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Giáo án Tiếng Anh 5
Tiếng AnhLớp 5Phần 13. Review 2 & Extension activities

Giáo án Review 2

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
  • ask and answer about the location of school rooms, using 'Where is the + room?' and 'It is on the + ordinal number + floor.'
  • give simple directions in school, using 'go upstairs/downstairs', 'go past', 'turn left/right'.
  • talk about favourite school activities, using 'He/She likes + V-ing' and 'Why does ...? Because he/she thinks ...'.
  • ask and answer about the location and ownership of classroom objects, using 'Where are the + plural noun?', 'Where is the + singular noun?' and 'Whose ...? / 's'.
  • talk about past places and activities, using 'Where were you ...?', 'I was / we were ...' and 'What did you do ...?' with regular and irregular past verbs.
  • ask and answer about a school trip, using 'Did you ...?' with 'Yes, I did.' / 'No, I did not.'
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for key words, speak to ask and answer about school rooms, activities and a school trip, read and match words with meanings, and write a short paragraph about their last weekend.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the vocabulary of five units correctly (e.g. library, campsite, museum, ancient town), use prepositions of place and ordinal numbers correctly, and use the simple past of regular and irregular verbs (visited, watched, bought, was/were).

2. General competences

  • Self-control and independent learning: Ss check their own answers against the key, revise their own writing in three rounds (ideas, structure, spelling) and set a personal goal for the four skills.
  • Communication and collaboration: Ss work in pairs and expert groups to ask and answer questions, share information and give feedback on each other's writing.
  • Problem-solving and creativity: Ss choose the correct response for each question, draw a school map and make a mind map to connect vocabulary and language functions of five units.

3. Personal qualities

  • Diligence: Ss complete all tasks in the two periods, revise their writing at least three times and keep their self-check cards tidy.
  • Responsibility: Ss take turns in pairs and groups, look after the materials of the group and report their own progress honestly.
  • Honesty: Ss admit the mistakes they make in self-checking and do not copy answers from their partners during practice.

II. Resources and materials

1. Teacher

  • Laptop, projector and speakers
  • NeoEdu online lesson page: neoedu.vn/learn/5/english/review-2 (interactive exercises and self-check)
  • Flashcards or pictures of the library, art room, computer room, classroom objects, campsite, museum, ancient town and stadium
  • A simple map of the school with rooms on the first, second and third floors
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Timer and small prizes (stickers)

2. Pupils

  • Textbook English 5 (Global Success) and notebook
  • A4 paper or a large sheet of paper for a mind map
  • Coloured pens or pencils, glue stick and scissors
  • A sheet of paper folded in two columns for the self-check activity

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Quick Picture Chat

Aims

Ss recall the vocabulary of the five units and activate the question forms they have learnt.

Content

T shows pictures of school rooms and outdoor places one by one. Ss make quick questions and answers in pairs, e.g. 'Where is the library?' - 'It is on the first floor.'

Expected outcomes

Ss name at least eight school words and say one correct question and answer about them.

Procedure

  1. Teacher

    T says: 'Let's warm up! Look at the picture and ask your partner a question.' T shows the picture of the library and models: 'Where is the library?'

    Pupils

    Ss listen and watch the picture. They repeat the question after T in chorus, then ask their partner in pairs.

  2. Teacher

    T shows more pictures (art room, computer room, campsite, museum). T walks around and helps pairs with pronunciation.

    Pupils

    Ss ask and answer in pairs. Expected answer: 'It is on the second floor.' / 'They are at the campsite.'

  3. Teacher

    T calls on some pairs to say their questions and answers aloud.

    Pupils

    Two or three pairs report. Ss listen and clap for good pronunciation.

  4. Teacher

    T says: 'Good job! Today we will review five units. Let's go!'

    Pupils

    Ss open their textbooks at Review 2.

Activity 2.1: Exploration · 15 minutes

Mapping Our School and Our Favourite Activities

Aims

Ss systematise the language of the units 'Our school rooms' and 'Our favourite school activities' by making a mind map.

Content

Ss work in groups of four to make a mind map with two branches. Branch 1: School rooms - ask and answer 'Where is the library?', 'It is on the first floor.'; give directions with 'go upstairs/downstairs', 'go past', 'turn left/right'; note that we say 'the first floor', not 'one floor'. Branch 2: Favourite activities - 'He/She likes + V-ing'; questions with 'does' and the base form; 'Why does she like reading books? - Because she thinks it is fun.' Ss choose a reason that matches the activity and answer in one complete sentence.

Expected outcomes

Each group has a completed mind map on A4 paper, with at least four sentences of direction and four sentences about favourite activities.

Procedure

  1. Teacher

    T divides the class into groups of four and gives each group a large sheet of paper. T writes the title 'Our School' in the centre and draws two branches. T asks: 'Where is the computer room? How do we give directions?' and models: 'Go upstairs. Turn left. The computer room is on the third floor.'

    Pupils

    Ss listen carefully and note the new structures in their notebooks.

