tuần 13+14 global g5

Nguyen Ba Ngoc Primary school TEACHING PLAN
Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 13

Teaching time: 02/12 – 06/12/2024
UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES!

Lesson 3 - Period 6
I. OBJECTIVES:
Language: read a text and show understanding of the text by circling the correct options to
complete the sentences provided; write a brief paragraph consisting of about 30 words
about your favourite school activities and why their brother / sister / friend likes them
with the help of guiding questions and a writing frame; present to the class a report of
a survey on pupils’ favourite school activities.
Core teamwork, work standards, communication

competencies
General Critical thinking and creativity: learn how to ask and answer questions about personal
competences: information correctly and fluently.
Communication and collaboration: work in pairs and groups to complete the learning
tasks.
Self-control & independent learning: perform pronunciation and speaking tasks.
Attributes: Show their pride in their school and show their interest in their favorite school
activities.
II.RESOURCE Student’s book Page 55. Teacher’s guide Pages 113,114 . hoclieu.vn; Flash cards/
S AND pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Note
Teacher’s activities
PROCEDURE activities
WARM UP: 5 minutes
a. Goal: To revise the previous lesson by playing Rock, paper, scissors game
b. Game: Rock, paper, scissors
Procedure: Step 1: Greet the class. Ask pupils to play Rock, paper, scissors review the
words: do projects, solve math problem, play games, read stories, useful,
interesting, fun, good
Step 2: Ask pupils to show the sign of Rock, paper, scissors to show the answers
they choose. Ask pupils to open their books at page 55 and look at Unit 7, Lesson
3 - A4.
PRACTICE: 5 minutes
a. Goal: To read a text and show understanding of the text by circling the correct options
to complete the sentences provided.
b. Input: – A paragraph about four friends with different favourite school activities, and
the reasons why they like these activities.
– Four sentences to complete with three answer options
c. Outcome: As Goal
d. Step 1: Tell pupils the goal of the activity and explain that they Whole
Procedure: should read the paragraph and circle the correct options to complete class
the sentences provided. Check comprehension.
Step 2: Use Number 1 as an example. Have pupils read the Sentence
1; then scan the paragraph above quickly to find the correct person
(Linh). Then tell them to compare with the options given in the
Whole
sentence provided and circle the letter c.
class
Step 3: Set a time limit for pupils to do the rest of the task
independently. Go around the classroom and offer help where
necessary.
Step 4: Get pupils to swap books with a partner and check their Pair work
answers before checking as a class.
PRODUCTION- 10 minutes
a. Goal: To write a brief paragraph consisting of about 30 words about favourite school
activities and why their brother / sister / friend likes them, with the help of
guiding questions and a writing frame.
b. Input: Guiding questions and a writing frame
c. Outcome: As goal
d. Step 1: Tell the class the goal of the activity and explain that they Whole
Procedure: should read the guiding questions and complete the writing frame with class
their personal information. Tell pupils that they should write about 30
words.
Step 2: Use Sentence 1 as an example. Have pupils read the first
sentence in the frame. Remind them of the question words in the first
Whole
question before completing the sentence. Tell them to do the same
class
with the rest of the sentences.
Step 3: Give pupils time to do the writing task independently. Go
around the classroom and offer help where necessary. Individual
Step 4: Get pupils to swap books with a partner and check their work
answers before checking as a class. Invite one or two pupils to stand Pair work
up and read.
PRODUCTION- 8 minutes
a. Goal: To present to the class a report of a survey on pupils’ favourite school activities.
b. Input: A picture of a girl presenting the results of her survey in front of the class
c. Outcome: As goal
d. Step 1: Check pupils’ survey results. Whole class
Procedure: Step 2: Invite a pupil to report his / her survey results with your help.
Step 3: Have pupils work in groups to report their own results. Group work
Step 4: Invite a few groups to report their survey results.
FUN CORNER AND WRAP UP 7’
Game: Lucky number (ppt)
- Explain how to play the game. Tell pupils they are going to look at Group
the pictures and answer the questions. Divide the class into 2 teams. work
- Each team takes turns choosing a number and answering the
question.
Comment: .........................................................................................................................
...........................................................................................................................................
Teaching time: 02/12 – 06/12/2024
UNIT 8: IN OUR CLASSROOM

