Tiếng AnhLớp 5Phần 15. Unit 12: Our Tet holiday

Giáo án Lesson 3

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
ask and answer the question “Where will you go at Tet?” with “I will visit my grandparents.”
use will + base verb to talk about future plans, and form Yes/No questions with Will you…? (Yes, I will / No, I will not).
use the short form won't for will not.
identify the main verb and information words that carry stress in future sentences, such as “We will plant flowers for Tet.”
read a short text about Tet preparations and find the time, place and activity words.
make a Tet activity plan poster and describe it with will/will not.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the Tet dialogue, read a short text to find details, and write four sentences about family Tet plans.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary list (decorate, relatives, flowers, make banh chung, visit, lucky money, clean, Tet), apply will/will not and the question forms, and stress the main verb and information words in future sentences.

2. General competences

Self-control and independent learning: Ss check their own pronunciation and reading answers against the model, and complete the vocabulary and listening exercises on their own before checking with a partner.
Communication and collaboration: Ss practise dialogues in pairs and groups, take turns in the Tet activity project, and give one positive comment and one question to a classmate.
Problem-solving and creativity: Ss match vocabulary to meanings, sequence dialogue lines logically, and design a creative Tet activity poster with safe, age-appropriate tasks.

3. Personal qualities

Responsibility: Ss take a clear role in group work, finish their part of the Tet poster on time and choose only safe, age-appropriate Tet activities.
Kindness: Ss listen politely to classmates' presentations, give honest and encouraging comments, and show respect for family members' Tet traditions.

II. Resources and materials

1. Teacher

Lesson 3 textbook pages, Unit 12 (Tet dialogue, reading text, exercises and project prompt)
Audio recording or teacher's voice for the dialogue, stress examples and listening exercise 5
Projector or board with the dialogue, the reading text and the grammar box (will + base verb; Will you…? Yes, I will / No, I will not; won't)
Flashcards for the eight vocabulary items and pictures of Tet activities (cleaning, making banh chung, visiting relatives, planting a tree, decorating, giving lucky money)
Worksheet 1 and Worksheet 2 (printed for each pair or group)
Rubric for peer assessment of the project
Small bell or timer
NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/5/english/unit-12-lesson-3 (use for listening exercise 5, the stress model and the extra practice in the Fun corner)

2. Pupils

Textbook, notebook, pencil, eraser, colour pencils or crayons
A sheet of A3 or A4 paper for the Tet activity poster
Scissors and glue (optional, for cutting and sticking pictures)
Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Tet Word Chain and Review

Aims

Ss recall familiar Tet words and activities, and get ready for the new structure.

Content

Ss play a quick word chain game in teams. T says a Tet word, and each team must say a related word or activity in English within 5 seconds. Then T asks: “What do you usually do at Tet?” (Ss answer with simple sentences such as “We visit our grandparents.”)

Expected outcomes

Ss name at least five Tet words or activities in English, and two simple sentences about their usual Tet activities.

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into four teams and explains the word chain rules: each team says one Tet-related word in turn, with no repeats and a 5-second limit per turn.
T writes “Tet” in the centre of the board.
Pupils
Ss form four teams, sit in groups and listen to the rules.
Teacher
T starts the chain with “Tet”. Ss continue the chain, e.g. Tet – lucky money – flowers – relatives – visit – clean – decorate. T marks each correct word with a tick on the board.
Pupils
Ss take turns saying words, e.g. “lucky money”, “flowers”, “relatives”, “decorate”, “clean”, and check their words with their team members.
Teacher
T asks the whole class: “What do you usually do at Tet?” and calls on two or three Ss to answer.
Pupils
Ss answer in simple sentences. Expected answers: “We clean the house.” / “We visit our grandparents.” / “I give my grandma lucky money.”
Teacher
T praises the teams and writes the activity words on the board: clean, visit, make banh chung, decorate. T says: “Today we will learn how to talk about our Tet plans.”
Pupils
Ss repeat the key words after T and note them in their notebooks.

Activity 2.1: Exploration · 14 minutes

Look, Listen and Repeat: Where Will You Go at Tet?

Aims

Ss understand and use the dialogue pattern Where will you go at Tet? / I will visit my grandparents, and form Yes/No questions with will.

