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

 Week 3
Date of teaching: 3A,3B( 27/9/2022), 3C( 28/9/2022), 
Period 9
 UNIT 1: MY FRIENDS
 Lesson 1: E,F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Spell their names correctly.
2. Point, ask and answer.
3. Ask their friends how to spell and write their names.
4. Play the Chain game.
5. Show how to spell names correctly and fluently. 
B. LANGUAGE FOCUS
Vocabulary: Alfie, Tom, Mai, Nick, Ben, Sue.
The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 12, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Point, ask and answer. Student's speech
 Observation / key
2. Ask their friends how to spell and Student’s interaction 
 write their names. and performance
 Student’s interaction Observation 
3. Play the Chain game.
 and performance
4. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation to spell names 
 and performance
correctly and fluently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Play the Name spelling game.
- Divide the class into four groups and ask them to stand in two lines facing the board. 
- Draw four columns on the board for Teams A, B, C, and D.
- Give a marker to the first student of each team.
 - Spell out a person’s name and then the students run to the board quickly to write a 
 name on it. Next, the students pass the markers to the next friends and join back of the 
 line.
 The team with the most correct names wins.
 - Lead students to the new lesson.
 Activity 1: Language input (Activity E)
 1. Point, ask and answer
- Use DCR on Eduhome to show to the class the sentence structure on Part E, page 12 in 
 their Student’s Book.
- Give the students enough time to look at the target sentence structure and have them 
 read it silently.
- Ask some pairs to ask and answer the question.
- Control the class and give them help if needed.
- 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.
- Give feedback
 2. Now, ask your friend how to spell their name. Write their name.
 - Give model
 - (Teacher shows the flashcard “Lucy” and says: My friend’s name is Lucy.)
 S1 “How do you spell “Lucy”?
 S2 : “L-U-C-Y.”
 - Call three sts to repeat the model
 - Ask sts to do in groups of three
 - Give feedback
 Activity 2: Full Controlled & less controlled (Activity F) Play the Chain game 
 with your friends’ names.
 - Use DCR on Eduhome to show the examples to the whole class.
 - Give the students enough time to look at the examples and read them silently.
 - Divide the class into groups of four.
 - Have the students stand up.
 - Have the student A turn to the student B and ask the question, then have the student 
 B answer.
 - Next, have the student B turn to the student C and ask the question, then have the 
 student C answer.
 - Have some students demonstrate the activity in front of the class.
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Spell names.)
 2. What’re the core values of the lesson? 
 (Show how to spell names correctly and fluently.)
- Remind students to prepare for the lesson 2- A,B
D. ADJUSTMENT.
Date of teaching: 3B, ( 27/9/2022), 3A ( 29/9/2022), 3C ( 28/9/2022), 
Period 10
 UNIT 1: MY FRIENDS
 Lesson 2: A,B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Ask where people are from.
2. Listen and point. Repeat.
3. Play Guess 
4. Listen and practice
5. Fill in the blank
6. Show loving people and countries
 B. LANGUAGE FOCUS
Vocabulary: the USA, the UK, Italy, India, Japan, Alpha. 
The sentence patterns: Where are you from?/ I’m from the USA./ Where’s she 
from?/ She’s from Japan.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 13, Eduhome.vn, 
Teacher’s guide.
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student’s speech
 Student’s interaction Observation/ key
2. Play guess
 and performance
 Student’s interaction Observation 
3. Listen and practice
 and performance
4. Fill in the blank . Practice Student’s interaction Observation/ key
 and performance
 5. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation to ask and answer 
 and performance
 about the countries people are from.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Draw the alphabet.
 - Divide the class into two teams.
 - Invite the first two students of each group to come to the front of the class.
 - Ask the second student to draw a letter on the back of the first student so that they 
 can guess the letter.
 - The first student to get the correct letter wins a point for their team.
 - Continue this activity with the next pairs.
 Lead in the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (the USA, the UK, Italy, India, Japan, Alpha) 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 input (Activity B: Listen and practice)
- Use DCR to show the useful language and have students look and read the useful 
 language silently.
- Explain that we use this to ask where a person comes from. It can be used for 
 countries, cities, provinces, or other areas.
- 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 3: Full Controlled & less controlled 
 1. Play guess
- Arrange the flashcards on the board and write a number under each card.
- Have the students look at the flashcards for the count of ten.
- Turn the flashcards over to face the board when the students are not looking.
- Call out a number and have the students take turns guessing the face-down card. Turn 
 the card over after each guess.
 2. Fill in the blanks . Practice
- Demonstrate the activity using the example. 
- Have the students read and fill in the blanks.
 - Divide the class into pairs and have them check each other’s work.
- Use DCR to check the answers as a whole class.
- Have pairs practice saying the sentences.
