Kế hoạch bài dạy Tiếng Anh 1, 2, 5 - Tuần 20 - Năm học 2021-2022 - Trần Thị Nõn

 Week 20
Date of teaching: 1A, 1B ( 24/01/2022), 1C ( 25/01/2022),
Period: 18 
 UNIT 7: NUMBERS
 Lesson 3: D,E
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence).
1. Talk about how old they are
2. Ask and answer about their age
3. Show concern for other people by using appropriate gestures and intonation when 
ask and answer about their age.
 B. LANGUAGE FOCUS
Vocabulary 
four, five, six
Key grammatical structure
How old are you? I’m six
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 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 to the story Student's speech
 Observation 
2. Listen and repeat Student's speech
 Student’s interaction Observation/ key
3. Ask and answer the question about age
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to ask and answer 
 and performance
the question about age
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
* Greet the students. : Review. What is the missing number?
- Count from 1 to six skipping some numbers.
- Have students say the missing numbers.
- Have some students demonstrate the activity in front of the class.
 - Start a new activity counting down 6-1 skipping some numbers.
Have 
- Lead students to the new lesson.
Activity 1: Language input (Activity D)
1. Listen to the story
- Pre-listening: Have students look at the picture. Point to each person in the pictures 
and have students call out the people they see.
- While-listening: 
 Play audio and have students look at the picture and people.
 Demonstrate the activity by pointing at the speech bubbles.
 Have students listen, point and read. 
- Post-listening: Point at each person in the picture and have students say "How old are 
you?/ I’m five./ I’m six.".
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 2 : Full Controlled & less controlled (Activity E: Ask and answer)
- Have students look at the example.
- Divide the class into pairs.
- Have Student A ask and Student B answer. Then they swap roles.
- Have some pairs demonstrate the activity in front of the class.
- Give feedback
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Use numbers to ask answer about age)
 2. What’re the core values of the lesson? 
(Show concern for other people by using appropriate gestures and intonation when ask 
and answer about their age).
- Remind students to prepare for the next lesson 
D. ADJUSTMENT.
Date of teaching: 2C ( 26/01/2022); 2A, 2B ( 27/01/2022)
Period: 18
 UNIT 8: TRANSPORTATION
 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. Identify some types of transportations: ( bus, boat, plane, motorbike)
2. Ask and answer about types of transportations
3. Show their knowledge about types of transportations and responsibility for family 
and the community by participating in traffic safely
B. LANGUAGE FOCUS
Vocabulary: 
Bus, boat, plane, mortobike
Key grammatical structures:
Can you see the ( bus)? Yes, I can/ No, I can’t.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2- Student’s book, page 52, 53, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 8, poster for Unit 8.
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 1. Listen, point. Repeat the Observation 
 Student's speech
 transportation 
 2. Listen to the story 
 Students' listen and repeat 
 between Bill and Sue talk Observation
 and talk 
 about transportation.
 3. Listen and put the Observation
 Student’s answer.
 correct pictures Questions & answers
 4. Use song to talk about Observation
 Student sing
 transportation
 5. Use positive attitudes, 
 appropriate gestures and 
 Student’s interaction and Observation
 intonation to ask and 
 performance
 answer about what they 
 can see.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
* Greet the students. : Review. What is the missing number?
- Lead students to the new lesson.
Activity 1: Language input (Activity A: Listen and point.Repeat.)
 - Use some pictures to introduce the new words ( bus, boat, plane, motorbike). 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 to the story.)
1. Listen to the story
- Have students look and describe the picture, then call out the things they can see.
- Introduce the situation. Bill and Sue are talking about means of transportation ..
- Play audio and have students listen and read.
- Divide the class into two groups, Mai and Sue. Play audio again and have students 
listen and read.
- Have students work in pairs, listen to the dialogue and repeat.
2. Listen and put a ( √ ) or a ( x ) .
- 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
Activity 3: Full Controlled & less controlled (Activity C, D)
1. Sing
- Have students turn to page 70.
