Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 12 - Năm học 2022-2023 - Trần Thị Nõn

 Week 12
Date of teaching: 3A, 3B (29/11/2022),3C(30/11/2022)
Period: 45
 UNIT 3: SCHOOL
 Lesson 3: E, F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize days of the week and subjects from the pictures.(Cognition)
2. identify the situations using the sentence patterns When do you have English?
I have English on Tuesday and Thursdays.
3. asking and answering about their school timetable.
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 about 
 their school timetable.
B. LANGUAGE FOCUS
Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
Sentence pattern: When do you have English?
I have English on Tuesday and Thursdays.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 46, Eduhome.vn,
- flashcards.
- a laptop and a TV 
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point, ask and answer Observation
 actions
2. Look at E. Play the memory game. Student’s answers/ Observation
3.Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in asking and 
 interaction Questions & answers
answering about their school timetable.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Option 1: Play the Jump game.
- Ask the children to stand at their desks.
- Hold up a flashcard from the vocabulary set and say a word.
- If the word is the same as the flashcard, they jump. If it isn't, they keep still. 
Activity 1: Practice (Activity E. Point, ask, and answer. )
- Divide the class into two pairs.
- Demonstrate the activity using the speech bubbles. - Have the student A point and ask, have the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 2: Practice (Activity F. Look at F. Play the Memory game.)
- Use DCR on Eduhome to show the examples to the whole class.
- Give the students enough time to look at the examples and read them silently.
- Have the students work in pairs to complete the task.
- Have the student A look at Part E for ten seconds, then close their book.
- Have the student B ask questions about Part E using the useful language from the 
lesson and have the student A answer.
- Ask them swap roles and repeat.
- Afterwards, invite some pairs to present their answers to the whole class.
- Correct the students’ mistakes and help them with their pronunciation.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(asking and answering about their school timetable..)
 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 about 
their school timetable.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 3B (29/11/2022),3C(30/11/2022), 3A(01/12/2022)
Period 46
 UNIT 3: SCHOOL
 Art lesson 4 : A,B 
 STAGE 1: DESIRED OBJECTIVES
A .OBJECTIVES
 By the end of this lesson, students will be able to ask what people’s favorite color is.
1. Recognize colours. (Cognition)
2. identify and ask what people’s favorite color is.
3. learn how to ask and answer about their favorite colors.
4. support their friends to complete the learning tasks or play the games, appreciate 
kindness, diligence, and honesty
B. LANGUAGE FOCUS Vocabulary: green, orange, pink, purple, gray, favorite.
 Sentence patterns: What’s your favorite color?
 My favorite color is orange.
 I can make orange with yellow and red.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 47, Eduhome.vn,
 - flashcards.
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 1. Listen and point.Repeat. Student’s answers Observation
 Student’s 
 2. Play slow motion Observation
 answers/ actions
 Student’s Observation
 3. Listen and practice
 answers/
 Student’s 
 4.Fill in the blank.
 answers/
 5. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering who owns interaction Questions & answers
 different favorite color
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up:
 - Show a picture/ video about the rainbow (The video link: 
 - Ask them to look at the picture/ watch the video and tell the teacher that how many 
 colors of the rainbow they can see. 
 - Have them list the colors if they know.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (green, orange, pink, purple, gray, favorite) on the board.
 - Ask the 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 two teams.
 - Have the students look the pictures in their Student’s Books and guide them how to 
 play the game.
 - Hold up one flashcard that is covered with a piece of paper. 
 - Very slowly move the paper to reveal the flashcard.
 - Have the students say the new word aloud.
 - The first student to say the correct word wins one point for their teams.
 The team with the most points at the end wins.
 Activity 3: Language in put (Activity B: 1. Listen and practice)
- Use DCR on Eduhome to show the useful language and have the students look and read 
 the useful language silently.
- Explain that we use: “What’s your favorite color? – My favorite color is .” to ask and 
 answer questions about which colors we like the most. Explain that we use: “I can make 
 orange with yellow and red.” to talk about mixing different colors to make a new color.
- Play the audio and have them listen to 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 blank..Practice)
- Demonstrate the activity using the example. 
- Have the students look and fill in the blanks in their Student’s Books.
- Divide the class into pairs and have them check each other’s work.
