Week: 08

th
Period: 29 Date of teaching: 5A: Oc 28 2024
th
5B: Oc 28 2024
UNIT 5: MY FUTURE JOB
Lesson 1: 1 – 2 – 3
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about jobs and someone’s future job;
- use the words firefighter, reporter, gardener and writer and the sentence patterns What would you like to be in the future? and I’d like to be a ________. to ask
and answer questions about someone’s future job;
- use What would you like to be in the future? – I’d like to be a ____. in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about someone’s future jobs correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their love and interest in a certain job in the future.
II. MATERIALS
- Pupil’s book: Page 34
- Audio tracks 45, 46
- Teacher’s guide: Pages 75, 76, 77
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the previous lesson by playing a game.
b. Content
- Let’s play the Quiz game.
c. Expected outcomes
- Pupils can say the jobs correctly based on the given cues.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Play the Quiz game.

- Spend a few minutes revising the previous lesson by - Listen to the teacher’s instructions.
playing the Quiz game. - Listen and raise your hands to get the chance
- Divide the class into teams. to answer.
- T reads the quizzes.
- The faster team can give the answer.
- T adds points to the team.

e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation
2. ACTIVITY 1: EXPLORATION (5 minutes)
a. Objectives
- To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s future job.
b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes

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- Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s future job.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 1. Look, listen and repeat. (Track 45)

Step 1: Ask pupils to look at Pictures a and b, and - Pupils look at Pictures a and b and identify the – Context a:
characters in the pictures. Linh and Bill in Linh’s
identify the characters and other details. Draw pupils’
living room. A photo of Linh’s parents
attention to the thought bubble and let them guess the job
on the wall
that Linh is thinking about.
Linh: That’s my father.
Step 2: Ask pupils to focus on Picture a. Play the - Pupils look at Picture a and listen to the Bill: What’s his job?
recording for them to listen to the entire conversation recording. Linh: He’s a doctor.

several times. Bill: Cool!

Step 3: Play the recording again, sentence by sentence, – Context b:

Linh and Bill talking about future jobs. Link

for pupils to listen and repeat individually and in chorus.
thinking of being a doctor in
Correct their pronunciation where necessary. Repeat the
- Pupils listen to the recording again and repeat the future
same procedure with Picture b.
individually and/ or in chorus sentence by Bill: What would you like to be in the future?
Step 4: Invite a few pairs to stand up, listen and repeat sentence.
Linh: I’d like to be a doctor, too.
the sentences in the recording. Check their - Pairs of pupils come to the front of the
classroom to listen to and repeat the sentences
pronunciation, provide corrections and offer feedback
in the recording.
where necessary.
- Pupils pay attention to the question and the
Step 5: Direct pupils’ attention to the question What answer. Pupils listen to the teacher’s
would you like to be in the future? and the answer I’d explanation.

like to be a doctor. Explain that this is about someone’s

future job.

e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To correctly say the words firefighter, reporter, gardener and writer and use sentence patterns What would you like to be in the future? – I’d like to be a
_______ . to ask and answer questions about someone’s future job.
b. Content
- Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly say the given words and use sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer
questions about someone’s future job.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 2. Listen, point and say. (Track 46)

Step 1: Have pupils point at Picture a, listen to the - Pupils point at Picture a, listen to the – Picture and word cues:

recording and repeat the word firefighter. Repeat the recording and repeat the word. Pupils follow the a. a firefighter saving a person from a
teacher’s instructions with the other three fire and the word firefighter underneath
same procedure with Pictures b, c and d. Have the class
pictures. Pupils repeat the words a few times. b. a reporter reporting the news in
repeat the words a few times.
the street and the word reporter underneath
Step 2: Point at the question pattern What would you like
c. a gardener working in a garden
to be in the future? Read it aloud and have pupils repeat and the word gardener underneath
it several times. Repeat the procedure with the answer - Pupils listen and repeat after the recording. d. a writer working at his desk and

pattern I’d like to be a _______. Pupils look at Picture a and listen and repeat the word writer underneath

