Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 25 - Năm học 2022-2023 - Trần Thị Nõn

 Week 25
Date of teaching: 3A,3B ( 07/3/2023), 3C ( 08/3/2023)
Period: 92
 UNIT 6: CLOTHES
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /sk/ sounds from the recording (Cognition)
2. identify the situations using the sentence patterns Is that ? Yes. It is / No It isn’t.
- Are those ?- Yes, they are. / No, they aren’t.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
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 clothes
B. LANGUAGE FOCUS
1. Sound : the /sk/ sounds
2. Vocabulary: Review: belt, scarf, sweater, pajamas, skiing.
3. Sentence pattern: Review: Is that your sweater?/ Yes, it is.
 Are those your pajamas?/ Yes, they are./ No, they aren’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 89
- 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 circle
 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 clothes
 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: “skirt, jacket, jean, 
 boots”. 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)
 (CD3 Track 15) 
 - Draw attention to the /sk/ sound (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)
 (CD3 Track 16) 
 - 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)
 (CD3 Track 17) 
- Introduce the situation: “Go skiing ”
- Have the students look at the story and ask these questions. 
• Is the room messy? (Yes)
• What can you see in the room? (scarves, pajamas, a belt, socks, sweaters, glasses, 
 jeans)
• Who wants the girl to tidy their room? (Grandma)
• Who wants to go skiing? (Grandpa)
- Play the audio (using DCR).
 Have the students look and listen.
 Activity 4: Practice (Activity D: 2. Listen and circle.)
 (CD3 Track 18) 
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have students listen and circle.
- 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 /sk/ sound and ask and answer about clothes)
 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 clothes)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 .....
 Date of teaching: 3B ( 07/3/2023) 3C( 08/3/2023), 3A ( 09/3/2023)
 Period: 93 
 UNIT 6: CLOTHES
 Lesson 3: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize clothes from the pictures. (Cognition)
 2. Identify the situations using the sentence patterns: Is that your jacket?/ Yes, it is.
 Are those your pants?/ No, they aren’t.
 3. Practise asking and answering about clothes.
 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 
 clothes B. LANGUAGE FOCUS
 Vocabulary: belt, scarf, sweater, pajamas, skiing.
 Sentence pattern: Is that your jacket?/ Yes, it is.
 Are those your pants?/ No, they aren’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 90, Eduhome.vn 
 - 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. Option 1. Play Draw it. Student’s answers/ Observation
 Option 2. Guess the picture 
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in asking and 
 interaction Questions & answers
answering about clothes.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Organize Network game “Clothes” (Team A/ team B)
 - Lead in the new lesson.
 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 Draw it.)
 Option 1. Play Draw it.
 - Use DCR on Eduhome to show the examples to the whole class.
 - Demonstrate the activity using an example.
 - Divide the class into two teams.
 - Have a student from each team stand at the board with a chalk/ marker and tell 
 them something to draw.
 - Have the teams try to guess what the student from their team is drawing using the 
 useful language from the lesson.
 - Give the first team to guess correctly one point.
 - Repeat with different students.
 - The team that gets the most points wins. 
 Option 2. Guess the picture 
 - Choose 4 pictures of clothes. belt, scarf, pants, pajamas
 - Divide the class into two teams.
 - Guide SS how to play the game.
 - Call 1 student to organize the game for 2 teams.
 - Show a flashcard to the class and say “yes” or “no”. 
 Team A: “Is that your belt?”
 Team B: “Is that your scarf?”
 Teacher: “Yes, it is.”
 Team A: Are those your pants?
 Team A: Are those your pajamas?
 S: Yes, they are
 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 clothes.)
 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 
 clothes.)
 - Remind students to do exercises and to prepare for the next lesson.
 D. FEEDBACK
 Date of teaching: 3A, ( 09/3/2023), 3B,3C(10/3/2023),
 Period: 94
 UNIT 6: CLOTHES
 Lesson 4- Culture: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize clothes from the pictures and recording (Cognition)
 2. Identify the situations using the sentence patterns What do you wear at school?/ I 
 wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t.
 3. Ask and answer about their school uniform.
 4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation to ask and answer about their 
 school uniform.
 B. LANGUAGE FOCUS
 Vocabulary: uniform, polo shirt, tie, sneakers.
 Sentence patterns: What do you wear at school?/ I wear a blue tie.
