Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 28 - Năm học 2022-2023 - Trần Thị Nõn

 Week 28
 Date of teaching: 3A,3B ( 27/3/2023), 3C ( 28/3/2023)
 Period 104
 UNIT 7: TOYS
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize toys from the pictures.(Cognition)
 2. Identify the situations using the sentence patterns: How many cards do you have?/ I 
 have nine cards.
 3. Ask and answer about how many things they have
 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 
 how many things they have 
 B. LANGUAGE FOCUS
 Vocabulary: card, block, dice, marble.
 Sentence pattern: How many cards do you have?/ I have nine cards.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 98, Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point, ask and answer Observation
 actions
2. Play Magic finger Student’s answers/ Observation
3. Show positive attitudes and appropriate 
gestures and intonation in asking and 
 Student’s talk and Observation, 
answering about how many things they 
 interaction Questions & answers
have confidently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Network: Toys
 - Team A and team B write toys on the board.
 - Lead in the lesson.
 Activity 1: Practice (Activity 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: Practice (Activity F. Play the Magic finger game.
- Have Ss time to look and read at the examples.
- Divide the class into pairs.
- Have the student A ask a question and write a number with their finger on the student 
 B’s back.
- Have the student B try to guess which number it is and answer.
 Have the students swap roles and repeat.
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask and answer about how many things they have confidently.)
 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 asking and answering about 
 how many things they have confidently.)
 - Remind students to prepare for the next lesson . Lesson 3: A,B.
 D. FEEDBACK
 Date of teaching: 3B ( 28/3/2023) 3C( 29/3/2023), 3A ( 30/3/2023)
 Period: 105 
 UNIT 7: TOYS
 Lesson 3: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize toys, prepositions of position from the pictures and recording 
 (Cognition)
 2. Identify the situations using the sentence Put the ball on the chair.
 3. Say where to put different things.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in say where to put different 
 things.
 B. LANGUAGE FOCUS
 Vocabulary: under, on, in, toy box, wardrobe.
 Sentence pattern: Put the ball on the chair.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 102, 
 Eduhome.vn, 
 - 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 practice Student’s answers Observation
5. Look and match. Practice. Student’s answers Observation
6. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in say where to 
 interaction Questions & answers
put different things.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Snake game.
 - Have the class stand up and play the game.
 - Give the ball to the first student and ask them to begin by saying a thing. 
 - Then the first student passes the ball to any of their friends. The second friend will 
 name another thing. 
 - The students who are unable to say the things will sit down. The last student who 
 stands up at the end of the game is the winner.
 Lead in the new lesson.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 36) 
 - Arrange the flashcards (under, on, in, toy box, wardrobe) 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 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. )
 A. 1. Listen and practice. (CD3 Track 37) 
 - 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 instruct someone to put an item somewhere else. We use 
 “in”, “on”, and “under” to describe where we want things putting in more detail. 
 - 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 match . Practice.
- Demonstrate the activity using the example. 
- Have the students look and match the sentences with the correct 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? 
 (Say where to put different things.)
 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 say where to put different 
 things.)
 - Remind students to prepare next lesson. Lesson 3: C,D.
 D. FEEDBACK
 Date of teaching: 3A, ( 30/3/2023), 3B,3C(31/3/2023),
 Period: 106
 UNIT 7: TOYS
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize the /ɔɪ/ and /eə/ sounds from the recording (Cognition)
 2. Identify the situations using the sentence patterns Put the balls under the bed.
 3. Say where to put different things.
 5. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in saying sounds /ɔɪ/ and 
/eə/ . say where to put different things.)
B. LANGUAGE FOCUS
1. Sound : the /ɔɪ/ and /eə/ sounds
 Vocabulary:. under, on, in, toy box, wardrobe.
 Sentence pattern: Put the balls under the bed.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 103, 
 Eduhome.vn, 
- 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. Chant
 and performance
 Student’s Observation 
3. Look and listen then write
 performance
 Student’s interaction Observation/ key
4. Practice with your friends
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation when say where 
 and performance
 to put different things.
 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 C- 1. Listen and repeat. )
(CD3 Track 38) 
 - Draw attention to the /ɔɪ/ and /eə/ sounds using DCR.
 - Briefly explain and demonstrate the sounds.
 - Play the audio. 
 - Have the students notice the sounds.
 - Play the audio again.
 - Have the students listen and repeat. 
 Correct students’ pronunciation if needed
Activity 2: Language input (Activity C- 2. Chant.)
