Kế hoạch bài dạy Tiếng Anh Lớp 3 + 5 - Tuần 7 - Năm học 2022-2023 - Trần Thị Nõn

 Week 7
Date of teaching: 3A, 3B (25/10/2022),3C(26/10/2022)
Period: 25. 
 UNIT 2: FAMILY
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /ð/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns Who’s he?/ He’s my brother.
What’s his name?/ His name’s Alex.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Practise asking and answering about who someone is.
5. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 about who someone is.
B. LANGUAGE FOCUS
1. the /ð/ sound
2. Vocabulary: grandfather, grandmother, uncle, aunt, cousin.
3. The sentence patterns: Who’s he?/ He’s my brother.
 What’s his name?/ His name’s Alex.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 28
- Audios 
- pictures 
- 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 circle
 performance
 Student’s interaction Observation/ key
4. Practice with friends
 and performance
5. Use positive attitudes, appropriate Student’s interaction Observation
 gestures and intonation when saying the and performance
 sound correctly and asking and 
 answering about who someone is.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Aha game.
 - Cover the flashcard with a piece of paper or card.
 - Very slowly move the paper to reveal the picture.
 - Ask students to guess the picture on the flashcard.
 - Have them say “Aha” and the vocabulary.
 Activity 1: Language input (Activity C: 1. Listen and repeat)
 - Ask students to look at .) and answer questions to identify the situation.
 - Tell students that they are going to practise saying about the /ð/ sound
 - Play the recording more than once, if necessary, ask students to listen and repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Have students work in pairs.
 Activity 2: Practice (Activity C: 2. 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.
 - 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)
- Have the students look at the pictures (using DCR) and ask these questions. 
- Who can you see? (Alfie and Tom)
- What photos do they look at? (Tom’s family photos)
- Who are the people in the photos? (Tom’s brother, Tom’s cousin, Tom’s uncle, Tom’s 
 aunt)
- Play the audio.
 Have the students look and listen.
 Activity 4: Practice (Activity D: 2. Listen and circle.)
 - Play the audio (using DCR) and demonstrate the activity using the example. 
 - Play the audio and have the students listen and circle.
 - Play the audio again and check 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? 
 (Identify the /ð/ sound and asking and answering about who someone is..)
 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 sounds; asking and 
 answering about who someone is.)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 Date of teaching: 3B (25/10/2022),3C(26/10/2022), 3A(27/10/2022)
 Period: 26 
 UNIT 2: FAMILY
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. identify the situations using the sentence patterns: Who’s he?/ He’s my 
 grandfather 
 2. Practise asking and answering about who someone is.
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 about who someone is.
 B. LANGUAGE FOCUS
 1. Vocabulary: grandfather, grandmother, uncle, aunt, cousin.
 2. Sentence patterns: Who’s he?/ He’s my grandfather.
 What’s his name?/ His name’s Dan.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 29
 - cards chairs, ruler, chalk 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point, ask and answer Observation
 actions
2. Draw your family. Ask and answer Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
3. Show positive attitudes and Student’s talk and Observation, 
 appropriate gestures and intonation in interaction Questions & answers
 asking and answering about who 
 someone is.
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 E. Point, ask and answer). 
- Divide the class into two pairs.
- Demonstrate the activity using the speech bubbles.
- Have the student A point and ask, have the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 2. Practice (Activity F. Draw your family. Ask and answer)
- Have the students draw the faces of their family members.
- Divide the class into two pairs.
- Have the students look at their drawings, then ask and answer.
- Swap roles and repeat.
- Afterwards, have some pairs 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? 
(asking and answering about who someone is.)
 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 asking and answering about 
who someone is.)
- Remind students to prepare for the next lesson.
D. FEEDBACK
Date of teaching: 3B (27/10/2022),3C(28/10/2022), 3A(28/10/2022)
Period: 27
 UNIT 2: FAMILY
 Lesson 3: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize simple instructions from the recording and pictures. (Cognition)
 2. identify the situations using the sentence pattern: Clean your room!
 3. follow simple instructions.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in following simple 
 instructions.