 Do you like your uniform?/ Yes, I do./ No, I don’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 91, Eduhome.vn, 
 - Flashcards 
 - Computer, TV.
 STAGE 2: ASSESSMENT EVIDENCE
 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
3. Listen and practice Student’s answers Observation
 4. Look and write. Practice Student’s writing/ Observation
 speaking
5. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation to ask and answer 
 interaction Questions & answers
about their school uniform.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play What and Where game about clothes
 - Lead in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Show the pictures page 91.
 - Ask students to look at numbers (page 91 ) and answer questions to identify clothes.
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Have students work in pairs, one points at the picture in the book and the other says 
 the word.
 - Say the word and make the gesture.
 - Do the actions and students say the word accordingly.
 - Have students work in pairs, one would do the action, the other say the word.
 Activity 2: Language in put (Activity A: 2. 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 ask and answer yes/no questions about things people can 
 or can’t do.
 - Play the audio and have them look at the useful language.
 - Ask them to work in pairs and practice the useful language.
 - Require them to use the vocabulary from Part A.
 - Go around the class and support them if necessary
 Activity 4: Practice (Activity B. 2.Look and write. Practice)
 - Demonstrate the activity using the example. 
 - Have the 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 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? (ask and answer about their school 
 uniform.)
 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 to ask and answer about their 
 school uniform.)
 - Remind students to do exercises and to prepare for the next lesson: Culture: C,D.
 D. FEEDBACK
 Date of teaching: 3A,3B, 3C ( 03/3/2023)
 Period: 95 
 UNIT 6: CLOTHES
 Lesson 4- Culture: C, D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize clothes from the pictures and recording (Cognition)
 2. Identify the situations using the sentence patterns What do you wear at school?/ I 
 wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t.
 3. Practise reading, listening and speaking about their school clothes in Australia.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation to ask and answer about 
 their school uniform.
 B. LANGUAGE FOCUS
 Vocabulary: uniform, polo shirt, tie, sneakers, shorts, skirt.
 Sentence patterns: What do you wear at school?/ I wear a blue tie.
 Do you like your uniform?/ Yes, I do./ No, I don’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 92, Eduhome.vn, 
 - Flashcards 
 - Computer, TV.
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
 Student’s answers/ 
2. Read and circle Observation
 actions
3. Circle David’s uniform Student’s answers/ Observation
4. Look and listen. Then write Student’s writing/ Observation/Marking 
 speaking and Comments
5. Practice with your friends.
6. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation to talk about their 
 interaction Questions & answers
school clothes in Australia.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Ask and answer
 What do you wear at school?/ I wear a blue tie.
 - Lead in the new lesson. 
 C. 1. Read and circle.
 - Ask them to look at the pictures and answer these questions.
• Where is the boy from?
• How does he feel?
• What clothes can you see in each picture?
- Introduce new words: uniform, polo shirt (áo thun polo), sneakers (giày thể thao)
- - Use DCR on Eduhome to show the students the text.
 - Have them read the text individually. 
 - Read the text as a whole class.
 - Help them correct their pronunciation.
 - Demonstrate the activity using the example.
 - Have them read and circle.
 - Check answers as a whole class.
 2. Circle David’s uniform.
 - Use DCR on Eduhome to show the students the pictures.
 - Demonstrate the activity using the example.
 - Have them read and circle.
 - Check answers as a whole class.
 D. 1. Look and listen. (CD3 Track 21) 
 - Have the students look at the script and pictures and ask these questions.
 Who are talking? (Tom and Mia)
 What are they talking about? (their uniforms)
 - Play the audio and have them look and listen.
 2. Look and write. (CD3 Track 22) 
 - Have the students look at the sentences.
 - Play the audio and demonstrate the activity using the example.
 - Play the audio and have them listen and write.
 - Play the audio again and check answers as a whole class.
 3. Practice with your friends. 
 - Divide the class into two pairs.
- Have students practice saying the sentences.
- Have some pairs demonstrate the activity in front of the class.
Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? (Practise reading, listening and 
speaking about their school clothes in Australia.)
 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 to talk about their school clothes 
in Australia.)
- Remind students to do exercises and to prepare for the next lesson: Culture: E,F
D. FEEDBACK
Date of teaching: 5C ( 27/02/2023) 5A, 5B ( 28/02/2023)
Period 89 
 UNIT 14: WHAT HAPPENED IN THE STORY ?
