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Giáo án Tiếng Anh 5
Tiếng AnhLớp 5Phần 6. Unit 5: My future job

Giáo án Lesson 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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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: 'Why would you like to be a doctor?' – 'Because I would like to help people.'
  • use 'would like to be + a/an + job' and 'would like to + verb' to talk about future jobs
  • pronounce the first-syllable stress in 'teacher' and 'dentist' correctly
  • read a short text and find the future job of Binh (teacher)
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the dialogue, read the text for specific information, interview classmates or role-play three characters, and write 4–5 sentences reporting the results.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary teacher, doctor, firefighter, reporter, dentist, help people, teach children, future; use 'Why' questions with 'Because' answers; apply the first-syllable stress rule to teacher and dentist; and use the contracted form I'd.

2. General competences

  • Self-control and independent learning: Ss check their own pronunciation by clapping the stress and self-correct after the model, and prepare their survey questions before the project.
  • Communication and collaboration: Ss work in pairs and groups to ask and answer about future jobs, give peer feedback with a 'one thing I understood and one question' comment, and share their survey results.
  • Problem-solving and creativity: Ss sort dialogue lines, choose the correct answers in quizzes, and create their own survey results and reasons for future jobs.

3. Personal qualities

  • Diligence: Ss practise the dialogue and stress patterns at home every day and complete all tasks on time.
  • Responsibility: Ss complete their role in group work, record their survey data accurately, and do not decide anyone's future job for them.
  • Kindness: Ss listen politely to their classmates' dreams, give respectful and encouraging feedback, and share their results honestly and safely.

II. Resources and materials

1. Teacher

  • Flashcards or pictures of: teacher, doctor, firefighter, reporter, dentist
  • Projector or interactive board, speakers, audio of the dialogue and the stress pattern
  • Worksheet No. 1, Worksheet No. 2, Worksheet No. 3 (printed for each group)
  • Survey table (Name – Future job – Reason) written on the board
  • Rubric for the project (4 criteria, 1 point each)
  • NeoEdu online lesson (interactive exercises): neoedu.vn/learn/5/english/unit-5-lesson-3

2. Pupils

  • English notebook, pencils, coloured pens
  • Worksheet No. 1, Worksheet No. 2, Worksheet No. 3
  • Small cards for matching and sentence ordering (optional)
  • Blank sheets of paper or card for the project poster

III. Procedures

Activity 1: Warm-up and review · 6 minutes

Jobs Chain Game

Aims

Ss activate the vocabulary of jobs and recall the structure 'would like to be' before the new lesson.

Content

T shows flashcards of five jobs (teacher, doctor, firefighter, reporter, dentist) and plays a chain game: each S looks at a picture, says 'I would like to be a ...', and the next S repeats the previous sentence and adds a new one.

Expected outcomes

Ss say at least five job names correctly and use 'I would like to be a/an + job' in a chain of sentences.

Procedure

  1. Teacher

    T introduces the game: 'We will make a chain. Look at the picture, then say: I would like to be a ... Remember the sentence before you.' T models with 'I would like to be a teacher.'

    Pupils

    Ss listen carefully and look at the flashcards.

  2. Teacher

    T shows the flashcards one by one and monitors the chain, giving help when Ss forget a word.

    Pupils

    Ss take turns. Ex: S1: 'I would like to be a doctor.' S2: 'She would like to be a doctor. I would like to be a teacher.' S3: 'I would like to be a dentist.'

  3. Teacher

    T asks: 'Which job do you like most? Why?' and accepts short answers.

    Pupils

    Possible answers: 'I like the doctor because I want to help sick people.' / 'I like the teacher because I like children.'

  4. Teacher

    T writes the five jobs on the board and says: 'Today we will learn how to ask and answer about the reason for a job.'

    Pupils

    Ss copy the words into their notebooks and repeat the new topic: 'My future job'.

Activity 2.1: Exploration · 16 minutes

Look, Listen and Repeat: Why Would You Like to Be a Doctor?

