Giáo án Tiếng Anh 5 - Week 8 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 8 - Năm học 2024-2025

1. Week: 08 Date of planning: 26/10/2024 Period: 29 Date of teaching: 28/10 – 01/11 UNIT 5: MY FUTURE JOB Lesson (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the ssentences in two communicative contexts focusing on asking and answering questions about jobs and someone’s future job; - use the words firefighter, reporter, gardener and writer and the sentence patterns What would you like to be in the future? and I’d like to be a ________. to ask and answer questions about someone’s future job; - use What would you like to be in the future? – I’d like to be a ____. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone’s future jobs 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. 3. Attributes - Show their love and interest in a certain job in the future. II. MATERIALS - Pupil’s book: Page 34 - Audio tracks 45, 46 - Teacher’s guide: Pages 75, 76, 77 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the previous lesson by playing a game. b. Content - Let’s play the Quiz game. c. Expected outcomes - Pupils can say the jobs correctly based on the given cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Play the Quiz game. - Spend a few minutes revising - Listen to the teacher’s the previous lesson by playing instructions. the Quiz game. - Divide the class into teams. - Listen and raise your - T reads the quizzes. hands to get the chance - The faster team can give the to answer. answer.
2. - T adds points to the team. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s future job. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s future job. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 45) Step 1: Ask pupils to look at - Pupils look at Pictures a – Context a: Pictures a and b, and identify and b and identify the Linh and Bill in Linh’s characters in the pictures. living room. A photo of the characters and other Linh’s parents details. Draw pupils’ attention on the wall to the thought bubble and let Linh: That’s my father. them guess the job that Linh is - Pupils look at Picture a Bill: What’s his job? thinking about. and listen to the Linh: He’s a doctor. Step 2: Ask pupils to focus on recording. Bill: Cool! Picture a. Play the recording – Context b: Linh and Bill talking for them to listen to the entire about future jobs. Link conversation several times. thinking of being a Step 3: Play the recording - Pupils listen to the doctor in again, sentence by sentence, recording again and the future for pupils to listen and repeat repeat individually and/ Bill: What would you like individually and in chorus. or in chorus sentence by to be in the future? sentence. Correct their pronunciation Linh: I’d like to be a - Pairs of pupils come to where necessary. Repeat the doctor, too. the front of the classroom same procedure with Picture to listen to and repeat the b. sentences in the Step 4: Invite a few pairs to recording. stand up, listen and repeat the - Pupils pay attention to the question and the sentences in the recording. answer. Pupils listen to Check their pronunciation, the teacher’s explanation. provide corrections and offer feedback where necessary.
3. Step 5: Direct pupils’ attention to the question What would you like to be in the future? and the answer I’d like to be a doctor. Explain that this is about someone’s future job. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words firefighter, reporter, gardener and writer and use sentence patterns What would you like to be in the future? – I’d like to be a _______ . to ask and answer questions about someone’s future job. b. Content - Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the given words and use sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer questions about someone’s future job. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 46) Step 1: Have pupils point at - Pupils point at Picture – Picture and word Picture a, listen to the a, listen to the recording cues: recording and repeat the word and repeat the word. a. a firefighter Pupils follow the saving a person from a firefighter. Repeat the same teacher’s instructions fire and the word procedure with Pictures b, c with the other three firefighter underneath and d. Have the class repeat pictures. Pupils repeat the b. a reporter the words a few times. words a few times. reporting the news in the Step 2: Point at the question street and the word pattern What would you like to reporter underneath be in the future? Read it aloud c. a gardener - Pupils listen and repeat working in a garden and and have pupils repeat it after the recording. the word gardener several times. Repeat the Pupils look at Picture a underneath procedure with the answer and listen and repeat after d. a writer working pattern I’d like to be a the recording. Pupils at his desk and the word _______. follow the teacher’s writer underneath Step 3: Point at Picture a and instructions with the – Speech bubbles: other three pictures. What would you like to have pupils listen and repeat be in the future? I’d like after the recording What - Pupils work in two groups to take turns to be a . would you like to be in the repeating the question Audio script: future? – I’d like to be a a. firefighter b. reporter
