Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 32 - Năm học 2022-2023 - Trần Thị Nõn

 Week 32
Date of teaching: 3A,3B ( 25/4/2023), 3C ( 26/4/2023)
Period 120
 UNIT 8: FOOD
 Lesson 3: C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /aɪ/ and /ʊə/ sounds from the recording (Cognition)
2. Identify the situations using the sentence Would you like some fries?/ Yes, please./ 
Sure, thanks! No, thank you.
3. Make and respond to offers.
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in making and responding to 
offers.
B. LANGUAGE FOCUS
1. Sound : the /aɪ/ and /ʊə/ sounds 
2. Vocabulary: Review
3. Sentence pattern: Review.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 117, 
 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 making and 
 and performance
responding to offers.
 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. )
(CD3 Track 60) 
 - Draw attention to the /aɪ/ and /ʊə/ sounds
 - Briefly explain and demonstrate the sounds.
 - Play the audio using DCR. 
 - Have the students notice the sounds.
 - 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 61) 
 - 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 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 62) 
 - Introduce the situation using DCR: “At the party ”
 - Have the students look at the story and ask these questions. 
 • What are they doing? (having a party in their garden)
 • What food can you see?(meat, apples, fries, cake, ice cream, and pizza)
 • What food does Alfie eat? (pizza, fries, ice cream, and cake)
 • What’s the matter with Alfie? (He has a stomachache.) 
 - Play the audio.
Have the students look and listen 
 Activity 4: Practice - Activity D. 2. Listen and write. (CD3 Track 63) 
 - 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? 
 (Make and respond to offers.)
 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 /aɪ/ and /ʊə/ sounds 
 and making and responding to offers.)
 - Remind students to prepare for the next lesson. Lesson 3: E,F.
 D. FEEDBACK
 .....
 Date of teaching: 3B ( 25/4/2023) 3C(26/4/2023), 3A ( 27/4/2023)
 Period: 121 
 UNIT 8: FOOD
 Lesson 3: 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 Would you like some fries?/ Yes, please./ 
 Sure, thanks! No, thank you.
 3. Make and respond to offers confidently.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in making and responding to 
 offers confidently.
 B. LANGUAGE FOCUS
 Vocabulary: Revision
 Sentence pattern: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 118 Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Point, ask and answer. Student’s answers Observation
2. Play Guess the picture. Student’s answers Observation
3. Show positive attitudes and appropriate Student’s talk and Observation, 
 gestures and intonation in making and interaction Questions & answers
responding to offers confidently.
 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: Present the sentence pattern. 
- Use DCR on Eduhome to show the class the sentence structure in Part E, page 118 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, 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 3: Practice (Activity F. Play Guess the picture. )
- Have the 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 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Make and respond to offers 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 in making and responding to 
 offers confidently.)
 - Remind students to prepare for the next lesson. Culture
 D. FEEDBACK
 Date of teaching: 3B ( 27/4/2023) 3C( 28/4/2023), 3A ( 28/4/2023)
 Period: 122 
 UNIT 8: FOOD
 Lesson 4: CULTURE- A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize some objects we use to eat from the pictures and recording (Cognition)
 2. Identify the situations using the sentences We eat ice cream with a spoon./ We often 
 eat chicken./ My favorite food is fish.
 3. Talk about what we use to eat different food and their favorite food.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in talking about what we use 
 to eat different food and their favorite food.
 B. LANGUAGE FOCUS
 Vocabulary: knife, fork, spoon, chopsticks, noodles.
 Sentence pattern: We eat ice cream with a spoon./ We often eat chicken./ My favorite 
 food is fish.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 119, 
 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
3. Introduce the situations for talking about Observation
what we use to eat different food and their Student’s answers Questions & 
favorite food. answers
4. Listen and practice Student’s answers Observation
5. Read and write. Practice. Student’s answers Observation
6. Show positive attitudes and appropriate 
 Observation, 
gestures and intonation in talking about what Student’s talk and 
 Questions & 
we use to eat different food and their favorite interaction
 answers
food.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Go get it game.
 - Divide the class into two teams.
 - Place the flashcards around the class.
 - Say the word twice so that the students can hear.