Aims

Ss understand the meaning and form of the key sentence pattern 'Why would you like to be...?' and 'Because I would like to...', and use it in a natural dialogue.

Content

T presents a picture of Lan and a doctor, plays the dialogue, models the sentences, and explains: 'would like to be + a/an + job' (to say the job wanted); 'would like to + verb' (to say the action wanted); 'Why' asks for a reason; 'Because' begins the answer; 'I would' can be shortened to 'I'd'. Ss practise in pairs and then role-play the dialogue.

Expected outcomes

Ss repeat the dialogue with correct rhythm and intonation, and make at least two new pairs of questions and answers using 'Why would you like to be a ...?' and 'Because I would like to ...'.

Procedure

  1. Teacher

    T shows the picture and asks: 'What is Lan's job in the future?' T plays the dialogue: 'A: Why would you like to be a doctor? B: Because I would like to help people.' T asks: 'Who asks the question? Who answers?'

    Pupils

    Ss look and listen. Possible answers: 'Lan wants to be a doctor.' / 'A asks, B answers.'

  2. Teacher

    T models each line, Ss repeat in chorus, then in groups, then individually. T writes the grammar on the board: 'would like to be + a/an + job', 'would like to + verb', 'I would → I'd'. T asks concept checks: 'Is 'would like' about the past or the future?' 'Can we say 'Why would you like to be a doctor?' with 'Why did you...'?'

    Pupils

    Ss repeat and answer concept checks. Possible answers: 'It is about the future.' / 'No, we use 'would you like' here.'

  3. Teacher

    T asks pairs to practise the dialogue with the substitution: 'teacher / dentist / firefighter / reporter' and 'help people / teach children'. T calls two pairs to perform in front of the class.

    Pupils

    Pairs practise. Possible sentences: 'Why would you like to be a teacher? – Because I would like to teach children.' / 'Why would you like to be a firefighter? – Because I'd like to help people.'

  4. Teacher

    T summarises the pattern on the board and checks understanding with a quick question: 'What do we say after Why?'

    Pupils

    Ss answer: 'We say the reason with Because.' Ss write the pattern in their notebooks.

Activity 2.2: Exploration · 10 minutes

Listen, Point and Say: Stress in Teacher and Dentist

Aims

Ss recognise and practise first-syllable stress in the words teacher and dentist within a sentence.

Content

T shows the word cards: teacher – TEA-cher; dentist – DEN-tist. The capital letters are only a guide, not spelling. T explains: the stressed syllable is longer, louder and a little higher; the other syllable is lighter. T claps the stressed beat and says the words in the sentences: 'My aunt is a dentist.' 'I would like to be a teacher.'

Expected outcomes

Ss clap or tap the stressed syllable correctly in both words and say both sentences with the correct stress.

Procedure

  1. Teacher

    T says 'teacher' and 'dentist' twice, asks Ss to listen and point to the picture of the correct word.

    Pupils

    Ss listen and point to the correct picture.

  2. Teacher

    T claps on the first syllable (clap–clap–soft) and asks Ss to clap with T. Then Ss repeat the words and clap. T plays the audio of the two sentences and Ss tap the stress.

    Pupils

    Ss clap and say: 'TEA-cher', 'DEN-tist'. Ss tap on the desk on the stressed syllable in the sentences: 'My aunt is a DEN-tist.' 'I would like to be a TEA-cher.'

  3. Teacher

    T asks a few Ss to say the sentences alone, and corrects if they give equal stress to all syllables.

    Pupils

    Ss say the sentences. Possible answer: 'My aunt is a dentist.' (stress on DEN)

  4. Teacher

    T reminds the class: 'Stress the first syllable, make the other lighter. Do not read all syllables the same.'

    Pupils

    Ss write the words and mark the stress in their notebooks: TEA-cher, DEN-tist.

Activity 2.3: Exploration · 12 minutes

Read and Find: Binh's Future Job

Aims

Ss read a short text for specific information and answer a question using one English word, without guessing beyond the text.

