Kế hoạch bài dạy Tiếng Anh 1, 2, 5 - Tuần 17 - Năm học 2021-2022 - Trần Thị Nõn

 Week 17
Date of teaching: 1A, 1B, 1C ( 04/01/2022)
Period: 15 
 UNIT 7: NUMBERS
 Lesson 1: A,B,C,D,E
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify the situation for the conversation between Bill, Kim and Sue (setting, 
participants, topics);
2. Talk about numbers, number of some school things
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. show their numbering abilities and great respect for other people’ abilities by using 
appropriate gestures and intonation when talking about numbers
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
 One, two, three
Key grammatical structure
The sentence patterns: one, two ......
C. INSTRUCTIONAL RESOURCES.
- Textbook
- flash card of activities (Activity 1 – page 44)
- a computer and a TV . 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation 
 Students’ answers Questions & answers
between Bill, Kim and Sue such as 
 Key
setting, participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. talk about numbers, using the Student’s talks, and Observation
sentence patterns. interaction Questions & answers
4. Use positive attitudes and 
appropriate gestures to talk about Student’s interaction and Observation
their abilities and ask about performance
numbers.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and watching
- Greet the students. Then get the class to watch a video “number song” from youtube
Elicit the abilities which are mentioned in the video
(one, two, three,etc)
- Tell students that they are going to read a dialogue in which students talk about numbers 
and lead students to the new lesson.
Activity 1: Language input (Activity A: Listen and point. Repeat)
- mime some actions to elecit the words: one, two, three 
- Have students listen to each new word.
- Have students listen to each new word and repeat all together and individually. 
Correct student’s pronunciation if necessary.
- Arrange the flashcards on the board. Play audio and have students listen and point at 
the pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point at them individually and have students say 
the words, correct pronunciation when needed.
- Have students work in pairs, one points at the picture in the book and the other says 
the word
Activity 1: Language input (Activity B: Listen and point.)
- Ask students to look at the three pictures (page 38) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Bill, Kim and Sue)
 2. Where are they? (in the park)
 3. What are they doing?( talking about numbers.)
- Ask students to look at the pictures(Activity 2) (page 44) and answer the following 
questions: 
 4. What does Sue say? (one, two, three)
 5. What does Bill answer? (one.)
- Elicit the number: one, two, three
- Tell students that they are going to practise talking about what someone can do. 
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
Activity 2: Full Controlled & less controlled
Task 1: Controlled practice (Flash card cue drill.)
- hang the flash card on the bb
- ask Ss to talk about numbers
- Point to the first picture and get one St say ( one)
- Ask students to say the numbers chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to practice in pairs, number their school things (pencil, bag, book) 
 - Call on some Ss to talk in front of the class. Monitor the activity and offer help, if 
necessary. 
Task 2: less controlled. ( Activity C. Sing)
Play audio and have students listen.
2. Play audio and have students turn to page 44.
3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of the class.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talk about numbers)
 2. What’re the core values of the lesson? 
(show their numbering ability and respect other people’s abilities.)
- Guide Sts to study D,E at home
- Remind students to prepare for the next lesson 
D. ADJUSTMENT.
Date of teaching: 2C ( 05/01/2022), 2A, 2B ( 06/01/2022)
Period: 15
 UNIT 7: CLOTHES
 Lesson 1: A,B,C,D,E 
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence).
1.To be able to identify clothes.
 2.Identify and use vocabulary items about clothes
3.Ask and answer Yes ,No question about clothes
B. LANGUAGE FOCUS
Vocabulary: 
 T-shirt, dress, hat, shirt
Key grammatical structures:
 Is this your (T-shirt)?
 Yes, it is.
 Is this your (dress)?
 No, it isn’t
C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 2: Student’s book page 
- Audios (Unit 7-page 46 ), 
- 4 cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 1. Listen and point correct 
 Point and read Questions & answers
 picture.Repeat 
 Key
 2. Listen to the story 
 Students' listen and repeat 
 between Kim and Sue talk Observation
 and talk 
 about clothes.
 Observation
 3. Listen and tick. Student’s answer.
 Questions & answers
 4. Use song to talk about Observation
 Student sing
 clothes
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: conversation line.
Slap the board" game
- Teacher puts some pictures on the board.
- Divide the class into 2 teams.
- The teacher then has a student from each team come up to the board with fly 
swatters. They then listen as the teacher calls out a word or a sentence and they race to 
slap the correct picture. 
- Whoever is the fastest with the correct slap gets a point for their team and the next 
students then come up.
Activity 1: Listen and point.Repeat.
 - Use some pictures to introduce the new words (T-shirt, dress, hat, shirt ). Ask 
students if someone wears these in the class. 
- Have students listen to each new word.
 Sts listen and repeat one by one.
T play the record and ask sts repeat.
- Arrange the flashcards on the board, play audio, and point to each flashcard.
- Play audio again and have students point to the pictures in their books.
- Play audio again and have students listen and repeat.
- Have students work in pairs, one of them points to the picture in the book and the 
other says the word. 
"Pictionary" game
-Divide the class into teams.