 - Say “Go get it” and then the student from each team has to run quickly to find and 
 grab the flashcard the teacher said and they have to repeat the word.
 - The team with the most flashcards at the end wins.
 Lead in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 64) 
 - Arrange the flashcards (knife, fork, spoon, chopsticks, noodles) 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 the 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 65) 
 - Use DCR on Eduhome to show the useful language and have the students look and 
 read the useful language silently.
 - Explain that we use “We ” to talk about general truth shared by a group of people. 
 “Often” is used to say that something happens frequently. We use “My favorite ” 
 to talk about the thing we like the most.
 - 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 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? 
(Talk about what we use to eat different food and their favorite food.)
2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in talking about what we use to 
eat different food and their favorite food.
- Remind students to prepare next lesson. C,D.
D. FEEDBACK
 .
 .
Date of teaching: 3A, 3B, 3C( 28/4/2023)
Period: 123 
 UNIT 8: FOOD
 Lesson 4: CULTURE- C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Talk about the eating habits in the USA.
2. Read and circle
3. Look and listen then write
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in talking about the eating 
habits in the USA.
B. LANGUAGE FOCUS
Vocabulary:. Revision
Sentence pattern: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 120, 
 Eduhome.vn, 
- Flashcards 
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Read and circle Student's answers
 Observation 
2. Look and listen Student’s attention
 Observation 
3. Listen and write Student’s answers
 4. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation in talking about 
 and performance
 the eating habits in the USA.
 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 and kitchen tools 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: Answer the questions.
 - Use DCR on Eduhome to show the class the pictures in Task C. Read and circle.
 - Ask them to look at the pictures and answer these questions.
 • What food is it?
 • What is your favorite food?
 - Correct the students’ answers and help them with pronunciation if necessary.
Lead in the new lesson.
Activity 2: Read and circle.
 - Use DCR on Eduhome to show students the text.
 - Have them read the text individually. 
 - Read the text as a whole class.
 - Help them correct their pronunciation.
 - Demonstrate the activity using the example.
 - Have them read and circle.
Check the answers as a whole class using DCR. 
Activity 3: Look and listen. (CD3 Track 66) 
 - Have the students look at the script and pictures and ask these questions.
 Who are talking? (Thảo and Emma)
 What are they talking about? (food)
Play the audio using DCR and have them look and listen.
Activity 4: Look and write. (CD3 Track 67) 
 - Have the students look at the sentences.
 - Play the audio using DCR and demonstrate the activity using the example.
 - Play the audio and have them listen and write.
Play the audio again and check answers as a whole class using DCR.
Activity 5: 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? 
(Talking about the eating habits in the USA.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in talking about the eating habits 
in the USA.)
- Remind students to prepare for the next lesson. Math: E,F.
D. FEEDBACK
 ..
Date of teaching: 5C ( 24/4/2023) 5A, 5B ( 25/4/2023)
Period 121
 UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT?
 Lesson 3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Say questions and answers with the correct intonation.
2. Listen and mark the sentence intonation ( or ). Then say the sentences aloud. 
3. Say the chant: What do you think of it?
4. Read the passage, and do the tasks.
5. Show loving friends, hometown and know more places in home town, in country. 
Using appropriate gestures and intonation when asking and answering questions about 
which place someone would like to visit.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 62
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say 
 1. Say questions and answers with the correct Questions& 
 questions and 
 intonation. answers
 answers
 2. Listen and mark the sentence intonation ( Students' talks and Observation
 or ). Then say the sentences aloud. 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 which place someone would like to visit. 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 mark the sentence intonation (or). Then say the sentences 
aloud.
- Tell pupils that they are going to listen to the recording and mark the sentence 
intonation.
- Play the recording for pupils to listen
- Ask pupils to listen again and do the task
- Play the recording again for pupils to listen and check.
- Give feedback.
Activity 3. Let’s chant
- Tell class that they are going to say the chant: What do you think of it?
- 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 3. Read and do the tasks
1. Complete the passage.
- Tell the class that they are going to read the passage and fill the gaps with: beautiful, 
friends, pagoda, centre and a lot of.
- Explain the unfamiliar words, if necessary.
