Kế hoạch bài dạy Tiếng Anh 1, 2, 5 - Tuần 19 - Năm học 2021-2022 - Trần Thị Nõn

 Week 19
Date of teaching: 1A, 1B ( 17/01/2022), 1C ( 18/01/2022),
Period: 17 
 UNIT 7: NUMBERS
 Lesson 3: A,B,C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence).
1. Identify some numbers ( four, five, six) 
2. Use the numbers to talk about somedody’s age.
3. Guess the number.
4. Show their numbering abilities and respect for other people’ abilities by using 
appropriate gestures and intonation when talking about somebody’s age.
B. LANGUAGE FOCUS
Vocabulary 
four, five, six
Key grammatical structure
The sentence patterns: Binh’s six 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 48, 49, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen, point. Repeat the numbers Student's speech
 Observation 
2. Listen and point the pictures Student's speech
 Observation 
3. Listen and repeat Student's speech
 Student’s interaction Observation/ key
4. Play game guess the number
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to talk about 
 and performance
somebody’s age.
 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
(four, five, six,etc)
- 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 2: Language input (Activity B: Listen and point. Repeat)
1. Listen and point
 Pre- listening: Introduce the situation, point at each person in the picture and have 
students call out the words “two”, "four", "five", "six".
 While- listening: Play audio and have students look at the picture.
- Demonstrate the activity by pointing at “two”, "four", "five", "six" in the picture. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen and point.
Post- listening: Point at each picture and have students call out the words again “Binh’s 
four./Phuong’s five./ Bao’s two .”
- Have some students demonstrate the activity in front of the class.
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
- Have some students demonstrate the activity in front of the class.
Activity 3: Full Controlled & less controlled (Activity C: Play “ guess the number”
- Have students look at the example.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board 
behind them.
- Have the student try to guess the answer without looking at the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Use numbers to talk about somebody’s age)
 2. What’re the core values of the lesson? 
(Show their numbering ability and talk about somebody’s age.)
- Remind students to prepare for the next lesson 
D. ADJUSTMENT.
Date of teaching: 2C ( 19/01/2022); 2A, 2B ( 20/01/2022)
Period: 17
 UNIT 7: CLOTHES
 Lesson 3: 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.Identify some clothes.
2. Use “These” to talk about their clothes.
3. Show their knowledge about clothes and keep their clothes clean.
B. LANGUAGE FOCUS
Vocabulary: 
Pants, shorts, shoes, socks.
Key grammatical structures:
 These are my pants
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2- Student’s book, page 50, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 1. Listen, point. Repeat the Observation 
 Student's speech
 clothes
 2. Listen and point the Observation 
 Student's speech
 clothes
 Observation 
 3. Listen and repeat Student's speech
 4. Play game board race Student’s interaction and Observation/ key
 performance
 4. Use positive attitudes, 
 appropriate gestures and Student’s interaction and Observation
 intonation to talk about performance
 their clothes
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: “Clap or Jump” game 
- Divide the class into four teams.
- Call out a letter sound or a word with that letter. 
- Have students stand up and clap if they hear the “/t/” sound, jump if they hear the 
“/ʌ/” sound. 
- Repeat the activity with other letter sounds/ words.
Activity 1: Language input (Activity A: Listen and point.Repeat.)
 - Use some pictures to introduce the new words (pants, shorts, shoes, socks). Ask 
students if someone wears these in the class. 
- Have students listen to each new word.
- Arrange the flashcards on the board, play audio, and point to each flashcard.
- Play audio again and have students point to the pictures in the 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. 
Activity 2: Language input (Activity B: Listen and point.)
1. Listen and point
- Have students call out the things they can see.
- Play audio and demonstrate pointing to the pictures or clothes.
- Play audio. Have students listen and point to their clothes or the pictures. 
- Have some students demonstrate the activity in front of the class.
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
- Have some students demonstrate the activity in front of the class.
Activity 3: Full Controlled & less controlled (Activity C: Play “Board race”
- Have students look at the example.
- Divide the class into teams and have one student from each team stand a distance from 
the board.
- Stick two flashcards on the board and then say one of them.
- Have the students race to the board, touch that flashcard,
and say the correct sentence.
- The first student to touch the flashcard and say the sentence gets a point for their team.
- Continue with other students 
- Give feedback
Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Use “These “ to talk about my clothes)
 2. What’re the core values of the lesson? 
(Show their knowledge about clothes and keep their clothes clean).
- Remind students to study D, E at home.
- Prepare for the next lesson Unit 8- L1
D. ADJUSTMENT.
Date of teaching: 5C ( 18/01/2022), 5A, 5B( 20/01/2022)
Period 33
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 1 : 1, 2, 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 Mai and Tony (setting, 
participants, topics);
 2. Ask and answer questions about what someone would like to be in the future, 
using What would you like to be in the future? – I’d like to be a / an .
 3. Show respect and love Jobs by using appropriate gestures and intonation when 
asking and answering questions about what someone would like to be in the future.
B. LANGUAGE FOCUS.
 Vocabulary
Pilot, doctor, architect, writer
Key grammatical structure 
The sentence patterns: What would you like to be in the future? – I’d like to be a / an
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem.vn. Student’s book page 30
- 4 pictures of activities (Activity 2 – page 30)
- Computer and projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Answer the questions about the situation for the 
 Students’ Questions& 
 conversation between Mai and Tony such as setting, 
 answers answers
 participant, topics.
