LESSON PLAN

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TEXTBOOK: Tiếng Anh 5 Family and Friends National Edition

UNIT 1: JIM'S DAY

Lesson 2.2

A. OBJECTIVES

By the end of the lesson, students will be able to:

- identify the present affirmative, negative, questions and short answers

- use third-person simple present forms to complete sentences

1. General competences

- Communication and collaboration: work in pairs/groups to talk about daily routine.

- Problem-solving and creativity: find out their daily routine.

2. Attributes

- Kindness: help partners to complete learning tasks.

- Diligence: work hard to complete learning tasks.

- Honesty: play fair in games.

- Responsibility: appreciate kindness.

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 - Leadership: collaborate with teachers to enhance language skills.

B. LANGUAGE FOCUS AND SKILLS

1. Vocabulary:
Core: take a shower, brush my teeth, get dressed, catch the bus, walk to school, have a snack, do
my homework, ride my bike

Extra: jackaroo, work (v), morning, early, ride (v), take care of, sheep, lucky, dangerous, job

2. Sentence patterns:

I walk to school.

I don’t catch the bus.

He catches the bus.

He doesn’t walk to school.

We catch the bus.

We don’t ride our bikes to school.

They ride their bikes to school.

They don’t catch the bus.

Does he catch the bus to school? - Yes, he does. / No, he doesn’t.

3. Skills: Listening, Speaking, Reading and Writing.

C. RESOURCES AND MATERIALS

- Student book - page 9

- Audio tracks: 7-8

- Flashcards: daily routines 5-12

D. TEACHING PROCEDURES:

Teacher’s activities Students’ activities

WARM UP (5 minutes)
Objectives: To review vocabulary about daily routines.

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  Expected outcomes and assessment:

- Task completed with excellence: Students can say the words correctly.

- Task completed: Students can say the words.

- Task uncompleted: Students are unable to say the words.

A. Sing We’re All Back Together! from the Starter unit to energize the class.
B. Play the Pictionary game
- Put the words in a bag.
- Divide the class into 2 teams and draw a line down the middle of the board.
- Ask one member from each team to choose a word from the bag.
- Tell the students to draw the word as a picture on the board and encourage their team to
guess the word.
- The first team to shout the correct answer gets a point.

1. PRESENTATION (5 minutes)

Objectives: To identify the present affirmative, negative, questions and short answers.

 Expected outcomes and assessment:

- Task completed with excellence: Students can identify the present affirmative,
negative, questions and short answers correctly.

- Task completed: Students can identify the present affirmative, negative, questions and
short answers.

- Task uncompleted: Students are unable to identify the present affirmative, negative,
questions and short answers.

- Say I go to bed early. I don’t go to bed - Listen to the teacher.

late.
- Invite children to say whether they go
to bed early or late.
- Write the 2 sentences on the board.
Underline the verbs.

2. PRACTICE (15 minutes)

Objectives: To use third-person simple present forms to complete sentences.

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  Expected outcomes and assessment:

- Task completed with excellence: Students can use third-person simple present forms to
complete sentences correctly.
- Task completed: Students can use third-person simple present forms to complete
sentences.
- Task uncompleted: Students are unable to use third-person simple present forms to
complete sentences.

2. Listen and say. (Track 8) - Listen and say.

- Ask children to turn to page 9 in their
Student Books and look at the picture in
the Let’s learn! box. - Read aloud the speech bubbles.
- Ask two children to read aloud the
speech bubbles.
- Answer the questions.
- Ask Does Vinh want to be a farmer?
Does he get up early? Elicit Yes, he
does. No, he doesn’t. - Listen and repeat.
- Focus children's attention on the
grammar box. Listen to the recording of
the sentences, pausing after each for
children to repeat it. - Listen carefully.
- Read the sentences again and remind
children that we use the base form of the
verb after does and doesn’t. Check
pronunciation of does /dʌz/ and
doesn’t /dʌz(ə)nt/. - Listen to teacher carefully.
- Use the daily routine flashcards to elicit
sentences from the children. For
example, say We and show them the get
dressed flashcard. Elicit both the
affirmative and negative sentences, i.e.
We get dressed. We don’t get dressed.

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 You can encourage children to make
longer sentences, e.g. We get dressed in
the morning.
3. Write the words in the correct order. -
Look at the example with children and check - Follow the teacher's instructions.
that they understand they have to order the - Write the sentences.
words.
- Children write the other sentences in their
notebooks. - Look at the examples.

4.Write. - Complete the sentences.

- Look at the example with the children, and
check that they understand the exercise.
- Children complete the rest of the sentences in
their notebooks.
* Differentiation:
Below level: Read the examples in the grammar
box again and have children repeat. Swap out
the pronouns for extra practice. Elicit positive
and negative responses.
At level: Children complete the activity.
Above level: After children finish, ask them to
make the positive sentences (1, 2 and 4)
negative, e.g. 1 Minh doesn’t get up at six
o’clock.

3. PRODUCTION (8 minutes)

Objectives: To use the sentence pattern in sentences.

 Expected outcomes and assessment:

- Task completed with excellence: Students can use the sentence pattern correctly.

- Task completed: Students can use the sentence pattern.

- Task uncompleted: Students are unable to use the sentence pattern.

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Let’s talk!
- Ask children to look at the picture and speech
- Look and red the sentences.
bubble.
- Have a student read out the sentence for the
class. - Work in pairs.
- Children work in pairs to take turns saying
how they get to school.
* Game: Make sentences Game
- Write a few random words on the board. - Follow the teacher's instructions.
- Have the students work in pairs/small groups
- Play the game.
to make up as many sentences from the words
as possible.
- The team with the most sentences is the
winner.

REFLECTION

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