Lesson 1 - Period 1
I. OBJECTIVES:
Language: understand and correctly repeat the sentences in two communicative contexts in which
characters ask and answer questions about school things and their locations; correctly
say the words and use Where are the ______? – They’re _____. to ask and answer
questions about the locations of school things; use Where are the _____? understand
and correctly repeat the sentences in two communicative contexts in which characters
ask and answer questions about the locations of school things; correctly use Where are
the ______? - They’re _____. to ask and answer questions about the locations of
school things; correctly use Where are the _____? - _____. to ask and answer
questions about the locations of school things; use the words beside, under, above, in
front of in relation to the topic.

competencies
General Critical thinking and creativity: learn how to ask and answer questions about the
competences: locations of school things correctly and fluently.
tasks.
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.RESOURCE Student’s book Page 56. Audio Tracks 76,77. Teacher’s guide Pages 115,116,117.
S AND hoclieu.vn; Flash cards/ pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Note
WARM UP: 5 minutes
a. Goal: To revise the vocabulary about school things and things around them.
b. Game: Kim’s game (ppt)
Procedure: Step 1: Tell pupils they are going to remember the pictures and write the pictures’
names. Demonstrate the game by using an example. Divide pupils into two groups.
Step 2: Fly the flashcards on the board. Ask pupils to look at and remember the
flashcards carefully. Ask each member of the group to take turns running to the
board and write only the name of one picture.
EXPLORATIONS: 5 minutes
a. Goal: To understand and correctly repeat the sentences in two communicative contexts
in which characters ask and answer questions about school things and their
locations.
b. Input: Contexts a,b
c. Outcome: As Goal
d. Step 1: Have pupils look at Pictures a and b, and identify the Whole class
Procedure: characters and their activities.
Step 2: Ask pupils to keep looking at the pictures. Play the
recording for them to listen. Whole class
Step 3: Play the recording again for pupils to listen and repeat in
chorus, sentence by sentence. Step 4: Invite a few pairs to the front Pair work
of the classroom to listen to and repeat the sentences in the
recording.
Step 5: Draw their attention to the question and the answer. Tell
pupils that they are a question and an answer about the locations of Whole class
school things.
KNOWLEDGE CONSTRUCTION: 10 minutes
a. Goal: To correctly say the words above, beside, in front of, under and use Where are
the ______? - They’re _____. to ask and answer questions about the locations of
school things.
b. Input: - Picture and word cues/ - Speech bubbles
c. Outcome: As goal
d. Step 1: Have pupils look at the Pictures a, b, c and d and identify Whole class
Procedure: the locations of the school things.
Step 2: Have pupils point at Picture a, listen to the first small
section of the recording (pencils / beside / book) and repeat the
words. Point at the words and Picture a and have pupils listen to Whole class
and repeat the recording. Follow the same procedure with the words
under the other three pictures.
Step 3: Have pupils look at Picture a again and listen to the first
exchange Ask them to repeat it. Have the class repeat the questions
and answers
Step 4: Have pairs practise asking and answering the question Pair work
Where are the _____? - They’re _____.
Step 5: Invite a few pairs to point at the pictures and say the
questions and answers in front of the class.
PRACTICE: 8 minutes
a. Goal: To use Where are the _____? – They’re _____. in a freer context.
b. Input: - Picture cue / - Speech bubbles
c. Outcome: As goal
d. Step 1: Draw pupils’ attention to the pictures. Ask questions to help Whole class
Procedure: them identify the context (see Input).
Step 2: Put pupils into pairs and practise asking and answering
questions about the locations of school things.
Step 3: Invite a few pairs to the front of the class to ask and answer Pair work
questions about the locations of school things, using the picture
cues.
Comment: .........................................................................................................................