Content

Ss look at the dialogue on the board and listen to the model:
A: Where will you go at Tet?
B: I will visit my grandparents.
T guides Ss to notice the structure: will + base verb for future plans; Will you…? answered by Yes, I will / No, I will not; What/Where will you…? asks about activities or places; will not is shortened to won't.

Expected outcomes

Ss can repeat the dialogue with correct intonation and make two Yes/No questions with will, e.g. “Will you visit your grandparents?” – “Yes, I will.”

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the dialogue and asks: “Who is A? Who is B? What is the question about?”
T sets up pair work: Student A asks, Student B answers.
Pupils
Ss look at the dialogue, point to the questions and answers, and say: “A asks about the place. B answers with where they will go.”
Teacher
T plays the recording or reads the dialogue aloud. T asks Ss to listen and repeat in chorus, then in groups, then individually.
T models the question with rising intonation and the answer with falling intonation.
T asks: “Will you visit your grandparents?” and elicits: “Yes, I will.”
Pupils
Ss listen, repeat chorally and individually, and answer T's questions: “Yes, I will.” / “No, I will not.”
Teacher
T asks pairs to swap roles and practise the dialogue. T walks around and gives feedback. T calls two pairs to act out the dialogue in front of the class.
T asks a student: “Will you clean the house at Tet?” and waits for the answer.
Pupils
Ss practise in pairs, then two pairs perform for the class. Expected answers: “Yes, I will.” / “No, I will not. I will visit my grandparents.”
Teacher
T writes the grammar on the board:
- will + base verb: I will visit…
- Will you…? Yes, I will. / No, I will not.
- will not = won't
  T asks: “What is the base verb in ‘I will visit my grandparents’?” Ss answer: “visit”.
Pupils
Ss copy the grammar box into their notebooks and say the rules in their own words, for example: “We use will + the verb to talk about future plans.”

Activity 2.2: Exploration · 12 minutes

Listen, Point and Say: Stress in Future Sentences

Aims

Ss recognise and produce stress on the main verb and information words in future sentences.

Content

T models two sentences:

We will plant flowers for Tet.
I will clean the kitchen tomorrow.
T explains: the main verb, nouns and time words are stressed; will is usually weak in affirmative sentences; keep the rhythm between the stressed words and do not stretch every word.

Expected outcomes

Ss can say the two model sentences with correct stress and mark the stressed words in their notebooks.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the two sentences on the board with the stressed words in bold. T asks Ss to listen first and tap the desk on each stressed word.
Pupils
Ss listen carefully and tap the desk on the stressed words.
Teacher
T says each sentence twice, first with clear stress and then at normal speed. T asks Ss to repeat in chorus, then individually.
T points to each word and asks: “Is this word strong or weak?”
Pupils
Ss repeat the sentences and answer: “plant, flowers, Tet are strong; will is weak.”
Teacher
T asks pairs to say the sentences to each other and point to the stressed words. T listens and corrects common mistakes, such as stretching every word or stressing will in every sentence.
Pupils
Ss work in pairs. Student A says a sentence, Student B taps the stressed words, then they swap roles. Ss say their own sentence, e.g. “We will decorate the house with flowers.”
Teacher
T summarises: “In future sentences, stress the main verb and the information words. Will is usually weak. Keep the rhythm.” T says: “Stress can change in a sentence when we correct or compare information, but today we practise the neutral pattern.”
Pupils
Ss repeat the rule and mark the stressed words in one sentence in their notebooks.

Activity 2.3: Exploration · 14 minutes

Read Step by Step: Tet Is Coming

Aims

Ss read a short text about Tet preparations and find details about time, place and activities.

Content

Ss read the text in two stages:

First reading: find the characters and the topic.
Second reading: underline time words, places and activities, and check the question: Who will the family make banh chung with? Ss answer using the word from the text.
Text: Tet is coming. We will clean our house on Friday. On Saturday, we will make banh chung with Grandma. We will visit our relatives on New Year's Day. I will give Grandma a card. I will not stay up too late.

