Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 26 - Năm học 2022-2023 - Trần Thị Nõn

 Week 26
 Date of teaching: 3A,3B ( 14/3/2023), 3C ( 15/3/2023)
 Period: 96
 UNIT 6: CLOTHES
 Culture Lesson 4: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to
 1. Recognizeclothesfrom reading text. (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, writing and speaking 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 in talking 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: TiếngAnh 3 i-Learn Smart Start - Student’s book, page 93, Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV
 STAGE 2: ASSESSMENT EVIDENCE
 Performanceproducts Assessment tools
 Performance Tasks
1.Answer the questions about the 
 Observation
 situations such as setting, Student’s answers
 Questions & answers
 participants, topic
 Student’s answers/ 
2. Read and circle True or False Observation
 actions
3. Look at E. Write about your school Student’s answers Observation
 uniform
4. Talk about your school uniform
5. Show positive attitudes and Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
talking about their school uniform.
 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.
 E. Read and circle True or False.
 - Use DCR on Eduhome to show the students the text.
 - Have the students read the text individually.
- Read the text as a whole class.
- Demonstrate the activity using the example.
- Have them read and circle “True” or “False”.
- Check answers as a whole class.
F. Look at E. Write about your school uniform.
- Have the students read the text in Part E again.
- Ask them to fill in the blanks about their school uniform..
G. Talk about your school uniform.
- Divide the class into four groups.
 - Have the students read the sentences to their group. 
- Afterwards, have some students read the sentences 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, writing and speaking 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 in talking about their school 
uniform.)
- Remind students to prepare next lesson.
D. FEEDBACK
 .....
Date of teaching: 3B ( 14/3/2023) 3C( 15/3/2023), 3A ( 16/3/2023)
Period: 97 
 UNIT 6: CLOTHES
 REVIEW AND PRACTICE 1: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to
1. Review talking about what clothes they want, talking about what they’re wearing, 
and asking and answering about their clothes.
2. Listen and recognize what clothes they want, talking about what they’re wearing, 
and asking and answering about their clothes 
3. Read and recognize what clothes they want, talking about what they’re wearing, and 
asking and answering about their clothes 
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in talking what clothes they 
want, talking about what they’re wearing, and asking and answering about their 
clothes
 B. LANGUAGE FOCUS
 Vocabulary:sweater, jeans, boots, pajamas, scarf, jacket, skirt, belt, shoes, shirt, 
 socks.
 Sentence patterns: What do you want?/ What are you wearing?/ Are those your 
 jeans?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 94 Eduhome.vn, 
 Teacher’s guide.
 - Flashcards
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and tick (v) the box Student’s answers Observation
2 Read the sentences. Choose a word Student’s talk and Observation, 
from the box. Write the correct words interaction, their Questions & answers, 
next to the letters A-D writing their writing
3. Show positive attitudes and 
appropriate gestures and intonation in Student’s talk and Observation, 
introducing family members, asking who 
 interaction Questions & answers
someone is, and following simple 
instructions.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Go get it game.
 - Divide the class into two teams.
 - Place the flashcards around the class.
 - Say the word twice so that the students can hear.
 - Say “Go get it” and then the student from each team has to run quickly to find and 
 grab the flashcard the teacher said and they have to repeat the word.
 The team with the most flashcards at the end wins.
 A. Listen and () the box.(CD3 Track 23)
 - Have the students look at the pictures and call out the rooms they can see.
 - Play the audio and demonstrate the activity using the example.
 - Play the audio and ask them to listen and tick the box.
 - Invite some students to give their answers.
 - Check the answers with the whole class using DCR.
 B. Read the sentences. Choose a word from the box. Write the correct words next 
 to the letters A-D.
 - Demonstrate the activity using the example.
 - Have the students look at the pictures, read each statement, and write the correct 
 words next to the letters.
 - Check the answers as a whole classusing DCR.
 - Afterwards, have some pairs practice asking and answering the questions.
 - Monitor the class and support if needed.
 Wrap-up & Assignments
 - Ask students to answer the following questions:
 1. What have you learnt from the lesson today? (listening, reading and talking what 
 clothes they want, talking about what they’re wearing, and asking and answering about 
 their 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 talking what clothes they 
 want, talking about what they’re wearing, and asking and answering about their 
 clothes)
 - Remind students to prepare for the next lesson.
