Tiếng AnhLớp 5Phần 10. Unit 8: In our classroom

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 and answer about ownership with 'Whose school bag is this?' and 'It is Mai's.'
use 'Where are + plural noun?' / 'They are ...' and 'Where is + singular noun?' / 'It is ...' to ask about location
pronounce the final-stress words 'above' (a-BOVE) and 'beside' (be-SIDE) correctly in sentences
read a short text about classroom objects and find key information
describe a friend's study corner using possessive 's and prepositions on, under, beside, above
Communicative competence in English through listening, speaking, reading and writing: Ss listen to a short dialogue and choose the correct response, read a text and answer a question, order a dialogue, and present a 4-5 sentence description of a study corner.
Language knowledge (pronunciation, vocabulary, grammar): Ss identify the stressed syllable in 'above' and 'beside', use the vocabulary crayons, glue stick, scissors, school bag, and prepositions on, under, beside, between, above, and use whose correctly to ask about possession.

2. General competences

Self-control and independent learning: Ss complete the reading and writing tasks individually, check their own answers against the key, and set a goal for improving their pronunciation.
Communication and collaboration: Ss work in pairs and groups to ask and answer questions, share their study-corner drawings, and give feedback to a classmate.
Problem-solving and creativity: Ss use the given structures to design a creative study corner and talk about its details, including an imagined corner when real photos are not available.

3. Personal qualities

Responsibility: Ss ask for permission before drawing or using a photo of a friend's study corner, or clearly label an imagined corner.
Kindness: Ss give polite, specific feedback to a partner after the presentation, naming one thing they understood and asking one question.
Honesty: Ss check their own answers honestly against the key and report accurately what they have and have not mastered.

II. Resources and materials

1. Teacher

Projector or interactive whiteboard with the NeoEdu lesson page: neoedu.vn/learn/5/english/unit-8-lesson-3 (interactive examples and exercises)
Audio recording of the dialogue 'It is Mai's.' and the reading text (Unit 8, Lesson 3)
Flashcards: crayons, glue stick, scissors, school bag, shelf, desk, notebook, pencil case
A real or picture school bag with a name tag (Mai's, Nga's, Minh's)
Worksheet 1 and Worksheet 2 (copied for each pair/group)
Sample study-corner drawing with the text: 'This is Nga's study corner in my drawing...'
Rubric for the project presentation (4 criteria, 1 point each)

2. Pupils

English textbook Unit 8, Lesson 3
Notebook and pencil case
Coloured pencils or crayons
A4 paper or a small poster sheet for the project
Scissors and glue stick (optional, for a collage of a study corner)
Photos of a friend's study corner (optional, with permission)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Guess whose bag it is

Aims

Ss recall school objects and prepare for the new question 'Whose school bag is this?'.

Content

T shows three school bags, one at a time, and asks the class to guess the owner. Ss use the names they know: Mai, Nga, Minh.

Expected outcomes

Ss name at least three classroom objects in English and say who might own each bag.

Procedure

Teacher's activities

Pupils' activities

Teacher
T holds up a bag and says: 'Look at this bag. Whose bag is it?' T models the answer: 'It is Mai's.'
Pupils
Ss listen and look at the bag. Some Ss guess: 'It is Nga's.'
Teacher
T shows the flashcards (crayons, glue stick, scissors, school bag) and asks: 'What is this?' T gives a quick Simon says-style game: 'Touch your school bag!'
Pupils
Ss point to and say the words aloud. Ss stand up and touch the object named by T.
Teacher
T asks a few Ss to name the objects they remember and invites a volunteer to show a bag.
Pupils
Ss answer, for example: 'Crayons (bút sáp màu), glue stick (hồ khô), scissors (kéo).'
Teacher
T praises Ss and writes the question 'Whose school bag is this?' on the board, and says: 'Today we will learn how to ask about ownership.'
Pupils
Ss copy the title into their notebooks.

Activity 2.1: Exploration · 12 minutes

Whose school bag is this? (Look, listen and repeat)

Aims

Ss understand and use the structure 'Whose ... is this?' / 'It is Mai's.', and the location questions 'Where are ...?' and 'Where is ...?'.

Content

Look, listen and repeat: A: Whose school bag is this? B: It is Mai's. Location: Where are the crayons? They are in the box. Where is the glue stick? It is beside the box. Note: 'whose' asks about the owner, while 'who' asks about a person's identity (Who is she? She is my friend.). Possessive 's shows ownership (Mai's bag).

Expected outcomes

Ss can ask and answer the owner question with a partner and use 'They are...' and 'It is...' correctly in two short exchanges.