  2. Teacher

    T monitors the groups and asks questions: 'Why do we say the first floor and not one floor?' 'Does she like or likes?' Expected answers: 'We use first, second, third before floor.' 'Does she like...? - She does not need -s in the question; the verb goes back to the base form.'

    Pupils

    Ss discuss in groups and write the sentences on the mind map. Example: 'The art room is on the second floor.' 'He likes playing football. Why does he like it? Because he thinks it is exciting.'

  3. Teacher

    T asks each group to show their mind map and say two sentences aloud. T gives one sticker to each group that speaks clearly.

    Pupils

    Groups present in turn. Other groups listen and ask one question each, e.g. 'Where is the library?' Expected answer: 'It is on the first floor.'

  4. Teacher

    T summarises on the board: 'Where is the + room? It is on the + number + floor. He/She likes + V-ing. Why does...? Because he/she thinks...'

    Pupils

    Ss copy the key structures into their notebooks.

Activity 2.2: Exploration · 15 minutes

Our Classroom, Outdoor Activities and School Trip

Aims

Ss systematise the language of the units 'In our classroom', 'Our outdoor activities' and 'Our school trip' and distinguish whose from who and was/were from did.

Content

Expert groups: Group A studies classroom objects (Where are the crayons? They are on the table. Where is the glue stick? It is in the box. Whose scissors are these? They are Nam's. Whose vs who). Group B studies outdoor activities (Where were you last weekend? I was at the campsite. What did you do? We played games and cooked food; past forms: played, danced, went). Group C studies the school trip (Did you visit the museum? Yes, I did. / No, I did not. Visited, watched, bought; was/were are for states and places, not for every verb). After five minutes, Ss return to their home groups and teach each other.

Expected outcomes

Each home group has a completed chart of three columns (question, answer, key point) covering the three topics, with at least ten correct sentences.

Procedure

  1. Teacher

    T shows the three question forms on the board and asks: 'Whose pencil case is this?' 'Who is at the door?' 'Where were you yesterday?' 'Did you go to the museum?' T asks Ss to explain the difference between whose and who.

    Pupils

    Ss answer: 'Whose asks about the owner; who asks about a person.' 'Yesterday' - 'I was at home.' 'Did you go...?' - 'Yes, I did.'

  2. Teacher

    T assigns each Ss a letter (A, B or C) and moves them to expert groups. T gives each group a worksheet (Worksheet 2 - Part A: sentence patterns) and monitors. T asks: 'Why do we say Yes, I did and not Yes, I played?' Expected answer: 'We use did in the question, so the answer uses did, not the past verb.'

    Pupils

    Expert groups study the patterns and write sample sentences. Then Ss go back to home groups and teach their parts, with examples such as 'We were at the stadium on Sunday.' 'They bought souvenirs at the museum.'

  3. Teacher

    T calls on one Ss from each home group to read one answer aloud. T corrects pronunciation and grammar on the spot.

    Pupils

    Ss read answers aloud. Expected answers: 'Whose bag is this? It is Lan's.' 'Where were they? They were at the campsite.' 'Did you buy anything? Yes, I bought a postcard.'

  4. Teacher

    T says: 'Remember: did is followed by the base form; in the answer, we use the past form of the main verb.' T writes the key rules on the board.

    Pupils

    Ss copy the rules and tick them in their charts.

Activity 3: Practice · 15 minutes

Let's Check: Matching and Choosing the Right Answer

Aims

Ss consolidate vocabulary and choose the correct responses to questions through pair work and a quick game.

Content

Ss complete Worksheet 1 (matching vocabulary to meanings) and Worksheet 2 (choosing the correct answer). After pair work, T plays the game 'Hot Seat' with the questions from the worksheets, asking Ss to answer quickly in full sentences. Each correct full sentence earns one point for the team.

Expected outcomes

Ss complete both worksheets with the correct answers listed below and answer at least five game questions in full sentences.

Procedure

  1. Teacher

    T gives out Worksheet 1 and Worksheet 2 to each pair. T reads the instructions and gives an example: 'Where is the library? A. It is on the first floor. - Answer A.'

    Pupils

    Ss read the instructions silently and ask questions if needed.

  2. Teacher

    T walks around, checks pairs and asks guiding questions: 'Does this answer tell us the location?' 'Is this word about a school activity or a school trip?'

    Pupils

    Pairs complete the worksheets and check their answers together. Ss use the NeoEdu page at neoedu.vn/learn/5/english/review-2 to check the matching exercises on their devices if available.

  3. Teacher

    T plays Hot Seat. T says the question, a volunteer answers in a full sentence, and the class checks. T asks: 'What school activity does she like?' Expected answer: 'She likes doing projects.'

    Pupils

    Ss answer quickly. Other Ss say 'Correct' or 'Try again' and give the right sentence.

  4. Teacher

    T gives the answer key on the screen and asks each pair to check their own work. T praises the team with the most points.

    Pupils

    Ss mark their answers and correct mistakes in red pen.

Activity 4: Application · 20 minutes

Self-check of Four Skills and Fun Corner

Aims

Ss check their four skills, reflect on their learning and apply the five units to write about their own experiences.

