Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 10 - Năm học 2022-2023 - Trần Thị Nõn

 Week 10
Date of teaching: 3A, 3B (15/11/2022),3C(16/11/2022)
Period: 37
 UNIT 3: SCHOOL
 Lesson 1: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the school things from the pictures and recording (Cognition)
2. Identify the situations using the sentence patterns: Is this your eraser? – Yes, it is./ 
No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t.
3. Ask and answer about who owns different school supplies.
4. Show their responsibility for keeping and sharing school supplies for their friends. 
Having positive attitudes, appropriate gestures and intonation in asking and answering 
about who owns different school supplies.
B. LANGUAGE FOCUS
Vocabulary: eraser, ruler, pencil, notebook, pencil case.
The sentence patterns: Is this your eraser? – Yes, it is./ No, it isn’t.
 Are these your notebooks? – Yes, they are./ No, they aren’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 38, Eduhome.vn, 
Teacher’s guide.
- Flashcards 
- Computer, projector .
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Listen and point to the pictures, then Student’s answers/ 
 Observation
 repeat actions
2. Play Slow motion Student’s answers/ Observation
3. Answer the questions about the Observation
 situations such as setting, participants, Student’s answers Questions & 
 topic ( Lucy and Nick, their teacher) answers
4. Look and write. Practice Student’s answers Observation
5. Show positive attitudes and Observation, 
 Student’s talk, writing 
appropriate gestures and intonation in Questions & 
asking and answering about what their and interaction
friends like doing. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Playing the game “Circle jump” - Divide the class into two groups and make two lines to play the game.
- Draw two large circles on the ground with chalk.
- Place a flashcard in each circle.
- Call out a word, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
- Ask them to say the word when standing inside the circle.
 The first student getting the correct answer wins a point for their team. 
 Activity 2: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board.
 - Ask students to listen and pay their attention.
 - Use DCR on Eduhome to play the audio and point to each flashcard. 
 - Then play the audio again and have them point to the pictures in their Student’s Books.
 - Play the audio and require them to listen and repeat.
 - Help them with their pronunciation if necessary.
 - Have the class work in pairs. One student randomly points to the pictures in their book, 
 and the other one says the words. Then have them swap roles and continue this activity.
 Walk round the class and support them if needed. 
 Activity 3: Language in put (Activity A: 2. Play Slow motion: chuyển động chậm)
 - Divide the class into 2 teams.
 - Hold up one flashcard that is covered with a piece of paper.
 - Very slow move the paper down to reveal the flashcard.
 - Have students say the new word aloud
 - The first student to say the corect word wins one point for their team.
 - The team with the most points at the end wins. 
 Activity 4: Language in put (Activity B: 1. Listen and practice)
 - Use DCR to show the useful language and have students look and read the useful 
 language silently.
 - Explain that we use this to ask someone if something belongs to them. We use “Is this 
 your ?” and “is/isn’t” with singular nouns and “Are these your ?” and “are/ aren’t” 
 with plural nouns.
 - Play the audio and have them look at the useful language.
 - Ask them to work in pairs and practice the useful language.
 - Require them to use the vocabulary from Part A.
 Go around the class and support them if necessary. 
 Activity 5: Practice (Activity B. 2.Look and write. Practice)
 - Demonstrate the activity using the example. 
 - Have students look and write their answers in their Student’s Books.
 - Divide the class into pairs and have them check each other’s work.
 - Use DCR to check the answers as a whole class.
 - Have pairs practice saying the sentences.
 - Monitor the class and support if needed. 
 Activity 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 1. What have you learnt from the lesson today? 
(asking and answering who owns different school supplies.)
 2. What’re the core values of the lesson? 
(Show their responsibility for keeping and sharing school supplies for their friends. 
Having positive attitudes, appropriate gestures and intonation in asking and answering 
about who owns different school supplies.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
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Date of teaching: 3B (15/11/2022),3C(16/11/2022), 3A(17/11/2022)
Period 38
 UNIT 3: SCHOOL
 Lesson 1: C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /ei/ and /ɪə/ sounds from the recording . (Cognition) 
2. Identify the situations using the sentence patterns: Is this your eraser? – Yes, it is./ 
No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Look and listen then write
5. Practice with friends 
6. Show their responsibility for keeping and sharing school supplies for their friends. 
 Having positive attitudes, appropriate gestures and intonation in asking and answering 
 about who owns different school supplies.
B. LANGUAGE FOCUS
Sound /ei/ and /ɪə/
Vocabulary: eraser, ruler, pencil, notebook, pencil case.
The sentence patterns: Is this your eraser? – Yes, it is./ No, it isn’t.
