LESSON PLAN

Week:
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TEXTBOOK: Tiếng Anh 5 Family and Friends National Edition

UNIT 7: THE DINOSAUR MUSEUM

Lesson Four - Phonics (page 57)

A. DESIRED OBJECTIVES

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

1. Core competences

- Identify the stressed words in questions with did and short answers.

- Copy the rhythm of questions with did and short answers.

- Practice the rhythm in a chant.

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.

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B. LANGUAGE FOCUS AND SKILLS

1. Language

- Core: Did you/he/they …? Yes, I/he/they did.

- Extra: zebra, crocodile, movie

2. Skills: Listening and Speaking.

C. RESOURCES AND MATERIALS

- Student book - page 57

- Audio tracks 67, 82-83

- Teacher’s Guide

- Website sachso.edu.vn

- Phonics cards

- Computer, projector, ….

D. LEARNING EXPERIENCES

Teacher’s activities Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To motivate students and help students to review the sounds of the ed endings in
simple past regular verbs.

* Warmer

- Play the recording and say the chant - Listen and say the chant from page
from page 45 to review the sounds 45 to review the sounds of the ed
of the ed endings in simple past endings in simple past regular
regular verbs. verbs.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can say all the sounds of
the ed endings in simple past
regular verbs correctly and

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 confidently.

- Task completed: Students can say

all the sounds of the ed endings in
simple past regular verbs.

- Task uncompleted: Students are

unable to say the sounds of the ed
endings in simple past regular
verbs.

PRESENTATION (10 minutes)

Aim: To help students identify the stressed words in questions with did and short
answers.

* Lead-in:

- Write on the board the question Did - Read the question silently.
they go to the museum? Ask - Think about the intonation of the
children to read the question question.
silently to themselves. Encourage
them as they do so to think about
the intonation of the question.
Don’t give the answer yet.

- Have a brief discussion about - Listen to the teacher carefully.

intonation in questions in English.
Model how the intonation goes up
in questions.

- Point to the question on the board

and read it out loud.

- Model the correct intonation and

draw an arrow to emphasize that the
intonation goes up at the end of the
question.

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 - Write Yes, they did. on the board
and model how the intonation goes
down in short answers. Draw an
- Listen and repeat.
arrow to emphasize the correct
intonation.

- Model the question and answer

again for children to repeat after
you.
- Look at the questions and answers.
1. Listen, point, and repeat. Track 82

- Ask children to look at the

questions and answers in their
- Listen and point to the questions
Student Books on page 57. Point
and answers.
out that the arrows indicate the
correct intonation.
- Listen and repeat the questions and
- Play the first part of the recording
answers in chorus.
for children to listen and point to
the questions and answers.

- Play the second part of the

recording for children to repeat the
questions and answers in chorus.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can listen, point and repeat
confidently.

- Task completed: Students can

listen, point and repeat chorally.

- Task uncompleted: Students are

unable to listen, point and repeat
chorally.

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 PRACTICE (10 minutes)

Aim: To help students copy the rhythm of questions with did and short answers, then
practice the rhythm in a chant.

2. Listen and chant. Track 83

- Ask children to look at the picture. - Look at the picture and answer the
Ask What place is this? (the zoo) questions.
What animals can you see?

- Play the recording for children to - Listen and follow in your books. The
listen and follow in their books. repeat.
Stop the recording after each line
for children to repeat.

- Play the chant once more for

children to join in. - Chant along with actions in groups
and in the front.
 Expected outcomes and assessment.

- Task completed with excellence:

Students can listen to the chant and
chant with actions confidently.

- Task completed: Students can listen

to the chant, chant along the
recording.

- Task uncompleted: Students are

unable to listen to the chant, chant
along chant along the recording.

3. Read the chant again. Follow the

rhythm. Then say.

- Focus attention on the chant again. - Work in pairs and say the chant with
Ask children to work in pairs and the correct intonation.
say the chant with the correct

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 intonation.

- Encourage them to look at Exercise

1 for help. - Say the stressed words in each line.
- Elicit the stressed words in each Then practice the chant individually
line. Then have children practice and in pairs.
the chant individually and in pairs.
Monitor and help if necessary.
- Read out the chant for the class.
- Invite children or pairs of children
to read out the chant for the class.

Expected outcomes and assessment.

- Task completed with excellence:

Students can say the chant with the
correct intonation fluently.

- Task completed: Students can say

the chant with the correct
intonation.

Task uncompleted: Students are

unable to say the chant with the
correct intonation. - Listen and say the correct intonation.

4. Say the sentences. Draw arrows.

- Look at the example with the class. - Read the questions and answers
Read out the question and answer quietly to yourselves and think about
and elicit the correct intonation. the intonation.

- Encourage children to read the - Do the rest of the exercise

questions and answers quietly to
themselves and think about the
intonation.
- Children do the rest of the exercise
individually.
individually.
- Share your answers with your
partner. Say the correct intonation.
- Peer-check with friends and the

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 - Go through the answers with the teacher.
class. Model the intonation if
necessary.

Answers

Put upwards arrows above the questions.

Put downwards arrows above the short

answers.

Differentiation

 Below level: Read out the questions

and answers once before children
do the task. When they finish, have
children practice saying the
questions and answers in pairs.

 At level: Children complete the

activity.

 Above level: Ask children to

change the words movie, lunch,
dinosaur model, hat, and train in
the questions with their own ideas.
Then they practice reading the new
questions in pairs

 Expected outcomes and assessment.

- Task completed with excellence:

Students can complete the task as
suggested confidently and then
share their new words to their
friends.

- Task completed: Students can

complete the task as suggested with

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 support from the teacher.

- Task uncompleted: Students are

unable to complete the task as
suggested with support from the
teacher.

PRODUCTION (10 minutes)

Aim: To help students apply the correct intonation in questions and answers.

* Let’s talk!

- Ask children to look at the picture - Look at the picture and read the
and speech bubble. speech bubble.

- Have a child demonstrate the - Read the question.

question for the class.
- In pairs, take turns asking the
- Children work in pairs to take turns question.
asking the question.
- Think of other similar questions.
- Tell them to think of other similar
questions.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can ask the different
questions with the correct intonation
fluently.

- Task completed: Students can ask

the different questions with the
correct intonation.

- Task uncompleted: Students are

unable to ask the different questions
with the correct intonation.

REFLECTION

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