Teaching time: 02/12 – 06/12/2024

Lesson 1 - Period 2
I. OBJECTIVES:
Language: listen to and understand four communicative contexts in which characters ask and
answer about the locations of school things and tick or cross the pictures. complete
four gapped exchanges with the help of the picture cues; sing the song Where are
they? with the correct pronunciation, rhythm and melody.

competencies
General Communication and collaboration: work in pairs and groups to complete the learning
competences: tasks.
Self-control & independent learning: perform listening and reading tasks.
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.RESOURCE Student’s book Page 57. Audio Tracks 78,79. Teacher’s guide Pages 118,119.
MATERIAL:
III. Pupils’ Not
PROCEDURE activities e
WARM UP: 5 minutes
a. Goal: To revise the sentence structures Where are the _____? – They’re _____. to ask
and answer questions about the locations of school things.
b. Game: Flower blooming (ppt)
Procedure: Step 1: Tell pupils that they are going to look at the picture given and choose the
correct word or phrase suitable with the picture.
Step 2: Have pupils play the game in two groups. One pupil of each group takes
turns playing the game.
PRACTICE: 5 minutes
a. Goal: To listen to and understand four communicative contexts in which characters ask
and answer about the locations of school things, and tick or cross the pictures.
b. Input: Picture cues
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to the pictures and elicit the names Whole class
Procedure: of the school things and their locations by asking questions, such as
What are these? and Where are they? Remind them to look at
Pictures 1, 2, 3, and 4. Elicit the words rulers, school bags, pictures
and pencils, and prepositions including beside, on, above, under
and in.
Step 2: Play the recording all the way through for pupils to listen.
Play the recording again for them to do the task by ticking or
crossing the correct pictures. Then play it a third time for pupils to Pair work
check and complete the activity.
Step 3: Get pupils to swap books with a partner to check their
answers before checking as a class. Have pupils explain the
answers by asking questions
PRACTICE
10 minutes
a. Goal: To complete four gapped exchanges with the help of picture cues.
b. Input: - Four picture cues
- Four gapped exchanges
c. Outcome: As goal
d. Step 1: Have pupils look at the pictures and identify the locations Whole class
Procedure: of the school things in the pictures.
Step 2: Have pupils look at the gapped sentences. Draw their
attention to the missing words in the sentences.
Step 3: Model Exchange 1. Have pupils look at the sentence. Ask
them what word is missing (beside). Then have pupils complete Whole class
the sentence (They’re beside the notebooks).
Step 4: Have pupils complete the gapped sentences individually Pair work
and get them to swap books with a partner to check their answers
before checking as a class. Ask a few pairs to read the completed
exchanges aloud in front of the class.
PRACTICE
8 minutes
a. Goal: To sing the song Where are they? with the correct pronunciation, rhythm and
melody.
c. Outcome: As goal
d. Step 1: Draw pupils’ attention to the title and lyrics of the song. Whole class
Procedure: Encourage them to point at the locations of school things to
reinforce their understanding.
Step 2: Play the recording all the way through for pupils to listen to
the whole song. Encourage them to listen carefully to the
pronunciation, rhythm and melody.
Step 3: Play the recording again, line by line, for pupils to listen Whole class
and repeat. Step 4: Play the recording all the way through for
pupils to sing along. Step 5: Play the recording again for pupils to
sing and clap along with the recording.
Game: Slap the board
- Divide the class into two groups. Ask pupils to stand in two lines. Group work
Stick the cards with words on the board. Call out a word and have
the first pupil from each group slap the correct card on the board
and say it correctly.
Comment: .........................................................................................................................

