Kế hoạch bài dạy Tiếng Anh Lớp 5 Global Success theo CV2345 - Unit 8: In our classroom

 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Game: Kim’s game (ppt)
 - Tell pupils they are going to - Pupils lListen to the Pictures (pen, pencil, 
 remember the pictures and write teacher’s explanation. eraser, book, desk, 
 the pictures’ names. window, clock, picture, 
 - Demonstrate the game by using - Pupils follow the teacher map)
 an example. demonstrating the game.
 - Divide pupils into two groups. - Pupils work in two groups.
 - Fly the flashcards on the board. - Pupils look at and remember 
 Ask pupils to look at and the flashcards carefully.
 remember the flashcards carefully. - Each member of the groups 
 - Ask each member of the groups takes turns running to the 
 to take turns running to the board board and writes only the 
 and write only the name of one name of one picture. 
 picture. - Pupils praise the winner.
 - The group with more correct 
 answers will be the winner. Praise 
 the winner.
 e. Assessment
 - Performance products: Pupils’ performance and pronunciation
 - Assessment tools: Observation; Questions & Answers
 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 school things and their locations.To understand 
 and correctly repeat the sentences in two communicative contexts in which characters ask 
 and answer questions about the locations of school things.
 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 school things and their locations using 
 What are these? - They are ________. and Where are the ______? – They’re _____.
can understand and correctly repeat the sentences in two communicative contexts focusing on 
asking and answering questions about the locations of school things, using Where are the 
______? - They’re _____.
 d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 1. Look, listen and repeat. (Track 76)
 Step 1: Have pupils look at - Pupils look at Pictures a - Context a: 
 Pictures a and b, and identify the and b and identify the Miss Hoa asking pupils 
 characters and their activities. characters and their about school
 activities.
 things
 Step 2: Ask pupils to keep - Pupils look at the pictures. 
 looking at the pictures. Play the Pupils and listen to the 
 Miss Hoa: Class, what are 
 recording for them to listen. Play recording. 
 these?
 the recording again, sentence by - Pupils listen to the 
 Class: They are maps.
 sentence, for pupils to listen and recording again, sentence 
 Miss Hoa: Well done.
 repeat. Correct their pronunciation by sentence, and repeat.
 - Context b: 
 where necessary. and have pupils listen and repeat procedure with the three underneath
 after the recording (Where are the other pictures.Pupils follow a. 5 pencils beside the 
 pencils? - They’re beside the the teacher’s instructions book.
 book.). with the other three pictures. b. 2 erasers under the desk
 Step 3: Have pupils look at Picture Pupils repeat the questions c. 2 pictures above the 
 a again and listen to the first and answers a few times. window
 exchange (Where are the pencils? d. 2 pens in front of the 
 - They're beside the book.). Ask clock
 them to repeat it. Follow the same - Speech bubbles: 
 procedure with the other three Where are the _____?
 pictures and exchanges. Have the - Pairs of pupils practise They’re _____. 
 class repeat the questions and asking and answering the Audio script: 
 answers a few times. question. a. pencils / beside / book 
 Follow the same procedure with b. erasers / under / desk 
 the other three pictures. Have the c. pictures / above / 
 class repeat the questions and - Pairs of pupils point at the window 
 answers a few times. Step 4: Have pictures and say the d. pens / in front of / clock 
 pairs practise asking and questions and answers in a. A: Where are the 
 answering the question Where are front of the class. pencils?
 the _____? - They’re _____. Go B: They’re beside the 
 around the classroom to offer help book.
 when necessary. -Each half of the class take b. A: Where are the 
 Step 5: Invite a few pairs to point turns asking and answering. erasers?
 at the pictures and say the B: They’re under the desk.
 questions and answers in front of c. A: Where are the 
 the class. pictures?
Extension: Have pupils look at the B: They’re above the 
 pictures again. One half of the window.
 class should ask questions and the d. A: Where are the pens?
 other half should answer. Then, B: They’re in front of the 
 switch roles. clock.
 e. Assessment
 - Performance products: Pupils’ talks and interaction
 - Assessment tools: Observation; Questions & Answers 
 4. ACTIVITY 3: PRACTICE (8 minutes)
 a. Objectives 
 - To use Where are the _____? – They’re _____. in a freer context. To correctly use Where 
are the _____? - _____. to ask and answer questions about the locations of school things.
 b. Content
 - Activity 3. Let’s talk.
 c. Expected outcomes
 - Pupils can use Where are the _____? – They’re _____. in a freer context. correctly use 
Where are the _____? - _____. to ask and answer questions about the locations of school things.