 Lesson 1: 1-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1.Identify the situation for the conversation between Phong and Linda (setting, 
participants, topics);
2. Ask and answer questions about what happened in a story.
3.Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what happened in a story.
B. LANGUAGE FOCUS
Vocabulary : King, far away, seed, watermelons, exchange
Key grammatical structure: What happened in the story? – First, / Then, / Next, / In 
the end, 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 5- Student’s book, page 24, Sachmem.vn, Teacher’s guide.
- Flashcards 
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Answer the questions about the Observation
situation for the conversation between Students’ answers Questions & 
Phong and Linda such as setting, answers
 participant, topics. Key
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
3. Ask and answer questions about what Observation
 Student’s talks, and 
happened in a story.Using the sentence Questions & 
 interaction
patterns. answers
4. .Use positive attitudes and 
 Observation
appropriate gestures to ask and answer Student’s interaction 
 Questions & 
questions about what happened in a and performance
 answers
story.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and say
-Get pupils to tell the stories and the characters in the stories.
- Lead into new lesson
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the four pictures (page 24) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are phong and Linda)
2. What are they doing? (They are at home).
3. What are they talking about? (They are talking about a story)
- Ask students to look at picture a (Activity 1) (page 24) and answer the following 
questions: 
4. What does Linda ask ? ( What happened in the story?)
5. How does Phong answer? (first.., then..,next.., in the end...)
- Elicit the sentence patterns: What happened in the story? – First, / Then, / Next, / In 
the end, 
- Tell students that they are going to practise asking and answering questions about 
what happened in a story.
- 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. 
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: King, far away, seed, watermelons, exchange
- Point to the first picture and model the task with one student, using the expressions in 
the bubbles and the word under the picture. 
Teacher: What happened in the story? Student: First, / Then, / Next, / In the end, 
- Ask students to say the phrases chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Guided practice.( Activity 3: Let’s talk)
- Tell the class that they are going to practice further by asking and answering questions 
about The Story of Mai An Tiem.
- 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
- Summary the lesson
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 (Ask and answer questions about what happened in a story.)
2. What’re the core values of the lesson?
- Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk aboutwhat happened in a story.
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 2. 4 - 6 on page 25
D. ADJUSTMENT.
 Date of teaching: 5C ( 27/02/2023) 5A,( 28/02/2023), 5B,( 01/3/2023),
Period 90 
 UNIT 14: WHAT HAPPNED IN THE STORY?
 Lesson 1: 4 -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 happened in a story.
 2.Listen and number the pictures
 3. Read and fill the gapped story, using the words provided. 
 4.Sing the song Once upon the time 
 5.Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what happened in a story.
B. LANGUAGE FOCUS.
Vocabulary : Revision
Key grammatical structure:Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 25
- Flashcards, posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and number
 asnwers Key
 Student’s aswers Observation
2.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 interaction and Questions& 
happened in a story. 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.
- Lead into new lesson.
Activity 1: Listen and number
- Tell the class that they are going to listen and number the pictures.
- Play the recording the second time for pupils to listen and number 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: a .4 b. 1 c . 5 d. 2 e . 3 
Activity 2: Read and complete
- Tell pupils that they are going to read the text and fill the gaps with in the end, apple, got 
up, legs and princess.
- 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. princess 2.legs 3. apple 4. got up 5. In the end 
Activity 3: Let’s sing
- Tell pupils that they are going to sing the Once upon a time, ...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? 
(Listen and read about what happened in a story.)
2. What’re the core values of the lesson? 
(Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what what happened in a story).
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 2.1-3 on page 26.
D. ADJUSTMENT.
Date of teaching: 5C ( 06/3/2023) 5A, 5B ( 07/3/2023)
Period 93 
 UNIT 14: WHAT HAPPENED IN THE STORY ?
 Lesson 3: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. Give intonation correctly when tell about the story.
2. Listen and circle the letters showing the correct words completing the sentences.
3. Listen to the story The Fox and the Crow.
4 .Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what happened in a story.
B. LANGUAGE FOCUS
Vocabulary : King, far away, seed, watermelons, exchange
Key grammatical structure: What happened in the story? – First, / Then, / Next, / In 
the end, 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 5- Student’s book, page 28, Sachmem.vn, Teacher’s guide.
