Kế hoạch bài dạy Tiếng Anh Lớp 5 Global Success theo CV2345 - Unit 5: My future job

 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 details. 
 Linh’s parents 
 Draw pupils’ attention to the on the wall
 thought bubble and let them Linh: That’s my father.
 guess the job that Linh is - Pupils look at Picture a Bill: What’s his job? 
 thinking about. and listen to the recording. Linh: He’s a doctor. 
 Step 2: Ask pupils to focus on Bill: Cool!
 Picture a. Play the recording – Context b:
 Linh and Bill talking about 
 for them to listen to the entire 
 future jobs. Link thinking 
 conversation several times. - Pupils listen to the of being a doctor in 
 Step 3: Play the recording recording again and repeat the future
 again, sentence by sentence, for individually and/ or in Bill: What would you like to 
 pupils to listen and repeat chorus sentence by be in the future?
 individually and in chorus. sentence. Linh: I’d like to be a 
 - Pairs of pupils come to 
 Correct their pronunciation doctor, too.
 the front of the classroom 
 where necessary. Repeat the to listen to and repeat the 
 same procedure with Picture b. sentences in the recording.
 Step 4: Invite a few pairs to - Pupils pay attention to the 
 stand up, listen and repeat the question and the answer. 
 Pupils listen to the 
 sentences in the recording. 
 teacher’s explanation.
 Check their pronunciation, 
 provide corrections and offer 
 feedback where necessary.
 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. pictures. Invite a few pairs to Questions & Answers in d.
 point at the pictures and say the front of the class. A: What would you like to 
 questions and answers in front be in the future? 
 B: I’d like to be a writer.
 of the class. Give corrections and 
 feedback 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’ attention - Pupils look at the phrase – Picture cue: A job fair 
 to the phrase Job fair in the Job fair in the picture and at a school where the 
 guess the meaning of the 
 picture. Have them guess the pupils are wearing the 
 phrase. Pupils answer what 
 uniforms and accessories 
 meaning of the phrase. Ask them jobs thay can find in the 
 what jobs they can find in the picture. of different jobs.
 picture. – Speech bubbles:
 Step 2: Read the question in What would you like to be 
 in the future?
 the speech bubble aloud and ask - Pupils look at the bubbles 
 _______.
 pupils to repeat it. Ask pupils to understand how the 
 sentence pattern is used. 
 to look at the second bubble Suggested answers: What 
 and guess what the answer - Pupils role-play to would you like to be in the 
 should be. Give an example practise asking the future? – I’d like to be a 
 answer, e.g. I’d like to be a questions and giving their taxi driver / a firefighter / a 
 doctor. Get pupils to repeat the answers in pairs, using the reporter / a doctor.
 question and answer several picture cue. 
 times.
 Step 3: Have some pairs 
 practise asking and answering 
 questions about the jobs in the 
 picture. Go around the classroom 
 to observe and provide help.
 - Pairs of pupils practise 
 Step 4: Invite some pairs to 
 asking and answering 
 practise asking the question and - 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 about 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 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 
future job.
 d. Organisation
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
 Quiz
 - Ask students to take about a - Take out a piece of paper. Sentence structures:
 piece of paper. - Read and write the correct I’d like to be a _______ .
 - Ask pupils to look at the picture, answer in order.
 read the quiz and write the answer 1. firefighter
 on the paper in 20 seconds. 2. writer
 - After answering all the quizzes, 3. gardener
 teacher asks pupils to exchange 4. teacher
 the paper with their friends and 5. reporter
 check the answer. 6. driver
 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 the characters are doing or thinking about. Pupils target sentences to 
 thinking about. Ask questions answer the teacher’s complete 
 such as Look at Question 1. questions. Key: 
 What’s the person in the picture - Pupils look at the four 1. gardener 
 doing? Is she planting flowers? incomplete exchanges. 2. writer 
 Where is she? What’s her job? 3. to be; firefighter 
 Elicit the words gardener, writer, - Pupils follow the teacher 4. would you like; reporter
 firefighter and reporter for demonstrating the Question 
 Questions 1 – 4. 1.
 Step 2: Have pupils read the 
 sentence in Question 1. Ask them 
 what is missing in the sentence, - Pupils complete the other 
 for example, a job. Ask them to questions individually. 
 complete the gap by finding the Pupils swap books with a 
 information from the picture partner and check their 
 above the sentence. Give the answers before checking as 
 correct answer (gardener). a class. Pupils answer the 
 Step 3: Ask pupils to complete questions to explain their 
 the other questions in the same answers.
 way individually, then to check - Some pupils read the 
 their answers in pairs. Go around sentences and exchanges 
 the classroom and give support if aloud.
 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 will - Pupils follow the Context: Different pictures 
 listen to the song and fill in the teacher’s instruction. of people doing their jobs 
 gaps in the lyrics and sing the - Pupils read the lyrics and as a taxi driver, a teacher, a 
 song with the correct guess the words to fill in firefighter and a writer - Explain the rules of the game: reporter – writer – doctor-
 Pupils look at the clue and guess - Pupils look at the screen cook
 • 1st clue: get 3 points and guess what the word is. 
 • 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
 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 a – Context a:
 Pictures a and b, and identify the and b and identify the Nam and Mary talking in 
 characters in the pictures. Have characters in the pictures. their schoolyard. Mary 
 them say what they can see in the thinking of being a doctor 
 thought bubbles. - Pupils look at Picture a in the future
 and listen to the recording. Nam: What would you like 
 Step 2: Ask pupils to look at Pupils listen to the to be in the future?
 recording again, sentence Mary: I’d like to be a 
 Picture a. Play the recording of 
 by sentence, and repeat. doctor.
 the exchange for them to listen Nam: Cool!
 to. - Pupils follow the 
 teacher’s instructions. – Context b:
 Step 3: Play the recording Nam and Mary talking 
 again, sentence by sentence, for - Pairs of pupils come to about the reasons for future 
 pupils to listen and repeat the front of the classroom jobs. Mary thinking of 
 to listen to and repeat the helping people as a doctor
 individually and in chorus. 
 sentences in the recording. Nam: Why would you like 
 Correct their pronunciation - Pupils pay attention to the to be a doctor?
 where necessary. Repeat the question and the answer. Mary: Because I’d like to 
 same procedure with Picture b. Pupils listen to the help people.
 teacher’s explanation.
 Step 4: Invite a few pairs to the 
 front of the class to listen and 
 repeat the sentences in the 
 recording. Give corrections and 
 feedback where necessary. the same procedure with Pictures - Pairs of pupils point at the Audio script:
 b, c and d. pictures and say the a. teacher / teach children
 Questions & Answers in b. reporter / report the news
 Step 4: Divide the class into two front of the class. c. gardener / grow flowers
 groups to take turns repeating the d. writer / write stories a.
 questions and the answers for a.
 Pictures a - d until they feel A: Why would you like to 
 confident. be a teacher? 
 B: Because I’d like to teach 
 Step 5: Have pairs of pupils children.
 practise asking and answering 
 b.
 the questions with the pictures. A: Why would you like to 
 Invite a few pairs to point at the be a reporter? 
 pictures and say the questions B: Because I’d like to 
 and the answers in front of the report the news. 
 class. Check their 
 pronunciation, give corrections c.
 A: Why would you like to 
 and feedback where necessary. 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 to - Pupils look at the pictures – Picture cues: a group of 
 the pictures and guess the jobs and guess the jobs that the characters doing different 
 characters do. Pupils follow jobs.
 that the characters do. Read the 
 the teacher’s instruction. – Speech bubbles:
 question in the first speech 
 bubble aloud and ask pupils to