Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 14 - Năm học 2022-2023 - Trần Thị Nõn

 Week 14
Date of teaching: 3A, 3B (14/12/2022),3C(14/12/2022)
Period: 53
 UNIT 4: HOME
 Lesson 1: E, F
 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. (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
2. Vocabulary: living room, bedroom, kitchen, bathroom, yard.
3. Sentence pattern: Where’s Dad?/ He’s in the yard.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 57
- Flashcards 
- 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 the picture Student’s answers/ Observation
4. 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: Ask and answer
(Teacher shows a flashcard “living room”.)
Teacher: “Ben”
Team A: “Where’s Ben?”
Team B: “He’s in the living room. Activity 1: Controled- Practice (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: Further- Practice (F. Play Guess the picture)
- 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.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board 
behind them.
- Ask the student to guess the flashcard by asking a question.
- Have someone from the same team answer.
- Give a point to that team if it’s a correct guess.
- Invite the other student from each team to continue the game.
Activity 3: 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(asking and answering Where’s Dad?/ He’s in the yard..)
 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 Where’s 
Dad?/ He’s in the yard.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .. 
 .........
 .....
Date of teaching: 3B (14/12/2022),3C(14/12/2022), 3A(15/12/2022)
Period 54
 UNIT 4: HOME
 Lesson 2: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize actions from the pictures and recording (Cognition)
2. identify the situations using the sentence patterns What’s he doing?/ He’s sleeping. 3. Ask and answer about what people are doing.
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 
 what people are doing.
B. LANGUAGE FOCUS
Vocabulary: cleaning, playing, eating, sleeping, cooking.
Sentence pattern: What’s he doing?/ He’s sleeping.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 56
- 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 Slow motion 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 write. Practice Student’s answers Observation
5. Show positive attitudes and 
appropriate gestures and intonation in Student’s talk and Observation, 
asking and answering about what people interaction Questions & answers
are doing.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Playing the game “Network”
- Divide the class into two teams and come to the board and write “Rooms in the house”
Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
- Show pictures on the TV.
- 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)
- 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 (Kim, Nick)
- 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 about what people are doing.)
 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 
what people are doing.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
 . Date of teaching: 3B (15/12/2022),3C(16/12/2022), 3A(15/12/2022)
Period 55 
 UNIT 4: HOME
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /iː/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns What’s he doing?/ He’s sleeping.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Ask and answer about what people are doing
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 
 what people are doing. 
B. LANGUAGE FOCUS
1. Sound : /iː/ sound
2. Vocabulary: cleaning, playing, eating, sleeping, cooking.
3. Sentence pattern: What’s he doing?/ He’s sleeping.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 56
- 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 
 gestures and intonation when asking Student’s interaction Observation
 and answering about what people are and performance
 doing 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)
 - 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: “It’s moving day ”
 - Have the students look at the story and ask these questions. 
• Who can you see? (Alfie, Dad/ Mr. Brown, Grandpa/ Dan, Lucy, Mom/ Mrs. Brown, 
 Tom)
• Where’s Grandpa doing? (cleaning)
• What’s Lucy doing? (cooking)
• What’s Tom doing? (sleeping)
 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 /i:/ sound and ask and answer about what people are doing
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 sounds; asking and 
 answering about what people are doing)
- Remind students to prepare for the next lesson. 
D. FEEDBACK
 .
Date of teaching: 3A, 3B, 3C(16/12/2022)
Period 56
 UNIT 4: HOME
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize actions from the pictures. (Cognition)
2. identify the situations using the sentence patterns What’s he doing?/ He’s sleeping.
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 
 what people are doing.
B. LANGUAGE FOCUS
 Vocabulary: cleaning, playing, eating, sleeping, cooking.
 Sentence pattern: What’s he doing?/ He’s sleeping 
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 57
- 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 Pretend game Student’s answers/ Observation
4. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering about what interaction Questions & answers
 people are doing.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Play Guess the picture
(Teacher shows some pictures on TV)
Teacher: “Ben”
Team A: “Where’s Ben?”