- Flashcards 
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation
 Students’ say the 
1. Listen and repeat. statements Questions& 
 answers
 Observation
2. Listen and circle a or b. Then say the Students' answers
sentences aloud Key
 Observation
3. Listen to the story Student’s performance
 Observation
4. Use positive attitudes and appropriate Student’s 
gestures to ask and answer questions interactionand Questions& 
about what happened in a story. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and tell
- Tell the class that they are going to practice asking and answering questions about 
what happened in The story of Mai An Tiem 
- Lead into new lesson
 Activity 1:. Listen and repeat.
- Tell the class that they are going to practice saying the question and answers which 
have falling intonation. 
- Play the recording all the way through for pupils to listen first.
- Play the recording again for them to repeat the sentences twice
- Ask pupils to read the sentences until pupils feel confident. 
- Get some pupils to say the words and sentences in front of the class. 
- Correct mistakes of pronunciation.
 Activity 2: . Listen and circle a or b. Then say the sentences aloud
- Tell pupils that they are going to listen to the recording, circle a or b to complete the 
sentences.
- Give them a few seconds to read the sentences in silence and guess the words to fill 
the gaps.
- Play the recording twice for pupils to listen, circle a or b.
- Play the recording again for pupils to listen and check. Ask the class to read the 
sentences aloud.
- Give the correct answers.
* Key: 1. b 2. b 3. a 4. a
Activity 3: Listen to the story 
- Tell the class that they are going to listen to the story The Fox and the Crow.
- Teach them unfamiliar words.
- Play the recording all the way through for pupils to listen and follow in their books.
- Play the recording again, pausing after each sentence 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
- Divide the class into three groups to read the story.
- Invite some pairs to say read and do actions in front of the class
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 happened in a story.)
2. What’re the core values of the lesson?
- Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk aboutwhat happened in a story.
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 3. 4 - 6 on page 29
D. ADJUSTMENT.
 Date of teaching: 5C ( 06/3/2023) 5A,( 07/3/2023), 5B,( 08/3/2023),
Period 94 
 UNIT 14: WHAT HAPPNED IN THE STORY?
 Lesson 3: 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 happened in a story.
 2. Read the paragraph, and write the answers to the questions.
3. Write about the characters in their favourite story.
4. Tell a story and say what they think of the characters, using the writing frame.
5.Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about what happened in a story.
B. LANGUAGE FOCUS.
Vocabulary : Revision
Key grammatical structure:Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 29
- Flashcards, posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
1. Read and write Students' asnwers
 Key
 Student’s answers Observation
2. Write about the characters in your favourite story. 
 and performance
3 . Project 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& 
happened in a story. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Have the class say tell the story The Fox and the Crow in Activity 3.
- Lead into new lesson
Activity 1: Read and write
- Tell the class that they are going to read the passage and answer the questions.
- Explain the meanings of folk tales, honest, wise, stupid. 
- Get pupils to read the questions and underline the key words in the passage.
- 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. She likes reading folk tales. 
2. She thinks they are usually short and interesting. 
3. She thinks the characters are sometimes honest, sometimes greedy, sometimes wise, 
sometimes stupid. 
4. She thinks the fox was clever and the crow was not. 
 5. Because each of them gives her a lesson in life 
Activity 2: Write about the characters in your favourite story. 
- Tell the class that they are going to write about the characters in their favourite story.
- Have them work in pairs or groups to decide on a story and discuss what they are 
going to 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 tell a story and say what they think of the 
characters.
- Get them to work in groups of five and decide which story to tell the class and what 
they think of the characters.
- Set a time limit for them to discuss and write notes
- Invite two groups to tell the stories.
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(Read and write about story.)
2. What’re the core values of the lesson? 
(Show loving reading, expressing ideas, using appropriate gestures and intonation to 
talk about story).
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 15. Lesson 1.1-3 on page 30.
D. ADJUSTMENT.
Date of teaching: 5A ( 08/3/2023) 5C, 5B ( 09/3/2023)
Period 95 
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 1: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1.Identify the situation for the conversation between Tony and Mai (setting, 
participants, topics);
2. Ask and answer about what someone would like to be in the future.
3.Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask and answer about what someone would like to be in the future.
B. LANGUAGE FOCUS
 Vocabulary : pilot, doctor, architect, writer 
Key grammatical structure: What would you like to be in the future? – I’d like to be 
a / an 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 5- Student’s book, page 30, Sachmem.vn, Teacher’s guide.