Content

Part 1 (Self-check): Ss fold a paper in two columns. One column has the questions, the other has their answers. Ss cover each column in turn to answer from memory, then swap roles with a partner. Part 2 (Listen and note): T reads a short text about a school trip; Ss note only keywords, not whole sentences. Part 3 (Writing): Ss write a short paragraph (5-6 sentences) about their last weekend or a school trip, then revise in three rounds: ideas, structure, spelling. Part 4 (Fun corner): Ss play 'Where is it?' - one Ss hides a classroom object, the others ask 'Where is the...?' and guess.

Expected outcomes

Each Ss has a self-check card, a short keyword note, a paragraph of 5-6 sentences with 'Where were you...?' and 'Did you...?' structures, and a set goal for one skill.

Procedure

  1. Teacher

    T explains the four parts and models the self-check: 'Question: Where were you last weekend? Answer: I was at the campsite.' T writes the three revision rounds on the board: Round 1 ideas, Round 2 structure, Round 3 spelling.

    Pupils

    Ss listen and prepare their two-column paper.

  2. Teacher

    T plays a short text (about 40 words) about a school trip, reads it twice, and asks Ss to note keywords only. T monitors the writing task and reminds Ss to use 'was/were' for places and 'did + base form' for questions.

    Pupils

    Ss self-check, swap roles with a partner, note keywords and write their paragraphs. Expected sentence: 'Last Sunday, we went to the museum. We watched a film and bought a postcard.'

  3. Teacher

    T invites four or five Ss to read their paragraphs aloud. T plays the Fun corner game with the class.

    Pupils

    Ss read their paragraphs and listen to the class. Ss play 'Where is it?' and guess the hidden object.

  4. Teacher

    T asks each Ss to write one goal for the next unit on the self-check card and says: 'Well done! Please finish your paragraph at home and check it again.'

    Pupils

    Ss write their goal and submit the paragraph to T or keep it in their notebook.

Worksheets

Worksheet 1

Part A. Match the words with their meanings.

  • library
  • art room
  • computer room
  • reading books
  • solving problems
  • doing projects
  • crayons
  • glue stick
  • scissors
  • camping
  • picnic
  • campsite
  • museum
  • ancient town
  • stadium

Meanings (in random order):

  • bút sáp màu (crayons)
  • thư viện (library)
  • cắm trại (camping)
  • hồ khô (glue stick)
  • phòng máy tính (computer room)
  • bảo tàng (museum)
  • giải bài toán (solving problems)
  • phòng mĩ thuật (art room)
  • kéo (scissors)
  • đọc sách (reading books)
  • khu cắm trại (campsite)
  • dã ngoại (picnic)
  • làm dự án (doing projects)
  • phố cổ (ancient town)
  • sân vận động (stadium)

Answer key: library - thư viện; art room - phòng mĩ thuật; computer room - phòng máy tính; reading books - đọc sách; solving problems - giải bài toán; doing projects - làm dự án; crayons - bút sáp màu; glue stick - hồ khô; scissors - kéo; camping - cắm trại; picnic - dã ngoại; campsite - khu cắm trại; museum - bảo tàng; ancient town - phố cổ; stadium - sân vận động.

Worksheet 2

Part B. Choose the correct answer (A, B or C) for each question.

  1. Where is the library?
    A. It is on the first floor.
    B. She likes doing projects.
    C. They are on the table.

  2. What school activity does she like?
    A. She likes doing projects.
    B. They are on the table.
    C. I was at the campsite.

  3. Where are the crayons?
    A. They are on the table.
    B. I was at the campsite.
    C. Yes, I did.

  4. Where were you last weekend?
    A. I was at the campsite.
    B. Yes, I did.
    C. It is on the first floor.

  5. Did you go to the museum?
    A. Yes, I did.
    B. It is on the first floor.
    C. She likes doing projects.

Answer key: 1-A; 2-A; 3-A; 4-A; 5-A.

Part C. Complete the sentences with 'Where is', 'Where are', 'Whose' or 'Who'.

  1. ____ the scissors? They are in the drawer.
  2. ____ bag is this? It is Mai's.
  3. ____ is the art room? It is on the second floor.
  4. ____ is at the door? It is my teacher.

Answer key: 1. Where are; 2. Whose; 3. Where is; 4. Who is.

Homework

  • Write a paragraph of five to six sentences about your last weekend or a school trip. Use 'Where were you...?', 'I was / we were...' and 'Did you...? Yes, I did.' at least once each.
  • Go to neoedu.vn/learn/5/english/review-2 and do the interactive exercises. Write down the three questions you got wrong and correct them in your notebook.
  • Draw a simple map of your school with the library, art room, computer room and stadium. Write one direction sentence for each place, e.g. 'Go upstairs and turn left. The computer room is on the third floor.'
  • Revise the vocabulary of the five units: camping, picnic, campsite, museum, ancient town, stadium, crayons, glue stick, scissors. Say each word aloud three times.

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