Giáo án Tiếng anh lớp 5 - Unit 15: What would you like to be in the future?

Week Period 
Date of planning: 
UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
Lesson 1: 1-2-3
I. AIMS. 
1. Knowledge: By the end of this lesson, Ps will be able to use the words and phrases related to the topic Future plans.ask and answer questions about what someone would like to be in the future, using What would you like to be in the future? I’d like to be a/an ...
2. Skills: speaking, listening and reading
II. LANGUAGE FOCUS:
- Sentence patterns: What would you like to be in the future? I’d like to be a/an ...
- Vocabulary: in the countryside, on the beach, by the sea
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:	
Class
Date of teaching
Absent pupils
5A
5B
5C
IV. PROCEDURE:
Teacher’s actions
Pupils’ actions
I. Warm up:(5’)
Spend a few minutes revising the previous lesson by having the class retell the story The Fox and the Crow in Unit 14, Lesson 3, Activity 3. Then get them to talk about their future jobs.
Ps work in pairs.
II. New lesson:(25’)
 1. Look, listen and repeat: (8’)
- Tell the class that they are going to read a story about what Tony wants to do in the future.
- Have them look at the pictures and elicit their answers to these questions: Who are they? Where are they? What are they talking about? (Tony and Mai are in the school gym. In Picture a, Mai asks What would you like to be in the future, Tony? and Tony answers I’d like to be a pilot.
In Picture b, Mai wants to know why he works out so much. Tony says that pilots have to be strong. In Pictures c and d, Tony says that he would like to fly a plane but he is scared of heights.) Check their comprehension.
- Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to do choral repetition, pointing to the characters speaking.
2. Point and say: (12’)
a. Vocabulary:
- Have them look at the pictures and teach the new words: pilot, architect and writer
+ Checking: Rub out and remember.
b. Model sentences: 
A: What would you like to be in the future?
B: I’d like to be a/an ...
- Concept check: intonation, using
 c. Practice:
- Tell the class that they are going to practise asking and answering questions about their future jobs, using What would you like to be in the future? I’d like to be a/an ...
- Get pupils to practise saying the sentence I’d like to be a/an ..., using the prompts under the pictures. Then point at the pictures and ask What would you like to be in the future?
- Have them practise asking and answering in pairs. Monitor the activity and offer help, if necessary.
- Invite a few pairs to act out their exchanges
d. Production: 
- Role play.
Language note: Explain the use of some prepositions of place: in the countryside/mountians/village, on the beach, at school/home, by the sea.
3. Let’s talk: (8’)
- Tell the class that they are going to practise further by asking and answering questions about their future jobs.
- Tell them to work in pairs, using the question and answer in their books. Monitor the activity and offer help, if necessary.
- Invite one or two pairs to act out their exchanges. Then ask a pupil to tell the class about what his/her partner would like to be in the future. Give feedback to their performance.
Look and listen.
Look at the pictures and answer the questions.
Listen and repeat in choral and individual.
Look , listen and repeat in choral then individual.
Listen and repeat.
T – W – C
 H – H
 O – P -> C – P 
Ps practise asking and answering.
Ps work in pairs.
Ps work in pairs.
Role play.
Listen.
Work in pairs to ask and asnswer.
Ps act out.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
Week Period 
Date of planning: 
UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
Lesson 1: 4-5-6
I. AIMS. 
1. Knowledge: By the end of this lesson, Ps will be able to listen to specific information and read and complete about what someone would like to be in the future.
2. Skills: speaking, listening and reading
II. LANGUAGE FOCUS:
- Sentence patterns: revision 
- Vocabulary: revision
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:	
Class
Date of teaching
Absent pupils
5A
5B
5C
IV. PROCEDURE:
Teacher’s actions
Pupils’ actions
I. Warm up:(5’)
Spend a few minutes revising What would you like to be in the future? and I’d like to be a/an ... by getting two pairs to act out the exchange in front of the class.
Work in pairs to act out.
II. New lesson:(25’)
4. Listen and tick: (8’)
a. Pre-listening:
- T looks at the books and sets the scence:
 How many pictures are there?
