Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 30 - Năm học 2022-2023 - Trần Thị Nõn

 Week 30
 Date of teaching: 3A,3B ( 11/4/2023), 3C ( 12/4/2023)
 Period 112
 UNIT 7: TOYS
 REVIEW AND PRACTICE: C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Review talking about what they can see, talking about how many things they have, 
 and saying where to put different things.
 2. Play connect three.
 3. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in talking about what they can see, 
 talking about how many things they have, and saying where to put different things.
 B. LANGUAGE FOCUS
 Vocabulary: marble, block, card, doll, sofa, toy box.
 Sentence patterns: What can you see?/ How many cards?/ Put the doll in the toy box. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 109, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1.Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic 
 Observation
2. Play connect three Student’s answers
 Questions & answers
3. Show positive attitudes and appropriate 
gestures and intonation in talking about 
 Student’s talk and Observation, 
what they can see, talking about how 
 interaction Questions & answers
many things they have, and saying where 
to put different things.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Bingo game.
 - Write a list of 15 words on the board.
 - Ask the students to choose 5 words and write them on their paper.
 - Show a flashcard to the class. If they have the word, they tick it. The student who 
 ticks all 5 words they have chosen shouts “Bingo” and wins the game.
 Lead in the new lesson.
 Activity 1: Answer the questions. 
 - Use DCR on Eduhome to show the class the pictures on page 109. 
 - Point to each picture and ask them to ask these questions.
 • What toy is it?/ What is it?
 • Where is the bed?
Walk round the class and support them if needed. 
 Activity 2: Play Connect three.
 - 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 to see which pair goes first.
 - Have the winning pair choose a space, match the symbol to the useful language, 
 then ask and answer.
 - Have the pair mark that space as theirs if they use the useful language correctly.
 - Ask them to take turns.
The pair that gets three spaces in a horizontal, vertical or diagonal line wins the game.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talking about what they can see, talking about how many things they have, and saying 
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 talking about what they can see, 
talking about how many things they have, and saying where to put different things.)
- Remind students to prepare next lesson.Unit 8: Lesson 1: A,B
E. FEEDBACK
Date of teaching: 3B ( 11/4/2023) 3C(12/4/2023), 3A ( 13/4/2023)
Period: 113 
 UNIT 8: FOOD
 Lesson 1: A,B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize different food items from the pictures and recording (Cognition)
2. Identify the situations using the sentence There is an apple./ There are eight 
cupcakes.
3. Say how many different food items there are.
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in saying how many 
different food items there are.
 B. LANGUAGE FOCUS
 Vocabulary: apple, banana, carrot, cupcake, donut.
 Sentence pattern: There is an apple./ There are eight cupcakes.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 110, 
 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 heads up. What’s missing? Student’s answers/ Observation
 Observation
3.Answer the questions about the situations 
 Student’s answers Questions & 
 such as setting, participants, topic 
 answers
4. Listen and practice Student’s answers Observation
5. Look and write. Practice. Student’s answers Observation
6. Show positive attitudes and appropriate Observation, 
 Student’s talk and 
gestures and intonation in saying how many Questions & 
 interaction
different food items there are. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Circle jump game.
 - Divide the class into two groups and make two lines to play the game.
 - Draw two large circles on the ground with chalk.
 - Place a flashcard in each circle.
 - Call out a word, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
 - Ask them to say the word when standing inside the circle.
 The first student getting the correct answer wins a point for their team. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 46) 
 - Arrange the flashcards (apple, banana, carrot, cupcake, donut) 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 Heads up. What’s missing?)
 - Divide the class into two teams.
 - Arrange the flashcards on the board and remove one card when students are not 
 looking.
 One student from each team calls out the missing flashcard 
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 (CD3 Track 47) 
 - 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 tell someone about quantities of items that they do not 
 know. We use “a” for singular nouns that begin with a consonant sound, “an” for 
 plural nouns that begin with a vowel sound, and “are” for plural nouns.
 - Play the audio and have them look at the useful language.
 - Ask them to work in pairs and practice the useful language.
 - Require them to use the vocabulary from Part A.
 Go around the class and support them if necessary. 
 Activity 4: Practice (Activity B. 2.Look and write . Practice.)
- Demonstrate the activity using the example. 
- Have the students look and write their answers in their Student’s Books.
- Divide the class into pairs and have them check each other’s work.
- Use DCR on Eduhome to check the answers as a whole class.
- Have some pairs practice saying the sentences.
- Monitor the class and support if needed.