- Use DCR on Eduhome 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 Someone’s favourite colour..)
 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 favourite 
 colour.)
 - Remind students to do exercises and to prepare for the next lesson.
 D. FEEDBACK 
 .
 Date of teaching: 3B (01/12/2022),3C(02/12/2022), 3A(02/12/2022)
 Period 47
 UNIT 3: SCHOOL
 Art lesson 3: C,D
 STAGE 1: DESIRED OBJECTIVES
 A .OBJECTIVES
 By the end of this lesson, students will be able to ask what people’s favorite color is.
 1. Recognize colours. (Cognition)
 2. Identify and ask what people’s favorite color is.
 3. learn how to ask and answer about their favorite colors.
 4. support their friends to complete the learning tasks or play the games, appreciate 
 kindness, diligence, and honesty
 B. LANGUAGE FOCUS
 Vocabulary: green, orange, pink, purple, gray, favorite.
 Sentence patterns: What’s your favorite color?
 My favorite color is orange.
 I can make orange with yellow and red.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 48, Eduhome.vn,
 - flashcards.
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 1. Listen and point.Repeat. Student’s answers Observation
 Student’s answers/ 
 2. Play slow motion Observation
 actions
 3. Listen and practice Student’s answers/ Observation
 4.Fill in the blank. Student’s answers/
 5. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering who owns interaction Questions & answers
 different favorite color
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up:
- Show a picture/ video about the rainbow (The video link: 
 - Ask them to look at the picture/ watch the video and tell the teacher that how many 
 colors of the rainbow they can see. 
- Have them list the colors if they know.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (green, orange, pink, purple, gray, favorite) on the board.
 - Ask the 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 two teams.
 - Have the students look the pictures in their Student’s Books and guide them how to 
 play the game.
 - Hold up one flashcard that is covered with a piece of paper. 
 - Very slowly move the paper to reveal the flashcard.
 - Have the students say the new word aloud.
 - The first student to say the correct word wins one point for their teams.
 The team with the most points at the end wins.
 Activity 3: Language in put (Activity B: 1. Listen and practice)
 - Use DCR on Eduhome to show the useful language and have the students look and 
 read the useful language silently.
 - Explain that we use: “What’s your favorite color? – My favorite color is .” to ask 
 and answer questions about which colors we like the most. Explain that we use: “I 
 can make orange with yellow and red.” to talk about mixing different colors to make 
 a new color.
 - Play the audio and have them listen to 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 blank..Practice)
 - Demonstrate the activity using the example. 
 - Have the students look and fill in the blanks in their Student’s Books.
 - Divide the class into pairs and have them check each other’s work.
 - Use DCR on Eduhome 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 Someone’s favourite colour..)
 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 favourite 
colour.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
 .
Date of teaching: 3A, 3B, 3C(02/12/2022)
Period 48
 UNIT 3: SCHOOL
 Art lesson 3: E,F,G
 STAGE 1: DESIRED OBJECTIVES
A .OBJECTIVES
 To help the students get some general information about the text.
1. Recognize colours. (Cognition)
2. Understand and write about favourite colours.
B. LANGUAGE FOCUS
Vocabulary: green, orange, pink, purple, gray, favorite.
Sentence patterns: What’s your favorite color?
 My favorite color is orange.
 I can make orange with yellow and red.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 49, Eduhome.vn,
- flashcards.
- a laptop and a TV
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Read and circle True or False Student’s answers Observation
2. Circle Minh’s favorite color.) Student’s answers/ 
 Observation
 actions
3. Look at E. Write about your favorite Student’s answers/ Observation
 color
4. Tell your friends about your favorite Student’s answers/
 color. 5. Show positive attitudes and Student’s talk and Observation, 
 appropriate gestures and intonation in 
 interaction Questions & answers
 talking bout thieir favourite colour.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Snake game.
- Have the class stand up and play the game.
- Give the ball to the first student and ask them to begin by saying a color. 
- Then the first student passes the ball to any of their friends. The second friend will 
 name another color. 
- The students who are unable to say the colors will sit down. The last student who 
 stands up at the end of the game is the winner.
 Activity 1: Language input (Activity E- 1. Read and circle True or False.)
