Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 34 - Năm học 2022-2023 - Lê Thị Ánh

 WEEK 34
 ( On papers)
 GRADE 1
Date of teaching: 1A (08/05/2023),1B(11/05/2023)
Period 34 WRITTEN TEST
A. OBJECTIVES
1. Ss will test what they have learnt 
B. LANGUAGE FOCUS
On papers 
D.ADJUSTMENT
 .....................
Date of teaching 2A,B,(08/05/2023)
Period 34 WRITTEN TEST
A. OBJECTIVES
1. Ss will test what they have learnt 
B. LANGUAGE FOCUS
On papers 
D.ADJUSTMENT
 .....................
Date of teaching: 3A ( 8/5/2023)
Period: 123
 UNIT 8: FOOD
 REVIEW AND PRACTICE: A,B STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Review saying how many different food items there are, asking and answering 
 about the food, and making and responding to offers.
 2. Listen and draw lines.
 3. Look and read. Write “Yes” or “No”.
 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, asking and answering about the food, and 
 making and responding to offers.
 B. LANGUAGE FOCUS
 Vocabulary: Review.
 Sentence patterns: Is there any chicken?/ There is some chicken./ Would you like 
 some pizza?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 122, 
 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 
2. Listen and draw lines. Student’s answers/ Observation
 Observation
3. Look and read. Write “Yes” or “No”. Student’s answers
 Questions & answers
4. Show positive attitudes and appropriate 
gestures and intonation in saying how 
 Student’s talk and Observation, 
many different food items there are, 
 interaction Questions & answers
asking and answering about the food, and 
making and responding to offers.
 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.
 Activity 1: Answer the questions. 
 - Use DCR on Eduhome to show the class Task A. Listen and draw lines. on page 
 122. 
 - Ask them to ask these questions.
 • How do you spell “Lucy/Tom/Jill/Alfie/Ben”?
 • What food is it?/ What is it?
 - Ask them to look at the pictures and guess the answers to the questions 2-5 
 before listening to the audio.
Walk round the class and support them if needed. 
 Activity 2: Listen and draw lines. (CD3 Track 68) 
 - Have the students focus on the Listening task.
 - Play the audio and ask them to listen and draw lines.
 - Invite some students to give their answers.
 - Check the answers with the whole class using DCR. 
Activity 3: Look and read. Write “Yes” or “No”.
 - Demonstrate the activity using the example.
 - Have the students look at the pictures, read each statement, and write “Yes” if 
 the statement is true, or “No” if the statement is false.
 - Check the answers as a whole class using DCR.
 - Afterwards, have some students give a new true statement for each of the false 
 statements.
Monitor the class and support if needed. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(saying how many different food items there are, asking and answering about the 
food, and making and responding 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 how many different food items there are, asking and answering about the food, and making 
 and responding to offers.)
 - Remind students to prepare next lesson.Unit 8: Review and practice: C
 E. FEEDBACK
 Date of teaching: 3A ( 9/5/2023),
 Period: 124
 UNIT 8: FOOD
 REVIEW AND PRACTICE: C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Review saying how many different food items there are, asking and answering 
 about the food, and making and responding to offers.
 2. Play the board game.
 3. 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, asking and answering about the food, and 
 making and responding to offers.
 B. LANGUAGE FOCUS
 Vocabulary: Review
 Sentence patterns: Are there any carrots?/ There are some bananas./ Would you 
 like some pizza?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 123, 
 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 2. Play the board game. Observation
 Student’s answers
 Questions & answers
3. Show positive attitudes and appropriate 
gestures and intonation in saying how 
 Student’s talk and Observation, 
many different food items there are, 
 interaction Questions & answers
asking and answering about the food, and 
making and responding to offers.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Roll the dice game.
 - Divide the class into two groups to play the game.
 - Choose six categories (food, kitchen tools, toys, numbers (1-20), names, and 
 clothes) and assign each category to a number on the dice.
 - Ask each team to roll the dice and say a word related to that category.
 The team with the most correct answers 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 123. 
 - Point to each picture and ask them to ask these questions.
 • What is it?
 • Do you like ?
 • What is your favorite food?
 - Walk round the class and support them if needed. 
 Activity 2: Play the board game.
 - 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 for each turn.
 - The winning pair moves forward two spaces. The losing pair moves forward one.
 - Each pair must match the symbol to the useful language and then ask and answer. 