Teaching time: 02/12 – 06/12/2024

Lesson 2 - Period 3
I. OBJECTIVES:
Language: understand and correctly repeat the sentences in two communicative contexts in which
characters ask and answer questions about possession; correctly use Whose ____ is
this? - It’s ____. to ask and answer questions about possession; use Is this your ____?
- ______. and Whose ____ is this? – It’s ____. in a freer context.
competencies
General Critical thinking and creativity: learn how to ask and answer questions about
competences: possession correctly and fluently.
tasks.
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.RESOURCE Student’s book Page 58. Audio Tracks 80,81. Teacher’s guide Pages 120,121.
MATERIAL:
III. Pupils’ Note
WARM UP: 5 minutes
a. Goal: To revise the structures Where are the ______? - They’re _____. to ask and
answer questions about the locations of school things.
b. Sentence Building (ppt)
Procedure: Step 1: Tell pupils that they are going to play the game Sentence Building in
groups of four or five.
Step 2: Nominate one pupil in each group as a leader. The leader says a sentence
and the other group members have to stand in a line, holding the word cards to
make a sentence. For example: Where are the pictures? Invite two groups to play
the game.
EXPLORATION: 5 minutes
in which characters ask and answer questions about possession.
b. Input: Context a,b
c. Outcome: As Goal
d. Step 1: Have pupils look at Pictures a and b and identify the Whole
Procedure: characters and the locations of school things. class
Step 2: Ask pupils to look at Picture a. Play the recording of Context a
for them to listen. Play the recording again, sentence by sentence, for
pupils to listen and repeat.
Step 4: Play the recording again for pupils to listen and repeat in Whole
chorus sentence by sentence. class
Step 5: Invite a few pairs to the front of the classroom to listen and
repeat the sentences in the recording.
Step 5: Draw their attention to the question Whose crayon is this? and
the answer It’s Linh’s. Tell pupils that they are the question and
answer about possession. Pair work

a. Goal: To correctly use Whose__ is this? - It’s___. to ask and answer questions about
possession.
b. Input: Picture and word cues / Speech bubbles
c. Outcome: As goal
d. Step 1: Have pupils look at Pictures a, b, c and d and elicit the names Whole
Procedure: of characters and their school things. class
Step 2: Have pupils point at Picture a, listen to the recording and
repeat the words (glue stick / Mary’s). Point at the bubbles and Picture
a again and have pupils listen and repeat after the recording (Whose
glue stick is this? - It’s Mary’s.)
Step 3: Follow the same procedure with the other three pictures. Have Whole
the class listen to and repeat the questions and answers a few times. class
Step 4: Have pairs practise asking and answering Whose ____ is this?
- It’s ____. using picture cues.
Step 5: Invite a few pairs to point at the pictures and say the questions
and answers in front of the class. Pair work
PRACTICE: 8 minutes
a. Goal: To use Is this your ____? - ______. and Whose ____ is this? – It’s ____. in a freer
context.
b. Input: Picture cues / Speech bubbles
c. Outcome: As goal
d. Step 1: Draw pupils’ attention to the pictures. Ask questions to help Whole
Procedure: them identify the context (see Input). class
Step 2: Put pupils into pairs and encourage them to ask and answer
questions about possession.
Step 3: Invite a few pairs to the front of the class to perform their Pair work
conversations. Praise pupils if they perform well.
Game: Disappear! (ppt): Prepare some pictures and word cards.
Show the pictures and word cards on the board. Have pupils read all
the words. Disappear one picture and one word card. Have a pupil
come to the board and write the correct word. If he/ she writes it Whole
correctly, he/ she will choose the next pair. If he/ she writes it class
incorrectly, the teacher will show the picture and the word on the
board again.
Comment: .........................................................................................................................
Teaching time: 09/12 – 13/12/2024
Lesson 2 - Period 4
I. OBJECTIVES:
Language: listen to and understand two communicative contexts in which characters ask and
answer questions about the locations of school things and possession and tick the
correct pictures; complete two gapped exchanges with the help of picture cues;
revise target words about possession and school things by playing the game Whose
pen is this?