- Set a time limit for pupils to do the task.
- Give correct answers.
* Key: 
1. Pagoda 
2. centre 
3. beautiful 
4. a lot of 
5. friends
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 a time limit for them to do the task.
- Go around the class and offer help, if necessary.
* Key: 1. Tom visited it yesterday. 
 2. It’s on an island in the middle of West Lake. 
 3. It is more beautiful than he expected. 
 4. They learnt more about the history of Ha Noi after the visit
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
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? ( Talk about places)
2. What’re the core values of the lesson? 
- Show loving friends, hometown and pride of our country. Know to discriber places 
in hometown, in country.
 - Guide Sts to study 5,6 at home
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 20, Lesson 1. on pages 58).
D. ADJUSTMENT
 ...........................................................................................................................................
...........................................................................................................................................
........................................................................................................................................... 
Date of teaching: 5A ( 25/4/2023), 5B ( 26/4/2023) 5C ( 24/4/2023)
Period 122
 UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR LIFE 
 IN THE COUNTRYSIDE?
 Lesson 1: 1,2,3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
1.Identify the situation for the conversation between Mai and Tom. (setting, 
participants, topics);
2. Use the words, phrases related to the topics Comparing places. Ask and answer 
questions to compare places (adjectives with one or two syllables).Using: Which one 
is __, __ or __? ̶ I think __.
3. Show loving friends, hometown and pride of their country. talk about the places 
they have been 
B. LANGUAGE FOCUS.
Vocabulary: small, Hoan Kiem Lake, West Lake / large, Ben Thanh Market, Dong 
Xuan Market / noisy, life in the city, life in the countryside / busy, life in the city, life 
in the mountains.
Key grammatical structure 
The sentence patterns: Which one is __, __ or __? ̶ I think __.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 64
- 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 and Tom 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
3. Ask and answer questions to compare places Observation
 Student’stalks
(adjectives with one or two syllables)..Using the Questions& 
 and interaction
sentence patterns. answers
4.Use positive attitudes and appropriate gestures to Ask Student’s Observation
and answer questions to compare places (adjectives with interaction and Questions& 
one or two syllables). performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and sing
- Get the class sing the song: Which place would you like to visit?
- Lead into new lesson.
*Activity 1: Language in put ( Look, listen and repeat)
- Ask students to look at the four pictures (page 60) and answer questions to identify 
the situation for the conversations.
 1. Who are they ? ( They are Mai and Tom) 
 2.What are they talking about? (talking about some places)
- Tell students that they are going to practise aconversation 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 d and answer the following question: 
 3.How does Mai ask Tom?
 4. How does Tom answer?
- Elicit the sentence patterns: Which one is __, __ or __? ̶ I think __.
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Tell the class that they are going to practice asking and answering
 questions to compare two places, using: Which one is ..., ... or ...? I think ... 
- Introduce new words: small, smaller, large, larger, noisy, noisier, busy and busier
- Say aloud for pupils to repeat. 
- Ask pupils to write down the new words and the structure 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 to compare two cities or towns.
- Get pupils to work in pairs: one pupil asks: Which one is ..., ... or ...? and the other 
answers: I think 
- 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 to compare places (adjectives with one or two 
syllables).Using: Which one is __, __ or __? ̶ I think __.
2. What’re the core values of the lesson?
 - Show loving friends, hometown and pride of our country. Know to discriber places 
in hometown, in country.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 19, Lesson 2: 4-5-6)
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
 ...................................................................................................................................
Date of teaching: 5A,( 26/4/2023) 5B, 5C ( 27/4/2023) 
Period 123
 UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR LIFE 
 IN THE COUNTRYSIDE?
 Lesson 1: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
1. Use the words, phrases related to the topics Comparing places. Ask and answer 
questions to compare places (adjectives with one or two syllables), using Which one is 
..., ... or ...? I think ...