- Monitor the class and support if needed.
- Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask and answer about the countries people are from.)
 2. What’re the core values of the lesson? 
 (Show loving people and countries)
 - Remind students to prepare for C,D
 D. ADJUSTMENT.
 Date of teaching: 3B( 29/9/2022), 3A, 3C ( 30/9/2022)
 Period 11
 UNIT 1: MY FRIENDS
 Lesson 2: C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Identify the /ə/ sound and practice the conversations. 
 2. Listen and chant.
 3. Listen and write
 4. Practice with a partner
 5. Show loving people and countries
 B. LANGUAGE FOCUS
 Vocabulary: The United Kingdom, The United States of America
 The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 14, Eduhome.vn, 
 Teacher’s guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 1. Listen and repeat Student's speech Observation 
 Student’s interaction Observation 
 2. Chant
 and performance
 Observation 
 3. Look and listen then write Student’sperformance
 Student’s interaction Observation/ key
 4. Practice with friends
 and performance
 5. Use positive attitudes, appropriate 
 gestures and intonation to ask and answer Student’s interaction Observation
 about the countries people are from and performance
 correctly and fluently. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and Play the Slap the board game. 
 - Divide the class into two teams and have them form two lines.
 - Place the flashcards about the countries on the board, showing the images. 
 - Call out a word and have the first student from each group race to slap the correct image 
 on the board and say it correctly. The first student to slap the correct flashcard wins a 
 point for their team.
 - Lead students to the new lesson.
 Activity 1: Language input (Activity C: Listen and repeat)
- Draw attention to the /ə/ sound.
- Briefly explain and demonstrate the sound.
- Play the audio (using DCR). 
- Have the students notice the sound.
- Play the audio again.
- Have the students listen and repeat. 
- Correct the students’ pronunciation if needed
 Activity 2: Full Controlled & less controlled 
 1. Chant
 - Write the words or put up the flashcards on the board.
 - Play the audio (using DCR).
 - Have the students listen to the chant.
 - Point to a word or picture on the board, say the sound and word and have the students 
 listen and repeat.
 - Play the audio again.
 - Have the students listen and clap along with the sound and words as they hear them in 
 the chant. Write the words or put up the flashcards on the board.
 2. Look and listen
 - Introduce the situation: “Where are you from?”
 - Have the students look at the story and ask these questions. 
 - Who can you see? (Alfie, Tom, Nick)
 - What can you see? (Alfie’s spaceship)
- What color is Alfie’s spaceship? (red)
- Play the audio.
- Have the students look and listen.
 3. Listen and write.
- Play the audio and demonstrate the activity using the example. 
- Play the audio and have the students listen and write.
- Play the audio again and check answers as a whole class.
4. 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 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Identify the /ə/ sound and practice the conversations..)
 2. What’re the core values of the lesson? 
(Show loving people and countries)
- Remind students to prepare for E,F
D. ADJUSTMENT.
Date of teaching: 3B, 3A, 3C ( 30/9/2022)
Period 12
 UNIT 1: MY FRIENDS
 Lesson 2: E,F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Ask where people are from.
2. Point, ask and answer.
3. Play Guess the picture
4. Show loving people and countries through asking and answering about the 
countries people are from.
B. LANGUAGE FOCUS
Vocabulary: Revision (the USA, the UK, Italy, India, Japan, Alpha.)
The sentence patterns: Where’s he from?/ He’s from the UK.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 15, Eduhome.vn, 
Teacher’s guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
 1. Point, ask and answer. Student's speech
 Student’s interaction Observation 
 2. Play Guess the picture
 and performance
 4. Use positive attitudes, appropriate 
 gestures and intonation to ask and answer Student’s interaction Observation
 about the countries people are from and performance
 correctly and fluently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and 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 E: Point, ask and answer)
- Use DCR on Eduhome to show to the class the sentence structure on Part E, page 15 in 
 their Student’s Book.
- Give the students enough time to look at the target sentence structure and have them 
 read it silently.
- Ask some pairs to ask and answer the question.
- Control the class and give them help if needed.
- Divide the class into two teams.
- Show one or two flashcards to the class and say a pronoun. 
- Have Team A make a question and Team B answer.
- Swap roles and repeat.
- e.g.
- (Teacher shows the flashcard “Alpha”.)
- Teacher: “you”
- Team A: “Where are you from?”
- Team B: “I’m from Alpha.”
- (Teacher shows the flashcard “the USA”)
- Teacher: “he”
- Team A: “Where’s he from?”
 - Team B: “He’s from the USA.”
- Afterwards, have some Teams demonstrate the activity in front of the class. 
- Give feedback
 Activity 2: Full Controlled & less controlled (Activity F: Play Guess the picture)
 - Have students time to look and read at the examples.