Step 3: Point at Picture a and have pupils listen and after the recording. Pupils follow the teacher’s – Speech bubbles:

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 repeat after the recording What would you like to be in instructions with the other three pictures. What would you like to be in the future? I’d like

the future? – I’d like to be a firefighter. Repeat the same - Pupils work in two groups to take turns to be a .

repeating the question and the answer in Picture Audio script:

procedure with Pictures b, c and d.
a until they feel confident. Pupils follow the a. firefighter b. reporter
Step 4: Divide the class into two groups to take turns
teacher’s instructions with other three pictures. c. gardener d. writer
repeating the question and the answer in Picture a until
- Pupils work in pairs to practise asking and a.
they feel confident. Repeat the same procedure with
answering the question, using speech bubbles A: What would you like to be in the future?
Pictures b, c and d.
and Pictures a, b, c and d. B: I’d like to be a firefighter.
Step 5: Put pupils in pairs and have pairs practise asking
- Pairs of pupils point at the pictures and say the b.
and answering questions using the pictures. Invite a few A: What would you like to be in the future?
Questions & Answers in front of the class.
pairs to point at the pictures and say the questions and B: I’d like to be a reporter.

answers in front of the class. Give corrections and c.

feedback where necessary A: What would you like to be in the future?

B: I’d like to be a gardener.
d.
A: What would you like to be in the future?
B: I’d like to be a writer.

e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To correctly use the words for jobs in Act 2 and sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer

questions about someone’s future job in a freer context.

b. Content
- Activity 3. Let’s talk.
c. Expected outcomes

- Pupils can correctly use the words for jobs and sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer

questions about someone’s future job in a freer context.

d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 3. Let’s talk.

Step 1: Direct pupils’ attention to the phrase Job fair in - Pupils look at the phrase Job fair in the picture – Picture cue: A job fair at a school where the
and guess the meaning of the phrase. Pupils pupils are wearing the uniforms and
the picture. Have them guess the meaning of the phrase.
answer what jobs thay can find in the picture.
Ask them what jobs they can find in the picture. accessories of different jobs.

Step 2: Read the question in the speech bubble aloud and – Speech bubbles:
What would you like to be in the future?
ask pupils to repeat it. Ask pupils to look at the second - Pupils look at the bubbles to understand how
_______.
bubble and guess what the answer should be. Give an the sentence pattern is used.

example answer, e.g. I’d like to be a doctor. Get pupils to

Suggested answers: What would you like to be
repeat the question and answer several times. - Pupils role-play to practise asking the
in the future? – I’d like to be a taxi driver / a
questions and giving their answers in pairs,
Step 3: Have some pairs practise asking and answering firefighter / a reporter / a doctor.
using the picture cue.
questions about the jobs in the picture. Go around the
- Pairs of pupils practise asking and answering
classroom to observe and provide help.
questions in front of the class.
Step 4: Invite some pairs to practise asking the question

and giving the answer in front of the class. Give

corrections and feedback where necessary. Encourage

them to talk about the jobs that they know and would like

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 to do in the future.

e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Preparation for the project: Ask pupils to prepare for the project on page 39 by doing a survey about the future jobs that their classmates would like to be in
the future and the reasons why they would like to do the job. Ask pupils to do the survey during the time they learn Unit 5 so that they can present a report at
Project time.
* Option 1: Game: Pass the balls (ppt)
- Give two different colored balls to two pupils, one ball (ask the question) and another one (answer the question).
- Ask pupils to listen to music and pass the balls.
- Stop music suddenly. Have one pupil ask, the other answers the question.
- Repeat the game several times.
* Option 2: Game: Number race
- Divide the class into two groups. Each group has five pupils.
- Give each pupil in one group a number so that each group has equal numbers.
- Ask the questions, e.g. “What would you like to be in the future? and allow time for pupils to think. Then call out a number, have pupils with that number from
each group stand up and shout out the answers, e.g. “I ………….”. Praise and give points for the groups.
- The group with more points wins the game.

