Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 13 - Năm học 2022-2023 - Trần Thị Nõn

 Week 13
 Date of teaching: 3A, 3B (06/12/2022),3C(07/12/2022)
 Period: 49
 UNIT 3: SCHOOL
 Review and Practice : A,B
 STAGE 1: DESIRED OBJECTIVES
 A .OBJECTIVES
 By the end of this lesson, students will be able to review asking who owns different 
 school supplies, asking what subjects people like, and talking about their school 
 timetables.
 1. Students quickly identify and get the correct flashcards.. (Cognition)
 2. Students can identify the school timetable and name the days of the week and 
 school subjects correctly.
 3. Students can listen and write the correct subjects in the blanks and reorder the letters 
 to make the correct words quickly.
 B. LANGUAGE FOCUS
 Vocabulary: math, music, art, English, P.E., pencil, ruler, notebook, eraser, 
 Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
 Sentence patterns: When do you have P.E.?/ Do you like music?/ Is this your 
 pencil? 
 Skills: Listening, Reading, Writing, and Speaking.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 50
 - Audios 
 - pictures 
 - computer,projector,cards 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 1. Listen and write Student’s answers Observation
 2. Look at the pictures. Look at the Student’s answers/ 
 letters. Write the words. Observation
 actions
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Go get it game.
- Divide the class into two teams.
- Place the flashcards around the class.
- Say the word twice so that the students can hear.
- Say “Go get it” and then the student from each team has to run quickly to find and 
 grab the flashcard the teacher said and they have to repeat the word.
 The team with the most flashcards at the end wins.
 Activity 1: Language input (Activity A: Listen and write. (CD2 Track 23) 
 Answer the questions. - Use DCR on Eduhome to show the class Task A. Listen and write on page 50. 
 - Ask them to ask these questions.
• How many subjects are there in the box? 
• What is your favorite subject?
• What do you have on Mondays?/ When do you have English?
 - Ask them to look at the school timetable and guess the subject in each blank before 
 listening to the audio.
 Walk round the class and support them if needed
 - Ask the students to look at the table and focus on the Listening task.
 - Play the audio and ask them to listen and fill in the blanks.
 - Invite some students to give their answers.
 - Check the answers with the whole class using DCR. 
 Activity 2: Language in put (Activity B: Look at the pictures. Look at the letters. 
 Write the words.
 - Demonstrate the activity using the example.
 - Write the unscramble letters on the board, then write the word “pencil” next to the 
 letters, cross each letter once when they have been put in the correct order.
 - Have the students individually look at the unscramble letters.
 - Ask the students to write the words in the spaces provided.
 - Check the answers as a whole class using DCR.
 - Afterwards, have some students demonstrate spelling the words aloud in front of the 
 class.
 Monitor the class and support if needed.
 Activity 3: 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 (06/12/2022),3C(07/11/2022), 3A(08/12/2022)
 Period 50
 UNIT 3: SCHOOL
 Review and Practice : C
 STAGE 1: DESIRED OBJECTIVES
 A .OBJECTIVES By the end of the lesson, students will be able to
1. Review asking who owns different school supplies, asking what subjects people like, 
and talking about their school timetables.
2. Play Connect three
3. Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation asking who owns different school 
supplies, asking what subjects people like, and talking about their school timetables.
B. LANGUAGE FOCUS
Vocabulary: math, music, art, English, P.E., pencil, ruler, notebook, eraser, Monday, 
Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
Sentence patterns: When do you have math?/ Do you like P.E.?/ Is this your ruler? C. 
INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 51, Eduhome.vn, 
Teacher’s guide.
- Flashcards
- Computer, projector .
STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Answer the questions. Student’s talk and Observation, 
 interaction Questions & answers
 Student’s 
2. Play Connect three Observation
 performance
3. Show positive attitudes and 
appropriate gestures and intonation in 
asking who owns different school Student’s talk and Observation, 
supplies, asking what subjects people interaction Questions & answers
like, and talking about their school 
timetables.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Bingo game.
 - Write a list of 15 words on the board.
 - Ask the students to choose 5 words and write them on their paper.