- 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.
2. Ask and answer.
- Divide the class into two teams. 
- Show a flashcard to the class and say “Yes” or “No”. 
- Have Team A ask the questions and Team B answer. 
- Swap roles and repeat.
 E.g.
 (Teacher shows a flashcard "motorbike".)
 • Teacher: "Yes" 
 • Team A: "Can you see the motorbike?" 
 • Team B: "Yes, I can."
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
( Use Can you see the boat to ask and answer about types of transportations)
 2. What’re the core values of the lesson? 
(Show their knowledge about types of transportations and responsibility for family and 
the community by participating in traffic safely).
- Remind students to study E at home.
- Prepare for the next lesson Unit 8- L2
D. ADJUSTMENT.
Date of teaching: 5A, 5B( 24/01/2022), 5C ( 25/01/2022),
Period 35
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 2
 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 Linda,Mai and Tony (setting, 
participants, topics);
 2. Ask for and give reasons for having a future job, using Why would you like to be 
...? Because I’d like to ..
 3. Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering questions about reasons for having a future job. 
- Ask for and give reasons, using Why would you like to be ...? Because I’d like to ...
B. LANGUAGE FOCUS.
 Vocabulary
A nurse, look after patients / a writer, write stories for children / a pilot, fly a plane / an 
architect, design buildings.
Key grammatical structure 
The sentence patterns: Why would you like to be ...? Because I’d like to .
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5: sachmem.vn. Student’s book page 32
- 4 pictures of activities (Activity 2 – page 32)
- A computer and a 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 Linda, Mai and Tony such as 
 answers answers
 setting, participant, topics.
 Key
 2. Practice a role-play conversation with classmates, 
 Students' talks 
 using Observation
 and interaction
 the picture prompts.
 3 .Ask and answer questions about talk about Observation
 Student’stalks, 
 reasons for having a future job, using the sentence Questions& 
 and interaction
 patterns. answers
 Observation
 Students’ 
 4. Listen and circle the correct sentences Questions& 
 answers
 answers / Key
 5. Use positive attitudes and appropriate gestures to Student’s Observation
 talk interaction and Questions& 
 about reasons for having a future job. performance answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and sing a song
What would you like to be in the future? Song 
- Get pupils totalk about What would you like to be in he future?
- 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: Look, listen and repeat
- Ask students to look at the four pictures (page 32) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Linda ,Mai and Tony) 
 2.What are they talking about? (talking about reasons for having a future job).
- Tell students that they are going to practise a conversation among Linda, 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 b (Activity 1) (page 32) and answer the following 
questions: 
 3. What does Linda ask Mai? (Why would you like to be a writer? ) 
 4. What does Mai answer? ( because ,I’d like to write stories for children) 
 - Elicit the sentence patterns: Why would you like to be ...? Because I’d like to 
and explain the meaning and the use. ‘‘Why would you like to be ...? ’’ is used to ask 
reasons for having a future job. Because I’d like to answer about reasons for 
having a future job.
Activity 2: Full controlled & less controlled
Task 1: Point and say
- Use pictures to elicit: A nurse, look after patients / a writer, write stories for children 
/ a pilot, fly a plane / an architect, design buildings.
- 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: Why would you like to be a nurse? Student: Because I’d like to look after 
patients. 
- 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 will do, using 
1. What would you like to be....? I’d like to be... 
2.Why would you like to be ...?Because I’d like to..
- Ss work in pairs. 
- Pupils practise further asking and answering the questions about what someone 
would like to be in the future. 
- Monitor the activity and offer help, if necessary.
- Correct their pronunciation and mistake
- 6-7 pairs perform their task at the front of the class. The rest of the class observe and 
give comments.
Task 3: Listen and circle a, b or c
- Tell pupils that they are going to listen to the recording and circle a, b or c
- Play the recording for pupils to listen
- 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.c 2. a 3. b 4. c
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Ask for and give reasons for having a future job, using Why would you like to be ...? 