 B. LANGUAGE FOCUS
 1. Vocabulary: do your homework, clean your room, wake up, go to bed.
 2. Sentence pattern: Clean your room!
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 30, audios , pictures , a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and point, then repeat Observation
 actions
2. Play Pass the words Student’s answers/ Observation
 actions
3. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic (Tom and his mom)
4. Listen and practice Student’s talk and Observation, 
 interaction Questions & answers
 Student’s answers/ Observation
5. Look and write. Practice Student’s talk and 
 interaction
6. Show positive attitudes and 
 Student’s talk and Observation, 
 appropriate gestures and intonation in 
 interaction Questions & answers
 following simple instructions.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Word chain game.
 - Place the flashcards on the board in a given sequence.
 - Have the class say the words in the sequence first.
 - Point to a student and ask them to say the first word in the sequence.
 - Point to another student and ask them to say the second word in the sequence.
 - Continue the activity with the other student and ask them to say the next word in 
 the sequence.
 - Correct the students’ pronunciation if necessary.
- Lead in the new lesson.
Activity1: Language input (Activity A- 1. Listen and point. Repeat.)
- Ask students to look at pictures and answer questions to identify the situation.
- Tell students that they are going to practise saying about simple instructions 
- Play the recording more than once, if necessary, ask students to listen, point and 
repeat.
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Have students work in pairs, one points at the picture in the book and the other says 
the word.
- Say the word and make the gesture.
- Do the actions and students say the word accordingly.
- Have students work in pairs, one would do the action, the other say the word.
Activity 2: Language in put (Activity A: 2. Play Pass the word.)
- Divide the class into groups of 4-5 students. 
- Have a student stand in a circle.
- Have one student point to another student at random and say the first word in the 
sequence. 
- The second student must point to another student and say the next word in the 
sequence.
- If a student says the wrong word, they are “out” and must sit down.
- The last student standing is the winner.
Activity 3: Language in put (Activity B: 1. Listen and practice)
- Introduce the situation 
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at the words. 
- Play the audio. Have students listen and repeat.
- Have Ss role-play. 
- Point at each word and have students call it out.
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? (following simple instructions.)
 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 following simple instructions.) 
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
Date of teaching: 3A, 3B, 3C(28/10/2022)
Period: 28
 UNIT 2: FAMILY
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /pl/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns: Wake up, clean your room
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Practise saying simple instructions 
5. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in following simple 
 instructions 
B. LANGUAGE FOCUS
1. Sound /pl/
2. Vocabulary: do your homework, clean your room, wake up, go to bed.
3. Sentence pattern: Clean your room!
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page31
- Audios 
- pictures 
- 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 friends
 and performance
5. Use positive attitudes, appropriate 
 gestures and intonation when saying the Student’s interaction Observation
 sound correctly and introducing family and performance
 members.
 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 phrase, and a student from each team has to run and stand inside the 
corresponding circle as quickly as possible. 
- Ask them to say the phrase when standing inside the circle.
- The first student getting the correct answer wins a point for their team.
Activity 1: Language input (Activity C: 1. Listen and repeat)
- Draw attention to the /pl/ 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: Practice (Activity C: 2. 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.
- 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)
- Introduce the situation: “Listen to Mom ”
- Have the students look at the story and ask these questions. 
• Who can you see? (Mom/ Mrs. Brown, Lucy, Tom, 
Alfie, Ben)
• Does Mom look happy? (No)
• What are the kids doing? (sleeping, playing games, reading, eating)
- Play the audio (using DCR).
- Have the students look and listen.
 - Listen to their teacher’s introduction about the situation. 
 - Look at the story and answer their teacher’s questions.
 - Listen to the story.
 Activity 4: Practice (Activity D: 2. Listen and write.)
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have students listen and write.
- Play the audio again and check 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? 
 (Identify the /pl/ sound and following simple instructions )
 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 sounds; following 
 simple instructions)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 Date of teaching: 5C( 24/10/2022,) 5A, 5B( 25/10/2022)
 Period 25
 UNIT 5: WHERE WILL YOU BE THIS WEEKEND?
 Lesson 1: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1.Identify the situation for the conversation between Tony, Mai and Phong(setting, 
 participants, topics);
 2. Ask and answer questions about where someone someone will be. Using : Where 
 will you be this weekend? – I think I’ll be ______. 
 3. Show loving hometown, country, using appropriate gestures and intonation when 
 asking and answering questions about where someone will be
 B. LANGUAGE FOCUS.
 Vocabulary: in the countryside, on the beach, at school, by the sea
 Key grammatical structure : Where will you be this weekend? – I think I’ll be ___. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 30
- 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 Tony, Mai and Phong such as 
 answers answers
setting, participant, topics.