 Key
 2. Practice a role-play conversation with classmates, Students' talks 
 Observation
 using and interaction
 the picture prompts.
 3. Ask and answer questions about talk about what Observation
 Student’stalks, 
 someone would like to be in the future , using the Questions& 
 and interaction
 sentence patterns. answers
 4. Use positive attitudes and appropriate gestures to 
 talk Student’s Observation
 about what someone would like to be in the future. interaction and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and Net work 
 doctor
 Jobs
- Get pupils totalk about What do you think of An Tiem/ Snow White? I think ___. 
- Lead into new lesson
- Tell students that they are going to read a dialogue in which students ask and answer 
questions about what someone would like to be in the future. And lead students to the 
new lesson.
*Activity 1: Language input ( Activity 1: Look, listen and repeat) 
- Ask students to look at the four pictures (page 30) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Mai and Tony) 
 2.What are they talking about? (talking about their would like to be in the 
future)
- Tell students that they are going to practise a conversation among Mai and Tony.
- 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 a(Activity 1) (page 30) and answer the following 
questions: 
 3. What does Mai ask Tony? (What would you like to be in the future? ) 
 4. What does Tony answer? ( I’d like to be a pilot) 
 - Elicit the sentence patterns: What would you like to be in the future? – I’d like to be 
a / an.. and explain the meaning and the use. ‘‘What would you like to be in the 
future? ’’ is used to ask what someone would like to be in the future . I’d like to be a / 
an.. answer about what someone would like to be in the future.
Activity 2: Full controlled & less controlled
Task 1: Point and say
- Use pictures to elicit: pilot, doctor, architect, writer
 - 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 would you like to be in the future? Student: I’d like to be a / an
- 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:
- Give tasks.
- Talking about what someone would like to be in the future, using What would you 
like to be in the future? I’d like to be a/an ...
- Ss work in pairs. 
- Monitor the activity and offer help, if necessary.
- Pupils practise answering the questions with information about themselves.
- 6-7 pairs perform their task at the front of the class. The rest of the class observe and 
give comments.
- Correct their pronunciation and mistake
Activity 3: 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 would like to be in the future, using 
What would you like to be in the future? – I’d like to be a / an 
2. What’re the core values of the lesson? 
- Show respect and love Jobs by using appropriate gestures and intonation when 
asking and answering questions about what someone would like to be in the future.
- Remind students to learn new words, story and structure by heart.
 - Prepare for the next lesson (Unit 15, Lesson1.4- 6 on pages 31).
D. ADJUSTMENT
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Date of teaching: 5C ( 19/01/2022), 5A, 5B( 21/01/2022)
Period 34
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 1 : 4, 5, 6.
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Identify some jobs through listening and writing skills.
2. Perform the song in interesting ways by using appropriate tone and meaningful 
gestures
3. Show respect and love Jobs by using appropriate gestures and intonation when 
asking and answering questions about what someone would like to be in the future.
B. LANGUAGE FOCUS.
 Vocabulary: The song lyrics
Key grammatical structure : Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem.vn. Student’s book page 30
- 4 pictures of activities (Activity 2 – page 30)
- Computer and projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1.Listen and tick the correct pictures Students’ answers Questions& 
 answers / Key
 2. Look the pictures and answer the questions Students' interaction
 Observation/ key
 And writing
 Student’s 
 3 . Perform a song using appropriate tone and Observation
 gestures performance
 4. Use positive attitudes and appropriate 
 Observation
 gestures to talk about what someone would Student’s interaction 
 Questions& 
 like to be in the future. and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and Review the structure: What would you like to be in the 
future? I’d like to be a/ an.... by getting two pairs to act out the exchange in front of 
the class.
- Lead into new lesson
Activity 1: Listen and tick
- Ask pupils to look at the pictures in their book, identify the characters in the picture 
and guess what they are saying.
- Tell pupils that they are going to listen to the recording and tick the correct pictures.
- Play the recording the second time.
- Ask pupils to listen again and do the task.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Key: 1.b 2. a 3. c
Activity 2: Look and write 
- Tell the class that they are going to answer questions about future jobs.
- Give time for pupils to do the task in pairs. Go around and offer help, if necessary.
- Ask pupils to give answers
- Ask other pupils to give feedback.
- Give correct answers.
 - Key:
1. like to be a teacher
2. like to be a doctor.
3. like to be architects
Activity 3: Let’s sing
- Tell them that they are going to sing the: What would you like to be in the future? 
song.
- Play the recording all the way through for pupils to get familiarized with the 
pronunciation, the stress, the rhythm and the intonation of the song. 
- Play the recording again, pausing after each line for pupils to repeat. 
- Play the recording once more for pupils to repeat the whole song.
- Then have them practice in groups: one sings the questions and other sings the 
answers.
- Call on some groups to sing the song in front of the class. The rest of the class clap 
their hands at rhythms.
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 would like to be in the future, using 
What would you like to be in the future? – I’d like to be a / an 
2. What’re the core values of the lesson? 
- Show respect and love Jobs by using appropriate gestures and intonation when 
asking and answering questions about what someone would like to be in the future.
- Remind students to learn new words, story and structure by heart.
- Prepare for the next lesson (Unit 15, Lesson2. on pages 32).
D. ADJUSTMENT
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