Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 15 - Năm học 2022-2023 - Trần Thị Nõn

 Week 15
Date of teaching: 3A, 3B (20/12/2022),3C(21/12/2022)
Period: 57
 UNIT 4: HOME
 Lesson 3: 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 Is the picture in the living room?/ 
 Yes, it is./ No, it isn’t.
3. Ask and answer where things 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 where 
 things are.
B. LANGUAGE FOCUS
Vocabulary: mirror, picture, sofa, table, box, house.
Sentence pattern: Is the picture in the living room?/ Yes, it is./ No, it isn’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 58, Sách mềm edu,home.
- flashcards
- a laptop and a TV 
 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 Board race Student’s answers/ Observation
3. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
4. Listen and repeat Student’s talk and Observation, 
 interaction Questions & answers
5. Look and write. Practice Student’s answers Observation
6.Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in asking and 
 interaction Questions & answers
answering where things are.
 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 B: 2. –Play Board race)
- Have the students look at the example.
- Divide the class into two teams and have one student from each team stand a distance 
from a board.
- Stick two flashcards on the board and then say one of the new words aloud.
- Have the students race to the board, touch that flashcard, and repeat the new word.
- The first student to touch the flashcard and say the word correctly gets a point for their 
team.
- Continue with other students.
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 where things 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 where 
things are.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 3B (20/12/2022),3C(21/12/2022), 3A(22/12/2022)
Period 58
 UNIT 4: HOME
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /əʊ/ and /aʊ/ sound from the recording (Cognition)
2. Identify the situations using the sentence patterns Is the picture in the living room?/ 
Yes, it is./ No, it isn’t.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. identify the /əʊ/ and /aʊ/ sounds and ask where things 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 
 what people are doing. 
B. LANGUAGE FOCUS
1. Sound : /əʊ/ and /aʊ/ sound
2. Vocabulary: mirror, picture, sofa, table, box, house.
3. Sentence pattern: Is the picture in the living room?/ Yes, it is./ No, it isn’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 59, Sách mềm edu,home.
- flashcards
- 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. Look and listen
 and performance Student’s Observation 
 3. Listen and number.
 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
 A. 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 things 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 C: 1. Listen and repeat)
 - Draw attention to the /əʊ/ and /aʊ/ sounds.
 - Briefly explain and demonstrate the sounds.
 - Play the audio (using DCR). 
 - Have the students notice the sounds.
 - Play the audio again.
 - Have the students listen and repeat. 
 Correct students’ pronunciation if needed.
 Activity 2: Look and listen(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 students 
 listen and repeat.
- Follow the same procedure with the other sound and word.
- Play the audio again.
 Have 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: “At the new home ”
 - Have the students look at the story and ask these questions. 
 • Who can you see? (Lucy, Dad/ Mr. Brown)
 • Which rooms can you see? (living room, kitchen, bedroom)
 • What things can you see? (boxes, mirror, sofa, table, toys, books)
 - Play the audio (using DCR).
 Have the students look and listen.
 Activity 4: Practice (Activity D: 2. Listen and number.) - Play the audio (using DCR) and demonstrate the activity using the example. 
 - Play the audio and have the students listen and number.
 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 /əʊ/ and /aʊ/ sounds 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: 3B (22/12/2022),3C(23/12/2022), 3A(22/12/2022)
 Period 59 
 UNIT 4: HOME
 Lesson 3: 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 Is the picture in the living room?/ 
 Yes, it is./ No, it isn’t.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: mirror, picture, sofa, table, box, house.
 Sentence pattern: Is the picture in the living room?/ Yes, it is./ No, it isn’t
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 60, Sách mềm edu,home.
 - flashcards - a laptop and a TV 
 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. Ask and answer Observation
 actions
 3. Play the Memory game 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 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. 
 - Ask them to say the word on the flashcard
 Activity 1: Controled- Practice (E. 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 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 B ask questions about Part E using the useful language from the 
 lesson and have the student A answer.
 - Have the students swap roles and repeat.Afterwards, have some pairs demonstrate the 
 activity in front of the class.
 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 :Is the picture in the living room?/ Yes, it is./ No, it isn’t
 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: 3A, 3B, 3C(23/12/2022)
Period 60
 UNIT 4: HOME
 Culture Lesson 4 :A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize things from the pictures and recording (Cognition)
 2. identify and say their address and what is in their house.
room?
3. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in saying their address and what 
 is in their house
 B. LANGUAGE FOCUS
Vocabulary: bed, closet, chair, desk, TV.