4. firefighter. Repeat the same and the answer in Picture c. gardener d. writer procedure with Pictures b, c a until they feel a. and d. confident. Pupils follow A: What would you like the teacher’s instructions to be in the future? Step 4: Divide the class into with other three pictures. B: I’d like to be a two groups to take turns firefighter. repeating the question and the - Pupils work in pairs to b. answer in Picture a until they practise asking and A: What would you like feel confident. Repeat the same answering the question, to be in the future? procedure with Pictures b, c using speech bubbles and B: I’d like to be a and d. Pictures a, b, c and d. reporter. Step 5: Put pupils in pairs and c. have pairs practise asking and A: What would you like answering questions using the - Pairs of pupils point at to be in the future? pictures. Invite a few pairs to the pictures and say the B: I’d like to be a point at the pictures and say Questions & Answers in gardener. the questions and answers in front of the class. d. A: What would you like front of the class. Give to be in the future? corrections and feedback B: I’d like to be a writer. where necessary e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To correctly use the words for jobs in Act 2 and sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer questions about someone’s future job in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can correctly use the words for jobs and sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer questions about someone’s future job in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Direct pupils’ - Pupils look at the – Picture cue: A job fair attention to the phrase Job fair phrase Job fair in the at a school where the picture and guess the in the picture. Have them pupils are wearing the meaning of the phrase. uniforms and guess the meaning of the Pupils answer what jobs phrase. Ask them what jobs thay can find in the accessories of different they can find in the picture. picture. jobs. Step 2: Read the question in – Speech bubbles:
5. the speech bubble aloud and What would you like to ask pupils to repeat it. Ask - Pupils look at the be in the future? pupils to look at the second bubbles to understand _______. how the sentence pattern bubble and guess what the is used. Suggested answers: answer should be. Give an What would you like to example answer, e.g. I’d like - Pupils role-play to be in the future? – I’d to be a doctor. Get pupils to practise asking the like to be a taxi driver / a repeat the question and answer questions and giving firefighter / a reporter / a several times. their answers in pairs, doctor. Step 3: Have some pairs using the picture cue. practise asking and answering questions about the jobs in the picture. Go around the classroom to observe and provide help. Step 4: Invite some pairs to - Pairs of pupils practise practise asking the question asking and answering and giving the answer in front questions in front of the of the class. Give corrections class. and feedback where necessary. Encourage them to talk about the jobs that they know and would like to do in the future. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Preparation for the project: Ask pupils to prepare for the project on page 39 by doing a survey about the future jobs that their classmates would like to be in the future and the reasons why they would like to do the job. Ask pupils to do the survey during the time they learn Unit 5 so that they can present a report at Project time. * Option 1: Game: Pass the balls (ppt) - Give two different colored balls to two pupils, one ball (ask the question) and another one (answer the question). - Ask pupils to listen to music and pass the balls. - Stop music suddenly. Have one pupil ask, the other answers the question. - Repeat the game several times. * Option 2: Game: Number race - Divide the class into two groups. Each group has five pupils. - Give each pupil in one group a number so that each group has equal numbers. - Ask the questions, e.g. “What would you like to be in the future? and allow time for pupils to think. Then call out a number, have pupils with that number from each group stand up and shout out the answers, e.g. “I .”. Praise and give points for the groups. - The group with more points wins the game.