 - Use DCR on Eduhome to show the students the text.
 - Have the students read the text individually.
 - Read the text as a whole class.
 - Demonstrate the activity using the example.
 - Have them read and circle “True” or “False”.
 Check answers as a whole class
 Activity 2: Language in put (Activity E: 2. Circle Minh’s favorite color.)
 - Have the students read the text again.
 - Have the students circle Minh’s favorite color.
 Check the answer as a whole class.
 Activity 3: Language in put (Activity F.:Look at E. Write about your favorite 
 color.)
 - Have the students read the text in Part E again.
 Ask them to fill in the blanks about their favorite color.
 Activity 4: Practice (Activity G: Tell your friends about your favorite color.) 
 - Divide the class into four groups.
 - Have the students read their sentences to their group.
 Afterwards, have some students read their sentences in front of the class.
 Activity 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Understand and write about favourite colour)
 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 favourite 
 colour.)
 - Remind students to do exercises and to prepare for the next lesson.
 D. FEEDBACK
 .
 Date of teaching: 5C( 28/11/2022) 5A, 5B ( 29/11/2022)
Period 45
 UNIT 7: HOW DO YOU LEARN ENGLISH?
 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 English and using appropriate gestures and intonation when asking and 
answering questions about why someone learns English. 
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 49
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and number
 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 why interaction and Questions& 
someone learns English. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Have two pairs of pupils ask and answer the questions: Why do you learn English? 
Because I want to ...
- Lead into new lesson
 Activity 1: Listen and number
- Tell the class that they are going to listen and number the pictures.
- Ask them to look at the pictures and identify the characters and their activities.
- Play the recording twice for pupils to listen and number.
- 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: a 2 b 4 c 1 d 3
 Activity 2: Write about you.
- Tell the class that they are going to write answers to the questions about how they 
practice English and why they learn it. 
- 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.
- 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: How do I learn English? 
- Introduce the rule of the game:
+ Divide the class into two teams.
+ Show the first team a word. One pupil of this team must act it out. 
+ If the second team guesses the word correctly, they get a point.
+ Then let the second team act out a word while thefirst team guesses.
+ Put all the words used in the game on the board. 
- The team with more points at the end of the game wins.
 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 why someone learns English.).
 2. What’re the core values of the lesson? 
- Show loving English and using appropriate gestures and intonation when asking and 
answering questions about why someone learns English. 
- Prepare for the next lesson Unit 7- Lesson 3
D. ADJUSTMENT
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Date of teaching: 5C( 28/11/2022) 5A, ( 29/11/2022) 5B( 30/11/2022)
Period 46
 UNIT 7: HOW DO YOU LEARN ENGLISH?
 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 do you 'practise 'speaking? ̶ I 'speak 'English 'every 'day.
 'How do you 'practise 'reading? ̶ I 'read 'English 'comic 'books.
 'How do you 'practise 'writing? ̶ I 'write 'emails to my 'friends.
 'Why do you 'learn 'English? ̶ Be'cause I 'want to 'sing 'English 'songs.
 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 do you learn English? 
4. Show loving English and using appropriate gestures and intonation when asking and 
answering questions about why someone learns English. 
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 50
- 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
 Student’s interaction 
gestures to talk about why someone learns Questions& 
 and performance
English. 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.
- Play the recording again for pupils to listen and check. Ask the class to read the 
sentences aloud.
- Give the correct answers.
* Key: 1. b 2. a 3. a 4. b
Activity 3. Let’s chant
- Tell pupils that they are going to say the chant: How do you learn English?
- 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 why someone learns English.).
2. What’re the core values of the lesson? 
- Show loving English and using appropriate gestures and intonation when asking and 
answering questions about why someone learns English. 
- Prepare for the next lesson 3: P4,5,6
D. ADJUSTMENT
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..............................................................................................................................................
Date of teaching: 5C( 01/12/2022) 5A, ( 01/12/2022) 5B( 01/12/2022)
Period 47
 UNIT 7: HOW DO YOU LEARN ENGLISH?
 Lesson 3: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Use language to talk about school subjects 2. Read a paragraph and tick the sentences True (T) or False (F).
3. Write about how their friends learn English, using the writing frame. 
4. Discuss and present their discussion result of how they practise listening, speaking, 
reading, and writing English.