 Sentence pattern: I live on La Thành Street in Hanoi./ My bedroom has a bed, a TV, 
 and two chairs.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 61, Sách mềm edu,home.
- flashcards
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and point. Repeat Observation
 actions
2. Play Heads up.What’s missing? Student’s answers/ Observation
 Observation
3. Listen and practice . Student’s answers
 Questions & answers
4. Look and put a (V) or a X .Practice. Student’s talk and Observation, 
 interaction Questions & answers
5. Show positive attitudes and 
 Student’s talk and Observation, 
 appropriate gestures and intonation in 
 interaction Questions & answers
 saying their address and what is in their house
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Circle jump game.
 - Divide the class into two groups and make two lines to play the game.
 - Draw two large circles on the ground with chalk.
 - Place a flashcard in each circle.
 - Call out a word, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
 - Ask them to say the word when standing inside the circle.
 The first student getting the correct answer wins a point for their team.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (bed, closet, chair, desk, TV) 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: Practice (Activity A- 2.Play Heads up.What’s missing?)
 - Divide the class into two teams.
 - Arrange the flashcards on the board and remove one card when students are not 
 looking.
 One student from each team calls out the missing flashcard.
 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 this to say where our home is, and to say what rooms, furniture, and 
 other things are in it.
- 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 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? (identify and say their address and what is in their house.
 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 learning how to say their 
address and what is in their house.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 5C( 19/12/2022) 5A, 5B ( 20/12/2022)
Period 57
 UNIT 9: WHAT DID YOU SEE AT THE ZOO?
 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 animals in a zoo. 
2. Read each question, listen, and circle the letter showing the correct answer.
3. Write about their visit to the zoo, using the guiding questions. 
4. Play the game Animals in action (Charades). 
5. Show loving animals and protecting them. Using appropriate gestures and intonation 
to talk about animals.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 61
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and circle a or b
 asnwers Key
 Student’s aswers Observation
2 . Write about your visit to the zoo.
 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 animals. interaction and Questions& performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Get two pairs of pupils to ask and answer the questions: What did the ... do when you 
were there? They ...
- Lead into new lesson
 Activity 1: Listen and circle a or b.
- Tell the class that they are going to listen and circle a or b.
- Ask them to read the questions and guess the answers.
- Check their understanding.
- Play the recording twice for pupils to listen and circle.
- 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. a 2. b 3. b
Activity 2: Write about your visit to the zoo.
- Tell the class that they should write about things that really happened to them. 
- 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.
- Ask other pupils to give feedback.
- Give the correct answers.
* Key:
Activity 3: Let’s play
- Tell pupils that they are going to play Charades. 
- Divide the class into Team A and Team B.
- Stick a large sheet of paper on the board with the following words written on it: slowly, 
noisily, quickly, loudly, quietly and beautifully.
- One pupil of Team A mimes a zoo animal and asks What did I see at the zoo?
-The pupils of Team B answer the question. If the answer is correct, Team B wins one 
point.
- Another pupil from Team A mimes an action which that animal does and asks What 
did they do there? 
- Team B gives the answer. If the answer is correct, Team B wins another point.
- Then it is Team B’s turn to mime and ask questions.
- Set a time limit. The two teams take turns to mime and ask questions. The team that 
gets more points wins. 
- 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 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.
- Prepare for the next lesson Unit 9- Lesson 3: 1-2-3
D. ADJUSTMENT
..............................................................................................................................................
..............................................................................................................................................
.....................................................................................................................................
Date of teaching: 5C( 19/12/2022) 5A, ( 20/12/2022) 5B( 21/12/2022)
Period 58
 UNIT 9: WHAT DID YOU SEE AT THE ZOO?
 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.
 'When did you 'go to the 'zoo? ̶ I 'went there 'yesterday.
 'What did the 'tigers 'do when you were 'there? ̶ They 'roared 'loudly.
2. Listen and underline the stressed words. Then say the sentences aloud.
3. Say the chant At the circus. 
4. Show loving animals and protecting them. Using appropriate gestures and intonation 
to talk about animals.
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 62
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools Observation
 Students’ say the Questions& 
1. Listen and repeat
 statements answers
2. Listen and underline the stressed words. Observation
 Students' answers
Then say the sentences aloud. 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 when asking and answering Questions& 
 and performance
questions about animals. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greeting and Role- play
- Invite some pupils to ask and answer 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 questions and the answers, 
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 them twice
- Ask pupils to read them until pupils feel confident. 