Expected outcomes

Ss complete Worksheet 1 and answer the key question: Who will the family make banh chung with? – Grandma.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 1 and explains the two reading stages. T asks Ss to read the text silently for the first time and find the topic.
T shows the vocabulary for reading support: relatives (họ hàng), make banh chung (gói bánh chưng), clean (dọn sạch).
Pupils
Ss read silently and answer: “The topic is Tet preparations. The family is talking about their plans.”
Teacher
T asks Ss to read again and underline time words (Friday, Saturday, New Year's Day), places (house, relatives' homes) and activities (clean, make, visit, give). T checks answers with the whole class.
T asks: “Who will the family make banh chung with?” and asks Ss to find the exact word in the text.
Pupils
Ss underline the words in pairs and answer Worksheet 1. Expected answers: time – Friday, Saturday, New Year's Day; activities – clean the house, make banh chung, visit relatives, give a card; key question – Grandma.
Teacher
T asks each pair to share one answer and explain where they found it in the text. T asks: “Where will we visit our relatives?” and waits for the answer. Expected answer: “On New Year's Day.”
Pupils
Ss report their answers and show the sentence they used as evidence. Expected answer: “Grandma – the text says we will make banh chung with Grandma.”
Teacher
T praises Ss for finding evidence in the text and reminds them: “Do not guess information outside the text. Check each question with a detail in the text.”
Pupils
Ss write the correct answers in their notebooks and say one reading tip, e.g. “Read twice and underline the key words.”

Activity 3: Practice · 15 minutes

Let's Talk and Check Vocabulary

Aims

Ss use the Tet vocabulary, listen for key information and arrange dialogue lines naturally.

Content

Exercises from the textbook:

Ex 2: Choose the word meaning “decorate” (trang trí): A. decorate; B. flowers; C. lucky money.
Ex 3: Choose the word meaning “relatives” (họ hàng): A. make banh chung; B. relatives; C. clean.
Ex 4: Match the words to their meanings: decorate – trang trí; relatives – họ hàng; flowers – hoa; make banh chung – gói bánh chưng.
Ex 5: Listen and choose the sentence you hear: A. Could you say that again, please? B. Yes, I will. C. I will visit my grandparents.
Ex 6: Use one item from the vocabulary table to complete: ______ (meaning gói bánh chưng).
Ex 7: Put the lines in order to make a natural conversation: Hello! Can we talk? / Where will you go at Tet? / I will visit my grandparents. / Thank you for telling me.
Ex 10 (picture): Look at the picture. Is the grandmother making banh chung or sweeping the floor?

Expected outcomes

Ex 2: A (decorate). Ex 3: B (relatives). Ex 4: decorate – trang trí; relatives – họ hàng; flowers – hoa; make banh chung – gói bánh chưng. Ex 5: C (I will visit my grandparents). Ex 6: make banh chung. Ex 7: Hello! Can we talk? → Where will you go at Tet? → I will visit my grandparents. → Thank you for telling me. Ex 10: making banh chung (the grandmother is sitting in front of green leaves with bánh being wrapped).

Procedure

Teacher's activities

Pupils' activities

Teacher
T reads the instructions of exercises 2–4 and asks Ss to work individually for three minutes. T reminds Ss to use the vocabulary list from the lesson.
Pupils
Ss read the instructions and complete exercises 2, 3 and 4 in their notebooks.
Teacher
T calls out the answers for exercises 2 and 3 and asks Ss to explain their choices. T plays or reads the three sentences of exercise 5 twice. T asks Ss to listen for the verb and the key words.
T guides Ss to arrange the lines in exercise 7 by asking: “What comes first in a conversation?”
Pupils
Ss give answers: 2 – A (decorate); 3 – B (relatives). Ss listen to exercise 5 and choose C. For exercise 7, Ss arrange the dialogue: Hello! Can we talk? → Where will you go at Tet? → I will visit my grandparents. → Thank you for telling me.
Teacher
T asks pairs to check exercises 4 and 6 and to say the complete sentence with make banh chung. T shows the picture for exercise 10 and asks: “What is the grandmother doing?”
Pupils
Ss check their answers with a partner and say: “The grandmother is making banh chung.” Expected answers: “making banh chung” (not sweeping the floor).
Teacher
T checks the answers quickly and asks Ss to correct any mistakes in their notebooks. T says: “Words like make banh chung are phrases; use them together.”
Pupils
Ss correct their answers and write the new phrase make banh chung in their vocabulary notebooks.

Activity 4: Application · 10 minutes

Project: Our Tet Activities

Aims

Ss plan and present their family's Tet activities using will/will not, and share their plans with a partner.