 Activity 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Saying how many different food items there are.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in saying how many different 
 food items there are.)
 - Remind students to prepare next lesson. Lesson 1 : C,D.
 D. FEEDBACK
 Date of teaching: 3B ( 13/4/2023) 3C( 14/4/2023), 3A ( 14/4/2023)
 Period: 114 
 UNIT 8: FOOD
 Lesson 1: C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
1. Recognize the /ts/ sound from the recording (Cognition)
2. Identify the situations using the sentence patterns There is an apple./ There are 
eight cupcakes.
 3. Say how many different food items there are.
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in saying how many 
different food items there are.
B. LANGUAGE FOCUS
1. Sound : the sound /ts/ 
2. Vocabulary: robot, doll, big, small, car.
3. Sentence pattern: What can you see?/ I can see a big ball.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 111, 
 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 in saying how 
 and performance
many different food items there are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Slap the board game.
- Divide the class into two teams and have them form two lines.
- Place the flashcards about the food on the board, showing the images. 
Call out a word and have the first student from each group race to slap the correct 
image on the board and say it correctly. The first student to slap the correct flashcard 
wins a point for their team.
Activity 1: Language input (Activity C- 1. Listen and repeat. )
(CD2 Track 48) 
 - Draw attention to the /ts/ 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: Language input (Activity C- 2. Chant.) (CD3 Track 49) 
 - 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.
Activity 3: Practice (Activity D. 1. Look and listen.)
(CD3 Track 50) 
 - Introduce the situation using DCR: “After the shopping ”
 - Have the students look at the story and ask these questions. 
 • Where are Mrs. Brown and the kids? (in the kitchen)
 • What is Lucy counting? (the apples)
 • What other food items can you see? (bananas, carrots, cupcakes, donuts)
 - Play the audio.
Activity 4: Practice (Activity D. 2. Listen and write. (CD3 Track 51) 
 - 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 how many different food items there are.)
2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in saying the sound /ts/ and 
saying how many different food items there are.)
- Remind students to prepare for the next lesson. Lesson 1: E,F.
D. FEEDBACK
 .....
 Date of teaching: 3A, 3B, 3C( 14/4/2023)
 Period: 115 
 UNIT 8: FOOD
 Lesson 1: E,F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize different food items from the pictures.(Cognition)
 2. Identify the situations using the sentence There is an apple./ There are eight 
 cupcakes.
 3. Say how many different food items there are.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in saying how many 
 different food items there are.
 B. LANGUAGE FOCUS
 Vocabulary: Revision
 Sentence pattern: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 112, Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Point and say Student’s answers Observation
2. Draw your shopping. Say. Student’s answers Observation
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in saying how 
 interaction Questions & answers
many different food items there are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Vocabulary Race 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.
 - Say “1 2 3” and then the students run to the board quickly to write a food 
 vocabulary on it. Next, the students pass the markers to the next friends and join 
 back of the line.
 Have them one minute write the words on the board and say “Stop”. The team with 
 the most words wins. 
 Activity 1: Present the sentence pattern. 
 - Use DCR on Eduhome to show the class the sentence structure in Part E, page 112 
 in their Student’s Book.
 - Give the students enough time to look at the target sentence structure and have 
 them read it silently.
 - Continue asking them what food in each picture is.
 - Control the class and give them help if needed.
 Lead in the new lesson.
 Activity 2: Practice (Activity E. Point and say . )
- Divide the class into two pairs.
- Demonstrate the activity using the speech bubbles.
- Have the student A point to a picture and the student B say.
- e.g.
- “There are two donuts.”
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
 Activity 3: Practice (Activity F. Draw your shopping. Say)
 - Use DCR on Eduhome to show the examples to the whole class.
 - Have the students draw their shopping.
 - Divide the class into pairs.
 - Have the students look at their drawings and say.
 - Swap roles and repeat.
 Afterwards, 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? 
 (saying how many different food items there are.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in saying how many different 
 food items there are.)
 - Remind students to prepare for the next lesson. Lesson 2: A,B.
 D. FEEDBACK
 Date of teaching: 5C ( 10/4/2023) 5A, 5B ( 11/4/2023)
 Period 113
 UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW?
 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 circle a,b or c. 