Team B: “He’s in the living room.
Activity 1: Controled- Practice (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: Further- Practice (F. Play Pretend game)
- Have the students look at the example.
- Have one student come to the front of the class.
- Have that student do an action silently.
- Have the other students try to guess the action.
- Have the students swap roles and repeat.
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 what people are doing.)
 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 
what people are doing.
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 5C( 12/12/2022) 5A, 5B ( 14/12/2022) Period 53
 UNIT 8: WHAT ARE YOU READING?
 Lesson 3: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
- By the end of the lesson Ps will be able to:
1. Pronounce some sentences stress respectively.
2. Read the paragraph and tick the sentences Yes (Y) or No (N).
3. Write about their favourite book, using the writing frame. 
4. Report the interviews of three classmates about their favourite books and characters. 
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 : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 57
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Read and tick Yes or No Students’ answers Questions& 
 answers / Key
 Students' interaction
2. Write about your favourite book Observation/ key
 writing
 Student’s 
3. Project Observation
 performance
 4.Use positive attitudes and appropriate Observation
 Student’s interaction 
gestures to ask and answer questions about Questions& 
 and performance
what the character in a story is like. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and chant
- Have the class say the chant: What are you reading?
- Lead into new lesson
Activity 1. Read and tick Yes or No
-Tell pupils that they are going to read about Tom’s favourite book and tick Yes or No.
- Explain the meanings of schoolboy and police. - Tell pupils to read the five sentences first, then read the passage to look for the 
information needed.
- 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 Y 2 N 3 Y 4 N 5 Y
 Activity 2. Write about your favourite book.
- Tell pupils that they are going to write about their favourite books.
- Give them time to read and complete the gapped sentences.
- Ask pupils to do the task independently.
- Get them to swap and read their writing in pairs.
- Call some pupils to read their answers in front of the class.
- Give feedback.
 Activity 3. Project
- Tell the class that they are going to interview three of their classmates about their 
favourite books and characters.
- Ask pupils to copy the table below and take notes:
Name Name of Main 
 book character(s)
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 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 9- Lesson 1: 1-2-3
D. ADJUSTMENT
..............................................................................................................................................
..............................................................................................................................................
........................................................................................................................................... Date of teaching: 5C( 12/12/2022) 5A, ( 14/12/2022) 5B( 14/12/2022)
Period 54
 UNIT 9: WHAT DID YOU SEE AT THE ZOO?
 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 Tom and Linda (setting, 
participants, topics);
2. Ask and answer questions about what the other speaker saw at the zoo. Using : What 
did you see at the zoo? – I saw ________. 
3. Show loving animals and protecting them. Using appropriate gestures and intonation 
to talk about what the other speaker saw at the zoo.
B. LANGUAGE FOCUS.
Vocabulary: See, saw, pythons, crocodiles, peacocks, gorillas.
Key grammatical structure : What did you see at the zoo? – I saw ________. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 58
- 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 Linda and Tom 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
 Student’stalks
3. Ask and answer questions about talk about what the Questions& 
other speaker saw at the zoo.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 other speaker interaction and Questions& 
saw at the zoo . performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and watch
- Get pupils to watch the video about animals and remember the name of them. - Lead into new lesson.
 Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 58) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Linda and Tom) 
 2.What are they talking about? (talking about animals)
- Tell students that they are going to practise a conversation among Linda and Tom.
- 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 Tom ask Linda?( What did you see at the zoo? )
 5. How does Linda answer? (I saw a baby elephant and some other animals)
 - Elicit the sentence patterns: What did you see at the zoo? – I saw ________. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: See, saw, pythons, crocodiles, peacocks, gorillas.
- 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 the 
animals in a zoo, using: What did you see at the zoo? I saw ... - 
- 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 the animals in the zoo.