Week: 08
th
Period: 30 Date of teaching: 5A: Oc 29 2024
th
5B: Oc 29 2024
UNIT 5: MY FUTURE JOB

4
 Lesson 1: 1 – 2 – 3
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- listen to and understand four communicative contexts in which speakers ask and answer questions about people’s future jobs and number the pictures;
- complete the target sentence patterns about future jobs with the help of picture cues;
- listen to and complete the song What would you like to be in the future? and to sing it with the correct pronunciation, rhythm and melody.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform listening and reading tasks.
3. Attributes
- Show their interest in future jobs.
II. MATERIALS
- Pupil’s book: Page 35
- Audio tracks 47, 48
- Teacher’s guide: Pages 78, 79, 80
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
To say correctly the sentence structure: I’d like to be a ________. to talk about someone’s future job.
b. Content
- Quiz about jobs
c. Expected outcomes
- Pupils can correctly say the sentence structure: I’d like to be a ________. to talk about someone’s future job.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Quiz

- Ask students to take out a piece of paper. - Take out a piece of paper. Sentence structures:
- Ask pupils to look at the picture, read the quiz and write - Read and write the correct answer in order. I’d like to be a _______.
the answer on the paper in 20 seconds. 1. firefighter
- After answering all the quizzes, the teacher asks pupils to 2. writer
exchange the paper with their friends and check the answer. 3. gardener
4. teacher
5. reporter
6. driver

e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
To listen to and understand four communicative contexts in which characters ask and answer questions about people’s future jobs, and number the pictures in the
order.
b. Content
- Activity 4. Listen and number.
c. Expected outcomes
- Pupils can understand four communicative contexts in which speakers ask and answer questions about people’s future jobs and number the pictures according to
what they hear.
d. Organisation

5
 TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 4. Listen and number. (Track 47 )

Step 1: Have pupils look at Activity 4. Ask them How - Pupils look at Activity 4 and answer the Picture cues:
many pictures are there? and What job can you see in each questions. Pupils follow the teacher’s a. a male gardener growing flowers in a garden
picture? Ask pupils further questions to elicit information instructions. b. a female writer writing something at her desk
about the people in the pictures, such as What’s he or she - Pupils listen to the recording of the first c. a female reporter reporting the news outdoors
doing? and Where is he or she? Encourage pupils to say, dialogue and follow the teacher’s instruction. d. a male firefighter at a fire
for example, The man in Picture a is planting some - Pupils listen to the recording of the other Audio script:
flowers. He’s in dialogues and do the task. 1.
a garden. He’s a gardener. Explain that they will write - Pupils work in pairs to check their answers. A: What would you like to be in the future?
numbers 1 – 4 next to the pictures - Pupils check the answers as a class. B: I’d like to be a reporter. 2.
to put them in the correct order. A: In the future, what would you like to be?
Step 2: Play the recording of the first dialogue. Ask pupils B: Umm, I’d like to be… a gardener.
to find the correct picture and write number 1 in the box. 3.
Check their answers and give feedback. A: Would you like to be a firefighter in the
Step 3: Play the recording of the other dialogues. Ask future?
pupils to work individually, then work in pairs to check B: A firefighter? No, I wouldn’t. I’d like to be a
each other’s answers. Go around the class and give support writer.
if necessary. 4.
Step 4: Check the answers as a class. Correct the answers, A: What would you like to be in the future?
if necessary. B: I’d like to be a firefighter. What about you?
A: I’d like to be a firefighter, too.
Key: 1. c 2. a 3. b 4. d

e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete the target sentence patterns about future jobs with the help of picture cues.
b. Content
- Activity 5. Read and complete.
c. Expected outcomes
Pupils can complete the target sentence patterns about future jobs with the help of picture cues.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 5. Read and complete.

