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

Giáo án Lesson 3

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to: ask for and give directions in school using "Could you tell me the way to the art room, please?" and "Go upstairs and turn left."
  • Ss will be able to use "Where is the + room?" to ask about a location and "on the + ordinal number + floor" (on the second floor) to name a floor.
  • Ss will be able to pronounce the final stress in "upstairs" and "downstairs" correctly.
  • Ss will be able to read a short text and find specific information (the floor of the computer room).
  • Ss will be able to draw and describe a three-floor school plan with at least four rooms, floors and arrows.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat direction sentences, role-play asking the way, read a short passage for details, and write four to five sentences to present their school plan.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the final stress in upstairs and downstairs, use the vocabulary of school rooms and floors, and use the structures "Where is the + room?" and "on the + ordinal + floor" correctly, without a number before floor.

2. General competences

  • Self-control and independent learning: Ss check their own pronunciation and reading answers, and set goals for their project plan.
  • Communication and collaboration: Ss work in pairs to ask and answer directions, and share their school plan with a partner.
  • Problem-solving and creativity: Ss use the school plan to find a room by following written directions and then design their own school.

3. Personal qualities

  • Diligence: Ss practise the dialogue and pronunciation patiently until they say the sentences fluently and clearly.
  • Responsibility: Ss complete their project plan on time, check it against the rubric, and finish any unfinished parts at home.
  • Kindness: Ss listen politely to their partners, give encouraging feedback, and help classmates who are slower in pronunciation.

II. Resources and materials

1. Teacher

  • Global Success Grade 5 textbook, Unit 6, Lesson 3
  • Flashcards: library, art room, computer room, gym, classroom, music room; floor cards (first floor, second floor, third floor)
  • Audio of Lesson 3 (for listening exercise 4)
  • Projector or interactive whiteboard
  • Simple school map on the board (for the warm-up and the pair practice)
  • Project rubric (4 criteria, 1 point each)
  • NeoEdu digital resource: lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/5/english/unit-6-lesson-3

2. Pupils

  • Textbook, notebook, pencil, coloured pencils
  • A4 sheet of paper for the school plan
  • Worksheet 1 and Worksheet 2 (printed or drawn on paper)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Where is it?

Aims

Ss recall the names of school rooms and the ordinal numbers of floors, which prepares them for the new language.

Content

T shows flashcards of school rooms and asks Ss to guess where each room is in the school. Ss answer with the structure "The + room + is on the + ordinal + floor."

Expected outcomes

Ss name at least three rooms and say the floor where each one is located.

Procedure

  1. Teacher

    T shows the flashcard of the library and says: "Where is the library? Guess the floor." T gives the game rule: pairs take turns to name a room and its floor.

    Pupils

    Ss look at the flashcards and listen to the rule. Ss guess the floor: "The library is on the first floor."

  2. Teacher

    T walks around and gives help with the word order. T points to the school map on the board and asks: "Where is the art room?"

    Pupils

    Ss work in pairs and take turns with flashcards. Expected answers: "The art room is on the third floor." / "The computer room is on the second floor."

  3. Teacher

    T calls on three pairs to say their sentences in front of the class and corrects pronunciation quickly.

    Pupils

    Three pairs report their sentences. Other Ss listen and give a thumbs-up if the sentence is correct.

  4. Teacher

    T writes on the board: "Where is the + room? / It is on the + ordinal number + floor." T reminds Ss that we say first, second, third floor, not one, two, three floor.

    Pupils

    Ss copy the structures into their notebooks.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat: Asking the way

Aims

Ss understand, pronounce and use the key sentences for asking and giving directions in school.

Content

Ss look at the textbook dialogue: A: "Could you tell me the way to the art room, please?" B: "Go upstairs and turn left." Ss learn the phrases go past, turn left, turn right and the structure "Where is the + room?"

Expected outcomes

Ss repeat the dialogue correctly and act it out with a partner, using the target sentences.

Procedure

  1. Teacher

    T models the dialogue with a strong student. T asks: "What does Student A want to know?" and "Where should Student B go?"

    Pupils

    Ss listen carefully and answer: "A wants to know the way to the art room." / "B tells A to go upstairs and turn left."

  2. Teacher

    T plays the audio or reads the dialogue. Ss listen and repeat chorally, then individually. T corrects the stress and intonation of the questions: "Could you tell me the way to the art room, please?"

    Pupils

    Ss listen, then repeat in chorus, then individually. Some Ss repeat with a rising intonation for the polite question.

  3. Teacher

    T asks Ss to practise the dialogue in pairs using the flashcards of rooms. T monitors and helps.

    Pupils

    Ss practise in pairs. Two pairs act out the dialogue for the class. Example: A: "Could you tell me the way to the library, please?" B: "Go downstairs and turn right."

  4. Teacher

    T explains: go upstairs / downstairs (lên lầu / xuống lầu), go past (đi qua), turn left / turn right (rẽ trái / rẽ phải). T asks: "Which word means on the upper floor?"