 If they answer incorrectly, they must move back one space.
 The pair getting to the Finish first wins the game.
 Activity 3: 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, asking and answering about the 
 food, and making and responding 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 saying how many 
 different food items there are, asking and answering about the food, and making 
 and responding to offers.)
 - Remind students to prepare next lesson.Unit 8: Lesson 1: A,B
 E. FEEDBACK
 Date of teaching: 3A( 9/5/2023),
 Period: 125
 REVIEW ( UNIT 5 =>UNIT 8)
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to
 1. Review the vocabulary items and the sentence structures from Unit 5 to Unit 8.
 2. Revise strutures We eat noodles with chopsticks./ I’m wearing brown boots./ Would 
 you like some fish?
 3. Show positive attitudes and appropriate gestures and intonation in taking part in 
 review activities.
 B. LANGUAGE FOCUS
 Vocabulary: sweater, onion, throw, go swimming, chicken, wardrobe, arm, tennis, 
 pajamas, doll.
 Sentence patterns: We eat noodles with chopsticks./ I’m wearing brown boots./ 
 Would you like some fish?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 124 Eduhome.vn, 
 Teacher’s guide.
 - Flashcards
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Look and write. Student’s answers Observation
2. Read and circle. Student’s answers Observation 3. Unsramable and write Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
4. Show positive attitudes and Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
taking part in review activities. 
 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.
 1. Answer the questions. 
 - Use the flashcards (Units 5-8) to show to the students.
 - Divide the class into two teams.
 - Ask each team to take turns saying the word in each card.
 Correct them with their pronunciation if needed. 
 2. Look and write. The first letters are given. 
 - Let the class look at the pictures and the first letters.
 - Give them enough time to complete the words.
 - Invite some students to give their answers on the board.
 - Check the answers with the whole class using DCR. 
 Monitor the class and support them if necessary.
 3. Read and circle the odd one out.
 - Demonstrate the activity using the example.
 - Have the students read the words and make sure that they know the meaning of the 
 words.
 - Ask them to circle the word that is not related to the group.
 - Check the answers as a whole class using DCR.
 Monitor the class and support if needed
 4. Unscramble and write.
 - Demonstrate the activity using the example.
 - Have the students read the words and underline the words with the capitalizing 
 letters.
 - Ask them to rearrange the words to make the correct statements.
 - Check the answers as a whole class using DCR.
 Monitor the class and support if needed. Wrap-up & Assignments
 - Ask students to answer the following questions:
 1. What have you learnt from the lesson today? 
 2. What’re the core values of the lesson?
 - Remind students to prepare for the next lesson.
 E. FEEDBACK
 Date of teaching: 3A ( 10/5/2023)
 Period: 126
 REVIEW ( UNIT 5=>UNIT 8)
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to
 1. Review the vocabulary items and the sentence structures from Unit 5 to Unit 8.
 2. Revise strutures May I watch TV?/ I want a red T-shirt./ What are you wearing?/ 
 Can you play badminton?
 3. Show positive attitudes and appropriate gestures and intonation in taking part in 
 review activities.
 B. LANGUAGE FOCUS
 Vocabulary: badminton, shorts, potato, shirt, tie, T-shirt, marble, bedroom, block, 
 wardrobe, robot.
 Sentence patterns: May I watch TV?/ I want a red T-shirt./ What are you 
 wearing?/ Can you play badminton?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 125 Eduhome.vn, 
 Teacher’s guide.
 - Flashcards
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Observation Questions 
1. Read and match. Student’s answers & answers, their 
 writing Student’s answers Observation Questions 
2. Listen and put a (V) or a ( X). & answers, their 
 writing
3. Look, read and fill in the blanks Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
4. Answer the questions and write. Student’s answers Observation Questions 
 and writing. & answers, their 
 writing
5. Show positive attitudes and Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
taking part in review activities. 
 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.
 1. Answer the questions. 
 - Use the flashcards (Units 5-8) to show to the students.
 - Divide the class into two teams.
 - Ask each team to take turns saying the word in each card.
 Correct them with their pronunciation if needed. 
 2. Read and match. 
 - Demonstrate the activity using the example. 
 - Have the students read and match the sentences 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.
 3. Listen and put a () or a ( ). (CD3 Track 69) 
 - Demonstrate the activity using the example.
 - Give the students enough time to read each statement.