Step 1: Ask pupils to look at the - Pupils look at the pictures and identify the jobs Four picture cues showing different jobs and
pictures and identify the jobs that that the characters are doing or thinking about. four gapped exchanges with the target sentences
the characters are doing or thinking about. Ask questions Pupils answer the teacher’s questions. to complete
such as Look at Question 1. What’s the person in the - Pupils look at the four incomplete exchanges. Key:
picture doing? Is she planting flowers? Where is she? - Pupils follow the teacher demonstrating the 1. gardener
What’s her job? Elicit the words gardener, writer, Question 1. 2. writer
firefighter and reporter for Questions 1 – 4. - Pupils complete the other questions 3. to be; firefighter
Step 2: Have pupils read the sentence in Question 1. Ask individually. Pupils swap books with a partner 4. would you like; reporter
them what is missing in the sentence, for example, a job. and check their answers before checking as a
Ask them to complete the gap by finding the information class. Pupils answer the questions to explain
from the picture above the sentence. Give the correct their answers.
answer (gardener). - Some pupils read the sentences and exchange
Step 3: Ask pupils to complete the other questions in the them aloud.
same way individually, then to check their answers in pairs.
Go around the classroom and give support if necessary. Ask

6
 questions to help pupils explain their answers. For example,
for Question 3 ask How
do you know the answer is “firefighter”? – Because he’s
wearing the uniform of a firefighter, and there’s a fire.
Step 4: Ask some pupils to read the sentences and
exchanges aloud. Give feedback and
corrections if necessary.

e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
-To listen to and complete the song What would you like to be in the future? and to sing it with the correct pronunciation, rhythm and melody.
b. Content
- Activity 6. Listen, complete and sing.
c. Expected outcomes
- Pupils can complete the lyrics and sing the song What would you like to be in the future? with the correct pronunciation, rhythm and melody.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 6. Let’s sing. (Track 48)

Step 1: Tell pupils that they will listen to the song and fill - Pupils follow the teacher’s instructions. Context: Different pictures of people doing
in the gaps in the lyrics and sing the song with the correct - Pupils read the lyrics and guess the words to their jobs as a taxi driver, a teacher, a firefighter
pronunciation, rhythm and melody. fill in the gaps with the help of the picture. and a writer
Step 2: Have pupils read the lyrics and guess the words to - Pupils listen to the song and fill in the gaps. Key:
fill in the gaps with the help of the picture. - Pupils listen to the recording and practise 1. firefighter
Step 3: Have them listen to the song and fill in the gaps. singing the song, line by line, until they feel 2. writer
Play the recording of the gapped sentences twice for pupils confident. Pupils listen to and sing the whole 3. driver
to fill in if necessary. song while clapping their hands.
Step 4: Play the recording and let them listen to and - A few groups of pupils sing the song in front
practise singing the song, line by line, until they feel of the class.
confident. Then have pupils listen to and sing the whole - Pupils change some of the words for jobs and
song while clapping their hands. sing the new version of the song.
Step 5: Invite a few groups to the front of the class to sing
the song. The class may sing along and clap to reinforce
the activity.
Extension: Encourage pupils to change some of the words
for jobs and sing the new version of the song.

e. Assessment
- Performance products: Pupils’ interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Game: Roll the dice
- Divide the class into groups of six. Have each pupil count the numbers from one to six.
- Ask a pupil from each group to roll the dice to choose a pupil asking the question.
- Have that pupil ask the question and invite another pupil of the group to answer the question about future jobs.
E.g. Pupil A: What would you like to be in the future?
Pupil B: I’d like to be a ______.
- The pupil who gives the correct answers will continue rolling the dice.
* Option 2: Game: Spin the wheel (ppt)
- Divide the class into 2 teams.
- Each team takes turns to choose the number and answer the question.