competencies
General Communication and collaboration: work in pairs and groups to complete the learning
competences: tasks.
Self-control & independent learning: perform listening, reading and writing tasks
II.RESOURCE Student’s book Page 59. Audio Tracks 82. Teacher’s guide Pages 122,123,124.
MATERIAL:
III. Pupils’ Not
WARM UP: 5 minutes
a. Goal: To revise the sentence structures Whose ____ is this? - It’s ____. to ask and
answer questions about possession
b. Game: Flower picking! (ppt)
Procedure: Step 1: Tell pupils that they are going to pick up the flowers, then look at the
things and ask and answer questions about possession.
Step 2: Divide the class into two groups. Two pupils from each group will play
the game
PRACTICE: 5 minutes
a. Goal: To listen to and understand two communicative contexts in which characters ask
and answer questions about the locations of school things and possession and tick
the correct pictures.
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to Pictures 1a, 1b and 1c. Ask Whole class
Procedure: questions to help them identify the locations of the three crayons.
Step 2: Play the recording for pupils to do Question 1 by ticking
the right picture. Whole class
Step 4: Tell pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the board. Play the Pair work
recording again for pupils to double-check their answers. Have
pupils raise their hands when the information is different. Invite a
pupil to correct the information.
PRACTICE- 10 minutes
a. Goal: To complete two gapped exchanges with the help of picture cues.
b. Input: - Two picture cues
- Two gapped exchanges to complete
c. Outcome: As goal
d. Step 1: Have pupils look at the pictures. Get them to identify the Whole class
Procedure: locations of the school things in the pictures.
Step 2: Have pupils look at the two gapped exchanges. Draw their
attention to the missing words.
Step 3: Model Exchange 1. Have pupils look at the first gap. Ask Whole class
them what word is missing (It’s). Then have them complete the
sentence (It’s Phuong Nga’s.). Get them to guess the missing word
in the second gap (under). Step 4: Follow Step 3 for Exchange 2.
Step 5: Get pupils to swap books with a partner and check their
answers before checking as a class. Ask a few pairs to read the Pair work
completed exchanges aloud.
PRACTICE
8 minutes
a. Goal: A picture of four pupils asking about the school things on the table
b. Input: A picture of two teams taking turns making sentences with the words and phrases
on the board
c. Outcome: As goal
d. Step 1: Tell pupils that they are going to play Whose pen is this? Group work
Procedure: game in groups of four. Divide pupils into Team A and Team B.
Team A holds one of the school things on the table and asks
Whose (pen) is this? Team B answers It’s (Mai’s).
Step 2: The teams take turns asking and answering about
possession. The members of each group have to remember whose
school things they are to answer the questions.
Step 3: When a team gives a correct answer, they get one point. Group work
The winning team is the one that gets the most points.
Step 4: Have pupils work in groups. Invite two groups to the front
of the class to play the game.
Game: Jump or clap
- Ask pupils to stand at their desks.
- Hold up a flashcard from the vocabulary set and say a word.
- If the word is the same as the flashcard, they clap. If it isn’t, they Whole class
jump. Ask them to say the word on the flashcard.
Comment: .........................................................................................................................

Teaching time: 09/12 – 13/12/2024

Lesson 3 - Period 5
I. OBJECTIVES:
Language: correctly pronounce the two-syllable words a’bove and be’side with the stress on the
second syllable, in isolation and as in the sentences The picture is a’bove the
window. and The map is be’side the board; identify the stress on some two-syllable
words and circle the word with a different stress pattern from the other two words;
say the chant with the correct pronunciation, word stress and rhythm.