6. Week: 08 Period: 30 UNIT 5: MY FUTURE JOB Lesson 1 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand four communicative contexts in which speakers ask and answer questions about people’s future jobs and number the pictures; - complete the target sentence patterns about future jobs with the help of picture cues; - listen to and complete the song What would you like to be in the future? and to sing it with the correct pronunciation, rhythm and melody. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening and reading tasks. 3. Attributes - Show their interest in future jobs. II. MATERIALS - Pupil’s book: Page 35 - Audio tracks 47, 48 - Teacher’s guide: Pages 78, 79, 80 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives To say correctly the sentence structure: I’d like to be a ________. to talk about someone’s future job. b. Content - Quiz about jobs c. Expected outcomes - Pupils can correctly say the sentence structure: I’d like to be a ________. to talk about someone’s future job. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Quiz - Ask students to take out a - Take out a piece of Sentence structures: piece of paper. paper. I’d like to be a _______. - Ask pupils to look at the - Read and write the picture, read the quiz and write correct answer in order. the answer on the paper in 20 1. firefighter seconds. 2. writer - After answering all the 3. gardener quizzes, the teacher asks pupils 4. teacher
7. to exchange the paper with 5. reporter their friends and check the 6. driver answer. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives To listen to and understand four communicative contexts in which characters ask and answer questions about people’s future jobs, and number the pictures in the order. b. Content - Activity 4. Listen and number. c. Expected outcomes - Pupils can understand four communicative contexts in which speakers ask and answer questions about people’s future jobs and number the pictures according to what they hear. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and number. (Track 47 ) Step 1: Have pupils look at - Pupils look at Activity Picture cues: Activity 4. Ask them How 4 and answer the a. a male gardener many pictures are there? and questions. Pupils follow growing flowers in a What job can you see in each the teacher’s instructions. garden picture? Ask pupils further - Pupils listen to the b. a female writer writing questions to elicit information recording of the first something at her desk about the people in the dialogue and follow the c. a female reporter pictures, such as What’s he or teacher’s instruction. reporting the news she doing? and Where is he or - Pupils listen to the outdoors she? Encourage pupils to say, recording of the other d. a male firefighter at a for example, The man in dialogues and do the fire Picture a is planting some task. Audio script: flowers. He’s in - Pupils work in pairs to 1. a garden. He’s a gardener. check their answers. A: What would you like Explain that they will write - Pupils check the to be in the future? numbers 1 – 4 next to the answers as a class. B: I’d like to be a pictures reporter. 2. to put them in the correct order. A: In the future, what Step 2: Play the recording of would you like to be? the first dialogue. Ask pupils to B: Umm, I’d like to be find the correct picture and a gardener. write number 1 in the box. 3. Check their answers and give A: Would you like to be feedback. a firefighter in the Step 3: Play the recording of future? the other dialogues. Ask pupils B: A firefighter? No, I to work individually, then work wouldn’t. I’d like to be a in pairs to check each other’s writer. answers. Go around the class 4.
8. and give support if necessary. A: What would you like Step 4: Check the answers as a to be in the future? class. Correct the answers, if B: I’d like to be a necessary. firefighter. What about you? A: I’d like to be a firefighter, too. Key: 1. c 2. a 3. b 4. d e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete the target sentence patterns about future jobs with the help of picture cues. b. Content - Activity 5. Read and complete. c. Expected outcomes Pupils can complete the target sentence patterns about future jobs with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Ask pupils to look at - Pupils look at the Four picture cues the pictures and identify the showing different jobs pictures and identify the jobs jobs that the characters and four gapped that are doing or thinking exchanges with the target the characters are doing or about. Pupils answer the sentences to complete thinking about. Ask questions teacher’s questions. Key: such as Look at Question 1. - Pupils look at the four 1. gardener What’s the person in the incomplete exchanges. 2. writer picture doing? Is she planting - Pupils follow the 3. to be; firefighter flowers? Where is she? What’s teacher demonstrating the 4. would you like; her job? Elicit the words Question 1. reporter gardener, writer, firefighter - Pupils complete the and reporter for Questions 1 – other questions 4. individually. Pupils swap Step 2: Have pupils read the books with a partner and sentence in Question 1. Ask check their answers them what is missing in the before checking as a sentence, for example, a job. class. Pupils answer the Ask them to complete the gap questions to explain their by finding the information from answers. the picture above the sentence. - Some pupils read the Give the correct answer sentences and exchange (gardener). them aloud. Step 3: Ask pupils to complete the other questions in the same