-Have a student from each team stand at the board with a marker or a piece of chalk 
and tell them something to draw, e.g. "dress”.
-Have teams try to guess what the student from their team is drawing.
 -Give the first team to guess correctly one point.
-Repeat with different students.
-The team that gets the most points wins.
Activity 2: Controlled & guided practice
T Have ss look at the picture and answer. Who are they? Where is this?
Have students look and describe the picture, then call out the things they can see.
-Introduce the situation: “Mai and Sue are in the yard. They are talking about clothes.”
Divide the class into two groups, Mai and Sue. Play audio and have students listen and 
read..
-Have students work in pairs, listen to the dialogue and repeat.
* Listen and put a ( √ ) or a ( x ). (CD2 – Track 13)
-Play audio and demonstrate the activity using the example.
-Play audio and have students listen and put a tick or a cross.
-Play audio again and check answers as a whole class
C. Sing. (CD2 – Track 14)
-Have students turn to page 46.
-Play audio and have students listen.
-Read the lyrics and do actions following them.
-Play audio and have students listen, sing along, and do the actions.
Role play
-Have students work in pairs, practice the useful language like the conversation in 
their books.
-Have some pairs demonstrate in front of the class. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (protect your clothes carefully)
 2. What’re the core values of the lesson? (show their knowledge about clothes)
- Remind students to study D, E at home.
- Prepare for the next lesson Unit 7- Lesson 2
D. ADJUSTMENT.
Date of teaching: 5C ( 05/01/2022), 5A, 5B( 06/01/2022)
Period 29
 UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?
 Lesson 1 
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1.Identify the situation for the conversation betweenNam and Tom (setting, 
 participants, topics);
 2. Ask and answer questions about What someone does in his/her free time, using 
 What do you do in your free time? – I ....
 3.Show respect and love outdoor activites, take part in activities actively by using 
 appropriate gestures and intonation when asking and answering questions about 
 What someone does in his/her free time
 B. LANGUAGE FOCUS.
 Vocabulary
 Surf the Internet, go to the cinema, clean the house, do karate
 Key grammatical structure 
 The sentence patterns: What do you do in your free time? – I ....
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 5: Student’s book page 18
 - Audios (Unit 13-page 18), 
 - 4 pictures of activities (Activity 2 – page 18)
 - A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessmen
 products t tools
 Observatio
1.Answer the questions about the situation for the n
 Students’ 
conversation between Nam and Tom such as setting, Questions& 
 answers
participant, topics. answers
 Key
 Students' talks 
2. Practice a role-play conversation with classmates, using Observatio
 and 
the picture prompts. n
 interaction
 Observatio
 Student’stalks
3 .Ask and answer questions about What someone does in n
 , and 
his/her free time, using the sentence patterns. Questions& 
 interaction
 answers
 Students’ Observation
4.Listen and tick the right answers.
 answers ; Key
5 .Use positive attitudes and appropriate gestures to Student’s Observatio
 Express and respond to concerns about What someone interaction n
does in his/her free time. and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 *Warmer: Greeting and games
 - Greet the students.Then get the class to have pupils play the game Bingo! 
 ( play badminton, play chess, go fishing, play football, go swimming, listen to musis) 
 .Then get to make the sentences with the phrases in game
 - Lead into new lesson
 - Tell students that they are going to read a dialogue in which students ask and 
answer questions about What someone does in his/her free time and lead students to 
the new lesson.
Activity 1: Look, listen and repeat
- Ask students to look at the four pictures (page 18) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Tom and Nam) 
 2.Where are they ? ( In Nam’s house)
 3.What are they talking about? (talking about their free time about their free 
activities).
- Tell students that they are going to practise a conversation among Tom and Nam.
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Ask students to look at picture d (Activity 1) (page 18) and answer the following 
questions: 
 4. What does Nam ask Tom ? (What do you do in your free time?)
 5. What does Tom answer? (He rides his bike in the park)
 - Elicit the sentence patterns: What do you do in your free time? I . and explain 
the meaning and the use. ‘‘What do you do in your free time?’’ is used to ask 
someone’s free time. I . answer about in your free time.
Activity 2: Full controlled & less controlled
Task 1: Point and say
- Use pictures to elicit: Surf the Internet, go to the cinema, clean the house, do karate
- Point to the first picture and model the task with one student, using the expressions in 
the bubbles and the word under the picture. 
Teacher: What do you do in your free time? Student: I surf the internet
- Ask students to say the phrases chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary.
Task 2: Let’s talk:
-Tell the class that they are going to practice further by asking and answering 
questions about activities in their free time,using: 
Do you like.......? Yes, I do /No, I don’t
What do you do in your free time? – I ....
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play in front of the class.
- Correct their pronunciation and mistake.
Activity 3: Listening practice (Activity 4: Listen and tick)
- Tell the class that they are going to listen and tick the correct pictures.
- Ask them to look at the pictures and identify the characters and what they are doing 
in the picture
 - Play the recording the second time for pupils to listen and tick the boxes.
- Get them to compare their answers before checking as a class.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Key: 1. b 2. a 3. b 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 - Ask and answer questions about What someone does in his/her free time, using 
What do you do in your free time? – I ....
