LESSON PLAN

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TEXTBOOK: Tiếng Anh 5 Family and Friends National Edition

UNIT 7: THE DINOSAUR MUSEUM

Lesson Three – Grammar and Song (page 56)

A. DESIRED OBJECTIVES

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

1. Core competences

- Ask and answer questions in the simple past.

- Use simple past irregular verbs to talk and write about things they did.

- Use the simple past in the context of a song.

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

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1. Language

- Core: Did you go to the park last Saturday? Yes, I did. Did you play soccer?

- Extra: school trip, skeleton, dinosaur model, glad

2. Skills: Listening and Speaking.

C. RESOURCES AND MATERIALS

- Student book - page 56

- Audio track 81

- Teacher’s Guide

- Website sachso.edu.vn

- Flashcards

- Computer, projector, ….

LEARNING EXPERIENCES

Teacher’s activities Students’ activities

WARM-UP/REVIEW (5 minutes)

Aim: To motivate students and help students ask and answer Yes/No questions, using simple
past tense.

* Warmer

- Write Did you …? on the board. - Look at the question on the board.

- Elicit possible verbs from the class and - Listen and answer the teacher’s
write a list. question.

- Ask children to think of a question. - Think about a question. Then move

Then have them walk around the class around to ask as many classmates as
and ask their question to as many you can.
classmates as they can. They can also
ask their questions in small groups.

- Encourage children to answer the

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 questions they get asked.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can ask and answer Yes/No
questions using simple past tense
correctly and fluently.

- Task completed: Students can ask and

answer Yes/No questions using simple
past tense.

- Task uncompleted: Students are unable

to ask and answer Yes/No questions
using simple past tense.

PRESENTATION (10 minutes)

Aim: To help students use simple past irregular verbs to talk, ask and answer the
questions.

* Lead-in:

- Ask children if they can remember the - Look at the sentences.

story in Lesson 1.

- Write the following on the board: The

children went to a museum. They saw
dinosaur bones. Amy bought a dinosaur
model. A dinosaur model roared.

- Explain that these are answers, and you - Think about the questions.

want them to write the questions. - Make questions with Where and

- Write Where and What on the board and What.

ask children to ask the questions

(Where did the children go? What did
they see? What did Amy buy? What did
the dinosaur model do?).

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1. Look at the picture. Ask and answer.

- Focus children’s attention on the

picture. Invite children to say what - Look at the picture and say what you
they can see. can see.
- Ask two children to read out the speech - Read out the speech bubbles.
bubbles.
- In pairs, ask and answer questions
- Point to the prompts. Tell the children about what you did last Saturday.
that they are going to ask and answer
- Raise hands to ask and answer in the
questions about what they did last
front.
Saturday. Demonstrate the second
question with a child.

- Children do the exercise in pairs.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can ask and answer the
questions correctly and fluently in the
front.

- Task completed: Students can ask and

answer the questions in pairs.

- Task uncompleted: Students are unable

to ask and answer the questions.

PRACTICE (10 minutes)

Aim: To help students use the simple past in the context of a song.

2. Write three sentences about what you

and your friend did.

- Focus children’s attention on the - Look at the example.

example.
- Listen to the teacher.
- Tell the children they are going to write
- Say a sentence to describe what you

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 three sentences about what they and and your friends did last weekend.
their friends did last weekend. - Do the exercise individually.
- Elicit an example answer from the class - Read your sentences to the class and
(e.g. Last Saturday I went to the park, compare what you did on the
and Anh went to the movies). weekend.
- Children do the exercise individually.

- Ask children to read their sentences to

the class and compare what they did on
the weekend.

Differentiation

 Below level: Encourage children to

refer to the list of irregular simple past
verbs in Lesson 2 if they need to.

 At level: Children complete the activity.

 Above level: After children finish, have

them write three more sentences.
Encourage them to make longer
sentences and use other activities they
know.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can write full sentences
without grammatical and spelling
mistakes.

- Task completed: Students can write

sentences with support from the teacher.

- Task uncompleted: Students are unable

to write sentences with support from the
teacher.

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3. Listen and sing. Track 81

- Focus children’s attention on the - Look at the pictures and listen to the
picture. Say The children went on a teacher carefully.
school trip. Ask questions, e.g. Did they
go to a dinosaur museum? What did
- Say skeleton. Point to the dinosaur
they see? When did they go home?
skeleton in the picture.
- Elicit skeleton. Ask children to point to
- Listen and point to the pictures in
the dinosaur skeleton in the picture.
their books.
- Play the song while children follow in
- Listen again and follow the song.
their books. Then play it again for
children to sing along. - Repeat the lines of the song.

 Expected outcomes and assessment. - Listen to the song and sing along.

- Task completed with excellence:

Students can sing the song fluently in
the front.

- Task completed: Students can sing

along the song chorally.

- Task uncompleted: Students are unable

to sing along the song chorally.
- Decide on the actions for the song.
4. Sing and do.
- Practice the actions with the class.
- As a class, decide on the actions for the
song. - Sing and do the actions while listening
to the recording.
- Practice the actions with the class.

- Play the recording for children to sing

and do the actions.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can sing the song with actions
in the front.

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 - Task completed: Students can sing the
song with actions in groups.

- Task uncompleted: Students are unable

to sing the song with actions in groups.

PRODUCTION (10 minutes)

Aim: To help students use the simple past in the context of a song.

* Game: “New version for the song”

- Show the song with blanks. - Look at the song with blanks.

- Ask the students to think of new words - Think about the blanks.
and use them to fill in the blanks.

- Put the students into small groups of - Work in groups to do the task.
four or five and ask them to do the task.
- Practice singing and doing the
- Ask students to practice singing and actions in groups.
doing the actions in groups.
- Sing and do in the front.
- Praise students if they have done well.

 Expected outcomes and assessment.

- Task completed with excellence:

Students can write the new version for
the song creatively.

- Task completed: Students can fill in the

blanks to create the new version for the
song.

- Task uncompleted: Students are unable

to fill in the blanks to create the new
version for the song.

REFLECTION

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