 Are these your notebooks? – Yes, they are./ No, they aren’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 39, Eduhome.vn, 
Teacher’s guide.
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
 products
 Observation 
 1. Listen and repeat Student's speech
 Student’s interaction Observation 
 2. Chant
 and performance
 Student’s Observation 
 3. Look and listen then write
 performance
 Student’s interaction Observation/ key
 4. Practice with friends
 and performance
 5. Use positive attitudes, appropriate 
 gestures and intonation when saying the 
 Student’s interaction Observation
 sound correctly and asking and 
 and performance
 answering about who owns different 
 school supplies.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Point and roll game.
 - Divide the class into two groups and make two lines to play the game.
 - Place the flashcard on the board, showing the picture.
 - Call out a word, and a student from each team has to run to the board, point to the 
 correct picture, and say out the word. If correct, they can roll the hand of clock and get 
 points for their team.
 - The team to get the most points at the end wins the game.
 Activity 1: Language input ( Activity C: 1. Listen and repeat)
 - Draw attention to the /ei/ and /ɪə/ sounds (using DCR).
 - Briefly explain and demonstrate the sounds.
 - Play the audio. 
- Have students notice the sounds.
- Play the audio again.
- Have students listen and repeat. 
- Correct students’ pronunciation if needed.
 Activity 2: Practice (Activity C: 2. Chant)
 - Write the words or put up the flashcards on the board.
 - Play the audio (using DCR).
 - Have the students listen to the chant.
 - Point to a word or picture on the board, say the sound and word and have the students 
 listen and repeat.
 - Follow the same procedure with the other sound and word.
 - Play the audio again.
 - Have the students listen and clap along with the sounds and words as they hear them in 
 the chant.
 Activity 3: Practice (Activity D: 1. Look and listen) - Introduce the situation: “Alfie goes to school ” (using DCR).
- Have students look at the story and ask these questions. 
• Who can you see? (Alfie, Tom, Lucy, Nick, a girl/ Ella)
• Where are they? (on the sidewalk)
• What things can you see? (books, notebooks, pencil, pencil case)
- Play the audio.
 Have students look and listen.
 Activity 4: Practice (Activity D: 2. Listen and write.)
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have students listen and write.
- Play the audio again and check answers as a whole class.
 Activity 5: Practice (Activity D: 3. Practice with your friends. )
 - Divide the class into two pairs.
 - Have the students practice saying the sentences.
 - Have some pairs demonstrate the activity in front of the class.
 Activity 6: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Identify the the /ei/ and /ɪə/ sound and asking and answering about who owns different 
 school supplies.)
 2. What’re the core values of the lesson? 
 (Show their responsibility for keeping and sharing school supplies for their friends. 
 Having positive attitudes, appropriate gestures and intonation in asking and answering 
 about who owns different school supplies.)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
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 Date of teaching: 3B (17/11/2022),3C(18/11/2022), 3A(18/11/2022)
 Period 39
 UNIT 3: SCHOOL
 Lesson 1: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize school supplies from the pictures. (Cognition)
 2. identify the situations using the sentence patterns Do your friends like dancing? Yes, 
 they do. No, they don’t
 3. Ask and answer who owns different school supplies. 4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking and answering who 
 owns different school supplies.
B. LANGUAGE FOCUS
Vocabulary: eraser, ruler, pencil, notebook, pencil case.
Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t.
Are these your notebooks? – Yes, they are./ No, they aren’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 40
- Audios 
- pictures 
- a laptop and a TV 
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic 
 Student’s answers/ 
2. Point, ask and answer Observation
 actions
3. Play Guess Whose Student’s answers/ Observation
5. Show positive attitudes and 
appropriate gestures and intonation in Student’s talk and Observation, 
asking and answering who owns interaction Questions & answers
different school supplies.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Playing the game “Circle jump”
- Divide the class into two groups and make two lines to play the game.
- Draw two large circles on the ground with chalk.
- Place a flashcard in each circle.
- Call out a word, and a student from each team has to run and stand inside the 
corresponding circle as quickly as possible. 
- Ask them to say the word when standing inside the circle.
- The first student getting the correct answer wins a point for their team. 
Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
- Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board.
- Ask students to listen and pay their attention.
- Use DCR on Eduhome to play the audio and point to each flashcard. 
- Then play the audio again and have them point to the pictures in their Student’s 
Books.
- Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary.
- Have the class work in pairs. One student randomly points to the pictures in their 
book, and the other one says the words. Then have them swap roles and continue this 
activity.
- Walk round the class and support them if needed. 
Activity 2: Language in put (Activity A: 2. Play Slow motion: chuyển động chậm)
- Divide the class into 2 teams.
