Kế hoạch bài dạy Tiếng Anh Lớp 5 Global Success theo CV2345 - Unit 6: Our school rooms

 - Divide the class into 2 groups, - Pupils look at the screen 
 take turn to sing two verses of the and take turn to sing a the 
 song. song.
 - Praise them and get the class to 
 cheer or clap if they do a good 
 job.
 INTRODUCE NEW WORDS
 - Draw pupils’ attention. to - Pupils follow the * Location: ground floor, 
 - Introduce a new friend: Tommy teacher’s instructions. first floor, second floor, 
 – 9 years old – and let’s haveask third floor
 pupils to follow his school tour * School rooms: library, 
 - Introduce school rooms and the - Pupils listen to and repeat music room, art room, 
 locations at school. individually and / or in computer room
 - Introduce the school rooms. chorus word by word.
 e. Assessment
 - Performance products: Pupils’ pronunciation
 - Assessment tools: Observation; Questions & Answers
 2. ACTIVITY 1: LOOK, LISTEN AND REPEAT (5 minutes)
 a. Objectives 
 - To understand and correctly repeat the sentences in two communicative contexts 
focusing on asking and answering questions about the location of a rooms in a school.
 b. Content
 - Activity 1. Look, listen and repeat. 
 c. Expected outcomes
 Pupils can understand and correctly repeat the sentences in two communicative contexts 
focusing on asking and answering questions about the location of a room in a school.
 d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 1. Look, listen and repeat. (Track 56)
 Step 1: Have pupils look at - Pupils look at Pictures a – Context a: In the school 
 Pictures a and b and identify the and b and identify the playground, a foreign boy 
 characters in the pictures (see characters in the pictures. asking Mai to show him 
 Input). around the school.
 Step 2: Ask pupils to look at - Pupils look at Picture a Boy: Good morning. Could 
 Picture a. Play the recording for and listen to the recording. you show us around your 
 them to listen. Play the recording Pupils listen to and repeat school?
 again, sentence by sentence, for the recording again, Mai: Yes, of course. Let’s 
 pupils to listen and repeat sentence by sentence, and go!
 individually and in chorus. repeatindividually and in – Context b: The boy and 
 Correct their pronunciation where chorus. Mai talking about the 
 necessary. Repeat the same - Pupils follow the location of the library.
 procedure with Picture b. teacher’s instructionsrepeat Boy: Where’s the library?
 Step 3: Play the recording again, the same procedure with Mai: It’s on the second 
 sentence by sentence, for pupils to Picture b. floor.
 listen to and repeat individually 
 and / or in chorus.
 Step 4: Invite a few pairs to the - Pairs of pupils come to 
 front of the classroom to listen to the front of the classroom 
 and repeat the sentences in the to listen to and repeat the 
 recording. sentences in the recording.
 Step 5: Draw pupils’ attention to 
 the question Where’s the library? Audio script:
 a. art room – ground floor
 b. library – first floor
 c. computer room – second 
 floor
 d. music room – third floor
 A: Where’s the art room?
 B: It’s on the ground floor.
 A: Where’s the library?
 B: It’s on the first floor.
 A: Where’s the computer 
 room?
 B: It’s on the second floor.
 A: Where’s the music 
 room?
 B: It’s on the third floor.
 e. Assessment
 - Performance products: Pupils’ talks and interaction
 - Assessment tools: Observation; Questions & Answers 
 4. ACTIVITY 3: LET’S TALK (8 minutes)
 a. Objectives 
 - To enhance the correct use of Where’s the ____? – It’s on the ____. to ask and answer 
question about the location of a room in the school in a free context.
 b. Content
 - Activity 3. Let’s talk.
 c. Expected outcomes
 - Pupils can enhance the correct use of Where’s the ____? – It’s on the ____. to ask and 
answer question about the location of a room in the school in a free context.
Preparation for the project: Tell pupils about the project at page 49. Ask them to prepare for 
it at home by drawing a picture of their favourite school or their dream school in the future. Remind 
them to bring the pictures to class to present them at Project time.