 - Show a flashcard to the class. If they have the word, they tick it. The student who 
 ticks all 5 words they have chosen shouts “Bingo” and wins the game.
 - Lead in the new lesson.
 Activity 1: Answer the questions. 
 - Use DCR on Eduhome to show the class the pictures on page 51. 
 - Point to each picture and ask them to ask these questions.
 • What subject is it?
 • Do you like ?
 • What school thing is it?/ What is it? - Walk round the class and support them if needed.
 Activity 2: Play Connect three.
 - Divide the class into groups of four with two pairs in each group.
 - Guide the students how to play the game.
 - Have the pairs play rock, paper, scissors to see which pair goes first.
 - Have the winning pair choose a space, match the symbol to the useful language, 
 then ask and answer.
 - Have the pair mark that space as theirs if they use the useful language correctly.
 - Ask them to take turns.
 The pair that gets three spaces in a horizontal, vertical or diagonal line wins the 
 game.
 Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions:
 1. What have you learnt from the lesson today? (asking who owns different school 
supplies, asking what subjects people like, and talking about their school timetables.
 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 who owns different 
school supplies, asking what subjects people like, and talking about their school 
timetables.)
- Remind students to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 3B (08/12/2022),3C(09/12/2022), 3A(09/12/2022)
Period 51 
 UNIT 4: HOME
 Lesson 1: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize rooms in the house from the pictures and recording (Cognition)
2. identify the situations using the sentence patterns Where’s Dad?/ He’s in the yard.
3. Ask and answer about where people are.
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 
 where people are.
B. LANGUAGE FOCUS Vocabulary: living room, bedroom, kitchen, bathroom, yard.
 Sentence pattern: Where’s Dad?/ He’s in the yard.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 52
- 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 Play Guess Student’s answers/ Observation
3. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
4. Look and put a () or a ( ). Practice.) Student’s answers Observation
5. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering about where interaction Questions & answers
 people are.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Play the Slap the board game.
- Divide the class into two teams and have them form two lines.
- Place the flashcards about the colors on the board, showing the images. 
- Call out a word and have the first student from each group race to slap the correct 
image on the board and say it correctly. The first student to slap the correct flashcard 
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 Guess)
- Arrange the flashcards on the board and write a number under each card.
- Have the students look at the flashcards for the count of ten.
- Turn the flashcards over to face the board when the students are not looking.
- Call out a number and have the students take turns guessing the face-down card. 
- Turn the card over after each guess. 
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 put a () or a ( ). Practice.)
- Demonstrate the activity using the example. 
- Have the students Look and put a () or a ( ) in each box 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 some 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 about where people are.)
 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 
 where people are.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
 .
Date of teaching: 3A, 3B, 3C(09/12/2022)
Period 52
 UNIT 4: HOME
 Lesson 1: C, D
 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the/uː/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns Where’s Dad?/ He’s in the yard.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Ask and answer about where people are.
5. 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 
 where people are.
B. LANGUAGE FOCUS
1. Sound : the/uː/ sound
2. Vocabulary: living room, bedroom, kitchen, bathroom, yard.
3. Sentence pattern: Where’s Dad?/ He’s in the yard.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 53
- Audios 
- pictures 
- a laptop and a TV 
 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 
 Student’s interaction Observation
 gestures and intonation when asking 
 and performance
 and answering about where people are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Playing the Change your seats game.
- Divide the class into two groups and ask them to sit on the chairs in a circle.
- Give each student a flashcard, stand in the middle, and say: “sister, singing”. The 
students with these flashcards must change their seats. 
- Find the chair to sit on. Then one student doesn’t have the chair to sit on, they will 
stand in the middle of the circle and continue the activity with the other two words.
Activity 1: Language input (Activity C: 1. Listen and repeat) (CD2 Track 26) 
- Draw attention to the /uː/ sound.
- Briefly explain and demonstrate the sound.
- Play the audio. 
- Have students notice the sound.
- Play the audio again.
- Have the students listen and repeat. 
 - Correct the 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: “Where’s the cat?”
 - Have the students look at the story and ask these questions. 
 - Who can you see? (Mom/ Mrs. Brown, Dad/ Mr. Brown, Alfie, Tom, Lucy, Ben)
 • Where’s Mom? (in the living room)
 • Where’s the cat? (in the yard)
 - Play the audio (using DCR).