2. What’re the core values of the lesson? 
 - Show respect and love outdoor activites, take part in activities actively by using 
appropriate gestures and intonation when asking and answering questions about 
What someone does in his/her free time
- Remind students to learn new words and structure by heart.
 - Guide Ss to study at home unit 13 lesson 1. Part 5,6 
 - Prepare for the next lesson (Unit 13, Lesson 2 on pages 20).
D. ADJUSTMENT
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 Date of teaching: 5C ( 05/01/2022), 5A, 5B( 07/01/2022)
Period 30
 UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?
 Lesson 2 + Lesson 3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1.Identify the situation for the conversation between Tony and Akiko (setting, 
participants, topics);
 2. Ask and answer questions about what a family member does in his/ her free 
time,using What does your do in his / her free time? − He / She . 
 3.Show respect and love outdoor activites, take part in activities actively by using 
appropriate gestures and intonation when asking and answering questions about 
what a family member does in his/ her free time.
B. LANGUAGE FOCUS.
 Vocabulary
Father, go fishing / mother, go swimming / brother, go skating / sister, go camping
Key grammatical structure 
The sentence patterns: What does your . do in his/ her free time? He/ She 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5: Student’s book page 20
 - Audios (Unit 13-page 20)
 - 4 pictures of activities (Activity 2 – page 20)
 - A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessmen
 products t tools
 Observatio
1.Answer the questions about the situation for the n
 Students’ 
conversation between Tony and Akiko such as setting, Questions& 
 answers
participant, topics. answers
 Key
 Students' talks 
2. Practice a role-play conversation with classmates, using Observatio
 and 
the picture prompts. n
 interaction
 Observatio
 Student’stalks
3 .Ask and answer questions about what a family member n
 , and 
does in his/ her free time, using the sentence patterns. Questions& 
 interaction
 answers
 Students’ Observation
4.Listen and circle a,b or c.
 answers ; Key
 Student’s Observatio
5.Use positive attitudes and appropriate gestures to 
 interaction n
 Express and respond to concerns about about what a 
 and Questions& 
family member does in his/ her free time.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 *Warmer: Greeting and ask
 - Invite two pairs of pupils to talk about what someone does in his/her free time, using: 
 What do you do in your free time? I ... 
 - Lead into new lesson
 - Tell students that they are going to read a dialogue in which students ask and 
 answer questions about what a family member does in his/ her free and lead students 
 to the new lesson.
 Activity 1: Look, listen and repeat
 - Ask students to look at the four pictures (page 20) and answer questions to identify 
 the situation for the conversation.
 1. Who are they? (They are Tony and Akiko) 
 2.What are they talking about? (talking about what a family member does in 
 his/ her free).
 - Tell students that they are going to practise a conversation among Tony and Akiko.
 - Play the recording more than once, if necessary, ask students to listen and repeat the 
 dialogue 
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Ask students to look at picture c (Activity 1) (page 20) and answer the following 
 questions: 
 3. What does Tony ask Akiko ? (How about your mother? What does she do in 
her free time?)
 4. What does Akiko answer? (She goes shopping)
 - Elicit the sentence patterns: What does your . do in his/ her free time? He/ She 
and explain the meaning and the use. ‘‘What does your . do in his/ her free time?’’ 
is used to ask what a family member does in his/ her free time. He/She . answer 
about what a family member does in his/ her free time. 
Activity 2: Full controlled & less controlled
Task 1: Point and say
- Use pictures to elicit: Father, go fishing / mother, go swimming / brother, go skating / 
sister, go camping.
- Point to the first picture and model the task with one student, using the expressions in 
the bubbles and the word under the picture. 
Teacher: What does your father do in his free time? Student: He goes fishing
- Ask students to say the phrases chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary.
Task 2: Let’s talk:
- Tell the class that they are going to ask and answer about their real family memers do 
in their free time and how often they do.
- Run through.
- Give instruction. 
- Model: T: What does your mother do in her free time?
 Ss: She goes shopping.
 T : How often does she go shopping
 Ss: Everyday
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play in front of the class.
- Correct their pronunciation and mistake.
Activity 3: Listening practice (Activity 4: Listen and tick)
- Tell the class that they are going to listen and circle a, b or c to complete the 
sentences.
- Ask them to read the sentences and try to guess the word to fill each gap.
- Play the recording twice for pupils to listen and complete.
- Get them to compare their answers before checking as a class.
- Ask pupils to give answers in front of the class.
- Play the recording again for pupils to listen and check.
- Give correct answers
* Key: 1 c 2 a 3 b 4 c
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 -Ask and answer questions about what a family member does in his/ her free 
time,using What does your do in his / her free time? − He / She . 
2. What’re the core values of the lesson? 
- Show respect and love outdoor activites, take part in activities actively by using 
appropriate gestures and intonation when asking and answering questions about 
what a family member does in his/ her free time.
- Remind students to learn new words and structure by heart.
 - Guide Ss to study at home lesson 2. Part 5,6 + L3.
 - Prepare for the next lesson (Unit 14, Lesson 1 on pages 24).
D. ADJUSTMENT
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