 - Play the audio and ask them to put a tick in the box if the statement is true, or a 
 cross in the box if the statement is false.
 - Check the answers as a whole class using DCR. - Afterwards, have some students give a new true statement for each of the false 
 statements.
 Monitor the class and support if needed.
 4. Look, read, and fill in the blanks.
- Have the students identify the pictures and say the words.
- Ask them to read the sentences and fill in the blanks.
 Use DCR on Eduhome to check answers as a whole class.
 5. What do you have? Where is it? Write 10-20 words.
- Ask them to read the sentences in Task 6. Look, read, and fill in the blanks again.
- Have the class work in pairs to ask and answer the questions: “What do you 
 have?” and “Where is it?”
- Monitor the class and support them if necessary.
- Give them enough time to write 10-20 words about their toys.
- Ask some students to present their answers in front of the class.
 Correct their mistakes if any.
 Wrap-up & Assignments
 - Ask students to answer the following questions:
 1. What have you learnt from the lesson today? 
 2. What’re the core values of the lesson?
 - Remind students to prepare for the next lesson.
 E. FEEDBACK
 Date of teaching: 4A,4B( 9/5/2023)
 Period 123
 UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER?
 Lesson 1. Part 1,2
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
 Competence)
 1. use the words and phrases related to the topic Future plans.
 2. ask and answer questions about where someone plans to go, using Where are 
 you going this summer? I’m going to ...
 3.Use positive attitudes and appropriate gestures for Sts to ask and answer 
 questions about where someone plans to go 
 B. LANGUAGE FOCUS. 1. Key terms: be going to, summer, holidays, Phu Quoc, Sa Pa, Nha Trang, Ha 
Long Bay
2. Key grammatical structure 
The sentence patterns: Where are you going this summer? I’m going to ...
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 64 Sachmem.vn, Teacher’s guide.
- Flashcards 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation between 
 Students’ answers Questions & 
Mai and Tom such as setting, 
 answersKey
participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. ask and answer questions about Observation
 Student’s talks, and 
where someone plans to go using the Questions & 
 interaction
sentence patterns. answers
4. Use positive attitudes and 
 Observation
appropriate gestures for Sts to ask and Student’s interaction 
 Questions & 
answer questions about where and performance
 answers
someone plans to go
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and talking
Spend a few minutes revising the previous unit. Get some pupils to go to the front 
of the class to say the chant I want to go to the zoo, while the class claps hands or 
does actions 
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to find out about how to ask and answer questions 
about where someone plans to go.
• Ask pupils to look at the four pictures and answer questions such as Who are they? 
What are they talking about? (In Picture a, Tom, Phong and Mai are talking about the 
summer holidays. In Picture b, Tom asks Phong Where are you going this summer? 
and Phong answers I’m going to Ha Long Bay. In Pictures c and d, Mai and Tom tell 
their plans, using I’m going to Phu Quoc and I’m going to stay at home.)
• Play the recording more than once, if necessary, for pupils to listen and repeat Language notes:
• We’re going to Ha Long Bay. = We’re going to go to Ha Long Bay.
• Be going to + verb is used to show a future plan. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about 
where someone plans to go.
• Have them look at the bubbles to understand how the language is used. Then ask 
them to look at the four pictures to identify the four places in Viet Nam.
• Point to the first picture and do the task with one pupil as a model, using the 
suggested question, the answer in the bubbles and the word under the picture. 
(Teacher: Where are you going this summer? Pupil: I’m going to Phu Quoc.) Ask 
the class to say the question and the answer chorally. Repeat the same procedure 
with the rest of the pictures.
• Ask them to practise in pairs, using the prompts in the bubbles and the words 
under the pictures. Monitor the activity and offer help, if necessary. 
Task 2: Guided practice.( Activity 3:Work in pairs.)
Tell pupils that they are going to practise using Where are you going this summer? 
I’m going to ...
• First, ask them to suggest some places to go in summer and write them on the board. 
Then have them work in pairs: one pupil asks the question and the other gives the 
answer.
• Select some pairs of pupils to role-play the dialogue 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? 
 (ask and answer questions about where someone plans to go)
 2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to ask and answer questions 
about where someone plans to go)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 20. Lesson 1 P3-5 on page 65.
 D.FEEDBACK
 .....................
Date of teaching: 4A,4B( 10/5/2023)
Period 124 UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER?
 Lesson 1. Part 3,4,5
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. use the words and phrases related to the topics Future plans.