 - (CD3 Track 39) 
 - 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 40) 
 - Introduce the situation using DCR: “It’s time to clean up ”
 - Have the students look at the story and ask these questions. 
 • What can you see? (two balls, a toy box, a robot, a bed, a wardrobe)
 • How does Mom/Mrs. Brown feel? (She’s angry.)
 • Does Mom/Mrs. Brown want the kids to clean up? (Yes)
 • What are the kids doing now? (They’re cleaning up.)
 - Play the audio.
Have the students look and listen. 
Activity 4: Practice (Activity D. 2. Listen and write.)
 (CD3 Track 41) 
 - Play the audio using DCR and demonstrate the activity using the example. 
 - Play the audio and have the students listen and write.
Play the audio again and check the 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? 
(saying the /ɔɪ/ and /eə/ sounds, say where to put different things.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in saying the /ɔɪ/ and /eə/ 
sounds, say where to put different things.)
- Remind students to prepare for the next lesson. Lesson 3: E,F.
D. FEEDBACK
 ..
 Date of teaching: 3A,3B, 3C ( 31/3/2023)
 Period: 107
 UNIT 7: TOYS
 Lesson 3: E,F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize toys and prepositions of position from the pictures.(Cognition)
 2. Identify the situations using the sentence patterns: Put the balls under the bed.
 3. Say where to put different things.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation to say where to put 
 different things.
 B. LANGUAGE FOCUS
 Vocabulary: Revision
 Sentence pattern: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 104, Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point and say Observation
 actions
2. Play Simon say Student’s answers/ Observation
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in say where to 
 interaction Questions & answers
put different things.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Jump game.
 - Ask the students 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: Practice (Activity E. Point and say. )
- Divide the class into two pairs.
- Demonstrate the activity using the speech bubbles.
- Have the student A point, have the student B say.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
 Extra practice. 
 - Show two flashcards to the class and say a preposition. 
 - Have the class say where to put different things.
 e.g.
 (Teacher shows two flashcards “ball” and “toy box”.)
 Teacher: “in”
 Class: “Put the ball in the toy box.”
 Activity 2: Practice (Activity F. Play Simon say.
- Have the students time to look and read at the examples.
- Tell them they must only follow commands that start with “Simon says ”.
- Model the activity in front of the class.
- Demonstrate the game by giving the students different commands. If the command 
 starts with “Simon says ”, students must do the action. If it doesn’t start with “Simon 
 says”, students who do the action must sit down. 
- Invite one student to come to the front of the class to be “Simon”.
- Ask them to swap roles and repeat with a new “Simon”.
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Say where to put different things..)
 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 say where to put different 
 things.)
 - Remind students to prepare for the next lesson . Math : A,B.
 D. FEEDBACK
 Date of teaching: 5C ( 27/3/2023) 5A, 5B ( 28/3/2023)
 Period 105
 UNIT 16: WHERE’S THE POST OFFICE?
 Lesson 3: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Read the paragraph, and do the tasks.
 2. Write your directions.
 3. Draw a simple map to show the way to their house from their school.
 4. Show respect and be polite and know more about places and means of transports 
 using appropriate gestures and intonation when asking and answering questions about 
 directions.
 B. LANGUAGE FOCUS.
 Vocabulary : Revision
 Key grammatical structure: Revision 
 C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 45
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
 Questions& 
1. Read the paragraph, and do the tasks. Students’ answers
 answers
 Observation
2. Write your directions. Students' writing
 Key
 Student’s Observation
3 . Project
 performance
 Student’s Observation
5. Use positive attitudes and appropriate gestures to 
 interaction and Questions& 
talk about directions.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up:
- Spend a few minutes having the class say the chant : How can we get there?
- Lead into new lesson.
Activity 1: Read and do the tasks. 
Task 1. Label the places. 
- Tell the class that they are going to read the passage and label the places on the map.
- Explain the unfamiliar words, if necessary.
- Set a time limit for pupils to do the task.
- Give correct answers.
* Key: 1. bus stop 2. Pear Street
 3. pharmacy 4. Tony’s house 
 Task 2: Answer the questions.
- Tell pupils that they are going to answer the questions about the text. 
- Get pupils to read the questions and underline the key words.
- Set atime limit for them to do the task.
- Go around the class and offer help, if necessary.
* Key: 
1 She should take bus Number 12.
2 She should get off at the fifth stop. 
3 It’s Pear Street.
4 A pharmacy is opposite his house. 
5 It’s green. 
Activity 2: Write the directions
- Tell the class that they are going to write the directions, using the map.