 D. FEEDBACK
 Date of teaching: 3A, ( 16/3/2023), 3B,3C(17/3/2023),
 Period: 98
 UNIT 6: CLOTHES
 REVIEW AND PRACTICE 2: C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to
 1. Review talking about what clothes they want, talking about what they’re wearing, 
 and asking and answering about their clothes. 2. Listen and recognize what clothes 
 they want, talking about what they’re wearing, and asking and answering about their 
 clothes 
 3. Read and recognize what clothes they want, talking about what they’re wearing, and 
 asking and answering about their clothes 
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in talking what clothes they 
 want, talking about what they’re wearing, and asking and answering about their 
 clothes
 B. LANGUAGE FOCUS
 Vocabulary:sweater, jeans, boots, pajamas, scarf, jacket, skirt, belt, shoes, shirt, 
 socks.
 Sentence patterns: What do you want?/ What are you wearing?/ Are those your 
 jeans?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 95 , Eduhome.vn, 
 Teacher’s guide.
 - Flashcards
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 1. Play the Roll the dice game Student’s answers Observation
2. Ask and answer the questions. Student’s answers Observation
3. Play the board game. Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
4. Show positive attitudes and 
appropriate gestures and intonation in Student’s talk and Observation, 
Talking about where people are, where interaction Questions & answers
things are and what people are doing
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Roll the dice game.
 - Divide the class into two groups to play the game.
 - Choose six categories (clothes, activities, furniture, names, family members, and 
 school things)and assign each category to a number on the dice.
 - Ask each team to roll the dice and say a word related to that category.
 The teamwith the most correct answers wins the game.
 - Lead in the new lesson.
 Activity 1. Ask and answer.
 - Let the class work in pairs to complete the task.
 - Have the students practice using the structures to ask and answer about what 
 clothes they want(What do you want?), what they’re wearing(What are you 
 wearing?), and their clothes(Are those your jeans?).
 - Show the flashcards to the class.
 - Require them to look at the flashcards and use the appropriate structures to ask 
 their friends.
 Monitor the class and support them if necessary.
 Activity 2. C. Play the board game.
 Play the board game.
 - Divide the class into groups of four with two pairs in each group.
 - Guide the students how to play the game.
 - Have the pairs play rock, paper, scissors for each turn.
 - The winning pair moves forward two spaces. The losing pair moves forward one.
 - Each pair must match the symbol to the useful language and then ask and answer. If 
 they answer incorrectly, they must move back one space.
 The pair getting to the Finish first wins the game.
 Activity 3. Wrap-up & Assignments
 - Ask students to answer the following questions:
 1. What have you learnt from the lesson today? (listening, reading and talking what 
 clothes they want, talking about what they’re wearing, and asking and answering about 
 their 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 talking what clothes they 
 want, talking about what they’re wearing, and asking and answering about their 
 clothes)
 - Remind students to prepare for the next lesson.
 D. FEEDBACK
 Date of teaching: 3A,3B, 3C ( 17/3/2023)
 Period: 99 
 UNIT 7: TOYS
 Lesson 1: A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize some toys from the pictures and recording (Cognition)
 2. Identify the situations using the sentence patterns What can you see?/ I can see a big 
 doll. 
 3. Practise listening and speaking about toys
 4. Show keeping their toys and share them for friends and 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 what they can see
 B. LANGUAGE FOCUS
 Vocabulary:. robot, doll, big, small, car.
 Sentence patterns: What can you see?/ I can see a big doll. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 96, Eduhome.vn, 
 - Flashcards 
 - Computer, TV.
 STAGE 2: ASSESSMENT EVIDENCE
 Performanceproducts Assessment tools
 Performance Tasks
1. Listen and point to the pictures, then Student’s answers/ 
 Observation
repeat actions
2. Play Pass the word. 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 practice Student’s answers Observation
5. Look and write. Practice
6. Show positive attitudes and 
appropriate gestures and intonation in Student’s talk and Observation, 
asking and answering what they can interaction Questions & answers
see
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Slap the boardgame.
- Divide the class into two teams and have them form two lines.
- Place the flashcards about the sports and action verbson the board, showing the 
 images. 
 Call out a word and have the first student from each group race to slap the correct 
 image on the board and say it correctly. The first student to slap the correct 
 flashcard wins a point for their team.
Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) . (CD3 Track 
24) 
 - Arrange the flashcards (robot, doll, big, small, car) on the board.
 - Ask the students to listen and pay their attention.
 - Use DCR on Eduhome to play the audio and point to each flashcard. 