 What are they doing? Where are they?
- Tell the class that they are going to listen and tick the correct pictures.
- Have them to look at the pictures to identify where the characters are. Check their understanding.
b. While-listening: 
- Tell the class that they are going to listen and tick the correct pictures.
- Have them look at the pictures to identify the jobs (1a. A dentist/doctor. 1b. A writer. 1c. A teacher. 2a. An architect. 2b. A farmer. 2c. A teacher. 3a. A taxi driver. 3b. A footballer. 3c. a pilot.)
- Play the recording all the way through for pupils to listen. Play it again for them to do the task.
- Get them to swap and compare their answers in pairs before checking as a class.
Key:	1 b	2 a	3 c
c. Post listening: 
- Get Ps to play the game: Lucky numbers
4. Look and write: (8’)
a. Pre- writing. 
- T looks at the books and sets the scence:
 How many pictures are there?
 What are they doing? Where are they?
- Tell the class that they are going to match the questions with the answers.
- Give Ps a few seconds to look at the questions first. Remind them to focus on the people in the questions and the pronouns in the answers (you, Mai, Phong, Peter and Linda, He, They, I and She). 
b. While-reading. 
- Tell the class that they are going to answer questions about future jobs.
- Give time for them to do the task in pairs. Go around and offer help, if necessary.
- Get them to compare their answers before checking as a class.
Key:1 like to be a teacher 2 like to be a doctor 3 like to be architects
c. Post reading. 
- Ask Ps to work in pair to ask and answer.
5. Let’s sing: (12’)
- Tell the class that they are going to sing the song What would you like to be in the future? Teach the song, following the procedure in Teaching the unit components in Introduction.
- Play the recording all the way through for them to listen and follow in their books. Play it again for them to do choral repetition line by line. Then have them practise in groups: one sings the questions and the other sings the answers.
- Invite two groups of four pupils to go to the front to sing and do actions and the class to clap their hands along to the rhythm.
Answer T’s questions
Look at pictures and answer the questions.
Listen and tick the pictures. Work individual
Listen again to check.
- Work in pairs.
Play the game
Answer T’s questions.
Listen.
Work in pair to do the task.
Ps swap their answers in pairs.
Work in pairs.
Listen.
Sing in choral and individual
Groups sing.
Sing the song .
Group sing the song and do actions.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
Week 7 Period 
Date of planning: 
UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
Lesson 2: 1-2-3
I. AIMS. 
1.Knowledge: By the end of this lesson, Ps will be able to ask for and give reasons, using Why would you like to be ...? Because I’d like to ...
2. Skills: speaking, listening and reading
II. LANGUAGE FOCUS:
- Sentence patterns: What will you do ... ? I think I’ll .../I don’t know. I may ...
- Vocabulary: explore the caves, take a boat trip around the islands, build sandcastles on the beach.
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:	
Class
Date of teaching
Absent pupils
5A
5B
5C
IV. PROCEDURE:
Teacher’s actions
Pupils’ actions
I. Warm up:(5’)
Spend a few minutes revising the previous lesson by asking two groups to come to the front of the class to sing What would you like to be in the future? and do actions. Have the rest of the class sing with them and clap their hands along to the rhythm.
Sing along and clap their hands.
II. New lesson:(25’)
1. Look, listen and repeat. (8’)
- Tell the class that they are going to read the story to find out what Mai and Tony would like to be and why.
- Have them look at the pictures and ask them these questions: Who are they? What does Linda want to know? What would Mai like to be in the future? Why? What would Tony like to be in the future? Why? (In Picture a, Mai says she would like to be a writer. In Picture b, Linda asks Why would you like to be a writer? and Mai answers Because I’d like to write stories for children. In Picture c, Tony says he would like to be a pilot. In Picture d, Linda asks Why? and Tony answers: Because I’d like to fly a plane.) Check pupils’ comprehension.
- Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to do choral repetition, pointing at the characters speaking.
