Giáo án NLS Tiếng Anh 5 Global Success Unit 5: My future job - Lesson 2

1. WARM-UP

a. Objective: To review job vocabulary from Lesson 1 and energize the class before the new lesson.

b. Organisation:

- Teacher greets the class.

- Teacher divides the class into 2 teams.

- Teacher places a chair (The Hot Seat) facing the class, with its back to the board.

- One pupil from Team A sits in the Hot Seat. Teacher writes a job on the board (e.g., doctor, firefighter, reporter).

- Team A must give clues (actions or simple English words) without saying the job name. The pupil in the Hot Seat must guess the job.

- If they guess correctly within 30 seconds, they get a point. Swap teams.

- Teacher applies AI tools to solve simple problems by using an AI image generator or AI text-to-speech tool on the smart screen to dynamically present visual and audio clues about the jobs to the class.

- Teacher leads into the new lesson: Now we know what jobs you like. Today, we will learn how to ask and answer why you like them.

- Pupils greet the teacher.

- Pupils form 2 teams.

- Selected pupil sits in the Hot Seat.

- Pupils give clues enthusiastically.

- The pupil in the Hot Seat guesses the job.

- Pupils select simple digital technologies to interact by using a classroom tablet or digital response system to lock in their team's final guess and transmit it to the teacher's screen.

- Pupils open their books and prepare for the lesson.

[6.2.CB2a]: Apply AI tools to solve simple problems.

[2.1.CB2a]: Select simple digital technologies to interact.

2. PRESENTATION

Activity 1: Look, listen and repeat

a. Objective: To understand and correctly repeat sentences focusing on asking and answering why someone would like to have a certain job.

b. Organisation:

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Activity 2: Listen, point and say

a. Objective: To correctly say the words and use the structure to ask and answer questions about reasons for a job.

b. Organisation:

- Teacher introduces the vocabulary using pictures: a. teacher / teach children, b. reporter / report the news, c. gardener / grow flowers, d. writer / write stories.

- Teacher has pupils point at Picture a, listen, and repeat the word teacher and phrase teach children. Repeats with b, c, d.

- Teacher reads the question Why would you like to be a ___? and answer Because I’d like to ____. aloud and has pupils repeat.

- Teacher points at Picture a, has pupils listen and repeat the full exchange. Repeats for b, c, d.

- Teacher divides the class into two groups to take turns repeating the questions and answers.

- Teacher puts pupils into pairs to practise. Invites a few pairs to present.

Extension: Teacher has pupils brainstorm some adjectives to describe people and divide them into two groups: adjectives describing someone's appearance (for example, tall, slim, and young) and adjectives describing personality (for example, friendly, helpful, and clever).

- Teacher moves on to the next content.

- Pupils look at the pictures and learn the new phrases.

- Pupils point, listen, and repeat the words and phrases.

- Pupils repeat the target patterns.

- Pupils practice the full exchanges.

- Groups take turns asking and answering.

- Pupils work in pairs, then perform for the class.

- Pupils follow the teacher’s instruction.

Activity 3: Let's talk

a. Objective: To use What’s he/she doing? – He’s / She’s ___. and What’s he/she like? – He’s / She’s ____. and answers in a freer context.

b. Organisation:

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Activity 4: Listen and tick

a. Objective: To listen and understand two communicative contexts and tick the correct pictures.

b. Organisation:

- Teacher asks pupils to look at the pictures and identify the jobs.

- Teacher transforms the listening task into an interactive digital quiz format (e.g., using Quizizz or Google Forms) broadcasted to student devices.

- Teacher plays the recording of the first conversation twice. Asks pupils to tick the correct picture.

- Teacher repeats with the second conversation.

- Teacher asks pupils to work in pairs to check answers. Corrects answers as a class.

- Teacher moves on to the next content.

- Pupils identify the jobs in the pictures before listening.

* Picture cues:

1a. a male teacher teaching children in a classroom

1b. a male doctor

1c. a male reporter reporting the news

2a. a female gardener working in a garden

2b. a female writer writing something at her desk

2c. a female dentist checking her patient's teeth

- Pupils identify simple technical problems when operating devices and using the digital environment by adjusting the volume on their tablets or refreshing the browser if the audio fails to load during the digital quiz.

- Pupils listen to Conversation 1 and tick the picture.

- Pupils listen to Conversation 2 and tick.

- Pupils check answers with a partner.

* Key: 1. a, 2. b

[5.2.CB2b]: Recognize simple digital tools and possible technological solutions to solve needs.

[5.1.CB2a]: Identify simple technical problems when operating devices and using the digital environment.

Activity 5: Read and complete

a. Objective: To complete the target sentence patterns with the help of picture cues.

b. Organisation:

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Activity 6: Let's play

a. Objective: To review vocabulary about jobs by playing the game Jobs word bank.

b. Organisation:

- Teacher tells pupils that two groups of five will play Jobs word bank within a 3-minute limit.

- Teacher has groups line up. Asks "What would you like to be in the future?" and starts the timer. Pupils take turns writing one job on the board.

- When time is up, teacher counts correctly written jobs and rewards the winning group.

- Teacher moves on to the next content.

- Pupils listen to the rules.

- Pupils line up, take the chalk, write quickly, and pass it to the next friend.

- Pupils count the words with the teacher.

3. PRACTICE

a. Objective: To consolidate the core vocabulary and sentence patterns of the lesson.

b. Organisation:

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4. APPLICATION

a. Objective: To apply the lesson's target language in a communicative home setting.

b. Organisation:

- Teacher assigns homework: 

+ At home, interview one family member or friend. Ask them two questions:

1. What would you like to be in the future?

2. Why would you like to be a/an [job]?

+ Write their answers down in your notebook. You can draw a small star next to the reason.

+ Instruct pupils on how to use a basic video or voice recording app on a home device for their interview.

- Tell pupils they will report their interview results to the class in the next lesson.

* CONSOLIDATION

- Teacher reviews the question Why would you like to be a...? and the word Because...

- Teacher evaluates pupils' participation and praises active groups.

* ADVICE

- Review the vocabulary and sentence structures.

- Complete your "Interview" task.

- Prepare for Unit 5 - Lesson 3.

- Pupils listen to the homework instructions.

- Pupils write down the two interview questions in their notebooks.

- Pupils use a smartphone at home to record a short audio or video clip of the interview and uploading it safely to the class's digital portfolio.

- Pupils look forward to sharing their results.

- Pupils listen to the summary.

- Pupils write down their homework.

[3.1.CB2b]: Choose ways to express oneself by creating simple digital media.

REFLECTION