 - Then play the audio again and have them point to the pictures in their Student’s 
 Books.
 - Play the audio and require them to listen and repeat.
 - Help them with their pronunciation if necessary.
 - Have the class work in pairs. One student randomly points to the pictures in their 
 book, and the other one says the words. Then have them swap roles and continue 
 this activity.
Walk round the class and support them if needed. 
 Activity 2: Language in put (Activity A: 2. Play Pass the word.)
 - Divide the class into groups of 4-5 students. 
 - Have a student stand in a circle.
 - Have one student point to another student at random and say the first word in the 
 sequence. 
 - The second student must point to another student and say the next word in the 
 sequence.
 - If a student says the wrong word, they are “out” and must sit down.
 The last student standing is the winner.
 Activity 3: Language in put (Activity B: 1. Listen and practice. )(CD3 Track 25) 
 - 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 what another person can see when they may see 
 something different from ourselves. We use “big” or “small” to describe the sizes 
 of the things we can see.
 - 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 circle 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? 
 (asking and answering what they can see)
2. What’re the core values of the lesson? 
Show keeping their toys and share them for friends and 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 what they can see
- Remind students to prepare next lesson. Lesson 1: C,D.
D. FEEDBACK
 ..
Date of teaching: 5A, 5B ( 14/3/2023) 5C ( 13/3/2023)
 Period 97 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 2
 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, Linda and Mai (setting, 
participants, topics);
2. Ask for and give reasons for having a future job.
3.Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask for and give reasons for having a future job.
 B. LANGUAGE FOCUS
Vocabulary : a nurse, look after patients / a writer, write stories for children / a pilot, 
fly a plane / an architect, design buildings
Key grammatical structure: Why would you like to be ___? − Because I’d like to 
___. 
 C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 5- Student’s book, page 32, 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
 Observation
4. Listen and circle Students' asnwers
 Key
5. Use positive attitudes and appropriate Observation
 Student’s interaction 
gestures to ask for and give reasons for Questions & 
 and performance
having a future job. answers
 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 32) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Tony, Linda and Mai)
2. What are they talking about? (They are talking about job in the future)
- Ask students to look at picture b (Activity 1) (page 32) and answer the following 
questions: 
4. What does Linda ask Mai? ( Why would you like to be a writer?). 
5.How does Mai answer? ( Because, I’d like to write stories for children)
- Elicit the sentence patterns: Why would you like to be ___? − Because I’d like to ---
- 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: a nurse, look after patients / a writer, write stories for children / 
a pilot, fly a plane / an architect, design buildings
- 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: Why would you like to be a pilot? St – Because, I’d like to fly a plane.
- 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 reasons of jobs.
- Get pupils to work in pairs to ask and answer.
 - Remind them to use the questions and answers in their books
- Set a time limit for the class to practice
- Go around the class and offer help, if necessary.
- Call some pairs to practice in front of the class.
- Give feedback.
Activity 4: Listen and circle a, b or c
- Tell pupils that they are going to listen to the recording and circle a, b or c
- Play the recording for pupils to listen
- 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
* Key: 1.c 2. a 3. b 4. c
Activity 5: 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 p 5,6 at home.
- Prepare for the next lesson unit 15. Lesson 3 on page 34.
D. ADJUSTMENT.
Date of teaching: 5A,( 14/3/2023) 5C ( 13/3/2023), 5B ( 15/3/2023),
Period 98 
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Say questions and answers with the correct intonation.
2. Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
3. Say the chant What would you like to be in the future?
4. Read the paragraph, and tick the sentences T (True) or F (False).
5. Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 34
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say 
1. Say questions and answers with the correct Questions& 
 questions and 
intonation. answers
 answers
2. Listen and mark the sentence intonation ( ). Students' talks Observation
Then say the sentences aloud. and interaction Key
 Student’s Observation
3 . Perform a chat using appropriate tone and gestures
 performance
4. Read the paragraph, and tick the sentences T (True) Students' talks Observation
or F (False). and interaction Key
5. Use positive attitudes and appropriate gestures to Student’s Observation
talk interaction and Questions& 
 about what someone would like to be in the future. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and writing
 Job Work to do Place
 teacher Teach children School
 .. . .
- Get pupils totalk about What would you like to be in he future?
- Lead into new lesson
Activity 1: Listen and repeat:
Tell the class that they are going to practice saying question and answer with falling 
intonation.