 Key
2. Practice a role-play conversation with classmates, Students'talks 
 Observation
using. the picture prompts. and interaction
 Observation
 Student’stalks
3. Ask and answer questions about where someone Questions& 
someone will be. Using the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to ask Student’s Observation
and answer questions about where someone someone interaction and Questions& 
will be.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and sing
- Get pupils to sing the song: If you are happy and you know
- Lead into new lesson
Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 30) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Tony, Mai and Phong) 
 2.What are they talking about? (talking about some places)
- Tell students that they are going to practise a conversation among Tony, Mai and 
Phong .
- 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 pictures b, (Activity 1) and answer the following questions: 
 4. What does Mai ask Tony?(Where will you be on Saturday?)
 5. How does Tony answer? (I think. I’ll be in the mountains)
 - Elicit the sentence patterns: Where will you be this weekend? – I think I’ll be ___. 
 Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: in the countryside, on the beach, at school, by the sea
- 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 
where someone will be, using: Where will you be this weekend? – I think I’ll be ___. 
- 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 asking and answering 
questions about where they will be this weekend. 
- Get pupils time to work in pairs to ask and answer, using the structure.
- Invite a few pairs to act out their conversations 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 where someone someone will be.)
2. What’re the core values of the lesson?
- Show loving hometown, country, using appropriate gestures and intonation when 
asking and answering questions about where someone will be
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 5: Lesson 1- 4,5,6 on page 31).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5A( 25/10/2022), 5B( 26/10/2022) 5C( 24/10/2022)
Period 26
 UNIT 5: WHERE WILL YOU BE THIS WEEKEND?
 Lesson 1: 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 where someone will be.
2. Listen and tick the pictures.
3. Read and match the questions with the answers.
4. Sing the song Where will you be?
 5. Show loving hometown, country, using appropriate gestures and intonation when 
asking and answering questions about where someone will be
B. LANGUAGE FOCUS.
 Vocabulary : The song lyrics
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 31
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and tick
 asnwers Key
 Student’s aswers Observation
2 . Read and match
 and performance
3 . Let’s sing Student’s Observation
 performance Key
4. Use positive attitudes and appropriate gestures Student’s Observation
when asking and answering questions about where interaction and Questions& 
someone will be performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Invite three pupils to act out the story in activity 1.
- Call two pairs of pupils to ask and answer the question, using: Where will you be ...? 
I think I’ll be ...
- Lead into new lesson.
Activity 1: Listen and tick
- Tell the class that they are going to listen to the recording and tick the correct 
pictures.
- Ask them to look at the pictures to identify where the characters are.
- Play the recording the second time for pupils to listen and tick.
- Get them to compare their answers.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Key: 1 c 2 a 3 b 
 Activity 2: Read and match
- Tell pupils that they are going to read all the sentences on the left and pair them with 
those on the right by drawing a line between them.
- Give a few seconds for pupils to look at the book and read the text in silence.
 - Ask pupils to read the text again and do the task
- Set a time limit for pupils to do the task.
- Go around the class and offer help, if necessary.
- Ask pupils to compare their answers. 
- Call some pupils to write their answers on the board.
-Give feedback and correct mistakes.
* Key: 1b 2d 3a 4c 
 Activity 3: Let’s sing
- Tell pupils that they are going to sing the: Where will you be? song. 
- Get pupils to read the lyrics in silence. Check their comprehension. 
- 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.
- 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 where someone will be).
 2. What’re the core values of the lesson? 
- Show loving hometown, country, using appropriate gestures and intonation when 
asking and answering questions about where someone will be
 - Prepare for the next lesson Unit 5- Lesson 2
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5C, 5B( 27/10/2022) 5A ( 26/10/2022),
Period 27
 UNIT 5: WHERE WILL YOU BE THIS WEEKEND?
 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 Tony and Mai (setting, 
participants, topics);
2. Ask and answer questions about what the other speaker will do at Ha Long Bay.
 Using : What will you do at Ha Long Bay? I think I’ll . / I don’t know. I may 
 3. Show loving hometown, country, using appropriate gestures and intonation when 
asking and answering questions about activities at the weekend.