    Pupils

    Ss answer: "upstairs". Ss note the key direction words in their notebooks.

Activity 2.2: Exploration · 10 minutes

Listen and say: Final stress in upstairs and downstairs

Aims

Ss recognise and produce the final stress in upstairs and downstairs in a sentence.

Content

Ss learn that upstairs is pronounced up-STAIRS and downstairs is down-STAIRS, with stress on the second syllable. Ss clap the rhythm and say the sentence: "We go upstairs to the library and downstairs to the playground."

Expected outcomes

Ss can clap the stressed syllable and say the words and the sentence with the correct stress.

Procedure

  1. Teacher

    T writes upstairs and downstairs on the board and divides each word into two syllables. T says: "up-STAIRS, down-STAIRS" and claps on the stressed syllable.

    Pupils

    Ss listen and watch T clap. Ss ask: "Which syllable is stronger?"

  2. Teacher

    T models the sentence "We go upstairs to the library and downstairs to the playground." T asks Ss to clap on STAIRS when they say the words.

    Pupils

    Ss clap and repeat the words, then the sentence. Expected answer: "The second syllable is stronger: STAIRS."

  3. Teacher

    T calls on individual Ss to clap and say the sentence. T gives feedback on the stressed syllable and the length of the stressed vowel.

    Pupils

    Four to five Ss clap and say the sentence. Other Ss check and give feedback.

  4. Teacher

    T summarises: the stressed syllable is longer, louder and higher; the other syllables are lighter. T asks Ss to say the two words again in a chain game.

    Pupils

    Ss play the chain game, saying upstairs or downstairs with the correct stress.

Activity 2.3: Exploration · 10 minutes

Reading for specific information

Aims

Ss read a short text for the first time to find the main idea, then read for details to answer a question about the floor of a room.

Content

Ss read the self-made text: "Our school has a library on the first floor. The computer room is on the second floor. To get to the art room, go upstairs and turn right. There are paintings on the wall outside the art room." Ss use Worksheet 1 to answer the question.

Expected outcomes

Ss answer Worksheet 1 correctly: The computer room is on the second floor. Answer: second.

Procedure

  1. Teacher

    T asks Ss to read the text once quickly and find: Who is the text about? What is the topic? T gives Worksheet 1.

    Pupils

    Ss read quickly. Expected answers: "It is about our school." / "The topic is school rooms and directions."

  2. Teacher

    T asks Ss to read the text again and underline the words about place, floor and actions (library, computer room, floor, go upstairs, turn right). T walks around to check.

    Pupils

    Ss read and underline. They check the question on Worksheet 1: "Which floor is the computer room on?"

  3. Teacher

    T calls on one or two Ss to read their answers. T asks: "Which floor is the computer room on?"

    Pupils

    Ss answer: "The computer room is on the second floor." They write: second.

  4. Teacher

    T reminds Ss to read for details and not to guess information that is not in the text.

    Pupils

    Ss write the answer in their notebooks and check the spelling of second.

Activity 3.1: Practice · 10 minutes

Let's talk: Ordering the dialogue

Aims

Ss use the target sentences in a natural conversation, from greeting to thanks.

Content

Ss arrange the lines of the dialogue in the correct order: Hello! Can we talk? / Could you tell me the way to the art room, please? / Go upstairs and turn left. / Thank you for telling me.

Expected outcomes

Correct order: 1. Hello! Can we talk? 2. Could you tell me the way to the art room, please? 3. Go upstairs and turn left. 4. Thank you for telling me.

Procedure

  1. Teacher

    T writes the four lines on separate cards on the board, mixed up. T asks: "Which line starts the conversation?"

    Pupils

    Ss look at the cards and answer: "Hello! Can we talk?" starts the conversation.

  2. Teacher

    T gives each pair a set of cards and asks them to order and practise the dialogue.

    Pupils

    Pairs order the cards and practise the dialogue aloud. Expected order: 1 - 2 - 3 - 4.

  3. Teacher

    T calls on two pairs to read the dialogue. T asks: "Why is 'Thank you' the last line?"

    Pupils

    Two pairs read the dialogue. Ss answer: "Because the conversation is finished and the person says thanks."

  4. Teacher

    T confirms the correct order and praises the pairs who used intonation well.

    Pupils

    Ss check their order and correct their cards if needed.

Activity 3.2: Practice · 10 minutes

Vocabulary and listening games

Aims

Ss consolidate the vocabulary of school rooms and floors and practise listening for key direction sentences.

Content

Ss do the following exercises: 1) Choose the word that means "library": A. library; B. computer room; C. upstairs. 2) Choose the phrase that means "art room": A. first floor; B. art room; C. downstairs. 3) Match the words with their meanings: library – thư viện; art room – phòng mĩ thuật; computer room – phòng máy tính; first floor – tầng một. 4) Listen and choose the sentence you hear: A. Could you say that again, please? B. It is on the first floor. C. Go upstairs and turn left. 5) Use the vocabulary item that means "first floor" to complete the gap: first floor.