-Ask pupils to look at the book and listen 
- Play the recording for pupils to listen again and repeat.
- Play it again to do choral repetition until they feel confident.
- Ask pupils to say the questions and answers in pairs.
- Call some pairs to practice in front of class. Other’s pupils to give comments.
- Give comments.
- Correct mistakes of pronunciation.
Activity 2: Listen and mark the sentences intonation. Then say the sentence aloud
-Tell pupils that they are going to listen to the recording and mark the intonation with 
arrows.
- Have pupils read the questions and answers given
- Tell sts that they are going to the recording and mark the intonation with arrows
- Play CD all the way through for them to listen
- Play again for them to mark the intonation
 - Have sts swap and check their answers before checking as a class. Then ask the class 
to read the sentences aloud
- Give feedback
 *Key:
 1. A: What would he like to be in the future?
 B: He’d like to be a teacher.
 2. A: Where would he like to work?
 B: He’d like to work in a school.
 3. A: Why would he like to be a teacher?
 B: Because he’d like to teach young children. 
Activity 3: Let’s chant
- Tell class that they are going to say the chant: What would you like to be in the 
future?
- 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. 
-Put the class into three groups to practice chanting: one chants the questions and the 
other chants the answers
- Get them to practice chanting and doing actions in groups
-Invite three groups to say the chant and do actions
-Give feedback.
-Ask the class to listen again and chant
Activity 4: Read and tick True(T) or false(F)
- Tell pupils that they are going to read about David’s future job and tick True (T) or 
False (F).
- Get them to read the text and underlined the new words or new phrases
- Explain the meaning of new words or new phrases
- Ask pupils to read the text again and do the task
- Set a time limit for pupils to do the task.
- Go around the class and offer help, if necessary.
- Ask pupils to compare their answers before checking as a class
- Call some pupils to write their answers on the board.
- Give feedback and correct mistakes
* Key: 
1. T 2. T 3.F 4.T 5.T
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
- Say questions and answers with the correct intonation.
- Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
 - Say the chant What would you like to be in the future?
2. What’re the core values of the lesson? 
- Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
- Remind students to learn new words, story and structure by heart.
 - Guide Ss to study at home unit 15 lesson 3. Part 5,6,.
 - Prepare for the next lesson review 3 on pages 36,37).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
.....................................................................................................................................
Date of teaching: 5A, ( 15/3/2023) 5B , 5C( 16/3/2023)
Period 99 
 REVIEW 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 learned (setting, participants, topics);
2. Perform their abilities in listening, reading and writing related to the topics from 
units 11-15, using the phonics, vocabulary and sentence patterns they have learnt.
3. Show interests and love to their friends and their teachers by using appropriate 
gestures and intonation when asking and answering about sentence patterns learned ( 
unit 11 to unit 15).
B. LANGUAGE FOCUS.
 Vocabulary
 Review 
Key grammatical structure 
 Review 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sach mem .vn ,student’s book page 36,37
- Flashcards for Unit 11 to unit 15
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 Students’ listen & answer, 
 1.Listen and tick. Listen & answer
 interaction
 Key
 Observation
 Students’ listen & answer, 
 2.Listen and number. Listen & answer
 interaction
 Key
 Observation
 3.Listen and write one word in the Students’ listen & write, 
 Listen & write
 blank. interaction
 Key
 Observation
 Students' read & answer 
 4.Read and complete. Question & answer
 interaction
 Key
 Students' write & answer Observation
 5. Write about you.
 interaction Question & answer
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and chatting
- Ask pupils tochant: What would you like to be in the future?
- Lead into new lesson
*Activity 1: Listen and tick. 
- Ask pupilsto identify each character and what’s the matter with him/ her or what 
he/sheis doing.
- Tell pupils that they are going to listen to the recording and write the correct pictures.
- Play the recording all the way through for pupils to listen.
- Play the second time and ask pupils to do the task.
-Ask pupils to give answers
-Play the recording again for pupils to listen and check
-Give correct answers.
* Key: 1. b 2. c 
*Activity 2: Listen and number
- Tell pupils that they are going to listen and number the pictures in the order they 
here. 
- Play the recording two times for pupils to listen.
- Play it again for them to number the pictures.
- Get pupilsto compare their answers before checking as a class.
- Give answers.
* Key: a 2 b 1 c 4 d 3
*Activity 3: Listen and write one word in the blank
- Tell pupilsthat they are going to listen and write one word in each gap.