2. Practice listening comprehension skills
3. Read and write 
4. Expand vocabulary and improve pronunciation through song You are happy in 
summer holiday. 
5.Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about where someone plans to go 
B. LANGUAGE FOCUS.
1. Key terms: review
2. Key grammatical structure 
The sentence patterns: Where are you going this summer? I’m going to ...
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
 Student’s sing, and Observation
3. Let’s sing.
 interaction Questions & answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and play game
Spend a few minutes revising the previous lesson. Get some pairs of pupils to the 
front of the class to practise Where are you going this summer? I’m going to ... 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell the class that they are going to listen to three conversations about the places 
the characters are going and tick the correct pictures.
• Have pupils look at the pictures to identify the three places in Viet Nam and say 
the names aloud.
• Play the recording three times for pupils to listen and tick the correct pictures. 
Tell them that they should focus on the places the characters are going to. Monitor 
the activity and offer help, if necessary. • Get them to swap their answers before you check as a class.
Key: 1 c 2 a 3 b 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to write the answers to the questions about where 
they are going, using the picture cues.
• Give them a few seconds to look at the questions and answers and to identify the 
words they need to complete the answers. Then focus their attention on the pictures 
to identify the places.
• Give pupils time to do the task independently. Go around and offer help, if 
necessary.
• Get pupils to swap their answers before checking as a class. If there is enough 
time, call some pairs to act out the dialogue.
Key: 1 I’m going to Da Nang. 2 He’s going to Hoi An. 3 They’re going to Hue 
Task 2: Let’s sing.
Tell pupils that they are going to sing the song You are happy in summer holidays! 
Teach the song, following the procedure in Teaching the unit components in 
Introduction.
• First, have them read each line of the lyrics aloud. Do choral and individual 
repetition and check comprehension. Then play the recording all the way through. 
Ask pupils to do choral and individual repetition of the song line by line.
• When pupils are familiar with the tune, divide the class into two halves and have one 
half sing the questions and the other half sing the answers.
• Have the class sing the song again and clap their hands or do actions to reinforce 
learning 
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 plans to go .)
 2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to ask and answer questions 
about where someone plans to go )
- Remind students to do exercises in the workbook.
- Prepare for the next lesson (Unit 20. Lesson 2. 1-3 on pages 66).
D.FEEDBACK
Date of teaching: 4A, 4B( 10/5/2023) Period 125
UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER?
 Lesson 2. 1-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
 By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. use the words and phrases related to the topic Future plans 
2. ask and answer questions about what someone plans to do, using What are you 
going to do? I’m going to ... 
3.Use positive attitudes and appropriate gestures for Ss to ask and answer questions 
about what someone plans to do
B. LANGUAGE FOCUS.
1. Key terms: stay in a hotel, eat seafood, build sandcastles, go on a boat cruise
2. Key grammatical structure 
The sentence patterns: What are you going to do? I’m going to ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 66 Sachmem.vn, Teacher’s guide.
- Flashcards 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation between 
 Students’ answers Questions & 
Linda and Mai such as setting, 
 answersKey
participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. ask and answer questions about Observation
 Student’s talks, and 
what someone plans to do using the Questions & 
 interaction
sentence patterns. answers
4.Use positive attitudes and 
 Observation
appropriate gestures for Sts ask and Student’s interaction 
 Questions & 
answer questions about what someone and performance
 answers
plans to do
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching. Spend a few minutes revising the previous lesson. Call some pupils to the front of 
the class to sing the song You are happy in summer holidays! The class may sing 
the song together and clap hands or do actions. 
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to find out about how the characters ask and answer
questions about future plans.
• Ask pupils to look at the four pictures to identify the characters and the context in 
which the language is used. Ask questions such as Who are they? Where are they? 
What are they doing? (Linda is in Mai’s room. In Picture a, Linda asks Mai what she 
is doing and Mai says she is preparing for her summer holidays. In Picture b, Linda 
asks Mai Where are you going? And Mai answers I’m going to Phu Quoc. In Picture 
c, Linda continues to ask What are you going to do there? and Mai answers I’m going 
to swim in the sea. In Picture d, Linda says she likes swimming too.) Check 
comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat the 
language. Do choral and individual repetition, pointing to the characters speaking.
• Play the recording again for pupils to listen and repeat. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about 
future plans.