9. way individually, then to check their answers in pairs. Go around the classroom and give support if necessary. Ask questions to help pupils explain their answers. For example, for Question 3 ask How do you know the answer is “firefighter”? – Because he’s wearing the uniform of a firefighter, and there’s a fire. Step 4: Ask some pupils to read the sentences and exchanges aloud. Give feedback and corrections if necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives -To listen to and complete the song What would you like to be in the future? and to sing it with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Listen, complete and sing. c. Expected outcomes - Pupils can complete the lyrics and sing the song What would you like to be in the future? with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 48) Step 1: Tell pupils that they - Pupils follow the Context: Different will listen to the song and fill teacher’s instructions. pictures of people doing in the gaps in the lyrics and - Pupils read the lyrics their jobs as a taxi driver, sing the song with the correct and guess the words to a teacher, a firefighter pronunciation, rhythm and fill in the gaps with the and a writer melody. help of the picture. Key: Step 2: Have pupils read the - Pupils listen to the song 1. firefighter lyrics and guess the words to and fill in the gaps. 2. writer fill in the gaps with the help of - Pupils listen to the 3. driver the picture. recording and practise Step 3: Have them listen to the singing the song, line by song and fill in the gaps. Play line, until they feel the recording of the gapped confident. Pupils listen to sentences twice for pupils to and sing the whole song fill in if necessary. while clapping their Step 4: Play the recording and hands. let them listen to and practise - A few groups of pupils
10. singing the song, line by line, sing the song in front of until they feel confident. Then the class. have pupils listen to and sing - Pupils change some of the whole song while clapping the words for jobs and their hands. sing the new version of Step 5: Invite a few groups to the song. the front of the class to sing the song. The class may sing along and clap to reinforce the activity. Extension: Encourage pupils to change some of the words for jobs and sing the new version of the song. e. Assessment - Performance products: Pupils’ interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Roll the dice - Divide the class into groups of six. Have each pupil count the numbers from one to six. - Ask a pupil from each group to roll the dice to choose a pupil asking the question. - Have that pupil ask the question and invite another pupil of the group to answer the question about future jobs. E.g. Pupil A: What would you like to be in the future? Pupil B: I’d like to be a ______. - The pupil who gives the correct answers will continue rolling the dice. * Option 2: Game: Spin the wheel (ppt) - Divide the class into 2 teams. - Each team takes turns to choose the number and answer the question. - Check the answer with the whole class. - If pupils give the correct answer, they can spin the wheel and get the points. - The team with more points is the winner. Week: 08 Period: 31 UNIT 5: MY FUTURE JOB Lesson 2 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about why someone would like to have a certain job in the future; - correctly say and use the phrases teach children, report the news, grow flowers and write stories and the sentence patterns Why would you like to be a ______ ? and Because I’d like to ________. to ask and answer questions about the reasons why someone would like to be a certain job in the future;
11. - use Why would you like to be ___? – Because I like to____. to ask and answer questions about someone’s future jobs in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about the reasons 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. 3. Attributes - Show their love and interest in a certain job in the future. II. MATERIALS - Pupil’s book: Page 36 - Audio tracks 49, 50 - Teacher’s guide: Pages 81, 82, 83 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise vocabularies b. Content - Game: Guessing game c. Expected outcomes - Pupils can remember and say the words about jobs correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Guessing game - Draw pupils’ attention to the - Pupils follow the Vocabulary: Jobs screen. teacher’s instructions. teacher – policeman- - Explain the rules of the game: - Pupils look at the gardener – firefighter – Pupils look at the clue and screen and guess what reporter – writer – guess the word is. doctor-cook 1st clue: get 3 points 2nd clue: get 2 points 3rd clue: 1 point e. Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: LOOK, LISTEN AND REPEAT (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about why someone would like to be a certain job in the future. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes
12. Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about why someone would like to be a certain job in the future. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 49) Step 1: Ask pupils to look at - Pupils look at Pictures – Context a: Pictures a and b, and identify a and b and identify the Nam and Mary talking in the characters in the pictures. characters in the pictures. their schoolyard. Mary Have them say what they can thinking of being a see in the thought bubbles. - Pupils look at Picture a doctor Step 2: Ask pupils to look at and listen to the in the future recording. Pupils listen to Nam: What would you Picture a. Play the recording of the recording again, like to be in the future? the exchange for them to listen sentence by sentence, Mary: I’d like to be a to. and repeat. doctor. Step 3: Play the recording Nam: Cool! again, sentence by sentence, - Pupils follow the – Context b: for pupils to listen and repeat teacher’s instructions. Nam and Mary talking individually and in chorus. about the reasons for - Pairs of pupils come to future jobs. Mary Correct their pronunciation the front of the classroom thinking of where necessary. Repeat the to listen to and repeat the helping people as a same procedure with Picture b. sentences in the doctor Step 4: Invite a few pairs to recording. Nam: Why would you the front of the class to listen - Pupils pay attention to like to be a doctor? and repeat the sentences in the the question and the Mary: Because I’d like to answer. Pupils listen to help people. recording. Give corrections the teacher’s explanation. and feedback where necessary. Step 5: Draw pupils’ attention to the question Why would you like to be a doctor? and the answer Because I’d like to help people. Explain that they are a question and an answer about why someone would like to be a certain job in the future. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: LISTEN, POINT AND SAY (10 minutes) a. Objectives - To correctly say the words, phrases and use sentence patterns Why would you like to be a __ ? – Because I’d like to ______. to ask and answer questions about the reasons for someone to choose a certain job in the future.
13. b. Content - Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly use the given words, the phrases and the sentence patterns Why would you like to be a ______? and Because I’d like to ______ . to ask and answer questions about the reasons why someone would like to do a certain job in the future. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 50) Step 1: Have pupils point at - Pupils point at Picture – Picture and word cues: Picture a, listen to the a, listen to the recording a. a female teacher recording and repeat the word and repeat the word and teaching children in a phrase. Pupils follow the classroom and the word teacher and the phrase teach teacher’s instructions teacher / teach children children several times. Repeat with the other three underneath the sameprocedure with pictures. Pupils repeat b. a male reporter Pictures b, c and d. Have the the words and phrases a reporting the news and class repeat the words and the few times. the word reporter / phrases. report the news Step 2: Point at the question - Pupils point at the underneath question and answer and c. a female gardener Why would you like to be a repeat them. working in a garden and ________ ? Read it aloud and the word gardener / have pupils repeat it. Follow - Pupils point at Picture grow flowers underneath the same procedure with the a, listen and repeat after d. a male writer writing answer Because I’d like to the recording. Pupils something at his desk ________ . follow the same and the word writer / procedure with the other write stories underneath three pictures. – Speech bubbles: Step 3: Point at Picture a and - Pupils work in groups Why would you like to be have pupils listen and repeat and practise asking and a __________? after the recording Why would answering the question, Because I’d like to you like to be a teacher?- using speech bubbles _______. Because I’d like to teach and Pictures a, b, c and Audio script: children. Repeat the same d. a. teacher / teach - Pairs of pupils point at children procedure with Pictures b, c the pictures and say the b. reporter / report the and d. Questions & Answers in news Step 4: Divide the class into front of the class. c. gardener / grow two groups to take turns flowers repeating the questions and the d. writer / write stories a. answers for Pictures a - d until a. they feel confident. A: Why would you like Step 5: Have pairs of pupils to be a teacher? practise asking and answering B: Because I’d like to the questions with the pictures. teach children. Invite a few pairs to point at b.