 - Divide the class into two teams.
 - Have a student stand facing away from the board and stick a flashcard on the board 
 behind them. 
 - Have someone from the same team ask the student a question about the flashcard.
 - Have a student try to guess the answer without looking at the flashcard.
 - Give that team one point if it’s a correct guess.
 - Have teams take turns asking and guessing. 
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask where people are from.)
 2. What’re the core values of the lesson? 
 ( Show loving people and countries through asking and answering about the countries 
 people are from.)
 - Remind students to prepare for the lesson 3: A,B
 D. ADJUSTMENT.
 Date of teaching: 5C ( 26/9/2022), 5A, 5B ( 27/9/2022),
 Period 9
 UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
 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 Linda and Nam (setting, 
 participants, topics);
 2. Ask and answer questions about frequency
 Using : How often do you ____? − I ____ every day / once / twice a week / month. 
 3. Show having good habits and loving themselves.
 B. LANGUAGE FOCUS.
 Vocabulary: study with a partner, go to the library, go fishing, ride a bicycle to 
 school every day, once a week, once a month, twice a week 
 Key grammatical structure : How often do you ____? − I ____ every day / once / 
 twice a week / month. 
 C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 14
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Answer the questions about the situation for the 
 Students’ Questions& 
conversation between Linda and Nam 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 where you live.Using Student’stalks
 Questions& 
the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to ask Student’s Observation
and answer questions about frequency interaction and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer:Greeting and sing
- Greet the students. Then get the class to the This is the way we do things song.
- Lead students to the new lesson.
 Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 14) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Linda and Nam) 
 2.What are they talking about? (talking about frequency)
- Tell students that they are going to practise a conversation among Linda 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 picture d (Activity 1) (page 14) and answer the following 
questions: 
 4. What does Nam ask Linda?(How often do you come to thr library?)
 5. How does Linda answer? (Once a week)
 - Elicit the sentence patterns: How often do you ____? − I ____ every day / once / 
twice a week / month. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: study with a partner, go to the library, go fishing, ride a 
bicycle to school every day, once a week, once a month, twice a week 
- Say aloud the words, then ask pupils to repeat the words a few times
- Ask pupils to write down the structure into their notebook.
- Tell the class that they are going to practice asking and answering questions about 
frequency, using:How often do you ____? − I ____ every day / once / twice a week / 
month. 
- Have pupils practice asking and answering in pairs.
- Call some pairs to practice in front of the class
- Give feedback and correct mistakes of pronunciation.
Task 2: Let’s talk:
- Tell the class that they are going to practice further by talking about their daily 
routines and how often they do something, using:
+ What do you do ...? I usually ... 
+ How often ...? I ... once/twice ... a week/a month.
- Set a time limit for the class to practice talking in pairs. Tell them to answer the 
questions with information about themselves.
- Go around the class and offer help, if necessary.
- Call a few pairs to act out the dialogue 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 frequency)
2. What’re the core values of the lesson?
- Show having good habits and loving themselves, using appropriate gestures and 
intonation when asking and answering questions about frequency.
 - Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 2, Lesson 2- 4,5,6 on page 15).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5C ( 26/9/2022), 5A ( 27/9/2022), 5B ( 28/9/2022),
Period 10
 UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
 Lesson 2: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:. 
1. Listen and number the pictures.
2. Write about their daily routines, using the guiding questions
3. Do the crossword puzzle
4. Show having good habits and loving themselves.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 15
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
1. Listen and numbers the pictures. Students' Observation
 asnwers Key
2 . Write about their daily routines, using the guiding Student’s aswers Observation
questions
 and performance
3 . Do the crossword puzzle Student’s Observation
 performance Key
4. Use positive attitudes and appropriate gestures Student’s Observation
when asking and answering questions about interaction and Questions& 
frequency performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and Role- play
- Have two pairs of pupils ask and answer the questions: How often 
- Lead into new lesson.
Activity 1: Listen and number
- Tell the class that they are going to listen and number the pictures.
- Ask pupils to look at the pictures and identify the characters and their activities.
- Play the recording twice for pupils to listen and number.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers
* Key: a 4 b 1 c 2 d 3
 Activity 2: Write about your daily routines
- Tell the class that they are going to write about their daily routines.
 - Give pupils a few seconds to read the questions in silence and check their 
understanding.
- Give pupils time to do the task.
- Call some pairs to read aloud their answers in front of the class.
- Ask other pupils to give feedback.
- Give the correct answers.
. Activity 3: Let’s play
- Tell pupils that they are going to complete a crossword puzzle.
- Get pupils to look at the crossword puzzle and the pictures and ask them to think of 
adverb that describes it
- Tell pupils to check whether the spelling fits the letters/boxes in the puzzle.