Content

Ss read the text in Worksheet No. 1. First reading: find the characters and the topic. Second reading: underline words about time, place and activities, and match the question with the details. Then Ss answer: 'What job does Binh want?'

Expected outcomes

Ss answer 'teacher' and explain by pointing to the sentence 'I would like to be a teacher.' in the text.

Procedure

  1. Teacher

    T distributes Worksheet No. 1 and asks: 'Who is the text about? What is the topic?' Ss read once quickly.

    Pupils

    Ss read and answer: 'It is about Binh and Lan. It is about future jobs.'

  2. Teacher

    T asks Ss to read again and underline the important details, then work in pairs to match the questions with the details. T walks around and helps.

    Pupils

    Ss underline: 'I would like to be a teacher.' 'I like helping young children.' Pairs answer the questions on the worksheet.

  3. Teacher

    T calls on pairs to read their answers aloud. T asks: 'Which sentence gives the answer?'

    Pupils

    Possible answers: 'Binh wants to be a teacher.' 'The sentence is: I would like to be a teacher.' 'Lan wants to be a doctor.'

  4. Teacher

    T emphasises: 'Answer from the text. Do not guess information that is not in the text.'

    Pupils

    Ss write the answer on the worksheet: teacher.

Activity 3: Practice · 14 minutes

Let's Talk and Quiz Game

Aims

Ss consolidate the vocabulary, the pattern 'Why would you like to be...?' and the dialogue order through pair work and a quick quiz game.

Content

Let's Talk: pairs use the dialogue to ask and answer about the jobs in the flashcards. Quiz (Worksheet No. 2): Ss choose the correct word (teacher, doctor), match words with meanings, fill the gap with 'reporter', and put the dialogue lines in the correct order. Game: teams compete to finish first and get a point for each correct answer.

Expected outcomes

Answer key: 1) C (teacher); 2) A (doctor); 3) teacher – giáo viên; doctor – bác sĩ; firefighter – lính cứu hỏa; reporter – phóng viên (write as: teacher = giáo viên; doctor = bác sĩ; firefighter = lính cứu hỏa; reporter = phóng viên); 4) I would like to be a reporter; 5) Dialogue order: Hello! Can we talk? – Why would you like to be a doctor? – Because I would like to help people. – Thank you for telling me.; 6) Listening: A. Because I would like to help people.; 7) Stress: B (teacher has stress on the first syllable, TEA-cher).

Procedure

  1. Teacher

    T divides the class into four teams and explains the rules: each correct answer gets one point. T gives Worksheet No. 2 to each team.

    Pupils

    Ss form teams and get the worksheets.

  2. Teacher

    T says: 'Let's talk. Ask your partner: Why would you like to be a ...?' Pairs practise for two minutes. T plays the listening item and asks Ss to choose the sentence they hear. T reads the sentences for the ordering task and monitors the teams.

    Pupils

    Pairs practise the dialogue. Teams do the quiz and discuss the answers. Possible answer for the listening: A. Because I would like to help people.

  3. Teacher

    T checks answers with the whole class and gives a point to the team with the most correct answers. T asks: 'Why is B the answer for question 7?'

    Pupils

    Teams report their answers. Possible answer: 'Because the first syllable of teacher is stressed.'

  4. Teacher

    T praises the teams and says: 'Well done! Now you can ask and answer about future jobs in English.'

    Pupils

    Ss check and correct their own worksheets with the key.

Activity 4: Application · 12 minutes

Project: Future Jobs Survey

Aims

Ss conduct a short survey about future jobs and reasons, then report the results in 4–5 sentences, using the correct pronouns and grammar.

Content

Ss use the survey table in Worksheet No. 3 (Name – Future job – Reason). Each S interviews three classmates or family members, or role-plays three imaginary characters, asking 'What would you like to be?' and 'Why would you like to be ...?'. Ss write short reasons. When reporting, they change I into He/She. Each group presents the results and answers one question from a classmate. Sample report: 'I asked three friends about their future jobs. Lan would like to be a teacher because she would like to teach children. Binh would like to be a doctor because he would like to help sick people. Mai would like to be a gardener because she likes flowers. We have different dreams, and we can learn about them together.' Peer feedback: each partner says one thing they understood and asks one question.