 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: 
 the pictures. Ask questions to help and identify the context. 2 two erasers in front of the 
 them identify the context (see a pencil case, 2 two pencils 
 Input). beside the a notebook, 2 
 two school bags under the a Week: 
Period: 
Date of teaching:
 LESSON PLAN
 (Based on Official Letter No. 2345/BGDDT-GDTH dated June 07, 2021 of the MOET)
 UNIT 8: IN OUR CLASSROOM
 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 
 answertalk about the locations of school things and tick or cross the pictures.
 .
 - complete seven four gapped sentences exchanges with the help of the picture cues.
 - sing the song Where are they? 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
 - Show their pride in school things they have and great respect for other people’s school 
 things by using appropriate gestures and intonation when asking and answering about school 
 things.
 II. MATERIALS 
 - Pupil’s book: Page 57
 - Audio tracks 78, 79
 - Teacher’s guide: Pages 118, 119
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 8)
 - Computer, projector, 
 III. PROCEDURES
 1. WARM-UP & REVIEW (5 minutes)
 a. Objectives 
 - To revise the sentence structures Where are the _____? – They’re _____. to ask and answer 
 questions about the locations of school things.
 b. Content
 - Game: Flower growing
 c. Expected outcomes
 - Pupils can correctly remember and say the sentence structures Where are the _____? – 
 They’re _____. to ask and answer questions about the locations of school things.
 d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
Game: Flower blooming (ppt)
- Tell pupils that they are going to - Pupils listen to the Sentence structures:
look at the picture given and teacher’s explanation. Where are the_____? .? 
choose the correct word or phrase -They’re _____.
suitable with the picture. Seven pictures about the 
- Have pupils play the game in two - Pupils play the game in locations of school things.
groups. One pupil of each group two groups. One pupil of 1. Where are the pencils?
takes turns playing the game. each group takes turns . - Pupils listen to the 1. BoyA: Excuse me. 
 Step 2: Play the recording all the recording all the way Where are the rulers?
 way through for pupils to listen. through. Then pupils listen GirlB: They’re beside the 
 Play the recording again for them to the recording again to do notebook. 
 to do the task by ticking or the task by ticking or BoyA: Thank you. 
 crossing the correct pictures. Then crossing the correct pictures. 2. BoyA: I can’t see the 
 play it a third time for pupils to Pupils listen to a third time school bags. Where are 
 check and complete the activity. to check and complete the they?
 activity. GirlB: They’re under the 
 - Pupils swap books with a table. 
 Step 3: Get pupils to swap books partner to check their BoyA: I see. Thanks.
 with a partner to check their answers before checking as 3. GirlA: Where are the 
 answers before checking as a a class. pictures?
 class. Have pupils explain the BoyB: They’re above the 
 answers by asking questions, for window. 
 example, Where are the rulers? GirlA: Thank you.
 Are the school bags under the 4. GirlA: Where are the 
 table? Where are the pictures? pencils?
 and Are the pencils on the desk? BoyB: They’re on the desk.
 Correct the answers if necessary. GirlA: Oh, I see. Thank 
 you.
 *Key: 1. , 2. , c3. , d4. 
 e. Assessment
 - Performance products: Pupils’ answers 
 - Assessment tools: Observation; Answer keys; Peer correction
 3. ACTIVITY 2: PRACTICE (10 minutes)
 a. Objectives 
 - To complete seven four gapped sentences exchanges with the help of the picture cues.
 b. Content
 Activity 5. Read and complete.
 c. Expected outcomes
 - Pupils can complete seven four gapped exchanges sentenceswith the help of the 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 and identify the locations Pupils identify the locations - Seven Four gapped 
 of the school things in the of the school things. exchangessentences 
 pictures.pictures. Get them to - Pupils look at the gapped *Key: 
 identify the locations of school sentences. Pay their 1. beside, 2. are; the pencil 
 things. attention to the missing case, 3. erasers; under, 4. 