competencies
General Communication and collaboration: work in pairs and groups to complete the
competences: learning tasks.
Self-control & independent learning: perform pronunciation and listening tasks.
II.RESOURCE Student’s book Page 60. Audio Tracks 83,84,85. Teacher’s guide Pages 124,125.
MATERIAL:
III. Pupils’ Not
WARM UP: 5 minutes
a. Goal: To revise the previous lesson by asking and answering questions about the
locations of school things and possessions.
b. Game: Ring the bells (ppt)
Procedure: Step 1: Tell pupils they are going to look at the picture and choose the correct
answer a, b or c. Divide the class into two groups.
Step 2: Have one pupil from each group play Rock, paper, scissors to find the
group which plays the game first. Have two pupils from two groups look at the
picture and choose the correct answer a, b or c to fill in the blank. If he/ she has
the answer, he/ she will ring the bell to give the answer.
a. Goal: To correctly pronounce the two-syllable words a’bove and be’side with the stress
on the second syllable, in isolation and as in the sentences The picture is a’bove
the window. and The map is be’side the board.
b. Input: - The word a’bove and the sentence The picture is a’bove the window.
- The word be’side and the sentence The map is be’side the board.
c. Outcome: As Goal
d. Step 1: Draw pupils’ attention to the word a’bove and the sentence Whole class
Procedure: The picture is a’bove the window. Play the recording for the first
line and encourage pupils to point at the word and the sentence
while listening. Step 2: Play the recording again and encourage
pupils to listen to and repeat the word and the sentence. Whole class
Step 3: Let pupils work in pairs or groups, saying the words and Pair work
reading the sentences until they feel confident.
PRACTICE- 10 minutes
a. Goal: To identify the stress on some two-syllable words and circle the word with a
different stress pattern from the other two words.
b. Input: Three sets of two-syllable words
c. Outcome: As goal
d. Step 1: Tell pupils the goal of the activity. Explain that they have Whole class
Procedure: to circle the word that has stress different from the other words.
Check comprehension.
Step 2: Give pupils a time limit to do the task individually.
Step 3: Play the recording for pupils to listen and check. Play the
recording twice if necessary.
Step 4: Tell pupils to swap books with a partner, then check the Pair work
answers as a class. Write the correct answers on the board.
Step 5: Play the recording again for pupils to double-check their
answers.
PRACTICE- 8 minutes
a. Goal: To say the chant with the correct pronunciation, word stress, and rhythm.
b. Input: The lyrics and recording of the chant
c. Outcome: As goal
d. Step 1: Draw pupils’ attention to the lyrics of the chant. Whole class
Procedure: Step 2: Play the recording all the way through for pupils to listen
to the whole chant. Encourage them to listen carefully to the
rhythm and pronunciation. Draw pupils’ attention to the words
above and beside.
Step 3: Play the recording line by line for pupils to listen and Whole class
repeat.
Step 4: Play the recording all the way through for pupils to chant
to.
Game: Musical cards: Stick the cards on the board. Ask pupils to
say the words related to the cards.
- Hand out the cards to different pupils around the class.
- Play the song “Where are they?” (Track 79). Ask pupils to pass Whole class
the cards to the pupils next to them while the music is playing.
- Stop the music suddenly. Invite a pupil to ask the question
“Where are the pens?”.
Ask the pupil who is holding the card to answer the question, e.g.
They’re beside the books. Play the music again and repeat the
activity.
Comment: .........................................................................................................................

Teaching time: 09/12 – 13/12/2024
Lesson 3 - Period 6
I. OBJECTIVES:
Language: read and show understanding of a text about the locations of characters’ school
things by answering the questions; complete four sentences about someone’s school
things by writing the target words in the gaps with the help of picture cues; present
their group’s pictures of study corners to the class by using the target language.