2. Point and say. (15’)
 a. Vocabulary:
- Teach the new phrases: explore the cave, take a boat trip around the islands and build sandcastles on the beach and swim in the sea
+ checking: Slap the board.
T guides Ss how to play
b. Model sentences: 
A: What will you do at Ha Long Bay?
B: I think I’ll swim in the sea.
 ( I don’t know. I may swim in the sea.)
- Concept check: intonation, using
 c. Practice:
- Tell the class that they are going to practise asking for and giving reasons, using Why would you like to be ...? Because I’d like to ...
- Ask them to look at the pictures and teach the phrases under them. Then have them practise saying the question Why would you like to be ...? before practising saying the answer Because I’d like to ...
- Point to the pictures respectively and ask the questions for the class to answer, using the prompts under the pictures. Repeat the same procedure but this time divide the class into two groups: one group asks and the other answers the question.
- Get pupils to practise asking and answering the question in their books. Monitor the activity and offer help, if necessary.
- Invite one or two pairs to act out the exchanges in front of the class.
d. Production: 
- Role play.
 Language note: Remind Ps of the differences between will and may for future activities.
- Will is used for something you think will surely happen in the future.
 - May is used for something you think will probally happen in the future. 
3. Let’s talk: (8’)
- Tell the class that they are going to practise further by asking for and giving reasons.
- Have them work in pairs, using the questions and answers in their books.
-Invite a few pairs to perform the task. Then ask some of them to tell the class what they would like to be in the future and give their reasons. Give feedback to their performance
Listen.
Look and listen and answer the questions.
Listen and repeat in chorus, individually.
Listen
Listen and repeat in chorus - individual.
Look and answer the question.
T – W – C
 H – H
 O – P -> C – P 
Work in pairs
Pairs
Ps work in pairs.
Role play.
Listen.
Ps work in pairs.
Ps role play.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
Week Period 
Date of planning: 
UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
Lesson 2: 4-5-6
I. AIMS. 
1. Knowledge: By the end of this lesson, Ps will be able to listen to specific information and write about what someone will do.
2. Skills: speaking, listening and reading
II. LANGUAGE FOCUS:
- Sentence patterns: revision
- Vocabulary: revision
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:	
Class
Date of teaching
Absent pupils
5A
5B
5C
IV. PROCEDURE:
Teacher’s actions
Pupils’ actions
I. Warm up:(5’)
Spend a few minutes revising the previous lesson by inviting some pupils to talk about what they would like to be in the future and give their reasons. Then get them to play Pass the secret!, using the questions and answers they have learnt in Lesson 1 and Lesson 2.
Ps answer the questions.
II. New lesson:(25’)
4. Listen and circle a, b or c: (9’)
a. Pre-listening:
- T looks at the books and sets the scence:
 How many sentences are there?
- Tell Ps that they are going to listen and number the pictures. 
- Ask them to look at the pictures and identify the place and the activities. Check their understanding.
b. While-listening: 
- Tell the class that they are going to listen and circle a, b or c to complete the sentences.
- Play the recording all the way through for them to listen. Play it again for them to do the task. Tell them that they should focus on the future jobs that Trung, Mai, Tony and Tom would like to have.
- Get pupils to compare their answers before checking as a class.
Key: 1 c 2 a 3 b 4 c
c. Post listening: 
- Role-play
5. Read and complete: (9’)
a. Pre- reading:
- Ask Ps to look at the Activity 5 p33. Tell them that they are going to write about themselves.
- Ask Ps to read the questions and check their understanding.
b. While- reading:
- Tell the class that they are going to read the text and fill the gapped sentences.
- Have them read the dialogue and check their comprehension. Give the meanings of unfamiliar words, if necessary.
- Give them time to do the task independently. - Go around and offer help, if necessary.
- Get them to compare their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogue.
Key:1 nurse	 2 look after 3 hospital 4 do 	5 write
c. Post- reading:
- Ask Ps to read the answers.
6. Let’s play: (10’)
 - Tell the class that they are going to play Pelmanism. Follow the procedure in Games in
Introduction.
