Tiếng AnhLớp 5Phần 6. Unit 5: My future job

Giáo án Lesson 1

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
Ask and answer about future jobs with the pattern 'What would you like to be in the future?' and 'I would like to be a doctor.'
Use the vocabulary of the unit: teacher, doctor, firefighter, reporter, dentist, help people, teach children, future.
Give reasons with 'Why would you like to be a doctor?' and 'Because I would like to help people.'
Pronounce teacher and doctor with stress on the first syllable and reporter with stress on the syllable POR.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to a short recording and choose the correct sentence, read and order a dialogue, and write a short dialogue about future jobs.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the new words with correct stress, use the vocabulary of the unit, and use would like to be + a/an + job and would like to + verb correctly, with the auxiliary verb kept in questions.

2. General competences

Self-control and independent learning: Ss repeat new words and sentences on their own, check their own answers and correct their mistakes after each exercise.
Communication and collaboration: Ss work in pairs and groups to ask, answer and role-play short dialogues about future jobs, and listen to and respect their partners.
Problem-solving and creativity: Ss use the given patterns to create their own dialogues and give personal reasons for their dream jobs.

3. Personal qualities

Diligence: Ss practise the new words and patterns regularly in class and at home, and finish all tasks on time.
Responsibility: Ss take their roles seriously in pair work and group work and complete their own parts of the task.
Honesty: Ss give their own real dream jobs and personal reasons in the speaking task and do not copy the sample answers when they talk about themselves.

II. Resources and materials

1. Teacher

Laptop, projector, speakers
Flashcards or pictures of the jobs: teacher, doctor, firefighter, reporter, dentist
Audio recording for Exercise 4 (Listen and choose the sentence you hear)
Textbook English 5 (Global Success), Unit 5, Lesson 1
NeoEdu digital resource: lesson page with explanations, examples and interactive exercises, neoedu.vn/learn/5/english/unit-5-lesson-1
Worksheet No. 1 and Worksheet No. 2 (printed copies for pairs)

2. Pupils

Textbook, notebook, pencil, eraser
Small blank paper or mini whiteboard for writing answers
Ready-to-use role cards for pair work (Worksheet No. 2)

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Jobs mime game

Aims

Ss recall the names of jobs and get ready for the lesson topic My future job.

Content

T mimes a job (for example, a doctor checking a patient) and Ss guess the job in English. Ss use the question 'Are you a teacher?' or 'Is it a doctor?' before saying the answer.

Expected outcomes

Ss say the names of at least three jobs in English and make the question 'Is it a ...?' correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play a mime game! I will show you a job. Guess the job in English.' T mimes a job and gives a clue: 'Hint: You help people when they are sick.'
Pupils
Ss listen carefully and look at the mime.
Teacher
T mimes several jobs (teacher, firefighter, doctor). T asks: 'What is it?' and prompts: 'Is it a ...?'
Pupils
Ss guess aloud: 'Is it a doctor?' / 'It is a firefighter!' Ss who guess correctly come to the front to mime the next job.
Teacher
T asks: 'What jobs did you guess today?' and writes the words on the board.
Pupils
Ss say the job names they know: 'Teacher, doctor, firefighter.'
Teacher
T says: 'Good job! Today we will learn more jobs and talk about our future job.' T introduces the topic title My future job.
Pupils
Ss open their notebooks and write the title My future job.

Activity 2.1: Exploration · 9 minutes

New vocabulary and pronunciation

Aims

Ss understand the meaning of the new words and pronounce them correctly with the right stress.

Content

Look, listen and repeat: T shows flashcards of teacher (giáo viên), doctor (bác sĩ), firefighter (lính cứu hỏa), reporter (phóng viên), dentist (nha sĩ), and the phrases help people (giúp mọi người), teach children (dạy trẻ em), future (tương lai). Ss listen to the recording, repeat and then cover the meaning and say the word again. Key pronunciation points: teacher and doctor are stressed on the first syllable; reporter is stressed on POR.