- Get some pairs to say them in front of the class. 
- Correct mistakes of pronunciation.
Activity 2. Listen and underline the stressed words. Then say the sentences aloud.
- Tell pupils that they are going to listen to the recording and underline the stressed 
words in each sentence.
- Play the recording twice for pupils to listen and underline.
- Play the recording again for pupils to listen and check. Ask the class to read the 
sentences aloud.
- Give the correct answers.
Activity 3. Let’s chant
- Tell pupils that they are going to say the chant: At the circus
- 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 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.
- Prepare for the next lesson 3: P4,5,6
D. ADJUSTMENT
..............................................................................................................................................
..............................................................................................................................................
.....................................................................................................................................
Date of teaching: 5A,( 21/12/2022), 5B,5C( 22/12/2022)
Period 59
 UNIT 9: WHAT DID YOU SEE AT THE ZOO?
 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 a paragraph, and match the adverbs with the correct sentences.
3. Write about their last visit to the zoo, using the writing frame. 
4. Present their drawings of a dream zoo.
5. Show loving animals and protecting them. Using appropriate gestures and intonation 
to talk about animals.
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 63
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Read and match Students’ answers Questions& 
 answers / Key
 Students' interaction
2. Write about your last visit to the zoo. 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
animals. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and chant
- Have the class say the chant: At the circus
- Lead into new lesson
Activity 1. Read and match
- Tell the class that they are going to read the text and match the sentences with First, 
Then, Next and In the end
- Get them to read the sentences and then read the text to find out their order.
- 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 b 2 d 3 a 4 c 
Activity 2. Write about your last visit to the zoo.
 - Tell pupils that they are going to write about their last visit to the zoo.
- Give them time to read and write
- 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 draw their dream zoos.
- Ask them to work in groups of five to discuss what animals to put in their dream zoos 
and who should draw which animal.
- Give pupils time to do the task. 
- Have the class display their drawings.
- Invite one groups to talk to the class about their dream zoos.
- 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 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 10- Lesson 1: 1-2-3
D. ADJUSTMENT ..............................................................................................................................................
..............................................................................................................................................
 ....................................................................................................................................
Date of teaching: 5C( 23/12/2022) 5A, ( 22/12/2022) 5B( 22/12/2022)
Period 60
 UNIT 10: WHEN WILL SPORTS DAY BE?
 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 Tony and Mai (setting, participants, 
topics);
2. Ask and answer questions about when a school event will happen. Using: When will 
____ be? – It’ll be on ____. 
3.Show loving sports and school events. Practicing sports good for health. Using 
appropriate gestures and intonation to talk about when a school event will happen. 
B. LANGUAGE FOCUS.
Vocabulary: Sports Day, Saturday / Teachers’ Day, Sunday / Independence Day, 
Thursday / Children’s Day, Friday
Key grammatical structure : When will ____ be? – It’ll be on ____. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 64
- 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 
 Questions& 
conversation between Tony and Mai such as setting, Students’ answers
 answers
participant, topics.
 Key
2. Practice a role-play conversation with classmates, Students'talks and 
 Observation
using. the picture prompts. interaction
 Observation
 Student’stalks
3. Ask and answer questions about school Questions& 
events .Using the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to ask Student’s Observation
and answer questions about when a school event will interaction and Questions& happen. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and watch
-Get some pupils to talk about where they were and what they did the day before.
- Lead into new lesson.
Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 64) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Tony and Mai) 
 2.What are they talking about? (talking about Sports Day)
- Tell students that they are going to practise a conversation among Tony and Mai.
- 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 Tony?( When will Sports day be? )
 5. How does Phong answer? ( It will be on Saturday)
 - Elicit the sentence patterns: When will ____ be? – It’ll be on ____. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: Sports Day, Saturday / Teachers’ Day, Sunday / Independence 
Day, Thursday / Children’s Day, Friday
- 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 
when a school event will happen, using: When will ____ be? – It’ll be on ____. 
- Say aloud the structure and the phrases under each picture, then ask pupils to repeat 
them a few times.
- 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 asking and answering questions 
in their books. 
- 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 school events.)
2. What’re the core values of the lesson?
- Show loving sports and school events. Practicing sports good for health. Using 
appropriate gestures and intonation to talk about when a school event will happen. 
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 10: Lesson 1- 4,5,6).
D. ADJUSTMENT
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