- Ask them to play in small groups. Prepare two sets of cards for each group, one with jobs and the other with work places.
- One player in each group shuffles the cards and lays them face down on the table. Each player takes turns to select two cards and turns them over. If the cards show the job and the relevant work place, that player wins the pair and goes on to turn over another pair of cards. If the cards do not match, the player should turn them face down again and the next player has a turn. The game ends when all the cards are gone. The winner is the player with the most cards.
Answer T’s questions
Look at pictures and answer the questions.
Listen and number the pictures. Work individual
Listen again to check.
- Work in pairs.
Role play.
Look at the book.
Ps read.
Look at the sentences.
Answer T’s questions.
Read questions and write the answers.
Swap their answers.
Read the answers.
Listen.
Play game in groups
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
Week Period 
Date of planning: 
UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
Lesson 3: 1-2-3
I. AIMS. 
1. Knowledge: By the end of this lesson, Ps will be able to say questions and answers with the correct intonation.
2. Skills: speaking, listening and reading
II. LANGUAGE FOCUS:
- Sentence patterns: revision
- Vocabulary: revision
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:	
Class
Date of teaching
Absent pupils
5A
5B
5C
IV. PROCEDURE:
Teacher’s actions
Pupils’ actions
I. Warm up:(5’)
Spend a few minutes revising the previous lesson by having the class play Pelmanism. You may also give the class a dictation to write, using the questions and answers that they have learnt in Lesson 1 and Lesson 2.
Play Questions and answers
II. New lesson:(25’)
1. Listen and repeat. (8’)
- Tell the class that they are going to practise saying questions and answers with falling intonation.
- Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to do choral repetition until they feel confident.
- Get some pairs of pupils to say the questions and answers. Correct the pronunciation, if necessary.
2. Listen and circle a or b. Then say the sentences aloud. (7’)
- Tell the class that they are going to listen to the recording and mark the intonation with arrows.
- Play the recording all the way through for them to listen. Play it again for them to mark the intonation.
- Have pupils swap and check their answers before checking as a class. Then ask the class to read the sentences aloud.
3. Let’s chant: (15’)
Where will you be this weekend?
- Tell the class that they are going to say the chant What would you like to be in the future?
Follow the procedure in Teaching the unit components in Introduction.
- Have pupils read the chant and check their comprehension.
- Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to do choral repetition. Get them to practise chanting and doing actions in groups.
- Call two groups to the front of the class to chant and do actions: one group chants the questions and the other chants the answers. The rest of the class claps their hands along to the rhythm.
Ps listen.
Ps look and listen.
Do choral and individually.
Ps say the words and sentences. 
Ps listen.
Listen to and do the task indipendently.
Swap their answers and read the completed sentences aloud.
Listen
Sing the chant.
Listen and sing the chant
Groups sing.
Groups sing and do actions.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
Week Period 
Date of planning: 
UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
Lesson 3: 4-5-6-7
I. AIMS. 
1. Knowledge: By the end of this lesson, Ps will be able to read and write information about future activities.
2. Skills: speaking, writing and reading
II. LANGUAGE FOCUS:
- Sentence patterns: revision
- Vocabulary: revision
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:	
Class
Date of teaching
Absent pupils
5A
5B
5C
IV. PROCEDURE:
Teacher’s actions
Pupils’ actions
I. Warm up:(5’)
Spend a few minutes revising the previous lesson by getting two groups of pupils to say the chant What would you like to be in the future? in Activity 3 and do actions. Get the rest of the class to chant with them and clap their hands along to the rhythm.
Work in groups
II. New lesson:(25’)
 4. Read and tick Tru (T) or False (F): (19’)
a. Pre- reading:
- Ask Ps to look at the text and pictures , ask some questions
? What is this? What does this text talk about?
- Get the class that they are going to read the text about Mai and complete the table.
b. While- reading:
- Tell the class that they are going to read about David’s future job and tick True (T) or False (F).
- Get them to read the passage and check their comprehension. Give the meanings of unfamiliar words.
- Give pupils