Tiếng AnhLớp 5Phần 8. Unit 6: Our school rooms

Giáo án Lesson 1

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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 a room with 'Where is the library?' and 'It is on the first floor.'
use 'on the + ordinal number + floor' to talk about floors (first floor, second floor).
pronounce and use the words library, art room, computer room, first floor, second floor, upstairs, downstairs and turn left correctly.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to a short dialogue and choose the correct response, ask 'Where is the library?' in pairs, read the matching exercise, and write a short school tour dialogue.
Language knowledge (pronunciation, vocabulary, grammar): Ss stress LI in 'library' and PU in 'computer', stress LEFT and RIGHT in directions, use 'the + ordinal number + floor' correctly (first, second, not one, two), and keep the auxiliary verb in questions ('Where is...?').

2. General competences

Self-control and independent learning: Ss read and repeat the target words and sentences on their own, check their own pronunciation and complete the exercises without relying on the teacher.
Communication and collaboration: Ss work in pairs to ask for and give information about the location of school rooms, and take turns as speaker and listener.
Problem-solving and creativity: Ss choose the correct question or answer in real-life situations, and create their own school tour dialogue with at least four turns.

3. Personal qualities

Diligence: Ss actively take part in all activities and finish the practice exercises within the time limit.
Responsibility: Ss complete their dialogue and school tour map at home and bring them to the next lesson.
Honesty: Ss check their answers honestly and admit mistakes when peer checking shows an error.
Kindness: Ss listen patiently to partners, help each other with pronunciation and give encouraging feedback.
Patriotism: Ss show pride in their own school by describing its rooms and facilities in English.

II. Resources and materials

1. Teacher

Flashcards or pictures of the library, art room, computer room, first floor, second floor, upstairs, downstairs and turn left
A simplified floor plan of the school drawn on the board (ground floor, first floor, second floor)
Audio recording of the dialogue and the listening exercise (Textbook Unit 6, Lesson 1)
Projector or speaker for listening and chanting
Worksheet 1 (copied for each pair)
NeoEdu learning page: neoedu.vn/learn/5/english/unit-6-lesson-1 (lesson explanation, examples and interactive exercises for in-class use)

2. Pupils

English textbook and notebook
Pencil, eraser, colored pencils
Small whiteboard and marker (optional, for quick answers)
A sheet of paper for drawing a simple school floor plan

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Guess the room

Aims

Ss recall the names of school rooms and get ready for the new lesson.

Content

T shows a picture of a school room and Ss guess its name in English. Ss answer with a short phrase such as 'the library' or 'the art room'. This is a quick picture guessing game with the whole class.

Expected outcomes

Ss name at least four school rooms in English and show interest in the topic.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play Guess the room! Look at the picture and guess the name of the room.' T shows the first picture (a room with many books) and asks: 'What room is this?'
Pupils
Ss look at the picture and listen to the instruction. Expected answer: 'It is the library.'
Teacher
T shows more pictures: a room with paints and easels, a room with many computers. T asks: 'What is this room? Can you say it in English?'
Pupils
Ss raise hands and answer: 'It is the art room.' / 'It is the computer room.' Ss repeat the answers in chorus.
Teacher
T asks: 'Which room do you like most? Why?' and invites 2 or 3 Ss to answer.
Pupils
Ss answer briefly, for example: 'I like the library because I like reading books.' / 'I like the art room because I like drawing.'
Teacher
T praises the class and says: 'Today we will learn how to ask where a room is.' T writes the title 'Where is the library?' on the board.
Pupils
Ss copy the title into their notebooks and get ready to listen.

Activity 2.1: Exploration · 8 minutes

Look, listen and repeat

Aims

Ss learn the new vocabulary and pronounce it correctly, especially the stress in library, computer, left and right.

Content

T presents the vocabulary: library (thư viện), art room (phòng mĩ thuật), computer room (phòng máy tính), first floor (tầng một), second floor (tầng hai), upstairs (trên lầu), downstairs (dưới lầu), turn left (rẽ trái). T drills the phrases as whole chunks, not single words. Ss repeat in chorus, then individually, and say the phrases from memory after covering the meaning.