- Ask pupils toread the sentences in silence in their book and guess the answers based 
on the surrounding words.
- Play the recording the first time all the way through for pupils to listen and write.
- Play it the second time for pupils to listen and check their answers.
- Give the correct answers.
* Key: 1 design 2 reading
 *Activity 4: Task 4. Read and complete. 
- Tell pupils that they are going to read the text and complete the table. 
- Give pupils time to look at the table in theirs book and think of the information 
needed to fill the gaps.
- Ask pupils to read the text in silence and complete the table.
- Get pupils to compare their answers in pairs before checking as a class.
- Give explanations, if necessary.
* Key: 1. Pilot 2. wants to fly planes 3. reads books 4. would like to write stories 
for children 5. draws pictures
*Activity 5: Write about you
- Tell pupils that they are going to write sentences about themselves.
- Give them time to read the questions in silence, then complete the sentences about 
themselves.
- Call three pupils to read the answers aloud in front of the class. Ask others to listen 
and give comments.
- Give feedback.
Activity 6: Wrap-up & Assignments
 - Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Perform their abilities in listening, reading and writing related to the topics from 
units 11-15, using the phonics, vocabulary and sentence patterns they have learnt.
2. What’re the core values of the lesson? 
- Show interests and love to their friends and their teachers by using appropriate 
gestures and intonation when asking and answering about sentence patterns learened 
( unit 11 to unit 15).
- Remind students to learn new words, story and structure by heart.
- Guide Ss to study at home short story Cat and Mouse 3. 
- Prepare for the next lesson (Unit 16, Lesson 1 on pages 40).
D. ADJUSTMENT
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Date of teaching: 5C ( 17/3/2023), 5A, 5B( 16/3/2023)
Period 100
 UNIT 16: WHERE’S THE POST OFFICE?
 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 Akiko and walker (setting, 
participants, topics);
2. Asking for and giving directions , using Excuse me, where’s the ___? – It’s ___. 
3.Show respect and be polite and know more about your place by using appropriate 
gestures and intonation when asking and answering questions about directions.
B. LANGUAGE FOCUS.
 Vocabulary
bus stop, next to, stadium / pharmacy, opposite, market / theatre, between, cinema, 
supermarket / museum, on the corner of the street.
Key grammatical structure 
The sentence patterns: Excuse me, where’s the ___? – It’s ____. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sach mem .vn, student’s book page 40
- 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 Akiko and walker, such as 
 answers answers
 setting, participant, topics.
 Key
 2. Practice a role-play conversation with classmates, Students' talks Observation
 using and 
 the picture prompts. interaction
 Student’stalks Observation
 3 .Ask and answer questions about directions.Using 
 , and Questions& 
 the sentence patterns.
 interaction answers
 Student’s 
 4.Use positive attitudes and appropriate gestures to Observation
 interaction 
 talk Questions& 
 and 
 about directions. answers
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and asking
- Invite a few pupils to role-play the short story in Review 3.
- Tell students that they are going to read a dialogue in which students ask and answer 
questions about directions. And lead students to the new lesson.
*Activity 1: Look, listen and repeat
- Ask students to look at the four pictures (page 40) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Akiko and walker,) 
 2.What are they talking about? (talking about directions.).
- Tell students that they are going to practise a conversation among Akiko and walker
- 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 picturé (Activity 1) (page 40) and answer the following 
questions: 
 3. What does Akiko ask ? 
 4. What does walker answer? 
 - Elicit the sentence patterns: Excuse me, where’s the ___? – It’s ____. 
Activity 2: Full controlled & less controlled
Task 1: Point and say
- Use pictures to elicit: bus stop, next to, stadium / pharmacy, opposite, market / 
theatre, between, cinema, supermarket / museum, on the corner of the street.
- 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 : Excuse me, where’s the bus stop? Student: – It’s next to stadium 
- 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: Let’s talk:
- Tell the class that they are going to practice further by asking and answering 
questions about directions.
 - Get pupils to work in groups of four to ask and answer the question in their books. 
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 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Asking for and giving directions , using Excuse me, where’s the ___? – It’s ____. 
- Show respect and be polite and know more about your place by using appropriate 
gestures and intonation when asking and answering questions about directions.2. 
What’re the core values of the lesson?
- Remind students to learn new words, story and structure by heart.
- Prepare for the next lesson (Unit 16, Lesson 1.4,5,6 on pages 41).
D. ADJUSTMENT
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