- Hold up one flashcard that is covered with a piece of paper.
- Very slow move the paper down to reveal the flashcard.
- Have students say the new word aloud
- The first student to say the corect word wins one point for their team.
- The team with the most points at the end wins. 
Activity 3: Language in put (Activity B: 1. Listen and practice)
- Introduce the situation ((Lucy and Nick,Nick’s friends)
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at the words. 
- Play the audio. Have students listen and repeat.
- Have Ss role-play. 
- Point at each word and have students call it out.
Activity 4: Practice (Activity B. 2.Look and write. Practice)
- Demonstrate the activity using the example. 
- Have students look and write their answers in their Student’s Books.
- Divide the class into pairs and have them check each other’s work.
- Use DCR to check the answers as a whole class.
- Have pairs practice saying the sentences.
- Monitor the class and support if needed.
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(asking and answering who owns different school supplies.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in asking and answering who owns 
different school supplies.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 Date of teaching: 3A, 3B, 3C(18/11/2022)
Period 40
 UNIT 3: SCHOOL
 Lesson 2: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize subjects from the pictures and recording (Cognition)
2. identify the situations using the sentence patterns Do you like math? – Yes, I do./ No, 
 I don’t.
3. Ask what subjects people like.
4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking what subjects people 
 like 
B. LANGUAGE FOCUS
Vocabulary: math, English, art, PE (physical education), music.
Sentence pattern: Do you like math? – Yes, I do./ No, I don’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 41
- Audios 
- pictures 
- a laptop and a TV 
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Listen and point to the pictures, then Student’s answers/ 
 Observation
 repeat actions
2. Play Four corners Student’s answers/ Observation
3. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
4. Listen and practice Student’s answers Observation
5. Fill in the blanks. Practice
5. Show positive attitudes and Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
asking what subjects people like
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Playing the game “Yes or No”
- Draw a line on the ground with chalk. - Explain to the students that one side is Yes and the other side is No. 
 - Show students a flashcard and ask them a question: Is this a book? 
 - Get the class to jump to the correct side to the answer.
 - Lead in the new lesson.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (math, English, art, PE (physical education), music) on the 
 board.
 - Ask students to listen and pay their attention.
 - Use DCR on Eduhome to play the audio and point to each flashcard. 
- Then play the audio again and have them point to the pictures in their Student’s Books.
- Play the audio and require them to listen and repeat.
- Help them with their pronunciation if necessary.
- Have the class work in pairs. One student randomly points to the pictures in their book, 
 and the other one says the words. Then have them swap roles and continue this activity.
 Walk round the class and support them if needed
 Activity 2: Language in put (Activity A: 2. Play Play Four corners.)
 - Put one flashcard in each of the four corners of the classroom.
 - Make sure that all students can pronounce the new word in each card.
 - Choose one student to come to the front of the class.
 - Have the student close their eyes and have the rest of the class stand up and point to a 
 flashcard of their choice.
 - Have the student at the front say one of the words. All students pointing at that 
 flashcard are “out”. They must sit down.
 Continue the game until only one student is left standing.
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 (CD2 Track 08) 
 - Use DCR to show the useful language and have students look and read the useful 
 language silently.
 - Explain that we use this to ask someone if they like something or not.
 - Play the audio and have them look at the useful language.
 - Ask them to work in pairs and practice the useful language.
 - Require them to use the vocabulary from Part A.
 - Go around the class and support them if necessary.
 Activity 4: Practice (Activity B. 2. Fill in the blanks. Practice.)
 - Demonstrate the activity using the example. 
 - Have students read and fill in the blanks.
 - Divide the class into pairs and have them check each other’s work.
 - Use DCR to check the answers as a whole class.
 - Have pairs practice saying the sentences.
 - Monitor the class and support if needed.
 Activity 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 1. What have you learnt from the lesson today? 
(asking what subjects people like.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in asking what subjects people 
like.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 5C( 14/11/2022) 5A, 5B ( 15/11/2022)
Period 37
 UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY?
 Lesson 1: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Ask and answer questions about the number of lessons the other speaker has that day. 
2. Listen and tick the timetable.
3. Read and fill the gapped paragraph, using the words provided.
4. Sing the song: How many lessons do you have today?
5. Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about the number of lessons the other speaker has that 
day.
B. LANGUAGE FOCUS.
 Vocabulary : The song lyrics
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 41
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and tick
 asnwers Key
 Student’s aswers Observation
2 . Read and complete
 and performance
3 . Let’s sing Student’s Observation performance Key
4. Use positive attitudes and appropriate gestures Student’s Observation
when asking and answering questions about the interaction and Questions& 
number of lessons the other speaker has that day. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Invite three pupils to act out the story in activity 1.