Expected outcomes

Ss read and say all eight words and phrases with correct stress, and match each word with its Vietnamese meaning.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Look at the pictures. Listen and repeat.' T shows each flashcard and says the word slowly once, then at normal speed.
Pupils
Ss look at the pictures, listen and repeat the words together.
Teacher
T asks Ss to cover the meanings and say the words again. T highlights the stress: 'TEA-cher, DOC-tor, re-POR-ter.' T models the phrases as chunks: 'help people', 'teach children'. T reminds Ss not to add an extra /ə/ sound after final consonants and not to read 'to be' as one word.
Pupils
Ss work in pairs: one student says the word, the partner checks the stress and says the Vietnamese meaning. Example answers: 'Teacher – giáo viên', 'Reporter – phóng viên'.
Teacher
T calls on 3 pairs to say the words in front of the class. T asks: 'Which word is stressed on the POR syllable?'
Pupils
Pairs say the words aloud. Answer: 'Reporter is stressed on POR.'
Teacher
T summarises the key words and the stress rules on the board and gives praise to pairs who pronounced correctly.
Pupils
Ss copy the vocabulary list into their notebooks with the meanings and the stress marks.

Activity 2.2: Exploration · 8 minutes

Asking and answering about future jobs

Aims

Ss understand and use the sentence patterns to ask about and answer questions on future jobs and reasons.

Content

Listen, point and say: T models the dialogue. A: What would you like to be in the future? B: I would like to be a doctor. A: Why would you like to be a doctor? B: Because I would like to help people. Key points: would like to be + a/an + job; would like to + verb to say what you want to do; Why asks for a reason and Because starts the answer; I would can be written as I'd.

Expected outcomes

Ss can say the complete question-and-answer dialogue with the correct auxiliary verb and form the answer with Because.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the sentence patterns on the board and says: 'Listen to my dialogue and point to the sentences.' T plays the model dialogue from the recording or from the NeoEdu lesson page.
Pupils
Ss listen and point to the sentences in their textbooks.
Teacher
T asks: 'What is the structure after would like to be?' T gives the question 'Why would you like to be a doctor?' and asks Ss to complete: 'Because I would like to ...' Ss practise in pairs: one asks, one answers with a real or imagined job. T reminds Ss to keep the auxiliary would in questions.
Pupils
Ss practise in pairs. Possible answer: 'What would you like to be in the future? – I would like to be a teacher.' 'Why would you like to be a teacher? – Because I would like to teach children.'
Teacher
T asks 2 or 3 pairs to act out the dialogue in front of the class and checks the pronunciation and the structure.
Pupils
Pairs perform the dialogue. The class listens and gives feedback.
Teacher
T writes the summary on the board: 'would like to be + a/an + job; would like to + verb; Why ...? Because ...' T asks Ss to write the pattern in their notebooks.
Pupils
Ss write the key structures in their notebooks.

Activity 3: Practice · 9 minutes

Let's practise: listen, match and order

Aims

Ss practise listening, vocabulary and sentence structures through the unit exercises.

Content

Exercises from the lesson: (1) Choose the word meaning 'teacher': A. teacher; B. firefighter; C. help people. (2) Choose the word meaning 'doctor': A. reporter; B. doctor; C. teach children. (3) Match the words with the correct meanings. (4) Listen and choose the sentence you hear: A. I would like to be a doctor. B. Because I would like to help people. C. Could you say that again, please? (5) Use the word meaning 'reporter': reporter. (6) Put the turns of the dialogue in the correct order. (7) Choose the question that asks about a future job: A. What would you like to be in the future? B. Why would you like that job? C. Where would you like to work? (8) Role-play a dialogue of at least four turns, using the two questions of the unit. Worksheet No. 1 is used for Exercises 3 and 6. Worksheet No. 2 is used for the role play in Exercise 8.

Expected outcomes

Answer key: (1) A – teacher. (2) B – doctor. (3) teacher – giáo viên; doctor – bác sĩ; firefighter – lính cứu hỏa; reporter – phóng viên. (4) A – I would like to be a doctor. (5) reporter. (6) Hello! Can we talk? / What would you like to be in the future? / I would like to be a doctor. / Thank you for telling me. (7) A – What would you like to be in the future? (8) Sample dialogue: A: What would you like to be in the future? B: I would like to be a doctor. A: Why would you like to be a doctor? B: Because I would like to help people. Ss write the dialogue and say it to their partner.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's do Exercises 1 to 7 in your textbook. Work in pairs. Then we will do the role play.' T plays the audio for Exercise 4 two times. T gives out Worksheet No. 1.
Pupils
Ss open their textbooks, read the instructions and get Worksheet No. 1.
Teacher
T walks around, checks the answers of pairs and helps those who are stuck. T asks Ss to say the answer with the reason, for example: 'Doctor means bác sĩ, so the answer is B.' For Exercise 8, T gives Worksheet No. 2 and checks that each pair writes at least four turns. The scoring for Exercise 8 is: correct function of the question (1 point), two suitable answers (1 point), vocabulary and structure (1 point), clear speaking and role change (1 point).
Pupils
Ss do Exercises 1 to 7 in pairs and write the answers on Worksheet No. 1. Ss write their role-play dialogue on Worksheet No. 2 and practise it, then change roles.
Teacher
T calls on 3 pairs to read their answers for Exercises 3 and 6 and asks the class to agree or disagree. T calls 2 pairs to perform the role play.
Pupils
Pairs read their answers. Other Ss say 'I agree' or 'I think the answer is ...'. Two pairs perform the role play in front of the class.
Teacher
T checks the answer key with the whole class and corrects common mistakes, for example forgetting would in questions or copying the sample answer instead of giving their own information. T gives praise and marks.
Pupils
Ss check their answers with the key and correct their mistakes in their notebooks.