7
- Check the answer with the whole class.
- If pupils give the correct answer, they can spin the wheel and get the points.
- The team with more points is the winner.
Week: 08
th
Period: 31 Date of teaching: 5A: Oc 29 2024
th
5B: Oc 29 2024
UNIT 5: MY FUTURE JOB
Lesson 2: 1 – 2 – 3
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about why someone would like to
have a certain job in the future;
- correctly say and use the phrases teach children, report the news, grow flowers and write stories and the sentence patterns Why would you like to be a ______ ?
and Because I’d like to ________. to ask and answer questions about the reasons why someone would like to be a certain job in the future;

- use Why would you like to be ___? – Because I like to____. to ask and answer questions about someone’s future jobs in a freer context.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about the reasons correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform pronunciation and speaking tasks.
3. Attributes
- Show their love and interest in a certain job in the future.
II. MATERIALS
- Pupil’s book: Page 36
- Audio tracks 49, 50
- Teacher’s guide: Pages 81, 82, 83
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise vocabularies
b. Content
- Game: Guessing game
c. Expected outcomes
- Pupils can remember and say the words about jobs correctly.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Game: Guessing game

- Draw pupils’ attention to the screen. - Pupils follow the teacher’s instructions. Vocabulary: Jobs
- Explain the rules of the game: Pupils look at the clue and - Pupils look at the screen and guess what the teacher – policeman-gardener – firefighter –
guess word is. reporter – writer – doctor-cook
st
1 clue: get 3 points
nd
2 clue: get 2 points
rd
3 clue: 1 point

e. Assessment
- Performance products: Pupils’ pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: LOOK, LISTEN AND REPEAT (5 minutes)
a. Objectives

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- To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about why someone would like

to be a certain job in the future.

b. Content
- Activity 1. Look, listen and repeat.
c. Expected outcomes
Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about why someone would
like to be a certain job in the future.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 1. Look, listen and repeat. (Track 49)

Step 1: Ask pupils to look at Pictures a and b, and identify - Pupils look at Pictures a and b and identify the – Context a:

the characters in the pictures. Have them say what they can characters in the pictures. Nam and Mary talking in their schoolyard.

see in the thought bubbles. - Pupils look at Picture a and listen to the Mary thinking of being a doctor
recording. Pupils listen to the recording again, in the future
Step 2: Ask pupils to look at Picture a. Play the recording
sentence by sentence, and repeat. Nam: What would you like to be in the future?
of the exchange for them to listen to.
- Pupils follow the teacher’s instructions. Mary: I’d like to be a doctor.
Step 3: Play the recording again, sentence by sentence, for
- Pairs of pupils come to the front of the Nam: Cool!
pupils to listen and repeat individually and in chorus. classroom to listen to and repeat the sentences – Context b:
Correct their pronunciation where necessary. Repeat the in the recording. Nam and Mary talking about the reasons for

same procedure with Picture b. - Pupils pay attention to the question and the future jobs. Mary thinking of

Step 4: Invite a few pairs to the front of the class to listen answer. Pupils listen to the teacher’s helping people as a doctor
explanation. Nam: Why would you like to be a doctor?
and repeat the sentences in the recording. Give corrections
Mary: Because I’d like to help people.
and feedback where necessary.

Step 5: Draw pupils’ attention to the question Why would

you like to be a doctor? and the answer Because I’d like to

help people. Explain that they are a question and an

answer about why someone would like to be a certain job

in the future.

e. Assessment
- Performance products: Pupils’ performance and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: LISTEN, POINT AND SAY (10 minutes)
a. Objectives
- To correctly say the words, phrases and use sentence patterns Why would you like to be a __ ?
– Because I’d like to ______. to ask and answer questions about the reasons for someone to choose a certain job in the future.
b. Content
- Activity 2. Listen, point and say.
c. Expected outcomes
- Pupils can correctly use the given words, the phrases and the sentence patterns Why would you like to be a ______? and Because I’d like to ______ . to ask and

answer questions about the reasons why someone would like to do a certain job in the future.

d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 2. Listen, point and say. (Track 50)