2. Listen, and fill the gapped sentences. 
3. Read and complete the sentences. 
4. Sing the song Which one is ...?
5. Show loving friends, hometown and pride of their country. talk about the places 
they have been 
B. LANGUAGE FOCUS.
Vocabulary: Review
Key grammatical structure : Review
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 65
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ Questions& 
1. Listen and write
 answers answers
 Key
 Students’ 
2. Read and complete Observation
 answers
 Observation
 Student’s 
3. Let’s sing Questions& 
 performance
 answers
4.Use positive attitudes and appropriate gestures to Ask Student’s Observation
and answer questions to compare places (adjectives with interaction and Questions& 
 one or two syllables). performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and role play
- Invite some pairs to act out the story in Activity 1 in front of the class.
- Lead into new lesson.
*Activity 1: Listen and write
- Tell pupils that they are going to listen to the dialogues and write one word in each 
gap.
- Play the recording the second time.
- Ask pupils to listen again and write one word in each gap.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
* Key: 1 Sydney, noisier 
 2 London, larger 
 3 NewYork City, 
Activity 2: Look and complete
- Tell the class that they are going to read and complete sentences to compare cities 
- Give time for pupils to do the task in pairs. Go around and offer help, if necessary.
- Ask pupils to give answers
- Ask other pupils to give feedback.
- Give correct answers.
- Key:
1. bigger/larger 
2. noisier 
3. smaller
Activity 3: Let’s sing
- Tell them that they are going to sing the Which one is ...? 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 to compare places (adjectives with one or two 
syllables).Using: Which one is __, __ or __? ̶ I think __.
2. What’re the core values of the lesson?
- Show loving friends, hometown and pride of our country. Know to discriber places 
in hometown, in country.
- Remind students to learn new words and structure by heart.
 - Prepare for the next lesson (Unit 20, Lesson 2: 1-2-3)
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
 ...................................................................................................................................
Date of teaching: 5A, 5B ( 27/4/2023) 5C ( 28/4/2023)
Period 124
 UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR LIFE 
 IN THE COUNTRYSIDE?
 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 and Linda. (setting, 
participants, topics);
2. Ask and answer questions to compare places, using three-syllable adjectives.Using: 
Which one is more ___, ___ or___? − I think ___. 
3. Listen, and circle the letters showing the correct words to answer the questions. 
4.Show loving friends, hometown and pride of our country. 
B. LANGUAGE FOCUS.
Vocabulary: beautiful, Ha Long City, Nha Trang / expensive, life in Da Nang, life in 
Ho Chi Minh City / exciting, life in the city, life in the countryside.
Key grammatical structure 
The sentence patterns: Which one is more ___, ___ or___? − I think ___. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 66
- 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 Mai 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 other speaker’s Student’stalks
 Questions& 
opinions about a place.Usingthe sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to Ask Student’s Observation
and answer about the other speaker’s opinions about a interaction and Questions& 
place. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and sing
- Get the class sing the song: Which place would you like to visit?
- Lead into new lesson.
*Activity 1: Look, listen and repeat
- Ask students to look at the four pictures (page 66) and answer questions to identify 
the situation for the conversations.
 1. Who are they ? ( They are Linda and Mai) 
 2.What are they talking about? (talking about some places)
- 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 d and answer the following question: 
 3.How does Linda ask Mai?
 4. How does Mai answer?
- Elicit the sentence patterns: Which one is more ___, ___ or___? − I think ___. 
Activity 2: Full controlled &less controlled
Task 1: Point and say
 - Tell pupils that they are going to practice asking and answering questions to 
compare two cities/provinces, using:Which one is more ..., ... or ...? I think ... 
- Ask pupils to look at the pictures and teach the adjectives and their comparative 
forms: beautiful /more beautiful, expensive/more expensive, exciting /more exciting. 
- Say aloud the word for pupils to repeat.
- Call some pupils to repeat the words.
- Ask pupils to write down the vocabulary and the structure 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 to compare two cities/provinces.
 - Get pupils to work in pairs to ask and answer.
- Remind them to use the questions and answers in their books
- Set a time limit for the class to practice
- Go around the class and offer help, if necessary.
- Call some pairs to practice in front of the class.
- Give feedback. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Ask and answer questions to compare two cities/provinces. Using: Which one is 
more ___, ___ or___? − I think ___. 
 2. What’re the core values of the lesson?
- Show loving friends, hometown and pride of our country. 
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 20, Lesson 2: 4-5-6)
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................