5. Show loving school subjects, loving to learn English. Apply what they have learned 
to solve learning tasks and using appropriate gestures and intonation when asking and 
answering questions about How to learn English and why someone learns English. 
B. LANGUAGE FOCUS.
Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 51
- flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Read and tick True or False Students’ answers Questions& 
 answers / Key
 Students' interaction
2. Write about how your friend learns English Observation/ key
 writing
 Student’s 
3. Project Observation
 performance
 4.Use positive attitudes and appropriate 
 Observation
gestures to ask and answer questions about Student’s interaction 
 Questions& 
How to learn English and why someone and performance
 answers
learns English. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and chant
-Have the class say the chant: How do you learn English?
- Lead into new lesson
 Activity 1. Read and tick T or F
- Tell pupils that they are going to read the texts about how and why Mai and Akiko 
learn English, and tick T or F.
- Give them a few seconds to look at the picture and ask: Who’s this? What’s she doing? 
How does she learn English? 
- Set a time limit for pupils to read the text again and do the task.
- Go around the class and offer help, if necessary.
- Ask pupils to compare their answers before checking as a class
- Call four pupils to write their answers on the board.
-Give feedback and correct mistakes * Key: 
1. T 2. F 3. T 4. T 5. F
Activity 2. Write about your friend learns English
-- Tell pupils that they are going to write about how their friends learn English.
- Give them time to read and complete the gapped sentences, using information about 
their friends.
- Remind pupils to use the structure learn ... by -ing ... in their writing.
- Ask pupils to do the task independently.
- Go around offering help, if necessary.
- Ask pupils to write their answers on the board.
- Give feedback.
Activity 3. Project
- Tell the class that they are going to work in groups of three and discuss how they 
practice listening, speaking, reading and writing English.
- Ask pupils to copy the table below and take notes
Name listen speak read write
1
2
- Give pupils time to complete the table. 
- Invite two pupils to report the results to the class.
- Give feedback
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 to learn English and why someone learns 
English.
2. What’re the core values of the lesson?
(Show loving school subjects, loving to learn English. Apply what they have learned to 
solve learning tasks and using appropriate gestures and intonation when asking and 
answering questions about How to learn English and why someone learns English.) 
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson Unit 8- Lesson 1: 1-2-3
D. ADJUSTMENT
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Date of teaching: 5C( 02/12/2022) 5A, ( 01/12/2022) 5B( 01/12/2022)
Period 48
 UNIT 8: WHAT ARE YOU READING?
 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 Peter and Tony (setting, 
participants, topics);
2. Ask and answer questions about what story/book someone is reading. Using : What 
are you reading? – I’m reading ____. 
3. Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what story/book someone is reading.
B. LANGUAGE FOCUS.
Vocabulary: The Fox and the Crow, The Story of Mai An Tiem, Aladdin and the Magic 
Lamp, Snow White and the Seven Dwarfs
Key grammatical structure : What are you reading? – I’m reading ____. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 52
- 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 Peter and Tony 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 how someone learns Student’stalks
 Questions& 
English.Using the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to ask Student’s Observation
and answer questions about what story/book someone is interaction and Questions& 
reading. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and say
- Get pupils to tell the stories and the characters in the stories.
- Lead into new lesson
Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 52) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Peter and Tony) 2.What are they talking about? (talking about a story)
- Tell students that they are going to practise a conversation among Peter 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 pictures b, (Activity 1) and answer the following questions: 
 4. What does Peter ask Tony?( What are you reading? )
 5. How does Tony answer? (I am reading a story about Halloween)
 - Elicit the sentence patterns: What are you reading? – I’m reading ____. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: The Fox and the Crow, The Story of Mai An Tiem, Aladdin and 
the Magic Lamp, Snow White and the Seven Dwarfs
- 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 
someone learns English, using: What are you reading? I’m reading ...
- Have pupils practice asking and answering in pairs.
- 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 asking and answering questions 
about what book they are reading.
- Get pupils time to work in pairs to ask and answer, using the structure.
- 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 what story/book someone is reading.)
2. What’re the core values of the lesson?
- Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what story/book someone is reading.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 8: Lesson 1- 4,5,6).
D. ADJUSTMENT
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