B. LANGUAGE FOCUS.
Vocabulary: explore the caves, take a boat trip around the islands, build sandcastles, 
on the beach, swim in the sea.
Key grammatical structure : What will you do at Ha Long Bay?
 I think I’ll . / I don’t know. I may 
 C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 32
- 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 Tony 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
 Student’stalks
3. Ask and answer questions about where someone Questions& 
someone will be. Using the sentence patterns. and interaction
 answers
4.Use positive attitudes and appropriate gestures to ask Student’s Observation
and answer questions about where someone someone interaction and Questions& 
will be.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and sing
- Get the class to play sing a song: Where will you be?
- Lead into new lesson
Activity 1: Language input 
1. Look, listen and repeat
- Ask students to look at the four pictures (page 32) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Tony and Mai) 
 2.What are they talking about? (talking about some activities at the weekend.)
- Tell students that they are going to practise a conversation among Tony and Mai.
 - 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 pictures b, (Activity 1) and answer the following questions: 
 4. What does Tony ask Mai?(Where will you go?)
 5. How does Mai answer? (I think. I’ll go to Ha Long Bay)
 - Elicit the sentence patterns: What will you do at Ha Long Bay?
 I think I’ll . / I don’t know. I may 
Activity 2: Full controlled &less controlled
Task 1: Point and say
- Use pictures to elicit: explore the caves, take a boat trip around the islands, build 
sandcastles, on the beach, swim in the sea.
- 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 
what someone will do, using: What will you do ...? I think I’ll ... or I don’t know. I may 
...
- Call on an open pair to the front of the class to give a model practice.
- Ask pupils to work in pairs, then point at the pictures to ask and answer using the 
structure.
- 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 the 
questions in their books, using:
+ Where will you be next week? 
+ What will you do?
- Set a time limit for the class to practice talking in pairs. 
- Invite a few pairs to act out their conversations in front of the class.
- Give feedback.
 Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 (Ask and answer questions about what the other speaker will do at Ha Long Bay. .)
2. What’re the core values of the lesson?
- Show loving hometown, country, using appropriate gestures and intonation when 
asking and answering questions about activities at the weekend.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 5: Lesson 2- 4,5,6 on page 33).
D. ADJUSTMENT
 ...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Date of teaching: 5A, 5B( 27/10/2022) 5C( 28/10/2022)
Period 28
 UNIT 5: WHERE WILL YOU BE THIS WEEKEND?
 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 where someone will be, what someone will do.
2. Listen and number the pictures.
3. Write about themselves, using the guiding questions. 
4. Play the game Questions and answers.
5. Show loving hometown, country, using appropriate gestures and intonation when 
asking and answering questions about where someone will be
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 33
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and number
 asnwers Key
 Student’s aswers Observation
2 . Write about you
 and performance
3 . Let’s play Student’s Observation
 performance Key
4. Use positive attitudes and appropriate gestures Student’s Observation
when asking and answering questions about where interaction and Questions& 
someone will be performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and Role- play
- Have pupils play game: Pass the secret! using the questions and answers pupils have 
learnt.
 - Lead into new lesson
 Activity 1: Listen and number
- Tell the class that they are going to listen and number the pictures.
- Ask them to look at the pictures and identify the place and the activities.
- Play the recording twice for pupils to listen and number.
- Get them to compare their answers 
- Ask pupils to read their answers in front of the class.
- Play the recording again for pupils to listen and check.
- Give correct answers
* Key: a 2 b 3 c 4 d 1 
 Activity 2: Write about you.
- Tell the class that they are going to write about themselves.
- Give pupils a few seconds to read the questions in silence and write the answers.
- Get pupils to swap and read their writing in pairs.
- Call five pupils to write their answers on the board.
- Ask other pupils to give feedback.
- Give the correct answers.
* Key:
Activity 3: Let’s play
- Explain to pupils how to play the game: Questions and answers. Get two groups to 
demonstrate the game.
- Put picture cards of places on the board and put them into a box
- Start the game and put the score and the correct sentences on the board.
- At the end of the game, have the class say Congratulations! to the winning group and 
read the sentences on the board.
- Summary the lesson
 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 where someone will be).
 2. What’re the core values of the lesson? 
- Show loving hometown, country, using appropriate gestures and intonation when 
asking and answering questions about where someone will be
 - Prepare for the next lesson Unit 5- Lesson 1
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................