 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: four rooms 
 the picture. Have them look at the Pupils say the actions of the (computer room, art room, 
 pictures and identify the characters in the pictures. music room and library) 
 location of each room. Pupils can located on different floors 
 look back to Activity 2 if they - Pupils look at the second of a school buildinga group 
 need reminding of any of the speech bubble on the board of characters doing 
 vocabulary. and say the completed different jobs.
 sentences.
 Check comprehension. – Speech bubbles:
 Step 2: Have pupils look at the Where’s the ___? – _____.
 bubbles to understand how the Suggested answers: Week: 
 Period: 
 Date of teaching:
 LESSON PLAN
 (Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
 UNIT 6: OUR SCHOOL ROOMS
 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 in which the characters ask and 
answer questions about the location of a room in a school and tick or cross the correct pictures;
 - complete four gapped exchanges with the help of picture cues.;
 - sing the song Where are the rooms in our school? with the correct pronunciation, rhythm 
and melody.
 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
 - Understanding the layout and function of different rooms in their school can help students 
pupils develop their spatial awareness and memory skills.
 - Knowing their way around the school and recognizing different spaces can help students 
pupils feel more comfortable and secure in their learning environment.
 II. MATERIALS 
 - Pupil’s book: Page 45
 - Audio tracks 58, 59
 - Teacher’s guide: Pages 90, 91, 92
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 6)
 - Computer, projector, 
 III. PROCEDURES
 1. WARM-UP & REVIEW (5 minutes)
 a. Objectives 
 - To revise the name of some school rooms.
 b. Content
 - Game: Guessing game
 c. Expected outcomes
 - Pupils can correctly say the names of the school rooms: computer room, music room, art 
room, library.
 d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Game: Guessing game (ppt)
 - Ask pupils to look at the board - Pupils look at parts of the Picture cues: 
 while showing some parts of the pictures that are opened. school, library, computer 
 pictures. room, music room, art 
 - Pupils Ssay “Stop” and room
 say give the name of the they should tick the box in the * Key: 1.  2.  3.  4. 
right corner of Picture 1. 
 Extension: Play the recording, - Pupils listen to each question 
pausing after each question and in the recording and recall the 
have pupils recall the answer. answer.
Check if they can give the correct 
answer. Correct their 
pronunciation where necessary.
 Extension: : If time allows, play 
 the recording, sentence by 
 sentence, for the class to listen 
 and repeat individually and in 
 chorus. Correct their 
 pronunciation where necessary.
 e. Assessment
 - Performance products: Pupils’ answers 
 - 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 location of - Four gapped exchanges 
 location of the room in each the room in each picture. with the target sentences to 
 picture. complete
 Step 2: Ask pupils to look at the - Pupils look at the four *Key: 
 four incomplete exchanges. Draw incomplete exchanges. 1. first 
 their attention to the missing words 2. second 
 in the sentences. 3. Where’s; ground floor 
 Step 3: Model Exchange 1. Have - Pupils follow the teacher 4. library; third floor
 pupils look at the exchange. Ask demonstrating the Exchange 1.
 them what is missing in the answer 
 (the floor). Then have them look at 
 the picture and identify the needed 
 necessary information (the first 
 floor). Ask them to complete the 
 gap (It’s on the first floor.). Follow 
 Repeat the same procedure with 
 Exchanges 2, 3 and 4.
 Step 4: Have pupils complete the - Pupils complete the 
 exchanges individually. Get pupils exchanges individually, then 
 to swap books with a partner and . Pupils swap books with a 
 check their answers before partner and check their 
 checking as a class. answers before checking as a 
 class. - Ask a pupil from each group to roll the dice to choose a pupil asking the question.
 - Ask thatThe pupil asking the question and invites another pupil of the group to answer the 
question about the locations of some school rooms in their school.
 e.g. Pupil A: Where is the library
 Pupil B: It’s on the ground floor.
 - The pupil answer giving the correct answers will continue rolling the dice.
 * Option 2: Game: School tour (ppt)
 - Display the slide of 6 doors. 
 - Put pupils in 3 teams. Each team choose a door and complete the questions and the answer 
by looking at the picture cues.