- Call two pairs of pupils to ask and answer the question, using: 
How many lessons do you have today? --> I have ... 
- Lead into new lesson.
 Activity 1: Listen and tick
-- Tell the class that they are going to listen to the recording and tick the timetable in 
their books.
- Ask them to read the names and lessons in the timetable and guess the answers.
-Play the recording the second time for pupils to listen and tick.
- Get them to compare their answers.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Key: Long: Maths, IT and Science 
 Minh: Science, Music, Art and IT 
 Lan: Vietnamese, English, Maths, IT and PE 
 Activity 2: Read and complete
- Tell the class that they are going to read the text and fill the gaps with Art, four, 
lessons, Wednesday and Tuesday.
- Ask pupils to read the text and the words in the box. Remind them to focus on the 
context to select the appropriate words. 
- Give time for pupils to do the task independently.
- Get pupils to compare their answers in pairs.
- Ask pupils to give answers and other pupils to give comments.
- Give correct answers.
*Key: 1. Tuesday 2. lessons 3.Wednesday 4.four 5. Art
Activity 3: Let’s sing
- Tell pupils that they are going to sing the How many lessons do you have today? song. 
- Get pupils to read the lyrics in silence. Check their comprehension. 
- 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. - 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 the number of lessons the other speaker has that day.) 
2. What’re the core values of the lesson? 
- Show loving school subjects , country, using appropriate gestures and intonation when 
asking and answering questions about the number of lessons the other speaker has that 
day. 
- Prepare for the next lesson Unit 6- Lesson 2
D. ADJUSTMENT
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Date of teaching: 5C( 14/11/2022) 5A, ( 15/11/2022) 5B( 16/11/2022)
Period 38
 UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY?
 Lesson 2: 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 Tony and Mai (setting, 
participants, topics);
2. Ask and answer questions about how often the other speaker has a lesson. Using : 
How often do you have ___? − I have it ______. 
3. Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about how often the other speaker has a lesson
B. LANGUAGE FOCUS.
Vocabulary: once a week, twice a week, four times a week, every school day 
Key grammatical structure : How often do you have ___? − I have it ______. 
 C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 42
- Flashcards
- 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 Akiko and Nam such as setting, 
 answers answers
participant, topics.
 Key
2. Practice a role-play conversation with classmates, Students'talks 
 Observation
using. the picture prompts. and interaction
 Observation
3. Ask and answer questions about where someone Student’stalks
 Questions& 
someone will be. Using the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to ask 
 Student’s Observation
and answer questions about how often the other speaker 
 interaction and Questions& 
has a lesson.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and sing
- Get the class to sing a song: How many lessons do you have today?
- Lead into new lesson
Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 42) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Akiko and Nam) 
 2.What are they talking about? (talking about school subjects.)
- Tell students that they are going to practise a conversation among Akiko 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 pictures b, (Activity 1) and answer the following questions: 
 4. What does Nam ask Akiko?(How often do you have English?)
 5. How does Akiko answer? (I have it fourtimes a week)
 - Elicit the sentence patterns: How often do you have ___? − I have it ______. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: once a week, twice a week, four times a week, every school day
- Say aloud the words, then ask pupils to repeat the words a few times
- Ask pupils to write down the structure into their notebook.
- Tell the class that they are going to practice asking and answering questions about how 
many times they have a lesson in a week, using:How often do you have ...? I have it ...
- Call some pupils to read aloud the structure and the phrases.
- Ask pupils to write down them into their notebook. - Call on an open pair to the front of the class to give a model practice.
- Ask pupils to work in pairs, then point at the pictures to ask and answer using the 
structure.
- Call some pairs to practice in front of the class.
- Give feedback and correct mistakes of pronunciation
Task 2:Let’s talk
-Tell the class that they are going to practice further by talking about how many times 
they have a lesson in a week, using:
+ How many lessons do you have today? I have ..
+ How often do you have ...? I have it ...
- Set a time limit for the class to practice talking in pairs. Tell them to make their own 
timetables before practicing. 
- Invite a few pairs to act out their conversations 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? 
 (Ask and answer questions about how often the other speaker has a lesson.)
2. What’re the core values of the lesson?
- Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about how often the other speaker has a lesson
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 6: Lesson 2- 4,5,6 on page 43).
D. ADJUSTMENT
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Date of teaching: 5C( 17/11/2022) 5A, ( 17/11/2022) 5B( 17/11/2022)
Period 39
 UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY?