2. Read and complete the gapped conversation with the words provided. 
3. Play game “ Making sentence”.
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes. Using appropriate gestures and intonation when asking and 
answering questions about the weather.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 53
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1.Listen and circle a,b or c. Students’ answers Questions& 
 answers / Key
 2. Read and complete the gapped Students' interaction
 Observation/ key
 conversation with the words provided. Read and writing
 Student’s 
 3. Play game “ Making sentence”. Observation
 performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to ask and answer questions about the Questions& 
 and performance
 weather. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: 
Review the story in Activity 1 by inviting one or two pupils to act it out in front of the 
class. 
- Lead into new lesson
Activity 1: Listen and circle a,b or c. 
- Ask pupils to look at the pictures in their book, identify the characters in the picture 
and guess what they are saying.
- Tell pupils that they are going to listen to the recording and circle a , b or c .
- Play the recording the second time.
- Ask pupils to listen again and circle.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
 - Give correct answers.
Key: 1. b 2. a 3. c 
Activity 2. Read and complete
- Tell pupils to read the text and complete the gapped sentences with the words in the 
box.
- 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. go 2. weather 3. stormy 4. forecast 5. watch
Activity 3. Let’s play
- Tell pupils that they are going to play “Making sentences”
- Ask pupils to works in groups of six.
- Give each group pictures and letter cards representing different weather. (E.g. H for 
hot, C for cold, W for warm, S for sunny).
+ Pupil 1 in each group selects and arranges two or more letter cards on the desk (e.g. 
H and S), and asks “ What will the weather be like tomorrow?’ 
+ Pupil 2 answers “It will be hot and sunny.”
+ Pupil 3 then arranges the weather pictures in the correct order.
+ Pupils who did not get the correct answers/pictures are out of the game.
+ Continue the game until there is only one pupil left in each group, and they are the 
winners.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? ( Talk about the weather)
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. Using appropriate gestures and intonation when asking and 
answering questions about the weather.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 18, Lesson 2 : 1-2-3).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... 
Date of teaching: 5A ( 11/4/2023), 5B ( 12/4/2023) 5C ( 10/4/2023)
Period 114
 UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW?
 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 Nam and Peter. (setting, 
participants, topics);
2. Ask and answer questions about the seasons in the other speaker’s country . Using: 
What’s ___ like in your country? − It’s usually ___. There is / are ___.
3. Know how to protect themselves, love themselves and love nature. Using 
appropriate gestures and intonation when asking and answering questions about the 
seasons.
B. LANGUAGE FOCUS.
Vocabulary
- Spring, cold, wind / summer, hot, flowers / autumn, cool, rain / winter, very cold, 
snow.
Key grammatical structure 
The sentence patterns: What’s ___ like in your country? − It’s usually ___. There is / 
are ___.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 54
- 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 Peter 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 the seasons. Using Student’stalks
 Questions& 
the sentence patterns. and interaction
 answers
4. Use positive attitudes and appropriate gestures to talk Student’s Observation
about the weather. interaction and Questions& 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and sing
- Have Sts ask and answer about the weather today
- Lead Sts to new lesson
*Activity 1: Look, listen and repeat
- Ask students to look at the four pictures (page 54) and answer questions to identify 
the situation for the conversations.
 1. Who are they ? ( They are Peter and Nam) 
 2.What are they talking about? (talking about the seasons)
- Tell students that they are going to practise a conversation about the seasons.
 - 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 c and answer the following question: 
 4.How does Nam ask Peter?
 5. How does Peter answer?
- Elicit the sentence patterns: What’s ___ like in your country? − It’s usually ___. 
There is / are ___.
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Tell pupils that they are going to practice asking and answering questions about the 
seasons and weather, using:
What’s ... like in your country? 
 It’s usually ... There is/are ... 
- Ask pupils to look at the pictures and teach the vocabulary: spring, summer, autumn, 
winter
- Say aloud the word for pupils to repeat.
- Call some pupils to repeat the words.
- 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 the seasons and weather.
- 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 pupils to practice
- Go around the class and offer help, if necessary.
- Call some pairs 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 the seasons. Using: What’s ___ like in your 
country? − It’s usually ___. There is / are ___.
2. What’re the core values of the lesson?
- Know how to protect themselves, love themselves and love nature. Using appropriate 
gestures and intonation when asking and answering questions about the seasons.
- Remind students to learn new words and structure by heart.
 - Prepare for the next lesson (Unit 18, Lesson 2: 4-5-6).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
.....................................................................................................................................
Date of teaching: 5A,( 11/4/2023) 5B, 5C ( 12/4/2023) 
Period 115
 UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW?
 Lesson 2: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Ask and answer questions about the seasons.