Content

Ss draw four Tet activities their family plans to do, label each with a short verb phrase, and write one sentence for each activity with will or will not. Ss tell who does each job. Model presentation: At Tet, our family will clean the house together. I will help Grandma make banh chung. We will visit our relatives on New Year's Day. My brother and I will plant a tree with our father. Safety note: choose only safe, age-appropriate tasks. Fireworks are not a child's task.
Self-check: the poster has the required items, the words match the drawing, sentences are complete and use the correct tense, and the presentation is safe.
Peer assessment (rubric): 1) product has enough information (1 point); 2) data and drawing match the introduction (1 point); 3) words, sentences and tense are correct (1 point); 4) presentation is clear and the presenter answers one question (1 point). The rubric is for the peer reviewer; the presentation is not scored automatically.

Expected outcomes

A Tet activity poster with four drawings and labels (for example: clean the house; make banh chung with Grandma; visit relatives; plant a tree with an adult), and a 4–5 sentence presentation with will/will not, followed by one answer to a classmate's question.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 2 and A4 paper. T explains the project requirements and shows the model presentation on the board. T reminds Ss to choose only safe, suitable activities.
Pupils
Ss read the model, choose four Tet activities and fill in Worksheet 2 with the activity, the person in charge and a sentence.
Teacher
T walks around, helps Ss with labels and sentences, and checks that each sentence uses will or will not correctly. T asks: “Who will do this job?” to prompt Ss to add the person's name.
Pupils
Ss draw their poster, write labels and practise their presentation with a partner. Expected sentences: “My brother and I will plant a tree with our father.” / “I will not stay up too late.”
Teacher
T asks four or five pairs to present their posters. The other Ss use the rubric to give feedback. T asks each presenter to answer one question from a classmate, e.g. “What will you do at Tet?”
Pupils
Ss present their posters in 4–5 sentences, answer one question and listen to feedback. Peer reviewers tick the rubric and give one positive comment.
Teacher
T asks Ss to share one thing they understood well and one question they still have. T gives a short Fun corner game: “Yes or No Tet quiz” (e.g. Will you visit your grandparents at Tet? Ss answer Yes, I will / No, I will not). T ends the lesson and assigns homework.
Pupils
Ss share one thing they understood, ask one question if they have one, and play the quick quiz with a partner.

Worksheets

Worksheet 1: Read Step by Step – Tet Is Coming

Read the text: Tet is coming. We will clean our house on Friday. On Saturday, we will make banh chung with Grandma. We will visit our relatives on New Year's Day. I will give Grandma a card. I will not stay up too late.

Task 1: Underline the time words in the text.
Task 2: Find and write the places and activities.

Places: ______
Activities: ______
Task 3: Answer the question.
Who will the family make banh chung with? ______
Task 4: Write the answers.
When will the family visit their relatives? ______
What will I give Grandma? ______
Will I stay up too late? (Yes, I will / No, I will not) ______

Worksheet 2: Our Tet Activities – Project Plan

Choose four safe Tet activities for your family.

Activity 1: ______ | Who will do it? ______ | My sentence: ______
Activity 2: ______ | Who will do it? ______ | My sentence: ______
Activity 3: ______ | Who will do it? ______ | My sentence: ______
Activity 4: ______ | Who will do it? ______ | My sentence: ______

Self-check:

My poster has four drawings and four labels.
My sentences use will or will not correctly.
My information matches my drawing.
My activities are safe for children.

Question for a classmate: ______

Homework

Write four sentences about your family's Tet plans using will or will not, based on your poster. For example: We will clean the house on Friday.
Ask a family member two questions with Will you…? and Where will you go at Tet? Record their answers (Yes, I will / No, I will not / I will visit…) in your notebook.
Practise the stress pattern of the sentences: We will plant flowers for Tet. I will clean the kitchen tomorrow. Record yourself and listen to your stress and rhythm.
Complete your Tet activity poster and prepare a 4–5 sentence presentation. Be ready to answer one question from a classmate next lesson.
Review the vocabulary: decorate, relatives, flowers, make banh chung, visit, lucky money, clean, Tet. Practise the lesson on the NeoEdu page: neoedu.vn/learn/5/english/unit-12-lesson-3.

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