 - Have the 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/uː/ sound and ask and answer about where people are..)
 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 saying the/uː/ sound; asking 
 and answering about where people are.)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK 
 .
Date of teaching: 5C( 05/12/2022) 5A, 5B ( 06/12/2022)
Period 49
 UNIT 8: WHAT ARE YOU READING?
 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 what story/book someone is reading.
2. Listen and tick the correct story titles.
3. Read and fill the gapped conversation, using the words provided.
4. Play the guessing Game.
5. Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what story/book someone is reading.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 53
- 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 play Student’s Observation
 performance Key
4. Use positive attitudes and appropriate gestures 
 Student’s Observation
when asking and answering questions about what 
 interaction and Questions& 
story/book someone is reading.
 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: What are you reading? 
I’m - Lead into new lesson.
 Activity 1: Listen and tick
- Tell the class that they are going to listen to the recording and tick the correct answers.
- Ask them to identify the characters
 and the titles of the stories.
-Play the recording the second time for pupils to listen and tick the boxes.
- Get them to compare their answers before checking as a class.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Key: Nam: The Fox and the Crow Mai: Aladdin and the Magic Lamp 
Linda: Snow White and the Seven Dwarfs 
 Tom: The Story of Mai An Tiem 
Activity 2: Read and complete
- Tell the class that they are going to read the text and fill the gaps with now, like, 
reading, free and seven
- 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.
- Go around and offer help, if necessary.
- Ask pupils to give answers and other pupils to give comments.
- Give correct answers.
*Key: 
1. free 2. reading 3. Snow 4. Seven 5. like
Activity 3: Let’s play
- Tell pupils that they are going to play The Guessing Game to find out the titles of some 
famous books/stories for children.
- Divide the class into two groups. One group says three to five sentences (one by one) 
about a story as clues to help the other group guess what story it is.
The group gets one point if they can guess the story correctly with one sentence, and two 
points with two sentences, and so on.
- The group with the fewest points at the end of the game wins.
- Each group takes turns giving the clues or guessing.
- The one that gets more points 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 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.
- Prepare for the next lesson Unit 8- Lesson 2: 1-2-3
D. ADJUSTMENT ..............................................................................................................................................
..............................................................................................................................................
.....................................................................................................................................
Date of teaching: 5C( 05/12/2022) 5A, ( 06/12/2022) 5B( 07/12/2022)
Period 50
 UNIT 8: WHAT ARE YOU READING?
 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 Mai and Quan (setting, participants, 
topics);
2. Ask and answer questions about what the character in a story is like. Using : What’s 
_____ like? − He’s / She’s ______. 
3. Show loving reading books. Learning good character from the characters and using 
appropriate gestures and intonation when asking and answering questions about what the 
character in a story is like. 
B. LANGUAGE FOCUS.
Vocabulary: An Tiem / hard-working, Snow White / kind, The Fox / clever, Tam / 
gentle.
Key grammatical structure : What’s _____ like? − He’s / She’s ______. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 54
- 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 Mai and Quan 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 what the character in a story interaction and Questions& 
is like. performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and play
- Have the class play Bingo, using the titles of books/stories learnt in Lesson 1.
- Call two pairs of pupils to ask and answer the question, using: 
What are you reading? I’m reading ... 
- Lead into new lesson
 Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 54) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Mai and Quan) 
 2.What are they talking about? (talking about the reason of learning English.)
- Tell students that they are going to practise a conversation among Mai and Quan. 
- 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 c, (Activity 1) and answer the following questions: 
 4. What does Mai ask Quan?( What’s he like?)
 5. How does Quan answer? ( I think he’s generous )
 - Elicit the sentence patterns: What’s _____ like? − He’s / She’s ______. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: An Tiem / hard-working, Snow White / kind, The Fox / 
clever, Tam / gentle.
- 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 what 
the character of a book/story is like.
* Structure: What’s ... like? He’s/She’s 
- 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 books/stories they 
like reading., using: 
+ Do you like fairy tales/comic books/short stories? 
 Yes, _______. No, _______. + What book/story are you reading?