- Flashcards 
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Answer the questions about the Observation
situation for the conversation between Questions & 
 Students’ answers
Tony and Mai such as setting, answers
participant, topics. Key
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
3.Ask and answer questions about Observation
 Student’s talks, and 
someone’s opinions of a book/ story/ Questions & 
 interaction
character.Using the sentence patterns. answers
4. Use positive attitudes and appropriate 
 Observation
gestures to ask and answer questions Student’s interaction 
 Questions & 
about what someone would like to be in and performance
 answers
the future.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and 
- Tell some jobs and talk about job’s family members.
- Lead into new lesson
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the four pictures (page 30) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Tony and Quan)
2. What are they doing? (They are in the gym).
3. What are they talking about? (They are talking about job in the future)
- Ask students to look at picture b (Activity 1) (page 30) and answer the following 
questions: 
4. What does Mai ask Tony? ( What would you like to be in the future?). 
5.How does Tony answer? (I’d like to be a pilot)
- Elicit the sentence patterns: What would you like to be in the future? – I’d like to be 
a / an 
- Ask pupils to look at the book 
- Play the recording for pupils listen to the tape
- Play the recording again and ask them to repeat a few times.
- Ask pupils to practice in pairs.
- Go round and check pupils can repeat and understand the dialogue.
- Check some pairs. Ask pupils to give comments.
 - Give comments.
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: pilot, doctor, architect, writer
- Point to the first picture and model the task with one student, using the expressions in 
the bubbles and the word under the picture. 
Teacher: What would you like to be in the future? St – I’d like to be a teacher
- Ask students to say the phrases chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Guided practice.( Activity 3: Let’s talk)
- Tell the class that they are going to practice further by asking and answering 
questions about future jobs.
- Get pupils to work in groups of four to ask each other’s future jobs. Remind them to 
use the pattern in their books
- Set a time limit for the class to practice
- Call some groups to practice in front of 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? 
 ( Ask and answer questions about what someone would like to be in the future.).
2. What’re the core values of the lesson?
(Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask and answer about what someone would like to be in the future.)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 15. Lesson 1.4 -6 on page 31.
D. ADJUSTMENT.
Date of teaching: 5A, 5B ( 09/3/2023) 5C ( 010/3/2023)
Period 96 
 UNIT 15: WHATWOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 2: 4-5 -6
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence) 
1. Ask and answer about what someone would like to be in the future.
2. Listen and tick the correct pictures. 
3. Read and fill the gapped exchanges, using the pictures. 
 4. Sing the song: What would you like to be in the future?
5. Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask and answer about what someone would like to be in the future.
B. LANGUAGE FOCUS
Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 5- Student’s book, page 31, Sachmem.vn, Teacher’s guide.
- Posters, pictures
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
1. Listen and tick Students' asnwers
 Key
 Student’s aswers and Observation
2. Look and write.
 performance
 Student’s Observation
3 .Let’s sing.
 performance Key
4. Use positive attitudes and appropriate gestures Student’s Observation
to ask and answer about what someone would interactionand Questions& 
like to be in the future. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and asking
- Review the structure: What would you like to be in the future? I’d like to be a/ 
an.... by getting two pairs to act out the exchange in front of the class.
- Lead into new lesson
Activity 1: Listen and tick. 
- Ask pupils to look at the pictures in their book, identify the characters in the picture 
and guess what they are saying.
- Tell pupils that they are going to listen to the recording and tick the correct pictures.
- Play the recording the second time.
- Ask pupils to listen again and do the task.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Activity 2: Look and write. 
- Tell the class that they are going to answer questions about future jobs.
- Give time for pupils to do the task in pairs. Go around and offer help, if necessary.
- Ask pupils to give answers
- Ask other pupils to give feedback.
- Give correct answers.
- Key:
1. like to be a teacher
2. like to be a doctor.
3. like to be architects 
 Activity 3: Let’s sing.
- Tell them that they are going to sing the: What would you like to be in the future? 
song.
- 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: one sings the questions and other sings the 
answers.
- 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? 
( Learn about what someone would like to be in the future. ).
2. What’re the core values of the lesson? 
(Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask and answer about what someone would like to be in the future.)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 15. Lesson 2. 1-3.
D. ADJUSTMENT.