• Have them look at the bubbles to understand how the language is used. Then ask 
them to look at the pictures to identify what the pupils are going to do in the future. 
Teach the phrases stay in a hotel, eat seafood, build sandcastles and go on a boat 
cruise.
• Point to the first picture and do the task with one pupil as a model. (Teacher: 
What are you going to do? Pupil: I’m going to stay in a hotel.) Ask pupils to say 
the question and the answer chorally and individually. Repeat the same procedure 
with the rest of the pictures.
• Ask them to practise in pairs: one asks the question and the other gives the 
answer, using the prompts in the bubbles and the picture cues. Then select some 
pairs to role-play the dialogue in front of the class. Check as a class or correct 
pronunciation, if necessary. 
Task 2: Guided practice.( Activity 3: Let’s talk)
Tell pupils that they are going to revise what they have learnt in Lesson 1 and Lesson 
2, using facts about themselves.
• Ask them to work in pairs: one asks the questions and the other gives the answers, 
using their own future plans. You may remind them of possible phrases to use such as play sports/games, eat delicious food, swim in the sea and fl y a kite.
• Select some pairs to role-play the dialogue 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? 
 (ask and answer questions about what someone plans to do, using What are you 
going to do? I’m going to ... ). 
 2. What’re the core values of the lesson? 
 (Use positive attitudes and appropriate gestures for Sts ask and answer questions 
about what someone plans to do)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 20. Lesson 2 P4-6 on page 67 .
D.FEEDBACK
 .....................
Date of teaching: 4A,(12/5/2023) 4B( 11/5/2023)
Period 126
 UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER?
 Lesson 2. 4 - 6
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. use the words and phrases related to the topics Future plans
2. Practice listening comprehension skills
3. Read and write 
4. Review learned material and improve memory and interaction through the game
Say where
5.Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about what someone plans to do
B. LANGUAGE FOCUS.
1. Key terms: Revision
2. Key grammatical structure 
The sentence patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 67 - Audios (Unit 4 -page 67), 
- Pictures, posters
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen, circle and write.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
 Student’s play, and Observation
3. Let’s play.
 interaction Questions & answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and asking
Spend a few minutes revising the previous lesson by playing Spot the odd one out. 
Follow the procedure in Games in Introduction. You may use the names of the 
places and phrases of future plans that pupils have learnt in the previous lesson. 
Activity 1: Language input (Activity 1: Listen, circle and circle.)
Tell the class that they are going to listen to four conversations about Phong and 
circle the correct pictures.
• First, ask pupils to read the sentences to identify the possible words to fill the 
gaps. Then have them look at the pictures and guess what Phong is going to do in 
summer. Check understanding.
• Play the recording three times for pupils to listen and circle the pictures. Ask 
them to focus on what Phong is going to do in summer. Then have them complete 
the sentences.
• Get them to swap their answers before you check as a class.
Key: 1 a 2 b 3 a 4 a 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to write the answers to the question What are they 
going to do? using the picture cues.
• First, ask them to look at the incomplete sentences and identify the missing 
information they need to fill in. Then have them look at the pictures to identify 
what the pupils are going to do. After that, have them find appropriate phrases to 
complete the sentences.
• Give pupils time to do the task independently. Go around and offer help, if 
necessary.
• Get them to swap their answers before checking as a class.
 1 is going to Phu Quoc 2 is going to swim in the 
 Key: 
 3 are going to Sa Pa sea 4 are going to play football
 Task 2: Let’s play.
Tell pupils that they are going to play the game Say where.
• Put a large map of Viet Nam on the board and highlight some major cities/places. 
Divide the class into groups of four and ask three groups of pupils to stand in three 
lines facing the board. Ask Where are you going this summer holiday? The first pupil 
in Group 1 answers We’re going to + (name of a place). The first pupils in the other 
two groups have to find the place on the map and point at it. The quicker pupil wins a 
point for the group. The groups take turns to answer the question and the pupils who 
have answered/pointed should go to the end of the queues. After all pupils have had a 
go, the group with the most points is the winner. Then ask another three groups to 
play the game. You may ask the winners to play a final 
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 someone plans to do)
 2. What’re the core values of the lesson? 
 ( Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about what someone plans to do)
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 20. Lesson 3. 1-3 on pages 68).
D.FEEDBACK
Date of teaching: 5A ( 09/5/2023), 5B ( 08/5/2023) 
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.