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio and points to the picture. T asks: 'What is the question?' T writes the key sentences on the board and marks the sign 's (possessive).
Pupils
Ss listen and look at the picture. Ss answer: 'Whose school bag is this?'
Teacher
T models the dialogue, then does a chain drill. T points to a bag and asks a S, then the S asks the next S. T asks: 'Where are the crayons?' and guides the answer 'They are in the box.'
Pupils
Ss repeat in chorus, then in groups. Pairs practise: A: 'Whose school bag is this?' B: 'It is Nga's.' Ss ask about location: 'Where is the glue stick?' 'It is beside the box.'
Teacher
T calls on two pairs to perform in front of the class. T checks the sound and the forms, and corrects 'Whose' vs 'Who' with a quick question: 'Whose bag?' or 'Who is she?'
Pupils
Pairs perform. Expected answers: 'It is Mai's.' / 'They are on the table.' / 'It is under the notebook.'
Teacher
T summarises on the board: 'Whose ... ? owner. Where are + plural noun? They are... Where is + singular noun? It is...' T asks Ss to copy the summary.
Pupils
Ss copy the summary and say one sentence about their own school bag: 'It is my school bag.'

Activity 2.2: Exploration · 8 minutes

Final stress: above and beside

Aims

Ss recognise the final-stress pattern in 'above' and 'beside' and say them naturally in sentences.

Content

Stress pattern: above is a-BOVE (stress on syllable 2); beside is be-SIDE (stress on syllable 2). The stressed syllable is longer, louder and higher; the other syllable is lighter. Clapping practice: clap on the stressed syllable, then say the word in a sentence: 'The shelf is above the desk. The chair is beside it.' Note: capital letters only show stress; they are not spelling.

Expected outcomes

Ss clap and say 'above' and 'beside' with the correct stress in one full sentence each.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes 'above' and 'beside' on the board and marks the stress: a-BOVE, be-SIDE. T explains: 'Clap on the strong part.'
Pupils
Ss look at the marked words and listen to T's model.
Teacher
T claps the stressed beat and says the word. Ss repeat in chorus and clap. T uses the example sentences: 'The shelf is above the desk. The chair is beside it.'
Pupils
Ss clap and repeat. In pairs, one S says the sentence, the other S claps and checks the stress.
Teacher
T listens to two or three pairs and gives quick feedback: 'Good! Make the second syllable longer.'
Pupils
Ss report: 'We clapped on -BOVE and -SIDE.'
Teacher
T asks: 'Which syllable is stressed in above?' Ss answer the second syllable. T notes that other two-syllable words can have different patterns, but this lesson focuses only on these two words.
Pupils
Ss answer 'The second syllable' and write the words with stress marks in their notebooks.

Activity 3: Practice · 15 minutes

Reading, vocabulary and listening games

Aims

Ss practise the new vocabulary, listen for the key sentence, read for detail, and order a natural dialogue.

Content

Task A (Vocabulary, Worksheet 1): Choose the meaning of crayons, glue stick, scissors, school bag; match each word with its meaning.
Task B (Listening): Listen and choose the sentence you hear: A. Could you say that again, please? B. They are on the table. C. It is Mai's.
Task C (Reading, Worksheet 1): Read 'The crayons are in a box on the table...' Find the owner of the blue school bag.
Task D (Dialogue ordering): Put the turns in order.
Task E (Gap fill): Use the word school bag to complete the sentence.
Task F: Look at the list of Ss' chant or game: 'Whose bag? Mai's bag!' Ss play a quick 'Find the owner' game in groups.

Expected outcomes

Answer key: 2 - C (crayons = bút sáp màu). 3 - A (glue stick = hồ khô). 4 - crayons - bút sáp màu; glue stick - hồ khô; scissors - kéo; school bag - cặp sách. 5 - C ('It is Mai's.'). 6 - school bag (cặp sách). 7 - Hello! Can we talk? / Whose school bag is this? / It is Mai's. / Thank you for telling me. 8 - Nga (the blue school bag is Nga's). 10 - A (above; stress on the second syllable).

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 1 to each pair and explains the tasks A to E. T sets a time limit of 5 minutes for Task A and B. T reminds Ss to read the text once for the main idea, then again for details.
Pupils
Ss receive Worksheet 1 and read the instructions. Ss ask: 'Can we work with a partner?'
Teacher
T plays the listening audio twice. T monitors pairs, checks the reading tasks, and prompts Ss to underline time, place, and activity words in the text. T leads the 'Find the owner' game in groups of four.
Pupils
Ss listen, choose C, and check. Ss read the text and answer: 'Nga.' Ss order the dialogue: 'Hello! Can we talk? / Whose school bag is this? / It is Mai's. / Thank you for telling me.' In the game, Ss say: 'Whose bag is this? It is Minh's.'
Teacher
T calls on one pair to read the dialogue order and asks the class to check. T asks the class to give the answer for Task C and checks the meaning of 'above' in one sentence.
Pupils
Ss report the answers: '2C, 3A, 5C, 8 Nga, 10A.' Ss read the dialogue in order.
Teacher
T shows the answer key and asks Ss to self-correct. T reminds Ss: 'Nga is the owner of the blue school bag. The word above is stressed on the second syllable.'
Pupils
Ss self-check using the key, circle the mistakes, and write the correct answers in their notebooks.

