LESSON PLAN

Week:
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Period:
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Date of teaching:
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TEXTBOOK: Tiếng Anh 5 Family and Friends National Edition

UNIT 7: THE DINOSAUR MUSEUM

Lesson Two – Grammar – Period 1 (page 55)

A. DESIRED OBJECTIVES

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

1. Core competences

- Understand the simple past of irregular verbs (affirmative and negative).

- Act out the story.

2. General competences

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

- Problem-solving and creativity: talk about what they did and did not do in the
past.

3. Attributes

- Kindness: help partners to complete learning tasks.

- Diligence: work hard to complete learning tasks.

- Honesty: tell the truth about feelings and emotions or play fair in games.

- Responsibility: appreciate kindness.

- Leadership: collaborate with teachers to enhance language skills.

B. LANGUAGE FOCUS AND SKILLS

1. Language

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 a. Vocabulary: buy – bought, eat – ate, find – found, go – went, know – knew, make
– made, see – saw, think – thought, wear – wore, write – wrote

b. Patterns:

- We went to the dinosaur museum.

- We didn’t go to school.

2. Skills: Listening, Speaking and Writing.

C. RESOURCES AND MATERIALS

- Student book - page 55

- Audio tracks 79-80

- Teacher’s Guide

- Website sachso.edu.vn

- The dinosaur museum flashcards 89-96

- Computer, projector, ….

* Values

- Learn about animals in the past.

D. LEARNING EXPERIENCES

Teacher’s activities Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To motivate students and help students to remember different dinosaur museum
words.

* Warmer: Snap!

- Write one of the items from the
vocabulary set on the board, e.g.
went. Say the word aloud.
- Put the flashcards in a pile and hold
them up so that children can only
- Look at the vocabulary on the board
and listen to the teacher.
- Shout Snap! when you see the
fountain.

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 see the facing card. Reveal the
cards one at a time by putting the
front card to the back. When
children see the fountain, they shout
Snap!

- Repeat with the rest of the words in

the set.

Expected outcomes and assessment.

- Task completed with excellence:

Students can guess and spell the key
words correctly.

- Task completed: Students can say

the correct key words.

- Task uncompleted: Students are

unable to say the correct key words.

PRESENTATION (10 minutes)

Aim: To help students act out the story and say what people did and didn’t do in the
past, using irregular verbs.

* Lead-in:

- With books closed, ask children - Answer the questions.

questions about the story, e.g. Who
went to the dinosaur museum? Did
the dinosaur model move? What
did Amy buy?

1. Listen to the story again. (Track 79)

- Play the recording, pausing for - Listen to the recording and repeat.

children to repeat each line. - Play the roles of characters in the

- Divide the class into groups of four story in groups.

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 to play the parts of Amy, Holly, - Look at the different actions that
Max, and Aunt. the characters do in the story.

- As a class, decide on the actions for - Practice acting the story. Come to
the story. the front to act for the class.

- Children act out the story.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can act out the story in the
front.

- Task completed: Students can

practice the dialogue with actions in
groups.

- Task uncompleted: Students are

unable to practice the dialogue with
actions in groups.
- Identify the simple past form of go
2. Listen and say. (Track 80) and buy in the grammar box.

- Ask children to identify the simple

past form of go and buy in the
grammar box, pointing out that we
don’t add -ed to some verbs in the
simple past. These verbs are - Follow the teacher carefully.
irregular. - Raise your hand to read the speech
- Make sure children understand how bubble to the class.
to form the simple past negative - Tell the teacher the negative form
using didn’t. of the sentence in the speech
- Ask a child to read the speech bubble.
bubble to the class. Ask the class to
give you the negative form of the
sentence in the speech bubble. (We

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 didn’t go to the art museum
yesterday.)
- Give children a minute to study the
irregular past verbs.
- Play the recording for children to
listen and repeat.
- With books closed, write some of
the past tenses on the board and
elicit the present tense. Then do the
reverse.
- Study the irregular past verbs in
one minute.
- Listen and repeat.
- Close your books, look at the past
tense on the board and tell the
present tense. Then do the reverse.

Expected outcomes and assessment.

- Task completed with excellence:

Students can say the sentence
pattern correctly and fluently.

- Task completed: Students can say

the sentence pattern.

- Task uncompleted: Students are

unable to say the sentence pattern.

PRACTICE (10 minutes)

Aim: To help students choose the correct past tense of the verbs in the situation as a
text.

3. Write.

- Focus children’s attention on the - Look at the picture and the

picture. Go through the example example.
together. - Do the task individually.
- Children do the exercise - Compare your answers to your
individually. partners.
Answers: - Read the sentences in front of the

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 1.went 2.saw 3.bought 4.wrote class.

Expected outcomes and assessment.

- Task completed with excellence:

Students can say the sentences
correctly and fluently.

- Task completed: Students can say

the sentences.

- Task uncompleted: Students are

unable to say the sentences.

4. Read the story again. Answer the

questions.

- Read out the questions once and - Listen to the teacher.

make sure children understand
- Do the first question with the
them.
teacher.
- Do the first question with the class.
- Look back at the story on page 54
Ask children to look back at the
to find the answer.
story on page 54 to find the answer.
- Do the task individually.
- Children do the exercise
- Compare your answers to your
individually. Ask them to write full
partners.
answers in their notebooks.
- Read your answers in the front.
Differentiation

 Below level: Put children in pairs.

One child answers the questions 1–
3 and the other child answers
questions 4–5. Then they share
answers.

 At level: Children complete the

activity.

 Above level: When children finish,

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 ask them to practice reading out the
questions and answers in pairs.

Answers:

1. They went to the dinosaur museum.

2. She bought a dinosaur model.

3. They saw dinosaur bones.

4. She thought it was alive.

5. He knew it was a model.

Expected outcomes and assessment.

- Task completed with excellence:

Students can answer the questions
with full sentences correctly and
fluently.

- Task completed: Students can

answer the questions.

- Task uncompleted: Students are

unable to answer the questions.

PRODUCTION (10 minutes)

Aim: To help students describe what they did and did not do in the past, using
irregular verbs they have just learnt.

* Let’s talk

- Ask children to look at the picture - Look at the pictures. Read the first
and speech bubble. sentence out loud.

- Have a child demonstrate the - Look and listen to the

sentence. demonstration.

- Children work in pairs and take - Work in pairs to talk about what
turns saying the sentence. you did and did not do in the past,

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 - Tell them to use other words on the using irregular verbs you have just
page. learnt (You can use other words

 Expected outcomes and assessment. you have known before.).

- Task completed with excellence:

Students can talk about what they
did and did not do in the past in the
front.

- Task completed: Students can talk

about what they did and did not do
in the past in pairs.

- Task uncompleted: Students are

unable to talk about what they did
and did not do in the past in pairs.

REFLECTION

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