2. Read, listen, and write one word in each blank in the table.
3. Write about their favourite season and the weather, using the guiding questions.
4. Sing the song: The weather song.
5. Know how to protect themselves, love themselves and love nature. Using 
appropriate gestures and intonation when asking and answering questions about the 
seasons.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 55
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Listen and write one word in each blank Students’ answers Questions& 
 answers / Key
 2. Write about their favourite season and the Students' interaction
 Observation/ key
 weather Read and writing
 Student’s 
 3. Sing the song: The weather song. Observation
 performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to talk about the weather. Questions& 
 and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up:
- Review the old lesson: 
 + Call two pupils to act out the story in Activity1.
- Lead into new lesson
Activity 1: Listen and write one word in each blank
- Tell pupils that they are going to listen
 and write one word in each blank.
- 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
* Keys: 1. Wind 2. winter 3. snow 4. hot 5. Rain 
Activity 2. Write about your favourite season and the weather
- Tell the class that they are going write about their favourite season and weather.
- Have them read the questions. 
- Set a time limit for pupils to do the task independently
- Ask pupils to read aloud their answers.
- Ask other pupils to give feedback.
- Give the correct answers.
Activity 3. Let’s sing
Tell them that they are going to sing the ‘The weather song’
- Play the recording all the way through for pupils to get familiarized with the 
pronunciation, the stress, the rhythm and the intonation of the song. 
- Play the recording again, pausing after each line for pupils to repeat. 
- Play the recording once more for pupils to repeat the whole song.
- Then have them practice in groups: one sings the questions and other sings the 
answers.
- Call on some groups to sing the song in front of the class. The rest of the class clap 
their hands at rhythms.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Ask and answer questions about the seasons. Using: What’s ___ like in your 
country? − It’s usually ___. There is / are ___.
2. What’re the core values of the lesson?
- Know how to protect themselves, love themselves and love nature. Using appropriate 
gestures and intonation when asking and answering questions about the seasons.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 18, Lesson 3: 1-2-3).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5A, 5B ( 13/4/2023) 5C ( 14/4/2023)
Period 116
 UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW?
 Lesson 3: 1-2-3-4
 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 circle a or b. Then say the sentences. 
3. Say the chant: What will the weather be like tomorrow?
4. Read the passage, and do the tasks.
5. Know how to keep body healthy, love themselves, love nature. Using appropriate 
gestures and intonation when asking and answering questions about the weather and 
seasons..
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 56
- 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 circle a or b. Then say the Students' talks and Observation
 sentences interaction Key
 3 . Perform a chat using appropriate tone and Student’s Observation
 gestures performance
 Students' talks and Observation
 4. Read and do the tasks
 interaction Key
 5. Use positive attitudes and appropriate 
 Observation
 gestures when asking and answering questions Student’s interaction 
 Questions& 
 about the weather and seasons and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: 
- Ask pupils to sing “ The weather song” and talk about the weather in seasons
- Lead into new lesson
Activity 1: Listen and repeat
 - Tell the class that they are going to practice saying the questions 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.
- Gives comments.
- 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 and circle a or b to complete the sentences.
- Play the recording for pupils to listen
- Ask pupils to listen again and circle.
- Play the recording again for pupils to listen and check. Ask the class to read the 
sentences aloud.
- Give correct answers.
*Key: 1. a 2. b 3. b 4. a
Activity 3. Let’s chant
- Tell class that they are going to say the chant: What will the weather be like 
tomorrow? 
- 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 do the tasks
1. Complete the passage.
- Tell pupils that they are going to read the text and complete the gapped passage with 
the words from the box. 
- Explain the meaning of new word last.
- Ask pupils to read the text again and complete
- Set a time limit for pupils to complete.
- 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. south 2. November 3. picnic 4. season 5. wind
 2. Answer the questions.
-Tell pupils that they are going to read the passage again and answer the questions.
- Have them work in pairs or groups to discuss their answers.
- Give them time to do the task independently.
- Go around offering help, if necessary.
- Ask some pupils to read aloud their answers
- Give feedback
* Key:
1. There are two.
2. They’re the dry season and the rainy season. 
3 .It’s usually cool and dry.
4..It’s usually hot and wet. 
5.Because he can go for a picnic with his friends
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? ( Talk about the weather and seasons)
2. What’re the core values of the lesson? 
- Know how to keep body healthy, love themselves, love nature. Using appropriate 
gestures and intonation when asking and answering questions about the weather and 
seasons.
- Guide Sts to study 5,6 at home
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 19, Lesson 1. on pages 58).
D. ADJUSTMENT
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