Because I’d like to ..
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 reasons for having a future job. 
- Remind students to learn new words, story and structure by heart.
 - Guide Ss to study at home unit 15 lesson 2. Part 5,6.
 - Prepare for the next lesson (Unit 15, Lesson 3 on pages 34).
D. ADJUSTMENT
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Date of teaching: 5C ( 26/01/2022), 5A, 5B( 27/01/2022)
Period 36
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Say questions and answers with the correct intonation.
2. Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
3. Say the chant What would you like to be in the future?
4. Read the paragraph, and tick the sentences T (True) or F (False).
 5. Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 34
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say 
1. Say questions and answers with the correct Questions& 
 questions and 
intonation. answers
 answers
2. Listen and mark the sentence intonation ( ). Students' talks Observation
Then say the sentences aloud. and interaction Key
 Student’s Observation
3 . Perform a chat using appropriate tone and gestures
 performance
4. Read the paragraph, and tick the sentences T (True) Students' talks Observation
or F (False). and interaction Key
5. Use positive attitudes and appropriate gestures to Student’s Observation
talk interaction and Questions& 
 about what someone would like to be in the future. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and writing
 Job Work to do Place
 teacher Teach children School
 .. . .
- Get pupils totalk about What would you like to be in he future?
- Lead into new lesson
Activity 1: Listen and repeat:
Tell the class that they are going to practice saying question and answer with falling 
intonation.
-Ask pupils to look at the book and listen 
- Play the recording for pupils to listen again and repeat.
- Play it again to do choral repetition until they feel confident.
- Ask pupils to say the questions and answers in pairs.
- Call some pairs to practice in front of class. Other’s pupils to give comments.
- Give comments.
- Correct mistakes of pronunciation.
Activity 2: Listen and mark the sentences intonation. Then say the sentence aloud
 -Tell pupils that they are going to listen to the recording and mark the intonation with 
arrows.
- Have pupils read the questions and answers given
- Tell sts that they are going to the recording and mark the intonation with arrows
- Play CD all the way through for them to listen
- Play again for them to mark the intonation
- Have sts swap and check their answers before checking as a class. Then ask the class 
to read the sentences aloud
- Give feedback
 *Key:
 1. A: What would he like to be in the future?
 B: He’d like to be a teacher.
 2. A: Where would he like to work?
 B: He’d like to work in a school.
 3. A: Why would he like to be a teacher?
 B: Because he’d like to teach young children. 
Activity 3: Let’s chant
- Tell class that they are going to say the chant: What would you like to be in the 
future?
- Play the recording all the way through for pupils to listen and follow in their books.
- Play the recording again, pausing after each line for pupils to repeat. 
- Play the recording once more for pupils to repeat the whole chant. 
-Put the class into three groups to practice chanting: one chants the questions and the 
other chants the answers
- Get them to practice chanting and doing actions in groups
-Invite three groups to say the chant and do actions
-Give feedback.
-Ask the class to listen again and chant
Activity 4: Read and tick True(T) or false(F)
- Tell pupils that they are going to read about David’s future job and tick True (T) or 
False (F).
- Get them to read the text and underlined the new words or new phrases
- Explain the meaning of new words or new phrases
- Ask pupils to read the text again and do the task
- Set a time limit for pupils to do the task.
- Go around the class and offer help, if necessary.
- Ask pupils to compare their answers before checking as a class
- Call some pupils to write their answers on the board.
- Give feedback and correct mistakes
* Key: 
1. T 2. T 3.F 4.T 5.T
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
- Say questions and answers with the correct intonation.
- Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
 - Say the chant What would you like to be in the future?
2. What’re the core values of the lesson? 
- Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
- Remind students to learn new words, story and structure by heart.
 - Guide Ss to study at home unit 15 lesson 3. Part 5,6,.
 - Prepare for the next lesson review 3 on pages 36,37).
D. ADJUSTMENT
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