they like doing in their free time.
II. MATERIALS 
- Pupil’s book: Page 29
- Audio track 37
- Teacher’s guide: Pages 64, 65, 66
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, 
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives 
- To revise vocabularies.
b. Content
- Game: Guesing game
c. Expected outcomes
- Pupils can correctly say the words about free-time activities.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Game: Guessing game
 - Draw pupils’ attention to the - Pupils follow the Vocabularies: Free-time 
 screen. teacher’s instructions. activities:
 swim – surf the internet – 
 - Explain the rules of the game: ride a bike – water the 
 Pupils look at the clue and guess - Pupils look at the screen flowers – watch TV – play 
 • 1 open-picture: get 3 and guess what the word it the violin – play basketball 
 points is. – go for a walk – play the 
 • 2 open-pictures: get 2 guitar
 points
 • All pictures left: 1 point - Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives 
To complete four gapped exchanges with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete four gapped exchanges with the help of picture cues.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 5. Read and complete.
 Step 1: Have pupils look at the - Pupils look at the pictures - Four picture cues 
 pictures. Get them to identify the and identify the activities - Four gapped exchanges 
 activities of the characters in the of the characters in the with the target sentences to 
 pictures. pictures. complete
 Step 2: Have pupils look at the - Pupils look at the four Key: 
 gapped sentences. Draw their incomplete exchanges. 1. going for a walk 
 attention to the missing words in 2. surfing 
 3. the violin; playing 
 the sentences.
 4. What; guitar
 Step 3: Do Exchange 1 with the - Pupils follow the teacher 
 class as an example. Have pupils demonstrating the 
 read the question. Then ask them to Exchange 1.
 look at the gapped answer and the 
 picture cue. Ask them what words 
 are missing (going for a walk). 
 Then have pupils complete the 
 sentence (I like going for a 
 walk.).
 Step 4: Follow the same - Pupils complete the 
 procedure with Exchanges 2, 3 exchanges individually. 
 and 4. Pupils swap books with a 
 Step 5: Have pupils complete the partner and check their 
 gapped sentences individually and answers before checking as 
 ask pupils to read the completed a class.
 exchanges aloud. - Pairs of pupils read the 
 Extension: Nominate a few pairs completed exchanges 
 to read the exchanges aloud. aloud.
 Correct their pronunciation where 
 necessary, praise the readers, and 
 get the class to clap or cheer if 
 their pronunciation is good.
e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives 
- To revise target words about free-time activities by playing Who has more correct answers?
b. Content
- Activity 6. Let’s play.
c. Expected outcomes Week: 
 Period: 
 Date of teaching:
 LESSON PLAN
 (Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
 UNIT 4: OUR FREE-TIME ACTIVITES
 Lesson 2 - Period 3
I. OBJECTIVES
By the end of this lesson, pupils will be able to: 
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts in which characters 
ask and answer questions about what someone does at the weekend;
- correctly say the words and use What do you do at the weekend? – I ____. to ask and answer 
questions about what someone does at the weekend;
- use What do you do at the weekend? – I ______. in a freer context;
- understand and correctly use adverbs of frequency always, usually, often, sometimes, rarely, 
never in relation to the topic “Our free-time activities”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about someone’s free-
time activities at the weekend correctly and fluently. 
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform speaking tasks.
3. Attributes
- Explore new interests and develop healthier and balanced lifestyle, then improve general well-
being.
II. MATERIALS 
- Pupil’s book: Page 30
- Audio tracks 38, 39
- Teacher’s guide: Pages 66, 67, 68
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 4)
- Computer, projector, 
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives 
- To revise the words about free-time activities.
b. Content
- Game: Lucky number
c. Expected outcomes
- Pupils can remember and say the words about free-time activities correctly.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Game: Lucky number
 - Explain that students will play - Listen to the teacher’s Pictures (read stories, water 
 this game in three teams. There are explanation. the flowers, ride my bike, 
 six numbers, they have to choose - Choose the number. e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) _____
a. Objectives 
- To correctly say the words and use What do you do at the weekend? – I ____. to ask and answer 
questions about what they do at the weekend.
b. Content
Activity 2. Listen, point and say.
c. Expected outcomes
Pupils can correctly say the words and use What do you do at the weekend? - I____. to ask and 
answer questions about what they do at the weekend.
d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 2. Listen, point and say. (Track 39)
 Step 1: Have pupils look at - Pupils look at the pictures Picture and word cues:
 Pictures a, b, c and d and elicit the and elicit the activities of a. a boy reading a story and 
 activities of the characters. the characters. the words always / read 
 Step 2: Have pupils point at - Pupils point at Picture a, stories underneath
 listen to the recording, and 
 Picture a, listen to the recording b. a girl watering the 
 repeat the word. Point at the 
 flowers and the words 
 and repeat the words (always / bubbles and Picture a again 
 usually / water the flowers 
 read stories). Point at the bubbles and listen and repeat after 
 underneath
 and Picture a again and have the recording.
 c. a girl riding her bike in 
 pupils listen and repeat after the - Pupils listen and repeat 
 the park and the words 
 recording (What do you do at the after the recording. Pupils 
 listen and repeat the often / ride my bike 
 weekend? - I always read 
 questions and answers a few underneath
 stories.) times. Pupils follow the a. d. a boy surfing the 
 Step 3: Follow the same procedure teacher’s instructions with Internet and the words 
 with the other three pictures. Have Pictures b, c and d. sometimes / surf the 
 the class repeat the questions and Internet underneath
 answers a few times. – Speech bubbles: What do 
 Step 4: Have pairs practise asking you do at the weekend? 
 and answering the question What - Pupils work in pairs and – I _____.
 do you do at the weekend? - I practise asking and 
 Audio script:
 _____. using the picture cues. answering the question 
 Step 5: Invite a few pairs to point What do you do at the a. always / read stories
 at the pictures and say the weekend? - I _____, using b. usually / water the 
 questions and answers in front of speech bubbles and flowers
 the class.
 Pictures a, b, c and d. c. often / ride my bike
 Extension: Introduce two more - Pairs of pupils point at the 
 d. sometimes / surf the 
 adverbs of frequency in the chart, pictures and say the 
 Internet
 which are rarely and never, for questions & answers in 
 pupils to contrast with the other front of the class. a. A: What do you do at the 
 - Pupils listen to teacher’s weekend?
 adverbs of frequency they have 
 instructions. Pupils make B: I always read stories.
 learnt. Have them make some some sentences about 
 sentences about someone’s free- someone’s free-time b. A: What do you do at the 
 time activities at the weekend activities at the weekend weekend?
 using the two adverbs of using the two adverbs of B: I usually water the 
 frequency. For example, Thu frequency. flowers.