Activity 4: Application · 5 minutes

Fun corner: my dream job interview

Aims

Ss use the target language to talk about their own future job and give personal reasons in a real-life situation.

Content

Fun corner: Ss walk around the class and interview at least three classmates with the two questions of the unit: What would you like to be in the future? and Why would you like to be a ...? Ss record their classmates' answers in a small notebook table or a list. T closes the activity with a wrap-up: each S says one sentence about a classmate's future job, for example: 'Minh would like to be a firefighter because he would like to help people.'

Expected outcomes

Each S has a list of at least three classmates and their dream jobs, and says one complete sentence about a classmate using would like to be and Because.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Now it's the fun corner. Walk around and ask three classmates about their future jobs. Write down their answers.' T models one interview with a volunteer S.
Pupils
Ss listen to the model and prepare their notebooks for recording.
Teacher
T sets a time limit of 3 minutes and monitors the activity. T gently corrects pronunciation and structure during the interview.
Pupils
Ss move around the class, ask and answer questions. Example answers: 'I would like to be a dentist because I would like to help people.' / 'I would like to be a teacher because I would like to teach children.'
Teacher
T asks 3 Ss to share one sentence about a classmate. T writes some of the sentences on the board.
Pupils
Ss say: 'Lan would like to be a reporter because she would like to tell people the news.'
Teacher
T summarises the lesson: 'Today you learned new jobs, asked about future jobs and gave reasons with Because. Remember: would like to be + a/an + job, would like to + verb, and why + Because.' T gives homework.
Pupils
Ss repeat the key sentence patterns and write the homework in their notebooks.

Worksheets

Worksheet No. 1

Exercise 1: Choose the word that means 'teacher'.

A. teacher
B. firefighter
C. help people

Exercise 2: Choose the word that means 'doctor'.

A. reporter
B. doctor
C. teach children

Exercise 3: Match the word with its meaning.

teacher ... (a. bác sĩ / b. giáo viên / c. lính cứu hỏa / d. phóng viên)
doctor ...
firefighter ...
reporter ...

Exercise 4: Listen and choose the sentence you hear.

A. I would like to be a doctor.
B. Because I would like to help people.
C. Could you say that again, please?

Exercise 5: Write the word that means 'reporter': ________

Exercise 6: Put the turns in the correct order.

What would you like to be in the future?
Thank you for telling me.
Hello! Can we talk?
I would like to be a doctor.

Worksheet No. 2

Exercise 7: Choose the question that asks about a future job.

A. What would you like to be in the future?
B. Why would you like that job?
C. Where would you like to work?

Exercise 8: Role play (at least 4 turns). Write the dialogue, then say it to your partner and change roles.

A: What would you like to be in the future?
B: ______________________
A: Why would you like to be a ______?
B: Because ______________________

Peer checklist:

Asks the right question (1 point)
Two suitable answers (1 point)
Correct vocabulary and structure (1 point)
Speaks clearly and changes roles (1 point)

Homework

Write a short dialogue of four lines about your future job, using What would you like to be in the future? and Why would you like to be ...? Use Because in the answer.
Practise saying the new words: teacher, doctor, firefighter, reporter, dentist, help people, teach children, future. Pay attention to the stress on TEA-cher, DOC-tor and re-POR-ter.
Ask one family member about their job and write one sentence in your notebook: 'My father is a ... ' or 'My mother would like to be ...'.
Review the lesson on the NeoEdu page neoedu.vn/learn/5/english/unit-5-lesson-1 and do the interactive exercises again.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.