Activity 4: Application · 30 minutes

Project: My friend's study corner

Aims

Ss create and present a study corner for a friend, using possessive 's, prepositions, and the target structures, with permission and honesty.

Content

Project: My friend's study corner - a drawing of a study corner. Ss ask a friend for permission before drawing or using a photo, or draw an imagined corner and label it 'imagined'. Ss choose three objects and show their positions clearly with on, under, beside, above. Ss present 4-5 sentences and answer one question from a classmate. Sample (Nga's imagined corner): books on the shelf; shelf above the desk; pencil case beside the notebook; school bag under the desk. Model presentation: 'This is Nga's study corner in my drawing. Her books are on the shelf above the desk. Her pencil case is beside her notebook. Her school bag is under the desk. I like her tidy study corner because it is easy to find things.' Self-check (Worksheet 2): the product has all required parts; the words match the picture; sentences are complete and in the right tense; sharing is safe.

Expected outcomes

Each S produces one study-corner drawing with a name label, three labelled objects, and a 4-5 sentence presentation. The presentation is assessed with the rubric (4 criteria, 1 point each): (1) correct product type and enough information; (2) picture and description match; (3) correct words, sentences and tense; (4) clear presentation and an answer to a question.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the sample drawing and reads the model presentation aloud. T distributes Worksheet 2 and explains the four criteria and the permission rule.
Pupils
Ss read Worksheet 2 and listen to the model. Ss ask: 'Do I need to ask my friend first?' T answers: 'Yes, or draw an imagined corner and write imagined.'
Teacher
T monitors Ss while they draw. T prompts: 'Whose study corner is this?' 'Where is the pencil case?' and helps Ss write one sentence with possessive 's.
Pupils
Ss draw the corner, label three objects, and write a draft: 'This is Minh's study corner. His books are on the shelf.' Ss check the draft with a partner.
Teacher
T organises groups of four. Each S presents for 1 minute, then a classmate listens, names one thing understood, and asks one question. T circulates and scores with the rubric.
Pupils
Ss present. Expected listener feedback: 'I understand that the books are on the shelf. Question: Where is the school bag?' Ss answer: 'It is under the desk.'
Teacher
T praises the best examples, reminds Ss about permission and respect, and asks Ss to revise one sentence of their presentation for homework.
Pupils
Ss say one thing they learned from a classmate and keep their drawing for the next lesson.

Worksheets

Worksheet 1: Vocabulary, listening and reading

A. Match each word with its meaning.

crayons - hồ khô / bút sáp màu / kéo / cặp sách
glue stick
scissors
school bag

B. Listen and choose the sentence you hear.

A. Could you say that again, please?
B. They are on the table.
C. It is Mai's.

C. Read the text and answer the question.
The crayons are in a box on the table. The glue stick is beside the box. The scissors are under a notebook. The blue school bag is Nga's. The red school bag is Minh's. Nga puts her bag beside her chair.
Question: Whose blue school bag is it? (Write the name only.)

D. Order the dialogue (1-4).

It is Mai's.
Thank you for telling me.
Whose school bag is this?
Hello! Can we talk?

E. Complete the sentence with a word from the box. (school bag / crayons / beside)
I have a red ______. My pencil is ______ my book.

Worksheet 2: My friend's study corner - Project checklist

Project: My friend's study corner

Permission: I asked my friend first, or I wrote 'imagined' on my drawing.
Name: I wrote the owner's name, for example: Nga's study corner.
Objects: I drew and labelled three objects.
Positions: I used on, under, beside or above to show where each object is.
Presentation: I wrote 4-5 sentences using possessive 's.
Self-check: My sentences are complete and match my picture. I can answer one question from my classmate.

Listener's feedback:

One thing I understood: ____________
One question I want to ask: ____________

Homework

Draw a study corner of your own (real or imagined). Label three objects and write 4-5 sentences to describe it, using possessive 's and on, under, beside, above.
If you draw a friend's study corner, ask for permission first and write the friend's name on the drawing.
Practise saying 'above' (a-BOVE) and 'beside' (be-SIDE) in full sentences, clapping on the stressed syllable.
Ask one family member: 'Whose school bag is this?' and answer with the correct owner.
Review the new vocabulary: crayons, glue stick, scissors, school bag, on, under, beside, between, above. Revisit the NeoEdu lesson page (neoedu.vn/learn/5/english/unit-8-lesson-3) to check your answers.

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