- 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 the other speaker saw at the zoo .)
2. What’re the core values of the lesson?
- Show loving animals and protecting them. Using appropriate gestures and intonation to 
talk about what the other speaker saw at the zoo.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 9: Lesson 1- 4,5,6). D. ADJUSTMENT
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
Date of teaching: 5A, 5B, 5C( 15/12/2022) 
Period 55
 UNIT 9: WHAT DID YOU SEE AT THE ZOO?
 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 animals in a zoo. 
2. Read each question, listen and tick the correct picture.
3. Read and complete the paragraph, using the words provided.
4. Sing the song What did you see at the zoo?
5. Show loving animals and protecting them. Using appropriate gestures and intonation 
to talk about what the other speaker saw at the zoo.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 59
- 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 what the 
 interaction and Questions& 
other speaker saw at the zoo.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Invite two pairs to act out the story in activity 1. - Call two pairs of pupils to ask and answer the question, using: What animals do you 
want to see? I saw 
- 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.
- Have pupils read the questions in their books.
- 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: 1. b 2. a 3. b
Activity 2: Read and complete
- Tell the class that they are going to read the text and fill the gaps with intelligent, 
gorillas, elephants, do and like. 
- 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. like 2. gorillas 
3. intelligent 4. do 
 5. elephants
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 other speaker saw at the zoo.)
2. What’re the core values of the lesson? 
Show loving animals and protecting them. Using appropriate gestures and intonation to 
talk about what the other speaker saw at the zoo.
- Prepare for the next lesson Unit 9- Lesson 2: 1-2-3
D. ADJUSTMENT ..............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
Date of teaching: 5C( 16/12/2022) 5A, ( 15/12/2022) 5B( 15/12/2022)
Period 56
 UNIT 9: WHAT DID YOU SEE AT THE ZOO?
 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 Phong and Nam (setting, 
participants, topics);
2. Ask and answer questions about what animals did in the zoo. Using: What did the ___ 
do when you were there? − They ___. 
3.Show loving animals and protecting them. Using appropriate gestures and intonation 
to talk about animals.
B. LANGUAGE FOCUS.
Vocabulary: tigers, roar loudly / peacocks, move beautifully / pythons, move 
quietly / pandas, eat slowly
Key grammatical structure : What did the ___ do when you were there? – They . 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 60
- 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 Nam and Phong 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
 Student’stalks
3. Ask and answer questions about animals at the Questions& 
zoo.Using the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to ask Student’s Observation
and answer questions about animals. interaction and Questions& performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and watch
- Have the class sing the song: What did you see at the zoo?
- Call two pairs of pupils to ask and answer the question, using: What did you see at the 
zoo? I saw .
- Lead into new lesson
Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 60) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Phong and Nam) 
 2.What are they talking about? (talking about animals)
- Tell students that they are going to practise a conversation among Phong 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 Phong?( What did the lions do when you were there? )
 5. How does Phong answer? ( They roared loudly)
 - Elicit the sentence patterns: What did the ___ do when you were there? – They . 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: tigers, roar loudly / peacocks, move beautifully / pythons, 
move quietly / pandas, eat slowly
- 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 the 
animals in a zoo, using: What did the ... do when you were there? They 
- Say aloud the structure and the phrases under each picture, then ask pupils to repeat 
them a few times.
- Call some pupils to read aloud the structure and the phrases.
- Ask pupils to write down the structure into their notebook.
- 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: + What are your favourite animals at the zoo? 
 They’re 
+ What did the ... do when you were there? 
 They 
- Set a time limit for the class to practice talking in pairs. 
- Go around the class and offer help, if necessary.
- Invite a few pairs to act out the exchanges 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 animals.)
2. What’re the core values of the lesson?
- Show loving animals and protecting them. Using appropriate gestures and intonation to 
talk about animals.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 9: Lesson 2- 4,5,6).
D. ADJUSTMENT
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