Expected outcomes

Answers: 1-A (library); 2-B (art room); 3-library – thư viện; art room – phòng mĩ thuật; computer room – phòng máy tính; first floor – tầng một; 4-C (Go upstairs and turn left.); 5-first floor.

Procedure

  1. Teacher

    T uses the NeoEdu interactive exercises or the textbook. T reads the instructions for exercises 1 to 3 and asks Ss to answer in silence first.

    Pupils

    Ss read the instructions and do exercises 1 to 3 individually in their notebooks.

  2. Teacher

    T plays the audio for exercise 4 twice. T asks Ss to listen for the verb and the direction words and not to guess by the topic only.

    Pupils

    Ss listen and choose the correct sentence: C. Go upstairs and turn left. Ss then do exercise 5 by completing the gap with first floor.

  3. Teacher

    T checks the answers with the whole class, asking Ss to explain their choices. T asks: "Why not B for exercise 4?"

    Pupils

    Ss give answers and explain: "B is about the floor, but the question is about directions."

  4. Teacher

    T praises Ss for good listening and asks them to repeat the answers aloud.

    Pupils

    Ss repeat the correct answers in chorus.

Activity 4: Application · 10 minutes

Project: My favourite school

Aims

Ss create a three-floor school plan, use it to describe the school and check the directions with a partner.

Content

Ss draw an imaginary school with three floors, label at least four rooms, show the floor of each room and draw arrows to show the way. Use the convention: first floor for the lowest floor, then second floor and third floor. Ss complete Worksheet 2, then present 4–5 sentences and answer one question from a partner. Example: "The gym and the computer room are on the first floor. To get to the library from the gym, go upstairs and turn left."

Expected outcomes

A labelled school plan with three floors, at least four rooms, arrows and a short presentation of 4–5 sentences. Peer checklist completed with the rubric: content (1), consistency (1), language (1), presentation and question (1).

Procedure

  1. Teacher

    T shows a simple sample plan on the board (first floor: gym, computer room; second floor: library, classroom; third floor: art room, music room). T gives Worksheet 2 and the rubric.

    Pupils

    Ss look at the sample and listen to the instructions. Ss ask: "Do we have to draw arrows?" T: "Yes, use arrows to show the way."

  2. Teacher

    T asks Ss to draw their plan on A4 paper and write 4–5 sentences about it. T walks around and checks the floor numbers (first, second, third).

    Pupils

    Ss draw the plan, label rooms and floors, and write the sentences. Ss check each other's floor labels.

  3. Teacher

    T asks two or three pairs to present their plans. The partner gives feedback using the rubric and asks one question.

    Pupils

    Pairs present. Example question: "Where is the music room?" Answer: "It is on the third floor."

  4. Teacher

    T gives feedback on the common mistakes: using one, two, three before floor, and forgetting arrows. T asks Ss to finish the project at home.

    Pupils

    Ss note the feedback and write the correction in their notebooks.

Worksheets

Worksheet 1: Reading for specific information

Read the text and answer the questions.

Text: Our school has a library on the first floor. The computer room is on the second floor. To get to the art room, go upstairs and turn right. There are paintings on the wall outside the art room.

    1. Who is the text about? (Choose one: a school / a park / a shop)
    1. Which floor is the library on? (Write the answer in English.)
    1. Which floor is the computer room on? Write one word for the ordering word.
    1. What should you do to get to the art room? (Write one sentence.)

Answer key:

    1. a school
    1. first floor
    1. second
    1. Go upstairs and turn right.

Worksheet 2: My favourite school plan checklist

Draw your school plan with three floors and complete the checklist.

  • Floors: first floor (bottom), second floor, third floor. Use these words only (do not write one, two, three before floor).
  • Rooms: write the names of at least four rooms (for example: gym, library, art room, music room, computer room, classroom).
  • Arrows: draw at least one arrow to show a route from one room to another.
  • Presentation: write 4–5 sentences about your school.
  • Question: write one question for your partner, for example: "Where is the music room?"

Self-check (tick ✓ if correct):

  • The floors are labelled first, second, third.
  • There are at least four rooms with their floor.
  • At least one arrow shows the way.
  • My sentences use on the + ordinal + floor and go upstairs / downstairs.

Homework

  • Finish your school plan (My favourite school). Label at least four rooms with the correct floor and draw arrows for one route.
  • Write 4–5 sentences to present your school. Use the structures: "The + room + is on the + ordinal + floor." and "Go upstairs / downstairs and turn left / right."
  • Practise the dialogue "Could you tell me the way to the art room, please?" / "Go upstairs and turn left." with a family member, and say upstairs and downstairs with the correct stress (up-STAIRS, down-STAIRS).
  • Reread the text "Our school has a library on the first floor..." aloud twice and check the answers on Worksheet 1.
  • Optional: revisit the lesson on the NeoEdu page (neoedu.vn/learn/5/english/unit-6-lesson-3) to review the exercises.

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