- Give them time to read the map and the questions.
- Ask them to work in pairs.
- Go around and offer help, if necessary.
 - Invite two pairs to act out the exchanges and give feedback. 
*Key: 
1.Go straight ahead. Turn right at Orange Street. The park is on the corner of Orange 
Street and Apple Street.
 2. Go straight ahead. Turn right at Pear Street. The pharmacy is on the corner of 
Pear Street and Apple Street/opposite the cinema.
Activity 3: Project
- Tell class that they are going to draw a simple map to show the way to their home 
from their school.
- Set a time limit for them to do the task in groups of three.
- Invite some groups to present their drawings to the class and talk about them.
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
( Practice skills talking about about directions.)
2. What’re the core values of the lesson? 
- Show respect and be polite and know more about means of transports by using 
appropriate gestures and intonation when asking and answering questions about 
means of transorts and Educate Ss how to keep safe and prevent accidents. 
- Prepare for the next lesson Unit 17- Lesson 1: 1-2-3
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5A ( 28/3/2023), 5B ( 29/3/2023) 5C ( 27/3/2023)
Period 106
 UNIT 17: WHAT WOULD YOU LIKE TO EAT?
 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 womanfoodseller, Mai and Nam 
(setting, participants, topics);
2. Ask and answer questions about what the other speaker would like to eat or 
drink.Using : What would you like to eat / drink? – I’d like ____, please.
3. Know how to keep healthy, positive about eating habits. Use appropriate gestures 
and intonation when talk about what someone would like to eat or drink.
B. LANGUAGE FOCUS.
 Vocabulary
- a packet of biscuits, a bar of chocolate, a glass of orange juice, a carton of lemonade
Key grammatical structure 
The sentence patterns: What would you like to eat / drink? – I’d like ____, please.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sach mem .vn, student’s book page 46
 - 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 womanfoodseller, Mai and 
 answers answers
Nam such as setting, participant, topics.
 Key
2. Practice a role-play conversation with classmates, Students' talks 
 Observation
using the picture prompts. and interaction
3. Ask and answer questions about what someone Observation
 Student’stalks, 
would like to eat or drink.Using the sentence Questions& 
 and interaction
patterns. answers
4.Use positive attitudes and appropriate gestures to Student’s Observation
talk about what someone would like to eat or drink. interaction and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: 
- Ask students to name foods and drinks
- Lead students to the new lesson.
*Activity 1: Look, listen and repeat
- Ask students to look at the four pictures (page 46) and answer questions to identify 
the situation for the conversation.
 1. Who is he/she?
 2. Where are they?
 3. What food can you see?
 - Tell students that they are going to practise a conversation among womanfoodseller, 
Mai and Nam.
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Ask students to look at picturé (Activity 1) and answer the following questions: 
 3. What does Womanfoodseller ask ? 
 4. What does Mai/ Nam answer? 
 - Elicit the sentence patterns: What would you like to eat / drink? – I’d like ____, 
please.
Activity 2: Full controlled & less controlled
Task 1: Point and say
- Tell the class that they are going to practice asking and answering questions about 
healthy food and drink, using:
What would you like to eat/drink? 
I’d like ..., please. 
 - Introduce new words: a packet of biscuits, a bar of chocolate, a glass of orange 
juice, a carton of lemonade.
- Say aloud for pupils to repeat. 
- Ask pupils to write down in their notebook.
- Ask pupils to work in pairs, then point at the pictures to ask and answer using the 
pattern.
- Call some pairs to practice in front of the class
- Give feedback and correct mistakes of pronunciation.
Task 2: Let’s talk:
- Tell the class that they are going to practice further by asking and answering 
questions about what someone would like to eat or drink.
- 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? 
- Ask and answer questions about what the other speaker would like to eat or 
drink.Using : What would you like to eat / drink? – I’d like ____, please.
2. What’re the core values of the lesson?
- Know how to keep healthy, positive about eating habits. Use appropriate gestures 
and intonation when talk about what someone would like to eat or drink.
 - Prepare for the next lesson (Unit 17 Lesson1 : P4,5,6) .
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
.....................................................................................................................................
Date of teaching: 5A,( 29/3/2023) 5B, 5C ( 30/3/2023) 
Period 107
 UNIT 17: WHAT WOULD YOU LIKE TO EAT?
 Lesson 1: 4,5,6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Listen and tick the correct pictures. 