Expected outcomes

Ss pronounce the eight words and phrases with correct stress (LI in library, PU in computer, LEFT and RIGHT in directions) and say each phrase from memory.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Look at the picture and listen. Then repeat after me.' T plays the audio or says each phrase clearly, slowly the first time.
Pupils
Ss look at the flashcards, listen carefully and repeat in chorus.
Teacher
T points to the floor plan and drills the phrases: 'first floor', 'second floor', 'upstairs', 'downstairs', 'turn left'. T models the stress on LI in 'library' and PU in 'computer'. T asks: 'Which word is stressed: LEFT or RIGHT?' to draw attention to the directional stress.
Pupils
Ss repeat individually, then in small groups. Ss read the phrases after covering the Vietnamese meaning. Expected answer: 'LEFT' and 'RIGHT' are stressed.
Teacher
T asks: 'Who can say the whole phrase from memory without looking?' and calls 3 Ss to say the phrases.
Pupils
Ss say the phrases from memory, for example: 'second floor', 'turn left'. Classmates check the pronunciation.
Teacher
T reminds Ss to learn phrases as chunks, for example 'turn left', and not to add an extra /ə/ sound after final consonants. T writes the eight phrases on the board.
Pupils
Ss copy the phrases into their notebooks and practise saying them quietly to themselves.

Activity 2.2: Exploration · 6 minutes

Listen, point and say

Aims

Ss understand the question 'Where is the library?' and the answer 'It is on the first floor.' and use the ordinal number and floor pattern correctly.

Content

T models the dialogue: A: 'Where is the library?' B: 'It is on the first floor.' T explains the pattern: 'Where is the + room?' asks about location; 'on the + ordinal number + floor' shows the floor. T notes that 'first' and 'second' are used, not 'one' and 'two', before 'floor'. Ss listen, point to the floor plan and repeat the dialogue. Then pairs practise with other rooms.

Expected outcomes

Ss ask and answer 'Where is ...?' with correct question forms and correct floor expressions, pointing at the floor plan.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Listen to the dialogue and point to the correct room on the floor plan.' T plays the dialogue twice and points to the library on the first floor of the drawing.
Pupils
Ss listen and point to the library on the floor plan.
Teacher
T asks: 'Where is the computer room?' and gives the answer 'It is on the second floor.' T writes the pattern 'Where is the + room?' and 'It is on the + ordinal number + floor' on the board. T asks: 'Do we say one floor or first floor?'
Pupils
Ss repeat the pattern and answer the question. Expected answer: 'We say first floor, not one floor.' Pairs practise: Student A asks 'Where is the art room?' and Student B points and answers 'It is on the second floor.'
Teacher
T invites 2 pairs to demonstrate in front of the class and checks the stress and question form.
Pupils
Pairs stand and say the dialogue. Ss in the class listen and point to the correct room on the board.
Teacher
T summarises: 'Where is the + room?' asks the location; 'on the + first/second + floor' gives the floor. T reminds Ss not to drop the auxiliary verb 'is'.
Pupils
Ss write the two sentence patterns in their notebooks and copy one example question and answer.

Activity 3.1: Practice · 9 minutes

Let's talk: Listen, choose and arrange

Aims

Ss practise listening for key words, choosing the correct question or answer, and arranging a natural conversation.

Content

Ss complete Exercise 4 (listen and choose the correct sentence), Exercise 6 (arrange the turns of a conversation) and Exercise 7 (choose the question for the purpose of asking about the location of the library). Pairs check answers together before the class check.

Expected outcomes

Exercise 4: C (It is on the first floor.). Exercise 6: Hello! Can we talk? / Where is the library? / It is on the first floor. / Thank you for telling me. Exercise 7: B (Where is the library?).

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Work in pairs. First, listen to the recording and choose the correct sentence (Exercise 4). Then arrange the conversation (Exercise 6). Finally, choose the correct question (Exercise 7).' T gives the answer options on the board.
Pupils
Ss listen to the recording and discuss the answer with their partner. Ss read the three options for Exercise 4: A. Could you say that again, please? B. Go upstairs and turn left. C. It is on the first floor.
Teacher
T plays the recording for Exercise 4 and says: 'Listen for the key words first floor.' T walks around and checks pairs. T asks: 'Why is the answer not B?' to check understanding.
Pupils
Ss listen and choose C. Expected answer: 'Because the recording says It is on the first floor, not go upstairs.' For Exercise 6, Ss put the lines in order: Hello! Can we talk? – Where is the library? – It is on the first floor. – Thank you for telling me. For Exercise 7, Ss choose B: Where is the library?
Teacher
T calls on 3 pairs to read the rearranged conversation aloud and asks the class: 'Is the conversation natural? Why?'
Pupils
Pairs read the conversation. Other Ss answer: 'Yes, because the question is answered and the speaker says thank you.'
Teacher
T confirms the answers and explains: 'We open a conversation with a greeting, ask a question, answer the question, and then say thank you.' T asks Ss to compare the answers with their partners.
Pupils
Ss correct their notebooks and write the answers for Exercises 4, 6 and 7.