competencies
General Communication and collaboration: work in pairs and groups to complete the
competences: learning tasks.
Self-control & independent learning: perform reading and writing tasks
II.RESOURCE Student’s book Page 61. Teacher’s guide Pages 125,126,127 . hoclieu.vn; Flash
S AND cards/ pictures and posters. Computer, projector, …
MATERIAL:
III. Pupils’ Not
WARM UP: 5 minutes
a. Goal: To revise the chant of Unit 8 on page 60.
b. Let’s chant. (Track 85)
Procedure: Step 1: Play the chant for pupils to listen and chant along. Encourage them to
clap their hands while chanting.
Step 2: Call two or more groups to take turns listening to and repeating the chant,
while the rest of the class claps their hands.
PRACTICE: 5 minutes
a. Goal: To read and show understanding of a text about the locations of characters’ school
things by answering the questions.
b. Input: A short text and four questions to answer
c. Outcome: As Goal
d. Step 1: Have pupils read the questions carefully. Tell them to read Whole class
Procedure: Question 1 and pay attention to key words such as Whose set
square. Then they should scan the text for relevant information.
Step 2: Repeat Step 1 for Questions 2, 3 and 4. Set a time limit for
pupils to do the task independently.
Step 3: Get pupils to swap books with their partners and check the Whole class
answers before checking as a class. Have students read the
sentences in the reading text that help them find the correct Pair work
information.
Step 4: Invite some pairs to take turns asking and answering the
questions.
PRODUCTION
10 minutes
a. Goal: To complete four sentences about someone’s school things by writing the target
words in the gaps with the help of picture cues.
b. Input: Two picture cues and four gapped sentences to complete
c. Outcome: As goal
d. Step 1: Tell pupils the goal of the activity. Explain that they have Whole class
Procedure: to read the four incomplete sentences and fill in the gaps with
specific information about someone’s school things and their
locations.
Step 2: Have pupils do the first gapped sentence together as an Whole class
example. Ask them to read the sentence and elicit the school
things. Then have them write the answer, e.g. crayons in the gap. Individual
Step 3: Give pupils time to complete the sentences independently. work
Go around the classroom and offer help if necessary. Pair work
Step 4: Get pupils to swap their books with a partner and check
their answers before checking as a class.
PRODUCTION
8 minutes
a. Goal: To present their group’s pictures of study corners to the class by using the target
language.
b. Input: Pictures of study corners drawn by pupils at home
c. Outcome: As goal
d. Step 1: Tell pupils about the goal of the activity. Explain that they Whole class
Procedure: have to look at their group’s pictures of study corners and tell the
class about the locations of school things.
Step 2: Have pupils work in groups of three. Each pupil looks at Individual
his/ her picture and talks about the locations of their school things work
in the picture.
Step 3: Invite a representative from each group to tell the class
about their group's pictures.
Game: Missing cards (ppt): Prepare pictures related to the topic
“In our classroom”. Explain how to play the game.
- Divide the class into four groups. Take turns sticking four cards
on the board, for example, a glue stick, a crayon, a notebook, a
pencil. Group work
- Ask the first group to look at the cards and name the things
illustrated on the cards. Ask the group to close their eyes for 10
seconds, then take out a card from the set, e.g. a pencil. Then let
pupils open their eyes and say out the word for that card. Each
group plays two or three sets.
- Stick sets of flashcards/ pictures on the board
Comment: .........................................................................................................................………

Teaching time: 09/12 – 13/12/2024
UNIT 9: OUR OUTDOOR ACTIVITIES
Lesson 1 - Period 1
I. OBJECTIVES:
Language: understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering about where someone was in the past; correctly
say the words theatre, aquarium, campsite, funfair and use Were you at the ___
yesterday? - Yes, we were. / No, we weren’t. to ask and answer questions about
where someone was in the past; use Were you at the _____ yesterday? - _______ in
a freer context; use the words theatre, aquarium, campsite, funfair in relation to the
topic “Our outdoor activities”.

competencies
General Critical thinking and creativity: learn how to ask and answer questions about where
competences: someone was in the past correctly and fluently.
Communication and collaboration: work in pairs and groups to complete the
learning tasks.
Self-control & independent learning: perform listening tasks.
Attributes: Show their love and interest in outdoor activities.

Show their knowledge of doing outdoor activities safely.
II.RESOURCE Student’s book Page 62. Audio Tracks 86,87. Teacher’s guide Pages 141,143,144.
MATERIAL:
III. Pupils’ Not
WARM UP: 5 minutes
a. Goal: To revise the phrases about places.
b. Game: Matching game
Procedure: Step 1: Tell the class they are going to match the phrases with the correct pictures.
Step 2: Stick the pictures and the phrases on the board. Have pupils read the
phrases once or twice. Model the Picture 1. Have one pupil choose a phrase
suitable with Picture 1.
EXPLORATIONS: 5 minutes
focusing on asking and answering about where someone was in the past.
b. Input: Contexts a,b
c. Outcome: As Goal
d. Step 1: Have pupils look at Pictures a and b and identify the Whole class
Procedure: characters. Let them answer the questions
Step 2: Ask pupils to look at Picture a. Play the recording of the
first dialogue for them to listen. Play the recording again, sentence Whole class
by sentence, for pupils to listen and repeat
Step 3: Invite a few pairs to listen to and repeat the sentences. Pair work
Step 4: Draw their attention to the question and the answer.
Explain that were is used with you, we,they. Tell pupils that the Whole class
question and answer are about where someone was in the past.