14. the pictures and say the A: Why would you like questions and the answers in to be a reporter? front of the class. Check their B: Because I’d like to report the news. pronunciation, give corrections and feedback where necessary. c. A: Why would you like to be a gardener? B: Because I’d like to grow flowers. d. A: Why would you like to be a writer? B: Because I’d like to write stories. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: LET’S TALK (8 minutes) a. Objectives - To correctly use the sentence patterns Why would you like to be a _______? - Because I’d like a ______. to ask and answer questions about the reasons why someone would like to do a certain job in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can correctly use the sentence patterns Why would you like to be a ______ ? - Because I’d like to _______ . to ask and answer questions about the reasons why someone would like to do a certain job in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils look at the – Picture cues: a group to the pictures and guess the pictures and guess the of characters doing jobs that the characters different jobs. jobs that the characters do. do. Pupils follow the – Speech bubbles: Read the question in the first teacher’s instruction. Why would you like to be speech bubble aloud and ask a / an ________ ? pupils to repeat it. Ask pupils - _______. to look at the second bubble and identify what the answer should be. Do the same with the other pair of speech bubbles. - Pairs of pupils practise Step 2: Have pairs of pupils asking and answering the
15. practise asking and answering questions about the the questions about the reasons reasons why someone why someone would like to be would like to be a certain job. a certain job. Go around the classroom and provide support when necessary. - Pupils practise asking Step 3: Invite a few pairs to and answering questions practise asking and answering in front of the class. questions in front of the class. Give corrections and feedback where necessary. - Pupils brainstorm some Extension: Encourage pupils jobs they know, such as to brainstorm some jobs they doctor, driver, pilot, know, such as doctor, driver, policeman and farmer, pilot, policeman and farmer, and say the reasons why and say the reasons why they they would like to have would like to have such jobs, such jobs, then talk in then talk in groups using the groups using the sentence patterns. sentence patterns. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) Game: Look and say - Divide the class into 2 teams: boys and girls. - Draw pupils’ attention to the questions on the screen. - In teams, they take turns to look at the picture and answer the questions. Read the question aloud and answer it. If they have the correct ones, they will get the points. - The team with more points wins the game. Week: 08 Period: 32 UNIT 5: MY FUTURE JOB Lesson 2 - Period 4 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - use listen to and understand two communicative contexts in which speakers ask and answer questions about future jobs and tick the correct pictures; - complete two conversations with the help of the picture cues; - revise the target vocabulary items through the game. 2. Competences
16. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening, reading and writing tasks. 3. Attributes - Show their interest in a certain job in the future. II. MATERIALS - Pupil’s book: Page 37 - Audio track 51 - Teacher’s guide: Pages 83, 84, 85 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the phrases teach children, report the news, grow flowers and write stories and the sentence structures Why would you like to be a _______? and Because I’d like to ______ . b. Content - Game: Lucky numbers c. Expected outcomes - Pupils can correctly say the phrases in the sentence structures Why would you like to be a _____? and Because I’d like to _______ . to ask and answer questions about someone’s future job. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Lucky numbers - Have pupils give the sentence - Pupils give the sentence There are six magnifying structures to ask and answer structures to ask and glasses with questions about someone’s answer questions about conversations and future job. someone’s future job. options to complete as - Show sets of six magnifying well as different points. glasses on the board/ slide. - Pupils follow the Why would you like to be Each magnifying glass contains teacher’s instructions. a _______? and a conversation with pictures, Because I’d like to options and different points. _______ . - Divide the class into three - Pupils work in three groups. groups. - Explain how the game is - Pupils listen to the played. Have a pair of pupils teacher’s explanation. A from each group choose a pair of pupils from each magnifying glass, choose the group chooses a correct option to complete, then magnifying glass, ask and answer questions about chooses the option, then someone’s future job. asks and answers E.g. Pupil A: Why would you questions about like to be a teacher? someone’s future job. Pupil B: Because I’d like
17. to teach children. - Give points for the group having the correct answer. - Pupils continue playing - Continue with the other the game. pupils. - Pupils praise the - The group that gets more winner. points wins. Praise the winner. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand two communicative contexts in which characters ask and answer questions about future jobs, and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can listen to and understand two communicative contexts in which characters ask and answer questions about their future jobs and tick the correct pictures according to what they hear. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 51) Step 1: Have pupils look at the - Pupils look at the – Picture cues: pictures. Ask them How many pictures, listen to the 1a. a male teacher pictures are there? in each teacher and answer the teaching children in a question and What jobs can questions. classroom you see in each picture? 1b. a male doctor Step 2: Tell pupils to look - Pupils look at the 1c. a male reporter at the pictures of Question pictures of Question 1 reporting the news 1, and they will hear a and listen to the conversation between a boy recording and identify 2a. a female gardener and girl about future jobs. Ask the correct picture then working in a garden pupils to tick the correct picture tick the correct box. 2b. a female writer that shows the boy’s future job. Pupils listen to the writing something at her Play the recording for the first recording again to do the desk conversation twice. task and check their 2c. a female dentist Step 3: Do the same with the work. checking her patient's second conversation. Ask teeth pupils to tick the correct picture - Pupils do the same with Audio script: that shows the girl’s future job. the second conversation, 1. Step 4: Ask pupils to work in listen and tick the correct A: What would you like pairs for their peer-checks. picture. to be in the future? Correct answers and give - Pupils swap books with B: I’d like to be a feedback. a partner, then check teacher. answers as a class. A: Why would you like - Pupils listen to the to be a teacher?