Step 1: Have pupils point at Picture a, listen to the - Pupils point at Picture a, listen to the – Picture and word cues:

recording and repeat the word teacher and the phrase recording and repeat the word and phrase. a. a female teacher teaching children in a
Pupils follow the teacher’s instructions with classroom and the word teacher / teach
teach children several times. Repeat the sameprocedure
the other three pictures. Pupils repeat the words children underneath
with Pictures b, c and d. Have the class repeat the words
and phrases a few times. b. a male reporter reporting the news and the
and the phrases.
- Pupils point at the question and answer and word reporter / report the news underneath
Step 2: Point at the question Why would you like to be a

9
 ________ ? Read it aloud and have pupils repeat it. repeat them. c. a female gardener working in a garden and

Follow the same procedure with the answer Because I’d - Pupils point at Picture a, listen and repeat the word gardener / grow flowers underneath
after the recording. Pupils follow the same d. a male writer writing something at his desk
like to ________ .
procedure with the other three pictures. and the word writer / write stories underneath
Step 3: Point at Picture a and have pupils listen and repeat
- Pupils work in groups and practise asking and – Speech bubbles:
after the recording Why would you like to be a teacher?- answering the question, using speech bubbles Why would you like to be a __________?
Because I’d like to teach children. Repeat the same and Pictures a, b, c and d. Because I’d like to _______.

procedure with Pictures b, c and d. - Pairs of pupils point at the pictures and say Audio script:

Step 4: Divide the class into two groups to take turns the Questions & Answers in front of the class. a. teacher / teach children

repeating the questions and the answers for Pictures a - d b. reporter / report the news

until they feel confident. c. gardener / grow flowers

Step 5: Have pairs of pupils practise asking and answering d. writer / write stories a.
a.
the questions with the pictures. Invite a few pairs to point
A: Why would you like to be a teacher?
at the pictures and say the questions and the answers in
B: Because I’d like to teach children.
front of the class. Check their pronunciation, give
b.
corrections and feedback where necessary. A: Why would you like to be a reporter?
B: Because I’d like to report the news.
c.
A: Why would you like to be a gardener?
B: Because I’d like to grow flowers.
d.
A: Why would you like to be a writer?
B: Because I’d like to write stories.

e. Assessment
- Performance products: Pupils’ talks and interaction
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: LET’S TALK (8 minutes)
a. Objectives
- To correctly use the sentence patterns Why would you like to be a _______? - Because I’d like a ______. to ask and answer questions about the reasons why
someone would like to do a certain job in a freer context.
b. Content
- Activity 3. Let’s talk.
c. Expected outcomes
- Pupils can correctly use the sentence patterns Why would you like to be a ______ ? - Because I’d like to _______ . to ask and answer questions about the

reasons why someone would like to do a certain job in a freer context.

d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 3. Let’s talk.

Step 1: Draw pupils’ attention to the pictures and guess - Pupils look at the pictures and guess the jobs – Picture cues: a group of characters doing
that the characters do. Pupils follow the different jobs.
the jobs that the characters do. Read the question in the
teacher’s instruction. – Speech bubbles:
first speech bubble aloud and ask pupils to repeat it. Ask
- Pairs of pupils practise asking and answering Why would you like to be a / an ________ ?
pupils to look at the second bubble and identify what the
the questions about the reasons why someone
- _______.
answer should be. Do the same with the other pair of would like to be a certain job.
speech bubbles. - Pupils practise asking and answering

Step 2: Have pairs of pupils practise asking and answering questions in front of the class.

the questions about the reasons why someone would like - Pupils brainstorm some jobs they know, such

to be a certain job. Go around the classroom and provide as doctor, driver, pilot, policeman and farmer,

support when necessary. and say the reasons why they would like to

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 Step 3: Invite a few pairs to practise asking and answering have such jobs, then talk in groups using the

questions in front of the class. Give corrections and sentence patterns.

feedback where necessary.

Extension: Encourage pupils to brainstorm some jobs they

know, such as doctor, driver, pilot, policeman and farmer,

and say the reasons why they would like to have such jobs,

then talk in groups using the sentence patterns.

e. Assessment
- Performance products: Pupil’s interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
Game: Look and say

- Divide the class into 2 teams: boys and girls.