 - Check pupils’ pronunciation and their answers. Give points as the stars appeared on the 
screen to the team having the correct answer.
 - Continue playing until all six doors are opened. Game: Lucky candy house.
 - Ask pupils to play Lucky candy - Pupils listen to the - 6 questions and picture 
 house game to review questions teacher’s instructions and cues.
 and answers about the locations of play the game.
 a rooms in a school.
 - Divide the class into three or 
 four groups. Ask each group to 
 choose a number, then see the 
 picture and fill in the blank. The 
 group giving the correct answer 
 gets points with the corresponding 
 candies. The groups with the most 
 candies wins.
 - Ask pupils to open their books at - Pupils open their books at 
 page 46 and look at Unit 6, page 46 and listen to the 
 Lesson 2, Activity 1. teacher’s instructions.
 - Explain that in this lesson they 
 will learn to ask for and give 
 directions at school.
 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 focusing 
on asking for and giving directions at in a school.
 b. Content
 - Activity 1. Look, listen and repeat. 
 c. Expected outcomes
 - Pupils can understand and correctly repeat the sentences in two communicative contexts 
focusing on asking for and giving directions at in a school.
 d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 1. Look, listen and repeat. (Track 60)
 Step 1: Have pupils look at Pictures - Pupils look at Pictures a – Context a: In the school 
 a and b and identify the characters and b and identify the corridor, Mr Long meets 
 in the pictures (see characters in the pictures. Ben who is looking for the 
 Input). computer room.
 Step 2: Ask pupils to look at - Pupils look at Picture a Mr Long: What are you 
 Picture a. Play the recording for and listen to the recording. looking for, Bill?
 them to listen. Play the recording Pupils listen to the Bill: I’m looking for the 
 again, sentence by sentence, for recording again, sentence computer room.
 pupils to listen and repeat. by sentence, and repeat – Context b: Ben asks Mr 
 Step 3: Repeat the same procedure individually and in chorus. Long for the directions to 
 with Picture b. Correct their - Pupils listen to the the computer room and Mr 
 pronunciation where necessary. recording again and repeat Long answers his question.
 Step 4: Invite a few pairs to the front individually and/ or in 
 of the classroom to listen to and chorus sentence by Bill: Could you tell me the 
 repeat the sentences in the recording. sentence.Pupils repeat the way to the computer room, 
 Step 5: Draw their attention to the same procedure with please?
 question Could you tell me the way to Picture b. please? - _____. using speech using speech bubbles and b. a computer room 
 bubbles and Pictures a, b, c and d. Pictures a, b, c and d. downstairs
 Step 5: Invite a few pairs to point c. a computer room near 
 at the pictures and say the questions - Pairs of pupils point at the the arrow showing the 
 and answers in front of the class. pictures and say the direction of going along 
 Questions & Answers in the corridor and turning 
 front of the class. right
 d. a computer room near 
 the arrow showing the 
 direction of going past the 
 library and turning left
 – Speech bubbles:
 Could you show me the 
 way to the computer 
 room, please? –______.
 Audio script:
 a. go upstairs
 b. go downstairs
 c. go along the corridor and 
 turn left
 d. go past the library and 
 turn right
 a. BoyA: Could you tell me 
 the way to the computer 
 room, please?
 GirlB: Go upstairs.
 b. BoyA: Could you tell me 
 the way to the computer 
 room, please?
 GirlB: Go downstairs.
 c. BoyA: Could you tell me 
 the way to the computer 
 room, please?
 GirlB: Go along the 
 corridor and turn left.
 d. BoyA: Could you tell me 
 the way to the computer 
 room, please?
 GirlB: Go past the library 
 and turn right.
 e. Assessment
 - Performance products: Pupils’ talks and interaction
 - Assessment tools: Observation; Questions & Answers 
 4. ACTIVITY 3: PRACTICE (8 minutes)
 a. Objectives 
 - To enhance the correct use of Could you show me the way to , please? – ____. to 
ask for and give directions at schoolin a freer context.
 b. Content
 - Activity 3. Let’s talk.
 c. Expected outcomes