 Step 2: Have pupils look at the words in the sentences. Where; above
 gapped sentences. Draw their - Pupils follow the teacher 
 attention to the missing words in demonstrating Exchange 1. 
 the sentences. Pupils look at the sentence. 
 Step 3: Model with Exchange 1. Pupils answer the missing 
 Have pupils look at the sentence. word, then complete the 
 Ask them what word is missing sentence. 
 (beside). Then have pupils complete while the rest of the class sings - Some groups come to the 
 and / or claps along. front of the class to perform 
 while the rest of the class 
 sings and / or claps along.
 e. Assessment
 - Performance products: Pupil’s interaction and performance 
 - Assessment tools: Observation; Questions & Answers
 5. FUN CORNER AND WRAP-UP (7 minutes)
 * Option 1: Game: Angry birds (ppt)
 - Divide the class into 2 groups: Boys and Girls. 
 - Have pupils take turns to choose the numbers, then look at the picture and answer the 
questions. 
 e.g. Picture of two books on the desk. Teacher asks “Where are the books? Pupils answer 
“They’re on the desk.”
 - Have them look at the pictures and answer the questions. If they have the correct answers, 
they get the points for their groups. If the answer is not correct, the other group answers and gets 
points.
 - The group with more points wins.
 * Option 2: Game: Who’s faster
 - Tell pupils that they are going to play the game Who’s faster? in groups. Explain how the 
game is played: each group makes sentences using school things and locations of them and reads 
them aloud to the class.
 - Write a word on the board (e.g. beside, under, above, in front of) and a sentence as an 
example: The pictures are above the bookcase.
 - Divide the class into groups of five. Ask groups to look at the words and the example on 
the board. Check comprehension.
 - Give each group a piece of paper. Have groups make four sentences with the four words 
and phrases beside, under, above, in front of, then read the sentences aloud to the class. The group 
that makes correct sentences faster wins.
 - Continue the game with other sets of location words if time allows. - Tell pupils that they are going to - Pupils listen to the Word cards: 
 play the game Sentence Building teacher’s explanation. 0. pictures / are / the / 
 in groups of four or five. Where / ? /
 - Nominate one pupil in each - Pupils follow the leader. 1. bookcase / the / pictures / 
 group as a leader. The leader says are / above / The / . /
 a sentence and the other group 2. in front of / The / are / 
 members have to stand in a line, pencil case / books/ the / . /
 holding the word cards to make a 3. under / are / The / desk / 
 sentence. For example: Where are the / erasers / . /
 the pictures? 4. under / chair / The / 
 - Set a time limit for the groups to - Pupils play the game. rulers / are / the / . /
 play the game.
 - Invite two groups to the front of - Two groups come to the 
 the class to play the game. front of the class to play the 
 - Have the class give comments game.
 and announce the winner. The - Pupils give comments and 
 group that makes most correct announce the winner.
 sentences will win.
 e. Assessment
 - Performance products: Pupils’ answers
 - Assessment tools: Observation; Questions & Answers
 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 possession.
 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 possession.
 d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Activity 1. Look, listen and repeat. (Track 80)
 Step 1: Have pupils look at - Pupils look at Pictures a - Context a:
 Pictures a and b and identify the and b and identify the Mai asking Nam if this is 
 characters and the locations of characters and the locations his crayon
 school things. of school things.
 Step 2: Ask pupils to look at - Pupils look at Picture a Mai: Excuse me? Is this 
 Picture a. Play the recording of and listen to the recording. your crayon?
 Context a for them to listen. Play Pupils listen to the Nam: No, it isn’t.
 the recording again, sentence by recording again, sentence - Context ab: 
 sentence, for pupils to listen and by sentence, and repeat. Mai asking Nam whose 
 repeat. Follow the same procedure crayon this is, and he 
 with Picture b. Correct their answers that it’s Linh’s 
 pronunciation where necessary. - Pupils follow the teacher’s 
Step 3: Follow the same procedure instructions with Picture b. Mai: Whose crayon is this?
 with Picture b. - Pupils listen to the Nam: It’s Linh’s.
 Step 34: Play the recording again recording again and repeat Mai: Thank you.
 for pupils to listen and repeat in in chorus sentence by 
 chorus sentence by sentence. sentence.
 Step 4: Invite a few pairs to the - Pairs of pupils come to the 
 front of the classroom to listen and front of the classroom to