 Lesson 2: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Ask and answer questions about how often the other speaker has a lesson 
2. Listen and circle the letters showing the correct words completing the sentences.
3. Write about themselves, using the guiding questions. 
4. Play the game slap the board.
5. Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about how often the other speaker has a lesson
B. LANGUAGE FOCUS.
 Vocabulary : Revision Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 43
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and circle a or b
 asnwers Key
 Student’s aswers Observation
2 . Write about you
 and performance
3 . Let’s play Student’s Observation
 performance Key
4. Use positive attitudes and appropriate gestures Student’s Observation
when asking and answering questions about how interaction and Questions& 
often the other speaker has a lesson performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Have two pairs of pupils ask and answer the questions: How often do you have ? I 
have it ..
- Lead into new lesson
Activity 1: Listen and circle a or b
- Tell the class that they are going to listen and circle a or b to complete the sentences.
- Ask them to read the sentences and guess the answers.
- Play the recording twice for pupils to listen and circle.
- Get them to compare their answers 
- 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 a 2 a 3 b 4 a
 Activity 2: Write about you.
- Tell the class that they are going to write about their lessons.
- Give pupils a few seconds to read the questions in silence and check their 
understanding.
- Give pupils time to do the task.
- Get pupils to swap and read their writing in pairs.
- Call five pupils to write their answers on the board.
- Ask other pupils to give feedback.
- Give the correct answers.
* Key:
Activity 3: Let’s play - Tell pupils that they are going to play: Slap the board.
- Explain to pupils how to play the game: Slap the board. Get two groups to demonstrate 
the game.
- Put picture cards of school things on the board and elicit the word for each object.
- Start the game and put the score and the correct sentences on the board.
- The team with more points at the end of the game wins.
- At the end of the game, have the class say Congratulations! to the winning group and 
read the sentences on the board.
- Summary the lesson
 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 how often the other speaker has a lesson).
 2. What’re the core values of the lesson? 
- Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about how often the other speaker has a lesson
- Prepare for the next lesson Unit 6- Lesson 3
D. ADJUSTMENT
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Date of teaching: 5C( 18/11/2022) 5A, ( 17/11/2022) 5B( 17/11/2022)
Period 40
 UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY?
 Lesson 3: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Say the questions and the answers with the correct sentence stress.
 'How many 'lessons do you 'have to'day? ̶ I 'have 'four.
 'How many 'crayons do you 'have? ̶ I 'have 'five.
 'How many 'books do you 'have? ̶ I 'have 'six.
 'How many 'copybooks do you 'have? ̶ I 'have 'seven.
2. Listen and circle the letters showing the correct words filling the gapped sentences. 
Then say the completed sentences aloud.
3. Say the chant How often do you have ___? 
4. Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about how often the other speaker has a lesson
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 44 - Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say the Questions& 
1. Listen and repeat
 statements answers
 Observation
2. Listen and circle a or b Students' answers
 Key
3.Perform a chat using appropriate tone and Student’s Observation
gestures performance
4. Use positive attitudes and appropriate 
 Observation
gestures to how often the other speaker has a Student’s interaction 
 Questions& 
lesson and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greeting and Role- play
- Invite some pupils to read their answers in Lesson 2, Activity 5.
- Lead into new lesson
 Activity 1: Listen and repeat
-Tell the class that they are going to practice saying the sentences, paying attention to 
sentence stress. 
- Play the recording all the way through for pupils to listen first.
- Play the recording again for them to repeat the sentences twice
- Ask pupils to read the sentences until pupils feel confident. 
- Get some pupils to say the words and sentences in front of the class. 
- Correct mistakes of pronunciation.
Activity 2. Listen and circle a or b. Then say the sentences aloud.
 - Tell pupils that they are going to listen to the recording, circle a or b to complete the 
sentences.
- Give them a few seconds to read the sentences in silence and guess the words to fill the 
gaps.
- Play the recording twice for pupils to listen, circle a or b.
- Get them to compare their answers in pairs.
- Play the recording again for pupils to listen and check. Ask the class to read the 
sentences aloud.
- Give the correct answers.
* Key: 1 a, b 2 b, a 
 Activity 3. Let’s chant
- Tell pupils that they are going to say the chant: How often do you have ...? - 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, show pupils how to 
chant and do the actions
- Get pupils to work in pairs to practice chanting and doing the action.
-Invite some pairs to say the chant and do actions in front of the class
- Give feedback.
- Ask the whole class to say the chant and clap along to the rhythm of the chant. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
-( Asking and answering questions about how often the other speaker has a lesson).
2. What’re the core values of the lesson? 
- Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about how often the other speaker has a lesson
- Prepare for the next lesson 3: P4,5,6
D. ADJUSTMENT
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