 I’m reading _______.
+ What’s the main character like?
 He’s/She’s _______.
+ Do you like him/her?
 Yes, _______. No, _______.
- Set a time limit for the class to practice talking in pairs. Tell them to answer the 
questions with information about themselves.
- Go around the class and offer help, if necessary.
- Invite a few pairs to ask and answer questions about how and why they learn English 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 the character in a story is like.)
2. What’re the core values of the lesson?
- Show loving reading books. Learning good character from the characters and using 
appropriate gestures and intonation when asking and answering questions about what the 
character in a story is like. 
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 8: Lesson 2- 4,5,6).
D. ADJUSTMENT
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
Date of teaching: 5A, 5B, 5C( 08/12/2022) 
Period 51
 UNIT 8: WHAT ARE YOU READING?
 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 what the character in a story is like. 
2. Read each question, listen, and complete the answer with one word.
3. Read and number the sentences in the correct order. 
4. Sing the song Snow White and Aladdin. 5. Show loving reading books. Learning good character from the characters and using 
appropriate gestures and intonation when asking and answering questions about what the 
character in a story is like. 
B. LANGUAGE FOCUS.
Vocabulary: The song lyrics 
Key grammatical structure : Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 55
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Listen and write one word in each blank Students' asnwers
 Key
 Student’s answers Observation
2 . Number the sentences in the corret order
 and performance
 Student’s and Observation
3. Let’s sing
 performance
4.Use positive attitudes and appropriate gestures to ask Student’s Observation
and answer questions about what the character in a interaction and Questions& 
story is like. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and play
- Get two pairs of pupils to ask and answer the questions: What’s . like? He’s/ 
She’s ..
- Lead into new lesson
Activity 1: Listen and write one word in each blank. 
- Tell the class that they are going to listen to Hoa, Phong, Mai and Tony talking about 
their favourite books/stories.
- Get pupils to pay attention to the main characters of the books/stories.
- Play the recording twice for pupils to listen and write.
- Get them to compare their answers before checking as a class.
- Ask pupils to give answers in front of the class.
- Play the recording again for pupils to listen and check.
- Give correct answers
* Key: 1. Kind 2. clever 
3. hard-working 4. generous
Activity 2: Number the sentences in the correct order. - Tell the class that they are going to number the sentences in the correct order. 
- Give pupils a few seconds to read the sentences in silence and check their 
understanding.
- Give pupils time to do the task.
- Get pupils to swap and read their writing.
- Ask other pupils to give feedback.
- Give the correct answers.
 Activity 3: Let’s sing
- Tell pupils that they are going to sing the Snow White and Aladdin 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 what the character in a story is like.)
2. What’re the core values of the lesson?
- Show loving reading books. Learning good character from the characters and using 
appropriate gestures and intonation when asking and answering questions about what the 
character in a story is like. 
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 8: Lesson 3)
D. ADJUSTMENT
..............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
Date of teaching: 5C( 09/12/2022) 5A, ( 08/12/2022) 5B( 08/12/2022)
Period 52
 UNIT 8: WHAT ARE YOU READING?
 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.
 'What are you 'reading? ̶ I’m 'reading The 'Fox and the 'Crow.
 'What’s 'Snow 'White 'like ̶ She’s 'kind.
2. Listen and circle the letters showing the correct words filling the gapped answers. 
Then say the sentences aloud.
3. Say the chant What are you reading?
4. Show loving reading books. Learning good character from the characters and using 
appropriate gestures and intonation when asking and answering questions about what the 
character in a story is like. 
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 56
- 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 what the character in a story is Student’s interaction 
 Questions& 
like. and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greeting and Role- play
-Invite some pupils to sing Snow White and Aladdin.
- Have the class listen and clap their hands. 
- 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 a 2 b 3 a 4 b
Activity 3. Let’s chant
- Tell pupils that they are going to say the chant: What are you reading? 
- 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 what the character in a story is like. ).
2. What’re the core values of the lesson? 
- Show loving reading books. Learning good character from the characters and using 
appropriate gestures and intonation when asking and answering questions about what the 
character in a story is like. 
- Prepare for the next lesson 3: P4,5,6
D. ADJUSTMENT
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