Expected outcomes

A completed survey table and a 4–5 sentence report. The report is checked by the rubric: (1) complete information in the table (1 point); (2) data and introduction are consistent (1 point); (3) correct words, sentences and tenses (1 point); (4) clear presentation and an answer to a question (1 point). The rubric is for the teacher or peers to assess; no automatic marking of speaking.

Procedure

  1. Teacher

    T shows the survey table on the board and models with one example: 'I asked Lan. Lan would like to be a teacher because she likes children.' T explains the rubric and the rule: change I into He/She when reporting.

    Pupils

    Ss look at the table and listen to the rules. Possible question: 'Can I ask my mother?' T answers: 'Yes, you can use imaginary characters too.'

  2. Teacher

    T asks Ss to interview three people in pairs or groups, fill in the table, and write a report. T monitors and gives feedback on the sentences.

    Pupils

    Ss interview and write. Possible question: 'What would you like to be?' Answer: 'I would like to be a firefighter.'

  3. Teacher

    T invites groups to present. After each presentation, T asks the class to give feedback: 'What did you understand? What is your question?'

    Pupils

    Groups present their reports. Peers respond: 'I understood that Lan wants to be a teacher. My question: Why does Mai like flowers?'

  4. Teacher

    T gives praise, notes common mistakes (missing 'would', wrong pronoun) and says: 'Respect everyone's dream. Nobody decides your future for you.'

    Pupils

    Ss correct their reports and keep the survey table for homework.

Worksheets

Worksheet No. 1

Reading: My future job
My name is Binh. I would like to be a teacher. I like helping young children. My friend Lan would like to be a doctor because she wants to help sick people. We both study hard every day.

  • Question 1: Who is the text about?
  • Question 2: What job does Binh want?
  • Question 3: Why does Lan want to be a doctor?
  • Question 4: Underline the sentence that gives the answer to Question 2.
  • Answer for Question 2 (one English word): ______

Worksheet No. 2

Quiz: Let's check your knowledge

  1. Choose the word that means 'giáo viên' (teacher).
    A. firefighter B. help people C. teacher
  2. Choose the word that means 'bác sĩ' (doctor).
    A. doctor B. reporter C. teach children
  3. Match the word with its meaning.
  • teacher / doctor / firefighter / reporter
  • giáo viên / bác sĩ / lính cứu hỏa / phóng viên
  1. Fill in the gap with a word from the vocabulary: I would like to be a ______ (reporter).
  2. Listen and choose the sentence you hear.
    A. Because I would like to help people. B. I would like to be a doctor. C. Could you say that again, please?
  3. Put the lines in the correct order.
  • Thank you for telling me.
  • Because I would like to help people.
  • Hello! Can we talk?
  • Why would you like to be a doctor?
  1. Which word has the stress on the first syllable?
    A. teacher B. Hint: the first syllable of teacher is stressed (TEA-cher).

Worksheet No. 3

Future Jobs Survey Table
Name | Future job | Reason

  • Name: ______
  • Future job: ______
  • Reason: Because I would like to ______
    Interview questions:
  • What would you like to be?
  • Why would you like to be a ______?
    Report checklist:
  • I asked three friends about their future jobs.
  • He/She would like to be a ______ because ______.
  • Our group has different dreams.

Homework

  • Finish the Future Jobs survey: complete the table with three people or imaginary characters and write a report of 4–5 sentences. Change 'I' into 'He/She' when you report.
  • Practise the dialogue 'Why would you like to be a doctor? – Because I would like to help people.' with a partner or family member, using at least two different jobs.
  • Practise the stress in 'teacher' and 'dentist' by clapping the stressed syllable and saying the sentences: 'My aunt is a dentist.' 'I would like to be a teacher.'
  • Visit the NeoEdu lesson page neoedu.vn/learn/5/english/unit-5-lesson-3 and do the interactive exercises. Write down one new word and one question you still have for next lesson.

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