a. Goal: To correctly say the words theatre, aquarium, campsite, funfair and use Were you
at the ___ yesterday? - Yes, we were. / No, we weren’t. to ask and answer
questions about where someone was in the past.
b. Input: - Picture and word cues/ - Speech bubbles
c. Outcome: As goal
d. Step 1: Have pupils look at the pictures and elicit the words Whole class
Procedure: theatre, aquarium, campsite and funfair. Have the class repeat the
words.
Step 2: Have pupils point at Picture a, listen to the recording and
repeat the words theatre and yes. Whole class
Step 3: Point at the first speech bubble and have pupils listen and
repeat the question Were you at the theatre yesterday? Then have
them point at the second speech bubble, listen to the recording and
repeat the answer Yes, we were. until they feel confident. Explain
that they are a question and an answer about where someone was Whole class
yesterday.
Step 4: Have pupils work in pairs and practise asking and Pair work
answering the question. Draw pupils’ attention to the uses of were
after we in positive answers and weren’t in the negative
Step 5: Invite a few pairs to saying the questions and answers.
PRACTICE: 8 minutes
a. Goal: To use Were you at the ___ yesterday? - Yes, we were. / No, we weren’t in a freer
context.
b. Input: - Picture cue / - Speech bubbles
c. Outcome: As goal
d. Step 1: Draw pupils’ attention to the pictures and say the words Whole class
Procedure: they have learnt. Ask questions to help them identify the contexts
(see Input).
Step 2: Have pupils look at the first bubble. Read the question
aloud and ask pupils to repeat it. Explain that they should fill in the Pair work
gap with the places they have learnt. Ask them to look at the
second bubble and identify what the answer should be (Yes, we
were. / No, we weren’t.) and write it on the board. Get pupils to say
the answer several times in chorus.
Step 3: Set a time limit for pupils to work in pairs, point at the
pictures, ask and answer. Step 4: Invite a few pairs to point at the
pictures, ask and answer questions in front of the class.
Game: Game: Pass the card: Have pupils stand in two lines.
- Give a pupil of each group a card. Play music. Ask the pupil to Whole class
pass the card to the next one. Stop music. Ask the pupil holding the
card to ask a question. Invite another pupil to answer the question.
Comment: .........................................................................................................................…..

tuần 13+14 global g5

Uploaded by

Copyright:

Available Formats

tuần 13+14 global g5

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

tuần 13+14 global g5

Uploaded by

Copyright:

Available Formats

Nguyen Ba Ngoc Primary school TEACHING PLAN

Teacher: Nguyen Thi Thanh Huong – Grade 5 WEEK 13

UNIT 7: OUR FAVOURITE SCHOOL ACTIVITIES!

Core teamwork, work standards, communication

UNIT 8: IN OUR CLASSROOM

Core teamwork, work standards, communication

Nguyen Ba Ngoc Primary school TEACHING PLAN

UNIT 8: IN OUR CLASSROOM

Core teamwork, work standards, communication

Nguyen Ba Ngoc Primary school TEACHING PLAN

UNIT 8: IN OUR CLASSROOM

KNOWLEDGE CONSTRUCTION: 10 minutes

Core teamwork, work standards, communication

Nguyen Ba Ngoc Primary school TEACHING PLAN

UNIT 8: IN OUR CLASSROOM

Core teamwork, work standards, communication

Nguyen Ba Ngoc Primary school TEACHING PLAN

Core teamwork, work standards, communication

Nguyen Ba Ngoc Primary school TEACHING PLAN

Core teamwork, work standards, communication

Attributes: Show their love and interest in outdoor activities.

KNOWLEDGE CONSTRUCTION: 10 minutes

You might also like