18. recording to check their B: Because I’d like to answers again. help children. 2. A: Would you like to be a dentist? B: No, I wouldn’t. A: What would you like to be? B: I’d like to be a writer. A: Why? B: Because I’d like to write picture books. Key: 1. a 2. b e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete the target sentence patterns in two conversations about future jobs with the help of picture cues. b. Content Activity 5. Read and complete. c. Expected outcomes - Pupils can complete the target sentence patterns about future jobs with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Ask pupils to look at - Pupils look at the Two picture cues of jobs the pictures and identify the pictures. Pupils identify and two conversations jobs of the characters. the jobs of the characters. with gaps to complete. Step 2: Have pupils read - Pupils read Key: Conversation 1. Ask them what Conversation 1 and 1. reporter; Because is missing from the gap. Have complete the gap by 2. gardener; I’d like them complete the gap by finding the clues from finding the clues from the the text and the picture. context and the picture. Repeat Pupils do the same with the same procedure with Conversation 2. Conversation 2. Step 3: Get pupils to complete the conversations individually, - Pupils complete the then ask a few pairs to read conversations them aloud. Check their individually. answers, giving corrections and - Some pairs of pupils feedback where necessary. read the conversations Step 4: Ask a few pairs to read aloud to check the the conversations aloud. Give answers. Others listen feedback and corrections if and check their answers.
19. necessary. - Pairs of pupils read the conversations aloud. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To review vocabulary about jobs by playing the game Job word bank. b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can review vocabulary about jobs. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Tell pupils that two - Pupils listen to the A board and two pieces groups are going to play the teacher’s instructions. of chalk game Job word bank within - Pupils work in groups three minutes. Have the groups of five. Two groups of five stand in two lines in stand in two lines in front front of the board. Give a piece of the board. Pupils write of chalk to the pupils at the a word for a job to front of the lines. Ask What answer the question, then would you like to be in the give the chalk to the next future? and let them write a one of the line. word for a job on the board. Encourage the first pupils to give the pieces of chalk to the next one of the line so that they continue to write words for - Which group has more jobs on the board. correct words will be the Step 2: When the time is up, winner. count the jobs that have been - Praise the winner. written correctly by each group. Reward the group with - Pupils play the game more correctly written jobs. again with some other Step 3: Play the game again groups. with some other groups. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Further practice (ppt) - Show a set of pictures of jobs and words, ask pupils to match the pictures with the name of the jobs. - Show a set of pictures about future jobs and a sentence “I’d like to grow flowers.” and ask pupils to choose the correct job (gardener)
20. - Continue until practising all the vocabulary set. Praise pupils if they perform well. * Option 2: Game: Matching game - Use pictures and cards. E.g. A picture of a teacher – I’d like to teach children. A picture of a reporter – I’d like to report the news. A picture of a gardener – I’d like to grow flowers. A picture of a writer – I’d like to write stories. - Have four pupils hold the pictures and stand in the corners of the classroom. - Give four cards of sentences to four pupils. - Ask pupils holding cards to find and match their cards with the correct pictures. - Praise the ones who finish the matching. Then ask the class to look and say the sentences aloud