- Draw pupils’ attention to the questions on the screen.

- In teams, they take turns to look at the picture and answer the questions. Read the question aloud and answer it. If they have the correct ones, they will get the

points.

- The team with more points wins the game.

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Week: 08
th
Period: 32 Date of teaching: 5A: Oc 31 2024
th
5B: Oc 31 2024
UNIT 5: MY FUTURE JOB
Lesson 2: 4 – 5 – 6
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- use listen to and understand two communicative contexts in which speakers ask and answer questions about future jobs and tick the correct pictures;
- complete two conversations with the help of the picture cues;
- revise the target vocabulary items through the game.
2. Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform listening, reading and writing tasks.
3. Attributes
- Show their interest in a certain job in the future.
II. MATERIALS
- Pupil’s book: Page 37
- Audio track 51
- Teacher’s guide: Pages 83, 84, 85
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 5)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To revise the phrases teach children, report the news, grow flowers and write stories and the sentence structures Why would you like to be a _______? and
Because I’d like to ______ .
b. Content
- Game: Lucky numbers
c. Expected outcomes
- Pupils can correctly say the phrases in the sentence structures Why would you like to be a _____? and Because I’d like to _______ . to ask and answer
questions about someone’s future job.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Game: Lucky numbers

- Have pupils give the sentence structures to ask and - Pupils give the sentence structures to ask and There are six magnifying glasses with
answer questions about someone’s future job. answer questions about someone’s future job. conversations and options to complete as well
- Show sets of six magnifying glasses on the board/ slide. - Pupils follow the teacher’s instructions. as different points.
Each magnifying glass contains a conversation with - Pupils work in three groups. Why would you like to be a _______? and
pictures, options and different points. - Pupils listen to the teacher’s explanation. A Because I’d like to _______ .
- Divide the class into three groups. pair of pupils from each group chooses a
- Explain how the game is played. Have a pair of pupils magnifying glass, chooses the option, then asks
from each group choose a magnifying glass, choose the and answers questions about someone’s future
correct option to complete, then ask and answer questions job.
about someone’s future job. - Pupils continue playing the game.
E.g. Pupil A: Why would you like to be a teacher? - Pupils praise the winner.
Pupil B: Because I’d like to teach children.
- Give points for the group having the correct answer.
- Continue with the other pupils.
- The group that gets more points wins. Praise the winner.

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e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: PRACTICE (5 minutes)
a. Objectives
- To listen to and understand two communicative contexts in which characters ask and answer questions about future jobs, and tick the correct pictures.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can listen to and understand two communicative contexts in which characters ask and answer questions about their future jobs and tick the correct pictures
according to what they
hear.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 4. Listen and tick. (Track 51)

Step 1: Have pupils look at the pictures. Ask them How - Pupils look at the pictures, listen to the teacher – Picture cues:
many pictures are there? in each question and What jobs and answer the questions. 1a. a male teacher teaching children in a
can you see in each picture? - Pupils look at the pictures of Question 1 and classroom
Step 2: Tell pupils to look at the pictures of Question listen to the recording and identify the correct
1b. a male doctor
1, and they will hear a conversation between a boy and picture then tick the correct box. Pupils listen
1c. a male reporter reporting the news
girl about future jobs. Ask pupils to tick the correct picture to the recording again to do the task and check
2a. a female gardener working in a garden
that shows the boy’s future job. Play the recording for the their work.
2b. a female writer writing something at her
first conversation twice. - Pupils do the same with the second
desk
Step 3: Do the same with the second conversation. Ask conversation, listen and tick the correct picture.
2c. a female dentist checking her patient's teeth
pupils to tick the correct picture that shows the girl’s future - Pupils swap books with a partner, then check
Audio script:
job. answers as a class.
1.
Step 4: Ask pupils to work in pairs for their peer-checks. - Pupils listen to the recording to check their
A: What would you like to be in the future?
Correct answers and give feedback. answers again.
B: I’d like to be a teacher.
A: Why would you like to be a teacher?
B: Because I’d like to help children.
2.
A: Would you like to be a dentist?
B: No, I wouldn’t.
A: What would you like to be?
B: I’d like to be a writer.