- The first pupil who completes the puzzle correctly is the winner. 
- Copy the crossword puzzle on the board and invite two pupils to complete it. Ask 
them to read out the words for the class to repeat.
*Key:
1 get dressed 2 cook dinner 
3 have lunch 4 do homework 
5 go home 6 go to bed
7 listen to music 
8 get up 
9 go to school
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(Talking about frequency).
 2. What’re the core values of the lesson? 
- Show having good habits and loving themselves, using appropriate gestures and 
intonation when asking and answering questions about frequency. 
- Prepare for the next lesson Unit 2- Lesson 3
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5C, 5B ( 29/9/2022), 5A ( 28/9/2022)
Period 11
 UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
 Lesson 3: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Pronounce the words with the stress on the first syllable: 'always, 'usually, 'often, 
'sometimes.
2. Listen and circle the correct letters showing the words filling the gapped sentences. 
3. Say the chant: What do you do in the morning? 
4. Show having good habits and loving themselves. 
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 16
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Say the statements with the correct Students’ say the Questions& 
 intonation. statements answers
 Observation
 2. Listen and circle a or b. Then say aloud Students' answers
 Key
 3.Perform a chat using appropriate tone and Student’s Observation
 gestures performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to talk about daily routines and Questions& 
 and performance
 frequency. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greeting and sing
- Greet the students. Then get the class to the This is the way we do things song.
- Lead students to the new lesson.
 Activity 1: Listen and repeat
- Tell the class that they are going to practice saying two-syllable words with the stress 
on the first syllable: 'always, 'usually, 'often and 'sometimes.
- Put the words on the board with the stress marks and say them a few times.
- Ask pupils to look at their book, then play the recording for pupils to listen and 
repeat.
- Ask pupils to read the words and 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 a 2 b 3 a 4 b
Activity 3. Let’s chant
- Tell pupils that they are going to say the chant: What do you do in the morning?
- Play the recording all the way through for pupils to listen and follow in their books.
- Play the recording again, pausing after each line for pupils to repeat.
- Play the recording once more for pupils to repeat the whole chant, show pupils how 
to chant and do the actions
- Get pupils to work in pairs to practice chanting and doing the action.
- Invite some pairs to say the chant and do actions in front of the class
- Ask the whole class to say the chant and clap along to the rhythm of the chant. 
- Give feedback.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Pronounce the words with the stress on the first syllable 
2. What’re the core values of the lesson? 
- Show having good habits and loving themselves. 
- Prepare for the next lesson 3: P4,5,6
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
.....................................................................................................................................
Date of teaching: 5A, 5B ( 29/9/2022), 5C ( 30/9/2022)
Period 12
 UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
 Lesson 3: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Use language to talk about daily routines and frequency.
2. Read the paragraph, and answer the questions.
3. Write about their days, using the writing frame.
4. Interview two classmates about their daily routines.
5. Show having good habits and loving themselves.
B. LANGUAGE FOCUS.
Vocabulary : Revision
 Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 17
- flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Read and answer Students’ answers Questions& 
 answers / Key
 Students' interaction
 2. Write about your day Observation/ key
 writing
 Student’s 
 3. Project Observation
 performance
 4.Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to topics ask and answer questions Questions& 
 and performance
 about daily routines answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer:Greeting and chant
- Have the class say the chant: What do you do in the morning? 
- Lead into new lesson
Activity 1. Read and answer
- Tell pupils that they are going to read the texts and answer the questions.
- Give a few seconds for pupils to read the text, the questions and underline the key 
words/ phrases in silence.
- Explain the meanings of the new words: go jogging, programme.
- 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 gets up early and usually goes jogging. 
2 She usually does her homework. Then she often plays badminton and sometimes 
cooks dinner. 
3 She watches English for Kids (once a week). 
4 She goes shopping twice a week. 
Activity 2. Write about your day
-Tell pupils that they are going to write a short paragraph about their daily routines. 
- Give pupils time to read and complete the sentences, using information about 
themselves.
 - Remind pupils to use adverbs of frequency (always, usually, ...) and frequency 
phrases (once, twice ... a week/a month) in their writing.
- Go around offering help, if necessary.
- Ask pupils to write their answers on the board.
- Give feedback.
Activity 3. Project
-Tell the class that they are going to work in groups and interview two classmates 
about their daily routines.
- Ask pupils to copy the table below and take notes
Name What does he/she do in What does he/she do in the What does he/she do in 
 the morning? afternoon? the evening?
1
2
- Give pupils time to complete the table. 
- Invite two pupils to report the results to the class.
- Give feedback 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Talk about daily routines
2. What’re the core values of the lesson?
- Have a sense of having good habits and loving themselves
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 3 , Lesson 1 on page 18).
D. ADJUSTMENT
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