Activity 3.2: Practice · 4 minutes

Quick match and quiz

Aims

Ss consolidate the vocabulary and the meaning of key phrases through matching and multiple-choice questions.

Content

Ss complete Worksheet 1: Exercise 1 (choose the word for 'library'), Exercise 2 (choose the phrase for 'art room'), Exercise 3 (match the words with their meanings), Exercise 5 (fill in the blank with the correct phrase for 'tầng một').

Expected outcomes

Exercise 1: B (library). Exercise 2: C (art room). Exercise 3: library – thư viện; art room – phòng mĩ thuật; computer room – phòng máy tính; first floor – tầng một. Exercise 5: first floor.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 1 and says: 'Work alone for two minutes, then check with your partner.' T sets a time limit of 2 minutes.
Pupils
Ss receive Worksheet 1 and read the instructions.
Teacher
T walks around and gives help to Ss who are slow. T asks: 'Which word means thư viện?' if necessary.
Pupils
Ss work alone, then compare their answers with a partner. Expected answers: Exercise 1 – B; Exercise 2 – C; Exercise 5 – first floor.
Teacher
T asks the class to show answers by holding up fingers for A, B or C, and then asks 2 Ss to read the matching answers in Exercise 3 aloud.
Pupils
Ss raise fingers to show their answers. Two Ss read the matching pairs aloud, for example: 'library – thư viện.'
Teacher
T gives feedback and reminds Ss: 'First floor and second floor are complete phrases. Keep them together.'
Pupils
Ss correct any mistakes on their worksheets.

Activity 4: Application · 4 minutes

Fun corner: Our school tour

Aims

Ss apply the target language to a real-life situation by planning and role-playing a school tour in pairs.

Content

Ss draw a simple floor plan of their own school (or an imagined school) and write a short dialogue of at least four turns. Ss use the questions 'Where is the library?', 'Could you tell me the way to the art room, please?' and the answers 'It is on the first floor.' and 'Go upstairs and turn left.' Ss act the dialogue with a partner, then switch roles. This task can be completed at home.

Expected outcomes

A simple floor plan and a written dialogue of at least four turns, for example: A: Where is the library? B: It is on the first floor. A: Could you tell me the way to the art room, please? B: Go upstairs and turn left. Peer evaluation: asks the right question (1 point), gives two suitable answers (1 point), uses vocabulary and structures correctly (1 point), speaks clearly and switches roles (1 point).

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Draw a simple floor plan of our school. Then write a dialogue of at least four turns with a partner. Use the questions and answers from today's lesson.' T shows an example dialogue on the board.
Pupils
Ss listen and look at the example. Ss start to draw the floor plan on a sheet of paper.
Teacher
T walks around, helps Ss with the sentences and checks that they use 'first floor' and 'second floor' correctly. T reminds Ss to switch roles.
Pupils
Pairs write their dialogue and practise it aloud. Expected sentences: 'Where is the computer room?' – 'It is on the second floor.' / 'Could you tell me the way to the library, please?' – 'Go downstairs and turn left.'
Teacher
T invites 2 pairs to act out their dialogues in front of the class. T asks the class to use the peer evaluation criteria to give comments.
Pupils
Two pairs perform their dialogues. Other Ss listen and give a score using the four criteria.
Teacher
T praises the effort of the class and sets the homework: 'Finish your floor plan and dialogue at home, and be ready to present it to the class next lesson.'
Pupils
Ss write down the homework task and keep their floor plans.

Worksheets

Worksheet 1

Exercise 1. Choose the English word or phrase that means 'thư viện'.

A. computer room
B. library
C. upstairs

Exercise 2. Choose the English phrase that means 'phòng mĩ thuật'.

A. first floor
B. downstairs
C. art room

Exercise 3. Match each word with its meaning.

library – ?
art room – ?
computer room – ?
first floor – ?
Meanings: phòng mĩ thuật; tầng một; thư viện; phòng máy tính

Exercise 5. Use one phrase from the vocabulary list to complete the sentence (meaning 'tầng một'):

It is on the ______.

Homework

Draw a simple floor plan of your school with at least four rooms: library, art room, computer room and one more room on the first or second floor.
Write a dialogue of at least four turns with 'Where is the library?', 'It is on the first floor.' and 'Could you tell me the way to the art room, please?' / 'Go upstairs and turn left.'
Practise saying the dialogue aloud with a family member or friend. Remember to stress LI in 'library' and to say 'first floor' and 'second floor', not 'one floor' or 'two floor'.
Bring your floor plan and dialogue to the next lesson to present to the class.

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