 2. Read and fill the gapped paragraph with the words provided. 
3. Perform the song in interesting ways by using appropriate tone and meaningful 
gestures
4.Show respect and how to keep healthy about eating habits using appropriate 
gestures and intonation when asking and answering questions about what someone 
would like to eat and drink.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 47
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1.Listen and tick the correct pictures Students’ answers Questions& 
 answers / Key
 2. Read and fill the gapped paragraph with the Students' interaction
 Observation/ key
 words provided. Read and writing
 3.Perform a song using appropriate tone and Student’s 
 Observation
 gestures performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to talk about what someone would Questions& 
 and performance
 like to eat and drink. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and play game Bingo!
a packet of biscuits a bar of chocolate a glass of orange juice
a carton of lemonade food drink
bread chicken sandwich
T.asks Ss :What would you like to eat / drink? – I’d like ____,please.
- Lead into new lesson
Activity 1: Listen and tick
- Ask pupils to look at the pictures to identify the foods and drinks.
-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.
* Key: 1. b 2. a 3. b 4. c
Activity 2. Read and complete
- Tell the class that they are going to read and fill the gaps withfood, heath, eat, 
sandwich and lunch.
- Givethe meanings of nowadays and canteen.
- Give time for pupils to do the task. Go around and offer help, if necessary.
- Ask pupils to give answers
- Ask other pupils to give feedback.
- Give correct answers.
* Key: 
 1. lunch 2. sandwich 3. food 4. healthy 5. eat 
Activity 3. Let’s sing
- Tell them that they are going to sing the Healthy eating and drinkingsong.
- 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? 
- Listen and tick the correct pictures, read and fill the gapped paragraph with the 
words provided and perform the song .
2. What’re the core values of the lesson? 
- Show respect and how to keep healthy about eating habits using appropriate gestures 
and intonation when asking and answering questions about what someone would like 
to eat and drink.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 17, Lesson 2. on pages 48).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5A, 5B ( 30/3/2023) 5C ( 31/3/2023)
Period 108
 UNIT 17: WHAT WOULD YOU LIKE TO EAT?
 Lesson 2: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1.Identify the situation for the conversation between Mai, Linda (setting, participants, 
topics);
2. Ask and answer questions about quantity of food and drink.Using How many / 
much ___ do you eat / drink every day? − I eat / drink.
3. Listen and circle the letters showing the correct answers.
4.Show respect and how to keep healthy about eating habits using appropriate 
gestures and intonation when asking and answering questions about quantity of food 
and drink.
B. LANGUAGE FOCUS.
Vocabulary
Bananas, three bananas / rice, four bowls / sausages, two sausages / water, three 
bottles
 Key grammatical structure 
The sentence patterns: How many / much ___ do you eat / drink every day? − I eat / 
drink.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 48
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Answer the questions about the situation for the 
 Students’ Questions& 
conversation between Mai, Linda such as setting, 
 answers answers
participant, topics.
 Key
2. Practice a role-play conversation with classmates, Students'talks 
 Observation
using. the picture prompts. and interaction
 Observation
3. Ask and answer questions about quantity of food and Student’stalks
 Questions& 
drink.Usingthe sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to talk Student’s Observation
about quantity of food and drink. interaction and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and sing
- Get the class sing the song: Healthy eating and drinking. 
- Tell students that they are going to read a dialogue in which students ask and answer 
questions about quantity of food and drink. And lead students to the new lesson.
*Activity 1: Look, listen and repeat
- Ask students to look at the four pictures (page 48) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Mai and Linda) 
 2.Where are they? (at supermarket)
 3.What are they talking about? (talking about quantity of food and drink)
- Tell students that they are going to practise a conversation among Mai and Linda
- 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 picture b,d (Activity 1) (page 48) and answer the following 
questions: 
 4. What does Linda ask ?(How many apples do you eat every day?)
 How much milk do you drink every day?
 5. What does Mai answer? (Two/two glasses)
 - Elicit the sentence patterns: How many / much ___ do you eat / drink every day? − 
I eat / drink.
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: Bananas, three bananas / rice, four bowls / sausages, two 
sausages / water, three bottles
- 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: How many bananas do you eat every day? Student: Three bananas
- 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:
- Get pupils to work in groups of four to ask and answer the question 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? 
- Ask and answer questions about quantity of food and drink.Using How many / much 
___ do you eat / drink every day? − I eat / drink.
2. What’re the core values of the lesson?
- Show respect and how to keep healthy about eating habits using appropriate gestures 
and intonation when asking and answering questions about quantity of food and drink.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 17, Lesson 2: 4-5-6).
D. ADJUSTMENT
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