A: Why?

B: Because I’d like to write picture books.

Key: 1. a 2. b

e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys; Peer correction
3. ACTIVITY 2: PRACTICE (10 minutes)
a. Objectives
- To complete the target sentence patterns in two conversations about future jobs with the help of picture cues.
b. Content
Activity 5. Read and complete.
c. Expected outcomes
- Pupils can complete the target sentence patterns about future jobs with the help of picture cues.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

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 Activity 5. Read and complete.

Step 1: Ask pupils to look at the pictures and identify the - Pupils look at the pictures. Pupils identify the Two picture cues of jobs and two conversations
jobs of the characters. jobs of the characters. with gaps to complete.
Step 2: Have pupils read Conversation 1. Ask them what is - Pupils read Conversation 1 and complete the
Key:
missing from the gap. Have them complete the gap by gap by finding the clues from the text and the
1. reporter; Because
finding the clues from the context and the picture. Repeat picture.
2. gardener; I’d like
the same procedure with Conversation 2. Pupils do the same with Conversation 2.
Step 3: Get pupils to complete the conversations
individually, then ask a few pairs to read them aloud. - Pupils complete the conversations
Check their answers, giving corrections and feedback individually.
where necessary. - Some pairs of pupils read the conversations
Step 4: Ask a few pairs to read the conversations aloud. aloud to check the answers. Others listen and
Give feedback and corrections if necessary. check their answers.
- Pairs of pupils read the conversations aloud.

e. Assessment
- Performance products: Pupils’ answers
- Assessment tools: Observation; Answer keys
4. ACTIVITY 3: PRACTICE (8 minutes)
a. Objectives
- To review vocabulary about jobs by playing the game Job word bank.
b. Content
- Activity 6. Let’s play.
c. Expected outcomes
- Pupils can review vocabulary about jobs.
d. Organisation

TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT

Activity 6. Let’s play.

Step 1: Tell pupils that two groups are going to play the - Pupils listen to the teacher’s instructions. A board and two pieces of chalk
game Job word bank within three minutes. Have the groups - Pupils work in groups of five. Two groups
of five stand in two lines in front of the board. Give a piece stand in two lines in front of the board. Pupils
of chalk to the pupils at the front of the lines. Ask What write a word for a job to answer the question,
would you like to be in the future? and let them write a then give the chalk to the next one of the line.
word for a job on the board. Encourage the first pupils to - Which group has more correct words will be
give the pieces of chalk to the next one of the line so that the winner.
they continue to write words for jobs on the board. - Praise the winner.
Step 2: When the time is up, count the jobs that have been - Pupils play the game again with some other
written correctly by each group. Reward the group with groups.
more correctly written jobs.
Step 3: Play the game again with some other groups.

e. Assessment
- Performance products: Pupils’ answers and pronunciation
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (7 minutes)
* Option 1: Further practice (ppt)
- Show a set of pictures of jobs and words, ask pupils to match the pictures with the name of the jobs.
- Show a set of pictures about future jobs and a sentence “I’d like to grow flowers.” and ask pupils to choose the correct job (gardener)
- Continue until practising all the vocabulary set. Praise pupils if they perform well.
* Option 2: Game: Matching game
- Use pictures and cards.
E.g.
A picture of a teacher – I’d like to teach children.

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 A picture of a reporter – I’d like to report the news.
A picture of a gardener – I’d like to grow flowers.
A picture of a writer – I’d like to write stories.
- Have four pupils hold the pictures and stand in the corners of the classroom.
- Give four cards of sentences to four pupils.
- Ask pupils holding cards to find and match their cards with the correct pictures.
- Praise the ones who finish the matching. Then ask the class to look and say the sentences aloud.

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