LESSON PLAN

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TEXTBOOK: Tiếng Anh 5 Family and Friends National Edition

UNIT 1: JIM'S DAY

Lesson 3

A. OBJECTIVES

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

- ask and answer questions about times and routines in the simple present (third-person singular)

- use the simple present and daily routines in the context of a song

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: daily routines, the time

Extra: busy, all day long, lesson, homework, outside

2. Sentence patterns:

He catches the bus.

He doesn’t walk to school.

What time does Minh get up?

- He gets up at five-thirty.

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

C. RESOURCES AND MATERIALS

- Student book - page 10

- Audio track: 9

- Flashcards: daily routines 5-12

D. TEACHING PROCEDURES:

Teacher’s activities Students’ activities

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

 Expected outcomes and assessment:

- Task completed with excellence: Students can mime and say the phrases about daily
routines correctly.

- Task completed: Students can mime and say the phrases about daily routines.

- Task uncompleted: Students are unable to mime or say the phrases about daily
routines.

A. Sing We’re All Back Together! from the Starter unit to energize the class.

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B. Play Follow me game .
- Mime the actions and elicit the phrases from the children.
- Mime the actions once, and ask children to follow you. They must copy your actions and call
out the phrases.

1. PRESENTATION (5 minutes)

Objectives: To help students identify questions and answers about times and routines in the
simple present (third-person singular)

 Expected outcomes and assessment:

- Task completed with excellence: Students can answer questions about daily routines
correctly.

- Task completed: Students can answer questions about daily routines.

- Task uncompleted: Students are unable to answer questions about daily routines.

- Put the daily routines flashcards up on

the wall and ask children to open their
Student Books to page 10.
- Ask children to look at the flashcards - Answer the questions.
and tell you which four activities aren't
in the pictures (walk to school, have a
snack, do my homework, and ride my
bike). Take those flashcards down.

- Call out the other phrases and ask the - Listen, point, and answer the question.

children to point to the correct

flashcard. Ask which pictures don’t
have a flashcard (get up, have
breakfast).

2. PRACTICE (15 minutes)

Objectives: To practice asking and answering, and use the simple present and daily routines
in the context of a song

 Expected outcomes and assessment:

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 - Task completed with excellence: Students can use the simple present and daily routines
in the context of a song correctly.

- Task completed: Students can use the simple present and daily routines in the context
of a song.

- Task uncompleted: Students are unable to use the simple present and daily routines in
the context of a song.

1. Ask and answer.

- Point to the clocks in Exercise 1 and ask
- Follow teacher's instructions.
individual children to tell you what time
it is on each clock. - Look and read.
- Ask two children to read the speech
bubbles for the class.
- Work in pairs.
- Tell children to work in pairs, choose
pictures, and ask and answer questions
about the times. - Read the example.
2. Write about Minh.
- Read the example with the children and
- Write about Minh.
check that they understand the exercise.
- Ask children to write in their notebooks
the other things Minh does in the - Read their writing.
morning, using the example to help
them.
- Ask some children to read aloud their
sentences for the class.
*Differentiation
Below level: Look at the pictures in Exercise 1
and ask children to tell you what activities and
times they see. Review Minh’s day another way
by asking What does Minh do at (time)? Elicit
as needed. Then encourage children to write at
least one more sentence about Minh.

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At level: Children complete the activity.
Above level: After the children finish, put them
into pairs. They ask their classmates about their
day, e.g. What time do you (get up)? Encourage
children to write the answers down. - Listen to the teacher carefully.
*Game: Sentence Race
Give a set of word cards to each team.
Ask the teams to shuffle the cards and spread
them out face down on the table.
Assign the students in each team with a number.
- Play the game.
Call out a student number and a phrase about
daily routines, e.g. Student 3, get up.
The two students with that number race to turn
over and turn back the cards until they find the
correct one.
When the students find the right card, they run
to the board and write a sentence about Minh
using the phrase in the related tense, e.g. "Minh
gets up at five thirty."
The first student to write a grammatically
correct sentence in the appropriate tense scores
a point for their team.
Repeat the game until all the cards have been
used.
- Look and answer the questions.
The team with the most points at the end of the
game wins.
3. Listen and sing. (Track 9)
- Ask children to look at the pictures and
tell you what the girl does in each
- Listen and point.
picture (she gets up, has a shower, eats
breakfast, catches the bus, sees / meets
her friends, has lessons, reads a book /
does her homework, and plays outside).

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 - Play the recording for children to listen - Listen and repeat.
and point to the pictures as they hear the
activities mentioned. Make sure children
understand busy. - Listen and sing along.
- Say each line without the recording and
ask children to repeat.
- Play the recording again for children to
sing along.
- Repeat (more than once if you wish) and
make sure children pronounce busy
/ˈbɪzi/ correctly.

3. PRODUCTION (8 minutes)

Objectives: To sing a song.

 Expected outcomes and assessment:

- Task completed with excellence: Students can sing the song correctly.

- Task completed: Students can sing the song.

- Task uncompleted: Students are unable to sing the song.

4. Sing and do.

- As a class, decide on the actions for the
- Follow the teacher's instructions.
song.
- Practice the actions with the class. - Practice the actions.
- Play the recording for children to sing - Sing and do.
and do the actions.

REFLECTION

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